DOCUMENT RESUME
ED 192 570 FL 011 699 AUTHO? MacDougall, Bonnie Graham: de Abrew, Kamini TITLE Sinhala: Basic Course. Module 2: General Conversation. INSTITUTION Foreign Service (Dept. of State), Washington, D.C. Foreign Service Inst. PUB DATE 79 NOTE 337p.: For related documents, see FL 011 698-700. Photographs will not reproduce well. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (No. 044-000-01765-2, $7.50) LANGUAGE English: Singhalese EEIFS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Conversational Language Courses; Cross Cultural Training: Cultural Education; Dialogs (Language) Grammar: Learning Modules: Postsecondary Education; Second Language Instruction; *Singhalese: Speech Instruction IDENTIFIERS Sri Lanka ABSTRACT This course on the language of Sri Lanka is intended to be taken under a Sinhala-speaking instructor. This module consists of 90 "cycles," or short lessons, each based on a theme from everyday life. Dialogues appear occasionally among the cycles. Major themes include classroom expressions, terms of address, talking aboutmoney, conducting embassy business, taking the bus, knowing languages, the daily routine, the land and the people, paddy cultivation, and traveling by rail and air. In addition to drills and word lists, each lesson includes notes on ztructures of prominence in that lesson. Many photographs depicting life on Sri Lanka are included. (JE)
****************** **** ******* _******* ******* Reproductions supplied by EDRS are the best that can be made from the original document. **************** ***************************4********************** MODULE 2 GENERI2 OWER- ATION
US DEPART d; ENT OF HEALTH. "PERMISSION Ts1 -,,;DUCE THIS EDUCAIWtho WELFARE MATEFIAL IlaNT5O BY NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION !GIN- AT 'NO of POINTS_ OF VIEW OR OPINIONS STATED DO NOT NE r FSSARILY REPRE- SENT OFFICIAL NATIONAL INSTI I of E OF TO THE EDUCATIONAL RESOURCES EDUCATION POSITION OR POLICY INFORMATION CENTER (ERIC)."
BY BONNIE GRAHAM MacDOUGALL with KAMM! de ABREW
0
FOREIGN SERVICE INSTITUTE OERARTN,ILNT OF STATE
JUN 2 1980 FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by MARIANNE LEHR ARAMS General Conversation
FOREWORD
This is the second volume of BasicSinhala, a course for the beginning student which ispresented in three modules: Beginning Signs and Letters II General Conversation III Sinhala Structures
A five part preliminary version of thisseries of lessons was completed in 1968 as a basic course for thePeace Corps. Three modules of that preliminary versionhave been combined as module Il in this revision. The Division of Language Trainingof the Peace Corps, then directed by Allan Kulakow,supported the devel- opment of the original materials undercontract # PC-82-1944. A trial version was utilized in trainingCeylon II at Fresno State College in Fall 1967. Olivia Silva assisted in the writing of the preliminary materials and SriyaniHerath helped prepare the final copy for submission to the PeaceCorps.
This final version of General Conversationwas completed with funds supplied by the Foreign ServiceInstitute and the Agency for International Development. The Honorable Howard W. Wrigglns, Ambassador to Sri Lanka, supported the projectand created an opportunity to revise and complete the materialsin Sri Lanka. Kamini de Abrew, currently the coordinatorof the Embassy language program in Sri Lanka, provided continucis and invaluableassistance in revising and preparing the-finalcopy.
Kamini de Abrew and I should like to thankour friend Trelicia Gunawardana, actress, universitylecturer and member of the Embassy language staff, for the importantpart she played in helping us assemble the materials. We should also like to express our appreciation to Sally Barton for typing most of the English portions and to Kamal de Abrew, Chula de Abrewand Kumari Edirisinghe for helping proof the final copy. We are grateful to many members of the Embassy staff, especially to Ralph Hartwelland Charles Antholt for their support and encouragement.
I should like to acknowledge the debt Iowe to Drs. Earl Stevick and James Stone at FSI. The modular approach to the presentation of second language materials isone which has been explored by Stevick for a variety of languages, andthis parti- cular module is largely based on a format he developedcalled "microwave." I had an opportunity to work with the format when I assisted Dr. Stone in the development ofa trial version of "microwave" Hindi materials in 1966. Most of what I know or care about in language teaching isi traceable tomy association with Drs. Stevick and Stone, and I thank them for their inspiration and patient attention to a fledgling linguist.
iii General Conversation I was introduced to Sinhala andSri Lanka by Profe james Gair. Professor Don David de Saram taught me tospeak the language. My husband Robert and my parentshave always supported and shared my interest in SriLanka, most recently by modifying their own schedules to care for thechildren while I was away. Mrs.1. Tirucheivam has for fifteen years nowbrought me into her own family in Sri. Lanka whenI was far from home. The dwelling plans on pp. 254and 255 and the photograph on p. 258 are by RobertMacDougall. They have been reproduced with permission. The photograph on p. 230 wascontributed by Trelicia Gunawardana. Bus route maps are by theSurvey Department, Government. of Sri Lanka. A few of the smallerphotographs such as those on D. 175 weretaken by W. Sugathadasa. All other maps and photographs were supplied bythe Ceylon (Sri Lanka) Tourist Board me, Sri Lankaas been a fascinatingand hospitable ideas, plat,to live and work. Sinhala has opened the door to life-ways and friends I would neverhave known without it. Kamini de Abrew and I hope that thesematerials will open similardoors for others. Bonnie Graham MacDougall Ithaca, New York April 1979 General Conversation
TO THE INSTRUCTOR: HOW TO USE THIS BOOK
1. glcies
The cycles consist of M-phases and C-phases. During the M-phases the sentences should be repeated to the studentsby the instructor. The students should mimic the pronunciationof the instructor many times both chorally and individually. Sentences should be practiced one by one until studentscan repeat them relatively fluently and with good pronunciation. The instructor should insist on correct pronunciation. If this cannot be accomplished through repetition, the instructor shoulduse the Sinhala writing system whenever possible to show the studentswhere they have gone wrong. The use of the writing system is particularlyuseful in illustrating mispronunciations of vowels whichresult when the English stress system is applied to Sinhalautterances, and in illustrating the substitution of short vowelsand consonants for long ones and vice-versa. Grammatical questions raised by students should be answered promptly and succinctlybefore going On to the C-phase. The information contained in SinhalaStructures should be helpful in preparing such presentations.
The C-phase presents an opportunityto use the language and to ex- pand vocabulary. Since it is the part of the lesson students enjoy most, there is always a temptation to rushthrough "M" to get to "C". Try to resolve all fluency and pronunciationproblems before going on to the C-phase. If too little time has been spenton "M", students will not be able. to handle "C"comfortably. When students request vocabulary items, they shouldwrite them down. They should be given direct singular and directplural forms of nouns as well as the "class" (see Sinhala Structures, 1.) For verbs, the basic present and past forms should be given.
2. Other material
Procedures for dialogues, drills and texts involvethe basic tech- niques of audio-lingual instruction whichare likely to be familiar to instructors using this book. To the extent that special in- structions are necessary for exploiting these materialsto the fullest, they are given below. Many pictures and illustrations appear in this book, and their implications for lesson material have not been fully drawn out. Teachers may find it useful to build new materials around them.
3. Additional suggestions
If the class is conducted at the Embassy in SriLanka, the language staff should try to involve the Sri Lankan employeesin helping students practice. Organizing field trips-- to Sinhala movies and nearby markets, for example, will enrich thecourse and make it fun. General Conversation
TABLE OF CONTENTS
Cycle 1 What is this? 1 Notes on structure: definite and indef- inite forms of the noun: the Sinhala sound system: single and doubled consonants ww * * ......
Cycle 2 What is that over there? ...... 8 Note on structure: demonstratives ... 8
Classroom expressions 9 Note on structure: the infinitive 9
Cycle What are these things? 9 Note on structure: demonstratives . 10
Summary Practicing patterns from Cycles 1-3 15 Cultural Note Greetings and leave-taking ...... 18 More Classroom Expressions 19 Note on structure: the verb GrIecilm 'understand', with an actor in the dative case. 19 ...... 19 Cycle 4 Are these things boxes? 20 Cycle 5 Is that answer correct? Note on structure: variant spellings of Class D nouns. 21 24 Cycle 6 Making requests Note on structure: the verb Some3, 'say'; the subordinating particle 26 0C3...... n .. . *
More classroom expressions: negative requests. 26 Notes on structure: variants of the infinitive form (requestform) ...... 27 General Conversation
Dialogues I, II and III: Eliciting_ vocabulary from Sinhala speakers 28
Dialogue I What do you say in Sinhala for what he is doing? 29 Notes on structure: present tense forms,
Mocp , Class C nouns 29
Dialogue II What do you say in Sir_ .ala for what this person is doing' 30
Notes on structure: present tense fo s, 32
Dialogue III What do you say in Sinhala for what the farmer is doing? 33
Summary Practicing patterns from Dialogues I-III 34
Cycle 7 Eliciting vocabulary . 38
Cycle What is your name' 46 Note on structure: genitive case forms 46
Terms of Address 47
Cycle 9 What is his/her nam 7 51
Cycle 10 What are the names of these people? 53 Notes on structure: the 'and' particle; genitive forms. 53
Cycle 11 Is his name de Silva? ...... 54 Note on structure: eme8a, 'is not' 55
Cycle 12 Whose goods are these? __ 56
Cycle 13 Are these things yours? 57
Cycle 14 What color is it? ...... 58 Note on structure: the emphasizing particlea_ 58
Talking about money . .. 59
Cycle 15 Do you have money on you' 59 Notes on structure: postpositions; the verb gerzm 'be'.-.- 60
vii General Conversation SENFIALA
Cycle 16 How many cents are on the table' 61
Note on structure: postpositions . 61
Cycle 17 Give me a 50.1 piece. 62 Notes on structure: genitive forms,oaem, 'here'. 63
Cycle 18 How many 51 pieces do you have on you? 64
Dialogue IV In the consular section 65 Notes on structure: inflected noun forms 65
S umrn ary Practicing patterns from Dialogue IV . 66
Cycle 19 What is your occupation' 72 Cycle 20 is it for the Sri Lanka government that you work? ..,= 77 Note on structure: negating present tense forms 78 Additional vocabulary: the names of Sri Lanka government ministries and departments 79
Cycle 21 What kind of work is it that the grama sewaka does' 82
Nbtes on structure: Gn , 'what', and genitive forms 83 Sample text: the postmaster 83 Sample text: casting a horoscope 84
Cycle 22 What is the day today? .....r 6- e.re a 87
Cycle 23 What time does the Embassy open? 89 Notes on structure: emphatic verb forms; numerals and quantifying phrases in the dative case. 89
Cycle 24 What time is it? 90
Cycle 25 What time is it? (continued) ...... 92
Cycle 26 What time is it? (continued) 93
Cycle 27 What time is it? (continued) 96
Cycle 28 What time is it? (continued) ...... 98 Note on structure: another use of the
emphasizing particle c ...... 98
viii General Conversation
Dialogue V Receiving a call after hours at the Embassy. 101
Notes on structure: 9614 'want; mg 'if',
and szdtzo , 'if not'; participle forms; eDmme, 'until' with time expressions; the postpositions gdc36,'before', and =Teti, 'after'; in6 , 'about', andnc54 'only'. 102
Summary Practicing patterns from Dialogue V 103
Cycle 29 What are the business hours of the post office? 109 Note on structure: the emphasizing particle B 109
Cycle 30 Where do you live now? 110 Notes on structure: genCA, 'be', and genitive forms. 111
Cycle 31 Where are you from? 111 Note on structure: instrumental forms 112
Cycle 32 Are you from Sri Lanka? 112
Cycle 33 What part of the country are you from? 113
Cycle 34 How many miles to Kandy? .0606. 66 .. 0060600.117
Cycle 35 How old are you? . . ..,...... woe . 120 Note on structure: expressing age in Sinhala...... 120
Cycle 36 Ask that gentleman 0000600060460666 121 Note on structure: instrumental forms 122
Cycle 37 Ask those gentlemen... 0606600000 .. 000m 123 Note on structure: instrumental forms 123 Giving a monologue 123 Cycle When will you go to Sri Lanka... or back to the United States?...... 125 Notes on structure: new verbs; the months; mD3 'when'. 126 Additional vocabulary ...... 127
Cycle 39 Why are you going to Sri Lanka next year? . 129 Note on structure: cad,'why'. General Conversation SWFIALA
Cycle 40 Why are you going in January? Why (Lon't you go in Mech? 130 Notes on structure: air!,'because', with verb 17rms: the emphatic negative form nVIG51 L)D , 'right now.; vDe ticoW), 'begin', and 0(5 G.E)nEo,'finish, be over:I rapid speech forms. 131
Dialogue VI Receiving a visitor in the consular section. 132 Notes on structure: the a form of the verb; an idiomaic use of V6-0; ,'be';
went': nc.:1,6t 'Who';-* ,'also':
n , 'or, o:Herwise1; plural third person pronominal forms; 'on leave'. 132
Summary Practicing patterns frc_el Dialogue VI 133
Cycle 41 What is the date today? 137
Cycle 42 When were you born sir2 and where? 138 Notes on structure: not;7nD3 , 'be born'; expressing the year; numerals in the genitive case. 138
Cycle 43 Were you born in the United States? ...... 139 Note on structure: -6?,'also'...... 140 142 Cycle 44 Are you an American citizen? Notes on structure: the 'even though, even if' form of the verb:, the past verbal adjective with 5ft , 'because'le8c1 gen02 , 'reside: be residing': CzeazMD2 , 'receive citizenship'. 143 145 Cycle 45 Are you married? Note on structurc,: EC" , 'be married, have married,' 145 146 Cycle 46 How long hive yobeen married? Notes oi, structure: eDnIE* 'become' 146 with ticc: ex?ressions; erso t c , 'how much' 147 Cycle 47 Are your parents living? Notes: 03 structure: new past tenseforms; 'die'! a further note on geWM, 'be'. ....148 General Conversation
Cycle 48 How many people are there in this room? .....151 Notes on sttActure: animate numerals and question words; colm'e,:, 'be'...... ,151
Cycle 49 Do you have children, sir? ...... 153 Notes on structure: genial meaning 'have' with an actor in the dative case; review- ing animate numerals. 153
Cycle 50 Do you have any brothers' . 155 Note on structure: review. 155
Cycle 51 Do you have any sisters? 157
Cycle 5 problems in arithmetic. 158 Note on structure: cf3D1 , 'came' 159 Cycle 53 What do you call your mother's mother? Notes on structure: the present verbal adjective; az-ca,3 (Dgmaa, 'be married'; the extension of kinship terms to non- relatives...... 161
Summary Talking to a "monolingual" 162 Conducting an interview: the family history. 163 Sample interview 163 Taking the bus: Cycle 54 How did you come here, sir' 167 Notes on structure: instrumental forms; 13e_ 'came';e8n 'here': __167
Cycle 55 Using the Colombo bus system...... 169 Notes on structure:seg , 'can', and 'can't'. _170 Bus services, Colombo and environs 171 Colombo city and suburban bus routes 173 Bus routes in the Colombo Fort 174 More about busses 175 Knowing languages
Cycle 56 Do you know Sinhales, sir? -177
Cycle 57 Where did you learn Sinhales? How? Who taught you?...... 179 Notes on structure: new past forms; basic and emphatic past...... 179
xi General Conversation
Cycle 58 Did you study at the university sir? 180 The educational system in Sri Lanka -181 Notes on structure: the past of ea n1)31 'become': qz1111 eame3 , 'enter"; EMMd 'which'181
Dialogue VII Taking a ride in a Colombo taxi 182 Notes on structure: ed d;?,'isn't it ?'; the negatives mz and az in interrogative sentences; negatives before Mtt 'because'; the particle a ; e cma hevertheless, but'; an interjection 183
Summary Practicing patterns from Dialogue VII .184
Cycle 59 In what language is Lankadipa published? .192 Daily newspapers published in Sri Lanka... .193 Text: the newspapers in Sri Lanka ...... 194 Notes on structure: c07.8 ...a , 'each and every'; SCOLI , 'many, a large number'; cmg , 'nevertheless'; instrumental forms ..195
Cycle 60 Sir, what papers did you read this week? .....196 Note on structure: the past tense of moD,0)3 , 'read'.
Cycle 61 What has been the latest news in the papers? 197 Notes on structure: the present verbal adjective; superlatives; the past ofacnIEb,
'be': Pcian , 'news'; cozzi) 'about'...... 198
The Daily Routine
Cycle 62 What do you do in the morning? 199 Notes on structure: basic present forms 200
Cycle 63 Notes on structure: A 'when' form of the verb; gdemec3 , 'before', and nded 'after', with preceding verb forms . 200 Do you study Sinhala before you eat breakfast, or after? ...... 201
Cycle At what time do you eat breakfast? ...... 202 Note on structure: at what time? .....202
Cycle 65 When did you get up today? ...... 203 Note on structure: the past tense o- 203 Vn_ 3 get up' _
xii General Conversation S.
Cycle 66 It seems that he eats breakfast at 8:00. ....204 Note on structure: 'it seems'...... 060205
Cycle 67 After you got up this morning, what did youdo? mm ..... mmmmmmmmmmmmm ...... 206 Note on structure: the participle ...... 206
Cycle 68 What did you eat for breakfast? ...... 207 Note on structure:past forms; the g form ...... 00 000 ...... 9.0000000 207
Cycle 69 After you ate breakfast, what did yo?. do?00. ow" 0 0000 00 9000 ...... 0000 w209 Notes on structure: the past tense and the participle ...... 209
Cycle 70 Who usually makes breakfast? ...... 211 Notes on structure: the reflexive pronoun;
complex verbs; NO , 'no, not any' 212
Cycle 71 How do you like to drink your tea? 214 Additional useful words and phrases 215 Notes on structure: mtasa , 'like'; the participle- 216
Directions for preparing tea 217 Text: How to make tea: version 1 221 Text: How to make tea: version 2...... 223 Text: How to make tea: version 3 224 The Daily Routine (continued)
Cycle 72 Have you received any letters recently? 225 Notes on structure: 'receive'; instru- mental forms ...... 226
Cycle 73 What do you do when you have finished work?...227 Notes on structure: the ma form of the
verb; compound verbs with eDme3 , 'become'; Z) MO , 'just, for no particular purpose' ....228
Cycle 74 There is a good movie showing at the Lido 229 Movie schedule 231
Cycle 75 Have you seen that movie?...... 232 Notes on structure: perfect forms;'see'. ...232
Cycle 76 Let's go see Gehenu Lamay- 233 Notes on structure: perfect forms; the
form0000000000090...... 0. .... 090. 233 General Conversation
Cycle 77 HoW do you get from herto there? -.234 Notes on structure: verb forms 236 Guide map to Galle Fort ...... 237 Kandy guide map 238 Anuradhapura guide map 239
Monologue: What I did yesterday. 240 What did you doJoday? text I ...... 241 What did you do today? text II 242
The Land and the People
Cycle 78 How much is it?Which is cheaper' 245 Note on structure: the comparative 246 Additional vocabulary: foodstuffs
The Land and the People: Farm and Home: ......
Cycle 79 What do you call this thing here? 250 Notes on structure: verbal adjective and verbal noun; location words 250 Key to dwelling plan and axonometric 251 Dwelling plan 254 Axonometric 255
Cycle 80 What is it made of ...... 256 Note on structure: review ...... 256
Cycle 81 What do you use a winnowing basket for?...... 257
Cycle 82 What are the various things used to store paddy' 259 Notes on structure: verbal adjectives 260
Cycle 83 Making substitutions 261 Notes on structure: 'instead of'; 'times': 'everybody': quantity words 262
Cycle 84 Making observations and getting explanations..263
Cycle 85 Where is rice sown' 265
Paddy Cultivation 267 Text I: Getting the field ready for plowing 271 Text 11: Getting the field ready forplowing 272 Vocabulary expansion: questions and answers about the texts...... 272
xiv General Conversation WflikLA
Paddy Cultivation
Text III: Flowing and grading the field for sowing ...... - 276 Text IV: Plowing and grading the field for sowing ...... 277 Text V: Tending the crop ..... 279 Text VI: Harvesting the crop 280
Text VII: Threshing ...... 282
Summary vocabulary ...... 285 Summary exercise: finding out about something new 288
Traveling by Rail and A
Cycle 86 At what time does the plane going to Madras leave? ...... 290 International, regional and domestic air services ...... 291
-Cycle 87 At what time does the Fort bound train leave? 292 Notes on structure: 'depart' and 'arrive'; the verbal adjective ....06066069. 292 Train schedule: Matale line -- between Matale, Kandy and Colombo Fort 293 Train schedule: the Udarata Menike . 294 Train schedule: the Yaldevi and the Ruhunu Kumari ...... 295
Cycle 88 What time does the 8:00 train get into
the Fort? _ ...296 Note on structure: the verbal adjective ...295
Cycle 89 How long does it take when going czt Colombo ?297 Notes on structure: review 297
Cycle 90 What meals are available in the restaurant car?6060606f 6 6 6* 666066 6.....-Of ...... 298 Meal service in restaurant cars . .. 299
A Little Tamil for the Sinhala Learner
Glossary...... 302 General Conversation SMALA Cycle 1
CYCLE 1 WHAT IS THIS? M-1 TO THE STUDENT
Repeat the following sentences after the instructor. Se sure that you understand the meanings of the sentences and that you are able to repeat them without hesitatiOn before you go on to M-2.
e. This is a pencil.
This is a book.
eg egwg. This is a table. egdeeoi. This is a window. M-2
Proceed as for -1 egea3ts? What is this? C-1 TO THE STUDENT
The instructor will ask students a question and supply them with the formula for the answer. For example:
Instructor (pointing to something): eg e8,
Instructor: eg envne
Now ask and answer the question above with other students in the class. Next each student in turn should get up from his chair and walk around the room. The student should point to various objects (a pen, a table, a chair, a door) and ask the question in M-2 of the instructor. The instructor should give the answer in Sinhala. After the student has learned three or four new words, he should ask the same questions of the rest of the students.
C-2
Students should use pictures to elicit the words for items which are
1 Genera l important workers, office eq C-3 Proceed a Colombo 1 learned t instructa General Conversation S Cycle 1. Ngteq_on Rtrurtu_ro_
NOTES ON STRUCTURE
1. Definite and indefinite forms of the noun The nouns which have appeared in this lesson are indefinite forms of the noun. The indefinite form of the noun usually trans- lates into English as 'a something', whereas the definite form of the noun usually translates as 'the something.'. In Sinhala the definite/indefinite distinction is marked only in the singular. The indefinite ending is . The definite form is unmarked. Compare the following forms of the words which appeared in Cycle 1:
definite form indefinite form
ntislocci(ulced) the pencil ozbitic.m51 a pencil
Gmco the book er3:50 a book
* deec d the window dGeecill a window
gmcn (egae) the table N.Iog a table Now look at the following new words:
definite form indefinite form
qg0 the chair nD8d a chair
cr6 the bed me a bed
c3c5 the door e36:5T a door
Mdac the wall &18cle a wall
mado (6)3F-)G.3) the room rawoe a room
meemk5ID the office -turdzad an office Definite and indefinite forms of the noun are treated in Sinhala Structures, section 1.4. Paradigms showing definite and indefin- ite forms appear in section 1.2.
The nouns marked with * belong to Class D. The form in brackets reflects correct pronunciation. The other form is the dictionary entry form and the stem on which the indefinite form is based.
2 General Conversation j, Cycle 1: Notes on Structure
2. The Sinhala sound system: !lnce and doubled consonants In Sinhala most consonants occur both singly and doubled in the middle of words, and many differences in meaning hinge on this distinction. Since no such contrast occurs in English, this is an area of the Sinhala sound system to which the learner will have to pay particular attention. Compare the following:
what (singular form) why
The paired sets which appear below provide further illus- trations of the contrast between single and doubled consonants. The instructor should read the examples below pair by pair and ask the students to repeat them chorally. For example:
Instructor: 6n
Students (in chorus): -615)
instructor: 15161 Students (in chorus
Next students should be drilled individually as follows:
Instructor:
Student A: Instructor: ben
Student A: 66)
Instructor: That's not quite right. -6en
Student A: 6in
Instructor: Right. NOTE TO THE INSTRUCTOR Students should be told, that the minimal and near-minimalpairs which appear below have been chosen primarily to illustrate phon- ological contrasts. The words should not be taken as a list for memorization. Some of the entries are literary items. 4 General Conversation 1: Notes on_Structure
a. /k/ /kk/
65) one aem with
z15) doubt (n) jaw
right side c4bm herds (v)
b. /g/ /gg/
CE1:5) lies down (v) cdmenD3 causes to lie down
df alongdlai porch of a temple /cc/
fibs (n) ri6a unripe
word Gne6@ci train (n)
6 suitable tpzna got broken
/T/ /TT/
Apra to me myself aboa leveler
1%0 sixty mt30 blouses
short ei5:300 pillows danced dancer mzgO, :nzOg@3 /t/ /tt/
stn might be crol- truth
GO]) book (n) emtlin skin (m)
615) spot (n) adm bitter
hand (n) (re- branch General Conversation S ycle 1: Notes on Structure
f /d/ /dd/ white clean (a)
gift (n) rocking
united tax (n)
Inn/
going oem go (inf)
t:F nom asking (a) cfmgm ask (inf)
eating (a) nem eat (inf)
scorches (v) ceme) knows
/PP/
bit (v) colciDa struck (v)
water (n) hoppers cuts (v) nciuno causes to cut
bites (v) mdt575)D3 strikes (v)
/b/ /bb/
mustard qaa plumbago
truth all
/ /
eyebrow azgD retaining wall
bait crzg8 pain let's take villagers
lotus smithy
6 General Conversation mama Cycle 1: Notes on Structure
k. /1/
ac, having looked dog
emc spittle girl
aze creeper beach (n) 8c flower (n) reed bag
/w/
cra away (prefix) sunshine 6303 frowns (v) frowned
m. /s/
Ov venom twenty
cgtv eye (n) eye of coconut
8v mouth 8dv an ancient coin
av soil (n) tr3r..3 back (postposition)
7 General Conversation Cycle
CYCLE 2
WHAT IS THAT OVER THERE?
That is a pencil.
That is a wall.
That is a chair. That is akey. That is a door.
/4-2
cfc:5 GB3 What is that over there? C-1 Students should remain seated and point to objects around the room saying: qd e83 4c?
Others should respond saying:
itrd (e4:6e)
NOTE ON STRUCTURE: demonstratives
The demonstratives eg,'this', andcr 'that', belong to a set which includes the following:
this
8 that near you
crO that over there e that in question
Here and in Cycle 1 these demonstratives function as pronouns.
8 General Conversation Cycle
CLASSROOM EXPRESSIONS
The following expressions should bepracticed for use in class.
1. So" Say (it) .
2. (73 e Say (it) again. 3.e &wen. John, (you) say (it)
4. g8 guem. Mary, (you) say (it).
5. t:r ncign 4 Should (I) say (it) again? NOTE ON STRUCTURE: the infinitive
The verb form gm which appears above is the infinitive form of the verb Bona 'say'. The infinitive form is used as a re- quest form. See Sinhala Structures, section 2.5.
CYCLE 3
WHAT ARE THESE THINGS? M-1
These things are vegetables.
GibGqifDg. These things are oranges. GOV3 GOGO These things are bananas.
These things are shoes.
These things are socks.
These things are earrings.
9 General Conversation . Notes on Structure
M-2 What are these things?
t7S3 G-,7=y3nE13 What are those things?
g6E), What are those things over there?
C-1 Using pictures such as those on pages 11-14;
individual A: el-c-T1 ez)2))) c
individual B:
NOTE ON STRUCTURF:' demonstratives
The demonstratives above belong to a set which includes the following: These things. Those things near you
Those things over there.
tn. Those things in question. The singular forms of those given above are as follows:
This thing.
That thing near you.
That thing over there.
Czn That thing in question.
Two question words which pair with these sets are:
cai)P What (plural)
G.830 What (singular)
ea/5144 is the rapid speech form of eemsi+ the question marker 4. Further discussion of demonstratives appears in Sinhales Structures, section 3.
10 t
11
.11 a General Conversation SINHALA
TOWN MARKET SCENE
12 w a SINHA_LA
3
'RUMS ,COLOMBO
13 NDY ROAD General Conversation SMIALA Cycles summary
SUMMARY
PRACTICING PATTERNS FROM CYCLES 1-3
A. Substitution Drill The instructor should drill individual members of the class according to the following model:
Instructor r7Eb cm&o ff @ Those are bananas. Student A en c em@ Those are bananas.
Instructor G (SD -DJ M Heads of cabbage.
Student A GV7 Those are heads cabbage.
1 #7 (3ne (c MO e)) [heads of cabbage]
2 t:7&J ,c-dE)) euvl (ng G.mE)) [loaves of bread]
ert, me em@ (fsci" sm@) [breadfruits]
4 J G ecs) ()neao &m@) [pumpkins]
CE)D F)nceti em! (tra em@) [mangoes]
eEb qa omel
Substitut_ rill
Model: I This is a pencil.
eg vtecece This is a pencil.
I Door.
S This is a door.
15 Genera], Conversation unary
1 G _temcc153(e_ic5 i [door]
2 ec3c5n1(G03 i [book]
g G VO/V5T [pen]
4 Gg VzSle [table]
eg G dri OnTao [wall]
6 Gg t516cie
C. Response Drill The instructor should drill individual -embers of the class according to the following model:
Instructor 4,6D3G15)24? What are those things over there?
Student f7.) cavElq. Those things are shoes.
(shoes) 1 cr6D3Ge335)-3 ? & =37111.
2 (Fon,ea3Inb34? Ggd. (socks)
cgdalGa3b-)3 6CD3. (vegetables)
4 cg6p1G-&33) 4? one. (books)
5 cr6e,Gana zneemrch (offices)
6 cf6D3e2s)D34? Ca) G &]6 e'. (doors)
7 er6D3eav5a ca, mad. (rooms)
8 coB3Ga5VE)3 cal aeg (walls)
16 General Conversation Cycles Summary
Response Drill
Model: I ab What are those?
S These are shoes.
(shoes)
(glasses)
(pencils)
(pens)
(cups)
(books)
Transformation Drill
Model I GP nnerg)61 This is a shoe.
