Amharic Units 1 to 8

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Unit 2 Greetings and Leave-Taking

Learning Objectives At the end of this unit you will be able to:

Demonstrate greetings and leave takings appropriate to age, gender, and time of day

Demonstrate understanding of cultural aspects of greetings and leave-takings, including body language

-ጤና ይስጥልኝ T΄enayïst΄ïlïñ!

-ጤና ይስጥልኝ

T΄enayïst΄ïlïñ!

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Dialog 1 Greeting a Community Member. Lindsay, a female PCV, greets Ato* Kebede, her host family father, in the morning.

Amharic Lindsay: Eንደምን Aደሩ Ïndämïn addäru? Ato Kebede: ደህና EግዚAብሔር ይመስገን Dähna, ïgziabïher yïmmäsgän. ደህና

Aደርሽ? Dähna adärš? Lindsay: ደህና EግዚAብሔር ይመስገን Dähna, ïgziabïher yïmmäsgän. English Lindsay: Good morning. (Lit. How you spend the night?) Ato Kebede: Fine, God be thanked. Good morning. (Lit. Did you spend the

night well?) Lindsay: Fine, God be thanked.

* ( Aቶ) Ato is an Amharic title meaning “Mister”.

Cultural Note Greetings

Greeting plays an undeniable role in speeding up your assimilation to the community. Even though the way Ethiopians greet each other might differ slightly from region to region or place to place, it is always an important part of public social interaction. Sometimes the greeting may extend to asking after families, cattle, sheep, crop yield, weather conditions, etc. It is also common, particularly in the countryside, to greet someone who you don’t know.

While greeting and taking leave, bowing, shaking hands and removing hats are common. Kissing one another’s cheeks is also practiced, especially upon meeting after an extended period of time. Using both hands when shaking hands with elders and officials indicates respect (the left hand to support the right forearm OR put both hands on the elder’s hand). Young people in Ethiopia will typically greet each other by shaking hands and bumping shoulders.

Raising the eyebrows is sometimes used to greet someone in a situation in which someone doesn’t want or is unable to talk, or in a situation in which the two people are very familiar with one another.

Upon the entry or arrival of elders or officials, it is customary to stand and say, nor (signifying welcome and respect). The person arriving would respond, bGz@R bägzer (lit. “by God”). Not leaving a seat for respected or elder people shows disrespect. Also, putting hands in the pockets while talking with elders shows disrespect.

Greetings can be replied to by saying XGz!xB/@R YmSgN ïgziabher yïmmäsgän. A person will be happy if you call her or him by name while greeting.

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Vocabulary Useful Phrases for Greeting

General greetings make use of the present-tense verb, “to be” (mçN mähon): Person Amharic

Pronoun Verb “to be” Example (…fine.)

I Xn@E ïne ነኝ näň (Xn@ïně) dHÂ nኝdähna näň.

You (♂) xNt anta nH näh (xNt antä) dHÂ nH dähna näh?

You (♀) xNcE anči n> näš (xNcE anči) dHÂ n> dähna näš?

You (polite) XRSã ïrswo nãT näwot (XRSã ïrswo) dHÂ nãT dähna näwot?

He Xs# ïssu nW näw (Xs# ïssu) dHÂ nW dähna näw?

She Xú* ïssua ÂT/nC nat/ näč (Xú* ïssua) dHÂ ÂT dähna nat/näč?

He/She (polite) XúcW ïsaččäw ÂcW naččäw (XúcW ïssaččäw) dHÂ ÂcW dähna

naččäw? We X¾ ïñña nN nän (X¾ ïñña) dähna nän.

You all (plural) XÂNt ïnnantä ÂCh# naččïhu (Eናንተïnnantä) dHÂ ናችሁ naččïhu?

They Xns# ïnnässu ÂcW naččäw (Eነሱ ïnnässu) ደህና ናቸውdähna naččäw?

Person How are you? / Are you fine? Fine / I am fine / We are fine You (♂) XNdMN nH? dHÂ nH? ïndämïn näh? /

dähna näh? dHÂ dähna. / dHÂ ነኝ dähna näň

You (♀) XNdMN n>? ïndämïn näš? / dHÂ n>? dähna näš?

dHÂ dähna / dHÂ ነኝ dähna näň.

You (polite) XNdMN nãT? ïndämïn näwot? / dHÂ nãT?dähna näwot?

dHÂ dähna / dHÂ ነኝ dähna näň.

You all (plural) XNdMN ÂCh#? ïndämïn naččïhu? / dHÂ ÂCh#?dähna naččïhu?

dHÂ dähna / dHÂ nN dähna nän.

General Greetings (Sälamtawoč) -@Â YS_Lኝ T΄enayïst΄ïlïñ! . [formal, for all persons & all times] May God give you health. s§M nW Sälam näw? [informal, all persons & times] Is everything okay? (Lit. Is it peace?)

Grammar Point As you read through the following charts, pay attention to how the suffix changes for each different person (in bold).

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Vocabulary Time-Specific Greetings

Generally, morning is from awakening until noon, afternoon is from lunch until approximately the end of the work day/sunset, and evening is after work is over until bedtime.

Person ጥዋት t΄äwat/morning

(ማደር/ madär) ከሰዓት በኋላ käsä’at

bähuwala/afternoon (መዋል/mäwal)

ምሽት /mïšït/evening (ማምሸት/mamšät)

You (♂)

Eንደምን / ደህና/ Aደርክ? ïndämïn / dähna addärk?

Eንደምን / ደህና/ ዋልክ? ïndämïn / dähna walk?

Eንደምን / ደህና/ Aመሸህ? ïndämïn / dähna amššäh?

You (♀)

Eንደምን / ደህና/ Aደርሽ? ïndämïn / dähna addärš?

Eንደምን / ደህና/ ዋልሽ? ïndämïn / dähna walš?

Eንደምን / ደህና /Aመሸሽ? ïndämïn/ dähna amäšäš?

You (polite)

Eንደምን / ደህና/ Aደሩ? ïndämïn / dähna addäru?

Eንደምን / ደህና/ ዋሉ? ïndämïn / dähna walu?

Eንደምን / ደህና/ Aመሹ? ïndämïn/ dähna amäššu?

You all (plural)

Eንደምን / ደህና/ Aደራችሁ? ïndämïn / dähna

Eንደምን / ደህና/ ዋላችሁ? ïndämïn / dähna walaččïhu?

Eንደምን / ደህና/ Aመሻችሁ? ïndämïn / dähna

Responses

EግዚAብሔር ይመስገን Ïgziabïher yïmmäsgän. Praise to God. ደህና Dähna. Fine. ደህና nN Dähna nän. We are fine. ደህና nW Dähna näw. He is fine. ደህና ÂT/nC Dähna nat/näč. She is fine. ደህና EግዚAብሔር ይመስገን፡፡ ደህና Aደርክ/ሽ/ሩ/ራችሁ? Dähna, ïgziabïher yïmmäsgän. Dähna addärk/addärš/addäru/addäraččïhu?

General Leave-Taking:Leaving for an Extended Period

Person Take care (Lit. Be well.) You (♂) xNt antä dHÂ h#N Dähna hun.

You (♀) xNcE anči dHÂ h#ß! Dähna huňi.

You (polite) XRSã ïrswo dHÂ Yh#n# Dähna yïhunu.(hunu).

You all (plural) XÂNt ïnnantä dHÂ h#n# Dähna hunu.

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Time-Specific Leave-Taking

Person

ጥዋት t΄wat morning (መዋል mäwal)

ከሰዓት በኋላ käsä’at bähuwala afternoon

(ማምሸት/mamšät)

ምሽትmïšït evening (ማደር/ madär)

xNt antä dHÂ êL dähna wal dHÂ xM> dähna amš dHÂ XdR dähna ïdär

xNcE Anči dHÂ êY dähna way(i) dHÂ xM¹! dähna amši dHÂ Xd¶ dähna ïdäri

XRSã Ïrswo dHÂ êl#/ Yêl# dähna walu/yïwalu

dHÂ xM¹#/ ÃM¹#

dähna amšu/ yamšu dHÂ Xd„/ Yd„ dähna ïdäru / yïdäru

XÂNt ïnnantä dHÂ êl# dähna walu dHÂ xM¹# dähna amšu dHÂ Xd„ dähna ïdäru

Practice Responding to Greetings and Leave-Taking. How would you respond to the following greetings or leave-takings?

1. Eንደምን Aደርክ/ Aደርሽ? Ïndämïn addärk? / addärš? 2. dHÂ ÂCh#? Dähna naččïhu? 3. dHÂ XdR/ Xd¶ Dähna ïdär / ïdäri. 4. dHÂ h#N/ h#ß! Dähna hun / huňi.

Practice Greetings and Leave-Taking Role-Plays. What would you say in each of the following situations?

1. You are meeting an elderly person of the community for the first time. 2. At a morning meeting, you are asked to the front of the room, and you must greet

the entire gathered crowd. 3. You are speaking to a young, male shopkeeper in the afternoon. 4. You are saying goodbye to your LCF at the end of the day. 5. You are greeting a female counterpart who has come to visit your house in the

afternoon. 6. You are going to bed and saying goodnight to your host family. 7. You take leave of a group of neighborhood children during the morning.

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Grammar Point Greetings and leave-takings in Amharic make use of three verbs: Amharic English ማደር madär [adärä] To spend the night መዋል mäwal [walä] To spend the day ማምሸት mamšät [amäšä] To spend the evening

Greetings Greetings are formed with the past-tense of these verbs (see Unit 10 for further details on past tense):

Eንደምን Aደርክ Ïndämïn addärk?

how did you (♂) spend the night? ደህና Dähna ዋልሽ? walš? well did you (♀) spend the day? Eንደምን Ïndämïn Aመሻችሁ? amäššaččïhu? how did you (plural) spend the evening?

The past-tense conjugations of these verbs have been utilized in the greeting charts given above. Refer to these charts and notice the pattern of changing suffixes for each person.

Leave-takings Leave-takings are formed with the imperative form of these verbs.

ደህና Dähna Xd„ ïdäru. well spend the night (plural or polite) ደህና Dähna êY way(i).

well spend the day (♀) ደህና Dähna xM> amš. well spend the evening (♂)

The imperative forms of these verbs have been utilized in the leave-taking charts given above. Refer to these charts and notice the pattern of changing suffixes for each person.

Note: In Amharic sentences, the verb almost always comes last.

Subject + (object/modifier/descriptor) + Verb (Xn@ ïne) dHÂ dähna ነኝnäň. (I) fine am (subject) (modifier) (verb)

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Practice The Verb “to be” Given the Amharic pronoun, provide the correct form of the verb “to be”.

1. Xú* dHÂ Ïsswa dähna ? 5. XRSã dHÂ Ïrswo dähna ?

2. X¾ dHÂ Ïñña dähna . 6. Xn@ dHÂ Ïne dähna .

3. Xns# dHÂ Ïnnässu dähna ? 7. xNt dHÂ Antä dähna ?

4. xNcE dHÂ Anči dähna ? 8. XÂNt dHÂ Ïnnantä dähna ?

Dialog 2 Meeting Friends on the Street Mark, a male PCV, sees his friends, Mekonen and Tigist, on the street, in the late afternoon.

Amharic Mark: dHÂ ዋላችሁ? Dähna walaččïhu? Friends: dHÂ XGz!xB/@R YmSgNÝÝ dHÂ êLK? Dähna, ïgziabïher yïmmäsgän.

Dähna walk? Mark: dHÂ XNdMN ÂCh#? dHÂ ÂCh#? Dähna Ïndämïn naččïhu? Dähna naččïhu? Friends: dHÂ nN ÝÝ Dähna nän. Mark: X¹! Òã dHÂ xM¹# Ïšši. Čaw, dähna amïšu. Friends: x»N dHÂ xM> Amen, dähna amš. English Mark: Good afternoon (to you both). Friends: Fine, praise God. Good afternoon. Mark: Fine. How are you (both)? Are you (both) fine? Friends: We are fine. Mark: Okay. Bye, good evening. Friends: Amen, good evening.

Application Greet the different members of your host family, both individually and as a group. Take leave of them, as appropriate, throughout the day. During next class, discuss the specific greetings and leave-takings that you used. How did they respond?

Note: Since the verb indicates the subject, and is therefore redundant, the initial pronoun can often be dropped, unless we want to add emphasis or intend to indicate contrast with another person. (dHÂ ነኝ dähna näň or Xn@ dHÂ ነኝ ïne dähna näň →).

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Glossary: dähna ደህና fine ïgzïabhär yïmäsgän EግዚAwሔ`

ይመስገን God be thanked (praise to God)

t’ena yïstïlïň ጤና ይስጥMኝ may God give you health dähna nat ደህና ናƒ she is fine dähna nän ደህና ነን we are fine t’äwat ጠዋƒ morning käsäat ከሰAƒ afternoon mïšït ምሽƒ evening sälam näw? ሰላም ነው? is everything okay? madär ማደ` to spend the night mäwal መዋM to spend the day mamsät ማምሸƒ to spend the evening Practice Reading and Pronouncing Script xÄ!S xbÆ xs§ ±S¬ >NT b@T x»¶μ ÷μ ÷§ XNj‰ Äï

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Unit 3 Introducing Oneself

Learning objectives By the end of this unit, you will be able to:

Introduce yourself stating your nationality, occupation, and marital status Ask others for personal information: about place of origin, occupation, and

marital status Use the verbs ‘to be called’ as in, what’s your name? (Lit. What do they call you?) Use possessives Pluralize nouns

Grammar Point Conjugation of verb “to be called” mÆL mäbaal [tÆl täbaalä]

Conjugation of verb “to be called” mÆL mäbaal [tÆl täbaalä] (present tense) (Note: We will look at the present tense conjugation in more detail in Unit 9.)

Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne XÆ§lh# ïbaalallähu X¾ ïñña XNÆ§lN ïnïbaalallän xNt antä TÆ§lH tïbbaalalläh xNcE anči TÆÃl> tïbbaayalläš XRSã ïrswo YÆ§l# yïbaalallu

XÂNt ïnnantä TÆ§§Ch# tïbaalallačhu

Xs# ïssu YÆ§L yïbaalal Xú* ïsswa TÆ§lC tïbbaalalläč XúcW ïssačäw YÆ§l# yïbbaalallu

Xns# ïnnässu YÆ§l# yïbbaalallu

Vocabulary Words Denoting Nationality (z@GnT zegïnät)

To form nationality adjectives we add - êE wi (male) or - êET wit (female). The plural form is - WÃN wïyan. Look at the following examples:

Country Male Singular Female Singular Plural Ethiopia/ x!T×ùÃ ïtyop΄ya

x!T×ùÃêE ityop΄yawi

x!T×ùÃêET ityop΄yawit

x!T×ùÃêEÃN ityop΄yawïyan

x»¶μ Amerika x»¶μêE Amerikawi

x»¶μêET Amerikawit

x»¶μêEÃN Amerikawïyan

k@NÃ Kenya k@NÃêE Kenyawi

k@NÃêET Kenyawit k@NÃêEÃN Kenyawïyan

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Grammar Point Conjugation of ¥GÆT magbat [xgÆ agäba] to marry

Affirmative Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne xGBÒlh# agïbičalähu X¾ ïñña xGBtÂL agïbïtänal xNt antä xGBt¦L agïbïtähal xNcE anči xGBtšL agïbïtäšal XRSã ïrswo xGBtêL agïbïtäwal

XÂNt ïnnantä xGB¬C“L agïbïtačihual

Xs# ïssu xGBaL agïbïtoal Xú* ïssua xGB¬lC agïbïtalač

XúcW ïssačäw xGBtêL agïbïtäwal Xns# ïnnäsu xGBtêL agïbïtäwal

Negative Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne X§gÆh#M alagäbahum X¾ ïñña X§gÆNM alagäbanïm xNt antä x§gÆHM alagäbahm xNcE anči x§gÆ>M alagäbašm XRSã ïrswo x§gb#M alagäbum

XÂNt ïnnantä x§gÆCh#M alagäbačïhum

Xs# ïssu x§gÆM alagäbam Xú* ïssua x§gÆCM alagäbačïm XúcW ïssačäw x§gb#M alagäbum

Xns# ïnnäsu x§gb#M alagäbum

Note: FcE fiči/divorce (tÍTÒlh# Täfatïčalähu. I am divorced.)

The affirmative forms make use of what is called the “compound gerunditive” tense, which is literally translated like, “I have married,” “You have married,” “They have married,” etc. You can see this tense outlined in more detail in the Grammar Appendix, and also in the Grammar point in Unit 17.

The negative forms make use of the negative past tense form, which is translated literally, “I did not marry,” “You did not marry,” “They did not marry,” etc. This form is discussed in detail in Unit 10. Briefly, though, the negative form of the past is marked by the prefix x§-al- and the suffix -M –m attached to the positive form of the past tense verb. Notice in the chart above how the verb stem “xgÆ agäba” changes within the al- and –m affixes. In the underlined bits, you should recognize the patterns that you have seen in greetings in the previous unit.

Note: Prefixes are bits added at the beginning of a word, and suffixes at the end. The word “affix” is used for both prefixes and suffixes.

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Introducing yourself Look at the photos of the following celebrities (some of them are Ethiopians). Assume that they are introducing themselves to you in Amharic. Read their self-introductions given below: 1: Haile Gebreselassie (Ethiopian Long Distance Runner/ Ruač΄)

ሃይሌ ገ/ስላሴ Eባላለሁ፡ Iትዮጰያዊ ነኝ፣ Haile Gebreselassie ïbaalallähu. Ityop΄yawi näñ. ሯጭ ነኝ፡ Ruač näñ. Aግብቻለሁ፡ Agïbïčallähu. ባለቤቴ ወ/ሮ Aለም ትባባለች፡፡ Baläbete Woizero Alem tïbaalalläč.

2. Jennifer Lopez ጄኒፈር ሎፔዝ Eባላለሁ Jennifer Lopez ïbaalalähu. Aሜሪካዊት ነኝ፡ Amerikawit näñ. ዘፋኝ ነኝ፡Zäfañ näñ. Aግብቻለሁ፡Agïbïčallähu. ባለቤቴ ማርክ Aንቶኒ ይባላል Baläbete Marc Anthony yïbaalal.

3. Mary Smith ሜሪ ስሚዝ Eባላለሁ፡ Mary Smith ïbaalallähu. Aሜሪካዊት ነኝ፡ Amerikawit näñ. ሐኪም ነኝ Hakim näñ. Aላገባሁም፡ Alagäbahum.

Practice Reread the self-introductions and complete the information in the tables below. Some of the information has been filled in for you. Haile Gebreselassie

ስም sïm/name ዜግነት zegïnät/ nationality

ስራ sïra/occupation የጋብቻ ሁኔታ

yägabïčča huneta /marital status

_______________ Iትዮጵያዊ ïtyop΄yawi _______________ ___________

Jennifer Lopez

ስም sïm ዜግነት zegïnät ስራ sïra የጋብቻ ሁኔታ yägabïčča huneta

Jennifer Lopez _____________ ዘፋኝ zäfañ ___________

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Mary Smith

ስም sïm ዜግነት zegïnät ስራ sïra የጋብቻ ሁኔታ yägabičča huneta

_______________ _______________ _______________ ___________

Cultural Note Titles (¥:rG Ma’ïräg) The ordinary title for adult men in Amharic is AቶAto (equivalent to the English ‘Mr.’). The ordinary title for married women is ወይዘሮ Woyzäro and for unmarried women ወይዘሪት Woyzärit. There is no equivalent for Ms in Amharic. When in doubt, it is generally acceptable to ask the addressee which of the two titles ወይዘሮWoyzäro or ወይዘሪት Woyzärit to use. Inquiring About Marital Status

Ethiopians will commonly ask you about your marital status. This, however, is not very common amongst Ethiopians themselves. If someone of the opposite sex asks your marital status, it may or may not mean that they are interested in having a relationship with you. Sometimes people are simply curious!

Grammar Point The Possessive Adjective “My” (first method) To form the possessive for first person (my), add “-e” to the noun if it ends in a consonant or “-ye” if it ends in a vowel. Look at the following

examples: ስም sïm name → S» sïme my name xgR agär country → xgÊ agäre my country b@T bet house → b@t& bete my house S‰ sïra job/work → S‰ü sïraye my job/work z@GnT zegïnät nationality → z@Gnt& zegïnäte my nationality s§M¬ sälamta greeting → s§M¬ü sälamtaye my greeting

Pluralizing

To pluralize, you add åC oč if the noun ends in a consonant, and ãCwoč if it ends in a vowel. The possessive marker goes on the end of the pluralized word. Singular Plural Plural Possessive LJ lïjj child LíC lïjjoč children Líc& lïjjoče my children Wš wïša dog WšãC Wïšawoč dogs Wšãc& wïšawoče my dogs DmT dïmmät cat DmèC dïmmätoč cats Dmèc& dïmmätoče my cats

Note: Wšãc& wïšawoče may become Wëc& wïšoče for short. This is especially common for nouns ending in –a ( 4th order).

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Grammar Point The Possessive Adjectives (first method) Now that you have learned the suffix to indicate “my”, study the following chart of suffixes to indicate possession by each different person.

Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne xgÊ agäre my country X¾ ïñña xg‰CN agäraččïn xNt anta xgRH agärïh your (m.) countryxNcE anči xgR> agärïš your (f.) country XRSã ïrswo xgRãT agärwot/wo

XÂNt ïnnantä xg‰Ch# agäraččïhu

Xs# ïssu xg„ agäru Xú* ïssua xgRê agärwa XúcW ïssačäw xg‰cW agäraččäw

Xns# ïnnäsu xg‰cW agäraččäw

To form the possesive for “your” ♂ and ♀, add ‘ïh’ for male and ‘ïš’ for female. Look at the following examples: SM sïm → SMH sïmïh (male) / SM> sïmïš (female) xgR agär → xgRH agärïh (male) / xgR> agärïš (female) b@T bet → b@TH betïh (male) / b@T> betïš (female) z@GnT zegïnät → z@GnTH zegïnätïh (male) / z@GnT> zegïnätïš (female) S‰ sïra → S‰H sïrah (male) / S‰> sïraš (female) Pluralizing possessives: b@èC betoč → b@èCH betočïh (male) / b@èC> betočïš (female) WëC wïšoč → WëCH wïšočïh (male)/ WëC> wïšočïš (female)

LË

b@t&

bete

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In general, the pattern of possessive suffixes is as follows:

Pronoun n-§ Näťäla/ Singular

Bz# Bïzu/Plural

Xn@E ïne -e or –ye X¾ ïñña -xCh# -aččïhu xNt antä -ïh xNcE anči -ïš XRSã ïrswo -wot/wo

XÂNt ïnnantä -xCh# -aččïhu

Xs# ïssu -u or -w Xú* ïssua -wa XúcW ïssačäw -aččäw

Xns# ïnnäsu -xcW -aččäw

Examples (mïsalewoč) 1. xgRH yT nW? Agärïh yät näw? What is the name of your country? (Lit. Where is

your country?) 2. SM> ¥N nW? Sïmïš man näw? What is your name? (to a female person) 3. S‰H MNDN nW? Sïrah mïndïn näw? What is your job/occupation/profession? (to

a male person) Practice You would like to elicit personal information from someone. Put your photo in the middle and write your questions as shown. You can add more questions to the chart.

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Dialog 1 Read the dialog below. In the following situation, Hailu and Jeff have just met. What do they say to each other?

Hailu: Xn@ ¦Yl# XÆ§lh# xNtS? Ïne Hailu ïbaalallähu. Antäs? Jeff: Xn@ ËF XÆ§lh# Ïne Jeff ïbaalallähu. Hailu: xgRH yT nW Agärïh yät näw? Jeff: xgÊ x»¶μ nW Agäre Amerika näw. Hailu: Xn@ xSt¥¶ ነኝ ïne astämari näñ. xNtS S‰H MND nW? Antäs, sïrah mïndïn

näw? Jeff: Xn@ m/NÄ!S ነኝ Ïne mähandis näñ.

Practice Study the previous dialog and connect the sentences with gïn (but). Look at the example: Mœl@ Mïsale/example: ¦Yl# xSt¥¶ nW ËF GN m/NÄ!S nW Hailu astämari näw, Jeff gïn mähandis näw.

1. ሊያ ተማሪ ናት ሜሮን ግን Liya tämari nat Meron gïn .

2. ያሬድ ዘፋኝ ነው Aቤል ግን Yared zäfaň näw Abel gïn ______. Practice Use the appropriate possessive form to indicate that the following items belong to you.

1. b@T bet

2. xSt¥¶ astämari

3. /k!M hakim

4. DmT dïmmät

5. ïRœ borsa Grammar Point Negation of the Verb “to be”

Sometimes you will need to tell people, for example, that you are NOT a doctor, that you are NOT from England, etc. You have previously seen the negative form of the verb ¥GÆT magbat [xgÆ agäba]. Now study the negative form of “to be”, which is slightly irregular.

Note: The suffix –s added to the end of a subject pronoun indicates “how about”, asin, “xNtS Antäs?” (“How about you (m.)?”).

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Conjugation of verb to be ‘nbr näbärä’ (present tense negative) Näťäla/Singular Bïzu/Plural

Affirmative Negative Affirmative Negative Xn@E ïne ነኝ näñ xYdlh#M

aydälähum

X¾ iñña nN nän xYdlNM

aydälänïm xNt antä nH näh xYdlHM

aydälähïm xNcE anči n> näš xYdl>M

aydäläšïm XRSã ïrswo nãT näwot xYdl#M

aydälum

XÂNt ïnnantä

ÂCh# načïhu

xYd§Ch#M aydälačïhum

Xs# ïssu nW näw xYdlM aydäläm

Xú* ïssua ÂT/nCnät(näč) xYdlCM aydäläčïm

XúcW ïssačäw

ÂcW näčäw xYdl#M aydälum

Xns# ïnnässu

ÂcW načäw

xYdl#M aydälum

Although the past tense negative of “to be” is irregular, you can still see the changing pattern of person markers that you have observed in the past tense previously.

Practice Answer the following questions in the negative.

1. /k!M nH/n>? Hakim näh? / näš? 2. XNGl!²êE/êET nH/n>? Ïngïlizawi /wit näh? / näš? 3. t¥¶ãC ÂCh#? Tämariwoč načïhu? 4. t$¶ST ÂCh#? Turist načïhu? 5. xÆTH/> ÂcW? Abbatïh/š načäw?

Practice Now make a list of your other belongings. Then convert them into a possessive phrase by adding the appropriate affix.

In case you were unable to find an Amharic equivalent for the items you listed, you can still add the possessive affix to them. Like ‘host father + e = host fathere! Make your list in the spaces given below: The first one has been done for you. A. m{/F mäs΄haf m{/Ø mäs΄hafe

B.

C.

D.

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Practice Use appropriate possessive forms to indicate that the items listed belong to a person you are talking to (you). In some of your answers, you can use the polite form for variety.

1. b@T bet (♀)

2. xSt¥¶ astämari (♂)

3. /k!M hakim (♀)

4. šY šay (♂)

5. Wš wïša (♀) Practice Underline the term(s) that describe you.

z@GnT Zegïnät: Amerikawi/Amerikawit/Ethipiawi/Etiopiawit/ S‰ Sïra: tämari/astämari/hakim/yäsälam guad ¥:rG Ma’ïräg: Ato/woyzäro/woyzärit

Practice Complete the following questionnaire (about you).

SM sïm

xgR agär

S‰ sïra

z@GnT zegïnät ______

yUBÒ h#n@¬ yägabïčča huneta ______ Practice Introduce yourself to the class. Use the models given at the beginning of the unit. Vocabulary Identifying Oneself

SM sïm name z@GnT zegïnät nationality ¥:rG ma’iräg title xD‰š adraša address kt¥ kätäma town/city mNdR mändär village xgR agär country

_Ãq&ãC T΄iyak΄ewoyč / Questions

yT nW? yet näw? Where is it? ¥N nW? man näw? Who is it? MNDN nW ?mïndïn näw? What is it?

