A New Course in Tok Pisin (New Guinea Pidgin) 0 85883 341 7
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Table of contents :
A New Course in Tok Pisin (New Guinea Pidgin)......Page 1
Foreword. {Professor S.A. Wurm} iii......Page 3
Contents vii......Page 7
Introduction xiii......Page 13
The structure of the course xv......Page 15
How to use this course xviii......Page 18
Acknowledgements xix......Page 19
Map 1. Papua New Guinea xxvii......Page 27
Map 2. Port Moresby and surrounds xxviii......Page 28
CONVERSATIONS 1......Page 29
PRONUNCIATION 6......Page 34
VOCABULARY 7......Page 35
GRAMMAR 13......Page 41
TEXTS 20......Page 48
SUPPLEMENTARY EXERCISES 23......Page 51
CONVERSATIONS 27......Page 55
PRONUNCIATION 32......Page 60
VOCABULARY 34......Page 62
GRAMMAR 38......Page 66
TEXTS 44......Page 72
CONVERSATIONS 50......Page 78
VOCABULARY 55......Page 83
GRAMMAR 62......Page 90
TEXTS 70......Page 98
SUPPLEMENTARY EXERCISES 75......Page 103
CONVERSATIONS 78......Page 106
VOCABULARY 82......Page 110
GRAMMAR 87......Page 115
TEXTS 96......Page 124
SUPPLEMENTARY EXERCISES 101......Page 129
CONVERSATIONS 103......Page 131
VOCABULARY 107......Page 135
GRAMMAR 115......Page 143
TEXTS: Grin Jed restoron (Dicks Thomas) 121......Page 149
SUPPLEMENTARY EXERCISES 124......Page 152
CONVERSATIONS 127......Page 155
VOCABULARY 132......Page 160
GRAMMAR 138......Page 166
TEXTS 149......Page 177
SUPPLEMENTARY EXERCISES 152......Page 180
CONVERSATIONS 155......Page 183
VOCABULARY 159......Page 187
GRAMMAR 164......Page 192
TEXTS 173......Page 201
SUPPLEMENTARY EXERCISES 175......Page 203
CONVERSATIONS 179......Page 207
VOCABULARY 183......Page 211
GRAMMAR 188......Page 216
TEXTS 197......Page 225
SUPPLEMENTARY EXERCISES 201......Page 229
CONVERSATIONS 205......Page 233
VOCABULARY 209......Page 237
GRAMMAR 213......Page 241
TEXTS 220......Page 248
SUPPLEMENTARY EXERCISES 223......Page 251
CONVERSATIONS 227......Page 255
VOCABULARY 231......Page 259
GRAMMAR 236......Page 264
TEXTS 243......Page 271
SUPPLEMENTARY EXERCISES 246......Page 274
CONVERSATIONS 249......Page 277
VOCABULARY 253......Page 281
GRAMMAR 257......Page 285
TEXTS 266......Page 294
SUPPLEMENTARY EXERCISES 268......Page 296
CONVERSATIONS 271......Page 299
VOCABULARY 275......Page 303
GRAMMAR 280......Page 308
TEXTS 287......Page 315
SUPPLEMENTARY EXERCISES 290......Page 318
CONVERSATIONS 294......Page 322
VOCABULARY 298......Page 326
GRAMMAR 303......Page 331
TEXTS 310......Page 338
SUPPLEMENTARY EXERCISES 313......Page 341
UNIT 14: Supplementary texts 315......Page 343
Keys to supplementary exercises 344......Page 372
A Tok Pisin reading list 357......Page 385
Tok Pisin-English vocabulary 360......Page 388
English-Tok Pisin finder list 382......Page 410
Index 404......Page 432
Citation preview
PACIFIC LINGUISTICS Series D - No. 67
A NEW COURSE IN TOK PISIN (NEW GUINEA PIDGIN) Tom Dutton in collaboration with Dicks Thomas
LANGUAGES FOR INTERCULTURAL COMMUNICATION IN THE PACIFIC AREA PROJECT OF THE AUSTRALIAN ACADEMY OF THE HUMANITIES, PUBLICATION No. 2
Published under the auspices of the Union Acade mique Internationale
Department of Linguistics Research School of Pacific Studies THE AUSTRALIAN NATIONAL UNIVERSITY
Dutton, T. and Thomas, D. A New Course in Tok Pisin (New Guinea Pidgin). D-67, xxviii + 407 (3 maps 110 photos) pages. Pacific Linguistics, The Australian National University, 1985. DOI:10.15144/PL-D67.cover ©1985 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.
PACIFIC LINGUISTICS is issued through the Linguistic Circle of Canberra and consists of four series: SERIES SERIES SERIES SERIES
A B C D
-
Occasional Papers Monographs Books Special Publications
EDITOR: S.A. Wurm ASSOCIATE EDITORS: D.C. Laycock, C.L. Voorhoeve, D.T. Tryon, T.E. Dutton EDITORIAL ADVISERS: B.W. Bender University of Hawaii
K.A. McElhanon Summer Institute of Linguistics
David Bradley
H.P. McKaughan University of Hawaii
La Trobe University A. Capell
P. MUhlhiiusler
University of Sydney Michael G. Clyne Monash University
G.N. O'Grady University of Victoria, B.C.
S.H. Elbert
A.K. Pawley
University of Hawaii . K.J. Franklin
University of Auckland K.L. Pike
Linacre College, Oxford
Summer Institute of Linguistics
Summer Institute of Linguistics W.W. Glover
E.C. Polome University of Texas
Summer Institute of Linguistics
Malcolm Ross
G.W. Grace University of Hawaii M.A.K. Halliday
Australian National University Gillian Sankoff
University of Sydney
University of Pennsylvania
E. Haugen Harvard University
W.A.L. Stokhof University of Leiden
A. Healey Summer Institute of Linguistics
B.K. T'sou
L.A. Hercus
City Polytechnic of Hong Kong E.M. Uhlenbeck
Australian National University Nguy�n Dang Li�m University of Hawaii
J. W.M. Verhaar Divine Word Institute,
University of Leiden
John Lynch
Madang
University of Papua New Guinea All correspondence concerning PACIFIC LINGUISTICS, including orders and subscriptions, should be addressed to:
Copyright
©
The Authors
The Secretary PACIFIC LINGUISTICS Department of Linguistics Research School of Pacific Studies The Australian National University G.P.O. Box 4, Canberra, A.C.T. 2601 Australia
First Published 1985
Typeset by Jeanette Coombes and Anne Rees Maps drawn by Theo Baumann Art work by Jorge Bontes, Instructional Resources Unit, Australian National University Printed by A.N. U. Printing Service
Bound by Adriatic Bookbinders Pty Ltd
The editors are indebted to the Australian National University for assistance in the production of this series This publication was made possible by an initial grant from the Hunter Douglas Fund ISSN 0078-7566
ISBN 0 85883 341 7
FOREWORD
Tok Pisin is one of the two major lingue franche of Papua New Guinea . It has at present close to two million speakers and their number is still increasing , as is that of those who speak Tok pis in as their first language . Throughout Papua New Guinea, speakers of Tok Pisin can now be encountered increasingly in areas which have otherwise been the exclusive realm of Hiri Motu , the other major lingua franca of the area . The language has been gaining tremendously in importance and prestige during the last few years . It always has been , and continues to be , the major means of intercommunication amongst Papuans and New Guineans who have no other language in common . Even amongst speakers of the same local language it is frequently used for prestige reasons . It has been used for a long time throughout Papua New Guinea for administrative purposes , but its importance has been greatly enhanced through its becoming the language of discussion in the majority of Local Government Councils and the Parliament . A knowledge of it or some other language of the country is a prerequisite for Papua New Guinea c itizenship and it is beginning to play a more important role in education in this country on the primary and vocational levels , than has hitherto been the case . It seems that Tok Pisin is heading towards becoming the unofficial national language of Papua New Guinea , a role which it is already fulfilling in some ways . Tok Pisin is a pidgin language whose vocabulary is derived from , but by no means identical with , English to the extent of 7 5-80% , with 1 5-20% based on indigenous languages , but mainly Tolai of northern New Britain , and 5% on other languages , predominantly German . Its structure is in many ways un-English and is patterned on that of the Austronesian languages of the South-Western Pacific . The history of Tok pis in is complex , and recent research has shown that it would be an oversimpli fication of the situation to suggest that Tok Pisin represents a direct l inear descendant of Pacific Jargon English which developed in several varieties in various parts of the South Pacific before the middle of the 19th century as a result of contacts between Europeans and South Sea islanders . It is assumed that this Pacific Jargon English came into being under the indirect linguistic influence from Chinese Pidgin English and , in a similarly indirect way , gave rise to several varieties of Pidgin English such as Samoan Plantation Pidgin English , New Caledonian Plantation Pidgin English and Queensland Planta tion Pidgin English . It appears that there has been mutual influence between these main three plantation pidgins via shared recruiting areas for plantation labou r , and whereas there has been comparatively strong mutual influence between Queensland Plantation English , Solomon Islands Pidgin English and Samoan Planta tion English , the influence on New Guinea Pidgin came predominantly from Samoan Plantation English and to a lesser extent , and only indirectly , from Queensland Plantation English via Samoan Plantation Pidgin and also indirectly from Pacific Jargon English , though in any event Tok Pisin is much less closely related to Queensland Plantation English than Solomon Islands English and the New Hebridean Pidgin English which is commonly called Bichelamar . After the formal annexation of the Bismarck Archipelago , the western part of the Solomon Islands and the north-eastern part of the New Guinea mainland by the German Reich , labour trade between these areas and most plantation areas in the Paci fic came to a halt and the only plantations which continued to get labour from German New Guinea were the German-owned plantations in Samoa . The result of this was that linguistic development of Pidgin English in these areas began to take place independently from other varieties of Pidgin Engl ish , and English was at the same time largely withdrawn as a model language for Pidgin English in the German-controlled area .
iii
iv The special stabilised form of Pidgin English in these German areas became enriched with words from the local Tolai language and German and in this form was used as an unofficial administrative language by the German administration , and it became the form of Pidgin Engl ish from which present-day Tok Pisin developed . The language spread rapidly through those parts of German New Guinea which were under administrative control . After the Australian administration had taken over after World War I , the spread of this language , to which the name New Guinea Pidgin could then well be applied, accelerated without much effort or teaching on the part of the administration and by the Europeans in general , and basically as a result of its functioning as an intertribal l ingua franca . The use and roles of the language expanded rapidly between the two World Wars and increased dramatically after World War I I . It rapidly assumed new roles and functions in the years leading up to self-government and eventual independence of Papua New Guinea where it has been given official status and a few years ago been officially named Tok pis in by Government decree . In recent years , the development of urban centres has led to the emergence of a special urban sociolect , which in some respects is becoming increasingly unstable and differing more and more from the traditional rural variety . As a result of this develop ment , questions of the standardisation of Tok Pisin arose . Such standardisation is badly needed in the light of the increasing importance of the language and clearly has to start with its written form . One particular standard orthography is already available and has been used in Michalic ' s new dictionary ( The Jacaranda dictionary and grammar of Melanesian Pidgin ) , the Tok Pisin New Testament , and in the publications issued by Kristen Pre s , Madang . It has been generally accepted , but is paradoxically little used , especially in administrative and Government circles . A certain amount of standardi sation pressure affecting Tok Pisin vocabulary and grammar is exercised by the abovementioned publ ications , but individual usage is still widespread . At this point a question of pedagogical philosophy arises : should standardisation of a language be concerned exclusively with accepting the most commonly encoun tered forms of speech and disregard and relegate to substandard usage , less frequently used forms which for reasons of clarity of expression , avoidance of ambiguity , and similar reasons may well be preferable to the more frequently found forms ? Or should it be concerned with the less common forms which for reasons of clarity , etc . may be more desirable than the most frequently used ones ? I t may seem that given these two possible approaches there may be greater merit in trying to standardise a language in the direction of the second possibility while at the same time attempting to maintain a healthy balance between the two . This approach has been followed in thi s course so that in time it may come to serve as a useful beginning point in any future discussion of the standardisation of written , and ultimately spoken Tok Pisin . As the authors of this course point out in their introduction later it is a new course that has been designed to supersede Dr Dutton ' s very popular Conversa tional New Guinea Pidgin . This is pleasing to see as the old course has been out of print for several years and a much needed replacement has been long overdue . I have every pleasure therefore in welcoming the appearance of this course and of recommending it to prospective users . Although the Tok Pisin presented in it has had to be controlled to some extent for teaching purposes learners can nevertheless be confident that i f they can speak the kind of Tok Pisin presented in it they will have no difficulty communicating with Tok Pisin speakers from any part of Papua New Guinea .
v Finally in welcoming the appearance of this course and recommending it to use I hope that it wi ll not only contribute to an increase in the knowledge of the language by non-indigenous peoples , but will also , as its final achievement , be instrumental in bringing about , and deepening , a better understanding between non-indigenous and indigenous peoples of Papua New Guinea . It is also very pleasing to see this new work incorporates input from a Papua New Guinea speaker and teacher of Tok Pisin who has worked with Dr Dutton in the production of these materials. S.A. Wunm
TABLE OF CONTENTS
FOJte.lAJoJUi by PJto6u�oJt S.A. WUIUn
iii
In:tltoduc.tion
xiii xv
The. �.tJtuc.tu.Jte. 06 the. c.OUMe. How to Me.
:th-W C.OUMe.
xvi i i xix
Ac.k.nowle.dgeme.nU Map�:
xxvii xxviii
1 . Papua New G u i nea 2 . Port Mores by ·and su rro u nds
1
UNIT 1
1-5
CONVERSATIONS
1. 2. 3. 4. 5.
"Yu go we? " "M i s i ndau n n a t i ng " "Mon i n g poro" "Ten kyu t r u " "H i p 1 a n i m kon " 6
PRONUNC I AT I ON : Vowel s
7-10
VOCABULARY : 1 . Dri l l s 2 . Suppl ementary vocabu l a ry
13
GRAMMAR
1.1 1. 2 1.3 1.4
Persona l pronoun s Verbs
s ta p to be in a place, to exist, to live b i l ong + verb : in order to
13 15 17 19 20-23
TEXTS
1. Hi b i n g o l ong Mad ang Tekn i ko 1 Ko l i j 2 . M i l u k i m wan pe 1 a man (Julie Piau)
(Rebecca Gware ) 23
SUPPL EMENTARY EXERC I SES
UNIT 2
27
CONVERSAT I ON S
1. 2. 3. 4. 5.
27-31
"Bia p1 is" " N a wa n pe 1 a p i ke t u " " Nau t a s o 1 0 1 i hu k i m " "M i 1 a i k i m 1 i k 1 i k ya " " 0 1 i ko 1 i m h a toro"
PRONUNCIAT I O N : 1. Consonants p, t , k 2 . Consonants f , v 3 . Consonants 1 , r
32-33
VOCABULARY : 1 . Dr i l l s 2. Suppl ementary vocabu l ary
34-36
vii
viii 38
GRAMMAR Pos se s s i on l . a i k + verb : want to Sentences wi thout verbs Cardi n a l numbers
2.1 2.2 2.3 2.4
38 39 41 42 44-46
TEXTS
1. M i save d r i ng SP B r a u n (Moruwo Domai) 2 . Pas i n b i l ong wok im ba s ke t (Edna Raymond) UNIT 3
50
CONVERSATIONS
1. 2. 3. 4. 5.
50-54
" At i ng ka n t r i i bag a r a p l i k l i k" ' " M i no g a t K250" "M i t u pe l a i no t i ng t i ng l ong 01 r a s ko l " "M i g a t b i kpe l a war i " " Yu g i aman ya "
PRONUNCIATION : Consonant sequences VOCABULARY : 1 . Dr i l l s 2 . Suppl ementary vocabu l ary GRAMMAR
5 5-59 62
Pronoun s : dual a n d tr i a l Ques t i o n s Verb + p i n i s : compl eted a c t i ons Nou n s : s i ngu l ar a nd pl u ra l Tran s i t i ve verbs u nmarked by - i m
3.1 3.2 3.3 3.4 3.5
55
TEXTS
62 64 65 67 69 70-73
1. Wa n tok s i s t em (Muttu Gware ) 2 . Pas i n b i l ong 01 r a s ko l (Wasa Yavi) SUPPL EMENTARY EXERCISES
UNIT 4
75 78
CONV ERSATIONS
1. 2. 3. 4. 5.
7 8-81
" At i ng ba i m i go l ong bas " " Ba i m i go pa i n i m man i pas ta i m " " Em i wan em ta i m nau ? " " Inap yu sa l i m wa n pe l a t a ks i i kam? " " Long ba l u s 0 l ong s i p? "
VOCABULARY: 1 . Dri l l s 2 . Suppl ementary vocabu l a ry GRAMMAR
4.1 4.2 4.3 4.4
82-85 87
b a i + verb : fu ture tense s ave + verb : competence a nd h a b i t u a l a c t i ons Days and da tes T i me
96-99
TEXTS
1 . Wok t a ks i 2 . Land Rova
87 89 92 94
(Mark Jarimij ) ( Hasu Wage)
SUPPL EMENTARY EX ERCISES
101
ix UNIT 5
103 103 -106
CONVERSAT I ONS
1. 2. 3. 4. 5.
