Speaking Kapampangan Mirikitani Part1 Lesson1 To 21

• 'M b L .
PALI Language Texts: Philippines
T. MIRIKITAIVr
The work reported herein was performed pursuant
to a contract with the Peace Corps, Washington, D.C.
20525. The opinions expressed herein are those of
the author and should not be construed as representing
the opinions or policies of any agency of the United
States government
Library of Congress Catalog Card Number 70-152468
ISBN 0-87022-532-4
Copyright © 1971 by University of Hawaii Press
All rights reserved
Manufactured in the United States of America

PREFACE
This text forms a part of a series which includes
two others on Kapampangan: A Kapampangan-English Dic
tionary and Notes on Kapampangan Grammar, both by
Michael L. Forman. The materials on Kapampangan in turn
are part of a larger series of texts on six other
Philippine languages.
All of these materials have been developed under
a contract (PC 25-1507) between the Peace Corps and
the University of Hawaii through its Pacific and
Asian Linguistics Institute. It is the hope of the
author of this text and the editor of the series
that these lessons will encourage many to learn
Kapampangan thus .helping to foster the traditional
good relations between the peoples of our two
countries.
Howard P. McKaughan
Editor
TABLE OF CONTENTS
INTRODUCTION
Lesson 1: "MAYAP A YABAK."

(Good morning.)
Greetings
Response marker naman
Deferential term jvu
Deferential familial titles of address
Lesson 2: "KOMUSTA KA?"

(How are you?)
Greetings (continued)
Pronouns k¿, kayu ~ ko
Lesson 3: "AKU I JUAN."

(I am John.)
Equational clauses, singular constituents

WH- question, Ninu ika?
Inter j ectives wa, al i
Personal pronouns, ing case, emphatic form,
s ingular
Case particle, singular topic i^
Lesson 4: "ILA DI MARIA AMPO I JUAN."

(They are Maria and Juan.)
Equational clauses, plural constituents

Ing personal pronouns, emphatic form, plural
Conjunction ampo
Case particle, plural topic d_i
Lesson 5: "I MARIA YA INI."

(This is Maria.)
Non-verbal predicate clause, proper noun

predicate, demonstrative pronoun topic
<=— Demonstrative pronouns ini. iyan . ita
viii
Lesson Review of Lessons 1-5 44
Lesson 7: "LAPIS YA IYAN ." 46

(That is a pencil.)
Non-verbal predicate clause, noun predicate,

demonstrative pronoun topic
WH- question, Nanu ya (ini)?
Lesson 8: "ESTUDYANTE K U ." 54

(I am a student.)

singular pronoun topic
WH- question, Nanu ka ?
Ing personal pronouns, normal form, singular
Negative ¿
Lesson 9: "MESTRA YA I MARIA." 62

(Maria is a teacher.)

singular noun phrase topic
WH- question, Nanu y a ¿ Maria?
Lesson 10: "I MISS DIZON ING MESTRA." 67

(Miss Dizon is the teacher.)
Identificational equational clause

Negative a1iwa
WH- question, N in u y a ing mes t ra ?
Case particle, singular topic ing
Lesson 11: "AMERIKANO KAMI."74

(We are Americans.)
Non-verbal predicate clause, proper noun

predicate, plural pronoun topic
WH- question, Nu ko t au ?
Ing personal pronouns, normal form, plural
ix
Lesson 12: "TAU KU AMERIKA." 82

(I'm from America.)
Non-verbal predicate clause (continued)

Location phrase
WH- question, Nukarln king Amerika?
Case particle, locative king
Case particle, plural topic deng ~ reng
Lesson 13: "MI BAIT KU KING NEW YORK." 96

(I was born in New York.)
Verbal predicate clause, intransitive verb

predicate
WH- question, Nukarin ka mib ai t ?
Locative pronoun karin
Possessive pronouns, singular
Lesson 1A : "DINATANG KU KETANG JUNIO." 109

(I came last June.)
Verbal predicate clause (continued)

WH- question words k ap i 1 an and anggang
kap ilan
Names of months
Lesson 15: "MAKATUKNANG KU KANG JUAN RUIZ." 122

(I live with Juan Ruiz.)

WH- question word kaninu
Case particle, locative kang, ka r i , king.
kareng
King case pronouns
Lesson 16: "MABIE LA PA RENG PENGARI KU ." 139

(My parents are still living.)

Adjuncts ¿a. and mu
Pronoun-adjunct portmanteau substitutes
n e , no ~ nu
Lesson 17: " A U N KUNG KAPATAD." 150
(I have a brother/slster .)
Non-verbal predicate clause, existential

predicate (at in) and numeral predicate
WH- question word pilan
Negative ala
Numerals metung ... aduang pulu
Verb of existence a tin
Lesson 18: "NANU YA ING OBRA MU?" 164

(What do you do?)
Statement (review)
WH- question nanu (expanded)
Possessive particles nang, na ning
Relational particle ning
Lesson 19: Review of Lessons 7-18 178
Expressions for memorization
Lesson 20: "ING LAGIU RA I ELAINE AMPONG JOANNE." 188

(Their names are Elaine and Joanne.)
Ning pronouns, possessive, singular (review)

and plural
Lesson 21: "I LAURA ATIU KING AMERIKA." 205

(Laura is in America.)
Non-verbal predicate clause, existential

predicate (a t i)
Verb of existence at i (negative ala)
Special pronouns, existence yjj, lu
Directional nouns
Lesson 22: "PILAN NA KANG BANWA?" 217

(How old are you?)
Non-verbal predicate clause, numeral attri-

xi
butive noun phrase predicate
Days of the week
Dates of the month
Lesson 23: "INING TAU BAPA K E ." 241

(This man is my uncle.)
Non-verbal predicate clause, possessive

phrase predicate
Portmanteau pronouns, possessive + singular
topic
Demonstrative pronouns, singular, attributive
Lesson 24: "KANINU LANG LITRATO RENI?" 257

(Whose pictures are these?)
Possessive phrase predicate (continued)

Portmanteau pronouns, possessive + plural
topic
Demonstrative pronouns, plural deni, dya n.
de ta
Demonstrative pronouns, plural, attributive
Lesson 25: "MATAS YANG DILI KARENG BABAI." 275

(She is the tallest of the girls.)
Non-verbal predicate clause, descriptive

predicate, singular and plural
Non-verbal predicate clause, comparative
predicate, singular and plural
Non-verbal predicate clause, superlative
WH- question word sanu
Descriptive affix ma- , manga-
Superlative affix peka-
King demonstrative pronouns, singular and
plural
Lesson 26: "I PEDRO AMPONG ERMIE MIPISAN LA." 302

(Pedro and Ermie are cousins.)
Stative predicate clause

Stative affix, singular and plural m i - , miCiVi-
xi i
Lesson 27: "MUNTA KU KING ESKUELA." 320

(I'm going to school.)
Verbal predicate clause, actor focus, intran

sitive predicate
Greeting expression, Nukarin ka munta?
Lesson 28: "SUMULAT RUNG SULAT." 332

(I'm going to write a letter.)
Verbal predicate clause, actor focus, tran

sitive predicate
WH- question, Nanu ing gawan mu?
Verbal affix, actor focus, future tense
Case particle, object -ng
Lesson 29: "SUMULAT KU NGENI." 331

(I'm going to write now.)
Transitive verb predicate clause (continued)

WH- question, Kap ilan ka sumulat ?
Time words, non-past
Lesson 30: "NANU NA ING ORAS NGENI?" 364

(What time is it now?)
Statements, teiling time

Adverbial particles agiang . maski, manibat .
angga, pota
Telling time
Lesson 31: "BISA RUNG MUNTA KING TINDAHAN." 390

(I want to go to the store.)
Desiderative clause, quasi verb predicate

WH- question, Nanu ing buri mu(ng gawan)?
Ning case pronouns in nanu questions
Lesson 32: 409

"MUNTA KAMING MANGAN PAGTUAN KING 'KAPETIRYA' .
(We're going to the cafeteria to eat lunch.)
xi i i
Purposive clause
Desiderative-purposive clause
Obligatory clause kailangan
Lesson 33 : 431
" BAKU? OBAT ETAMU MUNTA KING 'SWIMMING POOL'?"
(Why? Why can't we go to the swimming pool?)
Explanatory clause kasi

WH- questions bakit and obat
Possibility clause malyari
Lesson 34: "TANA!" 443

(Let's go !)
Suggestive clause tana, tara (na)

Adverbial particle, hearsay kanu
Idiomatic expression, Ik a na in g bala naman .
Lesson 35: "MAMASA YANG DYARYU I A L ." 458

(A1 is reading a newspaper.)
Verbal predicate clause, actor focus,

continuing tense
Verbal affixes, actor focus, continuing tense
Actor noun phrase expansions of ya and la
Lesson 36: "EKU PA MAGOBRA. ESTUDYANTE KU PA." 474

(I'm not working yet. I'm still a student. )
J
Statements with adjuncts 2_a> .§.• • .£_a, na, ena
Lesson 37: "MEMASA RUNG LIBRU NAPUN." 489

(I read a book yesterday.)
Verbal predicate clause, actor focus,

completed tense
Verbal affixes, actor focus, completed tense
Time words, past
Subordinating combiner, qualifier ania
xi V
Lesson 38: "BASAN KE ING DYARYU." 515

(I'm going to read the newspaper.)
Verbal predicate clause, goal focus— object,

future tense
WH- question, Nanu ing basan mu?
Verbal affix, goal focus— object, future tense
Portmanteau pronouns, non-focused actor and
focused singular object
Case particle, singular topic ing (review)
Lesson 39: "PAGARALAN MYA ING INGLIS." 533

(We're studying English.)
Verbal predicate clause, goal focus--object,

continuing tense
Verbal affixes, goal focus— object, continu
ing tense
Expansion of ning actor pronouns na and dâ
Lesson AO: "DENG ANAK INAYOS DE ING ESKUELA." 561

(The children took care of the school.)
Verbal predicate clause, goal (object)

focus, completed tense
Verbal affixes, goal (object) focus, completed
tense
Lesson 41: "SULATANAN KE I IMA K U ." 576

(I'm going to write to my mother.)
Verbal predicate clause, referent focus,

future, continuing and completed tenses
Verbal affixes, referent focus, future,
continuing and completed tenses
Lesson 42: "I PEDRO SAUPAN N A K U ." 602

(Pedro will help me.)
Verbal predicate clause, referent focus

(continued)
WH- questions, Ninu ing saupan m u ?
Ninu ing sumaup keka?
XV
Ing pronouns (referent topic)

Ning pronouns (non-focused actor in referent
focus clauses)
Lesson 43: "SALUBUNGAN MILA RENG KALUGURAN K U . 625

(We are going to meet my friends.)
Verbal predicate clause, referent focus,

plural referent, future tense
Desiderative clause, object and referent
focuses
WH- question nanung grado
Portmanteau pronouns, non-focused actor +
focused plural referent
Lesson 44: "MUNTA KU KANG PEDRO SAUPAN KENG 650

MANATAP KANG KOYA NA."
(I'm going to Pedro's to help him
thatch his brother's roof.)
Saupan predicate clause-- to help do something'

Embedded question clause, ___
Balu ku nung kap i 1an
ya mayari?
Conditional clause--'if ' nung
Permission clause malvar i
Lesson 45: "MAKANANU YUNG GAWAN ING BAKUD?" 672

(How do you make a fence?)
WH- question makananu

Embedded question clause (continued). Buri ku
mung akit nung makananu yung gawan ing bakud?
Probability clause pota (galan)
Lesson 46: "ABYE ME KAKU ING 'RECIPE' 693

PARA APADALA KE KANG IMA KU?"
(Can you give me the recipe so
I can send it to my mother?)
Verbal predicate clause, aptative aspect,

actor focus and non-actor focus
Aptative affixes: actor focus, future, con
tinuing and completed tenses; non-actor
xvi
focus (tenseless)
Lesson 47: "KALUTUNG KAPAMPANGAN" 713

(Kapampangan recipes)
Aptative stative clause

Verbal affix, resultant stative maka-
Cooking terms, measures, and equipment
Serving utensils
Lesson 48: "PANGAWA KYANG BARU I IMA K U ." 734

(I'm going to make a dress for my mother.)
Verbal predicate clause, benefactive focus,

Verbal predicate clause, distributive aspect
WH- question para kaninu
Lesson 49: "PINYULAT KE ING LAPIS." 756

(I wrote with a pencil.)
Verbal predicate clause, instrument focus,

King case demonstrative pronouns
Lesson 50: "PAINUMAN MENG KASTORIA." 771

(Make her drink castor oil.)
Verbal predicate clause, causative aspect,

referent focus, future, continuing and
completed tenses
Verbal predicate clause, causative aspect,
object focus, future, continuing and
completed tenses
Causative affixes pa- , pa- and pepa-
Supplementary Lesson 1 800

DIALOGUE: IN THE CLASSROOM (1)
xv i i
DIALOGUE: IN THE CLASSROOM (2)
DIALOGUE ON BUYING (1)
DIALOGUES ON BUYING (2)
DIALOGUES ON VISITING
DIALOGUE: AN INVITATION TO A PARTY
DIALOGUE: PLANNING A PICNIC
DIALOGUE: WRAPPING GIFTS FOR MAILING
Supplementary Lesson 9
DIALOGUE ON ASKING DIRECTIONS
NARRATIVE ON ERECTING A FENCE

xv i i i
KAPAMPANGAN-ENGLISH GLOSSARY 853
ENGLISH-KAPAMPANGAN VOCABULARY LIST 929

INTRODUCTION
Background
Kapampangan is spoken in the Pampanga-Tarlac area
of the central plain of Luzon in the Philippines. There
are some 900,000 speakers of this important language.
There are several dialects of Kapampangan, and the
dialect used in this text is that spoken in the city of
San Fernando. The author is deeply indebted to Mrs.
Germalina Melendez for her patient assistance throughout
the months needed to develop these lessons. She and her
husband as well as others of the Kapampangan-speaking
community in Honolulu have made this effort one of
pleasure. The burden of responsibility for any errors
in the text, of course, rests solely with the author.
Purpose of the Text
Speaking Kapampangan is an elementary-intermediate
level text compiled to teach conversational Kapampangan.
The purpose of the text is to acquaint the learner with
the vocabulary and basic structures necessary for
participation in everyday conversations, and to guide
him in his acquisition of the language structure in such
a way that he will be able to use the language creatively

XX
and meaningfully. The lessons have been designed to
help the learner 'think' in the language; to help him
gain fluency in at least basic situations and basic
structures.
Basic Orientation of the Text
The text consists of 50 lessons with some additional
supplementary materials, a Kapampangan-English Glossary,
and an English-Kapampangan Cross-Reference Vocabulary
list. The supplementary materials include useful class
room expressions and additional dialogues. The teacher
should work them in where they seem most appropriate.
Each lesson is developed around a situational topic and
includes conversation which is natural to that topic.
The topics have been selected on the basis of real life
occurrences and arranged in as natural an order as
possible. The topics in the text evolve around a main
character, John Smith. John is an American newcomer to
a Kapampangan society and the lessons include those
activities required for his becoming a participating
member of that society. The situations move from John
to his immediate surroundings, to friends and their
families, and finally to the world of activities and
experiences.
xx i
The structures selected for teaching the language
are those which have been found to be relevant or
pertinent to the situations enumerated above. The
sequencing of the structures has been governed by the
arrangement of the situation chosen. For example, the
equational sentence is introduced in the beginning
lessons where the central theme is the identification
of self and surroundings in the process of getting
acquainted. Verbal predicative sentences are also
introduced in these early lessons, but only as items
for passive learning.^ These sentences become the
vehicles for teaching smaller structural items such as
pronouns, demonstratives, interrogativ e s , adverbial
words, case particles, etc. Predicative or action type
sentences are introduced as the situations move from the
acquaintance stage to that of activity. By this time,
^There are two kinds of learning involved in

language acquisition: the passive and the active. The
passive refers to the inital stages of language learning
where out of a babble of seemingly incoherent sounds the
learner begins to hear recognizable forms. This recog
nition of forms motivates the hearer to investigate or
find out what the forms mean, which then leads to his
learning of the form. The recognition, understanding
and ability to produce the forms is active learning.
Both kinds of learning have been incorporated in this
text.
xx ii.
the learner has become acquainted with verbal predica
tive sentences and has already learned the necessary
noun phrases and adverbial ideas which occur in such
sentences. The student is then prepared to go on to a
concentration on the various types of verbal predications
and the learning of the more difficult and elusive
aspects of Kapampangan structure. The learning of these
more complicated structures is made more efficient and
less taxing by the natural situations requiring them.
The aim is to get the student to learn in the classroom
highly functional items which he puts to immediate use,
thereby making the artificial situation a meaningful,
truly motivating and efficient experience.
The number of vocabulary items to introduce in a
given lesson has always been of concern to language
teachers and material developers. When too many words
are introduced, the learner becomes so involved in the
sheer memorization of new words that he is unable to
learn the system of structures. When too few words are
included, learning in an already artificial situation
becomes repetitive and increasingly dull, with the
ultimate complete loss of motivation. In this text.
the selection, number and sequencing of vocabulary have

xxiii
been determined by the requirements of the situational
topics. Vocabulary learned in meaningful related
contexts with a tangible desire to communicate is never
a burden on the learner. The vocabulary items in this
case serve as effective tools for the learning of the
more important semantic and structural forms of the
language. This means that in some lessons there will
be a need for more vocabulary than in others. For
example, there is a need in the lessons first introducing
verbal constructions for functional verbal ideas which
relate to daily living. Vocabulary for these ideas is
therefore added at this point and used for the drilling
of the new constructions, rather than trying to build
up to the need before it appears.
However, vocabulary as such is not enough to set up
a situation. One of the most effective ways leading
to actual communication is to ask and answer questions.
The question-answer format serves as a communicative
device to learn new structures; it is an important
simulation of the 'real' art of giving and getting
information--a basic function of language in every
culture. Each basic sentence structure is therefore
introduced in this book in a question-and-answer context.

xxi V
Further comment is in order here since the question-
answer format is an important part of this text. Ques
tions elicit specific information and in Kapampangan,
responses are structurally conditioned, often by a
specific word in the question. For example, 'What are
you going to do ?' will elicit a response that brings
out the action that will be performed by the listener.
He may respond, 'I'm going to read a book.' The ques
tion 'Wha t are you going to read?' will elicit the
object of the listener's action: 'I'm going to read
he book' or 'It is a book that I'll read.' In Kapam
pangan the response to the first question requires an
actor-topic; the answer to the second question requires
an object-topic. Syntactic devices in the verb and in
the noun phrases mark these topics. Thus, through
questions and answers the student will learn how to
use the structures, why particular structures are re
quired, and what the structures mean.
The question words who and what appear in the early
lessons, used in equational sentences; when and where
are introduced with the early predicative sentences;
and finally, how and why appear in later lessons where
verbal constructions are needed for responses. Sitúa-

XXV
tional dialogues in the lessons help integrate questions
and answers in natural ways, and thus help the learner
develop an understanding of the total language system.
Basic Principles
The effectiveness of language materials is related
to the premises upon which the materials are developed.
This text has been developed on certain linguistic and
psychological principles which the writer believes are
basic.
The linguistic principles on which the text is
based are as follows. (1) Language is a structured
system of sounds and grammatical units (language has
structure). (2) The structured system is internalized
by the speaker as a network of 'rules' which in turn
govern the ways the speaker constructs his sentences.
(3) The learner has an inborn competence or capacity
for internalizing such 'rules'. (4) The internalization
of such rules makes possible the generation of new
sentences. (5) This power of generation in turn makes
possible 'thinking in the language' which is so necessary
for effective communication. (6) Finally the production
of language is a learned, automatic behavior.

XX vi
The psychological principles underlying this text,
stated briefly, follow. (1) Successful learning is
dependent upon motivation, i.e. the greater the motiva
tion, the more effective the learning. (2) Learning
takes place when there is ’meaningful' response to
'meaningful' stimuli, i.e. sheer automatic, unthinking
response to mere sound stimuli is never real learning.
(3) Practice in production is a necessary component
of language acquisition, i.*e. there must be a great deal
of drilling in order to acquire automatic behavior and
to retain what is learned.
Implications of Basic Principles
The following are the implications of these princi
ples for the development of language materials. (1) The
materials must include an adequate coverage of structure
basic to the language. (2) These structures must be
interrelated so that the student learns a system rather
than a series of isolated utterances. (3) Drills must
follow a format that will provide for the internalization
of the system. (4) The learner must be given the
opportunity to generate, thereby assuring retention of
the rules governing the system. (5) The format of the
lessons must be designed to create and maintain motivati°5

xxvii
at a high level. (6) Responses elicited from the learner
in the practice situation must be as realistic and mean
ingful as possible, i.e. there must be as much communi ca
tion as possible. (7) The range of drills must provide
for the learning of particular constructions and the
interrelationships existing between constructions. (8)
With all this, there must be opportunity for practice,
practice and more practice in order to be assured that
the student will acquire automatic linguistic behavior.
Implementation of Basic Principles
The basic orientation of the text reflects the basic
principles just outlined. The situational approach allows
for very practical and functional materials. Motivation
is sustained at a high level and learning becomes effec
tive because situations are real. Further, the format
of the lessons has been designed as an attempt (1) to
provide an adequate coverage of the basic structures
necessary for communication, (2) to present the struc
tures as an interrelated system, (3) to provide for
both the elementary and intermediate level of learning
(learning of basic constructions and generation of new
utterances based on the learned constructions), and (A)
to develop the learner's competence in the new language.

xxvi i i
Format of the Lesson
Lessons are divided into seven parts which fall
into two main divisions. The first one-half of each
lesson, encompassing the first three parts, covers the
basic elementary and essential structures that all
students must learn to converse in the language. Suf
ficient drill (Drill I) is required (in a rote way) to
help the student memorize the structures in context.
The second half (parts 4-7) is for intermediate
learning, and is designed to assist the student in
generating or creating new material on the basis of the
more elementary parts. The seven parts of each lesson
follow.
1 STRUCTURAL CONTENT. New items of a structural
nature are presented first as they occur in statements.
Questions follow which will elicit the structure being
introduced. Finally, the new structural units are listed
for the student's reference, and to help him know what
he is trying to internalize.
2 CONVERSATIONAL CONTEXT. Following the presenta
tion of the structure, the new items are placed in a
question-answer context. Two types of questions are
utilized: the WH-question (questions which begin with a°
interrogative word) and Yes/No questions (questions which

xxix
require a yes or no answer). This section is especially
helpful for learners since early conversations are in
this form.
3 DRILL I. The student learns the basic struc
tures (in an unexciting way perhaps) through the drills
presented in this section. The drills are very ele
mentary and generally consist of rote memorization,
response and substitution drills. The name of each
drill characterizes the procedure and purpose of that
drill. Thus, Rote Memorization Drill refers to the
mimicry-memorization procedure and is used to help the
student learn individual vocabulary items related to
the situational topic of the particular lesson. Re
sponse Drill refers to a question and answer format
procedure, using both the WH- and Yes/No questions.
Substitution Drill refers to the replacement of items
in a given frame by other substitutable items. The
drills in this section are generally arranged so that
the student first memorizes the pertinent vocabulary
items, then learns to use these items in a sentential
context and finally uses the sentences in a conversa
tional (question and answer) context.
4 SITUATIONAL DIALOGUE. New structures are put
in a broader framework to expand the question-answer
portion of the lesson. Here the learner begins to get
an idea as to how the particular question and answer

XXX
relate to other Kapampangan constructions in a continuous
discourse; he actually 'sees' the interplay of Kapampangan
structures, thus developing an understanding for the total
language system. The situational dialogues are fairly
long in order to allow for semantic continuity. Length
should pose no problem here, however, since these dia
logues are not meant for rote memorization. Rather, the
objective is to 'learn' the contents of the dialogue with
a flexibility that will enable the student to use the
contents as the basis for 'generating or creating' in
the language. The situational dialogues also provide an
excellent means for introducing new structures for
passive learning and also for reviewing structures al
ready learned .
5 DRILL II. The second section of drills is
designed to help students internalize the structure by
generating and creating their own utterances. Here the
drills are recitation drills for content rather than
rote memorized utterances, composition drills for
creativity, comprehension drills for practice in under
standing, narrative drills in which the dialogue is
restated in narrative form instead of the question and
answer approach, and dialogue drills where only students
participate.
xxxi
6 STRUCTURAL AND CULTURAL NOTES. The emphasis in
the notes presented here is on usage and distributional
occurrences rather than on linguistic explanation. The
latter will be covered in a reference grammar being pre
pared under this same series.
7 VOCABULARY. The final section of the lesson
lists the new items covered. This is for convenience.
A Kapampangan-English Glossary is appended to the
lessons. This glossary contains all words introduced in
the lessons in the usual Roman letter alphabetical order.
Entries include word bases in capital letters, inflected
forms pertaining to these bases listed below them, affix
es found in the lessons, and other words. The English
meanings are followed by a number indicating the lessons
in which the entry appears.
An English-Kapampangan Vocabulary is also appended
which is a cross-reference finder list to aid the stu
dent. Should the student wish to locate the Kapampangan
word in the lessons, he must go to the Kapampangan-Eng
lish Glossary.
Directions for Using the Text
1 STRUCTURAL CONTENT. Each lesson has a Kapam
pangan title to indicate the situational content. The
first section then delineates the structural content.
Actually this is a miniature table of contents and is

xxxi i
a guide. Lesson learning starts with the second section.
It is suggested that the student be assigned to look over
sections one and two before coming to class to familiar
ize himself with the new structures to be learned.
2 CONVERSATIONAL CONTEXT. Begin each new lesson
with the recitation of the question-answer conversations
given in section two. These conversations are for
memorization; therefore the mim-mem (mimicry-memoriza
tion) method should be used. The pace of the recitation
should be kept at normal speed with special attention
given to the pronunciation of the utterances. Markings
for accent, length, and intonation have not been included
in the text; hence, the student must rely on these
recitations, and in fact on oral work in general, to
learn the correct Kapampangan pronunciation and intona
tion. Repeat the recitation of each question-answer set
several times, first in unison, then subsequently in a
conversation format with either individuals or portions
of the class reciting.
3 DRILL I. After the recitation, proceed to
DRILL I. In this section all new structural items are
drilled. As indicated earlier, the various drills have
been selected and arranged to allow for a logical

xxx i i i
progression of learning (from memorization of items, to
use of item in sentences, to use of sentences in short
question-answer conversations); hence, the drills should
be used in the order given. However, modifications
may be made in individual drills as found necessary.
Drill work is effective only if it is meaningful to the
student. The teacher should always be cognizant of the
students' reaction and modify her techniques and/or
procedures accordingly.
As explained in a previous section, the names of the
drills characterize the objectives and the general pro
cedures to be used. Special instructions enclosed in
parentheses are also given. These instructions include
notational devices: T = teacher, S = students as a
class, = the individual or the first student, and
= the second student. S indicates that unison
response is appropriate, and and that individual
response is desired. Where applicable the latter may
also refer to individual participants in a chain drill.
In order to minimize the possibility of students
responding to mere sound stimuli, pictures may be used
as response cues. These pictures may be cutouts from
magazines or stick figures drawn by the teacher. Where

xxxi V
such picture cues are not available, the 'spoken word'
cue may be used.
Most of the drills in this section are given only
in model form. The teacher must amplify the drills
using vocabulary contained in the same lesson, or in
past lessons. In order to assist in this, a list of
words according to classes (nouns, verbs, adjectives,
etc.) should be kept, both by the teacher and students.
Such lists serve as helpful self-help review aids for
the student and a convenient reference guide for the
teacher for working out or conducting drills. Further,
specific vocabulary to fit the needs of the particular
students can be given and remembered in this way.
In general the procedure for drilling is to begin
with unison response (except where variations make
unison response unlikely), then proceed to individual
response. In response drills, the progression is from
teacher-students (T-S), to teacher-student (T-S^), to
student-student (S^-S2)» All response drills should
end with student-student participation. While drilling,
the teacher should be aware of pronunciation and intona
tion errors, correcting such errors as they occur. The
phonology of Kapampangan is fairly simple. Pronunciation

