Sydney G. Kinnaman
University of Oregon
The Pacific Islands Languages Series
Acknowledgements
The Lwen Wolena Kosrae! workbook and lab manual has been conceptualized,
written and produced by Sydney Kinnaman at the University of Oregon. It is part of a
larger Pacific Islands Languages Series project which seeks to develop self-directed
language courses for Pacific Islands Languages. Lwen Wolena Kosrae! was made
possible by funding from the Pacific Islands Studies Program's U.S. Department of
Education Grant for Improving Undergraduate Education, The Micronesia South
Pacific Program and the Yamada Language Center. Special thanks to Bill Ayres for
providing the major funding for this course and to Maradel Gale for her part in initiating
the larger project and for arranging for me to go to Micronesia in the Summer of 1993
to film local shots for this and future language courses. I would like to acknowledge
the following individuals and their affiliations for their special assistance and support:
Aaron Sigrah and Joyce O'Daol
Language and Culture Consultants
William Ayres
Director Pacific Islands Studies Program
University of Oregon
Maradel Gale
Director Micronesia South Pacific Program
University of Oregon
Russ Tomlin
Director Yamada Language Center
University of Oregon
Lingyan Kong
Computer & Video Production
American English Institute
University of Oregon
Additional thanks to the following for their participation on and behind the scenes in
the video:
Beverly Moore	Jianwei Qu
Emma Cosare Sue Thompson
The Tafunsak Church Choir	Ron Wolfe
Jay Buckley Jeff Julum
Osamu Skilling Peggy Dame
ii
Preface
About this Course
Lwen Wolena Kosrae! is a self-directed introduction to Kosraean language and
culture. It has been specifically developed for technical assistants and anthropology
students from the University of Oregon who will be working on a variety of projects on
Kosrae and who want to gain some language and cultural background before they go
to Micronesia. The course materials, which include this workbook, an audio cassette
and a video tape, are designed for the student to view the video first and then work
through the workbook with the accompanying audio tape.
The video first presents elicitations of language samples from a native speaker.
Learners then have a chance both to hear the language demonstrated and to repeat
it. We then see the language played out in a continuing story that incorporates the
language sample into a natural setting. It is not expected that every word on the video
be immediately understood. Rather, the function of the video is to acquaint the learner
with the sound and rhythm of the language and to provide opportunities to see and
hear it spoken authentically. It is the audio tape and workbook exercises that provide
the bulk of the comprehension and production practice with the language introduced
in the video.
The language presented in Lwen Wolena Kosrae! emphasizes communication.
Each lesson covers functions, such as greeting, accepting, and asking about things,
that are necessary in daily life. The structures and pronunciation points presented in
the workbook are based on the functional language discussed in the elicitations and in
the episode.
There are two fundamental purposes for this course. First, Lwen Wolena Kosrae!
offers an introduction to the syntactic, phonological and orthographic system of the
language to help the self-directed learner gain a foothold on the language. Second,
the course is designed to model a self-directed language learning methodology which
the learner can expand on when living on Kosrae to not only broaden this introduction,
but also to help him or her have a richer interaction with the people of Kosrae and a
deeper understanding of the ethnology of their language.
Thus, the methodology encourages communication by showing learners how to
continue their language learning in the actual setting by obtaining additional
elicitations from native speakers and the general language bath that will surround
them. In fact, the kinds of exercises used in this text can also be created by learners
for practice and consolidation of newly encountered patterns. In sum, Lwen Wolena
Kosrae! not only provides learners with basic conversational Kosraean, but it also
equips them with the tools for obtaining an even greater competency.
A Note About the Approach
I call this self-directed method a field method approach because, just as a linguist
out in the field elicits language from native speakers in order to write linguistic
iii
descriptions, so the language learner elicits language from native speakers, but in
this case, he or she does so for the purpose of communication and interaction. This
approach is simple and enjoyable, but best of all, this approach will help you develop
relationships as you learn and it will force you to uncover the cultural underpinnings
that go with the language you elicit. This latter point cannot be emphasized enough.
We are so bound by our own cultural assumptions that it is impossible for us to make
an inventory of them all. Some are so much a part of us, we assume they are
universal, and consequently, when in a cross-cultural context, we may not discover
our differences until after a mistake has been made.
You can be as systematic with your language learning as you want. Some people
might choose to actually schedule regular tutor sessions; others might prefer to have
occasional short conversations. It all depends on your goals and your opportunities.
The method basically goes like this. You know you will be in a certain situation, at a
church event, for instance, and you want to know what to expect, what kinds of
interactions you might have, what kinds of language you might encounter. You might
ask your Kosraean friend what people do at church, what you should do, what people
might say to you if they don't know you, what you could say back to them.
.Consequently, as you elicit this language, you will naturally elicit the social rules that
go with it. For example, your friend might tell you that with older people you'd say this,
later in the day you say that, in church you use formal language, at work you use
informal language, you can never say this if you are a man and if you want to know
who someone is, you have to find out for yourself.
You can write down and practice and even analyze this language. When you go into
the situation, you can try it out. As you try it out, you will hear variations which you can
also try out. During this process, the brain makes tentative conclusions, extracts
working rules and tests hypotheses about the linguistic system. As more language is
presented, these conclusions, rules and hypotheses are continuously refined and
internalized, and sooner than you might expect, you will find yourself "generating"
language on your own with confidence.
Sydney Kinnaman
July 1994
iv
Table of Contents
Acknowledgements	
Preface	
Table of Contents
The Kosraean Sound System viii
Kosraean Vowels viii
Kosraean Consonants	 ix
Kosraean Word Stress 	ix
Kosraean Pitch and Intonation ix
Lesson One
Part I: Informal Greetings and Small Talk
Exercise 1: Whole Text Listening 1
Exercise 2: Sentence Repetition	1
Exercise 3: Dialogue Production 2
Exercise 4a: Vocabulary Focus: Adjectives	3
Exercise 4b: Comprehension Practice 3
Exercise 5a: Grammar Focus: Subject Pronouns 4
Grammar Note: Imperative vs Declarative Sentences 5
Exercise 5b: Comprehension Focus: Subject Pronouns	5
- Exercise 6: Grammar Focus: Unmarked Tense Sentences 6
Exercise 7: Grammar Focus: Sentence Building with Unmarked
Tense	 7
Summary: Unmarked Tense Sentences	8
Grammar Focus: Marked Tense Sentences: The Future Tense 8
Exercise 8: Grammar Focus: The Future Tense 9
Exercise 9: Comprehension Focus: The Future Tense	9
Exercise 10a: Vocabulary Focus: Time Adverbs 10
Exercise 10b: Vocabulary Focus: Time Adverbs and Pronouns 11
Part II: Polite Small Talk
Exercise 11: Whole Text Listening	13
Exercise 12: Sentence Repetition 13
Exercise 13: Dialogue Production 14
Exercise 14: Translation Matching 15
Exercise 15: Dictation 	 15
Pronunciation Focus: Velarized Consonants 	16
Exercise 16: Velarized Consonants 16
Exercise 17a: Pronunciation Focus: Velarized Contrasts 	17
Exercise 17b: Pronunciation Practice: Velarized Contrasts 18
Part III: Polite Greetings, Offering and Thanking
Exercise 18: Whole Text Listening	19
Exercise 19: Sentence Repetition 19
Exercise 20: Dialogue Production 20
Exercise 21a: Grammar Focus: The Complementizer "lah" 	21
Exercise 21b: Grammar Focus: Sentences with Noun Clauses 21
Exercise 22a: Grammar Focus: Agreement of the Preposition "se"
	 23
Exercise 22b: Grammar Focus: Simple and Locative Determiners
	 24
Exercise 23: Dictation 	 25
Exercise 24: Translation Matching 	25
Exercise 25: Situation Matching 26
Exercise 26: Pronunciation Focus: Word Stress	26
Exercise 27: Pronunciation Focus: Sentence Intonation 27
Exercise 28: Crossword Review 29
Appendix A: Video Scripts
Episode One: Greetings, Introductions and Small Talk
Scene I: Pilika's office in the morning	30
Scene II: Pilika's office in the afternoon 32
Scene III: At the funeral that evening 34
Appendix B: Answer Key
Part I: Informal Greetings and Small Talk
Exercise 4b: Comprehension Practice	36
Exercise 5b: Comprehension Focus: Subject Pronouns 	36
Exercise 9: Comprehension Practice: The Future Tense 36
Part II: Polite Small Talk
Exercise 14: Translation Matching 37
Exercise 15: Dictation.	 37
Exercise 17a: Pronunciation Focus: Velarized Contrasts 	37
Part III: Polite Greetings, Offering and Thanking
Exercise 21 b: Grammar Focus: Sentences with Noun Clauses 39
Exercise 23: Dictation 39
Exercise 24: Translation Matching 	39
Exercise 25: Situation Matching 39
Exercise 28: Crossword Review 40
Appendix C: Audio Tapescripts
Part I: Informal Greetings and Small Talk
Exercise 1: Whole Text Listening	41
Exercise 2: Sentence Repetition 41
Exercise 3: Dialogue Production 42
Exercise 4a: Vocabulary Building: Adjectives	43
Exercise 4b: Comprehension Practice 44
Exercise 5a: Grammar Focus Subject Pronouns 45
Exercise 5b: Comprehension Focus: Subject Pronouns 47
Exercise 6: Grammar Focus: Unmarked Tense Sentences	48
Exercise 7: Grammar Focus: Sentence Building With Unmarked
Tense	 50
Exercise 8: Grammar Focus: The Future Tense	51
Exercise 9: Comprehension Focus: The Future Tense 52
Exercise 10a: Vocabulary Focus: Time Adverbs 53
Exercise 10b: Vocabulary Focus: Time adverbs and Pronouns 55
Part II: Polite Small Talk
Exercise 11: Whole Text Listening	56
Exercise 12: Sentence Repetition 57
Exercise 13: Dialogue Production 58
Exercise 14: Translation Matching 59
vi
Exercise 15: Dictation.	 60
Exercise 16: Pronunciation Focus: Velarized Consonants	60
Exercise 17a: Pronunciation Focus: Velarized Contrasts 60
Exercise 17b: Pronunciation Practice: Velarized Contrasts 62
Part III: Polite Greetings, Offering and Thanking
Exercise 18: Whole Text Listening	63
Exercise 19: Sentence Repetition. 63
Exercise 20: Dialogue Production 65
Exercise 21 a: Grammar Focus: The Complementizer "lah" 	65
Exercise 21 b: Grammar Focus: Sentences with Noun Clauses 67
Exercise 22a: Grammar Focus: Agreement of the Preposition
"se"	 69
Exercise 22b: Grammar Focus: Simple and Locative
Determiners 70
Exercise 23: Dictation	 71
Exercise 26: Pronunciation Focus: Word Stress	71
Exercise 27: Pronunciation Focus: Sentence Intonation 71
vii
The Kosraean Sound System1
The spelling system used in this textbook uses the system adopted by the Kosraean
Orthography Committee in January of 1973, which is used in both the Pali Language
Texts Kosraean reference grammar and dictionary. This spelling system inserts
certain letters to indicate distinctions in pronunciation, but it should be noted that many
Kosraeans use a more simplified system as they already know how to pronounce the
written word. However, learners of Kosraean will not know, for example, which of the
three possible vowel sounds to use when they see a word containing the letter "u", so
for learning purposes, this system will be helpful.
Vowels
Vowels in Kosraean can be either short or long. Short vowels never occur in one
syllable words and only in the first syllable of polysyllabic words. Short vowels may
occur in a second syllable if a prefix has been added to a root word. Long vowels can
occur in any syllable.
Written Vowel:
i
eac
ah
ih
uc
uha
Kosraean Vowels
As in:	English Equivalent:
inek bea t
Srue bai t
pac	ed
fah bat
srihsrihk b it
suc	put
kuh t but
pa father
ohsu n	boot
kom boa t
ohsun bought
oasr (or asr)	bother (or father)
u
o (always long)
oh (always long)
2 oa (or a) (always long)
l*Source: Lee, Kee-dong. Kusaiean Reference Grammar. Honolulu: University press of Hawaii, 1975.
