Peace Corps Sierra Leone Temne Language Manual - Live Lingua
Peace Corps Sierra LeoneTemne Language ManualHosted for free on livelingua.com
TABLEOFCONTENTSPAGE1.2.3.INTRODUCTIONa.Note to the textb.The Temnes3C.Temne Orthography5d.Note to the Teacher8LESSONI:BASIC ING A FRIENDParts of the Human Body29b.Noun31c.Notes on Grammar I32II"LESSONb.6.24a.a.5.12a.d.-4.137III:JOB DESCRIPTIONDays of the Week3948Months of the YearVerbsc.Some Temne Proverbs4956d.Some Useful Expressions57LESSONIV:AT TIE MARKET58a.Counting Exercise61b.Specifying Things63c.Grammar Notes65d.The Cassava Plant69e.Seasons of the Year71f.Proverbs73LESSONa.b.cd.V:DINING HALL SITUATION75Grammar Notes on TensesttII78tr,Location, Time, Manner80Imperatives and Requests85Quantities and Comparisons87""It11el"Hosted for free on livelingua.com
PAGE7.LESSON VI:ASKING FOR DIRECTIONS TO DIFFERENT91PLACES AND PEOPLEa.93Some Useful Expressions94b. Grammar Notes8.a.9.10.11.TRAVELLING BY LORRY PART II104a.Some Useful Expressions105b.Times of the Week106c.Oil Pali Produce108LESSONIX:LESSON X:THE PEACE CORPS VOLUNTEER TALKS TOTHE PARAMOUNT CHIEF111TALKING TO THE FAMILY113LESSON XI:a.REFUSING GIFTS AND INVITATIONSSome Temne SongsSlangsb.c.114School SituationPOLITELY13.98101Grammar Notes on PrepositionsLESSON VIII:a.12.TRAVELLING BY LORRY PART ILESSON VII:Dos and Don'tsLESSON XII:AT THE TAILOR ted for free on livelingua.com
INTRODUCTIO NNOTE TO THE TEXTThis is the first expansion of the Temne LanguageManual which has been used by Peace Corps Sierra Leonefor a number of years.It is also the first time theofficial Temne alphabet is used.This piece of work has been done by people who havehad a lot of experience with Peace Corps Education TrainingPrograms in particular and, have the courage to compile sucha comprehensive Language manual for Peace Corps, Sierra Leone.A lot of vocabulary, grammar, proverbs, useful expressions, situational dialogues and some popular Temne songshave been incorporated into the manual.In attempting to review the original Peace Corps TemneManuals a lot of resource materials have been drawn fromscripts produced mainly in the Grammar of the Language. Theauthors of such reference materials are highly commended fortheir enviable work, although their works are not originallyproduced for audio - lingual teaching and the necessary modifi-cations have had to be made to fit the 'borrowed' materialinto this manual.This manual is rich enough to suit any Peace CorpsTraining Programme - muck depends on the Instructor's creati-vity to utilize the materials provided.The APO Training, Mr. A.V.V. Musa, needs to be highlycommended for his initiative in promoting the success of thislanguage workshop.Hosted for free on livelingua.com
In as much as the participants (writers) do not claimto be professionals in this area, we would welcome anyrelevant observations, comments and recommendations fromreaders and instructors.WORKSHOP PARTICIPANTSMusaA.P.C.D.P Training (Freetown)1.Mr.2."Jacomo S. Bangura3."Solomon Tholley4."Thomas Mark Turay5."Albert Samara(M.T.C., Makeni)(N.U.C.,,"Makeni6Hosted for free on livelingua.com
3/THE TEMNESThe Temnes form the major tribal group in the NorthernProvince of Sierra Leone, and majority of them are muslims.They can be found in all the five Districts of the NorthernProvince, although mainly in the Tonkolili, Bombali and PortLoko Districts. Because of this varied habitation, there arevaried dialects of the Temne Language itself - for example,TONI, SANDA, BOMBALI, KONIKAY, KBOLIFA etc.The Temnes are mainly rice growers although they alsocultivate crops like groundnut, sorghum, millet, guinea cormand pigeon peas on a relatively large scale. Their inter-actions with other ethnic groups, like the Fullahs haveintroduced cattle.herding and sedentary farming among someof the Temnes.The tribe is typically rural although many of its peopleare