From 365575b49e5a02d57d5786d510783e088059f275 Mon Sep 17 00:00:00 2001 From: Lynn Date: Sat, 6 Jan 2024 00:30:03 +0100 Subject: [PATCH] Update lessons 6 and 7 --- _lessons/01/index.md | 4 +- _lessons/02/index.md | 4 +- _lessons/03/index.md | 4 +- _lessons/04/index.md | 4 +- _lessons/05/index.md | 5 +- _lessons/06/index.md | 55 +++++++++-------- _lessons/07/index.md | 143 +++++++++++++++++++++---------------------- 7 files changed, 108 insertions(+), 111 deletions(-) diff --git a/_lessons/01/index.md b/_lessons/01/index.md index b77bee5..c2e52e4 100644 --- a/_lessons/01/index.md +++ b/_lessons/01/index.md @@ -1,8 +1,8 @@ --- -title: 'Chıetoaı kọshı' +title: 'Chíetoaı kọshı' delta: true --- -# **Chıetoaı kọshı** -- 1st Lesson +# **Chíetoaı kọshı** -- 1st Lesson diff --git a/_lessons/02/index.md b/_lessons/02/index.md index 338232d..e8c6e89 100644 --- a/_lessons/02/index.md +++ b/_lessons/02/index.md @@ -1,8 +1,8 @@ --- -title: 'Chıetoaı kọgu' +title: 'Chíetoaı kọgu' delta: true --- -# **Chıetoaı kọgu** -- 2nd Lesson +# **Chíetoaı kọgu** -- 2nd Lesson diff --git a/_lessons/03/index.md b/_lessons/03/index.md index e415d2f..e245493 100644 --- a/_lessons/03/index.md +++ b/_lessons/03/index.md @@ -1,8 +1,8 @@ --- -title: 'Chıetoaı kọsaq' +title: 'Chíetoaı kọsaq' delta: true --- -# **Chıetoaı kọsaq** -- 3rd Lesson +# **Chíetoaı kọsaq** -- 3rd Lesson diff --git a/_lessons/04/index.md b/_lessons/04/index.md index 8dfe962..e8c5584 100644 --- a/_lessons/04/index.md +++ b/_lessons/04/index.md @@ -1,8 +1,8 @@ --- -title: 'Chıetoaı kọjo' +title: 'Chíetoaı kọjo' delta: true --- -# **Chıetoaı kọjo** -- 4th Lesson +# **Chíetoaı kọjo** -- 4th Lesson diff --git a/_lessons/05/index.md b/_lessons/05/index.md index 0a01ce4..6232a25 100644 --- a/_lessons/05/index.md +++ b/_lessons/05/index.md @@ -1,7 +1,8 @@ --- -title: 'Chıetoaı kọfe' +title: 'Chíetoaı kọfe' +delta: true --- -# **Chıetoaı kọfe** -- 5th Lesson +# **Chíetoaı kọfe** -- 5th Lesson diff --git a/_lessons/06/index.md b/_lessons/06/index.md index ec82e61..f101e02 100644 --- a/_lessons/06/index.md +++ b/_lessons/06/index.md @@ -1,78 +1,79 @@ --- -title: 'Cíko chıetoaı' +title: 'Chíetoaı kọcı' +delta: true --- -# **Cíko chıetoaı** -- Lesson 6 +# **Chíetoaı kọcı** -- Lesson 6 {: .sentences} | **Joaı déo kúne da.** [①](#fn-1) | The child is looking for the dog. | -| **Hu máma, kúne bı, tı hó hı raı moq?** [②](#fn-2)[③](#fn-3) | Mother, the dog, where is it? | -| **Kúne bı, nıe hó kúa da.** | The dog, it's in the room.| -| **Hı kua?** [④](#fn-4) | Which room? | +| **Kúne bï, tı hó hí raı móq, hóı máma?** [②](#fn-2)[③](#fn-3) | The dog, where is it, mother? | +| **Kúne bï, nıe hó kúa da.** | The dog, it's in the room.| +| **Hí kua?** [④](#fn-4) | Which room? | | **Núokua.** [⑤](#fn-5) | The bedroom.| -| **Nıe bũ hó núokua da.** [⑥](#fn-6) | It's not in the bedroom. | -| **Nuı hó da… Ma tıa hó sófa moq?** | It's small... Is it behind the sofa?| -| **Tıa bũ hó sófa da.** | It's not behind the sofa. | -| **Fa súq tu kua ba.** [⑦](#fn-7) | Go to every room. | -| **Hu máma, kíao bı rıa máq da!** | Mother, the door, it's open! | -| **Oaı! Ma buı kúne moq? Joaı múy ba.** [⑧](#fn-8) | Uh-oh! Is the dog outside? Let us go looking. | +| **Bu nıe hó núokua da.** [⑥](#fn-6) | It's not in the bedroom. | +| **Nuı hó da… Ma tıa hó sófa móq?** | It's small... Is it behind the sofa?| +| **Bu tıa hó sófa da.** | It's not behind the sofa. | +| **Fa súq tú kua ba.** [⑦](#fn-7) | Go to every room. | +| **Kíao bï rıa máq da, hóı máma!** | The door, it's open, mother! | +| **Oaı! Ma buı kúne móq? Joaı úmo ba.