2 **"oa" may also be "a" especially at the beginning of a word. "oasr" and "asr" both mean "to exist."
viii
Kosraean Consonants
Most consonants in Kosraean can be plain, velarized or rounded.
Kosraean has 11 plain consonants: p, t, k, m, n, ng, I, r, f, s, sr, and two semi-
vowels: w, and y.
The 11 plain consonants can also be velarized. Velarization is indicated by the
letter "w" as in: pw, tw, kw, fw, sw, srw, mw, nw, ngw, lw, and rw. To make this
velarized sound, produce the plain consonant and then simply pull the tongue up and
back toward the velum, the upper back part of your mouth. To find the velum in your
mouth, pronounce the letter "k" in English. The back of your tongue touches the velum.
This sound may be difficult at first and English speakers may not even notice the
difference between a plain and a velarized consonant when they hear it. However,
Kosraean speakers do notice this difference, and a mistake may cause you to
pronounce a different word than you intended.
All consonants except p, f, and m can also be rounded. To produce a rounded
consonant, simply round the lips. A rounded consonant will be indicated by the letter
"o" when it precedes "e" or "ac". If the following vowel is a round vowel, the consonant
will not be marked for rounding. Examples of rounded "k": koet (octopus), koekoe
(to husk), but kulus (to peel), and lop (dent).
Kosraean has two palatalized consonants: sr and r. A palatalized consonant is
produced by moving the front of the tongue closer to the hard palate. An example of a
palatal consonant in English is the letter "j" as in "Judy", or the "h" as in "hue3.
sr is also retroflexed, which means the tongue bends backwards so the underside
approaches the hard palate. The difference between "s" and "sr" is similar, although
not identical, to the difference between the "s" and "shr" in the English sue and shrew.
The other palatal consonant is r. This consonant is also referred to as a "flap"
because the tongue makes a quick tap in the palatal region. This sound is similar to
the "dd" in the English ladder.
Kosraean Word Stress
Word stress is always on the second to the last syllable. When a suffix is added to a
word, the stress will shift to the penultimate position.
Kosraean Pitch and Intonation
The melody of a sentence moves within four pitch levels: highest, high, mid and
low. Neutral or normal pitch is mid pitch. The highest pitch can be used to emphasize
something. High is used for the normally stressed parts of a sentence and low pitch is
used for unstressed syllables toward the end of a sentence. If there is no special
3Source: Ladefoged, Peter. A Course in Phonetics. 2nd ed. New York: Harcourt Brace Jovanovich,
Inc., 1982, p. 147.
ix
emphasis, a sentence or question will only involve high, mid and low pitch. As
in English, intonation can change the meaning of a sentence. For example, a rising
pitch on a word or sentence can indicate a question or doubt4.
There are two important intonation patterns in Kosraean: rise-fall and rising.
The rise-fall pattern moves from mid to low pitch with any one stressed syllable in
between receiving high pitch. This pattern is used for statements, commands and
questions containing questions words5.
2 2 3 1
Example:	Kuht fah ohsun.
2 2	3 1
Ac suc inem an?
Rising intonation is used for questions that have a "yes" answer ("ahok") or a "no"
answer ("moh").
2	2 2 3 3
Example:	Kom, luhngse acn Kosrae?
To be sure, other patterns are possible depending on the information the speaker
wants to convey through stress. Nonetheless, these are two basic patterns and you
should develop a sense for them. After you have worked through this workbook, refer
back to the Whole Text Listening and Sentence Repetition exercises in Parts I, II and Ill
and listen to the intonation patterns on the statements, commands and questions you
hear. See if you can identify the two basic patterns and variations on them. Then try to
reproduce the intonation patterns yourself.
4Lee 35-36
5Lee 36-37
Lesson One:
Part I: Informal Greetings and Small Talk
Exercise 1: Whole Text Listening
Directions: Listen to dialog one from episode one in which Srue and Pilika meet in
Pilika's office. You will hear the dialog three times.
Exercise 2: Sentence Repetition
Directions: Repeat each sentence in the pause provided.
Lesson One 1
Exercise 3: Dialogue Production
Directions: Take Srue's part and respond to Pilika in the pause provided. Then,
listen for the correct response. Cover the text as you listen and respond. Refer to it
only when necessary.
Pilika:
Srue:
Pilika:
Srue:
Pilika:
Srue:
Pilika:
Srue:
Pilika:
Srue:
Pilika:
Lotu wo!
Lotu wo!
Meac kom fuhkah olutu?
Nga Kuhna, ac kom?
Nga kuh pac. Meac kom
oruh ekweah?
Wangin, nga muhtana lohm ah.
Ac kom?
Nga som fan mos nuh ke
mas ah.
Kom ac som nuh ke mas ah
oyekuh?
Ahok. Sahp kuht fah ohsun
e we.
Kuht fah ohsun.
Kuht fah ohsun.
Good morning!
Good morning!
How are you this morning?
I'm fine, and you?
I'm also fine. What did you do
yesterday?
Not much, I stayed at home. And
you?
I went to get breadfruit for the
funeral.
Are you going to the funeral
tonight?
Yes. Maybe we'll see each other
there.
I'll see you.
Good bye.
Lesson One 2
Nga Kuhna
(I'm fine)
Exercise 4a: Vocabulary Focus: Adjectives
The question Kom fuhkah? ("How are you?") is usually answered with the standard
reply, Nga kuhna ("I"m fine"). Sometimes, however, you may hear something else.
Listen to the following alternative expressions and note their meanings.
mas	sick
tiac arulacna wo	so so
arulacna kuh very well
kwelac better
muhnahs weak
fokoko	strong
kuh pac also fine
Now repeat these expressions in the pauses provided. If you are using this audio tape
in a language lab, be sure to record your responses so you can compare your own
pronunciation with the models you hear.
Exercise 4b: Comprehension Practice
Directions: Listen to the following dialogs and answer the comprehension
questions that follow.
Example:
Is the woman sick?	No, she's also fine. 
1. How is the woman today?
2. Does the man feel weak?
3. How is Srue today?
4. Is the man better today?
5. Who feels very well today?
(See Appendix B for the answers to this exercise and Appendix C for the tapescripts of these dialogs.)
Lesson One 3
Exercise 5a: Grammar Focus: Subject Pronouns
Directions: Listen to the pronunciation of the subject pronouns listed in the chart
below.
Nga, kuhna
(I'm fine)
Person Singular Plural
First Nga kuhna.
("I'm fine")
Kuht kuhna.
("We're fine": Informal]
Kuhtacl kuhna.
["We're fine": formal6]
Second Kom fuhkah?
["How are you?"]
-
Komwos fuhkah?
["How are you: " formal]
Komtacl fuhkah?
["How are you?":
Informal]
Third El kuhna.
["S/he's fine]
Elos kuhna.
["They 're fine": Formal*]
Eltahl kuhna.
("They 're fine": Informal]
6The formal forms are used in church or when speaking to an elder or someone you ' ye just met.
Lesson One 4
Grammar Note: Imperative vs Declarative Sentences
Distinguishing Imperative from Declarative Statements
Imperative sentences in both English and Kosraean do not contain a
stated subject. (Go get the breadbruit! Som fan mos!) 
However, Kosraean declarative statements differ from English statements in
that when the subject is a person, it must be followed by the pronoun. This
is to distinguish a declarative sentence from an imperative one that would
include the "commandee's" name.
Compare:
Pilika el som fan mos.
"Pilika gets the breadfruit."
(Declarative)
Som fan mos.
"Get the breadfruit!"
(Imperative)
Pilika, som fan mos.
"Pilika, get the breadfruit!"
(Imperative)
Now repeat the pronouns in the pauses provided.
Exercise 5b: Comprehension Focus: Subject Pronouns
Directions. Listen to the following sentences and write the pronouns you hear
in the blanks.
Example:
Komtacl
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
(See Appendix B for the answers to this exercise.)
Lesson One 5
Exercise 6: Grammar Focus: Unmarked Tense Sentences
Meac kom oruh ekweah?
what	you do	yesterday
("What did you do yesterday?")
In the first scene, Pilika asks Srue what she did yesterday. In his question he
established the time context by using the word ekweah ("yesterday"). There is no
other indication of time. Consequently, because the time frame is clear, it is not
necessary to indicate past time in the subsequent talk. Let's review their interchange:
P: Meac kom oruh ekweah?	What did you do yesterday?
(what you make/do yesterday)
S: Nga muhta-na lohm ah. Ac kom? I just stayed home. And you?
stay - just house the and you)
P: Nga som fan mos nuh ke mas ah. I went to get breadfruit for the funeral.
(I	go climb breadfruit for funeral	the)
Notice in the second and third sentences there are no explicit markers for time. Notice
also that in the second sentence, the verb som is used with another verb to mean an
equivalent to the English go+verb (go shopping, go bowling). Som may also be used
to simply mean "go" as in "I went to the post office." Now let's learn a few more
expressions and build on this type of sentence. Listen to the following expressions and
note their meanings.
som pahtuhr
som yihyih
som moul
koekoe kaki
som orekma
orekma
muhta
ollah nuknuk ah
som nuh ke posohfohs ah
som nuh ke mas ah
som nuh ke lutlut ah
som nuh ke laepracri ah
go fishing
go swimming
go shopping
grate coconut
go work
work
stay
wash the clothes
go to the post office
go to the funeral
go to the school
go to the library
Now repeat these expressions in the pauses provided. Be sure to rewind the tape and
compare your own pronunciation to the models.
Lesson One 6
Exercise 7: Grammar Focus: Sentence Building with Unmarked Tense
Directions: In this exercise you will hear question prompts followed by one of the
above verbal expressions. Respond to each question using the expressions provided
and then listen for the correct response. Be sure to supply the appropriate pronoun
the question prompt requires. A reference chart of the pronouns is below. You may
want to stop the tape at this time and quickly review the pronouns.
Example: Meac kom oruh ekweah? -> muhtana lohm ah -> Nga muhtana lohm ah.
1. som yihyih
2. som orekma
3. som pahtuhr
4. som moul
5. som koekoe kaki
6. ollah nuknuk ah
7. som nuh ke lulut ah
8. som nuh ke posohfohs ah
9. som nuh ke mas ah
10. som nuh ke laepracri ah
L	Subject  Pronouns
( I ) (we)
nga kuht
(informal)
kuhtacl
(formal)
(you) (you)
kom komwos
(Formal)
komtacl
(informal)
(he/she) (they)
el elos
(formal)
eltahl
(informal)
NOW STOP THE TAPE TO STUDY TO THE FOLLOWING DISCUSSION.  AND
THEN PROCEED WITH THE FOLLOWING EXERCISES.
Lesson One 7
Summary: Unmarked Tense Sentences
We have seen that an indicator of time is not required if the tense situation is
clear to the speakers involved. Therefore, the sentence Sepe el maw can
mean both "Sepe was sick" or "Sepe is sick" depending on the context. To
make the time frame clear, you may use a time word such as ekweah
("yesterday"), olutu ("today") or ingena ("now")7 . These unmarked tense sentences
refer to actions that happen either at or before the moment of speaking. The
unmarked tense can also be used to refer to habitual actions such as: Pilika
el fan mos ("Pilika gets breadfruit"). Sentences with unmarked tense are, by nature,
ambiguous so if you want to make this habitual sense more explicit you can
simply use the time expression Iwen nuh kwewa ("everyday'").
Tense also can be indicated by the six basic tense markers. The use of these
tense markers create "marked tense" sentences. The meanings of these
markers are sensitive to "aspect" (whether an action is completed or not).
Since, you will be able to get a lot of good use from the unmarked tense to refer
to past and habitual situations by using time words, this module will not go into
much detail on the tense markers. We will, however, take a look at using two
tense markers for creating the future tense because the future tense requires
these markers.
