Peace Corps

Temne Language
Manual
 TABLE OF CONTENTS

PAGE
1. INTRODUCTION
a. Note to the text 1

b. The Temnes 3
C. Temne Orthography 5
d. Note to the Teacher 8
2. LESSON I: BASIC GREETINGS 12
a. Pronouns 17
b. Adjectives 20

3. LESSON II: INTRODUCING A FRIEND 24

a. Parts of the Human Body 29
b. Noun 31
c. Notes on Grammar I 32
d. " II 37

-4. LESSON III:

JOB DESCRIPTION 39
a. Days of the Week 48
b. Months of the Year
Verbs 49
c. Some Temne Proverbs 56
d. Some Useful Expressions 57

5. LESSON IV: AT TIE MARKET 58

a. Counting Exercise 61
b. Specifying Things 63
c. Grammar Notes 65
d. The Cassava Plant 69
e. Seasons of the Year 71
f. Proverbs 73

6. LESSON V: DINING HALL SITUATION 75

a. Grammar Notes on Tenses 78
b. tt II tr,
Location, Time, Manner 80
c " " It
Imperatives and Requests 85
d. 11 el
" Quantities and Comparisons 87
 PAGE

7. LESSON VI: ASKING FOR DIRECTIONS TO DIFFERENT

PLACES AND PEOPLE 91

a. Some Useful Expressions 93

b. Grammar Notes 94

8. LESSON VII: TRAVELLING BY LORRY PART I 98

a. Grammar Notes on Prepositions 101

9. LESSON VIII: TRAVELLING BY LORRY PART II 104

a. Some Useful Expressions 105

b. Times of the Week 106

Oil Pali Produce 108

c.

10. LESSON IX: THE PEACE CORPS VOLUNTEER TALKS TO

THE PARAMOUNT CHIEF 111

LESSON X: TALKING TO THE FAMILY 113

11.
a. School Situation 114

12. LESSON XI: REFUSING GIFTS AND INVITATIONS

POLITELY 117
Some Temne Songs 118
a.
Slangs 120
b.
Dos and Don'ts 121
c.

LESSON XII: AT THE TAILOR SHOP 123

13.
a. Glossaiy 124

References 132
b.
 INTRODUCTIO N
NOTE TO THE TEXT

This is the first expansion of the Temne Language

Manual which has been used by Peace Corps Sierra Leone
for a number of years. It is also the first time the
official Temne alphabet is used.
This piece of work has been done by people who have
had a lot of experience with Peace Corps Education Training
Programs in particular and, have the courage to compile such
a comprehensive Language manual for Peace Corps, Sierra Leone.
A lot of vocabulary, grammar, proverbs, useful expres-
sions, situational dialogues and some popular Temne songs
have been incorporated into the manual.
In attempting to review the original Peace Corps Temne
Manuals a lot of resource materials have been drawn from
scripts produced mainly in the Grammar of the Language. The
authors of such reference materials are highly commended for
their enviable work, although their works are not originally
produced for audio - lingual teaching and the necessary modifi-
cations have had to be made to fit the 'borrowed' material
into this manual.
This manual is rich enough to suit any Peace Corps
Training Programme - muck depends on the Instructor's creati-
vity to utilize the materials provided..
The APO Training, Mr. A.V.V. Musa, needs to be highly
commended for his initiative in promoting the success of this
language workshop.
 In as much as the participants (writers) do not claim
to be professionals in this area, we would welcome any
relevant observations, comments and recommendations from
readers and instructors.

WORKSHOP PARTICIPANTS

1. Mr. Musa A.P.C.D.P Training (Freetown)

2. " Jacomo S. Bangura (M.T.C., Makeni)
3. " Solomon Tholley (N.U.C.,
,"
4. " Thomas Mark Turay
5. " Albert Samara Makeni

6
 3/
THE TEMNES

The Temnes form the major tribal group in the Northern

Province of Sierra Leone, and majority of them aremuslims.
They can be found in all the five Districts of the Northern
Province, although mainly in the Tonkolili, Bombali and Port
Loko Districts. Because of this varied habitation, there are
varied dialects of the Temne Language itself -for example,
TONI, SANDA, BOMBALI, KONIKAY, KBOLIFA etc.
The Temnes are mainly rice growers although they also
cultivate crops like groundnut, sorghum, millet, guinea corm
and pigeon peas on a relatively large scale. Their inter-
actions with other ethnic groups, like the Fullahs have
introduced cattle.herding and sedentary farming among some
of the Temnes.
The tribe is typically rural although many of its people
are fast developing a tendency to migrate to the urban areas,
leaving the agricultural lands fallow and unproductive.
From history, the Temnes are believed to have migrated
from the FUTA DJALLON Highlands (REPUBLIC OF GUINEA) into
Sierra Leone mainly through the forces and dictates of wars
and trade with other tribes from the Western Sudan.
They are war-like and have maintained their cultural
heritage for decades, until they became islamised by the
FUllahs.
The dominant secret encieties among the Temnes are the
PORO for the men and BONDO for the women.
Western influence has greatly influenced the tribe 'Li
many ways, including their traditions and customs, thus
affecting the cultural continuity uf the tribe.
The Language itself has greatly been modified by various
tribal influences. This has greatly increased and affected
the Temne vocabulary and grammar. A lot of words in Temne can
therefore be common with other words used in other ethnic
groups like the Limbas, Mandigos, Fullahs and Susus etc., which
are important tribal groups in Temne land and share common
boundaries in many cases with typical Temne Speaking regions.
 4/

Generally speaking, trade has been the most important

single factor in this tribal admixture.
Learners of the Language should therefore not be sur-
prised to hear certain words in other tribal languages
which
may be similar to certain Temae words. No doubt the Language
has grown immensely. But it is only now that the Literature
of the Language is gaining momentum. Thanks to the activi-
ties of the Missionary Agencies in this country.
 5/
TEMITE ORTHOGRAPHY

Writing a Temne Orthography for this text hawnot been

easy, since, in keeping with the normal rules of producinga
good orthography, basic considerations like Accuracy,Economy,
Consistency and Similarity are important. The text has found
problems in particularly fulfilling the "Similarity" element
which caters for similar orthographies to facilitate the
reading of another's language.
The Printing Presses have been mainly geared towards
producing materials for European Languages, which has gota
disastrous effect on African Languages in general.
Also, the different dialects and the fast growth of the
Temne Language due to the various tribal interactions, have
made it difficult to locate specific vocabulary for certain
words to suit all regions in Sierra Leone - hence the Temne
Lingua Franca is difficult to write.
A writer mainly has to have initiative to use certain
vocabulary and expressions, anticipating that they will be
understood by alll Temne speaking people in Sierra Leone.
Although Temne is a Tone Language with relative pitch
levels (though not absolute) associated with ever] word, for
the sake of convenience, Tone Marks have not been indicated.
Alsc, many sounds occur in Temne, some of which either do not
appear in the English Language or have a different distinction.
The instructor should use his/her expertise to treatan
actual situation by using sounds that can be easily understood
by the people taught.

THE ALPHABET USED

a - as in alangba - young men

b - n bep
tt
- spoon
d - ti
" dis - yesterday
e - " 11
kel - brightly
c - 11 11
Emuna - potatoes
a - " If
tal - to listen
 6/
f - as in fentha - to lie down
f-b - " " gbengbe - pepper
h - " " hake - sin
i - 11 u
fi - to die
k - u 11
kek - beard
1 - u loll
" - ripe
m - " " MCM - attempt, to try
n - 11 II
nene - cockroach
g - 11 II
gal) - to bite
o - II II
potho - white man
c - 11 II
nulm - dirt
p - 11 fl
pol - to clap
r - 11
" ret - sun or day
s - u
" sas - three
t - u
tot - fly
th - " " thith - to choose, select
u - u ri
yufu - owl
w - 11
" wol - to play
y - II u
yathi - truely, surely

C ONSONANTS
They produce relatively very little difficulty - b, d,
f, h, k, 1, m, 11, ij, p, r, s, t, w, y. 'Th' and ,Gbt are
dizraphs. The Int is the moot difficult consonant. It is
a sin.:ae sound which is often considered to be a "g" and a
"b" pronounced simultaneously. Most new trainees and even
'old' PCVs who have been in the country for a while, frequently
utter "a", "b" r&ther than "gb". Mostly, the best pronuncia-
tion comes out like a "b".

1.g: Gbemgbe - bembe - pepper

kagbom - kabom - village
gbut - but - short
and, so on.

10
 7/

Another sound is "D". It is often pronounced like "ng"

in sling, sing or sting.
A phrase like IMUnolial if not more 'awful' than that.
In some cases, the distinction between 'd' and 'r' are
neutralized. Where this happens, it is recommended that "r"
be used.

Example: ro, do, rim, dim, delve, reke, re, de.

Where "w" and "y" alternate, it is recommended that
be used.

VOWELS
There has been a degree of inconsistency in this area.
However, eight vowels have been identified ror thepurpose
of this manual.
They are: a, e, el i, o, o, u, a

GLIDES OR DIPHTHONGS

The ;e include:

ai as in "akai" young bush

ei II It ukei thief
of " " boi fertile
ui ti 11
kui crocodile
of II II boi immerse

11
 8/
NOTE TO THE TEACHER

Teaching is an art, a rather difficult art. As 'there'

are many ways to go to heaven', so also there are many ways
to 'reach your students'. There ale indeed varied teaching
techniqves and methods.
Here are some basic principles and methods to help you
teach effectively:

1. Know your subject matter to your finger tips. That is,

be very familiar with the grmtimnr, dialogues, useful
exprassionsp.vocabulary and proverbs etc., in each lesson.

2. Be cheerful, patient and punctual.

3. Teach enough practical and conversational skillsto

enable the learner to have a foundation on which to build.

4. Teach your, lessons with eagerness, confidence and a sense

of humour.

5. Be an enthusiastic and alive teacher. A teacher with

little or no zest for life is bound to have problems
with his/her class.

6. Instil in the students the desire to go on learning the

Temne Lazguage by reminding them of their daily progress.
Let them know that Rome was not built a day and that
they must not expect to learn Temne all at once.

7. Never make a mockery of the student's slowness and in

ability to pronounce or learn certain words or phrases
properly. Appreciate whatever little effort your student
makes in learning the Language.

8. Maintain a positive classroom atmosphere throughout.

Your classroom should be a place where the students
have a good time learning Temne.

9. Positive reinforcement is an essential ingredient in the

art of teaching. Praise your students occasionally
even adults like to be encouraged, therefore, let them
be made aware of their advancement in the language.
 9/

10. If you can, occasionally take your class out where they
can use the language. Also let them see you use it.

11. Act out (dramatize) greetings and conversations. Make

them as real as possible. This helps to motivate your
students greatly.

12. Bring actual objects into the classroom. Use photos

and sketches where this isn't practical. A picture is
worth a thousand words, but the real object is even
better. A lot of pictorial cues have been included in
this manual. -Use them to help your students review voca
bulary and construct simple sentences of their own, thus
enabling them to function much more effectively in the
language.

13. Develop a lot of situational dialogues that yourstudetts

will often encounter. Teach your students the essentials )

of the Temne Language so that they can developpractical

and conversational skills.

14. Remember tht.:t "too much of cne thing is good for nothing".
Therefore, vary your classroom techniques often enough to
keep the students alert and interested.

15. Be creative and use your initiative to explore the rele

vant portions of the manual to help meet the immediate
needs of your students. You don't have to follow the plan
of this manual to the letter. It only attempts to offer
the basis on which to build.

16. Encourage a lot of role play in your lessons this

reduces boredom and facilitates learning.
 10/

A. DIALOGU2
Good dialogues give learners different ways'of how
people talk to each other in actual life situations. A
dialogue teaches what people might say. They give all
students in class a chance to converse. The shy students
can gain confidence in themselves through dialogues.
A series of dialogues on a given topic prepare students
.

.to develop their own conversations.

PRESENTATION

(a) Teacher reads and explains the difficult and new

vocabulary.

(b) Teacher reads and explains the narration.

(c) Teacher reads the dialogue at normal speed.
(d) Teacher reads the dialogue for the second time and uses
appropriate visual aids and gestures to explain it.
(e) Repetition of dialogue sentence by sentence.

II. EXPLANATION

(a) Dramatization (role play).

(b) Student participation
(c) Pointing to the object
(d) Gestures/mimes

(e) Visual aids

(f) English or Brio (which ever is appropriate).

III. DICTATION

IV. Second Dramatization

V. Exercises (Grammar, Drills, Comprehensions, Translations

etc.).

1
4
 11/

B. SUBSTITUTION DRILL

(a) Make a pattern sentence - e.g. "I ba aruba" -

I am blessed.

(b) Drill the pattern sentence through repetition.

(c) Set a pattern exercise by saying:

(i) Your part while pointing at yourself.

(ii) Student's part while pointing at himself/herself.

(d) Then start the exercise thus:

Teacher's Cue Trainee's Response

Ibaaruba I ba aruba
o ba aruba

C. TRANSFORMATION DRILL

(a) Make a model sentence e.g. " I ko ro Kambia" -

I'm going to Kambia.

(b) Set a pattern exercie by saying:

(i) Your part while pointing at yourself.

(ii) Trainee's part while pointing to him/her.

(c) Then start the exercise thus:

Teacher Trainee
1. I ko ro Kambia I ko-ye ro Kambia
(I'm going to Kambia) (I'm not going to Kambia)

2. Se di emuna Se di-ye emuna

(We eat potatoes) (We don't eat potatoes)
 13/
LESSON ONE

BASIC GREETINGS

TEACHING GUIDES

INTRODUCTION .

I. Before teaching this lesson the instructor should be

conversant with the vocabulary and grammar in dialogue
One.

II. The instructor should know the names of his/her trainees

before the lesson starts.

III. Get trainees involved in role-play.

IV. Drill the vocabulary, read the narrative slowly before

finally jumping to the dialogue using mimes, gestures
etc.

VOCABULARY
(1) of em people (10) kel/kelso - also/again
(2) rarer - two (11) yifthanz - ask themselves
(3) angbanc - they meet (12) yif - ask
(4) gbane meet (13) ames - names
ro - on (14) Des name
(5)
(6) roD road (15) maD their-

(7) kan then/and (16) yenka - before

(8) korianc greeting/ (17) ansakanz they depart
themselves
kori greet (18) sakans - depart
(9)

NARRATION
Afem Dared angbauc ro roD kan ko".ianc; kan kelso
yifthanc ames mark yenka ansakanc.

