Peace Corps

Peace Corps

Guarani Basic Course

DOCUMENT RESUME

ED 200-015 FL 012 142

AUTHOR Blair, Robert W.'; And Others TITLE

Guarani Basic Course, Volume II.

INSTITUTION Peace Corps, Washington, D.C.

PUB DATE

NOTE

497p.; For related document, see EL U12 141. Pats may not reproduce clearly.

LANGUAGE

EBBS PRICE MF02/PC20 Plus Postage.

DESCRIPTORS *American Indian Languages; Communicative Competence

Cultural Awareness; Diaogs (Language);

Grammar; Intensive Language Courses; Learning Activities; Pattern Drills (Language) ;

Language Instruction; *Textbooks; Vocabulary IDENTIFIERS *Guarani; Paraguay

ABSTRACT

This volume of the basic course mm Guarani.(the indigenous language Paraguay) contains the core stage, or

class- instructional phase, of the tea units presented in

These units contain explanations,-exercises, dialogues, various types cf pattern drills, suggestions for games and

activities, and various types of vocabulary lists.andexercises. host of the exercises'are in Guarani and English, with theexception

the last,secticla of the book which is in.Guaraniand Spanish. ThiS last section consists of short dialogues on situationsand activities

cDe would encounter in daily life in Paraguay.

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*

Reproductions supplied by EDRS are the best tacit can be made-

*

from the original document:

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GUARANI BASIC COURSE

U S DEPARTMENT OF HEALTH.

EDUCATION & WELFARE NATIONAL INSTITUTE CF

EDUCATION

, DOCUMEN.T ^orAs BEEN REPRO- o;.,,.-ED ExAC7L, RECEIVED ,PON, 7..E PERSON OR ORGANIZATION OPIC,N-

4,4G PO'N'S OP VIEW OR OPINIONS

DO NOT NECESS:P1LY PEPPE' NATIONAL ,4ST,'UTE Oc FDi);:A,-04 POSI.ON OS POL,Cv

0

Part II ^-

Prepared by: Robert W. Blair Charles R. Graham Delbert H. Groberg Carlos . Gomez ^_ Carle. R. Espinola

''PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER RIC).-

1968

DEC 3 V 1980

GORE STAGE Cycle 1

Manipulation Phase'

model

I-pores -nte (I'm) just fine.

TO THE STUDENT: The subject of 'Ipores -nte is understood through context and does not need to be expressed. Depending upon the context it could meen 'I'm just fine°, 'He's just fine', 'It's just fine', etc,

pronunciation I-pores -nte

Dora

I - -pores

I-pores -nte

model

O

Mbate ixa-pa? How? How are you?

TO THE STUDENT: Mba'e.ixa-pa literally translates as^'How?' -However it is use4 where we would say 'How are you?',

'Hello' etc.

pronunciation Mba'e

.ixa 4 ixa 4 ixaapa ba'g ixaapa

Mbe.'4

f

model

(

Cycle 2

Manipulation Phase

Xe-1-.6ra C. los. name (is) Carlos.

70 THE STUDENT: No verb is used tolink a subject noun with a

. -

predicate noun;

-rePetition

Xe7-17-esa. Carlos.

Nde-era Gladys.

model

Mba'4 What (is) your name?

TO THE STUDENT:_ the phraseimba.4 ika-Pa nde-I-rera? is similar to the Spanish 'Como se llama?'

repetition

Mba'6 ixa pa nde-i-6ra?

nde--17-era:

pa nde-i.era?

Mbacg ixa-pa

Mba'e ixa-pa nde-rera?

A. Mba'e ixa-pa nde-;era:

B. Xe-i-era

Is

CyCle,3

Manipulation Phase

model

Xe xe--;:era David aver. My name is David too.

TO THE STUDENT: Contrast xe. rera 'my name' and Xe xe-;-era ta.name.', nde-i.'-era 'your name' and nde nde-r'4ra "-our.name°.

A. Xe4gra Carlos.

3. X& xe-;gra Carlos aver.

C

Use Phase

listening for comprehension

A. Karat, mba'g, ixa-pa nde-;-gra?

B. Xe-rgra Antonio Gomez.

'A. Ha! Xe. xe-i-era Antonio Gomez, aver:

B. roi-kuag vo.

A. ,X6.avel: -

appropriate response What are both men named?

GAMES :

CONTESTS:

LIVE SITUATIONS:

4-

RE:N5ORCEMENT STAGE Games and Contests

1.. FAery student tuts his name in a hat and then draws a name from the hat. (It's all right if he draws his own name.) The students then go around the classrOom and greet everyone else, and ask every- one else what his name is. (Each students assumes the name that he drew from the hat.)

2. Each student is provided pictures of famous persons.

He holds up one picture at a time and asks °What's my name'

ut

1. Game No- i, could be used as a con-test by seeing who c,;uld get everyone's name the ouickest. The names'w,,uld have to,be written down an a niece of paper and checked for accuiacy,

See'who can talk the longest in Guarani without long pause: or grammatical errors. The game wound work well by dividing the class into teams of T:W: and having them talk together.

2.

1. ne stuants should us.e the greeting&:.mongifeliow student--; ana teachers whenever ..,hey see them in or out cr ,:iass.

CORE STAGE

pronunciation practice

a e like Spanish vowels.'

repetition

a aver

xe karat

o vo

u ^-hendia

lips drawn hack as for i;

tonglie position for the vowel of put.

O

repetition

Y, jevi

y ^a-vz9

v h much'like the ^{E nglish}

consonants

repetition

levg, oparg, lUkg, vo

h ha

I

x g

gV and a vowe1

sh in English ia in English

w in English and.a vowel

repetition

x xe, xgk,. xopi, xlxu, xika, 2syryr

t

ko'da

gu guyrg

t ,d n p, k

like Spanish consonants

repetition

I-porii-ate ^nd.6 pore mba'e ixa-pa ^kara:17 --Dag mba'e -He'd ^xe-rerc. -studig ^la' 1-pora pa

Gl..)ttal stop as in °mountain' or 'oh-on'.

repetition so'6

ha'g hu'U

ha."4

mba'e

714.e'd

e I o ti Y Any vowel may be nasalized

7

contrast. drill

g porg ^porg

g peg ----Peg

I ol 01

moo moo

11 ril ru

Y ^py

nasal j - n pronounced H

nasal d - d silent

nasal b - b ^{o silent}

contrast drill

ja ^fia

ndg ndg,

mba'e

r-

non-nasal nasal

primary stress secondary stress

repetition ndg

-porg nde-,;gra oi'-porg kaial:

I-porg-nte hate

hai:e kugra

peg 'hge kuaa volume is loudest at point of stress

a

7epet.it.ion

nee

-studi5.

I- Ora - ^t°

vowel.vowel

repetition -mba.apri

model

.pronounced as a glottal stop or a long vowel.

tera

Caere

xe -rera-

a name his name my name

'TO T1 STUDENT: certain words begin with t when they are not possessed, h when they are thi,-d person posseSsive, and r when they are possessed by any other person. This type of change will be called the RH fa,"-o-.

I-porn -nte The hyphen is a symbol placed

arbitrarily in words to

facilitate the teaching of the grammar .

Mba',=; ixe-pe The hat connects -pa,: negative

affixes and other elehents to be discussed la . :r.

,

-JaD6

TO THE STUDENT: verb stems which begin with a capital I or J are I-verbt or J-verbs, respectively. I-verbs requirean 'i' on any prefix added to. the verb stem; J-verbs recuire a 'j'.

.

CONTESTS:

10

REINFORCEMENT STAGE Games and Contests

1. The teacher reads words with and without glottal stops. The student raises his hand if the word contains a glo,.tal stop.

Example: ^{hae, ha' 6}

-pee DeTe

mbag mba'6

2 Same as Game 1. but with nasalization instead of glottal stops.

Example: pee pee

ore ore

he'e rieye

Pore pora...

e+-!. etc,

3 Same as G

-Example: ieVg c.)'eli-C1

a -v; a e-vy?el ykug -ukug

jevi ^{a-vi' g.}

etc. etc.

