Cebuano For Beginners...Open Access edition funded by the National Endowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms

CEBUANO FOR BEGINNERS

PALI Language Texts: Philippines(Pacific and Asian Linguistics Institute)

Howard P. McKaughanEditor

CEBUANO FORBEGINNERS

byMaria Victoria R. Bunye

andElsa Paula Yap

University of Hawaii PressHonolulu 1971

Open Access edition funded by the NationalEndowment for the Humanities / Andrew W.Mellon Foundation Humanities Open BookProgram.

Licensed under the terms of Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 Inter-

national (CC BY-NC-SA 4.0), which permits readers to freelydownload and share the work in print or electronic format fornon-commercial purposes, so long as credit is given to theauthor. The license also permits readers to create and share de-rivatives of the work, so long as such derivatives are sharedunder the same terms of this license. Commercial uses requirepermission from the publisher. For details, seehttps://creativecommons.org/licenses/by-nc-sa/4.0/. The Cre-ative Commons license described above does not apply to anymaterial that is separately copyrighted.

Open Access ISBNs:9780824879778 (PDF)9780824879761 (EPUB)This version created: 30 May, 2019

Please visit www.hawaiiopen.org for more Open Access worksfrom University of Hawai‘i Press.

The work reported herein was performed pursuant to a contractwith the Peace Corps, Washington, D.C. 20525. The opinions ex-pressed herein are those of the authors and should not be con-strued as representing the opinions or policy of any agency ofthe United States Government.

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PREFACE

The lessons herein were developed under a contract withthe Peace Corps (PC 25–1507) at the University of Hawaii underthe auspices of the Pacific and Asian Linguistics Institute.Earlier drafts of the lessons were tested in Peace Corps trainingsessions at Hilo, Hawaii.

Many have contributed to their development. The authorsare indebted to trainees, instructors, coordinators and adminis-trators of the Peace Corps for their suggestions and help.

This text is one of a series. Others include a vocabulary andgrammatical notes for Cebuano and similar materials for otherPhilippine languages.

Howard P. McKaughanEditor

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CONTENTS

Preface vii

Part I: Introduction 1

Part II: The Language Textbook 7

Part III: Types of Pattern Drills 9

Part IV: Notes to the Teacher 16LESSON 1 1

Greetings 1Particles: [sab], [man], [pod] 1

LESSON 2 5Greetings: variation 5Particle: [lang] 5

LESSON 3 9Greetings: variation 9Particles: [man], [diay] 9

LESSON 4 13Demonstrative Pronouns: kini-class 13Question Words: unsa, kinsa 13Topic Case Markers: [si], [ang] 13

LESSON 5 20Personal Pronouns: 1st set, singular, akó-class 20Interrogative Statements 20

Supplementary Materials: Lessons 1–5 29LESSON 6 31

Non-Verbal Affix: (taga-) 31Place Marker: [sa] 31

LESSON 7 39Personal Pronouns: 1st set, plural, akó-class 39Particles: [na], [ra], [gyud] 39Verb: (mu-) class 39

Focus: Actor 39Mood: Factual and Non-Factual 39Aspect: Neutral 39

LESSON 8 52

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Personal Pronouns: 2nd set, preposed possessive,áko-class 52

Agentive Case Markers: [ni], [sa] 52Demonstrative Pronouns: nia-class 52Tag Question: dili ba? 52


Adjectives: Simplex Form 64Non-verbal Affix: (-a/-ha) 64

LESSON 10 73Adjectives: Simplex Form 73Oblique Case Marker: [ug] 73Ligature: [nga] 73

Supplementary Materials: Lessons 8-10 85LESSON 11 87

Existential Form: aduna 87Negation: wala 87

Personal Pronouns: 3rd set, nako-class 87Noun Marker: (-y) 87

LESSON 12 103Personal Pronouns: 3rd set, nako-class in Indirect

Discourse 103Question Words: asa, ngano, pila 103Particles: [kay], [aron], [uban] 103


Question Word: hain 115Demonstrative Pronouns: nia-class 115Sa-phrase indicating Location 115Verb: (mag-) class 115

Focus: Actor 115Mood: Factual and Non-Factual 115Aspect: Progressive 115


Question Words: pila, anus-a 127Non-Verbal Affix: (ika-) 127Particle: [ka] 127Months, Seasons, Years 127Numerals 127

LESSON 15 132Question Word: tagpila 132Non-Verbal Affix: (tag-) 132

LESSON 16 139

CONTENTS

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Question Words: pila, unsa 139Days of the Week 139


Hour Marker: [ala]/[alas] 149Marker: [sa] 149

LESSON 17A 155A Question Word: pila 155Weights and Measures 155

LESSON 18 162Pseudo-Verb: Gusto + Non-Factual Mood of the verb 162Afactual Mood (Imperative) (pag-) + V base 162Negation: Ayaw + V base 162


Pseudo-Verb: kinahanglan + Non-Factual Mood of theverb 175

Adverbial construction: [ug] + adverb 175LESSON 20 186

Verb: (mag-) classFocus: ActorMood: Factual and Non-FactualAspect: Progressive 186

Hortatory Expression: (mag-) class V + kita 186Supplementary Materials: Lessons 19–20 196LESSON 21 198

Adjectives: Simplex Form 198Non-Verbal Affixes: (ka-) (gi--on) 198

LESSON 22 211Preposed Possessive Pronouns: 2nd set, áko-class 211Non-Verbal Affix: (-a/-ha) 211Adjectives:

Pluralization: Non-Verbal Affix (-g-)Comparative Form: [mas] + Adj baseSuperlative Form: [labing] + Adj base 211

Personal Pronouns: 4th set, kanako-class 211Supplementary Materials: Lessons 21–22 225LESSON 23 228

Adjectives: Full Reduplication + [pa] 228Contrast between the particles [pa] and [na] 228

LESSON 24 237Adjectives: Non-Verbal Affix (pala-) 237

CONTENTS

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Verb: (-on) classFocus: GoalMood: Factual and Non-FactualAspect: Neutral 237

Demonstrative Pronouns: niini-class 237LESSON 25 248

Demonstrative Pronouns: dinhi-class Compound Form:nia dinhi 248

Personal Pronouns: 4th set, kanako-class 248LESSON 25A 258

Demonstrative Pronouns: nganhi-class 258Supplementary Materials: Lessons 23-25A 266LESSON 26 269

Nominalizing Affixes: V base + (-an)V base + (-anan) 269

Verb: (-an) classFocus: Benefactive/LocativeMood: Factual and Non-FactualAspect: Neutral 269

LESSON 27 277Existential Form: may

Negation: wala 277LESSON 28 290

Demonstrative Pronouns: anhi-class 290Compound Demonstratives: nia dinhi anhi dinhi 290Question Words: asa, hain, diin 290Dili and Wala in Verbal Construction expressing Time

Meaning 290LESSON 29 305

Question Word: kang kinsa 305Personal Pronouns: 4th set, kanako-class 305Oblique Case Markers: para kang para sa 305


Verb: (maka-) classFocus: ActorMood: Non-FactualAspect: Aptative 318

Afactual Forms:V baseV base + (-a/-ha)(paN-) + V base 318

Negation: ayaw 318LESSON 31 328

CONTENTS

xi

Afactual Mood: Verbal Affixes(-i) in Benefactive & Locative Focus(i-) in Instrumental Focus(i-), (-1) in Goal Focus 328

LESSON 32 341Verb: Stative Forms 341Affixes: (gi-)

(gi--an/-han) 341Negation: wala + (-a/-ha)

wala + (-i/-hi) 341Supplementary Materials: Lessons 30–32 352LESSON 33 355

Verb: (ma-) classFocus: ActorMood: Factual and Non-FactualAspect: Neutral 355

Distributive Aspect: (manga-) (maN-) 355LESSON 34 365

Verbal Affixes in Dependent Clauses:(pag-/pagka-)(ig-/igka-) 365

Nominalized Verb: (pag-) + V base 365Question Words: anus-a, kanus-a 365

LESSON 35 378Cumulative Review

Focus: Actor, GoalMood: Factual, Non-FactualVerbal Affixes in Dependent ClausesDemonstrative Pronouns: kini-class niini-class 378


Verb: (-on), (-an) classesFocus: Goal, BenefactiveMood: Factual, Non-Factual, AfactualAspect: Neutral 394

LESSON 37 403Cumulative Review: Verbs

Focus: Goal, BenefactiveMood: Factual, Non-Factual, Afactual 403


CONTENTS

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Verb: (maka-) classFocus: ActorMood: Factual and Non-FactualAspect: Aptative 416

LESSON 39 425Verb: (maka-) class

Focus: ActorMood: Factual and Non-FactualAspect: Aptative 425

LESSON 40 434Verb: (ma-) class*

Focus: GoalMood: Factual and Non-FactualAspect: Aptative 434


Verb: (ma--an/-han) classFocus: Goal, LocativeMood: Factual and Non-FactualAspect: Aptative 449

LESSON 42 464Cumulative Review of Verbs:

Focus: Goal, BenefactiveMood: Factual, Non-Factual, Afactual 464

LESSON 43 477Verb: (magpa-) class

Focus: ActorMood: Factual and Non-FactualAspect: Progressive Causative 477

Verb: (ipa-) classFocus: Goal1, InstrumentalMood: Factual and Non-FactualAspect: Causative 477


Verb: (pa--an) classFocus: BenefactiveMood: Factual, Non-Factual, AfactualAspect: Causative 494

Verb: (pa--on) classFocus: Goal2Mood: Factual, Non-Factual, AfactualAspect: Causative 494

