Second Language, and The Language

DOCUMENT RESUME
FL 008 236
ED 132 839
AUTHOR
TITLE
INSTITUTION
PUB DATE
NOTE
Slager, William R.; And Others

Amharic and English: An Introduction to the
Principles of Language Teaching and Language
Learning.
Peace Corps, Washington, D.C.
66
103p.
MF-$0.83 HC-$6.01 Plus Postage.

*Amharic; Applied Linguistics; Contrastive
Linguistics; *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
EDRS PRICE
DESCRIPTORS
ABSTRACT
These 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 on
the relationship between language teaching and language learnin
that is, between the methods classes in the teaching of English as a
second language, and the language classes aimed at giving the
volunteers a practical knowledge of Amharic. The present materials
serve 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. These
five lessons match the first five Amharic lessons in the amount of
material covered: by the end of lesson four, students have been
introduced to simple affirmative, negative and interrogative
sentences with the verb uto be. By comparing the sentences they
learn 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 for
contrastive comments, intended as a brief introduction to the
application of contrastive analysis in a practical classroom
-
situation.
*
*
*
*
*
*
*
(CLK)
**************** ***********************************
******
Documents acquired by ERIC inClude many,,informal unpublished
materials not available from other sources. ERIC makes every effort
to obtain the best copy available. Nevertheless, items of marginal
the ,quality
reproducibility are often encountered and this .affects available
of the microfiche and hardcopy reproductions ERIC makes
via-the ERIC Document Reproduction Service (EDRS). EDRS is not
responsible for the quality of the original document. Reproductionsupplied by EDRS are the best that can be made from the originaL
*****************************************************************
AMHARIC AND ENGLISH

An Introduction to the Principles of
Language Teaching and Language Learning
Director of Materials Production:

Assistants:
Dr. Wm. R. Slager

Taddese Beyene
Donna Carr
Stanley Coole
Mary Ruth Bracy
PEACE CORPS
UNIVERSITY OF UTAH
U S.
1966
DEFARTAIENTOF HEALTH,
EDUCATION
&WELFARE
NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT
DuCEO EXACTLY HAS BEEN
AS RECEIVED EPROTHE PERSoN
OR ORGANIZATION FROM
ATINO IT
ORIGIN.
sTATEo ooPOINTS OF VIEW OR ORINIoNs
NOT NECESSARILY
SENT oFFICIAL
REPRE.
NATIoNAL INSTITUTE OF
EDUCATION POSITION
OR POLICY
INTRO .CTION
These materials are part of a one-week experimental proram

designed to bring together the language and TESL components of
Behind the proour Peace Corps Training Program for Ethiopia.
gram is the assumption that there is an obvious relationship between language teaching and language learning--between the methods
classes in the teaching,of English as a second language and the
language classes aimed at giving the PCV's a practical control of
Amharic.
The,schedule for the one-week program has been carefully planned

to bring the TESL and Amharic staffs togethar so that they will
have the opportunity to observe each other's classes and to
During this first waek, all the
comment op common ,problems.
English.instructors are required to attend the drill classes in
AMharic, and all the Amharic instructors are required to attend
In addition, for one hour each day,
tha lectures in English.
both staffs meet together to discuss the material containad in
the section called "Contrastive Comments."
The materials in this booklet will serve as the ba is for the
TESL lectures and the joint sessions involving the English and
(The Amharic lessons are printed separately.
Amharic staffs.
The content is briefly described in the three points that follow:
1) There are five grammar lessons, four of which introduce new
material while the fifth is a detailed,review. These five less-ns
match the first five Amharic lessons exactly- in the amount of
"language" covered: that is, by the end of Lesson Four, the
students have been introduced to Simple sentences (affirmatives,
By comoaring
negatives, and questions) with be (am, is, are).
the sentences he is required to learn in Amharic with the
sentences 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 pronunciation
lesson which deals with a problem contrast _for Amharic speakers-for example, the contrast between /f/ and /11/. These lessons are
intended to serve as models which the PCV can follow in preparing
lessons of hiS own for other pronunciation problems that are the
result of differences between the Amharic and English-systems of
vowelb and consonants.
After the lessons themselves, there is a section called

"Contrastive Comments." ,Here the model sentences in English and
Amharic are presented with equivalents that are as literal as
3
Then certain obvious differences between the two

honological and grammatical, are pointed out in
Finally, the
is relati-;ely non-technical.
points
of ir=ter.2-aged
7o
oredict
possible
are enc
In short,
from one language system to one other.
introduction
to
the
application
In ended as a brief
:hi zel
rastfv- anal- is in a practical classroom situation.
pooprmords QlIT
111111
i1
ALLI1
77---- -7a_
I
Tameskane.
Lze,
nir. &O-t-Eitylt-
elat,k
li
Webb
Tar
T6rie,
y
geot
Tom aot
Thi Welb
LESSON ONE:
>ENGLISH
AMHARIC
GREETINGS:
1.
4.
Teacher:
Class:
Hello.
Hello.
Teacher:
Class:
Teacher:
Class:
Hello.
Hello.
How are you?
Teacher:
Class:
Teacher:
Class:
Hello.
Hello.
Teacher:
Class:
Teacher:
Class:
Teacher.
Hello.
Hello.
Class:
Teacher:
Class:
Teacher:
Class:
Hello.
Hello.
How are you?
Fine, thank you.
Fine, thank you.
Class
Fine.
How are you?