S A riveq. These are shoes.
e. eg ozecie (pencils)
2 G ozve oze (pens)
eg egnonT er,3 (tables)
4 eg degeoe g deiM (windows)
5 Gr. enne g er.33e (books)
-3cse (doors)
Ggneede ae6 (walls)
8 G na6cle t5macs (rooms)
17 General Conversation Cultural Note
CULTURAL NOTE: Greetings and ave- taking
One of the most common informalgreetings in Sri Lanka is literally 'may you live long', the familiar mee epoe&De , is a formal greeting which is generallyaccompanied by a char- acteristic gesture. The palms of the hands are pressed together in front of the body in salutation. (The instructor should demon- strate this gesture for the class.) Initial greetings are often followed byinquiries into the health and welfare of the addressee. For example: enena How (are you)?
czEic act c How (is your) health and welfare? pical answers to the above questionsinclude:
ogeoe genE:b. I'm in good health.
ac561 mz. Not bad. Good. en3. A visit between friends oracquaintances is usually concluded in the following way: PERSON TAKING LEAVE I shall go and come.
PERSON GRANTING LEAVE
Geo3c7i. Good. Go and come.
The language given above shouldbe practiced in classuntil stu- and without hesitation. Thereafter, dents can repeat it easily it students and the instructorshould make it a point to use as part of theclassroom routine.
18 General Conversation
MORE CLASSROOM EXPRESSIONS
The following expressions should be drilled andmemorized for use in the classroom.
eaT6L Did (you) understand?
erenc00 cedzs) Did (you) understand, sir? anh% 8toemi3D Ged: Did (you) understand, made--
_ao Yes. I understood.
GedEee No. I didn't understand. mU &Jen. Say (it) slowly.
NOTE ON STRUCTURE:e GonD1, 'understand'.
Past tense forms of the verb ege60a) 'understand', appear above. This verb takes an actor in the dativecase. For information on the dative case and its formationsee Sinhala Structures L32.
CYCLE 4 ARE THESE THINGS BOXES? M-1
Yes. These things are coins.
Yes. This thing is a clock. Yes. This thing is a necklace.
Yes. These things are boxes. Yes. This is a ring. M-2
Mt, These things are not coins. enM
19 Gener S
No. This is not a key. This is a padlock.
M-3
GcNI c? Are these things 'sexes?
otldni c? Is this a key? C-1 Students should continue to talkabout objects in the classroom and the pictures which are inthe textbook or which have been brought to class.
A. c5n1
B. -dt5T)
CYCLE 5
IS THAT ANSWER CORRECT?
M-1 It is wrong.
It is correct. That answer is wrong.
do That answer is correct. M-2 Is answer correct?
Is that correct? Is that wrong?
rndc tDtc5.7 Is that answer wrong?
20 General Conversation cle
M-3
Is that wrong or right?
Is that right or wrong? 3 cdnoo Gan4? What is the correct answer?
C-1
This is the time to review thepatterns which have been intro- duced in Cycles 1, 2,3 and 4. One student should ask a question. A second student should supply theanswer. The first student should then check the -veracity of theanswer with a third student in the following manner:
-?)
B. ortod) A. en
C. Cm
or
en
Students should use the pictures whichappear below to review the structures which have been introduced in earlierlessons and to expand their vocabularies.
NOTE ON STRUCTURE: Variant spellings of Class D nouns. 1. cemdo ,'the answer', like most Class Dnouns (see Sinhala Structures section 1.2 for a sampleparadigm) has an alternate spelling as :57mG.(e5 . The former spelling is theone normally seen in writing; the latter reflectscorrect pronunciation.
21 General Conversation S
TOWN MARKET SCENE Cycle 5 General Conversation SINHALA Cycle
FOOD PREPARATION UTENSILS WHICH ARE FOUND IN SRI LANKA
23 General Conversation SMIALA Cycle 6
CYCLE 6 MAKING,REQUESTS
Please open the door.
Please close the door.
Please open the window. Please sit down.
Please stand up.
Odmd mdem. Please describe the picture.
gulacul cpmem. Please ask a question. Olndo eem. Please give the answer.
M.
Please tell that gentleman to open the door.
Please tell that gentleman to close the door.
Please tell that lady to come C3 here.
0 awl /5)653D Please tell that gentleman to Omen Boc3. stand up.
C-1 Students in the class should practice makingsimple requests and having others carry out the directions. If students do not know the Sinhala for the directions theywould like to give, they should ask the instructor for it At this point students should try to collect and learn allthe requests they feel will be necessary for routine classroomuse.
A. (e36 cOgn) B. Carries out directions.
24 .General Conversation
C-2
The instructor should direct one cla directions to another.
Instructor to B. 6cni
B to C. (G3643276).)
ELEPHANT FRIEZE A. ':5URUMUNIYA
25 Cycle 6 General Conversation A Cycle 6
NOTES ON STRUCTURE: 'say'; the particle Exic3.
With EionB3, 'say, tell', the person told is in the dative case.
clep is a particle which follows certain types of subordinate clauses, here, those involving reported speech. It has no direct translation. Compare the following:
6(.33 Sicialv 6 laen.' Please tell him,"open the door."
6(.330 Fcie15) e3c5 cfBai'nVCC3 Please tell him to open the door, or Please tell him that he should open the door.
MORE CLASSROOM EXPRESSIONS: NEGATIVE REQUESTS
Request forms may be made negative by adding the word 6030 Look at the examples below and practice them in class. Students should ask the instructor for any other negative commands they would like to learn for routine classroom use. Negative requests are discussed in Sinhala Structures, section 2.5.
cien CO]. Please don't go. natoolm 603. Please don't shout.
NM3_ d 6t12. Please don't talk in English. Please don't smoke cigarettes.
G,03t51 Please don't open the books. Please don't talk.
26 General Conversation SIIV Cycle
NOTES ON STRUCTURE:
Variants of the infinitive. form (request or-
In Sinhala there are three dialectal variantsof the infinitive form:
andin9 exam- le
variant A ea mad° to do variant B ea 06ea variant C em -dem
Further examples appear in Sinhala Structures,section 2.5. Variant A is the regular form inmany areas of the Kandyan highlands. Many speakers who use it however, alsouse variant B, particularly in more formal situations. In Kandy town variant B appears to be the regular form.
Variant B would appear to be the mostcommon form throughout Sri Lanka. It is without question the variant which is usuallyheard in Colombo, despite the fact thatconventional wisdom holds Colombo to be a variant C area. Instructors often argue against presenting variant-B on the grounds that it is localizedin the Kandyan high- lands, an idea which is not borne out by inspection.
Variant C may be heard in Colombo, and it is alsothe dialectal variant used in many parts of the South. Teachers prefer it as the 'best' form.
Variant C is presented in this textbook because it isthe prestige form. There are many good arguments for using variant B,however, including frequency and ease of pronunciation for AmericanEnglish speakers. Variant C contains a consonantalsequence( /nn/ )not found in American English and is not advocatedfor less experienced language learners who have difficulty maintainingthe contrast be- tween single and doubled consonants. For these reasons, the class may want to switch to variant B at this point. Classes which wish to do so should review Cycle 6 using the variant B forms andcon- tinue using them for the remainder of thecourse.
27 General Conversation S Dialo-ue 1
DIALOGUES I, II, and III: ELICITING VOCABULARY FROM SINHALA SPEAKERS
WHAT DO YOU SAY IN SINHALA FOR WHAT THEGENTLEMAN IS DOING?
On the following pages there are three shortdialogues in which a student elicits vocabulary itemsfrom a speaker of Sinhala. These dialogues are intended to serve as modelsfor eliciting vocabulary. The sentences in these conversationsshould be drilled in class and memorized. Drills and exercises follow thedialogues.
28 General Conversation SSA
DIALOGUE I
WHAT DO YOU SAY IN SINHALA FOR WHAT HE IS DOING?
MARY
@mtInc.33 5)6 r7 cO ecg What do you say in Sinhala for giceenT eaDne? what the gentleman is doing? VICTOR
n03. Reading.
MARY
atodmc.-33 gc.-3SeG6T ea36) ? What is the gentleman reading?
VICTOR.
vencice. eno neme A newspaper. For that (you) say Ewa.). oenec ceee "news- newspaper. pattaree means news- paper." paper. MARY
/51 acDnEh. The gentleman is reading a news- ven "newspaper 11 paper. pattaree means newspaper. Is that right? VICTOR
m3. eg3 Precisely right. You speak mmmodma3. Sinhala very well Mary.
NOTES ON STRUCTURE: present forms, , class C nouns.
1. Sceee, 'say', and BeiDge4 'read', are emphatic present tense forms of the verb. A discussion of this verb form appears in Sinhala Structures, section 2.21.
2. ScDma3, 'read', and nx529Eb , 'speak', are simple present tense forms of the verb. The simple present tense is the form which a Sinhala speaker usually gives when asked for the trans- lation of an English verb. A discussion of this form appears in Sinhala Structures, section 2.21.
29 General Conversation SINHALA Dialogue II
3. When a meaning or name of something appears as an object of the verb acitnaa , 'say, call', it is optionally followed by the clause subordinator &y Hence, et-0 sogog ugne6 2.5103,
' For that you say newspaper.' See Sinhala Structures, section 2.18.
4. mdm t161, 'the doing', is a noun derived from a verb form. It belongs to Class C. Class C nouns are discussed in Sinhala Struc- tures, section 1.23. In this lesson the noun form is in the dative case.(See Sinhala Structures, section 1.32).
5. Students should review the section in Sinhala Structures (1.4) on definite and indefinite forms of the noun. DIALOGUE II WHAT DO YOU SAY IN SINHALA FOR WHAT THIS PERSON IS DOING? General Conversation Dialogue II
MARY
GEC /5)civ What do you say in Sinhala for Ga3t? what this person Is doing?
OLIVIA
She is weaving.
MARY
C,1) C3t5T eam-)3 What is she weaving?
OLIVIA
She is weaving coconut branches.
MARY
Do you call those things over there coconut branches?
OLIVIA
E03. That's right. Thoie are coconut branches. MARY
(33 Is she weaving now? OLIVIA
m mD8n Yes. She is still weaving.
31 General Conversation S IN AI,A Dialogue
NOTES ON STRUCTURE: present tense forms, cr6e3a.
1. eee andnceee are emphatic present tense forms of the verb. SeeTSinhala Structure!, section 2.21.
2. 602963 is a simple present tense form of the verb. See Sinhala atmatgxes4 section 2,21.
3. crdWD means 'to those things'. Here cgda3 those things', is in the dative case. With the verbS025)83 'say, call', the thing called is in the dative case.
F
4
GC) c53 5) 65)0 aecoe
32 General Conversation S Dialogue III
DIALOGUE III
WHAT DO YOU SAY IN SINHALA FORWHAT THE FARMER IS DOING?
DAVID
0 What do you say in Sinhala for
Eitnece 0.83 what the cultivator (farmer) is doing? CHANDRA
Working in the field. DAVID
c33 eanD3 What else is he doing. CHANDRA
e Walking in the field.
n aots)p:I. Sowing rice. DAVID
3v Gi What else? CHANDRA
Nothing eise. DAVID
What do you call the thing Soged 0a3 eq? he is using? CHANDRA
eno BodeDd ec0045 You call that a sowing basket. General Conversation Summary: Dialogues
SUMMARY PRACTICING PATTERNS FROM DIALOGUES I-III
A. Substitution Drill
Model: I enc.53 Dz The farmer is working.
S c.53 etav6 D-)83. The farmer is working.
I awdoc.53. The gentleman.
S atsenc.i.7 The gentleman is working.
15)675)63. [the gentleman]
2 atoemc.53 5)(375)N . (?c3) [he, she] aza mdmEb. (061m amd003) [the lady]
erena et003 Ottinciv83. (88) [I] [ this person] 5 8E@ vc5b-a. acn )
6 a eta15)67503.
B. Substitution Drill
Vodel: I amet5)653 etam66)D3 The gentleman is working.
S Bcodts)*Oraalias)D The gentleman is working.
I ncinD3 Weaving.
S acoencm The gentlemen is weaving.
1 amain c5V83 ) [weaving]
2 atClenci3Oc32 Sicin2a ) [reading books]
atat1/5)cil endEioDne3. (e a6elan [opening the door]
4 atadoci3 e)3 ef'&"6ni, (emae Enn3ndaDa) [speaking slowly]
34 51 General Conversation S Summary Dialogues I-III
B. Substitution Drill (continued)
5 BM53.M.3) r+DS155. ntninc5nD . (deg [closing the window]
6 BM5Tt5)m53elealeci Dmb-)83.
C. Substitution Drill
Model: I603 aotaGeS He speaks in Sinhala.
s ,,c)38000OCZTT15)15)3 Be speaks in Sinhala.
I CilMa Well.
S 603 GtOMO 6m3n6na. Be speaks well.
.(cozo0) [well]
2 un5)325)63)D3. (stone) [slowly] ewSzT nnandz03 (z251) [now]
4 15)15-05)(3n03. epecn1) [again]
5 t)ciaer3sod N513/5162503.
D. Response Drill
Model: Ias tlaxib ean5)83. Iam smoking. S z5T ticgdn Please don't smoke now.
ea)63.6) [smoke]
2 BB 015115)6 BriDen 6b3. [read the papers]
BB emd egq zzT e m'&13.[weave coconut cie- branches] 4 B8 zzT (175)D3. ztT cAn 7C-13. [go]
5 as z tvnEg 7516ne3 oln o3SE@ nden 6ria .[use the pen] General Conversation S Summary: Dialogues
E. Response Drill
M del: I 8m/Imcm What do you say for what the eavnq gentleman is doing?
S 8mdmo, ttsindo EGI The gentleman is reading the paper.
1. 8 ndmdc gicnnEb.[reading the m6 em paper] [closing the 2. 8=00)03 non e83m4q aMMa3 s book] 3. 8memo3 nOn Inma e83mq [walking]
q anal [opening the 4. 8toriltno3 N625) 6ND e8.35) window] [smoking cigar- 5.8m/51mo26)675) to0 ean4 awn sa3na3. ettes]
ambit o) món 65)D eB)tme4 clews Odmd 3. [describing 6. the picture]
F. Response Drill
Model: I amt53o653 What is the gentleman doing? moment?
S &33 t5)8 DziD n6mEb. He is still working.
1. &memo) Gne3G melee T? 508 az mina). [working] 2. 8mdmcm e&m& mdeee? 603 meB odni incDmEb.freading news- papers] 2. amt5lm03 GaM)& c n6eGe? 6o, mD8 demo Dmmar. [closing windows]
4. emeMcnG.a3n& moeee? 6o3 m88 eTznnEb. [walking]
5. &memo, e&33)6 mdeee? 663 m8B mm3m6ne3, [talking] 6. emdmol Gam mdeee? td),m88em. om63 [smoking cigarettes]
36 General Conversation 3=- Summary: Dialogues I-III
G. Transformation Drill
Model: I 8 dt5y.53 .1)za 6 The gentleman is working.
s ars-plux-33 eta The gentleman is not working.
1 BEICiTtAc.53 z blDa.[working] amninc53 aza
2 B8351.z5703 odncfo &cane,. [reading the Brs)5315)03nenc-50 paper] ed 3 Brolltnc.33 c elDanD3.[srpokincr cigarettes] 8conino3 mdc3ea3iffee 4 8631556)03GaCScra75), [opening the door] &memo, ea6 gabled . 5 at073115)03Sze [going now] Bwri75%.73 471 Ogee Mz.
6 8Z0Z5T/5103 GumDmn83,[book]closing the 7Me/5MM GUM Denled 75)z.
7 ar1075T8'05 n/54nOn83. [speaking] BtOdUcia t5)5)3516gee a)z.
8 aMeMt32 c t5TmEb.[knowing BriAlc..53 Wome ct5TcaT Sinhala] H. Response Drill
model--I engo3 )E Orlone, Is the farmer still sowing rice?
S eci3qvl n 6aieaTNZ. He is not sowing rice now.
1atc,,n8- *65)83 [speaking] 603 4teIMMC5ge255: nz.
2 emdno: c0Fim83 [walking] 603wl ertv-eee.
3eaxiVc.13 n r7 ova 47[sowing rice] 6c3 qte 0 DrizTetlmE. 4GcslIN51t5)Da eta 6ma, 4?[working] 6(33 4ze ate motsTee 5argitinci)b)-08 SciablD) 4? [reading] tDoa qie t3c.5Deobl nz
NOTE TO STUDENTS AND THE INSTRUCTOR
By this time students in the class should have mastered the usual basic classroom expressions and enough 'survival' Sinhala (specif- ically/ that Sinhala necessary to elicit new vocabulary) to make it possible to operate without Enslish in the classroom. Students should be able to conduct the routine business of the classroom and to ask for new words in Sinhala only.
37 General Conversation Cycle 7.
CYCLE 7 ELICITING VOCABULARY
M-1
atITS751C3 '6'cinD3 You are writing, sir.
-CoolocOCi6le3 They are weaving.
6c.-1) tre stmlnD). She is washing (her) hands.
M-2
88 nom t7) What do you say in Sinhala for G035? what I am doing? e@c3 ndn &5)0 c ornG g- What do you say in Sinhales for ets? what this person is doing? What do you say in Sinhales for what ege 75) n -6n gym: /51 czlee G83-4? these people are doing?
C-1 One of the students should perform an activity (pouring coffee, opening a door, closing a window), or pretend to be performing one in pantomime (sweeping the floor, for example). He should then ask the instructor the appropriate question from M-2. The teacher should give a correct response in Sinhala. Each student should have an opportunity to be "the actor". When a number of vocab- ulary items have been gathered in this manner, students should ask questions of each other.
A. 88 ndn 6nD aoroece t acj ea3z5)?
B. (Bmencm Eb).
C-2 The instructor and students should ask and answer questions about the pictures which follow using the formulas which have been learned in M-1 and M-2.
38 Cycle 7 General Conversation HAAA Cycle 7
adm
VIM
40 General Converse_ SINHALA Cycle 7
6Z3Z d ean4
41 General Cne aon
Ggeebee ad* fin-0 4-,
r4g - 44'1
4 2 General Conversation SENHAL
TIP,--_(-5/2z7i non t%)E)Tt!;0
- r
IT
43 Cycle
Rr) General Conversation ld Cycle
C-3 Review exercises.
A. Using the following exchanges as models for conversations, review the verb forms which have been learned up to this time. Instructor John, close the door.
Instructor eaf mbar 65)0 What do you say in (to another EmeenTEcigee Sinhala for what John student) ec-336)? is doing?
Student He is closing the door. Instructor (to third student) Is that right?
Third 8_ Cv Yes. That's right. student et_11 G.3cs a John is closing the door.
B. Using the following exchanges as models for conversations, review the verb forms which have been learned up to this time.
Instructor erJ D'e_otinci)0 John, tell that eci3d gentleman to close the door.
John (to Please close the door another ffg, G36 E. Jim. student) Instructor 8g What do you say in (to John) tomeee amiee Sinhala for what Jim eane,? is doing?
John cab Dmm02. He is closing the door.
44 General convConversation S A
V 01 f
At,
PILGRIMS AT ADAM'S PEAK
45 General Conversation SINRALA C-ele 8
CYCLE 8
WHAT IS YOUR NAME?
M-1
My name is Barbara Smith. My name is M.G. Seneviratne. GOGN My .name is U.G. DeSilva
8Ge va Gevz My name is Loku Banda. M-2 What is your name, sir?
enh54 Bmenolse OFbiT What is your name, madam? C.1
The instructor should ask the questions in M-2 of every student in the class. Then, each student should have the opportunity to ask the names of others in the classroom.
A. MIZ5T15)01 an4ei?
B. aGol na eczena56m) NOTE ON STRUCTURE: genitive case forms. an the sentences in M-1 and M-2 there are a number of genitive case forms showing possession. They are:
direct case form genitive case form
Gmrn a madam
A)dinc.-)3 sir 8tobinza The genitive caseis discussed inSinhalaStructures, section 1.33.
46 General Conversation A Terms of Address .miaEmEml
TERMS OF ADDRESS
As a term of address the English word you is virtually all purpose. It is appropriate in all contextS, whatever the relationship between the speaker and the addressee. Except in very formal contexts, i.e., butler to employer: Would madam prefer to have tea outside today?, other terms of address donot substitute for you in American English. Would you please tell me. could precede a question to anyone-- a taxi driVer, a shopkeeper or an important government official.
There is no single word in Sinhala which isan appropriate translation of the English you in all contexts. There are indeed a number of second person pronouns, but no one of themcan be used in addressing everyone. They include: A very familiar term for ma used largely in informal inter- action within the family. Definite- ly not appropriate for all familial contexts. Considered extremely in- sulting in many situations.
A term of address which may be heard between intimates (brothers, sisters, for example) or which may be used by a superior when addressing an infer- ior. Considered rude in many contexts.
Said to be a term of address between equals.
Perhaps the most neutral choice for a second person pronoun.
Actually, more often than not, Sinhala speakers avoid choosinga second person pronoun. For example, they may omit the subject of the sentence entirely:
Going?
instead of
F.)10: ;Ind: Are you going? Or they may choose a third person subject:
47 General Conversation SEIHALA Terms of Address
Are (you) going, sir?
instead of
Are you going?
General guidelines for choosin a term of address
1. Appropriate terms of address for equalsand superiors. In establishing relationships with personsof equal or superior status, avoid pronominal termsentirely. When it is necessary to address someone, use G2-277%8md6=. 'madam', or Fiyen, 'sir'. The following people are equals orsuperiors: a. Counterparts and other professionalsin the Sri Lanka govern- ment. For example, government agents,research officers, health inspectors and heads of government offices. b. Individuals who have established themselvesin positions of authority or rank in their own communities. For example, post- masters, schoolmasters,ayurvedic physicians and grama sewakas. c. Administrators or managers in banks, largeshops such as Cargills, hotels and airline offices. d. Teachers and administrators in theuniversities. e. Lawyers, doctors and otherprofessionals in the private sector. f. Adult kinsmen of the above.
People who are referred to as or Gnym, are often particularized by a prefix. For example: the ayurvedic physician Mr. Smith
the postmaster the schoolmaster
48 neral Conversation S ALA Terms o
Students will notice as they listen to Sinhala spoken around them that the terms sir, madam, and miss have been borrowed from English. The term sir is used more widely than the other two. It is a substitute for E)m*5)-633.
Addressing individuals who are lower in status.
The most diplomatic way of addressingsomeone who is lower in status is to use the propername. For example: GMee Where are you going, Banda?
Household servants, waiters, drivers, porters andothers engaged in providing personal servicesare often addressed in this manner.
Proprietors of boutiques may be addressed in thismanner or by the term ic-!,7%,, 'merchant'.
STREET HAWKERS, KANDY (Ask the instructor how he or she would address these people.
49 General Conversation SUNTH A Terms of
Addressing members of the sangha. Buddhist monks are generally addressed asf 7f
A BUDDHIST MONK AND DEVOTEES
50 General Conversation ST ,A Cycle 9
CYCLE 9 WHAT IS HIS/HER NAME?
M-1
The name of that gentlemanover cfi. there is Robert Jones.
The name of that ladyover there is Mary Smith.
The name of this gentleman is
r!) Walter Herath.
The name of that lady is Olivia
Silva.
M-2
What is the name of that gentle-
G man over there?
t is the name of that lady over there?
G n.3375)0 5cntTo5)o) (307-0 :6) What is the name of this lady? g Fftr,703to d n3 What is the name of this gentleman? Cycle 9 General Conversation MALA
C-1 Students A and B should discuss the names of the others in the class. Each student in the class should have an opportunity to carry on such a discussion.
A.
B. qc5 '"?/C0t127)0 G ,_11-610 'ITecs).
C-2
Look at the pictures of the people below. Student A should ask an appropriate question from M-2 of another member of the class. Student B should supply the correct answer. Each student should have an opportunity to carry on such a discussion.
A.(pointing to picture): qd ct3rdvc33GCSj' -a Ga)nc,-ct?
B. qd na od. th,7 )Nat70.
52 General Conversation SIKRALA cycle 1Q__
CYCLE 10
WHAT ARE THE NAMES OF THESE PEOPLE? M-1
This is Mr. Smith.
ecifetsFwemA. This is Mr. Jones.
rre ,7J;m1576, This is Mr. Smith and
) enN3. his wife. M-2
eg aMenZdZn Who are these gentlemen?
een(Wee eElb1::6 What are their names?
e751).-6)- a m et50A3-(1 What are the names of these
ladies?
ege ePowDa What are the names of these people? C-1
Students should ask and answer questions of the type in M-2 with other students in the class.
A. CeGe 25)3 a) D3
B. (rni ,Fr_orTno(7.3 c132.(ff enf2m-,3
NOTES ON STRUCTURE: the 'and' particle; genitive forms.
1. In the sentence eg dee amr5151,333 ekme0 enTna, the 'and' particle has been added toBtoblmcm and evfm, Further discussion of the 'and' particle appears in Sinhala Structures, section 5.3.
2. The following genitive plural forms of animate nouns appear above: Cenerreal, emlm @todqdzilecil and egeneceee. A discussion of the formation of these forms appears in Sinhala Structures, section 1.3322.
53 General Conversation SINHALA Cycle 11
C-3 Students should bring pictures of other peopleto class. These may be pictures ofwell-known people or of relatives and friends of class members. Students should ask each other who the people in the pictures are A sample picture appears above.
CYCLE 11
IS HIS NAME DE SILVA?
M-1 Yes. The name of the teacher
(male) is K.G. DeSilva.
Yes. The gentleman's name is Gunaratne.
Q Yes. The name of the teacher (female) is Sriyani Herath.
54 General Conversation SEMALA Cycle 11
14-2
-75) z 7:11Tni No. The lady's name is not Olivia Silva.
No. The gentleman's name is not 75-q ameri)cm oc5Ima
er,56Pemr=; Saran.
enln a co r5) No. The lady's name is not
qj1, Finn smmj- Kumari Dissanayake.
M-
rr,e (1) G (5 Is the gentleman's name Dissanayake?
c 25 62t'ac ? Is my name Gunawardena?
tirTh3 Is her name Kumari Dissanayake?
C-1 Students should use the information they have gathered about other class members to ask and answer questions of the type.. in M-3.
Ccimmon
amemo) ma
©r 277. am emoa Q_
NOTE ON STRUCTURE: en0aa r 'is not'. In Sinhala equational sentences (i.e., My nameis Silva, This is a door, It is mine, Thedress is green, etc.) lack main verbs. Such sentences are negated by addingemead , 'is not, are not', after the predicate as in M-2 above.
55 General Conversation S 12
CYCLE 12
WHOSE GOODS ABE THESE?
M-1 GN a8115)0) G135 These documents are the lady's. These goods are mine.
This junk is mine.
verd ace. This money is mine.
q6 GZ73t5i edTed Those books are Mr. Jones M-2 Whose junk is this? Whose coins are these?
GP nen 15)3 SCSI Whose glasses are these? C-1
Each student should point to various items around the room to find out who the owner is If students do not know the Sinhala words for various objects around the room, they should use the Sinhala they know to find out
A. eg (cot50) talGe 4?
B. G (couo F;)G(51)
56 General Conversation Cycle 1
CYCLE 13
ARE THESE THINGS YOURS?
M-1 ,q C16. G 8e0. Yes. These things are mine.
6_119)) aGe. Yes. These glasses are mine.
h% ats-)&25707 e(93. Yes. These things are the lady's.
eg 0- ee. Yes. These keys are the gentle- man'-
M-2
Mt. Gg 011dt No. These keys are not mine.
Gg83 GMTM3 No. These things are not the GMGa3. lady's.
NL. Gg awriTnci3ecsT No. These receipts are not the GMGaa. gentleman's,
Are these receipts the lady'
6- Are these things yours, sir? egD1 acts Are these things mine?
C-1 Using the formula given in M -3, student A should try to determine the ownership of various items in the classroom. Other students should answer the questions of student A using the formulas given in M-1 and M-2. Each student should have an opportunity to ask the questions.
A. (
B. (
57 General Conversation SIIIALA Cycle 14
CYCLE 14 WHAT COLOR IS IT?
M-1
emm me.0. This book is black.
8mdmollee o6a 66) The gentleman's shirt-is white.
naoGM3e,030Ei. The wall is green.
0055beci nm m0a. The pencil is yellow.
egm 611 e3303. (deid ) This thing is red.
M-2
eg en tz5-)eD3m What color is this shirt?
ege3z-655Cc3Am-) ma What color is this pencil?
eg etim e63m OF What color is this book?
earn 8memci3GUT aci GB3 75)orla What color is the lady's sari?
C-1 Talking about various objects around the room .....
A. (eg
B. 6 q 0) )
NOTE ON STRUCTURE: the emphasizing particle In equational sentences (the type x is y) adjectives which end in a vowel which fill the "y" slot are followed by an emphasizing particle a . Some nouns in this slot which end in a vowel are also followed by a . , 'color', above is an example. This particle has no direct translation. It appears in sentence final position. It does not appear before the question marker
58 General Conversation SThH A C cle 1
TALKING ABOUT MONEY
For the next several lessons, the classwill need. 10 pennies, and a few nickels, dimes, quarters and 50cent pieces. There are 100 cents in the Sri Lanka rupee coined in thefollowing denominations: 1, 2, 5, 10, 25 and 50. CYCLE 15 DO YOU HAVE MONEY ON YOU? M-1
Yes. I have a license on me. Yes. I have a little money on m
co I have a lot of money onme.
(.(5) ocoe RG(.7.7)a3. I have a pen on me.
LC G- I have a book with me. M-2
?5)61ter,. I don't have a book withme.
I don't have a licenseon me. I don't have money on me.
nGc.325-1 E.)) c ? Do you have money on you, sir? evi'n x761 t5u) cm vov53 aeclma Do you have a pen with you, madam?
cl)mencmCC) E'101T Do you have a Sinhala book with you, sir?
N3 EG G_? Who is it who has moneyon him? C-1
Students- should use theformulas given aboveto discuss the belongings of others in theclassroom. A. m CG t c *G0eGg.
B. &)torsTtd9cil 59 General Conversation SINHALA Cycle
C- 2
A. ea) Banc et53063 F5')GonE)
B. ( al em E.30toe en in& Se
NOTES ON STRUCTURE
1. postpositions The word cal is a postposition meaning 'on' or 'near'. postposi- tions in Sinhala are functionally similar to English prepositions, except that while English prepositions occur before the word they govern, Sinhala postpositions occur following theword. postpo- sitions occur in construction with nouns, verbs and other parts of speech. When in construction with nouns, they govern specific cases. Most postpositions, like cm , govern the direct case. Two irregular pronominal forms occur with c(s) 'me' andtm'who'. Examples: 703 On, near the farmer
&MONO) ets) On, near the gentleman
03) Near me
GMEa 0:31 Near Colombo.
2. The verb iiiecimp3, 'be'. This verb occurs with Inanimate subjects and means 'be'. For example:
Gr53t51:SeonZo. There are books.
