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.Ir. ny6 * (be) gooaS ényo (ne, she, it) is good muito very, much ényo mito it is very nice, it is very good Oo, ef Sa, aféto Brown. Well, how are you, Mr. Brown. Nefo nyuie. I om well, thank you. Hotes: 1. /14/ or /4/ is a demonstrative adjective, and it serves as the definite article after a substantive. Similar to the adjectives and other noun modifiers it follows the noun it modifies, e.g. /ati/ 'treo! /ati 14/ or /atia/ ‘the tree’. If there is an adjective modifying the noun the article /14/ or /&/ follows the adjective, e.g. /agble/ 'ferm' /ga/ ‘big! /agble ga 14/ ‘the big farm!(literally: farm big the). The definite article is normally used when the noun it modifie. has already been previously mentioned or known. Thus it is not used as often as it is used in English. 2. /yé/ or /é/ it 4s! places a substantive or a pronoun noticeatl in opposition to another. The /ye/ or /e/ (which is more conmon, due to ease of pronunciation) is suffixed to the noun it emphasizes. Compare the following examples: /Kofi ny mifiale/ ‘Kofi is a teacher’ simply announces what Kofi!s profession happens to be. /Kofie ye mifiala/ Literally, 'it is Kofi who is a teacher! (in opposition to someoneTit. 3e ye However, this type of construction is much more common in Ewe than the construction 'it is Bob who...! is in English. Note that the pronoun e¢ is attached to the preceding verb, e.g. /enyo uto/ tit is very good.! The euphatic e is attached to the noun or whatever it emphasizes, e.gs /Kofie nye nufiala/ ‘it is Kofi who is the teacher.' /Amekae nye esia?/ 'Who is this?! To emphasize: the substantive predicate, you place it at the beginning of the sentence and you add the emphatic to it. /sukavi Kori nyé/ ‘Kofi is a student.! /sukavie Kofi nyé/ 'Kofi is a student (rather than something else).! In a short question or answer where only one substantive is used, follows the aibstantive and the verb is omitted, e.g. Question: /Amékae nye dekékpui sia%/ 'Who is this man?! Answer: /Aféto Browne/ 'It is Mr. Brown.! and Bob: /Déyold(e) détugbui sia nyé./ 'This young lady is a doctor. Kofi: /AmerikatéwSea?/ 'Is she American? /w8/ the, she, it! replaces /é/ in an affirmative sentence when there is some other element preceding the subject, -as for example: /suk@vie wényé/ 'It is a student that she is.' or 'she is a student.! Many words, such as 'g00d,! which we consider an adjective, are expressed in Ewe by a verb, for example, /nyo/ '(to) be ~18-III. good, is good.! Further book. Dialogue 2 B: Bob Ki: Kofi Koti, Afrikatowo nenyea? E, Agrikatéwo menys. Weya 46? (or, wa a6)? Emerixatéwo menyé. Wéenye niifialed? £, ny66 nye nufiala la. Suktvi nanyéa? 0, agbledeld menyé. Dialogue 3 Kr dofi Ko: Kosi Amerikatowo a16 Atrikatéwoe nye gitsd sia? Afrikatowoe. niisitows ald Fransetwoe nye Johna? niisiance. Amékae nye niifialaad, Bob 416 Jonna? Bobe nye nifiale 14. Déyol4() John nyé. discussion will come later in the Bs Kofi, are you African? * Yes, I am Africans What about you? Pt am an Anerican. Bape you the teacher? * Yes, I am the teacher. Are you a student? x Wo, I am a farmer. K: Is this man American or African? Kot He is African. XS te ohn English or French? Kor He is English. Xt ho is the teacher, Bob or John? Ko: Bob is the teacher. John is a doctor.IIT. Dialogu B: Bob Kr Kofi . . . * . Br nai, Kori, adyolde detugbui Good Horning, Kofi, this young sia nyé. lady. is a doctor. an8,} Ameriketowooa? Xt ig he American? B, Amerikatéwoe. *t ves, sho is Anerican. Kofi mifiala nenyea? Kofi, are you a teacher? 0, sukdvie menyé. Bi vos 1 am a stulérite Note: 1. Ahb&t is an exclamation equivalent to: 'Oh yes.', 'That reminds me.' etc. Comprehension Bob nyé Anerikatéwo. Enye mifiala.s John ha nyé Amerikatowoe Enye doyola. Aféto Brown nye doyola. Enye iisiaws. Koff nye Arrikatowo. Kémld nd nyé derixatowo. xor{ nyé suivf. Komla ya nyé agbledeld. A. Questions Based on the Comprehension 1. Anerikatswo 616 Atrizatswo Bob nyéa? 2. Mifiala wényéa? 3. Amerikatéwo aié Qifsiawd John nyéa? 4. Mifiala 41é6 déyold wényéa? 5. Aféto Brown de déyold wonyéa? 6. Amerikatowo alo Niisiaws aféto Brown nyéa? 7. &frixatéwo a16 Amerikatéwo Koff nyéa? 8. sukavi wonyéa? 9. Anékac nye agbledeld 14? 10. Afrikatéwo 416 Amerikétéwo Kémld nyéa? ~20-Questions for the Class Anékaé nye nifialaa? Amékaé nye wtsd sia? Anékaé nye détugbuia? Amerikatéwo 6 Arrikxatéwo nenyéat Amerikatéwo ald Atrikatéwo ményéa? merikatéwo mfenyea? Amékaé nye Amerikatowo? snékaé nye Arrikatéwo? Anékeé nye Qlisiawoz -21-Unit Iv Plural Dialogue 2 B: Bob Kr: Kosi Fié, efod? £, mets. devi aovid asvidwo Dévidwo qé? united siawo Wofo. Sukdvivo gitsd siawo nyéa? or (Suktviwoe nye yutet siawoa?) #, sukaviwoe (wonye). dessnatcwoe nye sutivdavoat x8, xo18 kp1é Good evening, how are you? I am well, thank you. a child the child the children! What about the children? these men They are fine. Are these men students? Yes, they are students. Are the students African?? friend and Kémld kplé Kofi wényé Afrikatswo. Komla and Kofi are Africans. Bill kple Tom wényé Amerikatowo. Bill and Tom are Americans. Amerikdtéawo kple Afrikatéawo nye xéwo. Notes: le a The Americans and the Africans are friends. The plural of substantives is formed by adding wo to theme (Wo is the 3rd person plural of the personal pronoun), e-gs /eme/ “human being! ~22=Ne /emewo/ ‘human beings! b. Should the substantive be followed by a modifier (adjective, pronoun, article), the sign of the plural is added to the latter, e.g. /devi/ tehilat /devile/(or /devie/ ‘the child! /deviawo/ ‘the children! /is/ ‘animal! /woads/ twild? / law oadawo/ ‘wild animals! 2. In the singular the definite article may be 14 or 4. In the plural it is always 4. Jati/ ‘treet /atilé/ or /atid/ ‘the tree! /atiéao/ ‘the treest Dialogue 2 B: Bob K: Kofi Br nyému woman Atrikatowoe nye nyonu siawoa? PP os K E, Afrikatowoe wonye. Togotiwo wonys. Buropatéwoe nye mitedsiansa? wes Br, E, mitsusiawo kple dekekpuisiawo nyé Eurdpaténo. Suktviwde mienyoa? ave B, mienye sukaviwo. 236 Are these women African? Yes, they are African. They are Togolese.s Are these men European? Yes, these men md these young men are Europeanse Are you students? two Yes, we are students.Iv. pakékpui évé siawée nyé These two young men are the mifidldaws. teachers. Dialogue 3 Bob K: Kofi Tégdtéwd Ad Ghandtows * ave these girls Togolese or détugbui siawo nyéa? Ghanaian? Tégdtsws wonyd. They are Togolese. tsadild B visitor Suk@viwo alé tsadildwo wényéa? Are they students or visitors? Tsadildwo wényé. They are visitors. Dekakpiiawé nyé sukdviwo. The boys are students. Dlisiawo alo Amerikatowo Is the teacher English or néfialaa nyéa? American? Amerikatowo wonye. He is American. 210; : Bob x: Kosi Kor Kamld , Br Sukaviwoe qéviawo nyéa? Ave the children students? ~ ’ K: E, suk@viwo wényé. Yes, they are students. Arixatévo 216 dmerikatéwo Are they Africans or Americans?.‘ wényéa? eee Kt Afrikatowo wonye. They are Africans. B: Miawoe nye nvfialaawoa? Are you the teachers? - os K & Ko: B, miawoe. Yes, we are. ee wee se B Afrikatowo alo Amerikatowo Are you (pl.) Africans or mienyéa? Americane? . a . Ké& Ko: Afrikatowo mienye. We are Africans. heIv. Comprehension Bob kplé John wonye Amerikatéwo. Wénye mifialawo. Sukivfawo nyé Afri katéwo. Tégdtéwo wonyé. Suliviawo kplé nilfialaawo nyé x6vo. Koff kpié Kamld nyé x8wo. Kori nyé sukfvi. Kaml& ya nyé agbledela. Ae lh 2. 3 de Questions Based on the Comprehension Amerikatowo Bob kple John wonyea? Mifielewo 416 ddyoldwo wényéa? Amerikatéwo 416 Arrikatéwo sukivfawo nyéa? Suk@viawo kpié nififialaawo wényé xBwoa? Acrikatéwo Kori xplé Kon1d wényéa? XBwoe wényéa? Questions for the Class Néfiala 416 sukd@vi miényea? Néfiala mfenyea? Arrikatowo mfenyea? Amerikatowo mienyea? -25-Unit Vv Independent Personal Pronouns Dialogue 2 K: Kémé Ko: Kosi Eroa? &, mefo. We h& efoa? E, mefo. Dévidwo a6? W61i nyuie. Sriwoa dé? Bya hé £8. tad afi ka arika atixa mietso? eae Ko: Kofi ts Kpalime, nye ya métsé Léme. nd néne Kpalime mienona? : Kor afisia gake Kofi néa (or, néna) Kpalime, [Beke7 nyé ya ménind afisia. “26+ How are you? I am fines How are yout? Fines How are the children? They are well. And your wife? She is also well. to come from place, here question marker, what, which, etc. what place, where Where do you come from? Kofi comes from Kpalime, I come from Lome. to sit, to stay in a place to stay habitually Do you (pl.) live in Kpalime? this place, here but. (and) Kofi lives in Kpalime, I, on the other“hand, live here.Ve Notes: 1. /nyé hi méts/ 'IT also got up! Jud nd 8e6/ tyou (sg) also got up! /éya na mbérdy the, she, it also got up! /wiawd n& niéedy twe also got up! /miawd né miéed/ you (pl.) also got up! /wodud n& w6e$/ 'they also got up! Singular Plural lst person nyé nféué 2nd person wd niawd 3rd person é wédnd The independent personal pronouns are used when the pronoun is to be emphasized. They may be used as either subject or object. As subject they do not directly precede the verb but are separated from it by a particle like /né/, /yé/, ete. In all but the third person singular the ‘non-independent! personal pronouns are also used after the particle /hé/ and before the main verb. 2. /ye/ is attached to the third person singular pronoun before [ntfs Dialogue 2 B: Bob. Kori ope nn Br Koti, aria notes? Kofi, where are you fron? M8tsd Tégo. Xt cone fron Toges Atixa Duma ts6? PF mere does Aluwa cone front? Bya h& tsé Tégo. © She also comes from Togo. Kori, nufiala nenyéa? Kofi, are you a teacher?ve = se Kr £, nufiala ményé. Mffiela wé hé nényéa? &, mifiala ményé. Dialogue 3 B-J: Bob and John inertxatévo nienyéat oe £, nye kple Tom mienye ene imerikatowo. Amerikatswo miawé hé mionyéa? E, Anerixatéwo mfenye, eye nietsd Kokomo, Indiana. E-T: aléké Alécé miet saz nfefs, nyuie. Ba Notes: le pronouns, verbs etc.), e6gs Tom! or 'Bob with Tom'. 2. /eye/ ‘and' conjoins sentences. Yes, 1 a a teacher. Are you also a teacher? Yes, 1 ama teacher. Edward and Tom Are you Americans? Tom aa I are Americans.> Yes, Are you also Americans? Yes, we are also Americans, and we come from Kokomo, Indiana.? How is, how are How are you (pl.)? Very well, thank you (pl.). /xple/ tand, with! conjoins only words (substantives, /Bob kple Tom/ 'Bob and /menye Auerikato, eye metso Chicago./ 'I am American, and I come from Chicago. -28-ve Dialogue b D: Détugbui J: John Washington mietsoa? Bob tsé Washington. Nyea métsé New York. nya azéei Ant snya aféto Bromma? Eya h& tsé New York. as 6 medé gé 1é £, miedo go afeto Brown 18 New York. mifiale wényé. MWifielawo miawd né mienyéa? Bob nyé mffiala, nyéd ményé dyold. Comprehension Are you (pl.) from Washington? Bob comes from Washington. I come from New York. to know, to be acquainted to recognize Ant Do you know Kir. Brown? He comes from New York too. to meet I met in, at Yes, we met Nr. Brown in New York. He is a teacher. Are you also teachers? Bob is a teacher, I m a doctor. Edward tsé flew York. Znye déyold, eye wénona Léme. Edzesi Bob kple John. ldo gé Bob kple John 1é New York. Baward dzéei aféto Brown h&s aféto Brown, Bob kplé John woawo hé wétso Amerika, eyé wéawo hd wondna Tégo. Aféto Brown kplé Bob wénye niifialawo, gake John ya nyé ddyold. A. Questions Based on the Comprehension 1. arika Edward ts0? 2. aria wonone? -29-Déyold, mifiala a16 agbledeld wényéa? Edzeei John kplé Boba? sfika wodo go wé 18? Arika Bob kplé John wo tso? Déyold, nfifiala a1é agbledeld wényéa? aria wéndna? Questions for the Class arika néts6? atilca metso? stica dekakpui sia tso? Affka détugb¥i sia ts6? Anékae ted New York? Amékae tsé Washington? Amékae tsé Tég6? Anékae tsé Ghana? Anékae tsé California? -30-Unit vi Negative Dialogue 1 Br Bob Ki Kofi kafla (taflatse) afikatowo Kefld, Koti agikatéwo nény6? Togotéwo menyé. yifsiawé nényéa, Bob? 6 (or, Ao), ny& menyé mifsiawd 6 Amerikatéwo menyé. Menye suk@vi nenyé o€? 6, nyé ményé sukivi 6. Teadild menyé. amékaws gutsuvi Amekawé enyé nutsuvi siawé? Ményé sulaivivoe wonys oa? nyé Wy8 ménya 6. Wes nyé mifialad? 6, nyé ménye mifielas 6. Aféto Browne nye nifiala la. Doyolae nyea menye. excuse mel citizen of what place Excuse me, Kofi, Where are you from? I am Togolese. Are you English, Bob?@ Wo, I am not English3. I om American. Aren't you a student? No, I am not a student. I ama visitor. who (pl.) boy Who are these boys? Aren't they students? to know I do not know. Are you the teacher? Hos I am not the teacher. Mr. Brown is the teacher. I, on the other hmd, I (emph.) am a doctor.vw. Notes: 1. /taflatse/ - formal /kafle/ - colloquial /Mlisiawo/, /Qlisitowo/ "English, Englishman! Both forms are used interchangeably. The first is a combination of /Wlisi/ ‘England, English (adj.) '+/a/ ‘def. article'+ /w6/ plural. Similar to this: /Togoawo/ 'Togolese,' etc. 3. Negative /éeviawo £o/ tthe children got up! /daviawo méfo 6/ ‘the children didn't get up! /aaviano foe/ ‘did the children get up?! /ddviawd més 34/ 'aidn't the children get up?! The negative is formed by placing /mé-/ after the subject and before the predicate and /é/ at the end of the sentence. This can be compared to French ne. . « pas. The Negative Paradigm with Personal Pronouns in Subject Position /nyéméfo 6/ 1 did not get up! Jmets 3/ tyou (sg.) did not get upt Jméto 6/ ‘he, she, it did not get up! [niet of twe did not get up! /mietof tyou (pl.) did not get up! Jwéneto 6/ ‘they did not get up! Wote the following changes of the pronominal profix in the negative: a. In the first person singular /né-/ tI! is. replaced by /ny8-/. bs In the second and third persons singular the pronominal and the negative prefiges contract to form /ne/ whichcarries the tone of the pronominal prefix: /26/+ /8/ —> /m8/ /n6/* /6/ —» /aé/ ce. In the first and second persons plural the m of the negative /me/ is elided: [nS fr /mefr [fof /8/ —> /mieto of The form /mimef3 6/ is dialectal. In the negative question, the negative prefix /mé-/ is used in the same way, but the question marker /&/ is added to the negative: /neto 682/ Dialogue 2 Kd: Kodzo fim: Komla Br Amékae nye mistd sia? Ryénénya 8. Ménye suktvi 6. K&fla, Aféto, woenyé mifiala 147 £, nyéé. Ka: Amerixatéwoe nye suktviawoat 6, dfvikatowoe. Dialogue 3 K: Kosi A Akuva Fi8, diuwa, anéka énye mifialad? Ar Nyéménya 8. =33= ‘Didn't you get up?! Bob Who is this man? I do not know. He is not a student. Excuse me, sir, are you the teacher? Yes, I am. Are the students American? Wo, they are african. Bob Good evening, Akuwa, who is the teacher? I do not know.VI. Suktvi énye Kém1&? 