XXXV
should not be a severe problem for the beginn^n g student.
However, if difficulty is encountered, the teacher
should conduct short pronunciation drills aa needed.
A SITUATIONAL DIALOGUES. The dialogues found in
part four are fairly long. These need not be committed
to memory, since comprehension of content is the primary
object. However, some time should be spent in class
for the recitation of these dialogues. This is to give
the students the opportunity to listen to, and to
produce in recitation form, a natural dialogue. If a
language laboratory or a tape recorder is available,
these dialogues may be put on tape and assigned to the
students as lab work or homework. The taped dialogues
should be natural. Provision should be made on the
tape for both listening comprehension first and then the
recitation of each utterance in the dialogue by the
students.
5 DRILL II. The first drill in the second section
of DRILL is the recitation of the situational dialogues
outlined above. Initially the recitation should be in
unison, then followed by recitation using a conversa
tional format between teacher and students, or between
students. The remaining drills generally include

xxxv i
comprehension, narrative, dialogue and composition
drills. In the comprehension drill the student is
given the opportunity to generate utterances on his
own. In the early lessons, comprehension questions in
Kapampangan have been included as questions to be
asked by the teacher. This is followed by suggested
questions in English which the student is required to
transpose into Kapampangan. Until the students gain
some degree of proficiency in the language, the
questions should be written and checked for accuracy by
the teacher. Where new vocabulary is necessary for
the construction of a question, the student should
consult either the Kapampangan-Eng1ish Glossary appended
to the lessons (using the English-Kapampangan Cross-
Reference Vocabulary), the dictionary or the teacher.
Care has been taken to control vocabulary and construc
tions. However, there may be instances where a special
word (not yet learned) will be necessary. Since oral
proficiency is the primary objective of this course,
the student should be encouraged to produce these
questions orally as soon as possible. Written work as
preparation for class work should be kept at a minimum.

xxxv i i
A Note to the Teacher
The following are general rule-of-thumb hints for
classroom procedures.
(1) Remember that this is a course in Speaking
Kap ampangan. Oral work should therefore be speaking or
communieating, not reading aloud. Always work with the
book closed, except where reference to the text is
necessary.
(2) Be Johnny-on-the-spot about pronunciation and
intonation. Catch and correct errors made by the
students at the time they occur. Consider every utter
ance a drill on pronunciation and intonation.
(3) Maintain natural speech at all times. Speak
at normal speed, but with clarity. Developing listening
proficiency is also an important part of language
learning.
(4) Remember that YOU, the teacher, are the
students' model. Be enthusiastic about Kapampangan
and the students will also be enthusiastic. Speak and
act like a -Kapampangan and your students will also learn
to be Pampangenos.
(5) In the final analysis, the success of the class
w^ll depend on YOU and how well you motivate your
students .
xxxvi i i
A Brief Learner's Synopsis of Kapampangan— A Word to the
Student
All languages are hard at first. The verb structure
of Kapampangan will seem difficult for some time. It
differs from English in that there are a number of
meaningful pieces to indicate tense, aspect, and focus.
The meaning of tense is easy enough: actions are
viewed as future, continuing or completed. Aspects
are a bit more difficult fo dominate. Those treated in
this text are general, aptative, distributive and
causative. The meaning of each becomes clear as one
moves through the text.
Focus may be at first a new idea. This is a key
grammatical phenomenon in Philippine languages. The
following explanation may help you prepare for it. In
sentences that have a main verb, there is the possibility
of amplifying the verbal idea by adding noun phrases
to indicate the actor of the action, the receiver
or object of the action, the place where the action
occurs, the benefactor of the action, the instrument
used in the action, etc. These roles are indicated
by small words called particles that occur first in a
phrase— something like our English prepositions.

X X X ix
Learning the correct particle to introduce noun phrases
is important. There are a number!
Any of the noun phrases complementary to the verb
may be made the topic of the sentence— actor, object,
location, instrument, benefactor, etc. When one of
these is chosen as topic, the particle indicating
the underlying role is replaced by a special particle
(in Kapampangan ing) , and a particular affix is put with
the verb. One of the fun parts is that there are a
number of these affixes and they can go before the word
base (prefix), after the word base (suffix), or some
where inside the word base (infix). All sorts of com
binations of these affixes occur with the tenses and
aspects. These special affixes have been called the
focus affixes because they indicate the semantic rela
tion between the verb and the topic of the sentence.
So plan on working hard on the verb complex!
Often the noun phrase complements we have been
talking about may be replaced by pronouns. Kapampangan
requires special forms for the topic, and other forms
for the other meanings (actor, goal, etc.). But this
is not all! Kapampangan has a special set that are
combinations of two pronouns, and you have to learn how

I
xl
to combine topic and goal forms— and all other combina
tions, too! You may wonder how children do it, but
th€y do— so be encouraged.
Verbs with their affixes, noun phrases with their
particles, and pronouns in special forms are all impor
tant. Add to this the ways to modify the nouns or verbs,
the way to add adverbial ideas of time to the sentence,
and a few other points of grammar, and you will be
Speaking Kapampangan. Encourage your teacher to cor
rect you; keep lists of vocabulary and notes on key
structures of your own, and work hard!
Note that part of the burden of pronouncing
Kapampangan is yours. Intonation, rhythm, stress and
vowel length are not marked. But as you listen to the
teacher, you will easily hear it--so carefully imitate.
Practice the sounds difficult to you until they are
automatic. It will soon be fun.
Be sure to make up your own sentences as soon as
you can. Communicate in Kapampangan often— and as soon
as possible ONLY in Kapampangan with your teacher and
classmates. We are Speaking Kapampangan!

S P E A K I N G K A P A M P A N G A N
Lesson 1
"Mayap a yabak."
1 STRUCTURAL CONTENT
1.1 Greetings
(1) Mayap a yabak. Good morning.
(2) Mayap a yaldo. (Good day.)
(3) Mayap a ugtong aldo. (Good noon.)
(4) Mayap a gatpanapun. Good afternoon.
(5) Mayap a bengi. Good evening.
1.2 Response marker
naman too
1.3 Deferential term
pu Ma'am, Sir
1.4 Deferential familial titles of general address
(1) i apu grandmother
(2) i ingkung grandfather
(3) i tata father
(4) i ima mother
(5) i koya older brother
(6) i atchi older sister
(7) i itu younger brother
(8) 1 nang/neng younger sister
3
4
(9) Apung Galura/Carlos Grandfather Galura/
Carlos
(10) Apung Maria Grandmother Maria
(11) Tatang Ruiz/Juan Father Ruiz/Juan
(12) Kong Pedro Big brother Pedro
(13) Atching Ermie Big sister E rmie
(14) Mang Laura Mother Laura
(15) Tong A1 Little brother A1
(16) Nang Kristi Little sister Christy
2 CONVERSATIONAL CONTEXT
2.1 A : M a y ap a yabak. Good morning.
B : M a y ap a yabak naman. Good morning (too).
2.2 A : M a y ap a y aldo . Hello (Good day).
B : M a y ap a yaldo pu Hello, sir (Good day, too,
naman sir.)
2 .3 A : Mayap a ugtung aldo Hello (Good noon), ma '
pu.
B : Mayap a ugtung aldo Hello (Good noon, too)
naman.
A : Mayap a gatpanapun
CN
Good afternoon, sir.
pu.
B : Mayap a gatpanapun Good afternoon (too).
pu naman. m a 'a m .
5
2.5 A: Mayap a bengi. Good evening.
B: Mayap a bengi naman. Good evening (too).
3 DRILL I
3.1 Rote Memorization Drill (Teacher gives the English
cue, then the Rapampangan equivalent; students
repeat the Kapampangan phrase.)
Model: T: (Good morning) Mayap a yabak.
S: Mayap a yabak.
(1) Mayap a yaldo. (Good day.)
(2) Mayap a ugtung aldo. (Good noon.)
(3) Mayap a gatpanapun. Good afternoon.
(4) Mayap a bengi. Good evening.
3.2 Identification Drill (Teacher gives time cues,
using English equivalents, clock or pictures
showing position of sun, and student gives the
appropriate greeting.)
Model: T: (8 o'clock)
S: Mayap a yabak.
3.3 S-S Response Drill (S^ says a greeting to S
according to time cue given; responds
accordingly.)
Model: T: (11 a.m.)
Mayap a yaldo.
Mayap a yaldo naman.

6
3.4 T-S Response Drill (Teacher says a greeting to
student, student responds accordingly.)
Model: T: Mayap a ugtung aldo.
S: Mayap a ugtung aldo pu naman.
3.5 S-T Response Drill (Student says a greeting to
teacher; teacher responds accordingly.)
Model: S: Mayap a gatpanapun pu.
T: Mayap a gatpanapun naman.
4 SITUATIONAL DIALOGUES
4.1 [Dialogue between two f iends, Carlos (C) and
Juan (J ) ]
mayap good
a r>* ay [linker]
abak morning
naman too
C: Mayap a yabak. C: Good morning.
J: Mayap a yabak naman. J: Good morning (too).
4.2 [Dialogue between Carlo (C) and his teacher Miss
Dizon (D)]
aldo day
pu Sir
C: Mayap a yaldo pu. C: Hello (Good day, ma'am)»
Miss Dizon. Miss Dizon.

7
D: Mayap a yaldo naman, D: Hello (Good day, too).
Carlos. Carlos .
4.3 [Dialogue between Teacher (T) and Students (S)]
kayu you [plural], you
[singular polite]
kekayu to you
ngan all
kekayu ngan to you all
T: Mayap a yabak kekayu T: Good morning to you
ngan. all.
S: Mayap a yabak pu S: Good morning to you
kekayu naman. (too ) , ma'am.
4.4 [Dialogue between a young boy (B) and an older
male person (M)]
bengi night, evening
i Tata Father
i itu Young (Boy) Man
ka you [singular plain]
keka to you
B: Mayap a bengi pu i B: Good evening, (sir),
Tata. Father.
M: Mayap a bengi keka M: Good evening to you
naman i itu. too. Young Man (Boy).

8
4.5 [Dialogue between Roberto (R) and his two older
friends, Maria (M) and Pedro (P)]
gatpanapun af te rnoon
atchi older sister
koy a older brother
R: Mayap a gatpanapun. R: Good afternoon, (Big
Atching Maria, sister) Maria, (Big
Koyang Pedro. brother) Pedro.
M P : Mayap a gatpanapun MP : Good afternoon to
keka naman. you, too.
4.6 [Dialogue between Mr. Galura (G) an elderly man
and Carlos (C)]
ugtu noon
ng [linking particle]
apu grandfather
G: Mayap a ugtung aldo G: (Good noon). Hello.
i tu.
C: Mayap a ugtung aldo C: (Good noon, too, sir.
pu naman, Apung Grandfather Galura.)
Galura. Hello, Mr. Galura.
5 DRILL II
5.1 Rote Memorization Drill (A: T shows picture cue.
gives appropriate title of address, and S repeats.

9
B: T shows picture cue, gives appropriate
title of address with name, and S repeats.)
Model.: T : (picture of an elderly man) i apu

A
S : i apu
Models : T : (picture of an elderly man) Apung Galura

D
S : Apung Galura
(1) (picture of an elderly i apu, Apung Galura
man)
(2) (picture of an elderly i apu, Apung Maria
woman)
(3) (picture of a middle- i tata, Tatang Pedro
aged man)
(4) (picture of a middle- i ima, Mang Laura - Aunt
aged woman) Indang Laura - friend
(5) (picture of an older i atchi, Atching Ermie
woman friend)
(6) (picture of an older i koya, Kong Pedro
man friend)
(7) (picture of a young boy) i tu, Tong A1
(8) (picture of a young i nang, Nang Kristi
girl)
5*2 Identification Drill (T shows picture cue, S gives
appropriate title of address--(l) without names,
then (2) with names.)

10
Model: T: (picture of an older woman, who is a
friend)
S: i atchi, Atching Ermie
5.3 Response Drill (T gives time and shows picture of
role assumed, S greets T accordingly, T responds.)
Model: T: (8 a.m., picture of older woman friend)
S: Mayap a yabak pu Atching Ermie.
T: Mayap a yabak naman.
5.4 T-S Response Drill (T gives time, shows picture
of role assumed, greets S accordingly, and S
responds.)
Model: T: (7 p.m., picture of young boy)
Mayap a bengi pu Kong Juan.
S: Mayap a bengi naman itu.
5.5 Role Playing Drill (Two students assume roles
given in the following situations respectively
and give appropriate greetings.)
Model: a) Carlos meets his teacher Mr. Ruiz
at 10 a.m.
S : Mayap a yaldo pu (Mr. Ruiz).
S2 : Mayap a yaldo naman.
(1) Carlos meets his teacher Mr. Ruiz at 10 a.m.
(2) Carlos meets his friend Pedro at 3 p.m.

11
(3) Roberto meets his neighbor Mrs. Ocampo at
12 noon.
(4) The teacher meets one of his students at 8 a.m.
(5) Miss Dizon, a teacher, meets her colleague,
Mr. Galura, at 7 p.m.
(6) Maria meets an older friend, Ermie, at 11 a.m.
(7) Mr. Galura, an elderly person, meets Juan, a
young man, at 4 p.m.
6 STRUCTURAL AND CULTURAL NOTES
6.1 The following indicate the approximate time of
day when a particular greeting is used.
(1) Mayap a yabak 'Good morning', until about
9 a.m.;
(2) Mayap a yaldo 'Good day', from 9 a.m. to
12 noon;
(3) Mayap a ugtung aldo 'Good noon', at 12 noon;
(4) Mayap a gatpanapun 'Good afternoon', from
about 1 to 5 p.m.;
(5) Mayap a bengi 'Good evening', from about 6
p.m-. o n .
.2 Ñaman 'too' (cf. 1 .2) always occurs in the response
to a greeting.
12
6.3 P u 'Sir, Ma'am' (cf. 1.3) is a term marking deference

and formality of speech. It is used in the following
s ituations:
(1) when speaking to an older person or a person
of higher status and respectful speech is
required; or
(2) when speaking to a person whom you've met
for the first time or to one with whom you're
still on formal terms, even though that per
son may be of the same age or position, or
younger.
Fsniilial titles of address (cf. 1.4) are commonly
used, establishing the relationship between speaker-
hearer as respectful but intimate. Hence, these
titles are not used in addressing strangers or
Persons with whom a close relationship is not
expected. The titles reflect familial roles and
are applied to members of the village of appropri-
ate age. Note that for an older woman imang (X) is
used for a relative and for a non-relative indang
00 .
(1) i apu, Apung (Galura/Carlos) to an elderly man
or woman of grandparent's age, or an older
person with high status;

13
(2) i tata, Tatang (Ruiz/Juan) to an older man of
father's age ;
(3) i ima, Imang (Laura) to an older aunt of mother's
age ;
(4) Indang (Laura) to an older woman of mother's age;
(5) i koya, Kong (Pedro) to an older man of older
brother's age;
(6) i atchi , Atching (Ermie) to an older woman of
older sister's age;
(7) i itu, tong (Al) to a younger boy of younger
b rother's age ;
(8) i n.eng, neng (Kris ti) to a younger girl of
younger sister's age.
6.5 The linkers a ~ ay_ (cf. 2.1) and n£ (cf. 2.3)
have no dictionary meaning. They function to
indicate that the two connected elements or items
are particularly closely related (cf. Reference
Grammar _____ , p. .).
7 VOCABULARY
a Aây [linking particle]
ab ak morning
aldo day
apu grandmother; [title of

address] grandmother,
Grandmother Galura,
grandfather. Grandfather
Galura
atchi older sister [title of
address]
Atching Ermie Older sister Ermie
bengi evening, night
gatpanapun af ternoon
nang (inang) young girl [title of
address]
ima mother; [title of address]
Imang Ermie Mother Ermie [title of
address for aunt]
Indang Laura Mother Laura [title of
address for friend]
ingkong grandfather [title of
address]
ka you [singular, plain]
kayu you [sing, polite]; you
[plural]
kekayu to you [sing, polite]; to
you [plural]
koy a older brother [title of
address]
15
Kong Pedro Older brother Pedro [title
of address]
mayap good, fine
naman too , also
ng [linking particle]
ngan all
pu sir, m a 'am
itu young boy [title of address]
tata father [title of address]
Tatang Pedro Father Pedro [title of
address]
ugtu noon
Lesson 2
"Kumusta ka?"
1.1 Greetings
(1) Kumusta ka? How are you?
(2) Mayap naman, salamat. I'm fine, thank you
1.2 Pronouns
(1) ka you [sing, plain]
(2) kayu ~ ko you [sing, polite]
(3) kayu you [plural]
(4) kayu ngan you all
2.1 [Carlos (C) and Maria (M)]
C : Kumus ta ka? C : How are you?
M: Mayap naman, salamat. M: I 'm fine, thank you
2.2 [student (S) and teacher (T) ]
S: Kumusta kayu pu? S : How are you, sir?
T: Mayap naman. T : I'm fine.
2 .3 [Juan (J) and Mrs. Ruiz (R) , a neighbor]
J: Kumusta ko pu? J : How are y o u , m a 'am?
R: Mayap naman. R : I'm fine.
16
[a teacher (T) and Pedro (P) , a student]
T : Kumusta ka Pedro? T : How are you Pedro?
P : Mayap naman, salamat P : I m fine, thank you,
pu . in3 3m •
2.5 [Miss Dizon (D) and two students, Juan (j) and
Maria (M)]
D: Kumusta kayu? D : How are you?
JM: Mayap naman pu. JM: We're fine, ma'am.
2.6 [teacher (T) and students (S) ]
T: Kumusta kayu ngan T: How are you all today
ngeni ?
S : Mayap p u . S : Fine, ma'am.
2.7 [Juan (J) and Pedro (P), two good friends]
J : Kumus ta? J : Hi !
P : Mayap. P: Fine!
3 DRILL I
3.1 Rote Memorization Drill (T gives cue in English of
person addressed, then the Kapampangan question
'Kumus ta_____ ?' j s repeats question.)
Model: T: (to a friend)
Kumus ta ka?
S : Kumus ta ka?
18
(1) to a friend Kumusta ka?
(2) to a teacher Kumusta kayu pu? or
Kumusta ko pu?
(3) to three people Kumusta kayu?
(4) to a large group of Kumusta kayu ngan?
people
(5) to a good friend Kumus ta ?
3.2 S-T Response Drill (T gives cue of person addressed,
S asks the question 'Kumusta (X)?', using the
appropriate pronoun, and T responds.)
Model: T: (to a teacher)
S: Kumusta ko pu?
T: Mayap naman.
3.3 T-S Response Drill (T gives cue of role assumed
and asks the appropriate 'Kumusta (X)?' question
to S, and S responds accordingly.)
Model: T: (teacher)
Kumusta ka Juan?
S: Mayap naman, salamat pu.
4.1 [Juan (J) meets Terry (T) at noon]
kumusta how
ka you [sing, plain íp ¿.

19
pronoun, normal form]
ngeni today
may ap fine
J: Mayap a ugtung aldo. J : Hello (Good noon).
T: Mayap a ugtung aldo T: Hello (Good noon,
naman. too .)
J: Kumusta ka ngeni? J: How are you today?
T: Mayap naman. T : I'm fine.
4.2 [Ermie (E) meets Pedro ) , her good friend, on
the way to school]
uy ! hey !
ika you [personal pronoun,
ing case, emphatic
form]
salamat thank you
E : Uy! Pedro ! E: Hey, Pedro! How are
Kumus ta? you?
P: Mayap. Ika naman? P: Fine! And you (too)?
E : Mayap naman. E: Fine, (too). Thank
Salamat. yo u.
^•3 [Roberto (R) meets his ighbor. Grandfather Juan
Ruiz (J) at night]
kay u you [ing pers. pron.,
normal form, sing,
polite]
20
ko you [ing pers . pron.,
normal form, sing,
polite; = kayu]
R: Mayap a bengi pu , R: Good evening, sir.
Apung Juan. Grandfather Juan.
J: Mayap a bengi naman J: Good evening to you,
i tu . too , young m a n .
R: Kumusta kayu/ko pu? R: How are you, sir?
J: Mayap naman. Ika J: I'm fine. And you?
naman?
R: Mayap naman, salamat R: I'm fine, thank you,
pu . sir.
5 DRILL II
5.1 Role Playing Drill (Two students assume respective
roles given in the following situations and greet
each other using Situational Dialogue models.)
(1) Teacher and Student, in the afternoon
(2) Two friends, in the morning
(3) Student and Village Elder, at night
(4) Two casual acquaintances, at noon
(5) Carlos and an older male friend, Pedro, at
3 p .m .
(6) An older woman of the village, Maria Ruiz,
and Ermie, a young girl, at 10 a.m.

21
6.1 The second person pronouns (cf. 1.2) introduced in
this lesson belong to the normal form set of the
ing personal pronouns. In Kapampangan there are
two sets of such ing pronouns, the normal and the
emphatic (cf. 4.2, ika 'you'). Kapampangan also
makes a distinction in forms between the singular
and plural in the second person, as noted in k_a
'you [sing.]' and kayu 'you [plural]', unlike
English.
6.2 Kayu or ko (cf. 2.2, 2.3) is used instead of k_a for
'you [sing.]' in deferential speech. Pu also must
occur with both polite forms.
7 VOCABULARY
ika you [ing personal pronoun,
emphatic form]
ka you [ing personal pronoun,
normal form, sing, plain]
kayu you [ing personal pronoun,
normal form, sing, polite]
ko you [ing personal pronoun,
normal form, sing, polite;
= kayu]
22
kumus ta how
may ap fine
ngeni today
salamat thank you
uy hey !
Lesson 3
"Aku i Juan.
1.1 Equational clauses, singular constituents
1.1.1 Affirmative
Aku i Senen. I am Senen.
1.1.2 Negative
Aliwa yaku i Senen. I am not (the one who
is) Senen.
1.2 WH- Question
Ninu ika? Who are you?
1.3 Interjectives
wa yes
ali no
1.4 Personal pronouns, ing case, emphatic form,
singular
(1) aku I
(2) ika you [sing, plain]
(3) ikayu you [sing, polite]
(4) iya he, she
^■•5 Case particle, singular topic
i (+ name) [marks singular personal
proper noun as focussed]
23
24
2.1 WH- Question and Answer
2 .1.1 Q: Ninu aku? Q : Who am I?
A : Ika i Senen. A : You are Senen.
2 .1.2 Q: Ninu ika? Q: Who are you?
A : Aku i Senen. A : I am Senen.
2.1.3 Q: Ninu ya? Q: Who is he?
A : Iya i Juan. A : He is Juan.
2.2 Yes/No Question and Answer
2 .2.1 Q: Ika i Senen? Q: Are you Senen?
A : Wa. Aku i Senen. A : Yes , I am Senen.
2 .2.2 Q: Ika i Senen? Q: Are you Senen?
A : Ali. Aliwa yaku i A : No , I am not (the
Senen. Aku i Juan. who is) Senen . I
Juan .
3 DRILL I
3.1 Response Drill (A: T asks the questions (1) 'Ninu
ika?', (2) 'Ninu y a ? ', S responds. B: asks the
question, responds.)
Model: T: Ninu ika? T: Ninu ya?
S: Aku i (Senen). S: Iya i Juan.

25
3.2 Response Drill (A: T asks the questions 'Ninu aku?'
'Ninu ika?’ and 'Ninu ya?' randomly, and S responds
with appropriate answer. B: Repeat the same drill
between students.)
3.3 Response Drill (A: T asks the question 'Ika i
(Senen)?', eliciting (1) yes responses, (2) no
responses, and (3) mixed responses from the
students. B: Repeat drill between students.)
Model^: T : Ika i Juan?
S : Wa . Aku i Juan.
Mo de 12 : T : Ika i Carlos?
S : Ali . Aliwa yaku i Carlos. Aku i Juan
3.4 Identification Drill (Each student identifies self
and the person sitting next to him.)
Model: S ^ : Aku i Senen. Iya naman i Pedro.
Aku i Pedro. Iya naman i Maria.

