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Learning Chichewa Book 1, Lessons 1-10

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Learning Chichewa Book 1, Lessons 1-10 Learning Chichewa Book 1, Lessons 1-10 Hosted for free on livelingua.com TABLE OF CONTENTS Page . 1 FORWARD . 4 INTRODUCTION . 24 A MESSAGE TO THE STUDENTS . 28 LESSON lA . 31 1.2 Noun Classes (1/2, la/2,3/4) ./ . 42 1'.3 Verb 'be' -11/ndi . 45 1.4 Personal Pronouns . 48 1.5 Summary Exercises . 58 LESSON 18 'Mbni: 'Greetings' . 70 LESSON 2A . c. 73 2.2 Noun Classes (5/6, 7/8) . 80 2.3 Verb 'be' -11/ndi . 86- 2.4 Locatives: Pa /Ku /Mu (Noun Classes16/17/18) . 96 2.5 Verb -11 ndi 'have' . 98 2.6 Summary Exercises . 110 LESSON 2B MWagona bwanji? 'How are you?'. 120 LESSON 3A- . 123 3.2Noun Classes (9/10, 12/13) . 130 3.3 Locational Demonstratives . 134 3.4 YesiNo Questions . 138 3.5 Question-word Questions . 141 3.6 Summary Exercises . LESSON 3B Kwa Chimono 'At Chimono'sHouse' . 152 Hosted for free on livelingua.com Page . 163 LESSON 4A . 167 4.2 Verb Form . 167 4'.3 The Present Progressive/Continuous . 171 4.4Noun Classes (15, 14/6) 174 4.5The Habitual Aspects . 178 4.6 Interrogative: Bwanji? 'How?' . 180 4.7Summary Exercises . e . 191 LESSON 4BAnzanga 'My Friends' . 205 LESSON 5A . 208 5.2The Present Perfect . 216 5.3 More Demonstratives: -no and-it . 223 5.4 Relational Locative Nouns . 227 5.5 Summary Exercises . 235 LESSON 58 Pamsewu 'On the Street' . 246 REVIEW EXERCISES (LESSONS 1- 5) . 252 LESSON 6A . 256 6.2Verbs: Simple Past 262 6.3Object Prefixes . 268 6.4Modifiers (AP + stem: numbers, howmany) . 277 6.5Relative Pronouns (AP + -mene) . 280 6.6Summary Exercises . 285 LESSON 68 Kuchipatala 'At the Hospital' 296 LESSON 7A . 299 7.2 The Future Tenses 7.3 Time Expressions. 305 308 7.4 When? . 309 7.5More Relative Pronouns 'Whose, TheOne' 312 7.6ThP Other/Another/Some (AP + . 317 7.7Summary Exercises . 321 LESSON 78 Kalipentala 'A Carpenter' Hosted for free on livelingua.com Page . 333 LESSON 8A . 336 8.2 Verb Root + -e . 336 8.3 Subjunctive. -Yenera). 339 8.4Directives (Imperatives, Subjunctive, . 347 8.5 Negative Directives . 349 8.6 Directives with Object Prefixes. 351 8.7 'Why?' Questions. 353 8.8Summary Exercises . 360 LESSON 88 Kuphika Nsima 'CookingNsima' . 371 VERB REVIEW . 384 LESSON 9A . 387 9.2 Modifiers . 387 9.3 Modifiers (AP + 'a': possessives,qualifiers) . 39:_y// 9.4 May/Can/Able . 40 9.5Summary Exercises . 409 LESSON 98 Kumsika 'At the Market' 420 . LESSON 10A . 423 10.2 More Time Expressions . 430 10.3 Relative Pronouns with LocativeAPs. 434 10.4 Demonstratives with -mane. 438 10.5Summary Exercises . 444 LESSON 108Ndikufuna Ntchito 'I want work.' . REVIEW EXERCISES (Lessons 6 - 10). 456 . 462 TRANSLATIONS . 480 REFERENCE GRAMMAR . 503 VOCABULARY LIST . Hosted for free on livelingua.com INDEX OF TAPE RECORDINGS LESSON 1B Dialogue 1.1 Supplementary Dialogue 1.7 Supplementary Dialogue 1.8 LESSON 2B Dialogue 2.i...mc Dialogue 2.7 , LESSON 3B Dialogue 3.1 Dialogue 3.5.6 LESSON 4B Dialogue 4.1 Monologue 4.5 4.7.9 LE ON 58 Dialogue 5.1 Dialogue 5.5.8 LESSON 6B Dialogue 6.1 LESSON 7B Monologue 7.1 LESSON 8B Text 8.1 LESSON 98 Dialogue 9.1 LESSON 108 Dialogue 10.1 Supplementary Dialogue 10.6 Text 10.8 6 Hosted for free on livelingua.com ACKNOWLEDGEMENTS Many people have given us theirtime and the benefit of their expertise in our preparation of the LearningChichewa packet. For discusilons on grammatical points, we especially wantto thank Mr. E.J. Chadza,Secretary. of of the Chichewa Board ofMalawi, a gentleman, a scholar, and a source inspiration; tr. J.K. Louw, now ofthe University of South Africa, but a Mchombo, long-time resident of Malaii and anavid student of Chichewa; Dr. Sam of Malawi; head of the,Department ofChichewa at Chancellor College, University University of London; Dr. Hazel Carter, School ofOriental and African Studies, Chichewa, Chancellor and Mr. Alfred Mtenje and Mr.Francis Moto, Department of College, University of Malawi. and We wish to thank our language resourcepersons for their efforts Chichewa Working Board, was a major insights. Mr. John Chiwala Banda, errors.inChicheWa usage resource person and alsodiligently ferreted out in our first draft of thematerials. Others whose help was invaluable were completing Mr. Rajab Sulaimana, who workedwith us extensively when he was Haundi; his doctoral degree at MichiganState University; Mr. Ernest John ChicheWa Board, who helped us mark tone onthe dialogues; and Mr. Hexton 4LChimkono, Mr. H. Y. Matethe4and Mt;.G. Bulirani," who, while students at Chancellor College, served as resourcepeisons. We especially want to thank the Mrs. Patricia Pagaja for her help inrecording tapes of the dialogues at Zomba studio of the Malawi BroadcastingCorporation. We want to thank serving Mr. Chiwala Banda, Mr. Haundi, Mrs.Pagaja, and Miss Emmie Mandala for as actors in the tapeddialogues. We would also like to thankPeace Corps director Ar. Ernest Yancey, Peace assistant director Mr. Richard.Ain:worth,and other staff members of the -Corps office in Lilongwe, Malawi fortheir help during our research inMOM. Special thanks go to three graduatestudents at Michigan State University. Mt. Jan Behrs produced an excellentfirst draft of the Teacher's Manual. manual was Mr. Juanquin Villa-Baretto'sediting work on the final draft of the Mr. Robert appreciated, as was Mr. Jeffrey Hadebe'swork on the dictionary. making Brent did most of the fineillustrations, with Ms. Sharon Cooper also her contribution. 