S'gaw Karen Lessons Book 2

8/19/2019 S'gaw Karen Lessons Book 2

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SAY IT IN KAREN

Book II

by

Emilie Ballard

Published by

The Thailand Baptist Missionary Fellowship

P.O. Box 29, Chiang Mai, Thailand 50000


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Foreword

Aim of Say It in Karen Books I, II, and III

This is the second of a planned series of three volumes of Say It in Karen (not

including the Introduction book on how to read and write Sgaw Karen). The aim is that

by the time you have completed all 3 books, you will have been introduced to all of the

more common grammatical constructions in the spoken language as well as to a fair

amount of everyday vocabulary, and that you will have been given practice in obtaining

new vocabulary by various methods and come to realize the importance of using the newwords or phrases right way in as many ways as possible to help fix them in your minds.

Thus, upon completion of these books you will be able to carry on by yourself, increasing

your vocabulary day by day according to your needs.

Format of the Lessons

The format of Book II is essentially the same as that of Book I, with 10-12 new words

or expressions in the Useful Words and Phrases section, followed by two Pattern

Sentences and Phrases sections to illustrate how the new vocabulary is used; Substitution

Drills, Completion Drills, Expansion Drills, Command and Response Drills, and

Question and Answer Drills are included to give you practice in using particular

expressions or grammatical structures and to help you think in the language and respondautomatically; a section on Word Usage and Grammar explains some things about the

language; Reading and Writing exercises help you remember how the words are spelled;

the Listening and Speaking section helps you get out among the Karens and learn from

listening to and responding to them and learning how they speak in natural situations; a

Cultural Assignment for each 5 lessons helps you become better oriented to and more

observant of the Karen culture; also one or more sections on Conversation Practice are

included in each lesson. These conversation practice sections are the most important

(although the other sections are needed to prepare you for them), and you should spend an

increasing amount of time on conversisng with your teacher as well as with other Karens

outside of the classroom as you study these lessons. Don't feel that you have to finish

each lesson in a given number of days--stay with each lesson until you have gotten it welland are able to use the new vocabulary and sentence structures in your conversation,

together with what you have learned in previous lessons. As in Book I, every fifth lesson

is a review lesson. Instructions to the teacher are given in Karen italics for the benefit of

those who are not very fluent in English.

In Book II a few common dialectical differences have been noted in footnotes.

However, it still seems advisable for you to learn to speak the standard Karen first

(especially if you work with the Thailand Karen Baptist Convention), yet learning to

recognize the colloquial expressions used in your area. If you work with the TKBC, you

will no doubt need to work with Karens from all areas where the convention has work, so

you don't want to speak only one certain colloquial dialect. After you know the language

better, you will be able to switch from the standard Karen to the colloquial way of

speaking in the area where you live and vice versa.


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Evaluation

When you have completed the 20 lessons in this book, it is strongly recommended that

you have your progress in using the Karen language evaluated. Suggestions for this will

be found at the end of Lesson 20, and a suggested evaluation form in both English and

Karen will be found in the appendix. Your level of competence will no doubt be slightly

higher than that at the end of Book I, although because you will be conversisng with a

Karen other than your teacher, that may affect your conversation during the evaluaion a

bit. However, it will result in a more accurate evaluation of your level of competence.

Constructive Criticism and Suggestions

As you study these lessons, make a note of difficulties you meet and/or constructive

criticism and suggestions you have, and upon completion of the book send them to the

Language and Orientation Committee, Thailand Baptist Missionary Fellowship, P.O. Box

29, Chiang Mai, 50000. Then, if at a later date the lessons are revised, your comments

can be considered.

Acknowledgements

The author wishes to express appreciation to Thra Thu Nu, who spent many hours

helping prepare and correct the Karen lesson material, and to both him and Thramu

Christabelle for helping make the lesson tapes. Appreciation is also expressed for the

help of Thramu Napa (now gone to her heavenly home) for her help with the instruction

to the teacher in Karen in much of the book, and to Thramu Naw Win for help in

proofreading the lesson material and in helping the author understand some of the

differences in the Musikee colloquial dialect of Karen from the standard Karen.


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Im@Ig qFdH`

ImPqSgWImMHg p

ImPqSgSbSa n@Ig q@Hh@ug nAaOe pIOe mWa qWImMHg p Pe mTfImIPa qChKh oSa nWAh pJa oIOe pW

Ug o, K~MEa oImWUg o, MWf pKg oPbMr q@s gNg@Ig qMr q@HhW@ug nK~SbMr q@Hh g@Ig qTfPc mFe pPc mBh qWUg oLlp. Im

Ig n Mn Wg pTfSbSa n@Ig q@Hh@ug n@Wg pIc qSbSa nUbOe pIOe p, Kh oIc qMr q@s gNgPqSgSa nUbOe pIOe p

Pe mNugSaLlp, MFbPc mSmSbMr q@s gNg@Ue pH`LmMbmIm@Ig qPc c mFe pPc mBh qIOuioNubp Kh o@UeUdIm@Ig qUe pINpWa qOpBe mOp@ug qBe qBe qOpOpLlpSh q.

ImUg pSgW@uf

ImUg pSgW@ufPe mK~SbM@v f oIe mSaSbSa nWAh pJa oIOe pWMd qWUg oLlp. URpPe mNoIm@Ig qFdH`

SbSa nWAh pJa oIOe pWPf nH`@Kh oIOuhLlp @Kc oUe pLh pJh p@e qURpSbImUg pSgW@ufK~ImVe p@d pIe m

SaTfWUg o. Pe mSbMr q@s gNgPqSgIm@Ig qW`Jh pKh oImUdIm@Ig qOpBe mOp@ug qW@ufW`Jh pIOuhOpI

OuhWCg ImWSg pKg p@IbmIPa qPe mSbURpKh oMr q@s gNg@Va oLlmWFb@Ih mW`Jh pSb@@Ig qU@g oIm

SbMr q@OHhW@ug nWBh mLlp. IOpFg@Pg pSbMr q@s gNg@OpPqSgNugImPqSgIFbKg pKh oIFbKg pSbMr f qUh h Mr f qUhWIh mMd qLlpIBe q. PePe mIAh, PqSgTa qPqSg@e qImIc qSbMr q@s gNgUe pH`Im@Ig qWUhKh oUdWh qOpBe m

Op@ug qUeBe qBe qOpOpNfURpKh oMr q@s gNg@Ig qU@g oImWA`LlpI@e m.

ImVe p@d pVe pNo

NfURpUg pSgSa nIOe pWa qWA`Llp URpPe mJa pSb@OpOr hBe qJh p@e qImWSh mPe mWg pIIh qIh qPe m

Be q URpWImVe p@d pVe pNoSb@PqBe qJh p@e qSa nIOe pWa qPe mWg pIPa qPa qPe mBe qLlp P~W@@v f oLh pCnWh q

Kh oVe pOpMr q@s hNg PeIPe mPbMr q@s gNg@v f oLh pCnWBe m K~Ug oIc qMr q@s gNgPqSgSa nIOe pWa qPe mNugSaTfKh o @Fr b

URpWImVe p@d pVe pNoUe pINpWa qFd Ja Oa WfP~ WfN~ (TBMF ) WTf qSh mLlpI@e m.

ImEa oOuioEa oNr g p

QEa oOuioOpURpKg pUd̂ d oSbWPqEbqQqOpCoKh oMr q@s gNgWImPqSgSbMr q@HhW@ug nSbSa nIOe p

Wa qWMd q, Kh oQEa oOu.oOpWh qKh oURpPc e pUa pJdSbWPqEbqQqOpCoImUv h p ĉ nW@Sc mFd dAf Ff oWMd q. Q

Wf pKg oEa oOuibEe m@h oURpPc pLoN`Pe mSbQv qIAuio@g o@e qWh qKa oOpLlp WTfPqEbqQqW`IEf oOpCoURpWIm

Ug pSgImW@ufSbMuq@ZhW@ug nSbSa nMd qWa q. QEa oOuioEe m@h oURpPc pLh mTeSbWNo@v mSa nIOe pWa q Kh o

Ve p@d pVe pNoQqOpCoIm@Ig qILh q Sh qFhKpImOpCoSbMr qPdEe pAaNg@Ig qImSh qFhKh oMr q@HhSb

ImSh mWBqK~Sf pK~Sf pWBe mLlpSh q.


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LESSON 1

ImPqSg 11.1 Useful Words and Phrases1.1 Im@Ig qSbW@fOuioINp

REPEAT after the teacher.

URp--PbMrq@s g Ng IfMg nJv fURpWAa 1-2 Oh u.

UoSh To covet, desire, want to have

Mr k q (Im) To buy, purchase

WMr k q Price

Mr qMr kqImNg Buyer

Er q To be few in number, be scarce

Er qSh q To become fewer in number,becomescarcer

PqErqShq (Im) To reduce in number, quantity, or degreeSh qIf n/Jf n To fall off or from accidentally

WMr k qSh qIf n/Jf n To come to in price

Fa oW`Sf p/Sh p1 How much? How many?

Fa oKg pSh p/Sf p How large?

Fa oQa nSh p/Sf p 2 How long in time?

Ig m Brass, copper; coin, money

Ig mAa FaQf mOe p/Ig mUa oOr f Twenty-five satangs

Ee Silver, money

Oo Baht

Ig mIOo/EeIOo One baht

Mh m Multiple of hundred (refers to money)

Ig mIMh m/EeIMh m One hundred baht

Ouf p To be left over, remain over and above

(W)Ofup Remainder, left-over; more than

@Sc n/Ps g3 Classifier for kinds of things

@e qTo revert back, to recur again

1 In some areas, such as the Musikee area, the expression JfSh p/Sf p or Kg pJfSh p/Sf p is used rather than Fa oW`Sh p/Sf p.2 In some areas, such as the Musikee area, the expression AfSh p/Sf p is used more often than Fa oQa nSh p/Sf p.3 In some areas, such as in the Musikee area, the word En is used more than @Sc n or Ps g as a classifier forkinds of things.


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1.2 Pattern Sentences and Phrases1.2 Im@Ig qWKg (1) Use of UoSh, "to covet, desire, want to have"(1) ImUdIm@Ig q "UoSh "


URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

LUoShPIqSh p/Sf p What do you want?

QUoShSa nUoTa p I want hymnbooks.

QUoShU@v a I want bananas.

QUoShJh oHp I want pork.

QUoSh FhKa p I want eggs.

QUoShImKh oImSp I want vegetables.

(2) Use of WMr k q, "price"(2) ImUdIm@Ig q "WMr kq"REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

WMr k qK~Sh p/Sf p How (What) is the price?

WMr k qShqIf n(Jf n)AaFaAaOo The price comes (falls) to 22 baht.

WMr k qOp The price is cheap (correct).

WMr k qKg p The price is expensive (big).

WMr k qJh p The price has gone up.

WMr k qShq The price has come down.

(3) Use of Igm/E e, "money, coin;" Oo, baht;" and Mhm, classifier for hundreds of baht.(3) ImUdIm@Ig q "Ig m/Ee ," "Oo," Kh o "Mh m"

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 0h .

(a) Ig m 5 Oe p/Ig mIOr f 5 satangs

Ig mWOe pIFa /Ig mIFr g 10 satangs

Ig m 15 Oe p (Ig mIFr gOr f) 15 satangs

Ig m 25 Oe p/Ig mUa oOr f 25 satangs

Ig mWOe p 50/Ig mQf mFr g 50 satangs

Ig m 75 Oe p/Ig m^v a Fr gOr f 75 satangs

(b) Ig m 45 Oo 45 baht

Ig m 50 Oo/Ig mWOo 50 50 baht


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Ig m 100 Oo/Ig mIMh m 100 baht

Ig m 200 Oo/Ig mAaMh m 200 baht

Ig m 550 Oo/Ig mQf mMh mQfmFa 550 baht

Repeat (b) using Ee in place of Ig m. Repeat a second time omitting both Ig m and E e;e.g., 45 Oo. URp--IfSg (b) @Kh oIOh u OpFpWWa qIOh uSb "Ig m" WSh mLlpIfSb "E"e. UbTh ITh Llp PqSh q Ifn"Ig m" Kh o "Ee" Aa Pa qSbn. WKg --URp@If "45 Oo."

(c) IOo 25 Oe p/IOoUa oOr f 1 baht 25 satang

AaOoWOe pQf mFa /AaOoQf mFr g 2 baht 50 satang

UbOo 75 Oe p/UbOo^v a Fr gOr f 3 baht 75 satang

(d) INubpIOo One round thing for a baht.

CcNubpQf mOo Six for five baht.

AaOe pIFaQf mOo Two flat things for 15 baht.

WOgIFa 94 Oo Ten long things for 94 baht.

Sa nAaOe pIMh m Two books for 100 baht.

UbNubpAaOoQf mFr g Three round things for 2.50.

(4) Use of Of up. "to be over and above, be left-over; more than(4) ImUdIm@Ig q "Of up,"

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

(a) Pe qWg pOf up. Some rice is left over.

@UdWg pOf up. Some curry is left over.

U@v aUpWg pOf upUbNubp Three bananas are left over.

JaAhuWT`Wg pOf up Some hot drink with milk in it is left over.

