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To learn to speak Cusco Quechua. This course does NOT use the modern Normalized Southern Quechua orthography. - by Donald F. Solá, link: http://www.eric.ed.gov/PDFS/ED012032.pdf
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ij
R E P O R T RESUMESED 012 032SPOKEN CUZCO QUECHUA, UNITS 1-6.BY SOLA, DONALD F. (ND OTHERSCORNELL UNIV., ITHACA, N.Y.RFPORT NUMBER BR-5-1231-1CONTRACT SAE-9513EDRS PRICE MF $0.18 HC$4.76 119P.
AL 000 518
PUB DATE 1 JUN 67
DESCRIPTORS *QUECHUA; *DIALECT STUDIES, *INSTRUCTIONALMATERIALS, *AUDIOLINGUAL SKILLS,. *LANGUAGES; ITHACA, CUZCO,PERU
THE MATERIALS IN THIS VOLUME COMPRISE SIX UNITS WHI1-1PRESENT BASIC ASPECTS OF CUZCO QUECHUA PHONOLOGY, MORPHOLOGY,AND SYNTAX FOR THE BEGINNING STUDENT. THE SIX UNITS AREDESIGNED FOR APPROXIMATELY 120 HOURS OF SUPERVISED CLASS WORKWITH OUTSIDE PREPARATION EXPECTED OF THE STUDENT. EACH UNITCONSISTS OF A DIALOGUE TO OE MEMORIZED, A DIALOGUE REVIEW, ASECTION ON GRAMMAR WITH ACCOMPANYING EXERCISES, CONVERSATION,"LISTENINGIN" (PRACTICE IN AUDITORY COMPREHENSION), ANDDICTATION. BASED ON A CONTRASTIVE LINGUISTIC ANALYSIS OFENGLISH AND QUECHUA, THE MATERIAL IS SUITABLE FOR BOTHLINGUISTS AND OTHER STUDENTS OF QUECHUA. CULTURAL BACKGROUNDAND VOCABULARY REFLECT CURRENT USAGE IN THE ANDEAN INDIANCOMMUNITIES IN THE CUZCO AREA OF PERU. (JD)
UNITS 1-6
Vol. 1
:.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE
OFFICE Of EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION
POSITION OR POLICY.
tr*VVY.-"n77,-,7
SPOKEN CUZCO QUECHUA
Units 1 - 6
ErDona r 519/eej
121,71%.
41-542.31--/
Cornell University
Revised June 1, 1967
Quechua Language Materials ProlQ0i
These materials were prepared under
Office of Education Contract No.
SAE-9513; US Department of Health,...,...weemow
Education, and Welfare, authorized
by PL 85-864, Title VI, Part A,
Section 602.
sth,
F
t.
Spoken Cuzco, Vol. I
Preface to the Student
This text was prepared by the Quecua Language Materials
Project of Cornell University under contract with the US Depart-
ment of Health, Education, and Uelfere, Office of Education
Contract No. SAE-9513, authorized by Public Law 85.864, Title VI,
Part A, Section 602.
Cuzco Quechua is generally regarded as the purest and most
classical form of the modern spoken language. This is undoubtedly
true ir some sense: the Cuzco dialect appears to contain fewer
borrowings from Spanish, for example. Nevertheless, the dialect
has probably changed phonologically and perhaps even grammatical-
ly since the days of the Spanish Conquest, and without any doubt
since the early moments of the Inca Empire. Thus modern Cuzco
Quechua is not quite the language .found in archived documents.
Furthermore, as in other parts of the Andes, the accidented ter-
rain of the Department of Cuzco correlates with subdialectal
linguistic differences in phonology, grammar, and lexicon.
These introductory materials are based primarily on the
speech of Antonio Cusihuamdn G., a native speaker of the dialect
of Chinchero, Cuzco. The Quechua Language Materials Project owes
a great deal to Mr. Cusihuamdn, who, over a period of years, has
worked as linguistic analyst as well as informant in the prepara-
tion of Cuzco Quechua instructional materials.
The materials in this volume comprise six units in which
many basic aspects of Cuzco Quechua phonology, morphclogy, and
syntax are broadly covered. Each unit Consists of a dialogue
to be memorized, a dialogue review, a section on grammar with
accompanying exercises, conversations, listening-in, and dicta-
tion. A second volume of six units completes the coverage of
elementary aspects of the Cuzco dialect.
The Cornell Quechua Language Materials Project has also
prepared a descriptive study of Cuzco Quechua: The Structure
of Cuzco Quechua as well as a reader and dictionary for this
dialect. Similar materials have also been prepared for the
Quechua dialects of Ayacucho, Peru, and Cochabamba, Bolivia.
Donald F. Sold
MIT ONE
Dialogue
7
A traveler from Urubamba, walking along a foot-path, stops
in front of a dwelling in Chinchero and asks a farmer how to
get to Cuzco.
Tray.
Farr:..
Tray.
greetings (used at any hour)
sir, father
Good morning, sir.
awmarya
tayta
awmarya, tavtgy.
reply to a greeting simnikaru
sir, entleman wiraqu5a
Good morning, sir. simpikaru, wiraquCe,
please
to ask (a question)
I'll ask you
Please, I'd like to ask you aquestion.
aTiCIA
tapuy
tapuyu-kusayki.
ariCu tRpuyu-kusayki.
what ima
perhaps, or iCa
Certainly. What is it? imarat9Cu iCa?
Cuzco qusqu
to Cuzco qusqumen
this, here kay
Far.
Trqv.
Farn.
1.2road, foot-path
to go riy
it's going, it goes ris-kan
Does this road go to Cuzco? qusqumanCu kay fian
no, not mana
that, there cay
that, there Cahay
one, other, another huh
No, it doesn't. It's that one manan Cayau rin.over there. Cahay huh fianmio
to Cuzco qusquta
you're going, you so ris-kanki
Are you going to Cuzco? qusqutaau ris-kanki?
yes ari
I'm going, I go ris-kaniy
far karu
to bc, to have kpy
Yes, I am. Is it far away? ari Caytan ris-kaniy.iCa karurahCukas-kan?
too, too much ni5U
No. It's not too far. manan ni.gu keruCu.
hill, mountain urqu
behind, back q 'ipa
just behind the mountain urqu o:'iparapi
It's just behind that pountain. Cahay urqu q"ipaIapinkas-kan,
!!i
t
071311a4TA:77:?...7.:f:115-7.777'.
1.3Tray, good, fine, well ally)
then, in that case C'ayn.a:7
Tirit's fire. alinmi C-aynaqa.
Chinchero CinCiru
A Is this Chinchero? k9y5u CinCiru?
Farm. Yes it is. eri kaymi.
where mayy
from where maymanta
Where are you from? maymantatah kankiri?
Tray.
Farm.
Urutamba uruwamba
I'm from Urubamba. uruwambamantan kaniy.
I'll go, I'm on my way risah
now, today. kunan
day p'unCay
to meet tupay
we'll meet tupesuris
I'm on my way now. I'll seeyou again.
risah kunarga. huhplunCayf5atunasurcTis
to run, go p"away
Go ahead, sir. p"away4,
young lady, girl sipas
that girl too CahPy sip9spis
he) she nay
to follow qatiy
That girl is going to Cuzco too. Cahay sipaspisYou can follow her. qusoutnn ris-kan.
payt9 qatiy-kuy.
Tray.
Farm.
1.4all right, oicay
thank you
All right. Thank you, sir.
awiri
yusulpayki
awiri. yusulpayki,taytdy.
you're welcome imamanta
Good-bye arinTaila
You're welcome, ir. Good-bye: imamanta, wiraquaa.aTinTang!
1.5
Dialogue Review
T. -wmnry tayt4y.
F. s1mpikaru, wiraguCa.
T. atiCu tapuyu-kusayki.
F. imarataCu iCa?
T. ;qubqumanCu kay Ban ris-kan?
F. manan CayCu rin, Cahay hu Banmi. qusquta6u ris-kanki?
rr:-atf Caytan ris-kaniy. iCa karurah6u kas-kan?
F. -,manan nigu karuCu. .6ahay urqu quipalapin kas-kan.
T. a/inmi C"aynaqa. kayCu CinCiru?
F. ark kaymi. maymantatah kankiri?
T. 'uruwambamantan kaniy.risah kunanqa. huh p'unaayBa tupasun6is.
F. pnaway4. Cahay sipaspis qusqutan ris-kan. payta qati-kuy.
T. awiri. yusulpayki, taytgy.
F. imamanta, wiraquast.. aTiniaBat
ti'rt,..g4/
1.6
Etanal2mAnl_kammIc
Phonology: Consonants Vowels and Stress. In this
section the consonant and vowel sounds are described and
exercises are provided.
Consonants.
1. Stops. Three voiced stops, b, d, and El occur for
the most part in Spanish loans. Fifteen voiceless stops
are subclassified as simple, aspirated (marked with double
apostrophe, e.g. 2") and glottalized (marked with a single
apostrophe, e.g. p°). The glottalized stop is unfamiliar
to speakers of English. To produce this sound, first make
a glottal stop. Then, while the throat is tightened, try
to force the air out from behind a p, t, 6, k or 2. closure.
For exercises, the stops are presented in pairs:
a. Simple : Glottalized. Only the post-velar
position is unfamiliar to speakers of English. To produce
post-velar stops, force the back of the tongue far back
against the soft palate.
bilabial alveolar palatal velar post-velar
p:p' t:t' 6:6' k:k' q:q'
pata tanta 61.6u kanka qata
p'ata t'anta PuCu k'anka q'ata
b. Glottalized : Aspirated.
bllAbial alveolar palatal velar post-velar
p:pll t' :t" c°:c"clew
p'ata t'anta PIACl/ k'anka q'ata
p"ata tflanta 6"1.1Cu k"anka q"ata
IMVISZEtrrx
1.7
c. Simple : Aspirated.
bilabial alveolar palatal velar, post-velar
P:P" t:t" C:C" k:k" q:q"
pata tanta Cuall kanka qatap"ata t "anta C"1.161.1 k "anka qnata
2. Spirants. The four spirants (s, g, x, h) are all
phonetically unfamiliar to English speakers. For exercise they
are also presented in pairs. One cluster, a, is phonetically
close to the spirant g, and in these mT):erials the sound g is
represented in two different ways: g and s-k. These matters
are also covered in the following exercises.
a. Apical s : Palatal g. s is produced with the
tip of the tongue near the upper gum ridge (alveloum), as in
Madrid Spanish si; g is produced with the blade of the tongue
near the center of the palate, as in English sheet.
kisu nisun luwisa bindisannigu nagun aliga bindigun
b. Palatal g : Cluster sy. The sound g occurs most
frequently in certain verb constructions called pendant phrases.
In thses occurences it is always written as s-k for grammatical
reasons. Thus, since kagan is a pendant phrase it will be written
kas-kan. Otherwise the symbol g is used when this sound occurs in
forms which are not pendant phrases.
This exercise contrasts g, whether written as g or s-k,
with the cluster sy:
aliga winas-kan bindis-kasunk'arCisyan sipasyan bindis-kasunCisyd
1.8
c. Velar x : Post-velar -the voiceless spirant
x is made-by placing the back (dorsum) of the tongue near
the k position of the palate, bypassing breath past this
point of articularion, producing a rasping sound. It is
identical with the of Madrid Spanish 1112.
The Quechua post-velar spirant h has two phonetic forms.
The first is virtually identical with the h of English hot
and occurs in word-initial position. The second form of
Quechua h is made in the same way as x, except that the
constriction is far back against the soft palate (like Quechua
2) and the rasping is exceptionally turbulent. The post-
velar rasp occurs only non-initial. Both phonetic forms
are transcribed as h in particular words; the student must
select the appropriate phonetic form for the position in which
h appears.
In the following pairs produce the appropriate phonetic
form of h.
haku hamuy huhnaha Iuhlu sumah
The sound of x never occurs in word initial position,
so in this exercise we can contrast x and h only between vowels
and at the end of the syllable or word, so that, as explained
above, the contrast is between two rasps, velar and post velar.
uxu TuxIu pa6axaha Iuhlu pusah
3. Continuants. Of the Cuzco Quechua continuants
(m, n, Ey 1, I, r, wi 2) only three represent pronunciation
-,1
1.9
problems foxy English speakers. These are r, B., and T. However
n, like h above, appears in two phonetic forms, both familiar
to the speaker of English.
a. n. In syllable or word-initial position, n
is alveolar, like the initial sound of English not. The
alveolar form also occurs just before s or any variety of
t or 6', but there is evidence of free variation in this position.
But before other consonants, and in word-final position, n
is velar, like the last sound of English ring. The student
will hear these sounds in direct contrast in the English
pairs sin:sing and sinner:singar, where the contrastive
phonetic forms are written differently, e.g. n:ne. In Quechua
transcription they need not be contrasted in writing, since
they are positional variants.
Pronounce the following pairs, using the correct phonetic
form of n in each case:
nana hunt'aymanan tunka
b. Alveolar n : Palatal E. Palatal E (similar to
the az of English canyon) is found inq direct contrast with
alveolar n:
many pana winay nanay nina
maEa paBay winay Eak'ay Ban
c. Alveolar 1 : Palatal I. Palatal I (similar to
the ill of English million) is found in direct contrast with
alveolar I.
luku luq"i wilawila alalaw
Iuku Iuq'i aIiIan aIin
maga r- `C.4r VE=InVra.:Vn
1..10
4. Point and Manner of Articulation. It will help the
student to think of the consonant pattern of Cuzco uechua
in terms of five points of articulation and three manners of
articulation, with some manner subtypes. The examples below
show all of the consonants, except b, d, ED in edial position
between vowels, charted as to point and manner of articulation:
Bilabial
AlveolarPalatal
VelarPost-
Voiceless VelarStops
simple tapah Juti su6i waka iuqi
glottalized rap's sut'i suc'i wak'a Iuq'i
aspirated sap"i it"a ic"u wak"a luq"i
Spirants kisu nigu mixuy naha
Continuants
nasals ama pang papa
liquids .. pala palay
tap pira
glides uya tawa
1. Variant Forms. The vowels of Cuzco Quechua are i,
a, u. All these vary in phonetic form.
a. High-front 1. The vowel i occurs most frequently
in a form similar to the vowel of English bit, or a little
higher. However, when adjacent to the glide it is higher
and tenser, more like thc.; vowel sound of English beet. In
the vicinity of any post-velar consonant (except h when initial).
the vowel lowers, and resembles the vowel of English bet.
Practice the following sets:
wasita kinsa sixsiwaslyta tiyan sihsiywasiqa q'inti simiy
NOTE: The transcription employs an occasional letter e,
but only in borrowed proper names, and this misrepresents
pronunciation, e.g. Per in the transcription stands for piru.
b. Low-central a. The most frequent phonetic
form is similar to the vowel sound of English 22L, but is
sometimes fronted in the direction of the .vowel of English
pat. Before fir, a is fronted even more:
pana manan nanmayta 6ahay kay
c. High-back u. The vowel u occurs most frequently
in a form similar to the vowel of English at. In the vicinity
of post-velar consonants it lowers, and resembles the vowel
of log (in English dialects which contrast cot and caught) or
of Spanish Sta.
kustal kuti ceu6a q"usi
qusqu qutuy k'u6i k'usi
d. Voiceless Vowel Variants. Quechua vowels are
normally voiced, that is, the vocal chords vibrate as the vowel
is produced. But the vowel of the last, and even the next
to last syllable of a word may be voiceless or whispered if
the surrounding consonants are voiceless. Voiceless variants
are very frequent in rapid speech.
kuti wasiykitakaypi6,- qusqutaau
'07 7:1'7117 37,7 fmATr-1.t.i
1.12
2. Transition vowel. The consonant sequence yq is generally
interrupted by a mid-central vowel sound like that of English
but. This sound is not represented in the transcription.
payqariyqa
rikuyqasupayqa
3. Stress. Some vowels are accented more strongly than
others. If tnis stress occurs on the last syllable of a word
it is marked in the transcription by the acute diacritic:
ark urpiTav anC4ytaytgy aCa6411 akaktim
axaxawCirimantaC4
Otherwise, the strong stress falls automatically on the
penultimate syllable of a word or pendant phase. If the word
or phrase contains four or more syllables, the first syllable
bears strong stress also. For the speaker of English, the
Quechua stress system presents a pronunciation problem. In
English, stress is normally stable, even when suffixes are
added to a word: will, willing, and willingly, are all stressed
in the same place. In 'Quechua, however, stress shifts from
one suffix to the next as suffixes are added: uruwamba, uruwambata,
uruwambamanta are all stressed on the penultimate syllable. Words
of one syllable are always stressed. Practice the following sets:
kayBan
icaaahaymanan
ari6uawmaryawiraquCasimpikaru
maymaytamaymanmaymantamaymam pasmaymantatah
tapuytapuyuytapuyu-kuytapuyu -kusayki
riyrinris-kanris-kankiris-kaniyris-kan6isris-kankia'isris-kankiCismi
AtemiltIMIterrt-..
1.1 3
lii
Morphology. As mentioned in the introduction, there are
two general types of affixes in Quechua, suffixes, and enclitics.
