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Amharic, the official language of the Ethiopian empire, is spoken natively by perhaps six million people in a small but populous area of the country. The linguist in charge of the entire project has been Serge Obolensky, with the assistance of Mr. Debeboui Selelie and Mr. Mulugeta Andualem.
Amharic, the official language of the Ethiopian empire, is spoken natively by perhaps six million people in a small but populous area of the country. The linguist in charge of the entire project has been Serge Obolensky, with the assistance of Mr. Debeboui Selelie and Mr. Mulugeta Andualem.
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Amharic, the official language of the Ethiopian empire, is spoken natively by perhaps six million people in a small but populous area of the country. The linguist in charge of the entire project has been Serge Obolensky, with the assistance of Mr. Debeboui Selelie and Mr. Mulugeta Andualem.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PDF, TXT herunterladen oder online auf Scribd lesen
FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by
CARLETON ~ HODGE
ii
BASIC COURSE
PREFACE
This volume is the first of a two-volume Basic Course in Amharic, and contains Units 1-50 of the course. The second volume includes Units 51450, an introduction to the writing system, a Reader, and a Glossary.
Amharic, the official language of the Ethiopian Empire, is spoken natively by perhaps six million people in a small but populous area of the country which includes the capital, Addis Ababa. A member of the Southern Semitic branch of the Afro..Asiatic family of languages, Amharic is steadily gaining importance as it picks up additional speakers through the spread of communications and education within Ethiopia.
The linguist in charge of the entire project has been Serge Obolensky, with the assistance of Mr. Debeboui Selelie and Mr. Mulugeta Andualem, The Amharic script in the second volume is the work of Mr. Zelelie, Valuable suggestions received from Professor Wolf Leslau during the beginning stages of the work are gratefully acknowkdged.
Howard E. Sollenberger, Dean School of Language and Area Studies Foreign Service Institute Department of State
iii
AMHARIC
Preface
Introduction
Unit 1
Symbols used
TABLE OF CONTENTS
....................................... ~ .
.................................................
Basic Sentences ..•.••••••••. Note 1.1 Transcription used 1.2 1.3 Consonants
Verb Suffix Pronouns with Perfective •••••• Verb Suffix Pronouns used in apposition ••• Prepositions /k(e)-/, /isk(e)-/ and /l(e)-/
/k(e)-/ "f'r-om ' •••••••••••••••••••••••••••
/isk(e)-/ and /isk(e)- •.. dires/ IUp tol,
Ito I
/1 (e) - / I for I, I to I ••••••..•••.•..••••••
Postpositions /wisT/ and /lay/ combined with prefixes /b(e)-/ or /i-/ ••.•••••••• Suffixes /-iyye/ and /-iyyo/ to nouns ••••• Definite Suffixes /-iyyew/ and /iyyewa/ •••
Verb: Noun of Instrument .•••...•.....•.••. Use of /weYlm/ and /weYlss/ 'or' .•..........
••••••••••••••• It ••••••••••••••••• III •••••••
Note 17.1 Verb: CIa ss lflca t a on ......................
Chart I Regular 'I'hr-e e=Ra d i ca L Verbs ................
Chart II Regular Three-Radlcal /a-/ Verbs ...........
Chart III Regular Two-Radlcal Verbs In /-a/ ...........
Chart IV Regular THo-Radlcal Verbs ln /-e/ It •••••••••
Chart V Regular Foul'-RadlCal Verbs ................. Dr a Ll s
/lZz'ih z arid-o.z z Lh gal and /~zziya z cnd-o.az Lya
gal .
417 420 421 421 421
422
Verb: Use of /zend/ as postverb .•••...•••• 422
Verb: /zend/ w~th Short Imperfect~ve .•••.• 422
Verb. /ke .•• zend/ w~th Perfect~ve ••......• 422
Verb: Use of /kenorefi/, /kenoreh/, etc. 'If
I do have' etc.
Verb: /menor/ used ~mpersona11y, 'w~ll
have', 'may have'
Verb. Pr-ogr-e as i.ve Form .•...•...•.•••.•••• Verb. 'whether ••. (or not)' cona t ruc t aons Use of /m~n~mmal~l/, /m~n~mmatt~l/, etc.
Benefact~ve or Causat~ve Rec~procal Verbs •.
Benefact~ve Verbs •.•....••.•.....••....••.
Verbal Nouns
..............................
................. ,. .
..............................................
xiii
422
424 427
429 432 433 434 435 439
442 444 447 448 449
451 453 455 457
AMHARIC
Umt 45
Ba s i,c Sentences
Note 45.1 Use of /blcca
45.2 45.2.1 45.2.2 '45.2.3
Drl11s
Narratlve
Umt 46
sayhon/
Adve r-b i.a Ls •••••••••••
Adverblals In /b(e)-/ Adverbla1s of Tlme In /-(l)n/ Gerund Forms used Adverbla11y
Be S 1C Sentence s ..
Note 46.1 /k(e)-/ used In comblnatlon wlth
/wedih-wedezzih/ and /wediya-wedezzlya/
Drll1s
Narratlve
Umt 47
EaSlC Sentences Drllls Narratlve
Umt 48
EaSlC Sentences
Note 48.1 Use of /l(l)-/ form In c omb i na t a.on wlth /sll/,
/slth1/, etc.
48.2 48.3 Drl11s Narratlve
Verb. Verb.
Intenslve Aspect Conatlve Aspect
Una t 49
EaSlC Sentences
Drl11s ••.•.•••••
Narratlve
Un i t 50
EaSlC Sentences
Note 50.1 Emphatlc SufflX /-a/
Dr-a Ll s Narratlve
xiv
460 461 461 461 462 464 468
467
470 471 472
474 476 478
480
483
.483 484 485 488
490 491 493
495 497 498 500
BASIC COURSE
Inte'natlOnd' buundary , Provi nee aou ndary Nation~1 Gr
colonial canital
Province capital
Rail cad
Rood 01 lr.c~ .J\T"baric Speak ing Are'<l
ETHIOPIA
1 1111 IHI
50 lOO 1~ 200 "'MI!-s
50 \&; 150 cb.J IWOnil!~~'"5'
------T-,
C( LV 01" A.m;:;\' ~
/_L
, I
I
xv
AMHARIC
INTRODUCTION
The Amharlc Language
Amharlc lS the offlclal language of the Ethloplan Emplre used In government, In buslness, In all lnstructlon In government schools and In most newspapers. It lS, however, not the only language spoken In Ethlopla. As can be seen from the map on page xv the area where Amh~rlc lS spoken
as a natlve tongue lS about one slXth of the whole terrltory of Ethlopla.
Amharlc belongs to the Southern Semltlc branch of the Afro-Aslatlc (formerly called Hamlto-Semltlc) famlly of languages. The number of natlve speakers of Amharlc together wlth the speakers of the other Semltlc languages spoken In Ethlopla (such as Tlgrlnlya, Tlgre, Hararl, Gurage and others) lS less than one half the total populatlon of the Emplre. The greatest part of Ethlopla lS lnhablted by speakers of Cushltlc languages (another branch of
the Afro-Aslatlc famlly) such as Galla, Agaw, Somall and many others. Slnce no census has ever been taken In Ethlopla the number of Ethloplans can only be estlmated. Accordlng to the offlclal data of the Ethloplan government
the number of lnhabltants of Ethlopla lS between 20 and 22 mllllon. It lS also dlfflcult to glve a rellable estlmate of the number of Amharlc speakers; It lS probably between Sand 7 mllllon. There lS Ilttle doubt, however, that due to the constantly growlng development of communlcatlons systems and the spreadlng of educatlon Amharlc lS galnlng ground throughout the whole country. It lS now the language of greatest prestlge and anyone who has had any educatlon lS able to speak It, even If It lS not hls mother tongue. Stlll others learn It lnformally as a second language.
Thls Course:
The f'o L'Low r.ng pa rt.s may be found In a urn, tr
EaSlC Sentences Classroom Expresslons structure Sentences Useful Words Grammatlcal Notes
EaSlC Sentences and Questlons and Answers are found In each unlt. The Narratlves begln wlth the unlt 5. The occurrence of other parts may vary.
The Course lS dlvlded lnto two volumes. Volume I - contalns unlts 1 through 50 In transcrlptlon. Volume II - unlts 51-60 In transcrlptlon, Introductlon to the Amharlc Wrltlng System, The Reader (Unlts 1-60 In Amharlc scrlpt) and a Glossary (In transcrlptlon).
The Reader lncludes:
Ba s a,c Sentences Questlons and Answers Narratlves
The lnstructor reads the Amharlc ltem by ltem, repeatlng each ltem (8 bUlld-up or a sentence) tWlce for each student. Each member of the class repeats the ltem lmmedlately after the lnstructor trYlng to lmltate hls (or her) pronunclatlon.
If In the lnstructor's oplnlon the ltem lS mlspronounced by the student, the lnstructor repeats It at normal speed wlth the student repeatlng after hlm (or her) as many tlmes as necessary. After the class hours each student goes over the Baslc Sentences by llstenlng to the tape and repeatlng, dOlng thls untll he knows the dlalogue by heart.
After the EaSlC Sentences have been thoroughly memorlzed the students take part and act out the dlalogues. The lnstructor may take one of the parts the flrst tlme or two. ThlS drlll lS to be contlnued untll any student can take part and go through the dlalogue llke an actor.
2. Substltutlon, Correlatlon and Transformatlon Drllls are to be used In accordance wlth the lnstructlons glven at the beglnnlng of each dr i LL,
3. Model Transform Drllls should be drllled In the same way as other Transformatlon Drllls.
4. Questlons and Answers.
The questlons and answers are to be drllled as speclfled below, but they should not be consldered complete. Any questlon whlch lS wlthln the llmlts of the students' grammar and vocabulary can be asked.
Some questlons requlre lnformatlonal answers some others slmply 'yes' or 'no' answers.
xvii
AMHAR~
Quest~ons requ~r~ng ~nformat~onal answers are to be dr~lled as follows:
The ~nstructor asks each student a quest~on. The student repeats the quest~on and g~ves an answer. Any answer g~ven by the student ~s cons~dered correct ~f ~t ~s good Amhar~c. The answer ~s corrected by the ~nstructor,
~f necessary. The student repeats the corrected answer. The ~nstructor then g~ves the student the answer wh~ch ~s wr~tten ~n the book and the student repeats ~t as a further dr~ll.
Quest~ons requ~r~ng 'yes' or 'no' answers should be dr~lled ~n the same way, ~.e. the student repeats the quest~on after the 1nstructor and glves h1m e1ther an aff~rmat1ve or a negat1ve answer (or both 1f so requested by the 1nstructor).
5. Narrat~ve
The 1nstructor goes through the sentences (If any) 11lustrat1ng new vocabulary ~tems, ln the same way as he d1d for Bas~c Sentences. After the students have thus fam111ar1zed themselves w1th the new words the 1nstructor reads through the whole Narrat1ve at a natural speed. The students 11sten for comprehens10n, books closed. The students summa~l{;e 1n Engl1sh as much as they understood of the Narrat1ve. The 1nstructor reads each sentence aga~n for each student, each of whom repeats after h~m. Each student translates the sentence he repeated. Th1S dr1ll 1S cont1nued unt1l the students are thoroughly fam111ar w1th the materlal. The 1nstructor then asks quest10ns llsted at the end of each Narrat1ve and the students answer them as completely as posslble uS1ng words conta1ned ~n the Narrat1ve. In add~t10n to the questlons llsted 1n the book the 1nstructor may ask any quest10n pertlnent to the Narratlve wlth1n the llm1ts of the students' grammar and vocabulary. The students me~or1ze the Narrat1ve by 1~sten1ng to the tape and relate the story to the 1nstructor the next day.
Students must keep 1n m1nd that there 1S no one correct way of speaklng Amhar1c. Due to the poor system of commun1cat10ns ~n Eth10p~a Amhar1C has developed var~ous local d1alects. There ~s an espec~ally marked dlfference 1n pronunc1at10n, 1n vocabulary, and even 1n grammar between the northern GOJJam1 and the southern Showa d1alects. The purpose of th1s Course 1S to teach the language as lt lS spoken 1n the cap1tal of Eth~op1a, AddlS Ababa.
Add1s Ababa Amhar1c conta1ns elements of a var1ety of d1alects. The student should have th1S 1n m1nd and should always follow the manner of speech of h1S 1nstructor even 1f h~s (or her) speech varles somewhat from what 1S ~nd1cated 1n th~s book.
xviii
BASIC COURSE
UNIT I
Symbols Used In Thls Course
On the Engllsh slde, parentheses and quotatlon marks are used together (t •••• t) when a more llteral translatlon lS glven In addltlon to the ordlnary Engllsh equlvalent.
Brackets [ J are used to lndlcate words In the Engllsh equlvalent whlch do not have an equlvalent In the Amharlc.
Parentheses ( ) lndlcate words WhlCh are In the Amharlc but not In a normal Engllsh equlvalent. The Engllsh slde lS not necessarlly a Ilteral translatlon but what lS ordlnarlly sald In thls sltuatlon. The use of parentheses and brackets as explalned above should make the sltuatlon clear In each case.
On the Amharlc slde, parentheses are used to lndlcate sounds whlch are sometlmes omltted. Brackets are used to lndlcate a more formal pronunclatlon to be used In more dellberate speech or whlle readlng texts ~rltten In Amharlc characters. Alternate pronunclatlons of the same word or alternate words are glven after a slant Ilnel /.
The accent mark used lS / '/. Thls lndlcates the loudest syllable In a word or phrase. Secondary stresses are not marked.
As Amharlc has an almost even dlstrlbutlon of stress on each syllable, It lS sometlmes extremely dlfflcult to detect where the prlnclpal stress of a partlcular word lles. In thls Course phrase stress wlll be marked In the BaSlC Sentences, but words In the bUlldups wlll be left unmarked unless the stress lS clearly dlstlnctlve.
An arrow / t / lS used to lndlcate sharply rlslng pltch.
A perlod falllng pltch.
/ • / lS used to lndlcate the end of a phrase accompanled by It mayor may not correspond to an Engllsh perlod.
A comma / ' / lndlcates that the precedlng tone lS carrled on evenly to the comma and that a new pltch contour beglns followlng the comma. The syllables lmmedlately before / ' / are sllghtly lengthened. There mayor may not be a break or pause after / ' /.
In the Notes slant Ilnes are used to set off Amharlc sounds or words wlthln an Engllsh text. Engllsh letters and words are underllned when used as examples.