(b) Ig mWOf up Left-over money, change

Pe qWOfup Left-over rice

@UdWOf up Left-over curry

ImAh uJaWOf up Left-over soup

ImKh oImSpWOf up Left-over vegetables FhHpWOf up Left-over chicken

(c) I@aSg qWOfup More than a kilogram/kilometer

W8qAa FaWOf up More than 20 people.

Jh oWKcIFaWOf up More than ten pigs.

HpNgWOgQf mFaWOfup More than 50 fish


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U@v aUpWNubp 20 WOf up More than 20 bananas

Repeat (c) omitting the particle W which precedes Of up. URp--IfSg (c) @Kh oIOh u OpFpWWa qIOh u PqSh qIfn "W" SbWWg pSb "Of up" WPfnH`. WKg -- I@a Sg qOf up.

(d) I@aSgqWOf upNoNh. One and a half kilos

UbOoWOf upIg m 55 Oe p Three baht 55 satangs.

Aa FaIOoWOf upIg m 19 Oe p 2l baht l9 satangs.

18 OoWOf uf pIg mAa FaQf mOe p 18 baht 25 satangs

65 OoWOf upIg mWOe pQfmFa 65 baht 50 satang.

4 Oo WOf upIg mWOe p 30 4 baht 30 satang.

50 OoWOf upIg m 88 Oe p 50 baht 88 satang

1 OoWOf upIg m 15 Oe p 1 baht 15 satang

AaOoWOf upIg m 99 Oe p 2 baht 99 satang

Repeat (d) omitting the particle W which precedes Of up. Then repeat again omittingthe expression WOf up. URp--IfSg @Kh oIOh u OpFpWWa qIOh u PqSh qIfn "W" Sb "Of up" WPfnH`. WKg --I@a Sg Of up.UbTh ITh PqSh qIfn "WOuf p." WKg --"I@a Sg qNoNh ."

(5) Use of @Sc n/Ps g, classifier for kinds of things(5) ImUdIm@Ig q "@Scn/Ps g "


URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

(a) Mr qAa@Sc n Two kinds of people

HpNgSv a m@Sc n Four kinds of fish

FhUb@Sc n Three kinds of chickens

ImWSv f mCh o@Sc n Eight colors

Sa nAa@Sc n Two kinds of books

(b) ImUoTa pSv a m@Sc nQfm@Sc n 4 or 5 kinds of songs

Ig mIOoWg p 2 @Sc n 3 @Sc n2 or 3 kinds of 1-baht coins

@UdI@Sc nAa@Sc n 1 or 2 kinds of curry

Sa nUoTa p 3 @Sc n 4 @Sc n 3 or 4 kinds of hymnbooks

(c) U@v aW@Sc n@Sc n A variety of bananas

KboW@Sc n@Sc n A variety of houses

Sa nW@Sc n@Sc n A variety of books

ImWSv f mW@Sc n@Sc n A variety of colors


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Repeat (a), (b), and (c) above using Ps g instead of @Sc n. If you are in an area where

En is used rather than @Sc n or Psg, repeat (5) again using En. URp--IfSg (a), (b), Kh o (c) @Kh oIOh u OpFpWWa qIOh uWa q Sb "@Scn" WSh mLlp IfSb "Ps g ."NfMrq@s g Ng Wg pWSh mLlp MrqPemIf Hh ̂ cmSb "En" Llp IfSg @Kh oIOuh OpFpSb "@Scn" WSh m IfSb

'"En."

(6) Use of @e q, "to return or revert back or again"(6) ImUdIm@Ig q "@eq"

@e q@e q To return back, go back home

Mr k q@e q To buy back

@h o@e q To call back

VfEh n@eq To bring back

Fe pLh q@eqTo sit back down

Ja p@e q To see again or find something lost or mis-placed

Sf q^c n@e q To go back in

PqSg@eqSa n To go back and study

Va oLlm@eq To take back

W`Jh p@e q To become more again, increase again

Kg pJh p@e q To become big again

Be qJh p@eq To become good again

1.3 Conversation Practice1.3 ImPqSg OpCoImIfU@g oIm(1) In this exercise you be the buyer and the teacher will be the seller. Use the basic

con-versation below over and over making substitutions from the list on the right ofthe first blank. The teacher will insert an approximate price using even numbers in

the second blank. Be sure to cut that price in half for the third blank. After you can

say your part correctly and reasonably fluently in each case, change parts and youbecome the seller.

(1) URp--PbMrq@s g Ng @fMrqMr kqIm (Buyer) Kh oURp@@fMrqF`Im (Seller). IfSg U@g oImK~ WKg SbWNh SnWa qWUg oW`Th IEf o. PemIcqSbImSh mSh qVg WAh pJa oIIh qLlp Mrq@s g Ng @OpIem^cnIm@Ig qSbWWg pSb ( ) WMdqIOh uINubpIOh uINubpTa qKh o IcqImSh mSh qVg Aa Ih qIIh qLlp URp@OpIem

^cnImWMr kqSbWw@boKh oImWh pSbMrq@s g Ng UoSh TfLlp Kh oIcqSbImSh mSh qVg UbIh qIIh qLlp Mrq@s g Ng @OpIf@eqSbNoNh @a Sg qWMr kq. K~ Ug o@Hh SbMrq@s g Ng WBh mLlp URpBeqIfWMr kqSbMPemLh qNoKh oAa LlpWOuf pIWg pOp. WKg --Aa Oo, 18 Oo, WOo 40.

Seller--LUoShPIqSh p.Buyer--QUoSh______. (HpNg, Jh oHp, FhHp, Pd oUp, MUbT`, MUbBh q,

WaUpFb)


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--WMr kqK~Sh p.Seller--WMr kqI@aSg q_____Oo.Buyer--Q@Va oLlmNoNh@aSg q.Seller--WWa qNoNh@aSg q.

Buyer--WWa q_____Oo.

(2) In the following exercise the seller will state a price in baht and satang, the latterbeing in multiples of 25; i.e., 25, 50, or 75 satang. You respond by offering a sum in

round numbers slightly larger than the stated price (as though you didn't have the

exact change), and the seller will reply stating the amount of change being given.

After doing this 3-4 times substituting different amounts each time, switch parts.Drill until you can respond with the correct amount of change promptly.

(2) URp--ImPqSg IIh qWa qLlp URp@@fMrqF`ImKh oMrq@s g ~ g Ng @@fMrqMr k r kqImK~ SbWNh Ag pWUg o. URp@IfImWMr kqSbWPemOoKh oWOuf p Ta qKh oMrq@s g Ng @MnPqWUoSbWIg mWOuf pIWg pOpWCg Ve pIg mW`LlmImWMr kq. URp@OpIfFbSbU`Ve p@eqMrq@s g Ng WIg mSh qNr a Fa oW`Sf pLlp. IfSg ImK~ WKg SbWNh SnWa qWUg oW`Th IEf o. IcqMrq@s g Ng IfImOpOueSa Llp PbMrq@s g Ng @f@eqMrqF`ImKh oURp@f@eqMrqMr kqImTa q IfSg @Kh oImW`Th IEf oIcqMrq@s g Ng IfImOpOueBeqI@em.

Seller--WMr kqShqIf n______OoIg m______Oe p. Buyer--WWa q______Oo. S e leller--WWa q______.

1.4 Pattern Sentences and Phrases1.4 Im@Ig qWKg

(1) Use of Er q, "to be few"(1) ImUdIm@Ig q "Erq"

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

MrqVfEr qBq A few people came.

Mrq@s gNgWKg pWg pTfEr qBq There are a few older school children.

QSa nUoTa pWg pEr qOe p I have a few songbooks.

VfEg nSh mFe pLhqErqNubp Bring a few chairs.

(2) Use of Sh q, "to become less"(2) ImUdIm@Ig q "Sh q"

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

WMr k qShqIEf o The price has come down a bit.


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MrqWLh mBa mEr qSh qIEf o The number of people has decreased a little.

ILa pWa qMrq@s gNgWLg mBa mEr qSh q This year the number of school children hasbecome less.

QFhEr qSh qSa. The number of my chickens has decreased.

LBeqWh pErqShqPeqIEf o It would be good if you ate a little less rice.

(3) Use of Jh p, "to become more"(3) ImUdIm@Ig q "Jh p"


Mr qWLh mBa mW`Jh p The number of people increased.

QFhW`Jh pWOe pIFa My chickens increased by ten.

QLmMbmImW`Jh pSa. I understand it better already.

Mr k qW`Jh pWaUpFbI@aSg q. Buy an additional kilo of sugar.

LNgIBqWa qKg pJh pNoKg pH`Sa. This child of yours has grown quite a bitlarger.

WTfIf@Hh@hunUeJh pIEf oSa. She is already a bit more able to speak Karen.

HpNgWMr kqJh pSa. The price of fish has gone up.

MUbT`WMr kqJh pIEf o.f The price of garlic has gone up a bit.

(4) Use of Fa o with descriptive verbs + Sh p/Sf p(4) ImUdIm@Ig q "Fa oW`Sf p," "Fa oKg pSf p," Kh o "Fa a oQa nSf p."

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th q.

Fa oW`Sh p How much? How many?

Fa oKg pSh p How big? How large?

Fa oQa nSh p How long in time?

Fa oQa nSaSh p How long ago?

LVfFa oQa nSaSh p How long ago did you come?

LNgAv `Kg pFa oKg pSh p How big is your son?

LVf@eqMr kqHpNgFa oW`Sh p How much fish did you buy?LMUbBhqWg pFa oW`Sh p How many onions do you have?

Jh oHpWMr kqFa oW`Sh p How much is the price of pork?

HpNgWMr k qFa oKg pSh p How big is the price of fish?


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Repeat using Sf p instead of Sh p. If you are in an area where JfSh p/Sf p is used morethan Fa oW`Sh p/Sf p and Fa oKg pSh p/Sf p, and where AfSh p/Sf p is used more than Fa oQa nSh p/ Sf p, repeat the above drill once more substituting these words.URp--IfSg @Kh oIOh u OpFpWWa qIOh uWa q Sb "Sh p" WSh mLlp IfSb "Sf p." Mrq@s g Ng PemWg pSbImSh mNfMrqIfSb "JfSh p/Sf p" W`LlpIm@Ig q "Fa oW`Sh p/Sf p" Kh o "Fa oKg pSh p/Sf p" Kh oNfMrqIfSb "Af

Sh p/Sf p" W`LlmIm@Ig q "Fa oQa nSh p/Sf p" Llp IfSg @Kh oIOuh Kh oUdIm@Ig q "JfSh p/Sf p" Kh o "Af Sh p/Sf p."

(5) Use of f Sh qIf n, "to fall off or from accidentally"(5) ImUdIm@Ig q "Sh qIfn"


NgUpShqIf n The child fell off (from something).

Sa nSh qIf n The book fell down.

FhKa pINbupSh qIf n An egg fell down.WMr k qShqIf nFa oW`Sf p How much does the price come to? (literally,

fall to?)

NoNh@aSgq@Sh qIf nFa oW`Sh p How much will a half kilo come to?

ImWMr k qAfSbnSh qIf nWOo 60)ImAfSbnWMr k qSh qIf nWOo 60} The total price comes to 60 baht.

ImAfSbnSh qIf nWMr k qWOo 60)

Repeat the above pronouncing Sh qIf n as Sh qJf n. If you are in an area where JfSh p/Sf p is used more than Fa oW`Sh p/Sf p and Fa oKg pSh p/Sf p, repeat the last 5 sentences

above once more using JfSh p/Sf p. URp--IfSg IOh uKh o OpFpWWa qIOh uWa qSb "Sh qIfn" WSh mLlp If@eqSb "Sh qJfn." Mrq@s g Ng PemWg pSbImSh mNfMrqIfSb "JfSh p/Sf p" W`LlmIm@Ig q "Fa oW`Sh p/Sf p" Kh o "Fa oKg pSh p/Sf p," If Sg @Kh oIOuh Kh oUdIm@Ig q "JfSh p/Sf p."

(6) Use of Pq + descriptive verb + Sh q or Jh p, "to cause to increase or decrease"(6) ImUdIm@Ig q "Pq" CcnKh o "Sh q" PeIPem "Jh p"


PqW`Jh pImTo increase the number or amount

PqEr qSh qIm To decrease the number or amount.

PqW`Jh pWMr k q To raise the price.

PqEr qSh qWMr k q To lower the price.

PqBe qJh p@eqIm To make better; repair (i.e., make becomegood again)

PqKg pJh pIm To enlarge


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PqQa nJh pIm To draw out the time, delay

LPqBe qJh p@eqQSh mFe pLhqUeX` Can you repair my chair?

PqKg pJh pWh qIEf o Make it a little larger.

WTfPqQa nJh pIm. He took a long time (dragged out the time).

1.5 Questions and Answers1.5 ImUa @vmKh oImEa oFb(1) LISTEN, then answer. (You may need to jot the prices down as you hear them and

then add them up before answering.)(1) URp@OpUa @vmMrq@s g Ng K~ WNh SnWa qKh oPbMrq@g s h Ng Ea oFb. IOpMf uMrq@s g Ng @vmWSa nOp. OpFpMrq@s g

Ng PemWf pKg o@v f oLh pImWMr kqUe pINpSbEoAg WSg qTa qKv oNr g pWh qLlpUe.

(a) Sa nUoTa pIOe pWMr k qSh qIf n 70 Oo.LPe mVe pIg mQf mMh mLlpL@LlmMr f qOe pSf p.