1 The teacher -ends words that know but he varies the stress, nasal and glottal stops.

The studentS write what they hear.

2. The students read back what they wrote in CONTEST 1,

Live Situations .

1. Listen for the sound in English or any other language you are in contact with..

2. Practice saying English words with nasalized;

vowels.

3. Practice using L. in place of 'u'.in-English words.

-1

CORE STAGE Cycle 1

Manipulation Phase

model

41N

Xe":,a? (Who) me?

TO THE STUDEI'T: The statement 'me' is xe. The auestion '(Who) me?' is either xe? (with upward intonation) or xe-pa?' The 2:L. added to a word or phrase makes.the word or phrase a question.

point and say

Xe-na? (Who) me?

Nde-pa?_ (Who) you?

Ore-ma?- Who) us?

Pe-e-pa? ^{. ..(Who)}

Carlos-Pa? (Wh0) -Carlos

point and ask

x4 Nde-pa?

Ha'6. Ha'espa?

.:de. Xg-pa?

CarIos. Carlos "pa?

Ore. ^{PP^4'pa?}

Pee. ^Ore.-pa?

model

E-hendia Listen Estuche

Pe-hendia Listen Escuchen

TO THE STUDENT: E Plus the VERB STEM iS the command directedtoward one person. Pe plus the VERB STEM is the command directedtoward more than one person. (-'e is irregular.)

conversion given a singular command form, change it to the plural and vica versa.)

-Singular ^Plural

E-hendd Pe-hendd

-He' e Pe-He'e

Pe- studies

model

E-he'ndu mi . Listen a little. Escuche un poco.

TO THE STUDENT: mi after the command softens the command. Literally ml means 'a little'. ,Note also that mi takes the primary stress.

conversion (given a simple command form, change it to asoftened c=mend form.)

E-hendd E-h,lindu mi.

E-te'e E-ne'e mi.

E-studig. E-stadia mi.

Lr-e mi.

dialog

1.

A. E-stadia mii ^Study'

B. Xg-pa9 (Who) me?

A. Ndg.

dialog 2._

A. Pe-stadia m1 ^Study:

B. Org-pa? (Who) us?

1

Pee. You

Use Phase

interpreting (give the dialog responses) Politely tell (name) to study

listen speak say (it) Politely tell (names) to ^study_

listen speak say (it),

model

Cycle 2

Manipulation Phase

Xe a-hendla. I listen.

TO THE STUDENT: when the subject of a verb is "I' (xe), the PERSON PREFIX a must be added to the Verb_stem. (Again, -'e is irregular.)

act out Xe a-hendia.

Xe a-studig..

Xe

Xe ha-'g.

I listen.

'I study.

I talk.

I say.,

14.

model

I listen.

TO THE STUDNET: since the PERSON PREFIX specifies the subject, the subject pronoun is not necessarily expressed.. The relationbetween a-heildU and xe a-hendil is the same tss,between 'escucho' and 'yoescucho'.

translation

model

I listen.

I talk.

I study.

I say.

A-hendu hina. I am listening.

TO THE STUDENT: hina

translation A-hendu hina.

A-fie°5 hina.

A-studies hina.

1:18.-"4 hina.

patterned response Xe a-studies hina.

X4 a-heie dine- X4 a-bend(' bine-

Xe ha-'e hina.

after the verb makes--- progressive.

I am listening.

I am talking.

I.am studying.

I am saying (it).

Xe a-studies hina avel.

Xe hina avel.

Xe a-hendil hina avel.

Xe ha-'6 hina avel.

jr

dialog

A: E7hendu mi.

B. Xg-pa? A-hendil hina.

Listen a bit.

Me? I'm listening.

interpreting

Use Phase

(give the dialog responses) Politely tell (name) to

model

study speak listeh tell it read

Cycle 3

Manipulation Phase,

Ndg re- studies hina: You are studying.

TO THE STUDENT: when the subject is 'you' (ndg), the PERSON PREFIX re must be added to the verb stem.

repetition

Ndg re- studies hina.

Ndg re-hendia hina.

Ndg re-ne'e hina.

You are studying.

You are listening.

You are talking.

model

Nde re-studig hina guarani.-

*repetition

,Xe a-he' 6 hina guaranf.$0 Xe a-hendil hina guarani.

Nde re- studies hina guarani.

Ndg hina 'guarani.

model

You are studying Guarani.

I am speaking Guarani.

I am listening (to') Guarani.

You are studying Guarani:

You are speaking Guarani.

Nde-pa-re-studig hina guarani?

Are you studying Guarani?

Re-studig-pa hina guarani?

TO THE STUDENT: a yes-no question.is wordo.f the sentence.

repetition

Nde-pa.re--hendil hina?

Re-hendil-pa hina?

Nde-pa re-flete hina?

Re-ae'e-pa hina?

LEOrlIpsilesp91L

Re-He'e-pa hina?

- Re-bendil-pa hina?

Re-studig-pa hina?

dialog

formed by adding -a after the first

Are you listening?: ^-

. Are you listening?

Are you talking?

Are you talking?

Nah&niri.

NahLniri.

Nahaniri.

Ndepa re-hele hina?

,Nde-pa re-hendil-pa? ^- Nde-pa.re-studig-pa?

A. Re-studigpa nina guarani?

NahAniri. Nde-pa re-studig hina guarani?

interpretin,71

Ask (name) if he Ask (name) if he Ask (name) if he Ask (name): if he

Use'Phdte

is studying-English.

is speaking,Fiench.

is reading Spanish.

is listening .56 Guarani.

listening for

Xe hin

Nde, enamel,

comprehension

a.

re-hendia hina.

appropriate response- -Xe-pa a-henea hina?

Nee-pa re-.e'6 hina?

dialag

/7

A Nde-pa re-Studig hina guarani? Are you studying Guarani?

B. Iee, a-studies hina guarani. Yes, I'n studying Guarani.

A. Re-studig:.-c_ hina ingles aver. Are you studying English too?

B.- Nalaniri. Ha'e o-studies hina ^,No. He's studying English.

ingles.

tG

model

Cycle 4

ManipuAation Phase

/8

Carlos o-sfudig hina.

Ha'e o-studig hina.

Carlos is studying.

He is studying.

TO-THE STUDIENT: the PERSON PREFIX for third person (he, she or it) is o.

1:

repetition

Hate o-hendii hina.

Have o-studig hina.

Hate o-fiete hina.

(Name) o-lee hina.

(NaL-e) o-scrivI hina.

patterned response model:

O

He is listening.

He is studying.

He is speaking.

(Name) is speaking.' (Name) is writing.

Carlos-pa o-studig hina ingles?

Hee, o-studig hind.

Hate-pa o-he'e guarani?

Hee, o-nee guarahi.

0-lee-pa h':ha.?

Hee, o-lee hina.

drill: Carros-pa 941e7e hina ingles?

;Hee, o-ffet ha:flat-T:416s, Glgdys-pa ingles avei?

H6e, ingles avefi Ha"e-pa o-studig guarani?

Hee, ostudig guaranT.

0-lee-pa hina kuEL-karal Gomez?

Hee, b-lee hina.

.t)

.-

model: Re-studig-pa hina ko'aga?

Hee, a-studies hina

drill:

Re-neie-pa hina guarani-me toia.ga?

Yee, ko'aga a-he'e-,hina guarani-me.

Re2hendirma hina kaiega?

Hee, ko'aga,a-hendia hina.

Re-Etudig-pa hina guaralli-ko'aga?

Hee, ko'aga a-studig hina guarani.

Re7leg-pa hina ingigs ko'aga?

'Hee, koieiga a-leg hina ^inglgs.

Re-scrivl-pa hina icaral-Keie ko'aga?

Hee, ko'aga a=scriyi hinakaral-fieCe.

lexical substitution o-studies

o-leg o-scrivi

o-mana (die) o-ke (sleep)

C.Name)

tName) (Name) (Name) (Name)

grammatical substitution (xe)

nde

ha' g-

(xg) haig

o7studig hina.

a-leg hina.

o-scrivi-hina.

ormana hina.

o-kg hina.