A suffix will always have a particular stem-class affiliation;
it will be, for example, either a verb suffix or a substantive
suffix. An enclitic has no stem-class affiliation; it can be
added to a verb, substantive, or particle stem. Thus, in
Exercises 2c-g below, the suffixes -ta (marker of verb object),
-man, 'to, toward', -manta 'from', occur. They appear only with
substantive stems, -Cu and -mi, discussed below are freer in
occurrence and are therefore enclitics.
1. Enclitic -Cu Interrogative or Negative. -Cu can imply
either interrogative or negative meaning. In exercises 2a -g,
the stimulus question contains -Cu with interrogative meaning,
the negative response contains with negative meaning. In
the exercise, -Cu is added only to substantive stems; it will
a-lpear in other environments later in the materials,.
2. Enall-Lisms111ElIntEEIialliaL2E. -mi, one of a group
of validators, identifies the speaker as a witness to or
participant in the action referred to. It has two shapes:
- mi after consonants; -n after vowels. In questions containing
-6u, -mi never appears, but occurs rather in the answers to those
questions, whether affirmative or negative. In exercises 2a-g,
- mi is added only to substantive stems, though, like -6u it can
occur in other environments.
1.14
Exercises:
Question and Answer.
a. Question Affirmative Answer
kayau dindiru? arf.
arf, kaymic
arf, kaymi dindiruqa.
(qusqu)(uruwamba)
dahaydu dindiru?
b. 2112.g112a Negative Answer,
kayau gusaa?
(uruwamba)(dindiru)
dahaydu qusqu?
manan.
manan kayau.
manan kayau pusquqa.
c. gusqutadu ris kanki? arf, qusqutan ris-kaniy.
manan qusqutadu riniy.
(uruwamba)(Cindir1.1)
d. aaRaataJu kay tayta ris-kan? arf, qusqutan ris kan.
manan qusqutadu rin.
(aahay)(aahay urqu;(Cahay.rahta)
e. ausaumandu kay an ris-kan? arf, qusqumanmi ris-kan.
manan qusqumandu rin.
(aahay)(aahay urqW(aahay Iahta)
1.1 5
,71.1.77.5 -v.
f. uruwambamantadu kanki? arf, uruwambamantan kaniy
manan uruwambamantadu kaniy.
(iusqu)(cinciru)(kay lahta)
g. dindirumantadu kay tayta? ark, dindirumantan.
manan dindirumantadu.
(uruwamba)(kay Iahta)(dahay lahta)
3. Affirmative versusagatimResponse. Observe that in
2a the affirmative response arf, kaymi contains two words
separated by comma, whereas in 2b the negative response contains
no comma. Aside from intonation differences implied by the
comma, this punctuati-n also serves to mark an important dis-
tributional difference: kaymi, can be used alone, without art,
and the answer will still be affirmative, but kaydu used alone
will be interrogative rather than negative. That is, mana
(or another negative word, ama), must always be present in
a negative utterance.
4. Suffix -y, Imperative. -y, added to verb stems,
forms the imperative: Ely. 'Got'
a. cahay sipaspis qusqutan ris-kan. payta qati-kuy.
(mama)(siEura)
imataCu 16a kamaCi-kunki? cluscluta rix.qusqu - riy)dahay - p "away)kay - hamuy)&hay siPas qati-kuy)kay wiraquCa - tapu-kuy)kay Ban - qatiy)
1.16
c. qusqutan ris-kaniy.
kaytan hamus-kaniy.
kay sifiurata tabu -kus-kaniy.
Cahay taytata. gati-kus-kaniy.
5. Encilticilyil,EaniatIc. zyg, one of a group of
emphatics, frequently follows the imperative suffix, in which
case it has the shape -4. This encliticis always last in the
word; observe that it bears strong stress.
a. qusqutan ris-kaniy. qusduta riyd
6ahaytar.plawas-kaniy.
kaytan hamus-kaniy.
kay taytatan tapu-kus-kaniy.
a'ahay wiraquCatan aati-kus-kaniy.
6. General versus Specific. In the responses of Exercise
2d: ark, qusqutan ris-kan 'Yes, he's going to Cuzco' and
EmanglaRaltaLnLa 'No, he's not going to Cuzco', in addition
to the contrasting elements which make the first affirmative
and the second negative, the forms of the two verbs in the
responses differ. ris-kan occurs in the affirmative, rin in
the negative. This does not mean that rin has negative meaning
in contrast to ris-kan. The meaning contrast between these two
is subtle and does not correlate exactly with any one formal
distinction in English grammar. However, rin does have the
characteristic of referring at times to actions in what is
often called the general present: 'He goes to Hawaii often'.
ris-kan does not have this characteristic, and we therefore
define it as a form in the specific present. From the exercises
2c-g may deduce the rule that the sequence s-k does not appear
ama riy6u.
1.17
in the verb of a negative response. However, caution is advised
in interpreting the meaning of s-k under these or other circum-
stances. Verbs which include s-k will occur frequently in these
materials.
1.
2.
1.18
Conversations
A. Good afternoon, sir.
B . Good afternoon, madam.
A. Where are you going?
B . I'm going to Chinchero.
A. Is that Chinchero?
B . Yes, it is.
A. And where are you from?
B . I am from Cuzco
A. Ma'am, I'd like to ask you a question.
B . What is it, sir?
A. Does this road go to Urubamba?
B. Yes, it does.
A. Is that boy going there? ( boy wavna)
B . Yes, he is. You can follow him.
A. Thank, you, Ma'am.
B . You're welcome, sir.
Listening In
Eampi huh siEura huh waynawan tupan, 6aymantatah kuskaqusquta rinku.
siEura: wayna, iCa qusqutaCu ris-kanki?
wayna: arf aytan ris-kaniy, siEury.
siEura: C"aynaqa aliCu qati-kusayki.
wayna:
siEura:
wayna:
sifiura:
wayna:
siBura:
wayna:
1.19
awiri, hamuy4. kay Banta risun6is.
manaCu Cahay Eanri qusquman rin?
manan. Clay Banta huh rahtamanmi ris-kan.
maypitah qusquri kas-kan?
kay urqu q "ipalapin kas-kan.
CinCirumantaCu kanki?
arr Caymantan kaniy, siEurgy.
Dictation
hamuy, wilasayki huhta. Cahay wiraquCan uruwambata ris-kan
kay siBuratahmi qusquta ris -kan. Clay wiraquCan &hay sipasta
Clay siBuratahmi kay waynata qati-kus-kan. Cay
wirvqu6aqa qusqumantan, Clay siBuratah uruwambamanta, Clay wayna
sipastah kay Tahtamanta. 6ahay Banmi qusquman ris -kan, kay
Bantah uruwambaman. qusquqa karun, cahay urqu q"ipapin kas-kan;
uruwambaqa manan karu6u, Cahaymi.
Caymanta
kuska
wilay
'and then, after that'
'together'
'to tell'
UNIT TWO,
Dialogue
Jose, on the way to his potato field,meets a shepherdesspasturing her sheep.
Jose: near, nearby
Hey! Listen!
Hello there, young lady.
Shep. friend, dove
Hello, friend.
Jose: to do, make
What are you doing?
Shep: sheep
to pasture
that's why
to sit down; live(reside)
I'm pasturing the sheep,that's 'Why I'msitting here.
Jose: I see!, Oh!
I
potato
to work
plain, flat country
kayTa
yaw!
kayrapi8u, yaw sipas.
urpi
kayTapin, urpildy!
ruway
imatatah ruwas-kankiri?
uwixa tankaypi
uwixa
miaiy
Caymi
tiyay
mi6is-kaniy, Caymitiya-kus-kaniy.
an:
nuqa
papa
Tank'ay
pampa
I see! Myself, I'm going an! nuqaqa papa lank'ahmito work in my potato ris-kanly Cahay pampata.field over there.
2.1
t
2.2
Shep. sure, of course riki
Very good. annydriki.
let's go haku
to know (a person); rihsiyrecognize
to know each other rihsina-kuy
Let's get acquainted with hakuy4 rihsina-kesun8is.each other.
Jose: I'ts my pleasure, friend. rihsina-kusunaisy4 urpilay.
name suti
What's you name? imatah sutiykiri?
Shep: Luisa luwisa
My name is Luisita. luwisaCen sutiyqa.
who Pi
ycu qan
And what's yours? pitah qanri kas-kanki?
Jote: Jose husiy
I'm Jose. nuqacr husiymi kaniy.
the day before yes- qaynimpaterday; the otherday.
town, city, village, rahtacountry
to see rikuy
to remember; think
I saw you in town theother day. Do you re-member that?
yuyay
qaynimpaqa rahtapi rikuykin.yuyas-kankiau?
2.3
Shep: almost yaqa
maybe, perhaps yaqapas
Maybe so, I don't remember. yaqapasad. manan yuyaniOu.
Jose: here you are, here kayqait is
bread t'anta
to want, like, need, munaylove
Here is some bread. Would kayqa t'anta. munankiCu?you like it?
Shep: For goodness sake! aCaCJIa!
For goodness sake! For me? aCaadw! nuqapdh?
thank you yusulpaykisunki
heart sunqu
dear one, darling urpi sunqu
Thank you very much, dear yusulpaykisunki, urniCa sunquaa.friend.
Jose: as, so, like, alike Nina
You're welcome. hinalata pis.
in a hurry; to hurry usq"ay
time (repitition) kuti
more astawan
to talk, speak rimay
I've got to go in a hurry. usq"aymi rinay kas-kan.
I hope we can talk again huh kutini% esGawan rimasunals.sometime.
2.4
Shep: Okay, all right Say
meeting tupana
until we meet again tupananaiskama
Okay, friend. say, urpiT4y.
I'll see you. tupananaiskama!
Dialogue .ceview
J. kaylapiCu, yaw sipas!
S. kaylapin, urpflay!
J. imatatah ruwas-kankiri?
S. uwixatan micis-kaniy, caymi kaypi tiya-kus-kaniy.
J. an nuqaqa papa lanktahmi ris-kanly cahay pampata.
S. alinya riki. hakuya rihsina-kusunas.
J. rihsina-kusunasy6., urpiny.imatah sutiykiri?
S. luwisaCan sutiyqa. pitah qanri kas-kanki?
J. nuqaqa husiymi kaniy.qaynimpaqa lahtapi rikuykin.. yuyas-kankiCu?
,
S. yaqapasca. manan yuyaniycu.
J. kayqa t'anta. munankiCu?
S . .86.866.w! nuqapah? yusulpaykisunki, urpiCa. sunquCa.
J. hinalatapis.usq "aymi rinay kas-kan. huh kutinfla astawan rimasuncis.
S. cay, urpiny. tupananCiskama!
2.6
Intonation and Grammar
Intonation. As in any language, there are many intonation
patterns with which utterances are spoken in Quechua. Here
we describe and provide exercises for only the major types of
the Cuzco dialect.
4--321
'
declarative intonation ends with a contour that falls
from 2 to 1. we symbolize this intonation by a period.
1. Declarative. On a scale of four tones or pitches
kaymi CinCiruqa.
qusqutan ris-kaniy.
limamantan hamus-kaniy.
2. Interrogative.
a. with -Cu. Interrogative intonation ends with
a contour that falls from 3 to 2. The utterance frequently
contains the enclitic -Cu. The symbol is a question mark.
kay6u CinCiru?
qusqutaCu ris-kanki?
limamantaCu hamus-kanki?
b. without -Cu. Interrogative intonation may
occur without -Cu when the question contains an abstract stem
such as ima 'what', may 'where', and ,pi 'who'.
iman sutiyki?
imatan kamaCiwanki?
pin wirarasunki?
2.7
c. with -tah -ri. Very commonly, questions
containing abstract stems also contain the enclitics -tah and
-ri. When both occur in this way such meanings as 'next',
'also', 'and', 'but' are implied,
maytatah ris-kankiri?
pitah kas-kankiri?
imatatah ruwas-kankiri?
3. Stressed interrogative. When a question is emphatic,
the stress on the last word moves to the last syllable. The
accompanying intonation rises from 2 to 3. These questions very
often contain -ri, the 'responsive' enclitic which simply marks
questions or other sentences which do not begin conversations.
-ri may be translated by 'and', 'how about'. The symbol is
a question mark with a preceding written stress.
clanrf?
mamaykiri?
iskuylan6isrf?
Even greater emphasis can be put on such a que-Stion by
using a rising 2 to 4 intonation.
61qahtg?
nuqap4h?
ima ninkfn?
4. Imalggelsiga. Ar QY.cltImation always his strew Jon the
last syllable. This syllable is lengthened and pitched at the
(
-m.
2.8
3 level. We symbolize this with the exclamation point. Such
utterances frequently contain. one of the emphatic enclitics
11A, -64, and -ma .
ailcaC4w !
hakuyd:
yaqapas64:
manamdt
5. Non-terminal. The last syllable of a sequence may be
somewhat long and held at 2, before the speaker goes on to a
sequence ending with one of the other contours. The symbol
for non-terminal intonation is a comma.
manan 6.316u rin, &hay huh Eanmi,
dahay wiraquCan qusquta ris-kan, kay siBuratahmi uruwambata.
nucian Cunka tawayuh kaniy, paytahmi aunka iskayniyuh.
L2E212.91211L .
1. Singular person reference in the verb, present tense.
In the singular, Quechua distinguishes first, second, and third
person actor in forming the verb. The suffixes are -niy, first
person, -nki, second person, and n, third person. Three pronouns,
nuqa 'I', Elan 'you', and Day. 'he, she', refer to the same nersons.
Thus:
nuqa qusquta
qan qusquta rinki,
pay qusquta rin
'I go to Cuzco.'
'You go to Cuzco.'
'He goes-to Cuzco.'
2.9
2. relators -ta, -man,. -manta, =pl. Quechua has a case
system involving eleven contrasts. The case of a substantive
is marked by the addition or absence of a case suffix or
relator. In this section .we discuss five .vases.
a. Nominative. A substantive without a relator is
in the nominative case. Common functions for nominatives are
subject of a clause, complement of an equivalence clause, and
modifier in a substantive phrase. In these examples the
nominatives are all sul-jects.
Cahay sipas quscuta ris-kan. 'That girl is zoingto Cuzco.'
waka hamus-kan. 'Here comes a cow.'
t'anta wPsi-A 'There's a loaf of breadin the house.'
b. Accusative -ta. -ta marks accusative case.
Accusatives generally function as ojects of the verb, though
some, lie sumahta can be adverbial in function.
Cahay wayna qusquta ris-kan.
uwixatan miCis-kaniy.
slypruten munas-kaniy.
'That boy is going toCuzco.'
'I'm taling care of thesheep.'
'I need a cigarette.'
c.Proensitive -tan. Translated as 'to, toward',
-man marks propensitive case, and implies that the related
verbal refers to e trajectory which reaches the referent of
the marled word.
key fienga qusautanmi ris-ken. 'This road goes to Cuzco.'
papamanmi ris-kaniy. 'I'm going for rotatoes.'
paq9rinmanmi Tankla- tunemun. 'The work is scheduledfor tomorrow.'
2.10
d. At.'lative -manta. Translated .as 'from,
or at times 'about', -manta marks a referent as an origin
which may be snatial, temporal, or material in nature.
uruwambamantan kaniy.
siyaruqa tawakumanta ruwascian
husigan Tahtanmanta wilawan.,
'I come from Urubamba.'
'Cigarettes are madeof tobacco.'
'Jose tells me abouthis town.'
e. Locative :221. Translated as 'in, on', =pi marks
the referent as the spatial or temporal location of an action.
Cahay urqu .94011112ip qusquqakas-kan.
luwisaCaqa iskuylapin
:Cahayoin wakaqa puris-kan.
'Cuzco is behindthat mountain.'
'Luisita is at school.'
'The cow is walkingover there.'
3. Diminutives -Ia and -6a. The diminutive enclitic
-Ia occurs with very high frequency in all types of Quechua
words; -"Ca, with approximately the same meaning, is less
frequent but quite common. The normal position of both is
immediately after the stem, but -Ta may also occur in other
position.s. Both enclitics are translated by the word 'little',
but the meaning of -Ia particularly may be less literal, often
merely a'ding a measure of courtesy or politeness to the
expression.
a. -Ia.
Cahay urqu a:Limapin qusquqa.kas-kan
nuqaTan hamus-kaniy.
pagarilan liwruykita qurapusayki.
'Cuzco is just behindthat mountain.'
'I came alonL.'
'I'll give you back yourbook by tomorrow.'
=.-ri-ATIMMimmitmlne
2.11
b. -Ca.
luwisaCan sutivqa. 'My name is Luisita.'
kay BanCan urqumanqa ris-kan. 'This little road goesto the mountain.'
kunaCaran misk'ita ausayki. 'I'm going to give yousome candy in a minute.'
Syntax.
In this and following units of these materials, a section
of syntax will .zive information about the way words and phrases
are combined into constructions. Here we present the topic-comment
construction and the equivalence clause.
1. Topic- comment. The enclitic -qa marks the topic of
an utterance. By using this topic-marke, the speaker calls
special attention to one element in his statement. The re-
mainder of the utterance is the comment about the topic.
