Module 1 | Iyarina

Week 1. Overview

During the first week you will learn:

to use the present tense of the verb. In order to use the present tense you will also need to learn: 1) the personal pronouns; 2) how to distinguish and use the direct object of the verb; 3) where the verb goes in the sentence, and the durative form of the verb.
Understand how the present tense is also used as a present perfect to describe a recently completed action
to ask and answer basic yes/no questions (with -chu, -mi on common verbs and adverbs)
50 high frequency vocabulary words
kinship terms
Some basic greetings

In doing so you will also make progress in certain life skill areas included in the USDE FLAS language goals. These include:

The ability to respond and engage politely with beginning level greetings.
The ability to say what family members you have and to ask others about their family members.
The ability to order a meal in a restaurant
Beginning ability to keep a conversation going by saying "ok., yes, really?, etc"

Monday: Introduction and Chapter 1

9:00—9:30 Read assigned chapters.

9:45 Swanson Introduction

Teaching and learning goals.

Historical overview of the Quechua language family and its spread to Ecuador and the Amazon

Actividades:

1) Practicar el uso de los distintos verbos como saludos con el modelo "Kawsangichu/Kawsanimi. La meta es:

Tuesday: Chapter 2

Chapter 2. Practice 2. Questions and answers in third person singular (present or present perfect).

Chapter 2. Practice 3. Questions in third person plural.

Chapter 2. Practice 4. Questions in 2nd person plural with answers in 1st person plural (present or present perfect).

Wednesday: Chapter 3

Practicar: Wauki, turi, kari, warmita ect. charingichu? Reponder con

warmi-yuk, warmi-illak ani o warmira charini.

Despues pregunte a otro sobre como respondió la persona a quién preguntaron: ¿Warmita charinzhu pay?. Responde con "Warmira mana charinzhu."

Kinship terms (Quizlet exercise)

Possessive suffix -yuk

Thursday: Lesson 4: Types of questions:

Information questions with Ima, pi, and question marker -ta/-ra; Open-ended questions with -ga, The causative suffix –chi; polite/non-immediate imperative.

Powerpoint: Machakuy sapura mikun: practice with "pi", present tense, and the direct object

PowerPoint: A walk in the forest- Kichwa dialogue with with information questions (rina, katina, pushana, may, pi)

PowerPoint The Imperative

PowerPoint on -chi/--ri

4.1 Practice information questions with "ima" + question marker -ta;

4.2 Practice answering the following information questions which ask pi ‘who?’

4.3 Practice asking and answering the following information questions for third person plural subjects, which you will insert in your answers.

4.4 Practice turning the following commands into polite, non-immediate imperatives.

4.5 Practice the open-ended question by having someone read each of the following statements and then ask you about what you are doing.

4 Exercise 1 with -chi. Translate or match the following sentences.

Jugar "sharades" actuando en forma de un verbo y adivinando para contestar "Imara rauni; Imara raungi?; Imara raun?

Pregunte a los hombres si tienen turi o ñaña y a las mujeres si tienen wauki o pani. Deben responder. Mana. Waukira mana charinichu. O Mana, wauki illak mani. Warmi mani kuti. Turira charini.

Friday: Test over Module 1

The present tense. The verb ana “to be”. Personal pronouns.

Exercises:

Pronouns (Quizlet)

Present tense (Quizlet)

Questions and answers in third person singular (present or present perfect).

Questions in third person plural.

Questions in 2nd person plural with answers in 1st person plural (present or present perfect).

Possessive suffix -yuk

Yes/No Questions with -yuk

Kinship terms (Quizlet exercise)

Family and kinship terms for consanguineal (blood) relations.