S'gaw Karen Lessons Book 2

SAY IT IN KAREN
Book II
by
Emilie Ballard
Published by
The Thailand Baptist Missionary Fellowship
P.O. Box 29, Chiang Mai, Thailand 50000
Foreword
Aim of Say It in Karen Books I, II, and III
This is the second of a planned series of three volumes of Say It in Karen (not
including the Introduction book on how to read and write Sgaw Karen). The aim is that
by the time you have completed all 3 books, you will have been introduced to all of the
more common grammatical constructions in the spoken language as well as to a fair
amount of everyday vocabulary, and that you will have been given practice in obtaining
new vocabulary by various methods and come to realize the importance of using the new
words or phrases right way in as many ways as possible to help fix them in your minds.
Thus, upon completion of these books you will be able to carry on by yourself, increasing
your vocabulary day by day according to your needs.
Format of the Lessons
The format of Book II is essentially the same as that of Book I, with 10-12 new words
or expressions in the Useful Words and Phrases section, followed by two Pattern
Sentences and Phrases sections to illustrate how the new vocabulary is used; Substitution
Drills, Completion Drills, Expansion Drills, Command and Response Drills, and
Question and Answer Drills are included to give you practice in using particular
expressions or grammatical structures and to help you think in the language and respond
automatically; a section on Word Usage and Grammar explains some things about the
language; Reading and Writing exercises help you remember how the words are spelled;
the Listening and Speaking section helps you get out among the Karens and learn from
listening to and responding to them and learning how they speak in natural situations; a
Cultural Assignment for each 5 lessons helps you become better oriented to and more
observant of the Karen culture; also one or more sections on Conversation Practice are
included in each lesson. These conversation practice sections are the most important
(although the other sections are needed to prepare you for them), and you should spend an
increasing amount of time on conversisng with your teacher as well as with other Karens
outside of the classroom as you study these lessons. Don't feel that you have to finish
each lesson in a given number of days--stay with each lesson until you have gotten it well
and are able to use the new vocabulary and sentence structures in your conversation,
together with what you have learned in previous lessons. As in Book I, every fifth lesson
is a review lesson. Instructions to the teacher are given in Karen italics for the benefit of
those who are not very fluent in English.
In Book II a few common dialectical differences have been noted in footnotes.
However, it still seems advisable for you to learn to speak the standard Karen first
(especially if you work with the Thailand Karen Baptist Convention), yet learning to
recognize the colloquial expressions used in your area. If you work with the TKBC, you
will no doubt need to work with Karens from all areas where the convention has work, so
you don't want to speak only one certain colloquial dialect. After you know the language
better, you will be able to switch from the standard Karen to the colloquial way of
speaking in the area where you live and vice versa.
Evaluation
When you have completed the 20 lessons in this book, it is strongly recommended that
you have your progress in using the Karen language evaluated. Suggestions for this will
be found at the end of Lesson 20, and a suggested evaluation form in both English and
Karen will be found in the appendix. Your level of competence will no doubt be slightly
higher than that at the end of Book I, although because you will be conversisng with a
Karen other than your teacher, that may affect your conversation during the evaluaion a
bit. However, it will result in a more accurate evaluation of your level of competence.
Constructive Criticism and Suggestions
As you study these lessons, make a note of difficulties you meet and/or constructive
criticism and suggestions you have, and upon completion of the book send them to the
Language and Orientation Committee, Thailand Baptist Missionary Fellowship, P.O. Box
29, Chiang Mai, 50000. Then, if at a later date the lessons are revised, your comments
can be considered.
Acknowledgements
The author wishes to express appreciation to Thra Thu Nu, who spent many hours
helping prepare and correct the Karen lesson material, and to both him and Thramu
Christabelle for helping make the lesson tapes. Appreciation is also expressed for the
help of Thramu Napa (now gone to her heavenly home) for her help with the instruction
to the teacher in Karen in much of the book, and to Thramu Naw Win for help in
proofreading the lesson material and in helping the author understand some of the
differences in the Musikee colloquial dialect of Karen from the standard Karen.
ii
Im@IgqFdH`
ImPqSgWImMHgp
ImPqSgSbSan@Igq@Hh@ugnAaOepIOemWaqWImMHgp PemTfImIPaqChKhoSanWAhpJaoIOepW
Ugo, K~MEaoImWUgo, MWfpKgoPbMrq@sgNg@IgqMrq@HhW@ugnK~SbMrq@Hhg@IgqTfPcmFepPcmBhqWUgoLlp. Im
Ign Mn WgpTfSbSan@Igq@Hh@ugn@WgpIcqSbSanUbOepIOep, KhoIcqMrq@sgNgPqSgSanUbOepIOep
PemNugSaLlp, MFbPcmSmSbMrq@sgNg@UepH`LmMbmIm@IgqPccmFepPcmBhqIOuioNubp Kho@UeUdIm@IgqUep
INpWaqOpBemOp@ugqBeqBeqOpOpLlpShq.
ImUgpSgW@uf
ImUgpSgW@ufPemK~SbM@vfoIemSaSbSanWAhpJaoIOepWMdqWUgoLlp.
URpPemNoIm@IgqFdH`
SbSanWAhpJaoIOepWPfnH`@KhoIOuhLlp @KcoUepLhpJhp@eqURpSbImUgpSgW@ufK~ImVep@dpIem
SaTfWUgo.
PemSbMrq@sgNgPqSgIm@IgqW`JhpKhoImUdIm@IgqOpBemOp@ugqW@ufW`JhpIOuhOpI
OuhWCg
ImWSgpKgp@IbmIPaqPemSbURpKhoMrq@sgNg@VaoLlmWFb@IhmW`JhpSb@@IgqU@goIm
SbMrq@OHhW@ugnWBhmLlp. IOpFg@PgpSbMrq@sgNg@OpPqSgNugImPqSgIFbKgpKhoIFbKgpSbMrfqUhh
MrfqUhWIhmMdqLlpIBeq. PePemIAh, PqSgTaqPqSg@eqImIcqSbMrq@sgNgUepHÌm@IgqWUhKhoUdWhqOpBem
Op@ugqUeBeqBeqOpOpNfURpKhoMrq@sgNg@IgqU@goImWA`LlpI@em.
ImVep@dpVepNo
NfURpUgpSgSanIOepWaqWA`Llp URpPemJapSb@OpOrhBeqJhp@eqImWShmPemWgpIIhqIhqPem
Beq URpWImVep@dpVepNoSb@PqBeqJhp@eqSanIOepWaqPemWgpIPaqPaqPemBeqLlp P~W@@vfoLhpCnWhq
KhoVepOpMrq@shNg PeIPemPbMrq@sgNg@vfoLhpCnWBem K~UgoIcqMrq@sgNgPqSgSanIOepWaqPemNugSaTfKho @Frb
URpWImVep@dpVepNoUepINpWaqFd Ja Oa WfP~ WfN~ (TBMF) WTfqShmLlpI@em.
ImEaoOuioEaoNrgp
QEaoOuioOpURpKgpUd^doSbWPqEbqQqOpCoKhoMrq@sgNgWImPqSgSbMrq@HhW@ugnSbSanIOep
WaqWMdq, KhoQEaoOu.oOpWhqKhoURpPcepUapJdSbWPqEbqQqOpCoImUvhp^cnW@ScmFddAfFfoWMdq. Q
WfpKgoEaoOuibEem@hoURpPcpLoN`PemSbQvqIAuio@go@eqWhqKaoOpLlp WTfPqEbqQqWÌEfoOpCoURpWIm
UgpSgImW@ufSbMuq@ZhW@ugnSbSanMdqWaq. QEaoOuioEem@hoURpPcpLhmTeSbWNo@vmSanIOepWaq Kho
Vep@dpVepNoQqOpCoIm@IgqILhq ShqFhKpImOpCoSbMrqPdEepAaNg@IgqImShqFhKhoMrq@HhSb
ImShmWBqK~SfpK~SfpWBemLlpShq.
LESSON 1
ImPqSg 1
1.1 Useful Words and Phrases
1.1 Im@IgqSbW@fOuioINp
REPEAT after the teacher.
URp--PbMrq@sgNgIfMgnJvfURpWAa 1-2 Ohu.
UoSh
Mrkq (Im)
WMrkq
MrqMrkqImNg
Erq
ErqShq
PqErqShq (Im)
ShqIfn/Jfn
WMrkqShqIfn/Jfn
FaoW`Sfp/Shp1
FaoKgpShp/Sfp
FaoQanShp/Sfp 2
Igm
IgmAaFaQfmOep/IgmUaoOrf
Ee
Oo
IgmIOo/EeIOo
Mhm
IgmIMhm/EeIMhm
Oufp
(W)Ofup
@Scn/Ps3g
@eq
1
To covet, desire, want to have

To buy, purchase
Price
Buyer
To be few in number, be scarce
To become fewer in number,become
scarcer
To reduce in number, quantity, or degree
To fall off or from accidentally
To come to in price
How much? How many?
How large?
How long in time?
Brass, copper; coin, money
Twenty-five satangs
Silver, money
Baht
One baht
Multiple of hundred (refers to money)
One hundred baht
To be left over, remain over and above
Remainder, left-over; more than
Classifier for kinds of things
To revert back, to recur again
In some areas, such as the Musikee area, the expression JfShp/Sfp or KgpJfShp/Sfp is used rather than
FaoW`Shp/Sfp.
2
In some areas, such as the Musikee area, the expression AfShp/Sfp
Shp/Sfp.
3
is used more often than FaoQan
In some areas, such as in the Musikee area, the word En is used more than @Scn or Psg as a classifier for
kinds of things.
1.2 Pattern Sentences and Phrases
1.2 Im@IgqWKg
(1) Use of UoSh, "to covet, desire, want to have"
(1) ImUdIm@Igq "UoSh"
URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.
LUoShPIqShp/Sfp
QUoShSanUoTap
QUoShU@va
QUoShJhoHp
QUoShFhKap
QUoShImKhoImSp
What do you want?

I want hymnbooks.
I want bananas.
I want pork.
I want eggs.
I want vegetables.
(2) Use of WMrkq, "price"
(2) ImUdIm@Igq "WMrkq"
WMrkqK~Shp/Sfp
WMrkqShqIfn(Jfn)AaFaAaOo
WMrkqOp
WMrkqKgp
WMrkqJhp
WMrkqShq
How (What) is the price?

The price comes (falls) to 22 baht.
The price is cheap (correct).
The price is expensive (big).
The price has gone up.
The price has come down.
(3) Use of Igm/Ee, "money, coin;" Oo, baht;" and Mhm, classifier for hundreds of baht.
(3) ImUdIm@Igq "Igm/Ee," "Oo," Kho "Mhm"

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 0h.
(a) Igm
5 Oep/IgmIOrf
IgmWOepIFa/IgmIFrg
Igm 15 Oep (IgmIFrgOrf)
Igm 25 Oep/IgmUaoOrf
IgmWOep 50/IgmQfmFrg
Igm 75 Oep/Igm^vaFrgOrf
(b) Igm 45 Oo
Igm 50 Oo/IgmWOo 50
5 satangs
10 satangs
15 satangs
25 satangs
50 satangs
75 satangs
45 baht
50 baht
Igm 100 Oo/IgmIMhm

Igm 200 Oo/IgmAaMhm
Igm 550 Oo/IgmQfmMhmQfmFa
100 baht
200 baht
550 baht
Repeat (b) using Ee in place of Igm. Repeat a second time omitting both Igm and Ee;
e.g., 45 Oo.
URp--IfSg (b) @KhoIOhu OpFpWWaqIOhuSb "Igm" WShmLlpIfSb "E"e. UbThIThLlp PqShq Ifn
"Igm" Kho "Ee" AaPaqSbn. WKg--URp@If "45 Oo."
(c) IOo
25 Oep/IOoUaoOrf
AaOoWOepQfmFa/AaOoQfmFrg
UbOo 75 Oep/UbOo^vaFrgOrf
(d) INubpIOo
CcNubpQfmOo
AaOepIFaQfmOo
WOgIFa 94 Oo
SanAaOepIMhm
UbNubpAaOoQfmFrg
1 baht 25 satang
2 baht 50 satang
3 baht 75 satang
One round thing for a baht.
Six for five baht.
Two flat things for 15 baht.
Ten long things for 94 baht.
Two books for 100 baht.
Three round things for 2.50.
(4) Use of Ofup. "to be over and above, be left-over; more than
(4) ImUdIm@Igq "Ofup,"

(a) PeqWgpOfup.
Some rice is left over.
@UdWgpOfup.
U@vaUpWgpOfupUbNubp
JaAhuWT`WgpOfup
(b) IgmWOfup
PeqWOfup
@UdWOfup
ImAhuJaWOfup
ImKhoImSpWOfup
FhHpWOfup
(c) I@aSgqWOfup
W8qAaFaWOfup
JhoWKcIFaWOfup
HpNgWOgQfmFaWOfup
Some curry is left over.

Three bananas are left over.
Some hot drink with milk in it is left over.
Left-over money, change
Left-over rice
Left-over curry
Left-over soup
Left-over vegetables
Left-over chicken
More than a kilogram/kilometer
More than 20 people.
More than ten pigs.
More than 50 fish
U@vaUpWNubp 20 WOfup
More than 20 bananas
Repeat (c) omitting the particle W which precedes Ofup.
URp--IfSg (c) @KhoIOhu OpFpWWaqIOhu PqShqIfn "W" SbWWgpSb "Ofup" WPfnH`. WKg-I@aSgqOfup.
(d) I@aSgqWOfupNoNh.
UbOoWOfupIgm 55 Oep
AaFaIOoWOfupIgm 19 Oep
18 OoWOfufpIgmAaFaQfmOep
65 OoWOfupIgmWOepQfmFa
4 Oo WOfupIgmWOep 30
50 OoWOfupIgm 88 Oep
1 OoWOfupIgm 15 Oep
AaOoWOfupIgm 99 Oep
One and a half kilos

Three baht 55 satangs.
2l baht l9 satangs.
18 baht 25 satangs
65 baht 50 satang.
4 baht 30 satang.
50 baht 88 satang
1 baht 15 satang
2 baht 99 satang
Repeat (d) omitting the particle W which precedes Ofup. Then repeat again omitting
the expression WOfup.
URp--IfSg@KhoIOhu OpFpWWaqIOhu PqShqIfn "W" Sb "Ofup" WPfnH`. WKg--I@aSgOfup.

UbThITh PqShqIfn "WOufp." WKg--"I@aSgqNoNh."
(5) Use of @Scn/Ps,g classifier for kinds of things
(5) ImUdIm@Igq "@Scn/Psg"
(a) MrqAa@Scn
Two kinds of people
HpNgSvam@Scn
FhUb@Scn
ImWSvfmCho@Scn
SanAa@Scn
(b) ImUoTapSvam@ScnQfm@Scn
IgmIOoWgp 2 @Scn 3 @Scn
@UdI@ScnAa@Scn
SanUoTap 3 @Scn 4 @Scn
(c) U@vaW@Scn@Scn
KboW@Scn@Scn
SanW@Scn@Scn
ImWSvfmW@Scn@Scn
Four kinds of fish

Three kinds of chickens
Eight colors
Two kinds of books
4 or 5 kinds of songs
2 or 3 kinds of 1-baht coins
1 or 2 kinds of curry
3 or 4 kinds of hymnbooks
A variety of bananas
A variety of houses
A variety of books
A variety of colors
Repeat (a), (b), and (c) above using Psg instead of @Scn. If you are in an area where
En is used rather than @Scn or Psg, repeat (5) again using En.
URp--IfSg (a), (b), Kho (c) @KhoIOhu OpFpWWaqIOhuWaq Sb "@Scn" WShmLlp IfSb "Psg."
NfMrq@sgNgWgpWShmLlp MrqPemIfHh^cmSb "En" Llp IfSg@KhoIOuh OpFpSb "@Scn" WShm IfSb
'"En."
(6) Use of @eq, "to return or revert back or again"
(6) ImUdIm@Igq "@eq"
@eq@eq
Mrkq@eq
@ho@eq
VfEhn@eq
FepLhq@eq
Jap@eq
Sfq^cn@eq
PqSg@eqSan
VaoLlm@eq
W`Jhp@eq
KgpJhp@eq
BeqJhp@eq
To return back, go back home

To buy back
To call back
To bring back
To sit back down
To see again or find something lost or misplaced
To go back in
To go back and study
To take back
To become more again, increase again
To become big again
To become good again
1.3 Conversation Practice
1.3 ImPqSgOpCoImIfU@goIm
(1) In this exercise you be the buyer and the teacher will be the seller. Use the basic
con-versation below over and over making substitutions from the list on the right of
the first blank. The teacher will insert an approximate price using even numbers in
the second blank. Be sure to cut that price in half for the third blank. After you can
say your part correctly and reasonably fluently in each case, change parts and you
become the seller.
(1) URp--PbMrq@sgNg@fMrqMrkqIm (Buyer) KhoURp@@fMrqFÌm (Seller). IfSgU@goImK~WKgSbWNh
SnWaqWUgoW`ThIEfo. PemIcqSbImShmShqVgWAhpJaoIIhqLlp Mrq@sgNg@OpIem^cnIm@IgqSb

WWgpSb ( ) WMdqIOhuINubpIOhuINubpTaqKho IcqImShmShqVgAaIhqIIhqLlp URp@OpIem
^cnImWMrkqSbWw@boKhoImWhpSbMrq@sgNgUoShTfLlp KhoIcqSbImShmShqVgUbIhqIIhqLlp Mrq@sgNg@
OpIf@eqSbNoNh@aSgqWMrkq. K~Ugo@HhSbMrq@sgNgWBhmLlp URpBeqIfWMrkqSbMPemLhqNoKhoAaLlpWOufp
IWgpOp. WKg--AaOo, 18 Oo, WOo 40.
Seller--LUoShPIqShp.
Buyer--QUoSh______.
(HpNg, JhoHp, FhHp, PdoUp, MUbT`, MUbBhq,

WaUpFb)
--WMrkqK~Shp.
Seller--WMrkqI@aSgq_____Oo.
Buyer--Q@VaoLlmNoNh@aSgq.
Seller--WWaqNoNh@aSgq.
Buyer--WWaq_____Oo.
(2) In the following exercise the seller will state a price in baht and satang, the latter
being in multiples of 25; i.e., 25, 50, or 75 satang. You respond by offering a sum in
round numbers slightly larger than the stated price (as though you didn't have the
exact change), and the seller will reply stating the amount of change being given.
After doing this 3-4 times substituting different amounts each time, switch parts.
Drill until you can respond with the correct amount of change promptly.
(2) URp--ImPqSgIIhqWaqLlp URp@@fMrqFÌmKhoMrq@sg~Ng@@fMrqMrkrqImK~SbWNhAgpWUgo. URp@

IfImWMrkqSbWPemOoKhoWOufp TaqKhoMrq@sgNg@MnPqWUoSbWIgmWOufpIWgpOpWCg VepIgmW`
LlmImWMrkq. URp@OpIfFbSbU`Vep@eqMrq@sgNgWIgmShqNraFaoW`SfpLlp. IfSgImK~WKgSbW
NhSnWaqWUgoW`ThIEfo. IcqMrq@sgNgIfImOpOueSaLlp PbMrq@sgNg@f@eqMrqFÌmKhoURp@f@eqMrqMrkq
ImTaq IfSg@KhoImW`ThIEfoIcqMrq@sgNgIfImOpOueBeqI@em.
Seller--WMrkqShqIfn______OoIgm______Oep.
Buyer--WWaq______Oo.
Seleller--WWaq______.
1.4 Im@IgqWKg
(1) Use of Erq, "to be few"
(1) ImUdIm@Igq "Erq"
URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.
MrqVfErqBq
Mrq@sgNgWKgpWgpTfErqBq
QSanUoTapWgpErqOep
VfEgnShmFepLhqErqNubp
A few people came.

There are a few older school children.
I have a few songbooks.
Bring a few chairs.
(2) Use of Shq, "to become less"
(2) ImUdIm@Igq "Shq"
WMrkqShqIEfo
The price has come down a bit.
MrqWLhmBamErqShqIEfo
ILapWaqMrq@sgNgWLgmBamErqShq
QFhErqShqSa.
LBeqWhpErqShqPeqIEfo
The number of people has decreased a little.

This year the number of school children has
become less.
The number of my chickens has decreased.
It would be good if you ate a little less rice.
(3) Use of Jhp, "to become more"
(3) ImUdIm@Igq "Jhp"
MrqWLhmBamW`Jhp
QFhW`JhpWOepIFa
QLmMbmImW`JhpSa.
MrkqW`JhpWaUpFbI@aSgq.
LNgIBqWaqKgpJhpNoKgpH`Sa.
WTfIf@Hh@hunUeJhpIEfoSa.
HpNgWMrkqJhpSa.
MUbT`WMrkqJhpIEfo.f
The number of people increased.

My chickens increased by ten.
I understand it better already.
Buy an additional kilo of sugar.
This child of yours has grown quite a bit
larger.
She is already a bit more able to speak Karen.
The price of fish has gone up.
The price of garlic has gone up a bit.
(4) Use of Fao with descriptive verbs + Shp/Sfp
(4) ImUdIm@Igq "FaoW`Sfp," "FaoKgpSfp," Kho "FaaoQanSfp."

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Thq.
FaoW`Shp
FaoKgpShp
FaoQanShp
FaoQanSaShp
LVfFaoQanSaShp
LNgAv`KgpFaoKgpShp
LVf@eqMrkqHpNgFaoW`Shp
LMUbBhqWgpFaoW`Shp
JhoHpWMrkqFaoW`Shp
HpNgWMrkqFaoKgpShp
How much? How many?

How big? How large?
How long in time?
How long ago?
How long ago did you come?
How big is your son?
How much fish did you buy?
How many onions do you have?
How much is the price of pork?
How big is the price of fish?
Repeat using Sfp instead of Shp. If you are in an area where JfShp/Sfp is used more
than FaoW`Shp/Sfp and FaoKgpShp/Sfp, and where AfShp/Sfp is used more than FaoQan
Shp/ Sfp, repeat the above drill once more substituting these words.
URp--IfSg@KhoIOhu OpFpWWaqIOhuWaq Sb "Shp" WShmLlp IfSb "Sfp." Mrq@sgNgPemWgpSb

ImShmNfMrqIfSb "JfShp/Sfp" W`LlpIm@Igq "FaoW`Shp/Sfp" Kho "FaoKgpShp/Sfp" KhoNfMrqIfSb "Af
Shp/Sfp" W`LlmIm@Igq "FaoQanShp/Sfp" Llp IfSg@KhoIOuhKhoUdIm@Igq "JfShp/Sfp" Kho "Af
Shp/Sfp."
(5) Use of f ShqIfn, "to fall off or from accidentally"
(5) ImUdIm@Igq "ShqIfn"
NgUpShqIfn
SanShqIfn
FhKapINbupShqIfn
WMrkqShqIfnFaoW`Sfp
NoNh@aSgq@ShqIfnFaoW`Shp
ImWMrkqAfSbnShqIfnWOo 60)
ImAfSbnWMrkqShqIfnWOo 60}
ImAfSbnShqIfnWMrkqWOo 60)
The child fell off (from something).

The book fell down.
An egg fell down.
How much does the price come to? (literally,
fall to?)
How much will a half kilo come to?
The total price comes to 60 baht.
Repeat the above pronouncing ShqIfn as ShqJfn. If you are in an area where JfShp/
Sfp is used more than FaoW`Shp/Sfp and FaoKgpShp/Sfp, repeat the last 5 sentences
above once more using JfShp/Sfp.
URp--IfSgIOhuKho OpFpWWaqIOhuWaqSb "ShqIfn" WShmLlp If@eqSb "ShqJfn." Mrq@sgNg

PemWgpSbImShmNfMrqIfSb "JfShp/Sfp" W`LlmIm@Igq "FaoW`Shp/Sfp" Kho "FaoKgpShp/Sfp," If
Sg@KhoIOuhKhoUdIm@Igq "JfShp/Sfp."
(6) Use of Pq + descriptive verb + Shq or Jhp, "to cause to increase or decrease"
(6) ImUdIm@Igq "Pq" CcnKho "Shq" PeIPem "Jhp"

PqW`JhpIm
PqErqShqIm
PqW`JhpWMrkq
PqErqShqWMrkq
PqBeqJhp@eqIm
PqKgpJhpIm
To increase the number or amount

To decrease the number or amount.
To raise the price.
To lower the price.
To make better; repair (i.e., make become
good again)
To enlarge
PqQanJhpIm
LPqBeqJhp@eqQShmFepLhqUeX`
PqKgpJhpWhqIEfo
WTfPqQanJhpIm.
To draw out the time, delay

Can you repair my chair?
Make it a little larger.
He took a long time (dragged out the time).
1.5 Questions and Answers
1.5 ImUa@vmKhoImEaoFb
(1) LISTEN, then answer. (You may need to jot the prices down as you hear them and
then add them up before answering.)
(1) URp@OpUa@vmMrq@sgNgK~WNhSnWaqKhoPbMrq@gshNgEaoFb. IOpMfuMrq@sgNg@vmWSanOp. OpFpMrq@sg

NgPemWfpKgo@vfoLhpImWMrkqUepINpSbEoAgWSgqTaqKvoNrgpWhqLlpUe.
(a) SanUoTapIOepWMrkqShqIfn
70 Oo.
LPemVepIgmQfmMhmLlpL@LlmMrfqOepSfp.
(b) SanImIfIOepWMrkq 15 Oo.
LUoSh 3 Oep.
WMrkq@ShqIfnFaoW`Sfp.
(c) FhKapINubpWMrkqIgmWOep 90.
LPemMrkq 6 NubpKho, @ShqIfnFaoW`Shp.
(d) JhoHpI@aSg 56 Oo.
LUoShI@aSgWOfupNoNh.
@ShqIfnWMrkqFaoW`Shp.
(e) LMrkqMUbT` 16 Oo, MUbBhqWOo 30, FhHp 27 Oo, KhoU@vaUp 8 OoLlp,
AfSbnWMrkq@ShqIfnFaoW`Sfp.
(f) LMrkqPdoUpWOoIFa, ImKhoImSp 21 Oo, KhoFghKap 18 OoLlp
WMrkqShqIfnAfSbnFaoW`Sfp.
(g) ImWMrkqShqIfn 4 OoIgm 75 Oep.
LVepWOoIFaSa.
Mrq@OpVep@eqLqFaoW`Sfp.
(2) The teacher should ask the questions below inserting in the blank one word from the
list below the blank each time, and you should give the true answer. On the second
round the teacher should substitute Psg for @Scn.
(2) URp@OpUa@vmMrq@sgNgK~WNhSnWaqKhoPbMrq@sgNgIfFbK~WLhmLhmWUgo. IOpMfuMrq@sgNg@vmWSanOp.

NfURpUa@vmImWA`Llp URp@OpIem^cnIm@IgqSbWWgpSbImUa@vmWaqWNhSn IOhuINubp
IOhuINubpSbImShmShqVgLlpEoJhpSbWAhpJaoIcqSbW@Ibm. AaThIThLlpSbIm@Igq "@
Scn" WShmLlpIfSb "Psg."
L______WgpMrfq@ScnSfp.
ShmFepLhq
EOfr
ImKhoImSp
SanEhFra
SanUoTap
How many kinds of_______do you have?..

chairs
tables
vegetables
Bibles
songbooks
1.6 Notes on Word Usage and Grammar
1.6 URp--PbMrq@sgNgNoKpTfSbKbo.
(1) Use of Shq, "to become less," and Jhp, "to become more"
You already learned in Book I that Shq means "to descend" and Jhp means "to
ascend" in a literal sense. In this lesson you have been introduced to a use of these
verbs in a figurative sense; i.e., "to become less" or "to become more" respectively;
e.g., ErqShq, "to become less in amount or fewer in number;" W`Jhp,"to become more
in number or amount;" KgpJhp, "to become larger;" QanJhp,"to become longer in
time." It can be seen from these examples that in such cases the Shq or Jhp always
follows a descriptive verb. (See 1.4 (2,3) for further examples.)
(2) Use of Pq + descriptive verb + Shq or Jhp, "to cause to become more or less".
When the verb Pq is followed by a descriptive verb + Shq or Jhp, it gives the meaning
of causing (or making) the object of the verb become as indicated by the descriptive
verb which follows Pq; e.g., PqW`JhpIm, "to cause to become more in number, to
make a larger amount;" PqKgpJhpIm, "to make larger." In such cases Pq precedes the
descriptive verb, Shq or Jhp follows it, and the resulting expression is followed by an
object.
(3) Use of Fao with descriptive verbs + Shp/Sfp
The particle Fao preceding a descriptive verb + Shp or Sfp conveys the idea of "how?"
in the sense of "to what degree is the quality indicated expressed?" e.g., FaoW`Sfp,
"How long in time?" FaoQanSaSfp, "How long ago? How long already?" Although
in English the meaning of both Fao . . . Sfp and K~Sfp are expressed as "How?" yet the
usage differs--Fao . . . Sfp refers to the degree of the quality indicated, whereas K~Sfp
refers to the manner in which the action indicated is carried out. As noted earlier in
the footnotes, in some areas, such as the Musikee area, the expression JfShp/Sfp is
used rather than FaoW`Shp/Sfp and FaoKgpShp/Sfp, and AfShp/Sfp is used rather than Fao
QanShp/Sfp.
(4) Counting money
In Thailand Igm refers to Thai money, the basic unit of which is Oo, "baht. If one
wishes to speak of a 5-baht coin or a 20-baht note, the word Igm, "money, coin," is
used together with the number and the classifier; e.g., Igm 5 Oo, IgmWOo 20.
10
Sometimes in everyday conversation the word Igm is omitted, and sometimes

multiples of ten are simplified to IFaOo, AaFaOo, etc., instead of WOoIFa, WOoAaFa,
etc. When referring to so many or so much of something for so many baht in
multiples of ten, even the word Oo is often omitted; e.g., I@aSgqQfmFaa, "50 baht a
kilo;" ^va NubpIFa, "7 for 10 baht."
The root meaning of Igm is "copper, brass," and so it was used to refer to copper and
brass coins, which were less than 1 baht in value. However, in north Thailand it has
been used colloquially for silver coins, bank notes, and money in general as well,
although sometimes Ee, "silver" is used for baht or money in general (though never
for satang specifically).
When referring to the amount of satangs, the common classifier is Oep; e.g., IgmAaOep,
"two satangs." (The expression could also refer to 2 coins.) (In north Thailand the
Karens sometimes use the Thai word "satang.") When referring to baht plus satangs,
the more complete expression is the number of baht + WOfup + the number of
satangs; e.g., AaOoWOfupAaFaQfmOep, "B2.25. "However, in everyday conversation the
word WOfup is often omitted. Baht in terms of hundreds is sometimes expressed
using the term Mhm for multiples of a hundred; e.g., WOoI@Qq = IMhm;
I@QqQfmFaOo = IMhmQfmFa; Qfm@QqOo = QfmMhm. Either way is correct.
Nowadays about the only time one has to express satangs in other than 25-, 50-, or
75-satangs is in bank transactions, and in financial reports which include bank
transactions, since coins of less than 25-satangs in value are rarely seen any more.
As mentioned above, the usual classifier for satang is Oep; however, there is another
way of referring to them which is sometimes used. The word UaoOrrf refers to 25
satangs, QfmFrg refers to 50 satangs, and ^vaFrgOrf refers to 75 satangs. When a decimalbased currency system was adopted in Burma in the early 1900's, IOfr was used to
refer to a 5-pya coin, IFrg to a 10-pya coin, IUao to a 25-pya coin, and IMbq to a
50-pya coin. Seventy-five pyas was called UbUao, i.e., "3 25-pya coins." This
system of terminology was evidentally introduced to Thailand by Karens from
Burma; but instead of calling 50 satangs IMbq, "one fifty-satang coin," they called it
QfmFrrg, i.e., "5 10-satang coins;" 75 satangs was called ^vaFrgOrf, i.e., "7 10-satang coins
+ 1 5-satang coin;" and 15 satangs was called IFrgOrf. If this system of terminology
had been carried out consistently, 25 satangs would have been called AaFrgOrf, "2 10satangs coins + 1 5-satang coin;" but instead it is illogically called UaoOr,rf literally, 1
25-satang coin + 1 5-satang coin, which is the incorrect amount; so it must be that
the term Orf in this combination simply indicates that it is satang and not baht.
Unless these names for 25-, 50-, and 75-satangs are often used in your area you don't
need to learn to count money that way; but you should be familiar enough with the
terms to understand them if you hear them.
(5) Use of Ofup, "to be left over, remain over and above, be more than"
11
Like the descriptive verb W`, the verb Ofup is not usually used alone as a main verb;
rather it is used together with verbs like Wgp; e.g., @UdWgpOfup, "Curry is left over."
FhHpAhuJaWgpOfupWÌEfo, "Quite a bit of chicken soup was left over." See 1.2 (4-a) for
further examples. More commonly, Ofup or WOfup is used as a modifier rather than
as part of the main verb; e.g., JhoHpWOfup, "the left-over pork;" MrqVfWBqI@QqOfup,
"More than 100 people came." See 1.2 (4-b, c) for further examples.
(6) Use of @Scn/Psg, classifier for kinds of things
You have already learned that Paq is the classifier for "things" and can also be used
as the classifier for "kinds of things." In this lesson you are introduced to 2 other
words which can be used to classify kinds of things; i.e., @Scn/Psg. The latter comes
from Burmese, but in some parts of Thailand Psg is more commonly used by Karens
than @Scn, which is the true Karen word. As noted in the footnotes, in some areas,
such as the Musikee area the word En (also from the Burmese) tends to be used more
often
than @Scn or Psg as the classifier for kinds of things.
(7) Use of @eq, "to revert back, to recur again"
In Book I you learned that the verb @eq means "to return, go back home." In this
lesson you are introduced to its use with other verbs to indicate "to return or revert
back to a previous condition or situation." When combined with action verbs, the
@eq is equivalent to "back," and when combined with descriptive verbs + Jhp or Shq,
it is equivalent to "to become again;" e.g., Mn@eq, "to put back;" BeqJhp@eq, "to become
good again."
(8) Pronunciation of unaspirated consonants in syllables ending with n.
In Book I you learned that the consonant in the syllable Mgn is often pronounced
colloquially as though written with the aspirated consonant N; e.g., NhnPcp,
NhnAv`. Now in this lesson you have learned that the syllable Ifn in the expression
ShqIfn is often pronounced colloquially as Jfn; i.e., ShqJfn. This is generally true of
all unaspirated consonants (@, E, I, M) in syllables ending with the n tone mark.
(The word @shpIfn, "Thai," is an exception to this rule.) When such words are
introduced in a given lesson, both types of pronunciation will be indicated, and you
should practice both ways so that you can recognize the words whichever way they
are pronounced. However, you should make it your habit in ordinaty conversary to
use the pronunciation which the teacher teaches you.
In the pictures below compare the second picture in each row with the first one, then
answer the following questions as asked by the teacher. The answers to the first 2
questions are given as a sample. You won't be able to give a detailed answer for (f)
and (g), so the teacher will ask only one question for each.
12
URp--PbMrq@sgNg@vmImBhqSbWNhSnINpWaq KhoJgpUwIhqWhqK~ImUa@vmSbWMgnSgnImBhqI@dmKho
I@dmWAa. ImBhq (a) IcqSb (e) WgpKhoImUa@vmI@dmAa@guqI@dmAa@guq. URp@OpUa@vmMrq@sg
NgK~ImUa@vmWAhpJaoI@guqKhoPbMrq@sgNgIfFbTfTaqPo URp@OpUa@vmK~ImUa@vmAa@guqI@guqWUgo Kho
PbMrq@sgNgEaoFbWhq. PePem (f) Kho (g) Llp ImUa@vmWgpKpImBhqI@dmI@guq I@dmI@guqShq. WAhp
JaoIThLlpMrq@sgNg@vmWSanUe. AaThIThLlpPbMrq@sgNg@oObCnImUa@vmKhoImEaoFbTaq @vmJfImBhq.
URpUa@vmImWA`LlpURp@OpLfpCcnImBhqSbMrq@sgNgWSanMdqLlpShq.
(a) T. FhKapW`JhpX`.
T.
ErqShqFaoW`Sfp
(b) T.
T.
IW`JhpOp, ErqShq.
S.
ErqShqAaNubp.
S.
KgpJhpFaoW`Sfp
S.
ImWMrkqJhpX`.
S.
(c) T.
T.
JhoIKcWaqKgpJhpX`.
S.
FaoW`Sfp.
(d) T.
T.
ImWMrkqJhpX`.
S.
FaoW`Sfp.
S.
S.
FaoW`Sfp
S.
(f) T.NgUpKgpJhpX`
S.
. ShmFepLhqBeqJhp@eq
SaX`
(g) T
KgpJhpNoKgpH`.
S.
(e) T. SanW`JhpX`.
T.
KgpJhp.
S.
Repeat the above drill several times without looking at the questions or answers.
Later the teacher may point to the pictures in random order as he/she asks the
corresponding questions.
URp@OpIfSgImUa@vmSbWNhAgpINpWaqW`ThIEfo. IcqMrq@sgNgIfFbImOpOeuBeqSaLlp URp

@OpLfp@fup@huImBhqLlpI@em.
13
1.8 Conversation Practice (Learn the previous sections well first.)
1.8 ImPqSgOpCoImIfU@goIm (IAuioURpUgpSgImI@IhmWaqLlp Mrq@sgNgw@boLmMbmImPqSgSb

WMdq@vanBeqBeqOpOpIEfo.)
LISTEN as the teacher reads the following conversation through twice. (Do not
listen to it on the tape or read it in the book beforehand.) After listening to it twice,
answer the following questions without looking at the book. If you answered any of
them incorrectly or did not know the answer to any of them, instead of correcting
you, the teacher should make a note of the ones missed. Then after you have tried to
answer all of the questions, the teacher should reread the conversation once more,
then see if you can answer the missed questions correctly this time.
URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. NfURp
NoWA` URp@OpNoJhpEem@ho "LhmT`" Kho "LhmUd" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm
Sfp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgEaoFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaa
Waq. NfMrq@sgNgEaoFbImUa@vmWA` IOpPbMrq@sgNg@vmSbSanMdqOp. I@guq@guqPemIOpOpKho U
Rp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq@sgNgEao
FbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSbIm
Ua@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
LhmT`--M@OpKcoWhgpMrqO`QvqNgWPeqIOhu.
--Mrq@VfWBq 100 Ofup.
--M@OpMrkqImWhpFaoW`Sfp.
LhmUd--Uc@KcoWhpWTfUepP^cqSfp.
LhmT`--M@KcoWhpWhqJhoHpKhoImKhoImSp.
LhmUd--Uc@OpMrkqJhoHpW@aSgqIFa.
--I@aSgqWOo 40, @ShqIfn 4 Mhm.
--M@OpMrkqImKhoImSpWÌEfo, @ShqIfnIgmIMhmOfup.
--PdoUp, MUbT`, MUbBhq, KhoWaUp@ShqIfnWOoAaFa.
LhmT`--WWaq 6 Mhm.
--LfLSfqMrkqImLh. QfQ@NhPeq.
LhmUd--QVf@eqMrkqImTaqSa.
--JhoHpWMrkqJhpIEfo, QOpVepI@aSgq 45 Oo.
--IggmWgpOfupWOo 30.
LhmT`--ImOuio.
--M@NhWhpU@ho@UdLh.
LhmUd--Q@OpPqP^cqSfp. IfQqKhoQ@Pq.
LhmT`--Wbp, Q@IfLq.
(ImUa@vm)
1. LhmTÌfSbWTfUep@OpKcoWhpMrqO`QvqNgWPeqMrfqBqSfp
2. WTfUep@OpMrkqWhpImWhpMrfqPsgSfp PemP^cqINpSfp
Questions
14
3
4
5
6
7
LhmUdIfSbJhoHpW@aSgqIFa@ShqIfnFaoW`Sfp
LhmT`VepLhmUdIgmFaoW`Sfp
JhoHpWMrkqJhpX` PemWShqSfp
IgmWgpOfupFaoW`Sfp
PIq@NhWhp@UdSfp
After you have answered all of the questions correctly, you take the part of LhmUd and
have your teacher take the part of LhmT`. Go through the conversation several times
until you can take your part smoothly. Then change parts, and drill some more. The
next day try making 1-2 slight changes by substituting other items or amounts.
Going through the conversation a number of times like this will help fix it in your
mind so that you will be able to understand and/or use the expressions correctly in
actual situations sooner.
URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlp PbMrq@sgNg@f "LhmUd" KhoURp@@f "LhmT`." @IgqSgU

@goIm@IgqW`ThIEfo K~UgoMrq@sgNgIfLhmUdWIm@Igq@OpOeuBeqIEfo. IcqMrq@sgNgIfImOpOueBeq
SaLlp PbMrq@sgNg@f@eqLhmT`KhoURp@f@eqLhmUd KhoIfSg@KhoW`ThIEfo. SbAaILaq IcqMrq@sgNgIfImOp
OeueBeqSaLlp @IgqSgU@hoIm@KhoIOhu OpFpWWaqIOhuLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eq
Im@IgqMdqNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq.
1.9 Reading and Writing
1.3 ImPqSgNoKho@fvoMrq@Hh@gun
Repeat the following sentences after the teacher. Then at home copy them twice
each in the spaces provided. Be sure to leave a space between the numbers and what
you have written. Also, you should read the sentences aloud, and the teacher should
correct your pronunciation.
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqIThTaq PbMrq@sgNg@vfoSgSbKboI@guqLlpAaOhu NfImShm

ShqVgLlp. SbAaILaqURp@Op@vmMrq@sgNgWIm@vfoUepINpWaqPemWOpX`. TaqPbMrq@sgNgNoQcqU
Rp. Mrq@sgNgNoPem@Pp URp@OpNoQcqMrq@sgNgIOhuTaq PbMrq@sgNgNoMgnURpWAaIOhuKho.
QUoShJgoHpI@aSgq. @ShqIfnFaoW`Sfp.
___________________________________________________________________
_________________________________________________
WMrkqI@aSgq 50 Oo. Aa@aSgq@ShqIfnIMhm.
15
___________________________________________________________________
_________________________________________________
SanWWaqI@ScnLlpWgpOfup 7 Oep.
___________________________________________________________________
_________________________________________________
1.10 Listening and Speaking
1.10 ImPqSg@LpKho@IgqMrq@HhW@gunSbMrq@HhWVap
(1) Try to spend at least an hour each day just listening to Karens speak with each
other as well as conversing with them yourself. If any of the Karens have a shop,
visit the shop at a time when people tend to go and buy things (for example, before
or after school when school children stop in to buy a snack), and listen to the
conversation between the shopkeeper and the customers.
(1) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@LpMrq@Hh@IgqU@goIm KhoK~Ugo@@IgqSgIm

@IgqUepINpSbWPqSgIemSaTf.
(2) Go to a Karen shop and find out the price of 5 items, using only Karen. Or if
there is no Karen shop nearby, find out from a Karen using only the Karen language
how much the present price of 5 items you know the names of is. The next day tell
your teacher in Karen what you learned.
URp--PbMrq@sgNgUdJfMrq@HhW@gunKhoUa@vmMrq@HhWBqK~Ugo@CcUepHÌmQfmPaqWMrkq. SbAaILaq
URp@OpUa@vmMrq@sgNgSbMrq@HhW@gunPemWIfPIqINpWMrkqUeSfpKhoWMrkqShqIfnFaoW`Sfp.
1.11 Cultural Assignment for Lessons 1-5
1.11 ImCcUepH`Mrq@HhWScmWSm
Describe the types of clothing worn by men, women, and children. Is this clothing
distinctive to the ethnic group? Is clothing bought or home-made? At what ages do
boys and girls begin to wear clothing regularly? Do articles of clothing indicate
rank, status, or marital condition? How much of the body needs to be covered? Do
people have many changes of clothes? Are different sets worn to work, on special
occasions, for sleeping, for trips to town, etc.? What types of ornaments are worn on
the clothes (buttons, clasps, fringes, coins, seeds, embroidery, etc.)? What kinds of
jewelry
(earrings, nose rings, beads, bracelets, rings, etc.) are worn and by
whom?
URp--ImPqSgI@IhmWaqLlpIOpCoKhoMrq@Hh@gunOp. Mrq@sgNg@PqKpTf.
16
LESSON 2
ImPqSg 2
2.1 Im@IgqWUhSbW@fOuioINp
URp--PbMrq@sgNgIMf gnURpWAaIOhuAaOuh.
F` (Im)
MrqFÌmNg
MrqFÌmWShm
UAhoUp (UAgoUp)
UAhoUpINubp
U@hqUp
U@hqUpINubp
Fap
U@hqFapUp
H`
SbH`4
FdH`
Aa
SbAa
FdAa
AfWaq
AfWaqAfWaq5
Ro
Jf
JfIBq
Shp/Sfp6
W`
To sell (things)
Seller
Store, shop, stall, i.e., place for selling
Mango
A mango
Eggplant (brinjal)
An eggplant (a brinjal)
To be sour, acid, tart
Tomato
Before, in front, in advance of
In the past (i.e., before the present); the former, formerly; before
After this (In the near future, future in general);
next
The back, rear
After, afterwards; later
After this (In the more distant future, the en-tire
future from now to the end)
Now, at present, without delay
Often, frequently
To be many, numerous, plentiful
Only
Only one person
Particle ending an exclamatory sentence
Exclamation indicating surprise, delight, longing
In some areas, such as the Musikee area, the expression SbWIgqAgm is used in place of SbH` when the
meaning is "formerly."
5 In some areas, such as the Musikee area, the word Cao is used rather than AfWaqAfWaq.
6 In some areas, such as the Musikee area, the expression SfnSfn is used rather than Shp/Sfp as an exclamation.
Llm
To succeed in accomplishing something, to be

able to succeed in carrying out an act; to get to
do something.
2.2 Im@IgqWKg
(1) Use of AfWaq, "now, at present, without delay," and AfWaqAfWaq, "often"
(1) ImUdIm@Igq "AfWaq" Kho "AfWaqAfWaq"

REPEAT after the teacher
AfWaqQNgWgpAaBq.
AfWaqQIWgpSbTemMdqSbqOp.
AfWaqLPgmLMmWgpKaoX`.
AfWaqLWgpNfWaqPcnX`.
AfWaqQ@OpSfqMrkqWhpImIEfo.
AfWaqQFhKapWgpJfAaNubp.
(b) SfqAfWaq.
VfWhpPeqAfWaq.
L@OpIfWhqAfWaq.
(c) QNgWMmOpSfqFdTemMdqAfWaq
AfWaq.
MrqIBqLlpUoTapImAfWaqAfWaq.
WTfVfEhnLlmQqImUdAfWaqAfWaq.
QPgmVfWgpU@hoQqAfWaqAfWaq.
QNgAv`SfqMhnWAaAfWaqAfWa
Wqa .
(a)
Now I have 2 children.

Now I'm no longer in the city.
At present are your parents still living?
Are you enjoying it here now?
Now I must go and buy a bit of food?
At present I have only two eggs.
Go now. (Go without delay.)
Come and eat now (without delay).
You must tell her now.
My husband has to go to town often.
That person frequently sings.

She often brings me curry.
My mother comes and visits me often.
My son often goes with him.
If you are in an area where Cao is used rather than AfWaqAfWaq, repeat (c) above using Cao.
URp--Mrq@sgNgPemWgpSbImShmNfMrqHh^cmIfSb "Cao" Sb "AfWaqAfWaq" WShmLlp IfSg (c) @KhoIOuh

KhoIfSb "Cao."
(2) Use of SbH`, "in the past; before, the former, formerly;" SbAa, "later, afterwards;"
FdH`, "after this (in the near future or future in general), next;" and FdA,a "after this
(in the distant future or the entire future from now to the end)"
(2) ImUdIm@Igq "SbH`," "SbAa," "FdH`," "FdAa."

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Ohu.

(a)
SbH`QIWhpImWVfOp.
SbH`QNgKgpIO`QvqOp.
Formerly (in the past) I didn't eat spicy hot

foods.
Formerly (in the past) my nephew didn't
worship God.
19
SbH`QURpWgpSbTemMdq.
SbH`LUepH`WhqX`.
SbH`WTfWhpImW`Po.
(b) KboSbHÌNubpLlpFaoIEfo.
@sgAgpSbHÌBqPemWMhnPcp.
SanSbHÌOepLlpPcnKgpPo.
(c) SfqSbH`. Q@MhhnLAa.
VoLfSbH`. Q@VoMhnLAa.
WhpLfSbH`. Q@WhpSbAa.
PqLfSbH`. Q@PqSbAa.
LNgAv`@UoTapImSbH`. QNgPcp
@UoTapImSbAa.
(d) SbH`QO`Qv
SbH`QO`QvqIPcnOp. Sb
AaQO`QvqPcnJhpNoKgpH`.
SbH`QILmMbm@shpIfn@hun
Op. SbAaQPqSg@shpIfn@hun
ILap KhoAfWaqQLmMbmW`Jhp.
SbH`MPemFÙ@vaUpLlp MrqI
WgpMrkqOp. SbAaMrqUoShW`
KhoMLlmF`BeqPo.
SbHÙ@hqFapUpIWg
UpIWgpNfWaq
Op. SbAaMrqVfFÙ@hqFap
UpNfWaqW`Jhp.
(e) SbAaVfWgpU@hoMrq@KhoLh.
VfMrkqSbAaKhoPhp.
VfWhpPeqKhoMrqSbAaKhoPhp.
SbAaM@SfqVoWgpU@hoLq.
SbAaM@SfqMrkqImSb@oMdq.
(f) SfqFdH`FdKboINubpLlp.
AfWaqLPqUeSa. PqFdH`@Kho.
(g) KboFdHÌNubpPemQPgmQMmWKbo.
FdpHÌSÌm@EdqW`X`.
FdHÌBqWPaqK~Sfp.
(h) FdHÙcWgpNfWaqIUeSbqOp.
Formerly (in the past) my teacher lived in the

city.
Did you know her in the past (formerly)?
In the past (formerly) he ate a great deal.
The former house was a bit small.
The former principal was a woman.
The former book was very enjoyable.
Go on ahead. I'll follow you.
Walk on ahead. I"ll follow you.
Go ahead and eat. I"ll eat later.
Go ahead and work. I'll work later.
Your son will sing first. My daughter will sing
later.
I didn't enjoy going to church before. Later, I
came to enjoy it quite a bit.
In the past I didn't understand Thai. Later I
studied Thai for a year, and now I understand
more.
In the past if we sold bananas, people didn't buy
them. Later people wanted a lot, and we got
to sell them very well..
In the past there were no tomatoes here. Later,
many people came to sell tomatoes here.
Come and visit us again later, won't you?

Come and buy again later, won't you?
Come and eat with us again later, won't you?
Later, we'll go and visit you.
Later on we'll go shopping in the market.
Continue on to that house. (Go on farther to that
house.)
Now you are already skilled in doing it. Carry on
some more.
The next house (the house on ahead) is my
parent's house.
Will it rain a lot next month?
What is the name of the next person?
After this (in the future) you can't stay here any
more.
20
FdHÙc@LlmPqSgSan.
FdH`QNgTfm@g@SfqWgpSbTemMdq
.
FdH`WMrkq@Jhp.
FdHÌWgpSbqOp.
After this (in the future) you'll get to study (i.e.,

get an education).
In the future my oldest son will go to the city.
After this (in the near future) the price will go up.
After this (in the near future) there won't be any
more.
Repeat the last two sentences in (d) above using FddAa in place of FdH`. The meaning
will change to "in the distant future." (If you are in an area where the expression
WIgq Agp is used in place of SbH` to mean "formerly," repeat (a) above using
WIgqAgp.)
URp--IfSgW@IbmAa@ugq@KhoIOhu OpFpWWaqIOhuLlp Sb "FdH`" WShmIfSb "FdAa." (Mrq@sg

NgPemWgpSbImShmNfMrqHh^cmIfSb "WIgqAgp" Sb "SbH`" WShmLlp IfSg (a) @KhoIOuh KhoIfSb "W
IgqAgp".)
(3) Use of Jf, "only."
(3) ImUdIm@Igq "Jf"

(a)
JfIBq
JfIKc
JfINubp
JfIOep
JfILap
Only one person. (Just one person.)

Only one quadruped.
Only one round thing.
Only one flat thing.
Only one year.
Only one month.
JfIS`
JfIUh
JfIOhu
(b) JfLqIBq
JfQqIBq
JfQNgAaBq
JfLhmT`PgmIBq
(c) JfWU@hoAaBq
JfAaOhu
JfUbUh
JfWAhpJaoIS`
JfEhqBhqKhoWNgAvÀaBq
(d) QUoShU@hqFapUpJfINubp.
p.
Only one day.

Only one time
Only you
Only me
Only my two children
Only Naw Wah Mo
Only her two companions
Only twice
Only 3 days
Only the first month
Only the two--Saw Gaw and his son
I only want one tomato.
21
Q@MrkqWhpHpNgJfIOg.
QIgmWgpJfQfmOo.
QMmVfJfIBq.
I'm going to buy just one fish.

I have only five baht.
My father came alone. (Only my father came.)
(4) Use of Ro, "to be many, numerous, plentiful"
(4) ImUdIm@Igq "Ro"
URpWSanWgpRo.
QTfmLhmWLapKhoWFe@qWgpRo.
AfWaqQU@hqFapUpIWgpRoSbqOp.
ILapH`Waq UAhoUpWgpNoRoH`.
MrqVfRoKgpShp.
Teacher has many books.

My elder sister has lots of sarongs and
blouses.
At present I don't have many tomatoes any
more.
This year mangoes are extremely plentiful.
What a lot of people have come!
(1) Be sure that you know the meaning of Jf before you start this drill. As the teacher
asks the following questions, answer them using the verb from the question + Jf +
any numeral you wish which would be less than the expected number + the
appropriate classifier. (For example, if the teacher asks, Mrq@VfMrfqBqSfp, "How many
people will come?" you might answer, @VfJfUbBq, "Only 3 people will come."
(1) PbMrq@sgNg@vm@K`@eqK~Ugo@UepLhpJhp@eqIm@Igq f"Jf" WAhMHh. PemTaqSaLlp URp@OpUa@vmMrq

@sgsNgK~WNghSnWaq KhoPbMrq@sgNgEaoFb. SbMrq@sgNgWImEaoFbWMdqLlp PbWUdIm@Igq "Jf" CcnKhoLhhmBamI
PaqBeqIPaqBeq @vmNfMrq@sgNgWUo. WKg--URpPemUa@vmSb "Mrq@VfMrfqBqSfp" Llp Mrq@sgNg@EaoFbTff "@Vff
JfUbBq."
LKhMcmTfmWgpMrfqBqSfp.
MrqSfqMhnLAaMrfqBqSfp.
LEOrfWgpMrfqNubpSfp.
LShmFepLhqWgpMrfqNubpSfp.
Mrq@SfqMrfqBqShp.
Mrq@UoTapImMrfqBqShp.
LUoShFhKapMrfqNubpShp.
L@MrkqJhoHpMrfq@aSgqShp.
MrqVfO`QvqMrfqBqShp.
(2) Be sure that you understand the meaning of AfWaq, AfWaqAfWaq, SbH`, SbAa, and FdH`
before you start this drill. Answer the following questions any way that makes sense
and within the limits of your vocabulary.
22
(2) URp--PbMrq@sgNg@vm@K`@eqK~Ugo@UepLhpJhp@eqIm@Igq "AfWaq," "AfWaqAfWaq" "SbH`," "SbAa" Kho

"FdH`" WAhMHh TaqKhoURp@OpUa@vmMrq@sgNgK~WNhSnWaq. Mrq@sgNgIfFbImUeIPaqBeqIPaqBeqSbW
w@boTfOpTf @vmNfMrq@sgNgWUo.
AfWaqLWgpNfWaq. SbH`LWgpNfShp.
AfWaqLPqSgMrq@Hh@hun. SbH`LPqSgP^cqW@hunShp.
SbH`LWhpImWVfIUeW`WÒp. AfWaqLWhpImWVfUeW`JhpIEfoSaX`.
SbH`MrqVepWhpLqUAh
LqUAhoUpWgpMrfqOhuSaSfp.
AfWaqM@SfqOÙ@hoQvq. SbAaL@PqP^cqSfp.
LSfqO`QvqAfWaqAfWaqX`.
URpVfVoWgpLqIPemX`. SbAaWTfSfqFdShp.
FdH`L@WgpKaoKhoMrqNfWaqFaoQanSfp.
2.4 Im@IgqWKg
(1) Use of F` (Im), "to sell (things)"
(1) ImUdIm@Igq "F` (Im)"
eLF`PIqShp (P^cqSfp)c.
QFÌmKghoImSp.
QFÙ@hqUp.
QFÙ@hqFapUp.
QF`PdoUp.
QF`MUbT`MUbBhq.
(b) LFÙAhoUpWMrkqK~Shp.
LFÙAhoUpWaqK~Sfp.
LFÙAhoUpWaqWMrkqK~Sfp.
UAhoUpWaqLF`K~Shp.
UAhoUpWaqLF`WMrkqK~Shp.
LFÙAhoUpWaqWMrkqFaoKgpSfp.)
LFÙAhoUpWaqWMrkqFaoW`Sfp.)
(c) QF`CcNubpIFa.
QF`^vaNubpIFa.
QFÌ@aSgqIFa.
CcNubpLlpQFÌFa.
(a)
What do you sell?

I sell vegetables.
I sell eggplant (brinjal).
I sell tomatoes.
I sell chillie peppers.
I sell garlic and onions.
How do you sell the mangoes?
How do you sell these mangoes.
For what price do you sell these mangoes?
How do you sell these mangoes?
For what price do you sell these mangoes?
How much do you sell these mangoes for?

I sell 6 for 10 baht.
I sell 7 for 10 baht.
I sell a kilo for 10 baht.
Six I sell for 10 baht.
23
^vaNubpLlpQFÌFa.
I@aSgqLlpQFÌFa.
(d) FÒpShqLlmMrqIEfoPhp.
ShqLlmMrqWMrkqIEfoPhp.
LShqLlmMrqWMrkqIEfoUeX`.
Q@ShqLlmLqWMrkqUe. (QSh
(QShqLlm
LqWMrkq@Ue.)
QShqLlmLqWMrkqIUeOp.
LPemMrkqW`Llp Q@ShqLlmLqWMrkqUe.
Seven I sell for 10 baht.

A kilo I sell for 10 baht.
Sell (them) to me (us) a little cheaper, won't
you?
Lower the price for me (us) a little, won't you?
Can you lower the price for me a little?
I'll lower the price for you.
I can't lower the price for you.

If you buy a lot, I can lower the price for you.
(2) Use of Fap, "to be sour, acid, tart"
(2) ImUdIm@Igq "Fap"
UAhoUpUepINpWaqIPaKaoOp.
FapKgpPo.
UAhoUpINubpWaqFapFbBeqPo.
WWaqPe
qPemJhoHp@UdWFapFb.
VffEhnWaUpFbIEfo. JaAaupWaqFapKao.
These mangoes aren't ripe yet. They are very

sour.
This mango is sweet and sour (just like I like
it).
This is sweet and sour pork curry.
Bring a bit of sugar. This cold drink is still
sour.
(3) Use of W`, exclamation indicating surprise
(3) ImUdIm@Igq "W`"
"Q@ShqLlmLqWMrkqIEfoUe." "W`,
ImOuioLh."
"Waq. QVfEhnLlmLqUAhoUp." "W`,
ImOuioNoKgpH`."
"FdH`LIfMrq@Hh@hun@UeNoKgpH`."
"W`, IfIUeOp."
"LVepShqLlmQqLIgmWOoIFaUeX`."
"W`, QIgmWOoIFaIWgp
Op."
"I can bring the price down a little for you."

"Oh, thank you!"
"Here I have brought you mangoes." "Oh,
thank you so much."
"In the future you'll be able to speak Karen
very well." "Ah, I can't say (that it will be
so)."
"Can you give me 10 baht of your money?"
"Gee, I don't have ten baht."
(4) Use of vShp/Sfp, particle ending an exclamatory sentence

24
(4) ImUdIm@Igq "Shp/Sfp"

LSfqImQanKgpShp.
UcIfImW`PoShp.
WTfUepPqImUePoShp.
LFÌmWMrkqKgpShp.
What a long time you took!

How much you talk!
How skillful they are!
What a big price you sell things for!
Repeat using Sfp in place of Shp. If you are in an area where Shp/Sfp is not used as
the ending for an exclamation, repeat the above drill again using SfnSfn in place of
Shp/Sfp.
URp--IfSg@Kho, OpFpWWaqIOhuLlp SbIm@Igq ""Shp"" WShmLlpIfSb ""Sfp."" Mrq@sgNgPemWgp

SbImShmNfMrqIUdIm@Igq "Shp/Sfp" K~SbWNhAgpWaqWUgoOpLlp IfSg@KhoIOuh KhoIfSb "Sfn
Sfn" Sb "Shp/Sfp" WShmLlp.
(5) Use of Llm, "to succeed in accomplishing something, to be able to succeed in accomplishing something; to get to do something"
(5) ImUdIm@Igq "Llm"
(a)
"LVf@eqMrkqUAhoUpLlmX`." "Llm."
"LF`LJhoIKcLlmSaX`." "ILlmKao
Op."
"LPqBeqJhp@eqQShmFepLhqLlmSa
X`."
X`." "LlmSa."
"LSfq@hoLlmQqLEhLlmX`." "ILlm
Op."
QIfLmMbmURpSbWBemLlmSa.
QVaoShqSanUoTapILlmOp.
LEhnJhpLlmQEOrfINubpLlpLlmX`.
QSfqEhnLSanUepINpEem@ho@Llm
.
(b)
QLlmPaSbURpWKbo.
WTfLlmMrkqSanEhFraWUhIOepLlp.
QNgAvÌLlmSfqSbqOp.
"Did you succeed in buying mangoes? (Were

you able to buy mangoes?)" "Yes."
"Have you succeeded in selling your pig?
(Have you been able to sell your pig yet?)"
"No, not yet."
"Have you been able to repair my chair yet?
(Have you succeeded in repairing my chair
yet?)" "Yes."
"Did you succeed in calling your older brother
for me? (Were you able to call your older
brother for me?)" "No, I didn't."
I succeeded in telling the teacher about it.
I can't reach the Bible (to get it down).
Can you carry my table up for me? (Can you
succeed in carrying my table up for me?)
I can manage to carry your books also.
I got to sleep at the teacher's house.

He got to buy a new Bible.
My son didn't get to go after all.
25
QILlmIfOpLNgPcpKaoOp.
SbAaQILlmPqSgSanSbqOp.
I didn't have a chance to tell your daughter

yet.
Afterwards I didn"t get to study go to school
any more.
(1) Use of SbH`, SbAa, FdH`, FdAa.