I
UNIT 1
AMHARIC
Unlt 1
EaSlC Sentences
health
let hlm' glve for me
Hello. or Goodbye. (general greetlng)
how
you (pollte) spent the nlght
Good mornlng. How are you~ (Ihow dld you spend the nlght~ I).
good, very well
God
he may be pralsed
thank you ('may God be pralsed')
Very well, thank you. How are you~
AmharlC
you (pollte) know
Do you know Amharlc~
yes
I know
Ye s, I do (, know' ) •
no; there lS not
I don't know
No, I don't (know).
llttle, small, a llttle
I know a llttle.
what
you (polltel sald
What dld you say~
nothlng
Tena
YlsTlllln Ten~YlsTllllfi.
adderu
Ten~YlsTllllfi, lndemin adderu.
dohria
19ziyabher
19ziyabher Ylmm8sg8n
d8hn~, 19ziyabher Ylmm8sg~n, lnd8min add8ru.
amarlfifia yawKallu
amarlfifia yawK~llu t
~wo/~won
awKal18hu
~wo,awK~118hu.
alawKlm
Y8II~m, al~wKlm.
tlnnis awKal18hu.
mln
mlnlmm
2
BASIC COURSE
UNIT 1
I dld not say
alalhum
I dldn't sayanythlng.
mlnimmalalhu. /mlnimm alalhum •
Classroom Expresslons
(he, It) lS
lndegena.
y i dg smu t ,
llkk
new
likk new.
aydellem
li~"k aydellem.
beTam
Tlru/Tru
beTam Tnu new. Agalnl
Repeat It.'
correct, exact
It's correct.
It lS not
It's not correct.
very, very much
good
It's very good.
Let's have a break ('let us rest').
lnnlref.
Grammatlcal Notes
Note 1.1 Transcrlptlon Used In Thls Course
Thls transcrlptlon lS an attempt to put down systematlcally on paper the sounds that the lnstructor wlll say, or that wlll be heard on the tapes.
The transcrlptlon lS based dlrectly on spoken Amharlc and lS not a transllteratlon of ordlnary Amharlcspelllng. It lS not, strlctly speaklng,
a 'phonetlc' transcrlptlon. For example, the letter /b/ stands for one sound at the beglnnlng of a phrase or If doubled, and for another sound elsewhere. Slnce the pronunclatlon lS predlctable on the basls of where It occurs, a slngle letter may be used for both sounds.
The letters and other symbols used are:
VOVIels .
e u l a e l 0
Consonants palred
VOlceless p t k s s c
GlottallZed p T K S C
VOlced b d g z v
z J unpalred
These letters should not be confused w~th those used for wr~t~ng Engl~sh or any other language. Every language has a un~que sound system and symbols used to wr~te a language must be def~ned ~n terms of that language. However, where the Amhar~c and Engl~sh sounds are s~m~lar, the same letter lS usually used ~n the transcr~ptlon as lS used ~n Engl~sh. ThlS does not mean that these sounds are r de n t a ca L, / 1 /, for example, a s d i f I'e r-e n t r.n
q:3 J._ ~ ~
Engl~sh and Amhar~c, even though the same symbol ~s used.
The follow~ng notes are rough h~nts on the pronunc~at~on of Amhar~c.
Engl~sh sounds are g~ven for comparlson, or more accurately for contrast, Slnce they are dlfferent sounds. Only careful Ilstenlng and practlce can glve the student the Amharlc sounds. It lS also very lmportant to reallze the posslble dlverslty of sounds covered by a slngle symbol, the actual sound belng determlned by the context.
The Amharlc wrltlng system lS syllablc: that l3 to say, each 'letter' represents a consonant followed by a vowel. Slnce there are seven vowels In Amharlc, It follows that there are seven dlfferent ways of wrltlng
a glven consonant, dependlng on what vowel accompanles It. The wrltlng system wlll be lntroduced at a later stage In the course.
In the notes below, the vowel sounds are dlscussed ~n the order In whlch they come In the Amharlc syllabary (but the letters are our transcrlptlon; they are not letters of the Amharlc syllabary).
Note 1.2
Vowels
Letter Nearest Engllsh Sound, Descrlptlon
Examples
/e/ represents several sounds; the maJor varlants are:
1) usually llke ~ In formula.
berr f~llege
'doorway 'he wanted'
Technlcallyz a lower-mld central unrounded vowel [8]
4
BASIC COURSE
UNIT 1
2) approx~mately the sound of ~ In bet under the follow~ng cond~t~ons:
Always after /y/
/z"/
usually after
/n/ /s/ IJ/ /c/
/e/
Techn~callys a low-m~d front unrounded vowel [~]
/u/ a h~gh E sound someth~ng llke the 00 of boot but w~thout the ~ gllde found ~n Engl~sh and wlth the l~ps rounded from the beg~nnlng.
Techn~cally: a h~gh back rounded vowel [u]
/i/
someth~ng l~ke the ~ of beet but w~thout the /y/ gllde of Engllsh.
Techn~cally: a hlgh front unrounded vowel [i]
/a/
llke In a In father
TechnlcallYI a low central unrounded vowel [a]
/e/ approxlmately l~ke the Engllsh sound of the flrst part of the al In ba~t but wlthout the /y/ gl~de of Engllsh.
s
Y8t Y811em Y811 Jll J
'where'
'no'
"gr-andch i Ld '
v
Z8rnrn8r8 'he started'
ag8fine 'he found'
s8m8gg81e 'he became old'
ab8JJ8 'he performed'
t omo cco 'l t be carne com-
fortable'
laCC8
'he shaved'
dur bunna
'forest' 'coffee'
fit
'face'
' La s t e ne r- ' 'Parls'
abb~t
!father!
bet 'house'
mehed 'to go'
set 'female'
,
lne 'I'
,
wendlrnrne 'my brother' UNIT 1
AMHARIC
In maklng /e/ the center of the tongue lS ralsed almost to the roof of the mouth.
Consonants lmmedlately precedlng thls vowel may be sllghtly palatallzed, that lS, the tongue lS close to the posltlon It takes for X, so that the consonants have a sllght X off-glldea by, Sy' hy' etc.
Technlcally. a hlgher-mld front unrounded vowel [e]
/l/ may best be compared wlth a regular pronunclatlon of the u of Just In .lust a m i.nu t.e ,
'dollar'
dlbb
'bear'
Slm
'name'
Technlcally: a lower-hlgh central unrounded vowel [~]
In lnltlal posltlon (at the beglnnlng of an utterance) thls vowe] lS VOlceless and may be heard as a breathed gllde to the followlng sound.
lbakklwo
'please' 'there 1
'here 1
/0/ somethlng llke the 0 of note but short, rounded from the beglnnlng and Wl bhou t the w g.l i.de of Eng l a sh after the vowel.
Consonants precedlng /0/ are usually lablallzed, that lS, are pronounced wlth rounded Ilps, resultlng In a
sllght W off-glldel bW, pW, kW, etc. menor
,
lngocca
doro
'to Ilve' 'bread'
t cha c ken '
Technlcally: a mean-mld back unrounded vowel [Q]
Vowels In Amharlc are generally short. When flnal or followed by only one consonant they may be longer than when followed by two consonants, or by a long (double) consonant.
6
BASIC COURSE
UNIT 1
Note that after /w/ the follow~ng vowel, ~f normally unrounded, 1S 1n1t1ally rounded. Th~s ~s part~cularly not~ceable w1th /e/ and /~/.
Example s:
wade
'to 'month' 'sect'
w11 w1ha w1sT
'agreement' 'water' '1ns1de'
wer
wegen
Note 1.3 Consonants
All consonants 1n Amhar~c occur short (~nd1cated by a s1ngle symbola r, 1, m, etc.) and long (1nd1cated by doubllng the symbol: rr, 11, rum, etc.).
The d1st1nct1on between short (slngle) and long (doubled) consonants lS very 1mportant, as 1t may d1st1ngu1sh otherw1se ldentlcal words, e.g. /a18/ 'he sald', /al18/ 'there lS'.
Amharlc has twenty-seven consonants WhlCh we wrlte wlth the follow-
lng symbols:
P'La i.n t
b c d f g h J kIm n n p r s
v v
stwyzz
Glottallzed: C K PST
Note 1.3.1.
Most of the plaln consonants have near equlvalents e1ther 1n Engllsh or 1n other famlllar languages such as French, Itallan or Spanlsh. Hlnts on pronunc1at10n are g1ven as necessarya
/b/ has two pronunclatlons: at the beglnnlng of a word, when doubled, or when lmmedlately follow1ng /m/ or /n/ 1t 1S llke Eng11sh ~ 1n bet. Between vowels or flnally the alr 1S not completely stopped, so that a fr1cat1ve sound results, rather than a stop. ThlS 1S a bllab1al sp1rant (or fr1cat1ve), comparable to the b 1n Span1sh Habana. Techn1caly [pJ.
Examples,
bet abbat
'house'
m8nber abeba g1b
'pulp1t' 'flower' 'goal'
'father'
wember
' oha r.r-!
/c/ represents a sound llke th&t of ch In church. /g/ llke E In gun.
/h/ has three pronunclat1ons Wh1Ch sound somewhat d1fferent to a speaker of Engllsh:
1) at the beglnnlng or ln the mlddle of the word 1t approxlmates the h to hlm.
7
UNIT 1 AMHARIC
2) at the end of the word It sounds almost llke German ch In nacho Technlcallya velar splrant [xJ.
3) at the end of the word followed by the vowel /u/ thls sound lS llke a sharp puff of breath wlth the Ilps rounded.
hede hedh
'he went' 'you went'
hedhu hedacclhu
'I went'
'you (pI.) went'
/1/ lS formed farther forward In the mouth than Engllsh 1 and lS very much llke French 1 In elle or Itallan I In llngua. The mlddle of the tongue lS closer to the roof of the mouth than It lS for Engllsh 1.
Examples.
ale
'he sa a d '
aIle
'there lS'
/n/ lS llke ~ sound In Engllsh canyon. Technlcallya palatallzed n [ n J or [nY J •
/r/ lS rolled or flapped - the tlP of the tongue strlklng one or more tlmes on the gum rldge behlnd the upper teeth. It lS very much llke Itallan E In caro.
Examples:
neggere berrede
'he told'
'It was cold'
roman blrr
"pome gr-ena t.e ' 'dollar'
/s/ approxlmates the sh sound In Engllsh harsh rather than In she.
It lS close to the French ch In chat.
/t/ lS made agalnst the teeth rather than agalnst the rldge back of the teeth as In Engllsh. It lS otherwlse very much llke Engllsh ~ except In flnal posltlon where It lS more asplrated (released wlth a short puff of brea th) •
/z/ lS llke the French 2 In Jour or somewhat llke the Engllsh s In ln pleasure.
/'/ lS a glottal stop [?J, a stoppage of breath whlch can be heard before each of the words: In Engllsh If these words are pronounced slowly and dellberately.
/y/ llke ~ ln~, yeast, etc. Between vowels /y/ lS Just a klnd of trough ln between the vowel peaks. Both vowels are sald dlstlnctly, e.g. /keyet/ 'where from' /getaye/ 'slr', etc.
/w/ llke ~ ln west. Between vowels /w/ lS a sllght w-gllde, e.g. /baKlowoc/ 'mules'. Where the second vowel lS an /0/, /w/ stands for the same klnd of trough as descrlbed above In the case of /y/. The /w/ trough or gllde lS rounded. Compare the /w/ gllde ln /awo/ 'yes', /sewoc/ 'people' wlth the /y/ gllde ln /mayet/ 'to see' and /lyut/ 'look at It'.
8
BASIC COURSE
UNIT 1
The vOlced consonants /b, d, g, z, z/ are generally devolced In flnal posltlon and sound very much llke thelr vOlceless counterparts /p, t, k, s, s/. They are, however, more 'lenls', l.e. pronounced wlth more relaxed muscles of the mouth.
Note 1.3.2
The glottallzed consonant sounds /e K P S T/ are not llke anythlng In Engllsh or any other language In Europe. These sounds are formed almost llke /c k p s t/ as far as the tongue (or Ilps In case of /p/) are concerned. But they are 'exploded! not wlth alr from the lungs but rather wlth the alr llliprlsoned between the vocal cords (whlch are completely closed) and the tongue (or
llps In case of /p/).
Examples I
/C/ Cammere 'he added'
WlCC "o'u t.s i de
/K/ Keyy 'red'
ruK 'far'
/p/ i t yo Pa.ya 'Ethlopla'
PaPas ' b a shop '
/s/ Sehay 'sun'
geSS 'page'
/T/ Tlru 'good'
wlsT 'lnslde' Pronunclatlon Drllls
/e/
meblat 'to eat' ma yo t Ito see'
mesmat 'to La s ten, hear' ,
menezzere 'he changed'
mehed 'to go' ameseggene 'he thanked'
bella 'he ate' ,
asgeddede 'he forced'
semma 'he llstened' m6kkere 'he t.r i.e d '
assebe 'he thought' g~mmete 'he guessed'
, s~bbeke
addere 'he spent the m.gh t t 'he preached'
masseb 'to thlnk' m~kkere 'he a dv i s e d '
mader 'to spend the n i.gh t t berr 'doorway'
feres 'horse' weyzero 'Mrs. '
hede 'he went' weyzerit 'MlSS'
9 UNIT 1
dulet gulbet sukka sumet surrab dubba yasayyufi alu
hid
fit lngliz ~ddis weyzerit 1mbita
semi
amerikawi fellagi
lne
rase
Slme
bl'lre
'he covered' 'he took'
'he wanted' 'he told'
'he grew'
'he shaved' 'he f'arn.she d '
'full'
'they ,-J"anted' "c a.r-c Le '
'rm s t '
"br-a de ' 'trlal'
"pr a de '
'councll of elders'
'knee'
'fork' 'rank'
t swea ter' 'pumpkln'
'let them show me' 'they aa i d '
'go' 'face'
'Eng La.ah "new'
'MlSS' 'refusal' 'llstenel' ,
I' I
"Ame r-a ca n I
lone who wants'
'I' 'myself' 'my name' 'my pen'
BASIC COURSE UNIT 1
me da 'f~eld ' b~rre 'my dollar'
geta 'master' ~dme 'age'
bergewoc 'oxen' 19re 'my foot'
ldmewoc 'ages' bete 'my house'
neggadewoc 'merchants' fite 'my face'
r.nde t 'how'
h/
1ElSU 'he' lW1net 'truth'
~.sswa 'she' t~nn~s 'small'
1nne$"tu 'they' l~kk 'correct'
a nnarrtc 'you' y~dresu 'let them a r-r a.v e '
, look for'
a.r aa s "pe nc i L ' t~felllg 'let her
~zzih 'here' tlYY 'let her see'
~zziya 'there' Ylhun 'let It be'
lnnezzih 'these' d1ngay 'stone'
ya nb i.bu 'read' b1'~r 'pen'
~yut 'look' b{rr 'dollar'
ldme 'age' ~skezziya "me a nwh i Le '
ammabe f 'lady' Slm 'name'
~mmeyte 'ma 'am' slnt 'how much'
v v. 'O.K. ' dlbb 'bear'
lSSl
~c1l~llehu 'I can' d~nn~c 'potato'
~rswa 'she' b i r-buka n 'orange'
/0/
menor 'to Lj.v s t ankuwakto 'he, hav1ng knocked'
1ngocca 'bread' ayto 'he, havlng seen'
ma ngo ca 'bakery' gezto 'he, havlng bought'
weyzero 'Mrs. ' gebto 'he, hav~ng entered'
weddo 'he, havlng La ke d ' sefifilto 'he, havlng a c c on-
belto 'he, havlng eaten' panled'
hedo 'he, hav~ng gone' dabbo 'bread'
doro 'chlcken' 11
UNIT 2
AMHARIC
Un~t 2
Ba s i.c Sentences
please Embassy
embassi
Amer a can
amerika yamerikan/amerikan
Amerlca
where
yet
lbakklwo, yamerikan embassi y~t new.