X5 a-studig hina guarani.

Ndg re- studies hina,guarani.

Hag o-s-Eudig- hina guarani.

Haig o-scrivi hina.

-Nd4 re-strivi hina.

Xg a-scrivl hina.

Xe a-leg hina.

Haig hina.

/9

Cycle 5

Manipulation Phase

model

Pe& pe-fie' e .hina. You-all are speakin,;.

TO THE STUDENT' EL is the PERSON PREFIX for 'you-all' (pee).

repetition

Pe& pe7hendri hina.

Pee pe=studig hina.

Pee pe:-fie'e hina.

model

You-ail are listening.

You-all are studying.

You-all are talking.

Ore_ro-fie'e hina. We are talking.

repetition

Org ro-hsndil hina.

Or ro-studig. hina.

Ore ro-nefe hina.

Or ro-he'e guarani.

7crammatica1 substitution.

pee) Pee pe,fieTe hina.

Or Or ro-ne=e hina.

xe Xe a-he'e hina.

nde Nde re-fief& hina.

hafe Ra'e o-fie'e

(xe) Xe a-studig hina.

nde Nde re-studig

hag

pee Pee pe-studig hina.

We are listening.

We are studying.

We are talking."

We are talking Guarani.

.0

9

2/

model.

Ingles-pe

Guarand-me

f

In English In Guarani

TOTHE STUDENT: 'in' is -u,. After'a stressed nasalized vowel -De becomes -me. It is common in Guaranilto:-say 'speak in alanguagel7

repetition

ingles-pe In English.

quarani-:me In Guarani.

Er-e mi ingles-pe.

w

:r -e mi guarani -me. Say (it) in Guarani.

E-aere mi guarani-me. Speak in Guarani.

E-fie'e,ingles-pe, Speak in English.

patterned response

model: hfna guarani ko'gga?

Hge, rb-He'e hina guarani.

Pe-hendil7pa hina karal-fie'a ko.'aga?

Hee, ro-hendll hina

drill: Pe-studig-pa.bina ko'gga?

Hge, ro-studie hina ingles.

Pe-Re'e hina karal-Heeg-me.

dialog

A. Pe-fie'rma htna ingles-pe? Are you -all talking in English?

B. .Nahgniri. Or ro-heig hina No., We're talking in Guarani- guarani-me.

A. Guarani-me? '0f -pores! In Guarani? That's good!

listening for comprehension Xe'a-ftece hina guarani -me.

Nde re-ne:4 hina karal-nete-me.

Pee pene'e hina ingles-pe.

Hate o-te'e hina ruso-pe.

appropriate response

Use Phase

1. Xe-pa a-Ke2e hina guarani-me?

2. Nde-pa re-he'e hina ruso -pe?

3. Pee-pa pe-fie'e hina inglestpe?

4. Ha'efloa o-fle'se hina karal-fie'e?

5. Ore-pa ro-de'e hina chino-pe?

interpreting

1. Ask (nam) if I am speaking in Guarani.

2. Ask (name). if I am study in Guarani.

3. Ask (name) if he is studying in Guarani.

4. Ask (name, if he is speaking in Guarani.

5. Ask (name) if you are speaking in Guarani.

22

REINFORCEMENT STAGE Games

1. The students sit in a circle. ^1.

One student is chosen as the COMMANDER. The Commander gives each student a command such as:.

STUDY TALK LISTEE

SAY IT

The students act out the command by holding their hands like a

book for STUDY, putting a hand to the ear for LISTEN, etc-, and responds by saying I'M STUDYING, or I'M LISTENING, etc. The Commander 'says:

THAT'S FINE, and goes on to the next student.

After everyone is given a

command the Commander asks each one: ARE YOU STUDYING? or ARE YOU LISTENING? etc., and the

students reach respond appro- priately YES, I'M STUDYING,

or NO, I'M TALKING, or what- ever he is doing.

Students each take turn being the .COMMANDER.

2. Students sit in a circle. One student is chosen as IT, and leaves the room for a minute.

Each student is assigned some- thing to be doing such as STUDYING, TALKING,. etc. One person is chosen as the FIBBER.

Lds estudiantes se sientan en un circulo. Uno de ellos es elegido como el COMANDANTE. El Coman- dante da a cada estudiante una ordern tal como:

ESTUDIE HABLE ESCUCHE DIGALO

Al recibir la orden los estu- diantes actuan alzando sus manos como con un libro para el ESTUDIO, o poniendo us manos en sus-oidos, en actitud de OIB, ect.,,y a la vez respondiendo: YO ESTOY

ESTUDIANDO o YO ESTOY ESCUCHANDO etc., El Comandante dice: MUY BIEN y sigue-hacia el prOximo

estudiante.

Despues de,que cada uno halla re- cibido una orden, el Comandante pregunta ESTA UD. ESTUDIANDO?

o ESTA UD. ESCUCHANDO? etc., y cada estudiante da la respuesta apropiado, SI ESTOY ESTUDIA1b0 o NO, ESTOY HABLANDO, o dual- auier cosa que estg. haciendo.

Cada estudiante toma el turno de'COMANDANTE.

2. Los estudiantes se sientan en un circulo. Lino de ellos, el senor X, sale fuera de la clase por un minuto. A cada estudiante se le asigna estar haciendo una acciOn determinada como ESTUDIANDO,

HABLANDO etc. Entre todos se ellge un EMBUSTERO.

IT comes back-into the room and begins asking what the different students are doing:

ARE YOU STUDYING?

ARE YOU TALKING?

IS HE LISTENING?

etc. Everyone except the FIBBER has to tell the truth-. The

FIBBER has to fib. 'IT tries to find out what everyone is really doing and who the FIBBER is.

Students take turns being IT.

3. Students sit in a circle. One person is chosen as IT. IT 'tells each student what he is

'YOU'RE LISTENING.

YOU'RE TALKING,

etc. The students have to keep track of what every student is

assigned.

Then IT asks someone to tell 'him whit everyone doing:

I'M LISTENING.

HE'S STUDYING.

etc. If he gets one wrong and IT gets it right, he is the new IT.

24

X vuelve al salon de clase y pr-glinta que este haciendo -cl1ferentes estudiantes:

ESTA UD. ESTUDIANDO?

ESTA UD. HABLANDO?

ESTA EL ESCUCHANDO?

etc. Todos, excepto el EMBUSTERO, debe decirle la verdad. El

EMBUSTERO,tiene aue mentir. X trata de saber que est5. haciendo realmente cada uno y quien es el - EMBUSTERO.

Todos los estudiantes toman s;.1' turno de sef:',Dr X.

3. Los estudiantes sientan en un circulc. Una persona es-elegida como X. X dice a cada estudiante aue deberg esta:7 haciendo:

UD. ESTA ESTUDIANDO.

UD ESTA HABLANDO.

etc. Todos los 'estudiantes

tienen que terser en cuenta aue es asignado a cada estudiante.

Entonces X pregunta a cualquiera que ester haciendo cada uno:

YO ESTOy. ESCUCHANDO.

EL ESTA ESTUDIANDO.

etc. Si el estudiante a -quien.

es hecha la pregunta se ecUivoca y X no, el es el nievo X.

Games and Contests Juegos y Concursos

The teacher gives a statement without using a pronoun:

0-HEND(.1 MINA

OR A- STUDIA

etc. The students cuestion the .statement as fast as they can:

EA EPA?

ND'IrPA?

,YZ,"7"'DA9

Whoever questions it correctly first, gets a point.

The teacher gives each student a command, or tells him what he is doing:

E-HENDU MI.

N RE-STUDf& HINA.

etc. The student responds by acting out the command and saying what he is doing. If he gets it right he gets a^poic,t.

2.

El profesor da una frase sin usar pronombres:

ESTA ESCUCHANDO.

0 ESTUDIO.

etc. Los estudiantes, usando el pronombre apropiado preguntan

lo mgs pronto que puedan:

EL?

NO=OS?

UD.?

La primera pregunta correcta gana un puntc.

2. el profesor da a cada estudiante una orden o le dice que ectg

haciendo:

ESUCUCHE.