The word "SbH`" usually refers to the past or to former things or times. (See 2.2 (2a & b). However, it is sometimes used to refer to going ahead of someone else or
doing something ahead of someone else, as in 2.2 (2c).
The word FdH`, on the other hand, usually refers to the future or to the next of
something, as in 2.2 (2g & 2h). However, it can also refer to action continuing
farther on in direction or further on in time, as in 2.2 (2f)
The word FdAa refers to the distant future or to the entire future from now to the end;
as in 2.2 (2g, the last two sentences).
The word SbAa can refer to either past or present time and means "after," "later," or
"afterwards." See 2.2 (2d & e).
Do not confuse these words with the words for "in front of" or "in back of" as the
Karens have different words for these expressions.
(2) Use of Llm, "to succeed in accomplishing something, to be able to succeed in carrying
out an act; to get to do something
As you have already learned, the basic meaning of the word Llm is "to get or obtain
something." In this lesson you are introduced to 2 related uses:
(a) Llm can be used to mean to succeed in accomplishing what one sets out to do. As
can be seen from the English translations of the examples in 22.4 (5-a), the meaning
of "can" or "to be able" is often expressed in Karen using Llm when it refers to ability
with reference to the effectiveness of effort; i.e., being able to accomplish what one
attempts." In these cases the verb Llm follows the object of the first verb or verbs.
(b) Llm can also be used to mean "to get to do something, to have the chance to do
something, as in 12.4 (5-b). In such cases the verb Llm precedes the other verb(s) in
the clause.
(3) Use of Jf
The use of the word Jf can easily be understood from the examples in 22.2 (3).
However, it should be noted that it is always used together with a numeral and a
classifier even where in English the number would probably not be mentioned; e.g.,
26
JfLhmT`PgmIBq, "Only Naw Wa Mo." JfEhqBhqKhoWNgAvÀaBq would most likely be translated

into English, "Only Saw Gaw and his son." The Karen has a different word, which
you will learn later, to express the idea of "only, just" in situations where no numeral
or classifier would be used.
(4) Use of the first person plural for the first person singular
Sometimes when speaking in a general way a Karen will use the pronoun M for "I"
even though there are no others in his/her party. (See 22.2 (d) the first 2 sentences
for examples.) You should not try to use it yourself until you have listened to the
Karens over a long period of time and have gotten the feel of when to do so. But in
the meantime, keep your ears open for times when the Karens do speak this way and
note the context and who the speaker and the listener are. .
(5) Use of Shp/Sfp, particle ending an exclamatory sentence
In English the words "who," "what," "how," etc., are most commonly used as
question words. However, such words can be used in exclamatory sentences also;
e.g., "How big your child is!" "What a nice day this is!" In these examples we can
tell that the sentences are not questions by the word order. (If it were a question the
verb "is" would precede the subject; e.g., "How big is your child?" "What kind of
day is this?") In other words we can tell by the sentence structure whether it is a
question or an exclamation.
In the same way the particle endings Shp and Sfp usually indicate a question, in
which case there would also be an interrogative word like PIq(Sfp), K~(Sfp), Nf(Sfp),
etc., included in the sentence. (E.g., PIq@SfqSfp. M@PqK~Sfp.) But when the Shp or
Sfp are used without any such question words in the sentence, the sentence is an
exclamation, not a question; e.g., LNh@UdVfKgpShp, "How hot you make your curry!"
In such sentences there will always be a descriptive verb, and some intensifying word
is usually used as well. The only intensifying words you have learned so far are Kgp
and Po; e.g., PcnKgpSfp, W`PoShp. (When Kgp is used as the main verb, sometimes no
other intensifying word is used; e.g., KgpSfp.) As noted in the footnotes, in some
areas, like the Musikee area, SfnSfn is used instead of Shp/Sfp.
(6) Spelling and pronunciation of names of fruits
In this lesson you have been introduced to the names of 3 kinds of "fruit" which
begin with U; i.e., UAhoUp, "mango;" U@hqUp, "eggplant/brinjal; and U@hqFapUp,
"toma-to." There are 2 things to note:
(a) All of these words end in the syllable Up, which means "fruit." (The word for
fruit in general is IqUp or IqUdIqUp.) The name for banana may also end in Up,
although bananas are so common that the name is often shortened to just U@va. The
above words without the syllable Up refer to the species of plant or tree; e.g., UAho,
"the mango;" U@v,a "the banana;" U@hqFap, "the tomato." Other parts of the tree or
27
plant are indicated by adding the appropriate word to the basic term for the species;
e.g., U@vaSp, "banana leaf/leaves;" UAhoWSp, the leaf/leaves of the mango."
(b) Names of fruits (or plants) beginning with U in north Thailand may be written
and pronounced as beginning with I in central Thailand and many parts of Burma,
so you may find such spelling in literature produced in these areas; or if someone
from those areas comes to north Thailand, you may hear them pronounce the names
that way; e.g., IAhoUp, I@hqUp, I@vaUp.
(7) Use of Ro, "to be many, numerous, plentiful"
The descriptive verb Ro has the same meaning and usage as W`, but in many areas it is
a more colloquial word than the latter. Like W`, Ro is rarely used alone; rather it
usually follows some other verb, such as Vf, Sfq, or Wgp. See examples in 2.2 (4).
2.6 Substitution Drill
2.6 ImFhISfIm@Igq
After reading these directions, do not look at your book. As the teacher reads the
sentences below one after the other, you change them into exclamatory sentences by
dropping No and H`, using Kgp and/or Po together with Shp. For example,
ImUdWaqNoTapH` should be changed to ImUdWaqTapKgpShp. (If you are in an area where
the Karens do not use Shp/Sfp in exclamations, repeat the drill using SfnSfn instead.)
URp@OpNoIm@IgqWAhpJaoI@guqTaqPbMrq@sgNgIf@KhoIOhuKhoSfSgnIm@IgqW@Ibm 3 Nubp K~
Ugo@UdIm@Igq "Kgp" PeIPem "Po" CcnKho "Shp." WKg--URp@EaoSb "ImShmNfWaqNoAaupH`." Mrq
@sgNg@If@eqSb "ImShmNfWaqAaupKgpShp." Mrq@sgNgIfOpPemBeqIOpOpPemBeq URp@OpIfShqIam
Llm@eqMrq@sgNgIOhuKhoSb "ImShmNfWaqAaupKgpShp." TaqKho URp@NoFdHÌ@guqKhoMrq@sNg g@FhISf
Im@IgqW@Ibm 3 NubpK~WNhAgpWUgoTaq URp@IfShqIamLlm@eqMrq@sgNgIOhuKho. IfSg@go@guqKfoK~
WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm (Mrq@sgNgPemWgpSbImShmNfMrqIUdIm@Igq "Sghp/Sfp"
K~SbWNhAgpWUgoOpLlp IfSg@KhoIOuh KhoUd "SfnSfn" Sb "Shp/Sfp" WShmLlp..
ImShmNfWaqNoAaupH`.
LNhWhpIm, WaUpNoVhH`.
MrqWgpSbLlpNoW`H`.
QNgWMmPqImNoQanH`.
JaAuhWaqNoFbH`.
LVepImWMrkqNoKgpH`.
2.7 Conversation Practice--Learn the previous sections well first.
2.7 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqLlp Mrq@sgNgw@boLmMbmImPqSg

SbWMdq@vanBeqBeqOpOpIEfo.)
28
NoWA` URp@OpNoJhpEem@ho "A" Kho "B" WPaqK~UgoMrq@sgNg@UepH`Tf MrqPIqIBq@IgqImSfp.
IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaWaq. Nf
Mrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOp
OpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSb
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sg
NgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
. LFÙAhoUpWaqK~Sfp.
B. QF`ChoNubpIFa.
A. LFÌmWMrkqKgpSfp. FÒpShqLlmQqIEfoPhp.
B. LPemMrkqW`Llp Q@ShqLlmLqWMrkqUe.
A. Q@MrkqWNubpAaFa. Q@VepLq 22 Oo LlmX`.
B. Ue. QF`LlmJfLqIBqShq.
A. W`, ImOuioLh.
B. ImOuio, ImOuio. VfMrkqSbAaKhoPhp.
A. Wbp, Wbp.
A
Questions (ImUa@vm)
1. "B" IBqLlp FÙAhoUpK~Sfp.

2. WMrkqOpX`.
3. "B" FÒpShqLlm "A" WMrkqUeX`.
4. "B" PqErqShqLlm "A" WMrkqMfrqOoSfp.
5. "B" @FÒpShqLlmMrqAfSbnWMrkqK~LlpX`.
(a) After you can answer all of the questions correctly, you take the part of A while
your teacher takes the part of B. Go through the conversation several times until
you can take your part smoothly. Then change parts, and drill some more.
URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlpPbMrq@sgNg@f "A" KhoURp@@f "B". @IgqSgU@go

Im@IgqUepINpErqThTaq PbMrq@sgNg@oObCnWSan. TaqKho IfSgU@goImW`ThKhoIcqSbMrq@sgNgIf
"A" WIm@IgqOpOeuBeqIEfo. SbAaILaqLlp @vm@K`@eqImK~SbWNhAgpWaqWUgo TaqKhoPbMrq@sgNg@f
@eq "B" KhoURp@@f@eq "A." IfSg@KhoImK~WNhAgpWaqWUgoW`ThIEfo.
29
(b) At a later session repeat the conversation substituting U@hqUp for UAhoUp.
Your teacher should state an appropriate price (probably in terms of the price per
kilo). You should plan to buy at least 1 1/2 kilos or more, and suggest a slightly
reduced price. Repeat again, substituting U@hqFapUp for UAhoUp.
URp--IcqMrq@sgNgIf "A" PemBeq "B" PemBeqWIm@IgqUepINpOpOeuBeqSaLlp IfSg@Kho OpFpW

WaqIOhuLlp Sb "UAhoUp" WShmLlp PbMrq@sgNgIfSb "U@hqUp" PeIPem "U@hqFapUp" TaqKhoU
Rp@If@eqWMrkqSbWw@eboTfOpTf. WKg--"I@aSgq 15 Oo." Mrq@sgNg@OpVaoLlmWErq@IbmI@a
SgqOfupNoNh Kho@OpIfOpShq@vm@eqWMrkqIEfo.
(c) Look back at 2.4 (1-d) to see the different ways of requesting that the price be
lowered and the responses. Then go through the above conversation again using
UAhoUp but changing the 4th line to one of the alternate requests in 2.4 (1-d). The
teacher should likewise change the response in the 5th line to one of the other
responses in 2.4 (1-d). If the teacher's response is negative, end the conversation by
saying something like ""PemIUeOpLlp Q@MrkqJfChoNubp.""
SbAaILaqLlp@vm@K`@eq 2.4 (1-d) ITh, (Im@IgqWAhpJao 3 @ugqLlp PemIm@IgqSb "A" Ua@vm
Ue KhoIm@IgqFdH` 3 @ugqLlpPemIm@IgqSb "B" IfFbUe.) IfSg@eq "A" Kho "B" WIm

@IgqSbWNhAgpWaq@KhoIOuh OpFpWWaqIOuhLlp URpKhoMrq@sgNg@OpSf@eqIm@Igq KhoUd
@vmIm@IgqSb 2.4 (1-d) IOhuIPaqIOuhIPsgLlp. URpPemIfFbSb "QShqLlmLqWMrkqIUeOp"
Llp Mrq@sgNgIfFbUeSb "PemIUe OpLlp Q@MrkqJfChoNubp."
2.8 ImPqSgNoKho@vfoMrq@Hh@gun
Repeat the following sentences after the teacher. Then at home copy them 2 times
each in the spaces provided. The next day the teacher should check what you have
written. Also, you should read the sentences aloud, the teacher correcting any
mistakes in pronunciation.
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqITh TaqPbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVg.
SbAaILaqURp@Op@vmMrq@sgNgWIm@vfoUepINpWaq PemWOpX`. TaqPbMrq@sgNgNoQcqURp. Mrq@sgNg
NoPem@Pp URp@OpNoQcqMrq@sgNgIOhuKho.
QMrkqWghpU@hqFapUpAfWaqAfWaq.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------SbH`QIF`QUAgoUpOp.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------30
------------------------------------------------------------------------------------------------------------------------"Q@ShqLlmLqWMrkqIEfoUe." "W`, ImOuioLh."

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2.9 Listening and Speaking
2.9 ImPqSg@LpKho@IgqMrq@HhW@gunSbMrq@HhWVap.
Continue to take time to listen to the Karens talk with each other and to converse
with them. If there are any Karen shops, try asking the price of some things. If you
don't know the names of the items, point to them and refer to them as "WWaq" or
"WLlp." If there is something in the shop you can buy, carry the transaction through
using Karen as far as possible.
If there are no Karen shops, get some Karen to go with you to whatever shop is
nearby, and even though you know the shopkeeper's language, pretend that you don't.
Rather ask your companion in Karen about the price of some items, and have your
companion translate the answer into Karen for you.
2.10 Cultural Assignment
Continue to note down and file your observations concerning clothing as in 2.9.
31
LESSON 3
ImPqSg 3
URp--PbMrq@sgNgIfMgnURpWAaIOhuAaOuh.
Wfp, WfpKho/WfpKgo
ImPgp...Uo
Lap
@dn
Xfm7
@vm
Whp@vm(Im)
WAbp
Sfm
Wap
Fao
Jap
IJap
@fpFho/@fpFgo
To love, like, be pleased with; to want

To desire, want to obtain
Wrap-around skirt, sarong/longyi
Classifier for garments worn by wrapping
around the waist
Particle used to correct a wrong assumption,
to indicate surprise that something is
contrary to one's expectation, or to make a
statement less abrupt
To look at, look after, watch; to do by way of
trial
To try eating something
The breadth of a thing (used for items made
from cloth)
To be wide, broad
To be narrow
To be small
Classifier for moments or very short intervals
of time
A moment
Excessively, beyond what is fit or desirable
3.2 Im@IgqWKg
(1) Use of Wfp/WfpKho/WfpKgo, "to love, like, be pleased with; to want"
(1) ImUdIm@Igq "Wfp/WfpKho/WfpKgo"


(a)
MrqIBqWaqWfpWMcmBeqPo.
MrqKhMcmTfmSvamBqLlp WfpWPgmWMm
BeqPo.
This person loves his younger sibling very

much.
Those 4 brothers and sisters love their parents
very much.
In some areas, such as the Musikee area, the particle fXfm is not used, rather Hbp/Ubp is used instead; but in
most areas the latter has a different meaning from the meaning of Xfm.
MOpWfpMrqAfSbn.
QvqWImWfpKgpLlmMrq@HhWImWf
p.
MrqPqK~LlpLlp QIWfpOp.
(b) QWfpKhoWhpPeq.
QWfpKhoWhJa.
QWfpKhoSfqFdLlp.
QWfpKho@eqFdKbo.
QWfpKhoNhWhpJhoHp@Ud.
QWfpKhoIgmMUbTÌEfo.
QIWfpKho@vmImBhqOp.
QIWfpKhoKcoWhpWhqUAhoUpOp.
(c) WTfUepWfpKhoWhpPeqSa.
UcWfpKhoSfqMhnMAaX`.
WTfUepIWfpKho@hoImUoTapOp.
QPgmQMmWfpKhoSfqMrkqImAfWaq.
UcWfpKhoMrkqPIqShp.
(d) QWfpKhoSbL@Sfq.
QWfpKhoSbWTf@UoTapIm.
QMcmWfpKhoSbQ@MrkqLlmWhqLapI
@cn.
QPgmIWfpKhoSbL@IfURpSbW
BemOp.
LBgqPhpWfpKhoSbL@SfqFdWWgp.
We should love everyone.

God's love is greater than the love of human
beings.
I don't like people doing that.
I want to eat (rice).
I want to drink (some) water.
I want to go there.
I want to go home.
I want to cook pork curry.
I want to pound a bit of garlic.
I don't want to look at the picture.
I don't want to give him mangoes to eat.
They want to eat already.
Do you want to go with us?
They don't want to sing.
My parents want to go shopping now.
What do you want to buy?
I want you to go.
I want him to sing.
My younger sibling wants me to buy her a
sarong.
My mother doesn't want you to tell the teacher
about it.
Your friend wants you to go to her.
Repeat (b), (c), and (d) above using WfpKgo in place of WfpKho.
URp--IfSg (b). (c), Kho (d) @KhoIOuh OpFpWWaqIOuhLlp Sb "WfpKho" WShmIfSb "WfpKgo."
(2) Use of ImPgp...Uo, "to desire, want to obtain"
(2) ImUdIm@Igq "ImPgp...Uo"

(a)
ImPgpWhpQUoSbPeq.
ImPgpWhQUoSbJa.
ImPgpSfqQUoFdLlp.
ImPgp@eqQUoFdKbo.
I want to eat (rice).

I want to drink (some) water.
I want to go there.
I want to go home.
32
ImPgpNhWhpQUoSbJhoHp@Ud.
ImPgpIgmQUoSbMUbTÌEfo.
ImIPgp@vmQUoSbImBhqOp.
ImIPgpKcoWhpQUoWhqSbUAho
UpOp.
(b) WTfUepImPgpWhpWUoSbPeqSa.
UcImPgpSfqMhnUcUoSbMAaX`.
WTfUepImIPgp@hoWUoSbIm
UoTapOp.
QPgmQMmImPgpSfqMrkqWUoIm
AfWaq.
UcImPgpMrkqUcUoSbPIqSfp.
I want to cook pork curry

I want to pound a bit of garlic.
I don't want to look at the pictures.
I don't want to give him mangoes to eat.
They want to eat already.

Do you want to go with us?
They don't want to sing any songs (lit.,call any
songs).
My parents want to go shopping now.
What do you want to buy?
The examples in (2-a) and (2-b) above have the same meaning as the corresponding
examples in (1-b) and (1-c) above. Note that in order to express the meaning of the
sentences in (1-d) above, it is necessary to use a word which you have not yet
learned.
(3) New descriptive verbs
(3) ImUdIm@Igq "Sfm," "Wap," Kho Fao"

LapWWaqI@dnWAbpSfm. LapWLlp
I@dnWAbpWap.
EOrfINubpWaqSfm. WLlpINubpWap.
KboWWaqINubpKgp. WLlpINubpFao.
Fe@qIOepWaqFao@fpFho.
NgUpIBqLlpFaoIEfo.
This sarong's breadth is wide; that sarong's

breadth is narrow.
This table is wide; that one is narrow.
This house is large; that one is small.
This shirt is too small.
That child is a bit small.
(4) Use of @fpFho/@fpFgo, "excessively, beyond what is fit or desirable"
(4) ImUdIm@Igq "@fpFho/@fpFgo"

ShmFepLhqINubpWaqKgp@fpFho.
UcIfU@hoImQan@fpFho.
LMcmIBqLlpFao@fpFho.
This chair is too big.

You talk together too long.
That younger sibling of yours is too small.
33
LapI@dnWaqWap@f
p@fpFho.
NgUpVfW`@fpFho.
FhKapWgpErq@fpFho.
U@avINubpLlpPa@fpFho.
@UdWaqVh@fpFho.
JaAuhWaqFb@fpFho.
This sarong is too narrow.

Too many children came.
There are too few eggs.
That banana is too ripe.
This curry is too salty.
This hot drink is too sweet.
Repeat the above drill using @fpFgo in place of @fFho.

(5) Use of @vm, "to look at, look after, watch"
(5) ImUdIm@Igq "@vm"
URp--PbMrq@sgNgIfMgnJvfLAa 2-3 Th.
@vmFdLlp. (@vmSbLlp.)
@vmFdWaq. (@vmSbWaq.)
@vmFdQWgp. (@vmSbQWgp)
@vmJhpFdLlp. (@vmJhpSbLlp.)
@vmShqFdWaq. (@vmShqSbWaq.
Vf@vmQKbo.
@vmJhoIKcLlp.
@vmLMcmBeqBeq.
@vmQNgPhp.
(b) QSfqIUeOp. QOp@vmQMcm.
(a)
WTfOp@vmWPgmWMm.
QMmSfq@vm@sgINubpLlp.
QWfpKho@vmLSanUepINp. UeX`.
@vmJhpFdLlp. FhIOepSfq^cn
FdLKboMdq.
(c) L@SfqX`@SfqOpX` @vmSbLq.
L@MrkqXÌMrkqOpSfpLlp @vmSbLq.
"M@MrkqWhpImWaqIEfoLh." "@vmSb
Uc."
"QPemVepWhqSbQFe@qWUhI
OepWaq@BeqX`." "@vmSbLq."
(d) ...@vmNfWOpLUo.
...@vmNfMqr@VepLqIPaqPaq.
Look over there.

Look here.
Look toward me.
Look up there.
Look down here.
Come and see (look at) my house.
Look at that pig.
Take good care of your younger sibling.
Look after my child, will you?
I can't go. I must look after my younger
sibling.
He has to take care of his parents.
My father went to look at the school.
I want to look at your books. May I?
Look up there. A chicken has entered your
house.
Whether you go or not is up to you.
Whether you buy or not is up to you.
"We'll buy a little of this, okay?" "It's up to
you."
"If I give her this new blouse of mine would
that be good?" "It's up to you."
...whatever pleases you.
...whatever people will give you..
34
...@vmNfMrqVf^cqFgIBqBq.
...@vmNfLNhpLlmIOepOep.
...@vmNfWShqIfnSbPcmLqAhLlp.
...@vmNfMrq@Sfq@ufWTfLlpIBqBq.
...whoever arrives first.

...whichever one your're able to catch.
...whichever ones fall down at night.
...whoever goes by that road.
(1) Repeat both the questions and the answers after the teacher once, then close your
book. As the teacher asks the questions in order, give the response indicated. After
you can respond correctly and promptly, the teacher should point to various articles
in the house or in pictures and ask the opposite of what he/she thinks its description
is; e.g., pointing to a small table, the question should be EOfrINubpWaqKgpX`, and you
should answer as in the drill. For articles the name of which you haven't learned yet,
the teacher can simply use WWaq, ImWaq, WLlp, or Im(WTf)Llp to refer to it.
(1) URp--WFgIOuh PbMrq@sgNgIfMgnJvfURpWAa@go@ugqTaq PbMrq@sgNg@oObCnWSan. Ua@vmMrq@sgNgKhoPb

Mrq@sgNg EaoFbLqK~WKgWgpTfWUgo. Mrq@sgNgEaoFbLqTaq L@OpIfShqIamLlm@KhoImEaoFbIOuh KhoPbMrq@sg
NgIfMgnJvf@KhoLAa. SbAaITh URp@Ua@vm@KhoMrq@sgNgKhoPbMrq@sgNgEaoFb@Kho. OpFpIOuhWaq Mrq@sg
NgEaoFbImPemOp URpISgpIfLlmMrq@sgNgSbqOp. URp@OpUa@vm 3-4 ThIcqSbMrq@sgNgIfOp
OueOueIEfo. IcqMrq@sgNgIfFbOpOeuOeuSaLlp URp@LfpImSbKboMdqIPaqOpIPaq KhoUa@vmMrq@sgNg
K~WKgWgpTfWUgo KhoPbMrq@sgNgEaoFb. URpPemLfpImIPaqPaqSbMrq@sgNgIUepH`WPaqKaoOp (WKg, LpRap
INubp) Llp URp@IfSb "WWaq," "ImWaq," "WLlp," PeIPem "Im(WTf)Llp. "WKg--URpPemLfpLpRap
SbWKgpI NubpLlp URp@Ua@vmSb "WLlpINubpLlpFaoX`." KhoMrq@sgNg@EaoFbSb "IFaoOp. Kgp."
T.
S.
T.
S.
T.
S.
T.
S.
T.
S.
T.
S.
KboINubpLlpKgpX`.
IKgpOp. Fao.
EOrfINubpLlpSfmX`.
ISfmOp. Wap.
HpNgINpWgpErqX`.
WgpIErqOp. WgpW`.
LapI@dnLlpWAbpWa
WAbpWapX`.
IWapOp. Sfm.
UAhoUpWgpW`X`.
WgpIWÒp. WgpErq.
ShmFepLhqINubpLlpFaoX`.
IFaoOp. Kgp.
Is the house large?

Not large. Small.
(2) Repeat both the questions and the answers after the teacher once, then close your
book. Then as the teacher asks the questions in order, give the answer indicated.
(2) URp--WFgURp@NoImUa@vmKhoImEaoFb KhoPbMrq@sgNgIfMgnJvfURpWAaTaq PbMrq@sgNg@oObCnW

San. URp@Ua@vm@KhoMrq@sgNgITh KhoPbMrq@sgNgIfFbImK~ImEaoFbWgpTfWUgo. Mrq@sgNgEaoFbImTaq
URp@OpIfShqIamLlm@KhoImEaoFb KhoPbMrq@sgNgIfMgnJvfURpWAa. PqQcqMrq@sgNgK~WaqIcqSbMrq@sg
35
NgIfOpOeuOeuIEfo. SbAaIThLlp URp@Ua@vm@KhoMrq@sgNg. PbMrq@sgNgEaoFb@Kho OpFpIOuhWaq

Mrq@sgNgEaoFbImPemOp URpISgpIfLlmMrq@sgNgSbqOp. OpFpMrq@sgNgEaoFbPemIOpOp URp@
OpIfOpLlm@eqMrq@sgNgTaq PbMrq@sgNgIfMgnJvfURpWAa. URp@OpUa@vmMrq@sgNg 3-4 ThIcqSbMrq@sg
NgIfFbOpOeuOeuIEfo.
T.
S.
T.
S.
T.
S.
T.
S.
T.
S.
T.
S.
LapI@dnWaqOpX`.
IOpOp. Sfm@fpFho.
NgUpIBqWaqSfqUe
qUeX`.
IUeOp. Fao@fpFho.
EOrfINubpWaqOpX`.
IOpOp. Kgp@fpFho.
L@VaoLlmWNubpIFaX`.
IVaoOp. W`@fpFho.
I@aSgq@W`X`.
IWÒp. Erq@fpFho.
ImNhWhpWShmWaqOpX`.
IOpOp. Wap@fpFho.
Does this sarong fit correctly? (Is this

sarong correct?)
No, it's too wide.
Can this child go?
No, he's too small.
Is this table all right?
No, it's too big.
Will you take ten?
Not, it's too much.
Will a kilo be plenty?
No, it's too small an amount..
Is this cooking place all right?
No, it's too narrow.
3.4 Im@IgqWKg
(1) Use of @vm, "to try out, do by way of trial"
(1) ImUdIm@Igq "@vm"
URp--PbMrq@sgNgIfMgnJvfLAa 2-3 Th.
Whp@vm
Wh@vm
@vm@vm
Mrkq@vm
F`@vm
Pq@vm
If@vm
PqSg@vm
Nh@vm
Auh@vm
VaoShq@vm@vm
(b) Whp@vm@UdWaq, PemWFbWVf
OpX`.
(a)
Try eating it. (Eat it and see.)

Try drinking it. (Drink it and see.)
Look and see.
Buy it and see. (Try buying it.)
Sell it and see. (Try selling it.)
Try doing it. (Do it and see.)
Try telling it.
Try studying it.
Try cooking it
Try boiling it.
Take it down and see.
Taste this curry and see if it is hot enough with
spices.
36
Wh@vmImAuhJaWaq, PemWFbWVh
OpX`.
If@vmWhqSbMrq@Hh@hun, Pem@Lm
MbmLqX`.
F`@vmUAhoUpUepINpWaq, PemMrq
@MrkqX`.
Taste this soup and see if it is salty enough.
Try telling him in Karen and see if he will

understand you.
Try selling these mangoes and see if people
will buy them.
(2) Use of Jap, classifier for moments and very short intervals of time
(2) ImUdIm@Igq "Jap"
VepQqLShmFepLhqIJap.
Q@SfqVoWgpWhqIJap.
TaUoEdq, Q@WhpPeqIJap.
@ho@eqLNgIJap.
Kco@vmQqLImBhqIJap.
FepLhqIJap. QWfpKhoIfU@hoIm
KhoLqIEfo.
Give me your chair a moment.

I'm going to go and visit her a moment.
Excuse me, I'm going to eat rice a moment.
Call your child back a moment.
Let me see your pictures a moment.
Sit down a moment. I want to talk with you a
bit.
(3) Use of Xfm, particle used when correcting a wrong assumption or to make a statement
less abrupt
(3) ImUdIm@Igq "Xfm"
"L@SfqFdShp." "Q@SfqFdQTfmEh
WKboXfm."
"LVfPqPIqShp." "QVfWgpU@hoLq
Xfm."
"PIqVfMhnLAaIBqSfp." "QNgAv`Xfm.'
"LWhpPeqTaqSaX`." "ITa
"ITaqKaoOpXfm."
"MrqIWgpSbKboX`." "WgpXfm."
"L@eqNhWhp@vmImKhoWaqIEf;. FbNoKgp
H`." "Q@@eqNhWhp@vm@vmXfm."
"VfWhpPeqKhoMrqIJap." "MWhpPeqTaqSa
Xfm."
"Where are you going?" "I'm going to my

elder brother's house."
"What did you come to do?" "I came to visit
you."
"Who came with you?" "My son."
"Have you eaten yet?" "No, I haven't."
"Isn't anybody home?" "Sure."
"Take a little of this vegetable home and try
cooking it. It's quite tasty." "Well, I'll try
cooking it and see."
"Come and eat with us a moment." "Why,
we've already eaten."
37
"LFÌmWMrkqKgpXfm."
"LVepImWMrkqKgpXfm."
WTfWhpImWVfLlmNoKgpXffm.'
"You sell it expensively."

"You paid a big price for it."
"He can certainly eat things very spicy hot!"
Note that when the particle Xfm is used, the preceding word is pronounced with a midto-high tone regardless of the tone mark with which it is written, due to a superimposed intonation pattern.
If you are in an area where Xfm is not used, repeat the above using Hbp in place of Xfm.
But if Xfm is used in your area, do not practice with Hbp, as in most areas it has a
different meaning.
URp--Mrq@sgNgPemWgpSbImShmNfMrqIUdIm@Igq "Xfm" OpLlp IfSg@KhoIOuh KhoSb "Xfm" WShm If

Sb "Hbp." OpFpMrq@sgNgPemWgpSbImShmNfMrqHh^cmIfSb ":Xfm' Llp IOpUdSb "Hbp" SbqOp.
(4) Use of IBqBq, etc., "some, any"
(4) ImUdIm@Igq "IBqBq," "IOuhOuh" KhoIm@IgqWBqK~LlpWUgo


(a)
IOuhOuh
IBqBq
IPaqPaq
IKcKc
INubpNubp
IOepOep
IOgOg
IS`S`
ILapLap
I@dn@dn
IPsgPsg
Sometime, sometimes, anytime

Someone, somebody, anyone, anybody
Something, anything
Some quadruped, any quadruped
Some round thing, any round thing
Some flat thing, any flat thing
Some long thing, any long thing
Some month, any month
Some year, any year
Some wrap-around garment, any wrap-around
garment
Some kind, any kind
(Note: Theoretically one could also say I@Scn@Scn, but it seems awkward and
the Karens usually don't say it.)
(b)
IOuhOuhQPqImIPcnOp.
MrqPemVfIBqBqLlp @hoQqLh.
VfEhnLlmQqFhIOepOe
pOep.
LHpNgWgpIOgOgX`.
OpILapLapUAhoUpIWgpWÒp.
Sometimes I don't enjoy working.

If anybody comes, call me, won't you?
Bring me any chicken
Do you have any fish?
Some years there aren't many mangoes.
38
LSanImIfWgpIOepOepX`.
Do you have some storybooks?
Go through the following drill once repeating both the question and the answer after
the teacher. On the second round the teacher will ask the question referring to the
picture beside it, and you should give the response indicated. On the third round
cover up the questions and answers looking only at the pictures as the teacher points
to one after another. After you can respond correctly and promptly, the teacher
should sometimes change the verb to the opposite, thus making it necessary for you
to give a negative answer. (Follow the pattern in 3.3 (1) in such cases.) For
example, referring to the first picture, the teacher may ask KboINubpLlpFaoX`, "Is this
house small?" and you would answer, IFaoOp. Kgp, "Not small. Large." But if the
teacher asks the question as it is written next to the picture, you should answer
affirmatively using Xfm. The teacher may also mix up the order of the pictures,
sometimes asking the question requiring an affirmative answer, sometimes asking
one requiring a negative answer. The teacher may also ask you about some things in
the house or in other pictures in such a way that you must sometimes answer
affirmatively and sometimes negatively. (If you are in an area where the people do
not use Xfm, then substitute Hbp; but if Xfm is used in your area, don't practice with Hbp,
as in most areas the latter word has a different meaning.)
URp--WFgIOuh PbMrq@sgNgIfMgnJvfpURpWAa@go@ugqKfo. SbAaIThLlp URp@Ua@vmIm KhoMrq@sgNg@

EaoFbTfTaq URp@OpIfShqIamLlm@KhoImEaoFbIOuh KhoPbMrq@sgNgIfMgnJvf@KhoURpWAa. UbThITh
Llp PqK~AaThIThWUgo OpFpWWaqIOuhWaq PbMrq@sgNg@oObCnIm@IgqINpKho@vmJfImBhq. Svam
ThIThLlp Mrq@sgNgIfFbURpPemOpLlp URpISgpIfShqIamLlmMrq@sgNgSbqOp. IcqMrq@sgNgIfFbIm
OpOueOueSaLlp URp@Ua@vm@ufp@uhIm--IOuhOuh@Ua@vmImK~WKgWgpTfWUgo KhoMrq@sgNg@OpIf
FbImKhoUdIm@Igq "Xfm." KhoIOuhOuhURp@Ua@vmAgpAaIm. WKg--URp@Ua@vmOpCoImBhq
WAhpJaoIOepKhoIfSb "KboINubpLlpFaaoX`." Mrq@sgNg@EaoFbSb "IFaoOp. Kgp." PqK~WaqIcqSb
Mrq@sgNgIfFbImOpOueOueIEfo. SbAa K~UgoIOuhOuhMrq@sgNg@OpEaoFbIPsgKhoIOuhOuh@OpEaoFbSb
WBqIPsgLlp URpPemLfpImNgImSaqSbKboMdqPemBeq ImBhqSbSanIOepOepWMddqPemBeq KhoUa@vm@ufp
@uhImU.e (Mrq@sgNgPemWgpSbImShmNfMrqIUdIm@Igq "Xfm" OpLlp PbMrq@sgNgIfSb "Hbp" OpFp
MrqPemIfHh^cmSb "Xfm" Llp IOpUdSb "Hbp" Op.)
T.
S.
KboINubpLlpKgpX`.
KgpXfm.
Is the house big?

Yes, it's big.
EOrfINubLlepSfmX`.
S. SfmXfm.
Is the table wide?
T.
Yes, it is.
HpNgINpLlpWgpErqX`.
S. WgpErqXfm.
T.
39
Are the fish few in number?

Yes, they are.
LapI@dnLlpWAbpWapX`.
S. WapXfm.
T.
UAhoUpWgpW`X`.
S. WgpW`Xfm.
Is the breadth of the skirt narrow?

Yes, it is.
Are there many mangoes?
T.
Yes, there are.
ShmFepLhqINubpLlpFaoX`.
S. FaoXfm.
T.
Is the chair small?

Yes, it is.
(1) Use of @vm, "to look at, look after, watch" and "to do by way of trial."
In this lesson you have been introduced to four uses of @vm-(a) When @vm is the main verb, it means "to look at, look after, watch." In such cases
it is often the only verb. However, sometimes it may be preceded by a verb
indicating movement which precedes the looking; e.g., Vf@vm, "Come and look;" and
may be followed by a verb which modifies the looking; e.g., @vmJhp, "Look up." See
the examples in 3.2 (5-a).
(b) In the second use of @vm some other action verb is the main verb, and @vm follows
it indicating that the action is performed by way of trial; e.g., Pq@vm, "try doing (it)."
Sometimes the @vm is reduplicated, giving the meaning to "try and see," and
sometimes the main verb is followed by Kho@vm@vm, which has essentially the same
meaning. You should learn to recognize the expressions when you hear them, but at
the beginning you would be wiser just to use a single @vm after the main action verb
when you are doing the speaking in everyday situations. See the examples in 3.2 (5b).
(c) The expression @vpSbLq is an idiomatic expression equivalent to the English "It's
up to you (lit., look to you)." See examples in 3.2 (5-c).
(d) The verb @vm followed by a clause introduced by Nf gives the idea of "whoever,"
"whichever," "whatever," etc. Often reduplicated classifiers together with the
numeral I are used at the end of such clauses. See examples in 3.2 (5-d).
(2) Use of Xfm, particle used when correcting a wrong assumption or to make a state-ment
less abrupt.
40
The particle Xfm is used at the end of declarative expressions (1) to correct a wrong
assumption; e.g., "MrqIWgpSbKboX`." "WgpXfm." "Is nobody at home?" "Sure, there is."
(2) To express surprise that something is contrary to what the speaker had expected;
e.g., LFÌmWMrkqKgpXfm, "You sell things very expensively!" (3) To provide a less
abrupt ending to a statement, especially one that is a bit short; e.g.,
"PIqVfMhnLAaIBqSfp." "QNgAv`Xfm." "Who has come with you?" "My son." (In this
latter sense Xfm is similar to Shq in everyday speech.) Note that when the particle Xfm is
used, the preceding word is pronounced with a mid-to-high tone regardless of the
tone mark with which it is written, due to a superimposed intonation pattern. As
indicated in the footnotes, in some areas the word Hbp/Ubp is used in place of Xfm, but
in most areas Hbp/Ubp has a different meaning, which you will learn later.
(3) Use of Jap, classifier for moments or short intervals of time
The word Jap is used as a classifier for moments or short intervals of time; e.g.,
Q@@vmImBhqIJap, "I'll look at the pictures a moment." When it has this meaning, it
is usually used only with the number "one;" as in IJap.
(4) Use of Wfp and WfpKho/WfpKgo, "to love, like, be pleased with; to want"
You have already learned the word UoSh, "to want, desire, covet." In this lesson you
have been introduced to another word WfpKho/WfpKgo which can also mean "to want/to
want to do." While it is occasionally used as a single verb followed by an object
meaning "to want" (e.g., QWfpKhoSanUoTap, "I want a hymnbook"), it is more
commonly used followed by another verb; e.g., QWfpKhoMrkqSanUoTap, "I want to buy a
hymnbook." To express the idea that you want someone else to carry out a given
action, the word WfpKho is usually followed by Sb + the subject whom you want to
have carry out the action + the verb indicating the action you want him/her to carry
out; e.g., QWfpKhoSbL@MrkqSanUoTap, "I want to you to buy a hymnbook."
(5) Use of ImPgp...Uo, "to desire, want to obtain"
The syllable Pgp meaning "to desire, to want to obtain" is never used alone but only in
the idiomatic expression ImPgp...Uo with one or more verbs following Pgp and with a
personal pronoun preceding Uo. The meaning is similar to that of WfpKho but the
grammatical construction is more complicated. The differences can be seen by
comparing the examples in 3.2 (2b & c) with those in 3.2 (3a & b), which have the
same English meaning. It can be seen from these examples that if the subject is "I,"
the subject does not need to be expressed, (although for emphasis QfKp can be used at
the beginning.) However, if the subject is "you" or "he/she/they," it must be
expressed. Then comes the expression ImPgp followed by the verb(s). The word Uo
is always preceded by a possessive pronoun which agrees with the subject; i.e., Q
for "my;" L for "your (singular);" W for "his/her/their; or Uc for "your (plural)." The
most complicated part is the placement of the object of the main verb(s).. If there is
only one object (as in the first 7 sentences in 3.2 (2b), the object is preceded by Sb
41
(with the exception of Im, which is not preceded by Sb)o but if there are 2 objects (as
in the 8th sentence), the first object immediately follows the word Uo and only the
second object is introduced by Sb. You can see from the last 2 examples of 3.2 (2b)
that the negative I comes between Im and Pgp. You should become familiar with
the use of both WfpKho and with ImPgp...Uo, but in everyday conversation practice
using the one which your teacher says is more commonly used in your area. Note
that if the subject wants someone else to do something, as in 3.2 (2d), you can use
WfpKho, but not ImPgp...Uo until you learn the word for "to ask someone to do
something" in lesson 14.
3.7 ImFhISfIm@Igq
Below are some sentences using ImPgp...Uo with "I" (understood) as the subject.
Change each one using the expression in ( ) as the subject and changing the pronoun
which precedes Uo accordingly. If the expression in ( ) is L or Uc, change the
sentence to a question by adding X` at the end.
URp--PbMrq@sgNgIfMgnJvfURpWAaITh OpFpIOpUdIm@IgqSbWWgpSb ( ) WMdqKaoOp. Aa

ThIThLlp PbMrq@sgNgVaoLlmIm@IgqSbWWgpSb ( ) WMdq KhoIem^cnWhqNfIm@IgqKh@ugqWAhpJao KhoFh
ISfEem@hoIm@Igq "Q" Fd "L," "W," "M" PeIPem "Uc" K~WShmWgpTfWUgo TaqKhoNoKh@ugq@KhoIOuh.
WKg --"QPgmImPgpSfqWUoSbUcU@ho." Im@IgqSbWWgpSb ( ) WMdq PePem "L" PeIPem "Ucc
(TfUep)," Llp Mrq@sgNg@OpIem^cnEem@ho "X`" NfW@Ibm. WKg--"UcTfUepImPgpSfqMhnUcUoSbURp
WAaEemX`."
ImPgpSfqQUoSbUcU@ho.
ImPggpSfqMhnQUoSbURpWAaEem.
ImPgpSfqQUoKhoUcIOuhH`Waq.
ImPgpMrkqQUoNoKgpH`.
ImPgpPqQUoAfWaqAfWaq.
ImPgpWhpQUoJhoHpIOuh@Kho.
ImPgpWhpQUoSbUAhoUpNo
QanSa.
ImPgpF`QUoSbEOrfINubpWaq.
(QPgm)
(UcTfKp)
(QMcm)
(MTf)
(WTfUep)
(QBgqPhp)
(QfKp)
(LfKp)
3.8 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqKaoOpLlp Mrq@sgNgw@boLmMbmIm

PqSgSbWMdq@vanBeqBeqOpOpIEfo.)
(1) LISTEN as the teacher reads the following conversation through twice. (Do not
42
NoWA` URp@OpNoJhpEem@ho "A" Kho "B" WPaq K~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
OpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vm
SbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
Q@OpSfqMrkqImIEfo. L@vmLlmQNgUeX`.
Ue. @vmUe.
eLWfpKhoImP^cqSfp. Q@Vf@eqMrkqLlmLq.
QWfpKhoU@hqFapUpI@aSgq. I@aSgqPemWMrkqK~Sfp.
U@hqFapUpAfWaqI@aSgqChoOo. Q@SfqLhp.
Waq. QVepLqAfWaqChoOo.
---------------QVf@eqSa. Waq, U@hqFapUp.
LfLMrkqImP^cqSfp.
QMrkqImKh
qImKhoIEfo, JhoHpIEfo, MUbBhqMUbT` UAhoUpWNubpIFa.
LMreqUAhoUpLlpWMrkqFaoKgpSfp.
WTfUepFÌNubpIOo. AfWaqWTfShqLlmQqWNubpIFaWaqChoOo.
Q@VepKcoWhpLqQfmNubp. LWhpKho@vm@vm.
LVepWhpQqRoShp.
IRoOp. L@vmLlmQNgImOuioKgpPo. WWaq, QLapI@dnWaq Q@dIOpOp.
Wap@fpFho. LUoShX`.
W`, LLapI@dnNoBeqH`. L@dPemIOp Q@@d@eqQfLhp. L@F`@eqWhqX`.
LfLlp QIF`LlmLqOp. QVepLqK~LlpShq.
W`, ImOuioKgpShp.
Questions (ImUa@vm)
1. "A" @OpSfqPqPIqShp.
2. WTfWfpKhhoSb "B" @PqPIqShp.
3. "B" WfpKhoSb "A" @Vf@eqMrkqLlmWhqPIqShp.
4. WMrkq@ShqIfnFaoW`Shp.
5. "A" MrkqLlmWhqLlmX`.
6. "A" Vf@qe MreqPIqINpShp.
7. "A" OpVepUAhoUpWMrkqFaoKgpShp.
43
8. "A" VepOp "B" SbImAaPaq, PemPIqINpShp.

9. LapI@dnLlp "A" @dOpX`.
10. LapI@dnLlp "B" @dOpX`.
(a) After you can answer all of the questions correctly, you take the part of B while
your teacher takes the part of A. Go through the conversation several times until you
can take your part smoothly. Then change parts, and drill some more.
URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlpPbMrq@sgNg@f "B" KhoURp@@f "A" @IgqSgU@goIm

@IgqUepINpErqThTaq PbMrq@sgNg@oObCnWSan. TaqKhoIfSgU@goImW`ThKhoIcqSbMrq@sgNgIf "B"
WIm@IgqOpOeuBeqIEfo. SbAaILaqLlp @vm@K`@eqImK~SbWNhAgpWaqWUgo TaqKhoPbMrq@sgNg@f@eq
"A" KhoURp@@f@eq "B." IfSg@KhoImK~WNhAgpWaqWUgoW`ThIEfo.
(b) Review this conversation every day for several days even though you start
studying the next lesson. After you know your part well, you and the teacher can try
making slight changes in what you ask for, what the price is, what A actually brings
back, etc., but sticking to the vocabulary already learned.
URp--FdHÈrqUhWIhmMdqLlp@vm@K`@eqMrqAaaBqWIm@IgqWaqILaqIOuhILaqIOuh. Mrq@sgNgIf "A"

PemBeq "B" PemBeqWIm@IgqUepINpPemOpOueBeqSaLlp URpKhoMrq@sgNgBeqSf@eqIm@IgqMdqNubpMdqNubp
FdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlp.
(2) Every day spend some time talking with your teacher using expressions you have
learned in the past. Try to say more than just a simple answer to the teacher's
questions. For example, you might report on where you went the day before, whom
you visited, who came to see you, what you bought and what you paid for it, etc. Or
you might enquire what the teacher did the day before or comment on the teacher's
sarong (if she is a woman and if the sarong is especially becoming), or on the
weather. Or both of you can pretend to be someone else and role play; e.g., buyer
and seller, mother and child, missionary and servant, etc. However, both you and the
teacher should stick to the vocabulary you have already learned as far as possible
(2) URp--@goLaqKfoURpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhqSb@@IgqU@goImOpCoImBemW@Scn@
ScnSbMrq@Hh@ugn. WKg--SbWMdq@vanILaqLlpMrq@sgNgPeIPemURpPqPIqPIqShp. PeIPemURpKho
Mrq@sgNg@MnPqW UoSbWPemMrqWBqIBqBqTaq @IgqU@hoIm. WKg--MrqFÌmNgKhoMrqMrkqImNg, PgmPee
IPemMmKhoWNg, PaoRrbpLRepIBqKhoWMufm, Kbo@EmKhoMrqUPraq.
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqITh TaqPbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVg.
44
QSfqMgnLAaIUeOp. Q@Op@vmLTfmLhmWNg.
VepShqLlmQqLapWBhqI@dnLlp. Q@@d
Q@@d@vmIJap.
WAbpWap@fpFgo. ImPgpLlmQUoSbLapSbWAbpSfmIEfo.
(1) In Book I you were given practice in increasing your vocabulary by obtaining the
names of objects using only the vocabulary and sentence structure you had already
learned and then using the new words over and over in a number of ways to help you
remember them. Now, in Book II you will start learning how to increase the verbs in
your Karen vocabulary.
For your first new action verb, learn the word for "to write" using your teacher as the
informant, because this word will be very useful as you learn new words in the
future. Since action verbs usually require an object, when you ask for the name of an
action you are carrying out, you can expect that the informant will tell you the verb
plus Im or some other object. In the case of reading and writing the object will
usually be San, which refers to any written material. You should use the new verb
together with the same object as the teacher did unless you mention some other
specific object; e.g., "Write your name." In the following conversation you take the
part of A and your teacher will take the part of B. As you ask the first question, carry
out the action indicated. From then on, in each blank space indicated by
............insert verbally the word for "write" plus its object as given by the teacher
45
(unless some other object is given), and you or the teacher should actually write
something in the blank spaces indicated by _____.
(1) URp--ImPqSgI@IhmWaqWImMHgpPemK~UgoMrq@sgNg@LmMbm@fuSbW@CcUepHÌm@IgqWUhAhNug
WMsoEcMsoAhpCcnKhoWUa@vmImLlp. AfWaqIOuhWaq K~UgoMrq@sgNg@LlmCcUepHÌm@IgqWUhSbWPem
"@vfoSan" Llp PbMrq@sgNg@f "A" KhoURp@@f@eq "B" Taq NoU@goIm@IgqSbWNhSnUepINpWaq.
NfMrq@sgNgNoImUa@vmWAhpJaoI@ugqWA`Llp Mrq@sgNg@@vfoCcnIm@IgqErqJapSbEoAgI@eWSgq KhoU
Rp@IfFbK~Aa@ugqI@ugq KhoIem^cnIm@Igq "@vfoSan" NfImShmShqVgMdq. WKg--"L@vfoSan." Mrq@sgNg
@If@vmSb "Q@vfoSanX`." KhoURp@IfFbSb "Pem, L@vfoSan." TaqKhoMrq@sgNg@Ce@HoURpKhoIfSb
"Im@Igq "@vfo' LlpMrq@vfoWhqK~Sfp." URp@IfFbSb "Mrq@vfoWhqK~Waq" TaqKho @@vfoShqIm@Igq "@vfo"
NfImShmShqVgMdq. TaqKhoMrq@sgNg@Ua@vmURpSb "L@vfoLPaqSbMrq@Hh@uhnK~Sfp." KhoURp@If
FbSb "Q@vfoWhqK~Waq" TaqKhoURp@@vfoShqWPaqKpTfNfImShmShqVgWMdq. Mrq@sgNg@Ua@vm@KhoSb
"L@vfoQPaqSbMrq@Hh@uhnUeX`." KhoURp@IfFbSb "Ue. M@vfoWhqK~Waq." TaqKhoURp@@vfoShqMrq@sgNg
WPaqNfIm ShmShqVgFdHÌIhqWMdq. Mrq@sgNg@If@KhoSb "ImOuio. Q@@vfo@vmQfEemLh." Taq@
@vfo@vmTf Kho@Ua@vm@KhoURpSb "Q@vfoImOpX`." Mrq@sgNg@vfoImPemOpLlp URp@IfFbSb "Op."
Mrq@sgNg@vfoImPemIOpKaoOpLlp URp@IfFbSb "IOpKaoOp." Kho@@vfoSg@KhoMrq@sgNgIOuhTaq
PbMrq@sgNg@vfo@vm@KhoIOuh..
TaUoEdqIfQqSbMrq@Hh@uhn, PemQPqPIqShp. (Start writing on a piece of paper.)

B. L ...... .....
A. Q ..... ..... X`.
B. Pem. L ..... .....
A. Im@Igq ..... Llp Mrq ..... WhqK~Sfp.
B. Mrq ..... WhqK~Waq __________.
A. L ..... LPaqSbMrq@Hh@uhnK~Sfp.
B. Q ..... WhqK~Waq. __________.
A. L ..... QPaqSbMrq@Zh@uhnUeX`.
B. Ue. M ..... WhqK~Waq _____.
A. ImOuio. Q@ ..... @vmQfEemLh. (Try writing your name in
A.
Karen.)_______________
Q ..... ImOpX`.
B. Op.
(IOpKaoOp.)
A. ImOuioKgpPo.
Repeat this drill several times until you can say your part smoothly. Then study it at
home so that the next day you can say your part without looking at the book. Be sure
to carry out (or at least pretend to carry out) the actions indicated each time. Also try
to think of other ways you can use this new word with your teacher as well as with
others. The teacher will also plan to use that word from time to time in the next few
days during the lessons. Sometimes he/she may add another verb which you have
learned, such as Shq or @vm.
46
SbAaILaqLlp IfU@ho Im@IgqSbWNhAgpWaqIOuh@Kho OpFpWWaqIOuhLlp PbMrq@sgNg@oObCn

WSan. (ISgp@vfoImLhmLhmSbqOp. PePemMn@vfoUcUoSbIm@IgqLlpUe.) Mrq@sgNgIfImPemOeu
BeqSaaLlp URpPemBeqMrq@sgNgPepBeq UdIm@Igq "@vfo" Sb@ufWBqILhqUe, OpFpUdCcnJfIm@Igq
SbMrq@sgNgPqSgIemSaTfINpLlp. WKg--URp@PbMrq@sgNg@vfoShqLhmBamINubpTaqINubpK~URp@goJhpWhq
WUgo KhoIfSb "@vfoLhmBam 2." "@vfoLhmBam 489." PeIPemURp@QbqJhp Mrq@HhSbMrq@sgNgUepH`
TfIBqBqWPaq KhoPbMrq@sgNg@vfo@vmWPaq. WKg--URp@IfSb "@vfo@vmEhqS`Ve W Paq." PeIPemMrq@sgNg
@@vfoShqImIPaqPaqTaqUa@vm "Q@vfoImOpX`." URpKhoMrq@sgNgPemUdIm@Igq WUhINubpWaqAfWaq
AfWaqLlp @PqEbqK~UgoMrq@sgNgIUoMeqLhpWhqSbqOp.
(2) Continue to take time to converse with Karens and to listen to them converse with
each other. Plan and seek opportunities to use the expressions you have been
learning. For example, you can ask Karens what they paid for various things you see
at their houses or in their hands. Vary the way you ask; e.g., Did you buy this?
Where? Was it expensive? How much did it cost? Do you buy it often (referring to
food items)? Or you might ask such things as, Who looks after you child when (if)
you work? Or if you see people doing something like pounding paddy, winnowing
milled rice, pounding chillies, weaving cloth, weaving mats, making baskets, etc.,
you might say that you want to try doing it. If they let you, no doubt your efforts will
be clumsy, so laugh with them and don't do it long enough to spoil anything for
them.
(2) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo

@@LpMrq@Hh@IgqU@goIm.
Continue to work on 1.11.
47
LESSON 4
ImPqSg 4
Fdp
WgpFdp
WSvfmBhqFdp
Em
WSvfmBhqEm
Op
Uo
OpUo
UoFdp
UoEm
UoEhFra
Llm
To be strong and healthy, in good health

To be bright (strong) red in color
To be weak, not strong; tender, immature
To be light red in color

To hit, encounter, come into contact with; verb
indicating that action passes over to the
object
Heart, mind, soul, spirit, life
To be pleased with, to approve of
To be enthusiastic, eager (lit., his heart is
energetic)
To be young, immature (refers to human
beings)
Holy Spirit
Particle indicating comparison
LlmWShm
U`
Mdo8
@d
@dLap
Fe
@q
Fe@q
Fe@qIOep
K~LlpKbK~Llp
To be strong, forcible, energetic
More than before

Particle indicating intention or request
To be just right, to happen at just the right
moment
To wear by fastening around the waist
To wear (put on) a sarong
Garment suspended from the shoulders; e.g.,
dress, shirt, jacket
To put on by throwing over the shoulders, as a
blouse, shirt, jacket, shawl, or dress (not
used for Karen pull-over blouses or long
white dress)
Blouse, shirt, jacket
A blouse, shirt, jacket
Idiomatic expression indicating acceptance of
a suggestion or situation
In some areas, such as the Musikee area, the particle Pfo is used instead of Mdo.
4.2 Im@IgqWKg
(1) Use of Fdp, "to be strong, forcible, energetic"
(1) ImUdIm@Igq "Fdp"
WTfSfqImFdp.
WTfO`QvqFdp.
WTfUoTapImFdp.
WTfPqSgSanFdp.
WTfWhpImFdp.
WTfPqImFdp.
WTf@IgqImFdpKgpPo.
(b) LPgmWgpFdpX`.
WgpFdp.
WgpFdpBeqPo.
WgpIFdpOp. (IWgpFdpOp.)
WgpIFdpW`WÒp.
(IWgpFdpW`WÒp.)
(a)
He travels energetically; i.e., a great deal.

He worships God energetically (a great deal).
She sings energetically (a great deal).
She studies hard.
He eats energetically (an enormous amount)
She works hard.
He speaks very forcefully
Is your mother well?
Yes, she's well.
She is quite well.
She isn't well.
She isn't very well.
(2) Use of Em, "to be weak, not strong, tender, immature
(2) ImUdIm@Igq "Em"
M@WghpImKhoWEm.
UAhoUpWEmFap.
QNgPcpPqSgSan@shpIfnEmIEfo.
QFe@qWSvfmBhhqEmWgpIOep.
We'll eat tender, succulent vegetables.

Unripe mangoes are sour.
My daughter is weak in her Thai course.
I have a pale red (pink) dress.
(3) Use of K~LlpKbK~Llp, idiomatic expression indicating acceptance of a suggestion or

situation
(3) ImUdIm@Igq "K~LlpKbK~Llp"
"LFhKapWaq QVepLqAaFaQfmOo." "K~Llp

KbK~Llp."
"For these eggs of yours I'm giving you twenty

baht." "So be it."
49
"Q@WgpKboSbWaqINubp. WgpLfSbLlp
INubp." "K~LlpKbK~Llp."
"@eqIfOpLPgmSbQI@eqWhpPeqSbq
Op. QWhpPeqNfWaqSa." "K~LlpKb
K~Llp."
"Fe@qIOepWaqQ@Vao." "Vao@eqLf
SbQFe@qIOepLlp." "K~LlpKb
K~Llp."
"WhpLfPeqSbH`, QfQ@Whp@eqSbAa."
"K~LlpKbK~Llp."
"I'll stay in this house; you stay in that one."

"That's all right with me."
"Go home and tell your mother that I won't eat
at home after all (anymore); I've already
eaten here." "All right, so be it."
"I'll take this shirt; you take mine." "That's all
right with me."
"You eat first; I'll eat later." "Okay, so be it."
(4) Ways of expressing the comparative degree
(4) ImUdIm@Igq "Llm

(a) By using Llm
(@) ImUdIm@Igq "Llm""

QNgTfm@gFaoLlmQNgAaBqIBq.
WTfIfMrq@Hh@uhnUeLlm@shpIfn@uhn.
Fe@qIOepWaqBeqLlmWTfIOep.
EOrfINubpLlpSfmLlmWWaqINubp.
@UdWaqVfLlm@UdWTfLlp.
WTfUoTapImPcnLlmQq.
MrqIBqWaqWgpFdpBeqLlmWTfIBq.
My oldest child is smaller than my second

child.
He speaks Karen better than Thai.
This blouse is better than that one.
That table is wider than this one.
This curry is hotter than that.
She sings more sweetly than I.
This person is in better health than that one.
Note that the tone of the descriptive verb which precedes the particle Llm tends to rise
regardless of the tone mark with which the word is written, due to a superimposed
intonation pattern. The same is true of (b) below.
(b) By using LlmWShm
(A) ImUdIm@Igq "LlmWShm"

QMrkqEOrfWUhINubpKgpLlmWShm.
QSfqWgpKboINubpLlpFaoLlmWShm.
WImVoShmSfmLlmWShm.
I bought a bigger table than before. (The table

I bought is bigger than the previous one.)
The house I have moved to is smaller than the
previous one. It's latrine is wider than the
previous one.
50
QMrkqLapWUhI@dnWAbpWapLlmWShm.
AfWaqQFhWgpW`LlmWShm, MrqVfMrkq
FhKapErqLlmWShm.
MO`QvqIOuhWaqQanLlmWShm.
NgUpUoTapImPcnLlmWShm.
The new sarong I bought is narrower than the

previous one. (I bought a narrower sarong
than before.)
Now I have more chickens than before.
People come and buy less chicken eggs
than before.
This time we worshipped God longer than
usual. The children sang more sweetly than
usual.
4.3 Substitution Drills
4.3 ImFhISfIm@Igq
Below are several groups of 2 pictures each, which have opposite characteristics to
each other. Look at the 2 pictures in each group to see what the outstanding contrasting characteristic is. Then, on the first round repeat after the teacher as he/she makes
statements following the pattern sentence comparing the item in the first picture with
that in the second. Then cover up the words, and referring to the pictures make the
comparative statements yourself. The first time after you have said it, the teacher
will say it again, and you should repeat it after him/her to fix the correct
pronunciation in your mind. Then go through the drill several more times, the teacher
correcting you where necessary. Each time you make a comparison, point to the
items being referred to. After you can make the comparisons correctly and
reasonably fluently, change and compare the second picture to the first one.
URp--WAhpJaoIOuh URp@PbMrq@sgNgIfMgnJvfURpWAaI@ugqOpI@ugq EoJhpSbWAhpJaoIcqSb

W@IbmIThTaq PbMrq@sgNg@oObCnIm@IgqUepINpKho@vmJfImBhq. PbMrq@sgNgJgpU|IhqImK~WKg
WgpTfWUgoI@ugqOpI@ugqIcqW@Ibm. Mrq@sgNgIfOpBeq IOpBeq URp@OpIfShqIapLlm@Kho
Mrq@sgNgIOuh KhoPbMrq@sgNgIfMgnJvf@KhoURpWAa. SbAaITh Mrq@sgNgIfImPemOp URpISgpIfLemMrq@sg
NgSbqOp. @goOuhKfo URpNoQcqMrq@sgNgPemBeq Mrq@sgNgPemIfImPemBeq @OpLfpCcnImBhqIOepOpI
OepLlp. IcqMrq@sgNgIfImOpOueOeuSaLlp PbMrq@sgNgPq@KhoIOuh OpFpWWaqIOuhWaq @OpIfSb
ImBhqAaOepIOepWBemSbH`. WKg--"Kbo INubpWaqFaoLlmKboWWaqINubp."
KboINubpWaqKgpLlmKboWWaqINubp.
EOrfINubpWaqSfmLlmEOrfWWaqINubp.
LapI@dnWaqWAbpWapLlmWWaqI@dn.
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HpNgNfWaqWgpW`LlmHpNgNfWaq.
Fe@qIOepWaqWMrkqOpLlmFe@qWWaq
IOep.
ShmFepLhqINubpWaqBeqLlmShmFepLhqW
WaqINubp.
4.4 Im@IgqWKg
(1) Use of U`, particle indicating intention or request
(1) ImUdIm@Igq "U`"

(a)
(b)
"UcU`SfqFdShp." "MU`SfqFdTem
MdqXfm.'
"LU`SfqMrkqWhpPIqSfp." "QU`
SfqMrkqWhpHpNgIEfoXfm."
WTfU`@F`WLapWUhI@dnLlp.
QU`@SfqO`QvqNfQTfmLhmWKbo.
"M@@eqKhoLh." "UcU`@eq@KhoX`."
"Q@Sfq@KhoFdH`Php." "LU`Sfq
FdH`KaoX`."
"M@@eqAfWaqPhp." "LU`@eqAfWaqLlp.
Whp@vmPeqSbH`Php."
(c) LLapWSfmWgpI@dn@dnX`. PemWgp
LU`VaoShq@vm@vmIJap.
LU`VepShqLlmQqU@vaUpINubpAa
Nubp.
"Where do you intend to go?" "We intend to

go to the city."
"What do you intend to buy?" "I was planning
to buy some fish to eat."
She intends to sell her new sarong.
I intended to go to my elder sister's house for
a worship service.
"We'll be returning home, okay?" "You intend
to go home again?"
"We'll be moving on, okay?" "You're planning
to go farther on?"
"We're going back home now, okay?" "You
intend to go back now? Try eating a meal
first, won't you?"
Do you have any wide sarongs? If so, would
you hand them down (to me) to look at and
see a moment?
Would you hand me down one or two
bananas?
52
LU`Vf@eqEhnLlmQqWaUpFbNoNh@a
Sgq.
LU`Wh@vmImAuhJaWaqIEfo, PemWa
UpFbX`.
UcUÌfQPgmSbQVf@eqIUeKao
Op.
Would you bring me back a half kilo of sugar?
Would you mind tasting this soup and seeing if

it has enough salt?
Would you tell my mother that I can't go back
home yet?
(2) Use of Op, "to hit, encouner, come into contact with;" verb indicating that the
action passes over to the object (often not expressed in English)
(2) ImUdIm@Igq "Op"
LOpPIqShp. (LOpP^cqSffp.)
ImOuioSbLIfOpQq.
IfOpQURpSbQWgpIFdpOpLh.
LJapOpWhqFaoQanSfp.
QLlmSfqOpFdImPqSgSanEhFra.
QMcmLlmPqOpImSbTemMdqAaLapSa.
ImOuioSbQLlmSfqU@hoOpImKhoUc.
What's happened to you? (Lit., What did you

encounter?)
It's a blessing that you told me. (Lit., that you
told encountered me)
Tell the teacher that I'm not well, will you?
When did you see her? (Lit., when did you see
encounter her?)
I got to go to the Bible training institute. (I got
to go encounter the Bible training institute.)
My younger sibling got to work in the city for 2
years already.
It was a blessing that I got to go together with
you.
(3) Use of Uo, "heart, mind, soul, spirit, life"
(3) ImUdIm@Igq "Uo"
QMmWUoIBeqSbqOp.
WUoVoJhpSa.
QNgWUoEmKao.
NfQUoEmWA`Llp QWfpImSgn@vf
KgpPo.
LUoFdpSfqX`.
LNgAv`WUoFdpSb@PqSgSanEhFra.
My father's heart is not good any more.