** [⑧](#fn-8) | Uh-oh! Is the dog outside? Let us go looking. | ## Notes -1. **kune** "dog" is a root word with more than one syllable. We met another such root in Lesson 4. An interesting point worth appreciating here again is that the words for "dog" and "apple" are verbs in Toaq. **kune** means "to be a dog", **shamu** "to be an apple". The noun meanings are derived from these verbs, either via a rising tone ![](../tones/t2.png) (**kúne** "the dog(s)", **shamu** "the apple(s)") or via **sa** (**sa kune** "some dog(s)", **sa shamu** "some apple(s)") or **tu** (**tu kune** "every dog", **tu shamu** "every apple"). +1. **kune** "dog" is a root word with more than one syllable. We met another such root in Lesson 4. An interesting point worth appreciating here again is that the words for "dog" and "apple" are verbs in Toaq. **kune** means "to be a dog", **shamu** "to be an apple". The noun meanings are derived from these verbs, either via a rising tone ![](../tones/d2.png) (**kúne** "the dog(s)", **shamu** "the apple(s)") or via **sá** (**sá kune** "some dog(s)", **sá shamu** "some apple(s)") or **tú** (**tú kune** "every dog", **tú shamu** "every apple"). -2. **hu** is a so-called *vocative marker*. It is placed in front of a noun and indicates that the noun is the party being addressed by the speaker. Here, it is the mother (**máma**) who is being addressed. +2. **hóı** is a so-called *vocative marker*. It is placed in front of a noun and indicates that the noun is the party being addressed by the speaker. Here, it is mother (**máma**) who is being addressed. -3. Here we see another use for the particle **bı**: by allowing one to state a noun first, one can establish that noun as the topic of the sentence. In English, this is sometimes expressed via phrases like "As for the dog, ...", or "About the dog, ...". +3. The particle **bï** is a topic marker. It's preceded by a noun in the rising tone, and establishes that noun as the topic of the sentence. In English, this is sometimes expressed via phrases like "As for the dog, ...", or "About the dog, ...". The topic should be *definite*: that is, it should have ![the rising tone](../tones/d2.png) on it instead of **sá** or **tú** before it. If you want to move a **sá** or **tú** noun to the front of the sentence, use **nä** as we saw in Lesson 5. -4. **hı X** can generally be translated as "which X" or "what X". Grammatically, it works just like **sa** and **tu**. **hı kua** "which (thing that is a) room", **hı kune** "which dog". In the previous lesson, **hı raı** was given as simply "what". This is because the verb **raı** means "to be something", so **hı raı** means "which thing that is something", which really just amounts to "what". +4. **hí X** can generally be translated as "which X" or "what X". Grammatically, it works just like **sá** and **tú**. **hí kua** "which (thing that is a) room", **hí kune** "which dog". In the previous lesson, **hí raı** was given as simply "what". This is because the verb **raı** means "to be something", so **hí raı** means "which something", which really just amounts to "what". 5. **nuokua** "bedroom" is a compound whose components are **nuo** "sleep" and **kua** "room". You should have no problem remembering that it means "bedroom", since that’s the room which is mainly used for sleeping. -6. **bũ** "not" is often placed right after the verb. We will learn about this in much more detail in later lessons. +6. **bu** "not" is placed right before the verb. 7. **ba** is what turns this sentence into a command. -8. **muy** is another pronoun. It means "we", but specifically refers to the speaker and the listener, as opposed to the speaker and some third party. +8. **úmo** is another pronoun. It means "we", but specifically refers to the speaker and the listener, as opposed to the speaker and some third party. ## Exercises ### Translate: - - **Nuo déo ru máma da.