Practice 1-29, 1-30 Svi’yokul-ret

>> Practice 1-29 Svi’yokul-ret (In the eating room)
Finish the dialogue transcript.

Selok:Tonk’peh, Kedjus. Toranik (busy)? _______ vu?
Kedjus: _______ nash-veh mau-rom. Heh vu?
Selok: Maut romik. Heh _______ uf ko-kai (sister) Lani?
Kedjus: Rom, lesek. _______ ko-mekh heh ko-veh halovaya i’.
Selok: Sem-rik. Heh _______ etwel svi’nisan-tvi’eku (interval exams, final exams).

Practice 1-30 Wak heh Shid (time and place) 

Write two sentences asking where someone/something is at a time of day using kah and/or nam-tor. Then, trade with your partner to answer those questions using kah and/or nam-tor. (Without a partner, do one question/answer). 

Chapter 1 > Svirbarek

>>Chapter 1 > Svirbarek / Telephone
www.starbase-10.de/vld (dictionary)


Kirotalin (T’Lin): Uf Stariben T’Lin. 

Sud:  T’Lin! Rom zhu-tor. Nam-tor du wilat?

T’Lin: Shi’sov-hali t’London.

Sud: Halovau (traveling) sa-mekh (father) heh nash-veh svi’Chicago i. Nam-tor svi’mahr-kel sa-veh. Heh skan (family) kya t’dular? 

T’Lin: Kah etek maut rom. Zhu’voh. Trasha hashalan i.(the flight is leaving) Stariben ak etwel. Dif-tor heh smusma.

Sud: Sochya eh dif.

v-image-10 click to enlarge

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Use KAH (or kya) or NAM-TOR (or nam) in the blanks.

1. __________ ‘T’Lin stariben k’Sud.

2. __________ Sud fi’halovaya.

3. Stan t’Sud __________ romik.

4. Zhu-tor __________ k’Sud.

5. __________ T’Lin heh Sud t’hyllu.

NAM-TOR expresses location and certain reality, KAH (KYA) almost everything except location. 

Nam-tor Sud wilat? = Sud is where?

Nam-tor Chicago. = He’s (in) Chicago) / Is (he) Chicago. 

Kah skan t’Kirotalin uf? = How is Kirotalin’s family?

Kah au maut romik. = They are very well. 

When we reverse the roles of kah and nam-tor: 

Kah au uf? = How are they? (How do they feel?)

Nam-tor au uf? = How are they still alive?

Kah zherka wilat? = Where is the emotion (in this / from here)?

Nam-tor zherka wilat? = Where is the emotion in it (its)?  

As stated in the introduction, the verbs for “to be” are pro-drop, meaning because of Vulcan grammar, both kya and kah are usually omitted. Because sometimes they clarify for the speaker or the listener, an easy way to remember them is, kah, it begins, nam-tor, it continues to be. (Later we’ll learn why these are weak and irregular-strong verbs.)

Complete these sentences to create a conversation. For extra credit, assign names to the speakers. When complete, upload for review. 

1. __________ savensu svi’oren-ret.

2. __________ etek romik.

3. __________ nash-veh s’udish.

4. __________ vu?

5. __________ t’hyllu t’nash-veh svi’shi’dunap.

6. __________ t’hylla t’nash-veh rom isha.

https://www.starbase-10.de/vld/

Practice 1-28 Ra Bolau

>> Practice 1-28 Bolau ra? What is needed? (by yourself or with class)

Finish each conversation in Vulcan.

1A. Kirotalin: Aitlu ‘Satelk dunap svi’vuhlkansu.

1B. _______________________________________

2A. Joreth: Aitlu ‘Silek heh ‘Mirea toraya rom-oren svi’vuhlkansu.

2B. ________________________________________

3A. T’Lino: Aitlun oren-tor ‘Sarot na’nisan t’vuhlkansu.