S2 '
3.5 Repeat drill 3.4 using the deferential term p u .
Model: S ^ : Aku pu i Senen. Iya pu naman i Pedro.

Q Aku pu i Pedro. Iya pu naman i Maria.
V
4.1 [Dialogue between John (J), Ermie (E) and Maria
(M) ]
26
ika you [ing pers. pron.,
emphatic, sing.]
ali no
aliwa ...is not (the one).,
y aku I [= aku]
aku I
wa yes
J : Ika i Maria? J : Are you Maria?
E: Ali. Aliwa yaku i E: No, I'm not Maria. I
Maria. Aku i Ermie am Ermie.
J: [to Maria] Ika i J : Are you Maria?
Maria?
M: Wa. Aku i Maria. M: Yes, I'm Maria.
4.2 [A dialogue between the teacher (T) and her students
(S), Pedro (P), Juan (J), Maria (M) and Roberto (R)J
ninu who
ikay u you
i [focus marker, per
sonal proper noun,
singular]
ya he, she [= iya]
o pu yes [polite; = wa]
T: Ninu aku? T Who am I?
S Ikayu pu i Miss S You are Miss Dizon,
Dizon. m a 'a m .
27
T: Ninu ya? [pointing T: Who is she?
to Maria]
S : Iya pu i Maria. S : She is Maria, m a ’am.
T: [to Pedro] Ninu ika? T : Who are you?
P : Aku pu i Pedro. P : I am Pedro, ma'am.
T : [to Juan] Ika? T: [And] you?
J : Aku pu naman i Juan. J : I am Juan, ma'am.
T: [to Maria] Ika i T : Are you Maria?
Maria?
M: 0 pu. Aku i Maria. M : Yes, ma'am. I am Maria.
T : [to Roberto] Ika i T: Are you Pedro?
Pedro?
R: Ali. Aliwa yaku pu R : No, I am not Pedro,
i Pedro. Aku i ma'am. I am Roberto.
Roberto.
5 DRILL II
5.1 Role Playing Drill (Student takes role of
questioner as illustrated in Dialogue //2
above, and conducts similar dialogue with
the rest of the students.)
6.1 When two words, one ending and the other beginning
with [a], occur contiguously, [y] occurs at the
boundary (cf. 1 .1 .2).

28
(1) Mayap a yabak (yabak = abak 'morning')
(2) Aliwa yaku i Senen (yaku = aku 'I')
6.2 There are two types of questions, (1) interrog
ative Ninu ika? 'Who are you?', and (2) yes/no
confirmation Ika i Senen? 'Are you Senen?'. A
rising question intonation occurs with both. An
affirmative answer for the latter question is
denoted by wa 'yes', or o pu 'yes, sir' in deferen
tial speech, and the negative by the interjective
ali 'no' or the negative predicative aliwa '...is
not the one...'. The two negatives are not inter
changeable in use.
6.3 The pronouns aku 'I', ika 'you' and iya 'he/she'
(cf. 1.4) are part of the emphatic set of the ing
personal pronouns. They occur as the predicative
in equational clauses or as appositional emphatic
pronouns. They contrast with the normal set (cf.
ka 'you', Les. 2), which always occurs bound to
the predicative as the subject pronouns. When
giving, or asking for one's name, the emphatic
form is used.
(1) Ninu ika? Who are you?
(2) Aku i Senen. I am Senen.

29
6.4 I. (cf. 1.5) always occurs directly preceding a
personal proper noun, marking the noun as the
topic of the sentence. It does not occur in
direct address.
(1) Iya i Senen. He is Senen.
(2) Senen, iya i Carlos? Senen, is he Carlos?
6.5 The ing emphatic pronouns (aku, ika, iya, etc.) al
ways occur after the interrogative word ninu 'who',
except for the third person singular where ya
(ing normal pronouns) occurs instead (cf. 2.1.1-3).
6.6 In addition to marking the response to a greeting
(cf. Les. 1), naman also marks the information
given as 'additional', whether similar or addi
tional (cf. 4.2 also). N aman, therefore, generally
occurs in multiple introductions or se1f-intreduc
tions from the second person on.
7 VOCABULARY
aku I [ing personal pronoun,
emphatic]
ali no
aliwa ...is not the one...
i [particle marking follow
ing personal proper noun
as topic]
ika you [ing pers. pron.,
emph.]
ikay u you [ing pers. pron.,
emph. polite ]
iy a he/she [ing pers. pron.
emph.]
ninu wh o
naman [marks additional infor
mation]
o pu yes, sir [= wa]
wa yes
ya he/she/it [ing pers.
pron., norma 1]
y aku I [= aku]
Lesson 4
"lia di Maria ampo i Juan."
1.1 Equational clauses, plural constituents
(1) 11 a di Maria ampo They are Maria and Juan,
i Juan.
(2) lia di Mr. ampo i They are Mr. and Mrs. Ruiz
M r s . Ruiz.
(3) Ila di Maria ampong They are Maria and Juan.
Juan.
1.2 Ing personal pronouns, emphatic form, plural
(1) ikata we [dual]
(2) itamu we [inclusive]
(3) ikami we [exclusive]
(4) ikayu you
(5) ila they
1.3 Conj unction
ampo and
1.4 Case particle, plural topic
di [plural personal proper

noun topic]
2.1.1 Q: Ninu ikayu? Who are you?
31
32
A: Ikami di Pedro ampo We are Pedro and Carlos,
i Carlos .
2 .1.2 Q : Ninu ikami ? Who are we?
A: Ikayu di Pedro You are Pedro and Carlos.
ampong Carlos .
2.1.3 Q: Ninu ikata? Who are we?
A: Ika i Maria ampo You are Maria and I am
aku i Juan. Juan .
2.1.4 Q : Ninu ila? Who are they?
A: lia di Mr. ampo i They are Mr. and Mrs.
M r s . Ruiz. Ruiz.
2.1.5 Q : Ninu ila? Who are they?
A : Ila di Carlos. They are Carlos and his
f riends.
2.2.1 Q: Ikayu di Pedro ampo Are you Pedro and Carlos?
i Carlos?
A: Wa. Ikami di Pedro Yes, we are Pedro and
ampong Carlos. Carlos.
2.2.2 Q: Ila di Mr. ampo i Are they Mr. and Mrs.
Mrs . Ruiz? Ruiz?

33
A: Ali. Aliwa ila. No, they're not. They
lia di Miss Dizon are Miss Dizon and Mr.
ampo i Mr. Ocampo. Ocampo.
3 DRILL I
3 1 Response Drill (A: T asks the questions (1) Ninu
i tamu? , (2) Ninu ikayu?, (3) Ninu ila? , and S
responds accordingly. B: T asks the same ques
tions randomly, S gives appropriate responses.
C: Repeat drill between students.)
Model: T: Ninu i tamu ? Who are we?
S : Ikayu pu i Miss You are Miss Dizon and
Dizon ampo aku I am Juan.
i Juan.
Model: T : [pointing] Ninu Who are you?
ikayu ?
S : Ikami di Maria We are Maria and
amp o ng Juan. Juan .
Model: T : [pointing] Ninu Who are they?
ila?
S : Ila di Pedro They are Pedro and
ampong Ermie. E rmi e .
^•2 Response Drill— review (A: T asks Ninu
questions using singular pronouns (Les. 3) and

▼
34
*
plural pronouns in random order, and S responds
accordingly. B: Repeat drill between students.)
3.3 Response Drill (A: T asks the question 'lia di

I
(Maria ampong Juan?)' eliciting (1) yes responses,
(2) no responses, (3) mixed responses. B: Repeat
drill between students.)
3.4 Response Drill--review (S asks yes/no question
using both singular (Les. 3) and plural pronouns
and eliciting mixed responses cued by the use of
names of students in class, and S responds
accordingly.)
4.1 [Senen (S) and Carlos (C) are helping John (J)
get to know the students by their names.]
i la they
ampo and
di [plural focus marker
of personal proper
noun ]
itamu we [inclus ive]
S : Ninu aku? Who am I?
J : Ika i Senen. You are Senen.
C: Aku? [And] I?
J: Ika i Carlos. You are Carlos.
C: Ninu itamu? Who are we?
J : Ika i Carlos, iya You are Carlos, he is
i Senen ampo aku i Senen, and I am John.
John/Juan.
S: Ninu ila? [pointing] Who are they?
J: Ila di Maria ampo i They are Maria and Robert.
Roberto.
C: Ila di Mr. ampo i Are they Mr. and Mrs.
Mrs. Ruiz? [pointing] Ruiz?
J: Ali. Aliwa ila di No, they are not Mr. and
Mr. ampo i Mrs. Ruiz. Mrs. Ruiz. They are Miss
Ila di Miss Dizon Dizon and Mr. Ruiz.
ampo i Mr. Ruiz.
[Dialogue between teacher (T) and her class, John
(J), Pedro (P), Carlos (C)]
ikata we [dual]
ikayu you
ikami we [exclusive]
tab alu I don't kno w.
T : [to John] Ninu Who are we?
ikata?
J: Ikayu pu i Miss Dizon You are Miss Dizon and I
ampo aku i John. am John.

36
T: [to Pedro and Carlos] Who are you?
Ninu ikayu?
P: Ikami pu di Pedro We are Pedro and Carlos.
ampong Carlos.
T: [to Carlos] Ninu ila? Who are they?
C: Ila pu di Maria They are Maria and Ermie.
ampo i Ermie.
T: Ila? [pointing to [And] they?
two others]
C : Tabalu. I don't know.
5 DRILL II
5.1 Role Playing Drill (S ^ questions on the names
of the students in class using the Situational
Dialogues as model and incorporating as many of
the constructions learned in Les. 3 and A.)
6.1 The ing emphatic plural pronouns (cf. 1.2) intro
duced in this lesson reflect the first person
plural trichotomy of all Kapampangan pronouns.
The three categories are as follows:
(1) dual [you and I]
(2) inclusive plural [all of us including you]
(3) exclusive plural [us, excluding you]

37
6.2 Di^ (cf. 1.4) is the plural form of _i (cf. Les. 3)
and marks the following personal proper names as the
topic of the sentence. It occurs directly preceding
a phrase consisting of two or more proper names with
each name in turn being preceded by or if con
joined by the conjunctive ampo, by the linking
particle n g . It may also occur before a single
proper name, in which case the name refers to the
person and others in his group, such as his family.
friends, children, etc.
VOCABULARY
ampo and
di [focus particle]
ikami we [exclus ive]
ikata we [dual]
ikay u you
ila they
itamu we [inclusive]
Tab a 1u I don't know.

Lesson 5
"I Mar ia ya ini."
1.1 Non-verbal predicate clause, proper noun predicate,
demonstrative pronoun topic
1.1.1 Affirmative
I Maria ya ita. That (over there) is Maria.
1.1.2 Nega t ive
Aliwa ita i Maria. That (over there) is not
Maria.
1. 2 WH- Question
Ninu ya ita? Who is that (over there)?
1.3 Demonstrative pronouns
( 1 ) ini this
(2) iyan that
(3) ita that (over there)
2.1.1 Q: Ninu ya ini? Who is this?
A : I Gloria ya iyan. That 's Gloria.
2.1.2 Q: Ninu ya iy an ? Who is that?
A : I Maria ya ini. This is Maria.
38
39
2.1.3 Q: Ninu ya ita? Who is that (over there)?
A: I Ermie ya ita. That (over there) is Ermie.
2.1.4 Q: Ninu ya ini/iyan/ Who is this/that/that (over
ita? there)?
A : Iy a i Ma r ia . She 's Maria.
2.2.1 Q: I Maria ya ita? Is that Maria (over there)?
A: Wa. I Maria ya ita. Yes, that's Maria (over
there) .
A: Ali. Aliwa ita i No, that's not Maria (over
Mari a. I Gloria there). That's Gloria
ya ita.
A: Ali. I Gloria ya No, that's Gloria.
ita.
3 DRILL I
3.1 Response Drill (A: T asks the question 'Ninu ya
ini/iyan/ita?' to elicit names of students in
class, and S gives appropriate response. B: Repeat
drill between S-S.)

40
Model: T: Ninu ya ini? Who is this?
[pointing]
S: I Gloria ya iyan. That's Gloria.
3.2 Response Drill (A: T asks yes/no question '(I
Gloria) ya ita?' eliciting (1) yes responses,
(2) no responses, and (3) mixed responses.
B: Repeat drill between S-S eliciting mixed
responses.)
3.3 Identification Drill (A: T using a picture of a
family drills on the identification of the
various family members.)
Model: T: [pointing to the father]
ing tata the father
S : ing tata
(1) ing tata the father
(2) ing ima the mother
(3) ing koy a the big brother
(A) ing a tch i the big sister
(5) ing wa 1 i the younger sister/brother
(6) ing ap u the g randf ather
(7) ing ingkong the g ran dmo th e r
(8) ing b ap a the un c 1e
(9) ing da ra the aunt

41
3.4 Response Drill (A: T using picture of family asks
'Ninu ya ini?' question, and S responds. B: Repeat
drill between S-S.)
Model: T: [pointing] Ninu ya Who is this?
ini ?
S: Ing tata ya iyan. That's the father.
3.5 Response Drill (S^ using picture of family asks
yes/no question 'Ing ima ya ini?', eliciting mixed--
yes and no--responses, and S2 responds accordingly.)
Model: S^: Ing ima ya ini? Is this the mother?
S2 : Ali. Ing ing- No, that's the grand-
kong ya iyan. mother.
4-1 [John (J) and Maria (M) are looking at a photo
graph and pointing to various people.]
ini th is
iyan that
y an that 1= iyan]
J : Ninu ya ini ? Who is this ?
M: I Gloria ya iyan. That's Gloria.

J: I Ermie ya ini? Is this Ermie?
M: Wa. I Ermie ya iyan. Yes , that's Ermie.

J : Ika ini? Is this you?
42
M: Ali, aliwa yaku yan. No, that's not me. This
Aku ini. is me.
5 DRILL II
5.1 Dialogue Repetition Drill (Students learn D. Situ
ational Dialogues through repetition, assuming all
of the various dialogue roles presented. Suggested
pattern of dialogue role playing is (1) between T
and S, (2) between S and S (half of the class versus
the other half), and (3) between S^ and S2 .)
5.2 Dialogue Drill (Using the picture of the family,
S^ and S2 conduct a dialogue modelled after the
dialogue above.)
6.1 The following variations occur as responses to the
question Ninu ya ita? 'Who is that (over there)?'
(1) I Maria ya ita. That (over there) is Mari*
(2) Ita i Maria. That (over there) is Mari*
(3) Iya i Maria. She is Maria.
The ing emphatic pronouns (aku, idea, iya, etc.) may
be substituted for the name, as in the following:
(1) I Maria ya ini. This is Maria.
(2) Aku i n i . This is I .

43
The demonstratives always occur finally in construc
tions with the ing emphatic pronouns. In other
constructions, however, they may occur initially
or finally with no change in meaning (cf. 1, 2
above).
6.2 Demonstrative pronouns denote spatial relationships
in reference to the speaker and listener. Ini
'this' designates that which is close to the speaker;
iyan 'that', designates something close to the lis
tener; and i ta 'that over there', designates some
thing away from both the speaker and the listener.
7 VOCABULARY
bapa uncle
dara aunt
ing [particle marking follow
ing noun as topic of
sentence ]
ini this
ita that over there
iy an that
y an that [= iyan]
wal i younger sister/brother

Lesson 6
(Review of Lessons 1-5)
1 CUMULATIVE SITUATIONAL DIALOGUES
1.1 [Senen (S) and his American friend John (J) meet
Maria (M).]
S: Mayap a yabak, Maria. Good morning, Maria.
M: Mayap a yabak naman. Good morning (too).
S: Kumusta? How are you?
M: Mayap naman. I'm fine.
S: Maria, i Juan ya Maria, this is Juan.
ini. Juan, i Maria. Juan, Maria.
M: Kumusta ko pu? How are you, (sir)?
J: Mayap naman pu. I'm fine, (ma'am).
1.2 [Carlos (C) and Paul (P) meet Mr. Ruiz (R), a
visitor to the school.]
o makanian oh, is that so.
C: Mayap a gatpanapun Good afternoon, sir.
pu .
R: Mayap a gatpanapun Good afternoon.
naman.
C: Aku pu i Carlos. I I'm Carlos, sir. This is
Paul ya pu naman ini- Paul, sir.
R: 0 makanian. Kumusta Oh, is that so. How are
ka? you?
45
P: Mayap pu naman. I'm fine, sir. Thank
Salamat pu. Ikayu you , sir. And yo u,
pu naman? sir?
R: Mayap naman. Ika, I'm fine. And you,
Carlos? Carlos ?
C: Mayap pu naman. I'm fine, sir. Thank
Salamat p u . you.
1.3 [Senen (S) introduces his friend John (J) to his
mother (ima = I).]
S :Ima, i Juan ya pu Mother, this is Juan.
ini .
I: Kumusta ka? How are you?
J: Mayap pu naman. I'm fine, ma'am. And
Ikayu? you?
I : Mayap naman. Fine .
2 DRILL
2.1 Dialogue Repetition Drill (S learns dialogue
through repetition.)
3 VOCABULARY
omakanian! oh, is that so!
NOTE to teacher: Do Supplementary Lessons 1, 2 before
going on to Lesson 7. They give the Kapampangan for
classroom procedures.
Lesson 7
"Lapis ya iyan."
1.1 Non-verbal predicate clause, noun predicate
(1) Lapis ya. It's a pencil.
(2) Lapis ya iyan. That's a pencil.
-— (3) E ya lapis . It's not a pencil.
(4) E ya lapis iyan. That's not a pencil
1. 2 WH- Question
(1) Nanu ya? What is it?
(2) Nanu ya ini? What is this?
1.3 Interrogative
(1) Nanu what
2.1.1 Q: Nanu ya? What is it?
A : Lapis y a . It is a pencil.
2.1.2 Q: Nanu ya ini? What is this?
A: Lapis ya iyan. That's a pencil.
2.2.1 Q: Lapis ya ini? Is this a pencil?
46
47
A: Wa. Lapis ya Yes, (that's) it's a
(iyan). pencil.
2.2.2 Q: Lapis ya iyan? Is that a pencil?
A : Ali. E ya lapis No, (this) it is not a
(ini). Ball pen pencil. It's a ball
ya. point] pen .
3 DRILL I
3.1 Rote Memorization Drill (Using actual objects in
the immediate surroundings, T drills on the iden
tification of same.)
Model: T: [holding a 'ball pen']
ing ball pen
S: ing ball pen
(1) ing ball pen ball point pen
(2) ing lapis pencil
(3) ing pauntin pen fountain pen
(A) ing diksyonaryo dictionary
(5) ing 1 ib ru book
(6) ing kuaderno notebook
(7) ing papil paper
(8) ing awang window
(9) ing pasbul door

(10) ing lames a table, desk
48
(11) ing luklukan chair [general term for
place to sit]
(12) ing taburete [western style] chair
(13) ing 1and e floor
(14) ing su lu electric light, torch
[source of light]
(15) ing p amura eraser [for chalk and
pencil]
(16) ing ti sa chalk
(17) ing tinta ink
(18) ing dyaryo newspaper
3.2 Response Drill (A: T asks 'Nanu ya ini/iyan/ita?'
pointing to objects and S responds accordingly.
B: Repeat drill between S-S.)
Model: T: [pointing to window]
Nanu ya i ta?
S: Awang ya ita.
3.3 Response Drill (A: T asks yes/no question '(Lapis)
ya ini?' eliciting (1) yes responses, (2) no
responses and (3) mixed responses. B: Repeat
drill between S-S.)
Model: T: [holding a pencil]
Lapis ya ini?
S: Wa. Lapis ya iyan.

49
Model: T: [holding a chalk]
Lapis ya ini?
S: Ali. Eya lapis iyan. Tisa ya.
4 SITUATIONAL DIALOGUE
4.1 [Miss Dizon (D) is speaking to the students in her
class (S).]
yu your [plural]
klase class
tana! let's go!
ump isa begin [word base]
mag ump isa to begin
lapis pencil
nan u what
mas álese good
bal pen bail-point pen
1ib r u book
diksyonaryo dictionary
pin certainly
D: Aku i Miss Dizon, ing I am Miss Dizon, your
mestra yu. Kumusta kayu- teacher. How are you
ngan ngeni? (all) today?
S: Mayap naman pu. Fine, m a 'am.
D: Klase, tana! Magumpisa Class , (let's g o !)
tana. Lapis ya ini. Let's begin. This is a
Nanu ya ini? pencil. What is this?
S: Lapis ya pu iyan. That is a pencil, ma'am.

50
D: Masalese. Klase, Good! Class, that is a
ball pen ya ita. ball-point pen. What
Nanu ya ita? is that?
S: Ball pen ya pu ita. That is a bail-point
pen, ma 'a m .
D: [pointing to a book] Is that a bail-point pen,
Ball pen ya naman too ?
ita?
S: Ali pu. E ya ball No, ma'am. That is not
pen ita. Libru ya. a bail-point pen. It's
a book.
D: [holding up a dic Is this a book, too?
tionary] Libru ya
naman ini?
S: Ali pu. E ya libru No, ma'am. That is not
iyan. Diksyonaryo a book. It's a dictio
ya. nary .
D: Kuaderno yapin ini? This (certainly) is a
notebook, isn't it?
S: Wa. Yapin. Yes, it is [certainly]*
D : Masalese. Good !
5 DRILL II
5.1 Dialogue Repetition Drill (Students repeat dialog***'
(1) between T-S and S-T, (2) between S-S, then (3)
between and S The primary objective is to

51
learn dialogue content through repetition rather
than memorize dialogue itself.)
5.2 Dialogue Drill (S^ assumes role of T and conducts
dialogue modelled after dialogue 4 above with the
rest of S .)
6.1 Q: Nanu ya ini? What is this?
A: Lapis ya iyan. That's a pencil.
The above question and answer constructions
referring to things parallel the set introduced
in Lesson 5 which refers to people.
Q: Ninu ya ini? Who is this?
A: I Maria ya iyan. That is Maria.
In addition to the difference in the interrogatives
occurring, note that the topic marker ^ occurs with
personal names, whereas with common nouns, whether
inanimate or animate, the equivalent common noun
topic marker ing does not.
(1) Lapis ya ini. This is a pencil.
(2) Mestro ya ini. This one is a teacher.
The topic marker ing does occur in a similar con
struction (referred to as the I dent ificationa1
Equational Clause, cf. Les. 10), the function of

52
which is specific identification. In such a
construction, however, the ing emphatic pronoun
occurs and the order of the elements is normally
reversed. For example:
(1) Ini iya ing mestra. This one is the teacher.
(2) Mestra ya ini. This one is a teacher.
7 VOCABULARY
awang window
ball pen ball-point pen
diksyonaryo dictionary
dy aryo newspap er
klas e class
kuaderno notebook
lames a desk
lande floor
lapis pencil
libru book
luklukan chair [general term for
place to sit]
masalese good
nanu what
pamura eraser [for chalk and
pencil]
p ap i 1 tablet
pasbul door
pauntin pen fountain pen
sulu electric light, torch [any
source of light]
taburete [western style] chair
tinta ink
tisa chalk
yu your [possessive plural]

Lesson 8
"Es tudyante ku."
1.1 Non-verbal predicate clause, noun predicate (cont.)
1.1.1 Affirmative
Estudyante ku. I'm a student.
1.1.2 Negative
E ku estudyante. I'm not a student.
1.2 WH- Question
Nanu ka? What are you?
1.3 Ing pronouns, normal form, singular
(1) ku I
(2) ka you
(3) ya he/she/it
1.4 Negative
e no t
2.1.1 Q : Nanu ka? What are you?
A: Estudyante ku. I am a student.
2.1.2 Q: Nanu ku? What am I?
A: PCV ka. You're a Peace Corps
Volunteer.
54
2.1.3 Q: Nanu ya? What is he?
A : Mestro ya. He's a teacher.
2.2.1 Q: Es tudyant e ka? Are you a student?
A : Wa. Estudyante ku Yes, I'm a student.
2.2.2 Q: Estudyante ka? Are you a student?
A : Ali. E ku No, I'm not a student
es tudyante. Mestro I ’m a teacher.
ku.
3 DRILL I
3.1 Rote Memorization Drill (T drills on identification
of the following using picture cues.)
Model: T: [picture of woman teacher]
ing mestra woman teacher
S : ing mestra
(1) ing mestra woman teacher
(2) ing mestro male teacher

(3) ing es tudyanta girl student
(A) ing estudyante boy student
(5) ing sekre tarya girl secretary
(6) ing s ekre taryo boy secretary
(7) ing propesora (female) professor
(8) ing propesor (male) professor
56
i
(9) ing presidente president
(10) ing superintendente superintendent [head of
a school division,
usually one division
per province]
(11) ing janitor janitor [handyman of a
school]
I
3.2 Response Drill (A: T asks 1Nanu ku/ka/ya?' questions,
using picture cues to elicit responses, and S res
ponds accordingly. B: Repeat drill between S-S.)
Model: T: [picture of boy student]
Nanu ya? What is he?
S: Estudyante ya. He is a student.
3.3 Response Drill (A: T asks yes/no question
'(Estudyante) ka?' eliciting negative responses,
and S responds giving correct information.)
Model: T: Propesor ka? Are you a professor?
S: Ali, e ku No, I'm not a professor,
propesor. I'm a student.
Estudyante k u .
3.4 Response Dri 11--review (T asks 'Nanu ku/ka/ya i
(Maria)?' and 'Ninu aku/ika/ya?' questions randomly
and S responds accordingly.)