1 7
 14/

TEMNE ENGLISH

A: Wan seke Hi friend

B: Iyo, seke Hi
A: Tope ander-a? How are you?
B: A yenki /Antler a yenki, I am fine, and you
munoTia?
A: Pins- so mij yenki I am fine too
B: Des a mu-a? What is your name?
A: Mine yi....; munoD-a? My name is....; what about you?
B: Mine yi ". I am called
A: owa-o Good-bye
B: Iyo, sanaDksne so. O.K. we shall see again.

OTTER FORMS OF GREETING

Ddirai-i (singular) Good morning

nedirai-i (plural)
l3piari -i (singular) Good afternoon
napiari-i (plural)
panemu-o (singular) Hi (greeting to show that both parties
have met within the same day)
panznu-o (plural) Hi ("you" plural)
senz-o (singular) welcome greeting
senznu-o (plural)

NOTE: In Temne, after the greeting "Ddirai-i" meaning "Good

morning", starting from sunrise to about mid-day, all other
greetings are "ipiari -i" meaning "Good afternoon". The only
exceptions are mainly panzmu-o, acne -o, iseke-o as indicated
above.

1
8
 15/

.SUBSTITUTION DRILL

SINGLE SLOT SUBSTITUTION

Teacher's Cue Trainee's Response

Wan Dpiari-i Wan Dpiari-i

Kotho
Thara
Wathe
Yathki
Abu
o ya
Pa/othem

Teacher's Cue Trainee's Response

Iyo seke Iyo seke

Ddirai-i
3piari -i
Panemu-o
Sens -o

DOUBLE SLOT SUBSTITUTION

Teacher's Cue Trainee's Response

Wan panemu-o Wan panemu.po

Seke Wan seke
Kotho Kotho seke
Ddirai-i " Ddirai-i
Fatmata Fatmata "

Sens --o " eene-o

Wathe Wathe
Dpiari-i " Dpiari-i
othem othem "
 16/

EXPANSION
Teacher's Cue Trainee's Response

Tope -a? /Tope ander-a? I thantho kuru

I muti kuru momo

Topemu -a? Tai teye

Pei tapoDe
Alhamdurilai
Alathantho

Question Response

Positive Negative

1. Topemu-o in yenki I yenki-e

2. Tope anfeth-a? A yenki/Da yenki An yenki-e
3. Tope koa? on yenki o yenki-c
4. Tope mayira-a? Mt fino/I thantho o baki a tei tagba-
kuru thi
5. Tope kabor-a? Da yenki/A yenki Datui/a tui an yenki-e

TRANSFORMATION DRILL

Teacher's Cue Trainee's Response

Pa Ddirai-i Iyo, nedirai

Pa Dpiari-i Iyo, napiari
Pa panzmu-o Iyo, panemu-o
Pa sene-o Iyo, seas -o
Pa mark dira-o Iyo, mark dira nu-o
Pa tope-e Iyo, tope seke

20
 17/

PRONOUNS
SUBJECTIVE PRONOUNS

SINGULAR PLURAL

1st Person I I Se we
2nd " Me /ark you no they
3rd " o he /she an/an they

EXAMPLES

I di I eat
Ma/en di you eat
0 di he /she eats
So di we eat
Na di you eat
Wan di they eat

OBJECTIVE PRONOUNS

SINGULAR PLURAL

lst Person Mi me (I am) Su us

2nd " Mu you Nu you
3rd " Ko him/her rya them

EXAMPLES

Tei mi Leave me (alone)

Ti (It) tei mu I'll leave you (alone)
'Tei ko Leave him/her (alone)
Tei su Leave us (alone)
Se/Tei nu We'll leave you (alone)
Tei na Leave them (alone)

21.
 18/

DISJUNCTIVE PRONOUNS

SINGULAR PLURAL
1st Person I Sapp- we
2nd " you Nap - you
3rd " he/she pap - they

Question: Kane ba anseth-a? Who owns the house

Answers: Miner) I /me

MunoD you
KonoD- he/she
SaD we
Nap you
pap they

POSSESSIVE PRONOUNS

SINGULAR PLURAL

1st Person Dami/yami - mine Dasu/yasu - ours

2nd " Damu/Yamu - yours Danulyanu - yours
3rd " D013/7013 his/hers DaD/yaD - theirs

EXAMPLES

SINGULAR

(a) Anlemre Demi my orange

Elemre yami my oranges

(b) Anlemro jam your orange

Elemre yemu your oranges'

(c) Anlemre DoD his/her orange

Elemre yoD his/her oranges

22
 19/

PLURAL

(a) Anlemre pasu our orange

Elemre yasu our oranges

(b) Anlemre panu your orange

Elemre yanu your oranges

(0) Anlemre pap their orange

Elemre yap their oranges

NOTE: There are however exceptions to the above rule.

See noun variations in Dialogue II.

SOME EXAMPLES ON POSSESSIVE PRONOUNS

NOTE: When they carry prefixes, the prefixes are connected

to the pronouns.

1. Mop: Monter mefino

His groundnut is fine.

Amop Amon meme

This is his

2. Tani: A tatek tami to bap

gy feet hurt

Atami: Atami tete

Those are mine

3. pap: An seth man afino

Their house is fine

Apap: Apap ales (Their's is bad)

4. prim: A Beth pasu a bane

Our house is big

Apasu: Apasu a lol

Ours is small

Wuni o wuni a bother maber mop

Everyone likes his own wine.
p3
a bother amoy. He likes his own.
 20/

DEMONSTEATIVE AND RELATIVE PRONOUNS AND ADJECTIVES

A. These pronouns vary according to the prefix of the

noun to which they refer, as follows:

This That Who, Whom or Which

owe owoD owo

arse aDaD aua
eye cyaD eya
ake akaij aka
ate ataD ata
are arm ara
ame ELMELD, aural

ane anau ana

ape apart aga

EXAMPLES

SINGULAR PLURAL
obai owe - this chief aDbai ape - these chiefs
obai owoD - that chief ark bai aDaD - those chiefs
an bamp owe - this bird ebamp aDaD - those birds
anent anaD - that fire apDla ape - this rice

11.4 01115.1=.11.10111,.......IIIM.
4

okapra owo dif osem

the hunter who killed the animal
okapra owo OBC101 o dif
the hunter whm, the animal killed

aroD ara se taD

the road which we follow

aroD ara ko ro Yakeni

the road which goes to Makeni

NOTE: (a) That there is no difference in form between the

subjective and objective cases of the relative pronoun.
(b) The relative pronoun is frequently expressed by using
the demonstrative form, especially when the thing referred
to can be seen or is being pointed out: 24
 21/

Examples:
1s Akuma akap o keia
the box which he stole
(ie. that box, over there, which he stole)
2. Kabap aka I ba ro to ka mi
the axe which I have in my hand
(ie. this axe here, not the other one)

B. There is also another form meaning 'this' or 'that'.

This form is: kati Datil eyati, rati (dati), pati, mati,
nati, tati.
It is only used when the thing it refers to is something
that has already been mentioned, referred to or suggested,
and something that is being pointed out.

Etamples:

1. Bepi en nenk owuni owo der dis-e, wop owuni kati.

If you see the person who came yesterday, arrest that
person (him).

2. Arrant' ama o sop rau ma les, to mun arrant mati.

The water that he gave you is bad, don't drink that
water (it).

3. a koth pall; arm) dati re boll

He walked all day; that road is long.

O. There are also two more or less idiomaticways in

which "this" and "that" are used; these are:

konn kons-we
DiaD Die-De
kiap kie-ke
riap
miaD mie-me
niai nie-ne
piwj pie-pe
tiara tie-te
 22/

Both these forms are sail to mean "it is this" or "it is

that", but their exact meaning. can only be shown by examples:

1. "Ko emba rota ka mu-e?"

"What have you got in your hand?"

"Kebap kap" It is an axe

or
"Kabap kiap It's an axe

2. "Ko ogbasi take sim arz,bonko-e?"

"What did he use to cut down the forest?"

"Anboka piap - It was a matchet

3. "Kabap ke reke emba rota ka mu-e?"
"Which axe did you have in your hand?"

"Keke" - This is it or this one.

4. "iseth areke en word -e ?"

"Which house did you enter?"

"piepe )
)
This one
SIMMOMP OWORMO 0.....1MMIPIEIONNYM.M.11111.

CYCLES - INSTRUCTIONS

NOTE:

1. Instructor should point to himself saying -

"Mine yi

2. Drill the pattern "Mine yi"

Ask individual trainees .... "ties a mu-a?

4. Point to a trainee and say" "Nano yi"

(Suppose the name). Point to another trainee by him
and say "Mine yi".

5. Let one trainee stand by you and say "Sa yi...."

6. Go down these adjectival pronouns in the manner above.

 23/
TEMNE ENGLISH

(1) A: Mine 4 My name is...., What about you?

B: Des a mu-a? What is your name?
A: Mine yi My name is

(it) B: Des a mu-a? What is your name?

A: Apes a mi Da yi....; My name is , What about
yourself.
B: Apes a mi Da yi My name is

NOTE: Instructor gives his own name emphasizing the pattern -

NMITIF yi" or apes a mi Da yi.

TEACHER'S CUE TRAINEE'S RESPONSE

SINGULAR

Des ami-a Mao yi....; MineD-a?

Des amu-e? Mine yi....; MunoD -a?
Des Dop-a? Kono yi

PLUM.
Mes ma su-a? Sa yi
Mes ma nu-a? Na yi
Mes map-a Da yi
Mes me DaD-a? )

.MNMOMOWO...ftmWOOOOAOOM.PCMOINMWPOW.....IPOOMWIOSIDelOOK.MOOMlhPOMOMMlyw.

SOME COMMON TEMNE NAMES

MALE FEMALE

Kanray Thorlie FatuKamara

Abdulai Eamara Sama Konteh
Sorie Bangura Tye Thorlie
Alpha Turay Yenoh Saaka
Alio Kohdeh Memama Tarawalie

SOME USEFUL EXPRESSIONS

1. Tope afem a mu-a? A yenki

2. Tope ebera-a? U yenki
3. Tope oberaka mu-a 7
4. oboli ro Bo-i? enko oboli
ade e bali-
 LESSON TWO - PICTORIAL CUE
INTRODUCING A MEND

28
29
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LESSON TWO

INTRODUCING A FRIEND
TEACHING GUIDES

INSTRUCTIONS

1 The instructor should be thoroughly familiar with the

lesson by reading it several times ahead of the trainees.

2. The instructor should introduce new vocabulary and phrases

as and when necessary to facilitate the proper understaaaing
of the lesson.

3. Drill new and difficult vocabulary and phrases thoroughly

using forward and backward build-up methods.

4. Lay emphasis on the grammatical aspect of this lesson to

develop a successful lesson.

5. Keep in mind your mimes, gestures and other teaching

techniques to reduce boredom.

VOCABULARY
Sorie
Abu male native names
Alpha
Yathki friend
Anko they went
otori he introduced
.kou his .

NARRATION
Sorie-ark yi oyathki koD Abu-au anko kori Alpha-au. Sorie-au
otori Abu-au oyathki koD. Alpha.-a0.

30
 26/
DIALOGUE
TENNE ENGLISH

Soria: Wan Beim Hi friend

Alpha: Iyo, sake; tope mu-a? Hi. How are you
Sorie: I muti kuru memo I thank God.
Alpha, oyathki kami kono Alpha, this is my friend
we, AbuaD. Abu.
Alpha: Abu Beim, obonz mi tek Hi Abu. I am glad to melt
.tara mu. you.
Abu: Iyo seke; minesa obone Yes, me too I'm glad to
mi tek tetra mu. meet yaa.
Alpha: Reke maid wur-a? Where are you from?
Abu: I wur ro Mapaki; Nano I am from Mapaki. How
so-s? about you?
Alpha: I wur ro Yoni. I am from Yoni.
Soria: Abu, owa se kone. Abu, we are going.
Alma Iyo, seneijkanz nu so. O.K. I will see you again.

SUBSTITUTION DRILL I

TEACHER'S CUE TRAINEE'S RESPONSE

Wan, kori oyathki kami Wan, kori oyathki kami

Thara
Sotho
Marie
Wathbera

Wath runi kori await mi Wath runi kori owont mi

arani kami
°mane kami
oya kami
okay kami
okarmoko kami
obarin kami
°theme kami
okomanz kami
unit, kara kami

31
 27/
SUBSTITUTION DRILL II

TEACHER'S CUE TRAINEE'S RESPONSE

obone mi tok tare mu obone mi tek tara ma

ko
Da
ru
Abu-aD
anfama mu
an wont a mu
oya ka mu
okandeAbai
Pa Komrabai

obone mi tek tara mu obone mi tek tara ma

Pa Rok
Pa RED
Ya Bomposseh
Ya Bomwara
Ya Bomkapr

SUBSTITUTION DRILL III

TEACHER'S CUE TRAINEE'S RESPONSE

Reke me wur-a? D wur ro America

Sierra Leone
Bo
Rakeni
!clamp (Freetown)
Nateboi
Kenema
Yordbana

Reke moD wur-a? I wur ro

Reke man wur-a? Se wur ro
Reke maD wur-a? AD wur ro
 28/

DOUBLE SLOT SUBSTITUTION

1. °bone mi take tare. mu I'm glad to know you

2. obonz mi take tara ko . I'm glad to know him
3. °bone mu take tara ko . You are glad to know him

4. obone mu take tamer Da You are glad to know them

5. °bone ko take tara Da . He is glad to know them
6. dbonz ko take tara nu . He is glad to know you
 29/
PICTORIAL CUE

PARTS OP THE HUMAN BODY

(egbap ya owuni kopet)

Vi/
 30/
VOCABULARY
1. rabomp MO head
2. anion hair
3. ansoth NO nose
4. rotor (pl. efor) - eye(s)
5. kasen mouth
6. anlens (pl. seen) - ear(s)
7. kalim neck
8. kasok throat
9. kata hand
10. katoD trunk
11. arasa (pl. amasa) - breast(s)
12. ankepet chest
13. ansa (pl. esa) - buttock(s)
14. anlonk arm (pl. elonk)
15. anlenk leg (pl. clank)
16. anni (pl. eni) - sole(s)
17. rawu (pl. tam) knee(s)
18. rabethka heel
19. rawer *ongue
20. rasek (pl. esek) - tooth (teeth)
21e akatek (pl. atatek) - (foot (feet)
22. absel (pl. masel) - finger(s)
23. akek beard
24. ansantek (pl. masantek) - nail(s)
25. anti waist
26. ekup eye lashes
27. eyin eye lids
28. ankos (pl. makos) jaw(s) - (fleshy part)
29. ankul (pl. makul) nostril(s)
30. angbeikem (pl. egbekem) Jaw(s) - refers to the
skeletal part

31. akor (pl. ator) - belly (bellies)

32. anbonth (pl. ebonth) - naval(s)
33. angbora (pl. egboru) - protruded naval(s)
34. anputhu stomach (pl. eputhu)
35. masunthumu moustache
36. koliama whiskers
37. ankan wrist

35
 . 31/
38. kagbolkont ankle
39. kadur elbow
40. anmal thigh (p1. emal)
41. anbaftha (pl. ebaftha) ampit(s)
42. kabomo anus
43. eseth gum
44. antankr (p1. etankr) molar(s)
45. kabaketh chin
46. anal a-taka-ret forefinger
47. ansel abana thumb
48. anal adareD digit finger
MMIS..041100104MWMONINONMOMMOIllii4NOMOOM.111.00MOMMON01111MIMMINO.M

NO CLASSES

All names of persons and things are grouped into noun

classes. These are prefixes which each noun carries. Their
functions are: (a) To show the grammatical relationships
between nouns and verbs, adjectives and other words in a
sentence.
The following noun class prefixes occur in Twine.

