Ecuadorian Quichua 1    Syllabus

June 2016    78 classroom hours.

 

Dr.Tod D Swanson, Arizona State University

with Michael Severino, MA

 

Objectives:    On completing this class the student should be able to

 

1.Make social introductions, use greeting and leave-taking expressions.

2.Talking about spatial movement so as to be able to ask or give directions on how to get from one place to another. 

3.Ask and answer simple questions about date and place of birth, nationality, marital status, occupation, 

4.Make basic living arrangements such as renting a room or calling a taxi.  

5.Be able make social introductions and use greeting and leave-taking expressions.

6.Buy needed items in a store. 

7.Be able to understand simple sentences on these topics performed at normal speed by native speakers. 

8.Be able to construct basic sentences in the present and past tenses with correct use of the direct object marker and word order.  

9.Be able to use the noun suffixes -pi, -ma, -manda, -gama to describe movement in space.

10.Be able to ask yes/no question using the -chu question marker; and to answer positively or negatively using the forms -mi or mana -chu correctly.

 

II.Grading

6 Tests:  60%. 

PowerPoint Quichua dialogues 40%.

 

Schedule (Subject to change)

 

Tuesday June 6:

9:30 AM Tour old Quito

12:00 Lunch at Real Audiencia

1:00  Chartered bus leaves for the Amazon

2:30Swim in the volcanic hot springs of Papallacta

1:00Guango Lodge Hummingbird site

3:00

6:PM Arrive at Iyarina

7:00 PM  Dinner 

 

Wednesday, June 7     5 classroom hours

9:30 AM – 12:30 PM Introduction

The Phonology of Quichua

The present tense and direct object  

Resources: Flash card drill on present tense

1:00 – 2:30 PM  Lunch   

2:30 PM – 4:00 PMDr. Tod Swanson:  Origin and spread of the Quechua Language family.  Orthographies of Ecuadorian Quichua.

 

 

Thursday, June 8     5 classroom hours      

9:30-12:30    Verbal suffixes -chi and -ri -j/u Introduction and work with new vocabulary.  To grasp the cultural significance of "-chi" and "-ri" the class will examine the semantic range of a key trio of words that are distinguished by these morphemes: llaquina (to love, to feel compassion, or sympathy), llaqui-ri-na (to be sad), and llaqui-chi-na (to cause another to feel sympathy, compassion, and love).

1:00 – 2:30 PM  Lunch   

3:00-5:00  Test over Week 1

Structured classroom practice with native speakers.

 

7:00 PMDinner 

 

Friday, June 9     5 classroom hours

9:30-12:30   Quichua greetings and introductions. The Language of Place -ma, pi, manda, gama.   

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 pm   Performance goal: Learn to give and ask directions in Kichwa.  Drills and practice with native       speakers.Test over vocabulary.                                               

 

Saturday and Sunday June 10-11

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Monday, June 12     5 classroom hours

9:30 AM – 12:30 PM Further work on the language of place.  Assignment:  Using pictures and text create a dialogue telling someone how to get to a particular site.  Treasure hunt.  Hide objects on campus.  Then direct a partner on how to find it in Quichua. Then switch roles

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PMWork with Quichua video and native speakers. to improve comprehension and pronunciation.  Drill with assigned vocabulary.

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Tuesday, June 13     5 classroom hours

8:30Breakfast

9:30 AM – 12:30 PM   Asking questions in Quichua.   -ra; -chu; 

Answering in the affirmative and negative -mi; mana -chu

Quichua perspectival markers.

 

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PMPerformance task:  Learning to order a meal and talk about food.  Practice  with questions. Structured practice with native speakers.

 

Wednesday, June 14     5 classroom hours

9:30 AM – 12:30 PM  The past tense.  Reading:  Past tense narrative: “Waikuma 

Urmakani.”  Drill with all of the verbs in the vocabulary list to  date in the past tense.  Master vocabulary referring to the past. 

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PMIn class assignment on past tense: Use pictures to create a PowerPoint in Kichwa with captions describing your grandparents lives in the past.    Present your power points to a native speaker and revise.

 

Thursday, June 15     5 classroom hours

9:30 AM – 12:30 PM  Further work with the past tense:  Using a PowerPoint with pictures describe a journey that you have taken in the past. Practice use of spatial language and directions using the past tense. Present your power points to a native speaker and revise.

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM           Test over Vocabulary 1

 

Friday, June 16     5 classroom hours

9:30 AM – 12:30 PMDr. Janis Nuckolls.  Participles and the distant past.  Practice with temporal phrases using participle +locative.

1:00 – 2:30 PM  Lunch   

3:00-5:00Create a power point in Kichwa describing your childhood.    Describe the places using the participle + locative construction.  Present your power points.  

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Saturday and Sunday, June 17 and 18:

 

Monday, June 19     5 classroom hours

9:30 AM – 12:30 PM Participles and the distant past.  Practice with temporal phrases using participle +locative.  suffix  -shka

1:00 – 2:30 PM  Lunch   

3:00-5:00  Practice with native speakers.

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Tuesday, June 20     5 classroom hours

9:30 AM – 12:30 PM   Use of ideophones with verbs

3:00-5:00Create a power point in Kichwa describing your childhood.    Describe the places using the participle + locative construction.  Present your power points.  

 

Wednesday, June 21     5 classroom hours

9:30 AM – 12:30 PM   Further work with ideophones.

1:00 PM – 2:30 PM     Lunch

3:00 PM – 5:00 PMQuichua language for talking about the weather. Performance goal:  Be able to make small talk about the weather.

 

Thursday, June 22     5 classroom hours

9:30 AM – 12:30 PMIdeophones and the language of humor. Read a humorous Kichwa text.  Practice some standard Kichwa jokes.

1:00 – 2:30 PM  Lunch        

3:00 PM – 5:00 PMQuichua adjectives. Performance goal:  Be able to talk about qualities and beauty.  Vocabulary test.

 

Friday, June 23     5 classroom hours

9:30 AM – 12:30 PMAgentive suffix:  -j,   agentive with object marker.

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PMAssignment: Write a mock crime or accident report describing an event you witnessed.  Use the agentive with the object marker whenever you can.  Combine the report with pictures and present it in powerpoint form.  

3:00 PM – 5:00 PM  Trip to Misahualli
 

Saturday and Sunday, June 24 and 25:

 

Monday, June 26     3 classroom hours

9:30 AM – 12:30 PMContinue working on the past tense with agentive suffix -j: 

Rework your mock crime or  accident report with a native speaker.  Record the native speaker’s fluent version of each sentence.

 

Tuesday, June 27:

9:30 AM – 12:30 PMPossessives and language of kinship.                         

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PMPerformance goal: Be able to introduce your family from a picture.  Assignment: Select a picture of your extended family.  Write a dialogue introducing each member of your family.  Practice and improve the dialogue with a native speaker.  Memorize the dialogue so that you can introduce your family to others.

 

Wednesday,  June 28     5 classroom hours

 

9:30 AM – 12:30 PM     Final exam and assessment.

 

Thursday,  June 29

Travel to Quito