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Sïra / Occupations

/k!M hakim physician [hð s΄ähafi secretary m/NÄ!S mähandis engineer yHG ÆlÑÃ yähïg balämuya lawyer yb@T Xmb@T yäbet ïmäbet housewife xSt¥¶ astämari teacher zÍኝ zäfañ singer gbÊ gäbäre farmer xStÂUJ astänagaj waiter or waitress -#rt¾ t΄urätäña retired ነጋዴ nägade merchant የሒሳብ ሰራተኛ yähisab säratäña accountant የጽዳት ሰራተኛ yäs’dat säratäña janitor

Practice Complete the blank spaces with the profession/job of the person represented in each picture.

____________ __________ Application Rehearse the self-introduction that you wrote above for a talk in class and then:

1. Introduce yourself to someone in your training community whom you have not met before.

2. Tell him or her three different things about yourself. 3. Find out three different things about him or her by asking questions.

Practice Reading and Pronouncing Script

p&Ps! FQR MGB b@T

s#Q s§M ¹¸Z [g#R xF¶μ

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Unit 4 Introducing Others

Learning Objectives: By the end of this unit you will be able to:

Introduce your own family Formulate questions about family members: where they live, who they are called,

and what their professions are Use the verb “to live” Use the verb “to have” (positive and negative forms) Use negative, singular and plural markers, and demonstrative adjectives Use demonstrative pronouns

Introducing One’s Family Desta’s Family Tree / ydS¬ zR hrG yäDesta yäzär haräg

A. Ato Meshesha F. Ato Gashaw L. Woizäro Tsehay

B. Woizäro Tiruayehu G. Fantahun M. Ato Abebe C. Ato Belete H. Mesfin N. Ato Getahun D. Woizäro Mulu J. Gete O. Ato Mebratu

E. Ato Nega K. Woizäro Taytu P. Woïzäro Alem

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ydS¬ b@tsB YäDesta betäsäb: Desta→ LJ lïjj, Ato Gashaw → xÆT abbat, Woyzäro Taytu → XÂT ïnnat, Mesfin → wNDM wändïm

Grammar Point The Possessive Forms (second method)

The following tables review how to form the possessive forms for abbat and wïšša. You have learned these suffixes in the previous unit.

xÆT abbat ‘father’

Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne xÆt& abate X¾ ïñña xÆ¬CN abbataččïn xNt antä xÆTH abbatïh xNcE anči xÆT> abbatïš XRSã ïrswo xÆTãT abbatwot/wo

XÂNt ïnnantä

xÆ¬Ch# abbataččïhu

Xs# ïssu xÆt$ abbatu Xú* ïssua xÆTê abbatwa XúcW ïssačäw xÆ¬cW abbataččäw

Xns# ïnnäsu

xÆ¬cW abbataččäw

Wš wïšša ‘dog’

Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne Wšü wïššaye X¾ ïñña WšCN wïššaččïn xNt antä WšH wïššah xNcE anči Wš> wïššaš XRSã ïrswo WšãT/ãwïššawot/wo

XÂNt ïnnantä

WšCh# wïššaččïhu

Xs# ïssu WšW wïššaw Xú* ïssua Wšê wïššawa XúcW ïssačäw WšcW wïššaččäw

Xns# ïnnäsu WšcW wïššaččäw

Note the differences in both the first person singular and third person male, between when the noun ends in a consonant (-e, -u) and when it ends in a vowel (-ye, -w).)

The above table shows one way of forming the possessive adjective. Now let’s look at another way of forming the possessive:

First method xÆT abbat → xÆt& abbate Second method: xÆT abbat → yn@ xÆT yäïne abbat

xÆt& abbate = yäïne abbat XÂt ïnnate = yn@ XÂT yäïne ïnnat LË lijje = yn@ LJ yäïne lïjj

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Now look at the possessive forms of ‘xÆT abbat’ for “I” and “we”. “my” “we” yXn@ xÆT yä ïne abbat (yn@ yäne abbat) yX¾ xÆT yä ïñña abbat

(y¾ xÆT yäñña abbat)

Generalization: To form the possessive in the second method y yä + noun (pronoun) = possessive phrase Examples: b@tsB betäsäb → ymSFN b@tsB yämäsfïn betäsäb

(ys# b@tsB yässu betäsäb) Practice Translate the following phrases into Amharic using the second method for indicating possession.

1. their family __________

2. his family __________

3. her family __________

4. your (female) family ____

5. your (male) family ____

6. your (plural) family ___ Note: Sometimes we use the yä + noun (pronoun) form to show contrast. Example: yn@ ïRœ TLQ nW Yäïne borsa tïlïk΄ (big) näw. yxNcE ïRœ TN> nW Yäanči borsa gïn tïnïš (small) näw. Phonology Vowel Change

When y yä is added to a noun (pronoun) that begins with a vowel, the sound may change. Look at this change in the following examples:

1. y yä + Xn@ ïne = yn@ yäne 2. y yä + xNt antä = ÃNt yantä 3. y yä + Xs# ïssu = ys# yässu 4. y yä + Xú* ïssua = yú* yässua 5. y yä + XúcW ïssačäw = yúcW yässačäw 6. y yä + x»¶μ Amerika = yx»¶μ yamerika

Vowels are dropped according to the “hierarchy” of vowels, listed from “strongest” (always replaces) to “weakest” (is always replaced):

xa, x@e, x!i, å o, x#u

x ä X ï

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So for example, the “ä” sound in “yyä” may replace the beginning “ï” sound of pronouns like ïssu, ïssua, ïnnantä, etc. Similarly, if the noun or pronoun begins with an “a”, as in antä or anči, the a may replace the ä. The assimilation of vowels indicated above occurs in fluent speech. In slow speech or reading the vowels can be pronounced separately, i.e as in the written form.

Vocabulary Kinship Terms

xÆT abbat father XÂT ïnnat mother baal husband ¸ST mist wife XNj‰ xÆT ïnjära abbat stepfather XNj‰ XÂT ïnjära ïnnat stepmother XHT ïhït sister wNDM wändïm brother s@T xÃT set ayat grandmother wND xÃT wänd ayat grandfather xKST akïst aunt (the sister of your mother or father) x¯T ag’got uncle (the brother of your mother or father) yx¯T / yxKST LJ yag’got or yakïst lïjj cousin

Practice Fill in the blank spaces about Mesfin. Look at the family tree.

Mœl@ Mïsale: xè UšW ydS¬ xÆT ÂcW Ato Gashaw YäDesta abbat načäw. 1. wYzé ÈYt$ ydS¬ Woyzäro Taytu YäDesta ÂcW načäw.

2. wYzé Ñl# ydS¬ Woyzäro Mulu YäDesta ÂT nat.

3. Í¬h#N ydS¬ Fantahun YäDesta nW näw. Practice Study the family tree and answer the following questions.

1. ydS¬ s@T xÃT ¥N YÆ§l# YäDesta set ayat man yïbbalalu?

2. ydS¬ wND xÃT ¥N YÆ§l# YäDesta wänd ayat man yïbbalalu?

3. ydS¬ x¯T ¥N YÆ§L? YäDesta aggot man yïbbalal?

4. ydS¬ xKST ¥N TÆ§lC? YäDesta akïst man tïbbalaläč?

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Practice Label the following pictures. The people shown in the pictures are all Mesfin’s family. Look at the family tree.

Cultural Note Patterns of Meeting People

You may notice that introductions in Ethiopia are different than in America. It’s not uncommon to talk about a third party while they are present (example: “Does she speak Amharic? Is he an American?”), without introducing the third person or addressing him or her directly. The practice of introducing people to each other (“John, meet Mary. Mary, meet John”) is not often used. Generally, people will offer their own names to an unknown person, sometimes saying “XNtêwQ ïnntäwäwäk΄” (let’s introduce ourselves), rather than waiting for an introduction from someone else.

Ethiopians are generally fairly private about disclosing information about themselves, especially because it can be interpreted as prideful to boast about oneself. You may find that Ethiopians are more direct than you are used to, however, in asking questions of foreigners. Questions that might seem personal (such as those about salary, marital status, price of your house rent, where you are going or even your weight) are not uncommon.

ydS¬ YäDesta________________

ydS¬ YäDesta

1

2

Ato Abebe

Woyzero Alem

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Practice Change the following into the first method of possessive formation. Look at the example given.

1. yÁv!D XHT YäDavid ïhït → XHt$ ïhïtu

2. yÁv!D x¯T YäDavid ag’got

3. y»¶ XHT YäMary ïhït

4. yÁv!D XÂ y»¶ xgR YäDavid ïnna YäMary agär

5. yXns# xgR Yäïnässu agär

6. yÁv!D XÂ y»¶ mk!Â YäDavid ïnna YäMary mäkina

7. yXns# mk!Â Yäïnässu mäkina

Grammar Point Conjugation of the verb mñR mänor [ñr norä] “to live” (present tense)

Pronoun Näťäla/Singular Bïzu/Plural Xn@E ïne Xñ‰lh# ïnorallähu X¾ ïñña XNñ‰lN

ï ï lläxNt antä Tñ‰lH tïnoralläh xNcE anči Tñ¶Ãl> tïnoriyalläš XRSã ïrswo Yñ‰l# yïnorallu

XÂNt ïnnantä

Tñ‰§Ch# tïnorallačïhu

Xs# ïssu Yñ‰L yïnoral Xú* ïssua Tñ‰lC tïnoralläč XúcW ïssačäw Yñ‰l# yïnorallu

Xns# ïnnäsu Yñ‰l# Yïnorallu

We will study the present tense conjugation in Unit 9. For now, start to notice the patterns of prefixes and suffixes that accompany each person.

Practice Match the following expressions with appropriate completions from column B.

A B 1. xÆt& xÄ!S xbÆ abate Addis Ababa a. Yñ‰l# yïnoralu 2. ylÖ‰ XHT xÄ¥ yäLaura ïhït Adama b. XNñ‰lN ïnnïnoralän 3. xSt¥¶ÃCN TXGST astämariačïn Tigist c. Yñ‰L yïnoral 4. XÂt& XÂ xÆt& μl!æRn!Ã ïnnate ïnna abbate California _____ d. TÆ§lC tïbalalläč 5. X¾ XT×ùÃ ïñña Ethiopia e. Tñ‰lC tïnoraläč Note: You can use formal or informal terms when referring to one’s father or mother (or elder family member – depending on the family). When referring to someone’s else’s father or mother, however, you should always use formal terms.

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Vocabulary Demonstratives

Near Singular Plural YH yïh this(male or masculine objects) Xnz!H ïnnäzih these (both male & female) YHC yïhïč* this (feminine)

Far Singular Plural Ã ya that (male) Xnz!Ã ïnnäziya those (both male & female) ÃC yač* (feminine) * YHC yïhïč and ÃC yač can also show smallness or endearment, or they can be diminuitives that mark disrespect.

YH yïh bet Ã ya bet Practice Pluralize this item to these items and that item to those items:

this ball [μ*S kwas] these balls

that paper [wrqT wäräk’ät]___________ those papers ____

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Grammar Point Expressing “to be” and “to have”

The verb “xl allä”, means “to be” in regard to presence. For example:

ÄNx@L xl? Daniel allä? Is Daniel here? ‰ÿL xlC? Rachel alläč? Is Rachel here? t¥¶ãC KFL WS_ xl# Tämariwoč kïfïl wïst’ allu. Students are in the class. xÆt& Xb@T WS_ xl# Abbate ïbet wïst’ allu. My father is at home (polite).

Conjugation of the Verb allä (to be, to not be – in regard to presence) Affirmative and Negative Present Tense

Näťäla/Singular Bïzu/Plural Affirmative Negative Affirmative Negative

Xn@E ïne xlh# allahu ylh#M yällahum X¾ iñña xlN allän ylNM

yällänïm xNt antä xlh alläh ylHM yällähïm xNcE anči xl> alläš yl>M yälläšïm XRSã ïrswo xl# allu yl#M yällum

XÂNt ïnnantä

x§Ch# allačïhu

y§Ch#M yällačïhum

Xs# ïssu xl allä ylM yälläm Xú* ïssua xlC alläč ylCM yälläčïm XúcW ïssačäw

xl# allu yl#M yällum Xns# ïnnäsu

xl# allu

yl#M yällum

Notice that the verb xl allä is irregular in the negative form, since it does not use the usual “al-” prefix. This verb has a different form of negative because the negative marker prefix “al-” and the verb aallä itself happen to be identical. So, we add “y yä-” at the beginning (and the usual “-M-m” at the end). (This is not the possessive “yä-” marker!) Expressing “to have” makes use of the verb xl allä. To say, “I have it”, in Amharic, you must literally say, “It is to me.” To say, “I do not have it,” you must literally say, “It is not to me.” Look at the following examples:

1. xÆT xlኝ Abbat alläñ. I have a father. (Lit: A father is to me.) 2. wNDM ylኝM Wändïm yälläñïm. I have no brother. (Lit: A brother is not to me.)

As you can see, to express the phrase “to me”, “to you”, etc., a set of affixes called the object pronouns are employed. These will be studied in detail in Units 10 and 12, however they are identical to the endings for the verb “to be” (nኝ näñ, ነህnäh, etc.) that you met in Unit 2.

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Conjugation of the Verb alläw (to have, to not have) Affirmative and Negative Present Tense

Näťäla/Singular Bïzu/Plural Affirmative Negative Affirmative Negative

Xn@ ïne xlኝ alläñ ylኝM yälläñïm

X¾ ïñña

xlN allän ylNM yällänïm

xNt anta xlH alläh ylHM yällähïm

xNcE anči xl> alläš yl>M yälläšïm

XRSã ïrswo xlãT alläwot ylãTM yälläwotïm

XÂNt ïnnantä

x§Ch# allačïhu

y§Ch#M yällačïhum

Xs# ïssu xlW alläw ylWM yälläwïm

Xú* ïssua x§T allat y§TM yällatïm

XúcW ïssačäw

x§cW allačäw

y§cWM yällačäwïm

Xns# ïnnäsu

x§cW allačäw

y§cWM yällačäwïm

Examples:

XHT xlኝ Ïhït alläñ. I have a sister. ጓደኛ Aለህ? Gwadäña alläh? Do you (m.) have a friend?