Excuse me, where lS the Amerlcan Embassy"
face, ahead, earller ~n front of
fit fitlefit fi tleflt new,
It's [rlght] In front [of you].
far
It's far [from here].
ruK
r{u( new.
rlght
on the r~ght
K~fifi
on your rlght
The Amerlcan Embassy ~s on your r a.gh t ,
besteKefifi b~steKefifilwo
yamerikan embassi, besteKefifilw~ new.
left
gra bestegrawo bestegraw~ new.
on your left
It's on your left.
toward, to
wede
goJ (pollte lmperatlve)
Ylhidu
and
turn (pollte lmperatlve)
lnna
Ylzuru
Go stralght ahead and turn to the left.
wedefit Ylhidunna, wedegra y~zuru.
near
It's nearby.
Klrb new.
12
BASIC COURSE
UNIT 2
s ta t a on
traln
rallroad statlon
the rallroad statlon
Where's the rallroad statlon?
here
from here
Is the rallroad statlon far from here?
It's not far, ltlS [rlght] near [here] •
hotel, restaurant
there lS, he [or It] eXlsts Where lS ('exlstsl) a good hotel?
There lS a good hotel across from ('In front of') the Amerlcan Embassy.
the hotel
there
The hotel lS over there.
Tabiya
babur
babur Tabiya
babur Tabiyaw
,
babur Tabiyaw yet new.
a.z z i.h
kezzih
babur Tabiyaw kezzih rUE: new t rUE: aydellem, K~rb new.
hotel aHe
dehna hotel yet aIle.
amerikan embassi fitleflt, dehna hot;l alle.
hotelu
a.z z Lya hotelu, lzziya ne~.
Numbers
one and su slddlst
two hulett seven sebatt
three sost elght slmmlnt
four aratt nlne zeTen
flve ammlst ten aSSlr Grammatlcal Notes
Note 2.1 The mascullne deflnlte sufflX /-u N -w/
1. dehna hotel yet aIle.
2. hotelu lzziya new.
3. babur Tabiyaw, yet new.
Where lS a good hotel? The hotel lS there.
Where lS the rallroad statlon?
13
UNIT 2
AMHARIC
In sentences 2 and 3 we have /hotelu/ and /Tabiyaw/, l.e. these nouns have the sufflxes /-u/ and I-wi respectlvely.
The sufflX /-u/ after consonants and I-wi after vowels lS added to mascullne nouns or thelr modlflers (see later unlts) to make them deflnlte or speclflc. It lS generally used when the speaker refers to thlngs or persons that have been mentloned before, or to thlngs or persons WhlCh are
ln hlS presence. It lS, however, not necessarlly used ln the same sltuatlons as the Engllsh deflnlte artlcle. The sufflX makes the 'polntlng out' or 'reference' more expllclt. It lS less used wlth plural nouns than wlth nouns ln the slngular.
Note 2.2. 'and' /- (l)nna/.
The sufflX /-lnna/ after consonants and /-nna/ after vowels lS the equlvalent of the Engllsh word 'and', e.g.
/hotellnna babur Tabiya/ /lzzihlnna lzziya/
'a hotel and a rallroad statlon' 'here and there'
It should be noted, however, that /lnna/ may also occur as a separate word.
Note 2.3 Verb: The use of /new/ 'lS' and /alle/ 'there lS '.
amerikan embassi yet new.
babur Tabiyaw kezzih r,ili_ new t
dehna hotel yet aIle.
Where lS the Amerlcan Embassy~
Is the rallroad statlon far from here~
Where lS (there) a good hotel~
The verb form /new/ 'lS' (see Note 3.5.) denotes slmple equatlon (x lS y). Its ne ga t av e counterpart lS /aydellem/ '18 not', e.g.
baleSegga meSlhaf neSa meSelley h i.Sa n neSannet dlmS
KlrS
gllS
geSS
glbS
lS
'Paul' 'Ethlopla'
'he shaved' 'he ground'
'he kept company' 'to smoke'
'playground; Igameroom' 'he mowed'
'he became engaged' 'to grasp'
'to dance'
'short'
"ou t s i de !
'expenses'
'whlte'
'one who come s ' 'one who cuts' 'tax collector'
'rlch' 'book' 'free'
'to pray' 'baby' 'freedom' 'v o i.ce t
'shape' 'open' 'page' 'Egypt' 'plant'
BASIC COURSE
UNIT 2
Substltutlon Drllls
Substltute the words glven to the rlght of each sentence for the underllned word (or words) of the sentence.
1. hotelu ruK new.
Klrb bestegr~ besteKenn lzzih
lZziya beTam ruK beTam Klrb
dehna Tlru
beTam Tlru
2. babur Tabiyaw ruK aydellem.
Klrb bestegra besteKefifi lzzih
lzziya beTam ruK beTam Klrb
dehna Tlru
beTam Tlru
3. amerikan embassi fitlefit lzziya bestegrawo
dehna hotel aIle. lzzih babur Tabiyaw fitlefit
besteKennlWO
4. t.z z Lh dshna hotel yellem. lzziya besteKenfi besteKennlwo
amerikan embassi fitlefit. bestegra
bestegrawo Questlons and Answers
Questlon
Answer
TenaYlsTl11ln, lndemin adderu. lbakklwo, and dehna hotel y~t aIle.
dehna, 19ziyabher Ylmmesgen.
dehna hotel amerikan embassi fitlerit alle.
hotelu rUE: new t amarlnna yawKallu t min alu t
yellem, ruK aydellem. awo, tlnnlS awKallehu.
mlnimm alalhu.
babur Tabiyaw lZziya new t amerikan embassi kezzih rUE: new t
yellem, lzziya aydellem. ruK aydellem, Kirb new.
beTam Tlru amarlnna yawKallu t kezzih bestegra min aIle. kezzih besteKenn min aIle.
yellem. beTam Tlru aydellem. and beTam Tlru hot~l aIle.
kezzih besteKefin and embassi aIle.
17
UNIT 2
AMHARIC
babur Tabiyaw rUK new t hotelu tlnn{s new t babur Tabiyaw y~t aIle.
kaz z ih rUK new t
,
awo, beTam ruK new.
~wo, beTam tlnnls new. amerikan embassi fitleflt, and
babur Tabiya aIle.
yellem, ruK aydellem, K{rb new. al~wKlID.
amerikan embassi y~t new.
18
BASIC COURSE
UNIT 3
BaSlC Sentences
John honl
naIllB
s im
my name
Slme
you (pollte) yours (pollte)
lrSlwo I lSSlWO yerslwo I yesslwo
how about yours
yerslwoss TenaYlsTlllln Slme J6n new, yerslw6ss t
Hello, my name's John, what's yours ('how about yours r)~
kebbede (a proper name)
Ethloplan
itYOPlyawi
you are (pollte)
newo
Kebbede. Are you an Ethloplan~
kebbed~ new. ityoPlyawl newo t
John
Ame r r ca n
amerikawi
I am
nen
but
negergln
Mr.
(a proper name)
(a proper name)
Ethloplans
they are
I'm an Ame r a.can , but Mr. Tesemma
and Mr. Lemma are Et.h a.op a.aris , ato
tes~mma
l~mma
ityoPlyawiyan
naccew
amerikawl nen, negerg{n ato tesemmanna ato lemma, ityoPlyawiyan naccew.
19
UNIT 3
AMHARIC
when
you came
When dld you come~
yesterday
I came
I came yesterday.
how much, how many
hour, o'clock, watch, clock
What tlme lS It, please.
It's three o'clock.
Thank you ('May God glve [It] for me I).'
both
let hlm glve us
You're welcome ('let hlm glve It to both of us i )
kebbede
ms ce / mac
meTTu
,
mece meTTu.
John
meTTahu tlnantlnna meTTahu.
kebbede
slnt
seat
John
sost seat new.
kebbede
19ziyabh~r YlsTlllln.
John
abro
YlsTen abro YlsTen.
Classroom Expresslons
book
books
your books
your books (as dlrect obJect of a verb)
openJ
[Please] open your books.
meSlhaf / meShaf
meShafoc
meShafoccaCClhu
meShafoccaCClhun
klfetu
meSlhafoccaCClhun klfetu.
20
BASIC COURSE UNIT 3
together (you pl.) abraccIhu
sayJ belu
Altogether] ('say together')
abraccihu belu.
now
ahun
close J.
ZlgU
ahun meSlhafoccacclhun ZlgU.
Now close your books}
structure Sentences
Personal endIngs of the verb 'be'.
I
Ine
Ine amerikawi nen.
1'm an Amer a can ,
Are you an Ethloplan~
i tiyo Pa yaw l nsh t
you (fem. sIng.) pretty
You (f) are pretty.
anci
KonJo anci KonJ~ nes.
IntellIgent, sensIble You (polIte) are IntellIgent. thIS
asteway
asteway newo / asteway newot.
Ylh
person, man who
Who IS bh a s mane
sew
man
ylh sew man new.
woman, female She's a good woman.
set
Tlru set nec / Tlru set nat.
student students We are students.
temari temariwoc temariw~c nen.
teacher teachers Are you teachers~
astemari astemariwoc astemariwoc naccIhu t
21
UNIT 3
AMHARIC
bad
They are bad.
he or she (pollte)
b1g
He or she (pollte) lS blg. meTfo
meTf~ naccew.
1rsaccew
Grammatlcal Notes
Note 3.1 Pronoun: Independent Pronouns.
1ne amerikawi nen.
I am an Amer1can.
anci KonJ6 nes.
You (fem.slng.) are pretty. you (pollte)
1rslWO.
lrsaccew
He or she (pollte) 1S b1g.
These are examples of Independent Pronouns that have occured ln the
Bas1c or structure Sentences. As one can are two genders, mascullne and fem1n1ne. sec~nd and th1rd person slngular pronouns nouns are 1ndeterm1nate of gender.
see from the above sentences, there Gender 1S d1stlngulshed only 1n the (fam1l1ar forms). All other pro-
As the personal endlng (or other afflx) of the verb lndlcates the person 1nvolved, the Independent Pronouns are much less used 1n Amharlc than they are ln Engl1sh. When used, they are sllghtly emphat1c. Attent10n lS drawn to the fact that th1S part1cular person lS, or these persons are dOlng so-and-so.
The complete set of such pronouns 1S:
1ne I
ante you (masc. fam.)
anci you (fem.fam.)
lrS1WO / 1SSlWO you (pol1te)
1rsu / 1SSU
he
a.r swa / a s swa lrsaccew / 1ss~ccew
she
he or she (pol1te)
1nfia
we
a nnant.s
you (pl.)
1nnessu / lnnersu
they
22
BASIC COURSE
UNIT 3
As Illustrated by the above lIst of the Independent Pronouns, AmharIc has dIfferent terms of reference wIth regard to people spoken to (second person) and people spoken of (thIrd person). Thus /ante/ (addressIng a man) and /anci/ (addressIng a woman) show a certaIn degree of famIlIarIty. /lrslwo/ IS used as a polIte or deferentIal form of 'you' (addressIng both men and women), and /lnnante/ addressIng many persons wIthout dIstInctIon of sex. /lrsaccew/ IS a polIte or deferentIal form of 'he' or 'she'. Note that verb forms used wIth the 'polIte' pronouns have the thIrd person plural personal e nda.ng s ,
Note 3.2 Pronoun: SuffIX Pronouns.
let hIm gIve for me.
let hIm gIve us.
2. YlsTen
3. Slme Jon new.
~ name IS John.
There are two kInds of suffIXed pronouns:
1) Verb SuffIX (or ObJect) Pronouns, (Sentences 1 and 2) I.e. pronomInal suffIxes attached to verb stems or other forms of the verb. The translat10n of a Verb SuffIX Pronoun depends upon the structure of EnglIsh. For example the suff1X /-en/ after consonants (/-n/ after vowels), can mean 'me' (dIrect obJect) or 'to me' (IndIrect obJect); /-accew/ 'them' (dIrect obJect) or 'to them' (lndlrect obJect), etc.
2) Noun Suff1x Pronouns (Sentence3) I.e. pronom1nal suff1xes
attached to nouns, correspond1ng to Engl1sh 'posseSSIve pronouns', 'your', etc. These are d1scussed In Note 4.1.
Note 3.2.1 The Verb Suff1X Pronouns are:
After After
Consonants Vowels
SIngular -en -n
-lh -h
v v
-IS -s
-lWO /-lwot -wo /-wot
-ew -w
-t
(after /u/ and /e/)
-at -at 23
'my' ,
MeanIng
me, to me
you, to you (ma s c , )
you, to you (fem. )
you, to you (polIte)
Ii irn , to h rm /1 t, to It her, to her
UNIT 3
AMHARIC
Plural
us, to us
-acc~hu
-ucc ahu ' •
you, to you
-accew
-accew
them, to them
Examples I
ato lemmanna ato kebbede min aluh.
What dld Lemma and Kebbede say to you",
min alun.
What dld they say to me"
~zziy~ new aluwacc~hu.
Itls there they sa~d to you.
Note 3.3 Loss of Vowels.
As lndlcated In the chart of the Verb SufflX Pronouns (Note 3.2.1 above) certaln vowels are lost before the /-a-/ of the suff~x pronouns /-at/, /-acclhu/ and /-accew/.
TIllS loss of vowels occurs regularly ~n Amharlc accord~ng to the
f0110wlng patterns I
1) e + a = a e.g. band [b~ + ~nd] seat ra tone olclockl
2) a + a = a e.g. ameTTat [ameTTa + at] 'he brought herl
3) l + a = a e.g. bagen [b~ + ~gen] Ilf I f~ndl
4) e + l • e e.g. yerslwo [y~ + ~rSlwo] Iyoursl
5) l + l = ~ e.g. b~negr [bl + ]:negr] Ilf I tell I
6) a + l = a e.g. amsaglr l amea + ]:glr ] 'cent~pede' Note 3.4 /w/ and /y/ gl~des before /-a-/ of the aff~es.
The Chart of Verb SufflX Pronouns (Note 3.2.1) ~nd~cates that /-u/ lS /-uw-/, /-0/ lS /-ow-/ and I-if lS /-iy-/ before the suff~ pronouns /-at/, /-acc~hu/ and /-accew/.
These /w/ and /y/ g1ldes occur regularly ~n Amharlc before /-a-/ of the afflxes, e.g.
If the" last vowel of stem lS /e/, /a/ or /l/ It lS dropped and the suff~x lS added dlrectly to the preced~ng consonant (see Note 3.3.)
/u/ lS /-uw-/, /0/ lS /-ow-/ and /i/ lS /-iy-/ before these suff~ pronouns (see Note 3.4.).
BASIC COURSE
UNIT 3
u + a = Uv, + a e.g. felleguwaccew [felllg~ + ~ccew]
'they wanted them'
o + a :: ow + a e.g. felllgowal [felhg_£ + all
'he has wanted'
i + a -= iy + a e.g. tlfelllgiyalles [tlfelllg1: + al188 J
'you(f) want' Note 3.5 Verb. /ne-/ 'be'.
The verb stem /ne- / plus Verb Sufflxed Pronouns (No te 3.2.1) c ori-, s t a bu te verb forms e xpr-e s s a.ng s rmp Le e qua t i.orn 'I am', 'you are', etc. These forms, lllustrated In the Structure Sentences, may be elther sufflxed or separate words (e.g. /Tlr~new/ or /Tlr~ new/ 'It's good'). They are themselves unstressed and the stress lS regularly on the prevlous syllable, as In /temariw~c nen/ 'we are students '.