Grammar Focus: Marked Tense Sentences: The Future Tense
There are two future tense markers: ac and fah. When Srue asked Pilika if he
were going to the funeral, she could have used either marker. Compare:
Kom fah som nuh ke mas ah oyekuh?
Kom ac som nuh ke mas ah oyekuh?
The above sentences both mean "Are you going to the funeral tonight?" Notice
that the tense marker precedes the verb. It is not a suffixed form. According to
the Kusaien Reference Grammar  the meaning of ac is "to be" "be scheduled to"
or "will." It can be used to make a prediction, to refer to an action that is
arranged or scheduled or to refer to one's intention to do something in the
future. This tense marker includes the notion of high certainty or probability8.
The tense marker fah also refers to an action reserved for the future. It differs
from ac in that it also includes the idea of willingness, and so it is not used for
non-human subjects. It, refers to an action that is less certain to occur than one
marked by ac. We heard the tense marker fah at the end of scene one when
Pilika said to Srue: Sahp kuht fah ohsun e we. ("Perhaps we will see each other
there.") The uncertainty of their meeting there is made even more obvious with
7Lee 300
8Lee 305
Lesson One 8
the use of sahp ("perhaps"). Even without the use of sahp, this is the tense
marker used when saying goodbye as in Kuht fah ohsun because the next
meeting is not always certain to take place.
Another distinction between ac and fah is that fah is more respectful whereas
ac is more demanding or commanding.
NOW TURN ON THE TAPE AND CONTINUE WITH THE EXERCISES. 
Exercise 8: Grammar Focus: The Future Tense
Directions: Listen to the model and then substitute the word provided to form
a new sentence. Then, listen for the correct response.
Example:
Nga ac som fan mos lututacng. -> Tutu -> Nga ac som fan mos lutu.
1. som nuh ke laepracri ah	(go to the library)
2. olutu	(this morning)
3. koekoe kaki (grate coconut)
4. mihsenge (today)
5. kuhtacl we: formal
6. som pahtuhr	go fishing
7. lutu tomorrow
8. Eltahl they
9. som yihyih go swimming
10. ekuh in lutu	tomorrow evening
11. lututacng tomorrow morning
12. som orekma go to work
13. nga
14. lacfong	tomorrow night
15. som nuh ke mas ah	go to the funeral
Exercise 9: Comprehension Focus: The Future Tense
Directions: In this exercise, you will hear four conversations. After each
conversation, pause the tape and write the answer to the question in the space
provided.
Lesson One 9
Example:
What will the woman do tomorrow?	El ac muhtana lohm ah. 
Conversation one: What does Sohn plan to do today?
Sohn el 
Conversation two: What will Pilika do tomorrow morning?
Pilika el
Conversation three: Where will they go tomorrow evening?
Eltahl
Conversation four: Where will Srue and Pilika go this evening?
Eltah I
(See Appendix B for the answers to this exercise )
Kom fuhkah olutu?
Now are you this morning?"]
Exercise 10a: Vocabulary Focus: Time Adverbs
Directions: Look at the following time adverbs. This list might seem
overwhelming at first, but if you study it, a few patterns emerge. It is important to
make note of the patterns you encounter because these same patterns, such as
the use of affixes, word order, lexical items, and prepositional phrases are going
to appear in other areas of the language.
Notice, for example, that fong means "last night" and that ofong means
"tonight." Similarly, the word "evening" is ekuh, and so to say "this evening"
you say oyekuh. Generally, time adverbs that contain the prefix "o-" require a
future tense marker.
Stop the tape and study the following list of time words to note other patterns.
Then, turn the tape on again and listen to how they are pronounced.
Lesson One 10
Time Adverbs
lutu ekweah	yesterday morning
ekweah yesterday
fong last night
yoh fong the night before last
olutu	this morning
mihsenge today
oyekuh this evening
ofong tonight
lututacng	tomorrow morning
lutu tomorrow
ekuh in lutu tomorrow evening
lac fong tomorrow night
ulelac any day after tomorrow
Now repeat the above words and expressions in the pauses provided.
Exercise 10b: Vocabulary Focus: Time Adverbs and Pronouns
Directions: Repeat the base sentences you hear, and then revise them with the
alternative words provided to make new sentences. Then, listen for the correct
response. If possible, record your responses and compare them to the models you
hear. Remember, if the sentence contains a verb and a time adverb that has the prefix
"o-" you will need to use the future tense marker "ac."
Examples:
Kom fuhkah olutu? -> ofong -> Kom fuhkah ofong? -> El -> El fuhkah ofong.
Meac kom oruh ekweah? -> ofong -> Meac kom ac oruh ofong?
Kom fuhkah olutu?
1. Komwos
2. lutu ekweah
3. elos
4. mihsenge
5. komtacl
6. oyekuh
7. eltahl
Lesson One 11
Meac kom oruh ekweah?
8. lutu ekweah
9. elos
10. mihsenge
11. komtacl
12. olutu
Kom ac som nuh ke mas ah oyekuh?
13. ofong
14. eltahl
15. Iututacng
16. olutu
17. Iacfong
18. ekuh in lutu
Lesson One 12
Part II: Polite Small Talk
Exercise 11: Whole Text Listening
Directions: Listen to dialog two from episode one in which Srue meets Jay and
invites him to the funeral. You will hear the dialog three times.
Exercise 12: Sentence Repetition
Directions: Repeat each sentence in the pauses provided.
Lesson One 13
Exercise 13: Dialogue Production
Directions: Take Jay's part and respond to Srue in the pauses provided. Then,
listen for the correct response. Cover the text as you listen and respond. Refer to it
only when necessary.
Srue:
Jay:
Srue:
Jay:
Srue:
Jay:
Lwen wo!
Lwen wo!
Kom etuh kahs Kosrae?
Kuhtuh srihsrihk.
Suc inem an?
Inek pa Jay. Ac suc inem an?
Good Afternoon
Good Afternoon.
Do you know Kosraean?
A little.
What's your name?
My name is Jay. And what's your
name?
I am Srue. Do you like Kosrae?
Yes. I really like it here.
You should come with Pilika to
the funeral tonight.
Oh, O.K. we'll see you .
We'll see you there.
Srue: Nga pa Srue. Kom luhngse
acn Kosrae?
Jay:	Ahok. Nga luhngse na pwacye.
Srue: Kom fah weluhl Pilika nuh
ke mas ah oyekuh.
Jay: Oh, ahok. Kuht fah ohsun.
Srue: Kuht fah sifil ohsun.
Lesson One 14
Exercise 14:	Translation Matching
Directions: Listen to the following expressions and match the letter of each
translation. Pause the tape to write each answer.
1. ahok a. And what's your name?
2. kom b. I really like it.
3. Kuht fah ohsun. c. Goodbye
4. Ac suc inem an? d. What's your name?
5. Kom etuh kahs e. A little.
Kosrae? f. You should try to go to the
6. Kom luhngse acn funeral tonight.
Kosrae? g. Good morning.
7. Suc inem an? h. Do you like Kosrae?
8. Kuhtuh sriihsrik. yes
9. Lotu wo! j. Can you speak Kosraean?
10. Kom fah som nuh ke
mas ah oyekuh.
k. you
11. Nga luhngse na
pwacye.
(See Appendix B for the answers to this exercise )
Exercise 15: Dictation
Directions: Listen to the following sentences from Scenes I and II and pause
the tape to write them on the lines provided below. (You will need to pause the
tape while you write.)
1.
2.
3.
4.
-5.
6.
7.
8.
9.
Lesson One 15
10.
(See Appendix B for the answers to this exercise )
Read the following discussion and continue with exercise 16.	I
Pronunciation Focus: Velarized Consonants
The 11 consonants in Kosraean can be either plain or velarized. The velarized
consonants will be somewhat difficult to master for English speakers, but it is
important to make the effort because there is a "phonemic" distinction between
a velarized and a plain consonant. In other words, the substitution of a plain
consonant for its velarized counterpart may change the meaning of the intended
word or create a word that does not exist. To illustrate, the difference can be
compared to the voicing distinction between [p] and [b] in English. If you failed
to voice the "b" in "bark," the word would sound like "park." Since velarization
does not take place in English, perceiving it and being able to produce it will
take some practice. In most cases, the context will make your words clear, but
there may be occasions where the communication will break down, so it's good
to become sensitized to this area of Kosraean pronunciation.
Again, to velarize a consonant, produce the plain counterpart and then raise the
back of the tongue toward the upper back part of the roof of your mouth (the
velum.)
Exercise 16: Velarized Consonants
Now, listen to the contrast between velarized and plain consonants below:
Velarized	 Plain
pw
pweng (v. to greet)
pwenu (n.) coconut palm branch
pwi (v. tie)
pwe (adv. not enough)
pwac (n. privilege) 
pengana (adv. every single)
Pennem (n. asection in the ruins)
pihn (v. tie, bind, circle)
pe (n. side, opposite side)
pac (adv. also)
Lesson One 16
kw
kwac (adv. always)
kwacl (v. defecate, discharge)
kwacmel (n. soil of sand)
kwe (v. move)
kwi (n. a kind of fish)
kac (prep. at, about, for)
kac! (prep. about, for, against, to him/her)
kacm (n. camp)
ke (v. want, desire)
ki (v. move) 
1w
lwacfuhl (n. level)
lwacle (v. add, exaggerate)
lwactoh (n. a kind of breadfruit)
lwelah (v. allow)
Iwel (class. his or her)!
lacfong (n. tomorrow night)
lac! (suf. excessiveness)
lactinfong (a personal name)
Leluh (n. a place in Kosrae)
Lela (n. a place in Maclwem)
Exercise 17a: Pronunciation Focus: Velarized Contrasts
Directions: In this exercise, you will hear a list of words which contain either
an initial plain or an initial velarized consonant. After each word, write the initial
consonant you heard in the blanks provided.
Example:
You will hear: pwacye 
	
You will write: pw
pw	kw I w
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.
(See Appendix B for the answers to this exercise and appendix C for the tapescripts. )
Lesson One 17
Exercise 17b: Pronunciation Practice: Velarized Contrasts
Directions: Listen to the pronunciation of each word and and repeat it in the
pause provided. If you are in a lab and are able to record your responses, be
sure to rewind to the beginning of this exercise and compare your own
pronunciation to the models you heard. Repeat this exercise if necessary.
pw
1. pweng (v. to greet)
2. pwenu (n.) coconut palm branch
3. pwi (v. tie)
4. pwe (adv. not enough)
5. pwac (n. privilege)
kw
6. kwac (adv. always)
7. kwacl (v. defecate, discharge)
8. kwacmel (n. soil of sand)
9. kwe (v. move)
10. kwi (n. a kind of fish)
lw
11. Iwacfuhl (n. level)
12. Iwacle (v. add, exaggerate)
13. Iwactoh (n. a kind of breadfruit)
14. Iwelah (v. allow)
15. Iwel (class. his or her)
Lesson One 18
Part Ill: Polite Greetings, Offering and Thanking
Exercise 18: Whole Text Listening
Directions: Listen to dialog three from episode one in which Srue meets Jay and
Pilika at the funeral and offers them something to eat You will hear the dialog
between Jay and Srue three times.
Exercise 19: Sentence Repetition
Directions: Repeat each sentence in the pauses provided.
Lesson One 19
Exercise 20: Dialogue Production
Directions: Take Jay's part and respond to Srue in the pauses provided. Then,
listen for the correct response. Cover the text as you listen and respond. Refer to it
only when necessary.
Srue:. Ekwe wo!	Good evening!
Jay:	Ekwe wo! Good evening!
Srue: Komwos fuhkah? How are you both this evening?
Jay: Kuht kuhna.	We are fine.
Srue: We! Wo lah kom tuhkuh.	It's really good that you came.
Jay:	Ahok. Ahok. Of course.
Srue: Kom luhngse mongo? Would you like to eat?
Jay: Meac sum ingacn?	What do you have there?
Srue: Rais, won Rice, chicken.
Jay:	Kuloh ma Iuhlahp. Thank you very much.