7 Hosted for free on livelingua.com We appreciated comments on the first few lessons from the following consultants: Professor Grover Hudson, Mich'an State University.), Dr. Sam Mchombo, University of IllalaWi; Professor Jc Redden, Southern Illinois University; and Ms. Lee Trithart Weiss, UCL/ doctoral candidate. Finally, we want to thok those administrative and secretarial persons at Michigan State University Ao helped us. Dr. David Wiley, Director of the African Studies Centerl.*-4n important source of erzouragement; Ms. Anne Schneller aided ys wIth administrative concers; Ms. Melba Lacey provided cheerful and accura0,4dVice about financial matters; Ms. Kay Irish was always willing toM-elp with important administrative details. We want to thank Mrs. Linda,Harison, who typed the first draft and part of the final draft. Special, thanks go to Mrs. Jan Meade, whb came in at a crisis point and typed much of the final draft. Ms. Nancy Radtke, Ms. Susan McMahon and Ms. Erin Byrnes also deserve thanks for their typing. We also thank our editorial assistants, Ms. Marie Pane and Ms. Margaret Corcoran. We, of course, take responsibility for any errors in the forms or interpretations we have provided for ChicheWa. Carol Myers Scotton Michigan State University Project Director African Studies Center East Lansing, Michigan 48824 Gregory John Orr Project Associate 9 Hosted for free on livelingua.com FORWARD The goal of the three books thatmake up this LearningCnicheWa packet is to enable students to develop aworking competency in Chichecii70-thir, the shortest time possible, with theminimum of strain, and with the maximum of satisfaction. Achieving working competency andsatisfaction means that students will be able to participatein conversations about everday events because they have a knowledge ofeveryday vocabulary, but more importantly, because they are able to put into use thebasic grammatical patterns of Chichewa in order'to talk about suchdaily activities as planning to do something tomorrow, telling someoneabout what happened yesterday, asking someone to do something, ordescribing something, etc. The three books in the packet are (1) ten lessons whichintroduce the student to Chichewa language patterns and put those patterns to use;(2) a second set of ten lessons which extend the first set and a setof supplementary cultural and technical language materials; and(3) a teacher's manual. The lessons books include 'A lessons' and 'B lessons'. The 'A lessons' teach the student thebasic grammatical patterns of explicit discussions of the Chichewa. This teaching is accomplished through patterns involved. In some senses, these discussionsfollow the model of traditional grammars; however, the traditionalmodel has been severely modified in a number of important aspects: set of structural patterns (1) Most importantly, we present grammar as a rather than as a set of lists. (The noun paradigms and the verb conjugations in traditional grammars are examplesof grammar as lists.) This presentation reflects our theory of language: language is seen as a set of underlying structures which language learnersinternalize and then use as the tempte to guide the production of sentences. That is, once students learn these structures, they use them to produce sentences. But it is the structures. which the students must learn, not thesentences. The patterns presented emphasize the following information: (a) the forms involved in a p4cific pattern and their relation to other formsin the grammar of Chichewa; and (b) rules of co-occurrence within the particularpattern: what co-occurs with what, and where; what is optionaland what is obligatory. (2) Language in practice is stressed. This means that while attention is focused on grammatical patterns, itis not focused on reading about them, but rather on using them. To meet this objective, the 'Alessons' include a large number oexercises. In fact, exercises occur after theintroduction of each grammatical pattern. Further, there are review exercises at several points in each set of lesions. Also, translation exercises occur onlyin the using Chichewa first two lessons. Exerciies which give the student practice in patterns rather than in performing translations arethe rule. Our major criterion for evaluating exercises was, "Is thisexercise communicatively useful?" That is, "Is the student likely to haveoccasion to use this particular grammatical pattern to produce asentence like this?"Many of the exercises involve dialogues between students,with one student asking a question and the second one providing an answer.
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