Her life has departed (she has died).
My child is still young.
When I was young, I loved sports very much.
Are you enthusiastic about going?

Your son is eager to study the Bible.
(4) Use of OpUo, "to be pleased with, to meet one's approval"
(4) ImUdIm@Igq "OpUo"
53
WTfIfImLlp OpMrqAfSbnWUo.
L@PqSgSanFdH`Llp OpQUoBeqPo.
QPemSfqFdTemMdqLlp @OpLUoX`.
IOpQUoSbL@F`LJhoAfWaqOp.
QvqOpWUoSbL@UepH`WNgAv`.
QNgWImBhqIOepWaqOpQUoKgpPo.
What he said pleased everybody.

Your studying further pleases me very much.
If I go to town, will it meet with your approval?
I don't approve of your selling your pig now.
It pleases God for you to know His Son.
This picture of my child pleases me very
much.
(5) Use of Mdo, "to be just right, to happen at just the right moment"
(5) ImUdIm@Igq "Mdo"
LIfImLlpOpMdo.
"WaUpFbX`." "Fb. OpMdo."
"IVhIOuÒp. QfQWhpOpMdoShq."
LapI@dnWaqOpQqMdo.
"L@q@vmFe@qIOepWaq Pem@OpLq
X`." "Wbp, OpQqMdo."
LVfOpSbQ@@eqMdo.
LVfOpMdo, OpSbQ@@eqAfWaq.
LVfOpMdo, SfqWhpPeqKhoQq.
What you said is exactly right! (Your saying

that hit the nail on the head!)
"Is it salty enough?" "It's just right!"
"It's neither too salty nor too insipid. It suits
me exactly!"
This sarong fits me perfectly!
"Try on this jacket to see if it fits you." "Yes, it
fits me exactly!"
You came just as I was going home!
You came at just the right time! I'm just
returning home now.!
You came at just the right time! Go and eat
with me.
If you are in an area where Pfo is used rather than Mdo, repeat the above using Pfo.
URp--Mrq@sgNgPemWgpSbImShmNfMrqIfHh^cm "Pfo" Sb "Mdo" WShmLlp IfSg@KhoIOuhKhoIfSb "Pfo."

4.5 Expansion Drills
4.5 ImPqW`JhpIm@Igq
(1) First, repeat the following commands after the teacher once. Then expand the
expressions by inserting the words QU` at the beginning of each; e.g.,
QU`KcoWhpQNg SbFhKapAuhP,a "I intend (plan) to feed my child some hard boiled egg."
Each time you make such a statement, the teacher should say it again and you should
repeat it after him/her to fix the correct pronunciation in your mind. Repeat this drill
several times until you can make the changes correctly and promptly.
(1) URp--WFgITh PbMrq@sgNgNoMgnURpWAaI@ugqOpI@ugq. AaThIThLlp URp@NoWAhpJaoI@ugqTaq

PbMrq@sgNgIem^cnIm@Igq "QU`" NfW@ugqWTfLlpWAhpJaoTaq NoKh@ugq. WKg--URp@IfSb "KcoWhpQNg
SbFhKapAuhPa." TaqKhoMrq@sgNg@IfSb "QU`KcoWghpQNgSbFhKapAuhPa." Mrq@sgNgIfOpBeqIOpBeq URp@
54
OpIfShqIamLlmKhoMrq@sgNgIOuh KhoPbMrq@sgNgIfMgnJvf@KhoURpWAa. PbMrq@sgNgIfSgK~WaqI@ugqOpI

@ugqIcqW@Ibm. UbThIThLlp PbMrq@sgNgIf@Kho OpFpWWaqIThLlp Mrq@sgNgIfPemOp URpISgp
IfLlmMrq@sgNgSbqOp.
KcoWhpQNgSbFhKapAuhPa.
SfqPqSgSanEhFra.
VfEhnShmFepLhq.
SfqVoSgn@vf.
VepWhqUAhoUp 2 Nubp 3 Nubp.
Sfq@ho@eqQMcm.
(2) Repeat the above drill, using an appropriate third person subject (e.g., he, she, my
father, your sister, etc.) + U` in place of QU` in the above drill; e.g., QPgmU`@
KcoWhpQNgSbFhKapAuhP,a "My mother intends/plans to feed my child some hard boiled
egg."
(2) URp--IfSg@KhoK~Sb (1) WMddqWUgo OpFpWWaqIOuh Sb "QU`" WShmLlp PbMrq@sgNgIfSbMrq

WBqIBqBqWPaqCcnKho "U`@". WKg--"QPgmU`@KcoWhpQNgSbFhKapAuhPa"
(3) Repeat the above expressions a third time, this time inserting the words LU` at the
beginning and changing the command to a question by adding X` at the end; e.g.,
LU`KcoWhpQNgSbFhKaAuhPaX`, "Do you intend/plan to feed my child some hard boiled
eggs?"
(3) URp--IfSg@KhoK~Sb (1) WMdqWUgo OpFpWWaqIOuh Sb "QU`" WShmLlp PbMrq@sgNgIfSb "LU`"

TaqKho Pq@IbmIm@IgqI@ugqKhoI@ugqSb "X`." WKg--"LU`KcoWhpQNgSbFhKapAuhPaX`."
(4) Repeat the drill a fourth time, this time inserting the words LU` at the begtinning,
as in (3) above, and ending the sentence with Llp, thus changing the command to a
request; e.g., LU`KcoWhpQNgSbFhKapAuhPaLlp.
(4) URp--IfSg@KhoK~Sb (1) WMdqWUgo OpFpWWaqIOuhSb "QU`" WShmLlp PbMrq@sgNgIf@KhoSb "L

U`" TaqKho Pq@IbmIm@IgqI@ugqKhoI@ugqSb "Llp." WKg--"LU`KcoWhpQNgSbFhKapAuhPaLlp."
(1) Use of WgpFdp, "to be well, healthy"

The question, LWgpFdpX`, "Are you well? (How are you? How do you do?)" is often
used by Karens in the towns as a greeting to someone whom they haven't seen for
awhile. However, they would not greet people whom they see nearly every day in
that way any more than we would in English. In the villages where everybody
knows everyone else and their affairs, this question would be reserved for persons
who have recently been ill.
55
As in the case of LmMbm, in some areas the words WgpFdp have become a compound
verb, in which case the negative particle I precedes the verb Wgp; e.g., QIWgp
FdpOp. However, usually it is considered 2 separate verbs, and so the I precedes
the verb Fdp; e.g., QWgpIFdpOp.
(2) Ways of Expressing Comparison
You have now learned 3 ways of expressing comparison:
(a) By using Jhp, "to increase," or Shq, "to decrease;" e.g., LNgKgpJhpSa, "Your child
has gotten bigger." In such cases the comparison is not between 2 things but rather
between the condition of something or someone at 2 different times.
(b) By using Llm, particle indicating comparison; e.g., QNgKgpLlmLNg, "My child is
bigger than your child." In such cases, 2 things or persons are compared on the basis
of some characteristic. Note that the Llm indicating comparison is written with m.
(c) By using LlmWShm, "More so than before;" e.g., KboWUhINubpWaqPcnLlmWShm, "This
new house is more pleasant than the previous one." In such cases, something from
the past is compared to a similar type of thing in the present.
Note that in (b) and (c) above the tone of the descriptive verb which precedes Llm
tends to rise regardless of the tone mark with which the word is written, due to a
superimposed intonation pattern.
(3) Use of U`, particle indicating intention or a request.
When the word U` comes between the subject and the main verb, it usually
indicates intention or planning in one's mind what to do. (A different word is used
for making careful plans.). In such cases, as can be seen from the examples in 4.4
(1-a & b), the subject can be either first or third person in a statement; but the second
person is used only in X`-questions or in requests; e.g., QU`@vmImBhqIJap, "I was
intending (planning) to look at the pictures a moment." WTfU`SfqFd@oMdq, "He intends
(plans) to go to the market." LU`WhpPeqAfWaqX`, "Do you intend to eat now? (Are you
planning to eat now?)" When the second person pronoun is followed by U` in a
statement, it indi-cates a request rather than an intention; e.g.,
LU`VfEhnLlmQqQSanEhF,ra "Would you bring me my Bible." (Note that the examples
given in 4.4 (1-b) are typical ways of taking leave and appropriate responses to the
same.)
(4) Use of Uo, "heart, mind, soul, spirit, life"
To the Karen the heart, Uo, is not only the physical organ that pumps the blood but
is also the seat of the intellect, the emotions, and the will. It can also refer to the
spirit or to spirits, as well as to one's life. There are many compound expressions in
Karen using this word, but in this lesson you have been introduced to just four; i.e.,
56
UoEm, "to be young, immature;" UoFdp, "to be enthusiastic, eager;" UoEhF,ra "Holy
Spirit;" and Op Uo, "to be pleased with, to approve of." The word UoEhFra has
become a compound noun and can be used without a possessive pronoun, but in the
other three expressions the word Uo must be possessed; e.g., QUoFdp, "I am eager
to go (lit., My heart is energetic about going.)" QNgWUoEmKao, "My child is still young
(lit., My child's heart/life is still young.)" OpQUoSbM@Sfq, "I approve of our going
." (See (6) below.) Note that the word UoEm is never used for animals or plants,
only for human beings. Note also that "life" is usually expressed by longer
expressions than just Uo.
(5) Use of Op, "to hit, encounter, come into contact with;" verb indicating that action
passes over to the object
The root meaning of the word Op is "to hit," literally or figuratively. In Book I you
already learned two ways that it is used figuratively and now in this lesson you are
in-troduced to a third way.
(a) Op--"to have to do, must." If you look at the examples in Book I, 19.2 (3), you
will see that in every case the Op comes between the subject and the main verb. In
Karen to say that one has to do something is to say literally that one encounters the
action indicated; e.g., WTfOpWhpPeqAuh, "He has to eat boiled rice." (literally, "He encounters eating boiled rice.")
(b) Op--"to do correctly, be able to do correctly." If you look back at Book I, 14.4
(4), you will see from the examples given that in every case except the last sentence
(where the subject and verb are understood) there is a subject followed by a verb
followed by an object or modifying phrase, all of which is followed by Op, which
itself has no object. In Karen to say that one does something correctly is to say literally that doing that thing "hits the mark;" e.g., Q@hoLPaqOpX`, "Did I call your name
correctly?" (literally, "I called your name, did it hit the mark?")
(c) Op--verb indicating that the action passes over to the object. In this lesson you
are introduced to a third way of using Op figuratively. Look at the examples in this
book 4.4 (2) and (3). In the first sentence Op is the only verb and it is used with a
literal meaning. In the remaining examples, however, the meaning is figurative. In
such cases, Op is the last verb in a main verb cluster and it is either followed by an
object; e.g., IfOpQq, "Tell me (lit., Tell encounter me)." Or it may be followed by
a phrase; e.g., QLlmSfqOpFdImPqSgSanEhF,ra "I got to go to the Bible institute (lit., I
got to go and encounter the studying of the Bible)." In such cases the Op indicates
that the action passes over to the object (which may include the object of a
preposition phrase) and it would usually not be expressed in English. Even in
Karen its use is often optional, especially in everyday conversation. You probably
won't be wrong not to use it when you speak, but you should understand what is
57
referred to when you hear others say it. Try to note under what circumstances they
use it.
To the Karens the second and third ways of using Op (and perhaps the first way as
well) may seem like the same Op; but a distinction has been made in this book
because the word order is slightly different and because in English they are
expressed differently. Don't worry about the literal meanings expressed above--they
are an attempt to link the meanings to the basic meaning in the hope that it may help
you to understand better.. The important thing is to keep clearly in mind the position
of Op in the sentence in each of its uses so that you may use it correctly.
(6) Use of OpUo, "to be pleased with, to approve of"
The expression Op . . . Uo means literally "to encounter (one's) heart" and is equivalent in meaning to the English "to be pleased with" or "to approve of." (The
idiomatic expression "It strikes my fancy," gives a similar idea to the literal
meaning.) You will notice from the examples in 4.4 (3) that the word Uo, "heart,"
must always be preceded by a possessive pronoun. That which pleases one may be
expressed by a noun or pronoun or a phrase introduced by Sb; e.g., OpQUoSbLq,
"I am pleased with you." OpQUoSbLNgPcpWImPq, "I am pleased with your daughter's
work." That which pleases one may also be expressed as a clause. The clause may
come first in the sentence, in which case the clause ends with Llp as in the first 3
sentences in 4.4 (3). If the clause follows the OpUo-expression, the clause is
introduced by Sb, as in the last 2 examples in 4.4 (3).
(7) Use of Mdo, "to be just right, to happen at just the right moment"
The word Mdo is always used in an emphatic sense to indicate that something is just
right or happened at just the right moment. It is usually used together with Op, "to
encounter;" e.g., LIfImOpMdo, "What you said is exactly right." LVfOpSbQ@@eqMdo,
"You came just as I was going home!" The word Mdo is used more commonly in
Chiangmai and Maesariang, whereas Pfo is more common in Musikee. You should
learn to recognize both, but when you speak, practice using the one most common in
the area where you are living.

(1) Listen as the teacher reads the following conversation through twice. (Do not listen
to it on the tape or read it in the book beforehand.) After listening to it twice, answer
the following questions without looking at the book. If you answered any of them
incor-rectly or did not know the answer to any of them, instead of correcting you, the
teach-er should make a note of the ones missed. Then after you have tried to answer
all of the questions, the teacher should reread the conversation once more, then see if
you can answer the missed questions correctly this time.
58
URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. NURp
NoWA` URp@OpNoJhpEem@ho "A" Kho "B" WPaq K~UgoMrq@sgNg@UepH`TfMrqPIqIBq@Igq ImSfp.
IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@Igq WAaWaq.
NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp.
Mrq@sgNgEaoFbImUa@vmI@guq@guq
PemIOpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp Im
Ua@vmSbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm
@KhoMrq@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
eLWfpKhoMrkqKaoPIqSfp.
B. QWfpKhoMrkqLapSbWSvfmBhqBhqI@dnXffm.
A. LapWSvfmBhqBhqLlpWMrkqKgpIEfo.
B. LVaoShq@vm. Q@@vm@vmIJap.
A. WWaq. WgpAa@Scn--WSvfmBhqFdpI@Scn, WSvfmBhqEmI@Scn.
@vm@vmNfWOpLUo.
B. QUoShSbWWaqI@dn. WSvfmBhqBeqIEfo. WMrkqFaoKgpSfp.
A. WMrkqIKgpOp. I@dnIMhmQfmFaOoShq.
B. WMrkqKgpShp. WAbpSfm@fpFhoIEfo.
A. LUoShSbWAbpWapLlmWWaqX`. Wgp.
B. PemWgp, LU`VepShq@vm@vmIJapXfm.
A. WWaqL@dKho@vm@vm, @OpLqEemX`.
B. Wbp, OpMdo. WMrkqFaoKgpSfp.
A. WWaqWAbpWapIEfo, WMrkqOpIEfo.
B. K~Shp. IMhmAaFa@LlmX`.
A. Wbp, Wbp. K~LlpKbK~Llp.
A.
Questions (ImUa@vm)
1. "A" IBqWfpKhoMrkqImP^cqSfp.
2. "B" VepShq@vmLlmWhqMrfq@ScnSfp. PemImK~Sfp.
3. "A" OpWUoSbSfpI@ScnSfp.
4. WMrkqOpWUoX`.
5. WAbpOpWUoX`.
6. "A" OpWUoSb@@vmKaoK~SfpI@dnSfp.
7. Icq "A" @d@vmSbAaI@dnLlp PemWOpWhqX`.
8. "A" U`@VepWMrkqFaoW`Sfp.
9. "B" OpWUoX`.
59
(a) After you can answer all the questions correctly, repeat the whole conversation
after the teacher once. Then you take the B parts while your teacher takes the A
parts. Practice a number of times both with the teacher and with the tape, so that
you can respond for the most part without looking at the book. Then change parts
and drill some more. Review this conversation every day for several days even
though you start studying the next lesson. After you know your part well, you and the
teacher can try making slight changes.
URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlp URp@OpNoIm@IgqSbWNhAgpINpWaq KhoPbMrq@sg

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A." @IgqSgU@goIm@IgqW`ThIEfoK~
UgoMrq@sgNg@If "B" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq "A"
KhoURp@@f@eq "B" TaqIfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp IfSgU@hoIm@Kho
IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq
WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrq UhWIhmMdq.
(2) You and your teacher should spend some time each day talking together about
various things using both the old and the new vocabulary and expressions..
(2) URp--@goLaqKfo URpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhqSb@@IgqU@goImSbMrq@Hh@ugn OpCo

ImBemW@Scn@Scn.
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqIThTaq PbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVgq
QSfqMgnLAaIUeOp. Q@Op@vmLTfmLhmWNg.
_________________________________________________
_________________________________________________
VepShqLlmQqLapWBhqI@dnLlp. Q@@vmIJap.
_________________________________________________
_________________________________________________
60
WAbpWap@fpFgo. ImPgpLlmQUoSbWAbpSfmIEfo.
_________________________________________________
_________________________________________________
(1) Using the sample conversation in 3.10 as a basis, learn the word for "to read" by asking someone other than your teacher in Karen. (Plan ahead of time what to do and
say.) When you carry out the action, it would be better to read a few words aloud.
(You might try reading the title of the next lesson in Karen or the name of the Bible
on the outside or on the title page.) After repeating it, as in A's second question, ask
how to write the new word (for "read"), as in A's third question. In order to ask the
K~Sfp-question, as in A"s fourth question, point to a word in the next lesson or in the
Karen hymnal or Bible (e.g., the name of a hymn or book of the Bible) and ask how
we read it. Then say that you will try reading it. Do so, and ask if you read it
correctly. If your informant corrects your pronunciation, repeat the word after
him/her until he is satisfied. You might ask how to read several other Karen words
in the same way. Be sure to thank your informant before you leave. The next day
tell the teacher the new word which you have learned. Then you and the teacher
should try to use this word both in and out of class many times, so that you won't
forget it.
(1) URp--PbMrq@sgNgUdImWKgSb 3.10 (1) KhoPbMrq@sgNgCcUepHÌm@IgqWUhIJap SbWPemIm@

Igq "read" WAhMHhSbMrq@Hh@ugn SbFdH` 24 LpRapWIhmMdq. PqKhoILaq PbMrq@sgNgIfOpURp
SbIm@IgqWUhSbWCcLlmSaTfINubpWaq TaqKhoURpKhoMrq@sgNg@Op@IgqSgIm@IgqINubpWaq.
each other. Plan and seek opportunities to use the expressions you have been learning.
(2) URp--PbMrq@sgNgSfqWgpU@goMrq@Hh K~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo

Continue to note down and file your observations concerning clothing as in 1.11mm .
61
LESSON 5 - REVIEW
ImPqSg 5 - Im@vm@K`@eq
5.1 Basic Sentences and Phrases
5.1 Im@IgqWKgINp
(1) Phrases Using Classifiers
(1) Im@vm@K`@eqIm@Igq "Oo," "Mhm," "@dn," "@Scn," "Psg," Kho "Jap"

(a) In Lessons 1-4 of this book you have learned 6 new classifiers; i.e.,
Oo - classifier for baht
Mhm - classifier for bahts in hundreds
@dn - classifier for garments wrapped around the waist
@Scn- classifier for kinds of things
Psg
- classifier for kinds of things
Jap - classifier for moments
(You were also introduced to Orf, Fgr, and Uao for coins but have not been required to
master them unless they are commonly used in your area.) All of these classifiers
ex-cept Jap (which is a time classifier) are used with nouns (expressed or
understood).
See how many of the above classifiers can be used with the two nouns below
together with the numeral I.
URp--PbMrq@sgNgMnNrgpIm@IgqSbWNhSnWaqWAhpJaoINubp CcnKhoIm@Igq "I" KhoIm@IgqSb

WNhAgpCcNubpWaqW@uÌNubpOpINubpSbMIfUe. WKg--"IgmIOo," "IgmIMhm," "IgmI@Scn," "Igm
IPsgs." TaqKho PbMrq@sgNgIfSgIm@IgqAaNubpINubpSbWNhSnWaq K~WIfSgWAhpJaoINubpWUgo.
Igm
(2) Lap
(1)
(b) You have now learned 2 new expressions which are used with numerals + classifiers; e.g., Jf, "only," and Oufp (or WOufp), "over and above;" e.g., JfIBq, "only one
person;" IFaQfmBqOufp, "more than 15 people." Note that the Jf always precedes the
numeral + classifier whereas the Oufp/WOufp immediately follows the numeral +
classifier.
Use each of the following nouns with Jf + the number in ( ) + the appropriate classifier; e.g., Mrq@HhJf 5 Bq.
URp--PbMrq@sgNgNoIm@IgqSbWNhSnUepINpWaqCcnKho "Jf" KhoLhmBamSbWWgpSb ( ) WMdq. WKg-"Mrq@HhJf 5 Bq."
Mrq@Hh (5)
(2) UAhoUp (2)
(3) Fe@q
(1)
(1)
Igm
(4)
(5) WSvfm
(3)
(4)
Repeat the above using the word Oufp or WOufp rather than Jf and multiply the number by 5; e.g., instead of 5, say 25.
URp--PbMrq@sgNgIfSg@KhoIm@IgqSbWNhAgpWaq OpFpWWaqIOuhWaq@OpBamW`JhpLhmBamWgpSb
( ) WMdq 5 OuhKhoSb "Jf"WShmLlp@OpUdCcnIm@Igq "Oufp" PeIPem "WOufp". WKg--"Mrq@Hh 25
BqOufp."
(2) Verb Phrases

In the last 4 lessons you have learned 6 new uses of verbs combined with other
verbs; i.e.,
Shq - to decrease
Jhp - to increase
Pq - to cause to become
@vm - to try out
Llm - to succeed in doing
Op - to indicate that action passes over to the object
You have also learned the verb modifier, @fpFho/@fpFgo, "excessively, beyond what is
fit or desirable."
(a) Look at the descriptive verbs below and see which ones can be combined with Shq
and which can be combined with Jhp. For this drill ignore the words in ( ).
URp--PbMrq@sgNg@vmIm@IgqSbWNhSnUepINpWaq TaqKhoIm@IgqSbMrqIfCcnKhoIm@Igq "Shq"

UeUepINpeLlp PbMrq@sgNgIfCcnINubpOpINubp. WKg--"EmShq," "FaoShq." SbAaIThLlp PbMrq@sgNgCc
Im@IgqSbMUdCcnKho "Jhp" UeUepINp KhoNoCcnINubpOpINubp. WKg--"FdpJhp" "KgpJhp".
(@vm@Mn@vanIm@IgqSbWWgpSb ( ) WMdqI@em.)
Fdp
Em
Kgp
Fao
(WSvfm)
(WSvfm)
(Fe@qIOep)
(Fe@qIOep)
Sfm
Wap
W`/Ro
Erq
(EOrf)
(EOrf)
(ImWhp)
(ImWhp)
Repeat the above using Pq before the combination of the descriptive verb and Shq and
Jhp, indicating causing to decrease or increase in the quality indicated, and adding
the object in ( ); e.g., PqFdpJhpWSfvm," "PqFaoShqFe@qIOep."
URp--PbMrq@sgNgIfSg@KhoIOuh OpFpWWaqIOuhLlp @OpIem^cnIm@Igq "Pq" NfImPfnH` Kho

Im@IgqSbWWgpSb ( ) WMdqNfW@Ibm. WKg--"PqFdpJhpWSvfm", "PqFaoShqFe@qIOep."
63
(b) Go through the above list of descriptive verbs again combining them with @fpFho;
e.g., Fdp@fpFho Em@fpFho. Then combine them in pairs using the words above as in
the example below.
URp--PbMrq@sgNgNo@KhoIm@IgqSb (a) WMdq OpFpWWaqIOuhWaq Sb "Shq" Kho "Jhp" WShmLlp

@OpIfSb "@fpFho". WKg--"Fdp@fpFho", "Em@fpFho." SbAaIThLlp PbMrq@sgNgUdIm@IgqSbW
AgpAaSgnWUoIEdpTaqIEdp K~WKgWgpSbWNhSnWaqWUgo. WFg URp@OpNoWKg KhoPbMrq@sgNgIf
MgnURpWAa. TaqKho PbMrq@sgNgUdIm@IgqFdHÌEdpOpIEdpK~WKgWgpTfWUgo. Mrq@sgNgIfImOpBeq
IOpBeq URp@OpIfShqIamLlmKhoMrq@sgNgIOuh KhoPbMrq@sgNgIfMgnURpWAa. SbAaITh Mrq@sgNgIfIm
PemOp URpISgpIfLlmWhqSbqOp.
WSfvmWaqFdp@fpFho. LPqEmShqLlmQqUeX`.
(c) Use each of the following expressions in a sentence of your own.
URp--PbMrq@sgNgVaoLlmIm@IgqSbWNhSnWaqWAhpJaoINubp KhoKco@fJhpWhqSbIm@IgqKh@ugq. W
Kg--"Q@Wh@vmJaAuapWaqIEfoLh." Im@IgqFdHÌNubpOpINubp PbMrq@sgNgKco@fJhpWhqSbIm@
IgqKh@ugqEem@ho.
Wh@vm
F`@vm
IfOpWhq
WfpOpQq
MrkqLlm
VaoLlm
(3) Particles
In the last 4 lessons you have learned 5 new particles which are used with verbs; i.e.,
Shp/Sfp
Xfm
Mdo/Pfo
U`
Llm
particle ending an exclamatory sentence

particle used when correcting a wrong assumption or making a
statement less abrupt
particle indicating that something is just right or happens at just
the right time
particle indicating intent or request
particle indicating comparison
The first 3 occur at the end of the sentence (though Mdo/Pfo may be followed by Shq.
The fourth one, U`, occurs near the beginning of the sentence following the subject;
and the last one, Llm, occurs in the middle between the 2 things being compared. The
first one, Shp/Sfp, and the last one, Llm, are used only with descriptive verbs and
verbs of ability. The third one, Mdo/Pfo, and the fourth one, U`, are used only with action
verbs. On the other hand, the second one, fXfm, may be used with either kind of verb.
64
(a) Below are 6 sentences. Turn them into exclamations by adding PoSfp or KgpSfp.
Repeat changing Sfp to Shp.
URp--PbMrq@sgNgIfIm@IgqUepINpWaqCcnKho "PoSfp" PeIPem "KgpSfp." WKg--"Fe@qIOepWaqFao

PoSfp." Pq@KhoIOuh OpFpWWaqIOuhWaq Sb "Sfp" WShmLlpIfSb "Shp."
Fe@qIOepWaqFao.
Fe@qIOepWaqWMrkqOp.
Fe@qIOepWaqWSvfmEm.
LapI@dnWaqWSvfmBeq.
LapI@dnWaqWAbpSfm.
LapI@dnWaqWAbpWap.
(b) Using the above sentences as the basis, turn them into negative questions, then
answer them using the verb + Xfm as in the example below. Remember that when the
particle Xfm is used, the preceding word is pronounced with a mid-to-high tone regardless of the tone mark with which it is written. If you are in an area where Xfm is
not used, then use Hbp instead.
URp--PbMrq@sgNgNoIm@IgqSbWNhAgpWaqIOuhKho OpFpWWaqIOuh @OpSf@eqWhqFdImUa@vm

UdCcnKho "I" TaqKhoIfEem@hoImEaoFbUdCcnSb "Xfm" K~WKgWgpSbImNhSnWaqWUgoLlp. (Mrq@sgNgPem
WgpSbImShmNfMrqIIfSb "Xfm" OpLlp PbMrq@sgNgIfSb "Hbp" Sb "Xfm" WShm)
"Fe@qIOepWaqIFaoX`." "FaoXfm."
Do the same with the 4 verbs below, using Mrq as the subject; e.g., "MrqIWgpX`."
"WgpXfm."
Wgp
Sfq
Mrkq
Whp
(c) As the teacher asks the following questions, make up your own answers starting
with "QU` a and ending with "Xfm."
URp@OpUa@vpImK~WNhSnWaqWUgo TaqKhoPbMrq@sgNgIfFbImNfKpWOpWU;. Mrq@sgNgWImEaoFb

@OpEoJhpSb "QU`" Kho@IbmTfSb "Xfm." WKg--"QU`@NhWhpImXfm."
LU`@PqPIqShp.
LU`@SfqWgpNfShp.
LU`@SfqFdShp.
LU`@MrkqPIqShp.
LU`@VepOpLPgmSbPIqShp.
(d) Below are 2 ways of saying the same things using Mdo. Insert the first clause,
M@WhpPeq, into the blank in the first pattern sentence, then read the whole sentence
65
aloud. Repeat inserting each of the other clauses into the blank in turn. Do the
same with the second pattern sentence.
URp--PbMrq@sgNgIem^cnIm@Igq "M@WhpPeq" NfImShmShqVgSb (1) SbImNhSnWaqWMdqTaq NoKg@ugq.

TaqKho PbMrq@sgNgVaoLlmIm@IgqWBqUepINpINubpTaqINubp KhoIem^cnWhqFdImShmShqVgTaq NoKh@ugq.
Mrq@sgNgNo@go@ugqKfoPemOueSaLlp IfSg (2) K~ (1) WUgo. (Mrq@sgNgPemWgpSbImShmNfMrqIf "Pfo" Sb "Mdo"
WShmLlp PbMrq@sgNgIfSb "Pfo" Sb "Mdo" WShm.)
(1)
LVfOpSb _____________Mdo.
(2)
LVfOpMdo. OpSb____________.
M@WhpPeq
MIfImSbLBem
Mrq@hoJhpLPaq
Q@@eq
M@SfqFdTemMdq
Repeat the above exercise using Pfo instead of Mdo.
URp--PbMrq@sgNgIfSg@KhoIOuh OpFpWWaqIOuh Sb "Mdo" WShmLlp IfSb "Pfo."
(e) Make sentences comparing 2 things using the following descriptive verbs + Llm.
URp--PbMrq@sgNgUdIm@IgqSbWNhSnWaqINubpOpINubp KhoUdCcnKho "Llm" K~Ugo@JgpU|IhqIm

AaPaq. ImAaPaq@PemImIPaqBeqIPaqBeq @vpNfKpMrq@sgNgWUo. WKg--"Fe@qIOepWaqKgpLlmWLlpI
Oep."
Kgp
Fao
Sfm
Wap
Beq
Pcn
Fap
Fb
Vh
Vf
Ou`
(f) Make sentences comparing something with a previous one of the same category
by using the descriptive verbs in (e) above + LlmWShm.
URp--PbMrq@sgNgIfSg@KhoImK~Sb (e) WUgo OpFpWWaqIOuh @OpUdCcnKho "LlmWShm" K~Ugo@

JgpU|IhqImAaPaq. WKg--"Fe@qIOepWaqKgpLemWShm."
(4) Time Expressions

In the last 4 lessons you have learned 7 new time expressions; i.e.,
SbH`
FdH`
SbAa
FdAa
AfWaq
AfWaqAfWaq
Jap
Before
Later, in the near future
Later, afterwards
Later, in the distant future
Now
Often
Classifier for moments
66
(a) Read the following sentences comparing situations in the remote past with those
in the near past. The teacher should correct any mistakes in pronunciation. Be sure
you understand the meanings. The meaning of the first sentence is "Formerly we
did like that; later we did like this."
URp--PbMrq@sgNgNoIm@IgqSbWNhSnWaqI@ugqOpI@ugq. Mrq@sgNgNoPemIOpOp URp@OpNoLlm

Mrq@sgNgIOuh KhoPbMrq@sgNgIfMgnURpWAa. PqK~WaqIcqMrq@sgNgNoOpOueOueIEfo.
SbH`MPqK~Llp. SbAaMPqK~Waq.
SbH`MPqSg@shpIfn@uhn. SbAaMPqSgMrq@Hh@uhn.
SbH`MrqIMrkqWhpU@avUpOp. SbAaMrqMrkqWhqW`Po.
SbH`QIUepH`WhqOp. SbAaQUepH`WhqBeqPo.
SbH`QMmWJhoWgpJfAaKc. SbAaWJhoWgpW`Po.
SbH`Q@dLapIOpOp. SbAaQ@dLapOp.
(b) Now compare the same situations in the past with the present by changing the
words SbAa in the second clause of each sentence to AfWaq; e.g., SbH`MPqK~Llp. AfWaq
MPqK~Waq, "In the past we did like that; now we do like this." In the last sentence add
the word Sa at the end to complete the meaning.
URp--PbMrq@sgNgNo@KhoIm@IgqSbWNhAgpWaqIOuh OpFpSb "SbAa" WShmLlp@OpIfSb "Af Waq."

WKg--"SbH`MPqK~Llp. AfWaqMPqK~Waq." PePemW@IbmI@ugqLlp Mrq@sgNg@OpIem^cnEem@hoIm @Igq
"Sa" NfW@Ibm. Mrq@sgNgNoImPemIOpOp URp@OpNoLlmMrq@sgNgIOuh KhoPbMrq@sgNgIfMgn URpWAa.
PqK~WaqIcqMrq@sgNgNoOpOeuOeuIEfo.
(c) Read the sentences below comparing the situations at present with the future.
The meaning of the first sentence is, "Now we do like this; I don"t know how we'll
do it later on." Be sure you understand the meaning of the remaining sentences.
URp--PbMrq@sgNgNoIm@IgqUepINpWaqI@ugqOpI@ugq. Mrq@sgNgNoPemIOpOp URp@OpNoLlm

WhqIOuh KhoPbMrq@sgNgNoMgnURpWAa. PqK~WaqIcqSbMrq@sgNgNoOpOeuOeuIEfo.
AfWaqMPqK~Waq. SbAaM@PqK~Sfp QIfIOpKaoOp.

AfWaqQPqSg@shpIfn@uhn. SbAaQ@PqSg@uhnP^cqSfp QIfIOpKaoOp.
AfWaeqMrqIMrkqWhpU@vaUpOp. SbAaMrq@MrkqWhpWhqX` QIfIOpKaoOp.
AfWaqQIUepH`WhqOp. SbAaQ@UepH`WhqX` QIfIOpKaoOp.
AfWaqQMmWJhhoWgpJfAaKc. SbAaWJho@WgpMrfqKcSfpLlp QIfIOpKaoOp.
AfWaqQ@dLapIOpOp. SbAaQ@dLap@OpX` QIfIOpKaoOp.
Repeat (c) changing SbAa in the second clause to FdH` and the first Op in the third
clause to Ue. (Op and Ue can be used interchangeably.) E.g., AfWaqMPqK~Waq. FdH`
M@PqK~Sfp QIfIUeKaoOp, Now we do like this; I don't know how we'll do it in the
future (future in general or in the near future)."
URp--PbMrq@sgNgNo@KhoIOuh OpFpIOuhWaq Sb "SbAa" WShmLlp PbWIfSb "FdH`" KhoSb "Op"

WShmLlep PbWIfSb "Ue." WKg--"AfWaqMPqK~Waq. FdH`M@PqK~Sfp QIfIUeKaoOp."
67
Repeat (c) again changing SbAa in the second clause to FdAa and the first Op in the
clause to Ue; e.g., AfWaqMPqK~Waq. FdAaM@PqK~Sfp QIfIUeKaoOp, "Now we do like this; I
don't know how we'll do it in the distant future."
URp--PbMrq@sgNgNo@KhoIOuh OpFpIOuhWaq Sb "SbAa" WShmLlp @OpIfSb "FdAa" KhoSb "Op"

WShmLlp @OpIf@KhoSb "Ue." WKg--"AfWaqMPqK~Waq. FdAaM@PqK~Sfp QIfIUeKaoOp."
(d) Read the sentences below, the teacher correcting your pronunciation where
necessary. The meaning of the first sentence is "He is worshipping God now." Be
sure you understand the remaining sentences.
URp--PbMrq@sgNNg oIm@IgqSbWNhSnWaqI@ugqOpI@ugq. Mrq@sgNgNoPemIOpOpLlp URp@Op

NoQcqMrq@sgNgIOuh KhoPbMrq@sgNgNoMgnURpWAa.
WTfO`QvqAfWaq.
WTfWhpJhoHpAfWaq.
WTfF`WJhoNgAfWaq.
WTf@dLapAfWaq.
WTf@vmMrqWNgAfWaq.
Repeat (d) using AfWaqAfWaq, "often," in place of AfWaq, "now." Be sure you understand
the meaning of each. (If you are in an area where Cao is used instead of AfWaqAfWaq, then
use Cao in this exercise.)
URp--PbMrq@sgNgNo@KhoITh OpFpWWaqIOuh Sb "AfWaq" WShmLlp PbWIfSb "AfWaqAfWaq." WKg-"WTfO`QvqAfWaqAfWaq." (Mrq@sgNgPemWgpSbImShmNfMrqIfSb "Cao" Sb "AfWaqAfWaq" WShmLlp PbMrq@sgNg
If "Cao" Sb "AfWaq" WShmSbImNhAgpWaq.)
(5) Idiomatic Expressions

You have now learned 3 idiomatic expressions, as follows:
(a) K~LlpKbK~Llp, particle indicating acceptance of a suggestion or situation.
Read the following expressions aloud once, the teacher saying each one again and
you repeating it after him/her. Make sure that you understand the meaning of each.
The second time, read the first sentence and have the teacher respond with K~LlpKbK~Llp.
Then the teacher should read the second sentence and you respond. Alternately read
and respond in this way until the end.
URp--PbMrq@sgNgNoIm@IgqUepINpWaqI@ugqOpI@ugqITh. Mrq@sgNgNoOpBeqIOpBeq URp@Op

No@KhoIOuh KhoPbMrq@sgNgIfMgnURpWAa. IcqMrq@sgNgNoOpOueBeqIEfoTaqSaLlp PbMrq@sgNgNo@KhoWAhpJao
I@ugq KhoURp@IfFbSb "K~LlpKbK~Llp." Aa@ugqI@ugqLlp URp@No KhoMrq@sgNg@IfFbSb "K~LlpKb
K~Llp." NoQmAhQmAhK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
@dLfLap@shpIfn. Q@@dLapMrq@Hh.
SfqEhnLfSanUoTapNoNh. Q@SfqEhnNoNh.
VepWhqLIgmIFaOo. Q@VepW`JhpIFaQfmOo.
68
Q@Mrkq@vmWWaqI@Scn. Mrkq@vmLfWLlpI@Scn.
Q@IfImSb@shpIfn@uhn. IfLfSbMrq@Hh@uhn.
LU@hqFapUpWaq Q@VepLq 8 Oo.
Fe@qIOepWaqFaoIEfo. 50 Oo@LlmX`.
See if you can make up one or two examples yourself based on one or more of the
sentences above.
URp--PbMrq@sgNgVepW`JhpWKgIPaqAaPaqK~WImFg@LgpKpTfWUgo. Mrq@sgNgIfImPemIOpOp URp

@OpIfOpLlm@eqWhq KhoPbMrq@shNgIfMgnURpWAa.
(b) @vmSbLq, "It's up to you"

Below are 4 questions followed by the above expression as a response. The teacher
will read the first question and you respond. Then you read the second and the
teacher will respond. Continue reading alternately the third and fourth questions and
responses.
URp--NfImNhSnWaqWgpImUa@vmSbWEcEepIMqKhoImEaoFbSbWEcJvfIMqLlp. URp@Ua@vmMrq@sg
NgSbImUa@vmWAhpJaoI@ugqKhoMrq@sgNg@IfFb. TaqKhoMrq@sgNg@Ua@vmImK~Aa@ugqI@ugqWUgoKhoURp
@IfFbTf. Ua@vmQmAhQmAhK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@IbmITh.
"MBeqMrkqU@hqFapUpX`. WMrkqJhpIEfo."
"QWfpKhoVepQPgmSbUAhoUpLlp. Q
BeqMrkqMfrqNubpShp."
"M@@eqX` M@SfqFdH`X`."
"M@FÙ@vaWOufpX` MIF`WhqOp
Sfp."
"@vmSbLq."
"@vmSbLq."
"@vmSbLq."
"@vmSbLq."
Combine each of the last 2 sentences with the response by omitting the quotation
marks and inserting Llp between the question and the response, thus making it all one
person's words, then read them aloud, the teacher making corrections if necessary.
URp--PbMrq@sgNgIem^cnIm@Igq "Llp" NfImUa@vmSbUb@ugqI@ugqW@IbmKhoMnNrgpWhqCcnKhoImEaoFb

K~Ugo@@fJhp@eqI@ugqCh. WKg--"M@@eqX`M@SfqFdH`X`Llp @vmSbLq." PbMrq@sgNgIfSgSvam@ugqI
@ugqK~Ub@ugqI@ugqWaqWUgo.
(c) ImPgp...Uo, "to want to do something"

You will recall that the word order for the use of this idiomatic expression is as
below. However, if the subject is "I," then the subject is usually unexpressed."
Subject + ImPgp + action verb + possessive pronoun + Uo + object
Change the sentences below, using ImPgp...Uo in place of WfpKho.
URp--PbMrq@sgNgNoIm@IgqSbWNhSnWaqI@ugqOpI@ugq. Mrq@sgNgNoPemIOpOp URp@OpNo

ShqIamLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnURpWAaKho. AaThITh IfSg@KhoIOuh OpFpWWaq
69
IOuhLlp PbMrq@sgNgJco@vanIm@Igq "WfpKho" TaqKhoIem^cn "ImPgp" Kho "Uo" NfImShmSbWOp. Mrq@sg

NgPemOpIeem^cnIm@IgqWBqEem@hoUe. WKg-- "ImPgpWhpQUoSbFhHp."
QWfpKhoWhqFhHp.
QMmWfpKhoSfqSbTemMdq.
NgUpWfpKhoSgn@vfSb@sg.
LWfpKho@hoImUoTapX`.
QPgmWfpKhoMrkqLapI@dn.
5.2 Pronunciation Drill
5.2 Im@IgqWUhpSbW@hIEfb
(1) Review the following difficult consonants and vowels by reading the words in each
section aloud. If you mispronounce any of them, the teacher should drill you many
times for several days on those sounds which you are not pronouncing correctly.
(1) URp--PbMrq@sgNgIfMgnJvfURpWAaIThTaq PbMrq@sghNgNoKpTfITh. Mrq@sgNg@goJhpIm@IgqWUhpPemOpBeq

TaqSaLlp SfqFdHÌMIhm. OpFpMrq@sgNg@goImWUhpPemIOpBeqKaoOp URp@OpNo@KhoIOuh Kho
PbMrq@sgNgIfMgnURpWAaIOuhKho.
(a)
WhpIm
IfIm
VepIm
@IgqIm
ImWhp
ImIf
ImVep
Im@Igq
IgmIMhm
@shpIfn
ShqIfn
For further practice, review 1.2 (3-a) using Igm throughout; also 1.4 (6); 2.2 (3-a);
3.4 (4-a and b); 4.2 (4).
URp--Mrq@sgNg@go "I" WUhpPemIOpBeqKaoOpLlp PbW@vm@Kè@eq 1.2 (3-a), 1.4 (6), 2.2 (3-e),
b), Kho 4.2 (4). URp@OpNoI@ugqOpI@ugq KhoPbMrq@sgNgNoMgnURpWAaIThAaTh TaqKho
PbMrq @sgNgNo@vmKpTf. IfSgK~WaqW`ThIEfoIcqMrq@sgNgNoTfOpOueBeqIEfo.
3.4 (4-a Kho
(b) @
@dLap
LapI@dn
@qFe@q
Kgp@fpFho
U@hqUp
I@ScnAa@Scn
For further practice, review 1.2 (5); 3.2 (3) & (4); 3.4 (1)..
URp--Mrq@sgNg@go "@" WUhpPemIOpBeqKaoOpLlp PbW@vm@Kè@eq 1.2 (5), 3.2 (3) Kho (4), Kho 3.4
(1). URp@OpNoI@ugqOpI@ugq KhoPbMrq@sgNgNoMgnURpWAaIThAaTh TaqKhoPbMrq@sgNgNo@vmKpTf. If
SgK~WaqW`ThIEfoIcqMrq@sgNgNoTfOpOueBeqIEfo.
(c) B
70
BgqPhp
MUbBhq
NoBeqH`
WBhqIOep
MrkqIm
MrqFÌmNg
ImWMrkq
MrqMrkqImNg
MrkqLlmQq
PqErqShqIm
WMrkqShqIfn
(d) C
CcBq
CcKc
ChoBq
ChoKc
CcFaCcBq
WBqCc@Qq
ChoFaChoBq
WBqCho@Qq
(e) F
FaoW`Sfp
FaoKgpSfp
FaoQanSfp
FaoIEfo
FÌm
MrqFÌmNg
MrqFÌmWShm
WgpFdp
FapFb
U@hqFapUp
Fe@q
For further practice, review 1.4 (4); 2.2 (2-d); 2.4 (1) & (2); 3.2 (3); 4.2 (1).
URp--Mrq@sgNg@go "F" WUhpPemIOpBeqKaoOpLlp PbW@vm@K`@eq 1.4 (4), 2.2 (2-d), 2.4 (1) Kho (2),
3.2 (3), Kho 4.2 (1). URp@OpNoI@ugqOpI@ugq KhoPbMrq@sgNgNoMgnURpWAaIThAaTh TaqKho PbMrq@sg
NgNo@vmKpTf. IfSgK~WaqW`ThIEfoIcqMrq@sgNgNoTfOpOueBeqIEfo.
(f) X
LWhpPeqX`. WhpXfm.
L@SfqX`. @SfqXfm.
L@VepWhqX`. @VepXfm.
WKboKgpX`. KgpXfm.
For further practice review 3.4 (3) and 3.5.
URp--Mrq@sgNg@go "X" WUhpPemIOpBeqKaoOpLlp PbW@vm@K`@eq 3.4 (3) Kho 3.5. URp@Op

NoI@ugqOpI@ugq KhoPbMrq@sgNgNoMgnURpWAaIThAaTh TaqKho PbMrq@sgNgNo@vmKpTf. IfSKg ~WaqW`ThIEfo
IcqMrq@sgNgNoTfOpOueBeqIEfo.
(g) Review 4.2 (4-a and b) especially noting the intonation pattern.
URp--@vm@K`@eq 4.2 (3-@ Kho A). URp@OpNoQcqMrq@sgNgKhoPbMrq@sgNgNoMgnJvfURpWAaITh

Taq PbMrq@sgNgNo@vmK`TfITh. @vmLhpShqFhKpImW@ScmJhpW@ScmShq.
(2) Practice reading the expressions below, first pronouncing the words the way they are
written and then a second round pronouncing them the colloquial way.
71
(2) URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoITh NoWhqK~Mrq@

EbmAgpNg@IgqImWUgo.
(a) F/As
LFÌmWaqFaoKgpSfp.
Fe@qIOepWaqWSvfmFdp@fpFho.
FdHÙ@hqFapUpWMrkq@Op.
(b) E/@s
ImKhoEmErqShqSa.
(c) U/E
WTfUoShU@hqUpI@aSgq.
QU`MrkqUAhoUpLlp.
ImPgpWhpQUoPeq.
(d) Wgo/Who, Wgn/Whn
LVepQqUAgoUpW`@fpFgo.
QWfpKgoSgn@vfAfWaq. (Note: Sgn@vf is never pronounced Shn@vf.)
5.3 Commands & Responses, Questions & Answers, Substitution Drills, and Expansion
Drills
5.3 ImPbKhoImPqJvfWAa, ImUa@vmKhoImEaoFb, ImFhISfIm@Igq, KhoImPqW`JhpIm@Igq

Review sections 1.5, 1.7, 2.3, 2.6, 3.3, 3.5, 3.6, 4.3, & 4.5.
URp--@vm@K`@eqImPqSg 1.5, 1.7, 2.3, 2.6, 3.3, 3.5, 3.6, 4.3, Kho 4.5.
5.4 ImPqSgOpCoIm@IfU@hoIm.
(1) Review the conversations in 1.3, 1.8, 2.7, 3.8, 3.9 and 4.7
(1) URp--@vm@K`@eqImPqSg 1.3. 1.8, 2.7, 3.8, 3.9 Kho 4.7.
(2) You and your teacher should spend time talking together about various things using
the vocabulary and sentence patterns you have learned.
(2) URp--URpKhoMrq@sgNg@OpUdWFb@Ihm K~Ugo@@IgqU@goImOpCoImBemW@Scn@Scn KhoUd

Im@IgqUepINpSbMrq@sgNgPqSgIemSaTf.
(3) LISTEN to the following conversation as the teacher reads it without looking at the
book yourself. The teacher should identify the speakers each time. After you have
heard the entire conversation, tell in Karen what you understood and remembered. If
you didn't get it all, have the teacher read it again as often as necessary, each time
giving you a chance to tell what else you understood from it. After you understand it
all, take the second part while the teacher takes the first part and practice reading it
through once or twice. Then try saying your part without looking at the book. After
72
you can say your part correctly and smoothly, change parts and practice the same way
again.
(3) URp--URp@OpNoIm@IgqUepINpWaq KhoPbMrq@sgNg@Lp. NfURpNoWA` URp@OpNoJhp "A"

Kho "B" WPaq K~UgoMrq@sgNg@UepH`MrqPIq@IgqImSfp. URpNoIThTaqKho, PbMrq@sgNgIfKho@vmSbMrq@
Hh@ugnMrq@sgNgLmMbmMrfqSfp. Mrq@sgNgPemILmMbmKaoOp, URp@No@KhoIThAaThUe KhoPbMrq@sgNgIfKhoImSb
WLmMbmW`JhpTfUepINpLlp. Mrq@sgNgPemILmMbmAfSbnKaoOpLlp PbMrq@sgNgWgoJhpWSanTaqKho @vmMgnU
RpWAaNfURpNoQcq@KhoMrq@sgNgWA`. IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f "B" KhoURp@@f "A".
NoIThAaThTaq PbMrq@sgNg@oObCnWSanKhoIf@vm "B" WIm@Igq. IfSgK~Waq 3-4 ThTaqKho FdHÌUh
IfSgK~LlpWUgoKho. IcqMrq@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq "A" KhoURp@@f @eq "B." IfSg
K~WaqW`ThIEfoIcqSbMrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPqSgImPqSg 6 ULn@e @vm@K`@eqIm
PqSgIIhmWaqEem@hoIUhAaUh.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
LU@vaUpSbL@F`WhqWgpKaoX`.
IWgpW`W`SbqOp.
LUAhoUpSfp.
Wbp, PePemUAhoUpLlp WgpKaoNoRoH`.
LFÌ@aSgqWMrkqK~Sfp.
QFÌ@aSgqAaFaQfmOo.
LF`SbKboX`, LSfqF`Sb@oMdqX`.
Wb, QF`SbKboShq.
LF`LlmWMrkqFaoW`SaSfp.
QF`LlmAaMhmWOufpSa.
LF`KaoImP^cqINpSfp.
QF`KaoFhKap, FhHp, JhoHp, HpNg, KhoImKhoImSpUepINpShq.
LImVf^cnW`LlmLImVoJhp, PemLImVoJhpW`LlmLImVf^cnSfp.
QImVf^cnW`LlmQImVoJhpIEfo.
SbLKboLlp MrqWhpImMrfqBqSfp.
QfQKboLlp MrqWhpImQfmBqIOuhOuh, MrqWBqIFaIOuhOuh.
LPgmLMmWgpKaoX`.
QPgmWgpKao. QMmIWgpSbqOp.
LPgmWgpFdpEemX`.
QPgmLlpWgpFdpBeqPo, PqImFdpPoShq.
QVepLNgWFe@qLlp @qTfOpX`.
@qTfOpMdoAfSbnShq.
M@IgqImKhoLqW`@fpFhoSaX`.
IW`@fpFhoOp. OpMdoShq.
Q@@eq@KhoLh.
OpPfo. Q@SfqMhnLAaEeam.
73
After you can say either part correctly and reasonably fluently, try making variations
in the details still following the pattern of the conversation. Continue to work on this
conversation for several days even though you go on to the next lesson.
URp--Mrq@sgNgIfSgIm@IgqUepINpWaqPemOueSaLlp URpPemBeqMrq@sgNgPemBeq Sf@eqIm@IgqMdqNubpMdq

NubpUe IOuhIEfoIOuhIEfo.
5.5 ImPqSg@LpKho@IgqMrq@Zhh@ugnSbMrq@HhWVap
(1) Review the new vocabulary you obtained yourself while studying Book I, as well as
the new verbs you obtained in 3.9 (1) and 4.9 (1), by carrying on a conversation in
Karen with your teacher and using them.
(1) URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSgSanWAhpJaoIOepWA`PemBeq NfW

PqSgSanAaOepIOepWaq 3.9 (1) Kho 4.9 (1) WA`PemBeq. URpKhoMrq@sgNg@Op@IgqU@goImKhoUd
Im@IgqWTfLlpUepINp.
learning.
(2) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSa KhoK~Ugo@

@LpMrq@Hh@IgqU@goIm.
This assignment should have been completed by now. Save it and update it from
time to time as you learn more about the Karen customs in connection with clothing.
URp--ImPqSgI@IhmWaqLlpIOpCoKhoMrq@HhW@uhnOp. Mrq@sgNg@PqKpTf.
74
LESSON 6
ImPqSg 6
Laq (PcmLaq)
ILaqWaq
Af
AfSfp/Shp
V` (PcmV`, PV`)
AfPV`
IV`Waq
NÌam (Iam)
PcmBm
NgKgp
NgKgpAv`
NgKgpPcp
Lh(I)
Lh(I)Paq
Lh(I)Bq
Pa
PaWgp
PaShq, PaLhq
ShmPa
ImPa
Icq
Day (as opposed to night)

Today, this day
Particle indicating approaching time
When? At what period of time?
Evening
This coming evening
This evening
Uncle
Aunt
Nephews & nieces
Nephew
Niece
None, not any
Nothing, not anything
Nobody, not anybody
To sleep
To stay and sleep (stay overnight)
To lie down, lie
Bed, sleeping place
Sleep
To arrive, reach (a place, period of time or
event); when; until
6.2 Im@IgqWKg
(1) Use of Laq, "day (as opposed to night)"
(1) ImUdIm@Igq "Laq"
MJapOpWhqJfILaq.
We saw him only one day.
MSfqOpUbLaqH`.
ILaqWaqVfWhpU@hoPeqKhoQqPhhp.
ILaqWaqQIOpSfqJhpImPqOp.
ILaqWaqQVfWgpKhoLqLlmUbLaqSa.
ILaqWaqPemPgmWPccmLaq.
ILaqWaqPemMmWPcmLaq.
ILaqWaqPemNgUpWPcmLaq.
ILaqWaqPemSanEhFraWPcmLaq.
We went for three whole days.

Today come and eat with me, won't you.
Today I don't have to go to work.
Today I have been with you for three days
already.
Today is Mother's Day.
Today is Father's Day.
Today is Children's Day.
Today is Bible Day (Bible Sunday).
(2) Use of V` (PcmV`, PV`), "evening"
(2) ImUdIm@Igq "V`"
IV`WaqM@@hoU@hoImUoTa
oImUoTap.
IV`WaqQPgmQMm@VfVo.
IV`WaqL@WgpKboX`.
IVÀaV`Taq MSfqO`Qvq.
SfqMhnQAaJfIV`Php.
PcmV`Sa. MIJapImSbqOp.
PcmV`Sa. QILlmSfqFdQBgqPhpWWgp
KaoOp.
This evening we'll sing together.

This evening my parents will come on a trip.
This evening will you be at home?
After 1-2 evenings we went to church.
Go with me just one evening, won't you?
It's already evening; we can't see any more.
It's already evening; I haven't gotten to my
friend's house yet.
(3) Use of Af, particle indicating approaching time
(3) ImUdIm@Igq "Af"
LVfAfSfp.
Uc@eqFdKboAfSfp.
LNgKgpSfqJhp@sgAfSfp.
LPgm@VfAfSfp.
Uc@@hoImOÀfSfp.
Mrq@WhpPeqAfSfp.
UAhoUp@PaAfSfp.
LBgqPhp@@eqAfSfp.
L@Vf@vmImBhqAfSfp.
(b) AfPV`M@SfqVoSgn@vf.
(a)
When did you come?

When did you return home?
When did your niece go to school?
When will your mother come?
When will you call (hold) the worship service?
When are the people going to eat?
When will the mangoes be ripe?
When will your friend return home?
When will you come to look at the pictures?
This coming evening we'll go take a stroll.
76
AfPV`M@NhWhpHpNg.
AfPV`Q@SfqMrkqSanEhFra.
AfPV`M@WhpPIqSfp.
AfPV`Mrq@VfMrfqBqSfp.
This coming evening we'll cook fish curry.

This coming evening we'll go and buy Bibles.
This coming evening what will we eat?
This coming evening how many people will
come?
Repeat (a) and the last 2 sentences in (b) using Shp in place of Sfp.
URp--IfSg (a) @go@ugqKfoKhb (b) W@IbmAa@ugq @KhoIOuh OpFpWWaqIOuhWaq Sb "Sfp" WShm

IfSb "Shp."
(4) Use of NÌam, "uncle;" PcmBm, "aunt;" and NgKgp, "nieces and nephews"
(4) ImUdIm@Igq "NÌam," "PcmBm," Kho "NgKgp"

EhqBhqKhoLhmPdLlpWNÌamSbEhqS`.
WTfUepPemMrqKhNgKgpNÌamShq.
(b) EhqBhqKhoLhmPdLlpWPcmBmSb LhmFao.
WTfUepPemMrqKhNgKgpPcmBmShq.
(c) EhqBhqKhoLhmPdWMmWPaqSb EhqUd.
(a)
EhqUdWMcmUK`SbEhqS`.
EhqS`PemEhqBhqKhoLhmPdW NÌamK`Shq.
) EhqBhqKhoLhmPdWPgmWPaqSb LhmT`.
LhmT`WMcmUK`SbLhmFao.
LhmFaoPemEhqBhqKhoLhmPdW PcmBmK`Shq.
(e) IamXb, L@Vf@eqFaoQanShp.
IamXb, LWgpNfShp.
(d
Saw Gaw's and Naw Mu's uncle is Saw Lah.

They are niece/nephew-uncle in relationship.
Saw Gaw's and Naw Mu's aunt is Naw Chee.
They are niece/nephew-aunt in relationship
Saw Gaw's and Naw Mu's father is named
Saw Thu.
Saw Thu's youngest brother is Saw Lah.
Saw Lah is Saw Gaw's and Naw Mu's
youngest uncle.
Saw Gaw's and Naw Mu's mother is named
Naw Wah..
Naw Wah's youngest sister is Naw Chee.
Naw Chee is Saw Gaw's and Naw Mu"s
youngest aunt.
Uncle, when will you come back?
Uncle, where are you?
6.3 Question and Answer Drill
In the following diagram there are 3 sets of parents. Of their children, the spouses of
2 couples as well as their children (the parents' grandchildren) are also shown. Study
the diagram until you understand it, then answer the questions below as asked by the
teacher.
77
(1) LhmT`WKhMcmTfmWgpMrqfBqSfp.
(2) WPcpMfrqBq, WAv`MfrqBqSfp.
(3) EhqUdWKhMcmTfmWgpMfrqBqSfp.
(4) WPcpMfrqBq,WAv`MfrqBqSfp.
(5) LhmT`KhoEhqUdWNgWgpMrfqBqSfp.
(6) WNgPcpWPaqK~Sfp.
(7) WNgAv`WPaqK~Sfp.
(8) LhmPdKhoEhqBhqWNÌamWgpMfrqBqSfp.
(9) WPcmBmWgpMfrqBqSfp.
(10) WTfUepWNÌamK`WPaqK~Sfp.
(11) EhqS`WNgWgpMfrqBqSfp.
(12) WNgKgpWgpMfrqBqSfp.
(13) WNgKgpPcpMfrqBq, WNgKgpAv`MfrqBqSfp.
(14) EhqUdWNgKgpWgpMrfqBqSfp.
(15) WNgKgPcpMfrqBq, WNgKgpAv`MfrqBqSfp.
6.4 Im@IgqWKg
(1) Use of LhI..., "none, not any"
(1) ImUdIm@Igq "LhI..."
MrqIVfLhIBqOp.
QIVfEhnImLhIPaqOp.
UAhoUpIWgpLhINubpSbqOp.
WSanEhFraIWgpLhIOepOp.
WTfIOpWUoLhIEfoOp.
QMmISfqFdTemMdqLhIOuhKaoOp.
Nobody came.
I didn't bring anything.
There aren't any more mangoes.
She doesn't have any Bible.
He isn't the least bit pleased.
My father has never yet gone to the city.
Repeat using only Lh instead of LhI...
URp--IfSg@KhoIOuh OpFpWWaqIOuh Sb "LhI..." WShmLlp IfSb "Lh..." WKg--"LhBq, LhPaq."
(2) Use of Icq, "to arrive, reach;" "when;" "until"
(2) ImUdIm@Igq "Icq"

78
UcVfIcqAfSfp.
MVfIcqAfWaqXfm.
Mrq@sgNgVfIcqSaX`.
MSfq@IcqFaoQanSfp.
IQanOp@Icq.
MSfqIc
qIcqPoM@WhpPeq.
WTfVfIcqSaNfSfp.
(b) IcqQBgqPhpVfIcqLlp MSfqVoSgn
@v.f
IcqQBgqPhpVfIcqLlp, MSfqWhpU
@hoPeq.
IcqQBgqPhpVfIcqLlp M@@eq@ho
WhqFdKbo.
IcqQBgqPhpVffIcqLlp M@IfWhqSb
ImO`WBem.
IcqQSfqIcqNfLlpLlp QIJapMrq
LhIBqOp.
IcqWTfUoTapImTaqLlp WTfVf@eq
FepLhq.
IcqLIfSa LOpPqShq.
IcqLJapWhqLlp Vf@hoWhqFddQWgp.
IcqMrqWhpPeqTaqLlp KcoWhp@KhoWhq
SbUAhoUp.
(c) WgpNfWaqIcqSbQVf@eq.
WgpNfWaqIcqSbMrq@eq.
WgpNfWaqIcqSbMrqO`QvqTaq.
WgpNfWaqIcqSbQNÌamVfIcq.
Q@WgpNfLlpIcqSbQImPqTaq.
Q@PqSgMrq@Hh@uhnIcqSbQ
@IgqImUeBeqIEfo.
L@OpWgpNfWaqIcqSbLFÙAho
UpAfSbnTaq.
L@OpNhWhpJhoHpIcqSbWPaBeq
Beq.
M@WgpNfWaqIcqSbS`JhpUbUh.
(a)
When did you arrive?