Srue: Ke kuhlwacng!	You're welcome.
Jay: Kuht fah ohsun! Goodbye.
Srue: Kuht fah ohsun! Goodbye.
Lesson One 20
Exercise 21a: Grammar Focus: The Complementizer "Iah"
We wo Iah kom tuhkuh.
EXCL good	COMP	you come
(It's really good that you came.)
In the statement "We wo lah kom tuhkuh" the word lah is used to join a noun
clause to the adjective wo (good). The noun clause in this statement is "kom
tuhkuh" (you came). Noun clauses in English often begin with "that" as in "That
you came is really good" or "It's really good that you came." In Kosraean, the
complementizer lah is similar to English "that." Listen to the following list of
adjectives that are followed by noun clause subjects and repeat them in the
pauses provided.
pwacye	true
WO good
kuluk bad
tweyuhk not sure
usrnguck	weird, strange, odd
The complementizer Iah can also join a noun clause after certain verbs. In this
case Iah might be translated to mean "if" or "whether" as in:
Nga nuhnkuh lah el ac tuhkuh.
I wonder	if he FUT come
(I wonder if hell come.)
Listen to the following list of verbs that can be followed by noun clauses and
repeat them in the pauses provided.
etuh	know, be aware of, realize
nihkihn - not know, be ignorant of
motko wondering, thinking
nuhnkuh think
muhlkihn	to forget
Exercise 21b: Grammar Focus: Sentences with Noun Clauses
Directions: Make complex sentences using the elements provided and the
complementizer lah. Pause the tape to write each sentence. Then listen for the
correct response and repeat what you hear.
Lesson One 21
Example:
Kom tuhkuh.	We! wo
We! wo lah kom tuhkuh. 
1. Pilika el som nuh ke mas ah fong.	pwacye
2. "Mas" pa "funeral."
	
Nga etuh
3. Kuht ac ohsun. tweyuhk
4. Kom luhngse mongo.	pwacye
5. Eltahl fuhkah olutu? nga nuhnkuh
6. El ac muhtana lohm ah.	usrnguck
7. Nga nihkihn. Pilika el som pahtuhr.
8. Nga etuh.	Meac kom oruh ekweah?
9. Kom etuh kahs Kosrae.	Wo
10. Nga motko.	Jay el ac som nuh ke mas
ah.
11. El etuh. Eltahl kwelac olutu.
(See Appendix B for the answers to this exercise.)
Lesson One 22
Meac sum ingacn?
what	with—you	LOCATIVE
(What do you have there?)
This simple question from scene III can tell you a lot about how Kosraean syntax
works. Understanding how this sentence is put together will help you figure out
others. Jay used this question when he asked Srue what she was offering him.
If you asked a native speaker how to ask "what does he or she have over there"
you'd learn that the words sum and ingacn would have to adjust for the third
person (he/she) and location (away from the one spoken to). The question
would then become:
Meac sel ingo.
what with—he LOCATIVE
(What does he/she have over there?)
The changes we see are sensitive to (1) the pronoun system and (2) the
determiner system which, as we will soon see, is highly sensitive to location.
First of all, the preposition se must include a suffix that agrees in person and
number with its object. These suffixes are easy to remember because we have
seen them before in the subject pronouns.
Exercise 22a: Grammar Focus: Agreement of the Preposition "se"
Directions: Listen to the following forms and repeat them in the pauses
provided.
kom	-> sum
"you" singular "with you"
ko(m)wos . -> su(m)wos*
Formal "you" plural	"with you"
komtacl -> sumtacl
Informal "you" plural "with you"
el -> sel
"he"	"with him"
"The "m" is optional. Younger people usually drop it.
Second, the word ingacn is a "locative" determiner. Determiners are words
that identify the reference of nouns. For example, the simple determiner "the" in
English can tell us the noun is something the speaker and listener already know
about, as in "The dinner was great." Likewise, "these" tells us the noun is close
to the speaker and is plural. "These" is a locative determiner.
Lesson One 23
Object is away
from both the
speaker and
listener
"that" or "those "ngoh
"this" or "thesengeObject is near the
speaker.
Simple	Meaning	Locative
Determiners.	Determiners
acn Object is near the
listener.
ngacn "that" "those"
In Kosraean, the locative determiners correspond with the simple determiners.
In both cases, the location of the noun is taken into consideration, with the
locatives having a much stronger locational meaning.
Exercise 22b: Grammar Focus: Simple and Locative Determiners
Directions: In the following chart, note how the vowel quality of the simple
determiner changes in its locative counterpart. Listen and repeat in the pauses
provided and then listen again to the model.
*You have seen another simple determiner before in Kom ac som nuh ke mas ah? The determiner ah
does not have a locational meaning. It is used much like "the" in English to refer to something both the
speaker and the listener are already aware of.
The locative determiners often have the locative prefix in-. You will often see
this prefixed to nouns to make locative nouns. For example the word for
"banana" (usr) becomes "banana field" (inusr) when this prefix is used. Thus,
the locative determiners mentioned above become:
ngacn you "that" "those"
have with you
ingacn "that" "those" you
have with you
there
ngo "that" or "those "
away from us
ing o "that" or "those "
away from us
over there
nge "this" or "these
near me
inge "this" or "these
near me here
Lesson One 24
Exercise 23: Dictation
Directions: Pause the tape after each sentence and write what you heard.
1.
2.
3.
4.
5.
(See Appendix B for the answers to this exercise.)
Now stop the tape and do exercises 24 and 25.
Exercise 24: Translation Matching
Directions: Match the Kosraean sentence with its English translation.
	 1. Meac sel ingacn?
 2. Meac sumtacl ingo?
 3. Meac sel ingo?
 4. Meac suwos ingacn?
	 5. Meac sum Inge?
(See Appendix B for the answers to this exercise.)
a.. What do you have there?.
b. What do you guys have over there?
c. What do you have here?
d. What does she have over there?
e. What does he have there (near you)?
Lesson One 25
Exercise 25: Situation Matching
Directions: Match each Kosraean sentence with the situation it could be used
in.
	 1. Meac sumtacl ingo?
 2. Meac sum inge?
 3. Meac sel ingacn?
	 4. Meac suwos ingacn?
 5. Meac sel ingo?
a. A woman is holding her baby who is sucking on
something. You ask the mother this question.
b. You are talking to two other men at their work
site. They have something in the back of their truck
which is about 25 feet away. You ask them about it.
C. You ask someone about a man you both see
across the street. He is carrying something in a
cloth sack. The sack is wiggling.
d. Two elderly ladies at church have a basket of
something and ask you if you want to eat.
e. A  co-worker  at  the library where you work left a
box on the table where you are working. You ask him
what it is.
(See Appendix B for the answers to this exercise.)
Exercise 26: Pronunciation Focus: Word Stress
As mentioned earlier, word stress is always on the second to the last syllable.
When a suffix is added to a word, the stress will shift to the penultimate position.
To get a sense of proper word stress listen to and repeat the following words,
and then, underline each stressed syllable. If you are in a language lab and
can record your responses, replay this exercise to hear the difference between
your pronunciation and the models you hear. Repeat this exercise if necessary.
tiac arulacna wo	so so
arulacna kuh very well
kwelac	better
muhnahs weak
fokoko strong
som pahtuhr go fishing
som yihyih	go swimming
som moul go shopping
koekoe kaki grate coconut
som orekma go work
orekma	work
Lesson One 26
muhta	stay
ollah nuknuk ah wash the clothes
posohfohs post office
som nuh ke mas ah	go to the funeral
lutlut ah	the school
som nuh ke laepracri ah go to the library
Exercise 27: Pronunciation Focus: Sentence Intonation
As was mentioned in the introduction to this book, Kosraean sentences have
four possible pitch levels: low (1) mid (2) high (3) and highest (4). Consider
mid pitch to be neutral. Low pitch goes for unstressed syllables near the end of
a sentence and high pitch for the stressed parts of a sentence. Highest is used
for special emphasis. If there is no special emphasis, the melody of a sentence
will move between low and high pitch.
Although you will see a lot of variation, there are two fundamental intonation
patterns to be aware of: rise-fall and rising. Rise-fall moves from mid to low with
any one stressed syllable in between receiving high pitch. This is a basic
pattern for statements, commands and questions with question words.
For example:
2 2 3 1
kuht fah ohsun.
Rising intonation is used for yes-no questions.
For example:
2 2	2 2 3 3	 Kom luhngse acn Kosrae?
As in English, intonation is meaningful and so a variation on the basic pattern
will reflect a specific message the speaker wants to convey. The following
exercise will help you become familiar with the basic patterns.
Directions: Listen to the following sentences and repeat them in the pauses
provided. Pay special attention to intonation. Repeat this exercise if necessary.
Lesson One 27
	J
Rise-fall intonation pattern:
• mid-high-low
• statements, commands, questions with Q-words (suc, fuhkah, meac)
Meac kom fuhkah olutu?
Meac kom oruh ekweah?
Komwos fuhkah?
Meac sum ingacn?
Fahsruh ohsun nuh sin mukul aset se inge.
Kuloh ma luhlahp.
Nga kuhna.
We wo lah kom tuhkuh.
"Mas" pa "funeral."
Nga som fan mos nuh ke mas ah.
Nga pa "Srue."
How are you this morning?
What did you do yesterday?
How are you?
What do you have there?
Come meet this American Guy.
Thank you very much.
I'm fine.
It's good you came.
"Mas" is "funeral."
I climbed for breadfruit.
I'm Srue.
Rising intonation pattern:
• mid-high
• yes-no questions
Kom ac som nuh ke mas ah oyekuh?
Kom luhngse acn Kosrae?
Kom etuh kahs Kos e?
Kom luhngse mongo?
Kom orekma ekweah?
Kom wi lutlut?
Kom som pahtuhr ekweah?
El mongo tari
Are you going to the funeral
tonight?
Do you like Kosrae?
Do you know Kosraean?
Would you like to eat?
Did you work yesterday?
Are you in school?
Did you go fishing
yesterday?
Has he/she eater 
Lesson One 28
Exercise 28: Crossword Review
Across
2	he
3 this evening
4 Locative determiner away from
speaker
6 house
7 chicken
8	Good morning!
9 stay
10 What's your name?
14 Thank you very much.
16 2nd plural informal pronoun
20 3rd person plural formal
pronoun
23	eat
24 speak
25 More polite future tense marker
28 A little.
30 tonight
31 Good evening!
(See Appendix B for the answers to this exercise.)
Down
1	fish
2 yesterday
3 make or do
4 Locative determiner near listener
5 this morning
10 I'm sorry.
11	Less formal future tense marker
12 Goodbye!
13 go swimming
15 what
17 the funeral
18 A word used to join two clauses
19 okay
21	like
22 Not much.
25 how
26 breadfruit
27 Good morning! Informal
29 Locative determiner near speaker
Lesson One 29
Appendix A: Video Scripts
Lesson One
Episode One: Greetings, Introductions and Small Talk
Pilika and Srue are secretly dating. They work together at the State Department
of Education. Jay is a graduate student from the University of Oregon working
on an internship in the department. In the morning Srue and Pilika visit in his
office. Later that day Srue and Jay introduce each other, and Srue invites Jay
to attend the funeral that evening. Later that evening, Srue meets Jay and
Pilika at the funeral while serving food to the guests.
Parentheses indicate other common language used in this situation, but not in the
actual video.
Scene I: Pilika's office in the morning
Pilika:	Lotu wo!
In the morning good
Good morning!
Srue: (Wes!) Tuwoh!
(Oh) In the morning-good
Hello.
Pilika: Meac kom fuhkah olutu?
what you how morning
How are you this morning?
Srue:	Nga kuhna. (Ac kom?)
I 	strong (And you?)
I'M fine. (And you?)
Pilika: (We nga kuh pac. Ac) meac kom oruh ekweah?
(Oh, I strong too and) what you do yesterday
(I'm fine, too. And) what did you do yesterday?
