(note: henceforth I will not use diacritics to mark high-even tone. In a monosyllabic word with no diacritic, assume high-even tone)
Objective: Students continue to use locative, talk about family membners and objects in a qu's.
Preparation: Teacher and students should bring to class a photo of their families.
- Utis de'ŋ: family
- Am: mother
- Ob: father
- dɨl(git): child (diminutive suffix)
- Hu'ŋ: daughter
- Hɨ'b: son (historically ke't referred to one's children)
- Biséèb: sibling (add hig- or qim- to refer to brother or sister, and qà- "big, very" or hɨna- "small" to specify older vs. younger, e.g. hɨna higbiséèb "younger brother")
- Tib: dog (plural: tab)
- Allel: female guardian spirit doll
- Daŋŋols: image of dead ancestor
- Bo'k: fire (fem.)
- Bakŋ: fireplace
- La'm: chair
- Oŋnas: bed
- Untij: birchbark container
- Tɨ'n: kettle, pot
- Bi': generic thing
- Ture akus? review. Go over plurals, demonstratives one more time. (10 mins)
- Review "who" constructions. There are four different words for "who" so this is important to review. (5-10 mins)
- Teacher shows picture of his/her family. Introduce each member using familial terms, names, etc. Students practice with each other. (10 mins)
- Teacher draws qu's on board, with different family members inside. Elicit correct responses from students. (10 mins)
- Teacher does same thing with Ket household (or qu's-hold) objects in different combinations. (10 mins)
1. There is a lot of vocabulary here, so practice by repeating each new word enough to fill one line on a sheet of paper.
2. Iriŋilketin kine ostɨkanbes.
- What is that big thing over there?
- In the birchbark teepee is my family and dog.
- My father is in bed.
- The birchbark box is in our little earthen shelter.
- My older sister and dogs are in the forest.