6, Kam1d ménye subcivi 6. Afrikatéwoe Bob kplé John wényea? 6, womenye Arrikatéwo 6. Dialogue E: Edward K: Kofi Enya John kplé Boba? Hy8 mény& John 6, gake mény& Bob yas kpe Aria nékpé Bob 167 Mekpe Bob 18 Léme. kéfe Kéfee nye Lénea? 0, Lome menye kofe 6; ded wenyé. Comprehension Kr Is Komla a student? No, Komla is not a student. Are Bob and John Africans? No, they are not Africen. Do you know John and Bob? I do not know John, but I Imow Bob. to meet, to get acquainted with Where (what place) did you meet Bob? I met Bob in Lome. village town big, large big town, ei ty Is Lome.a village? Wo, Lome is not a villages it is a city. Bob kplé John wénye mifialawo. Wdnenye Afrikatéwo 6. Wényé Anerikatéwo. ‘Kofi kplé Ainiwa wémenye mifialawo 6, wonyé sukttviwo. Wemetsé Amerika 6. Wétsd Lome. Kémld ménye suktwf 65 agbledeld wénys. Léme ménye kéfe 63 digi wenyé. -3h-Questions Based on the Comprehension Suktvivoe Bob kplé John wényea? Afrikatowoe wonyea? atixa wotsd? Mifialawoe Kofi kpié Aiwa wényed? Amerikatéwoe wonyea? atika wotsd? sukdvie Kénld nyéaz Déy314 wonyea? iMifiele wonyéa? Questions for the Class Mifiela nenyéa? Sukiviwoe mienyéa? Suktvi menyéa? Ddy81d menyéaz Tsadild menyéa? Mifielee gitsd sia nya? Suktvi wonyéa? Anerikatéwoe nenyéa? Agrikatowoe nenyea? Lome netséa? Tég6 netsda? Nufialawoe dékdpui siawo nyéa? Tsadildwoe wonyéa? Atrikatéwoe wonyéa? Qlisiawoe wonyéa? =35-Unit VIL Possessives Dialogue 1 As Alcawa K: Kofi nyel (Ma xinyde XEny8a nyé Amerikatowo. itso New York. Ks &(fe) Egko 46? . At Eykoe nye Bob. B: wo Dkows a6? * . K: Yconyé enye Kofi. B: Sukivie nenyéa, Kotiz novi nyé kplé novinyé mfenye suktviwo. Notes: Possessive Adjectives /'Xkony8/ /ayé kof /eoud/ Judsuo/ /60ko/ /wladico/ 1 j Bob my friend iy friend is American. He comes from New York. his, her, its What is his name? His name is Bob. your (sg.) What is your name? My name is Kofi. Are you a student, Kofi? brother, sister, cousin Yes, my brother end I are students. ‘my name! tyour name! ‘his, her, its name! tour name! 336+vil. /miagko/ /w6iico/ Singular 1st person nyé- 2nd person w= 3rd person é= ‘your (pl.) name! ‘their name! Plural nfa- nia- wo- The possessive always precedes the possessed noun, except for the possessive adjectives of the first md second persons singular. The possessive adjectives of the first and second persons singular normally follow the possessed noun if the latter is: a. a kinship term - /tényé/ {ndud/ b. /x8/ ‘friend! — /x8nyé/ /xbu8/ 'my father! ‘your mother! ‘my friend? tyour friend! When the possessive precedes the possessed noun, it takes a low- high tonos when tho possessive follows tho possessod noun, it takes a low tones 2. In West Africa, the immediate family includes father, mother, brothers, sisters, paternal uncles and their children. whe term /novi/ therefore includes all the children in this family-in other words, brothers, sisters and cousins. Dialogue 2 B: Bob Kodzo Br Fig. Fit, efda? Kr Good evening. Good evening, how are you? 37-vil. EB, mets. Amékawoe nye dékakpui’ sfawo? X8nyé woe. WSxKowo 46? Wégkowoe nye Kwami kplé xori. Miaws gkowo der konye enye Bob, xényea koe hyé John. hoe oe oe he Nenye mlawoe nyé nufialaawo oa? E, nfawses eye mlawse nye sukuvidwé. mito nyé Menyo yiito 6a? B, ényo mito. Dialogue 3 Ka: Kodzo Kosi WS nlfialaa fko dé? Egko énye Bob. Nenye Qlisiawoe wénye oa? 6, wenye Wlisiawoe o. inerikatsuoe. sréa Sroa énye Nlisiawo Br o Br ~38" Fine. Who are these gentlemen? They are my friends. What are their names? Their names are Kwami and Kofi. What about your (pl.) names? My name is Bob, my friend's name is John. Aren't you the teachers? Yes, we are teachers; and you are students. very, much be good, nice Isn't that nice? Yes, it is very nice. What's your teacher's name? His name is Lob. Isn't he English? Ho, he is not English. He is American. wife, husband, spouse His wife is English.VII. Egko 46? xas What is her name? Nyé ménya 6. Sy don't know. Suktvito e nye woviawoat Ka: oe their children students? &,. sukivivoe wonye. & Yes, they are students. Dialogu B: Bob Kofi Bn: Brown ’ Br ori, eféa? Kofi, how are you? B, mer$, enyé xSnyea? & Fine, do you know my friend? 6, dake a6? BF soy what ia his name? Eykoe nye John Brown. ® His name is John Brown. Aféto Brown, jkonye enye B Mr. Brown, my name is Kofi. Kori. Bn: 6, xdnye n& gko enye Kori. K: Woe nye niifialaa, aféto Brown? Bn: E, nye K: Nye kplé sranye mfenye mifialawo. tida viwo nye sukuviwo. Comprehension Oh, my friend's name is also Kofi. Are you the teacher, im. Brown? Yes, I am. My wife and I are teache: Our children are students. Bob x8 nyé Amerikatéwo. nko énye aféto brown. Srda nyé Dufsiawd. Egkoe nye lary. Wéviwo nyé suldtivivo. Wonkowoe nye Tom kplé Susan. Apéto brown nyé niifiala. Sra hé nyé miffiala. Ainiwa kplé Ama wonye agbledelawo. Woviwo nye sukavivo. Wopkowoe nyé Kori kplé Kania. =39-Questions Based on the Comprehension Anékae nye aféto Brown? Amerikatéwo alo Miisiaws wonyea? Sukdviwée nyé woviwda? WS gkowS 46? Mifialewoe Ainiwa kp1é fma wonyea? Suktvivoe woviwo nyéa? WE kos 462 Questions for the Class Wénko a6? Nyenko qé? Enko 46? atikatowo nenyé? tice nowo ts6? atixa xiwéa ts6? Affica nedégs xéwoa 16? xéwoa fio 46? Téwo fko a6? Nowo fko 46? Noviwoa wo 4é2Unit VIII Possessives (continued) Dialogue 1 Kf: Kofi Kwasi Kw: im: : Kf: miafe Oot Kwasi, édzesi dekakpui sia? Byae nyé miafe nufiala. Kw: 01 ényo oto, éyko aé? Afeto Edward. Apéto Edvard, ai nawd. Ndi, éfo nyuied? as Kuz WS sukGvfe Komlé nyéa? E: eve kata ame eveawo k&t& B, wo dm8 eveawo kéta nyé ny’ sukdviwo. Ku: mivd af émé Kémld, mivd miafe af éné fie sia. miagado go Enye, miagado go- Yoo. Koma E: Edward our Ehl Kwasi, do you know this gentleman? He is our teacher. Oht that's nice, what is his name? Mr. Edward. ir. Edward, good morning. Good norning, how are you? Is Komla your student? ‘two all both of them, both Yes, they are both my students. come (plural imperative) house Koma, come to our house this evening. see you later, good-bye O.K., see you later. OK.VIII. Notes: 1. Possessives (continued) /Kimld $6 mifiale/ /6f6 nifiele/ /miafe nufiale/ /niafé nffiale/ /vw0fé ntfiala/ but: /oyé nifiale/ /w mifiela/ 'Komla's teacher! ‘his teachert ‘our teacher' ‘your (pl.) teacher! ‘their teacher! ‘iy teacher! ‘your (sg.) teacher! dote that, with the exception of possessive adjectives of the first and second person singular, the possessive always precedes the possessed noun (See Unit VII, Note 1), and it is usually separated from it by the possessive marker /fé/. /f6/ is omitted: a. Before nouns of kinship and nationality, eg. /Rotin’/ /6%6/ /Jimerikatéuo/ b. Before /x3/ /xinye/ 'Kofi!s mother! ‘their father! ‘citizens of Awerica! ‘friend! e.g. tmy friend! and in a few other cases to be noted later. /$&/ is optional: a. before /nk6/ /6x0K6/ /88 te6/ ‘name! ‘his name!VIII. Ke Miagado go. E: Yes. Dialogue h A: Alofwa = -¥: Ydwa : . eat ie At niisiews Korf fé nifiala nyéaz Af. * 2 ‘ Ye 6, éfe mifiala ménye Nifsiawd 8, Amerikadtowoe. ? tae a At afivatowoe nye miafé nitialas Miafe mifiala ha nye Amerikatéwo. * a At Enko 462 a aoe ¥: Epkoe nye aféto Brown. Ménye aféto Brown $6 suktvie nényé 6a? 6, miafe mifiala fe gkoe nye aféto Edward. Comprehension See you later. O.Ke Is Kofi's teacher English? Wo, his teacher is not English, he is American. Where is your teacher from? Our teacher is also an American. What is his name? His name is Mr. Brown. Aren't you Mr. Brown's student? No, our teacher's name is Mr. Edward. Kofi nye sumivi. Hfe mifiala nyé Amerikdtowo, Eykoe nye aféto Brown, Aféto Brown fe sré hd nyé mifiala. Efiena Fr&ségbe. Wéfe suktviwo nyé Afrikatéwo. Kémid kp1é Koff wénye wéfe sikavivo. Kosi novi ménye sikdvi 6, agbledelé wonyé. Wo fofo h& nye agbledela. A. Questions Based on the Comprehension 1. Agbledelé 416 suxivi sort nyéaz 2. Amékae nye éfe nifiela? 3. Atha wotsd? ye Wikee sréa ffana?6 VIII. 5. 6. atikatowoe wofe sukuviawo nyo? sukdvie Kost now! nyéaz Néfialae Korf fofo nyéaz Questions for the Class Atike néted? afixea m&ts6? atikatéwo wo néifiala la nyé? Atixatowoe éfe sukivfawo nyé? Atixatowoe wofe nufiela nyo? Amerikatswoe wo nufiala nyéat Afrixdtéwoe sukiviawo nyéa? Amerikatswo woxowd ny6a? Agbledelae: aféto Swith fofo nyéa? surdvie novia nyea? viaxo éfe mifiala nyéa? “hb-VIII. bs. before /aféné/ /wiag ene/ /odare af éné/ ‘home! ‘our homet If a noun beginning with /é/ is preceded by a possessive noun or pronoun with/without /fé/, /&/ becomes /4/: Joy’ &f &n8/ [wb 8p éne/ ‘my homet tyour (9g+) home! When directly preceded by /6-/ this, her, its!, /nia/ tourt, /mis/ 'your (ple)! or a possessive noun, this /é/ is elided in normal speech: /656m8/ [maf emé/ /miag émé/ /nifiala fémé/ this home' ‘our homet ‘your (pl.) home! 'the teacher's home! When directly preceded by /w6/ 'theirt, the /&/ is optionally elided: /w6 éféme/ e /w6fe afeme/ — /wofene/ 07 ‘their homet If /& is directly preceded by /fé/, the /é/ of /fé/ is optionally elided: Yakése épéns/ Jodafa feme/ Diglogue 2 J: John K: Kosi : * ve a, JF Kosi, amékae nye wo nufiala? wdafe nufialae nye aféto & Brown. -h3+ tour home! Kosi, who is your teacher? Our teacher is Mr. Brown.VIII. Anerikatowoe alo Yiisiavcea? % Amerikaténoe. x Prisegbe * tia fiena Enya Edwarda? Navid hd nyé nvfiela. Efiana Fraségbe. £, xémid kpié xori wénye éfe suktviwo. Dialogue 3 Kofi 5; Edward anyigba dzi anyigba ka dzi Ndi, Edward, anyigba ka dzie nets6? Er Metsé Amerika. ose . +k Afrikatowoe nye wo sukuviawoa? Er Ny3 suliviawo nyé Tégotduo. Novinye ha nyé ntfiala. m Efe sukivfawo ha nye Tégoviwo. Enyo ito. B va miafémé f1@ sia. Kr Er Enyo, mavd. ae Is he American or English? He is American. French (language) to teach to teach habitually Do you know Edward? His brother is also a teacher. He teaches French. Yes, Koml& and Kofi are his students. earth, country on on what country do you come from Good morning, Edward, where are you from? I come from America. Are your students African? My students are Togolese. My brother is also a teacher. His students are also Togolese. That's nice. Come to our house tonight. Very well, I will come.Unit 1x Substantives of place Possessive Substantives Dialogue 1 Kt Kwast = Km: Komla K: Déekékpui, taflatss, ykowd a6? Pardon young man, what is your name? Km: Komla Senyo. Komla Senyo. Arica netsé? m From where are you? Metso Léme. Km I am from Lome. yekayi ® when va came va do arrived /Tit. come arrive Yekayie nevd 46? When did you arrive? Mevé a6 Fidagbs. Kn I arrived on Friday. daze x loage, put up Afike nedze? Where are you lodging? gbede il blacksmith gbo vicinity, side gbede gbo at the blacksmi tht s+ Medze gbédé gbé. I have put up at the bleckemith's. Note: 1. Postpositions or Substantives of place /ebede gbo/ ‘at the blacksmith! s! (1it., the blacksmiths vicinity) /mogi azi/ ‘on the main streett (1it., the main street's surface) r-Ix. /gbo/ and /dzi/are called postpositions or substantives of Place. ‘They are true nouns which denote some Kind of location, such as the 'inside', the 'surface', the ivicinity!; however, they often perform functions similar to those of English prepositions, adverbs, and conjunctions. In addition to referring to place, they may also refer to time, degree, cause and purpose. The substantives of place are called postpositions because: they always follow the noun or pronoun !'object!! which they.modify. The concept of ''object!! is important to note for purposes of translation. For example: /x0 ka le suluxo 1a megbe /is correctly translated ‘What building is behind the school?! not 'What building is the school behind?. Following is a list of some of the postpositions or substantives of place, with their meanings as nouns and extended meanings as function words, and exomplos of their use. /aome/ 1. a place, between 2. between, among, in Suku la le posu la kple kpovitowoxo la dome -- The school is between the post office and the police station. /azi/ 1. surface, upper part, sky 2. on Alilikpo (cloud) adeke (not a) mele dzi o -- There are no clouds in the sky -- dzi used as a nouns Agbal& le le kplS la dzi---The book is on the desk (table) =- post position. -48-Ix. take post positions. in compound words, very seldom do they stand alone. /eone/ 1 a. foundation, the underneath part down, under, downstairs ketekems 1a to 1€ sia gome--The railway passes under this bridge. /eb°/ le ae side, vicinity near, towards Efe dowofe la le posu la gbo--His working place is near the post office. /me/ le 2. the place inside @ line, the inside, the content of a word or speech in, inside, during; to indicate extension of space, time, or to indicate a state or quality. Kofi yi sulufe la me--Kofi went into the school compound. When the substantives of place are used as nouns they do not is an exception to this. /megbe/ le 2. Substentives appear most commonly as nouns /azi/ above the back part, rear behind, after, back, except Kofi fe afe le tonye megbe--Kofi's house is behind mine. /98°/ 1. “hg- the front, place before, futureIX. 2. before, in front of Suu lae nye ema 1a ygowd--That is the school in front of you. /nlcin’/ 1 Devi la meklo ykume ydi. sia o face this morning. face, appearance, that which is before you before, in front of The child did not wash his xo si le wd ykume lae nye suku la--The building before you (in front of you) is the school. LOY» /whti/ le outside, outer surface, that which surrounds you round, by, near, according to, regarding, on account of Metso kotoku la ku de di 1a guti--I hung the bag on the wall. [/ le 2. the underneath part, place under an object under Dadi la le kpl3 1a te--The cat is under the table. /titind/ 1. 2. middle in the middle of, in the midst Jordantosisi 1a to Indiana University titina--The river Jordan passes through the middle of 1.U.IX. Dialogue 2 Kr: Kwasi Km: Komla Gbede ka gb$ nédze? mo ea nog dzi fia afeme fiefeme Ble moga la dzi 16 fiafeme gbo. Kt (e)mat (ék8md) dowof 6 Oh, gbede mat Menyee nyuie. Efe dowofe le Btigi la géme. tutute eyaema Byaema titutu. te +B as (e)to “51+ With which blacksmith are you lodging? road large, big main road, main street to be chief home, house chief's house (home) He is on the main street near the chief's house. thatl work shop Oh, that blacksmitht I know him. His work shop is under the big tree. exactly, indeed that is it, that is that That is it indeed. draw at, draw near, close by his, hers, its, ete.)IX. wiefaré 1a te dé gbede 1a to gbdar B, 616 gbede 1a to megbo. Note: Em: Is your house near (close by) the blacksmith! s? Yes, It is behind the black- amith's. 1. /to/ is used with the possessivo pronouns ta form the pos- sossivo substantivos mine, yours, etce /Beie enye efe agbale/ /Esia enye eto/ /tanye/ /nfato/ /tdu0d/ /nfato/ /&t0/ /wbtof Dialogue 3 K: Kwasi Komla kp1s Mdkpld wé yf afémed? fiase fifia 0, nyéu61é afeme yit fifia o. Meyina ffase me. K: to sf 526 'This is his bookt 'This is his! ‘mine! ‘ours! ‘yours! tyours! this, hers, its! 