Singular Plural

1. II A
Ubai Chief Abai Chiefs

2. U T
Una OW
Cow Tana, MED
Cows

3. A
Aseth Ole House eseth o Houses

4. A II
Alemre Orange Melemre Oranges

5.
Kebap Axe Tebap WO Axes

6. R
Repol NO Rope 6Nepol Ropes
 . 32/
EXceptions
7. (No Singular) Masoi - Soap
8. (No Singular) emonti - Trousers

NOTE: For each singular form indicated by a noun prefix

(NP), there is a corresponding plural prefix. It is there-
fore of extreme importance that one must always learn a
noun with its prefix. It is the prefix that determine the
form of other words in the sentence.

Examples:

(a) Aseth abana A big house

(b) eseth cbana Big houses
(c) Kebap kabana A big axe
(d) Tebai tebana Big axes

OlOOMY0101111..0011..01.0011.111M.IM11IM.ONNIMM

NOTES ON GRAMMAR I

A. OBJECTIVES:

1. Constructing descriptive phrases.

2. Learning noun class prefixes.

B. EXPLANATION

In describing people and things, the adjective takes

the concord of the noun. The noun comes first and is
followed by the adjective.
The exercises below practice the noun and adjective
concords necessary to construct descriptivephrases with
the noun classes 1 - 9.

Noun Class 1: u /it., -

a) Singular
Ubai ufino A fine chief
ales " wicked chief
uboli " tall
ufeth " young "
:4 7
 33/

Ubai ubaki An old chief

" ugbenthz A short "
ulanki " thin "

b) Plural
Abai afino Fine chiefs
" ales wicked chiefs
" aboli tall "

" afeth young "

" .abaki old "
" agbenthz short "
" alanki thin "

Noun Class 2: u t/ -
a) Singular
Una ubana A. big cow
ularki " thin cow
afeth " young cow
ubaki An old "

ulol A small "

b) Plural

Tens abana Big cows

" alanki thin "
afeth young "
" abaki old "

alol small "

Note the irregularity here. The plural t takes a concord

for large arimals.

Noun Class 3: A - NO

a) Singular

Aseth afino A fine house

abana " big "

alol " mai 1

*afu " new
akur " old
" red
 b) Plural
eseth efino
ebana
elol
efu
ekur
eyim

Noun Class 4: A ft
a) Singular

Alemre.afino
ayim
abothi
s7Ael
afu
abana

b) Plural

Xelemre mafiuo
mayim
mebothi
malol
aloft
mebana

Noun
a) Singular

Kebap kabana
kalol
kefino
keyim
kefu
kekur

b) Mural
Map tebana
talol
Wino :49
toyim
tofu
 35/
Noun Class 6: R I& -
a) Singular

Repol reboli A long rope

rogbut
rafu
rakur
relol
reyim

b) Plural

Nepol neboli Long ropes

negbut
nefu
nekur
nolo"
neyim

Noun. Class 7: R

a) Si ar

Rames rebana A large egg

ralol
rayim
ref ino
rata
rakur
rethei '`" rotten "

b) Plural
emes ebana Large eggs
elol
eylm
efino
efu
ekur
ethei rotten "

40
 36/

7;7*---:---Nouass 8: /M
a) 'Singular .1'1

b) Plural*

Nasoi mebana Large cake of soap

malol
mayim
mefino
makur
lefu

Noun Class 9: -.A

a) No Singular

b) Collective Noun

ales efino Fine lace

eyim
egbathi plenty "
efu
ekur

NOTE: The forms of prefixes we have learnt so far are the

indefinite forms. They all have their definite counter
parts.

INDEFINITE DEFINITE

1. Ubai A chief obai The chief

Abai Chiefs Abai The chiefs

2. Aseth A house Auseth The house

eseth Houses eseth o The houses

3. Una A cow ona The cow

Tana Cows Tana The cows

4. Alemre An orange Alemre The orange

Malemre Oranges Malemre The oranges
"MIENR,M=111

41
 37/

INDEFINITE DEFINITE

5 KRIbap - An axe Kabap - The axe

Map - Axes Tabap - The axes

00
6. Rapol - A rope Rapol - The rope
Napol - Ropes Napol - The ropes

7. Rams - An egg RSEES The egg

emes - Eggs ME Et The eggs

8. Nasoi Easoi

9. emonti emonti

The indefinite prefixes are all low tone while the definite
are all high tone.

NOTES ON GRAMMAR II

A. OBJECTIVE

1. Making simple declarative sentences.

B. EXPLANATION
The word order for simple statements in Temne is the
same as for that of English.

E.g.: I nenk olangba

I see the man
( s ) (v) (0)

C. EXERCISES
The following exercise will help the trainee practice
the noun classes in the definite form.

1. (a) Singular

I nank olangba I see the man

obai chief
oboko woman
okabi blacksmith
okapra hunter
42
opisko Peace Corps
 38/
(b) Plural Ask the trainee to supply the plural
forms

I nank aDlangba I see the men

chiefs
women
hunters
blacksmiths
etc.

2. (a) Singular

I nesa ona I fear the cow

bufallo
leopard
elephant

(b) Students supply the plural forms.

I nesa tans I fear the cows

bufallos
leopards
elephants

3. (a) Singular

I nank aDseth I see the house

alpar stoma
apthebul table
aDpepe calabash
aplamp lamp
apthis knife

(b) Plural Forms

I nank cseth I see the houses

stones
tables
etc.

4. Practice with 0 Class

Singular
I nank kabap I see the axe
kalemp 43 well
katala hoe
 39/
LESSON THREE

JOB DESCRIPTION

TEACHING GUIDES

1. The drills and the grammar in general need to be properly

digested by the instructor for the effective teaching of
this lesson.

2. Dramatization and role play are also very essential.

3. Picture Talk should be encouraged in order to help trainees
develop their vocabulary and grammar by constructing simple
sentences.

4. Encourage the trainees to practise speaking the language.

V OCABU'LARY
1. worak work
2. thaksa teach
3. tak re IVO
to come
4. anfeth children
5. ma panth job
6. kabef farming (agriculture)
7. tc?i show
8. anthof country
9. wur come from
10. yo WO
do
11. owa also

N A R R 'A'T 10 N

Jim -ark opisko o wur ro America. o re worak no Sierra

Leone tak re thaksa anfeth ro skul ma panth ma kabaf. o tori
Pa Santigie-an anthof o wure, ma panth mo'yo-e, owa yi ro mo
worak -e.
 40/
DIALOGUE
Pa Santigie: Jim tope-a?
Jim: Iyo tope sekz.
Pa Santigie: Reke man wur-a?
Jim: I wur ro ,America.
Pa Thethe ander no-a?
Jim: I der no ka gbothko.
Pa Santigie: Reke man worak-a?
Jim: I to worak ro Ali.
Pa Santigie: Kb mapanth man yo-a?
Jim: I de thekasa anfeth ro skul manpanth ma kabef.
Pa Santigie: ova man dira-o.
Jim: Iyo man dira-o.

SUBSTITUTION DRILL

TEACHER'S CUE TRAINEE'S RESPONSE

KOp de yo-a? I de worek,

then-a? I de then ethok,
bap-a? I de bap pela,
wa? I de wai katala,
gbasi-a? I de gbasi kabap,
tep-a? I de tep eyoka,
keli-a? I de kali okei,
bot-a? I de bot akala,
thens-a? I de them mapanth,

SUBSTITUTION DRILL II
TEACHER'S CUE TRAINEE'S RESPONSE

Se de mar Sa de mar
di
LAM
dire
fothanz
tamp° (sumu)
s oko 5
tama tama
 41/

SUBSTITUTION DRILL III

TEACBER1S CUE TRAINEE'S RESPONSE

pisko pf:sko
bat
kuk
treda
ma911
themnz
meni
krio
Muslim
kristen
thela
karmoko
 42/
PICTORIAL CUES

Ko olangbe, mo yoa?

1.

pialfri ilif N i
...___------
..,"----

%---- ..----7'
................--",
t7
0
0,
Koka oboko mo yo-a? t9
 45/

Ko pboko iao yoa?

50
 4b/
PICTORIAL CU
I

VOCABULARY II

1. Reke (sometimes used as IDeket) - where

2. thethe (aa used in thelialoguei.- when
3. der . come
4. no - here
5.. gbothko - Septembei,
6. dira-o - . good bight
/. then..." . _
., find .

8. bard : .collect
.
,
5. 411..i. - buy
10. tep plant(verb).
11: kali - look at
12 bot - put ''

13. thens - look out for

14. ethok .- wood
-
.

15. .pala rice

16. ketala . hoe
17:.kabap - axe
18. eyoka cassava
19. okei - the thief
20. ankala (akala) money .
21. mar - help (assist).
22. di. - eat
23. mun' - drink
24. dire sleep
25. fothane . rest
26. tempo (sumu) - stay late night
27. sake .
stay awake whole night
.28. terra tema . stroll
29. obef - farmer
30. kuk . cook
.
31. potho (suni fera) - white person
.32. meni - Mende
33.. kristen - chrigtian
34. thela - tailor

52
 48/

35. karmoko teacher (master)

36. treda trader
37. tbmnine Tempe
38. abil boat
39. eyaki dead (dry) leaves
40. wove does not gather (collect)
41. bone keep (store)
42. cfuk rice husk
43. Yim red
44. ador hunger
45. tapon swamps
46. gbasi take

EXPANSION
1. An de mar argam Da enthof arse. (They have coke to help
the people of this country.

2. Se de mar aDfam Da kabaf tapon. (We have come to help

the people of this country develop that. swamps).

3. Ne de mar aDfam Da anthof arse kabaf tapon tataren teren.

(You have come to help the people of this country for
two years to develop their swamps).

I de worak to anpisko. (I have come to work for Peace

Corps).

VOCABULARY III

DAYS OF THE WEEK

TEMNE ENGLISH

1 Alathi Sunday
2. Athenz Monday
3. Athalatha Tuesday
4. Araba Thursday
5. Alakamisa Thursday
6. Ayuma .Friday
7. Asimthi Saturday

53
 49/

MONTHS OF THE YEAa

TENSE ENGLISH

1. Polpol . January
2. Wolwol . February
3. Bankle . March
4. GbaproD . April
5. Bafu . May
6. Yofi . June
7. Dofbana . - July
8. Paya - August
9. Gbothko . September
10. Meer . October
11. Sakoma . November
12, Gbetheli . December

NOTE: The names of the month:' cif the year havespecific

meanings. The Instructor should attempt to explain some
of these meanings.

EXAMPLE:
Sakoma (November) - "Sakoma" means "we are related".
It is associated with the peak of the uplandrice htzvesting
period (ie "time of plenty") when relatives visit eachother
much more frequently.
111001110.0.110 Oli...141w0010...14.4.,0,11.0.4.i

NOTES ON GRAMMAR

A. MB: THE SIMPLE PRESENT TENSE

The simple present verb is Temne is conjugated as

follows:

SINGULAR PLURAL

1. I yema - I want Se yema - we want

erg yema - you want Ne.yema - you (p1.) want
o yema - he/she want AD yema - they want

54
 50/

2. I yema kabap . I want the axe

or; of " . You" " "
o " " - He /she wants the axe
Se " . We want the axe
Na " " - You (pl.) want the axe
AD " " . They * a It

EXERCISES
The Instructor should ask the trainees to cristruct
simple sentences in Temne. They should refer back to the
Noun Class Charts and the vocabulary which they havenow
learnt.
1. He sees the axe.
2. They fear the elephant.
3. We want the house.
4. I see the houses.
5. They want axes.
6. He wants a house.
7. She wants oranges.
8. She wants the oranges.
9. Rosaline wants a new house.
10. Solomon fears the elephant.
11. You (pl.) want large eggs.

EXPLANATION
B. When a noun is added to a sentence, the subjectconcord
is retained, coming before the verb.

EXAMPLE:

1. olangba yema aseth

(The man) (he) wants a house
2. ADkapra An nes-a prank
The hunters(They) fear the elephant

3. opiaki nenk eseth

The Peace Corps (he) sees the houses

55
 51/

The subject concord must always be /resent and serves

to link the noun with the verb and serves to makethe refe
rence clear.

C. SUMMARY
At this point the trainees should know the following
about simple statements:

1. olangba o yema kabap

(Noun) (Sub.concord) (Verb) (Object)

2. Subject concords for the conjugation of the verb:

SINGULAR PLURAL

I yema Sa yema
erg yema No yema
o yema AC yema

3. Concord agreement for the third person singular

and plural for Noun Class I.

E.g. olangba o yema kabap

The man (he) wants the axe

Aolanglm a73 yema kabap

The men (they) want the axe

Note that the third person concord forms covered to

date only cover Noun Class I (people). The subject concord
for linking other nouns to the verb are different for each
nadn class. Another way of looking at it is that the nit"
in Temne is different for each noun class. These will come
up in future lessons, but look at the following examples for
clarification:

1. Rams re yema thei

The egg (it) wants to rot.

2. Kablai ke yema fumpo

The basket (it) wants to fall

3. Alpeth al) yema fumpc

The house (it) wants to fall

56
 52/

D. INTERROGATIVE (ASKING QUESTIONS)

Objectives:

a) Making questions with simple statements.

b) Affirmative and negative response patterns with

subject and object concords.

ii. Explanation
We have learnt how the simple statement is formed:

o vank kabap - He sees the axe.