This comment frequently contains a validator, such as the en-
clitic -mi which was discussed in paragraph 2 of the Unit One
exercises. We may perhaps infer that a particular word is
a topic, though it may not contain -qa, if the remainder of
the utterance is marked by a validator: kaymi Cinciru 'This
is Chinchero.' But if a clause contains three or more functors,
and no -qa appears, nc such inference is possible: manan
2usautaCu riniy. 'I'm not goi-- to Cuzco.'
nuaaaa husiymi kaniy. 'I am Jose.'16.,0
.nuaaaa manan husiy6u kaniy. 'I am not Jose.'
qusqutan ris-kanly. . 'I'm going to Cuzco.'
6ahlyalinaap Nanan wakata miCinCu.'That boy is pasturingthe cows.'
luwisaCan sutiyaa, 'My name is Luisita.'
2.12
2. Equivalence Clause. The topic-comment construction
just discussed generally overlays a construction at the clause
level. Thus the utterance EpagamaiLtranIE:12112 can be divided
into topic RaayaE and comment mayistrun kas-kan, but it is at
the same time an equivalence clause. The clause is analyzed
as subject, alga, complement mayistrun, and verbal kas-kar.
The two analytic statements must be kept independent because
the utterance paImimistaisla kas-kan is also an equivalence
clause, but the complement rather then the subject is marked
as topic.
The functors of an equivalence clause ere:
Subject Verbal Complement Adverbial
The order of occurrence of these functors may usually be
changed without serious change in the meaning of the utterance.
The subject of an equivalence clause is nominative, adding
no relator, the complement can be in the nominative or another
case, depending on special conditions. The vert'al is generally
e form of the verb kay. 'to bei, in the present and ordinarily
specific: kas-kan 'you are'. Equivalence clauses commonly
occur without verbals when the sul-:ject is third person. Abseuce
of the verbal is obligatory when the subject is third person
and the meaning is general present. Jn practical terms this
means that the form kan does not appear in equivalence clauses,
although, with the meaning 'there is, there are', it may appear
in intransitive clauses.
nagall iskuylirun kaniv. II'm P scoolboy.'
payoe mayistrun kas-kan. 'He's a teacher.'
2.13
paym, mayistruga kas-kan. 'He's the teacher.'
ganoa wakirun kanki. 'You're a cowboy.'
palm manan mayistruCu. 'He is not a teacher.'
payEll manan maistruoa. 'He is not the teacher.'
CE12222anacla iskuylapin kas-kan. 'That boy is at school.!'
The translations of the second an third examples reveal
that the 'specific' form kas-kan cannot be associated with the
English contrast between indefinite 'a' end definite 'the'.
Exercises.
1.
__tlantata munankiall? an munaninmanan munanicu.
(Pai)a)"_(kisu) 'cheeae'(misk' 'candy'(siyaru)
ka to to a rihslnki8u?mama)(wayna)(sipas)
aus ate rillmkiau?
(CinCiru)'(uruwamba)(lima)
ganri rikunkiau?
luwisa !Deruwta rikunau? ark, rikunmi.manan rikunCu.
(hussy)(ali5a) 'Alicia'(luwis) 'Luis'
payri rikunCu?
imatatah ruwas-karkiri? wasiter rums-kaniy.
(munay)(mixuy)(miCiy)(guy)
'to eat'
'to give'
(siyaru)(t'ante)(uwixa)(lapis) 'pencil'
payri imet°tmh cus-kan?
ima ninkfn? (Whrit did you say?)
pi ris-kan ninkfn?
maytan &shay rune ris-kEln?(warmT) --'women'(awtu)(awiyun)
"maymanmi kay Zan ris -kan?(runa nan) 'foot path'(awtu Ilan) 'highway'(hirukaril
Ban) 'railroad'
imemanmi hamus- kanki?
maymantan kanki?qanrf?
imamantan sivaru ruwa-kun?
(t'ante)(aha)(kisu)
maypin tiyanki?qanrf?
qus -kan.
wake namus-kan ninin."---(T:Itu) 'car'
(awiyun) 'plane(runa) 'man'
Cahey sipas ris-kanniniytab.(weyna)(wiraquCa)(sintira)
urqutan.(labta)(qusqu)(lima)
CinCirumanmi.777ggy
(ebankay) 'Abancny'
(arkipa) 'Arequipa'
si arumanTi.papa)(aha) 'corn beer'(liwru)
qusqumantan.(lima)(arkipa)(bbankay)(peruw) 'Peru'(estados unidos)
'United States'
tawakumanta.
(triyu) 'wheat'(sara) 'corn'(liCi) 'milk'
CinCirupin.
(uruwimlla)
(qusqu ).
'Huilahuila'
,...........cwlm.mmatttt,MWAMM.MMMWMAttrtftaqtMMgMrrmcc2ua=c.n.....-.--
maypin mayistru kas-ken?(husiyda)(wake)(liwru)(lapis)
karupi6u iskuyla ka-t-kan?
3.a.pitah qanri kas-kanki?clanrf?
pitah payri kas -ka :?
nugari pitah kas-kaniy?
maytah luwisaCari?
(husiy)(mariya)(luwis)(isawil)
iman kay?
karl?Cahayrf?aayrf?
b.imatah kankiri?
qanrf
imatah huslyCari?
mariyaCnrf?luwiscIari?kay runarf?kay wiraquZiarf?mayistrucu kay wiraquaa
(kama61-kuh)(aufir)(karpintiru)
2.15
iskuy122in kas-ken.
(urqu)(Cahey)(kay)
manan.1-66-hay)(6ahay pampa)(Cahpy urqu q°ipa)
nuoaqa husiymi kas-kaniy.(luwis)(isawil)(luwisa)
(PaY)(meriya) 'Maria'(luwis)(husiy)
(qan)(anturiu) 'Antonio'
luwisaCaqa uwixatan miCis-kan.
(papa -Tank'ay)(wesi - tiyay)(qusqu -riy)(6ahay -kay)
itzie 1l aDist6h."
(6ay liwru)Whey - wasi)(kay silita)
manan Cataqa rihsini6u.
mayistrun kaniy.(dakariru) 'farmer'(karpintiru) 'carpenter'(6Ufir) 'chauffeur'
payqa iskuylirup.
(uwixiru)(wakiru(Cakariru)(kameCi kuh) 'author-
kas-ken? arf, payqa mayistrun ity.'(kas-kan.)
manan payqa mayistruau.
2.16
Conversation
1. A. Chat's this?
B. That's a book.
A. What'g-that?
B. That's a mountain.
A. And this one?
B. That's a cigarette.
A. What's your name?
B. My name is Maria.
2. A. Do you want a cigarette?
B. Yes I do. Thank you. How about you?
A. No, thank you. I don't like them.
B. What would you like then?
A. I'd like some corn beer.
B. In that case let's go for corn beer.
A. All right. But where is it?
B. It's at my house.
Listening
luwisCa uruwambata rin saraman. fiampi antukuCawan tupan,hinaspa payman siyaruta qun.
A. kaylataCul
L. kaylatan!
A. maytatah ris-kankiri?
L. uruwambatan ris-kaniy.
A. imamantah ris-kankiri?
L. saramanmi ris-kaniy.
2.17
A. imatatah Cay saramantari ruwanki?
L. ahatan ruwasah.
A. imata ninkin?
L. ahata niniyt6.h.
A. an! iCa siyaruyki kas-kanCu?
L. ari kas-kanmi. kayqa.
A. yusulpayki, urpiny.
L. hirlaIatapis.
Dictation
"pitah kay waynari kas-kan?" nis-kankiCL nuqaqa pawlu
awqakusin kaniy. Cinarumantan kaniy Caymi kiCwata alinta
rimaniy. Iahtaypiqa runa kiCuraIapin riman. kunanqa manan
CaypiCu tiyaniy, puamilaymi iCaqa Caypi kas-kan. taytaymi
Cakariru, mamaytlhwasipi tiyan, panaytah uwixiru. huhlan
panay, manan wayqiyqa kanCu. CinCirupiqa papata Iankianin,
wakatapis miCiniy. kunanqa iskuylapin kas-kaniy qusqupi
Caymi kastilanutapis rimaniy. CinCiruqa uruwambapin,
uruwambatah qusqupi, qusqutah peruwpi.
Cuzco - Unit 3
Yi,LGGUE
Iablo Auccacusi joins two school children at the bus stopearly one morning and waits for the bus with them.
/Luce. youngster, youth
already
bus
Hey, children.Is the bus coming soon?
Sibl. to arrive
Yes. It'll be here in afew minutes.
night
early in the morning
every, each
morning
It comes very early everymorning.
Aucc. with me
to wait, expect
then, so after that
you (pl.)
In that case let's wait,so that I can go alongwith you as far asHuilahuila.
Sb1. :Sure. Come on.
but
we (pl.-exclusive)
to go back; go away
warma
na
unnibus
yaw, warmakuna!fiacu unnibus hamunqafia?
Cayay
ari, yagaiian Cayaramunqa.
tuta
tutaIamanta
sapa
tutamanta
tutaIamantan sapa tutamantampishamun.
nuqapuwan
suyay
hinaspa
qankuna
Cuaynaqa hakuya nuqapuwansuyasuncis, hinaspa qankunataqati-kusaykicis wilawilakama.
riki hamuya.
Caypas
nuqayku
ripuy
3.2
But we are going to go Cay,as nuqaykuqa Iahtato the school in town. iskuylatan ripus-kayku.
RUCC. then, so Cayri
mate, partner masi
school mate iskuylirumasi
Then are you school mates? Cayri iskuylirumasintideukankicis?
Sibl. sister (male's) pana
brother (female's) tura
siblings panatura
Yes. In fact we are sib- ari. panaturantinma kaykupas.lings too.
Aucc. to know (how), learn yaCay
Oh! I didn't know that. an manan Caytaqa yaCaraniyCu.
parents taytamama
Who're your parents? pikunatah taytama,ilaykiCisrikanku?
3ibl. don dun
dofia dufia
Juan huwan
Don Juan and done. Maria. dun huwanwan dufia mariyapuwanmi.
Aucc. true, real aqah
they paykuna
Really? I know them. Ciqahta? paykunataqa rihsinin.
native of this town kay Iahtayuh
I'm from this town too. nuqapis kay Iahtayuhmi kaniy.
Sibl. I see! Oh! ansi!
3.3
we (pl.-inclusive) nuganCis
I see! It's good to knob. anbi! Cuaynagas,nucianCisqathat we're from the same lahtamasintinca kancis.
town.
which mayqin
Which fellow are you? mayqintah kas-kankiri?
Aucc. lablo pawlu
Auccacusi awqakusi
I'm Pablo Auccacusi. pawlu awqakusin.
how many, how much hayk'a
year wata
How old are you now? watayuhhatah kankiCisri?
Sibl. ten Cunka
four tawa
fourteen Cunka tawayuh
two iskay
twelve Canka iskayniyuh
I'm fourteen years old nucian Cunka,tawayuh kaniy,and she's twelve. paytahmi cunka iskayniyuh.
Aucc. Good. alinmi.
to teach, train yaCaCiy
What do they teach you at imakunatatah iskuylapirischool? yacacisunkicis?
Sibl. to read, reading liyiy
writing qilqa
to write qilqay
Spanish kastilanu
and, also ima
3.4
They teach us ho' to read, liyiyta,' qilqayta, kastilanuwrite and speak i--,?anish. rimayta iman.
Dialogue Review
A. yaw, warmakunal ilaCu unnibus hamunqadda?
S. ari, yaqauan Cayaramunqa. tutalamantan sapa tutamantampishamun.
h. Cnaynaqa hakuya nuqapuwan suyasunCis, hinaspa qankunataqati-kusaykicis wilawilakama.
S. riki. hamuya. Caypas nuqaykuqn lahta iskuylatan ripus-kayku.
A. Z:ayri iskuylirumasintinCu kankiCis?
S. ari. panaturantinma kaykupas.
A. an! manan Caytaqa yaCaraniyCu.
S . dun huwanwan dufia mariyapuwenmi.
A. Ciqaht6.? paykunataqa rihsinin.
pikunatah taytamamaykiCisri?
nuqapis kay Iahtayuhmi kaniy
S . ansil Cuaynaqa nucianCisqa IahtamasintinCa kanas.mayqintah kas-kankiri?
A. pawlu awqakusin. hayk'a watayuhaatah kankicisri?
S . nthian Cunka tawayuh kaniy, paytahmi Cunka iskayniyuh.
A. alinmi. imakunatatah iskuylapiri yaCaCisunkiCis?
S liyiyta, qilqayta, kastilanu rimayta iman.
3.5
Grammer
Morpholax.
1. Substantive plural.- Quechua substantives are
pluralized by adding the suffix -kuna: runa 'man';
runakune 'men'.
2. Plural nerson reference in the verb present tense.
In the plural of ths present tense, i-kuechue formally dis-
tinguishes 1st person plural exclusive, -vku, from 1st person
plural inclusive, -neis, and also marks 2nd, -nhiCis, and
3rd person, -nku, plural.
Corresponding subject pronouns have the following): forms:
Elaula 'we (excluding you)'; nuaanais 'we (including you)';
ciankuna 'you all'; pa e 'they'.
nuoayku t'antata mixuyku 'we (excl.) are eating bread'.
nucienCis t'entata mixun6is 'we (incl.) are eating bread'
gankune t'ant=ta mixunkiCis 'you-all are eating brf.adl.
paykune t'antata rnixunku 'they are eating bread'.
3. Abstracts. One aroup of sui-stantive stems, called
abstracts, or indefinite- interrogative stems, are used with
very high frequency in asking questions, though they have other
uses as well. The characteristic of abstracts is that thew
do not add the interroaative suffix -au. The most common
abstracts are:
ima 'what' hayk'ah 'when; what day'
may 'where; wWch' 'how'imayna
pi 'who' maytukuy 'how many'
marlin 'which; which person' mayC"ika 'how much'
hayk'a 'how many; how much' imanahtin 'why; how come'
3.6
4. Releltors. 'c pr sent.twadditional relators in
this unit: -wan, instrumental case, and -kamg allative case.
a. Instrumental. The suffix -wan, added to
substantives, is translated_!with': nuqawan 'with me';
Caywan 'with that'. It functions also as a coofdimItor:
flquwal2 miaiwanqa animalmi kanku. 'Dogs and c-ts are animels'.
where -wan appears on both elements in the coordinate relation-
ship.
In a slightly different form, mnuwan, the suffix expresses
the meaning 'also' as well: payavanmi qusqutaqa risah 'I'm
going to Cuzco witli him also% -puwan may also function as
a coordinator, in which case it is added to all members of
a series: k?vrulArn CahaxpuwanmiIarma 'This one and that
one ar- my fields', or, at a minimum9 the last member of a
series of which earlier members add -wan: 22/21121221tIaLa
maulljanmlauRalLaa2ElEmLa 'You, he, and I also are going
to Cuzco'.
With coordinative meaning, -wan and -per may follow
other relators, -ta and -man, for example: imatawanmi munanki
'What else do you want'.
b. Allative. The suffix -kama9 added to sub-
stantives, is translated 'up to; until; as for as': p"avay,
8inCirukama riy! 'Hurry, go as far as Chinchero.' oaqarinkama.
'Until tomorrow.'
3.7
5. Numerals.
huh 'one' iskay 6unke 'twenty'
iskay 'two' kinsa Cunka 'thirty'
kinsa "three' tewa &Inks 'forty'
tawa 'four'
pisqa 'five' paCex 'one hundred'
suhta 'six' iskay paCex 'two hundred'
qanCis 'seven
push 'eight' werenqa 1 one thousand'
isqun 'nine' iskay waranqa 'two thousand'
Cunka 'ten'
Cunke huhniyuh 1 eleven 1
aunka iskeyniyuh 'twelve'
8unke kinsayuh 'thirteen'
iskay Cunke huhniyuh 'twenty-one'
iskay Cunka iskayniyuh 'twenty-two'
iskay Cunka kinsayuh 'twenty-three'
As in the last examples above, the suffix -vuh (or -niyuh
after consonants) adds the number it marks to a preceding
number.
When a numeral modifies a substantive, the plural suffix
is often not added to the latter: iskay weka 'two ccws'.
Syntax.
1. Transitive Clause. The functors of a transitive
clause are:
Subject Object Verbal Adverbial
3.8
The subject, as usual, is in the nominative case. The
object is always accusative case, 1.e".marked with -ta.
As in other clause types, the order of functors is flexible,
though the verbal in Quechua usually occurs toward the end
. of the clause.
Exercises.
imakunan Cahaykuna?
imakunan keykuna?
2. kastilanuta NraCankildisCUT
(siyaru -munay)(lima - rikuy)(mayistru rihsiy)(ki6uwa rimay)
Cahay warm'akun_ ki8wata rimanku6u?
(mayistru-rihsiy)(lima - rikuy)(misk'i - munay)(kastilanu-rimay)
aTinta6u rimas-kanCis:
(liyiy)(qilqay)(yaCay)(ruway)(Tank'ay)
runakuna
(wasi)
(urqu)
(flan)
(waka)
(maTki) 'tree'
(alqu) 'dog'
(urpiCa) 'bird'
(miCi) 'cat
arf yaCaykun..manan yacaykucu.
arf rimankun..manan rimankucu,
ari aTintan rimes-kanCis.manan. pintas-kancismi.(No. We're mistaken.)