"H i pa i n i m wok " "H i wet i m wok ba i kam a p " " B i po m i s t a p t i sa " " O l sem wa nem t r a k n o kama p yet ? " "H i i na p "
VOCABULARY : 1 . Dri l l s 2 . Suppl eme n ta ry vocabu l ary
115
GRAMMAR + i s t ap: conti n u o u s a c t i o n i na p + verb : a b i l i ty (phys i ca l l y capa b l e) bi n + verb : p a s t tense V erb + gen: repeated a c t i o n s
Verb
5.1 5.2 5.3 5.4
107-110
TEXTS : G r i n J ed res toron
(Dicks Thomas)
SUPPLEMENTARY EX ERC I SES
115 117 118 119 121 124
UNIT 6
127
CONVERSAT I ONS
1. 2. 3. 4. 5.
127-131
" Em i b i kpe l a k l a b " "Ba l u s i l a i k k i rap" "Wa r a i l a i k pu l a p l ong g r as nog u t " "H i pa i t i m g i ta " "Tasol m i no spakma n "
VOCABU LARY : 1 . Dri l l s 2 . Suppl ementary voca bu l ary
138
GRAMMAR Pronou n s : o l g e t a forms Beg i n n i ng rel a t i ve c l a u s es : who, which, that Adjec ti ves l a i k a nd k l os t u + verb : about to
6.1 6.2 6.3 6.4
132-134
138 139 143 147 149
TEXTS
1 . Sa l v i n i a (Jacob Gimbu ) 2 . Long go i n sa i t l ong ba l u s
(Julie Piau )
SUPPLEMENTARY EXERC I SES UNIT 7
152 155
CONVERSAT IONS
1. 2. 3. 4.
"H i "H i "Bi "H i
VOCABULARY : 1. Dri l l s 2 . Suppl ementary vocabu l ary GRAMMAR
7.1 7.2 7.3 7.4
1 5 5-157
ra s ko I " s ta p l ongwe l i k l i k l ong wok " l ong wanem haus i I i k l i k" s a pota b i l ong Pangu Pa t i "
Rea son c l a u ses (because) More on rel a t i ve c l a u s e s (to whom, whoever) T i me c l a u s es (when) Nega t i ve i mpera tive s : no , no ken , nogut , ma s k i
1 59-161 164 164 166 168 170
x
1 7 3 -173
TEXTS
1. H i memba b i l ong ba i n i ng (Stanis Johannes) (Roboam Sailas) 2 . Ha l i v i m b i l ong m i 175
SUPPLEMENTARY EX ERCISES UNIT 8
179 179-181
CONVERSATIONS
1. 2. 3. 4.
"H i l u te r a n " " Kr i s ten i wa nem samt i ng " "H i no b i l i p i m 0 1 d i s pe l a g i aman toktok" "Sanguma"
VOCABULARY : 1 . Dri l l s 2 . Suppl eme n ta ry vocabu l a ry
188
GRAMMAR Empha t i c pronou n s : yet , t a s o l , wanpe l a Cond i ti on a l c l a u s e s : sapos More on verbs : s t a t i ve, verb + l ong , verb + - i m S t i l l more on rel a t i ve c l a u s e s (where, what)
8.1 8.2 8.3 8.4
1 8 3 -185
188 190 192 195 197-198
TEXTS
1 . S a ng uma (Paius Pasen) 2 . Komu n i t i wok na Yuna i te t S i os
(Redin Gamala)
SUPPLEMENTARY EX ERCISES UNIT 9
201 205
CONVERSATIONS
1. 2. 3. 4.
205-208
"H i b i n l a i n i m l ong s ku l " "H i d a i l ong bua i " "Tok P i s i n em i na p " " D i s pe l a moran i l ongpe l a l i k l i k "
VOCABULARY : 1 . Dr i l l s 2 . Suppl emen tary vocabu l a ry
209-210 213
GRAMMAR
9.1
i ga t : there is/there are and other s en tences
213
9.2 9.3 9.4
Inten s i f i c a t i o n of adjecti ves Whether c l a u s es
Inap l ong : unti l, up to, as far as
214 216 219
w i thou t subjec ts
TEXTS
2 20-2 2 2
1 . Nes i ng na Pesono l Komu n i t i He l t ( Satu Anis and Peter Roana) (Moruwo Doma i ) 2 . Pas i n b i l ong meme i m bua i SUPPLEMENTARY EX ERCISES
223 227
UNIT 10 CONVERSATIONS
1. 2. 3. 4.
"At i ng m i g a t ma l a r i a " "H i ka t i m l e k b i l ong m i " " H i pe kpe k wa ra taso l " " Em i g a t b i kpe l a ku s "
227-2 3 1
xi
VOCABULARY :
1. Dr i l l s 2 . Suppl ementary vocabu l ary
236
GRAMMAR
10 . 1 10 . 2 10 . 3 10 . 4
231-233
Answer i ng nega ti ve quest i on s + verb : obl i ga t i o n Refl e x i ve persona l pro nou n s o l sem + c l a u s e : that, as, just like, a s if, a lthough
mas
236 238 240 241 2 4 3 -245
TEXTS
1. Bekbu n i b r u k (Paul Kabau ) 2. D i s pe l a s i k , TB (Willie Kudor) SUPPL EMENTARY EX ERC I SES
246 249
UNIT 1 1 CONVERSAT I ONS
1. 2. 3. 4.
249-2 52
"M i ha l i v i m 0 1 l ong red i m ka i ka i " "M i g a t l a i k l ong ba im v i d i or i kod a " "M i sekreter i " "Tupe l a i wa n ka i n "
VOCABULARY : 1. Dr i l l s 2. Suppl emen tary vocabu l ary
257
GRAMMAR
1 1.1 1 1 .2 1 1 .3 11.4
253-255
ka i n kind of a n d wa n ka i n same i no g a t wa n pe l a : nobody, no one, nothing
Compar i son of adjec ti ves a n d adverbs l a r i m a nd s i mi l ar verbs
257 260 262 264 266-267
TEXTS
1 . M i t a i p i s t (Anelta Taula) 2 . E t r a f i k kon t ro l a (Desmah Thomas ) SUPPLEMENTARY EX ERC I SES
268 271
U N IT 12 CONV ERSAT I ONS
1. " S ta t i m en s i n ! "
2 . "M i t ra i m w i n i m t a s o l m i I u s l ong e n "
3 . "Wan pe l a ka i bam i m " 4 . " E n s i n i n o i na p s t a t "
VOCABULARY : 1 . Dri l l s 2. Suppl emen tary vocabu l a ry
2 7 1 -274 280 281 283 284 2 75-2 7 7
GRAMMAR
12 . 1 12 . 2 12 .3 12 . 4
+ c l a u s e : although, no matter, even if D i s tr i b u t i ve a nd rec i proc a l pronou n s : each, one another t r a i m try or attempt I n te nsive rep i t i t i o u s a c t i o n s
ma s k i
TEXTS
287
1 . Trak i bag a r a p (Maurice Sumbuoin) 2 . Pas i n b i l ong k i s i m l a i sens (Dicks Thomas) SUPPLEMENTARY EX ERC I SES
290
xii U N I T 13
294 294-297
CONVERSAT I ON S
l. 2. 3. 4.
"M i no l a i k pau 1 i m g r a u n b i l ong yu " " Em i g l v l m m i be l " " Em wa r i l ong kas tom b i l ong m i pe l a " save d r i ng tuma s " " Em 298-301
VOCABULARY : 1 . Dr i ll s 2 . Suppl ementary vocabu l ary
303
GRAMMAR
13 . 1 13 . 2 13 . 3 13 . 4
I mpati ent que st i o n s : wa t po , wes t a p , wasm a r a V erb grou p i ng and foc u s U n su c c e s sfu l a c t i o n s
i mobe ta s a pos
.
.
. : it would be be tter if. . .
303 304 306 307 3 10-311
TEXTS
1. Pas i n b i l ong k i s i m g r a u n b i l ong m i pe l a 2. Rau n raun t i e ta (John Barre )
(Moruwo Domai)
SUPPLEMENTARY E X E RC I SES
3 13
U N I T 14: Su ppl ementary texts
3 15-341
Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text Text
1: 2: 3: 4: 5: 6: 7: 8: 9: 10 : 11 : 12 : 13 : 14 : 15 : 16 : 17 : 18 : 19 : 20 : 21: 22: 23 : 24 : 25 : 26:
Kof i p l an tesen ( Koki Ivena) Wok l ong kopafo p l a n tesen (Wemen Kukare ) Wok b i l ong m i (Anton Kinamu) S n u ka (Jack Fosane ) ( Anna Apa) M i sa l i m bu a i Pas i n b i l ong wok i m sos pen g rau n (Edna Raymond) P i t p i t ( Stephen Buku ) Ka nggo na sa l v i n i a ( Stephen Buku ) Pas i n b i l ong pa i n i m man i l ong Waggu (Joseph Baka) Pas i n b i l ong smo k i m p i s (Saon Naiv) Tam i ok b i l ong m i pe l a ( Paius Pasen) Ta i m b i l ong wo (Amasai Yengegwot) Pas i n b i l ong k i s i m pu kpu k (Ba1dasai Asapi) B i s n i s kaka r u k (Baobao Asanga) M i pr i n t a ( Philip Lungana) Kumu na a b u s ( Philip Lungana ) M i wa npe l a panta ( Solomon A1ipet) ( Lucas Ko1e ) Long d ra i va mer i M i sekreter i ( Jessie Paragum) J a pen i s Wo Mu s eum , Rabau l (Tomi Yu Koi ) B i s n i s b i l ong m i pe l a ( Panipas Totokum) M i s a pot i m yu n i (Julie Piau) S i nd a u n l ong Mos b i (Moruwo Doma i ) Pas i n b i l ong mumu b i l ong m i pe l a (Joe Ikipe) Ta ka s top (Pita Kain) Pas i n b i l ong wok i m s a k s a k (Mar ia)
3 15 316 317 318 3 19 321 322 324 325 325 327 328 329 330 331 332 332 333 334 334 335 3 37 3 38 339 340 341
Key.6 to .6upplementaJty exeJtcM e..6
344-356
A Toll. P-iAin heading wt
3 5 7 - 3 59
Toll. P-iAin-Engwh vOQabutalty
360-381
Engwh-Toll. P-iAiYl 6,[ndeJt wt
382-403
Index
404-407
INTROVUCTION
Thi s course is an introductory one for beginning students of Papua New Guinea's largest language and most important l ingua franca , Tok Pisin . It consists of fourteen teaching units each approxima te ly one hour in length . The first thir teen of these are devoted to giving the student conversational practice in the language and to teaching the main aspects of its phonology , grammar , and vocabu lary . The fourteenth consists solely of texts for extra listening and language practice . As such the course consists of a text book - this volume - and four teen accompanying tapes . The text book contains all the material recorded on the tapes as well as instructions on how to use the course , grammatical and other note s , translations , supplementary exercises , a Tok P isin-English Vocabu lary , an English-Tok Pisin Finder List , a Reading List and Index . This course is a new one in several senses of the word : ( a ) it replaces an earlier one published by Pacific Lingui stics called Conver sa tional New Guinea Pidgin which has been out of print for several years; (b) it contains totally new material . Although similar in overall design to the earlier one j ust mentioned this course represents a completely revised , updated , and re-recorded version of it which aims to present the language as i t i s spoken today in a wide range of contexts. Tok Pisin is no longer the limited language of plantations but a modern one that is used for talking about anything that is relevant to a developing nation , as can be seen by the range of topics discussed in the conversations and texts in this course - urban living , unemploy ment, crime , politics , secretarial work , social problems , sport etc . In the process it has borrowed (and still doe s ) heavily from English, the official language of the country , and has undergone (and is still undergoing) change . Yet while change i s , in itsel f , a natural process which all languages undergo , it does pose certain problems for the language learning course designer . Deci sions have to be made about what i s to be taught and what is to be left out or left to the student to learn for him/herself . In this course we have attempted to face these problems by presenting and dril ling those aspects of the language which we think are the most common , leaving it to the student to adj ust to variation and change by exposing him/her to different possibilities in the con versations and texts and by drawing his/her attention to these in footnotes and in the grammatical sections provided . Thus although the language actually taught and drilled in this course , as distinct from that i l lustrated in the conversa tions and texts , i s of a ' central core ' kind which i s not characteristic of any one geographical area or group of speakers , students who master what is pres ented herein w i l l have n o difficulty understanding Papua New Guineans from any area and of being understood by them . They can , moreover , easi ly adjust their speech to that of a particular locality if and when they want to or need to at a later stage . There is in this course , in any case , plenty of material from different areas in the form of texts for students to study the speech of a particular area, if they want to , before they go to Papua New Guinea; ( c ) it has been modified in an attempt to better suit the needs of the learner , but especially the self-teaching student . The earlier course was designed principally as a classroom course , especially for use by trained language teachers . However , in practice , mos t of those using it were individuals who were attempting to learn the language by themselves in their own homes or office s . This new course we hope will better suit the needs of these learners although it can still be used for classroom teaching as before . We have attempted to make it so by :
xiii
xiv
( 1 ) increasing the number and range of conversations presented so that the learner has a better opportunity to hear more of the language spoken by Papua New Guinea speakers . This in turn means that the student is exposed to a wider range of variation . Furthermore , because the conver sations are not expected to be learnt in toto , as they were in the earlier course , students are free to learn what they want to and not what they are directed to by someone else; ( 2 ) adding in sel f-correcting exercises wherever practical;
( 3 ) increasing the range of Supplementary exercises and providing keys to them where appropriate; ( 4 ) adding in a short Tok Pisin-English Vocabulary and English-Tok Pisin Finder List for those who may want to look up some word they may have forgotten , or want to know for some reason , but who have no other dic tionary available . Other aspects of this course which are new or different from the earlier one are :
( 1 ) the learner ' s attention is directed towards what is being focussed on in the unit at the very beginning of each unit in a brief ' Introduction ' sub-section; ( 2 ) supplementary vocabulary has been included in the vocabulary section of each unit where speci fically vocabulary oriented exercises are also given;
( 3 ) some vocabulary forming programs have been introduced to ma ke students more aware of the ways in which new vocabulary i s , or can be , built up in the language; ( 4 ) texts relate better to the subject matter of the units; ( 5 ) the Reading List has been expanded and updated; ( 6 ) maps , line drawings , cartoons and photographs of people and places have been added for information and interest , as have excerpts of modern Papua New Guinean music . However , perhaps one of the most important differences between the present course and the old one is that all of the recording of Units 1 to 13 (except for the text s ) was done in an audio studio using good Tok Pisin speakers . As a result the quality of the recorded material is much improved . Unit 14 and the other units still contain material recorded in villages and in the workplace , however , so that the particular sounds of Papua New Guinea are not lost and the learner can hear the language spoken in a range of contexts . We hope you enjoy this course .
Tom Vutto n V�C� Thomah
THE STRUCTURE OF THE COURSE
As already indicated this course consists of a number of tape-recorded �its , or lessons , corresponding to those contained in this volume . There are fourteen such units . The first thirteen of these cover the main structures , vocabulary and pronunciation of the language while the fourteenth consi sts of texts only . Each of the first thirteen lessons introduces approximately the same amo�t o f new material for the student to study and all are similar in design . Each consists of the following sections recorded on tape : ( 1) Conversations
( 2 ) Vocabulary ( 3 ) Grammar ( 4 ) Text These sections are separated by short excerpts of Papua New Guinean music , both modern and traditional , and each unit ends with something similar . Supplemen tary vocabulary related to each lesson is also supplied in the textbook in the Vocabulary section but is not recorded on tape . Relevant cultural and other notes are also supplied in footnotes . In the first three lessons some explicit pronunciation exercises are also given although the student should always be paying attention to how the language i s prono�ced by the Papua New Guineans whose voices are heard on the accompanying tapes . Each of the tape-recorded sections of the lessons has the following character isti cs : Conversati ons
Each �it contains four or more conversation pieces . These are short question and-answer type pieces of controlled conversation recorded in the studios of the Instructional Resources Uni t , The Australian National University . They are spoken by Papua New Guineans from different parts of the co �try who are fluent speakers of Tok Pisin . These pieces are controlled to the extent that they are designed to introduce particular grammatical features in a certain order and are of limited duration . Otherwi se they represent realistic pieces of Tok Pisin conversation . In this way the learner is introduced to a range of conversations not othe rwise possible and hears material spoken by a range of voices in differ ent situations . The student should study these conversations using the tape recordings and transcripts printed in the text book before proceeding to work on the rest of the �it . He/she should then return to the conversations to prac tise their main points presented in the vocabulary and grammar sections and to attempt to adapt them for his/her own purposes . His/her attention is drawn to the points that will be specifically drilled in the grammar sections that follow in a small introduction preceding the conversations . The voices heard in the conversations are those of Tony Deklin (Vanimo , West Sepik Province ) , August Kituai ( B�di , Madang Province ) , Dicks Thomas (Mussau Island , New Ireland Province ) , Brigid Yamb�pe (Chambri Lakes , East Sepik Prov ince ) , Juli � Mohor (Ponapi , Manus Island Province ) , Frances Deklin (Vanimo , West Sepik Province ) seated left to right aro�d the table in the photograph on the following page .
xv
Vocabul a ry
There are two sub-sections to this section , a sub-section called Drills and one called Supplementary vocabulary . 1.
