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Oromo for Beginners. Language Materials

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DOCUMENT RESUME ED 226 61 FL 013 557 AUTHOR Leta, Dejenie TITLE Oromo for Beginners. Language Materials. INSTITUTION Peace Corps, Washington, D.C. PUB DATE 75 NOTE 58p. PUB TYPE Guides Classroom Use Materials (For Learner) (051) DRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS African Languages; Dialogs (Language); *Grammar; Listening Comprehension; Pronunciation Instruction; *Second Language Instruction; *Standard Spoken Usage; Verbs; Vocabulary IDENTIFIERS Ethiopia; Kenya; *Oromo ABSTRACT Oromo , The purpose of this text is to introduce the language, spoken in parts of Ethiopia and Kenya, to PeaceCorps volunteers. The Oromo language (also referred to asGalla) used in the text is based on the standardlanguage spoken in the western and southwestern provinces of Wollega, Illubabor,and Kaffa. However, with dialectal differences taken into account,these materials can be used to teach the Oromo language in any area.The materials have been presented in such a way .that the teacher and thestudents can arrange them in lessons to suite theirparticular needs and learning styles. The text includes a pronunciation key,20 units on different topics, and a unit of situational conversations.Grammatical information and a list of common verbs areappended. (NCR) *********************************************************************** be made * * Reproductions supplied by EDRS are the best that can . - * * from the original document. *********************************************************************** LANGUAGE MATERIALS ORORIO, U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )4, T h is document has beenreproduced as received from the person or organization originating it. Ra.o2_ 31)5 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu INFORMATION CENTER (ERIC)." rnent do not necessarily represent official NIE position or policy. ALETA TRAINING CENTRE OROMO FOR BEGIN'NERS Prepared by Dejenie Leta 0 AwassaSummer 1975 Alem Training Centre Table of Contents Preface (i) Key to Prosennciation (ii) Greetings 1-2 Proittouns 3 Papts of the body 4 Possessive endings 5 Nwerals 6-7 Food 8 Drinks 9 Imperatives 10 Days of the Week 11 Months of the Year 12-13 Time 14-15 Domestic & Wild Animals 16 Family Relationships 17-19 Means of .Tranaportation 20 Common Adjectives 21 Common Colours 22 Prepositions 23 Directions 24 Common Articles in the Market 25-27 States of Being 28-32 Situational Conversation 33-41 I. Grammatical Appendix 4fOr P B EF C E \ These Oromo language teaching materials were pre- pared for use during the series of two-week in-service language workshops for Peace Corps Volunteers held at Awassa in the summer-of 1975. They have been re-written with improvements made possible by insights gained during the actual language workshops. There is a plan to expend these language materials. Whoever uses these Oromo language materials should bear in mind that they-take as standard the language spoken in the Western and South Western provinces of Wollega, Illubabor and Kaffa. The aim and scope of the underteking was such that it was impractical to point out all the miliste differences with other Oromo speaking areas such as Shoal Haver, Arussi and Bale.' With the slight differences taken into account these materials win be used to teach Oromo language for any area. The materials have been arranged in such a way that the teacher and the student (s) can arrange them in -77 lessons to suit their particular speed of learning. , KEY TO PRONUNCIATION Oromtvio a hamitic language, which means that it cannot be transcribed in the Latin alphabet without difficulty. The following is a very approximative attempt to give the prospective eeader a key to pro- nunciation. 1. The Vowels: Oromo has seven vowel sounds as does Amharic. e as in : the (the ), shirt (8141..0 as in: fool (ful) i as in: he (hi), she (sq.) == = = a as in: , bad, addl. mad (ed) as in:, hate==== (het),==== aid=== = as in: education(edukeshan) : or, more (mor) as in == ==== 2. a) Consonants: - (i) c as in Ourch (ccrc) (ii) c is an explosive o. eg. Ceti, Camma (iii) b. is Tpronounced while in-haling (iv) K is an explosive k. eg. Kursi, Kalemi (v) P is an explosive p.e.g.:=PaPPasi, PeTros P. (vi) T is an explosive t.. TuTTo, KurTi (vii) S is a sibilant s.E.G. gcSSi, mencSSari, Somi (viii) 1 is like the Spanishan,e.g.- dañña, an:arab/2a g is hard as in: 0-:d j is pronounced as in: John b) (i) Where a sound is stressed the letter is doubled:- 21g.:- collect (ii) Sounds which may be made or droPped are indicated by brackets. e.g. .