Fine, thank you.
How are-you?
Fine, thank you.
Fine, thank you.
And ho are you?
And how are you.
Teacher
you
are you
-y
are you
LESSON ONE
Model
1.1
Lane s a Farmer.
H-'s a farmer.
M
1.
2.
3.
4.
5.
6.
Lane
Scott
Clark
Webb
Snow
Carr
1.
Lane
2.
3.
4.
5.
6.
Scott
Lane
Scott
1.2
1.3
Lane's a farmer.
Clark
Webb
Snow
Carr
Mr. Lane
1.
2.
3.
4.
5.
6.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
he
Lane
Scott
Clark
Webb
Snow
Carr
Lane's a farmer.
's a farmer.
0
Model B:
Mrs. Lane's a teacher.

Miss Lane's a secretary.
1.4
Mrs. and Miss
1.
2.
3.
4.
5.
6.
1.5
She s a secretary.
(Use the chart

Mrs.. Lane
Lane
Scott
Carr
Webb
Snow
Lane
Mrs, Scott
'Mrs. and Mi_ss in sentences.

1.
2.
3.
4.
5.
6.
1.6
She's a teacher.
Mrs.
Mrs.
Mrs.
Miss
Miss
Miss
Lane
Scott
Carr
Webb
Snow
Lane
Mrs., Miss
1.
2.
3.
4.
5,
6.
Mrs.
Mrs.
Mrs.
Miss
Miss
Miss
Lane
Scott
Carr
Webb
Snow
Lane
She.
Page Four
4
She
a teacher.
1.7
1
2.
3.
4.
5.
6,
1.8
Student.
He and She
Mary
Jane
Dick
Tor
Kay
Jim
Mary is a student.
He and She
1.
Mr. Lane
2.
Miss Webb
3.
Mary
4.
Mr.. Clark
5.
Mrs. Lane
6.
Dick
Miss Snow
Kay
10.
Tom
She's a student.
Fo cing the choice.)
Mr. Scott
9.
(Forcing the choic
Mr. Webb
12.
Mrs. Carr
13.
Miss Lane.
14.
Jim
Mr. Lane is a farmer.

He's a farmer.
.r=emlileffiLimaa
Hodel C:
Is Mr. Lane a
farrs,!r?
Yes, he i.
Piss Snow a secretary?
Yds, she
Cuesti ons.
1.
2.
3.
4.
5.
6.
1.10
Is Mr. Lane a armer?

Is Mr. Webb a ,Aerchant?
P_. Lane
Mr. Webb
Mrs. Carr
Miss Snow
Kay
Mr. Snow
Short answers with Yes.

1.
2.
3.
4.
5.
6.
Yes,
Yes,
Yes,
Yes,
Yes,
Yes,
he is.
he is.
he is.
she is
she is
she is
He and She.
Teacher
1.
2.
Miss Snow
Mr. Scott
3.
Dick
Jane
45.
6.
7.
8.
(Renet iton
(Yes answers only)
Half of Class
or Student_#1
Is Miss Snow a secretary?

Is Mr. Scott a merchant?
Mr. Clark
Miss Webb
Mary
Jim
Page Si%
6
ii
Half of Class
or Student #2
Yes, she is.
Yes, he is.
Mode
Mrs. Lane a secreta
1.12
1.13
No,
No,
No,
No,
No,
No,
No, sh
's not.
he s not.
he's not.
he's not.
she's not.
she's not.
she's not.
He and She.
No answers only)
Half of Class
1
or Studen
Teacher
1.
-?
(Repetition
Short answers with No.

1.
2.
3.
4.
5.
6.
No, he's not.
Mr. Lane a merchant.
D:
Mr. Snow
Mr. Snow a teacher?
Half of Class
or Student #2
_
No, he's not.
Mr. Carr
Is Mr. Carr a merchan
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
14
'Conversation.
1.
Teacher:
Class:
2.
Te;acher:
3.
4.
5.
6.
1.15
Class:
Teacher:
Class:
TeacheClass:
Teacher:
Class:
Teacher:
Class:
Conversation.
1.
2.
3.
Student 1:
Teacher:
Student 2:
Teacher:
Student 3:
Teacher:
Student 4:
Teacher:
Student 5:
Teacher:
Student 6:
Teacher
He and She- Yes and N

Is Mr. Scott a me chant.
No, he's not
Is 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
Yes, she is.
Is Mr. Clark a merchant?
No, he's not.
Is Tom a student?
Yes0 he is.
Lane a teacher?
Model E:
-No, he's not. .He's not a teacher.
He s a _ar-er.
Is Mrslane a secretary?
1..16
Not.
1.
2.
3.
4.
5.
1.17
She's a teacher.
She s not a sec e ary.
No, she's not.
Is
Is
Is
Is
Is
Mr. Lane a teacher?

Mr. Scott a merchant?
Miss Jones a housewife.
Tom a farmer?
Mrs. Scott a secretary?
No, he's not.

Not he's not.
He's not a,teacher.

He's not a merchant.
No,
No and Not.
Class
Teacher
's not.
Is Mr. Lane a- teache
Is Mr. Scott a merchant?

3.
Is Miss Jones a housewife?
4.
Is Tom a farmer?
5.
Is Mrs
6.
Is Mrs. Carr a merchant?
Scott a secretary?
Page Nine
14
He's not a teacher.

He's a farmer.
Choosino Yes or No.

Class
Teacher
1.
2.

Is Miss Snow a teacher?
3.
4.
Is Mr. Webb a merchant?