To form the question, the formative "-i" is added to the

end of the statement with a rising intonation.

o nenk kabapi? - Does he see the axe?

iii. Exercises

Follow the example given above and do the following

exercises:

Change the statements into questions -

a) Se yema ona
b) ark yema kabap
o) Ne yema eseth
d) D yema melemre

iv. Explanation

The response to questions such as the above would

utilize the object concord which corresponds to the
English "him", "her", and "it".

QUESTION. ANSWER

1. erg yema kabapi? Mm, I yema kJ.

Do you want the axe Yes, T want it.

2. en yema apsethi? Mm, £ yema Di.

3. 01 " onai-i? " " " ko.
" masoi? n " ma
4. " "

5. to n rapoli? Is fl In ri
6. " " napoli? " " " 'W. (pl.)
7. " " tabapi? it
" " ti.
8. " " esethi?' 51 " n yi (pl.)
 53/

As with subject concords, the object concords must

change to correspond to the object "noun that they refer to.
The following chart shows that this additional group of
concords is simplified because the subject and object concords
are similar in most cases.

Noun Class Nun Prefix Subject Concord 2121Lamma

1 U o Na )
A AD Da )
2 U o Yo )
T AD Da )
3 A AD Di )
E e Yi )
4 A AD Di )
M Na Na)
5 r Ire ICi )

T Te 2i )
6 R Re Ei )
N Ne Ni )

7 R Re Ri )
E e Yi )
8 M Me Xi
9 e e Yi

vi. EXERCISES

In the following questions, fill in the blank

spaces with the appropriate object concord as the case
may be.
1. kjseth: I nenk
2. ems: I yema
3. Napol: I nenk
4. emonti: o yema
5. Malemre: Se nenk
6. Rapol: I nenk
7. obai: I korA8
 54/

E. NEGATIVE "ESPONSE

The negative.response to - simple questions is

.formed by adding "-ye" to the verb (or -e if it ends in
a consonant).

EXAMPLE

QUESTION 'RESPONSE

1. eD.P.ank te..bapi?. - Mm mm, I P..anke

Do you seethe axes? No, I do. not-see the axes.

2. .6 yema aDeethi, Mm mm, o yemaye aDseth.

Does he-Want the house? No, he does .not want the house

The negative'res'ponses can be:

1. MM mm, t.n.aPke
.- ti.
No, I do not see them.

2: Mm mm,.o yeMaye Di.

No, he does not want it.

EXERCISES

Change the statement to a question. Ask a second

student to answer in the negative.

ba kabap. Student A: o ba kabapi?

He has an axe. Studept B: Mm mm, o baye kebap.
No; he'does not have an
axe.

1.. o ba aseth Student A:

Student B:
ark ba aseth Student A:
Student B:

3. 4 yema anak Student A:

Student B:

Se nesa prank Student A:

Student B:

5. I yema athis Student A:

Student B:
6. Ne nark una Student Al 59'
Student B:
 55/

Repeat the exercise; this time usingobject concords

ko, ma, Di etc. where appropriate.

P. EXPLANATION
Tame also forms questions through the use of
interrogative words such as those in English -ie
what, who, where, when etc.

Eg.: an yema you want

Ko an yema-e? what do you want?

The 'what' is expressed by puttingKo before the

sentence and ending it with "-e".

Example:

1. Bo en nark -e? What do you see?

2. Ko an bother-e? " like?
3. Ko an nesa-e? " fear?
u " know?
4. Ko an tiara -e?

The interrogative "kene---c" is also used to form "who"

questions.

Examples:

1. Kens an rank -e? - Who do you see?

2. Kent an bother-e? ti It It
like?
. u " u fear?
3. gent an nesa -e?
. u u se
know?
4. Bans en taraine?

"Where" is expressed by "rake---e"

Examples:

1. Reke an rank-s? Where did you seee?

2. Reke eD bother -a? U like?
30 Reke erg nesa-e? " fear?

4 Reke an tara -e? " know?

 56/

"Wby" is expressed by "Ko,D---e?

Examples

1. KoeD ark nenk-e? - Why did you see?

2* KbeD erg bother-e? " " " like?
3. KbeD ark nesa-e? * " " fear?
4. KzeD eD terra -e? * * " know?

vii. =MOISES
Translate the following into Temne:

1. Where do you come from?

2. Why do you want the house?
3. Who likes the oranges?
4. Who likes them (oranges)?
5. What do you fear?
6. What does the hunter see?
7. Who do the chiefs like?
8. Where do you see the elephant?

NOTE: In Temne, in some cases, "d" and "r" are inter-

changeable. They are described as "Allophones".

E. g. rim/dim voice
ru/du plait
rin/din one
ro/do there/locative)

When this occurs: it is reoommended that "r" be used cons-

tantly since "r" is more often used than "d".

E.g. riM, ru, rin, ro, etc.

SOME TEMNE PROVERBS

ENGLISH EQUIVALENT/
TM= EXPLANATION

1. Abil a troth ark work A rolling stone gathers no

cyaki moss.

20 Bane efuk cyim to Make hay while the sun

actor de yin 61 shines.
 57/
SOME USEFUL EXPRESSIONS

1. Ra bomp ra mi rem bansa. It is my head that is aching.

(My head is aching)

2. I ba kor keban. I am suffering from belly ache

(I have stomach ache).

3. Mamu, yemi want I mun. Please give me some water to drink.

4. I tara ti I know (it)

5. I lama ti I believe it
6. To ma yo-a? What to do?
7. Gbape mi Leave me alone.
8. Te sompa mi Don't disturb me.
9. Anak a bothi The rice (cooked) is good.
10. I baye akala I don't have money.
 PICTORIAL CUE (LESSON IV)
THEME: RomaktUlt the market )

63
f4
 59/
LESSON POUR

BARGAINING

TEACHING GUIDES
INSTRUCTIONS

1. Introduce the vocabulary by holding the actual objects

in front of the class.

2. Repeat the name of the object three times and have the
class repeat after you.

3. Drill the pattern: "A ke kebep ".

4. Substitute for "Kabep" other items.

Hold an item in hand and ask a student "Ko reka re" and
have the trainee respond "A ke kebep".

6. Have other trainees substitute for "kebep".

7. Drill the pattern "Kb reka re"?

8. Let trainees ask each other:

Trainee A: Ko reka re?

B: A ke

9 Put the object on the table and move alittle from the
table.

E.g. TEACHER TRAINEE'S RESPONSE

Korka a rap-a? Kabep

Point to the object saying "kebep ".

VOCABULARY
Ropet Town
Wai Buy
ebis Gara clothes
Thelma= Talk with
Thila Sell
Yifane Ask (politely)
Kongo Let(him/her)
Gbenki Reduce
Amolo The prize of
Bons F5 Glad
 60/

NARRATION
Yenoh-au oko ropet tok ko wai obis. o thelmane o
borko methila ebis-e. oyifanc ko, komo gbenke ko amolo.
Yenoh -ark pe bone ko ka wai ebis ma gbenkE ko amolo-e.
=1011INIMIN.11.1111 4 moiramINlwarAMM10...M~NO
DIALOGUE
Yenoh: Ya ndirai-i.
othila: Iyo, wathbera, ndirai sckc.
Yenoh: Atotha te.tenno. Nolo a kin-a?
othila: TebakE mold. A tem° a et lion.
Yenoh: Maki mold othaser] erg gbenkie mi-i?
othila: Nolo. en ram-a?
Yenoh: I ram-am-siks lion.
othila: Atotha tebaki molo kake, kere ram a sevin lion.
Yenoh: owa pa bac apa. Ankala Delo.
othila: Momo-o. A loko-o loko anyama ebis-e, der no romi,
ti thilar mu fino.
Yenoh: owa ti kane anyathki Da mi be-e e tame. entara
fofane wuni.
othila: owa satnaukanz so.

I. SUBSTITUTION DRILL
TEACHER'S CUE TRAINEE'S RESPONSE

Molo obis -a? Molo obis -a?

clop
kagbengbe
tayaba
mathamba
oscm

I yoma emuna I yema emuna

cyoka
mabela
makoboD
maro
P6
ebana
 61/

TRANSFORMATION DRILL

TEACHER'S CUE TRAINtE'S RESPONSE

Atotha to baki molt). Atotha to bake mole.

I yema ebis. I yema-e ebis.
I ko ropet. I ko-e ropet.
I f of kathemne. I fof-e kathemne.
I tel kameni. I tale kameni.

QUESTIONS AND ANSWERS

TEACHER'S CUE TRAINEE'S RESPONSE

Reke mark ko-a? I kor ro makit.

Mole pla en yema-a? I yema pa pen Din.
Mole pla ekop enyema-a? I yema ekop esas.

Kom pat-a? I pat metontho.

Reke ewai akotha ke-a? I wai ki ro pak.
Ko elop Da nbothr-a? I bothr egbampo.

COUNTING EXERCISE

RULES
they
a) Cardinal numbers, being adjectives follow the noun
qualify.
the
b) The first four cardinal numbers vary according to
prefix of the noun they qualify.

o) All other cardinal numbers are invariable.

1. kin, Din, min, rin, tin, pin, wig

2. jaraj, yereD, maraD, tereD, pereD
3. Texas, esas, masse, tosas, pesas
4. Daniel yanle, manic, 'bawler panic
is
When counting the form 'pin, pereD, pesas, panic,
normally used, though "kin, DaraD, Dasas, Danle" is
also used when counting people.

5 - tamath 10 t apt
6 - dukin 20. - kegba
derej 100 - kemckin
7
desas 1,000 t 7- a yruloin
 62/

When counting objects or people the form "tamthrukin,

tamthederaD, tamthresas, tamthreDanlal (6, 7, 8, 9)
is normally used.
Al]. other cardinal numbers are formed from thosealready
given.

1 - tofot kin
Din
min etc.
12 - tofot mareD
Dam)
yeraD etc:.
13 - tofot mesas
asas
esas
14 - tofot manic
yanle
Danle etc.
30 - kagba tofot kin
Din
min etc.
40 - tegb 7earaD (note that the plural of keg1 is tegba)
50 - tegba teraD tofot
60 . tagba tesas
70 - tagba tesas tofot
80 - tegba tarle
90 - tagba tanie fofo.
99 tagba tanle tofot tarabreDamle
100 - kemekin
200 - teme tam) (note that the plural of wul is e-wal)
300 - teme tasas
400 - teme tmle
500 - teme tamath
2000 - e-wul yereD
3000 e-wul eras

The first four numbers vary in form both when they stand
alone and also when they come at the end ofcor;pund numbers,
but not when they are part of 6, 7, 8 and 9.
R8
 63/

ototoko, antotoko, katotoko etc.

2nd: owe beka Darin (Literal meaning is "he who

3rd: owe beka asas (that which) reaches 1, 2, etc."

4th: owe beka Denle and "owe" is therefore variable

5th: owe beka tamath etc(to "ma" 'ara' etc.)

EXAMPLE

1. obai ototoko
The first chief

2. Ka ren aka beka tofot

the tenth year.

GRAMMAR NOTES I

SPECIFYING THINGS

A. OBJECTIVES

'1. Specifying things- as "this" and "that".

2. Asking the question. "which".

B. EXPLANATION

To specify something as "this" (thing) here" in

Temne the noun is followed by a demonstrative corres
ponding to its noun class.

Example:

Ko erg yemae? I yema kabap ake

That do you want? I want this axe

I yema tabap ate

I want these axes
I yema apseth arse
I want this house
I yema eseth
I want these houses
 64/
The form of the demonstrative is thus determined by
the noun to which it refers.

Noun Class Demonstrative

1. olangba owe
aplangba ape

2. ona
tana

3. apseth apap
eseti eyap

4. aplemre aim
malemre amaD

5. kabap akap
tabap atap

6. rapol /USD
bapol analj

7. rames arap
CMOs eyap

8. masoi amala

9. emonti eyau

D. EXERCISES
Translate the following sentences into Temne.

1. I like this spoon (kabep)

2. I see those ropes
3. He fears that elephant
4. We eat those eggs
5. I want this house
6. You have these axes
7. He takes that knife
8. I eat this orange 70
9. You eat those oranges
10. They like these ropes
 65/

EXPLANATION
The question word "which" has as its form rekee
which takes a concord corresponding to the noun, which is
being asked about.

1. Aseth areke au nenke? Which house do you see?

2. Map kereke erg nenke? " axe " n

3. Repel rereke op nenke? " rope " " "

4. eseth creke ej nenke? " houses do you see?

oranges do se $
5. ftlemre mereke eD Danko!! "

The following verbs may be added to your list to answer

exercises.
sotho get, obtain
kera carry
gboD touch
yira sit

EXERCISES
Translate the following questions and answers into Temne.

1. Which teacher do you want?

2. I want that teacher

2. Which houses do you see?

I see these houses.

3. Which pot are you buying?

I am buying this pot.

4. Which oranges do you see?

I see those oranges.

GRAMMAR NOTES III

A. OBJECTIVES

1. Showing that something possesses somethine else

ie: the dog of the man, the mouth of the lion.

2. Personal possessives ie, my friend, your name,

his shirt etc.
71
 66/
B. EXPLANATION

Possessive expressions denoting ownership are forMed

by placing a possessive concord between the thing posses
Bed and the owner or possessor.

rani ka okapra The wife of the bunter

2. Kaaab ka osip The mouth of the leopard
3..-Rapol raama The rope of the Cow.
4. Malemre ma. aijfeth The oranges of the children
--
-The. *possessive concord is :linked with .the thing
possessed by the noun class correspondence with an
appropriate concord form.. Observe folloviing examples.

1. orani ka"dhApra. Thewifeof'the-hunter .

2. .1.7jseth ria okapra The house o2 the hunter.

3. Kabap ka okapra The axe of the'hunter
4. Tabap to okapra The axesof the hunter
5. Rapol ra okapra The rope Of the hunter
6. emes ya okapra The.eggs of the hunter
7, Napol na okapra The ropes of the hunter

C. EXERCISES

Insert the appropriate possessive concordas in

the example.

(apbeth) (obai) aijseth ria obai the house'of the chief.

(rasek) -(olangba)
(kapet) .(alitita)
(aijfon) '(kalome)
(malcatho) (othem)
(tamank) laijbaf)
(masu) (oborko)
*(e'tbimgbirj) olijseth)
(natul) (kablay)
(rayay) (olangba)

72
 67/

A number of new vocabulary items have been intro-

duced in these exercises. The instructor should explain
the meanings of these items to the trainees so they can
be included in the trainee's own vocabulary list.