5 7
4.1 [Dialogue between Mr. Ruiz (R) , the teacher, and
students Pedro (P), Carlos (C) and Maria (M)]
es tudyante boy student
ku I
e not
mes tro male teacher
nanu what
ka you
ya she/he/it
es tudyant a girl student
mes tra woman teacher
R: Estudyante ku? Am I a student?
P : Ali, e kayu pu No, you are not a
es tudyante. student, sir.
R: Mestro ku? Am I a teacher?
P: 0 pu. Mestro kayu/ Yes, sir, you are a
ko p u . teacher.
R: Nanu ka? [to Carlos] What are you?
C: Estudyante ku pu. I am a student, sir.
R: Nanu ya? [pointing What is she?
to Maria]
C: Estudyanta ya pu She is a student too.
naman. sir.
58
R: [to Maria) Estudyanta Are you a student?
ka?
M: Wa. Estudyanta ku. Yes, I am a student.
R: [pointing to Miss Is she a student also?
Dizon] Estudyanta
ya naman?
M: Ali. E ya estu- No, she is not a student.
dyanta. Mestra ya. She is a teacher.
5 DRILL II
5.1 Dialogue Drill (Using above dialogue as model,
students conduct similar dialogue with each other.)
6.1 When identifying o n e ’s self by name, the ing
emphatic pronouns are used (cf. Les. 3, Aku i Maria-
When the identification is classificatory, the
normal form of the ing pronouns (cf. 1 .1 .1) are
used, as follows:
(1) Estudyante ku. I am a student.
6.2 After the interrogative nanu 'what' the k_u pronoun5
occur (cf. 1 .2) whereas after ninu 'who', the aku
pronouns occur.
(1) Nanu ka? What are you?
(2) Ninu ika? Who are you?

59
6.3 The pronouns introduced in this lesson are the
singular forms of the ing normal pronouns (cf. 1.3).
These pronouns occur in clauses with non-verbal or
verbal predicates. They contrast with the ing
emphatic pronouns (aku , etc.) which occur in equa-
tional clauses (cf. Les. 3).
6.4 E_ ’not' (cf. 1.4) is a bound negative marker of an
utterance. In predicative clauses it always occurs
utterance initially followed directly by the ing
normal pronoun (ku^, etc.), which in turn is followed
by the predicate. In affirmative utterances these
pronouns occur after the predicate, as follows:
(1) Estudyante ku. I am a student.
(2) E ku estudyante. I am not a student.
E^ contrasts with aliwa in meaning and occurrence.
Whereas aliwa occurs only in equational clauses with
the ing emphatic pronouns, e may occur in both equa
tional and predicative clauses with the ing emphatic
and normal pronouns. For example:
(1) Aliwa yaku ing I'm not (the one who is)
estudyante. the student. [Someone
else is. ]
(2) E yaku ing I'm not the student [you're
es tudyant e . talking about].

60
(3) E ku estudyante. I'm not a student.
(Note the variation in meaning of the three negative
sentences above.)
6.5 Gender distinctions are made for some nouns, namely
occupational and nationality names. For example:
(1) mestra mestro woman teacher man
teacher
(2) es tudy anta girl student ^ boy student
estudyante
(3) sekretarya^/ girl secretary^/ boy
sekretaryo secretary
(4) prope s o r a ^ woman p r o f e s s o r s man
propesor professor
(5) Amerikana^ [female] A m e r i c a n s [male!
Amer ikano Ameri can
(6 ) P i l i p i n a s Pilipino [female] Filipino [male!
Filipino
7 VOCABULARY
e not
es tudyant a girl student
es tudyant e boy student
j anitor janitor [handyman of a
school]
ku I ling normal pronoun]
mestra woman teacher
■estro man teacher
nanu what
presidente pres ident
propesor [male] professor
propesora [female] professor
sekretarya girl secretary
sekretaryo male secretary
superintendente superintendent [head of
a school division,
usually one division
per province]
Lesson 9
"Mestra ya i Maria."
1.1 Non-verbal predicate clause, noun predicate (cont.
1.1.1 Affirmative
(1) I Maria mestra ya. Maria is a teacher.
(2) Mestra ya i Maria. Maria is a teacher.
1.1.2 Negative
(1) E ya mestra i Maria is not a teacher.
Maria.
1.2 WH- Question
Nanu ya i Maria? What is Maria?
2.1.1 Q: Nanu ya i Maria? What is Maria?
A: Mestra ya i Maria. Maria is a teacher.
2.2.1 Q: I Maria mestra ya? Is Maria a teacher?
A: Wa, mestra ya. Yes, she's a teacher.
2.2.2 Q: Mestra ya i Maria? Is Maria a teacher?
A: Ali, e ya mestra. No, she's not a teacher.
Estudyanta ya. She's a student.
62
63
3 DRILL I
3 i Response Drill (A: Using picture cues from 3.1
drill of Les. 7, T asks 'Nanu ya i (Maria)?' and S
responds accordingly. B: Repeat drill between S-S.)
Model: T: [picture of a
secretary]
Nanu ya i Maria? What is Maria?
S: Sekretarya ya i Maria is a secretary.
Maria.
3. 2 Response Drill (Using same picture cues. Si asks
'Nanu ku/ka/ya i (Pedro)?' and S2 responds accord
ingly .)
Model: S]_: [picture of a teacher]
Nanu ku?
S2 : Mestro ko p u .
4. 1 [Dialogue between teacher
<T) and student (S)]
T: Nanu ya i Mr. Ruiz?
What is Mr. Ruiz?
S: Mestro ya pu. We i8 a teacher, sir.
1: I Miss Dizon mestra
Miss Dizon a teacher,
ya naman?
too?
S Ali pu. E ya mestra.
N o . sir. She is not a
Estudyanta ya pu.
teacher. She is a
J s tud ent, sir .

T: Estudyante ka naman? Are you a student, too?
i
S: 0 pu. Estudyante ku Yes, sir, I'm a student,
pu naman. too.
A.2 [Dialogue between Roberto (R) and Alejo (A)]
prinsipal principal
superbisor [male] supervisor
anti similar to, like
mu just, only
anti mu just like
superbisora [female] supervisor
R: Nanu ya i Mr. Ocampo? What is Mr. Ocampo?
A: Prinsipal ya. He is a principal.
R: I Mr. Galura prin Is Mr. Galura a principal
sipal ya naman? too?
A: Ali. E ya prinsipal No, Mr. Galura is not a
i Mr. Galura. Super principal. He is a

{
bisor y a . supervisor.
R: 0 makanian! Anti mu Oh, is that sol Just
naman I Miss Ruiz. like Miss Ruiz. She is
Superbisora ya naman. a supervisor, too.
5 DRILL II
5.1 Dialogue Drill (Students carry on dialogue
modelled after those in section A.)

65
6.1 The ing normal personal pronoun (Les. 8) always
occurs following the word which describes the person.
(1) Nanu ku/ka/ya? Who am I/are you/is she?
(2) Mestra ku/ka/ya. I am/you are/she is a
teacher.
When the third person is identified by name,
i— +— (name) is added to the construction, either

preposed or P°stposed> with ya functioning as a
cross-referent _ . ,
pr°noun. In questions, however, it
is always postpOSed
(1) Nanu ya i M aria ? What is Maria?

(2) Mestra ya i Maria.
Maria is a teacher.
(3) I Maria mestr,
ra y a . Maria is a teacher.
The third p-
Herson ing emphatic pronoun, iya.
may be substituted for
the name . However, whereas
the name may ocr,lv
Ur initially or finally, this
pronoun always
Ccurs sentence initially.
(1) Iya mestra y a
She is a teacher.
(2) Mestra ya i Maria.
Maria is a teacher
(3) I Maria mestra
ya Maria is a teacher
There is no
significant difference in meaning
between the two
resp onses.
(1) Mestra ya i Maria. Maria is a teacher.
(2) I Maria mestra ya. Maria is a teacher.
However, construction (1) is considered the normal
order and (2) the inverted order. In speech, there
is a slight pause after the name in construction
(2), which appears to denote a meaning more similar
to the following English equivalent: '[As for]
Maria, she is a teacher.'
Ya, which occurs following a name or the correspond
ing interrogative pronoun ninu in constructions
with a demonstrative pronoun is frequently dropped
in everyday conversation.
(1.a) Ninu ya ita? Who is that?
(l.b) I Maria ya ita. That is Maria.
(2.a ) Ninu ita? Who is that?
(2.b ) I Maria ita. That is Maria.
VOCABULARY
anti mu just like
pr ins ipal principal
superbisor [male] supervisor
superbisora [female] supervisor

Lesson 10
"I Miss Dizon ing mestra.
1.1 Ident ificationa1 equational clause
1.1.1 Af f irmative
(1) I Miss Dizon ing Miss Dizon is (the one
mestra. who's) the teacher. [Not
Miss Rui z ]
4
(2) Ing mestra i Miss The teacher is (the one
A
Dizon. who's) Miss Dizon. [Not
the student]
1.1.2 Negative
(1) Aliwa iya ing Miss Dizon is not (the
mes tra i Miss one who's) the teacher.
Dizon. [Miss Ruiz is]
1•2 WH- Question
1*2.1 Ninu ya ing mestra? Who is the teacher?
1*2.2 Balu mu nung ninu ing Do you know who the teacher
mes tra? is?
1*3 Case particle, singular topic
ing [particle marking the
following common noun
as topic]
67
68
2.1.1 Q: Ninu ya ing mestra? Who is the teacher?
A: I Miss Dizon ing Miss Dizon is the teacher,
mes tra.
2.1.2 Q: Ninu ya i Miss Who is Miss Dizon?
Dizon?
A: Ing mestra i Miss The teacher is Miss Dizon.
Dizon.
2.1.3 Q: Balu mu nung ninu Do you know who Miss Dizon
i Miss Dizon? is?
A: Wa. Ing mestra i Yes. The teacher is Miss
Miss Dizon. Dizon.
2.2.1 Q: I Miss Dizon ing Is Miss Dizon the teacher?(
mestra?
A: Wa. Iya ing mestra. Yes, she is the teacher.
2.2.2 Q: I Miss Dizon ing Is Miss Dizon the teacher?(
mestra?
A: Ali. Aliwa iya ing No, she is not the teacher. I
mestra. I Mr. Ruiz Mr. Ruiz is the teacher,
ing mestro.
69
2.2.3 Q: Ika ing isestra? Are you the teacher?
A: Ali. Aliwa yaku No, I'm not the teacher.
ing mestra. I Miss Miss Dizon is (the
Dizon ing mestra. teacher).
3 DRILL I
3.1 Rote Memorization Drill (Using picture cues, or other
visual cues like printed names, and names and occu
pation, profession or title of actual people, T
drills on the identification of same.)
Model: T: [picture or name of the President of U.S.]
I Mr. Nixon ing presidente na ning Amerika.
S: I Mr. Nixon ing presidente na ning Amerika.
(1) I Mr. (Nixon) ing presidente na ning Amerika.
(2) I Presidente (Marcos) ing presidente na ning
Pilipinas.
(3) I Propesor (Constantin) ing propesor king Inglis.
(4) I Miss (Ramos) ing mestra king Kapampangan.
(5) I Pedro ing estudyante.
(6) I Maria ing sekretarya.
^•2 Response Drill (A: Basing on 3.1 drill above, T
asks 'Ninu ya ing (presidente na ning Amerika)?'
and S responds. B: Repeat drill between S-S.)

70
Model: T: Ninu ya ing presidente na ning Pilipinas?
S: I Presidente (Marcos) ing presidente na
ning Pilipinas.
3.3 Response Drill (A: T asks yes/no question 'Ika ing
(....)?' eliciting yes and no responses cued by
the information sought, and S responds accordingly.
Model: T: Ika ing presidente?
S: Ali. Aliwa yaku ing presidente. I
Mr. (Nixon) ing presidente.
3.4 Narration-Comprehension Drill (S3 gives (1) the
names and (2) the fictional occupation or profession
of himself and the person next to him. T then asks
the questions 'Ninu ya ing (....)?' or 'Nanu ya i
(....)?' to other students who respond according to
information given.)
Model: S3 : Aku i Roberto ampo iya i Juan.
Estudyante ku ampo propesor ya king
Inglis.
T: Ninu ya ing estudyante?
S2 ! I Roberto ing estudyante.
T: Nanu ya i Juan?
S3: I Juan propesor ya king Inglis.

71
4.1 [Dialogue between John (J) and Carlos (C) ]
ing [topic particle]
king of
Inglis English
balu know
mu you [ning pron.]
nung if
s iguru maybe, I think, I
guess
pin ...is indeed...
[conf irmatory
particle]
J: Ikayu pu ing propesor Are you the professor of
king Inglis? English, sir?
C: Ali. Aliwa yaku. E No, I'm not. I'm not a
ku propesor. Estu- professor. I'm a student.
dyante k u .
0. Balu mu nung Do you know who the pro
ninu ing propesor fessor of English is?
king Inglis?
C: Siguru I Miss Dizon. I think it's Miss Dizon.
Ji Balu mu nung ninu i Do you know who Miss
Miss Dizon? Dizon is?
C ' Wa. Yapin ita. Yes. That's her .

72
5 DRILL II
5.1 Question Drill (S-^ asks the following questions and
S2 responds.)
(1 ) if he knows who the President of the U.S. is?
(2) if he knows who the President of the Philippines
is ?
(3) if he knows who the teacher of Kapampangan is?
(4) if he knows who the secretary of the school is?
(5) if he knows who the janitor is?
(6) if he knows who Mr. Nixon is ?
(7) if h e knows who (Miss Dizon) is?
(8) etc
5.2 Dialogue Drill (S-^ and S2 carry on dialogue modelled
after dialogue 4.)
6.1 I Maria ing mestra. 'Maria is the teacher.' (cf.
1.1.1) identifies Maria as the teacher. It con
trasts with I Maria mestra y a . 'Maria is a teacher.'
(Les. 8) which describes what Maria is. Ing and
ya never co-occur in the same phrase— i.e. either
ing mestra or mestra ya occur but not ing mestra
ya• In the negative response to a question
asking for specific identification, aliwa '...is
not the one...' rather than e 'not' is used.

73
7 VOCABULARY
balu know
ing [topic particle]
Inglis English
king of
mu you [ning pronoun]
nung if
pin ...is, indeed... [confirma
tory particle]
s iguru maybe, I think, I guess

Lesson 11
"Amerikano kami."
1.1 Non-verbal predicate clause, (plural pron. topic)
1.1.1 Affirmative
Amerikano kami. We are Americans.
1.1.2 Negative
E "kami Amerikano. We are not Americans.
1.2 WH- Question
Nu ko tau? [lit. You are men from
where?] Where do you come
from?
1.3 Ing personal pronoun, normal form, plural
(1 ) kata we [dual]
(2) tamu we [inclusive]
(3) kami we [exclusive]
(4) kayu ^ ko you
(5) la they
2.1.1 Q : Nu ka tau? Where do you come from?
A: Amerikano ku. I'm an Ameri can.
74
75
2 . 1.2 Q: Nu ya tau? Where does she come from?
A: Pilipina ya. She’s a Filipino.
2.1.3 Q: Nu ya tau i Maria? Where does Maria come
from?
A: I Maria Pilipina ya. Maria is a Filipino.
2.1.A Q: Nu ko tau? Where do you [plural] come
from?
A : Hapon kami. We are Japanese.

> i
2.1.5 Q : Nu la tau i Carlos Where do Carlos and Cora
ampong i Cora? come from?
A : Español la. They are Spanish.
3 DRILL I
3.1 Rote Memorization Drill (Using English equivalents
as cue, T drills on nationality names.)
Model: T: [American male ]
Amerikano American
S: Amerikano American
(1) Amérikano American [male]
(2) Amerikana American [f emale]
(3) Pilipino Filipino [male]
(4) Pilipina Filipino [f emale]
(5) Isik Chinese [male]
(6) China Chinese [female]

76
(7) Hapon Japanese [male]
(8) Haponesa Japanese [female]
(9) Español Spanish [male]
(10) Espa'nola Spanish [female]
(11) Italiano Italian [male]
(12) Italiana Italian [f emale]
(13) Aleman German
3.2 Response Drill (S^ asks S2 where he's from and S2
responds factually; etc.)
Model: S^: Nu ka tau? Where are you from?
S2 : Amerikano ku. I'm an American.
3.3 Response Drill (S-^ asks S2 yes/no question
'(Amerikano) k a ? ' eliciting mixed (yes and no)
responses. Use both singular and plural pronouns
in the questions.)
Model: S ^ : Aleman ka? Are you German?
S 2 • Ali. E ku No, I'm not German.
Aleman. Ameri I'm an American.
kano ku.
3.4 Narration-Comprehension Drill (S^ makes a
fictional three utterance statement stating who
he is, what he is and where he's from. S2 then
asks S3 questions to elicit these three facts.

77
S3 responds on the basis of S1 's statement.)
Model: S^: Aku i Juan. I'm J uan . I 'm a
Estudyante ku student and (I'm)
ampo Amerikano an American.
ku.
S2: Ninu ya? Who is he?
S3: Iya i J uan. He is Juan.
S2: Nanu ya i Juan? What is Juan?
S 3: Estudyante ya. He's a student.
S2 : Nu ya tau? Where does he come from?
S 3: Amerikano ya. He's an American.
•1 [Dialogue between the teacher (T) and John (J)]
P i1 ip ino Filipino [male]
Amerikano American [male]
kami we [exclusive]
mu even
Pilipina Filipino [female]
anta what about
reng [topic marker marking
common noun as topic,
plural]
aliwa others
la they
78
la ngan they all
mal iban excep t
kang [location particle for
animate noun]
Jor j e George
I s ik Chinese [male]
nu where [short form for 1
nukarin]
i
tau man
T: Pilipino kayu ngan? Are you all Filipinos?
J: Ali pu. Amerikano No, sir. Paul, Robert and
kami i Paul, i I are Americans.
Robert ampo yaku.
T: I Maria mu naman? Even Maria, too?
J: Ali pu. I Maria No, sir. Maria is a
Pilipina ya pu. Filipino, sir.
T: Anta reng aliwa? What about the others?
J: 0 p u . Pilipino la Yes, sir. They're all
ngan maliban kang Filipino except George*
Jorj e . Is ik y a . He's Chinese. Where do (
Nu ko pu tau? you come from, sir?
T: Pilipino ku. I am Filipino.
I
79
5 DRILL II
5.1 Comprehension Drill (A: T asks questions in
Kapampangan based on dialogue 4 and S responds.
Questions: (1) Are the students all Filipinos?
(2) What nationality is John?
(3) What about Robert and Paul?
(4) Is Maria American, too?
(5) What nationality is Jorje?
5.2 Narration Drill (S restates dialogue 4 in narrative
form in Kapampangan. An illustration in English is
given in the model.)
Model: Paul, Robert and John are Americans and
Maria is a Filipino. The others are all
Filipinos, too, except George. He is
Chinese.
6 .1 There are various ways of asking and saying where
one comes from (cf. Les. 12 and 13). One of the
ways not included in the lessons for drill is the
following?
Q: (a) Nu la manibat? Where do they come
from?
(b) Nu la menibat? Where did they come
from?
80
A: (a) Manibat lang Amerika. They come from America,
(b) Menibat lang Amerika. They came from America.
6.2 The pronouns introduced in this lesson are the
plural forms of the ing normal pronouns (cf. Les.
8 , sec. 6 for explanation and singular forms). The
same trichotomy of the first person plural exists
for these pronouns as explained for the ing empha
tic pronouns in Les. 4, sec. 6 .
7 VOCABULARY
Aleman German
a 1 iwa others
Amerikana [female] American
Amerikano [male] American
anta what about
China [female] Chinese
deng reng [plural topic marker of
common noun]
Español [male] Spanish
Esparíola [female] Spanish
Hapon [male] Japanese
Haponesa [female] Japanese
Isik [male] Chinese
Italiana [female] Italian
Italiano [male] Italian

Jor j e George
kami we [exclusive]
kang iking case particle marking
referent]
kata we [dual]
kayu you [plura1 ]
la they
maliban except
mu even, only
DU where [short form of
nukarin]
Pilip ina [female] Filipino
Pilipino [male] Filipino
tamu we [inclusive]
tau man
Lesson 12
"Tau ku Amerika."
1.1 Non-verbal predicate clause (continued)
1.1.1 Affirmative
(1) Tau ku Amerika. I'm from America.
(2) Tau ya Amerika i Maria is from America.
Maria.
(3) Tau ya Amerika ing The teacher is from
mes t ra. America.
(4) Tau la Amerika ri Maria and Ermie are
Maria ampong Ermie. from America.
(5) Tau la Amerika reng The students are from
estudyante. America.
1.1.2 Negative
(1) E ku tau Amerika. I'm not from America.
(2) E ya tau Amerika i Maria is not from
Maria. America.
1.2 Location phrase
King California. From California.
1.3 WH- Question
Nukarin king Amerika? Where in America?
1.4 Case particle, locative [marks common or place ncuc
king in, on, at, from
82
83
Case particles, topic
(1) ing [case particle, singular
topic]
(2) dengw# reng [case particle, plural
topic]
2.1.1 Q: Nu ya tau i Maria? Where is Maria from?
A : I Maria tau ya Maria is from America.
Amerika.
CM
H
CM
Q: Nu ya tau ing Where is the teacher from?

•
•
mes tra?
A : Tau ya Kapampangan The teacher is from
ing mestra. P ampanga.
2.1.3 Q: Nu la tau ri Pedro Where are Pedro and Carlos
ampong Carlos? from?
A : Tau la Angeles . They're from Angeles.
2.1.4 Q: Nu la tau reng Where are the students
es tudyante? from?
A : Deng estudyante. The students are from
tau la Hawai. Hawaii.

84
2.1.5 Q: Nu ka tau? Where are you from?
A: Tau ku Amerika. I'm from America.
Q: Nukarin king Where in America?
Amerika?
A: King California. From California.
2.2.1 Q: Tau kayu Pampanga? Are you from Pampanga?
A: Wa. Tau kami Yes, we're from Pampanga. \
P ampanga.
2.2.2 Q: Tau la Menila? Are they from Manila?
A: Ali. E la tau No, they're not from
Menila. Tau la Manila. They're from
Kuly a t . Kulyat [the classical
name for Angeles].
2.2.3 Q: Tau la ngan Menila? Are they all from Manila? ,
A: Ali. I Carlos na No, only Carlos. The
mu. Deng aliwa, others come from Kulyat
tau lang Kulyat. [the classical name for
Angeles].
3 DRILL I
3.1 Rote Memorization Drill (T drills students on names
of countries and cities within those countries,
using a map for cueing.)

Model; T: [Hawaii]
Hawai
S: Hawai
T : [Honolulu]
Honolulu
S: Honolulu
Amerika, Kalipornya, America, California,
Los Anheles Los Angeles
(2) Kanada, Biktorya Canada, Victoria
(3) Hapon, Tokyo Japan, Tokyo
(4) China, Piking China, Peking
(5) Espanya, Madrid Spain, Madrid
(6) Pransya, Paris F ranee, Paris
(7) Pilipinas, Pampanga, Philippines, Pampanga,
San Pernando San Fernando
(8) Rusya Russia
Response Drill (Using names of countries and cities
introduced in drill 3.1 above, S]^ and S2 hold
dialogue similar to the model.)
Model: S^: Nu ka tau? Where do you come from?
S2: Tau ku Amerika, I come from America.
S : Nukarin king Where in America?
Amerika?
S2: King Hawai. From Hawaii.

86
3.3 Response Drill (Following the model below, asks
S 2 if he knows where [he] Pedro or the teacher, or
[they] Pedro and Maria or the students come from,
and S2 gives a fictional response.)
Model: S^: Balu mu nung nu Do you know where Pedrc
ya tau i Pedro? comes from?
S 2 : Wa. Tau ya Yes. He comes from
Pampanga. Pampanga.
S^: Nukarin king Where in Pampanga?
Pampanga?
S2: King San From San Fernando.
Pernando.
3.4 Response Drill (A: Using plural pronouns, T asks
S^ yes/no question eliciting mixed responses, cued
by the place name used. If ’no', S jl responds with
the correct information. B: Repeat drill between
S-S . )
Model: T: Tau kayu Kali- Do you come from Cali
pornya? fornia?
Sj_: Ali. E kami tau No, we don't come
Kalipornya. Tau from California. I
ku Hawai ampo come from Hawaii and
tau ya New York. he comes from New
York.
87
4.1 [Dialogue between Mrs. Miranda (M) and John (J)
and Roberto (R)]
nukarin where
king [locative case
particle]
s iguru I think, maybe
ing [topic case particle,
sing. ]
Anheles [city in Pampanga]
kasanting how nice
M: Nu ko tau? Where are you from?
J: Tau kami pu Amerika. W e ’re from America, ma'am.
M: Nukarin king Where in America?
Amerika?
R: King Hawai pu. From Hawaii, m a ’am.
M: 0 makanian! Tau ya Oh, is that so! Is your
naman Amerika Ing teacher from America,
mestro yu? too?
J: Ali pu. E ya tau No, ma'am. He is not
Amerika. Siguru tau from America. I think
ya Anheles^ n e , he's from Angeles. Isn't
Roberto? that so, Robert?
R: Wa. Tau yapin Yes, he IS from Angeles.
Anheles.
88
M: O kasanting! Ing Oh, how nice! Your teacher
mestro yu Kapampan- is a Kapampangan!
gan y a .
4.2 [Dialogue between Mr. David (D) and John (J)]
deng [topic case particle,
plural]
(na) mu only
manibat from
kar i [king case particle,
marking plural
proper noun as
ref erent]
D: Deng estudyante, Do all the students come
tau la ngan Hawai? from Hawaii?
J: Ali pu. I Paul No, sir. Only Paul and
ampong Robert mu. Robert.
D: Anta i Maria? What about Maria?
J: I Maria tau ya Maris comes from Califor
Kalipornya pu. nia, sir.
D: Deng aliwang estu Do the other students co*e
dyante manibat la from California, too?
naman king Kalipornya?
J: 0 pu. Tau la ngan Yes, sir. They all come
Kalipornya maliban from California except

89
kari Dabid ampong David and Laura. They
Laura. Tau la New come from New York.
York.
5 DRILL II
5.1 Narration Drill (S restates dialogue 4.1 and 4.2 into
narrative form, making sure to include all the facts
given. If necessary, T may supply new vocabulary for
smoother, more cohesive narration.)
Model: S :: I Juan ampong Roberto tau la Hawai,
Amerika. Ing mestro e ya tau Amerika.
Tau ya Anheles. Ing mestro Kapampangan
ya .
5.2 Comprehension Drill (T asks questions based on
dialogue 4.1 and 4.2, and S responds.)
4.1: (a) Nu la tau ri Juan ampong Roberto?
(b) Tau ya naman Amerika ing mestro?
(c) Ing mestro Pilipina ya?
4.2: (a) Deng estudyante, tau la ngan Hawai?
(b) Ninu ing taung manibat Hawai?
(c) Nu ya tau i Maria?
(d) Nu la tau reng aliwang estudyante?
(e) Nu la tau ri Dabid ampong Laura?

