Ed 132839

DOCUMENT RESUME

ED 132 839 FL 008 236

AUTHOR Slager, William R.; And OthersTITLE Amharic and English: An Introduction to the

Principles of Language Teaching and LanguageLearning.

INSTITUTION Peace Corps, Washington, D.C.PUB DATE 66NOTE 103p.

EDRS PRICEDESCRIPTORS

MF-$0.83 HC-$6.01 Plus Postage.*Amharic; Applied Linguistics; ContrastiveLinguistics; *English (Second Language); Grammar;Instructional Materials; *Language Instruction;Language Skills; Language Teachers; Methods Courses;Phonology; Post Secondary Education; Pronunciation;*Second Language Learning; *Teacher Education;*Teaching methods Volunteers

ABSTRACTThese materials are part of a one-week experimental

program to bring together the language and the TESL components of the

Peace Corps Training Program for Ethiopia. The program is based onthe relationship between language teaching and language learnin -

that is, between the methods classes in the teaching of English as asecond language, and the language classes aimed at giving thevolunteers a practical knowledge of Amharic. The present materialsserve as the basis for TESL lectures and the joint sessions involving

the English and Amharic staffs. There are five English lessons; four

introduce new material while the fifth is a detailed review. Thesefive lessons match the first five Amharic lessons in the amount of

material covered: by the end of lesson four, students have beenintroduced to simple affirmative, negative and interrogativesentences with the verb uto be. By comparing the sentences theylearn in Amharic with those they teach in English, students increase

their awareness of the need for control in structure and vocabulary.Each lesson is followed by a pronunciation lesson and a section forcontrastive comments, intended as a brief introduction to theapplication of contrastive analysis in a practical classroom

situation. (CLK)

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AMHARIC AND ENGLISH

An Introduction to the Principles ofLanguage Teaching and Language Learning

Director of Materials Production: Dr. Wm. R. Slager

Assistants: Taddese BeyeneDonna CarrStanley CooleMary Ruth Bracy

PEACE CORPS

UNIVERSITY OF UTAH

1966U S.

DEFARTAIENTOF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT

HAS BEEN EPRO-DuCEO EXACTLY AS RECEIVEDFROMTHE PERSoN OR ORGANIZATION

ORIGIN.ATINO IT POINTS OF VIEW OR ORINIoNssTATEo ooNOT NECESSARILY

REPRE.SENT oFFICIAL NATIoNAL INSTITUTE OFEDUCATION POSITION OR POLICY

INTRO .CTION

These materials are part of a one-week experimental proramdesigned to bring together the language and TESL components of

our Peace Corps Training Program for Ethiopia. Behind the pro-

gram is the assumption that there is an obvious relationship be-

tween language teaching and language learning--between the methodsclasses in the teaching,of English as a second language and thelanguage classes aimed at giving the PCV's a practical control of

Amharic.

The,schedule for the one-week program has been carefully plannedto bring the TESL and Amharic staffs togethar so that they willhave the opportunity to observe each other's classes and tocomment op common ,problems. During this first waek, all theEnglish.instructors are required to attend the drill classes inAMharic, and all the Amharic instructors are required to attendtha lectures in English. In addition, for one hour each day,both staffs meet together to discuss the material containad inthe section called "Contrastive Comments."

The materials in this booklet will serve as the ba is for theTESL lectures and the joint sessions involving the English and

Amharic staffs. (The Amharic lessons are printed separately.The content is briefly described in the three points that follow:

1) There are five grammar lessons, four of which introduce newmaterial while the fifth is a detailed,review. These five less-nsmatch the first five Amharic lessons exactly- in the amount of"language" covered: that is, by the end of Lesson Four, thestudents have been introduced to Simple sentences (affirmatives,negatives, and questions) with be (am, is, are). By comoaringthe sentences he is required to learn in Amharic with thesentences he is required 'to teach,in English, the PCV should,increase his awareness of the need for control in 'atructure and

vocabulary.

2)- Each grammar lesson is followed by a detailed pronunciationlesson which deals with a problem contrast _for Amharic speakers--for example, the contrast between /f/ and /11/. These lessons areintended to serve as models which the PCV can follow in preparinglessons of hiS own for other pronunciation problems that are theresult of differences between the Amharic and English-systems ofvowelb and consonants.

3 After the lessons themselves, there is a section called"Contrastive Comments." ,Here the model sentences in English andAmharic are presented with equivalents that are as literal as

Then certain obvious differences between the twohonological and grammatical, are pointed out inis relati-;ely non-technical. Finally, the

are enc .2-aged 7o oredict possible points of ir=ter-from one language system to one other. In short,

:hi zel In ended as a brief introduction to the applicationrastfv- anal- is in a practical classroom situation.

4

pooprmords QlIT

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kane. nir. &O-t-E-

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TarT6rie, geot

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Tom aotThi Welb

i 1

LESSON ONE:

AMHARIC >ENGLISH

GREETINGS:

1. Teacher:Class:

Teacher:Class:Teacher:Class:

Teacher:Class:Teacher:Class:

4. Teacher:Class:Teacher:Class:Teacher.

Class:Teacher:Class:Teacher:Class:

Class

Hello.Hello.

Hello.Hello.How are you?Fine.

Hello.Hello.How are you?Fine, thank you.

Hello.Hello.How are-you?Fine, thank you. And ho are you?Fine, thank you.