G 53)b 25)GC.5603 There is a book.
ces) There is money on/near me. (i.e., 1 have money on me.)
The negative ofEaGama ismz. For example:
emd There are no books. have no money on me.
The verbEerinD) does not occur with animate subjects. ee Sinhala Structures, section 1.51.
60 General Conversation_ SEN HALA 1T
CYCLE 16 HOW MANY CENTS ARE ON THE TABLE?
M-1
There's 2 cents on the table.
3 There's 10 cents on the table.
nec.36-3 . There's 50 cents in this spot here.
There's 3 cents with Me.
M-2
4? How many rents on the table?
c@can Senn 4? How many cents on the book? eamm =5) gue aecmD3 How many cents in this spot here.
C-1
Using the formulas given above, students should talk about the money being used for classroom purposes.
A. (e t t5i mD3
B. (At, 7cmJ3.
NOTE ON STRUCTURE: postpositions
The word is a postposition meaning 'on' or 'on top o It occurs after nouns in the direct case.
61 General Conversation SINHALA Cycle 17
CYCLE 17
GIVE ME A 500 PIECE
w.
4
E
M-1
Gaen or Here is a 20 piece.
eN nn veal Here is a 50 piece. Gar= nn c*Ge Here is a 500 piece.
GaeN vm ued03C1C,le. Here is a 250 piece.
GR4» or c-_,(DGd Here is a 100 piece. Gaem -80e. Here is a coin.
62 General Conversation A Cycle 17,
M -2 uc eqgn. Give me a 5O piece.
(7)0 mn Fla CVST le eqgn. Give me a 25 piece.
meg eng egn. Give me two 5 pieces. pieces. mn meg D qng eqgn. Give me three 5 C-1 Using the formulas given above, students should exchange the money being used for classroom purposes.
A. ao ( Gc,Ge
B. eagn (mss Gee) male. NOTES ON STRUCTURE: genitive forms; eagn, 'here'. 1. Numerals such as oed above are in the genitive case.
2. eagn is a word which means 'here' in the sense of the French 'voici'. It is used when handing something to someone.
SNAKE' CHARMERS
63 General Conversation SWHALA Cycle 18
CYCLE 18
HOW MANY 5 CENT PIECES DO YOU HAVE ON YOU?
d r Boe giecina. have a 25 piece on me.
3aG,ZMe SGCMD). have two five cent pieces on me.
mr5)65T aecnIEb. Thereare four pennies.
i5bac351 Bec3nE)3, Thereis a 20 coin.
GeI5DC.3 qneneomB3. Thereare three 500 pieces.
N-2
8tort't33 n3F3cie Do you have a penny on you, sir?
a 675)c33 cc5-nee' 15)38Heusi How many pennies do you have on you, sir?
aMeM0a CM How many 100 pieces do you have Eiec.32503 on you, sir?
em03cm canSEJVeeBaca How many 25pieces do you have tsic5z1 FecinD3 on you, sir?
C-1
as,senc.33 riGg 75)3C,3 G0751C7i3
(tp6i) Fec375)D3
64 I General Conversation SSA. Dialogue IV
DIALOGUE IV: IN THE CONSULAR SECTION MR. CARSON DIAL
G8 Tr), &Si t37G3Gt3 15 Here is your passport and your documents. MR. JOHN PERERA
Some of these documents are not ae GG3, mine.
MR. DIAL
c? Which are your documents, si), MR. PERERA
(3,..725) These documents are mine. But G t 3 G (T;351 this parcel belongs to a gentle- eEci(=!1 -0qD. man called Brown.
MR. DIAL
c3_,0qe)25) ars7mTr51,7.4.,3 Is this big one yours or Mr. J _ Brown's? PERERA
t9G The big one is mine. MR. DIAL
Pc-;) rfiir51 n16c1G I'll give the other parcel to (=wsinTn)(_,3)0 Gclen,?) . Mr. Brown. MR. PERERA
Good. Give it to him. e cv6010 I'll aa Me 6enn. go and come. NOTES ON STRUCTURE: inflected noun forms. The dialogue above should serve as a review for previously intro- duced structures. Some new structures are reviewed in the drills on the following pages. They include definite and indefinite dative case forms of animate nouns:8815inc30, 'to the gentleman', and amdmeoRD , 'to a gentleman', (see Sinhala Structures,1.322) and the instrumental plural of inanimates: _ce , 'from doc- uments', (see Sinhala Structures, 1.3423).
65 General Conversation SINN ALA Summary
SUMMARY PRACTICING PATTERNS FROM DIALOGUE IV
A. Substitution Drill
Model: T 8FIF2) Some of these goods are mine.
Some of these goods are mine.
C,==.17J1 Documents
S aGu3. Some of these documents are mine.
documents
c.7,m6e (cfe) clothes
3e(57. shirts
aGe. parcels
c5cirF)(z 5sc_45. packets
B. Substitution Drill
Model: T aG(5T em,aaa. Some documents are not mine. r1F)_ c S r3ac,F» -c?)(-6e Gs,(3, Some documents are not mine.
T 5?-13nr Books.
S oF!5m6 euvl Sec eneaa. Some books are not mine.
7!c r5 (G me) books
2 1.'-k005 ,5cNs3 eneRcTi. (oz lv() pencils
3 6F,)3)6 mnIt eG:e (c-nrdinn) postcards
4 t.v?md euldn3 aee ene82. (oq160 keys
5 c.162(15z efede 8 ) letters 6 cs md qed eneaa.
66 General Conversation SENHALA Summa
C. Substitution Drill Model: I Some ofthesebooks are mine.
'ic;(e). Some of these books are mine.
I.z:7,:nY. Two
S77; mr!.. Two of these books are mine.
1 r.7(757--;1 P6ee ( [two]
[all]
7.30), [three]
4 r 7,n7.57 (r17,5-e) [five]
5 G.'9: rirce v51. (Fp1,-,1e) [some]
6
D. Substitution Drill
Model: This big one is mine.
r_!5 tf)E-5) f; SUL This big one is mine.
I V.03 fes_i, Good.
S eDn F9e0. Thisgoodone is mine.
(3A(3 .C3q (mo) [good]
2 ,:?)(33.7. (d [red]
3,7) inJO e)n ( D) [black]
4 egmc via t7)ml aec53. (nm ma) [yellow, saffron cor]
5 c m t_130 6n F)ecc-L (Grn@) [little]
6 ecl Gr_13 (6) aGe.
67 General Conversation SINHALA Summary
E. ResponseDrill
Model: 1 egeme nee Whose books are these?
S GPGoer laa ao. These books belong to me.
1 ersiene,61 cf7? emni qaa Whose booksare these? These booksbelong to me. 2 eg end'neciT eg eme qaanztlze gmeno31. Whose booksare these? These booksbelong to the postmaster. 3 el enentee el eme qaaOden lmemcnEL Whose booksare these? These booksbelong to Mr. Gunaratne. 4 el ene eol G8 end qaagne amenaiD. Whose booksare these? These booksbelong to Mr. Brown. 5 el ene GCSi Go361 qcaiqd enTn1 amenaia. Whose booksare these? These booksbelong to the lady. 6 og eneNJGICST e;. 0,g RnJe qE.3'6 c7c.130. Whose booksare these? These booksbelong to him.
F. Transformation Drill
Model 1 ET. S These books belong to Mr. Brown.
S mme (Tern These books belong to a men 20. gentleman called Brown.
1 (V7 Gt3Je (Ta!3 gne Nor _zPoc.,1)0. G0f _InT laa me me co amenGcmo. These books belong to Mr. Brown. .to a ,gentleman called Brown. tor5TzTec32520. 2 e(1 mme eT315) upxlen amencmo. Grme wm qgjótlm noc to Mr. Gunaratne to a gentleman called Gunaratne. C3L13e4-0t5) emenFden eice3 a?penm.121)o. 3 eg Gcme qaa eczennder F_I;)men___ to Mr. Seneviratne. ...to a ,gentleman called Seneviratne. c t.1"D3 noc3 gmeneo520. 4 eg ev3e qaE) r acs,a3 ameecmo. Gg eme qd to Mr. de S',1va. ...to a gentleman called de Silva. _ Gme qciS cne Ecie3 amenecq0. 5 ag etiv5T q(175) CSC amenno. to Mr. Smith. ..to a 5entleman called Smith. (7(125i Geoe ti-uca amenGcmo. 6 (3(Fi &MI5)Cfc.3nGecsec7)f,c_emcil 0 . ene
68 General Conversation Summary
G. Transformation Drill Model: meRwA, 67n amencmcm% This passport is yours, sir.
)!5) (ilne %enc.') G:61. This passport is Mr. Brown's.
S rn-)arnerncn Gal Is this passport yours or cMGC51 q? Mr. Brown's.
McMGC51 neenn rn) toencmeGT °_ge a83/53b1c.nee. emencioecd q?(yours or Mr. Brown's?)
2 orl Me Grin e 8men GCcL GGnun oninamenci3GcSi c_ntsTeon 8u) aconinC33G3l q? (the lady's or the gen- tleman's?) 3 og nar3onn f.6-) 800. Gg C73dGr3Ttif)t5) eGe tImo(s3 q? eg neeMn e)Z5)e)c33GGI (mine or his ?)
c33t3en 15-) gdesere amt35nciecsl.Ge v3c5Gr3 nt)a) geG- _G -)Me37c.33G(CT mcferil 1-BD eal6n1 C9'WeI5)c.53G(SI. eedni ftt5Tnc.13ec5.5 ( the schoolmaster's or Mr. Herath's?) el- 8mencm(m31. G 03eGtin rDnt5 %251t5)03GC51 C13C3Gt33.3 t5) ee. @cioec53 (Mr. de Silva's or yours?)
6 C__13C3GC33.0 ?in r3ge aECNING.33G(35. ri,c_ieun tarii8coencnecsT rildevIn G25)17513G(. oameol q? (Mr.Smith's or the lady's?)
H. Response Drill Model: I 8B go and come. S em3z3. Mt). Good. Go and come.
1 aa [go and e]GtO3c3
2a-- [tellhim] Eciev.
3 E6o3D rim [give him c33 7 t.3175) the pen]
69 General Conversation S ALA Summary
H. Response Drill (continue
4 scv-5 Dweng. [close the door ] Gcr.36 m Tn.
5 [open the craen. window]
6 r??,amerpr,330 Isunnc5enA. [speak to Gm7 c.. amenc3D the gentleman] nnpn
I Transformation Drill
Model: I eaen 'amt ncilGUTcon_ Here are your documents. G a Al amenc3e6703r3en Here is your passport. tin. S eaen ame)5? o)Ge Here are your documents and ndevs3 flna. your passport.
1 _.:3.z_5175) dciSicRc [your documents, G F225TN t) enc.33 G':(51 ci eaen amtnInci3GCST Ci3t3G03 -your passport] t_53deoln tDma.
2 (3*) vole. [a pen, a eaen :zecicoa. Gaon f7tecic,.c.161. pencil]
ae'n) [vegetables, cJ eFmn m' a loaf of bread]
4 eaen eV [books, G Ben GU3qc.3 eaen receipts]
5 eaen Fp. [paper, GB eaen pencils]
6 [shoes, ea em socks]
7 eaen tin vee nave. [a five-cent piece, eaen tin eaen mec_.1 a ten-cent piece] ngored n3
8 Gaen tinG.(36.3 nac e. [a two-cent piece, eaen eaen tinnersT a five-cent piece] tin ve MOW.
70 General Conversa
WOK General Conversation Cycle 19
CYCLE 19
WHAT IS YOUR OCCUPATION?
M-1
eTT, I work in the American
Dia 5163a. Embassy.
I am Second Secretary of the GSLM American Embassy.
mmvF I am Third Secretary of the
25-27_5i G American Embassy.
I am the cultural affairs officer
tne3mag75) nrrA f1)6gecibac.n. of the American Embassy.
cfG--23m v_lE L5)3 (1_5 I am an economic officer in the
znn'E d Fr,E)330cie. American Embassy.
M-2
argemoa 6c3c.13D What is your occupation, sir.
Gr-irn nc.33 Gcs1 adt.330GE)35) What is your occupation, madam?
G [-V G CSTdetia G 3 )4 What is the occupation of this person? C-1 Using the formula given in M-2, students should findout what the occupations of others in the class are. Needed vocabulary should be elicited from the instructor.
72 General Conversation SINHALA Cycle 19
C-2
The instructor should point to one of the pictures below and ask the appropriate question from M-2. If possible, the students should supply the answer. If students cannot supply the answer, then they should repeat the question to the in- structor who will supply the answer. Next, the students them- selves should ask and answer the questions pertaining to the pictures.
eBc.33 z g
73 General Con
1 rsation
74 LA Cycle ,neral Conversation S ENT-1 A 19
75 General Conversation GALA
GecioGtr e ene*D3
76 General Conversation ALA Cycle
CYCLE 20 IS IT FOR THE. SKI LANKA GOVERNMENT THAT (YOU) WORK?
M-1
Yes. It is for the Sri Lanka government that I work.
Yes. It is in Colombo that I work.
Yes. It is in the Health Depart- ment that I work.
M -2
nc-3(73e n1,7. No. It is not for the Agriculture srtnv__°.5 Department that I work.
No. It is not for the American Government that I work.
M-3
cotD3 Is it in the Sri Lanka government that you work, madam?
D/a nd25Tc-ml cninee Is it in Jaffna that you work, sir?
(.9toifT,tnc.1.0 E)za IndeG53 GMONT Where do you work, sir?
C-1 Students should continue discussing the occupations of others in the classroom using the formulas given above. It would be useful for the students if other Sinhala speakers could come to class for the C-phase of this cycle.
77 General Conversation SINHALA Cycle 20
- 1 (continued)
A.(9men- E emeNT
B. (88 DO n625 Ge
NOTE ON STRUCTURE: negating present tense forms.
n5Telgis an emphatic present tense form of the verb. For the use and formation of emphatic present tense forms, see Sinhala Strup- tures, section 2.21. Sentences with emphatic verbs are negated by adding emeaaafter the emphasized word. The students and the instructor should discuss and review negation of present tense forms (both simple and emphatic) at this time Refer to Sinhala Struc- tures, sections 2.24 and 2.25.
WHERE DO THESE PEOPLE WORK?
78 General Conversation SINHALA Cycle 20
ADDITIONAL VOCABULARY THE NAMES OF SRI LANKA GOVERNMENT MINISTRIES AND DEPARTMENTS Below are the Sinhala terms for various subdivisions ofthe Sri Lanka government administrative system. Students should learn the Sinhala for those ministries and departments which are of interest to them.
7N-,1757 mr,n Ministry of Local Government, Housing and Construction.
Ministry of Public Administration 0Q(.1 and Home Affairs.
7JZFT5757n `P 7 Ministry of Plantation Industries.
,:;") 75.05) at-A Ministry of Social Services.
-.w75_7nPin Ministry of Cultural Affairs. Ministry of Transport.
naPino Ma (3NT) r,03 Ministry of Agricultural 3 r_5)13) 0(251C.3 . Development and Research.
93 Ni7=j) Ministry of Rural Development.
c5z F'.J5)2530(c)(.1 Ministry of Labour.
c3r Ministry of Health.
z rla rffrP Ministry of Posts and 9)71') 2:33 Telecommunications.
e.T0=1 Z)1( 751.t51 t'7)3ri) Minis%ry of Textile Industries.
Ministry of Foreign Affairs. Ministry of Justice.
(7 7):). 7,1) 01290 Ministry of Food and Cooperatives
co) Ministry of Industries and 7,?1r5)2330(-51(1. Scientific Affairs.
79 General Conversation S cycle 20
ae M3 ,T Da Ministry of Power and Highways.
LS Cti t51 Cla)-712.53occao Ministry of Finance and Planning.
g ocm Ministry of Lands and Land el8n1330t-go. Development.
rica8 Aomo. Ministry of Mahaweli Development.
6.(3,egb-162. Ministry of Parliamentary
(..33m2530Cgcl Affairs and Sport.
eDrg n qc7)1 ZS125aoCQci Ministry of Trade and Shipping.
,7:3) i=i1 c_1,,?. 0233 csu, (17 Uaociki. Ministry of Education.
nve702:vn- Ministry of Higher Education.
OD6 e)3 2_5 3 0 Ministry of Fisheries.
Ocin6amlncio;) Ministry of Rural Industries a 3 23) Development.
ecilDmr 00qW3 Ministry of Youth Affairs and cr665&43 qammomo. Employment.
6t:123c'Tan253oC_CAO. Ministry of -S ate. enea Mace6-W Ministry of Colombo Group of
(T- 23) 0613 C.3 Hospitals.
80 General Conversation SINHALA Cycle 20
DEPARTMENTS
ec van) Marketing Department, D332)60 Gti,)6nci irrigation Departezt. nzcz e4t33(3nGleze Forest Department,
EIFieeeildz Survey Department.
Land Development Depart r
zt.) n6D3et5)Ge_7136-- Department of Small Industr ies.
ri-TD (73 65Yt,-,5) Department of Wildlife Conservation.
g t.13o-- Department ref Inland Revenue.
GC__%NnOg51.71 Department for D.evelopment Marketing. 6negeq0 Department of Health.
qc.33( G-geze Department of Labour. Department of Information.
eN2 m6negete Department of Customs.
81 General Conversation Cycle 21
CYCLE 21
WHAT KIND OF WORK IS IT THAT THEGP SEW AKA DOES?
T4-1
zn 6 G What kind of work is it that the =ram sewaka does?
etil(25LAC emn What kind of work is it that ndeGe GEbm Gc3 Dz_D the Public Health Inspector doe What kind of work is it that the Assistant Government Agent does? What kind of work is it that mglv! c-sbn) the postmaster does?
aL13 CDt What kind of work do you do?
C-1 The officials named above are someof those who are likely to have administrativeresponsibilities for small communities. Students should single out one ofthese officials and ask the instructor, in Sinhala,what his duties are The instructor should give a short descriptionin Sinhala. It is not likely that students will know all thewords which the instructor uses. Students should use Sinhala to findout what the "unknown"words mean. They should not use English. The instructor should repeat the description severaltimes. When all students under- stand what the instructor issaying, one of the students should try to tell the story tothe rest of the class. While the student is trying to tell the story,the instructor should not attemptto correct him. Then other students should have anopportunity to try to tell the story. Students should attempt to repeatthe story at a normal rate ofspeed and without grammatical errors - in other words, students shouldtry to' tell it just as the instructor did.
C-2 Class members may wish to discussthe duties of other government officials. Use the procedure given inC-1.
82 General Conversation SEVEALA Cycle 21
C-2 (continued)
TO THE INSTRUCTOR
These descriptions should be only five sentences long. They should be short, simple, and include only verb forms which are present tense. A sample text is given below.
THE POSTMASTER
nt z nlzr% m ,i'r3zGP The postmaster works in the StiOnc5z)&3 post office.
He distributes letters.
He sells stamps. He registers letters.
OzCtolg cama). He sends telegi
C- 3
Using the skills now at his disposal, each student shouldselect one of the numerous pictures in this book which shows people at work. With the assistance of the instructor, the student should work up a description of the tasks being performed in the picture. Again, the descriptions should be short and simple. A sample text follows.
NOTES ON STRUCTURE: eam, 'what', and genitive forms.
1. The word Gab) in M-1 above is an adjectival form meaning 'what'. It precedes the noun it modifies.
2. The phrase Ga37 ecS DtiD in M-1 above means 'work of what kind'. , 'kind, sort, manner', appears in the genitive case.
Like cps%D-, 'government', and Gua5meae're , 'department', which appeared in Cycle 20 in their genitive forms, it belongs to Class B. At this time students and the instructor should review the formation of genitive definite singular forms. Further details appear in Sinhala Structures, section 1.33.
83 1 o Cycle 21
k .ple .ing a task is performing a task mple. General Conversation SEATALA Cycle 21
he (referring to a monk)
the horoscope He is writing (casting) a horoscope.
ola leaf
A r He is writing the horoscope on an ola leaf.
the stylus mA He is using a stylus.
RUVANVELISEYA DAGABA, (2nd CENTURY B.C. ). ANURADHAPURA
85 General Conversation
WORKERS WASHING GEry
86
General Conversation Cycle 22
CYCLE 22 WHAT IS THE DAY TODAY?
M-1 Today is Monday.
Today is Tuesday*.
Today is Wedne_day.
Today is Thursday.
Today is Friday.
Today is Saturday.
Today is Sunday.
M-2 What is the day today?
C-1
TO THE STUDENT
From now on, your instructor will ask you cr E5)ee;3 daily. Practice only correct answers. On Wednesday, for instance, practice
A. crc, rJc
B. cf (k3c.3).
87 General Conversation Cycle 23
WHAT TIME DOES CARGILLS OPEN?
88 General Conversation SLNHAJ,A Cycle 23
CYCLE 23 WHAT TIME DOES THE EMBASSY OPEN? M-1
751 793 n:q5c.neci efagGe q0D. The Embassy opens at 800.
guT eqc.336 ci3rt8?Ogee' mu°. The Drug Pair opens at 700.
Com2zoteclanTee n c.3 The Bank of Ceylon opens at 9:00.
N32quo3eGe40E3 The visa section opens at 8:30.
acs bi 5)36c.neci E_)w-eezIT noncia The Embassy closes at 4:45. m*FA! um0. neemfdte Omeee m-60e*G82.This office doesn't close at 4:00. Omeee omO. It closes at 500. M-2 What time does the Embassy open?
What time does the Embassy close? ingemrdz8 8 Does this office close at 5:00? C-1 Students should discuss the local opening and closing times which are of importance to them using the formulas given above.
A. (mmr53 25)3603e0 ameoe 300
B. 6c.nec.3 OtoblGem4c
NOTES ON STRUCTURE: emphatic verb forms; numerals and quantifying phrases in the dative case.
1. The sentences above contain emphatic verb forms. Note the negation withene 'is not, are not'.
2. 'At such and su, an hour', is expressed by putting the numeral in the dative case. Thus, cr0 , 'eight'; efDD,'at eight'. The quantifying phrase &JD contains the dative case form of gc 'how much, how many', and here has the idiomatic meaning, 'at what time'. Students who wish to review the formation of dative case forms should consult section 1.32 of Sinhala Structures.
89 General Conversation SENHAIA Cycle 24
CYCLE 24
WHAT TIME IS IT?
This cycle is the first of a number of cycles which are designed to teach time-telling. For this cycle, discuss only the times given on the 'clocks' below.
It _ _ clock.
4 o'clock. is 11 o'clock.
It is 9 o'clock.
93 General Conversation SSA Cycle 24
M-1 (continued)
etl&D 72%. It is J o'clock.
G_e)o m08. It is 6 o'clock. M-2
What time is it?
C-1
Discuss the times on the 'clocks' above.
B. GCE
MAN WITH PERFORMING MONKEY
91 General Conversation Dialogue V: Summary
G. Transformation Drill
Model: I C.33 z3-r ndnEb. He is working now.
c.33 nanFb If he is working now, tell ng, 80Boer). me.
1 e_)ci) 07T E_")za ndn6 . C.33 v91E)ziD none3 _ =Tn. He is working now. If he is working now, tell me.
2 ):.la vend 4300e RoFDVE13. &53 vend 4T3Gcle EciDnD3 mg, a0 &len. He is reading the papers lc he is reading the papers again, again. tell me. 3 e_)03E) Fla3 rnal 2n!. rc.30 Sva t)me N1/ mg,rap goem. He wants a visa. If he wants a visa, tell me.
4 neen36tE) t25T qt6c3. mr7_r_dideD 401' qzde: 80 noem. The office is now open. If the office is now open, tell me.
5 ni,enc.13 rDeee enD. Rmemn mee en"0 251_ 80 &len. It is at two that the gentle- If it is at two that the gentleman man is coming. is coming, tell me.
6 ifLn Gmec3. en sto: 75M, 80 Fogn. That's fine. If that's fine, tell me.
H. Response Drill
Model: I aa eletnie) gdvd Should I come before 12:00? ben
S -&3).elernE) Don't. Come after 12:00. 25TV).
1 88 eiceo0 geed f)en ece30 oiled 6 Should I come before 12:00? Don't. Come after 12:00.
2 88 ez5)0 geed 6751m q? fto. e4n0 vded ftln# Should I come before 2:00? Don't. Come after 2:00.
3 rah qn0 c etld &5-Tm ein. 710 nded Mn. Should I come before 3:00? Don't. Come after 3:00. 4 as mop ben e 6v3. me D tided Gem . Should Icome before6:00? Don't. Come after 6:00.
5 EE q0 m8360 it.d 6o . cr0 to8360 need 63N. Should I come before8:30? Don't. Come after 8:30.
106 General Conversation Dialogue V: Summary
Transformation Drill
Model: I 8men t-Te75T 57z. The gentleman loesn't know.
S Omni 3 C GOTmzeno I'll tell you if the gentleman as nam doesn't know.
emlmcm aTGi ?z . ememol tcTe.v3 nterno, as noftg. The gentleman doesn't know. I'll tell you if the gentleman doesn't know. 26cn cieee nz. tDcia oec3e nteno, BB 6ceng. He isn't going. I'll tell you if he isn't going.
3eac3 ep noeee mz eacm Dza ndeeeMien)°, asadeMg. This person isn't working. I'll tell you if this person isn't working. 4 6030N33 -65 MTrInz &maE/ri2 fte8mz mzerw, as noeng. He doesn't want a visa. I'll tell you ifhe doesn't want a visa. en -enetz2 nzeno, as cenP. It isn't good. I'll tell you ifit isn't good.
6 rDc,2 e(3-) nt. 603CC)riee 75)n 5251o, as Bcgm. He has no money. I'll tell you ifhe has no money. Transformation Drill
Model I CU) /5,08 E1/516 I only have coins. b)D3. S Eea)ne It is only coins that I have. 06)6 1% cm ni3 Mvini eM mecniegMt}_!5)6E30 Ionly havehave coins. It is only coins that I have. 2 as Mnde emcd onal. em c:5 ceeg as nmda. Only I am going home. It is only I who is going home.
3 6c3 netezedz(05 Onde SeD 6)&02. &:13 ep mdeee ingemscszeE gnda. He only works in the office. It is only in the office that he works. 4 Bmencm 6'0)63 Onde 037502* &Meinc.53 GanTerTBma onda. The gentleman only smokes It is only cigarettes that the cigarettes. gentleman smokes. 5tD633 nnoe attetn83. 6d3 NOTed ycd Snd3. He only sells stamps. It is only stamps that he sells.
6 Bezenc)come 6)(5tff mma:575). =Bmeno3 nnvdeee Bome The gentleman only speaks It-ks only Sinhala that the gentle- Sinhala. man speaks.
107 General Conversation SDIFIALA Cycle 29
CYCLE 29 WHAT ARE THE BUSINESS HOURS OF THE POST OFFICE?
M-1
mlvtd MeGMS6L CGd. Post offices are open from 8 d q0 enne z6c1. in the morning till 8 at night.
E)J63 ge cic F oz e -68 Dart Drug is open a full 24 hours. zb cfeeamvssE ar52 mani5ecie In America banks are usually 4med Q' C? nm GbArszTftdel. open from 10 till 5.
czAmbe0 zcx52 MGP gca an In Sri Lanka banks are open enne efzc5). from 9 till 1.
qe8Bne ecie TI'muse The American Centre Library is cmed geJ mo q0c3. open from 10 till 6. voT eTz meGradza q03 The Pan Am office is open from gsgc] mmda NOC, &E 175 8:15 till 4:15.
M-2
- from when E00/34 till when nzoz IneenVc5z raG'd What are the business hours of &Elm) eguie, the post office?
6ded ev36negirTtl 116e3 a e What are the business hours Eled (34c) Elo0 4? of government departments?
C-1 Discuss the business hours of local establishments using the formulas given above.
A. (nz.ti4e neGmroz) GDMMe qzde3
B. (CGS qe0 ge3 d q0 cOmme clOca) NOTE ON STRUCTURE: the emphasizing particle a. The emphasizing particle 8 occurs above after czo na mnd, twenty-four hours. Hence ow na mm68, 'a full twenty-four hOurs.' Further discussion of 8 appears in Sinhala Structures, section 5.5.
1081 General Conversation
ROCK C General Conversation SINHALA Cy-le 30
CYCLE 30 WHERE DO YOU LIVE NOW?
N-1 At present I live in Colombo.
3nc s. At present I live in California.
6 encm At present that gentleman lives tnc.37)-n:T tmee5. on Thurstan Road. At present 1 live in a hotel.
qeee man. At present 1 live in a village. N-2
e,i2 snJersTc? Where do you live now?
16 (D'men)ciageee G-61 Where does that gentleman live?
qd amenc.33geGeea3-5) What street does that gentleman ne6 c? live on?
(To amencm G What city does that gentleman nm c? live in?
C-1 The instructor should ask the students where they are living. Then the students should have an opportunity to ask the questions learned in M-2.
A. 9
B. 1 geG73 General Conversation Cycle 31
NOTES ON STRUCTURE: geZ7D1 'be', and genitive forms.
1. geee is an emphatic present tense form of the verb (p5Tzl 'be'. For notes on this verb, see Sinhala Structures, sections 1.51 and 2.23. For notes on emphatic present tense for-ms see section 2.2.
2. 4G a)&456c.13e_ env emci , emlOcom 085) , are genitive case forms. SeeSinhala Structures, section 1.
CYCLE 31
WHERE ARE YOU FROM? M-1 88efe83nee. I am from America. as coneae. I am from Sri Lanka.
ae iigecgeD- I am from New York.
aeG7513 cam' I amfrom Colombo.
aa EJ3zi. I am from Kandy. M-2
amtlincil ems-ihi c? Where are you from, sir?
r Gmetve Where are you from, madam?
O M eme ? Where is that gentleman fro C-1 Each student should have an opportunity to find out where the others in the class are from.
A. (olditno3 ) G51 eMe
B. (ea) (qee3m.De)
111 General Conversation SINFIALA Cycle
NOTE ON STRUCTURE: instrumental forms.
r , and 3r0G.F)257 r _L_SCg.7:37r2YR t GneRe Gme ,are instrumental case forms. For information on the nation and use of the instrumental case see Sinhala Structures, Section 1.34.
CYCLE 32
ARE YOU FROM SRI LANKA?
M-1 Yes. I am from Sri Lanka.
Yes, I am from Colombo. Pp:'3 (37317 751. qeaa Yes. I am from America. Yes. I am from New York City. Te7);:-??,
mz. aa co' mDe GVG3. No. I am not from Sri Lanka.
aa qe_ -ae GhlGa.3. No. I am not from America.
EE nvDa3ciae onG8Ei. No. I am not from Canada.