UD. ESTA ESTUDIANDO.

etc. El estudiante responde realizando la acciOn que la

orden implica y diciendo oue^ester haciendo. Si lo hace bien gana un punto.

2c

3. One of the students is chosen ^3. Uno de los estudiantes es elegido as IT. IT leaves the room. como X. X deja el salon de clase.

The others are each assigned an - Los otros se'asignan uno al otro activity identification: una acttvidad que les identifique:

NDE RE-STUDIA HINA UD. ESTA ESCUCHANDO.

NDP, RE-SCRIVI HINA UD. ESTA ESCRIBIENDO.

NBE.REudiEl HINA NDE RE-EMU HINA

NDE RE-LEE HINA

IT is then called into the room and is told:

PETEi.0-LEEHINA, HA

UD. ESTA ESTUDIANDO.

UD. ESTA HABLANDO.

UD. ESTA LEYENDO.

X es llamado al salon de clase y se le dice:

UNO ESTA LEY1=0,.

OTRO KATU 0-SCRIVI HINA, OTHO ESTA ESTUDIANDO,

etc. etc.

IT then asks different people about their-activity;

X pregunta a diferentes personas acerca de su actividad:

(NDE-PA.RE-LEE HINA?) (ESTA UD. LEYENDO?) or the activity of others:

(HA'72-PA 0 -HENDU HINA?)

o las actividades de otros:

(ESTA EL-ESCUCHANDO? )

Catch and Say Agarre y Riga 4. Form a circle, with IT in the ^4.

middle. IT throws a ball or bean bag "'to someone in the circle and

gives a command. The pefson.

must catch the object, respond and throw the object backwith- in four seconds, (before IT counts to four in Guarani or ten in Spanish). The person-with the object must give the correct response to the command given by

TT.

Examcle: if IT says:

E-HE NDU MI.

The person must say:

X2 A -HENDU

27

Formen un circulo con X en el medio. X tire una pelota or cual- auier objecto suave a alguno en el circulo y des una orden. La persona debe coger el objecto, responder y tirar de vuelta el objeto dentro de 4 segundos,

(antes oue X cuente hasta 10).

La persona con el objeto debe dar_una respuesta corecta a la pregunta u orden

dadpor X.

Ejemplo: Si X dices:/ ESCUCHE..

La persona debe decir:

ESTOY ESCUCHANDO.

Live Situations

Try to findai manysituations. as possible to use the phrases.in the-lesson. When you see some-One studying,.for example, ask:

ARE YOU STUDYING GUARANI^{?, etc.}

2. Use the phrases 17 class whenever appropriate: SAY IT AGAIN.

SAY IT IN ENGLISH. ARE YOU TALKING IN GUARANI?, ^etc.

3. Whenever you her somethingin English or Spanish that youknow how to say in Guarani (even if it's just a word) think ofhow you would say it inGuarani.

REVIEW STAGE

26

translation

Xe-7.pa? (Who) me?

Ore-pa? (Who) us?

Listen (you).

Pe-hendia. Listen (you-all).

mi. Say (it) (you).

Pej-e mi. Say (it) (you7a11).

Xe I listen.

Xe a-hendS hina. I am listening.

A-fie'e hina guarani. I am speaking Guarani.

Nde re-fie'e hina ingles-pe. You are speaking in English.

I say.

I am studying Guanani.

Xe

Xe a-studies hina gUarani.

Aide re- studies hina inglesy Are you studying English?

Re-fie'rpa hina guarani-me? Are you speaking in Guarani?

Carlos-pa o-studig hina guarani?

Pe-fie hina inglgs-pe?

Guarani-me-pa?

Ro-fie'E guarani -me, mi guarani-me.

Pej-e mi ingles-pe.

Is Carlos studying Guarani?

Are you-all tPlking in English?

In Guarani?

speak in Guarani.

Say (it) in Guarani.

Say (it) (you -all) In English.

E-He'e mi gmarani-me. Talk in Guarani.

0I-porg! That's good (fine)!

2.

appropriate response E-hendia mi.

2. Ktia.g, ixa-pa?

3. Mba'g ixa'pa nde-:era?

4. Re- studies pa hina guarani?

5. Re- ^e'-43-pa hina guarani?

6. Carlos-pa o-fie'e guarani-me?

7. Er-e mi hello' guarani-me.

8: Er- mi 'Guarani' guarani-me.

9. Nde-Pa re- studies hina inglgs?

10. Re-hendirpa hina?

11. 0-hendil-pa hina?

12. E-fiece ingles-pe.

13. E-fie'e mi guarani-Me?

1L. Pee-pa pe-studies hina Ingle's?

15. Pe-studig-pa hina guarani?

16. A-ne'e'pa guarani-me?

17. Hate-pa o-ctudig hina?

18. Car pa o-hendil hina?

19. Mba'e ixa-pa re- studies hina guarani?

20. Pe-Hei-ei-pa hina

3o

relistening

1. A. Mba'e ixa-na, Carlos?

B. I-pore -nie. Ha ndg?

A. I-pore -nte avel. *Nde-Da e.t."studig hina guarani?

3. Hee, a-studig hina.

A. Ha David? 0- studies -pa hina guarani avel?

B. Nahaniri, ha'e o-studies hina ingles.

A. 01-pora! re ha Glgdys ro-studies hina inglgs avel.

2. A. Glgdys ha,Carlos, mbale ixa-Da?

B. D-Dora-nte. Ha ndg?

A. I-pore -ntZ avel. Re-:late-pa ingles?

B. Ore-pa? Nahaniri, or ro-fie'e guarani.

A. Er-e mi 'Hello' guarani-me.

B. "Mba"e ixa-pa?" Oi-pora-pa?

A. Hee, 01-Dora.

3. A. Re-studig-pa hina guarani, Carlos?

B. Hee, a-studies hina.

A. Mbarg ixa-pa re -.studies?

E. Xg a-Het& guarani-me.

A. 01-pora, Carlos.

Pronunciation practice

nasal 'vowel (i-) hee

D -s e fie.e

nasal vs. oral vowel vY

pe pee

kolaga ^ko'gra

roikuag ^mok8i

vowel - glottal catch - vowel ^(v'v) ha'e

he-If Ee'e

v'v VS. VV'

he-et peter karial pee

.

model

substitution guarani inglgs karal-fie' è portugues

model

CORE STAGE Cycle 1

Maninulatich Phase

hina guarani ko'aga.

32

He's studying Guarani now.

o-studig hina guarani ko'aga..

o-studig hina inglgs ko'aga.

o-studig hina karal-die'e kovaga.

o-Studig hina nortugugs ko'aga.

Mbatg-pa,o-stuaig hina karat What is Mr. Taylor studying?

Taylor?

substitution

karat Taylor Mba'g-pa o-studig hina karat Taylor?

kung, -karat Taylor Mba'g-pa o-studia hina kuha-karat Taylor?

A. Mba'g-pa o-studig hina (name)?

B. G-studig hina guarani ko'aga.

33

Use Phase

directed. discourse

1. E-torandd (name)-te mba'g-pa o-studies hina (name).

2. E-porandd (name)-te o-studig-pa hina guarani,

listening for ,comprehension

Karaf. Taylor o-studies hina guarani ko'aga ha kung -karal Peraltao-studig hina ingles.

appropriate response

1. Mbeg-pa o-studies hina karal Taylor?

2. Mbaig-pa o-:studig hina kung -karal Peralta?

3. 0-studig..pa hina guarani kung -karal Peralta?

4. Ndg-pa re-studig-Nna ingles?

5. re-pa a-studies hint. karal-He'e?

6. Mava-pa o-studies nine. karal-fie"e?

Cycle 2

Manipulation Phase

model

0-leg hina ko'aga. Fe's reading now.

substitution

fleg 0-fie'a hina ko'aga.

leg 0 -leg hina ko'aga.

scrivl 0-scrivi hina ko'aga.

hug fubol 0-hugg fubol ko'aga.

,

model

Mba'g-pa. o-ap6 bina (name)? What is (name) doing?

patterned response

model: Mbaie-pa of -apO hina kotega? 0-lee-pa hina?