Hello.Hello.How are you?Fine, thank you. And how are you.Fine, thank you.

youare you

7

Teacher -y uare you

LESSON ONE

Model

1.1

A

M

Lane s a Farmer. H-'s a farmer.

1. Lane Lane2. Scott Scott3. Clark4. Webb5. Snow6. Carr

1.2

1. Lane Mr. Lane's a farmer.

2. Scott3. Clark4. Webb5. Snow6. Carr

1.3 Mr. Lane he

1. Mr. Lane2. Mr. Scott3. Mr. Clark4. Mr. Webb5. Mr. Snow6. Mr. Carr

Lane's a farmer. H 's a farmer.

0

Model B: Mrs. Lane's a teacher. She's a teacher.

Miss Lane's a secretary. She s a secretary.

1.4 Mrs. and Miss

1.2.

3.4.5.6.

LaneScottCarrWebbSnowLane

(Use the chart

Mrs.. LaneMrs, Scott

1.5 'Mrs. and Mi_ss in sentences.

1. Mrs. Lane2. Mrs. Scott3. Mrs. Carr4. Miss Webb5. Miss Snow6. Miss Lane

Mrs. Lane's a teacher.

1.6 Mrs., Miss She.

1. Mrs. Lane2. Mrs. Scott3. Mrs. Carr4. Miss Webb5, Miss Snow6. Miss Lane

Mrs. Lane's a teacher. She

Page Four4

9

a teacher.

1.7 He and She

1 Mary2. Jane3. Dick4. Tor5. Kay6, Jim

Student. (Forcing the choic

Mary is a student. She's a student.

1.8 He and She Fo cing the choice.)

1. Mr. Lane Mr. Lane is a farmer.He's a farmer.

2. Miss Webb

3. Mary

4. Mr.. Clark

5. Mrs. Lane

6. Dick

Mr. Scott

Miss Snow

9. Kay

10. Tom

Mr. Webb

12. Mrs. Carr

13. Miss Lane.

14. Jim

.r=emlileffiLimaa

Hodel C: Is Mr. Lane a farrs,!r? Yes, he i.

Piss Snow a secretary? Yds, she i

Cuesti ons.

1. P_. Lane2. Mr. Webb3. Mrs. Carr4. Miss Snow5. Kay6. Mr. Snow

Is Mr. Lane a armer?Is Mr. Webb a ,Aerchant?

7

1.10 Short answers with Yes. (Renet iton

1. Yes, he is.2. Yes, he is.3. Yes, he is.4. Yes, she is5. Yes, she is6. Yes, she is

He and She. (Yes answers only)

Half of Classor Student_#1

Half of Classor Student #2

Teacher

1. Miss Snow Is Miss Snow a secretary? Yes, she is.

2. Mr. Scott Is Mr. Scott a merchant? Yes, he is.

3. Dick4- Jane5. Mr. Clark6. Miss Webb7. Mary8. Jim

Page Si%

6

ii

Mode D: Mr. Lane a merchant.No, he's not.

Mrs. Lane a secreta -? No, sh 's not.

1.12 Short answers with No. (Repetition

1. No, he s not.2. No, he's not.3. No, he's not.4. No, she's not.5. No, she's not.6. No, she's not.

1.13 He and She. No answers only)

Half of Class

Teacher or Studen 1

1. Mr. Snow

Mr. Carr Is Mr. Carr a merchan

Mr. Snow a teacher?

Half of Classor Student #2_ _ _

No, he's not.

No, he'.s not.

Mrs. Scott Is Mrs. Scott a secretary?No, she's not.

4. Jim

5. Mr. Carr

6. Kay

7. Miss Webb

8. Mrs. Carr

Page Sevel.

7.

12

1 14 'Conversation. He and She- Yes and N

1. Teacher:Class:

2. Te;acher:Class:

3. Teacher:Class:

4. Teache-Class:

5. Teacher:Class:

6. Teacher:Class:

1.15 Conversation.

1. Student 1:Teacher:

2. Student 2:Teacher:

3. Student 3:Teacher:Student 4:Teacher:Student 5:Teacher:Student 6:Teacher

Is Mr. Scott a me chant.No, he's notIs Jim a student?Yes, he is.Is Mrs. S.cott a teacher?Yes, she is?Is Mr. Snow a secretary?

Titiss Lane a secretary.

Jim a merChant?

and She, Yes and N

Is Miss Snow a secretary?Yes, she is.Is Mr. Clark a merchant?No, he's not.Is Tom a student?Yes0 he is.

Model E: Lane a teacher?

-No, he's not. .He's not a teacher. He s a _ar-er.

Is Mrslane a secretary?

No, she's not. She s not a sec e ary. She's a teacher.

1..16 Not.

1. Is Mr. Lane a teacher? No, he's not.He's not a,teacher.

2. Is Mr. Scott a merchant? Not he's not.He's not a merchant.

3. Is Miss Jones a housewife. No,

4. Is Tom a farmer?5. Is Mrs. Scott a secretary?

1.17 No and Not.

Teacher

Is Mr. Lane a- teache

Is Mr. Scott a merchant?

3. Is Miss Jones a housewife?

4. Is Tom a farmer?

5. Is Mrs Scott a secretary?

6. Is Mrs. Carr a merchant?

Page Nine

9

1 4

Class

's not. He's not a teacher.He's a farmer.

Choosino Yes or No.