6,77 ..71Zrtirt LVT-YVV,r,F.,,art
3.9
imaten ruwas-kankiCis? mayistrutall suyas-kayku.Oiyaru- pitay 'to slToku(liwru - liyiy)(waka miCiy)(uwixa liaktay)'to(sara - muCuay)'to shell
corn'
paykuneri imatatah ruwas-kanku? paykunaqa t'antatanmixus-kanku.
a. piwanmi lanklankiCis?
(tiyay)(puriy)(tupay)(yeCay)
(Caxra 'farm' --Tank'ay)(aha uxyay)
'to drink'(kea - yaCay)(qusqu - riy)
meyistruwanmi.
(mariycnu)(r)unakuna)(sipaskuna)(mayistrukuna)
imawanmi Papata Milk ankiCis? taxlawanmi. (With a plow)(qilqay) (lapis)(mixuy) (kucara) 'spoon'(waka - flaktay) (kucilu) 'knife(unquy) 'to he sick' (Cuxcu) 'malaria'
imakunatan munas-kankiCis? siyarutawan9 kafivtawanmi.
(lapis, liwru)(aha, kuka) 'coca leaves'(papas sara, t'anta)(alqu, uwixa, waka)
pipuwanmi iskuylata rinkiCis? husizCapuwanmi.
(mariyaCe)(clan)
(pay)(paykuna)(qankune)(iskuylirukuna)
pikunan taytamamaykiCis? dun huwanwo,n, du& marivapuwanmi.
(dun luwis, du& aliga).(du& luwisa, dun husiy)(kay tayte, cahey mama)(cahay siflura, kay wiraquCa)
7.
meyqinkunen iskuylirumasiykiCiskuna? luvisocsnuwanmi.
3.10
hUSiV52Wan r 7rVECatf,lan,
(1-1L'Iriyanu, isawil, huwan)(antufiu, luwis, mr,riya)(kay sipas, 6ahay wayna)(*day waynakuna, kay sipaskuna)
b. meykaman.ris-kankiais? lahlalakama.(rahta)(qusqu)(lima)(peruw)
hayk ahkeman kaypi kenkiais? tayrimankaman. (Till this after-noon.)
a
(paciarin)(minC''a) 'the day after
tommorrow'(huh semana) 'next week'(huh kin) 'next month'(huh wata)
yupayCis huhmanta Cunkakama. huh, (2,3,4,596979P99) Cunka.
kunantah Cunka huhniyuhmantdiskay Cunkekama. Cunka huhniyuh,
(12,13,14,15,16,1?,18,19),iskay cunka.
hayk'an watayki? iskay Cunkr tewayuhmi.
(18)(21)(26)(15)(29)(30)(44)
maytukuymi wakeiyki? pisqa Cunka kinsayuhmi.
(uwixa) (300)(caxra) (17)(liwru) (32)(malki) (1000)
mayC4ikatah qulqiykiri tawa pa6ax sulismi kas-kan.kas-kan?
(how much money do you have ?) (I have four hundred soles.)
(55) (500)(70) (4000)(98) (10,000)
3.11
Conversation
1. A. Who are you ?.
B . I'm a teacher.
A. Who's that man?
B. He's don Mariano.
A. What does this gentleman do?
B . He teaches Quechua.
A. What are those girls waiting for?
B . They're waiting for the bus.
2. A. Up to what number can you count?
B. I can count to a hundred.
A. In that case, count from ten to fifteen.
B. Okay. Ten, eleven, twelve, thirteen, fourteen,fifteen.
A. How much money do you need?
B. I need three thousand soles.
A. With whom do you work?
B . I work with Jose and Maria.
'number' numiru
Listening In
huh wiraquCa,huh t'aqa istudyantikunawan rimanku unibersidadmantarimaykuna yacaymanta ima.
yaw, wayna sipaskunal imatan kaypi ruwas-kankiCis?
unibersidadpin istudyas-kayku.
imakunatatah Caypiri yaCas-kankiCis?
kastilanu rimayta, kiCwa rimayta iman ,TaCas-kayku.
0
,E1
3.12
pitah kiCwatari yaCaCis-kan?
I. ayakuCumanta mayistruwan qusqumanta huh waynapuwanmi.
W. mayqin kiCwatah Cayri?
I. qusqu kiCwan.
hayk'atah kiCwa klasipiri kas-kankiCis?
I. Cunka kinsayuhmi kayku. isqunmi warmikuna, tawatah
earikuna.
W. hayk'ahkamatah fray unibersidadpiri tiyankiCiS,
I. agustu kilakaman.
t'aqa 'group'
istudyanti 'student'
unibersidad 'university'
istudyay 'study'
klasi 'class'
guard 'male'
agustu 'August'
Dictation
qusquqa karupin kas-kan. limamantan unnibus rin abankayninta,
hinaspan kinsa p'unCay:,i Cayan qusquman. awiyunmi iCaqa yaqa
iskay uralapi p "awan. sapa p'uncaymi awiyun rin qusquta,
caypin rinku runakuna huh Iihtakunamanta. qusquta rinki Cayqa
maCupixCuta, sahsaywamanta, anaruta iman rikunki. qusqumantan
v v
awtukaril rin maCupix6uman. cinciruqa manan karupiCu, awtun
rin sapa dumingun qusqumanta. munanki Cayqa arkipatapis rinki
makinapi, hinaspe punuta titiqaqa qu6ata ima rikunki Caymantatah
limaman ripunki unnibuspi.
ura 'hour'
3,13
maCupixCu 'Machupiccho'
sahsaywaman 'Saasayhuaman;
awtukaril 'motorcar'
dumingu 'Sunday'
makina 'train'
titigaqa qua 'lake Titicaca'
Cuzco - Unit 4.
DIALOGUE
The teacher and students in a language class begin theday's work.
Stud. fine, well
Hello, teacher.
Teach. child, baby
Hello, children.How are you?
aIiIan
aIiIanCu, mayistru.
wawa
alilanmi, wawakuna.,,imaynalan kas-kankicis?
Stud. beautiful, nice sumah
more; fortunately aswan
to create; fix kamay
creator, God kamah
Just fine with the love sumahlan aswan, kamahninCispaof our Lord. munayninwanqa.
time, hour uras
Uhat time is it? ima urasfian kas-kan?
Teach eight o'clock las uCu
It's eight o'clock flan las uCufia.already.
to go in, enter haykuy
come in haykumuy
classroom; class klasi
inside, interior uxu
You can come into the haykumuycis klasi uxuman.classroom.
Stud. What're we going to do imatan kunan tutamantanthis morning? ruwasahku?
ij
4.2
Teach. not yet
later on
fait a minute. I'll tellyou that later on.
all, everything
all of you
to come back, come in
missing, absent
to spend, decrease
to be absent, be missing
Is everybody here, or issomeone missing?
Stud. Victor and Mariano aren'there.
so, in case
just, recently
to appear, shoo zp
They live far away, sothey'll probably showup a little later.
Teach. whose
to lend; borrow; ask for
Uho's got a pencil. MayI borrow it?
color
I've got one. What colorwould you like?
Teach. red
amarah
caymantaria
amarahyA. caymantarianisaykias.
Iapa
lapaykiCis
hampuy
q'asa
q'asay
q'asa-kuy
IapaykiCis6u,hampurankiCis,ica pikunacu q'asa-kamurankuras?
bixturCawan mariyanuCawanmimana kankucu.
Cayqa
cayrah
rixuriy
karupin wasinku, Cayqacayrahc4 rixurimunqaku.
pihpa
mariay
pihpan lapisnin Kas-ka:-?mahayuwaycis.
kulur
nuqahqa kas-kanmi.ima kulurtatah munas-kankiri?
puka
4.3
The red one please. pukata, aIiCu.
Manuel manul
door punku
to close wisq'ay
Hey, Manuel! Shut the yaw, manul6a punkuta wisq'ay.door.
window bintana
to open kiCay
And you, open the window qantah bintanata kiCay wayrahto let the air pass. haykurimunampah.
Stud. Quechua (human's runasimilanguage)
mouth; word, language simi
Teacher, when will we be mayistru, hayk'ahmi runasimimantaable to speak Quechua? rimasahku?
Teach. a long period of time; unayto last (time)
Pretty soon. manan unaypicu.
to 'see, look at q"away
to hear, listen uyariy
to imitate qati6i-kuy
Looking at your booklisten to what I say,and then repeat it.
liwruykiCista Cawaspa rimasqaytauyarlwaycis,,caymantatahqatici-kuwaycis.
Stud. again, increase yapa
again yapamanta
to be able to atiy
Please, say it again. aliCu yapamanta ply.We still can't. manan atiruykucu.
5
-4. r55., 51.1f)r.WMIT,..rr5`5,3575P-755,,54,,- ..5 .5..
Teat. You repeat exactly what rimasqayta hinala ninkiCis.I say.
fine, good, wonderful kusa
like that cflayna
difficult sasa
Now it's fine. You see? kusa kunanqa, 6'aynaIt's.easy. manan sasacu.
Cuzco - Unit 4 4.5
Dialogue Review
S . aliIanCu, mayistru!
T. alilanmi, wawakuna! imaynalan ka-kankias?
S . sumahlan aswan, kamahninaspa munayninwanqa.ima urasHan kas-kan?
T. Han las uCuria. haykumuyas klasi uxuman.
S . imatan kunan tutamantan ruwasahku?
T. amarahy6.. Caymantaida nisaykiCis.lapaykiciscu hampurankias, ica pikunacu q'asa-kamurankupas?
S. bixturCawan mariyanuCawan,ni mana kankuCu.karupin wasinku, cayqa cayrahca rixurimunqaku.
T. pihpan lapisnin kas-kan? manayuwayas.
S . nuqahqa kas-kanmi. ima kulurtatah munas-kankiri?
7 pukata, allCu.yaw, manulca. punkuta wisq'ay. qantah bintanata kiCay
wayrah haykurimunam.pah.
S . mayistru, hayklahmi runasimimanta rimasahku?
T. manan unaypiCu.liwruykicista q"awaspa rimasqayta qatia-kuwayas,
cayinantatah qatici-kuwaycis.
S . aIiL4 yapamanta niy. manan atiruykurahCu.
T. rimasqayta hinala ninkias. kusa kunanqa. Cllaynamanan sasacu.
Cuzco - Unit 4 4.5
Dialogue Review
S . aiiIanCu, mayistru!
T. alilanmi, wawakuna! imaynalan kas-kankias?
S c sumahlan aswan, kamahninCispa munayninwanqa.ima urasaan kas-kan?
T. Han las uCulia. haykumuyCis klasi uxuman.
S . imatan kunan tutamantan ruwasahku?
T. amarahys4. 2Caymantafia nisaykiCis.Iapaykiciscu hampurankias, ica pikunaCu q'asa-kamurankupas?
S . bixturCawan mariyanuCawanxi mana kankuCu.karupin wasinku, cayqa cayrahC6 rixurimunqaku.
T. pihpan lapisnin kas-kan? mafiayuwayas.
S . nuciahqa kas-kanmi. ima kulurtatah munas-kankiri?
rp pukata, allCu.yaw, manulca. punkuta wisq'ay. qantah bintanata kiCay
wayrah haykurimunampah.
S. mayistru, hayklahmi runasimimanta rimasahku?
T. manan unaypicu.liwruykicista quawaspa rimasqayta qatiCi-kuwayas,
carinantatah qatici-kuwaycis.
S . aIiLt yapamanta niy. manan atiruykurahCu.
T. rimasqayta hinala ninkiCis. kusa kunanqa. cuaynamanan sasacu.
Bi
4.6
Grammar
11212h210aZ
1. Person reference in the verb future tense . In the
future tense, only 1st and 3rd persons leave novel forms. 2nd
person, the singular and plural, is identical with present
tense endings: hamunki means 'you come' or 'you will come';
hamunkiCis means 'you-all come' or 'you-ell will come.'
Singular Plural
lst.person -sah -sahku (excl.)
-sunCis (incl.)
3rd person -nqa -nqaku
nuqa risah nuqayku risahkuY v
nugancis risuncis
qan rinki qankuna rinkiCis
pay rinqa paykuna rinqaku
2. Person reference in the substantive. The set of
suffixes for allocation or person reference in the substan-
tive are almost identical with verb person reference suf-
fixes in the present tense. The differences are: 1) the
use of -yki rather than -nki for 2nd person, and 2) the use
of -ni, an element without meaning, before substantive stems
which end with a consonant.
`am
1st person
2nd person
3rd person
Thas:
wasiy
4.7
Singular
-yki
-n.
'my house'
wasiyki 'your house'
wasin 'his house'
mak'asniy 'my jug'
mak'asniyki 'your jug'
mak asnin 'his jug'
wasiyku
wasinCis
wasiykiCis
wasinku
nural
-yku
-nCis (incl.)
mak'asniyku
mak'asninCis
mak ' asniykiCis
-nku
'our (excl.) house'
'our (incl.) house'
'your (pl.) house'
'their house'
'our (excl.) jug'
'our (incl.) jug'
'your (pl.) jug'
mak'asninku 'their jug'
Except for 1st person plural exclusive and 3rd person plural,
all of these person marked substantives may add -kuna, the
substantive plural suffix: wasiykna houses';
maLasnlykiCiskuna 'your (pl.) jugs'. However, the exceptions
may appear in such sentences as Isaylasikuna22_Ea.slykan. 'These
houses are our houses.'
3. Possessive relfIor2:22:ht The possessive relator
marks the possessor in the possessor-possessed relationship.
It occurs in the form =pa after consonant-final substantive
stems, and in the form -h after such stems ending with a
vowel. With some frequency =22 is used redundantly after :1,
particularly with the abstract stem pl.
4.8
Thus: taytaypa qulqin
nuqah qulqiy
pihpa qulqinmi
'my father's money'
-imy money'
'Whose money is it?'
4. The suffix The use of this suffix implies
that the substantive stem to which it is added is in a very
close relationship to another substantive, which may not be
expressed, or to the subject of the clause.
a. In numerals, -vuh is suffixed to a number which
is added to a preceding number. Linapisaanh 'ten plus five'
or 'fifteen'.
b. -yuh may be suffixed to substantives preceded
and modified by numerals or other quantifiers:
tawa pacax qulqiyuhmi kaniy. 'I have four hundred soles'.
hayk'a walpayuhmi kanki? 'How many hens do you have?'.
ask "a wawayuhmi kaniy. 'I have a lot of children'.
c. With substantives referring to places (but not
place names), -yuh implies provenience of the subject.
may Iahtayuhmi kanki? 'What town are you from?'
lahtayuhal kanki? 'Are you from the town?'
d. When the substantive refers to real estate or
other such property (such as a herd of cows), -yuh derives
a new substantive which means owner of the property:
clanCu wasiyuh kas-kanki? 'Are you the owner of the house ?'
nuqaqa kay tindiyuhmi kaniy. 'I'm the storekeeper.'
5. Imperative plural, -N-Cis. In addressing more than
one person at a time, the plural form of the imperative, zyCis,
is obligatorily added to the verb stem: kay liwruykicista
llyiyCis! 'Read your books!'
4.9
Syntax.
1. Intransitive clause. The functors of an intransitiveclause are:
Subject Verbal Adverbial
The subject, as usual, is in the nominative case. No
object or complement appears. The order of functors is flex-
ible, though once again the verbal is commonly found toward
the end of the clause.
EXERCISES.
1.
hayk'ahmi qusquta rinki?
limata halEasahCu?
(iskuyla - ripuy)(siyaru pitay)(karta 'letter' - qilqay)(wasi - haykuy)
iskuylata EiRankiCisCu?
(uwixa miCiy)(punku wisq'ay)(bintana kicay)(liwru - quaway)(waka -bindiy 'to sell')
imatan kunan ruwasunCis?
husiyCa hamunqacu?
(mariya - mixuy)
paqarinmi risah.(minea) 'the day after tomorro,(hawa simana) 'next week'(hawa kila) 'next month'(wataman) 'next year'(tayriman) 'this afternoon'(c'isiman) 'tonight'
ari, hamunkin.ama hamunkicu.
ari, ripusahkunzmanan ripusahkucu.
kiCwatan yaC,asunCis.
(liwru - iiyiy)(siyaru pitay)(kafiy 'coffee' uxyay)(runasimi - rimay)(samay) 'to rest'
ari hamu4qan.,,manan hamunqacu.
2.
4.10
(mayistru yaCaCiy)(aha kay)(mama6a - wayk'uy 'to cook')(taytaca - Iank'ay)
husiyCawan manue"awan hamunqakuCu?
(mayistrukuna - yaCaCiy)(sipaskuna - wayk'uy)(waynakuna - Iank'ay)(warmakuna - puxlay 'to play')(luwisa, isawil - rimay)
maymi mamayki?
(tayta)(warmi) 'wife'(qusa) 'husband'
maymi Ranaykikuna?
(tura)(wayqi) 'brother (male's)'(fiafia) 'sister (female's)'
wakaykiCu kay?
(liwru)(lapis)(sumbriru) 'hat'(saku) 'coat'(rilux) 'watch'
taytavkih wakan kant*';u?
