VIETNAMESE BASIC COURSE VOLUME ONE GUIDE TO PRONUNCIATION and LESSONS 1 - 10 ELEANOR H. JORDEN, CHARLES R. SHEEHAN, NGUYEN-HY-QUANG & ASSOCIATES FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1967 DEPARTMENT OF STATEFOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by LLOYD B. SWIFT For sale by the Superintendent of Documents, U.S. Government Printing Ofice Washington, D.C. 20402 - Price $2.75 ii‘TABLE OF CONTENTS Prefacessseeseeeeeeeees Fee eee eee eae) PART ONE: GUIDE 10 PRONUNCIATION Introauction.....- ax Initiel Consonants. . a VOWS. seeeeseeee xt Tones... : xvit Initial Conconants (continued). xxv Tone Sequence Drills....+++ xaxlt Final Consonants: Nasal... x Vouels (continued) nh xii Final Consonante: Stops....sssesee cee Sleuth Final Consonants: Goarticulated Nasals and Stopa..s.ssssssseeseee XLV Ris To yeep agodcsonoondopeeddodoeonsdo6 peneereneman IYI) Supplementary Tone Sequence Drills. CID “ak PART TWO: LESSONS 1 THROUGH 10 Introduction... + eacerea sees Uxtih Procedures. ssssssserssssceeseeees Hl oxdav Tapes... Seeman fel lnvil Special Symbols....isieeeeeeeesseseeeeees Sie Lavi LESSON 1 BASIC DIALOQUE. +. ssseseesseeeeeeese 4 Notes on the Basie Dialogue 2 Grammar NOtessssseseeseeeeeseeeserenee 3 I ACTION VERBALS: ai and gi. 3 IT cling 'toot 3 DRILLS... 4 SUPPLEMENT. «0. 9 EXEROISES....00. n LESSON 2 BASIC DIALOGUE........006+ 12 Hotes on the Basie Dialogue. ut Grammar Notes...sseeze0000+ eee T COPULAY “Jassie este paceman IE STATIVE VERBALS: 0050 15 LIT Questions: (—kndng with Stative Verbals....... 15 IV Questions: ph&i khéng. 5 16 V Modification of Nominais....... 7 DRILLS..sseeeeeeeee Pea Ww SUPPLEMEND. oe tein eenseeee 34 EXERCISES... odo 38 LESSON 3 BASIC DIALOGUE. . peel nS.) Notes on the Basie Dialogue 5 ise Grannar Notes. 5 a I Nationa, aL IE Action Verbal + Time Word......... 42 TIT mdi 'just!.......... seeeee 42 DRILLS aero eee eee een 42 SUPPLEMENE. IT st EXERCISES. «0.04 5 59LESSON 4 BASIC DIALOGUE. ... Notes on the Basic Dialogue. Grammar Notes. . : I More about ai tot II kndng Questions. TIT chta and rt, Iv ‘Telling Time. 5 V Mme Expressions + Verbal... VI Negative of Verbais. viz DRILLS. «+ ++e e+ SUPPLEMENT... EXERCISES. .. LESSON 5 BASIC DIALOGUE. : ge Notes on the Basie Dialogue... 24 Grammar NOtes...s.seeeeeeeeees 95 I More on Telling Time. 95 IT Commands and Requests eee 96 TIT Ghpe esse sesteeereeees 36 Iv nbn ttnereforet, sot 36 DRILLS. ee a 7 SUPPLEMENT. «000. ccccecceceeeeeeeeees 15 EXERCISES... a a9 LESSON 6 BASIC DIALOGUE. aan Notes on the Basie Dialogue. lou Grannar Notes. 125 I muén 125 Ir @joh. 125 TIT yi and bing NINE 123 Tv Sentence Particles : 126 VE Tine iipressions: aft gid dia. 129 DLE. eee entor 130 SUPPLEMENT. - ene 15? - EXERCISES... 0.00.00 = 161 . LESSON 7 BASIC DIALOGUE 164 Notes on the Basie Dia 166 Grammar Notes....+ +++. 166 I Counters. een 166 i of a 168 TEI Wore on Numbers: “iim and_chye. 168 IV Nominal + gi ~ Nominal + nko... 470 V Indefinites.... a a7 Comparison of Puo Ite we ave 197 200 viLESSON 8 BASIC DIALOGUE...... Wotes on the Basic Dislogue. Gramnar Notes. I Nore About cling and rite. IT cho tgivel. III Nore About Numbers: ngan and Abbreviated Numbers... DATES eee nee eee eee etc eeet eae et eere SUPPLEMENT. . EXERCISES. LESSON 9 BASIC DIALOGUE.......-.. Notes on the Basic Dialogue. Granmar Notes... I a6 and ally Following Nominals..sscccssccssseseoee II Wave [you] ever ——?". TIL Verbal Modifiers of Wominale.....ss. IV Verbal + chit Y Inpersonal Verbas sss... : WE Intorrosstive Words Weibel VII Superlative Degree. : vrtT thi... DRILLS. SUPPLENENT EXERCISES. 101.7 LESSON 10 BASIC DIALOGUE. : Notes on the Basic Dialogue Grammar Notes . To gilmeeseeeeeeeeee EI duye khong?. III thém or lai. IV Rpproximate Numbers DRILLS. +. +ee eee vetoes [SUP EL RisarT Semen eet ene ee eee eee nen sane eereen een EXERCISES... +. 2-04 GLOSSARE Eee este eee reer Teeter PICTURE PLATES. vitPART GUIDE TO PRONUNCIATION INTRODUCTION ‘The purpose of the Guide to Pronunciation 1s to familiarize a student with the pronunciation of Southern Vietnamese to the point where he can recognize and reproduce with facility all its commonly occurring sounds and sequences of sounds, ‘The method underlying the presentation involves listening, contrasting, recognizing, and imitating, The material has been presented as simply as possible, always with the beginning student, rather than the professional Linguist, in mind. While some technical phonetic descriptions are included for those who understand them, they can be ignored by the student with Limited Linguistic background. This guide should be used tn conjunctton with the accompanying tape recordings. To try to learn Vietnamese pronunciation by reading the text without reference to the recordings would be as useless as trying to learn to play the plano by reading musie without ever touching a keyboard. The student's abliity to use this guide effectively will be determined largely by his willingness to follow the specific instructions provided at each step, He must also be careful never to move ahead until he has thoroughly mastered what has already been introduced, by going over each section as many times as he requires. A word of caution: While this gutde uses conventional Vietnamese spelling, it aims primarily at teaching a student how to pronounce ~ not how to read - Vietnamese. Accordingly, all drills should be practiced first with the book closed, Those students who are also interested in @eveloping a reading sill can use the guide to practice reading in addition to - but not in place of ~ pronunciation practice. AFTER mastering the pronunciation, such students can use the Familiarization Drilis and Mimiory Drills for reading practice: by reading each 1ten in these drills BEFORE ib occurs on the tape, their reading can be confirmed (or corrected) by the tape. This guide should be used not only as an introduction to pronunctation but also for remedial purposes later, Students having pronunciation difficulties should review appropriate drills repeatedly until the dirrt- culties are cleared up. ixInitial Consonants gtands for a sound z approximately like: | Phonetic description: tm in tmant Voiced, bilabial nasal | 'pht in tphotot Voiceless, labio-dental fricative & tot in sunt Voiceloss, apico-alveclar * fricative tnt in Mow! Voiced, apico-alveclar nasal ‘Lt in "linet Voiced, apico-alveclar lateral tyt in tyet! Voiced, high front, or g-(before 4) unréunded senivowel a tat in thog! Votceless, glottal tricative Vowels stands for a sound Chart 2, |The symbol: somewhat like Phonetic descriptio a-y2 ‘4 in Machine! High; front, unroundea 2A, Pamiliarization Drill (A Familiarization Drill is e listening drill, During this kind of drill the student is required to listen only, On the tape, the signal for listening is a short beep.) 2? mi ily i pht i al ion toni i at Xqhese descriptions are general, ‘There is often some variation piepending on environment, Always imitate exactly what you hear, 2 But the combination g+ i bef stands for a sound Lfke,the y=" in tyet!. ee ee pol = moana ‘alternates Bilote, that if. Vietnamese vowel would otherwise occur initially in a syllable, it 1s regularly preceded by a glottal stop. xt2B. Mimiery Drill (Mimiery Drills require repetition, The student repeats what he has heard, in the space provided, The signal for repetition 1s a long beep.) mi mim phi phi. phi xi xh xt ni nt oak ly dy oly di aka. ni hit stands Tore wou] chart 3. | The symbol: sonewhat like: Phonetic deseriptio te! in "ate? upper-mid, front, unrounded vowel 3A, Familiarization Drill 6 one e 18 8 phe 8 a8 a x8 a ne 6 né 38. Discrimination Drill /on Tape/ (In all Discrimination Drills, the student hears a pair of utterances, If doth members of the pair sound the same, he is to say "Same". If the two members of the pair sound different, he is to say "Different". A confirmation (or correction) of his answer is given on the tape. The signal for Discrimination Drills and all other answering drills is two short beeps.) 3C, Mimicry Drill mg 8m Phe ph8 phe ne n8 ond 108 ag a8 né hh 3D. Recognition Drill /on Tape/ (in Recognition Drills, the student is required to recognize a given sound (or sequence of sounds] whenever he hears it, Tne sound to be recognized is announced at the beginning of the drill, when the student hears an utterance containing the designated sound, he repeats the utterance in the space provided; nis recognition 18 confirmed by the striking of a gong. ANY UPPERANGE WEIGH DOS NOP CONTAIN THE DsSTGuATED SOUND SHOULD NOT 4s REPZATHD; following such utterances the gong will not sound. The signal for Recognition Drills is two short beeps.) xit3B. Mimiery Drill pai ph phé phi mine ng ni ni n8 né oni jy 18 18 oly ni 8 ne hh xi x8 x8 xt ai as a8 at stands Toro ounT Chart ke | the symbol: somewhat like: | Phonetic description: @ fet in ‘keg! | Lower-mid, front, I | canrounded vowed UA. Paniliarizetion Drill e me e le e phe 2 de e xe e he ene 4B, Discrimination Drill /on Tape/ Ye. Mindery Drdl2 me memo phe phe phe xe xe xe le le le de de de ne hehe UD, Recognition Drill /on Tepe/ Us. Mindery Drill phi ph@ phe nie mB né one ont le iy 18 ni h8 he x8 xe xt ai a8 de Stands Tor a sou chart 5, |The symbol: somevhat like: Phonetic deseription: 4 tant in tab! Low, front, unrounded | | vowel | 1 5A. Familierization Drill ama a la a pha a gia a xa a he a ona ALLSB. Discrimination Drill /on Tape/ 5c. ¥ micry Drill. SD. Recognition Drill /on fery Drill pha pha xa xa pana la la gia gia gia he haha. Tape/ phé phe pha xe xa x8 18 la le ha = h6 he a8 gia de née ona mond. chart 6. | The sys atands Tor a sound newhat 1ike: Phonetic description: xiv tawt in "saw! Lower-mid, back, rounded vowel 6A. Faniliarization Drill o000 mo ° le pho 2 ao xo © ho no 6B. Discrimination Drill /on Tape/ 6G. Nimiery Drill 6D. Recognition Drill /on ba. Kiniery Drill pho pho pho lo lo lo ao dodo ho no ho Tape/ de gia do la lo je xa xe x0 ha ho he ma me mo pho pha phestands Tor 6 sound chart 76 symbol: sonewhat like: Phonetic description: Yo! in tobey? Upper-nid, back rounded vowel 7A. Familferszation Drill 6 m8 6 1 8 pas 8 48 6 x6 8 he 8 n8 78. Discrimination Drill /Cn Tape/ 70. Kimiery Drill m8 nd pho ph pho x8 X88 nd nd nd 16-188 4 ad ad ns 8h 7D. Recognition Drill /on Tape/ 78. Nandery Drill ae) 6 mo pho pb6 phé pho xo x8 x8 xo no né Beno lo 18 18 lo wo 48 a8 do hone 8 ho stands Tor a sound [omar 8. | the symbol: t like: Phonetic description: u a tthru! High, back, rounded vowel 8a. Pamiliarization Drill u wou u a du a aoe Mindery Deil2 mo mum pha = phu pha xu pao AU la lu lu gu du du hu hu hustands Tora sound Chart 9. | The synbol: somewhat like: Phonetic description: fut in ‘sugar! High, back, unrounded ‘vowel 9A. Famtliarization Drill woomt uo Mo phit wood 4 ont Moh wont 9B. Discrimination Dril /on Tape/ 90. Mimicry Drill mt mt_omt pat pint. phut not oxt mt mt to lv ht au au at mt tht 9D. Recognition Drill /on Tape/ 9B. Mimtery Drill mi mt om phi pit phu xi oot xu niomt nw ly it lu aio au du hint hu stands Tor a sound hart 10. | The symbol: somewhat like: Phonetic description: e ‘ut in ‘mg! Mid, back, unrounded vowel, 0A» Famtliarization Drill o o o o no pho xe no 10B, Discrimination Drill /on Tape/ xvi lo gio10¢, Mimicry Dril2 oo o¢e mm mo pho pho pho xO xoxo nd ond nd lo lg le gio glo gio ho ho ho 10D, Recognition Drill /on Tape/ 10K, Mimiery Drill mt ond mo phu phe pho HL XS x0. nu nd no lu lg lo eu gig do hu ho ho Tones Vietnamese is a tone language. ‘This mans that the musical piteh (and pitch contour) of a word is a meanirgful part of its pronunciation, Many paire of words are distinguished only by their tones: ‘they are identical except for their tones but are entirely different words. xvid‘The following graph represents the comparative pitch levels and contours of the five tones of Southern Vietnamese. ‘The tones in the graph are numbered for convenience of description, The Vietnanese do not normally refer to the tones by numbers. Tone Diacritic Description (2) Level? none idddle pitch and level contour, This tone is slishtly higher in pitch than the middle range of the average inglish speaker, |_ (2) Wigh-Rising | hve Starts on a slightly higher piten than (1) and rises sharply. Tals tone is comparatively loud and has a squeaky quality in the (3) Mid-Rising (3) or (#) [starts lower than (1), falls slightly, and rises above (1) but not-as high as (2). ‘This tone gains in loudness as it rises. Hength is algo a feature, (i) Low-Paitang | (0) Starts lower than (1), falls to @ Lower piten and Level3 off. This tone is algo character its relaxed quality. zed by (5) Low-Rising w Tais tone starts approxinately where (4) ends, falls, and then rises acruptly one of its distinctive features is Jan acconpanying ti sheness in the throat (glottal stricture). The format of the tone drills is the same as for Vowel Drills. while doing these drills, the student mst pay very careful attention to the pitch level, contour, and length of the utterance. The length of the vowel sound may var} dependiug on the tone. Tall words drilled so far have deen level-tone words. 