Teacher Class

1. Is Miss Snow a secretary? Yes she is. She's a2. Is Miss Snow a teacher? No, she's not. She's

She's

3. Is Mr. Webb a merchant?4. Is Mr. Webb a farmer?

5. Is Dick a student?6. Is Dick a farmer?

Model F:

1 9

1.2,3.4.5.6.

secre ary.not a teacher.a secretary.

Lane a farmer or a merchant?

He's a farmer. He's not a merchant.

Is Piss Snow a teacher or a secretary?

She's a secretary. She's not a teacher.

IsIsIsIsIsIs

Teacher Class

Mr. Clark a teacher or a farmer? He's a farmer.Nrs. Lane a student or a housewife? She's a housewife.Hiss Webb a teacher-or a secretary?Pr.-Snow a teacher or a merchant?Dick a farmer or a studentTMrs. Carr a housewife or a teache

1.20 Game (Give each student an occupation)

1. StudentStudent

2. StudentStudentStudentStudent

4. StudentStudent

1:2:2:3:-3:4:4:5:

Are you a teacher or a student?I'm a student.Are you a secretary or a student?I'm a secretary.Are you a merchant or a student?I'm a merchant?

Page Ten

10

15

INTONATION

Mr. Lane_ a [Tr er.Mr._Scott's_arrael!hant.

Mrs.Carj ttaiger.

Miss Lane's a secretary._

Sn

alstudent.

Li_tn_Lint_p_TITEN-61*?

Is_ Mr, Scott _arTW7Th-l776

ffiiss Lane a secretary'?

Is Tom arFEUTOT4?

Is. Mr, Carr aEteacher?

lita/afga teacher.

He'sLna farmer.

She'srnOf a teacher.

he secretary

He'srnotiutuct.

.S2Le'llnat a student.

Yle's aIrnell1hant.

She's a teacner.

ak!

Ala he'

ft she'

nt. shesin

MI1

ilx0 she's!

S2Ln:fltr\lz

Lane a farmer o_r_ aim chant?

Miss Snow TaTher' or arETEretary?

1.1=tirirteacKiTior arMichant

Is Tom afftuden or a a mer.

Is Miss Lane a teacher or alsecretary?

Ls_luijirstUdent or a Iselretary?_

Page Eleven

LESSON ONE PRONUNCIATION: CONSONANTS

Introducing the contrast: / and /_/

Teacher

Mr. Webb's a merchant. He sells tin.

Mr. Snow's a teacher. He's very thin.

Mr. Webb sells tin.

Mr. Snow's very thin.

C. tin tin tin tin tin

d, thin thin thin thin thin

tttt.. ,in GGG9....in

2. Identifying the con- ast. Say same pr different.

Teacher CTass

a. -tin thin different

6. tin tin same

c, thin tin diffe-ent

d. thin thin same

e. tin tin same

Page Twelv,,

17

Idan ifying the contrast: Say lh or

Class

a 'tin,

b: tin

thin th

tin

thin th

lea 'her

Producing the contrast: repe 'tion.

Teacher Class

a. tin thin tinthin

b. tin tin tint'h

c. thin thin thinthin

d. thin tin thintin

e. tin thin tinthin

Memorize the following sentences:

a. Mr. Webb's a merchant. He sells tin..

b. Mr. Snow's a teacher. He's very thin.

Page Thirteen

18

Dictating words and sentences.

tin tin

b. thin tin

c. thin thin

d. thin tin

e. tin thin

f. Its tin.

g It's thin.

h. It's thin.

i. It's thin.

j. It's tin.

7. Additional minimal pairs for advanced $tudents.

boat both

b. bat bath

t. pat path

d. tick thick

Page Fou teen

ii

19

PRONUNCIAT_ON: Part Il

Introducing the contrast: /el and

Teacher

The book is thick. The student's sic

thick sick

ssss.. .ick

2. Identifying the contrast: Say same or different.

Teacher Class

thick thick same

thick sick different

c. sick sick same

d. sick thick different

thick sick different

Page Fifteen

15

.20

Identifying the cont ast: Say s or th.

Teacher Class

a. sick

b. thick th

c. thick th

d. sick

thick th

4. Producing the contrast in words.

Te_acher Class

a. sick 'hick sick thick

b. sick sick sick .sick

c. thick thick thick thick

d. thick sick thick sick

sick thick sick thick

Page Sixteen

21

Producing the contrast in sentences.

Teacher Student

book/thick

b. man/thin

c. student/sick

wall/thick

e. Mr. Snow sick

The book's thick.It's thick.

The man's thin.He's thin.

The student's sick.He's sick.

The wall's thick.It's thick.

Mr. Snow's sicHe's sick.

Memorize the following sentences:

Dick's a student. He's very sick.

This is a book. 's Very thick.

Page Seventeen

17

2 2

6. D c_a ing words and sentences.

Words

a. thick

b. thick

c. sick

sick

thick

sick

d. sick thick

e. thick sick

Sentences

a. The book's thick. I,t's thick.

b. Mr. Snow s sick. _ s sick.

c.. Dick's- sick. He's sick.

7. Producin-

thin

b. tin

sin

sin

thin

-ee -ay contrast:

sin tin

sin thin

tin -thin

thin tin

thin sin

and /t/.

Additional contrasting words for advanced students.

a. thigh -sigh tie

Page Eighteen

18

2

PRONU C A_TION: Part III

Introducing the cont-ast: / a-d /d/.