Is Mr. Webb a farmer?
5.
6.
Is Dick a student?
Is Dick a farmer?
She's a secre ary.

she is.
She's not a teacher.
No, she's not.
She's a secretary.
Yes
Lane a farmer or a merchant?
Model F:
He's not a merchant.
He's a farmer.
Is Piss Snow a teacher or a secretary?

She's a secretary.
She's not a teacher.
Class
Teacher
1.
2,
3.
4.
5.
6.
1.20
Is
Is
Is
Is
Is
Is
Mr. Clark a teacher or a farmer?

Nrs. Lane a student or a housewife?
Hiss Webb a teacher-or a secretary?
Pr.-Snow a teacher or a merchant?
Dick a farmer or a studentT
Mrs. Carr a housewife or a teache
He's a farmer.
She's a housewife.
Game (Give each student an occupation)

1.
2.
4.
Student
Student
Student
Student
Student
Student
Student
Student
Are
I'm
Are
3:- I'm
Are
3:
I'm
4:
1:
2:
2:
you a teacher or a student?

a student.
you a secretary or a student?
a secretary.
you a merchant or a student?
a merchant?
4:
5:
Page Ten
10
15
INTONATION
Mr. Lane_ a
[Tr
er.
Mr._Scott's_arrael!hant.
Yle's aIrnell1hant.
Mrs.Carj ttaiger.
She's a teacner.
Miss Lane's
a secretary.
_
Sn
alstudent.
Li_tn_Lint_p_TITEN-61*?
Is_ Mr, Scott _arTW7Th-l776
S2Ln:
ffiiss Lane a secretary'?
fltr\lz
Is Tom arFEUTOT4?
Is. Mr, Carr aEteacher?
lita/afga teacher.
ak!
He'sLna farmer.
Ala he'
She'srnOf a teacher.
ft she'
he
nt. shesin
secretary
He'srnotiutuct.
MI1
.S2Le'llnat a student.
ilx0 she's!
Lane a farmer o_r_ aim
Miss Snow
chant?
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
PRONUNCIATION:
LESSON ONE
Introducing the contrast:
CONSONANTS
/ and /_/
Teacher
Mr. Webb's a merchant.

Mr. Snow's a teacher.
He sells tin.
He's very thin.
Mr. Webb sells tin.

Mr. Snow's very thin.
C.
tin
d,
thin
tin
tin
thin
tttt.. ,in
2.
tin
tin
thin
thin
thin
GGG9....in
Identifying the con- ast.
Say same pr different.

CTass
Teacher
thin
different
tin
tin
same
c,
thin
tin
diffe-ent
d.
thin
thin
same
e.
tin
tin
same
a.
-tin
6.
Page Twelv,,
17
Say lh or
Idan ifying the contrast:
lea 'her
Class
'tin,
b:
tin
th
thin
tin
th
thin
Producing the contrast:
repe 'tion.
Class
Teacher
a.
tin
thin
tin
thin
b.
tin
tin
tin
t'h
c.
thin
thin
thin
thin
d.
thin
tin
thin
tin
e.
tin
thin
tin
thin
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.
7.
tin
tin
b.
thin
tin
c.
thin
thin
d.
thin
tin
e.
tin
thin
f.
Its tin.
It's thin.
h.
It's thin.
i.
It's thin.
j.
It's tin.
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
/el and
Teacher
The student's sic
The book is thick.
sick
thick
ssss.. .ick
2.
Identifying the contrast:
Say same or different.

Class
Teacher
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.
Class
Teacher
a.
sick
b.
thick
th
c.
thick
th
d.
sick
th
thick
4.
Producing the contrast in words.

Class
Te_acher
thick
a.
sick
'hick
sick
b.
sick
sick
sick
c.
thick
thick
thick
thick
d.
thick
sick
thick
sick
sick
thick
sick
thick
Page Sixteen
21
.sick
Producing the contrast in sentences.

Student
Teacher
book/thick
The book's thick.

It's thick.
b.
man/thin
The man's thin.

He's thin.
c.
student/sick
The student's sick.

He's sick.
wall/thick
The wall's thick.

It's thick.
Mr. Snow sick
Mr. Snow's sic

He's sick.
e.
Memorize the following sentences:

Dick's a student.
He's very sick.
This is a book.
's Very thick.
Page Seventeen
17
22
6.
D c_a ing words and sentences.

Words
a.
thick
sick
b.
thick
thick
c.
sick
sick
d.
sick
thick
e.
thick
sick
Sentences
7.
a.
The book's thick.
b.
Mr. Snow s sick.
c..
Dick's- sick.
Producin-
b.
-ee
I,t's thick.
_
s sick.
He's sick.
-ay contrast:
thin
sin
tin
tin
sin
thin
sin
tin
-thin
sin
thin
tin
thin
thin
sin
and /t/.
Additional contrasting words for advanced students.

a.
thigh
tie
-sigh
Page Eighteen
18
Part III
PRONU C A_TION:
Introducing the cont-ast:
a-d /d/.
Te_acher
They speak English every day.

they speak
they
every.day
day
They speak English.
they
day ... every day

...ey
ddd....ay
2.
Saysame or di.fferent.
Oass_
Teacher
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.