Hee, o-lee hIna.

Mbaie-pa oj-anc5 hina kofega? 0-hu6-pahina fubol?

Hee, o-hugg:7pa YEna fubol.

drill: MbaTe-pa oj-'apc5 hina koiega? 0-scrivi pa hina?

Hee, o-:Fcrivl hIna,

Midate-pa of -ap6 hina ko'aga? 0-fie'e-pa hina guarani-me?

Hee, o-fie'e hina guarani-me.

Mbaie-pa.oj-ap6.hina ko'aga? 0-studig.-pa hina ingles?

Hee, o-stUdia" hina ingles.

Use Phase

directed discourse

1. E-porandd (name)-pe mba.'"pa xe aj-ap6 hina.

2. E-porandd a-lee-pa hina.

3. E-porandd_xe-ve mbate-pa (name)-be of -ap6 hina.

patterned response

model: Mbaie-pa rej-apO hina?

Hee, a-lee hina.

-Mba'e-pa rej-ap6 hina?

Hee, a- scriyi hina.

Re-lee-pa hina?

Re-scrivi-pa hina?

'-U

3,_

a.'?; T)e re' -apC h:na?.Re-studig ma hTna?

Hee, a-scrivl hlna.

Kba'rpa rej-ap5 hTna? Re-hu,Tg.-ma hina 4'111-:o?

Hee, a-huga hina fubol,

model: Mba"e7ni aj-ap6 hina? A-scriv-ma hina?

Hle re-scrivl hina.

drill: ,lba'g-na aj-an6 hina? X-lee-na hina?

rice, re-lee hina.

aj-an6 hina? A-studig-pa hina?

Hee, re-studig hina.

directed discourse

1. Eporandr.:. (name)-ne mbale-paoj-ap6.hIna.

E-porandil o-lee7na hina.

2. E-moranda (name)-me mba'e-pa ^hina.

E-porandikre;-studig-pa hina.

patterned response

model: Mba'g-pa roj-an5 hina? Ro-studig-pa hina?

Hee, pe-studies hina.

drill: Mbaie-pa roj-ap6 hinag Ro-Hete-pa hIna.guarani-me?

Hee, me-He'-e hina guarani-me.

Mba!g1-,.a roj-ami5 hina? Ro-scrivl-pa hina?

Hee, ne-scrivl

model: Mba"e-ma pej-amo hina? Pe-studig-na hina?

H4e, reo-studies hina?

drill Mbafe-na ^hina? Pe- huger -pa hina?

Hee, ro-huger hina.

. a"e-pa Dej-ap6 Pe-fie'rpa hina guarani-me?

Hee, e hina guarani-me.

directed discourse

1. E-porandil ore-ve mba'e-pa roj-apO hina. E-porandu ro-He'e-pa hina ingles-ne.

E-pornadil (name)-pe mba'e-pa pej-ap6 hina. E-porandu pe-1e6-pa hina.

listening for comprehension

Karal Martinez o-studies hinaingles, ha nde, (name), re- studies hina guarani, ha xe a-studies hina

appropriate response

1. Mava'pa o-studies hina inglesq.

2. Mba'e-pa xe a-sAudig hina?

3. Ha nde, (name)., mba'e-pa re- studies hina?

4. Mba'e-pa rej-ap6 hina?

-5. Mba'e-pa oj-ap6 hina (name)?

6. Mba'e-pa xe aj-ap6 hina?

T. Mba'e-pa aj -ap6 hina ko7iii:gA? ^sof

3G

Cycle 3

Manipulation Phase

=del

37

:Tiande ja-studie va.era guarani. We ought to study Guarani.

TO THE STUDENT! The PERSON PRE= which corresponds to Handle Ja- or within a nasal span Ha-.

substitution

ja-studig. Nandg la-studie va.er& guarani.

Ha-He"6 Nand Ha-He'e va.era guaraHi.

a-hendil Nand Ha-he nda va.era guarani.

patterned response

model: Ha e ku6ra o-studie va.er& karat -fie'e, Ha Hand4 ja-studie va.era guarani.

ha'ekuera vA,era. karat -fie e.

Ha iaande na-hp'e va.er& guarani.

drill: Ha 'e kuerE. o-henda va.erA karat -nee.

Ha rand va.eza- guarani.

Ha'e ku6ra o-lee ,va.era

karat -fie' e.

Ha nand va.eri!

Mba'g pa fiand5 ja- studia va.er& What should we study now?

ko'aga?

3a

su_stiturion

call word :pattern

riaLdela-studie. Mba"eoa. Hande ja-studia va.era ko"dita.

or ro studig. Mbate-pa or ro-studia va.era koiaga.

pee ue-studi:i Mba'e-ua pee De-studia va.er nde re-studig. Mba'e-pa nd& re-studia va.erd.

o7studie. Mba'e-ua. o-studia va.era ko'Lga.

xe a-ctudigi. Mba'e-ue. xe a-studia va.era

dialog for listening

A. Mba'e-pa ja-studia va.era ko'-ago

B. Nd4 re-studi:a va.era guarani- ha xg a-studia va.erg. ingles.

A. Ha'e-pa o-studia va.era alre17

B.: Hee.

dialog for- iistening r.

A. Mba:e-pa hand6 ja-Ftudia va.era ko'aga?

1

B. Nande ja-studia va.era guaranf.

A. Ha ilbace pa ha'e o-studia va.era koidga?

B. lie'e o-studia rra..=..ra karat -ne

e.

dialog for memorization

A. Alberto b-stud:ia -.Ta.era hina .karat -he'a.

Alberto should he studying Spanish.

.B. Ha mbaq-pa fiande ja-studia And what should we be studying?

va.era hina?

A. Nand ja-studi Ira.era hina We should be studying Guarani.

guaran!:.

Listening for comprehension

Karat Graham o-st.udies hina karal-Re'e, Pero hateo-studia va.era guarani.

Karat Gomez o-studies hina portugues, pero ha'g o-studies va.era inglgs.

appropriate response

M'oa'21-pa o-studies hina karal Grahqm ko'aga?

Mba'g-pa hate o-studies va.erg.?

Yba'g-pa o-studies hina karal Gomez ko'Ega?

Ha'g-pa o-studies hina karal-fiete aver?

Mba',5-pa ha'g o-studia va.era?

Cycle !

Manipulation Phase

,:a-studig py. Let's study then.

TO THE STUDENT: ^.1a- plus the VE23 STEM makes the 'Let's... ^form.

repettion

Ja-studies py.

Ja-'6 py.

Na.-Fiete py.

py.

patterned response

hina. Ja-studig py fiandg aver. (Let's us study then, too.) Ilahendia py dandg aver.

Na -rie py ilandg aver.

Ja-'4 DV dance avel.

o-hendia hina, hina- Ha'e he-'6

model

40

A-stadia-se-guarani. I want to study Guarani.

TO THE STUDENT: -se after the VERB means 'Want to VERB'. -se takes the priwry stress.

patterned recoonse

Hare a-stadia-se guarani.

Ha

e

Carlos o-here -se guarani.

Ore ro-stadia-se guarani' - Ore ro-e'e-se guarani.

Or ro-hendu-se guarani.

model

Ha xe a-stadia-se avel guarani.

Ha xe a7hendu-s aver guarani.

He xe a-he'e-se aver guarani.

Ha ore ro-stadia -se avei guaranT.

Ha ore ro-rye' e-se aver guaranT.

Ha or ro7hendu=se a:val.-guarani.

A-stadia-se escuela-p.. I want to study at (in) School.

TO THE STUDENT: A NOUN plus -ze (-me after a stressed nasalizedvowel) means 'IN', AT or TO the NOUN.

substitution

escuela re a-stadia-se esucela-pe.

cafeteria Xe a-stadia-se cafeteria-pe.

dormitorio Xii a-stadia-se dormitorio-pe.

excuf.iado Xe a-stadia-se excusado-pe.

biblioteca Xe a-stadia-se biblioteca-pe.

hospital Xe a-stadia-se hospital-pe.

peluqueria re a-stadia-se peluqueria-pe.

hotel Xe a-stadia-se hotel-pes.

clase X& a-stadia-se clase-pe.

cancha Xe a-stadia-se cancha-pe.

model

Moo-pa re-stadia-se guarani? Where do you want to study Guarani?

pa± ±erred response (choose either alternative)

model: Mod-pa re-studia-se guarani? Universidad-pe-pa terepa Paragugi-pe.