21y! stands fer any vowel symbol. xvittTones (1), (2): Tones (1),(2): Tones (2),(2): Tones (1),(2): Tones (1),(2): Tones (1),(3)+ Tones (1),(3): Tones (1),(3)2 Tones (1) ,(3): A. Familiarization Drill (2) pho xem gig tt al phy phy (2) prs xed Ee ge18 ht Ea B. Discrimination Drill /on Tepe/ C. Recognition Drill /On Tape/ D. Mimiery Drill phd phé phe phd no ng ng no mo mg m™ omg xe x8 xe xe 1618 le ie E, Expansion Drill. (im Bxpansion Drills, the student repeats the word given as a cue, and adda a word differing from the first Sn'its tone only; which tone the second word ia to have 43 indicated by a model atthe beginning of the drill, A confirmation [or correction] of the student's utterance follows the pause for participation.) In this particular drill, if the cue is a Tone (1) word, the student's response ig a repetition of that word'plus the corresponding word with Tone (2); if the cue is a Tone (2) word, the student's response is a repetition of that word plus the corresponding word with Tone (1), Thus: Nodel: cue with Tone (2): phO| Student Response: phO phd or = 7 cue with Tone (2): phd | student Response: phd _pné que: phO | Student Response; ph6 phd a ae it uooiy % BOT Ay Familiarization Drill (2) ne xa glo It né phu phi te a8 (3) mb xd 8 2b n§ pn pnt 18 a8 & B. Diserimination Drill /on Tape/ . Discrimination Drill /on Tape/ D, Mimtery Drill mom’ cae xa xa & ony gid gio xa phi b 8 nd nt nd 8 lk ne xixTones (1),(3)+ Sxpansion Drill. Hodel: Cue with Tone (1): mg [Student Response: | cue «th Tone (3): mf |student Response: _nd) cue: Student Response: me mond at at out phi phi phu 1s as 18 nt nl ong x8 xe xe Tones (2),(3): As Famtliarization Drill (2) mf phi gid x6 nd nd mo nd (3) my phi d& 1d nd xo md no Tones (2),(3): Be Diserimination Drill /on Tape/ Tones (2),(3): Ge Recognition Drill /on Tape/ tones (2),(3): Dy Mimtery Drill af ng nd ong nk ond Mook md mo xe ny rh gid Hoond md md md xd, Tones (2),(3): . Expansion Drill Model: cue with Tone (2): md [Student Response: mi cr a. fe Cue with Tone (3): md |Student Response: md cue: md Student Response: md md 1 wok gid gid gid ha ha hd mi nf ny x8 xs x6 no nd nd Tones (1),(4): As Familierization Drill (1) 1a nO né m phi pho ai lu io (4) 18 Bo n& mi phi phd git ik 18 ipenenber that di and gi are just two ways of spelling the sane syllable. Compare PhiT end ‘Til! in English. Given the spelling, the pronunciation is predictable, but given the pronunciation, the ‘traditional spelling is not predictable, xxTones Tones Tones Tones Tones Tones Tones Tones Tones (2, (de (2), (Ud (dy): (2),(y)e (2),u)e (2), (4): (2),)+ (2), (ude (2), B, Discrimination Drill /On Tape/ G. Recognition Drill /on Tape/ D, Mimiery Drill 1a ola phi phi lt 1% pho pho Expansion Drill Model: Cue with Tone (1): 2 ee 1a nd phi al lt pho le aa Student Response: la 1h cue with Tone (i,): 18 | Student Response: 18_1a cue: 1 Student Response: 1a 28 at el at no no hd phi phi phi nu ako = mom > . Familiarize tion Drill (2) nd gid 1d nd pha xd (i) md gk 13 mB ph 18 B. Discrimination Drill /on Tape/ ©. Recognition Drill /on Tape/ Ds Wimlery Drill aaa aid oid wood wb 1B phi phi 2. Expansion Drill pho. 18 phi 16 nd xf xh Model: Cue with Tone (2): 1d|student Response: 1428. cue with Tone (4): LAlstudent Aesponse: 18 1d cues 1d Student Response: 14 14 3 ar) pai phi phi eid gid 518 26 nono vB wb 16Tones (3),(h): Ae Famillarization Drill (3) nf 18 ph mb ak xd pad nb ad (4) mi 18 ha md ate xd pd nd 18 Tones (3),(h): Bs Discrimination Drill /on Tape/ Tones (3),(k): C. Recognition Drili /on Tape/ Tones (3),(4): De Mimiery Driaa bdo xa ok ood add 1818 mood nj mk x18 ah oli akong Tones (3),(4): #. Expansion Drill Model: ue with Tone (3): xf {Student Response: xi _xd or Cue with Tone (i): xa |Student Response: xa_ xd cue: xd [Student Response: xi 7» mond 1g 1818 1 ald nb nl ony ni nd na Tones (1),(5): As Familiarization Drill (1) gia 18 xa my 1€ me no nd du (5) 4g 28 xg my 1G me ng ng ay Tones (1),(5): Bs Diserimination Drill /on tape/ Tones (1),(5): G. Recognition Drill /on Tape/ Tones (1),(3): D. iimtery Dri22 ag sha 4g omg 1g 18 16 18 og ag oxa pha pha ng ng me ay 16Tones (1),(5): Ee Tones (2),(5): Ay Tones (2),(5): By Tones (2)4(5): oe Tones (2),(5)4 De Tones (2),(5): Be Tones (3),(5): As Tones (3),(S): Be Tones (3),(5)2 ce Expansion Drill. Hodel: ue with Tone (1): gia |Student Response: gia dg cue with Tone (5) que: dg. pha mg 18 1g Familiarization Drill (2) mf phi gid mé (5) mp phy ag ng Digerinination Drill /On student Response: dg nd 16 46 ng 19 18 Tape/ Recognition Drill /on Tape/ Miniery Drill gid ag om nd ng phy phil nf onj Expansion Drill Model: ue with Tone (2): or ue with Tone (5): cue: ag pai ng dy gia Fantlarizetion priii GG) wd 1d ne phd (5) mg 1g oh phy Diserimination Drill /un ag etd phy wf ly xt ay ng nj pha mg 18 18 aa Student Response: ag nb nf 1k 18 nQ@ mb ay ie ‘Tape/ tecognition Drill /on Zape/ 18 he phi ng lw gid ag [Student Response: dg gia. gia phe no 1¢ ng 18 mf | student Response: nf _mj mj | student Response: mj_af aid ne phy shy a9Tones (3),(5): Tones Tones Tones Tones Tones xxlv (3), (5) (4) (5): (4) (5) (la) (5) (4) (5) Ay) (SD D. Mimiery Drill zg Ae Be C De EB me ng 1 phi né Expansion Drill va ng 1a pn ng ng 1a ne wg le phi 26 1a nf Nodel: Cue with Tone (3): 14 [Student Response: 14 1g cue with Tone (5): 1g [Student Response: 1g 1a cues ng nQ phy né le vg Familiarization Drill (p) nS xd he phi (5) h@ xg phy ay 1p Student Response: nd my no 18 phy ph Bong lg oa mq ob ait 18 13 md phd Discrimination Drill /on Tape/ Recognition Drill /On Tape/ Mimiery Drill ng % at 1b ne Sxpansion Drill. Model: Cue with Tone (i) wb a a le nb lg my phe ng xd ak le phi phi hg xg qn xa [Student Response: xa__xg cae with Tone (5): xg |Student Response: xg_xa cuer ay no 1g he phy xa Student Response: dy dit nd hg de 18 be hg phy phi xa xeJal Consonants (continued) seands Tor as chart 12. | the symbol: sonowhet like Phonetic description: | To! in "oath froiced, bilabial, imploaea® stop 12k. Pamiliarization Drill ba ob va rr) vd bd oy [ee 128. Diserimination Drill /on tape/ 120, Recognition Drill /on Tepe/ 22D. Mimtery Drill ba vb ba 28 be bd vf bd >} bo stands for a sound chant 13. | The syabol: somewhat Like: Phonetic deseription: tv! in trevue!2 | Voiced, palatalized, lablo-dental frigative 13a. Familierization Drill Speaker (1) va va ve Speaker (2) va va vg 138. Discrimination Drill? /on vor some speakers of Southern Vietnameso, 3, in making an imploded stop, the larynx is pulled downward during the production of the stop, sound somewhat like the 'y- in yet. distinction between the sounds represented by a- creating a partial vacuum in the oral cavity. symbol y- stands for a For uch speakers, there is no (or gl+i}) and ve. Speaker (1) only. Note that Speaker (2) would pronounce all the pairs of this drill alike.130. 13D. Recognition Drill /on Tape/ imiory Drill Speaker (1) va ve va 6 So atands for a gound lonart 14s | the sysbol: somewhat Like Phonetic description: "er in ‘top Yosesless, unaspirated, dental stop LyA. Pamiliarization Drill a ti +8 ta +e & +8 tk 1B. Discrimination Drill /on Tape/ ue, Recognition Drill /on Tape/ LD. Mintery Drili ta ed 6 th +8 @ +6 ek stands Tor « sound chart 15. | the symbol: somewnat Like: Phonetic description: = tet in ‘top Voiceless, strongly | ‘aspirated, dental stop 15k, Familiarization Drill tha tnd tha, thu thé hd née tho thi ‘hg lgut the puff of breath that regularly follows the English sound does Pi gi not occur following the Vietnamese sound, 20he Vietnamese sound is followed by a stronger puff of breath. xxvi158. Discrimination Drill /on Tape/ 15¢. Recognition Drill /on Tape/ 19D. Mimiery Drill tha thi tha tha thé thi the tho tht ng Stands for a sound chart 16. | The symbol: somewhat 1tke: Phonetic description: ¢ tat in taor Voiced, apico-alveolar, imploded stop t 16a. Familiarizstion Drill aa ab aa as a9 a at 16 BL, Discrimination Drill /on Tape/ 16 B2, Discrimination Drill /In Tape/ 16 G1. Recognition Drill /on Tape/ 16 C2, Recognition Drill /on Tape/ 16D. Mimicry Drill aa a ad aé ag ab stands Tor a sound yhart 17. | The symbol: somewhat Like: Phonetic deseriptions feat in ‘chop Voieeless, slightly attricated, unaspirated, lamino-alvedlar stop 3, See Footnoter, Paze 15. 2uut the puff of breath that regularly follows the unglish sound does not occur following the Vietnamese sound,17Ae Familiarization Drill cha chy cha cho cha ohh che ond ent ong ent 173. Discrimination Drill /on Tape/ 176. Recognition Drill /on Tepe/ 17D. Mimicry Drill cha chy cha, cho cha, ent ond ond ent chy end stands for a sound somewhat like: chart 18, | The symbol: Phonetic description: Tir! in ‘trotl, pronounced with the curled-back tip of ‘the tongue touching the roof of the athe tr- 18a, Familiarization Drill tra tr tra, tro tra tra, tre tre 18B, Discrimination Drill /On Tape/ 18C, Recognition Drill /on Tape/ 18D. Mimiery Drill tra tr tra, tro tre tra, tre tre *Do NOT SUBSTITUTE AN ENGLISH 'TR-' FOR THE sxwh Voiceless apico-alveolar, slightly affricated, retroflex stop VIETNAMESE SOUNDIenact 19. [ me symon: stands Tor a sound somewhat Like: Phonetic description: | he ‘al in tmenut Voiced, lanino-alveclar nasal 194, Familiarization Drill nha nho nha nd nah nh phe nh rho 19B, Discrimination Drill /on Tape/ 19¢, Recognition Drill /on 19D, Mimiery Drill e/ nha | onhd nha. nhd nhl nho hg hut ano chart 20. | The symbol: atands for a sound somewhat Like: Thonetic deser: ton: ‘gt inteugar'? Voiceless, apicc-alveclar, retroflex spirant 204, Familiarization Drill 3a 8g 38 38 af 3d | 2 | Ok 208. Discrimination Drill /on Tape 200. Recognition Drill /on Tape/ 200. i gut in making the tongue. miery Drill sa | 8g | 88 x | 8 so | ot etnamese sound, curl back the tip of thesans ra ao nant 21. | me symo1: soncuhat Tike! Phonetic description: vet in trea? Yoleed, apico-iyectany | Sontinusseor rep | J Aas Paniliarization Dri ra rd ré ro Hi 21B, Discrimination Drill /On Tape/ 226, Recognition Dritt fon Tepe/ 21D, Mimicry Drill lonart 22. v6 ‘stands for a sound The symbol sovewhat like: 22h. tot in teatt? Volceless, unaspirated, dorso-velar stop Pamiliarization Drill of <8 Pa eg Ki ot o Discrimination Drill /on Tape/ Recognition Drill /on tape/ Mindery Drill, ea oe ek oa a oo F ot gut the puff of breath that regularly follows the inglish sound does not occur following the Vietnamese sound.Jonnet 23. The symbol: Stands fop a sound somewhat Like: Phone tis deserip tion: he Yoh! in German Voleoleas, dorso-velar tach! spirant 2344 Faniliarization Drill end | wnt | nf | iow no | 238, Discrimination Drill /on Tape/ 23. aecognition Drill /on Tape/ 23D, Miniery Drill wend, | khd kht und wnt wen. kre stands Tor a sound ‘The symbol: somewhat Lik netic descriptios gt in ‘gun'® Voiced, dorso-velar spirant Lt 4 aba. ea ane wa a hi aij. Discrimination Drill /On Tape/ 2c. Recognition Drill /on Tape/ 24D. Niindery Drill ga sn ‘try to whistle in the k- position instead of with the lipst stle in cal cords at the same tine. position and vibr rood,| Stange Tor a son soutewhat Like 254. Familiarization Drill Phonetic deacriptios tngt in tsinger!