takey aka no wawa ｜ Natural environment
In the morning on the second day, Mangday (Md) went with Sompo (So) and Masaray (Ma) to Iranmilek, admiring the scenery on the way.
Readings
The verbs that are shown in this lesson are grouped in the same way as they were in Lessons 3 and 7 and are reviewed as follows. First, we look at how we form new words from the root ap (also written hap) “to get, to take.” In example (1) apey “to take…away” is formed by taking the root ap “to take” and adding the imperative transitive verb suffix –i (realized as –ey).
In examples (2)–(4) the prefix paN- has the meaning “in a large space and time frame there are many people doing multiple things or activities,” so pangap means “to collect / catch fish.” In example (2) the transitive verb prefix i- indicates the person receiving the action, and therefore ipangap means “to collect for someone.” Notice that the agent takes the Genitive form mo while the patient takes the Nominative (free) form iya. Example (4) is a combination of the intransitive verb infix –om– + pangap that forms mangap, with the Nominative agent ka. Example (3) is a ka- verb, and does not follow the transitive / intransitive grouping because its agent always uses the Genitive form (like transitive verbs) while the patient almost never uses the Nominative form (like intransitive verbs). Here, the prefix ka- means “only;” in Lesson 3 ka- meant “just finished,” while in Lesson 8 it meant “then.”
Next, we observe how to form new words from the root teneng “able, to know.” In example (4) maténeng “able, know how” with the prefix ma- is a stative verb. The subjunctive form ji áteneng “of course (he/she) knows how” has the prefix a- added to the root (example 5). In example (7), the prefix maka- “able” makes it a dynamic verb. Because examples (4), (5), and (7) are all intransitive verbs, the agent uses the Nominative form. Example (6) is also a ka- verb, where the agent uses the Genitive form. The doubled root gives the meaning of “very,” so kateneténeng means “very good, very smart.”
Lastly, we look at a few common dynamic intransitive verbs: the agents of –om–, mi–, and maci– all take the Nominative forms. maci– as a prefix means “engage in something together, with each other, participate (in something),” as in (9).
Question words can be kept in their original positions in the clause (for example ikongo “what,” as in (11)), or they can appear alone at the beginning of the sentence in the Predicate position (for example sino “who,” as in (12)).
When the Subject (e.g. iya) is fronted for contrast, or when a topic structure is used for emphasis (e.g. yaken), pronouns appear in their free forms. The Genitive pronoun mo inside the Predicate, however, still appears in the bound form.
Read about the everyday activities that the Yami do in the mountains or by the ocean. Choose one activity, collect pictures, or draw the activity, and label the related Yami vocabulary.
Review the vocabulary of Lessons 6 through 10. Make flash cards (Yami on one side, Chinese or a drawing on the other). Memorize the words using the cards and practice writing them without looking. Ask a family member or friend to help test you.
Listen to the readings of Lessons 6 through 10 a few times, paying attention to accents and intonation. After each sentence, repeat it out loud. Read the dialogues aloud, record your best performance, and play it for your classmates and teacher.
Think back to the vocabulary, sentence patterns, and language use throughout this volume. Review greetings, leave-takings, self-introductions, introducing family and friends, expressing likes and dislikes, classroom expressions, vocabulary related to staying in a cottage, and creating songs. Revisit the locations and unique features of Orchid Island’s geography, buildings, natural monuments, and local landmarks.
Collect the most representative pieces of your work from this semester and make a portfolio. Add a self-reflection about your learning experience to show the progress you have made in learning the Yami language.