CONTENTS

xiii

LESSON 45 504Verbs: Causative Aspect Afactual Mood 504(pagpa-) -Focus: Actor

Progressive Causative Mood 504(ipa-) - Focus: Instrumental, Goal1 504(pa- -i) - Focus: Benefactive, Goal1 504(pa- -a) - Focus: Goal2 504

Supplementary Materials: Lessons 44-45 512GLOSSARY 516APPENDIX I: Coverage of Structures 558

A. Charts of Personal Pronouns 558B. Charts of Demonstrative Pronouns 559C. Case Markers: Topic, Agentive, Oblique 560D. Verbal Affixes: Focus, Mood, Aspect 560E. Non-Verbal Affixes 563F. Adjectives 564G. Particles 564H. Question Words 565I. Existential Forms, Negations, Ligatures 565J. Prepositions 565

APPENDIX II 566A. Useful Classroom Expressions 567B. Common Expressions Used in Different

Contexts 574C. Useful Questions/Expressions for Use during

Informant Sessions 579D. Miscellaneous Idiomatic Expressions 582E. Questions Relating to Filipino Host Family 584F. Questions Relating to Biographical

Information 590APPENDIX III: Some Useful Lexical Items 596SUPPLEMENTARY MATERIALS I 604

A. Cebuano Phonology Lessons 604B. Intonation Contour 604

SUPPLEMENTARY MATERIALS II: Readings forComprehension 637

A. Narratives for the dialogues 638

CONTENTS

xiv

B. Short paragraphs (contextual), followed byQuestions and Answers 651

C. Games 666D. Legends 669E. Recipes 679F. Songs and Riddles 697

CONTENTS

xv

Part I: Introduction

The Cebuano language. The Cebuano language, also calledSugbuhanon, Cinibuhano and Binisaya, belongs to the Malayo-Polynesian (Austronesian) language family. It is spoken by someseven million native speakers, which is approximately twenty-four per cent of the total Philippine population estimated atthirty-two million.

It is spoken in the following provinces: Cebu (including theislands of Camotes, Bantayan and Mactan), the western halfof Leyte, Negros Oriental and the island of Siquijor, and incertain parts of Bukidnon, Agusan, Surigao, Davao, Cotabato,Zamboanga del Sur, Masbate, Lanao del Norte, Misamis Occi-dental and Misamis Oriental.

There are several dialects of Cebuano, but the dialectspoken in Cebu, Negros and Leyte is considered the standarddialect. The dialect used in this text is the standard Cebuano di-alect.

Learning a foreign language. There are four skills involvedin learning a foreign language, namely: listening, speaking,reading, and writing. Since language is most completely ex-pressed by verbalization, listening and speaking are taughtfirst. This is the basis of the principle of the aural-oral approach.Reading and writing as written (graphic) representations ofthe oral language are taught after proficiency in listening andspeaking is acquired.

Learning to speak a foreign language involves the acqui-sition of proficiency in pronunciation, grammar and vocabulary,and a certain degree of comprehension and fluency. A person issaid to have learned a foreign language when he has acquiredthe ability to use the structures of that language with ease andwithout any interference from his native language, in variouscontexts at normal speech rate approximating the speech of anative speaker.

In the process of language acquisition, it is natural for thelearner to assume that the features of his native language haveexact corresponding features in the target language, and in his

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own mind, he tries to understand the linguistic system of theforeign language by ‘analyzing’ it on the basis of what he knowsabout his language.

In general, structural similarities are shared by languagesthat belong to the same language family, e.g., Spanish andItalian, Spanish and French, Cebuano and Tagalog, Cebuanoand Hiligaynon, etc. However, if the native language of thelearner belongs to a language family that is far removed fromthe target language, the instances of similarities are few andstructural differences are many. These structural differencescause interference in language learning. This can be overcomeby a conscious and conscientious attempt at repeating accu-rately the models given by the native speaker.

The structure of language is divided into three levels. Theyare:

1. The level of Phonology which deals with the segmentalsystem (sounds) and the suprasegmental system which includesstress, pitch, intonation and rhythm;

2. The level of Morphology which describes the combinationof sounds and sequences of sounds to form words; and

3. The level of Syntax which describes the combination ofwords to make up a clause or phrase, and the combination ofclauses or phrases to make up a sentence.

Each level is an independent system, i.e., it can be learnedand studied as a separate entity. However, learning a foreignlanguage is more than learning a description of it. The goal ofa learner is to be able to understand the speakers of that lan-guage, to be able to use the language effectively, and to be ableto understand its linguistic units and their meanings as well asthe cultural message they convey.

Aims of the Course: Goals and ObjectivesThe goals and objectives of the Cebuano language course

are the following:1. To learn the sound system and the intonation pattern of

the target language. On the recognition level, this means thatthe learner must be able to perceive and understand accuratelythe different sounds produced by a native speaker. On the pro-


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duction level, this suggests that the learner must be able toapproximate the speech of a native speaker in relation to pro-nunciation and intonation.

2. To master a limited but workable vocabulary learnedthrough context and to be able to apply it in similar fashion.This suggests that vocabulary-building should be subordinatedto a solid foundational knowledge of structures by which words,as they are learned, can be fitted correctly into their respectiveslots in a pattern in any given discourse.

3. To understand and acquire a mastery of the basic syn-tactic structures of the language. Understanding implies theability of the learner to select certain types of structures to fitvarious situations in any given context. Mastery suggests thatthe learner can manipulate the basic structures of the languagefor efficient and effective communication.

4. To acquire a mastery of the basic conversational sen-tences and to understand fully the various contexts in whichthey are used. The basic conversational sentences serve asfoundations for making responses in situations which simulate‘real-life’ communication situations.

5. To acquire an understanding of and familiarity with theculture that the language represents. The ultimate goal in thestudy of a foreign language is to understand the culture as ex-pressed by that language. In the beginning stages of foreignlanguage learning, this (the culture) is hardly evident to thelearner for the following reasons: first, he has not acquireda mastery of the linguistic system through which the culturalvalues and all their implications are expressed; and second, hehas not acquired a ‘feel’ for the language that he is learning.

The learner can work towards acquiring an over-all view ofthe culture by attempting to understand and become aware ofthe specific cultural items and patterns as they co-occur withthe linguistic structures.

The Application of the Aural-Oral Method in Learning aForeign Language. From the terms aural for listening, and oralfor speaking, one gets a quick insight into the main principlesof the method.

Principle 1. Learn to listen and speak before reading andwriting. The skill involved in listening is the accurate recog-nition of the different sounds and sequences of sounds of the


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language as they are produced by the native speaker. It also in-cludes the recognition of the different degrees of stress, levelsof pitch and various intonation patterns. The speaking skill sug-gests an acquisition of fluency and comprehension, as well as amastery of the features of the phonological, morphological andsyntactic levels of the language. The ability to approximate thespeech of an educated native speaker is gained through con-stant accurate repetition and diligent practice.

Principle 2. Learn basic conversational sentences as accu-rately as possible as they are used in different contexts. Thesebasic sentences illustrate in capsule form the structural fea-tures of the language. As new patterns are learned, variationsof these sentences can be done through expansion, conversion,and transformation, to name a few.

Principle 3. The syntactic features of the language arelearned through pattern practice. A sentence pattern is ab-stract, but the sentences that fit into a pattern are concrete. Inpattern practice, the whole idea is to understand and masterthe pattern, not the sentences that go into that pattern. Once apattern is learned, it is easy to construct sentences.

Principle 4. Learn a limited but functional vocabulary inthe beginning. Often, a learner is under the impression thatknowing a lot of words is an indication of knowing a language.Words are meaningless if they are not used in context or notused correctly. A mastery of the sound system and the basicgrammatical structure of the language must be acquired firstbefore extensive vocabulary-building.

Principle 5. Learn to speak the target language at a normalconversational speech rate with no interference from the nativelanguage. An inaccurate or distorted rendition of a model fromthe target language is unacceptable as substitute for fluency.

Principle 6. Learn to understand some cultural implicationsexpressed by the linguistic units. This contributes towardsachieving a general view of the culture and the people whichwill facilitate effective communication.

Some Features of Cebuano Structure. By way of an intro-duction to the language, some features of the target languageare given here. These features are not present in English.

1. In the phonological level:


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The sound (phoneme) /p/ is not aspirated, i.e., it is not ac-companied by a ‘puff of air’ like the English /p/ in initial position.It is pronounced like the final /p/ in tap, nap, trap. The unaspi-rated initial /p/ in Cebuano is often heard by English speakersas /b/.

The glottal stop /’/ is not easily heard by an English speakerbecause it is not a significant feature of the English soundsystem. It is the sound found medially and heard in the Englishexpression uh-uh [uh?uh] meaning ‘no’.

The sound /ŋ/ written as ng occurs initially in words. Sincethis is not true in English, the production of the nasal /ŋ/ re-quires some practice.

2. In the morphological level:The system of affixation is probably one of the most inter-

esting features of Cebuano morphology. Affixation occurs ini-tially (prefix), medially (infix), and finally (suffix). There is noinfixation in English. One or more types of affixation may occurin one word.Examples:

igsoon ‘sibling’ kaigsoonan ‘sibling relationbalay ‘house’ kagalayan ‘hamlet’ ship’Cebuano ‘Cebuano’ Cinibuhano ‘the Cebuano language’

Partial and full reduplication of words is another morpho-logical feature of the language. Examples:

gamay ‘small’ gamay-gamay ‘a bit small’taas ‘tall’ taas-taas ‘a bit tall’daro ‘farm’ magdadaro ‘farmer’balaod ‘law’ magbabalaod ‘lawyer’

3. In the syntactic level:A unique syntactic feature found in Cebuano and all the

other Philippine languages is the grammatical componentcalled focus. Focus states the relationship between the topicand the verb. The focus of the sentence is the topic of the sen-tence. Examples:

a) When the topic of the sentence is the actor or doer of theaction, the sentence is in the Actor Focus construction.


