EWE BASTG COURSE Irene Warburton Prospur Kpotufe Roland Glover with the help of Catherine Felten Revised Version Prepared under the auspices of the U.3. Department of Health, Education, and Welfare, Contract Number 00 3-7-070097-2201 African Studies Program Indiana Uni verel ty Bloomington 19Ae Be Ce EWE BASIC COURSE TABLE OF CONTENTS UMT I Introduetion II The Language Background III Some Generel Linguistic Features IV Phonemes v Tones Pre-Speech Drills I Phonemic Drills. II Some Tongue Twisters Ewe Basic Grammar I Greetings ---. Ir The Pronouns /né/ and /wé/y the Demonstrative /sia/s Uses of. the Particle /ya/ --- Tir The Definite Article; the Emphatic /e/ ---- Iv Plural -. v Independent Personal Pronouns --: Negative ------- VII Possessives ----. VIII Possessives (continued) Ix Substantives of Place; Possessive Substantives x The Verb /le/ - to be; Simple Past and Present aut vi viii viii xiii xxvix n 16 22 26 31 36 ya 4? 56De mur xI Puture Tense ------: - XII The Habitual Tenses the Verb 'to have! -------~ XIII The Indefinite Pronouns -----. XIV Object: Pronounss Days of the Week ------~-- an XV _—s Relative Clausesy the Indirect Objects the Particle /ga/ XVI—‘The Intentionaly Strong Form of the Pronouns -- XVII The Progressive -- wane XVIII Telling Times Numbers -~ - XIX The Preterite, Puture, and Habitual Progressive x The Imperative and the Jussive =~. xr XXII XXIII Cohortative - XXIV The Comparative and Superlative Degrees of the Adjective --. ene XXV Verbal Nounss Verbal Adjectives and Their Negation XXVI_ The Conditional -- ~~ XXVII_ The Reciprocal and the Reflexive Pronoun -- Dictionary ad 95 105 115 122 1 140 - yb 156 169 181 189 201 alyIntroduction Purpose - The purpose of this manual is to give a beginning student an introduction to the structure of tho Ewe lenguage and reasonable practice in speaking it. It is intended to be taught with the assistance of a native speaker of Bue. Time Allotment - This book can be minimally covered within two semesters of class meetings of three hours each week. ‘This presup- poses that much work is done on the students own time. In an intensive course this book is minimally estimated to cover about 250 hours. If the instructor wishes to add further drills and exercises, this can cover mich more. Note that the units are not of equal length, and the first few chapters especially may go at a fairly rapid rate. Methods of Use - We stress oral practice end speaking with the in- formant as much as possible. The dialogues may be utilized for this purpose in many ways. We have found the following methods helpful. 1) Repeat after the native speaker each sentence or phrase. This may be done separately and/or in a croup. 2) Read the dialogues with one another, with the native speaker making corrections as necessary. 3) Memorize the dialogues or portions of them and practice both among members of the class and with the native speakers 4) Analyze the dialogues sentence by sentence, for grammatical content. This can be both a review and an exercise for the particular topic of the unit. iii5) Improvise conversations based on the content of that and preceding units. 6) Do the comprehension, This may be a reading, translation, or dictation exercise. 7) The questions following the comprehension may be between tw students with the native speaker making corrections, or beiwrcon a student end tho nativo spockor. Somo of tho questions may also be the basis for more conversations. ivTHE EVE LANGUAGE IL. The Language Background 1, The Ewe languaze belongs to the so-called Kwa group of languages. This group is part of Westermann's Miestlichen “Sudm- sprachen® end Greenberg's "Niger-Congo™ Family (Ansre). 2. The Kwa languages are spoken in the eastern part of the Ivory Coast, the southern part of the Gold Coast, Togoland and Da- homey, and the southwestern pert of Nigeria (Westermann). 3+ The term " Kwa languages" was first used by G.A. Krause in 1885 and propagated by Christaller. It is derived from the word for people, which in many of these languages contains the root /Iwa/ (Westermann) « 4. The Ewe language is spolen by some 1,700,000 people, accord~ ing to the most recent estimates available (Ansre, 1961). The various dialects which are classified under the tem: Eve are divided into three groups. a) The western section with Ewe proper, which consists of the "inland dialects!! and Aylo. . b) The central section, which includes the dialects Watyi, Ge (Mina), and Adya. ¢) The eastern section, which is made up of Gf, FS and Maxi dialects. Ewe proper is spoken in the southern part of the Volta Region in Ghana, the south of the Republic of Togo, and the south of Dahomey (Ansre). 5. linguistically this language is one of the best Lnown in West Africa. The most extensive study on Ewe has been done by De vWestermann, who has produced a complete grammar (on which much of this grammar was based) end a comprehensive dictionary. Other more recent studies are those by J. Berry, J. Greenberg, and G. Ansre. Ansre is a native speaker of Bye and has recently received his Ph. in Linguistics from the ISOAS. His dissertation is said to be a complete and u2-to-date grammar of Ive. His M.A. thesis is on tone in Ewe, III. Some General Linguistic Features 1. There are seven vowel phonewes. There is vowel length, but it is of secondary importance. Nasalized vowels aré very comuons Vowel assimilation is very regular to the extent that West ermann speaks of a tendency to vowel harnony. 