Nz. aa geF,0 -D5T No. I am not from India. M-3
comeDe c? Are you from Sri Lanka, sir?
8menc.53 cfea3 GE)e Are you from America, sir?
emi'm amencm Q 'caepuT c? Are you from India, madam?
q6 8 em_ tleasia3Gag q? Is that gentleman from America?
enh% dmo3et sa51c. Is that lady from Colombo? C-1 Classmembersshould exchange information on where they arefro General Conversation llNti Cycle
C-1 (continued)
A. emi'n 8mencm ezostne
B. 88 (-G88neaur).
NOTE TO THE STUDENT
Review Sinhala. Structures, section 1.34 on instrumentalcase forms.
CYCLE 33 WHAT AREA OF THE COUNTRY ARE YOU FROM?
(For American Students)
88 1 e. I am from the North.
88 am from the South. 88 -zemmL9G6e. I am from the East.
as (-?)ent7Dec575.7. I am from the West. M-2 (For residents of Sri Lanka)
voJmne. I am from the Northern Province.
@6 oe3 I am from the Eastern Province. G. I am from the Southern Province. I am from the Western Province.
88 Bz Ve3GMe. I am from the Central Province.
&actszaz az4'0C3G60. Iam from the North Central Province.
as Dcia ve)Gri)e. I am from the North Western Province.
I am from the Uva Province.
113 General Conversation
M-2 (continued) a@ 0&5mgatle3G25e am fr,---1 the Sabaragamuwa Province.
M-3
8mnInez3t GBan What part of America are you G-833) 0e3G151e from, sir?
aMe15)03 COCO eg What part of Sri Lanka are you G75) Ce3Gt50 from, sir?
GMN 8cotaTnci3cm2e8 What part of Sri Lanka are you Gaan oe3enzi from, madam? C-1
Class members should exchangeinformation on what parts of their countries they are from. North American students may find it useful to learn the names of thenine provinces of Sri Lanka.
A.
B.
INDEPENDENCE HALL, COLOMBO
114 General Conyers
WHAT PAR 'ER ON FROM? General Conversation Cycle __
WHAT PART OF SRI LANKA ISTHIS PERSON FROM? eneral Conversation SMIALA Cycle 34
CYCLE 34 HOW MANY MILES TO KANDY?
M-1
(3.6)3ga 3 7d0 From Colombo to Kandy it is r_oznIte38 723. 72 miles.
cie63G(12Fic,i0tit To Peradeniya it is about 68 t'Inc5 F3(3 CZ 75)D3 miles.
en3cd(.33*C. From Colombo _ Kalutara it is toznzt3c 5 e about 35 miles.
117 S Gene-=s1 Conversation cle 4
M-2
2z0SID Qe=ie Om1nzc 38 How many milesfrom Colombo to 60 Kandy? nEJ6 g.Q3 Gdcbe Fk.30 How many milesfrom Kandy to mzr5v38 Peradeniya? en ea qs cs.M0 How many milesfrom Colombo MEV- VC 7 to Galle? How many miles from Colombo to Kalutara?
C-1
Use the mileage chart in the book to discuss the distances between various points in Sri Lanka which are of interest.
A. a)
B. )o (5.
C-2
Bring a Sri Lanka road map. Discuss the distances between places of interest.
A. (Gate) pep (
COLOZda (72) 3.
118 1 General Conversation Dialogue VI
DIALOGUE VI RECEIVING A VISITOR IN THE CONSULAR SECTION MRS. RANASINGHE aae aMeMcilgem&J 4? Is Mr. Dial in? MR. PERERA 3)1. &.33 neenTciz No. He is not in the office. MRS. RANASINGHE amen03 aeee acia q. At what time will he come? MR. PERERA a2e amnincm eD3aciDeDca Mr. Dial went back to Washington. @CM. eb-) ge-GI5T aa. He'll come next week. MRS. RANASINGHE q3c., geee eBed? Who else is here? MR. PERERA mgozee ni,eni'm atoet5. No one, madam. BB Miic,3B gen3, I am alone. MRS. RANASINGHE enT3)3 Bconimcvl Then Mrs. Silva is not in the office wiemSdze. mz. either. MR. PERERA enTm) ewe* Mrs. Silva is on leave today. MRS. RANASINGHE BD a arseinczianon575) ed.D3 I want to speak to Mr. Dial or They have my Gni'75-13 at0e15)030 5)75)315)6251n rnz. Mrs. Silva. &3303 em ace mcserirn /5) EeonD3.passport. MR. PERERA ae52 GVIV3 an0615%33DnD6 Mrs. Silva is not in the office today, because she has work in Kandy. 'gem-) cT neenedzeE nz.
BB d eqeme. I'll give the passport, if you like. MRS. RANASINGHE ea3GnO3 gerilia. 88 eril3 Thank you I want to take the GB3B083T6cD cm En), ugt36 6n passport now because I am going EgB crde cen @nz. to Washington the day after tomorrow.
NOTES ON STRUCTURE: theaform of the verb; an idiomatic use of gen83, 'be'; Esicm, 'went';nnoz,'who'; -n, 'also';zen, mg 'or, otherwise'; plural third person pronominal forms; RD3 'on leave.'
1. aforms of the verb as in cft -EerT Vc75 , 'he'll come next week', occur with second and third person subjects. They refer to future time and usually convey a sense of uncertainty. The formation and use of this fora are discussed in SinhalaStructures, section 2.13.
132 General Conversati n S Dialo ue VI
2. BED&MC7 gETE) q?,gas the idiomatic meaning 'Is the gentleman in (or around)?' This expression is commonly used when telephoning or calling at an office or residence.
3. M03,'went', is the past tense form of cinDl, 'go'. It is an irregular form. See Sinhala Structures, section 2.4.
4. E5VzDe means 'someone'; nn6zad ni ,'no one'. These are forms of nnaz, 'who'. See the discussion in Sinhala Structures, section 3.22.
5. n is added to words to give the meaning 'too' or'also!. For example, aBnl c3D2 , 'I am going too.' Negatively, it can mean 'either', as in enTn3 Bilenc5357 ingenIdiee ni , 'The lady isn't in the office either.' For a discussion of this particle, see Sinhala Structures, section 5.1.
6. nien'a means 'or' or 'otherwise'. See Sinhala Structures, section r, r
7. Dcmel, those people, they', is the plural animate form of &.13, 'he, she'. For a discussion see Sinhala Structures, section 3.22.
8. occurs above with the meaning 'on leave'. It takes an actor in the dative case. Thus, andnca0 nD 'the gentleman is on leave.' SUMMARY PRACTICING PATTERNS FROM DIALOGUE VI
A. Substitution Drill
Model: I aMeno30 The gentleman is on leave today. S ftena0 I Ea The gentleman is on leave today. I tetD, th emenC53. Mrs. Silva.
S cirs,tD) (75,nizo 8toetnc30q4 Mrs. Silva is on leave today.
1 :9110/51tnc.110 ( "iD7 GMT2N ameno [Mrs. Silva]
2 onln: ameno30 <7f Ea .(aa [I]
t%33) [he]
) [they]
133 General Conversation Dial
B. Transformation Drill
Model: I 6631Dza g76 Be is finishing the work.
5 a Dia ad 15)675) Z_ Because h finishing the work.
1 &Z13 eta gad n6nEb. &37 DeD goci,dm nog. He is finishing the work. Because he is finishing tie work.
2 6c3 itapeo cnDo. 6c3 giD3 ep OS =13. Be is going on vacation. Because he is going on vacation.
3 BeteMCM amnden cat; menDp. %gala, nummden ripe GTh) Fra The gentleman is startingto Because the gentlemanis starting speak. to speak. 4 ao aeD tteoulh. ap DeD aeon moo. I have work. Because 1 have work.
5 Ba tquul neGnoideD0 (Jen 8nz . a0 *zuzd neenWO =In nnz want to go to the post Because 1 want to go to the post office. office. 6 eeD. ep nco. The work. Because of the work.
C. Response Drill
Model: 1 emell 6gee niece, Why aren't you coming, sir? s.Ebn? S aza dadndn Because 1 am finishing the work.
1 BMenc33 rpeee inzt5ei5TGB3n? M Dia D6ndn no . Why aren't you coming, sir? Because 1 am finishing the work.
2 atognIcm rIffee melee G8325? as macrocnSc3. Why aren't you coming, sir? Because 1 am going on vacation.
3 Bmenco 6eGg moTed eame;'? am Inca, zmndenooe men25)03 Why aren't you coming, si Because the gentleman is starting to speak. 4 8MeMC7 agGg moleee'%5)q? 8D DeD aecn Why aren't you coming, si Because 1 have work.
5 amemcm aeee mewl efttl? ao InzUne neenM00 cem anz NO3 Why aren't you coming, si Because 1 want to go to the post office.
6 amemcm 63Tee zgee G.835 . aeD Fat. Why aren't you coming, sir? Because of the work.
134
1 General Conversation Dialoue VI: Summa
D. Response Drill
Model: Ifi'd'D, enhm Bm When will Mrs. Silva take the 03c5G.(530,N1) qcse ceee passport? nOp ? S ama cgde She is likely to take it tomorrow.
d'.6o enhm ftenc)nmSeoit Gmo eg5e02. cree oeGeimEN Whenwill Sheis likelyto take it tomorrow. Mrs. Silva take the passport? 2 rDca neenkh80 25TG T &zu qE4'4) 6a. When will he come to the He is likelyto come the day after office? tomorrow._ 3 8m/Inc,-33cginDac eeen11 8memo3 soa. When will the gentleman tell the gentlemanis likely to tell us? today. 4 DeD Gablee acio Om0 gOó aDam At what time will the work It is likely to be over about five. be over? 5 8menoa melidnemr6E8Oceae cgaa odad cn. Bo0 e At what time will He is likely to go after eight. the gentleman go to the P.07 6 mq oeGe qG.B3nDO? 8todna2 N-)667 oco Who is going to the United Only the gentleman is likely to go. States?
E. Substitution Drill
Model: I aatiT cien ac3eme6375Tri I too am expecting to go. eDnD3. S aae Ciehl aGt13e63t55.21 I too am expecting togo. Gable, I 6c3c3. They.
S tc..1.1e3T5T ci .C3GC53 They too are expecting to go. Ge15). 1 T c 7 ac3emeth 11% eBbiD3. [they]
2 603 ae3OtitiGC53153 eN.) 3 ) [the gentleman]
a(330030637311:2 eanD3. [this person]
4 aacivl(.5en ae3GLI3G63tIti enD3. [we ]
5 qe c5 ek,enecforiTttaDmN [people, men]
6 8Edsd a- Gt3Gball q.
135 General Conversation 41
CYCLE 41 WHAT IS THE DATE TODAY? M-1
ee ttesE)Ei The 3rd of August.
eitentgm E41 mmde The 4th of September.
Ebed Niude The 25th of July.
toe The 19th of October.
N-2
What is the date today?
C-1
From now on, each day, the instructor will ask the students: tF aeDaf-ij and teach them the appropriate numeral. Both cardinal and ordinal numerals are treated in Sinhala Structures so if students are curious they can look up the appropriate number before class. See section 6.2.
A. cr aGagip
B. ( gaa sec totp6GDFD4).) General Conversatoon SSA Cycle 42
CYCLE 42 WHEN WERE YOU BORN SIR? AND WHERE? m-1
as g -e tpe3c.32n8Ficimti&ried.I was born in 1945.
as QuGeg OePt5NBEiciounad.6051-I was bean in 1941.
aa Gee 'oz5743d*aoci ii3c5 neP. I was born in 1939.
as Qu Gee 01143d6)&80 toned40 I was born in 1948.
88 gc5ce 30tmeb. I was born in Sri Lanka.
88 gdGee aerie dm -ec5. I was born in the United States.
M-2
em n aQr e i /nc:1 c? When were you born, sir?
8memo3 geiGed e8am cg z e In what year were you born, sir?
eras amnimci3 gm5ee emets5 c. Where were you born, madam? C-1 Students should use the formulas given above to construct conver- sations according to the following model:
A. amemo3) go5ce en(mT c. B. 88 gmGee (eozmA).
NOTES ON STRUCTURE: it3'a)D3 , 'be born'; expressing the year numerals in the genitive case. 1. gtlis an emphatic past tense form (see Sinhala Structures, section 2.4 ) of Oa ;iinlE4, 'be born'. The form is irregular.
2. tai c3c! masic above means 'one thousand, nine hundred.' At this point students should memorize it as an unanalyzed phrase. It may be prefixed to the numerals 1-99 to express the years of this century. See Sinhala Structures, section 6 for furtherdetails.
3. The numerals above are in the genitive' case to give the mean- ing 'in such and such a year.' Thus, mm, r,3 , 'in '41.'
138 General Conversation S Cycle
CYCLE 43 WERE YOU BORN IN THE UNITED STATES?
8GaT (083 gosedd My mother was also born in the rDeod United States.
a GUT75)3 en3 g OGG ble My father was also born in crea31:513G America.
88 gdneed eit,306!C was also born in Boston.
N- 2
as go5oble e- No, I was not born in Boston Gme83. either. mz. 88 goGeee 0W3005T8 No, I was not born in Washington eme83. either.
mt. _88 go5Gee con No, I was not born in Sri Lanka emead. either.
&pen go5ee Were you born in the United 6151cle dmei4ed States?
eOnecif grieble Were your parents born there too?
0 &tem Was that gentleman born in the elecid United States?
&vec35Ga Were his parents born there- too?
C-1
Students should discuss the citizenship of others in the class, according to the following model.
139 Cycle 43 General Conversation SINHALA
C-1 (continued)
(8todtncia (zot5wsg
B. (ag ) 8- Qtinee (Com3eg
A. e4a e viGeee (coneg
B. (a.) Goneca ee ( oneg) .
NOTES ON STRUCTURE: 'also'. In this cycle n 'also', is affixed to the verb form. For example:
a2 quGeee was also born in Boston. A discussion of this particle appears in Sinhala Structures, section 5.1.
140 General Conversation Cycle 44
CYCLE 44
ARE YOU AN AMERICANCITIZEN?
M -1
88 rlo885): _It:50/EiectsT. I am an American citizen.
a9.88 ciT6t-TO gon Ft33 Yes. I am an American citizen NEE) lea & ciDtE3ecie. because I was born in NewYork. a- 1931 aocT qaao Yes. My mother is a citizen eg25),Or..13 because she was naturalizedin tTE)J Gazeiecie. 1931.
M-2
75)015 go Yes. Even though Iwas born cfGaave-dazaeci in Canada, I aman American citizen.
as cone0 _ Yes Even though I live in 88 qG8315)753 Gc5tEiec.5 Sri Lanka, I aman American citizen.
-25/3 No. I am not a citizen of C05* rac Sri Lanka,even though I live enG in Sri Lanka.
N 3
amemo) Dii.3G Are you a citizen of SriLanka?
mt5315)wa t5Tne dn 4ec3 Are you a citizen of theUnited 8dazaecie 4? States?
8conit5)03e(51 aria --ea3ne Is your mother eican gcsazaGcie citizen too?
amenoleenem& ege836)3T Is your father an American Waziiecze citizen?
142 General Conversatiso_n_ SUMNLA Cycle 44
C-1
Students should discuss the citizenshipof other students in the class using the models given abovein the M- phase.
A. ( &to/Inca ) (
. a8 (Cone e a8 (Ole zE3GcJe.
NOTES ON STRUCTURE the 'even though, even if' form of theverb; the past verbal adjective with Ft13 , 'because'; oF-ot7eDei gent 'reside; be residing';- cinzatai eteat-, ,'receive citizenship.
1. The 'even if, even though' form is discussedin Sinhala Structures, section 2.10. It is based on the past tense Sinhala Structures, section 2.4). In this lesson two forms based on the past tense appear. The simple past forms, the first two Of which are irregular,are given below along with the 'even ififorms. fimle present form simple past formeven if form
gee E)3 be
(st5cn be born guGra 0 G-
CtG75) receive Czgn Ce3ne The 'even if' form is derived from the simplepast by removin-
finalq3 and adding e .
2. The past verbal adjective is discussed in SinhalaStuctureS1 section 2.46. It may modify nouns. In this lesson it appears in construction with3cm , 'because', to express past time. Note that the form which precedesRtmis always (whether present or past in sense) an adjectival form of the verb, not thebasic form. The past verbal adjective is formed from thesimple past by re- moving final` and adding q .
3. isc G CScienD3 means' reside ' Its past form is t570Fet)coFinc33.
4. The verb crianE)3 means 'receive'. It appears here in b zacs)3E17.1 30"&nDll , 'receive citizenship.' It takes an actor in the dative case.
143 General Conversation A
r
1/2
A KANDYAN WEDDING PROCESSION
144 General Conversation Cycle
CYCLE 45 ARE YOU MARRIED?
M-1 vanq az Yes. married.
nt33 (DZ blz. Nonot married.
tZ) 53.5)03 nti3 Z e) Are you married, sir?
G )3Pv) /53'N cii5)c.33 az 07 Are you married, madam?
C-1 Students should ask each other questions to the model below.
A. (amt) 5)O3 .Me)
B. eel as azqe3) Or
C-2 Talking about other members of the class:
A. 15115 ) cal ) .1:51= C htC3
B. (nz. nc,13 az( 3nz.)
NOTE ONSTRUCTURE: ntmq azeo 'be married, have married.' c--,)ze3 is the participle form (Sinhala Structures, section 2.6) of ana3 , 'tie, bind.' This verb belongs to class 3. mcmc, ztC3 takes on the idiomatic meaning 'be married.'
145 General Conversation SSA
CYCLE 53
WHAT DO YOU CALL YOUR MOTHER'SMOTHER?
Mal
Si ca We call mother's mother aacci. We call father's mother aacci also. We call mother's father t5TZ510 siiya. CiJ Bc3e3
071 goeee We call father's father 19)3 ti7M3 G(55tn, siiya also. CUM re/C.-3(!3 mninecil wo3 We call father's older brother Ge3q Cr-30ga aCie3. loku appacci. We call the person married qc7icia zEtre3 gen 653enno0 46 Eiciese vimBoc3. to our aiyya naeaena. mea 6go gev twevno We call the person married EicleGe adan) )o(3. to our nangi, massina.
M-2 What do you call your mother's mother? What do you call yourfather's older brother? What do you call the person married to your aiyya?
160 General Conversation SALA Cycle 53
C-1
This is a good opportunity for students to find out what the various kinship terms in Sinhalaare. Some have already been introduced. The rest should be elicited from the instructor. Different instructors may use different words for father, for in-laws and for grandparents.
A. C Ge
B. )
NOTES ON STRUCTURE: the present verbal adjective; ad!;(!) g 'be married'; the extension of kinship terms to nonwrelatives.
1. The present verbal adjective is discussed in Sinhala Struc- tures, section 2.3. gem above in qam ze3 gem -6eGmna 'to the person married to older brother', is the verbal adjec- tive of genEb,'be'.
2. The participle plus forms of the verb gem-DI, 'be' are durative forms. The implication is that an action which began in the past continues or continued. as ntm, aze;(!) ge603, I've married and I continue to be married now' is an example of such a construction. A discussion of this construction and further examples appear in SinhalaStructures, section 2.612=
3. Kinship terms acquire an importance for the learner above and beyond the description of his own family since.e::a Sinhalese frequently extend them to non-relatives. An old man met casually on the road, for example, may be addressed as 'grandfather.' 'Son' and 'daughter' are sometimes extended as affectionate terms to the children of others. Good friends of the family are known as 'uncles' and 'aunts' to the children. Summary
SUMMARY TALKING TO A "MONOLINGUAL"
Using the language skills now at theirdisposal, students should try to find out as much about theinstructor as possible. The instructor must play the role of amonolingual Sinhala speaker students have met - that is, for present purposes,the instructor has no understanding of Englishand is neither interested in correcting the students norable to do so. It may be more interesting forthe class if the instructor plays the role of a fictitious person. If the questions asked are intelligible, even if partially ungrammatical, the"monolingual" should answer them. If they are judged to be unintelligible, the "monolingual" should shrug his shoulders,look blank or give some other non-verbal indication thathe has not understood. It may be necessary for students to tryseveral times in order to get the "monolingual" tounderstand, They may discuss how to rephrase the questions amongthemselves if their first attempts to communicate do not succeed.
This exercise will give students apreview of the trial and error situation which is foundoutside the classroom. The important point of this exercise is thatthe goal in learning a language is to get messagesacross. The most important grammatical errors are those whichobstruct communication. Unlike the teacher, the averageSinhala speaker is not interested in testing or correcting the learner,but in understanding the message.
Ideas for the instructor. If the instructor chooses to play a fictitious person he or she should think up an occupation, place of residence, family history and a purpose for being in ColoMbo. For example: a postmaster from the Eastern Province who is married, has five children and has come to Colombo to see his father who works in Customs; a .schoolteacher who works in Kandy who has come to the Embassy to obtain a visa, and so on. The instructor should not wander too far afield from the basic vocabulary which has been learned by the students. On the other hand, the judicious inclusion of at least a few unknown words will test their res :)urces.
Ideas for the students. Who is this person? What is his or her name? age? place of origin? reason for being in Colombo or where- ever instruction is taking place? What kind of work does this person do? Where? Is he or she married? Are there children? When were they born? How old are they?Are the parents living? Are they working?
162 General onversa_
SUMMARY CONDUCTING AN INTERVIEW: THE FAMILY HISTORY
One class member, preferably the instructor, should be the subject of this interview. The rest of the students should find out as much about the family in questionas is now possible. One student should be at the blackboard to keep track ofthe information. If possible, each student should have the opportunity to be the subject of an interview in front ofthe class. If the class is very large, students should formgroups, obtain the information, and report back to therest of the class. Students should give information not onlyon their own families, but on those of their parents. Cousins, aunts, uncles and grandparents should also be discussed.
Sample Interview
A. Bmencmee e83614V What is your name, sir?
B. P,04 m8 Gcs zi GC Td'. My name is John Jones.
A. aom How old are you?
22 years.
A. eol genD1 Are your parents living?
B. r7_ Gz--Tr3(9 g-nTna3. Yes. Both are living.
A. t7G(5)1 c_r_iTee Gvi(5'd Where do they live?
B.znzFz,G?Fci3G. In California.
A. 6fcla0 -acit3 How old is your mother?
B. undGlr Must be about 52.
A n1),b1m0 it J How old is your father?
B. one vMc.). 55.
A.veccli6e(11! genn Do you have brothers?
B. Yes.
163 General Conversation Summary
G4GMg How many? There are five.
Two younger brothers. And three older ones.
Married?
Me?
Yes.
No. Not married.
Is your mother's mother living?
B aacci isn't living.
A ? Are your older brothers married?
B. 615TGZ5)@ Mfilq One is married.
ea_361 What's his name? Robert Jones.
A. rim -TG 5M)3 G CST What's his wife's name?
B. Mary. Are there any children?
B. 9er5)e gb-Tu03. There is a son.
A. -D EN= aci How old is the son?
B. e4.e&5-)4 eDa. Must be about two.
A. czetd43ece gn_rne)1 Any sisters?
B. ao To me? A. a Yes. B. 4)1 No sisters.
164 Genera1 Conversation Summa
A. FzIlenc_13 since (3n3(3-e Where were you born?
B. inzzlEet3. In Canada.
A. _V7 nc:5 Are you a Canadian citizen?
B. mt. 88 mvraee No, I'm not a Canadian citizen. o-me83. Even though I was born in aa mo_GP g Canada, my parents were e8Paleclq_ American. So I'm an American 8 (88ne citizen.
A. InenolGe CIGM3 et;63cMe Are your brothers American q(383ne TIDzEiGcg c ? citizens too?
B. a. Yes.
ENTRANCE TO THE SIGIRIYA ROCK FORTRESS
155 Conversation SMALA
CHATHAM STREETCOLOMBO FORT General Conversation S A Cycle 54
CYCLE 54
HOW DID YOU COME HERE SIR? M-1
88 ra gad came to class by bus.
eanD tT35 e n Gci e. came here by train.
L comaD caG amdcmcD)ebe. 1 came to Sri Lanka by plane.
88 dt.SnBC men no&361753'. came to work by car.
,88 mcs_ e8e --e. came by Metro. M-2
nz. 88 No. 1 did not come here by enIgFecie train.
mt. 88 Gana meg No. 1 did not come here by bus.
tDeneGWG_ @ M-3
3GEI By what means (how) did you come here sir?
cad amen By what means did that eaene gentleman over there come her)
8menca) e8m30eT3 G G Did you come here by bus, sir? C-1
Students should find out how the others got to the area in which the class is located. Find out how they got from home to class today.
A. am t Ci e8m30 43eg GbG
B. 88 ePm3D peg (c._T 6en_ NOTES ON STRUCTURE: instrumental forms; meg, 'came';e8n,'here';
1. e83ennT , 'by what means', and the emphasized nouns in M-1 are in the instrumental case. 2. (peg is a past emphatic verb form. See Sinhala Structures, section 2.21 on past ernphatics. 3. e8m38, 'to this direction, here', is the dative form of uma, 'here, this direction, side'. See Sinhala Structures, section 3.
167 General Conversation SMALA Cycle 55
oee -30-3 eFln
LIPTON CIRCUS, COLOMBO
16 General Conversation Cycle 55
CYCLE 55 USING THE COLOMBO BUS SYSTEM
erweg&I GC3 qe;cp You can go to Lipton Circus from c6nd-6mO ems ad t15)8(.1 ton&:Ge Colpetty Junction by bus number ad 6ene oem wiE)e. 140. e8 nn cilqc2 enTad Qed You can go from here to Thomas neerdde0 ems ad 6nEici Cooks by bus number 112. ewed ad 6ene cien see.
3gDa cBc5 You can go from Galle Road to the coed f)emd cen see. Fort by bus number 100.
egei /5n3o6 z5)36cmcc.30 You can go to the American cangad eee a-%3' tDene ca n Embassy by bus number 102. 00De. e- n ea gdeavBD enno You can go to the Fort &5 tG,Ne c.53r) see. Railway Station by bus number 134.
M-2 a. 5. You cannot go to the G.P.O. med a by bus number 106.
dms.3 You cannot go to Ward Place by cozen)! tee a,d eme c bus number 177.
M-3
aolM!Imeo0 Can you go to the University by 4ea cad rem; bus number 138?
ems @c5 6mac, Can you go to Horton Place by onme eGdd 66) bus number 177?
eg ad rDGoe rDn0 Can you go to the Regal Cinema by oen see this bus?
eng@c5 6maci e4ed a Can you go to Ja at_te Road by bus thadm cW) cen mae number 132?
169 General Conversation SWIALA Cycle 55
M-4 By what bus can you go to Ward Place?
C-1 Students should use the formulas they have learned to discuss the bus route maps in the textbook.
A. (einlgE) conl'n n D61 ec?onC1t.! ./(315Th_l
B. CDnar,1OrZdcz.ed me cr5In gee.
TRAVELING NEAR RAMBODA PASS
NOTE ON STRUCTURE: n3De , 'can', and az,'can't'. flee ,'can', and 'can't', take actors in the dative case. See Sinhala Structures, section 2.14.2.
170 BUS SERVICES coLookoo 4Fki. wars WO II 0111BBSII HE SAM
C01.0050FOE 10111AVATTI
_111 2111A
ni III III In '0in in In III It inIn iiS:11
rIIIIIII Tart
mik General Conversation
CULDIABD CITY AND SUBURBAN BUS ROUTES
100PANADURA - PETTAH 164HIMBUTANA - TOWN HALL 101KATUBEDDA WATTALA 165 KADUWELA POLHENGODA 102KoTANENA LuNAwA 166MATTAKKULIYA - FORT 103NARAHENPITA-FORT 185ANDODA MENTAL HOSPITAL - FORT 104FLA MBALA MITA - WATTALA 157 DEHIWALA .TMOTALANDA 105ATTID1YA KOTAMENA 168HuGEooDA KOTAHENA 108KOTAHENA - pANADuRA 169 NAWALA - FORT 107KALusowi LA ELAKANDA 170ATURUG1RIYA - FORT 108KOTTAWA - FORT 171BATTARAMULLA - JETTY 109WATTALA BONALESO A M U WA 172moRAGAsmuLLA. UOR ELLA 1 11 NARAHENPITA BAMBALAPITIYA 173PITA KOTTE THOTALANGA 112MAHARAGAMA - FORT 174Ko-r-TAwA MORELLA 113.1 um L1EE POST - FORT 175KOTTANGAHA JUNCTION KOLLUPITIYA 114PITAKoTTE - PET-TAN NIA PAGODA) 115PITAKOTTE PETTAM R. I JUBILIEE POST) 176KARADAMPITIYA KOTAHENA I 16PI LIYAN CALA MATTAKKULIYA 177KADUWELA PETTAN 120KEssEwA PETTAN 178NARAHENPITA MATTAKKULIYA 130KO LONNAWA FORT 179RAJADIR1YA 0AMII1ALAPITIYA R. S. 131 WIJERAMA - KOLONNAWA 132ZOO (tAFLAGAAIPITriA) ARA MAN DIVA 133PANADURA FORT 188HANWELLA TOWN HALL 134ANDODA - GALKIRSA 188KANDANA - ROMPANNAWEEDIYA 135KoNuwALA - KELAN1yA 190ME EGODAPETTAI-I 137JA ELA - viNARALANE 138HOMAGAMA- PETTAH 193KADAWATA - BA MeALAPITI YA I 39PILIYANDALA FORT 194RACIAMA DEHIWALA 140KOLLUPITIYA-KADUWELA 1135muaEacioA - HET-nriwArri 141NARAHENPITA- WELLAWATTA 197KETAWALAMULLA -'110RATIMA 143MANY/ELLA - PETTAH 198DEHiwALA BATTAKAMULLA 144NUCEDODA - WELLAWATTA 199id in'AmeUwA - FORT 146YE LUWANAPURA - FORT 224SIYAOAMA PETTAH 147MT. LAVINIA - KALUBOWI LA 230sAPUGASKAN OA .PETTAH 150ANGORA- MUTTIAH ROAD 235KELANIYA PETTAH 151AMOATALE PETTAH 240NEG0PASO- PETTAH 152KoswATTA - PETTAN 253IHALA wELIKADA MORELLA 153PITAKOTTE JETTY 280wATTALA !PETTAH 154Arr. LAVINIA KI R [MATHEW/OA 281KADAwATA PETTAN 155RAtMALANA - MATTAKKULIYA 262IIAGAMA PE TTAFI 156DEHIWALA WE LLAWATTA 274sopiTly- PET-rim 180BATTARAMUL LA RASAMUNAKANDA 275mopyriyA - PETrAi4
173 307 V1/138' PM
1,1118fe WiN
C1
VOYSWYR 1073H33
941 ;V 9II u9iptij Efit 11E11,Z1 PI f COT S 081 1E1 EZ1 881 tEl ZZ1901 1111000111 1 0E1 OZA E011 1S 1V1.1d 6Z19111 01
16111 /011 a 6E1 604
r 6T1 60( vi act EC'I Q99ai, tot 9 2;1 661( '41 a4 1611 4E1t of 2,r'" s91 001 t&El
01 t I 201 'V o 'ftJf
991 CC 1 E l Z11 NO 11:A: ELI 911 L7 1 EEI Zli 99'7'ulk911 910I1 1E1Eci .441 111 Z11 Z81 291EE1 991 10(1 911 911ZD1 991 101, General Conversation
MORE ABOUT BUSSES
The destination appears and the depot of origin on the front of the bus... on the rear.