fast developing a tendency to migrate to the urban areas,leaving the agricultural lands fallow and unproductive.From history, the Temnes are believed to have migratedfrom the FUTA DJALLON Highlands (REPUBLIC OF GUINEA) intoSierra Leone mainly through the forces and dictates of warsand trade with other tribes from the Western Sudan.They are war-like and have maintained their culturalheritage for decades, until they became islamised by theFUllahs.The dominant secret encieties among the Temnes are thePORO for the men and BONDO for the women.Western influence has greatly influenced the tribe 'Limany ways, including their traditions and customs, thusaffecting the cultural continuity uf the tribe.The Language itself has greatly been modified by variousThis has greatly increased and affectedthe Temne vocabulary and grammar. A lot of words in Temne cantherefore be common with other words used in other ethnicgroups like the Limbas, Mandigos, Fullahs and Susus etc., whichtribal influences.are important tribal groups in Temne land and share commonboundaries in many cases with typical Temne Speaking regions.Hosted for free on livelingua.com
4/Generally speaking, trade has been the most importantsingle factor in this tribal admixture.Learners of the Language should therefore not be surprised to hear certain words in other tribal languageswhichmay be similar to certain Temae words. No doubt the Languagehas grown immensely.But it is only now that the Literatureof the Language is gaining momentum. Thanks to the activities of the Missionary Agencies in this country.Hosted for free on livelingua.com
5/TEMITEORTHOGRAPHYWriting a Temne Orthography for this text hawnot beeneasy, since, in keeping with the normal rules of producing agood orthography, basic considerations like Accuracy, Economy,Consistency and Similarity are important. The text has foundproblems in particularly fulfilling the "Similarity" elementwhich caters for similar orthographies to facilitate thereading of another's language.The Printing Presses have been mainly geared towardsproducing materials for European Languages, which has got adisastrous effect on African Languages in general.Also, the different dialects and the fast growth of theTemne Language due to the various tribal interactions, havemade it difficult to locate specific vocabulary for certainwords to suit all regions in Sierra Leone - hence the TemneLingua Franca is difficult to write.A writer mainly has to have initiative to use certainvocabulary and expressions, anticipating that they will beunderstood by alll Temne speaking people in Sierra Leone.Although Temne is a Tone Language with relative pitchlevels (though not absolute) associated with ever] word, forthe sake of convenience, Tone Marks have not been indicated.Alsc, many sounds occur in Temne, some of which either do notappear in the English Language or have a different distinction.The instructor should use his/her expertise to treat anactual situation by using sounds that can be easily understoodby the people taught.THEALPHABET USEDab-as in alangba-young yc-1111Emuna-potatoesa-"Iftal-to listenHosted for free on livelingua.com
6/f-as in fenthaf-b-""h-""i-11u-u11k-to lie down-pepperhake-sinfi-to diegbengbekek-beardloll-ripeMCM-attempt, to try1-"um-""n-11IInene-cockroachg-11IIgal)-to biteo-IIIIpotho-white manc-11IInulmdirtp-11flpol-r-11"ret-sun or dayusas-threetot-flyto clap-"t-uth-""thith-to choose, selectuw-uriyufu-owl-11"wol-to playy-IIuyathi-truely, surelysC ONSONANTSThey produce relatively very little difficulty - b, d,f, h, k, 1, m, 11, ij, p, r, s, t, w, y.'Th' and ,Gbt aredizraphs. The Int is the moot difficult consonant. It isa sin.:ae sound which is often considered to be a "g" and a"b" pronounced simultaneously. Most new trainees and even'old' PCVs who have been in the country for a while, frequentlyutter "a", "b" r&ther than "gb".Mostly, the best pronuncia-tion comes out like a ut-but-shortand, so on.10Hosted for free on livelingua.com