® Yoleed, dorso-veler nasal ree | net rahe | ned rans. | nah ght 258. Discrimination Drill /on Tape/ Recognition Drill /on Tape/ 25D, Mintery Oriaa nga nghe ght nent Tone Sequence Drills ton “Ber, MES, Pointy al) Gritis, except vowel Faniliariza— tion “Drills, ‘have included only actual” Vietnamese words, Out so- quences of more than one word have usually not’ been” meaningful phrases. Lach word in all sequences so far has been given its eitation pronunciation (i.e, pronounced as if it were occurring by itself). Compare the pronunciation in tnglish of the isclated words tral’, and use, with the pronunciation of the phrase "small house’. The nation and atross of tho phrase ta not a combination of the intonation and stress of the two words as spoken in isolation, this applies only to those speakers of snglish, who distinguish between the medial sounds of ‘singer’ and finger, with the latter containing the medial sound of ‘singer’ + ‘g-. rodThe following drills are designed to acquaint the student with what happens to Vietnamese tone sequences when they occur in phrases, The student should listen very carefully during the Familiariaation Drills for the "phrase music". It 1s not exactly the same as a combination of tone contours as they Cecur in isolation, The tone sequence will be announced by number before each drill. From this section on, all. sequences will be meaningful phrases and will be pronounced as such. Two-tone Sequences: (1)(Q): Ae Familiarization Drill 6 dk ai ga ai thi ai vo ai re phi-co Qa): Mimtery Drill. (Repeat phrases of preceding drill.) (yas Pamiliartzation Drill ve a6 thooky 6 Phi ba md kns ad tho ad ba bs (1)(2): By Diserimination Drill /on Tape/ G. Mimfery Drill (Repeat phrases of Drill A, above.) (2)(1): A. Familiarization Drill 36 ba \ nd at ma ra | (2)Q): Diserimination Drill /on Tape/ (2)Q): 6. Himiery DpAld (Repeat phrases of Drill A, above.) (2)(2): Ay Pamiliarization Drill zné a8 has ond ab ob 08 (2a: a. (2) (2)s Tape/ mhery Drill, (Repeat phrases of Dri A, above.) wootxxxiv MB): (2) (3) MG): (3): (3)Q): a: (2003)5 (2G): (2)(3) (302) (32): (30(2): (IG): GG): G)(3): Ae > Familiarization Drill ai ngh che end 16 0b Discrimination Drill /on Mimlery Drill (Repeat phrases of Drill Familierization Drill tra cho sé ai Diserinination Drill /on Mimiery Drili (Repeat phrases of Drill Fanilisrization Drill eh ad ad 38 Discrimination Drill /On Mimiery Drill (Repeat phrases of Drill FanSlfari zation brill ent ad ad Ks Diserininaticn Drill /in HMmiery Dri (epost phrases of Drill Familiarization Drill, vd ad adaad Discrimination Drill /on Mingery Drill (Repeat phrases of Dril2 Tepe/ Ay above.) si-gia ré tre epe/ A, above.) Tape/ Ay above.) Tape/ A, above.) Tape/ Ay above.)(de Q)(): Be QQ): Ge QQ): Ae (QQ): Be QA): ce (20(yde (Qu): Be (2V(h)e (NC): Ae (hd (2 (y(2ds Fanillerization Dril2 va alo xe a a Discrimination Drill /on tape/ Mimiery Dril1 (Repeat phrases of Drill A, avove.) Familiarizetion Drill, ba 3a ta ma o& phé nha ga. ba Nga Discrimination Drill /on Tape/ Nimtery Drill (Repeat phrases of Drill A, above.) Pamiliarization Drili a oS ma Discrimination Drill /on Tape/ Mimiory Drala (Repeat pnrases of Drill A, avoves) Pamiliarization Drill nhé ad oad ba ad Discrimination Drill /un Tape/ micry Drill (Repeat phrases cf Drill a, above.)roxy (3) (ds (3) (a) G(s (ude (4) (3) (4) 3) (Qa): (4) (ad (4) (Ads (2) (5) Q)(5)s Q)(5)s (S)(Q)5 > Pantliapizat ion Drill ond gid 3 nba Discrimination Drill /on Mimiery Drill. (Repeat phrases of Drill Familiapizetion Drill. a ré ga ré Discrimination Drill /On Mimtery Drill. (Repeat phrases of Drill Femiliarization Drill tniegid enka vB nha Discrimination Drill /on niery Drill (Repeat phrases of Drill Familiarization Drill ai chy cha mg ba oh} Discrimination Drill /on Mimiery Drill (Repeat phrases of Drill Familiarization Drill ag dt ag xa bj mt bj at Tape/ A, above.) tape/ A, above.) Tape/ Ay above.) Tape/ Ay above.)(SQ): (5)(2)5 (2G) (2) (5) (2) (5) (ade (2) (C2) (35): G5): (3)(5)5 (5) 3)s (IG): (5) (3) Be Be Discrimination Dri11 /on Mimgery Deal. (Repeat phrases of Drill Fanilierization Drill né le gad ony Discrimination Drill fin Miniery Drill (Repeat phrases of Drill PardLarization prii amd | ag 06 | ae | Discrimination Drill /on Miniery Drill (Repeat phrases of Drill Faniligrizatton Drill thd-mg chd 19 and mg Diserimination Drill /on Miniery Drill (Repeat phrases of Drill on Drill oj v8 geal Pamilianiz Discrimination Drill /on Mimiery Drill (Repeat phrases of Drill Tape/ A, above.) Bape/ A, above.) ag end ag thé Tepe/ A, avove.) Zape/ A, above.) ‘Tape/ Ay above.) xxxxxxvitt (QS): (uy (5) Oy (SIs (5) (4) (5) (ty) (SV) (5) CS(S)s CS) AY : e > > ¥eni1ierization Drill ba oh} phi he Discrimination Drill /on Nimtery Dril1 (Repeat phrases of Drill Familiarization Drill trp vi bj aa Diserinination Drill /on Minkery Drill (Repeat phrases of Drill Pamillapization Drill. oy we ty sy Diserimination Drill /on Mimiery Drill (Repeat phrases of Drill Tape/ A, ainve.) Tape/ A, above.) Tape/ A, above.)Three-tone Sequences: A, Faniliarization Drill (2)Q)(Q): anda xa 00 Nga ad (2)(1)(2)s ad v8 ad 06 thanky (2)Q)(5)s dd xa 3g (2)(2)(2)2 ad pad ad (2) (3)(5) (23): (2)(5)Q): ghd dy nw (35) Q): th bg met (uy (apa): ba at pad (W)Q)(3)e ad xa xh (4) (2)(5): ba ad cbge (4) (2)(3) 8 ad 2S (4)(5)Q)2 hb eh} a (S)Q)(3): chp ah tr (511) (5) vg di chy (5)(2) (3): eng ad end B. Miniery Drill (Repeat the phrases of the preceding drill.) xxixFinal Consonants: Nasals Chart 27- The symbol: atands for a sound somewhat Like: Phonetic Description 2 tm! int Jam! Voiced,uneleased, bilabial nasal; preceding vowel short 27. Faniliarization Drill tint on kén tam 27 al. Mimtery Dein (Repeat words of preceding drill.) 27 82. Wimtery Drill: Tone Sequences em nnd on ad lam gi e8 lim gh ai adm ton a6 v8 tdm giv a8 1am gi ch} en r stand fora sound chart 28. | the symbole: soriewhat Like: Phonette Description nl nt in ‘ten Voiced, unreleased, apico- ah | [ta te teene ; pe alvdolan nastly folnoying Pes aes kink in alnh i fan anh yah ranh Tan alternate spelling for the pronunciaticn repre. r ne spelling combination he ecubination =, én 4 does not apply vorna tes ented Ly Ein is ith in26 Bl. Miniery Drill (Repeat words of preceding drill.) 28 82, Mimiery Dril: Tone Sequences dén adm bj bjnh gia-dinn bon xe ad kinh-té BQ Kinh-76 onfn gi? xin anh ai anh em “———Yatand for a sound chart 29. | The symbols: somewhat like: Phonetic Description (tol Teving vowel | other than 2 ore?) Voiced, unreleased, dorso- = ‘ngt in ‘song! velar nasal; preceding short 2 (tolTowing vowel _ | ‘other than 1-,8-> 29A, Familiarization Drill hing | en aang | aén tning | on én adn ngan son 29 Bl, Nimiery Drill (Kepeat the words of preceding drill.) 29 2, iiuicry Drill: Tone Sequences ba nigin Lim on ong-Ldn ailmg at ban ad ai chy-Ldn on enh odm on 08 ban a ré cdm on ba Ygut the 2 of -ign and -yén is also pronounced -ng. xtVowels (continued) chart 30, | The symbol: atanda fora sound somewhat like: Phonetic Deseription ko taht in "bah! shortened on tal in tsofat P=low, front on central,® unrounded, short vowel 30A, Familiarszation Drill 30B. Disarimination Drill ain | alng nin | an mang lin théng | dn tréng | odn Jon tape/ 30C. Recognition Drill /on Tape/ 30 Dl, Mimiery Drill (Repeat the words of 30 D2. Nimiery Drill: Tone Drill A, above.) Sequences ba nin in con by ofa ro Ue of 1m ai in a3 re ldm a} off 1dm né di an lchart 31, | The symbol: stands for @ sound somewhat Like: Phonetic Description = (vefore -ng op 03) tal in tsofa! Lower-mid, central, unrounded, short vowel SLA, Familiarization Drill Ymnis vowel is never fii aang van cin ngan ben Lin én tan nal in a syllable, 21,0, Front before velar consonants and central before others. Buetore -m, Gand & coincide, Like ¥, @ never occurs as a syllable final. xi3B, Discrimination Drill /on Tape/ 31S. Recognition Drill /On Tape/ BL ODL, Mimiery peta. (Repent words of Drill A, above.) 31 D2, Mimicry Drill: ‘Tone Sequences lan-cgn nan-hgnh Lém van van nén efn-engn ‘hAin-hgenh_ ai ba 18n bgn ad v6 vgn aS can=thgn Final Consonants: Stops SEERIS TOF a -3OUne lcnart,_32. | The symbol: sonewhat Like: Phonetic Description 2 tpt in ‘stop! Yoiceloss, bilabial, Unreleased stopj preceding vowel short 324. Paniliart zation Drill jp? chep vép sep dep site sap agp ap2 32 Bl, Miniery Drala (wepeat words of preceding drill.) 32 82, ‘Mimiery Drill: Tone sequences an at Phép aha bap ai xe agp idp tdn 6 dgp idm thing enep 3 rnip aén agp Lin an alternate spelling for the promineiation represented 2, Before -p, a9 before -m, &- and coinetde. Littstand Tor @ sound Jcnurt 33. | the aymbole: approxinately Like: | Phonetic Description = 7 Voiceless, dental, -u(follgwing i- } "tt dn that! unreleased stops or 83) preceding vowel’ short 33a. Famiiarization Drill don fe Son age ofen | onde ngen | tee 33 Bl. Mimiery Drill (Repeat words of Preceding 4rill.) 33 82. Mimiery Drill: Tone Sequences séch ad sdch of ngt 1dn sich ad rb sich rb séen a8 16a SHIRE Tor a wound (relTowing vowel || Voiceless, dorso-velar other than 9~, rand cae heb te tees unreleased. stops y rs ake preceding vouel” short -t (foiTowing vowed ther then i 7 34a. Faniliarization Drill ode nét ange | ongt bic vet chye tht tegt 3h BL. Kintery DrtLL (Repeat words of preceding drill.) 34 82. Kintery Drill: Tone Sequences lgtevgt nad née tat oa the comoination 1b 1s pronounced xiv ai phe tat thiFinal Conaonants: Goarticulated Nasals and Stops The symbol stand for a sound somewhat like: Phonetic Deseription: jo ~ag|fellowing 0° \ ‘ng! in taong? Volced, dorao-volar, get or w ana Unreleased nasal ‘with 7 t tat in oun! coarticulated bilab ‘B (following 6- pronounced nasal, oxaas) simul taneously 35h. Fantlinrization Drill yong xong ending ong kong néng eling aing 358. Diserinination Drill /on Tepe/ 350, Recognition Drill /On Tape/ 35 DL, Himtery Drilt (Repeat words of Drill A, above.) 35 D2, Wimtery Drill: Tone Sequences dng Long od inéng vin 488 Ong i khong lenBng ai ang wang At iendng «8 an xonig va cing di The symbols: stand for a sound somewhat like: Phonetic Deseription -t( rote! on as) ee] and tol in tstop! pronounced Sng ondunced as If spelled VoLecless elar, ware py with, conrticulated vilaoial stop xly36A, Familiarization Drill toe age ange not phit 368, Discrimination Drill /On Tape/ 36C. Recognition Drill /on tape/ 36 DL. iimiery Drill (Repeat words of Drill A, above.) 36 D2, Nimicry Drill: Tone sequences xvi mgt onit age sch nge xong vin prt chdt age hge onic tet Ldn nee 615 nge & Phép vot ma rbDiphthongs A diphthong is a combination of different vowel sounds occurring within a single syllable. or example, the english word "let! is usually pronounced with a single vowel sound, but the word ‘late! contains @ diphthong which starts with approximately the sane vowel as “let? but is followed by a glide to the high, front ti! position, wituia the same syllable, Some of the single Vietnamese vowel symbols already introduced sonetines represent diphthongs. For example, the synool -4 in final position in Vietnamese often nepresenta a diphthong - one which Derina with the +i vowel as described and glides te @ slightly higher position, hug, not all Vietnamese éiphthonga are indicated in the Spelling system, owever, certain spelling combinations regularly represent diphthongs and guch dipathones contrast meaningfully with Simple vowels, ‘This section treats auch combina tion Diphthongs: Group I A vowel symbol followed by -i ~ -y stunds for a diphthong which besina with the firet vowel sound symbolized, followed by a glide to the vowel position regularly indicated by i’~ y, Special spellings: (1) Following u, the spelling -1 but not -y occurs in this group of diphthongs, (2) the spelling u61 representa the same diphthong as the spelling ule (3) The spelling woi represents the same diphthong as the spelling wi As Familiarization Drill hat aay tdi bai trod vat oat eh ae tal nds, subi phai cok euéa® gay? | gids rds? ty nif ng? thay Ue Diserimination Drill /on Tape/ ©. Reecyattion Dritt /tn Tape/ ASee Special ypelling (2) above. 