This is a converted double- decker, known colloquially as a am c-2)d an, 'demon bus.'
175 General Conyers_ '-n
A DEVOTEE UNDERGOING AN ORDEAL AT HOLY KATARAGA
176
I General Conversati n
KNOWING LANGUAGES
CYCLE 56 DO YOU KNOW SINHALA, SIR?
I know Sinhala.
I can read Sinhala.
I can speak Sinhala.
M- 2 I do not know Tamil.
I cannot read English.
I cannot speak well.
M-3
8m66)03 come z-Tz-03 Do you know Sinhala, sir?
t)'625),amencv0sOc nmvdem Can you speak Tamil, madam? nee 4? Btoe/ncilD @ogi3 'doen nee 4: Can you write English, sir?
C-1 Students should discuss their foreign languageskills, using the formulas given above.
A. (Borer cal acme
B. (BR. E eme-enEb.)
177 General Cn ersation SLNHALA _ r 1 fm, S7
FIREWALKING AT _O KATARAGAMA
178 1`en 'onversation4 LA cycle 7
KNOWING LAN UAGES CYCLE 57 WHERE DID YOU LEARN SINHALA, SIR? HOW? WHO TAUGHT YOU?
1,4-1
as cue I learned Sinhala in America.
e conciG,F) geminm- I learned Sinhala in Sri Lanka.
ed6 (!) amemece A gentleman nanec Saram taught gmte-' me Sinhala.
M-2
efi,e? Wh did you learn Sthhala?
etvetio& c gemnmeenr Sow did you learn Sinhala? c gmzene? Who taught you Sinhala? C-1
Students should continue to talk about their language skills, using the formulas given above.
A. arimciz camee_
B. (e,one5) gemmmevo.
NOTES CI STRUCTURE: new past forms; basic and emphatic past.
1. Twc new past forms have appeared above: gemno-dn , the past
of geconmez9B3 , 'learn', and geD016-03 , the past of (7.mbInne3, 'teach'. Both forms are irregular.
2. Basic past foams are distinguished from emphatic past forms only by the final vowel. The basic form ends in qj and the emphatic form in 0 A Further details appear in Sinhala Structures, section 2.45.
179 General Conversation 8
CYCLE 58 DID YOU STUDY AT THE UNIVERSITY SIR? WHICH UNIVERSITY?WHAT SUBJECTS DID YOU STUDY? IN WHAT YEAR DID YOU ENTER? IN WHAT YEAR. DID YOU RECEIVE THE DEGREE?
I studied at the University of sri Lanka.
3.-idk3n) I studied agriculture, I studied science subjects.
801) 233 gGT:Mn ena I studied home science.
PJ q38n-) gecnnmeno I studied economics. gemnmem. I studied English literature.
M-2
iDdrc711 n) 1c toz0UGr I entered university in 1965. E%2J3(3' 0 qzld
nBao r -0 qe5 BO 5. I received the B.S. degree in 1968. C,- CZ
M-3 Did you study in the university, sir? Which university?
en3 -7 What subject?What subjects?
acre Ce- In what year did you enter-. en0 Did you receive a degree?What degree? In what year? C-1 The structures above should befamiliar to the students although §ome of the vocabularyis new. Many of the words here are very formal, but university education isgenerally discussed in formal terms. Students should take this opportunity towork up a des- cription of their university experience.
180 General Conversation SPRIALA Cycle 58
THE EDUCATIONAL SYSTEM IN SRI LANKA
In Sri Lanka, children begin school at the age of 6. There are schools virtually everywhere in Sri Lanka and most students attend. In 1971, the student population comprised approximately 70% of all students of compulsory school-going age, i.e. 6-14. Because of the availability of schooling for virtually every child in Sri Lanka, most people are literate in at least one language. Students attend a primary school from kindergarten up to the fifth standard (fifth grade). After that, they transfer to a secondary school which trains students up to University entrance. After what would be grade 10 in the United States, students sit for the G.C.E. (General Certificate of Education) ordinary level exam. After this exam, some students leave school or go on to various technical institutions. All students who pass the G.C.E. ordinary level exam are awarded G.C.E. ordinary level certificates. The students who do very well in the G.C.E. ordinary level exams and hope to enter the University, remain in school for two more years. Students who pass their exams at the end of these two years are awarded a G.C.E. advanced level certificate. Entrance to the University is now highly competitive because of the limited number of places in the entering class in any given year. Time spent at the University varies. An arts or a science degree takes three years. Engineering takes four years. Medicine and Veterinary Science take five. Those students who do not seek admission to the University often enter technical training colleges, teacher training colleges or agricultural colleges after completing the G.C.E. ordinary level.
NOTES ON STRUCTURE: the past 'become'; -y 'enter'; ma,'which';
1. eEW03 , 'become', has the past form It is irregular._
2. t sand .means 'enter'. The place or institution entered is in the dative case.
3. enc.? is an adjective meaning 'which'. See Sinhala Structures, section 3.
181 General Conversation S Dialogue VII
DIALOGUE VII TAKING A RIDE IN A COLOMBO TAXI
JULIA m60251 036 You know Thurstan Road, don't you.
TAXI DRIVER
Gn125),atOnInV. Orclt Yes madam. I know it well. Gn'n, _en- Were you born in Sri Lanka madam? JULIA
e-63 No. I'm from America. I came to ac Asdt Sri Lanka just last year. TAXI DRIVER enfm amema) m em30 You speak Sinhala very well. 5m-736)6n. atnc ented eee? Where did you study Sinhala? JULIA
gGalncr) I learned Sinhala in Sri Lanka. A lady named Olivia Silva taught me. TAXI DRIVER Can you read Sinhala? 60 m ci JULIA
I know my letters. I can read
BO G-A4 signboards. I can look up words in can Gma cer 93oR. c7 dmo the dictionary. However, it is
Gm t3BcDenm3(7036t30 very difficult to read Sinhalabooks. neno aoaeme ee8 n And its not easy to read the papers.
182 General Conversation Dialogue VII
TAXI DRIVER
n ealevo. That's for sure. JULIA
d , What languages do you know driver? TAXI DRIVER
Eioto3gogi.73 ec,n8 ilcn30 I know Sinhala and English. But Pv0 Siceen mefi,me _62. I can read only Sinhala. JULIA
gG(33M Why don't you learn to read English? TAXI DRIVER
efdemZg e,nc, nza Sin) Come on I can't study English goys OGMmmen car. because there's no time.-
JULIA
gdentre gogaQGCSY51MeGe 751z4? Didn't you study English in school. TAXI DRIVER
and zno 80 gogo No. My father taught me English.
NOTES ON STRUCTURE: Ge , 'isn't it?'; the negatives mland 1 in interrogative sentences; negatives before? 'because'; the particle a e z5)30, 'nevertheless, but'; an interjection.
1. ee means 'isn't it?' and also equates with English 'don't you', 'aren't you' and similar expressions.
2. In an interrogative sentence, nzbecomes 5)z and 5)/becomes
3. Before +r..13 , 'because', nzbe2omes as and Rt becomes a'3.
4. When the emphasizing particle Etoccurs in sentence final
position, it takes the form Bc.3 . The numeral eqn, 'two' means 'both'. It is inanimate. e75T7m38is the animate equivalent.
5. C c,t130 is an expression which means 'nevertheless, but.'
6. efeem is an interjection which conveys a sense of disbelief. Literally it means 'father'.
183 2i General Conversation SMALA Dialogue VII: Summary
SUMMARY PRACTICING PATTERNS FROM DIALOGUE VII
A. Response Drill
Model: I Brodno3 You know Sinhala, don't you sir? ed 4? Say. EE c 4z5Tn1 Yes. I know Sinhala.
1, DrDeMell emc ee Ra 4dnEb. You know Sinhala, don't you Yes. I know Sinhala. sir? 2 endnc.13 vend EclniE)3, ee a. as nind nciana You read the papers, don't you Yes. I read the papers. sir? en ma Bmnincm em qd on03, Ge 4? @_ BB em46 on-62. You are going home, aren't you Yes. I am going home. madam? 4 enhm amenc3 rata non,&), ed 4? as pep mdnEh. You are working, aren't you Yes. I am working. madam? 5 Btodbao cofted ee a. BB corneae. You are from Sri Lanka, aren'tYes. I am from Sri Lanka. you sir? 6 Bmdnal creBand dataccje,ee a aaa ea3ne dazEiede. You are an American Citizen, Yes. Iam an American citizen. aren't you sir?
B. Transformation Drill
Model I tD03 rime 3Tee nt. He doesn't know Sinhala.
S a acme zTee nteee Why doesn't he know Sinhala. eavn q?
1 -ac.33 Eionc gee nt. &33 4dednoled e 4? He doesn't know Sinhal Why doesn't he know Sinhala.
2 amt Mo3 ete mdeee nt. Btodmi2 at@ mcided nodred eB:o 4? The gentleman doesn't work. Why doesn't the gentleman work?
184 General Conversation S Dialogue VII: Summary
B Transformation Drill (continued)
3 &.13 come gemmm6W nz. 6c3 cone gemmmeee nqn-TeC e8om He didn't study in Sri Lanka. Why dif.ih, t he study in Sri Lanka?
4 -6cm o0c ao0em gemnmeee mt.6cm ec8c noDdn geqnmdel nvfte He isn't learning to read eEbn ? Why isn't:. he learning to Tamil. read Tamil? 5 ez1h5), Bmdmo) (73 enTm Emenyill 3 e0 noied G 4? The lady didn't come. Why didn't the lady come?
6 Gal3F03 andeeemt em0c) gdeee txeee e2!)35) The farmer isn't sowing Why isn't the firmer sowing rice? rice.
C. Transformation Drill
Model: I enEic z The e- isn't working today.
Sent Isn't the farmer worang today? 5)E.q 1 en Coo lceE ncleeeNz. gab s qc Ota noelee NE_ The farmer isn't working Isn't the farmer working today? today. 2 Ce.m3dc wend BcDeee nz. r7eal*ec cem6 Rceeee z-)t? They don't read the papers. Don't they read the papers?
3 amencm cc) n amencm cm mo_4? The gentleman doesn't have Doesn't the gentleman have money? money. 4 amencm znn3c aeccl mz amencm nn3c arel blz? The gentleman isn't married. Isn't the gentleman married?
5 neenTc5t0 aea qUee nz. neemA5z8 cDca qUee The office doesn't open Doesn't the office open after lunch? after lunch. 6In b13 CTC.51 DCOameee nt. nua 51,6co ,-tjC 'Dmeee W4? The Embassy doesn't close Doesn't the ErtL,a< sy close after after lunch. lunch?
185 NI
0-0
err General Conversation SORALA Dialogue VII: Summarx
D. Substitution Drill
Model: I ao aomc cmciz 'dogs I can write the Sinhala sg. letters.
S BD ablmc cmch I can write the Sinhales aen letters. I q a2. Mother.
S crga3P dome Mother can write the Sinhala se n. letters.
la Adz ecies [mother]
2 et eriviE ccizin g [he, she]
&MD m zzot rdcen of ran ( m c ) [the gentleman]
4 Btodmc c qtviz '02)71m seg. (0256zo) [the lady]
5 emk*a c om emcit goes mag. og) [younger sister]
67510C90 om V5Z &AMn080
Substitution Drill
Model: I BD zg ec5) I can't go home now.
9 BD 401 Gmq6 ogai can't go home now.
I mac). (My) younger sisters.
S netTie,30 My younger sisters can't go home now.
a [younger sisters]
2 mo dz) [gentlemen]
3 Btodetc ecs.)6 (An chi.(num) [the son]
4 stRID cialn a [the daughter]
187
4 General Conversation-_ SHOIkLA Dialogue VII: Summary
5 (_ime am [the postmaster]
6nzeizd 8totInG530 401 eco4c5(Jet) at
Transformation Drill
Model: I 6030 8003e et?). He can read. Sinhala.
S&na Bocze (.5 em ed 4.Can he read Sinhala?
De 4? tc.330name giciai'm rNia0 txce cD24* He can read Sinhala. Can he read Sinhala? 2 ED ad &me oem s3 ao 6emd cet gee q? I can go by bus. Can I go by bus? 3 amdmza e4ec mcomddm am/3115)03a e4ac mtsamcidn seeg? The gentleman can speak Can the gentleman speak Tamil? Tamil. 4 qoD em0 cadetr 36R. cro0 em4d oem oee q? We can go home. Can we go home? 5 CG deep amegemnmen Cendebla Come WCOMMes They can learn Sinhala. Can they learn Sinhala?
6 amettozeo aziD addsmail. atagt5z6zeD Dza modm sed 4? The gentlemen can work. Can the gentlemen work?
G. Transformation Drill
Model: I Btoetn030 48c nonznoti'm The gentleman can't speak az Tamil.
S amdmcia p ecBenminth5175) Can't the gentleman speak az3 Tamil?
1 amdoc50 e4Be mmIncien adz. amdmmaa eqacnmn6t5I'maz3 The gentleman can't speak Can't the gentleman speak Tamil? Tamil. 2 eaneenfoz00cadet az. aD mdemrdzea odm 43 4. I can't go to the office. Can't l go to the office.
3 tosa g niamign adz. &130 g_Qz nummdem az3 ? He can't speak English. Can't he speak English?
188 General Conversation Dialogue VII: Summary
4 6030 emmD Dzt mdalm az. &maetoaD mdes 43 q? He can't work well. Can't he work well?
5 aova gDqp0 caltD az. acliD Saqpo .lem 43 q? He can't go on vacation. Can't he go on vacation?
6 8D eam emo,acdm az. aD Dan eac-33@ebis43 ? I can't look up words. Can't I look up words?
H. Substitution Drill
Model: I ec, mdii I can't study Sinhala because Bone gammen there's no time.
s eZe3 C337 I can't study Sinhala because Bone g there's no time.
I .3553255 There are no books.
S ette 25)traEt13.)ao I can't study Sinhala because L7 ,?3gecom(3 e25)az. there are no books.
0 Eime geannogn Isar st). [There are no books.]
2 Gale mzei fits3, c5t06c3 filed nz) . [The teacher doesn't come.]
Ve)(503 a- maim az.0326EDOG [There is no teacher.]
4cs26E06ecie mzEi Ect, ma m az.(gdeurrGdamtincxcloA [The schoolmaster didn't come.]
e_ e amencl,VAnig gm, BD Eione gemmmdm az todmaio 2545015,6e3251 mz). [The gentleman won't talk to me.]
6&mbinG33 &E) nacmcinTed vjg BO aome gemnmdn az
I Transformation Drill
Model: I a* dropt5 t250 m gth He can speak Sinhala because he c nmainddm seg. comes to class.
S ?)03 6eee He can't speak Sinhala because szg mr5v- he doesn't come to class. ndes
189 General Conversation Dialogue VII!_ Sumary_
1 6653ee3e36m0673) tome rDG53 zslen5 625-Tee mzEisits,,ESC mnanden s3g. He can speak 15151315)6A) He can't speak Sinhala Sinhala because he comes to because he doesn't come to class. class. 2603 Gt3 RGOM5075) M53,BotO( 603 GMC0D gGCO7Mgee nza &MC aciDensen. He can read Sin- gcee* az.He can't read Sinhala be- hala because he studies well. cause he doesn't study well.
3 03 coL5xleE 5E8 roam =53, zDO1C075)3en tire atiTh 1103,C:1061e ome gemnmen seg. He can gGmmmen i2,z.He can't learn Sinhala learn Sinhala because he works because he doesn't work in Sri Lanka. in Sri Lanka. 4 VtDdris rD75) 8-3t53, quacmcir ei6zD6c33 zTee mzEi situ, qt3D crEi6z Qemsmen seg. We can lzarn -.0mnmeT, az. We can't learn the let- the letters because the teach- ters because the teacher isn't com- er is coming. ing. 5859715k.33 Gnea DEa n-)6a-)FrJ3, BD awits-103 et5beE! DEB/5)6D-Tee nia 33 6o20z5M351615TZ3)90Dg. Because OD 6c330 namn6ziTin Via. Because the the gentleman works in Colombo,gentleman doesn't work in Colombo, I can talk to him. I can't talk to him. 6 as B36zeeeig75) Et33, Ga3n3 836zDeczgee niasass, erea3z5nDD deb")wag.I can go to Amer- Oft az. I can't go to America ica because I received a because I didn't receive a transfer. transfer.
190 0 General Conversation S H
7
FISHERMEN ON THE BEACH
191 General Conversation Cycle 59
CYCLE -59 IN WHAT LANGUAGE IS LANKADIPA PUBLISHED?
M-1
e SiOd ceme6 The Daily Newsis published goamece. in English.
drama ceme6 qen mmeee8cmece. Janata is published in Sinhales.
C° veme8 (70 mmeee Lankadipa is published in &wee. Sinhala.
tided s3 e5 cf&. _meee virakesari is published in eqaece. Tamil.
M-2 dm m3 odne8 In what language is Janata 6.83m ti3eeti published?
oziall a e ceme6 In what language is the Times crag cam i T Gan almeD of Ceylon published?
aeego cdme6 .t;@ mmeGe In what language is Silumina o&n o3eDe published? c-i Using the formulas given above, discuss the information given below under Newspapers Published in Sri Lanka.
A. ad) oeme6 ef mmeee e&315) am3eDe q.
B. comece)
192 General Conversation S A Cycle 59
DAILY NEWSPAPERS PUBLISHED IN SRI LANKA
Year Language Name of estab- of Average Newspaper lisped Publication Circulation Publishers
(i) Morning daily
Dinamina 1909 Sinhala 104,305 The Associated Newspapers of Ceylon Limited.
Lankadipa 1947 Sinhala 33,751 The Time of Ceylon Limited.
Virakesari 1930 Tamil 17,584 The Express News- papers (Ceylon) Limited. Thinakaran1932 Tamil 17,261 The Associated Newspapers of Ceylon Limited.
Ceylon 1918 English 54,752 The Associated Daily News Newspapers of Ceylon Limited.
Daily 1961- English 15,995 The Times of Ceylon Mirror Limited.
(ii) Evening daily
Janatha 1953 Sinhala 11,703 The Associated Newspapers of Ceylon Limited.
Mithran 1966 Tamil 9,665 The Express News- papers (Ceylon) Limited
Ceylon 1834 English 5,757 The Associated Observer Newspapers of Ceylon Limited
Source: Sri La, ka Yearbook, 1975.
193
2 General Conversation a Cycle 59
THE NEWSPAPERS IN SRI LANKA
The following text material should be drilled in class and finally memorized by the students.
eetzee mac onim6 0- They publish a large num ber of newspapers in Sri Lanka. All of the papers are published in Colombo.
6 cmd eong mze ricinva Nevertheless, they have news cr260@ Ca3ed aGmlEh from every area of Sri Lanka. Some of the papers are ti8m6 cdnd (Ten =gee amece. published in Sinhales.
ciatiode e Gee-e. Some are published in Tamil.
ciamde cf@g 6) gees' goe e. Some are published in English.
rr
194 General Conversation SINHAIA Cycle 59
NOTES ON STRUCTURE: to ... 'each and every'; @den8 'all'; nme , 'many, a large number'; 'nevertheless'; instrumental forms.
1. toze means 'every'. It occurs in construction witha following nominal plus the emphasizing particle 8and takes on the meaning 'each and every.' Thus,mtala , 'every day, each and every day'; Commonly, the_nouns which occur in thisconstruction are indefinites. Thus (30Enoe mta oemna , of each and every area of Sri Lanka.'
2. 85%648 , 'all', is a pronoun which may substitute forboth animate and inanimate nouns. It also occurs in quantity phrases where it may precede or follow thenoun.
3. N'151 is a quantity word which means 'many,a large n Its antonym is , 'a littler a few.'
is yet another expression whichmeans 'nevertheless.'
ame8e , 'in...- language', which occurs in Cycle 59, M-2 is an instrumental form asare the emphasized words in M-1. See Sinhala Structures, section 1.34 fora discussion of the instrumental case.
MBULUGALA VIHARE
195 General Conversation Cycle 60
CYCLE 60
SIR, WHAT PAPERS DID YOU READ THIS WEEK?
M-1
aa nea CitI3MG6 gEb. I read the New York Times.
88 4 odve5 I read Dawasa.
_a oaed al EiGehlodme I read the Times of Ceylon.
aa com,4o vdve615)Gc3eD3. I read Lankadipa. M-2
3 Og 9a3Ge odnd Sir, did you read the papers q. this week?
8codzocia iiiecAeg ealm Sir, what papers did you read? C-1 Using the formulas given above, studentsshould discuss the news- papers they have read recently.
A. (8mgmc3 eg GEbed odnaSec0
B. @@ cottio Secal,.)
NOTE ON STRUCTURE: the past tense of DInD, , 'read'. The past tense form of 00nD2 ,'read', is Eea General Conversation 61
CYCLE 61
WHAT HAS BEEN THE LATEST NEWS INTHE PAPERS? M-1
6N) mdDc mzmcr3 600 There was news about the economic situation.
'73 There was news about a theft.
eo.m.8. mz q 60 ng7)13. There was news about the C.T.B.
(Ceylon Transport Board) . -6n E men-364 There was news about thework the government is doing.
About Sri Lanka. About the university.
About the rugger team.
maiis68 8E@ own About the agricultural work. bend8e What has been the latestnews the papers?
C- G")Z79) What has been the latestnews in ocZe832D the papers about Sri Lanka? C-1
Using. the formulas given above,students should review the main news topics of the week. Necessary additional vocabulary should be supplied by the instructor.
A. a ( c GU) VII Macaeon epodB 460;D ab B.(q3 a615) at@ awn 136Z
197 General Conversation S ALA O -cle 61
NOTES ON STRUCTURE: the present verbal adjective; superlatives; the past of filci2n0: 'be'; q:c:543 , 'news'; 0115) , 'about'.
1. Further examples of the present verbaladjective (Sinhala Structures, section 2.3) appear above. They include; The news hRina in the papers. odt568c i cj cp(500. 436 The work the government is doing.
2. Adjectives may be given a superlative meaningwith the 'new'; qzga addition of the emphasizing particlea . Hence qcoi, 'newest, most recent.'
3. The past ofElecm81,'be', is . It is an irregular form.
4. 1264Z means 'news, tidings.' It is a plural form. It often figures as a conversation opener insuch expressions as qe 43(50 eanDDI , 'What's new?'
'about, concerning', is a postpoition which follows 5. 010) , nouns in the direct case.
AMBULUGALA VIHARE, INTERIOR 198
2 General Conversation S C cle 62
THE DAILY ROUTINE
CYCLE 62 WHAT DO YOU DO IN THE MORNING?
M -1
aB pzi) I get up.
aa 25)33)a3. I bathe. as qt-g@ oo5Jema3. I put on my clothes.
as is)zat5)3)3. I eat breakfast.
dOcried, 88 eo geonmenD3. After that, I study Sinhala.
(30udGd as GCS) e cmiDo. After that, I leave the house. aBmeGm361M *36 n 6c8ma". I drive the car to the office.
asdoneneacoovb3. I go to Sinhala class.
cDodGdasneel5edteg 6z@ After that, I work in the office.
lima). mbece toF6 ziD noes Usually, there is urgent work to do.
t38-6 4DdOc, 88 ddn800 on,Eb. On some days I go to a meeting. M-2
8 CG MdeGe e83 Sir, what do you do in the morning?
eM02 03a35)75GOe Madam, what do you usually do in GE37 q? the morning?
8toenc33, erca tncietn noblen Sir, please tell us what you do e833)a) goe3. in the morning. C-1
Each student should give an account of his morning routine, using the formulas given above. If the necessary Sinhala does not appear here, students should ask the instructor for it.
199 General Conversation SINHALA Cycle 62 c-i
A. me3
B. 88
NOTES ON STRUCTURE: basic present forms. The verbs which appear in M-1 are the familiar basic present forms. Some of them are new words. This cycle provides an opportunity for students to expand their working vocabulary of verbs considerably. The Sinhala for shave, turn on the radio, turn off the alarm, listen to the radio are additionalexamples which could easily come up in connection with this cycle. Students should begin keeping a list of the verbs which they learn in this manner since it will be necessary shortly (see Cvcle.63) toadd additional information about them, namely their past and participle forms.
NOTES ON STRUCTURE:, CYCLE 63: A 'when' form of the verb;
OdGon3 , 'before' and cocci 'after', with preceding verb forms.
1. In Cycle 63, M-2 opposite, a 'when' form of the verb appears. It is made up of the present verbal adjective form (see Sinhala Structures, section 2.3), plus G030 , 'when'. This form is diacussed,in Sinhala Structures, section 2.9. It is used only if the action in the 'When' clause is simultaneous with that of the main clause. These matters are drawn out in greater detail in section 2.9.
2. gdemetp, 'before', and vdsd, 'after', occur in construction with dependent verb forms to give the meaning 'before doing something' and 'after doing something.' See the examples in M-1 and M-3 opposite. The former occurs with preceding infini- tives. The latter occurs with past forms in the dative case. Students should begin reviewing past forms in Sinhala Structures, section 2.4 at this time.
200 General Conversation Cycle 63
CYCLE 63 DO YOU STUDY SINHALA BEFORE YOU EAT BREAKFAST, OR AFTER?
M-1
CG 4 Mza study Sinhala before 1 eat IWOMMeM breakfast.
roz6 nza3 _, 88 odmd read the papers of ter I eat inaan15. breakfast,
mtED odGd, CG4 Izz I eat breaast after I bathe. M-2 I study Sinhala when I am eating breakfast.
aa 51225)G- sing when I am bathing. 88 nee& Li_ 1 listen to the radio when I am eMea6 tfto trm- driving the car to the office.
M-3
8eDdr903 odrod Soaeoe ce4 Sir, do you read the papers before maimgdGIndea q, 1215a od you eat breakfast, or after?
Madam, do you study Sinhala before you go to the office, or after?
C-1 In the preceding cycle students have already described the events of the morning. Now, using the formulas given above, students should ask questions about the sequence of events.
A. ( &VIM= sec' 6) a/needzo3 QdGinde3 mg)3D odets c?)
G4
201 General Conversation SINHALA Cycle 64
THE DAILY ROUTINE
CYCLE 64 AT WHAT TIME DO YOU EAT BREAKFAST?
m-1
as e 5) z =lee na00. I eat breakfast at nine.
ea napeee I get up at six.
as eeee co m8360. come to class at 8:30.
as Am eml-A7eee mnD @n6. I wash my face about 7.
M-2
amdn- 0e830a 6e0e 9 What time do you come to class, sir?
amencm nzaN1 ac-0 What time do you get up, sir?
aMetkm ;Ese!, 8 neee goD At what time do you eat breakfast, sir? C-1 Using the above formulas, discuss the morning's activities.
A. (8mem- C z8 neee go0
B. q00)
202 2 General Conversation U AL Cycle
THE DAILY ROUTINE - I
CYCLE 65
WHEN DID YOU GET UP TODAY?
101-1
a got up about six.
88 mo m8:60 I got up at 6:30.
8 m8o08 mma got up at exactly seven. 88 400 *)6 mgM. I got up about 8.
GdP1 Ica e_nd nrgi3D3. John got up about 6.
eg6 Bezdt5)03 timada vz That gentleman got up at 5:30. M-2
oa c? What time did (you) get up?
Be0/55t51:- eG3' nzginen What time did you get up yesterday, sir?
C I
Using the formulas given above, studentsshould construct con- versations of the type given below.
A. (m?:ft53 oecSnJnensop B.( nnd m
203 General Conversation SSA Cycle
THE DAILY ROUTINE CYCLE 66
IT SEEMS THAT HE EATS BREAKFAST AT 8:00.
q00 3. It seems that he eats breakfast at 8:00.
fc13 151z 15)LG Mr5)D It seems that he ate breakfast today at 7:00.
4 -a neGe It seems that he usually eats mm m83 breakfast at 7:30.
M -2
aco nzE60570n3 Yes. I know what time she gets JE enEb, up.
n! 8mdmc,5c0 nzEciOnTee No. I don't know what time the as 4e05 ml. gentleman gets up.
No. I don't know what time he usually eats breakfast.
M- 3 Do you know what time the gentleman eats breakfast?
emln Do you know what time the lady miFineez51 gets up?
C-. 1 Students should use the formulas which appearin this cycle to construct conversations of the typegiven below. SAMPLE CONVERSATION
A. @memo) 467m53 e Do you know what time Mr. Jones -a0M23G051 etc usually eats breakfast? 00 eacp? B. i. as mz. No I don't know,
204 .2? General Conversa
B. m Should I ask him? or
@8 tc.33 ce mdblg. I'll ask him, if you like.
A. aE. rpc.33 qmem. Yes. Please ask him.
B. ecIait3 atagt5)C.33 c3B3n Mr. Jones, what time do you vzBneee ca O usually eat breakfast?
C. t 826)7.: I usually eat breakfast at 7:00. mma. B. eiol It seems that hr, eats at 7:10.
NOTE ON STRUCTURE: 'it seems.'
The particle-3 means 'it seems', 'evidently','apparently.' . A discussion appears in Sinhales Structures, section 2.16.
I
CLOCK TOWER, KANDY
205 ralConvesat ion S
THE DAILY ROUTINE
CYCLE 67
AFTER YOU GOT UP THIS MORNING, WHAT DID YOU DO?
Having gotten up, I bathed.
8t 3 Having gotten up, I brushed my teeth.
Having gotten up,I got dressed. me3, 4e I got up, bathed, brushed my tcnnim. teeth ani got dressed. eta Having gotten dressed, I ate break- fast.
M-2
nimae) Madam, after you got up this endze morning, what did you do? Sir, after you got up this atenc.131 morning, what did you do? s83n03 en
8mtInc33, Robin Madam, tell us what you did this morning. 641 GB275) e25)6ze
C-1 Using the vocabulary andthe formulas given above, students should give descriptionsof their early morning activities.
A.( 8tOtincJ3 0- e83n-03 ezneSEG?)