90
5.3 Comprehension Drill (S^ asks the following ques
tions in Kapampangan based on dialogues 4.1 and
4.2, and S2 responds.)
4.1: (a) Where is Mrs. Miranda from?
(b) Are Juan and Roberto from there too?
(c) Where do Juan and Roberto come from?
(d) Are Juan and Roberto teachers?
(e) Where does the teacher come from?
(f) Is the teacher an American?
(g) What (nationality) are Juan and Roberto?
4.2: (a) Are Paul and Robert from California?
(b) Do you know where Juan comes from?
(c) Where does Maria come from?
(d) Is Maria the only one from there?
(e) Where do the other students come from?
(f) What about David and Laura?
5.4 Dialogue Drill (Sj and S2 conduct dialogue using
4.1 and 4.2 dialogues as model.)
6.1 Note the two ways of indicating where one comes
from.
(1) Amerikano ku. I'm an American.
(2) Tau ku Amerika. I'm from America.

91
(1) gives the information in terms of one's
nationality and (2) in terms of one's place of
origin, which may include names of provinces,
states, or cities in addition to countries.
6.2 A case particle designates the semantic function
of the noun following. King is such a particle
designating in this instance (king Amerika 'from/
in America') the location in/at/from/to which
action occurs. In some usages the semantic func
tion of location of action is not clear, as in
Ninu ing propesor king Inglis? 'Who is the professor
of English?' (Lesson 10, 4.1), where English is
construed as the location of the professorship.
In addition to location, king also designates refer
ent and benefactor as will be seen in later lessons.
6*3 Ing, a topic marking case particle, was introduced
in Lesson 10 in an Equational construction, I Miss
Dizon ing mestra. 'Miss Dizon is the teacher.'
It identified MISS DIZON as the teacher. Ing also
occurs in a Predicative construction which desig
nates the noun following as the topic or focus of
the utterance.
(1) Tau ya Amerika ing mestra. 'The teacher is from
America.'
92
In the above construction ing identifies the
TEACHER as being the one from America.
Ing is like i. (cf. Les. 3) in function (both
are topic marking case particles) as well as in
distribution (where one occurs so does the other).
The difference is that ing marks singular common
nouns as topic, whereas i^ marks personal proper
nouns. Hence, in Equational constructions the i
following combinations of ing and ^ phrases are
found to occur.
(1) Ing babai ing The WOMAN is the teacher,
mes tra .
(2) I Miss Dizon ing MISS DIZON is the teacher,
mes t ra.
(3) Ing mestra i Miss The TEACHER is Miss Dizon.
Dizon.
Deng is the plural of ing, marking plural common
nouns as topic of an utterance. The particle which
marks plural personal proper nouns is dj^ ** ri. In
Kapampangan plurality is not marked in the nouns as
in English, but rather by the particles.
The alternation of sounds between [d] and [r] is
phonolog ica1ly conditioned--i.e . , [d] occurs senten^

initially and generally after consonants in sen
tence medial position and [r] occurs sentence
medially after vowels. The [r] is a flapped r,
[r], rather than retroflexed r. When [d] occurs
intervocalically, it is generally pronounced as
[r].
Deng and d_i - r_i occur wherever ing and i^ do.
The following are some occurrences of deng and
di.
(1) Di Miss Dizon ampo Miss Dizon and Miss
i Miss Ruiz deng Ruiz are the teachers.
mes tra.
(2) Deng babai reng The women are the
mes tra. teachers.
(3) Deng babai ri The women are Miss
Miss Dizon ampo Dizon and Miss Ruiz.
i Miss Ruiz.
VOCABULARY
Amerika America
Anheles Angeles
Biktorya Victoria
China China
deng ~ reng [topic case particle,
plural common noun]

di ri [topic case particle,
plural personal proper

94
noun]
Espanya Spain
Hapon Japan
Hawai Hawaii
Honolulu Honolulu
i [topic case particle,
sing, personal proper
noun]
ing [topic case particle,
sing, common noun]
Kalipornya California
Ranada Canada
kar i [king case particle mark-
ing plural personal
proper noun as referent]
kasant ing how nice
king [location case particle]
Los Anheles Los Angeles
Madrid Madrid
manibat from
(na) mu only
ne isn't it? [tag
question]
nukar in where
Pampangan Pampanga [name of provi®*

95
where Kapampangan is
spoken]
Paris Paris
Piking Peking
Pransya France
Rusy a Russia
San Pernando San Fernando [capitol of
Pampanga]
8iguru I think, maybe
Tokyo Tokyo
Lesson 13
"Mibait ku king New York."
1.1 Verbal predicate clause, intransitive verb pred.
1.1.1 Affirmative
(1) Mibait ku king I was born in New York
New York.
1.1.2 Negative
(1) E ku mibait king I was not born in New
New York. York.
(2) Ali la. No , they weren't .
1.2 WH- Question
(1) Nukarin ka mibait? Where were you born?
(2) Nu ya karin mibait? Where was he born?
1.3 Locative pronoun
(1) karin there
1.4 Possessive pronouns, singular
(1) ku my
(2 ) mu your
(3) na his/hers
2.1.1 Q: Nukarin ka mibait? Where were you born?
96
97
A: Mibait ku king New I was born in New York.
York.
2.1.2 Q: Nu ya karin mibait Where was John born?
i Juan?
A: Mibait ya i Juan John was born in New York,
king New York.
2.1.3 0: Nu la karin mibait Where were your brothers
deng kapatad mu? and sisters born?
A : Mibai t la king They were born in the
Pilipinas. Philippines.
2.2.1 Q: Mibait ka king New Were you born in New York?
York?
A : Wa. Mibai t ku Yes, I was born in New
king New York. York.
2.2.2 Q: Mibait ya i Juan Was John born in New York?
king New York?
A: Ali. E ya mibait No, he was not born there.
karin. Mibait ya He was born in California.
king Kalipornya.
2*2.3 Q: Mibait la naman Were your parents born
deng pengari mu there too?
karin?
98
A: Ali la. Mibait la No, they weren't. They
king San Pernando, were born in San Fernando,
Pampanga. Pampanga.
3 DRILL I
3.1 Rote Memorization Drill (Using a picture of a
family T drills on use of possessives. T gives the
possessive cue in English while pointing to a
figure in the picture, gives the Kapampangan equi
valent and S repeats.)
Model: T: (my) (pointing to father)
i tata ku
S : i tata ku
(1) i itata ku/mu/na my/your/his father
(2) i ima ku/mu/na my/your/his mother
(3) reng pen.gari ku/mu/na my/your/his parents
(A) ing kapatad kung my brother
lalaki
ing kapatad mung your brother
lalaki
ing kapatad nang his brother
lalaki
(5) ing kapatad kung babai my sister
ing kapatad mung babai your sister
ing kapatad nang babai his sister

99
(6) ing atchi ku/mu/na my/your/her older sister
(7) ing koya ku/mu/na my/your/his older bro-
ther
(8) ing wali ku/mu/na my/your/his younger bro-
ther/sister
(9) ing bapa ku/mu/na my/your/his uncle
(10) ing dara ku/mu/na my/your/his aunt
(ID ing ingkong ku/mu/na my/your/his grandfather
(12) ing apu ku/mu/na my/your/his g randmo th e r
3.2 Identification Drill (Using the family picture,
identifies three figures (1) my _____ , (2) your
_____ , and (3) his/her _____ . Then S2 identifies
another three, etc. Do not repeat figures.)
Model: S^: (pointing to the various figures)
Ini i tata ku.
Ini i iraa mu.
Ini ing ingkong na.
S2 : Ini ing kapatad kung lalaki.
Ini ing kapatad mung babai.
Ini ing wali n a .
^•3 Response Drill (T asks 'Where were you born?' in
Kapampangan and S responds factually.)

100
Model: T: Nukarin ka mibait? Where were you born?
S: Mibait ku king I was born in Hawaii.
Hawai.
3.4 Response Drill (S^ asks 'Where was your (family
member) born?' in Kapampangan and S2 responds
factually. Do not repeat family members.)
Model: Sj_: Nu ya karin mibait (i tata mu)?
S2: I tata mu mibait ya king Kalipornya.
3.5 Response Drill (S^ asks yes/no question about the
place his/her (family member) was born and S2
gives the full negative response.)
Model: S^: Mibait la reng pengari na king New York?
S2: Ali. E la mibait karin. Mibait la king
Hawai.
[Dialogue between Miss Dizon (D) and Pedro (P)]
bait birth [word base]
mi- [verbal prefix, in
voluntary stative]
mibait was born
mu your
karin there [locative
p ronoun]
101
pengari parents
ku my
kapatad sibling, brother and
sister
nu ya karin [= nukarin ya]
na his/her
pe ru but
babai woman, girl
lalaki man, boy
D: Nukarin ka mibait? Where were you born?
P: Mibait ku pu king I was born in Hawaii, ma'am.
Hawai. Nukarin ko Where were you born, ma'am?
pu mibait?
D: King Menila. Mibait In Manila. Were your mother
la naraan i Ima mu and father born in Hawaii,
ampo i Tata mu king too?
Hawai?
P : Ali, e la pu mibait No, they were not born there,
karin. Deng pengari ma'am. They were born in
ku mibait la king the Philippines.
Pilipinas.
D: 0 makanian! Nukarin Oh, is that so! Where in
king Pilipi nas ? the Philippines?
• King San Pernando, In San Fernando, Pampanga.
P ampanga.
102
D: Anta reng kapatad mu? What about your brothers
and sisters?
P: Deng kapatad ku My brothers and sisters
mibait la naman king were born in Hawaii.
Hawai. Anti mu aku. Just like me.
D: Balu mu nung nu ya Do you know where Juan
karin mibait i Juan Smith was born?
Smith?
I
P: Wa. King Hapon. Yes. In Japan. His
Ing kapatad nang brother, Robert, was born j
lalaki i Roberto there, too. But his sis
mibait ya naman ters were born in America. I
karin. Peru reng
kapatad nang babai
mibait la king
Amerika.
I
D: 0 makanian! O h , is that s o !
5 DRILL II
5 1 Dialogue Recitation Drill (Students repeat dialogue,
(1) between T-S and S-T, (2) between S-S, then (3)
between Sj and S2> The primary objective is to
learn dialogue content through repetition rather
than memorize dialogue itself.)

103
5.2 Comprehension Drill (T asks comprehension questions
based on Dialogue 4 and responds.)
(1) Nukarin ya mibait i Pedro?
(2) Nukarin ya mibait i Miss Dizon?
(3) I Ima na ampo i Tata nang Pedro (Pedro's mother
and father) mibait la naman karin?
(4) Nukarin la mibait reng kapatad nang Pedro?
(5) Mibait ya i Juan Smith king Hawai?
(6) Nu ya karin mibait i Roberto?
(7) Deng kapatad nang babai mibait la naman karin?
(8) Balu mu nung nu la karin mibait deng pengari
nang Juan?
5.3 Comprehension Drill (S¿ asks the following questions
in Kapampangan based on Dialogue 4 and S2 responds.
Then S2 asks and S3 responds, etc.)
(1) Where was Pedro born?
(2) Was Miss Dizon born in Hawaii, too?
(3) Where were Pedro's parents born?
(4) Were Pedro's sisters and brothers born there,
too ?
(5) Was John Smith born in Hawaii just like his
brother Robert?
(6) Do you know where his sisters were born?
(7) What (nationality) are his sisters?

104
5.4 Narration Drill (S restates the dialogue in
narrative form, including all information given.)
5.5 Dialogue Drill (S^ and S2 conduct dialogue modelled
after the Situational Dialogue 4.)
6.1 Note the change in order of the verb and the location
phrase or its interrogative substitute between a
statement and a question. All interrogatives occur
utterance initially followed immediately by the sub
ject pronoun (though the third person singular pro
noun is often dropped in an expanded construction,
as in Ninu ing mestra? 'Who is the teacher?' but
Ninu ya? 'Who is she?').
(1) Mibait ku king New York .

1 2
(2) Nukarin ka mibait?

2 1
6.2 The possessive pronouns occur immediately after the
thing possessed, as in the following:
(1 ) ing pengari mu your parents
(2) ing kapatad ku my brother (or sister)
(3) ing libru na his book or her book
When the thing possessed is a compound— i.e. two
nouns linked with the linking particle, then the

105
possessive pronoun comes immediately after the first
of the linked items followed by the appropriate
linker and the rest of the items.
(1) ing kapatad kung lalaki (= ing kapatad a
lalaki ku)
6.3 Note that the order of the phrases i Juan and king
Hapon is not fixed. Generally, the order of such
case phrases is not restricted, though there are
some limitations as will be seen later.
(1) Mibait ya i Juan king California.
(2) Mibait ya king California i J u a n .
6.4 When speaking of one's own or someone else's mother
and father, the kinship terms are often used as
proper names. Hence, in such cases, the proper noun
case particle jL co-occurs rather than the common
noun case particle ing. Ing generally occurs with
all other kinship terms, except in direct address
when ± may occur with any of these terms.
(1) i Ima mu your mother
(2) i Tata ku my father
(3) kapatad na his brothers and sisters

106
6.5 In Kapampangan the possessive pronoun is generally
repeated in a compound phrase, which in English is
not .
(1) i Ima mu ampo i your mother and father
Tata mu
6.6 The English equivalent for kapatad is sibling. In
context it may mean brother or sister, or brothers
and sisters in the plural. When the context is
ambiguous, the full form of brother or sister is
used, as follows:
(1) kapatad a lalaki brother [sibling boy]
(2) kapatad a babai sister [sibling girl]
The a, like is a linking particle, the function
of which is to link two closely related items (cf.
Les. 1). The linking particles n_g and a are
variant forms, and the occurrence of either is
phonologically conditioned — i. e. , the rig occurs
after vowels and a t after consonants.
When phrases such as kapatad a lalaki or kapatad
a babai are possessed, the possessive pronoun occurs
in the position following the first of the two
linked items, kapatad , which causes a change in the
phonological environment of the particle, thus
causing the change of the linking particle from ^
to n g .
107
(1) Kapatad a lalaki
(2) Kapatad kung lalaki
6.7 Appositive constructions generally occur as attribu
tive constructions linked by the particle n¿ or _a.
For example:
(1) Mibait ya ing kapatad kung Roberto king Hawai.
'My brother, (who is) Robert, was born in
Hawaii.'
However, the appositive may occur with the topic
case particle, as in the following.
(1) Mibait ya ing kapatad ku, i Roberto, king Hawai.
'My brother, Robert, was born in Hawaii.'
VOCABULARY
babai woman, girl
bait birth [word base]
kapatad sibling; brother, sister
kapatad a lalaki brother
kapatad a babai sister
karin there
ku my [possessive pron.]
lalaki m a n , boy
mi- [verbal prefix, involuntary
s tat ive ]
108
mibait was born

mu your [poss. pron.]
na his/her [poss. pron.]
pengari parents
p e ru but
Lesson 14
"Dinatang ku ketang Junio.
1.1 Statement
1.1.1 Verbal predicate clause, intransitive verb pred.
(1) Dinatang ku ketang I came in June.
Junio.
(2) Tuknang ku keti I ’m going to stay here
anggang Deciembre until December of
ning banwang tutuki. next year.
1.2 WH- Question
(1) Kapilan ka pa dina When did you come here?
tang keni?
(2) Anggang kapilan ka How long (until when) are
tuknang keti? you going to stay here?
Anggang kapilan ka How long (until when) are
keni king Pilipinas? you going to be here in
the Philippines?
Angga ka kapilan How long (until when) are
keni? you going to be here?

X
Nantes of the months
(1) Enero J anuary
(2) Febrero February
(3) Marso March
109
110
(4) Abril April
(5) Mayo May
(6) Junio June
(7) Julio July
(8) Agus to Augus t
(9) Sept iembr e September
(10) Oc tobre October
(11) Novi embre November
(12) Deciembre December
CONVERSATIONAL CONTEXT
WH- Question and Answer
.1 Q : Kapilan ka pa When did you come here?
dinatang keni?
A : Dinatang ku ketang I came here last May.
Mayo .
•2 Q : Anggang kapilan ka How long are you going to
tuknang keti? stay here?
A : Tuknang ku keti I'm going to stay here
anggang pa banwa. (until) for a year.
•3 Q : Anggang kapilan ka How long are you going to
keni king Pilipinas? be here in the Philipp****

,*|i'
A : Anggang Deciembre Until December of next
ning banwang tutuki.

111
2.1.4 Q: Angga ka kapilan How long are you going to
keti? be here?
A: Siguru pa bulan. Maybe for a month.
3 DRILL I
3.1 Recitation Drill (Using conversational format, S
repeats recitation of 2.1.1-4 conversations until
memo ri zed.)
3.2 Rote Memorization Drill (Using calendar or printed
cards in English as cues, T drills on memorization
of the names of the months.)
Model: T: (pointing to month of January)
Enero
S: Enero
3.3 Response Drill (A: T asks the following three
questions in random order and S responds in unison,
then individually.
(1) Nanu ing lagiu na ning bulan iti?
'What is the name of this month?'
(2) Nanung bulan ya ing tutuki king (Febrero)?
'What month follows February?'
(3) Nanung bulan ya ing mumuna king (Marso)?
'What month comes before March?'

112
Model: T: Nanu ing lagiu na ning bulan iti?
(pointing to February)
S3 : Febrero
Model: T: Nanung bulan ya ing tutuki king Febrero?
S 2 : Enero
Model: T: Nanung bulan ya ing mumuna king Marso?
S 3: Febrero
3.4 Response Drill (A: Using response cues T asks the
question 'When did you come here?' and S3 responds
'I came in (X month) of last year.' B: Repeat
drill between S-S.)
Model: T: Kapilan ka pa dinatang keni? (April)
S3: Dinatang ku ketang Abril ning banwang
milabasan.
3.5 Response Drill (A: T asks the question 'How long
are you going to stay/be here?' using ’ny of the
question constructions in section B, and S responds
'I'm going to stay/be here until (X month) of this/
next year.' The response of 'this or next year'
will be relative to the actual month class is in
session. B: Repeat drill between S-S.)
Model: T: Anggang kapilan ka tuknang keti?
S3: Tuknang ku keti anggang Deciembre ning
banwang iti.
113
[Dialogue between John (J), a newcomer, and Pedro
(P), one of his friends]
kap ilan when
- in- [verbal affix, past
active]
datang come
dinatang came
ketang in (past), last
[locational adverb,
temporal past]
Mayo May
at and
pa just
keni here [locational
adverb, spatial]
bulan month
oilabasan past
tuknang going to stay
tinuknang stayed
pa for (the duration of)
[adjunct]
pa bulan for a month
angga until, up to
114
keti here [locational
adverb, spatial]
b anwa year
u or
Agus to Augus t
ning of [relational
particle]
tutuki next, following
pala [adjunct registering
surprise or delight
at receipt of new
inf ormation]
P: Kapilan ka dinatang When did you come to the
king Pilipinas? Philippines?
J: Dinatang ku ketang Mayo. I came in May.
P: At, kapilan ka pa dina And, when did you (just)
tang keni king Dolores? come here to Dolores?
J: Ketang bulan a mila- (In) last month. I
basan. Pabulan kung stayed in Manila for a
tinuknang king Menila. month.
P: Anggang kapilan ka Until when are you going
tuknang keti? to stay here?
J: Siguru pabanwa u siguru Maybe for a year, or
anggang Deciembre ning maybe until December
banwang tutuki. of next year.

P: A makanian. Kasanting Oh, is that so. How nice
pala.
5 DRILL II
5.1 Recitation Drill (Using conversational format, S
repeats recitation of Dialogue 4.)
Dialogue 4 and S responds.)
(1) Balu mu nung kapilan ya dinatang king Pilipinas
i Pedro?
(2) Kapilan ya dinatang king Pilipinas i Juan?
(3) Nukarin ya tinuknang ania (when) dinatang ya
king Pilipinas?
(4) Anggang kapilan ya tinuknang karin?
(5) Anggang nanung bulan?
(6) Kapilan ya dinatang king Dolores i Juan?
(7) Nanung bulan ya ing dinatang na king Dolores?
(8) Tuknang ya keta anggang pabulan?
(9) Nanung bulan ya ngeni k i n g ^
•3 Comprehension Drill (S^ asks questions in Kapam-
pangan on dialogue 4 and S2 responds.)
(1) Did Pedro come to the Philippines with Juan?
(2) When did Juan come to the Philippines?
(3) When did he come to Dolores?

116
(4) In what month?
(5) Where did he stay for a month?
(6) How long is he going to stay in Dolores?
5.4 Narration Drill (S restates the dialogue 4 into
narrative form.)
5.5 Dialogue Drill (S^, assuming role of visitor to
Pampanga and S2 that of host, hold conversation
modelled after dialogue 4. Discussion may include
mutual friends' arrivals, forthcoming trips, etc.
Additional useful vocabulary: munta 'is going',
min ta 'went' .)
6.1 King and ke tang are case particles which denote
time of an action. King indicates the time when
an action will take place and ketang, time of an
action which has already taken place. Thus, king.
is the non-past form and ketang, the past.
It has been noted that the particle king desig'
nates multiple semantic functions (Les. 12). The
following are examples of king marking location-
in-space (cf. Les. 10, 12 and 13).
(1) Mestro ku king Inglis. [subject as locati°0-
(2) Mibait ku king New York . [place as location!