3B. ______________________________________

Practice 1-27 Riovsot Stariben

>> Practice 1-27 Incomplete Conversations (Riovsot Stariben) : Complete and Compare with a classmate. : Use the quantifier: veh (oneself), wuh (one), dah (two) in the conversation. Svi’shi’oren-keltra. Kuvok: Nam-tor T’Pol wilat? Jads: Tor T’Pol svi’____ nisan (test) t’savensu Sonok. Kuvok: Rom. Aitlu tar nash-veh k’ko-veh. Nosahp (amount) t’wak? Jads: Sarlah za’(after)____wadan (hour), Kuvok: Aitlun _____ gla na’TV Jads: Vokau _____ toraya t’du. Kuvok: Lesek. Nash-gad ______ rom s’udish.

Chapter 1 > Wuh Tehn Vel

>> Chapter 1 >> Articles vs Nouns / Wuh-zhit Tehn Vel-zhit Nouns are person/place/thing. In the previous lesson, “nam tam-tor s’udish” has nam, this acts in place of an article (the/a), and any noun can be an article in that phrase. S’udish (outside) is both an adverb and adjective in the small phrase (clause). S’udish is also a noun of course when used as the subject. The articles “the, a, an” are rarely used in Vulcan. Articles are not an acceptable form of everyday Vulcan and can be used as profanity. To be less confusing, here are some examples, (you can judge if they’re using profanity or not): : We know about adjectives like “rom” (good): Sa-kan romik. The boy is good. Rom dunap. A good book. (as opposite a bad one) Dunap. A book, the book, book. Wuh dunap. One book. Reh dunap. Three books. : The article quantifies (makes amount) the noun (“book”), the plural suffix/marker -LAR is only used to clarify where important. One writes a book. = Veh kitau wuh dunap. (teaching form) = Kitau veh dunap. (rare, lecture form) : Veh meaning one, if that one is capable of speech. By this grammar rule, pronouns also align. Yokul ko-veh. = She eats / is eating. Fi’asal ko yokul. = Mornings she eats. : This is clearly not proper VSO verb-subject-object Yokul ko-veh cereal, she eats cereal, and is sometimes used to describe or tell a list. Fi’asal ko eh sa yokul. = Mornings he and she eat / are eating. : It also works for combining verbs. Kitau telv-tor sa-veh ko-veh. (Short, but acceptable grammar, no articles) Fi’asal sa kitau eh ko telv-tor. = (Most) mornings he writes and she reads. (“Most” is implied when the verb doesn’t come first) : There isn’t a special form of vulcan words when referring to gender. Instead, use a prefix pronoun. Ron-tu (dog) Ron-tu satik. = Male dog / the dog is male. Sa-ron-tu. = A boy-dog. (male) Ka-ron-tu. = A girl-dog. (female) Ish-ron-tu. = A non-specified-dog. Nam-ron-tu. = An existing dog. (a real dog) Homework. Write a sentence in Vuhlkansu, translate the sentence into English and write it, then translate the sentence back into Vuhlkansu different from the original without losing any meaning. It doesn’t have to be perfect. (The teacher is to use this to assess class direction of chapter 1.)

Chapter 1 > Vaglan

>> Chapter 1 > Review / Vaglan
The following conversation is written using words defined between Intro and Chapter 1. Use https://www.starbase-10.de/vld for additional help.

Soji:   Hello, doing you what? ____________________________________
Bokeh:   Drinks in the cafe. ____________________________________
Soji:   After class what? ____________________________________
Bokeh:   Often study I do. And you? ____________________________________
Soji:   Walking in day. ____________________________________
Bokeh:   You read information yes? ____________________________________
Soji:   Much read I information. ____________________________________

Practice 1-25 Ish Tor Vi

>>Practice 1-25

Interactive/Group: Who does that? Tor Vi Ish?

Who do you know that does the following activities?

Su (person) Toraya (activity)
_____________ > Gol-tor au ralash-tanafsu.
_____________ > Kanok-gad coffee mon-tor.
_____________ > Ha-tor svi’kelek k’t’hylla.
_____________ > Is-tor au smartphone na’mu-yor.
_____________ >      Vuhlkansu stariben.

Practice 1-24 Shid heh Tora

Practice 1-24 Shid heh Tora (Place & Action)
Build a conversation with words from the following list.