Dri l l s
These are designed to expand the student ' s vocabulary within the framework of the conversations . New items of vocabulary are thus introduced into selected sentences from the conversation material that the student has already worked on at the beginning of the unit . These selected sentences are referred to as ' frames ' in the drills . A number of different types of drills are used here and elsewhere , two of the most common of which are Simple substitution and Progress ive substitution drills . In the former the student merely keeps repeating the same sentence while substituting a new vocabulary item for the one nominated in the frame . In the Progressive substitution drill the student has to remember part of the last sentence he/she uttered while adding in the new piece given . This latter exercise calls for a greater effort from the student than the former . Each type of exercise is described again by the instructor on the accompanying tape for Unit I but the student is thereafter expected to recognise the nature of the drill from its name , which is always given where relevant . 2.
S u p p l emen tary vocabu l ary
This sub-section includes vocabulary that is related to the topic of the unit and/or which it is thought useful at this point to expand the learner ' s reper toire . This vocabulary is not recorded on tape but the student is directed to it on the tape and to the test exercises that accompany it . As a general rule this vocabulary is not used in the grammatical sections that follow .
xvii Grammar
This section i s designed to increase the student ' s understanding and use o f the main structures of the language . In general each section consists of three to four sub-sections in which structures that are introduced in the conversational material at the beginning of the unit are discussed and dri lled . Each sub section is introduced with a short description of the grammatical point that i s going t o b e drilled . The notes in these descriptions do not occur o n tape and are NOT to be learned off by heart - they are there merely to help the learner understand how the language ' works ' and to give him/her an idea of what aspects of it are being drilled in the exercises that follow . The grammatical description i s followed by a number of exerci se s designed to introduce and dri l l the particular gramma tical points j us t described . A variety of types of drills are used here including the s imple and progressive substitu tion types described in the ' Vocabulary - Drills ' sub-section above . However , none of these drills contains any new material to be learned. They merely give the learner practice in manipulating what has already been introduced in the conversations or in the description at the beginning of the sub-section . Each sub-section concludes with one or more evaluation exercises designed to tes t the student ' s control of the points covered in that sub-section . Texts
The texts used in this course are all of the interview type . Those in the first thirteen units are typically short interviews about some aspect of l i fe in Papua New Guinea that is related to the topi c of the conversations . Those in Unit 14 are similar but have been chosen to present a wider range of speakers and topics . Though not always easy to follow the texts are an important part of the course because they give students some idea of the way Tok Pis in is actually used for different purposes and how it may vary from speaker to speaker and from area to area , and especially from that taught in the grammar sections of this course . Translations are provided for all texts except those appearing in the last unit , where only transcriptions are provided . Here , however , notes are given , where it i s thought necessary , to help the student better understand the text . Besides the above material recorded on tape each of the first thirteen units has appended to it a number of Supplementary exercises . These exercises are designed to serve as general revision exercises , as exercises for free expression , or simply as entertainment . Keys to these exerci ses are given , where appropriate , at the end of the volume . A short Tok Pisin-English Vocabulary , English-Tok Pisin Finderlist , Tok Pisin Reading List and Index complete the text book .
HOW TO USE THIS COURSE
Before beginning the actual learning program , students should first of all make sure that they have read through the preceding sections of this volume so that they have some idea of what is being attempted and how this is being attempted . Then when they are ready to begin they should do so by studying the conversa tions which include vocabulary and structures that are to be studied in the res t of the uni t . This should be done by listening carefully to what is said by the voices on the tape and by studying the transcriptions given in the text book . Howeve r , because these conversations are only presented once and are not repeated slowly as in some other courses of this type for learning purposes (because an important part of the aim of this course is to give the student maximum exposure to the language in the time available and maximum freedom in learning what he/she wants to ) the student has to act as his/her own instructor at this point . Yet learners should not spend too much time on this initially . Rather they should approach the conversations with the idea of returning to them several times after completing the vocabulary and grammatical exercises that follow . with each run-through the student should then be better able to understand them and to adapt the material presented in the unit to his/her own purposes . On average it should take at least four to five hours to s tudy the material given in each unit in this way . Yet mere working through the materials in the way indicated wi l l in itself not be sufficient to ensure conversational fluency . The student must be prepared to go beyond that and to seek out ways to use what he/she has learnt - reading as many Tok Pisin materials as possible is one way , working through the s upplementary exercises is another . But there is no substitute for live practice with fellow learners , and especially with Papua New Guinea speakers , whenever and wherever possible . Finally note that in presenting the Tok Pisin materials in this volume the spelling conventions used in Fr F . Mihalic ' s The Jacaranda dictionary and grammar of Mel anesian Pidgin ( referred to in the Reading List at the back of this book ) have been adopted , except for those words that are not in that volume . In that case these are spel led as modern speakers pronounce them . At this point too the reader ' s attention is drawn to the Handbook of Tok Pisin edited by S . A . Wurm and P . Muhlh ausler (and also mentioned in the Reading List) as the mos t up-to-date and detailed account of all aspects of the language available - it is more than worth consulting!
xviii
ACKNOWLEVGEMENTS
The authors would like to take this opportunity to thank all those who have contributed in one way or another to the production of this course , but especially the following : John Barre , A/Director of the Raun Raun Theatre in Goroka , and the following actors from that Theatre whose voices were used in recording conversations for this course in Goroka but which could not be used in the final production , unfortunately , for technical reasons : Jeda Suar i , Hitch Lowape , Tracey Pari, Lubi Giwale; the Chairman , National Broadcasting Commission , Port Moresby for permission to use the Commission ' s recording studios in the production of voice material , and Messrs Bodeo Noga and Jimi Veneo of the Commiss ion in Port Moresby , and Mr John Kepalane , Station Manager , Goroka , for their particular assistance; those Papua New Guineans referred to in the ' Structure of the Course ' section above who readily gave of their time and voices to record the conversations used in this course; the many other Papua New Guineans who agreed to be interviewed; their permission to u se excerpts of their interviews for this course is also grateful ly acknowledged; the Papua New Guinea Post-Courier for permission to use cartoons from its ' Isuzu Lu ' series; the Director , Institute of Papua New Guinea Studies , Port Moresby , and
Mr Greg Seeto , Manager/Sound Engineer , Pacific Gold Studios , Rabaul ,
for permission to use excerpts of trad itional and modern music recorded by them respectively; the Instructional Resources U nit , The Australian National University , for technical assistance and advice , and in particular ( a ) Ms Darien Rossiter and Mr Sandy Gibbney for their skil ls and patience in recording and editing the tapes that the cassettes accompanying this course are derived from , and ( b ) Mr Jorge Bontes for the design and execution of the art work that illustrates this volume; Mr Don Kulick of the Department of Anthropology , University of Stockholm ,
Sweden , for collecting stories and photographs in the East and West Sepik Province s , some of which appear in this course;
colleagues , friends and former students whose comments and criticisms of my earlier Conversational New Guinea Pidgin course he lped shape this new course; Jeanette Coombes and Anne Rees for their unfailing devotion to duty in typing up the manuscript , and Lois Carrington for assiduously producing the Tok Pisin-English Vocabulary , the English-Tok Pisin Finder List and Index; The Australian National University for its financial and other support over the years which allowed this work to be designed and produced . Tom Vutton Vie� Thom�
xix
xx
Port Moresby from Burns Peak above Konedobu
Government bu i ld i ngs, Wa i ga n i . The one on the ri ght i s known l ocal l y a s the 'P i neappl e Bu i l d i ng'
xxi
Si g n s of the times - a d i s c o and amu sement centre i n the o l d Papua Theatre bu i ld i ng ( above) and a l ottery stand ( below)
xxii
The Eastern H i g h l ands near Goroka
Downtown Goroka
xxiii
A typ i c a l Hi ghl ands v i l l a ge near Ka i n antu, Ea stern H i g h l a n d s Prov i nc e
Dryi ng coffee, Ea stern H i g h l a n d s Prov i nce
xxiv
The coas t l i ne a round Madang
Wewak's ma i n s treet
xxv
The government stat i on at Ambunti o n the Sep i k R i v e r
Raba u l harbour
xxvi
We i gh i ng cocoa bea n s, Rabaul area
The waterfro n t at Kav i en g
xxvii
The modern Hi ghl a nd s H i g hway t h a t connects Lae and Mt Hagen
��ore.'l$Iau
_AlfUS IfO"TH
�O'O_Olf. leta
..,
If.W ."'TA'If
..,.
--8 •
Provincial Boundary National Capital
Provincial Headquarters
/
.
. /
>'�________-r__�________________J' . _ . � i i i i _"If • • AT i i i i i ! M a p 1: Papua New Gu i nea
-.� ..... 0 "
_Ul UlO rr >0 z� °0 UlZ
xxviii
WALTER
BAY
Ma p 2: Port Moresby a nd s u rrounds
Dutton, T. and Thomas, D. A New Course in Tok Pisin (New Guinea Pidgin). D-67, xxviii + 407 (3 maps 110 photos) pages. Pacific Linguistics, The Australian National University, 1985. DOI:10.15144/PL-D67.cover ©1985 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.
1
UNIT 1
I NTRODUCT I ON
In this unit we shall be focussing on :
( 1 ) how to talk about yourself and others using the Tok Pisin pronouns m i , yu , em , etc . ; ( 2 ) how to recognise different sorts of action words or verbs in Tok Pisin , and something about their nature and use; ( 3 ) how to say , or ask , where something i s ; ( 4 ) how to express in order to in Tok Pisin . These points will be introduced in the conversations that follow and will be discussed and drilled in more detail in the grammatical sections that follow them . Other things that are worth knowing are drawn to your attention in footnotes to the conversations and grammatical sections .
CONVERSAT I ONS
(1)
"Yu go we ? "
Boroko , a popular suburban shopping centre , Port Moresby
Ka k i r i i mer i b i l ong Mad a ng . l Em i wokabau t l ong r o t 2 Em i tok g u d e l u k i m wan tok . 3 Em l ong en . 4 Kakiri : E wan tok , yu go we? 5
Kakiri is a woman from Madang. She is walking along the road. She sees a friend. She greets her.
Wantok : M i go l ong Soroko . 6
I 'm off to Boroko .
.
Heh friend, where are you going?
Kakiri : S i l ong wanem ? 7
What for?
Wantok : M i go b i l ong 8 k i s i m man i l ong beng . 9
I 'm going to get money from the bank.
Kakiri : Oke , yu go . Wantok : Yes , l u k i m yu . l O
Okay, see you.
lThe little particle
Tok Pisin.
from English
i
Yes, see you.
illustrated in this sentence is an important element in
It cannot be translated into English although it originally came
he .
generally used
As will be seen in the conversations that follow it is
(although now decreasingly so as will be seen later)
after the
pronouns corresponding to
sentences,
such as
he , she , it , we , you (pl), they and other subjects of man a man , wantok friend , 0 1 t ambu in- laws . It is referred
to in more detail in different places throughout this course, e.g.,
sub-section
1.1
below.
Dutton, T. and Thomas, D. A New Course in Tok Pisin (New Guinea Pidgin). D-67, xxviii + 407 (3 maps 110 photos) pages. Pacific Linguistics, The Australian National University, 1985. DOI:10.15144/PL-D67.1 ©1985 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.
in
UNIT 1
2
2 Long and b i l ong ( which is introduced in the first sentenc e of this conver sation ) are two of the most frequently used words in Tok Pisin . They correspond to such Engli sh words as to , in , at , abou t , from , on , for. They are now generally shortened to 1 0 and blo ( or even 1 and bl ) . The se aspects of pronunc iation and use will be introduced progressively throughout this course . In this unit the use of b i l ong meaning in order to is di scus sed and drilled . 3 The word wa n tok literally means one language. It was originally used to refer to anyone speaking the same language as oneself . However , it is now used to refer to any friend or ac quaintance as well . � Long en i s a common variant of l ong em . SNote that the question word we comes at the end of the sentence unlike where in Engl i sh . 6Boroko is a suburb of Port Moresby - see map 2 . Other parts of the town are known as Gabutu , Hohola , Town , Konedobu , Gerehu , etc . Locations are often named , however , after distanc es from the c entre of town , e . g . Foma i l Fourmile 7 S i l ong wanem literally means for what . Many speakers use l ong wanem for this . 8Normally one answers a b i l ong wanem question with b i l ong for, in order to as illustrated here and in Conversations 2 and 3 below . However , it is often omitted after the very common verbs go go and kam come if nothing else comes between these verbs and the next verb . 9Note that beng is now often pronounced benk under the influenc e of Engl i s h . More of t h i s sort o f development will be heard throughout t h i s course . It i s something that i s part of the modern face o f Tok Pisin . wLu k i m yu is the modern way of saying Cheerio. It is a straight translation of
Engli sh see you. Other ways of saying farewell are introduced in other conver sations in thi s course .
(2)
"H i s i nd a u n na t i ng "
Waagu village , East Sepik
Dog a r e i g o l ong p I es . Em i bung i m wanpe l a l a pu n man na em tok gude l ong em . Dogare : A, lapu n , yu s ta p a ? ! Lapun :
Yes , m i s t a p .
Dogare went to a vi l lage . He met an old man and greeted him. Ah, old man, good day ! Yes, good day .
Dogare : Yu mek i m wanem? 2 Lapun : Noga t , 3 m i s i nd a u n na t i ng � t a s o l . s Yu go we?
Nothing. I 'm just sitting down . Where are you off to?
Dogare : M i kam b i l ong l u k i m p I es tas ol .
I 'm just coming to have a look at the vi Uage.
Lapun :
Yu s t ap we na yu kam? 6
What are you doing?
Where did you come from ?
UNIT 1
3
Dogare: M i s t a p l ong Wa i g an i .
I 'm from Waigani .
Lapun:
Okay, off you go .
O ra i t , yu g o . Ap i nu n .
M i s tap .
Dogare : Yes , a p i nu n .
Good afternoon !
Yes, good afternoon.
l The traditional greeting in Tok Pisin used to be of the form You 've come, have you ? or You 're there, are you? or You 're going, are you? With increas ing sophi stication and mobility , however , the forms mon i ng , a p i nu n , gu t na i t and
others to be heard in conversations in thi s course are becoming much more common . The tag a in the above greeting is a question tag that expects the answer yes . See sUb-section 3 . 2 for other ways of asking questions .
2 Not i c e that the question word wanem (or wonem ) what comes at the end of the sentenc e , unlike English what. 3 Nog a t i s the normal Tok Pisin word for no in answer to a quest ion , but it may be used , as her e , to mean nowhere, nothing . 4 S i nd a u n n a t i ng l iterally means to sit down for no reason or no resul t . Na t i ng
can be used with similar meaning with other action words or verb s , e . g . m i s t a p na t i ng I 'm unemp loyed o r m i s i k n a t i ng I got sick for no (obvious) reason . s Taso l comes from Engli sh that 's a l l but is used in Tok Pisin to mean only and
but . 6 yu s t a p w e na y u kam ? literally means Where were you and you came? This way of asking Where did you come from? i s being introduced here to avoid the pos s ible ambiguity of other ways of asking the same thing , notably Yu kam we? and Yu kam l ong we? Generally the former means Where are you coming from ? and the latter Where are you coming to ? but they are not always interpreted so because some speakers do not use l ong with go , kam and s t a p when proper place names are used . Compare : M i go Ra bau l I am going to Rabau l, M i s ta p Rabau l I live (permanently ) in Rabaul and M i s t a p l ong Rabau l ( na m i kam ) I was (temporarily) in Rabau l (and came ) . 7Waigani i s the suburb of Port Moresby where the Univer sity , House of Parliament and other major Government buildings are to be found - see map 2 .
(3)
"Mon i n g poro "
Rabaul market
Man i go l ong maket 1 b i l ong ba i m ka i ka i . E m i l u k i m wa npe l a wa n tok l ong make t . Mon i ng poro . 2 Man :
A man is going to the market to buy food. He sees an acquaintance there.
Wantok : Mon i ng .
Good morning .
Good morning .
UNIT 1
4 Man :
Yu mek i m wanem? 3
Wantok : N og a t , m i woka bau t taso l .
Nau yu go we?
Man :
H i kam b i l ong ba i rn ka i ka i t a so l .
And you ' l l be going back home later wi l l you?
Noga t , m i go l ong taun pas t a i m .
No, I 'm going down town first .
Wantok : O ke , l u k i m yu g e n . Man :
I 've just come to buy some food.
haus a ? "
Wantok : Na b i ha i n ba i yu go bek l ong Man :
What are you up to ? Nothing. I 'm just stro l ling about. Where are you going ?
Lu k i m yu .
Okay, see you again! See you.
i The word maket has all but replac ed the old word bu ng for market in modern Tok Pisin. 2 poro i s a shortened form of poroman , and , like wa n tok , means friend or
acquaintance .
3 Literally Yu wok i m wanem7 means You make/build what? Alternatively one c ould say Yu mek i m wa nem? ( lit . you do what ) as in Conversation 2 above . " Ba i in this sentence means sha l l, wi l l . It is discussed and drilled in Unit 4 below.