117
Examples illustrating the use of king and its
special past form ke tang as location-in-time markers
are as follows:
(1) Datang ya king Pilipinas king Junio.
'He will come to the Philippines in June.'
(2) Dinatang ya ketang Mayo.
'He came in M a y . '
6.2 When banwa 'year' is modified by 'this', 'next'
or 'last', it occurs as follows:
(1) banwang iti ~ banwa iti thisyear
(2) banwang tutuki ~ banwa tutuki nextyear
(3) banwang milabasan ~ banwa milabasan last year
Note the optional occurrence of the linker _ng and
the form iti 'this' instead of ini 'this' (cf. Les.
5).
The semantic difference between iti and ini
appears to be two-fold. The first is in the spatial
relationships designated and the second in the gen
erality or specificity of location referred to. In
denoting spatial relationships, iti refers to 'this'
which is closer to the hearer and ini, 'this' which
is closer to the speaker. Thus, xti and ini
designate spatial relationships which are relative

to speaker-hearer positions. In reference to area
- 1i (iti) appears to denote a general area, while
-ni, a specific area.
In temporal relationships it appears that the
psychological orientation of the speaker to temporal
space governs the usage of iti or ini. If a time
word is thought to represent a wide span of time,
iti is used. If shorter or more specific, then ini
is used. The occurrence of only iti in some idio
lects may be accounted for by the consideration by
such speakers of all temporal spaces as spans as
opposed to a specific point in time, given as an
o'clock reading.
The modifiers iti/ini, tutuki and milabasan
also occur with bulan 'month' and dumingu 'week'.
With the exception of milabasan they also occur
with aldo but with special meanings. For example:
(1) bulan a iti ~ bulan iti this month
bulan a tutuki ~ bulan tutuki next month
bulan a milabasan ~ bulan last month
milabasan
(2) dumingung iti ~ dumingu iti this week
dumingung tutuki ~ dumingu tutuki next week

119
dumingung milabasan ~ dumingu last week
milabasan
(3) aldong iti/ini ~ aldo iti ngeni today
aldong tutuki the day after
'X day'
6.3 In asking 'how long one is staying at a place'
the verb tuknang 'going to stay' may be omitted.
(1) Anggang kapilan ka How long are you going
tuknang keni? to stay here?
(2) Anggang kapilan ka How long are you going
keni? to be here?
(3) Angga ka kapilan How long are you going
keni? to be here?
Note that when k_a 'you' occurs preceding, rather
than following, kapilan 'when', the linker n¿ does
not occur after angga 'until'.
6.4 Keti 'here' and keni 'here' have the same semantic
dimensions as iti and ini. They designate spatial
relationships in terms of (1) speaker-hearer, and
(2) generality or specificity of location. In the
first sense keti denotes 'here' which is closer to
the hearer, and keni, 'here' which is closer to the
speaker. In reference to the second meaning keti

120
refers to a general, wider area as location and keni
to one more specifically where the speaker is located.
The distinctions reflect psychological differentia
tions, and, therefore, vary from speaker to speaker
and from instance to ins tance.
7 VOCABULARY
Abril April
Agus to August
angga until, up to
at and
b anwa year
bulan month
datang come
Deciembre December
d ina tang came
Enero J anuary
Feb rero February )
- in- [verbal affix, past active^
Julio July
Junio June
kap ilan when
keni here [locational adverb,
spatial]
121
ketang in (past), last [locational
adverb, temporal past]
keti here [locational adverb
spatial]
Marso March
Mayo May
milabasan past
ning of [relational particle]
Noviembre Novemb e r
Octobre October
pa j us t
pa for (the duration of)
[adjunct]
pa bulan for a month
pala [adjunct registering sur
prise or delight at receipt
of new information]
Sep tiembre September
tinuknang stayed
tuknang going to stay
tutuki next, following
u or
)
Lesson 15
"Makatuknang ku kang Juan Ruiz."
1.1 Verbal predicate clause (continued)

I
Makatuknang ku kang Juan. I live with Juan.
1.2 WH- Question
Kaninu ka makatuknang? With whom do you live?
1.3 Locative case particle
1.3.1 Particles marking personal proper noun as location '
(1) kang [singular]
(2) kari [plural]

I
1.3.2 Particles marking personal common nouns as location i
(1) king [singular]
(2) kareng [plural]
case pronouns locative, referent, benefactive
(1) kanaku ~ kaku with/to/for me
(2) keka with/to/for you
(3) kaya with/to/for him/her
kekata with/to/for us [dual]
kekatamu with/to/for us [inclusive. I
(6) kekami ~ keka with/to/for us [exclusive,
kekayu ~ keko with/to/for you

(8 ) kare1a with/to/for them
122
123
2.1.1 Q: Nukarin ka makatuk- Where do you live?
nang ?
A : Makatuknang ku I live in the barrio
king barrio Dolores.
Dolores.
2.1.2 Q : Nukarin ya maka- Where does he live?
tuknang?
A : Makatuknang ya He lives with his parents,
kareng pengari na.
2.1.3 Q: Nukarin kayu maka- Where do you live?
tuknang ?
A: Makatuknang kami We live with Juan Ruiz,
kang Juan Ruiz.
2*1.4 Q: Nukarin la maka- Where do they live?
tuknang ?
A:. Makatuknang la kari They live with Mr. and
Mr. ampo i Mrs. Mrs. Melendez.
Melendez.
2*l - 5 o
Q:! Nil
Nukarin
If a r - f n ya
v a maka
m a lr a - Where
WhP T P does
H n P fi Juan
T u a n live?
1 i 9
tuknang i Juan?
124
A : Makatuknang ya kari He lives with his Grand
ingkong na. parents .
2.1.6 Q: Kaninu la maka With whom do Pedro and
tuknang i Pedro Carlos live?
ampong Carlos?
A : Makatuknang la They live with Juan and
kari Juan. his family.
2 .2.1 Q: Makatuknang ku Am I going to stay with
keka ? you?
A : Wa. Makatuknang Yes, you are going to
ka kanaku. stay with m e .
2 .2.2 Q: Makatuknang ya Is he going to stay w ith
keke ta? us [you and m e ]?
A : Ali ya. Makatuk No, he's not. He's going
nang ya karela. to stay with them.
2.2.3 Q: Makatuknang kami Are we going to stay w ith
kekayu? you?
A : Wa. Makatuknang Yes, you are going to st*J
kayu kekami. with u s .
2.2.4 Q: Makatuknang tamu Are we going to stay w ith
kay a? him?
125
A: Wa. Makatuknang Yes, we are going to stay
tamu kaya. with him .
2.2.5 Q: Makatuknang kata Are we going to stay with
karela? them?
A: Ali. Makatuknang No, we are not going to
kata karela. stay with them.
3 DRILL I
3.1 Rote Memorization Drill (Using either a picture, or
the printed or spoken word in English as cue, T
drills on the acquisition of king case phrases.
With kinship terms use the possessive k u .)
Model: T: (picture of parents)
kareng pengari ku
S: kareng pengari ku
(1) (father) kang Tata ku
(2) (mother) kang Ima ku

(3) (parents) kareng pengari ku
(4) (uncle) kang bapa ku
(5) (aunt) kang dara ku
(6) (grandfather) kang ingkong ku
(7) (grandmother) kang ap u ku
(8) (grandparents) kari ingkong ku
(9) (cousins) kareng pisan ku
126
(10) (friends) kareng kaluguran ku
(11) (Mr. and Mrs. kari Mr. ampo i Mrs
Lopez) Lopez
(12) (Carlos and his kari Carlos
family)
(13) (house) king bale ku
(14) (teacher) king mestro ku
(15) (s tudents) kareng estudyante
(16) (the Ruizes) kari Mr. Ruiz
(17) (school) king eskuela
(18) (Dolores) king barrio Dolores
(19) (Hawaii) king Hawai
3.2 Response Drill (T, showing a picture or word cue,
asks the question Nukarin ka makatuknang? , and
responds according to the cue.)
Model: T: (friends)
Nukarin ka makatuknang?
S: Makatuknang ku kareng kaluguran ku.
3.3 Response Drill (Using singular as well as plural
pronouns, including the expansions of ya and
and any of the king case phrases learned in drill
3.1, asks a yes/no question to which S 2 resp°0<*
Elicit (1) yes responses, (2) no responses, and

127
(3) mixed responses, using cues for (2) and (3)
responses. Do not repeat pronouns or king
phrases.)
Model: S^: (grandparents)
Makatuknang ya kareng pengari na i Juan?
S2 : Ali. Makatuknang ya kari ingkong na.
3.4 Rote Memorization Drill (Giving cues by pointing to
the corresponding people, T drills on acquisition
of the king case pronouns.)
Model: T: (pointing to self)
kanaku
S: (pointing to self)
kanaku
3.5 Statement Drill (Using the following English as
cue, S makes a statement stating who is going to
live wi th whom.)
Model: (I with you)
S^: Makatuknang ku keka.
(you with me)
S£: Makatuknang ka kaku.
(1) I with you
(2) you with me
(3) he with me
128
(4) you with him
(5) he with you
(6) I with him
(7) we [dual] with them
(8 ) they with you [plural]
(9) you [pi] with us [exclusive]
(10) we [inclusive] with them
(11) they with us [inclusive]
3.6 Chain Statement Drill (S^ makes a statement about
A living with B, then S2 about B living with C, etc.)
Model: S3 : Makatuknang ku keka.
S2 : Makatuknang ka kay a .
S3 : Makatuknang ya kaku.
S 4 : etc.
I
(1 ) I with you
(2) you with him
(3) he with me
(4) I with him

I
(5) he with you
(6 ) you with me
(7) we [excl] with you [plur]
(8) you [plur] with them I
(9) they with us [dual]
(10) we [dual] with them
(ID they with us [incl]

129
(12) we [incl] with them
(13) they with us [dual]
3.7 Response Drill (I asks yes/no question using king
case pronouns Makatuknang (ka) (kaku)?, varying
the subject pronouns also; then gives answer cue
of wa 'yes' or ali 'no* , and S responds according
ly with a fictional but appropriate response.)
Model: T: Makatuknang ka kaya? (ali)
S: Ali. Makatuknang ku keka.
3.8 Response Drill (S^ asks Kanina (ka) makatuknang?
varying the subject pronouns to which responds
with a king pronoun answer.)
4.1 [Dialogue between teacher (T) and John (J)]
mak a- [verbal prefix, stative]
tuknang stop; live, stay with
makatuknang live , stay with
kang [king case particle;
locative, marking
sing, personal proper
noun as location]
130
barrio village
Dolores [name of a barrio]
kareng [king case particle,
locative marking plu
ral common noun as
location]
kari [king case particle,
locative marking plu
ral personal proper
noun as location]
T: Nukarin ka makatuk- Where do you live?

nang?
J: Makatuknang ku pu I live with Carlos Lopez.
kang Carlos Lopez.
T: Nukarin ya makatuk Where does Carlos live?
nang i Carlos?
J: Makatuknang ya pu He lives in the barrio
king barrio Dolores. Dolores.
T: Makatuknang ya i Does Carlos live with his
Carlos kareng pengari parents?
na?
J: Ali. Makatuknang ya No. He lives with his
kari ingkong na Mr. grandparents Mr. and Mrs.
ampo i Mrs. Lopez. Lopez.

4.2 [A group of students are housed with different fa
milies while on a tour of the province, and Mr. Or
tiz (0 ) is checking the housing arrangements with
the students (S), Maria (M), John (J ) and Pedro (P).]
mi- [verb affix, stative]
al iwa other
mi aliwa different
pamilia family
kan inu with whom, whose
keka with you
kanaku with me
bale house
eskuela school
bale matter
ala none, not at all
0: Makatuknang kayu ngan Are you all staying with
kareng mialiwang pami- different families in
lia king barrio? the barrio?
S : 0 pu. Y e s , sir.
0: Maria ampo Ermie, Maria and Ermie, with
kaninu kayu makatuk whom are you staying?
nang?
132
M: Makatuknang kami pu We are st aying with Hr.
kari Mr. ampong Mrs. and Mrs. Melendez.
Melendez.
0: I Juan ampo i David Are Joh n and David staying
makatuknang la na"a n with the Ruizes?
kari Mr. Ruiz?
J : 0 pu. Yes, sir.
0: P e d r o , ika? [and] you, Pedro?
P: M a k a t u k n a n g ku pu I'm staying with you.
keka.
0: Wa. Makatuknang ka Yes. You're staying with
k anaku peru e tamu me but we are not staying
makatuknang king at my house. We are
bale ku. Makatuk staying at the school. I
nang tamu king hope you don't mind [it
eskuela. E bale doesn't matter to you]?
keka ?
P: Alang bale pu ita. No, I don't mind it [that
doesn't matter], sir.
5 DRILL II
5.1 Recitat io n Drill (S repeats recitation of dialogues
4.1 and 4.2 for memorization of content.)
5.2 Comp rehen sio n Drill (T asks questions based on
dialogues 4.1 and 4.2, and S responds.)

133
Questions on 4.1 dialogue
(1) M a k a t u k n a n g ya i Juan kareng pengari na?
(2) M a k a t u k n a n g ya i Juan kin g kaluguran (friend)
na .
(3) Ninu ing kaluguran na?
(4) Nuka rin ya m a k a t u k n a n g i Carlos?
(5) Kaninu ya m a k a t u k n a n g ?
(6) Di Mr. ampo i Mrs. Lopez, deng pengari na?
Questions on 4.2 dialogue
(1) Deng estudyante kaninu la m a k a t u k n a n g ?
(2) Di Maria ampong Ermie nukarin la m a k a t u k n a n g ?
(3) Anta ri Juan ampo i David?
(4) Ninu ing m a k a t u k n a n g kang Mr. Ortiz?
(5) Nukarin la m a k a t u k n a n g ?
5.3 Comprehension Drill (S^ asks questions on d i a l o g u e
4.1 and 4.2 and S2 responds. The following are
sample questions.)
Questions on Dialogu e 4.1
(1) Where does John live?
(2) Is Carlos Lopez the teacher?
(3) Where does Carlos live?
(4) Does Carlos live with his pa rents?

134
(5) Who are his grandparents?
(6 ) Where do his grandparents live?
Questions on Dialogue 4.2
(1) Are the students staying at a school in the
barrio?
(2) Who are staying with the Melendezes?
(3) Are John and David staying with them too?
(4) Where is Mr. Ortiz staying?
(5) Who is staying with him?
(6 ) Does it bother Pedro to stay at the school?
5.4 Narration Drill (S restates dialogues 4.1 and 4.2
into narrative form.)
5.5 Dialogue Drill (S^ and S2 hold dialogues similar
to 4.1 and 4.2.)
6.1 The king case particles make the same distinction
between singular and plural number and common and
personal proper noun as do the ing or topic case
particles (cf. Les. 12). However, where the ing
case particles designate the one semantic function
of topic of an utterance, the king case particles
denote the semantic functions of location, referent

135
or benefactor. The usage introduced in this lesson
is that of location.
When personal common nouns, such as pengari
'parents' or ingkong 'grandfather, grandparents'
are designated as the locations of an action, they
may be treated as either common or proper.
E.g. (1) Makatuknang ya kareng pengari n a .
'He lives with his parents.'
(2) Makatuknang ya kari ingkong n a .
'He lives with his Grandparents.
In (2) kari indicates that the speaker regards
ingkong as a proper name (of two people) rather
than a common kinship term.
A singular personal common noun or proper noun
may also stand for a plural noun with the meaning
'X and his group (family, friends, etc.)'.
E.g. (1) Makatuknang ya kari ingkong n a .
'He lives with his Grandparents.'
(2) Makatuknang ya kari Juan.
'He lives with Juan and his family.’
Here the meaning of plurality and proper is added
to the common term ingkong and that of plurality
to Juan.
136
Thus, case particles not only designate the
semantic function but specify also the number and
class (whether common or proper) of the noun
following.
6.2 As denoted by the classifier term king, the king
case pronouns are substitute pronouns for persons
designated as location, referent or benefactor.
In this lesson they are introduced as locative
substitutes. This set also displays the same
trichotomy of first person plural pronouns dis
cussed earlier (cf. Les. 11). In colloquial
speech the alternant or shorter forms occur more
frequently.
VOCABULARY
ala none, not at all
bale house
bale mat ter
barrio barrio, village
Dolores [name of barrio]
es kuela school
kaku [short form of kanaku]
kaluguran friend
kanaku with/to/for me [kinj> c
pron., location]
137
kang with [king case particle,
location, sing., pers.
proper noun]
kaninu with whom, whose
karela with/to/for them [king
case pron., location]
kareng with [king case particle,
location, plur. pers.
common noun]
kari with [king case particle,
location, plur. pers.
proper noun]
kaya with/to/for him [king case
pron., location]
keka with/to/for him [king case
pron., location]
keka [short form of kekami]
kekami with/to/for us (excl) [king
kekata with/to/for us (dual) [king
kekatam u with/to/for us (incl) [king
keko [short form of kekayu]

138
maka- [verbal prefix, stative]

makatuknang is living, live, stay with
mialiwa different
pamilia family
pisan cousin
tuknang stop; live, stay with

Lesson 16
"Mabie la pa reng pengari k u ."
1.1 Verbal predicate clause (c ont inued)
1.1.1 Mabie la pa reng My parents are still
pengari ku. living.
1.1.2 Atin ku pang pengari. My parents are still
living. (lit. I still
have parents.)
1.2 Ad j unct
(1) pa still, yet
(2) mu only, just, even
1.3 Pronoun-adjunct portmanteau substitute
(1) no ~ nu already they [= na + la]
(2) ne2 already he/she [= na + ya]
2.1.1 Q: Mabie la pa reng Are your parents still
pengari mu? living?
A: Wa. Mabie la pa Yes, my parents are still
reng pengari ku. living.
2 . 1.2 Q: Mabie la pa reng Are your parents still
pengari mu? living?
139
1A O
A: Ali. E la mabie No, my parents are not
retig pengari ku. living.
2.1.3 Q: Mabie la pa reng Are your parents still
pengari mu? living?
A: Ing tatang ku mabie (Only) my father is
ya mu perú i ima [still] living, but my
ku mete neng mother died (already)
malamba t . a long time ago.
2.1.4 Q: Atin ka pang (Do you still have par
pengari ? ents?) Are your par
ents still living?
A: Wa. Atin ku pang Yes, (I still have par
pengari. ents) my parents are
still living.
pengari ? ents?) Are your p a re n ts
still living?
A: Wa, atin ku pa. Yes, (I still have) they
are .
pengari? ents?) Are your p a r e n t *
still living?
1A 1
A: Ala na kung pengari. (I have no parents al
ready.) No, they're not.
3 DRILL I
3.1 Recitation Drill (S repeat conversation 2.1-6 until
memorized, using the various conversational format
of T-S, S-T, S-S, S^-S 2 .)
3.2 Response Drill (A: asks yes/no question Mabie
la...? or At in k a ...? about the parents and S2 res
ponds factually. B: asks same questions, then
gives response cue of wa or ali , and S2 responds
accordingly.)
’•3 Statement Drill (T gives kinship terms learned in
Les. 1 and 5 as cue, and S makes statement that 'X
is still living.')
Model: T: (uncle)
S-^: Mabie ya pa ing My uncle is still
bapa k u . living.
Response Drill (S-^ asks Mabie la/ya.. .? or At in

Ra. ..? about a kin X, and S2 gives an affirmative
response. Then asks where X lives, and S2 gives
either a factual or fictional response.)

142
Model: S-^: Mabie ya pa ing Is your grandmother
apu mu? still living?
S2 : W a . Mabie ya Y e s , she's still
pa. living.
S^: Nukarin ya Where is she living?
makatuknang?
S£: Makatuknang ya She is living in
king Hapon. Japan.
[Dialogue between Carlos (C) and John (J)]
a tin have
pa still
pang [= pa + ng]
ngeni now
-an [verbal suffix,
location]
tuknangan place of stay
man- [verbal prefix, dis*
tributive or rep®^
tive ]
manuknangan [= man + tuknang +
an ]
mu only
mung [= mu + ng]
1A 3
ilang [= ila + ing]
tala- member of the set...,
in the ranks o f ...
asawa spouse; husband or
wife
talasawa [= tala + asawa]
nu already they [= na +
la]
at and
aliwang another [= aliwa + n g ]
lugar place
tatang Daddy
ma- [descriptive prefix]
b ie life
maki alive
mete died, is dead
ne already he/she [= na
+ ya]
neng [= ne + ng]
malambat a long time ago
Pag- [verbal prefix, instru
mental]
^3™•.•*an [nominal affix]

144
lungkut sad
pagkalungkutan saddens, causes great
sadness
C: Atin ka pang pengari? Are your parents still
living?
J: Wa, atin ku pa. Yes, they are.
C: Nukarin la makatuknang Where are they living now?
ng eni ?
J : Manuknangan la king They are living in
Kalipornya. California.
C: Ing pamilya yu karin Do [the rest of] your
langan makatuknang? family live there?
J: Ali. Deng mung pengari No, just my parents live
ku ilang makatuknang in California. My b r o t h e r
king Kalipornya. Deng and sister are married an-
kapatad ku talasawa live elsewhere (in anothc-
nungan at makatuknang place). What about yoU-
la king aliwang lugar. Are your parents still
Anta ika? Mabie la living?
reng pengari mu?
C: Ing tatang ku mabie (Only) my father is livi^'
ya mu perú i ima ku but my mother died a l°n-

k
mete neng malambat. time ago (already).
J: Pagkalungkutan ku. I'm sorry to hear that.

145
(That saddens me. That
causes me great sadness.)
5 drill II
- i Recitation Drill (S repeats 4.1 dialogue until
dialogue content learned.)
5 2 Comprehension Drill (T asks questions based on
dialogue 4.1 and S responds.)
(1) Atin ya pang pengari i Juan?
(2) Anta i Carlos?
(3) Nukarin la makatuknang reng pengari nang Juan?
(John's parents)
(4) I Juan atin yang kapatad?
(5) Atin ya mung kapatad a lalaki?
(6) Manuknangan la kareng pengari ra (their)?
(7) Deng kapatad na talasawa no?
(8) I Juan talasawa ne?
5.3 Comprehension Drill (S^ asks S2 question in Kapam-
pangan based on dialogue 4.1.)
(1) Are John's parents still living?
(2) Are Carlos' parents still living?
(3) Is John living with his parents now?
(4) Where are his parents living?
(5) Do his parents live with his grandparents?

146
(6) Does John have siblings?
(7) Does he have only sisters?
(8) Where do his siblings (brother and sister)
live?
(9) Is his brother married?
(10) What about his sister?
(11) Do you know where they are living now?
5.4 Narration Drill (S restates the dialogue 4.1 into
narrative form.)
5.5 Dialogue Drill (S^ and S2 hold conversation modelled
after dialogue 4.1.)
6.1 Both of the utterances asking if one's parents are
still living are used with equal frequency. Though
these utterances elicit information in common, they
differ in their basic meaning and type of construc
tion. Utterance 1.1.1 Mabie la pa reng pengari ku.
'My parents are still alive.' is a verbal predica
tive construction, whereas 1.1.2 Atin ku pang
pengari. 'I still have parents.' is an existential
predicative construction. The differences in the
meaning and in the construction of their respective
negative responses are noted in the following:

147
(1) Q: Atin ka pang pengari? Do you still have
parents ?
A: Ala na kung pengari. I don't have [any]
parents (already).
(2) Q: Mabie la pa reng Are your parents still
pengari mu? alive?
A: Ali. E la mabie No, my parents are not
reng pengari ku. (alive already) living.
6.2 Though makatuknang and manuknangan are used inter
changeably when making inquiries about, or stating,
where someone lives, their basic meanings are res
pectively (1) 'staying at/with' and (2) 'residing'.
When staying temporarily at a place, like a hotel,
makatuknang is used.
^•3 Note the freedom of occurrence of karin.
(1) Karin langan maka- Do they all live there?
tuknang?
(2) Makatuknang langan Do they all live there?
karin?
-n_g_ is a frequently occurring segment with a varia
tion of meaning. The following illustrates some of
the variations:
148
(1 ) as part of the word
1. Makatuknang ya karin He lives there,
2 . Ing tatang ku My father
3. D e p e n g a r i ku My parents
(2) as linker
1 . aliwan¿ lugar another place
2 . kapatad kun£ 1a1aki my brother
(3) as ellision of ing
1 . ilang makatuknang They live in
king Kalipornya. California.
(A) as linker particle
1. A tin k un¿ kapatad. I have siblings.
7 VOCABULARY
al iwa another
-an [verbal suffix, locative]
as awa spouse; husband or wife
at and [combiner]
a tin have
b ie life
ka-...-an [nominal affix]
lugar place
lungkut sad
1A 9
ma [descriptive prefix]
líab ie al ive
malambat a long time ago
■an- [verbal prefix, distribu
tive or repetitive]
manuknangan is residing
mete died, is dead
ne already he/she [= na + ya]
no ~ nu already they [= na + la]
pa still, yet
Pag- [verbal prefix, instrumen
tal]
Pagkalungkutan causes great sadness
tala- [prefix] in the ranks of,
a member of the set
talasawa married, member of the
married set [= tala +
as awa]
catang Daddy [= tata ’father']
tu k n an g an place of stay
Lesson 17
"Atin kung kapatad."
1.1 Non-verbal predicate clause, existential predicate
(atin)
1.1.1 Af f irmative
(1) Atin kung kapatad. I have a (sibling(s))
brother (s)/sister(s).
(2) Atin kung kapatad I have a sister,
a babai .
(3) Atin kung kapatad I have two sisters,
adua lang babai.
1.1.2 Negative
(1) Ala kung kapatad. I don't have any brothers
and sisters.
1.2 Non-verbal predicate clause, numeral predicate
(1) Anam katning mikaka- We are six [in all]./
pa tad. There are six of us.
(We are six siblings.)
(2) Lima la. I have five. (They are
five. )
1.3 WH- Question
(1) Pilan kayung mikaka- How many brothers and
patad? sisters are you in all-
150
151
(2) Pilan la reng How many brothers and
kapatad mu? sisters do you have?
(How many are they,
your brothers and
sisters?)
(3) Pilan la reng How many brothers?
lalaki? (How many are they,
the boys?)
Numerals
me tung 1 lab ing me tung 11
adua 2 labing adua 12
at lu 3 labing atlu 13
apat 4 labing apat 14
lima 5 labing lima 15
anam 6 labing anam 16
pitu 7 labing pitu 17
walu 8 labing walu 18
s iyam 9 labing siyam 19
apulu 10 aduang pulu 20
2.1.1 Q: Atin kang kapatad? Do you have any
brothers or sisters?
A: Wa. Atin kung Yes, I have brothers
kapatad. and sisters.

152
2 .1.2 Q: At in kang kapatad? Do you have any b r o t h e r s
or sisters?
A : Wa. Atin kung kapa- Yes, I have a s i s t e r .
tad a babai.
2.1.3 Q: At in kang kapatad? Do you have any b r o t h e r s
or sisters?
A : Wa. Atin kung kapa- Ye s, I have two s i s t e r s .
tad adua lang babai.
2.1.4 Q: At in kang kapatad? Do you have any b r o t h e r s
or sisters?
A: Ala kung kapatad. I don't have any b r o t h e r s
and sisters
2 .2.1 Q: Pilan kayung mikaka- How many brothers and
p a tad ? sisters are (you) there
A : Anam kaming mikaka- There are six [of us]*
p a tad.
2 .2.2 Q: Pilan la reng kapa How many brothers and
tad mu? sisters do you have?
A : Lima 1a . I have (they are) five*
2.2.3 Q: Pilan la reng lalaki? How many (are they)
brothers?
A: Adua la. (They are) two.