D. EXPLANATION

The forms of the possessive pronouns in Temne are:

ami - my asu our

amu - your anu your (plural)
oD - 1iis/h3r eDaD their

These possessive pronouns follow the possessive

concord as in the examples below:

kabap kami - my axe kabap kaen - our axe

kabap kama - your axe kabap kanu - your axe
kabap koD - his/her axe kabap keDaD - their axe

Note that the possessive concord is controlled by

the noun:

rapol rami my rope

tabap tami my axes
eseth cmi my houses
aDthis ami my knife
masu mami my rings
masu masu our rings
kapet kanu your town
rames r roD his egg

E. EXERCISES

Complete the following Temne sentences by inserting

the appropriate noun and possessive pronoun forme

I bother (my box)

(our houses)
(his hair)
(their spoons
(your rope)
(your teeth)
 68/

Translate the following into Temne.

1. We like our teacher

2. I want your book

3. You see his axe

4. They know our house

 t9/
PICTORIAL CUE
, THEME: ayoka (The Cassava Plant )

Anbopr 13a Kayoka Ta both to efuftt

Anbed

75
 70/
Korka mabempa ke wur kaeyoka-e?
1. pin efufu
2. paten egari
3. pesas - kakasadabred or kalankcno
4. beka panleu - ansethat
5. beka tamath-au etho
6. beka tamthurikin-an - ekoudogbala
7. beka tamthedereu-an - kadumbe
8. " tamthresas-an - eyota
9. " tamthreaule-u tagbodo
10. owaso, ka eboper at satha karombo.

VOCABULARY
1. anbopr - leaf
2. kayoka - cassava plant
3. taboth - balls
4. efufu foofoo (this is fermented)
5. anbaf - big bowl
6. any oka cassava ttioer
7. korka? what?
8. bempa make
9. egari - gari
10. kalankono/kakasadabred - cassava bread
11. beka - making/furthermore/added to that
12. ansethat starch
13. etho another type of foofoo (not
fermented)
14. ekondogbala African tapioca (dried
cassava chips)
15. kadumbe
) fried cassava chips
16. eyota )

17. karombo cassava leaves

18. tagbodo fried cassava balls

'76
 /71

SOME VERBS RELATED TO SITUATION I

1. ka tusi . to harvest the cassava tuber

2. ka di to eat
3. ka gbanth to pound (the foofoo)
4. ka pim to harvest the cassava leaves
5. ka yer to give
6. ka bor to peel off
7. ka gbem/gbanth to pound the cassava leaves
8. ka ken (efufu) to prepare (the foofoo)
9. ka gbaei to take
10. ka sara to carry on the head
11. ka kof (efufu) to ferment (the foofoo)
12. ka tep to plant
ka fonkra to weed
14. ka bene to keep (store)
15. ka fitha to throw away
16. ka thei to get rotten/rot

EXERCISE ON SITUATION I

TEMNE ENGLISH

Beth Morning
Reyap Afternoon
Retycp EVening
Red. Night
Tatak/Rendatop Mid night
Presok Early :corning

SEASONS OF THE YEAR

TEMNE ENGLISH

Rawok Dry season

Adarep Wet season
Keefina Hamattan
 72/

ADDITIONAL VOCABULARY

anfef air, wind or breeze

akenkel storm
akam rain
otank cold
mon heat
areD thunder
onakthinc lightaing
kabi dew /mist
pat orb flood
kafelfel uplift wind
owosi dry

PHYSICAL POSITIONS

terra - stand (up)

sans bend
thonthnc squat
gbapsa /eeline - stretch your feet
yira sit down

ADDITIONAL VOCABULARY

keli look
map close your eyes or fist
IjaDi open your mouth
gbemer close your mouth
kulo ) cry
okulo )

bok ) he /she is crying

obok )

Bel laugh
osel he/she laughs

sue'
) serious
osuma )
he/she is serious
fentha lie down
yokane get up

78
 73/

PROVERBS
1. RS nerd wuni keys ketara ko
There is no art to find the mind's construction on
the face.

2. Tama obente kethomo.

Take care of what you do.
(Listen to advice)

MEM, EXPRESSION
1. Molo clop - How much is the fish?
2. Sa muno say reyathki - Both of us are friends.
3. clop a fino. - The fish is fine.
4. clop arse a bothi - The fish is sweet.
5. opieko we ubakrans - This Peace Corps is a spendthrift.
6. Iti der bepi okuru o solo - I shall come, Godwilling.
7. A kor ka mi kebaD - I have a stomach ache
8. oboli ro makit - The market is far away
9. eyet ethila egbathi ropet - Many things are sold in the
town,
10. ebana a gbathi ro kor - There is plenty banana in the
farm.
80
 75/
LESSON FIVE

DINING HALL SITUATION

PICTORIAL CUE

TFT7,17: Ka di rokin
(Communal Eating)

R2
 76/
DINING HALL SITUATION
TEACHING GUIDES

1. The instructor must use real objects where everpossible

to make the lesson interesting.

2. Allow a lot of role-play among the trainees.

3. The instructor should be conversant with thevocabulary

in the lesson.'

4. The grammar in this lesson is very important in understanding

the theme of the lesson and must therefore be stressed right
from the beginning of the lesson.
..110,0141, wmwOOPVmwmDmirimmoddismmillow11.41.0,

OCABULARY
loko - time
ampo - have (present perfect)
bek - reach
kone - went
konko - room
takeko - to go
daredi - food
reka-radi - food to eat
pat - cook (verb)
kagbanth - 1::..ne (queue)

N ARRATION
An loko Da ka di ampo bek. Sampa yi Sheku-aD an kolas
ka o der di-e Sheku-ao o yif Sampa-an a re a pat-e.

D IALOGUE
Sheku: Sampa, a dor re baki mi man kone di.
Sampa: owa, man Icons.
Sheku: Ta tama ka kagbanth.
Sampa: Sheku, an Cara a re a pat thupop-i?
Sheku: I tamtamne ka a efufu yi malontho-D. owa so anak
yi kayok-ark. R3
Sampa: 'Co map ko Mineo I yema mem efufu yi ma lontho-ark.
Sheku: owa miners ti gbasi anak yi ka yoka-ark.
 77/
Steward: Beki-i?
Sampa: A-ark-pebe-e bar so Ethan, momo-o.
Sheku: Ti sotho ba anak yi kayoka-a.
Steward: I bot egbathi-i?
Sheku: beki thorj.

PART II
Sampa: Mbo thasa mi ba amcr-a.
Sheku: Soli ma. efufu ebethi-i?
Sampa: ebam.e tai, efufu efino, owa a solo to ba-c kegbcngbc
kegbathi..
Sheku: Mins so I bother anak, aaeka abothi ante tham a lol-i?
Sampa: owa, mm mm obothi, I bother Tji, kcrc I po ramra.
Sheku: Mine so I po namra, to konc.
Sampa: owa man kolas.

SOME USEFUL EXPRESSIONS

TEMNE ENGLISH

1. Ador re baki mi. I am hungry.

2. An loko rya kadi ampo bek. It's time to eat.
3. I bather anak I like coomed rice.
4. I po ncura. I am full.
5. Thase mi a mere Pass me the salt.
6. Tema ka kagbanth. Stand in a queue.
7. I tamtamnc ke pa I am thinking that
8. Kagbcngbc ke bard. The pepper is hot.
 78/
GRAMMAR NOTES I

VERB TENSES: VERB AND FUTURE

A. OBJECTIVES:

1. Learning the forms to express past and future time

with Temne verbs.

2. Initial exploration of verb tense usage in the past.

B. EXPLANATION.

The sense of past time in Temne is often expressed

by the present perfect which translates. in English as
"have bought", "have worked", "have seen" etc. In Temne
this is expressed by puttiig Po before the verb.

EXAMPLES

Present Past

1. I di I eat I po di I have eaten

2. o wai He buys o po wai He has bought
3. Se fof We speak Se po fof We have spoken

C. EXPLANATION
ThL simple past takes the same form as the present .

tense. Sometimes these are subtle variations in tone but

this can be learnt only by frequent usage. The context also
makes it clear whether a form is past or present.

1. I di dis I ate yesterday.

2. o wai kebep He bought a spoon.
3. Sefof owoni We spoke for a long time.

D. To form the negative, the particle (ye) or (e) after

a consonant, is added to the verb.

E.g. 1. I di die I ate yesterday.

2. I diye dis I did not eat yesterday.
3. I wai kebap I bought an axe.
4. I waiye kabap I did not buy an axe.

R5
 79/

EXERCISES
Translate the following into Temne.

1. You have come.

2. We have seen.
3. He has walked,
4. I saw the zan.
5. He did not see the elephant.
6. They went to the house.
7. I did not buy the axe.
610110111110.1111111101111111011110=....1101011111.00

E. EXPLANATION
The future tense in Temne is formed by the particle
te before the verb.

Present Future

1. di I eat I tedi - I will eat.

o ko He goes o teko - vs will go.
o tara - He knows o tetara . He will know.
Ark der - They come Ark teder - They will come.

The future marker te is inserted between tha noun and

the verb.
The negative form of the future is similar to that for
present/past forms. The te is dropped from the verb and the
negative particle added.

Negative

1. I tedi - I will eat I diye I will not eat.

2. o teko - He will go. o koye - He will not go.
 80/
GRAMMAR NOTES II

LOCATION, TIME MANNER

A. OBJECTIVE:

Expand sentences to include "where", "when", and "how"

something happened.

B. EXPLANATION

Temne has a locative prefix ro. The exact mewing

depends upon the verb and the context of the idea being
communicated. It could translate as to, from, into, out
of, on, lz or at.

The interrogative word for asking about locationor

place is reke...e? where?

E.g. Reke o ko-e? MO

Where did he go?
o ko ropet He went to town.
Reke ark wore ?' - Where do you come from?
I wur ro AmerOca - I come from America.
Reke o yie? Where is he /she?
o yi ro seth He/she is in t:Js house.

ro can stand by itself to mean "over there".

1. Reke o koe? 112.2Pme

(a) o ko ro - He wInt over there
(b) o yira ro He is seateu over
there.
C. EXPLANATION
The locative no is used as the opposite of ro.

1. o ro seth - He is in the house.

2,. o yi no seth - He is (here) in the house.
yi ro - He is over there.
4. o yi no He is over here.
5. obal o der no - The chief comes here.
yira sits
di eats
diva sleeps

R7
 81/
D. The expression of time can include a wide range.
1. (frequency) o der a loko oloko - He comes everytime
are ore " " everyday
win win " " once on a
while
2. (time of day) paresok " a day break
bath " in the morning
dayaD " in the A/noon
ref of " in the evening
tatak " late at night
3. (time reference) thonoo today
ninap tomlrrow

E. EXPLANATION

Another group of sentence expressions are concerned

with,"how' something is done or happens. These are adverbs
of manlier and answer the questions tor.e? How? in Temne.

EAg. To of of e? . How did he speak?

of of kathegbe . He spoke slowly
fino - well
lemp lemp - fast
orantha ..
softly
othan - a little
o gbathi - a lot
katkat - frequently

EXERCISES
Translate into English.

1. o der no win win.

2A I yema kone ninap dayao.
3. Se ko ro kor paresokc
4. olangba okoth rafoi kathegbe.
5. prank o di ogbathi are ore.
6. opisko oko ropet katkat.
 82/
GRAMMAR NOTES II

A. OBJECTIVES:

1. Descriptive copulatives: describing things in three

basic tenses.

2. "There is/are" expressions.

B. EXPLANATION

The copulat.ve is expressed in Temne by using special

pronouns before the noun as in the examples below:

mirk udoktha I am a doctor

murk udoktha You are a doctor
koD " He /she is a doctor
sa adoktha We are doctors
na " You are doctors
Da II
They are doctors

The negative forms are:

I ye udoktha I am not a doctor

erg ye udoktha You are not a doctor
0 n
He /she is not a doctoi
se " adoktha We are not doctors
ne " a " You are not doctors
aD " They are not doctors

C. EXPLANATION
These copulative pronoun can be preceeded by their
emphatic forms.

miner, mir udoktha Me; I am a doctor

munoD, murk udOctha You, you are a doctor
konol), kw] udoktha Him, lie is a doctor
saD, sa adoktha Us, we are doctors
nap, na adoktha You, you are doctors
TAD, Da adoktha Them, they are doctors

R9
 83/

The same emphatic pronouns can also precede the

negative forms.

minzD; I ye udoktha Me, I am not a doctor

etc.

These emphatic forms can also be used by themselves.

E. ken fofe? who spoke miners It is me.

kenz dere? who came? konoD It is him.
kenz gbasi who took the
kabepa? spoon? munoD It's you.

D. The past copulative is formed by using the subject

pronoun, plus the form "la yi" was, used to be before the
noun.

o la yi udoktha I was a doctor.

ark la yi udoktha You were a doctor
o la yi udoktha He /she was a doctor
etc.

The negative is formed by adding the negative particle

ze to la.
I lays yi udoktha I was not a doctor.
se lays yi adoktha We were not doctors.
etc.

EXERCISES
Change tl-a statement to the past fonn of the copulative.

1. miD, upieko.
2. konoD, lroD
3. sa atit
4. olangba koD ukapintha
5. aDfeth Da akerande

Go over them once more, this time changing the

statements into negatives in (a) Present (b) Past.

90
 84/
F. EXPLANATION
The future copulative construction uses ti & yi instead
of le & yi o:° the past.

1. I ti yi udoktha I will be a doctor.

2. et) ti yi udoktha He will be a doctor.
3. Se ti yi adoktha We will be doctors.
4. AD ti yi adoktha They will be doctors.

In the negatives baye kayi replaces ti yi.

1. I baye keyi udoktha I will not be a doctor.

2. ark baye keyi udoktha You wi.L1 not be a doctor.
3. o bRye kayi udoktha He will not be a doctor.
4. Se baye kayi adoktha We will not be a doctor.
5. Ne baye keyi adoktha You will not be a doctor.
6. AD baye keyi adoktha They will not be a doctor.

G. The general expression of location "there is/are"

is expressed by ri /re. If the object referred to is near,
re is used; if far, then ri is used.

1. Mita re There is a teacher (here)

Mita ri There is a teacher (there)

F. EXERCISES
Answer the following questions.

1. otita oyi ri-i? Nko, o yi ri.

Is the teacher there? Yes, he is there.

a) kebap ri-i?
b) o ri-i?
0) rames rei?
d) tebep rei?
e) ark pisko ark yi rei?
 a
85/

GRAMMAR NOTES IV

IMPERATIVES REQUESTS

A. OBJECTIVE.:

1 Making imperative demands.

B. EXPLANATION:

There is no change in the form of the verb for

singular imperatives.

kali I ONO
look 1
wai buy 1

tale I listen I
ko 1 go I
di 1 eat 1
run 1 le
drink 1
so1J 1 givo I
gbasi 1 take I
der I MOO
come 1

The negative imperative singular is formed by putting te

before the verbo

te kali 2 . don't look!

te wai 1 don't buy I
te tal 1 don't listen S
te ko 1' don't go etc.