25ee special spelling (3) above. Pthere is an alternate pronunciation 2f -ay whic: with the regular pronunelation of -Ay, alvitDl. Mimiory Drila (Repeat words of Drill a, above) D2, Mimicry Drill: Tone sequences dp padi 126i thily xe mit 3 aay ehid nha t6i di eng gut MF Oi md at ends 8 204 mid 06 midi @i8 ends a6 vf ai at +64 phi ai ai 9s sot od dh nghy mai 1di ny bay ba ay trdi ofy 3 Diphthongs: Group IT Im diphthongs of Group II, the initial vowel sound is followed by @ glide to a mid-central, unrounded vows! position (approxinately the position of the 'a! of 'sofa'). The following are common spelling combinations for Group II diphthongs. In each case, the initial vowel quality of the diphthong is that regalarly indicated by tho fret Vowel symbol. tee oot us + -62 as oa ues 0? te 4 8 is(or y=) + 83 A. Familiarization Drill. kia | mua mea wong ( wong | vide tia | 1a vita mun | tinting | vigt nghia | roe nie exdn | audng | chide thia | bia ita xubng | tridng | vige aia | aye aye cuge | auge | aténg {wage | auge 3B, Discrimination Drill /on Tape/ Recognition Drill /on Tape/ Himiery Drill (Repeat words of Drill A, above.) Not in the combination giva. For soe Chart 1. unless followed by -L Biot in the cou followed oy a vowel, See Special Spellings, Page 37. 8. See Footnote 1, Page 30 and 33. xviD2. Wimiery Drill: ‘Tone Sequences kta ide ai vige-tam nghfa 13 ding kia kde cha giét cay vit end vigestan cudn aden ad viee ont éng a4 chia cubn sdeh sendng a4 auge truding nge ai ma ab ted taba audng L8-Lgt duge ‘cndng Sng nie tra uhBng duige chive xe net mua a na G18 nia e064 chua at Diphthongs: Group A vowel symbol followed by -0 or -u? stands for a diphthong which begins with the first vowel sound indicated and is followed by 3 Aigh-paek,, rounded vowe] position (approximately the position of thew of ‘flu ). Special spellings: (1) The spelling -igu is pronounced as if spelled ~iu, (2) The spelling wou represents the same diphthong as the spelling Wu. A. Familiarization Drill. nhigu?| theo kéu lau law } hu tnigu?] néo néa véo séu | ote nigu2 | nbo abu vo vila elu nnigu2| mo | 18a chao ony | cya rigu? | mgo | ga | ago agu rugu3 B. Discrimination Drill /on Tape/ C, Recognition Drill /on Tape/ Dl. Mimiery Drill (Repeat words of Drill a, above.) ANot in the combination gio or yiu. For gi- followed by a vowel, see Chart 1, 2see Special spelling (1) above. 3see Special spelling (2) above. xivixD2. Nimicry Drill: Tone Sequences ai ada chlo ba sao 1a HBL nko bao nhigu nhiéa ngudi 44 theo tgi sao ai k6u ad theo £64 toi niga cO ai dau gu 0d sao 1au vy ba at au nhigu ngudi pau Diphth gsi Group IV: On-3lide Diphthongs and Labinlized Consonants In diphthongs of Groups I, II, and III, the principal syllabic vowel is followed by a glide to another position (i.e. an off-glide). Vietnamese also contains diphthongs in which the principal syllabic vowel is pregeded by a glide (1.e, an on-glide), In one group of such diphthongs, the-giide is from the Aizh-front, unroinded vowel position (approxinately the fi" of 'machine* position) afd has a 'y~' like quality. In Vietnamese spelling, this kind of onzglide is represented by initial d- or gi-, and has already been drilled.> * In other oneglide diphthongs ~ designated as Group IV dtphthongs ~ the glide fs, trom tho high-bacz, rounded vowel position (approxinately tne ‘u' of ‘flu’ position) and has a 'w-' like quality. A consonant immediately preceding such a diphthong is lebiaiized, t.e, 1t is pronounced vith hecompanying 1ip-rounding. The labialization is regular and automatic. A jroup IV diphthong may ocour at the beginning of a syllable. It Ss indiented in the spelling system by an initial wor o- or hu~ or ho- followed Hmediately by a vowel symbol of the group listed below, The following spelling combinations represent a labialized consonant + an oneglide diphthong: a- | (consonant must follow) (consonant must follow) (consonant must follow) {0 -0- ad \z L { nef gp, the spectal syubol for a lavialized k-, 4s always followed by nu-,iAiscating the glide of an on-clide aiphtndng. However, in. the speach of sore Southern Vietnamese, gu~ stands for the Lablalized *see Chart 1, Pago 1.on-glide only, with no dorso-velar closure (i.e. k- quality). For such speakers, initial u-, hu-, and gu-, followed by @ vowel symbol, represent the sane sound. A Vietnamese vowel may be both preceded by an on-glide and followed by an off-glide} “For example, the conmonly occurring Vietnamese nae, spelled Nguyfn, is pronounced: ng~ (labialized) + gneglide + vow i+ off=giide (Group II diphthond) + -n (pronounced tng"). Certain spelling combinations may cause difficulty for the begining student. For example, lua indicates a 1- followed by a @iphthong of Group II (i.e, vowol u- + off-glide to 'a! of ‘sofa! position), whereas loa indicates a labialized 1 + on-glide Vowel. Similarly, tal indicates a $-+ a diphthong of Sroup T (i.e. vowel u + off-glide to high-front 1 position), whereas tuy indicates a labialized t- * on-glide + i -"y vowel. ‘Here, as always, the student should first listen carefully to the tapes, and after mastering the promineiation, learn to associate spelling with sound. Al. Familiarization Drill tray | Hud godt sly tea Khuya ayy re. nguyén hug noin | cnuygn ngyy | tein | tuydt hujnh thodng, xoe ofnh hoe soat knde thugt a2, Familiarization Drill Speaker (1): qua qugo quay quay Speaker (2): qua qugoqudy quay B, Discrimination Drill /On Tape ©, Recognition Drill /on Tape DL. Mimiery Drfl1 (Repeat words of Drill Al,above.) D2, Mintery Drilt (Repeat words of nisi 42, above.) combinations beginning with a Group IV diphthong are drilled in this section, regardless of the kind of off-qlide that follows the principal syllabie vowel. aLD3. Mimkery Drill: Tone Sequences qua aay agindy as aus pa ngodt onl muy néi. chuygn nguy-hida ubengia ai ue cbos PA ngodd x8 nad g18 knuya niém 1ém aguy- 3 qua 3 rnp qua tba agi-ad néi chuy$n vidi quo tay mgt gugo tay trad 30 tlgogi-diaoSupplementary Tone Sequence Drills ‘The following aro sequences of gradually increasing Length (from two to six syllasles), all taken from Vietnamese 3asic Course Lessons 1_- 5, The tone soquence of which each ta an example ta ndieated by number at the left. Zone numbers correspond to those introduced in Chart 11, above, Those sequences which occur in the Basie Course as complete utterances, rather than just part of a longer utterance, are written with conventional sentence capitalization and punctuation, Listen carefully to the music of the sequences, including the relative loudness of each syllavle (i.e, stress). imitate what you hear as closely as possible. ‘Two-tone Sequences: ()@) as lau mua xéng anh chau Khfng aa. had uot (2) (2) anh ay ong ay 8 ay tay trdi (2) (3) Kh8ng pai, emte gibt kenéng ré khong of (4) bay gid mua do xe dd (QU (3) tay mgt kh8ng mgnh (2)(2) ede cde (2)(2) nd. én we (2)(3) dén tré wasuy (2)(4) my 336 su gid ede ba (2)(5) kngen-san (3) (2) phi khong é agu 3 anh (302) (1G) Gray G5) (4) (4) (2) WG) (dy) (4) (5) neu vige (5)(1) Dg chuta, Dg khéng. Dg at. Dg xa.By (52) (SG) (ya) (515) mt gid by whe vgy at vgy thi Da mgnh. Three-tone Sequences (aya) ayaa) (2903) Maw 2) a) (5) reL Guz. ToL knéng ate mua khéng? chua mas Oi di phd, Pei khong bist. N01 xaong thay. ai mua bdo T6i tén GAL, 6 tén gi? Gng tén git @i maa do 64 ai cau. Anh Chéu ida. bén tay mgt ai au vgy 761 ai cng. sao lu vgy? qvaya) @)G)Q) aya) (2a) (0 (2) 0) (233) 93) 1G) ys) a) (yaya) (QV) (aa) (2) (2) (2) (22). (2) (2) (5) (2) (29a) (3) (2) (5) Ong thay khong? Sng dén kh6ng? Sng ed khéng? 68 bide kenéng? Xin 184 06, xin 184 6ng. 164 phai di. Sng nidu knéng? ai nba bang nén an tré 6 néi gl? Sng ni ght Sao mic vgy? sao 1én vay? Xin 184 ba. sao rb vay? sao od vay? Sao ahd vgy? on ng. im on 06. hém qua aén hém nay cd xa khong? Cam on ba, nét thdng ant nét théng Paép néi ting Thu ni tiéng Vigt cubs dudng ny 08 abngend adn vigtewam 3 trade metG (3)(4) (2) G2) 4) Baing sau ding kia ida mi hai G33 Ba chd@u kia. (u)(2)(2) chio ede Ong. Chao cde 06- (W204) ohiing adu 318 Chao cde ba. Bandi gl? CY (S}(M) BA hge gh? ching mgt 333 (52) (2) bg xe Ldn (5)(2)(2) Dg m4 Lem, bg mic idm. Dg 1dn lim, (5)(3)(2) hee & aga? (5)(3)(2) Dg re idm, Dp nnd isn, be ei 1én. (5) 0,1(2) Dg ain Ldn, Four-tone Sequences ayaa) @)()G) a) (2) 1) (5). (4) (2) (2) (23 (2) @aaia) Q) 2) (5) (2) (2). ad (2) (3)(2) (2) (2) (3) (2) 4) (ays) a) a) Sng ai adu a6? $6i noche 6 aay. ‘TOL ai 1gi tring. anh dy sép an. 261 thay 6 aay. TOL mdi trd lei. ahéng ed déng-ho Xin 181 ede Ong. Ain 18; cde vay 264 tr igi ngay- TOi 1A ngudi anh. att(2) (4) (4) (2) T6418 ngudi Bde, CU) (3) P64 1A ngudt HF CLG) UU) Tel 1A ngubs Tha, (1) (4) (4) (5) TL 1B gua vige. (1)(5)(3)2) Gag enh gidt enéng? 761 agi d aay. (2)(2)(1)(Q) C8 xa khéng 6ng? (2)00 (11) DS 1B nna bang. (2.4) (2)(4) Gad nBy 0d rot, (2)(4)(2)(5) D6 1A khdch-sgn. (2)(4) (4) (5) vs 1B truding age. (2)(4)(5)() 96 18 tagm an (yaaa é 3) Q) 2) 5) GB) (4) & cus dudng ny e bén tay trai bén tay mgt oe (2G) () (2) Ba ai ada ad? UO CVU G) subi had gle mdi. WGI) Ba (50) (2) (4) dg knEng oS (5)Q) GB) (5) pg 864. cling imgnh, nh ogh31ienOngt (54) (2) ¥@y thi nay Lom, D, Pive-tene Sequences (2)(2) (2) (15) Sao Ong at Lau vey? (22) (2)(2)(2) TOS RhEng nd bheng Ane (2)(2)(2)(2)(2) 364 MnO Abs taone Phdp. (272) (2)(2) 0) 764 hong nh ting Thus Gi khong 06 vist chi, (2) (212) (21 (5) 64 egg bt HSns vAge. a) (2) Gd i inGag of abnganb. Lone, adn ni ndo?(2) (2) (2)(5)(3) (2) (2) (2) (5) (5) (ay) Qa) 270) (5)(2)Q) (23) (5) (2) (2) (23(2) (5) (2) Ge) (2)(2) (5) (2) (5) (2) (2) (5) (4) @Q) (2) (5045) @yiay(2yaya) (2) (2) (2) (292) (2) (2)(2)(2)(2) (2) (2v(2 ya) (2) (2) (2) 4) (2) (2) (2) (2) (ly) (4) (2) (2) (3). (2) (2) 4) ) 2) ((2)(59)(3)) (2) (2) (5) (50) jagi@ayay (2) (4 (29.04.08) (2) (4) (4) (4) (5) Q) (5) (2) (2) (2) (2) (2) (2) (4) (2) (3) (5) (2) (4) (2) (0) a) (2) (4) (2) (2)(2) (2)(4) (4)(2).Q) (2) (4) (4) () (2) T6i khéng 06 ty-d: TOL khéng cd hp quet. Gng a4 nha bang chat Ong @i nha ga khOng? TOL wntng hye tiéng Anh. TOL kentne hye tidng Php. TOL knong hye tiéng iu, T6i kh6ng hee tiéng Vigt. Oi 44 1gi kndch-sgn. Oi ai igi mk ga. 701 a1 1gi tigm an. T6i mdi aén hdm qua. T6i mdi dén nim ngodt. Pi mdi dén thing trude. Gng ed viét chi khéng? Ti mdi aén tuan tude. Gng dén Hud ndi nao? 6 aén NF nBi no? Ong 06 adng-hd khong? ng od ty-aién knéng? 68 c6 hQp qugt khong? Hai gid thiéu hai mot, Bay gid may gid rdit Bay gi8 mi gid chua? dng ge au vay? chée anh dy adp adn. sdu gid 064 trd igi. DS 1A dén xe ad. chic ba ay sip aén. pS 1A auing Gia-Long. 26 18 nha giy thép. qix(2)(4) 4) (2) (5) (2).(4) 4) (35) (2).(4) (4) (5) (2) (2) (5) (2) (1) (1) (a(s) (2) (2) (2) (5) (2) (3) (Q) (2)(5) (2) (4) (2) (43.2) (2) (2) (2) (W)Q)(2)G) 2) (yw). (3) (4) (2) (2) (lg) (kd (4) (2) (3) (ly) (hd (9.04) 2) (2) (2) (51) (2) (3) 2) (9)Q)(9)()G) (5) (2) (4) (2) (5) EB, Six-tone Sequences Dé 1a ating Lé-tgt. gid ba ond 1gi? 26 1A auting Y-Do. knéen-sgn od xa khong? fen-sgn 05 1dn knOng? Khéenesga 06 v8 ihéng? nich-ngn 06 sin khong? ha ga od mdi khong? nd ga 6 cll khOng? uOt hat gid mudi rBL. BA dén Hus noi nao? BA dén WY nds nie? ching nio anh chu aén? 11g an oS rb Khong? Dp tOt noe & Dg a5 18 kndch-sen. (2) (2) (2) (2)(2) (3) Sao Ong khong b1St ng HAL? (2) (2) (2) (2) (4) (4) Sao 6g, kno dén Si gon? (2) (2) (3)(5) (4) (h) Sng Patong trd led nb4 ndo? (2)(2)(2) (2) (4) (4) Ong an ha ang hGL nado? (2)(2) (2) (hy) (4) (h) Ong an 388n-Hba ndt nao? (2) (2)(4) (4) (2) (2) TEE an Saigon bom qua. (2) (2) (2) (4) (3)(2) C8 nda thong Thu 3i84 idm, (2)(2)(2)(5)(3)(2) Eng nd1 tang vige 218i én, (1) (2) (4) (3) (4) (4) 06 an DAL (2)(2)(5)(2) (2) (2) 84 aan 1g hoi niio? jan n6m qua, (2) (2) (5) (2) Uy) (4) C8 Bn Vigt-Nam nod nhot (2) )(5)()Q) GQ) Tk ad 1g trating hém nay,(2) (3) 9 (5) 2) (2) (4) (49 (4) 2) pd (2) (5) (5) 4) (2) (led (2) (2) (3) (4) (2) (5) (2) (1) (3) (4) (2) (2) (1) (3) (4) 4) (5) (2) (2) (3) (4) (5) Q) (2) ) (2) (2) QD (2).