153
3 DRILL I
3.1 Recitation Drill (Using conversational format of
T-S, S-T, S-S, and S^-S2 , S repeat recitation of
B.l-7 conversations until memorized.)
3.2 Counting Drill (A: T drills on recitation of
numerals using cards with printed numbers. B: T
asks S to count objects in the surroundings of
which there are more than one. Use pictures for
higher denomination numbers if objects in room
are limited to lower denominations.
Modelg: T: Bilangan me reng libru. Count the
books .
S^: metung, adua, atlu, etc.
3.3 Response Drill (S-^ asks S2 how many of X there are,
and S2 responds factually, using picture or numeral
cues where necessary.)
Model: S^: Pilan la reng libru?
S2 : Apulu l a .
Counting Drill (Using picture and/or numeral cues
(from 1 to 20) T drills on 'the number of X s '.)
Model: T: (picture of ball pen
with numeral 1)
ing metung a ball pen one ball pen
S: ing metung a ball pen

154
(1) picture of book with reng aduang libru
numeral 2
(2) picture of pencil reng atlung lapis
with numeral 3
(3) picture of table with reng apat a lamesa
numeral 4
(4) picture of chair reng limang taburete
with numeral 5
(5) etc.
3.5 Response Drill (S^ asks (1) if he has X and S2
responds yes; then asks (2) how many of X he has
and S2 responds giving the number. Pictures may
be used for cueing responses.)
Model: S1 : At in kang Do you have ball pens?
ball pen ?
s2 : Wa. At in Yes, I have.
ku .
S1 : Pilan. la reng How many ball pens do y°“
ball pen mu? have ?
S2 : At in kung I have six ball pens.
anam a ball
pen.
»
*
155
3.6 Response Drill (A: T asks if he has any brothers
or sisters, and Si responds factually. B: S ^ asks
S2 (1) if he has any sisters and (2) any brothers,
and S2 responds factually to both questions.)
3.7 Chain Response Drill (A: T asks the following
questions and responds factually to each: (1)
if he has any brothers or sisters; if yes, (2) how
many in all; (3) how many brothers; and (4) how
many sisters. B: Repeat the drill between S^-S2.)
4.1 [Dialogue between Mr. Ruiz (R) and Juan (J) about
his family]
-ng [linker particle]
pilan how many
m i- [nominal prefix, rela
tionship marker]
- ka - [-C1V 1- plural affix]
mikakapatad related to one another
as set of siblings
1 ima five
ad ua two
at lu three
156
R: Atin ka pang Are your parents still
pengari? living?
J: 0 pu. Atin ku pa Yes, sir. My parents
pung pengari. are still living.
R: Atin kang kapatad? Do you have any brothers
and sisters?
J: 0 pu. Atin ku pung Yes, sir. I have
kapatad. brothers and sisters,
sir.
R: Pilan kayung mikaka- How many brothers and
p a tad ? sisters are you in all?
J : Lima kaming raikaka- We are five (brothers
patad p u . and sisters) in all, sir.
R: Pilan la reng How many brothers?
lalaki ?
J : Adua la p u . Two, sir.
R: Pilan la reng babai? How many sisters?
J : Atlu la p u . Three, sir.
4.2 [Roberto (R), Senen (S), Carlos (C), Maria (M) , and
Juan (J) are talking about their families.]

man too [= naman]
dakal many
ne? don't you?
wap in yes , indeed
labing metung eleven
157
pitu seven
apat four
anak child
3nak children [length as
plural marker]
ka- how (adj.)I [intensi-
fier marker]
dagul large, big
karagul how large, what a
large . . .
u or
R: Atin kang kapatad? Do you have any
[to Senen] brothers and sisters?
S: Wa. Atin kung kapa Yes, I have a brother.
tad a lalaki .
R: Anta ika? [to What about you?
Carlos ]
C: Ali. Ala kung No, I don't have any
kapatad. brothers or sisters.
R: Aku man, aku mu I'm an only child, too.
ing anak.
C: Maria, atin kang Maria, you have many
dakal a kapatad. brothers and sisters.
ne ? don't you?
158
M: Wapin. Labing metung Yes, indeed. We are
kami. Pitung lalaki am- eleven. Seven boys and f
pong apat a babai. four girls.
R: Labing metung a anak! Eleven children! Oh,
0 , karagul a pamilya! what a big family! Juat, '
Juan, atin kang kapatad? do you have any brothers ^
and sisters?
I
J: Wa. Atin kung apat. Y e s , I have four.
S: Babai la u lalaki? Sisters or brothers?
J: Atlu lang babai ampong I have three sisters and I
metung yang lalaki. one brother. )
5 DRILL II
5.1 Recitation Drill (Using various conversational for
mat, S repeats A.1,2 dialogues until contents learn
ed .)
5.2 Comprehension Drill (T asks questions based on 4.1
and 4.2, and S responds.)
Dialogue 4.1
(1) Atin yang kapatad i Juan?
(?) Pilan lang mikakapatad?
(3) Atin yang kapatad a lalaki?
(4) Anta reng kapatad a babai?

159
Dialogue 4.2
(1) Pilan la reng kapatad na i Roberto?
(2) Anta i Carlos?
(3) Atin yang kapatad i Maria?
(4) Pilan lang mikakapatad ila ri Maria?
(kari Maria?)
(5) Pilan la reng lalaki?
(6) Pilan la reng babai?
5.3 Comprehension Drill (S^ asks questions in Kapam-
pangan based on 4.1,2 dialogues and responds.)
Dialogue 4.1
(1) Does Juan have any brothers or sisters?
(2) Does he have any sisters?
(3) How many?
(4) Does he have any brothers?
(5) How many brothers?
(6) How many brothers and sisters are there in
all?
Dialogue 4 .2
(1) Does Roberto have any brothers and sisters?
(2) How many brothers and sisters does Carlos
have ?
(3) Is Maria an only child?
(4) How many brothers and sisters are there in
Maria's family?
1
160
(5) Are they all sisters?
(6) Does she have brothers, too?
5.4 Narration Drill (S restates 4.1,2 dialogues into
narrative form.)
5.5 Dialogue Drill (S-S hold conversation modelled
after 4.1,2 dialogues.)
6.1 The following are affirmative responses

to the question Atin kang X ? 'Do you have X?'
(1) Atin.
(2) Atin ku.
(3) Atin kung 1ibru/kapatad/kapatad a babai.
(4) Atin kung atlu.
(5) Atin kung atlung 1ibru/kapatad.
(6) Atin kung kapatad atlu lang babai.
When a numeral occurs as a modifier, it is always
preposed to the thing modified linked by the
linking particle n¿ or a (cf. (5) above). When the
thing modified is a compound noun, however, such as
kapatad a babai 'sister', the preferred
construction is that given as (6).
Utterance (6) is made up of two sentences: (a)
Atin kung kapatad. 'I have sibling(s ).', and

161
Atlu lang babai. 'They are three sisters.'
According to the numeral modifier rule, which calls
for preposed numerals, at lung babai la should occur.
However, in such constructions the pronoun attrac
tion rule supercedes, thus giving atlu lang babai
instead. The pronoun attraction rule applies to
constructions where the element preceding the
pronoun is a compound element, comprised of two
linked elements, and accounts for the movement of
the pronoun to the position directly following the
first of the two linked elements. The same phenom
enon occurs in kapatad kung lalaki 'my brother'
(cf. Les. 13), the underlying structure of which
is kapatad a lalaki ku 'my brother' .
It should be noted that the l_a of atlu lang babai
and the k_u of kapatad kung lalaki differ in their
grammatical functions. Lji is a subject pronoun and
JiH» a modifier possessive pronoun.
The numerals introduced in this lesson are the Phi
lippine type numerals. They are used for counting
and for denoting quantity in general. In addition
there are the Spanish numerals (cf. Les. 22), which
are used for telling time, giving dates, and quoting
Prices .
162
7 VOCABULARY
adua two
aduang pulu twenty
anak child
anak
children
anam six
apat four
apulu ten
a tlu three
dagul large, big
dakal many
ikapin •.•, don't you? [tag
question]
ka- how..., what a... [inten
s i fier marker]
-ka- [-C1V1-, reduplicated
affix marking plural]

karagul how big, what a big.**
labing adua twelve
labing anam sixteen
labing apat fourteen
labing atlu thirteen
labing lima fifteen
labing netung eleven
labing pitu seventeen
labing siyam nineteen
labing walu eighteen
lin a five
■an also, too [= naman
■etung one
■1- [nominal prefix,
relationship marki
mikakapatad related to one ano
as set of three o
more siblings
~ng [linker particle]
P ila n how many
p itu seven
slyam nine
u or
walu eight
wapin y e s , indeed I
Lesson 18
"Nanu ya ing obra mu?"
1.1 Statement (review)
1.1.1 Mestro ku. I'm a teacher.
1.1.2 Propesor ya i Al. Al is a professor.
1.1.3 Doktor ya ing kapa- My brother is a doctor.
tad k u .
1.2 WH- Question
1.2.1 Nanu ya ing obra mu? What do you do? (What is
your job?)
1.2.2 Nanu ya ing obra What does A1 do? (What
nang Al? is Al's job?)
1.2.3 Nanu ya ing obra na What does your brother
ning kapatád mu? do? (What is your
brother's job?)
1.3 Possessive Particle
1.3.1 nang _____ 's, of [marks
following personal
proper noun as
possessor]
1.3.2 na ning _____ 's, of [marks
following personal cobsoS
noun as possessor]
165
1,4 Relational Particle
1.4.1 ning of [used in proper name
of institutions,
marking following N as
attributive to preced
ing N]
2.1.1 Q: Nanu ya ing obra What do you do?
mu?
A: Mestro ku. I'm a teacher.
‘•1.2 Q: Nanu ya ing obra What do you do?
mu?
A: Ala kung obra. I don't work (I don't
Estudyante ku. have any work). I'm
a student
^■1.3 Q: Nanu ya ing obra What does Al do?
nang Al?
A: Propesor ya i Al. Al is a professor.
Q: Nanu ya ing obra What does your brother
na ning kapatad mu? do?
A: Doktor ya ing kapa My brother is a doctor.
tad ku.
2 .2.1 Q: Doktor ka? Are you a doctor?
A l : Wa. Doktor ku. Yes , I'm a doctor.
A 2 : Ali. E ku doktor. No, I'm not a d o c to r.
Mestro k u . I'm a teacher.
2 .2.2 Q: Doktor ya i Al? Is Al a doctor?
A l : Wa. Doktor ya i Yes, Al is a doctor.
Al.
a2: Ali. E ya doktor No, Al is not a doctor
i Al. Propesor ya. He's a professor.
2.2.3 Q: Propesor ya ing Is your brother a
kapatad mu? professor?
A l : Wa. Propesor ya Yes, my brother is a
ing kapatad ku. professor.
No, my brother is not

<
Ali. E ya propesor
CM
ing kapatad ku. a professor. He's a
Doktor ya. doctor.
3 DRILL I
3.1 Recitation Drill (S repeats Conversations 2.1» 2.2
until memorized.)
3.2 Identification Drill (T drills S on names of o ccu *
pation, using either picture or printed or spoke#
word cues.)
167
(1) d o k t o r ~ doktora doctor ( M ) , (F)
(2) abu gado ~ abugada lawy er ( M ) , (F)
(3) d e n t i s t a denti st ( M ) , (F)
(A) m i n i s t r o ~ minister ( M ) , (F)
m i n i s t r o n g babai
(5) inhinyero en gineer
(6) meka niko mech ani c
(7) narses nurse
(8) teleponista telephone operator
(9) empleyado ~ employee ( M ) , (F)
empleyada
(10) letratista photographer
(11) ortelano farmer
(12) kontratista contractor
(13) karpentero carpenter
(14) pintor painter
(15) kartero mailman
(16) pulls police
(17) guardya guard
(18) piloto pilot
(19) sundalos soldier
(20) kasaup helper
(21) janitor j anitor
(22) hardinero gardener

168
(23) serbidor waiter
(24) serbidora waitress
3.3 Response Drill (S^ shows picture cue, then (1)
says who it is, and (2) asks what his job is. S.
responds with 'X is a Y.' Identification of the
person can be by name or by kinship term.)
Model: (picture of soldier)
Ini ing ka- This is my brother,
patad ku. What does he do?
Nanu ya ing
obra na?
Sundalos ya Your brother is a
ing kapatad soldier.
mu.
3.4 Response Drill (S^ shows picture cue then asks a
yes/no question about the person's occupation
which elicits a negative response. responds
giving the full negative response.)
Model: S : (picture of a nurse)
Teleponista ya ing kapatad kung babai-
Ali. E ya teleponista ing kapatad
mung babai. Narses ya.

169
4,1 [Dialogue between Juan (J) and Maria (M)]
obra job, work
nang 's , of [personal
proper noun poss.
marker]
unibers idad un ive rs i ty
ning of [relational marker]
ning 's , of [common
noun poss. marker]
as aw a wife
op is ina office
seguru insurance
J: Nanu ya ing obra mu? What do you do?
M: Mestra ku king Taga- I'm a teacher of
log. Mes tro ka Tagalog. Are you a
naman? teacher, too?
J: Wa. Mestro ku naman Yes, I'm a teacher of
king Inglis. Atin English. Are your
ka pang pengari? parents still living?
Wa. Atin ku pang Yes, my parents are
pengari. still living.
d: Nanu ya ing obra What does your father
nang tata mu? do?

170
M: I tatang propesor ya My father is a professor
kareng Math ampong of math and physics.
Physics.
J : Nukarin? Where?
M: King Unibersidad ning At the University of
Pilipinas. the Philippines.
J : Anta i ima mu? What about your mother?
M: Tau yang bale i ima My mother is a housewife.
ku.
J : Yapin i M r . Ruiz Tha t’s Mr. Ruiz, isn't
i ta? it?
M : Wa. Yapin. Yes. That's he.
J: Mestro ya naman? Is he a teacher, too?
M: Ali. Iya ing prin- No. He is the principal
sipal king eskuela ku. of my school.
J: 0 makanian. Atin Oh, is that so! Does he
yang asawa? have a wife?
M : Wa . Yes .
J: Nanu ya ing obra na What does his wife do?
ning asawa na?
M: Ing asawa na His wife is a secretary’
sekretarya ya.
171
J: Nukarin? Where?
M: King opisina ning At an insurance office,
seguru.
5 DRILL II
5.1 Recitation Drill (Using conversational format,
repeat recitation of dialogue 4.1 until dialogue
content learned.)
4.1 and S responds.)
(1) Nanu ya ing obra na i Maria?
(2) Ing kaluguran na mestro ya naman?
(3) I tata nang Juan ing propesor?
(4) Nanu ya ing obra nang ima nang Maria?
(5) Nu ya karin propesor i tata nang Maria?
(6) I Mr. Ruiz prinsipal ya?
(7) Nukarin?
(8) I Mr. Ruiz talasawa ne?
(9) Nanu ya ing obra na ning asawa na?
^•3 Comprehension Drill (S^ asks the following
questions in Kapampangan based on 4.1 dialogue, and
responds .)
(1) What does Juan do?
(2) What does his friend Maria do?

172
(3) Are Maria's parents still living?
(4) Is Maria's father a principal?
(5) Who is the principal?
(6) Is Maria's mother a teacher, too, just like
Maria ?
(7) Is Mr. Ruiz married?
(8) What does she do?
(9) Where?
5.4 Narration Drill (S restates the dialogue 4.1 into
narrative form.)
5.5 Dialogue Drill (Using the format of dialogue 4.1,
and S£ hold conversation. Include as topics of
conversation yourselves and three or four others--
i.e. friends and relatives.)
6.1 (cf. 1 .1 , 1 .2)
6.1.1 In the question Nanu yawing obra n a ? , ya is the
cross-referent pronoun for ing obra and not for
the person about whom the inquiry is made. The
literal meaning of the question is 'What is it,
his job?'
Ya which occurs in the response, however, refer»
to the person spoken of. Thus, Mestra ya means
'He is a teacher.'
173
6.2 (cf. 1.3)

j 2.1 The singular possessive pronouns ku, mu, n_a 'I,
you, his/her' were introduced in Les. 13.

LU KU.
(1) Mibait la i ima JekT ampo i tata king Hawai.
'My mother and father were born in Hawaii.'
6.2.2 When the possessor is a third person, identified
by either name or description, the possessed thing,
denoted as X na 'his possessed thing', is expanded
to include a following phrase which gives the
name or description of the third person possessor.
When the possessor is identified by name n¿ (per
sonal proper noun) occurs and if by description
ning (common noun) occurs. For example:
(1) ing obra na + ng Juan (his job + of John)
John 's job
(2) ing obra na + ning (his job + of my
kapatad ku brother) my brother's
job
6*2.3 The expansion of the possessive phrase is recur
sive and may occur as many in a row as is pragmati
cally necessary or possible. For example:
(1) ing obra na + ning tata na + ning kaluguran

(his job of his father of his friend
+ °g Juan
of Juan)
'Juan's friend's father's job.'

17 4
6.2.4 The phonological phrase junctures do not
coincide with the grammatical phrase boundaries.
In actual speech the phrasing is as follows:
(1) ing obra # na ning tata # na ning kaluguran
# nang Juan
6.3 (cf. 1.4)
6.3.1 In proper names of institutions the relational
particle ning occurs between the institution noun
and the following attributive place noun.
(1) Unibersidad ning The University of the
Pilipinas Philippines
(2) Banko ning The Bank of America
Amerika
6 .3.1.1 Note the difference in meaning between ning
[relational particle] and king [locative
particle] as illustrated in the following:
(1) Unibersidad ning The University of the
Philipp ines
Pilipinas
(2) unibersidad king a university in the
Pilipinas Philippines
6.4 (cf. 4.1)
6.4.1 In the situational dialogue Nanu ya ing obra
nang tata mu? occurs. Kinship terms such as
tata, ima, bapa, apo, etc. are frequently used

175
as proper nouns (cf. direct address, Les.l). In
direct reference, such terms are also regarded
as proper names; hence, the occurrence of the
following :
(1) ing obra na + ng my father's job
tata ku
(2) ing obra na + ng your mother's job
ima mu
6.4.2 When the reference is indirect, i.e. when referring
to a third person's father, for example, such
terms are more often regarded as common kinship
terms; hence, the following occurs.
(1) ing obra na + ning his father's job
tata na
1 VOCABULARY
abugado ~ abugada lawyer (M), (F)
asawa spouse; husband, wife
dentis ta dentist (M), (F)
doktor ~ doktora doctor (M), (F)
empleyado — empleyada employee (M), (F)
guardya guard
hardinero gardener
inhinyero engineer
176
janitor janitor
karpentero carpenter
kartero ma ilman
kasaup helper
kontratista contractor
letratista photographer
mekaniko mechanic
ministro ~ ministrong babai minister (M), (F)
nang 's, of [personal
proper noun possessive
marker]
nars es nurse
ning 's , of [common
noun possessive marker]
ning of [relational marker]
obra work
opis ina office
ortelano farmer
piloto pilot
pintor painter
pulis police
seguru insurance
sundalos soldier
teleponis ta telephone operator
unibers idad university
serbidor waiter
serbidor a waitress
1
Lesson 19
"Getting Acquainted"
(Review of Les. 7 - 18)
1 CONTENT
1.1 Expressions for memorization
ma- [verbal prefix] to

1
put into action
b is i ta visit
mamisita will visit, be sure
to visit
keta there [locational
adverb]
kekami at our house

¡
ba so that 1
mula you-them
a- [verbal prefix, non-
tense, accidental.
goal marker]
kilala meet 1
akilala can meet
Mamisita ka keta You be sure to visit (us)

kekami ba mulang (there) at our house so
akilala reng pamilya that you can meet my
ku. family.
»
178
f
179
asa expect
-an [verbal affix, goal]
asa(h)an can expect, can count
on it
yu you [ning pron. , plural]
1.1.2 Asa(h) an yu. You can count on it.
mi- [verbal prefix,
reciprocal]
kit see
miki t see each other
kata we [ing pronoun, dual]
p as ib ayu again
1*1.3 Mikit katang pasi- We'll see each other
bayu. again.
1,l<* Babay. Good-bye.
^•2 WH- Question and Answer for memorization
ke ti here [locational
adverb]
tuturu teach
1*2.1 Q: Nanu ing obra mu What do you do here
keti king Pilipinas? in the Philippines?
A: Mestro ku. I'm a teacher.

180
1.2.2 Q: Nanu ing tuturu mu? What do you teach?
A: Tuturu kung Inglis. I teach English.
1.2.3 Q: Nukarin ka tuturu? Where do you teach?
A: Tuturu ku king Jose I teach at Jose Abad
Abad Santos. Santos.
2 CUMULATIVE SITUATIONAL DIALOGUE
[Pedro (P) introduces John (J) to his father Mr. Crur
(C) and the following dialogue takes place.]
C : Mayap a bengi. Good evening.
J: Mayap a bengi pu naman. Good evening (too), sir.
P: Tata, ini i John Father, this is John
Smith p u . Smith (sir).
C: 0 makanian. Kumusta Oh, is that so. How
ka? are you?
J: Mayap pu naman. Fine, (sir), thank you,
Salamat pu. sir.
C: Nu ka tau Juan? Where do you come from
Juan?
J: Tau ku pu Kalipornya. (I come) From California.
C: Nukarin king Kalipornya? Where in California?
J: King San Pransisko pu. From San Francisco, sir-
C: Nukarin ka makatuknang Where are you staying
ngeni ? now?
r
181
j: King baryo Dolores pu. In the village Dolores,
sir.
C: Kaninu ka makatuknang? With whom are you
staying?
J: Kari Mr. ampo i Mrs. With Mr. and Mrs. Ruiz.
Ruiz.
C: Ninu ila? Who are they?
J: Ila reng pengari na They are the parents of
ning kaluguran ku. my friend.
C: Mabie la reng pengari Are your parents still
mu? living?
J : 0 pu. Yes, sir.
C: Makatuknang la king Are they living in San
San Pransisko ngeni? Francisco now?
J: Ali pu. Manuknangan No, sir. They are now
la king Hawai ngeni . residing in Hawaii.
C: Atin kang kapatad? Do you have any brothers
and sisters?
J: 0 pu. Atin kung kapa Yes, sir. I have two
tad adua lang babai at sisters and one brother.
metung yang lalaki.
C: Makatuknang la kareng Do they live with your
pengari mu? parents ?

182
J: Deng mung babai lang Only the girls live
makat u k n a n g kareng with my parents, ^he
pengari ku. Deng boys live in San
lalaki makatu k n a n g la Francisco.
king San Pransisko.
C: Atin na kang asawa? Are you married (Do y 0u
have a wife)?
J: Ala pa pu. Not y e t , s i r .
C: K a pilan ka dinatang Whe n did you come to
king Pilipin as ? the Philippines?
J: Dinata ng ku ketang I came in May.
Mayo .
C: At, k a pilan ka pa d i n a And, whe n did you (just)
tang keni king Dolores? come here to Dolores?
J: Ketang bulan a milaba- (In) last month. I
san. P a b ulan kung stayed in Manila for
tin uknang king Menila. a month.
C: A n ggang k a pilan ka Un ti l wh en are you
tuknang keti? going to stay here?
J: Siguru pabanwa. Maybe for a year.
C: A makanian. Kasan t i n g Oh, is that so. How
pala. Nanu ing obra mu nice! What do you
keti king Pil ipin as ? do here in the Phi
lippines?
j: Mestro ku. I'm a t e a c h e r .
C: Nanu ing tuturu mu? What do you teach?
J: Tuturu kung Inglis. I teach English.
C: Nukarin ka tuturu? Where do you teach?
J: Tuturu ku king Jose I teach at Jose Abad
Abad Santos. Santos.
C: 0, mayap n a m a n . Mami- Oh, [that's] fine. Be
sita ka keta kekami ba sure to [come] visit
mulang akilala reng us at our [housej so
pamilya ku. that you can meet my
fa m i l y .
J: Asahan yu. Salamat pu. You can count on it.
Thank you.
C: 0 sige. Mikit katang Okay. We'll see each
pasibayu . other again.
J: 0 pu. Bab ay . Yes, sir. Good-bye.
P : 0 sige . Babay. Okay. Bye-bye.
DRILL
1 Dialogue Drill (T, taking the role of host, and S,
that of visitor, hold a conversation modelled
after the dialogue above. Follow the dialogue as
closely as possible— not necessarily in order,
but in content.)
184
T
4.1 Kekami was introduced in Les. 14 as a king case
pronoun marking, among other things, location.
Makatuknang la They are going to stay
kekami. with u s .
This set of pronouns also have the meaning of 'at
(our) house', which is the sense in which it is
used in Mamisita ka kekami 'You be sure to visit at
our house' (cf. 1.1.1).
4.2 In a verbal predicate clause the general order
is Verb followed by a Subject Pronoun, an optional
Oblique Pronoun (object, location, referent or
benefactor), and the necessary case phrases. The
utterance Mamisita ka keta kekami ba mulang akilala
reng pamilya ku is comprised of two such verbal
predicate clauses, the second subordinated by the
subordinator bji 'so that'. The underlying order
of the second clause is as follows:
Ak i lala mu-1a reng pamilya k u .