(4)
"Tenkyu t r u "
The University of Papua New Guinea Wan pe l a s tu d en i nupe l a l ong Hos b i . Em i a s k i m wanpe l a man o l sem i Yu n i v es i t i i s t a p we .
A student is new to Port Moresby . He asks a man where the University is.
Studen : He , yu save Yu n i v es i t i i
Heh, do you know where the Universi ty is ? I 'm new to Port Moresby and I don ' t know this area .
s ta p we? H i nupe l a l ong Hos b i na m i no save g u t l ong d i s pe l a h a p . 2
Man :
0 sor i poro , m i tu m i no save gu t . H i nupe l a tu . Yu go a s k i m n a r a pe l a man .
Oh, sorry mate, I don 't rea l ly know either. I 'm new too . Go and ask someone e lse.
O r a i t na s tu d en i go a s k i m narape l a man .
So the student went and asked someone e lse.
Studen : E , yu save Yu n i ves i t i i
Heh, do you know where the Universi ty is ?
s t a p we?
Man :
Yes , em i s ta p l ong Wa i gan i , l ong hap ya 3 i go l ong Foma i l .
Yes, it 's in Waigani out pas t Fourmi le.
UNIT 1
5
0 sor i , 4 m i no har i m gu t . M i b i ha i n i m wanem rot? Inap yu tok i m m i g e n ? S
Oh I beg your pardon I didn ' t get that. Which road do I fol low? Could you tell me again?
Man :
Oke . Yu n i ves i t i i s ta p l ong Wa i ga n i . Yu b i ha i n i m d i s pe l a Wa i ga n i Dra i v na b i ha i n yu kamap l ong en . Em i s ta p l ong r a i t ha n sa i t o
Okay . The University is in Waigani . Fol low Waigani Drive and you ' l l come to it. It 's on the right-hand side .
Studen :
Ten kyu t r u .
Thanks a lot.
Man :
Em i ora i t .
Stude n :
I Note the u s e o f
That 's okay .
No ken wa r i !
in thi s sentence.
o l s em
Don ' t mention it!
It l iterally means
used increasingly a s a clause connective after ver b s s uch as
to think
for
2 Although
that.
d i s pe l a
is
spelled thus i t i s generally pronounced
seen as the course progres se s .
3 Ya
is an emphatic particle meaning something l i ke
becoming increasingly important in Tok P i s i n .
clause s , for example ,
4 0 sor i
i s an express ion of emotional involvement .
sorry to hear that
desa l a
as will b e
in many case s .
this
It i s
I t s u s e in marking relative
is briefly d i scussed and drilled
to good tid ings as well as to bad .
thus but is being to say, to ask,
in Unit
6
below.
It can be used
Thus it does not corres pond to
in response
Oh gee I 'm
in Eng l i s h although it has that sense when used to show
sympathy with bad news . S Note the
structure used here for asking if
Inap
is d i scussed and drilled in Unit
(5)
"M i pl a n i m kon "
it
is all r i ght to do something .
5.
A
Sapot i i wok l ong gad e n . kamap na em i tok :
Hen i i
Koiari garden
Sapoti is working in the garden . Heni comes up and says :
Heni :
E , S a pot i , yu wok i m wanem?
Heh, Sapoti, what are you doing ?
Sapo t i :
M i p l a n i m kon .
I 'm p lanting corn.
Heni :
Yu p l an i m kau kau t u ?
Are you p lanting sweet potatoes too?
Sapo t i :
Nog a t .
No .
Heni :
O r a i t i na p m i ha l i v i m l yu ?
Sapoti :
Gu t pe l a . wa n t a i m !
B i ha i n .
Yum i tu pe l a 2 wok 3
Later .
A l l right. he lp? Great.
[ S i ng s i ng ] "Mer i Wan tok" ( Kal ibobo
Is it all right if I
Let 's work together.
Band)
UNIT 1
6
l Although ha l i v i m is generally spelled ha l p i m the spelling ha l i v i m is used in this cours e as we believe it more accurately reflects the most common pronun c iation .
2 Yum i tu pe l a literally means you and I, the two of us or we (two, including you) . Note also that it is not followed by i because the sentenc e is a kind of command ,
let us .
3 Note the difference between wok to work and woka bau t to roam around, go in Tok Pisin .
PRONUNC IAT I ON Vowe l s
In Tok Pisin the vowel sounds represented by the letters a , e , i , 0 , u present the greatest difficulty for English speakers because they often correspond to English long vowels or diphthongs . l In the following exercise listen carefully to the differences between the related English and Tok P isin words and repeat the Tok Pisin ones after the instructor . The examples will be said once only . Ready? Tok Pisin sound illustrated
English
Tok Pisin
pig reef kick green s leep
pik rip kik gr i n sl ip
e
rain paper place leg spade
ren pepa p I es l ek spet
a
cut man hard water spark
ka t man hat wa ra s pak
o
photo road cold cockatoo tal,k
po to o f o t o rot ko l kok i tok
u
fU U up cook b l,ood school, good
pu l ap ku k blut s ku I gu t pe l a
I More and more speakers o f Tok Pisin are now using sounds that are closer to Engli sh than some o f those illustrated here and in the following unit s but it is still nec es sary for learners of the language to be familiar with the way these sounds are pronounced by other , more traditional speakers .
UNIT 1
7
Now l isten to the following Tok Pisin words and repeat them after the instructor paying particular attention to the common ending - i m . This is generally pro nounced clearly in Tok Pisin . l
tok i m ki s im har i m soim lukim
b r i ng i m bru k i m g iv im bek i m ka t i m
VOCABULARY
In these sections you will learn some new vocabulary as well as practise using some of the vocabulary you have heard in the conversations . Listen carefully to the instructions given before beginning each exercise . 1 . Dr; 1 1 5
In the following exerc i ses the first sentence , referred to as a ' frame ' will act as a model for the rest of the exercise . Repeat the frame sentence after the instructor and then substitute the new word or phrase that is the ' cue ' in the appropriate place . For example , suppose the instructor begins with the frame M i go l ong s tua and then gives the cue l ong bung your answer should be M i go l ong bu ng . These exerc ises are called Simple cubctitutio n . Now try . ExeJtw e 1 :
Simple cubctitution
Frame : M i go l ong Soroko .
I
am
going to Boroko.
Bipi 2
Burns Philp (N. G. ) Ltd
op i s
office
haus hap 3
house, bui lding over there
s ku I
school
Soroko l It is nec es sary to say ' generally ' here because in rapid speech - i m may be reduced to i ( with or without nasal i sation of the now final i ) . 2 In most towns of Papua New Guinea Burns Philp ( N . G . ) Ltd and Steamships Pty Ltd have large stores known locally as B i p i and S t i ms i p respect ively .
An early BP ' s store in Goroka
3 Long hap is generally pronounc ed 1 0 hap in this po s ition and may also be in other posit ions , e . g . Em i go l ong hap b i l ong m i He 's going to my place/area.
UNIT 1
8
Now answer the fol lowing where questions using the cues provided . require the answer yes and some no. Ready?
( gad en )
1 . Yu go we?
M i go l ong gaden .
( yes )
2 . Yu go l ong gaden a ?
Yes , m i g o l ong gaden .
( nog a t )
3 . Yu go l ong hau s t u ?
Noga t , m i n o go l ong h a u s tu .
( p l es )
4 . B i ha i n yu go we ?
B i ha i n m i go l ong p l es . s.
Some questions
( nog a t )
Yu go l ong Wa i g a n i pas t a i m ? Nog a t , m i no go l ong Wa i g a n i pa s ta i m .
ExeJtw e. 2 :
S..imple. ,t, ub,t, ;ti;tu.;ti.o Yl
Frame : Yu mek i m wa nem?
What are you doing?
lukim
looking at
ba i m
buying
har im
hearing
planim
p lanting
wok i m
making, bui lding
mek i m Now see if you can answer the following questions us ing the English cues provided . Ready?
1 . Yu l u k i m wa nem?
(sweet potato)
M i l u k i m kau kau . 2 . Yu ba i m ka i ka i a ?
(yes)
Yes , m i ba i m ka i ka i . 3 . Em i k i s i m wa nem?
(money )
Em i k i s i m man i . 4 . B i ha i n em i wok i m wa nem?
(house)
B i ha i n em i wo k i m hau s .
In exercises of this kind each new sentence becomes the frame for the next substitution . For example , given the frame Ka k i r i i mer i b i l ong Madang the cue man your answer should be Ka k i r i i man b i l ong Madang . This answer now becomes the new frame for the fol lowing cue . For example if the next cue were H a i l a ns your answer should be Ka k i r i i man b i l ong Ha i l ans . Here is the frame . Ready?
mer i b i l ong Madang .
Kakiri is a woman from Madang.
Ka k i r i
man bi l ong Mad ang .
Kakiri is a man from Madang.
Ka k i r i
man b i l ong Ha i l a ns .
Kakiri is a man from the High lands .
Frame : Ka k i r i
9
UN I T 1
Ka k i r i
ma n k i b i l ong Ha i l an s .
Kakiri is a boy from the Hi{lh lands .
Ka k i r i
ma n k i b i l ong h i a .
Kakiri is a boy from this area .
Ka k i r i
p i k i n i n i b i l ong h i a .
Kakiri is a ahild from this area.
Ka k i r i
�i k i n i n i b i l ong Mad a ng .
Kakiri is a ahild from Madang .
Ka k i r i
mer i b i l ong Madang .
Kakiri is a woman from Madang .
Now see if you can answer the following questions u sing the cues provided . Ready?
( Mos b i )
1 . Dog a r e i man b i l ong we ? Dog a r e i man b i l ong Mos b i . 2 . Em i man b i l ong Mos b i a ?
(Yes)
Yes , em i m a n b i l ong Mos b i . ( Madang )
3 . Yu mer i b i l ong we ?
M i mer i b i l ong Madang . ( Nog a t )
4 . Em i p i k i n i n i b i l ong d i s pe l a hap?
Noga t , em i n o p i k i n i n i b i l ong d i s pe l a h a p . ExeJlw e
4:
S..i.mp.te -6ub-6 .tUu;ti.o Yl
Frame : Yu s ta p we na yu kam? 51
Where did you aome from {s taying} ?
iP
s leeping
s i nd a u n
si tting down
k i s i m man i
getting money
ba i m ka i ka i
buying food
ha r i m tok
lis tening to what was said
s ta p Now see i f you can ask the fol lowing questions i n Tok Pisin .
Ready?
1 . Where are you aoming from ? Yu s t a p we na yu kam? 2 . You heard what was said and aame, did you ?
Yu h a r i m tok na yu kam a ? EXeJlw e 5 :
S..i.mp.te -6ub-6:tUutioYl
Frame : Yu save l ong d i s�e l a ha�?
Tok P i s i n
Do you know this area ? Tok Pisin
tok p l es b i l ong h i a
the language of this area
Tok Ing 1 i s
English
d i s pe l a man
this person {ma le}
d i s pe l a hap Now see i f you can answer the following questions using the Tok Pisin cues provided . Ready?
UNIT 1
10
( yes )
l . Yu save l ong Tok P i s i n .
Yes , m i save l ong Tok P i s i n .
( nog a t )
2 . Yu save l ong Tok Ing l i s t u ?
Nog a t , m i no save l ong Tok Ing l i s tu . 3 . Yu save l ong d i spe l a mer i l ong hap .
Yes , m i save l ong d i spe l a mer i l ong hap . 4 . Em i K i n i a a ?
( yes ) ( yes )
Yes , em i K i n i a . 2.
Suppl ementary vocabul ary
fam i I i I
{nuclear} fami ly
pa pa , d ed i
father, daddy
mama , mam i
mother, mummy
bra tasusa
brothers and sisters, sib lings
manmer i , p i pe l
men and women, peop le
masta
boss ( formerly European but now also used
misis
formerly European woman but now used by Papua New Guinean men to refer to their wives (who , it may be noted , obj ect in some case s ) and who in turn only use man to refer to their husband s , never ma s t a )
ma s t am i s i s , Yu ropen
Europeans
hapka s
half-caste, mixed-race
of Papua New Guineans in pos itions of authority)
ka naka 2
indigenous person
p i k i n i n i man , p i k i n i n i bo i
male child
p i k i n i n i mer i , p i k i n i n i g e l pren 3
female child friend, acquaintance
I Soc ial relationship terms are quite complex in Tok Pisin and vary from area to area . We begin with a few elementary ones her e . Others are given in Unit 3 , Vocabulary Drill s , Exer c i s e 6 and the footnotes thereto . This is an area o f Tok P i s i n vocabulary that desperately requires further study . See Fingleton ( 1986 ) in the Reading List at the back of thi s volume for the sort of details required . 2 This can only be u sed safely in c ertain context s , e . g . M i s ta p ka naka n a t i ng I 'm just living in the vil lage {without paid emp loyment} , I� i bu s ka naka I 'm not educated; I 'm ignorant, p I es ka naka native vi l lage . I n other contexts it may be offensive to l i steners so it should be used with c aut ion . In any case it i s stres sed o n the first syllable and not o n the second a s in Engl i sh . 3 P ren is approximately equal to poro and wa n tok although one would not use it with complete stranger s . Nor does one use it with persons o f the opposite sex as this is suggestive of a more int imate relat ionship . Poro is more slangy than wa n tok .
UN I T 1
yangpe l a man ( em ) i no mar i t
young unmarried male
yangpe l a mer i ( em ) i no mar i t , g e l
young unmarried female, girl
bus
bush
b i kbu s
jungle, dense bush
b i kp l es
main village
b i ktau n
main centre, city
stes i n
Government station or outpost
pisin
bird
ba l u s
pigeon, aeroplane
namb i s
beach, seaside
mau n t en
mountain
man b i l ong namb i s
a coastal person
man bi l ong mau n ten
a high lands person
wa ra S ep i k , r i va Sep i k
Sepik River
a i l an Manam
Manam Is land
p l es ba l u s , epot
airport
11
p l es ka n a ka
native vil lage
p l es nogu t
bad place, unhealthy or dangerous p lace
p l es na t i ng , p l es k l i a
empty space, clearing, place where something can be easily seen
stua
store, shop
maket , bung
market
han ka i s , l ep han
left hand
smo l haus , l i k l i k hau s , haus pekpe k , t o i l et
toi Zet
yam , mam i
yam
kumu , sayor , g r i ns
greens, vegetab les
a bu s
game, meat; anything used to add to or supplement the main dish 1
a b u s i m l ong p i k
to use pork as a supp lement
kaka r u k
fowl, chicken, chook
k i au
egg
ra i s
rice
pe
pay, wages
v i l es , p l es
vi Uage
han rot
side road, track leading off a main road or track
1 i k l i k hanrot
smaU sidetrack
l Generally this is some kind of meat or game but may be greens or anything el se . See text 16 in Unit 14 .
U N IT 1
12 hanwa r a
side stream, tributary
h a u s tam b a r a n
spirit house
A haus tamba ran in the Maprik area , East Sepik Province
Suppl ementary vocabu l ary exerc i ses ExeJlc.iJ., e. 1 :
Find the correct English meaning for the given Tok Pisin words in this list :
toilet jungle wood, tree clearing brothers and sisters child mixed-race vegetab les, greens beach, coast, seashore fowl, chicken pigeon, aeroplane
ka ka r u k namb i s ha pkas d i wa i b i kbu s ba l u s p I es k l i a pikinini b r a ta s u s a smo l ha u s kumu EXeJlc.iJ., e. 2 :
Here is a l ittle memory test . words for the fol lowing :
vi Uage airport unheaUhy p lace mountain tree an Aus tra Han Sepik River daughter o ld man coas tal person
See i f you can give the Tok Pisin
egg pork side-dish clearing empty space city, main centre young unmarried female Europeans jungle shop [ S i ng s i ng ] "Mer i Wan tok" (Kali bobo Band)
13
UNIT 1
GRAMMAR 1.1
Persona l Pronouns
The principal pronouns in Tok Pisin are : Tok p i s in form
Refers to
English
mi
the speaker
I, me
yu
the person spoken to
you
em
the person or thing spoken about
he, she, it him, her, it
yum i
the speaker and person ( s ) spoken to
we ( incl . ) , us ( incl . )
m i pe l a
the speakers and person ( s ) with him and not including the person spoken to
we (excl . ) , us (exc l . )
yu pe l a
the persons spoken to
you (pI)
01
the persons spoken about
they, them
There are four important differences between these Tok Pisin pronouns and English ones :
1 . There are no separate pronouns for he, she, it in Tok Pisin . These are all em . Thus Em i go l ong tau n can mean either he went to town or she went to town ; 2 . In most carefully spoken varieties of Tok Pisin all the subject pronouns ( except m i and yu ) are followed by the special particle i which occurs between the pronoun and the verb , for example as in :
M i wokabau t . Yu wokabau t . Em i wokabau t . Yum i i woka bau t . M i pe l a i wokabau t . Yupe l a i wokabau t . 0 1 i wokabau t . In other varieties this particle i s regularly omitted so that Em i
wokabau t becomes Em wokabau t .