** + **Nuo déo rú máma da.** "The child and the mother are asleep." - - **Ma nuı sófa moq?** + **Ma nuı sófa móq?** "Is the sofa small?" - - **Sa kune bı nıe hó núokua da.** + **Sá kune bï nıe hó núokua da.** "Some dogs, they are in the bedroom." - - **Joaı kúne hı raı moq?** + **Joaı kúne hí raı móq?** "What is the dog looking for?" - - **Kuq déo mó« Sa poq bı joaı hó súq, hu máma »teo da.** + **Kuq déo mó « Sá poq nä joaı hó súq, hu máma » teo da.** "The child says 'Some person, they are looking for you, Mother'." ### Fill in the blanks: - "What's behind the sofa?" - **Tıa hı raı sófa moq?** + **Tıa hí raı sófa móq?** - "As for the dog, the dog is small." - **Kúne bı nuı kúne da.** + **Kúne bï nuı kúne da.** - "As for those who sleep, they are in the bedroom." - **Núo bı nıe hó núokua da.** + **Núo bï nıe hó núokua da.** - "Let us eat some apples." - **Chuq múy sa shamu ba.** + **Chuq úmo sá shamu ba.** - "Which dog are you looking for?" - **Hı kune bı joaı súq hó/kúne moq?** + **Hí kune nä joaı súq hó/kúne móq?** diff --git a/_lessons/07/index.md b/_lessons/07/index.md index 3c10d0e..0207081 100644 --- a/_lessons/07/index.md +++ b/_lessons/07/index.md @@ -1,91 +1,94 @@ --- -title: 'Díaıko chıetoaı' +title: "Chíetoaı kọdıaı" +delta: true --- -# **Díaıko chıetoaı** -- Lesson 7 + +# **Chíetoaı kọdıaı** -- Lesson 7 Congratulations, you have reached the first review lesson. This lesson does not contain anything new. Instead, it summarizes the material covered in the previous six lessons and helps you organize and consolidate it. ## Pronunciation -It is important that you learn to hear and pronounce the tones correctly. So far, you have seen (or heard) the falling tone ![](../tones/t4.png) and the rising tone ![](../tones/t2.png). All of these tones exist in English, too: +It is important that you learn to hear and pronounce the tones correctly. So far, you have seen (or heard) the falling tone ![](../tones/d1.png), the rising tone ![](../tones/d2.png), and the glottal tone ![](../tones/d3.png). These tones exist in English, too: + +The falling tone ![](../tones/d1.png) sounds like the "go!" in "ready, set, GO!". Conveniently, "go" is a verb, and the falling tone is the tone verbs are in. It is also the inherent tone of the sentence-ending particles **da** (assertion) and **ba** (wish). -The falling tone ![](../tones/t4.png) sounds like the "go!" in "ready, set, GO!". Conveniently, "go" is a verb, and the falling tone is the verb tone. +The rising tone ![](../tones/d2.png) sounds like "huh?" or "what?". It is the inherent tone of pronouns like **jí súq úmo**, determiners like **sá tú hí**, conjunctions like **rú**, and the question marker **móq**. It is also used to make nouns out of verbs, like **paqtao** (to participate) → **páqtao** (participant). -The rising tone ![](../tones/t2.png) sounds like "huh?" or "what?" and it makes nouns. +The glottal tone ![](../tones/d3.png) sounds like "uh-oh". It is the inherent tone of particles that start a clause. We saw **bï** (topic marker) and **nä** (a particle used to move other nouns to the front of the sentence). Listen carefully to the audio recordings in each lesson and repeat after them. You can also record yourself and compare your pronunciation to the recordings. ## Sentence structure and word order -The structure of sentences and the word order generally follows this template: - -![](../assets/sentencetemplate.svg) - -Sentence prefixes ("but", "so", ...) are optional. +The structure of sentences and the word order generally follows one of these templates: -When there is a noun in topic position, the verb of the sentence must be preceded by the particle **bı**. +- VERB NOUNS da. +- Rú VERB NOUNS da. +- NOUN bï VERB NOUNS da. (As for NOUN…) +- Sá/tú VERB nä (bu) VERB NOUNS da. (Some/all VERBs are such that…) ## The purpose of an utterance -The particles **da**, **ba**, **moq** are used to indicate the aim of an utterance. They let us distinguish statements from questions from commands. +The particles **da**, **ba**, **móq** are used to indicate the aim of an utterance. They let us distinguish statements from questions from commands. **da** makes assertions: -> **Bua hó sa jıo da.