2. In Eve, as well as in several other African languages, we find the coarticulated stops /I»/ and /gb/, which are not clusters but single units. In some of the languages in which they appear these consonants are implosive, but in Ewe they are explosives There are two /d/ sounds, one which is alveoler according to Westermann and dental according to Berry, and another post-alve- olar retroflex /d/. There are two sets of labial fricativess one set consists of the bilabial /f/ and /v/ and the other of the lebiodental /f/ and /v/. /Y and /r/ constitute one phoneme. // and /nf are often syllabic, and they bear tone. /»/ seems to be a borrowed phoneme from Iwi. Most of the words in which it occurs are loan words. vi3+ Done is of outstanding importance. Ewe is the classical and rare example of a language in which tone is almost exclusively lexi- cal. 4. Most of the roots (verb or noun) are monosyllabic and con- sist of CV. If a stem consists of more than one syllable, it is either a compound or a loan word. 5. Compound nouns and compound verbs are very frequent. 6. There are no true noun classes and no concord with other parts of speech. 7+ Nouns often have a vowel or nasal prefix which is used to form nouns from verbs. 8. To form the plural you suffix the 3rd person plural pronoun to the gular. 9+ There is no grammatical gender. 10. Case is expressed by the position of the word in the sen- tence. 11. There are no morphological word classes. 12. There is no formal passives the passive idea is expressed by an active construction with the 3rd person plural pronoun as the subject; i.e., the English expression the is hit! is rendered in Eve by 'they hit him', The pronoun they! is considered impersonale 13. The verb root is invariable. Tense and mood are usually expressed by particles or by reduplication or both. It is often hard to distinguish between tense and mood. Person and number are indi-~ cated by the subject pronoun, ly. The verb describes action, condition and quality: /yi/ tto gots /mlo/ tto liet; and /ko/ 'to be hight. Because of the villast type of Eve werb, many English adjectives are expressed by verbs in Ewe. + Ewe, as well as related languages, has o peculiar type of adverb. There are adverbs which are associated with only one verbe Most of them are picture words (onomatopes), which atteupt to ex- press by their scund the inpression conveyed by the senses, ose /20f ‘to well! /20 bafobafo/ "describes the walk of a small wan whose body is briskly moved when he walks! /2 bohoboho/ ‘describes the heavy walk of a fat man, etcs! 16. ‘The word order in a sentence is: subject - verb ~ object 17. Ina genitive construction the thing possessed follows the possessor. 18. Adjectives, including numerels, follow the noun they modify. IV. Phonenes The alphabet for writing Ewe is generally written thus: abddeeffghyxikimnyooprstuv vwy ze Note that it does not contain a special symbol for all of the Phonemic sounds, such as dz, gb, kp. Tones Tones are not usually marked in Bwe except for /mf/ of the first person plural, /wé/ of the third person plural, and /wé/ of the second person singular. In rare circumstances, a writer may mark tones on the pronouns to eliwinate the doubt in his readers. wiihConsonants Spelling pp ty & gb, kp Pronunciation Description For all practical purposes, vie these consonants are pro- nounced the same as the % corresponding sounds in £8 English. mand no Similar to the corresponding dé consonant in English, but pronounced with the tip of the tongue against the back of the teeth and not against the ridge behind the teeth. Made ‘vith the tip of the as tongue against the front of di the hard palate, Technically: a voiced retroflex stop. Similar to the corresponding papd English consonants, but with pt less aspiration (suff of 8 breath). /t/, like /d/, is +8 pronounced with the tip of ké the tongue against the back Ini of the teeth. Pronounced with simultaneous gbé gigeure at the lips (as for gbé Oe 'p/) and at the soft kpé ate oy, for /g/ or /k/). kpé Released simultaneously ‘and without aspiration, Technically: labioveler stops, voiced and voiceless, respectively. amples. ‘to ask! ™money' 'to finisht tdebtt ‘grandmother! tnothert "to send! "town! 'to fill! ‘gunpowder! ‘papa! ‘chisel! tyamt 'fathert 'to be tall! "to diet tvoice! tside, vicinity? 'to be heavyt tto seetdz, ts vf Usually sinilar to the final dzé consonant clusters in English dza gads and cats respectively, Dut pronounced with the etsd tongue against the back of ted. the teeth. Before /i/, and sonetines azést before other vowels, similar dzt to the consonants in English Joe and chew respectively. tet In producing /v/ end /f/, v3 the air passes through a vit narrow opening left between [é the lips (rather than be- fe tween the lower lip and the upper teeth as in /v/ and /1/)+ Technically: bilabial fricatives, voiced and voice- less respectively. Similar to the corresponding 2a gounis in Englich, but slight- deg ly palatalized (ive., somewhat sr: closer to the medial consonant asf sounds in English pleasure and regstire reapecti wip) Before wee In producing /y/ and /x/, yé the air passes through a xe narrow passage formed by x8 raising the back of the xé tongue towards the soft palate. Technically: velar frica- tives, voiced and voiceless respectively. Similar to /y/, but produced hé somewhat further back in the had nouth « Technically: a voiced pharyngal fricative. Similar to French gn as in nyg Boulogne ny¢ Technically: a palatal nasal. to lodge! "to fall (of rain)? tyesterday! ‘to come from? tto recognize? 