When the thing that you own is plural, you must use the ïnnässu forms xl# allu and yl#M yällum, since you are literally saying, “They are to me,” and “They are not to me.”

H#lT DmèC xl#ኝ Hulät dïmmätoč alluñ. I have two cats. Bz# Ùd®C xl#> Bïzu gwadäñoč alluš! You (f.) have many friends!

îST LíC x§*cW Sost lïjjoč alluačäw. They have three children. LíC yl#ኝM Lïjjoč yällunïm. We don’t have children. Practice Indicate whether you have (xlኝ alläñ) or you don’t have (ylኝM yälläñïm) the following relations and items by adding the appropriate phrase.

1. wNDM wändïm 4. mk!Â mäkina

2. XHT ïhït 5. BR/ bïrr/money

3. xÆT abbat 6. BR/ bïrr/money

Now ask your LCF if he or she has the following things, and complete in the same way about your LCF. Ask your LCF using the second person, i.e.‘ you’, but write about your LCF in third person, i.e. as ‘he’ or ‘she’.

7. wNDM wändïm

8. XHT ïhït

9. xÆT abbat

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10. ïRœ borsa

11. mk!Â mäkina

12. BR/ bïrr/money

Make another list of your own about your LCF and complete in the same way.

1.

2.

3.

Practice Compare and contrast your town, ( e.g. Assela), and Addis Ababa. First, study the examples:

xÄ!S xbÆ Bz# ¬Ks! x§T Addis Ababa bïzu taxi allat. xs§ GN Bz# ¬Ks! y§TM Assela gïn bïzu taxi yällatïm.

xÄ!S xbÆ ±S¬ b@T x§T Addis Ababa posta bet allat. xs§M ±S¬ b@T x§T Asselam posta bet allat.

(Note: The suffix “-M-m” added to the noun Assella means “too, also”. Note also that towns and countries are normally considered feminine nouns.)

Write your comparison and contrast bellow. Attempt to include as many points as possible. Have your LCF help!

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Practice: In the space provided below make your own family tree and complete the exercise that follows:

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Now write about your relatives (family members and ancestors). Include relevant personal information such as who they are called, where they live, what their occupations are, and when appropriate their marital status. Use this description to prepare for a class talk in which you will use photos (if you have got some) to introduce your family members to the class. Write your description in the spaces given bellow. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Vocabulary yywwNNDD ÙÙdd¾¾ yäwänd guadäñña boy friend yyss@@TT ÙÙdd¾¾ yäset guadäñña girl friend FFQQrr¾¾ fïk΄räñña lover XXôô¾¾ ïč΄oñña fiance(é) ÆÆLL baal husband ¸̧SSTT mist wife ÆÆllbb@@TT baläbet* spouse ÙÙdd¾¾ guadäñña friend ¯̄rrbb@@TT goräbet neighbor ¹¹UU šäga (old fashioned) beautiful WWBB/ WWbb!!TT wub / wubit (feminine) beautiful ööNNíí k΄onjo beautiful LLBBSS lïbs clothing (clothes)

Note: The word ÆÆllbb@@TT baläbet is not as formal as its English equivalent ‘spouse’is. ÆÆllbb@@TT Baläbet is just a fairly formal way of referring to someone’s husband or wife. ¸̧SSTT Mist and ÆÆLL baal can sometimes be impolite (used in informal situations). It is safer to use ÆÆllbb@@TT baläbet all the time.

Application Talk to a member of your host family. Include the following information:

a) his/her name b) his/her occupation c) who his /her parents are called and their occupations and d) his/her other relations

Then talk about this person in class. Practice Reading and Pronouncing Script

¸¶NÄ W¦ šY/b#Â Å¥ ÷MpEWtR [email protected]! x@DS xNbú FRFR XDR

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Unit 5

Basic Shopping


Name items in the market and in shops Ask for, bargain and buy items from the market or shops Count up to 100 and use cardinals, ordinals and basic fractions Use basic question words, conjunctions, and definite articles

Dialog 1 In the following dialog a customer is buying a pencil. How does he/she ask the price?

dMb¾ Dämbäña: XRúS xl Ïrsas allä? Æls#Q Baläsuk’: xã Awo. dMb¾ Dämbäña: êUW SNT nW Wagaw sïnt näw? Æls#Q Baläsuk’: ¦Mœ úNtEM Hamsa santim. dMb¾ Dämbäña: Y,W Yïhäw.

Note: dMb¾ Dämbäña means customer and Æls#Q baaläsuk means store keeper. The opposite of xl allä (there is) is ylM yälläm (there is not…).

Based on the dialog, what does SNT nW sïnt näw mean? Look at the following examples to help you. 1. :D»H Ïdïmeh (your age) SNT nW sïnt näw? 2. s›T SNT nW? Sä’at (the time) sïnt näw? 3. /!úB SNT nW? Hisab sïnt näw?

Grammar Point The Definite Article

Take a look at the –w in the word êUW waagaw in dialog above. Note: the word êU waaga is understood as shared knowledge to both speakers in its association with XRúS ïrsas.

Consider the –w in the following dialog as well: Host mother: b#Â LS_> Bunna lïst΄ïš? Elizabeth: X¹! Ïšši. Host mother: b#ÂW XNÁT nW? Bunnaw ïndet näw? Elizabeth: b#ÂW bÈM öNí nW Bunnaw bät΄am k΄onjo näw.

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We first mention the drink as bunna and in subsequent mentions it becomes bunnaw. The suffix shows definiteness. It shows that now the item has become shared knowledge, in other words, it has become known to both speaker and listener. Look at the following examples: ÑZ muz - mz# muzu BRt$μN bïrtukan - BRt$μn# bïrtukanu xÂÂS ananas - xÂÂs#ananasu wYN woyïn - wYn# woyïnu ±M pom - ±Ñ pomu lÖ¸lomi - lÖ¸W lomiw Ã papaya -ÃW papayaw ¥N¯ mango - ¥N¯W mangow

ìKtR doctor - ìKt„ doctoru ♂ ìKtR doctor – ìKt… doctorïwa ♀ the tall male doctor - r™Ñ ìKtR räžïmu doctor ♂ the tall female doctor - r™à ìKtR räžïmwa doctor ♀ the doctors / ìKtéC doctoroč - ìKtéc$

doctoroču (plural) the tall doctors - r™äc$ ìKtéC räžïmoču doctoroč

You must have noticed that while some of the nouns (names) took the suffix –u, the others took –w. We can generalize this as follows:

For masculine nouns (or plurals or noun modifiers), if the noun ends in a consonant, we add –u and if it ends in a vowel, we add –w. For feminine nouns we add -wa Also notice that if the definite noun is modified by an adjective, it is the adjective rather than the noun itself that takes the definite suffix –u or –w.

Practice Reading (MNÆB Mïnïbab)

YH œÑÂ nW Yïh samuna näw. œÑÂW yts‰W x!T×ùÃ WS_ nW Samunaw yätäsäraw ityop΄ïya wïst΄ näw. ytg²W kxÄ!S xbÆ nW Yätägäzaw kä Addis Ababa näw. bÈM öNí œÑÂ nW Bät΄am k΄onjo samuna näw. YH XRúS nW Yïh ïrsas näw. XRús# yts‰W x»¶μ nW Ïrsasu yätäsäraw Amerika näw. bÈM öNí XRúS nW Bät΄am k΄onjo ïrsas näw. YH kB¶T nW Yïh kïbrit näw. KB¶t$ yts‰W k@NÃ nW Kïbritu yätäsäraw Kenya näw. ytg²W k¯rb@T s#Q nW Yätyägäzaw kägoräbet suuk΄ näw. bÈM öNí KB¶T nW Bät΄am k΄onjo kïbrit näw.

Some words you may need to understand the reading text given above:

1. yts‰W yätäsäraw “is made”; other forms - mS‰T mäsrat (to work), |‰ sïra (work), \‰t¾ säratäña (worker), Ys‰L yïssäral (is made-passive)

2. WS_ wust΄ - in; e.g. ityop΄ïya wïst΄- in Ethiopia

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3. ytg²W yätyägäzaw “is bought”; other forms – mG²T mägzat (to buy), Xg²lh# ïgäzallähu ( I buy or I will buy), G² gïza (you ♂buy – imperative)

Read the text again and identify the definite article markers. Underline them. Note: The -w in final position of the phrases yts‰W yätäsäraw and ytg²W yätyägäzaw is not a definite article marker. The – w here shows “he” or it (see Grammar Appendix on Relative Clauses). Definite article markers are added to nouns, not to verbs. Vocabulary Question Words

¥N man? who? MN mïn (MNDN mïndïn)? what? lMN lämïn? why? XNÁT ïndet? how? y¥N yäman? whose? yT yät? where? መቼ When? yTኛው Which

Examples (Mïsalewoč) 1. Ñz#N kyT g²>? Muuz käyät gäzaš? (♀) Where did you buy the bananas? 2. gbÃW yT nW? Gäbäyaw yät näw? Where is the market? 3. ¥N nW? Man näw? Who is it? 4. SM> ¥N nW? Sïmïš man näw? What’s your (♀) name? 5. S‰H MNDN nW ? Sïrah mïndïn näw? What’s your (♂) job? 6. YH MNDnW? Yïh mïndïn näw? What’s this? 7. YHC MNDN nC? Yïhč mïndïn näč? What’s this? 8. lMN xTb§M? Lämïn atbälam? Why don’t you (♂) eat? 9. lMN xTÅwTM? Lämïn atč’awätïm? Why don’t you (♂) talk? 10. XNj‰ XNÁT YUg‰L? Ïnjära ïndet yïgagäral? How is ïnjära made? 11. YH y¥N XRúS nW ? Yïh yäman ïrsas näw? Whose pencil is this? 12. YH y¥N b@T nW? Yïh yäman bet näw? Whose house is this?

Practice Construct an appropriate question for the situations given bellow:

1. When you ask a child what his name is he may say “mSFN Mäsfïn”. Let’s say you would also like to know his father’s name. How do you say, “What’s your father’s name?”

2. Ask your host mother where you can buy a match. 3. Ask your friend why she or he came to Ethiopia. 4. Ask your LCF how šïro is made? 5. You see that someone has left a book on the desk. Ask the LCF whose book it is. 6. In the market you see a kind of cereal but you don’t know what it is called. Ask

the merchant what the cereal is called.

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Vocabulary Other shop items

š¥ šama candle îFT soft tissue paper šY Q-L šay k̀ïtäl tea leaves Sμ*R sïkuar sugar =W č’äw salt tE¥tEM úLú timatim salsa tomato sauce m_rg!Ã mät΄rägiya broom mqS mäk΄äs scissors œÑÂ samuna soap yLBS œÑÂ yälïbs samuna laundry soap yg§ œÑÂ yägäla samuna body/face soap y_RS œÑÂ yät΄ïrs samuna toothpaste y:” ¥-b!Ã œÑÂ yä ïk΄a mat΄äbiya samuna kitchen soap zYT zäyt food oil S¬ pasta pasta

Items in the market tE¥tEM timatim tomatoes ölÖ k΄olo roasted grains Äï ölÖ dabo k΄olo dry fried bread bits DNC dïnïč potatoes -@F t΄eff teff gBS gäbs barley SNÁ sïnde wheat bölÖ bäk΄olo maize >NB‰ šïnbïra chick pea Æq&§ bak΄ela beans xtR atär peas åÓlÖn! očoloni (lWZ läwz) peanuts ¥S¬-b!Ã mastat΄äbiya washing basin

Dialog 2 Bargaining (Waaga mäkärakär)

g™ Gäži: Æls#Q œÑÂ xl? Baläsuk samuna allä? Æls#Q Baaläsuk: xã Awo. MN ›YnT? Mïn aynät? g™ Gäži: yLBS œÑÂ Yälïbs samuna. Æls#Q Baaläsuk: SNT LS_H? Sïnt lïst΄ïh? g™ Gäži: xNÇ SNT nW? Aandu sïnt näw? Æls#Q Baaläsuk: xMST BR Amist bïrr g™ Gäži: WD nW xYqNSM? Wudd näw. Ayk΄änïsm? Æls#Q Baaläsuk: X¹! bîST BR k¦Mœ WsD Ïšši läsost bïrr kähamsa wïsäd. g™ Gäži: X¹! x‰T S-ኝ Ïšši arrat sït΄äñ. Æls#Q Baaläsuk: Y,W Yïhäw. -Q§§ xS‰ x‰T BR nW T΄äk΄lala asra araat bïrr näw.

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Vocabulary for Dialog 2: mqnS mäkänäs [qnS känäsä] to lower the price other forms: qN> kïnaš (discount), YqNs#Lኝ yïkänïsulïñ (lower the pric, politely), qNSLኝ känsïlïñ (lower the price to ♂), qN>Lኝ känšïlïñ (lower the price to a ♀) For example: 8- 6 = 2 sïmïnt s!qnS sik΄änäs sïdïst yïhonal huulät xYqNSM Ayk΄änïsïm? Is this your best price? (Lit. doesn’t it lower its price?). MN ›YnT Mïn aynät? Which type? WD wïdd expensive -Q§§ t΄äk΄lala total Another phrase used in bargaining is m=ršW SNT nW? Mäčäräšaw sïnt näw? When you say this you are asking the shop keeper to tell you his/her best/lowest price.

Cultural Note

Most of the prices in markets are flexible: you can bargain. Some merchants may try to charge higher prices if they know you are from another country. But commercial centers such as supermarkets and restaurants have fixed prices.