Srue:	(Wangin) nga muhtana lohm ah. Ac kom?
(Nothing)	I stay-just house the and you
(Not much,) I stayed at home. And you?
Pilika: Nga som fan mos nuh ke mas ah.
I go climb breadfruit for to funeral the
I went to get breadfruit for the funeral.
Appendix A 30
Srue:	Kom ac som nuh ke mas ah oyekuh?
you FUT go	to funeral the Dem-evening
Are you going to the funeral tonight?
Pilika: Wes Ahok. Sahp kuht fah tuh ohsun	e we.
oh yes maybe we will meet at there
Yes. I'll see you there.
Osamu: Tuwoh acn ingacn.
morning-good land over there
Hello there.
Pilika:	Wes. Tuwoh, tuwoh, tuwoh.
Oh. morning-good...
Oh. Hello, hello, hello.
Appendix A 31
Scene II: Pilika's office in the afternoon
(Srue enters sometime later that day. Pilika and Jay are quietly working.)
Pilika:	(Fahsruh ohsun nuh sin mukul aset	se inge.)
walk-DIR	meet to	man foreigner one this
Come and meet this American guy.
Srue: (Koacl.)
O.K. (literally, agreed)
Srue:	Lwen wo!
day good
Hello. (Lit. Good Day-FORMAL)
Jay: Lwen Wo!
day good
Hello.
Srue:	Kom etuh kahs Kosrae?
you know language Kosraen
Do you know how to speak Kosraean?
Jay: Kuhtuh srihsrihk.
some little
A little.
Srue:	Suc inem an?
what name-you
What's your name?
Jay: Inek pa Jay. Ac suc inem an?
name-my BE Jay. And what name-you
My name is Jay. And what is yours?
Srue:	Nga pa Srue. Kom luhngse acn Kosrae?
I BE Srue.	You like land Kosrae
I'm Srue. Do you like Kosrae? (Polite)
Jay: Ahok. Nga lungse na pwacye.
yes. I like-one very real
Yes. I really like it here.
Srue:	Kom fah weluhl Pilika nuhke mas ah oyekuh.
you will accompany Pilika to funeral the this evening
You should come with Pilika to the funeral tonight.
(Informal invitation)
Appendix A 32
Jay:	Sisla koluk. Meac "mas"?
throw-away bad. what "mas"?
I'm sorry. What is "mas"?
Srue:	"Mas" pa "funeral."
"mas" BE funeral
"Mas" is "funeral."
(Weluhl	Plllka nuh ke mas ah oyekuh.)
accompany Pilika to funeral the this-evening
Go with Pllika to the funeral this evening.
Jay:	Oh, Ahok, kuht fah ohsun.
oh,	O.K.	we will	meet
Oh, O.K. We'll see you there.
Srue:	Kuht fah ohsun.
we will again meet
I'll see you there.
Pllika:	Kuht fah ohsun. Kuloh.
we will again meet thanks
I'll see you there. Thanks.
Srue:	Koacl. Kuht fah ohsun!
O.K.	we will again meet
Agreed. I'll see you there.
Appendix A 33
Scene Ill: At the funeral that evening
Srue:	Ekwe wo!
evening good
Hello (Lit. Good Evening)
J&P: Ekwe wo!
Hello. (Polite)
Srue:	Kowos fuhkah?
you-both (polite) how
How are you? (Asking more than one person formally)
Jay: Kuht kuhna.
we strong-very
We are fine. (Inclusive)
Srue:	We wo lah kom tuhkuh.
Excl. good it -s you come
It's really good that you came.
Jay: Ahok, Ahok (Knodding)
yes, yes
Of course.
Srue:	Ac paun uh.
(to Pilika) chicken/rice wrap this
Have some food. (Informal asking)
Pilika: We! kuloh kuloh. Kitacl wihm eluh	met. Nga tok.
Excl. gratitude	ofer/give polite this person first me later
Thanks. Offer him first, me later.
Srue:	Kom lungse mongo?
(To Jay) you want eat
Would you like to eat?
Jay: Meac sum ingacn?
(To Srue) what with-you there
What do you have there?
Srue.	Rais, won
rice, chicken,
It's rice and chicken. (paun)
Jay: Kuloh ma luhlahp
gratitude things big
Thank you very much. (polite)
Appendix A 34
Srue:	Ke kuhlwacng!
with kindness
You're Welcome.
Pillka: Kuloh
gratitude
Thank you. (Informal)
Jay:	Kuht fah ohsun!
we will meet
Goodbye (Lit: See you).
Srue: Kuht fah ohsun!
Good bye.
Pilika:	Kuht fah ohsun!
Appendix A 35
Appendix B: Answer Key
Lesson One
Part I: Informal Greetings and Small Talk
Exercise 4b: Comprehenslon Practlce
1. She is very well.
2. No, he's strong.
3. She's sick.
4. Yes.
5. They both do.
Exercise 5b: Comprehension Focus: Subject Pronouns
1. el
2. nga
3. kuhtacl
4. elos
5. komtacl
6. eltahl
7. kom
8. kuht
9. el
10. kuht
Exercise 9: Comprehension Practice: The Future Tense
1. Sohn el ac som pahtuhr
2. Pilika el ac som fan mos.
3. Eltahl ac som nuh ke mas ah.
4. Eltahl ac som nuh ke mas ah.
Appendix B 36
Part II: Polite Small Talk
Exercise 14: Translation Matching
1. i
2. k
3. c
4. a
5. j
6. h
7. d
8. e
9. g
10. f
11. b
Exercise 15: Dictation.'
1. Nga luhngse na pwacye.
2. Lotu wo!
3. Kom etuh kahs Kosrae?
4. Kuhtuh srihsrihk.
5. Suc inem an?
6. Kom fuhkah olutu?
7. Nga kuhna.
8. Meac kom oruh ekweah?
9. Nga muhtana lohm ah.
10. Kuht fah ohsun.
Exercise 17a: Pronunciation Focus: Velarized Contrasts
1. pwepuh (n. paper)
2. pac (adv. also)
3. Pe Kahf (n. a place in Leluh)
4. pwacpuhl (n. bible)
5. pacn (n. pan)
6. kwaclacp (n. horizontal support)
Appendix B 37
7. kacluhn (n. gallon)
8. kwacpihlisi (v. to hasten or rush)
9. kwacn (n. stalk or stem of)
10. kacpi (v. cap)
11. luti (v. teach, preach)
12. Iwacle (v. add, exaggerate)
13. Lela (n. a place in Maclwem)
14. Iwactoh (n. a kind of breadfruit)
15. Iwel (class. his or her)
Appendix B 38
Part Ill: Polite Greetings, Offering and Thanking
Exercise 21b: Grammar Focus: Sentences with Noun Clauses
1. Pwacye Iah Pilika el som nuh ke mas ah fong.
2. Nga etuh lah "mas pa "funeral."
3. Tweyuhk lah kuht ac ohsun.
4. Pwacye Iah kom lungse mongo.
5. Nga nuhnkuh eltahl fuhkah olutu.
6. Usrnguck el ac muhtana lohm ah.
7. Nga nihkihn Iah Pilika el som pahtuhr.
8. Nga etuh lah meat kom oruh ekweah.
9. Wo lah kom etuh kahs Kosrae.
10. Nga motko lah Jay ac som nuh ke mas ah.
11. El etuh lah eltahl kwelac olutu.
Exercise 23: Dictation
1. Meac sumtacl ingo?
2. Meac sum inge?
3. Meac sel ingacn?
4. Meac suwos ingacn?
5. Meac sel ingo?
Exercise 24: Translation Matching
1. Meac sel ingacn?
2. Meac sumtacl ingo?
3. Meac sel ingo?
a  4. Meac suwos ingacn?
c  5. Meac sum inge?
Exercise 25: Situation Matching
a. What do you have there?.
b. What do you guys have over there?
c. What do you have here?
d. What does she have over there?
e. What does he have there (near you}?
Appendix B 39
b 	1. Meac sumtacl ingo?
e 	2. Meac sum inge?
a 	3. Meac sel ingacn?
d  4. Meac suwos ingacn?
c 	5. Meac sel ingo?
Exercise 28: Crossword Review
ACROSS DOWN
2 el 1 pahtuhr
3 oyekuh 2 ekweah
4 ingo 3 oruh
6 Iohm 4 ingacn
7 won 5 olutu
8 lotu wo 10 sisla koluk
9 muhtana 11 ac
10 suc inem an 12 Kuht fah ohsun
14 kuloh ma Iuhlahp 13 som yihyih
16 komtacl 15 meac
20 elos 17 mas ah
23 mongo 18 Iah
24 kahs 19 ahok
25 fah 21 Iuhngse
28 kuhtuh srihsrihk 22 wangin
30 ofong 25 fuhkah
31 ekwewo 26 mos
27 tuwoh
29 inge
Appendix B 40
Appendix C: Audio Tapescripts
Lesson One
Part I: Informal Greetings and Small Talk
(Recording directions in parentheses)
Sydney: Lesson One Part I: Informal Greetings and Small Talk Exercise 1:
Whole Text Listening
Directions: Listen to dialog one from episode one in which Srue and Pilika meet in
Pilika's office. You will hear the dialog three times.
(Read the dialog 3 times)
Pilika:	Lotu wo!
Srue: Lotu wo!
Pilika: Meac kom fuhkah olutu?
Srue:	Nga Kuhna, ac kom?
Pilika: Nga kuh pac. Meac kom oruh ekweah?
Srue: Wangin, nga muhtana lohm ah. Ac kom?
Pilika:	Nga som fan mos nuh ke mas ah.
Srue: Kom ac som nuh ke mas ah oyekuh?
Plika: Ahok. Sahp kuht fah ohsun e we.
Srue:	Kuht fah ohsun.
Pilika: Kuht fah ohsun.
Sydney: Exercise 2: Sentence Repetition
Directions: Repeat each sentence in the pause provided.
Pilika:
(Pause 5)
(Pause 5)
(Pause 5)
(Pause 5)
Lotu wo!
Lotu wo!
Kom fuhkah olutu?
Kom fuhkah olutu?
Appendix C 41
(Pause 5)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
(Pause 8)
Nga Kuhna, ac kom?
Nga Kuhna, ac kom?
Nga kuh pac. Meac kom oruh ekweah?
Nga kuh pac. Meac kom oruh ekweah?
Wangin, nga muhtana lohm ah. Ac kom?
Wangin, nga muhtana lohm ah. Ac kom?
Nga som fan mos nuh ke mas ah.
Nga som fan mos nuh ke mas ah.
Kom ac som nuh ke mas ah oyekuh?
Kom ac som nuh ke mas ah oyekuh?
Ahok. Sahp kuht fah ohsun e we.
Ahok. Sahp kuht fah ohsun e we.
Kuht fah ohsun.
Kuht fah ohsun.
Sydney: Exercise 3: Dialogue Production
Directions: Take Srue's part and respond to Pilika in the pause provided. Then, listen
for the correct response. Cover the text as you listen and respond. Refer to it only
when necessary.
Pilika:	Lotu wo!
(Pause 5)
Srue: Lotu wo!
Pilika:	Meac kom fuhkah olutu?
(Pause 5)
Srue: Nga kuhna, ac kom?
Pilika:	Nga kuh pac. Meac kom oruh ekweah?
(Pause 8)
Srue: Wangin, nga muhtana lohm ah. Ac kom?
Pilika:	Nga som fan mos nuh ke mas ah.
(Pause 5)
Srue: Kuht fah ohsun.
Appendix C 42
Pilika:	Kuht fah ohsun.
Sydney: Exercise 4a: Vocabulary Building: Adjectives
The question Kom fuhkah? ("How are you?") is usually answered with the standard
reply, Nga kuhna. ("I"m fine.") Sometimes, however, you may hear something else.
Listen to the following alternative expressions and note their meanings.