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b) When the topic of the sentence is the goal or object orthat which receives the action, the sentence is in Goal Focusconstruction.

c) When the topic of the sentence is the person for whom acertain action is done or for whose benefit an action is done, thesentence is in Benefactive Focus construction.

The following sentences illustrate the three focus construc-tions mentioned above. The topic is underlined. Notice that thesentences convey basically the same meaning. The verb is palit‘buy’ and the topic is marked by either si or ang.

AFconstruction:

Magpalit si Pedro ug pan sa tindahan para niAna.

‘Pedro will buy bread at the store for Ana.’

GFconstruction:

Paliton ni Pedro ang pan sa tindahan para niAna.’


BFconstruction:

Palitan ni Pedro ug pan sa tindahan si Ana.


The different focus constructions are designated by certainaffixes, as in (mag-) for AF, (-on) for GF, and (-an) for BF.


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Part II: The Language Textbook

The Cebuano language text contains forty-seven lessons andnineteen supplements to the lessons, three appendices and twosets of supplementary materials, a glossary and an index.

I. The Format of the Lesson:A.The lesson contains a heading labelled Structural

Content which gives the new structures presented inthe lesson.

B.The Setting introduces the dialogue.C.The Dialogue is presented twice.

1. The first rendition is written out in full with theEnglish glosses interpreted as closely as possible to theacceptable English equivalents.2. The second rendition gives the breakdown of thedialogue into its constituent parts. The English glossesare literal translations. The parentheses isolate theaffixes from the base, while the brackets identify thecase marking particles and attitudinal particles.

D.The Related Utterances contain phrases and sentencesnot restricted by the structural content of the lessonand that are substitutable for some expressions givenin the dialogue. These utterances when not substitutingfor expressions in the dialogue may be used tointroduce a variation or expansion of the dialoguecontext.

E.The Vocabulary List contains the new lexical itemsfound in the lesson. They are arranged alphabeticallyaccording to the Cebuano entries.

F. The Drills follow the vocabulary list. (The differenttypes of drills are discussed separately).

G.The Lexical/Grammar Notes contain structural orcultural explanations about certain items in the lesson.The notes on grammar describe the structural featuresintroduced in the lesson. A summary of sentencepatterns illustrates the types of patterns and theirvariations as they are used in the drills.

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II. The Supplementary Materials appear at an interval of 2–4lessons. These materials are designed to provideadditional sources of dialogues and narratives used indifferent contexts.

III. Appendices and Supplementary Materials:The following are contained in the section on Appendicesand Supplementary Materials.

Appendix I Summary of Structural Content Charts

Appendix II A.Useful Classroom ExpressionsB.Common ExpressionsC.Useful Question/Expressions for Informant

SessionsD.Miscellaneous Idiomatic ExpressionsE.Questions about the Filipino Host FamilyF. Questions relating to biographical

information

Appendix III Some Useful Lexical Items (single-wordentries)

Supplementary Materials:I. A. Cebuano Phonology Lessons

B. Intonation Contour

II.Readings for ComprehensionA. Narrative for the DialoguesB. Short Paragraphs followed by Questions and

AnswersC. Native GamesD. LegendsE. Recipes for Native DishesF. Songs and Riddles


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Part III: Types of Pattern Drills

A. Repetition Drill. This drill consists of merely repeating sen-tences after the model.

1. Simple:Teacher Student

Model: Ako ang abogado. Repeat: Ako ang abogado.Siya ang maestra. Siya ang maestra.Sila ang Amerikano. Sila ang Amerikano.

2. With Question and Answer:Model: Q: Kinsa siya? Repeat: Kinsa siya?

A: Siya si Rosa. Siya si Rosa.Q: Kinsa sila? Kinsa sila?A: Sila angAmerikano.

Sila ang Amerikano.

3. With Conversion:Model: Siya si Pedro. Neg: Dili siya si Pedro.

Neg Int: Dili ba siya si Pedro?Tag Q: Si Pedro siya, dili ba?

Muadto ako saManila.

Factual: Niadto ako saManila.

Nilangoy siya. Non-Fact: Mulangoy siya.

4. With Cue and Response:Cue: Maayong buntag. Response: Maayong buntag sab.

Maayong hapon. Maayong hapon sab.Maayo! Dayon lang.

B. Substitution Drill. This drill involves the substitution of oneor more items for other similar items in a given slot.

1. Fixed: Substitution occurs in just one slot.Cue Sentence: Abogado ako.Cues: ________ siya.

________ sila.or: Amerikano ____.

_________ kami._________ kita.

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2. Movable: Substitution occurs in just one slot at one time,but the slot ‘moves’.

Cue Sentence: Kini si Rosa.Cues: ________ Ana.

Kadto _____.____ ang Amerikana.Kana ____________.

3. Multiple: Substitution occurs in at least two slots.Cue Sentence: Si Pedro ang abogado.Cues: ____ Ana ___ maestra.

____ Juan ___ gwapo.____Terry ___ taas.

4. With Cue and Response:Cue: Maayong gabii. Response: Maayong gabii sab.

_______ hapon. _______ hapon ___._______ udto. _______ udto ____.

or:Dayon lang. Salamat.Sulod ____. Salamat.Lingkod ____. Salamat.

5. With Question and Answer:Cue: Diin ka sa Pilipinas? Response: Sa Manila.

__ Cebu.__ Bohol.__ Rizal.

or:Diin ako sa California? __ Los Angeles.___________ Texas? __ Austin.___________ Cebu? __ Lahug.

6. With Conversion:Cue: Response:Muadto sila sa dagat. Muadto ba sila sa dagat?___________ syudad. _____________ syudad?

or:Dili sila muadto sa dagat.______________ syudad.

7. With Expansion:C.S: Muadto sila sa dagat.


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________________ karong gabii.____ syudad ____________ kay manan-aw sila ug sine.______________________________ mu-palit sila ug sapatos.___________ Karbun__________________________.

C. Cue and Response Drill. This is made up of a set of responsesin answer to given cues.

1. Simple:Cue: Maayong hapon. Response: Maayong hapon sab.

Dayon lang. Salamat.Maayo! Dayon lang.

2. With Question and Answer: The cues are statedin the form of questions.

Cue: Kumusta ka? Response: Maayo man.Taga-diin ka? Taga-Texas ako.Diin sa Texas? Sa Austin.

D. Expansion Drill. Words or phrases are added to the cue sen-tence.

1. Simple:C.S: Mupalit si Ana ug pan.

__________________ sa tindahan.____________________________ karon.__________________________________ para ni Maria.

2. With Question and Answer:C.S: Mupalit si Ana ug pan.

Q: Asa? A: Sa tindahan.Q: Kanus-a? A: Karon.Q: Para ni

kinsa?A: Para ni Maria.

Mupalit si Ana ug pan sa tindahan karon para ni Maria.

3. With Transformation:C.S: Mubalik ang maestra.

Kanus-a? Unya.Diin? Sa eskwelahan.Ngano man? Magkuha siya ug libro.


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Kinsay iyangkauban?

Si Juan.

Transformation: Mubalik ang maestra sa eskwelahan unyauban ni Juan kay magkuha siya ug libro.

E. Deletion Drill. This is the reverse of the expansion drill.Words or phrases are deleted from the expanded form of thecue sentence.

1. Simple:C.S: Mupalit si Ana ug pan sa tindahan karon para

ni Maria.Cues:para ni Maria Mupalit si Ana ug pan sa tindahan karon.karon Mupalit si Ana ug pan sa tindahan.sa tindahan Mupalit si Ana ug pan.ug pan Mupalit si Ana.

2. With Question and Answer:C.S: Mupalit si Ana ug pan sa tindahan karon para ni

Maria.Q: Para ni

kinsa?A: Para ni Maria.

Mupalit si Ana ug pan sa tindahan karon.Q: Kanus-a? A: Karon.

Mupalit si Ana ug pan sa tindahan.Q: Asa? A: Sa tindahan.

Mupalit si Ana ug pan.Q: Unsa? A: Ug pan.

Mupalit si Ana.

F. Cumulative Dialogue Drill. This drill constitutes a cumulationof several related dialogues that have been previouslylearned.

Dialogue 1 A: Ah Pedro, kumusta ka?B: Maayo man, ug ikaw?A: Maayo sab.

Dialogue 2 A: Maayo!B: Kinsa na?A: Ako, si Pedro.

Dialogue 3 A: Dayon lang. Lingkod usa.


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B: Salamat.

Cumulative Dialogue: A: Maayo!B: Kinsa na?A: Ako, si Pedro.B: Ah Pedro, dayon lang.A: Salamat.B: Kumusta ka?A: Maayo man, ug ikaw?B: Maayo sab. Lingkod usa.A: Salamat.

G. Comprehension Drill.

1. Grid: This drill is made up of a cue sentence which servesas the basis of a context followed by a series of questions.The students supply the answers. The result is an expandedsentence.

C.S.: Gusto akong mulakaw.Q: Asa? A: Sa baybayon.Q: Kanus-a?A: Ugma.Q: Unsang

orasa?A: Sa alas tres sa hapon.

Q: Nganoman?

A: Aron mutan-aw sa asul nga dagat.

Gusto akong mulakaw sa baybayon ugma sa alas tressa hapon aron mutan-aw sa asul nga dagat.

When using the grid, questions are used to add information tothe given context. Example:

Cues Unsa? Kinsa? Hain/Diin/Asa?

Kanus-a? Ngano?

Context1Context2Context3


13

2. Completion: The cue sentence is given. The studentsformulate questions for the answers that are already given.

C.S: Gusto si Lino nga mubayle ug pormal nga sayaw.Questions Answers

a. _________________? a. Si Lino.b. _________________? b. Mubayle.c. _________________? c. pormal nga sayaw.