Class
Teacher
a.
they
b.
day
C.
day
d,
they
e.
daY
voiced th
vo c d th
Page Nineteen
19
24
repetition.
CTass
Teacher
--
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.

sentences
a.
b.
They come to class every day.
Dictating words and sentences,

Words
a
day
day
b.
day
they
c.
they
they
d.
they
they
e.
day
they
Sentences
a.
b.
They come to class every day.
c.
There they speak English.
Page Twenty
20
25
M -_orize the follo- n-
There they speak En,glish.
7.
Additional contrasting words for advanced students.

a1
day
say
they
b.
thick
Dick
sick
tiak
c1
bass
bath
bat
bad
Pa e Twenty-One
21
26
PRONUNCIATION:
/5
Part IV
and /z/.
Teacher
a.
These students speak Amharlc.

The word buzz has two z's.
These ... these students.
2.
two z's.
d.
z's
e.
66655...ese
f.
zzzzz...
...
Say same or di
-erent.
Class
Teacher
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.

Class
Teacher
a.
these
b.
z s
C.
z's
d.
these
voiced th
voiced th
z s
Page Twenty-Two
22
27
4.
Producing the contrast in wo ds.
c.
e.
z's
these
z's
these
these
these
these
these
thes;
z's
these
z's
z's
z's
z's
z's
these
z's
these
z'
Memorize the following sentences.
6.
a.
These students speak Amharic.
b.
Those stude-nts speak English.
C.
The word buzz has two
d.
The word fuzz has two z's.
z_'s.

Words
these
these
these
C.
-1
z s
these
these
e.
z's
--
zs
$ entences
Tki6
a.
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
29
LESSON TWO:
ENGLISH
AMHARIC-
GREETINGS:
Teacher:
Class:
Good morning.
Good morning.
Teacher:
Class:
Teacher:
Class:
Good morning.
Good morning.
How are you?
We're fine, thank you.
Teacher:
Student #1:
Teacher:
Student A
Good morning.
Good morning.
How are you?
I'm fine, thank you.
4.
Teacher:
Student #1:
Teacher:
Student #1:
Good morning.
Good morning.
How are you?
5.
Student
Student
Student
Student
Good morning.
Good morning.
How are you?
I'm fine, thank ypu.
2.
Cla
1:
2:
1:
2r
And how are you?
Student--4
we
Page twenty-five
25
30
LESSON TWO
Mr. _ane s
Model A:
_farmers and Mr. CI rk's a farmer,
They're farmers.
1
2-1
Plurals.
1.
2.
3.
4.
5.
2.2
merchant
student
farmer
teacher
secretary
/s/ merchants, students

/z/ farmers, teachers, secre a ies
merchants
students
farmers
teachers
secretaries
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.
Mr. Lane's a farmer,

and Mr. Clark's a farmer.
Mrs. Scotes a teacher,
and Mrs. Carr's a teacher.
Dick Lane/Jim Webb
Page twent,y six
2.3
They're: (tney
1.
Mr. Lane's a farme

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

Dick/Kay
Miss Webb/Miss Snow

4.
Mr. Clark/Mr. Lane

Mrs. Carr/Mrs. Lane
6.
Model B:
Tom/Kay
r. Lane and Mr. Clark are farmers

'They're farmers.
2.4
And between words.

1.
Mr. Lane/Mr. Clark
2.
Mrs. Lane/Mrs. Scott
3.
Mary/Jane
4.
Mr. Scott/Mr. Webb
5.
Mrs. Carr/Mrs. Lane
Mr. ,ane and Mr. Clark are farmers.

They're farmers.
Mrs._Lane and Mrs. Scott are teachersi
They're teachers.
Mary an&Jane are students.
They're -Students.
Page -Twenty even

27
32
2.5a
Choosing he, she, or they.

1.
2.
3,
4,
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Mr. Lane
Mrs. Lane
Mary/Jim
Mr, Clark
Mrs. Carr
Mrs. Lane/Mrs. Scott
Mary/Jane
Mr. Scott/Mr. Webb
Mr. Webb
Dick
Mrs. Lane
Miss Lane
Pr. Scott
Miss Lane/Miss Snow
Jim
(Use the chart)

He's a farmer.
She's a teacher.
They're student$.
a farmer.
a teacher.
teachers.
students.
merchants.
a merchant.
a student.
a teacher.
a secretary
a merchant.
secretaries .
a student.
2.5b .Choosing hp, she, it, o r they.

1.
2.
3.
4.
5.
6
7.
8,
9.
10.
11.
12.
13.
14.
15.
table
Jane
chair
Mr. Scott/Mr. Webb

duster
Mrs. Clark
Mrs. Carr
Mary/Oane
Oim Webb
pencil
Miss Lane
Mr. Webb
Mrs. Lane
=s. Scott
(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.
pen
Kay
Page Twentyeight
r 28
Model C:
Are Mr. Lane and Mr. C ark farmers?

Yes, they are.
They're fa mers.
Are Mr. Lane and Mr. Clark merchants?

They're not merchants.
hey're not.
They' e farme
No,
2 6
2.7
Questions.
1.
Mr. Lane/Mr. Clark
2.
Mr. Scott/Mr. Webb
3.
Mary/Jim
4.
Mrs. Lane
fa mers?
Mr. Lane and Mr. Clark
they farmers?
Mr. Scott and Mr. Webb merchants
they merchants?
s. Scott
Repetiti n.
1.
2.
3.
2.8
Are
Are
Are
Are
Ouestions and ans

1.
2.
3.
4.
4.
5.
6.
Yes, they are.

Yes, they are.
Yes, they are.
Teacher
Student
Student
Student
Student
Student
Student
Student
#1:
#1:
#2:
#2:
No, they're not.