(5) (3) (2) (2) (2) (205) (3) 2) Q) (5) (4) 1) (3) 2) @) (2) (4) 1) (3) G2) Q) (5) (uy 2) (2) (23 (3) QD (5) 2) (3) @) (2) (3)(2G) GQ) ) (5) (5) 4) (i) (2) (2) yd 284 efing 44 gi nha ga, @8 déngend alng kia ida. G3 np quet ding kia kta. 26 knéng pnd 1a xndenesan, Dé khong phdi 1a nh tintong. bé khéng phdi 18 trudng hee. pO knéng phai 1a tigm an, Bén xe 43 cd 1dn khong? Khdch-sgn 9 bén tay tdi, khdehesgn 8 bén tay mgt. Wha gad én tay tréi, Wha bang 9 bén tay mgt. Nha gidy tnép e6 off ehOng? Tigm an d bén tay tréi. Tigm an é bén tay mgt. Dp mai gi had miot rk. axtPART Ii: LESSONS 1 ~ 10 ‘INTRODUCTION Part II of this volume contains ten lessons, all of which have the same baste pattern and involve the same procedures, Each lesson requires many hours of study, in class and/or with recordings of the Vietnamese material. The method underlying these lessons is guided imitation; the aim 1s automaticity. Ideally, there are two teachers: under the supervision of a eclentifiec linguist, who talks ABOUT Vietnamese, the student learns to speak The language In direct imitation of a tutor who 1s a native speaker of Vietnamese. The tutor drills on the Vietnamese in the text, providing an authentic model for the student to imitate. Statements on how the language is manipulated are included in the explanatory notes in the text, which may be supplemented, if necessary, by further discussions on the part of the Linguist. As 4 supplement te class hours with a tutor —or even, if necessary, as a replacement for them — students work with taped recordings which approximate the classroom situation. Language learning is overlearning. Through memorization of whole utterances, and substitution within and manipulation of these utterances, a student achieves the fluency and automaticity that are necessary for control of a language. Language learning involves acquiring a new set of habits, and habits must be automatic, Just as the experienced driver performs the mechanics of driving unconsciously — turning on the engine, shifting gears, applying the brakes, etc, —and concentrates on where he 1s going, so the fluent speaker of a language is concerned with what he is saying rather than the mechanics of how he 1s saying it. The student should note the following general suggestions and warnings: ALWAYS USE NORMAL SPEED. Do not permit yourself to speak more slowly than your tutor, and do not ask him to speak more slowly than is natural for him, ‘Tne ability to understand slow, deliberate speech never heard outside of a classroom is of little practical value, The aim of the student should be to learn Vietnamese as it 1s spoken by the Vietnamese — not an artificial classroom dialect. DRILL HOURS WITH A NATIVE TUTOR SHOULD BE CONDUCTED ENTIRELY IN vIET~ NANESE FROM THE FIRST DAY. A class which fluctuates between Vietnamese and English, where valuable repetition and drill aimed at developing fluency are constantly interrupted by English questions and conments, never achieves the desired results, It 1s recommended that a specific time be designated as discussion period and that interruption of drill at other times be avoided, A tutor who has not had technical linguistic training should not attempt technical explanations about Vietnamese. These are provided by the explanatory notes in the book and/or the selentific linguist. REVIEW CONSTANTLY. DO NOT GO AHEAD 700 RAPIDLY. Remember that each new lesson presupposes thorough mastery of what has gone before. Do not assume that the patterns of Vietnamese will resemble those of English, or that distinctions made in English will be present in Vietnamese. EXPECT DIFFERENCES AND BE SURPRISED AT SIMILARITIES. axditRemember that USAGE - NOT LOGIC ~ DETERMINES WHAT IS ACCEPTED IN A LANGUAGE, A native speaker is the final judge of whether or not an utterance is acceptable in his dialect. Differences of dialect, of course, cause frequent lsagreement among native speakers. Not all dialect differences are geograpaical; many are social and educational. PROCEDURES 1. Basie Dialogues Bach of the ten lessons begins with a Basic Dialogue which forms the core of the lesson, A student controls a lesson to the extent to which he has learned the dialogue by heart. Thorough memorization of the dialogue means thorough mastery of the text, Memorization 1s achleved by direct imitation of the native tutor in class, and/or by repeated use of tapes in the laboratory or at home. Basic Dialogues are presented with their English equivalents. Nunbered utterances in the dialogues are basic sentences. New words or phrases occurring in a basic sentence for the first time are listed separately, Ammediately before the sentence, as breakdowns. They are indented and not numbered, Following the Basic Dialogue are Notes on the Basic Dialogue, containing assorted Information on specific sentences, The numbering of these notes corresponds to that of the sentences. 2. Grammar Notes Discussions of new patterns introduced in the Basic Dialogue are found in the Grammar Notes. These are to be read outside of class after the Basic Dialogue has been introduced, but before proceeding to the drills. In the Grammar Notes, the procedure has been to introduce only material which will be of immediate, practical use to a beginning student. No attempt is made to present the full scientific analysis of Vietnamese on which the lessons are based; rather, explanations are provided which will be useful within the framework of the Vietnamese material being studied. 3. Drills here are five basic kinds of drill in these lessons, each having a special purpose. However, the aim of all drills 1s the overall alm of the course: to develop fluency and automaticity. Drills are to be performed in clase with a tutor, and/or in the laboratory or at home with tapes. Drills have been mastered only when students are able to do them accurately with their books closed, a, Substitution Drille The tutor gives a pattern sentence which the student repeats. Imnediately the tutor gives a word or phrase (called a cue) which tthe student substitutes appropriately in the original sentence, The tutor follows innediately witn a new cue. axtvExample (English substitution driii): Tutor: Where did you put my book? Student: Where did you put my book? Tutor: pen Student: Where did you put my pen? dictionary Where did you put my dictionary? ete. In more complicated substitution drills, there may be several substitution Items (a compound cue) for each new sentence; or the successive cues may have to be substituted in different parts of ‘the sentence; or the cue may require changes in the pattern sen- tence. Substitution drils are printed in two columns, with English equivalents on the left and drill sentences with cues underlined on the right, A drill that looks like this: 1, I'm going to the station. TOL ai Igi nha ga. 2. I'm going to the bank. ‘TSi ai 1gi pha bung. 3. Ilm going to the post office, 161 @i 191 nha giay thép. is to be drilled: Tutor: 61 ad gt nha ga. Student: 61 di 1gi nha ga. Tutor: nha bang Students T6i a1 1g1 nh’ bling, ator: nha gi@y thép, , Student: 61 di lpi nbd gly thép. ‘Transformation DrLlls Here, on the basis of a model provided at the beginning of the arill, the student is required to perform parallel manipulation on a series of utterances by the tutor. For example, he may be re~ quired to change each of the tutor's utterances to the correspond= ing negative, or the past tense, ete, Transformation Drills are printed in two columns, with the tutor's utterances on the left and the student's responses on the right, all with an English equivalent. Response Drills On the basis of the model or directions occurring at the beginning of the drill, the student provides an exactly parallel response to a series of questions or remarks by the tutor. xvLike Transformation Drills, Response Drills are printed in two colums, with the tutor's utterances on the left and the atudent!s responses on the right, all with an English equivalent, In cases requiring a response cue from the tutor, this 1s given between virgules immediately following the tutor's utterance, Example (English response dri): Tutor: What did you buy? /a book/ Student: I bought a book. What did you boron? /a pencil / I borrowed a penetl. ete, 4, Expansion Drills ‘The atudent expands a pattern sentence with the cue provided by the tutor. A model 1s provided at the beginning of the drill. For such drills, the tutor's pattern sentences and cues (marked off with virgules) are in the left column, and the student's responses in the right column, all with an English equivalent, e. Combination Drilis The student combines a pair of utterances provided by the tutor into a single utterance, on the basis of the model or directions cecurring at the beginning of the drill, This kind of drill is also printed in two columns, with the tutorts utterances on the left and the student's responses on the right, all with an English equivalent. Drills are not meant to be grammatical puzzles for tricking the students they are intended to develop fluency. The pace of all drills should ve rapid. A student has mastered a drill only when he can provide the required oral responses promptly, fluently, and without reference to his textbook. 4, Supplement ‘The supplement following the drills contains additional dialogues. When read aloud in class by the tutor or when listened to on the tapes, this material is a good test of comprehension — but it must be heard at normal speed, and the students books must be closed. It also provides a stimulus to conversation: students can ask and answer questions pertaining to tne material and make up additional, similar conversations; they can use the English equivalents of the dialogues to reconstruct the original Vietnamese conversations, referring only to the English; and they can use the material as a basis for practicing Interpreting. 5. Exercises ‘The final section of each lesson contains suggestions for additional, practice appropriate to each lesson. These exercises should be performed orally. Only the student who is able to do them fluently and accurately 1s ready to proceed to the next lesson, axvt‘TAPES ‘The tape series which accompanies these lessons includes all Basie Dialogues, Drills, and Supplements. The material 1s recorded with a ‘beep! signal that tells students step-by-step what to d One short beep means Listen! One long beep means Repeat! ‘Two short beeps means Participate! Two long beeps means Redo the same segment! Basie Dialogue ‘The dialogue is taught in segments first, and then as a whole. The steps involved are (1) listening, (2) menorizing by repetition of break- downs and whole sentences, (3) developing fluency by additional repetition of whole sentences, (4) participating by assuming one role in the dialogue, and (5) confirming comprehension by re-listening. During the fourth step, when a student participates in a segment of the Glalogue, his utterances are confirmed (or corrected) on the tape inmediately following the space provided for his participation. During the participation step for the entire dialogue, however, there is no confirmation on the tape. 2. Drills Drills are recorded first for liatening, then for familiarization through repetition, and finally for participation, During the participation step, when the student performs the required manipulation, his utterances are confirmed (or corrected) on the tape immediately following the space provided for his participation. 