Vocabulary Numbers 10 -100 (K΄ut΄ïroč 10 -100)

xSR asïr 10 xS‰ xND asïra and 11 xS‰ h#lT asïra hulät 12 … xS‰ z-ኝ asïra Zät΄äñ 19

Aርባ arba 40 ሃምሣ hamsa 50 ስልሣ sïlsa 60

መቶ mäto 100 ሁለት መቶ hulät mäto 200

¦Ã haya 20 ¦Ã xND haya and 21 … ¦Ã z-ኝ haya zät΄äñ 29 ሰላሣsälasa 30

ሰባ säba 70 ሰማንያ sämanya 80 ዘጠናzät΄äna 90

… Aንድ ሺህ and ši 1000

Ordinal Numbers Look at the following examples and observe how cardinals are converted into their corresponding ordinal forms (1st, 2nd, 3rd, etc.).

xND and → xNd¾ anddäña h#lT hulät → h#lt¾ hulättäña îST sost → îSt¾ sosttäña z-ኝ zät΄äñ → z-n¾ zät΄änäña ¦Mœ hamsa → ¦Mœ¾ hamsaña mè mäto → mè¾mätoña

Can you derive a rule for the formation of ordinals?

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Observation of the examples given above leads us to the following conclusions: If the cardinal form ends in a vowel, add –¾–ña If the cardinal form ends in a consonant other than ኝ ñ, add –¾ äña If the cardinal ends in -ኝ-ñ you change the -ኝ-ñ into an -n and add –¾-äña

Note: the suffix at the end of the ordinal numbers is stressed. To help you prnounce it with a stress, we will, from now on, double the ñ. Thus xNd¾ anddäñña, h#lt¾

huulättäñña, etc.

Fractions „B rub = ¼ s!î siso = 1/3 G¥> gïmaš = ½

Practice Add the appropriate suffix to the following cardinal numbers to convert them into their ordinal forms:

1. SMNT sïmïnt __________

2. xRÆ xMST arba amïst ____

3. xS‰ z-ኝ asïra zät΄äñ __________

4. xS‰ h#lT asïra hulät __________

Practice yxs§ ¥‰èN x¹Âðãች SM ዝርዝር YäAssela Maraton Ašänafiwoč (winners) sïm zïrzïr (list) t‰ q$_R

Tära k΄ut΄r yxTl@t$ SM

yäatletu sïm ygÆbT s›T yägäbabät sä’at

(finishing times) >L¥T Šïlïmat

(prizes) 1 xbb ä§

Abäbä Mola 2:06:07 wRQ work΄

2 ¥„ mLμ Maru Mälka

2:06:08 BR bïrr

3 b!qE§ ätE Bikila Moti

2:06:10 n¦S nähas

Answer the following questions about the information in the table above.

1. xNd¾ ¥nW? Aanddäñña man näw? 2. h#lt¾ ¥nW? Hulättäñña man näw? 3. ¥„ mLμ SNt¾ çn? Maru mälka sïnïtäñña honä? 4. b!qE§ ätE MN t¹lm? Bikila moti mïn täšälämä?

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Vocabulary

Æl mè BR ñT balä mäto bïrr not

Æl¦Mœ BR ñT balä hamsa bïrr not

ÆlxSR (BR ñT balä asïr bïrr not

ÆlxMST BR ñT balä amïst bïrr not

ÆlxND BR ñT balä aand bïrr not

¦Mœ úNtEM (>LNG) ¦Ã xMST úNtEM (SÑn!) xSR úNtEM xMST úNtEM

hamsa santim haya amïst santim asïr santim amïst santim (shilling) (sïmuni)

Note: Æl here means ‘of’ as in ‘a note of 5 birr’ (xRÆ ÆlxSR arba baläsïr = 40 ten birr notes).

50 10 25

5

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Practice Now study the following table and answer the questions below.

t‰ q$_R Tära k΄ut΄r

xTKLT Atïkïlt yxNÇ k!lÖ êU bBR Yäandu kilo waaga (bäbïr)

Addis Ababa---Assella

1 tE¥tEM timatim 6 4 2 DNC d΄ïnïč 5 3 3 μéT karot 10 8 4 >Nk#RT sïnkurt 6 8 -Q§§ t΄äk΄lala

27 23

1. xTKLT kyT mG²T Yš§L? Atïkïlt käyät mägzat yïšalal? 2. xTKLT WD nW wYS Rμ>? Addis Ababa Atïkïlt wïdd näw woys rïkaš? 3. xs§ G¥> k!lÖ >Nk#RT SNT nW? Assela gïmaš kilo šïnkurt sïnt näw? 4. xÄ!S xbÆ „B k!lÖ DNC SNT nW? Addis Ababa rub kilo d΄ïnïč sïnt näw? 5. xs§ h#lT k!lÖ >Nk#RT XÂ îST k!lÖ μéT SNT nW? Assella hulät kilo šïnkurt inna

sost kilo karot sïnt näw? GN XÂ k

Supplementary Vocabulary: gïn but XÂ ïnna and k… bStqR kä… bäst΄äk΄är except for

Practice Study the following sentences and translate them into English.

1. xÄ!S xbÆ k >Nk#RT bStqR h#l#M xTKLT WD nW Addis Ababa kä šïnkurt bäst΄äk΄är hulum atïkïlt wïdd näw.

2. êLÃ xYb@KS k x!T×ùÃ bStqR l@§ ¦gR ylM Walia I bex kä Ityop΄ya bäst΄äk΄är lela agär yäläm.

3. kxNcE bStqR l@§ xLwDM Kä anči bäst΄äk΄är lela alïwädïm. 4. DNC xÄ!S xbÆ Yš§L >Nk#RT GN xs§ Yš§L D΄ïnïč Addis Ababa yïšalal, šïnkurt gïn

Assela yïšalal. 5. Rï¾L GN xLb§M Rïboñal gïn alïbälam.

Supplementary Vocabulary: l@§ lela other Rμ> rïkaš cheap h#l#M hulum all Note: When two words are connected by XÂ ïnna in fluent speech, and the first word ends in a vowel, the ïnna is shortened to just -Â -na. Example: ¥Rs! XÂ Áv!D Marcy ïnna David becomes ¥Rs!Â Áv!D Marcyna David.

Dialog 3

Elizabeth: >Nk#RT yT Yš§L Šïnkurt yät yïšalal? xÄ!S xbÆ wYS xs§Addis Ababa woys Assela? Abebe: xÄ!S xbÆ Yš§L Addis Ababa yïšalal. MKNÃt$M xÄ!S xbÆ Rμ> nW Mïkïnyatum Addis Ababa Rïkaš näw.

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Can you guess what MKNÃt$M mïkïnyatum means? The following examples may help you guess what MKNÃt$M mïkïnyatum means: 1. mt¾T XfLUlh# mätäñat ïfälïgalähu MKNÃt$M mïkïnyatum dkm" däkämäñ. 2. W¦ XfLUlh#Wuha ïfälïgalähu MKNÃt$M -¥" mïkïnyatum t΄ämañ. 3. MGB XfLUlh# MKNÃt$M ‰b" Mïgïb ïfälïgalähu mïkïnyatum rabäñ. Can you now make your own sentences with MKNÃM mïkïnyatum? Use the spaces provided.

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

Application Visit the local market and ask the prices of three different vegetables, bargain and buy them. Glossary: Dämbäňa ÅUu— customer Baläsuk’ vKc<p shope keeper Yätägäzaw ¾}Ñ³¨< is bought /magzat-to buy) Yätäsäraw ¾}W^¨< is made /masrat-towork ïrïsas �`de Pencil Samuna dS<“ Soap Goräbet ÑA[u?ƒ neighbour Kïbrit ¡w]ƒ match Practice Reading and Pronouncing Script

ÆHR ÄR XGz!xB/@R YmSgN wF x!T×’Ã xWèb#S ተራ t&n!S XGR μ*S መነሃሪያ

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Unit 6 Food and Drink


Name common food items and ingredients Express tastes, and likes and dislikes for food and drink Express needs and wants for food and drink Order food in a restaurant and pay Ask for, and offer food and drink Pass items at a table

Vocabulary Naming foods and drinks and expressing likes and dislikes Make a list of Ethiopian foods and drinks you already know:

I. Foods 1. ______________

2. ______________

3. ______________

4. ______________

II. Drinks 1. ______________

2. ______________

3. ______________

4. ______________

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Vocabulary Look at the following menu of a restaurant. Which one of the dishes listed do you know?

Yämïgïb zïrzïr Waaga (bäbïr) 1. qY w_ k΄äy wät΄ 25.00 ሃያ Aምስት ብር 2. xLÅ w_ aallïča wät΄ 20.00 ሃያ ብር 3. ìé w_ doro wät΄ 30.00 ሰላሳ ብር 4. MSR w_ mïsïr wät΄ 15.00 Aስራ Aምስት ብር 5. ìé ÍN¬ doro fanta 25.00 ሃያ Aምስት ብር 6. by›YnT bäyäayïnät 15.00 Aስራ Aምስት ብር 7. KTæ kïtfo 25.00 ሃያ Aምስት ብር 8. _BS t΄bs 20.00 ሃያ ብር 9. MNcTxB> mïnčät abiš 20.00 ሃያ ብር 10. tUb!ñ tägabino 10.00 Aስር ብር 11. ÇlT dulät 10.00 Aስር ብር 12. FRFR fïrfïr 12.00 Aስራ ሁለት 13. XNq$§L _BS ïnk΄ulal t΄bs 12.00 Aስራ ሁለት 14. aasa 20.00 ym-_ ›YnèC Yämät΄t΄ aynätoč 1. xMï W¦ ambo wïha 4.00 Aራት ብር 2. y¥R -J yämar t΄äj 10.00 Aስር ብር 3. ywYN -J yäwoyn t΄äj 18.00 Aስራ ስምንት ብር 4. b!‰ birra 7.00 ሰባት ብር 5. ለስላሳ soft drinks 4.00 Aራት ብር

Tk#S ngR Tïkus nägär 1. wtT wätät 2.00 ሁለት ብር 2. b#Â bunna 1.50 Aንድ ብር ከሃምሳ 3. šY šay 1.50 Aንድ ብር ከሃምሳ

S§M MGB b@T

Sälam Mïgïb Bet

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Yämïgïb zïrzïr Main Ingredients (waana waana gïbïat)

1. qY w_ k΄äy wät΄ sïga (meat), bärbäre (red pepper), k΄äy šïnkurt(onion), k΄ïmäm (spices) 2. xLÅ w_ aallïča wät΄ sïga, k΄äy šïnkurt, k΄ïmäm, k΄ariya (green pepper) näč΄ šïnkurt (garlic) 3. ìé w_ doro wät΄ yädoro sïga (chicken), k΄äy šïnkurt, k΄ïmäm, k΄ïbe (butter) 4. MSR w_ mïsïr wät΄ mïsïr (lentils), k΄äy šïnkurt, with or without bärbäre 5. ìé ÍN¬ doro fanta sïga, bärbäre, k΄äy šïnkurt, k΄ïmäm, k΄ïbe 6. by›Ynት bäyäayïnät yätäläyayä atïkïlt (various vegetables), mïsïr wät΄,šïro, k΄ariya, etc 7. KTæ kïtfo yä kïtfo sïga (finely chopped lean meat), k΄ïbe, k΄ïmäm 8. _BS t΄bs sïga, k΄ariya, Rosemary, k΄äy šïnkurt 9. MNcTxB> mïnčät abiš sïga, k΄äy šïnkurt, k΄ïmäm 10. tUb!ñ tägabino (šïro) šïro (slightly roasted and ground peas), k΄ïmäm, k΄äy šïnkurt, näč΄ šïnkurt 11. ÇlT dulät gubät (liver), č΄äguara (rumen), k΄ïbe, mit΄mit΄a (red chili), k΄ariya 12. FRFR fïrfïr ïnjära, timatim (tomatoes), k΄ariya 13. XNq$§L _BS ïnk΄ulal t΄bs ïnk΄ulal (eggs), k΄ariya, k΄äy šïnkurt 14. ›œ aasa fish

K΄ïmämak΄ïmäm Spices

qrÍ k΄äräfa cinnamon q$Nì bRbÊ k΄undo bärbäre black pepper ÷é¶¥ kororima cardamon ZNJBL zïnjïbïl ginger q$RNûD k΄urïnfud clove kÑN kämun cumin õSኝ t΄osïñ wild thyme n+ xZÑD näč’ azmud bishops weed DMብ§L dïmbïlal coriander _q$R xZÑD t’ik’ur azmud black cumin ÿL hel citrus seed

If you don’t know any of these spices ask your host mother to show you.

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Vocabulary Expressing Needs and Wants To Say You Want or Need Food or Drink

XfLUlh# Ïfälïgallähu. I want. Xb§lh# Ïbälallähu. I eat. Yñ‰L Yïnoral? Have you got…? ‰bኝ (Rï¾L)Rabäñ. (Rïboñal.) I am hungry. -¥ኝ (ጠምቶኛል) T΄ämañ. (T΄ämtoñal.) I feel thirsty. ምሣ ደርሷል? Mïsa därsual? Is lunch ready?

To Say That You Don’t Want or Need

xLfLGM Alfälïgïm. I don’t want. xLb§M Albälam. I don’t eat. xL-ÈM Alt΄ät΄am. I don’t drink. xLwDM Alwädïm. I don’t like. b”ኝ Bäk΄a΄ñ. I have had enough. ጠገብኩ T΄ägäbku. I’m full.