No, they're not.
Nov they're not.
ers .
farmers?
Are Mr. Lane and Mr. Clark
They're
farmers.
Yes, they are.
merchants?
Are Mr. Lane and Mr. Clark
They're
farmers.
Not they're not.
Are-Tom and ,lane students?-
#3:
#3:
#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.

_
a stuident alicp Tom' sr student.
Dick
2. Mr. Lane and Mr. Clark a e frers

Scott are
Lane and
Mary and Jane aret
Mr. Scott and Mr. Webb are rrigx chants.
Lane and Mr Clan farmers?
Are Mr. Scott and Mr. Webb teachers?
Are Mr
Scott and Mrs. CEljteachers?

Are Kay and Jim students?
theyl
N.4 thex el
theyl
att they tre

!Tett they' re
-LItypsyLe.
they'rej
they_Dp.
They' ref
TattlaJe
_They ' rejnotLmerchan
ers.
hants.
za.e_y_Lrei_r7I teachers.
T_g_ters.
They' rern secretaTies.
They' ref
Thet rej
Page Thirty
30
PRONUNC ATION.
1,
Part
/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.
Say same or different.

Class
Teacher
a.
ran
ran
same
b.
ran
rang
different
rang
rang
same
C.
ran
ran
same
d.
e,
rang
ran
different
Page Thirtyone
31
36
say n or tu.
Class
Teacher
a.
ran
b.
ran
C.
rang
d.
ran
eng
eng
rang
4.
P oducing the cont ast:
repetition.
:Class
Teac_her
5.
a.
ran
rang
ran
rang
b.
ran
ran
ran
ran
c.
ran
ran
ran
ran
d.
rang
ran
rang
ran
e.
rang
rang
rang
rana
Producing the contrast in sen ences.

sentences.
a.
Memorize the following
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
37
6.

Words
a.
ran
rang
b.
ran
ran
c.
rang
ran
d.
rang
ran
e.
ran
ran
Sentences
7.
a.
to class.
Dick rang the bell and ran
b.
He rings the bell every day.
c.
bell.
Dick ran outside and rang the
d.
He runs to school every day.
e.
everything.
They sell rngs and tin and
Additional minimal
a.
sun
sung
b.
run
rung
c.
thin
thing
sin
sing
kin
king
e.
pairs for advanced students.
y-three
Pige
33
PPONUNCIATION: -Part
I.
Introducing the- contrast:
Il
A and /
Teacher
Mr. Webb's a sinaer.
This is a singer,
a stnger
a finger
singer
finger
si
fi
er
iroducing
the contrast.
Class
Teacher
a.
long
longer
long
longer
b.
ting
singer
sing
singer
e Thirt rf our
Producing the contrast in context.

sentences:
a.
Kim is the king's son.
b.
John's a student.
Memorize the following
He's a very fast runner.
He's a very fast swimmer.
Pke Thirt, five

35
40
LESSON THREE:
AMHARICENGLISH
GREETINGS:
2.
4.
5.
Teacher:
Class:
Teacher:
Class:
Good afternoon.
Good afternoon.
How are you?
We're fine, thank you.
Teacher:
Student 1:
Teacher:
Student #1:
Good afternoon.
Good afternoon.
How are you?
Fine, thank you.
Teacher:
Student #1
Teacher:
Student 01:
Teacher:
Good afternoon.
Good afternoon.
Hpy are you?
I'm fine, thank you. 'And how are you?
Student #1:
Teacher:
Student #1:
Teacher:
Student #1:
Good afternoon.
Good afternoon.
How are you?
Fine, thank you.
Fine, thank you.
Student
Student
Student
Student
Student
Good afternoon.
Good afternoon.
How are you?
And how are you?
Fine, thank you.
#1:
#2:
#1:
#2:
#1:
And how are you?
(I'm fine, thank y-
F.ine, thank you.
And how are you?
Student--opI am
Cl assi we are
Pag_e Thirtysix
36
41
ZIN6ULA
AA10 PLUi2ALS- emer
wmclow
43
LESSON THREE
boo,k
t ble
pencil
pen
door
window
Model A:
3.1
Repetition.
1.
2.
3.
4.
3,2
-a
2.
4.
5.
6,
book... t
pencil.
pen...i
chair...i
Repetition.
1.
3.3
a
a
a
book
It's
It's
It's
It's
a
a
7.
8.
The con
a table Oadit
a door...it
a window...it
a duster...it
action of j_t.'_s/xts/.
5.
6.
7.
8.
book.
pencil.
pen.
chair.
It's
It's
It's
It's
a
a
a
a
table.
door.
window.
duster.
Completion.
1.
3.
4.
5.
6.
book
pencil
pen
chair
table
door
7.
8.
window
duster
2.
It's a book.
It's a pencil.
Page Thirtyeigh
8
44
chair
duster
3.4
Practice on a and it's a

1.
2.
3.
4.
5.
6.
7.
8.
3.5
2.
3.
4.
5.
6.
7.
8.
3.6
a.book
book
pencil
2.i-
3.
4.
5.
65
7.
8.
's
a book.
chair
table
door
window
duster
What's
What's
What's
What's
What's
What's
What's
What's
Questions with what.

this?
this?
this?
this?
this?
this?
this?
this?
Questions and answers.