7/Another sound is "D".It is often pronounced like "ng"in sling, sing or sting.A phrase like IMUnolial if not more 'awful' than that.In some cases, the distinction between 'd' and 'r' areneutralized. Where this happens, it is recommended that "r"be used.Example:ro, do, rim, dim, delve, reke, re, de.Where "w" and "y" alternate, it is recommended thatbe used.VOWELSThere has been a degree of inconsistency in this area.However, eight vowels have been identified ror the purposeof this manual.They are:a, e, el i, o, o, u, aGLIDESORDIPHTHONGSThe ;e include:aias IIIboiimmerseof"akai"young bush11Hosted for free on livelingua.com
8/NOTE TOTHE TEACHERTeaching is an art, a rather difficult art. As 'there'are many ways to go to heaven', so also there are many waysto 'reach your students'. There ale indeed varied teachingtechniqves and methods.Here are some basic principles and methods to help youteach effectively:1.Know your subject matter to your finger tips.That is,be very familiar with the grmtimnr, dialogues, usefulexprassionsp.vocabulary and proverbs etc., in each lesson.2.Be cheerful, patient and punctual.3.Teach enough practical and conversational skills toenable the learner to have a foundation on which to build.4.Teach your, lessons with eagerness, confidence and a senseof humour.5.Be an enthusiastic and alive teacher.A teacher withlittle or no zest for life is bound to have problemswith his/her class.6.Instil in the students the desire to go on learning theTemne Lazguage by reminding them of their daily progress.a day and thatLet them know that Rome was not builtthey must not expect to learn Temne all at once.7.Never make a mockery of the student's slowness and inability to pronounce or learn certain words or phrasesproperly. Appreciate whatever little effort your studentmakes in learning the Language.8.Maintain a positive classroom atmosphere throughout.Your classroom should be a place where the studentshave a good time learning Temne.9.Positive reinforcement is an essential ingredient in theart of teaching. Praise your students occasionallyeven adults like to be encouraged, therefore, let thembe made aware of their advancement in the language.Hosted for free on livelingua.com
9/10.If you can, occasionally take your class out where theycan use the language.11.Also let them see you use it.Act out (dramatize) greetings and conversations. Makethem as real as possible. This helps to motivate yourstudents greatly.12.Bring actual objects into the classroom.Use photosand sketches where this isn't practical.A picture isworth a thousand words, but the real object is evenbetter.A lot of pictorial cues have been included inthis manual. -Use them to help your students review vocabulary and construct simple sentences of their own, thusenabling them to function much more effectively in thelanguage.13.Develop a lot of situational dialogues that your studettswill often encounter. Teach your students the essentialsof the Temne Language so that they can develop practicaland conversational skills.14.Remember tht.:t "too much of cne thing is good for nothing".Therefore, vary your classroom techniques often enough tokeep the students alert and interested.15.Be creative and use your initiative to explore the relevant portions of the manual to help meet the immediateneeds of your students.You don't have to follow the planof this manual to the letter.It only attempts to offerthe basis on which to build.16.Encourage a lot of role play in your lessonsthisreduces boredom and facilitates learning.Hosted for free on livelingua.com)