(b) Sa nImIfIOe pWMr kq 15 Oo.LUoSh 3 Oe p.WMr k q@ShqIf nFa oW`Sf p.

(c) FhKa pINubpWMr kqIg mWOe p 90.LPe mMr kq 6 NubpKh o, @Sh qIfnFa oW`Sh p.

(d) Jh oHpI@aSg 56 Oo.LUoShI@aSgWOf upNoNh.@ShqIf nWMr kqFa oW`Sh p.

(e) LMr k qMUbT` 16 Oo, MUbBh qWOo 30, FhHp 27 Oo, Kh oU@v aUp 8 OoLlp,AfSbnWMr kq@Sh qIf nFa oW`Sf p.

(f) LMr kqPd oUpWOoIFa, ImKh oImSp 21 Oo, Kh oFg hKa p 18 OoLlpWMr k qShqIf nAfSbnFa oW`Sf p.

(g) ImWMr kqShqIf n 4 OoIg m 75 Oe p.LVe pWOoIFaSa.Mr q@OpVe p@e qLqFa oW`Sf p.

(2) The teacher should ask the questions below inserting in the blank one word from the

list below the blank each time, and you should give the true answer. On the secondround the teacher should substitute Ps g for @Sc n.

(2) URp@OpUa @vmMrq@s g NgK~ WNh SnWa qKh oPbMrq@s g Ng IfFbK~ WLh mLh mWUg o. IOpMf uMrq@s g Ng @vmWSa nOp.NfURpUa @vmImWA`Llp URp@OpIem^cnIm@Ig qSbWWg pSbImUa @vmWa qWNh Sn IOh uINubpIOh uINubpSbImSh mSh qVg LlpEoJh pSbWAh pJa oIcqSbW@Ibm. Aa Th ITh LlpSbIm@Ig q "@Scn" WSh mLlpIfSb "Ps g ."


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L______Wg pMr f q@Sc nSf p. How many kinds of_______do you have?..

Sh mFe pLh q chairs

EOf r tables

ImKh oImSp vegetables

Sa nEh Fr a BiblesSa nUoTa p songbooks

1.6 Notes on Word Usage and Grammar1.6 URp--PbMrq@s g Ng NoKpTfSbKbo.(1) Use of Sh q, "to become less," and Jh p, "to become more"

You already learned in Book I that Sh q means "to descend" and Jh p means "toascend" in a literal sense. In this lesson you have been introduced to a use of these

verbs in a figurative sense; i.e., "to become less" or "to become more" respectively;

e.g., Er qSh q, "to become less in amount or fewer in number;" W`Jh p,"to become morein number or amount;" Kg pJh p, "to become larger;" Qa nJh p,"to become longer intime." It can be seen from these examples that in such cases the Sh q or Jh p alwaysfollows a descriptive verb. (See 1.4 (2,3) for further examples.)

(2) Use of Pq + descriptive verb + Sh q or Jh p, "to cause to become more or less".When the verb Pq is followed by a descriptive verb + Sh q or Jh p, it gives the meaningof causing (or making) the object of the verb become as indicated by the descriptive

verb which follows Pq; e.g., PqW`Jh pIm, "to cause to become more in number, tomake a larger amount;" PqKg pJh pIm, "to make larger." In such cases Pq precedes the

descriptive verb, Sh q or Jh p follows it, and the resulting expression is followed by anobject.

(3) Use of Fa o with descriptive verbs + Sh p/Sf pThe particle Fa o preceding a descriptive verb + Shp or Sf p conveys the idea of "how?"in the sense of "to what degree is the quality indicated expressed?" e.g., Fa oW`Sf p,"How long in time?" Fa oQa nSaSf p, "How long ago? How long already?" Althoughin English the meaning of both Fa o . . . Sf p and K~Sf p are expressed as "How?" yet theusage differs-- Fa o . . . Sf p refers to the degree of the quality indicated, whereas K~Sf p refers to the manner in which the action indicated is carried out. As noted earlier in

the footnotes, in some areas, such as the Musikee area, the expression JfSh p/Sf p isused rather than Fa oW`Sh p/Sf p and Fa oKg pSh p/Sf p, and AfSh p/Sf p is used rather than Fa oQa nSh p/Sf p.

(4) Counting money

In Thailand Ig m refers to Thai money, the basic unit of which is Oo, "baht. If onewishes to speak of a 5-baht coin or a 20-baht note, the word Ig m, "money, coin," isused together with the number and the classifier; e.g., Ig m 5 Oo, Ig mWOo 20.


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Sometimes in everyday conversation the word Ig m is omitted, and sometimesmultiples of ten are simplified to IFaOo, Aa FaOo, etc., instead of WOoIFa, WOoAa Fa,etc. When referring to so many or so much of something for so many baht in

multiples of ten, even the word Oo is often omitted; e.g., I@aSg qQf mFa a, "50 baht akilo;" ^v a NubpIFa, "7 for 10 baht."

The root meaning of Ig m is "copper, brass," and so it was used to refer to copper andbrass coins, which were less than 1 baht in value. However, in north Thailand it hasbeen used colloquially for silver coins, bank notes, and money in general as well,

although sometimes E e, "silver" is used for baht or money in general (though neverfor satang specifically).

When referring to the amount of satangs, the common classifier is Oe p; e.g., IgmAaOe p,"two satangs." (The expression could also refer to 2 coins.) (In north Thailand the

Karens sometimes use the Thai word "satang.") When referring to baht plus satangs,

the more complete expression is the number of baht + WOf up + the number ofsatangs; e.g., AaOoWOf upAa FaQf mOe p, "B2.25. "However, in everyday conversation theword WOf up is often omitted. Baht in terms of hundreds is sometimes expressedusing the term Mh m for multiples of a hundred; e.g., WOoI@Qq = IMh m;I@QqQf mFaOo = IMh mQf mFa ; Qf m@QqOo = Qf mMh m. Either way is correct.

Nowadays about the only time one has to express satangs in other than 25-, 50-, or

75-satangs is in bank transactions, and in financial reports which include banktransactions, since coins of less than 25-satangs in value are rarely seen any more.

As mentioned above, the usual classifier for satang is Oe p; however, there is anotherway of referring to them which is sometimes used. The word Ua oOr f r f refers to 25satangs, Qf mFr g refers to 50 satangs, and ^v a Fr gOr f r f refers to 75 satangs. When a decimal-based currency system was adopted in Burma in the early 1900's, IOf r was used torefer to a 5-pya coin, IFr g to a 10-pya coin, IUa o to a 25-pya coin, and IMbq to a50-pya coin. Seventy-five pyas was called UbUa o, i.e., "3 25-pya coins." Thissystem of terminology was evidentally introduced to Thailand by Karens from

Burma; but instead of calling 50 satangs IMbq, "one fifty-satang coin," they called itQf mFr g g r g, i.e., "5 10-satang coins;" 75 satangs was called ^v a Fr gOr f, i.e., "7 10-satang coins+ 1 5-satang coin;" and 15 satangs was called IFr gOr f. If this system of terminologyhad been carried out consistently, 25 satangs would have been called Aa Fr gOr f, "2 10-satangs coins + 1 5-satang coin;" but instead it is illogically called Ua oOr f r f, literally, 125-satang coin + 1 5-satang coin, which is the incorrect amount; so it must be that

the term Or f in this combination simply indicates that it is satang and not baht.Unless these names for 25-, 50-, and 75-satangs are often used in your area you don'tneed to learn to count money that way; but you should be familiar enough with the

terms to understand them if you hear them.

(5) Use of Of up, "to be left over, remain over and above, be more than"


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Like the descriptive verb W`, the verb Of up is not usually used alone as a main verb;rather it is used together with verbs like Wg p; e.g., @UdWg pOf up, "Curry is left over." FhHpAh uJaWg pOf upW`IEf o, "Quite a bit of chicken soup was left over." See 1.2 (4-a) forfurther examples. More commonly, Of up or WOf up is used as a modifier rather thanas part of the main verb; e.g., Jh oHpWOf up, "the left-over pork;" Mr qVfWBqI@QqOf up, "More than 100 people came." See 1.2 (4-b, c) for further examples.

(6) Use of @Sc n/Ps g, classifier for kinds of thingsYou have already learned that Pa q is the classifier for "things" and can also be usedas the classifier for "kinds of things." In this lesson you are introduced to 2 other

words which can be used to classify kinds of things; i.e., @Sc n/Ps g. The latter comesfrom Burmese, but in some parts of Thailand Ps g is more commonly used by Karensthan @Sc n, which is the true Karen word. As noted in the footnotes, in some areas,such as the Musikee area the word En (also from the Burmese) tends to be used moreoften

than @Sc n or Ps g as the classifier for kinds of things.

(7) Use of @e q, "to revert back, to recur again"In Book I you learned that the verb @e q means "to return, go back home." In thislesson you are introduced to its use with other verbs to indicate "to return or revertback to a previous condition or situation." When combined with action verbs, the@e q is equivalent to "back," and when combined with descriptive verbs + Jh p or Sh q,it is equivalent to "to become again;" e.g., Mn@e q, "to put back;" Be qJh p@e q, "to becomegood again."

(8) Pronunciation of unaspirated consonants in syllables ending with n.In Book I you learned that the consonant in the syllable Mg n is often pronounced

colloquially as though written with the aspirated consonant N; e.g., NhnPcp,

NhnAv `. Now in this lesson you have learned that the syllable If n in the expressionSh qIf n is often pronounced colloquially as Jf n; i.e., Sh qJf n. This is generally true ofall unaspirated consonants (@, E, I, M) in syllables ending with the n tone mark.(The word @s h pIf n, "Thai," is an exception to this rule.) When such words areintroduced in a given lesson, both types of pronunciation will be indicated, and you

should practice both ways so that you can recognize the words whichever way they

are pronounced. However, you should make it your habit in ordinaty conversary to

use the pronunciation which the teacher teaches you.

1.7 Questions and Answers1.7 ImUa @vmKh oImEa oFb

In the pictures below compare the second picture in each row with the first one, then

answer the following questions as asked by the teacher. The answers to the first 2questions are given as a sample. You won't be able to give a detailed answer for (f)

and (g), so the teacher will ask only one question for each.


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URp--PbMrq@s g Ng @vmImBh qSbWNh SnINpWa q Kh oJg pUwIh qWh qK~ ImUa @vmSbWMg nSg nImBh qI@dmKh oI@dmWAa . ImBh q (a) IcqSb (e) Wg pKh oImUa @vmI@dmAa @g uqI@dmAa @g uq. URp@OpUa @vmMrq@s g Ng K~ ImUa @vmWAh pJa oI@g uqKh oPbMrq@s g Ng IfFbTfTa qPo URp@OpUa @vmK~ ImUa @vmAa @g uqI@g uqWUg o Kh oPbMrq@s g Ng Ea oFbWh q. PePem (f) Kh o (g) Llp ImUa @vmWg pKpImBh qI@dmI@g uq I@dmI@g uqSh q. WAh p

Ja oITh LlpMrq@s g Ng @vmWSa nUe. Aa Th ITh LlpPbMrq@s g Ng @oObCnImUa @vmKh oImEa oFbTa q @vmJfImBh q.URpUa @vmImWA`LlpURp@OpLf pCcnImBh qSbMrq@s g NgWSa nMdqLlpSh q.

(a) T. FhKa pW`Jh pX`.

T. ErqShqFa oW`Sf p

S. IW`Jh pOp, Er qShq.

S. Er qSh qAaNubp.

(b) T. Jh oIKcWa qKg pJh pX`.

T. Kg pJh pFa oW`Sf p

S. Kg pJh p.

S. Kg pJh pNoKg pH`.

(c) T. ImWMr kqJh pX`.

T. Fa oW`Sf p.

S.

S.

(d) T. ImWMr k qJh pX`.

T. Fa oW`Sf p.

S.

S.

(e) T. Sa nW`Jh pX`.

T. Fa oW`Sf p

S.

S.

(f) T.NgUpKg pJh pX` S.

(g) T. Sh mFe pLh qBeqJh p@e qSaX`

S.

Repeat the above drill several times without looking at the questions or answers.Later the teacher may point to the pictures in random order as he/she asks the

corresponding questions.URp@OpIfSg ImUa @vmSbWNh Ag pINpWa qW`Th IEf o. IcqMrq@s g Ng IfFbImOpOe uBeqSa Llp URp@OpLf p@f up@h uImBh qLlpI@em.