We've just arrived. (We arrived just now.)
Have the school children arrived yet?
When will we arrive?
We'll arrive before long.
Only after we arrive will we eat.
Where has he already reached to?
When my friend arrived, we took a stroll.
When my friend arrived, we went and ate

together.
When my friend arrives, we'll take him back to
our house.
When my friend arrives, we'll tell her about the
worship service.
When I reached there, I didn't see anyone.
When he finished singing, he came back and

sat down.
When you have said it, you must do it
When you see him, bring him to me.
When people have finished eating, feed them
mangoes again.
Stay here until I come back.
Stay here until the people go home.
Stay here until people finish worshipping.
Stay here until my uncle arrives.
I'll stay there until my work is finished.
I'm going to study Karen until I can speak it
fairly well.
You must stay here until you finish selling all of
the mangoes
You must cook the pork until it is well done.
We'll be here until the third day of the month.
79
Repeat (c) using only Icq instead of IcqSb and dropping the final Llp (if any).
URp--IfSg (c) @KhoIOuh OpFpWWaqIOuhWaq Sb "IcqSb" WShm IfSb "Icq" KhoIm@Igq "Llp"
PemWgpNfI@ugq@ugqW@IbmLlp PqShqIfnWhq. WKg--"L@OpNhWhpJhoHpIcqWPaBeq."
(3) Use of Pa, "to sleep"
(3) ImUdIm@Igq "Pa"
(a)
LPaSaX`.
QNgKgpPcpPaSa.
LPaPcnX`.
Q@@eqPa.
QNÌamPaaILlmOpUbUhSvamUhSa.
MWhpImPemRoLlp MPaPcnPo.
(b) PaShqNfWaq.
LWfpKhoPaShqX`.
NfWTfU`@PaShq, Mrq@hoWhq@Kho.
QPcmBmPaLhqNfLlpQanSa.
(c) WTfWaqPemQMmWShmPa.
WTfUepWShmPaIWgpOp.
Q@vmLShmPaBeqKgpPo. PemWUhX`.
ImPaLlpPemImBeqIPaqSbQvqVep
OpMrq.
Are you already sleeping?

My niece is already asleep.
Did you sleep well? (Did you enjoy sleeping?)
I"m going to bed.
My uncle hasn't been able to sleep for 3-4
days.
If we eat a lot, we sleep well
Lie down here.
Do you want to lie down?
When she was intending to lie down, she was
called again
My aunt has lain there a long time.
This is my father's bed.
They don't have a bed.
Your bed looks very nice. Is it new?
Sleep is a good thing which God has given us.
6.5 ImUaa@vmKhoImEaoFb
In the following drill the teacher will ask the questions given below, and you should
answer using LhI... plus the appropriate classifier. It isn't necessary to repeat the
subject in your answer. Be sure to use the negative with the verb in your answer;
e.g., LSanImIfWgpIOepOepX`." "IWgpLhIOepOp," "Do you have any storybooks?"
"No, I don't have any." ("I have none.")
URp@OpUa@vmMrq@sgNgK~SbIm@IgqSbWWgpNu`TfSbWNhSnWaq KhoPbMrq@sgNgIfFbIm. SbWIm

EaoFbWMdqLlp Mrq@sgNg@OpUdIm@Igq "LhI..." WKg--URpPemUa@vm "LSanImIfWgpIOepOepX`"
Llp Mrq@sgNg@IfFbSb "IWgpLhIOepOp."
1. LUepH`MrqNfWaqMrfqBqSfp.
2. LPcmBmWJhoWgpMfrqKcSfp.
80
3.
4.
5.
6.
7.
8.
LNÌamSfqFdTemMdqIOuhOuhSaX`
LPdoUpIgmWgpX`.
LFÙAhoUpLlmMfrqNubpSaSfp.
LJapLlmSanImIf
ImIfIOepOepSaX`.
LSfqIfOpMrqMfrqBqSfp.
LPcmBmVfEhnImPIqINpShp.
Repeat using only Lh rather than LhI... in your answer.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "LhI..." WShmLlp PbMrq@sgNgIfFbSb "Lh..." JfI

Nubp. WKg--"IWgpLhOepOp."
6.6 Completion Drills
6.6 ImIem^cnMfrqJhpIm@Igq
Using the pattern sentences below, see how many different expressions you can
insert in the blank space; e.g., (a) IcqQ@qJhpQFe@qTaqLlp M@WhpPeq, "When I have
put on my shirt, we'll eat." Make up at least 6 other expressions to substitute in the
pattern sentence. (b) E.g., @vmQNgIcqSbQIgmPdoUpTaqLh, "Look after my child until I
have finished pounding chillies, okay?" Make up at least 6 other expressions to
substitute in this pattern sentence as well.
URp--ImPqSgIMIhmWaq Mrq@sgNg@OpCcLlmWIm@IgqKpTf KhoUdCcnKhoIm@IgqNf (a) SbfImNh

Sn Waq. WKg--Mrq@sgNg@IfSb "IcqQ@qJhpQFe@qTaqLlp M@WhpPeq." Mrq@sgNgIfOpBeqIOpBeq
URp @OpIf@KhoIOuh KhoPbMrq@sgNgIfMgnURpWAaKho. PbMrq@sgNgVepWKgWErq@Ibm 6 Psg. PemTaqKho
PbMrq@sg Ng IfSg@Kho (b) K~Sb (a) WUgoLlp.
Icq_______________LlLlp M@WhpPeq.
(b) @vmQNgIcqSb__________________Lh
Lh.
Sb
(a)
(1) Use of Af, particle indicating approaching time

You have already learned the expression AfWaq, "now" (literally, "this approaching
moment"). Now in this lesson you are introduced to 2 new expressions using Af; i.e.,
AfSfp (AfShp), "when?" and AfPV`, "this coming evening." Thus it can be seen that the
word Af refers to the very near future which is approaching, except for the question
expression, AfSfp, "when?" which can refer to the recent past as well as to the near
future. Later on, you will learn other expressions combined with this particle.
(2) Use of V`, "evening"
As with the English word "evening," the word V` r refers to any time from about 4
p.m. until bedtime, even though it may already be dark. The two expressions AfPV`
(AfPcmV`) aand IV`Waq can both be translated as "this evening," but the former is
81
used when speaking in the morning or early afternoon referring to the coming
evening, whereas the latter is used if speaking when it is already evening..
(3) Use of NÌam, "uncle;" PcmBm, "aunt;" and NgKgp, "nephews/nieces
The word NÌam is used to refer to an uncle on either the mother's or father's side, and
if the youngest sibling of either parent is masculine, he is often referred to as NÌamK`.
Likewise, the word PcmBm refers to an aunt on either side of the family, and if the
youngest sibling of either parent is feminine, she may be referred to as PcmBmK`.
Within close circles, the word NÌam is often shortened to Iam when addressing one's
uncle directly; e.g., IamXb, LWgpNfSfp, "Uncle, where are you?"
The word NgKgp, "nieces/nephews" is a general term used for nieces and/or nephews in
a non-specific way. If one wishes to be more specific, Av` or Pcp are added; e.g.,
NgKgpPcp, "niece;" NgKgpAv`, "nephew."
Persons who are not related to each other often use the above terms when addressing
someone in an informal manner; e.g., if someone is about the same age as one's
parents, one may address him/her as PcmBm or NÌam (but not Iam), and if someone is
young enough to be one's child, one may address him/her as NgKgpAv` or NgKgpPcp.
(4) Use of LhI...,"none, not any"
The expression LhI... plus the appropriate classifier and used with a verb in the
negative gives the meaning of "none, not any, no;" e.g., LhIBq, "nobody, not
anybody;" LhIPaq, "nothing, not anything;" LhIOu,h "never, not ever;" LhIEfo, "not a
bit, not at all." It can be used only in negative sentences. Often the numeral I is
dropped in everyday speech.
(5) Use of Pa, "to sleep"
You should have no problem with the use of Pa, "to sleep." However, it should be
noted that PaShq and PaLhq have slightly different meanings. The expression PaShq
refers to the act of moving from an upright or sitting position to a reclining position
and is equivalent to the English "lie down." On the other hand, PaLhq is usually used
to refer to someone who is bedridden and is equivalent to the English "lay/lie;" e.g.,
WTfPaLhqQanSaX`, "Has she lain there a long time?" (An occasional speaker, however,
may use PaLhq like PaShq to mean "to lie down.")
(6) Use of Icq, "to arrive, reach (a place, period of time, event); when; until"
In this lesson you have been introduced to 3 uses of Icq-(a) When Icq is used as the main verb, it means "to arrive, reach" and it is usually
preceded by Vf, Sfq, or @eq; e.g, QPgmVfIcqSa, "My mother has arrived." Note that
82
words and particles like Pem, @, and I usually come between the 2 verbs; e.g.,
LVfPemIcq..., MSfq@Icq..., WTfSfqIIcqKaoOp.

(b) The word Icq is also used to mean "when," in which case it is the first word in
the clause; e.g., IcqWTfUoTapIm..., "When he sang ..." (literally, "arriving at the time
he sang").
(c) The word Icq is also used (usually together with Sb) to mean "until;" e.g., WTfPa
IcqSbQVf@eqSb@oMdq, "He slept until I got back from the market." (literally, "He
slept arriving at my returning from the market.") In this case, the expression Icq(Sb)
joins the 2 clauses.
In other words, the position of Icq in the sentence determines what the English
equivalent would be (although all 3 expressions may mean the same thing in the
mind of Karens.)
6.8 ImPqSgOpCoIm@IgqU@goIm
(1) Tell all you can about your aunts, uncles, nieces, and nephews. (If you have any
photos, so much the better.) Then find out all you can about your teacher's aunts,
uncles, nieces, and nephews.
(1) URp--URpKhoMrq@sgNg@OpIfU@goImOpCoIBqKhoIBqWPcmBmNÌamKhoNgKgpUepINpWBemLlp.
(2) Be sure to learn the other sections well before going on to this conversation.
(2) IAuioURpUgpSgImI@IhmWaqKaoOpLlp Mrq@sgNgw@boLmMbmImPqSgSbWMdq@vanBeqBeqOpOpIEfo.

Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
A.
B.
A.
B.
Wb, NgKgp, LVfIcqNfWaqAfSfp.

QVfIcqAfWaqXfm.
LU`@SfqFdPIqWKboSfp.
QU`@SfqFdN`BhqMmWKboXfm. QIJapWKboSbqOpWaq.
83
N`BhqMmWKboLlp Wgp@eqSbLlp.
B. WTf@WgpSbKboEemX`.
A. Wgp, Wgp. ILaqWaqMrqISfqImLhIBqOp.
SfqPaWgpQqPhp.
B. Wbp, Q@SfqPaWgpLq.
A. AfWaqLWhpOpPeqSaX`.
B. ILlmWhpKaoOpXfm.
A. Sfq, Sfq. WhpPeqKhoQqAfWaq. AfPV`Q@Sfq@hoLqFdN`BhqMmWKbo.
B. Wbp, Wbp. ImOuio.
A.
Questions (ImUa@vm)
1. B U`@SfqFdPIqWKboSfp.
2. Pem B JapMrqIBqLlpWKboX`.
3. MrqSbWWgpSbN`BhqMmWKbo@SfqImIBqBqX`.
4. B @SfqPaWgpPIqSfp.
5. B WhpPeqTaqSaX`.
6. B @SfqWhpPeqNfSfp.
7. SbV`WTfLlp A @@ho B FdShp.
(a) After you can answer all the questions correctly, repeat the whole conversation
after the teacher once. Then you take the B parts while your teacher takes the A
parts. Practice a number of times both with the teacher and with the tape, so that

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A." @IgqSgU@goIm@IgqW`ThIEfoK~Ugo
Mrq@sgNg@If "B" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg f@eq "A" Kho
URp@@f@eq "B" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSgU@hoIm
@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFdIm
@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
84
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqIThTaq PbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVg
AfPV`QNÌam@VfPaWgpMrq.
____________________________________________________________________
____________________________________________________________________
QNgKgpAvÌBqU`@VfIcqILaqWaq.
____________________________________________________________________
____________________________________________________________________
QPcmBmIWgpLhIBqOp.
____________________________________________________________________
____________________________________________________________________
(1) During the next 24 hours learn from someone other than your teacher the Karen word
for an action verb which you are likely to need or have occasion to use fairly often.
Plan ahead of time how to obtain this word; e.g., Will you act it out? Will you refer
to someone carrying out the action and ask what he/she is doing? Or will you show a
picture of someone carrying out the action and ask what he/she is doing? After you
have been told the word, be sure to repeat it, imitating the pronunciation as best you
can and ask if you're saying it correctly, as in 3.9 (1). Then have the person write it
down. (Some village Karens aren't very good at writing or spelling Karen, so if your
informant is reluctant or says he/she can't write it, ask if there is someone who can
write it for you or ask, "Who can write it down for me?" If there is no one, write it
down the way it sounds to you and ask the teacher to correct it the next day.) Then
try using the new word in various ways, such as asking a question, or trying to make
a sentence and asking if you can say that.
If the action verb doesn't take an object (e.g., "run"), you will probably only be given
the main verb or a combination of verbs. In all probability you will already know
any helping verbs; but in any event, the word that comes first will be the main verb.
If several verbs are given and you try to use them in another sentence, it may be that
only the first one can be used; e.g., you might show the picture of persons running in
85
a competition in which case the informant will give you 2 verbs which together mean
"to race." Then when you try to use the verb combination in another sentence, you
would probably be corrected and told to use only the first verb. That is the verb you
want to remember. If the verb you have asked for takes an object (e.g., "to comb
hair"), you can expect to be told the main verb (+ helping verbs, if any) and finally an
object. The latter may be a specific object or the indefinite object Im. In such
cases, try using the new verb together with a specific object and see it if is accepted
by your informant. If the informant corrects you, repeat the corrected expression
after the per-son who corrected you. At the end before you leave, be sure to thank
your infor-mant(s).
There are some groups of actions for which in English there is a general word, as
well as a number of more specific ones; e.g., (1) General word--cut; specific words-chop, hack, slice, peel, cut with scissors or shears; etc. (2) General word--wash;
specific words--bathe, launder, shampoo. In Karen there is usually no general word
that can be used for all of the more specific types of actions because the verbs
usually refer to a particular type of motion. Keep this in mind as you choose what
new verb to ask for and try to choose one for which in English there is no specific
word (e.g., wash dishes) or a specific one for which you suspect that you can
substitute other words you have already learned (e.g., cut up
mangoes/tomatoes/eggplant/onions/bananas). When you try the new verb in some
other sentence and your informant says you can't say that, write down (or get
someone to write down for you) the correct way and repeat it after the informant. If
it is the verb that is incorrect, try other examples of using the original new verb to
see when you can say it and when you must use the second one. If it is the object
which wasn't accepted, try other examples to see what objects for which you have the
vocabulary can be used with the original new word and which ones cannot. Like a
detective you may find clues to help you put the acceptable and unacceptable objects
into categories. Don't worry about mastering any secondary new verbs or objects at
this time (though you would be wise to keep them written down for future
reference); rather concentrate on mastering the one new verb which you asked for +
its object, if that was a new word for you also. Never ask Karens why they say
things the way they do--the chances are they have never studied the grammar nor
analyzed their language and you will just embarrass them. Just make a mental note
of your question and keep your ears open for other illustrations of the same type of
expression. Eventually, you will understand when the Karens use it and get a feel for
what is meant by it.
The next day be sure to tell your teacher what the new verb you have learned is so
that you and he/she can practice using it. You should also seek opportunities to use
it when talking with other Karens. Two or three days later try learning another new
word the same way.
86
URp--PbMrq@sgNg@vm@K`@eqImWKgSb 3.9 (1) KhoPbMrq@sgNgCcUepHÌm@IgqWUhIPaqPaqSbFdH`

24 LpRapWIhmMdq. PqKhoILaq PbMrq@sgNgIfOpURpIm@IgqWUhSbWCcLlmSaTfINubpWaq KhoURp
KhoMrq@sgNg@Op@IgqSgIm@IgqINubpWaq.
learning.

6.11 Cultural Assignment for Lessons 6-10
Note the types of food eaten. How many dishes are served with rice? What are the
ingredients? How is the food prepared? How much of it is gathered, grown in
family gardens, and bought at market? What types of seasonings are used? Who
eats where and at what times? Do men and women eat together? How many meals
are eaten a day? How does the food taste to you? What utensils are used at
mealtimes? How are people called to come eat? Do people converse while they eat?
Note the sounds which accompany eating (smacking of lips, belching, etc.) Do
people drink during a meal or after? Find the polite phrases to use when invited to a
meal, when urged to eat more, and when finishing a meal.
URp--ImPqSgI@IhmWaqLlpIOpCoKhoMrq@Hh@ugnOp. Mrq@sgNg@PqKpTf.
87
LESSON 7
ImPqSg 7
Ihm
PaIhm
Fg@Pggp (FgPgp)
@vmFg@Pgp (@vmFgPgp)
UoAc
ImUoAc
LpRap
Lq (PcmLq)
AfPcmLq
ILqWaq
Ah
VÀh
PcmLqAh
IAh
EnAh (Ah)
PemSb, WCg
IEgmNg
Wg (Wb)
Wh
To make a stop, break, juncture

To stay overnight, break a trip by sleeping
somewhere
To think
To consider, deliberate on a subject
To be glad, joyful, rejoice
Joy, gladness, rejoicing
Clock, watch; o'clock; classifier for hours
Night, nighttime
This coming night
Tonight
Classifier for sides of a thing
Evening (as opposed to morning)
Nighttime (as opposed to daytime)
One side; half-past; as for ..., whereas
Particle used when urging someone to do
something he/she hesitates to do
Because
A short period of time
Exclamation of surprise or regret
Particle used when responding to a new bit of
information or a new thought just come to
mind
7.2 Im@IgqWKg
(1) Use of Ihm, "to make a stop, break, juncture
(1) ImUdIm@Igq "Ihm"
PaIhmKhoQqIUhAaUh.
WgpIhmKhoQqNfWaqIS`.
Spend the night with me 1-2 days.

Stay over with me for a month.
WTfWgpIhmKhoWNÌam. IVf@eqTfOp.
WTfIPaIhmLhIUhOp.
LPemPaIhmNfLBgqPhpWKboLlp QfQ@Sfq
PaSbQNÌamWKbo.
L@PaIhmX` L@SfqFdH`X`.
He has stayed on with his uncle. He's not

coming back.
He didn't spend a single night.
If you spend the night at your friend's house,
I"ll go and sleep at my uncle's.
Are you going to stay over or go on?
(2) Use of Fg@Pgp/FgPgp
(2) ImUdIm@Igq "Fg@Pgp/FgPgp"

LFg@PgpK~Sfp.
QFg@PgpSbLVf@IcqAfPV`.
QIFg@PgpSbL@IfImK~WaqOp.
@vmFg@PgpSbWBem.
Q@vmFg@PgpTaqSa.
@vmFg@Pgp@vm@vmSbH`.
Q@@vmFg@PgpKao.
What (How) do you think?

I thought that you would arrive this coming
evening.
I didn't think that you would tell it like this.
Think about it. (Deliberate on it.)
I have already thought about it.
Think (test by thinking) about it beforehand.
I'll still consider it.
Repeat using FgPgp in place of Fg@Pgp.
URp--IfSg@KhoIOuh OpFpWWaqIOuhLlp Sb "Fg@Pgp" WShm IfSb "FgPgp."
(3) Use of Ah, classifier for sides of a thing; half-past; as for, whereas
(3) ImUdIm@Igq "Ah"
SfqLfSbLlpIAh. QfQ@SfqSbWaq
IAh.
QPgmSfqMrkqIm. QMmIAhWgpSbKbo.
QPgmSfqO`Qvq. QMmIAhPaSbKboMdq.
QPgmSfqWgpU@hoWTfmLhm. QMmIAh
SfqPqIm.
QUoTapImIBq. WTfIAhIUoTap
MghnQAaOp.
QWfpKhoSfqIfWhqIOuhWaq. PePemLfIAh
L@IfK~Sfp.
You go that side (direction); i'll go this side

(direction).
My mother went to buy things; as for my
father, he's at home.
My mother went to church; as for my father,
he's asleep in the house.
My mother went to visit her elder sister;
whereas my father has gone to work.
I sang alone; as for her, she didn't sing with
me.
I want to go and tell him this time. As for you,
what do you say?
89
(4) Use of LpRap, "clock, watch; o'clock;" classifier for hours
(4) ImUdIm@Igq "LpRap"
LpRapINubp
UbLpRap
QfmLpRap
WLpRapIFa
IFaLpRapIAh
IFaAaLpRapIAh
(b) LLpRapINubpLlpWMrkqFaoKgpSfp.
(FaoW`Sfp).
SbQKboMdqLlpLpRapWgpAaNubp--WKgp
INubp, WFaoINubp.
"AfWaqOpMrfqLpRapSaSfp." "WLpRap
IFaSa."
WTfUepWhpPeqSbChoLpRap, VÀh
SbQfmLpRap.
AvaLpRapIAhM@OpVoJhpSfqIm
Shq.
(a)
A clock, a watch
Three o'clock
Five o'clock
Ten o'clock
Ten thirty
Half past twelve
How much did your watch cost?
There are two clocks at my house--a large

one, a small one.
"What time is it now?" "Ten o'clock."
They eat at 8 o'clock, in the evening at 5

o'clock.
At 9:30 we must leave on our trip.
(5) Use of Lq, PcmLq, "night"
(5) ImUdIm@Igq "Lq, PcmLq"
LqWTfWaqMPaPcnPo.)
ILqWaqMPaPcnPo. )
ILqWaqQ@@eqPaNfChoLpRap.
AfPcmLqM@PaNfSfp.
LNÌamVf@IcqAfPcmLq.
PcmLqAhQPaILlmW`WÒp.
PcmLqAhLlpImAuapIEfo.
This night we surely slept well.
Tonight I'm going to bed at 8 o'clock.

Where will we sleep tonight?
Your uncle will arrive tonight.
I'm not able to sleep very much at night.
It's a bit cool at night.
90
For this drill the teacher will need to use a clock or watch in order to change the time
before asking the question. Each time he/she asks what time it is, you should answer
according to the time shown on the clock or watch. For this drill use only the hours
and the half hours.
URp@OpJgp@ufp@uhLpRap, OpIOuhOuhJgpSbWLpRap OpIOuhOuhJgpSbNoNhLpRap KhoUa@vmMrq

@sgNgK~ImUa@vmWgpNfImNhSnWaqWUgo. Mrq@sgNg@OpEaoFbK~ImFb@IhmWgpNu`WUgo. PqK~WaqW`
OuhIEfoIcqSbMrq@sgNgIfFbTfOpBeqBeq.
T.
S.
AfWaqOpMfrqLpRapSaSfp.
(Op)
(LpRap)Sa.
7.4 Im@IgqWKg
(1) Use of PemSb/WCg, "because"
(1) ImUdIm@Igq "PemSb/WCg"
PemSbLIWgpOpWCg MISfqSbq
Op.
PemSbLIWgpOpWCg WTfIPaIhm
Op.
PemSbLIWgpOpWCg WTfSfqIm
FdH`.
PemSbQPcmBmNÌamIVfOpWCg
QSfqImIUeOp.
PemSbQ@OpSfqJhpO`QvqWCg
QSfqImIUeOp.
PeemSbImPqITaqKaoOpWCg QSfq
ImIUeOp.
PemSbLNÌamIfImW`WCg MrqI
PqSbqImLhIPaqOp.
PemSbKboINubpWaqFaoIEfoWCg
M@SfqWgpSbKboWKgpINubp.
(b) QFg@PgpSbL@VfWCg, QVf
QfShq.
QLmMbmSbLWhpSaWCg, QIKco
WhpLqOp.
(a)
Because you weren't there, we no longer

went.
Because you weren't there, he didn't spend
the night.
Because you weren't there, he went on ahead.
Because my aunt and uncle didn't come, I

can't go.
Because I have to go to church, I can't go.
Because the job isn't finished, I can't go.
Because your uncle talked so much, people

aren't going to do anything any more.
Because this house is a bit small, we'll go and
stay in the big house.
I thought that you were coming, so I came.
I understood that you had eaten, so I did'nt

feed you.
91
QUepH`SbLMrkqWCg QIMrkqSbq
Op.
(c) MIWhpPeqNfWaqSbqOp, PemSbMrq
WhpW`Sa.
MSfqIUeOp, PemSbURpPcp@
Vf.
QSfqUe PemSbQImPqTaqSa.
QMrkqLlm PemSbQIgmWgp.
I knew that you had already bought (it/some),

so I no longer bought any.
We won't eat here after all, because people
have already eaten a lot (and there isn't
much left).
We can't go because Teacher is coming.
I can go because my work is finished.

I can buy it because I have the money.
(2) Use of EnAh (Ah)
(2) ImUdIm@Igq "EnAh (Ah)"

SfqEnAh, Q@SfqSbAaIEfo.
PqEnAh, QfQIPqKaoOp.
WhpEnAh, IOpImLhIPaqOp.
VfEnAh, MrqWfpKhoJapLq.
WgpEnAhNfLlp, Q@SfqVaoLlmLq.
Go ahead and go. I'll go a bit later.

Go ahead and do it. I"m not going to do it yet.
Go ahead and eat. It doesn't matter.
Go ahead and come. Folks want to see you.
Just stay there. I'll go and get it for you.
(3) Use of UoAc, "to be glad, joyful, rejoice"
(3) ImUdIm@Igq "UoAc"
QUoAcSbQJapOpLq.
QUoAcSbLVfWgpU@hoQPgm.
QUoAcSbQLlmOpLpRapWUh
INubp.
QUoAcSbLIfLmMbmQqSbWBem.
QUoAcSbQF`QKboLlm.
(b) QJapOpLq QUoAcKgpPoShq.
LVfWgpU@hoQPgmLlp QUoAcKgp
PoShq.
QLlmOpLpRapWUhINubpWCg
QUoAcKgpPoShq.
(a)
I'm glad to see you.

I'm glad you came to visit my mother.
I'm glad that I got a new watch.
I'm glad that you explained about it to me.

I'm glad that I was able to sell my house.
I"m glad to see you. (I see you, i'm very glad.)
I'm glad you came to visit my mother.
I'm glad that I got a new watch.
92
LIfLmMbmQqSbWBemLlp QUoAc
KgpPoShq.
QF`QKboLlmLlp QUoAcKgpPoShq.
(c) LNgKgpWgpFdpJhp@eq LIUoAcX`.
LPcmBmNÌam@VfWCg LUoAcX`.
LPgmLMmPemJapOpLPcmBmNÌam VfKho,
WUo@AcX`.
QNÌam@@eqLlp QUoIAcLhI
EfoOp.
I'm glad that you explained about it to me.
I'm glad that I was able to sell my house.

Aren't you glad that your nephew has gotten
well again?
Are you glad that your aunt and uncle are
coming?
If your parents see your aunt and uncle come,
will they be glad?
I"m not at all glad that my uncle is going back
home.
(4) Use of IEgmNg, "a short interval of time
(4) ImUdIm@Igq "IEgmNg"
WgpNfWaqIEgmNg. LPcmBm@Vf@eq.
FepLhqNfWaqIEgmNg. Q@Sfq@hoQPgm.
WgpU@hoNfWaqIEgmNg. Q@PqIm
IEfo.
Q@SfqFdPcmBmK`WKboIEgmNg.
Q@SfqFdURpWWgpIEgmNgLh.
Q@PaIEgmNgTaq M@WhpPeq.
LPemSfqIEgmNg Ue.
Stay here a short while. Your aunt will be

coming back.
Sit here a short while. I"ll go call my mother.
Visit here a short while. I'm going to do a bit
of work.
I'm going to my youngest aunt's (my mother's
or father's youngest sister's) house for a
short while.
I'm going to go to the teacher for a short time,
okay?
I'm going to sleep a short while, after which
we"ll eat.
If you go for a short while, you may.
(5) Use of Wg/Wb, exclamation of surprise or regret
(5) ImUdIm@Igq "Wg/Wb"
Wg, URp, QWfpKhoIfLqImIPaq.

Wg, LVfIcqAfSfp.
Wg, QNÌamVfSbLlp.
Wg, QISfqSbqOp.
Wg, QUepH`Sa--Q@VepWhqSb
UAhoUp.
Oh, Teacher, I want to tell you something.

Oh, when did you arrive?
Hey! my uncle is coming there!
Oh, I'm no longer going.
Oh, I know--I'll give her mangoes.
93
Repeat using Wb in place of Wg.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Wg" WShm IfSb "Wb."
(6) Use of Wh, particle used when responding to a new bit of knowledge or a new
thought just come to mind
(6) ImUdIm@Igq "Wh"
"ILapH`WaqMUAhoUpJhpW`Po" "Wh,
LF`LlmWMrkqBeqX`."
"MF`WhqLlmCcMhmH`." "Wh, BeqKgpPo."
"QU`MrkqWhpU@hqFapUp." "Wh, Sb
Waq."
"AfWaqWTfWgpKhoWPcmBmNÌam." "Wh, W
PgmWMmIWgpSbqOpX`."
Wh, LVfIcqSaX`.
Wh, QUÌfLqImIPaq.
Wh, VfEhnSanEhFraSanUoTapEemLh.
"This year our mango trees bore a lot of fruit."

"Oh, and did you get a good price?"
"We got 600 baht from their sale!" "Oh, that's
very good!"
"I was wanting to buy tomatoes." "Oh, over
there."
"Now he is with his aunt and uncle." "Oh, are
his parents no longer living?"
So! Have you arrived already?
I just remembered, I intended to tell you
something.
By the way, bring along some hymnals and
Bibles also.
(7) Use of interrogative expressions in relative clauses
(7) ImUdIm@Igq "Shp/Sfp" SbIPemImUa@vmOp.

URp@@hoMrqFdSfpLlp UcUepH`X`.
MrqIBqLlpPemPIqSfp LUepH`X`.
M@UoTapLhmBamFaoW`SfpLlp LUepH`
X`.
M@PqK~Sfp QIfIOpOp.
WTf@SfqImFaoQanSfp MIUep
HÒp.
QNgAv`SfqFdSfp QIfIOpOp.
L@VfAfSfpLlp KcoUepH`QqLh.
L@SfqWgpNfSfpLlp KcoUepH`MrqEem.
Do you know where Teacher is taking us?

Do you know who that person is?
Do you know what number we're going to
sing?
I don't know what (how) we'll do?
We don't know when he's going to go.
I don't know where my son got to.

Let me know when you're coming, won't you?
Also let us know where you will go to stay.
(8) Use of reduplicated expressions

94
(8) ImUdIm@IgqShq@ubm@JbAaOuhAaOuh
(a)
WTf@VfAfSfpAfSfpLlp MIUep
HÒp
L@SfqWgpNfSfpNfSfp @vmSbLq.
OpMfrqLpRapMfrqLpRap LI@vmX`.
(b) WTfVepMrqUAhoUpIBqINubp
IBqINubp.
MVfIcq MSfqJhpMrqKboIBqINubp
IBqINubp.
Uc@Op@vmSanUoTapIOepAaBq
IOepAaBq.
@eqEhnSanNgINpWaqBqOepBqOep.
(c) MrqIBqLlpK~Sfp--IEgmNgWhpPeq
IEgmNgWhpPeq.
WTfOpPqImLaqLaqLqLq.
WTfWhpImIAhAh PqImIAhAh.
We don't know when he will come.
It's up to you where you go to stay (Lit., Look

to you as to where you go.)
Didn't you look to see what time it was?
He gave a mango to each person. (Lit., one
person one mango, one person one
mango.)
We arrived and each went to a different
house. (Lit., one person one house, one
person one house.)
You'll have to use (look at) one hymnal for two
persons.
Each of you take home one of these booklets.
What's the matter with that person?--he eats
every few minutes!
He has to work day and night.
He alternately eats and works. (Lit., eats and
works, eats and works.)
7.5 ImPqMfrqJhpIm@Igq
Using the pattern sentences below, see how many different expressions you can
insert in the blank spaces; e.g., (a) QFg@PgpSbL@WfpKhoSfq, "I thought that you would
want to go/I think that you will want to go." The teacher should correct any mistakes
in pronunciation or word order, then say the whole sentence once more and have you
repeat it after him/her. Try to give at least 3 expressions for each pattern sentence.
URp--ImPqSgIMIhmWaq Mrq@~gsNg@OpCcLlmWIm@IgqKpTf KhoUdCcnKhoIm@IgqSb (a) SbWNh

SnWaq. WKg--Mrq@sgNg@IfSb "QFg@PgpSbL@WfpKhoSfq." Mrq@sgNgIfOpBeqIOpBeq URp@
OpIf@KhoIOuhKhoPbMrq@sgNgIfMgnURpWAaKho. Mrq@sgNg@OpVepWKgWErq@Ibm 3 Pab. PemTaqKhoPbMrq
@sgNgIfSg (b) Kho (c) K~ (a) WUgoWaq.
QFg@PgpSb
(b) QIFgPgpSb
(c) QUoAcSb
(a)
.
.
7.6 URp--PbMrq@sgNgNoKpTfSbKboMdq.
(1) Use of Ihm, "to make a stop, break, juncture"
95
The word Ihm in the sense of "to make a stop, break, juncture" refers to making a
break in one's trip, whether one would be continuing on or returning on a round trip
later on. Used in this sense, Ihm is always preceded by a verb indicating the purpose
of the break, and the most common verbs used with it are Pa aand Wgp; e.g., PaIhm, "to
break a trip by sleeping (i.e., spending the night);" WgpIhm, "to break a trip by staying
over some place for awhile (i.e., staying on before eventually continuing on or
returning to where one started from.)"
(2) Use of Fg@Pgp/FgPgp, "to think, give one's mind to, consider"
The word Fg@Pgp is used much in the same way as the verb "to think" is in English.
Just as the use of "that" to introduce the subject of one's thinking is optional, so in
Karen the use of Sb is optional; e.g., QFg@PgpSbLIVfSbqOp/QFg@PgpLIVfSbq
Op, "I thought you weren't coming any more." When the word @vm precedes Fg@Pgp,
it indicates that one looks at something mentally (i.e., considers it) while thinking
about it. In the few cases where @vm follows Fg@Pgp, it means to think about
something by way of trial; i.e., to "consider and see (whether a certain thing would
be wise, etc.)." The second syllable "@" is often dropped in the colloquial; e.g.,
"QFgPgpSb..."
(3) Use of Ah, "side'" classifier for sides; "as for, whereas."
The word Ah is used for sides of things which occur in opposites; e.g., "left side,
right side; outside, inside; the far side, the near side; etc., but you haven't learned the
words for these in Karen. It is also used as the classifier for one of a pair; e.g., an
arm, leg, ear, eye, shoe, sock, day or night, etc. Again you haven't learned the words
for most of these. (You have learned PcmLqAh, "nighttime," but not the word for
"daytime;" and you have learned "evening time" but not "morning time.") Also, the
expression for "half-past" the hour is in the same category; it is as though the clock
face has 2 sides--the side where the hands move from top to bottom and the side
where the hands move from bottom to top; so when the minute hand has gotten to the
juncture of the 2 sides, the word Ah is added to the words for the hour to indicate
"half-past;" e.g., QfmLpRap IAh, "half-past five."
The word Ah is also used for figurative "sides" to indicate contrast; e.g., QMm
Fg@PgpK~Llp. QfIAhQFg@PgpK~Waq, "My father thinks like that; on the other hand
(whereas/ as for me) I think like this."
(4) Use of LpRap, "clock, watch; o'clock;" classifier for hours
If you refer to the examples in 7.2 (4), the use of LpRap should become clear.
However, you should note that in telling time Karen uses the word Op, "to
encounter" rather than the verb "to be." You should also note that Karen uses the
word Sa whereas in English we would not be so likely to say "already;" e.g.,
OpMfrqLpRapSaSfp, "What time is it?" (Op)AaLpRapSa, "Two o'clock."
96
(5) Use of Lq, PcmLq, "night, nighttime:

The word Lq refers to nighttime in general, or to the time of night when people are
usually asleep; e.g., ILqWaqImAuapKgpPoLh, "Tonight it's very cold, isn't it?" Just as in
English, when referring to the first part of the night while people are still up the word
V`, "evening" is used even though it is already dark. The word AfPcmLq refers to the
coming night and is spoken sometime during the day, whereas ILqWaq is spoken
when it is already night (or during the first 2-3 hours after daybreak).
(6) Use of PemSb and WCg, "because, so, since
By looking at the examples in 7.4 (1), it can be seen that "because" can be expressed
by using PemSb (or just Sb) at the beginning of the clause and WCg at the end, or by
using PemSb without the WCg, or by using WCg without PemSbg. In (a) the "because"
clauses come first in the sentences, and in such cases the clause begins with PemSb
and ends with WCg. In (b) the sentences begin with expressions such as
QFg@PgpSb..., QJapSb..., QUepH`Sb... In each case there is already a Sb, and so
the PemSb is omitted, but since the "because" clause precedes the main clause the
WCg is used to end the "because" clause. In (c) the main clause comes first, followed
by the "be-cause" clause, and in such cases the latter begins with PemSb (literally, "it
is that ..."), but usually there is no WCg at the end.
(7) Use of EnAh, particle used when urging someone to do something he/she hesitates to
do
By referring to the examples in 7.4 (2) the use of EnAh should be quite clear. It is
always used with verbs in the form of commands, and the expression is usually very
brief. Sometimes the En is dropped and only Ah is used; but if it is at the end of a
short command, you will know that it has the above meaning. Sometimes the Ah may
be pronounced Ch in the colloquial.
(8) Use of UoAc, "to be glad, joyful, rejoice"
Like the expression LmMbm, "to understand," the expression UoAc is a combination of a
noun, Uo, "heart," and a verb, Ac, "to be elated." In some areas the combination has
come to be thought of as a compound verb and so the future and negative particles
and words like Pem, "if," are used at the beginning of the expression; e.g., Q@UoAc...
QIUoAcOp. QPemUoAc... In other areas the 2 words are still thought of as separate
words and so the above particles come between Uo and Ac; e.g., QUo@Ac... QUoIAc
Op. QUoPemAc... Both ways will be understood in all areas, and some people may
sometimes say it one way and sometimes the other; so learn the way the teacher says
is most common in the area where you are.
(9) Use of question words in relative clauses
You have already learned a number of question words; e.g., NfShp, PIqShp, K~Sfp,
AfSfp, etc., Just as in English, questions can be used indirectly as part of a longer
97
sentence, in which case they are really not questions any longer; e.g., WTfWgpNfSfpLlp
QIUepHÒp, "I don't know where he is." If you refer back to the examples in 7.4
(7) you will see that the indirect question comes first in the sentence and is then
followed by the main clause. The use of Llp at the end of the first clause is optional.
Questions ending in
X` can also be used indirectly; e.g., QPgmVf@@fX`
QIfIOpKaoOp, "I can't say yet whether my mother will be able (physically) to come.
(or not)." If 2 alternate questions are used indirectly, the first one will always end in
X`, but the second one may end either in X` or in Shp/Sfp, depending upon the
speaker's habit; e.g., QBeqSfqX` IBeqSfqOpX` QIUepHÒp (QBeqSfqX` IBeqSfqOpSfp
QIUeHÒp) "I don't know whether it is good to go or not."
(10) Use of reduplicated expressions
Reduplicating expressions emphasizes them in one way or another. In 7.4 (8) you
are given examples of the reduplication of several kinds of expressions:
(a) In the first 3 sentences it is the indirect interrogative expressions (relative clauses)
that are reduplicated, the reduplication giving an emphasis to the aspect of the
interrogative expression. It is as though one were saying, "I have no idea when he'll
be coming.: "You can go and stay wherever you want--it's up to you." "Don't you
ever look at the time?" As explained in (9) above, the indirect interrogative
expressions come first in the sentence.
(b) In this section it is 2 kinds of classifiers that are reduplicated, and here the
emphasis is equivalent to saying "each" one; e.g., "He gave a mango to each person."
Note that if the number is "one" for both of the classifiers, the numeral is sometimes
omitted, as in the last sentence in this section.
(c) The examples in this section show ways of emphasizing that the action(s) are
repeated over and over again. In the first sentence it is the time element and the
action together which are reduplicated. In the second sentence it is the expression Ah
indicating contrast which is reduplicated and then used with the numeral for "one",
the whole expression then being reduplicated again to indicate that the 2 actions are
alternately repeated over and over again. In the third sentence it is the words for day
and night which are reduplicated thus indicating that the action is carried on day and
night over a long period of time.
7.7 ImPqW`JhpIm@Igq
(1) Read aloud the following sentence inserting one word after the other from the righthand column in the first blank and inserting in the second and third blanks the
number indicated in ( ) plus the appropriate classifier; e.g.,
VepOpWTfUepSbSanUoTapIBqIOep IBqIOep.
98
(1) URp--PbMrq@sgNgNoIm@IgqSbEcEepIMqWaq KhoIem^cnIm@IgqSbEcJvfIMqWAhpJaoI@ugq NfImShm

ShqVgWAhpJaoIIhqTaq Iem^cnLhmBamSbWWgpSb ( ) WMdqCcnKhoIm@IgqK~ "Oep," "Kc," "Nubp," NfIm
ShmShqVgAaIhqIIhqKhoUbIhqIIhq. WKg--Mrq@sgNg@IfSb "VepOpWTfUepSbSanUoTapIBqIOep
IBqIOep." Mrq@sgNI
g fOpBeqIOpBeq URp@OpIfKh@ugq@KhoIOuh KhoPbMrq@sgNgIfMgnURpWAa.
PbMrq@sgNgIem^cnIm@IgqI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSbW@Ibm. AaThITh PbMrq@sgNg@o
ObCnWSan TaqKhoURp@@goJhpIm@IgqWAhpJaoI@ugqCccnKhoLhmBamSb ( ) WMdqTaq PbMrq@sgNg
UdCcnIm@IgqWTfLlpKhoIfKh@ugq. IfSgK~WaqEoJhpSbWAhpJaoIcqSbW@IbmW`ThIEfo IcqSbMrq
@sgNgIfImOpOueOueLlp
VepOpWTfUepSb
IBq IBq .
SanUoTap
U@vaUp
JhoNg
FhKap
Fe@q
WaUpFb
(1).
(2)
(2)
(3)
(1)
(NoNh@aSgq)
(2) (a) Below are 2 groups of statements. Those in the first column are the reason
clauses and those in the second column are the result clauses. Combine the first
sentence in each column into a single sentence using the pattern below: e.g.,
PemSbMUbT`WMrkqKgpW Cg, QVf@eqMrkqJfNoNh@aSgq. The teacher will say it again and you
should repeat it after him/her. Do the same with the other pairs of clauses.
(2) (a) URp--PbMrq@sgNgVaoLlmIm@IgqSbEcEepIMqWAhpJaoI@ugq KhoSbEcJvfIMqWAhpJaoI@ugq KhoKco
@fJhp@eqWhqSbIm@IgqI@ugqCh K~WKgWgpTfNfWNhSnWUgoWaq. WKg--Mrq@sgNg@IfSb "PemSbMUb

T`WMrkqKgpWCg, QVf@eqMrkqJfNoNh@aSgq." Mrq@sgNgIfOpPemBeqIOpPemBeq URp@OpIf@KhoIOuh
KhoPbMrq@sgNgIfMgnJvfURpWAaKho. PbMrq@sgNgIfSgIm@IgqUepINpWaqAfSbnI@ugqOpI@ugqEoJhp
SbWAhJaoIcqSbW@Ibm 2-3 Th IcqSbMrq@sgNgIfTfOpOueBeqIEfo.
PemSb
WCg,
MUbT`WMrkqKgp
WLapWgpJfLapWShmSaq
PcmV`Sa
QIgmIWÒp
MIUepH`LpRapOp
QVf@eqMrkqJfNoNh@aSgq
QWfpKhoVepWhqWUhI@dn
MISfqFdH`SbqOp
QIVf@eqEhnImLhIPaqOp
MISfqO`QvqOp
(b) Repeat the above, this time using the following pattern; e.g., QJapSbMUbT`
WMrkqKgpWCg, QVf@eqMrkqJfNoNh@aSgq. Use the first alternative word (uaJap) in the first sentence, the second one in the second sentence, etc. The teacher will say each sentence
again, and you should repeat it after him/her.
99
URp--SbIm@IgqSbWNhSnI@ugqWaqLlp Im@IgqWgpTfSvamNubpSb ( ) WMdq--"Jap," "Fg@Pgp,"

"UepH`," Kho "LmMbm." PbMrq@sgNgVaoLlmIm@IgqSbWNhAgpWAhpJaoI@ugqAaMqSbn KhoIem^cnWhqNfIm
ShmShqVgAaIhmSbWNhSnWaqWMdqIMdqI@ugqTaq NoKh@ugqKhoUdCcnIm@IgqWAhpJaoINubpSbWWgp
Sb( ) WMdq--"Jap." WKg--"QJapSbMUbT`WMrkqKgpWCg, QVf@eqMrkqJfNoNh@aSgq." PbMrq@sgNgVaoLlm
@KhoIm@IgqAa@ugqI@ugqSbWNhAgpWaqKhoIem^cnWhqSbIm@IgqSbWNhSnI@ugqWaqWMdqTaq NoKh
@ugq OpFpWWaqIOuhUdCcnSbIm@IgqAaNubpINubpSbWWgpSb ( ) WMdq--"Fg@Pgp." IfSgIm
@IgqUb@ugqI@ugqIcqSbQfm@ugqI@ugqSbWNhAgpWaqK~WAhpJaoI@ugqWUgo OpFpUdCcnIm@
IgqSbWWgpSb ( ) WMdqIOuhINubpIOuhINubpLlp.
Q (Jap/Fg@Pgp/UepH`/LmMbm) Sb
WCg,
(c) Repeat the above exercise again, reversing the order of the clauses so that the
"result" clause comes first and the "reason" clause comes second, using the pattern
below; e.g., QVf@eqMrkqMUbT`JfNoNh@aSgq, PemSbWMrkqKgp. (In this example, the object
MUbT` is transferred from the "reason" clause to the "result" clause to make the
meaning clear.) The teacher will say each sentence again, and you should repeat
after him/her.
URp--IfSgIm@IgqSb (a) WMdqWaq@KhoIOuh OpFpWWaqIOuhLlp PbMrq@sgNgUdFgIm@IgqSb

EcJvfIMqSbH`TaqPo UdIm@IgqSbEcEepIMq. IfK~WKgSbWNhSnWUgoWaq. WKg--"QVf@eqMrkq
MUbT`JfNoNh@aSgq PemSbWMrkqKgp."
, PemSb
(3) Complete the following sentences in any way that makes sense. The teacher will say
each sentence again, and you should repeat after him/her.
(3) URp--ImPqSgIMIhmWaq Mrq@sgNg@OpCcLlmWIm@IgqKpTf KhoUdCcnKhoIm@IgqSbWNhSnUep

INpWaqI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSbW@Ibm. Mrq@sgNgIfOpBeqIOpBeq URp@Op
If@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpWAaKho.
(1) QTfmSfqPqSgSanSbTeemMdq. QMcmIAh

(2) WNÌamPaIhmNfLlp. WNgKgpIAh
(3)
(3) U@hqFapUpWMrkqJhp. UAhoUpIAh
.
.
.
7.7 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqLlp Mrq@sgNgw@boLmMbmImPqSg

SbWMdq@vanBeqBeqOpOpIEfo.)
100
(1) URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. NfURp

Mrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOp
Kho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq@sg
NgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSb
ImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Wg, URp, ImOuio. JapOpLqUoAcPoShq.

Wg, ImOuio, ImOuio. QWfpKhoJapOpLqQanSaEem@ho. LVfAfSfp.
QVfIcqILaqWaqShq, URp.
LVfMfrqBqSfp.
QVfKhoQNgKgpIBqWaq.
Wh. L@PaaIhmX` L@@eqKaoX`.
Pem, QFg@PgpQ@PaIhmILq, URp.
LPemPaIhmLlp SfqPaSbQKbo, PemSbQWfpKhoIfImKhoLq.
Pem, Pem, URp. AfPV`Q@SfqFdLKbo.
Pem. ImOuio. M@WhpPeqNfVÀhQfmLpRap. VfWhpPeqKhoMrq.
Pem, URp. ImOuioLh.
ImOuio. AfWaqQ@SfqSb@sgIEgmNg.
Pem, URp. SfqAh. IOpImLhPaqOp.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
A
A
A
B
B
B
IBqVfAfSfp.
VfKhoPIqSfp.
@PaIhmX` @@eqKaoX`.
WfpKhoSb A @PaSbWKbo PemSbP^c;WCgSfp.
@WhpV`WImWhpMfrqLpRapSfp.
@SfqKaoFdSfp.
After you can answer all the questions correctly, repeat the whole conversation after
the teacher once. Then you take the B parts while your teacher takes the A parts.
Practice a number of times both with the teacher and with the tape, so that you can
respond for the most part without looking at the book. Then change parts and drill
some more. Review this conversation every day for several days even though you
start studying the next lesson. After you know your part well, you and the teacher can
try making slight changes.
101

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A." @IgqSgU@goIm@IgqW`ThIEfo K~Ugo
Mrq@sgNg@If "B" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq "A" Kho
URp@@f@eq "B" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSgU@hoIm@Kho
WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.

ImBemW@Scn@Scn.
NoPem@Pp URp@OpNoQdqMrq@sgNgIOhuKho.
QUoAcSbURp@PaIhmILq.
QFg@PgpSbM@O`QvqNfVÀh 6 LpRap.
WhpEnAh. IEgmNgTaq M@OpSfqIm.
102
learning.
(1) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo@

Continue to work on 6 .11.
103
LESSON 8
ImPqSg 8
Pcm
PcmLaqKgp
PcmAaLaq
PcmLaqPcmUh
PcmJhp
Pcm^cn
PcmFep
PcmFepT`
AfPcmFep
AfIFep
Mdq
PcmLaqMdq(IUh)
Orao
ImOraoUo
ShqOrao
WgpOrao
PcmWgpOraoLaq
IPrraq (MrqIPraq)
@Ebm
@EbmINubp
OpFp (OpFpKho)
Hh^cm
@f
Op@...
@hqSqT`
8.2 Im@IgqWKg
(1) Use of Pcm, "sun"
(1) ImUdIm@Igq "Pcm"
The sun
Sunday
Tuesday
Days (in general)
East
West
Dawn; to dawn, be dawn
Early dawn; to be early dawn
Tomorrow (i.e., the coming dawn)
Day after tomorrow
To pass by, go beyond
Monday
Fatigue (not used alone)
To be tired, fatigued
To become exhausted from fatigue
To rest
Sunday
Stranger, guest
Hill, mountain
A hill or mountain
But, though
To be accustomed to, be one's habit; usually
To be able (physically or by inclination)
Expression used in questions to express doubt
White foreigner
PcmLaqKgp (PcmAhpJaoLaq)
PcmILaq
PcmAaLaq
PcmUbLaq
PcmSvamLaq
PcmQfmLaq
PcmCcLaq (PcmLaqNg)
PcmWAhpJaoILaq
PcmAaaLaqILaq
PcmLaqPccmUhIWgpQanSbqOp.
(b) Mrq@HhI@ScnPemMrqPcmJhpNg.
@hhqSqT`PemMrqPcm^cnNg.
PcmVfJhpSa.
PcmShq^cnNfVÀh 6 LpRap.
PcmVfJhpSbPcmJhpIAh KhoShq^cnSb
Pcm^cnIAh.
M@WgpIcqSbPcmVfJhp M@Sfq
Im.
IcqPcmShq^cnLlpMSfq@IcqSbLNg
KgpWKbo.
PcmT`JhpM@SfqFdH`.
AfPcmFepM@WgpIhmNfWaqKao.
PcmFepJhp@KhoILaq M@@eq.
(a)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
The first day
The second day
There aren't many days left.
The Karen people are Easterners.
White foreigners are Westerners.
The sun has risen
The sun set at 6 p.m.
The sun rises in the east and sets in the west.
We'll stay until sunrise and go.
By sunset we'll reach your nephew's house
At early dawn we'll continue our trip

We'll still remain here tomorrow
The next day we'll return home.
(2) Use of ImOaro, WgpOrao, ShqOrao
(2) ImUdIm@Igq "ImOrao, WgpOrao, ShqOrao

ImOraoLUoX`.
ImOraoQUoKgpPo.
QFg@PgpIm@OraoWUoKgpPo.
IcqImOraoMUoLlp M@OpWgpOraoShq.
M@SfqWgpOraoSbHÌEfo.
Are you tired?

I'm very tired (fatigued).
I think that he will be very tired.
When we are tired, we must rest.
We'll go and rest a little farther on
104
AfPcmFep@PemPcmWgpOraoWLaq.
WgpOraoLaqQPcmBmNÌam@VfOÙ
@hoQvqKhoMrq.
LNÌapShqOrao, PemSbWTfPqImFdp
WCg.
LPcmBmShqOraoSa, PemSbWWgpIFdp
WÒpWCg.
Tomorrow will be the Sabbath (day or rest).

On Sunday my aunt and uncle will come and
worship with us.
Your uncle is tired out because he worked
very hard.
Your aunt is tired out because she isn't very
well.
(3) Use of Mdq, "to pass by, go by one"
(3) ImUdIm@Igq "Mdq"
PcmLaqMdq, PcmLaqMdqIUh
PcmLaqMdqAaUh
PcmLaqMdqUbUh
PcmLaqMdqSvamUh
PcmLaqMdqQfmUh
PcmLaqMdqCcUh
(b) PcmLaqMdqIUhQ@SfqWgpU@hoLq.
URpUoBeqSfqMdqSaX`.
LNÌamSfqImPemMdq M@@eqFdKbo.
LVfIcq OpSb@hqSqTÀaBq@eq
MdqSa.
(a)
IcqMrqIPraqSfqMdq@eqMdqPo M@Whp
@eqPeq.
MrqUoTapImNgISfqMdqKaoOp. WTf
Uep@VfIcqIV`Waq.
Monday (alternate names)

Tuesday
Wednesday
Thursday
Friday
Saturday
On Monday I'll go and visit you.
Has Thra Tha Gay passed by (through) yet?
When your uncle goes on, we'll return home.
You arrived just after 2 white foreigners left to
return home. (Lit., Your arrival encountered the 2 white foreigners having returned home.)
Only when the guests go on will we eat.
The singers haven't passed through yet.

They'll arrive this evening.
(1) The teacher should use a calendar for the current month and point to different dates
as he/she asks the question below. You should answer according to the day of the
week of the date indicated; e.g., if the teacher points to the second day of the month
and if it falls on a Monday, you will answer "Monday." (Use the names
PcmLaqKgp. PcmILaq, PcmAaLaq,...PcmLaqNg.)
(1) URp--SbImPqSgIMIhmWaqWBhmLlp URp@OpUdSanPcmLapPcmS` KhoURpKhoMrq@sgNg@OpMnPqW

UoSbPcmLaqSbURpLfpTfLlp Pem "ILaqWaq." NfURpUa@vmMrq@sgNgK~WKgSbWWgpNfImNhSnWaqWA`Llp
105
URp@OpLfp@ufp@uhCcnPcmLaqPcmUh IOuhILaqIOuhILaq KhoPbMrq@sgNgIfFbK~WKgWgpTfWUgoWaq. W

Kg--URpUa@vmImWA`Llp URpPemLfpCcnS`JhpAaUh KhoPemOpSbPcmILaqLlp Mrq@sgNg@OpIfFbSb
"PcmILaq." (PbMrq@sgNgUdPcmLaqPcmUhWPaqSbWPem "PcmLaqKgp, PcmILaq, PcmAaLaq,...PcmLaqNg")
T.
S.
ILaqH`WaqPemPcmPIqILaqSfp.
Pcm
.
What day of the week is today?

_________day.
(2) This time instead of pointing to a date, the teacher will show youa month whichhasn't
arrived and ask what day of the week a certain date will be, and you should answer
accordingly.
(2) URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq URp@OpPbMrq@sgNg@vmSanPcmLaqPcmUhIS`S`Sb

WIIcqKaoOp OpFpURpISgpLfpCcnPcmLaqPcmUhOp. PePemIAh URpUa@vmMrq@sgNg K~WKgSbW
NhSnWaqWUgoWA`Llp URp@Op Iem^cn@ufp@uhLhmBamNfImUa@vmWaqWShmShqVgWMdqIOuhIPaq
IOuhIPaq TaqKhoPbMrq@sgNgIfFbK~WWgpNu`TfWUgoLlp. WKg--URpPemUa@vmSb "S`JhpAaUh@OpPcmP
IqILaqSfp.a KhoPemOpSbPcmILaqLlp Mrq@sgNg@OpIfFbSb "PcmILaq."
T.
S.
S`Jhp Uh@OpPcmPIqILaq
Sfp.
@OpPcm
.
What day of the week will the

month be?
On
day of the
day.
(3) This time the teacher will point to different weeks of the month as he/she asks the
question below concerning the date of a given day of the week. (The teacher should
insert different days of the week in the question in random order.) You should
answer according to the date of the day indicated.
(3) URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq URpUa@vmImK~WNhSnWaqWUgoWA`Llp URp@Op

Lfp@ufp@uhCcnILvaLvaIOuhILvaIOuhILva Kho@OpIem^cnEem@hoPcmILaqLaqNfImShmShqVgWMdq TaqKhoPb
Mrq@sgNgIfFb. WKg--URpLfpUbLvaILavWA` URp@Ua@vmSb "IcqSbPcmQfmLaq @OpS`JhpMrfqUh
Sfp." PcmQfmLaqNfUbLvaILvaPemOpSbS`JhpWUh 20 Llp Mrq@sgNg@OpIfFbSb "S`JhpWUh 20."
IcqSbPcm
@OpS`JhpMfrqUh
Sfp.
Uh.
S. S`Jhp
T.
What is the date of
The
day?
8.4 Im@IgqWKg
(1) Use of OpFp(Kho), "but, although"
(1) ImUdIm@Igq "OpFp(Kho)"
MrqIPraqVfSbKbo, OpFpQILlmWgp
U@hoWhqOp.
The visitors came to the house, but I didn't get

to see them.
106
WTfWfpKhoVfMhnMAa, OpFpVfTfI@f
Op.
MFg@PgpSbM@OpSfqJhp@EbmAfPcm
Fep OpFpM@OpSfqAfIFep
ILaq.
WTfWfpKhoMrkq@eqImAfSbnOpFpKho
WEeIWÒp.
WTfPemMrq@HhIBqOpFp @Igq@hq
SqT`@uhnNoUeH`.
PcmLaqMdqUbUhLlp LPemVfWgpQqOpFp
QIWgpSbKboOp.
WTfShqOraoOpFp PqKaoTfIcqSbPcmShq
^cn.
He wants to come with us but isn't physically

able to do so
We thought that we had to go to the mountains (climb the mountains) tomorrow, but
we have to go the day after tomorrow.
He wants to buy back everything, but he
doesn't have much money
Although he is a Karen, he speaks English
very well (skillfully).
Even if (although) you come to see me on
Monday, I won't be home.
Although he felt tired, he still worked until the
sun set.
(2) Use of Hh^cm, "to be accustomed to, be one's habit; usually"
(2) ImUdIm@Igq "Hh^cm"
Fe@qIPsgWaqMrqMreqOpHh^cmIOepSvam
Mhm.
ImShmWTfLlp MrqI@hoWhpHh^cmMrq
IPraqWPeqOp.
MrqSbWPqHh^cmImLlp WgpOraoTfIPcn
Op.
MrqSbWJhpHh^cm@EbmLlp JhpKhoImI
OraoWUoOp.
ImShmNfWaqLlp MrqVfWgpU@hoHh^cmMrq
BeqPo.
This kind of blouse one usually buys for 400

baht.
At that place people usually don't invite visitors
to eat.
People who are used to working don't enjoy
resting.
People who are accustomed to climbing the
mountains climb them and don't get tired.
At this place we usually have a lot of visitors
(which is good).
Repeat the sentences above moving the Hhm^cm ahead of all of the other verbs in the
clause; e.g., Fe@qIPsgWaqMrqHh^cmMrkqOpIOepSvamMhm.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Uco "Hh^cm" WShmFdImPfnHÌEfo. WKg--"Fe@qIPsg

Waq MrqHh^cmMrkqOpIOepSvamMhm."
(3) Use of @f, "to be able (physically)
(3) ImUdIm@Igq "@f"
URp--PbMrq@sgNgIMf gnURpWAa 2-3 Th.