A-stadia-se guarani Paragugi-pe.

Mob-pa pe-stadia-se? Dormitorio-pe pa tera-pa bilbioteca-pe?

Ro-stadia-se biblioteca-pe.

Mod-pa re-We-se? Hotel-pe-pa terepa hospital-pe?

Morpa re-haga-se?, Cancha-oe-pa escuela-pe?

Mod-pa pe-71,e-se? Biblioteca-pe-pa tera-pa cafeteria-pe?

Moo-pa pe-scrivi-se? Dormitorio-pe-pa tera-pa clase-pe?

Moo-pa pe-mba.apo-se? Banco-pe-pa terepa escuela-pe?

dialog

A. Morpa re-stadia-se guarani? Where do you want" to sty Guarani?

irs. A-stadia-se escuela-pe. I want to study (it) Pt school.

A. Ja-studig py. Let's study then.

Use Phase

listening for comprehension

Carlos o-stadia-se ingles universidad-pe.

Gladys.o-stildia-se guarani Paragugi-pe.

Ha xe a-stadia-se guarani Paragugi-pe aver.

Gladys ha xe ro-Hele pord-se guarani-me.

appropriate response.

Mba'e'pa Carlos o-stadia-se?

MoC-pa haq or.stadia -sif?

Gladys-pa c-stadia-se ingles aver.?

Mba'e-pa.ha'e o-stadia-se?

VI-pa a-stadia-se guarani aveT?

R, -ne'e porn -se" pa guarani?

Nde'pa re=stadia-se guarani?

Re-he'6 pord-se-pa guarani?

Mob-pa re-stadia-se guarani?

model

Cycle 5

Manipulation Phase

Xe ai-kuag . Nde re: -kuag.

Hee of -kuag,

I know, You know.

He knows.

TO THE STUDENT!

conversion

Ai-kuag guarani.

Oi-kuag guarani.

Rei-litai guarani.

Pei -kuag guarani, Roi -kuag, guarani, Jai-kuag guarani.

I-VERBS require 1 on the regular prefixes.;

---Mba'6?

---Mbace?

---Mba'e?

---Mba'e?

Xe ai-kuag guarani.

Ha'e of -kuag guarani.

Nde reiAtuag guarani.

Pe"6 pei-kuag guarani.

Or roi-kuag-guarani.

Nand jai-kuag guarani.

Patterned response

Nde-pa rei-kuag guarani?

Ha'e-pa of -kuag guarani?

Pee-pa pei-kuag guarani?

Ore-pa roi-kuag guarani?

Nande-pa jai-kuag guarani?

model

43

Hee. Xe ai-kuag guarani.

Hee. Ha'e of -kuag guarani.

Hee. Or roi-kuag guarani.

Hee. Pee pei-kuag guarani.

Hee. Nand jai-kuag guarani-

Ai-kuag Carlos-pe. I know Carlos.

TO THE STUDENT: The. Spanish for Ai-kuag Carlos-pe is 'Coaozco a Carlos.' Where the Spanish requires 'a' before the NOUN, Guarani requires --Es after the NOUN.

repetition

Xe ai-kuag Carlos-pe.

Ha'e of -kuag Carlos-pe.

Nde rei-kuag Carlos-pe2 Or roi-kuag Carl -pe.

Pee pei-kuag Marla-pe.

Rande jai-kuag Marfa-pe.

patterned. response

Nde-pd rei-kuog Carlos-pe?

Ha'e-pa of -kuag Carlos-De?

Pee-pa pei-kuag Carl5s-pe?

Ore-pa roi-kuag Maria -pe?.

Nande-pa jai-kuag Maria-pe?

odel

- Mava-pe?

-Mavo-pe?

-Mava-pe?

- Mava-pe?

-Mava-pe?

- Mava-pe?

Ai-kuag Carlos-pe.

Oi-kuag Carlos-pe.

Rei-kuag Carlos-pa.

Roi-kuag Carlos-pe.

Pei-kuag Marfa-pe.

Jai-kuag Maria-pe,-

Hee. Xe ai-kuag Carlos-pe;

Hee. Ha'e of -kuag Carlos-pe.

Hee. Or roi-kuag Carlos-pe.

Hee. Pee pei-kuag Marfa-pe.

Hee. Nande jai-kuag Maria-pe.

Ai-kual pora lxu-pe, I know him well.

TO THE STUDENT: In Guarani, certain modifiers like Dora follow the VERB.

reDeti,-ion

Ai-kuaa pore Carlos-pe.

Pei -kuaa pore Carlos-pe.

Oi-kuel pore. Carlos-pe.

Poi -kuaa pore Carlos-p.e- Pei-kuaa pore Carlos-pe.

Jai-kusA pore Carlos-pe,

conversion

Ai-kual pore guarani.

Oi-kuaa pore. guarani.

Rei-kuaa pore. Ingle's, Roilkuaa pore ingles.

Pei-kuaa pore ruso.

Jai-kuaa pore chino.

Mbaq?

-Mba2e?

-Mbate?

-Mbaq?

-Mba'ei - Mbave?

DwAerned response

model: Nde-pa rei-kual pore Carlos-pe?

drill: Haq-pa oi-kuaii. pore Carlos-pe?

Perpa-pei-kuaa po!qi guarani?

Org-pa roi-kuaa pora ingles?

gande jai-kuaa pore guarani?

lexical substitution re-kuag

re-hexg (see) rei-pytyvo (help)

patterned response Rei-kuag-pa Carlos-De?

Re-hexg-pa Carlos-pe?

Rei-pytyv;fpa Carlos-pe?

44

Xe.ai-kuaa pore guarani.

Hee of -kuaa pore guarani.

Nde rei-kuaa pore ingles`.

Or roi-kuaa pore ingles.

Pee pei-kuaa pore ruso.

Nande jai-kuaa pore chino.

Hee, ai-kuaa pore ixu-De.

Hee, of -kuaa pore txurpg.

Hee, roi-kuaa pore txu-pe.

He pei-kuaa pore Ixu-Pe.

Hee, jai-kuaa porn ixu-pe.

Rei-kuag-pa Carlos-pe?

Re-hexg-pa Carlos-pe?

Rei-pytyvb-pa Carlos-pe?

Naheniri, pero ai-kuaa-se xu-pe.

Naheniri, pero a-haxa,se xu7pe.

Naheniri, pero ai-lOtyvo-se xu-pe.

directed discourse

1. E-poranda

2. E-porandf.1 3. E-poranda E-porandll

5. E-poranda

6. E-porandil 7. E-porandil 8. E-poranda

Use Phase

(,name)-pe of -kuag-pa CarlOs-pe 1:;:u-pe of -kuag-pa Maria-pe avel.

(name)-pe rei-kuag-pa karat Peralta.

Ixu-pe rei-kuag-pa kung - karat Peralta avel.- A-ye ai-kuag-pa iNu-pe kuera avel.

ore -ve rotuag-pa (name)-pe.

xe7ve ai-kuag-pa (name)-pe:

(name) -pe pet-kuag-pa txu-pgavel.

1. Ask (name) if he knows (name).

2, Ask (name) if (name) knows(Damel.

,3. Ask me and (name) if we know him too,

-4. Ask me ff I know (name).

5, Ask (name) and (name) if they-know (name).

6, z.sk Cname) if you two know me.

j. .k::k (name) if you two know us.

E. 'Find out who knows (name) well.

9. have (name) ask if `name) knows (name).

10. i:tve us ask them if they know him to 11. Have (name) ask you if you know (name),

15-stellEa1IELaEL21

Y.g a'- uaa pore: karat Gomez -p' ride rei7kuaa por'elxu-Pg avef.