Te_acher

They speak English every day.

they they speak

day every.day

they They speak English.

day ... every day

...ey

ddd....ay

2. Identifying the contrast: Saysame or di.fferent.

Teacher Oass_

a. day day same

b. daY they different

c. they they same

d. they day different

e. day they different

Identifyino the contrast: Say voiced th or (I.

Teacher Class

a. they voiced th

b. day

C. day

d, they vo c d th

e. daY

Page Nineteen

19

2 4

Producing the contrast:

Teacher

repetition.

CTass--

a. day they day they

b. they day they day

c. day day day day

d. they day they .day

day day day day

Producing the contrast in sentences. M -_orize the follo- n-

sentences

a. They speak English every day.

b. They come to class every day. There they speak En,glish.

Dictating words and sentences,

Words

a day day

b. day they

c. they they

d. they they

e. day they

Sentences

a. They speak English every day.

b. They come to class every day.

c. There they speak English.

Page Twenty

20

25

7. Additional contrasting words for advanced students.

a1 day say they

b. thick Dick sick tiak

c1 bass bath bat bad

Pa e Twenty-One21

26

2.

PRONUNCIATION: Part IV

Introducing the contrast: /5 and /z/.

Teacher

a. These students speak Amharlc.

The word buzz has two z's.

These ... these students.

d. z's ... two z's.

e. 66655...ese

f. zzzzz...

Identifying the contrast:

Teacher

Say same or di -erent.

Class

a. these these same

b. z's zs same

c. these z's-- different

d. z's these different

e. these z's different

Identifying the contrast:- Say voiced._.: or z.

Teacher Class

a. these

b. z s

C. z's

d. these

z s

voiced th

voiced th -

Page Twenty-Two 2

22

2 7

4. Producing the contrast in wo ds.

z's these z's these

these these these these

c. thes; z's these z's

z's z's z's z's

e. these z's these z'

Memorize the following sentences.

a. These students speak Amharic.

b. Those stude-nts speak English.

C. The word buzz has two z_'s.

d. The word fuzz has two z's.

6. Dictating words and sentences.

Words

these these

these

C.-1z s these

these z's--

e. zs

$ entences

a. Tki6

These are z's.

Page Twenty-Three

23

28

Additional contrasting words for advanced studen s.

a. day they say

b. tin thin sin

C. phase face faith

thigh sigh die

thick sick Dick

Page Twenty-Four

24

2 9

LESSON TWO:

AMHARIC- ENGLISH

GREETINGS:

Teacher:Class:

Good morning.Good morning.

2. Teacher: Good morning.Class: Good morning.Teacher: How are you?Class: We're fine, thank you.

Teacher: Good morning.Student #1: Good morning.Teacher: How are you?Student A I'm fine, thank you. And how are you?

4. Teacher: Good morning.Student #1: Good morning.Teacher: How are you?Student #1: I'm fine, thank you.

5. Student 1: Good morning.Student 2: Good morning.Student 1: How are you?Student 2r I'm fine, thank ypu.

Cla Student--4s we

Page twenty-five

25

30

LESSON TWO

1

Model A: Mr. _ane s a _farmers and Mr. CI rk's afarmer,

They're farmers.

2-1 Plurals.

1. merchant2. student3. farmer4. teacher5. secretary

/s/ merchants, students/z/ farmers, teachers, secre a ies

merchantsstudentsfarmersteacherssecretaries

2.2 And between sentences.

1. Mr. Lane/Mr. Clark

2, Mrs. Scott/Mrs. Carr

3, Miss Webb/Miss Snow

4. Dick/Tom

5, Mr. Webb/Mr. Scott

6. Mr. Snow/Mr. Carr

7. Mary/Jane

8. Miss Snow/Miss Lane

9. Mrs. Carr/Mrs. Lane

10. Dick Lane/Jim Webb

Mr. Lane's a farmer,and Mr. Clark's a farmer.Mrs. Scotes a teacher,and Mrs. Carr's a teacher.

Page twent,y six

1

2.3 They're: (tney

1. Mr. Lane/Mr. Clark

Dick/Kay

Miss Webb/Miss Snow

4. Mr. Clark/Mr. Lane

Mrs. Carr/Mrs. Lane

6. Tom/Kay

Model B:

Mr. Lane's a farmeand MT. Clark's a Farmer.They're farmers.Dick's a student,and Kay's a student.They're'students.

r. Lane and Mr. Clark are farmers

'They're farmers.

2.4 And between words.

1. Mr. Lane/Mr. Clark Mr. ,ane and Mr. Clark arefarmers.

They're farmers.

2. Mrs. Lane/Mrs. Scott Mrs._Lane and Mrs. Scott areteachersi

They're teachers.

3. Mary/Jane Mary an&Jane are students.They're -Students.

4. Mr. Scott/Mr. Webb

5. Mrs. Carr/Mrs. Lane

Page -Twenty even

27

3 2

2.5a Choosing he, she, or they.

1. Mr. Lane2. Mrs. Lane3, Mary/Jim

(Use the chart)

He's a farmer.She's a teacher.They're student$.

4, Mr, Clark a farmer.