10/A.DIALOGU2Good dialogues give learners different ways'of howpeople talk to each other in actual life situations. Adialogue teaches what people might say. They give allstudents in class a chance to converse. The shy studentscan gain confidence in themselves through dialogues.A series of dialogues on a given topic prepare students.to develop their own conversations.PRESENTATION(a)Teacher reads and explains the difficult and newvocabulary.(b)Teacher reads and explains the narration.(c)Teacher reads the dialogue at normal speed.(d)Teacher reads the dialogue for the second time and usesappropriate visual aids and gestures to explain it.(e)Repetition of dialogue sentence by sentence.II. EXPLANATION(a)Dramatization (role play).(b)Student participation(c)Pointing to the object(d)Gestures/mimes(e)Visual aids(f)English or Brio (which ever is appropriate).III. DICTATIONIV. Second DramatizationV. Exercises (Grammar, Drills, Comprehensions, Translationsetc.).14Hosted for free on livelingua.com
11/SUBSTITUTION DRILLB.(a)Make a pattern sentence - e.g."I ba aruba"-I am blessed.(b)Drill the pattern sentence through repetition.(c)Set a pattern exercise by saying:Your part while pointing at yourself.(i)Student's part while pointing at himself/herself.(ii)(d)Then start the exercise thus:Teacher's CueTrainee's ResponseIbaarubaI ba arubao ba arubaTRANSFORMATION DRILLC.(a)Make a model sentencee.g. " I ko ro Kambia" I'm going to Kambia.(b)Set a pattern exercie by saying:(i)(ii)(c)Your part while pointing at yourself.Trainee's part while pointing to him/her.Then start the exercise thus:Teacher1.I ko ro Kambia(I'm going to Kambia)2.Se di emuna(We eat potatoes)TraineeI ko-ye ro Kambia(I'm not going to Kambia)Se di-ye emuna(We don't eat potatoes)Hosted for free on livelingua.com
Hosted for free on livelingua.com
13/LESSON e teaching this lesson the instructor should beconversant with the vocabulary and grammar in dialogueOne.II.The instructor should know the names of his/her traineesbefore the lesson starts.III.IV.Get trainees involved in role-play.Drill the vocabulary, read the narrative slowly beforefinally jumping to the dialogue using mimes, o--two(11)yifthanz-they meet(12)yif- ask themselves- askmeet(13)ames- n/andkoriancgreeting/(17)ansakanz(18)sakans(1)of em(2)rarer(3)angbanc(4)gbane(5)ro(6)roD(7)(8)-- beforethey departthemselves(9)korigreet- departNARRATIONAfem Dared angbauc ro roD kan ko".ianc; kan kelsoyifthanc ames mark yenka ansakanc.17Hosted for free on livelingua.com
14/ENGLISHTEMNEA:Wan sekeHi friendB:Iyo, sekeHiA:Tope ander-a?How are you?B:A yenki /Antler a yenki,I am fine, and youmunoTia?A:Pins- so mij yenkiI am fine tooB:Des a mu-a?What is your name?A:Mine yi.; munoD-a?My name is.; what about you?B:Mine yiI am calledA:owa-oGood-byeB:Iyo, sanaDksne so.O.K. we shall see again.".OTTER FORMSGREETINGOFGood morningDdirai-i(singular)nedirai-i(plural)l3piari greeting to show that both partieshave met within the same day)panznu-o(plural)Hi("you" plural)senz-o(singular)senznu-o(plural)Good afternoonwelcome greetingNOTE: In Temne, after the greeting "Ddirai-i" meaning "Goodmorning", starting from sunrise to about mid-day, all othergreetings are "ipiari -i" meaning "Good afternoon".The onlyexceptions are mainly panzmu-o, acne -o, iseke-o as indicatedabove.18Hosted for free on livelingua.com
15/.SUBSTITUTION DRILLSINGLESLOTSUBSTITUTIONTeacher's CueTrainee's ResponseWan Dpiari-iWan Dpiari-iKothoTharaWatheYathkiAbuo yaPa/othemTeacher's CueTrainee's ResponseIyo sekeIyo sekeDdirai-i3piari -iPanemu-oSens -oDOUBLESLOTSUBSTITUTIONTeacher's CueTrainee's ResponseWan panemu-oWan panemu.poSekeWan sekeKothoKotho sekeDdirai-iFatmataSens "othemDpiari-i"Hosted for free on livelingua.com
16/EXPANSIONTeacher's CueTrainee's ResponseTope -a? /Tope ander-a?I thantho kuruI muti kuru momoTai teyeTopemu -a?Pei vePositiveI yenki-ein yenki1.Topemu-o2.Tope anfeth-a?3.Tope koa?4.Tope mayira-a?Mt fino/I thanthokuruo baki a tei tagbathi5.Tope kabor-a?Da yenki/A yenkiDatui/a tui an yenki-eA yenki/Da yenkiAn yenki-eo yenki-con yenkiTRANSFORMATION DRILLTeacher's CueTrainee's ResponsePa Ddirai-iIyo, nediraiPa Dpiari-iIyo, napiariPa panzmu-oIyo, panemu-oPa sene-oIyo, seas -oPa mark dira-oIyo, mark dira nu-oPa tope-eIyo, tope seke20Hosted for free on livelingua.com