'to give birth tot ‘water? 'doort tvehiclet tyeart ‘to beatt in abundance! ‘peanut! ‘Nife, husband! ‘hand! Tsunt ‘bird! tfriend! "house, to mend, to patch! ‘to educate! ‘broad! 11, met tto be good!Vowels Spelling Similer to English ng as in sing. fechiically: a velar nasal. Similar to the first 1 in English little. ‘The tongue is raised and flat, not retracted as in the second 1 in litte. In producing /1/, the air passes through a narrow passage formed by raising the tip of the tongue towards the ridge behind the teeth. és 'to break! es Technically: a voiced alveo- lar fricative. Siuilar to the corresponding sounds in English, but often weakened to the point of ‘name! at 'to be (there)! vit teornt sr8 twife, husband! w3 ‘to do! ews ‘tent yi "to ‘go! disappearing completely between vowels. Description Similar to the vowel in English beat, but unglided. Technically: a high front unrounded vowels Between the vowel in English bet and the final vowel in English sofa. Technically: a centralized mid front unrounded vowel. ‘Between the vowel in English bet and that of English bat, but much closer to the former. Technically: a lower mid front unrounded vowel. Exemples ant 'to give birth tot it tto be theret dé ‘to marry? 8vé twot ae toook itt pe ‘chisel?Tones aa Similar to the vowel in American English pote ast Technically: a low central unrounded vowel. Sinilar to the vowel in né English bought, but unglided. Technically: a lower mid back rounded vowel. Similar to the vowel in £8 English boat, but unglided. té Technically: a higher mid back rounded vowel. Similar to the vowel in fe English boot, but unglided. ti Technically: a high back rounded vowel. All of the above vowels have fi a@ nasalized counterpart. Ewe has three distinctive tones: high: t& 'to draw! té ‘ear! mid: t& ‘head! tS 'mortart tnoney! ‘hand! ‘street! to beat! teart ‘seat tgunt ‘to blow the nose! 'to spoil! tarill hint talsot "palm branch! ‘to take from the stove! 'to shave! low: ta ‘to wear (of native dress)! té ‘buffalo! xiiEWE BASIC COURSE Bs PreSpeech Drills Nen Schneeberg Prosper Kpotufe With Some Help From Roland Kofi Glover This work was prepared under the auspices of the Peace Corps through Contract PC-82-1917Drills [of 8+ /eb/ Students should listen carefully to each of the following pairs of words as said by the instructor. “ bs ‘to hidet bs Iwoice! bé ‘that! gbé ‘to refuse! ba tmat gba 'to breakt v3 ‘to gathert gobs ‘to come back! vd ‘magic! god tunripet Are the following pairs of words same or different? gbé (voice) ba (to nigo) gabe (voice) bs (to hide ba (to hide) gbé (voice) be (to hide) be (to hide) gbé (voice) gbé (voice) gb (to refuse) edd (to refuse) rad (to refuse) gbé (to refuse) abé (to refuse) bé (to say) god (to refuse) gbé (to refuse) bs (to say) gbé (to refuse) ba (mud) gba (to break) ba (mud ) ba (mud) aba (to break) ba (wad) goa (to break) ba (ima) ba (maa) gba (to break) ghd to come back) bd (to gather) bd to gather) bd (to gather) gbd (to come back) god (to come back) bs (to gather) bs (to gather) gbd (to come back) gbs (to come back) bd (magic) bd (magic) abd (unripe) bs (magic be (magic) bd (magic ged (unripe) bd (magic god (unripe) gbd (unripe) Do the following words contain /b/ or /gb/? bs (to hide) b bd (to hide) b goa (voice) gb bé (to hide) B gb (voice) gb xiii BUBOW BEBO DOLE vEvEY wooogbé (to refuse) gd bé (to say) bd abs (to refuse) eb abé (to refuse} eb gbé (to refuse gb gba (to break) b ba (ama 8 ba (awa b ba (md) b ba (ma) b bd. (to gather) b gb (to come back) eb bs (to gather) B god (to come back) gd bs (to gather) b ebd (unripe) eb god (unripe) gb god (unripe) gb bd (magic) D vd (magic) b gbs (to come back) gb ba (amd ) b bé (to say) b gba (to break) gb 0S (magic) . god (to come back) gb gbé (voice) gb gbé (to refuse) gb bé (to hide) d gba (to break) gp Identify by giving the English gloss. The words for this exercise are /bé/ 'to hide! and /gbé/ 'voicot. bé (to hide) 'to hide! abe (voice) tvoice? abé (voice) tyoice! gpe (voice) tvoice! bé (to hide) "to hide! The words for this exercise are /bé/ 'to say! and /gbé/ 'to refuse!. gos (to refuse) 'to refuse! bé (to say) ‘to say! gbs (to refuse) ‘to refuse! gos (to refuse) ‘to refuse! ebé (to refuse) 'to refuse! xivThe words for this exercise are /b/ tmudt and /gbé/ 'to break!. gba (to break) ‘to break! ba (ima) tmuat ba (maa) tmud t gpa (to break) 'to break! gba (to break) "to break! The words for this exercise are /b8/ ‘to gather! and /gbd/ ! to come back'. gos (to come back ‘to come backt bs (to come back’ ‘to come back! bs (to gather} 'to gather! vd (to gather 'to gather? abs (to come back) "to come back? The words for this exercise are /b8/ tmagic! and /gbd/ tunripel. bs (magic) ‘magic! gbd {unripe} ‘unripe! gbs (unripe tunripet bs (magic) Magic! god (unripo) ‘unripe! /ipf vs» /eb/ Students should listen carefully to each of the following pairs of words as said by the instructors kpé 1to be heavy? gba t voice! kpé ‘to invitet gbé 'to refuset apd ‘to fade! god 't roof! kps 1to be cheap! gpd 'to come back? xpd 1to see! gos ‘ear! Are the following pairs of words sae or different? eo o(ghEe 0 go fame Pi hea: gl vo: epg ft be Bean kp {% be heavy) s abi woice gb voice. 