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1.8 Conversation Practice (Learn the previous sections well first.)1.8 ImPqSg OpCoImIfU@g oIm (IAuioURpUg pSg ImI@Ih mWa qLlp Mrq@s g Ng w@boLmMbmImPqSg Sb

WMdq@v a nBeqBeqOpOpIEf o.)LISTEN as the teacher reads the following conversation through twice. (Do notlisten to it on the tape or read it in the book beforehand.) After listening to it twice,

answer the following questions without looking at the book. If you answered any ofthem incorrectly or did not know the answer to any of them, instead of correctingyou, the teacher should make a note of the ones missed. Then after you have tried to

answer all of the questions, the teacher should reread the conversation once more,

then see if you can answer the missed questions correctly this time.URp@OpNoIm@Ig qUe pINpWa qEoJh pSbWAh pJa oIcqSbW@IbmAa Th Kh oPbMrq@s g Ng @Lp. NfURpNoWA` URp@OpNoJh pEem@h o "Lh mT`" Kh o "Lh mUd" WPa qK~ Ug oMrq@s g Ng @Ue pH`TfMrqPIqIBq@Ig qImSf p. IcqURpNoIm@Ig qAa Th Ta qSa Llp PbMrq@s g Ng Ea oFbImUa @vmSbWMg nSg nMrqAa BqWIm@Ig qWAa a Wa q. NfMrq@s g Ng Ea oFbImUa @vmWA` IOpPbMrq@s g Ng @vmSbSa nMdqOp. I@g uq@g uqPemIOpOpKh o URp@OpPqLh pCnImUa @vmWTfLlp. URpUa @vmImUa @vmAfSbnPemTa qSa Llp ImUa @vmSbMrq@s g Ng Ea oFbTfIOpKa oOpPemWg pLlp URp@OpNo@eqMrqAa BqWIm@Ig qITh @Kh oTa q Ua @vm@Kh oMrq@s g Ng SbIm

Ua @vmSbWIfFbIOpKa oOpINpIOh u Kh oPbMrq@s g Ng Ea oFbWh q.

Lh mT`--M@OpKc oWh g pMr qO`Qv qNgWPeqIOhu.--Mr q@VfWBq 100 Of up.--M@OpMr k qImWh pFa oW`Sf p.

Lh mUd--Uc@Kc oWh pWTfUe pP^c qSf p.Lh mT`--M@Kc oWh pWh qJh oHpKh oImKh oImSp.Lh mUd--Uc@OpMr k qJh oHpW@aSg qIFa.

--I@aSg qWOo 40, @ShqIf n 4 Mh m.

--M@OpMr k qImKh oImSpW`IEf o, @Sh qIf nIgmIMh mOf up.--Pd oUp, MUbT`, MUbBh q, Kh oWaUp@Sh qIf nWOoAa Fa.

Lh mT`--WWa q 6 Mh m.--LfLSfqMr kqImLh. QfQ@NhPeq.

Lh mUd--QVf@e qMr k qImTaqSa.--Jh oHpWMr k qJh pIEf o, QOpVe pI@aSg q 45 Oo.--Ig g mWg pOf upWOo 30.

Lh mT`--ImOuio.--M@NhWh pU@h o@UdLh.

Lh mUd--Q@OpPqP^cqSf p. IfQqKh [email protected] mT`--Wbp, Q@IfLq.

Questions (ImUa@v m)1. Lh mT`IfSbWTfUe p@OpKc oWh pMr qO`QvqNgWPe qMr f qBqSf p2. WTfUe p@OpMr kqWh pImWh pMr f qPs gSf p Pe mP^cqINpSf p


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3 Lh mUdIfSbJh oHpW@aSg qIFa@ShqIf nFa oW`Sf p4 Lh mT`Ve pLh mUdIg mFa oW`Sf p5 Jh oHpWMr kqJh pX` Pe mWSh qSf p6 Ig mWg pOf upFa oW`Sf p

7 PIq@NhWh p@UdSf p

After you have answered all of the questions correctly, you take the part of Lh mUd andhave your teacher take the part of Lh mT`. Go through the conversation several timesuntil you can take your part smoothly. Then change parts, and drill some more. Thenext day try making 1-2 slight changes by substituting other items or amounts.

Going through the conversation a number of times like this will help fix it in your

mind so that you will be able to understand and/or use the expressions correctly inactual situations sooner.URp--Mrq@s g Ng Ea oFbImUa @vmAfSbnPemOpSa Llp PbMrq@s g Ng @f "Lh mUd" Kh oURp@@f "Lh mT`." @Ig qSg U@g oIm@Ig qW`Th IEf o K~ Ug oMrq@s g Ng IfLh mUdWIm@Ig q@OpOe uBeqIEf o. IcqMrq@s g Ng IfImOpOueBeqSa Llp PbMrq@s g Ng @f@eqLh mT`Kh oURp@f@eqLh mUd Kh oIfSg @Kh oW`Th IEf o. SbAa ILa q IcqMrq@s g Ng IfImOpOe ueBeqSa Llp @Ig qSg U@h oIm@Kh oIOh u OpFpWWa qIOh uLlp URpPemBeqMrq@s g Ng PemBeq @OpSf@eqIm@Ig qMdqNubpMdqNubpFdIm@Ig qWBqSbMrq@s g Ng PqSg IemSa TfLlpSh q.

1.9 Reading and Writing1.3 ImPqSg NoKh o@f v oMrq@Hh @g un

Repeat the following sentences after the teacher. Then at home copy them twice

each in the spaces provided. Be sure to leave a space between the numbers and what

you have written. Also, you should read the sentences aloud, and the teacher shouldcorrect your pronunciation.URp--PbMrq@s g Ng NoMg nURpWAa I@g uqOpI@g uqITh Ta q PbMrq@s g Ng @v f oSg SbKboI@g uqLlpAa Oh u NfImSh mSh qVg Llp. SbAa ILa qURp@Op@vmMrq@s g Ng WIm@v f oUe pINpWa qPemWOpX`. Ta qPbMrq@s g Ng NoQcqURp. Mrq@s g Ng NoPem@Pp URp@OpNoQcqMrq@s g Ng IOh uTa q PbMrq@s g Ng NoMg nURpWAa IOh uKh o.

QUoShJg oHpI@aSg q. @Sh qIf nFa oW`Sf p.QUoShJg oHpI@aSg q. @Sh qIf nFa oW`Sf p.QUoShJg oHpI@aSg q. @Sh qIf nFa oW`Sf p.QUoShJg oHpI@aSg q. @Sh qIf nFa oW`Sf p.

___________________________________________________________________

_________________________________________________

WMr k qI@aSg q 50 Oo. Aa@aSg q@Sh qIf nIMh m.WMr k qI@aSg q 50 Oo. Aa@aSg q@Sh qIf nIMh m.WMr k qI@aSg q 50 Oo. Aa@aSg q@Sh qIf nIMh m.WMr k qI@aSg q 50 Oo. Aa@aSg q@Sh qIf nIMh m.


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___________________________________________________________________

_________________________________________________

Sa nWWa qI@Sc nLlpWg pOf up 7 Oe p.Sa nWWa qI@Sc nLlpWg pOf up 7 Oe p.Sa nWWa qI@Sc nLlpWg pOf up 7 Oe p.Sa nWWa qI@Sc nLlpWg pOf up 7 Oe p.

___________________________________________________________________

_________________________________________________

1.10 Listening and Speaking1.10 ImPqSg @LpKh o@Ig qMrq@Hh W@g unSbMrq@Hh WVa p

(1) Try to spend at least an hour each day just listening to Karens speak with eachother as well as conversing with them yourself. If any of the Karens have a shop,

visit the shop at a time when people tend to go and buy things (for example, beforeor after school when school children stop in to buy a snack), and listen to the

conversation between the shopkeeper and the customers.(1) URp--PbMrq@s g Ng SfqWg pU@g oMrq@Hh K~ Ug o@@LpMrq@Hh @Ig qU@g oIm Kh oK~ Ug o@@Ig qSg Im@Ig qUe pINpSbWPqSg IemSa Tf.

(2) Go to a Karen shop and find out the price of 5 items, using only Karen. Or if

there is no Karen shop nearby, find out from a Karen using only the Karen language

how much the present price of 5 items you know the names of is. The next day tell

your teacher in Karen what you learned.URp--PbMrq@s g Ng UdJfMrq@Hh W@g unKh oUa @vmMrq@Hh WBqK~ Ug o@CcUe pH`ImQfmPa qWMr kq. SbAa ILa qURp@OpUa @vmMrq@s g Ng SbMrq@Hh W@g unPemWIfPIqINpWMr kqUeSf pKh oWMr kqSh qIfnFa oW`Sf p.

1.11 Cultural Assignment for Lessons 1-51.11 ImCcUe pH`Mrq@Hh WScmWSm

Describe the types of clothing worn by men, women, and children. Is this clothing

distinctive to the ethnic group? Is clothing bought or home-made? At what ages doboys and girls begin to wear clothing regularly? Do articles of clothing indicate

rank, status, or marital condition? How much of the body needs to be covered? Do

people have many changes of clothes? Are different sets worn to work, on special

occasions, for sleeping, for trips to town, etc.? What types of ornaments are worn onthe clothes (buttons, clasps, fringes, coins, seeds, embroidery, etc.)? What kinds of

jewelry (earrings, nose rings, beads, bracelets, rings, etc.) are worn and by

whom?URp--ImPqSg I@Ih mWa qLlpIOpCoKh oMrq@Hh @g unOp. Mrq@s g Ng @PqKpTf.


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ImPqSg 2

2.1 Useful Words and Phrases 2.1 Im@Ig qWUh SbW@fOuioINp

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nURpWAa IOh uAa Ouh .

F` (Im) F` (Im) F` (Im) F` (Im) To sell (things)

Mr qFÌmNgMr qFÌmNgMr qFÌmNgMr qFÌmNg Seller

Mr qFÌmWSh mMr qFÌmWSh mMr qFÌmWSh mMr qFÌmWSh m Store, shop, stall, i.e., place for selling

UAh oUp (UAg oUp)UAh oUp (UAg oUp)UAh oUp (UAg oUp)UAh oUp (UAg oUp) Mango

UAh oUpINubpUAh oUpINubpUAh oUpINubpUAh oUpINubp A mango

U@h qUpU@h qUpU@h qUpU@h qUp Eggplant (brinjal)

U@h qUpINubpU@h qUpINubpU@h qUpINubpU@h qUpINubp An eggplant (a brinjal)

Fa p Fa p Fa p Fa p To be sour, acid, tart

U@h qFa pUpU@h qFa pUpU@h qFa pUpU@h qFa pUp Tomato

H`H`H`H` Before, in front, in advance of

SbH`SbH`SbH`SbH`4444 In the past (i.e., before the present); the for-mer, formerly; before

FdH` FdH` FdH` FdH` After this (In the near future, future in general);next

AaAaAaAa The back, rear

SbAaSbAaSbAaSbAaAfter, afterwards; later

FdAa FdAa FdAa FdAa After this (In the more distant future, the en-tirefuture from now to the end)

AfWa qAfWa qAfWa qAfWa q Now, at present, without delay

AfWa qAfWa qAfWa qAfWa qAfWa qAfWa qAfWa qAfWa q5555 Often, frequently

RoRoRoRo To be many, numerous, plentiful

JfJfJfJf Only

JfIBqJfIBqJfIBqJfIBq Only one person

Sh p/Sf pSh p/Sf pSh p/Sf pSh p/Sf p6666 Particle ending an exclamatory sentence

W`W`W`W` Exclamation indicating surprise, delight, longing

4 In some areas, such as the Musikee area, the expression SbWIg qAg m is used in place of SbH` when themeaning is "formerly."5 In some areas, such as the Musikee area, the word Cao is used rather than AfWa qAfWa q. 6 In some areas, such as the Musikee area, the expression Sf nSf n is used rather than Sh p/Sf p as an exclama-tion.


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LlmLlmLlmLlm To succeed in accomplishing something, to beable to succeed in carrying out an act; to get todo something.

2.2 Pattern Sentences and Phrases

2.2 Im@Ig qWKg (1) Use of AfWa q, "now, at present, without delay," and AfWa qAfWa q, "often"(1) ImUdIm@Ig q "AfWa q" Kh o "AfWa qAfWa q"

REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

(a) AfWa qQNgWg pAaBq.AfWa qQNgWg pAaBq.AfWa qQNgWg pAaBq.AfWa qQNgWg pAaBq. Now I have 2 children.AfWa qQIWg pSbTe mMd qSbqOp.AfWa qQIWg pSbTe mMd qSbqOp.AfWa qQIWg pSbTe mMd qSbqOp.AfWa qQIWg pSbTe mMd qSbqOp. Now I'm no longer in the city.

AfWa qLPg mLMmWg pKa oX`.AfWa qLPg mLMmWg pKa oX`.AfWa qLPg mLMmWg pKa oX`.AfWa qLPg mLMmWg pKa oX`. At present are your parents still living?

AfWa qLWg pNfWa qPc nX`.AfWa qLWg pNfWa qPc nX`.AfWa qLWg pNfWa qPc nX`.AfWa qLWg pNfWa qPc nX`. Are you enjoying it here now?

AfWa qQ@OpSf qMr k qWh pImIEf o.AfWa qQ@OpSf qMr k qWh pImIEf o.AfWa qQ@OpSf qMr k qWh pImIEf o.AfWa qQ@OpSf qMr k qWh pImIEf o. Now I must go and buy a bit of food?AfWa qQFhKa pWg pJfAaNubp.AfWa qQFhKa pWg pJfAaNubp.AfWa qQFhKa pWg pJfAaNubp.AfWa qQFhKa pWg pJfAaNubp. At present I have only two eggs.

(b) Sf qAfWa q.Sf qAfWa q.Sf qAfWa q.Sf qAfWa q. Go now. (Go without delay.)

VfWh pPe qAfWa q.VfWh pPe qAfWa q.VfWh pPe qAfWa q.VfWh pPe qAfWa q. Come and eat now (without delay).

L@OpIfWh qAfWa q.L@OpIfWh qAfWa q.L@OpIfWh qAfWa q.L@OpIfWh qAfWa q. You must tell her now.