3. Paragraph: A paragraph is given, followed by a set ofquestions. Students supply the answers based on theparagraph.

H. Chain Drill. Questions and answers are formulated by stu-dents based on a given cue.

1. Simple:S1Kinsa ka?S2Ako si Pedro. Kinsa ka?S3Ako si Juan. Kinsa ka?S4Ako si Ana. Kinsa ka? etc.

2. Progressive:S1Asa ka karon?S2Sa balay.S3Ngano man?S2Kay magkuha ako sa libro nako.S4 Ingon niya nga magkuha siya sa libro niya sa balay.

I. Conversion Drill. A cue sentence is converted into anothertype of sentence.

C.S: Dalhon ni Pedro ang iyang libro.

Conversions:Negative: A. Dili dalhon ni Pedro ang iyang

libro.B. Wala dad-a ni Pedro ang iyang

libro.

Interrogative: Dalhon ba ni Pedro ang iyanglibro?


14

Negative-Interrogative: A. Dili ba dalhon ni Pedro ang iyanglibro?

B. Wala ba dad-a ni Pedro ang iyanglibro?

Tag Question: Dalhon ni Pedro ang iyang libro,dili ba?

Factual Mood: Gidala ni Pedro ang iyang libro.


15

Part IV: Notes to the Teacher

A. Language Learning and Language Teaching

In the general introduction to the text, emphasis is givento listening and speaking skills. As a language teacher, yourmain responsibility is to help the students acquire these skills.No doubt, language teaching is a tedious job; it requires manyhours of preparation for actual teaching and just about thesame number of hours to teach the language materials. In ad-dition, your creativity and imagination are challenged as an im-portant part of your role as a language teacher. But languageteaching has its rewards. In a week’s time, with your help andguidance, you will see the results of your efforts when your stu-dents begin to understand simple commands, do simple tasksin the classroom, and respond to basic cues in a limited socialcontext.

Language teaching is an art. It requires a high degree ofcompetence and skill: competence in the knowledge of the lan-guage you are teaching, and skill in presenting the language inits totality–the sound system, the grammar, the cultural valuesimplied in the linguistic system, and your own attitudes towardsthese values and your judgement of them.

Teach primarily to produce learning on the part of the stu-dents, rather than to please or entertain. Bear in mind that yourgoal is to help the students develop skills that will facilitatetheir understanding and knowledge of the language, and theirability to express themselves in the language.

Language Acquisition and Foreign Language Learning. Achild learns to speak his first language by imitation and mimicryof the sounds he hears. His learning is partially reinforced bytrial-and-error. As he grows older, his organs of speech are con-ditioned to producing the sounds and sequences of sounds sig-nificant in his language. A child does not formally learn thegrammar of his language. His native intuition somehow com-municates to him what utterances are correct and what arenot. And again, through trial-and-error, he learns to select thosewhich are correct.

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In comparison, an adult learner of a foreign language doesnot have the same advantages nor the same degree of versatilitythat a child has when the latter is beginning to learn his lan-guage. An adult learner, by the time he studies a foreign lan-guage, has already acquired a high degree of competence in hisown language. Its grammatical system is deeply entrenched inhis verbal behavior. His auditory and vocal organs have beentrained to hear and produce only those sounds and sequencesof sounds which are found in his language.

In learning a foreign language, he transfers the linguisticunits of his native language to the target language. There isno real learning problem when units of both the native andtarget language share some similarities. But when these unitsare totally dissimilar, interference occurs both in phonology andsyntax. In more ways than one, the native linguistic system ofthe learner ‘interferes’ with the process of second-language ac-quisition.

All these are counterbalanced by some advantages that anadult learner has over a child: an adult learner has the ability tomake generalizations and formulate linguistic rules; he is betterprepared to understand and assimilate new concepts and ideas;he can readily see the differences and similarities betweenthese new concepts and those which he is familiar with; and hisattention span and capacity for work are relatively better thanthose of a child.

The Adult Foreign Language Learner. There are severalvariable factors operating in the process of foreign languagelearning for the adult learner. To mention a few, they are: age,motivation, aptitude, physical handicaps, and a background inlearning other foreign languages.

Age. The age factor seems to be a major variable, althoughthere have not been many significant experiments done to showthat proficiency in language learning is relative to the learner’sage. Experience and observation have shown that youngeradults develop proficiency faster than the older adults. Allthings being equal, an older adult learner has difficulty inmimicking and producing foreign sounds, plus an added diffi-culty of having a short memory span.

Motivation. Again, all things being equal, a learner who ishighly motivated learns faster and better than one who is not.


17

Aptitude. Aptitude should not be confused with the student’slevel of general intelligence. But rather, it has something todo with the student’s inherent capacity to learn. The quality oflearning and the rate in which it is acquired depends on indi-vidual differences. As much as possible, students should receiveguidance and instruction on the basis of individual differences.

Handicaps. Students who suffer from handicaps, such aspoor auditory reception, stuttering or stammering, are hinderedfrom acquiring a high degree of speaking proficiency in theforeign language. Again, as much as possible, special attentionshould be given to them.

Background in other foreign languages. A person who hasexperience in learning another foreign language, and has suc-cessfully learned it, stands a better chance of learning, at afaster rate, the current foreign language he is studying. Hischances are even greater if there is considerable similarity be-tween the first and second foreign language. If such is not thecase, the learner would at least have a systematic approach tolanguage study, based on the study habits he has formed and onthe techniques of self-study he has developed.

B. Instructions on How to Use the Language Text

Lesson Presentation

I. Give the setting of the dialogue, repeating it three times.The setting provides an introduction to the dialogue. Theintroduction is best under stood by the students when itis accompanied by visual aids illustrating the situation inthe dialogue. The students need not memorize theintroduction.

II. Present the Dialogue. Procedure:A. Full Dialogue

Teacher Student1. Give the full dialogue at normal

speech rate, repeated, threetimes. This means that you gothrough the dialogue three times,not one line at a time repeatedthree times.

Listen.


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Rationale: By doing this, the students have theopportunity to listen to a good model with the utterancesgiven in normal conversational speech rate. Theintonation and rhythm of the language is presentednaturally and in context.Caution: Be sure that the intonation you give remainsconstant for all three repetitions.

2. Give line-by-line rendition,repeated three times at normalspeech rate.

Repeat after each modelis given.

a) chorallyb) individually

Start with choral repetition and proceed to individualrepetition. Make sure that all the members of the classhave the chance to recite individually.Rationale: To start a drill with choral repetition helps thelearner overcome his initial ‘shyness’, or fear of makingmistakes. When everybody starts reciting in unison, hefeels more confident. Having the students repeat anutterance three times enables you to listen to theirrendition patterned after the model they hear. If therendition is incorrect or inadequate and the intonation orrhythm does not come close to the model the first time,the second and third repetitions are adequate to correctthe errors.

Caution: Choral repetition is a good device for thereasons mentioned above. However, it has its limitations.First, the slow learners tend to ‘drag’ the pace when theyare unable to follow the rhythm. Second, you don’t alwayshear the pronunciation errors because some studentstend to mumble. A good check to accuracy either inpronunciation or intonation is to reinforce a choralactivity with immediate individual repetition.

a) When the student repeats after the model individually,listen to pronunciation errors. Isolate the wordspronounced incorrectly, and give the correct rendition.Let the student repeat after you. As soon as you feel thathe has ‘learned’ to say the word correctly, let him repeatthe entire sentence.


19

b) Do not accept words pronounced incorrectly assubstitutes for the model. Work hard at eliciting anapproximation of native speech. Remember that your goalis to help them achieve proficiency in speaking thelanguage.

3. Teacher StudentGive the dialogue breakdown,repeated three times. Start with thefull sentence. Repeat the individualwords, put the words together tomake a phrase, repeat the phrase,then put the phrases together tomake up a complete sentence.Repeat the sentence.

Repeat after each model.

Rationale: This type of exercise provides more reinforcement.The dialogue breakdown helps the student to recognizeindividual words, something which is not evident in thefull-sentence drills. By putting the words together to form aphrase, they would get an idea of the constituentconstruction to which these words belong. By putting thephrases together, a full sentence is formed. This drillconstitutes a cycle represented graphically in this manner:

Say this is a sentence and its corresponding breakdown:

A B C D E F G

Start by giving A–G. Then give A–C, followed by C–D. Afterthe C–D rendition, put A–C and C–D together beforeproceeding to the next breakdown. The rendition comesout: A B C D. Do E–G, and then go back to A. Your thirdrendition reads: A B C D E F G.This constant repetition is a helpful device in the students’memorization of the dialogue.

Caution: It would be deceitful not to warn you that thepresentation of the full dialogue and the dialoguebreakdown is exhausting both for you and your students,especially at the begining. Find consolation in knowingthat language acquisition is predominantly a process ofhabit-formation, and habits are acquired and developedthrough constant meaningful repetition.


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III. Role-play the dialogue. Role-playing can be done in thefollowing ways:

A. Teacher-Students (choral)Take the first role and let the students take the secondrole. After the dialogue is completed, switch roles, i.e.the students take the first role and you do the second.

B. Teacher-Student (individual)You take the first role and one student takes the secondrole. Then, switch roles.

C. Students-Students (choral)Divide the class into two groups. Let one group take thefirst role, and the other group the second role. Then,switch roles.

D. Student-Student (individual)One student takes the first role, another the second.Switch roles.

E. Chain Drill Below is an illustration of the chain drill. A1– B3 is the complete dialogue.

A1 ____________________B1 ____________________A2 ____________________B2 ____________________A3 ____________________B3 ____________________

S1 does A1; S2 does B1 and repeats A1; S3 says B1 andA1; S4 answers by giving B1 again and repeating A1,etc. When all the members of the class have recitedA1and B1, proceed to A2 and B2 repeating the sameprocess, and on to the next couple of lines, etc.