Offering Food

TfLUlH Tïfälïgaläh? Do you want? ♂ TfLg!Ãl> Ïfälïgiyaläš? ♀ YfLUl# Yïfälïgalu? Polite/akïbïrot L=MRLH Lïč΄ämïrïlïh? Can I give you more? ♂ L=MRL> Lïč΄ämïrïlïš? ♀ L=mRLã Lïč΄ämïrïlïwo? Polite/akïbïrot LS_H Lïsït΄ïh? ♂ Do you want (me) to give you? LS_> Lïsït΄ïš? ♀ LS_ã Lïsït΄ïwo? Polite/akïbïrot §MÈH Lamït΄alïh? ♂ Can I get it for you? §MÈL> Lamït΄alïš? ♀ §MÈLã Lamït΄alïwo? Polite/akïbïrot

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Practice Answer the following questions

1. You are a vegetarian but someone invites you to have KTæ kïtïfo. What do you say to refuse politely?

2. Your host mother tells you to have more XNj‰ ïnjära. What do you say to tell her you’ve had enough?

3. It is lunch time and you are hungry. How do you ask if lunch is ready? 4. Your host sister asks you to have gNæ gänfo but you don’t like gNæ gänfo. What

do you say? 5. You would like to share your chocolates with someone. How do you say, “Do you

want to have some chocolates?” Vocabulary

Firafire Fruits

BRt$μN bïrtukan oranges lÖ¸ lomi lemon or lime Ã papaya papaya ÑZ muz banana xÂÂS ananas pineapple ¥N¯ mango mango ±M pom apple wYN woyïn grapes ÷K kok peach/apricot XNí¶ ïnjori berries

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xTKLT Atïkïlt Vegetables

yhbš ¯mN yabäša gommän kale-like leafy greens _QL ¯mN t΄ïkïl gommän frNJ ¯mN ‘färänj gommän cabbage öSÈ k΄ost΄a kale/spinach qY SR k΄äy sïr beet DNC dïnnïč potatoes Sμ*R DNC sïkwar dïnnïč sweet potato ”RÃ k΄ariya green pepper tE¥tEM timatim tomato μéT karot carrot

Dairy Products

wtT wätät milk XR¯ ïrgo yogurt xYB ayb cheese XNq$§L ïnk΄ulal eggs

yw_ b@T X”ãC Yäwät΄ bet ïk΄awoč Utensils

¥Nk!Ã mankiya spoon ¹#μšukka fork BR+ö bïrč΄ïk΄o glass ¯DÙÄ úHN goguad sahïn bowl ZRG úHN zïrg sahïn plate b!§ê bilawa knife k#ÆÃ kubaya mug

Vocabulary Passing Items at the Table When you pass an item you say “Y,W yïhäw” to mean “here you are” and ¥qbL mak΄äbäl to mean “to pass”.

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Imperative forms of ¥qbL mak΄äbäl xqBlኝ ak΄äbïläñ ♂ pass to me xqBYኝ ak΄äbïyiñ ♀ ‘’ ‘’ Aቀብሉኝ ak΄äbïluñ (plural) ‘’ ‘’ ያቀብሉኝ yak΄äbïluñ (polite/akïbïrot) ‘’ ‘’

A less formal way to say “here you are” is also:

Eንካ ïnka ♂ Eንቺ/Eንኪ ïnči / ïnki ♀ Eንኩ ïnkačhu (plural)

Practice Fill the following blank spaces with appropriate words. 1. XÆKH ïbakïh xqBlኝ ak΄äbïläñ.

2. XÆK> úHN ïbakïš sahïn .

3. ¹#μ ÃqBl#ኝ šuka yak΄äbïluñ

Vocabulary Tastes

Tastes are expressed in Amharic using the verb: “it is sweet,” “it is spicy,” etc. YÈFÈL yït΄afït΄al sweet adjective: ÈÍ+ t΄afač Ã”_§L yak΄a t΄ïlal hot/spicy adjective: y¸Ã”_L yämiyak΄atïl Ym‰L yïmäral bitter adjective: m‰‰ märara Y÷m_ÈL yïkomä t΄ït΄al sour adjective: ÷MÈÈ komït΄at΄a =W bZèb¬L čäw bäzïtobätal too much salt

Practice Match the words under column A with the sentences under column B.

A B

1. lÖ¸ lomi a. YÈFÈL yït΄afït΄al

2. ”¶Ã k΄ariya b. Ã”_§L yak΄a t΄ïlal

3. kr»§ kärämella c. Ym‰L yïmäral

4. Sμ*R sïkuar d. Y÷m_ÈL yïkomä t΄ït΄al

5. ¥R mar

6. bRbÊ bärbäre

7. b!‰ bira

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Practice Expressing Likes and Dislikes Make a list of American foods and drinks you like most. Write your preferences in the spaces provided below.

1. bÈM XwÄlh# bät΄am ïwädallähu.

2. bÈM XwÄlh# bät΄am ïwädallähu.

3. bÈM XwÄlh# bät΄am ïwädallähu. Guess what bÈM XwÄlh#bät΄am ïwädallähumeans. It means . Fill in the blank spaces with foods or drinks (Ethiopian or American) that you don’t like.

1. xLwDM alwädïm. 2. xLwDM alwädïm. 3. xLwDM alwädïm.

What does xLwDM alwädïm mean? It means

Practice Make a list of things you like and say (in Amharic) that you like them. Use the spaces provided. Write your answers in complete sentences.

Things that I like/ yMwÄcW ngéC yämïwädaččäw nägäroč __________________________

_______ _____ __

Grammar Point Conjugation of mäwdäd [wädädä] present tense affirmative

n-§ Näťäla/Singular Bz#Bïzu/Plural Affirmative Negative Affirmative Negative

Xn@ ïne XwÄlh# ïwädalähu

xLwDM alwädïm

X¾ iñña

XNwÄlN ïnwädalän

xNwDM anïwädïm

xNt antä TwÄlH tïwädaläh

xTwDM atwädïm

xNcE anči Tw©l> tïwäjaläš

xTwJM atwäjim

XRSã ïrswo YwÄl# yïwädalu

xYwÇM aywädum

XÂNt ïnnantä

TwÄ§Ch# tïwädallačïhu

xTwÇM atïwädum

Xs# ïssu YwÄL yïwädal

xYwDM aywädïm

Xú* ïssua TwÄlC tïwädaläč

xTwDM atwädïm

XúcW ïssačäw YwÄl# yïwädalu

xYwÇM aywädum

Xns# ïnnässu

YwÄl# ïwädalu

xYWÇM ayïwädum

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Note: You can use the above forms to ask if someone likes something or someone (or not) by just changing the intonation to a (rising intonation) (question form).

xTwDM atwädïm? “Don’t you like?” (♂) xTwJM atwäjim? “Don’t you like?” (♀)

or TwÄlH tïwädaläh? “Do you like?” (♂) Tw©l> tïwäjaläš? “Do you like?” (♀)

HHooww ddoo yyoouu ssaayy ““II lloovvee yyoouu”” iinn AAmmhhaarriicc?? A. XXwwDD¦¦llhh## Ïwädïhalähu. to ♂ B. XXwwDDššllhh## Ïwädïšalähu. to ♀ C. XXwwÄÄCC““llhh## Ïwädačïhualähu. ( to plural)

Conjugation of “I like (love) (third person)

XXwwddêêllhh## Ïwädäwalähu. I like (love) him. XXwwÄÄ¬¬§§hh## Ïwädatalähu. I like (love) her. XXwwÄÄccêêllhh## Ïwädačäwalähu. I like (love) them.

Note: You will see this construction again in Unit 12. Practice Complete the following sentences with a form of ‘mäwdäd’. Your answer can of course be in the negative or positive.

1. XXGGzz!!xxBB//@@RR xx!!TT××ùùÃÃNN ïgziabïher Itïyop΄yan

2. XXÂÂNNttNN ïnnantän .

3. ss!!UU‰‰ Sigara (cigarette) .

4. BBRRtt$$μμNN Bïrtukan ? (to a ♀) Note: The –n suffix (Itïyop΄yan, ïnnaten) is used to indicate that the noun is the direct object of the verb. See Unit 10 and Unit 12. Vocabulary Other Verbs of Preference Study the following dialogs.

Dialog 2 Host mother: šY wYS b#Â Šay woyïs bunna? You: šY Yšl¾L Šay yïšaläñal. Host mother: X¹! Ïšši.

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Dialog 3 Host mother: qY w_ wYM xLÅ _„ nW K΄äy wät΄ woyim aallïča t΄ru näw. You: qY w_ Ã”_l¾L K΄äy wät΄ yak΄ät΄ïlal. xLÅ Yšl¾L Aallïča yïšaläñal.

Note: In the dialogs above, we used wYS woyïs to ask someone’s preference but wYM woyïm is used when we state something. For example, ‘šY wYS b#Â S-ኝ šay woyïs bunna sït΄äň’ means “or”? (in a question) and wYM woyïm means ‘or’ (in an affirmative or negative statement). Guess the meaning of ‘Yšl¾L yïšaläñal’. It means ______________________.

Grammar Point Different forms of tšl täšalä (inf. mšL mäšal) “to be better”

Note: Yš§L ‘yïšalal’ means “it is better” and Yšl¾L yïšaläñal’ means “it is better for me” (you will see this construction in Unit 12). In the following table the negative forms have been left blank. Fill in the blank spaces with appropriate negative forms. n-§ Näťäla/Singular Bz# Bïzu/Plural

Affirmative Negative Affirmative Negative Xn@ Ïne Yšl¾L

yïšaläñal

X¾ Ïñña

YšlÂL yïšalänal

xNt antä YšL¦L yïšalïhal

xNcE anči YšLšL yïšalïšal

XRSã ïrswo YšLã¬L yïšalïwotal

XÂNt Ïnnantä

Yš§C“L yïšaläčïhual

Xs# ïssu YšlêL yïšaläwal

Xú* ïssua Yš§¬L yïšalatal

XúcW ïssačäw

Yš§cêL yïšalačäwal

Xns# ïnässu

Yš§cêL yïšalačäwal

Dialog 4 At a Restaurant

You: Clap your hand lightly/softly to attract the waiter’s attention. Waiter: MN L¬zZ Mïn lïtazäz? You: MGB MN x§Ch# Mïgïb mïn allačïhu? Waiter: xLÅ Aallïča, ìé w_ doro wät΄, ìé ÍN¬ doro fanta, by›nt$ bäyäayïnätu, KTæ kïtfo, _BS t΄ïbs, MNcT xB> mïnčät abïš…

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You: MNcT xB> xMÈLኝ Mïnčät abiš amït΄alïñ. Waiter: y¸-ÈS Yämi t΄ät΄as? You: xMï W¦ Ambo wuha … You: £úB SNT nW b!L xMÈLኝ Hisab sïnt näw? / Bill amt΄alïñ Waiter: ሰላሳ ብር Sälasa (30) birr You: (You give the waiter a 50 birr note and ask for your change.) መልስ ስጠኝ Mäls sït΄äñ.

Useful Vocabulary from this Dialog

MN L¬zZ Mïn lïtazäz? What can I get for you? xMÈLኝ Amït΄alïñ (♂)/xMÀLኝ amïčilïñ (♀) Bring for me መልስ mäls change ስጠኝ sït΄äñ (♂)/ስጪኝ sïčiñ(♀) give me

Practice Role Play In the class: set up a restaurant situation and take turns to role play. Cultural Note

When you eat food from the same plate with somebody, eat from your side of the plate. It may be considered impolite to eat from the other person(s) side.

When you eat with elders, wait for the elders to start before eating yourself. You don’t have to eat all the food served, you can eat as much as you can and

return what remains. There is usually someone else who will eat it. Smelling food served to you can offend your host (you can explain to your host

that in America it is a compliment to smell the food). When somebody serves you water for your hands, it is polite behavior to stand up

to wash but your host usually asks you to sit down. You can then insist and wash standing up, or choose to wash sitting down depending on the age of the person who helps you to wash (relative to you). If the person seems to be younger than you, you may choose to sit down. But generally since standing up is a sign of respect for your hosts, it is the safer thing to do.

While eating food on the same plate with somebody else, you may be offered ‘gursha’ (feeding with hands). If you don’t want the gursha, you can politely refuse to have it.

It is not acceptable to lick your fingers at meals. Leaving a seat before the meal is over and while others are eating is considered

inappropriate. If your food arrives before that of the other diners, you may begin eating without

waiting. Usually the drinks arrive after the food (and are ordered after the food). Double-check every bill before you pay (compare against the menu price and

check the addition IN the bill). Tipping is not necessary, and usually is just a birr or two, depending on the cost of

the meal and the number of guests.

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You can get change for a large bill by asking for ‘zïrzïr’ (for example, a 100 birr note can be changed to one 50 and five 10s).

When handing over the money, eye contact is important, and use your left hand to support your right forearm.

Application Go to a restaurant with your LCF and order food and drink and ask for your change. Practice Reading and Pronouncing Script

¯NdR hYQ mRμè DmT JB m{/F ²F gbÃ ¥R

-Í>

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Unit 7 Time Telling

Learning Objectives: At the end of this unit you will be able to:

Correctly ask and tell time Name days of the week Describe your daily routine Use prepositions and adverbs to describe when actions happen Correctly use the compound imperfect (present/future) tense

Dialog 1 Telling Time

xbbC SNT s›T nW? Abebech: Sïnt sä’at näw? ¥YK 2 s›T k„B nW

Mike: 2 sä’at kä rub( näw). xbbC bSNT s›T wd TMHRT b@T TÿÄlH? Abebech: Bä sïnt sä’at wädä tïmïhïrt bet tïhedalläh? ¥YK b 3 s›T xNcES Tÿ©l>? Mike: Bä 3 sä’at. Ančis tïhejalläsh? xbbC xY b3 s›T S‰ xlBኝ

Abebech: Ay, bä 3 sä’at sïrra alläbïň (‘I have to’). ¥YK X¹! dHÂ êY

Mike: ïši, dähna way. Times: Between 5 after and 25 minutes after the hour, use the preposition k “kä”. From 35 to 55 minutes after the hour, time is expressed from the next hour, as in 10 until 8 pm. The preposition “l lä … g#ÄY gudday” is used. 2:05 H#lT s›T kxMST

Hulät (sä’at) kä amïst 2:35 lîsT s›T ¦Ã xMST g#ÄY

Lä sost sä’at haya amïst gudday.

2:10 H#lT kxSR Hulät kä asïr

2:40 lîsT ¦Ã g#ÄY Lä sost haya gudday.

2:15 (“quarter past”) H#lT k„B Hulät kä rub

2:45 (“quarter til”) lîsT „B g#ÄY Lä sost rub gudday.