(mama -(lipas(papa -(tura -(Kane. -
lixla)- mak'as)qulqi)lapis)qusa)
Cahay,iskuylirukunahkancUT
liu-unku
ari hamunqakun.,,manan hamunqakucu.
mamayqa wasipin kas-kan.
(uruwamba kay)(mixuna 'meal' - wayk'uy)(papa - Yank' ay)
panaykunaqa wakatan is - kanku
(iskuyla - kay)(kanasta 'basket' - ruway)(lixla 'scarf' - away 'to
weave')
ari, wakaymi.manan wakaycu. huhpan.
ari, taytaypaqa wakan kanmi.manan taytaypaqa wakan kancu.
aril paykunahqa liwrunku kanmi.manan paykunahqa liwrunku kancu.
(warmaCa - bula 'ball')(wayna - sipas)(runa - warmi)(warmi - qusa)
Iahtaykuta rikunki6u? ari, rikunin IahtaykiCistaqa.
(wasi)
4.11
(Caxra)(iskuyla)(tayta rihsiy)(mayistru)
maypin wakanCis kas-kan?
(lapis)(qulqi)(mama).(mayistru)
pihpa lapisninmi kay?
(liwru)(mak'as)(aulqi)(caxra)
a. may lahtayuhmi kanki?
hayk'a watayuhmi kanki?
(waka)(uwixa)(wasi)(wawa) 'child'(warmi)
qanCu wasiyuh kas-kanki?
(Caxra)(tinda) 'store'(asinda) 'hacienda'(alpa) 'land'
sapaIayttiCu kanki icapiiiiyuhcu?(Are you alone, or do youhave someone else?)
wakancisqa Cahaypin kas-kan.
nuclahmi.
(PaY)(nuclayku)(qan)(paykuna)
211E211 Iahtayuhmi kaniy.
(abankay)(ayakucu) 'Ayacucho'(arkipa)(punu) 'Puno'(peruw)
iskay Cunka watayuhmi kaniy.
(pusah)(paCax)(iskay)(pisqa)(c'ula) 'one'
ari nucian wasiyuhqa kaniy.manan nuqacu wasiyuhqa kaniy.
sapalaymi kaniy.taytayuhmi kaniy.
(mama)(warmi)(qusa)(wawa)
taytayuh mamayuhmi kaniy.
(wayqi, pana)(liana, tura)(tiyah masi) 'roommate'
4.12
b. imatan ruwasahku?
kay pataCapi tiyayuyCis.
(siyaru - pitay)(aha - uxyay)(kuka - halpay 'to chew')(misk'i - c'unqay 'to suck')
(kasara-kuh masi) 'fiance'
wasi uxuta haykuyCis.
(punku - kiCay)(bintana - wisq'ay)(liwru - liyiy)(wasi - ripuy)(siyaru pitay)
qampis tiyayuya.
Cuzco - Unit 4 4.13
Conversation
1. A. How are you?
B. I'm fine. How are you?
A. I'm fine, too. It's a beautiful day, isn't it?
B. Yes, it is. What're you going to do today?
A. I'm going to pasture my cows.
B. Then we'll pasture together. I'm going to drive mysheep.
That's fine. Where shall we meet?
On that plain over there.
2. A. Hey, boy! Whose son are you?
B. I'm (don) Victor's.
A. I see! How old are you?
B. I'm twelve years old.
A. Does your father own a farm?
B. Yes. My father owns a farm and a house.
A. And what's your mother's name?
B. Her name is (doila) Isabel.
Listening - In
estados unidosmanta sipas huh ausqu lahtayuh waynawanrihsina-kunku unibersidadpi. caymantatah cay waynaIahtanmanta wilan cay sipasman.
sipas: imaynalan, yaw wayna!
wayna: alilanmi, sipas!
sipas: may na'6unniyuhmi kanki?
wayna: peruw Iahtayuhmi
sipas:
wayna:
sipas:
wayna:
sipas:
wayna:
sipas:
wayna:
sipas:
wayna:
4.14
Cuaynaqa qusquta rikunkiCu?
riki. qusqumantan kaniy.
6iqah-ca? hakuya rihbina-kusunas.
riki, imayna mana. qanri maymantatah kanki?
nuqaqa estados unidosmantan kaniy.
kusa. kay unibersidadpiCu istu.dyas- kanki?
ari, kaypin. kanku unibersidad qusqupiri?
ari kaniy. san antonyon sutin.
,karurah6u limamanta qusqumanri?
ari, karurahmi. awtupin iskay p'unCay riy, Caypasawiyumpiqa iskay ura pnawayIan.
sipas: hayk'ahtah qusqutari kutipunki?
wayna: kay wata tukuytan, sifiuraCa.
imayna mana
kutipuy
tukuy
'nation'
'why not'
'to go back, return'
'to end, at the end'
Dictation
kunanqa huh Iahtamasiymanta wilasaykiCis. lisardo peresmi
sutin. payqa wiraquea dahilpawan sinura alixandrinahpuwan
wawanmi. "Cinarumantan kaniy" ninmi. mamanmi mayistra
karan inlay anaru warti iskuylapi, hinapin lisardoqa
taytamamanqa uruwambamantan kanku. iskaymi panankuna
kawsas-kanku, huh pananqa warlupunmi, wayqinmi iCaqa mana
kanku. Cay lisardoqa warmaIarahmi qusquta ripuran, hinaspan
Caypi iduka-kuran alin runa kanankama. kunanqa huh kulixyupin
4.15
yaCaZis-kan, warmiyuh wawakunayuh iman kampis. paytaqa
siskuuCamantan rihsiyku. kusatan tusun, Lakin ima,
Caykunawanmi Iapa runah sunqunta kusiCin.
winay 'to grow up'
kawsay 'to live (exist)'
wanuy 'to die'
iduka-kuy 'to be educated'
kulixyu 'high school'
sisknuCa 'country boy'
tusuy 'to dance'
takiy 'to sing'
kusiCiy 'to entertain'
Cuzco - Unit 5
DIALOGUE
An anthropologist goes visiting in Chinchero, with a youngman as guide.
Guid. to look for, search
Anth.
Excuse me, sir. I'mlooking for you.
yes (signifyingattention)
to go or come near,approach
Yes, young man. Comehere.
what for
Why are you looking forme?
Gu1d. I'm informed that you'rethe person who camefrom Lima. Is thatcorrect?
Anth. Yes, I'm the one.
to tell (relate),report, advise, inform
Who told you that?
Guid. order, mandate
authority
to guide, lead
to send (a person)
Our governor told us,and he sent me to heyour guide.
mask"ay
yaw, wiraquCa! mask "amus-karaykin.
hay!'
aa"uyuy
hay, wayna! aa"uyamuyakayman.
imapah
imaTapah6u iCa mask"amuwas-kanki.
qantehsi limamante hamuhwiraquaa kas-kankr.
ar nuqatdh.
wilay
pitah wilarasunkiri?
kamaCJ
kamaCi-uh
pusay
kaCay
kamaCi-kuhniykun nin, 6aymipay kaCamuwas-kanpusahniykita.
"70710,11KW.......1WVat"..110FET-=....51..Cac
2
Anth. Wonderful.
but
a while, moment
to stand up, stop
to arrange, fix
But, please wait a minutefor me. I've got to fixmy things first.
kusa .
16aqa
ratu
sayay
aTiCay
i6aqa huh ratura sayay-kuy.ariCeyru-kunayrahmt kas-kanimaykunapis.
Guid. to give, offer quy
You probably have somecigarettes, don't you?May I have one, please?
siyaruykiqa kas-kanC4. aTiCu
'quyuway,
to smoke Pitay
to desire to smoke pitanayay
I want to zmoke. pitanayawap-kanmi.
Anth. Why not. Here you are. imayna mana. kayqa.
pack kaxitira
to bring, take, carry apay
If you want, take the munaspaykiqa hina kaxitirantintawhole pack with you. ape. -,kuy.
to help yanapay
because you are help- yanapawanaykiraykuing me
wanted; favorite; in munasqademand; need
Since you're going to helpI'll provide youeverything you need.
yana pawanaykiraykuqa imamunasqaykitapis nusaykin:
Guid. You're very kind, ima nuqapahrahtah.
5.3
very much. an6a
happy kusi
to be happy; kusi-kuyhappiness
to guide everywhere pusa-k(55y
to finish, end; all, tukuyeverything
I'm very glad I met you.I'm willing to takeyou all over the place,with pleasure.
anCatan kusi-kunly qanwantunasqayta. nugalle
puss-ka6amusa,kki tukuy
Anth. happy, pleased kusEsq.
I'm pleased too, because nuqaois kusiqqn kan'y aTin
you're a nice nerson. rung kahtiyki.
let's go hakutis
shortly, soon askama
late (in the morning) timpu
or early (in the after-noon)
to be late (morning) timpuyay
Let's go now. It's hakuais kunanqa. 9skaman
getting late so fast. timouyaramus-kan.
Guid. to do so hinay
That's right. ark htnanti.
among young people weynapura
quickly, rapidly, soon IukuTa
to walk, travel; puriyto function
since we both are youngmen, we'll be mo,ring
fast.
waynapuratah.kes-kanais CayqaIukuTet9hod puriramusunais.
5.4 .
Anth. sun intt
hot rup"a
to burn; sunshine rup"ay
to sun, shine (the sun) rup"ayay
The sun is shining sumahtan intipas rup"ayamus-kan.
beautifully.
which way maynin
Which way are we going maynintatah risunri?to go?
Guid. This way.
along this road
pass, cove, crevice;a passage (betweenmountains)
kaynintan.
kay Bantakama
q'asa
We'll go by this road, as kay Bantakaman risunCisfar as that passage. aahay q'asakama.
right pans
side laru
to turn, bend q'iwiy
lake qua
Piviray piwiray
to go around, turn muyuy
Then we'll turn to theright, and go aroundthe lake of Piviray.
Caymantatahmi papa larumanq'iwirisunCis, hinaspanpiwiray qucah patantamuyumusuncis.
Anth. ayllu (Inca community) ayru
to show rikuciy
everywhere, all over hinastin
all day long
5.5
Since you're familiar withevery ayllu, you'll showme around all day long.
to meet
to cause people tomeet
And also I'll introduceyou to the people.
Tapan aylupas rikusqaykitah6eyqa, qan6g rikiriku6imuwanki hinestintapas6'isiyah.
tinkuy
tinkuna6iy
runakunawan imatinkuna6imuwanki.
Dialogue Review
G. yaw, wiraqu6a! mask"amus-karaykin.
A. hay, wayna! a6-uyamuyg kayman. imalapah6u i6amaseamuwas-kanki?
G.
A.
G.
qantahsi limamanta hamuh wiraqu6a kas-kankf.
arf, nuqat4h. pitah wiTaresunkiri?
kama6i-kuhniykun nin, 6aymi pay ka6amuwas-kan pusahniykita.A. Kusa. 16aqa huh ratula aaya-kuy. aTi6ayru-kunayrahmi
kes-kan imaykunapis..
G. siyaruykiqa kas-kan66. ali6u quyuwpy. pitanayawas-kanmi.A. imayna mane. kayqa. munaspaykiqa Nina kaxitirantinta
apa-kuy. yanapawanaykiraykuqa ima munasqaykitapisqusaykin.
G. ima nuqapahrehteh. an6atan kusi-kuniv qanwan tupasqayta.nugana pusa-lccl6sQyki,tukLly atinquywan.,
A. nuqapis kusisq9r kaniy alin runa kahtiyki.haku6is kunanqa. askaman timnuyaramus-kan.
G. arf hinanmi. waynopuratah kas-kan6is 6ayqa, TukuTatah66puriramusun6is.
1. sumehtan inti7as rup"ayamus-kan.maynintatal'. risun6isri?
G. kaynintan. kay fiantakaman risun6is 6ahay q'asakama,6rvmantatahmi paiia laruman q'iwirisun6is, hinaspanpiwiiray qu6ah patanta muyumusuncis.
A. rapan ayTupas rikusqaykitah 6ayqa, qan6d rikirikucimuwanki hinestintapas Visiyah, runakunawanima tinkune6imuwanki.
,
Cuzco -. Unit 5 5.6
Grammar
prArOMVIMVS,f,"-:MTAVVICF47-rit,prr
Morphology.
1. -ra, past tense. The sequence -ra is not, strictly
speaking, an affix. Its real nature can only be understood
from a careful reading of the section on pendant verb phrases
in the accompanying formal grammar. But it is true that
translations of forms which include -ra generally imply action
in the past, so that English or Spanish speaking students may
wish tc think cf this sequence as a past tense suffix. Note,
however, that the general present also covers past time, with
the result that forms in the general present are sometimes
glossed with past tense translations. Thus:
qayniwanCayqa qusqutan riraniy. 'I went to Cuzco yesterday.
C'isiqa wasipin karaniy. 'Last night I was at home.'
But:
qaynimpaqa rikuykin. 'I saw you a few days ago.'
2. More relators. We present here three additional
case suffixes. Like the others they are added always to
substantive stems.
a. -pah1_21Eposiye. In terms of translation, this
suffix has two meanings. In imapahmi runasiEiLayaCas-kanki?
'For what purpose are you studying Quechua?' the reference is
to purpose. In impahni Cay kapuliyki? 'For what (are you
exchanging or bartering) those cherries of yours?' the reference
is to exchange.
5.7,
b. -raxhu, causative. The reference is to cause,
reason, or motive behind an action, imarayku mana iskuylata
hamurankiCu? 'Why didn't you go to school?'; Caytaqa
tiz2Lryzanaawalankuaukin. 'I'm giving you (this) so that
you'll help me.'
c. -pura, interactive. This suffix does not mark a
relationship between the marked word and another word, but
rather between two or more persons or other referents implied
by the substantive to which 2211E2 is added: nuganCispuraga
aiintan yaCana-kunCis. 'We understand each other well.';
paykunapuran rimanku. 'they talked it over among themselves.';
q "aripuran kayku. 'We are both boys.'
The relator -kama sometimes replaces or follows -pura,
without apparent difference in meaning: warmikaman kayka
'We are both girls.'; Ialitauralmanica.lcu. 'We're all from
the same town.'
3. Substantive derivation. When certain derivational
processes are applied to verb stems, new forms result which
are considered substantives, since substantive suffixes can
then be added to them. We distinguish here between two types
of substantive derivation: 1) addition of a nominalizing
suffix: or -h, and-2) addition of a nominalizinE
sequence: -hti, or -spa.
a. Nominalizing suffikes. These are zI, process,
-na, material, and -h, agent.
Adding the process nominalizer to a verb stem
"' "LIVIYZW4=araM=Yezz315M-ly
5.8
forms words which refer to the action as a process: mixuy
'eating'; Iank'ay a manan sasaCu. 'Working (or work) isn't
difficult'.; RagmEly21rian2111iyarunfia. 'My sickness is over.
Adding the material nominalizer -na to a verb stem
forms words which refer to matter (sometimes figurative) affected
by the action: mixuna 'food', lank'ana kas-kanCu? 'Is there
any work?'; runasimin yaCanay kas-kan. 'I have to learn (i.e.
the learning of) Quechua.'; apilimayki kanal? 'Do you have a
bed?':
I
Adding the agent nominalizer -h to a verb stem forms
words which refer to the doer of the action: Iank'ah 'worker';
Iank'ahkunatan mixuCis-kaniy. 'I'm feeding the workers.';
mixuhmi hamus-kaniy. 'I'm coming to eat.'; pa aria wilahniyki.
kutimusah. 'I'll be back tomorrow to tell you that.'.
b. Nominalizing sequences. Adding the sequence -hti
marks a verb stem as referring to an action which is simultaneous
with another action. A substantive person marker always
follows. The directional modals -mu, z211, .wa, and -su often
precede the sequence. parahtinmi mane. lankranlyCa. 'I haven't
worked because it was raining.'; Caxrayta Iank'ampuwahtiykina
ahata qusayki. 'I'll invite you to have some chicha after you
work in my field.'; gulglIaapamuwahtiyis12221221;aausaykiLL
If you bring me money I'll give you potatoes.'; mixunata
ausuhtiykiqaama Caski-kunkiCu. 'When he gives you food, don't
take it.'
Adding the sequence -spa marks a verb stem as referring
to an action which is in sequence, or sequential, with another
5.9
action. A substantive person marker may follow, but this is
not common. The directional modals -mu, =nu, and -wa, precede
the sequence, but -su is notably anomalous, since it follows
-spa and is in turn followed by -nki, a verb person ending.
munaspatniam 'If you want, eat it, but
if not, don't.'; mixuita..tclaharikuspalnisil 'You'll
go to play (a game) after you finish eating.'; Cay irqiqa
waaas_pan ris-kan. 'That boy is walking along in tears.';
mamayqa maqayuwaspan saqiywan. 'My mother left me after she
beat me.'; kutimus-kasElp rikuruniy husiyCataqa. 'I saw
Josecito while I as coming back.'; Iank'amunqa nispasunkin
taytaCaqa siaayun. 'Dad left, after saying that you would
work.'
Syntax... Adverbial and Adclause..
1. Adverbial functor. Three clause formulae were given
in earlier units: equivalence, transitive, and intransitive,
as follows:
Equiv.: Subject Complement Verbal Adverbial
Trans.: Subject Object Verbal Adverhial
Intr.: Subject Verbal Adverbial
The adverbial functor present in all of these formulae
is attributive to all of the remainder (or center) of the clause.