IV. Teach the Related Utterances. These utterances areexpressions which are useful substitutes for phrases orsentences in the dialogue. They are not constrained bythe structural content of the lesson. Variations and/orexpansions may result from incorporating these


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utterances in the dialogue. Teach the idiomaticexpressions in context, so that the learner will knowhow these expressions are used.

V. Teach the sentence patterns. Illustrations of the types ofpattern drills appear in an earlier section. Pattern drillscan be both a teaching and testing device. Each patternpractice focuses on a problem or a set of linguisticproblems that is not evident to the student. When doinga pattern drill, the students’ attention is not directed tothe linguistic problems themselves, but to theproduction of sentences which contain these problems.As a teaching device, pattern drills are designed to helpthe student gain an understanding of the syntacticconstructions of the target language, and help himacquire a mastery of these constructions. As a testingdevice, all the other types of drills, with the exception ofthe Repetition drills, test the students’ knowledge of thesyntactic units and their relative positions in thesentences. The Conversion/Transformation drills testthe ability of the student to manipulate syntacticconstructions that he has learned.

Do’s in Pattern Practice:1. Conduct the drills in a lively fashion.2. Instructions should be given before drill starts. This can

be done most effectively by giving some examples.3. Give cues at normal conversational speed. Students

should give their rendition in the same manner.4. Give equal time to choral and individual repetition.5. Make on-the-spot corrections of the errors made by the

students.

VI. Teach the vocabulary items. Visual aids such aspictures, regalia, flash cards, comic strips, etc. are veryuseful and effective devices for teaching vocabulary in ameaningful way.Review of vocabulary items learned should be donedaily. Select those items that lend themselves tofunctional usage by the students in meaningful contexts.

VII. Use the supplementary materials and appendices II andIII whenever it is feasible to do so. Short introductorynotes to each section will help.


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xxiii

LESSON 1

Structural Content: GreetingsParticles: [sab], [man], [pod]

Setting: Pedro and Juanmeet each otheron the street.

Nagkitaay si Pedro ugsi Juan sa dalan.

I. DIALOGUEGood morning,Pedro.

A: Maayong buntag, Pedro.

Good morning (toyou too), Juan.

B: Maayong buntag sab, Juan.

How are you? A: Kumusta ka?Fine, thank you. B: Maayo man, salamat.

II. DIALOGUE BREAKDOWNGood morning,Pedro.

A: Maayong buntag, Pedro.

good morningPedro

maayo(ng) buntagPedro

Good morning (toyou too), Juan.

B: Maayong buntag sab, Juan.

good morning(also)Juan

maayo(ng) buntag[sab]Juan

How are you? A: Kumusta ka?how are youyou

kumustaka

Fine, thank you. B: Maayo man, salamat.finethank you

maayo [man]salamat

III. RELATED UTTERANCESGood noon./Good

high noon.Maayong udto./Maayong mudto.

Good afternoon. Maayong hapon./Maayong palis.Good evening. Maayong gabii.

1

Good morning toyou all.

Maayong buntag sa inyongtanan./Maayong buntagkaninyong tanan.

Good evening,Ladies andGentlemen.

Maayong gabii mga Ginang ugmga Ginoo.

Fine, (also). Maayo pod.Fine, (too). Maayo sab.

IV. VOCABULARY LISTbuntag morningka you (short form)kaninyo you (plural)kumusta? How are you?gabii night, eveninghapon afternooninyo you (plural)maayo good, well, finemudto noon, high noonpalis early afternoonsalamat thank youtanan all, everyoneudto noon, high noon

V. DRILLSRepetition:

Cue: Response:Maayong buntag,Pedro.

Maayong buntag sab.

Maayong buntag,Mr. Reyes.

Maayong buntag sab.

Maayong hapon,Juan.

Maayong hapon sab.

Maayong hapon,Rita.

Maayong hapon sab.

Maayong udto, Dr.Roses.

Maayong udto pod.

Maayong gabii,Jose.

Maayong gabii pod.

Maayong palis,Remedios.

Maayong palis pod.

Kumusta ka,Rolando?

Maayo man, salamat.

Kumusta ka, Ana? Maayo man, salamat.

LESSON 1

2

Kumusta ka,Rosita?

Maayo man, salamat.

Maayong buntagsa inyong tanan.

Maayong buntag sab.

Maayong udto sainyong tanan.

Maayong udto sab.

Maayong mudto sainyong tanan.

Maayong mudto pod.

Maayong hapon sainyong tanan.

Maayong hapon pod.

Maayong palis sainyong tanan.

Maayong palis pod.

Maayong gabii sainyong tanan.

Maayong gabii pod.

VI. LEXICAL/GRAMMAR NOTES

[sab] - Maayong buntag sab.Short form of the particle [usab] which means‘also’ or ‘again’. It sometimes carries themeaning of a recurring event or situation.

[man] - Maayo man, salamat.Modifies a statement that gives facts notpreviously known to the hearer.

[pod] - Maayo pod.Short form of [upod]. [Upod] and [usab] aresimilar in meaning.

(-ng) - Maayong adlaw / buntag, etc.The ligature [nga], written as (-ng) after a vowel,connects words or phrases which are inconstruction with each other.

Maayo + nga= Maayong

buntag

‘good/beautiful’

‘Goodmorning’

‘morning’


3

palis - ‘Early afternoon’, usually the time between 1:30p.m. – 2:30 p.m., although many people do notmake the distinction in actual usage betweenhapon and palis.

LESSON 1

4

LESSON 2

Structural Content: Greetings: variationParticle: [lang]

Setting: A PCV has gone tohis friend’s house.

Niadto ang PCV sa balaysa iyang amigo.

I. DIALOGUEHello! A: Maayo!Come in./ (Come up.)Have a seat.

B: Dayon lang.Lingkod usa.

Thank you. A: Salamat.

II. DIALOGUE BREAKDOWNHello! A: Maayo!

good (morning afternoon,etc)

maayo

Come in. B: Dayon lang.Have a seat. Lingkod usa.

entersitfor a while

dayon [lang]lingkodusa


III. RELATED UTTERANCESCome in. Sulod lang.Please stand up. Palihog, tindog.Stand up for a while. Tindog usa.Take a drink first. Inom usa.Let’s have a drinkfirst./Let’s havesome refreshments.

Inom usa ’ta.

You’re welcome. Walay sapayan.

IV. VOCABULARY LIST

dayon enter, come in/upGinang Mrs.Gining MissGinoo Mr.

5

inom drinklingkod sitpungko squatsulod enter, proceedtindog standusa for a while, firstway sapayan Don’t mention it./You’re

welcome.

V. DRILLSA. Repetition

Dayon lang, Ruben.Dayon lang, Isabel.Dayon lang, Rosa.Dayon lang, Pedro.Dayon lang, Ernesto.Lingkod usa, ‘Dong.Lingkod usa, ‘Nong.Lingkod usa, ‘Nang.Lingkod usa, Undo.Lingkod usa, Inday.Palihog, lingkod, Ginoo Reyes.Palihog, lingkod, Ginoo Burns.Palihog, lingkod, Ginoo Stewart.Palihog, lingkod, Ginoo Cruz.Inom usa ’ta, Ginang Ramos.Inom usa ’ta, Ginang Bernabe.Inom usa ’ta, Ginang de Guzman.Inom usa ’ta, Ginang Stewart.Inom usa ’ta, Ginang Smith.Tindog usa, Gining Santos.Tindog usa, Gining Rivera.Tindog usa, Gining Gracia.Tindog usa, Gining Pamintuan.Tindog usa, Gining Faustino.

B. Cumulative Dialogue;1. A: Maayo!

B: Dayon lang.A: Maayong buntag, Pedro.B: Maayong buntag sab, Juan. Lingkod usa.A: Salamat.

2. A: Maayo!

LESSON 2

6

B: Sulod lang. Pungko usa.A: Salamat.B: Kumusta ka?A: Maayo man, salamat. Ug ikaw?1B: Maayo pod.

3. A: Maayong hapon.B: Uy Pedro, maayong hapon sab. Dayon lang.A: Salamat, kumusta ka?B: Maayo man. Inom usa ’ta.2A: O sige3, salamat.


Maayo!- A call to announce one’s arrival at anotherperson’s home, used in place of knocking at thedoor. Equivalent to the English ‘Companycoming!’ This is actually the short form of

buntagMaayong hapon

gabii.[lang] - Dayon lang.

In this sentence, [lang] is used in an exhortativemanner, as in the English ‘Do come in.’

Terms of Address: Role and/or StatusA person’s role and status suggested by

1. social position2. economic standard of living3. age, or4. kinship

is recognized by certain forms of address, such as thefollowing:

A. Relationship among equals (peers)

Man : Man(a)Bay : Bay

1 Ug ikaw ‘and you’2 ’ta ‘us’ (the two of us, or us two); short form of kita3 sige ‘okay’, ‘all right’


7

Man : WomanNonoy (Noy) : Inday (Day)

(b)

Woman : Woman(c)Inday (Day) : Inday (Day)

B. Non-equal relationship

(Older) Man : (Younger) ManManoy (Noy)Manong (Nong)

::

Undo (Do)Dodong (Dong)

(a)

(Older) Man : (Younger) WomanManoy (Noy)Manong (Nong)

::

Inday (Day)(b)

(Older) Woman : (Younger) Woman(c)Manang (Nang) : Inday (Day)

LESSON 2

8

LESSON 3

Structural Content: Greetings: variationParticles: [man] [diay]

Setting: Pedro is visiting hisfriend.

Mamisita si Pedro sa iyangamigo.