107
QSfqImI@fKaoOp.
LVoPem@f, SfqVoWgpQqAfPcmFep.
LNÌamPqIm@fSaX`.
QWhpPeqTaqSa. AfWaqQWhpI@fSbq
Op.
MVoI@fSbqOp. M@PaeIhmNfWaq.
QSfqI@fKaoOp. QWfpKhoWhpPeq.
I'm still unable to go (physically)>

If you're able to walk over, go and visit me
tomorrow.
Is your uncle able to work yet?
I've already eaten; now i"m no longer able to
eat anything.
We're not able to walk any more; we'll spend
the night here.
I can't go yet. I want to eat.
(4) Use of Op@..., expression used in questions to express doubt.
(4) ImUdIm@Igq "Op@..."
@UdWaqVfIEfo, LWhpOp@@fX`.
LapI@dnWaqWAbpWapIEfo, L@dOp
@PcnX`.
Fe@qIOepWaqKgpIEfo, L@vmOp@Beq
X`.
QfmLpRapOpSa, MSfqOp@IcqSbq
X`.
UAhoUpWaqFapIEfo, LWhpOp@Tap
X`.
This curry is a bit hot; are you likely to be able

to eat it? (I wonder if you can eat it.)
This sarong is a bit narrow; will you feel
comfortable wearing it? (I wonder if you
will be comfortable wearing it.)
This shirt is a bit large; I wonder does it look
all right to you?
It's 5 o'clock already; are we likely to arrive
there any more?
This mango is a bit sour; is it likely to tast good
to you? (I wonder if it will taste good to
you.)
The teacher will ask the questions below and you should give the true answers.
URp--URp@OpUa@vmMrq@sgNgSbImUa@vmSbWNhSnWaqI@ugqOpI@ugq KhoPbMrq@sgNgIfFbTf K~Im

PemImIhWUgo.
1.
2.
3.
4.
5.
6.
7.
NfVÀhLHh^cmWhpPeqMrfqLpRapSfp.
LHh^cmSfqFdTemMdqILapMfrqOuhSfp.
LHh^cmPqSgMrq@HhW@uhnOpMfrqLpRapSfp.
LHh^cmWhpPeqKhoP^cqSfp.
LZh^cmSfqO`QvqNfPcmPIqWLaqSfp.
LZh^cm@eqPaMfrqLpRapSfp.
LPqImILaq 18 LpRap ILaq 18 LpRap Op@@fX`.
108
8. LFg@PgpSbLJhp@Ebm@@fX`.
9. LPaQna 12 LpRapOp@@fX`
10. LPqSgMrq@Zh@uhnILaq 4 LpRapILaq 4 LpRap@fX`.
8.6 Completion Drill
8.6 ImPqMfrqJhpIm@Igq
Complete the sentences below any way that makes sense.
URp--ImPqSgIMIhmWaq Mrq@sgNg@OpCcLlmWIm@IgqKpTf KhoIem^cnWhqNfImShmShqVgSbWAhp

JaoI@ugqSbWNhSnWaqTaqNoKh@ugq. PbMrq@sgNgIfSg@go@ugqKfoK~WAhpJaoI@ugqWaqWUgo EoJhpSbWAhp
JaoIcqSbW@Ibm.
QMcmUK`WgpJfQfmLap, OpFp
QKboFaoIEfo, OpFp
Q@OpSfqImAfPcmFep, OpFp
QVf@eqMrkqU@hqFapUpILlm, OpFp
QPcmBmPaIPcnWÒp, OpFp
ImOaroMUo, OpFp
.
.
.
.
.
.
(1) The days of the week

In this lesson you have learned several names for the days of the week. They may be
used interchangeably, and are summarized here for your convenience.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
PcmAhpJaoLaq
PcmILaq
PcmAaLaq
PcmUbLaq
PcmSvamLaq
PcmQfmLaq
PcmCcLaq
PcmLaqKgp
PcmLaqMdqIUh
PcmLaqMdqAaUh
PcmLaqMdqUbUh
PcmLaqMdqSvamUh
PcmLaqMdqQfmUh
PcmLaqMdqCcUh
PcmWgpOraoLaq
PcmLaqMdq
WgpOraoLaq
PcmLaqNg
You need to be especially careful to distinguish between PcmLaqMdq and PcmLaqNg, as they
sound somewhat similar when spoken quickly.You should learn to recognize all of
the above names when you hear them, but make it your habit to use whatever is most
common where you are.
(2) Use of Pcm, "sun"
109
The word Pcm means "sun" and is used in various expressions referring to the sun or a
sun; e.g., PcmAaOep, "2 suns;" PcmVfJhp, "the sun rises;" PcmShq^cn, "the sun sets."
Because the sun always rises in the east, the expression PcmJhp is used to refer to the
east; and because it always sets in the west, the expression Pcm^cn is used to refer to
the west. The word Pcm is also used with a number of other words to refer to periods
of time of the day or night which, while there is a relationship to the sun, yet in
English the word "sun" would not be used; e.g., PccmFep, "to dawn" (in English we say
"the day dawns"). In English we say "the dusk (or evening) falls," but Karen says
PcmV`Shq. While PcmFep can be used to express dawn and PcmV` to express dusk or
evening, it should be remembered that gramatically speaking the words following Pcm
in each case are verbs, not nouns; so the future and negative particles come between
Pcm and the following word; e.g., PcmIFepJhpKaoOp, "The dawn hasn't come yet."
IEgmNgPcm@V`Shq, "In a short time the dusk will fall."
The words PcmLaq, PcmLq, and PcmUh do have a relationship to the sun since the rising and
setting of the sun sets their limits; however, in English we wouldn't use the word
"sun" in translating those terms. The expression PcmUh is used only in a couplet with
PcmLaq; i.e., PcmLaqPcmUh, "days (in general)."
(3) Use of Mdq, "to pass by, go beyond"
You have already learned one meaning of Mdq; i.e., "the interior, in" (e.g., SbTemMdq, "in
the city"). In this lesson you are introduced to the use of Mdq as a verb meaning "to
pass by, go beyond." Refer back to the examples in 8.4 (3). In the expressions for
the days of the week, Sunday is considered the day from which the others are
counted, so Monday is one day beyond "the day;" Tuesday is 2 days past "the day;"
etc. In the other examples of the use of Mdq, the situations refer to a person's stopping
in or passing through on the way to somewhere else, or coming through the place
and then returning. If they have already come and gone, the expression MdqSa is used.
If they haven't come and gone yet, the expression IMdqKaoOp is used.
(4) Use of ImOrao...Uo, ShqOaro, and WgpOrao
The word Orao is never used alone, but contains the idea of fatigue or tiredness.
However, to translate the meaning of the expression WgpOrao using the English word
"fatigue" stretches one's imagination a bit, although it is obvious that "to rest" is to
get rid of some or all of one's tiredness. The verb "to be tired" is idiomatic and is
expressed by using ImOrao + a personal pronoun + Uo; e.g., ImOraoQUo, "I am tired."
The expression ShqOrao refers to becoming exhausted, and is much more extreme than
ImOrao...Uo.
(5) Use of OpFp(Kho), "but, although"
The more common use of OpFp is like the use of "but" in English, the OpFp
coming at the beginning of the second clause. (See the first 4 examples of 8.4 (1).
110
However, occasionally, as in the last 3 examples, it is used to express "although" in

which case it comes at the end of the first clause. When OpFp is used at the end of
a first clause which also contains the word Pem, "if," the resulting meaning is more
emphatic, like "even if ..." Actually, there is a more commonly used word meaning
"although" which you will learn later. In everyday speaking only OpFp is used;
OpFpKho is more formal.
(6) Use of Hh^cm, "to be accustomed to, in the habit of doing; usually"
The expression Hh^cm is used to convey the meaning that the action indicated is usual,
that it is one's custom or habit. Just as with the English word "usually," the word Hh^cm
may be inserted at different places in the sentence; i.e., before the subject and verb
(e.g., Hh^cmQPaNf 9 LpRap); between the subject and the verb (e.g., QHh^cmPaNf 9 LpRap); or
at the end of the verbs (e.g., QPaHh^cmNf 9 LpRap)--it depends upon what one wishes to
emphasize as usual.
(7) Use of @f, "to be able (physically)
The verb @f is used when referring to ability in relation to health, strength, or
physical condition. If one still isn't very strong due to illness and so isn't able to go
to church, one could say, QSfqO`QvqI@fOp. If one has eaten to the full and so can't
eat any more, one might say QWhpImI@fOp.
(8) Use of Op@..., expression used to indicate doubt
The expression Op@...is a combination of Op meaning "to encounter" and the future
particle @, the resulting expression indicating doubt much like the expression "I
won-der..." in English. It is an idiomatic expression (since ordinarily the future
particle would precede the verb) and in Karen the sentence is always a question
ending in X`.
8.8 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgIM@IhmWaqLlp

Mrq@sgNgw@boLmMbmImPqSgSbW Mdq@vanBeqBeqOpOpIEfo.)
NoWA` URp@OpNoJhpEem@ho "A" Kho "B" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm Sfp.
IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAa Waq.
NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp.
Mrq@sgNgEaoFbImUa@vmI@guq@guqPemI
OpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vm
111
SbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@Kho

Mrq@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
(This conversation is a continuation of the conversation in 7.8, after A goes to B's
house for the evening meal.)
(URp--MrqAaBqWIm@IgqU@goImSbWNhSnWaq FfoWUoSbIm@IgqSb 7.8 Nf A SfqWhpV`

WImWhpSb B WKboLlp.)
IcqSbVÀh
B. LWfpKho@hqSqT`WImWhpX`. PeIPemMrq@HhWImWhpSfp.
A. WhpUeAfSbnShq, URpXb.
B. Beq, Beq. QWfpKhoSfqMhnLAaAfPcmFep. UeX`.
A. Ue, URp. URp@SfqMrfqBqSfp.
B. M@SfqAfSbnUbBq--QqKhoQU@hoIPraqAaBq.
A. Pem, Pem, Ue. OpFpURpWU@hoAaBqJhp@EbmOp@@fX`.
B. QFg@PgpWTfUepJhp@Ebm@f, PemSbWVoHh^cmQanSa.
A. Beq, M@SfqU@ho. URp@VoJhpMfrqLpRapSfp.
B. QFg@Pgp@OpAvaLpRapIAhM@VoJhp.
A. Wh, Beq. BeqKgpPo

URp@@f@eq "B" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOueBeqSaLlp @IgqSgU@hoIm@Kho

ImBemW@Scn@Scn.
112
AfPcmFepQMrqIPraq@SfqJhp@Ebm.
PcmFepT`JhpSa, OpFpQWfpKgoWgpOraoIEgmNgKao.
WTfUepWImWhpHh^cmVfKgpPo. LWhpOp@@fX`.
(1) Reread the directions and advice in 6.10 concerning learning the word for actions and
then during the next 24 hours learn from soneone other than your teacher the Karen
word for an action verb which you are likely to need or have occasion to use fairly
often. The next day be sure to tell your teacher what the new verb you have learned
is so that you and he/she can practice using it. Youshould also seek opportunities to
use it when talking with other Karens. Two or three days laterr on try learning
another new word the same way.
(1) URp--PbMrq@sgNgNo@K`@eqImVep@dpVepNoSb 6.10 TaqKhoFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNg

CcW`JhpLlmIm@IgqWUhINubpNubpSbWPemImSbMrqPqTfIPaqPaq. PqKhoILaq PbMrq@sgNgIfOpURp
SbIm@IgqWUhSbMrq@sgNgCcUepH`W`JhpTfINubpLlp TaqKhoMrq@sgNgKhoURp@Op@IgqSgIm@Igq
WUhINubpWaq K~UgoMrq@sgNg@IgmLlmWhqBeqBeqLlpI@em. Pq@KhoSbAa 2-3 Laq PbMrq@sgNgCcW`JhpIm
113
@IgqINubpTaq IfOpURpSbWBem K~UgoURpKhoMrq@sgNg@IfSgU@goIm@IgqINubpLlp.

learning.

.
114
LESSON 9
ImPqSg 9
Bhq
To be early in the day
BhqAh
BhqBhq
AfBhq (SbBhqILaq)
AfIBhq
Jdp
PcmJdp
Vap (UTh)
@uf
ILhq
ImEdq
ImEdqJa
A` (WA`)
ImEdqA`
Nf...WA` (WA`Nf...)
@h (@hAf)
Op@hOpAf
Im@hImAf
Ean
Morning
Very early in the day
Tomorrow morning
Day after tomorrow
To be vertical; upright; post
Noon
Village
Path, road, way
Some
"It rains"
Rain water
The time or season of anything
Rainy season
When (during the time that ...)
To be difficult, unfeasible, vexatious,
troublesome
To meet with difficulty
Difficulty, trouble, problem
Paddy field (wet cultiation method)
EanIShm
PqEan
PePemK~Llp(Kho)(Llp)
VbpWb
9.2 Im@IgqWKg
(1) Use of Bhq, "to be early in the day"
(1) ImUdIm@Igq "Bhq"
A paddy field
To work a paddy field, grow rice by the wet
cultivation method
In that case
Huh-uh
LVfIcqBhqKgpPo.
PcmBmNÌamAaBqSfqImBhqPo.
M@OpVoJhpAfPcmFepBhqBhq.
AfPcmFepL@OpNhWhpPeqBhqBhq.
BhqAhLlpMIWhpPeqOp.
BhqPcnPcn (BhqSbWBeq)
WgpOraoLaqBhqAhM@SfqO`Qvq.
BhqAh^vaLpRapM@WhpU@hoPeq.
BhqAhChoLpRapM@SfqJhp@sg.
M@WgpOraoSbBhqILaq.
AfBhqILaqL@WgpNfWaqKaoX`.
AfIBhqLlpMWgpNfWaqIUeSbqOp.
IBhqWaqURp@hqSqT`@VfWhpPeqKho
Mrq.
URp@hqSqT`@VfWhpPeqKhoMrqIBhq
Waq.
You've arrived quite early (in the morning).

Aunty and Uncle went off very early (in the
morning).
Tomorrow we must leave early
Tomorrow you must cook rice early
We don't eat rice in the morning.
"Good morning."
Sunday morning we'll go to church.
We'll eat together at 7 a.m.
We'll go to school at 8 a.m.
We'll rest tomorrow morning.
Will you be here tomorrow morning?
Day after tomorrow in the morning we can't
stay here any longer.
This morning the white teacher will come and
eat with us
The white teacher will come and eat with us
this morning.
(2) Use of Jdp, "to be vertical, upright; post"
(2) ImUdIm@Igq "Jcp
JdpIJdpWaqFao@fpFho.
"LKboWUhWJdpWgpMrfqJdpShp."
"WJdpAaFa."
KboWJdpLlp MrqOpPqWJdpW`
IEfo.
(b) IcqSbPcmJdpLlpM@OpWhpPeq.
MOpSfqVaoW`JhpVapJdp
IcqSbPcmJdp.
(a)
This post is too small.

"How many posts does your new house
have?" "Twenty."
House posts--people have to make quite a
few.
When it is noon, we'll have to eat.
We must go and get more house posts until
noontime.
(3) Use of @u,f "path, road, way"
(3) ImUdIm@Igq "@uf"
116
MPemSfq@ufWTfWaq @IcqFdShp.
@ufWTfWaq@IcqFdQMmWVap.
@fuIOgWaqSfmBeqPo.
@ufNgIOgLlpIBeqLhIEfoSbqOp.
@ufIOgWaqMrqSfqJhp@eqShqW`Po.
LPemSfqFdLNÌamWWgpLlp @ufAhpJao
WTfWaq.
NgKgpAvÌBqLlpLmMbmImPqW@ufW`Paq.
If we go on this road, where does it arrive at?

This road goes to my father's village.
This road is nice and wide.
That lane is not good at all anymore
People travel on this road a great deal.
When you go to your uncle's house, this is the
start of the path.
That young man understands many ways to
do the job (many methods concerning the
work).
(4) Use of ILhq, "some"
(4) ImUdIm@Igq "ILhq"
Mrq@sgNgILhqIVf@eqKaoOp.
SanUepINpWaqILhqShmSaqKgpPo.
MrqILhqWhpPeqSbPcmJdpTaq WgpOraro
IEgmNg.
NgUpILhqLhqUoTapImIOpKaoOp.
UcTfILhqLhqIUepH`QqKaoOp.
(b) UThINubpWaq MrqO`QvqILhq,
IO`KaoQvqWgpILhq.
QFhINpWgpKhoWSvfmTÌLhq,
WSvfmBhqILhq.
UAhoUpINpWaqWFapILhq, WFb
ILhq.
MrqNgUpINpSfqILhq @eqILhq.
(a)
AfWaqM@SfqImILhq. WgpIhm ILhq.
Some school children haven't come back yet.

Some of these books are quite old.
Some people rest awhile after eating at noon.
Some of the children can't sing it right yet.

Some of you don;t know me yet.
This village, some people worship God, some
don't worship God yet.
Some of my chickens are white in color, some
are red.
Some of these mangoes are sour ones, some
are sweet ones.
Some of the children are going, some are
returning home.
Now some of us are going, some are staying
over.
9.3 ImPqSgOpCoIm@IgqU@roIm
If you have a map showing Karen villages in your area, use it for this part of the
lesson. Otherwise, have the teacher make a rough sketch map showing the town or
village where you are living and at least 6 of the Karen villages nearby, including the
roads to them. Then, pointing to villages or roads on the map, learn all you can
about them within the limits of your vocabulary by asking questions such as those
below. (Sometimes use Vap and sometimes use UTh for "village.")
117
URp--ImPqSgIIhmWaqLlp URp@OpWgpKhoVhpAgpBhqSbWMnNu`JhpTemPeIPemUThSbMrq@sgNgWgpTf
KhoMrq@HhWUThWBqWErq@Ibm 6 NubpCcnKho@ufSbWSfqFdUThUepINpWaqLlp. VhpAgpBhqPemI
WgpMnEbqOpTfKho
URp@OpIeShqKpTf.
PbMrq@sgNgLfpUThKho@ufSbVhpAgpBhqMdqIPaqOpIPaqKhoCcUep
H`WBemWÌUeNfWUeAhNugWUa@vpURpKhoURpIfFb@eqWhq. ImUa@vmWKgWgpTfSbWNhSnWaqI
LhqSbMrq@sgNgWBhm OpFpMrq@sgNgUa@vmImWBqUeEem. OpIOuhOuh Mrq@sgNg@OpUd "Vap" KhoIOuh
Ouh@OpUd "UTh." IUeNfWUeLlp UThUepINpWPaqWPfnH`Llp eURp@Op@ufoEboUdJfIm@Igq
SbMrq@sgNgPqSgIemSaTfUepI NpLlp.
Vap(UTh)WaqWPaqK~Shp.
VapWaqKgpX`.
MrqWKboWgpMfrqNubpShp.
KboUepINpKgpX`, FaoX`.
MrqVap(UTh)NgPqEanX`.
WTfUepPemMrqO`QvqNgX`.
@ufSfqFdVap(UTh)IOgWaqBeqX`.
ImEdqA`MSfqUeEem@hoX`.
MSfqIcqSbVap(UTh)Llp@QanMrfqLpRap@ufShp.
URp(Pcp)SfqFdLlpIOuhOuhSaX`.
Vap(UTh)INubpWaqKgpLlmWWaqINubpX`.
@ufIOgWaqSfmLlpWWaqIOgX`.
9.4 Im@IgqWKg
(1) Use of ImEdq, "rain; it rains"
(2) ImUdIm@Igq "ImEdq"
AfWaqImEdqX`.
ImIEdqOp.
IBhqWaqImEdqW`PoWCg MSfqImI
UeOp.
ImVfEdqSa. @ho@eqNgUpFdKbo.
IV`WaqQFgPgpIm@EdqShq.
WAÀfWaqImIEdqSbqOp.
ImEdqA`LlpMrqISfq@ufIOgWaqSbq
Op.
Is it raining now?
It's not raining.
This morning it is raining a lot, so we can't go.
The rain is coming already. Call the children

back into the house.
I think it will rain this evening.
At this present season it won't rain any more.
The rainy season people don't go on this road
any more.
118
(2) Use of A`(WA`), "the time or season of anything; when, while"
(2) ImUdIm@Igq "A`(WA`)"
LVf@eqIcqWA`NfSfp.
LMmSfqJhp@EbmWA`NfShp.
LPqSg@shpIfn@uhnWA`NfSfp.
NfMPqEanWA`Llp MWhpPeqTapPoShq.
NfMrqIPraqWgpSbKboWA`Llp MSfqImI
UeOp.
NfQJhp@sgSbTemMddqWA`Llp QWgpSb
QNÌamWKbo.
WA`NfQSfqJapWhqLlp WTfWgpIFdp
KaoOp.
WA`NfLSfqJhp@EbmLlp MrqIPraqVf 4
Bq.
When did you arrive back?

When did your father go to the hills?
When did you study the Thai language?
During the time that we work the paddy firlds,
we enjoy our food greatly.
While the visitors are at our house, we can't
go.
While I was attending school in the city, I
stayed at my uncle's house.
At the time I saw her she was still not well.
At the time that you went to the mountains 4

guests arrived.
(3) Use of @h(@hAf), "to be difficult, unfeasible, vexatious, troublesome
(3) ImUdIm@Igq "@h(@hAf)
MrqIBqLlp, MIfImKhoWhq@hPo.
LfIBqWaq MIfImKhoLq@hAfKgpPo.
WTfOp@hOpAfKgpPoWCg WNgILlmPq
SgSanSbqOp.
@ufIOgWaq MSfqOp@h@hAfAf.
Im@hImAfOpFp. WTf@PqKaoIm.
@hspIfn@uhn@hLlmMrq@Hh@uhn.
IfOpQqSbLIm@hImAfWBem.
That person, it is very difficult to talk with her.

You, it's very difficult to talk with you.
Because he met with many difficulties, his
children didn't get to go to school any more
This road, we go on it with difficulty
Although it is difficult, she will still do it.
The Thai language is more difficult than
Karen.
Tell me about your troubles.
(4) Use of PePepK~Llp(Kho)(Llp), "in that case"
(4) ImUdIm@Igq "PePemK~Llp(Kho)(Llp)

119
PePemK~LlpLlp L@OpVfWgpQqAfPcmFep.
PePemK~LlpLlp M@WhpPeqAfWaqTaq M@Sfq.
PePemK~LlpLlp SfqMhn@eqSbLNÌamWAa
Llp.
PePemK~LlpLlp AfPcmFepMISfqImKaoOp.
PePemK~LlpLlp M@MrkqSbAaIOuh.
In that case, you must come and see me

tomorrow
In that case, we'll eat now and then go.
In that case, go back with your uncle.
In that case, tomorrow we won't go yet.

In that case, we'll buy it the next time.
Repeat the above using PePemK~LlpKho in place of PePemK~LlpLlp.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "PePemK~LlpLlp" WShm IfSb "PePemK~LlpKho."

(5) Use of VbpWb, "huh-uh"
(5) ImUdIm@Igq "VbpWb"
VbpWb, QPcmBmIWgpKboOp.
VbpWb, QIUepHÌmBemLhIPaqOp.
VbpWb, WTfIWhpPeqKaoOp.
VbpWb, QNÌamVfIIcqKaoOp.
VbpWb, QPaIhmIPcnOp.
Huh-uh, my aunt isn't at home.

Huh-uh, I don't know anything about it.
Huh-uh. she hasn't eaten yet.
Huh-uh, my uncle hasn't arrived yet.
Huh-uh, I don't enjoy spending the night.
9.5 ImIem^cnPqMrfJhpIm@Igq
Complete the following sentences any way that makes sense, staying within the
limits of your vocabulary.
URp--ImPqSgIIhmWaq Mrq@sgNg@OpCcLlmWIm@IgqKpTf KhoIem^cnWhqNfImShmShqVgSbWNhSn

WaqTaq NoKh@ugqI@ugqOpI@ugq EoJhpSbWAhpJaoIcqSbW@Ibm. Mrq@sgNgIfImOpBeqIOpBeq
URp@OpIf@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpWAaKho.
"ImT`Mm@hoImO`NfVÀh 5 LpRap." "PePemK~LlpLlp

"AfPcmFepQWfpKhoVoJhpBhqBhq." "PePemK~LlpLlp
"IBhqWaqQWgpIFdpOp." "PePemK~LlpLlp
"MrqIfSb@ufIOgWaqIBeqW`WÒp." "PePemK~LlpLlp
"WTfWhpPeqHh^cmNfBhqAhChoLpRap." "PePemK~LlpLlp
(b) Nf
WA` LNgAv`PaPcnPcn.
Nf
WA` QSfqWgpU@hoQPgm.
Nf
WA` URp@SfqJhhp@Ebm.
WA`Nf
QNhWhpPeqTaq.
(a)
120
."
."
."
WA`Nf
QPgmPaShqWgpOrao.
(1) Use of Bhq, "to be early in the day"

The word Bhq means "to be early in the day," and so BhqAh and PcmBhq mean "morning."
The word Bhq cannot be used for "early" at any other time of day than the morning. As
in the case of V` and PcmFep, when the word Af is combined with Bhq, the resulting
expression means "the coming morning" and is spoken before the morning referred
to arrives. If it is already morning and one wishes to refer to this morning, the
expression IBhqWaq is used. SbBhqILaq is another way of saying "the coming
morning," whereas AfIBhq refers to the morning after that. Since Bhq means "early in
the day (i.e.,morning," reduplicating it, i.e., BhqBhq, emphasizes the earliness and means
"early in the morning." (See examples in 9.2 (1)
(2) Use of Jdp, "to be vertical, upright; post"
The word Jdp means"to be vertical or upright" and so when the sun is directly
overhead and is at right angles to the earth, the Karens say PcmJdp (i.e., "the sun is
perpendicular"). Since posts are always placed in upright position, they are called
Jdp,
and the classifier for posts is likewise Jdp.
(3) Use of @u,f "path, road, way"
The word @uf is used in a literal sense to refer to any kind of road, street, lane, path,
etc., as well as in a figurative sense to refer to the way of doing something or the way
to intangible things; e.g., the way of life.
(4) Use of ILhq, "some"
The word ILhq meaning "some" is derived from the word Lhq, "to divide;" hence ILhq
means literally "one portion." The expression is used the same as other expressions
composed of numeral + classifier; i.e., it may immediately follow the noun it
modifies (see 9.2 (4-1) or it may come at the end of the clause (see 9.2 (4-b). It may
also be reduplicated, as in the last 2 examples of 4-a. It is never used with any
numeral other than with I.
(5) Use of ImEdq, "rain, it rains"
The word Edq means "to fall down, as showers of rain," but it is always used together
with the indefinite noun, Im, "thing," (just as in English we use an indefinite "it" as
the subject of "rain"). Since the word Edq is a verb, the future and negative particles
come between Im and Edq. (See 9.4 (1).
(6) Use of A`/WA`, "the time or season of anything"
121
The word A` is used in the expressions for the seasons of the year, but so far you
know only the words for the rainy season; i.e., ImEdqA`. It is also used with Nf to refer
to the period of time when something happens or happened or the period of time
when a situation exists or existed. The particle Nf may precede the clause describing
the situation, the clause then ending with WA` (literally, "its time") (see 9.4 (2), the
4th, 5th, and 6th examples), or it may directly follow the WA`. The resulting WA`Nf...
precedes the clause describing the situation if the sentence is a statement (see 9.4 (2)
the last 2 sentences), and comes at the end of the sentence followed by Shp/Sfp if the
sentence is a question (see 9.4 (2) the first 3 examples).
(7) Use of @h/@hA,f "to be difficult, unfeasible, vexatious, troublesome"
The verb @h is a descriptive verb, as is the verb Af, whichf is often coupled together
with it, as in 9.4 (3). Used together with Im, there are 2 ways of translating the
meaning--(a) The Im can be treated as an indefinite subject, as in Im@hKgpPo or
Im@hImAfKgpPo, "It is very difficult." Or the same expression could be translated,
"The difficulty is very great.". (b) If the Im is combined with @hAf in couplet form
and the resulting expression modified by a possessive pronoun, it must be translated
as a noun; e.g., WIm@hImAfWgpW`Po, "She has many troubles (Her troubles are
many)." Of course, @h may also be used as the main verb; e.g., SanIOepWaq@hT,f
"This book is difficult."
(8) Use of PePemK~Llp(Llp)(Kho), "in that case"
You have already learned that PePem, "if it is, whereas" is a combination of Pem meaning
"if" and Pem meaning "to be," and that in this combination the m of the first Pem is
dropped to make it sound better. You have also learned that the negative of the same
expression, PeIPem, means "or" (lit., "if it isn't). In this lesson you are introduced to
the combination of PePem with K~Llp, the resulting meaning being "in that case" (lit., "if it
is like that"). This expression always comes at the beginning of the sentence and
ends with another Llp or with Kho, both Llp and Kho being particles ending clauses which
are not the last clause in the sentence. (See 9.4 (4).)
(9) Use of Ean, "paddy field"
Probably by now you have become aware that there are 2 methods of growing paddy
(rice)--the wet cultivation method using flooded plots of ground surrounded by dikes
called "paddy fields," and the swidden method which depends entirely upon rainfall
for water. The word Ean refers to the paddy field which has dikes surrounding it, and
the classifier for such paddy fields is Shm; e.g., EanAvaShm, "nine paddy field plots."
(10) Use of Vap (UTh), "village"
In Burma the word for room is Kbo, the word for house is Vap, and the word for village
is UTh; whereas in north Thailand the word for room is @Fdo, the word for house is
Kbo, and the word for village is Vap or UTh. The terminology has its origin in the way
122
villages developed in the old days. A couple or family would move to a new
location and build a simple bamboo and thatch hut on stilts with a veranda in front.
When one of the daughters grew up and got married, another room was added onto
the house with its own door opening onto the extended veranda in front. As other
daughters got married, other rooms were added and the veranda extended in front of
them, resulting in a "longhouse." (Note: The groom always goes to live at the
bride's village.) The long house where the extended family lived was called Vap and
the room where the individual families lived were called Kbo. Eventually, one of the
families would separate and build a separrate house, and as their children got
married, would add on more and more rooms. A cluster of such long houses was
called UTh. When the custom of using "long houses" was discontinued and each
family had its own house, on the Burma side the cluster of houses was called UTh,
like the cluster of long houses in the old days, and the buildings where the individual
families lived were called Vap, like the individual long house. However, in north
Thailand the individual house in which each family lived was called Kbo (like the
quarters where the individual family lived in the long house), and the group of
houses where the families of the clan lived was called either Vap (like the long house
in which a number of families lived) or sometimes UTh (like the cluster of long
houses). So, in north Thailand today Vap usually means "village," although
occasionally it is used to mean "house," probably because of interaction with people
who have come over from Burma.

then see if you can answer the missed questions correctly this time. (Note: This
conversation is a continuation of 7.8 and 8.8.)
NoWA` URp@OpNoJhpEem@ho "A" Kho "B" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@Kho
Mrq@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq. (Im@IgqSbWNhSn
UepINpWaq PemIm@IgqSbWFfoShqWUoSbIm@IgqU@goImSb 7.8 Kho 8.8 LlpShq.)
A.
B.
AfPcmFepQOpSfqMrkqImBhqBhq.
Pem, Beq. M@SfqWhpPeqPcmJdpSbNÒufpMmWVap.
123
Beq, URp. URpUepHÌmShmBeqPo.

B. Pem. PemSbQSfqOpSvamOuhSa. AfWaqMWfpKhoSfqFdUThWUhILhq.
A. URpXb, LSfqOp@ufWaqSvamOuhSaLlp, ImEdqAÙRpSfqOpEemX`.
B. VbpWb, QISfqOpImEdqA`LhIOuhKaoOp.
A. Wh. PePemK~LlpLlp @@hIEfo, PemSbImEdqA`Waaq MrqPqEanSb@uf Kho@ufIBeqW`WÒp.
B. rhPemX`. OpFpQFg@PgpMSfqUe. Pq@vm@vm.
A.
Questions: (ImUa@vm)
(1) AfPcmFepBhqBhq A @OpPqPIqShp
(2) B IfSbWTfUep@PqPIqSbNÒufpMmWVapShp. @PqTfWA`NfShp.

(3) B SfqOpNÒufpMmWVapMrfqOuhSaShp. WSfqNfImEdqA`MfrqOuhSaShp.
(4) SbImEdqA`LlpMrqSfqIm@@hIEfo, PemSbPIqWCgShp.
(5) B @SfqKaoX`.

IOuh OpFpWWaqIOuhWaq URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq

ImBemW@Scn@Scn.
URp--PbMrq@sgNgNoMgnURpWAaI@guqOpI@guqIThTaq PbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVg.
124
NfImEdqA`Llp @ufIOgWaqIBeqSbqOp.
M@VoJhpSfqFdURpWUThBhqBhqPhp.
ILapWaqQNÌamPqEanLlp OpIm@hImAfW@Scn@Scn.
(1) Reread the directions and advice in 6.10 concerning learning the word for actions and
then during the next 24 hours learn from someone other than your teacher the Karen
word for an action verb which you are likely to need or have occasion to use fairly
often. The next day be sure to tell your teacher what the new verb you have learned
is so that you and he/she can practice using it. You should also seek opportunities to
use it when talking with other Karens. Two or three days later on try learning
another new word the same way.
(1) URp--PbMrq@sgNgNo@K`@eqImVep@dpVepNoSb 6.10 TaqKhoSbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNg

CcW`JhpLlmIm@IgqWUhINubpNubpSbWPemImSbMrqPqTfIPaqPaq. PqKhoILaq PbMrq@sgNgIfOpURp
SbIm@IgqWUhSbMrq@sgNgCcUepH`W`JhpTfINubpLlp TaqKhoMrq@sgNgKhoURp@Op@IgqSgIm@Igq
WUhINubpWaq K~UgoMrq@sgNg@IgmLlmWhqBeqBeqLlp.
each other. Plan and seek opportunities to use the expressions you have been learning.

125
126
LESSON 10 - REVIEW
10.1 Im@IgqWKg
(1) Phrases using classifiers

(a) In lessons 6-9 of this book you have learned 5 new classifiers--Paq for things and
kinds of things; Shm for paddy fields; Jdp for posts; Ah for one of a pair; and Lhq (used
only with I) for "some." As a review of all the classifiers learned thus far (not
including terms for amounts or times) pair up the nouns on the left-hand side below
with the appropriate classifiers from the list on the righth-hand side, then read the
resulting phrases aloud using the numeral I. Some of the classifiers can be used
with more than one of the nouns on the left-hand side, so be sure to pair each noun
with each of the classifiers which can be used with it.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSb (a) WMdq "Jho" KhoMnNrgp@vmWhqKhoIm@IgqSb (b)

WMdqWaqINubpTaqINubpSbMrqIfUe CcnKhoIm@Igq "I." WKg--JhoIKc, JhoIPsg, JhoI@Scn, Jho
ILhq. TaqKhoPbMrq@sgNgIfSg Im@IgqWBqINpSb (a) WMdqK~WAhpJaoINubpWaqWUgo.
(a) Noun
Jho
Ean
ShmPa
Lap
@uf
KboWJdp
Im@hImAf
MrqPcmJhpNg
Numeral
(b) Classifier
@dn
Bq
Jdp
Kc
Nubp
Paq
Og
Shm
Psg
@Scn
Lhq
(b) You have also learned one new expression used with a numeral plus classifier;
i.e., LhI... Use this expression with each of the nouns above following the sentence
pattern below. Add the pronoun W at the beginning wherever it can be used. For the
last noun, MrqPcmJhpNg, change the verb to Vf.
URp--PbMrq@sgNgVaoLlmIm@IgqSb (a) SbWNhAgpWaqWAhpJaoINubp KhoIem^cnWhqNfImShmShqVgWAhp

JaoIIhqSbWNhSnWaqWMdqTaq Iem^cn@KhoIm@IgqSb (b) SbWNhAgpWaqSbWw@boTfOpTfINubpNf
ImShmShqVgAaIhqIIhqSbWNhSnWaqWMdqKhoNoKh@ugqLlp. PbMrq@sgNgIfSgIm@IgqSbWNhAgpWaq@go
NubpKfoINubpOpINubp K~WAhpJaoINubpWaqWUgo EoJhpSbWAhpJaoIcqSbW@Ibm.
(W)
IWgpLhI
KaoOp.
(c) You have learned that Ah is used not only as a classifier for things occurring in
pairs or opposites, but also as an expression meaning "on the other hand" for
contrasting inanimate things with each other; e.g., QNgTfm@gJhp@sgSbTemMdq; QNgUKÌAh
PqSgSanNfWaq, "My oldest child attends school in the city; my youngest child, on the
other hand, studies here."
Below are 2 groups of paired sentences which you are to read inserting the words IAh
in the appropriate place in the sentences on the right-hand side.
URp--PbMrq@sgNgIem^cnIm@Ihq "IAh" SbIm@IgqSbEcJvfIMqWaqWAhpJaoI@ugqWMdqTaq MnNrgpWhq

KhoIm@IgqSbEcEepIMqKhoNoKh@ugq. WKg--"SfqFbJbpLfSbLlp. QfIAhQ@FbJbpSbWaq." Mrq@sgNg
IfImOpBeqIOpBeq URp@OpIfQcq@KhoMrq@sgNgIOuh KhoPbMrq@sgNgIfMgnURpWAa. PbMrq@sgNgIfSg
@go@ugqKfoK~WAhpJaoI@ugqWaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
SfqFbJbpLfSbLlp.
MTfM@SfqImAfWaq.
MrqPcm^cnNgWfpKhoPqImAfWaq.
Q@KcoWhpMrqIPraqWPeqSbH`.
MKboShmSaqWJdpFao.
Fe@qI@ScnWaqWMrkqOp.
QfQ@FbJbpSbWaq.
QMm@SfqImSbAaIEfo.
MrqPcmJhpNgWfpKho@vmFg@PgpTaqPoPqIm.
MTfM@WhpImSbAa.
MKboWUhWaqWJdpKgp.
Fe@qWTfIPsgLlpWMerqKgpIEfo.
(2) Verb Phrases

(a) In the previous 4 lessons you have learned 5 new verbs which are almost never
used alone. They are listed below together with the words which usually precede
them.
Icq - usually preceded by

Ihm - usually preceded by
Orao - uusually preceded by
Edq - usually preceded by
Mdq - usually preceded by
Vf, Sfq, or @eq.

Pa or Wgp.
Wgp, Shq, or Im.
Im or ImVf.
Vf, Sfq or @eq.
In the case of the 2 verbs which are preceded by the indefinite word Im, the negative
and future particles and words like Pem, "if," come between the Im and the verb; e.g.,
ImIOraoQUoOp, "I'm not tired;" Im@Edq, "It's going to rain." The same is true of Icq
and Mdq and the verbs which precede them; e.g., WTfVfPemIcq, "If he arrives..."
WTfSfqIMdqKaoOp, "He hasn't gone by yet." However, in the case of Ihm, the negative
and future particles and Pem, "if," precede both it and the verb which comes before it,
because the two verbs have become a compound verb; e.g., QIPaIhmSbqOp. "I won't
spend the night after all."
Substitution Drill
127
ImFhISfIm@Igq
Repeat the first sentence below after the teacher, then make substitutions according
to the word(s) in ( ) as called out by the teacher. Repeat the drill several times
without using the book.
URp--WFgITh PbMrq@sgNgNoMgnURpWAaI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSbW@IbmTaq PbMrq

@sgNg@oObCnWSan. AaThIThLlp URp@NoJfSbEcEepIMqWAhpJaoI@ugq, "WTfVfIcqSaX`," KhoPb
Mrq@sgNgIfMgnJvfURpWAaIOuh. TaqURp@OpIfIm@IgqSb ( ) WMdq. Mrq@sgNgOpUdIm@Igq
Sb ( )WMdqWaq KhoFhISfIm@IgqSbWAhpJaoI@ugqK~Aa@ugqI@ugqWUgo. Mrq@sgNgIfOpBeqIOpBeq
URp@OpIfOpShqIamLlp@eqMrq@sgNgIOuh KhoPbMrq@sgNgIfMgnURpWAa. PqK~WaqEoJhpSbWAhpJao
IcqSbW@Ibm 3-4Th.
WTfVfIcqSaX`.
WTfSfqIcqSaX`.
WTfSfqMdqSaX`.
WTfWgpIhmSaX`.
WTfWgpOraoSaX`.
ImOraoWUoSaX`.
ImEdqSaX`.
ImVfEdqSaX`.
(Sfq)
(Mdq)
(WgpIhm)
(Orao)
(Im...WUo)
(Edq)
(Vf)
(WTf...Icq)
After you can make the above changes fluently, go through the sentences on the
right-hand side above once again looking at your book, and change the questions to
negative statements using Kao in place of Sa; e.g., WTfVfIIcqKaoOp.
(b) In the previous 4 lessons you have also learned 2 new verbs which are usually
followed by a clause, which may or may not be introduced by Sb; i.e., Fg@Pgp, "to
think, consider," and UoAc, "to be glad, rejoice."
Complete (1) below with each of the 6 clauses on the right which would make sense.
Then do the same with (2).
URp--PbMrq@sgNgVaoLlmIm@IgqSbEcEepIMqWAhpJaoI@ugq KhoMnNrgpCcnKhoIm@IgqSbEcJvfIMq I
@ugqOpI@ugqSbWw@boTfOpTfUepINpLlp. PemTaqKho PbMrq@sgNgIfSg@KhoIm@IgqAa@ugqI@ugqSbEc
EepIMq K~WAhpJaoI@ugqWUgo.
(1)
QFg@PgpSb_________.
(2)
QUoAcSb_________.
LMcm@Vf@eqWgpNfWaq.
Q@WgpOraoIEgmNg.
QMrqIPraqSfqJhp@Ebm@@f.
LPaPcn.
LNgKgpWgpFdpJhp@eqSa.
@hqSqT`@VfWgpU@hoMrqAfPcmFep.
128
(c) You have learned one new descriptive verb in the last 4 lessons; i.e., @h (@hAf), "to
be difficult.: (Actually 2 other of the new verbs might seem from the English
translation to also be descriptive verbs; i.e., UoAc, "to be glad," and ImOrao...Uo, "to be
tired." However, they cannot be used the way that descriptive words can be used.
ImOrao...Uo is an idiomatic expression using Im + Orao + personal pronoun + Uo. The
expression UoAc, "to be glad," fits the pattern of verbs of mental and/or emotional
activity like "to think," "to love," etc., rather than that of descriptive verbs; so it
would probably be better to think of it as meaning, "to rejoice" rather than "to be
glad," although English expressions using "glad" would also be expressed in Karen
by using UoAc.)
In Book I you learned that descriptive verbs could not be used as commands, and
that the 3 ways they are most commonly used are as follows:
(1) As the main verb of the sentence with a noun or clause as subject; e.g.,
UAhhoUpINubpWaqFapKgpPo, "This mango is very sour."
(2) As the verb in a dependent clause where the clause modifies a noun. In such
cases the descriptive verb is preceded by W and sometimes by Sb; e.g.,
UAhoUp(Sb)W FapINubpWaq, "This mango which is sour (this sour mango)."
(3) Reduplicated, the meaning is intensified; e.g., UAhoUpFapFapINubp, "a really sour
mango.": In Book II you have also learned that descriptive verbs can be compared
by using Llm; e.g., UAhoUpINubpWaqFapLlmWLlpINubp, "This mango is more sour than that
one." It can also be said to increase or decrease in quality by adding Jhp or Shq; e.g.,
FapJhp, "to become more sour."
Complete the statements below using @h + the expressions indicated at the right-hand
side. If it is necessary to use the negative with a given expression, use it. If it is
necessary to add Sa to complete the meaning, add it. In the second line the word @h
should be inserted in the blank on the right-hand side.
URp--ImPqSgIIhmWaqWImMHgpPemK~UgoMrq@sgNg@LmMbmW`JhpOpCoImUdIm@Igq "@h" Llp.

PbMrq@sgNgMnNrgpIm@IgqSbWAhpJaoI@ugqUbIhqSbn K~Ugo@@fJhpIm@IgqI@ugqChTaqKhoNoWhq.
PemTaqLlp PbMrq@sgNgMnNrgp@KhoIm@IgqFdHÌ@ugqOpI@ugq TaqKhoNoWhq. OpI@ugq@ugqMrq@sgNg@
OpSfSgn "@h" WShmPeIPemIemLcnW`JhpIm@Igq. (WKg--SbAa@ugqI@ugq @OpIem^cn "@h"
NfImShmShqVgWMdq--"ImPqWaqNo@hH`." SbSvam@ugqI@ugq@OpIem^cnW`Jhp "I" Kho "Op"--"Im
PqWaqI@hLhIEfoOp." KhoSbQfm@ugqI@ugq@OpIem^cnW`Jhp "Sa" K~Ugo@PqMrfqJhpWAhMHh-"ImPqWaq@hJhpSa.") URpISgpIfOpMrq@sgNgSb@OpSfSgnIm@IgqK~SfpLlpOp. Mrq@sgNg
@OpFg@PgpKpTfTaqSfSgnIm.
ImPqWaq
ImPqWaq
ImPqWaq
@h
(@h)
@h
KgpPo
No_H`
@fpFho
129
ImPqWaq
ImPqWaq
WTfPq
QImPqPemImPqSbW
MOpPqIm
@h
@h
@h
@h
@h
LhIEfo
Jhp
Jhp
I@Scn
@hAfAf
QImPq
(d) You have now learned 4 verbs denoting ability, all of which can be translated as
"can" or "to be able," as shown below:
Ue
Op
Llm
@f
--to be skilled, to have the ability to do something; can (in

general)
--to be able to do correctly
--to be able to succeed in doing something
--to be physically able to do something
There is one more such word, which you haven't learned yet, which means "to have
time to do." Study the following examples to help you understand the differences.
@ufWTfLlpLSfqUeX`.
LSfqFdVapWTfLlpOpX`.
ImEdqKgp, LSfqLlmX`.
LSfqFdLlp@fX`.
(To be learned later)
Can you go on that road? (i.e., is the road

good? or is there a hindrance to your going
on the road?)
Can you go to that village? (i.e., do you know
the way? can you go correctly?)
It rained hard; were you able to go (there)?
(i.e., did you succeed in getting there?)
Can you go there? (i.e., are you physically
able to go there?)
Can you go there? (i.e., do you have time to
go there?)
Since Ue means "to be able (in general)," it is used more often and you will usually
not be wrong to use it in most situations. But you should understand the different
shades of meaning of the other words illustrated above so that you can understand
when others use them. Gradually, you will learn to use them yourself in situations
where you want to express one or the other shade of meaning more specifically.
Completion Drill
ImIem^cnPqMfrqJhpIm@Igq
Read through the sentences below filling in each blank with the appropriate word for
"can, be able."
URp--PbMrq@sgNgIem^cnIm@Igq "Ue," "Op," "Llm" PeIPem "@f" NfImShmShqVgWAhpJaoI@ugq

SbWNhSnWaqTaqNoKh@ugq. Mrq@sgNgNoOpBeqIOpBeq URp@OpNo@KhoIOuh KhoPbMrq@sgNgIfMgnURp
WAa. PqK~WaqI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSbW@Ibm.
QJapWhqIBhqWaqWCg QIfWhqSbWBem
130
Sa.
QIWfpKhoFg@PgpSbWBemSbqOpWCg QIfWhqSbWBemI
Op.
QILmMbmWBemBeqBeqKaoOpWCg QIfWhqSbWBemI
Op.
Q@IgqW@uhnIOpOpWCg QIfWhqSbWBemI
Op.
QPq@vmQanIEfoSaOpFp QPqI
KaoOp.
QPqI
Op. QIPqLhIOuhKaoOp.
QWgpIFdpOpWCg QPqI
Op.
QNgWgpAaLapSa OpFp@IgqImI
KaoOp.
(e) In Book I you learned 3 uses of Op; i.e., Op meaning "must," Op meaning "to be
correct," and Op meaning "to be enough." Then in Book II you learned the use of
Op meaning "to encounter." Now in lesson 8 you have learned the use of Op
followed by @ to convey doubt in X`-questions. In the latter case the subject may be
a noun, a noun phrase, or a clause; e.g., QNgAvÒp@Vf@eqIcqIV`WaqX`, I wonder if my
son will arrive back home this evening?" QNhImWhpWUhIPaqWaq LWhpWhqOp@TapX`,
"Are you likely to find this new food I cooked tasty?"
Change the following statements to questions using Op@...
URp--PbMrq@sgNgSfSgnIm@IgqSbWNhSnWaqI@ugqOpI@ugq KhoKco@fJhp@eqWhqSbImUa@vm Ud
CcnKhoIm@Igq "Op@..." WKg--"LNgKgpOp@PaIhmX`." Mrq@sgNgNoOpBeqIOpBeq URp@OpNoQcq
Mrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpWAaKho.
LNgKgpPaIhm.
MrqIPraq@VfIcqAfPcmFep.
WMmPqEan@f.
MrqO`Qvq@TaqNfPcmJdp.
(f) You have also learned the verb Hh^cm meaning "to be accustomed to, to be usual, to
be one's habit." It may occur at the beginning of the sentence, immediately follow
the subject, or immediately precede the object/time phrase/location or direction
phrase; e.g., Hh^cmQWhpPeqNfVÀh 5 LpRap, Usually I eat rice at 5 p.m." QHh^cmWhpPeqNfVÀh
5 LpRap, "I usually eat rice at 5 p.m." QWhpHh^cmPeqNfVÀh 5 LpRap, "I eat usually rice at 5
p.m. (which we usually wouldn't say in English)." Read each of the following
sentences 3 times, the first time putting Hh^cm at the beginning of the sentence, the
second time putting it immediately after the subject, and the third time putting it just
before the object/time phrase/location or direction phrase.
URp--SbIm@Igq "QWhpPeqNfVÀh 5 LpRap" Llp MIem^cnIm@Igq "Hh^cm" UeNfImShmUbIhq. WKg-(1) "Hh^cmQWhpPeqNfVÀh 5 LpRap." (2) "QHh^cmWhpPeqNfVÀh 5 LpRap." (3) "QWhpHh^cmPeqNf VÀh
5 Lp Rap." NfImNhSnWaqIm@IgqWgpTfUb@ugq. PbMrq@sgNgNoWAhpJaoI@ugqUbThhKhoIem^cnIm @Igq
"Hh^cm" IThIMdqIThIMdqK~WKgSbWNhAgpWaqWUgoLlp.
PemTaqKho PbMrq@sgNgIfSgAa@ugqI@ugqKho
Ub@ugqI@ugqK~WAhpJaoI@ugqWUgoWaq.
131
QMmFepLhqNfLlp.
MrqPqWhpEanNfImEdqA`.
WTfVf@eqSbTemMdqNfPcmQfmLaq.
(3) Time Phrases
In lessons 6-9 you have learned 4 new kinds of time expressions; i.e., (a) some of the
time periods of the day and night; (b) the hours and half hours; (c) the days of the
week; and (d) the expression IEgmNg, "a short interval."
(a) Time periods of the day and night.--Below is a summary of the expressions you
have learned so far.
Read the following words column by column once. Be sure that you understand the
meaning of each. If you don;t, check back on the Notes on Word Usage and
Grammar of the previous 4 lessons.
URp--PbMrq@sgNgNoIm@IgqSbWNhSnWaqIBamOpIBam. WKg--"PcmLaq, PcmFep, PcmBhq,..." Mrq@sgNgNoPem

IOpOp URp@OpIfShqIamLlm@eqMrq@sgNg KhoPbMrq@sgNgIfMgnURpWAaKho.
PcmLaq
PcmFep
PcmBhq
PcmJdp
PcmV`
PcmLq
--BhqAh
-VÀh
PcmLqAh
PcmFepJhp
---PcmV`Shq
--
ILaqWaq
-IBhqWaq
-IV`Waq
ILqWaq
-AfPcmFep
AfBhq
-AfPV`
AfPcmLq
-AfIFep
AfIBhq
----
The expression PcmBhq is used only in the expression for "every morning," which you
haven't learned yet, and the words PcmLaq are used only in the couplet PcmLaqPcmUh meaning
"days (in general)." There should be no problem with the other expressions except to
remember that when the word Af is used, it always refers to the "coming" time (as in
AfBhq, "the coming morning," whereas if one speaks of the time of day that already is,
one says I...Waq (as in IBhqWaq, "this morning").
Below are some pictures indicating times of day. Study the key below so that you
understand the symbolism. Then look at the pairs of pictures which follow. The
first one in each pair indicates the time of day when the speaker speaks and the
second picture indicates the time of day referred to. You should decide whether the
time of day referred to should be expressed as Af... or as I...Waq. For example, the
first pair of pictures shows that in the morning one refers to the evening, so one
would say AfPV`, whereas the second pair shows that in the morning one speaks of
the morning, so one would say IBhqWaq.
132
URp--ImPqSgIIhmWaqWImMHgpPamK~UgoMrq@sgNg@LmMbmSbMrqUdIm@Igq "AfBhq, AfPV`,..." Kho "I

BhqWaq, IV`Waq,... WA`NfSfpWBemLlp. WFggPbMrq@sgNg@vmWKgSbWNhSnWAhpJaoI@ugqMdq K~Ugo@Lm
MbmWAhMHh
PemTaqLlp
PbMrq@sgNg@vmImBhqWAhpJaoI@dm
(1)-ImBhqWAhpJaoIOepMnNu`JhpSbMrqIfIm
NfBhqAhKhoImBhqAaOepIOepMnNu`JhpSbMrqIfImSbVÀhWBemWCg Mrq@sgNg@OpIfSb "AfPV`." PePem
ImBhqAa@dmI@dmWAhpJaoIOepMnNu`JhpSbMrqIfImSbBhqAh KhoImBhqAaOepIOepMnNu`JhpSbWIf
ImSbBhqAhWBemWCg Mrq@sgNg@OpIfSb "IBhqWaq." PbMrq@sgNgIfSgImOpCoImBhq@go@dmKfoI@dm
OpI@dmK~WaqWUgo EoJhpSbWAhpJaoIcqSbW@Ibm. (WKg--(3) AfBhq (4) AfPcmLq (5) IV`Waq
(6) AfPcmFep.)
Key to Symbolism
ImBhqWAhMHh
PcmFep
Bhq
PcmJdp
V`
PcmLq
WA`NfMrqIfIm WA`SbMrqIfWBem
WA`NfMrqIfIm WA`SbMrqIfWBem
(1)
(4)
(2)
(5)
(3)
(6)
(b) Hours and half hours

You have learned that the word for "clock/watch," LpRap, is also used as the classifier for "hours" when telling time or length of time, and that IAh is used for the
half-hour.
133
(c) Days of the week

You have now learned several ways of referring to the days of the week, the most
common being Pcm...Laq and PcmLaqMdq...Uh with the appropriate number inserted where the
blank is. (Note: If non-Christians refer to the day of the week, they tend to use a
corruption of the Thai names. The days of the week were not important in the
original Karen society and so they didn't have names for them.)
(4) Clause patterns
(a) In lessons 6-9 you have been introduced to 10 new expressions which are used to
introduce or end clauses, and they are summarized below together with Pem, "if." Two
of them--Icq and OpFp--have 2 different meanings depending upon their position in
the sentence. Two others--PemSb...WCg/PemSb/WCg and Nf...WA`/WA`Nf...--have several
op-tional positions which they may occupy in the clause but with essentially the
same meaning in each case. The last 3 of the expressions--OpFp, PePemK~Llp(Llp)(Kho),
and PePemIAh--introduce the second of 2 main clauses, whereas the other 8 introduce or
end dependent clauses. Clauses introduced by Pem, Icq, or WCg may end with Kho,
although in everyday conversation they are more likely to end with Llp. The
expression PePemK~Llp, which is really a dependent clause in itself, may also end in either
Llp or Kho, and the expression OpFp may be followed by Kho but is more often not
followed by anything. (It is never followed by Llp.) In other words there are 6
expressions with which Kho may be used, although in everyday conversation in
northern Thailand it is not used very commonly. However, you will sometimes run
across it in literature or in formal messages. If you have any question about any of
these expressions, look back at the Notes on Word Usage and Grammar in the
previous 4 lessons.)
Expression
Pem
Icq
Icq(Sb)
PemSb...(Llp)
WCg(Llp)(Kho)
Nf...WA`(Llp)
Position in Clause
Follows the subject of a dependent clause
which precedes the main clause
Introduces a dependent clause which
precedes the main clause
Introduces a dependent clause which follows
the main clause
Ends a dependent clause which precedes the
main clause
Nf introduces a dependent clause which
precedes the main clause and WA`
ends
Meaning
If
When
Until
Because
Because
While/when/during the time
when
the dependent clause
WA`Nf...(Llp)
OpFp(Kho)

Ends a dependent clause which precedes the
main clause
134
While/when/during the time

when
Although
OpFp(Kho)
PePemK~Llp(Llp)(Kho)
PePemIAh
Introduces the second of 2 main clauses
But
Introduces the second of 2 main clauses (The

first clause may be spoken by someone
else.)
Introduces the second of 2 main clauses
(The first clause maybe spoken by
someone else)
In that case/if that is so
Rather
(b) You have also learned in these lessons that questions can be changed into
dependent clauses by adding the particle Llp + a main clause (usually one with a verb
of mental activity like "know," "think," "see"); e.g., WTf@SfqFdShp, "Where is he
going?" WTf@SfqFdShpLlpQIUepHÒp, "I don't know where he is going."
Completion Drill
ImIem^cnPqMfrqJhpIm@Igq
Below are 2 groups of statements plus a list of expressions in ( ) on the far right-hand
side. Combine each pair of clauses into one single sentence by inserting the word(s)
in ( ) into the appropriate places and also using Llp if it can be used, then reading the
complete sentence aloud. If Kho can be used, read the sentence again using Kho.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoI@ugqUbIhqIIhqSbWWgpSb ( ) WMdqWaq "Icq" KhoIem^cn

WhqNfImShmSbWw@boTfOpTf K~Ugo@MnNrgpIm@IgqIbIIhq "QMmSfqIm" KhoIm@IgqAaIhqIIhq
"QMcmWUoIPcnLhIEfoOp" KhoKco@fJhpWhqSbI@ugqCh. MrqIem^cn "Llp" PemUeLlp @OpIem^cnWhqEem.
WKg--"IcqQMmSfqImLlp QMcmWUoIPcnLhIEfoOp." MrqIem^cn "Kho" PemUeLlp Mrq@sgNg@OpIf@KhoI
Ouh KhoIem^cnWhq. WKg--"IcqQMmSfqImKho QMcmWUoIPcnLhIEfoOp." IfSgImI@ugqOpI@ugqK~
WAhpJaoI@ugqWaqWUgo EoJhpSbWAhpJaoIcqSbW@Ibm.
QMmSfqIm
QMmSfqIm
QMmSfqIm
QMmSfqIm
QMmSfqIm
QMmSfqIm
QMmSfqIm
QMmISfq
ImOp
Q@SfqIm
"Q@Sfq."
QMcmWUoIPcnLhIEfoOp.
QISfqOp.
QIUepHÒp.
@SfqWgpU@hoWPgm.
(Icq)
(PemSb...WCg)
(Nf...WA`)
(WA`Nf)
(Pem)
(Pem...OpFp)
(AfSfp)
(PePemIAh)
when
QMmISfqImSbqOp.
"QMmISfqSbqOp."
OpFp
PePemK~Llp
but
because
while
while
if
if...although
when
rather
in that case
(c) Ways of expressing "when"

You have now learned a number of expressions which are equivalent to the
English "when," and they have slightly different shades of meaning. They are
summarized below for your convenience.
135
Questions
AfShp/AfSfp
FaoQanShp/Sfp
WA`Nf.../Nf...WA`
"When? (in general)"
Answer may be general or specific
"When? (how long in

time?)
"When? (at what period of time?)"
Answer more specific in terms of time

Answer in terms of a period of time
Below are examples of answers to the 3 types of "when"-questions. The teacher will
ask the question prior to each answer and you should give the responses in order one
after the other. Try to note the differences in the types of answers. The teacher
should correct any mistakes in pronunciation.
URp--NfImNhSnWaq ImUa@vmWgpUb@ugqCcnKhoImEaoFbW`PaqLlp. URp@OpUa@vmImK~ (1) W

UgoKhoPbMrq@sgNgIfFbImK~ImEaoFbWAhpJaoIPaqSbEcJvfIMqWUgo.
TaqKhoURp@Ua@vmImIJapCh@
KhoIOuhKhoPbMrq@sgNgIfFbK~Aa@ugqI@ugqWUgo.
IfSgK~WaqEoJhpSbWAhpJaoIcqSb (1) W@Ibm TaqKho IfSg (2) Kho (3) K~ (1) WUgoWaq.
Mrq@sgNgIfImPemIOpOp URp@OpIfShqIamLlm@eqMrq@sgNgI Ouh KhoPbMrq@sgNgIfMgnJvfURpWAaKho.
(1) LVfAfSfp.
(2) LVfFaoQanSfp.
(3) LVfWA`NfSfp.
QVfNoQanSa.
QVfSbPV`Sa.
QVfPVÌLaq.
QVffAaUhSa.
QVf@LlmILpRapSa.
QVfIQanKaoOp.
QVfNoQanSa.
QVfLlmUbLaqSa.
QVfLlmIS`Sa.
QVfWgpIEgmNgSa.
QVfIcqKhoLVfIcqEem.
QVfNfUcWhpPeqWA`.
QVfNfMrqSfqJhpO`QvqWA`.
QVfNfPcmShq^cnWA`.
QVfNfImVfEdqWA`.
QVfNfImEdqA`.
QVfNfMrqPqEanWA`.
10.2 Pronunciation Drills
10.2 Im@IgqWUhpSbW@hIEfo
Practice reading the sentences below, first pronouncing the words the way they are
written, and then a second round pronouncing them the colloquial way.
136
URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoITh NoWhqK~Mrq@

EbmAgpNg@IgqImWUgo.
(1) F/As
WTfFg@PgpK~Llp..
AfPcmFepM@Sfq.
QIfWhq OpFpWTfIWfpKhoPqOp.
(2) E/@s
SfqEnAh.
Q@WgpNfWaqIEgmNg.
M@OpJhp@EbmAaNubp.
AfWaqImEdqA`Llp.
(3) U/E
QUoAcKgpPo.
ImOraoQUoKgpPo.
(4) V/Y/z
(Note:
WWaqQVap
The word Vap is the only word written with V which

has alternate pronunciations. In Burma it is pronounced like Y
and in Musikee like z, but elsewhere it is pronounced like V.)
10.3 Questions and Answers and Completion Drills
10.3 ImUa@vmKhoImEaoFb - ImIem^cnPqMrfqJhpIm@Igq
Review sections 6.3, 6.5, 6.6, 7.3, 7.5, 7.7, 8.3, 8.5, 8.6, and 9.5.
URp--@vm@K`@eq 6.3, 6.5. 6.6, 7.3, 7.5, 7.7, 8.3, 8.5, 8.6, Kho 9.5.
(1) Review the conversations in 6.8 and 9.3.
(1) URp--@vm@K`@eqImPqSg 6.8 Kho 9.3.
(2) The conversations in 7.8, 8.8, and 9.7 are parts of one and the same conversation,
hence they are reprinted below in sequence for your convenience. Review them first
taking the A parts and then the B parts. Repeat, this time both you and your teacher
making slight variations in vocabulary without changing the basic sentence structure.
(Don't try to change too much--three or four changes altogether would be fine.) Then
discuss the conversation together, the teacher asking questions about it and you
giving answers, or try to summarize it in your own words.
(2) URp--MrqAaBqWIm@IgqSb 7.8, 8.8, Kho 9.7 Lhm^hmPemIQcmChWCg K~UgoUc@vm@K`@eqWhq@HhW

BhmLlp Wgp@vfoMnNrgpWUoSbWNhSnWaqShq. WAhpJaoIThAaTh PbMrq@sgNg@f A KhoURp@@f B. SbAaI
137
ThAaTh PbMrq@sgNg@f@eqSb B KhoURp@f@eqSb A. IcqMrq@sgNgIfImOpOueBeqIEfoLlp IfSg@KhoIOuh

OpFpWWaqIOuhWaq URpPemBeq Mrq@sgNgPemBeq @OpSf@eqIm@IgqMdqNubpMdqNubpNfImShmUbMdqSvamMdq
FdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlp.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Wg, URp, ImOuio. JapOpLqUoAcPoShq.

Wg, ImOuio, ImOuio. QWfpKhoJapOpLqQanSaEem@ho. LVfAfSfp.
QVfIcqILaqWaqShq, URp.
LVfMfrqBqSfp.
QVfKhoQNgKgpIBqWaq.
Wh, L@PaIhmX`L@@eqKaoX`.
Pem, QFg@PgpQ@PaIhmILq, URp.
LPemPaIhmLlp SfqPaSbQKbo, PemSbQWfpKhoIfImKhoLq.
Pem, Pem, URp. AfPV`Q@SfqFdLKbo.
Pem, ImOuco. M@WhpPeqNfVÀhQfmLpRap. VfWhpPeqKhoMrq.
Pem, URp, ImOuioLhp.
ImOuio. AfWaqQ@SfqSb@sgIEgmNg.
Pem, URp. SfqAh. IOpImLhIPaqOp.
(IcqSbVÀh)
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
LWfpKhoWhp@hqSqT`WImWhpX`, PeIPemMrq@HhWImWhpSfp.
WhpUeAfSbnShq, URpXb.
Beq, Beq. QWfpKhoSfqMhnLAaAfPcmFepUeX`.
Ue, URp. URp@SfqMrfqBqSfp.
M@SfAfSbnUbBq, QqKhoQU@hoIPraqAaBq.
Pem, Pem, Ue. OpFpURpWU@hoAaBqJhp@EbmOp@@fX`.
QFg@PgpWTfUepJhp@Ebm@f, PemSbWVoHh^cmQanSa.
Beq, M@SfqU@ho. URp@VoJhpMfrqLpRapSfp.
QFg@Pgp@OpAvaLpRapIAhM@VoJhp.
Wh, Beq. BeqKgpPo. AfPcmFepQOpSfqMrkqImBhqBhq.
Pem. Beq. M@SfqWhpPeqPcmJdpSbNÒufpMmWVap.
Beq, URp. URpUepHÌmShmBeqPo.
Pem, PemSbQSfqOpSvamOuhSa. AfWaqMWfpKhoSfqFdUThWUhILhq.
URpXb, LSfqOp@ufWaqSvamOuhSaLlp ImEdqAÙRpSfqOpEemX`.
VbpWb, QISfqOpImEdqA`LhIOuhKaoOp.
Wh. PePemK~LlpLlp, @@hIEfo, PemSbImEdqA`WaqMrqPqEanSb@uf Kho@ufIBeqW`WÒp.
138
B.
PemX`. OpFpQFg@PgpMSfqUe. Pq@vm@vm.
(3) Pretend to have just arrived at a certain village. The teacher should pretend to be the
pastor or pastor's wife and should seek to make you feel at home. He/she should ask
about your trip there, and about your work and studies in the town. You may answer
in any way that makes sense and also find out about life in the village--what time
people start cooking rice, what time people eat, what time they go to their paddy
fields, what they usually eat with rice, what time they usually go to bed, etc., and
about their worship services on Sunday and also about the worshippers. In other
words, use as much of the vocabulary you have learned as you can as you talk
together.
(3) URp--ImPqSgIMIhmWaqWImMHgpPemK~UgoMrq@sgNg@UeUdIm@IgqSbWPqSgIemSaTfWÌUeNfW
Ue. PbMrq@sgNg@fMrqIPraq KhoURp@@f@sgAgpSbMrqARanNgWUThINubpWMdqLlp. URp@IdmSgnPcn "Mrq
IPraq" KhoCcUeH`MrqIPraqWBem. WKg--PemWVfSbSfp, VfK~Sfp, WU@goPemPIqSfp, WPqImPIq
Sfp, WVf OpPIqSfp. Mrq@sgNgIfFbImUeIPaqBeqIPsgBeq @vmNfKpWUo. Mrq@sgNgIAh@OpCcUep
H` SbUThWaqPqWUoK~Sfp KhoMrqUThNgWgpPdTfK~Sfp. WKg--PemMrqHh^cmNhPeqSbBhqAhMfrqLpRapSfp, WhpPeq
MrfqLpRap Sfp, SfqFdWEanMfrqLpRapSfp, WhpPeqKhoP^cqINpSfp, @eqPaMrfqLpRapSfp, O`QvqNffPcmLaqKgp
MfrqOuhSfp, IOuhKhoIOuhO`QvqWA`NfSfp, MrqO`QvqNgWgpMfrqBqSfp. URpIfFbImUeIPaqBeqIPsgBeq
@vmNfKp URpWUo OpFp@Op@ufoEboUdKpIm@IgqSbMrq@sgNgPqSgIemSaTfUepINpLlp.
again.