'theirst to lead, to take (and lead away) Should I take you home? store now, soon, at once, etc? io, thanks, I am not going home immediately. I am going to the store. river, stream (to) run /Sfef=running7IX. tosfsf yéy8 kps Ede fiase yéyé le tosisi la té me kpda? to Km: xose (n) xo 86 mexo se zi deké 2i évelfa etc. zi mamlée 0, nyéméxd se bé wétdi yeyi yi si meva efi 2f mamlae 6. Dialogue b K: Kwasi Km: Komla 1610 tOgbul Flase st& 1610 gito. Nyemekpo étdgbui kpé 0. “53+ river new ever (never in negative sentence) Have you ever been to the store on the river bank? build faith, belief to believe I believe once, one time second time last time /i.e. the end (time )7 No, I don't believe that it was built (has been built) the last time that I was here (when I was here the last time). big, large, to be big otc. kind (i.e. of species); type This store is very big (large). I have never before seen anything of its kindIx. nd...abé Wo tui ano abe fe eve enye esi. Km: dzré Wukae wodzrda 18 fiase le me? KE: klée awa mf misfant Nisfant kiée sf nédaf la. Meflea nye awuwd le efisia. Comprehension Dekakpui sia yko enye Komla Senyo. Eva do Kpando etso Le yeakpo xolda Kofi. Gbede fe afe la te de fia la to qu, eye ofe le mogé la to. dowofe la atigi la te. about, (it will be about) It was built about two years ago. sell What is s1d in the store? almost dress, all Western-styled apparel. thing everything, all things Almost anything that you want. I buy my clothes here. Enye Togoto tso Lome. Senyo dze gbede gbo Le ydo me la, Senyo kple Kwasi yi de fiasegd si le tosisi la to la me gake womefle naneke o. Wogatro yi afeme enumakes Wovd be'wo dadawo tsi dzi le yewo qu. --to be afraid ---at once, immediately --them (i.e. Kofi and Komla in the comprehension) Queetions Based on the comprehension 1. Dekakpui la fe yko de? 2. Afika wotso? “She12. Nukata wéva Kpando? Xotod nko de? Ameka gbo Senyo dzé% Gbede sia fe afe to de fia 1a to gboa? Gbede la fe afe la le atigé la tea? Gbede 1a fe dowafe le atigd la tea? Fia la fe afe le tosisi la toa? Kofi nya gbede si gbo Senyo dzea? Kofi kple Senyo fle nene le fiasegi la mea? Afike fiase sia le? Babiawo 1. 2. 3 Xowd ko de? Eva tso Omeha be yeakpo wo da? Ameka gbo xowd a dze? Afisi wdze la te de wd afe gboa? Ede fiasegd ade me la Indianapolis egbea? Wukawo nefle le fiase la me? Fiase sia te de tosisi la gboa? Piase sia le tosisi la toa? Fiase la nko de? Dada wé tsia dzi le quwé gutoa? “55~Unit X The Verb /le/ -'to be! Simple Past and Present Tenses Dialogue 1 Km: Komla A: Aluwa le Nat, Kofi le aféa mea? 6, ele suku. Afika sulua le? xpd vi kpévitd xO kpovitowoxo dome pds Suk@ la le pési la kple kpévitéwoxs 14 déne. Note be, is, be present? Good morning, is Kofi at home? Wo, he is at school. Where is the school? baton, club small policeman (one who carries small clubs or batons) building policemen's building, police station between post office The school is between the post office and the police station. 1. /le/!be, is'be present in a certain condition, quality, place or time. Jele mogi a2i/ /ele nyuio/ tit is on the main street! the is well! Although /le/'be, is,'is similer to /nye/tbe, is,! in 5meaning, their uses are quite different. /le/ is used to describe an adverbial condition. It answers the question thow,! 'where,' and ‘whens! /nye/ is the verb of equation; it is used before a substantive predicate. /Bobd nye nufiala/ 'Bob is a teacher! /sofi nye suktvi/ ‘Kofi is a student! (However /le/ is used before a true adjective predicate. Definition and examples of this will be discussed later.) /1e/ is also used to introduce adverbial phrases of place, time, and manner which contain a substantive. /Kofi dea suku le afisie/ ‘Kofi goes to school is here.' 'i,e., Kofi goes to school here.! (/afisia/is a noun meaning there! or, literally, this place.) Dialogue 2 Eni : Komla : Aluwa Km: Afika kpovitowoxo la 1é? Where is the police station? AL to edge, bank (of river) to pass, past, by le bridge yg front, ahead Menyae oa? Don't you know? Ele tosfsf la té. It is on the river bank. Tso mogé la yt ngd. Take the main street and walk (go) zs Le straight ahead. té 18 14 gdme. Walk by under the bridge. ao Kim sia dzie ketekémS la toa? Is it on this bridge that -S7-Mains EB, tsé le sia gbé le, kpovitéwox3 14 le wé yloiné Km: as tafe bdbo bobde Hgoe nyuie guto. aidi uéaiai he 0. kekeke Aupé kekeke. eme Bupé mélé éme o. Note railway line passes? in your face, in front of you. Yes, from this bridge, the police station is in front of you. to describe, (give directions) place soft, easy easily You have described it very wel.) (you have given me directions very well.) to be far, long It is not fer either. very much, (a lot) Thank you very much. in it Wot at all; or don't mention it. (or you are welcome). 1. The simple past and simple present tense are represented in the same manner in Ewe, that is by the verb itcelf. Interpretation of these two forms is based on context. For example: /Sofi nye sukuvi/ “58- pies is a student! Kofi was a student!/Enya afeto Brownd?/ "Did you kmow Ir. Brown’! "Do you know hr. Brown?! Note that there is no infinitive form in Imes /nyao/ may be glossed for English speakers as 'to know', but uore correctly it is know, knows, or knew. Note that /no/ ‘was! past tense of /le/ ‘be, ist /le/ is quite an exception, since it is conjugated irregularly. /no/ is used in the same manner as /lef However it is a verb in its own right with the meaning of ‘sit, stay, remain.! /Kofi noa Nyagbo/ 1 'Kofi lives in ilyagbo' (habitual) Jeno nyuie/ the was well! Jeno mogt azi/ tit was on the main streott Diglogue 3 Kin: Komla T: Togbe (togbui), elderly man. Nai nawé Togbe, esiae nye Good morning Togbe, is this kpovitowoxo la? the police station? E, enye kpovitowoxo. * Yes, it is the police station. Vinye mamlae nyé kpovité. My last child (son) is a | policeman. iim: that Mexose be enye kpovito nyuie. I believe that he is a good policeman. oe devi chila nuind14 overseer, one who has -59-dziazo Enye devi nyuie eye enfinoldwo kpda dzidzo le égu guto. Afika suku la le? Xonye Kofi nye suluvi le afima. ema 00, sul 1a enye émi 18 yo wd. Kn: wWééud do. O Yoot Dialogue k Km: Komla im; nef nawo mifiala, suku siame Kofi lea? as ad kpd asadkpo » Gaks mexose be 618 adadeps titina riria. =60- others under his care or direction happy, content He is a good child (boy) and his overseers (superiors) are mich happy about him, to look (for); to search (for) Where is the school? ly friend Kofi is a student there. that, that one Oh, that is the school that is in front of you. ‘Thank you. You are welcome. (0.K.) Sufiala (teacher) Good morning teacher, is Kofi in this school? (to) test test and see (testing to se) middle, midst Yes, but I believe that he is in the midst of an exan right now.x. Tan: nBgbs behind, after Matemi kpob le dédékpo Can I see him after the nBgbéa? examination? vie " awhile, a little 1a1a wait anyi down, earth nd any sit down Lala vie ko. Wait for just a while. N8 anyi de xo sia me Sit in this room or under a16 a6 atiawo té. the trees. see * ‘an: Axpé nawo kékeke. ‘Thank you very much. Akpe né12 ene o. ponte mention it (not at all). Comprehension Suku la le posu la kple kpovitowoxo la dome. Posu la le suku 1a megbe eye kpovitowoxo la le eygo. Kowla menya afici sulu la 18 0, Alcuwa fidtmo lac. somla 20 mogd la dzi eye wé zo to 1€ la gome. Tso kpovitowoxo la gbo 1a, Kowla kpo sulu la le ogkume. Hyi sukufe® la me eye wono atiawo te é1abéna> (because) Kofi nd dodokpo titina. fia -- show sulufe -- compound élabéna -- because Babiawo 1. Afika Xofi le nai séa? 2. Awekae cbloe na Komla be Kofi le suku? 3+ left novie nye Akuwat ~61-4. Komla Senyo nya afisi sulwa lea? 5. Xo kawo dome suku la 16? 6. Xo kae le tosisi la to? 7. Mo kae dzi Komla zo yi kpovitowoxo la gbo? 8. Nukae to 1€ la azi? 9+ Tso 18 la gbo la, xokae le Koula fe plume? 10. Suku la didi tso Kofi fe afeme gboa? 11. ura titina Kofi no le suku? 12. Komla kpo Kofi le dodokpo megbea? Biabiawo. 1. Ede xowd feme egkea? 2. Xowé no afeane tewajia? 3+ Afika xowd fo sukua le? ke Wé suku la le kpovitowoxo le gboa? 5. Tosisi ade to wo suku la titina? 6. Yosisi sia to posu la gboa? 7. Suku la te de wé afe gboat 8. Indiana le lllinois kple Chio domea? 9+ Tosisikae to Washington, D.C. titina? 10. Wd afe didi tso posu le boa? ~62-Unit xt. Future Tense Dialogue 1 Kl: Komla Km: Komi Kl: Navd Yao fémea? yeyiyd mand didi iano atina yeyiyi aidia? Soe es Kl: 6, miano anyf weaaiai o. And ating tigiar Kl: xoxo dowofe 4 egbs tso dowafe xoxo. megbé futea Enyo. Mavd, eye emégbé 14, mayi aé futa. Notes: 1. Future Tense [Koni dva/ ~63- Will you come to Yawo's house? time I will remain, I will stay long Will we stay there long?® so, we will not stay long. (Lite, we will not stays it will not be long.) Will he be there now?3 already working place, place of employment Yes, he cane back from work already. after, afterwards the beach (or the coast) Fine, I will come, ma after that I will go to the beach. 'Komi will come!xI. The future tense is formed by placing /é-/ ‘future tense indicator! before the verb sten md after the subject. In the negative the future tense indicator is placed after the subject and after the negative marker. he Future Paradipm: Affirmative /mavé/ "I will come! /avé/ tyou (sg-) will come! /éxaf the will comet /niave/ two will come! /niave/ tyou (ple) will come! /woava/ ‘they will come! /yekayl nave/ tuhen will you (sg.) come! /yekayl woave/ when will he come! Negative /nyéméva of 1T will not come! /ndvé 6/ tyou (sg+) will not comet /néva of the will not come! /niava 6/ twe will not canet [wtavé of tyou (pl.) will not come! /vénava of they will not comet The following changes of the pronominal and/or the negative prefix take place in the future: a+ In the first and second persons plurel affirmative, the /e/ of the pronominal prefix is elided. /mlave/ 'we will come! b. Otherwise the future tense indicator /&-/ contracts with @ preceding /e/ to form /a/, which carries the tone of the pre- “byex. ceding /e/. (This applies in the first person singular affirma- tive, /méve/; in the second person singular affirmative, /ava/, /ndve/; in the third person singular affirmative /dva/; and in the entire negative.) The direct object precedes the indirect object if the latter is a noun, If the indirect object is a pronoun, it may precede or follow the direct object. /itia Didetebe q8viano./ He will teach the children English! Jktia Muisieve we./ ‘He will teach them English.! 2. The question "how long....!, which is introduced with a question word in Englishy is elvays a tyes! or tno! question in Ewe, eg. English: ‘How long will we stay! Ewe: /Méiano afima didia?/ Lit., ‘Will we stay long?! 3. /no/ is also the future form of /le/ (See Unit X, Dial. 2, mote 1). /Ano afima/ 'he will be there! Dialogue 2 J: John Y: Yawa fe ” to beat, to play (records) agba plate, record viva sweet, nice Al16k8, Yawd, mavé ny3 4fom8 «Hi, Yawa, won't you come to mfafé agba vivi adews 632 my place? We will play some nice records. 65x. vw Enyo, mava. Agbé kawde 18 astud? a: Jazz gbd ddewo 1¢ asfnyé. Ys Jazz gbdvo koe 18 asfuda? 2 ad: 6. Kéngdgba ddewo né 18 sinyé kplé thighliret ddewo h&. Ke ts0 si x6 Oh, matso nye agbawo hi véa? a: EB, tsowo ves Not Yes, I will come. What records do you have? I have some jazz records. Do you have only jazz records? Nos I clso have some Congolese records and some thighlifet? bring who, which, that (relative marker) just, only Oh, shall I also bring my records! Yes, bring them. 1. ‘Highlifet is the indigenous African music influenced by Westernism. Portuguese beats in Latin America). (Compare African beat influenced by Spanish and It originated in Ghana but is enjoyed and played all over West Africa, especially Ghana and Nigeria. ~66-E: Edward étefe n& néat Kwasi mele az& viade duge 1é afényé nd. Mavé kp$ étefe nd 4é oa? yekayi? (or, Gbekagbo?) Kwasidagbo. Pitméa? i, rfens. Enyo, mavd. anékawée dnd afin? Akédiwa, Yawo kplé Kwadz. ivoa? mamleawo 6, ményé ane mamléawo 6. Enyo, miagadd gd. Diglogue k. : Kosi Yao Yawo, mfayt futa étso. e ~67= feast, party, get-together its place to give, for for ne Kwasi, I am going to have a get-together at my house. Won't you come to attend it? When? (on which day?) On Sunday. In the evening? Yes, in the evening. Yes, thank you, I will come. Who will be there? Akosiva, Yawo ad Kwadzo. Is that el1@ the others, (Lit., the last ones) Wo, you do not know the other people. 0.K., see you later. Yao, we will go to the beach tomorrow.wo kplé anéka Wé kp1é amécd? . K: Nye kplé Komld. Mavé mfayi 6a? : : Ye 0, nyémdtemu yi 6. K ikete? ¥: kpé du mt ameade be Ameade kpen be mava du nu. K: Anékaé kpéud? ¥: Afeto Brown. K: Enyo. Du nu nyuie. Comprehension: Mémledd(gbé) Kwasiga( gba) vésede you and who, you with whom, with whom With whom are you going? I (am going) with Koma. Won't you come with us? (Lit., Won't you come that we go?) Wo, I cannot go. Why? Ian to invite to eat (something) someone that going out somewhere to eat. Who invited you? Mr. Brown. All right. Eat well. ‘Saturday! ‘sunday* tuntil! Btso énye Mémledégbé; Yawo kp1é xSawé mayi suka ykeke eve 0. Etso ydi wdayd futa, éye 18 yetrs me 14 woayd Kinda fémd €f6 dgba yéyé ddewo. Wand afima vésede fiémé éktma woayi sinenfa. Kwasidagbe wéfe Qlisigbefiala adi de viade néwo, WS k&ta way. -68-xi. Questions Based_on the Comprehension 1. Gbékaighé énye étso? 2. Yawo kplé x6@wé 4yi Sulu? 3. keke nénié wondyd suka 0? lj. Mike wows 18 1émiéaé yale 5. Woayi sinema Hemleda yetroh? 6. Woayi futa Kwasidagbea? 7. Amekae adu d2d via de le efeme? 8. Yekayi woadu az& 14? 9. Suluviawo éyid? 10. Wuka woawo le sulu gkekewo dzi? Questions for the Class 1. Gbekagbe enye éxb8? 2, Btso anye liemledagbea? 3. Ayi sulu étsoa? 4. Ayi Indianapolis etsoa? 5. Nuke nawo le ™ summert? mé? 6. Ble sinema yige £18 sie? 7+ Agba yeye adewo le asivd nefo namie? 8. Dadawé ava kpd wd Memledagbea? 9. Ele azi ade duge le Memledagbea? 