I. DIALOGUE #1Hello! A: Maayo!Come in. /(Come up.) B: Dayon lang.Oh, it’s you, Pedro. O, ikaw man diay, Pedro.Please sit down. Lingkod usa.Thank you. A: Salamat.

DIALOGUE #2Hello! A: Maayo!Who’s there? B: Kinsa kana?It’s me, Roberto. A: Ako, si Roberto.Come in. B: Sulod.Thank you. Good evening. A: Salamat. Maayong gabii.Good evening. Please sitdown.

B: Maayong gabii sab. Lingkodusa.

II. DIALOGUE BREAKDOWN #1Hello! A: Maayo!Come in. B: Dayon lang.

enter [only] dayon [lang]Oh, it’s you, Pedro. O, ikaw man diay, Pedro.

ohyou [I didn’t know]

oikaw [man] [diay]

Please sit down. Lingkod usa.sit lingkodfor a while usa


DIALOGUE BREAKDOWN #2Hello! A: Maayo!Who’s there? B: Kinsa kana?

who kinsa

9

that kanaIt’s me, Roberto. A: Ako, si Roberto.

I akoRoberto [si] Roberto

Come in. B: Sulod.Thank you. Good evening. A: Salamat. Maayong gabii.

thank you salamatgood evening maayo (ng) gabii

Good evening. B: Maayong gabii sab.Please sit down. Lingkod usa.

good evening also sit fora while

maayo (ng) gabii [sab]lingkod usa

III. RELATED UTTERANCES

(You) sit down(for a while).

Lingkod ka usa.

IV. VOCABULARY LIST

ako Ikana thatkinsa whoikaw you (singular)

V. DRILLS

A. Repetition Drill:Maayong buntag.Maayong udto.Maayong mudto.Maayong hapon.Maayong palis.Maayong gabii.

Cue: Response:Maayo! Dayon lang.Kumusta ka? Maayo man, salamat.Lingkod usa. Salamat.

B. Substitution Drill: Fixed slotMaayong buntag, Mr.Reyes.______ udto ___________.

LESSON 3

10

______ mudto ___________.______ hapon ___________.______ palis ___________.______ gabii ___________.

C. Substitution Drill: Movable slotMaayong buntag sab,Juan.

______ udto __________.___________ pod _____.______ mudto ________.______________ Pedro.______ hapon _________.____________ sab _____.______ gabii __________.

D. Substitution/Cue and Response Drill:Cue: Response:

Maayong buntag. Maayong buntag sab.palis ______________. ________________ .mudto _____________. ________________ .hapon _____________ . ________________ .udto _____________ . ________________ .gabii _____________ . ________________ .

E. Cue and Response Drill:Cue: Response:

Maayo! Dayon lang.Maayo! Sulod lang.Kumusta ka? Maayo man, salamat.Kinsa kana? Ako si ___________.Lingkod usa. Salamat.

F. Cumulative Dialogue:

A: Maayo! Maayong gabii.B: Maayong gabii sab. Kinsa na?A: Ako, si Roberto.B: O, ikaw man diay, Roberto.

Kumusta ka?Dayon, sulod lang.

A: Maayo man, ug ikaw?B: Maayo man sab. Lingkod.A: Salamat.


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[man][diay]

- O, ikaw man diay, Pedro.

Implies that the speaker is reacting to a new eventor situation, i.e. the realization that Pedro was theone

kana - kinsa kana?‘that’ -- one of four demonstrative pronouns.

[si] - si RobertoTopic case marker for names of persons.

ako - ‘I’(1st set of personal pronouns)ka - ‘you’, short form of ikaw (1st set of personal

pronouns). The short form does not occur initiallyin a sentence.

LESSON 3

12

LESSON 4

Structural Content: Demonstrative Pronouns:kini-class

Question words: unsa, kinsaTopic case markers: [si], [ang]

Setting: Ana’s friend asksher what she iseating.

Nangutana ang amiga ni Anakaniya kung unsa ang iyanggikaon.

I. DIALOGUEAna, what’s that? A: Ana, unsa kana?What, this? B: Unsa, kini?Yes. A: Oo.Ah, this is pansit. B: Ah, pansit kini.Is it delicious? A: Lami ba?Oh yes, very delicious. B: Ay, lami kaayo.

II. DIALOGUE BREAKDOWNAna, what’s that? A: Ana, unsa kana?

what unsathat kana

What, this? B: Unsa, kini?what unsathis kini

Yes. A: Oo.Ah, this is pansit. B: Ah, pansit kini.

pansit this pansit kiniIs it delicious? A: Lami ba?

delicious/good/ lamitasty [ba]

Oh yes, very delicious. B: Ay, lami kaayo.delicious lamivery kaayo

III. VOCABULARY LIST

abogado lawyerAmerikano American (male)balay house

13

bintana windowbolpen ball-point penbongbong wallbulak flowerkaayo verykahon boxkahoy treekisame ceilingkwaderno notebookkwarto roomdahon leafdoktor doctor (male)iring catiro doglamesa tablelami delicious, good, tastylapis pencillibro bookmaestra teacher (female)merkado marketopisina officepapel paperposporo matchprinsipal principal (teacher)pultahan doorsapatos shoesigarilyo cigarettesimbahan churchsiya chairsuga light, lamptindahan storetsinelas slipper

IV. DRILLSA. Repetition:

Question: Answer:1. Unsa kini? Libro kana/kini.

Lamesa kana/kini.Siya kana/kini.Papel kana/kini.Bolpen kana/kini.

Unsa kana? Sigarilyo kini/kana.Posporo kini/kana.

LESSON 4

14

Lapis kini/kana.Kwaderno kini/kana.Kahon kini/kana.

Unsa kadto? Balay kadto.Kwarto kadto.Bongbong kadto.Kisame kadto.Bintana kadto.

2. Unsa kini? Libro ug papel kana/kini.Lamesa ug siya kana/kini.Papel ug lapis kana/kini.Sigarilyo ug posporo kana/ kini.Kwaderno ug libro kana/kini.

Unsa kana? Tsinelas ug sapatos kini/ kana.Pansit ug adobo kini/kana.Siya ug lamesa kini/kana.Buwak ug dahon kini/kana.Iro ug iring kini/kana.

Unsa kadto? Balay ug simbahan kadto.Kwaderno ug libro kadto.Papel ug lapis kadto.Bongbong ug kisame kadto.Bintana ug pultahan kadto.

3. Kinsa kini? Kana/Kini si Pedro.Kana/Kini si Maria.Kana/Kini si Ana.Kana/Kini si Jose.Kana/Kini si Ramon.

Kinsa kana? Kini/Kana ang Amerikano.Kini/Kana ang doktor.Kini/Kana ang abogado.Kini/Kana ang maestra.Kini/Kana ang prinsipal.

Kinsa kadto? Kadto si Dionisio.Kadto si Paula.Kadto si Rolando.Kadto ang “Peace Corps trainee”.


15

Kadto ang “Language Coordinator”.Kadto ang “Project Director”.

B. Substitution: Fixed Slot

1. Kini ang lamesa. 2. Kini si Pedro._______ libro. ______ Juan._______ posporo. ______ Rosa._______ sigarilyo. ______ Maria._______ papel. ______ Jose.

Kana ang bulak. Kana si John.________ dahon. ______ Greg.________ kahoy. ______ Bill.________ bongbong. ______ Mary.________ pultahan. ______ Ann.

Kadto ang simbahan. Kadto si Nena.________ balay. _______ Ricardo.________ tindahan _______ Rodolfo.________ opisina. _______ Ramon.________ merkado. _______ Alfredo.

C. Substitution: Movable Slot

1. Kini si Rosa ug si Ana._______ Marcia ug si Belen.Kadto si _______________._____ang simbahan.Kana ___________._______________ ug ang tindahan.

2. Si Lina ug si Ben kadto._____________ kana.__Petra ug si Luisa __ ._______________ kini.__ Juan ug si Paula ___ .ang maestra _________.______________kadto.Ang abogado ________.________________kana.

3. Ang balay ug ang simbahan kadto.Ang iro ug ang iring __________.

LESSON 4

16

Ang bongbong ug ang kisame .____________________kana.______________bintana ____._____pultahan ___________ .______________ suga ______.____ sigarilyo ug posporo ____._____________________kini._____papel ug ang lapis _____.

V. LEXICAL/GRAMMAR NOTES

pansit - Ah, pansit kini.Pansit means, generally, ‘noodles’. Of Chineseorigin, a pansit dish may be prepared in severalways, as with sauted sliced vegetables and dicedpork or beef.

adobo - A native meat dish of chicken and/or pork cookedin garlic, vinegar and soy sauce.

[ba] - Lami ba?Particle that signals a question.

ug - Kini si Rosa ug si Ana.Used here as the conjunction ‘and’.

unsa - Unsa kana?Unsa is a question word which means ‘what’.

kinsa - Kinsa kini?Kinsa is a question word which means ‘who’

Topic Case Markers:

[si] - marks the name of a person[ang] - marks all nouns other than personal names

(henceforth referred to as general nouns).

Demonstrative Pronouns:

kiri ‘this’ (nearest the speaker, e.g. in thespeaker’s hand)

kini ‘this’ (near the speaker)kana ‘that’ (near the hearer, far from the

speaker)kadto ‘that over

there’(far from both the speaker andhearer)

Non-Verbal Sentences:


17

The sentences found in this lesson are nonverbal sentences,i.e. the sentence does not contain verbs.

Cebuano sentences are made up of at least two constituentparts, namely:

1. the topic - is a phrase introduced by the markers [ang]or [si], or by one of its substitutes like thedemonstratives of the kini-class, or by apersonal pronoun of the 1st set, ako-classwhich may substitute for the [ang] or [si]phrase.