8 gbé (voice) kpé (to be heavy) =D gbé (to refuse) xpé (to invite) D kpé (to invite) kpé (to invite) s foe (Go Ente) ee (f inaioy 8 Pi xepé (to iavites gbé (to refuse) B xvgod (to roof) ged Kpé (to fade) pd bd (to roof) god gbé (to roof) pd iepd (to fade) bd pd (to be cheap) pd kp3 (to be cheap) gbd god (to come back) god kpd (to be cheap) eps kps (to be cheap) gb3 gbd (near) ps kps (to see) xpé ps (to see) xpd gbd (near) xpd kps (to see) gpd Do the following words contain /kp/ or /cb/? kpé (to be heavy) xp god (voice) gb kpé (to be heavy) kp kpé (to be heavy) kp goé (voice) gd gbé (to refuse) gb kpé (to invite) kp kpé (to invite kp ps (to invite kp gbé (to refuse: gb upd (to fade) kp kpé (to fade) kp pd (to fade) kp god (to root) eb gba (to roof) gb kp (to be cheap) kp gb3 (to come back) gb kpd (to be cheap) kp kp3 (to be cheap) kp gbd (to come back) gb gbs (near) gb pd (to see! kp kps (to see kp gbs (near: eb abd (near: eb xvi ne S8ss sssss sssss roof) fad roof. fade: roof} be cheap) come back come back. be cheap) } come back) see. see seo. see ar) ) d } bevy vebUH vUDEHkpé (to be heavy) kp gbé (to refuse) gp xpd (to fade) kp gb3 (to come back) eb bs (near) gb kpé (to invite) kp kpd (to be cheap) kp bs (near) gd kp3 (to be cheap) kp gbd (near) gb kpé (to see) kp kpé (to fade) kp Identify by giving the English gloss. The words for this exercise are /kpé/ 'to be heavy! and /gbé/ ‘voice! gbé (voice) tyoice! gbé (voice) tyoice! kpé (to be heavy) ‘to be heavy! gbd (voice) tyoice! kepé (to be heavy) 'to be heavy! The words for this exercise are /kpé/ 'to invite! ana /gbé/ 'to refusel. kepé (to invite) ‘to invite! gos (to refuse) ‘to refuse! gbé (to refuse) ‘to refuse! kpé (to invite) ‘to invite! gbé (to refuse) tto refuse! The words for this exercise are /kpd/ 'to fadet and /gbd/ 'to rooft. kpd (to fade) ‘to fade! kpé (to fade) ‘to fade! god (io roof) ‘to roof! pd (to fade) 'to fadet kp (to fade) 'to fade! The vords for this oxercise are /kpd/ 'to be cheap! and /gb3/ ‘to come back. gbd \e come back) ‘to come back! xpd to be cheap) tto be cheap! gb3 (to come back) 1to come back! god (to come back) ‘to come back! kpd (to be cheap) 1to be cheap! EvilThe vords for this exercise are /kpS/ 'to see! and /gbé/ tear. bs (near) kpé (to see) kps (to see) abs (near) kps (to see) J?/ » /60/» [ef tneart to see! "to seet tear! ‘to see! Do the following words contain /b/, /gb/, or /kp/? kpé (to invite) gbé (voice) god (voice) god (to refuse’ ips (to be cheap) b (to gather) bé (to say) kpd (to be cheap) god (to come back) ba (to hide) bilabial /f/ vs. labio-dental /t/ Students should listen carefully to each of the following pairs of words as said by the instructors ge ‘year! re git ‘buy itt f1t £8 ‘to beat! £6 fa 'seat fd ft ‘bone? rd Are the following pairs of words ré (debt) ge £8 (debt) re s8 (year) re ré (debt. re f8 (year ge fit (buy it) fit fit fout it. up) fit gut (buy it) fit fit tee it up) fit fit ‘buy it) fit xvid Sdebtt tout it upt 'to be light! 'misery? ‘feather! same or different? (year; (year (debt) (debt) (year) (cut it up) (out it up) ‘buy it) (cut it up) (cut it up) weve wovenDo the following words contain bilabial /f/ or labio-dental /f£/? £6 (to be light) £8 (to beat) fé (to beat) fe (to beat) r6 (to beat) (se a tafsdoy) fa (misery) fa (sea) rm (nisery) 5 (feather) be ra (bone) rt feather) ft feather) £6 (debt) £8 facbe} a {debt} 'yeai ye Gear) wut (buy it) tif (cut it up) mt ‘uy it) tit (cut it up) fit (cut it up) té (to be light) £3 (to be light) fe (to beat) te (to be light) f8 (to beat) fn (sea) fd (misery) fd (misery) rt (sea) rt (nisery) fe (bone) nt (feather) ft (bone) at (feather) rt (feather) labio-dental labio-dental Labio-dental bilebial bilabial bilabial labio-dental bilabial labio-dental labio-dental labio-dental labio-dental bilabial labio-dental bilabial bilabial labio-dental labio-dental bilabial labio-dental bilebial labio-dental bilabial labio-dental labio-dental (to beat) (to be light) (to beat) {% be light) to beat) (sea) (sea! (sea) (sea) (sea) (feather) (feather) bone} (bone. (bone) vvutu YevvM avnUDBaas eexd gé8 rit (out it up) bilabial bilabial bilabial labio-dental labio-dental labio-dental labio-dental labio-dental bilebial labio-dental Identify by giving the English gloss. The words for this exercise are /fa/ tyeart and /fé/ 'debt'. ‘The af i git fit The (year) (debt) (year) (year) (year) tyeart taebtt tyeart tyeart tyeart Words for this exercise are /S1f/ "buy it! and /f1f/ tout it up (cut it up) (buy it (buy it: (buy it) (cut it up) words for this exercise (to beat; (to beat. (to beat) (to be light) (to be light) words for this exercise (misery) (uisery) (sea) (misery) (sea) words for this exercise (feather) (bone) tout it up? ‘buy itt ‘buy itt ‘buy itt tout it upt are /f6/ 'to beat! and /£8/ 'to be light 'to beatt 'to beat! 