This may be diagrammed as follows:
Subject Object Verbal' LAdverbiali
Center13
5.10
2. Adverbs. Forms, simple or complex, which function as
adverbials are adverbs. Simple adverbs (i.e. uninflected stems)
are relatively few in number and are semantically diverse.
Most adverbs include suffixes which give an indication of
meaning. Useful semantic categories are: time, place, direction,
manner, purpose, cause, among others. Some simple adverbs are:
na 'already', naha 'before'; unay 'a while ago'.
Case-marked forms also function as adverbials. Some of
these fit the semantic groups just mentioned, e. g. kaypi 'here'
is a place adverb. Others refer to purpose: paypah 'for him',
direction: 'S'isiman 'tonight', wataman 'next year', alEgumilta
'from Cuzco ratukama 'shortly',
cause: 22/112/1sa 'because of you',
instrumentality: galailran 'with money', lapis .:_aa 'with a pencil';
for example. Adverbs which include -ta are generally based
on stems which also function as attributive elements in phrases:
sumahta 'nicely', where the stem sumah is a substantive which
often appears in phrases of the type sumahsiEas 'pretty girl',
Ciciahta 'truly', but Ciclah runa 'a real (not imaginary) man'.
Some adverbs are phrases: 2a2aaEly12,y22.11-12. 'about my trip
to Cuzco', rimay yaCanaypah 'in order to learn to speak', kay
lapiswan 'with this pencil'.
A very common adverbial type in Quechua is the substantive
derived from a verb by adding the agentive nominalizer -h.
Thus: watuyu-kuh 'visitor' occurs as an adverbial functor in
hamusah watuyu-kuh 'I'll come to visit (i.e. as a visitor).'
5..11
Multiple forms may take the adverbial function, with each
form often selected from a different semantic group. Thus; a
.'.time adverb and a arner adverb may appear in a clause, both
attributive in the same way to the clause center:
kunanqa Rak'aymi waka sayarirun
now slowly the cow stood up1
Adverbial Subject Verbal
3. Adclauses. Some adverbs are attributive to structures
which themselves contain adverbs. In such a case, the adverb
most closely related to the center is said to be an adverbial
functor, and the less closely related adverb is said to be
an adclause functor. This gives us a formula for a sentence
in Quechua; it is made up of the following functors: a clausal
(the clause containing an adverbial), and an adclause (attri-
butive to the clausal):
nuqaqa liCita rantimurin naha paqarin ti_tamantan mPtipah
I bought the milk a while ago for toworrow's breakfast
Clausal Adclause
The clausal functor is, in form, often a complete clause,
as in the above example, but it is sometimes a minor clause,
containing only some of the functors in the clause formula:
Clisiqa mink'a- kamuranin paqarimpah
Last night I called people to be ready fortogether tomorrow
Adverbial Verbal
Clausal Adclause
alsrenus.0..........wama201=21....142.11211417.
The nominalizing
earlier in this unit,
.5.12
sequences -hti and -spa, discussed
always mark adverbials or adclauses.
Thus, in hamuhtiykiga Iank'asun6is 'When You come we'll work.',
the first word is adverbial, since no other adverb is present,
but in hamuhtiykiqq, luwisawan rimasunCismi 'When you come,
we'll converse with Luisa.', the same word is an adclause in
function, since luwisawan is functioning as an ad-crerbial within
the clause. Similarly, ElawasElnriniz 'I'm going in a hurry.'
contains an adverbial only, but Cakrapi Iank'aspan, qayniwanCayqa
sayk!uniy. 'Because I was working in the fields, I got tired
yesterday.' contains an adclause and a clausal.
. . .
EXERCISES
1. maypin qayniwanCay kiranki?
5.13
runasimita yaCarankiCisCu qaynimpa?
(iskuyla - hamuy)(wasi - ripuy)(qus'ii - riy)
tukuy 'to finish')
16a mamayta rikurankiau?
(liwru -
(lapis -(siyaru(Caxra -
apay)tariy 'to find4)huqariy 'to pick up')Iank'ay)
flaau mixunata mixurankifia?
(mixuna - wayk'uy)(mixuna quCi-kuy 'to order')(karta - iskribiy 'to write')(kafiy -uxyay)
2.a. pipahmi Cay liwruta apas-kanki?
(karta - iskribiy)(Iixia - away)(saku - rantiy 'to buy')(1i6i - apay)
imapahmi Cay panayki?(In exchangetc/' what is your potato?)
(siyaru)(kisu)(kapuli) 'cherry'(lapis)
b. ranleayta munankidu?
iskuvlapin karaniy.
(wasi)(Iahta)(Caxra)(kay)
ark yaaaraykun.manan ya6araykau.
are rikunin.manan rikuniy&t.
art, flan mixuniyfia.
mavistrupahmi.
(mariyaCa)(mamay)(turan6is)(panayki)
sarapahmi.
(qulqi)(au) 'chili'(papa)(qulqi)
gulqiraykuqa lank'asahyg.--(If it's for money, I will.)
(mixuna)(papa)kuka)(sara)
5.14imaraykun mana iskuylata hamuranki6u?(Why didn't you c-ome.to school?)
imaraykun mana runasimitaya6amuranki6isCu?
c. iskuylirapura6u kaypi tiyanki4s?
(wakiru)(q "ari)(warmi)(irqi) 'child, kid'(mayistru)
pikunatah mixunatari mixunqaku?
3.a. imakunatan ya6anki?
timpuyahtinmi.Trecause it was late.)
(paray)'to rain'(rit'iy) 'to snow'(6iriy) 'to be cold'(karu kay)(timpu kay)(Ciri kay)
un9uspan mana istudyaraykuCu,caymi.
(We didn't study becausewe're sick. That's whywe didn't.)
(Iank'ay)(puxiay) 'to play (game)'(qusqu riy)(waka.v-ti61y)
ari, iskuylirupurat4h.arf, iskuylirupurakamat4h.arf, iskuylirukamat4h.
nucianCispuraIan.
(paykuna)(nuqayku)(qankuna)(mayistru)(warma)(kurah) 'adult'
liyiyta, iskribiyta iman.
(runasimi rima-, kasti]anurima-)
(6axra kanastaruwa-)
(wayk'u-, awa-)Csara mu6"a-, sipas =Ca-
(to kiss)(rima-,taki- (to sing),huywi- (to whistle)
5.15,b. iman ruwana kas-kan?
(what's the work?)
iman ruwanayki kas-kan?
c. imamanmi hamus-kanki?
4 a. imanahtinmi mana papa kanCu?
parahtinqa waita haykunki.(fallen it rains you'll go
in the house)(airiy harnpuy)(yarqay (to. ,be hungry)---)
mixuna mixuy)(___ ma'ft tumay)Wakiy unu'to be thirsty'
b. imanaspan qulqita tukuranki?(How did you spend the
money?)
oaxran lanklana kas-kan.(the farm needs to be
worked.)(qusqu -
(IixIa -
(uwixa -(karta -
ri-)awa2.)
nakia-)iskribi-)
wakan miCinay kas-kan.---Raxra lank'71-)
(papa - ala -) to dig(almusay (lunch) - mixu-)(mati (breakfast) -
-- tuma - (drink)
to u-kuhmi hamus-kaniy.lankia-)(mixu-)(pui5u-)
.(qulqi mana -ku-)
yanapahniykin hamus-kaniy.(watu-ku-)'to visit'(bali-ku-) 'to ask a
favor'(rimapaya-) 'to talk to
someone'
mana para kahtinmi.(because of lack of rain.
(muxu) 'seed'(alpa)(unu) 'water'fganu) 'fertilizer'
awiri. nuqaBayd.(okay. I will.)
siyaruta rantispan.(by buying cigarettes)(mixuna - mixuy)(aha - uxay)(lima - riy)(alqu - rantiy)
-ICIPPAarnmr-ras=
rank'ayta tukuspayki6isga(-After you finish working(mixuy( munay(runasimi( ya6ay(kastilanu(puriy----tukuy
5.16
wasite riounkiCis.you'll go home.)iskuyle-----___)wasi
hamuy )
qusqulimakay----he mpuy )
5. imapahtah ahatari munas-kanki?
imapahtah kay mapari?(66ra)(lapis)(liwru)(rilux)
imapahtah runasimitari yaCas-kenki?TWEETIgnu)(inglis)(aymara)
imapahtah lapistari munas-kankiais?(wasi - arT7g7T(qulqi - munay)(istudyay)
pipahtah mixunatari qusah?
maytan ris-kanki?
r;:rv-IrrAtr,
awiri.ripusahkuyg.
(411 right.We will.)
Caxra Iank'aypahmi.(gEsi ruwa-)(papa aysa-) 'to hill'(sara kana-) 'to harvest'(kasara-ku-) 'wedding'
mixunapahmi.(7hay)(qilqay)(liyiy)(ura quaway)
qusqu rinapahmi.(ispaiia) 'Spain'(estados unidos)(punu)
karta iskribinaykupah.--TEry737----
(liwrukuna rantiy)(mayistru kay)
rank'ahpahyg.--T7F7aCi-) 'teacher'
awa-) 'weaver'(puri-) 'traveler'
Tank'ahkunapahyd.71711i-)
(wayk'u -) 'cook'(miCi-)
kameCi-kuhnin6iskunapahy4.5171iE=3 'friend'(Tanksa-)(yanapa-) 'assistant'
Tahtatan(Caxra(wasi(tinda(iskuyla(urqu
ris-kaniy siyaruman.papa)mixuna)sirwisa) 'beer'liwru)Lama) 'llama'
5.17maytatah kunanri (ris-kanki)?
qayniwanCaypagariti
kunanaa qusqutan (ris-kaniy) papa bindih.siyarurantiy)
)
(qayniwanCay )
( kuka mask"ay)( urqu Tama . )
(paqarin( asinda uwixa )
( Eak' ay)
imatan kay wata ruwasunCis?
runasimitan yaCasun6is wataman qusqu rinanCispah.(kastilanu lima )
(aymara boi'biya )
(inglis unibersidad haykuy)(qulqi hunuy (to save) )
(qusqu ,ripuy )
imaynapin liwruta CinkaCiranki?(How come you've lost the book?)
iskuylata ripus-kaspan CinkaCiniy fiampi qaynimpa.(I lost it on the road the other day while I wasgoing to school).
( hamuy )
( ,
naha (earlier)(klasi punku )
( haykumuy kungn )
(wasi )
( kutipuy an )
5.18
Conversation
1. A. Vthich way is Urubamba? .
B . It's this way.
A. Doesn't that road over there go there too?
B . Yes it does. The two road meet. over that mountain.
A. OM I didn't realize that.
B . Haven't you been in Urubamba yet?
A. No. This is the first time I've gone. Is it behind
that mountain then?.
B . That's right. Urubamba is in a valley (wayq'u).
2.. A. How's Urubamba?
B . It's beautiful and warm (qguEi).
A. What do they grow (wiEaCiy) there ?..
B . They grow corn, potatoes, cherries and apples (mansana).
A. Are you going there now?
B . No, I'm not. I'm going to Maras for salt (kaal)
A. Are there candies there? I need some.
B . Yes, there are. If you want I'll bring some for you.
Listening -In
Huh tutamantan qusqu Cikaa huh gringa6ata pusan
sahsaywamanta ruynoskuna rikuCih.
6iku6a. siEura, propirata quyuway, aripas sahwaywamanta pusasayki.
gringaCa. kayqa, dikaa. 6ayri alintadu ruynaskunata rikunki?
5:19
6. ark, siEuraCa. sapa kutinmi pusaniy turistakunata.
g. hakuyg C"aynaqa. maypitah kas-kanri?
C. Cahay muqu patapin kas-kan. rikus-kanki6u. malkikunah
q "ipanmantan rixurimus-kan.
g. Clqahtatgh. Caypas nIgu quatamg. sasa siqay6g kas-kan.
C. manan sasa siqey6u. kayCaTan kas-kan, 6ayqa ratulan 6ayarusun.
g. rihsinkiCu kay malkikunatari?
C. riki. iwkalistukunan. q"awariy cripanCista. qusqutaqa
malkikunan muyuyus-kan.
g. nqahtatgh. urqukuna ima muyuyus-kasqa. awiyumpis limamanta
6ayaramus-kaniia.
C. arf. las nuywitan Cayamun sapa tutamantan.
g. kay6u sahsaywaman?
6. ari, kaytgh. haku Japan ruynaskunata puriramusunns.
g. munaypg inka pirqakuna kasqa rumimanta ruwasqa.
c. kunanqa haku Cinkanata haykusunns.
g. amarahy4. p"ututarah hurqurusah.
Ciku6a 'little boy'
grinqa "grinqa" (American girl)
ruynas 'ruins'
prupina 'tips'
turista 'tourist'
muqu
q"ata 'slope'
sigay 'to climb'
iwkalistu 'eucalyptus'
5.20
las nuywi 'nine o'clock'
pirqa 'wall'
rumi 'stone'
Cinkana 'cave'
p"utu 'photograph'
hurquy 'to take (out), remove'
Dictation
kunanqa 6in6iruta riku6isayki6is. qusqumanta rinkiCis Cayqa
yaqa dusikama puriymi cakipi. hatun Banmi ris-kan quurqur urqunta.
Caynintan Cin6iru runakuna purinku sapa p'unCay. tutamantanmi
qusquta haykunku bindinata apaspa,ranti -kuyta tukuspatahmi kutipunku
tayrinta. purinapahqa q "atan sasa sigana, urayuymi iCaqa pnasil6aIa.
urqu patamanta q"awarihtiykin 6inCiruqa pampa uraypi kas-kan.
caypin wasikuna maiki-malki uxupi kas-kan. lntih siqamunan
larumantan urqukuna muyuyamus-kan, Antih haykunan larumantahmi
i6aqa waypun asindawan tupapuras-kan. 6inCiruqa ayrun yaqa pusah
waranqa runayuh, Cunka iskayniyuh aylupi t'agasqa. urqu k'uCupin
piwiray quCa kas-kan asul unuyuh. Iahtatahmi ayiupunqupi kas-kan,
6aypin nukliyu iskuylapis kas-kar. karu cimpamantan hatun rit1.
urqukuna rixurimus-kan yurahta CihCirispa. Cay rit'i urqu
tuku-kuypitahmi ma6upixCu kas-kan.
dusi 'at noon, twelve o'clock'
hatun big, large'
q "urqur Ccorcor (name of a mountain)'
q "ata 'slope'
urayuy
puasil
waypun
tupapuray
klu6u
asul
U1111
5.21
' to go down'
teasy9
'Huaypo (name of an Hacienda)
'to be adjacent'
' corner, bottom'
' blue'
'water'
aylupungu 'Ayllupongo (one of Chinchero'sayllus)
nukliyu iskuyla 'Nucleo escolar (rural schoolsystem in Peru)
6impa 'front, the other side, beyond'
yuraq 'white'
6i116iy 'to smile'
UNIT SIX
DIALOGUE
A farmer goes to his neighbor's house to ask for helpin plowing his field.
F. Is anybody home? mumlly
Is anybody home? Someone mumQ, hampusqayki.is visiting you.
N. to pass, happen, go pasay
Come in. pasay-kamuy, taytdy..
F. to bite kaniy
angry, mad
I'm afraid your dog isgoing to bite me. Helooks fierce.
alquykitah kaniruwanman.puifiapasC4 kas-kan.
N. to keep away, protect,prohibit hark'ay
I'll keep him away fromyou so he won't bite you.
outside, exteriortopside
nuqayd hark'asayki, Cayqamanan kanisunkiCu.
hawa
Why don't you go inside the wasi uxuman pasayu-kuy, amahouse instead of just hawalapiqa sayayCu.standing outside?
F. Thanks, sir. yusulpayki, urpil4y.
Excuse me. dispinsaykimantA.
N. seat, top, border,bank, shore pata
Wo144,you sit down here, kay pataaapi tiyayu-kuy.pleAse.
F.
N.
6.2
warm
to be warm
cold
to be cold
And warm yourself, youmust be cold
a little bit
to stay with someone
to rest, breathe
in the manner of,like, a while
All right I'll stay herefor a while to get somerest.
cooked food (likepotatoes)
to cook
to serve, pass,invite
to help oneself
Would you like to have somecooked potatoes? Helpyourself.
lunch; to eat lunch
Lunch will be ready verysoon too.
F. to be hungry; hunger
I'm hungry
Thank you. I was hungry.
gVuni
ceunyV.
ciriy
ceuBiri-kuy ima,Ciriramusunki64.
6ika
tiyariayay
samay
tumpa
huh 6ikanta tiyapayarusaykipasygsamayuh tumpa.
wayk'u
waykiuy
hayway
haywa-kuy
ica Nina wayk1u6alatapishaywari-kuwahCu?
almusay
Flan almusaypis Cayarunqafia.
yarclay
yargawas-kan
yusulDaykisunki6is.yargawas-karanmi kampis.
EZZIEZZIElk. ...-4=0.7111:4=1WIR.EX.G.MV.17.-nk-A,X1na.ar,Crst.scratrzt.t.,,-..,
6.3
tropical valley; jungle
son (man's)
yunka
Curl
How's your son who's been alifan6u yunkapi 6uriykiriin La Convenci6n? kas-kan?