2:20 H#lT k¦Ã Hulät kä haya

2:50 lîsT xSR g#ÄY Lä sost asïr gudday.

2:25 H#lT k¦Ã xMST Hulät kä haya amïst

2:55 lîsT xMST g#ÄY Lä sost amïst gudday.

2:30 (“half past”) H#lT tk#L Hulät täkul

3:00 îsT s›T Sost sä’at.

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Cultural Note

Time is expressed uniquely in Ethiopia. To distinguish “am” and “pm, Ethiopians add qualifiers such as “-êT t’ïwat” (morning), “ks›T b“§ käsä’at bähwala” (afternoon), “M>T mïšït” (evening), and “l@l!T lälit” (at night). Furthermore, the Ethiopian day starts at “k-êt$ 1 s›T kät’äwatu 1 sä’at” (7 am.). Therefore, “k-êt$ 2 s›T kät’äwatu 2 sä’at ” is 8 am, noon is “kqn# 6 s›T kä k’änu 6 sä’at”, 2 pm is “kqn# 8 s›T kä k’änu 8 sä’at”, 9 pm is “kM>t$ 3 s›T kä mïšïtu 3 sä’at”, and 4 am is “kl@l!t$ 10 s›T kä lelitu10 sä’at ”. When talking to colleagues or arranging an appointment, it is useful to establish whether the meeting is set for “hbš s›T habäša sä’at” (Ethiopian time) or “frNJ s›T färänj sä’at” (European time). f you are approaching a stranger to ask the time, it is polite to first say “YQR¬ yïk΄ïrta”. “YQR¬ SNT s›T nW ? Yïk΄ïrta, sïnt sä’at näw?” Ethiopians may conceptualize time differently than Americans. Keeping schedules, starting meetings at the appointed time, or adhering to deadlines are generally not as rigid as in America. Rather, prioritizing peoples needs and adjusting time to suit people is valued. To further explore this idea, see “Culture Matters” pg. 103.

Practice

SNT s›T nW? Sïnt sä’at näw? Tell the times shown in Amharic.

Convert the following into Ethiopian times Example: 6 am -êT xS‰ h#lT s›T t’ïwat asra hulät sä’at

1. 7am 2. noon 3. 1 pm 4. 2 pm 5. 11 pm

6. mid-night 7. 3 am 8. 11 am 9. 5 pm 10. 4 am

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Vocabulary Routines

Nouns yGDGÄ S›T yägïdgïda sä’at clock yXJ s›T (yäïj) sä’at watch g!z@ giize time s›T sä’at hour dqE” däk΄ik΄a minute skND säkänd se cond XGR μ*S ïgïr kwas foot ball mኝ¬ maññïta sleep g§ gäla body ðT fit face [g#R s΄ägur hair _RS t΄ïrs teeth gbÃ gäbäya- market S‰ sïra work TMHRT b@T tïmhïrït bet school’ SL-Â sïlt΄äna training’ ±S¬ b@T posta bet post office’ dBÄb@ däbdabe letter q$RS k΄urs breakfast’ Mú mïsa lunch X‰T ïrat dinner

Verb ¥ጥናT mat΄ïnat [at΄äna] “to study” mS‰T mäsïrat [särra] “towork” mÿD mähed [hedä] “to go” mÅwT mäč’č’awät [täč’č’awätä] “ to play” ¥NbB manïbäb [anäbäbä]-“ to read” mB§T mäblat [bälla] “ to eat” m¥R mämar [tämarä]-“ to learn” mmlS mämäläs [tämmälläsä]-“ to come back” mt¾T mätäñat [täñña] “ to go to sleep” m¬-B mätat΄äb [tat΄äbä] “to wash” mïr> mäborräš [borräšä] “ to brush” mé_ märot΄ [rot΄ä] “to run” mêßT mäwañät [waaññä] “to swim” ¥yT mayät [ayyä] “ to see” ¥W‰T mawïrat [awärra] “ to chat” mnúT mänäsat [tänässa] “to wake up” ¥F§T maflat [affäla] “to boil”

Sequence markers mjm¶Ã mäjämäriya first q_lÖ k΄ät΄ïlo next bm=rš bämäč΄äräša finally

k....bðT k ä… bäfit before k.... b“§ k ä… bähuala after kz!Ã käziya next, then

Dialog 2

ïB -êT -êT MN Ts‰lH?

Bob: T΄äwat t΄äwat mïn tïsäralläh? ¥„ -êT -êT s#Q WS_ Xs‰lh# Maru: T΄äwat t΄äwat suk΄ wïst΄ ïsärallähu. ïB ks›T b“§S? Bob: Käs‘äat bähualas? ¥„ ks›T b“§ m{/F xnÆlh# Maru: Kä säat bähïwala mäs΄haf anäballähu. ïB kz!ÃS? Bob: Käzias? ¥„ ¥¬ t&l@V™N xÃlh# Maru: Mata televižïn ayallähu. ïB b” ? Bob: Bäk΄a? ¥„ b” kz!Ã Xt¾lh# Maru: Bäk΄a. Käziya ïtäññallähu.

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Example Sequential Expressions of Time A Letter: Bob writes a letter to Girma about his daily activities as a PCT.

Dear Girma, Everyday I wake up at 7 am. First, I wash my face and brush my teeth. Then I eat breakfast. From Monday to Friday, I go to school in the morning. After school I go home and eat lunch. In the afternoon, I study or play football. In the evening I watch tv and talk with my host family. At last, I eat dinner and go to bed at 10 pm. Your friend, Bob WD GR¥ Wud Girma, H#Lg!z@ -êT -êT bxND s›T Xnúlh#ÝÝ mjm¶Ã ðt&N X¬-BÂÝ _Rs@N XïRšlh#Ý Hulgize t΄ïwat t΄ïwat bä’and sä’at ïnäsallähu. Mäjämäriya, fiten ïtat΄äbïna t΄ïrsen ïborïšallähu. kz!Ã q$Rs@N Xb§lh# ÝÝ ks® XSk ›RB -êT -êT TMHRT b@T XÿÄlh#ÝÝ käziya k΄ursen ïbällallähu. käsäňo ïskä arb t΄ïwat t΄ïwat tïmïhïrt bet ïhedallähu. kTMHRT b@T b“§ ãY x-Âlh# wY XGR μ*S XÅw¬lh#Ý ¥¬ ¥¬ Kätïmïhïrt bet bähwala, wäy at΄änallähu wäy ïgïr kuas ïč΄awätallähu. Mata mata t&l@V™N xÃlh#ÝÝ kb@tsïc& URM xw‰lh# bm=ršM X‰t&N Xb§Â televižïn ayallähu. käbetäsäboče garm awärallähu. bämäč΄äräšam, ïraten ïbälana kM>t$ bx‰T s›T wd mኝ¬ዬ XÿÄlh#ÝÝ kä mïšïtu bäaraat sä’at wädä mäňïtaye ïhedallähu. ÃNtW Yäntäw Bob

Grammar Point To express two sequential actions in the present, the first verb is shortened, as you may have noticed in the letter above:

X¬-BÂ _Rs@N XïRšlh# ‘ïtat΄äbïna t΄ïrsen ïborïšallähu,’ rather than X¬-Ælh# XÂ

X‰t&N Xb§lh# ‘ïtat΄äbalehu ïna ïborïšallähu.’ X‰t&N Xb§Â XÿÄlh# ‘ïraten ïbälana ïna….ïhedallähu’ rather than Xb§lh#Â XÂ XÿÄlh# ‘ïbälalähu ïna… ïhedallähu’

To shorten the first verb, simply remove the ending (based on allä) and add ‘ïna.’

Examples XÿD XÂ XmÈlh# Ïhed ïna amätalähu I go and I bring XNmÈ XÂ XNÅw¬lN Ϊnmät΄a ïna ïnïč΄awätalän. We come and play Yb§Â XÂ YmÈL

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Yibäla ïna yimät΄al. He eats and comes. T=RS XÂ TmÈlC Tïč΄ärïs ïna tïmät΄aläč She finishes and comes. XRî Y--#Â YÿÄl# Erso yït΄ät΄u ïna yïhedalu. You (pol.) drink and leave. Tÿ©!Â TmÅl> Tïheji ïna tamäčaläš. You (fem.) go and bring.

Describe the action in each photo to your classmates. Days of the Week

Fidel Phonetic English ______ Saño Monday ______ Maksaño Tuesday ______ Ϊrob Wednesday ______ Hamus Thursday ______ Arb Friday ______ Kïdame Saturday ______ Ϊhud Sunday

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Vocabulary Time Words

-êT t’ïwat morning qN k΄än day ks›T b“§ käsäat bähuala afternoon M>T mïšït evening ll!T lälit night Xk#lll!T ïkulä lälit midnight Xk#l qN ïkulä k΄än mid-day G¥> gïmaš half tk#L täkul half past „B rub quarter bðT bäfit before bh#ê§ bähuala After b bä at XSk ïskä until by bä yä every byqn# bäyä k΄änu everyday bmjm¶Ã bämäjämärïya first q_lÖ k΄ä t΄ïlo next bm=rš bämäč’äräša finally

ÆB²¾W babzaňaw usually xNÄNÁ aand ande sometimes ²Ê zare today ng nägä tomorrow kng wÄ!Ã känägä wädiya day after tommorrow TÂNT tïnant yesterday kTÂNT wÄ!Ã kä tïnant wädiya day before yesterday b¸q_lW œMNT bämik΄ät΄ïläw samïnt next week ÆlfW œMNT baläfäw samïnt last week œMNT samïnt week s›T sä’at hour dqE” dä k΄i k΄a minute yS‰ qñC yäsïra k΄änoč working days QÄ» XÂ X/#D k΄ïdame ïnna ïhud weekend QÄ» :lT …kïdame ïlät (On Saturday )

Phrases SNT s›T nW Sïnt sä’at näw? What time is it? b SNT s›T Bä sïnt sä’at? At what time? _____ s›T x nW sä’at näw It is ___ o’clock k ___s›T XSk___s›T Ke ___ sä’at iska ___ sä’at. from _ o’clock until __ o’clock

Practice In the text below, Aster tells us what she did on the dates indicated.

A) Match the pictures with the activities she recounts. B) She hasn’t told us everything. Use your own creativity and the remaining three

pictures as prompts to complete the story for her. Write as if you did those activities.

²Ê hÑS nW TÂNTÂ éB nbR ng ›RB nW kTÂNT wÄ!Ã ¥Ks® nbRÝÝ “Zare hamus näw. Tïnantïna rob näbär. Nägä arb näw. Kätïnant wädia maksäňo näbär. kngwÄ!Ã QÄ» nWÝÝ ²Ê mrB μ*S XÅw¬lh#ÝÝ b¸q_lW úMNT Känägäwädia k΄ïdame näw. Zare märäb kuas ïč΄č΄awätallähu. Bämik΄ät΄ïläw samïnt wd ¶S XÿÄlh# ÆlfW úMNT b#Â -Èh#ÝÝ wädä Paris ïhedallähu. Balä fäw samïnt bunna t΄ät΄ahu.”

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Calendar s® Säñño

¥Ks® Maksäñño éB Rob

hÑS Hamus ›RB Arb

QÄ» Kidame

Xh#D Ϊhud

1

2

3 4

5

6 7

8

9 wdxÄ!S xbÆ wädä Addis Ababa

10 11 ²Ê Zare

12 13 14

15 16 17

18

19 20 21

Grammar Point The Present-Future (or Compound Imperfect) Tense

In Amharic, unlike in English, there is no specific future tense (“I will…,” “You shall,” etc.). Only context and the use of adverbs can make it clear whether a sentence is in the present or the future tense. Example

²Ê b#Â X-Èlh# Zare bunna ït΄ät΄allähu. Today I drink coffee. ng b#Â X-Èlh# Nägä bunna ït΄ät΄allähu. I will drink coffee tomorrow. byqn# b#Â X-Èlh# Bäyäk΄änu bunna ït΄ät΄allähu. I drink coffee everyday.

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The present-future tense is also called the “Compound Imperfect” tense, because, even though it is expressed with one verb, it is actually composed of two parts: a root or stem verb, and the affixes, the person marker prefixes and the suffix, which is derived from the verb allä, “to be.” The persons of the compound imperfect are shown by the combination of a prefix and a suffix.

Person Prefix Suffix Example memt’at

[met’a], to come Xn@ ïne ï- X -xlh# -allähu XmÈlh# ïmät΄allähu xNt antä T- tï - -xlH -alläh TmÈlH timät΄alläh xNcE anči T- tï- -xl> -alläš* TmÀÃl> tïmäč΄alläsh XRSã ïrso Y- yï- -xl# -allu YmÈl# yïmä t΄alu Xs# ïssu Y- yï- -xL -al YmÈL yïmät΄al Xú* ïssua T- tï- -xlC -alläeč TmÈlC tïmät΄aläč XúcW ïssačäw Y- yï- -xl# -allu YmÈl# yïmät΄alu X¾ ïñña XN- ïn- -xlN -allän XNmÈlN ïnmät΄allän XÂNt ïnnantä T- tï- -x§Ch#-allačïhu TmÈ§Ch# tïmät΄alačihu Xns# ïnnäsu Y- yï- -xl#-alu YmÈl# yïmät΄alu

* In the second-person feminine, the final consonant of the verb root “palatalizes,” following a pattern. - T΄ becomes = č΄, d d become j j, t t becomes c č, s s becomes ¹ š, z z becomes ¢ ž, [ s΄ becomes = č΄, n n become ß ň, and l becomes y y. See table in grammar appendix. Note: For ‘¥- ma’ verbs whose stem begins with “a” (eg. ¥NbB manbäb [xnbb anäbäbä], ¥wQ mawäk [xwq awokä], ¥yT mayät [xy ayä]; read, know, see) the “a” vowel supercedes the “i” sound.