RpWAaNfURpNoQcq@KhoMrq@sgNgWA`. IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f "B" KhoURp@@f "A".
NoIThAaThTaq PbMrq@sgNg@oObCnWSanKhoIf@vm "B" WIm@Igq. IfSgK~Waq 3-4 ThTaqKho FdHÌUh
IfSgK~LlpWUgoKho. IcqMrq@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq "A" KhoURp@@f@eq "B." IfSgK~Waq
W`ThIEfoIcqSbMrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPqSgImPqSg 11 ULn@e @vm@K`@eqImPqSg
IMIhmWaqEem@hoIUhAaUh.
A.
B.
A.
B.
LhXb, LWgpKboX`.
WgpXfm. LVfImBemPIqSfp.
Lh, PgmWLapQfmFaQfmLapOpSaIPemX`.
Pem. LU`@VepWhqImP^cqSfp.
139
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
QU`@VepWhqQLapWBhqFdpI@dn.
QfQ@VepWhqFeMrq@HhIOep. Q@SfqMrkqLlmWhqSb@oMdq.
LPemSfqSb@oMdqLlp @eqMrkqLlmQqUAhoUpUb@aSgq.
Wbp, Wbp. Q@OpMrkrqKaoWaUpFbW@aSgqIFa, KhoMUbBhqMUbT`Kao.
LhXb, PIq@NhWhpImSfp.
LqKhoQqM@NhWhpU@hoImIBeqX`.
Beq. M@NhWhpP^cqWHpSfp.
M@NhWhpJhoHpIPaq, FhHpIPaq, HpNgWAuhJaIPaq OpSa.
M@PqLlmJhoHp, FhHp, HpNgSbSfp.
QfQ@PqSbQFh. PqLfSbLJho. QNgWMm@MrkqkqSbHpNg.
BeqSa. M@PqK~LlpShq.
M@@hoWhpMrqPeqMfrqBqSfp.
LhXb, QWfpKho@hoWhpPgmWIaqU@hoUepINpAfSbn.
PgmWIaU@hoAfWaq@WgpMrqWBqChoFa.
LhXb, M@OpNhWhpImSbMrqWBqChoFa@WhpImLlp M@Op@hoW`JhpMrqNhWhp
ImKhoMrq SvamBqQfmBq@Kho.
Pem. MrqWgp. Q@Sfq@hoWhq. LfLSfqIfOpPgmWIaqU@hoINpLlp.
Wbp, Wbp. BeqSa. ImOuio.
Review this conversation every day for several days even though you start studying
the next lesson. After you know your part well, you and the teacher can try making
slight changes.
IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrq UhWIhmMdq. IcqMrq@sgNgIfImOpOueOueSaLlp @IgqSgU

@goIm@KhoIOuh OpFpWWaqIOuhWaq URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdqNubpMdqNubp
FdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq.
10.5 ImPqSg@LpKho@IgqMrq@Hh@ugnSbMrq@HhWVap.
(1) Review the new vocabulary you obtained yourself in 6.10 and 8.10 by carrying on a
conversation in Karen with your teacher and using them.
(1) URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 6.10 Kho 8.10 WA`Llp. URp

KhoMrq@sgNg@Op@IgqU@goImKhoUdIm@IgqWTfLlpUepINp.
learning.

@LpMrq@Hh@IgqU@goImWBhm.
140
141
LESSON 11
ImPqSg 11
URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Ouh.
VhpAgp
MrqVhpAgpNg
VhpAgpBhq
@Man
VhpAgp@Man
Nuo
Qaq
Sbn
PqSbn
MrqAaBqSbn
ImSbnImEeq
Nu`
WgpNu`
IfNu`Jhp
Nu`Sb...
Wb
UoWb
OpWb
KgImBhq
@Em, @EmKpTf, Lhm@Em(KpTf)
@vmEg/JapEg
Ihq
Xd/Vd
Dirt, soil; the earth

Inhabitants of the earth
Map (picture of the earth)
Mud
Soil
To chop; do with a chopping motion
To be far, distant, a long way
To be finished, used up, all gone; both, all
To use up, spend
Both persons
Expenses
To be visible, apparent
To be visible
To explain
To seem as though
To be bad, vile, evil
To be wicked
To be dirty, soiled, defiled
To take a photo
Self, oneself
To look off or see from an elevated position
Classifier for sections and things occurring at
intervals.
Exclamation over something displeasing
11.2 Im@IgqWKg
(1) Use of Sbn, "to be finished, used up, all gone"
(1) ImUdIm@Igq "Sbn"
(a)
"@UdSbnSaX`." "SbnSa."
PeqSbnSa. NhSbWUh.
WaUpFbSbnSa. M@OpSfqMrkq
W`Jhp.
LEePemSbn LU`@@eqK~Sfp.
WhpLPeqIcqWSbn.
WhpSbnLPeq.
WhLJaAuapIcqWSbn.
WhSbnLJaAuap.
ImWhpWgpOufpINpWaq WhpIcqW
Sbn.
(b) WTfUepAaBqSbnIfMrq@uhnI
OpOp.
URpQfmBqLlpVfIcqSbnSa.
Fe@qAaOepWaqWSvfmBeqAaOepSbn
Shq.
QSanEhFraKhoQSanUoTapAaOepSbn
Llp IBeqSbqOp.
QPcmBmKhoQNÌamAaBqLlpWgpFdp
Jhp@eqAaBqSbnSa.
(c) MSfqImIOuhWaq ImSbnImEeq
INpM@PqK~Sfp.
NgUpIBqWaqPemSfqWgp@sgLlp Mrq@
VepWImSbnImEeqAfSbnShq.
"Is the curry all gone?" "Yes, it is."

The rice is all used up. Cook some more
The sugar is all used up. We'll have to buy
some more
If your money is all gone, how do you intend to
get back home?
Eat you rice until it is all gone.
Eat up your rice.
Drink your cold drink until it is all gone.
Drink up your cold drink.
Eat up all of this left-over food.
Neither of them can speak the people's

language.
All 5 of the teachers have arrived.
Both of these blouses have pretty colors.
Both my Bible and my hymnbook are not good

anymore. (Neither my Bible nor my
hymnbook are good any more.)
Both my uncle and my aunt are completely
well again.
Concerning our trip this time, what will we do
about the expense?
If this child goes and stays at the school, all of
his expenses will be paid.
(2) Use of VhpAgp, "dirt, soil; the earth"
(2) ImUdIm@Igq "VhpAgp"
ImShmWaqVhpAgp@ManBeqPo.
ImShmLlpVhpAgpBhq. ImKhoImSp
IBeqOp.
MrqVhpAgpNgWgpW@Scn@Scn.
MrqVhpAgpNgW`BqIUepH`QvqKaoOp.
This place the soil is very good.

That place the soil is red; vegetables don't do
well.
The earth's inhabitants are many kinds
Many of the people of the earth don't know
God yet.
142
MPem@vmSbVhpAgBhqWMdqMSfq@Op.
If we look at the map, we can go correctly.
(3) Use of Nuo, "to chop, hoe; do with a chopping or pecking motion:
(3) ImUdIm@Igq "Nuo"
ILaqWaqMOpSfqNuoVhpAgpSbEanMdq.
NuoLlmQVhpAgpIcqWSbnTaq Q@Vep
LqEe.
FhIOepLlpNuoWhpImKhoImSpSbn
Sa.
WWaqIOepNuoWU@hoAfWaqAfWaq.
Today we must go and hoe in the paddy fields.

After you hoe all of my ground for me, I'll give
you money.
That chicken has pecked and eaten all of my
vegetables.
This one often pecks its fellows.
(4) Use of Qaq, "to be distant, far, a long way"
(4) ImUdIm@Igq "Qaq"
"M@OpSfqQaqX`." "IQaqW`WÒp."
ILaqWaqMVoQaqLlmW@aSgqQfmFa.
WTfWKboQaqKhoW@sgQfm@aSgqWOufp.
Tem@amPfKhoTem@vkVfLlpQaqLlmW@a
SgqI@Qq.
M@OpSfqImNoQaqH`WCg MOp
SfqEhnKhoImWhp.
"Do we have to go far?" "Not very."

Today we travelled more than 50 kilometers.
His home is more than 5 kilometers away from
his school.
Chiangmai to Chiangrai is more than 100
kilometers.
We have to go quite far, so we must take
along some food.
(5) Use of Xd/Vd, exclamation over something displeasing
(5) ImUdIm@Igq "Xd/Vd"
Xd, ImOaroQUoSa. QPqI@fSbq

Op.
Xd, ImEdqKgpPo. M@eqIUeSbqOp.
Xd, LFe@qOpWbSbnSa. LPqK~Shp.
Xd, ImWhpSbnSa. M@OpSfqMrkq
@Kho.
Oh, my! I'm tired already! I can't work any

longer.
Oh, dear! It's raining hard! We can no longer
go home.
Ugh! Your shirt is all dirty! How did you do it?
Oh, dear! The food's all gone. We'll have to
go shopping again.
143
Xd, MrqIBqLlpPaFdpPo.
My! That fellow surely sleeps a lot!
Repeat using Vd instead of Xd.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Xd" WShmIfSb "Vd."

11.3 Pronunciation Drill
11.3 ImWUhpSbW@hIEfo.
REPEAT after the teacher, especially noting the difference in tone between Qaq, "to
be far," and Qan, "to be long in time."
URp--K~UgoMrq@sgNg@LmMbmIm@Igq "Qaq" Kho "Qan" WUhpShqFhSgnWUoK~SfpWBhmLlp URp@

OpNoQcqMrq@sgNgSbIm@IgqSbWNhSnWaqI@ugqOpI@ugq KhoPbMrq@shNgIfMgnURpWAa. WKg--"Qaq
X`." "QanX`." "IQaqOp." 'IQanOp."
QaqX`.
IQaqOp.
NoQaqH`.
QaqFaoQaqShp.
IQaqLhIEfoOp.
QaqAa@aSgq.
QanX`.
IQanOp.
NoQanH`.
QanFaoQanShp.
IQanLhIEfoOp.
QanAaLpRap.
(1) Below is a table containing some of the main cities and towns of Thailand together
with the approximate distance between them as the road goes. Read through the
names of the places in the far left-hand column after the teacher once to become
familiar with them. The names occur in the same order across the top as well. (It is
not necessary to memorize these names.) Then as the teacher asks you the distance
between two of the places in random order, find the answer by seeing where a line
drawn horizontally from the name of the first place meets the line drawn vertically
from the name of the second place, and give the answer in Karen.
(1)
URp--ImBhqSbWNhSnWaqMnNu`JhpSbTemILhqLhqSb@hm@shpIfnWMdqWaqQaqSgnWUoMfrq@aSgqSfp
Llp. TemWPaqNfWAhpJaoIBemKhoNfWAhpJaoI@ugqLlpK~UgoSgnWUoShq.. WFg URp@NoQcqMrq@sgNgSb
TemWPaqINubpOpINubp CcnKhoIm@Igq "Tem" KhoPbMrq@sgNgIfMgnURpWAa. WKg--"TemOh@ho," "Tem@amPf."
AaThIThLlp PqShqIfnIm@Igq "Tem" KhoNoJfTemWPaq. WKg--"Oh@ho," "@amPf." Mrq@sgNgNoWPaqUepINpPem
OueSaLlp URp@OpIem^cn@ufp@uhTemAaNubpWPaq NfImShmShqVgSbImUa@vmSbWNhSnWaq KhoUa
@vmMrq@sgNg. WKg--"Tem@amPfQaqKhoTemOh@hoMfrq@aSgqShp." Mrq@sgNg@OpCcTemWAhpJaoINubp (Tem@amPf)
WPaqNfWEcEepIMqWAhpJaoIBemTaq @vmLhmBamSbWMgnSgnTemINubpLlpWPaqWAa IcqSbImBemNfTemAaNubp
INubp (TemOh@ho) WPaqWgp@vfoWUodSbWAgpIhqLlp. LhmBamWTfLlp@PemImEaoFbSbMrq@sgNg@OpIf
TfLlp. WKg--"701 @aSgq." IfSgW`ThIEfoIcqSbMrq@sgNgIfFbOpOueBeqSaLlp.
144
Oh@ho
Oh@ho
@amPf
@skVf
PcpQdp
PfmFho
Bangkok
Chiangmai
Chiangrai
Maesariang
Maesod
--
701
828
894
501
701
--
109
193
429
828
109
--
295
493
894
193
295
--
236
501
429
493
236
--
Bangkok
@amPf
Chiangmai
@skVf
Chiangrai
PcpQdp
Maesariang
PfmFho
Maesod
T.
(Tem)
QaqKho(Tem)
Mrfq@aSgqSfp.
S.
@aSgq.
(2) Below are a series of pictures. The teacher will point to each one in order, at the
same time asking if the particular item listed is all gone or not. You should answer
according to what is shown in the picture. After the first round, the teacher will ask
in random order without pointing to the picture, and you should answer as before.
(2)
URp--URp@OpIem^cnIm@IgqSbImBhqWAhpJaoIOepWNhSnNfImShmShqVgSbImUa@vmW
MdqTaq Ua@vmMrq@sgNg. WAhpJaoITh URpUa@vmMrq@sgNgWA`Llp URp@OpLfpCcnImBhq. Mrq@sgNg@Op
EaoFbK~ImWgpNu`TfSbImBhqWMdqWUgoLlp. AaThITh URpISgpLfpImBhqSbqOp Kho@OpIem^cn@ufp
@uhIm@IgqSbWWgpSbImBhqUepINpWNhSn.
Peq
T.
Ja
U@va
Up
FhKap
SbnSaX`.
S.
WaUp
Fb
ImUd
U@hq PdoUp
FapUp Igm
SbnSa. (ISbnKaoOp. WgpKao.)
11.5 Im@IgqWKg
(1) Use of @Em, @EmKpTf, and Lhm@Em(KpTf), "self, oneself"
(1) ImUdIm@Igq "@Em," "@EmKpTf," Kho "Lhm@Em(KpTf)"

145
Ee (Igm)
KboShmSaqINubpLlp QLhm@EmUoSh
@eqKao.
WLhm@EmKpTfWImIWgpLhIPaq Op.
WLhm@EmKpTfIfOpQqSa.
WTfIfOpQqSbWLhm@EmKpTfSa.
MrqNuoLlmQVhpAgpOpFp, QLhm@Em
OpNuoEem@ho.
IOpImLhIPaqOp. Q@SfqWgp
WhqSbQLhhm@EmKpQf.
As for the old house, I myself still want it.
She herself has nothing.

He himself told me already.
He already told me himself.
Although people hoed my ground for me, I
myself had to hoe also.
It doesn't matter; I'll go and get her myself.
Repeat all except the first sentence above dropping the word Lhm.
URp--IfSgW@Ibm 5 @ugq@KhoIOuh OpFpWWaqIOuhWaq PqShqIfnIm@Igq "Lhm." WKg-"W@EmKpTfWImIWgpLhIPaqOp."

(2) Use of Nu`, "to be visible, apparent"
(2) ImUdIm@Igq "Nu`"

(a)
WTfPqNu`JhpIPaqOpIPaq.
PcmWgpNu`JhpSa.
ImNu`JhpAfSbn.
@vmImNuÌBeqOp.
QvqJapImSbn@vmImNu`.
(b) WTfIfNu`JhpMrqIBqLlpWBemAfSbn.
IfNu`JhpLlm@eqQqIm@IgqIJap
Waq.
QNgKgpIfNu`JhpImBemIPaqOpI
Paq.
IfNu`JhpLlmQqSbLPqLlmEeWaqK~Sfp.
(c) Nu`SbLMcmIWfpKhoSfqOp.
Nu`SbMrqUoAcSbWLlmPqSgSanEhhFra.
Nu`SbURpIBqLlpVfWgpNfWaqPcn.
Nu`SbWTfIOpWUoOp.
She displayed (showed) one thing after

another.
The sun has appeared.
It can all be seen (it is all visible).
It doesn't look nice. (it appears not nice.)
God sees everything clearly.
He told all about that person.
Explain to me this word.
My nephew explained about the affair point by

point.
Explain to me how you got this money.
It seems as though your younger sibling
doesn't want to go.
It appears that the people are glad to be able
to study the Bible.
It appears that that teacher is happy here.
It seems as though she is not pleased (by it).
(3) Use of KgImBhq, "to take a photo"
(3) ImUdIm@Igq "KgImBhq"
146
MrqIBqLlpKgImBhqFdpPo.
VfSbWaq, Q@KgLlmUcBhq.
KgLlmQBhqKhoQNgWBhqBqOepBqOep.
WgpNfLlp. Q@KgLlmLBhqWgpKhoWSvfm.
AfWaqImEdqSa. MKgImBhqINuÒp.
That person is energetic in taking photos.

Come here, I"ll take your picture.
Take my picture and my child's picture separately.
Stay there; I'll take your picture with color
(film).
It's raining now. (If) we take photos, they
won't turn out (won't be visible.)
(4) Use of Ihq, classifier for sections and things occurring at intervals
(4) ImUdIm@Igq "Ihq"
MSfqImWaq, FdHÌIhq@WgpJf
@Man.
MSfqImWAhpJaoIIhq MOpJhp@
EbmShq@Ebm. FdHÌIhq@uf
PcnBeqPo.
PemSbMSfqImKhoNgUpWCg, MSfqI
IhqWgpOrao, SfqIIhqWgpOrao.
MVfSb@uf MWhpImIIhqTaqIIhq,
IIhqTaqIIhq.
SanEhFraIIhqWaqPqPcnQUoKgpPo.
"LNgPqSgSanMfrqIhqSfp." "SvamIhq."
The next stretch of this trip is just mud.
The first stretch of the journey we have to go

up and down hill, but the next stretch of
road is very good.
Because we travelled with children, we went a
lap and rested, went a lap and rested.
(alternately went a lap and rested).
As we came along we ate at one stop after
another.
This portion of Scripture gives me great
comfort.
"What grade is your child studying in?" "The
fourth grade."
(5) Use of @vmEg and JapEg, "to look at (or see) from an elevated position"
(5) ImUdIm@Igq "@vmEg" Kho "JapEg"

ImShmIIhqWaqM@vmEgImNu`QaqPo.
LFbJbp@vmEgImP^cqSfp.
MJapEgUThINubpNoQaqH`WCg MI
SfqOp.
At this place we can see clearly for a long

distance.
What are you standing looking off at?
We could see that the village was far away, so
we didn"t go.
147
QJapEgLqSbWQaq. QIUepH`Sb
WPemLqOp.
I saw you in the distance. I didn't know it was

you.
(6) Use of Wb, UoWb. and OpWb
(6) ImUdIm@Igq "Wb," "UoWb," Kho "OpWb"

WWaqIPsgBeq, WLlpIPsgWb.
MrqIBqWaqWUoWbKgpPo.
MrqIBqLlpPqWbImAfWaqAfWaq.
QFeOpWbSbnSa.
QMcmPqOpWbQSan.
This kind is good; that kind is bad.

This person is very wicked
That person does evil things often.
My shirt (dress) is all dirty. (dirty all over)
My younger sibling made my book dirty.
(soiled my book)
(1) Use of @Em, @EmKpTf, Lhm@Em, and Lhm@EmKpTf, "self, oneself"

You have already learned the word Lhm used at the beginning of the name of a girl or
woman. In this lesson you are introduced to the word Lhm which refers to the person
or body which constitutes a human being. The word @Em as used in this lesson
means "self;" e.g., Q@Em, "myself;" L@Em, "yourself;" W@Em, "herself, himself;" etc.
The Kp gives the meaning of "own;" and is followed by Qf, Lf, or Tf depending upon
the subject; e.g., Q@EmKpQf, "my own self;" L@EmKpLf, "your own self;" W@EmKpTf,
"his/her own self; their own selves;" M@EmKpMTf, "our own selves;" Uc@EmKpUcT,f
"your own selves." However, more often than not we wouldn't use the word "own"
in the English equivalent; e.g., QWfpKhoPqSbQ@EmKpQf, "I want to do it myself (my
own self)." For practical purposes the expression @Em and Lhm@Em can be used
interchangeably as in the second through the sixth examples in 11.5 (1). However,
@Em also has the meaning of "lord, master, owner," so in sentences like the first
example in 11.5 (1) where the meaning could be ambiguous, it is necessary to use Lhm
to make the meaning clear. In most cases the expression (Lhm)@Em(KpTf) can be placed
either before or after the verb, just as in English. However, if it follows the verb, it is
usually introduced by the particle Sb . (See the third and fourth examples in 11.5
(1).
(2) Use of Sbn, "to be finished, used up, all gone."
As can be seen from the pattern sentences in 11.2(1) the word means "finished,
ended" in the sense of "to be used up, be all gone." It can also be used to express the
active form of "to finish up, use up." Note the position of Sbn in sentences 5-8 of (a)
--the 5th and 7th sentences are orders such as one might give to one's child and the
emphasis is on consuming all of "it" but no time period is specified. On the other
148
hand, in the 6th and 8th sentences the emphasis is on the finishing, and gives the idea
of "Hurry up and finish."
Note from (b) that when the Sbn meaning "both" or "all of ..." follows the verb, the
total number of persons or things is also expressed in connection with the subject.
(See the 3rd and 5th sentences.)
Note also, as in (c), that in the couplet ImSbnImEeq, "expenses," the Eeq is mid tone
and should not be confused with the word Ee (high tone) meaning "silver/money."
11.7 ImIem^cnPqMrfqJhpIm@Igq
Look at the pictures below, then choose an expression from the list in the right-hand
column below to use to complete the sentence on the left-hand side in order to
describe what the person is apparently doing or feeling or what characteristic he
seems to be displaying.
URp--Mrq@sgNg@Op@vmImBhqWAhpJaoIOepSbWNhSnWaqTaq CcJbIm@IgqSbWEcJvfIMqSbW
OpSgnWUoKhoImBhqWTfLlpWBeq@Ibm. Mrq@sgNg@OpIem^cnIm@IgqSbWCcJbJhpINubpLlpNf
ImShmShqVgSbWEcEepIMqWMdqTaq NoKh@ugqLlp. Mrq@sgNg@OpIfSg@KhoImOpCoImBhqFdHÌ
OepOpIOep EoJhpSbWAhpJaoIcqSbW@Ibm K~WAhpJaoIOepWaqWUgo.
Nu`SbMrqIBqLlp________.
WUoWb
OpWb
NuoVhpAgp
FbJbp@vmEgIm
KgImBhq
WgpOrao
Pa
UoAc
11.8 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqKaoOpLlp

Mrq@sgNgw@boLmMbmIm PqSgSbWMdq@vanBeqBeqOpOpIEfo.)
(1) Pretend that several visitors are expected tomorrow and carry on a conversation with
the teacher concerning who the visitors are, how many will come, whether they'll
stay over or not, and if so, where to have them sleep, what to feed them, what you'll
have to buy because your supply is all gone, who'll help cook, etc. Use as much of
149
the vocabulary from this and the previous few lessons as possible; e.g., one of you
may suggest feeding them a chicken which frequently pecks its companions.
(1) URp--URpKhoMrq@sgNg@OpMnPqUcUoSbMrqUPraq@VfWgpU@goUcAfPcmFep KhoIbpMhpU@goImOp

CoMrq@VfMrfqBqSfp, @PaIhmXÌPaIhmOpX`, PePem@PaIhmKhoUc@MnPaWhqNfSfp, Uc@KcoWhpWhqP^cq
INpSfp, ImP^cqINpSbnSaWCgUc@OpMrkqWUhLlpSfp PIq@NhWhpEbqUcImSfp, KhoImBemIm
@ugqWBcqBqUepINpLlp. PbMrq@sgNgIfImSbH`. URpKhoMrq@sgNg@Op@ufoEboUdIm@IgqWUhSbIm
PqSg 8, 9, Kho 11 WMdqWaqWÌUeNfWUeLlpShq.
giving you a chance to tell what else you understood from it. (This conversation is
the conclusion of the conversations in the past few lessons.)After you understand it
again.

RpWAaNfURpNoQcq@KhoMrq@sgNgWA`.
(MrqAaBqWIm@IgqSbWNhSnWaq PemMrqAaBqSb 10.4
WIm@Igq U@hoImW@IbmIIhqLlp.)IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f "B" KhoURp@@f
"A".
NoIThAaThTaq PbMrq@sgNg@oObCnWSanKhoIf@vm "B" WIm@Igq. IfSgK~Waq 3-4 ThTaqKho
FdHÌUh IfSgK~LlpWUgoKho. IcqMrq@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq "A" KhoURp@@f @eq
"B."
IfSg K~WaqW`ThIEfoIcqSbMrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPqSgImPqSg 6 ULn@e
@vm@K`@eqIm PqSgIMIhmWaqEem@hoIUhAaUh.
(MrqSvamBqSfqJhp@EbmSa)
A. Xd, URpWU@hoAaBqOpWbSb@ManSbnSa.
B. Wh. Pem, Pem. OpFpWLhm@EmAaBqSbnIffTfPcnKgpPo.
A. MSfqPemIcqSbNÒufpMmWUThTaq, FdH`Llp@ufBeq.
B. PemX`. Wg, QFg@Pgp@PcnKgpPoShq.
A. Pem. PcnPo, URp. M@vmEgImNu`QaqEem@ho.
B. Wh, QFg@PgpQU@hoAaBq@UoAcTfKgpPo. @KgImBhqW`PoShq.
Questions (ImUa@vm)
1.
2.
3.
4.
URpWU@hoAaBqOpP^cqSfp.
MrqAaBqLlpSfqImPcnX`.
@ufWAhpJaoIIhqBeqX`. AaIhqIIhqBeqX`.
@ufAaIhqIIhqLlp Mrq@vmEgImNu`FaoW`Sfp.
150
5. URpFg@PgpSbWU@hoAaBq@PqP^cqSfp.
After you understand it all, take the second part while the teacher takes the first part
and practice reading it through once or twice. Then try saying your part without
looking at the book. After you can say your part correctly and smoothly, change
parts and practice the same way again.
IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f "B" KhoURp@@f "A". NoIThAaThTaq PbMrq@sgNg@oObCn

WSanKhoIf@vm "B" WIm@Igq. IfSgK~Waq 3-4 ThTaqKho FdHÌUh IfSgK~LlpWUgoKho. IcqMrq
@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq "A" KhoURp@@f @eq "B." IfSgK~WaqW`ThIEfoIcqSb
Mrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPqSgImPqSg 6 ULn@e, @vm@K`@eqImPqSgIMIhmWaqEem@ho
IUhAaUh.
(3) At home go through 10.4 (1) and 11.8 (2) and mark places where you could
substitute another word or expression which you already know. The next day go
through the conversation again making the substitutions. The teacher may also
change the A parts.
(3) URp--PbMrq@sgNg@vm@K`@eq 10.4 (1) Kho 11.8 (2) SbKbo KhoPqLhpCnImShmSb "B" WIm@Igq
W@u`SbWFhISfIm@Igq@UeUepINpLlp. SbAaILaqIfSg@KhoImAaIhqWaq KhoURpPemBeqMrq@sg

NgPemBeq@FhISfIm@IgqUepINpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlp.
MWgpNfWaq M@vmEgImNu`NoQaqH`.
QNuoLlmQTfmWVhpAgpKhoQOpWbSbnSa.
151
LNgAaBqLlp Q@VepWImSbnImEeqSb@sgAaBqSbn.
each other. If you have a camera, take it along and tell folks in Karen that you want
to take their picture. Ask about the soil where they live and also the soil in their
paddy fields. Ask about the road and the village or area of town in the rainy season,
whether it is good or muddy. Although they may reply using words you haven't
learned yet, listen and see if you can get the idea of what they are saying. You can
comment with Wh, "Is that so?" or Wbp, Wbp (grunt of agreement) from time to time
even if you don't understand everything.

11.11 Cultural Assignment for Lessons 11-15--Gestures and Personal Distance
Note how people act when they talk to each other. How far apart do they generally
place themselves? Note the range of facial features used; raising the eyebrows,
frowning, smiling, etc. Note head movements; how is assent and dissent conveyed
through these movements? Note body position and posture during conversations:
arms crossed, on hips, etc.; legs crossed, folded behind, etc. How are the eyes
directed; where is the gaze directed while speaking? while listening? How does the
listener communicate that he is listening? Compare gestures and distance in
informal situations with more formal situations, such as a village meeting or
negotiations for a wedding, ceremony, purchase, etc.
URp--ImPqSgIMIhmWaqLlp Mrq@sgNg@PqKpTf.
152
LESSON 12
ImPqSg 12
Ahp
Leg, foot
AhpShm
Footprint
Agp
Lm
Head, hair; top part
AgpLm
NhAgp/WNhAgp/Agp
NhSn/WNhSn/Sn
Na/WNa
NaPgm
NaMm
Nc
NcPgm
NcMm
NaNc
PgmMmNaNc
Saq
SaqPcp
SaqAv`
NgSaq
KhNaSaqKhNcSaq
Iem
Leader
Ear
WgpIem
PaIem
S`/WS`
Auio
AuioLlm
IAuio
The top part; above, over

The lower part; below, under
Grandmother
Grandmother on mother's side
Grandmother on father's side
Grandfather
Grandfather on mother's side
Grandfather on father's side
Grandparents
Ancestors
Grandchild
Granddaughter
Grandson
Children and grandchildren
Grandparent-grandchild relationship
To remain behind; abandon; to complete an
action in the past
To remain behind
To remain behind overnight
Exclamation indicating exasperation or great
displeasure
To attain to, catch up with; to be free, to have
time to do, can
To attain to, catch up with
To not catch up with; before
12.2 Im@IgqWKg
(1) Use of Na, "grandmother;" Nc, "grandfather;" and Saq, "grandchild"
(1) ImUdIm@Igq "Na," "Nc," Kho "Saq"

AfWaqQSaqWgpCcBqSa.
QNcWLapWgp^vaFaQfmLapSa.
QNaWUoEmLlmQNcChoLap.
QNaQNcWfpWSaqAaBqSbnKgpPo.
WWaqPemMKhNaSaqWBhq.
WNcWfpWSaqBeqPo.
QNaXb, L@WhpPeqAfWaqX`.
Now I have 6 grandchildren already.

My grandfather is 75 years old.
My grandmother is younger than my grandfather by 8 years.
My grandparents love both of their grandchildren very much.
This is a picture of my grandmother and the
grandchildren.
Her grandfather loves his grandchildren
deeply.
Grandmother, will you eat now?
(2) Use of Iem, "to remain behind, abandon;" to indicate action completed in the past
(2) ImUdIm@Igq "Iem"

(a)
WgpIemLfNfWaq. QfQ@SfqFdH`.
QSanUoTapWgpIemNf@sgO`Qvq.
NÌamWgpIemSb@s.g
NgUpWPgmWMmIWgpSbqOp. Wgp
IemWLhm@EmIBqShq.
ImSbMILlmPqKaoOp WgpIemW`
PaqKao.
WTfPaIemSbNcWKbo Kho@Vf@eqAfBhq.
Im@IgqINubpWaqQPqSgIemSa.
QPqIemSaNoQanSa.
You stay here. As for me, I'll go on.

My hymnal was left behind at the church.
Uncle remained at the school.
The child's parents are no longer living. She
herself is the only one remaining.
There are still many things that we didn't get to
do. (Lit., The things we didn't get to do yet,
still remain very much.)
She stayed at Grandfather's house to sleep
and will return home tomorrow morning.
I have already learned this word (in the past).
I already did that long ago.
(3) Use of S`/WS`, exclamation indicating exasperation or great displeasure
(3) ImUdIm@Igq "S`/WS`"
WS`, @Ud WaUpIFbSfp.
Ugh! this curry doesn't have enough salt.

(The salt is not flavorsome enough!)
154
WS`, QSfqI@fSbqOp. Sfq@eqLf.

WS`, @ufIOgWaqIPcnSbqSfp.
Oh! I'm just not up to going! You go instead.

Oh dear! This road is terrible! (This road is
no longer pleasant!)
My goodness! Aren't you ever going to sleep?
It's already midnight!
For heaven's sake! Do you still not
understand what I'm telling you?
WS`, NoNhPcmSa. LIPaLhOuhSfp.

WS`, LLmIMbmKaoX`. Im@IgqSb
QIfOpLqLlp LLmIMbmKaoX`.
Repeat the above sentences using S` instead of WS`.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "WS`" WShm IfSb "S`."

(1) Study the diagram below, then answer the questions below as given by the teacher.
DON'T read the questions yourself; just LISTEN carefully and then answer
according to the diagram. If you don't understand a question the first time, the
teacher should repeat it, several times if necessary.
(1) URp--PbMrq@sgNg@vmImBhqSbWNhSnWaq OpFpIOpPbMrq@sgNg@vmImUa@vmUepINpOp. Mrq@sgNg

@@vmJfImBhq. URp@Ua@vmK~ImUa@vmWgpTfWUgo. Mrq@sgNg@OpIfFbK~WWgpNu`SbImBhqWaqW
MdqWUgo. Mrq@sgNgPemILmMbmImUa@vmWAhpJaoIOuhLlp URp@No@KhoIOuhAaOuhUe. PqK~Waq 2-3 ThIcq
Mrq@sgNgIfFbOpOueOueIEfo.
EhqBhq -- LhmT`
EhqUd -- LhmNh
EhqUoAcp -- LhmJdpNh
LhmFraAcp
EhqVfAue
EhqFhKap
Ehq@bp -- LhmMSf
LhmJdFra
LhmUvfJd
EhqUoBeq
1. Ehq@bpMmWNgWgpMrfqBqSfp.
2. WSaqWgpMfrqBqSfp.
3. WSaqPcpWgpMfrqBq WSaqAv`WgpMfrqBqSfp.
4. S`FraMmWNgWgpMfrqBqSfp. WSaqWgpMfrqBqSfp.
5. WNgPcpWNgWKgp@IbmIBqWPaqK~Sfp.
6. LhmOfrNgWNcMmWPaqK~Sfp. WNaMmWPaqK~Sfp.
7. WNcPgmWPaqK~Sfp. WNaPgmWPaqK~Sfp.
8. LhmOrfNgWNÌamWgpMfrqBqSfp. WPcmBmWgpMfrqBqSfp.
9. FhKapMmWNgKgPcpWgpMfrqBqSfp. WNgKgpAv`WgpMfrqBqSfp.
10. LhmVfAueWNgTfm@gWPaqK~Sfp. WNgUK`WPaqK~Sfp.
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EhqS`Fra
LhmOrfNg
11. EhqFhKapWNcMmWPaqK~Sfp. WNaMmWPaqK~Sfp. WNcPgmWPaqK~Sfp. WNaPgmWPaq

K~Sfp.
(2) Listen carefully as the teacher describes the following situations and then answer the
question which the teacher asks. If you are not able to grasp the facts in one reading,
the teacher may read it several times.
(2) URp--URp@OpNo (1) SbWNhSnWaqIcqW@IbmTaq PbMrq@sgNgIfFbImUa@vm. Mrq@sgNgPemILm

MbmAfSbnKaoOpLlp URpNo@KhoIOuhAaOuhUe. IfSg (2) IcqSb (4) K~ (1) WUgoWaq.
(1) EhqT`WNgWgpQfmBq.
WNgWKggpAaBqSfqPqSgSanSbTemMdq.
WNgWgpIemSbKboMfrqBqShp.
(2) LhmImOuioMrkqUAhoUp 18 Nubp.
WTfVepOpWNaWNc 8 Nubp.
WUAhoUpWgpIemMfrqNubpShp.
(3) EhqS`WIgmWgpWOoAaFa.
WTfMrkqImSbn 12 OoWOepQfmFa.
WIgmWgpIemFaoW`Shp.
(4) LhmFaoMrkqFhKapLlmWNubpIFa.
WTfKcoWhpMrqIPraqSbn 7 Nubp.
WFhKapWgpIemMfrqNubpShp.
12.4 Im@IgqWKg
(1) Use of Ahp, "leg(s), foot (feet); base"
(1) ImUdIm@Igq "Ahp"

(a)
JhoWAhpWgpSvamAh.
FhWAhpWgpJfAaAh.
NgUpWAhpOpWb@KhoSa.
FbJbpSbLAhpKpLf.
EOfrINubpWaqWAhpIBeqW`WÒp.
ShmFepLhqINubpLlpWAhpWgpJf 3 Ah.
Pigs have four legs.

Chickens (fowl) have only two legs.
The child's feet are dirty again.
Stand on your own feet.
This table's legs aren't very good.
That chair has only 3 legs.
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(b)
M@FepLhqWgpOaroNf@EbmAhpJao.
MJap@eq@ufWAhpJaoSa.
SanIOepLlpWgpNfLAhpJao.
If@KhoImBemSbWAhpJao.
SbWAhpJaoLlpMrqWgpTfJfQvqIBq
Shq.
SbWAhpJaoLlpMrq@HhWgpSb@Ebm
Agp.
SbWAhpJaoLlpQPqSg@Hh@uhn@h
KgpPo.
We'll sit and rest at the foot of the mountain.

We have seen the beginning of the path.
The book is at your foot.
Tell about it from the beginning.
In the beginning the only person was God.
At first Karens lived on the top of the mountain.

At first my study of Karen was very difficult.
(2) Use of Agp, "head, hair" and Lm, "ear"
(2) ImUdIm@Igq "Agp" "Lm"

(a)
NgUpWAgpOpWb.
URpWAgpT`Sa.
@hqSqTÌWhpFhWAgpOp.
Q@MrkqJhoWAgpKhoAuhWhpWJa.
MPemPqMKboWAgpSbSpLlp WMdq
@AcpBeqPo.
ImVoShmWAgpIBeqSbqOp.
(b) FhKhoHpNgWLmIWgpNuÒp.
QNgIBqWaqWLmNoSfm.
NgUpWLmBhqLlp PemWOpImIPaq
PaqX`.
(c) UThWAgpPemQNÌam.
@sgAgpWPaqK~Sfp.
SanEhFra@sgAgp@@IgqImErqJap.
WAgpWLmWgpMfrqBqSfp.
WAgpWLm@OÙ@hoQvqSbH`.
The child's hair is dirty. (or "head")

The teacher's hair is already white.
White foreigners don't eat chicken's heads.
I"m going to buy a pig's head and boil (it) up
(for) soup.
If we make the house roof of leaves, the inside will be nice and cool.
The roof of the latrine isn't good any more.
The ears of chickens and fish don't show.
The ears of this child of mine are very big
(wide).
The child's ear is red. Is something wrong
with it? (Has it encountered anything?)
The village leader is my uncle.
What is the name of the school principal?
The seminary principal will speak a few words.
How many elders (leaders) are there?
The leaders will worship God first.
(3) Use of NhAgp/WNhAgp/Agp, "above, on top of"
(3) ImUdIm@Igq "NhAgp/WNhAgp/Agp"


157
(a)
Q@VaoImSbLNhAgp.
I want to take something from above your

head.
Look above you a moment.
@vmJhpFdLNhAgpIJap.
IgmIOoWgpSbSanWNhAgp.
(b) ImWhpWgpSbEOfrAgp.
PaLhqSbQShmPaAgp.
SbBhqM@SfqSb@EbmAgp.
(c)
(d)
A one-baht coin is on top of the book.

The food is on the table.
Lie down on my bed (my bed's top surface).
In the morning we will go to the mountains
(mountain tops).
Look under your bed.
@vmSbLShmPaWNhSn.
LFe@qShqIfnWgpSbLShmFepLhq
WNhSn.
SanWgpSbEOfrWNhAgpKhoWNhSn.
KboNhAgpKboNhSnOpWbKgpPo.
Your jacket fell down and is under your chair.
There are books above and below the table.

The upstairs and the downstairs of the house
are dirty.
The lower village is a bit small.
SbSnIVapFaoIEfo.
(4) Use of Auio, "to attain to, catch up with"
(4) ImUdIm@Igq "Auio"

(a)
QIfLlmWhqAuioSa.
MAuioLlmWhqNfW@VoJhpWA`.
MJapAuioLlmWhqNfWTfVaoImWA`.
MPemVoJhpAfWaq QFg@PgpSbM@
AuioLlmWhqKao.
MAuioWAaNfWTfUepIAuioVoJhp
KaoOp.
MIAuioLlmWAaOp. WTfSfqIm
IBhqWaq.
(b) IAuioLWhpPeqLlp Sfq@ho@eqLMcm.
IAuioLIfImIPaqPaq, @vmFg@Pgp
SbH`.
IAuioLSfqIm Vf@vmImWaqIJap.
IAuioLNhWhgpPeqLlp SfqMrkqMUbBhqI
Efo.
I had time to tell her. (I managed to catch her

and tell her.)
We caught him when he was getting ready to
leave.
We caught him at it while he was taking it.
(Lit., We saw caught got him ...)
If we leave now, I think that we can still catch
her.
We caught up with them before they left.
We didn't catch up with him. He left this

morning.
Before you eat, go and call back your younger
sibling.
Before you tell anything, first think about it.
Before you go, come and look here a moment.

Before you cook rice, go and buy a bit of
onions.
158
IAuioLVoJhpLlp TaUoEdqVepQq
IgmWOo 20.
Before you depart, please give me 20 baht.
(5) Use of Auio, "to have time to do, to be free to do; can"
(5) ImUdIm@Igq "Auio"

(a)
LAuioX`. QWfpKho@IgqImKhoLq
IEfo.
LAuioX`. QWfpKho@hoLqFd@oMdq.
UcAuioX`. M@SfqVoSgn@vf.
LAuioX`. MWfpKhoSbL@NoLlmMrqIm
IfWaq.
LAuioX`. PemLWfpKho@vmImBhqUepI
NpWaqX`.
(b) IBhqWaqLSfqFdLlp@AuioX`.
IV`WaqLVfUoTapIm@AuioX`.
ILqWaqLVfWhpPeqKhoMrq@AuioX`.
AfPcmFepUcSfqO`QvqKhoMrq@AuioX`.
AfPVÙccVfWgpU@hoQNa@AuioX`.
(c)
QAuio.
Q@Auio.
QFg@PgpQ@Auio.
QIAuioOp.
QIAuioKaoOp.
QIAuioSbqOp.
(d) QPemAuio Q@NhWhpJhoHp@Ud.
AfPV`LPemAuio VfSgn@vfKhoMrq.
ILaqWaqUcPemAuio VfWgpMrq.
AfPcmFepMPemAuio M@SfqFdQNcW
UTh.
LPemIAuioOp, QSaqAv`PqUe.
Are you free? I want to talk with you a bit.
Are you free? I want to take you to the

market.
Are you free? We're going for a walk.
Are you free? We want you to read us this
story.
Are you free? Do you want to look at these
pictures?
Can you go there this morning? (Will you have
time to go there this morning?)
This evening can you come and sing? (i.e.,
will you have time to come and sing?)
Tonight can you come and eat with us? (Will
you have time to come and eat with us?)
Can you go and worship with us tomorrow?
(Will you have time to go...?)
Can you come and visit my grandmother this
evening? (Will you have time...?)
I'm free. (I have time.)
I'll be free. (I'll have time.)
I think I'll be free. (I think I'll have time.)
I'm not free. (I won't be free./ I don't have
time./ I won't have time.)
I'm not free yet. (I don't have time yet.)
I'm no longer free. (I no longer have time.)
If I have time, I'll cook some pork curry.
This coming evening if you have time, come
and play with us.
Today if you're free, come and visit us.
Tomorrow if we have time, we'll go to our
grandfather's village.
If you won't have time, my grandson can do it.
159
12.5 ImUa@vmKhoImEabFb
(1) Answer the following questions as the teacher asks them.
(1) URp--URp@OpUa@vmMrq@sgNgK~WNhSnWaqWUgo KhoPbMrq@sgNgIfFb. IfSgImAaThUbThIcqSbMrq@sg

NgIfFbImOpOueBeqIEfo.
1.
2.
3.
4.
5.
LLmWgpNfSfp. LAgWgpNfSfp. LAhpWgpNfSfp.

LLmWgpMfrqAhSfp. LAgpWgpMfrqNubpSfp. LAhpWgpMfrqAhSfp.
FhWAhpWgpMfrqAhSfp. JhoWAhpWgpMfrqAhSfp.
EOrfINubpWaqWAhpWgpMfrqAhSfp.
ShmFepLhqINubpWaqWAhpKgpLlmEMfrWLlpINubpWAhpX` FaoLlmWhqSfp.
(2) The teacher will place his/her pen or book on or under a book/table/desk/ or under a
chair or at his/her or your feet (AhpJao) or on his/her head, and ask you where they are.
If there is anything above your head or above the table or under the table or chairs
that you know the Karen name of, the teacher may also ask you what is in these
places, and you should respond according to the real situation.
(2) URp--ImPqSgIMIhmWaqWImMHgpPemK~UgoMrq@sgNg@OpUdIm@Igq "NhAgp," "Agp," "NhSn," Kho "Ahp

Jao" Llp. URp@OpMnShqWEbmOgPeIPemSanIOepOepNfImShmIMdqTaqIMdq (WKg--SbSanIOep
OepWNhAgp PeIPemSbWNhSn, SbEOrfAgpPeIPemEOrfWNhSn, SbShmFepLhqWNhSn, SbURpWNhAgp,
SbURpWAhpNhSn, SbURpPeIPemMrq@sgNgWAhpJao) TaqKhoUa@vmMrq@sgNgSbWWgpNfSfp. (PemSbMrq@sgNg
IUepHÌm@Igq "EbmOg" KaoOpLlp URpIfUeSb "WWaqQEbmOg." TaqMnShqWhqIMdqMdqKhoUa@vm@
KhoSb "AfWaqQEbmOgWgpNfSfp.") Mrq@sgNg@OpIfFbK~WWgpNu`TfWUgoLlp. MEaoKp@SgnImPemWgpTf
IPaqPaqSbEOfrWNhAgpPemBeq SbMrq@sgNgWNhAgpPemBeq SbMrq@sgNg@goWPaqOpLlp URpUa@vmMrq@sgNgUeSb
"P^cqWgpSbEOfrWNhAgpSfp." WKg--Im Bhq, U@va, SanEhFra.
(1) Parts of the body

In this lesson you have been introduced to the Karen words for 3 parts of the body;
i.e., Agp, "head;" Lm, "ear;" and Ahp, "foot, leg." These words may refer to parts of
human or animal bodies as well as to equivalent parts of inanimate objects; e.g., the
legs of a chair, table, or bed; a head of cabbage; the top surface (head) of a table,
chair, or bed; the "ears" of a pot (referring to the 2 handles on either side of some
pots). Used literally as above, these parts always belong to something or someone
and so are preceded by a possessive pronoun; e.g., WAgp, LLm, QAhp. The word Agp is
often used for "hair" as well as "head," although there is also a more specific word
for "hair" in Karen.
The above 3 words are also used in a figurative sense; e.g., AgpLm, "leaders;" WAhpJao,
"the base or beginning of a thing." Such expressions are usually used with
possessive pronouns as above; e.g., SbLAhpJao, "at your feet (base);" MrqWAgpWLm,
"leaders of the people." However, sometimes the possessive pronoun is dropped,
160
especially when expressions are used very frequently (much like a contraction in
English); e.g., M@WgpOaroNf@EbmAhpJao, "We'll rest at the foot of the mountain."
(2) Use of WNhAgp, "above, over" and WNhSn, "below, under"
You already learned in Book I that location "in" or "within" something or someone is
indicated by using Nf or Sb together with Mdq, and that direction "into" something or
someone is indicated by using Fd or Sb together with Mdq. Now in this lesson you are
introduced to the expressions WNhAgp, "above, over," and WNhSn, "below, under." As
in the case of Mdq, location above or below is indicated by using Nf or Sb combined
with WNhAgp or WNhSn, and direction to above or below is indicated by using Fd or Sb
combined with one of these words; e.g., IgmWgpSbSanUoTapWNhAgp, "The money is on
top of the hymnbook." @vmJhpFdLKboWNhAgp, "Look up above your house."
(3) Grandparents and Grandchildren
In this lesson you are introduced to several new family relationship terms; e.g., Nc,
"grandfather;" Na, "grandmother;" and Saq, "grandchild." If one desires to specify
one's paternal grandparents, the word Mm is combined with Na or Nc; e.g., NaMm, "paternal
grandmother;" NcMm, "paternal grandfather." Likewise, maternal grandparents are
indicated by using Pgm together with Na or Nc; e.g., NaPgm, "maternal grandmother;" NcPgm,
maternal grandfather." As in the case of other relationships, the above terms are
always preceded by a possessive pronoun except in direct address; e.g., WNc, LNa,
QSaq. Often a person who is not a blood relative but is old enough to be one's
grandparent may be referred to as Na or Nc and the title may also be combined with the
person's name; e.g., NaXb, L@SfqFdSfp, Grandmother, where are you going?"
NcUoIhWLapWgpChoFaS,a "Grandfather Tha Taw is 80 years old." Likewise, someone
young enough to be one's grandchild may be referred to as Saq.
When addressing a grandparent or a person old enough to be one's grandparent to
whom one wishes to show great respect, a personal pronoun is used together with the
term for grandparent; e.g., QNcXb, L@WhpPeqAfWaqX`, "Grandfather, will you eat now."
WNcXb, QVfVepLqIqUdIqUpIEfo, "Grandfather, I have brought you a bit of fruit."
(4) Use of Auio, "to overtake, catch up with; to be free to do something, to have time to do
something"
In this lesson you have learned 3 uses of Auio-(a) The basic meaning of Auio is "to overtake" or "to catch up with," as when chasing
after someone. Used in this way Auio may be combined with Llm or WAa or both; e.g.,
MAuioWTfUepWAaNfW@VoJhpLlp, "We caught them as they were
leaving." MIAuioLlm WhqOp, "We didn't succeed in catching him." For other examples,
see 12.4 (4-a).
161
(b) The word Auio in the negative preceding verbs other than Llm is equivalent to the
English "before" (in the sense of time, not location) and is used only in dependent
clauses; e.g., IAuioLVoJhpLlp VepQqIgmWOoAaFaLh/LIAuioVoJhpLlp VepQqIgmWOoAaFaL,h
"Before you leave, give me 20 baht, won't you?" (The idea seems to be that the
speaker doesn't want the giving of the 20 baht to catch up with the person's leaving.)
In such expressions the negative Op is not used. For other examples, see 12.4 (4-b).
(c) When the word Auio follows other verbs or stands alone as the only verb, it has the
meaning of "to be free to do something/ to have time to do something/ can;" e.g.,
LAuioX`, "Are you free?" QSfqAuio, "I can go (I have time to go.)" Like the descriptive
verbs and verbs of ability, the future particle, the negative particle, and the word Pem,
"if," come between the other verbs and the verb Aujo, because the whole expression
containing the other verbs and their subject is really the subject of Auio; e.g.,
QWhpPeqIAuioKaoOp, "I can't eat yet (I don't have time to eat yet.)" (For further
examples, see 12.4 (5).
(5) Use of Iem, "to remain behind, abandon"
The verb Iem is never used alone. In this lesson you have learned 2 uses of Iem-(a) Preceded by Wgp, Pa, or the verb for "put, place" this word means "to remain
behind/ to abandon." See 12.2, the first 6 sentences for examples.
(b) Preceded by other verbs, it indicates action completed sometime in the past; e.g.,
QPqIemSaNoQanSa, "I had already done it long ago." This type of expression seems to
indicate that the first action (i.e., the doing) remained behind while you went on to
something else. It is not used very often in everyday speech, but may be used in
story-telling. See 12.2, the last 2 examples.

NoWA` URp@OpNoJhpEem@ho ""A"" Kho ""B" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
IcqURpNoIm@IgqAaThTaqSaLlp
PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaWaq.
NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOp
162
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sg

NgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
UcSfqImNoW`H`. UcU`@SfqFdSfp.
B. MU`@SfqFdTemMdqXfm.
C. UcWgpUThNfSfp.
B. MWgpSbUThSbL@vmEgINubpLlpWNhAgpIEfo.
A. UcVoJhpNoBhqHÈemX`.
B. MVoJhpIBhqW`WÒp.
C. MrqVfMhnUcAaIBqLlpPemPIqIBqSfp.
B. Wh, WTfLlpPemURp@hqSqT`Xfm.
A. UcSfqImWaq WAgpWLmNfSfpIBqSfp.
B. SbLlp, MrqAgpTÌBqLlpPemQNc. WTfPemMrqWAgp. WTfJap@uf.
S`, MWfpKhoWhJaKgpPo. JaWgpNfSfp.
A. SbLlp. UcSfq@KhhoIEfoLlp JaWgpNf@ufNhSnLlpShq.
C. ILaqH`WaqUcSfq@IcqSbTemMdqEemX`.
B. W`, IIcqOp. MSfq@IcqSbBhqILaqSbVÀh.
C. ILqH`WaqUcU`@PaNfSfp.
B. MFg@PgpMU`@PaIemNfNÌamIBqLlpWUTh.
A. SbBhqILaqUcVf@eq@AuioKaoX`.
B. W`, IAuioOp. MOpPaIemSbTemMdqLlpShq.
C. UcPemVf@eqLlp Vf@eqPaWgpU@hoMrqEemPhp.
B. MVf@eqPaWgpU@hoLq, LPemWfpLlp MUo@AcKgpPoShq.
A. W`, UcVf@eqIcqNfQNgKgpWUTh PccmPemWgpKaoLlp, Vf@eqPaSbQUThUe.
B. Wb, ImOuioKgpPoShq. MSfq@KhoLhp.
A, C. Wbp. Sfq, SfqPcnPcnLh.
A.
Questions (ImUa@vm)
1. B KhoWU@hoUepINpVfSbUThNfSfpNubpSfp.
2. WTfUepVoJhpBhqX`.
3. PIqVfMhnWTfUepWAaIBqSfp.
4. MrqSfqImNgWAgpPemNfSfpBqSfp.
5. A IfTS
f bJaWgpNfSfp.
6. MrqUepINpSfqFdTemMdq@QaanMfrqUh@ufSfp.
7. "C" @hoPaWgpWTfUepNfW@Vf@eqWA`Llp WTfUep@PaX`.
163

WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.

ImBemW@Scn@Scn.
written. Also, you should read the sentences aloud, the teacher correcting any mistakes in pronunciation.
IAuioWAgpWLmVfIcqKaoOpLlp Q@OpAuhJaIEfo.
WS`, QSaqAv`ShqIfnSbShmPaAgp.
164
LNaLNcPaqShqWgpOraoSbKboNhSn.
QJapMrqWAhpShmWgpNu`SbLlp OpFpQIAuioLlmWLhm@EmOp.
(1) During the next few lessons you will be given suggestions for learning and using
new descriptive verbs. First, try to learn 2 new colors. You have already learned the
word T`, "to be white," and the word Bhq, "to be red." During the next 24 hours try to
discover from someone other than your teacher the words for "to be black" and "to
be green." The simplest way will be to show or point to something white and state
that it is that color and then point to something black and ask what color it is (or
what people call that color; e.g., WWaqWSvfmT`. WWaq (point to something black)
WSvfmMrq@hoK~Shp. Repeat the new word after the informant and ask if you said it right.
Then ask how one writes it. After it has been written down for you, try writing it
yourself and ask if you wrote it correctly. Then learn the word for "to be green" in
the same way.
Now that you know the 4 words for "white," "black" "red," and "green," point to
different items or parts of items and state the color, inviting your informant(s) to
check you on it; e.g., Q@If@vmLh--WWaqWSvfmT`. WWaqWSvfmBhq. WWaqWSvfm
.
Also try to find other ways of using these words; e.g.,
WWaqWSvfm .
Q@vmLFe@qW(Svfm)
BeqKgpPo. SanW(Svfm) IOepLlpLNoWhqPcnX`.
EOfrW(Svfm)
LlpPemWUhX`. LLapW(Svfm)
I@dnWaqWMrkqK~Sfp. Try the above using the word
WSvfm sometimes and omitting it sometimes; e.g., LFe@qWSvfmTÌOep.../
LFe@qWTÌOepWaq..., "This white blouse of yours..." The next day tell your teacher
the new words you learned so that you and your teacher can practice using them.
Also, seek for opportunities to use the new vocabulary in other situations.
165
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqWUhAaNubpK~Im@vfoNu`JhpSbW

@ugnKpTfSbWNhAgpWaqWUgoLlp SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhAaNubpWaq K~Ugo
KgoURpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJh
Og K~UgoWUcIUoMeqLhpTfIBeq.
learning.

166
LESSON 13
ImPqSg 13
UoJhp
UoKgp
UoFao
PqWUo
...ShnWUo (SgnWUo)
OpPIqShp (OpP^cqSfp)
Odo
WgpOdo
@f, @fJhp
Ebq
PqEbq
KpTf
^va
Hbp, Qbp. Ubp
@ugpEe
To get angry
To hold anger or resentment in one's heart
To be timid, embarrassed
To happen
Each other; to do reciprocally
Why?
To be near, to be related to; nearly, almost
To be located near
To become, come into being
To help, assist
To help to do
To happen of its own accord, to let something
happen without interfering
Week (i.e., period of 7 days)
Particle indicating that the speaker presumes
or supposes that things are as stated
Silver, cash, wealth, means
13.2 Im@IgqWKg
(1) Use of UoJhp, UoKgp, UoFao
(1) ImUdIm@Igq "UoJhp," "UoKgp," "UoFao"

MrqIBqLlpUoJhpImAfWaqAfWaqOp
P^cqSfp.
MrqSbWUoJhpImLlp ILhqIWhpPeq
SbqOp, ILhqWhpPeqW`LemW
Hh^cmWhpTf.
Why does that person get angry so often?
People who get angry--some won't eat any

more, some eat more than usual.
MrqSbWUoKgpIBqLlp Hh^cmUoJhp
ImAfWaqAfWaq.
MrqIBqLlpWUoKgp@fpFhoWCg MrqWgp
KhoWhqIPcnLhIBqOp.
MrqIBqLlpWUoKgpKgpPoWCg WNgUep
INpWUo@FaoTfUbp.
NÌamIBqLlpWUoJhpUePo. MrqWgp
OdoKhoWhqINpUoFaoSbWCgAf
WaqAfWaq.
A person who keeps resentment in his heart

usually gets angry frequently.
That person is too full of resentment and so
people don't enjoy being with him.
That person is very resentful, so his children
are no doubt embarrassed because of it.
That "uncle" gets angry easily (is skilled at
getting angry). People near him are often
embarrassed by it.
(2) Use of OpP^cqSfp/OpPIqShp
(2) ImUdIm@Igq "OpP^cqSfp/OpPIqShp"


(a)
LVfOpPIqShp.
LSfqOpPIqShp.
LIfWhqOpPIqShp.
LPaIemSbLlpOpPIqShp.
L@VepWhqOpPIqShp.
LIWhpWhqOpPIqShp.
LISfqKhoWhqOpPIqShp.
LIWgpNfLlpOpPIqShp.
LIVao@eqOpPIqShp.
LI@vmOpPIqShp.
Why did you come?

Why did you go?
Why did you tell her?
Why did you stay behind there and sleep?
Why are you going to give it to him?
Why didn't you eat it?
Why aren't you going with him?
Why don't you stay there?
Why don't you take it back?
Why didn't you look?
Repeat using OpP^cqSfp in place of OpPIqShp.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "OpPIqShp" WShmLlp IfSb "OpP^cqSfp."

(b)
OpP^cqSbLVfSfp.
OpP^cqSbLSfqSfp.
OpP^cqSbLIfWhqSfp.
OpP^cqSbLPaIemSbLlpSfp.
OpP^cqSbL@VepWhqSfp.
OpP^cqSbLIWhpWhqSfp.
OpP^cqSbLISfqKhoWhqSfp.
OpP^cqSbLIWgpNfLlpSfp.
Why did you come?

Why did you go?
Why did you tell her?
Why did you stay behind there and sleep?
Why are you going to give it to him?
Why didn't you eat it?
Why aren't you going with him?
Why don't you stay there?
168
OpP^cqSbLIVao@eqSfp.
OpP^cqSbLI@vmSfp.
Why don't you take it back?

Why didn't you look?
(3) Use of ImPqWUo, "to happen"
(3) ImUdIm@Igq "ImPqWUo"
ImPqWUoK~Shp.
Im@PqWUoK~Sfp QIfIOpOp.
IV`WaqImPemEdqLlpPqWUoUe.
ImPqWUoSbQAuioJapWhq.
ImPqWUoSbQNcIUepH`SbMrq@
VfOp.
ImPemPqWUoK~Llp LUo@PqWUo
K~Shp.
How did it happen?

I don't know how things will be (happen).
This evening it just might rain. (Lit., if it rains it
could happen).
It so happened that I (saw and) caught her at
it.
It so happened that grandfather didn't know
that anyone was coming.
If things should happen like that, how would
you feel?
(4) Use of ...ShnWUo/SgnWUo, "each other; to do reciprocally"
(4) ImUdIm@Igq "ShnWUo/SgnWUo

MrqKhNcSaqAaBqLlpWfpShnWUoNoKgpH`.
MrqAaBqWaqWVapWgpOdoShnWUo.
IcqAfWaqUcILmMbmShnUcUoKaoX`.
WTfUepIfShnWUoSb@SfqImAfPcm
Fep.
UThINubpLlpPqEbqShnWUoBeqPo.
LUepH`ShnLUoKhoMrqIBqLlp NoQan
SaX`.
That grandfather and grandchild love each

other greatly.
These two persons' villages are close to each
other.
Up till now do you still not understand each
other?
They told each other that they would travel
tomorrow.
That village, (they) help each other well.
Have you and that person known each other
for quite a long time?
(5) Use of @ugpEe, "silver, cash, wealth"
(5) ImUdIm@Igq "@ugpEe"e

169
AfWaqM@ugpMEeSbnSa. MWgpSbTemMdq
IUeSbqOp.
M@ugpMEePemIWgpOpLlp @fJhpIm
@hImAf AfWaqAfWaq.
MrqIBqLlpW@ugpWÈeW`WCg WTfI
Fg@PgpSbQvqWBemSbqOp.
SanEhFraIfTfSbImWfp@ugpWfpEe
PemImWbAfSbnWAhpJaoShq.
Now our cash is all used up; we can't stay in

the city any longer.
If we don't have means, it often results in
trouble (becomes trouble)..
Because that person has a lot of wealth, he
doesn't think about God any more.
The Bible tells, "The desire for wealth is the
beginning of all evil."
As the teacher asks the questions below, you should make up some answer that
makes sense.
URp--URp@OpUa@vmMrq@sgNgK~SbWNhSnWUgoWaqI@ugqOpI@ugq KhoPbMrq@sgNgEaoFbTf.
WImEaoFb@PemImIPaqBeqIPsgBeqSbWSgqSgnWUoKhoImUa@vmUe.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Mrq@sgNg
LISfqWgpWhqOpPIqSfp.
LIVepWhqUAhoUpOpPcqSfp.
LISfqJhp@EbmOpPIqShp.
LIKgImBhqOpPIqSfp.
LPaIemSbLlpOpPIqShp.
LWfpNgUpIBqLlpOpP^cqSfp.
LUoAcOpP^cqSfp.
LUoJhpImOpPIqShp.
ImOaroLUoOpP^cqSfp.
13.4 Im@IgqWKg
(1) Use of Odo, "to be near, to be related to; nearly, almost"
(1) ImUdIm@Igq "Odo"

(a)
QKboWgpOdoKho@ufAhpJaoLlpShq.
VfFepLhqOdoKhoQq, Q@IfLqIm
IPaq.
My house is near the beginning of the road.