Vb SubjP-ObjP CasePhrase
However, whenever b_a occurs the pronoun(s) following
the verb are attracted to it; hence, the surface or
der of ...ba mulang akilala reng pamilya k u . Note

185
that when the pronoun(s) move to the pre-verb
position, the linker -n£ occurs linking the
pronoun(s) to the verb.
1.3 The Locational Adverb keti (cf. 1.2) 'here1 and
keta (cf. 1.1.1) 'there1 fall into the same spatial
relationship as do the Demonstrative Pronouns ini
'this', iyan 'that' and i ta 'that over there'.
Keti 'here' designates the place where the speaker
and hearer are located, and keta 'there' designates
a place away from both speaker and hearer. The
counterpart of iyan is ken 'there', which will be
introduced later .
4.4 The parenthesis around [h] in Asa(h)an yu (cf. 1.1.2)
'You can expect me.' is to indicate that in native
Kapampangan there is no [h] sound. However, due
to the contact with Tagalog, the [h] sound is
now found to occur in some people's idiolect,
occuring primarily in Tagalog loan words. The
frequency of occurrence of the [h] sound in a
Kapampangan's speech is directly proportional
to the contact with or influence of Tagalog on the
speaker.
186
5 VOCABULARY
a- [verbal p r e f i x , non
tense, a c c id e n t a l,
goal marker]
akilala can meet
-an [verbal affix, g o a l]
asa expect
asa (h)an can expect, can count
on it
ba so that
bisita visit
kata we [ing pronoun, dual]
kekaml at our house
keta there [locational
adverb]
keti here [locational
adverb]
kilala meet
kit see
ma- [verbal prefix] to Put
into action
mamis ita will visit, be sure
visit
[verbal prefix,
mi-
reciprocal]
■ ik it see each other
■ola you-them
p a s ib a y u again
tu tu ru teach
you [ning pron.
p lu ra l]
Lesson 20
"Ing lagiu ra i Elaine ampong Joanne."
1.1 S tatement
1.1.1 Affirmative
(1) Ing lagiu ra i Their names are
Elaine ampong Elaine and Joanne.
Joanne .
(2) Miss Dizon ya ing Our teacher's name
lagiu na ning mestra is Miss Dizon.
mi .
1.1.2 Negative
(1) E ya Miss Dizon ing Our teacher's name
lagiu na ning mestra is not Miss Dizon.
mi .
1.2 WH- Question
(1) Nanu (ya) ing lagiu What are their names?
ra?
1.3 Ning pronouns, possessive
1.3.1 Singular
(1) ku I
(2 ) mu you
(3) na he /she
188
189
i.3.2 Plural
(1) ta our [dual]
(2) tamu our [inclusive]
(3) mi our [exclusive]
(A) yu your
(5) da /v ra their
2.1.1 Q: Nanu ya ing lagiu What is your name?
mu?
A: Arturo ku. It's (I am) Arturo.
2.1.2 Q: Nanu ya ing lagiu What 's his name?
na?
A: Ramon ya ♦ It's (he is) Ramon.
2-1.3 Q: Nanu ya ing lagiu What 's my name?
ku?
A: Pedro k a . It's (you are) Pedro
2.1.4 Q: Nanu ya ing lagiu What are your names?
y u?
A: Ing lagiu mi i Our names are Maria
Maria ampo i Ermie. and Ermie.
Q: Nanu ya ing lagiu What are our names?
mi ?
190
A: Maria ampong Ermie Your names (you) are
kayu. Maria and Ermie.
2 .1.6 Q: Nanu ya ing lagiu What are the names of
da reng kapatad your brothers?
mung lalaki?
A: Ing lagiu ra i Their names are
Florante ampong Florante and Ramon.
Ramon.
2.1.7 Q: Nanu ya ing palayo What are our nicknames?
ta?
A: Ing palayo tji i Li Our nicknames are Li
ampo i Ermie. and Ermie.
2.1.8 Q: Nanu ya ing apelyidu What is our surname?
ta (mu)?
A: Melendez tamu. It,s (we are) Melendez.
2 . 2.1 Q : Ing lagiu mu i Is your name Ramon?
Ramon?
A: Wa. Ramon k u . Yes. It's (I am)
Ramon.
2 .2.2 Q: Ing lagiu na i Is his name Arturo?
Arturo?
191
A: Ali. E ya Arturo. No, it's (he's) not
Senen y a . Arturo. It's (he's)
Senen.
2.2.3 Q: Ing lagiu ku i Is my name Pedro?
Pedro?
A: Wa. Pedro ka. Yes, it's (you are)
Pedro.
2.2.4 Q: Ing lagiu yu i Are your names Pedro
Pedro ampo i and Carlos?
Carlos ?
A: Ali. E kami Pedro No, we are not Pedro
ampong Carlos . and Carlos. We are
Roberto ampong Juan Roberto and Juan.
kami .
2.2.5 Q: Ing lagiu da reng Are the names of your
kapatad mu i brothers Florante
Florante ampong and Ramon?
Ramon?
A: Wa. Florante Yes, they're Florante
ampong Ramon la. and Ramon.

2 , ,
•‘ •o Q ; Xng apelyidu tamu Is our surname
Melendez? Melendez?
A: Ali. E tamu No, it's (we are) not
Melendez. Miranda Melendez. It's (we
are)
192
tamu. Mi randa.
2.2.7 Q: Ing palayo ta i Are our nicknames
Li ampo i Ermie? Li and Ermie?
A: W a . Li ampong Ermie Yes, they (we) are Li
kata . and Ermie.
3 DRILL I
3.1 Memorization Drill (Using conversational format,
S repeats conversations 2.1, 2.2 until memorized,
paying special attention to the interplay of the
ning pronouns in the questions and the ing pronouns
in the responses.)
3.2 Substitution Drill (T gives cues and S ^ makes the
appropriate substitution in the given frame.)
Model: (Frame): Nanu ya ing lagiu mu?
T: ing anak
S^: Nanu ya ing lagiu na ning anak?
T: ku
S2 ¡ Nanu ya ing lagiu ku?
3.3 Response Drill (A: T asks the question Nanu ya
ing lagiu (...)? changing the pronouns, and S
responds accordingly. Use both singular and
plural pronouns with or without phrase expansions,
and cue by pointing if necessary. B: Repeat drill

193
between S-S.)
Model: T: Nanu ya ing lagiu ku?
S^: Miss Dizon ko pu.
3.4 Restatement Drill (A: T gives X's name Ramon y a .
and S restates it as Ing lagiu na i Ramon.
B: Repeat drill, reversing the order of drill A.
Drill on all pronouns introduced.)
Model: T: Ramon ya.
S: Ing lagiu na i Ramon.
Model: T: Ing lagiu na i Ramon.
S : Ramon y a .
3.5 Response Drill (A: T asks yes/no question Ing
lagiu (mu) (i Juan)? changing pronouns and using
students' names for cueing responses, and S
responds factually. Elicit both yes and no
responses. B: Repeat drill between S-S.)
Model: T: (to Carlos) Ing lagiu mu i Juan?
C : Ali. Carlos k u .
* SITUATIONAL DIALOGUE
[Dialogue between an elderly man of the neighborhood
(I - ingkong) and John (J)]
lagiu name
apelidu surname
194
palayo nickname
ra their [ning pron.,
poss .]
p angane eldest
bunsu younges t
pala then [surprise]
libutad middle
anak child
pa yet
yu your [ning pron.,
poss .]
mi our [ning pron.,
poss., exclusive]
I: Nanu ya ing lagiu mu? What is your name?
J : I Juan p u . [It's] Juan, sir.
I: Nanu ya ing apelidu mu? What is your surname?
J : I Smith p u . [It's] Smith , sir.
I: Atin kang palayo? Do you have a nickname?
J : 0 pu. Y e s , sir.
I : Nanu ya ing palayo mu? What is your nicknam®*
J : Junior p u . [It's] Junior, sir.
I: Atin kang kapatad? Do you have any brotk®
and sisters?
195
J: Atin pu. Atin kung Yes, sir. I have two
kapatad, adua lang sisters.
babai.
I: Nanu ya ing lagiu ra? What are their names?
J: Ing lagiu ra i Elaine Their names are Elaine
ampong Joanne. I and Joanne. Elaine is
Elaine yang pangane, the eldest [and] Joanne
i Joanne naman yang is the youngest.
bunsu.
I: Ika pala ing libutad You're the middle
a anak? child, then?
J: 0 pu. Yes , sir.
I: Talasawa no reng Are your sisters married?
kapatad mung babai?
J: I Joanne e ya pa perú I Joanne isn't yet but
Elaine talasawa n e . Elaine is already
married.
I: Atin yang anak? Does she have children?
J: Atin pu. Atin yang [Yes] (she has), sir.
anak, metung yang She has one son and
lalaki ampong adua lang two daughters (she has
babai. children, one is a boy
and two are girls).

196
I: 0 makanian! Anti mu Oh, is that so! Just
ing pamilya yu. Metung like your family.
a lalaki ampong One boy and two girls.
aduang babSi.
J: 0 pu. Ing lalaki yang Yes, sir. The boy is
libutad a anak pu a middle child, too,
naman. sir.
I : Nanu ya ing lagiu da What are the names of
reng anak? the children?
J: I Kristi, i Paul Christy, Paul and Cora,
ampong i Kora pu. sir.
5 DRILL II
5.1 Recitation Drill (S repeat recitation of dialogue 4
until contents learned. Dialogue may be divided
into natural parts if too long for easy handling.)
dialogue 4 and S responds.)
(1) Nanu ya ing apelidu nang Juan?
(2) Nanu ya ing palayo na?
(3) Atin yang kapatad?
(4) Pilan la reng mikapatad king pamilya nang Juan?

197
(5) Balu mu nung nanu la reng lagiu da reng
kapatad na?
(6) Ninu ya ing pangane?
(7) Ninu ya ing bunsu?
(8) I Joanne yang talasawa na?
(9) Pilan la reng anak na?
(10) Nanu ya ing lagiu ra?
5.3 Comprehension Drill (S^ asks questions based on
dialogue D and responds.)
(1) Do you know what the elderly man's name is?
(2) What is Juan's surname?
(3) Does Juan have a nickname?
(4) What is his nickname?
(5) Does Juan have any brothers and sisters?
(6) What are their names?
(7) Is Juan the eldest?
(8) Who is the youngest?
(9) Who is the middle child?
(10) Are Juan's sisters already married?
(11) Does she have any children?
(12) How many boys?
(13) How many girls?
(14) What are their names?

198
(15) Who is the eldest?
(16) Who is the middle child?
(17) Who is the youngest?
5.4 Narration Drill (S restates the dialogue into
narrative form.)
5.5 Dialogue Drill (S^ and S£ carry on a conversation
modelled after dialogue D.)
5.6 Composition-Oral Presentation Drill (S writes a
factual resume of himself including all the facts
suggested below. T makes necessary corrections,
then S memorizes and presents essay orally in
class. Presentations are to be taped for play
back to aid S in his pronunciation, intonation,
and general development in his oral proficiency.)
5.6.1 Facts to be included in resume:
(1) name
(2) nickname, if any
(3) parents
(a) name
(4) brothers and sisters
(a) how many
(b) their names
(c) the youngest, eldest, middle child

199
(d) whether any married
1 ' if married
a' number of children
b ' their names
6.1 The following are variations which occur as
responses to a question asking for (X's) name.
Q: Nanu ya ing lagiu (mu)? What is (your) name?
A^: I Arturu. Arthur.
A^: Arturu (ku). I'm Arthur.
A^: Arturu ya ing lagiu My name is Arthur.
(ku) .
A^: Ing lagiu (ku) i My name is Arthur.
Arturu.
The variations reflect structural rather than
semantic differences. A^ and A^ are Equational
Clause types and A^ and A^, Non-Verbal Predicative
Clause types .
Note that in A^ and A^ the proper name which
occurs as the predicate is not marked by i^ and is
followed by the ing pronouns ku and y_a. The ku is
the pronominal substitute for the speaker and the
ya t the cross-referent pronoun for ing lagiu 'the

200
name'. In A
1
no pronouns follow the proper name.
Note also that and A^ are reversed variations
of the other. However, when the name is given in
first order, it occurs as Arturu y a , and when
given in second order, as i Arturu.
(1) Arturu ing lagiu k u .

1 2
(2) Ing lagiu ku i Arturu.

2 1
Thus far ing and king pronouns have been introduced.
The ing pronouns (cf. Les. 8 , singular, and Les. 11,
plural) occur in Equational and Predicative
Clause constructions, as pronominal substitutes
for the subject or the actor-of-action of the
utterance. Th-ey indicate that the subject or
actor-of-action is the topic or focus of the
utterance.
The king pronouns (cf. Les. 15) occur as
pronominal substitutes for persons whose semantic
roles are that of referent, location or benefactor.
The ning pronouns (cf. 1.3), like the ing
pronouns, are also pronominal substitutes for the

201
actor-of-action of the utterance. The difference
is that the ing pronouns denote the feature 'Topic'
while the ning pronouns denote the feature 'Non-
Topic'--!.e. that the subject or actor-of-action
is not in focus (that some other semantic entity
is). In addition, the ning pronouns occur as
possessive pronouns directly following the thing
possessed. These are the occurrences which have
been introduced thus far.
(1) Mibait la naman i ima mu ampo i tata mu king
Hawai. (Les. 13)
'My mother and father were born in Hawaii.'
(2) Nanu ya ing obra nji? (Les. 17)
Note that in 'what' questions Nanu ya ing... (mu)?
the ning pronouns always occur. However, in re
sponses the ing pronouns occur.
(1) Q: Nanu ya ing obra m u ?
A: Doktor k u .
(2) Q: Nanu ya ing tuturu na?
A: Tuturu yâng Inglis.
(3) Q: Nanu ya ing lagiu ku?
A : Pedro k a .
202
The following paradigms show the similarityt
and even homonymity, in form among the three sets
of pronouns.
ing ning king
Is . ku ku kaku kanaku
2s . ka mu keka
3s . ya na kay a
l[dl]p. kata ta kekata
1 [in]p. tamu tamu kekatamu
1 [e x ]p . kami mi kekami
2p • kay u yu kekayu
3p • la da /w ra karela
6.3 I Elaine yang pangane ’Elaine, she's the youngest'
(cf. 4) is the colloquial version of I Elaine iya
ing pangane '(Elaine, she, the one youngest)'.
This construction is used when emphasizing the

I
identification of a person or thing as X.
Compare the grammatical structure of the
following utterances for the semantic differences
noted in the headings. In English these differences
are indicated by voice emphasis.
(1) Emphatic Identification
I Elaine yang pangane. Elaine is the eldest.

203
(2) Specific Identification
I Elaine ing pangane. Elaine is the eldest.
(3) Emphatic Description
I Elaine pangane ya . Elaine is the youngest.
(4) Description
Pangane ya i Elaine. Elaine is the youngest.
6.4 Anak a lalaki 'son (child who is a boy)' and
anak a babai 'daughter (child who is a girl)' are
similar in structure and behavior to kapatad
a lalaki 'brother' and kapatad a babai 'sister'.
6.5 Stating one's name as '(I am) X', X (ku) (cf. 2.1.1,
2.1.5) is one form of response to the question Nanu
ya ing lagiu (mu)? With plural pronouns, however,
the response given in 2.1.4 and 2.1.6 seem to be the
preferred form.
(1) Ing lagiu mi i Maria ampo i Ermie.
and not (^)
I Maria ampo I Ermie kami.
(2) Ing lagiu ra i Florante ampong Ramon,
and not (t)
I Florante ampong Ramon la .

204
7 VOCABULARY
anak child
apelidu surname
bunsu youngest
da ra their
ku I
lagiu name
libutad middle
mi our [ning pron., poss.,
exclus ive]
mu you
na he /she
pa yet
pala then [surprise]
palayo nickname
pangane eldest
ra their [ning pron., P088’^
ta our [dual]
tamu our [inclusive]
yu your [ning pron., Po88‘^

Lesson 21
"I Laura atiu king Arner ika ."
1 Non-verbal predicate clause, existential predicate
1.1.1 Affirmative
I Laura atiu king Laura is in America.
Arne r ika.
1.1.2 Negative
Alayu i Laura king Laura is not in America.
Amerika.
1.2 WR- Question
Nukarin ya i Laura? Where is Laura?
1.3 Verb of existence
ati is/are; was/were
ala is/are not; was/were not
* Special pronouns, existence
yu he/she/it
lu they
directional nouns
b ab o on top
lalam under
kayli left
vanan right
arap in front
lele side
205
206
gulut back
pilatan between
2.1.1 Q: Nukarin ya i Laura? Where is Laura?
A: I Laura atiu king Laura is in America.
Amerika.
2.1.2 Q: Nukarin lari Laura Where are Laura and
ampo i Lourdes? Lourdes ?
A : I Laura ampo i Laura and Lourdes are in
Lourdes atilu king Manila.
Meni1a .
2 .2.1 Q: I Laura atiu king Is Laura in the house?
bale?
A : Wa . I Laura atiu Yes, Laura is in the
king bale. house.
2 .2.2 Q: I Laura atiu king Is Laura at school?
eskuela?
A: Ali . Alayu i Laura No, Laura is not at
king eskuela. Atiu school. She's at the
king tind ah an . store.
2.2.3 Q: Deng mestra atilu Are the teachers in tb*
kareng kuarto ra? rooms ?

207
A: Ali. Deng mestra No, the teachers are not
alalu kareng kuarto in their rooms. They’re
ra. Atilu king outside in the yard.
lual ning mula.
3 DRILL I
3.1 Memorization Drill (Using conversational format,
S repeats conversations 2.1-5 until memorized.)
3.2 Rote Memorization Drill (Using pictures or actual
objects as cues, T drills on the identification
of locations.)
Model: T: (pointing to the top of the desk)
king babo ning lamesa
S: king babo ning lamesa
(1) king babo ning on top of the desk
lamesa
(2) king lalam ning under the table
lamesa
(3) king lele ning beside the book
libru
(4) Ring lalam ning under the chair
taburete
(3) king kayli ning kaun on the left of the box
(6) king wanan ning on the right side of the
avang window
208
(7) king arap ning bale at the front of the house
(8) king gulut ning at the back of the s c h o o l
eskuela
(9) king pilatan ning between the door and th e
pasbul ampong litrato picture
3.3 Statement Drill (T shows pictures of persons and
things located in the various locations given in
drill (3.2) as cue and S makes corresponding
statements about them.)
Model: T: (picture of some books on the table)
S: Deng libru atilu king babo ning lamesa.
3.4 Substitution Drill (T gives the cue and S substi
tutes the cue in the appropriate slot in the given
frame, changing the existence verb to the corres
ponding form when necessary. Give cues for the
subject and location slots, including jl, <H, in-&
and deng subjects and king, kareng , kang and kari,
locations.)
Model: (frame) I Laura atiu king bale.
T : ing mes t ra
S^: Ing mestra atiu king bale.
T: eskuela
S£: Ing mestra atiu king eskuela.
T: Deng estudyante
S^: Deng estudyante atilu king eskuela*

209
3.5 Restatement Drill (T gives an affirmative statement
and S restates it into its corresponding negative.)
Model: T: Ing mestra atiu king kuarto na.
S: Alayu ing mestra king kuarto n a .
3.6 Response Drill (S^ asks a yes/no question about the
location of X person or thing, using picture or
actual situational cue, and responds accordingly.)
Model: S^: (pointing to book on table)
Ing libru atiu king lalam ning lamesa?
Ali. Alayu ing libru king lalam ning

S2 :
lamesa. Atiu king babo ning lamesa.
SITUATIONAL DIALOGUE
[Dialogue between John (J) and Senen (S)]
a ti is/are, was/were
-u he/she/it
atiu he/she/it is
ken na there just
-lu they
atilu they are
servicio Armed services
kadete military academy
suerte lucky
na- is/are, having the
quality of [descrip
tive affix]
210
masuerte is/are lucky
reta those
J: Nanu la reng lagiu da What are the names of your
reng kapatad mu? brothers and sisters?
S: Deng lagiu da ri Laura, Their names are Laura,
Lourdes, Amelia ampo i Lourdes, Amelia and
Florante ampong Ramon. Florante and Ramon.
J: Nukarin la makatuknang Where are they living now?
ngeni?
S: I Laura atiu king Laura is in America,
Amerika, Lourdes atiu Lourdes is in Hawaii,
king Hawai, Amelia king Amelia in Baguio, the
Baguio, deng aduang two boys are (there)
lalaki ken na lang bale. just at home.
J: Talasawa na la reng Are your sisters married?
kapatad mung babai?

I
S: Wa. Talasawa no ngan. Yes, they are all married.
I Laura, Lourdes ampo i Laura's, Lourdes' and
Amelia reng asawa ra Amelia's husbands are in
atilu king servicio. the service.
I Laura ing asawa na Laura's husband is in
ken yang Army ampo i the Army and Lourdes' is
Lourdes ken yang Navy in the Navy and Amelia's
ampo i Amelia naman is in the military
ken yang Kadete. acad emy .

211
J: O kasanting pala. Oh, how nice! Those
Masuerte la reng sisters are lucky,
miklkapatad a reta.
5 DRILL II
5.1 Recitation Drill (Using conversational format S
repeats recitation of dialogue 4 until the dia
logue contents are learned.)
the dialogue and responds.)
(1) Nanu la reng lagiu da reng kapatad nang babaing
Senen?
(2) Nanu la reng lagiu da reng kapatad nang lalakin8
Senen?
(3) Nukarin la makatuknang deng kapatad nang babai?
(4) Nukarin la makatuknang deng kapatad nang lalaki?
(5) Talasawa la reng kapatad nang Senen?
(6) Nanu la reng obra dareng asawa ra?
*•3 Comprehension Drill (S^ asks questions in Kapampan-
gan based on the dialogue and S^ responds.)
(1) Does Senen have any brothers?
(2) Does he have any sisters?
(3) What are his brothers' names?
(4) What are his sisters' names?

212
(5) Does John have any brothers and sisters
according to this dialogue (van na ing
pisasabyan)?
(6) Do all of his brothers and sisters live at
home ?
(7) Where do his sisters live?
(8) Are his brothers married?
(9) What about his sisters?
(10) What do their husbands do?
5.4 Narration Drill (S^ restates the dialogue into
narrative form.)
5.5 Composition-Oral Presentation Drill (S^ writes
essay about his brothers and sisters, including
such information as given in dialogue 4. T
checks essay for necessary corrections, which S
then memorizes and presents in class orally.)
5.6 Dialogue Drill (S ^ and S2 hold a conversation
modelled after dialogue 4 > incorporating in the
dialogue own factual information as included in
the essay above.)
6.1 At i 'is/are, was/were' (cf . 1.3) denotes static
existence at a location. It differs from regular

213
verbs in that it does not inflect for tense, focus,
etc. It occurs with the ing pronouns ku, ka, etc.,
with a special subset of third person singular and
plural pronouns occurring in place of ya and la.
These are yu u and lu respectively. These pro
nouns are special in that they occur only with
ati and its negative ala.
The negative ala also has the non-inflectional
characteristics of ati and occurs with the same
pronouns including the special third person subset.
Like other negatives, it occurs utterance initially.
It denotes the meaning 1is/are , was/were not in
existence at a location*. There is a difference in
meaning between ala and the negatives introduced
earlier as illustrated by the following.
(1) Aliwa ya i Senen. Senen is not the one.
(2) E ya mestro i Senen. Senen is not a teacher.
(3) Alayu i Senen king Senen is not in the room,
kuar to.
The following illustrate the occurrences of ati
and ala.
(A) Q: Nukarin ka? Where were you?
A: Ati ku king kuarto. I was in the room.
(5) Q: Ati ka king eskuela? Were you at school?

T
214
A: Ali. Ala ku king No, I was not at
eskuela. Ati ku school. I was at
king bale. home.
(6) Ing mestra atiu king The teacher is in her
kuarto na. room.
(7) Deng mestra atilu The teachers are in
kareng kuarto ra. their rooms.
(8) Alayu ing mestra king The teacher is not in
kuarto na. her room.
(9) Deng mestra al^lu The teachers are not
kareng kuarto ra. in their rooms.
6.2 The adjunct na 'already' (cf. 4, Talasawa na la
reng kapatad mung babai?) occurs directly preceding
the ing subiect or actor pronouns as is shown in
the following paradigm. Note the occurrence of
the portmanteau pronouns for the adjunct plus
third person singular and plural pronouns. The
combinations naya and nal a may also occur, however.
(1) Talasawa na ku. I'm already married.
(2) Talasawa na ka. You're already married.
(3) Talasawa n e . He's already married.
(4) Talasawa na kami. We're already married.
(5) Talasawa na kayu. You're already married.
(6) Talasawa no. They're already married.

215
The portmanteau n_e and n_o are homophonous forms
and occur also as portmanteau pronouns 'he-it and
he-them' respectively as will be seen later (cf.
Lessons 38 and A3) .
7 VOCABULARY
arap in front
a ti is/are, was/were
a tilu they are
a tiu he/she/it is
babo on top
g u lu t back
kadete military academy

k a y li left
ken na there just
Is la m under
le le side
* lo they [ati + lu, ala + lu]
na— is/are, having the quality
of [descriptive affix]
* S 8 u e r te is/are lucky
P H a ta n be tween
re ta those
8 e rv i c i o Armed services
®Uer t e lucky
-u
he/she/it [ati + u]
216
wanan right
-yu he/she/it [ala + yu]

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• 'M b L .

PALI Language Texts: Philippines

to a contract with the Peace Corps, Washington, D.C.

20525. The opinions expressed herein are those of

the author and should not be construed as representing

the opinions or policies of any agency of the United

Library of Congress Catalog Card Number 70-152468

Copyright © 1971 by University of Hawaii Press

All rights reserved

Manufactured in the United States of America

This text forms a part of a series which includes

two others on Kapampangan: A Kapampangan-English Dic­

tionary and Notes on Kapampangan Grammar, both by

Michael L. Forman. The materials on Kapampangan in turn

are part of a larger series of texts on six other

All of these materials have been developed under

a contract (PC 25-1507) between the Peace Corps and

the University of Hawaii through its Pacific and

Asian Linguistics Institute. It is the hope of the

author of this text and the editor of the series

that these lessons will encourage many to learn

Kapampangan thus .helping to foster the traditional

good relations between the peoples of our two

Lesson 1: "MAYAP A YABAK."

Lesson 2: "KOMUSTA KA?"

Lesson 3: "AKU I JUAN."

Equational clauses, singular constituents

Lesson 4: "ILA DI MARIA AMPO I JUAN."

Equational clauses, plural constituents

Lesson 5: "I MARIA YA INI."

Non-verbal predicate clause, proper noun

Lesson Review of Lessons 1-5 44

Lesson 7: "LAPIS YA IYAN ." 46

Non-verbal predicate clause, noun predicate,

Lesson 8: "ESTUDYANTE K U ." 54

Non-verbal predicate clause, noun predicate,

Lesson 9: "MESTRA YA I MARIA." 62

Non-verbal predicate clause, noun predicate,

Lesson 10: "I MISS DIZON ING MESTRA." 67

Identificational equational clause

Lesson 11: "AMERIKANO KAMI."74

Non-verbal predicate clause, proper noun

Lesson 12: "TAU KU AMERIKA." 82

Non-verbal predicate clause (continued)

Lesson 13: "MI BAIT KU KING NEW YORK." 96

Verbal predicate clause, intransitive verb

Lesson 1A : "DINATANG KU KETANG JUNIO." 109

Verbal predicate clause (continued)

Lesson 15: "MAKATUKNANG KU KANG JUAN RUIZ." 122

Verbal predicate clause (continued)

Lesson 16: "MABIE LA PA RENG PENGARI KU ." 139

Verbal predicate clause (continued)

Non-verbal predicate clause, existential

Lesson 18: "NANU YA ING OBRA MU?" 164

Lesson 19: Review of Lessons 7-18 178

two others on Kapampangan: A Kapampangan-English Dic

Verbal predicate clause, actor focus, intran

Verbal predicate clause, actor focus, tran