1.
pen.
Repetition.
1.
What's
What's
What's
What's
What's
What's
What's
What's
this?
this?
this?
this?
this?
this?
this?
this?
Use the chart on page 1..
(book)
(pencil)
(pen)
(chair)
(table)
It's a book.
It's a pencil.
.(door)
(window
(duster)
Page Thi
59
nine
3.7
Conversation.
1.
2.
3.
4.
5.
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
What's
it's a
What's
It's a
What's
this?
book.
this?
pencil.
this?
isr
0
Whars
what's
.Class:
6.
7.
8.
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Conversation.
Teacher:
Student #1:
Student #1:
2.
Student #2:
Student #2:
3.
Student #3:
Student #3:
4.
Student #4:
Student #4:
5.
Student #5:
5. .Student f5:
Student #6:
Student #6:
7.
Student #7:
Student #7:
8.
Student #8:
1.
WET117171mmr-9
Whaf's thief
WWirri-
this.
Chain Drill.
What's
It's_a
What's
It's a
What's
this?
book.
this?
pencil.
this?
wh7-27-77m577-.
Wars thTil
What's this?
Rhat's tisl
What
t51s7
Page.Forty
40
46
IWhat
Model B:
Yes.
3.9
2.
3.
4.
5.
6.
7.
8.
_ook
Yes, it is.
2.
3.
4.
Is
Is i
a book
a pencil
book
pencil
pen
chair
table
door
Short answers with Lts.
Yes.
Yes.
Yes,
Yes,
5.
6.
7,
8.
Yes, it is.
Yes, It is.
Yes
is.
Yes, it is.
Conversation.
1.
2.
3.
4.
5.
6,
7.
8-
a book?
a pencil?
window
duster
Repetiti
1.
3.11
-No OuestionS.
1.
3.10
h s.
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Is it a
Yes, It
Is it a
Yes, it
Is it a
book?
is.
pencil?
is.
pen?
117-11-77WWir?
.
Tr-fr-F-876-5r?
TF-7770-74ow?
s ft
71-aliFte r ?
Page Forty-o_e
41
47
Yes,
Yes.
Yes.
Yes.
Yes,
Yes,
Yes,
Yes,
it is.
it is.
it is.
it is.
Is
Model C:
No.
3 12
2.
3.
4.
3.13
it's not.
No,
No,
No,
No,
it's
it's
it's
it's
not.
not.
not.
not.
5.
6.
7.
8.
No.
No.
No.
No.
No, it's not.

No, it's not.
No, it's not.
No, it's not.
Questions and short answers with no.

1.
2.
3.
4.
5.
6.
7.
8.
3.14
No.
No.
No.
No.
No
Short answers with no.
Repetition.
1.
pencil
Is it a
Is it a
it a
a
No, it's not.

No, it's not.
pencil?
pen?
chair.
table?
door?
window?
duster?
book?
Answers with yes and no.

1.
2.
4.
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
What's this? Is it a book?

Yes, it is.
Is it a pencil?
No, it's not.
Is it a pencil?
What's this?
Yes, it is.
Is it a pen?
No, it's not.
is it a pen?
What's this?
Yes, it is.
Is it a penci
What's this?
Is
Is
tibli
Pa
Fortytwo
42
48
it a chai
3.15
Co- versati on.

l.
2.
3,
4.
5,
6,
7.
8.
Model D:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Is it a book?
s this?
Yes, it is.
Is it a pencil?
What's this?
No, it's not.
What's this? Is it a pen?
Wha
Wh-at's this?
Is
it a chair?
What's-Ihts?
Is
't a table?
What's thisf
Is
it a door?
qh-at s thlsf
Is
it a window?
WKat-rs Ihls.
Is
it a duster.
Is this a pencil?
No, it's not.
3.16
It's not a pencil.
Conversati n.
1.
2.
3.
4.
5.
6.
7,
8.
Teache
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Teacher:
Class:
Is this a book?
's
No, it's not.
Is this a pen?
s
No, it's not.
Is this a chair.
It's
No, it's not.
Is this a table?
It's
No, it's not.
Is this a duster?
It s
No, it's not.
Is this a pencil?
It's
No, it's not.
Is this a door?
It's
No, it's not.
Is this a Window?
It's
No, it's not.
Page Fo --ythree
43
49
a pencil.
a
a
a
a
a
a
1.17
Conversation.
Negative sen.ences with stressed not.
Teacher:
Class:
Teacher:
2.
Class:
3.. Teacher:
Class:
Teacher:
4.
Class:
Teacher:
5.
Class:
Teacher:
6.
Class:
Teacher:
7.
Class:
Teacher:
8.
Class:
1.
1.18
Is t is a table
Is this Iddorr
Ts fhisa windo.
Is this a duSte
Chain Drill.
1.
2.
3.
4.
5.
5.
7.
8.
Note:
Is this a book?
It's not a book.
No, it's not.
Is this a pencil?
It's not a pencil.
No, it's not.
Is this a pen?
No, it's not.
Is this a chair:
Teacher:
Student #1:
Student #1:
Student #2:
Student #2:
Student #3:
Student #3:
Student #4:
Student #4:
Student #5:
Student IS:
Student #6:
Student #6:
Student #7:
Student #7:
Student #8:
What's this?
Yes, it is.
What's this?
No, it's not.
What's this?
Yes, it is.
What's this?
No, it's not.
What's this?
Yes, it is.
What's this?
Noo.it's not.
What's7this?
Yes, it is.
What's this?
No, it's not.
Is it a book?
Is it a book?
It's not a book.
Is it a pencil?
It's a penci
Is it a chair?
not a chair.
is.it a duster?
It's a table.
Is it\a door?
It's iiot a door.
Is it a pen?
Is it a pen?
It's not a pen.
It's a chair.
All the exercises can be reviewed as chain drillsi
Page
Forty-four
44
50
's a window.
3.19
Choosing he
1.
2.
3.
4.
5.
6.
3.20
s e, or it
Teacher
Class
Miss Snow
Tom
a book
Miss Webb
she
he
she
she
Kay
a duster
it
Choosing he, she, or
Class
Teacher
1.
2.
3.
4.
5.
6.
3.21
Miss Snow a secretary?