The complete set of these forms lS:
Slngular Plural
nen I am
neh you (m.) are
v (f. )
nes .' ., ~, you are
newo/newot you (pol. ) are
new he lS
nat/nec she lS nen
we are
nacclhu
you are
naccew they are
(or, he/she (pol.) lS)
Note 3.6. Formatlon of the Plural
temariwoc nan, astemariwoc nacclhu·
We are students. You are teachers.
The general plural sufflX In Amharlc for both mascullne and femlnlne lS /-(w)oc/ (/-oc/ after consonants and /-woc/ after vowels.) Wlth
some speakers, wor-ds e nd i.ng In vowels may drop the vowel and the suf't'ax /-oc/ lS afflxed to the precedlng consonant. Thus the Amharlc word 'students' may be elther /temariwoc/ or /temaroc/. Before vowels the plural sufflX lS usually /-(w)occ/, as In /meSlhafoccacclhu/ 'your books. 1
ato tesemmanna ato lemma ityoPlyawiyan naccew.
Mr. Tesemma and Mr. Lemma are Etih i.op aa ns ,
The plural sufflX /-yan/ lS used excluslvely wlth nouns denotlng natlonallty endlng In /-awi/ e.g. /ityoPlyawi/ 'Ethloplan' /ityoPlyawiyan/ 'Ethloplans', /amerikawi/ 'Amerlcan', /amerikawiyan/ 'Amerlcans', /lnglizawi/ 'Engllshman', /lnglizawiyan/ 'Engllshmen', /ferensawi/ 'Frenchman', /ferensawiyan/ 'Frenchmen'. The use of the plural wlll be taken up In later unlts.
25
UNIT 3 AMHARIC
Note 3.7 Transltlon vowel III
Klrb hot~l yet alle. l
It's correct.
Where lS the near[estJ hotel?
The t.r-aris i t a.on vowel, r nd i oa t e o above by I / lS a weak vowel g Li de l
that serves to lnterrupt a sequence 01' consonants across word boundarles.
Thls vowel occurs at the pOlnt of word dlvlslon whenever two words comlng together produce a cluster of three consonants, or a cluster of two consonants, the flrst of whlch lS an affrlcate: /c/, /J/, /e/.
The transltlon vowel lS not marked In our transcrlptlon because ltS presence lS almost completely predlctable.
Pronunclatlon Drllls
/1/
lemma 'a proper name'
Ilbs r c Lo th a.ng t
lebbes8 'he dressed (hlIDself) I
IlJ t ch a Ld t
Lsma.n 'why'
alebbese 'he dressed (someone) ,
melbes ,to dress'
melKem 'to plck up'
melemmen 'to beg' /r/
ras 'head, cha.e f !
roma 'Rome'
rat 'dlnner'
ruK 'far'
regga 'It coagula ted'
aratt 'four '
mekera 'calamlty'
a.r-su 'he'
blrr 'dollar' malKes 'to weep'
ale 'he sa a d r
g irne L 'camel'
bulla 'grey'
lul 'pearl'
suI sharp
Kal 'word'
Kil t f'o o La sh r mettere 'he cut lnto p i.e ce s '
(mea t )
a r sa s 'pencll'
mlklr ' adv r ce !
mesmer 'llne'
wember 'chalr'
memokker 'to try'
menor 'to Ilve'
arrere 'burned'
serra 'he made' 26
BASIC COURSE
UNIT 3
Subst~tut~on Dr~lls
Subst~tute the words l~sted to the r~ght of each sentence for the underl~ned word of the follow~ng sentences.
a.ne dehwi nsfi,
t~nn~s KonJo
ityoPlyawi dehna
ante sew nah ,
and THU nes.
KonJo set
~rs~wo astemari newo.
temari asteway
~ssu temari new.
man asteway
dehna
a z z Lh
~sswa meTfo nat/~rswa meTfo nec.
~nfia amerikawiyan nen.
ityoP~yawiyan a.z z Lya
t~nn~s
tlll~K
~nnante astemariwoc nacc~hu.
~nnessu ityoP~yawiyan naccew.
amerikawiyan temariwoc
~rsaccew asteway naccew.
l~kk ruK
amerikawi temari
t~nn~s meTfo
T~ru K~rb
asteway astemari
~zzih astemari
a.z z Lya
ityoP~yawi amerikawi
sew
~zziya sew
sewoc temariwoc
K~rb temariwoc
sewoc
astemari ruK
astemari K~rb
a.z z Lh asteway
ruK setoc
astemariwoc ~zziya
setoc
Subst~tut~on - Correlat~on Dr~ll
man
beTam T~ru
Replace the underl~ned pronoun w~th those l~sted to the r~ght of each sentence.
Change the form of the verb 'to be' as necessary to agree w~th the pronoun used.
ante anci ~ssu
~sswa ~rsaccew ~nna
~nnessu ~nnante ~rs~wo
~ne anci ~sswa
~ne ante a.r-aa c csw
~fina ~nnante ~sswa ~ne temari nen.
ante asteway neh.
anci T~ru ne s.
27
UNIT 3
AMHARIC
lnnessu temariwoc naccew.
~rs~wo lzziya newo.
llliia
armarrbe
ante
anei a.nnant.e
lrswa
lSSU
Questlons and Answers
Questlon
slme tesemm~ new, yerslwoss t lrslwo amerikawi newo t
lzzih mece meTTu.
,
ato lemmanna ato kebbede mee meTTu.
lrS1WO temari newo t
amarlnna yawKallu t
lsswa KonJo set nat t
ato tesemma min yawKallu. a to lemma meTfo sew new t asteway new t
hulettlnna hulett, sint new. sostlnna aratt s{nt new.
ato tesemma Tena new t
a.nnas su a z z Lh naecew t astemariwoc lzzih mece meTTu. lzzih sint sewoc meTTu.
ato kebbede meTfo new t
ato kebbedenna ato lemma temariwoc
naccew T
ato kebbede lzzlh new t lrS1WO Lt.yo Pa.yaw I newo t lrS1WOSS t
astemari newo t
ato tesemma y~t new. meSlhafu y~t aIle.
a s swa astemari nec ~ lSSU tllllK new t sint seat new.
ato lemma dehna new t
lzzih dehna astemari alle t dehna amarlnn~ yawKallu t
aWOl astemarl nec. yellem, tlnnis new. a s s iz- seat new.
awo, beTam dehna new.
awo, and dehna astemarl aIle. beTam Tlru aydellem. tlnantlnna meTTu.
28
BASIC COURSE
UNIT 4
Umt 4
BaS1C Sentences
let you (pollte) show me to show me ('to let you (pollte) show me ,)
you (pollte) can, are able
Could you please dlrect me to ('show me') a good hotel~
(name of hotel)
It seems
It seems to me, I thlnk
Yes [I can]. The Glon hotel seems good to me.
address
What's ('where lSi) the address~
t.ax i,
by t.ax i,
to go
You can go [there] by taxl.
O.K.
I'm call1ng, I'll call, I'm lnvltlng, I'll lnvlte
O.K. I'll call a taxl.
TaxlJ
John
kebbede
John
kebbede
John
yasayyun
liyasayyun
Ylcllallu
lb~kklWO, dehna hotel liyasayyufi ya c i.La LLu t
giyon
Ylmeslal
Ylmeslefifial
awo, giyon hotel dehn~ Ylmeslenfial.
adrassa
adrassaw yet new.
taksi
betaksi
mehed
betaksi mehed Ylcllallu.
lTerallehu
lssi. taksi lTerallehu. t~ksi.
29
UNIT 4
AMHARIC
TaXl drlver
Yes Slr / madam. (saId In reply to a call)
abet t
Jonn
cause me to arrIve (polIte ampe r-a t a.ve )
yadrlsun
Take me to Glon Hotel, please.
Ib~kklWO giyon hot~l yadrlsufi.
let me pay
let me pay to you (pollte)
llkf'el
llkf'ellwot
How much am I to pay you~
TaXl drlver
dollar (EthIopIan)
Four dollars.
aratt blrr.
Classroom Expresslons
thlng
neger
It IS saId, It IS called
Ylbbalal
In AmharIc
bamarlnfia
How do you say thlS (IthlS thlng IS saldl) In Amharlc~
ylh neger bamarlnna mln ylbbalal.
pencll
you have ('there IS to youl)
lrsas
allewot
[No] I don I t (have) (I there IS not to me I)
a.r sa s allewot t yell~nnlm.
Do you have a pencll~
many, much
blZU
Do you have many penclls~
blZU lrsasocc alluwot t
only; alone
blCCa
No, I have only one.
yellem, and blcca allen.
Say It agaln (Irepeat for mel).
Yldgemulllfi.
thlS (as obJect)
30
BASIC COURSE
UNIT 4
word
Kal
Ylhln Kal yldgemut.
, h t
amarlnna Ylcilallu
Repeat thlS word.
Can you [speak] Amharlc~
I can
lCllallehu
Yes, I can.
awon, lCllallehu.
Structure Sentences
Noun SufflX Pronouns.
My name lS Kebbede.
Slme
kebbede new.
country
Amerlca lS your (m) country.
ager
agerlh amerika new.
father
abbat
tall
Your (f.) father lS tall.
re J j rm abbatls reJJ~m new.
What lS your (pollte) name~
Slmlwo man new.
red
Keyy meSlhafu Keyy new.
Hls book lS red.
mother
a.nna t lnnatwa KonJ~ nat.
or. lnnatwa KonJo nec.
SlmaCCln kebbedenna lemma new.
Her mother lS beautlful.
Our names ar-e Kebbede and Lemma.
Where lS your (pl.) country~
ageracclhu yet new.
car, vehlcle
mekina
Thelr car lS not good.
mekinaCC8w Tlru aydellem.
Grammatlcal Notes
Note 4.1 Noun SufflX Pronouns
The structure Sentences lllustrate the use of the Amharlc Noun Sufflx Pronouns whlch are the equlvalent of Engllsh 'Possesslve Pronouns', 'my', 'hlS', 'yours', etc. (see also Note 3.2.).
31
UNIT 4
AMHARIC
The complete set of Noun SuffLX Pronouns lSI
Slngular
After Consonants
After Vowels
1st pers.
?'1.d pers. m.
2nd pers. f.
2nd pers,. pol.
3rd pers. m.
3rd pers. f.
Plural
1st pers.
2nd pers.
3rd pers.
(2,E • po La tie s i.ng , ) 'my' -e
'your' = ah
'your' "
-lS
'your' -lWO
'hls' -u
'her' -wa -ye
-h
"
-s
-wo
-w
-wa
'our '
-accln
-acclhu
-accln
'your ' 'thelr' 'hls, her I
-acclhu
-accew
-accew
Note 4.2 Verb: Verb forms /alle/ 'there lS', /allu/ 'there are' and /yellem/ 'there lS not', /yellum/ 'there are not' as equlvalent to Engllsh 'have' and 'have not.'
a.r sa s allewot t yellenihm.
blzu lrsasocc alluwott yellem, and blcca allen.
Do you have a penclI~
[No J I don't ('There lS nat to me'). Do you have many penclIs7
No, I have only one.
/alle/ 'there r s ! , 'there ex a s t s ' (Note 2.3) and the plural /allu/ 'there are', 'there ex a s t t are used Wl th Verb SufflX Pronouns.
The thlng possessed lS the SUbJect of /alle/ or /allu/. The owner lS lndlcated by a suffLX pronoun, e.g. /meSlhaf allen/ 'I have a book',llterally 'there lS a book to me', /ammlst meSlhafocc allun/ 'I have flve books', llterally 'there are to me flve books'.
The forms of /alle/ and /allu/, wlth the verb sufflXed pronouns,
are.
Mascullne (slng.) Thlng Possessed:
Slngular Plural
allen
a11eh
a11es allewo/allewot
I have
you (m.) have
you (f.) have you (pol.) have
allen
we have
allacclhu
you have
allew allat
he has she has
allaccew
they have
32
BASIC COURSE
UNIT 4
Plural Th1ng Possessed:
allufi I have
alluh you (m.) have
allus you (f. ) have
alluwo/alluwot you (pol. ) have
allut he has
alluwat she has allun
alluwacclhu
alluwaccew
we have
you have
they have
Note that In Amhar1c the obJect possessed 1S the sUbJect of the verb.
The negat1ve forms are:
Mascullne (slng.) Thlng Possessedl
yellefiihm yellehlm
yelles1ID yellewotlm
yellewl.m yellatlm
Slngular
I don't have yellen1m
you (m) don't have
Y.2u, _(fl don't have yc Ll a cc a.hum
"V
you (pol.) don't have
he doesn't have yellaccewlm
she doesn't have
Plural Thlng Possessed:
yellufiihm yelluhlm
yelluslm yelluwotlm
yellut1m yelluwatlm
Slngular
I don't have yellunlm
you (m) don't have
you (f) don't have yelluwacclhum
you (pol.) don't have
he doesn't have yelluwaccewlm
she doesn't have
Plural
we don't have
you don't have
they don't have
Plural
we don't have
you don't have
they don't have
For the equlvalents to 'have', 'have not' w1th femln1ne thlng possessed see Note 5.1.
Note 4.3 Fem i.n.i.ne de f'a.na te suf'f rx /-wa ~ - (y) i tu - - (y l itwa/
The mascul1ne deflnlte sufflX was d1scussed 1n Note 2.1. The fem- 1nlne def1n1te sufflX 1S I-waf; /-(y)itu/ (/-itu/ after consonants, /-yitu/ after vowels); or /-(ylitwa/ (/-itwa/after consonants, /-yitwa/ after vowels).
All words lnd1catlng females are fem1n1ne. (Femln1ne gender w1ll be d1scussed In deta11 In later un1ts.)
33
UNIT 4
AMHARIC
Examples:
/temariw/
/temariwa/ or /temariyitu/ or /temariyitwa/ /astemariw/
/astemariwa/ or /astemariyitu/ or /astemariyitwa/
the (boy) student the (glrl) student
the (gentleman) teacher the (lady) teacher
Nouns wlthout deflnlte sufflX do not show gender. Thus the word /temari/, for example, may refer both to a boy and a glrl student. The gender of 'lndeflnlte' nouns lS lndlcated by the verb endlngs, e.g.
Tlru temari new. Tlru temari nec/nat.
he lS a good student. she lS !::. good student.
The most commonly used form of the femlnlne deflnlte sufflX lS I-waf.
Note 4.4 Deflnlte sufflxes on modli"lt.;X'S.
If a noun has a modlfler the deflnlte sufflX lS afflXed to the modlfler and not to the noun It modlfles, e.g. /meSlhafu/ 'the book', but Itlnnlsu meSlhafl 'the small book'.
Examples:
dehnaw sew tlnnls meSlhaf allew. dehnawa set tlnnls meSlhaf allat. KonJoyitu set and meSlhaf allat.
The good man has a small book. The good WOman has a small book. The pretty glrl has a book.
It should be noted that the deflnlte sufflX lS afflXed to the modlfler even when the modlfled noun has a Noun SufflX ('Possesslve') Pronoun, e.g.
tlnnlSu meSlhaflh lzzih alle.