(c) QNgWMmOpSf qFdTe mMd qAfWa qQNgWMmOpSf qFdTe mMd qAfWa qQNgWMmOpSf qFdTe mMd qAfWa qQNgWMmOpSf qFdTe mMd qAfWa qAfWa q.AfWa q.AfWa q.AfWa q.

My husband has to go to town often.

Mr qIBqLlpUoTa pImAfWa qAfWa q.Mr qIBqLlpUoTa pImAfWa qAfWa q.Mr qIBqLlpUoTa pImAfWa qAfWa q.Mr qIBqLlpUoTa pImAfWa qAfWa q. That person frequently sings.

WTfVfEh nLlmQqImUdAfWa qAfWa q.WTfVfEh nLlmQqImUdAfWa qAfWa q.WTfVfEh nLlmQqImUdAfWa qAfWa q.WTfVfEh nLlmQqImUdAfWa qAfWa q.She often brings me curry.

QPg mVfWg pU@h oQqAfWa qAfWa q.QPg mVfWg pU@h oQqAfWa qAfWa q.QPg mVfWg pU@h oQqAfWa qAfWa q.QPg mVfWg pU@h oQqAfWa qAfWa q. My mother comes and visits me often.

QNgAv `Sf qMh nWAaAfWa qAfQNgAv `Sf qMh nWAaAfWa qAfQNgAv `Sf qMh nWAaAfWa qAfQNgAv `Sf qMh nWAaAfWa qAfWa q.Wa q.Wa q.Wa q. My son often goes with him.

If you are in an area where Ca o is used rather than AfWa qAfWa q, repeat (c) above using Ca o.URp--Mrq@s g Ng PemWg pSbImSh mNfMrqHh ̂ cmIfSb "Ca o" Sb "AfWa qAfWa q" WSh mLlp IfSg (c) @Kh oIOuh Kh oIfSb "Ca o."

(2) Use of SbH`, "in the past; before, the former, formerly;" SbAa, "later, afterwards;" FdH`, "after this (in the near future or future in general), next;" and FdAa, "after this

(in the distant future or the entire future from now to the end)"(2) ImUdIm@Ig q "SbH`," "SbAa ," "Fd H`," "FdAa ."REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Oh u.

(a) SbH`QIWh pImWVfOp.SbH`QIWh pImWVfOp.SbH`QIWh pImWVfOp.SbH`QIWh pImWVfOp. Formerly (in the past) I didn't eat spicy hotfoods.

SbH`QNgKg pIO`Qv qOp.SbH`QNgKg pIO`Qv qOp.SbH`QNgKg pIO`Qv qOp.SbH`QNgKg pIO`Qv qOp. Formerly (in the past) my nephew didn'tworship God.


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SbH`QURpWg pSbTe mMd q.SbH`QURpWg pSbTe mMd q.SbH`QURpWg pSbTe mMd q.SbH`QURpWg pSbTe mMd q. Formerly (in the past) my teacher lived in thecity.

SbH`LUe pH`Wh qX`.SbH`LUe pH`Wh qX`.SbH`LUe pH`Wh qX`.SbH`LUe pH`Wh qX`. Did you know her in the past (formerly)?

SbH`WTfWh pImW`Po.SbH`WTfWh pImW`Po.SbH`WTfWh pImW`Po.SbH`WTfWh pImW`Po. In the past (formerly) he ate a great deal.

(b) KboSbHÌNubpLlpFa oIEf o.KboSbHÌNubpLlpFa oIEf o.KboSbHÌNubpLlpFa oIEf o.KboSbHÌNubpLlpFa oIEf o. The former house was a bit small.

@s gAg pSbHÌBqPe mWMh nPc p.@s gAg pSbHÌBqPe mWMh nPc p.@s gAg pSbHÌBqPe mWMh nPc p.@s gAg pSbHÌBqPe mWMh nPc p. The former principal was a woman.

Sa nSbHÌOe pLlpPc nKg pPo.Sa nSbHÌOe pLlpPc nKg pPo.Sa nSbHÌOe pLlpPc nKg pPo.Sa nSbHÌOe pLlpPc nKg pPo. The former book was very enjoyable.

(c) Sf qSbH`. Q@Mh h nLAa.Sf qSbH`. Q@Mh h nLAa.Sf qSbH`. Q@Mh h nLAa.Sf qSbH`. Q@Mh h nLAa. Go on ahead. I'll follow you.

VoLfSbH`. Q@VoMh nLAa.VoLfSbH`. Q@VoMh nLAa.VoLfSbH`. Q@VoMh nLAa.VoLfSbH`. Q@VoMh nLAa. Walk on ahead. I"ll follow you.

Wh pLfSbH`. Q@Wh pSbAa.Wh pLfSbH`. Q@Wh pSbAa.Wh pLfSbH`. Q@Wh pSbAa.Wh pLfSbH`. Q@Wh pSbAa. Go ahead and eat. I"ll eat later.

PqLfSbH`. [email protected]`. [email protected]`. [email protected]`. Q@PqSbAa. Go ahead and work. I'll work later.

LNgAv `@UoTa pImSbH`. QNgPc pLNgAv `@UoTa pImSbH`. QNgPc pLNgAv `@UoTa pImSbH`. QNgPc pLNgAv `@UoTa pImSbH`. QNgPc p@UoTa pImSbAa.@UoTa pImSbAa.@UoTa pImSbAa.@UoTa pImSbAa.

Your son will sing first. My daughter will singlater.

(d) SbH`QO`QSbH`QO`QSbH`QO`QSbH`QO`Qv qIPc nOp. Sb v qIPc nOp. Sb v qIPc nOp. Sb v qIPc nOp. SbAaQO`Qv qPc nJh pNoKg pH`.AaQO`Qv qPc nJh pNoKg pH`.AaQO`Qv qPc nJh pNoKg pH`.AaQO`Qv qPc nJh pNoKg pH`.

I didn't enjoy going to church before. Later, Icame to enjoy it quite a bit.

SbH`QILmMbm@s h pIf n@h unSbH`QILmMbm@s h pIf n@h unSbH`QILmMbm@s h pIf n@h unSbH`QILmMbm@s h pIf n@h unOp. SbAaQPqSg@s h pIf n@h unOp. SbAaQPqSg@s h pIf n@h unOp. SbAaQPqSg@s h pIf n@h unOp. SbAaQPqSg@s h pIf n@h unILa p Kh oAfWa qQLmMbmW`Jh p.ILa p Kh oAfWa qQLmMbmW`Jh p.ILa p Kh oAfWa qQLmMbmW`Jh p.ILa p Kh oAfWa qQLmMbmW`Jh p.

In the past I didn't understand Thai. Later I

studied Thai for a year, and now I understandmore.

SbH`MPe mFÙ@v aUpLlp Mr qISbH`MPe mFÙ@v aUpLlp Mr qISbH`MPe mFÙ@v aUpLlp Mr qISbH`MPe mFÙ@v aUpLlp Mr qIWg pMr k qOp. SbAaMr qUoShW`Wg pMr k qOp. SbAaMr qUoShW`Wg pMr k qOp. SbAaMr qUoShW`Wg pMr k qOp. SbAaMr qUoShW`Kh oMLlmF`Be qPo.Kh oMLlmF`Be qPo.Kh oMLlmF`Be qPo.Kh oMLlmF`Be qPo.

In the past if we sold bananas, people didn't buy

them. Later people wanted a lot, and we gotto sell them very well..

SbHÙ@h qFa pUpSbHÙ@h qFa pUpSbHÙ@h qFa pUpSbHÙ@h qFa pUpIWg pNfWa qIWg pNfWa qIWg pNfWa qIWg pNfWa qOp. SbAaMr qVf FÙ@h qFa pOp. SbAaMr qVf FÙ@h qFa pOp. SbAaMr qVf FÙ@h qFa pOp. SbAaMr qVf FÙ@h qFa pUpNfWa qW`Jh p.UpNfWa qW`Jh p.UpNfWa qW`Jh p.UpNfWa qW`Jh p.

In the past there were no tomatoes here. Later,

many people came to sell tomatoes here.

(e) SbAaVfWg pU@h oMr q@Kh oLh.SbAaVfWg pU@h oMr q@Kh oLh.SbAaVfWg pU@h oMr q@Kh oLh.SbAaVfWg pU@h oMr q@Kh oLh. Come and visit us again later, won't you?

VfMr k qSbAaKh oPh p.VfMr k qSbAaKh oPh p.VfMr k qSbAaKh oPh p.VfMr k qSbAaKh oPh p. Come and buy again later, won't you?

VfWh pPe qKh oMr qSbAaKh oPh p.VfWh pPe qKh oMr qSbAaKh oPh p.VfWh pPe qKh oMr qSbAaKh oPh p.VfWh pPe qKh oMr qSbAaKh oPh p. Come and eat with us again later, won't you?

SbAaM@Sf qVoWg pU@h oLq.SbAaM@Sf qVoWg pU@h oLq.SbAaM@Sf qVoWg pU@h oLq.SbAaM@Sf qVoWg pU@h oLq. Later, we'll go and visit you.

SbAaM@Sf qMr k qImSb@oMd q.SbAaM@Sf qMr k qImSb@oMd q.SbAaM@Sf qMr k qImSb@oMd q.SbAaM@Sf qMr k qImSb@oMd q. Later on we'll go shopping in the market.

(f) Sf qFdH`FdKboINubpLlpSf qFdH`FdKboINubpLlpSf qFdH`FdKboINubpLlpSf qFdH`FdKboINubpLlp.... Continue on to that house. (Go on farther to thathouse.)

AfWa qLPqUeSa. PqFdH`@Kh o.AfWa qLPqUeSa. PqFdH`@Kh o.AfWa qLPqUeSa. PqFdH`@Kh o.AfWa qLPqUeSa. PqFdH`@Kh o. Now you are already skilled in doing it. Carry onsome more.

((((g) KboFdHÌNubpPe mQPg mQMmWKbo.KboFdHÌNubpPe mQPg mQMmWKbo.KboFdHÌNubpPe mQPg mQMmWKbo.KboFdHÌNubpPe mQPg mQMmWKbo. The next house (the house on ahead) is myparent's house.

Fd pHÌSÌm@Ed qW`X`. Fd pHÌSÌm@Ed qW`X`. Fd pHÌSÌm@Ed qW`X`. Fd pHÌSÌm@Ed qW`X`. Will it rain a lot next month?

FdHÌBqWPa qK~Sf p. FdHÌBqWPa qK~Sf p. FdHÌBqWPa qK~Sf p. FdHÌBqWPa qK~Sf p. What is the name of the next person?

((((h) FdHÙcWg pNfWa qIUeSbqOp. FdHÙcWg pNfWa qIUeSbqOp. FdHÙcWg pNfWa qIUeSbqOp. FdHÙcWg pNfWa qIUeSbqOp. After this (in the future) you can't stay here anymore.


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FdHÙc@LlmPqSgSa n. FdHÙc@LlmPqSgSa n. FdHÙc@LlmPqSgSa n. FdHÙc@LlmPqSgSa n. After this (in the future) you'll get to study (i.e.,get an education).

FdH`QNgTf m@g@Sf qWg pSbTe mMd q FdH`QNgTf m@g@Sf qWg pSbTe mMd q FdH`QNgTf m@g@Sf qWg pSbTe mMd q FdH`QNgTf m@g@Sf qWg pSbTe mMd q....

In the future my oldest son will go to the city.

FdH`WMr k q@Jh p. FdH`WMr k q@Jh p. FdH`WMr k q@Jh p. FdH`WMr k q@Jh p. After this (in the near future) the price will go up.

FdHÌWg pSbqOp. FdHÌWg pSbqOp. FdHÌWg pSbqOp. FdHÌWg pSbqOp. After this (in the near future) there won't be anymore.

Repeat the last two sentences in (d) above using Fd dAa in place of FdH`. The meaningwill change to "in the distant future." (If you are in an area where the expression

WIg q Ag p is used in place of SbH` to mean "formerly," repeat (a) above using

WIgqAgp.) URp--IfSg W@IbmAa @ug q@Kh oIOh u OpFpWWa qIOh uLlp Sb "Fd H`" WSh mIfSb "FdAa ." (Mrq@s g Ng PemWg pSbImSh mNfMrqHh ̂ cmIfSb "WIg qAg p" Sb "SbH`" WSh mLlp IfSg (a) @Kh oIOuh Kh oIfSb "WIg qAg p".)

(3) Use of Jf, "only."(3) ImUdIm@Ig q "Jf"


(a) JfIBqJfIBqJfIBqJfIBq Only one person. (Just one person.)

JfIKcJfIKcJfIKcJfIKc Only one quadruped.

JfINubpJfINubpJfINubpJfINubp Only one round thing.

JfIOe pJfIOe pJfIOe pJfIOe p Only one flat thing.

JfILa pJfILa pJfILa pJfILa p Only one year.JJJJfIS` fIS` fIS` fIS` Only one month.

JfIUhJfIUhJfIUhJfIUh Only one day.