3. Supplements Supplements are presented for comprehension practice, ‘The student Listens until he is able to comprehend them perfectly without referring to his text. Every pause provided on the tapes for repetition or participation is timed to require the student to speak at a normal rate of speed. The student who cannot repeat within the allotted time 1s talking too slowly and needs more practice, The student 1s always responsible for knowing the meaning of what ne 19 saying and hearing. He is therefore expected to check the English equiva~ Lents in his text as long as necessary. However, he has not mastered a lesson until he can participate and comprehend without any reference to his text. lxvitSPECIAL SYMBOLS » ()0) ‘In a Vietnamese sequence, material enclosed in parentheses () may be omitted. Thus, a(b) means that ab,and @ both oceur in the given context with approximately the same meaning. Square brackets [] 4n the English equivalent of a Vietnamese sequence enclose material which 1s needed for natural English but does not corres- pond to anything in the Vietnamese sequence. Conversely, parentheses () in the English equivalent enclose explanatory material or something literally translated from the Vietnamese which 1s not needed in the English. Compare: Ong mua ¢ dau? Where do you buy [1t]?! chao Ong. Meio (you).* In the first sentence, Mt! 1s needed for natural English but does not correspond to anytiing in the Vietnamese. 'You! in the second sentence corresponds to something in the Vietnamese that would not occur in the naturel English equivalent. . Superscript Letters Superscript letters m, w, g, and f are used to limit the meanings of certain English words in order to make them correspond more closely to their Vietnamese equivalents. They have the following meanings: n= refers to a man w= refers to a woman & - refers to a girl f = 4s familiar nef = pefers to a man, familiarly wef = refers to @ woman, familiarly Examples: ‘Ong di khong? tare you™ going?! chao ba. tHeLio (you").# cém on anh, "mhank you" *,1 ont fy at rds. tghef has gone already.t 3. * An asterisk * at the beginning of a drill sentence indicates that tne sentence introduces a new word which has not previously oceurred in any @ialogue or drill. 4, Miscellaneous Lit. 1s used throughout the text as an abbreviation for 'literally'. devil1. Hello (you™)? Are you™ well? 2. Hello (you). How are you"? Fine. Tank you". and you"? 3. Pine, thank you", And you"? 4. I'm fine (too). 5. Wnore are you" going? railroad station LESSON I BASIC DIALOGUE Mr. Hai Mr, Smith Mr, Hail Mr, smith Mr. smith *gee Introduction for explanatien ef special symbols Ghio Ong. Gng mgnh gidi khong? Ghio 6ng. Ong manh gidi khong? De mgnh. Cam on 6ng. cn 6ng? ‘De manh, cém dn 6ng. Con ong? Dg t6i ofing menh. Ong di d4u a6? abi ge LESSON ILESSON I 6. I'm going to the railroad station. T6i di lai nha ga. Mr. Hail 7. Oh, that's great! Vay thi hay 1m. I'm going to the railroad station, too. T6i cung di lai nha ga. Notes on the Basic Dialogue (Numbers refer to sentence numbers in the Basic Dialogue, ) Chad occurs in expressions of greeting and farewell. Ong is a formal word that refers to men only. Ba refers to married and/or older women, and ¢é to girls and young, unmarried women. (See Drill A, following.) 3. Da is an indication of politeness and respect. It regularly occurs at the beginning of a Sentence. Manh tis strong or healthy or vigorous occurs alone, or together with gidi ‘is good', in reference to a person's well-being. For example, all the following are common replies to the question "How are you?" a. (De) manh. 'Fine,! be. (Da) manh gioi. "Fine. ! ce. (Da) t6i manh. 'I'm fine. ! 5. Ong di d@u do? (Lit. 'you™ are going where there?') is used only when the person addressed is actually in the process of going somewhere. Otherwise ao is omitted: Ong di dau? ‘Where are you going (i.e. at some other time)?! T. yay thi hay 14m. (Lit. '{If] itts like that, then itts very good.') is an expression of pleasure and surprise.II. LESSON I GRAMMAR NOTES ACTION VERBALS: di and lai Di and lai belong to a class of words which will hereafter be called ACTION VERBALS. Di is an equivalent of English 'got or 'set out fort, and lai, of English treach or get to (a place closeby)'t. Uniike English verbs, Vietnamese verbals do not change their form to indicate differences of person, tense, etc. There is nothing in Vietnamese comparable to the differences in English forms like !runt, trunst, trant, trunningt, etc. A Vietnamese verbal has only one form. GENERAL PATTERN: person + (ai)* + lai + place = ‘person goes to place! In this pattern, '!place't is a general place word like 'station', 'restaurant!, 'hotel', etc., referring to a place closeby; it is not a geographical place name like 'Vietnam', 'America’, !Saigon! etc. Note, however, that in questioning where a person is going, di is used without lai. Thus: Ong ai dau a6? 'Where are you going (there)?t clung !toot Compare: (a) TOL manh. 'I'm fine.?t and: (b) Toi cling manh. 'TItm fine, too.t Also: (a) Toi di lai nha ga. tItm going to the station.! and: (b) Toi cung di lai nha ga. 'Itm going to the station, too.' ~ In this use, cung occurs preceding words like manh tis healthy!', di 'go'!, lai 'treach!, and means ttoot, talso't in reference to the subject. +The use of parentheses around anything in Vietnamese means that the enclosed word(s) may be omitted.DRILLS A. Substitution Drill 1. Hello (you™). Chao 6ng. *2, Hello (you™), Chao ba. *3. Hello (you®). Chao o6. A.1. Repeat, using Picture Plate I for visual cues. B. Substitution Drill 1. How are you? Ong manh gidi khéng? 2. How are you”? Ba manh gioi khéng? 3. How are you"? Cé manh gioi khéng? Be1. Repeat, using Picture Plate I for visual cues. C. Substitution Drill 1. Thank you", Cam on éng. 2. Thank you”, Cam on ba. 3. Thank you®. Cam on cé. C.1. Repeat, using Picture Plate I for visual cues. D. Subdstitution Drill : m m ’ . 1. I'm fine, thank you. And you ? T6éi manh, cam on 6ng. Con Sng? 2. I'm fine, thank you”, and you”? TOi manh, cam on ba. Con ba? 3. I'm fine, thank youS. and you? T6i manh, cam on c6. Con cé? E.1. Repeat, using Picture Plate I for visual cues. LESSON ]E. Subdstitution Drill 1. Where are you™ going? Ong adi dau do? 2. Where are you" going? Ba adi dau do? 3. Where are you® going? C6 di dau a6? E.1 Repeat, using Picture Plate I for visual cues. F. Substitution Drill 1. I'm going to the railroad station. T6i di lai nha ga. * 2, I'm going to the bank. T6i di lai nha bang. * 3. %I'm going to the post office. TOi di lai nha gify thep. * Wl. I'm going to the hospital. T6i di lai nha tmiong. * 5. I'm going to the restaurant. T6i di lai tigm an. * 6. I'm going to the hotel. T6i di lai khach-san. * 7. I'm going to the bus station. T6i di lai ben xe do. * 8. I'm going to the school,* T6i di lai trudng. Fei. Repeat, omitting di in each example. F.2. Repeat, using Picture Plate II for visual cues. *T.e. going to the school building, not necessarily to attend classes. LESSON IG. Response Drill EXAMPLE; Tutor: Student: T6i ai lai nha giay thep. I'm going to the post office. T6i di lai nha bang. I'm going to the bank. T6i di lai khach-san. I'm going to the hotel. T6i di lai ben xe do. I'm going to the bus station. T6i di lai tiém an. I'm going to the restaurant. T6i di lai triong. I'm going to the school, T6i di lai nha thuong. I'm going to the hospital. G1. Repeat, ommitting di in each example. On the basis of visual cues provided by the tutor from Picture Plate II, G2. T6i di lai nha ga. Con 6ng? I'm going to the railroad station. T6i cung di lai nha ga. I'm going to the railroad station, Con 6ng? And you"? Con 6ng? And you"? Con 6ng? And you"? Gon 6ng? And you? con 6ng? And you"? Con 6ng? And you? Con 6ng? And you"? T6i cung di I'm going T6i cung di I'm going TO6i cung di I'm going T6i cting di I'm going T6i cung di -I'm going T6i cing di I'm going T6i cung di I'm going LESSON I And you? too. lai nha giay thep. to the post office, too lai nha bang. to the bank, too. lai kKhach-san. to the hotel, too, lai ben xe do. to the bus station, too. lai tiém an. to the restaurant, too. lai trtong. to the school, too, lai nha thuong. to the hospital, too. —== one student gives the question (i.e. the tutor's part above) and «4 second student the response.LESSON I H. Response Drill SSO T6i di lai nha ga. /nha bing/ I'm going to the railroad station. /bank/ EXAMPLE: Tutor: Student: Con té6i, téi di lai nha bang. And I'm going to the bank. (Lit. And me, I'm going to the bank.) Con t6i, t6i di lgi nha thuong. And I'm going to the hospital. 1. T6i di lai nha gify thep. /nha thuong/ I'm going to the post office. Con t6i, téi di lai ben xe do. And I'm going to the bus station. 2. T6i di lai trmting. /ben xe do/ I'm going to the school. 3. T6i di lai khach-san. /tiém &n/ Con ti, t6i di lai tiém &n. 4. 64 di lai nha bang. /nha giay thep/ Con té6i, t6i di lai nha gi@y thép. I'm going to the bank. And I'm going to the post office. 5. T6i di lai tiém dn. /tritong/ Con t6i, t6i di lai trvong. I'm going to the restaurant. And I'm going to the school. 6, T6i di lai nha thugng. /nha b&ng/ Con t6i, t6i di lai nha bang. I'm going to the hospital. And I'm going to the bank. 7. TO6i di lai ben xe dd. /chach-san/ Con tOi, tOi di lai khach-san. I'm going to the hotel. I'm going to the bus station. And I'm going to the restaurant. And I'm going H.1. Repeat using Picture Plate II for visual cues. H.2. On the basis of visual cues provided by the tutor from Picture Plate II, one student takes the tutor's part and a second student gives the response. to the hotel.LESSON I I. Response Drill EXAMPLES: Tutor: [6i di lai nha ga. /nha ga/ I'm going to the railroad station. /railroad station/ Student: T6i cing di lai nha ga. I'm going to the railroad station, too. or (depending on cue): Tutor: M61 ai lai nha ga. /nha bing/ I'm going to the railroad station. /bank/ Student: Con t6i, t6i di lai nha bing. And I'm going to the bank. 1. T6i ai lai nha giay thép. /nha gify thep/ T6i cing di lai nha gify thep. I'm going to the post office. I'm going to the post office, too. 2. T6i di lai nha thuong. /tiém dn/ Con t6i, t6i di lai tiém &n. I'm going to the hospital. And I'm going to the restaurant. 3. T6i di lai khdch-san. /ben xe dd/ Con tOi, tOi di lai ben xe do. I'm going to the hotel. And I'm going to the bus station. h. T6i adi lai triong. /trudng/ T6i cung di lai truong. I'm going to the school. I'm going to the school, too. 5S. T6i adi lei nha bang. /nha ga/ Con t6i, tOi di lai nha ga. I'm going to the bank. And I'm going to the railroad station. 6. T6i di lai tiém an. /tiém a&n/ T6i cung di lai tiém an. I'm going to the restaurant. I'm going to the restaurant, too. 8 eo a ry ry9. 10. 3. LESSON I T6i di lei ben xe do. /ben xe do/ T6i cling di lai ben xe do. I'm going to the bus station. I'm going to the bus station, too. T6i di lai nha ga. /nha gify thep/ Con t6i, t6i di lai nha gidy thep. I'm going to the railroad station. And I'm going to the post office. T6i di lai khach-san. /khach-san/ T6i cung di lai khach-san. I'm going to the hotel. I'm going to the hotel, too. T6i di lai nha gify thep. /nha thiong/ Con té6i, téi di lai nha thuong. I'm going to the post office. And I'm going to the hospital. H.1l. Repeat, using Picture Plate II for visual cues. SUPPLEMENT M. Chao ba. wW. Chao é6ng. M. Ba manh gioi khéng? WwW. Da manh, cam on 6ng. Con 6ng? M. Dg t6i cung manh, cam on ba. M. Chao cé. G. Chao 6ng. M. GO di dau do? G. Da t6i di lai nha bang. Cdn 6ng, 6ng di d@u do? M. Da t6i di lai nha gify thep. G. Chao ba. W. Chao c6. C6 di dau do? G. Da t6i di lai nha thuong. Con ba, ba di dau do? W. T6i di lgi tritdng. 