Your small book lS here.
Note 4.5 SufflX I-(l)nl speclflC dlrect obJect.
Group 1
meSlhafoccacclhun klfetu. Ylhln Kal Yldgemut.
Open your books! Repeat thls word!
Group 2
dehna hotel liyasayyufi Ylcllallu t
Can you dlrect me to ('show me') a good hotel~
I'll call a taxl.
Do you know Amharlc~
taksi lTerallehu. amarlfifia yawKallu t
In Group 1 the ObJects of the verbs (/meSlhafoccacclh~/, IYlhln Kal/) have a sufflX I-nl or I-ln/. In Group 2 none of the ObJects have such a sufflX. In Group 1 we have 'your books' (not Just any book), 'thls word'
(a spe c i.I'a c one). In Group 2 we have 'a good hotel' (any good hotel) 'a bax a ' (not t.h i.e par t.a cu.l az- taxl), 'Amhar-a c ' (In general) .
34
BASIC COURSE
UNIT 4
The sufflX /-(l)n/ (/-In/ after consonants, /-n/ after vowels) must always be used:
a) When the dlrect obJect 1S a speclflc noun, l.e. a noun wlth
a defln1te sufflX (/-u--w/ or /-wa--(y)itu/); e.g. /meSlhafu/ 'the book', /meS1haf~ klfetu/ open the book'.
b) 1rIhen lt 18 mo d r.f i.e d by a suf'f ax pronoun, e.g. /meSlhafoccacclhu/ Iyour books', /meSlhafoccacclhuE klfetu/ lopen your books'.
c) When lt lS modlfled by a demonstratlve pI'onoun, e.g. /Ylhln Kal Yldgemut/ 'repeat thlS word'.
d) When 1t 1S a proper name, an lndependent pronoun, a name of a country, or obJects assumed to be commonly known, such as
s t.a t a on , m i.n i s t.r-y etc. e.g. /giyon hotel~ yasayyufi/ 'show me the Gion Hotel', /kebbeden yawKallu/ 'they kno-w Kebbede,' /lrs1woE awKallehu/ 'I know you', /babur Tabiyan yasayyufi/ Ishow me the I'allI'oad statlon'.
When the dlrect obJect of the verb has a mod1f1er, lt lS the mod1f1er that usually takes the /-(l)n/ sufflX and not t~e noun lt mod1f1es, as In /Ylhln Kal Yldgemut/ 'repeat thlS word', /tlnnlsun meSlhaf klfetu/ lopen the small book'.
The sufflX /-(l)n/ lS not afflxed to the lndef1nlte, nonspeclflc dlrect obJect (Group 2 above).
Note 4.6
Prepos1t1ons.
Amharlc preposltlons are usually lnseparable from the word they precede. These 'preflx preposlt1ons' lose thelr vowel when preflXed to words beglnnlng wlth a vowel In accordance wlth the patterns Ilsted In Note 3.3.
If, however, the prepos1tlons are sald as separate words the vowel lS not lost, e.g.
/bamar1fifia/ or /be amarlfifia/ 'In AmharlC'.
Note 4.6.1 Preposltlon /b(e)-/ 'to, by, In, at, onl and /best(e)-/ 'to', Iln the dlrect10n of I.
betaksi mehed Y1cllallu.
Ylh neger bamar1fifia min Y1bbalal. yamerikan embassi besteKefifilVj~ new.
You can go by t.ax i,
How do you say thlS In Amharlc~
The Amerlcan Embassy lS on your rlght.
The preflx prepos1t1on /b(e)-/ (/be-/ before consonants, /b-/ before vowels) lS used 1n equlvalents to Engllsh prepos1tlons 'to, by, In, at, onl and the pref1x /best(e)-/ (/beste- before consonants and /best-/ before vowels) In equlvalent to Engllsh Ito' wlth reference to speclf1c d1rectlons, such as 'to the r a.gh t.! , 'to the left', 'to the nor tn ! , Ito the south', etc.
Other usages of the preflx /b(e-)/ w1Il be taken up In later unlts.
35
UNIT 4 AMHARIC
Pronunclatlon Drllls
1) It I
temarhr 'the student' mesmat 'to hear'
t arm.h lr t be t ' school' meterret 'to narrate'
t'lnant 'yesterday' magnet 'to flnd'
tesome (proper name) mesTet 'to g a.ve t
bet 'house' mayet 'to see'
2) Short and Long Cons onants.
Ibl
algebam 'I wll1 not enter' algebbam 'he has not entered'
abay 'llar' abbay 'Nlle'
genzeb 'money' dlbb 'bear'
Icl
t-""l 1'''') ( ...... SJre 'he suffered' Ylcceggeral 'he lS sufferlng'
mec 'when' temariwocce 'my students'
mecebceb 'to thrash' cebeccebe 'he thrashed'
Ici
maCet 'to engage' aCCe 'he engaged'
maCes 'to smoke' aCCawac "ump i.r-e r
meCemCem 'to kz s s repea tedly' neCC 'whlte'
Idl
modemnJer 'to add' weddede 'he loved'
1riessede 'he carr led ' weddeKe 'he fell'
deggene 'he a ame d ' Keddeme 'he preceded'
11'1
mefelleg 'to want' me1'1'eleg 'to be wanted'
a11e1'e 'he passed' ke1'1'ele 'he dlvlded'
addofe 'lt became dlrty' se1'1'i 'wlde'
Ig/
rregemmet 'to guess' meggemet 'to be e s t ama ted'
ad81'rege 'he dld' seggede 'he worshlpped'
meTreg 'to clean' deggeme 'he repeated' 36
BASIC COURSE
UNIT 4
/h/
habtam t r-a ch t
mehed 'to go'
neh 'you are'
hedacclhu 'you went'
IJ/
me Jemmer 'to begln' YlJJemmeral 'It wlII be started'
awweJe 'he declared' lJJ 'hand'
jagna 'brave' aJJebe 'he accompanlep'
/k/
kebbede (proper name) mekkere 'he a dv a se d '
memker 'to a dv a se r mukkera 'attempt'
awweke 'he dlsturbed' sekkere 'he became drunk'
/K/
maweK ·'to "know' aKKede 'he planned'
saKe 'he laughed' beKKele 'It ge rtm.na ted'
meKeddes 'to bless' meKKedes 'to be blessed'
/1/
melbes 'to dress mellebes 'to be dressed'
meleyyet 'to separate' melleyet 'to be separa ted'
ale 'he sa a d ' aIle 'he lS present'
/m/
ylmetal 'he wlII strlke' Ylmmettal 'he wlII be struck'
ameseggene 'he pralsed' Ylmmeseggenal 'he wlII be pr-a a s e d '
mamar 'to be beautlful' memmar 'to learn'
/n/
manbeb 'to read' mennebeb 'to be read'
mansat 'to llft' mennesat 'to get up'
ante 'you' (SlDg. ) a.nnarit.s 'you' (pl.)
/n/
magnet 'to flnd' meggenfiet 'to be found'
nen 'I am' amarlfifia 'Amha r i c I
lemman 'beggar' lemmafifioc 'beggars' 37
UNIT 4 AMHARIC
/PI
posta 'envelope'
postabet ' po s t of'f'a ce !
POllS 'pollce'
Ipi
PilaTos' (proper name)
PeraKliTos (proper name)
ityohya 'Et.h i.op a.a '
Irl
reggeme 'he cursed' merreKe 'he blessed'
TereTTere 'he doubted' werre de 'he came down'
terabe 'he was hungry' blrr 'dollar'
lsi
tenesa 'stand up}' tenessa 'he stood up'
mesmat 'to hear' messemat 'to be heard'
Slm 'name' messele 'It seemed'
lsi
Some 'he fasted' KeSSele 'he contlnued'
mo Sa f 'to wrlte' geSS 'page'
neSa 'free I neSSa 'lt became clear'
lsi
mesemgel 'to be old' v v. 'all r-a.gh t '
lSSl
v 'you (f') 'he hld'
nes are sessege
selleme 'he rewarded' asse 'he rubbed'
It I
gemmete 'he guessed' metta 'he struck'
mote 'he d i.e d t a ttete 'he d a scus se d '
metennat 'to sleep' gottete 'he pulled'
ITI
memTat 'to come geTTeme 'he flxed'
meTra t 'to call' a TTere 'he fenced'
T1Klm "be ne f'a, t ' aTTebe 'he washed'
Iwl
awon 'yes' awweJe 'he delcared'
mewded 'to llke' awweKe 'he knew'
wlb 'attractlve' dewwele 'he dlaled'
38 BASIC COURSE
UNIT 4
/y/
Y8ll8m b8lay m8ll8Y8t
/z/
m8zor W8nz g8nz8b
/'2/'
z8le
v
murlZ
gezi
'no'
aYY8 K8YY m8l8YY8t
'he saw' 'red'
'to separate'
'upon'
'to be separated'
'to turn'
aZZ8z8
'he ordered' 'they bought' 'l t mul b i.p La e d ,
'rlver'
g8ZZU bezza
'money'
'unarmed'
'a klnd of grass' 'governor'
KaZZ8
'he talked In h i s sleep' "i. t suppura ted' 'purchase'
aZZ8
'/z/ and /J/ are usually lnterchangeable.
Substltutlon Drllls
Use the proper Noun Sufflx ('Possesslve') Pronoun as lndlcated by the Engllsh pronouns Ilsted to the rlght of the followlng sentences.
m8Slhafe Tlru n8W.
h i s her
your (pI. ) our your (pol. )
thelr your (fem. ) your (masc. )
your (masc) her our
h i s your (fern. ) thelr
your her m8kinawo lzzih n8W.
Correlatlon-Substltutlon Drlll
Change the form of the underllned verb (equlvalent to the Engllsh 'I have, you have,' etc. or 'I don't have, you don't have,' etc.) to agree wlth the pronouns llsted to the rlght of each sentence.
Tlru m8Slhaf allew,
lne lnnant8
arrto anci
lnnessu
lrsu lnna
l.rSwa
lrsacc8W
39
UNIT 4
AMHARIC
T~ru mekinawocc allut.
afifia
anci
a s su
a.nnarit.e ante
~sswa
lrslwo
abbat yellatlm.
a.r-sa c cew
lsswa
lne
a.r-su ~fifia
lnnessu
meS~hafocc~nna lrsasoc yellufin~m. ante lrs~wo
a.r-aa c cew
lrsu lfina
lnnessu
~nnessu
~ne
lrsaccew
ante lnnante anci
lne
lnnante
anci
In the followlng sentences, substltute the words llsted to the rlght of each sentence for the underl~ned word (or words), us~ng the proper dlrect obJect form.
anten awKallehu.
anci
t
ar-s iwo
a.r sa cc.ew giyon hotel ageraccew
lnnante ato Jon s~macclhu
and meSlhaf yasayyun.
meS~hafu
mekinaw abbataccew
lrsaswa
and lrsas meSlhafe
and hotel hotelu
babur Tabiya and seat
t~nnlsun meS~haf yasayyun.
donna sew
KonJo set dehnawa temari
Ylh sew
Tlru astemari Keyy meS~haf tlll~K ager meTfo temari asteway set
The'flrst floor' In Ethlopla corresponds to the Isecondl floor In U.S.A.
BASIC COURSE
UNIT 5
Structure Sentences
Perfectlve
town, c a ty
ketema
I went
he dhu/hedku wede ketem~ hedhu.
I went to town.
house, home
you (m) looked for, wanted You (m) looked for a house.
bet
fellegh b~t fellegh.
money
genzeb fellegs genzeb fellegs.
you (f) looked for, wanted You (f) wanted money.
a man
sewlyye
the man
sewlyyew
to call
meTrat
he wanted
fellege
The man wanted to call hls father.
sewlyyew abba tun meTrat fellege.
a woman
the woman
she saw
ayyec
The woman saw her mother.
setlyyowa lnnatwan ayyec.
to Kebbede
12kebbede
cup
slnl
coffee
bunna/bun
we gave
seTTen
lekebbede and slni bunn~ seTTen.
We gave a cup of coffee to Kebbede.
study, knowledge, lesson
school
tlmlhlrtbet/temaribet
you (pI.) went
You (pl.) went to school.
hedacclhu
lnnante wede tlmlhlrtbet hedacclhu.
they (~I you, he, she (pol. )) saw
ayyu
The students saw the dlnlng room.
temariwoc mlglbbetun ayyu.
45
UNIT 5
AMHARIC
Grammatlcal Notes
Note 5.1 Verb. Perfectlve
lndemln adderu.
mln alu t
wede ketem~ hedhu.
abba tun meTr~t fellege.
lnnatwan ayyec.
seTTen.
mlglbbetun ayyu.
'How have you spent the nlght~ I
What dld you say~
I went to town.
He wanted to call hls father.
We gave.
She saw her mother.
They saw the dlnlng room.
In Amharlc as In other Semltlc l~guages the verbs are llsted In dlCtlonarles In the 3rd person mascullne slngular Perfectlve form and not In the 'Inflnltlve' as In so many other languages.
Thus the verb 'to want' lS llsted under /fellege/ 'he wanted', the verb 'to see' under /ayye/ 'he saw', etc.
The great maJorlty of Amharlc verbs have three baslc consonants (tradltlonally known as 'radlcal' or 'root' consonants) the second of whlch lS almost always doubled.
There are, however, a great number of verbs wlth two, four, or even flve radlcals. Some of the two-radlcal verbs, such as /ayye/ 'he saw' /hede/ 'he went', etc. are among the most common ones.
The classlflcatlon of Amharlc verbs wlll be gradually lntroduced In the later unlts.
Followlng lS a llst of varlOUS verb forms whlch have occurred In Unlts 1 through 5 together wlth the correspondlng Perfectlve form In the rlght hand column.
Forms In the Unlts
adderu they spent the nlght
yadrlsufi take me
alu they sa a.d
lnnlref let us rest
yasayyufi show me
yasgebbulllfi have them brlng for me
awKallehu I know
mayet to see Parfectlve Forms
addere aderrese
ale arrefe
asayye asgebba
ayye
46
he spent the nlght he took (caused to arrlve)
he sald he rested he showed
he had (someone) brlng (somethlng)
he knew
he saw
UNIT 5
BASIC COURSE
cale deggePle fellege hede
keffa keffele keffete messele meTTa neggere seTTe tebale temeseggene Terra
'he could' 'he repea ted' 'he wanted' 'he went'
'lt became bad'
'he pald, he dlvlded' 'he opened'
'lt seemed'
'he came'
'he told'
Ylcllallu yldgemut fellege mehed
a y ka f'am llkfellwot klfetu Ylmeslal meTTu binegruD YlsT1111D Ylbbalal Ylmmesgen meTrat
'you can' 'repeat ltJ' 'he wanted' 'to go'
'lt a sn t t bad' 'let me pay you' 'open'
'lt seems'
'they came'
'If you tell me'
'let hlm glve for me' t i t lS sa i d '
'let hlm be pralsed' 'to call'
'I'll take'
'he gave'
, 1 t wa s sa a d ' 'he was pr-a z se d ' 'he called'
'he took'
'he closed'
'he turned (lntr.) he toured'
lwesdallehu
wessede
'close'
zegga
ZlgU Ylzuru
'turn} ,
zore
The Amharlc Perfectlve Stem Play end elther In a consonant, or ln a vowel, e.g.:
The complete set of Perfectlve personal endlng8 18:
1st p.