** - "They live in a building." +> **Bua hó sá jıo da.** +> "They live in a building." > **Cho jí súq da.** - "I like you." +> "I like you." **ba** makes commands, wishes, and suggestions: -> **Chuq múy ba.** - "Let us eat." +> **Chuq úmo ba.** +> "Let us eat." > **Nuo déo ba.** - "May the children sleep." +> "May the children sleep." -**moq** makes questions: +**móq** makes questions: -> **Ma kaqgaı súq kúne moq?** - "Do you see the dog?" +> **Ma kaqgaı súq kúne móq?** +> "Do you see the dog?" -> **Gı hı shamu moq.** - "Which apples are good?" +> **Gı hí shamu móq?** +> "Which apples are good?" -## Everything is a verb +## Nouns, adjectives, verbs -By now, you have heard a few times that things that would be nouns or adjectives in English are actually verbs in Toaq. What is really meant by that is that the words that carry meaning in Toaq (as opposed to words that mainly give structure to a sentence, like **keo**, **bı**, or **da**) are verbal in nature. Grammatically, they only assume their role as a verb when they carry a falling tone ![](../tones/t4.png) or as a noun when they carry the rising tone ![](../tones/t2.png). Before they receive a tone, they are what a linguist would call *contentives*, which comes from the fact that their primary property is that they have semantic content (unlike function words) — the are the containers of meaning. +Toaq does not make a lexical distinction between nouns, adjectives, and verbs. Everything that isn't some sort of grammatical particle is a verb: **kaqgaı** "to see" or **nuı** "to be small" or **shamu** "to be an apple". These words can be made to function as nouns by saying them in the rising tone ![](../tones/d2.png). In English, you say "this is a dog". In Toaq, you say "this dogs". -Below are examples showing how things which would be verbs, adjectives or nouns in English are all be expressed by contentives (which are turned into verbs via the falling tone ![](../tones/t4.png)) in Toaq: +Below are examples showing how things which would be verbs, adjectives or nouns in English are all be expressed by verbs in Toaq: > **Chuq jí da** - "I eat." +> "I eat." > **Nuı shámu da** - "The apple is small." (lit. "The apple smalls") +> "The apple is small." (lit. "The apple smalls") > **Kune ní da** - "This is a dog." (lit. "This dogs") +> "This is a dog." (lit. "This dogs") ## Making nouns -So far, you have encountered two ways of making nouns out of contentives: 1) using a rising tone ![](../tones/t2.png), and 2) using -**sa**, **tu**, or **hı** followed by a verb: +So far, you have encountered two ways of making nouns out of contentives: 1) using a rising tone ![](../tones/d2.png), and 2) using +**sá**, **tú**, or **hí** followed by a verb: > **póq** - "the person(s)" +> "the person(s)" -> **sa rua** - "a flower, some flowers" +> **sá rua** +> "a flower, some flowers" -> **tu bao** - "every white thing, all white things" +> **tú bao** +> "every white thing" -> **hı jıo** - "which building(s)" +> **hí jıo** +> "which building(s)" Nouns in Toaq are not marked for grammatical number. That is, whether an expression refers to one or more things, its form doesn’t change. @@ -96,44 +99,36 @@ This is a table showing the various pronouns encountered thus far.