5. Mrs. Carr a teacher.

6. Mrs. Lane/Mrs. Scott teachers.

7. Mary/Jane students.

8. Mr. Scott/Mr. Webb merchants.

9. Mr. Webb a merchant.

10. Dicka student.

11. Mrs. Lane a teacher.

12. Miss Lane a secretary

13. Pr. Scott a merchant.

14. Miss Lane/Miss Snowsecretaries .

15. Jim a student.

2.5b .Choosing hp, she, it, o

1. table2. Jane3. chair4. Mr. Scott/Mr. Webb5. duster6 Mrs. Clark7. Mrs. Carr8, Mary/Oane9. Oim Webb

10. pencil11. Miss Lane12. Mr. Webb13. Mrs. Lane =s. Scott14. pen15. Kay

r they. (Use the chart)

it's a table.She's a student.It's a chair.TheY're merchants.

a duster,a farmer.a teacher.students.a student.a pencll.a teacher.a merchant.teachers.a pen.a student.

Page Twentyeight

r 28

Model C: Are Mr. Lane and Mr. C

Yes, they are.

ark farmers?

They're fa mers.

Are Mr. Lane and Mr. Clark merchants?

No, hey're not. They're notmerchants.

2 6 Questions.

1. Mr. Lane/Mr. Clark

2. Mr. Scott/Mr. Webb

3. Mary/Jim

4. Mrs. Lane s. Scott

2.7 Repetiti n.

1. Yes, they are.2. Yes, they are.3. Yes, they are.

2.8 Ouestions and ansers .

They' e farme

Are Mr. Lane and Mr. Clarkfa mers?

Are they farmers?Are Mr. Scott and Mr. Webb merchants

Are they merchants?

4. No, they're not.

5. No, they're not.

6. Nov they're not.

1. Teacher Are Mr. Laneand Mr. Clark farmers?

Student #1: Yes, they are.They're farmers.

2. Student #1: Are Mr. Laneand Mr. Clark merchants?

Student #2: Not they're not.They're farmers.

3. Student #2:Are-Tom and ,lane students?-

Student #3:4. Student #3:

Student #4:

Pade Twentyzlline

29

INTONATION

1. Mr. 11:2.73.711 a f ireT-, and Mr, [Clark' s la farmer.

,_17,c7o7-7,t sTha. teaLTr, and Mrs (Carr s a teaher.

Ma sspiebb st a secreta y, and Mis s_iSnow st a secretary._

Dick a stuident alicp Tom' sr student.

2. Mr. Lane and Mr. Clark a e frers

Lane and Scott are

Mary and Jane aretMr. Scott and Mr. Webb are rrigxchants.

Are Mr Lane and Mr Clan farmers?

Are Mr. Scott and Mr. Webb teachers?

Scott and Mrs. CEljteachers?

Are Kay and Jim students?

theyl

theyl.

-LItypsyLe.

they_Dp.

They' ref ers.

TattlaJe hants.

T_g_ters.They' ref

Thet rej

Page Thirty

30

N.4 thex el

att they tre!Tett they' re

they'rej

_They ' rejnotLmerchan

za.e_y_Lrei_r7I teachers.

They' rern secretaTies.

PRONUNC ATION. Part I

1, Introducing the contrast:/n/ and Al/.

Teacher

Dick rang the bell and ran to class.

rang

rang the bell

ran

ran to class

rang the bell

rannnnnn

2. Identifying the contrast:Say same or different.

TeacherClass

a. ran ransame

b. ran rangdifferent

C. rang rangsame

d. ran ransame

e, rang randifferent

Page Thirtyone

31

36

Identifying the contrast: say n or tu.

Teacher Class

a. ran

b. ran

C. rang eng

d. ran

rang eng

4. P oducing the cont ast: repetition.

Teac_her :Class

a. ran rang ranrang

b. ran ran ranran

c. ran ran ranran

d. rang ran . rang ran

e. rang rang rangrana

5. Producing the contrast in sen ences.Memorize the following

sentences.

a. Dick rang the bell and ran to class.

Dick ran outside and rang the bel1.

He rings the bell every daV.

d. He runs to school every day.

Page Thirty-two

32

3 7

6. Dictating words and sentences.

Words

a. ran rang

b. ran ran

c. rang ran

d. rang ran

e. ran ran

Sentences

a. Dick rang thebell and ran to class.

b. He rings the bell every day.

c. Dick ran outsideand rang the bell.

d. He runs to school everyday.

e. They sell rngsand tin and everything.

7. Additional minimalpairs for advanced students.

a. sun sung

b. run rung

c. thin thing

sin sing

e. kin king

Pige y-three

33

PPONUNCIATION: -Part Il

I. Introducing the- contrast: A and /

Teacher

Mr. Webb's a sinaer.

This is a singer,

a stnger

a finger

singer

finger

si

fi er

iroducing the contrast.

Teacher -Classa. long longer long

longer

b. ting singer singsinger

e Thirt rf our

Producing the contrast in context. Memorize the following

sentences:

a. Kim is the king's son. He's a very fast runner.

b. John's a student. He's a very fast swimmer.

Pke Thirt, five

35

4 0

LESSON THREE:

AMHARICENGLISH

GREETINGS:

Teacher:Class:Teacher:Class:

2. Teacher:Student 1:Teacher:Student #1:

Teacher:Student #1Teacher:Student 01:Teacher:

4. Student #1:Teacher:Student #1:Teacher:Student #1:

5. Student #1:Student #2:Student #1:Student #2:Student #1:

Cl assi we are

Good afternoon.Good afternoon.How are you?We're fine, thank you. And how are you?

Good afternoon.Good afternoon.How are you?Fine, thank you. (I'm fine, thank y-

Good afternoon.Good afternoon.Hpy are you?I'm fine, thank you. 'AndF.ine, thank you.

Good afternoon.Good afternoon.How are you?Fine, thank you. And howFine, thank you.