Stroessner of -kuaa pore Lyndon Johnson-pe.

app.L2pziate response

o:;-kuaa pore Lyndon Johnson-pe?

d6-pa, rei-kuaa porn lx}:,-p6?

lei-kuaa-pa era; Gomez-pc?

Presidente Stroessner-pe avel?

tiara) Graham-De?

X6.1o, s-kuag ':xu-pe?

-4

Cycle 6

Manipulation Phase

model

46

MAva-pa oi-pyty,r^ Gladys-pe? Who helps Gladys?

Substitu+ion

o:-;ytyvti Mdva-pa oi-pytyvo Gladys-pe?

o-hexes Mdva-pa o-hexes Gladys -pe?

of -kuag Mdva-pa of -kuag Gladys-pe?

model

Mava-pe-pa Gladys oi-pr,yv:...? -Who does Gladys help?

TV THE STUDENT: mdvs-pe'pa ^'who?' (d'rect object 'wham' in formal English.)

subst-!tut:on

=i -pytyv Mava-pe-pa Gladys oi-pytyvo?

o-hexes Mava-oe-pa Gladys o-hexes?

of -kung Mdva-pe-pe-Gladys of -kuag?

dialog

A. Nava .pa o1-pytyvo hint :.11adys-ps?

B. Carlos oi-py'rr5 Nina xu-pe, A. Ea mAva-pe-pa Gladys oi-py+yva.

B. Beg oi-pytyvt Mar!7a-pe.

Use Phase

listcsn4ng f'cr comprehension

Xe ai-pytyvb Maraa.pe, ha ha 'e oa-pytyvo Carlos-pe.

appropriate response Mava-pa ci-pytyv6 Marie Mgva-pe-pa Maria oi-pyiyv5?

nde r-_i-pytyvb- hina?

Mava-pe-pa nde re -hexes?

Mava-pe-pa ha'eo-fiendd hfna?

Cycle 7

Manipulation Phase

model

Xe a-he'e mixi mi. I speak a little.

patterned response

model: Xe ^,7:ora. Ha nde?

Ha'e c-ne'g pera. Ha nde?

Xe a-fie'a mixi mf. Ha nde?

Ha'e o-he'a mixi mt. Ha nde?

drill: Xe a -ne's pora. He. ndg?

Ha'e o-fie'e pora. Ha xe?

Or ro-he';' pores. Ha ha'e?

Fide re-he'e pora. Ha ore?

Ore ro -he' pora. Ha pee?

Carlos o-fie' e pora. Ha nde?.

Pride re-he'e pc-a. Ha Carlos?

Xe a-fie'e mixi mi.

Ore ro-fie' e miximi.

Xe a-fie'; pora.

Or ro-fie'e pora

. Xe a-fieie mixi m1^. Nde re-fie' e mixi mi.

Ha'e mixi mi.

Pee pe-fie'e mixi mi.

Or ro-he'emixi mi.

Xe a-:fie' e mixi mi.

Carlos c-ne,16 mixi mi.

47

David n_ -tie: pora. Ha xe?

Xg a-fie'e Fora. Ha David?

Or ro,he'e ipora. Ha Juan?

Xe a7leg mdxi mi ^{Ha ride?}

CarlOs-leg mixi mi. ^{Ha have?}

Ndg re-leg mixi mi. Ha xg?

Ore ro-leg mixi mi. ^lia.nee?

Pee pe-leg mixi mi.- Ha org?

David. o-2e6 mixi mi. Ha Carlos?

6' X4 ha DaIridr:.-leg mixi mi:

Ha. fiaP:

Ndg re-have mixi mi.

David o-fieve mixi mi.

Juan o-fie' e mixi mi.

a-l4 pora.

Have o-lee pord.

Ndg re-lee pord.

Or ro-lee pord.

Pee pe-lee pord.

Carlos /8-lee pora.

liavg o-lee Pord.

re a-leg mdxd mi inglgs ha guarani.

Ha'g o-leg mixi mi inglgs ha guarani.

Nde re-leg mixi mi inglgs ha guarAni.

Peg pe-le4 mixi ml inglgs ha guarani.

Org r3-leg mixi mi inglgs ha guarani.

Ndg re -lee mixi mi inglgS ha guarani Have o-reg m.xi mi ingles ha guarani.

Xg a-leg mixi mi inglgs ha guarani.

Or ro-leg mixi ml inglgs ha guarani.

Peg pe-leg mixi mi ingligs ha guarani.

Ndg pora alemgn ha karai-tie.

Ha.:4 pora alemgn_ha karal-here, rg A-le?

pora

Or ro-le4 Fora aletgn ha karai-^e' e.

Pe& pe-lee po,-a alemgn ha karal-fieve.

Xg a-lee pore- alemln ha karal-fie'e.

Have pora alemgn ha karai-neoe,- Ndg re-le4 pora alemgn ha karat-te'e.

Pee pe-1. . D r3 alemgn.ha_karal-fie'e.

Or ro-lee pora alemgn ha karal-h-ev,

model

Ndepa re-he'le guarani? Do you speak Guarani?

;,-,attermed,response

model: Nde -pa re-ne'e guarani?

Ha'g-pa o-nee guarani?.

drill: -X4-pa a-fie e guarani?

Pee-pa pe-he'e guarani?

Ore-pa ro-ne'e guarani?

Carlos-pa 7,-scrivf ingles?

_David-pa o-scrivr. alemgn?

Aide ha Carlos-pa pe- scrivi guarani?

Xe ha. David-pa ro-scrivf ,Tuarani?

Nde-pa re-scrivr ruso?

Ha'e-pa o-scrivf alemgn?

Nde-pa re-scrivr guarani?

A-ae'e mixi,mi. ^(or:

mixi mi. (or:

Re-He'e mixi mi. 'tor:

Ro-he'e mixi mi. (or:

Pe-he'e mixi mt. (or:

0-scrivi mixi mi. ^(or:

0-scrivi mixi mi.' (or:

Ro-scrivr mixi mi. (or Pe-scrivr mixi mi. (or A-scrivr mixi mi. (or:

0-scrivi mixi mi. ^(or:

A-scrivi mixi mi. (or:

Carlos o-ntende mixi mi. Ha nde?

David o-ntende mixi mi. Ha ha'e?

Xe ha ']arlos ro-ntende mixi mi. Ha pee?

Nde ha David pe-ntendg mixi mi. Ha ore?

Nde re-ntendemixd mi. ^{Ha Xe?}

Carlos ha xe_ro-ntende mixi mi. Ha ndeZ -Pea pe-ntende mixi mi. Ha ha'e?

Xe a-ntendg mixi ml

Ha'e o-ntende mixi mi aver.

Ore ro-ntende mixi mi aver.

Pee pe-ntende mixi mi aver.

Nde-rs-ntende mixi mi avel, Xe a-ntende mini mi aver.

Ha'e o-ntendg mixi ml aver.

patterned response.

model: Ndg-pa re-lee,ingles?

Pee-pa pe-hugg pelota?

drill: Nag-pa re-lee alemgn?

Ha'e-pa o7lee alemg.n?

Xe-pa a-leg alemgn?

Ore7pa ro-ieg alemgn?

Pee-pa pe-leg alemen?

4q

pord.) o-??e'4 Dora.)

re-riel pore...) ro-fie'E pord.) pe-fie' e pord.)

o-scrivi pora,) o-scrivl pord.) ro-scrivi pore.) pe-scrivi pord) a-scrivi pord.) o-scrivi pore-) a-scrivl pora.)

(or: a-ntendrpora)

(or: o-ntende pora) (or: ro-ntende .pora) (or: pe-ntende pore.) (or: re-ntende pord) (or: a-ntende pora) (or: o-ntende'pora)

Nahaniri, X4 a-lee guarani.

NahL_iri. Ore ro-hugg beisbol.

Nandniri. Xe-a-lee gdarani.

Nandniri. Ha'e-o-legguarani.

Naha:nit:1, Ncie re-lee guarani.

Nahaniri, Pee pe-lee guarani Nah&nuri. Org ro-lee guarani.-

Carlos'pa = -lee :ngles?