The plural imperative is formed by adding nu to the verb

kali nu
wai nu
tel nu
ko nu
di nu

In the plural negative, the nu comes before the verb and

they are both preceded by the negative particle te.

te nu kali te nu ko
te nu wai te nu di
to nu tal 92
 86/

C. EXPLANATION
If an object is added to the imperative then it
comes after the noun.

keli aubuk look at the book

kali ui look at it
wai rames buy the egg
wai ri buy it
ko ropet go to the town
ko ri go there
mun amant drink the water
mun nix drink it

If an object is added to the plural imperative, then

it comes after the nu if it is a noun.

keli nu auseth OW look at the house

wai nu cmcs buy the egg
ko nu ropet go to the town

If the object is a pronoun, then the pronoun comes

between the verb and the nu plural warker.

kali Di nu WI* look at it (the hmse)

wai yi nu buy them (the eggs)
ko ri nu go there (to the town)

D. EXERCIS,ES
Translate the following sentences into Temne:

a) Don't buy it (the axe) I

b) Take them (the oranges) 1
o) Give him the axes
d) Give me the lamp 3
e) Don't take them (the shoes) 1
f) Listen to the teacher
g) Listen to him.

93
 87/
GRAMMAR NOTES V

.a.....AlmalalILIELA2N24111§2aa
A. OBJECTIVES

Learning to express quantities and comparisons in

Temne to include:

1. one/Some, a certain, another, all, anything,

nothing.
2. many/much, few/a little.
3. ft... ..er than" and superatives.

B. EXPLANATION

The idea of one is expressed by in. preceded by

the relevant concord element.

aseth Din one house

kebap kin WO
one axe
rames rin one egg

"a certain" is expressed by lom with the concord element.

aseth alom a certain house/ another house

kebap kelom a certain/another axe
remrs relom a certain/another egg

NOTE: the following expressions:

molo min together, equal, simultaneous
tai tin the same thing
rim rin unity

"all" is expressed by be

eseth be all the houses

tabap be all the axes
cseth be c foi all the houses got burnt
tabap be tedine all the axes are missing
 88/

When be is used with the negative, then it means"at all"

a diye be he did not eat at all.

se kaye be we did not go at all.

"nothing/anything" is 'expressed by koko with a negative.

verb.

I bays koko I have nothing.

a tele koko He hears nothing

"everything" , is expressed by koko be.

I ba kokobe I have everything.

a wai kokobe He buys everything.
Se di kokobe We eat everything.

"Many /much" are expressed by Igbathil preceded by the

relevant concord prefix.

eseth egbathi Many houses

Kam kagbathi Much rain
Mant megbathi Much water
Tebap tegbathi Many axes
Nepal negbathi ropes

Few/little are expressed by 'than' preceded by the concord

prefix.

eseth ethan Few houses

Mant mathan A little water
Auak athan A little rice
Tebap tethan Few -Axes

Examples of Use

I ba eseth egbathi I have many houses.

I nenk afam athan I see a few people.

95
 89/

E. EXPLANATION
The comparison of things is usually accomplished with
the word 'thas' meaning "to surpass", "to exceed" tp "to
excel".

1. olangba uboli othasi obcra.

The man is taller than the woman.

2. Kabap kabana kathasi apboka.

The axe is bigger tl-an the matchet.

3. Rapol relol rathasi rapompo.

The rope is smaller than the thread.
.....

GRAMMAR NOTES II

A. OBJECTIVE:

To use the conditionals 'bepi' if, 'hap' until,

'thas' unless.

B. EXPLANATION

'bepi' introduces an 'if' claus, with a cttached to

the end of the donditional clause.

Bepi o dere, ti nank ko. WO If he comes, I will see him.

Ti kans mu bepi I flank koe. ONO
I will tell yon if I see him.
I gbaliye ko bepi I bays I ';..11 not be able to go
akalae. Le I don't have money
Bepi I ba akalae ti bomu If I have money, I will 2and
you.

"until" is expressed by ghanf.

Ti thekes hap I tar% kathemne

I will learn until I understand Temne.

I hap I namra I ate until I was full.

o f of hap pe bak ko He spoke until he was tired.

"unless" is expressed by 'thas'

_ I koyc thas 0 der I will not go unless he comes.

Sp diyc thas sapol) We will not eat unless we
finish.
.. 6
 90/

C. EXERCISES
1. If you buy this, I will come.
2. If you see oranges, buy them.
3. If the teacher is late, wait for him.
4. I waited until I was tired.
5. We talked until we slept.
6. I will agree if you pay me.
7. I will not agree unless you pay me.

ADDITIONAL VOCABULARY

TEEM ENGLISH

(1) Anfem abom The women

(2) Kemuna Potato leaves
(3) Akeren-keren Xrain-Fain
(4) Namra Fed
(5) Tabep Spoons
(6) Ador Winger
(7) Amant Water
(8) efat Pots
(9) Makuso Fire-stones
(10) Apela Rice
(11) Kagbuko Local spoon
(12) emuna Potato
(13) Anpepe Calabash
(14) Aseka Sauce
(15) ofei It's hot
(16) Xagbemgbe Pepper
(17) Apela pefutha Par boiled rice
(16) Apela pagbeseD White rice

q7
 91/
LESSON SIX

ASKING FOR DIRECTIONS TO DIFFERENT PLACES AND PEOPLE

NARRATION
Kapr -ark b yema ko ro kor ka Pa Kanray. a yif Bai -.ark
to ma tap ka kb rokor ka Pa Kanray. Bai -a1 ka tori ko ma
tap ma be ri-e. Kapr -a1 ko taps= mo ma Bai-ark o tori
ko -e, ko bap Pa Kanray -ark a teworpk ro km' kor.

VOCABULARY
kor farm
tapane follow
tap way
bap find
Bai
Kapr names (male)
Pa Kanray
ro kor kart on his farm

DIALOGUE
Kapr: Bai, rake akor ka Pa Kanray ko yi no-a?
Bai: Kb yi der oboli othan.
Kapr: Pa ba-ye apa.
Bai: Tapane a rop are toloi, kerb peski ka ka
Be p ko hap. p to bap sop to sakane, ke p peski
kza ka diyb. 'Ca 'WA'n ar3 tharon gbet, akar kaa
ke yi ka kata ke diyo kern'.
Kapr: No= yo, I kone.
Bai: Sy°.

DRILLS
(a) a de this one
no yep +here (this place)
o we yep this/this person
peski tuna (branch off)
deiced/rake? where?

98
 92/
(b) a daD that one
do yeD there/Over there
owo yeD that person

(c) kor ka-a? what is that?

deke-a/reke-0 - where?
u rake -e? whc/Whicli?

SUBSTITUTION I

TEACHER'S CUE TRAINEE'S RESPONSE

(a) Deke aD Post ofis arkmiyi-a?

makit
seth rya obai
Fbelo

(b) D to do aD Post ofis aD yi-i?

makit
skul
o wort mi o
o kas kama o

(c) Reke ma taD ka ko ka obai-e?

ro bathe?
ro kor-e?
ro mapaki -e?
ro Sambuya.e?

SUBSTITUTION II

TEACHER'S CUE TRAINEE'S RESPONSE

(a) a De a De

nab d3 e
Ltthonol
ne Yen
lam

(b) a De no di kama 99
do daren
ka katalie diy'o
 93/
SOME USEFUL EXPRESSIONS

1. TaDanz a roD a re Follow this road.

2. Sort-te-saksne Cross roads
3. gal ka anmzro Go left
4. Ka thus antharon gbet Just (immediately after crossing
over the bridge.
5. Bat. ka andiyo Go right
6. Bone toloD Go straight
7. Kali Di/ii/Da/ko etc. - Look at it/them/him.
8. Lafthc ka anmero/andiyo- Turn left /right.
9. Ato yi ro dare° They are (there) behind.
10. oboli ri It's far off
11. Tori mi rokor Show me the way to the farm.
12. Tori mi akor ka Pa Xanray - Show me Pa Sanray's farm.

PROVERBS
1. Mare mebothi kakarons - A good beginning makes a
good ending.

2. A bana aloli ansim rasek

(ripe banana) (breaks) a tooth)
The unexpected has happened.
3.
3. An roD mo tape ro yenki
(The devil)(when it starts)(the devil's 'home')
Charity begins at home

SOME OTHER USEFUL EXPRESSIONS

1. Pa Bai -c apa - No problem/It doesn't matter.
2. owa gbo - Never mind.
3. KoeD D gbapsa mi-e? - Why are you buying/pesting me?
4. Te lesa amera - Don't be discouraged
5. Antoko ofians The chicken did not die of its
own accord.
6. Mary ko yemi mant Please get me some water.
7. Man ko mun ansatha bia Lets go drink some Star Beer.
8. Iron tela mu no-a? Who called you here?
9. Wur no oath kami Get out of my house.
10. D baye ma; ap You are not ashamed of yourself.
11. Anfeth an sore su afcrc - The children are a problem.
12: Te sompa Da Leave them alone.
1 00
13. Ti ko pot mu ka obai I am going to lodge your complain
to the chief.
 94/

GRAMMAR NOTES

VERBAL SUFFIXES

Suffixes play a very important part in modifying, rever-

sing or adding to the meaning of verbs, and in making adjectives
into verbs.

I. SIMPLE SUFFIXES

1: a. (or na) (a).denotes that a preposition is understood.

E. g. fi to, die
o fia dor - he died of hunger
yo - to do
yona mi ti - do it for me

(b) denotes continuous action

E.g. fith - blind

o fitha - he is growing blind
bi - dark
pa bia - it is getting dark

2. i denotes reverse action

E.g. aunt to cork up

sunti - to uncork
kantha to shut
kanthi - to open

3. ar (i) denotes that a preposition is understood and

that the action of the verb is intensified.

E.g. fof to speak

fear to reason with
thola to beg
tholar to beg from

(ii) converts adjectives into transitive verbs.

E.g. las bad

lacer to spoih.01
(14-v4.41-0 4T,7 *V
 95/

4. as or s (i) denotes repeated or intensive action

E.g. pai to jump

pais to jump about
mun to drink
mans - to drink much

(ii) converts adjectives into Transitive verbs.

E.g. fith - blind

fithes - to make blind

II. COMPOUND SUFFTYES

Compound siffixes can be made by using two or more

of the above suffixes together.

1. a plus ne denotes spontaneous action.

E.g. fi to die
fiane to die of one's own accord

2. ar plus ne denotes action for or towards oneself.

E.g. fof to speak

foferne to reason with oneself

3. as plus ne denotes action for or towards oneself.

E.g. Botha - to get, obtain

Bothesne (Bothne) - to get an idea of, to suspect.

4. ane may be added after any other suffix, where the sense
permits, to denote reflexive action.

E.g. pank foolish

penkes to fool, deceive

5. eth denotes repeated action.

E.g. yif to ask

yifeth to question
dif to kill
difath to massacre 1 '12
 96/

6. ne denotes reflexWe action.

E.g. dif - to kill

chine - to killsonself
sera - to swear (someone)
seuans - to swear oneself, take an oath
yifethans - to question each other (repeatedly)
pemkesant - to fool one.another

7. a may be added to other suffixes to denote that a

preposition is understood.

E.g. lesera . to spoil for

The above are only examples of the use of verbril suffi-

xes and do not constitute a complete list either of their
meanings or of their possible combinations. A complete list
the
would be almost impossible since there is a tendency for
precise meaning of a suffix to vary slightly according to the
verb it is used with, and secondly because TEMNE speaker's
appear to invent suffix verbs as necessary.

f)3
 flo'

Dlt I
 98/

LESSON VII

TRAVELLING BY LORRY - PART I

N ARRATION
Sallu-aD o yema kc Rokulan. o ko ro pak tak gbasi
alori. Sallu-aD a yif odreba amolo ma ram. o dreba kV
kans ko kapa elion yaraD. Sallu-aD ko osola to ka ram
ankala. Mapthasre, al) aprentis ka an bak a kothe kon
ka anlori. Kapa an porgy --o, ka anbias an tap.

OCABULAR
1. Rokulan A town about 30 miles North of Makeni
(Northern Province)
2. gbasi to board a vehicle (gbasi also means to take).
3. odreba driver
4. osola he accepts (agrees)
5. bias journey
6. karam to pay
7. kane to tell
8. amolo fare (amount, cost)
9. aprentis driver,s mate
10. Sallu name of a person (male)
11. Kapa as soon as, immediately
12. poij finish
13. bak to load
14. kothe load/luggage
15. anlori - vehicle
16. ro pak lorry park
17. mapthasre after that
18. tap to begin
19. pa to say
 99/
DIALOGUE
Sallu: Reke anlori ate mark - Where is this lorry going
ko -a? to?
Driver: AD ko Rokulan, ark yema It's going to Rokulan. Do
ko-i? you want to go?
Sallu: Dko, mines° Rokulan Yes, I'm also going to Rokulan.
reme ko.
Driver: owa mar) de kont anlori O.K. lets go this is the
amu DeDe. vehicle you are looking for.
Sallu: Mob ma ram-a? What is the fare?
Driver: An gbath -c, elion It's not much, just two
yaraD gbo. 'flames.
Sallu: owa, thethe man tei-a? O.K. when are you leaving?
Driver: I to tei kake. I'll leave just now.
De yira no di. Come occupy the front seat.

SUBSTITUTION DRILL I

TEACHER'S CUE TRAINEE'S RESPONSE

An yema ko ro Bo An yema ko ro Bo
Kamakwie
Makeni

Sefadu Se yema ko ro Sefadu

Blama

Sumbuya o yema ko ro Supbuya

Bumban
Binkolo

Yonibana I yema ko ro Yonibana

Mapakie
Makarie
Kon
Kankr
 100/
SUBSTITUTION DRILL II

TEACHER'S CUE TRAINEE'S RESPONSE

Reke olPrzba ma ko-a? Reke olangba ma ko-a?
Fatu
othem
20.
NImema
Adana
obai

Reke an Lori mark ko-a? Reke an Lori mark ko-a?

=fern
anfeth
Thomas-an deyi Solomon-an

QUESTION AN]) ANSWER DRILL

1. An onda mu-a? Where is your Honda?

2 An yi royaD. It's over there.
2. ICe, thenke -a? Where is the pen?
Se yiri ro seth. It's (there) in the house.

3. An kabile mu-a? Where is your family?

An yi ro America. They are in America.