Come and sit near me; I'll tell you something.
170
QKboWgpOdoKhoQ@sg.
FbJbpOdoShnUcUoIEfo.
(b) "LfLOdoKhoMrqIBqLlpK~Sfp." "Wh, M
KhNgKgpNÌamShq."
QfQOdoKhoWhqIEfo--QNaKhoWNaKh
McmTfm.
(c) PeqOdo@SbnSa.
MrqO`QvqOdo@TaqSa.
QNuoVhpAgpOdo@TaqSa.
MSfqImWaq Odo@IcqSbMrqUTh
Sa.
OdoPcm@T`JhpLlp, MPaILlmSbq
Op.
My house is close to my school.

Stand a little closer to each other.
"How are you related to that person?" "Oh,
we are nephew and uncle in relationship."
I am distantly related to her--my grandmother
and her grandmother were sisters.
The rice is nearly gone (used up).
The worship service is nearly finished.
I have almost finished hoeing the ground.
This going of ours, we have nearly reached
the village already.
Near dawn we couldn't sleep any more.
(2) Use of @f, "to become"
(2) ImUdIm@Igq "@f"
(a) QMm@fMrqUThNgWAgp.
@fLfWPggm, QfQ@@fJhpWNg.
Q@fNU
g pIBqWaqWPgm.
Q@fJhpNcIBqSa.
Hh^cmL@fURp OpFpWWaqI
OuhWaq L@Op@fJhpMrqPqSg
ImNgIBq.
(b) LPqLKbo@fJhpSaX`.
QPqSb@ufWÒgOpFp I@fJhp
Op.
My father is the head of the villagers (the

village headman).
You be (become) the mother; I'll be (become)
the child.
I am this child's mother.
I have become a grandfather!
You are usually the teacher, but this time you
must become a student.
Did you succeed in building your house? (Did

your house come into being?)
Although I tried doing it many ways, I was
unsuccessful (it didn't come into being).
(3) Use of Ebq, "to help, assist"
(3) ImUdIm@Igq "Ebq"
171
@vmEbqQqVhpAgpBhqIOepWaqLh.
MrkqEbqQqSbImVepUepINpLh.
WhpSbnEbqQqImWhpWaq, QWhp
IBqISbnOp.
TaUoEdqVepSbnEbqNgUpAaBqWaqWIm
WhpWMrkq.
VfPqEbqQImILaq. Q@SfqPqEbq
LImILaq.
QEOrfINubpWaq QEhnIBqILlmOp.
TaUoEdqEhnEbqQq.
IfEbqQqSbMImSfqJhp@EbmAgp
WBem.
M@OpPqK~SfpLlp FgPgpEbqQqIEfo.
Help me look at this map, won't you?

Help me buy the presents, won't you?
Help me eat up this food; I can't eat it up
alone.
Please help me give the payment for these 2
children's food.
Come and help me for one day; I'll go and
help you for one day.
I can't carry this table alone. Please help me
carry it.
Help me tell about our going to the mountains.
Help me think a bit what we should do?
(4) Use of KpTf, "to happen of its own accord, to let something happen without interfering"
(4) ImUdIm@Igq "KpTf"
LPqPemIAuioOp @WgpKpTf.
Im@PqKpTfWUo. MPemIPqMhnW
AaOpLlp OpSa.
@PaKpTf. QUepH`SbImOraoW
UoNoKgpH`.
@UoJhpKpTf. QPqEbqWhqIUe
LhIPaqOp.
@Nh@vmKpTf. Pem@fJhpLlpImOuio.
If you don't have time to do it, let it be.

Let it happen (it will happen by itself). If we
don't go along with it, that's sufficient.
Let him sleep. I know that he is very tired.
Let her be angry. I can't do a thing.
Let her go ahead and try cooking it. If she's

successful, it will be a good thing (benefit).
(5) Use of Hbp, Qbp, Ubp, particle indicating that the speaker presumes or supposes that
things are as stated
(5) ImUdIm@Igq "Hbp, Qbp, Ubp"

MVfIcqSaLlp WTf@UepH`TfHbp.
He surely knows that we have arrived.
172
LSfqPemIcqLlp ImBemINpL@Uep
H`Hbp.
QNgKgpWVapWgpOdoKhoLVapWCg
L@JapWhqAfWaqAfWaqHbp.
LPqImNfWaqQanSa. L@Igq@shp
IfnW@uhn@UeSaHbp.
ImEdqNoKgpK~Waq LISfqSbqOpHbp.
When you get there, you will surely know

about it.
Since my nephew's village is near your village, you must see him often.
You have been here a long time. I'm sure that
you can already speak Thai.
With it raining hard like this, surely you won't
be going any longer.
Repeat using Qbp in place of Hbp. Repeat again, this time using Ubp.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Hbp" WShm IfSb "Qbp." IfSgUbOuhIOuh

KhoWWaqIOuhWaq Sb "Hbp" WShm IfSb "Ubp."
(6) Use of ^v,a "week"
(6) ImUdIm@Igq "Lva"
I^vaAa^va
WAhpJaoI^va
Aa^vaI^va
I^vaWaq
@QanUb^vaH`.
One or two weeks.

The first week
The second week
This week
It will last all of three weeks.
(1) Use of Uo + descriptive verbs

In lesson 4 you were introduced to 3 expressions combining Uo with descriptive
verbs; i.e., UoEm, UoFdp, and UoEhFra. Then in lesson 7 you were introduced to UoAc.
Now in this lesson you are introduced to 3 more--UoJhp, "to be angry;" UoKgp, "to
hold anger or resentment in one's heart;" and UoFao, "to be timid, embarrassed." The
first 2--UoJhp and UoKgp both have to do with anger, but UoJhp refers to anger rising
up within one, which usually cools down again after a bit, whereas UoKgp refers to an
on-going attitude of holding anger or resentment in one's heart over a long period of
time. The expression UoFao refers to a feeling of wanting to shrink and disappear so
that others won't notice one.
Like the other expressions using Uo + a descriptive verb, the negative particle, future
particle, and Pem ,"if," usually come between Uo and the verb which follows it; e.g.,
LUoPemFao...,"If you are timid/embarrassed..." QUoIJhpOp, I'm not angry." However, in some areas these expressions may have become compound words, in which
case the above particles would precede Uo; e.g., QIUoJhpOp. Check with your
teacher as to how the negative, etc., is usually expressed in your area.
173
(2) Use of OpPIqShp/ OpP^cqSfp, "Why?"

The expression OpPIqShp/ OpP^cqSfp is a combination of Op meaning "to encounter" and PIqShp/ P^cqSfp meaning "what?" So the expression L@IgqImKhoWhq
OpP^cqSfp means literally, "What did you speaking to him encounter? The whole
expression may come at the end of the sentence or the OpPIq/ OpP^cq may
come at the beginning of the sentence (usually followed by Sb) and the Shp/Sfp
comes at the end; e.g., OpP^cqSbLI@IgqImKhoWhqSfp, "Why didn't you speak to him?"
(3) Use of PqWUo, "to happen"
You have learned several expressions in which WUo follows a verb; e.g., OpWUo
and ImOaroWUo, and you have learned that the possessive pronoun preceding Uo
changes to agree with the subject; e.g., OpQUo, ImOaroMUo, etc. In this lesson you
are introduced to 2 new expressions--PqWUo and ...ShnWUo The expression PqWUo
always has an indefinite subject (usually Im); e.g., ImPqWUoK~SfpQIfIOpOp, "I
don't know what happened." Sometimes it is used followed by Sb with the resulting
meaning of "it happened that ..." If the expression is preceded by Uo in a question, it
gives the idea of emotional feeling; e.g., ImPemPqWUoK~LlpLUo@PqWUoK~Sfp, "If things
happen that way, how will you feel?"
(4) Use of ...ShnWUo/ SgnWUo, "each other; to do reciproally"
The expression ...ShnWUo/SgnWUo means "each other" or "to do reciprocally. It
cannot stand alone but must always be preceded by another verb or verb cluster indicating the kind of reciprocal action; e.g., IfShnWUo, "tell each other; LmMbmShnWUo,
"understand each other." The possessive pronoun which precedes Uo always agrees
with the subject; e.g., MPemPqEbqShnMUoLlp @OpQvqWUoKgpPo, "If we help each other, it
will please God very much." The expression is pronounced ShnWUo but when
writing, it is correctly spelled SgnWUo.
(5) Use of @f, "to become"
The word @f is used much more in Karen than the word "become" is used in English.
In Karen when saying that someone is something which he is intrinsically (e.g., by
race, nationality, sex, etc.) the Karen uses the word Pem, "to be someone or
something;" e.g., QPemWMhnPcp, "I am a female." WTfPemMrq@shpIfnNg, "He
is a Thai." On the other hand, when referring to what one was not at first but has
become, the Karen uses @f more often than Pem, although in English we would
probably say "is" rather than "become;" e.g., QTfmEh@f@sgAgp, "My elder sibling is a
school principal."
The act of becoming is expressed by @fJhp; e.g.,
QNÌam@@fJhpUThWAgp, "My uncle will become the head of the village. However,
@fJhp is also used to refer to the success or fulfilment of plans or projects; e.g.,
174
Op@@fJhpX`, "Is it likely to be successful? (likely to come into being/ come to

fulfilment?)"
(6) Use of Ebq, "to help, assist"
The word Ebq meaning "to help, assist" is never used alone, but rather must always be
preceded by one or more verbs indicating the kind of help; e.g., NhEbqPeq, "to help cook
(food/a meal/rice);" NuoEbqVhpAgp, "to help hoe the ground." If one wishes to speak of
helping in general, then the word Pq, "to do/work/make" is coupled with Ebq; i.e.,
PqEbq, "to help do."
(7) Use of Odo, "to be near, to be related to; nearly, almost"
In this lesson you have learned 3 uses of Odo-(a) When Odo follows one or more verbs, the meaning is "to be near (in location)"
and it is connected to whatever it is near to by the particle Kho; e.g., QKboWgpOdoKhoQ@s,g
"My house is close to my school."
(b) The word Odo used as the only verb usually means "to be close in relationship, to
be related to." If the subject is a pronoun, the emphatic form is usually used, and the
object is connected to the verb by Kho; e.g., LfLOdoKhoMrqIBqLlpK~Sfp, "How are you related
to that person?"
(c) When Odo is followed by the future particle @ + another verb, the meaning is
"nearly, almost." In most cases such sentences will end with Sa, e.g., PeqOdo@SbnSa,
"The rice is nearly used up." Ordinarily, the subject will precede the verb Odo in such
expressions, though occasionally someone may place Odo before the subject in time
expressions; e.g., OdoPcm@T`JhpLlp (PcmOdo@T`JhpLlp), MPaILlmSbqOp, "When it was
nearly dawn, we couldn't sleep anymore."
(8) Use of KpTf, "to happen by itself, to let happen without interfering"
In lesson 11 you learned that KpTf, KpQf, etc., indicate that the action is carried out by
oneself. In this lesson you are introduced to a related meaning; i.e., "to happen by
itself" or "to let happen without interfering." If you look back at the examples in
13.5 (4), you will see that except for expressions which must have Im as its subject,
no subject is expressed; and since the thing which happens by itself or is allowed to
happen without interfering is always a happening, the pronoun which follows Kp is
always Tf.
(9) Use of Hbp/Qbp/Ubp, particle indicating that the speaker presumes or supposes that
things are as stated.
The particles Hbp, Qbp, and Ubp can be used interchangeably, and indicate that the
speaker presumes or supposes that things are as stated.
175
13.6 ImIem^cnPqMfrqJhpIm@Igq
Below are two groups of statements which say the opposite of each other. Combine
the subject of the first sentence in each column and turn them into a single sentence
using ShnWUo; e.g., the first pair of sentences would be changed as follows:
LhmUdKhoNgUpAaBqWaqWfpShnWUoKgpPo. If the 2 subjects are blood relatives, combine the
subjects by using MrqKh.... followed by the relationship words plus the appropriate
numeral and classifier; e.g., MrqKhMcmTfmAaBq.
URp--SbImNhSnWaqIm@IgqWgpAa@Mq. PbMrq@sgNgVaoLlmIm@IgqWAhpJaoI@ugqSbWEcEepIMq
Kho Im@IgqWAhpJaoI@ugqSbWEcJvfIMqTaqMnNrgpWhqCcnKho "ShnWUo" K~Ugo@@fJhpIm@Igq
I@ugqChLlp. WKg--"LhmUdKhoNgUpAaBqWaqWfpShnWUoKgpPo." PbMrq@sgNgIfSg@KhoIm@IgqSb (2)
IcqSb (6) K~Sb (1) WUgoWaq. NffMrq@shNgMnNrgpIm@IgqSb (2) Kho Sb (6) WA`Llp @Op
UdIm@Igq "MrqKh... "WKg--"MrqKhMcmTfm, MrqKhNcSaq." (URpISgpIfOpMrq@sgNgOp. Mrq@sgNg@Fg
@PgpIfKpTf.)
1.
2.
3.
4.
5.
6.
LhmUdWfpOpNgUpAaBqWaqKgpPo.
WTfmIBqPqEbqWMcmW`Po.
QPgm@vmQMmBeqPo.
LhmT`@IgqImKhoWPgmNoQanH`.
EhqUdIJapOpEhqSÒp.
WNcVepWSaqSbImVep.
NgUpAaBqWaqWfpOpLhmUdKgpPo.
WMcmIBqPqEbqWTfmW`Po.
QMm@vmQPgmBeqPo.
LhmT`WPgm@IgqImKhoLhmT`NoQanH`.
EhqSÌJaapOpEhqUdOp.
WSaqVepWNcSbImVep.

NoWA` URp@OpNoJhpEem@ho ""A"" Kho ""B"" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm Sfp.
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
A.
MrqIKboLlpUoJhpShnWUoAfWaqAfWaqOpP^cqSfp.
176
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
Wbp, MrqIBqLlp WNgWPgmWUoKgpKgpPo. UoJhpImUePo.

PePemK~LlpLlp WNgPcpNgAvÌNpWUo@FaoTfUbp.
Wb, WNgINpUoKgpIm, UoJhpImUeAfSbnShq.
PemMrqSbWKboWgpOdoKhoWhqINpWUo@PqWUoK~Sfp.
Wcp, MrqNgMrqSaqUoEmINpUoFaoSbWCgAfWaqAfWaq.
WTfUepUoJhpShnWUoSbP^cqWBemSfp.
WTfUepHh^cmUoJhpShnWUoSb@ugpSbEeWCgShq.
Wh, Hh^cmQJapOpWNgWMmLlp PqLlmOp@ugpEeBeqPo.
Pem, OpFpWNgAv`WgpIBqSbVoPqSbnWPgmWMmWEeW`Po.
LfLFg@PgpK~Sfp. MPem@ho@eqWNgAvÌBqLlpVf@eqWgpKhoMrq @@fImPqEbqWhqEemX`.
WbpXfm, QFg@Pgp@@fImPqEbqKgpPo, OpFpMPqWhqOp@LlmX`.
Pem, M@Pq@vm@vmSbH`. MPqPemILlm @TaqKpTf. FdH`MIPqEbqWhqSbqOp.
Pem. ImOuioShq.
Questions (ImUa@vm)
1. PIqINpWUoKgpSfp.
2. MrqSbWKboWgpOdoKhoWhqINpWUoPqWUoK~Sfp.
3.
4.
5.
6.
7.
8.
MrqUoJhpShnWUoSbP^cqWBemSfp.
WNgWMmWEeVf^cnIWgpOpX`.
PePemK~LlpLlp OpP^cqSbWTfUepUoJhpShnWUoAfWaqAfWaqSfp.
A Kho B Fg@PgpU@hoShnWUoSbW@Pq@vmImK~Sfp.
WTfUepFg@PgpSb@@fJhpImPqEbqX`.
WTfUepPqWhqPemILlmOpLlp FdH`@PqTfK~Sfp.

177

ImBemW@Scn@Scn.
UcPqPemIAuioOp @WgpKpTf.
MPemPqEbqSgnMUoLlp @@fJhpTfHbp.
LPemUoJhpAfWaqAfWaqLlp MrqNgMrqSaqUoEmINpWUo@Fao.
Continue to take time to converse with Karens and to listen to them converse with
learning.
URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo
178
179
LESSON 14
ImPqSg 14
Ec
Arm, hand; foreleg of quadrupeds
EcShm
Ue
UeEcUeAhp
Mark of print of one's hand; handwriting;

handiwork
To wash (in general) (not used for bathing,
washing one's face, laundering, shampooing, or scrubbing)
To wash one's hand and feet
Avo
Dishes (in general); cup(s), glass(es)
JaAvo
ShAh
ShAh@Ud
ShAhWhpPeq
UeAvoUeShAh
Kbp(Ja)
Scm(Ja)
Pb
Drinking glass(es)
PbShq
ImPbNg
Fg
Mn
Plate(s), bowl(s)
Serving bowl
Rice plate
To wash dishes
To draw (water)
To bathe, take a pouring bath
To order, direct, send someone; to ask someone to do something
To send someone
Apostle(s), evangelist(s)
To give priority to in terms of time; to be early
To put, place; to do ahead of time
MnJhp
MnShq
MnLlm
Mn@eq
MnIem
PqMn/ PqMnEbq
WgpMnEbq
@Ihm
Wgp@Ihm
To put up
To put down
To put somewhere for someone to get
To put back
To leave something behind purposely
To do ahead of time, to do and set aside
To be on hand; i.e., be present ahead of
time
To stop, cease
To stop and stay in a place or state
Mn@Ihm
Fg@Ihm
Af@hn/Af@gn/Af@bn
Af@hnIS`/Af@gnIS`/Af@bn
IS`
Af@hnI^va/Af@gnI^va/Af@bnI^va
P@hn/P@gn/P@bn
PV`@hn/PV`@gn/PV`@bn/PV`
ILaq
IV`@hn/IV`@gn/IV`@bn
To stop, including laying something down

or aside
To stop, giving priority to something else
In a little while, after a bit
Next month
Next week
Just now, awhile ago
Yesterday
Day before yesterday
14.2 Im@IgqWKg
(1) Use of Ec, "arm, hand; foreleg of quadrupeds"
(1) ImUdIm@Igq "Ec"
LEcOpWbAaAhSbn.
Mrq@HhLlpWhpPeqSbWEc.
JhoIKcLlpWEcOpPIqShp.
P^cqWgpSbLSaqWEcMdqSfp.
LNgPcp@vfoSanWEcShmBeqKgpPo.
NÌamIBqLlpPqEOfrPqShmFepLhq
WEcShmBeqPo.
Both of your hands are dirty.

Karens eat rice with their hands.
What's the matter with that pig's foreleg?
What is in your grandchild's hand?
Your daughter's handwriting is very good.
That uncle makes tables and chairs, his
workmanship is very good.
(2) Use of Ue, "to wash (in general)
(2) ImUdIm@Igq "Ue"
UeLEcIcqWTaq.
MWhpPeqTaq M@UeMShAhIBqKhoIBq.
MrqIPraqIOpUeEbqAvoOp.
Q@UeQAhpSbH` PemSbWOpWb
Sb@Man.
MrqWhJaAaupTaqSa. @eqEhnUeJaAvoINp.
Wash your hands until they are finished.

After we eat, we will each wash our plate.
Guests mustn't help wash the dishes.
I'll wash my feet first because they are dirty
with mud.
The people have drunk their cold drink
already. Take back the glasses and wash
them.
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(3) Use of Pb, "to order, direct, send someone; to ask someone to do something
(3) ImUdIm@Igq "Pb"
L@PbQPqP^cqSfp.
QWfpKhoPbLqImIPaq, UeX`.
PbLNgAv`VfWgpKhoQqIBq.
QPbLSfqKbpJa. LSfqKbpSaX`.
QPbShqMrqImPbNgSfqWgpSbLVapAaBq.
What will you ask me to do?

I want to ask you to do something, may I?
Have one of your sons come and stay with
me.
I told you to go and draw water. Have you
already gone?
I sent two evangelist to go and stay in your
village.
(4) Use of Mn, "to put, place"
(4) ImUdIm@Igq "Mn"
MnShqLSanNfLlp.
MnJhpU@avSbImNhAgp.
MnLlm@eqLNgWImWhpIPaqWaq.
WTfMnIemImAfSbnTaeq VoJhp
SfqJfWLhm@Em.
Mn@eqSanEhFraNfWShm.
(b) NhMn@Ud.
(a)
Q@VaoMnLSanUoTapIOepLh.
PqMnLlmQPeqIEfo.
FhKapWgpMnEbqWNubpIFa.
MnMnEbqImWTfLlp. PqFgSbIm
WTfWaqSbH`.
Put down your books there.

Put the bananas up there.
Put back this food for your child.
He left everything, then departed alone.
Put the Bible back in its place.

Cook the curry ahead of time. (Cook and set
aside the curry.)
I'll take one of your hymnals to have on hand,
okay?)
Fix and set aside a little rice for me.
There are ten eggs on hand.
Set that aside. Do this first.
(1) On the right hand side below is a list of verbs which cannot stand alone (i.e.,
dependent or helping verbs), and on the left are some sentences each with a blank
following the word Mn. Consider the context of the first sentence, then insert the
helping verb from the list on the left-hand side which is most appropriate, reading
the whole sentence aloud. Do the same with each of the other sentences. Each time
the teacher will read the sentence again and you should repeat it after him/her.
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(1) URp--Im@IgqSbEcJvfIMqSbWNhSnWaqWgp@ufp@uhMnEbqWUoSa. Mrq@sgNg@OpVaoLlmIm@Igq

SbWSgqKhoImBemSbEcEepIMqWAhpJaoI@ugqWMdqWaq KhoIem^cn WhqNfImShmShqVgTaqNoKh@ugq. WKg-"MnShqImUepINpNfWaqSbQAhpJaoLlp." Mrq@sgNg@OpIfSg@go@ugqKfoI@ugqOpI@ugqK~WAhpJaoI
@ugqWaqWUgo. Mrq@sgNgNoOpBeqIOpBeq URp@OpNoShqIamLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgn
URpWAaKho.
Mn___ImUepINpNfWaqSbQAhpJaoLlp.
Mn___LImWhpTaq VfSbWaqIEgmNg.
Mn___SanUoTapNfWShm.
NhMn___PeqAfWaq.
Mn___ImBhqSbLNhAgp.
Mn___LImPqKhoPqEbqLNc.
Jhp
Shq
Llm
@Ihm
@eq
Ebq
Mn___QqUAhoUpINubp.
Iem
14.4 Im@IgqWKg
(1) Use of Fg, "to give priority to, do something first before something else; to be early
in relation to the appointed or expected time
(1) ImUdIm@Igq "Fg"

(a)
@vfoFgLSan. M@IfU@hoImAf
@hn.
WhpFgPeq. IEgmNgM@SfqO`Qvq.
WhFgJaAuh. M@Whp@eqPeqSbAa.
ScmFgJa. IEgmNgMrqIPraq@VfIcq.
IfFgLNÌamSbAfPcmFepMOpVo
JhpBhq.
(b) IV`WaqMPaFgIEfo.
QWfpKhoSfqJhp@sgFgFg.
ImPgpSfqQUoSb@sgFgFg.
IV`WaqM@WhpPeqFgIAhLpRap.
VfFgIEfoLh.
Write your letter first. We'll talk together in a

little while.
Eat first. In a short time we'll go and worship.
Drink the hot drink first. We'll eat later.
Bathe first. In a short time the visitors will
arrive.
First tell your uncle that tomorrow we must
leave early.
This evening we've gone to bed a bit early.
I want to go to school quite early.
I want to go to school quite early.
This evening we'll eat a half hour early
Come a bit early, won't you?
(2) Use of @Ihm, "to stop, cease"
(2) ImUdIm@Igq "@Ihm"
182
REPEAT after the teacher omitting the words in ( ).
URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th. (WAhpJaoIThIOpIfIm@IgqSbWWgpSb ( ) WMdq Op.)
Mn@IhmLImPqIEgm. QWfpKhoIf
ImKhoLq. (Fg, Wgp)
Wgp@IhmNfWaq. FdH`MSfqIUeSbq
Op.
(Mn)
ImPqWgp@IhmSaWCg gMImPqIWgp
SbqOp.
QNÌamFg@IhmSbWImPqMdq Pem
SbWLapWgpCcFaQfmLapSa.
(Wgp)
QNaMn@IhmWIm@vmWSaqSa (Fg).
Fg@IhmUcImSgn@vfKhoVf@eqWhpPeq.
(Mn, Wgp)
Stop your work a moment. I want to talk with

you.
Stop here. We can't go any farther.
Since the work stopped, we no longer have

any work.
My uncle has ceased from his work because
he is 65 years old.
My grandmother has ceased looking after her

grandchildren.
Stop playing and come eat.
Repeat the above substituting the words in ( ); i.e., Wgp@Ihm, Fg@Ihm, or Mn@Ihm.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Mn@Ihm" WShm UdSb "Fg@Ihm" PeIPem "Wgp

@Ihm" K~Im@IgqSbWWgpSb ( ) WMdqWUgoLlp.
(3) Use of Af@hn (Af@gn, Af@bn), "in awhile" and P@hn (P@gn, P@bn), "just now, awhile ago"
(3) ImUdIm@Igq "Af@hn (Af@gn, Af@bn)" Kho "P@hn (P@gn, P@bn)"

Af@hnM@SfqWhpPeqSbQMcmWKbo.
M@Sfq@Kho. Af@hnPcm@V`LlmMrq.
Q@ScmJaAf@hnIEfo. QWfpKhoPqTaq
ImPqWaqSbH`.
MrqVfIfImP@hnIBqWPaqK~Sfp.
P@hnUcIKbpMnJaOp. Af@hnJa@
Sbn.
P@hnMU`MrkqIm OpFpMMrkqIAuioOp.
In awhile we'll go and eat at my younger

sibling's house.
We'll go on again. In awhile the evening will
come upon us.
I'll bathe after a little while. I want to finish this
job first.
The person who came just now, what is his
name?
A short while ago you didn't draw and set
aside water. In awhile the water will be
used up.
Just now we intended to buy some things, but
we didn't have time.
Repeat using Af@gn instead of Af@hn and P@gn instead of P@hn. Repeat again using
Af@bn in place of Af@hn and P@bn in place of P@hn.
183
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Af@hn" WShmIfSb "Af@gn" KhoSb "P@hn" WShm

IfSb."P@gn." IfSgUbOuhIOuhKhoWWaqIOuhWaq Sb "Af@hn" WShmIfSb "Af@bn" KhoSb "P@hn" W
ShmIfSb "P@bn."
(1) Use of Ue, "to wash"

In English the word "wash" can be used for all of the different kinds of washing by
combining it with the word for the thing being washed; e.g., "wash your hands,"
"wash your face," "wash your hair," "wash your clothes," etc. But in Karen this is
not so; rather a different word is used for each different type of motion used in
washing. In this lesson you are introduced to 2 of these words; i.e., ScmJa, "to bathe
(by pouring water over oneself)," and Ue, "to wash such things as hands, feet, dishes,
cups, glasses, etc." See 14.2 (2) for examples of the use of this word. Also make it a
point when you are among the Karens to notice the similarities in the way the Karens
wash their hands, feet, dishes, cups, and glasses, and the difference between these
motions and those used in bathing the way the Karens do. You will learn other
words for "to wash" in later lessons.
(2) Use of Pb, "to order, direct, send someone; to ask someone to do something"
You have learned 2 uses of Pb, as follows:
(a) Used as the main verb Pb means "to order or direct someone/ ask someone to do
something." The Karen uses a different word for sending things and still a different
word for asking questions. The object of the verb is usually a clause including the
person being ordered and the action he/she is being asked to do; e.g., QPbLSfqKbpJaa,
"I asked you to go and draw water."
(b) When the word Pb has the meaning of "to send," it is usually combined with Shq;
e.g., QPbShqMrqImPbNgSfqWgpSbLVapAaBq, "I sent two evangelists to go and stay in your
village." However, in compound expressions the Shq may be omitted; e.g., ImPbNg,
"apostle, evangelist (lit., "the sent one)."
(3) Use of Mn, "to put, place; to do ahead of time, to do and set aside"
In this lesson you have been introduced to 2 uses of Mn, as follows:
(a) When Mn is the main verb, it has the meaning of "to put/ place." It is usually followed by some other helping verb such as Shq, Jhp, Llm, Iem, @eq, Mn, MnEbq, or @Ihm to
make the meaning more specific; e.g., MnShq, "to put down;" MnJhp, "to put up;"
Mn@eq, "to put back;" MnLlm, "to put for someone to get;" MnIem, "to put somewhere to
leave behind purposely;" MnMn or MnMnEbq, "to put aside for later/ place somewhere
ahead of time;" Mn@Ihm, "to stop, cease (involving laying something down or
aside)."
184
(b) When Mn follows other verbs, it becomes a helping verb indicating that the action
is carried out and the thing resulting from the action is then set aside for use later on;
e.g., MrkqMn, "to buy and keep on hand;" NhMn, "to cook and set aside for later." The
combination MnEbq has the same meaning as Mn.
(4) Use of Fg, "to give priority to, to do first before something else; to be early (in
relation to the appointed or expected time)"
In this lesson you have learned 2 uses of Fg, as follows:
(a) When Fg follows a verb but precedes any object, the meaning is "to give priority
to/ to do something first before something else;" e.g., ScmFgJaTaqPoWhpPeq, "Bathe first,
then eat." KbpFgJaIAuioLSfqJhp@s,g "Draw water first before you go to school."
(b) ;W
e hen Fg follows both the verb and any object, it means "to be early" in the sense
of "before the scheduled or expected time;" e.g., Q@OpSfqJhp@sgO`QvqFgIAhLpRap, "I
have to go to church half an hour early." However, as explained in lesson 9, "early
in the morning" is expressed using Bhq or BhqBhq.
(5) Use of @Ihm, "to stop, cease"
In lesson 7 you already learned the word Ihm, "to make a stop, break, juncture,"
which is used most commonly in combination with Pa (PaIhm) or Wgp (WgpIhm). That
word is a derivative of @Ihm, to which you have been introduced in this lesson and
which has essentially the same meaning. This latter form cannot be used alone and
may be combined with one of 3 different words, each of which gives a slightly
different meaning to the expression; e.g.,
(a) Wgp@Ihm--"to stop and stay in a place or state"
(b) Fg@Ihm --"to stop and give priority to something else"
(c) Mn@Ihm --"to stop including laying down or aside something"
Because of these slightly different shades of meaning some of the above expressions
can be used interchangeably in some of the examples in 14.4 (2) and some of them
cannot be used. The words which can be used are written in ( ) and the ones which
cannot are neither in the example nor in the ( ) which follows it. Study them in the
light of the above explanations and try to grasp why the ones which cannot be used
in any given example cannot be used. Also, make a note of these expressions
whenever they are used by the Karens and try to determine why they used the
expression they did.
(6) Use of Af@hn/Af@gn/Af@bn, "in awhile," and P@hn/P@gn/P@bn, "just now, awhile ago"
By now you have learned that the syllable Af preceding a time expression always
indicates future time and P preceding a time expression always indicates past time.
185
In this lesson you have been introduced to these 2 syllables combined with @hn to
indicate "awhile" in the future or in the past respectively. In areas where the word is
pronounced @hn the correct written form is @gn, but in some areas, such as central
Thailand and some parts of Burma, it is pronounced @bn. You should learn to
recognize it any of these ways, but learn to speak it the way that is most commonly
used in the area where you are.
As shown in 14.1, the syllable Af is also used combined with the words for "month"
and the word for "week" to give the meaning of "next;" e.g., Af@hnIS`, "next
month;" Af@hnILv,a "next week." Likewise, the syllable P may be combined with these
same two words; e.g., PVÌS`, "last month;" PVÌLva, ""last week." (The words
for "next year" and "last year" are not formed in these ways, however.) The syllable
@hn/@gn/@bn may also be used with PV` and IV`, as follows:
PV`@hn/PV`@gn/PV`@bn. "yesterday;" IV`@hn/IV`@gn/IV`@bn, "day before
yesterday." These expressions correspond to AfPcmFep, "tomorrow," and AfIFep, "day
after tomorrow," which you already learned in lesson 8.
(1) Insert the word Fg, "to give priority to," in each of the clauses on the left, then read
them together with the clause on the right; e.g., SfqKbpFgJaIAuioLSfqSgn@vf.
(1) URp--PbMrq@sgNgIem^cnIm@Igq "Fg" SbIm@IgqSbEcEepWAhpJaoI@ugqWMdqTaq NoKh@ugqMnNrgpCcn

KhoIm@IgqSbEcJvfIMqWaq. WKg--"SfqKbpFgJaIAuioLSfqSgn@vf." PbMrq@sgNgIfSgIm@IgqWBqINp
I@ugqOpI@ugqK~WAhpJaoI@ugqWaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm. Mrq@sgNgIfImOpBeqI
OpBeq URp@OpIfShqIamLlmKhoMrq@sgNgIOuh KhoPbMrq@sgNgIfMgnURpWAaKho.
SfqKbpJa
NuoVhpAgpWaq
UeShAhUepINpLlp
PqEbqLNa
@vfoLSan
SfqSbLPcmBmWWgp
SfqMrkqWaUp
IAuioLSfqSgn@vf.
IAuioLSfqSgn@vf.
IAuioLSfqSgn@vf.
IAuioLSfqSgn@fv.
IAuioLSfqSgn@vf.
IAuioLSfqSgn@vf.
IAuioLSfqSgn@vf.
Repeat the above reversing the order of the clauses; e.g., IAuioLSfqSgn@vf SfqKbpFgJa.
URp--PbMrq@sgNgIfSg@KhoIOuh OpFpWWaqIOuhWaq PbWIfIm@IgqSbEcJvfSbH`TaqPo IfIm

@IgqSbWWgpSbEcEepIMqLlp. WKg--"IAuioLSfqSgn@vf SfqKbpFgJa.
"
(2) Insert the words BhqIEfo in any of the sentences below in which the context appears to
be morning and FgIEfo in the remaining sentences and read them aloud. If the
186
sentence is a command, end it with Lh to change it to a request. The teacher should

say them again and you should repeat after him/her.
(2) URp--PbMrq@sgNg@vmFg@PgpKpTfOpCoImFb@IhmK~WWgpNu`JhpSbIm@IgqSbWNhSnI@ugqOp
I@ugqLlp. PemNu`SbImFb@IhmWgpSbBhqAhLlp Mrq@sgNg@OpIem^cnIm@IgqSb "BhqIEfo" TaqNoKh@ugq.
ImFb@IhmPemINu`SbBhqAhOpLlp Mrq@sgNg@OpIem^cnIm@IgqSb "FgIEfo." Im@IgqPePemImPb
Llp PbMrq@sgNgIem^cnIm@Igq "Lh" NfW@Ibm. WKgg--"IV` WaqVf@eqFdKboFgIEfoLh."
ILaqWaqSfqPqEbqLNa...
AfBhq@vfoLSan...
SfqKbpJa...
MrqUoTapImNgOpSfqIcq...
IV`WaqVf@eqSbKbo...
IBhqWaqM@OpWhpPeq...

NoWA` URp@OpNoJhpEem@hoMrqIfImINpWPaq K~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
Pgm --NgPcp, P@hnLSfqFdSfp.

NgPcp--P@hnEhEhPbfQSfqImKhoWhq.
Pgm --NgAv`LSfq@hoLMcmP@hnFdSfp.
NgAv` --QPbWMnJhpEbqQU@vaFdImNhAgp.
Pgm --Wh, UcMnJhpTaqSaX`.
NgPcpKhoNgAv`--Pem, TaqSbnSa. AfWaqM@OpPqEbqImP^cqSfp.
Pgm --NgAv`Xb, SfqKbpJa. NgPcpXb, SfqUeAvo.
-------Pgm --NgPcpNgAv`Xb, @dJhp@qJhpTaqM@WhpPeq.
187
NgPcpKhoNgAv`--Pem, Pem.
Pgm --WhpFgPeqAfWaqLlp. PgPg@Whp@eqAf@hn.
NgAv` --PgmXb, QU@hoSfqJhp@sgSa. Q@SfqMhnWAaLhp.
Pgm --Pem, Pem. SfqBeqBeqLhp.
NgPcp--PgmXb, QfQ@SfqU@hoKhoURpPcp. URpPccpU`@VfWgpLlmQq.
Pgm --Wh, LfLURpPcpWfpOpLqNoKgpH`Php.
Questions
1.
2.
3.
4.
5.
6.
7.
8.
(ImUa@vm)
P@hnNgPcpIBqSfqFdSfp.
NgAv`PbWMcmPqP^cqSfp.
PgmPbWNgAaBqPqEbqWhqK~Sfp.
IAuioWNgAaBqWhpPeqLlp WPgmPbWPqFgP^cqSfp.
PgmWhpPeqSbWNgWU@hoX`.
NgAv`SfqMhnPIqWAaSfp. WTfUepSfqFdSfp.
PIq@VfWgpLlmWNgPcpIBqWaqSfp.
PIqWImWfpWgpNu`JhpSfp. WgpNu`TfK~Sfp.
the teacher once. Then you take the parts of both the son and the daughter while
your teacher takes the part of the mother. Practice a number of times both with the
teacher and with the tape, so that you can respond for the most part without looking
at the book. Then change parts and drill some more. Review this conversation every
day for several days even though you start studying the next lesson. After you know
your part well, you and the teacher can try making slight changes.

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@fNgPcpKhoNgAvÀaBqSbn KhhoURp@@fPgm. @IgqSgnU@goIm@Igq
W`ThIEfoK~UgoMrq@sgNgIfNgPcpKhoNgAv`WIm@Igq@OpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq
@sgNg@f@eqPgm KhoURp@@f@eqNgPcpKhoNgAv`Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp@
IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdb
NubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdH`
ErqUhWIhmMdq.

ImBemW@Scn@Scn.
188
Aff@gnQ@SfqScmJaKhoKbpJa.
Fg@IhmLImUeAvoIEgmNg KhoVfMnJhpEbqQqSanSbImNhAgpWaq.
P@gnQPbQSaqPcpNhMnLlmLqImWhp.
(1) Review 12.9. Then, during the next 24 hours try to learn from someone other than
your teacher the Karen for "blue" and "purple," planning ahead how to use the new
words in different ways to help fix them in your mind. Also, use the words for
"black" and "green" in your conversation with others as a review.
(1) URp--PbMrq@sgNg@vm@K`@eq 12.9 TaqKho SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNg@IgqImKhoMrqBq

SbMrq@HhW@ugn KhoCcW`JhpLlmIm@IgqWUhAaNubpSbWPemImWSvfmWUhAaPsg. SbAaILaqLlp PbMrq@sg
NgIfOpURpSbIm@IgqWUhAaNubpWaq K~UgoURpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq.
Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJhOg K~UgoWUcIUoMeqLhpTfIBeq.
learning.
189

Continue to work on .11.11.
190
LESSON 15 - REVIEW
15.1 Im@IgqWKg
(1) Classifiers
(a) In lessons 11-14 you have been introduced to one new classifier; i.e., Ihq,
classifier for sections and things occurring at intervals.
Below are some sentences with blank spaces. Select one of the 3 words on the righthand side to insert in each of the blanks and read the resulting sentences.
URp--PbMrq@sgNgCcJbJhpIm@IgqSbEcJvfIMqSbWw@boTfOpTfKhoIem^cnWhqNfImShmShqVgSbIm
@IgqWAhpJaoI@ugqSbEcEepIMqWMdqTaq NoWhqKh@ugq. Mrq@sgNgNoOpBeqIOpBeq URp@OpIf@Kho
IOuhKhoPbMrq@sgNgIfMgnURpWAaKho. IfSgIm@IgqFdHÙepINpI@ugqOpI@ugqK~WAhpJaoI@ugq
WUgoLlp.
QAhpI___OpWb, WI___IOpWbOp.
Vf@vmImWaqI___.
IBhqWaaqQWfpKhoPbLNoSanEhFraAa___.
SbLVapLlp@sgWgpIcqMfrq___Sfp.
@ufI___WaqBeq, FdHÌ___I___IBeqLhIEfoOp.
Ihq
Jap
Ah
(b) In the last 4 lessons you have also learned one particle used with a numeral +
classifier; i.e., Sbn, "both, all."
Below are 3 sentences. Read each one three times, each time inserting one of the 3
words on the right-hand side below as well as any other words necessary to make the
sentence complete; e.g., negative particles.
URp--PbMrq@sgNgVaoLlmIm@IgqSbWWgpNfEcJvfIMqWaq IOuhINubpIOuhINubp KhoIem^cnWhqNfIm

ShmSbWOp SbIm@IgqWAhpJaoI@ugqSbWEcEepIMqWaqWMdq KhoIm@IgqWBqPemSgpEem@ho (W
Kg--"I" Kho "Op")Llp Iem^cnCcnNfImShmSbWOpTf. WKg--"MUoTapImIOpLhIBqOp. ""MUoTap
ImOpJfIBq." "MUoTapImOpAaBqSbn." IfSgAa@ugqI@ugqKhoUb@ugqI@ugq K~SbWAhpJaoI@ugq
WUgoWaq.
MUoTapImOp.
QJapMrqUParqVf.
WTfUepScmJaTaq.
LhIBq
JfIBq
AaBqSbn
(2) Pronouns
You have learned one new pronoun expression; i.e., Kp + Qf/Lf/Tf/MTf/UcTf. The
choice of pronoun depends upon the subject. In the last 4 lessons you have learned 2
uses of this type of expression, as follows:
(a) To express "oneself." In such cases the pronoun which follows Kp is always the
same person and number as the subject, and the words @Em or Lhm@Em may be used
with it as well; e.g., Q@EmKpQf, Uc@EmKpUcTf.
(b) To express "to happen by itself/ to let happen without interfering." In such cases
the subject is not expressed (with the exception of Im in expressions which require
it) and the pronoun is always in the third person; i.e., KpTf.
Insert Kp + the appropriate pronoun in the correct place in each of the sentences
below. The sentences which do not have any expressed subject have the meaning of
"to happen by itself/ to let happen without interfering."
URp--PbMrq@sgNgIem^cnIm@Igq "KpQf," "KpLf" "KpTf," "KpMTf," PeIPem "KpUcTf" NfIm@IgqSbWNh

SnWaqWAhpJaoI@ugqWMdq TaqKhoNoKh@ugq. Mrq@sgNgIfImOpBeqIOpBeq URp@OpIfShqIamLlm@eq
Mrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnURpWAaKho. PbMrq@sgNgIfSg@go@ugqKfoK~WAhpJaoI@ugqWUgoWaq.
M@Vf@eq_____.
Q@Sfq_____.
UcPq_____X`.
@Wh_____.
LNgPcp@vfo_____.
@SfqMrkq_____.
Im@Edq_____.
(3) Couplets
In lessons 11-14 you have been introduced to 8 new couplets. On the left are
sentences using these couplets with the second word omitted. Select the proper word
from the list on the right to complete the couplet, then read the entire sentence. The
teacher will say it again, and you should repeat it after him/her once more.
URp--PbMrq@sgNgVaoLlmIm@IgqSbEcJvfIMqWaqSbWOpTfINubpKhoIem^cnWhqNfImShmShqVgSbEcEep
IMqWaqWAhpJaoI@ugqWMdqTaqNoKh@ugq. Mrq@sgNgNoOpBeqIOpBeq URp@OpNoShqIamLlm@eqMrq@sg
NgIOuh@KhoTaq PbMrq@sgNgIfMgnJvfURpWAaKho. PbMrq@sgNgIfSgIm@IgqFdH`@go@ugqKfoK~WAhpJaoI@ugq
WUgoWaq.
UeLEcL___.
UThWAgpW___WgpLvaBq.
QNaQ___@VfWgpU@hoQq.
MPgmMm__PemMrq@HhAfSbn.
WNgW___IVfLhIBqOp.
NfImShmWaqVhpAgp___BeqPo.
Nc
@Man
Ahp
Saq
NaNc
Ee
191
MrqPemSfqPqSgSanSbTemMdqLlp ImSbnIm___
@KgpNoKgpH`.
MrqIBqWaqW@ugpW___IWgpW`W` SbqOp.
Lm
Eeq
(4) Location expressions

You have learned 2 new location expressions; i.e., NhAgp (WNhAgp/Agp) and NhSn (WNh
Sn/Sn).
(5) Verb expressions
(a) Helping verbs. In the last 4 lessons you have learned 9 new helping (dependent)
verbs which are used following other verbs and cannot be used alone with the same
meaning, as follows:
Iem
Eg
Shn (Sgn)
Ebq
Fg
Mn (MnEbq)
@Ihm
Sbn
To remain behind
To be elevated, rising above the common level
To do reciprocally; each other
To help, assist
To do first, give priority to
To do ahead of time, to do and set aside
To stop, cease
To use up
See how many of the words below can be used preceding each of the above words,
and use each of the possible combinations in a short sentence. The teacher should
make corrections if necessary.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhSnWaq KhoMnNrgp@vmWhqKhoIm@IgqSbWNhAgp
WaqINubpOpINubp. Im@IgqSbMIfUeLlp Mrq@sgNg@OpCcLlmWIm@IgqKpTf KhoUdCcnKhoIm@
IgqWTfLlp. WKg--Mrq@sgNg@MnNrgp@vmIm@Igq "Wgp" CcnKhoIm@Igq "Iem" KhoPemSbMIfUeWCg
Mrq@sgNg@OpCcLlmWIm@IgqKpTfKhoUdCcnKhoIm@Igq "WgpIem" Waq K~Ugo@@fJhp@eqIm@Igq
Kh@ugq. WKg--"QFe@qWgpIemSbQBgqPhpWKbo." TaqKhoMrq@sgNg@MnNrgp@vm@KhoIm@Igq "Wgp" KhoIm
@IgqFdHÌNubp "Eg" KhoPemSbMIfIUeOpWCg @Sfq@Mn@vanWhq. Mrq@sgNg@OpMnNrgp@vmIm
K~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm. PemTaqKho Mrq@sgNg@OpVaoLlm@KhoIm@Igq (2) SbW
NhSnWaq "Pa" KhoMnNrgp@vmWhqKhoIm@IgqSbWNhAgpINubpOpINubpK~WAhpJaoINubp "Wgp" W Ugo. Kho
MIfPemUeLlp Mrq@sgNg@OpCcLlmWIm@IgqKpTfKhoMnNrgpWhqCcnKhoIm@IgqWTfLlp. Mrq@sgNg@Op
IfSg@Kho (3) IcqSb (5) SbWNhSnWaqK~Sb (1) WUgo.
(1) Wgp
(2) Pa
(3) @vm (4) Mn
(5) Whp
(b) Action verbs. In lessons 11-14 you have learned 9 new action verbs, as follows:
192
Nuo
Kg (ImBhq)
Ue (Avo, ShAh, Ec, Ahp)
Scm (Ja)
Kbp (Ja)
Mn
@f
Pb
UoJhp
The first 5 action verbs need no comment. The verb Mn as a main verb is usually
followed by a helping verb; e.g., MnJhp, MnShq, Mn@eq, etc.
As explained in lesson 14 the word @f, "to become," is frequently used instead of "to
be" as in English when referring to something that a person was not at birth but
became later; e.g., MPggm@fMrqFÌmNg, "My mother is a seller/saleswoman."
The word Pb, "to ask a person to do something," usually has a clause as its object;
e.g., QPbLSfqKbpJa, "I asked you to go and draw water." When Pb is combined with
the helping verb Shq, the meaning becomes "to send;" e.g.,
QPbShqMrqImPbNgAaBqSfqWgpSb LVap, "I have sent two evangelists to go and stay in your
village."
Although UoJhp is used for the English "to be angry" if it is not a longstanding thing,
in Karen it literally means "the heart rises up" and so it is really an action verb rather
than a descriptive verb. Perhaps it would be better to think of it as meaning "to
become angry" or "to get angry" rather than as "to be angry."
In the following drill you should ask the teacher what he/she wants to have you do,
using the first pattern sentence below. The teacher will then tell you to put
something somewhere based on the second pattern sentence. After carrying out the
teacher's request, state so using the third pattern sentence and then ask what else
he/she wants to have you do. The teacher will make a new request based on the
second pattern sentence, and after doing it, you should respond according to the third
pattern sentence. Practice like this over and over until you can carry out the actions
and make the verbal responses promptly.
URp--PbMrq@sgNgUa@vmURpK~WKgSbWNhSnWaqWUgo TaqKhoURp@OpPbMrq@sgNgPqImIPaqPaqK~Aa@ugq
I@ugqWUgo. (URp@OpIem^cnIm@Igq "MnJhp," "MnShq," "Mn@eq," "MnLlm," "MnIem," "Mn@Ihm,"
"MnMn," PeIPem "MnMnEbq" NfImShmShqVgWAhpJaoIIhq, Im@Igq "EOrf," "ShmFepLhq," "San," "LEc,"
"QEc," "QAhp," "LAhp," "LAgp," PeIPemImWBqK~WaqWUgoSbMrq@sgNgPqSgIemSaTfLlp Nf
ImShmShqVgAaIhqIIhqWMdq, TaqKho@OpIem^cnIm@IgqK~ "NhAgp," "WNhAg," "Agp," "NhSn," "WNhSn,"
"Sn," "AhpJao," PeIPem "WMdq" NfImShmShqVgUbIhqIIhqWMdqLlp.) Mrq@sgNgPqK~URpPbWPqWUgoPem
193
TaqLlp Mrq@sgNg@OpIfImKhoUa@vmImK~Im@IgqUb@ugqI@ugqSbWNhSnWUgoWaq. WKg--Mrq@sgNg@

Ua@vmSb "L@PbQPqPIqSfp" TaqKhoURp@IfSb "MnShqSanIOepWaqSbLAhpJao." Mrq@sgNg@Mn
ShqSanSbWAhpJaoTaq@IfTf "QMnShqTaqSa. L@PbQPqKaoPIqSfp." TaqKhoURp@Pb@KhoWhqWUh
IPaq. IfSgImK~WaqWUgoW`ThIcqSbMrq@sgNgPqJvfKhoIfImOpOueBeqIEfoLlp.
S.
T.
S.
L@PbQPqPIqSfp.
Mn___ ___Sb___.
QMn___TaqSa. L@PbQPqKaoPIqSfp.
(b) Descriptive verbs. You have also learned 10 new descriptive verbs. They are
given below in the various combinations in which they may be used.
Qaq
Wb
OpWb
UoWb
UoKgp
UoFao
Odo
Nu`
Fg
Sbn
QaqJhp
WbJhp
OpWbJhp
UoWbJhp
UoKgpJhp
-OdoJhp
----
-----UoFaoShq
-----
(Sb)WQaq
(Sb)WWb
(Sb)WOpWb
(Sb)WUoWb
(Sb)WUoKgp
(Sb)WUoFao
(Sb)WOdo
(Sb)WWgpNu`
(Sb)WFg
(Sb)WSbn
QaqLlm...
WbLlm...
OpWbLlm
WUoWbLlm
WUoKgpLlm
WUoFaoLlm
OdoLlm...
-FgLlm...
--
QaqLlmWShm
WbLlmWShm
OpWbLemWShm
WUoWbLlmWShm
WUoKgpLlmWShm
WUoFaoLlmWShm
OdoLlmWShm
-FgLlmWShm
--
QaqQaq
-----OdoOdo
Nu`Nu`
FgFg
--
Study the above examples and then choose one expression from each column and
make up sentences of your own, one for each expression you have chosen.
URp--PbMrq@sgNg@vmIm@IgqSbWNhAgpWaq TaqKhoPbWCcJbJhpIm@IgqINubpSbWAhpJaoIBam KhoUd

CcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. WKg--"QKboWgpOdo." TaqKhoPbMrq@sgNgVaoLlm@Kho
Im@IgqINubpSbAaBamIBamKhoUdCcnWhqKhoWIm@IgqKpTfK~WNhpAgpWaqWUgo. WKg--"LFe@qOpWb
JhpSa." PbMrq@sgNgVaoLlmIm@IgqIBamINubpIBamINubp@goBamKfo KhoUdWhqK~WaqWUgoEoJhpSbWAhp
JaoIcqSbW@Ibm. Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNg@KhoIOuhKhoPbMrq
@sgNgIfMgnJvfURpWAaKho.
(d) You have learned one idiomatic verb expression in the last 4 lessons; i.e., ImPqW
Uo, "to happen." The subject is always Im aa nd the verb Pq is always followed by
WUo. If the expression is followed by a clause, the clause is introduced by Sb; e.g.,
ImPqWUoSbWIgmWgpIemJfQfmOo, "It happened that he only had 5 baht left (his money
remained only 5 baht)."
(6) Time expressions

194
You have learned 2 new time expressions; i.e., Af@hn (Af@gn/Af@bn), "in awhile," and
P@hn (P@gn/P@bn), "awhile ago."
(7) Clause patterns
You have learned several new clause patterns, as below:
.....OpPIqShp)
.....OpP^cqSfp )
OpPIqSb.....Shp)
OpP^cqSb.....Sfp )
Nu`Sb.....
ImPqWUoSb.....
IAuio.....Llp
Why?
Why?
It appears that...
It happens that...
Before...
Below are 3 clauses. Insert the first one in each of the blank spaces in the
expressions above and read the resulting sentences. Be sure that you understand the
meaning. The teacher should make any corrections necessary. Do the same with the
second and third clauses. (Note that the third clause, which is in the negative, cannot
be used with the last two expressions above.)
URp--PbMrq@sgNgVaoLlmIm@IgqSbWNhSnWaqWAhpJaoI@ugqKhoIem^cnWhqNfImShmShqVgSbWNhAgpW
AhpJaoI@ugqWMdqTaq NoKh@ugq. TaqKhoIem^cn@KhoWhqSbW@ugqWBqINpSbWNhAgpI@ugqOpI@ugq Kho
NoWhq. PemTaqLlp PbMrq@sgNgIfSg@KhoIm@Igq (2) Kho (3) SbWNhpSnWaqK~Sb (1) WUgoWaq. Op
FpPePem (3) Llp MIem^cnWhqUeJfSbWAhpJaoCc@ugqSbWNhAgpWaqWMdq, PePemW@IbmI@ugqWMdqLlp
MIem^cnWhqIUeOp.
(1) WIgmSbn.
(2) WTf@SfqJhp@Ebm.
(3) MrqIPqEbqNgUpIBqLhIBqOp.
(8) Exclamations
You have learned 2 new words of exclamation; as follows:
Xd/Vd
- exclamation over something displeasingd
S`/WS` - exclamation indicating exasperation or great displeasure
In the past you have learned 3 other exclamation words, as follows:
W`
Wb/Wg
Wh
- exclamation indicating surprize, delight, longing (Lesson 2)

- exclamation of surprize or regretg (Lesson 7)
- particle used when responding to a new bit of information or a new
thought
just come to mind (Lesson 7)
195
Read the following sentences, inserting the appropriate exclamation in the each
blank.
URp--PbMrq@sgNgCcJbpJhpIm@IgqSbWNhAgpWaqSbWSgqSgnWUoKhoIm@IgqWAhpJaoI@ugqSb
WNhSnWaq KgbIem^cnWhqNfImShmShqVgWMdqTaq NoKh@ugq. Mrq@sgNgNoPemIOpBeqBeqKaoOpLlp URp@Op
NoShqIamLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpWAaKho. IfSg@go@ugqKfoSbWNhSnWaqI
@ugqOpI@ugqK~WAhpJaoI@ugqWUgoWaqEoJhpSbWAhpJaoIcqSbW@Ibm.
QFg@PgpSbLSfqFdTemMdqSa.
"ImPgpVepShqQUoLqSbQImBhqIOepWaq." "___ImOuioKgpPo. Q@vmBeqKgpPo."
LPqOpWbLIm@dIm@qOpP^cqShp.
@ufSbMPfnH`WgpJf@Man.
"URpOpWUoSbQ@@fImPbNgIBq." "___, KhoLIfWhqK~Sfp."
15.2 Im@IgqWUhpSbW@hIEfo
(1) Practice reading the expressions below, first pronouncing them the way they are
written and then a second round pronouncing them the colloquial way; e.g., in (a)
below first pronounce E as written in all of the expressions, then repeat pronouncing
E as @s.
(1) URp--PbMrq@sgNgIfMgnJvfURpWAIBemOpIBema.
NoWhqK~Mrq@EbmAgpNg @IgqImWUgo.
(a)
E/@
(b)
F/As
(c)
U/E
(d)
WFgIOuhNoWhqK~SbSanMdqWUgo.
Q/z
@EmKpTf
UoFao
UoJhp
@vmEg
PqEbq
WEc
MnEbq
@ugpEe
NhFgPeq
Fg@Ihm
UoKgp
Qbp
UoFao
UoWb
PqWUo
WfpSgnW
Uo
Ubp
UeAhp
ImSbnImEeq
Qaq
(2) Review the pronunciation drill in 11.3.
(2) URp--@vm@K`@eq 11.3.
15.3 Completion Drills, Question and Answer Drills

196
(e)
T/v
KpTf
Who/Whn,
Wgo/Wgn
WfpSgnW
Uo
Af@gn
P@gn
(f)
PqKhoIOuh
(g)
M/N
@Man
MnShq
MnJhp
Mn@eq
MnLlm
MnIem
Mn@Ihm
MnEbq
15.3 ImIem^cnPqMfrqJhpIm@Igq, ImUa@vmKhoImEaoFb

Review sections 11.4, 11.7, 12.3, 12.5, 13.3, 13.4, 13.7, 14.5, 14.6.
URp--@vp@K`@eq 11.4, 11.7, 12.3, 12.5, 13.3, 13.4, 13.7, 14.5, 14.6.
(1) Review 10.4 (2), 11.8, 12.7, 13.8, 14.7.
(1) @vm@K`@eq 10.4 (2), 11.8, 12.7, 13.8, 14.7.

again.
(2) URp--URp@OpNoIm@IgqUepINpWaq KhoPbMrq@sgNg@Lp. NfURpNoWA` URp@OpNoJhp "Ng

KgpAv`" Kho "NÌam" WPaq K~UgoMrq@sgNg@UepH`MrqPIq@IgqImSfp. URpNoIThTaqKho, PbMrq@sgNgIf
Kho@vmSbMrq@Hh@ugnMrq@sgNgLmMbmMrfqSfp. Mrq@sgNgPemILmMbmKaoOp, URp@No@KhoIThAaThUe KhoPbMrq
@sgNgIfKhoImSbWLmMbmW`JhpTfUepINpLlp.
Mrq@sgNgPemILmMbmAfSbnKaoOpLlp PbMrq@sgNgWgoJhp
WSanTaqKho @vmMgnURpWAaNfURpNoQcq@KhoMrq@sgNgWA`. IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f
"NgKgpAv`" KhoURp@@f "NÌam". NoIThAaThTaq PbMrq@sgNg@oObCnWSanKhoIf@vm "NgKgpAv`" WIm@Igq.
IfSgK~Waq 3-4 ThTaqKho FdHÌUh IfSgK~LlpWUgoKho. IcqMrq@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq
"NÌam" KhoURp@@f@eq "NgKgpAv`." IfSgK~Waq W`ThIEfoIcqSbMrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPq
SgImPqSg 16 ULn@e @vm@K`@eqImPqSgIIhmWaqEem@hoIUhAaUh.
NgKgpAv`--NÌamXb, LVhpAgpShmIOepLlp LF`LlmMrqSaX`.

NÌam--Pem, QF`LlmImWfpMmSa. WTfKpNuoJhpEanLlmNoSfmSa.
NgKgpAv`--W`, ImWfpMmPemNuoJhpEan. WVhpAgp@Man@BeqPoShq.
NÌam--Pem, ImShmLlpVhpAgpBeqPo. QPqI@fSbqOpWCg QF`LlmWhqShq.
NgKgpAv`--ImShmSbWNhAgpIOepLlp MrqPqIBqBqSaX`.
NÌam--VbpWb, MrqIPqLhIBqKaoOp.
NgKgpAv`--S`, PemQ@SfqPqIJapX`.
NÌam--W`, LPqPem@fLlm BeqHbp. LfLVhpAgpShmIWgpW`KaoOp.
NgKgpAv`--ImShmIIhqLlp SbH`QNcPqWhpImSbWMdqIOuhSa.
NÌam--WS`, LNcPqWhpTfLlmCcLapH`.
NgKgAv`--PePemK~LlpLlp Q@PqWhp@eqQfShq.
NÌam--Beq, Beq, PqWhpEnAh.
197
Review this conversation every day for several days even though you start studying
the next lesson. After you know your part well, you and the teacher can try making
slight changes.
IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
learning.

(1) Review the new vocabulary you obtained yourself in 12.9 and 14.9 by carrying on a
conversation in Karen with your teacher and using them.
(1) URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 12.9 Kho 14.9 WA`Llp. URp

KhoMrq@sgNg@Op@IgqU@goImKhoUdIm@IgqWTfLlpUepINp.
learning.

198
LESSON 16
ImPqSg 16
IBeq, UcI...IBeq
IOuio
Nhp
NhpShq
NhpJhp
NhpLlm
NhpEbq
Jvf
Particles indicating prohibition

To be quite a few
To seize, catch, hold
To seize or take, as something lying on the
ground
To reach up and take something
To obtain by catching
To assist in catching or holding
The right
EcJvf
Eep
EcEep
@Mq
Mq
F`
MrqF`
ImF`/ImFdoImF`
ImF`Vap
URpPcp@vmMrqF`
Fgo@e
@van
@van@avn/Edo@van
@dp/@dpNo
@dpJhpNoShq
IRao
@vmIRao
Bq/WBq
The right hand

The left
The left hand
Side of a person or thing
Classifier for sides
To feel hurt, pain; to suffer from a disease, to
be diseased
Patient
Disease, sickness
Hospital
Nurse
To be sick enough to be bedridden, disabled
To throw, throw at; to abandon, reject; for
good, away
To throw away
To think, consider, deliberate, plan
To consult, settle a plan, come to a
resolution
To turn around, revolve
To look around
Another, other, a different one
16.2 Im@IgqWKg
(1) Use of IBeq/UcI...IBeq, particle indicating prohibition
(1) ImUdIm@Igq "IBeq/UcI...IBeq"

WhpPdoUpW`WÌBeq.
VoQaqQaqIBeq.
FepLhqNfLlpIBeq.
Edo@avnImWhpWOufpIBeq.
WhpImW`@fpFhoIBeq.
(b) QVep@dpLqSbLUcIIfImKhoWhq
IBeq.
IfWhqSbWUcIWhpImKhoWhqIBeq.
IfWhqSbWUcISfqImKhoWhqI Beq.
IfLNgSbWUcISgn@vfNfLlpIBeq.
Don't eat a lot of chillies.
(a)
Don't go very far away.