Tom a student?
this a book?
Mr. Clark a farmer.
this a windo0
Mary a student?
Is
Is
Is
Is
Is
Is
Yes,
Yes,
Yes,
Yes,
Yes,
Yes,
she is.
he is.
it is.
he is.
it is.
she is.
Or...it
3.
4.
5.
6.
Is it a
Is it a
Is it a
Is it a
Is it a
table or a chair?
pencil or a pen?
door or a notebook?
chair or a door?
notebook or a chair?
Forty-five
Page
45
51
It's a table.
It's a pen.
PRONUNCIATION:
INTONATION
.What"s
What's
2.
What's rrh-As?
What'_
What's IT-I:INV?
Wha
What'srThis?
What
it's a
tLfreci 1 .
it's
It's at7d0w.
it a tbook?
I_
it a IperWO?
Is
it a (-Chair'?
Is it apTEE?
Is it a foor7
Is it a (tab e?
Is it aiVirrdlTir.
Is it a
Lifit
4.
re,L, 11_1\1.
itr\s2
s
5.
rt,
jriNei
Frk.,
rho i t
it's(
it1LoviL
s IThsL
aejin
6.
It'sffil a book.
It's 'not a pencil.

's
It's not a pen.
a door.
It's tnot a duster.

It's 1i a chair.
IV* t a window.
It_s [notr a table.
Page For y-six
46
52
CONSONANTS
PRONUNCIATION:
Introduc ng the contrast:- /f/ and /v/

Teacher:
a.
2.
Use pictures or Amharic equivalents to introduce the

two words.
What's this?
It's a fan.
What's this?.
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.
's
say same or different.

Class
Teacher
a.
van
van
same
b.
fan
fan
same
C.
fan
van
different
d.
van
fan
different
e.
fan
fan
same
Page Forty-seven
47
53
a van.
say f or v.
Identifying t e con
Class
Teacher
4.
a.
fan
b.
van
C.
van
d.
fan
e.
van
f.
fan
g.
fa'n
h.
van
i.
fan
repe A ion.
ClAss
Teacher
:-,
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
s'Ihaf
It's a book(
book
IIhaf
new
B. guestions.
Does Amharic
1. Contrast a book and mets'lhaf.
indefinite
article
have an equivalent for the
a?
2. Contrast That's this? and y/h mindin new.

Does Amharic us- a contraction in this
question? How does the word order of the
English wh- question differ from the Amharic?
How
3. Contrast mets'ihaf new and It's a book.
Does
the
use?
many words does English
Amharic sentence contain an equivalent for
(Note: English has a three-way
subject it?
In Amharic, now is
contrast of he-she-it.
used with both ato abbebe and metslihaf.
oroblems.
C. Possible lanuae rearnin

1. AMharic to Enfrzlish.
Example: Amharic speakers will need practice

using the independent pronoun it and
contractions 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?
is it
book
mats'ihaf
new
I
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?
9r
91
'listen for differences in intonation in

haric and En61ish y!!-no questions.
Cnras' the _hort answers Yes it is and
awannar. How many words does English use?
(Note:
.nat js the Amharic equivalent for it?
Compare the ktharic equivalent of Yesi_he is
Are they
ith the ec ivalent of Yes it is.
the same?
d,
e learning proplems_.
Amharic to _znlish.
Lanple: Amharic speakers will need practice
-n6in- word order in the English yes-no
tion.
lish to Aharic.
nary of_
no
4r-7
f voints.
yellem
pe)4- -)-dell(e)itisInot
dellem.
with negative affix
yellem aydellem
it's not
no
J. Contrast No, it's not and zellarrellem.
2.
What is the Amharic equivalent for not? Is

is a
(Note:
it a single word?
discontinuous affix which includes a prefix
Compare French ne...pas.
and a suffix.
What is the Amharic equivalent of He's not?
the se-- as the equivalent of Its not?
(Note: -dell
and -dell(e1-.
trast n e
.Does English change the form
an infix.
in negative sentences?
98
C. Possible lanzuaae learnin
problems.
1. Amharic: to English.
Example: Amharic speakers will need pra

on contractions and on the independent
pronoun it.
2. English to
Model D
A. __u_rrzarc_z)f:granints.
Is this a pencil?4--yzh irsas new?
this pencil is
njw ylh,E(irsias
No, it's_ not a pencil(-
ellem Irsas ayciller

I
yellam ayd llem
no
Irsas
pencil itts not
B. Questions.
1. Contrast the word o der of Is this
and yih irsas new.
2. Contrast No, Ws not_a _pencil and yellem
What is the Amharic ecui
Of
is?
of not?
Possible lana aae learnina oroblerns.