Good afternoon.Good afternoon.How are you?Fine, thank you. And howI'm fine, thank you.

how are you?

are you?

are you?

Student--opI am

Pag_e Thirtysix

36

41

ZIN6ULA AA10 PLUi2ALS- emer

wmclow

43

LESSON THREE

boo,k

t ble

Model A:

3.1

pencil

door

Repetition. book

1. a book... t2. a pencil.3. a pen...i4. -a chair...i

3,2 Repetition. The con

1. It's a2. It's a

It's a4. It's a

3.3 Completion.

1.2.3.4.5.

6.7.

8.

bookpencilpenchairtabledoorwindowduster

book.pencil.pen.chair.

pen

window

5. a table Oadit6, a door...it7. a window...it8. a duster...it

action of j_t.'_s/xts/.

5. It's a table.6. It's a door.7. It's a window.8. It's a duster.

It's a book.It's a pencil.

Page Thirtyeigh

8

4 4

chair

duster

3.4 Practice on a and it's a /

1. book a.bookI 's a book.

2. pencil3. pen.4. chair5. table6. door7. window8. duster

3.5 Repetition. Questions with what.

1. What's this?2. What's this?3. What's this?4. What's this?5. What's this?6. What's this?7. What's this?8. What's this?

3.6 Questions and answers.Use the chart on page 1..

1. What's this? (book) It's a book.

2.i- What's this? (pencil) It'sa pencil.

3. What's this? (pen)

4. What's this? (chair)5. What's this? (table)

65 What's this? .(door)

7. What's this? (window8. What's this? (duster)

Page Thi nine

59

3.7 Conversation.

1. Teacher: What's this?Class: it's a book.

2. Teacher: What's this?Class: It's a pencil.

3. Teacher: What's this?Class:

4. Teacher: Whars isrClass:

5. Teacher: what's 0

6..Class:Teacher: WET117171mmr-9Class:

7. Teacher: Whaf's thiefClass:

8. Teacher: WWirri- this.Class:

Conversation. Chain Drill.

1. Teacher: What's this?Student #1: It's_a book.

2. Student #1: What's this?Student #2: It's a pencil.

3. Student #2: What's this?Student #3:

4. Student #3: wh7-27-77m577-.Student #4:

5. Student #4: Wars thTilStudent #5:

5. .Student f5: What's this?Student #6:

7. Student #6: Rhat's tislStudent #7:

8. Student #7: What = t51s7

Student #8:

Page.Forty

40

46

Model B: IWhat h s.

Yes. Yes, it is.

s a _ook

3.9 Y -No OuestionS.

1. book a bookIs a book?

2. pencil a pencilIs i a pencil?

3. pen4. chair5. table6. door7. window8. duster

3.10 Repetiti

1.

2.3.4.

Yes.Yes.Yes,Yes,

Short answers with Lts.

Yes, it is.Yes, It is.Yes is.Yes, it is.

3.11 Conversation.

1. Teacher:Class:

2. Teacher:Class:

3. Teacher:Class:

4. Teacher:Class:

5. Teacher:Class:

6, Teacher:Class:

7. Teacher:Class:

8- Teacher:Class:

5. Yes, Yes, it is.

6. Yes. Yes, it is.

7, Yes. Yes, it is.

8. Yes. Yes, it is.

Is it a book?Yes, It is.Is it a pencil?Yes, it is.Is it a pen?

117-11-77WWir?.

Tr-fr-F-876-5r?

TF-7770-74ow?

s ft 71-aliFte r ?

Page Forty-o_e

41

4 7

Model

3 12

C: Is

No. No

pencil

it's not.

Repetition. Short answers with no.

1. No. No, it's not. 5. No. No, it's not.

2. No. No, it's not. 6. No. No, it's not.

3. No. No, it's not. 7. No. No, it's not.

4. No. No, it's not. 8. No. No, it's not.

3.13 Questions and short answers with no.

1. Is it a pencil? No, it's not.

2. Is it a pen?3. it a chair.

No, it's not.

4. a table?5. door?6. window?7. duster?8. book?

3.14 Answers with yes and no.

1. Teacher:Class:Teacher:Class:

What's this? IsYes, it is.Is it a pencil?No, it's not.

2. Teacher: What's this? IsClass: Yes, it is.Teacher: Is it a pen?Class: No, it's not.Teacher: What's this? isClass: Yes, it is.Teacher: Is it a penciClass:

4. Teacher: What's this? IsClass:Teacher: Is tibliClass:

Pa Fortytwo

42

4 8

it a book?

it a pencil?

it a pen?

it a chai

3.15 Co- versati on.

l. Teacher: Wha s this? Is

Class: Yes, it is.2. Teacher: What's this? Is

Class: No, it's not.3, Teacher: What's this? Is

Class:4. Teacher: Wh-at's this? Is

Class:5, Teacher: What's-Ihts? Is

Class:6, Teacher: What's thisf Is

Class:7. Teacher: qh-at s thlsf Is

Class:8. Teacher: WKat-rs Ihls. Is

Class:

Model D: Is this a pencil?

No, it's not. It's not a

3.16 Conversati n.

1. TeacheClass:

2. Teacher:Class:

3. Teacher:Class:

4. Teacher:Class:

5. Teacher:Class:

6. Teacher:Class:

7, Teacher:Class:

8. Teacher:Class:

it a book?

it a pencil?

it a pen?

it a chair?