B. (vz0c3
206 General Conversation
THE DAILY ROUTINE
CYCLE 68
WHAT DID YOU EAT FOR BREAKFAST?
I ate eggs.
ne I ate two boiled eggs.
I boiled two eggs and ate them.
GLIE5) Get I ate two slices of bacon. Gmet5))3. I ate two sausages. rne8g3 I ate rice and chicken. ez5118 enkincie I drank a cup of milk coffee.
C7, nz G What did you eat for breakfast?
zaDG What did you eat for lunch?
UGCG 75:D3 r5) z What did you eat for supper yesterday? C-1
Each student should be given an opportunity to describe what he ate on the preceding day. Necessary vocabulary should be elicited from the instructor.
A. (_ nzao) G zen B. aa ( emd)
NOTES ON STRUCTURE: past forms; the S form.
1. One new past form appears above: n a3 the past of elziO3, 'drink.'
2. ngOs is the participial adjective or s form of mgabli. 'boil.' See Sjnhala Structures, section 2.7 for a discussion of this form.
207 General Conversation
WOODWORKING General Conversation Cycle 69
THE DAILY ROUTINE
CYCLE 69
AFTER YOU ATE BREAKFAST, WHAT DID YOU DO?
14-1
a 258o eF)nmd After I ate breakfast, I studied gsmnm Sinhala till 9.
as ce f51g)' qt m3 After I ate b --k-aste I made the bed.
mz8 44e1 0- After I ate breakfast, I wrote a letter.
ea m28me] ORM After I ate breakfast, I went to class.
ne4' nzane) ecsl cr3c5t3 6zD3 After I ate breakfast, straightened up the house.
aa nta me) 75)tuz After I ate breakfast, I in3TenIc500 Ccioi went to the post office.
M-2
CG Gv6LGE Gan- After you ate breakfast, what did you do? C-1
A. ziz st5)64e0 eanD3
B. ( VeinciD 55-:
NOTE ON STRUCTURE: the past tense and the past participle. Students should take this opportunity to review Sinhala Structures, section 2.4 on the past tense and section 2.6 on the participle.
209 General Conversation Cycle 70
PREPARING COCONUT
210 General Conversation Cycle 70
THE DAILY ROUTINE
CYCLE 70
WHO USUALLY MAKES BREAKFAST?
M- 1
caD315)13ecie, nze I usually make breakfast (for no4313-)em. myself).
tne2m23e05T, I usually prepare breakfast (for
mdmeme3. myself) .
n3&3mnece I usually cookbreakfast (for mena). myself).
25qa3CD03 (WC]nm7Do. After I get up, I cook and eat breakfast (for myself).
M-2
Za CD C3 Z5) k John makes breakfast (for others).
G8 zs')D3 Mary cooks breakfast (for tithe
ars:le/no: Inz czt.T_ G4nEb. The gentleman prepares food (for others) .
I cook and eat breakfast.
nze enTm eneme mz. There is no one to prepare break- fast (for others).
They prepare their own food.
M-4
Who makes breakfast,
D -8? lunch?
dinner?
211 General Conversation Cycle 70
M-4 re MCC, Is there a person to prepare food (for others)?
atOZ57*03t53B P SEC Do you make your own breakfast, sir?
C-1 Using the formulas given above, students should construct con- versations according to the following model.
A. (c?,.! re N1(7,c1 )iee )
B. Ge3 nza to4e3acnEt.)
NOTES ON STRUCTURE: reflexive pronoun; complex verbs; 'no'.
1. The reflexive pronoun nee ,'oneself, himself, themselves', (See Sinhala Structures, section 3.27) appears here in its gen- tive form. Examples:
&13 maeGe moms Z3 He does his own work.
13e3mWee ate mdmeffb. They do their own work. Sometimes this pronoun appears in a reduplicated form and takes on the special meaning 'each, his own,each their own.'
maeee re ezdiii They each prepare their own food, i.e., they do it separately rather than collectively.
2. A number of complex verbs withGb-)a3 'give', and mene3 ,'take, get', appear in this lesson. Those withGh1D3take on the meaning 'to do something for someone else', and those with cm5Tz5 take on the meaning 'to do something for oneself.' Examples:
BB 8 aeti)3(3)/15)_) I make milk rice (for myself).
E8 ad m43ee!45)03. I make milk rice (for others). or optionally as /33 ae coe3 z)e3. This pattern involves a limited number of high-frequencyverbs. Some other verbs show only a partial set, oftenwith semantically specialized meanings. For example: 212 2 General Conversation SDBIALLA Cycle 70
en)) see, look at (330Th-T75)&3 look of e care for put, place 023)79Tn-D3 put on (as with clothes)
say E51c.:13enDI inform, explain
B8 , 'nod not any', appears-in the phrase 38 Gnene nz, 'no person.' It appears before singular indefinite forms of the noun. Examples:
56GThIGne vz. No one has come.
&533 Dzn1 e 6zen nz. They did no work. It occurs in sentences with negated verbs.
t-
UPCOUNTRY PADDY TERRACES
213 General Conversation A Cycle 71
CYCLE 71
HOW-DO YOU LIKE TO DRINK YOUR TEA?
nic
STREET VENDOR MAKING TEA
M -1
G.365't5)n-)zBaa Having put sugar, I like to drink it.
sl c2c3,GC 3en nzago. I like to drink it with milk. aFa 33 On-q3 c3)., I like to drink it with sugar and a little milk.
L57 mizen-7 3 G (j)3 751N Z I like to drink it with a teaspoon of sugar.
8Fee enrz-) I like to drink it with two soaRa. teaspoons of sugar.
214 General Conversation SMALA Cycle 71
M-
enhm 8nd 5)03 How do you like to drink your tea, enem madam?
813) GEO@ How do you like to drink your tea, sir?
Ga3Z)e3 ea, What do you drink, tea or coffee? enhl
C -1 Using the formulas given above, students should ask and answer questions as follows:
A. ( tsT ei3d) ememoe B. ( tle, ea05h7 5)Eat5)0.
ADDITIONAL USEFUL WORDS AND PHRASES = plural form
Ga. the cup
zdg the spoon 3 Ci the saucer the plain tea
ininD the milk tea (without sugar)
enle3 mqc0_ G. Make me a coffee, will you. ed atimep edn ea. Make me a tea, will you. om0 ee 660 mqc3 ezim ea. Make me a plain tea, will you.
8S nve cts aneGe25) Gal. Give me a coffee without any sugar, will you.
215 General Conversation S. Cycle 71
NOTES ON STRUCTURE: mz8Eia 'like'; the participle.
1. nzaar3 means 'like' and occurs with dependentnouns in the dative case and with dependent infinitives. It is discussed in Sinhala Structures, section 2.14.1.
2. 3(!, is the participle form of c?nO, , 'put', and is one of a number of participle forms which have now appeared. Students should now review SinhalaStructures, section 6on the participle.
UPCOUNTRY TEA ESTATE WITH FACTORY IN DISTANCE
216 General Conversation SINHALA
DIRECTIONS FOR PREPARING TEA
Below, there are sets of drills which are preliminary to three texts on how to prepare tea. The drills should be practiced chorally and individually until students know the meanings of the sentences and are able to repeat them without significant hesitation.
Pouring
Pour the water.
Pour the coffee.
Pour the oil.
Pour the kerosine. Pour the coconut oil.
Pour the cold water.
Pour the boiling water.
2. --yE0 Stirring ft) eitdo gm. Stirit once.
G esz6cse i z en. Stir it twice.
tize565151 tozabziz). Stir it three times. e4n2aT oi6c.se Stir it two or three times.
ezzla Stir it well. ecid ovicse toAnzb). Stir it again.
217
2R. General Conversation SMINLA
4. Wait
d 906 gen. Wait a minute or so.
egg % and 0- 6 gen. Wait two minutes or so.
ageti mod nod gen. Wait five minutes or so.
N,eti co gen. Wait several minutes.
5. ( After that..
eufe0c3e C. After that, get a pot.
dO tided edneod men. After that, get a kettle.
tied GAT eu6n c e men. After that, get a tea strainer.
tided tote4d men. After that, get a spoon.
ded eadocid men. After that, get a cup. uded'dunemen. After that, get a plate. dO rued eulg e4nd men. After that, get two pots.
uded imd e4ne mem. After that, get two kettles.
-ded egad en. After that, get two spoons.
dO nded 1 e4ve men. After that, get two teaspoons.
coo men. After that, get a glass.
6. Adding the milk
Put in a little milk.
put in a little sugar.
218 General Conversation SMINLA
Put in loose tea. Drink a little tea.
3 come eac&v. Drink a little milk.
7.
2s)- 25Sn). Having strained (it) put in a little milk.
tamq3e3 62 Having put sugar, strain.
eargOotsT cr6d, Having gotten a pot, wait a little.
ils`E q3 c,3, ea3e25). Having put sugar, having put milk, drink (it). Having gotten a spoon, put in sugar.
NOTE TO THE STUDENT AND THE INSTRUCTOR
On the following pages there are three texts describing how to prepare tea. Using the same vocabulary, the information is essentially repeated three times in slightly different ways. This material should be handled in the following way. First the in- structor should read an entire text aloud. Then the students should repeat the sentences after the instructor. Students should make sure that they understand the meanings of the sentences. When the entire text has been practiced in this manner, students should close their books. Then the teacher should read the entire text once again. When the material in all the texts has been reviewed in this manner, the instructor should close his or her book and describe the process of making tea. Each student should then be asked to repeat the instructions.
219 General Conversation
PROCESSING TEA
220 General Conversation
TEXT HOW TO MAKE TEA -3.
VERSION 1
Having put cold water in the kettle,
dm. Keep it on the hearth. DIV cqdneavO, When the water isboiling, earMod mem. Get a pot. eoregoe 16e, Having gotten a pot.
dG13)76pen. Put in tea leaves. ed ems t00%e 3(!) Having put in a teaspoon of tea leaves, am Stir it once. anett end Ond gen. Wait two minutes or so.
CO tided ee eo6g- After that, strain the tea.
8R3 eabem. Put in milk and sugar and drink.
221 General Conversation ---SZTHALA
PROCESSING TEA
222 0,4 General Conversation
TEXT HOW TO MAKE TEA - 2
Geoco0qzdarld p, Having put cold water in the kettle,
61015325) Keep it on the hearth.
GeiZI3 O cv525)G15)3O, When the water is boiling well, ed. erAncieanTn. Get a teapot.
Gal ene Grzaiqzsi Put a teaspoon of tea leaves in the pot.
CttomDeid ezedo Having poured in two cups of boiling water,
Having stirred it once with a teaspoon,
Wait two minutes or so.
(110 tided ed Be eude3, After that, having strained it with a tea strainer, Put in sugar and drink.
If you like milk tea,
put little milk.
223
1 General Conversation
TEXT HOW TO MAKE TEA -
Put cold water the kettle.
e3 goem. Keep it on the hearth.
aocp, Having kept it on the hearth,
aq6cVmena0 When the water is boiling
d er 0od mem. Get a teapot. ed eao6 edtpeed ed e 45 Having put a teaspoon of tea Ci3C3 leaves in the teapot,
ctkom ato 6 Pour in two cups of boiling water.
Having stirred it once, Wait a little.
rT eri6 cpc), e Strain the tea, put in sugar and drink.
NOTE TO THE STUDENT AND TO THE INSTRUCTOR: OPTIONAL WORK The skills which have been developed in the preceding exercise should be transferable to understanding other simple descriptions on similar topics. For example, preparing rice, making hakuru from kitul syrup or making curd. -Directions for preparing -Other foods such as milk rice or poi sambol are also possible topics but involve more steps and more ingredients. If the students and the instructor wish to pursue this type of exercise with a new topic, they should do so in the following way. First they should decide on the food or dish to be discussed, and then the instructor should supply the class with a list of necessary in- gredients. Then, slowly and succinctly, the instructor should describe how to make the dish. Students should find out the mean- ings of the words they do not know. Then the instructor should give the description several more. times. When all students feel that they can easily comprehend what the instructor is saying, one student should try to repeat the directions to the rest of the class. Then another student should try, and so on.
224 2.1 General Conversation Cycle 72
THE DAILY ROUTINE
CYCLE 72 HAVE YOU RECEIVED ANY LETTERS RECENTLY?
Gae I received a letter from the Sri Lanka Broadcasting Corporation.
80 I received a telegram from my younger brother.
z5T I received a parcel from Customs.
Received a registered letter from the People's Bank.
ecniT Received a letter from the Ceylon Electricity Board.
Received letters from friends.
M.-2
tocaecma Received letters from nand and mother.
qge3emaci aa3 do Received a letter from my C 2n20 mother and father. M-3
This week.
Gg This month.
Today.
Yesterday.
Last week,
.G811 Cdre From whom did you receivea letter?
225 General Conversation SMULA Cycle 72
THE DAILY ROUTINE
M-3 (contnued) Did you receive a letter?
Did you receive letters? Have you received any letters recently, sir? C-1 Students should ask each other questions using the formulas given above.
((M) ao e
B. (6)065eme) cc
NOTES ON STRUCTURE: 'receive'; instrumental forms.
1. czeam0; 'receive', occurs in its participial form in this lesson ( 1 cp ) and in its past form, ( c&3 ) . It takes an actor in the dative case. Another, less Loral verb meaning receive is caa eamD, . Its past form is Examples:
OD one ezgTh3. I received two letters.
80 ase etoe coga) cm).
2. With 'receive', the person, institution, etc. from whom the item has been received is in the instrumental case. In this instance, the instrumental translates as 'from such and such a person or institution.'
226 S
THE DAILY ROUTINE
CYCLE 73
WHAT DO YOU DO WHEN YOU HAVEFINISHED WORK?
as era G C3) When I have finished (my)work, I go home.
et; ft_ I usually make acup of tea and read the evening papers.
Now and then I go toa party.
Some days I go tosee a movie.
Last night I went out andate supper at the Galle Face Hotel. Other days I just sit around till I get sleepy.
tided aa d tit pmem Then I eat supper andgo to bed. cm03.
M-2
atotInsa 0t0 When you have finished (your)work. erg 83 rs sir, what do you usually do? ea25)3aMe*c..13aza What do you do whenyou have finished e83nD *den!? (your) work, madam?
C-1
Students should take this opportunityto discuss how they usually spend the evening and how they havespent recent evenings. Additional necessary vocabularyshould be elicited from the instructor.
A. (amdhoa) t rib moom81 e8)503 c mdded?
B. (00)46 Ona3).
227 General Conversation S
compound verbs NOTES ON STRUCTURE: The ma form of the verb; 'just, for no particularpurpose. with GEJThE 'become'; &Fp , verb is one of the'when' forms. It is 1. The va form of the discussed in SinhalaStructures, section 2.91. 'become sleepy', is oneof a large numberof 2. _.20 eDm5 For compound verbs withadjectives plus ciam5 'become.' example:
mdm Th become angry, get angry
amen eans3 get tired
coo ealop) get scared,frightened in Sinhala Structures, Further discussion ofcompound verbs appears section 2.17.1. means 'just' or'for no_particular purpose. 3. The word me a it becomesEnga When followed by theemphasizing particle Examples: They are just being,i.e., just 030,,,3 in get-a. hanging around withoutdoing anything. He just died, i.e.,from no partic- ular illness or cause.
228 General Conversation S Cycle 74
THE DAILY ROUTINE
CYCLE 74
THERE IS A GOOD MOVIE SHOWING AT THELIDO.
M-1
'deal 6ersietri3 gcsnt,ti There is a good movie showingat ememme3. the Lido.
trY fdg6250 i5icigez5T aaeaacjcp The film is called Maduvanthi.
mzmz6 E raw acic, W 6* 85d A film called Gehenu LualLay. is 6se embimme3. showing at the Ritz.
emde&3GeD38 eto3( 0. It is also very good, itseems. mem sof &51 nOg mice mme. The evening show begins at six. M-2
G25)DG3 eons ydgG emense? What Slnhala films are showing?
G25)3ae48c idtt,eugmeg? What Tamil films are showing?
ei5)33 go 4B fdg enemeg? What English films are showing? ened 4? Where?
ena Gad(? 6ersi? In what picture hall? se nog meee aco When do the shows begin?
mem soT 6n meg mese &JO When does the evening show begin? C-1
Students should use thenewspaper copy on the following page to construct conversations using the formulasgiven above. Students may also use copies of current Sinhalaor English papers to broaden the information available for theC-phase.
229 General Conversation WHALA C-cle
A
na3
A SCENE FROM GEHENU LAMAY, A POPULAR SINHALA FILM OF 1978.
230 General Conversation Cycle 74
MOVIE SCHEDULE
&iv" 1 2- 30, 6.00, 20 1:16 - 3.30, 6.30, 0.30 :eta 220, C.I5, 9m - con22 sae- IFecremtt ?SO, 6, 9.30 = ecoeoceas e weetcragralk fpm » 404ccKs 9.50,
231 General Conversation Cycle 74
THE DAILY ROUTINE CYCLE 75
HAVE YOU SEEN THAT MOVIE?
have seen it.
'John has already seen it.
He has seen it twice. eiz if5)e, EGO 25)01
I have not seen that movie.
John has still not seen it.
M-3 Have you seen that movie, sir- 8C0r5Ttolcn ? Have you gone to see it? f7E) 5)cem 751D,
C-1 Using the movie ads in a current newspaper, studentsshould discuss which films they have and have not seen.
A. ( at0e15)0316 gOn try MGCM03
B. (aa e: z15)e3 -). NOTES ON STRUCTURE: perfect forms; 'see'.
1. The ,_rb forms which appear above are perfect forms. See Sinhala Structures, section 2.6.
2. is another verb which means 'see'. It generally occurs only in its participialform ( Ene3 ) or in its past form (g516), ).
232 General Conversation SINHALA. Cycle 76
THE DAILY ROUTINE
CYCLE 76 LET'S GO SEE GEHENU LAMAY M-1 Ogo scan Let's go see a movie. a3 scam c Let's go see Gehenu Lamay.
en3q3. Good. Let's go. as ct5) tzn I've never seen it. M-2
C gnOcacm;73;.T Let's not go to that picture. BBCnw)e) I've seen it. saa qn3ac3_ Let's not see Gehenu Lamay. zn084ttpC2 John has already ieen it.
Should we go see Gehenu Lama e8n ggoncea 9 Should we see another picture?
atoenc.33 na: aeonei Have you ever seen it?
C-1 Using the formulas given above, students should make plans to actually see a picture together. NOTES ON STRUCTURE
1. Perfect forms in? ala Structures, section 2.6) continue to appear above.
2. The form, meaning 'let's do something', is a first person plural form with cro as the stated or implied subject. See Sinhala Structures, sec ion 2.11. The formula for its negative
is(36)3 participle form-1-9kg , 'let's be'. This construction literally means 'not having done something, let's be', i.e., let's not do it.' The participle form which appears in this construction is sometimes the full form as in enas A, 'let's not go', but in most cases it is a stem form of the parti- ciple which is not treated in any detail here. viz., enaae,3 llet's'not see.' 233 General Conversation Cycle 77
THE DAILY ROUTINE CYCLE 77 HOW DO YOU GET FROM HERE TO THERE?
w7,5=1% ErLLalialliBL.A.amsE. vars. _ L
Turn left.
Turn right.
Go straight.
234 General Conversation Cycle 77
M-2
Dn'iie E & mzc3c3 den. Turn left and go from there.
6nne m0e3 den. Turn right and go from here. M-3
The rest house is on the right. Dee cue5Dg oz3G The Queens Hotel is on the left side of the road. M-4
D3B,clikt0 nzsd When you come to the junction, turn right.
0 43 en. When you come to Bullers Road, turn left.
nzcze When you go up to the Post Office, cizese mcie there is a road on the right.
e&Oce0 4167 Go up to the hotel, turn left sn'deB den. and go straight. M-5
GatV5) gfe.1Gc Tell me the way from here to the dn mt0 & 1510 Galle Face Hotel. Gann gq) Osm Tell me the way from here to the B0 &Jen. Pettah.
smqd neenf How do you go from your house to dese en:IGNAB c? the office, sir? C-i
The instructor should describe how he or she goes from home to work. Then students should describe the route to each other. Next, students should describe how they go from their own homes to work, using the formulas given above.
C-2 Using the maps which are included below, students should practice asking for and giving directions between points of interest.
235 General Conversation Cycle 77
NOTES ON STRUCTURE: verb f
Giving and understanding directions is often thought of as an elementary language skill, but it a difficult task in any language because it requires close attention to detail on the part of both speaker and listener. In addition, the grammatical structures involved in giving and receiving accurate directions are numerous, as the Sinhales given above should suggest.
1. Verb forms which appear in this cycle.
a. The infinitive (command) form. See Sinhala Structures, section 2.5. Examples:
?n/sclen. Turn left.
tz 0 tl/G6en. Turn right. b. The present tense forms. See Sinhales Structures, section 2.2. Examples: k)6 rizeee mde ascnEb. There is a road on the right. cm-Tee issn3Gr_03B 4? How do you go, sir? c. The 'when' form. See Sinhala Structures, section 2 Example: When you come to the junction, toe'(.30 qa (462.0] -1z en. turn right.
The participle form. See Sinhala Structures, section 2.6
D80 mz3c,3 =Tn. Turn left and go. e. The present verbal adjective form. See Sinhales Structures, 2.3. In this cycle the verbal adjective form modifies the plural noun tort),'means', and takes on an idiomatic meaning. Examples:
Mtn Going means; the means, manner going, i.e., how (you) go.
m 80 &Jen. Tell me how (you) go. Similarly: mc,n rozn aD E(.5: Tell me how you make it, i.e., give me the instructions. Tell me how you cook milk rice.
236 General Conversation Cycle 77
D DUTCH CHURCH, GALLE
eerily Bridge
Sue Bastian
Genius Bastin
Clippenbeeg s Neptune Manion
fl _
n t &nein light New 5 10 CHAINS INITNNAMINFMT1 SCALE: GUIDE MAP TO GALLE FORT
237 General Conversation S A Cycle 77
MANAWELI REACH
BAHIRAWAKANDA
IRE ALADA Temple of the AM dr
SUDUHUMPOLA
KANDY GUIDE MAP
238
General Conversation
MONOLOGUE WHAT I DID YESTERDAY
Each student should be givenan opportunity to tell,
in some detail, what he did yesterday. Students who
do not know the vocabulary they needshould ask the instructor for it. Other students in the class should
be free to ask questions of the student who isgiving the monologue. When each student has finished telling
his story, a second student should be assignedto retell the story to the rest of the class.
On the following pages there are sample texts pertaining
to the daily routine. The two texts differ in their vocabulary but present a wide range of similar structures
which should by now be familiar to the student. These texts may be used as models for the monologues, and
otherwise as the class chooses.
240 Genera ion A.
THE DAILY ROUTINE
WHAT DID YOU DO TODAY?
TEXT I
50 um N)6. This morning 1 got up about five.
(SGT /5)3 eJ ate rice, drank some tea and 63c13 went to the field.
a83, This morning, my younger men vaemem. brother and 1 began to plow the upper fields.
Gann- We worked in the fields till D3. 10 and then drank some tea.
e8may hD3. We worked in the fields till noon.
GB 5A6O Sri emma At noon, my daughter brought rice to the field.
4B51t8 613C3 amen qZ3C:33. Having eaten, we rested. amln qz6C3, 6 eDvn Having rested, we plowed till four. mm60, cod& nitoee Lme3, At 4, we untied the buffaloes qms m-a0 r(53633. from the plow, and returned to the village. qBqa zDO We returned to the village, V3e75) (gC.1) and went to the tank to bathe.
3C, GCs)ci We bathed, we went home and ate dinner. cf tJ _511& geezareeD rsiEi Having eaten, we went to the GMeafi 65) cfzmtD3. school and listened to the radio.
gdencrece cOec--7, We came back from the school and went to bed.
241 General Conversation
THE DAILY ROUTINE
WHAT DID YOU DO TODAY?
TEXT II
Mn6. This morning I got up about seven.
nzc7)0ei, D13 I got up, bathed and ate breakfast..
c. a eanno mgA. ate eggs and bacon.
aa maocio 60). l ate and returned to my room.
z5)33do 83 cito 675) Having returned to my room, made 207re gc CUM /ft studied Sinhala for one and a half hours.
g o &kn. After studying went to class.
as mraGcs I was in class throughout the morning.
ecto as At 12, l went to the post aleml 0 office to bring my mail.
86 elPe3 received a letter from my mother.
as etolcacm posted a letter to my brother.
a0 ode d as After that, l ate lunch.
ts)z3 mc3, as Dem, Having eaten lunch, l went to my garden.
Having gone to my garden, watered the plants. I uprooted the grass.
tte3 i2camen Then, 1 went to look of the chickens. condO, coma mol Eigt5 At 4:00, l went to see a film acem about Sri Lanka.
242 General Conversation
THE DAILY ROUTINE
TEXT II (continued) asmoo d nz8 n3c3,co* eD:ntsal I ate dinner at 6, studied till ma@n6e,3, r;oc.38360 C92125) 6303. 7, and went to bed at 10:30,
UNDERSTANDING CONVERSATIONS BETWEEN SINHALA SPEAKERS
For the purpose of the present exercise, two speakers of Sinhala should be in the classroom.
The first instructor should describe what he did yesterday to the second instructor. The second instructor is free to respond by asking questions of the first. The instructors should speak rapidly and carry on the conversation, as nearly as possible, as if the students were not there. The instructors should assume that in this rapid first telling students will not be able to understand everything which is said. When the second instructor gets all the details, he should tell them slowly and carefully to the class. Students should find out the meanings of vocabulary items they do not know. The the second instructor should tell the story one or two more times. When all students have understood, one student should volunteer to tell the story to the rest of the class. Then a second student should try to tell the story faster and with fewer errors than the first student. A third student should try to improve on the second telling and so on.
243 General Conversation SteA Cycle 78
. iz
WHICH.PILE IS BIGGER, THIS ONE OR THAT ONE? 244 General Conversation SINHALA Cycle 78
CYCLE 78
HOW MUCH IS IT? WHICH IS CHEAPER?
M-1
b-T7 mzdne_im3. 75 a pound.
ne a eta ric nmmo. Rs. 26.50 a tin. 6nd tin 100 each.
eddz-Disi Rs. 1.75 a measure.
tvo torna Rs. 7.50 a packet.
63:15)C61,D )2 0721 a. Rs. 1.50 a pound.
eWnecid6 A rupee a bottle. M=2
cpaa. Pork is cheaper than chicken.
D8eaoa e. Green beans are more expensive than brinjals. 245 General Conversation Cycle
How much is a pound ofgreen beans? How much is a half pound of butte-?
How much is a quarter pound of coffee?
How much is salt?
How much are onions?
How much is rice flour?
How much is wheat flour? How much is pineapple?
How much is a gallon of kerosene? o How much is a gallon of gas?
Which is more expensive, gasor kerosene? Which is more expensive, rice flour or wheat flour?
e&3 25)D3 a,c-N 6i ad which is cheaper, pork or chicken? zgie ad titte Bgae eo cic5z Bd Is pork cheaper than chicken? C-1
Students should elicit the going prices ofmajor foodstuffs from the instructor. If the class is conducted in the UnitedStates, dollars should be substituted forrupees. If the class is con- ducted in Sri Lanka, the C-phase of thiscycle provides a good opportunity to visit shops which sell fruits,vegetables, spices and Sinhalese medicines. Many of the items sold in such shops will not be familiar to the learner. This is a chance to learn to identify them by shape, color and smelland perhaps to make a few purchases.
A. (-g- ) &
(e6-)3 cmm .NOTE ON STRUCTURE: the comparative. See Sinhala Structures, section 4.1. 246 General Conversation S Cycle 78
ADDITIONAL VOCABULARY: FOODSTUFFS
A list of some of the foodstuffs marketed in Sri Lanka appears below. Names of foodstuffs in Sinhala are generally plural forms. All forms below are plurals unless otherwise noted.
Vegetables (6 ea dam)
enem ash plantain 0 drumsticks ash pumpkin jakfruit
beans ladies' fingers
6 bitter gourd leeks breadfruit radish
brinjal snake gourd (eggplant) cabbage netn3e toatoe6 carrots
cucumber
2. Yams 60 ca bombay onions manioc
dehiala potatoes eto 7C .
SG 5 garlic red onions innala sweet potatoes
kiriala
247 General Conversation SSA Cyc
Cereals and pulses qg amu millet mineri mac Bengal gram rice
green gram thanahal
kurakkan wheat millet
maize
4. Fruits
apple pineapple
avocado GE)0 plantain
mango rambutan
orange rose apple papaya wood apple
5. Spices and condiments (t2Pg) cardamoms mustard
cinnamon m nutmeg
coriander pepper (black)
curry powder a3d pepper (red) ginger saffron (tumeric) lime 06 salt
Maldive Fa 3E33 vinegar fish
248 General Conversation SMALA Cycle 78
6. Meats,fish and eggs
mdead beef 60 r,5 mutton
mde _Gan beef liver cgdc Et3 pork
/Vad chicken Weed prawns
25,008T crab end seer fish Idnd eggs
7. Dairy products
3 buffalo milk cheese butter powdered milk cow milk 3 yoghurt for beverages, prepared beverages
arrack soda
beer tea leaves
coffee beans toddy
coffee powder 8 wine coffee powder ("imported")
9. Prepared foods
Sdemi'dte(NT- biscuit (cookie) eed jelly eatk pl.) 0-361 bread engir3 kakis ei,e,em ca (sing.) bread, loaf of g oil cakes aBd buns efg836z pickle d jam
249 General Conversation SSA Cycle
THE LAND AND THE PEOPLE: FARM AND HOME
CYCLE 79 WHAT DO YOU CALL THIS THING HERE?
M-1
C D m For that you say winnowing basket. erica Bogeg crz For that you say charpoy. enD notlee For that you say pestle.
M-2 earn gee'? What do you call this thing here?
-0 rs)4 Sceee? What do you call that thing over there.
Students should use the dwelling plans in the textbook to locate and name domestic articles.
A. eamm gee= 6ma e83 e'c gc -?
B. enD &oiled eg 6180 nce3.
NOTES ON STRUCTURE: verbal adjective and verbal noun; location words.
1- aeon 0m , 'the thing being or located', is a verbal noun derived from 730051D3 , 'be'. It is made up of the present verbal adjective plus6m . Discussion appears in Sinhala Structures, section 2.19.
2. eBmm , 'this place', and Em , 'that place', belong to a location set which is discussed in Sinhala Structures, section 3.24. General Conversation Cycle 79
KEY TO DWELLING PLAN AND AXONOMETRIC () = plural]
a. Architectural elementsand permanent fixtures.