'to beat! 'to be light? tto be light! are /fU/ tseat and /f¥/ tmisery'. tmisery! ‘misery? 'seat tmisery! tseat are /S¥/ tbone! and /f¥/ 'feather'. Toone! ‘bone! "bone! ‘feather! "bone!Dilebial /v/ vs. labio-dental /v/. Students should listen carefully to each of the following pairs of words as said by the instructor. avd ‘wart ava tgrenary! vd 'doort vd ‘to finish! vd "blood! wi ta fight! vt tvehiclet wi ‘to teart oto ‘to shake! vivid ‘tornt Are the following pairs of words same or different? aod (war) avd (war) 8 ava (granary) dod (war) D dod (war) ava (granary) D dod (war) ava (granary) D ava (war) ava (granary) D v3 (to finish) v3 (to finish) 38 vs (door) vd (to finish) D vd (door) v8 (door) 8 vd (to finish) vd (to finish) s v8 (door) vd (to finish) D ot (blood) ut (blood) =" 8 wl (a fight) vi (a fight) 8 vt (blood) vad (a Stent D (a fight) vi (a fight, 8 vl (blood) vi (a fight! D ot (vehicle) ol (vehicle) s vot (vehicle) vi (to tear) D wi (to tear) ot (vehicle) D ot {vehicle} vi (to tear) D ot (vehicle vi (to tear) D viv (torn) vito (to shake: D vito (to shake) vio (to shake: 8 vive (torn) vivid (to shake. D vito (to shake} vito (to shake) 8 ood (to shake vivid (torn) D Do the following words contain bilabial /v/ or labio-dental /v/? avd {erzanary} Lebio-dental ava (granary labio-dental avd (rar) bilabial ava (granary) labio-dental aod (war) bilabialv8 to finish) labio-den tal 08 door) bilabial v8 (to finish) Labio-dental v3 (to finish) labio-dental vd (door) bilabial wi (a fight) abio-dental wt (blood: bilabial vt (blood, bilabial vl blood) bilabial vt blood) bilabial wh (to tear) ebio-dental od (vehicle bilebial vi (to tear; labio-dental wi (to tear : labio-dental vi (vehicle bilabial viol (to shake) bilabial vivid (torn) labio-dental wtot (to shake) bilabial vind (torn) labio-dental viiot (to shake) bilabial vivt (torn) labio-dental wf (to tear) labio-dental vd (blood) bilabial ava (war) bilebial wi a fight) labio-dental dod war) bilabial vs (door) bilabial vito (to shake) bilebial v8 (to finish) labio-dental vit (blood) bilabial Identify by giving the English gloss. The words for this exercise are /évd/ ‘wart and /évé/ ‘granary’. ava (granary) ‘granary! aod waz) ) wart vi granary) granary’ dod (war) ‘wart dod (war) ‘wart The words for this exercise are /vd/ tdoort and /vd/ 'to finish’. v3 (to finish) 'to finish! v8 (door 'doort vd (door, ‘door! Ty (door, ‘door! vs (door, 'doort xxilThe words for this exercise are /wY ‘blood! and /w/ 'a fight!. vt {etcoa) ) 'blooat a fight! ‘a fight! vd (blood) "olood? ot (blood) tplood? vi (a fight) ‘a fight! The words for this exercise are /vf/ ‘vehicle! and /wi/ 'to teart. vt (vehicle 'vehicle! vt (to tear, tto teart wh to tear) ‘to tear! ot vehicle) ‘vehicle! ot (vehicle) ‘vehicle! The words for this exercise are /uivl/ 'to shake! and /uivi/ 'torn'. vitor (to shake} "to shake! vito (to shake ‘to shake! vito (to sheke) 'to shake! wit (torn) ‘torn! vivid (torn) "torn! dental /d/ vs. retroflex /d/. Students should listen carefully to each of the following pairs of words as said by the instructors afat 'to be long? qigt ‘going down! aad ‘saliva! ags ‘tongue! da 'to throw! aa "to cookt as ‘hunger! a3 inet! as 1to send! ag 'to fill ag 'to plantt as ‘to arrive! ad ‘town? at 'gunpowdert Are the following pairs of words same or different? atat (going dom atat (going down) 8 atat (going down: afat (to be dons} D afat (to be long) atat (to be long 3 afat (going down, afat (to be dong} D dtat (going down, afat (going down, 8 aad (saliva) aad (saliva) s aad (saliva) a8 (tongue) D aad (saliva) aad (saliva s aaé (tongue) ads (tongue: s ads (tongue) as (tongue s(to throw) (to throw) (to cook) (to coole, (to cook {uncer} (hunger (hunger) (net. (net) (to send) (to pend} (to (to send. (to fi11 (to arrive) {2 arrive) to plant) (to arrive) (to arrive) (gunpowder) (town) (town) {canpowaer (gunpowder: aa (to throw) ag da (to cook) aa aa (to throw) aa aa (t0 cook) ag aa (to throw) aa as (net) as as fret) as a3 hunger) ad as (hunger) a3 as (net) as ag (to £411) ag ag (to fin) as as (to 411 a6 as (to £111) as as (to £411) aé as (to plant) as dé (to plant) as ag (to plant) ag ag (to arrive) ag as (to plant) as a {Ganpowaer) a a gunpowder’ a ad (town) at at town) ad at (gunpowder) ad Do the following words contain dental /d/ or retroflex /d/? atat (going down) retroflex atat (going down) retroflex dfat (to be jong} dental atat (going down) vetroflex afat to be long) dental ads (saliva) dental aa8 (tongue) retroflex aad (saliva) dental aad saliva) dental aad (saliva) dental aa (to cook) retroflex aa (to throw) dental. aa (to cook) retroflex aa (to cook) retroflex aa (to throw) dental BUBUY DEBod BUBDY woo UHLUM48 {net} retroflex a3 net) retroflex as (hunger) dental as (hunger) dental as (net! vetroflex ag (to send) dental as (to £411) retroflex as (to send) dental, as (to £411) retroflex as (to send) dental as (to plant) dental, as (to arrive) retroflex as (to plant) dental, as (to arrive) retroflex as (to arrive) vetroflex at (town) dental ad (town) dental, ad {gunpowder} retroflex ad (gunpowder, retroflex qa (gunpowder) retroflex