10. Amekawoe ava az& la dufe? ~69-Unit XID The Habitual Tense The Verb to have! Dialogue 1 Kr Kwasi E: Edward agbledeldwo yéuiwo anyigba de, (aényfgba) Agbledelé gédews 16 wo aéa? : E: 2 £, agbledeldwo 18 Amerikaaa 2a. aé agble aé agble (dagble)? dénadgble? agbeli agbeligble K: Agbledela Anerikatowo dend (dea) agbeligh1éa? ast 6, agbeli mé1é mfasf 6. mfewo o miewo na o gait Mfewond galf 3d? =70= farmers white men lend, earth native land Are there many farmers in your native land?” in plenty, in ebundance Yes, there are plenty of farmers in America. to go to farm to cultivate a farm} cultivate farms (habitually)4 manic? menioe farm Do American farmers cultivate manioe farms? hand Wo, we don't have manioc. you (pl.) didn't make you (pl.) don't make manioc meal Don't you make 'galit?xir. mfewd o we didn't make, we don't mal mfewo nd o we don't make (habitually) tapfokd tapioca nit thing nti stawd these things mi stawé tsé Afrika these things came from Afric nti sfawé tséna Afrika these things come from Afric 6, mfewona tapfoka ha 3. No, we don't make tapioca, either Mi stawd tsdna Arrixd. These things come from Africa. Notes 1. Note that when /dé/ tnative land! is the possessed noun in 3e ye a possessive construction, /fé/ 'possessive indicator! is omitted. If a word ending in /é/ or /é/ is followed by a word begin- ning with /a/, the final vowel of the first word is elided i fast speech, e.ge: /dé dgble/ tto cultivate a farm! becomes tadgb1é/. /yutsu siawo déna agble/ 'these men cultivate farms! becomes /dénagble/ + Literally: 'to go to the farm'. Habitual: [a5 kB néws/ ‘what kind of work have you done? /28 kB néwénd/ ‘what kind of work do you (generally) do?! /métiléd Nifsigdé/ 1I have taught English! /métiénd Qifsfgbé/ 'I (generally) teach English!xIr. Be The habitual denotes an action which is performed habitually, which is usual or customary, It is formed by suffixing /-na/ ‘habitual indicator! to the verb stem. {nsf + /6/ (3rd person, singular, object) becomes /né/. /agbeli/ literally means: /agbe/ 'lifet /18/ ‘exists! /agbeli/ ‘life exists! Literally: ‘'manioc is not (in) our hand! /agbeli 18 Afrikatowo sf/ ‘Africans have manioc! /agbeli 18 asfnyé/ 'I have manioc! /agbeli 18 astwd/ tyou (sg-) have manioct /agbeli 18 &si/ the has manioc! /agbeli 18 mia sf/ twe have manioc! /agboli 18 mfa sf/ ‘you (ple) have manioc! /Aagbell 18 wé of/ 'they have manice! Note that in the expression /1é dsf/ to havel: a. /fé/ ‘possessive indicator! is omitted. be the possessive pronouns of the first and second persons singular follow the possessed noun /ast/. Dialogue 2 K: Komi Edward KE: . azi peanut (ground nut) azLgblawd peanut farms Azipblews 16 Amerikédat? Are there peanut farms in America? -T2-xII. anyfené £, azigbléwd 18 anyfehd. 1018 W61d10a? agblede1d aékd Agbledeld 4aké ka ka alard qékd abé ... éné abé ka a1aré qekd éné Agbledeld déké déa They're very big. Wélolo fto. Agble abé ka Alafd qékd éné, d1éke wéwoe &1éke wowone Aréke wéwone? md agbledemo Agbieaemowé 18 ésf. and An8, Enyo futo. south? Yes, there are peanut farms in the south. K: to be big Are they big? E: farmer one one farmer a measure of about 20 square neters one hundred "ka! like, about, approximately about 100 tkat One farmer cultivates a farm of about 100 That. K how did he do it how does he do it How does he do it? * machine farming machine He has farming machines. &: ane . Aha, very good, (Aha, that sounds great).x. Hotes 1. north - dziehe south - anyiche east ~ yedzefo wost = yetodofe Dialogue 3 E: Edward Kr Kosi . . Et Agbledeldwo 18 Arrikaa? . K B, agbledeléwo 18 Afrika 28, E togbui, fgble ka togbuie agbledeldwo déna 16 16267 K: té kplé biibuawé Wédena dgbeligble, tegble, azigble, kplé bibuawd. agutt Agutivo 16 mia sid? atdto adntt B, agutf, atéto, ddgtf kp1é piibudud 18 mfasi. Dialogue h EB: Edward Are there many farmers in Africa? Yes, there are plenty of farmers in Africas kind What kind of farms do the farmers cultivate in Togo? yams (kind of potato) and others They cultivate manioc, yams, peanuts, and farms of other things. ore ge Do you have oranges? pineapple lemon Yes, we have oranges, pineapple, lemon and other things (ete.)xr. bli maize, corn Bligblé 16 mfasf 1é Tégée? Do you have corn farms in Togo? #, bifgblews 18 mfasi 2, m Yes, we have plenty of corn farm: giké ° but agute seatve | potato yeuttogble potato farms Maedena yévitégbled? Do you cultivate potato farms? 6, migaend yavitegble 6, % No, we don't cultivate potatoes, gaké te le mfasi 2a. but we have lots of yams. Some relation, relative vi child Sonevt relative, kind, something of a kind atfutsetse fruit atfkutsetse Somevivo what kind of fruits Atfimtsetse ka fomevivoe 18 What kind of fruits do you have nfasf 16 Tég6? in Togo? Akodl, atéto, agutf, mings, We have banana, pineapple, orange kplé biibudwd 18 mfasi. mango, and other things. Comprehension Agbledeldwé 18 Tégd. Wédéa bligble, atfiutsetsewogble kplé pibudwé. YEvite mélé wési 6, gake té kplé tdpidkd 16 wési. Wédéna a¢beligh18 eye wéwona galf. Lé Amérikd h& agbledeldwo Sana vlf, détf kplé atfiutsetsowo, gaké tdpidkd mé1é wési 6, eye wémewsnd galt n& 6, nitsiawo véna tsda Afrika. -15-xq. fa - plant qéti - cotton bo = be plentiful Questions Based on the Comprehension 1. Agbledelduo sdgbo 18 Tégod? 2. Ik gb1é wéaénat 3. Blfgblé 18 wésid? kh. Atfiutsetsewo 18 whsid? 5. Agbledeldwo 18 yeviwoadas 6. mika gblee wédéna? 7. TS 18 wésid? 8. Papidkd 18 wisid? 9. Wowsna galtar 10. affke niisiawo tsdné? Questions for the Class 1. Agbeligblews 16 Togéa? 2. Agbeligbléwd 16 Amérikda? 3. Mfwona galf 16 drfma? ye YSwitS 15 wési 1é TMgod? 5. Atfkutsetsewo le wési 16 TMéedat 6. Atfmutsetse kawode 16 Ted? 7» MNifiala did sikivf ményéa? 8. WKE wéfadnd? 9. Nifst siktwd 18 wési 16 Tégod? 10. NUfialawo 16 Tégoa? ll. Anéritdtéwo wona galt upié tdpicKd? 12. Arficd misiewo teénd? 1Unit XTIr The Indefinite Pronouns Dialogue 1 N: Nufiala A Ama td td mu dé pis kpé migldkpé Amekeé té mil qé mifiala fé minlokpé 1d dzf? Améd qéke ménya 6a? Wifiala, Kofié td nf 48 kpé 1d def. nyatefé Koff, nyateséa? aé Inka de kuku Nufiald, méde infu eh «+e Nr mika wonyé neta? “77- Kofi Kw: Kwami draw draw something on write plate, stone blackboard, (any slate to write on) Who drew on the teacher's black- board? Nobody knows? Teacher, it is Kofi who drew on the board. truth Kofi, is that true? take off hat to be sorry, please, to apologize, sir, ote. (serves as an obeisance when addressing elderly md people of respect). Teacher, I am sorry, eh «ee What was it you drew?xtII. sia amesiane ke Nyéé wotd. amésiame ko nu. azo nédzo o mi sia fomevi kpd Nufiald, méde lniku ténye médzé o. Nyé méwS nu sia fomevi kpé o. Bayo. wort, 23 yt meek 1é act. abi afo Méde kiku abi 16 nyé dfs. hé ee téhého bubuade ~78- person, human being this everybody, person to laugh It is I he drew, Everybody laughed. (be) straight not straight, to be guilty something of this sort never; ever Teacher, I am guilty and I an sorry. I have never done any- thing of this sort. That is 0.K. Kofi, walk to the main road and backs wound foot sorry, I have a wound on foot. ear pull ear-pulling (punishment) other another givepeneay Exema mfana tdhéhe bibtagés Then we will give you another wo emégbe. punishment later. Notes 1. Indefinite Pronouns: /eme/ ‘person, somebody! /m/ ‘thing, something! If a transitive verb lacks a specific object, then it mst take an indefinite object which will be one of these two in- definite pronouns. e.g., The verb /ylo/ 'to write! is a transitive verb; thus it will either have a definite object, such as /meylo agbale/ 1I write a letter! or it-will have the indefinite pronoun /nu/ /meylo nu/ 11 write (1it., I write something)’ 2. /ae/ ta, any, a certain «ss! This indefinite pronoun also serves as the indefinite article, which follows the noun it modifies. However, the definite article /a/ is also attached to the noun, og. /xoade/ 1a house! /atiade/ ta treet Be /deke/ tanyt This is composed of the indefinite pronoun /de/ and the emphatic particle /ke/. he /néne/ 'something! /néneké/ ‘anything’, nearly always used in negative senten- cose4 XIII. Se 6. Ts 8. /néné/, /nénié/ how much, how many! /sida/ "both, altogether!, oege /vitsiws kp1é nySniwd side/ ‘both men and women! Aiee/ often stands between a noun and a repetition of that same noun, and then it means 'evory', oge /yatsu siaa gutsu/ every man! ati siaa ati/ ‘every treet Certain of these combinations which are frequently used are written as one word, eege /emesiame/ ‘everybody! /nusianu/ ‘everything! /desiade/ tevery, allt /gbesiagbe/ leyery day? /efisiart/ ‘everywhere! /vv/, /bubu/ ‘another, the one, the othert /bu/ stands between a noun and a repetition of that noun in the same way as /siaa/, but only in time expressions, e-ge /yobuyt/ ‘another time! /gbebugbe/ ‘another day? /asimasi/ "Mr. So-and-So!, i.es, someone whose name one does not want to mentions Dialogue 2 Nr Nufiala Kr Kofi At. Ama S: Sukuviwo 1d write ati tree, stick ~80-xIII. nugloti akénta Mitsd mfafé nuylotiwo né akénta. deke deke mé1é 0 Wifiald, migloti adeke mé1é asfnyé of N adé dome mia dometd Nigloti pibdadé 16 mia admetsa de sfaz B, deké bibud 4é 16 asfnyé gaké nfpioa ni nyufe 0. Kotf xo Ama $8 nfigloti piibu sia. Wifiala, minloti 14 méyiéa nanéke 06 Ne: Minlotf vivid gé 16 ame ade sfa? 8: amea deke 0, mé1é améa déke sf o. Ns fnyo, Kof{ xo tonye 1d. ~81- pen, pencil (lit., a writing stick) mathematics, arithmetic Get ready (take your pens) for mathematics. one, none, not one to have none (lite, have not one) Teacher, I have no pens a certain one among any (or one) amongst you Does anyone among you have another (an extra) pen? Yes, I have an extra one, but it does not write properly» Kofi, take Ama's extra pene Teacher, the pen does not write anything. Does anybody else have an. extra pen? nobody No, nobody has any. O.K., Kofi, you may take mine.6 XIII. Dialogue 3 N: Nufiala K: Kwadzo nukata Kwadzé, mikata méwo ndneke 08 agbale MWéfiala, méde kulu agbale mé16 dsinyé o« kpd Wo see vo Amekaé wé akont& vo? Améd déke 6. Kwadzd, kpo Kort f8 agbalé mé. asimasi Néfiala, asfamasi kpd nyé dkontas Nufiala, méde kiku, nyéme- kpé néneke o. Kwadzd, 23 yi mogd 14 def. af zi nenié? zi deka. K: W: 82- Kwadzo, why haven't you done anything? book Teacher, sir, I don't have the books to see, to look finish Who has finished the math (assignment)? Nobody. Kwadzo, use (look into) Kofi's book. Mr. So-and-So Teacher, Mr. So-and-So looked Kwadzo at my work. (is peeped at Kofits work). Teacher, please, I did not look at anything. Kwadzo, walk over to the main street. time How many times? Only once.xtIt. Dielogue N: Wufiele cK: Komla = kw as Ew ag als Mifiala, asimasi dé 415. . Mm £3 Komld, £31 Ewo akénta vdat K: O. . Ne Nenié néwo? E: azé do Nyé méwé déké 0, Médze ad etso fie. We: Va kp6 atfkewold. Méde afima ydf sia. Atikewold n& nanem. ficema yt afémd. Gomprehension Bob yi suki éyé t& mi a8 kpé 14 azt. Ama tsé eto bublads améade t& nti qé miglokpé 14 dzi. Koff métso niylotia d&ké va suki 6. Kwasi incubate, sleep to sleep Teacher, Mr. So-and-So slept. (has fallen asleep). wake upt get upt Komla, wake uph . Have you finished the math? To. How many did you do? became 111 I did not do any of them. I became 111 yesterday evenings Go to see the -doctor. Iwas there this mornings The doctor (herbalist) gave me something. ‘Then go home (you may go home)+ Koffe n& Koff gaké niglot{ 14 méyld néneke 0. Nifiala la tsd éfe niyloti“1a n& Koff. Akéntagb1é mé1é Kwadzé sf dékea me. ~83- os ya kplé Koff wékpo agbale8 XIII. Komla dé d18 18 suku. Hazd ad stso tte dyé Atfkewold né ndnéé, déka me - together Questions Based on the Comprehension 1. Amekad té mf aé mfiplokpe 1¢ zt? 2. Amekaéd gb1éé né mirfala? (gblo - tell) 3. ‘Wéné té ade né Kor faz ye Kort tad miylotfa qé vd sulla? 5s Ameka&é ted miylotf biibd vd sukt? 6. Amekaé né niigiotf wibi Kort? 7. Améaqé xpd Korf fé agbdle mése 8. Akéntagbale é@8 16 Kwadzd sid? 9+ Kwadzd kplé Koff wékepo agbale déka méd? 10. As{masf xpé Korf é dkontag li. Amekaé ad ald 18 suis 12. Akénta nenté wewo? 13. Atfeewold nd nénéaz Babiawo 1. Niploti ade 16 asfwéa? 2. Btso nigloti adé va sulia? 3. MNayloti bibu dde 18 asfuda? ye Asfmasf kae n& nigloti wot 5. Repo amédas £8 Skonta 16 sucide 6. Asfmasf gbloe na niriala? 7. Ame nénie métso agbale va suki 6? 8. Ame nénie métso migloti v& suki of -8h-xtII. oe 10. ne Amexé fé nfgloti bibue nyé ésia? Ameadé aS 218 18 suki égbed? Zt nénie nedo 413 16 suki égbed? -85-Unit XIV Object Pronouns Dialogue 1 Yr Yawa-1 Yor nadgd xényed? B e 6, nyamédogoe 6. Tous de? yo wé yodm bé Yawd. Yiwoddabé 18 Ydwoddgba? miawés ont azt Yawé wéyona wd hét wéazt wé 18 Yéwodagbét ma éyaend dkeke3 Byaema. Ikéke ka dzf wédztwé, af éto Brown? ~86- Days of the Week Have you met my friend? him, her No, I have not met her. What is your namo? call My name is Yawas call me /that/ Yawa) (Lit., they Thursday on Thursday you (object) plural you (object) plural to give birth to Your name is also Yawat (They call you also Yawa). You (sge) were born on Thursdayt (They gave birth to you on Thursday). that that is that, that is correct day: * That's right. On what day were you born, Mr, Brown?xiv. Blddagbé Wédzil Biddagbé. Bhi wd Bve go énye Kam. ékema atégu vé icema natégu dyorl bé Komlds Notes 1. Object Pronouns: [wdazin/ /wdaztue/ [wSantt/ /woaztnt/ /wéaztnt/ /w6aztus/ Tuesday I was born on a Tuesday. %2* any Your Eve nano 1s Komi. Br then to be able to, can as, that Then you can (or could) call me Koma. ‘they gave birth to me, I am born! 'they gave birth to you! ‘they gave birth to him, her, itt ‘they gave birth to us! ‘they gave birth to you (pl.)! ‘they gave birth to them? The /wé/ here is equivalent to the French ons 1st Person 2nd Person 3rd Person 10 /w6aas/ Singular Plural = =n -ws ont -é wd tto eat! ‘they ate itt -87-XIV. /28/ /wonde/ /428/ /w6a288/ /$18/ [wofree/ /ny8/ /wénye/ [r8/ Jude] py /w618d/ /8/ /wéase/ to drink? ‘they drank itt tto give birth to! ‘they gave birth to itt to buy? ‘they bought itt ‘to pursue! ‘they pursued him! ‘to drawt ‘they drew itt ‘to shave! ‘they shaved itt to send! 'they sent him! The abstract underlying form of the third person singular is generally considered to be /-e/ and is often written this way in the orthography. Note, however, that the actual sound is determined by the sound of the preceding vowel, isos [-e-/ as becomes /-8/ after /u/ or /i/3 /ubaat/, /wédztt/. be becomes /-8/ after /o/s /woade/e -88-xv. ae ¢. contracts with a preceding /a/ to form /xe/, where 1) x is low if /a/ has low tones /wényé/. 