- - - - - - + + + + + +
Animate
jıI, me
suqyou
hohe, she, they
haone, you (generic)
muywe (you and I)
mıywe (he/she/they and I)
jíI, me
súqyou
hóhe, she, they
háone, you (generic)
úmowe (you and I)
ímewe (he/she/they and I)
- +
Inanimate
maqit, those things
máqit, those things
-Toaq's pronouns distinguish neither grammatical number nor grammatical gender. However, there is a grammatical animacy distinction. There are several animacy classes, though we have only seen two so far. Third person pronouns (**ho** and **maq**) can only refer to things which belong to the same animacy class as them. **ho** refers to living things, **maq** to non-living tangible things. More pronouns and classes will be introduced in future lessons. +Toaq's pronouns distinguish neither grammatical number nor grammatical gender. However, there is a grammatical animacy distinction. There are several animacy classes, though we have only seen two so far. Third person pronouns (**hó** and **máq**) can only refer to things which belong to the same animacy class as them. **hó** refers to living things, **máq** to non-living tangible things. More pronouns and classes will be introduced in future lessons. Toaq makes a distinction between different senses of "we", depending on whether it includes the listener or a third party: -> **Chuq múy ba.** - "Let us eat." - -> **Cho míy súq da.** - "We like you." - -All of these pronouns are contentives, which means they can be used as verbs: - -> **Jı ní da.** - "This is me." +> **Chuq úmo ba.** +> "Let us eat." -> **Suq núo da.** - "The one who sleeps is you." +> **Cho íme súq da.** +> "We like you." ## Roots and compounds -A lexical distinction is made between root words with more than syllable on the one hand, and compound words on the other hand. Compounds are words that are made of meangingful components. For example, **chıejıo** "school" is a compound whose components are **chıe** "learn" and **jıo** "building". On the other hand, **kune** "dog" and **sofa** "sofa" are roots, as they have no semantic components. +Toaq has both compound words (like **nuokua** bedroom ← **nuo** sleep + **kua** room) and multi-syllable root words (like **shamu**, which is not a compound of **sha** and **mu**). When applying a tone to a word with more than one syllable, the tone contour is spread out over the whole word. (If the word is really long, our voice can only keep rising/falling for so long, so it's okay to flatten out past a certain point.) -We learned that care must be taken to pronounce the neutral tone in a way that "breaks" the previous word's tone contour. This way, we will not accidentally form one long word **kuneda** when we want to say **Kune da.** +Care must be taken to pronounce the tones in a way that "breaks" the previous word's tone contour. This way, we will not accidentally form one long word **kuneda** when we want to say **Kune da.** These are the roots and compounds introduced so far, in chronological order. @@ -161,28 +156,28 @@ As you may have noticed, the title of every lesson contains a number. For your c
- - - - - - - - - - + + + + + + + + + +
NumberCardinalNumberOrdinal
1shı1.shıko
2gu2.guko
3saq3.saqko
4jo4.joko
5fe5.feko
6cı6.cıko
7dıaı7.dıaıko
8roaı8.roaıko
9neı9.neıko
10heı10.heıko
1shı1.kọshı
2gu2.kọgu
3saq3.kọsaq
4jo4.kọjo
5fe5.kọfe
6cı6.kọcı
7dıaı7.kọdıaı
8roaı8.kọroaı
9neı9.kọneı
10heı10.kọheı
-The suffix **-ko** is attached to any number to create an ordinal number: **shı** "one", **shıko** "first". +The prefix **kọ-** is attached to any number to create an ordinal number: **shı** "one", **kọshı** "first". We will learn more about prefixes later, but for now, take note that this **ọ** is pronounced as a little glottal stop in the vowel, as in **kö**, but with the tone contour of **koshı**. Toaq’s cardinal numbers are verbs that describe the numerosity of the referents of an expression: -> **Gu múy da.** - "We (you & I) are two." +> **Gu úmo da.** +> "We (you & I) are two." > **Saq shámu da.** - "The apples are three in number." +> "The apples are three in number." It is not necessary to memorize any of this. If you feel like practicing the numbers, you can click on a random lesson number and check what its Toaq translation is.