This particle i s a most important part of the special structure of Tok Pisin and is usually referred to as the Predicative Particle or Predicate Marker . Its position relative to other items in sentences will be i llustrated and discussed as they are introduced later . For teaching purposes it will be used after all pronouns except m i and yu in the first few units until learners get used to i t . Then no further attention will be paid to it and it will be left out or used depending on context , speed of utterance and/or other factors operating at the time ; 3 . Most Tok Pisin speakers distinguish between yum i and m i pe l a which are both represented as we in English . To distinguish the Tok pis in forms in English yum i is said to be we ( inclusive), that is we, incZuding the person spoken to and m i pe l a is said to be we ( exclusive ) , that is we, exc Zuding the person spoken to . Thus M i pe l a i go l ong t a u n means We (that is, my friends and I but not you) are going to town whereas Yum i go l ong tau n means You and my friends and I are going to town ;
U N IT 1
14
4 . Tok Pisin pronouns do not change form like English ones do when they
occur as obj ects of verbs or prepositions ( like l ong or b i l ong ) . Thus whereas in English one says He sees me and not He sees I , in Tok Pisin one says Em i l u k i m m i where m i is the same form as one uses in the beginning of sentences l ike M i l u k i m em I see him. Pract i ce Dri 1 1 s
ExeJtw e.
7:
S-- u.bM:Ltu.tA..o It
Frame : M i s i ndaun b i l ong ha r i m tok .
Em
kam b i l ong h a r i m tok .
Em
kam b i l ong k i s i m pe .
M i s a na p b i l ong k i s i m pe . M i sanap b i l ong l u k i m wa n tok . Em
woka bau t b i l ong l u k i m wa n tok .
Em
wokabaut b i l ong har i m tok .
M i s i nd a u n b i l ong h a r i m tok .
ExeJr.� e.
Z:
Repeat the following sentences in Tok Pisin and say what they mean in English. Ready?
1. M i s i ndau n b i l ong l u k i m Doga re .
I
am
sitting down to watch Dogare .
2 . D i s pe l a man i s t a p b i l ong ha r i m tok .
This man is staying to Zisten to what is said. 3. Pikinini
i go l ong s t u a b i l ong ba i rn ra i s .
The chiZd is going to the store to buy rice. 4 . Em i kam b i l ong k i s i m pe .
He (or she) is coming to get paid. 5 . 0 1 i sanap b i l ong wok . They are standing up to work. Eva l u a t i o n exerc i ses
ExeJr.� e.
1:
Answer the following questions in Tok Pisin using the cues provided . Ready?
1. B i l ong wanem yu go l ong Boroko?
M i go b i l ong k i s i m pe .
( k i s i m pel
UNIT 1
20
( p l an im)
2 . Em i k i s i m kon b i l ong wanem?
E m i k i s i m kon b i l ong p l a n i m . 3 . B i l ong wanem 0 1
( ka i k a i ra i s )
s i nd a u n ?
0 1 i s i nd a u n b i l ong ka i ka i r a i s . ( ba i m kau kau )
4 . Y u pe l a i kam b i l ong wanem?
M i pe l a i kam b i l ong ba i m kau kau . ( l u k i m mer j )
5 . B i l ong wanem yu s a na p? M i s a na p b i l ong l u k i m mer i .
EXe4� e
2:
How would you say the following in Tok Pisin?
Ready?
1 . They are coming to get paid. 0 1 i kam b i l ong k i s i m pe .
2. I
am
sitting down to watch Dogare .
M i s i nd a u n b i l ong l u k i m Doga r e . 3 . We ( exclusive ) are standing up to work.
M i pe l a i sanap b i l ong wok . 4 . You are coming to buy rice .
Yu kam b i l ong ba i m ra i s .
5 . She is staying to work in BPs .
{
Em i s t a p b i l ong wok l ong s tu a b i l ong BP . Em i s t a p b i l ong wo k l ong B P . [ S i ngs i ng ]
Menya Etuku Haoke Band , Morobe Province
TEXTS
( 1)
H i b i n go l ong Mad a ng Tekn i ko l Ko l U
Listen to the following interview with Rebecca Gware . Rebecca comes from Butibam vil lage , Lae . She is eighteen years old and i s a well educated company clerk .
Rebecca 0:
Wa nem nem b i l ong yu?
R : Nem b i l ong m i Rebecca Gwa r e . 0:
Yu gat hamas kr i sm a s ?
R : E i t i npe l a kr i smas . 0:
Wanem p I es b i l ong yu ?
21
UNIT 1
R : P I es b i l ong m i Bu t i bam , l ong Lae .
A - - hama s tok p I es yu save l ong en?
D : Nn .
R : M i save l ong t r i pe l a tok p I es t a so l .
Em Ing l i s , P i d g i n na tok p I es Bu kawa .
D : A yu b i n go l ong wanem pra i mer i s ku l ? R : M i b i n go l ong Lae I n t a neseno l P r a i mer i S ku I .
M i p l n l s l ong h a p m i b i n go wok i m ha i s ku l b i l ong m i l ong Lae P rov i ns o l Ha i na m i b i n p i n i s l ong Lae Ha i m i b i n go l ong Madang Tekn i ko l Ko l i j .
D : O ke .
Yu b i n go Mad a ng Tekn i ko l Ko l i j .
Yu b i n wok i m wanem kos l ong hap?
R: M i b i n wok i m k l e r i ko l s tad i s l ong Madang T e k .
Engl i s h tra ns l a t i on
D : What I s your name ? R : My name is Rebecca Gware . D : How o ld are you ? R : Eighteen years . D : What vil lage do you come from? R : I come from Butibam vil lage, Lae. D : How many languages do you know? R : I know only three : Eng lish, Tok Pisin and Bukawa. D : Which primary school did you go to ?
I finished there and then went to high school at the Lae Provincial High Schoo l . When I left that I went to Madang Technica l Co l lege.
R : I went to Lae Internationa l Primary Schoo l .
D : Okay .
What course did you do at Madang Technical Co l lege.
R: I did Clerical Studies at Madang Tech{nical Co l lege ) . Now open your textbook and answer the questions in Tok Pisin before l istening to the next text .
S ampe l a kwes t i n *
1 . Rebecca
mer i b i l ong we?
2 . Bu t i bam
s t a p we ?
3 . Rebecca
em
4 . Em
save l ong Tok Ing l i s na Tok P i s i n a? save l ong en t u ?
Wanem na r a pe l a tok p I es
b i n go l ong wanem pra i mer i s ku l ?
5 . B i l ong wanem em i go l ong Mad ang Tekn i ko l Ko l i j ?
*
1 . Rebecca ( em ) i mer i b i l ong Bu t i bam (v i l es ) . 2 . Em s t a p l ong Lae . 3 . Em save l ong tok p I es Bu kawa . 4 . Em b i n go l ong Lae In t a neseno l P r a i mer i S ku l . 5 . Em go l ong Mad a ng Tekn i ko l Ko l i j b i l ong wok i m k l e r i ko l s tad i s kos o
UNIT 1
22
(2)
M i l u k i m wanpe l a man
I n this story Julie Piau talks about meeting an acquaintance in Boroko . Julie is twenty-six years old and comes from the Simbu Province . She is very wel l educated .
Julie
M i go , m i l a i k l ba i m sampe l a ka i ka i � * Nau m i g o i n - - m i go ba i m pi n i s 2 na m i kam ausa i t m i l u k i m wanpe l a man . Em sanap * 1 0ng * - - k l os tu l ong posop i s * na em wok l ong 3 k i s i m sampe l a p i ksa . Em k i s i m sampe l a p i ksa �4 na m i l u k i m d i s pe l a man na m i save l ong em . Nau m i g o toktok wan ta i m em . N a em tok 0 em l a i k k i s i m p i ksa l ong wanpe l a bu k b i l ong em . Nau m i tu pe l a * toktok l i k l i k , em go l ong haus b i l ong em s na m i kam bek l ong haus b i l ong m i . Em �
J: Hapa s d e m i go 1 0ng * Soroko .
E n g l i sh tran s l at i on
I went (because) I wanted to buy some food. I went inn I went and bought it. I came outside (and) I saw a man. He was standing at -- near the Post Office and was busy taking some photos . He was taking some photos and I looked at this person and I recognised him. So I went and talked to ( lit . with) him . He said that he wanted to get pictures for a book of his . I talked to him for a little whi le and then he went home and I came back home. That 's a l l .
J : The day before yesterday I went to Boroko.
*
Note how Julie pronounc es these words . This is very typical of modern Tok Pisin . I The u s e of l a i k is discussed and drilled in Unit 2 below. 2 The use of p i n i s is discussed and drilled in Unit 3 below.
3 Wok l ong + verb is discussed in footnote 2 to Conversation 2 in Unit 5 below . 4 The use of s ta p is di scussed and drilled in Unit 5 below . s Pos session is discussed and drilled in Unit 2 below .
UNIT 1
Sampe l a kwes t i n *
1 . J u l i e i go we? 2. B i l ong wanem em i go l ong Boroko? 3 . Em i go a u s a i t l ong s tu a na em i l u k i m wanem? 4 . D i s pe l a man
mek i m wanem?
5 . D i s p e l a man
s ta p we?
6 . J u l i e i save l ong d i s pe l a man a? mek i m wanem?
7 . B i ha i n Ju l i e B.
Na d i s pe l a man
me k i m wa nem?
9 . Em t a s o l 0 J u l i e i go wanta i m em?
[ S i ng s i ng ] Kaluli work song , Southern Highlands Province
Making a garden in the Highlands Suppl eme n t a ry exerc i se s
1
1 . Complete the following conversation with suitable Tok Pisin expressions : A:
•
•
•
•
•
•
•
•
.
B : Ap i nu n poro . A:
•
•
•
.
.
•
•
•
•
•
.
•
•
•
•
•
•
•
?
B : Nog a t , m i no go l ong bu ng , m i go l ong wok . A:
•
•
•
•
•
•
•
•
•
•
•
B : Yes , m i go .
*
•
•
.
•
•
•
•
Lu k i m yu .
go l ong Boroko . l . Em go b i l ong ba i m ka i ka i . 2 . Em l u k i m wanpe l a man . 3 . Em 4 . Em k i s i m p i ksa . s ta p k l os tu l ong posop i s . 5 . Em 6 . Yes , em i save l ong d i s pe l a man . 7 . Em i go toktok wa n t a i m d i spe l a ma n . B . Em i go l ong haus b i l ong en . 9 . Noga t . Ju l i e i go bek l ong haus bi l ong en tu .
l Keys to these and other supplementary exerc i ses are to be found at the end of the book .
23
UNIT 1
24
2 . How would you say the following in Tok Pisin?
You will need to know the supplementary vocabulary presented in this unit for thi s .
a . Where 's the airport in Port Moresby ? b . Ask me in your own language . c . Where do they work? d. Why is the baby boy sitting on the ground? e . Where does this o ld woman come from (i . e . what nationality is she) ? f . Where did the pig come from ? g . You came just now, didn ' t you? 3 . Pretend you are visiting Madang for the first time and that you are staying
at the Madang Hotel . Using the map given below how would you stop someone in the street and ask him or her : a . where the Coast Watchers Memorial is? b . how to get there ( i . e . which street you have to follow) ? c . if there is a swimming pool in the town? (Use sw i m i ng pu 1 in your question for swimming poo l ) . d . if so , where is it? e. where he or she comes from ( i . e . what part of the country) ? f . where he or she i s coming from now ( i . e . where he or she is on his or her way from) ? g . could he/she please say that again as you didn ' t understand what was said? Now better informed you thank the person you have been talking to and say cheerio .
4 . Make up sentences using the following sets of Tok Pisin words : i . save , p r a i m i n i s ta ii . wok , rot i i i . s i nd au n , we , 01 iv . na , go bek , ba i rn kumu v. b i 1 0ng wanem , s l i p , yupe 1 a , Yu n i ves i t i vi . mek i m wa nem , em , p 1 es vii . s t a p , m i pe 1 a viii . ka i ka i , hap , b i 1 0ng ix . p i k i n i n i , p i k , we x . b i 1 0ng S i a pan , s ta p , kam
[ The aim here should be accuracy , not length of sentence . ]
UNIT 1
Madang
25
Harbour
BISMARCK
SEA
\\ MADANG 5 . write the following short story in Tok p i sin : 1 Me I am a Fijian. I came from Viti Levu. Why did I come to Papua New Guinea? Just to work. My wife is in Fiji . She works in Suva to get money to come to Papua New Guinea too. A Z Z right that 's the end of my story . That 's a Z Z . I am George. 6. Read the ' Foreword ' to this text book written by Professor Wurm and if
possible some of the articles and/or books mentioned in the Reading List at the end of the book and answer the following questions about Tok Pisin : a . Where is Tok Pisin mostly spoken? b . What do linguists think about the history of Tok Pisin? c. I s Tok Pisin the national language of Papua New Guinea? d . What role does Tok Pisin play in Papua New Guinea today? What was its role in the past? e . From what languages does Tok Pisin draw its vocabulary? f . What are Tok Pisin ' s main characteristics?
UNIT 1
26
Study the pronunciation exercises in 7 . Introduction to Tok Pisin spell ing . Units 1 , 2 and 3 and make some observations about how words are spel led in Tok Pisin compared with English . this unit) :
Now try writing the following ( taken from
s Leep rain spade b Lood
reef road water
and the following ( taken from Unit 2 ) :
pipe too vote
five taLk four
Now try writing the following words as you think a Papua New Guinea Tok Pisin speaker would say them :
country course deve Lopment Christian dub
association against East Sepik Province GuLf Province independence is Land Leader
member Prime Minister prophet pub Uc he Ucopter nurse p Zantation pyrethrum raciaUst university whiteman
27
UNIT 2
I NTRODUC T I O N
In this unit we shall be focussing on :
( 1 ) how to say my, your, his, her, etc . ;
( 2 ) how to ask someone what they want and in turn how to say that you want something ; ( 3 ) how to ask what something i s ;
( 4 ) how to ask the price o f things and to count i n the language . These points will be introduced in the conversations that follow and will be discussed and drilled in more detail in the grammatical sections that follow them . Other things that are worth knowing are drawn to your attention in footnotes to the conversations and gramma tical sections .
CONVERSAT I ONS
(1)
"B i a pl i s "
B i ha i n l ong ta i m wok i p i n i s Oag i i go l ong k l a b . 1 Em i go i n sa i t l ong k l a b . B i ha i n baman i as k i m em . Em i tok 0 I sem : Baman : Yes p l i s . Yu l a i k 2 d r i ng wa nem? Dagi :
After work Dagi went to the cZub . He went inside and the barman asked him what he wanted. He said: Yes pZease . drink ?
What do you want to
Beer .
Bia.
Baman : Wa nem ka i n b i a , S P 0 Sanm i k? 3
What sort - SP or San Migue Z ?
M i l a i k i m SP . Baman : Yu l a i k i m � l ong bo to l 0 l ong t i n?
I Zike SP.
Dagi :
Dagi :
Boto l , S P B r au n . en?
Hamas l ong
Baman : Na i n t i fa i v toea . 5 Dagi :
Em va , tu k i na .
Baman : Yu l a i k k i s i m wan pe l a samt i ng
mo?
Dagi :
Yu g a t p i s na s i ps 0 pa i 0 sam t i ng i s ta p ?
Baman : Yes , m i pe l a i g a t o l g eta . Dagi :
M i l a i k i m wa npe l a pa i va . Hamas o l g e ta nau ?
Do you Zike it in a bottZe or in a tin? BottZe, SP Braun, pZease. is it?
How much
Ninety-five toea. Here 's K2 . WouZd you Zike anything eZse? Have you got any fish and chips or pies or something Zike that? Yes, we 've got a Z Z those . I 'd Zike a pie then. How much does aZZ that come to now?
Baman : Pa i i kos t i m f i f t i fa i v toea .
The pie is fifty-five toea.
O l sem na 6 Oag i i g i v i m tu k i na l ong baman na baman i g i v i m sen i s l ong Oag i . B i ha i n Oag i i go d r i ng b i a na ka i ka i pa i .
So Dagi gave K2 to the barman and the barman gave him back the change . After that Dagi went and drank his beer and ate the pie .
UNIT 2
28
I Drinking in clubs , taverns , bar s and hotels has become an important part of soc ial life in Papua New Guine a . 2 Note the difference between l a i k ( which is u s e d here before the ' verb d r i ng ) to want to do something and l a i k i m to like (something) which occurs a few utteranc es later on in thi s c onversation . 3 Papua New Guinea has it s own breweries which market their product s under dif ferent names . South Pac ific Breweries Ltd , for example , markets it s beer in brown and green bottles called s t ab i (stubbies ) which can either have short necks ( so t pe l a nek , sotnek ) or long necks ( l ongpe l a nek , l ongnek ) as well as in kegs . Each kind of beer has its adherents who will argue about the different qualities of their favourite . The most popular other beer is that marketed by San Miguel Breweries ( N . G . ) Ltd and referred to locally as sanm i k or sanm i k red top i f it has a red label . Here are some common label s .
S P ( B rau n ) ( so t nek)
SP ( G r i n ) ( so t nek)
Sanm i k ( sotnek)
SP ( E ks po t ) ( l ong nek)
Sanm i k Red top ( so t nek)
4 Note here and in other conver sations that follow that the obj ect pronoun em it is generally omitted after transitive verbs . s Papua New Guinea has it s own dec imal currency .