2nd p.m.
2nd p.i'.
2nd p s po L,
3rd p.masc.
3rd p.fem. 3rd p.m. and f. (pol.)
Slngular Plural.
-hu / -Jcu '
-h / -k'
1st p.
-n/-ln (after consonants only)
-n ccahu ' •
2nd p. 3rd pers.
-u· ..
-e after consonants
-zero after /e/ and /e/
-ec(c) "after consonants
-c(c) "after /e/ and /a/
allehu alleh alles aIle allec allen allacclhu allu
0) /-hu/ after /g/, /k/, /K/, and vowels; otherwlse /-hu/ or /-ku/ I-hi after /g/, /k/, /K/, and vowels; otherWlse I-hi or /-k/
-u· ..
•• ) Before Verb SuffLX Pronouns these endlngs are:
2nd p.f. /-81-/
3rd p.f. /-eccl-/ after consonants, /-CC1-/ after vowels
•.• ) Vowel stems drop thelr flnal vowel and the suffLX ~s affLXed dlrectly to the precedlng consonant.
The verb /al18/ 'he eXlsts, lS present' denotes the present tense but takes the personal endlngs of the Perfectlvel
'I am present'
'you (m) are present' 'you (1') are present' 'he a s present'
'she a s present'
'we are present'
'you (pl.) are present'
'they (he, she, you -pol.) are present'
Note 5.2 Verbl Verb forms /allec/ 'she eXlsts', and /yellecclm/ 'she does not eXlst' as equlvalents to Engllsh 'have' and 'have not' wlth femlnlne obJect (see also Note 4.2).
Slnce the thlrd person femlnlne of the verb /alle/ lS /alleccl-/ before Verb SuffLX Pronouns (Note 5.1), the equlvalents of 'have' and 'have not' when what lS possessed lS femlnlne are as follows. (The constructlon lS, 11terally, t some thang (femlnlne) a s to me, to you, e t c t , },
a Ll.c c c afi 'I have'
allecclh 'you (m) have'
allecc18 'you ( f) have'
allecclwo 'you (pol. ) have'
a Ll.s c c aw 'he has' alleccat 'she has'
fellegslfi. 'you wanted me' ayyeslfi 'you saw me'
felleghw 'you wanted hlm/lt' v hlm/lt'
ayyeslw 'you saw
fellegsat 'you wantec her' ayyesat 'you saw her'
fellegsln 'you wanted us' v
ayyesln 'you saw us'
fellegsaccew 'you wanted them/ v 'you them/hlm,
ayyesaccew saw her,
h i.m , her (poL) • (pol. )
49 UNIT 5
AMHARIC
Sub je c t s Thud person mascullne
fellegefi 'he wanted me' ayyefi 'he saw me'
fellegeh 'he wanted you(m) ayyeh 'he saw you(m) ,
felleges you(f) v 'he you(f) ,
'he wanted ayyes saw
fellegewot 'he wanted you I po L, ) ayyewot 'he saw you Cpo L. )
fellegew 'he wanted hlm/lt' ayyew 'he saw hlm/l t,
fellega t 'he wanted her' ayyat 'he saw her'
fellegen 'he wanted us' ayyeD 'he saw us'
fellegacclhu 'he wanted you' ayya cc ahu 'he saw youf p l , )
fellegaccew 'he wanted them/hlm, ayyaccew 'he saw them/hlm,
her (pol.) her (pol.)
Sub,]ectl Thud Eerson femlnlne fellegecclfi ' she wanted me' ayyecclfi
fellegecclh ' she wanted you(m) ayyecclh
fellegeccls ' she wanted you(f) v
ayyeccls
fellegecclwot 'she wanted you i po L, ) ayyecclwot
fellegecclw ' she wanted hlm/lt ayyecclw
fellegeccat 'she wanted her' ayyeccat
fellegeccln ' she wanted us' ayyeccln
fellegeccacclhu ' she wanted you(pol. ) ayyeccacclhu
fellegeccaccew 'she wanted them/hlm, ayyeccaccew
her (pol. ) Plural
SubJect: Flrst Eerson
'she saw me'
'she saw you(m) ,
'she saw you(f) ,
'she saw you l po L, ) ,
'she saw hlm/l t'
'she saw her'
'she saw us'
, she saw ycu Lpo.L. )
'she saw them/hlm,
he r I po L, ) fellegnlh 'we wanted you(m) ayyenlh 'we saw you(m)
fellegnls 'we wanted you(f) v you (f)
ayyenls 'we saw
fellegnlwot '1rJe wanted ycuf po L, ) ayyenlwot 'we saw you t po l , )
fellegnew 'we wanted hlm/lt ayyenew 'we saw hlm/l t
fellegnat 'we wanted her' ayyenat 'we saw her'
fellegnacclhu 'we wanted you i p L, ) ayyenac c ahu 'we saw you(pol
fellegnaccew 'we wanted them/hlm, ayyenaccew 'we saw them/hlm,
her (pol.) her (pol. ) SUbJect: Second Eerson
fellegacclhufi 'you wanted me' ayyacclhufi 'you saw me'
fellegacclhut 'you wanted hlm' ayyacclhut 'you saw h im '
f'e L'l aga c c rhuwa t 'you wanted her' ayyacclhuwat 'you saw her'
fellegacclhun 'you wanted us' ayyacclhun 'you saw us'
fellegacclhuwaccew 'you wanted them! ayyacclhuwaccew 'you saw them/hlm,
h im , her (pol. ) her (pol.) 50
BASIC COURSE
UNIT 5
Subject: 'I'h i.r-d person (or: he, she, you - po L, )
fellegufi 'they wanted me' ayyufi 'they saw me'
felleguh 'they wanted you(m) , ayyuh 'they saw you(m) I
fellegus 'they wanted youl f) , v 'they you(f) ,
ayyus saw
felleguwot 'they wanted you i po l )! ayyuwot 'they saw you I po L. ) ,
fellegut 'they wanted hlm/ltl ayyut 'they saw hlm/lt'
felleguwat 'they wanted her' ayyuwat 'they saw her'
fellegun 'they wanted us' ayyun 'they say us'
felleguwacclhu 'they wanted you(pl) ayyuwacclhu 'they saw you po L; ) ,
felleguwaccew 'they wanted them/' ayyuwaccew 'they saw them/hlm,
h irn , hez-I po L, ) I her (pol.) Note 5.4 Pronoun: Verb Sufflx Pronouns used In apposltlon for emphasls.
ylhln Kal Yldgemut
Repeat thls word ('It')l
The Verb Sufflx Pronouns are used not only to lndlcate the dlrect or lndlrect object of the verb (Note 3.2.1) as In /Yldgemut/ 'repeat It',
but can also be used wlth a verb whlch already has a noun as speclflc object, as In the sentence /Ylhln Kal Yldgemut/ above. The pronoun sufflX lS here In apposltlon to the precedlng noun object, whlch must have a deflnlte sufflX. The use of thls pronomlnal sufflx on the verb lS emphatlc and mayor may not be used by Amharlc speakers, e.g. 'he saw the house' may be elther /betun ayye/ or /betun ayyew/. The sufflx lS not used If the object of the verb lS lndeflnlte, e.g. /bet ayye/ or land bet ayye/ 'he saw a house'.
It should be noted that wlth the verbs whlch may have both dlrect and lndlrect objects -- for example 'to glve somethlng (dlrect obJect), to somebody (lndlrect obJect)'-the sur r ix pronoun lS usually the lndlrect object, and not an emphaslzer.
Examples:
meSlhafun seTTew. meSlhafun asayyat.
'He gave hlm the book. ' 'He showed her the book.'
but:
meSlhafun ayyew. Kalun deggemew.
'He saw the book (It), 2E: hls book' 'He repeated the word (It), ora hlS word'
kehulett lskasslr blrr new. lekebbede and slni bunna seTTen.
'It's from two to ten dollars. I
'We gave a cup of coffee to Kebbede.
51
UNIT 5
AMHARIC
Note 5.5.1 /k(el-/ 'from'
The preflx preposltlon /k(el-/, (/ke-/ before consonants /k-/ before vowels), lS equlvalent to the Engllsh preposltlon 'from', when afflXed to nouns, thelr modlflers or to the verbal nouns ('Inflnltlves 'l. Other meanlngs of /k(el-/, as well as ltS use as a relatlonal afflX to verbs wlll be dlscussed In later unlts.
In some AmharlC dlalects thlS preflx lS /t(e1-/. The /t(el-/
form appears In some compounds, such as /best(el-/ (Note 4.6.1l = /be + lste/ for /be ~ lske/; /tekkul/ (Note 8.1) = /te ~ lkkul/ for Ike + lkkul/, etc.
Note 5.5.2 /lsk(e)-/ 'up to', 'to'
besammlnt kehulett lskasSlr blrr new.
'It lS from two to ten dollars a week. '
The preflX preposltlon /lsk(el-/ (/lsk-/ before vowels, /lske-/ before consonants) corresponds In meanlng to the Engllsh preposltlon 'to', 'up to'. Thls preposltlon may be used elther lndependently as In the above example or wlth the postposltlon /dlres/ 'up to'. e.g.
kebetu lske babur Tabiya dlres hede.
'He went from hlS house up to the rallroad statlon. '
kezzih lskeketemaw dlres beTam ruK new.
'It's very far from here to the clty.'
Note 5.5.3 /l(e)-/ 'for', 'to'
The preflx preposltlon /l(e)-/ (/le-/ before consonants, /1-/ before vowels) corresponds In meanlng to the Engllsh preposltlons 'for' or 'to' when afflXed to nouns, thelr modlflers or verbal nouns ('Inflnltlves'l. Other usages of thlS afflx wlll be dlscussed In later unlts.
Note 5.6
POStPOSl t a.oris I The POStPOSl t.a.ons /wlsT/ 'In', 'lnslde' and /lay/ 'on', 'upon' used In comblnatlon wlth the preflX preposltlons
/b(e )-/ or /1-/.
bezzih hotel wlsT bado klfl allewot t
'Do you have an empty room In bh i a ho t.e Lz '
lfoKlay new.
'It's u sp s ta a.r-a , '
andefiflaw foKlay new.
'It's on the flrst floor.'
/wlsT/ 'In', 'lnslde' and /lay/ 'on', 'upon' follow the word they govern. These postposltlons may appear elther In sufflX forms, as In /lfoKlay/ or as separate words, as In /lfoK lay/.
Both /wlsT/ and /lay/ are used In comblnatlon wlth the preflX preposltlon /b(el-/ (see Unlt 4.6.11 or /1/ (zero before /a/ and /1/, see Note 3.3), e.g. /bebete wlsT/ or /lbete wlsT/ 'In my house'; /bandenfiaw foKlay/ or /andenfiaw foKlay/ 'on the flrst floor'.
BASIC COURSE
UNIT 5
Amhar~c has a great number of such construct~ons, ~.e. postpos~t~ons used ~n comb~nat~on w~th certa~n preposltlons. These constructlons wl11 be dlscussed In later unlts.
Note 5.7
Nouni SuffLXes /-lyye/ and /-lYYO/
sewlyyew abba tun meTrat fellege.
'The man wanted to call h~s father. '
setlyyowa nnatwan ayy~c.
'The woman saw her mother. '
The words /sew/ 'man, person' and /set/ 'female, woman' have alternat1ve forms /sewlyye/ 'a man' and /setlYYo/ 'a woman'. Thus, land sew meTTa/ or land sew~yye meTTa/ both mean 'a man came'; land set meTTac/ or land setlYYo meTTac/ 'a WOman came'. When addressed dlrectly to a person /sew{yye/ means someth~ng l~ke 'hey you}' and /set{yyo/ 'hey lady!'
The word /sew/ wlth the defln1te suffLX ~s /sewlyyew/ and /set/ a s /set1yyowa/.
Note 5.7.1 Noun. Defln1te Sufflxes /-lyyew/ and /~yyewa/.
Parallel to the words /sew/ and /set/ the nouns of relatlonshlp have regular def~nlte suffLXes /-lyyew/ w~th the mascul~ne nouns and /-lyyewa/ wlth the femln~ne nouns (wlth some speakers these suffLXes may be /-lYYOW/ and /-lyyowa/). Examples:
abbat 'father' abbatlyyew 'the father'
1nnat 'mother' lnnatlyyewa 'the mother'
bal 'husband' ballyyew 'the husband'
mist 'w1fe' mistlyyewa 'the w1fe'
wend1m 'brother' wendlmmlyyew 'the brother'
1hlt/~t 'slster' lhlt~yyewa 'the slster'
aggot 'uncle' aggotlyyew 'the uncle'
ak1st 'aunt' aklstlyyewa 'the aunt' These nouns may also have forms ln /-lyye/ (see Note 5.7). They have a connotatl0n of endearment or tender faml11arlty rather than that of ~ndef~nlteness, e.g. /wendlmm1yye/ 'my dearest brother', /lhltlyye/ 'my dearest s a s t.e r ! , 'SlS', etc.
The suff1X /-lyye/ may sometlmes be aifLXed even to adJect1ves, e.g. /KonJo/ 'pretty', /KonJlyye nat/ 'she lS cute'.
Note 5.B
Numerals: Ord1nals
andennaw foKlay new.
'It's on the f1rst floor.'
The ordlnals are formed from the card1nals by the addlt1Gn of the suffLX /-enna/ after consonants, /-nna/ after vowels.
Examples I and hulett
'one' 'two'
a ndafifia hulettenna
'flrst' 'second'
53
UNIT 5
AMHARIC
Substltutlon-Correlatlon Drlll
1) Change the form of the underllned verb to agree wlth the pronouns llsted to the rlght of each sentence.
wedato yohannls abbatlnna lnnat bet mece hedhu. ate yohannls mekina allew t
betlmlhlrtbetu wlsT ityoPlyawiyan temariwQcc allu t mlglbbetu y~t new.
abbatlnnannatu Tlru naccew t
ate kebbedenna ate tesemma yet allu. lrSlWO mekina allewo t
56
BASIC COURSE
UNIT 6
Unlt 6
Easlc Sentences
tomorrow
mor-m.ng
you (m) are dOlng
What are you dOlng tomorrow mornlng, Mr. Kebbede~
kebbede
out, outslde, forelgn, external
buslness, affalrs
Mlnlstry
Mlnlstry of Forelgn Affalrs
appolntment
because, slnce; about
I'm gOlng, I go, I wlll go
I h~ve an appolntment at the Mlnlstry of Forelgn Affalrs tomorrow mornlng. ('Slnce I have an appolntment tomorrow mornlng
at the Mlnlstry of Forelgn Affalrs, I'll go there').
lemma
Wl th whom
Wlth whom lS the appolntment~
kebbede
Mlnlster
Mlnlster of Forelgn Affalrs
(It lS) wlth the Mlnlster of Forelgn Affalrs.
lemma
behlnd, after
57
nege
Tlwat
tlseralleh
ato kebbede, nege Tlwat mln tlseralleh.