17/PRONOUNSSUBJECTIVE PRONOUNSSINGULARPLURAL1st PersonIISewe2nd"Me /arkyounothey3rd"ohe /shean/antheyEXAMPLESI diI eatMa/en diyou eathe /she eats0 diSo diwe eatNa diyou eatWan dithey eatOBJECTIVE PRONOUNSPLURALSINGULARlst Person Mime(I ei miLeave me (alone)Ti (It) tei muI'll leave you (alone)'Tei koLeave him/her (alone)Tei suLeave us (alone)Se/Tei nuWe'll leave you (alone)Tei naLeave them (alone)21.Hosted for free on livelingua.com
18/DISJUNCTIVE PRONOUNSSINGULARPLURAL1st PersonI2nd"you3rd"he/she- weNap - youpap - theySappQuestion:Kane ba anseth-a?Who owns the houseAnswers:Miner)I E PRONOUNSPLURALSINGULAR1st rsDasu/yasu Danulyanu )(b)Anlemre Demimy orangeElemre yamimy orangesAnlemro jamyour orangeElemre(c)your oranges'yemuAnlemre DoDhis/her orangeElemrehis/her orangesyoD22Hosted for free on livelingua.com
19/PLURAL(a)Anlemre pasuyasuour orangesAnlemre panuyour orangeElemre(b)Elemre(0)yanuyour orangestheir orangeAnlemre papElemreNOTE:our orangetheir orangesyapThere are however exceptions to the above rule.See noun variations in Dialogue II.SOME EXAMPLES ON POSSESSIVE PRONOUNSNOTE:When they carry prefixes, the prefixes are connectedto the pronouns.1.Mop:MontermefinoHis groundnut is fine.AmopAmon memeThis is his2.Tani:A tatek tami to bapgy feet hurtAtami:Atami teteThose are mine3.pap:An seth man afinoTheir house is fine4.Apap:Apap ales (Their's is bad)prim:A Beth pasu a baneOur house is bigApasu:Apasu a lolOurs is smallWuni o wuni a bother maber mopEveryone likes his own wine.a bother amoy.He likes his own.p3Hosted for free on livelingua.com
20/DEMONSTEATIVE AND RELATIVE PRONOUNS AND ADJECTIVESA.These pronouns vary according to the prefix of thenoun to which they refer, as naapeapartagaWho, Whom or WhichEXAMPLESSINGULARobai oweobai owoDan bamp oweanent aDbai apeark bai aDaDebamp aDaDapDla apethese chiefsthose chiefsthose birdsthis rice401115.1 .11.10111,.IIIM.okapra owo dif osemthe hunter who killed the animalokapra owo OBC101 o difthe hunter whm, the animal killedaroD ara se taDthe road which we followaroD ara ko ro Yakenithe road which goes to MakeniNOTE:(a) That there is no difference in form between thesubjective and objective cases of the relative pronoun.(b) The relative pronoun is frequently expressed by usingthe demonstrative form, especially when the thing referredto can be seen or is being pointed out: 24Hosted for free on livelingua.com
21/Examples:1sAkuma akap o keiathe box which he stole(ie. that box, over there, which he stole)2.Kabap aka I ba ro to ka mithe axe which I have in my hand(ie. this axe here, not the other one)B.There is also another form meaning 'this' or 'that'.This form is: kati Datil eyati, rati (dati), pati, mati,nati, tati.It is only used when the thing it refers to is somethingthat has already been mentioned, referred to or suggested,and something that is being pointed out.Etamples:1.Bepi en nenk owuni owo der dis-e, wop owuni kati.If you see the person who came yesterday, arrest thatperson (him).2.Arrant' ama o sop rau ma les, to mun arrant mati.The water that he gave you is bad, don't drink thatwater (it).3.a koth pall; arm) dati re bollHe walked all day; that road is long.O.There are also two more or less idiomatic ways inwhich "this" and "that" are used; these iainie-nepiwjpie-petiaratie-teHosted for free on livelingua.com