It
2t
5t
l Ot
20t
IK
29
UNIT 2
The smallest unit i s named the toea and the largest the k i na . The toea is named after the Motu name for armshells which used to be valuable trade items . The word k i na comes from Tolai spoken in the Gazelle Peninsula of East New Britain . It was originally used to refer to several species of mus sels and other broad flat shells used for scraping coconuts or grat ing taro . In Tok Pisin , however , it is used to refer to the mother-o f-pearl shell that is used as the traditional currency in other part s of the country but espec ially so in the Highlands .
k i na toea 6 0 l s em na and ora i t na are important linking phras es in Tok Pisin conversation and story telling . The modern tendency i s , however , to use so instead in many context s .
Wantok
i�
(2)
" N a wanpe l a p i ke t u " tasol 01 asple. i sot
�������
Ion,.���!
lii!�
Humu t i g o l ong bu ksop b i l ong ba i m wan pe l s n i u s pepa .
Mumut went to the books hop to buy a newspaper.
Meri :
Yes, can
Yes?
Mumut : Hi l a i k ba i m Wantok n i u s pepa va . Yu g a t sampe l a i s t a p ? Meri :
P l a n t i i s ta p .
I
he lp you?
I want to buy a copy of Wa n tok please . Do you have any ?
Yes, p lenty of them.
Mumut : Ora i t g i v i m wan �e l a l ong m i . N a wan pe l a p i ke tu . P i ke b i l ong p i k i n i n i b i l ong m i . Tu pe l a kos t i m hamasl
A l l right give me one p lease. And a packet of chewing gum too for my chUd. How much do the two cos t?
Mer i :
Wa n tok costs twenty toea and the chewing gum seven toea. The two together cost twenty-seven toea.
Wantok i kos t i m twe n t i toea na p i ke sev e n toea . Tu pe l a i kos t i m twen t i seven toea .
UNIT 2
30
Here 's fifty toea.
Mumut : Em va , f i f t i toea . Mer i :
Thank you.
Ten kyu .
l P i ke is used as a general term for any kind of chewing gum although younger speakers are now more likely to use more exact names like s p i arn i n t spearmint, j u s i f ru t /su s i f r u t juicy fruit, a b a ba ba bubb le gum.
(3)
" N au tasol 0 1
hu k i rn "
J i ro i g o l ong bu ng . Em i l a i k ba i rn p i s b i l ong rner i b i l ong en .
Jiro goes to the market. He wants to buy fish for his wife .
Meri : 1 Yes , yu l a i k ba i rn p i s ?
Yes, would you like to buy some fish?
Jiro :
Yes , t a s o 1 2 0 1 d i s pe l a nu pe 1 a ?
Yes, but are these fresh?
Meri :
0 1 i nu pe l a . N a u taso l 0 1 hu k i rn . 3 Na trosel tu .
They 're fresh . They 've just been caught. And the turtle too .
Jiro :
Ya .
I see.
Meri :
E m fa i v k i na .
Jiro :
Oke , m i k i s i m .
D i s pe l a , em harna s ?
This one, how much is it?
That 's K5 . Ten kyu tru .
Em nau . J i ro i k i s i m p i s na l ong haus b i l ong en .
go
Okay, I ' l l take it. much.
Thank you very
And that 's how it was . Jiro took the fish and went home .
l Note that me r i in Tok Pisin j ust means woman unless it is qualified ( as in the opening sentenc e ) by b i l ong X to indicate someone ' s wife . This mer i is thus referring to the f i sh seller and not Jiro ' s wife . 2 Note the new use of tasol here as but . Younger better educated speakers are now using bat for this as can be seen in some of the texts used in this course . 3 Note how Tok Pisin speakers convey the idea of the impersonal passive con struct ion in Engl i sh ( e . g . It was done, They were caught (by someone unnamed) ) . They use 0 1 they .
(4)
"M i l a i k i rn 1 i k l i k ya "
Traditional basket maker , Edna Raymond from the East Sepik Province
UNIT 2
Ma t i i i n tav i u i m Ha r i a l ong wok b i l ong en . Mati :
M i l a i k a s k i m yu l ong 1 d i s pe l a samt i ng yu wok i m .
Haria : Em i ora i t . Mati :
Gohet !
Yu wok i m wanem v a ?
Haria : M i wok i m ba s ke t . Mati :
Yu yus i m wanem l ong wok i m ? 2
Haria : M i yus i m rop b i l ong d i wa i n a
sampe l a t a i m t u m i wok i m baske t l ong s k i n b i l ong s a ksa k .
Mati :
Y u s pend i m hamas t a i m l ong wok i m wanpe l a ?
Haria : I n a p tu 0 t r i pe l a d e samt i ng . Mati :
Yu sa l i m wa n pe l a l ong hama s ? 3
Haria : Wanpe l a b i kpe l a i kos t i m e t
k i na , na 1 i k 1 i k f a i v k i na taso l .
Mati :
O r a i t , m i l a i k i m l i k l i k va . Em i na i s pe l a . Em i namba wan t r u .
31
Mati is here interviewing Haria about her work. I 'd like to ask you about this thing you 're making. That 's okay .
Go ahead!
What is it you 're making ? I 'm making a basket. What are you using to make it with ? I use vines and sometimes I make baskets out of the skin of sago palms too. How much time do you spend making one ? About two or three days . How much do you sell one for ? A big one costs KB and a smal l one only K5 . Okay, I like this smal l one . attractive . It 's very good.
It 's
I Note the use of a s k i m . . . l ong for to ask about (something) . 2 Note here how one asks the question What do you use to make it wi th? 3 Note how one asks the quest ion How much do you sell one for?
(5)
".:;.O-,-l-"--,-_k:..;..o;:...l,-i,-m,--,-h:..:..a--=t.,=.o-,-r.::..o
Ha toro palms near Port Moresby As i em i l a i k ba i rn wan pe l a ka i n ka i ka i . Tasol em i no save pas i n b i l ong ku k i m . O l sem na em i a s k i m 0 1 l a i n 1 i s a l i m d i s pe l a ka i n ka i ka i l ong bung : Asi :
Ap i nu n .
D i s pe l a em i wanem?
Asi wants to buy a certain kind of food. But she doesn 't know how to cook it. So she asks those who are sel ling it at the marke t : Good afternoon.
What 's this ?
UNIT 2
32 Meri : Long Tok Motu 0 1 i ko l i m Asi :
h a toro . 2
It 's called Language .
Ha toro i wanem samt i ng ?
Wha t sort of a thing is
o l sem bua i .
It 's something to eat, isn ' t i t ?
Em i samt i ng b i l ong ka i ka i , 1 aka? 3
Meri : Yes , em sam t i ng b i l ong ka i ka i .
Taso l yu mas pu t i m l ong wa ra pa s t a i m , l ong t r i pe l a d e . B i ha i n yu ku k i m n a ka i ka i .
Asi :
t a so l .
Asi :
Fifty toea.
I g a t sampe l a ba nana i mau 4 i s t ap .
Meri : Nog a t ,
Mas k i ,
But Yes, it 's something t o eat. you have to put it in water firs t, After that you cook for three day s . it and eat i t . How much do five cos t ?
Fa i v pe l a i kos t i m hama s ?
Meri : F i f t i t o e a . Asi :
ha toro?
It 's a thing that looks like a bete lnut.
Meri : Em wanpe l a ka i n samt i ng i l u k Asi :
ha toro in the Motu
Are there any sweet bananas as we l l ?
g a t b i l ong ku k i m
No, there 's only cooking bananas .
ora i t .
Never mind that 's okay .
Tenkyu .
Thank you.
[ S i ng s i ng ]
' San Mig Red Top '
(Ararua Band of Wewak)
1 0 1 before l a i n indicates that l a i n ( group ) i s plural , i . e . groups . Plural marking is di scussed and drilled in Unit 3 below . 2 Ha toro is the Motu name for the cycad palm ( cycas media ) and fruit . The fruit is edible but only after it has been soaked in water for several days . 3 Laka is a popular substitute for the question tag a in island , as oppo s ed to
mainland , areas of Papua New Guinea . It is often pronounc ed l aga . 4 Note that banana i mau translates lit erally as banana ripe and contrasts with banana b i l ong ku k i m cooking bananas which are a staple in Papua New Guinea . Other ways o f referring to swee t bananas are : banana b i l ong ka i ka i n a t i ng and sw i t banana .
PRONUNC IAT I ON 1 . Consona n ts :
p, t, k
Tok Pis in p , t , and k are pronounced without aspiration or a fol lowing puff of a ir as in English pit for exarnple . l Listen to the differences between the following sets of related English and Tok Pisin words and repeat the Tok Pisin ones . Each is said once only . Ready?
l In some areas of Papua New Guinea orthographic p and b are pronounc ed as f and v respectively in which the lips are almo st touching one another and not , as in English , with the lower lip touching the top teet h .
UNIT 2
Tok Pisin sound illustrated
2.
33
English
Tok Pisin
p
paper pawpaw pipe pig cup
pepa po po pa i p pik kap
t
tea tai l ten talk too
ti tel ten tok tu
k
cup cut cook cockatoo kick
kap ka t ku k kok i kik
Consona nts : f , v
Tok Pisin sounds represented by f and v are pronounced by older speakers with the l ips almost touching one another and not , as in English , with the lower l ip see footnote to touching the top teeth . They are often replaced by p and b ' Consonants p , t and k ' in your textbook . Listen to the following related English and Tok pis in words and repeat the Tok Pisin ones . -
English four five Friday fever vinegar vote
3.
Consona n ts :
Tok Pisin
fo/po f a i v / pa i p f r a i d e/pra i d e f i va/ p i va v i n i g a/b i n i g a vot/bot
1, r
Tok pis in 1 and r are also unlike the corresponding English sound s . I n Tok Pisin they are pronounced as flaps . That i s , the tongue touches the roof of the mouth once only and very quickly in pronouncing the sound , very much l ike the d sound one uses in pronouncing Saturday quickly in English . Not all speakers distinguish between r and 1 , however . Listen to the fol lowing related English and Tok Pisin words and repeat the Tok Pisin ones : English carry water Saturday shut up rubbish rice s lack s leep leaf leg
Tok Pisin
ka r i m wa r a sarere sarap rab i 5 ra i s s l ek 51 iP 1 ip l ek
UNIT 2
34 VOCABULARY 1 . Dr; 1 1 s
ExeJtwe
1:
Shnpie .6Ub;.,.:tU;u;t{.o n
Frame : Yu l a i k d r i ng wanem?
What do you want to drink?
k i s im
get
ka i ka i
eat
bag a ra p i m
spoi l
ku k i m
cook
raus i m
get rid of, throw away
st i 1 im
s teal
d r i ng Now see i f you can answer the following questions using the Tok Pisin cues provided . Ready?
1 . Yu l a i k ka i ka i wanem?
(d i s pe l a samt i ng )
M i l a i k ka i ka i d i s pe l a samt i ng . 2 . 0 1 i s t i l i m wanem?
( tu k i na)
01 i s t i l i m tu k i na .
3 . Y u pe l a i l a i k bag a ra p i m wanem?
( k l a b ya)
M i pe l a i l a i k baga rap i m k l a b ya .
ExeJtw e
2:
Shnpie ;.,ub;.,.:tU;u;t{.o n
Frame : H a toro i wanem sam t i ng ?
l i k l i k sam t i ng ?
What i s (Is
hatoro?
hatoro) something sma l l
n u pe 1 a samt i n g ?
new
g u t pe l a samt i ng ?
good
sam t i ng nogu t ?
bad
wanem sam t i ng ? Now see i f you can express the following i n Tok Pisin .
1 . A tree is something big. D i wa i i b i kpe l a samt i ng . 2 . SP is something bad isn ' t i t ?
{
3.
SP SP
samt i ng nog u t a ? samt i ng nogu t l a ka ?
What i s a turtle ?
Tros e l i wanem samt i ng ?
Ready?
UNIT 2
EXelLw e.
3:
35
Shnpie. .6ub.6:tUutioYL
Frame : Tupe l a i kos t i m hama s ?
How much do the two cos t ?
1 i kl i k bret
a sma l l loaf of bread or a sma l l amount of bread
wanpe l a s u s u
a carton of mi lk
nu pe l a k i au
fresh eggs
mas i s
matches
d i s pe l a l o l i wa r a
this softdrink
o l ge t a pot e to 1
a l l the potatoes
t u pe 1 a Now how would you say the fol lowing in Tok Pis in?
1.
Ready?
What do the eggs cos t ?
{
K i au i kos t i m hama s ? Hamas l ong k i au ?
2 . How much are the potatoes ?
{
Poteto i kos t i m hama s ? Hamas l ong poteto?
3 . The softdrinks cost K2 do they?
{
Lo l i wa r a i kos t i m tu k i na a ? Lol i wa ra i kos t i m t u k i na l a ka?
ExeILw e. 4 :
Shnpie. .6ub.6tilutioYL
Frame : Baman
g i v i m s en i s l ong Oag i .
The barman gave Dagi the change .
s i ngau t
ca l ls out to
bek i m tok
replies to
s o i m wi l w i 1
shows the bicycle
g i v i m bek bo t o l
gives the bottle back to
sal im b i a
s e l ls beer to
r a i t i m pas
writes a letter to
g i v i m s en i s Now see i f you can answer the following questions using the Tok Pisin cues provided . Ready?
1 . B aman i g i v i m wanem l ong Oag i ?
( s en i s )
Baman i g i v i m s en i s l ong Oag i . 2 . Ta t i
i so i m wanem l ong P i t a ?
( pa s )
Ta t i i so i m p a s l ong P i ta . 3 . Em i s i ngau t l ong m i , l a ka ?
Yes , em i s i ngau t l ong yu . I Poteto is often pronounced pa t e t e .
( ye s )
UNIT 2
36 2. S u p p l ementary vocabu l ary
ais
ioe
a i s kr i m
ioeoream
a i s b l ok
ioeblook
d r i ng
any dPink
dei s i
(Daisy ' , a brand of flavoured mi lk that is ourrently popu lar in Papua New Guinea
r e t pe l a d e i s i
a s trawberry flavoured 'Daisy ' mi lk
kou k , kokako l a
Cooa-Co la
I i monad
lemonade
Fanta
'Fanta ' , a popular brand of softdrink
abababa
bubb legum
101 i
lol lies
sok l et
ohooolate
mu l i
lemon or lime
mu I i wa r a
dPink made from lemons or limes
b i s ke t
bisouit
d ra i b i s ke t
dry or hard biscuit
sw i t b i s ke t
sweet bisouit
sw i t pe l a ka i ka i
dessert
han i
honey
j em
jam
kek
oake
s kon
soones , any flour mixture oooked in a ba l l
p l au a
flour, a lso another name for soones , panoake, damper
h a p bret
a pieoe of bread
h a p s kon
a pieoe of soone
s u su
mi lk
s t rongpe l a s u su
oondensed mi lk
suga
sugar
ti
tea (in liquid form)
ka p t i
a cup of tea
ka p b i l ong t i
a tea oup
I i pt i
tea leaves
kop i
ooffee
sol
salt
s o l na pepa
salt and pepper
m i t , solm i t
saltmeat, oorned beef
t i nm i t
tinned meat
UNIT 2
s kweam i t , pokona
37
any meat that comes in a squareish (in contrast to a round) tin, e . g . bul lybeef
t i np i s 1
tinned fish
50S
sauce
b l aksos , b l akpe l a 50S
any b lack coloured sauce such as Worcestershire, barbecue sauce or soya sauce
r e t sos , r e t pe l a 50S
any red coloured sauce such as tomato sauce
sos i s
sausage
s i ps i p
sheep,
meme , me
goat
pik
pig, pork
bu l ma ka u , kau
beef, cattle
pa to
duck
SOpS
chops
hap ka i ka i b i l ong a s d e
leftovers
ka r i
curry
lamb, mutton
ka s t e t
cus tard
Vis
yeast
toma to
tomatoes
bin
beans
hebsen , p i
peas
an i en
onion
gris
fat
g r i s b i l ong bu l ma kau
dripping
9r i 5
b i l ong p i k
bata
lard butter
Exerc i se s
1. Say you like the following foods .
Use the frame H i l a i k i m
.
.
.:
cake lime or lemon drink cheese a piece of bread a s trawberry flavoured 'Daisy ' mi lk bubblegum
2 . Say you don ' t l ike the following foods .
Use the frame H i no l a i k i m . . . :
peas buUybeef condensed mi lk Coca-Cola sausages mutton
l Note how Tok Pisin can use nouns like t i n p i s as a verb to speak dramatically about a situation in a sentence like H i pe l a i t i np i s l ong hau s We are squeezed in like sardines at home . This is more dramat ic than the English equivalent .
UN IT 2
38
Use the frame . . . i s ta p we?
3 . Ask where the following are . fr'esh eggs leftover' food softdrink dripping duck
4 . Ask a storekeeper for these things .