JfIOh uJfIOh uJfIOh uJfIOh u Only one time

(b) JfLqIBqJfLqIBqJfLqIBqJfLqIBq Only you

JfQqIBqJfQqIBqJfQqIBqJfQqIBq Only me

JfQNgAaBqJfQNgAaBqJfQNgAaBqJfQNgAaBq Only my two children

JfLh mT`Pg mIBqJfLh mT`Pg mIBqJfLh mT`Pg mIBqJfLh mT`Pg mIBq Only Naw Wah Mo

(c) JfWU@h oAaBqJfWU@h oAaBqJfWU@h oAaBqJfWU@h oAaBqOnly her two companions

JfAaOh uJfAaOh uJfAaOh uJfAaOh u Only twice

JfUbUhJfUbUhJfUbUhJfUbUh Only 3 days

JfWAh pJa oIS`JfWAh pJa oIS`JfWAh pJa oIS`JfWAh pJa oIS` Only the first month

JfEh qBh qKh oWNgAv ÀaBqJfEh qBh qKh oWNgAv ÀaBqJfEh qBh qKh oWNgAv ÀaBqJfEh qBh qKh oWNgAv ÀaBq Only the two--Saw Gaw and his son

(d) QUoShU@h qFa pUpJfINubpQUoShU@h qFa pUpJfINubpQUoShU@h qFa pUpJfINubpQUoShU@h qFa pUpJfINubp.... I only want one tomato.


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Q@Mr k qWh pHpNgJf fIOg.Q@Mr k qWh pHpNgJf fIOg.Q@Mr k qWh pHpNgJf fIOg.Q@Mr k qWh pHpNgJf fIOg. I'm going to buy just one fish.

QIg mWg pJfQf mOo.QIg mWg pJfQf mOo.QIg mWg pJfQf mOo.QIg mWg pJfQf mOo. I have only five baht.

QMmVfJfIBq.QMmVfJfIBq.QMmVfJfIBq.QMmVfJfIBq. My father came alone. (Only my father came.)

(4) Use of Ro, "to be many, numerous, plentiful"(4) ImUdIm@Ig q "Ro"

URpWSa nWg pRo.URpWSa nWg pRo.URpWSa nWg pRo.URpWSa nWg pRo. Teacher has many books.

QTf mLh mWLa pKh oWFe@qWg pRo.QTf mLh mWLa pKh oWFe@qWg pRo.QTf mLh mWLa pKh oWFe@qWg pRo.QTf mLh mWLa pKh oWFe@qWg pRo. My elder sister has lots of sarongs andblouses.

AfWa qQU@h qFa pUpIWg pRoSbqOp.AfWa qQU@h qFa pUpIWg pRoSbqOp.AfWa qQU@h qFa pUpIWg pRoSbqOp.AfWa qQU@h qFa pUpIWg pRoSbqOp. At present I don't have many tomatoes anymore.

ILa pH`Wa q UAh oUpWg pNoRoH`.ILa pH`Wa q UAh oUpWg pNoRoH`.ILa pH`Wa q UAh oUpWg pNoRoH`.ILa pH`Wa q UAh oUpWg pNoRoH`. This year mangoes are extremely plentiful.

Mr qVfRoKg pSh p.Mr qVfRoKg pSh p.Mr qVfRoKg pSh p.Mr qVfRoKg pSh p. What a lot of people have come!

2.3 Questions and Answers2.3 ImUa @vmKh oImEa oFb

(1) Be sure that you know the meaning of Jf before you start this drill. As the teacherasks the following questions, answer them using the verb from the question + Jf +any numeral you wish which would be less than the expected number + the

appropriate classifier. (For example, if the teacher asks, Mr q@VfMr f qBqSf p, "How manypeople will come?" you might answer, @VfJfUbBq, "Only 3 people will come."

(1) PbMrq@s g Ng @vm@K`@eqK~ Ug o@Ue pLh pJh p@eqIm@Ig q f"Jf" WAh MHh . PemTa qSa Llp URp@OpUa @vmMrq@s g s g Ng K~ WNg h SnWa q Kh oPbMrq@s g Ng Ea oFb. SbMrq@s g Ng WImEa oFbWMdqLlp PbWUdIm@Ig q "Jf" CcnKh oLh h mBa mI

Pa qBeqIPa qBeq @vmNfMrq@s g Ng WUo. WKg --URpPemUa @vmSb "Mrq@VfMr fqBqSf p" Llp Mrq@s g Ng @Ea oFbTf f "@Vf f JfUbBq."

LKhMc mTf mWg pMr f qBqSf p.LKhMc mTf mWg pMr f qBqSf p.LKhMc mTf mWg pMr f qBqSf p.LKhMc mTf mWg pMr f qBqSf p.Mr qSf qMh nLAaMr f qBqSf p.Mr qSf qMh nLAaMr f qBqSf p.Mr qSf qMh nLAaMr f qBqSf p.Mr qSf qMh nLAaMr f qBqSf p.LEOr fWg pMr f qNubpSf p.LEOr fWg pMr f qNubpSf p.LEOr fWg pMr f qNubpSf p.LEOr fWg pMr f qNubpSf p.LSh mFe pLh qWg pMr f qNubpSf p.LSh mFe pLh qWg pMr f qNubpSf p.LSh mFe pLh qWg pMr f qNubpSf p.LSh mFe pLh qWg pMr f qNubpSf p.Mr q@Sf qMr f qBqSh p.Mr q@Sf qMr f qBqSh p.Mr q@Sf qMr f qBqSh p.Mr q@Sf qMr f qBqSh p.Mr q@UoTa pImMr f qBqSh p.Mr q@UoTa pImMr f qBqSh p.Mr q@UoTa pImMr f qBqSh p.Mr q@UoTa pImMr f qBqSh p.

LUoSh FhKa pMr f qNubpSh p.LUoSh FhKa pMr f qNubpSh p.LUoSh FhKa pMr f qNubpSh p.LUoSh FhKa pMr f qNubpSh p.L@Mr k qJh oHpMr f q@aSg qSh p.L@Mr k qJh oHpMr f q@aSg qSh p.L@Mr k qJh oHpMr f q@aSg qSh p.L@Mr k qJh oHpMr f q@aSg qSh p.Mr qVfO`Qv qMr f qBqSh p.Mr qVfO`Qv qMr f qBqSh p.Mr qVfO`Qv qMr f qBqSh p.Mr qVfO`Qv qMr f qBqSh p.

(2) Be sure that you understand the meaning of AfWa q, AfWa qAfWa q, SbH`, SbAa, and FdH` before you start this drill. Answer the following questions any way that makes sense

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(2) URp--PbMrq@s g Ng @vm@K`@eqK~ Ug o@Ue pLh pJh p@eqIm@Ig q "AfWa q," "AfWa qAfWa q" "SbH`," "SbAa " Kh o"Fd H`" WAh MHh Ta qKh oURp@OpUa @vmMrq@s g Ng K~ WNh SnWa q. Mrq@s g Ng IfFbImUeIPa qBeqIPa qBeqSbW w@boTfOpTf @vmNfMrq@s g Ng WUo.

AfWa qLWg pNfWa q. SbH`LWg pNfSh p.AfWa qLWg pNfWa q. SbH`LWg pNfSh p.AfWa qLWg pNfWa q. SbH`LWg pNfSh p.AfWa qLWg pNfWa q. SbH`LWg pNfSh p.

AfWa qLPqSgMr q@Hh@h un. SbH`LPqSgP^c qW@h unSh p.AfWa qLPqSgMr q@Hh@h un. SbH`LPqSgP^c qW@h unSh p.AfWa qLPqSgMr q@Hh@h un. SbH`LPqSgP^c qW@h unSh p.AfWa qLPqSgMr q@Hh@h un. SbH`LPqSgP^c qW@h unSh p.SbH`LWh pImWVfIUeW`WÒp. AfWa qLWh pImWVfUeW`Jh pIEf oSaX`.SbH`LWh pImWVfIUeW`WÒp. AfWa qLWh pImWVfUeW`Jh pIEf oSaX`.SbH`LWh pImWVfIUeW`WÒp. AfWa qLWh pImWVfUeW`Jh pIEf oSaX`.SbH`LWh pImWVfIUeW`WÒp. AfWa qLWh pImWVfUeW`Jh pIEf oSaX`.SbH`Mr qVe pWh pLqUSbH`Mr qVe pWh pLqUSbH`Mr qVe pWh pLqUSbH`Mr qVe pWh pLqUAh oUpWg pMr f qOh uSaSf p.Ah oUpWg pMr f qOh uSaSf p.Ah oUpWg pMr f qOh uSaSf p.Ah oUpWg pMr f qOh uSaSf p.AfWa qM@Sf qOÙ@h oQv q. SbAaL@PqP^c qSf p.AfWa qM@Sf qOÙ@h oQv q. SbAaL@PqP^c qSf p.AfWa qM@Sf qOÙ@h oQv q. SbAaL@PqP^c qSf p.AfWa qM@Sf qOÙ@h oQv q. SbAaL@PqP^c qSf p.LSf qO`Qv qAfWa qAfWa qX`.LSf qO`Qv qAfWa qAfWa qX`.LSf qO`Qv qAfWa qAfWa qX`.LSf qO`Qv qAfWa qAfWa qX`.URpVfVoWg pLqIPe mX`. SbAaWTfSf qFdSh p.URpVfVoWg pLqIPe mX`. SbAaWTfSf qFdSh p.URpVfVoWg pLqIPe mX`. SbAaWTfSf qFdSh p.URpVfVoWg pLqIPe mX`. SbAaWTfSf qFdSh p.

FdH`L@Wg pKa oKh oMr qNfWa qFa oQa nSf p. FdH`L@Wg pKa oKh oMr qNfWa qFa oQa nSf p. FdH`L@Wg pKa oKh oMr qNfWa qFa oQa nSf p. FdH`L@Wg pKa oKh oMr qNfWa qFa oQa nSf p.

2.4 Pattern Sentences and Phrases 2.4 Im@Ig qWKg

(1) Use of F` (Im), "to sell (things)"(1) ImUdIm@Ig q "F` (Im)"


(a) eLF`PIqSh p (P^c qSf p)c. eLF`PIqSh p (P^c qSf p)c. eLF`PIqSh p (P^c qSf p)c. eLF`PIqSh p (P^c qSf p)c. What do you sell?

QFÌmKg h oImSp.QFÌmKg h oImSp.QFÌmKg h oImSp.QFÌmKg h oImSp. I sell vegetables.

QFÙ@h qUp.QFÙ@h qUp.QFÙ@h qUp.QFÙ@h qUp.I sell eggplant (brinjal).

QFÙ@h qFa pUp.QFÙ@h qFa pUp.QFÙ@h qFa pUp.QFÙ@h qFa pUp. I sell tomatoes.

QF`Pd oUp.QF`Pd oUp.QF`Pd oUp.QF`Pd oUp. I sell chillie peppers.

QF`MUbT`MUbBh q.QF`MUbT`MUbBh q.QF`MUbT`MUbBh q.QF`MUbT`MUbBh q. I sell garlic and onions.

(b) LFÙAh oUpWMr k qK~Sh p.LFÙAh oUpWMr k qK~Sh p.LFÙAh oUpWMr k qK~Sh p.LFÙAh oUpWMr k qK~Sh p. How do you sell the mangoes?

LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p. How do you sell these mangoes.

LFÙAh oUpWa qWMr k qK~Sf p.LFÙAh oUpWa qWMr k qK~Sf p.LFÙAh oUpWa qWMr k qK~Sf p.LFÙAh oUpWa qWMr k qK~Sf p. For what price do you sell these mangoes?

UAh oUpWa qLF`K~Sh p.UAh oUpWa qLF`K~Sh p.UAh oUpWa qLF`K~Sh p.UAh oUpWa qLF`K~Sh p. How do you sell these mangoes?

UAh oUpWa qLF`WMr k qK~Sh p.UAh oUpWa qLF`WMr k qK~Sh p.UAh oUpWa qLF`WMr k qK~Sh p.UAh oUpWa qLF`WMr k qK~Sh p. For what price do you sell these mangoes?

LFÙAh oUpWa qWMr k qFa oKg pSf p.)LFÙAh oUpWa qWMr k qFa oKg pSf p.)LFÙAh oUpWa qWMr k qFa oKg pSf p.)LFÙAh oUpWa qWMr k qFa oKg pSf p.)LFÙAh oUpWa qWMr k qFa oW`Sf p.)LFÙAh oUpWa qWMr k qFa oW`Sf p.)LFÙAh oUpWa qWMr k qFa oW`Sf p.)LFÙAh oUpWa qWMr k qFa oW`Sf p.) How much do you sell these mangoes for?

(c) QF`CcNQF`CcNQF`CcNQF`CcNubpIFa. ubpIFa. ubpIFa. ubpIFa. I sell 6 for 10 baht.

QF`^v aNubpIFa.QF`^v aNubpIFa.QF`^v aNubpIFa.QF`^v aNubpIFa. I sell 7 for 10 baht.

QFÌ@aSg qIFa.QFÌ@aSg qIFa.QFÌ@aSg qIFa.QFÌ@aSg qIFa. I sell a kilo for 10 baht.

CcNubpLlpQFÌFa.CcNubpLlpQFÌFa.CcNubpLlpQFÌFa.CcNubpLlpQFÌFa. Six I sell for 10 baht.


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^v aNubpLlpQFÌFa.^v aNubpLlpQFÌFa.^v aNubpLlpQFÌFa.^v aNubpLlpQFÌFa. Seven I sell for 10 baht.

I@aSg qLlpQFÌFa.I@aSg qLlpQFÌFa.I@aSg qLlpQFÌFa.I@aSg qLlpQFÌFa. A kilo I sell for 10 baht.

(d) FÒpSh qLlmMr qIEf oPh p. FÒpSh qLlmMr qIEf oPh p. FÒpSh qLlmMr qIEf oPh p. FÒpSh qLlmMr qIEf oPh p. Sell (them) to me (us) a little cheaper, won'tyou?

Sh qLlmMr qWMr k qIEf oPh p.Sh qLlmMr qWMr k qIEf oPh p.Sh qLlmMr qWMr k qIEf oPh p.Sh qLlmMr qWMr k qIEf oPh p. Lower the price for me (us) a little, won't you?

LSh qLlmMr qWMr k qIEf oUeX`.LSh qLlmMr qWMr k qIEf oUeX`.LSh qLlmMr qWMr k qIEf oUeX`.LSh qLlmMr qWMr k qIEf oUeX`.

Can you lower the price for me a little?

Q@Sh qLlmLqWMr k qUe. (QSQ@Sh qLlmLqWMr k qUe. (QSQ@Sh qLlmLqWMr k qUe. (QSQ@Sh qLlmLqWMr k qUe. (QSh qLlm h qLlm h qLlm h qLlmLqWMr k q@Ue.)LqWMr k q@Ue.)LqWMr k q@Ue.)LqWMr k q@Ue.)

I'll lower the price for you.

QSh qLlmLqWMr k qIUeOp.QSh qLlmLqWMr k qIUeOp.QSh qLlmLqWMr k qIUeOp.QSh qLlmLqWMr k qIUeOp. I can't lower the price for you.

LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe. If you buy a lot, I can lower the price for you.

(2) Use of Fa p, "to be sour, acid, tart"(2) ImUdIm@Ig q "Fa p"


UAh oUpUe pINpWa qIPaKa oOp.UAh oUpUe pINpWa qIPaKa oOp.UAh oUpUe pINpWa qIPaKa oOp.UAh oUpUe pINpWa qIPaKa oOp. Fa pKg pPo. Fa pKg pPo. Fa pKg pPo. Fa pKg pPo.

These mangoes aren't ripe yet. They are verysour.

UAh oUpINubpWa qFa pFbBe qPo.UAh oUpINubpWa qFa pFbBe qPo.UAh oUpINubpWa qFa pFbBe qPo.UAh oUpINubpWa qFa pFbBe qPo. This mango is sweet and sour (just like I likeit).

WWaWWaWWaWWaqPe mJh oHp@UdWFa pFb. qPe mJh oHp@UdWFa pFb. qPe mJh oHp@UdWFa pFb. qPe mJh oHp@UdWFa pFb. This is sweet and sour pork curry.

Vf fEh nWaUpFbIEf o. JaAa upWa qFa pKa o.Vf fEh nWaUpFbIEf o. JaAa upWa qFa pKa o.Vf fEh nWaUpFbIEf o. JaAa upWa qFa pKa o.Vf fEh nWaUpFbIEf o. JaAa upWa qFa pKa o. Bring a bit of sugar. This cold drink is stillsour.

(3) Use of W`, exclamation indicating surprise(3) ImUdIm@Ig q "W`"


"Q@Sh qLlmLqWMr k qIEf oUe." "W`,"Q@Sh qLlmLqWMr k qIEf oUe." "W`,"Q@Sh qLlmLqWMr k qIEf oUe." "W`,"Q@Sh qLlmLqWMr k qIEf oUe." "W`,ImOuioLh."ImOuioLh."ImOuioLh."ImOuioLh."

"I can bring the price down a little for you.""Oh, thank you!"

"Wa q. QVfEh nLlmLqUAh oUp." "W`,"Wa q. QVfEh nLlmLqUAh oUp." "W`,"Wa q. QVfEh nLlmLqUAh oUp." "W`,"Wa q. QVfEh nLlmLqUAh oUp." "W`,ImOuioNoKg pH`."ImOuioNoKg pH`."ImOuioNoKg pH`."ImOuioNoKg pH`."

"Here I have brought you mangoes." "Oh,thank you so much."

"FdH`LIfMr q@Hh@h un@UeNoKg pH`.""FdH`LIfMr q@Hh@h un@UeNoKg pH`.""FdH`LIfMr q@Hh@h un@UeNoKg pH`.""FdH`LIfMr q@Hh@h un@UeNoKg pH`.""W`, IfIUeOp.""W`, IfIUeOp.""W`, IfIUeOp.""W`, IfIUeOp."

"In the future you'll be able to speak Karen

very well." "Ah, I can't say (that it will beso)."

"LVe pSh qLlmQqLIg mWOoIFaUeX`.""LVe pSh qLlmQqLIg mWOoIFaUeX`.""LVe pSh qLlmQqLIg mWOoIFaUeX`.""LVe pSh qLlmQqLIg mWOoIFaUeX`.""W`, QIg mWOoIFaIWg p"W`, QIg mWOoIFaIWg p"W`, QIg mWOoIFaIWg p"W`, QIg mWOoIFaIWg pOp."Op."Op."Op."

"Can you give me 10 baht of your money?""Gee, I don't have ten baht."

(4) Use of vSh p/Sf p, particle ending an exclamatory sentence


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(4) ImUdIm@Ig q "Sh p/Sf p"REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

LSf qImQa nKg pSh p.LSf qImQa nKg pSh p.LSf qImQa nKg pSh p.LSf qImQa nKg pSh p. What a long time you took!

UcIfImW`PoSh p.UcIfImW`PoSh p.UcIfImW`PoSh p.UcIfImW`PoSh p. How much you talk!WTfUe pPqImUePoSh p.WTfUe pPqImUePoSh p.WTfUe pPqImUePoSh p.WTfUe pPqImUePoSh p. How skillful they are!

LFÌmWMr k qKg pSh p.LFÌmWMr k qKg pSh p.LFÌmWMr k qKg pSh p.LFÌmWMr k qKg pSh p. What a big price you sell things for!

Repeat using Sf p in place of Sh p. If you are in an area where Sh p/Sf p is not used asthe ending for an exclamation, repeat the above drill again using Sf nSf n in place ofSh p/Sf p. URp--IfSg @Kh o, OpFpWWa qIOh uLlp SbIm@Ig q ""Sh p"" WSh mLlpIfSb ""Sf p."" Mrq@s g Ng PemWg pSbImSh mNfMrqIUdIm@Ig q "Sh p/Sf p" K~ SbWNh Ag pWa qWUg oOpLlp IfSg @Kh oIOuh Kh oIfSb "SfnSfn" Sb "Sh p/Sf p" WSh mLlp.

(5) Use of Llm, "to succeed in accomplishing something, to be able to succeed in accom-plishing something; to get to do something"

(5) ImUdIm@Ig q "Llm"REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

(a) "LVf@e qMr k qUAh oUpLlmX`." "Llm.""LVf@e qMr k qUAh oUpLlmX`." "Llm.""LVf@e qMr k qUAh oUpLlmX`." "Llm.""LVf@e qMr k qUAh oUpLlmX`." "Llm." "Did you succeed in buying mangoes? (Wereyou able to buy mangoes?)" "Yes."

"LF`LJh oIKcLlmSaX`." "ILlmKa o"LF`LJh oIKcLlmSaX`." "ILlmKa o"LF`LJh oIKcLlmSaX`." "ILlmKa o"LF`LJh oIKcLlmSaX`." "ILlmKa o

Op."Op."Op."Op."

"Have you succeeded in selling your pig?(Have you been able to sell your pig yet?)"

"No, not yet.""LPqBe qJh p@e qQSh mFe pLh qLlmSa "LPqBe qJh p@e qQSh mFe pLh qLlmSa "LPqBe qJh p@e qQSh mFe pLh qLlmSa "LPqBe qJh p@e qQSh mFe pLh qLlmSa

X`.X`.X`.X`." "LlmSa."" "LlmSa."" "LlmSa."" "LlmSa."

"Have you been able to repair my chair yet?(Have you succeeded in repairing my chair

yet?)" "Yes."

"LSf q@h oLlmQqLEhLlmX`." "ILlm"LSf q@h oLlmQqLEhLlmX`." "ILlm"LSf q@h oLlmQqLEhLlmX`." "ILlm"LSf q@h oLlmQqLEhLlmX`." "ILlmOp."Op."Op."Op."

"Did you succeed in calling your older brother

for me? (Were you able to call your olderbrother for me?)" "No, I didn't."

QIfLmMbmURpSbWBe mLlmSa.QIfLmMbmURpSbWBe mLlmSa.QIfLmMbmURpSbWBe mLlmSa.QIfLmMbmURpSbWBe mLlmSa. I succeeded in telling the teacher about it.

QVa oSh qSa nUoTa pILlmOp.QVa oSh qSa nUoTa pILlmOp.QVa oSh qSa nUoTa pILlmOp.QVa oSh qSa nUoTa pILlmOp. I can't reach the Bible (to get it down).

LEh nJh pLlmQEOr fINubpLlpLlmX`.LEh nJh pLlmQEOr fINubpLlpLlmX`.LEh nJh pLlmQEOr fINubpLlpLlmX`.LEh nJh pLlmQEOr fINubpLlpLlmX`. Can you carry my table up for me? (Can yousucceed in carrying my table up for me?)

QSf qEh nLSa nUe pINpEe m@h o@LlmQSf qEh nLSa nUe pINpEe m@h o@LlmQSf qEh nLSa nUe pINpEe m@h o@LlmQSf qEh nLSa nUe pINpEe m@h o@Llm....

I can manage to carry your books also.

(b) QLlmPaSbURpWKbo.QLlmPaSbURpWKbo.QLlmPaSbURpWKbo.QLlmPaSbURpWKbo. I got to sleep at the teacher's house.

WTfLlmMr k qSa nEh Fr aWUhIOe pLlp.WTfLlmMr k qSa nEh Fr aWUhIOe pLlp.WTfLlmMr k qSa nEh Fr aWUhIOe pLlp.WTfLlmMr k qSa nEh Fr aWUhIOe pLlp. He got to buy a new Bible.

QNgAv ÌLlmSf qSbqOp.QNgAv ÌLlmSf qSbqOp.QNgAv ÌLlmSf qSbqOp.QNgAv ÌLlmSf qSbqOp. My son didn't get to go after all.


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QILlmIfOpLNgPc pKa oOp.QILlmIfOpLNgPc pKa oOp.QILlmIfOpLNgPc pKa oOp.QILlmIfOpLNgPc pKa oOp. I didn't have a chance to tell your daughteryet.

SbAaQILlmPqSgSa nSbqOp.SbAaQILlmPqSgSa nSbqOp.SbAaQILlmPqSgSa nSbqOp.SbAaQILlmPqSgSa nSbqOp. Afterwards I didn"t get to study go to schoolany more.

2.5 Notes on Word Usage and Grammar

2.5 URp--PbMrq@s g Ng NoKpTfSbKbo.(1) Use of SbH`, SbAa, FdH`, FdAa.

The word "SbH`" usually refers to the past or to former things or times. (See 2.2 (2-a & b). However, it is sometimes used to refer to going ahead of someone else or

doing something ahead of someone else, as in 2.2 (2c).

The word FdH`, on the other hand, usually refers to the future or to the next ofsomething, as in 2.2 (2g & 2h). However, it can also refer to action continuing

farther on in direction or further on in time, as in 2.2 (2f)

The word FdAa refers to the distant future or to the entire future from now to the end;as in 2.2 (2g, the last two sentences).

The word SbAa can refer to either past or present time and means "after," "later," or"afterwards." See 2.2 (2d & e).

Do not confuse these words with the words for "in front of" or "in back of" as the

Karens have different words for these expressions.

(2) Use of Llm, "to succeed in accomplishing something, to be able to succeed in carryingout an act; to get to do something

As you have already learned, the basic meaning of the word Llm is "to get or obtainsomething." In this lesson you are introduced to 2 related uses:

(a) Llm can be used to mean to succeed in accomplishing what one sets out to do. Ascan be seen from the English translations of the examples in 22.4 (5-a), the meaning

of "can" or "to be able" is often expressed in Karen using Llm when it refers to abilitywith reference to the effectiveness of effort; i.e., being able to accomplish what one

attempts." In these cases the verb Llm follows the object of the first verb or verbs.

(b) Llm can also be used to mean "to get to do something, to have the chance to do

something, as in 12.4 (5-b). In such cases the verb Llm precedes the other verb(s) inthe clause.

(3) Use of Jf The use of the word Jf can easily be understood from the examples in 22.2 (3).However, it should be noted that it is always used together with a numeral and a

classifier even where in English the number would probably not be mentioned; e.g.,


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JfLh mT`Pg mIBq, "Only Naw Wa Mo." JfEh qBh qKh oWNgAv `AaBq would most likely be translatedinto English, "Only Saw Gaw and his son." The Karen has a different word, which

you will learn later, to express the idea of "only, just" in situations where no numeral

or classifier would be used.

(4) Use of the first person plural for the first person singularSometimes when speaking in a general way a Karen will use the pronoun M for "I"even though there are no others in his/her party. (See 22.2 (d) the first 2 sentences

for examples.) You should not try to use it yourself until you have listened to the

Karens over a long period of time and have gotten the feel of when to do so. But in

the meantime, keep your ears open for times when the Karens do speak this way and

note the context and who the speaker and the listener are. .

(5) Use of Sh p/Sf p, particle ending an exclamatory sentenceIn English the words "who," "what," "how," etc., are most commonly used as

question words. However, such words can be used in exclamatory sentences also;

e.g., "How big your child is!" "What a nice day this is!" In these examples we can

tell that the sentences are not questions by the word order. (If it were a question the

verb "is" would precede the subject; e.g., "How big is your child?" "What kind of

day is this?") In other words we can tell by the sentence structure whether it is a

question or an exclamation.

In the same way the particle endings Sh p and Sf p usually indicate a question, inwhich case there would also be an interrogative word like PIq(Sf p), K~(Sf p), Nf(Sf p),etc., included in the sentence. (E.g., PIq@Sf qSf p. M@PqK~Sf p.) But when the Sh p orSf p are used without any such question words in the sentence, the sentence is an

exclamation, not a question; e.g., LNh@UdVfKg pSh p, "How hot you make your curry!"In such sentences there will always be a descriptive verb, and some intensifying word

is usually used as well. The only intensifying words you have learned so far are Kg pand Po; e.g., Pc nKg pSf p, W`PoSh p. (When Kg p is used as the main verb, sometimes noother intensifying word is used; e.g., Kg pSf p.) As noted in the footnotes, in someareas, like the Musikee area, Sf nSf n is used instead of Sh p/Sf p.

(6) Spelling and pronunciation of names of fruits

In this lesson you have been introduced to the names of 3 kinds of "fruit" which

begin with U; i.e., UAh oUp, "mango;" U@h qUp, "eggplant/brinjal; and U@h qFa pUp,

"toma-to." There are 2 things to note:

(a) All of these words end in the syllable Up, which means "fruit." (The word forfruit in general is IqUp or IqUdIqUp.) The name for banana may also end in Up,although bananas are so common that the name is often shortened to just U@v a. Theabove words without the syllable Up refer to the species of plant or tree; e.g., UAh o,"the mango;" U@v a, "the banana;" U@h qFa p, "the tomato." Other parts of the tree or


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plant are indicated by adding the appropriate word to the basic term for the species;

e.g., U@v aSp, "banana leaf/leaves;" UAh oWSp, the leaf/leaves of the mango."

(b) Names of fruits (or plants) beginning with U in north Thailand may be writtenand pronounced as beginning with I in central Thailand and many parts of Burma,

so you may find such spelling in literature produced in these areas; or if someonefrom those areas comes to north Thailand, you may hear them pronounce the names

that way; e.g., IAh oUp, I@h qUp, I@v aUp.

(7) Use of Ro, "to be many, numerous, plentiful"The descriptive verb Ro has the same meaning and usage as W`, but in many areas it isa more colloquial word than the latter. Like W`, Ro is rarely used alone; rather itusually follows some other verb, such as Vf, Sf q, or Wg p. See examples in 2.2 (4).

2.6 Substitution Drill

2.6 ImFh ISfIm@Ig qAfter reading these directions, do not look at your book. As the teacher reads the

sentences below one after the other, you change them into exclamatory sentences by

dropping No and H`, using Kg p and/or Po together with Sh p. For example,ImUdWa qNoTa pH` should be changed to ImUdWa qTa pKg pSh p. (If you are in an area wherethe Karens do not use Sh p/Sf p in exclamations, repeat the drill using Sf nSf n instead.)URp@OpNoIm@Ig qWAh pJa oI@g uqTa qPbMrq@s g Ng If@Kh oIOh uKh oSfSg nIm@Ig qW@Ibm 3 Nubp K~ Ug o@UdIm@Ig q "Kg p" PeIPem "Po" CcnKh o "Sh p." WKg --URp@Ea oSb "ImSh mNfWa qNoAa upH`." Mrq@s g Ng @If@eqSb "ImSh mNfWa qAa upKg pSh p." Mrq@s g Ng IfOpPemBeqIOpOpPemBeq URp@OpIfSh qIa mLlm@eqMrq@s g Ng IOh uKh oSb "ImSh mNfWa qAa upKg pSh p." Ta qKh o URp@NoFd H`I@g uqKh oMrq@s g Ng @Fh ISf Im@Ig qW@Ibm 3 NubpK~ WNh Ag pWUg oTa q URp@IfSh qIa mLlm@eqMrq@s g Ng IOh uKh o. IfSg @g o@g uqKf oK~ Wa qWUg oEoJh pSbWAh pJa oIcqSbW@Ibm (Mrq@s g Ng PemWg pSbImSh mNfMrqIUdIm@Ig q "Sg h p/Sf p"K~ SbWNh Ag pWUg oOpLlp IfSg @Kh oIOuh Kh oUd "SfnSfn" Sb "Sh p/Sf p" WSh mLlp..

ImSh mNfWa qNoAa upH`.ImSh mNfWa qNoAa upH`.ImSh mNfWa qNoAa upH`.ImSh mNfWa qNoAa upH`.LNhWh pIm, WaUpNoVhH`.LNhWh pIm, WaUpNoVhH`.LNhWh pIm, WaUpNoVhH`.LNhWh pIm, WaUpNoVhH`.Mr qWg pSbLlpNoW`H`.Mr qWg pSbLlpNoW`H`.Mr qWg pSbLlpNoW`H`.Mr qWg pSbLlpNoW`H`.QNgWMmPqImNoQa nH`.QNgWMmPqImNoQa nH`.QNgWMmPqImNoQa nH`.QNgWMmPqImNoQa nH`.JaAuhWa qNoFbH`.JaAuhWa qNoFbH`.JaAuhWa qNoFbH`.JaAuhWa qNoFbH`.LVe pImWMr k qNoKg pH`.LVe pImWMr k qNoKg pH`.LVe pImWMr k qNoKg pH`.LVe pImWMr k qNoKg pH`.

2.7 Conversation Practice--Learn the previous sections well first. 2.7 ImPqSg OpCoIm@IfU@g oIm (IAuioURpUg pSg ImI@Ih mWa qLlp Mrq@s g Ng w@boLmMbmImPqSg

SbWMdq@v a nBeqBeqOpOpIEf o.)LISTEN as the teacher reads the following conversation through twice. (Do not

listen to it on the tape or read it in the book beforehand.) After listening to it twice,

answer the following questions without looking at the book. If you answered any of


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them incorrectly or did not know the answer to any of them, instead of correcting

you, the teacher should make a note of the ones missed. Then after you have tried to

answer all of the questions, the teacher should reread the conversation once more,

then see if you can answer the missed questions correctly this time.URp@OpNoIm@Ig qUe pINpWa qEoJh pSbWAh pJa oIcqSbW@IbmAa Th Kh oPbMrq@s g Ng @Lp. NfURp

NoWA` URp@OpNoJh pEem@h o " A" Kh o " B " WPa qK~ Ug oMrq@s g Ng @Ue pH`Tf MrqPIqIBq@Ig qImSf p.IcqURpNoIm@Ig qAa Th Ta qSa Llp PbMrq@s g Ng IfFbImUa @vmSbWMg nSg nMrqAa BqWIm@Ig qWAa Wa q. Nf Mrq@s g Ng Ea oFbImWA` IOpPbMrq@s g Ng @vmSbSa nMdqOp. Mrq@s g Ng Ea oFbImUa @vmI@g uq@g uqPemIOpOpKh o URp@OpPqLh pCnImUa @vmWTfLlp. URpUa @vmImUa @vmAfSbnPemTa qSa Llp ImUa @vmSbMrq@s g Ng Ea oFbTfIOpKa oOpPemWg pLlp URp@OpNo@eqMrqAa BqWIm@Ig qITh @Kh oTa q Ua @vm@Kh oMrq@s g Ng SbImUa @vmSbWIfFbIOpKa oOpINpIOh u Kh oPbMrq@s g Ng Ea oFbWh q.

A. LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p.LFÙAh oUpWa qK~Sf p.

B. QF`Ch oNubpIFa.QF`Ch oNubpIFa.QF`Ch oNubpIFa.QF`Ch oNubpIFa.

A. LFÌmWMr k qKg pSf p. FÒpSh qLlmQqIEf oPh p.LFÌmWMr k qKg pSf p. FÒpSh qLlmQqIEf oPh p.LFÌmWMr k qKg pSf p. FÒpSh qLlmQqIEf oPh p.LFÌmWMr k qKg pSf p. FÒpSh qLlmQqIEf oPh p.

B. LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.LPe mMr k qW`Llp Q@Sh qLlmLqWMr k qUe.

A. Q@Mr k qWNubpAa Fa. Q@Ve pLq 22 Oo LlmX`.Q@Mr k qWNubpAa Fa. Q@Ve pLq 22 Oo LlmX`.Q@Mr k qWNubpAa Fa. Q@Ve pLq 22 Oo LlmX`.Q@Mr k qWNubpAa Fa. Q@Ve pLq 22 Oo LlmX`.

B. Ue. QF`LlmJfLqIBqSh q.Ue. QF`LlmJfLqIBqSh q.Ue. QF`LlmJfLqIBqSh q.Ue. QF`LlmJfLqIBqSh q.

A. W`, ImOuioLh.W`, ImOuioLh.W`, ImOuioLh.W`, ImOuioLh.

B. ImOuio, ImOuio. VfMr k qSbAaKh oPh p.ImOuio, ImOuio. VfMr k qSbAaKh oPh p.ImOuio, ImOuio. VfMr k qSbAaKh oPh p.ImOuio, ImOuio. VfMr k qSbAaKh oPh p.

A. Wbp, Wbp.Wbp, Wbp.Wbp, Wbp.Wbp, Wbp.

Questions ( ImUa @vm)

1.1.1.1. "B" IBqLlp FÙAh oUpK~Sf p.IBqLlp FÙAh oUpK~Sf p.IBqLlp FÙAh oUpK~Sf p.IBqLlp FÙAh oUpK~Sf p.2. WMr k qOpX`.2. WMr k qOpX`.2. WMr k qOpX`.2. WMr k qOpX`.3.3.3.3. "B" FÒpSh qLlm FÒpSh qLlm FÒpSh qLlm FÒpSh qLlm "A" WMr k qUeX`.WMr k qUeX`.WMr k qUeX`.WMr k qUeX`.4.4.4.4. "B" PqEr qSh qLlmPqEr qSh qLlmPqEr qSh qLlmPqEr qSh qLlm "A" WMr k qMf r qOoSf p.WMr k qMf r qOoSf p.WMr k qMf r qOoSf p.WMr k qMf r qOoSf p.5.5.5.5. "B" @FÒpSh qLlmMr qAfSbnWMr k qK~LlpX`.@FÒpSh qLlmMr qAfSbnWMr k qK~LlpX`.@FÒpSh qLlmMr qAfSbnWMr k qK~LlpX`.@FÒpSh qLlmMr qAfSbnWMr k qK~LlpX`.

(a) After you can answer all of the questions correctly, you take the part of A while

your teacher takes the part of B. Go through the conversation several times until

you can take your part smoothly. Then change parts, and drill some more.URp--Mrq@s g Ng Ea oFbImUa @vmAfSbnPemOpSa LlpPbMrq@s g Ng @f "A" Kh oURp@@f "B" . @Ig qSg U@g oIm@Ig qUe pINpErqTh Ta q PbMrq@s g Ng @oObCnWSa n. Ta qKh o IfSg U@g oImW`Th Kh oIcqSbMrq@s g Ng If "A" WIm@Ig qOpOe uBeqIEf o. SbAa ILa qLlp @vm@K`@eqImK~ SbWNh Ag pWa qWUg o Ta qKh oPbMrq@s g Ng @f @eq "B" Kh oURp@@f@eq "A." IfSg @Kh oImK~ WNh Ag pWa qWUg oW`Th IEf o.


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(b) At a later session repeat the conversation substituting U@h qUp for UAh oUp.Your teacher should state an appropriate price (probably in terms of the price per

kilo). You should plan to buy at least 1 1/2 kilos or more, and suggest a slightly

reduced price. Repeat again, substituting U@h qFa pUp for UAh oUp.

URp--IcqMrq@s g Ng If "A" PemBeq "B" PemBeqWIm@Ig qUe pINpOpOe uBeqSa Llp IfSg @Kh o OpFpWWa qIOh uLlp Sb "UAh oUp" WSh mLlp PbMrq@s g Ng IfSb "U@h qUp" PeIPem "U@h qFa pUp" Ta qKh oURp@If@eqWMr kqSbWw@eboTfOpTf. WKg --"I@a Sg q 15 Oo." Mrq@s g Ng @OpVa oLlmWErq@IbmI@a Sg qOf upNoNh Kh o@OpIfOpSh q@vm@eqWMr kqIEf o.

(c) Look back at 2.4 (1-d) to see the different ways of requesting that the price be

lowered and the responses. Then go through the above conversation again using

UAh oUp but changing the 4th line to one of the alternate requests in 2.4 (1-d). Theteacher should likewise change the response in the 5th line to one of the other

responses in 2.4 (1-d). If the teacher's response is negative, end the conversation by

saying something like ""Pe mIUeOpLlp Q@Mr k qJfCh oNubp.""SbAa ILa qLlp@vm@K`@eq 2.4 ( 1-d) ITh , (Im@Ig qWAh pJa o 3 @ug qLlp PemIm@Ig qSb " A" Ua @vmUe Kh oIm

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S'gaw Karen Lessons Book 2