WlCC
gudday
minister
yewlCC gudday minister
KeTero
slle
lhedallehu
nege Tlwat, lWlCC gudday minister KeTero sllallefi, lzziya lhedallehu.
keman gar KeTerow keman gar new.
ministr
yewlCC gudday ministr keWlCC gudday ministru gar new.
hwala
UNIT 6
AMHARIC
afterwards ('from there after')
kezziya behwala
kezziya behwalass min tlseralleh.
And what are you gOlng to do afterwards'1
kebbede
work, Job, occupatlon
slra
free
neSa
Afterwards I don't ha ve a ny bh i.ng to do (, I don't have any work') [and] wlll be free.
kezziya behwala Slra yellennlm. neSS. neil.
lemma
well then
lngldiyamma
'Empress' (name of a hotel In Addls Ababa)
ltege
let us meet
lnnlggenafi
lngldiyamma, ltege hotel likk beslddlst seat lnnlggenafi.
Well then, let's meet In the Itege Hotel exactly at noon ('SlX o'clock') •
kebbede
flne, good, well
melkam
I'm comlng, come, wlll come
lmeTallehu
Very well, I'll come. Walt for me [there]}
melkam, lmeTallehu. TebblKen.
Structure Sentences
Imperfectlve
store, shop
suK
wede s~ lhedallehu.
I'm gOlng to a store.
you (m.) are comlng, come
tlmeTalleh
Are you comlng from the Amerlcan Embassy'l
kamerikan embassi tlmeTalleh t
you(f.) are seelng, see, wlll
tayalles
see
You'll see the students.
temariwoccun tayalles.
58
BASIC COURSE
UNIT 6
new
flower
AddlS Ababa
When are you gOlng to AddlS Ababa~
he lS drlnklng, drlnks, wlll drlnk
before hls gOlng
He'll have ('drlnk') [a cup of] coffee before gOlng to town.
she lS wantlng, wants, wlll want
ora looklng for, wlll look for
She's looklng for a hotel.
we are comlng, come, wlll come
We'll COme home In two hours.
you (pl.) are seelng, see, wlll see
today
You'll see the house tOday.
they are gOlng, go, wlll go
addis
abeba
addis abeba
,
lrSlWO wedaddis abeba mece
y rhe da Lj u ,
YlTeTTal
kemehedu befit
wede ketema kemehedu befit, bunna YlTeTTal.
hotel tlfelllgallec.
lnmeTallen
behulett seat wlsT, wede bet lnmeTallen.
tayallacclhu
zare
,
betun zare tayallacclhu.
Ylhedallu
teacher.
,
kastemariyaccQw gar, wede
tlmlhlrtbet Ylhedallu.
Grammatlcal Notes
They are gOlng to school wlth thelr
Note 6.1 The Relatlonal PrefLX /y(e)-/ yamerikan embassi, y~t new.
,
s i.me Jon new, yerslwoss t
yewlCC gudday ministr.
Where lS the Amerlcan Embassy~ My name's John, what's yours~ The Mlnlster of Forelgn Affalrs.
The prefLX /y(e)-/ lndlcates 'pertalnlng to' or 'possessed by'. It lS affLXed to the 'possessor' WhlCh always precedes the 'possessed' ltem, and lS generally equlvalent to Engllsh 'of' or the apostrophe-plus-s possesslve suf'f'ax , e.g.
/yetemariw bet/
/yaddis abeba ketema/
'the student's house' ('of the student [the] house')
'the Clty of Addls Ababa'
If the 'possessor' ltself lS modlfled, /y(e)-/ lS preflxed to the modlfler, e.g.
/yeKonJo set bet/ /yeTlruw temari meSlhaf/
'A house of a pretty glrl'.
'The good student's book'.
59
UNIT 6
AMHARIC
If a noun has more than one modlfler the relatlonal afflx /y(e)-/ lS preflxed to the flrst one only, e.g.
lzzih yereJJlmwa KonJo set meSlhaf aIle.
'Here lS the book of the tall pretty g i r L,'
If, however, the modlflers are separated by /-(l)nna/ 'and' or other conJunctlons the relatlonal afflx lS preflXed to both modlflers, e.g.
/yeKonJowanna yastewaYlwa temarf abbat meTTa./
'The father of the pretty and lntelllgent glrl student came. '
The relatlonal preflx /y(e)-/ lS not used after preposltlons and preflxes, and the posseSSlve relatlonshlp lS then lndlcated slmply by the word order, e.g.
/wede temariw bet hede/ 'He went to the student's house'.
/babbate bet wlsT/ 'In my father's house'.
The preflx /y(e)-/ lS afflXed to all the lndependent pronouns (Note 3.1) to form the 'possesslve pronouns', e.g. /yene/ 'mlne', /yante/ 'yours (m.) , /yessu/ "ha s ", etc.
Personal posseSSlon can, therefore, be expressed In Amharlc In two
ways: (1)
(see Note 4.4.) (2 )
meSlhafe 'my book' yene meSlhaf
meSlhafu 'hls book' yessu meSlhaf
meSlhafaccln 'our book' yefina meSlhaf
etc. etc. etc. The second constructlon lS often used to show emphasls, or to make the Ineanlng clear when the other form would be amblguous, e.g. /meSlhafu/ may mean 'hls book' or 'the (partlcular) book', whereas /yessu meSlhaf/ means 'hlS book' ('of hls the book') only.
Note that 'Amerlcan Embassy' can be sald In Amharlc In three ways: /yamerika embassi/ ( 'Embassy of Ame r i.ca '), /amerikan embassi/, da.ne c t.Ly borrowed from Engllsh, and /yamerikan embassi/.
Note 6.2 Verb; Inflnltlve
klflun mayet lfelllgallehu. I'd llke to see the room.
sewlyyew abbatun meTrat fellege. The man wanted to call hls father.
The lnflnltlve lS characterlzed by the preflx /m(e)-/, e.g. /meTrat/ 'to call', /mehed/ 'to go', /mayet/ 'to see', etc. (for the loss of the vowel /e/ see Note 3.3).
The use of the Inflnltlve lS often equlvalent to that of Engllsh, as an /mayet lfelllgallehu/ 'I want to see '. tV-hen used as a verbal noun, It may have the preflxes and sufflxes characterlstlcally attached to nouns, as, for example In /kemehedu befit/ 'before hls gOlng' (preflx Ike-I, sufflx
/-u/) .
60
BASIC COURSE
UNIT 6
Note 6.3 Verb: Imperfectlve.
The Structure Sentences of thls unlt show the use of the Imperfectlve form, whlch lS used wlth reference to present and future actlon. The Imperfectlve has a set of preflxes and the sufflX /-all-/, wlth personal endlngs. It may be lllustrated by the followlng example:
The verb /m8f8118g/ 'to want, to look for'
Slngular
1st pers. lf811lgal18hu 'I 1rlant'
2nd pers.m. tlf811lgal18h 'you want'
2nd pers.f. tlf8111giya1l8s 'you want'
3rd pe r s s m , ylf811lgal 'he wants'
3rd pers.f. tlf811lgal18c 'she wants' Plural
Except for the thlrd person slngular mascullne sufflX (/-al/), these sufflXes are ldentlcal wlth the verb /al18/ (see Note 5.1).
The example above shows /iy/ before /-all-/ In the second person femlnlne slngular. If the consonant precedlng /-iy-/ (l.e. the last consonant of the stem) lS one of the followlng elght consonants, It (and /-iy-/) are replaced as follows:
/t-iy-/ by /c/, as In /tlk8fcal18s/ 'you (f.) open' (masc. /tlk8ftal18h/) /d-iy-/ by /J/, as In /tlheJal18s/ 'you (f.) go' (masc. /tlhedal18h/) /T-iy-/ and /S-iy-/ by /C/, as In /tlm8Cal18s/ 'you (f.) come'
(masc. /tlm8Tal18h/)
/s-iy-/ by /s/, as In /tad8rsal18s/ 'you (f.) cause to arrlve'
(masc. /tad8rsal18h/)
/z-iy-/ by /z/, as In /tlg8zal18s/ 'you (f.) buy'
(masc. /tlg8zal18h/)
61
UNIT 6
AMHARIC
/n-iy-/ by /n/, as In /tlmmeseggenalles/ 'you (f.) are pralsed'
(masc. /tlmmeseggenalleh/)
/l-iy-/ by /y/, as In /tlyalles/ 'you (f.) say' (masc. /tllalleh/)
Wlth SOme speakers only the consonant precedlng /-iy-/ lS replaced.
The second person femlnlne slngular lS then:
/t! replaced by /c/ /tlkefciyalles/
/d/ ' , , , h/ /tlhe Jiyalles/
/T/ and /S/ ' , , , /C/ /tlmeCiyalles/
/s/ ' , , , /s/ /tldersiyalles/
/z/ ' , , , /z/ /tlgeziyalles/
/n/ ' , , , /n/ /tlmmeseggeniyalles/
/1/ ' , , , /y/ / tliyalles/ Verbs In /a-/ lose the vowel /l/ of the preflxes (see Note 3.3) as In /awKallehu/ 'I know'J /yadral/ 'he spends the nlght', etc.
The verb /malet/ 'to say' lS 'lrregular'. Its ImperfecGlve form lS as follows:
llallehu
'I say, am saylng, wlll say' 'you (m.) say, etc.'
'you (f.) say, etc.'
tllalleh
tlyalles
Yllal
'he says, etc.'
tllallec
'she says, etc.'
lnnllallen
'we say, etc.'
t.a La Ll.a c c r.hu
'you say, etc.'
Yllallu
'they say, etc.'
Followlng lS a complete Ilst of the verbs that have already occured In Unlts 1 through 6. The verbs are llsted In the Inflnltlve, In the 3rd person mascullne slngular Perfectlve, and In the 3rd person mascullne slngular Imperfectlve.
As ment10ned 1n Note 5.1 a class1flcat1on of Amharlc verbs wlll be gradually lntroduced 1n ~ater unlts. The IlSt of verbs In Note 6.3 above, makes lt posslble for us to lntroduce the two maln classes of verbs, 1.e. the so-called regular three-rad1cal verbs (types 'A' and 'B') and the regular two-radlcal verbs 1n I-al (types 'A' and 'B').
Note 6.4.1 Three-Rad1cal Verbs (types 'A' and 'B').
The regular three-rad1cal verbs have the follow1ng d1str1but1on of vowels and root consonants ('rad1cals'):
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UNIT 6
AMHARIC
In the Perfect1ve both types have 1dent1cal formula:
le~~el - where l, ~ and 1 stand for the f1rst, second and th1rd rad1cals respect1vely.
Examples:
Type AI neggere 'he told'
Type B. fellege 'he wanted'
(The /-e/ 1S the end1ng for the th1rd person slngular.).
In the Inf1n1t1ve:
Type A: me12e3 as 1n /menger/ 'to tell', and Type B: me~e~~e2 as 1n /mefelleg/ 'to want'
In the Imperfect1ve:
Type A: -~e~2- as 1n /Y1-negr-al/ 'he 1S tell1ng, he tells, he w111 tell', and
Type B. -~e~~l~- as 1n /Y1-fell1g-al/ 'he 18 want1ng, he wants, he w1ll want'.
Th1S shows that the Imperfect1ve form of type A and B verbs 1S always pred1ctable from the1r Inf1n1t1ve form.
If the Inf1n1t1ve 1S me~~e~ (Type A) the Imperfect1ve 1S -~e~2-
Example:
/mewsed/ 'to take'
/Y1wesdal/ '4e takes'
Example.
/mefelleg/ 'to want'
/Y1fell1gal/ 'he wants'
Note that the second rad1cal of Type B verbs 1S always doubled.
In summary:
Inf1n1t1ve Perfect1ve ImEerfect1ve
Type A me~~e2 ~e~~e2- -~en-
menger neggere Y1-negr-al
Type B me!e~~e2 ~e~~e2- -le2213-
- -- -
mefelleg fellege Y1-fell1g-al 64
BASIC COURSE
UNIT 6
Note 6.4.2. Regular two-radlcal verbs In /-a/ (types 'A' and 'B').
The dlstrlbutlon of vowels and consonants ('radlcals') of the regular two-radlcal verbs In /-a/ IS:
Inflnltlve Pe r-f'e c b i.ve Imperfectlve
Type A me12at le22a Yl-~e~-al
mesrat serra Yl-ser-al
Type B mele22at le22a Yl-1:-e?~-al
meTeTTat TeTTa YI-TeTT-al Note that the Inflnltlve of the regular two-radlcal verbs In /-a/ ends In /-at/.
Note also that the second radlcal of Type B verbs IS always
doubled.
Note 6.5 Verb: Notatlon.
Beglnnlng wlth gRlt 7 the three baS1C forms (l.e. Inflnltlve, Perfectlve and Imperfectlve) of all verbs oCCurlng for the flrst tlme In the Baslc or Structure Sentences or In the Narratlves wlll be glven In the bUlld-ups as follows:
'to take'
wessede-mewsed-Ylwesdal
'to go'
hede-mehed-Ylhedal, etc.
After the student has thoroughly famlllarlzed hImself wlth all 'regular' verbs (l.e. three-, two-, four-radIcal verbs and other 'predlctable' verbs), the InfInltlve forms only wlll be gIven In the bUlld-ups whIle the three baS1C forms wlll contlnue to be glven for the 'Irregular' verbs only.
Note 6.6. Postposltlons:
The postposltlon /garNgara/ 'wlth' comblned wIth the prefIX preposltlon /k(e)-/.
,
KeTerow keman gar new.
'WI th whom IS the appo arrtme nt.z'
,
kewICC gudday winistru gar new.
'It's wIth the MInIster of ForeIgn
Af'f'a r.r s , '
The postposltlon /gar/ (/gara/ In some dIalects) IS used In combInatIon wlth the preflx preposltlon /k(e)-/. The resultlng constructIon corresponds In meanlng to Engllsh 'wlth' (together wlth, accompanIed by).
In spoken AmharIC /gar/ usually appears In the form of a suffIX /-gar/, e.g. /kekebbedegar/ 'wlth Kebbede,' /kenegar/, 'WIth me, ' /kersugar/ 'wlth hlm, ' etc.
65
UNIT 6
AMHARIC
Note 6.7.
The use of /k(e)- ..• befit/ 'before' and /k(e)- •.. behwala/ 'after.'
kemehedu befit bunna YlTeTTal.
,
kezziya behwala mln tlseralleh.
'He'll have [a cup of] coffee before he leaves. '
'1r[hat are you go mg to do after t.ha t t
The preflx preposltlon /k(e)-/ lS preflxed to words followed by
/befit/ 'before' and /behwala/ 'after', e.g. /kand seat befit/ 'an hour ago' 'before one hour'), /ketlnant befi t/ ' the day before yesterday'; /kehulett seat behwala/ 'In two hours' ('after two hours'), /kenege behwala/ 'the day after t.ornor-r-ow ! ,
Kote that /keseat befit/ means 'before noon' and /keseat behwala/ 'In the afternoon'.