22/Both these forms are sail to mean "it is this" or "it isthat", but their exact meaning. can only be shown by examples:"Ko emba rota ka mu-e?"1."What have you got in your hand?""Kebap kap"It is an axeor"Kabap kiap2.It's an axe"Ko ogbasi take sim arz,bonko-e?""What did he use to cut down the forest?""Anboka piap-It was a matchet"Kabap ke reke emba rota ka mu-e?"3."Which axe did you have in your hand?""Keke"This is it or this one.-"iseth areke en word -e ?"4."Which house did you enter?")This one"piepe UCTIONSNOTE:1.Instructor should point to himself saying "Mine yi2.Drill the pattern "Mine yi"Ask individual trainees . "ties a mu-a?4.Point to a trainee and say" "Nano yi"(Suppose the name).Point to another trainee by himand say "Mine yi".5.Let one trainee stand by you and say6.Go down these adjectival pronouns in the manner above."Sa yi."Hosted for free on livelingua.com
23/ENGLISHTEMNE(1) A:My name is., What about you?4B:Des a mu-a?What is your name?A:Mine yiMy name isDes a mu-a?What is your name?A:Apes a mi Da yi.;My name isyourself.B:Apes a mi Da yiMy name is(it) B:NOTE:Mine, What aboutInstructor gives his own name emphasizing the pattern NMITIF yi" or apes a mi Da yi.TRAINEE'S RESPONSETEACHER'S CUESINGULARDes ami-aMao yi.; MineD-a?Des amu-e?Mine yi.; MunoD -a?Des Dop-a?Kono yiPLUM.Mes ma su-a?Sa yiMes ma nu-a?Na yiMes map-aDa yiMes me SIDelOOK.MOOMlhPOMOMMlyw.SOME COMMON TEMNE NAMESFEMALEMALEKanray ThorlieFatuKamaraAbdulai EamaraSama KontehSorie BanguraTye ThorlieAlpha TurayYenoh SaakaAlio KohdehMemama TarawalieSOMEUSEFUL1.Tope afem a mu-a?2.Tope ebera-a?3.Tope oberaka mu-a4.oboli ro Bo-i?EXPRESSIONSA yenkiU yenki7enko oboliHosted for free on livelingua.comade e bali-
LESSON TWO- PICTORIAL CUEINTRODUCING A MEND2829Hosted for free on livelingua.com
25/LESSON TWOINTRODUCING A FRIENDTEACHING GUIDESINSTRUCTIONS1 The instructor should be thoroughly familiar with thelesson by reading it several times ahead of the trainees.2.The instructor should introduce new vocabulary and phrasesas and when necessary to facilitate the proper understaaaingof the lesson.3.Drill new and difficult vocabulary and phrases thoroughlyusing forward and backward build-up methods.4.Lay emphasis on the grammatical aspect of this lesson todevelop a successful lesson.5.Keep in mind your mimes, gestures and other teachingtechniques to reduce boredom.VOCABULARYSorieAbumale native namesAlphaYathkifriendAnkothey wentotorihe introducedhis.kou.NARRATIONSorie-ark yi oyathki koD Abu-au anko kori Alpha-au.otori Abu-au oyathki koD.Sorie-auAlpha.-a0.30Hosted for free on livelingua.com
26/DIALOGUEENGLISHTENNESoria:Wan BeimHi friendAlpha:Iyo, sake; tope mu-a?Hi. How are youSorie:I muti kuru memoI thank God.Alpha, this is my friendAbu.Hi Abu. I am glad to meltyou.Alpha, oyathki kami konowe, AbuaD.Alpha: Abu Beim, obonz mi tek.tara mu.Abu:Yes, me too I'm glad tomeet yaa.Iyo seke; minesa obonemi tek tetra mu.Alpha:Abu:Where are you from?I am from Mapaki. Howabout you?Reke maid wur-a?I wur ro Mapaki; Nanoso-s?Alpha:I wur ro Yoni.I am from Yoni.Soria:Abu, owa se kone.Abu, we are going.AlmaIyo, seneijkanz nu so.O.K. I will see you again.SUBSTITUTION DRILLITRAINEE'S RESPONSETEACHER'S CUEWan, kori oyathki kamiWan, kori oyathki kamiTharaSothoMarieWathberaWath runi kori owont miWath runi kori await miarani kami mane kamioya kamiokay kamiokarmoko kamiobarin kami theme kamiokomanz kamiunit, kara kami31Hosted for free on livelingua.com
27/SUBSTITUTION DRILLIITEACHER'S CUETRAINEE'S RESPONSEobone mi tek tara maobone mi tok tare mukoDaruAbu-aDanfama muan wont a muoya ka muokandeAbaiPa Komrabaiobone mi tek tara muobone mi tek tara maPa RokPa REDYa BompossehYa BomwaraYa BomkaprSUBSTITUTION DRILLIIITRAINEE'S RESPONSETEACHER'S CUEReke me wur-a?D wur ro AmericaSierra LeoneBoRakeni!clamp (Freetown)NateboiKenemaYordbanaReke moD wur-a?I wur roReke man wur-a?Se wur roReke maD wur-a?AD wur roHosted for free on livelingua.com
28/DOUBLESLOT1. bone mi take tare. mu2.obonz mi take tara ko3. bone mu take tara ko4.obone mu take tamer Da5. bone ko take tara Da6.dbonz ko take tara nuSUBSTITUTIONI'm glad to know you.I'm glad to know himYou are glad to know himYou are glad to know them.He is glad to know themHe is glad to know youHosted for free on livelingua.com