2) x is high-low if /a/ has high tones; /wdté/. a. is nasalized after a nasal sound; /wé1d?/. When the particle /h8/ follows the object pronoun, the in- dependent personal pronoun is used instead of the short form mentioned, Compare: as /iiddzi-mi 1€ Yévodagbé/ 'They gave birth to you (pl.) on Thursdayt. bs /Yawd wéyond mfawd h&./ 'They call you also (ple) Yawdt. The Days of the Week and Associated Names Days of the Week Male Nemes Female Names Kwasidagbo\_ Kwast Akosia xostadepa/ "8°" caer Akésfwd D2ddégbé Monday! Kwadzo Adzoa, Kddz6 Bazdud Bl&dddgbé ' Tuesday! Kwamla Avid Kame Kildggbé Wednesday! Ania Ala. Kéint Hoswa Eval Yéwéaégbé "Thursday! yawd Yéwa : YaoxIv. Piqdgbé 'Priday! Mémleddgbé tsaturday? Be time unit is intended. a» /Ikeke nénie 18 Kwasidd mé/ /Gbeagbe nye égbé/ Dialogue 2 Kft Kofi Kért afua detua Kwami Ana Kit /xeeke/ ‘day! is used rather than /gbé/ 'day! when a 2h-hour Compare: ‘How many days are in the week?! ‘What day is it today?! anyd azdst néazésf ¢ médzésf oa a8tighit siawd Enys, Komld, méazésf qétaghit siawé oa? médzéstns ny médzésiud é wé Skdit0 ho, nyénédzésf ws 6. fkéwo a6? wé ame eveawo kétd wé amd evddwo kéth fké Kn: wo Kf: ~90- you (sing.) know you (sing.) recognize you (sings) don't recognize don't you (sing.) recognize these young ladies Well, Komla, don't you recognize these young ladies? I recognize them I don't recognize them their names Wo, I don't recognize thems What are their names? both (emphatic) both's namexIv. Wé amé evadwo kdté Hk6 ényé Yds a Km: A, Ydudqdgbé wédzt woa? a KE: Ee Km: Enyd mits. Dialogue 3 K: Kofi B: Bob z Ks Bob, wédzt xényea le ifdegbé. Nenyé égkod? Br xose #, méxose bé éyko énye Kélat. K 425 rifia novi novi mited( vf) novi ny$nu(vf) gbésigbe Enyo mito. £26 ndvfany$-nuvi ko énye Aktwa. Nenyd gbésighé wédzta (wédztfa)? Wédazt éyah& 18 Kidagbé. B sr orf mt Both of them are named Yawas Aha, both were’ born on Thursday? Yes. Very good. Bob, my friend was born on Wednesday. Do you know his name? to believe (faith) Yes, I believe that his name is Koku. now now, at the present, at this moment brother, sister, cousin brother sister the day which (on which) Very good. Now, his sister's name is Akuwa. Do you know the day on which she was born? She was also born on Wednesdays to learn to learn (something, things)xIV. nesréna mt kdbd Enyo pfto. Hsrdné mf kéba wttot Dislogu B: Bob K: bs aztgbe Dafgbe yké 18 awésfamé sf 18 Tog687 yi de BH, tsé Dzodagbé yt a8 Kwasf- Kofi Er dagbé, omesiamé xda dztgbe aks. B: Dzddagbé viwo ykd qéz IMtsivfawo nyé Kwaded éyo nyénuvfawo nyé Aazda? B: Mémledagbé 467 + K: Kwdmf kple Ama. Br Tgotowo naa yevinkdwo wé viwdae #, wonda yéui ko dékd wo viwbe I learn habitually fast, quickly That's very good. You learn quickly day birthday Does everybody in Togo have a birth name? go to, until Yes, from Monday to Sunday every- body gets a birth name. What is the neme of Monday's children? The boys are Kwadzo and the girls are Adzoae What about Saturday? Kwami and Ama. Do the Togolese give (white ments) European names to their children? Yes, they give a European name to their children (ise., to each child),av. Comsrehension Lé Tégo 14, dztgbe ykS 18 amesiame sf. Wédzt noviny’ wutsuvf 18 Dzode. He ykdSe ny$ Kwadzé, Wédzt novfny8 nyonuvt 18 Dzoda. Hyd fé ykd énye Adzda. Lé Anérika 14, dztgbe yké mé1é amewS sf é, Aféto Brown nyf éfe dafgbe ykeke 1d. Efe dzfgbe nké nye Komla. Bob ya ménya éfe dztgbe okéS oe Questions Based on the Comprehension le Detgbe ykéwo 18 Tégdéa? Qe Nkeke ka dzf wédzf névinyé nutsuvt? 3e Ikeke ka def waz névinyé nyénuvt? he Hfe dafgbe oké 462 5. Wovinyé qutsuvf $6 aztgbe yké a6? 6. Dafgbe ykéwo 18 Amérixe? 7+ keke kd dzf wédzt arta? 8. Fidagbé gutouviwo $6 gkéwo a6? 9. Tkeke ké dzf wéazt Komlaz 10. Bob nydé éfe Ewe nkéa? 1. Enya éfe dzfgbe okekéad? 12. &féto Brow ny éfe dztgbe ykékea? 13. Efe dzfgbe aks a6? Up. Pkeke kaé wdazt Apéto Brown? -93-xv. Bablawo 1. keke ka dzf wédet wot 2, We Bwe nko dé? 3. Ny’ Ewe co énye Ama. keke ka dzfe wédzim? le keke ka dzf wédzt Kort? 5S. keke ka dzf wédzt Antwa (ota)? 6. Wd Ykowoe nyé Kwan kple Ama. [keke ka def wéazt we? Te Weeke ka dzf wédet noviws nyénuvf? 8. Bre Ewe ks a6? 9. keke ka dzf wédzt noviwd gitsuvt? 10. Wo ntffiala fé Ewe yké dé? ll. Qkeke ka dzf wéaztt? ~9h-Unit xv Relative Clauses Dialogue 1 K: Kofi B: Bob Ar kpé fo (fovi) Bob, ekpé fcny8 st! gkoe nyé Agi 14 kpéaz Anku, ef nyuiéa? B, wod8? GbékGgbs neva aft ted imértka? Kwasfae ai kwasfda si vayf kwasfda si gbona Mavé ted Amérikd Kwasfda ot vé yi le me. At kpd aa Mavé kpd mf aé 6a? B Akpé nawo. Gbékagbéé m4va? The Indirect Object The Particle /ga/ Agka to meet elder brother Bob, have you ever met my elder brother whose name is Aykut Api, how are you? I am well, and what about yout When did you come here from America? Sunday, week relative pronoun, who, which last week (week which passed) next week (week which comes [Rabi tual7) I came from America last weeks visit Won't you come over to visit us? Thank yous Which day should I come? ~95-cing it Ini qé gbdwo gbésfagbd 16 Hicoma iat a6 ghowd. abésfagb3 ays, ye yekayt Br 1ifo vexayl ldo? va qi Ffqagbérid Fiéns. mi kp1é mf, ¥od, dkpé. Mfaad gd 16 Fidegbé Kwasfda si gbona mé. Notes 1. Relative Clauses that hangs, depends depends on you eny day, every day like, love That is depends on you. Any day OKs sun when, what time of dey about, in the environment of About what time of day? In the evening. Come and have Pridey supper with use Agreed, thank yous. See you on Friday next week. The relative clauses are introduced by the relative pronoun 14/5 Coe a. /Bkpé fénye si nkoe nyé Ani 14 kpd/ bv. /Mévd ted Amérikd kwasida si va yt 2a me/ =96- ‘Have, you mot my brothor whose. name is anus? 'I came from America (in) the weck which has passed’.A general characteristic of the Ewe language is that all dependent clauses end in /1a/ if they precede the main clause. If they follow the main clause, the particle /le/ is optional, e.g. /Ponye si nko enye Anku My brother whose name is la va aft tsé Amerika/ Agku came here from America’. /Mfacps Fide si gbone MWe will meet next Friday's (1a) me/ If the antecedent is plural, then the plural marker /wé/ comes after /si/, cege /Fia nu siwo ne fle 1&%/ 'Show me the things you bought! . Descriptive relative clauses are not used very often in Ewe, and many of the relative clauses that appear in English are expressed in Eve either by coordination or by asyndeton (omission of conjunctions which join co-ordinate words or clauses). For example the sentence /Bfe xo si lolo la xo asi/ ‘His house, which is big, is expensive!. is better expressed by ei ther: /Bfe xo la 1élo eye woxo ‘His house is big, and it is asi/ expensive! . or: /Bfe xogi la xo asi/ 'His big house is expensivet.xv. Dialogue 2 Kf: Kofi Ka: aé Kodzo Ede Ldme kpéat Kwasfda si kwasfda si vayf kwasfda si gbona i, nyd kpié xonyé mead affma kwasfda si vayi mé azé ... yal éaze Koff qu éaz8 gunye éazé mfayi Bazé mfagua? Ka: B, Léme dzda amesfame sf a6 afima kpé 14 gi. as bos ketéd Bés a16 kétékdé midgéar to have beens to have visited Have you ever visited Lome? Sunday, week relative pronoun, who, which last week (week which passed) next week (week which comes Babi tuel7) Yes, my friend end I went there (during) last week. to please, to satisfy Kofi liked it it pleased me, I liked it it pleased us, we liked it Did you like it? Yes, everybody who has been to Lome likes ite to take, to arrive bus train Did you take the bus or the train?XV. Ka: azd Fiqagbé nat Memleddgbé yotrs Bos mfedé, Mfodzo 16 Sékode Fida pdf éye mfedo Lémé Mémle@é yetrd. Ykeke nénié mieno anyf? . Ka: xé Mémledagbé kplé Kwasfdagbé xéé mfend atfma. Notes 1. /éaze ginye/ /éaze giwo/ /éaz0e /Saz0 nfagi/ /éaze miayu/ /éaz0e woyu/ to leave (a place) Friday morning Saturday afternoon We took the bus. We left Sokode on Friday morning, and we arrived in Lome Saturday after- noon. How riany days did you stay? only We stayed (there) only Saturday and Sunday. tT Like itt tyou (sings) like it! the likes it! twe like itt tyou (pl.) like it! tthey like itt Notice that instead of the object pronouns 'me, you, him,! etc., as in tit pleases me!, the possessive pronouns are used. The expression /édze ytinye/ may be analyzed literally as fit is of my satisfaction’. 2. If a noun is followed by a number or the word /neni/ thow many!, the noun is always in the singular. =99=XV. Dialogue 3 Ke: Kofi af Hot ndde Léme aé ékpS mfsiamt st nédf 182 Kw: Kwadzo Ef: £, mekpS mi siwo meaf 1d, giké xény8 ya nékpé misfént a Kf: ga gayi Yekayi woagayi Lome? Ew: na mo Fiema ku a6 rdr6a gts Ne éna méé égbé 14, méxo se bé ayf Lime égbé. Kf: Le YéwSdégbé mayi Lome, Notes want, look for When you were (visited) Lome, did you find (get) everything you wanted? Yes, I found (got) the things I wanted, but my friend did not find everythings again? go again When will he go to Lome again? grant permission That depends on his father. If he permits him, he (my friend) will go to Lome todays I will go to Lome on Thursdays 1. /aé/ - « particle (also uséd as an interrogative) sometimes used with /esi/ to indicate a subordinate clause. It is used in the same manner as /le/, except that it has a more interrogative sense. ative sentences. Note that it is used here in interrog- One would be equally correct in saying /Bsi néde Lome la, ...%/ !When you were in (visited) Lome, weet? =100-xv. 2. /ga/ tagain' is used to express the repetition of an action, and it is placed between the pronoun ed the verb, eege /Xekayi woagayi Léme/ Dialogue Kw: Kwadzo Kf: Kofi Kw: Yat ndéwé, Kofi, ede Lomea? £, nyé kplé danye. tla me f1é Ffa mi sfwé néfle 1éi. ot gbémagbé Nyé méfle néneke 6. Ffaseawo mévi gbém&gbé 04 Kw: Gbékagbe néyi Léméaz Kf; Mfeyf Mémledagb$ £18 éy3 mfegatré dzd Dzoddgbé nat. Danye bé nusfdmi si dim miélé 14 18 Sokode. ‘When will he go to Lome again?! Good morning, Kofi, did you visit Lome? Yes, my mother and I. (lite, I and my mother) show ‘buy show mel the things you bought. open that day I did not buy anything. ‘The shops did not open that day. When (on which day) did you go to Lome? We went on Saturday evening and came back (we turned and left) Monday morning. My mother said that everything we want is in Sokodoe -101-xv. . Ew: dzo exist dzdgbe birthday, birthstar ve bad dzdgbevs bad birthday, unlucky star, unlucky Oh, dzdgbevSets § Oh, you unlucky fellow’ Note 1. Many verbs in Ewe can take both a direct and an indirect object. The indirect object, if a substantive, always comes at the end of the sentence, and it usually does so when it is a pronoun. /meaé té nufiale/ 1I obeyed the teacher? (1it.,!I pulled ear to the teacher!) /fia nu siwo ne fle ‘Show me the things you 1éi/ bought! If the direct object is a pronoun, its form and position are regulars eg. /egbloe na nufiala/ 1He told it to the teacher! Sometimes, however, if the indirect object is a pronoun, it may take a form different from the regular one. This will be discussed further in later chapterse In modern speech, the verb /ns/ 'to give! in certain circumstances, such as when it follows another verb, is no longer conjugated, and in such instances has become a particle or preposition to express the indirect object. -102-Xe /Btso agbalé nami/ 'He gave the book to ust /Nai nawo/ 1Good morning to you! Comprehension Le Kwésida si véyi me 14, nyé kplé xényé mfedé Léme. mfedzd 16 Sékode Fidagbé yetrd éy8 mfeva 4é Léme Mémledagbé yaf. mfensd atima Mémledegbé kplé Kwasfda gbé éyé mfegdtré azé yf sékode 16 Dzddagdé fie. Léme azé mfagu yito. Mfekpo mfaxtwo éyé mfedo gé. Amérixatowo, Bob kplé John 16 affma. Mfedogs- wS 18 Kwasf sé éfems. Mfefié mi gédews 16 Lome. M@fle niisfant sf meaf 14 gaké xenye ya mékpo niisfanu si woaf ido. Lé Mémleda fie 14, Korf kplé ddad wéyt Léme. Wégdtrd vd Sokodé 18 Dzodagb yal. Womef1é ndneke 16 Léme o. Misiwd afm w61é 14 18 sékode ffasewo mé. Questions Based _on the Comprehension 1. Arixa Kwaded kplé x3a woaé? 2. Yekayf woyt arfmaz 3. Affka wétso 18% he Yekayf woaz62 5. Yekayf wova a6 arf{mar 6. (keke nenié wéno af {maz 7. Wéfle nisiwo wédi 1d 16 Lome&? 8. Kwadzé f18 niisfani sit woat 142 9. xélod hd f18 ndsfand sf woaf 142 10. Gbékagbé wotro yf Sékods? ll. Léme dzé wéyta? 12. Enyd ni siwd azé wégd 18 Loméd? -103-XVe 136 ys 15. 16. 10 Gbékagbe Kofi kplé ddad wédé Lome? Yekayf wtro va Sékode? Wéflé niisiwé wai 14 16 Léméa? Misiwé wéaf 14 16 sékoqéa? Babiewo le Qe 3 de 5 6 Te 8. % 10. ll. 12. 1B. lye Bae Tégo kpSa? Bde Chicago kpéa? Yekayfe nedé Chicago? Wikae dzé mlwo le Chicago? Kéteké nedé yf Chicagod? Gb1d mi siwé neflé 18 Chicago 14 namf? Gbékagbe nedé New York? New York dzé qiwod? Mikee dzé ylwd 16 New York? Gbékagbe énye ésfaz Bde Indianapolis égbéa? Bupd advo egbéa? Yekayf nékpé dawd 6gb8? Musiwo né@fle egbe gdlé dafwod? “LoeUnit XVL The Intentional Dialogue 1 Kk: Koku bli 14 im: Komi tsi Papd, blid tsf. nya ters nyatefé yt fi, nyatefée. Nyé mito né méd8 agb1éé mé etsd. Btst nyateré, Ke: 06 mfenee mfelé éyeg8 vékayf mfelé éyegé? Km: Hfolé énege etsd. Notes 1. /nye mito/ 'I myself! Strong Form of the Pronouns the corn to grow Papa, the corn has growne word in place of that is right, really to go Yes, youtre right. I myseit* also went to the farm yester- day. to break, to reap It has really grown. we reaped it we are going to reap it@ When are we going to reap it? Wetre going to reap it tomorrows The subjective and objective forms of the independent personal pronouns may be strengthened by /quto/ tself': Jnye wito/ [x8 yhto/ /ér8 hto/ 'I myself? tyou yourself? the himself! -105-2. Jmiawo yitowo/ or /mfa gitowo/ 'we ourselves! /miawo mitowo/ or /mta mitowo/ tyou yourselves! [weno ghtowo/ or /wS qutowo/ "they themselves? /wato/ is also used to strengthen a noun, e.gs /fofonye guto/ my father himselft. Intentional: /mteys/ twe went? /nierd yfyigé/ twe are going to go? /mtove/ twe came! /nte1a’ vivége/ twe are going to come! The intentional denotes an intended action or one which is going to be performed in the near future. It is formally composed of the auxiliary verb /1é/, a verbal noun, and the particle /-gé/ !intentional indicator!, The verbal noun is formed by prefixing the verb stem with a low-toned redupli- cation (ise., repetition) of itself. /mdle fatége/ 11m going to get up! Note the following changes in the reduplicated prefix: a. If the verb stem has a nasalized vowel, the nasali- zation is omitted in the reduplicated prefix. /rmka néle sosrége/ ‘what are you going to study?! b. If the verb stem contains an /1/ or an /r/, it is omitted in the reduplicated prefix. /mfka néle Séflegé/ what are you going to buy?? /nfka néle dzddzrége/ ‘what are you going to sell?t -106-ce. If the verb stem contains a palatalization, isee, a consonant followed by /1/, the palatelization is omitted in the reduplicated prefix. /nfka néle fafiage/ "what are you going to teach?! In the verb forms previously encountered, a transitive verb* was cne normally followed by one or more objects. /mieyt agble/ ‘we went to the farm! /mtelé agble yte6/ twe are gong to go to the farm! /mfeaéé ava mé/ ‘we put it in the granary! /mfelé édege ava mé/ ‘we are going to put it in the granary! Note that the first object of the verb becomes the possessive fier of the verbal noun in the intentional, and thus it mos preecdes the verbal noun, In this case the reduplicated prefix is omitted. /618 adyengé/ The is going to send met /618 adwogé/ the to send you (sg) /618 édoge/ the to send him! /618 nfa adge/ the i to send us! /616 mta dbge/ the is going to send you (pl) to /618 wd adge/ ‘he is going to send them! *In Ewo, a verb indicating direction or location followed by a noun phrase indicating place (e.ge, /mfeyf agble/ 'we went (te the) farm!) mist be considered transitive -107-4 XVI. Note that: a. The possessive pronoun of the first person singular has the form /~yén/. [616 ddyemgé/ "he is going to send me! The possessive pronouns of the first and second persons singular always follow the verbal noun. [616 ddyemgé/ the is going to send met [616 advogé/ "he is going to send you (sg.)