2. the predicate - may be a verb, an adjective, or another topicphrase which comments on the topic.

Such a sentence is called equational, both topics being in appo-sition.

(The predicate usually precedes the topic in the normalword order.)Equational Sentences:

1. The specific topic is marked by [ang] or [si].2. The first-given topic is what is emphasized in the sentence.3. When question words are used, the predicate is the interrog-

ative or the phrase containing the interrogative.

Summary: Patterns of Non-Verbal Sentences

Predicate TopicNoun Pronoun (Dem)

kini.Libro kana.

1.

Lamesa kadto.

Predicate Topica.Noun + Noun Pronoun (Dem)

LESSON 4

18

kini.Libro ug papel kana.Lamesa ug siya kadto.

Specific Topic Non-specific TopicSi Pedro kini.

kana.

b.

Ang babaye kadto.

Non-specific Topic Specific TopicKiniKana si Pedro.

c.

Kadto ang babaye.

Predicate TopicKinsa si Pedro?

2.

Unsa ang babaye?


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LESSON 5

Structural Content: Personal Pronouns: 1st set,singular, ako-class

Interrogative Statements

Setting: Mr. Smith isintroduced to Filipino.

Gipaila-ila si Mr. Smith sausa ka Pilipino.

I. DIALOGUEBen, this is Mr. Smith. A: Ben, siya si Mr. Smith.

Oh? How are you, Mr.Smith?

B: Ah diay? Kumusta ka, Mr.Smith?

Fine. C: Maayo man.Are you an American? B: Amerikano ka ba?Yes, I am an American. C: Oo, Amerikano ako.

II. DIALOGUE BREAKDOWNBen, this is Mr. Smith. A: Ben, siya si Mr. Smith.

he siyaMr. Smith [si] Mr. Smith

Oh? How are you, Mr.Smith?

B: Ah diay? Kumusta ka, Mr.Smith?

oh [is that so] ah [diay]how are you kumustayou ka

Fine. C: Maayo man.fine maayo [man]

Are you an American? B: Amerikano ka ba?American Amerikanoyou ka

[ba]Yes, I am an American. C: Oo, Amerikano ako.

yes ooAmerican I Amerikano ako

III. RELATED UTTERANCESI want to introduce Mr.Smith to you.

Gusto kong ipaila-ila kanimo siMr. Smith.

20

I’d like to introduce to youmy companion, Mr. Smith.

Gusto kong ipaila-ila kanimoang akong kauban, si Mr.Smith.

I’m pleased to meet you. Gikalipay ko ang pagila-ilakanimo.

My pleasure./(I’m pleasedtoo.)

Gikalipay ko sab.

This is Mr. Santos. Kini si Mr. Santos.Who am I? Kinsa ako?Who are you? Kinsa ka?Who is he/she? Kinsa siya?

IV. VOCABULARY LIST

ako (ng) myAmerikana American (female)babaye woman; femalekalipay pleased, happykanimo you (singular)kauban companionkusinera cook (female)estudyante studentgusto want, likeipaila-ila to introducelabandera laundrywomanlalake man; malemagbabaul farmermagdadaro farmermag-uuma farmerregalo gift, presentsiya he/she

V. DRILLSA. Repetition:

Si Pablo ako. Maestra ako.Si Juan ako. Amerikana ako.Si Maria ako. Abogado ka.Si Ben ka. Magdadaro ka.Si Roberto ka. Doktor ka.Si Miguel ka. Estudyante siya.Si Ricardo siya. Magbabaul siya.Si Ana siya. Labandera siya.Si Rosa siya.


21

Ako ang maestra.Ako ang Amerikana.Ikaw ang abogado.Ikaw ang magdadaro.Ikaw ang doktor.Siya ang estudyante.Siya ang magbabaul.Siya ang labandera.

B. Interrogative Forms:

Si Pablo ba ako?Si Juan ba ako?Si Maria ba ako?Si Ben ka ba?Si Roberto ka ba?Si Miguel ka ba?Si Ricardo ba siya?Si Ana ba siya?Si Rosa ba siya?

Questions: Answers:Amerikano ba siya? Oo, Amerikano siya.Magdadaro ba siya? Oo, magdadaro siya.“Peace Corps Trainee” ba

siya?Oo, “Peace Corps Trainee”

siya.Maestra ka ba? Oo, maestra ako.Pilipina ka ba? Oo, Pilipina ako.Amerikano ka ba? Oo, Amerikano ako.Doktor ba ako? Oo, doktor ka.Abogado ba ako? Oo, abogado ka.Cebuano ba ako? Oo, Cebuano ka.Ang Amerikano ba siya? Oo, ang Amerikano siya.Ang magdadaro ba siya? Oo, ang magdadaro siya.Ang “Peace Corps trainee” ba

siya?Oo, ang “Peace Corps trainee”

siya.Ang maestra ka ba? Oo, ang maestra ako.Ang Pilipina ka ba? Oo, ang Pilipina ako.Ang Amerikano ka ba? Oo, ang Amerikano ako.Ang doktor ba ako? Oo, ang doktor ka.Ang abogado ba ako? Oo, ang abogado ka.Ang Cebuano ba ako? Oo, ang Cebuano ka.

Kinsa ako? Ikaw si Marcia.

LESSON 5

22

Ikaw si Juan.Ikaw si Miguel.Ikaw si Ana.Ikaw si Rosa.Ikaw si Jose.

Kinsa ka? Ako si Rolando.Ako si Pedro.Ako si Ramon.Ako si Clara.Ako si Sofia.Ako si Vida.

Kinsa siya? Siya si Marcia.Siya si Roberto.Siya si Nicolas.Siya si Dionesio.Siya si Guillermo.Siya si Nena.

C. Substitution Drill: Movable Slot

1. “Peace Corps trainee” ako.__________________ siya.Abogado ______________.Amerikano ____________ ._________ba __________ ?Magbabaul ____________ .Mag-uuma _____________.___________________ako?Pilipino _______________ ?___________________ siya?

2. Pilipina ug maestra ako.________________ siya._________kusinera ____ .Labandera ____________.__________________ka.__________________kini.

3. Estudyante ug PCT ang Amerikano.___________________lalake.________________si Ramon._____________Pilipino _________.


23

Abogado _____________________._____________________ang maestro._____________________ kadto.__________________ba ______?__________________ka __?

4. Lapis ug papel kadto.____________ kini.______kwaderno ___.______________kana.Dahon ____________.______kahon _______.______kahoy _______.___________ ba ______ ?

D. Conversion Drill: Question and Affirmative Answer

Example:Cue Sentence : Amerikano ug “Peace Corps

Volunteer” siya.Conversion : Amerikano ug “Peace Corps

Volunteer” ba siya?Response : Oo, Amerikano ug “Peace Corps

Volunteer” siya.

Cue Sentence: Conversion/Response:

Pilipina ug maestra ako. Pilipina ug maestra _______?Oo, ___________________ .

Labandera ug kusinerasiya.

Labandera ug kusinera

Oo, ___________________ .

Estudyante ug PCT ka. Estudyante ug PCT _______ ?Oo, ____________________ .

Pilipina ug maestra siAna.

Pilipina ug maestra ________?

Oo, ____________________.

Labandera ug kusineraang babaye.

Labandera ug kusinera _____ ?

Oo, ____________________ ?

LESSON 5

24

Buwak ug dahon kadto. Buwak ug dahon__________ ?Oo, ____________________ .

Lapis ug papel kini. Lapis ug papel ___________ ?Oo, ____________________.

Sigarilyo ug posporokana.

Sigarilyo ug posporo ______ ?

Oo, ____________________.

Iro ug iring kadto. Iro ug iring ______________?Oo, ____________________.


[diay] - Ah diay?‘Is that so?’, ‘Really?’ Also, it is used to indicatethat the speaker is reacting to information he’sreceived for the first time, i.e. ‘I see’.

oo - ‘yes’; indicates an affirmative response.

Among Spanish loan words, gender is designated by thefollowing endings:

/-o/ masculine e.g. Amerikano ‘American’kusinero ‘cook’hardinero ‘gardener’

/-a/ feminine e.g. Amerikanakusineralabandera ‘laundrywoman’

Personal Pronouns: 1st set, ako-class, singular

1st person - ako ‘I’2nd person - ikaw, ka* (short form) ‘you’3rd person - siya ‘he/she’

*Ka never appears initially in a sentence.

Interrogative Statements:


25

Interrogative statements are formed by using [ba] betweenthe topic and the predicate.

Examples:

Amerikano ako. Amerikano ba ako?‘I’m an American.’ ‘Am I an American?’

Magdadaro siya. Magdadaro ba siya?‘He’s a farmer.’ ‘Is he a farmer?’

but:

Amerikano ka. Amerikano ka ba?‘You’re an American.’ ‘Are you an American?’

Magdadaro ka. Magdadaro ka ba?‘You’re a farmer.’ ‘Are you a farmer?’


Predicate TopicPronoun Noun (emphasis)

1.

AkoSiyaIkaw

si

ang

Ben.Rosa.Ana.

abogado.maestra.

Topic PredicateNoun Pronoun

BenSi Rosa ako.

Anasiya.

a.

Angabogado* ka.

LESSON 5

26

maestra

* A pause is required after the topic when the topic is a generalnoun.

Predicate TopicNoun Pronoun

Maestra ako.Amerikano ka.

2.

Magdadaro siya.

Topic PredicatePronoun Noun

Ako maestra.Ikaw Amerikano.

a.

siya. magdadaro.

Predicate Int. Mkr. TopicAmerikano ako?Maestra ba

3.

Magdadaro siya?

Topic Int.Mkr.

Predicate

Amerikano ako?Ang maestra ba

* a.

magdadaro siya?