Use the frame Yu g a t . . . :
butter' corned beef dry biscuits tea leaves sa z.t and pepper'
5 . What ' s the difference between these two Tok Pisin express ions?
kap b i l ong t i kapt i [ S i ng s i ng ] ' San Mig Red Top ' ( Ararua Band of Wewak )
G RAMMAR 2.1
Pos s e s s i o n
Possession i s expressed i n Tok Pisin b y placing b i l ong for', of between the thing possessed and the possessor :
haus b i l ong m i
my house
mer i b i l ong Dog a r e
Dogare 's wife
p i k b i l ong e n
his Or' her' pig
Note here that whose is expressed by b i l ong hu s a t (= of who ) in Tok Pisin :
Em haus b i l ong hu s a t ?
Whose house i s tha t ?
Em haus b i l ong d i s pe l a ma n .
That 's this man 's house .
Pra c t i c e Dri l l s
ExeJtw e 1 :
S.unpie -6ub-6.tUu..tio Yl.
Frame : Yu r au s i m ka i ka i b i l ong m i , l a ka?
( em , Dog a r e , yum i , J ed a , m i l
ExeJtw e
2:
S.unpie. -6ub-6.tUu..tio Yl.
Frame : P i k i n i n i b i l ong en i l a i k i m bua i .
( b i l ong m i pe l a , b i l ong �lorea , b i l ong husa t , b i l ong mer i l ong hap va , b i l ong en ) Eva l u a t i o n exerc i se s
ExeJtw e. 1 :
Answer the fol lowing questions in Tok Pisin using the Tok Pisin cues provided . Ready?
UNIT 2
39
1 . Em i papa b i l ong hu s a t ?
(Wan i pel
E m i p a p a b i l ong Wan i pe . 2 . Mer i b i l ong hu s a t
kam ?
Mer i b i l ong m i
kam .
(m i l
3 . Em i haus b i l ong hu s a t ?
(man v a )
E m i h a u s b i l ong m a n va . 4 . Y u pe l a i ha r i m tok b i l ong hu s a t ?
( s tu a k i pal
M i pe l a i ha r i m t o k b i l ong s tu a k i pa . 5 . Em hu s a t ?
( P ra i M i n i s t a )
E m i P r a i M i n i s ta .
Ex�� e
2:
1 . Husat
Answer the following questions in Tok Pisin using the English cues provided . Ready?
s i nd a u n l ong r o t ?
(my mother)
Mama b i l ong m i i s i nd a u n l ong rot . 2 . Em i g i v i m man i
l ong hu sa t ?
(her son)
Em i g i v i m man i l ong p i k i n i n i man b i l ong en . 3 . Em hu s a t ?
Em
4 . Husat
(this woman 's father)
papa b i l ong d i s pe l a me r i . l u k i m kaka r u k b i l ong m i ?
(everybody )
O l g e t a i l u k i m kaka r u k b i l ong m i . 5 . 0 1 i ka r i m hu s a t i kam? 0 1 i ka r i m p i k i n i n i b i l ong Morea
2.2
laik
+
(Morea 's baby )
kam .
verb : want to
Verbs preceded by l a i k with or without the predicative marker i indicate that the subj ect wants or wishes or desires to perform the actions indicated by the verb . l
Y u pe l a i l a i k ( i ) ba i m wanem?
What do you
01 i 1 a i k ( i ) ku k i m ka i ka i .
They want to aook food.
(pl ) want to buy ?
Actions that one l ikes performing are expressed by save l a i k or l a i k l ong verb :
Ra s ko l i save l a i k baga r a p i m hau s .
+
The vanda l likes spoiling houses .
M i save l a i k ka i ka i ha n i .
I love to eat honey .
M i l a i k l ong ka i ka i ha n i .
I like eating honey .
Actions which one would like to perform can also be expressed by g a t l a i k l ong verb :
+
M i g a t l a i k l ong go l ong t au n .
I 'd like to go to town but aan ' t/ and I think I wi l l .
l La i k before the verb may also b e used to indicate about to (do something ) . This is discussed and drilled in Unit 6 below.
UNIT 2
40
Pra c t i ce dri l l s
ExeJtw e. 1 :
S.ive . But although he is putting a lot of effort into it he is not learning quickly . Consequently the instruc tor is teaching him about one thing at a time first .
Instrakta: O ra i t , s ta t i m ens i n o l sem
m i b i n so i m y u !
Okay, start the engine like I have shown you!
O ke .
Right oh!
Pina t :
Instrakta : Wet !
Pinat:
Ho l i t ! At i ng y u l u s i m t i ng t i ng l ong g i a s t i k ya7
Wait! Hold on ! You seem to have · forgotten about the gears tick, haven 't you?
o
Oh pardon me yes, that 's correct . It 's not in neutra l . Neutral is in the middle, isn 't it?
so r i , yes , em i t r u . Em i n o s ta p l ong n u t ro l . N u t ro l i s ta p l ong name ! a7
Instrakta : Ye s , y u l uk i m !
Pinat :
Ma s k i ka i s t a p n a t i ng 0 i s t a p we we yu no ken k i rap i m n a t i ng . Y u mas p u t i m g i a s t i k l ong name ! 0 n u t ro I p a s t a i m .
Yes, look! Even though the car is just standing or wherever it is you don 't start it without thinking. You must put the gears tick in the middle or in neutral first .
O ! sem a 7
Like that eh?
Instrakta : Em .
gen !
O ra i t , s ta t i m e n s i n
Right! again!
Okay, start the engine
[ No i s b i l ong ens i n ] Instrakta : G u t pe l a !
O ra i t , ta i m y u l a i k ran i m k a i go yu m a s k rung u t i m k l a s i go d a un pa s t a i m na b i ha i n , s u b i m g i ast i k. Yu k l i a nau7
Good! Okay when you want the car to go you must push the clutch down first and then move the gears tick. Have you got that?
UNIT 12
272
Pinat :
Va , a t i ng . Yu t ra i m wok i m 0 1 sem m i tok . o so r i , m i no ha r i m g u t . Y u tok i m m i gen .
Oh I beg your pardon I didn 't get it properly . Te l l me again .
Instrakta : O ra i t . Pinat :
Yes, I guess so . A l l right . said.
O l sem na t u pe l a i ha twok t ru l ong l a i n i m pas i n b i l ong d ra i v i m ka .
Try to do it like I 've
And so the two of them were putting a lot of effort into learning how to drive .
( 2 ) " M i t ra i m w i n i m taso l m i I u s l ong en "
B i ha i n l ong ta i m P i na t i l a i n i m pas i n b i l ong d ra i v i m ka em i go l ong po l i s s tes i n b i l ong t ra i m k i s i m l a i s ens . Ta s o l ma s k i em i t e s t p l a n t i ta i m e m i n o b i n pas . N a u ba i y u ha r i m e m toktok wa n t a i m i n tav i ua b i l ong wanem i n o b i n pas . Intaviua : Yu no pas i m t e s t a ? Pinat :
Yes , m i t ra i m t ra i m t a s o l m i no i na p . Pol i s i tok mi mas go s tad i m mo r u l b u k na p ra k t i s m o l ong ka .
What did you do for Heaven 'S sake ? Why didn 't you get a permit?
A , ta i m m i l a i k t a n i m ka m i no p u t i m sa i n . Na m i mek i m t u t r i ta i m . Po l i s i tok , ta i m ka i ra n 0 ta i m y u kamap l ong wanem hap yu mas l uk l u k g u t pasta i m n a p u t i m sa i n . Sapos yu no b i ha i n i m d i s pe l a ba i yu a sua na p l an t i ka i k i s i m baga rap .
Ah, I didn 't indicate when I wanted to turn. And I did it several times . The police said that when the car is in motion or when one comes to wherever p lace one should look carefully and indicate . If you don 't you ' l l have an accident and lots of cars wi l l be damaged.
yu7
Is that a l l and the police fai led you (for it) huh ?
Em t a so l . Em l i k l i k a s ua b i l ong m i t a s o l . M i ma s b r u k i m het yet l ong l a i n i m ru l na p ra k t i s mo .
That 's a l l . That 's a l l my little fault was . I have to real ly try hard ( l i t . break my head) to learn the rules and practise more .
Intaviua : Em t a s o l na po l i s i pe l i m Pinat :
You didn 't pass your test eh? No . I kept trying but I wasn 't able to . The police told me I had to go and study the rules some more and practise in the car some more .
B i l ong wanem yu no k i s i m pem i t ?
Intaviua : Y u mek i m wanem ya? Pinat :
After Pinat had learnt to drive he went to the police station to try to get a licence . However, a lthough he went for tests many times he didn 't pass . Now you can hear him talking with the interviewer about why he didn 't pass .
( 3 ) "Wa n pe l a ka
bam i m "
P i k i n i n i b i l ong B i bo i b i n k i s i m baga rap l ong rot . N a u ba i yu ha r i m wan pe l a p ren i toktok wan t a i m B i bo .
One of Bibo 's chi ldren had an accident on the road. Now you wi l l hear a friend talking to Bibo about it.
273
UN I T 1 2
Pren : P i k i n i n i b i l ong yu i k i s i m
Where did your ehild have the aeeident?
Bibo : Long p I es woka ba u t k l os t u
On
Pren : Wanem sam t i ng i kama p?
What happened?
Bibo : Wa n pe l a ka i bam i m em ta i m
A ear ran into him a s h e was about to eross over the road.
bag a ra p we? l ong s ku l .
em i l a i k woka b a u t i g o l ong n a ra pe l a sa i t o
the zebra-erossing near the sehool .
D ra i va i no b i n l uk i m p i k i n i n i ? 0 a s ua b i l ong husa t ?
How eome ? Didn 't the driver see him? Or whose fault was it?
la so l p i k i n i n i b i l ong m l I save g u t l ong pas i n b i l ong woka b a u t l ong r o t w e i g a t p l a n t i ka . l i sa i save s ku l i m 0 1 t u l ong pas i n b i l ong woka ba u t .
I don /t know rightly . But rrry son knows how to walk on roads where there are plenty of ears . The teaeher also teaehes them how to walk about (on roads) .
Pren : Na o l s em wanem?
Ba i yu ko t i m d ra i va 0 ba i y u l a r i m d i s pe l a samt i ng i go n a t i ng ?
And what /s happening about it? Wi l l you be taking the driver to eourt or are you going to let the matter rest?
Bibo : Ba i m i pe l a kot i m d ra i va n a
We are going to take the driver to eourt and ask him to pay K500 eompensation. He eould eause troub le if we didn 't take him to eourt.
Pren : O l sem wa nem?
Bibo : H i n o save g u t .
as kem em l ong ba i m kompensesen l ong fa i v handet k i na . Nog u t ba i e m i hambak i s t a p sapos m i pe l a no kot i m em .
E ". . . MI LAICI OL.S� MI MEICAAII< Y£T, NA MI INAP LUIC.AUTIM KA &I�ON" MI . . . TA!.OL TAlIAN£OU W""TOI< II"" EM I NO£OUT TIW. • . .. &III; .....P
UN IT
274
(4)
" En s i n
12
no i nap s ta t "
Outboard motor powered canoes at Pagwi on the Sepik River
W i l l i am i ba i m wanpe l a a u t bo tmota . Ta so l ma s k i a u t botmota i n u pe l a , em i no i nap s ta t . O l s em na W i l l i am i k i s i m ens i n i go bek l ong s tua na i toktok wa n t a i m s t u a k i pa .
Wi l liam bought an outboard motor. But even though it was new it wouldn 't start . So Wil liam took the engine back to the store and spoke to the storekeeper.
Stuakipa : Yes , wanem samt i ng ?
Yes, what 's the problem?
William:
A , d i spe l a ens i n m i ba i m a s de l ong h i a m i t ra i m l ong s ta t i m taso l i no s ta t . Y u t i ng wanem sam t i ng i rong l ong en ?
S tuakipa : Y u b i n m i ks i m g u t pe t ro l na
we I o l s em mi b i n so i m yu?
William:
Yes , mi s ke l i m g u t pet rol na we I . Mi b i ha i n i m g u t 0 1 toktok yu b i n tok i m m i a sde . 0 , m i b i n p u t i m wa n pe l a kap we I l ong fope l a ga l en pet ro l .
Stuakipa : Wanem ka i n pet ro l yu b i n
yus i m ?
William:
S ta ndet 0 s upa?
I put a cup of oil in to four gal lons of petro l . What kind of petrol did you use ? Standard or super? And is the spark plug clean too or not ?
nog a t ?
Yes . M i sek i m p i n i s . em i k l i n . I no we t .
Na
Yes I checked i t . It 's not wet .
It 's clean.
l i k l i k p rob l em b i l ong ka bu reta . I na p yu l a r i m ens i n i s t a p i na p l ong a p i n u n ba i m i ken sek i m . A t i ng i g a t p i p i a l ong rot b i l ong pet ro l .
So i t looks as i f there 's a s light prob lem with the carburettor. Could you leave the engine ti l l this afternoon s o I can check i t over. There 's probably dirt i n the fue l line .
Em i o ra i t . M i ken kam bek l ong a p i n u n .
Tha t 's fine . afternoon .
Stuakipa : O ra i t i l uk o l sem i g a t
William :
Yes, I measured the petrol and oil properly . I fol lowed the instruc tions you gave me yesterday .
Standard!
Em s tandet .
Stuakipa : Na s pa kp l a k i k l i n t u 0 William:
Did you mix the petrol and o i l as I showed you?
How much oil did you put in?
Stuakipa : Y u p u t i m hama s we I ? William:
Er, this engine that I bought here yesterday I have tried to start it but it won 't start. What do you think is wrong with i t ?
[ S i ng s i ng ] " Sepik Disco" (Ararua Band of Wewak )
I can come back this
275
UN I T 1 2
VOCABULARY 1.
Dr; 1 1 s
Exe/tw e. 1 :
S-i.mp.te. J.,ubJ.,Wu;t[on.
Frame : P i na t i l a i n i m pas i n b i l ong d ra i v i m ka . ran i m ba l u s 1
Pinat is learning how to drive a oar . to fly/pi lot a plane
s top i m ka
to stop a oar
t a n i m ka n u 2
to turn a oanoe around
p i ks i m motoba i k
to fix a motorbike
ab rus i m n a ra pe l a ka 3
to overtake another oar
w i n i m k l i r i m rot b i l ong pe t ro l l ong ka
to olear a petrol blookage by b lowing into the petrol line
d ra i v i m ka Now answer the following questions in Tok P i s in using the cues provided . Ready? 1 . P i na t i mek i m wanem l ong ka?
(fixing it)
P i na t i p i ks i m .
2 . P i na t i wok l ong mek i m wanem l ong ka?
(turning it around)
P i na t i wok l ong t a n i m . 3 . P i na t i wok l ong wok i m wanem l ong ro t
b i l ong pe t ro l l ong ka ?
(o learing a b lookage by b lowing into it)
P i na t i w i n i m k l i r i m rot b i l ong pet ro l l ong ka . Exe/tw e. 2 :
S-i.mp.te. J., ubJ.,Wu;t[on.
Frame : O ra i t s ta t i m e n s i n o l sem m i b i n so i m y u !
s l o i m ka
Okay start the oar like I showed you to ! s low down
tan i m s t i a
turn the steering wheel
ha r i a p i m e n s i n
speed up the engine
l ego i m b re k
release the brake
s t i r i m ka
steer the oar
s ta t i m en s i n I Note that ran i m i s generally only used for b i cycles , motorcycles , aeroplanes and outboard motors while d ra i v i m i s used for cars , buses , taxis and the like ( although ran i m may also be used , but is less common ) . 2 Note the difference between t a n i m and ba u t i m . Ba u t i m can only b e used for moving obj ects one i s in control of such as canoes , cars or aeroplanes while t a n i m can be used for both moving and stationary obj ect s . Thus one can say bau t i m kan u or t a n i m kan u or t a n i m ka n u i go raun for turn the oanoe around. However , one c annot say ba u t i m pens i l or ba u t i m kap or bau t i m ba l u s na s u b i m g o i n sa i t l ong haus b i l ong e n for t a n i m pen s i l , t a n i m kap or t a n i m ba l us na s u b i m i go i n sa i t l ong haus b i l ong en . 3Compare this with m i t i m ka or bung i m ka for to pass (an onooming) oar .
U N I T 12
276
Now see i f you can say the following in Tok P isin?
Ready?
1 . Turn the steering wheel to the right as I showed you. Tan i m s t i a i go l ong ra i t h a n sa i t o l sem m i b i n so i m y u . 2.
Pinat didn 't steer the car properly . P i na t i no s t i r i m g u t ka .
3 . Okay � s low down at the corner there !
O ke , s l o i m ka l ong kona l ong hap ya !
EXeJtcM e.
3:
S.unpte. '-'ub'-'�on
Frame : O l sem na t u pe l a i ha twok t ru
l ong d ra i v i m ka .
And so the two were putting a lot of effort into driving the car.
s po i I i m ka b i l ong en
wrecking his car
s ta p i s i
behaving themselves
tok i m g u t Tok P i s i n
speaking Tok Pisin we l l
p u I l ong kanu
rowing/paddling the canoe
pu l i m ka n u l ong rop
pul ling the canoe with a rope� towing
d ra i v i m ka Now l isten to the following and say what they mean in English .
Ready?