! Ge A high-toned verb has low tone before the possessive pronouns of the first and second persons singular. Dialogue 2 Kr: Koku Km: Komi nfeyf agble al we went to the farm mfelé aeble yfgé we are going to the farm Mfe1é agble ytgs égbed? Are we going to the farm today? mfoyt al we went mfelé yfyigé we are going to go rfrila immediately #, mfe1é ytyigé rfrila. Yes, wetre going to go right now. b1idwo Bes the corn (pl.) dite entirely, all mfeye blidwo kéta we reaped all the corn mfelé blidwo kéta nége we are going to reap all the corn Mfelé blidwo két& yéged? Are we going to reap all the corn? -108-XVI. Km: bare Kk: ekema wd a8 kple Hicema mit mfawd kplft? aé ava ~mfedee ava mé mfe1é édege ava mé Mfelé édege ava mé. Yes. then to do will do and, with Then what will we do (with) it? to put in granary we put it in the granary we are going to put it in the granary We are going to put it ina granary. Dialogue 3 Km: Kwami Kk: Kwaku. Ks: Kwasi né (or ago, or agoné) coconut ge égbe Taflatsé, Kwaki, téwd (rdféwd) 16 néa (dgonéa) gbagé égbed? wk: 6, nyé méxSosé 0. Mfafe néawo méfi néaés 6. (nddéke 0) to pick, to harvest today Excuse me, Kwaku, is your father going to harvest the coconut today? to be dry, ripe not yet Wo, I do not think so (lit., I don't believe it).) our coco- nuts are not dry yet. -109-XVI. mito (after a noun or pronoun) himself An, ténys muitos nyé sf-(sfa). Ah, here is my father himself. (lite, My father himself is that). eyata i therefore, ‘and therefore nig to need kpékpégeyu help (noun) ‘Alé6k6, Kwasf, néawo fii lé nyé Say, Kwasi, the cocontts are ripe dgblé m8. Mfelé wégbsgé on my farm. We are going to éts3 pat éyata mfehia pick them up tomorrow morning, kpékpédeyu. and we need help. kpé 46 gi Ke: to give help, to help@ kepakp1é and NyS kplé srénye kpakplé vinyé My wife, my son and I will help mfakpe aé wtiwd. you. akpe Bae applause (thanks, gratitude) séxi strong (stronger then) kékeake very Akpé kékeka. (Wees8 of Thank you very moh. (1ite, kédkaka). you are the one who is very strong). Notes 1. -/nye mexoese o/ 'I do not believe itt. /xo «+. se/ 'believe! actually consists of two verbs, /xo/ 'catch, take! and /se/ thear', Of these only one verb can take an object, and this -110-XVI. object immediately follows the verb. There are several verbs similar to this: /%é nti kp3/ ‘draw thing see, iee., try some- thing? [6 &mé kp3/ 'follow person see, ises, test somebody! /08 ni kps/ ‘lick thing see, ives, taste some- thing! /vfa nya se/ task word hear, ise.s, inquire about something! The use of several verbs in one sentence to express a thought which may often be expressed in English by one verb is characteristic of Ewe, Westermann accounts for this with the explanation that the Ewe people describe in detail every action or happening, and each detail has to be expressed by a special verb, They dissect every happening and present it in its various parts, whereas in English the leading event is expressed by a verb, ond subordinate events are either not considered or are expressed by means of a preposition, adverb, conjunction, or prefix of the verb. Va mfat tsa yi donskodzi, (1it., come let us take a walk go hospital) Letts visit the hospital. -111-XVI. 2. as /mekpé 46 Komi of/ 'I helped Komi? be /mekpé de xind/ 1I helped yout The object of the verb /kpé de n/ is placed between the las two forms, i.e., between /de/ and /gu/. But, if the object is a pronoun, the first md second persons singular follow the lest form /yu/. /mekpe de woyu/ 'I helped them! /mekpe de miagu/ 1 helped you! /mekpe de onu/ 1I helped him, her, itt /mekpe de miayu/ 'I helped us! But /ékpe de yinyd/ the helped me! /mekpe de mtwd/ 'I helped you! 3. /kpakplé/ = /kplé/ tand'. /ipakple/ is normally used only when it is the last and ina series. 4. /woese yu/ is more commonly used in speech, but /medé akpé nawé/ or /alpé nawd/ is more formal. Dielogu John K: Komi amékaé 18 néawo gbdgé? m Who is going to pick the eocomts! Yaovie. (Yawovi)« & Yao (Yawo) the Smaller, or Jr. £3 * to gather, to collect Amékaé 16 wéfoge 18 atfawo And who is going to collect them gdm? from under the trees? nyémiawee. ne wonen. -112-XVI. gba gbe gbe Ameddewo 18 wogbaghd? trd tsi zdgbé Nyénidwd 16 wogba gé dyé wole nets{ 14 trége 4é zdgba dé ma. Comprehension B1fa tsi 16 Kwaki fofd fé acb1é mé. to break to break it will break it Are there some people to break them? to pour, to turn over, tip water, liquid, juice big container The ‘women will break them, and then they will pour the juice into a big container (pot). Wole agble yigs étso éyé w618 vila yége eye w618 étso dége dva mé. Agble 14 mé1é10 0 éyata wd mehia kpékpédequ o. Kwalel ford mé18 éfe néawo gbégéd sgbé o. Néawo fi 18 Kwami [8 agb1é md. Wémefu hadé o+ Wéle wégbe gé étso. Kwami fé &gb1é 14 lolo eyata Sle kpekpédeyu hiage. Kwasf kplé srfd kepakplé wovf 18 kpékpege qé Kwamf gue Ditsuaws 18 néawo gbdgé éy8 nydmmawo 16 wéfogé tséd atfavo gime. Ekema nyénuawo 16 wégba gé éy8 w618 agonetsi 1d trogé dé zogbdé Qé me. Questions Based _on the Comorehension 1. Kwaki fofo fe blfgbiéd 10168? 2. Yekayf wéle bifa yegé? 3. Wéle vifd yége stsoat -13-XVI. he Be 6. Te 8. oe 10. 10 Kwakti fofé 18 kpekpédequ hfagéaz Anéka fé néwoe far Yekay{ wéle wégbégé? Améiaé 18 kpékpége dé Yaovi uz Anékaé 18 wéfogé 18 atfawo gdmet Amékaé 18 néawo gbegé? Le ésfa mégbe (after this) dé mikaé nydmidwd le wowoge? Questions for the Class le ae 3 de Se 6 Te 8. o 10. lle a2. Bifgblewé 18 Amerika? Bligblewo 16 Afrika? Aléke Amerikatéwo yéna bit? Négblewo 16 fmerikd? Négblewo 16 Afrika? Aléke agbledelawo gbena né 16 Amerika? Wika wigé néle £12 sf2? Affka yigé néle 1é sult megbé? Amékaé 16 Afrika yigé tsé affsid? Amekaé 18 Bwegbe ffa gé? Ele TWgo yigéd, aféto Brown? Mika wogé néle 16 affm&? -1y-Unit XVIT The Progressive Dialonue 1 Km: Ka: Kuadzo Em: Kwani agblenemiiuawo tsé Agblememfkuawo 16 tsétsém nyfiéae kék6 wd nyé koké wo ny8 kékd 16 vovém Ac, ny’ kéké 16 vévdm. Tonye hi. as éa6 dévfawo Ka: 61e dévfawo dom sulctgd (a) . a8 sukagd( 2) Ble dévfavo dém qé sukdgé(a)? Km: nédteuf ea koba Ad, kSba mé18 asfnyd 6. Ny& h& nyémétenui 6. Wike mfawd. the crops to grow Ave the crops growing well? cocoa to rot my cocoa is rotten my cocoa is rotting? Wo, my cocoa is rotting. Mine, too. to send you sent the children you are sending the children high school to high school Are you sending the children to high school? noney (lite, coury. Cowry was the first used money) money (lit., metal) half-pence, money” No, I don't have any money. I can't afford it either.> What shall we do? -lis-XVII. . Km: at aq det dzidudu aé aé kpo mo Méle mékpom bé Dzfdiqua adé asf ém8 némi vésede fo si ppéna 14 m8. Notes 1. Progressive: /k6k6 14 18 vovém/ /uters ytyfn/ /ntels vavdn/ f/miels rofén/ /nbica néle £atidn/ [nda ndle fap1et/ /niiza ndle dzddzrdn/ /mfelé dgble yhil/ /mfelé éden ava 1a mé/ eat, reign, rule, lord it over to reign, to rule reign (noun), government to put (in) to lend see the road I expect that the government will lend us a hand till next year. /Tit., I am expecting (hoping) that the government will put its hand in it for us until next years7 ‘the cocoa is rotting? twe are going! twe are coming? twe are getting up! ‘what are you teaching?! ‘what are you buying?! that are you selling?! two are going to tho farmt twe are putting it in the granary! ~116-XVII. The progressive indicates an action which is now in progresse It is formed like the intentional except that /-f/ 'progres- sive indicator! is suffixed to the verb stem (instead of /-gé/ ‘intentional indicator!--See Unit XVI, Intentional). Note that the possessive pronoun of the first person singular has the form /-yé/ before /-/ "progressive indicator'. (618 ddyén/ the is sending met The verbs /gbo/ tcome!, /yi/ 'got, /be/ 'say! often take the habitual instead of the simple past or the progressive. /nele suis yin/ 1T am going to school! /meyina suicu/ 1T em going to school! 2. From English teoppert. /hétsui/ (cowry) was the money used before the minted coin. /hotsui/ is therefore used to mean money. /ga/ metal! is money. /kéba/ 'half-pence, or about 7/12 cent! ic used as money, especially to demonstrate the absolute absence of it. 3. Literelly, !I can't do itt (ise., send the children to school). Dialogue 2 Ks: Kwasi En: Kwami faot Good afternoont Yao, aféanéd 362 Good afternoon, how's everything at home? * Ks: Edo. Fine. Déviawo qé? a How about the children? Wédo, a8viawo? KS? meytze fine, and your children? -17-4 xVII. wéto nyiie. Agblememfiuawo 1¢ tettsém nytlied? Ad, wémelé tsétsém dy tsfdzaydlia aicpa Tstdza ydlia didi dkpa. Nyatefée. Dialogue 3 Kr Komi Y: Yaovi ablande atsts NyS Atotoawo 1é vévéme nikatae dane Nékata m@yi adayewd oa? veyfyfa qéxe mé1é dsfnyé 6. Mele mf h& srém vévie® ito. Y: dé Ble sukt démaz Ke a. Y gpg Nyeyd nyé dyutiawo 16 gbegblem le atiavo dzi. They're fine. Ave tho crops growing well? No, they're not growing. the rainy season very much, too much The rainy season has been too lon You're right. pineapple pineapple Hy pineapsles are rotting. why reap Why don't you go to roap them? I do not have any time. I am also studying very hard. go Are you going to school? Yess to spoil (As for me) my oranges are gettin spoiled on’ the trees. -18-XVII. azo aé waded Wikee 16 dzddzdm qé wédet? Nyeménya 6. Dialog Kr: Kwami ¥: Yawo Sisind (or m8) yo yo xitins (or y8 m5) nenéma, Yawo, nikata néyo pkime nenémi? Ys tiy8 Szidwd 18 gbSeblém. as &leke, q8 wéle vovdm K: és 160 a1é nikae 16 wéwdm? E, wéle vovém le anyfgba me. azé kénken » 6dzina, ny’ ya nye agbeliawo le dzédzem kéykens to happen to (with) on them, to them What is happening to them? I don't know, face to squeeze make a face, grimace that way, such a way, such, in such a manner Hi, Yao, why are you in such a bad humor? My peanuts are getting spoiled. is it that Oht 4s it that they are getting rotten, or what is happening then? Yes, they are getting rotten underground. to spoil (used for tubular roots) completely Oh, it happenss as for me, it is ny imanice that is getting spoiled completely. 119-6 XVII. « s Ys 0, nyateféaz Oh, really? a Kr E. Yes. Y: ag thus Glebe end so Alébe nilka wogé nele? And so what are you going to do?! Ny8 ménya és I don't know. Notes 1. In interrogative sentences containing question words, the word order with the intentional and the progressive tenses often changes slightly in normal speech. This revised order ist question word - main verb + intentional or progressive < marker - pronoun + auxiliary /nake wom nele/ ‘What are you doing?! /nukza woge nele/ ‘What are you going to dow! By this rearrangement the direct object (/nuka/) immediately precedes the main verb. It is also possible to ask the question with the regular word order, but in this case, sinc: the direct object does not immediately precede the main verb there is reduplication. /Suka nele wowom/ ‘ihat are you doing?! /Nuka nele wowoge/ ‘What are you going to do?! ~120-XVII. Comprehension Yawd yo mo myftoe L& fd sf mé 1g, tsidzayolia dfdi 18 Ghana dkpa eyata éfe dgbelia 1é gbégblém, éyé éf6 ayutfawo xple Kdk6 woh 18 gbégbiém aé dtfavo def. Ga méle ési woddé déviawo dé sukfic. Ele mékpom bé dzYqudua ddo gd nae héna fési gbina 14 mé. Questions Based _on the Comprehension 1. Dzi 16 Yao dzom&? 2. Wkata? 3. Aléke fe Aziawo 18 wowdm? he aAléke éfe dgutiawo 18 wiwoar 5. Aléke éfe agbelia 16 wawSaz 6. Ga 18 sia? 7. ViwS le ésia? 8. Nokata wonid gd? 9+ Nike wole mékpom n&? Questions for the Class 1. Agbiedeld menyéaz 2. Agbledeld fofowd nyéa? 3. Agbledelawo le Amerik& q& w618 cdcé gble demi? ye Ga 18 asfwod? 5. Wika srém nélez 6. Ble m srom véviea? 7+ Amékad 16 nufdm néwd fitia? 8, Nitra x1ém mle? 9. Wituawo le tsitsim nyufea fe sfd mea? 10, @sidzayolia didi fe sia méa? -121-Unit XVIIE Telling Time Dialogue 1 A: Ama B: Bob dzradé vu vufofo Aléke, Bob, madzradé mfayt adakp$ vufofoa oa? gone 28 game Yekayf wéle égome dzeg6? gt éne ga éne m8 fazé égdne gd éne. wera foronu yekayt? ears Avrunu gd adré. fo eaféefo ets kdté anyt nd né enyf to get ready, prepare arum arumning Well, Bob, won't you get reacy druming? that we may go to see tho / bottom, beginning, under start (v.) When is it going to stert? time, hour, otclock four at four otclock It will begin at four otclock. to finish And when will it finish? seven It will finish at seven. strike, beat, ring (v.) an hourts period three as much as down stay, sit stay, to sit down, to last -122-2 XVIII. 0, Btfofo ots yigéa? Kdta wole éazt Ar B, nddzradé mfdyia? ldle ldla vie Br Bnyo, 1dlam vfe, Ga nénté fo rfrtaz pd gd 8ts pid ard. Notes 1. The numerals: Oh, it is going to lest as much as three hours? Yes, will you get ready to go? wait wait for a few mimtes (lite, wait small or wait a little) All right, wait a little for me. What time is it now? It is half past three, (lite, It strikes time three and a half). The cardinal numbers from 1 to 19 are: 1. 