9Le. M. G. a = Ss Chao cé. Chao 6ng. C6 mgnh gioi khéng? Da manh, cam on éng. Con 6ng? Da t6i cing manh, cam on c6. C6 di dau do? Da téi di lai ben xe do. Con 6ng, 6ng di déu do? Da t6i di lai tiém An. Chao 6ng. Chao 6ng. Ong manh giot khéng? Da manh, cam on 6ng. Con 6ng? Da t6i cung mgnh. Ong di dau do? Da tSi di lai nha giay thep. Vay thi hay lam! T6i clung di lai nha gi@y thep. English equivalents: il. M. W. M. WwW. M. M. Ge M. G. M. G@ Ww. G. W. Hello (your). Hello (you ). How are you ? m m Fine, thank you. And you ? I'm fine, too, thank you”. Hello (yous), Hello (you ). Where are you® going? m m I'm going to the bank. And you , where are you going? I'm going to the post office. Hello (you). Hello (you”). Where are you? going? I'm going to the hospital. And you’, where are you” going? I'm going to the school. LESSON I 10M. . g LESSON I Hello (you>?). Hello (you™) . How are you? m m Fine, thank you. And you ? I'm fine, too, thank youS. Where are you® going? I'm going to the bus station. And you™, where are youm™ going? I'm going to the restaurant. Hello (you™). Hello (you™), How are you™? m m Fine, thank you. And you ? m I'm fine, too. Where are you going? I'm going to the post office. Oh, that's great! I'm going to the post office, too, —— EXERCISES Conduct the following conversations in Vietnamese: i. 2. Mr. Mr. Smith and Mr. Hai meet on the street. a. They greet each other and inquire about each other's health. b. Mr. Smith asks Mr. Hai where he is going. c. Mr. Hai replies that he is going to the bank. He asks Mr. Smith where he is going. d. Mr. Smith answers that he is going to the railroad station. Smith and Miss Hai meet on the street. a. They greet each other and inquire about each other's health. b. Mr. Smith asks Miss Hai where she is going. ec. Miss Hai replies that she is going to the post office. ad. Mr. Smith replies with enthusiasm that he is going to the post office, too. il3. {I] beg your™ pardon. That's the Majestic Hotel, isn't it? No. (Lit. Not correct.) That's the hotel Majestic Hotel that's the Majestic Hotel Caravelle Hotel Caravelle Hotel. Then is located where? where's the Majestic Hotel? where's the Majestic Hotel? street this street end of this street LESSON 2 BASIC DIALOGUE Mr. Smith Stranger 1 (man) Mr. Smith Stranger 1 is located at the end of this street hand Xin 18i 6ng. khach-san khach-san Majestic do la khach-san Maj LESSON 2 estic Do la khach-san Majestic, phai khéng? Khéng phai. khach-~san Caravelle Caravelle. vay, G d&u? khach-san Majestic khach-san Majestic duong duong nay cudi dttong nay 3 cuoi duong nay tay Da do la khach-san @ du? a cod &u? le7. 10. right hand right hand side (It]'s at the end of this street, on the right hand side. is far is [it] far? Is [it] far, (you™)? is near is near or is very near No, [it]'s near. Thank you", You're welcome. (Lit. It's nothing.) (I] beg your pardon. That's the Majestic Hotel, isn't it? Mr. Smith Stranger 1 Mr. Smith Stranger 1 Mr. Smith LESSON 2 tay m&t bén tay mat & cui ditong nay, bén tay mat. xa co xa khéng? CO xa khong 6ng? gan gan lam Da khéng, gan lim. Cam On 6ng. Da khéng co gi. Xin 184 ba. Do 1a khach-san Majestic, phai khéng? 13LESSON 2 Stranger 2 (woman) 11. Yes. (Lit. Correct.) Da phai. Mr. Smith 12. Thank you", Cam on ba. Notes on the Basic Dialogue 1. Xin Loi '(I] beg your pardon!, 'tplease excuse met occurs both with and without ong, ba, or eo. ‘ Grammar Notes COPULA: la La is a Vietnamese COPULA: it occurs as the joining word in expressions of equivalence, comparable to English 'that is (i.e. equals) a school', 'Saigon is (i.e. equals) a city', etc. Non-verbals which can occur following la will hereafter be called NOMINALS. Vietnamese nominals have only one form, and do not distinguish between singular and plural by the form of the word. GENERAL PATTERNS: (a) DO + la + Nominal A = 'That is A.t (b) Nominal A + la + Nominal B = ‘tA is B.t Thus: a , Do la khach-san Majestic. That's the Majestic Hotel.! Toi la Smith. 'I am Smith.t In the negative equivalents of the above patterns, la is preceded by khong phai*: DO khong phai la khach~san Majestic. tThatts not the Majestic Hotel.'t TOL khong phai la Smith. 'T am not Smith.t Now compare la and &: la + Nominal A = tbe At o + Nominal A 'be (or live) in or at A! La indicates equivalence, whereas g indicates location. The nominal following g is regularly a place word; the nominal following la may be a place word. *any word negated in this way will be classified as a copula. UyII. IIl. LESSON 2 Compare? Toi 9 khach-san Majestic. 'T am (located) at the Majestic Hotel.! Khéch-san nay 1a khach-san Majestic. {This hotel is the Majestic Hotel.' STATIVE VERBALS Words like xa tis far'!, gan tis neart, gioi tis good! belong to a word class which will hereafter be called STATIVE VERBALS. Stative verbals rarely occur alone in a sentence or phrase. They are usually at least followed’ by a qualifying word and/or are preceded by da. One such qualifier is 1am, which, unless stressed, is a very weak 'very!; with stress, it corresponds to a stronger English tvery'!. For example: Xa l4im. 't[It] is (very) far! or (with stressed 14m) '(It] is very far.? Questions: (co) — khong with Stative Verbals A stative verbal expression followed by khong, with or without a preceding unstressed co, isa question equivalent of the verbal expression alone. The use of cé indicates emphasis on the immedi- ately following word. Thus: (cé) xa khong? 'Is [it] far?t (C6) gan khong? 'Tg [it] near? In the affirmative answer, the stative verbal is repeated with a preceding da and/or a following qualifier like 14m. Thus: (cd) xa khong? 'Is] it far?t Da xa. or (Da) xa lim. t(It]'s far.! 15LESSON 2 (Da) kh6ng occurs as a negative answer to a (co) — khéng question, The subject of a (co) — khéng question, if expressed, precedes (ed): Khach-san Majestic (co) xa khéng? ‘Is the Majestic Hotel far?' The person to whom the question is addressed, if expressed, follows khéng: (CO) xa kh6ng 6ng? ‘Is it far, (I'm addressing you™)9’ IV. Questions: phai khéng The addition of phai khong to a statement makes a verification question: "so-and-so is true -- right?!, !so-and-so is true, isn't it?t Examples: Statement: Bo la khach-san Majestic. ‘That's the Majestic Hotel.’ Question: DO 1a khach-san Majestic, phai khéng? ‘That's the Majestic Hotel - right? ' or ‘That's the Majestic Hotel, isn't it?' Statement: Ong di lai nha ga. ‘you're going to the station.' Question: Ong adi lai nha ga, phai khéng? ‘You're going to the station - right?! or ‘You're going to the station, aren't you?' The affirmative answer to a phai khong question is: (Da) phai. 'Correct.t The negative answer to a phai khong question is: (Da ) khong. 'No.? or (Da) khong phai. 'Not correct.! 16Ve Ae Compare: : : . 1 When a Vietnamese nominal or nominal phrase Modification of Nominals dutong khach-san nha thuong tay (a) (0) (c) (d) (e) bén Substitution Drill 1. 2. 3. ke 5. 6. #7, 8. That's the (or a) hotel. That's the post office. That's the bus station. That's the bank. That's the That's the hospital. That's the school. That's the restaurant. A.I. Repeat, using Picture ‘street! ‘hotel! ‘hospital! ‘hand! ‘side! railroad station. Plate II for and: and: and: and: and; and: duidng nay khach-san Majestic nha thuong Grall tay mat bén tay mat bén tay m&t nha ga LESSON 2 ‘this street! ‘Majestic Hotel’ 'Grall Hospital! 'right hand! 'right hand side! ‘right hand side of the station! is described, the describing word(s) follow it directly. DRILLS khach-san. nha giay thep. bén xe do. nha bang. nha ga. nha thuong. trudng hoc. tiém_an. visual cues. +4 nominal phrase is a nominal + descriptive word(s). 2Note different equivalents for 'school', depending on surrounding words. 17Be Substitution Drill That's the Majestic Hotel. That's Mr. Doan. That's Mrs. Phuong. That's Miss Lien. That's Mrs. Hai. That's Le-Loi Street. That's Gia-Long School, That's Tu-Do Street. That's Grall Hospital. That's the Ngoc-Lan-Dinh Restaurant. Cc. Substitution Drill Are Are Are Are Are Are Are Are 26s YouWt ne w 9 (i you" Mrs. Phuong? Mrs. Phuong-right? ) you" Mr. Hai? youS Miss Lien? you" Mrs. Doan? you” Mr. Phuong? you™ Mr. Lien? you® Miss Hai? g you> Miss Doan? LESSON 2 Do la khach~san Majestic. DO 1a 6ng Doan. DO la ba Phuong. Do la c6é Lién. Do 1a ba Hai. ‘ DO la duong Lé-Lgi. Do la truong Gia-Long. Do la duong Ty-vo. DO la nha thudng Grali. Do la tigm_&n Ngoc-Lan-pinh. Ba la ba Phitong, phai khéng? ong la éng Hai, phai khéng? C6 1a 6 Lién, phai khéng? Ba 14 ba Doan, phai khéng? Ong la ong Phuong, phai Khéng? Ong 1&8 6ng Lién, phai khéng? Cé 1a c6 Hai, phai khéng? C6 1a c6 Doan, phai khéng? C.l. Repeat, checking on the names of classmates and instructor with actual names, 18LESSON 2 D. Response Drill EXAMPLE; Tutor: Do la nha b&ng, phai khéng? That's the bank, isn't it? Student; Da phai. DO la nha bang. Yes. (Lit. Correct.) That's the bank. 1. DO 1a tiém &n Nege-Lan-Dinh, phai khéng? Da phai. DO la tigm An Ngoc-Lan-Dinh. That's the Ngoc~Lan-Dinh Restaurant, isn't it? Yes. That's the Ngoc-Lan-Dinh Restauran 2. DO 1a khéch-san Caravelle, phai khéng? Da phai. Dé 1a khach-san Caravelle. That's the Caravelle Hotel, isn't it? Yes. That's the Caravelle Hotel. 3. BO 1a cO Hai, phai khéng? Da phai. Do 1a c6 Hai. That's Miss Hai, isn't it? Yes. That's Miss Hai. 4. Do 1a dong Lé-Lgi, phai khéng? Da phai. Do 1a dutong Lé-Ldi. That's Le-Loi Street, isn't it? Yes. That's Le-Loi Street. 5S. Do 1a nha thuong Grall, phai khéng? Da phai. DO 1a nha thong Grall. That's Grall Hospital, isn't it? Yes. That's Grall Hospital. 6. Do la tritong Gia-Long, phai kh6éng? Da phai. Do la truong Gla-Long. That's Gla~Long School, isn’t it? Yes. That's Gia-Long School. 7. DO 1a ba Phuong, phai khéng? Da phai. Dé 1a ba Phuong. That's Mrs. Phuong, isn't it? Yes. That's Mrs. Phuong. 8. DO la ditong Ty-Do, phai kh6ng? Da phai. Dd 1& dueng Ty-Do. That's Tu-Do Street, isn't it? Yes. That's Tu-Do Street. 19Transformation Drill 2e 3. EXAMPLE: Tutor: Student; Do 1a nha bdng. That's the bank. po la nha ga. That's the railroad station. Do la tritong hoc. That's the school. Do la nha thuong. That's the hospital. DO la tiém an. That's the restaurant. o a a . Do la ben xe do, That's the bus station. Do la nha gify thep. That's the post office. LESSON 2 DO 1A nha giay thep. That's the post office. Do khéng phai la nha giay thep. That's not the post office. DO khéng phai 1A nha bang. That's not the bank, Do khong phai 14 nha ga. That's not the railroad station. Dé khéng phai 1A triténg hoc. That's not the school. DO khong phai 1a nha thucng. That's not the hospital. DO khéng phai 1a tiém &n. That's not the restaurant. Do khong phai 1a bén xe do. That's not the bus station, Do khéng phai la nha gify thep. That's not the post office. 20F. Response Drill EXAMPLE; Tutor: Student: Khéng phai. No. (Lit. Not correct.) Do la nha ga, phai khong? /pén xe dd/ That's the railroad station, isn't it? Do 1A khach-san, phai kh6ng? /nha bang/ That's the hotel, isn't it? po 1 nha thuong, phai kh6ng? /trutng hoc/ That's the hospital, isn't it? DO 1a ben xe dd, phai kh6ng? /nha ga/ That's the bus station, isn't it? DO 1a nha bang, phai khéng? /chach-san/ That's the bank, isn't it? D6 1a nha gi@y thép, phai khéng? /mha thuvong/ That's the post office, isn't it? Dé 1a trvdng hoc, phai khéng? /nha giay thep/ That's the school, isn't it? P.1. Repeat, using Picture Plate II for visual cues. (dg) kh6éng phai and da phai situations. DO 1a nha gify thep, phai khéng? That's the post office, isn't it? LESSON 2 /oha biang/ /oank/ oof . Do la nha bane. That's the bank. Khéng phai. DO 1A bén xe do. No. That's the bus station. Khéng phai. DO 1a nha bang. No. That's the bank. Khéng phai. Do 1a trudng hoc. No. Tnat's the school, Khéng phai. bo 1a nha ga. No. That's the railroad station. Khéng phai. po la khach-san. No. That's the hotel. Khéng phai. Do la nha thuong. No. That's the hospital. Khéng phai. bo 1a nha giay thep. No. That's the post office. Tutors may use both 21eo Le H. LESSON 2 Substitution Drill 1. 2. 3. 4. I beg your™ pardon. Where's Grail Hospital? Xin 184 6ng. Nha thiong Grall @ dau? I beg yourW pardon. Where's Le-Loi Street? Xin 181 pa. Dudng Lé-Lgi ¢ du? I beg your® pardon. where's the Majestic Hotel? Xin 185i ¢6. Khach-san Majestic ¢ dau? I beg your” pardon. where's the Ngoc-Lan-Dinh Xin 16i 6ng. Tiém_an Ngge-Lan-Dinh Restaurant? 