aa (to cook) retroflex at (gunpowder) retroflex dfat (to be long) dental ag (to send) dental a3 (net). retroflex as (to £111) retroflex dtat (going down) retroflex ag (to plant) dental a3 ‘hunger’ dental atat (to be long) dental Identify by giving the English gloss. The words for this exercise are /dfat/ 'to be long! and /dfdt/ ‘going downt. afat (to be long) ‘to be long! afat (going down) ‘going down! atat (going down) ‘going down! atat (going down) ‘going down! atat (going down) ‘going downt The words for this exercise are /a43/ ‘saliva! and /ad8/ 'tonguet. aad (saliva) ‘saliva! aad (saliva) ‘ealiva! aad (tongue) ‘tongue! as {alive ‘saliva! ads ( tongue, ‘tongue! avThe words for this exercise are /d&/ 'to throw! and /dd/ 'to cook'. aa (to cook) to cool? aa (to cook) "to cook! aa (to throw) 'to throw! dé (to cook) "to cook! aa (to throw) to throw! Tho words for this exercise are /a8/ thunger' and /di/ tnet'. as (hunger) Mhungert as (net. met? a3 {ringer} ‘hunger as (aunger: ‘hungert as (net; tet! velar /y/ vs. pharyngal /h/s Students should listen carsfully to the following pairs of words as said by the instructors xe tsunt né 'to educate! yaa 'flowing! haa ‘broad! Are the following pairs of words same or different? ye (sun) yé (sun) 8 ye (sun) né (to educate) D yé (sun) ye sun 38 hé (to educate) ye teen D hé (to educate) yé (sun. D ye (sun) ye (sun) 3 né (to educate) né (to educate) 8 yé (sun) né (to educate) D xe sun. hé (to educate) D he (to educate) hé (to educate) 8 naa (broaa) yaa (flowing) D nad (broad) nad (broad) s yaa (flowing) nad (broad! D hae (broad) ) hdd {broad 8 x flowing! yds flowing’ 8 had (broad) yad (flowing, D yaa (flowing) yaa (flowing 3 nad (broad) yaa (flowing) D yaa (flowing) haa (broad) D yaa (flowing) naa (broad) DDo the following words contain velar /y/ or pharyngeal /b/? 8 (sun) velar hé (to educate) pharyngal 8 (sun) velar hé (to educate) pharyngal ha (to educate) pharyngal xs (sun) velar né (to educate) pharyngeal ye (sun) velar yé (sun) velar yé (sun) velar yaa (flowing) velar nad (broad) pharyngal nad (broad) pharyngal yaad (flowing) velar yaa (flowing) velar naa (broad) pharyngal hdd (broad) pharyngal yaad (flowing) velar naa (broad) pharyngal yaa (flowing) velar yé (sun velar xe (sun! velar hé (to educate) pharyngal yé (sun) velar nad (broad) pharyngal yaa (flowing) velar hé (to educate) pharyngal nad (broaa) pharyngal nad (broad pharyngal yé (sun) velar Identify by giving the English gloss. The words for this exercise are /yé/ "sun! and /hé/ 'to educate'. né (to educate 'to educate! né (to educate ‘to educate? hé {2 educate) ‘to educate! ye sun) tsun! né (B educate) ‘to educate! x8 (sun) ‘sunt ye (sun) ‘sunt née (to educate) "to educate! ¥é8 (sun) 'sunt né (to educate) ‘to educate! xxviiThe words for this exercise are /yéa/ 'flowing! and /ha@/ 'broadt. yaa (rtowing) ‘flowing! nad (broad) ) ‘broad! ye flowi ‘flowing! nad (bread) ‘broad! nad (broad) "broad! yaad (flowing) ‘flowing! yaa {riowina) 'flowing! had broad) ‘broad! nad (broad) "broad! yaa (flowing) 'f£lowingt xxviiiII. Some Tongue Twisters baba, bébé, bade, badabada, bame, bélime, ab&quld, babsbo, bewuwu, abebsbo, bebefé, beb1é, boluku, babld ad adad, at, ddan, addé, afdf, dadudmd, dditasdo, didddo, adadaéazt, addzt, dédzf, aédédz¥, ddddede, dddédo, dddédo, dddafil, qéqéké, ddedada, ddddgfa, dadédzt, dddede, domedudu, adagudédo, adayudddo, ddsedfaf ff fb, fo, cUffu, firara, fir, fusvfu, fudidqu, rors, aefofdfofo, foress, Safd, fliteld, ausuys, afokpaflefe, méfiés sad né méxo ses fe hey x na, xf, y4, yld, hlddzda, xld, heyf, xéyi, yéyI, yéye, xéxi, yayldfe, dhayéye, dumi ydbuyabu, hlé, xléloo, haa, xdbuxabu, fé x14, yedidu, yeyfyl, yedzefé, yadaéyi, higodbia, ylfdodo, haxéxe mn D né, nd, 96, ml, mi, of, megs, méniinénld, mé1inéné, ygogbénd1d, amemitind1d, mfandvinyéni, mfandvinitet, nénié, amenizd1d Ww vd, vd, wd, dva, awd, ava, livo, aveluvd, avelihd, wozemefu, vdtri, vemevivi, venttw3wo, avawofé, awobddodo, awlanatsfk%, votefdfla, veut, avifafa, vanyavénya, dvawogbe, vovoyi, awoevl, dvawoud, aviviwo, witwiii, vfoli nyufe 14 mévli xxvixaz, ts dziqiqu, daftsdamafo, dzfdegbe, tsitretstgbs, tsidzagbé, tsf dzt, azidzemé, tsidzadza, dzaygbe, dzangbetséla, tsitsétsé, tsidzddzde, kpédzddz0, dzftsfdzodzoegbé sb, kp gbadagbé, gbddzaa, kpdkpax8, kplddzaa, kpiikpd, kpStsoe, akpAggba, kpényigba, gbdkpl, gbddaghd, kpégbafé, gbdmekpokplo, Skp&ligb3, gbégbogblo, klogbadza, kpelimitsihé, ghedddafé, kpokployidémd, gboébiiblighé, gbokpokplo, gbédégbddé, kpdkpalivui, xpégbond1d, agbadénikpékpiiEWE BASIC COURSE C. Ewe Basic Grammar Irene Warburton Prosper Kpotufe Roland Glover This work was compiled with the support of the Office of Education, Department of Health, Education and Welfare of the United States of America Contract OEC-3-7-070097-2201 The preliminary edition was compiled with the support of the Peace Corps through Contract PC-82-1917Unit I Greetings Subject Pronouns Asking questions Dialogue 1: General Greetings (In the city)? K: Komla A: Akuwa Ke ts to get up ars you got up éréar aid you get up?? Ersar How are you?3 As é yes mété I got up. g, méfs. I'm fine, thanks. davis the children na also, even Dévidws hi £6a7 How are the children? A: wots they got up £, uses. They're fine. Hotes: 1. A relatively short exchange of greetings is more common in the city. In the country, where people are in less of a hurry, longer greetings are more usual. 