't a table?

it a door?

it a window?

it a duster.

pencil.

Is this a book?No, it's not. 's a pencil.Is this a pen?No, it's not. s aIs this a chair.No, it's not. It's aIs this a table?No, it's not. It's aIs this a duster?No, it's not. It s aIs this a pencil?No, it's not. It's aIs this a door?No, it's not. It's aIs this a Window?No, it's not. It's a

Page Fo --ythree

43

49

1.17 Conversation. Negative sen.ences with stressednot.

1. Teacher: Is this a book?Class: No, it's not. It's not a book.

2. Teacher: Is this a pencil?Class: No, it's not. It's not a pencil.

3.. Teacher: Is this a pen?Class: No, it's not.

4. Teacher: Is this a chair:

5.

Class:Teacher: Is t is a tableClass:

6. Teacher: Is this IddorrClass:

7. Teacher: Ts fhisa windo.Class:

8. Teacher: Is this a duSteClass:

1.18 Chain Drill.

1. Teacher:Student #1:

2. Student #1:Student #2:

3. Student #2:Student #3:

4. Student #3:Student #4:

5. Student #4:Student #5:

5. Student IS:

7.

8.

What's this? Is it a book?Yes, it is.What's this? Is it a book?No, it's not. It's not a book. It's a penci

What's this? Is it a pencil?Yes, it is.What's this? Is it a chair?No, it's not. not a chair. It's a table.

What's this? is.it a duster?Yes, it is.What's this? Is it\a door?

I 's a window.

It's a chair.

Student #6: Noo.it's not. It's iiot a door.

Student #6: What's7this? Is it a pen?

Student #7: Yes, it is.Student #7: What's this? Is it a pen?

Student #8: No, it's not. It's not a pen.

Note: All the exercises can be reviewed as chain drillsi

Page Forty-four

44

5 0

3.19 Choosing he s e, or it

Teacher Class

1. Miss Snowshe

2. Tomhe

3. a book4. Miss Webb

she

5. Kayshe

6. a dusterit

3.20 Choosing he, she, or i

TeacherClass

1. Is Miss Snow a secretary?

2. Is Tom a student?3. Is this a book?4. Is Mr. Clark a farmer.

5. Is this a windo06. Is Mary a student?

3.21 Or...it

Is it aIs it a

3. Is it a

4. Is it a

5. Is it a

6.

table or a chair?pencil or a pen?door or a notebook?chair or a door?notebook or a chair?

Page Forty-five

45

51

Yes, she is.Yes, he is.Yes, it is.Yes, he is.Yes, it is.Yes, she is.

It's a table.It's a pen.

What's

What's rrh-As?

What's IT-I:INV?

What'srThis?

2. it's ait's

PRONUNCIATION: INTONATION

It's at7d0w.I_ it a tbook?

Is it apTEE?

Is it a (tab e?

Is it aiVirrdlTir.

4. Lifit

s

5. Frk., jriNei

rho i t s IThsL

aejin6. It'sffil a book.

It's not a pen.IV* t a window.It_s [not a table.r

Page For y-six

46

5 2

.What"s

What'_

Wha

What

I tLfreci 1 .

Is it a IperWO?

it a (-Chair'?

Is it a foor7Is it are,L, 11_1\1.

itr\s2

rt, it's(it1LoviL

It's 'not a pencil.'s a door.

It's tnot a duster.

It's 1i a chair.

2.

PRONUNCIATION: CONSONANTS

Introduc ng the contrast:- /f/ and /v/

Teacher: Use pictures or Amharicequivalents to introduce the

two words.

a. What's this? It's a fan. What's this?. I 's a van.

It's t fan. It's a van.

a fan a van

d. fan fan

e. fffff...an vvvvv,..an

f. /f/ is voiceless. /v/ is voiced.

Identifying the contrast:

Teacher

a. van van

say same or different.

Class

same

b. fan fan same

C. fan van different

d. van fan different

e. fan fan same

Page Forty-seven

47

5 3

4.

Identifying t e con say f or v.

Teacher Class

a. fan

b. van

C. van

d. fan

e. van

f. fan

g. fa'n

h. van

i. fan

Producing the contrast:

Teacher

repe A ion.

ClAss:-,

a. fan van fan van

b. van fan van fan

C. van fan van fan

d. van fan van fah

e. fan van fan van

f. fan van fan van

Page Fort

48

Alt

It's a book( s'Ihaf

new IIhaf book

B. guestions.

1. Contrast a book and mets'lhaf. Does Amharichave an equivalent for the indefinite articlea?

2. Contrast That's this? and y/h mindin new.Does Amharic us- a contraction in thisquestion? How does the word order of theEnglish wh- question differ from the Amharic?

3. Contrast mets'ihaf new and It's a book. Howmany words does English use? Does theAmharic sentence contain an equivalent for

subject it? (Note: English has a three-waycontrast of he-she-it. In Amharic, now isused with both ato abbebe and metslihaf.

C. Possible lanuae rearnin oroblems.

1. AMharic to Enfrzlish.Example: Amharic speakers will need practiceusing the independent pronoun it andcontractions of be.

2. English to AMharic.

Model B

A. yg.p.St.Lrn.m.rpf-rarlma-tiCai0ints.

awon

Is it a book?4-4mets'ihaf new?I

new mats'ihaf book is it

Yes.eit.is

awon new

awon new

yes it is

B. Questions.

1. Contrast Is 1 a book?_ and mate'xhaf new?Does Airtharic change word order in yeA-no

questions? Does English change word order?