1 . Tupe l a me r i i ha twok t ru l ong t ra i m p u l i m kanu l ong namb i s .
The two women were putting a lot of effort into trying to pul l the canoe on to the beach. 2.
D i s pe l a kanu i b i kpe l a t r u .
This canoe is very big .
Hi no i na p pu l l ong en .
I can 't paddle it.
3. P i k i n i n i b i l ong m i i ha twok t ru l ong s ta p i s i .
MY child is putting a lot of effort into behaving itself. ExeJtcM e. 4 :
Shnpte. '-' ub-6�on
Frame : H i pe l a i t ra i m kot i m em .
We are going to try to take him to court.
pa i t i m em l ong kanda
hit him/her/it with a cane
po i s en i m em 1
poison/make magic against
t a n i m em i go l ong ma sa l a i
turn him/her into a spirit
bam i m na rape l a
bump or run into another
k rung u t i m ka b i l ong en
crumple his car
kot i m em
l Some speakers now distinguish between this in the sense of to poison and
maj i k i m to make magic against .
UN I T 1 2
Now see if you can remember the Tok Pisin expressions for the following . Ready? 1.
to turn someone into a spirit tan i m man i go l ong masa l a i
2 . to run into another person
bam i m n a ra pe l a man 3. to hit someone with a cane
pa i t i m man l ong kanda 2.
S u p p l ementary voca b u l a ry
battery
b a te r i bate r i i ko l ( p i n i s )
battery is fiat
sa s i m/hot i m ba te r i
charge the battery
ben s i n/pe t ro l
petrol
skru
screw, bolt
nat
nut (of bo lt)
r i ng
washer
n a t na b o l t b i l on g en
nut and bo lt
boama s i n/ma s i n b i l ong boa
drilling machine
go l o/ l am
bulb
b u l doza/bu l dok
bulldozer
senka ( r )
tracked vehicle
bampa
bumper
sen
chain
s u t l am
torch, headlamps (on car)
pawa/e l ekt r i k/ e l ekt r i s i t i
e lectricity
ens i n
engine
ka b u reta
carburettor
red i e i ta
radiator
b re k
brake (s}
a k se l a re t a
accelerator
k l ats
clutch
stia
steering wheel
spak p l ag
spark plug
p i I ta
filter
s ek i m we l /wa ra/ b re k p l u i d
to check oil/water/brake fiuid
wok i m g l a s i go a n t a p wa i nd i m g l a s i go a n t a p
to wind up a window
}
wa i pa
windscreen wipers
w i n s kr i n
windscreen
277
UNIT
278
12
eksospa i p
exhaust pipe
ma f I a
muffler
karape l a / ko rope l a /prope l a
fan, propeUer
l et b i l ong ka rape l a
fan be lt
pam
pump
tap
tap, cock
g i a bok i s
gearbox
we I i m/ g r i s i m
to grease
ha i sap i m /a p i m/w i n s i m
to lift up, hoist
01'
oil
b l ok i m
to raise with block and tackle
j ek
jack
hama
hammer
plais
pliers
kapa
sheet metal of any kind
w i l / ta i a
wheel (with tyre on)
ta i a / t a i a s t ret
tyre (in contrast to whee l )
g um i
inner tube
ma u s b i l ong gum i ta i a i p l a t 1
valve stem on inner tube
fow i I d ra i v
four-wheel drive
b i rua
enemy, opponent, something that blocks something else ( e . g . rot b i l ong benz i n i g a t b i rua l ong en)
pa s i n b i rua
ill-wil l, hostility, hatred
k i s i m a s ua / b i rua pa i n i m a s ua/b i r ua
flat tyre
}
to have an accident
g i v i m spes ( l ong en)
to give room (to, for it)
ka i g a t spes i na p l ong e t pe l a man
a vehiole with room for eight
f ran bi l ong ka
the front of a oar
baksa i t b i l ong ka
the rear of a car
hap ka i s b i l ong rot
left hand side of the road
hap sut b i l ong rot
right hand side of the road
sa i n
sign, signa l
)
I Motoring terms are often used metaphorically in describing physical states , e . g . M i no i na p go mo , ta i a i p l a t . M i no i na p go mo , ta i a i s l ek . I can ' t keep �· t up, I 'm f�n�s · . hed . M i no i na p go mo , ba ter i i ko l . M i no i na p go mo , bens i n i p i n i s . O ra i t , y u put i m l ong fow i l d ra i v . We U draw on your reserve power! G i v i m l ong wa i a I u s ya ! Give it to this chap who 's s lightly crazy . Wa i a i I us a ? Are you crazy ?
279
UN I T 1 2
g i v i m sa i n ( l ong s i g nol l a i t )
to give a signal, put on traffic indicators
s i g no l l a i t
trafficator, traffic indicator light
g i v i m sa i n l ong han mek i m sa i n l ong ha n
}
to signal with one 's hand (s)
sp i t
speed
Oke , g i v i m s i k st i h i a !
Okay, go fast here ! cross-roads
bung
( p l es we ) t u pe l a rot
kona 0 p l e s we rot i go raun
corner
br i 5
bridge
p l e s ( b i l ong ) woka ba u t
zebra crossing
em rong /a sua b i l ong yu a?
that was your mistake/fault wasn 't it?
g i v i m/pa i t i m/wok i m/hon
to sound the horn
Exerc i ses 1 . Draw a picture o f a car and mark in the fol lowing parts on it in Tok
Pisin: steering wheel brake (pedal ) bumper bar tyre traffic indicator light fan
2.
gear stick headlight gearbox muffler tyre valve stem fan belt
Match the following English and Tok Pisin vocabulary items :
charge a battery bo lt and nut bulb to hoist tap washer zebra crossing give room to bridge left hand side of road mistake cross-road hostility
p l e s ( b i l on g ) woka b a u t ha i sa p i m pas i n b i rua hot i m ba te r i hap ka i s b i l ong rot k i au r i ng tap rong rot i bung bo l t na na t g i v i m spes l ong bri s
3 . Complete the fol lowing conversation with appropriate Tok Pisin words : Q : Yes p l i s ?
(petro l) .
A: Hi l a i k k i s im Q:
Wanem ka i n ?
______
0
__ __ __ __ __
(super, standard) ?
A : S ta n d e t p l i s . Q:
Hamas 1 i ta ?
A : At i ng twen t i
i na p .
Ta s o l pu l i ma p i m .
UNIT 12
280
Q:
(oil)
i o l sem wanem?
Q:
A : I o ra i t .
Ta so l y u sek i m
(types ) p l i s . (tube ) i baga ra p .
(type is flat) !
A,
A : 0 so r i , y u i na p
(fix) ?
_ _ _ _ _
[ S i ngs i ng ] " Sepik Disco" (Ararua Band of Wewak )
G RAMMAR 12 . 1
mas k i + c l a u s e : although, no mattep, even if
Clauses preceded by ma s k i express the idea of although or no mattep in Tok Pisi n , for example :
Ma s k i em i ha twok t ru em i no k i s i m save kw i kta i m . Em i no k i s i m save kw i kta i m , ma s k i em i ha twok t ru . Ma s k i m i s i k m i save go l ong t a u n .
A lthough he put a lot of effopt into it he doesn ' t leaPn quiakly . (Or Despite the faat that he wopks haPd at it he doesn ' t leaffl quiakly .)
}
Ma s k i yu s t a p we , God i i nap l uk i m yu God i i na p l uk i m yu , mas k i yu s t a p we
:
}
A lthough I am siak I still (=habitual ly) go to town.
No mattep whepe you aPe God aan see you.
If one wants to strengthen this idea to even if/although one merely adds t a s o l t o the beginning of the following clause , for example :
Mas k i em i ha twok t r u , taso l em i no save kw i kta i m .
EVen if he wopks hapd at it he won 't leaPn quiakly .
P ra c t i ce d ri l l s
EXeJlw e. 1 :
S.unpie. l.lubl.l:tUu:ti.OYl
Frame : Ma s k i y u g i aman i m m i , m i no i na p k ros i m yu .
( k i s i m a s ua , g i v i m sa i n nog u t l ong m i , k rung u t i m ka b i l ong m i , s p i t , g i aman i m m i ) EXeJlw e. 2 :
S.unpie. l.lubl.l:tUu:ti.OYl
Frame : Ma s k i yu s tap we , God i l uk i m yu .
( y u h u sa t , yu r i t i m Ba i be l 0 nog a t , yu mek i m wanem , yu s t a p we )
EXeJlw e. 3 : Make corresponding even if sentences by adding taso l to the
beginning of the second clause .
1.
Ready?
Ma s k i yu l a i k wok i m bana ra b i l ong m i , m i no l a i k i m ban a ra . Ma s k i yu l a i k wok i m bana ra b i l ong m i , t a so l m i no l a i k i m bana ra .
2 . Mas k i 0 1 i p l an i m kop i , ba i 0 1 i no k i s i m b i kpe l a pe 1 0ngen .
Ma s k i 0 1 i p l an i m kop i , t a s o l ba i 0 1 i no k i s i m b i kpe l a pe l ongen .
281
UNIT 12
3. Ma s k i m i s i s i t ra i m k i l i m i da i em yet , em
no i na p .
Ma s k i m i s i s i t ra i m k i l i m i da i em yet , t a s o l em i n o i na p . 4 . Ma s k i y u no i nap kam l ong pa t i , y u mas sa l i m pas i kam .
Ma s k i yu no i na p kam l ong p a t i , taso l yu mas sa l i m pas
kam .
5 . Ma s k i dok i no hang re , em i save ka i ka i .
Ma s k i dok i no hang re , taso l em i save ka i ka i .
Eva l uati o n exerc i se
How would you say the following in Tok Pisin? 1.
Ready?
Although Pinat started the car he couldn 't drive . Ma s k i P i na t
s ta t i m ka em i n o i na p d ra i v i m .
2 . I ' l l not let you ride the bicycle even if I fix i t .
Ma s k i m i f i ks i m w i l w i l , t a s o l ba i m i no l a r i m y u ra n l ong en . 3 . No matter who is s leeping in the house this rooster crows .
Ma s k i h u sa t i s l i p l ong haus d i s pe l a kaka ruk man i save s i nga u t . 4 . We (three)
(exclusive ) ran into a tree although we were going carefully.
Ma s k i m i t r i pe l a i go i s i i s i , m i t r i pe l a i bam i m wa n pe l a d i wa i . 5 . They should not overtake another car even if the road is clear.
Ma s k i rot i k l i a , t a s o l 01 i no ken a b r u s i m n a r a pe l a ka . 6 . He is sti l l dirty a lthough he washes every day .
Ma s k i em i wa swa s o l g e ta de em i dot i yet . 7 . Even if you are invo lved in an accident on the road don 't run away !
Ma s k i b i rua i pa i n i m yu l ong rot yu no ken ra newe ! 8 . Australia must continue to help Papua New Guinea even though she is now
independent .
Ma s k i Papua N i u G i n i i k i s i m i ndependens p i n i s , t a s o l Aus t re l i a i mas ha l i v i m em yet . 9 . No matter where you are, send me a letter!
Ma s k i yu s t a p we , yu sa l i m pas i kam l ong m i ! 10 .
A lthough
my
sister is dead I do not forget her.
Ma s k i s u s a b i l ong m i i da i p i n i s , m i no l u s i m t i ng t i ng l ong en .
12 . 2
Di stri buti ve a n d rec i p rocal
pronou n s :
each, one another
In Tok Pisin there is no one way of expressing the idea of each other or one Mos t generally this is achieved by repeating numerals , as for example in:
another.
Tupe l a i pa i t i m t u pe l a ye t .
The two of them hit each other.
Wan pe l a wa npe l a
Each one co l lected his wages .
01
They received two each (of every thing available) .
k i s i m pe b i l ong en . i k i s i m t u pe l a t u pe l a . 1
l perhaps better would be Wanpe l a man
k i s i m t u pe l a t u pe l a .
UNIT 12
282
Each two received a blanket.
Tupe l a t u pe l a i k i s i m wanpe l a b l a n ket .
However , this is limited so that one often has to explain the c ircumstances before it is clear what is being said , for example :
Tupe l a man wanpe l a . Tupe l a man na rape l a .
pa i t ; wa npe l a i pa i t i m
Two men fought; they hit each other.
pa i t ; na rape l a i pa i t i m
A i b i l ong m i i l uk i m y u n a a i b i l ong y u i l uk i m m i ; yum i t u pe l a i l u k i m y um i t u pe l a . A i b i l ong y um i t upe l a i bung .
} }
We (two) see each other.
Note also that repetition of numerals may have different meanings in different sentences . Compare the examples given above with the following :
0 1 i kamap wan pe l a wanpe l a . Tupe l a ka ( y e t ) i bam . T u pe l a i pa i t i m wanpe l a wa npe l a .
{
They came up one by one . Two cars co llided (with each other). Those (two ) fought one and then the other. Those (two ) fought one at a time .
Practi ce dri l l s
ExeJtc,{J, e. 1 :
S-imp£.e. l.lub,6:tUu:ti..o n
Frame : Tupe l a i pa i t i m t u pe l a yet . ( s ut i m , ha l i v i m , was i m , sekan l ong , pa i t i m ) Ex.eJt c,{J, e. 2 :
S-imp£.e. I.l ubl.l:tUu:ti..o n
Frame : Tupe l a t u pe l a i k i s i m b l a n ket . ( s t i l i m , b r i ng i m i kam , b r uk i m , k i s i m ) ExeJtc,{J, e. 3 :
S-imp£.e. l.lubl.l:tUu:ti..o n
Frame : O l ge t a i kamap wanpe l a wa npe l a . ( s i nd a un , i da i p i n i s , k ra i , sana p , kama p ) ExeJtc,{J, e. 4 : 1.
Change the numbers i n the following sentences using the cues provided . Ready?
Tupe l a t u pe l a i k i s i m b l a n ke t .
( t r i pe l a t r i pe l a )
T r i pe l a t r i pe l a i k i s i m b l anke t . 2 . 01
i n i l daun wa npe l a wanpe l a . 01
( t u pe l a t u pe l a )
i n i l da u n t u pe l a t u pe l a .
3 . Wanpe l a wanpe l a i s u t i m p i k . Tupe l a t u pe l a i s u t i m p i k .
( t upe l a t u pe l a )
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283
4 . Ba i m i pe l a i sanap wa n pe l a wa npe l a 0 noga t ?
( fa i vpe l a fa i vpe l a )
Ba i m i pe l a i sanap fa i vpe l a fa i vpe l a 0 nog a t ? 0 1 i ken g o i n sa i t l ong haus t amba ran t u pe l a t u pe l a " ?
5 . H u s a t i tok ,
"
( wanpe l a wa n pe l a )
H u s a t i tok , " 0 1 i ken g o i n sa i t l ong haus t amba ran wanpe l a wa n pe l a " ?
E va l uati on exerc i s e
Repeat the following sentences and say what they mean in English . 1.
Em rong b i l ong y u t u pe l a . yu t u pe l a ye t ?
B i l ong wanem y u t upe l a
That 's yOW' fault, you two . 2 . P l a n t i ma n i pa i t ; 01
Ready?
tok nog u t i m
Why did you (two) abuse each other?
i pa i t i m wanpe l a wa n pe l a l ong 01 yet .
Many men fought; they hit each other. 3 . Tupe l a i ka t i m wan pe l a wanpe l a o l s em wa nem?
How did the two of them cut each other? 4 . A i b i l ong yum i t u pe l a i bung .
We see each other. 5 . Tr i pe l a t r i pe l a i mas go l ong wa npe l a taks i , b i l ong wanem spes
i na p l ong o l g eta .
no
Only three passengers to a taxi because there is not enough room for a U !
12 . 3
t ra i m : t ry or attempt
The idea of trying ( o r attempting) t o do something i s most commonly expressed in Tok Pisin by placing t ra i m or t ra i m l ong before the verb , l for example :
Yu t ra i m ( l ong ) t a n i m d i s pe l a l ongpe l a kan u .
Try to turn this long canoe around.
Finally , note that if one wants to draw particular attention to the obj ect of the action then this may be mentioned first in the sentence . For example , i f one were making a bow for a friend and he/she came and asked what i t was that you were making you would probably answer Bana ra yu b i n a s k i m m i l ong en , em
m i t ra i m wok i m It 's the bow you asked me for that I am trying to make .
P racti ce d ri l l s
ExeJtcM e. 1 :
Shnple. .6u.b.6-tUu.tion
Frame : Yu t ra i m t a n i m d i s pe l a l on g pe l a kan u .
( l ego i m , ka psa i t i m , s t i r i m , s t op i m , t a n i m ) l Tra i m may alternatively be placed after the verb or the obj ect but this i s much l e s s common and i t i s also l e s s acc eptable i f t h e obj ects of the sentenc es are pronouns or long phrases , for example , Y u t a n i m t ra i m d i s pe l a l ong pe l a ka n u . Y u t a n i m d i spe l a l ongpe l a ka n u i t ra i m . ?Yu t a n i m d i s pe l a l ongpe l a kan u i s t a p l ong h a p i t ra i m . Yu t a n i m t ra i m ( em ) . Thes e are not drilled i n this cours e .
284
UN I T 12
EXeJLU6 e
2:
S.