2. Be he 5. 6 Te 8. % 10. [debs a/ /eve/ /8t9/ /ene/ [805 [2a€/, /andé/ /earé/, /andré/ Jenyt/ /asibie/, /enyide/ /ewd/ ai. /wnbiaéeé(a)/ 12. /wnbidve/ 13. /wiiats/ ly. /woidne/ 15. /nktaté/ 16. /intiaaé/ 17. /whiaaré/ 18. /wiieny$/ 19. /watasiéne/ 7123-XVIII. From 20 the cardinals are: 20. 2l. 226 23. 2le 25. 26. 27. 28. 29. /vidave/ /bldavé /viéavs /vdléavé [/dléave /pidavé /biéavé /bléavé [/vléavé /biéavé vo vo vo vo wd vi v5 v5 vd 30. aeké/ 0. ve/ 50. +8/ 60. né/ 706 ate/ 80. aég/ 90. adr6/ 100. nyt/ asidié/ The object counted is placed in the Joie 8t8/ [ola éne/ Joie arty ole adé/ /bla adré/ /bla enyt/ /bla asfeke/ Jelefa deka/ singular before the mmeral, e.g- /gafofo et3/ tthree hours!. But if the object has the article, then the plural marker is added to the numeral, eege /misrSle/ /sisrBla wiievearo/ ‘the disciple! tthe twelve disciples! The ordinsl mmorals, with the exception of /gbiite/ !firstt, are formed by adding /-lie/ to each of the numbers, /evelis/ /8t8lie/ Dialogue 2 ga nénéné do B: Bob 1 second! ‘third! time what time to come out of, from -124-4 XVIII. Ga neneméé nado le sukt bebe? watgakd aré wufdeka kplé af Ga wuf@ekd kp1é ard, to ddnokodzt Ga nenemé wét%a Dénokddzia? wuieve Wétune gd wuféve kplé afa. xése xose bé Exose bé yéatégu ddo affma néfi wéatlia? ~ Br B, mags. At Emyo; ddgb8 nd noviwod nd sta. B Yoo. Notes le Ewe does not have a Passive voice. What time will you get out of classes today? eleven half at eleven and a half Half past eleven. to close hospital What time do they close the hospital? twelve It closes! at twelve thirty. (lite, they close it) to believe, faith to be of the opinion that, to think that Do you think that you” can be there (arrive) before it closes? Yes, I will. Goods give my regards to your brother(sister), please. O.Ke, I will. (Certainly, ete.) The English passive -125-XVIII. construction with an indefinite agent, such as 'I am hurt, it is read, etes,! is expressed in Ewe by the construction ‘they hurt me, they read it, etes! The third person plural subject has an iwpersonal meaning and is equivalent to the French pronominal tont. 2. ‘The second person subject pronoun is omitted before the verb /texu/ here because it is in a dependent clause and its sub- ject is the same as the subject of the main verb, In this ‘do you think that! tyou can! In all similar cases /yea/ introduces the dependent verbs case: [ixose bé/ /Teatenu/ Dialogue 3 2 Ama B: Bob bs At yleti 16 Wébe ye le yletf 1ége égbes nyates 6a? gb1d H, wégblse 1é tradiot azt pat sia. -126- that moon to catch, to catch up with, to hold They say that the sun will catch the moon today. Is it true? (There is going to be an eclipse)» : to say; to speak, to mention some thing Yes, they said it on the radio this mornings6 XVIII. A: zd Yekayfe wd1é dzddzoge? B: né ésiso minft?, adabafofo ne ne esuso minfti blave voatS ne ga asieke Wébe daz ne ésiso minttt bidvé vé até né gd asfeke nafo. do ngo Aleké wényde dé ygd haff Ar wodzd na? bo Akénta wonyé wobtina. wanu 6, nyateséat Yekayf wéle gnu wig6? waidatd Awunu abé gd asfeke kplé mfnitt wuféété ené. to happen, to occur When will it happen? when it remains minutes (from English) for, to Lit., when it is left 25 minutes for hour nine, ieee, 25 to nine They say it will happen at twenty-five to nines in advance How do they know in advance? (1it., how they (do) Imow in advance before it occurs (happens) then?) to caleulate, to figure They figure it out by mathemati- cal calculations. to finish something Oh, reallyt When will it ena? fifteen It will finish at about fifteen minutes past nines -127-XVIII. fhemd mfelé néné tefé xpd Then we are going to see some- gS Sgbé. thing today. Dialosue Ar Ama Bob wnt lorry, bus, car az6 to leave Taflatse, yekayf Atakpdné Excuse me, when does the train uétékda le dzodzdm?. to Atakpame leave? eve B two Mexose bé édzona gi éve I think it leaves at half past kplé afd. two. Yekayf nexd se bé mfado a When do you think we will arrive Atekpamé? at Atakpamne? dba * early si at to run wt nore, most mamilae(wo) the last, the rest katé all Bieudé kétéké si nBqé la miti; It depends on what train you take. pfp# la fua du wua mamléawo The ‘pip! runs faster than the (kata) éye wédéa Atakpame rest (of them all) and arrives kébas at Atekpame early. A Xikayfe nexo se bé pipé And when do you think the 'pipé! 1é 4462 Ado le géfofo éne megbé. It will arrive after four hours. will arrive? -128-8 XVIII. Hkema mfddo abé gd aad “At snen we will arrive at about halt kplé aré ené. past sixe éyaéma ® that!'s it, that's right B, éydéma. Yes, that's exactly ite Enyo, woése mf kdkaka.? a Good, thank you very much. Biepé mé1é ém8 o. B Not at all. (you are welcome). Notes 1. /wéese nu/is the colloquial but most used form of saying thank you. The other two forms aro: /meda akpe nawé/ (formal) ‘I applaud yout /wée wo dof (less formal) ‘you did work, a useful work! The answer to 'thank you! comes from the formal one: /ekpe mele eme of tan applause is not in order! Comprehension Xédzé kplé John yf Atakpame étso be wédkpé wéx8 Bob si noa afima la, Wéfo kdba le gé aaé xplé ard mé éye 16 gd adré ma 14 wén8 yudzs. Hsuso miniti wuiedtS né gd ényi nffé haff kétekéa vd, éy8 wéded gd ényf titutu. Gafofo ene mégbé 14 wédo Atakpame. Bob kp dztdzo wito ést wokp$ x616a John. John kplé Kodzo wéno affma ykekea kéta, éyé 16 fi€ miquau megbé 16 abé gd enyi me 1d John kplé KSdzé wédo b3s trédzo yf Lémes Questions Based on the Comprehension 1. tttka Kddzd kplé John wéwd ets? 2, mtkata wéyt affmé? Be Xekayi wéfo? ye Yekayié wénd wildzd n& dzdazd? ~129-XVIII. Be 6. Te 8. oe Aftza woy2? Gafofo ka m3 kétéké 14 vat Gafofo ka m8 kétéks 1d az6z yékayfé wédo Atakpame? wénd affma yeyiyi didia? Yekayie wédzo 16 Atekpame? ns for the Class Ga nenfe fez G@ nénémé ne v4 afisia? Gé nénémé né1é dzddzdége 1é afisia? Ga néném3 sukua dzia egome? Ga nénémS wowua enu? Suu deyi didina? Ga néném3 né dd le suki etso? Ga néném& sfnema dzena égdme? Sinem& dfdina? Gé nénéme sinemé wia énd? -130-Unit Xx The Preterite, Future, and Habitual Progressive Dislogue 1 fm: Ama Ak: Akuwa Am: bé that (conjunc tion)? gbo come back, return Yewlwode Europe Mese bé viwd gbo tsd I heard that your son came back Yewtuode, nyatefée? from Europe, is it true? as azé ake to converse (lit., talk salt) B, méno dzé dém étso fi€ héfi Yes, I was conversing? last wova dos evening when he arrived. yame ws air, atmosphere yanent airplane azé to land azéfe landing place yinevt-dzef é airport Mieyi dakpéé 18 ylmevi-dzefo Didn't you go to meet him at tho oa? airport? Alc: tes to change sist thoughts, thinking, mind tro efe sist he changed his mind mamlae the last one -131-xIX. 4o, mfenya be 616 afé vdm 8tso 0, Bylo némi bé yéle afe vém kwasida si gbona 1d gake Stro efe sist. Agbale mamlae sf wd plo ndmi la va égbéa. Mika wom néviawo né hari wSvit sré né nu srém kpé ta takepéeps éyometo Ewanla nd mi srém, éyéneto Afua yi takpékpe m8 eye mamlaéwo nd dzé dom. Notes 1. /bé/ 'to say, to speakt No, we did not kmow he was coming home yesterday. He wrote to us that he3 was coming home next week, but then he changed his mind, The last letter he wrote to us came in todays What were his brothers end sisters doing when he came? to learn, to study was studying to bring heads together a meoting (1it., bringing of heads, hence of minds, ideas, together) the one (i.e., brother or sister) born immediately after him, her, it Kwamla was studying, the one born immediately after him, Afua, went to a meeting, and the rest were conversing. a. follows verbs of saying, thinking, wishing, etc., and introduces objective clauses; it is translated ae the conjunction !that!. -132-xx. 2. 3e be introduces final clauses; here, it is translated ‘in order tot. The progressive may also be expressed in the preterite and the future. In this case /le/ is replaced by /no/ or /ano/ respectively. Present Procressive /mele yiyin/ 'T am going! /mele agble yin/ 'I am going to the farm! Preterite Progressive /meno yiyin/ 1I was going! /meno agble yin/ 'I was going to the farmt Future Progressive /meno yiyin/ 1 will be going! J/mano agble yin/ 1 will be going to the farn! The habitual may also be used with the progressive, usually to express a habitual or continuous action in the paste /WAimes menos fu lem/ 'In the morning I used to swim! In complex sentences where the main verb is one of thinking, saying, meaning, etc., the pronoun in the subordinate sen- tence which refers to the subject becomes /yo/ or /yewo/ (or possessive /yefe/, /yewofe/). They thus appear to intro- duce indirect speech, although Westermann claims that in fact they are introducing direct speech. /ébe yedva/ ‘You said you would come! (lite, you said 'I will come!) /enio némi be yéle 'He wrote to us that he was afe vin/ coming home! -133-Kr 4 XIX. Dialogue 2 Komlé E: a6 glu (az4) aévimé kd (mf) ko ame Edward déiuinye uta Né megé yku déviné dzi la, mBkona @Skuinye ito. Mfeno fitte. Es Hyatefea? tikka néno wowdAg K: as (d)aéke Déddeke ménd asfnye méno wowin oe go mn 18 Papa, left £6 gli -13h- I had nothing to do. remember (lite, set eye on) childhood to leugh to laugh at somebody myself seashore, beach, coast When I remember my childhood, I laugh at myself. We lived near the sea. Really? What were you doing? work any? (Lite, I had no work, I was doing) sea swim bathe, shower to swim in the sea (/le/ it. means bathe, wash, but can be used here) to play tale to tellXIX. Naim mfenda fu 1&m, ystrémé In the morning we were swimming mfend farém, fiéms midnd in the sea. In the afternoon gif tém. we were playing. In the eve= ning we were telling tales. Evoa? Bt re that allt kata ® all mf this, that k6@ma (1it., ko enye ma) was just that vivi sweet, pleasant f, dda kdts kdéma. Mfeno Yes, that was all the job. féfém, nd gif tém. Oht We were playing, telling tales. dévind vivi véyi mito. Oh, childhood was really pleasant in the past. Notes 1. When the indefinite pronoun /dé/ 'a, a certain! is followed by the emphatic particle /ke/ 'any!, its use is generally Limited to negative pronouns only. Dialogue 3 M: Mary A: Akuwa Snyfgba me the earth, country viivw shake nyftso the day before yesterday, the dey after tomorrow, the other day tke wim néno héfi anyfgba What were you doing when the viiou nyftso? earthquake took place (the earth shook) the other day? -135-XIX a& (mf) MBno niéidim. ny@ (mi) Hy4 méno ninygn, no misréin Sst anyfgba 1a Wéa 46% Novinys vious aféams as daze mi géme At fe avi yometo yonyeneto Fofo nyé né aféam8 dém titutu héff wddze égdme. Yényento n3 avi fam mito. dave Me nyd vinyé nd €15 dém, déko wényo zi deka. Dialogue b B: Bob Kt (a)aé Kosi cook (v.) I wes cooking. And you? to wash something I was washing. My brother was studying when the earthquake took places to enter the house to begin something to cry little brother my little brother (1it., the one behind me) My father was just entering the house when it began. My little brother was crying very much. expression denoting a condition of no choices only, but to wake up My baby was sleeping, but he was awakened at once (all of a sudden) a, some, any? -136-XIX. Est néno diva le ffaséa mé dé, mika tititife néno wowdm? kpdtufkepstutio a5 kpédtufkpétufwo Méno 43 kpétuikpétufwo wim, BS wee End ‘abé mika n6? plo dzra dé nildzadzrawo Méno ffasémé kpltm; méno niidzadzrawo dzram dé, kplé bilbiawd. Br xé nd ndué Hé nenfé wéno x8xém néwo? ko tolnd> End kotolat wufeaté xém néiie Notes When you were working in the store, what were you doing exactly? menial, all kinds of menial jobs, all kinds of work I was doing menial jobse like Like what? to sweep to arrange the merchandise I was sweeping the store, I was arranging the merchandise, ete. pay to to you How much were you being paid? thousand (francs) He was paying me fifteen thousand francs. 1. /(a)de/ is used, only to describe something quite indefinite, a person or thing tc which no more exact reference is made. The // is ‘optional depending on the flow of speech and -137-dialect, eg. /xoade/ ta house, some house! 2. /me/ tthe insidet Compounds with /me/ generally express an extension of space or time: /devi/ ‘ehilat /devime/ '(youth), childhood! /fiase/ store’ /fiaseme/ ‘the inside of the store! 3. In the sterling area, /gd kétoki qéka/ 'one money bag! is equivalent to 100 pounds (280). Comprehension Hef meno d8vimé 1a, mfend futa. Agbé vivi yemdyf me yfto. Ddddeke méné mf dévfawd sf mfens wawom 6, féfém kd miénd; 16 ndfm8 la mfend gifwé tém. Gbé deké ési mfend réfém 16 fute, nOvinys nd fu léf, danye nd midi, éyé videta nd A215 dém 14, Snyigbd 14 vilou. Nyé ménya nif si wd1é be méw3 6. NOvinyé ddgd 18 tefamé eye mfofu at yt aféne. Questions Based on the Comprehension 1. affua Koff nd 16 éfo aevf méz 2, Aléke agbe nd 18 yeméyf maz 3e Mik& dévfawo nd wawdm 18 ydf mé? he = Mika wend wowSm 18 ystrd mé? Se mika wénd wowSm 18 fit méz 6. Wukae dzd ghd deka? 7. Mike wim q&vfawo nB héfi anyfgba vitoae 8. mika K6findvf nd wowim? -138-XIX. Ge = Mike wédadd nd wowim? 10. tik videta né wowin? ll. affka Kort kplé ndvid fu at yt? Questions for the Glass 1. Bdoa yku wé dévi me dzf yeadowoyia? 2. affk néno 16 wd dévi méz 3. Agbe vivi yamdyt méaz he Niet wm néno 18 gafmé? Se Nuke wim néno 18 yétrémé? 6. Wiki wm néno 18 £iéme? 7. Anyigbé vitou ési néno devi méa? 8, Miqudu kéé vivi nawd wi le wo qévimé? 9+ Era avi mito 18 devi méa? 10. Wovf yometows 18 asivda? Ll. wWéfde dvi yitéaz 12. Bfoa wé enuvenia? 13. Hfoa wd yeagewoyfaz Additional Vocabulary /w¥ ‘better, best, more, most! (for comparisons) /yeadewoyi/ 'sometimest ~139-Unit xX The Imperative and the Jussive Dialogue 1 J: John K: ts afta m&té (d)yt? posu 142 Kosi 23 yi vee nated miame Z3 yi ygd vee eye, ndtsé m6 et8lfa 18 wS midme. 6 ré Ményé mé é6td1lfa dzefée bas 14 ténd oa2 Kr nezo +e midiisimé #, éyaéma titttt, gazo té yi 46 mé enelfa 18 wé nifddsfms le dzi. as azfgbS Arfsi wea azfgba asaz J: to pass Where should I pass to go to the post office? go (lite, walk anda go) a little, for a while you are to take left Go straight, (and) take the third road to your left. stop place Isn't it on the corner of the third street that the bus stops? you are to go, go straight right Yes, that is it exactly, then go straight again until (you reach) the fourth road to your right. to put peanut bowl Where there is a peamt stand? (Lit., where they have put the peanut bowl down?) ~10-alte to eee mtd kplo e+. dé mira? 6, té arfma iti yf; mS sf kplé éma 46 ide natss, ndafai, héfi nags pdst 1s 0+ Enye xo gf mimt ade. 4 at Bnyo, woewo do kékeke. Affke maté tsé 16 affma yt suktigé? 