9 r91

'listen for differences in intonation inharic and En61ish y!!-no questions.

Cnras' the _hort answers Yes it is andawannar. How many words does English use?.nat js the Amharic equivalent for it? (Note:Compare the ktharic equivalent of Yesi_he isith the ec ivalent of Yes it is. Are theythe same?

d,

e learning proplems_.

Amharic to _znlish.Lanple: Amharic speakers will need practice

-n6in- word order in the English yes-notion.

lish to Aharic.

nary of_ f voints.

no yellem

4r-7 pe)4- -)-dell(e)- with negative affix

itisInot

dellem.

yellem aydellem

no it's not

J. Contrast No, it's not and zellarrellem.What is the Amharic equivalent for not? Isit a single word? (Note: is adiscontinuous affix which includes a prefixand a suffix. Compare French ne...pas.What is the Amharic equivalent of He's not?

the se-- as the equivalent of Its not?

2. trast n e and -dell(e1-. (Note: -dellan infix. .Does English change the form

in negative sentences?

9 8

C. Possible lanzuaae learnin problems.

1. Amharic: to English.Example: Amharic speakers will need praon contractions and on the independentpronoun it.

2. English to

Model D

A. __u_rrzarc_z)f:granints.

Is this a pencil?4--yzh irsas new?

njw ylh,E(irsias this pencil is

No, it's_ not a pencil(- ellem Irsas aycillerI

yellam ayd llem Irsas no pencil itts not

B. Questions.

1. Contrast the word o der of Is thisand yih irsas new.

2. Contrast No, Ws not_a _pencil and yellemWhat is the Amharic ecui

of not? Of is?

Possible lana aae learnina oroblerns.

1. ?mharic to English.Example: Amharic speakers will need practicein stressing not.

2. English to Amharic.

9 9

93

CON:?'STIVE COMMENTS

Lesson Four

oin

singul_

you (singul

a - you (singular

r, you plural

(singular-formal)

na h singular-masculine)

>na- (singular-feminine)

n-anihu (plural)

ingul singular)

am (be)

How many forms of you does English have?How many does 1=haric have? Does Englishhave a polite form for you?

Contrast be,andn(a)-. Can n(a)_- occur alone--that is, with'a suffix? Can pe and its forms

are) occur alone? C"Ti-i you suggest mhydrops from n(a)- in naihu but not in

ot Compare English bu_zVbuzzes.

sstblelanaeJarning *1. .,:_tharic to English.

mharic.

these (plural)k----Innazzih plural)

his singular)( sinGular-masculine

ural suffixes--....(w)on (plural suffixes)

94

100

This is a bookk yyih mets'Thaf

yih now thi bo k isI. 1

These are books innezzih mots'iha-on n1

innozzih naccew rnotsthafo n these booksare

B.

1. Contrast These are books and Innozzih

mets'ihafo naew. 4s the chOice of theplural suffix determined differently inEnglish and Amharic?

C. g22,!1_12Lt

1. Amharic to English.

2. English to Amharic.Example: The plural of yzh (Innozzih) will

especially difficult for ppejkers of English

to pronounce. It has ,/z nd final

Model B

A. ica oi

What are these? innezzih mind= ma/ 1 1

mindin nanow innezzih these what ar

They're pooks&-- m_ :'Ihafon naew1

books th y'rnanew mat 4afon

B. questions.

1. Contrast What are ese? and Innozzih mindin

nanaw? How does the word orderAMharie question differ from the word order

of the Dlglish wh- question? Does theintonation of the AMharic sen -nce differ from

the-English?

2. Contrast al_ey'rebook_ and lihafon

nanew. What is the Amharic equivalent of

95

10 1

ptr9

71in

intdtP71.-nt

ion of the Amharic sen_-ncethe Engli

la1-21-21-21111111fL21:2L)1!11R-

rharic L,o

77-1-7 ish t ic.

-atia1 ooints.

are nnazzih mindin na

nanew =Lnnazzin these what Je

boloksff-- ,mats'Ihafon na

Thoc. books are

they ara (-n naZi

Are they pencils

na?; irsason

w n nanaw

yes they are

,_irsason ane1

pencils are t-=y

aw?

they

they're 4 >yelleim aydallum

rio they'rel notyI1er aydal um

-r're not pencil.---Irsason aydollum1

1

611um rsas on pencils they're not

re bo-ks

nanaw mats Tina.:

nq.

r'orras- etne book9 and -ats'ihafonnanaw. Is the intonation of the Amharic

-no question different from the English?ow does the word order of the Amharic

tslihafon na :w.

books they're

102

question differ from the word order o- theEnglish question? (Comparo your an.Jer here_with your answer to questiun one in Nodel B.)

2. Contrast Yes, =they_are and awonis the Amharic equivalent of they in theshort answer?

3. Contrast No, _they're _not and x21LTIAAL_El.What is the equivalent:7f thev in the Amharicshort answer? What is the equivalent of arein the Amharic short answer? (Note: Cont7TEtionsdo not occur in affirmative short answers in English:Notice that English has Yes,_they are, neverYes they' Yes, it is, hever YeS

Possible lanpuae learn1n problems

1. Amharic to English.Example: Amharic sp akers will need practiceon the word order of English wh- and yes-noquestions.

2. English to Amharic.Example English speakers will need practiceon Amharic negative and affirmative verbcon,,uructions of be

97

103