Srue:	mas
mas
tiac arulacna wo
tiac arulacna wo
arulacna kuh
arulacna kuh
kwelac
kwelac
muhnahs
muhnahs
fokoko
fokoko
kuh pac
kuh pac
Sydney: Now repeat these expressions in the pauses provided. If you are using this
audio tape in a language lab, be sure to record your responses so you can compare
your own pronunciation with the models you hear.
Srue:	mas
(Pause 5)
mas
(Pause 5)
tiac arulacna wo
(Pause 5)
tiac arulacna wo
(Pause 5)
arulacna kuh
(Pause 5)
arulacna kuh
(Pause 5)
Appendix C 43
kwelac
(Pause 5)
kwelac
(Pause 5)
muhnahs
(Pause 5)
muhnahs
(Pause 5)
fokoko
(Pause 5)
fokoko
(Pause 5)
kuh pac
(Pause 5)
kuh pac
(Pause 5)
Sydney: Exercise 4b: Comprehension Practice
Directions: Listen to the following dialogs and answer the comprehension questions
that follow. Example:
Man:	Lotu wo!
Woman: Tuwoh! Meac kom fuhkah olutu?
Man: Nga kuhna, ac kom?
Woman: Nga kuh pac.
Sydney:	Is the woman sick?
(Pause 15)
Number 1
Man:	Lotu wo!
Woman: Tuwoh! Meac kom fuhkah olutu?
Man: Nga kuhna, ac kom?
Woman: Nga tiac arulacna wo.
Sydney:	How is the woman this morning?
(Pause 15)
Number 2
Man: Lotu wo!
Woman:	Tuwoh! Meac kom fuhkah olutu?
Man: Nga fokoko, ac kom?
Appendix C 44
Woman:	Nga kuh pac.
Sydney: Does the man feel weak this morning?
(Pause 15)
Number 3
Man:	Lotu wo Srue!
Woman: Tuwoh! Meac kom fuhkah olutu?
Man: Nga kuhna, ac kom?
Woman: Nga mas.
Sydney:	How is Srue this morning?
(Pause 15)
Number 4
Man: Lotu wo!
Woman:	Tuwoh! Meac kom fuhkah olutu?
Man: Nga kwelac, ac kom?
Woman: Nga kuh pac.
Sydney: Is the man better this morning?
(Pause 15)
Number 5
Man:	Lotu wo!
Woman: Tuwoh! Meac kom fuhkah olutu?
Man: Nga arulacna kuh, ac kom?
Woman: Nga kuh pac.
Sydney:	Who feels very well this morning?
(Pause 15)
Sydney: Exercise 5a: Grammar Focus Subject Pronouns
Directions: Listen to the pronunciation of the subject pronouns listed in the chart
below.
Pilika: nga
nga
kom
kom
el
el
kuht
kuht
kuhtacl
Appendix C 45
kuhtacl
Komwos
Komwos
komtacl
komtacl
elos
elos
eltahl
eltahl
Sydney: Grammar Note: Declarative vs Imperative Sentences
Imperative sentences in both English and Kosraean do not contain a stated
subject. ("Go get the breadbruit!") However, Kosraean declarative statements
differ from English statements in that when the subject is a person, it must be
followed by the pronoun. This is to distinguish a declarative sentence from an
imperative that includes the "commandee's" name. Compare:
Srue:	Pilika el som fan mos.
Sydney: Pilika gets the breadfruit. (Declarative)
Srue: Som fan mos.
Sydney: Get the breadfruit! (Imperative)
Srue:	Pilika, som fan mos.
Sydney: Pilika, get the breadfruit! (Imperative)
Sydney: Now repeat the pronouns in the pauses provided.
(Pause 5 seconds after each form)
Pilika:	nga
nga
Nga kuhna.
Nga kuhna.
komkom
Kom fuhkah.
Kom fuhkah.
el
el
Appendix C 46
El kuhna.
El kuhna.
kuht
kuht
Kuht kuhna.
Kuht kuhna.
kuhtacl
kuhtacl
Kuhtacl kuhna.
Kuhtacl kuhna.
Komwos
Komwos
Komwos fuhkah.
Komwos fuhkah.
komtacl
komtacl
Komtacl fuhkah.
Komtacl fuhkah.
elos
elos
Elos kuhna.
Elos kuhna.
eltahl
eltahl
Eltahl kuhna.
Eltahl kuhna.
Sydney:	Exercise 5b: Comprehension Focus: Subject Pronouns
Directions. Listen to the following sentences and write the pronouns you hear in the
blanks. Example:
Pilika: Komtacl fuhkah?
(Pause 10 seconds after each sentence)
Srue:	Number 1.
El fuhkah olutu.
Number 2
Appendix C 47
Nga tiac arulacna wo.
Number 3
Kuhtacl kuhna.
Number 4
Elos kuhna olutu.
Number 5
Komtacl fuhkah?
Number 6.
Eltahl kwelac.
Number 7
Kom fuhkah oyekuh?
Number 8
Kuht fokoko!
Number 9
El fuhkah olutu?
Number 10
Kuht arulacna kuh.
Sydney: Exercise 6: Grammar Focus: Unmarked Tense Sentences
Srue: Meac kom oruh ekweah?
Sydney: In the first scene, Pilika asks Srue what she did yesterday. In his question
he established the time context by using the word ekweah ("yesterday"). There is no
other indication of time. Consequently, because the time frame is clear, it is not
necessary to indicate past time in the subsequent talk. Let's review their interchange:
P: Meac kom oruh ekweah?
S: Nga muhtana lohm ah. Ac kom?
P: Nga som fan mos nuh ke mas ah.
Sydney: Notice in the second and third sentences there are no explicit markers for
time. Notice also that in the second sentence, the verb som is used with another verb
to mean an equivalent to the English go+verb (go shopping, go bowling). Som may
also be used to simply mean "go" as in "I went to the post office." Now let's learn a few
more expressions and build on this type of sentence. Listen to the following
expressions and note their meanings.
Pilika: som pahtuhr
som pahtuhr
som yihyih
Appendix C 48
som yihyih
som moul
som moul
som orekma
som orekma
orekma
orekma
muhta
muhta
ollah nuknuk ah
ollah nuknuk ah
som nuh ke posohfohs ah
som nuh ke posohfohs ah
som nuh ke mas ah
som nuh ke mas ah
som nuh ke lutlut ah
som nuh ke lutlut ah
som nuh ke laepracri ah
som nuh ke laepracri ah - 
Now repeat these expressions in the pauses provided. Be sure to rewind the tape and
compare your own pronunciation to the models.
(Pause8)
Srue:	som pahtuhr
som pahtuhr
som yihyih
som yihyih
som moul
som moul
som orekma
som orekma
orekma
orekma
muhta
muhta
ohllah nuknuk ah
Appendix C 49
ohllah nuknuk ah
som nuh ke posohfohs ah
som nuh ke posohfohs ah
som nuh ke mas ah
som nuh ke mas ah
som nuh ke lutlut ah
som nuh ke lutlut ah
som nuh ke laepracri ah
som nuh ke laepracri ah
Sydney: Exercise 7: Grammar Focus: Sentence Building With Unmarked
Tense
Directions: In this exercise you will hear question prompts followed by one of the
above verbal expressions. Respond to each question using the expressions provided
and then listen for the correct response. Be sure to supply the appropriate pronoun
the question prompt requires. A reference chart of the pronouns is below. You may
want to stop the tape at this time and quickly review the pronouns.
Pilika:	Meac kom oruh ekweah?
Srue: muhtana lohm ah
Pilika: Nga muhtana lohm ah.
Sydney: Number 1
Pilika:	Meac kom oruh ekweah?
Srue: som yihyih
(Pause 13)
Pilika: Nga som yihyih.
Srue: som orekma
(Pause 13)
Pilika:	Nga som orekma.
Srue: Meac el oruh ekweah?
Pilika: som pahtuhr
(Pause 13)
Srue:	El som pahtuhr.
Pilika: som moul
(Pause 13)
Srue: El som moul.
Pilika: som kwekwe kaki
(Pause 13)
Srue:	El som koekoe kaki.
Pilika:	Meac komtacl oruh ekwea?
Srue: ollah nuknuk ah
(Pause 13)
Pilika: Kuhtacl ohllah nuknuk ah.
Appendix C 50
Srue:	som nuh ke lulut ah
(Pause 13)
Pilika: Kuhtacl som nuh ke lulut ah.
Srue: Meac kom oruh ekweah?
Pilika:	som nuh ke posohfohs ah
(Pause 13)
Srue: Nga som nuh ke posohfohs ah.
Pilika: som nuh ke mas ah
(Pause 13)
Srue: Nga som nuh ke mas ah.
Pilika:	Meac el oruh ekweah?
Srue: som nuh ke laepracri ah
(Pause 13)
Pilika: El som nuh ke laepracri ah.
NOW STOP THE TAPE TO STUDY THE FOLLOWING DISCUSSION
THEN PROCEED WITH THE FOLLOWING EXERCISES.
Sydney: Exercise 8: Grammar Focus: The Future Tense
Directions: Listen to the model, and then substitute the word provided to form a
new sentence. Then, listen for the correct response. Example:
Pilika:	Nga ac som fan mos Iututacng.
Srue: lutu
Pilika: Nga ac som fan mos lutu.
Sydney: Number 1
Pilika:	Nga ac som fan mos Iututacng.
Srue: som nuh ke laepracri ah Iututacng.
(Pause 8)
Pilika: Nga ac som nuh ke laepracri ah.
Srue: olutu
(Pause 8)
Pilika:	Nga ac som nuh ke laepracri ah olutu.
Srue: koekoe kaki
(Pause 8)
Pilika: Nga ac som koekoe kaki olutu.
Srue: mihsenge
(Pause 8)
Pilika:	Nga ac som koekoe kaki mihsenge.
Srue: kuhtacl
(Pause 8)
Pilika: Kuhtacl ac som koekoe kaki mihsenge.
Srue: som pahtuhr
(Pause 8)
Pilika:	Kuhtacl ac som pahtuhr mihsenge.
Srue: lutu
Appendix C 51
(Pause 8)
Pilika:	Kuhtacl ac som pahtuhr lutu.
Srue: Eltahl
(Pause 8)
Pilika: Eltahl ac som pahtuhr lutu.
Srue: som yihyih
(Pause 8)
Pilika:	Eltahl ac som yihyih tutu.
Srue: ekuh in lutu
(Pause 8)
Pilika: Eltahl ac som yihyih ekuh in lutu.
Srue: lututacng
(Pause 8)
Pilika:	Eltahl ac som yihyih lututacng.
Srue: som orekma
(Pause 8)
Pilika: Eltahl ac som orekma lututacng.
Srue: Nga
(Pause 8)
Pilika:	Nga ac som orekma lututacng.
Srue: lacfong
(Pause 8)
Pilika: Nga ac som orekma lacfong.
Srue: som nuh ke mas ah
(Pause 8)
Pilika:	Nga ac som nuh ke mas ah lacfong.
Sydney: Exercise 9: Comprehension Focus: The Future Tense
Directions. In this exercise, you will hear four conversations. After each
conversation, pause the tape and write the answer to the question in the space
provided. Example:
Pilika:	Lotu wo
Srue: Tuwoh
Pilika: Meac kom ac oruh lutu?
Srue: Wangin, nga ac muhtana lohm ah.
Sydney:	What will the woman do tomorrow?
Srue: El ac muhtana lohm ah.
Sydney: Conversation 1
Srue:	Lwen wo Pilika.
Pilika: Lwen wo.
Srue: Meac Sohn el ac oruh misenge?
Pilika: Sohn el ac som pahtuhr.
Sydney:	What does Sohn plan to do today?
Conversation 2
Appendix C 52
Pilika:	Ekwe wo
Srue: Ekwe wo
Meac kom fuhkah oyekuh?
Pilika: Nga kuhna, ac kom?
Srue: Nga kuh pac. Meac kom ac oruh lututacng?
Pilika:	Nga ac som fan mos.
Sydney: What will Pilika do tomorrow morning?
Conversation 3
Srue:	Lwen wo
Pilika: Lwen wo
Srue: Meac Komwos fuhkah?