4. An lori-a? Where is the lorry (vehicle)?

An yi ro ratha ro. It is down there.

5. An ba-a? Where is the bar?

An yi ro kora ro. It's up there.
6. A:sum-a? Where are the clothes?
Te yi ka othela. They are in the Tailor's shop.

TRANSORMATION
1. I bother mathbera owe. I like this woman.
I bother anfethabera arse. I like this woman.
2. I bother oborko owoD. I like that woman.
I bother anboko aDaD. I like those women.
3. I bother eaten owe. I like this dog.
107
I bother maten a DaD. I like those dogs.
 101/
4. oyatha kami owe. This (my) friend.
Anyathki Demi arse. These (my) frier.x.
5g, I bothers okarmoko kami I don't like this (my) teacher.
owe.
I bothers enkarmoko Demi I don't like these' (my) teachers.
6. Se yema anyari owe. We like thin cat.
Se yema eyari arse. We like these cats.

GRAMMAR NOTES

PREPOSITIONS

1. SIMPLE PREPOSITIONS

Prepositions are far less numerous in Temne than they

are in English.

The simple prepositions are:

ka of, from, in, on, at, to

to for
ra with
ro (do) - to, at (trot invariably becomes 'dot after
Int, 'DI and after or before 'rt.
Yi with, by

NOTE 1: The meaning of 'ka' is usually obvious prom the

context, but where an exact meaning is necessaryone of the
compound prepositions can be used.

2. trot is used mainly with place names, when it has the

nature of a prefix and a preposition.

E.g. ro Masongbo - to/at Maaongbo.

trot is also used idiomatically with a few nouns, and when

this happens the noun loses a separable prefix but notan
inseparable one, for example:

ro to ka mi in my hand (separable)
ro seth in the house (separable)
ro thof in or under the ground (separable)
ro mant in the water (inseparable)
1n8
 102/

2. COMPOUND PREPOSITIONS

The compound prepositions are all compounds of ka, ta,

ra and ro.

kadarep . after, behind

rodarep - 11

kadi ka . before, in front of

rodi ka . "

kadi ka - from
.kawur ka - "

kawur ro - from (with place names)

katoo ka - between, among
roratha ka - under
ka...roratha - under (e.g. kart sar doratha
under the stone)
rokom ka - on, from
ma...rokom - " " (e.go kap Beth rokom -
on the roof)
rokor ka MID in, inside
If (e.g. ka akuma rokor
ka...rokor
inside the box).
ka(ro)...rayer - near
sala ta - for the sake of, in connection with,
according to.

NOTE: podarerl, rodi, roratha, rokom, rokor are adverbsmeaning

behind, underneath, on top, inside respectively. They are
converted into prepositions by adding ka, just as in English
the adverb 'on top' is converted into apreposition by adding
'of'.

3. THE PREPOSITIONS 'FOR' WITH PERSONAL, PRONOUNS

'For' followed by personal pronouns always has anidiomatic

form for which there seems to be no logical grammatical
extlanation:
ta tams MO for me
ta tamu INK " you
ta top MO " him
ta tam " 11,0

ta tam' " you (pl.)

ta tapap
1.0.91em
 103/
PICTORIAL CUE

THEME: Livol ya an Manika

(Madingo MUsic)

11 0
 104/

LESSON VIII

TRAvEbLING BY LORRY - PART II

N ARRATION
Anbias Da Rokulan an po top, kere ra taya ra anlori re
po puta. odreba o kane anfem man thor-e kan aprentis an wura
rataya. Man ampo sinker rataya puta-e, odreba ko aka= anfem
kama baka. Wuni-o wuni ko obaka, kan konz.

OCABULARY
1. thor N MI
get (climb) down
2. puta to punture (to get burst)
3o gbeble break down
4. Data to lift
5 magstornel 0 gbunklo (kalop) - pot holes/bumps
6. baka to board a vehicle
7. gbep IMO
to climb
8. anyak jack
9 pat IMO
to patch
10. pat pat many patches
11. wura take out (pull out)
12. sinkar change
13. kurr old
14. wuni-o wuni everybody

DIALOGUE
TEMNE ENGLISH

Driver: Rataya re po puta The tyre is punctured.

Thor nu kama se sin- Please alight, so that we
kar can change it.
Pass: Ko put ri-a? What punctured it (tyre)?
Driver: Eel arontima Da put ri. Ohl its a nail.
Aron gbeD re les owa The road is bad and there
ekalop ethaser. are a lot of gallops.
Pass: Mbo tei su, keli rata- Get away, look, the tyre
ya gbeD ra yi re thei itself is worn out.
Driver: Aprentis, thora anyak Arprentice, bring the jack
deyi espana Temp, kama and the spanners quickly,
D sinkar ra taya. and change the tyre.
a.
 105/
Apprentice: I po sinkar ri. I have changed it.
Driver: owa wuni-o-wuni to O.K. please board the vehicle
bakes ka mas kons. so that we can go.
Pass: ., Tas to so gbegbe-e. Let's don't get another
break down.
Driver: okuru ote mar su thou I think God will help us
hard se bek kayenk wader. arrive safely.

NOTE: The Instructor is advised to develop his/her own subs-

titution drills to facilitate the thoroughunderstanding
of the above Dialogue.

SOME USEFUL EXPRESSIONS AND VOCABULARY

1 sinkar rataya change the tyre

2. arontima rya yeu it's a nail
3. I to -e I don't know
4. aron gbeu re las - even the road (the road itself)
5. rou des /re las it's a bad road
6. thaser too much
7. mbo form of an address to an equal
8. rataya re thei the tyre is worn out (old)
9. thanap smooth
10. thora put down
11. lemp quickly (quick)
12. hard until
13. o to mar su he will help U.S.

14. mar help

15. kayenk mader to be safe (safely)

TRAVELLING BY LORRY - ANOTHER SITUATION

(PART III)

NARRATION
Anlori am po bek Rokulan. Basie-au ka athora a kothe
kon, ko pram odreba. o kal so yif odreba kama otori ko no
anseth rya oedmasta an yi-e. odreba ko o kanc ko ko pa anseth
an yi ka anmisiri rayer.
 106/

SOME USEFUL EXPRESSIONS AND VOCABULARY

1. eyet - things (belongings)

2. akothe - luggage
3. anmisiri - mosque
4. ka anmisiri da/ra yer - near the mosque
5. ra/da yer - near
6. thor nu (you pl.) come down
7. owaa - alright
8. o tank o baki mi - I'm cold
9. o bald mi - I'm tired
10. I yema fothane - I want to rest
11. I yema fothane othan - I want to take a nap.
12. oyeri so kake - he is not there now (again)
13. o po tei ri - he has left there
14. korie mi anfam amu - say hi to your people (on my
behal f)
15. korie mi orani kamu - greet your wife (for me)
16. ankabile mu-a? - where is your family?
17. word ro kor - get inside
18. gbepa atuma - load the boxes
19. sak othan - move a little bit
20. gbasi akothe kamu - pick up your luggage
21. ko kane ko - go tell him/her
22. olangba mop o wont - That man is my brother
23. I po sinker rataya - I have replaced the tyre

TIMES OF THE WEEK

thonop - today
ninap - tomorrow
dis - yesterday
sodis - the day before yesterday
resokoD - the day after tomorrow

113
 108/

PICTORIAL CUE
TERME: Anhat/Ankomp

(The Palm Tree)

 109/
VOCABULARY
1. ankomp (pl. ckomp) palm tree(s)
2. ankut (pl. ekut) Bunch of oil palm fruits
3. kabel (pl. tabel) oil palm fruit(s)
4. kagbara (tagbara) ti
oil palm kernel(s)
5. anronko cronko palm frond(s)
6. karunk terminal bud of palm tree
7. amaro palm oil
8. ethenk roots
9. maber (makomp) wine (palm wine)
10. egbelo brooms
11. rayon palm cabbage

SUBSTITUTION DRILL

OIL PALM PRODUCE (eyet masctho ka adls27.111

TEACHER'S CUE TRAINEE'S RESPONSE

Sa sotho amsro kewur ka ankomp Se sotho amaro kewur ka ankomp
maber (makomp
egbelo
malanko
tagbara
napol
masoi
ataa

MORE VOCABULARY
malanko palm kernel oil
napol ropes
masoi soap
 110

VERBS

1. Ka gbep to climb

2. Ka ton to cook

3. Ka pat to boil

Ka poli to harvest oil palm fruits

4.

Ka k'si to remove the fibre

5.

6. Ka tass to remove the spikelets from the

palm bunch

7. Ka Bali to remove the palm fruits from the

spikelets

Ka kupi to remove the palm cabbage

8.

Ka to tap the palm wine

9.

10. (nctEra)fir the palm wine tapper)

11. Ka s7th> to get

EXERCISE
above verbs
Construct as many simple sentences asyou can using the
and vocabulary.

117
 LESSON NINE

THE PEACE CORPS VOLUNTEER TALKS TO THE

PARAMOUNT CHIEF

NARRATION
Bill -ark, o Ilsko ofo, yi oyathki kori Rahman-ark, ark ko
kori obai kande, o ward ro pet ro ober-e. AD bop ri aDgboli
Da anthof, Pa Kapr-aD, Pa Santigie-ark, Pa Lamin-aD, Pa Korn-
rabai-aD, Pa Rok-ark de yi obai ka kapet.

VOCABULARY AND USEFUL EXPRESSIONS

1. fu -
new
2. obai kande - paramount chief
3. aDgboli - chiefdom heads
4. I de mar anfem - I have come to help the people of
Da anthof arse this chiefdom.
5. ka bef to porgy - swamp cultivation
6. o bone mi tak - I am happy to hear about that
tal ti.
7. momo ka re mar su - Thanks for coming to help us
8. teren lareD - for two years
9. o bone mi tek - Am glad to know you.
tara mu
10. ko nde yo ka - What have you come to do in this
anthof arse -a? country?
11. ko mapanth ma - what work have you come to do.
ride yo-a?
12. kori obai - greet the chief
13, komD me yoyi-a? - why should I do it.
14. I yema nenk obai - I want to see the paramount chief
kande.
15. to ma kori obai-a? How should one greet the chief?
16. sari yama so yo - This is how we do it.
17. entamtamne a te - You remember what I told you?
I kane mu?
18. tha Demme ka kori - You have to stoop to greet the
obai. chief.
19. yikis anfem a bald - respect the elders
20. te kori obai deyi -. don't greet the chief with the
kamero. left hand.
 112/

NOTE: The instructor is advised to develop a situation dialogue

to suit the person using the above vocabulary and usefulexpres
sions. Additional vocabulary should be introduced by the ins
tructor to substitute the vocabulary already supplied above.
 113/
LESSON TEN

TALKING TO THE FAMILY

NARRATION
Ra foi din-i, Jim--al) o bo fofane o them ba
anseth ro
o ber-e. Ka o yif ko amolo a bera yi a feth
o ba -a. o them
ko pa o ba abera tamath yi a feth kagba-ark.
Jim -ark ko kal kayif
ye: o baf, o thila ethila ethok, o kal so thila ma komp.
Map
thas ri-e o to thila pela palom ta ka wai a re an kabile DoD
ro skul-e, owa bepi othem yi ka bor koD gbo Da yi ro seth-e?
o them ko gbaki ka pa an feth DoD-o, an rani DoD-o, an rani
Dop-o,
o ninkara kop-o, o ya ko13 -o, yi ra kom roD tho bee Da yi
ro seth.

VOCABULARY
1. ber - put up with (lodge)
2. bera - wife
3. ba - to have (in possession)
4. fil - to feed
5. gbaki - reply/respond/answer
6. thila sell
7. palom - some
8. bot - put
9. ra kom roD - his family
10. bee - all
11. yepayi - it's so/that's true
12. wai - buy

DIALOGUE
Jim: Molo abera yi afeth aba-a?
Pa: I ba abera tamath de yi afeth kagba-ark.
Jim: To man tarp ma fil Da-a?
Pa: I baf, I thila e thole, I kal ber. I ti thila so pla
palom ta ka wais eyet Blom ro seth.
Jim: AD feth a mu ate ko ro skul-i?
 114/

Pa: Yepeyi, tamath Da meko ro skull a tofot-tamath Dam mar

mi ro kor.
Jim: Molo afem mi dira no Beth ka mu-a?
Pa: AD feth ami bee an dira der okin, yi an rane mi-0 yi
afem ami atom so.
Jim: Mo-e reke-a;
Pa: o ninkara kami, oya kamipowotmi bera ubaki de yi
o woser kami -ark .
Jim: owa obaki mi thonoD, I yema dira. Sat niDkane bath.
Pa: Pe bae apa. Kanka endira a heri.

QUESTIONS

1. Reke Jim -ark o ber-a?

2. Molo abera yi afeth othem o ba-a?
3. Molo a feth me ka ro skul-a?
4. To othem mo yo ka fil a kabile koD-a?
5. Kane DaD me dira ro seth-a?

USEFUL EXPRESSIONS

1. Kane saline-a? Whom do you depend on?

2. I te ber I tap (palm wine)
3. No seth no re ber I live in this house
4. No pet no re yi I live in this town
5. Ko esaline-a? What do you depend on?

SCHOOL SITUATION

1. owath owe o ba rusma a fino This child is well behaved

2. o rusmae He/she is not well behaved
3. o we u nefel He is a problem
4. Mun gbrfane You are stubborn
5. o gbasie amaD He does not take advice
6. owath o we u noko The child is filthy
7. ark De a thamro They are waywards
8. nbothr ka tim You like to fight
9. o gbeli fof He is a talkative
 115/

10. o wan ka mu u yem Your child is a liar

11. o bote rabomp roD ka ka He has poor academic perfor-
karaD mance
12. o bothr ka wol Hs is tno playful
13. an gboth ka der no skul They come late to school
14. Ret-o-ret Everyday or every other day
15. kat-kat Frequently
16. win-win Once on a while
17. gbare-gbare Torn completely
18. o dusae She does not plait her hair
20. o buko -c He does not bathe
21. o santhie anfon DoD He does not comb his hair
22. ma santek more me boll His/her finger nails are long
23. wop clans Pay attention
24. Wur ro kan Get outside
25. o wopare no skul He is not serious about his
school work.