Predicate Int.Mkr.

Topicb.

Ako Amerikano?


27

Siya ba ang maestra?Ikaw magdadaro?

but: Amerikano ka ba?

Affirmative ResponseOo, 1, 1a

4.

2, 2a

* This pattern is not frequently used. Pattern 3b is the preferredorder.

LESSON 5

28

Supplementary MaterialsLessons 1–5

I. Direct Discourse

#1. A: Ingon ni Peter, “Maayo!”B: Tubag ni Juan, “Dayon lang,”

ug nangutanasab siya,

“Kinsa kana?”

A: Tubag ni Peter, “Ako, si Peter.”B: Nangutana si

Juan,“Peter kinsa?”

A: Tubag ni Peter, “Si Peter Smith, ang PCV.”

Vocabulary:ingon saidnangutana askedtubag answered; answer, reply

#2. A: Ingon ni Jose, “Ben, gusto kong ipaila-ila kanimosi Mr. Smith.”

B: Tubag ni Ben, “Gikalipay ko ang pag-ila-ilakanimo,”

ug nangutanasab siya,

“Kumusta ka, Mr. Smith?”

C: Tubag ni Mr.Smith,

“Maayo man, ug ikaw?”

B: Tubag ni Ben, “Maayo sab.”Nangutana siBen,

“Unsa ka, Mr. Smith?”

C: Tubag ni Mr.Smith,

“Maestro ug PCV ako.”

#3. A: Nangutana siMaria,

“Unsa kana, Clara?”

B: Tubag ni Clara, “Ambot lang. Tingali, regalo kana.”A: Ingon ni Maria, “Ah diay?”B: Tubag ni Clara, “Bitaw.”

Vocabulary:

29

ambot ‘I don’t know’regalo present, gifttingali perhaps, maybe, ‘I think’

Supplementary Materials Lessons 1–5

30

LESSON 6

Structural Content: Non-Verbal Affix: (taga-)Place marker: [sa]

Setting: Mr. Smith and aFilipino meet and talkfor a while.

Nagkakita ug nagsulti-hanaysi Mr. Smith ug ang usa kaPilipino.

I. DIALOGUE #1Are you an American,Mr. Smith?

A: Amerikano ka ba, Mr.Smith?

Yes, I am an American and aPeace Corps trainee, too.

B: Oo, Amerikano ako ug“Peace Corps trainee” sab.

Where are you from? A: Taga-diin ka?I’m from Texas. B: Taga-Texas ako.And you? Ug ikaw?I’m from the Philippines. A: Ako, taga-Pilipinas.

DIALOGUE #2Where are you from, Mr.Smith?

A: Taga-diin ka, Mr. Smith?

I’m from California. B: Taga-California ako.Where in California? A: Diin sa California?San Francisco. Andyou, where are youfrom in the Philippines?

B: Sa San Francisco. Ugikaw, diin sa Pilipinas?

Cebu. A: Sa Cebu.

II. DIALOGUE BREAKDOWN #1

Are you an American,Mr. Smith?

A: Amerikano ka ba,Mr. Smith?

American Amerikanoyou ka

[ba]Yes, I’m an American and aPeace Corps trainee, too.

B: Oo, Amerikano ako ug“Peace Corps trainee”sab.

Yes, American I Oo, Amerikano ako

31

and Peace Corps trainee ug “Peace Corpstrainee

too [sab]Where are you from? A: Taga-diin ka?

from where (taga-)diinyou ka

I’m from Texas. B: Taga-Texas ako.And you? Ug ikaw?

from Texas I (taga-)Texas akoand you ug ikaw

I’m from the Philippines. A: Ako, taga-Pilipinas.I, from Philippines ako, (taga-)Pilipinas

DIALOGUE BREAKDOWN #2Where are you from, Mr.Smith?

A: Taga-diin ka, Mr.Smith?

from where you (taga-)diin kaI’m from California. B: Taga-California ako.

from California I (taga-)California akoWhere in California? A: Diin sa California?

where diinin California [sa] California

San Francisco. And you,where are you from in thePhilippines?

B: Sa San Francisco. Ugikaw, diin sa Pilipinas?

in San Francisco and you [sa] San Francisco ugikaw

where in Philippines diin [sa] PilipinasCebu. A: Sa Cebu.

in Cebu [sa] Cebu

III. RELATED UTTERANCES

Where do youlive?

Hain ka magpuyo?

Where is yourhome/ house?

Hain ang imong puloy-anan?/

Hain ang imong balay?My home is inCebu.

Tua sa Sugbo ang akong balay./

Tua sa Sugbo ang akong puloy-anan.Where have youbeen?

Diin ka gikan?

Where were you? Diin ka?

LESSON 6

32

I’ve been inclass./I was inclass.

Gikan ko sa klase.

Where were youborn?

Diin ka matawo?

I was born inCebu City.

Natawo ako sa syudad saSugbo./Gipanganak ako sa syudadsa Sugbo.

I’m a bachelor. Ulitawo ako.I’m a single girl. Dalaga ako.I’m married. Minyo ako.

IV. VOCABULARY LISTbaryo barriobukid mountaindalaga unmarried girldiin/hain wheregikan from, been(gipang) anak was bornimo your (singular)lungsod town(mag) puyo to live, to resideminyo marriednamo our, ours (inclusive)(na) tawo was bornprobinsya provincepuloy-anan home, housesa in, onsyudad citytua over thereulitawo bachelor

V. DRILLSA.Repetition Drill: Question and Answer

Question: Answer:Taga-diin ka, Mr. Smith? Taga-Washington ako.Taga-diin ka, Dr. Reyes? Taga-Cebu ako.Taga-diin ka, Juan? Taga-Manila ako.Taga-diin ako? Taga-syudad ka.Taga-diin si Miss Cruz? Taga-Leyte siya.Taga-diin si Presidente Marcos? Taga-Ilocos siya.Taga-diin si Mrs. Santos? Taga-Negros Oriental

siya.


33

Diin ka sa California, Mr. Smith? Sa San Francisco.Diin ka sa Pilipinas, DoktorReyes?

Sa Cebu.

Diin ka sa Cebu, Miss Cruz? Sa Lahug.Diin ka sa Ilocos? Sa Ilocos Norte.Diin ka sa Hawaii? Sa Molokai.

B. Substitution Drill: Fixed SlotTaga-Pilipinas ako. Taga-Davao ka.Taga-Zamboanga _____. Taga-Cotabato _____.Taga-Baguio _____. Taga-Lanao _____.Taga-Manila _____. Taga-Negros _____.Taga-Antique _____. Taga-Leyte _____.Taga-Negros Oriental _____. Taga-Albay _____.

Taga-syudad siya.

Taga-probinsya _____.Taga-bukid _____.Taga-baryo _____.Taga-lungsod _____.

C. Substitution Drill: Question and AnswerQuestion: Answer:

Diin ka sa Pilipinas? Sa Manila.__ Cebu.__ Ilocos.__ Davao.__ Baguio.

Diin siya sa Amerika? Sa California.__ Washington.__ Texas.__ Ohio.__ Hawaii.

Diin ako sa California? Sa Los Angeles._________ San Jose? __ Magallanes St._________ Cebu? __ Lahug._________ Manila? __ Mabini St.

D. Narrative Frame:1. Ako si_____________. Amerikano/a ako. Taga-

LESSON 6

34

_______________ ako, sa ___________. Natawoako sa_____________. Karon1 nagpuyo ako sa_______________ kay2 “Peace Corps trainee” ako.

2. Conversion: Substitute ako with ikaw and siya.

E. Comprehension Drill: DialogueA: Amerikano ba si Mr. Smith?B: Oo, Amerikano siya.A: “Peace Corps trainee” ba siya?B: Oo, “Peace Corps trainee” siya..A: Taga-diin siya?B: Taga-Texas siya.A: Diin sa Texas?B: Sa Austin.

F. Comprehension Drill: NarrativeAmerikano si John ug “Peace Corps trainee” sab siya.

Taga-California siya, sa San Francisco, pero3 natawo siya saDayton, Ohio.

Questions:1. Kinsa si John?

Amerikano si John ug “Peace Corps trainee” sab siya.2. Taga-diin siya?

Taga-California siya.3. Diin sa California?

Sa San Francisco.4. Diin siya matawo?

Natawo siya sa Ohio.5. Diin sa Ohio?

Sa Dayton.


(taga-) - Taga-Texas ako.

1 karon ‘now’2 kay ‘because’3 pero ‘but’


35

(Taga-) is a particle that suggests a person’sorigin (geographic) and/or place of domicile. Itis immediately followed by the name of theplace.

taga-diin - Taga-diin ka?Taga-diin is a question word used for inquiringabout a person’s origin (geographic) and/orhis place of domicile. When occurring by itself,diin means ‘where’.

[sa] - Place marker which precedes the name of theplace, used in a more specific reference.

E.g. Taga-diin ka? Taga-Cebu.Diin sa Cebu? Sa Magallanes.

baryo - ‘barrio’ - smallest unit of geographic-politicaldivision. Several barrios make up a town.

lungsod - ‘town’ - second largest unit

probinsya - ‘province’ - largest unit of geographic-politicaldivision. As of August 1968, the Philippineshas 65 provinces.

Sugbo - the name for ‘Cebu’ as used by Cebuanospeakers, in contrast to Luzon-dwellers andforeigners who use ‘Cebu’.


1. Predicate Topic

Question word

Taga-diin si Pedro?ang babaye?

Topica. PredicateMarker Place

LESSON 6

36

Manila?Diin sa Davao?

California?Ohio?

Predicate Topic

Questionword

Pronoun Marker Place

ako Manila?

Diin slya Sa

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Cebuano For Beginners...Open Access edition funded by the National Endowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms