d

ij

R E P O R T RESUMESED 012 032SPOKEN CUZCO QUECHUA, UNITS 1-6.BY SOLA, DONALD F. (ND OTHERSCORNELL UNIV., ITHACA, N.Y.RFPORT NUMBER BR-5-1231-1CONTRACT SAE-9513EDRS PRICE MF $0.18 HC$4.76 119P.

AL 000 518

PUB DATE 1 JUN 67

DESCRIPTORS *QUECHUA; *DIALECT STUDIES, *INSTRUCTIONALMATERIALS, *AUDIOLINGUAL SKILLS,. *LANGUAGES; ITHACA, CUZCO,PERU

THE MATERIALS IN THIS VOLUME COMPRISE SIX UNITS WHI1-1PRESENT BASIC ASPECTS OF CUZCO QUECHUA PHONOLOGY, MORPHOLOGY,AND SYNTAX FOR THE BEGINNING STUDENT. THE SIX UNITS AREDESIGNED FOR APPROXIMATELY 120 HOURS OF SUPERVISED CLASS WORKWITH OUTSIDE PREPARATION EXPECTED OF THE STUDENT. EACH UNITCONSISTS OF A DIALOGUE TO OE MEMORIZED, A DIALOGUE REVIEW, ASECTION ON GRAMMAR WITH ACCOMPANYING EXERCISES, CONVERSATION,"LISTENINGIN" (PRACTICE IN AUDITORY COMPREHENSION), ANDDICTATION. BASED ON A CONTRASTIVE LINGUISTIC ANALYSIS OFENGLISH AND QUECHUA, THE MATERIAL IS SUITABLE FOR BOTHLINGUISTS AND OTHER STUDENTS OF QUECHUA. CULTURAL BACKGROUNDAND VOCABULARY REFLECT CURRENT USAGE IN THE ANDEAN INDIANCOMMUNITIES IN THE CUZCO AREA OF PERU. (JD)

UNITS 1-6

Vol. 1

:.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

tr*VVY.-"n77,-,7

SPOKEN CUZCO QUECHUA

Units 1 - 6

ErDona r 519/eej

121,71%.

41-542.31--/

Cornell University

Revised June 1, 1967

Quechua Language Materials ProlQ0i

These materials were prepared under

Office of Education Contract No.

SAE-9513; US Department of Health,...,...weemow

Education, and Welfare, authorized

by PL 85-864, Title VI, Part A,

Section 602.

sth,

F

t.

Spoken Cuzco, Vol. I

Preface to the Student

This text was prepared by the Quecua Language Materials

Project of Cornell University under contract with the US Depart-

ment of Health, Education, and Uelfere, Office of Education

Contract No. SAE-9513, authorized by Public Law 85.864, Title VI,

Part A, Section 602.

Cuzco Quechua is generally regarded as the purest and most

classical form of the modern spoken language. This is undoubtedly

true ir some sense: the Cuzco dialect appears to contain fewer

borrowings from Spanish, for example. Nevertheless, the dialect

has probably changed phonologically and perhaps even grammatical-

ly since the days of the Spanish Conquest, and without any doubt

since the early moments of the Inca Empire. Thus modern Cuzco

Quechua is not quite the language .found in archived documents.

Furthermore, as in other parts of the Andes, the accidented ter-

rain of the Department of Cuzco correlates with subdialectal

linguistic differences in phonology, grammar, and lexicon.

These introductory materials are based primarily on the

speech of Antonio Cusihuamdn G., a native speaker of the dialect

of Chinchero, Cuzco. The Quechua Language Materials Project owes

a great deal to Mr. Cusihuamdn, who, over a period of years, has

worked as linguistic analyst as well as informant in the prepara-

tion of Cuzco Quechua instructional materials.

The materials in this volume comprise six units in which

many basic aspects of Cuzco Quechua phonology, morphclogy, and

syntax are broadly covered. Each unit Consists of a dialogue

to be memorized, a dialogue review, a section on grammar with

accompanying exercises, conversations, listening-in, and dicta-

tion. A second volume of six units completes the coverage of

elementary aspects of the Cuzco dialect.

The Cornell Quechua Language Materials Project has also

prepared a descriptive study of Cuzco Quechua: The Structure

of Cuzco Quechua as well as a reader and dictionary for this

dialect. Similar materials have also been prepared for the

Quechua dialects of Ayacucho, Peru, and Cochabamba, Bolivia.

Donald F. Sold

MIT ONE

Dialogue

7

A traveler from Urubamba, walking along a foot-path, stops

in front of a dwelling in Chinchero and asks a farmer how to

get to Cuzco.

Tray.

Farr:..

Tray.

greetings (used at any hour)

sir, father

Good morning, sir.

awmarya

tayta

awmarya, tavtgy.

reply to a greeting simnikaru

sir, entleman wiraqu5a

Good morning, sir. simpikaru, wiraquCe,

please

to ask (a question)

I'll ask you

Please, I'd like to ask you aquestion.

aTiCIA

tapuy

tapuyu-kusayki.

ariCu tRpuyu-kusayki.

what ima

perhaps, or iCa

Certainly. What is it? imarat9Cu iCa?

Cuzco qusqu

to Cuzco qusqumen

this, here kay

Far.

Trqv.

Farn.

1.2road, foot-path

to go riy

it's going, it goes ris-kan

Does this road go to Cuzco? qusqumanCu kay fian

no, not mana

that, there cay

that, there Cahay

one, other, another huh

No, it doesn't. It's that one manan Cayau rin.over there. Cahay huh fianmio

to Cuzco qusquta

you're going, you so ris-kanki

Are you going to Cuzco? qusqutaau ris-kanki?

yes ari

I'm going, I go ris-kaniy

far karu

to bc, to have kpy

Yes, I am. Is it far away? ari Caytan ris-kaniy.iCa karurahCukas-kan?

too, too much ni5U

No. It's not too far. manan ni.gu keruCu.

hill, mountain urqu

behind, back q 'ipa

just behind the mountain urqu o:'iparapi

It's just behind that pountain. Cahay urqu q"ipaIapinkas-kan,

!!i

t

071311a4TA:77:?...7.:f:115-7.777'.

1.3Tray, good, fine, well ally)

then, in that case C'ayn.a:7

Tirit's fire. alinmi C-aynaqa.

Chinchero CinCiru

A Is this Chinchero? k9y5u CinCiru?

Farm. Yes it is. eri kaymi.

where mayy

from where maymanta

Where are you from? maymantatah kankiri?

Tray.

Farm.

Urutamba uruwamba

I'm from Urubamba. uruwambamantan kaniy.

I'll go, I'm on my way risah

now, today. kunan

day p'unCay

to meet tupay

we'll meet tupesuris

I'm on my way now. I'll seeyou again.

risah kunarga. huhplunCayf5atunasurcTis

to run, go p"away

Go ahead, sir. p"away4,

young lady, girl sipas

that girl too CahPy sip9spis

he) she nay

to follow qatiy

That girl is going to Cuzco too. Cahay sipaspisYou can follow her. qusoutnn ris-kan.

payt9 qatiy-kuy.

Tray.

Farm.

1.4all right, oicay

thank you

All right. Thank you, sir.

awiri

yusulpayki

awiri. yusulpayki,taytdy.

you're welcome imamanta

Good-bye arinTaila

You're welcome, ir. Good-bye: imamanta, wiraquaa.aTinTang!

1.5

Dialogue Review

T. -wmnry tayt4y.

F. s1mpikaru, wiraguCa.

T. atiCu tapuyu-kusayki.

F. imarataCu iCa?

T. ;qubqumanCu kay Ban ris-kan?

F. manan CayCu rin, Cahay hu Banmi. qusquta6u ris-kanki?

rr:-atf Caytan ris-kaniy. iCa karurah6u kas-kan?

F. -,manan nigu karuCu. .6ahay urqu quipalapin kas-kan.

T. a/inmi C"aynaqa. kayCu CinCiru?

F. ark kaymi. maymantatah kankiri?

T. 'uruwambamantan kaniy.risah kunanqa. huh p'unaayBa tupasun6is.

F. pnaway4. Cahay sipaspis qusqutan ris-kan. payta qati-kuy.

T. awiri. yusulpayki, taytgy.

F. imamanta, wiraquast.. aTiniaBat

ti'rt,..g4/

1.6

Etanal2mAnl_kammIc

Phonology: Consonants Vowels and Stress. In this

section the consonant and vowel sounds are described and

exercises are provided.

Consonants.

1. Stops. Three voiced stops, b, d, and El occur for

the most part in Spanish loans. Fifteen voiceless stops

are subclassified as simple, aspirated (marked with double

apostrophe, e.g. 2") and glottalized (marked with a single

apostrophe, e.g. p°). The glottalized stop is unfamiliar

to speakers of English. To produce this sound, first make

a glottal stop. Then, while the throat is tightened, try

to force the air out from behind a p, t, 6, k or 2. closure.

For exercises, the stops are presented in pairs:

a. Simple : Glottalized. Only the post-velar

position is unfamiliar to speakers of English. To produce

post-velar stops, force the back of the tongue far back

against the soft palate.

bilabial alveolar palatal velar post-velar

p:p' t:t' 6:6' k:k' q:q'

pata tanta 61.6u kanka qata

p'ata t'anta PuCu k'anka q'ata

b. Glottalized : Aspirated.

bllAbial alveolar palatal velar post-velar

p:pll t' :t" c°:c"clew

p'ata t'anta PIACl/ k'anka q'ata

p"ata tflanta 6"1.1Cu k"anka q"ata

IMVISZEtrrx

1.7

c. Simple : Aspirated.

bilabial alveolar palatal velar, post-velar

P:P" t:t" C:C" k:k" q:q"

pata tanta Cuall kanka qatap"ata t "anta C"1.161.1 k "anka qnata

2. Spirants. The four spirants (s, g, x, h) are all

phonetically unfamiliar to English speakers. For exercise they

are also presented in pairs. One cluster, a, is phonetically

close to the spirant g, and in these mT):erials the sound g is

represented in two different ways: g and s-k. These matters

are also covered in the following exercises.

a. Apical s : Palatal g. s is produced with the

tip of the tongue near the upper gum ridge (alveloum), as in

Madrid Spanish si; g is produced with the blade of the tongue

near the center of the palate, as in English sheet.

kisu nisun luwisa bindisannigu nagun aliga bindigun

b. Palatal g : Cluster sy. The sound g occurs most

frequently in certain verb constructions called pendant phrases.

In thses occurences it is always written as s-k for grammatical

reasons. Thus, since kagan is a pendant phrase it will be written

kas-kan. Otherwise the symbol g is used when this sound occurs in

forms which are not pendant phrases.

This exercise contrasts g, whether written as g or s-k,

with the cluster sy:

aliga winas-kan bindis-kasunk'arCisyan sipasyan bindis-kasunCisyd

1.8

c. Velar x : Post-velar -the voiceless spirant

x is made-by placing the back (dorsum) of the tongue near

the k position of the palate, bypassing breath past this

point of articularion, producing a rasping sound. It is

identical with the of Madrid Spanish 1112.

The Quechua post-velar spirant h has two phonetic forms.

The first is virtually identical with the h of English hot

and occurs in word-initial position. The second form of

Quechua h is made in the same way as x, except that the

constriction is far back against the soft palate (like Quechua

2) and the rasping is exceptionally turbulent. The post-

velar rasp occurs only non-initial. Both phonetic forms

are transcribed as h in particular words; the student must

select the appropriate phonetic form for the position in which

h appears.

In the following pairs produce the appropriate phonetic

form of h.

haku hamuy huhnaha Iuhlu sumah

The sound of x never occurs in word initial position,

so in this exercise we can contrast x and h only between vowels

and at the end of the syllable or word, so that, as explained

above, the contrast is between two rasps, velar and post velar.

uxu TuxIu pa6axaha Iuhlu pusah

3. Continuants. Of the Cuzco Quechua continuants

(m, n, Ey 1, I, r, wi 2) only three represent pronunciation

-,1

1.9

problems foxy English speakers. These are r, B., and T. However

n, like h above, appears in two phonetic forms, both familiar

to the speaker of English.

a. n. In syllable or word-initial position, n

is alveolar, like the initial sound of English not. The

alveolar form also occurs just before s or any variety of

t or 6', but there is evidence of free variation in this position.

But before other consonants, and in word-final position, n

is velar, like the last sound of English ring. The student

will hear these sounds in direct contrast in the English

pairs sin:sing and sinner:singar, where the contrastive

phonetic forms are written differently, e.g. n:ne. In Quechua

transcription they need not be contrasted in writing, since

they are positional variants.

Pronounce the following pairs, using the correct phonetic

form of n in each case:

nana hunt'aymanan tunka

b. Alveolar n : Palatal E. Palatal E (similar to

the az of English canyon) is found inq direct contrast with

alveolar n:

many pana winay nanay nina

maEa paBay winay Eak'ay Ban

c. Alveolar 1 : Palatal I. Palatal I (similar to

the ill of English million) is found in direct contrast with

alveolar I.

luku luq"i wilawila alalaw

Iuku Iuq'i aIiIan aIin

maga r- `C.4r VE=InVra.:Vn

1..10

4. Point and Manner of Articulation. It will help the

student to think of the consonant pattern of Cuzco uechua

in terms of five points of articulation and three manners of

articulation, with some manner subtypes. The examples below

show all of the consonants, except b, d, ED in edial position

between vowels, charted as to point and manner of articulation:

Bilabial

AlveolarPalatal

VelarPost-

Voiceless VelarStops

simple tapah Juti su6i waka iuqi

glottalized rap's sut'i suc'i wak'a Iuq'i

aspirated sap"i it"a ic"u wak"a luq"i

Spirants kisu nigu mixuy naha

Continuants

nasals ama pang papa

liquids .. pala palay

tap pira

glides uya tawa

1. Variant Forms. The vowels of Cuzco Quechua are i,

a, u. All these vary in phonetic form.

a. High-front 1. The vowel i occurs most frequently

in a form similar to the vowel of English bit, or a little

higher. However, when adjacent to the glide it is higher

and tenser, more like thc.; vowel sound of English beet. In

the vicinity of any post-velar consonant (except h when initial).

the vowel lowers, and resembles the vowel of English bet.

Practice the following sets:

wasita kinsa sixsiwaslyta tiyan sihsiywasiqa q'inti simiy

NOTE: The transcription employs an occasional letter e,

but only in borrowed proper names, and this misrepresents

pronunciation, e.g. Per in the transcription stands for piru.

b. Low-central a. The most frequent phonetic

form is similar to the vowel sound of English 22L, but is

sometimes fronted in the direction of the .vowel of English

pat. Before fir, a is fronted even more:

pana manan nanmayta 6ahay kay

c. High-back u. The vowel u occurs most frequently

in a form similar to the vowel of English at. In the vicinity

of post-velar consonants it lowers, and resembles the vowel

of log (in English dialects which contrast cot and caught) or

of Spanish Sta.

kustal kuti ceu6a q"usi

qusqu qutuy k'u6i k'usi

d. Voiceless Vowel Variants. Quechua vowels are

normally voiced, that is, the vocal chords vibrate as the vowel

is produced. But the vowel of the last, and even the next

to last syllable of a word may be voiceless or whispered if

the surrounding consonants are voiceless. Voiceless variants

are very frequent in rapid speech.

kuti wasiykitakaypi6,- qusqutaau

'07 7:1'7117 37,7 fmATr-1.t.i

1.12

2. Transition vowel. The consonant sequence yq is generally

interrupted by a mid-central vowel sound like that of English

but. This sound is not represented in the transcription.

payqariyqa

rikuyqasupayqa

3. Stress. Some vowels are accented more strongly than

others. If tnis stress occurs on the last syllable of a word

it is marked in the transcription by the acute diacritic:

ark urpiTav anC4ytaytgy aCa6411 akaktim

axaxawCirimantaC4

Otherwise, the strong stress falls automatically on the

penultimate syllable of a word or pendant phase. If the word

or phrase contains four or more syllables, the first syllable

bears strong stress also. For the speaker of English, the

Quechua stress system presents a pronunciation problem. In

English, stress is normally stable, even when suffixes are

added to a word: will, willing, and willingly, are all stressed

in the same place. In 'Quechua, however, stress shifts from

one suffix to the next as suffixes are added: uruwamba, uruwambata,

uruwambamanta are all stressed on the penultimate syllable. Words

of one syllable are always stressed. Practice the following sets:

kayBan

icaaahaymanan

ari6uawmaryawiraquCasimpikaru

maymaytamaymanmaymantamaymam pasmaymantatah

tapuytapuyuytapuyu-kuytapuyu -kusayki

riyrinris-kanris-kankiris-kaniyris-kan6isris-kankia'isris-kankiCismi

AtemiltIMIterrt-..

1.1 3

lii

Morphology. As mentioned in the introduction, there are

two general types of affixes in Quechua, suffixes, and enclitics.

A suffix will always have a particular stem-class affiliation;

it will be, for example, either a verb suffix or a substantive

suffix. An enclitic has no stem-class affiliation; it can be

added to a verb, substantive, or particle stem. Thus, in

Exercises 2c-g below, the suffixes -ta (marker of verb object),

-man, 'to, toward', -manta 'from', occur. They appear only with

substantive stems, -Cu and -mi, discussed below are freer in

occurrence and are therefore enclitics.

1. Enclitic -Cu Interrogative or Negative. -Cu can imply

either interrogative or negative meaning. In exercises 2a -g,

the stimulus question contains -Cu with interrogative meaning,

the negative response contains with negative meaning. In

the exercise, -Cu is added only to substantive stems; it will

a-lpear in other environments later in the materials,.

2. Enall-Lisms111ElIntEEIialliaL2E. -mi, one of a group

of validators, identifies the speaker as a witness to or

participant in the action referred to. It has two shapes:

- mi after consonants; -n after vowels. In questions containing

-6u, -mi never appears, but occurs rather in the answers to those

questions, whether affirmative or negative. In exercises 2a-g,

- mi is added only to substantive stems, though, like -6u it can

occur in other environments.

1.14

Exercises:

Question and Answer.

a. Question Affirmative Answer

kayau dindiru? arf.

arf, kaymic

arf, kaymi dindiruqa.

(qusqu)(uruwamba)

dahaydu dindiru?

b. 2112.g112a Negative Answer,

kayau gusaa?

(uruwamba)(dindiru)

dahaydu qusqu?

manan.

manan kayau.

manan kayau pusquqa.

c. gusqutadu ris kanki? arf, qusqutan ris-kaniy.

manan qusqutadu riniy.

(uruwamba)(Cindir1.1)

d. aaRaataJu kay tayta ris-kan? arf, qusqutan ris kan.

manan qusqutadu rin.

(aahay)(aahay urqu;(Cahay.rahta)

e. ausaumandu kay an ris-kan? arf, qusqumanmi ris-kan.

manan qusqumandu rin.

(aahay)(aahay urqW(aahay Iahta)

1.1 5

,71.1.77.5 -v.

f. uruwambamantadu kanki? arf, uruwambamantan kaniy

manan uruwambamantadu kaniy.

(iusqu)(cinciru)(kay lahta)

g. dindirumantadu kay tayta? ark, dindirumantan.

manan dindirumantadu.

(uruwamba)(kay Iahta)(dahay lahta)

3. Affirmative versusagatimResponse. Observe that in

2a the affirmative response arf, kaymi contains two words

separated by comma, whereas in 2b the negative response contains

no comma. Aside from intonation differences implied by the

comma, this punctuati-n also serves to mark an important dis-

tributional difference: kaymi, can be used alone, without art,

and the answer will still be affirmative, but kaydu used alone

will be interrogative rather than negative. That is, mana

(or another negative word, ama), must always be present in

a negative utterance.

4. Suffix -y, Imperative. -y, added to verb stems,

forms the imperative: Ely. 'Got'

a. cahay sipaspis qusqutan ris-kan. payta qati-kuy.

(mama)(siEura)

imataCu 16a kamaCi-kunki? cluscluta rix.qusqu - riy)dahay - p "away)kay - hamuy)&hay siPas qati-kuy)kay wiraquCa - tapu-kuy)kay Ban - qatiy)

1.16

c. qusqutan ris-kaniy.

kaytan hamus-kaniy.

kay sifiurata tabu -kus-kaniy.

Cahay taytata. gati-kus-kaniy.

5. Encilticilyil,EaniatIc. zyg, one of a group of

emphatics, frequently follows the imperative suffix, in which

case it has the shape -4. This encliticis always last in the

word; observe that it bears strong stress.

a. qusqutan ris-kaniy. qusduta riyd

6ahaytar.plawas-kaniy.

kaytan hamus-kaniy.

kay taytatan tapu-kus-kaniy.

a'ahay wiraquCatan aati-kus-kaniy.

6. General versus Specific. In the responses of Exercise

2d: ark, qusqutan ris-kan 'Yes, he's going to Cuzco' and

EmanglaRaltaLnLa 'No, he's not going to Cuzco', in addition

to the contrasting elements which make the first affirmative

and the second negative, the forms of the two verbs in the

responses differ. ris-kan occurs in the affirmative, rin in

the negative. This does not mean that rin has negative meaning

in contrast to ris-kan. The meaning contrast between these two

is subtle and does not correlate exactly with any one formal

distinction in English grammar. However, rin does have the

characteristic of referring at times to actions in what is

often called the general present: 'He goes to Hawaii often'.

ris-kan does not have this characteristic, and we therefore

define it as a form in the specific present. From the exercises

2c-g may deduce the rule that the sequence s-k does not appear

ama riy6u.

1.17

in the verb of a negative response. However, caution is advised

in interpreting the meaning of s-k under these or other circum-

stances. Verbs which include s-k will occur frequently in these

materials.

1.

2.

1.18

Conversations

A. Good afternoon, sir.

B . Good afternoon, madam.

A. Where are you going?

B . I'm going to Chinchero.

A. Is that Chinchero?

B . Yes, it is.

A. And where are you from?

B . I am from Cuzco

A. Ma'am, I'd like to ask you a question.

B . What is it, sir?

A. Does this road go to Urubamba?

B. Yes, it does.

A. Is that boy going there? ( boy wavna)

B . Yes, he is. You can follow him.

A. Thank, you, Ma'am.

B . You're welcome, sir.

Listening In

Eampi huh siEura huh waynawan tupan, 6aymantatah kuskaqusquta rinku.

siEura: wayna, iCa qusqutaCu ris-kanki?

wayna: arf aytan ris-kaniy, siEury.

siEura: C"aynaqa aliCu qati-kusayki.

wayna:

siEura:

wayna:

sifiura:

wayna:

siBura:

wayna:

1.19

awiri, hamuy4. kay Banta risun6is.

manaCu Cahay Eanri qusquman rin?

manan. Clay Banta huh rahtamanmi ris-kan.

maypitah qusquri kas-kan?

kay urqu q "ipalapin kas-kan.

CinCirumantaCu kanki?

arr Caymantan kaniy, siEurgy.

Dictation

hamuy, wilasayki huhta. Cahay wiraquCan uruwambata ris-kan

kay siBuratahmi qusquta ris -kan. Clay wiraquCan &hay sipasta

Clay siBuratahmi kay waynata qati-kus-kan. Cay

wirvqu6aqa qusqumantan, Clay siBuratah uruwambamanta, Clay wayna

sipastah kay Tahtamanta. 6ahay Banmi qusquman ris -kan, kay

Bantah uruwambaman. qusquqa karun, cahay urqu q"ipapin kas-kan;

uruwambaqa manan karu6u, Cahaymi.

Caymanta

kuska

wilay

'and then, after that'

'together'

'to tell'

UNIT TWO,

Dialogue

Jose, on the way to his potato field,meets a shepherdesspasturing her sheep.

Jose: near, nearby

Hey! Listen!

Hello there, young lady.

Shep. friend, dove

Hello, friend.

Jose: to do, make

What are you doing?

Shep: sheep

to pasture

that's why

to sit down; live(reside)

I'm pasturing the sheep,that's 'Why I'msitting here.

Jose: I see!, Oh!

I

potato

to work

plain, flat country

kayTa

yaw!

kayrapi8u, yaw sipas.

urpi

kayTapin, urpildy!

ruway

imatatah ruwas-kankiri?

uwixa tankaypi

uwixa

miaiy

Caymi

tiyay

mi6is-kaniy, Caymitiya-kus-kaniy.

an:

nuqa

papa

Tank'ay

pampa

I see! Myself, I'm going an! nuqaqa papa lank'ahmito work in my potato ris-kanly Cahay pampata.field over there.

2.1

t

2.2

Shep. sure, of course riki

Very good. annydriki.

let's go haku

to know (a person); rihsiyrecognize

to know each other rihsina-kuy

Let's get acquainted with hakuy4 rihsina-kesun8is.each other.

Jose: I'ts my pleasure, friend. rihsina-kusunaisy4 urpilay.

name suti

What's you name? imatah sutiykiri?

Shep: Luisa luwisa

My name is Luisita. luwisaCen sutiyqa.

who Pi

ycu qan

And what's yours? pitah qanri kas-kanki?

Jote: Jose husiy

I'm Jose. nuqacr husiymi kaniy.

the day before yes- qaynimpaterday; the otherday.

town, city, village, rahtacountry

to see rikuy

to remember; think

I saw you in town theother day. Do you re-member that?

yuyay

qaynimpaqa rahtapi rikuykin.yuyas-kankiau?

2.3

Shep: almost yaqa

maybe, perhaps yaqapas

Maybe so, I don't remember. yaqapasad. manan yuyaniOu.

Jose: here you are, here kayqait is

bread t'anta

to want, like, need, munaylove

Here is some bread. Would kayqa t'anta. munankiCu?you like it?

Shep: For goodness sake! aCaCJIa!

For goodness sake! For me? aCaadw! nuqapdh?

thank you yusulpaykisunki

heart sunqu

dear one, darling urpi sunqu

Thank you very much, dear yusulpaykisunki, urniCa sunquaa.friend.

Jose: as, so, like, alike Nina

You're welcome. hinalata pis.

in a hurry; to hurry usq"ay

time (repitition) kuti

more astawan

to talk, speak rimay

I've got to go in a hurry. usq"aymi rinay kas-kan.

I hope we can talk again huh kutini% esGawan rimasunals.sometime.

2.4

Shep: Okay, all right Say

meeting tupana

until we meet again tupananaiskama

Okay, friend. say, urpiT4y.

I'll see you. tupananaiskama!

Dialogue .ceview

J. kaylapiCu, yaw sipas!

S. kaylapin, urpflay!

J. imatatah ruwas-kankiri?

S. uwixatan micis-kaniy, caymi kaypi tiya-kus-kaniy.

J. an nuqaqa papa lanktahmi ris-kanly cahay pampata.

S. alinya riki. hakuya rihsina-kusunas.

J. rihsina-kusunasy6., urpiny.imatah sutiykiri?

S. luwisaCan sutiyqa. pitah qanri kas-kanki?

J. nuqaqa husiymi kaniy.qaynimpaqa lahtapi rikuykin.. yuyas-kankiCu?

,

S. yaqapasca. manan yuyaniycu.

J. kayqa t'anta. munankiCu?

S . .86.866.w! nuqapah? yusulpaykisunki, urpiCa. sunquCa.

J. hinalatapis.usq "aymi rinay kas-kan. huh kutinfla astawan rimasuncis.

S. cay, urpiny. tupananCiskama!

2.6

Intonation and Grammar

Intonation. As in any language, there are many intonation

patterns with which utterances are spoken in Quechua. Here

we describe and provide exercises for only the major types of

the Cuzco dialect.

4--321

'

declarative intonation ends with a contour that falls

from 2 to 1. we symbolize this intonation by a period.

1. Declarative. On a scale of four tones or pitches

kaymi CinCiruqa.

qusqutan ris-kaniy.

limamantan hamus-kaniy.

2. Interrogative.

a. with -Cu. Interrogative intonation ends with

a contour that falls from 3 to 2. The utterance frequently

contains the enclitic -Cu. The symbol is a question mark.

kay6u CinCiru?

qusqutaCu ris-kanki?

limamantaCu hamus-kanki?

b. without -Cu. Interrogative intonation may

occur without -Cu when the question contains an abstract stem

such as ima 'what', may 'where', and ,pi 'who'.

iman sutiyki?

imatan kamaCiwanki?

pin wirarasunki?

2.7

c. with -tah -ri. Very commonly, questions

containing abstract stems also contain the enclitics -tah and

-ri. When both occur in this way such meanings as 'next',

'also', 'and', 'but' are implied,

maytatah ris-kankiri?

pitah kas-kankiri?

imatatah ruwas-kankiri?

3. Stressed interrogative. When a question is emphatic,

the stress on the last word moves to the last syllable. The

accompanying intonation rises from 2 to 3. These questions very

often contain -ri, the 'responsive' enclitic which simply marks

questions or other sentences which do not begin conversations.

-ri may be translated by 'and', 'how about'. The symbol is

a question mark with a preceding written stress.

clanrf?

mamaykiri?

iskuylan6isrf?

Even greater emphasis can be put on such a que-Stion by

using a rising 2 to 4 intonation.

61qahtg?

nuqap4h?

ima ninkfn?

4. Imalggelsiga. Ar QY.cltImation always his strew Jon the

last syllable. This syllable is lengthened and pitched at the

(

-m.

2.8

3 level. We symbolize this with the exclamation point. Such

utterances frequently contain. one of the emphatic enclitics

11A, -64, and -ma .

ailcaC4w !

hakuyd:

yaqapas64:

manamdt

5. Non-terminal. The last syllable of a sequence may be

somewhat long and held at 2, before the speaker goes on to a

sequence ending with one of the other contours. The symbol

for non-terminal intonation is a comma.

manan 6.316u rin, &hay huh Eanmi,

dahay wiraquCan qusquta ris-kan, kay siBuratahmi uruwambata.

nucian Cunka tawayuh kaniy, paytahmi aunka iskayniyuh.

L2E212.91211L .

1. Singular person reference in the verb, present tense.

In the singular, Quechua distinguishes first, second, and third

person actor in forming the verb. The suffixes are -niy, first

person, -nki, second person, and n, third person. Three pronouns,

nuqa 'I', Elan 'you', and Day. 'he, she', refer to the same nersons.

Thus:

nuqa qusquta

qan qusquta rinki,

pay qusquta rin

'I go to Cuzco.'

'You go to Cuzco.'

'He goes-to Cuzco.'

2.9

2. relators -ta, -man,. -manta, =pl. Quechua has a case

system involving eleven contrasts. The case of a substantive

is marked by the addition or absence of a case suffix or

relator. In this section .we discuss five .vases.

a. Nominative. A substantive without a relator is

in the nominative case. Common functions for nominatives are

subject of a clause, complement of an equivalence clause, and

modifier in a substantive phrase. In these examples the

nominatives are all sul-jects.

Cahay sipas quscuta ris-kan. 'That girl is zoingto Cuzco.'

waka hamus-kan. 'Here comes a cow.'

t'anta wPsi-A 'There's a loaf of breadin the house.'

b. Accusative -ta. -ta marks accusative case.

Accusatives generally function as ojects of the verb, though

some, lie sumahta can be adverbial in function.

Cahay wayna qusquta ris-kan.

uwixatan miCis-kaniy.

slypruten munas-kaniy.

'That boy is going toCuzco.'

'I'm taling care of thesheep.'

'I need a cigarette.'

c.Proensitive -tan. Translated as 'to, toward',

-man marks propensitive case, and implies that the related

verbal refers to e trajectory which reaches the referent of

the marled word.

key fienga qusautanmi ris-ken. 'This road goes to Cuzco.'

papamanmi ris-kaniy. 'I'm going for rotatoes.'

paq9rinmanmi Tankla- tunemun. 'The work is scheduledfor tomorrow.'

2.10

d. At.'lative -manta. Translated .as 'from,

or at times 'about', -manta marks a referent as an origin

which may be snatial, temporal, or material in nature.

uruwambamantan kaniy.

siyaruqa tawakumanta ruwascian

husigan Tahtanmanta wilawan.,

'I come from Urubamba.'

'Cigarettes are madeof tobacco.'

'Jose tells me abouthis town.'

e. Locative :221. Translated as 'in, on', =pi marks

the referent as the spatial or temporal location of an action.

Cahay urqu .94011112ip qusquqakas-kan.

luwisaCaqa iskuylapin

:Cahayoin wakaqa puris-kan.

'Cuzco is behindthat mountain.'

'Luisita is at school.'

'The cow is walkingover there.'

3. Diminutives -Ia and -6a. The diminutive enclitic

-Ia occurs with very high frequency in all types of Quechua

words; -"Ca, with approximately the same meaning, is less

frequent but quite common. The normal position of both is

immediately after the stem, but -Ta may also occur in other

position.s. Both enclitics are translated by the word 'little',

but the meaning of -Ia particularly may be less literal, often

merely a'ding a measure of courtesy or politeness to the

expression.

a. -Ia.

Cahay urqu a:Limapin qusquqa.kas-kan

nuqaTan hamus-kaniy.

pagarilan liwruykita qurapusayki.

'Cuzco is just behindthat mountain.'

'I came alonL.'

'I'll give you back yourbook by tomorrow.'

=.-ri-ATIMMimmitmlne

2.11

b. -Ca.

luwisaCan sutivqa. 'My name is Luisita.'

kay BanCan urqumanqa ris-kan. 'This little road goesto the mountain.'

kunaCaran misk'ita ausayki. 'I'm going to give yousome candy in a minute.'

Syntax.

In this and following units of these materials, a section

of syntax will .zive information about the way words and phrases

are combined into constructions. Here we present the topic-comment

construction and the equivalence clause.

1. Topic- comment. The enclitic -qa marks the topic of

an utterance. By using this topic-marke, the speaker calls

special attention to one element in his statement. The re-

mainder of the utterance is the comment about the topic.

This comment frequently contains a validator, such as the en-

clitic -mi which was discussed in paragraph 2 of the Unit One

exercises. We may perhaps infer that a particular word is

a topic, though it may not contain -qa, if the remainder of

the utterance is marked by a validator: kaymi Cinciru 'This

is Chinchero.' But if a clause contains three or more functors,

and no -qa appears, nc such inference is possible: manan

2usautaCu riniy. 'I'm not goi-- to Cuzco.'

nuaaaa husiymi kaniy. 'I am Jose.'16.,0

.nuaaaa manan husiy6u kaniy. 'I am not Jose.'

qusqutan ris-kanly. . 'I'm going to Cuzco.'

6ahlyalinaap Nanan wakata miCinCu.'That boy is pasturingthe cows.'

luwisaCan sutiyaa, 'My name is Luisita.'

2.12

2. Equivalence Clause. The topic-comment construction

just discussed generally overlays a construction at the clause

level. Thus the utterance EpagamaiLtranIE:12112 can be divided

into topic RaayaE and comment mayistrun kas-kan, but it is at

the same time an equivalence clause. The clause is analyzed

as subject, alga, complement mayistrun, and verbal kas-kar.

The two analytic statements must be kept independent because

the utterance paImimistaisla kas-kan is also an equivalence

clause, but the complement rather then the subject is marked

as topic.

The functors of an equivalence clause ere:

Subject Verbal Complement Adverbial

The order of occurrence of these functors may usually be

changed without serious change in the meaning of the utterance.

The subject of an equivalence clause is nominative, adding

no relator, the complement can be in the nominative or another

case, depending on special conditions. The vert'al is generally

e form of the verb kay. 'to bei, in the present and ordinarily

specific: kas-kan 'you are'. Equivalence clauses commonly

occur without verbals when the sul-:ject is third person. Abseuce

of the verbal is obligatory when the subject is third person

and the meaning is general present. Jn practical terms this

means that the form kan does not appear in equivalence clauses,

although, with the meaning 'there is, there are', it may appear

in intransitive clauses.

nagall iskuylirun kaniv. II'm P scoolboy.'

payoe mayistrun kas-kan. 'He's a teacher.'

2.13

paym, mayistruga kas-kan. 'He's the teacher.'

ganoa wakirun kanki. 'You're a cowboy.'

palm manan mayistruCu. 'He is not a teacher.'

payEll manan maistruoa. 'He is not the teacher.'

CE12222anacla iskuylapin kas-kan. 'That boy is at school.!'

The translations of the second an third examples reveal

that the 'specific' form kas-kan cannot be associated with the

English contrast between indefinite 'a' end definite 'the'.

Exercises.

1.

__tlantata munankiall? an munaninmanan munanicu.

(Pai)a)"_(kisu) 'cheeae'(misk' 'candy'(siyaru)

ka to to a rihslnki8u?mama)(wayna)(sipas)

aus ate rillmkiau?

(CinCiru)'(uruwamba)(lima)

ganri rikunkiau?

luwisa !Deruwta rikunau? ark, rikunmi.manan rikunCu.

(hussy)(ali5a) 'Alicia'(luwis) 'Luis'

payri rikunCu?

imatatah ruwas-karkiri? wasiter rums-kaniy.

(munay)(mixuy)(miCiy)(guy)

'to eat'

'to give'

(siyaru)(t'ante)(uwixa)(lapis) 'pencil'

payri imet°tmh cus-kan?

ima ninkfn? (Whrit did you say?)

pi ris-kan ninkfn?

maytan &shay rune ris-kEln?(warmT) --'women'(awtu)(awiyun)

"maymanmi kay Zan ris -kan?(runa nan) 'foot path'(awtu Ilan) 'highway'(hirukaril

Ban) 'railroad'

imemanmi hamus- kanki?

maymantan kanki?qanrf?

imamantan sivaru ruwa-kun?

(t'ante)(aha)(kisu)

maypin tiyanki?qanrf?

qus -kan.

wake namus-kan ninin."---(T:Itu) 'car'

(awiyun) 'plane(runa) 'man'

Cahey sipas ris-kanniniytab.(weyna)(wiraquCa)(sintira)

urqutan.(labta)(qusqu)(lima)

CinCirumanmi.777ggy

(ebankay) 'Abancny'

(arkipa) 'Arequipa'

si arumanTi.papa)(aha) 'corn beer'(liwru)

qusqumantan.(lima)(arkipa)(bbankay)(peruw) 'Peru'(estados unidos)

'United States'

tawakumanta.

(triyu) 'wheat'(sara) 'corn'(liCi) 'milk'

CinCirupin.

(uruwimlla)

(qusqu ).

'Huilahuila'

,...........cwlm.mmatttt,MWAMM.MMMWMAttrtftaqtMMgMrrmcc2ua=c.n.....-.--

maypin mayistru kas-ken?(husiyda)(wake)(liwru)(lapis)

karupi6u iskuyla ka-t-kan?

3.a.pitah qanri kas-kanki?clanrf?

pitah payri kas -ka :?

nugari pitah kas-kaniy?

maytah luwisaCari?

(husiy)(mariya)(luwis)(isawil)

iman kay?

karl?Cahayrf?aayrf?

b.imatah kankiri?

qanrf

imatah huslyCari?

mariyaCnrf?luwiscIari?kay runarf?kay wiraquZiarf?mayistrucu kay wiraquaa

(kama61-kuh)(aufir)(karpintiru)

2.15

iskuy122in kas-ken.

(urqu)(Cahey)(kay)

manan.1-66-hay)(6ahay pampa)(Cahpy urqu q°ipa)

nuoaqa husiymi kas-kaniy.(luwis)(isawil)(luwisa)

(PaY)(meriya) 'Maria'(luwis)(husiy)

(qan)(anturiu) 'Antonio'

luwisaCaqa uwixatan miCis-kan.

(papa -Tank'ay)(wesi - tiyay)(qusqu -riy)(6ahay -kay)

itzie 1l aDist6h."

(6ay liwru)Whey - wasi)(kay silita)

manan Cataqa rihsini6u.

mayistrun kaniy.(dakariru) 'farmer'(karpintiru) 'carpenter'(6Ufir) 'chauffeur'

payqa iskuylirup.

(uwixiru)(wakiru(Cakariru)(kameCi kuh) 'author-

kas-ken? arf, payqa mayistrun ity.'(kas-kan.)

manan payqa mayistruau.

2.16

Conversation

1. A. Chat's this?

B. That's a book.

A. What'g-that?

B. That's a mountain.

A. And this one?

B. That's a cigarette.

A. What's your name?

B. My name is Maria.

2. A. Do you want a cigarette?

B. Yes I do. Thank you. How about you?

A. No, thank you. I don't like them.

B. What would you like then?

A. I'd like some corn beer.

B. In that case let's go for corn beer.

A. All right. But where is it?

B. It's at my house.

Listening

luwisCa uruwambata rin saraman. fiampi antukuCawan tupan,hinaspa payman siyaruta qun.

A. kaylataCul

L. kaylatan!

A. maytatah ris-kankiri?

L. uruwambatan ris-kaniy.

A. imamantah ris-kankiri?

L. saramanmi ris-kaniy.

2.17

A. imatatah Cay saramantari ruwanki?

L. ahatan ruwasah.

A. imata ninkin?

L. ahata niniyt6.h.

A. an! iCa siyaruyki kas-kanCu?

L. ari kas-kanmi. kayqa.

A. yusulpayki, urpiny.

L. hirlaIatapis.

Dictation

"pitah kay waynari kas-kan?" nis-kankiCL nuqaqa pawlu

awqakusin kaniy. Cinarumantan kaniy Caymi kiCwata alinta

rimaniy. Iahtaypiqa runa kiCuraIapin riman. kunanqa manan

CaypiCu tiyaniy, puamilaymi iCaqa Caypi kas-kan. taytaymi

Cakariru, mamaytlhwasipi tiyan, panaytah uwixiru. huhlan

panay, manan wayqiyqa kanCu. CinCirupiqa papata Iankianin,

wakatapis miCiniy. kunanqa iskuylapin kas-kaniy qusqupi

Caymi kastilanutapis rimaniy. CinCiruqa uruwambapin,

uruwambatah qusqupi, qusqutah peruwpi.

Cuzco - Unit 3

Yi,LGGUE

Iablo Auccacusi joins two school children at the bus stopearly one morning and waits for the bus with them.

/Luce. youngster, youth

already

bus

Hey, children.Is the bus coming soon?

Sibl. to arrive

Yes. It'll be here in afew minutes.

night

early in the morning

every, each

morning

It comes very early everymorning.

Aucc. with me

to wait, expect

then, so after that

you (pl.)

In that case let's wait,so that I can go alongwith you as far asHuilahuila.

Sb1. :Sure. Come on.

but

we (pl.-exclusive)

to go back; go away

warma

na

unnibus

yaw, warmakuna!fiacu unnibus hamunqafia?

Cayay

ari, yagaiian Cayaramunqa.

tuta

tutaIamanta

sapa

tutamanta

tutaIamantan sapa tutamantampishamun.

nuqapuwan

suyay

hinaspa

qankuna

Cuaynaqa hakuya nuqapuwansuyasuncis, hinaspa qankunataqati-kusaykicis wilawilakama.

riki hamuya.

Caypas

nuqayku

ripuy

3.2

But we are going to go Cay,as nuqaykuqa Iahtato the school in town. iskuylatan ripus-kayku.

RUCC. then, so Cayri

mate, partner masi

school mate iskuylirumasi

Then are you school mates? Cayri iskuylirumasintideukankicis?

Sibl. sister (male's) pana

brother (female's) tura

siblings panatura

Yes. In fact we are sib- ari. panaturantinma kaykupas.lings too.

Aucc. to know (how), learn yaCay

Oh! I didn't know that. an manan Caytaqa yaCaraniyCu.

parents taytamama

Who're your parents? pikunatah taytama,ilaykiCisrikanku?

3ibl. don dun

dofia dufia

Juan huwan

Don Juan and done. Maria. dun huwanwan dufia mariyapuwanmi.

Aucc. true, real aqah

they paykuna

Really? I know them. Ciqahta? paykunataqa rihsinin.

native of this town kay Iahtayuh

I'm from this town too. nuqapis kay Iahtayuhmi kaniy.

Sibl. I see! Oh! ansi!

3.3

we (pl.-inclusive) nuganCis

I see! It's good to knob. anbi! Cuaynagas,nucianCisqathat we're from the same lahtamasintinca kancis.

town.

which mayqin

Which fellow are you? mayqintah kas-kankiri?

Aucc. lablo pawlu

Auccacusi awqakusi

I'm Pablo Auccacusi. pawlu awqakusin.

how many, how much hayk'a

year wata

How old are you now? watayuhhatah kankiCisri?

Sibl. ten Cunka

four tawa

fourteen Cunka tawayuh

two iskay

twelve Canka iskayniyuh

I'm fourteen years old nucian Cunka,tawayuh kaniy,and she's twelve. paytahmi cunka iskayniyuh.

Aucc. Good. alinmi.

to teach, train yaCaCiy

What do they teach you at imakunatatah iskuylapirischool? yacacisunkicis?

Sibl. to read, reading liyiy

writing qilqa

to write qilqay

Spanish kastilanu

and, also ima

3.4

They teach us ho' to read, liyiyta,' qilqayta, kastilanuwrite and speak i--,?anish. rimayta iman.

Dialogue Review

A. yaw, warmakunal ilaCu unnibus hamunqadda?

S. ari, yaqauan Cayaramunqa. tutalamantan sapa tutamantampishamun.

h. Cnaynaqa hakuya nuqapuwan suyasunCis, hinaspa qankunataqati-kusaykicis wilawilakama.

S. riki. hamuya. Caypas nuqaykuqn lahta iskuylatan ripus-kayku.

A. Z:ayri iskuylirumasintinCu kankiCis?

S. ari. panaturantinma kaykupas.

A. an! manan Caytaqa yaCaraniyCu.

S . dun huwanwan dufia mariyapuwenmi.

A. Ciqaht6.? paykunataqa rihsinin.

pikunatah taytamamaykiCisri?

nuqapis kay Iahtayuhmi kaniy

S . ansil Cuaynaqa nucianCisqa IahtamasintinCa kanas.mayqintah kas-kankiri?

A. pawlu awqakusin. hayk'a watayuhaatah kankicisri?

S . nthian Cunka tawayuh kaniy, paytahmi Cunka iskayniyuh.

A. alinmi. imakunatatah iskuylapiri yaCaCisunkiCis?

S liyiyta, qilqayta, kastilanu rimayta iman.

3.5

Grammer

Morpholax.

1. Substantive plural.- Quechua substantives are

pluralized by adding the suffix -kuna: runa 'man';

runakune 'men'.

2. Plural nerson reference in the verb present tense.

In the plural of ths present tense, i-kuechue formally dis-

tinguishes 1st person plural exclusive, -vku, from 1st person

plural inclusive, -neis, and also marks 2nd, -nhiCis, and

3rd person, -nku, plural.

Corresponding subject pronouns have the following): forms:

Elaula 'we (excluding you)'; nuaanais 'we (including you)';

ciankuna 'you all'; pa e 'they'.

nuoayku t'antata mixuyku 'we (excl.) are eating bread'.

nucienCis t'entata mixun6is 'we (incl.) are eating bread'

gankune t'ant=ta mixunkiCis 'you-all are eating brf.adl.

paykune t'antata rnixunku 'they are eating bread'.

3. Abstracts. One aroup of sui-stantive stems, called

abstracts, or indefinite- interrogative stems, are used with

very high frequency in asking questions, though they have other

uses as well. The characteristic of abstracts is that thew

do not add the interroaative suffix -au. The most common

abstracts are:

ima 'what' hayk'ah 'when; what day'

may 'where; wWch' 'how'imayna

pi 'who' maytukuy 'how many'

marlin 'which; which person' mayC"ika 'how much'

hayk'a 'how many; how much' imanahtin 'why; how come'

3.6

4. Releltors. 'c pr sent.twadditional relators in

this unit: -wan, instrumental case, and -kamg allative case.

a. Instrumental. The suffix -wan, added to

substantives, is translated_!with': nuqawan 'with me';

Caywan 'with that'. It functions also as a coofdimItor:

flquwal2 miaiwanqa animalmi kanku. 'Dogs and c-ts are animels'.

where -wan appears on both elements in the coordinate relation-

ship.

In a slightly different form, mnuwan, the suffix expresses

the meaning 'also' as well: payavanmi qusqutaqa risah 'I'm

going to Cuzco witli him also% -puwan may also function as

a coordinator, in which case it is added to all members of

a series: k?vrulArn CahaxpuwanmiIarma 'This one and that

one ar- my fields', or, at a minimum9 the last member of a

series of which earlier members add -wan: 22/21121221tIaLa

maulljanmlauRalLaa2ElEmLa 'You, he, and I also are going

to Cuzco'.

With coordinative meaning, -wan and -per may follow

other relators, -ta and -man, for example: imatawanmi munanki

'What else do you want'.

b. Allative. The suffix -kama9 added to sub-

stantives, is translated 'up to; until; as for as': p"avay,

8inCirukama riy! 'Hurry, go as far as Chinchero.' oaqarinkama.

'Until tomorrow.'

3.7

5. Numerals.

huh 'one' iskay 6unke 'twenty'

iskay 'two' kinsa Cunka 'thirty'

kinsa "three' tewa &Inks 'forty'

tawa 'four'

pisqa 'five' paCex 'one hundred'

suhta 'six' iskay paCex 'two hundred'

qanCis 'seven

push 'eight' werenqa 1 one thousand'

isqun 'nine' iskay waranqa 'two thousand'

Cunka 'ten'

Cunke huhniyuh 1 eleven 1

aunka iskeyniyuh 'twelve'

8unke kinsayuh 'thirteen'

iskay Cunke huhniyuh 'twenty-one'

iskay Cunka iskayniyuh 'twenty-two'

iskay Cunka kinsayuh 'twenty-three'

As in the last examples above, the suffix -vuh (or -niyuh

after consonants) adds the number it marks to a preceding

number.

When a numeral modifies a substantive, the plural suffix

is often not added to the latter: iskay weka 'two ccws'.

Syntax.

1. Transitive Clause. The functors of a transitive

clause are:

Subject Object Verbal Adverbial

3.8

The subject, as usual, is in the nominative case. The

object is always accusative case, 1.e".marked with -ta.

As in other clause types, the order of functors is flexible,

though the verbal in Quechua usually occurs toward the end

. of the clause.

Exercises.

imakunan Cahaykuna?

imakunan keykuna?

2. kastilanuta NraCankildisCUT

(siyaru -munay)(lima - rikuy)(mayistru rihsiy)(ki6uwa rimay)

Cahay warm'akun_ ki8wata rimanku6u?

(mayistru-rihsiy)(lima - rikuy)(misk'i - munay)(kastilanu-rimay)

aTinta6u rimas-kanCis:

(liyiy)(qilqay)(yaCay)(ruway)(Tank'ay)

runakuna

(wasi)

(urqu)

(flan)

(waka)

(maTki) 'tree'

(alqu) 'dog'

(urpiCa) 'bird'

(miCi) 'cat

arf yaCaykun..manan yacaykucu.

arf rimankun..manan rimankucu,

ari aTintan rimes-kanCis.manan. pintas-kancismi.(No. We're mistaken.)

6,77 ..71Zrtirt LVT-YVV,r,F.,,art

3.9

imaten ruwas-kankiCis? mayistrutall suyas-kayku.Oiyaru- pitay 'to slToku(liwru - liyiy)(waka miCiy)(uwixa liaktay)'to(sara - muCuay)'to shell

corn'

paykuneri imatatah ruwas-kanku? paykunaqa t'antatanmixus-kanku.

a. piwanmi lanklankiCis?

(tiyay)(puriy)(tupay)(yeCay)

(Caxra 'farm' --Tank'ay)(aha uxyay)

'to drink'(kea - yaCay)(qusqu - riy)

meyistruwanmi.

(mariycnu)(r)unakuna)(sipaskuna)(mayistrukuna)

imawanmi Papata Milk ankiCis? taxlawanmi. (With a plow)(qilqay) (lapis)(mixuy) (kucara) 'spoon'(waka - flaktay) (kucilu) 'knife(unquy) 'to he sick' (Cuxcu) 'malaria'

imakunatan munas-kankiCis? siyarutawan9 kafivtawanmi.

(lapis, liwru)(aha, kuka) 'coca leaves'(papas sara, t'anta)(alqu, uwixa, waka)

pipuwanmi iskuylata rinkiCis? husizCapuwanmi.

(mariyaCe)(clan)

(pay)(paykuna)(qankune)(iskuylirukuna)

pikunan taytamamaykiCis? dun huwanwo,n, du& marivapuwanmi.

(dun luwis, du& aliga).(du& luwisa, dun husiy)(kay tayte, cahey mama)(cahay siflura, kay wiraquCa)

7.

meyqinkunen iskuylirumasiykiCiskuna? luvisocsnuwanmi.

3.10

hUSiV52Wan r 7rVECatf,lan,

(1-1L'Iriyanu, isawil, huwan)(antufiu, luwis, mr,riya)(kay sipas, 6ahay wayna)(*day waynakuna, kay sipaskuna)

b. meykaman.ris-kankiais? lahlalakama.(rahta)(qusqu)(lima)(peruw)

hayk ahkeman kaypi kenkiais? tayrimankaman. (Till this after-noon.)

a

(paciarin)(minC''a) 'the day after

tommorrow'(huh semana) 'next week'(huh kin) 'next month'(huh wata)

yupayCis huhmanta Cunkakama. huh, (2,3,4,596979P99) Cunka.

kunantah Cunka huhniyuhmantdiskay Cunkekama. Cunka huhniyuh,

(12,13,14,15,16,1?,18,19),iskay cunka.

hayk'an watayki? iskay Cunkr tewayuhmi.

(18)(21)(26)(15)(29)(30)(44)

maytukuymi wakeiyki? pisqa Cunka kinsayuhmi.

(uwixa) (300)(caxra) (17)(liwru) (32)(malki) (1000)

mayC4ikatah qulqiykiri tawa pa6ax sulismi kas-kan.kas-kan?

(how much money do you have ?) (I have four hundred soles.)

(55) (500)(70) (4000)(98) (10,000)

3.11

Conversation

1. A. Who are you ?.

B . I'm a teacher.

A. Who's that man?

B. He's don Mariano.

A. What does this gentleman do?

B . He teaches Quechua.

A. What are those girls waiting for?

B . They're waiting for the bus.

2. A. Up to what number can you count?

B. I can count to a hundred.

A. In that case, count from ten to fifteen.

B. Okay. Ten, eleven, twelve, thirteen, fourteen,fifteen.

A. How much money do you need?

B. I need three thousand soles.

A. With whom do you work?

B . I work with Jose and Maria.

'number' numiru

Listening In

huh wiraquCa,huh t'aqa istudyantikunawan rimanku unibersidadmantarimaykuna yacaymanta ima.

yaw, wayna sipaskunal imatan kaypi ruwas-kankiCis?

unibersidadpin istudyas-kayku.

imakunatatah Caypiri yaCas-kankiCis?

kastilanu rimayta, kiCwa rimayta iman ,TaCas-kayku.

0

,E1

3.12

pitah kiCwatari yaCaCis-kan?

I. ayakuCumanta mayistruwan qusqumanta huh waynapuwanmi.

W. mayqin kiCwatah Cayri?

I. qusqu kiCwan.

hayk'atah kiCwa klasipiri kas-kankiCis?

I. Cunka kinsayuhmi kayku. isqunmi warmikuna, tawatah

earikuna.

W. hayk'ahkamatah fray unibersidadpiri tiyankiCiS,

I. agustu kilakaman.

t'aqa 'group'

istudyanti 'student'

unibersidad 'university'

istudyay 'study'

klasi 'class'

guard 'male'

agustu 'August'

Dictation

qusquqa karupin kas-kan. limamantan unnibus rin abankayninta,

hinaspan kinsa p'unCay:,i Cayan qusquman. awiyunmi iCaqa yaqa

iskay uralapi p "awan. sapa p'uncaymi awiyun rin qusquta,

caypin rinku runakuna huh Iihtakunamanta. qusquta rinki Cayqa

maCupixCuta, sahsaywamanta, anaruta iman rikunki. qusqumantan

v v

awtukaril rin maCupix6uman. cinciruqa manan karupiCu, awtun

rin sapa dumingun qusqumanta. munanki Cayqa arkipatapis rinki

makinapi, hinaspe punuta titiqaqa qu6ata ima rikunki Caymantatah

limaman ripunki unnibuspi.

ura 'hour'

3,13

maCupixCu 'Machupiccho'

sahsaywaman 'Saasayhuaman;

awtukaril 'motorcar'

dumingu 'Sunday'

makina 'train'

titigaqa qua 'lake Titicaca'

Cuzco - Unit 4.

DIALOGUE

The teacher and students in a language class begin theday's work.

Stud. fine, well

Hello, teacher.

Teach. child, baby

Hello, children.How are you?

aIiIan

aIiIanCu, mayistru.

wawa

alilanmi, wawakuna.,,imaynalan kas-kankicis?

Stud. beautiful, nice sumah

more; fortunately aswan

to create; fix kamay

creator, God kamah

Just fine with the love sumahlan aswan, kamahninCispaof our Lord. munayninwanqa.

time, hour uras

Uhat time is it? ima urasfian kas-kan?

Teach eight o'clock las uCu

It's eight o'clock flan las uCufia.already.

to go in, enter haykuy

come in haykumuy

classroom; class klasi

inside, interior uxu

You can come into the haykumuycis klasi uxuman.classroom.

Stud. What're we going to do imatan kunan tutamantanthis morning? ruwasahku?

ij

4.2

Teach. not yet

later on

fait a minute. I'll tellyou that later on.

all, everything

all of you

to come back, come in

missing, absent

to spend, decrease

to be absent, be missing

Is everybody here, or issomeone missing?

Stud. Victor and Mariano aren'there.

so, in case

just, recently

to appear, shoo zp

They live far away, sothey'll probably showup a little later.

Teach. whose

to lend; borrow; ask for

Uho's got a pencil. MayI borrow it?

color

I've got one. What colorwould you like?

Teach. red

amarah

caymantaria

amarahyA. caymantarianisaykias.

Iapa

lapaykiCis

hampuy

q'asa

q'asay

q'asa-kuy

IapaykiCis6u,hampurankiCis,ica pikunacu q'asa-kamurankuras?

bixturCawan mariyanuCawanmimana kankucu.

Cayqa

cayrah

rixuriy

karupin wasinku, Cayqacayrahc4 rixurimunqaku.

pihpa

mariay

pihpan lapisnin Kas-ka:-?mahayuwaycis.

kulur

nuqahqa kas-kanmi.ima kulurtatah munas-kankiri?

puka

4.3

The red one please. pukata, aIiCu.

Manuel manul

door punku

to close wisq'ay

Hey, Manuel! Shut the yaw, manul6a punkuta wisq'ay.door.

window bintana

to open kiCay

And you, open the window qantah bintanata kiCay wayrahto let the air pass. haykurimunampah.

Stud. Quechua (human's runasimilanguage)

mouth; word, language simi

Teacher, when will we be mayistru, hayk'ahmi runasimimantaable to speak Quechua? rimasahku?

Teach. a long period of time; unayto last (time)

Pretty soon. manan unaypicu.

to 'see, look at q"away

to hear, listen uyariy

to imitate qati6i-kuy

Looking at your booklisten to what I say,and then repeat it.

liwruykiCista Cawaspa rimasqaytauyarlwaycis,,caymantatahqatici-kuwaycis.

Stud. again, increase yapa

again yapamanta

to be able to atiy

Please, say it again. aliCu yapamanta ply.We still can't. manan atiruykucu.

5

-4. r55., 51.1f)r.WMIT,..rr5`5,3575P-755,,54,,- ..5 .5..

Teat. You repeat exactly what rimasqayta hinala ninkiCis.I say.

fine, good, wonderful kusa

like that cflayna

difficult sasa

Now it's fine. You see? kusa kunanqa, 6'aynaIt's.easy. manan sasacu.

Cuzco - Unit 4 4.5

Dialogue Review

S . aliIanCu, mayistru!

T. alilanmi, wawakuna! imaynalan ka-kankias?

S . sumahlan aswan, kamahninaspa munayninwanqa.ima urasHan kas-kan?

T. Han las uCuria. haykumuyas klasi uxuman.

S . imatan kunan tutamantan ruwasahku?

T. amarahy6.. Caymantaida nisaykiCis.lapaykiciscu hampurankias, ica pikunacu q'asa-kamurankupas?

S. bixturCawan mariyanuCawan,ni mana kankuCu.karupin wasinku, cayqa cayrahca rixurimunqaku.

T. pihpan lapisnin kas-kan? manayuwayas.

S . nuqahqa kas-kanmi. ima kulurtatah munas-kankiri?

7 pukata, allCu.yaw, manulca. punkuta wisq'ay. qantah bintanata kiCay

wayrah haykurimunam.pah.

S . mayistru, hayklahmi runasimimanta rimasahku?

T. manan unaypiCu.liwruykicista q"awaspa rimasqayta qatia-kuwayas,

cayinantatah qatici-kuwaycis.

S . aIiL4 yapamanta niy. manan atiruykurahCu.

T. rimasqayta hinala ninkias. kusa kunanqa. Cllaynamanan sasacu.

Cuzco - Unit 4 4.5

Dialogue Review

S . aiiIanCu, mayistru!

T. alilanmi, wawakuna! imaynalan kas-kankias?

S c sumahlan aswan, kamahninCispa munayninwanqa.ima urasaan kas-kan?

T. Han las uCulia. haykumuyCis klasi uxuman.

S . imatan kunan tutamantan ruwasahku?

T. amarahys4. 2Caymantafia nisaykiCis.Iapaykiciscu hampurankias, ica pikunaCu q'asa-kamurankupas?

S . bixturCawan mariyanuCawanxi mana kankuCu.karupin wasinku, cayqa cayrahC6 rixurimunqaku.

T. pihpan lapisnin kas-kan? mafiayuwayas.

S . nuciahqa kas-kanmi. ima kulurtatah munas-kankiri?

rp pukata, allCu.yaw, manulca. punkuta wisq'ay. qantah bintanata kiCay

wayrah haykurimunampah.

S. mayistru, hayklahmi runasimimanta rimasahku?

T. manan unaypicu.liwruykicista quawaspa rimasqayta qatiCi-kuwayas,

carinantatah qatici-kuwaycis.

S . aIiLt yapamanta niy. manan atiruykurahCu.

T. rimasqayta hinala ninkiCis. kusa kunanqa. cuaynamanan sasacu.

Bi

4.6

Grammar

11212h210aZ

1. Person reference in the verb future tense . In the

future tense, only 1st and 3rd persons leave novel forms. 2nd

person, the singular and plural, is identical with present

tense endings: hamunki means 'you come' or 'you will come';

hamunkiCis means 'you-all come' or 'you-ell will come.'

Singular Plural

lst.person -sah -sahku (excl.)

-sunCis (incl.)

3rd person -nqa -nqaku

nuqa risah nuqayku risahkuY v

nugancis risuncis

qan rinki qankuna rinkiCis

pay rinqa paykuna rinqaku

2. Person reference in the substantive. The set of

suffixes for allocation or person reference in the substan-

tive are almost identical with verb person reference suf-

fixes in the present tense. The differences are: 1) the

use of -yki rather than -nki for 2nd person, and 2) the use

of -ni, an element without meaning, before substantive stems

which end with a consonant.

`am

1st person

2nd person

3rd person

Thas:

wasiy

4.7

Singular

-yki

-n.

'my house'

wasiyki 'your house'

wasin 'his house'

mak'asniy 'my jug'

mak'asniyki 'your jug'

mak asnin 'his jug'

wasiyku

wasinCis

wasiykiCis

wasinku

nural

-yku

-nCis (incl.)

mak'asniyku

mak'asninCis

mak ' asniykiCis

-nku

'our (excl.) house'

'our (incl.) house'

'your (pl.) house'

'their house'

'our (excl.) jug'

'our (incl.) jug'

'your (pl.) jug'

mak'asninku 'their jug'

Except for 1st person plural exclusive and 3rd person plural,

all of these person marked substantives may add -kuna, the

substantive plural suffix: wasiykna houses';

maLasnlykiCiskuna 'your (pl.) jugs'. However, the exceptions

may appear in such sentences as Isaylasikuna22_Ea.slykan. 'These

houses are our houses.'

3. Possessive relfIor2:22:ht The possessive relator

marks the possessor in the possessor-possessed relationship.

It occurs in the form =pa after consonant-final substantive

stems, and in the form -h after such stems ending with a

vowel. With some frequency =22 is used redundantly after :1,

particularly with the abstract stem pl.

4.8

Thus: taytaypa qulqin

nuqah qulqiy

pihpa qulqinmi

'my father's money'

-imy money'

'Whose money is it?'

4. The suffix The use of this suffix implies

that the substantive stem to which it is added is in a very

close relationship to another substantive, which may not be

expressed, or to the subject of the clause.

a. In numerals, -vuh is suffixed to a number which

is added to a preceding number. Linapisaanh 'ten plus five'

or 'fifteen'.

b. -yuh may be suffixed to substantives preceded

and modified by numerals or other quantifiers:

tawa pacax qulqiyuhmi kaniy. 'I have four hundred soles'.

hayk'a walpayuhmi kanki? 'How many hens do you have?'.

ask "a wawayuhmi kaniy. 'I have a lot of children'.

c. With substantives referring to places (but not

place names), -yuh implies provenience of the subject.

may Iahtayuhmi kanki? 'What town are you from?'

lahtayuhal kanki? 'Are you from the town?'

d. When the substantive refers to real estate or

other such property (such as a herd of cows), -yuh derives

a new substantive which means owner of the property:

clanCu wasiyuh kas-kanki? 'Are you the owner of the house ?'

nuqaqa kay tindiyuhmi kaniy. 'I'm the storekeeper.'

5. Imperative plural, -N-Cis. In addressing more than

one person at a time, the plural form of the imperative, zyCis,

is obligatorily added to the verb stem: kay liwruykicista

llyiyCis! 'Read your books!'

4.9

Syntax.

1. Intransitive clause. The functors of an intransitiveclause are:

Subject Verbal Adverbial

The subject, as usual, is in the nominative case. No

object or complement appears. The order of functors is flex-

ible, though once again the verbal is commonly found toward

the end of the clause.

EXERCISES.

1.

hayk'ahmi qusquta rinki?

limata halEasahCu?

(iskuyla - ripuy)(siyaru pitay)(karta 'letter' - qilqay)(wasi - haykuy)

iskuylata EiRankiCisCu?

(uwixa miCiy)(punku wisq'ay)(bintana kicay)(liwru - quaway)(waka -bindiy 'to sell')

imatan kunan ruwasunCis?

husiyCa hamunqacu?

(mariya - mixuy)

paqarinmi risah.(minea) 'the day after tomorro,(hawa simana) 'next week'(hawa kila) 'next month'(wataman) 'next year'(tayriman) 'this afternoon'(c'isiman) 'tonight'

ari, hamunkin.ama hamunkicu.

ari, ripusahkunzmanan ripusahkucu.

kiCwatan yaC,asunCis.

(liwru - iiyiy)(siyaru pitay)(kafiy 'coffee' uxyay)(runasimi - rimay)(samay) 'to rest'

ari hamu4qan.,,manan hamunqacu.

2.

4.10

(mayistru yaCaCiy)(aha kay)(mama6a - wayk'uy 'to cook')(taytaca - Iank'ay)

husiyCawan manue"awan hamunqakuCu?

(mayistrukuna - yaCaCiy)(sipaskuna - wayk'uy)(waynakuna - Iank'ay)(warmakuna - puxlay 'to play')(luwisa, isawil - rimay)

maymi mamayki?

(tayta)(warmi) 'wife'(qusa) 'husband'

maymi Ranaykikuna?

(tura)(wayqi) 'brother (male's)'(fiafia) 'sister (female's)'

wakaykiCu kay?

(liwru)(lapis)(sumbriru) 'hat'(saku) 'coat'(rilux) 'watch'

taytavkih wakan kant*';u?

(mama -(lipas(papa -(tura -(Kane. -

lixla)- mak'as)qulqi)lapis)qusa)

Cahay,iskuylirukunahkancUT

liu-unku

ari hamunqakun.,,manan hamunqakucu.

mamayqa wasipin kas-kan.

(uruwamba kay)(mixuna 'meal' - wayk'uy)(papa - Yank' ay)

panaykunaqa wakatan is - kanku

(iskuyla - kay)(kanasta 'basket' - ruway)(lixla 'scarf' - away 'to

weave')

ari, wakaymi.manan wakaycu. huhpan.

ari, taytaypaqa wakan kanmi.manan taytaypaqa wakan kancu.

aril paykunahqa liwrunku kanmi.manan paykunahqa liwrunku kancu.

(warmaCa - bula 'ball')(wayna - sipas)(runa - warmi)(warmi - qusa)

Iahtaykuta rikunki6u? ari, rikunin IahtaykiCistaqa.

(wasi)

4.11

(Caxra)(iskuyla)(tayta rihsiy)(mayistru)

maypin wakanCis kas-kan?

(lapis)(qulqi)(mama).(mayistru)

pihpa lapisninmi kay?

(liwru)(mak'as)(aulqi)(caxra)

a. may lahtayuhmi kanki?

hayk'a watayuhmi kanki?

(waka)(uwixa)(wasi)(wawa) 'child'(warmi)

qanCu wasiyuh kas-kanki?

(Caxra)(tinda) 'store'(asinda) 'hacienda'(alpa) 'land'

sapaIayttiCu kanki icapiiiiyuhcu?(Are you alone, or do youhave someone else?)

wakancisqa Cahaypin kas-kan.

nuclahmi.

(PaY)(nuclayku)(qan)(paykuna)

211E211 Iahtayuhmi kaniy.

(abankay)(ayakucu) 'Ayacucho'(arkipa)(punu) 'Puno'(peruw)

iskay Cunka watayuhmi kaniy.

(pusah)(paCax)(iskay)(pisqa)(c'ula) 'one'

ari nucian wasiyuhqa kaniy.manan nuqacu wasiyuhqa kaniy.

sapalaymi kaniy.taytayuhmi kaniy.

(mama)(warmi)(qusa)(wawa)

taytayuh mamayuhmi kaniy.

(wayqi, pana)(liana, tura)(tiyah masi) 'roommate'

4.12

b. imatan ruwasahku?

kay pataCapi tiyayuyCis.

(siyaru - pitay)(aha - uxyay)(kuka - halpay 'to chew')(misk'i - c'unqay 'to suck')

(kasara-kuh masi) 'fiance'

wasi uxuta haykuyCis.

(punku - kiCay)(bintana - wisq'ay)(liwru - liyiy)(wasi - ripuy)(siyaru pitay)

qampis tiyayuya.

Cuzco - Unit 4 4.13

Conversation

1. A. How are you?

B. I'm fine. How are you?

A. I'm fine, too. It's a beautiful day, isn't it?

B. Yes, it is. What're you going to do today?

A. I'm going to pasture my cows.

B. Then we'll pasture together. I'm going to drive mysheep.

That's fine. Where shall we meet?

On that plain over there.

2. A. Hey, boy! Whose son are you?

B. I'm (don) Victor's.

A. I see! How old are you?

B. I'm twelve years old.

A. Does your father own a farm?

B. Yes. My father owns a farm and a house.

A. And what's your mother's name?

B. Her name is (doila) Isabel.

Listening - In

estados unidosmanta sipas huh ausqu lahtayuh waynawanrihsina-kunku unibersidadpi. caymantatah cay waynaIahtanmanta wilan cay sipasman.

sipas: imaynalan, yaw wayna!

wayna: alilanmi, sipas!

sipas: may na'6unniyuhmi kanki?

wayna: peruw Iahtayuhmi

sipas:

wayna:

sipas:

wayna:

sipas:

wayna:

sipas:

wayna:

sipas:

wayna:

4.14

Cuaynaqa qusquta rikunkiCu?

riki. qusqumantan kaniy.

6iqah-ca? hakuya rihbina-kusunas.

riki, imayna mana. qanri maymantatah kanki?

nuqaqa estados unidosmantan kaniy.

kusa. kay unibersidadpiCu istu.dyas- kanki?

ari, kaypin. kanku unibersidad qusqupiri?

ari kaniy. san antonyon sutin.

,karurah6u limamanta qusqumanri?

ari, karurahmi. awtupin iskay p'unCay riy, Caypasawiyumpiqa iskay ura pnawayIan.

sipas: hayk'ahtah qusqutari kutipunki?

wayna: kay wata tukuytan, sifiuraCa.

imayna mana

kutipuy

tukuy

'nation'

'why not'

'to go back, return'

'to end, at the end'

Dictation

kunanqa huh Iahtamasiymanta wilasaykiCis. lisardo peresmi

sutin. payqa wiraquea dahilpawan sinura alixandrinahpuwan

wawanmi. "Cinarumantan kaniy" ninmi. mamanmi mayistra

karan inlay anaru warti iskuylapi, hinapin lisardoqa

taytamamanqa uruwambamantan kanku. iskaymi panankuna

kawsas-kanku, huh pananqa warlupunmi, wayqinmi iCaqa mana

kanku. Cay lisardoqa warmaIarahmi qusquta ripuran, hinaspan

Caypi iduka-kuran alin runa kanankama. kunanqa huh kulixyupin

4.15

yaCaZis-kan, warmiyuh wawakunayuh iman kampis. paytaqa

siskuuCamantan rihsiyku. kusatan tusun, Lakin ima,

Caykunawanmi Iapa runah sunqunta kusiCin.

winay 'to grow up'

kawsay 'to live (exist)'

wanuy 'to die'

iduka-kuy 'to be educated'

kulixyu 'high school'

sisknuCa 'country boy'

tusuy 'to dance'

takiy 'to sing'

kusiCiy 'to entertain'

Cuzco - Unit 5

DIALOGUE

An anthropologist goes visiting in Chinchero, with a youngman as guide.

Guid. to look for, search

Anth.

Excuse me, sir. I'mlooking for you.

yes (signifyingattention)

to go or come near,approach

Yes, young man. Comehere.

what for

Why are you looking forme?

Gu1d. I'm informed that you'rethe person who camefrom Lima. Is thatcorrect?

Anth. Yes, I'm the one.

to tell (relate),report, advise, inform

Who told you that?

Guid. order, mandate

authority

to guide, lead

to send (a person)

Our governor told us,and he sent me to heyour guide.

mask"ay

yaw, wiraquCa! mask "amus-karaykin.

hay!'

aa"uyuy

hay, wayna! aa"uyamuyakayman.

imapah

imaTapah6u iCa mask"amuwas-kanki.

qantehsi limamante hamuhwiraquaa kas-kankr.

ar nuqatdh.

wilay

pitah wilarasunkiri?

kamaCJ

kamaCi-uh

pusay

kaCay

kamaCi-kuhniykun nin, 6aymipay kaCamuwas-kanpusahniykita.

"70710,11KW.......1WVat"..110FET-=....51..Cac

2

Anth. Wonderful.

but

a while, moment

to stand up, stop

to arrange, fix

But, please wait a minutefor me. I've got to fixmy things first.

kusa .

16aqa

ratu

sayay

aTiCay

i6aqa huh ratura sayay-kuy.ariCeyru-kunayrahmt kas-kanimaykunapis.

Guid. to give, offer quy

You probably have somecigarettes, don't you?May I have one, please?

siyaruykiqa kas-kanC4. aTiCu

'quyuway,

to smoke Pitay

to desire to smoke pitanayay

I want to zmoke. pitanayawap-kanmi.

Anth. Why not. Here you are. imayna mana. kayqa.

pack kaxitira

to bring, take, carry apay

If you want, take the munaspaykiqa hina kaxitirantintawhole pack with you. ape. -,kuy.

to help yanapay

because you are help- yanapawanaykiraykuing me

wanted; favorite; in munasqademand; need

Since you're going to helpI'll provide youeverything you need.

yana pawanaykiraykuqa imamunasqaykitapis nusaykin:

Guid. You're very kind, ima nuqapahrahtah.

5.3

very much. an6a

happy kusi

to be happy; kusi-kuyhappiness

to guide everywhere pusa-k(55y

to finish, end; all, tukuyeverything

I'm very glad I met you.I'm willing to takeyou all over the place,with pleasure.

anCatan kusi-kunly qanwantunasqayta. nugalle

puss-ka6amusa,kki tukuy

Anth. happy, pleased kusEsq.

I'm pleased too, because nuqaois kusiqqn kan'y aTin

you're a nice nerson. rung kahtiyki.

let's go hakutis

shortly, soon askama

late (in the morning) timpu

or early (in the after-noon)

to be late (morning) timpuyay

Let's go now. It's hakuais kunanqa. 9skaman

getting late so fast. timouyaramus-kan.

Guid. to do so hinay

That's right. ark htnanti.

among young people weynapura

quickly, rapidly, soon IukuTa

to walk, travel; puriyto function

since we both are youngmen, we'll be mo,ring

fast.

waynapuratah.kes-kanais CayqaIukuTet9hod puriramusunais.

5.4 .

Anth. sun intt

hot rup"a

to burn; sunshine rup"ay

to sun, shine (the sun) rup"ayay

The sun is shining sumahtan intipas rup"ayamus-kan.

beautifully.

which way maynin

Which way are we going maynintatah risunri?to go?

Guid. This way.

along this road

pass, cove, crevice;a passage (betweenmountains)

kaynintan.

kay Bantakama

q'asa

We'll go by this road, as kay Bantakaman risunCisfar as that passage. aahay q'asakama.

right pans

side laru

to turn, bend q'iwiy

lake qua

Piviray piwiray

to go around, turn muyuy

Then we'll turn to theright, and go aroundthe lake of Piviray.

Caymantatahmi papa larumanq'iwirisunCis, hinaspanpiwiray qucah patantamuyumusuncis.

Anth. ayllu (Inca community) ayru

to show rikuciy

everywhere, all over hinastin

all day long

5.5

Since you're familiar withevery ayllu, you'll showme around all day long.

to meet

to cause people tomeet

And also I'll introduceyou to the people.

Tapan aylupas rikusqaykitah6eyqa, qan6g rikiriku6imuwanki hinestintapas6'isiyah.

tinkuy

tinkuna6iy

runakunawan imatinkuna6imuwanki.

Dialogue Review

G. yaw, wiraqu6a! mask"amus-karaykin.

A. hay, wayna! a6-uyamuyg kayman. imalapah6u i6amaseamuwas-kanki?

G.

A.

G.

qantahsi limamanta hamuh wiraqu6a kas-kankf.

arf, nuqat4h. pitah wiTaresunkiri?

kama6i-kuhniykun nin, 6aymi pay ka6amuwas-kan pusahniykita.A. Kusa. 16aqa huh ratula aaya-kuy. aTi6ayru-kunayrahmi

kes-kan imaykunapis..

G. siyaruykiqa kas-kan66. ali6u quyuwpy. pitanayawas-kanmi.A. imayna mane. kayqa. munaspaykiqa Nina kaxitirantinta

apa-kuy. yanapawanaykiraykuqa ima munasqaykitapisqusaykin.

G. ima nuqapahrehteh. an6atan kusi-kuniv qanwan tupasqayta.nugana pusa-lccl6sQyki,tukLly atinquywan.,

A. nuqapis kusisq9r kaniy alin runa kahtiyki.haku6is kunanqa. askaman timnuyaramus-kan.

G. arf hinanmi. waynopuratah kas-kan6is 6ayqa, TukuTatah66puriramusun6is.

1. sumehtan inti7as rup"ayamus-kan.maynintatal'. risun6isri?

G. kaynintan. kay fiantakaman risun6is 6ahay q'asakama,6rvmantatahmi paiia laruman q'iwirisun6is, hinaspanpiwiiray qu6ah patanta muyumusuncis.

A. rapan ayTupas rikusqaykitah 6ayqa, qan6d rikirikucimuwanki hinestintapas Visiyah, runakunawanima tinkune6imuwanki.

,

Cuzco -. Unit 5 5.6

Grammar

prArOMVIMVS,f,"-:MTAVVICF47-rit,prr

Morphology.

1. -ra, past tense. The sequence -ra is not, strictly

speaking, an affix. Its real nature can only be understood

from a careful reading of the section on pendant verb phrases

in the accompanying formal grammar. But it is true that

translations of forms which include -ra generally imply action

in the past, so that English or Spanish speaking students may

wish tc think cf this sequence as a past tense suffix. Note,

however, that the general present also covers past time, with

the result that forms in the general present are sometimes

glossed with past tense translations. Thus:

qayniwanCayqa qusqutan riraniy. 'I went to Cuzco yesterday.

C'isiqa wasipin karaniy. 'Last night I was at home.'

But:

qaynimpaqa rikuykin. 'I saw you a few days ago.'

2. More relators. We present here three additional

case suffixes. Like the others they are added always to

substantive stems.

a. -pah1_21Eposiye. In terms of translation, this

suffix has two meanings. In imapahmi runasiEiLayaCas-kanki?

'For what purpose are you studying Quechua?' the reference is

to purpose. In impahni Cay kapuliyki? 'For what (are you

exchanging or bartering) those cherries of yours?' the reference

is to exchange.

5.7,

b. -raxhu, causative. The reference is to cause,

reason, or motive behind an action, imarayku mana iskuylata

hamurankiCu? 'Why didn't you go to school?'; Caytaqa

tiz2Lryzanaawalankuaukin. 'I'm giving you (this) so that

you'll help me.'

c. -pura, interactive. This suffix does not mark a

relationship between the marked word and another word, but

rather between two or more persons or other referents implied

by the substantive to which 2211E2 is added: nuganCispuraga

aiintan yaCana-kunCis. 'We understand each other well.';

paykunapuran rimanku. 'they talked it over among themselves.';

q "aripuran kayku. 'We are both boys.'

The relator -kama sometimes replaces or follows -pura,

without apparent difference in meaning: warmikaman kayka

'We are both girls.'; Ialitauralmanica.lcu. 'We're all from

the same town.'

3. Substantive derivation. When certain derivational

processes are applied to verb stems, new forms result which

are considered substantives, since substantive suffixes can

then be added to them. We distinguish here between two types

of substantive derivation: 1) addition of a nominalizing

suffix: or -h, and-2) addition of a nominalizinE

sequence: -hti, or -spa.

a. Nominalizing suffikes. These are zI, process,

-na, material, and -h, agent.

Adding the process nominalizer to a verb stem

"' "LIVIYZW4=araM=Yezz315M-ly

5.8

forms words which refer to the action as a process: mixuy

'eating'; Iank'ay a manan sasaCu. 'Working (or work) isn't

difficult'.; RagmEly21rian2111iyarunfia. 'My sickness is over.

Adding the material nominalizer -na to a verb stem

forms words which refer to matter (sometimes figurative) affected

by the action: mixuna 'food', lank'ana kas-kanCu? 'Is there

any work?'; runasimin yaCanay kas-kan. 'I have to learn (i.e.

the learning of) Quechua.'; apilimayki kanal? 'Do you have a

bed?':

I

Adding the agent nominalizer -h to a verb stem forms

words which refer to the doer of the action: Iank'ah 'worker';

Iank'ahkunatan mixuCis-kaniy. 'I'm feeding the workers.';

mixuhmi hamus-kaniy. 'I'm coming to eat.'; pa aria wilahniyki.

kutimusah. 'I'll be back tomorrow to tell you that.'.

b. Nominalizing sequences. Adding the sequence -hti

marks a verb stem as referring to an action which is simultaneous

with another action. A substantive person marker always

follows. The directional modals -mu, z211, .wa, and -su often

precede the sequence. parahtinmi mane. lankranlyCa. 'I haven't

worked because it was raining.'; Caxrayta Iank'ampuwahtiykina

ahata qusayki. 'I'll invite you to have some chicha after you

work in my field.'; gulglIaapamuwahtiyis12221221;aausaykiLL

If you bring me money I'll give you potatoes.'; mixunata

ausuhtiykiqaama Caski-kunkiCu. 'When he gives you food, don't

take it.'

Adding the sequence -spa marks a verb stem as referring

to an action which is in sequence, or sequential, with another

5.9

action. A substantive person marker may follow, but this is

not common. The directional modals -mu, =nu, and -wa, precede

the sequence, but -su is notably anomalous, since it follows

-spa and is in turn followed by -nki, a verb person ending.

munaspatniam 'If you want, eat it, but

if not, don't.'; mixuita..tclaharikuspalnisil 'You'll

go to play (a game) after you finish eating.'; Cay irqiqa

waaas_pan ris-kan. 'That boy is walking along in tears.';

mamayqa maqayuwaspan saqiywan. 'My mother left me after she

beat me.'; kutimus-kasElp rikuruniy husiyCataqa. 'I saw

Josecito while I as coming back.'; Iank'amunqa nispasunkin

taytaCaqa siaayun. 'Dad left, after saying that you would

work.'

Syntax... Adverbial and Adclause..

1. Adverbial functor. Three clause formulae were given

in earlier units: equivalence, transitive, and intransitive,

as follows:

Equiv.: Subject Complement Verbal Adverbial

Trans.: Subject Object Verbal Adverhial

Intr.: Subject Verbal Adverbial

The adverbial functor present in all of these formulae

is attributive to all of the remainder (or center) of the clause.

This may be diagrammed as follows:

Subject Object Verbal' LAdverbiali

Center13

5.10

2. Adverbs. Forms, simple or complex, which function as

adverbials are adverbs. Simple adverbs (i.e. uninflected stems)

are relatively few in number and are semantically diverse.

Most adverbs include suffixes which give an indication of

meaning. Useful semantic categories are: time, place, direction,

manner, purpose, cause, among others. Some simple adverbs are:

na 'already', naha 'before'; unay 'a while ago'.

Case-marked forms also function as adverbials. Some of

these fit the semantic groups just mentioned, e. g. kaypi 'here'

is a place adverb. Others refer to purpose: paypah 'for him',

direction: 'S'isiman 'tonight', wataman 'next year', alEgumilta

'from Cuzco ratukama 'shortly',

cause: 22/112/1sa 'because of you',

instrumentality: galailran 'with money', lapis .:_aa 'with a pencil';

for example. Adverbs which include -ta are generally based

on stems which also function as attributive elements in phrases:

sumahta 'nicely', where the stem sumah is a substantive which

often appears in phrases of the type sumahsiEas 'pretty girl',

Ciciahta 'truly', but Ciclah runa 'a real (not imaginary) man'.

Some adverbs are phrases: 2a2aaEly12,y22.11-12. 'about my trip

to Cuzco', rimay yaCanaypah 'in order to learn to speak', kay

lapiswan 'with this pencil'.

A very common adverbial type in Quechua is the substantive

derived from a verb by adding the agentive nominalizer -h.

Thus: watuyu-kuh 'visitor' occurs as an adverbial functor in

hamusah watuyu-kuh 'I'll come to visit (i.e. as a visitor).'

5..11

Multiple forms may take the adverbial function, with each

form often selected from a different semantic group. Thus; a

.'.time adverb and a arner adverb may appear in a clause, both

attributive in the same way to the clause center:

kunanqa Rak'aymi waka sayarirun

now slowly the cow stood up1

Adverbial Subject Verbal

3. Adclauses. Some adverbs are attributive to structures

which themselves contain adverbs. In such a case, the adverb

most closely related to the center is said to be an adverbial

functor, and the less closely related adverb is said to be

an adclause functor. This gives us a formula for a sentence

in Quechua; it is made up of the following functors: a clausal

(the clause containing an adverbial), and an adclause (attri-

butive to the clausal):

nuqaqa liCita rantimurin naha paqarin ti_tamantan mPtipah

I bought the milk a while ago for toworrow's breakfast

Clausal Adclause

The clausal functor is, in form, often a complete clause,

as in the above example, but it is sometimes a minor clause,

containing only some of the functors in the clause formula:

Clisiqa mink'a- kamuranin paqarimpah

Last night I called people to be ready fortogether tomorrow

Adverbial Verbal

Clausal Adclause

alsrenus.0..........wama201=21....142.11211417.

The nominalizing

earlier in this unit,

.5.12

sequences -hti and -spa, discussed

always mark adverbials or adclauses.

Thus, in hamuhtiykiga Iank'asun6is 'When You come we'll work.',

the first word is adverbial, since no other adverb is present,

but in hamuhtiykiqq, luwisawan rimasunCismi 'When you come,

we'll converse with Luisa.', the same word is an adclause in

function, since luwisawan is functioning as an ad-crerbial within

the clause. Similarly, ElawasElnriniz 'I'm going in a hurry.'

contains an adverbial only, but Cakrapi Iank'aspan, qayniwanCayqa

sayk!uniy. 'Because I was working in the fields, I got tired

yesterday.' contains an adclause and a clausal.

. . .

EXERCISES

1. maypin qayniwanCay kiranki?

5.13

runasimita yaCarankiCisCu qaynimpa?

(iskuyla - hamuy)(wasi - ripuy)(qus'ii - riy)

tukuy 'to finish')

16a mamayta rikurankiau?

(liwru -

(lapis -(siyaru(Caxra -

apay)tariy 'to find4)huqariy 'to pick up')Iank'ay)

flaau mixunata mixurankifia?

(mixuna - wayk'uy)(mixuna quCi-kuy 'to order')(karta - iskribiy 'to write')(kafiy -uxyay)

2.a. pipahmi Cay liwruta apas-kanki?

(karta - iskribiy)(Iixia - away)(saku - rantiy 'to buy')(1i6i - apay)

imapahmi Cay panayki?(In exchangetc/' what is your potato?)

(siyaru)(kisu)(kapuli) 'cherry'(lapis)

b. ranleayta munankidu?

iskuvlapin karaniy.

(wasi)(Iahta)(Caxra)(kay)

ark yaaaraykun.manan ya6araykau.

are rikunin.manan rikuniy&t.

art, flan mixuniyfia.

mavistrupahmi.

(mariyaCa)(mamay)(turan6is)(panayki)

sarapahmi.

(qulqi)(au) 'chili'(papa)(qulqi)

gulqiraykuqa lank'asahyg.--(If it's for money, I will.)

(mixuna)(papa)kuka)(sara)

5.14imaraykun mana iskuylata hamuranki6u?(Why didn't you c-ome.to school?)

imaraykun mana runasimitaya6amuranki6isCu?

c. iskuylirapura6u kaypi tiyanki4s?

(wakiru)(q "ari)(warmi)(irqi) 'child, kid'(mayistru)

pikunatah mixunatari mixunqaku?

3.a. imakunatan ya6anki?

timpuyahtinmi.Trecause it was late.)

(paray)'to rain'(rit'iy) 'to snow'(6iriy) 'to be cold'(karu kay)(timpu kay)(Ciri kay)

un9uspan mana istudyaraykuCu,caymi.

(We didn't study becausewe're sick. That's whywe didn't.)

(Iank'ay)(puxiay) 'to play (game)'(qusqu riy)(waka.v-ti61y)

ari, iskuylirupurat4h.arf, iskuylirupurakamat4h.arf, iskuylirukamat4h.

nucianCispuraIan.

(paykuna)(nuqayku)(qankuna)(mayistru)(warma)(kurah) 'adult'

liyiyta, iskribiyta iman.

(runasimi rima-, kasti]anurima-)

(6axra kanastaruwa-)

(wayk'u-, awa-)Csara mu6"a-, sipas =Ca-

(to kiss)(rima-,taki- (to sing),huywi- (to whistle)

5.15,b. iman ruwana kas-kan?

(what's the work?)

iman ruwanayki kas-kan?

c. imamanmi hamus-kanki?

4 a. imanahtinmi mana papa kanCu?

parahtinqa waita haykunki.(fallen it rains you'll go

in the house)(airiy harnpuy)(yarqay (to. ,be hungry)---)

mixuna mixuy)(___ ma'ft tumay)Wakiy unu'to be thirsty'

b. imanaspan qulqita tukuranki?(How did you spend the

money?)

oaxran lanklana kas-kan.(the farm needs to be

worked.)(qusqu -

(IixIa -

(uwixa -(karta -

ri-)awa2.)

nakia-)iskribi-)

wakan miCinay kas-kan.---Raxra lank'71-)

(papa - ala -) to dig(almusay (lunch) - mixu-)(mati (breakfast) -

-- tuma - (drink)

to u-kuhmi hamus-kaniy.lankia-)(mixu-)(pui5u-)

.(qulqi mana -ku-)

yanapahniykin hamus-kaniy.(watu-ku-)'to visit'(bali-ku-) 'to ask a

favor'(rimapaya-) 'to talk to

someone'

mana para kahtinmi.(because of lack of rain.

(muxu) 'seed'(alpa)(unu) 'water'fganu) 'fertilizer'

awiri. nuqaBayd.(okay. I will.)

siyaruta rantispan.(by buying cigarettes)(mixuna - mixuy)(aha - uxay)(lima - riy)(alqu - rantiy)

-ICIPPAarnmr-ras=

rank'ayta tukuspayki6isga(-After you finish working(mixuy( munay(runasimi( ya6ay(kastilanu(puriy----tukuy

5.16

wasite riounkiCis.you'll go home.)iskuyle-----___)wasi

hamuy )

qusqulimakay----he mpuy )

5. imapahtah ahatari munas-kanki?

imapahtah kay mapari?(66ra)(lapis)(liwru)(rilux)

imapahtah runasimitari yaCas-kenki?TWEETIgnu)(inglis)(aymara)

imapahtah lapistari munas-kankiais?(wasi - arT7g7T(qulqi - munay)(istudyay)

pipahtah mixunatari qusah?

maytan ris-kanki?

r;:rv-IrrAtr,

awiri.ripusahkuyg.

(411 right.We will.)

Caxra Iank'aypahmi.(gEsi ruwa-)(papa aysa-) 'to hill'(sara kana-) 'to harvest'(kasara-ku-) 'wedding'

mixunapahmi.(7hay)(qilqay)(liyiy)(ura quaway)

qusqu rinapahmi.(ispaiia) 'Spain'(estados unidos)(punu)

karta iskribinaykupah.--TEry737----

(liwrukuna rantiy)(mayistru kay)

rank'ahpahyg.--T7F7aCi-) 'teacher'

awa-) 'weaver'(puri-) 'traveler'

Tank'ahkunapahyd.71711i-)

(wayk'u -) 'cook'(miCi-)

kameCi-kuhnin6iskunapahy4.5171iE=3 'friend'(Tanksa-)(yanapa-) 'assistant'

Tahtatan(Caxra(wasi(tinda(iskuyla(urqu

ris-kaniy siyaruman.papa)mixuna)sirwisa) 'beer'liwru)Lama) 'llama'

5.17maytatah kunanri (ris-kanki)?

qayniwanCaypagariti

kunanaa qusqutan (ris-kaniy) papa bindih.siyarurantiy)

)

(qayniwanCay )

( kuka mask"ay)( urqu Tama . )

(paqarin( asinda uwixa )

( Eak' ay)

imatan kay wata ruwasunCis?

runasimitan yaCasun6is wataman qusqu rinanCispah.(kastilanu lima )

(aymara boi'biya )

(inglis unibersidad haykuy)(qulqi hunuy (to save) )

(qusqu ,ripuy )

imaynapin liwruta CinkaCiranki?(How come you've lost the book?)

iskuylata ripus-kaspan CinkaCiniy fiampi qaynimpa.(I lost it on the road the other day while I wasgoing to school).

( hamuy )

( ,

naha (earlier)(klasi punku )

( haykumuy kungn )

(wasi )

( kutipuy an )

5.18

Conversation

1. A. Vthich way is Urubamba? .

B . It's this way.

A. Doesn't that road over there go there too?

B . Yes it does. The two road meet. over that mountain.

A. OM I didn't realize that.

B . Haven't you been in Urubamba yet?

A. No. This is the first time I've gone. Is it behind

that mountain then?.

B . That's right. Urubamba is in a valley (wayq'u).

2.. A. How's Urubamba?

B . It's beautiful and warm (qguEi).

A. What do they grow (wiEaCiy) there ?..

B . They grow corn, potatoes, cherries and apples (mansana).

A. Are you going there now?

B . No, I'm not. I'm going to Maras for salt (kaal)

A. Are there candies there? I need some.

B . Yes, there are. If you want I'll bring some for you.

Listening -In

Huh tutamantan qusqu Cikaa huh gringa6ata pusan

sahsaywamanta ruynoskuna rikuCih.

6iku6a. siEura, propirata quyuway, aripas sahwaywamanta pusasayki.

gringaCa. kayqa, dikaa. 6ayri alintadu ruynaskunata rikunki?

5:19

6. ark, siEuraCa. sapa kutinmi pusaniy turistakunata.

g. hakuyg C"aynaqa. maypitah kas-kanri?

C. Cahay muqu patapin kas-kan. rikus-kanki6u. malkikunah

q "ipanmantan rixurimus-kan.

g. Clqahtatgh. Caypas nIgu quatamg. sasa siqay6g kas-kan.

C. manan sasa siqey6u. kayCaTan kas-kan, 6ayqa ratulan 6ayarusun.

g. rihsinkiCu kay malkikunatari?

C. riki. iwkalistukunan. q"awariy cripanCista. qusqutaqa

malkikunan muyuyus-kan.

g. nqahtatgh. urqukuna ima muyuyus-kasqa. awiyumpis limamanta

6ayaramus-kaniia.

C. arf. las nuywitan Cayamun sapa tutamantan.

g. kay6u sahsaywaman?

6. ari, kaytgh. haku Japan ruynaskunata puriramusunns.

g. munaypg inka pirqakuna kasqa rumimanta ruwasqa.

c. kunanqa haku Cinkanata haykusunns.

g. amarahy4. p"ututarah hurqurusah.

Ciku6a 'little boy'

grinqa "grinqa" (American girl)

ruynas 'ruins'

prupina 'tips'

turista 'tourist'

muqu

q"ata 'slope'

sigay 'to climb'

iwkalistu 'eucalyptus'

5.20

las nuywi 'nine o'clock'

pirqa 'wall'

rumi 'stone'

Cinkana 'cave'

p"utu 'photograph'

hurquy 'to take (out), remove'

Dictation

kunanqa 6in6iruta riku6isayki6is. qusqumanta rinkiCis Cayqa

yaqa dusikama puriymi cakipi. hatun Banmi ris-kan quurqur urqunta.

Caynintan Cin6iru runakuna purinku sapa p'unCay. tutamantanmi

qusquta haykunku bindinata apaspa,ranti -kuyta tukuspatahmi kutipunku

tayrinta. purinapahqa q "atan sasa sigana, urayuymi iCaqa pnasil6aIa.

urqu patamanta q"awarihtiykin 6inCiruqa pampa uraypi kas-kan.

caypin wasikuna maiki-malki uxupi kas-kan. lntih siqamunan

larumantan urqukuna muyuyamus-kan, Antih haykunan larumantahmi

i6aqa waypun asindawan tupapuras-kan. 6inCiruqa ayrun yaqa pusah

waranqa runayuh, Cunka iskayniyuh aylupi t'agasqa. urqu k'uCupin

piwiray quCa kas-kan asul unuyuh. Iahtatahmi ayiupunqupi kas-kan,

6aypin nukliyu iskuylapis kas-kar. karu cimpamantan hatun rit1.

urqukuna rixurimus-kan yurahta CihCirispa. Cay rit'i urqu

tuku-kuypitahmi ma6upixCu kas-kan.

dusi 'at noon, twelve o'clock'

hatun big, large'

q "urqur Ccorcor (name of a mountain)'

q "ata 'slope'

urayuy

puasil

waypun

tupapuray

klu6u

asul

U1111

5.21

' to go down'

teasy9

'Huaypo (name of an Hacienda)

'to be adjacent'

' corner, bottom'

' blue'

'water'

aylupungu 'Ayllupongo (one of Chinchero'sayllus)

nukliyu iskuyla 'Nucleo escolar (rural schoolsystem in Peru)

6impa 'front, the other side, beyond'

yuraq 'white'

6i116iy 'to smile'

UNIT SIX

DIALOGUE

A farmer goes to his neighbor's house to ask for helpin plowing his field.

F. Is anybody home? mumlly

Is anybody home? Someone mumQ, hampusqayki.is visiting you.

N. to pass, happen, go pasay

Come in. pasay-kamuy, taytdy..

F. to bite kaniy

angry, mad

I'm afraid your dog isgoing to bite me. Helooks fierce.

alquykitah kaniruwanman.puifiapasC4 kas-kan.

N. to keep away, protect,prohibit hark'ay

I'll keep him away fromyou so he won't bite you.

outside, exteriortopside

nuqayd hark'asayki, Cayqamanan kanisunkiCu.

hawa

Why don't you go inside the wasi uxuman pasayu-kuy, amahouse instead of just hawalapiqa sayayCu.standing outside?

F. Thanks, sir. yusulpayki, urpil4y.

Excuse me. dispinsaykimantA.

N. seat, top, border,bank, shore pata

Wo144,you sit down here, kay pataaapi tiyayu-kuy.pleAse.

F.

N.

6.2

warm

to be warm

cold

to be cold

And warm yourself, youmust be cold

a little bit

to stay with someone

to rest, breathe

in the manner of,like, a while

All right I'll stay herefor a while to get somerest.

cooked food (likepotatoes)

to cook

to serve, pass,invite

to help oneself

Would you like to have somecooked potatoes? Helpyourself.

lunch; to eat lunch

Lunch will be ready verysoon too.

F. to be hungry; hunger

I'm hungry

Thank you. I was hungry.

gVuni

ceunyV.

ciriy

ceuBiri-kuy ima,Ciriramusunki64.

6ika

tiyariayay

samay

tumpa

huh 6ikanta tiyapayarusaykipasygsamayuh tumpa.

wayk'u

waykiuy

hayway

haywa-kuy

ica Nina wayk1u6alatapishaywari-kuwahCu?

almusay

Flan almusaypis Cayarunqafia.

yarclay

yargawas-kan

yusulDaykisunki6is.yargawas-karanmi kampis.

EZZIEZZIElk. ...-4=0.7111:4=1WIR.EX.G.MV.17.-nk-A,X1na.ar,Crst.scratrzt.t.,,-..,

6.3

tropical valley; jungle

son (man's)

yunka

Curl

How's your son who's been alifan6u yunkapi 6uriykiriin La Convenci6n? kas-kan?

N. He's fine. alilansi kas-kan.

a few days ago qayna

to receive 8askiy

to guess watuy

to miss; find out watu-kuy

I got his letter just theother day in which heasked about you,

qaynalan kartantapis Caskiniy,Caypin qanmantapiswaturi-kamusqasunki.

married man warmiyuh

He says he's married warmiyuhflas kapun.already.

F. They say so

to live (exist)

I've heard that too. Ihope they'll find a nicelife.

as

kawsay

as, as, ninkun.aiintayg kawsa-kuCunku.

to cost baliy

to implore, ask a favor bali-kuy

Please, I'd like to ask you ali6u baliyu-kusayki.a favor.

N. Go ahead. What can I bali-kuyg. imalataCu kahtinqa.do for you?

F. Monday lunis

to plow yapuy

21,

6.4

to help someone to plow

work or anything tobe reciprocated

Would you please help meto plow my field thisMonday, so that I canrepay you in the sameway.

all right

to cooperate

to cooperate with others

All right, I think it's agood idea to cooperatewith you.

uncle

free, vacant

to be free

My uncle will have freetime by then, so maybehe could help us too.

F. I hope

hope he could.

furrow; line, column

to furrow

to defeat; to be ableto complete

Gil three of us (incl.)

Since we're going to furrowalso immediately afterplowing, the three of uswould be able to finishthe work.

yapuy-siy

ayni

urpi sunqu, kay lunistayapuray-simuwankimanCuaynirapah?

maski

ayniy

a ynipa -kuy

maski aynipara-kamusaykipasyg.

tiyu

qasi

qasiy

tiyuypas qasingan, paypisyanaparamuwasunmampas64.

ancacus

an6aCus kanman.

wacu

wa6lay

atipay

kinsantinCis

wa6ustin imalaflatahruwamusun6is 6aycia,kusatayg riki atiparamusunCiskinsantin6ismantaqa.

6.5

N. it reminds me

flute

to leave, abandon

By the way, why don't youtake tack your flutewhich you left here theother day?

F. I'll just leave it still.

to go back, return

then, at that time

I'll be dropping by heresometime, so I can pickit up then.

Don't forget to come thisMonday.

ansilay

qina

saqiy

ansiTaypis,qayna qinaykitasaqis-karanki 6aytawanapari-kapulayBa.

hinalarah kaCun.

kutiy

6ayfia

kutimus-kasah64, caynaapa-kapusah.

hamunkipuniy6 lunistaqa.

to

z----171rentirremtlilloAMEETri.

6.6

Dialogue Review

F. mumliy, hampusqayki.

N . pasayl<amuy, tayt4y.

F. aiquykitah kaniruwanman.' puifiapasCg kas-kan.

N . nuqayg. hark'asayki, Cayqa manan kanisunkiCu.wasi uxuman pasayu-kuy, ama hawalapiqa sayayCu.

F. yusulpayki, urpir4y. dispinsaykimanta.

N . kay pataCapi tiyayu-kuy. ima, 6iriramusunki6d.

F. huh Cikanta tiyapayarusaykipasyd samayuh tumpa.

N . iCa hina wayleuCaTatapis haywari-kuwahCu. nan almusaypisCayarunqaBa.

F. yusulpaykisunkins. yarqawas-karanmi kampis.aTiTanCu yunkapi 6uriykiri kas-kan?

N . aTiTansi kas-kan qaynaTan kartantapi.s 6askiniy, Caypinqanmantapis waturi-kamusqasunki. warmiyuhEas kapun.

F. as, as, ninkun. aTintayd kawsa-ku6unku.aTi6u baliyu-kusayki?

N . bali-kuyg. imarataCIA kahtinqa.

F. urpi sunqu, kay lunista yapuray-simuwankimanCu ayniTapah?

N . maski aynipara-kamusaykipasyd. tiyuypas qasinclan, paypisyanaparamuwasunmampasCd.

F. anCaCus kanman. waCustin ruwamusunCiscayqa kusatay4 riki atiparamusunCis kinsantinCismantaqa.

N . ansilaypis, qayna qinaykita saqis-karanki Caytawanaparf-kapurayfia.

F. hinalarah kapun. kutimus-kasah64 Cayfia apa-kapusah.bamunkipuniyd lunistaqa.

GRAMMAR

Morpholagi.

1. Enclitics: -puni. -Ea -rah. -pis, -pas. We present

here three orders of enclitics which have some flexibility

of position with respect to each other: order 1 may change

position with order 2; order 2 may change position with order

3. But order 1 always precedes order 3, unless, as in some

cases, elements of 3 and 2 are present, in that order. The

student is reminded that enclitics are added to verbs, to

substantives, and also to particles.

a. Order 1: -puni. The use of :211 implies

emphatic certainty, often about identity: agustupiqa

wavramumpunin. 'In Lugust there's always a lot of wind.';

mYtana11111LtaLaniELL112111102121moLLL 'Surely you are

the one who took my pencil.'; kunankamaga EapuniC4 CavanEa.

'He must have arrived by now.'

b. Order 2: -Ea -rah. These are stative enclitics:

-Ea implies a change in a state or action; translation may be

'already'9 'now', 'then': Ean mixunivEa. 'I've already eaten.

pa arinEa Tankiah a risun. go to work tomorrow.'

amaEa apamuy6u. 'Don't bring any more.' -rah means that a

state of action remains unchanged; translation may be

'yet'. 22ItmalEs-kanrehmi. 'I still have some meat.';

taxturahmi qarpamanap. 'My f?ther will irrigate first.';

manarahmi mixunaqa CayanCu. 'The meal isn't ready yet.'

c. Order 3: xis, -pas. These are additive

enclitics. A translation of 'and', 'too', or 'also' is

6.8

usually suitable for -pis; a translation of 'and', 'but',

laltheugh', or 'perhaps' may be appropriate for -pas. Additive

enclitics mark a form as coordinate with (or added to) another

similar form:

-pis: mayrahC4 hamunqapis. 'I don't know at what hour

he'll come (but he too will come).'; nuqapis qusautaqa risahmi.

'I'll go to Cuzco too.'; nahapis paraqa ayamunmi. 'It was

raining earlier too.'

-pas: paranqapesC4. 'But it may n ; wakatapasC4

qatimus-kan. 'Perhaps he's bringing the cows.'; manapasC4

hamusahCu. 'Perhaps I won't come.'

Examples of some irregular orders: -fiauni: DiraIarlapunin

Cay ircliqa. 'That boy is very lazy.'; 21121211111: 1121121:211Punin

kas-kan. 'It's still very far away.'; RunIEEL11--

ruwenm4n. 'He's the one who could do it.'; -pasrah:

unuampasrahqa riru-wah. 'You should go for water first.'

2. The inclusive suffix -ti: In Unit 5, -hti was

referred to as a nominalizing "sequence', because it con lsts

of two suffixes: a suffix of simultaneous aspect, which

is in the verb pattern, and -ti, a nominalizing suffix. After

h, -ti marks the condition referred to 1-y the verb stem as

a background condition, against which some action .(usually

referred to in an accompanying clause center) is occurring.

The import of -h in this combination is that the 1-ackrfround

action As simultaneous. As mentioned in Unit 5, substantive

person reference suffixes always follow -ti: hamuhtiiyi

'if (or when) you come'.

6.9

-ti also occurs after two other aspect suffixes, -n9

absolute aspect, and -s, static aspect. But the conditions

are curious. After -nti and`, only -n, the 3rd person

singular suffix, occurs. The stems to which -nti sequences

are added are more commonly observed as substantive stems,

though here they function as verbs: wayqintinmi kaku. 'We are

brothers.' Caution is advised in interpreting the meanings

and functions of forms which include -tip since they tend to

vary according to the context: puncuntin hamunki. 'Come with

a poncho.!;._ lahta masintinmi kanku. 'They are from the same

town.'; papantinta Caxrata qusayki. 'I'll give you the land,

including the potatoes growing on it ca_xrar2I1DRIPt211M.Ia!

'I'll give you the potatoes from the whole field.'; lank'astinmi

Caxrataqa Cayamusah. 'I'll work in the field as soon as I arrive.';

CinCiruta hamuspayqa hinutintan purimusah. 'When I get to

Chinchero I'm going to walk around everywhere.'; Pisintan

E2Cayazkytpagaristintah uma nanaypi kayku. 'We got drunk one

night, and the next day we had a headache.'

The meaning which seems to pervade occurrences of -ti

is "inclusive" in nature, with implications of totality,

spatial inclusion of one thing in another, or identification

of two elements as members of the same category.

3. Directional Modals. The meaning of a Quechua verb

stem can be modified in various ways by the addition of

base-forming or modal suffixes. One sub-group of directional

modals permit the...speaker to indicate spatial relationships as

part of his utterance. Thcy serve, in other words, as focal

gestures referring to directions. Since this vocal "pointing"

6.10

often indicates a person as the object of the ,ction (though

not necessarily so), the student may wish to think of some

directional modals as.having the same function as object pro-

nouns in English. But this is only sometimes true and then

only in a semantic sense.

The following chart gives the position of directional modals

with respect to each other. This order never changes within

a single word.

1 2 3 4

Translocative Benefactive Cislocative In unctive

-mu . -m -pu -wa -6u

Index

Speaker:-

-sa -sah

Group:

-su

The form -m, in order 1, occurs only immediately preceding

order 2, giving the sequence =202.

a. Translocative: -mu . -m. The use of this element

implies reduction in the distance between one object or person

and another object or person, and that such reduction affects

one party in the pair, in order to carry out the action: p"away

taytaykita waharamunki; dahay 6impapin Iank'as-kan. 'Go and

call your father; he's working over there.'; p"uyun kas-kan.

ommanaa2a2L, 'It's cloudy. Perhaps it will rain.';

p"away6is. rinki6is. hinaspa 6ahay runata maciamunki6is. 'Hurry:Go on And beat up that man:'.

,

6.11

b. Benefactive: -pu. This modal indicates that an

interested party (person, place, or object) is affected by the

action: 6axraykitacianucianlank'apa, 'I worked your field

for you.'; huwisa.__ps12aanuan rimapuniy paYmantagaz At court,

I spoke (to the judge) on his behalf.'; wahuhlIa_gati-kapuy.

manan astawan a hark'a mandu. 'Take your cows. I can't take

care of them anymore.'; Iahtaykita kutipaya 'Go back where you

came from.'.

_,al may be preceded by the translocative modal in the

form -m, as mentioned earlier, in which case both meanings are

present: 'When are you going to

bring back thy rope?'.

c. Cislocative: -wa. When used without other

directional modals, -wa means simply that the speaker or his

group is affected by the action: t'antataauma 'Give me some

breadt'.

Preceded by the benefactive modal, -wa marks 1st person as

an interested party: quIllita qupuwat:_ 'Give me back my money.'.

Preceded by the translocative modal, the presence of -wa

shows 1st person to be one of the parties in the spatial

relationship to be reduced: hakuns, hinaspa, daxrata rikaimuway.

'Come with me and show me the field.'.

Translocative, benefactive, and cislocative may all appear

in a single word: 40211111ABLalllmacalliszsimpuwanki.'When you go out to the field take a look at my potatoes on

your way.'.

Index: -sa M -sah; -su. By the use of one of

6.12

these suffixes the speaker "points" away from himself. These

elements are freely combined with translocative and benefactivemodals.

Speaker index. The two forms of this suffix have differentdistributions.

-sa is always followed immediately by -yki, 2nd person re-ference, and the meaning is that action by the speaker willaffect the person addressed, an 'I - you' relationship. The

contrast between quyki. 'I give you' and qusayki. 'I will giveyou° reveals that, in a sense, the pointing involved in -sa istoward future time as well.

The form -sah occurs when -yki does not follow, but no otherperson reference takes its place in the same word, such referencebeing made if necessary in another part of the sentence: ismliwruta wayqiyman qusah. 'I'll give this book to my brother.';

kunangafaxraytan Iank'asah. 'Today, I'll work my field.'.

The 1st person actor implied by forms with -sah may be

pluralized by adding -ku:kuriaLgamal:_kitanilarionasahku. 'We

(excl.) will fell the tree now.'. The 'I - you' sequence -saykimay add the plural suffix -ku, in which case the relationshipis 'we (excl.) - you (sg. or pl.)', or it may add the pluralsuffix -Cis, giving the relationship 'I - you (p1.)'.

Group index. The form -su appears in two main combinationswithin single words.

-sun, where -n aspect follows, implies a gesture onbehalf of the speaker's group: haku tarpusun. 'Come on, let'splant.'. Somewhat redundantly, the plural suffix,-Cis may be

6.13

added with no observable difference in meaning. Time in both

cases is present or future; and the suffix -ra, past time,

never occurs in the same word.

- sunki, where -nkil 2nd person reference follows. Here

the addressee is pointed to as the object of the action, but

the actor is 3rd person: 'He - you'. Though future time may

be implied, this is not obligatory: paymi watu-kusunki. 'He

asked about you.'; faialligialEarmsunki lintacta paciarknz,

'Your sister will bring you milk tomorrow.' With -sunki,

-ra, past time, may occur: pin ma amurasunki? 'Who went and

hit you?'

Generally only the plural -cis follows -sunki, the plural

-ku occurring very rarely: Meaning is then 'he - you (pl.)'

or 'they - you.(sg.)'.

e. Injunctive: -u. The concept of 'indirect

command', asking the addressee to pass oil a command to another

person, best fits occurrences of this suffix. It is always

followed by -n9 absolute aspect: sutk'aykita ni . mah61-ku6un.

'Speak to your younger brother. Have him wash himself.'. The

plural -ku is normal, since the addressee does not participate

in the action ordered: ElEaLnhuiusunakuna. 'Tell those

men to go home.'

Preceded by -wa, the meaning is that the 3rd person will

act on the speaker: kUrahniykita 12142.2nuta apamuwathan

tualauatt 'Speak to your older brother. Have him bring me

r4

some water for me to drink.'.

Index modals never accompany -au, but -mu and - u do so

6.14

frequently.

4. -mu andsuffixes. In a later unit,

-mu and -pu will be shown to interact with certain 'auxiliaryroots', ka-, ku-, 22:, and Qu-. This is a complicated matterbetter left for explanation in a different context. However,some combinations of this kind are necessarily included innatural dialogues and exercises, as the student will havenoticed already. For the present, the student need only knowthat the two suffixes never follow ku- or Qu- immediately,but may follow ka- or Qa-. It is reasonably safe to ignorethe meanings of the four auxiliary roots until such time asthey are further described, provided the student pays closeattention to occurrences of -mu and=j2a.

Syntax.

1. Reference. A final basic clause type in Quechua maybe represented by the formula:

Subject Referent Verbal AdverbialThe criterion for this referential clause is that the

verbal functor will contain one or more of the directional mo-dals except fc- -Cu. The referent functor is frequently absentfrom r.ctual occurrences, but when it is overt it ordinarilycontains a relator such as -man, rpah, - manta, or -ta. Thisdoes not mean that all forms containing such relators arereferents; the requirement is that the accompanying verbal mustcontain -mu, zpu, -wa, -sa, -su, or a permitted combination ofthese. For example,

nualEElopazgysmantaz. 'I spoke on his

6.1.5

behalf.' contains paymanta functioning as a referent. But

smaaaalarallILL. 'I'm coming from Cuzco.' is an in-

transitive clause, with ausgmana functioning is an adverbial.

EXERCISES

1.a. paqarin liwruta apamusahku6u?

(6axra - lank'ay)(uwixa - mi6iy)(iskuyla - ripuy)(wasi - hamuy),,(runasimi - yacay)

imaynatah timpu agustupiri?

(fibriru 'February')(mayu 'May')(huniyu 'June')(berano 'Summer')(inbirno 'Winter')

hinatayg lopisniykitaqaMafiayuway.

(siyaru - quy)(qulqi - manuy 'to lend')(oho - bindiy)(p'uspuru 'match' mafiay)

'pitah qulqiytari huraurun?

(liwru - pakay to hide')(laranxa orange'. - mixuy)(siyaru - pitay)(sirwisa - uxyay)(misk'i --6'unqay)

b. ima urasiian kas-kan?

riki, apamunki6ispunin.

agustupiqa wayramumpunin.

(paray)(usariy 'to stop raining')(qasay to frost')(q'uEiriy)(6iriy)

manapunin mallaYkiman6uimaraykupas.

roberto6apuniy4 riki.paylatah laruykipikas-kardn.

(mariya6a)(alberto6a 'Alberto')(kay sipas)(kay wayna)

. (irqikuna)

an las u6ufia.

(11s nuywi)(las diyas 'ten o'clock')(las onse °eleven o'clock')(las dose °tweleve o'clock')(la una 'one o'clock')(las dos 'two o'clock')(las tres 'three o'clock')

^,1"=,111.1Z=MIMIC121.6.,..tax=.spami*vavams,

alyamta pitasah60

mixuna - mixuy)punku - wisq'ay)bintana - ki6ay)(iskuyla - ripuy)

fi.Vta munankirahal?

(tiy °tea')(asukar 'sugar')(ka6i 'salt'(hampi 'medicine')(unu)

6.16

amarah. hafiztarah 142a x.

(unu apamuy)(hawa - Iuhsiy)(punku - wisq'ay)(6axra - Tank'ay)

amaBa-.

ari, munas-kanirahmi.

Ba6u mixurankiBa? -Ban mixuniyBa.manan mixuniyrah6u.

(istudyay).(samay)(matiy 'to have breakfast')(almusay)(tukuy)

mixuyta tukunkiBaCu?

(runasimi - ya6ay)(kastilanu - atiy)(qilqay tukuy)(mixuna wayk'uy)( siyaru rantiy)

,karurah6u smaliman

ka-kus-kan?

ark, Ban,manarahmi.

ari, karurahmi kas-kam.manan karu6u. kay6aTaBan.

(yunka)(q"iswa 'valley')(P'isah 'Pisac°)(uTantaytambu '011antaytambo')(ma6upix6u)

imaynan Cay sirwisa kasqa? CiriTaBan kasqa.

(kafiy)(mixuna)(laranxa)(u6u)(6umpa sweater')

c. unutan munas-kafiy.

(siyaru)(kafiy)(qulqi)(wasi)

(rup"a)(sumah)(miskvi)(haya 'hot')(q'uBi)

nugapis (munas-kanin) .

(pay)(paykuna)(nuqa)(nuqayku)

6.17

kar6u aba hay Iahtapi? ark kanmi. kukapis,siyarupis kan mi.

(sara)(triyu, kiwi% cquinua')(uwixa)(waka, k"uCi 'pig')(warpa)(urpi, patu 'duck')

(kawaiu i'aorse') (Tama, asnu °donkey')

pipes wasita hamuran6u? manan pipas hamunCu.

(uruwamba - riy)(waka - mi6iy)(wasi - haykuy)(hawa - Tuhsiy)

maytapas (riranki6u) gayniwanCay? manan maytapas (riniy6u).

(kunan)(paqarin)(naha tutamantan)(kunan Visin)

manaCu imatapis aaranki? manan imatapis apaniy6u.

(ruway)(wilay)(tapuy).(urariy)

hayk'atan aulqita apasah? hayk'atapismanan imanampasCu.(runtu 'egg' - rantiy)

(siyaru pitay)(papa - mixuy)(misk'i quy)

hayk'ahpas limata rinkiCu? manan hayk'ahpas risahCu.

(ayakuCu) .

(kitu 'Quito')(tile 'Chile')(mexiko '114-3ico')

auLautari rinki6u?manan qusciutapis risah6u.

(sahsaywaman)(macupix6u)(uTantaytambu)(p'isah)

6.18

kayta taytaykiman qunki.

(mama)(qusa)(warmi)(Curl.)

(ususi 'daughter')

tayrinqa paramunqapasC4.

(tuta - rit'iy)(p'un6ay rup"ayay)(paqarin - paray)(tutamantan - qasay)(c'isin - ciriy)

2.a.yarsahtinqa hampunki.

(c'akiy 'to be thirsty')(plainly aysay 'to be sleepy')(Ciriy)(rup"ariy 'to be hot')(apiyay 'to get wet')

b.wayqiyki6u Cal wayna?

(tura - wayna)(Bafia sipas)(pana - siBura6a)(amigu - wiraquCa)

imantinmi Iank'ah hamusahku?

punountinCia harnusah?

(kamisa 'shirt')(lixia)(tambur)(C'ulu 'cap')

awiri. iCaqa manapas6amunanqaCia.

yaqapas64.

awiri. Mama xaraawahtinqamanatahC4.

arf. paywanqa wayqintinmi,kayku.

(panatura)(Balla)

(wayqipana °siblings')(amigu 'friend* )

taxlantin hamunki6is.

(qurana 'hoe')(wask"a)(i6"una °sickle')(pala 'shovel')

taxlantin wakantin imahamunkiCis.

(wask"a, i6"una)(pala, piku 'pick')(qurana, kustal 'sack')(qina, tambur 'drum')

riki punCuntiny4, sakuntin ima.

(kurbata, 'tie')(warak'a 'slingshot')(pututu 'pututu')(pun6u)

6.19

ca` xrantinpiCu pan kan?

(puna - Zama)(urqu - iCnu 'straw')(peruw iskuyla)(yunka malki)(mundu 'world' - runa)

c. lukulayd 6axrataqa hamunki.

(iskuyla)(inlisa)

(plasa 'market')(wasi)

alaa6u kanirasunki?

(miCi - ra6ay 'scratch')(kawalu - hayt'ay 'to kick'(waka - wahray 'to gore')(luwis maqay)

imatan qusqupi ruwarankiCis?

3.1. ipaway taytaykita, yanuamunki,Cahaypin lank'as-kan.

(mixu5iy 'to feed' - samay)(uyariy - rimay)(tapuy kay)(wahay tiyay)(pusay Iank'ay)

kayman aparnuy Cay liwruta.

(wixPuy 'to throw' - lapis)(hayt'ay - bula)(pusay alqu)(aysay - kawalu)(apay - mixuna)

arf, Caxrantinpin.

riki. lank'astilanflanCayamusah.

(ya6a6iy)(misa uyariy 'to attend

the mass')(rantiy)(mixuy)

arf. alaap kanistinpliawayamuwan..

martispin Cayaykulpaqaristintah ma6upix6utariyku, minC"astintahkutimpuyku.

(mirkulis 'Wednesday' - 6ineiiru)(huywis 'Thursday' - uruwamba)(birnis 'Friday' - urkus)(sawaru 'Saturday' - sahsaywaman)

awiri, yanapamusahy4.

anC6y, apamusahyls.,

6.20

maymanmi wixPumusah kay hawaman wixPumuy.rumita?

(Curay 'to place'- liwru)(saqiy 'to leave'-waka)(waqayCay 'to keep'-qulqi)(hiPay 'to throw'. unu)

kaypi timy.

(kay)(liyiv)(lank'ay)(mixuy)

3.2. hayk'ahmi limata kutipunki?

(iskuyla - haykuy)(waka bindiy)(wasi - riy)(caxra - tukuy)

ima urastan iskuxa tukupunqa?

(warmakuna Tuhsiy)(Tank'ahkuna - samay)(awiyun kutiy)(mayistru - kaykuy)

kay 21naykita apa-kapuy.

(taxla)(pus :a 'spindle')(liwru)

aTil6aup:swixayta miCipuway.

(6axra(liwru(wawa -

(tayta(karta

- lank'ay)- quy)ya6aCiy)

- yanapay)iskribiy)

tiyuykih 1211121aptawanmi6impunki.

(waka - qatiy)(6axra ranleay)(wasi - q"away)(papa - aTay)(pun6u - apay)

(misa pata 'on the table')(urqu)(wasi)(pampa)

qantah 6ahaypi tiyamuy.

paqarinmi kutipusah.

kunalanmi tukupunqa.

qupuway4, apa-kapusah.

awiri, millpusaykiy4.

anady, miCippusahyg

--MSIIIMI.Mitaxtruzstiarorecegatrs=cmovemsz.7...IM=:=1,2nr=-Mr,,k,,77,747=7,-M-rr.,-.477trvar.27,.r,-x,re,r-e:

3.30 napaykuykin, taytgy.

(mamgy)(urpilgy)(wiraqu6a)(siBura6a)

an6atan muEamkEyki.

(waruy 'to like')(k"uyay 'to care about'(sintiy 'to care about'(yuyariy 'to think of')

ima niwankin?

lapisniykita mafiaway.

(qulqui - manuy)(1i6i - bindiy)(unu - quy)(pun6u - maBay)

)

6.21

astawan unuta quwayku.

(kafiy - hayway)(almusay ' qaray 'to feed')(qulqi - manuy)(runasimi - ya6a6iy)

mixunata quwayCis.

(kwintu 'tale° - wilay)(kuka - bindiy)(iskuyiata - quawa6iy 'to show')(qusqu lahta riku6iy)

hamuy huhta wilasayki.

(misk'i - quy)(uyayki - q"away)(kiru 'tooth'- hurquy)(sake 6'utiy 'to take off')(6ahay - pusay)

nuqapis napaykuraykitahmi,mamgy.

(taytgy)(urpilgy)(siEur4y)(urpirgy)

nuqapis 6"aynaIatatahmimuna-kuyki.

aIiIan6u niykitgh.

(awmarya)(imaynaIan 'Hello')(kayIapiCu 'Hello there')(kayIata6u 'Hello there')(sumahIa6u 'Hi')

awiri, maliasaykiyg.manan maiiaykiman6u.

"da'ski usayki6ispasyg.manan quyki6ismaniia6u.

hamuyg, ausaykiku.manan aaykikuman6u.

imatatah wilawankiri?

(hayk'ata - quy)(imata q "away)(imawan - hurquy)(imapah 6'utiy)(mayta - pusay)

6.2,2

liwruykutari aupuwankikau?11

(mixuna - wayk'uy)(uwixa - Bak'aY)(wasi - aliagay)(aha rantiy)

manaCu p'aCatari rantipuwanki6is?

(malki plantay 'to plant')(lama - miCiy)(mati ruway)(punCu - away)

pin magarasunki?

(pilifia6iy 'to offend')(waqa6iy '.to make cry')

. (manCaCiy 'to frighten')(uyway 'to bring up')

pikunan vanaparasunki6isIank'avta?

(quy - liwrukuna)(yaCaCiy - kasti/anu)(pusay - sahsaywaman)(tapuy - sutiyki6is)

pin runasimitaqa ya6a6iwanns?

(kustal marlay)(aha - hayway)(ruynas rikaiy)(inglis ya6a6iy)(alpa - rakiy 'to distribute')

pitah paqarinri yanapasunki?

(mask "ay)(suyay)(ayniy)(watu-kuy)

pitah ggigammantaririkucimuwanqaku?

(mixuna apay)(aymara yaCa6iy)(qulqi - manuy)(alpa - quy)

riki. laaqa asIatawanilaqupusaykin.s.

riki, mana6us.rantipusaykikun.

waygiymi maclawan.

tiyahmasiy)warmayanay 'love')Baleah vpistaco')taytamamay)

wasimasivkunan yanapawanku.

(mayistru)(iskay sipas)(iskay wayna)((huh wiraqu6a)

Eaxistrat4h vaCaCiwanCfs.

(wasimasin6is)(dea isawil)(husiyCa)(huh gringu)(hatuntaytanCis 'ourgrandfather')

don luwismi yapapawanqa.

(huh amiguy)(margarita 'Margarita')(don bixtor 'Victor')(rihsisqay 'someone familiar')

Cufirmi rikaimusunkins.

(bixtukaCa 'Victoria')(punu lahtayuh runa)(qulqiyuh runa)(asindayuh wiraqu6a)

.23

pitah usgatari pusawasuncis?

(misk'i quy)(wasi - bindiy)

. .(Caxra yanapay)(taxla - maBay)

paykunan Caxrataqayanapamusunkiku.

(Iahta rikuny)(papa apay)(sara quy)(iskuyla eawany)

3. itnatan luwisaCa ruwanqa?

imatan irqikuna ruwanqaku?

Ratan pay pusamusunki?

(ima - apay)(hayk'ah yanapay)(ima apany 'to send')(pi - kaCay)(ima uras - wahay)

ausgu Tahtaalkunanpusawasuncis.

(qusqu siBura6a)(wasiyuh)(tiyunns)(wasimasinns)

alinya riki yanapamuwanqaku6ayqa.

unuta apamuCun.

(almusay - ruway)(tixla - away)(wasi piCay)(waka - Paway 'to milk')(qusqu - riy)

taytankuta vanapamu6unku.

(iskuyla- ripuy)(uywa 'animal' - miny)(kapull - palay)(sutinku - qelqay)(wasi - hamuy) .

marilLILlta pusamuwaCun.

(kuka)(minCna)(karta)(hampih 'nurse'(la una)

).

6.24

Conversation

1. A. Hey fellows. Why are you studying Quechua?

B . Because we are going to go to Cuzco next month, sir.

A. I see. And what are you going to do there?

B . We'll work with the people of the rural areas.(bawa Iahta) for two years.

A. That's good. What else are you going to do?Tell me some more.

B . We'll also look at the ruins and travel all over Perii.

A. Wonderful. And when are you going to come back tothe U.S.?

B . We'll come back in June, 1966.

2. A. How many people are studying Quechua?

There are twelve including me. We were thirteenbut one went back home.

Do you know Quechua already? Can you speak it?

B . Yes. But only a little bit. We have one more weekfor studying.

A. Then you must study every day,

B . Of course. We have to study Spanish too.

A. That's too much work, isn't it? If you'd like,I'll help you. I speak both Quechua and Spanish.

B . All right, sir. Come on and let's work together.

6.25

Listening In

huh cuerpo-de-pazmanta sipas 6iniruta rin huh warmiwan.

PCV. awmarya, mamgy.

Ch. simpikaru, siBura6a.

PCV. aTi6u tapuyu-kusayki.

Ch. imaIataCu kahtinqa?

PCV. maynintan 61n6iruman ris-kan?

Ch. kaynintan ris-kan. nuqapis 6aytan ris-kaniy,hakuyg nuqa pusasayki.

PCV. alicu, urpi sunqu. Ciairumanta6u kanki?

Ch. ark Caymantan kaniy. maymantatah qanri hamus-kanki?

PCV. nuqaqa qusqumantan hamus-kaniy.

Ch. Vaynaqa mayistra6g kas-kanki, i6a imadu?

PCV, manan mayistra6u kaniy. nuqaqa cuerpo-de-pazmantan kaniy.

Ch. ima ninidn?

PCV. cuerpo-de-paz niniytgh.

Ch. imatah 6ayri? manan uyariraniy6u 6aytaqa hayk'ahpas.

PCV. est7dos-unidosmantan waynakuna sipaskuna ima hamuyku:ahtaykiCista qankuna yanapah. 6aypa sutinmicuerpo-de-paz.

Ch. an. aTinyg riki 6ayqa. imakunatatah yanapuwankikuri?

CPV. 6axra Iank'ayta, mixuna wayk'uyta, wasi aIiCayta,liyiyta, qilqayta, kastilanu rimayta iman.

Ch. kusa, siBuraCa. imatah sutiykiri? wiTaway4.

PCV. marilinmi. qampari imatah?

Ch. nuqah sutiyqa margarita kusikunan.

.6.26

Dictation

maCupixCumRn rih makina. tutamantanmi las uCuta santa ana

istagunmanta makina, "yana mau" nisqa sutiyuh, puririn. 6"ax

6"ax C"axcliax nispan siqan sixsax quatata susiylawan arku

punkukama. Caymantatahmi iCaga urayman suCuyun p"awayIa.

iskuCakapi sayan, hinaspa Caypi astawan pasaxirukunata hugarin.

6aymantatah anta pampanta t'agapaspa warukunduman Cayan,

hinaspa 6aypi huh 6ikanta sayalantah. Caymantaga k'ixIu

wayq'unta haykun, hinaspa paarman Cayan. Caypi uruwambamanta

kalkamanta ima hamuhkuna siqamunku. Caymantatah iCaga

wiIkamayuh patantakama sipiyun, hinapi ulantaytambuman

6ayan, Caypitah pasaxirukunata almusain. Caymantan wa

wa wa nispa qaparispan hatun wayq'u urayman Cinkayapun

suni urqukunah Cawpinta. bay urqukunan makinah wagasgantapis

yaCapatarimunku. eatastimpas geumirmi sa'akunah

pakaykuscian. mayuCakunapisr/t'iurgukunamanta p"awayamus-kan

sumah C'uya unuyuh. wilkamayupas ap"anta rimarispa

suCuyus-kan makinawan kuska. iskay kinsa tunilkunata

pasaspan makinaqa ma6upix6u istagunman Cayan tayrinta

las trista Nina. inka Iahtaqa alt "u k'aw6i gaga patapin

kas-kan iskaypi t'agasqa; huhninmi maupixou, huhnintah

waynapix6u.

anta 'Anta' Querpo-de -paz 'Peace Corps'

arkupunku 'Arcopunpo' 6awpi 'middle, center'

ap"an 'noise, noisy' 6inkayuy 'to sink, get lost'

77,SIMIMPIMmmtlEtstItilmoTmmmummmmm9AwmgmmtrnmmmtTmtrItn.

6.27

.1."^a-rA

M.1.14.117174, -- .

Puya 'clean, clear' q'umir V green'

iskuCaka 'Izcucnaca' sa6'a 'vegetation'

ista5un 'railroad station' sipiyuy 'to run fast'

kalka 'Calca' sixsax 'zig-zag'

kusikuna 'Cusicuna' suCuyuy 'to roll down'

k'awCi 'sharp' suni 'tall, long'

k'lx1u 'narrow' susiylawan 'slowly'

marilin 'Marilyn' t'aqapay 'to cross'

pa6ar 'Pachar' tunil 'tunnel'

pasaxiru 'pasenger' warukundu 'Huarocondo'

pflawayTa 'rapidly' wilkamayu 'Vilcanota'

puririy 'to depart' waynapixCu 'Huaynapicchu'

qapariy 'to cry, scream' ya6apatay 'toimitate, echo'

qaqa 'rock'