Pilika: Kuht kuhna. Ac kom?
Srue: Nga kuhna. Meac komtacl ac oruh ekuh in lutu?.
Pilika:	Kuht ac som nuh ke mas ah.
Sydney: What will they do tomorrow evening?
Conversation 4
Pilika:	Lotu wo
Srue: Lotu wo
Pilika: Kom ac som nuh ke mas ah oyekuh?
Sure: Ahok, ac kom?
Pilika: Ahok, Kuht fah ohsun e we.
Sure:	Kuht fah ohsun.
Sydney: Where will Srue and Pilika go this evening?
Sydney: Exercise 10a: Vocabulary Focus: Time Adverbs
Kom fuhkah olutu? Directions: Look at the following time words. This list
might seem overwhelming at first, but if you study it, a few patterns emerge. It is
important to make note of the patterns you encounter because these same
patterns, such as the use of affixes, word order, lexical items, and prepositional
phrases are going to appear in other areas of the language.
Notice, for example, that fong means "last night" and that ofong means
"tonight." Similarly, the word "evening" is ekuh, and so to say "this evening"
you say oyekuh. Generally, time words that contain "o-" require a future tense
marker. Stop the tape and study the 'following list of time words to note other
patterns. Then, turn the tape on again and listen to how they are pronounced.
Srue: lutu ekweah
lutu ekweah
ekweah
Appendix C 53
ekweah
fong
fong
yoh fong
yoh fong
olutu
olutu
mihsenge
mihsenge
oyekuh
oyekuh
ofong
ofong
lututacng
lututacng
lutu
lutu
ekuh in lutu
ekuh in lutu
lacfong
lacfong
ulelac
ulelac
Sydney: Now repeat the above words and expressions in the pauses provided.
Pilika:	olutu
olutu
Kom fuhkah olutu?
Kom fuhkah olutu?
mihsenge
mihsenge
El fuhkah misenge?
El fuhkah misenge?
oyekuh
oyekuh
Komwos fuhkah oyekuh?
Appendix C 54
Komwos fuhkah oyekuh?
ofong
ofong
Eltahl fuhkah ofong?
Eltahl fuhkah ofong?
Sydney: Exercise 10b: Vocabulary Focus: Time adverbs and Pronouns
Directions: Repeat the base sentences you hear, and then revise them with the
alternative words provided to make new sentences. Then, listen for the correct
response. If possible, record your responses and compare them' to the models you
hear. Remember, if the sentence contains a verb and a time adverb that has the prefix
"o-" you will need to use the future tense marker "ac."Examples:
Pilika:	Kom fuhkah olutu?
Srue: ofong
Pilika: Kom fuhkah ofong
Srue: El
Pilika: El fuhkah ofong.
Pilika:	Meac kom oruh ekweah?
Srue: ofong
Pilika: Meac kom ac oruh ofong?
Sydney: Number 1
Pilika:	Kom fuhkah olutu?
(Pause 8)
Srue: Komwos
(Pause 8)
Pilika: Komwos fuhkah olutu?
Srue:	lutu ekweah
(Pause 8)
Pilika: Komwos fuhkah lutu ekweah?
Srue: elos
(Pause 8)
Pilika:	Elos fuhkah lutu ekweah?
Srue: mihsenge
(Pause 8)
Pilika: Elos fuhkah mihsenge?
Srue: komtacl
(Pause 8)
Pilika:	Komtacl fuhkah mihsenge?
Sure: oyekuh
(Pause 8)
Pilika:	 Komtacl fuhkah oyekuh?
Srue:	 eltahl
(Pause 8)
Pilika: Eltahl fuhkah oyekuh?
Appendix C 55
Srue:	Meac kom oruh ekweah?
(Pause 8)
Pilika: lutu ekweah
(Pause 8)
Srue: Meac kom oruh lutu ekweah?
Pilika: elos
(Pause 8)
Srue:	Meac elos oruh lutu ekweah?
Pilika: mihsenge
(Pause 8)
Srue: Meac elos oruh mihsenge?
Pilika: komtacl
(Pause 8)
Srue:	Meac komtacl oruh mihsenge?
Pilika: olutu
(Pause 8)
Srue: Meac komtacl ac oruh olutu?
Pilika:	Kom ac som nuh ke mas ah oyekuh?
(Pause 10)
Srue: ofong
(Pause 10)
Pilika: Kom ac som nuh ke mas ah ofong?
Srue: eltahl
(Pause 10)
Pilika:	Eltahl ac som nuh ke mas ah ofong?
Srue: lututacng
(Pause 10)
Pilika: Eltahl ac som nuh ke mas ah lututacng?
Srue: olutu
(Pause 10)
Pilika:	Eltahl ac som nuh ke mas ah olutu?
Srue: lacfong
(Pause 10)
Pilika: Eltahl ac som nuh ke mas ah lacfong?
Srue: ekuh in lutu
(Pause 10)
Pilika:	Eltahl ac som nuh ke mas ah ekuh in lutu?
Part 11: Polite Small Talk
Sydney: Part 2: Polite Small talk. Exercise 11: Whole Text Listening
Directions: Listen to the dialog from scene two in which Jay meets Srue in Pilika's
office. You will hear the dialog three times.
(Read the dialog 3 times)
Srue: Lwen wo!
Pilika: Lwen wo!
Appendix C 56
Srue: Kom etuh kahs Kosrae?
Pilika:	kuhtuh Srihsrihk.
Srue: Suc inem an?
Pilika: Inek pa Jay. Ac suc inem an?
Srue: Nga pa Srue. Kom Iuhngse acn
Kosrae?
Pilika: Ahok. Nga Iuhngse na pwacye.
Srue: Kom fah weluhl Pilika nuh ke mas
ah oyekuh.
Pilika: Oh, ahok, Kuht fah ohsun.
Srue:	Kuht fah sifil ohsun.
Sydney: Exercise 12: Sentence Repetition
Directions: Repeat each sentence in the pause provided.
(Pilika or Srue reads)
Lwen wo!
(Pause 5)
Lwen wo!
(Pause 5)
Kom etuh kahs Kosrae?
(Pause 8)
Kom etuh kahs Kosrae?
(Pause 8)
kuhtuh Srihsrihk.
(Pause 5)
kuhtuh Srihsrihk.
(Pause 5)
Suc inem an?
(Pause 5)
Suc inem an?
(Pause 5)
Inek pa Pilika. Ac suc inem an?
(Pause 8)
Appendix C 57
Inek pa Pilika. Ac suc inem an?
(Pause 8)
Nga pa Srue. Kom luhngse acn Kosrae?
(Pause 8)
Nga pa Srue. Kom luhngse acn Kosrae?
(Pause 8)
Ahok. Nga luhngse na pwacye.
(Pause 8)
Ahok. Nga luhngse na pwacye.
(Pause 8)
Kom fah weluhl Pilika nuh ke mas
ah oyekuh.
(Pause 8)
Kom fah weluhl Pilika nuh ke mas
ah oyekuh.
(Pause 8)
Oh, ahok, Kuht fah ohsun.
(Pause 8)
Oh, ahok, Kuht fah ohsun.
(Pause 8)
Kuht fah sifil ohsun.
(Pause 5)
Kuht fah sifil ohsun.
(Pause 5)
Sydney: Exercise 13: Dialogue Production
Directions: Take Jay's part and respond to Srue in the pauses provided. Then, listen
for the correct response. Cover the text as you listen and respond. Refer to it only
when necessary.
Srue: Lwen wo!
(5 sec)
Jay:	Lwen wo!
Srue: Kom etuh kahs Kosrae?
(8)
Jay: Kuhtuh srihsrihk.
Srue: Suc inem an?
(8)
Appendix C 58
Jay:	Inek pa Jay. Ac suc inem an?
Srue: Nga pa Srue. Kom luhngse acn
(8 sec ) Kosrae?
Jay:	Ahok. Nga luhngse na pwacye.
Srue: Kom fah weluhl Pilika nuh ke mas
(8) ah oyekuh.
Jay:	Oh, ahok, Kuht fah ohsun.
Srue: Kuht fah sifil ohsun.
Sydney: Exercise 14: Translation Matching
Directions: Listen to the words and expressions from the left column and match
put the letter of each translation in the blanks.
(Srue Reads)
1. ahok
(Pause 10)
2. kom
(Pause 10)
3. Kuht fah ohsun
(Pause 10)
4. Ac suc inem an?
(Pause 10)
5. Kom etuh kahs Kosrae?
(Pause 10)
6. Kom luhngse acn Kosrae?
(Pause 10)
7. Suc inem an?
(Pause 10)
8. Kuhtuh sriihsrik.
(Pause 10)
9. Lotu wo!
(Pause 10)
10. Kom fah som nuh ke mas ah oyekuh.
(Pause 10)
11. Nga luhngse na pwacye.
Appendix C 59
(Pause 10)
Sydney: Exercise 15: Dictation.
Directions: Listen to the following sentences from Scenes I and II and pause
the tape to write them on the lines provided below.
Srue: (Read the number.)
1. Nga luhngse na pwacye.
2. Lotu wo.
3. Kom etuh kahs Kosrae?
4. Kuhtuh srihsrihk.
5. Suc inem an?
6. Kom fuhkah olutu?
7. Nga kuhna.
8. Meac kom oruh ekweah?
9. Nga muhtana lohm ah.
10. Kuht fah ohsun.
Sydney: Read the following discussion and continue with exercise 16.
Exercise 16: Pronunciation Focus: Velarized Consonants
Now, listen to the contrast between the velarized and plain consonants below:
Pilika:	pweng	pengana
pwenu Pennem
pwi pihn
pwe pe
pwac pac
Srue:	kwac kac
kwacl kacl
kwacm el	kacm
kwe ke
kwi ki
Pilika:	Iwacfuhl Iacfong
Iwacle lac!
lwactoh	lactinfong
Iwelah Leluh
Iwel Lela
Sydney: Exercise 17a: Pronunciation Focus: Velarized Contrasts
Appendix C 60
Directions. In this exercise, you will hear a list of words which contain either an initial
plain or an initial velarized consonant. After each word, write the initial consonant you
heard in the blanks provided. Example. You will hear.
Srue: pwacye
Sydney: You will write pw.
(Say each number)
Srue:	1. pwepuh (n. paper)
2. pac (adv. also)
3. pe kahf (n. a place in Leluh)
4. pwacpuhl (n. bible)
5. pacn (n. pan)
6. kwaclacp (n. horizontal support)
7. kacluhn (n. gallon)
8. kwacpihlisi (v. to hasten or rush)
9. kwacn (n. stalk or stem of)
10. kacpi (v. cap)
11. luti (v. teach, preach)
12. Iwacle (v. add, exaggerate) .
13. Lela (n. a place in Maclwem)
14. Iwactoh (n. a kind of breadfruit)
15. Iwel (class. his or her)
Appendix C 61
Sydney: Exercise 17b: Pronunciation Practice: Velarized Contrasts
Directions: Listen to the pronunciation of each word and and repeat it in the
pause provided. If you are in a lab and are able to record your responses, be
sure to rewind to the beginning of this exercise and compare your own
pronunciation to the models you heard. Repeat this exercise if necessary.
(Read each word twice. Pause 3)
Pilika:	1. pweng
2. pwenu
3. pwi
4: pwe
5. pwac
6. kwac
7. kwacl
8. kwacmel
9. kwe
10. kwi
11. Iwacfuhl
12. Iwacle
13. Iwactoh
14. Iwelah
15. Iwel
• Appendix C 62
Part Ill: Polite Greetings, Offering and Thanking
(Recording directions in parentheses)
Sydney: Lesson One Part Ill: Polite Greetings, offering and thanking. Exercise 18:
Whole Text Listening
Directions: Listen to dialog three from episode one in which Srue meets Jay and
Pilika at the funeral and offers them something to eat You will hear the dialog
between Jay and Srue three times.
(Read the dialog 3 times)
Srue: Ekwe wo!