David-pa o;-lee ruses.?

ride ha Hate-pa le-lee gur4rani.

.X4 ha Carl-s pa ro-lee ngles.

Ndg-pa re-hugg beisbol?

Haee-tia, %-tugg beishol?

Xe-pa a-hug g beishol?

Ore-pa ro-hugg

Pei pa pe-hugg beisbol?

Nahaniri. Carlos o-leg guarani.

Nahaniri. David o-lee ingles.

Nahaniri. Ure ro-lee ingles.

Nahaniri. Pee pe-lee guarani.

Nahaniri, Nahanri.

Nahaniri.

Nahaniri.

Nabaniri.

Cycle

Le a-huger pelota.

Have o-hugg pelota.

Nde re-hugg pelota.

Pee pe-huger pelota.

Or ro-hugg pelota.

Manipulation Phase

model

Hate kuera o-studig.

Ha0 kuera ci-k6 Paregugi-pe.

)

I

They study.

The y live in Paraguay.

TO THE STUDENT: kugre is a pluralizer Ha'e knera is th.l.rd person plural or 'they'. Kuer.a takes the prir..1a-y stress. Note also that Have kuera takes _the same PERSON PREFIX as Ha-4:

substitution guarani chino japones ruso ^- metemgticas

Ha'e kuera o-studies guarani.

Hee kuera o-studies chino.

Ha'e kuera o-studies japones.

Have kuera o-studig ruso.

Ha'e kuera o-studig matemgticas.

Hate kuera o-studig.psi6ologia.

pat.i.e.ra:,d response

model. Nand; ja-studig guarani.

Cars ha Gladys o-studiagUaraniaver.

Ha'e kuera :-studia guarani aver.

drill: Pee pei-ki.,ag karal-ne'e.

Ha e kuera of -kuag karat -lie 'e aver.

Ore ro-nee ingles.

Ha' Ai kuera o-lie e ingles avel.

model

Pero o- mba.aptS hina Utah -De- But they are working in Utah -

repetition or substitution Xe--Paragugi

Ha"g--Paragu4 CAsunciOni Cr4--Africa

Nande--Costa Rica Pe-6--Fusia

Ha."e. kugra--E' asi1

X& ai-kO Paragugl-pe pero a-mba,ao6 hina Utah-pe.

Nde rei-k6 Boiiria -pe pero re-mba.ap6 hina Utah-pe.

Here of -k5 Paraguay -pe pero o-mba.ap6 hina Utah-pe- Ore roi-k5 Africa-pe pero ro-mba.ap5 hina Utah-pe.

Mande jai -k^ Costa Rica-pe pero na-mba,ap6 Utab-pe.

pero pe-mba.gp6 hina Utah -pie.

Ha'e kuera oi-k5 Brasil-pe pero o-mta.apO hina Utah -pe.

patterned response .Nde-pa rei-k6 Pro'ro -pe?

Ha..6-pa oi-ko Africa-p,.?

.Pe4'pa pei-k6 Denver-pe?

Nande'pa jai-k5 Japan -pe?

Ha'ZI kuera-pa oi-k6 Pusla-pe? ^_ Ore-pa roi-k5 NVihico-pe?

Nahaniri. -Xe ai-k5 Paragugi-pe, pero ko'aga a-mba_ap6 hina Provo-pe,

Nahaniri. Ha'e of -kO Paragugi:pe, pero ko'aga o-mba.a.p6 hina Africa-pe.

. Nahaniri, O:' roi-k5.Paragugi7pe; pero . ko'g.ga ro-mba.ap5 hina Denver -pe...

Nahanlri. Nande jai-k5 Paragugi-pe, pero k-laga na-mba.ap6 hina Japon pe.

Nahanlri, Ha'e kugra oi-k6 Paragugi-pe, pero, ko'aga o-mba.ap6 hina

Nahaniri.

Pee

model

of -k6 ha' ;'1 kuera? Where do they live?

reoet!tion or conversion

Mod-pa .o--.1c5. kuera?

Mo6'15a nef-k5 pee?

Mo,5'pa re-k5 ndil?

Mod"D3 o. -k6 Carlos?

Mofpa jaa-k5 hande:

Moo-pa r7.,i-tk6` x;; Tiadys?

pat' erned

Mob-pa rei-k5 nde?

Mob-pa hee of -k6?

Mcn-pa pe-e Pei -k?

Moo-pa or roi-k5?

Mob-pa nand jai -k5?

MoC-pa ha'Z kuera

directed discourse

1. E-po,.andil 2 Fe-poranal 3. E-porandil L. E-porand5

5. E-porandil 6. E-porandil

iatzE2WAIE

Moo-pa hace*kuAra of -k6?

Moo-pa pee'pe-k6?

Moo-pa nde rei -k6?

Moo-pa. Carlos -Mob-pa nand?

Mob pa xe ha Gladys roi-k6:4

X4 ai-k6 .Paragugi=pe, HF:6 of -k6 Paragu4i-pe, Dr6 ParagUgi-pe.

Pe4 pei-k5 Paregug.i-pe.

Nand' jai-k5 Paragugd-ne.

Ha'e kuera of -k^ Parag,igi-p

Tjc,:e Phase

'name)-pe o.-k5-pa Californ a-pe.

1 xu-p4 nr"c. pa bi-k6..

xe-ve moO'paond4 rei-k5, or4-ve M:pa roi-k6c

(,name) -pe xe Utah -p

moc pa xe

lc Ask (name) if he 11,,e in Co1-;rado, 7. Ask him where he live."

3, Ask if rname lives :n Coloradc.

4, Ask him where (nam,..''iLives,

5. Ask name and (name if they live in Utah.

6. Ask me if you live in Chicago.

7. Find out who lives in Florida.

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Cycle 9

Manipulation Phase

rode:

At -k? mcre-nte I live (am) just fine.

TO THE STUDENT: -Ik5.also means to '3e getting along° or 'Doing! as in 'I'm getting along flne, 'I'm doing fine.' etc.

patterned response Nde-pa rei-k8 pore?

Ha'&-pa of -k5 pore?

Pee "pa pel-k8 pore?

Ore-pa rol-kO pore.?

i;ande-pa jai-k6 pork?

Carlos-pa of -k6 pork?

model

Mba'e ixa-pa rei-k5?

repetition or conversion

Hge, ai-k5 pore-nte.

Hee, of -k.o pore. rite.

Hee, roi-k25 por. -nte.

Hee, pei-kO pores -nte.

Hee, jai-kO pore. -nte.

Hee, of -ka porgy: -nte.

How are (you) living (doing)?

Xna'e nde rei-k6?

Mba."_4 ixa pa ha'e

Mba'e ixa'pa pee pei-k5?

Mba'e ixa-pa ha'i kuera-ci-k6?

Mba'e ixa-pa rarlos of -k5?

Mba'e ixa-pa hard jai-k6?

(Add the correct pronoun at the end:

Example: a) Mba'e rei-kei?

b) Mba'e ixa-pa rei-k6 nde?)

A. fxa na re.-k6?

3. Al-k5 p->::-a-nte, ±a n(16?

A, ppra-nte aveT

Eow are (you) doing?

I'm doing just fine. And you?

I'm doing just fine too.

Use Phase

dire,-ed

1> E-poranthl :name) -pe mba'e ixa-pa

2. E-porandil '.7xu-pe mba'8 ixa-pa oi-k6 karat Gomez.

E-morand=:1 x6-ve mba';i1 ai-k6

4. E-b-Drandl x6-v. mba.'4 :xa-na of -k5 ha'e kuera.

interpreting 1 Ask now I am

2. Ask enamel h.a am,

3. Ask ri.ame) how '7ar::s and Gladys are.

4. Ask how I study Gua:-an.,

5, Ask what my name :s.

6, Ha-e ame) ask b'w name) is-

7.

anprpriate reF-tor e 1. Mba e :xa-pa

2,

(Nameta

3. Mba:6 ixa'pa r>a"e kuera.oi-k5?

4. Pei-kuai-Pa mba16 Ixa-pa oi-k6 (name)?

5. Rei-kua5.'pa rid.6 pora-pa ha'6?