1 22
 116/

PICTORIAL CUE
THEME: Ea to apela
(Milling rice)

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.
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;;;; --
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23
 117/
LESSON ELEVEN

REFUSING (SITS AND INVITATIONS POLITELY

SITUATIONS

REQUEST/INVITATION POLITE NEGATIVE RESPONSE

1. Man de di-o 1. Momo -o, I po namra.
Come to chop Thank you, I'm full.

Iyo momo-o, .rere I tha die

son - Thanks, but I don't
feel like eating now.
2. Mbo, I yema nko kori mi - 2. Ee, o bane mi nap tek ko,
Friend, I would like you to kere I bac afcrc. I ba ke
visit me. ko abias - I would have like
to go, but there is no chance,
I have to travel.

I yenkc - I'm sick (I can't go)

A katek kami ke bap - My foot
hurts (I can't come).
3. Wan I gbatar mu antoko - 3. Ya momo-o I kar than_ ke der
Friend, receive this chicken lom - Thank you Mama, but
as a gift. I'll accept it some other time.

4. Sam, de gbasi asta bia - 4. Momo-o, kere pa foe mi sun

Sam, come have a pint of thonop, I yenkc Thank, but
beer. I am not well, I can't take
a drink today.

5. opisko ye mi ankala - I yema na ye mu, kere I ba-s

Peace Corps give me some ankala - I would have liked.
money. to give you but I don't have
money.
 118/
SOME USEFUL EXPRESSIONS

1. I po di kake - I have just eaten.

2. Tia mi anane - Pardon me.
3. Ear tho aloko alom - Wait another time.
4. I kar ras othan - wait a while.
5. Kar thon ninaD - Wait until tomorrow.

SOME TEMNE SONGS

Ma Len me ThemnE

1. Kapr-an
(a) Kapr-ark -o an lapra mar ko nane rar komanE - to tern -i?

Cho/ Kapr-aD-oo an lapra mar ko -

(b) Kapr-aD gbeD--gbeD an lapra mar ko nane dar rawolanE;

to tern -i?

2. Gbenle M'ber

Gbenle m'ber -e Aa kotho Alie kom Yone ba-e (twice)

Cho/ Gbenle mbere, gbenle mbere.

3. KANU

(a) AD feth a4'aemne ko-a tara ba-a ka di e kondo kart tara

gbo miner.

Cho/ Kanu-ye-kanu, AD yemaD-kanu-ye kanu

I ye kasha der-o. Oya ko aD tara ba miner.
Kanu-ye-kanufAD yemaD-kanu ye kanu.

(b) AD feth a meni ko-a tara ba-e?

Ka di ka gbem-o kart tara gbo miner.

(c) AD feth a limba ko-a tara ba-e

ka ber ma ber-o kaD tara gbo-minED.

(d) AD feth a fola ko tara ba-e?

Ka di a peni-o kaD tara gbo-o miner.

(e) !D feth a kario ko tara ba-e?

Ka di efufu-o haD tara gbo-mineul 25
 119/

4. Ka Yenk Theke

Cho/ Ka yenk theke ka lapso

Ah mi-nep ka te ba akala
Ka yenk thcke ke lapso.

(a) A minep me te ba akala I nays wuni ma fatar mi

mi.
A mincTJ me te ba reka I naye wuni an mar
nak -e mu
Mari yira norm mbaye raka-e o wuni Ice mu o

(b) A minep me te ba kara mba-e wuni ma na kamu.

A miners me te ba kara mba-c wuni ma
sotha mi
fats -e mu.
Map yira no ru mbaye raha wuni ka mu o
1111:
5. Kan An Wula
(Repeat twice)
Cho/ Karl wula-e kart uvula-e miltie sono-o
Eee-da ru ra kake be mba -c
Kara mtba-e kas mpo gbo tic sono -o
Berk kom-ye-e no ru-e
E-ya - ye mtiye son-o ka wule-e-e-e
(Karp wula, kart wula e kart wula fam-ami-nu
I ti-e son-
Repeat
twice (o-o ka wule-e-e-e
E-e-e da ru ra ka ke mba-e
Kara mba-e kas mpo gbo tie
Sono-o, Bee kom-ye no ru-n
E e ya ye ma tine son-o
Karl wula e-e-e

26
 120/

6. esek Yard Antheba

0-o da res
e sek yap anthaba mo woD ke yi kel
0-40 da res
Ah ya-a anthara map to nu gbeDane mbo
0-0 da res, ko eD1 e sek yap anthaba
Mo woD ke wura yi kel 0-0 da res.
Solo ka mun-o.
Kamun kam dif mu thankaD, kamun-c
Solo bai-e hamu-o etc (include any name)

a) Sorie-e kamun ka dif mu. thankaD

b) 0 Berti " " " "

c) 0 - Tom - e

SLANGS
1. Tap koth - Pass it around
2. Tap bemi - Pass it to me
3. Ta marane - Lets help each other
4. Ta wapanz - Let's unite
5. Sakoma - We are related
6. AD wuth - Idiomatic expression
7. Kuru ke su.nthmu - Unexpected expectations
8. Kathegbe-kethegbe- - Slow but sure
kasotho
9. Kali esek ye thaba - Look at your dirty teeth
10. Bo to tei su - Leave us alone
11. Arbo-ma-mu-e - Idiomatic expression
12. Sabano - This is our land
13. Sayino - We live here
14. Sakomno - We own here
15. Koma fof-a - What are you saying?
16. olangba - Common name for male equals
17. Subri - Early morning
18. Bot ki no - Put it here
 121/
DOS AND DON'TS

Donets:

1. Mari fofanz-e wuni baki mo ukos mu.

Don't talk to an elder as if he is your equal.
2. Te gbak arses Da owuni baki -
Don't call an elder by his/her first name.
3. Te smok do der ka obai -
Don't smoke in front of the chief.

4. Te kori wuni-o-wuni yi kata kamero -

Don't greet (shake hands) anyone with your left hand
5. Te dia kata kamero -
Don't eat with your left hand.
6. Te not raka-o-raka yi kata kamero -
Don't receive anything with your left hand.
Te mumpai ra radi - Don't smell food.
8. Te ksre atoi Da wuni -
Don't interfere with anybody's secret society.
9. Te som wan ka wuni ka to tori anfam DoD -
Don't send on errand anybody's child without informing
the parents.

10. Te gbasi amumpai De ukerfi-o-karfi bepi anyifanewuni-e -

Don't take the shorts (pictures) of any devil without
asking for permission

11. Te sorb wuni raka yi kata korner° -

Don't give anything to someone with your left hand.

Des:
1. obai ka kori tha masa= -
You have to bend to greet the chief.
2. Te wuni-o-wuni owe bek komu ya /pa.

3. Yikis anbaki amu - Respect your elders

4. Be andi yi afam abaki-e, wop kabasa yi kata komero -
Whenever you eat with elders, support the dish withyour
left hand.

'1, 128
 122/
PICTORIAL EUE

Theme: Ka othela

(At the Tailor Shop)

129
130
 123/

LESSON TWELVE

KA oTHELA - AT THE TAILOR SHOP

VOCABULARY AND USEFUL EXPRESSIONS

1. ruma shirt
2. emonti shorts
3. eyankra trousers
4. kotha cloth
5. kefol gown
6. rapel shirt (a kind of easy wear)
7. I yema nde satha mi - I want you to sew for me
8. Re sotha mi eyankra - sew me a pair of trousers
9. aggboggbog the pdicket
10. bot egboggbog-yanle - put four pockets
11. yereg do di two in front
120 yerag do dareg two at the back
13. sotha mi ruma sew a shirt for me
14. der I de thunk mu - let me take your measurement
15. thora yi othan - put them down a bit
16. jata yi ka anbonth - put them up to the nawal
17. yo yi eyongbla othan - slaken them a bit
18. antara soth emonti-i? do you know how to sew shorts
19. mold me ram-a? how much would I pay
20, aloko me re bag yi -a? when shall I come for them?
21. yo I tap mu ras a to lion - let me deposit two leones
22. de bag yi ka nyuma - come and collect them on Friday
23. I to kara age tie-a? - I will bring the balance
24. mold ka soth a ruma-a? - how much does it cost to sew a
shirt?
25. ka fol ake ka lol thog - this gown is very small
26. a ruma re thebeg the shirt is tight
27. eyankra eye e gbut thog - this trousers is short
28. ma lonk meboli long cleaves
29. soth ki ka boll sew it long
 124/

GLOSSARY

ark, am, an they

anbera women
ambera the women
ader body

ba (v) have, own

o-bai (pl. am-bai) chief
bamp bird
bans big
ka-bap (pl. to -bap) axe
bap meet
baper present
bard hurt, sour
belja rope
bepi if
bempa make
bat hold
boya give away
belj agree
bath morning
bale marry
bard bring
bum scare
bal drive
bentne withhold
ma-ber palm wine
bi black, dark
am-bil boat, canoe
am-boi boy, servant
bone please, gladden (e.g. pe bons mi)
it gladdens me, I am glad
ma-borjo gold
m-bother love

2
 125/

D
der - come
di - eat
dif - kill
dinne - be lost
dis - yesterday
dor - hunger
dc - and
du - plait, coil
din - one
dim . voice
ka-dare - the door

fai - kill by cutting the throat, butcher

fal - fly
ark -fam - people
fi - die
fi - dead
fith - blind
f of - speak
tamp° - fall down
fentha . lie down
fisa - better
fatar - near
fent - bed
fat . pot
fitha - throw away
fil . feed
fil - swing

G
gbasi 400
take
gbaki IMO
answer
gbaski *ND
differentiate
gbashE different
gbathi plenty
gbampa put together
gbo only
 126/

ark -gbor padlock

ark-gbonko forest
to gboyo millet
gbalo broom
gbut short
gbali line, put in order
gbath lick
gbak scrub
gbip choosi,,f, get hold of
e-gbith drags
gbantha slap, hit
gbothi pinch
gbak cut
gbali able
gbaoki reduce, substract
gbepe leave

H
hap - for a long time, until
he - not
hali not at all
hake sin

ka - of, from, in, at, to

ka, k and okabi - blacksmith
kabika - from
kadarao ka - behind, after
kadika - in front of
kake - now
kal return, also auxiliary verb
expressing repeated action
kane - tell, report
kane - who
kantha shut
124
 127/

K
kanthi open
o-kapra hunter
kapra hunt
kar wait
o-kas father
katoDka between, among
o-kai thief
keia steal
kEre but
ko? what, how?
ko go
ko him
kocD? why?
kono he (disjuctive form)
kor farm
koth walk
alligator
kuma box

la - be in the habit of
lane - believe
ma-lap - shams
lepso - auxiliary verb expressing the
idea of "cost"
las - bad, ugly
lel - heavy
lemre - orange
leD - sing
leDa - tail
ka-lim - neck
11TH - pull
loma - fish (with a hook)
lam - fish (with a net)
ark -lonk - arm
ma-lentho - okra
ka-lop - fish

1 R5
 128/
-small
lom some, other
ka-lame sheep
lom - count
lom - talk

M .

'm', n - you (singular) (subject)

ma, me, ma, m - when
want - water
maD, man, mam - let us (e.g. maD kone; let us go)
Mar0 .. palm oil
mi - me
ma - like
molo - prize, amount
molo-e? - how much, how zany?
motha - auxiliary verb expressing the
idea "first"
mu - you (singular (object)
:nun - drink
muno - you (disjuctive)

N
snlme - you (singular (subject)
3-na - cow
nant - fire
nark - adverb denoting past tense
nenk - see
no - you (plural) (subject)
an-nes - spider
nesa - fear
an -none - cockroach
nia - you (plural) (disjuctive)
nu - you (plural) (object)

rJ
Da - them (object), they (disjuctive)
Des - name
roof moon, mouth
16
 129/
0
0 or
0 he

P
pa . say
am-pa - matter, palaver
pai - jump
pela . rice
pare - forget
penk . foolish, crazy
ha-pet - town
po, pop . finished (also uaed to form perfect
and pluperfect tenses)
put - burst
pim . pluck
pensa . deny, refuse

R
ra with
ka-ra ONO
branch
ram IND
pay
0-rani wife
0-rank elephant
au-rei day
ark -reka paper, letter
reke SNP
which, where
ka-ren OM&
year
ri there
rim IND
voice
ro to, at, in
rodareu-ka after, behind
rodika ±n front of
rokorka inside
rokom ka trion
roratha ka IMP
under

ea be in the habit of
salata - for the sake of, in connection
with, according to
 130/

sent - sand
ap-seth - house
o-scm - animal, ineat
sepa - swear (someone)
sepane - swear oneself (ie to take an oath)
sap - we
sap - beat, flog
sim - cut down, destroy
o-sip - leopard
ap-soi - hoarse
ma-soi - soap
som - send
ta-sor - guinea corn
sok - down (used impersonally e.g. pa sok,
it dawns, pa sok mi, I understand
sop . give
ap-sop - pig (wild)
sotho - get, obtain
su - us
ap-su - ring
sunta - cork
sent - cork-up
sunti - uncork
santak - finger nail

T
to - for
ka-ta - hand
tap . follow
tara - know
tak, take - to, in order to
tal - hear, understand
tap - begin
to - do not (with imperitive)
tela - call
tha - let (eg. the oko, let him go)
tha - more .(used with adjectives to form
the comparative).
 131/

tha not
thila sell
thola beg
an-thof chiefdom, country ground
o-tik stranger
ma-tir blood
an-toko fowl
tori tell
totoko first

wai buy
wir goat
wer rat
wop catch, hold, arrest
word enter, put on (clothes)
word sharp
o-wuni person
wur get out, come from

Y
re-yem lie
yema want, like, love
ma-yentha benniseed
yi be
yi with
yif ask
Yo do

19
 132/
REFERENCES
Extracts and references have been drawnmainly from
the following:

1. Allsyne, M.C. "et al": Temne Structural Drills

and Analytical Notes, Book I, (INDIANA UNIVERSITY,
SIERRA LEONE/PEACE CORPS PROJECT), First Draft,
Summer, 1965.

2. Bangura, J.S.: Temne Language Manual (Peace Corps/

Sierra Leone), 1978.

3. McWilliams, J. and McCLure, D.: Audio-Lingual Lmeagt

Teaching: Some Basic PRINCIPLES AND METHODS FOR
VERNACULAR LANGUAGE INSTRUCTORS (Peace Corps/
Sierra Leone), July 1968:

4. Ministry of Education, Freetown: A Themne Orthography

Workshop. (Sponsored by the U.C.C. Provincial
Literature Bureau and the United Methodist Church
Literacy Programme) February 8 - 22, 1980.

5. Scott, J.P.L. An Introduction to Temne Grammar.

(Published by the Government of Sierra Leone, 1956.

6. Turay, A.K. (Dr.): TEMNE GRAMMAR HANDBOOK (Peace Corps

Language Manual).

140