N. He's fine. alilansi kas-kan.
a few days ago qayna
to receive 8askiy
to guess watuy
to miss; find out watu-kuy
I got his letter just theother day in which heasked about you,
qaynalan kartantapis Caskiniy,Caypin qanmantapiswaturi-kamusqasunki.
married man warmiyuh
He says he's married warmiyuhflas kapun.already.
F. They say so
to live (exist)
I've heard that too. Ihope they'll find a nicelife.
as
kawsay
as, as, ninkun.aiintayg kawsa-kuCunku.
to cost baliy
to implore, ask a favor bali-kuy
Please, I'd like to ask you ali6u baliyu-kusayki.a favor.
N. Go ahead. What can I bali-kuyg. imalataCu kahtinqa.do for you?
F. Monday lunis
to plow yapuy
21,
6.4
to help someone to plow
work or anything tobe reciprocated
Would you please help meto plow my field thisMonday, so that I canrepay you in the sameway.
all right
to cooperate
to cooperate with others
All right, I think it's agood idea to cooperatewith you.
uncle
free, vacant
to be free
My uncle will have freetime by then, so maybehe could help us too.
F. I hope
hope he could.
furrow; line, column
to furrow
to defeat; to be ableto complete
Gil three of us (incl.)
Since we're going to furrowalso immediately afterplowing, the three of uswould be able to finishthe work.
yapuy-siy
ayni
urpi sunqu, kay lunistayapuray-simuwankimanCuaynirapah?
maski
ayniy
a ynipa -kuy
maski aynipara-kamusaykipasyg.
tiyu
qasi
qasiy
tiyuypas qasingan, paypisyanaparamuwasunmampas64.
ancacus
an6aCus kanman.
wacu
wa6lay
atipay
kinsantinCis
wa6ustin imalaflatahruwamusun6is 6aycia,kusatayg riki atiparamusunCiskinsantin6ismantaqa.
6.5
N. it reminds me
flute
to leave, abandon
By the way, why don't youtake tack your flutewhich you left here theother day?
F. I'll just leave it still.
to go back, return
then, at that time
I'll be dropping by heresometime, so I can pickit up then.
Don't forget to come thisMonday.
ansilay
qina
saqiy
ansiTaypis,qayna qinaykitasaqis-karanki 6aytawanapari-kapulayBa.
hinalarah kaCun.
kutiy
6ayfia
kutimus-kasah64, caynaapa-kapusah.
hamunkipuniy6 lunistaqa.
to
z----171rentirremtlilloAMEETri.
6.6
Dialogue Review
F. mumliy, hampusqayki.
N . pasayl<amuy, tayt4y.
F. aiquykitah kaniruwanman.' puifiapasCg kas-kan.
N . nuqayg. hark'asayki, Cayqa manan kanisunkiCu.wasi uxuman pasayu-kuy, ama hawalapiqa sayayCu.
F. yusulpayki, urpir4y. dispinsaykimanta.
N . kay pataCapi tiyayu-kuy. ima, 6iriramusunki6d.
F. huh Cikanta tiyapayarusaykipasyd samayuh tumpa.
N . iCa hina wayleuCaTatapis haywari-kuwahCu. nan almusaypisCayarunqaBa.
F. yusulpaykisunkins. yarqawas-karanmi kampis.aTiTanCu yunkapi 6uriykiri kas-kan?
N . aTiTansi kas-kan qaynaTan kartantapi.s 6askiniy, Caypinqanmantapis waturi-kamusqasunki. warmiyuhEas kapun.
F. as, as, ninkun. aTintayd kawsa-ku6unku.aTi6u baliyu-kusayki?
N . bali-kuyg. imarataCIA kahtinqa.
F. urpi sunqu, kay lunista yapuray-simuwankimanCu ayniTapah?
N . maski aynipara-kamusaykipasyd. tiyuypas qasinclan, paypisyanaparamuwasunmampasCd.
F. anCaCus kanman. waCustin ruwamusunCiscayqa kusatay4 riki atiparamusunCis kinsantinCismantaqa.
N . ansilaypis, qayna qinaykita saqis-karanki Caytawanaparf-kapurayfia.
F. hinalarah kapun. kutimus-kasah64 Cayfia apa-kapusah.bamunkipuniyd lunistaqa.
GRAMMAR
Morpholagi.
1. Enclitics: -puni. -Ea -rah. -pis, -pas. We present
here three orders of enclitics which have some flexibility
of position with respect to each other: order 1 may change
position with order 2; order 2 may change position with order
3. But order 1 always precedes order 3, unless, as in some
cases, elements of 3 and 2 are present, in that order. The
student is reminded that enclitics are added to verbs, to
substantives, and also to particles.
a. Order 1: -puni. The use of :211 implies
emphatic certainty, often about identity: agustupiqa
wavramumpunin. 'In Lugust there's always a lot of wind.';
mYtana11111LtaLaniELL112111102121moLLL 'Surely you are
the one who took my pencil.'; kunankamaga EapuniC4 CavanEa.
'He must have arrived by now.'
b. Order 2: -Ea -rah. These are stative enclitics:
-Ea implies a change in a state or action; translation may be
'already'9 'now', 'then': Ean mixunivEa. 'I've already eaten.
pa arinEa Tankiah a risun. go to work tomorrow.'
amaEa apamuy6u. 'Don't bring any more.' -rah means that a
state of action remains unchanged; translation may be
'yet'. 22ItmalEs-kanrehmi. 'I still have some meat.';
taxturahmi qarpamanap. 'My f?ther will irrigate first.';
manarahmi mixunaqa CayanCu. 'The meal isn't ready yet.'
c. Order 3: xis, -pas. These are additive
enclitics. A translation of 'and', 'too', or 'also' is
6.8
usually suitable for -pis; a translation of 'and', 'but',
laltheugh', or 'perhaps' may be appropriate for -pas. Additive
enclitics mark a form as coordinate with (or added to) another
similar form:
-pis: mayrahC4 hamunqapis. 'I don't know at what hour
he'll come (but he too will come).'; nuqapis qusautaqa risahmi.
'I'll go to Cuzco too.'; nahapis paraqa ayamunmi. 'It was
raining earlier too.'
-pas: paranqapesC4. 'But it may n ; wakatapasC4
qatimus-kan. 'Perhaps he's bringing the cows.'; manapasC4
hamusahCu. 'Perhaps I won't come.'
Examples of some irregular orders: -fiauni: DiraIarlapunin
Cay ircliqa. 'That boy is very lazy.'; 21121211111: 1121121:211Punin
kas-kan. 'It's still very far away.'; RunIEEL11--
ruwenm4n. 'He's the one who could do it.'; -pasrah:
unuampasrahqa riru-wah. 'You should go for water first.'
2. The inclusive suffix -ti: In Unit 5, -hti was
referred to as a nominalizing "sequence', because it con lsts
of two suffixes: a suffix of simultaneous aspect, which
is in the verb pattern, and -ti, a nominalizing suffix. After
h, -ti marks the condition referred to 1-y the verb stem as
a background condition, against which some action .(usually
referred to in an accompanying clause center) is occurring.
The import of -h in this combination is that the 1-ackrfround
action As simultaneous. As mentioned in Unit 5, substantive
person reference suffixes always follow -ti: hamuhtiiyi
'if (or when) you come'.
6.9
-ti also occurs after two other aspect suffixes, -n9
absolute aspect, and -s, static aspect. But the conditions
are curious. After -nti and`, only -n, the 3rd person
singular suffix, occurs. The stems to which -nti sequences
are added are more commonly observed as substantive stems,
though here they function as verbs: wayqintinmi kaku. 'We are
brothers.' Caution is advised in interpreting the meanings
and functions of forms which include -tip since they tend to
vary according to the context: puncuntin hamunki. 'Come with
a poncho.!;._ lahta masintinmi kanku. 'They are from the same
town.'; papantinta Caxrata qusayki. 'I'll give you the land,
including the potatoes growing on it ca_xrar2I1DRIPt211M.Ia!
'I'll give you the potatoes from the whole field.'; lank'astinmi
Caxrataqa Cayamusah. 'I'll work in the field as soon as I arrive.';
CinCiruta hamuspayqa hinutintan purimusah. 'When I get to
Chinchero I'm going to walk around everywhere.'; Pisintan
E2Cayazkytpagaristintah uma nanaypi kayku. 'We got drunk one
night, and the next day we had a headache.'
The meaning which seems to pervade occurrences of -ti
is "inclusive" in nature, with implications of totality,
spatial inclusion of one thing in another, or identification
of two elements as members of the same category.
3. Directional Modals. The meaning of a Quechua verb
stem can be modified in various ways by the addition of
base-forming or modal suffixes. One sub-group of directional
modals permit the...speaker to indicate spatial relationships as
part of his utterance. Thcy serve, in other words, as focal
gestures referring to directions. Since this vocal "pointing"
6.10
often indicates a person as the object of the ,ction (though
not necessarily so), the student may wish to think of some
directional modals as.having the same function as object pro-
nouns in English. But this is only sometimes true and then
only in a semantic sense.
The following chart gives the position of directional modals
with respect to each other. This order never changes within
a single word.
1 2 3 4
Translocative Benefactive Cislocative In unctive
-mu . -m -pu -wa -6u
Index
Speaker:-
-sa -sah
Group:
-su
The form -m, in order 1, occurs only immediately preceding
order 2, giving the sequence =202.
a. Translocative: -mu . -m. The use of this element
implies reduction in the distance between one object or person
and another object or person, and that such reduction affects
one party in the pair, in order to carry out the action: p"away
taytaykita waharamunki; dahay 6impapin Iank'as-kan. 'Go and
call your father; he's working over there.'; p"uyun kas-kan.
ommanaa2a2L, 'It's cloudy. Perhaps it will rain.';
p"away6is. rinki6is. hinaspa 6ahay runata maciamunki6is. 'Hurry:Go on And beat up that man:'.
,
6.11
b. Benefactive: -pu. This modal indicates that an
interested party (person, place, or object) is affected by the
action: 6axraykitacianucianlank'apa, 'I worked your field
for you.'; huwisa.__ps12aanuan rimapuniy paYmantagaz At court,
I spoke (to the judge) on his behalf.'; wahuhlIa_gati-kapuy.
manan astawan a hark'a mandu. 'Take your cows. I can't take
care of them anymore.'; Iahtaykita kutipaya 'Go back where you
came from.'.
_,al may be preceded by the translocative modal in the
form -m, as mentioned earlier, in which case both meanings are
present: 'When are you going to
bring back thy rope?'.
c. Cislocative: -wa. When used without other
directional modals, -wa means simply that the speaker or his
group is affected by the action: t'antataauma 'Give me some
breadt'.
Preceded by the benefactive modal, -wa marks 1st person as
an interested party: quIllita qupuwat:_ 'Give me back my money.'.
Preceded by the translocative modal, the presence of -wa
shows 1st person to be one of the parties in the spatial
relationship to be reduced: hakuns, hinaspa, daxrata rikaimuway.
'Come with me and show me the field.'.
Translocative, benefactive, and cislocative may all appear
in a single word: 40211111ABLalllmacalliszsimpuwanki.'When you go out to the field take a look at my potatoes on
your way.'.
Index: -sa M -sah; -su. By the use of one of
6.12
these suffixes the speaker "points" away from himself. These
elements are freely combined with translocative and benefactivemodals.
Speaker index. The two forms of this suffix have differentdistributions.
-sa is always followed immediately by -yki, 2nd person re-ference, and the meaning is that action by the speaker willaffect the person addressed, an 'I - you' relationship. The
contrast between quyki. 'I give you' and qusayki. 'I will giveyou° reveals that, in a sense, the pointing involved in -sa istoward future time as well.
The form -sah occurs when -yki does not follow, but no otherperson reference takes its place in the same word, such referencebeing made if necessary in another part of the sentence: ismliwruta wayqiyman qusah. 'I'll give this book to my brother.';
kunangafaxraytan Iank'asah. 'Today, I'll work my field.'.
The 1st person actor implied by forms with -sah may be
pluralized by adding -ku:kuriaLgamal:_kitanilarionasahku. 'We
(excl.) will fell the tree now.'. The 'I - you' sequence -saykimay add the plural suffix -ku, in which case the relationshipis 'we (excl.) - you (sg. or pl.)', or it may add the pluralsuffix -Cis, giving the relationship 'I - you (p1.)'.
Group index. The form -su appears in two main combinationswithin single words.
-sun, where -n aspect follows, implies a gesture onbehalf of the speaker's group: haku tarpusun. 'Come on, let'splant.'. Somewhat redundantly, the plural suffix,-Cis may be
6.13
added with no observable difference in meaning. Time in both
cases is present or future; and the suffix -ra, past time,
never occurs in the same word.
- sunki, where -nkil 2nd person reference follows. Here
the addressee is pointed to as the object of the action, but
the actor is 3rd person: 'He - you'. Though future time may
be implied, this is not obligatory: paymi watu-kusunki. 'He
asked about you.'; faialligialEarmsunki lintacta paciarknz,
'Your sister will bring you milk tomorrow.' With -sunki,
-ra, past time, may occur: pin ma amurasunki? 'Who went and
hit you?'
Generally only the plural -cis follows -sunki, the plural
-ku occurring very rarely: Meaning is then 'he - you (pl.)'
or 'they - you.(sg.)'.
e. Injunctive: -u. The concept of 'indirect
command', asking the addressee to pass oil a command to another
person, best fits occurrences of this suffix. It is always
followed by -n9 absolute aspect: sutk'aykita ni . mah61-ku6un.
'Speak to your younger brother. Have him wash himself.'. The
plural -ku is normal, since the addressee does not participate
in the action ordered: ElEaLnhuiusunakuna. 'Tell those
men to go home.'
Preceded by -wa, the meaning is that the 3rd person will
act on the speaker: kUrahniykita 12142.2nuta apamuwathan
tualauatt 'Speak to your older brother. Have him bring me
r4
some water for me to drink.'.
Index modals never accompany -au, but -mu and - u do so
6.14
frequently.
4. -mu andsuffixes. In a later unit,
-mu and -pu will be shown to interact with certain 'auxiliaryroots', ka-, ku-, 22:, and Qu-. This is a complicated matterbetter left for explanation in a different context. However,some combinations of this kind are necessarily included innatural dialogues and exercises, as the student will havenoticed already. For the present, the student need only knowthat the two suffixes never follow ku- or Qu- immediately,but may follow ka- or Qa-. It is reasonably safe to ignorethe meanings of the four auxiliary roots until such time asthey are further described, provided the student pays closeattention to occurrences of -mu and=j2a.
Syntax.
1. Reference. A final basic clause type in Quechua maybe represented by the formula:
Subject Referent Verbal AdverbialThe criterion for this referential clause is that the
verbal functor will contain one or more of the directional mo-dals except fc- -Cu. The referent functor is frequently absentfrom r.ctual occurrences, but when it is overt it ordinarilycontains a relator such as -man, rpah, - manta, or -ta. Thisdoes not mean that all forms containing such relators arereferents; the requirement is that the accompanying verbal mustcontain -mu, zpu, -wa, -sa, -su, or a permitted combination ofthese. For example,
nualEElopazgysmantaz. 'I spoke on his
6.1.5
behalf.' contains paymanta functioning as a referent. But
smaaaalarallILL. 'I'm coming from Cuzco.' is an in-
transitive clause, with ausgmana functioning is an adverbial.
EXERCISES
1.a. paqarin liwruta apamusahku6u?
(6axra - lank'ay)(uwixa - mi6iy)(iskuyla - ripuy)(wasi - hamuy),,(runasimi - yacay)
imaynatah timpu agustupiri?
(fibriru 'February')(mayu 'May')(huniyu 'June')(berano 'Summer')(inbirno 'Winter')
hinatayg lopisniykitaqaMafiayuway.
(siyaru - quy)(qulqi - manuy 'to lend')(oho - bindiy)(p'uspuru 'match' mafiay)
'pitah qulqiytari huraurun?
(liwru - pakay to hide')(laranxa orange'. - mixuy)(siyaru - pitay)(sirwisa - uxyay)(misk'i --6'unqay)
b. ima urasiian kas-kan?
riki, apamunki6ispunin.
agustupiqa wayramumpunin.
(paray)(usariy 'to stop raining')(qasay to frost')(q'uEiriy)(6iriy)
manapunin mallaYkiman6uimaraykupas.
roberto6apuniy4 riki.paylatah laruykipikas-kardn.
(mariya6a)(alberto6a 'Alberto')(kay sipas)(kay wayna)
. (irqikuna)
an las u6ufia.
(11s nuywi)(las diyas 'ten o'clock')(las onse °eleven o'clock')(las dose °tweleve o'clock')(la una 'one o'clock')(las dos 'two o'clock')(las tres 'three o'clock')
^,1"=,111.1Z=MIMIC121.6.,..tax=.spami*vavams,
alyamta pitasah60
mixuna - mixuy)punku - wisq'ay)bintana - ki6ay)(iskuyla - ripuy)
fi.Vta munankirahal?