1. ?mharic to English.
Example: Amharic speakers will need practice
in stressing not.
2. English to Amharic.
99
93
CON:?'STIVE COMMENTS
Lesson Four
oin
(singular-formal)
singul_
na h
you (singul
a - you (singular
r, you plural
ingul
>na-
singular-masculine)
(singular-feminine)
n-anihu (plural)
singular)
am (be)
How many forms of you does English have?

How many does 1=haric have? Does English
have 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 mhy
drops from n(a)- in naihu but not in
Compare English bu_zVbuzzes.
ot
sstblelanaeJarning
1. .,:_tharic to English.
mharic.
these (plural)k----Innazzih plural)

sinGular-masculine
his singular)(
ural suffixes--....(w)on (plural suffixes)
94
100
This is a bookk
yyih mets'Thaf
I.
thi bo k
yih now
is
innezzih mots'iha-on n
These are books
these books are
innozzih naccew rnotsthafo n
1
B.
1. Contrast These are books and Innozzih

naew. 4s the chOice of the
mets'ihafo
plural suffix determined differently in
English and Amharic?
C.
g22,!1_12Lt
1. Amharic to English.
Example: The plural of yzh (Innozzih ) will
especially difficult for ppejkers of English
nd final
,/z
It has
to pronounce.
Model B
ica
A.
What are these?

/
mindin nanow innezzih
They're pooks&-nanew mat 4afon
oi
innezzih mind= ma
these
what
ar
m_ :'Ihafon naew
1
books
th y'r
B. questions.
ese? and Innozzih mindin
1. Contrast What are
nanaw? How does the word order
AMharie question differ from the word order
of the Dlglish wh- question? Does the
intonation of the AMharic sen -nce differ from
the-English?
lihafon
2. Contrast al_ey'rebook_ and
ptr9
equivalent
of
nanew. What is the Amharic
95
10 1
ion of the Amharic sen_-nce

the Engli
int
dtP71.-nt
la1-21-21-21111111fL21:2L)1!11R-
rharic L,o
ic.
77-1-7 ish t
-atia1 ooints.
are
nanew =Lnnazzin
71in
nnazzih mindin na
these what Je
boloksff-- ,mats'Ihafon na aw?

are they
books
Thoc.
they ara (-
w n nanaw
n naZi
yes
Are they pencils
they are
,_irsason
ane
1
pencils are t-=y
irsason
na?;
they're
yI1er aydal um
>yelleim aydallum
they'rel not
rio
-r're not pencil.---Irsason aydollum

pencils they're not
611um rsas on
1
re bo-ks
nanaw mats Tina.:
tslihafon na
books
:w.
they're
nq.
r'orras-
etne book9 and -ats'ihafon
Is the intonation of the Amharic

-no question different from the English?
ow does the word order of the Amharic
nanaw.
102
question differ from the word order o- the

(Comparo your an.Jer here_
English question?
with your answer to questiun one in Nodel B.)
2. Contrast Yes, =they_are and awon
is the Amharic equivalent of they in the
short answer?
3. Contrast No, _they're _not and
x21LTIAAL_El.
What is the equivalent:7f thev in the Amharic

short answer? What is the equivalent of are
(Note: Cont7TEtions
in the Amharic short answer?
do not occur in affirmative short answers in English:
Notice that English has Yes,_they are, never
Yes
they'
Yes, it is, hever YeS
Possible lanpuae learn1n
problems
1. Amharic to English.
Example: Amharic sp akers will need practice
on the word order of English wh- and yes-no
questions.
Example English speakers will need practice
on Amharic negative and affirmative verb
con,,uructions of be
97
103

Second Language, and The Language

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Second Language, and The Language

Uploaded by

Copyright:

Available Formats

DOCUMENT RESUME

Slager, William R.; And Others

MF-$0.83 HC-$6.01 Plus Postage.

These materials are part of a one-week experimental

AMHARIC AND ENGLISH

Director of Materials Production:

Dr. Wm. R. Slager

These materials are part of a one-week experimental proram

The,schedule for the one-week program has been carefully planned

After the lessons themselves, there is a section called

Then certain obvious differences between the two

How are you?

And ho are you?

And how are you.

Mrs. Lane's a teacher.

Mrs. and Miss

(Use the chart

'Mrs. and Mi_ss in sentences.

Mrs. Lane's a teacher.

Mrs. Lane's a teacher.

Fo cing the choice.)

(Forcing the choic

Mr. Lane is a farmer.

Piss Snow a secretary?

Is Mr. Lane a armer?

Short answers with Yes.

(Yes answers only)

Is Miss Snow a secretary?

Mrs. Lane a secreta

Short answers with No.

No, he's not.

Mr. Lane a merchant.

Mr. Snow a teacher?

No, he's not.

Is Mr. Carr a merchan

No, he'.s not.

Is Mrs. Scott a secretary?

No, she's not.

He and She- Yes and N

Titiss Lane a secretary.

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

She s not a sec e ary.

No, she's not.

Mr. Lane a teacher?

No, he's not.

He's not a,teacher.

Is Mr. Lane a- teache

Is Mr. Scott a merchant?

Is Miss Jones a housewife?

Is Mrs. Carr a merchant?

He's not a teacher.

Choosino Yes or No.

Is Miss Snow a secretary?

Is Mr. Webb a merchant?

She's a secre ary.

Lane a farmer or a merchant?

He's not a merchant.

Is Piss Snow a teacher or a secretary?

She's not a teacher.

Mr. Clark a teacher or a farmer?

Game (Give each student an occupation)

you a teacher or a student?

ffiiss Lane a secretary'?