(w)ogga may be pronounceewogga"orwo2ga4' OROMINNA LESSONPLAN I GREETINGS:- Kalati A. General:- waKa or a) ashaml :waKayy0 = God or b) ashaml rabbi a) attam jirta? (How are you?) naga or b) gari galata waKa (yyo), gari = well attam jirta? Or a) gari galata waKa(yy0). fayya N.B.:- 1. For p_.sLallt and respect farms, "asham" will change to "ashama" and "attam jirta?" to "attam jirtu?". 2. naga = gari = fayya 3. waKa = waKayyo = rabbi B. In the morning:- Kalati a) ashaml Kalati = words mEllEmamEja = exercise b) ashaml a) attam bulte? (Good,morning) b) naga galata waKayyoi attam bulte? a) naga galata waKayyo. N.B.- For plus.-al and respect forms, "attam bulte?"will change to "attam bultani?". /2/ C. In the day time:- a) ashaml b) ashami a) attam olte? (Gond afternoon) b) fayya galata rabbi, attam olte? a) fayya galata rabbi. N.B.:- For plural and respect forms, "attam olte?" will change to "attam oltani?11. D. At the time of deux:tura:- 1. General: garittil/nagattil/fayyatti! (Bye!) 2. Morning: nagatti olil (Good dayl) 3. Afternoon: garitti buli! (Good night!) N.B.:- For plural and respect forms, "oli" will change to "ola" and "buli" to "bdla". I -3- II PRONOUNS:= Kalati = I eu? = who? at = you mali? = what? eosin w you (respect form) habEsha mg Ethiopian enni = he sidama = Amhara z13mhe = she omo = Oromo nuy= we Tigre = Tigre esin = you (plural) hakimi = doctor elsan = they tamari/bara = student melltmamtja:- asttmari/barsisa = teacher Examples: gabare/Kottu = farmer le Q. at efihu? (who are you?) Safi = secretary A. an Tola Da. (1 am Tola*) I shuferi = driver 2. Q. Janice mali? (What is Janice?) daiiha = judge A. Qehen/Janice Americani ba.(she/Janice ''lriaggade= merchant is an American;) Rick mali? GI; tiksitu = shepherd A: Rick Americani Da. wattaddara = soldier Q: Ato Sabhat mali? mo = or A: Ato Sabhat habEsha Da= is Q:esan hakimi Da mo Kottu ba? A: asan hakimi ha. 4. *Tola is the name of a person I 0, -4- III PARTS OF THE BODY:- . rifensa = hair Kalati mata = head kan eigiu? = whose? (h)idda = forehead kun = this fula = face sun = that gurra = ear ba . it is ija = eye Mitti = it is ====not fufirlan =' nose 4 eyye = yes afan = mouth lakki = no areda= beard hibi = lip ilkan = tooth arraba = tongue morma= neck KonKo = throat gatetti = shoulder Koma = chest dugda= back Warka= hand milla= foot gara = stomach Kuba(141.arka = finger Kuba milla = toe banna or }= body BaKna -5- IV POSSESSIVE ENDINGS:- Kalati arsasi = pencil koti = coat rsasi - km (pa pencil) shEmizi/kitta = shirt lt ke (your pencil) sUrre = trousers sin - kessan(your pencil(polite form)) Camma/kdne = shoe mutanta underpant " sa (his pencil) kanatera = undershirt - she(her shurraba = sweater tt sani(his " (polite form)) shurrabi milla =stockings Kamisi = dress nuy - It - kehria(our pencil) WusT labsi = lady's 1*Asin ft kessan (your " (plural)) underwear sa-ati = watch asan - " - sani (their pencil) managgiri = eye glass barmera = hat mCl1tmam0a:- faKKe/mido =comb Examples:- mastawati/ilali = mirror shanTa = suit case 1. Q. un mal? (What is this?) mia = goods/belongings A. sun mataketi (That is your head). bmrsa = purse/wallet 2. Q. kun rifensakoti? (Is this myhair?) maharraba = handkerchief mana = house A. lakki, sun rifensake miti. Fulaketi. dalla = fence (No, it is not your hair. It is your face.) gibbi = compound Q. Sun shurrabisheti? sire = bed A. Eyye, sun shurrabisheti farashi =mattress ansola =bedsheet Q. kobbortan sun kan difiuti? borati = pillow A. kobbortan sun kan Tolesati* n t; ilket zanabllbsi = raincoat Q. iren kun kan efinuti? Isobborta = over coat A. 'aren kun kan Calati* or = clothing wayya trarcrtab5i...btanket N.B.:- Plurals are formed by adding!iota" to thesingulars. e.g. koti kotata, mido midota, bara -barota *Tolesa & Cala are namepof persons. t 1 1 VNUMERALS:- Kalati. takko=1 digdama = 26 maKa? =.how much , dr lama = 2 soddoma = 30 = how many sadi = 3 afurtama = 40 -arsasi = pencil afur = 4 shantama = 50 dabtari = note book shan =5 jatama = 60 mEShafa = book ja-a = 6. torbatama = 70 Iaskripto = ball point torba=7 saddettama.= 80 gati = price saddet=8 sagaltama = 90 santimi = cents sagal =9 bibba = 100 sumuni = 25 cents coin 4cui3an =10 kuma = 1000- . birri =-(1011ar damoza = salary N.B.:- 1. Numeral combinations between 10 and 100 are made by: a) dropping the "n" sound of "KuDan" for all tens. eg. 13= Xuba sadi; 19= 4uba sagal; etc.. b) changing the last "a" sound to "i" for all nos. from 21 to 99. 221.-35= soddomi shan 53= shantami sadi 97= sagaltami torba 2. Numerals like 200, 3000, etc. are told by how many hundreds or thousands they are; eg:- 200 = bibba lama; 3000 = kuma sadi -7- Numeral combinations above 100 are made by adding-"..f" 7 - fr (which stands for 'And") between the hundreds or thousands digit and the tens or units digit. al: 305 bibba sadif shan 325 . bibba saat digtami shan mellEmams'a:- Examples:- 1. Q. damoznike meka? (How much is your salary?) A. damozniko birri bibba shan. (My salary is $500) 2.