(tiy °tea')(asukar 'sugar')(ka6i 'salt'(hampi 'medicine')(unu)
6.16
amarah. hafiztarah 142a x.
(unu apamuy)(hawa - Iuhsiy)(punku - wisq'ay)(6axra - Tank'ay)
amaBa-.
ari, munas-kanirahmi.
Ba6u mixurankiBa? -Ban mixuniyBa.manan mixuniyrah6u.
(istudyay).(samay)(matiy 'to have breakfast')(almusay)(tukuy)
mixuyta tukunkiBaCu?
(runasimi - ya6ay)(kastilanu - atiy)(qilqay tukuy)(mixuna wayk'uy)( siyaru rantiy)
,karurah6u smaliman
ka-kus-kan?
ark, Ban,manarahmi.
ari, karurahmi kas-kam.manan karu6u. kay6aTaBan.
(yunka)(q"iswa 'valley')(P'isah 'Pisac°)(uTantaytambu '011antaytambo')(ma6upix6u)
imaynan Cay sirwisa kasqa? CiriTaBan kasqa.
(kafiy)(mixuna)(laranxa)(u6u)(6umpa sweater')
c. unutan munas-kafiy.
(siyaru)(kafiy)(qulqi)(wasi)
(rup"a)(sumah)(miskvi)(haya 'hot')(q'uBi)
nugapis (munas-kanin) .
(pay)(paykuna)(nuqa)(nuqayku)
6.17
kar6u aba hay Iahtapi? ark kanmi. kukapis,siyarupis kan mi.
(sara)(triyu, kiwi% cquinua')(uwixa)(waka, k"uCi 'pig')(warpa)(urpi, patu 'duck')
(kawaiu i'aorse') (Tama, asnu °donkey')
pipes wasita hamuran6u? manan pipas hamunCu.
(uruwamba - riy)(waka - mi6iy)(wasi - haykuy)(hawa - Tuhsiy)
maytapas (riranki6u) gayniwanCay? manan maytapas (riniy6u).
(kunan)(paqarin)(naha tutamantan)(kunan Visin)
manaCu imatapis aaranki? manan imatapis apaniy6u.
(ruway)(wilay)(tapuy).(urariy)
hayk'atan aulqita apasah? hayk'atapismanan imanampasCu.(runtu 'egg' - rantiy)
(siyaru pitay)(papa - mixuy)(misk'i quy)
hayk'ahpas limata rinkiCu? manan hayk'ahpas risahCu.
(ayakuCu) .
(kitu 'Quito')(tile 'Chile')(mexiko '114-3ico')
auLautari rinki6u?manan qusciutapis risah6u.
(sahsaywaman)(macupix6u)(uTantaytambu)(p'isah)
6.18
kayta taytaykiman qunki.
(mama)(qusa)(warmi)(Curl.)
(ususi 'daughter')
tayrinqa paramunqapasC4.
(tuta - rit'iy)(p'un6ay rup"ayay)(paqarin - paray)(tutamantan - qasay)(c'isin - ciriy)
2.a.yarsahtinqa hampunki.
(c'akiy 'to be thirsty')(plainly aysay 'to be sleepy')(Ciriy)(rup"ariy 'to be hot')(apiyay 'to get wet')
b.wayqiyki6u Cal wayna?
(tura - wayna)(Bafia sipas)(pana - siBura6a)(amigu - wiraquCa)
imantinmi Iank'ah hamusahku?
punountinCia harnusah?
(kamisa 'shirt')(lixia)(tambur)(C'ulu 'cap')
awiri. iCaqa manapas6amunanqaCia.
yaqapas64.
awiri. Mama xaraawahtinqamanatahC4.
arf. paywanqa wayqintinmi,kayku.
(panatura)(Balla)
(wayqipana °siblings')(amigu 'friend* )
taxlantin hamunki6is.
(qurana 'hoe')(wask"a)(i6"una °sickle')(pala 'shovel')
taxlantin wakantin imahamunkiCis.
(wask"a, i6"una)(pala, piku 'pick')(qurana, kustal 'sack')(qina, tambur 'drum')
riki punCuntiny4, sakuntin ima.
(kurbata, 'tie')(warak'a 'slingshot')(pututu 'pututu')(pun6u)
6.19
ca` xrantinpiCu pan kan?
(puna - Zama)(urqu - iCnu 'straw')(peruw iskuyla)(yunka malki)(mundu 'world' - runa)
c. lukulayd 6axrataqa hamunki.
(iskuyla)(inlisa)
(plasa 'market')(wasi)
alaa6u kanirasunki?
(miCi - ra6ay 'scratch')(kawalu - hayt'ay 'to kick'(waka - wahray 'to gore')(luwis maqay)
imatan qusqupi ruwarankiCis?
3.1. ipaway taytaykita, yanuamunki,Cahaypin lank'as-kan.
(mixu5iy 'to feed' - samay)(uyariy - rimay)(tapuy kay)(wahay tiyay)(pusay Iank'ay)
kayman aparnuy Cay liwruta.
(wixPuy 'to throw' - lapis)(hayt'ay - bula)(pusay alqu)(aysay - kawalu)(apay - mixuna)
arf, Caxrantinpin.
riki. lank'astilanflanCayamusah.
(ya6a6iy)(misa uyariy 'to attend
the mass')(rantiy)(mixuy)
arf. alaap kanistinpliawayamuwan..
martispin Cayaykulpaqaristintah ma6upix6utariyku, minC"astintahkutimpuyku.
(mirkulis 'Wednesday' - 6ineiiru)(huywis 'Thursday' - uruwamba)(birnis 'Friday' - urkus)(sawaru 'Saturday' - sahsaywaman)
awiri, yanapamusahy4.
anC6y, apamusahyls.,
6.20
maymanmi wixPumusah kay hawaman wixPumuy.rumita?
(Curay 'to place'- liwru)(saqiy 'to leave'-waka)(waqayCay 'to keep'-qulqi)(hiPay 'to throw'. unu)
kaypi timy.
(kay)(liyiv)(lank'ay)(mixuy)
3.2. hayk'ahmi limata kutipunki?
(iskuyla - haykuy)(waka bindiy)(wasi - riy)(caxra - tukuy)
ima urastan iskuxa tukupunqa?
(warmakuna Tuhsiy)(Tank'ahkuna - samay)(awiyun kutiy)(mayistru - kaykuy)
kay 21naykita apa-kapuy.
(taxla)(pus :a 'spindle')(liwru)
aTil6aup:swixayta miCipuway.
(6axra(liwru(wawa -
(tayta(karta
- lank'ay)- quy)ya6aCiy)
- yanapay)iskribiy)
tiyuykih 1211121aptawanmi6impunki.
(waka - qatiy)(6axra ranleay)(wasi - q"away)(papa - aTay)(pun6u - apay)
(misa pata 'on the table')(urqu)(wasi)(pampa)
qantah 6ahaypi tiyamuy.
paqarinmi kutipusah.
kunalanmi tukupunqa.
qupuway4, apa-kapusah.
awiri, millpusaykiy4.
anady, miCippusahyg
--MSIIIMI.Mitaxtruzstiarorecegatrs=cmovemsz.7...IM=:=1,2nr=-Mr,,k,,77,747=7,-M-rr.,-.477trvar.27,.r,-x,re,r-e:
3.30 napaykuykin, taytgy.
(mamgy)(urpilgy)(wiraqu6a)(siBura6a)
an6atan muEamkEyki.
(waruy 'to like')(k"uyay 'to care about'(sintiy 'to care about'(yuyariy 'to think of')
ima niwankin?
lapisniykita mafiaway.
(qulqui - manuy)(1i6i - bindiy)(unu - quy)(pun6u - maBay)
)
6.21
astawan unuta quwayku.
(kafiy - hayway)(almusay ' qaray 'to feed')(qulqi - manuy)(runasimi - ya6a6iy)
mixunata quwayCis.
(kwintu 'tale° - wilay)(kuka - bindiy)(iskuyiata - quawa6iy 'to show')(qusqu lahta riku6iy)
hamuy huhta wilasayki.
(misk'i - quy)(uyayki - q"away)(kiru 'tooth'- hurquy)(sake 6'utiy 'to take off')(6ahay - pusay)
nuqapis napaykuraykitahmi,mamgy.
(taytgy)(urpilgy)(siEur4y)(urpirgy)
nuqapis 6"aynaIatatahmimuna-kuyki.
aIiIan6u niykitgh.
(awmarya)(imaynaIan 'Hello')(kayIapiCu 'Hello there')(kayIata6u 'Hello there')(sumahIa6u 'Hi')
awiri, maliasaykiyg.manan maiiaykiman6u.
"da'ski usayki6ispasyg.manan quyki6ismaniia6u.
hamuyg, ausaykiku.manan aaykikuman6u.
imatatah wilawankiri?
(hayk'ata - quy)(imata q "away)(imawan - hurquy)(imapah 6'utiy)(mayta - pusay)
6.2,2
liwruykutari aupuwankikau?11
(mixuna - wayk'uy)(uwixa - Bak'aY)(wasi - aliagay)(aha rantiy)
manaCu p'aCatari rantipuwanki6is?
(malki plantay 'to plant')(lama - miCiy)(mati ruway)(punCu - away)
pin magarasunki?
(pilifia6iy 'to offend')(waqa6iy '.to make cry')
. (manCaCiy 'to frighten')(uyway 'to bring up')
pikunan vanaparasunki6isIank'avta?
(quy - liwrukuna)(yaCaCiy - kasti/anu)(pusay - sahsaywaman)(tapuy - sutiyki6is)
pin runasimitaqa ya6a6iwanns?
(kustal marlay)(aha - hayway)(ruynas rikaiy)(inglis ya6a6iy)(alpa - rakiy 'to distribute')
pitah paqarinri yanapasunki?
(mask "ay)(suyay)(ayniy)(watu-kuy)
pitah ggigammantaririkucimuwanqaku?
(mixuna apay)(aymara yaCa6iy)(qulqi - manuy)(alpa - quy)
riki. laaqa asIatawanilaqupusaykin.s.
riki, mana6us.rantipusaykikun.
waygiymi maclawan.
tiyahmasiy)warmayanay 'love')Baleah vpistaco')taytamamay)
wasimasivkunan yanapawanku.
(mayistru)(iskay sipas)(iskay wayna)((huh wiraqu6a)
Eaxistrat4h vaCaCiwanCfs.
(wasimasin6is)(dea isawil)(husiyCa)(huh gringu)(hatuntaytanCis 'ourgrandfather')
don luwismi yapapawanqa.
(huh amiguy)(margarita 'Margarita')(don bixtor 'Victor')(rihsisqay 'someone familiar')
Cufirmi rikaimusunkins.
(bixtukaCa 'Victoria')(punu lahtayuh runa)(qulqiyuh runa)(asindayuh wiraqu6a)
.23
pitah usgatari pusawasuncis?
(misk'i quy)(wasi - bindiy)
. .(Caxra yanapay)(taxla - maBay)
paykunan Caxrataqayanapamusunkiku.
(Iahta rikuny)(papa apay)(sara quy)(iskuyla eawany)
3. itnatan luwisaCa ruwanqa?
imatan irqikuna ruwanqaku?
Ratan pay pusamusunki?
(ima - apay)(hayk'ah yanapay)(ima apany 'to send')(pi - kaCay)(ima uras - wahay)
ausgu Tahtaalkunanpusawasuncis.
(qusqu siBura6a)(wasiyuh)(tiyunns)(wasimasinns)
alinya riki yanapamuwanqaku6ayqa.
unuta apamuCun.
(almusay - ruway)(tixla - away)(wasi piCay)(waka - Paway 'to milk')(qusqu - riy)
taytankuta vanapamu6unku.
(iskuyla- ripuy)(uywa 'animal' - miny)(kapull - palay)(sutinku - qelqay)(wasi - hamuy) .
marilLILlta pusamuwaCun.
(kuka)(minCna)(karta)(hampih 'nurse'(la una)
).
6.24
Conversation
1. A. Hey fellows. Why are you studying Quechua?
B . Because we are going to go to Cuzco next month, sir.
A. I see. And what are you going to do there?
B . We'll work with the people of the rural areas.(bawa Iahta) for two years.
A. That's good. What else are you going to do?Tell me some more.
B . We'll also look at the ruins and travel all over Perii.
A. Wonderful. And when are you going to come back tothe U.S.?
B . We'll come back in June, 1966.
2. A. How many people are studying Quechua?
There are twelve including me. We were thirteenbut one went back home.
Do you know Quechua already? Can you speak it?
B . Yes. But only a little bit. We have one more weekfor studying.
A. Then you must study every day,
B . Of course. We have to study Spanish too.
A. That's too much work, isn't it? If you'd like,I'll help you. I speak both Quechua and Spanish.
B . All right, sir. Come on and let's work together.
6.25
Listening In
huh cuerpo-de-pazmanta sipas 6iniruta rin huh warmiwan.
PCV. awmarya, mamgy.
Ch. simpikaru, siBura6a.
PCV. aTi6u tapuyu-kusayki.
Ch. imaIataCu kahtinqa?
PCV. maynintan 61n6iruman ris-kan?
Ch. kaynintan ris-kan. nuqapis 6aytan ris-kaniy,hakuyg nuqa pusasayki.
PCV. alicu, urpi sunqu. Ciairumanta6u kanki?
Ch. ark Caymantan kaniy. maymantatah qanri hamus-kanki?
PCV. nuqaqa qusqumantan hamus-kaniy.
Ch. Vaynaqa mayistra6g kas-kanki, i6a imadu?
PCV, manan mayistra6u kaniy. nuqaqa cuerpo-de-pazmantan kaniy.
Ch. ima ninidn?
PCV. cuerpo-de-paz niniytgh.
Ch. imatah 6ayri? manan uyariraniy6u 6aytaqa hayk'ahpas.
PCV. est7dos-unidosmantan waynakuna sipaskuna ima hamuyku:ahtaykiCista qankuna yanapah. 6aypa sutinmicuerpo-de-paz.
Ch. an. aTinyg riki 6ayqa. imakunatatah yanapuwankikuri?
CPV. 6axra Iank'ayta, mixuna wayk'uyta, wasi aIiCayta,liyiyta, qilqayta, kastilanu rimayta iman.
Ch. kusa, siBuraCa. imatah sutiykiri? wiTaway4.
PCV. marilinmi. qampari imatah?
Ch. nuqah sutiyqa margarita kusikunan.
.6.26
Dictation
maCupixCumRn rih makina. tutamantanmi las uCuta santa ana
istagunmanta makina, "yana mau" nisqa sutiyuh, puririn. 6"ax
6"ax C"axcliax nispan siqan sixsax quatata susiylawan arku
punkukama. Caymantatahmi iCaga urayman suCuyun p"awayIa.
iskuCakapi sayan, hinaspa Caypi astawan pasaxirukunata hugarin.
6aymantatah anta pampanta t'agapaspa warukunduman Cayan,
hinaspa 6aypi huh 6ikanta sayalantah. Caymantaga k'ixIu
wayq'unta haykun, hinaspa paarman Cayan. Caypi uruwambamanta
kalkamanta ima hamuhkuna siqamunku. Caymantatah iCaga
wiIkamayuh patantakama sipiyun, hinapi ulantaytambuman
6ayan, Caypitah pasaxirukunata almusain. Caymantan wa
wa wa nispa qaparispan hatun wayq'u urayman Cinkayapun
suni urqukunah Cawpinta. bay urqukunan makinah wagasgantapis
yaCapatarimunku. eatastimpas geumirmi sa'akunah
pakaykuscian. mayuCakunapisr/t'iurgukunamanta p"awayamus-kan
sumah C'uya unuyuh. wilkamayupas ap"anta rimarispa
suCuyus-kan makinawan kuska. iskay kinsa tunilkunata
pasaspan makinaqa ma6upix6u istagunman Cayan tayrinta
las trista Nina. inka Iahtaqa alt "u k'aw6i gaga patapin
kas-kan iskaypi t'agasqa; huhninmi maupixou, huhnintah
waynapix6u.
anta 'Anta' Querpo-de -paz 'Peace Corps'
arkupunku 'Arcopunpo' 6awpi 'middle, center'
ap"an 'noise, noisy' 6inkayuy 'to sink, get lost'
77,SIMIMPIMmmtlEtstItilmoTmmmummmmm9AwmgmmtrnmmmtTmtrItn.
6.27
.1."^a-rA
M.1.14.117174, -- .
Puya 'clean, clear' q'umir V green'
iskuCaka 'Izcucnaca' sa6'a 'vegetation'
ista5un 'railroad station' sipiyuy 'to run fast'
kalka 'Calca' sixsax 'zig-zag'
kusikuna 'Cusicuna' suCuyuy 'to roll down'
k'awCi 'sharp' suni 'tall, long'
k'lx1u 'narrow' susiylawan 'slowly'
marilin 'Marilyn' t'aqapay 'to cross'
pa6ar 'Pachar' tunil 'tunnel'
pasaxiru 'pasenger' warukundu 'Huarocondo'
pflawayTa 'rapidly' wilkamayu 'Vilcanota'
puririy 'to depart' waynapixCu 'Huaynapicchu'
qapariy 'to cry, scream' ya6apatay 'toimitate, echo'
qaqa 'rock'