0 dau? I beg your pardon. Where's Gia-Long School? Xin 186i ba. Truong Gia-Long 6 dau? I beg your® pardon. Where's the Caravelle Hotel? Xin 186i cd. ihach-san Caravelle ¢ dau? Gel. Repeat, using Picture Plates I and II for visual cues. Substitution Drill 1. * 2, 3. The The The The The The The The railroad station is on the right. Nha ga ¢ bén tay mét. railroad station is on the left. Nha ga G bén tay trai. bank is on the left. Nha bing ¢ bén tay trai. bank is on the right. Nha bang o bén tay mat. hotel is on the right. Khach-san & bén tay mat. hotel is on the left. Khach-san ¢ bén tay trai. bus station is on the left. Bén_ xe do 0 bén tay trai. bus station is on the right. Bén xe do @ bén tay mat. Hol. Repeat, using marked blocks to provide visual cues. 22I. Substitution Drill ae The station is to the left of the hotel. (Lit. The station is at the hotel's right hand side.?) The station is to the right of the hotel. (Lit. The station is at the hotel's left hand side.) The restaurant is to the right of the bus station. The restaurant is to the left of the bus station. The school is to the left of the bank. The school is to the right of the bank. The post office is to the right of the hospital. The post office is to the left of the hospital. I.l. LESSON 2 Nha ga 9 bén tay mit khach-san. Nha ga @ bén tay trai khach-san. Tigm an @ bén tay trai bén xe do. Tiém an @ ben tay mit ben xe do. 2 Trugng hoc 9 bén tay mat nha bang. 2 Trugng hoc d_bén tay trai nha dang. Nha gia@y thep o bén tay trai nha thuong. Nha giay thep ¢_bén tay mat nha thuong. Repeat, using marked blocks to provide visual cues, ‘The station is to the left of the hotel, as I face the two buildings, but in Vietnamese, directional relationships are stated from the point of view of the things compared, not of the viewer. Baca Right side Left side Front X ¢@ bén tay mat Y. 'X XY ¢@ bén tay trai X. ty Right side | Y | Lyd Back Left side Front is at Y's right hand side.' is at X's left hand side.' 23Transformation Drill EXAMPLE: Tutor: LESSON 2 Nha bang ¢ bén tay mt khach-san. The bank is to the left of the hotel. (Lit. Student: The bank is at the hotel's right hand side.) Khach-sgn g bén tay trai nha bang. The hotel is to the right of the bank. (Lit. Tigm an & bén tay mat ben xe do. The restaurant is to the left of the bus station. Nha ga ¢ bén tay trai nha giay thep. The railroad station is to the right of the post office. Nha thuong ¢ bén tay m&t nha bang. The hospital is to the left of the bank. Trudng hoe ¢ bén tay m&t nha thuong. The school is to the left of the hospital. Khach-san 0 bén tay trai nha ga. The hotel is to the right of the railroad station. Bén xe dd ¢ bén tay m&t nha giay thep. The bus station is to the left of the post office. Nha thitdng & bén tay trai nha bang. The hospital is to the right of the bank. The hotel is at the bank's left hand side.) Bén xe do 9 bén tay trai tiém &n. The bus station is to the right of the restaurant. Nha giay thep & bén tay mat nha Za. The post office is to the left of the railroad station. Nha b&ng o ben tay trai nha thuong. The bank is to the right of the hospital. Nha thuong & bén tay trai truvng hoc. The hospital is to the right of the school. Nha ga 9 bén tay m§t khach-san. The railroad station is to the left of the hotel. Nha gi@y thep ¢ bén tay trai bén xe do. The post office is to the right of the bus station. Nha bang & bén tay m&t nha thong. The bank is to the left of the hospital. 2hLESSON 2 8. Trugng hec & bén tay mét nha ga. Nha ga g bén tay trai truong hoc. The school is to the left of the The railroad station is to the right of railroad station. the school. J.l. Repeat, using marked blocks to provide visual cues. Students should take both the tutor's and atudent's roles. K. Substitution Drill 1. The hotel is to the right of the station. Khach-san & bén tay trai nha ga. (Lit. The hotel is at the station's left hand side.) .2. The hotel is to the left of the station. Khach-san 3 bén tay mat nha ga. (Lit. The hotel is at the station's right hand side.) * 3, The hotel faces the station. or The Khach-san 9 trudc m&t nha ga. hotel is in front of the station. *. The hotel is in back of the station. Khach-san ¢ ding sau nha ga. K.1. Repeat, using different building names. K.2. Repeat, using marked blocks to provide visual cues. 25LESSON 2 L. Response Dril) EXAMPLE: Dutor: Nha bang & bén tay mgt nha gi@y thep, phii khong? A, eae (1) & bén tay mgt/ or (2) /8 bén tay trai/ The bank is to the left of the post office, isn't it? (Lit. The bank is on the post offic right hand side, isn't it? (1) Ais on the right hand side/ or (2) /is on the left hand side/ Student: (1) _Dg phAi. Wha bing d bén tay mgt nhd gi@y thép. Yes. The bank is to the left of the post office. or (2) Dg khong phdi. Wha bang @ bén tay trai nha gi@y thep. No. The bank is to the right of the post office. 1, hd ga d bén tay mgt khach-sqn, phai khong? Dg phat, WhA ga ¢ bén tay mit khdch-sgn. /o bén tay mgt/ The station 1s to the left or the hotel, Yes. The station is to the left of the Aan hotel. 2. Nha bing ¢ bén tay trai nha gi@y thép, Dg khong phai., Nha bang ¢ bén tay mit nha phai khéng? /@ bén tay mit/ gify thép. The bank is to the right of the post No. The bank 1s to the left of the post office, isn't 1? office. 3. Bén xe a3 4 bén tay mgt tigm dn, phat Dg kh6ng phai. Bén xe a3 & bén tay tri khéng? /9 bén tay trai/ tigm an. The bus station is to the left of the No. The bus station is to the right of restaurant, isn't it? the restaurant. 26De 6. Te Tridng hoc ¢ bén tay trai nha thuong, phai khéng? /@ bén tay trai/ The school is to the right of the hospital, isn't it? Khach-san g bén tay trai nha bang, phai khéng? /o bén tay mat/ The hotel is to the right of the bank, isn't it? Nha giay thep @ bén tay mit bén xe do, phai khéng? /@ bén tay trai/ The post office is to the left of the bus station, isn't it? Tiém an ¢ bén tay trai tritong hoc, phai khong? /o bén tay trai/ The restaurant is to the right of the school, isn't it? Nha thuong & bén tay m&t nha gidy thép, phai khéng? /@ bén tay mat/ The hospital is to the left of the post office, isn't it? LESSON 2 Da phai. Tmting hoc o bén tay trai nha thucng. Yes. The school is to the right of the hospital. Da khong phai. Khach-san & bén tay mat nha bang. No. The hotel is to the left of the bank. Da khong phai. Nha gify thep & bén tay trai bén xe do. No. The post office is to the right of the bus station. Da phai. Tiém dn & bén tay trai trudng hoc. Yes. The restaurant is to the right of the school. De phai. Nha thuong ¢ bén tay mgt nha giay thep. Yes. The hospital is to the left of the post office. 27LESSON 2 M. Transformation Drill EXAMPLE: Tutor: Nha ga ¢ ding sau nha bang. The railroad station is behind the bank. Student: Nha bang ¢@ tritec m&t nha ga. The bank is in front of (or faces) the railroad station. 1. Wha ga @ bén tay trai tritong hoc. Truong hoc G@ bén tay mat nha ga. The railroad station is on the The school is on the railroad station's school's left. ‘right. 2. Truong hoc trite mat khach-san. Khach-san a dang sau truong hee. The school is in front of (or faces) The hotel is behind the school. the hotel. Be Khach-san & bén tay mit nha gidy thep. Nha giay thep & bén tay trai khach-san. The hotel is on the post office's right. The post office is on the hotel's left. 4. Nha bang 0 dking sau nha thong. Nha thucng @ tritec mit nha bang. The bank is behind the hospital. The hospital is in front of (or faces) the bank. 5S. Bén xe do ¢ tritoce mét tiém an. Tigém an ¢ ding sau ben xe do. The bus station is in front of (or The restaurant is behind the bus station. faces) the restaurant. M.1l. Repeat the drill with students placing marked blocks in such a way that they represent the statement being drilled. 28Response Drill 2. 3+ EXAMPLE: Tutor; LESSON 2 Nha ga § cudi dttong nay, phai kh&ng? The railroad station is at the end of this street, isn't it? Student: Yes. Khach-san Gg cudi avteng nay, phai khong? The hotel is at the end of this street, isn't it? Tigm an & cui duong nay, phai khéng? The restaurant is at the end of this street, isn't it? Wha giay thep ¢ cuoi duong nay, phai khéng? The post office is at the end of this street, isn't it? Nha thiong & cudi ditong nay, phai khSng? The hospital is at the end of this street, isn't it? Nha bang ¢ cudi diteng nay, phai kh6ng? The bank is at the end of this street, isn't it? Tring hee 0 cudi ditong nay, phai khéng? The school is at the end of this street, isn't it? Da phai. Nha ga o cudi dutong nay. The railroad station is at the end of this street. Khach-san g cuoi ditong nays The hotel is at the end of this street. Da phai. Yes. Tiém &n G cudi dltong nay- Yes. The restaurant is at the end of this street. Da phai. Nha gify thep & cudi duong nay. Yes. The post office is at the end of this street. Da phai. Da phai. Nha thitdng & cudi dutong nay. Yes. The hospital is at the end of this street. De phai. Nha bang g euoi dutdng nay. Yes. The hospital is at the end of this street. Da phai. Tritong hoc & cuoi dltong nay. Yes. The school is at the end of this street. 297. Nha ga ¢ cudi ditong nay, phai kh6ng? The railroad station is at the end of this street, isn't it? 8. Bén xe dd & cudi ationg nay; phai khéng? The bus station is at the end of this street, isn't it? O. Substitution Drill 1. Is it far? CoO xa kh6ng? *o, 2. Is it near? Co gan khéng? *6, * 3. %Is it expensive? Co mac kh6éng? *7, *i. Is it cheap? Co re knéng? * 8, O.1. Repeat, omitting co. Da Yes. Da Is Is Is Is Yes. LESSON 2 phai. Nha ga @ cudi dutong nay. The railroad station is at the end of this street. phai. Bén xe do ¢ cudi dulong nay. it new? it old? it big? it small? 0.2. Repeat, using Picture Plate III for visual cues. P. Response Drill EXAMPLE: 1. CO gan kh6ng? Is it near? Tutor: CO xa kKh6ne? Is it far? Student: Da xa 1am. It's far. Da gan 1am. 2. It's near. Co re khéng? Is it cheap? The bus station is at the end of this street. CO moi kh6ng? Co cu khOéng? Co ldn kh6éng? Co nho kh6ng? Da re lém. It's cheap. 30Q. 3. CO mii khong? De mi lan. 4h. CO xa khong? Is it new? It's new. Is it far? 5. Co m&c khong? De mic lim. 6. Co lon kh6éng? Is it expensive? It's expensive. Is it big? 7. GO cu khong? De cu 1m. 8. Co nho khéng? Is it old? It's old. Is it smll? P.1. Repeat, with tutor omitting cS from question. P.2- Repeat, with student omitting dg from response. P.3. Repeat, with student omitting lam from response. Response Drill EXAMPLE: ‘Tutor: CO xa khéng? Is it far? Student: Da kh6éng, gan lam No, it's near. 1. Co gan khéng? Da khéng, xa lam. 2. Co cu khéng? Is it near? No, it's far. Is it old? 3. CO mii khong? Da khong, cu lam. h. 66 m&c khong? Is it new? No, it's old. Is it expensive? 5. CO re khéng? Da khéng, méc lam. 6. CO nho khéng. Is it cheap? No, it's expensive. Is it small? 7. C6 ldn khéng? Da kh6éng, nho 1ém. 8. CO xa khéng? Is it big? No, it's small. Is it far? Q.1. Repeat, with tutor omitting £8 from question. LESSON 2 Dea xa 1&m. It's far. Da lén lam. It's big. It's small. De khong, mi lém. No, it's new. Da khénz, re lan. No, it's cheap. Da khéng, 1én 1am. No, it's big. Da khéng, gan L&m. No, it's near.R. Substitution Drill 13. 14. 15. 16. 17. 18. Is Gia-Long School far? Is Gia-Long School new? Is the Majestic Hotel new? Is the Majestic Hotel near? Is the Ngoc-Lan-Dinh Restaurant near? Is the Ngoc-Lan~Dinh Restaurant old? Is Grall Hospital old? Is Grall Hospital far? Is the Ngoc-Lan-Dinh restaurant far? Is the Ngoc-Lan-Dinh restaurant expensive? Is the Caravelle Hotel expensive? Is the Caravelle Hotel big? Is the bus station big? Is the bus station small? Is the Ngoc-Lan-Dinh Restaurant small? Is the Ngoc-Lan-Dinh Restaurant cheap? Is the Majestic Hotel cheap? Is the Majestic Hotel far? Rl. R.2. Repeat, omitting ch from question. Repeat, using Picture Plates II and LESSON 2 Tritong Gia Long co xa khéng? Tritong Gia Long co moi khéng? Khach-san Majestic co mii khéng? Khach-san Majestic co gan khéng? Tiém_&n Ngoc-Lan-Dinh co gan kh6ng? Tiém an Ngoc-Lan-Dinh co cu khéng? Nha thong Grall co cti khéng? Nha thuong Grall co xa kh6ng? Tiém_an Ngoc-Lan-Dinh co xa khéng? Tigm an Nggc-Lan-Dinh co m&c khong? Khach-san Caravelle co mac kh6nz? Khach-san Caravelle co lon khéng? Ben xe do co ldén kh6éng? Bén xe dd co nho khéng? nho khéng? Os Tiém dn Ngoc-Lan-Dinh c Tiém an Ngge-Lan-Dinh cc re khong? Khach-san Majestic cé ré khéng? Khach-san Majestic co xa kh6ng? ITI to provide visual cues. 32