Jay:	Ekwe wo!
Srue: Komwos fuhkah?
Jay: Kuht kuhna.
Srue: We! wo lah kom tuhkuh.
Jay:	Ahok. Ahok.
Srue: Kom luhngse mongo?
Jay: Meac sum ingacn?
Srue: Rais, won
Jay:	Kuloh ma luhlahp.
Srue: Ke kuhlwacng!
Jay: Kuht fah ohsun!
Srue: Kuht fah ohsun!
Sydney: Exercise 19: Sentence Repetition.
Directions. Repeat each sentence in the pauses provided.
Pilika:	Ekwe wo!
(Pause 5)
Ekwe wo!
(Pause 5)
Appendix C 63
Komwos fuhkah?
(Pause 5)
Komwos fuhkah?
(Pause 5)
Kuht kuhna.
(Pause 5)
Kuht kuhna.
(Pause 5)
We wo Iah kom tuhkuh.
(Pause 5)
We wo Iah kom tuhkuh.
Ahok. Ahok.
(Pause 5)
Ahok. Ahok.
(Pause 5)
Kom Iuhngse mongo?
(Pause 5)
Kom Iuhngse mongo?
(Pause 5)
Meac sum ingacn?
(Pause 5)
Meac sum ingacn?
(Pause 5)
Rais, won
(Pause 5)
Rais, won
(Pause 5)
Kuloh ma Iuhlahp.
(Pause 5)
Kuloh ma Iuhlahp.
(Pause 5)
Ke kuhlwacng!
(Pause 5)
Ke kuhlwacng!
(Pause 5)
Kuht fah ohsun!
Appendix C 64
(Pause 5)
Kuht fah ohsun!
(Pause 5)
Sydney:	Exercise 20: Dialogue Production
Directions. Take Jay's part and respond to Srue in the pauses provided. Then, listen
for the correct response. Cover the text as you listen and respond. Refer to it only
when necessary.
Srue:	Ekwe wo!
(Pause 8)
Pilika: Ekwe wo!
Srue: Komwos fuhkah?
Pause 8)
Pilika:	Kuht kuhna.
Srue: We! wo lah kom tuhkuh.
(Pause 8)
Pilika: Ahok. Ahok.
Srue:	Kom luhngse mongo?
(Pause 8)
Pilika: Meac sum ingacn?
Srue: Rais, won
(Pause 8)
Pilika:	Kuloh ma luhlahp.
Srue: Ke kuhlwacng!
(Pause 8)
Pilika: Kuht fah ohsun!
Sydney:Exercise 21a: Grammar Focus: The Complementizer "lah"
Srue: We wo lah kom tuhkuh.
Sydney: Directions: In the statement "We wo lah kom tuhkuh" the word lah is
used to join a noun clause to the adjective wo (good). The noun clause in this
statement is "kom tuhkuh" (you came). Noun clauses in English often begin
with "that" as in "That you came is really good" or "It's really good that you 
came." In Kosraean, the complementizer lah is similar to English "that." Listen
to the following list of adjectives that are followed by noun clause subjects and
repeat them in the pauses provided.
Appendix C 65
Pilika:
pwacye
(Pause 3)
pwacye
(Pause 3)
WO
(Pause 3)
WO
(Pause 3)
kuluk
(Pause 3)
kuluk
(Pause 3)
tweyuhk
(Pause 3)
tweyuhk
(Pause 3)
usrnguck
(Pause 3)
usrnguck
Sydney: The complementizer lah can also join a noun clause after certain
verbs. In this case lah might be translated to mean "if" or "whether" as in:
Pilika:	Nga nuhnkuh lah el ac tuhkuh.
Sydney: Listen to the following list of verbs that can be followed by noun
clauses and repeat them in the pauses provided.
Srue:
etuh
(Pause 3)
etuh
(Pause 3)
nihkihn
(Pause 3)
nihkihn
Appendix C 66
(Pause 3)
motko
(Pause 3)
motko
(Pause 3)
nuhnkuh
(Pause 3)
nuhnkuh
(Pause 3)
muhlkihn
(Pause 3)
muhlkihn
(Pause 3)
Sydney: Exercise 21b: Grammar Focus: Sentences with Noun
Clauses
Directions: Make complex sentences using the elements provided and the
complementizer lah. Pause the tape to write each sentence. Then listen for the
correct response and repeat what you hear. Example:
Pilika:	Kom tuhkuh.
Srue: We wo
Pilika: We! wo lah kom tuhkuh.
Srue:	Number 1. Pilika el som nuh ke mas ah fong.
Pilika: pwacye
(Pause 3)
Srue: Pwacye lah Pilika el som nuh ke mas ah fong.
(Pause 3)
Srue:	Number 2. "Mas" pa "funeral."
Pilika: Nga etuh
(Pause 3)
Srue: Nga etuh lah "mas" pa "funeral."
(Pause 3)
Srue	Number 3. Kuht ac ohsun.
Pilika: tweyuhk
(Pause 3)
Srue: Tweyuhk lah kuht ac ohsun.
(Pause 3)
Appendix C 67
Srue:	Number 4. Kom luhngse mongo.
Pilika: pwacye
(Pause 3)
Srue: Pwacye lah kom luhngse mongo.
Srue:	Number 5. Eltahl fuhkah olutu?
Pilika: nga nuhnkuh
Srue: Nga nuhnkuh Iah eltahl fuhkah olutu.
Srue: Number 6. El ac muhtana lohm ah.
Pilika:	usrnguck
Srue: Usrnguck lah el ac muhtana lohm ah.
(Pause 3)
Srue: Number 7. Nga nihkihn.
Pilika:	Pilika el som pahtuhr.
(Pause 3)
Srue: Nga nihkihn lah Pilika el som pahtuhr.
(Pause 3)
Srue: Number 8. Nga etuh.
Pilika:	Meac kom oruh ekweah?
(Pause 3)
Srue: Nga etuh lah meac kom oruh ekweah.
(Pause 3)
Srue: Number 9. Kom etuh kahs Kosrae.
Pilika:	Wo
(Pause 3)
Srue: Wo lah kom etuh kahs Kosrae.
(Pause 3)
Srue: Number 10. Nga motko.
Pilika:	Jay el ac som nuh ke mas ah.
(Pause 3)
Srue: Nga motko lah Jay el ac som nuh ke mas ah.
(Pause 3)
Srue: Number 11. El etuh.
Pilika:	Eltahl kwelac olutu.
(Pause 3)
Srue: El etuh Iah eltahl kwelac olutu.
(Pause 3)
Pilika:	Meac sum ingacn?
Sydney: means What do you have there?
This simple question from scene III can tell you a lot about how Kosraean syntax
works. Understanding how this sentence is put together will help you figure out
others. Jay used this question when he asked Srue what she was offering him.
If you asked a native speaker how to ask "what does he or  she  have over there"
Appendix C 68
you'd learn that the words sum and ingacn would have to adjust for the third
person (he/she) and location (away from the one spoken to). The question
would then become:
Pilika:	Meac sel Ingo.
Sydney: which means what does he/she have over there?
The changes we see are sensitive to (1) the pronoun system and (2) the
determiner system which, as we will soon see, is highly sensitive to location.
First of all, the preposition se must include a suffix that agrees in person and
number with its object. These suffixes are easy to remember because we have
seen them before in the subject pronouns.
Sydney:	Exercise 22a: Grammar Focus: Agreement of the
Preposition "se"
Directions: Listen to the following forms and repeat them in the pauses
provided.
Srue:
kom
(Pause 3)
SUM
(Pause 3)
ko(m)wos
(Pause 3)
SUWOS
(Pause 3)
ko(m)tacl
(Pause 3)
sumtacl
(Pause 3)
el
(Pause 3)
sel
(Pause 3)
Second, the word ingacn is a "locative" determiner. Determiners are words
that identify the reference of nouns. For example, the simple determiner "the" in
English can tell us the noun is something the speaker and listener already know
Appendix C 69
about, as in "The dinner was great." Likewise, "these" tells us the noun is close
to the speaker and is plural. "These" is a locative determiner.
In Kosraean, the locative determiners correspond with the simple determiners.
In both cases, the location of the noun is taken into consideration, with the
locatives having a much stronger locational meaning.
Exercise 22b: Grammar Focus: Simple and Locative Determiners
Directions: In the following chart, note how the vowel quality of the simple
determiner changes in its locative counterpart. Listen and repeat in the pauses
provided and then listen again to the model.
Pilika: (Pause 3)
acn
acn
ngacn
ngacn
oh
oh
ngoh
ngoh
uh
uh
nge
nge
Sydney:	The locative determiners often have the locative prefix in-. You
will often see this prefixed to nouns to make locative nouns. For example the
word for "banana" (usr) becomes "banana field" (inusr) when this prefix is
used. Thus, the locative determiners mentioned above become:
Pilika:
ingacn
ingacn
ingo
ingo
inge
inge
Appendix C 70
Sydney:	Exercise 23: Dictation
Directions: Pause the tape after each sentence and write what you heard.
Srue: (Pause 3)
1. Meac sumtacl ingo?
2. Meac sum inge?
3. Meac sel ingacn?
4. Meac suwos ingacn?
5. Meac sel ingo?
Sydney:	Now stop the tape and do exercises 24 and 25.
Sydney: Exercise 26: Pronunciation Focus: Word Stress
As mentioned earlier, word stress is always on the second to the last syllable.
When a suffix is added to a word, the stress will shift to the penultimate position.
To get a sense of proper word stress listen to and repeat the following words,
and then, underline each stressed syllable. If you are in a language lab and
can record your responses, replay this exercise to hear the difference between
your pronunciation and the models you hear. Repeat this exercise if necessary.
Srue: (repeat each expression twice. Pause 5)
tiac arulacna wo
arulacna kuh
kwelac
muhnahs
fokoko
som pahtuhr
som yihyih
som moul
koekoe kaki
som orekma
orekma
muhta
ollah nuknuk ah
posohfohs
som nuh ke mas ah
lutlut ah
som nuh ke laepracri ah
Sydney:	Exercise 27: Pronunciation Focus: Sentence Intonation
Appendix C 71
As was mentioned in the introduction to this book, Kosraean sentences have
four possible pitch levels: low (1) mid (2) high (3) and highest (4). Consider
mid pitch to be neutral. Low pitch goes for unstressed syllables near the end of
a sentence and high pitch for the stressed parts of a sentence. Highest is used
for special emphasis. If there is no special emphasis, the melody of a sentence
will move between low and high pitch.
Although you will see a lot of variation, there are two fundamental intonation
patterns to be aware of: rise-fall and rising. Rise-fall moves from mid to low with
any one stressed syllable in between receiving high pitch. This is a basic
pattern for statements, commands and questions with question words.
For example:
2	2 3 1
kuht fah ohsun.
Rising intonation is used for yes-no questions.
For example:
2 2	2 2 3 3
Kom luhngse acn Kosrae?
As in English, intonation is meaningful and so a variation on the basic pattern
will reflect a specific message the speaker wants to convey. The following
exercise will help you become familiar with the basic patterns.
Directions: Listen to the following sentences and repeat them in the pauses
provided. Pay special attention to intonation. Repeat this exercise if necessary.
Srue: (Read each element twice. Pause 8)
Rise-fall intonation
Meac kom fuhkah olutu?
Meac kom oruh ekweah?
Komwos fuhkah?
Meac sum ingacn?
Fahsruh ohsun nuh sin mukul aset se inge.
Kuloh ma luhlahp.
Nga kuhna.
We wo lah kom tuhkuh.
"Mas" pa "funeral."
Nga som fan mos nuh ke mas ah.
Appendix C 72
Nga pa "Srue."
Rising intonation
Kom ac som nuh ke mas ah oyekuh?
Kom Iuhngse acn Kosrae?
Kom etuh kahs Kosrae?
Kom luhngse mongo?
Kom orekma ekweah?
Kom wi lutlut?
Kom som pahtuhr ekweah?
El mongo tari?
Appendix C 73