When used wlth verbs, l.e. In the subordlnate clauses correspondlng to Engllsh 'before dOlng so-and-so', or 'after dOlng so-and-so,' the Amharlc constructlons are as follows:
/k(e)- ••• befit/ lS used wlth the lnflnltlve, the subJect of the verb (from the Engllsh pOlnt of vlew) belng lndlcated by the noun sufflx pronoun afflxed to the lnflnltlve, as In /kemehedu befit/ 'before hlS gOlng', and /k(e)- •.• bahwa Lay' wlth the Pe r-f'e c t i.v e , e s g , /kehede behwala/ 'after he Hent' or 'after he goes'. Elther constructlon may be used In the subordlnate clause. The tlme reference lS speclfled by the tense of the verb used In the maln clause.
Examples:
kemehede befit bunna lTeTTallehu.
kemehede befit bunna TeTTahu.
kehedhu behwala bunna tlTeTTaleh.
kehedhu behwala bunna TeTTah.
'I'll have a cup of coffee before I leave'.
'1 had a cup of coffee before I left. '
'You'll have a cup of coffee after I leave. '
'You had a cup of coffee after I left. '
Questlons and Answers
,
lbet wlsT mador man Ylfeillgal.
a to lemma nege y~t yrhe da L, wede KeTeroh nege tlhedalleh t tlmlhlrtbetun m~c Ylkeftallu.
nege Tlwat y~t mehed Ylfeillgallu. leklflu kiray m~n Ylkeflal.
ato kebbodenna ato lemm~ Ylfeillgallu. wedagoru Ylhedal.
~wo, besost se~t lhedallehu.
,
nege Ylkeftallu.
weda tlmlhlrtb~t mehed lfeillgallehu. ato kebbedenna abbatu Ylkeflallu.
66
BASIC COURSE
UNIT 6
ylhln meSlhaf wede tlmlhlrtbet man Ylwesdal.
lnnante y~t mader tlfelllgallacclhu.
ato kabbe ds mak i.nawa.n Ylkeftal t lnnatlh m~c YlmeTallu.
bewlCC gudday minister w~sT mesrat tlfelllgalleh t
astemariwoc temariwoccun VJede betaccew ms 'I'r-a t Ylfelllgallu t ato ke bbada ms k i.naw t.n y a.z aga I t letemariwoc s~nt meSlhafoc mesTet tlfelllgalleh.
2) The ~nstructor w~ll say sentence 'A'. The student w~ll repeat the sentence. The ~nstructor w~ll say /befit/ 'before' or /behwala/ 'after' as l~sted to the r~ght of sentence 'A'.
The student w~ll then repeat sentence 'A' chang~ng the verb form accordlngly (sentence 'B').
A. genzebun kemekfele befit mo Sa.haf'un wessedhu.
B. genzdlJ,-<." .n.ekeffelhu behwala meS~hafun wessedhu.
behwala
A. mekinawln kezeggahu behwala miste meTTac.
B. mekinaw~n kemezgate befit miste meTTac.
befit
A. negerun kemengeru befit genzebun Ylwesdal.
B. negerun keneggere behwala genzebun y~wesdal.
A. mekinaw~n kemewsed~s befit abbats~n mayet t~c~yalles.
B. mekinawln kewesseds behwala abbats~n mayet t~c~yalles.
behwala
behwala
A. kebbeden kefellegh behwala and sew meTTa.
B. kebbeden kemefelleg~h befit and sew meTTa.
befit
A. awtobusun kemeTebbeKacc~n befit temariwoccun ayyen.
B. awtobusun keTebbeK~n behwala temariwoccun ayyen.
behwala
A. wede bet kememTat~h befit ~nen mayet t~cllalleh.
B. wede bet kemeTTah behwala ~nen mayet t~c~lalleh.
behwala
A. betun kemesratacc~n befit lato kebbede genzeb ~nkeflallen.
B. betun keserran behwala lato kebbede genzeb ~nkeflallen.
behwala
A. betun kezeggu behwala ~nnate meTTac.
B. betun kemezgataccew befit ~nnate meTTac.
befit
A. bunnaw~n kemeTeTTat~h befit wede bet ~hedallehu.
B. bunnaw~n keTeTTah behwala wede bet lhedallehu.
behwala
A. m~gbun kemesTetu befit genzebun fellege.
B. m~gbun keseTTe bewhala genzebun fellege.
behwala
68
BASIC COURSE
UNIT 6
A. meSDhafun kaderreshu behwala abba ten ayyehu.
B. meSlhafun kemadrese befit abba ten ayyehu.
befit
A. amarlnna kemaweKwa befit lnglizlnna maweK tlfelllgallec.
B. amarlnna kawweKec behwala lnglizlnna maweK tlfelllgallec.
A. wendaremun a t.anuh i.r-t.bs t kemasgebbatu befit lastemariw neggere.
B. wendlmmun l t mn.ha.r-t be t kasgebba behwala lastemariw neggere.
behwala
behwala
A. wedamerika kemehedaccew befit lzzih meTTu.
B. wedamerika kehedu behwala lzzih meTTu.
behwala
A. tlmlhlrtbetun kemezoraccew befit and astemari ayyu.
B. tlmDhlrtbetun kezoru behwala and astemari ayyu.
behwala
A. ityoPlyan kayyen behwala wedamerika meTTan.
B. ityoPlyan kemayetaccln befit wedamerika meTTan.
A. kato kebbede gar kemeggenafifietwa befit lne bet meTTac.
B. kato kebbede gar ketegenafifiec behwala lne bet meTTac.
befit
behwala
dlrset
The student was In Amerlca.
temariw amerika nebber(e).
He asked about the school.
slle tlmlhlrtbetu TeyyeKe. lemin meTTah.
m{n gize tlmeTalleh.
Why dld you come~
At what tlme wlll you come~
Wlll you stay here~ How old are you? year
It! S .£.£lS! now.
lzzih tlKoyyalleh t s{nt ametlh new. amet
ahun bird new.
and sew wede WlCC ager kemehedu befit sllageru maweK Ylfelllgal. ato lemma befit amerika nebber. ato kebbede wedamerika mehed sllfellege, ata lemma bet hedenna, sllamerika TeyyeKew.
kebbede:
lemma.
amerika mehed slle felleghu anten lemayet meTTahu. amerika lemin tlhedalleh.
ato lemm~, ato kebbeden mln TeyyeKew. ato kebbede lm~n bet hede.
ato ,
kebbedo ri i.n alle.
ato kebbede wede a to lemma b~t lem~n hede.
a to kebbede bamerika w i.s'I' s~nt gize YlKoyyal. * *)
a to kebbede ato lemman, m~n alew. TeyyeKe-meTeyyeK-YlTeYYlKal Koyye-meKoyyet-YlKoyyal
Ito ask, to Vlslt'
Ito stay, to walt for
70
BASIC COURSE
UNIT 7
Unlt 7
Ba SlC Sentences
kebbede
Hello, how are you~
street, road
traveler, passer-by
mengedenna
[r'm] flne, thank you.
kebbede
New Town (a sectlon of AddlS Ababa where the shopplng center lS located)
~nJ. '{ S" r
wh i ch one
bus
Excuse me, whlch bus shall I take
to go to AddlS Ketema· ( 'please by Hhlch bus can r go to AddlS Ketema')~
mengedenna
truth
In truth, truly
I dori t t know It
tha t (demons tr. )
pollce, pollceman
perhaps
that he may tell you (pol.)
To tell you the truth ('truly') I don't know (It), but that pollceman can perhaps help you.
Note 7.1 Pronoun. Verb SufflX Pronouns used wlth Imperfectlve.
amesegglnlwotallehu.
'I thank you. '
lTeYY1Kewallehu.
lSS~ asaYY1wotallehu.
'I'll ask h im , '
O.K. I'll show [It] to you (pol.)
The Verb SufflX Pronouns (Note 3.2.1) are aff1xed to verb forms In the Imperfect1ve before the sufflX I-alI-I.
The use of these sufflXes 1S lllustrated by the follow1ng examples,
Slngular
1st person:
lfelllgacclhuwallehu
'I want hlm/1t'
'I want you t m) ,
'I want you (f) ,
'I want you (pol. ) ,
'I want her'
'I want you (pI. )
'I want them (or: h1m, her (pol) , lfelllgiilwallehu
\. )~j.l.n.L ,...-::_,
1fell1g1hallehu
1felllglsallehu 1felllglwotallehu
1fell1gatallehu
1fell1gaccewallehu
2nd person mascul1ne:
tlfelllgefialleh tlfell1gewalleh
'you want me'
'you want h i.m '
'you want her'
'you want us'
'you want them (or: hlm, her (pol.) , tlfelllgatalleh
t1felllgenalleh
2nd person fem1n1nel tlfelllgifiallG S tlfelllgiwalles tlfell1giyatalles hfell1ginalles tlfell1giyaccewalles
'you want me'
'you want h im '
'you want her'
'you want us'
'you want them (or: hlm, her (pol.) , 73
UNIT 7 AMHARIC
3rd person mascullne:
Ylfelllgefial 'he wants me'
Ylfelllglhal 'he wan t.s you (m) ,
Ylfelllglsal 'he wants you (f.) ,
Ylfelllglwotal 'he wants you (pol. ) ,
Ylfelllgewal 'he wants h i.m '
Ylfelllgatal 'he wants her'
Ylfelllgenal 'he wants us'
Ylfelllgacclhuwal 'he wants you (pI.) ,
Ylfelllgaccewal 'he wants them (or: h im , her (pol. ) ,
3rd person femlnlne.
tlfelllgefiallec 'she wants me'
tlfelllglhallec 'she wants you (m) ,
tlfelllglsallec 'she wants you (f) ,
tlfelllglwotallec 'she wants you (pol.) ,
tlfelllgewallec 'she wants h i.m '
tlfelllga tallec 'she wants her f
tlfelllgenallec 'she wants us'
tlfelllgacclhuwallec 'she wants you (pI. ) ,
tlfelllgaccewallec 'she wants them (or: hlm, her (pol.) ,
Plural
1st person.
lnfelllglhallen we want you (m) ,
lnfelllglsallen 'we want you (f) ,
lnfelllglwotallen 'we want you (pol.) ,
lnfelllgewallen 'we want h rm '
lnfelllgatallen 'we want her'
lnf8111gacclhuwallen 'we want you (pl.) ,
lnf8111gacc8wallen 'we want them (or: h im , her (pol. ) , 74
BASIC COURSE
UNIT 7
2nd person:
tlfelllgunallacclhu
'you want me'
'you want h irn '
'you want her'
'you want us'
'you warrt them (or: hlm, her (pol.) , tlfelllgutallacclhu
tlfelllguwatallacclhu
tlfelllgunallacclhu
tlfelllguwaccewallacclhu
3rd person:
Ylfelllgunal
Ylfelllguhal Ylfelllgusal YLfelllguwotal
'they want me'
'they want you (m) ,
'they want you (f) ,
'they want you (pol.) ,
'they want hlm'
'they wa n t her'
'they want us'
'the;) want you (pI.) ,
'they want them (or: hlm, her (pol.) , Ylfelllgutal
Ylfelllguwatal Ylfelllgunal
Ylfelllguwacclhuwal
Ylfelllguwaccewal
Note that the /-l/ (/-lY-/ before /a/) for second person femlnlne slngular, and the /-u/ for second and thlrd person plural are regularly added to the stem before the pronoun object sufflX.
Note also that the lmperfectlve sufflX I-all lS the same for slngular and plural In the thud person, the plural belng shown by the /-u/ before the pronoun sufflX, as In /Ylfelllgefial/ 'he wants me' and /Ylfelllgufial/ 'they want me'.
Note 7.2 Verb: Amharlc equlvalents of 'I had, you had' etc. --the Perfectlve forms /nebbere/, /nebberec/ 'It was' and /nebberu/ 'they were' plus verb sufflX pronouns.
'I'he Amhar-a c e quav a Le.rrt of 'I had (somethlng), you had (somethlng)' e t.c , , lS, Ilterally, r(somethlng) was to me, to you' etc. The somethlng that lS possessed lS the subject of the perfectlve form /nebbere/ If It lS mascullne, /nebberec(cl)-/ If It lS femlnlne, Or /nebberu/ If It lS plural. The owner
lS expressed by a verb sufflX pronoun (see Note 5.2).
75
UNIT 7
AMHARIC
The forms are as follows:
(when what lS owned lS mascullne)
nebberen
nebbereh
nebberes
'I had (m)'
'you (m) had (m)' 'you (f) had (m)'
nebberewo/
nebberewot 'you (pol.) had __ (m)'
nebberew 'he had (m)'
nebberat
nebberen
nebberacclhu
nebberaccew
'she had (m)'
'we had (m)'
'you (pI.) had (m)' 'they (he, she-pol.) had (m)'
(when what lS owned lS plural)
nebberun
nebberuh
nebberus
'I had (pI. ) ,
'you (m) had (pI. ) , 'you (f) had (pl.)'
nebberuwo/
nebberuwot 'you (pol) had (pl.)'
nebberut
nebberuwat
nebberun
'he had (pI. ) , 'she had (pI. ) , 'we had (pl.)'
nebberuwacclhu 'you (pl.) had (pl.)' nebberuwaccew Ithey (he, she -
po L, ) had (pl.)'
(when what lS owned lS femlnlne)
nebbereCCln
'I had (rl'
'you (m) had (t), 'you (fl had (f)'
nebberecclh
nebbereCCls
nebbereCClwo/
nebberecclwot 'you (pol.) had __ (f)'
nebbereCClw 'he had (fl '
nebbereccat 'she had (f) ,
nebbereccln 'we had (f) ,
nebbereccacclhu 'you (pI. ) had (fl'
nebbereccaccew 'they (he, she-
pol) had (f) , Examples:
bet ns bbar-afi, 'I had a house ',
betocc nabbar-ufi. 'I had houses '.
and lhlt nebbereccln 'I had a s z s t e r '.
lhltocc nebberufi. 'I had s i s t.e r-a '. 76
BASIC COURSE
UNIT 7
Substltutlon-Correlatlon Drl11
1) Use the proper SufflX Pronouns as lndlcated by the Engllsh pronouns llsted to the rlght of each verb.
3) The lnstructor wlll say the sentences In column A.
The student wlll repeat the sentences In Column A and then say the sentence agaln changlng the second person mascullne slngular lnto second person femlnlne slngu]ar (Column B).
and meSIhaf t~seTalleh. meSIhafoccln tadersalleh. wedagerIh mehed tIcIlalleh. astemarihIn tayalleh. amarInna tIcIlalleh t wedamerika tIhedalleh t astemarihIn tameseggInalleh.
and meSIhaf tlseCalles. meSIhafoccln tadersalles. wedagerls mehed tIcIyalles. astemarisIn tayalles. amarInna tIcIyalles t wedamerika t ahe Jalles t astemariSIn tameseggInalles.
QuestIon and Answer DrIll
tImIhIrtbetun ayyaccIhut t
astemariwan wede tImIhIrtbet TerraccIhuwat t and meSIhaf tlseTutallacclhu t
addis keteman yawKutal t
zare tlTeriwalles t
mekinahIn tIkeftalleh t
ato lemman TeyyeKaccIhut t
astemariwoc tImInIrtbetun zorut t
yato kebbeden abbat tawKutallacclhu t
babur TabiyawIn tayutallacclhu t
temariw astemariwIn ameseggenew t
a.h i bh i,n a t i.ma.h i.r=t.be t asgebbahat t
ato lemma yaddis abeban babur Tabiya awweKewt ato kebbede lehltu and slni bunna seTTat t