Singular Plural Xn@ ïne xW”lh# awïk΄allähu X¾ ïñña XÂW”lN ïnawk΄alän xNt antä ¬W”lH tawïk΄alläh xNcE anči ¬WqEÃl> tawïk΄ialläš XRSã ïrso ÃW”l# yawïk΄allu

XÂNt ïnnantä ¬W”§Ch# tawk΄alačïhu

Xs# ïssu ÃW”L yawïk΄al Xú* ïssua ¬W”lC tawïk΄alläč XúcW ïssačäw ÃW”l# yawïk΄allu

Xns# ïnnässu ÃW”l# yawïk΄alu

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Vocabulary Common Verbs Infinitive Third Person Masculine Meaning

mÿD mähed [ÿd hedä] to go mG²Tmägzat [g² gäza] to buy mñR mänor [ñr norä] to live mMÈT mämt΄at [mÈ mät΄a] to come mflG mäfäläg [flg fälägä] to want mWdD mäwïdäd [wdd wädädä] to like mWsD mäwïsäd [wsd wäsädä] to take mÆL mäbal [tÆl täbälä] to be called

Practice Fill in the blanks with affirmative forms of compound imperfect verbs.

1. Xn@ ²Ê wd±S¬ b@T Ϊne zare wädä posta bet ______________ mÿD mähed [ÿd hedä].

2. -êT X¾ q$RS Tïwat ïñña k’urs ___________ mB§T mäblat [b§ bäla]

3. ¥Ks® ¥Ks® Xú* Maksäño Maksäño ïssua ________ mé_ märot΄ [é- rot΄ä]

4. ¥¬ ¥¬ Xns# šY Mata mata ïnnäsu šay _______ m-ÈT mät΄ät΄at [-È t΄t΄a]

5. ks® XSk ›RB Xs# Kä Säño ïskä Arb ïssu ________ mS‰T mäsrat [s‰ sära]

6. XúcW b SNT s›T Ϊssačäw bä sïnt sä’at __________ ? mt¾T mätäňat [t¾ täňňa]

7. xNcE kgbÃ MN Anči kä gäbäya mïn ________? mG²T mägzat [g² gäza]

Grammar Point Negative Present-Future Tense

To form the negative of compound imperfect verbs, again a combination of prefixes and suffixes attached to the verb root/stem indicates the person.

Person Prefix Suffix Example mämït΄at (mät΄a), not come

Xn@ ïne xL - al- -M-m xLmÈM alïmät΄am xNt antä xT-at- -M -m xTmÈM atïmät΄am xNcE anči xY- at- -M -_im* xTmÀM atïmäč΄im XRSã ïrswo xT- ay- -M -um xYm-#M ayïmät΄um Xs# ïssu xY- ay- -M -m xYmÈM ayïmät΄am Xú* ïssua xT- at- -M -m xTmÈM atïmät΄am XúcW ïssačäw xY- ay- -M -um xYm-#Mayïmät΄um X¾ ïñña xN- an- -M -m xNmÈM anïmät΄am XÂNt ïnnantä xT- at- -M -um xTm-#M atïmät΄um Xns# ïnnäsu xY- ay- -M -um xYm-#M ayïmät΄um

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* The final consonant of the second person feminine follows the same pattern as in the positive construction, with a palatalized consonant (that is, -+M -č΄im, -JM -jim, -CM -čim, ->M -šim, -™M -žim, -"M -ňim, or -YM -yim).

Fill in the blanks using verbs in the negative compound imperfect:

1. Xn@ ²Ê wd±S¬ b@T Ϊne zare wädä posta bet ______________ mÿD mähed [ÿd hedä].

2. -êT X¾ q$RS Täwat ïñña kurïs ___________ mB§T mäblat [b§ bäla]

3. ¥Ks® ¥Ks® Xú* Maksäño Maksäño ïssua ________ mé_ märot΄ [é- rot΄ä]

4. ¥¬ ¥¬ Xns# šY Mata mata ïnnäsu šay _______ m-ÈT mät΄ät΄at [-È t΄t΄a]

5. ks® XSk ›RB Xs# Kä Säño ïskä Arb ïssu ________ mS‰T mäsrat [s‰ sära]

6. XúcW b SNT s›T Ϊssačäw bä sïnt sä’at __________ ? mt¾T mätäňat [t¾ täňňa]

7. xNcE kgbÃ MN Anči kä gäbäya mïn ________? mG²T mägzat [g² gäza] Practice Fill in the blank verb table using the verb mG²T megzat [g² geza] “to buy”. Use script or phonetics.

Person Positive Negative

Xn@ ïne

xNt antä Tg²lH tïgäzalläh

xNcE anči

XRSã ïrswo

Xs# ïssu

Xú* ïssua

XúcW ïssačäw

X¾ ïñña

XÂNt ïnnantä

Xns# ïnnäsu

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Application An Interview: Interview a member of your host family. Ask what he or she does everyday and what time. Are there activities that only happen on a certain day? For the next class, be prepared to tell about what you discover using sequential references of time. Glossary: mäs’haf mጽሃፍ book suk’ ሱቅ shop k’urs ቁRS break fast tïmhïrtbet TMህRT ቤT school ïrat (rat) X‰T dinner ïgïr kuas XግR S foot ball

Practice Reading and Pronouncing Script Practice reading Amharic script with your host family. SNT s›T nW? Sïnt säat näw? s® s® TMhRT b@T XÿÄlh# Säñño Säñño tïimïhïert bet ïhedallähu. îST k!lÖ BRt$μN Xg²lh# Sost kilo bïrtukan ïgäzallähu. dBÄb@ lXÂt& X{Ílh# Däbdabe lä ïnate ïs΄ïfallähu. ÌNÌ X¥‰lh# K΄uank΄ua ïmarallähu.

¥R¬ Åw¬ TXGST xSÂq xlMihY sÂYT m÷NN μúh#N _„n> Ä!ÆÆ hYl@ gBr S§s@ Æ‰K åÆ¥

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Unit 8 Amharic Verbs

Learning Objective: By the end of this unit you shall be able to:

- be familiar with Amharic root verb characteristics, - describe the different forms that common verbs take with the different personal

pronouns, - distinguish between active and passive as well as transitive and intransitive

verbs, - make use of common verb forms to express ideas and actions in Amharic,

Characteristics of active verbs

ግስ (gïs)

- ድርጊት ገላጭ expresses action - takes the end position, - includes subject, number, gender, object, preposision, tense, - A single verb can be a complete sentence on the context;

Example: aläk’äsku sentence gäzahu contextual, Exercise 1: Circle the verb (gïs) from the following words sänäf k’onjo tämarä bälahu k’äy t’ät’ač joro afälan mïgïb bälu hedačïhu mät’an hagär awärah tänagärä šay läk’so sädäbäň dabo bïrtukan t’äračäw gäzu šät’ä ïrdata Exercise 2: Take out the affixes of the selected verbs from the above words

Verb affix 1. _________________ _________________ 2. _________________ _________________ 3. _________________ _________________ 4. _________________ _________________ 5. _________________ _________________ 6. _________________ _________________ 7. _________________ _________________ 8. _________________ _________________

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Root Verbs - All Amharic root verbs are of the 6th character ( i.e. ል, ር, ስ, etc) - Root verbs become meaningful only when they take vowels;

Examples: bl bäla gz gäza hd head Exercise 3: Take out the root verb that doesn’t have a meaning by itself

1. tänäsa 2. abät’ärä 3. tat’äbä 4. safä 5. anäbäbä

Types of Verbs

A) Verb to be ( Be-verbs)

ነኝ am ነን are ነበርኩ was ነበረን were ነህ are ናችሁ are ነበርክ were ነበራችሁ were ነሽ are ናቸው are ነበርሽ were ነበሩ were ነው is ነበር was ናት is ነበረች was

Note: in the present tense form the sounds next to “n” refer to pronouns indicated ( i.e. ኝ in ነኝ, ህ in ነህ, ሽ in ነሽ indicate who is being referred to by the verb to be form). But in past tenses the sounds refer to ……. Exercise 4: Fill in the blank with the correct verb ‘to be’

1. ïne ahun mämïhr ____________. Kähulät amät bäfit gïn tamari ____________. 2. ïne set _________________ Gäbre gïn wand ____________. 3. ïnantä Americawiyan ________ guadäňačïhu gïn Gärmänawit __________. 4. ïswa tïnant Nazret nägade _________ zändïro gïn zäfaň ______.

Verb “to have” to possess – i) present tense form

I have alläňallän ( plural) You have alläh (male) You have alläš ( female)

The root verb of ‘have’ is ‘al’. The sounds next to “al” shows the pronoun indicated to

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you have allačïhu ( you plural) you have alläwot ( you polite) He has alläw She has allat

each other respectively;

ii) the past form: Had

I näbäräň , näbärän (plural) näbäräh ( male) näbäräš (female) näbäračïhu ( plural)

You

näbäräwot ( polite) He näbäräw She näbärat They näbäračäw ( plural)

The root verb of ‘had’ is “näbär”. The same pattern as the above one.

Exercise 5: Rewrite the following sentences in a meaningful way

1. bädïro gïze yäïtyopïa nïgusoč bïzu märet alläw. __________________________ 2. ïnantä zare t’ïru sïmet allä. ________________________________ 3. wändïme k’onjo č’ama allat._______________________________ 4. Dawit bälïjïnätu tïlïk’ kwas näbärat. _____________________________ 5. zämädoče bahun säat k’onjo bet näbäračäw.

________________________________ 6. yä zare amät ïhïte mäkina näbäräš. ____________________________________ 7. anči zare bïzu gïze näfit bärat.

___________________________________________ 8. lïjoču karat amät bäfit wolajoč näbäračïhu. ______________________________ c) to be available

I allähu, allän alläh ( male) alläš (female) allačïhu (plural)

You

allu (polite) He allä She alläč They allu ( plural)

The root verb of ‘had’ is “näbär”. The same pattern as the above one.

Exercise 6: Match the pronoun under “ሀ“ with verb to be available under “ለ “

“ሀ“ “ለ “ 1 Henok A alläš

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2 Ato Belay (pol) B alläh 3 Hellen ïna Hanna C allä 4 Suzan D alläč 5 Anči E allu 6 Anči ïna Janet F allähu 7 antä G allu 8 ïne H allän 9 Nati ïna ïne I allačïhu

D) Action Verbs Verbs that express action are called yä dïrgit ( active verbs). Example: Mäblat

ïne ( I) bälahu ïňa (we) bällan (plural) anta( you (m)) bälah anči (you (f)) bälaš ïnnantä (you pol) bälačïhu ïrswo ( you pol) bällu ïssu (he) bäla ïsua (she) bälač ïnnäsu (they) bällu ïsaččäw bällu

Infinitives that end in ‘t’, takes “ h” sound for “I and you” ( male).

Mähed

ïne ( I) hedku ïňa (we) hedïn (plural) anta ( you (m)) hedk anči (you (f)) hedš ïnnantä (you pol) hedačïhu ïrswo ( you pol) hedu ïssu (he) hedä ïsua (she) hedäč ïnnäsu (they) hedu ïsaččäw bällu

The ‘k’ sound in I and ‘you’ ( male) can be changed into ‘h’ sound.

Most root verbs that end with the 4th character take ‘ma’ at the beginning and ‘t’ at the end of the infinitive.

Example: t’äba mät’bat gäza mägzat šäna mäšnat

In all cases, note that all infinitives begin with “ma” or “mä”. Example: amarä mamar asäbä masäb agäzä magäz

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As in this example, if the root verb begins with a vowel, the initial sound becomes “ma”. Here are more examples:

ayä mayät at’fa mat’fat awäk’ä maw äk’

Exercise: Derive stems that agree with pronouns from the list of infinitives given below. mäšät’ mäst’ät

maflat mastäňat mäwaňat mägbat

asäb ätäňat manbäb mägzat mawrat

Some root verbs of two consonants that end with the first character take ‘m’ at the beginning and ‘t’ at the end to form an infinitive.

Example: sät’ä mäst’ät šäňä mäšäňät

Waňä mäwaňät k’ärä mäk’rät Exercise 7: Use the following infinitive as a resource to make a meaningful sentence:

mätäňat mäs’af mätat’äb mayät mäsam mäsak’ märot’ mäsmat

1. ïne ____________________________________ 2. ïssu ____________________________________ 3. ïnäsu ____________________________________ 4. ïňňna ____________________________________ 5. ančči ____________________________________ 6. ïssua ____________________________________ 7. ïssačäw ____________________________________

Transitive and Intransitive Verbs: A transitive verb ( täšagari gïs) transfers an action performed by the subject to the object.

wäsädä s’afä sät’ä gäza säbärä t’ät’a nägärä čämärä.

An intransitive verb is a verb that lacks an object for it doesn’t transfer an action. Example: motä aräfädä t’äffa alläk’äsä däkämä zänäbä

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täňa k’äräbä däräk’ä Active Voice/Passive voice Active statement is a statement with a transitive verb that passes action performed by the subject to the receiver of the action (object). Example: Abäbä mïsa bälla. Mïsa (bä Abäbä ) täbälla. Peter bär käfätä Bär (bä Peter) täkäfätä. A passive voice from A past active statement is formed by prefixing ‘tä’ to the verb. ïne mïsa ïbällalähu. mïsa yïbällal. (yï is stressed) anta gänäzäb tïsät’alläh gänzäb yïsät’al. ( sä is stressed) anči mäs’ïhafoč yïgäzalu. ( gä is stressed) Present and future tense statement retain the verbs by stressed the initial sound of the root verb when changed into passive. But, in the 3rd person singular as in “ïssu mïsa yïbälal” the verb doesn’t change its form when chaged to passive, for “yï” and “al” affixes are passive markers. But it is stressed. The objects and the verbs must agree in number when passive voice is used. Exercise 8: Change the following active statements into passive statements.

1. Abebe muz bälla. 2. Aster däbdabewun s’afäč. 3. ïnnäsu film ayu. 4. lïjoču wït’et wäsädu 5. lïbïs gäza. 6. mäkina nädač. 7. šay yafälal. 8. sït’ota lälïjoču yïsät’al.

( Please read more in David Appleyard, pp 239-251)

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Amharic Units 1 to 8

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