Shidlar (Places) || Toralar (actions)
Fi’ > shahov (beach) || coffee mon-tor.
Svi’ > yokul-kel (diner) || Im’roi (to walk)
Na’ > taul (club) || tam-tor
K’ > u’thet (fest) || Glantau na’TV
Svi’ > ai’ve (theater) || ro’fori telv-tor
Svi’ > kelek (home) || gla-tor khinik (famous) ai’ve
Svi’ > ni’hin (cafe/bar) || zhit kitau t’smartphone
Svi’ > shid’dunap (library) || yokul t’yem heh mon-tor t’mon

Practice 1-23 Renkup-Nisan

>> Practice 1-23 > Telv-tor Renkup-Nisan / Reading Skill-Check

v-image-1-8 click to enlarge

Na’Tizh-tor romik. To enjoy well. Indicate the following actions as more logical L (lozhikaik) or more emotional Z (zherkaik), or equal K (kaik) Telv dunap svi’vuhlkansu kanok-gad. _____ Skladan (message) kitaya k’cellphone. _____ Torvukh ranaya k’t’hyllu. _____ Oren mamuk fi’asal. _____ S’udish ifis sahr-tor. _____ Glan t’movies t’tv fi’mu-yor. _____ Stariben k’t’hyllu t’nash-veh du’yokul. _____ Mon t’coffee lu maut (very) mu-yor. _____ If possible do 1-8 in a group or pairs. Using the sentence and your answer L/Z/K. When your parter finishes a statement reply with one of these statements. Sem-rik = Fascinating [Rik, means “without” in Vulcan, except for this word. It’s an idiom/expression that has become the word for fascinating.] Sem = Fascination Set’ki = Interesting (anc. from set’ko, interest.) Ri’dva = Disbelief (dva-tor, to believe) Aishan = Cause/coincidence (from aisha, to cause.) Tzlu = Amusing Tizh = Enjoy (tizh-tor) Dorli = Honorable (Dor, honor) Kunling = Happily (from kunli, happy) It = Wow (“it” is also the word for tact) Krol = Praise, (similar to “congratulations”) Guhf = How boring. Rasahkos = Bad, low-quality (impolite) Romik = Good (adjective, from rom, good)

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Practice 1-22 Kloshah

>>Practice 1-22 Kloshah / To Behave

Should a teacher do the following things in class?
Ri (no) or Ah/Ha (yes)

Telv-tor ro’fori (news) svi’oren-ret. = _________
Zhu-tor na’wat (problem) t’orensu. = _________
Mon-tor coffee svi’oren-ret. = _________
Kitau t’rom droi na’orensu. = _________
Worla sarlah na’oren-ret. = _________
Mamuk kwon-sum na’orensu. = _________
Kesau sa’deshkaya (questions) = _________
Stariben k’orensu. = _________

Chapter 1 > Aitlunlar

>Chapter 1 >> Bolau eh Aitlu / Need and Want
https://www.starbase-10.de/vld/ (dictionary)

Using the verbs Aitlu and Bolau from the previous lesson, fill in the blank.

1. _________  orensular k’t’hyllu svi’yokul-kel t’oren-kel kanok gad.
2. _________  nash-veh svi’kelek fayei bolaya s’dunku yokul svi’yokul-kellar.
3. Heh tu, _________ yokul tu asal-yem svi’kelek?
4. Ri _________  savensu nisan
5. T’hyllu t’nash-veh _________ etek toraya svi’vuhlkansu.

/

Chapter 1 > "Must"

> Chapter 1 > "Must"



Duty, or obligation, is the word gu-vam and an irregular-strong verb that is never changed in spelling or pronunciation. This word is often used in place of “must”



Your duty to read = Gu-vam telv-tor du.

Other uses.

Telv gu-vam du.

Telv t’du gu-vam.



Other verbs can be used to imply the same meaning.

Bolau = to need

Bol’uh = need (imperative)

Aitlu = to desire

Aitl’uh = dsire (imperative)

/

Ma = to have

Ma telv-tor du. = Having/have to read, you. (this is modal-verb use, combining verbs present tense)



NOTE: When speaking, you can use imperatives to give orders, implying they should need this or desire that, for example. The letter i (rhymes with eye), when attached to a verb also draws focus, but is very modern/slang, and sounds assuming “bolau’i du” (you need now), and demanding “Bol’i du” (need it now!). Later lessons cover the loose rules on adverbs. Cutting the verb short with i’ “now” isn’t uncommon for intermediate (V2) speakers, but can sound childlike.