2. Note the difference in the following pairs of sentences. /8£8/ ‘you got upt /ef6a/ tad you get up?! _y_2 /aavtéud n& £4/ "The children got up also.! /aévitéuS h& £48/ "Did the children get up too?! /-a/at the end of a sentence marks a yes-no question. 3. Literally, the above conversation means: Eroar Did you get up (in good health)? &, mars. Yes, I got up. Dévidus na £687 Did the children get up too? 8, woes. Yes, they got up. Dialogue 2: Morning (In the city) K: Komla Ko: Kofi Ks liéntt Norningt? Ko: ap Sind hone Qéz how about, what about, Méni, aféémd dé (or af édmstind a6)? ut wet. Ko: miars nyifé ateté nyltéar miérs B, miéré nyie. and (denotes a question)? Horning, how's everyone at home? to be there They're fine.3 you (pl.) got upt well You're all well? we got up Yes, we're all fine.I. Hotes: 1. From English morning. It is used on the coastal areas, the Aglo area and especially in Accra where there is a great mixture of tribes. 2. Note the following sentences. /ef 6émé/ ‘homet /af64mé Q6/ "How's (everyone at) home? ' /ddviéus/ ‘the children’ /dévidws aé/ "How are the children?'; 'Where are the children?} ‘and the childrent!. /aé/ at the end of a noun phrase may be translated "how is?', ‘where ist?', 'what is?! or 'and...?!, depending on the context. 3. /wélf/ Literally: ‘They are there.! /11/ 'to be there! is here used synonymously with /f4/ and /a6/. ye /éf6/ tyou (sg-) got up! /wiéts/ ‘you (pl.) got up! Ewe makes a distinction between the second person singular and plural. Dialogue 3: Good Morning (In the country) Ab: Abla Am: Ana Ab: gals (Good) morning! Bal, arédmatous aéle Good morning, how's everyone at home? Ab: és he, she, it got up@ Ets. Fine. 3+Ie Davidus a6? How about the children? Ab: W61t (or, wéts). They're fino. W625 nylf6a? They're all well? Ab: . 8, aavtause Yes, and your children? wot. They're fine. Ab: Wérs nylféar They're all well? Am: & Yes. Notes: L. /atddmetsus a6/ /atbéndebuss 'How!s everyone at home?! /dasvidud a/ ‘How are the children?! /aaviews/ If the context is clear, /qé/ may be omitted in questions like the above. 2. Ewe makes no gender distinction in the third person singular pronouns The Subject Pronouns: /néts/ ‘I got up! /ni6£5/ ‘we got up! /826/ tyou (sg-) got upt /nters/ ‘you (pl.) got up! /6£6/ the, she, it got up! — /wof6/ "they got up! “leSingular Plural ist person né- mié- 2nd person é- mié- 3rd person é wo= The pronouns are mf and mi; but e acts as a liaison between certain pronouns and verbs and/or verb tenses. This @ is not a part of the pronoun, Dialogue lh: Good Afternoon (In the country) K: Kosi A: Abla K: Naot (Good) afternoont Pd (form of respect)? Nido, gdé afeame gé? Good afternoon, how's everyone at home? Ks as to sleep Has. Fine.2 Davidws 46? How about the children? Kr W6as, advidws? They're fine, and your children? wérs nylfé. They're fine. Notes: 1. /g06/ 18 a respect form used by a woman to a man, a commoner to a chief, or in any situation where one wishes to show’ respectsI. 2. Literally, 'It (i.e., the household) slept well.! This is when e 'it! is used instead of wé 'they'. Dialogue 5: Good Evening! K: Kosi Kor Kodzo. piét Fié god, afédmee Eas. Davids? weit. W6aS nyftéar ord erbwda 8, erdwea aéz Dovid? wéii nyifé. Kot Ko: Kor whee (Good). evenings Good evening, how's. everyone at home? Fine. How about the children? They're fine. They're all well? wife, husband, spouse your wife, husband Yes, how's your wife? She's fine. How about the children? They're fine.I. 7 Supplementary Vocabulary: fofowo, or, téwd your father dawéd (or, ndwé) your mother tégotf grandfather, father (if elderly) mamé grandmother, mother (if elderly) ndviwowd your brothers, sisters, cousins Grammatical Drill 1. Respond with the appropriate pronoun + /fé/. Examples: Sréwda dé? Eto. Deviaws a6? wens, Aféamée 46? Eo (or, wofo). 2, Respond with the appropriate pronoun + /1f/. Srdwéa dé? Bli. Noviwdwé dé? wéit. Fofowo dé fii. Dawéd ag? gil. Mamd 46? gil. 3 Respond with the appropriate pronoun + /a6/. Mand 46? Edo. Deviawd 467 Wéao. Fofows 462 Hao. Srwda 46? Edo. Apéamé a6? Edo (or, wédo) + 4. Respond with the appropriate pronoun + /fé nytfé/. Tégbi as? po nytfé. Dawd 46? Eo nyfité. Srowéa 46? ro nyufé. Noviwewéd 46? wWéfo nyifé.Déviaws 467 Wéro nyité. 5. Respond with the appropriate pronoun + /1f nyifé/. Epéand a6? Elf nylfé (or, wé1f nyifé). Dawd 96? fail nytté Rgbut 462 fii nyifé. Mam 462 fal nyifé. Daviaws a6? W61t nylfé. 6. Respond with the appropriate pronoun + /dé nytfé/. Noviwdud 46? Woas nyifé. Dawé 46? Bas nyufé. Srdwda 46? Eas nyulé. Aféams a2 Bad nyifé (or, weds nyifé). Toghli 462 fas nyufé. 7+ Respond with /e/ + the appropriate pronoun + /f5/. Examples: EfSa? E, fo. Ersar E, mers. Ers nyfiéar E, mars. Broat #, mers. Wofoat B, word. Wofo nyiféa? £, word. Efoa? B, été. miero nyiiéar i, nferé. 