29/PICTORIALCUEPARTS OP THE HUMAN BODY(egbap ya owuni kopet)Hosted for free on livelingua.comVi/
. efor)5.6.kasenanlens7.kalimmouth(pl. seen) e20.rasek(pl. esek)21eakatek(pl. atatek)22.absel23.24.akekansantek25.anti- (foot (feet)(pl. masel) - finger(s)beard(pl. masantek) - nail(s)waist26.ekupeye lashes27.eyineye lids28.ankos(pl. makos)jaw(s) - (fleshy part)29.ankul(pl. makul)nostril(s)30.angbeikem(pl. egbekem)31.akor(pl. ator)32.anbonth(pl. ebonth)33.angbora(pl. oliama37.ankanwhiskerswrist-(pl. amasa)breast(s)chest- buttock(s)arm (pl. elonk)leg (pl. clank)(pl. eni) - sole(s)knee(s)(pl. tam)(pl. esa)- tooth (teeth)Jaw(s) - refers to theskeletal part- belly (bellies)- naval(s)- protruded naval(s)35(pl. eputhu)Hosted for free on livelingua.com
keth(p1. emal)ampit(s)(pl. ebaftha)molar(s)(p1. etankr)chinforefinger46. anal a-taka-ret47.ansel abanathumb48.anal adareDdigit .00MOMMON01111MIMMINO.MNOCLASSESAll names of persons and things are grouped into nounclasses.These are prefixes which each noun carries.functions are:Their(a) To show the grammatical relationshipsbetween nouns and verbs, adjectives and other words in asentence.The following noun class prefixes occur in RRepolNORope6NepolRopesHosted for free on livelingua.com
.32/EXceptions7.(No Singular)Masoi8.(No Singular)emonti - Trousers- SoapNOTE:For each singular form indicated by a noun prefix(NP), there is a corresponding plural prefix. It is therefore of extreme importance that one must always learn anoun with its prefix. It is the prefix that determine theform of other words in the sentence.Examples:A big house(b)Aseth abanaeseth cbana(c)Kebap kabanaA big axe(d)Tebai tebanaBig axes(a)Big MNOTESA.B.ON GRAMMARIOBJECTIVES:1.Constructing descriptive phrases.2.Learning noun class prefixes.EXPLANATIONIn describing people and things, the adjective takesthe concord of the noun. The noun comes first and isfollowed by the adjective.The exercises below practice the noun and adjectiveconcords necessary to construct descriptive phrases withthe noun classes 1 - 9.Noun Class 1: ua)/it., -SingularUbai ufinoalesA fine chief" wicked chiefuboli" tallufeth:47" young"Hosted for free on livelingua.com
33/An old chiefUbai ubaki"b)ugbenthzA short"ulanki" thin"PluralAbai afino"aleswicked hort""alankithin"uNoun Class 2:a)Fine chiefst/ -SingularUna ubanab)A. big cowularkiafeth" thin cowubakiAn old"ulolA small"" young cowPluralBig cowsTens abana""alankithinafethyoung "abakioldalolsmall "Note the irregularity here.""The plural t takes a concordfor large arimals.Noun Class 3:a)A -NOSingularAseth afinoA fine houseabana" bigalol" mai 1*afu" newakur" old" red"Hosted for free on livelingua.com
b) Pluraleseth efinoebanaelolefuekureyimNoun abanab)PluralXelemre bap kabanakalolkefinokeyimkefukekurb) MuralMap tebanatalolWinotoyimtofu:49Hosted for free on livelingua.com
35/Noun Class 6: R I& a)SingularA long ropeRepol rebolirogbutrafurakurrelolreyimb)PluralNepol neboliLong ropesnegbutnefunekurnolo"neyimNoun. Classa)Si7:RarRames rebanaA large eggralolrayimref inoratarakurretheib)' " rotten"PluralLarge eggsemes ebanaeloleylmefinoefuekurrottenethei40"Hosted for free on livelingua.com
36/7;7*---:---Nouass 8: /M'Singulara)b).1'1Plural*Large cake of soapNasoi mebanamalolmayimmefinomakurlefuNoun Class 9:-.Aa)No Singularb)Collective NounalesFine laceefinoeyimegbathiplenty "efuekurNOTE:The forms of prefixes we have learnt so far are theindefinite forms.They all have their definite counterparts.DEFINITEINDEFINITE1.2.3.4.UbaiA chiefobaiThe chiefAbaiChiefsAbaiThe chiefsAsethA houseAusethThe houseesethHousesesethUnaTanaA cowCowsonaThe cowTanaThe cowsAlemreAn orangeAlemreThe orangeMalemreOrangesMalemreThe orangesoThe houses"MIENR,M 11141Hosted for free on livelingua.com