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    PJAEE, 17 (9) (2020) Patriotic resistance against Italian invasion in Sadan Sooddoo Oromo (1936-41) Gemechu Kenea 1, Surafel Adissu 2 1College of Social science and Humanities, Department of History and Heritage Management, Bule Hora University 2College of Social sciences and Humanities, Department of Social Anthropology, Jimma University Email:1 [email protected], [email protected] Gemechu Kenea , Surafel Adissu 2: Patriotic resistance against Italian invasion in Sadan Sooddoo Oromo (1936-41)-- Palarch’s Journal Of Archaeology Of Egypt/Egyptology 17(9). ISSN 1567-214x Keywords: Oromo, Sadan Sooddoo, resistance, Italy, patriots. ABSTRACT The aim of this paper is to highlight the resistance made by Sadan Sooddoo Oromo patriots against Italians during 1936-41. Qualitative research methodology with Purposive sampling technique was employed in this study and the relevant respondents from the target group were selected carefully by the researcher to get reliable and rich data. Available primary and secondary sources, the paper seriously took those in to account. In this paper the Sadan Sooddoo resistance, the notable partiots and the battle fought with Italians during the period was discussed and analyzed. This study casts some light on how the patriots made struggle against colonizer. This paper argued that, even though Haile Sillasie I was fled to outside after the battle of Maichew the patriots including Sadan Sooddo Oromo patriots pay great scarification and made struggle against Italian colony until the liberation of 1941. 1. Introduction The Oromo of Sadan Sooddoo are named as such because they are three in number. They are Odituu (the elder), Tummee and Liiban. They are generally settled in the areas to the South and South West of the overall settlement of the Tulamaa with an extension to the area south of the Awash river as far as Arsi and the Borana of the Southern part of Oromia.
  • Mekelle University College of Business and Economics Department of Management

    Mekelle University College of Business and Economics Department of Management

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by IDS OpenDocs Mekelle University College Of Business and Economics Department Of Management Assessment of Members Perceptions towards Factors Influencing the Success of Cooperatives (A survey of Agricultural Marketing Cooperatives in Becho Woreda) BY: Ephrem Dejene A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Master of Business Administration Degree (Marketing Specialization) Principal Advisor: Tewelde Mezgobo (Assistant Professor) Co-advisor: Desta Kidanu (Lecturer) June 2014 Mekelle, Ethiopia MEKELLE UNIVERSITY COLLEGE OF BUSINESS AND ECONOMICS DEPARTMENT OF MANAGEMENT MBA program Assessment of Members’ Perceptions towards Factors Influencing the Success of Cooperatives (A survey of Agricultural Marketing Cooperatives in Becho woreda) By: Ephrem Dejene A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Master of Business Administration Degree (Marketing Specialization) Principal Advisor: Tewelde Mezgobo (Asst. Professor) Co-Advisor: Desta Kidanu (Lecturer) June 2014 Mekelle, Ethiopia DECLARATION I, Ephrem Dejene, hereby declare that the thesis entitled “Assessment of Members’ Perceptions towards Factors Influencing the Success of Cooperatives: A survey of Agricultural Marketing Cooperatives in Becho woreda ”, submitted by me for the award of the Degree of Master of Business Administration in Marketing of Mekelle University at Mekelle, is my original work and it hasn’t been presented