8. Respond with /e/+ the appropriate pronoun + /14/. wWo1iae £, weil. siiar E, méié. mieifar 8, mieil- wéid nyitiay &, wot. Biiar 8, eit. ~8-Ie 9 9+ Respond with /é/ + the appropriate pronoun + /aé/. Miedoa? , nfeas. Wéas nydifar B, woas. Basae E, meas. Wodsa? #, woas. 10. Respond with /e/ + the appropriate pronoun + the verb used in the question. Examples: Efoa? E, éfo. Efoa? E, mefo. ro nyiféar E, meto. Edo nylféae , mefo. Deviawo hé a6? B, wédo: nyulée, Baca? B, medo. SrBwoa foa? B, éf0. Bao nyufear B, edo. Deviawo hi lia? &, wot. Wofo nyuléar E, wéto. Miedo nyiféaz #, miedo. Question and Answer Drill: Answer the question asked you by the instructor. ‘hen ask another student in the class a question based on the same pattern. Continue in this manner until everyone has had a chence to ask and answer several questions. 1. Question with /aé/. Example: Instructor: Afeame dé? Student: Efo. Deviawd 4? ~9-10. 2. Question with /-8/. Example: Instructor: lelia? Student: 8, mfeli. Deviewo £6 nyiféae Gonversation Drill: Improvise a conversation on the model of the dialogues in Unit I. -10-Unit IL The Pronouns /né/ and /wé/ Dialogue 1 E: Eéward K: Kwesi Mifiale a1é suktvi ne nyéaz agble agb1éaé1d ati atike Atikewold as adyaid ya Agb1édé14 menyé. Kofi ya nyé suluvi. liye ya atfkewold menyé. ame ka ameka piteu - sia The Demonstratives /sia/ Uses of the Particle /ya/ E Are you a teacher or a student?) x farm farmer tree root doctor, herbalist illness, sickness doctor (healer of illness) on the other hand? I am a farmer. Kofi, on the other hand, is a student. E I, on the other hand, ama doctor. person which, who who man this?Il. nitsu sia this man Ameka enyé yitsu sia? Who is this man? eya ha B he also to citizen tows citizen, citizens Bya h& nye Amerikatowo. He also is an American. Mifiala wonye. He is a teacher. Nai nawé, Bob; agbledela sia Good morning, Bob; this farmer's nk ényé Kwasi. name is Kwasi. Notes: 1. /né/ tyou,(sgJ, and /é/'you,( sg), freely alternate as subject of a sentence. /enye nufiala/ 'you(sg.), are a teacher.! /nenye nufiala/ tyou (sg.), are a teacher.! 2.. /ya/ ton the other hand, butt is used to placo the noun it follows in opposition to another. /Kofi ya nye suk(vi/ ‘Kofi on the other hand is a student.' or 'But Kofi is a student.! (When speaking of Kofi and someone else who has another occupation.) 3. /sie/ (pl. /siawd/) 'this' is the demonstrative adjective. It follows the noun it modifies. /lutsu sia nye nufiale/ 'This man is a teacher.! 4, /smerikate/ ‘american, American citizen.' /Anerikatowd/ ‘Americans, American citizens.' /to/ ‘citizen, citizen of! may be used in the plural /towd/even when it refers to only one person. The choice is optional. /to/, /towo/ is suffixed to the name of a country, city, town or villege to signify resident or citizen of that place. /Ghanato/ /Chenatows/ 'Ghanaian(s)! /Togoto/ /Yogotewo/ 'ogoleso! JQtto/ /G&towo/ resident of ere / o/ 22Il. Dialogue 2 K: Kofi Bz Bob né wd néwd wad néwo? nai, éréaz nifiala (n)e E. Néfiala nényéa? wd E, n¥fiala ményé. Wea 46? suktivi ais Suk@vi nye ya menyé. Arrikatéwo ale dmerikatowo nényéa? Amerixatowo menyé. Notes: to give, for, to you to you Good morning to you? Good morning, how are you? teacher you (singular) Fine /Yes/. teacher? Are you a you (emphatic) Yes, I ama teacher. What about you. student or I an only a student.2 Are you African or American? I am Anerican. 1. /wéa aé/ is the result of the contraction of /wo+ya de/ ‘And you on the other hand?! or 'How about you?! /ye/ is usually contracted with /wé/ to form /woa/. 2. When /ya/ does not follow a noun directly, it can often be better translated as ‘but! or tonly! or ! justt. /SukGvi nye ya menyé/ 'I'm only a student.! -B-Il. Dialogue 3 B: Bob K: Kosi Dlisitowo Qlisitowo ofted sia nyéa? E, Qlisitowo wényé. Atrikatée Koti nyéa? E, Atrikatoé Koti ya nyé. Bz: Bob K: Kosi Sukfivi. nényéa? © (or ao) 0, agbledela menye. Wéa a6? 16g6téuo Mifiala menyé. Tégdt6 nényéa? £, égété menyé, weaé? Amerikatéwo menyé. Comprehension English Is this man English? Yes, he is English. Is Kofi African? Yes, Kofi, on the other hmd, is an African. Are you a student? no Wo, I am a farmer. And you? Togolese I am a teacher. Are you Togolese? Yes, I am Togolese. And you? I am American. Kosi nyé Afrixatéwo. Enye Tégots agblédéela. Kofi ya nyé suk@vi. Nutsu afawd nyé Amérikatéwo. néfiala. Edward ya nye doydla. sia nyé Bob. EnyéIl. Ae Le 2. 3e he 5. 6. Te Be Le 2. 3. ye Questions Based on the Comprehension Kerixatéwo Kost nyéaz Tégotowo wonyéa? Sukavi 216 agb18aé14 Kosi nyéa? suk@vi 416 agb1éaéié Kor! ya nyéa? Emerikatéwo a1é6 Afrikatéwo Bob nyéa? Mifiala Bob nyéd? Déyold 416 niifiala Edward nyéa? Questions for the Class Suktvi nényéa? Nifiala menyéa? Mifiala alé sukavi gitsd sia nyéa? Yevi (white man) wdényéa? -15-Unit IIT The Definite Article Dialogue 1 E: Edward ame ka ameka 14 (or, a) nig téad Amekae nye mffialad-Bob a16 Kof: ia? y6,6 Bobe nye nifialaa; (or, nffiale 14). kori nyé sukavi. 4atugbui tsadild suktvi 416 tsadild(e) detugbui sia nyéa? . K: sukdvi e wényé. dékékpui Améka ényé dékdkpui sia? af Sto Af éto Browne. wl6 The kuphatic /o/ person, human what, which (question particle) who the (definite article), this? teacher Who is the teacher - Bob or Kofi? it is? It is Bob who is the teachers {Bob is the. teacher). Kofi is a student.3 young lady visitor, wanderer Is this young lady a student or a visitor? She is a etudent.4 young man, gentleman Who is this gentlenm? Mister He is Mister Brown.