37/DEFINITEINDEFINITE56.KRIbap-An axeKabap-The axeMap-AxesTabap-The axesRapol-A ropeRapol-The ropeNapol-RopesNapol-The ropesRams-An eggRSEESThe eggemes-EggsME EtThe eggs007.8.NasoiEasoi9.emontiemontiThe indefinite prefixes are all low tone while the definiteare all high tone.ON GRAMMARNOTESA.OBJECTIVE1.B.IIMaking simple declarative sentences.EXPLANATIONThe word order for simple statements in Temne is thesame as for that of English.E.g.:C.InenkolangbaIseethe man( s )(v)(0)EXERCISESThe following exercise will help the trainee practicethe noun classes in the definite form.1.(a)SingularI nank olangbaobaiI see the terPeace CorpsHosted for free on livelingua.com
38/(b)PluralAsk the trainee to supply the pluralformsI nank aDlangbaI see the menchiefswomenhuntersblacksmithsetc.2.(a)SingularI nesa onaI fear the cowbufalloleopardelephant(b)Students supply the plural forms.I nesa tansI fear the cowsbufallosleopardseleph
a comprehensive Language manual for Peace Corps, Sierra Leone. A lot of vocabulary, grammar, proverbs, useful expres-sions, situational dialogues and some popular Temne songs have been incorporated into the manual. In attempting to review the original Peace Corps Temne Manuals a lot of resource materials have been drawn from
Sierra Leone's level of rice self sufficiency dropped from around 90% to below 50% self sufficiency. It has since been slowly climbing back (8). Table 1.1 shows a graph of Sierra Leone's rice production from 1961 to 2007 from FAOSTAT. Figure 1.1 Sierra Leone Rice production, 1961-2007 . Sierra Leone Rice Production 0 500 1000 1500
i-he Collection of Temne Traditions, Fables etc., as contained in the I. Part of the following pages, was received by the author from one of the oldest Temne men living at Port-Loko about twelve years ago, who has since died. These Traditions etc. were of course delivered orally not in writing. As regards the Traditions about the creation of .
United Nations Capital Development Fund PROGRAMME DOCUMENT (Sierra Leone) Programme Title: Digital Financial Services in Sierra Leone Implementing Partner: Bank of Sierra Leone Start Date: September 1, 2018 End Date: August 30, 2020 Brief Description In Sierra Leone (SL), 60%1 of 6.45 million people live in poverty with over 70%2 of people living on less than a dollar a day.
Sierra Leone declared Ebola free on 17th March 2016 by WHO Sierra Leone. PDSL- What we do Pursuant to executive powers conferred by H.E the . Objective is to attract investment into Sierra Leone using Esri’s ArcGIS Platform for showcasing the opportunity. ArcGIS Platfo
The Constitution of Sierra Leone, 1991 THE CONSTITUTION OF SIERRA LEONE, 1991 (Act No. 6 of 1991) ARRANGEMENT OF SECTIONS CHAPTER I — THE REPUBLIC OF SIERRA LEONE 1. Declaration of Republic 2. Public Seal 3. The National Flag and National Anthem CHAPTER II — FUNDAMENTAL PRINCIPLES OF STATE POLICY 4. Fundamental Obligations of Government 5.
SIErrA LEoNE S Sierra Leone has undergone profound social, economic, and political changes over the past 15 years. After one-party rule, characterized by tribalism, nepotism, widespread corruption, and political harassment, Sierra Leone was plunged into what the UN described as the most brutal civil war on the continent of Africa.
1. Political Violence in Sierra Leone and the Need for Reliable Data 8 2. The Myth of a Peaceful Sierra Leone 10 3. Why They Fight: Violence in Post-War Sierra Leone 13 4. The Main Perpetrators of Political Disorder 15 5. Explaining Rising Levels of Political Violence in Sierra Leone 18 6. A National Task: End Impunity and Recalibrate Democracy 22
Application of Silicon Carbide in Abrasive Water Jet Machining Ahsan Ali Khan and Mohammad Yeakub Ali International Islamic University Malaysia Malaysia 1. Introduction Silicon carbide (SiC) is a compound consisting of silicon and carbon. It is also known as carborundum. SiC is used as an abrasive ma terial after it was mass produced in 1893. The credit of mass production of SiC goes to Ed .