(cd) stoop 2. enD ec half wall 3. window 4. broken rotary quern 5. gutter 6. corner post 7. post 8. 15) C3 cross beam; king post 9. top plate 10.c50 ac ridge pole 11.eiee c hip rafter 12. hearth 13. salt stand 14. saddle quern 15. saddle quern 16. stone to pound paddy 17. rotary quern 18. smoke shelf 19. storage shelf 20. lamp shelf 21. line 22. fence b. Baskets and mats large type of rush basket smaller type of rush basket large flat rush basket smaller flat rush basket type of storage basket woven bag mat winnowing basket c. Wood and wooden articles
1. citeRno cAT) box 2. no em&I em@) mortar 3. ammm Egdmd) pestle 4. eKlmm Wemd) pestle 5. aare olt) bench 6. iaec etn3 eei§) stool 7. Aed ( gn) table 8. (ate) bed, charpoy 9. lumber
251 General Conversation S Cycle79
d. Articles made from shells,gourds and leaves
1.gOd erred (e_ _ arecanut leaf 2. enga ( Glog) basket made from arecanut leaf 3. enee'd emed( wrapping leaf
4. e. GMgd(q(5Z) vessel made from gourd 5. end m50 (mg) half coconut shell 6. em ezqd ( spoon made from coconut shell 7. 680 H6q0 pot cradle
e. Unglazed earthenware
1. pot used for cooking vegetables 2. pot used for cooking rice 3. all purpose large pot 4. pot for separating stonesfrom rice
f. Metal articles
1. eog D small brass vessel 2. god betel tray 3. eca griddle 4. g(., pot used for cooking rice 5. vtad pot for separating stones from rice 6. nnemEld water vessel 7. edMed kettle 8. c3gD lamp 9. ed G teapot 10. en5N, box g. Foodstuffs and medicines 1. millet 2. co3e rice 3. maize 4. chillies 5. ecs) arecanuts 6. ova kitul honey 7. cerza mango seed 8. medicine h. Clothing
sarong shirt belt chintz cloth bra blouse cloth 252 Miscelleneous
1. aa hollow stick used as bellows 2. c.,6 firewood 3. as cup 4. etcbm plate 5. ne am tin can 6 GWITGe bottle 7. gfGdd am suitcase 8. ( gunny sack 9. umbrella 10. bag 11. box of matches 12. scissors 13. needle 14. thread 15. pillow
253 AXONOMETRIC 7 Mscomilka PLAN POP., wooDp-.6.kL General Conversation SINHALA Cycle 80
THE LAND ACID THE PEOPLE: FARM AND HOME CYCLE 80 WHAT IS IT MADE OF? M-1
dc1204e3 BecieGe The winnowing basket is madefrom cane.
GEIDO Boxes are made from wood. g 0 at0ace m4e, Secim60 (Rice pots are made from clay. M-2
/la toc,,, ede e 3 ? What are winnowing baskets madeof? g50e3 -d ada 4? What are (rice) pots made of? C-1
Students should continue discussing thedomestic articles in the dwelling plans.
A. (Do e(on) e eed0413
B. (t'0ecnn) Socieed (
NOTE ON STRUCTURE: review
If students find it necessary, they should review instrumental case forms and perfect forms of the verb in class or as home- work.
256 273 General Conversation SIN ALA Cycle 81
THE LAND AND THE PEOPLE: FARM _D HOME
CYCLE 81 WHAT DO YOU USE A WINNOWING BASKET FOR? m-1
en cvngn ncleeen Gmeem. It is used forwinnowing paddy. cm qdeneWen oJnn It is used forgrinding millet,
em cog coe !'. oon mdnEb. It is used forcooking rice.
Cm 8qd Saomen cbal It is used for storing water.
_
For sowing paddy we use a big basket ogee made from cane. You call that a sowing basket.
f)nti (r8 c.13n mc5ftd For storing paddy we use the biggest Ge3qa ae togs ec. baskets made from rush.
denciamd t3 qg Some people use rice bins for stor- ing paddy.
For keeping water those people use the water vessel. qdeme For grinding millet those people use nddGe tv:5 a rotary quern.
M- 3
ginciti3M6 61625TGeealnD What do you use the (rice) pot for? aece u2N1,1 mdeee en0 What do you use a winnowing basket for?
M-4
meat What do you use for plowing?
62615115e Wen -M ndeee What do you use for grinding millet? eaat9?
257 2 General Conversation
C-1
Students should ask and answer questions pertainingto household or farm articles using the formulas given above. A. mae75)) cnnFi n&-lee G36)
(633z-S5)) )no2c61)- n6730
aT
WHAT ARE THESE THINGS USED FOR?
258 General Conversation cle 82
THE LAND D THE PEOPLE: FARM AND HOME
CYCLE 82
WHAT ARE THE VARIOUS THINGS USED TO STOREPADDY?
Plows and tractors are used to plow fields.
m6emaa coiNM Buckets and water vessels are used to keep water.
nna Rice bins and baskets are used to store padcy.
Aluminum pots and earthenwaro pots are used to cook rice.
What are the various things used to store paddy? plow fields?
sew clothes? boil water?
bathe babies? brush teeth? cookrice? make tea?
cutpaddy? measure rice?
prepare a betel chew?
make milk rice?
2 59 General Conversation Cycle 82 S ALA
Using the formulas given above, discuss the tools used to carry out various household and farm tasks.
A. (ad ccen) M mos G75)8
B. (ad 03M roc t0E.
260 General Conversation C -cle 83
THE LAND AND THE PEOPLE: FARM AND HO E CYCLE 83
MAKING SUBSTITUTIONS M-1
cz3 q 7511 . If the rice is low.
If money, is s-- c-
if money is insufficient...
qty? ng.... If money is sufficient..
1Fe 3 nIzK57)Ng. If people like.. M-2
Some people eat rice instead of bread.
t3(5 ae et.7751a0 nn E):. Some people eat millet instead of rice.
ee ec ae eamaa gaq mmE, They eat maize instead of rice.
mc,0 cmcit civ-W They use Nakuru instead ofsugar. c6F) e-anDOt -Cs Instead of earthenware pots, they g t.53'n use aluminum ones. --..
euze enT75)/c5zg Instead of lamps, they use lanterns.
ae neee acid en fitc300 They eat rice once a day.
ae neee Br,30 ee c$zdoa. They eat ricetwice a day.
one ae They eat rice at leastonce a day.
coza3.8 N'53. They eat Maldive fishevery day.
261 General Conversation Cycle 83
4 Does everybody in Sri Lanka eat eoryaG rice? Does everybody eat Maldivefish?
M-5 meGe 00 If people don't eat rice, what meG,e? do they eat instead of it?
MR59 cemOlg If people don't use lanterns, cE)3 -v'DnDO Gem8 what do they use instead of them?
C-1 Students should use the formulas,vocabulary and general informa- tion presented in the M-phases toask questions of the instructor about differences in dietaryhabits and in the uses ofdomestic articles and agricultural tools.
A. conoe mnoize ae r171D3
B. nen:5 ae GantD --Eb.
262 General Conversa Cycle 84
THE LAND AND THE PEOPLE: FARM AND HOME CYCLE 84 MAKING OBSERVATIONS AND GETTING EXPLANATIONS
M-1
cgo0 e c Apparently some people have rice bins in their houses.
loo It seems that other people don't have rice bins.
Can you explain to me why some people have rice bins and other people don't?
n c n ndnEs4 Some people keep their rice in rice bins, it seems.
erFe qc.3 It seems that other people sell it to the government.
CiF)wd cpc. noe,se Can you explain to me why some ealv4, mice people keep the rice in bins and ea3n4, other people sell it to the government?
ci Some people sell the rice tcthe cooperative. Other people sell it to a mercha Nitgee Can you explain to me why some enenn20 people sell the rice to the coop- n 00a71 erative and other people sell it to a merchant?
263 General Conversation 11.41-1.ALA. Cycle B4
Some people pound rice by hand, seems. Some people take the rice to the mill, it seems.
qo ae enOeee ePn, Can you explain to me why some e-Fe qd ea 7oe cleGe people pound rice by hand and eFlnc7,, acne4en other people take it to the mill? NOTE TO THE STUDENT AFTER M-1 The vocabulary and information in M-1touch indirectly on matters of rural credit. Students who have an interest in thistopic may wish to explore otheraspects of it and elicit the necessary vocabulary from the instructor. Others may wish to confine them- selves to the vocabulary andinformation which has appeared in the preceding cycles. The purpose of this cycle is toillustrate one wav of posing questions which require the listener tomake certain inferences. First, the observations of the speaker arelaid out in as much detail as the situation requires. Then, the observations are reframed as a question.
264 General Conversation
CYCLE 85 WHERE IS RICE SOWN.
They sow rice in paddy lands. They cultivate rice in paddy lands.
add mcse3 They grow kurakkan millet and corn in lands called chenas. They also grow chillies, mustard and cowpeas in chenas.
They grow jak in kitchen gardens. They grow tea in the Upcountry on tea estates. M-2
CohM2A M 6 In the villages of Sri Lanka, where is rice sown? On what lands? GE23ci In what places? et3ncaiSzEireeq?
eisoc rie3dDe In what areas (of the country)? C-1
The instructor should draw a simple map of a village area showing the various cultivation areas. (The Survey Departmentalso has small-scale maps of villages which could be used for this purpose.) Then the instructor should describe where crops of various kinds are usually grown in village areas. When a few major crops have been described in this manner, students should refer to the list of foodstuffs on pages 247 and 248 and ask about the cultivation of other crops which interest them.
A. ecime0 mgDe evidad Daded enans
B. tedme Gaged' GdeDe.
265 General Conversation SMITIALA
a
PREPARING THE TERRACES
266 General Conversation
PADDY CULTIVATION PART A The material on the following pages is preliminary to a number of texts on the cultivation of paddy. These drills should be practised, individually and chorally, until students them- selves can repeat them correctly and without hesitation. The texts should be memorized. Look into a good day. Look into an auspicious day.
Look into a good, auspicious day.
Having looked into a good day,
Having looked into an auspicious day, cue Having looked into a good, auspicious day,
Send the water into the field.
ttc]cizac0 Send the water into the fields.
Send the water into the upper fields. Send the water into the lower fields.
3. ngq__ Eno acc3 Look into an auspicious day and tnen. send the water into the fields.
4. Fix up the bonds.
nc c 0 aen. Fix up the bands well.
267 General Conversation
PADDY CULTIVATION
5. a85Tn igt5o_s.6- Before sending
Dti6 aaen get36eDe3 Before sending the water
t16 tree gdm6 Before sending the water into the field. tren Before,sending the water into the fields.
c,am Before sending the water into the gdt.36 upper fields.
one, Before sending the water into the gc_Tode"6c lower fields.
ninze Cae Before looking into an auspicious day.
61-)n Before fixing up the bunds.
?go Ge_D3D Before fixing up the bunds well.
6. at7- Qe.e36G Before sending the-water into the field, fix up the bunds.
Before sending the water into the field, fix up the bunds well.
Before sending the water into the field, look into a good day.
Before sending the water into the field, look into an auspicious day.
Before sending the water into the _ 6 aaen QedoeacJ mute Debi field, look into a good, auspicious day.
268 General Conversation S ALA
PADDY CULTIVATION
7. dOrides After that, let the water into the field.
dO cd After that, let the water into qaen. the fields.
dO tided Rc360- After that,fix up the bunds.
dO odd GCC)3 After that, lookinto a good day.
dO uded nivel c,00e actin. After that,look into an auspicious day.
e Old This water comes froman . GP Oqd t6-Te This water comes from the2y.
GP Oqd tDeoem This water comes froma river. GP c ftTG25T meml. This water comes from the river. Gt5r 8 _z This water comes from the Nahaveli Ganga.
This water comes from a tank.
This water comes from the tank.
This water comes froma tank or a river.
This water comes froma river or an oya.
Otio OeesT This water comes from anoya or a053e m3. a tank.
eg Ov5 6eGe (5:1_ This water comes from a river, acA71 m3 et e an al, or a tank.
269 Conversation S
PADDY CULTIVATION
9. After the water has been in the field a week,
F)216 Gam 06) agIM 0 After the water has been in the tided. field two weeks,
69alr c Flnc5z-J2ne After the water has been in the D odsc.! field for about two weeks,
10. em u0em Begin to plow.
?s_lent7Dec.slen 7. They begin to plow.
270 General Conversation
PADDY CULTIVATION
TEXT I
GETTING THE FIELD READY FOR PLOWING
Before sending the water into the fields, they fix up the bonds well.
After that, they send the water into the fields.
eg 8 ge m3 This water comes from an ova, a,agie na3. from a tank, or from a river.
en)51 Mnd Lic:5t8C When the water has been in the rovin noganInD3. fields for about two weeks, they begin to plow.
NOTE TO THE STUDENT AND TO THE INSTRUCTOR:
This text (Text I) and the one which follows (Text II) should be practiced in class until students can repeat them with a fair degree of fluency and accuracy. Then books should be closed, and the instructor should provide an impromptu version of the information which has appeared. When the instructor has finished, students should give their own versions.
271 PADDY CULTIVATION
TEXT II
GETTING THE FIELD READY FOR PLOWING
G tot te Having looked into q'od, auspicious day,
Send water into the field.
Before sen.:Ing the water into the field, fix up the br/-cis weJ.4
inei 0 nogg ma Se This water comes from an oya, -0ae from a river or from a tank.
When the water has been in the field for about two weeks, begin to plow.
VOCABULARY EXPANSION: QUESTIONS ANT) ANSWERS ABOUT THE TEXTS
The following questions and answers about the texts involvestruc- turewhich are familiar and some new vocabulary. They should be practiced in class and then used to expand the discussionon paddy cultivation.
get:5825T first
c3c53751 eao b),-,(eGzi? WJiat do yon: do first?
em0 next a3n What do you do next?
272 General Conversation PART B
PADDY CULTIVATION
The plow with a plow.
mid ftaenruTh. They plow with a tractor.
eta merne They plow with a buffalo drawn plow.
mdtpleme MDziD3 . They muddy with buffaloes.
Ctd.CE)Z51 G6)3 025)3 They dig with a mamoty.
2. Gc311 tiNd mg go506 Omae If it is a big field, they momEb. plow with a tractor.
UT/DI@ Z5) Or, they plow with a plow. lonT m If it is a small field, they dig with a mamoty. If the fields are big, they plow with tractors.
qA6Z G If the fields are big, they plow with plows.
3. CP After having plowed, Soda After having fixed the bunds,
ardtn C3 After having leveled,
Aqi.§:5z eartizabe,) After having leveled the fields,
GardzceMge qA6z e cat After having leveled the fields, with a leveling board,
ztgdz riamelz5)dc3 After having smoothed the fields,
eard ) 03 After having put on fertilizer,
273 I,
Ai
IP - W 41: - General Conversation SWILULA
PADDY CULTIVATION
rct, They plow the fields.
z66E en.gdzsonB2. They level the fields.
Gt.ldiet'dD They level the fields with leveling boards.
G n-D6 suid 8zDa2.. They put on green manures.
6thonn ee6 They put on chemical fertilizer.
cs)a7.1c..13 4asa3. They put on rice huskii.gs.
5. Now the field is ready broadcasting paddy. Now the field is ready for sowing.
13T G -'t75 no. Now the field is ready for leveling.
eal 257 zda3. Now the field is ready for plowing.
275 '7Aneral Conversation
PADDY CULTIVATION
TEXT III
FLOWING 1O GRADING THE FIELD FOR SOWING
9z e 3 If the fields are big, they plow with tractors.
ntdzi) Otherwise, they plow with plows. If the fields are small, they dig with mamoties. Having finished the plowing, they level.
1 They level with a leveling board.
en eDnDOG(373c7 czde Some people use the hand-held leveler instead.
330 Gad Eh. Next, they put on fertilizer.
DE&.ia OgeeqeDa033, G da. Mostly, they put on rice huskings and green manure.
gt3o6ec3 Some people put on fertilizer before plowing.
ezdacr.3. Now the field is ready broadcasting the vii.
NOTE TO THE STUDENT AND TO THE INSTRUCTOR:
The material in this text and in all those which followshould be treated in the following way. First, the sentences should be practiced in class until students are sure of theirmeanings and can repeat them with a fair degree of fluencyand accuracy. Then the texts should be read through slowly and carefullyby the instructor so that students can get a senseof the sequence of the actions. Then students should interview the instructor, taking him or her through a particular cultivation processstage by stage, i.e., '(When you plow) what do you do first?What do you do next''-and-so on. When theinformation has been gathered in this manner, each student should be able to give acomplete version. 276 General Conversation
PADDY CULTIVATION
TEXT IV
PLOWING AND GRADING THE FIELD FOR SOWING - 2
tsi me golo8 If the field is a big one, they plow with a tractor.
MON 3 b-03 Otherwise, they plow with plows. mama c yde GmOnD3. Some people dig with mamoties. ne3 gDoec3 aci.ma Having finished the plowing, 651.6)6en eci they level to collect the rocks and such in the field.
They use a leveling board. Having leveled, They put on fertilizer. a&i ogee' Mostly, they put on green manure loacma. and rice huskings. mama 8gois 6 gm Some people put on chemical fertilizer.
4zni Oa* Now the field is ready for broadcasting the vii.
277 General Conversation SMALA
TRANSPLANTING SEEDLINGS
278 General Conversa_o-
PADDY CULTIVATION TEXT V TENDING THE CROP - 1
DTlem gdadeci Before broadcasting the paddy, r7D evamen czk Having put them to soak,
7* c ri Facies r Let (them) be a few days.
The paddy seeds will sprout. Now, sow this seed itself in the field. C.38M6 e5(387ae A 0:- ci In some areas, when this rice Czce.anen 0 grows, c5 mOE . (They) uproot and transplant.
gczc seD At the time of the small rice plants.(i.e. when the rice plants are small)
Masi aeoen Snt. There should be a lot of water. onocg qg G6)nT zed t3eanen:10 When the rice plants get to a height of about two feet,
Take out the weeds.
Or spray weedicide. encgac nSe genD3 If there are insects in the paddy, maSzomp GGC05T gfaft a You need to spray insecticide.
279 General Conversation S
PADDY CULTIVATION TEXT VI HARVESTING THE CROP When the paddy gets rip- You need to cut it.
You do this, having collected a few people.
Having taken sickles,
Go from one side of the field to the other cutting.
After cutting, collect the paddy and tie it into bundles. eg 80 a6t, Take these bundles of tied paddy emEcem. to the threshing floor.
-
280 General Conversation STNRALA.
rl
_
14
A
P
# A
(above and opposite) CUTTING THE RIPENED PAYA,
281 General Conversation ROIALLA
PADDY CULTIVATION
TEXT VII
THRESHING
41 0.4
41,
First, take the paddy to the threshing floor. d cm0, m@enT mmgv. Next, stack the paddy in the center of the threshing floor.
282 General Conversation S
CO)0GC03@ /5)@C3 Next, break the stack (having broken the stack)
GtZenaed eij3 mden. And spread the stalks on the threshing floor.
4t y, &odd DG-00 qth2e) , Now, drive the buffaloes round, 8@rrm and trample the stalks.
at06153Gt5)3C-03(03)C3t)30, When the buffaloes are threshing (trampling) the stalks,
ctlit mme q& Y, Having taken a threshing tool,
CO3 endcen. Shake them up.
nad 85dz eDdmdded eaemBa. This is how you separate the straw from the unhusked rice.
d cm0, sco mden. Next, winnow the unhusked rice.
sco mdep, ecoffiDca 83Tm. Having winnowed the unhusked rice, put it into gunny sacks.
ecgii53DCO cs)6 ecogoes. Having put it into gunny sacks, take it to the house. rnaed at@ Ind) en30, it cie) When you are working at the threshing DaceEiden .att. floor, don't say the word 'unhusked rice.'
eDnDO C72ttA acc3 Say baeta instead.
NOTE ON STRUCTURE: vocabulary
The vocabulary pertaining to the cultivation of paddy constitutes an extensive technical lexicon, and only a portion of it has been presented here. In addition many of the terms pertaining to tasks that everyone everywhere performs vary from region to region. Moreover, paddy cultivation is conducted in a variety of ecological niches, under various systems of land tenure and with various types of labor organization. These variations necessarily expand the list of words necessary to deal with this topic completely and accurately. When Europeans first came to Sri Lanka and began to study paddy cultivation practices, they noted that this lexicon was further expanded by a 'secret' language used at the time of harvest. However extensive this specialized vocabularymay have been at one time, it is now confined to a few words suchas aim above.
283 General Conversation SIN iI,A
ir±
BAGGING UNHUSKED RICE AT THE THRESHING FLOOR
284 General Conversation
PADDY CULTIVATION SUMMARY VOCABULARY Words marked with * are supplementary to those which appear in the preceding texts. = plural or past.
1. Cultivation tools
Gulchezee(ca!) harrowing board znz sickle (leveling board) mamoty threshing tool plow tractor
2. Cultivation processes
G _On63 (eage3) dig shake
abla3 (zga3) grow (cultivate) Cane] 25)(5751D3(s smooth
DzeDz96 (Dtgn3 ) grow (sprout) e2c-smt z6:4 sow ovna3 euldt apme3(olte3 ) harrow, level If) mdna3 mozD3) spread mane)(8E(3-@06) muddy Qm (gd spray mDana (epUb) plant ecs4@ commD3 stack
m:nel (mg )3) plow (azg@3) thresh tvGIN0.3(ota3) OZet325)03( 0E7)3) ripen sdne3(gq6z6) uproot
eEvndnz, ) separate cor5)65)03(amiza,) winnow (suit36)
3. Words for paddy at various stages of cultivation and processing.
GrQD3cA OVkl(v v3) young paddy (pl.) unhusked rice -@ea emmA (pL) ripened plant (pl.) husked rice
)6C (m6 e) paddy ear *cue (p1-.) cooked rice Note: In addition to these words there are about eight named stages of growth distinguished by cultivators. The precise terms vary somewhat from region to region.
285 all
I 1 General Conversa
PADDY CULTIVATION SUMMARY VOCABULARY
4. Topical features (acRe) brook aze (ez0) tank
(gOded) Fund terrace (4§60 field threshing floor 1310 river
Miscellaneous bundle man -m insecticide
fertilizer _ rice huskings
dmogito Gold fertilizer, EIG6z straw chemical
fertilizer, edno ewe weedicide green
insect weeds
287 Genera_ Conversation S
PADDY CULTIVATION SUMMARY EXERCISE -- FINDING OUT ABOUT SOMETHING NEW
the opposite page there is a picture of an activity asso- ciated with harvesting which has not been previously described in the lessons. Students should use the Sinhala they have learned to interview the instructor about the picture. What are these two people doing? What do they have in their hands? What is that machine on the left hand side?What do they use it for?
Do all cultivators in Sri Lanka have such machines? If they don't, what do they use instead?
288 General Conversati S
289 General Conversation Cycle 86
TRAVELING BY RAIL AND AIR
CYCLE 85 AT WHAT TIME DOES THE PLANE GOING TO MADRAS LEAVE?
M-1
The plane going to Madras leaves at 3:30 in the afternoon.
The plane going to Colombo leaves at 11:35.
M-2
ac0 eaT At what time does the plane going dederaad to Madras leave Colombo?
Cb dO cm treacknave r a At what time does the plane going BOdeedel ScO to Jaffna-leave Colombo?
C-1
Students should use the formulas given above to discussthe in- formation given on the air timetable below.
A. dockiD am creacknave 80e1 GenTera ado4?
D. General Conversation Cycle 86
TRAVELING BY RAIL AND AIR
INTERNATIONAL, REGIONAL AND DOMESTIC AIR SERVICES
U.K. EUROPE MIDDLE EAST FAR EAST CEYLON MALAYSIA AUSTRALIA AIR CEYLON (All ROACm411171114 OVIRSEAS AIRWAYS CORPORATION (IA) NANTAS AIRWAYS Yc-IAC 15041 VC-ia (mgropt AR 114116 0 11A 7174AC VC-11111 Staloaing 707 20 1.4.1 0 20 30 premienre at town 0473 SA 7/7Al 117 SANSAl I I I VC VC VC VC CT leUmil Hay 25Maad from Soot. 22.4 I hoer ...liar. X 11 5570501F-Until April KM and from Oct. 1..1 hour .triter. 36 IS dap_ LONDON. lasalaralar a*h,lin I.. 4414414. not praa1.1.1 maL4.1amigine 11144#bay. 2020 Vir ...Brinson Road g. Cedombo. 0a11e7..e14041. ITS mine I No16 Tsprobonm. 126 min. rr CAIRO. Kalra Alroan ...... Karachi. *CAC. Nang Hausa. !lased Rand. 10 min. IS 10 K v6a Lumpur. no. provided. rapers 84 444414.41 TRA14.116060.4 : .. 15 5$ 40 mkt.. Patoro la Rowan. not provIdad 06 24 arr KUWAIT. Karon Airrarr... London. Aimmy. Terminal. Vimork. 10 mina. (..S14710) Penh. not providad .rr1 5ANPLAIN ISLAND. Plehlrma SPA. 30 VI. Gianni. 10. rano ...... 15 41 5=4. UT SOO. Si IS IgARACHL K.ractil 13 U Singapore. NSA. RAIN Note. 10ir... 00 OS ROPISAY. Saag. Cra. IIS 044,447. 70 Hamar Sara.. (tt 50 man. 11)6041 11 14 Taharaa. .11 kaaah aagag. Hilton. Yuma 11 IS If11IS DaraNai 13 IS 13 44 13 IS A5115 ihaana. Sadsirolarrima tom. AUS fa) 15 110 L DP110. K at on ay al. M so 1475 14 10 23 s KUALA LUMPUR. Subana# 11u 04 sa M n 11 51 IT ND 21 45 11 45 416 14 30 34 30 1INGAPOR1, Pays LaMar... I TISP 07 Nhle 21 70 21 OS 141 . . .
PERTH 44- ...... 15 16 14 45 YDNIY, ...... RD REGIONAL and DOMESTIC SERVICES AIR CEYLON (4i)aot6044416is A7 e41.3. 74
_116 alp 1 31 21 laT04 2042123 30 )17217 201 1204I 101120 I /15 1 211UM A7AT AT 147 1 AT NI NS AT 1 AT AT N4N4 A7 N1N4'NII N4 Nf M4 NS _ . _ __. __ _ c_. -=-- -- 2 2 2121 X X X21X 1 X 1 X 1 2 2 2 2__121x1XJ2 11 1 Sap_COL 0141(2. Ratmelana -.....11./...... 13 101)111 I- 1 . ..06 xer MIST NOP 30' 14 414 ..... GAL OVA. AMNON ...... err ......
4.04 au 1 . 6 arrTEL OVA. Ammarol . 1 _ ...... - r _ _ . -...... If 25 T ...... li25 :. . _ Ks.$man.vral . p 11 4111 'I1 II I... IT .. - ' .- - a TRUCIRRAPoAtLLmI bCokivk ial 11 armIiAORA7NSoma oCNa. "'" a _ . N ...... ' ......
ends.14. C*41.10.40,6 Natal A41.441. _Koval Rood. 1610)**. CEO Sattlealo.. 5 Nom.. Cross 5troat, 16 milts. (=a CUR 1.40 Towthitopoo, Polook Shaw... 1110.. 404 044o414044. rapers at airport 40 NINA SonMay. Army 0 Nom SW. Plahmois Ballad 114e Raft. 171..40 a INfore 4404 Colombo Lower Chatham Smoot. 63 0..... Strom. Ppm") mama Teleeemiel4e, Callon joarollero. 344 Cockyord um. lo 44.144L (=* CIA 130) Gal 074.C/16 Nom Tom% Aom.mi. 10 INN. (=.. cut Ism A.m.. IT Im ems. 5.10...113 mina. (o. CIA140)
291 Cycle 87 General Conversation SIN-FIALA
TRAVELING BY RAIL AND AIR
CYCLE 87
AT WHAT TIME DOES THE KANDY BOUND TRAIN LEAVE?
M-1 The Matale bound train leaves 21,12 om Bad at 8:15. 4 a*
cm effira0c3 BM The Fort bound train leaves at Via. 5:18. Bead esigao yea beletteed The train from Kandy reaches the Fort in the evening. tDDE30. M-2 At what time does the Kandy bound train leave? At what time does the train from Kandy reach the Fort?
Discuss the information given on the railway timetablesbelow, using the formulas given above.
A. (eased0) on ezieg Bad eeeeffl
B. (600e) (OS and1506,80d eeed U.
NOTES ON STRUCTURE: 'depart' and 'arrive'; the verbal adjective.
1. The following verbs appear above: present form as depart 8011staMaa
arrive otasetaa3
2. om 'going', and OM , 'coming', above are present verbal adjective forms. See Sinhala Structures, section 2.3.