The one-to-one word “must” doesn’t exist, but the meaning is retained. A full lesson for imperatives will come later. Use the imperative forms you’ve learned from the examples or use the noun-form of verbs in your answer below:



TRANSLATION EXERCISE:

“I need you to read this word.” = ________________________________

“You must read this word.” = ______________________________

/

Chapter 1 > Tsuri Karik-Tor-Zhit

>Chapter 1 >> Tsuri karik-tor-zhit / Common strong-verbs
Eat = Yokul
Choose = Nahr (same as ancient training, choose only one)
Choose     = Dvel (aka, pick any)
Rule, manage = Khau
Observe = Glantau
Respond = Kesau
Assist = Mamuk
Attend = Torau
Write = Kitau

The irregular-strong verbs sometimes are tricky. Let’s look at an example.

I have a cat. = Ma nash-veh cat.
The cat sheds. = Foshul cat.

The irregular-strong verb FOSHUL has the common conjugations/changes to explain meaning:

Foshul = to shed (infinitive)
Fosha = the result of shedding, i.e. the hair on the ground.
Foshan = the time the cat sheds, the shedding duration

It is common for irregular-strong verbs to remain unchanged by fluent speakers, especially if there are similar verbs. For example:

Shei = to scream
She-tor = to rise
Gla-tor = to see
Glantau = to observe/witness

If we use the rules learned, the phrase “shen cat heh shen cat” carries confusion (and more so with large lists,

“Shen shen cat heh glana glanta etek ish-veh.”
THE CAT RISES AND SCREAMS AND THE SIGHT WE SEE IT.

Shen shei cat, heh glantau etek glan.
Rises screaming the cat, and see us the sight (of it).

[Sorry for the poor example.]

Fi’lap cat. = In a tree is a cat, are cats.
Nam-tor cat fi’lap.  = The cat is on a tree

If gla-tor is to see, and gla is vision, and glan is sight. What do you think glana means? Write your answer _______________________________.

Chapter 1 > Karik-Tor-Zhit

>Chapter 1 > Karik-tor-zhit tsurik heh ritsurik. = Regular-strong verbs and irregular-strong verbs.

You’ve learned about weak verbs: oren, a lesson, oren-tor to learn. You will now learn about regular-strong verbs (for example) like torau, to attend, and irregular-strong verbs like prah, to get/receive. Weak-verbs add -tor, regular-strong verbs en with -au, irregular-strong verbs are each unique.

Regular-strong verb: Torau (to attend)
Torau (verb ongoing, infinitive)
1st conjugation: Toraya = an attendance, one instance of attending something, or a visit.
2nd conjugation Torayan = an attendance, attending duration, a visit from start to finish.

Irregular-strong verb: Prah (to get/receive)
Prah (verb ongoing, infinitive)
1st conjugation: Prah (same as infinitive) = a reception, one instance of receiving, reception.
2nd conjugation: Phrahn, prahan = the time it takes to receive something.

Note that irregular and regular verbs have the same conjugations. In previous lesson weak verbs “oren-tor” did not, but are allowed to share some of these conjugations, for example, orenan, is redundant and only used to avoid confusion from the subjunctive “what if” statements, if a sentence is getting crowded/long. (The subjunctive will be covered in a later chapter, it’s basically a sentence starting with a statement, comma theory.).

Basic practice: translate the statement into Vuhlkansu using the verbs prah and torau plus the proper pronoun.
I attend =____________________
You get = ____________________
You all attend = ____________________
We get = ____________________
They attend = ____________________
He, she gets = ____________________

Irregular strong verbs are used more clearly with specific pronouns, This is very common/standard.
Only you attend = ____________________
Only we get = ____________________
Only you all attend = ____________________

NOTE: Bi-directional pronouns exist, but aren’t discussed in book one.