2 kK; Hatat vié ts 1 posua gbs. Bfa dmeadé 16 afima bé wOafid mé la wd. Y¥8S, woowo dow Aepé mé18 éné ov Notes by to pass by to accompany, to follow green No, pass that place and take the next road (lit., the road which follows that one), straights you will reach the post office ina short time. It is the big green building. Good, thank you very muchs Where should I go from there to get to the high school? It isa little far from the post office. Ask somebody there so that he may show you the roads O.K., thank you. Not at alle 1s. A peculiarity in Ewe is that we often find a row of verbs one after the other, The chief features of this are that all the verbs stand next to each other without being con- nected, that all have the same tense or mood, and that in the event of their having a common subject and object, these stand with the first, the others remaining bare. Should a -ujp-conjunction stand between two verbs, the subject and object must be repeated. 2. Imperative: person addressed and is expressed by the verb alone. /20/, the imperative, is a command to the In the plural, however, the pronoun alone (mf) precedes the plural form. /3i/ 3. Juseive: tgo (sings)! /naéts$/ is a command to the subject of the verb. /atyi/ ‘G0 (ple)? It is formed by prefixing /né/ or /né/ to the verb. /nkyi/ /néyi/ /wé néyt/ Dialogue 2 J: John Kr nique é Kéfla, affka maté dyf miqure? Kosi BH ‘Kr eps aa Ekpé xd mimu mf qa? to , mitold £, ési gdme mitola dde led? tyou are to go! the is to got ‘they are to got restaurant Please, where should I pass to go to a restaurant? to see particle used to point to remote things Do you see that green building? to sew tailor Yes, under which there is a tailor?azé tres B, né ead xoa gbd 14 tré yt wé mfeme eye nazé yt ygd 16 mé ma d2i. skpS nvauré de le mo enelid fe kéndme, as nyo, dkpé navoe K: si Mési akpé 6. Dislomue 3 J: Jobn EK: Kosi amedardazeré * 'Le Bénin! Affka maté (a)yi amederd- dzefe tLe Bénin'? at Edfai vfe, qd bos b1&né vé avd eye néai 18 téfe étolfa. Kr 6s Akpdé 18 dgowo zt deka. Aléxe wdle? matéyu gbu 6 -143- split, turn away from tern Yes, at the building turn to your left and go straight ahead on that road. Then you will see @ restaurant on the corner of the fourth street. Good, thank yous worth Not at all. (You are welcome). hotel name of a hotel Where should I pass to go to the tLe Bénint hotel? alight, go down, come down It is a little far; take Bus 45 and alight at the third stop. You will see it in front of you at once. (Lite, how is it?) What does it look like? (Lite, you cannot get lost) you will not miss itNe Enye xo g& yfe dde, matéqu dou 6. Dialogu J: John Afeto Apéto, afika maté (4)yt Kpalime? médzéféa dé nu sé ddnckéazi mé pf les y nado médzef 6a uge vésede éaf de nue Le modzéf'éa na dé, afika mate? té miane, mé le atsd wé yf Kpalime. Mé évelfa yf aé, affka wdyi? 1afo (or godzi) Mé évelfa yd yf Atakpame 1dfoe a: W6éws do kdkaka loo. At Yost It is a big white building. You can't miss ite Sir, where should I pass to go to Kpalime? a crossroad (lite, a certain road-splitting place) Take the big road of the hospital and follow it until you como to a crossroad. (Lite, at the crossroad where showld I pass?) Where do I go from the crossroad? (Lite, pass left) Go left, the road goes to Kpalime. (Lite, the road will take (carry) you to go to Kpalime). And the (second) other road, where does it go? in the direction The other road goes in the @irection of Atakpames ‘Thank you very muchs OK.Ke Comprehension (Edward and Kosi) E: Affka maté (4)yf futd? K: 23 yf gos ndtsé mé etdlfa 18 womfane. E: Ménye mé etdlfa fé kénd md sétédeld aé 18 68? K: 8, eyaema pépepe. Gayi ngd dé mé enelid le wo miqusfmé 14 act. Aefaia wédo azigba aa? » té afima ylti. MS si dzé éma yome lad ndtsd yi dé futa. ° E: nyo akpé kekakas Questions Based on the Comprehension 1. affka Edward af b& yéayt? 2. MS ka wodtss ddo affma? Be Mékad 16 mé etO1id SS kénd mez ke affka wéayi 1é¢ mé stolid mogbe? Se Nika piti woatd dyt futd 147 6. Amekaé do mé 14 nd Edward? Questions for the Class 1. Amedzrdazefé dde 16 affsté? 2. Aléke mayi affme? 3. Attka péeld 16? 4. Agfka maté éyt nuquyfé? 5. Arixa matd dyf kéteké tépéd7 6. Affka maté dyt (ddo) donokddata? Te Aléke madd suka? 8. Sinem& de 18 affsta? 9. Ga nenié mé sfnemf dzend égéme? 10. Aléke madé sinem& tsé afisfa? 11 11. Affka maté dyf 'tembassy! 14% -145-Unit XT Adjectives Dialogue 1 A: Ama B: Bob Mént. a Good morning. Mont, mief$ nyuiéd? B Good morning, how are you? xéxeame “ the world, the weather re to be cor? Ht Xéxeamé gard égbea gutot Fine} The weather is again very cold todays (as was the pre- vious day(s)) akpéni ndmd (Lite, do you see something for me) we agree on this, I think so too musi what (rel.) az3 happen £ séet Acpémi ndémaz Nyé Yes. We agree on this. I do ménya misi gddzd d. not know what happened agains wo to make, to appear abé vos end like, as «.. as zd to rain Ewo ném abe tsi vfade gale It seems to me as if it is going dzadzagé ené. to rain a little again. a1ilixpo the cloud (a)gewo some (ple) mie to germinate ~1yé-XXI H, aflixpo adévo 12 dzfa ya! Yes, There are some clouds in K, nédza, ménye agblemenukuwo the sky. Eht Let it rain, 188 atsi nytie 62} isn't it the crops in the farms that will grow well? Ee Ny8 ya méyia afémé héfi O.Ke I em going home before the tsfd nfdzé egome. rain starts. dogbe na ame to greet somebody Yd, dégbé né afédmatowo 0.K. Please give greetings to nam siae the people of your house on my behalf. wéasée. (Lit., they will hear it) I will. Hotes There are three mein ways in which the adjective, as we know it in English, may be expressed in Rwo. 1) attributively--that is, as a noun modifier, When it is used attributively, the adjective imediately follows the nouns [xe a2&/ "red bird! Note that the adjective follows the noun it modifies. If there are one or more other modifiers for the seme noun, they will follow the adjective: fatt koko la/ ‘the tall tree! /atL koko ade/ ta tall treet If the noun is plural, only the last modifier of the noun will take the plural marker: ati koko adewo/ 'some tall trees! ~y7-2) prodicatively--as a predicate or predicate adjective: /x2 1a le dzfe/ tthe bird is reat a) Note first the use of /le/ with the predicative form of the adjective. b) Adjectives ending in /e/, such as /azé/ tred', /sés6/ ‘strong', /véve/ important! are used both attributive- ly and predicatively. When they are used attributive- ly, often a second /e/ is added, and the /-ee/ becomes /-i/s toms /d2f/, /sesf/, /vevi/. /x® d26/ or [xe a2i/ tred bird! When these forms are used predicatively, a further /e/ mist be added: /xe 1a le dzte/ ‘the bird is redt /éy8 le vevie/ 'that is important? Adjectives ending in /oe/, which for phonetie reasons changes to /ui/, also add an /e/ to the predicative form. /xpoe/ > /kpui/ > /kpuie/ ‘short! /ame kpui/ ‘short person! /ele kyuie/ the is short! The rest of the adjectives do not distinguish between the predicative and the attributive forms. 3) many English adjectives are expressed in Bwe by verbs: /te/ ‘he cool! /xexeame fa/ ‘the weather is cool! -1,8-/didi/ ‘be long! /mo la didi/ ‘tho road is long! However, these verbs may also be made into real adjec- tives: a) by reduplication Jef tbe high! /ati le kof tthe tree is hight [koko/ ‘hight (adj.) /ati koke/ ‘high treet b) by suffixing an /e/ /yo/ ‘be good! /enyof 1it is good? /nyoe/ > /nyai/ "gocat /ome nyvi/ 1good person! ¢) Verbs which are already a reduplication are used unchenged as adjectives: /1ol0/ tbe large, large! /aidi/ ‘be long, long! Dialogue 2 Ar Ama Bob do A sunshine, noon, daylight, noon heat sésd hard, strong bot gbe fé ydoa sésé gito. ht Today's sun is very bright. (1it., today's sunshine is very strong). -149-aéko mé nu dzd E seét Déko wole ame mém abe dzo éné, fig kénkey Agblememiuwo 16 ratiége kegkene ny@ mind d azfazo £, gaké énye minyalawo ya fé azfdzo. Ey diéke ndhawd? Ar du dua de dua dewo gbegb1é nyonyo Ddddewo FS gbéed1é énye aadéwo $6 nyényd. Notes exactly, just roast, to burn something fire ) Yes, indeedt + Itts burning just like fire. to scorch, burn completely (Lit., the crops in the farms) The crops will burn completely. wash washer, washmen, cleaner happiness Yes, but this is the cleaners! happiness. Oh, (lite, how would you do?) what can one do?” town, city a town, a city some towns, some cities the bad, the misfortune the good, happiness (Some towns! misfortune is some _ towns! happiness.) One man's poison is another man's meate 1. /See/--lit., hear it--has the seme meaning as /i/ but adds colour to the language, as is often the case in Eve. -150-2. /aléke nahéw3/ twhat will you do then?! The /hé/ which is placed after the personal pronoun and the tense marker adds an overtone of impossibility to the meaning of the main verb. The implication of the expression /aléke néhdwd/ is that there is really nothing that you can do. /muka né&hédu/ 'what can you eat then?!, ises, isn't there anything that you can eat? Dialogue 3 VY: Yawa A: Ama ya the wind 16 exclematory particle Bgbe fe yk ya gasé 1664 The wind of today is particularly stronge nyrd a to be dark (verb) yibo black, dark (adjective) nyro yfbo to be dark completely (emphatic) f8 blow E sed, kpS dzime adt Yes, look at the sky! ‘The clouds Alilikpoawo nyré yfbo éyé ya are completely dark, and the né le fofom sésiet wind is blowing so hardt mekg de édzi be " I am sure that (lit., I swear on it that) tsi water daze fall (n.) -151-x1. tsi dzd Moké a8 Sdzi bé tet 18 dzddzagé. ésiated alea xd dzd Befataé yamé xd dzo alea. $6 sie mé tsfdzadza Fé sia mé fé tsidzadza sésé mito. fe si véyi mé Aleke wéno fe si véyi 1¢ mé? gbégbe * lékea gbégbe Fe si vdyi me 1a mésesé alea gbégbe 6. gold tsidzanoli Tsidzayolia énye ésid ma? XY: E, éyae 16 égome dzem. Dialogue K: Kofi John to rain I am sure that it is going to rain. | is this the reason why like this to be hot That is why the atmosphere is so hot. this year the rain The rain of this year is very heavye lest year How was it last year? much so much Last year it was not so (much) \ heavy. season reiny season, rainy period Is this the rainy season then? Yes, (it is beginning already) it has already begun. -152-88 avuvo (a) vavond1d 16 mfade Nese bé (a)vuvoydli dé wo sés8 lo miade yito. zd tsnowt), acd Mika énye tsnow'? yie fa tititi ws mi yfe dae wonyé. tna tftiti mito. B18 abé ws end. Kr Nyateséa. Aléke wédzana? at Bazdna tsé dztmé. K: alési abé alési ... ané Sbé alési tsf dzdna énéa? #, eyacma, gake abé alési mégbloe éné 1a, ménye tet wonye 0. #16 abé wé end. to hear ecld the cold season in your country (place) I heard that the cold season is very hard in your country. to fall (from the sky, rain, snow) to snow What is snow? white (adjective) to be white (verb) very white flour It is something white, It is very white. It is like flour. Really? How does it fall? It falls from the sky. as as (introducing a clause) As it rains? (in the manner of rain) Yes, that's it. But as I said, it is not water. It is like flour. ~153-xxI. K: mfawo yd as for us, we on the other hand ré to be cool féte cool (adjective) dzfenée north Mfawo yé mfafé dvuvoa, nyé (As for us, our cold is a cool ya féfe si fona tsdéa dzfehé. wind which blows from the north) In our case, our cold season is brought in by a cold wind from the north. sés6 to be strong sésto strong (adjective) Ya sésfe wényénd? Is it a strong wind? 6, gake éfdna mito. & No, but it is very cold. oh * night 2Em& wofona, ald we Is it at night that it blows we. Hdna ydo kplé 2%, It blows day and nights Notes 1. The Ewe word /tsikpe/ 'hail! is used sometimes for snow. Comprehension Avavonoli dékd kplé tsidza yoli évé 16 Tégo. Avivoyolia méatai abé avuvoyoli 1é Europa ené 6. Hye 'snow! mélf dé. Le mfafe avuvoyolia mé 14 tsi médzéna 6. Ya féfe fdna tso dztéhe. Tsidedyoli év8 12. Le tsidzanoli gf me 1a tsf tégu dzana yesidyi. Le tsidzegoli vfa me la, tsi médzana yesfayi 6. ~15h-XxI. 10 Questions Based on the Comprehension le ae. Be Ye Be be Te 8. Avivéyoli nenfe 18 16? Tsidzayoli nenfe 18 Tég6? AvivéSnoli dfdina 18 Tégo abé Yowlwode enéaz? tsnow! 1é Tégoa? Tsi dzana le Tégo vivéyoli ma? Afika ya f4fe fona tsdna? Aléke xéxeamé ndna 1é vivSyoli mé? Psi dzana yesidyi 1é tsidzayoli med? Questions for the Class 1. 2e 3. de Se 6 Ts 8. on 10 ll. 12. Xéxeame tétro 18 Tégo 18 abé Amerika enéd? tsnow! 18 Tégod? tsnow! 18 Amerika? whka énye tsnow!? Avivé wine né teikpé le dzddzamé? Tsidzayoli nenfe 1é Afrika? Tsidzayoli nenfe 16 Anérika? Eleke xéxeame 1@ égbea? Avuvo 16 wowoma? Tao 1é vuvuma? Xéxeame fu 1ftid? ALilikpowo 18 azfae 7155Unit XXxIr Compound Words Dialogue 1 J: John Kodzo ard dzrdld +6 agutito (or, ayutidzrala) Agutité nenfe énye amiti qéka? btyé Bve bfyé. gu: m Derk biyé ave nu nd. Affka anti nyé esfaz K: Kpélimé aydtié. a Evivi nyufea? dd ee. kpd E, evivi gito. fAdqse kpsaz J: E, madée cps. 8, évivi nyatefé. Enyo mafle btyé eto nue Kr gblo né sal Clauses to sell seller? master, owner orange-owner, orange~seller® Orenge-owner, how much is one orange? money unit of five francs? Two btyé, two for five frencs. worth Sell me two 'biye! worth. (From what place is this orange? It is from Kpalime. (Lit.e, it is @ Kpalime orange) Is it very sweet (delicious)? to taste Yes, it is very sweet. Do you want to taste it? (Lit., would you taste it?) Yes, let me taste it. Yes, it is really sweet. Good, I will buy three 'biye! worthe to tell in order that, to, if, when -156-2 XXII. miatowo your fellows, your friends wéeno nm f18m they will always buy wéava né nu f18n they will always come to buy le gbényé at my place, from mo sfa emphatic. exclamation Enyo. Gb1dé né miatéwo né Good. Tell your friends, so that wéava né aguti f'l&m 1é they will be buying oranges gbdnyd sfa. from mee v6 * to be afraid mégavé ¢ do not be afraid (sge) asi clientele, customers Yo3, mégavé 6. MayS asi 0.K. Don't worry (be afraid). nwo e I will call customers for yous (I will tell others of your good products so they can buy from you). Bnyo, akpé kakaka. « Good. Thank you very much. Hotes 1. /Dzréid/ is a noun agent. The noun agent is formed by suffixing /la/ to the verb-root, and it indicates him who commits the act(s) described by the verb. With a noun agent we generally find en object preceding the verb, e.ge Jenutiazréd/ tan orange-seller! /nufiale/ the who teaches! When the verb is intransitive, e.g. /si/ 'to flee', then -157-