292 General Conversation Cycle 87
TRAIN SCHEDULE
mad, r wEitDd toa 093aC4'mai) grid urrallto ison4. GlartgotiaannotoAtsdlanudo MATALE LINEBETWEEN MATALE, KANDYAND COLOMBO FORT
teso > UP TRAINS
1/3Ss1571359 In 360 360 361 363 178 17 Nos.A 364 179 Class A A Ab Ac a a of a H.M H.M H.M I H.MH.M H.M 14.14 r+mH.M H.MH.M H.14 aurnna _S. Colombo Fort ..4.10 15 is 7 25 .------14 10 -= 16 0 ...a.Maradana .d. ------15. 10 40 .. 7.50 .. as ..e.Voyan 21 7 .. 3 a. 8 17 -- -- ..B.Polphaws 21 55 9 5 il I s it: ...= 17*.117'18 hradanlya 23 24 10 39 -- -- .- 177 --- 18 54 4L 2345 ... -- 10 41 -. -- 17 9 18 58 Slimed Kandy 23 55 10 33 -- -. -- -. 17 10 -= 19 10, a a4 55545 6 367 18 tll 513 20 13 20 14 10 15 30 16 55117 28 18 20 .19 20 ...a.Mahalyawa 550 6 417 33 II 101325 t3 2514IS 15 35 17 0 17331825 19 25 8 W6 11 6 537 45 II 11 13 37 13 37 14 27 15 45 17 10 17 46 18 3819 36 ...a.0 3186 10 7 07 53 li 1913 4$ 13 4514 35 15 51 17 17175218 46 19 43 ..aWattogarria 5 45 317 16 8 411 4013 56 14 014 46 164 17 2818 9 18 58 ...8 Ukuwala 6 12 1952 -- 7 388 2612 0 142915 8 16 32 17 5218 17 19 18 20 10 ...et Mattis 6301-- 7 50 8 40 12 12 14 42 15 21 16 45 hO 413 39 19 30 20 22
cam gSouted DOWN TRAINS
woOLI Nos. 775 776 777 581 778 779 26a. 781 782 782 584 ClassaAb AlA b lbA Blood ..B. Matala 5 18 72285510 17 13 35 3516 10 17 019 50 Ukuwela 5 30 6 47 da90.00 ..d. 7359710 29 13 46 15 47 16 22 17 1220 10 I:hex/of/I ...B. Wattepma $ 526 ..d. 387 128092810 52 14 514 4816 816 44 17 3320 40 dei moderns ...B. Uda TalawInna d. 6 36 7 22 46 81093911 2 14 14145716 19 16 55 17 4420 50 B. Katugannta ..d.6 10656 820 740 94711 1414 2015 416 27 17 4 17 5121 6 .3306 ...B. MahaIyawa ..d.6 22787 52 3095911 24 14 3015 1616 40 17 1518 21 15 siwa0d nt Kandy ..a. 6 28714 8 4 3710 5II 41 14 46IS 21 16 46 17 30 189 a6 21 24 ...e. 50 10 08 2 08 1 ----- ...oi F'aradenlya ..a.7 2 15 22 7 4 15 25 ,t 1Dt73emeso00 a,-B. Polgahawala Je.d. 8 30 17 5 19 3419 34 oborsioco311 ...B. Vayangoda ..d.9 15 17 45 20 920 9 dupe as. ...B. Ragama 18 17 .../sE Maradana edcm ../L 18 35 see g& ola3gE...8L Colombo Fe 10 0 18 45 205020 50
293 General Conversation Cycle 87
TRAIN SCHEDULE: THE UDARATA MENIKE
deid0 6/.4 :If
came) IcOtoD datevfm 00-0.1zn t en13. 01, 9 30 15 30 10 10 14 47 10 48 en3dulencree 14 12 11 0 dftrftwri) 1358 II 42 uogo2sirgEr 1316 12 14 coehsole 12 44 12 55 vaDe804, 12 18 14 5 mica 11 10 14 29 003=07er 10 43 15 15 znielo 10 5 15 44 gertZer00 9 32 15 53 nO3mnie 9 24 16 9 Selo 9 7 16 28 ccdoclehrtto 8 46 16 44 emacvd 8 29 16 57 gochezo 8 16 17 13 ac:1010i00 8 2 17 26 eldao 7 40 17 40 thda 7 26 17 54 o4.,840 7 10 18 7 efiod 6 55 18 16 'eche 6 45 18 30 asde 6 30
294 General Conversation Cycle 87
TRAIN SCHEDULES: THE YALDEVI AND THE RUHUNU KUMARI
(8)&90 tame)*
doCem geolla want) eChoet dioDrilza
et.5 eft. O. 5 45 eglimMmmip ii50 73 _emdattoDe 20 32 7 34 spallotoo 20 0 820 eso0 19 14 8 46 odow 18 47 9 18 .. r..7,ca0 18 IS 9 38 - Efiddy,7g6c., 17 53 109 . 84000(.1 17 25 10 34 . . Optioa0 16 57 11 18 . eleqes 16I I I I 50 . 63.5130E3o... 15 41 II 58 iY radaltee IS 33 12 21 ez,e3 15 12 12 16 cpmemnes 14 55 12 47 10,00zo0.015ca... 14 45 12 58 zolOwfulaao 14 34 13 10 14 26 13 17 ezelitiledad 14 17 13 24 goirown, 14 10 13 35 arivitaestrfcgob 14 0
rfteiS
mama1 geSo wt.= Idean° 18..lektrito &Waco
g/t-a m V. 15 45 edclo 925 16 0 .10320 9 15 16 45 ... wand mc6 8 30 17 08 808 17 33 q818e,trfoop10 740 18 21 w362, 7 07 18 42 cpsoczeo 6 34 18 54 etewe 6 22 19 IS 8thd 6 OS
295 General Conversation Cyc
TRAVELING BY RAIL AND AIR
CYCLE 88 T TIME DOES THE 8:00 TRAINGET INTO THE FORT?
M-1 8:00. 80deas The departure time 9:00. 80deDsGEea a mach The departure time is The departure time is8:15. Ode8mGoe,a403 LT3 The departure time is7:30. oOdeDsegelaezo a363.
The arrival time is 9:00. The arrival time is 1:30.
The arrival time is 2:30.
When isthe departure time?
When isthe arrival time? At whattime does the 8:00 train get into Fort?
Continue to talk about the railand air timetables included in the text.
A.(¢e3 eltScregc3
B. (tem:1cm°)
NOTE ON STRUCTURE: the verbal adjective
and SOnTeDt57 , 'departing', are present Oteeithbl , discussed in Sinhala verbal adjectives. This form of the verb is Structures, section 2.3.
296 General Conversation Cycle 89
TRAVELING BY RAIL AND AIR
CYCLE 89 HOW LONG DOES IT TAKE WHEN GOING TO COLOMBO?
M-1
ozd qme It takes{goes)three hours.
etntl one3, It takes(goes)two hours.
ozd eminalde ovE23. it takes(goes)two hours and a half.
M-2 If you leave at 6:30, it takes mo 8O to tai, one hour.
If you leave at 12:10, it_akes moD o ciEld an hour and five minutes. cad41/11a0 If you leave at 11:45, it takes betineegi mmad ci- an hour and forty-five minutes. ozoqieadri woe M-3
&lea en-ADd How long does it take when e0c3 dna going from Colombo to Kandy?
civnetiT G_ How long does it take when mry3gaes e ci? going from Jaffna to Colotbo
C-1 Continue to talk about therail and air timetables which are included in the text.
A. (e ea) (333 ( ge6 eely cina,
B. (vici eqme) on03.
NOTE ON STRUCTURE: review The conditional form of the verb appears above. Review Sinhala Structures, section 2.9 297 General Conversation L Cycle 90
TRAVELING BY RAIL AND AIR
CYCLE 90
WHAT MEALS ARE AVAILABLE IN THE RE TAU TCI
M-1
8mdm nz8 maim You can get lunch, sir.
amdmc33 _en seE. You can get tea, sir.
and m:330 ce4 *480 e@me ecS For breakfast you can get ena, nand ctna, eda, two slices of bacon, two eggs, men seS. bread and tea, sir.
2
edd 655T6bI5 mdm q What meals can I get in mze -n03 q? the restaurant car?
80 a COMA Maee What can 1 get for breakfast? 6 a Gd CG nza men Can I get breakfast in the restaurant car? C-1 Below is the schedule of meals or tariffs according to the Ceylon Government Railway. Discuss the information given below using the formulas learned in the M-phase.
A. cG m80 mdn miE)71 c n-a3
B. G m180 eMnd Goa _qm2, Ulna ena, mem azg.
298 General Conversation SThilikLA Cycle 90
TRAVELING BY RAIL AND AIR
MEAL SERVICE IN RESTAURANT CARS (according to the Ceylon Government Railway Timetable).
Early Tea
Two eggs
Bread (butter)
Tea 1.25 cG nza Breakfast eand Gob Two slices bacon gend eni Two eggs me Bread (butter) eta, Tea, coffee 2.50 gad' Lunch Soup Fish
One hot dish
Two vegetables OR
Pickles/salad
Bread (butter)
g83 Pudding
e_ Coffee, tea 3.00
299 S
TRAVELING BY RAIL AND AIR
MEAL SERVICE IN RESTAURANT CARS (according toCeylon Government Railway Timetable) continued.
Rice and Curr-
jai Vegetarian 1.25
8i3 az8 6n1 Non-vegetarian 1.50
Afternoon Tea
Bread (butter)
Pot of tea 0.75
25) Dinner Soup
Fish Vegetables Serving of Pudding
Coffee 3.50
Spirits and Ales Glass of Whiskey 4.30
Glass of Brandy 4.30
Glass of English Gin4.30 eona Glass of Port Wine 2.30 6.60 60 adG Bottle of English Beer
ad Pint of English Beer 3.50
c30 Pint of English Stout 3.90
300 General Conversation
Ninend Timks- Lowisi4.1
JAFFNA
A LITTLE TAMIL FOR THE SINHALA LEARNER
avgn Greetings. How are you?
_cc SOg. Fine.
cioMeg a Do you understand Sinhala?
eqe mFe GM I do not understand Tamil.
301 General Conversation
GLOSSARY
The glossary on the following pages summarizes most of thecontent words which have appeared in this book. English borrowings as class C nouns, however, have not been included since all formsare predictable from the direct singular and the meanings inany case are transparent. Basic present and past forms are given for verbs. For nouns the direct singular and direct plural forms are generally given together with the class of the noun. This information will permit the student to predict all other forms. Past forms of verbs and plural forms of nouns are enclosed in (). Numerals are cited in their direct indefinite forms with the stem formon which complex numerals are built enclosed in (). For certain entries, notably demonstratives, interrogatives and numerals there are citationsto Sinhala Structures where further detail appears. For some entries certain forms are lacking in Sinhala or rarely used For example, many of the terms for foods or food classes (meat, eggplant, are plurals and there is no corresponding singular. In these cases the entry form is a plural and distinguished with the following notation: n. p1.
Entries are alphabetized according to the Sinhala system. Vowels appear before consonants and consonants are grouped according to point and manner of articulation. In this glossary nasalized con- sonants immediately follow the corresponding non-nasalized consonant i.e., follows , rather than the corresponding nasal, i.e, a The latter convention has beenadopted by Carter (1936). Other- wise the system here follows Carter 1936, a work which should be consulted for full details on the order of symbols.
In most standard languac- -ourses a glossary surveys the complete vocabulary which has be arned or taught. If the format in- corporates a microwave cfl., orient however, the students and the in- structor play a role in determining course content, and it is not possible to anticipate which portions of the lexicon will be single out for emphasis. It is therefore important that the student kee' a personal record of words which have been requested in class for ready reference and review.
302 General Conversation
SINHALA ENGLISH*
letter (n., B) elder sister (n., A) August (n., D) Tuesday(n., E) pickle (n., B) megsmF)3 print, publish (v ) er_ crO) eight (ss. 6) (ctg) foot (n., B) less (a.) N615-03 reduce, decrease (v.) efOnD5 be reduced, decreased (v.) qmn that place yonder (ss. 3) cfn (ltd) hand (n., E) qc today(n., E) q0 233 CM., (q0 education (n., D) other, another (a.) 1563q' Anuradhapura (n., D) cfM_ ninety (ss. 6) cre last (a.) efer40 pineapple (n. pl.) singula -V5I203F3GeOci 4E3 we cede April (n., D) 4a mustard (n. pl.) era mango (n. p1.) to Gmgo mango fruit (n., c@c5nE), (qta t grind (v.) cr836z difficult (a) qg eod amu millet (n. pl.) ege8867 753m33)3 CD 601503OG-3 American Embassy (n., D) Cr e836-)3D America (n., B) crg83 (erg8c') mother (n., A) qc_ people (n., A) efcm belongs to cr atm ( elder brother (n., A) 46 that yonder (a., prn.) (ss. 3) 6* 465) that one yonder (inanimate prn.) (ss. gotlq arrack (n. p1.) (1611 6nE3 bring (v.) gag wn take (v.) q6c..13_(qc3t.te,3 those pebple yonder (animate prn.) (ss. 16e1 yonder (ss. 3) ;8mb(qtac.u) open; let (v.) cr5mcie potatoes (n.pl.) crC yams (n. pl.) 5")08) ash plantain (n., B) 43 GMd ash pumpkin (n.,pl.) 106 new (a.) * The notation ssthroughout= Sinhales Structures. 303 General Conversatio-
year (n., B) eighty (ss.6) arrange, tidy up (v.) harvest (n., B) gea Ask, listen (v.) creodcatiTyD airplane (n., B) also 4 q3cna ((Iva) religion (n., B) g3,0 (cr3V3e,2) grandmother (n., A) qNffne (10q), government (n., B) ,r3pcza cy30) revenue (n B) cp us back pus onal ( go back (v.) 1730 other, additional q3Ga-rae greetings q3eccil again eg360-g news (n. pl.) q3(75N) economic cOns, economics, the study of (73e93 G(1./73E23160 food(n.,D). (efenee) body cric35/trzari (10) seed / (n., D) 1VT enough catideenn* (c enter (v.) crzeu truth (n., B) ett"(amt) bed, charpoy (n., B) cricorT75)3 wear (of clothes) (v.) az ((fin_ ) piece of clothing (n. B) eftrie apples (n. pl.) az why cold, chilled (as with water) walk, stroll (v.) qtrie June-July crieco listen to (v.) Q48 English (n., B and a.) cmommeto__ study, learn (v.) Qeich ginger (n. pl.) (308(giaa) piece of land (n., B) gag so, thus gmotimaD (g sit down (v.) CIMCJ from Q_C2 sometimes, now and then (gFing needle (n., B) 03F) India (n., B) C innala, a type of root crop (n. pl.) mD, (final) be (v.)(animate subjects only) (Q8Gar) tortoise; also padlock (n., A) maize; corn (n.
304 General Conversation
October-November finished Z5)62963 finish (v.) GDZI®2 be finished, be over (v.) ed (We school (n., D) e &Decoct schoolmaster (n., A) (gdetmg) station (n., 9) (gT/8315z) hospital (n., D) before first, at first before shrimp (n., A) upper spray, sow (v.) next
threshing tool B)
teach (v.) on top of Upcountry, i.e., Kandyan highlands (n., _I name of an upcountry train warm, hot north (n., 19) boil (water and liquids) (v.) northern North-Central Province (n., B) Northern Province (n., B) drD6) answer (n., D) help (n., B) hoe, mamoty (n., B) uproot (v.) morning (n., D) breakfast (n., B) November -- December term of reference for Buddhist monk Assistant Government Agent (n., A) be born (v.) academic degree (n., B) cook (v.) Uva Province pork (n. pl.) e)omaded England (n., D) 6*(6d one (ss. 6) collect, gather together, store (v.) ).15)152 616r03 mitD3) ezmcm (-6ersvec33) eleven (ss. 6) 6151=1dno4d United States of America (n., )
305 General Conversation
that place (we are talking about)(ss. come (v.) 3) cardamom (n. pl.) don't; don't want (dative case subject) he, she (ss.3) drive (v.) light, daylight (n., B) go out (v.) hang (v.) send (v.) that direction, that way (ss. in that case like so, like that (ss. 3) there (ss. 3) cow milk (n., pl.) mutton (n. pl.)
that (a. and prn.) (ss.3) nevertheless nevertheless es ( ) that (we are talking about) (ss. 3) eende /eemide those people, that bunch, they (n., A)
all (a. and prn.) October (n., D) that much (ss.3) that place, there (ss.3) ) deed, document (n., B) that (ss. 3) brook (n., B) clock, timepiece (n., B) head (n., B) yes there (ss. 3)
(geo that (ss. 3) pmt want (dative case noun) crab (n., A) cashew nut (n., mouth (n., B) affair, matter (n., B) shell, thorn (n., B) break (v.) Bengal gram (n. pl.) shop, "boutique" (n., D) team; also regiment (n., B) talk, speak (v.) scissors (n., B)
306 General Conversation
eat (v) till office (n., B) hill, mountain (n., mirror; p1. eyeglasses;(n., B) cut (v.) threshing floor (n., B) shirt (n., D) bother, annoy (v.) worry (v.) do (v.) pod, earhead (n B) bitter gourd (n. pl.) cloves, type of earring (n. 1.) post (n., B) time (n. pl.) mo black (n., B) when, what day n&43t53 someday, anyday, someti e, anytime g mdm0)(Glndte3) mix (v.) who (ss. 3) everybody (ss. 3) ) be married (v.) mm turmeric (n. pl.) m emD yellow (n., B) nm0 astringent, "black" (as tea or coffee) nnerneci water vessel (n., B) n606 Kalutara (n., E) meci8/soadai (no86) room (n., D) ebn car (n., C) n28c.ue53 8e) office (n., D) (elevated term) quarter part 154 time, period (n., D) 15=C coin (n., B) 5z0c5g engrave, etch (v.) intmaaa Canada (n., B) like nzdf'.) carrots (n. p1.) rated forest (n., D) shout, yell (v.) znza(to, food (n., B) (_ piece (n., B) environs, neighborhood (n., B) kitul palm tree (n., B) say, tell (v.) read (v.) tell, inform, explain (v.) weigh (v.) milk (n. pl.)
307 General Conversation S
a type of yam (n. pl.) no, not any (a.) few, several (a.) how much, how many chicken (n., A) chicken meat (n. pl.) umbrella (n., D) potter (n., A) paddy field (n., B) kurakkan millet (n. pl) type of basket; measure cinnamon (n. p1.) Cinnamon Gardens(n., B winnowing basket (n., B) kitchen(n.,B) insect, worm (n., A) insecticide (n. pl.)
5-256) f agriculture (n., D) ets&B straight enetodemec banana (n., B) nig cheese (n. pl.) eened (etsin kettle (n., D) enae6 how much (ss. 3) en3D short (a.) ennanD3 pound, dig (v.) en fort, enclosure (n., B) (n., B) en3 (Colombo) Fort (Railway) Station GM r pillow (n., D) 3) enaCM) where, what place (ss. ensa which (a.) en3c coD green (n., 5) ewe evict green manure (n. pl.) enaen3n D stool (n., B) ens o Colpetty (n., B) ene jak (n. pl.) env ena how (ss. 3) inroad where (ss. 3) eniea Colombo (n., E) enra Colombo Fort.(n., B) esigno train (n., B) onV3 coffee (n., pl.) esided cup (n.,(n., D) on (mmDd ) river (n., B) Whe expensive whoa) M take, get (v.) eija (A) village (n., B) 6388811 black pepper (n. pl.) MC (Md) rock, stone (n., B) meDEDD3 take off, remove (v.) and C§ papaya (n. pl.)
308 General Conversation
(ead) tree (n., B) mama (avot hit, beat (v.) ado Galle(n.,B) com about, concerning gallon (n., B) web (cam_ woman (n., A) ao last, most recent ES'i (e match box (n., B) oadzadcm( t ooed) teacher (male)(n., A) tzciteac.,(aidgeaeol) teacher (female) (n., A) em@c3(em8) fruit, lump (n.,,B) ea4d (em46_ house, home (n., B) ecaScitoe3 (em- ) take' (v.) (erred) house, room (n., D) earDe3 (emso&k) bring (v.) eccoe (emizeeC) heap, pile (n., B) emze comme3 stack, pile up (v.) Gaza ezde ( leveler (n., B) gunny sack (n., B) eceriic G(DPS ca(0gb0) movie (n., dae38 8:ed January (n., D) derleci (dead) window (n., D) thEic (c3-) kind, sort (n., B) 8sed June (n., D) 81ed July (n., D) a little
tomatoes (n. pl.) grass (n. pl.) thanahal (n. pl.) situation, condition (n., alone reflexive pronoun (ss. 3) you boil rice, eggs and other solids (v.) angry become angry ola leaf (n., B) yet another (a.) still father (n., A) embassy (n.,B) ambassador (n., A) resthouse (n., B) -60 post office(n.,B) post, mail (v.)
309 General Conversation
postmaster (n., A) place (n., E) keep (v.) keep (v.) be (inanimate subjects) wheat (n. pl.) thirty (ss. 6) three (ss. 6) curry powder (n. pl.) spread, thin out (v.) oil (n. pl.) tea (n. pl.) tea leaves, loose tea (n. pl.) tea strainer (n., C) teaspoon (n., B) understand (v.)
see (v.) south; right side (n., B) southern; right (a.) Southern Province (n., B) tooth (n., B) know (v.)
put, place (v ) firewood (n. pl.) middle of the day; noontime (n. pl.) lunch (n., B) day (n., B) eighteen (ss. 6) thirteen (ss. 6) nineteen (ss. 6) rice huskings (n., B) sixteen (ss. 6) ten (ss. 6) put, place (v.) thousand sevent an (ss. 6) fourteen (ss. 6) right now find out, come to know (v.) now F1 sickle (n., B) long (a.) along wood apple (n. pl.) Government Agent (n., smoke (n., B) smoke shelf (n., B) distant, far (a.)
310 General Conversation
daughter (n., A) two (ss. 6) both (inanimate referent) give (v.) both (animate referent) Tamil (n., B) parents December (n., D) lime (n. pl.) type of yam (.n. pl.) oranges (n. pl.) e4)41 -3686 door (n., B) tdp eco 41.Ge3d) twelve (ss.6) eqnSa6 &Waal] doctor (n., A)
_CP) younger sister (n. , A) sea6c3 (sad) city (n., D) (mina)) get up, rise (v.) plow (n., B) Christmas (h., E) name (n., B) nine (ss. 6) January-February bathe 010 cause to bathe (v.) auspicious east; eastern Eastern Province (n., B) pass away (die); get lost (v.) without otherwise relative (n., A) sister-in-law (n., A) simply, just simply be, i.e. do nothing v.) simply give, i.e., give free (v.) July-August always sleep (v.) sleepy become sleepy blind, bank of paddy field (n., B) officer (n., A) holiday, vacation (n., B) because Kandy (n., E) Nuwara Eliya (n., B) thread (n., B) pluck (v.)
311 General Conversation
do number (n., D) emaeod various -85a November (n., D) amemab madam, lady (n., A) oOd 63 Ib (mdm3) begin (v.) ea., on) belt (n., B) oemee snake gourd (n. pl.) odm60 (0_ newspaper (n., D) ool§ eemeb reside (v.) omm (one!) fifty (ss. 6) odlic (od8) class (n., B) °doe (mod d) monk's residence, temple (n., B) or&B stylus (n., B) bad on foot 0C116z fruit (n. pl.) oem (o province, area (n., oded after (ss. 4) om (old) five (ss. 6) ome lower omeeno (om fifteen (ss. 6) tommOlo (on trample, thresh coDcs (013;D) party (n., B) o0 bread (n. pi.) coo (ou5D1S) road (n., B) 01460ed (m5ilo parcel (n., D) milaiD mos& chao use (v.) mead gasoline (n. pl.) 10, ( area, place (n., B) (0G mat (n., B) syrup (n. pl.) pencil (n., D) arrive (v.) hour (n., B) sprout up (as plants) plant, seedling (n., B) ripen (v.) plate (n., B) outside Pettah (n., B) depart (v.) flour (n. pl.) powdered milk (n. pl.) straw (n. pl.) picture (n., cucumber (n., male, man (n. A) chair (n., B) son (n., A)
312 General Conversation
citizen (n., A) citizenship (n., D) can, be able (dative case subject) arecanuts (n. pl.) library (n., D) soak (v.) box, basket (n., B) slice (n., B) earls show (v.) Goad038 February Grads03 (0 strain (as with tea) (v.) cito(244R day before yesterday (n., E) sadd avocado (n. pl.) 1303g small G1113 t0 ( book (n., 19) GOGe3ZFEJC5ED Polonnaruwa emd coconut (n. pl) eme coconut branch (n., B) GED coconut oil (n. pl.) Get OM May-June G winnow (v.) eat teapot (n., B) Goroe:p poya day (n., E) Glad fertilizer (n. pl.) eardicrona harrow, level (v.) (larch eel?, harrowing board, leveling board (n., B) geddlls0d useful gdmo (gd question (n., D)
0 (a101) bench (n., B) March-April butter (n. pl.) article; pl. goods (n., B) lady's fingers (n. pl.) sweet potatoes (n. 1.) cooked rice (n. pl. Wednesday (n., E) fry (v.) tie, bind (v.) buns (n. pl.) baby, small child A) afraid axis& scare (v.) eDs5 be frightened (v.) (ag see, look (v.) look after, care for v.) _c3erioodocktrid expect (v.) adhad west; western adhad °iv Western Province (n., am040 0000) half part (n., D) 313 33(, General Conversation S1NHALA
uncle (FaYoBro) (n., bucket (n., B) language (n. B) me accet bank (n., B) at can't (dative case subject) ate son-in-law (n., A) &kick)(3406) egg (n., D) &So 8d3) wall (n., B) 3s6 August September 36 beer (n. pl.) betel (n. pl.) d 0 0 chew of betel (n., B) end kerosene (n. pl.) ekse3 divide, distribute (v ) Oemo medicine (n., B) eamd bacon (n. pl.) eb-Mo bra (n., B) ea3s83 drink (v.) each ori stilts eaachmqdmules stilt walker (n., A) eadte (GIME) lie, falsehood n., B) eMaGeo38 very Gained (ealse) bottle (n., D) earoa green beans (n. pl.) tiirir4p Thursday (n., E) manioc (n., pl. muddy (v.) thresh, trample (v.) remember not enough brush (v.) measure (v.)
kill (v.) bag (n., B) younger brother (n., A) meat (n. pl.) brother-in-law (n., A) gentleman (n., A) Kandy (n., E) rest, relax (v.) become tired (v.) Matara (n., B) Matale D) maternal uncle (n., transfer(n.,B) March (n., D) necklace (n., D) vegetable dish; curry (n., B)
314 General Conversation S
month (n., D) clay, mud (n.pl. middle (n., E) Central Province (n., B) February-March May (n., D) die (v.) bunch, bundle, handful (n., B) minute (n., B) man, person, guy (n., A) chillies (n. pl.) buffalo milk (n. pl.) buffalo (n., A) green gram (n. pl.) type of pot (n., B) congeal (v.) yoghurt, curd (n. pl.) merchant (n., A) financial 46) stamp (n., D) drumsticks (n., pl.) face (n., B) this much (ss. this place (ss. ee meneri (n. pl.) e8dra here, voici edco ( this person (ss. 3) eamo this direction, this way (ss. 3) Geed here (ss. 3) ea this, these (ss.3) eas this thing (ss.3) Be these people (n. pl.) table (n., D) socks (n. pl.) sock (n., 8) what (ss. 3) (singular referents why what something what (plural referents only) dqd (cqdt) key (n., B) web (gnat go (v.) can& (d send out; export (v.) omed Jaffna (n., D)
60(600d) country (n., B); also 'imported. 60ea Bombay onions (n. pl.) 6e1 on red onions (n. pl.) cigar; rambutan fruit (n. pl.) 603 CEIS chemical (a.)
315 General Conversation
occupation (n., B) toddy (n. pl.) official pound (n., B) radishes (n. Pl.) meeting (n., B) night (n., E) supper (n., B) rupee (n., B) cloth (n., B)
Sri Lanka n., B) C.T.B. (Ceylon Transport Board) near recently junk (n. pl.) rope (n., B) lantern (n., B) next beautiful, pretty lamp (n., B) cheap receive (v.) board, shelf (n., B) ready prepare (v.) sausages(n. pl.) hearth (n., B) document (n., B) write (v.) letter (n., B) untie (v.) leeks (n.pl.) piece of wood, salt (n. pl.) onions (n. pl.) secretary (n., A) easy GC3ci big Geaq eldoOg father's older brother (n.,
rice mortar, any mortar (n., B) pour (v.) word (n., D) round around pumpkin (n. pl.) carpenter (n., A) water (n., B)
316 General Conversation S
garden (n., B) sow (v.) sowing basket (n., 9) September-October to the left left (a.) eggplant, brinjals (n. pl.) northwest (n., B) Northwest Province (n., B) age (n., B) nothing wrong, not bad weeds (n. pl.) alsowild (a.) weedicide(n. pl.) cultivate, grow (v.) close (v.) Ogn rain (v.) Bz0 ( fence (n., B) ageOzia fall (v.) De work (n., B) OdD 060 chD3) work (v.) Wall& mostly Drawl more than OE@ eg0 tank (n., B) 8E9de (b j9 plantation, estate (n., B) 8 =c ft ( grow, be grown (v.) ee rain (n., B) OcenEb(0ta sell Odd about, approximately 0126d only OZG, (9) kind, way, manner (n., B) Ova foreign net foreign affairs (n. p1.) 0 vinegar (n. pl.) OcaEb weave (v.) 013004 university (n., D) Sac subject of study (n., D) Odeadtt mink) cookie, biscuit (n., B) Dated masa end ) describe (v.) eft (08) twenty (ss. 6) 0 unhusked rice (n. pl.) a ( rice bin (n., B) (c glass (n., B) different, other
( become instead of ea radtta separate elDmd April-May e0c30 (e0e3 time (n.,(n. Gifted' cane (n. pl.)
317 General Conversation
dictionary (n., D) Sri Lanka government of Sri Lanka (n., B) University of Sri Lanka (n., D)
toefto development melba= cultural mesas m cultural affairs zed (are cent (n., D) 0100 Monday (n., E) oto00 health (n., D) oodet0 (co shoe (n., B) ma6015 ccm, Sabaragamuwa Province B) oftep to6s6 (andel) smooth (v.) 0806 some o006 OD perhaps oesma (083618) company (n., oaori social o armdw (o pm 6) co-operative store (n., D)
t 6 aOMG sarong (n., B) money (n. ,p1.) oewkdo Ome: brother (n., A) CR76)zrd (meat sister (n.,, A) co sumo nutmeg (n. pl.) mebslie_ usually olsa S) store, shop (n., B) memo -mum) literature (n., B) oidan8a5 Ebed September (n., D) ovio_ instance (n., D) 076g Boroth (SOW sing (v.) 8°0 (8°g) song (n., B) ElObe Sinhala (n., B); Sinhalese ,q%cbql Friday (n., E) on sugar (n. pl.) hundred (ss. 6) grandfather (n., A) white (n., B) garlid (n. pl.) week (n., D) Saturday (n., E) all measure (n., B) service (n., B) health (elevated term)(n., B) domestic (as opposed to foreign) domestic or internal affairs term of address for Buddhist monk
318 General Conversation S
caridt a kind of brown sugar (n. 1.) moo (m) seven (ss. 6) ea6) four (ss. 6) mmem (toned) forty (ss. 6) (mz BO make (v.) to4c38 urgent ea-41:38 urgency, emergency B) mom horoscope (n. , B) mer4c., corner, junction (n., B) meld half (past an hour) mark receive, meet (v.) mom(_ six (ss. 6) Wei beef liver (n. pl.) mod beef (n. pl.) ea6Dto cause to turnv.) m3 correct man afternoon, evening (n., E) MOM& plow (v.) tO3 5 Buddhist monk husked rice (n. p1.) mt sixty (ss. 6) toz3 way, method (n. pl.) tozmzda( mile (n., 19) mzeie (caz seventy (ss. 6) -amb stir (v.) 4(IPA) spoon (n., B) (m turn (v.) scarce stand up (v.) plant (v.) because many winnow (v tomorrow woad slowly MOM good &COWED& ( m603) look for (v.) emacaaaemeo (a, look up (as in a dictionary) eito3denia, (emd shake (v.) ear 0 (Gedipe hotel (n., D)
319
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