Don't sit there.
Don't throw away the left-over food.
Don't eat too much.
I advise you not to talk with her.
Tell him not to eat with them.

Tell her not to go with him.
Tell your child not to play there.
(2) Use of IOuio, "to be quite a few"
(2) ImUdIm@Igq "IOuio"
QIfOpWhqIOuioOuhSa.
MrqVfMhnQAaIOuioBqH`.
QFe@qWgpIOuioOep.
QNÌamPqLlmHpNgWKgpIOuioOg.
ILapWaqQUAhoUpJhpIOuioH`.
I have told her quite a few times.

Quite a few people came with me.
I have quite a few dresses/blouses/shirts.
My uncle got quite a few big fish.
This year my mango trees bore quite a lot.
(3) Use of Jv,f "the right" and Eep, "the left"
(3) ImUdIm@Igq "Jvf" Kho "Eep"
Sfq@ufSbEcJvfIAh.
WTfFbJbpSbURpWEcJvfIAh.
@ufSbEcEepIOgLlp ImAcpIEfo.
KboSbEcEepINubpLlpPemQNcWKbo.
Take the road on the right-hand side.

She stood at the teacher's right-hand side.
The path on the right is a bit cool.
The house on the left is my grandfather's.
200
QAhpSbWJvfIAhF`NoKgpH`. PePemSb
WEepIAhLlpIF`LhIEfoOp
My right leg pains me a great deal, whereas

the left one doesn't hurt at all.
(4) Use of @Mq, "side," and Mq, classifier for sides
(4) ImUdIm@Igq "@Mq" Kho "Mq"
NgUpIBqLlpWAhpEmIMq.
QNÌamW@MqFÌMqNoQanSa.
NoIm@IgqSbEcEepIMqINp.
@ufSbIm@MqSbWaqIMqLlp MrqSfq
W`.
WTfUepAaMqSbnLlpImPgpJapWUo
KhoMrq.
One of that child's legs is weak.

One of my uncle's sides has pained him for a
long time.
Read the words on the left-hand side.
The road on this side, many people go on it.
Those on both sides want to see us.
(5) Use of IRao, "to turn around, revolve"
(5) ImUdIm@Igq "IRao"
@vmIRaoImIBeq.
QNÌamSfqIRaoSbIm@MqIAh.
SfqIRaoShq@ufFdIm@MqLlp. L@
JapOp@ufNoKgpNfLlp.
MIRaoSfqIRao@eq PcmV`LlmMrq.
UThINubpLlp IRao@eqWAgpSb@O`
@eqQvqAfSbn.
Don't look around.

My uncle went around to the side.
Take the lane down around to the side. You
will see the highway there.
We wandered back and forth and it got to be
evening.
All of those villagers are deciding (turning back
their heads) to worship God.
16.3 Command and response drill
16.3 ImPbKhoImPqJvf
You or the teacher should provide or draw a street map or a map showing roads to
various villages. You should use a pen or other object to represent yourself and
should move it along on the map according to the directions given by the teacher in
order to get practice in using and responding to IRao, EcJvf, EcEep, vSfqIcq, SfqMdq, and
IBeq. After you can respond promptly every time, change roles--you give the directions and the teacher will respond.
URp--URpPemBeqMrq@sgNgPemBeq @OpVfEhnPeIPemIeShqVhpAgpBhqIOepSbWMnNu`Jhp@ufIOuioOg.
PbMrq@sgNgKco@fJhpWEbmOgPeIPemImWBqIPaqPaqSbWLhm@Em TaqKhoUcoWShmSbVhpAgpBhqWSgq K~U
201
RpPbWhqWUgoLlp. URpPbWhqWA`Llp URp@Op@ufoEboUdIm@IgqK~ "IRao," "EcJvf," "EcEep," "Sfq

Icq," "SfqMdq" Kho "IBeq" WUgoLlpWÌUeNfWUe. PemSbMrq@sgNgIUepHÌm@Igq "Sgq" Kho "WPfnH`"
KaoOpLlp Sb "SfqSgqShq" Kho "SfqSbImPfnH`" WShmLlp IfSb "SfqFdH`. IRaoSbEcJvfEcEepIBeq."
16.4 Im@IgqWKg
(1) Use of @van, "to throw," and Edo@van/@avn@avn, "to throw away"
(1) ImUdIm@Igq "@van" Kho "Edo@van/@avn@avn"

NgUp@avnShnWUoOpP^cqSfp.
@vanShqIfnUAhoUpINubp.
@avanShq@vavnImOpWbNfWaq.
MrqEdo@vanWFe@qNfWaqIOep. (Mrq@avn
@avnWFe@qNfWaqIOep.)
WTfF`@avnWEOfrKhoShmFepLhqAfSbn.
QNcEdo@avnWUoNoQanSa.
Why are the children throwing things at each

other?
Throw something to make a mango fall down.
Throw the dirty things away down here.
Someone threw his shirt away here.
He sold (and got rid of) all of his tables and

chairs.
My grandfather has been dead for a long time.
(lit.,has thrown away his life)
(2) Use of @dp/@dpNo, "to think, consider, deliberate, plan"
(2) ImUdIm@Igq "@dp/@dpNo"
@dpWbImIBeq.
WTfPemMrqVep@dpImIBq.
M@OpVo@dpLlmEeIEfo.
M@dpJhpSbM@Pq@sgO`QvqSbWUh
INubp.
M@@dpU@hoNoU@hoImIV`Waq.
WTfUep@dpJhpNoShqSb@PqU@ho
ImIPaqPaq.
Don't plan evil.

He is an adviser.
We must go out and consider some way to get
a bit of money.
We plan to build a new church building..
We will consider/plan together this evening.

They are planning to do something together.
(3) Use of Nhp, "to seize, catch"
(3) ImUdIm@Igq "Nhp"

202
NhpSbLEcIBeq.
VfNhpEbqQqFhIOepLlp.
QMcmNhpLlmHpNoKgpIOg.
LNhp@vm@vm, PqWUoK~Sfp.
Q@@vanImFdLWgp. LNhp@LlmX`.
Don't seize it with your hands.

Come help me catch that chicken.
My younger sibling caught a big fish.
Try holding it. How does it seem?
I'm going to throw something to you. Can you
catch it?
(4) Use of F`, "to feel hurt, pain; suffer from a disease"
(4) ImUdIm@Igq "F`"
LF`K~Shp.
LfImF`LqK~Sfp.
LPgmWImF`K~Sfp.
QLmF`.
NfImEdqShqUhLlpImF`WÌEfo.
ImShmWaqImFdoImF`W`Po.
QSaqOpJhpImF`Vap.
SbImF`VapLlp MrqF`WgpW@Scn
@Scn.
NfWaqURpPcp@vmMrqF`WgpJfErqBqW Cg
WTfUepOpPqImFdpFdp.
How do you hurt? (How are you sick?)

What (how) are you hurting?
What is your mother's sickness?
I have an earache.
At the beginning of the rains there is a lot of
sickness.
There is a great deal of sickness in this place.
My grandchild was admitted to the hospital.
There are many kinds of patients at the hospital.
Here there are only a few nurses, so they
have to work hard.
(5) Use of Fgo@e, "to be sick enough to be bedridden, to be disabled"
(5) ImUdIm@Igq "Fgo@e"
QTfmIBqLlpFgo@eQanSa.
QMcmIBqFgo@eAfWaqAfWaq.
MrqIKboLlpFgo@eIBqTaqIBq.
IcqMFgo@eLlpMWhpImITapLhIPaq
Op.
My older sibling has been sick for a long time.

My younger sibling gets sick often.
The folks at that house got sick one after the
other.
When we are sick, nothing tastes good to us.
203
ILapWaqMrqFgo@eVfSbImF`VapW`
Po.
This year many sick people came to the

hospital.
(6) Use of Bq/WBq
(6) ImUdIm@Igq "Bq/WBq"

M@OpJhp@EbmWBqINubpKao.
ImPgp@vmQUoImBhqWBqINpEem.
QSaqAv`WgpJfIBq. QSaqWBqPemW
NhhnPcpAfSbn.
M@KcoWhpURpUbBqNfEOrfAgp, PePem
MrqBq@FepLhqWhpImNfImNhSn.
WBqIPaqLlp AfPcmFepMrqIParq@VfAaBq.
QJaAvoSvamNubpWaqPemWUh. PePemWBqLlp
ShmSaqAfSbn.
We have to climb another mountain yet.

I want to look at the other pictures.
I have only one grandson. All my other
grandchildren are girls.
I'll feed the 3 teachers at the table. As for the
other people, they will sit and eat down
below.
Another thing--tomorrow 2 guests will come.
These 4 cups are new. As for the others, they
are all old.
16.5 Story-telling practice (Do not listen to this section on the tape until after you have
studied it in class.
16.5 ImIfMd
In order to help you get practice in making up stories using the vocabulary and sentence structures which you have learned, the skeleton of a story with blanks is printed
below. Read through the sentences and choose an expression from the list on the
right-hand side to put into each blank, a different one for each. (You would do well
to use pencil first so that you can make changes if necessary, since all the words on
the right-hand side are to be used.) Then read the whole story sentence by sentence.
Each time the teacher will read the sentence again, and you should repeat it after
him/her. The second time try reading the whole story yourself, the teacher making
corrections when necessary.
URp--ImPqSgIMIhmWaqWImMHgpPemK~Ugo@PqEbqMrq@sgNgSb@UdIm@IgqSbWPqSgIemSaTf Kho
IfMdPeIPemIfImBemWBcqBq. MdIQcmWI@vhqWgp@vfoWUoSbImNhSnWaqSbEcEepIMqWgpKhoImShm
ShqVgI@ugqIMdqAaMdqI@ugqIMdqAaMdq KhoIm@IgqSb@OpIem^cnWhqUepINpWgp@ufp@uhMnWUo
SbEcJvfIMqWaq. PbMrq@sgNgVaoLlmIm@IgqSbWSgqKhoImBemI@ugqKhoI@ugq KhoIem^cnWhqNfImShmShq
VggWMdqIMdqINubpIMdqINubp. IcqWPqMfrqJhpIm@IgqLlmAfSbnTaqSaLlp PbMrq@sgNgNoKhQcmI@ugq
OpI@ugq. Mrq@sgNgNoOpBeqIOpBeq URp@OpNoShqIamLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIf
MgnURpWAaKho. SbAaITh PbMrq@sgNgNoKhQcmKpTf OpFpMrq@sgNgNoPemIOpOp URp@OpNoOpLlm
@eqMrq@sgNg KhoPbMrq@sgNgIfMgnJvfURpWAaIOuhKho.
NgUpLhmT`W____F`.
@Mq
204
OpJhp
LhmT`WPgm___WhqSb___.
LhmT`___ImF`Vap___.
LhmT`WPgm___KhoWhqNfImF`VapEem.
WTfW___ PemSbW___WCg.
LhmT`WMmKhoWNgWBqAaBq___Ee.
MrqUThNgWAgp___OpWTfUep.
SbPcmLqAhLhmT`WMmSfq___HpNgLlm___Og.
SbBhqAhWTf___WHpNgIcqW___.
WTf___EeSbWLlmOpTf___.
LhmT`WTfmEhSfq___MrqBq.
MrqIBqPbW___WVhpAgp.
Mrq___IBqPbWSfq___Ja.
MrqWBq___PbW___.
EeSbLhmT`WTfmEh___, WTf___OpWMmAfSbn.
LhmT`WTfmLhm___ImWhpImWh.
WTf___ImUdILaqI___ILaqI___.
WTfF`Whp___Kho___.
WTfF`Whp___Kho___Eem.
EeSbWTf___TfLlp WTfVepOp___AfSbn.
Icq___SbnLlp WMm___EeWgpSbWEcMdq___.
WMm___OpImF`Vep___.
LhmT`___Sa.
MrqVapNgAfSbn___KgpPo.
@dpU@hoLlm
@dpF`Whp
AfSbn
BeqBeq
EeIWgpOp
EeQfmMhm
F`@van
IBq
IOuio
ImF`Vap
JaAuh
JaAuap
JapSb
KbpWhp
LlmOp
MnMn
NhWhp
NhpWhp
NuoWhp
OpWgp
PqEbq
PqTfLlm
Psg........Psg
S`
Sbn
SfqEhn
SfqVep
U@va
UAhoUp
UoAc
UbUh
UeAvoUeShAh
Vep@dp
VepShq
WBq
WMm
UoFao
WgpFdpJhp@eq
After you can read the above reasonably fluently, you and your teacher should work
together to see if you can change the sentence structure a bit to make the story flow
more smoothly and be less stilted; e.g., by using pronouns or by combining several
sentences into one, etc., or even add to the story. Of course, you will still be
somewhat handicapped because of limited vocabulary. Practice reading the revision
of the story several times. If you have time, see if you can make up a short story of
your own using the vocabulary and sentence structures you have learned, and show
or tell it to the teacher, who will make any necessary corrections.
Mrq@sgNgNoImBemSbWNhAgpWaqPemOueBeqSaLlp Mrq@sgNgPemBeqURpPemBeq @Op@vmFg@PgpSbWBem PemWPq

PcnJhp@eqImBemWaqSb@ufIOgOg@UeX`. WKg--OpIOuhOuh OpIOp@Ud "WTf" PeIPem "Whq"
SbMrqIBqBqWPaqWShm. OpIOuhOuh OpIOp@Kco@fJhpIm@IgqAa@ugqSbIm@IgqI@ugqCh.
OpIOuhOuhOpIOp@Sf@eqIm@IgqSb@ufWBq PeIPemIemLnW`JhpIm@Igq PeIPemIfJhJhp
ImBem. OpFpJhOg@OpUdJfIm@IgqSbMrq@sgNgPqSgIemSaTfLlp. IcqUcPqPcnJhp@eqImBemI
205
UeNfWUeTaqSaLlp PbMrq@sgNgNoKhQcmAaThUbThIcqWNoTfOueBeqIEfo. Mrq@sgNgNoPemIOpOp URp@OpNo

ShqIamLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpWAaKho.
(1) Use of IBeq/UcI...IBeq, particles indicating prohibition.

In this lesson you are introduced to the particles IBeq and UcI...IBeq, which indicate
prohibition. The former is used in direct prohibitions, whereas the latter is used in
indirect prohibitions in which someone is asked to prohibit somebody else. As can
be seen from the examples in 16.2 (1) the particle IBeq always comes at the end of
the prohibition It is already negative; so if it is a direct prohibition, no other negative
particle is needed in the sentence. If it is an indirect prohibition, the particles UcI
come between the pronoun subject and the verb in the prohibition; e.g.,
IfLNgSbWUcISgn@vfNfLlpIBeq, "Tell your child not to play there." The indirect
prohibition is usually introduced by Sb, as above, or by the word for "in order to/so
that," which you have not yet learned.
(2) Use of IOuio, "quite a few"
The word IOuio meaning "quite a few" is usually used together with a classifier,
although occasionally in an emphatic statement the classifier may be omitted if it is
understood; e.g., QNhpHpNgLlmIOuio, "I got lots of fish!" See 16.2 (2) for other
examples.
(3) Use of IRao, "to turn around, revolve"
Although the word IRao means "to turn around" or "to revolve," it is also used for
turning only part way; e.g., IRaoSbEcEep, "turn to the left." See 16.2 (3) for further
examples. Note from the last sentence that this verb can also be used in a figurative
sense, such as one's heart or mind turning from one world view to another.
(4) Use of Jv,f "the right" and Eep, "the left"
You will probably have noted from the examples in 16.2 (4) that Jvf meaning "the
right" and Eep meaning "the left" are usually combined with IAh or IMq meaning
"one side;" e.g., WAhpSbWJvfIAh, "the right leg." As in English, if one wishes to refer
to the "right-hand side" or "the left-hand side," the word Ec, "hand" is also used; e.g.,
IRaoFdEcJfv, 'Turn to the right-hand."
(5) Use of Mq, classifier for sides of things or persons
The classifier for sides of things or persons, Mq, can often be interchanged with Ah,
which is also a classifier for sides; e.g., NgUpIBqLlpWAhpEmIMq/NgUpIBqLlpWAhpEmIAh,
"That child's leg is weak on one side." See other examples in 16.2 (5).
(6) Use of @van, "to throw, throw at; to abandon, reject; for good, away"
206
The basic meaning of @van is "to throw," but when it follows some other verb, it takes
on the meaning of "to abandon" or "to reject" and is most often expressed in English
as "for good" or "away;" e.g., VoJhp, "to depart;" VoJhp@avn, "to depart for good,
abandon." Mn@Ihm, "to stop;" Mn@Ihm@avn, "to stop doing for good." @avn, "to throw;"
@avn@avn, "to throw away." See other examples in 16.4 (1).
(7) Use of Nhp, "to seize, catch"
The word Nhp meaning "to seize" or "to catch" is usually not used alone but rather is
combined with some other verb such as Llm, Ebq, @vm. Perhaps its most common use is
to mean "to hold/grasp," but you have not yet learned the helping verb which would
be combined with Nhp to give that meaning. Be sure to get the tone of this word
correct and do not confuse it with Nh meaning "to cook." See examples in 16.4 (3).
(8) Use of F`, "to feel pain or hurt, to have a disease or be diseased," and Fgo@e, "to be
sick enough to be bedridden, to be disabled"
The word F` means "to feel pain or hurt, to have a disease or be diseased." It is
sometimes used for "to be sick" in a general way, however, if a person is sick or
injured enough to need to lie down for a period of days, the Karen uses Fgo@e. From
the examples in 16.4 (4) you can see that the word F` is combined with many other
words to produce compound expressions; e.g., ImF`, "disease;" LmF`, "earache;"
MrqF`, "patient;" URpPcp@vmMrqF`, "nurse;" ImF`Vap, "hospital." Note that the
pronunciation of Fgo@e is an exception to the rule--it is never pronounced Fho@e.

NoWA` URp@OpNoJhpEem@ho "NgKgp" Kho "PcmBm" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm
Sfp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAa
Waq. NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPem
IOp OpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa
@vmSbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@
KhoMrq@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
NgKgp --PcmBmXb, LU`@SfqFdSfp.

PcmBm--QU`@SfqKbpJaXfm.
207
NgKgp --PcmBmXb, L@SfqKbpJaNoQaqX`. Q@SfqKbpLlmLqPhp.

PcmBm--VbpWb, SfqIBeq. NhWhpLfImSbKboLlp.
NgKgp --PcmBm, LFhWgpIOuioH`.
PcmBm--Wbp, WgpNoW`H`. SfqNhpLlmWhq, NhWhpWhq, @vmNfL@NhpIOepOep.
NgKgp --Q@NhpSbWKgpLlmMrqBqIOepLlpLh.
PcmBm--@vmSbLqLlp. @vmNfWOpLUoLlp.
NgKgp --PcmBmXb, QPem@eqEhnLlmLFhSvamOepQfmOepUeX`.
PcmBm--Ue, Ue, LEhnPem@f@eqEhnIAh.
NgKgp --PcmBmXb, LFhWgpSbLEcJvfIOepLlpWAhpFÌMqHbp.
PcmBm--Wb, LNgKgp@vanOpTfKpPV`Xfm.
NgKgp --PcmBmXb, Q@@eq@KhoLh. Q@Op@eq@dpLlmEeIEfo.
PcmBm--LU`@eqKho, NgKgpXb. LPem@eqLlp @eq@ufSbEcEepIOgLlp. @ManIWgpOp.
NgKgp --PcmBmXb, Q@@eqIRao@ufSb@EbmAhJaoIOg, PcnIEfo.
PcmBm--NgKgpXb, L@eqTaq SbAaVfWgpMrq@KhoLh.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PcmBmIBqLlpU`@SfqFdSfp.
WTfOpWUoSbNgKgpIBq@PqEbqWhqX`.
PcmBmWFhWgpJfErqOepX`.
NgKgpIBqLlp ImPgpPqWUoSbPIqSfp.
PcmBm@VepW@eqEhnNfSfpIOepSfp.
WTfWfpKho@eqEhnMrfqOepSfp.
FhWgpSbPcmBmWEcJvfIOepLlpOpPIqSfp. Vf@fJhpWUoK~LlpOpPIqSfp.
NgKgpIBqLlp@Op@eqPqPIqSfp.
PcmBmVep@dpSbWTf@@eq@ufNfSfpOgSfp. OpPIqSfp.
WTfU`@@eq@ufNfSfpOgSfp. OpPIqSfp.
the teacher once. Then you take the part of the aunt while your teacher takes the part
of the niece. Practice a number of times both with the teacher and with the tape, so
that you can respond for the most part without looking at the book. Then change
parts and drill some more. Review this conversation every day for several days even

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "PcmBm" KhoURp@@f "NgKgp." @IgqSgU@goIm@IgqW`Th
IEfoK~Ugo Mrq@sgNg@If "PcmBm" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg
208
@f@eq "NgKgp" Kho URp@@f@eq "PcmBm" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp

@IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@
IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFd
HÈrqUhWIhmMdq.

ImBemW@Scn@Scn.
QSaqOpJhpImF`VapIOuioUhH`.
M@@dpU@goNoU@goIm Pem@ufWBq@WgpIOgOgX`.
SfqIRaoSbEcJvfIMq.
Mq. SfqSbEcEepIBeq.
209
(1) In lessons 12-14 you discovered 4 new descriptive verbs referring to various basic
colors. In this lesson plan how to discover and use 2 other descriptive verbs,
choosing verbs that are opposites; e.g., "thick-thin," "fat-thin," "tall-short," "deepshallow," fast-slow," "heavy-light;" etc. Choose words that you will be able to use
together with the vocabulary that you already know, and that you will probably have
occasion to use fairly often. Plan ahead of time how you will go about discovering
the new words--Will you use gestures? Will you first give an example using words
you do know, such as "big-little," "wide-narrow," "many-few" and then point to
something with the characteristic you are interested in learning to describe? Will you
learn the one new word first and then after using it a few times, go on to learn the
second one? Will you need to take some items with you in order to make plain what
you want to know? (e.g., photos, magazine or catalog pictures, a thick and a thin
book, etc.) After you have obtained the new word(s) and learned how to say and
write them, how can you use these words with the vocabulary you already know?
(Note: If you decide to learn the words for "tall" and "short," learn them in
connection with inanimate things such as tables first, and after using the word
several times, then apply them to persons, because usually a second word is added to
the descriptive verb when speaking about a person's stature.) Plan your strategy as
carefully as you can ahead of time. Then during the next 24 hours learn the 2 new
words by talking in Karen with someone other than your teacher.
The next day tell your teacher the new words you learned so that you and your
teacher can practice using them. Also, seek for opportunities to use the new
vocabulary in other situations.
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqWUhAaNubpK~Im@vfoNu`JhpSbW

@ugnKpTfSbWNhAgpWaqWUgoLlp SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhAaNubpWaq K~Ugo
KgoURpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJh
Og K~UgoWUcIUoMeqLhpTfIBeq.
learning.

16.10 Cultural Assignment for Lessons 16-20--Pets and Domestic Animals
What animals are kept for pets? Would every family have at least one dog? Are
wild animals or birds tamed for pets? Why are animals kept as pets? How are they
cared for? Are they shown warmth or affection? Are they given names? What
domestic animals are raised? What are they used for? How much are they used?
Are certain animals or fowl status symbols? How much do people buy them for?
sell them for? What are they fed? Do some need to scavenge? What shelters are
provided for them? Are any animals put out for hire? At what price? Whose job is it
210
to care for the domestic animals? At what time of day? Are any of the animals
involved in ceremonies?
211
LESSON 17
ImPqSg 17
Qhm
Iam
To tread, trample upon
QhmIam
KhOdoKhIam
Ja@ug
Ja@ugq
w@bo
Lhm
LhmAg
LhmUo
LhmKgp
Frb
Frb^cn
VoBhq
PqVoBhq
Pfn
PfnH`
ShmAa
Sgq
To press down with the foot
To be compact, close together
To be closely related
River, stream
Canal, ditch for water to pass through
To be suitable, fit, appropriate; should, ought
Self
Body, the outer man
Spirit, the inner man
To be large in stature/ grown up
To lead, guide, direct, take someone somewhere; to send something somewhere
To make a motion (in a business meeting)
To be destroyed, ruined, unusable
To destroy
Eye, face (in general)
Before, in front of; the front part of something
Behind, in back of; the back part of some-thing
To be straight, direct; the surface of something
17.2 Im@IgqWKg
(1) Use of Qhm, "to tread, trample," and Iam, "to be compact, close together"
(1) ImUdIm@Igq "Qhm" Kho "Iam"

(a)
QhmOpWbImNfLlpIBeq.
QhmVoBhqImNfLlpIBeq.
Don't tread and dirty things there.

Don't tread and destroy things there.
(b)
NgUpQhmIamLMcmWFe@qSa.
IgmIamPdoUpKhoHpNg.
MrqUThNgPemQOdoQIamAfSbn.
WTfKhoQqMKhOdoKhIamShnMUo.
The child has trampled down your younger

sibling's dress.
Pound and make compact the chillies and fish.
All of the villagers are my relatives.
She and I are close relatives.
(2) Use of ShmAa, "behind, in back of; the back part of something"
(2) ImUdIm@Igq "ShmAa"
FbJbpSbLMcmWShmAa.
SfqEdo@vanImSbKboWShmAa.
SanUoTapWgpSbLShmAaIOep.
SfqVaoLlmW`JhpShmFepLhqSbKboW
ShmAa.
LfLVfIcqSbQShmAa.
Stand behind your younger sibling.

Go and throw the things away behind the
house.
There is a hymnal behind you.
Go and get more chairs from the back of the
house.
You arrived after me (lit., behind me).
(3) Use of Pfn, "eye, face," PfnH`, "before, in front of, the front"
(3) ImUdIm@Igq "Pfn" Kho "PfnH`"


(a)
(b)
WPfnIJapImOp.
LPfnJhpBhqIMq. Lw@boSfqSbIm
F`Vap.
MIfU@hoImPfnU@hoPfn@BeqKgp.
MrqIfImKhoMrqWA`Llp Mw@bo@vm
WPfn.
VfWgpSbQPfnH`.
@ufSbLPfnHÌOgLlp OpJhp
@EbmW`Po.
MrqFemLhqSbLPfnHÌBqLlpPemQN`
IamK`.
KboWgpSbLKboPfnHÌNubpLlp
PemPIqWKboSfp.
His eyes don't see (a polite way of saying he

is blind).
One of your eyes is red. You should go to the
hospital.
It will be better to talk face to face.
When people talk with us, we should look at
their face.
Come in front of me.
The road in front of you, one has to climb
mountains a great deal.
The person sitting in front of you is my youngest uncle.
The house in front of your house, whose is it?
(4) Use of Sgq, "to be straight, direct; the surface of something"

212
(4) ImUdIm@Igq "Sgq


(a)
(b)
QNg@vfoSanISgqKaoOp.
WTfIfImISg
ImISgqOp.
IfImSgqSgq.
SfqSgqSgqSbLPfnH`.
QIVf@eqSgqSgqOp. Q@Sfq
IRaoFgSbQNgPcpWKbo.
P^cqWgpSbLEcWSgqSfp.
NgUpJhpFepLhqSbWPgmWSgq.
ImWhpShqIfnOpSbLNgWFe
WSgq.
MrqFÌBqWa
FÌBqWaqWSgqAcpShq@eqSa.
'
My child doesn't write straight yet.

He doesn't speak directly (in a straightforward
manner).
Tell it directly (in a straightforward manner).
Go straight before you
I won't come directly back. I'll go around to my
daughter's house first.
What is on your arm?
The child climbed up and sat down on her
mother.
Food has fallen onto your child's dress.
This patient's body has cooled back down (i.e.,

the fever has dropped).
17.3 Command and Response Drill
17.3 ImPbKhoImPqJvf
The teacher should give you various commands to give you practice in recognizing
and responding to the expressions for "in front of," "in back of," "near," "under,"
"over," "above," "in," "to the right of," "to the left of," etc., and you should respond
accordingly. Sometimes for variation the teacher may ask you where something is,
and you should answer according to the true situation.
URp--ImPqSgIMIhmWaqWImMHgpPemK~UgoMrq@sgNg@UeLmMbmKhoUdIm@IgqSb "WPfnH`," "WShm

Aa," "Odo," "WNhSn," "WNhAgp," "WMdq," "WEcJvf," "WEcEep," Kho "W@Mq" BeqJhpLlp. URp@PbMrq@sgNg
SfqFbJbp, FepLhq, PeIPemWgpNfImShmIMdqTaqIMdq PeIPemPbWMnWEcPeIPemImNgImSaqIPaqPaq
NfImShmIMdqTaqIMdq, KhoMrq@sgNg@OpPqJvfTf. KhoIOuhOuhURpIPbMrq@sgNgPqImOp. PePemIAh@
Ua@vmWhqSb ImIPaqPaqWgpNfSfpWBemTaqKhoMrq@sgNg@OpEaoFbK~WWgpTfWUgoLlp. URpPemUco@ufqIm
K~UgoImW`Paq SbMrq@sgNgUepH`WPaqLlp@WgpMnEbqK~Ugo@UdWhqSbImPqSgWaqWMdqLlp@Beq. WKg-FhKap, U@va, Ja Avo, ShAh, Fe@q, LpRap, ImBhq, KhoImWBcqBq. TaqKho OpIOpURp@Uco
@ufqImBhqILhqSbWMn Nu`JhpMrqWgpSbMrqWKboPeIPem@sgO`QvqWPfnH`, WShmAa, PeIPemW@MqKho
Ua@vmMrq@sgNgSbMrqWgpNf SfpWBemLlp.
17.4 Im@IgqWKg
(1) Use of w@bo, "to be suitable, fit, appropriate; should, ought"
(1) ImUdIm@Igq "w@bo"
213
LapI@dnLlp Q@vmw@boKhoLqBeqPo.
LfLUoEm. w@boLVfWgpQq.
LfIBqWaqw@boSbLNhWhpIm.
IcqAvaLpRaSa. Mw@boWhpPeqShq.
Mw@boSfqIw@boSfqLlp Lw@boUepH`.
ImOraoLUoNoKgpH`. Lw@bo@eqPaFgFg.
I think that sarong suits you very well. (I look

at it, it is suitable for you very much.)
You are young. You ought to come and see
me.
As for you, you should do the cooking.
It is already 9 o'clock. We should eat.
You should know whether we should go or
not.
You are very tired. You ought to go home and
go to bed early.
(2) Use of LhmAg, "body, the outer man," LhmUo, "the spirit, the inner man," LhmKgp, "to be
large in stature"
(2) ImUdIm@Igq "LhmKgp," "LhmAg," "LhmUo"

AfWaqQNgWLhmKgpAfSbnSa.
PbMrqLhmKgpAaBqUbBqVfEhnEbqIm.
M@OpKgpJhpSbLhmAgKhoLhmUoAaPaqSbn.
QvqWIm@IgqSbSanEhFraWMdqLlp Pem
MLhmUoWImWhpShq.
ImWhpImWhSbWBeqLlp KcoWgpFdpWgp
AueMLhmAgShq.
My children are all big now.

Ask 2 or 3 big persons come and help carry
things.
We must grow both physically and spiritually.
God's words in the Bible are food for our
spirits.
Good food makes our bodies healthy.
(3) Use of Frb, "to lead, guide, direct; to take someone somewhere; to send something
somewhere"
(3) ImUdIm@Igq "Frb"
QNgFrbLlmQFe@qWOepIFa.
Q@FrbLlmLqAf@hn.
AfPcmFepL@OpSfqFrbLlmLMmWImWhp
.
QIUepH`@ufOp. LSfqFrbQqAuioX`.
PcmV`SaWCg SfqFrb@eqQqIEgm.
QPemSfqFrbLq L@VepQqFaoW`Sfp.
AfWaqMrq@Frb^cnShqImBemWgpIBqBqKao
X`.
My child sent me 10 blouses.

I'll send it to you later.
Tomorrow you must send food to your father.
I don't know the way. Can you lead me?

It is evening, so take a moment and take me
back home.
If I guide you, how much will you give me?
Now, is there anybody else who wishes to
make a motion about anything?
214
(4) Use of VoBhq, "to be destroyed, ruined, unusable" and PqVoBhq, "to destroy"
(4) ImUdIm@Igq "VoBhq" Kho "PqVoBhq"

ILapWaqJaKgpPoWCg
QEanVoBhqIOuio H`.
QOpPq@eqQJa@ugqVoBhqWCg
QSfq IAuioOp.
QSfqFrbQPcmBmSbImF`Vap PemSb
WAhpVoBhqIAhWCg.
QNgLhmFaoUbBqLlpPqVoBhqImAfWaqAf
Waq.
PqVoBhq@vanKboNgINubpLlp. M@PqJhp
@eqWUh.
This year there was much flooding, so my

paddy fields were ruined quite a bit.
I must repair my ruined irrigation canal, so I
don't have time to go.
I took my aunt to the hospital because her leg
got damaged.
My three little children destroy things again
and again (often).
Destroy the small building. We'll put up
(make) a new one.
(5) Use of Ja@u,g "river, stream," and Ja@ugq, "canal"
(5) ImUdIm@Igq "Ja@ug" Kho "Ja@ugq"

@ufSbEcEepIOgLlpSfqImSbJa@ug
@Mq.
QJa@ugqIOgLlpWapIEfo.
PqLlmJa@ugqSbJa@ug@Mq.
QNÌamWJa@ugqAhpJaoWgpNoQaqH`.
Ja@ugIOgLlp, MPqLlmJa@ugq@hPoShq.
The road on the left goes alongside the river.
My irrigation canal is a bit narrow.

Make an irrigation canal alongside the river.
The beginning of my father's irrigation canal is
quite far away.
That river--it is very difficult to make an irrigation canal (leading) from it.
Choose an appropriate expression from the list on the right-hand side and insert it in
the blank at the end of the first sentence on the left-hand side, then read the whole
sentence. Do the same with each of the other sentences as well.
URp--Im@IgqSbWWgpSbEcJvfIMqSbWNhSnWaqWgp@ufp@uhSgnMnEbqWUoSa. PbMrq@sgNgCcJb
JhpIm@IgqSbW@u`SbWSgqKhoIm@IgqSbEcEepIMqWAhpJaoI@ugq TaqKhoIem^cnWhqNfImShmShq
215
VgWMdqKhoNoKh@ugq. Mrq@sgNgNoOpPemBeqIOpPemBeq URp@OpNoShqIamLlm@eqMrq@sgNg@KhoIOuhKhoPbMrq

@sgNgIfMgnURpWAaKho. IfSgIm@IgqFdHÌ@ugqOpI@ugqK~WAhpJaoI@ugqWUgoWaq.
NgUpVoSbMrqLhmKgpWPfnH`_____.
QhmOpUAhoNgSbLPfnH`_____.
QMmPq@eqWJa@ugqVoBhq_____.
MWfpMNgIBqKgpLlmMNgWBqLlp_____.
@ufIOgLlpSfqFdJa@u_g ____.
ImBhqWgpSbEOfrWNhAgpIOepLlp_____.
IIcqOp
ISgqOp
IBeq
IBeqOp
Iw@boOp
IAuioOp
(1) Use of Frb, "to lead, guide, take someone somewhere; to send something
somewhere"
The verb Frb used with a person as the object has the meaning of "to lead, guide, take
someone somewhere;" in other words the subject accompanies the person to a place
where he/she could not go alone. If the subject accompanies someone to a place
he/she is able to go to alone, the Karen either speaks of "going with" or "following
after" him/her or uses @ho, "to call for" someone. On the other hand, if someone is
"sent," the word used is Pb, "to send someone to do something." The verb Frb used
with a thing as the object, however, has the opposite meaning of the same verb used
with a person as the object; i.e., when used with things, the subject does not
accompany it, rather the meaning is "to send." If a person accompanies things being
taken somewhere, the verb used is Ehn, "to carry, take, bring." See examples in 17.4
(3).
(2) Use of VoBhq, "to be destroyed, ruined, unusable"
The word VoBhq is a descriptive verb and does not take an object. To express the
meaning of "to destroy something" it must be preceded by an action verb such as Pq,
"to do, make," Qhm, "to trample," etc., which shows the method of becoming
destroyed or unusable. See examples in 17.4 (4).
(3) Use of Pfn, "eye, face," PfnH`, "before, in front of, the front part of something," and
ShmAa, "behind, in back of, the back part of something"
You should have no trouble remembering the meaning of the word ShmAa since you
already know the meaning of Shm, "place," and Aa, "the rear end." The word for
"before, in front of, the front part of something" is a combination of the word for Pfn,
"eye, face" in general, and H`, which is not easily translated in this context. When
referring to the eye or the face in a way in which it would be easily understood which
is being referred to, the word Pfn can be used alone; but if one wishes to be more
specific, a compound word must be used. (In the examples given in 17.2 (3-a) it is
216
obvious from the context that in the first sentence the eye is referred to. In the
second sentence it would be understood whether the face or the eye were referred to
by virtue of the situation--both the speaker and the one spoken to would know which
it was that had become reddened.) The more specific words for eye and face will not
be taught at this time.
(4) Use of Sgq, "to be straight, direct; the surface of something"
In this lesson you have learned 2 unrelated uses of the word Sgq, as below:
(a) As a descriptive verb meaning "to be straight, direct," Used in this way it is used
like other descriptive verbs. One of its most common uses is in the reduplicated
form, SgqSgq, "directly, in a straightforward manner."
(b) As a noun meaning "the surface of something." The surface may be the surface
of the body or part of the body, like an arm, leg, or face, or it may be the surface of a
thing, like a house, wall, picture, etc., However, the top surface of something is
usually referred to as Agp. See examples in 17.2 (4).


NoWA` URp@OpNoJhpEem@ho "NgKgp" Kho "PcmBm" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm
Sfp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAa
Waq. NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemI
OpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vm
SbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
NgKgp --Pc
--PcmBmXb, IfEbqQqSbLNgAvÙcISfqQhmIamJa@ugqAhpJaoIBeqPhp.
PcmBm-Bm--W`,
--W`, QIfOpWhqIOuioOuhSa. WTfSfqQhmIamJa@ugqKaoX`.
NgKgp --Pe
--Pem. QJapWAhpShmSfqQhmIamTfP@hn@KhoSa.
PcmBm-Bm--W`,
--W`, MrqIBqLlpIw@boPqImK~LlpOp. WLhmKgpSa.
NgKgp --Pc
--PcmBmXb, SfqFrbWhqSb@sgLlp. WTfWgpSbVapVoPqVoBhqJfImShq.
PcmBm-Bm--Pe
--PemUbp. MrqSbWPfnH`SfqSb@sgSa. MrqSbWShmAaSfqSb@sgSa.
Q@PbLNÌamSfqFrbWhqSb@sgIAhShq.
217
NgKgp --PV`QLmVd
--PV`QLmVdWSfqSb@sgIOuhSa, OpFpSfqTfIIcqSb@sgOp.
MrqSfq@ufSbEcEepIOg, WTfSfq@ufSbEcJvfIOg
PcmBm-Bm--Ng
--NgKgpXb, QNgIBqLlp QPqIUeIOpSbqEemOp. PemOpPq@eqK~Sfp.
NgKgp --Pc
--PcmBmXb, @dpIRaoSbURpIMqLlp. Pb@sgURpPqEbq@eqLq.
PcmBm-Bm--Wbp,
--Wbp, M@Op@dpIRaoSb@ufIOgOgShq.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
PcmBmWNgAv`SfqPqP^cqSfp.
WPgmIIfOpWhqSbWUcIPqIBeqLlpOpX`.
NgKgpIBqWaqUepH`SbPcmBmWNgAv`SfqPqK~LlpK~Sfp.
NgKgpVep@dpWPcmBmSbWw@boPqK~Sfp.
NgAvÌBqLlpWgpSbVapLlpWPqImK~Sfp.
NgUpWBqSbVapMdqLlpJhp@sgSaX`.
NgAvÌBqLlpSfqSb@sgIOuh PemWSfqIcqEemX`. OpPIqShp.
SbAa NgKgpVep@dpOpPcmBmSbW@PqK~Shp.
the teacher once. Then you take the part of the nephew while your teacher takes the
part of the aunt. Practice a number of times both with the teacher and with the tape,
so that you can respond for the most part without looking at the book. Then change
parts and drill some more. Review this conversation every day for several days even

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "NgKgp" KhoURp@@f "PcmBm." @IgqSgU@goIm@IgqW`Th
IEfoK~Ugo Mrq@sgNg@If "NgKgp" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq
@sgNg@f@eq "PcmBm" Kho URp@@f@eq "NgKgp" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp
@IgqSgU@hoIm@Kho IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@Igq
MdbNubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdH`
ErqUhWIhmMdq.
(2) Pretend that you have come to a village to visit a person old enough to be your uncle
(the teacher). Introduce yourself as a friend of his/her nephew's (whose name you
mention) and tell him/her that you will be a new teacher at the village school next
month. You and the uncle can make some small talk first to find about each other's
family and then you can ask something about the village and the school. Then
explain that you would also like to buy a few paddy plots. You don't want to have to
buy rice. You also think that if you work in the paddy fields some, your health will
be better. Say that the nephew thought that the "uncle" could help you find some
land with good soil. The "uncle" should suggest someone's land which he thinks the
person may be willing to sell because he isn't physically well enough to do the work
218
anymore. Perhaps the conversation can end with the "uncle's" suggesting that he will
take you to that person and you can talk about it with him.
(2) URp--URpKhoMrq@sgNg@Op@IgqU@goImK~WNhSnWaqWUgoLlp. URp@@fMrqUThNgIBq KhoMrq@sgNg

@@fMrqUoEmSbFdHÌS`Llp@Vf@fJhp@sgURpWUhIBqSbUThWTfLlpWMdq. MrqUoEmIBqWaq
UepH`SgnWUoKhoMrqUThNgIBqWaqWNgKgpAv` KhoWNgKgpAv`Vep@dpSbW@VfWgpU@goWPcmBmNÌam
Waq. UcTfAaBqWaq@IggqU@goImWA`Llp Uc@CcUepH`SgnUcUoIBqKhoIBqWMrqVapNgChNgWBem,
UThI NubpWaqWBem, Kho@sgWBemIEfo TaqKhoMrq@sgNg@IfSbU`WfpKgoMrkqEanErqShm PemSbUÌWfpKhoOp
MrkeqWhpPeqOp. KhoU`Fg@PgpSbU`PemPqWhpEanIEfoLlp UÌmWgpFdpWgpAue@BeqKgpIEfoLlp. MrqUTh
NgWNgKgpAvÌfU`SbMrqUThNgIBqWaq@UepH`SbVhpAgpSbMrq@F`WhqLlp@WgpIWgpOpWBemLlp.
MEaoKpASgn MrqUThNg@UepH`SbMrqWgpTfIBqSbWPqWhpEanI@fSbqOpWCg OpIOp@Wfp
KhoF`@vanWEanWShmINpLlp. MrqUThNg@Vep@dpMrqUoEmIBqSb@Sfq@goWhqFdMrqIBqLlpWWgp
PeIPem@Ua@vmEan@EmTaqKhoKcoUepH`MrqUoEmIBqSbAaIOuh.

ImBemW@Scn@Scn.
LLhmKgpSa LIw@boQhmVoBhqImOp.
Ja@ugqSbMKboShmAaWaq MPqLl
MPqLlmSbJa@ugSbWQaqI@ugLlp.
SfqFrbQNgKgpAaBqWaqSgqSgqFd@sgLlp.
219
learning.
URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo
220
LESSON 18
ImPqSg 18
Nrgp
To collect together
MnNrgp
WgpNrgp
ImWgpNrgp
ImWgpNrgpNg
ImWgpNrgpURp
@Ibm
WBeq@Ibm
@Ifn@Ihq
@Rb
Cc
Jb
CcJb
Sf
SfShn/SfSgn
Sf@eq
AhSf
IdmShn/IdmSgn
LmVd
@hoBqKfo/@goBqKfo
@hoPaqKfo/@goPaqKfo
@hoOuhKfo/@goOuhKfo
Cn
VaoCn
NhpCn
Mrfq
PqMrfq
MrfqUho/MfrqUgo
To put or place together

To meet together, be gathered together
Meeting, the church (referring to the
people, not the building)
Church members
Pastor
To end, terminate; superlative degree in
comparison
The best (i.e., the end of goodness)
To compose, arrange, prepare
Assemblage, organization, party, society
To seek or search for something
To pick up or pick out one thing after another
To choose
To exchange, as one thing for another
To change back, change again
To exchange one thing for another
To receive or accept what comes; to enter-tain
guests or strangers
To hear
Everyone/everybody
Everything
Every time
To be fixed, made fast
To hold fast, grasp
To catch and hold fast, grasp
To be full, complete
To fill
As much as
MrfrqUhoUho/MfrqUgoUgo
Equal in quantity
18.2 Im@IgqWKg
(1) Use of Nrgp, "to collect together"
(1) ImUdIm@Igq "Nrgp"
MnNrgpIm@dIm@qOpWbNfWaq.
MPemMnNrgpMIgmBqEfoBqEfoLlp MMrkq@Llm.
QJaapEgMrqWgpNrgpNfLlpIOuioBq,
PemWPq P^cqSfp.
ImWgpNrgp@OpAfShp.
LUThLlp@fJhpImWgpNrgpSaX`.
MrqImWgpNrgpNgWgpMfrqBqShp.
IpWgpNrgpWAgpWLmINpWgpNrgpAfWaq
AfWaq.
ImWgpNrgpIOuhWaq MrqVfWgpNrgpErq,
MrqVfVoSgn@vfRo.
IBhqWaqImWgpNrgpURpFrbImO`.
Put the dirty clothes together here.

If we each put in a bit of money, we'll be able
to buy it. (i.e., put together)
I can see quite a few people gathered together
there. What are they doing?
When will the meeting be held?
Has your village become a church yet?
How many church members are there?
The church officers meet together often.
The meeting this time, few attended the

sessions, many went sightseeing (strolling
around).
This morning the pastor led the worship
service.
(2) Use of @Ibm, "to end, terminate;" superlative degree of comparison
(2) ImUdIm@Igq "@Ibm"

(a)
(b)
ImO`@IbmLlp SfqWhpPeqKhoQq.
M@OpPq@eqK~Sfp. AfWaqM@uf@
IbmSbnSa.
Pq@Ibm@vanLIm@vfoKhoVfMhnQAa.
ImWgpNrgpIOuhWaqPcn@Ibm.
@sgO`QvqINubpWaqBeq@Ibm.
NÌamIBqLlpIfImUe@Ibm.
At the end of the worship, go and eat with me.

What must we do? Now all of our ways
(plans) have come to an end? (i.e., no
solutions have been found)
Bring your writing to an end and come with
me.
This meeting was the most enjoyable.
This church building is the best.
That uncle is the most skilled at speaking.
(3) Use of Cc, "to seek, search for," and Jb, "to pick up or pick out one thing after
another"
(3) ImUdIm@Igq "Cc" Kho "Jb"
222

(a)
(b)
(c)
LCcLU@hoLlmSaX`.
QNÌamCc@eqWJhoLlmSa.
QCcQSanUoTap OpFpIJap
@eqWhqOp.
QMnQIgmIMhmNfSfLlpQIUep
H`SbqOp. QCc@eqIJapKao
Op.
Jb@eqSanWgpSbU@vaWAhpJao.
JbJhpUAhoUpSbWShqIfnINp
Llp
Af@bnI^vaM@JbNrgpImAaOuh.
MrqJbNrgpImWA` Mrq@sgNg@UoTap
Im.
CcJbJhp@eqLMrqPqImNgSbWUh.
CcJb@eqImKhoSbWBeqWBeq, M@Nh
WhpAfWaq.
ImWgpNrgpAgpLmLlp LWfpKhoCcJbMrq
K~Sfp.
KboWgpIOuioNubp, L@CcJbWgpNf
SfpINubpSf
bpSfp, @vmSbLq.
CcJbLlmFe@qSbWOpLUoI
Oep. Q@VepLqWMrkq.
Have you looked for and found a companion

yet?
My uncle searched for and found his pig
already.
I searched for my hymnbook but didn't find it.
I don't know where I put my hundred baht. I

have looked for it and not yet seen it.
Pick up the books at the foot of the banana

plant.
Pick up the mangoes which have fallen down.
Next week we will take up two offerings.

During the time of taking up (the offering), the
school children will sing.
Choose some new workers.
Select some good vegetables. We'll cook
them up now.
The church officers, how do you want to
choose them?
There are quite a few houses. It's up to you
which one you will choose.
Select a blouse that pleases you. I"ll give you
the price. (i.e., the money to pay for it).
(5) Use of Ihq/@Ifn@Ihq, "to compose, arrange, prepare"
(5) ImUdIm@Igq "@Ihq/@Ifn@Ihq"

@Ifn@Ihq@eqImWhpWgpOufp.
L@Ifn@IhqMnImUoTapSaX`.
L@Ifn@IhqJhpLUoLlp LU`@Sfq
FdSfp.
@Ifn@IhqMnLShm. AfPcmFepM@
OpSfqImBhq.
Prepare again the left-over food.

Have you already prepared the song?
You're getting yourself ready. Where do you
intend to go?
Get your place in order. Tomorrow we'll have
to leave early in the morning.
223
AfPcmFepL@OpFrbImO`. L@Ifn
@IhqMnLUoSaX`.
Tomorrow you have to lead the service. Have

you already prepared yourself?
(6) Use of Cn, "to be fixed, made fast to"
(6) ImUdIm@Igq "Cn"
NhpCnImBeqBeq.
VaoCnShnMEc.
QhmIamCnWhq.
PqCnImWaqNfLlp.
QNgAv`NhpCnFhIOep.
MnCnU@vaSbIm@MqLlp.
Grasp it good and firmly.

Grasp (hold fast) each other's hands.
Hold it fast by treading on it.
Fasten this there.
My son caught and held fast a chicken.
Put the bananas securely on that side (wall).
18.3 ImFhISfIm@Igq
(1) The teacher will read the questions below while you follow in your book and then
give the correct answers.
(1) URp--URp@OpUa@vmMrq@sgNgK~SbWNhSnWaqWUgoI@ugqOpI@ugq KhoPbMrq@sgNgEaoFb. NfURpUa

@vmImWA`Llp Mrq@sgNg@vmWSanUe.
1. ImBhqSbWWgpSbWNhSnWaqWKgp@IbmNfSfpINubpSfp.
WFao@IbmNfSfpINubp Sfp.
2. MrqJhpImWgpNrgpWAhpJaoIUhLlp 183 Bq, AaUhIUhLlp 159 Bq,

UbUhIUhLlpWBq 170, KhoSvamUhIUhLlp 188 Bq.
MrqJhpImWgpNrgpWRo@IbmNfSfpIUhSfp. Mrq Jhp WErq@IbmNfSfpIUhSfp.
3. Tem@amPfIcqSbTem@skpVfLlpQaq 109 @aSgq, IcqSbTemPcmQdpLlp 193 @aSgq, KhoIcq
Sb PfmFhoLlp 429 @aSgq. TemWOdo@IbmKhoTem@amPfPemTepNfSfpINubmSfp. WQaq
@IbmPemNfSfpINubpSfp.
4. LhmT`@eqPaPaNfPcmLqAh 8 LpRap, EhqS`@eqPaNf 9 LpRap, KhoEhqUoBeq@eqPaNf 10 LpRapIAh.
Mrq@eqPaWFg@IbmNfSfpIBqSfp.
224
(2) The teacher should ask question about things in the house or room where you are so
that you can practice some more expressing the superlative degree using @Ibm.
(2) URp--K~UgoMrq@sgNg@OpUdCcnIm@Igq "@Ibm" NfWEaoFbImWA`Llp URp@Op@vmFg@PgpIm

SbURpKhoMrq@sgNgJapWhqUeNfUcFepLhqPqSgImWA`LlpTaq URp@OpUa@vmImSbWBemK~WKgWgpMn
Sb (1) SbWNhAgpWaqWUgo. WKg--"EOrfSbWSfm@IbmSbKboWaqWMdqPemNfSfpINubmSfp." URp@
Op@ufoEboUdJfIm@IgqSbMrq@sgNgPqSgIemSaTfLlp.
18.4 Im@IgqWKg
(1) Use of @Rb, "assemblage, organization, party, society"
(1) ImUdIm@Igq "@R,"
ImWgmNrgpWgpKhoW@RbINp.
MhnPcp@RbWgpKhoW@RbAgpKpTf.
MhnAv`@RbWgpKhoW@RbAgpKpTf.
UoEm@RbWgpKhoW@RbAgpKpTf.
@RbAfSbnWaqPemARanNgW@Rb.
The church has its societies.

The Women's Society has its own head.
The Men's Society has its own head.
The Youth Society has its own head.
All of these societies are Christian societies.
(2) Use of IdmShn/IdmSgn, "to receive or accept what comes, to entertain guests or strangers"
(2) ImUdIm@Igq "IdmShn/IdmSgn"

MrqPemVepLImLlp IdmShnWhq.
Mrq@IdmShnQImVep@dpX`LlpQIf
IOpOp.
QMmIdmShnMrqIPraqSbWKboW`Po.
ILapWaqM@OpIdmShnImWgpNrgp.
MrqPemIIdmShnLqLlp Q@IdmShnLq.
ILaqH`WaqMIdmShn@eqImWgpNrgpNg
IOuioBq.
If people give you things, receive them.

I don't know whether people will accept my
advice (or not).
My father receives many guests in his house
This year we must host the (annual) meeting.
If people don't receive you, I will.
Today we received back quite a few church
members.
Repeat the above using IdmSgn instead of IdmShn.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "IdmShn" WShmLlp IfSb "IdmSgn."

(3) Use of Sf, "to change, exchange one thing for another"
(3) ImUdIm@Igq "Sf"

225
URp--PbMrq@sNg gIfMgnURpWAa 2-3 Th.
SfShn@eqLShmFepLhqSbWWaqINubp.
SfShn@eqLFe@qSbWUhIOep, M@
SfqO`Qvq.
LFeWaqFao@fpFho, Sf@eqKhoLMcmWFe
Llp.
LSfShnLIm@IgqAfWaqAfWaqOpP^cq
Sfp.
Sf@eqLFe@qSbWUhIOepTaq AhSfKho
QFeIOepWaq.
Change your seat to this one.

Change your clothes. We're going to church.
This shirt of yours is too small. Exchange it

with your younger brother's.
Why do you keep changing your words?
Change your shirt to a new one, then exchange it with this one of mine.
(4) Use of LmVd, "to hear"
(4) ImUdIm@Igq "LmVd"
MLmVdSbImWgpNrgpURp@Vf.
MLmVdSb@ufSfqFdEcEepIOgLlp VoBhq
Sa.
MLmVdSbLMmF`@vanWEanIOuioShm
Llp PemX`.
MLmVdSbL@fJhp@eq@RbAgpLlpPemX`.
NÌamIBqLlpILmVdImLhIPaqSbq
Op.
We've heard that the pastor is coming.

We've heard that the road on the left-hand
side is already not usable.
We hear that your father has sold many of his
paddy plots. Is that so?
We hear that you have become the society
president. Is that right?
That uncle doesn't hear anything anymore.
(5) Use of @ho...Kfo/@go...Kfo, "every"
(5) ImUdIm@Igq "@ho...Kfo/@go...Kfo"

Mrq@hoBqKfo@OpFbJbp.
ImWhpWaqTap@hoPaqKfo.
VfEhnLlmQqFhKap@hoNubpKfo.
MOpNoSanEhFra@hoLaqKfo.
ImPgp@vmQUoLImBhq@hoOepKfo.
Everybody must stand up.

Everyone of these foods is delicious.
Bring me every egg.
We must read the Bible every day.
I want to see every picture of yours.
(6) Use of Mrfq, "to be full, complete"

226
(6) ImUdIm@Igq "Mrfq"

ILaqWaqS`Mrfq.
MrqSgn@vfIMrfqOp.
ImF`VapWShmPaMrfqSa.
MU@hoPemMrfqJhpWBqIFa@Beq.
QUoMrfqKhoImUoAc.
Q@PqMrfqWaq.
Today it is full moon.

The players are not complete yet.
All the hospital beds are full.
If we and our companions total 10 in number
that would be good.
My heart is full of joy.
I'll do this much.
(7) Use of MrfrqUho/MfrqUgo, "as much as, equal in amount"
(7) ImUdIm@Igq "MfrqUho/MfrqUgo"

(a)
(b)
LapI@dnWaqWMrkqMrfqUhoKhoWTfI
@dnLlp.
IOuhWaqQWhpPeqMfrqUhoKhoPVÌ
Ouh.
NfImWgpNrgpWA`Llp Q@IdmShn
MrqIPraqMrfqUhoKhoLIdmShn.
WTfSfqEhnSanMfrqUhoKhoQq.
LqKhoQqMLapWgpMfrqUhoUh
Uho.
NÌamKhoQMmWEanWShmWgpMfrqUho
Uho.
WTfVepShqMrqSbIgmMfrqUhoUho.
QPgmKhoQqMMrkqJhoHpMfrqUhoUho.
This sarong is the same price as that one.
I'll eat the same amount of rice this time as the

time yesterday.
At the time of the meetings I"ll host as many
guests as you do.
He took as many books as I.
You and I are the same age.
Uncle and my father have the same amount of
paddy fields.
She gave us equal amounts of money.
My mother and I bought the same amount of
pork.
Repeat (a) and (b) above using MrfqUgo and MrfqUgoUgo in place of MrfqUho and MrfqUhoUho.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "MfrqUho" Kho "MfrqUhoUho" WShmLlp IfSb "MfrqUgo" Kho

"MrfqUgoUgo."
Select an appropriate classifier from the list on the right and write it down in the
blank space in the first sentence on the left. Then do the same for each of the other
sentences. However, if more than one classifier could be used in a given sentence,
pass that sentence by for the time being and go on to the next one, so that you end up
227
with a different classifier in each sentence. Then read the sentences aloud one after
the other, the teacher making corrections where necessary.
URp--PbMrq@sgNgCcJbJhpIm@IgqSbEcJvfIMqSbWNhSnWaqSbWSgqKhoIm@IgqSbWEcEepIMq
WaqTaq @vfoShqWhqNfImShmShqVgWMdqLlp. TaqKhoPbMrq@sgNgCcJbJhpIm@IgqWUhIJapKho@vfoShqWhq
SbAa@ugqI@ugqWMdq. PemSbMrq@sgNg@OpUdIm@Igq@hoJapKfoSbWWgpSbWEcJvfIMqWCg MrqUd
Im@IgqW`LlmIJapSbI@ugqChWMdqPemUeLlp PbMrq@sgNgSfq@MnMnEbqWTfLlpI@ugqKho@vfoFgIm@
IgqSbMUdWhqUeJfSbI@ugqWMdqLlp TaqPo@eq@K`@eqFdW@ugqSbMrq@sgNgSfq@MnTfWAhpJaoIOuh
KhoUdIm@IgqSbEcEepIMqSbWWgpIemTf. IcqMrq@sg~Ng@vfoShqIm@Igq@goJapKfoNfWShmOpTaqSaLlp
PbMrq@sgNg NoI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSoW@Ibm. Mrq@sgNgNoPem@Pp URp@OpNo
OpShqLlm@eqIm@IgqIOuh KhoPbMrq@sgNgIfMgnURpWAaKho.
LNgWLhmFaoKao@h....Kfo.
QSfqJhpNhnPcp@Rb@ho....Kfo.
MrqWgpNrgpNfWaq@ho....Kfo.
QPgmIdmShnMrqIPraq@ho....Kfo.
Q@Ifn@IhqMnIm@ho....KfoSa.
QLmVdWTfUepWIm@Igq@ho....Kfo.
QJbJhpMnUAhoUp@ho....KfoSa.
Jap
Ouh
Bq
^va
Lap
Paq
Nubp
(1) Use of @Ibm, "to end, terminate;" superlative degree in comparison

In this lesson you are introduced to 3 uses of the descriptive verb @Ibm, as below:
(a) As a main verb with the meaning "to end, be terminated." In this case the thing
which ends is the subject of this verb; e.g., QImPq@IbmSa, "My job has been
terminated." Preceded by Pq the meaning changes to "to terminate, bring to an end;"
in which case the thing being ended becomes the object of the verb; e.g., Pq@IbmLIm
@vfoAfWaq, "Terminate your writing now."
(b) The verb @Ibm is sometimes used where in English a noun would be used; e.g.,
NfLlm@Ibm..., "at the end of the year..." Sometimes the possessive pronoun W is used
in such expressions; e.g., NfW@IbmLlp..., "In the end,..."
(c) Following a descriptive verb which is preceded by the possessive pronoun W the
word @Ibm indicates the superlative degree of the quality expressed; e.g.,
WSfm@Ibm, "the widest (literally, the limit of wideness)."
(2) Use of @ho...Kfo/@go...Kfo, "every"
The English word "every" is expressed in Karen by using @ho before the appropriate
classifier and Kfo following it. If the resulting expressionmodifies the subject, it may
come between the subject and the verb or it may follow the verb; e.g.,
228
Mrq@hoBqKfo@OpVf/ Mrq@OpVf@hoBqKfo, "Everyone must come." When speaking the first

particle is usually pronounced "@ho," but when writing it is correct to spell it "@go."
(3) Use of Mrfq, "to be full, complete," and MrfqUho/MrfqUgo, "as much as"
The basic meaning of Mrfq is "to be full" or "complete, and used following Pq or some
similar verb, it means "to fill, make full." However, used in connection with Waq, Llp,
and certain particles, the expressions indicate quantity; e.g., MrqNubpSfp, "How much?
How many? What quantity?" MrfqWaq, "this much;" MrfqLlp, "that much." In this lesson
you have also been introduced to 2 kinds of combination with Uho, as below:
(a) lst thing to be compared + MrfqUho + Kho + 2nd thing to be compared; e.g.,
LapI@dnWaqWMrkqMrfqUhoKhoWTfI@dnLlp, "This sarong is the same price as that one." Sometimes the Kho is omitted in everyday conversation.
(b) The 2 things being compared + MrfqUhoUho; e.g., LqKhoQqMLapWgpMrfqUhoUho.
18.7 ImFhISfIm@Igq
Turn back to 18.4 (6) and change the wording in the sentences in (a) to fit the pattern
in (b); e.g., LapAa@dnWaqWMrkqMrfqUhoUho. Then change the wording in the sentences in (b) to
fit the pattern in (a); e.g., LLapWgpMrfqUhoKhoQLap.
URp--PbMrq@sgNg@vm@K`@eqSb 18.4 Taq PbMrq@sgNgFhISfIm@IgqSb (a) WMdqK~Ugo@UdIm@Igq

"MrfqUhoUhoLlp. WKg--Mrq@sgNg@FhISfIm@IgqSbWAhpJaoI@guqWMdqKhoIfSb "LapAaa@dnWaqWMrkqMrfq
UhoUho." FhISfIm@IgqFdHÌ@ugqOpI@ugqK~WAhpJaoI@ugqWaqWUgoEoJhpSbWAhpJaoIcqSb
(a) W@Ibm. PemTaqKho PbMrq@sgNgFhISf@KhoIm@IgqSb (b) WMdqK~Ugo@UdIm@Idgq "MrfqUhoKho" Lllp.
WKg--Mrq@sgNg@FhISfIm@IgqSbWAhpJaoI@ugqWMdqKhoIfSb "LLapWgpMrfqUhoKhoQLap."

NoWA` URp@OpNoJhpEem@ho ""URp"" Kho ""URpPcp"" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq
@IgqIm Sfp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm
@IgqWAa Waq. NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI
@guq@guqPemIOpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSa
Llp ImUa@vmSbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq
Ua@vm@KhoMrq@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
229
URp --URpPc
--URpPcpXb, ImWgpNrgpIOuhWaqLPemSfq@Beq@IbmShq.
URpPcp--URpXb,
--URpXb, QU`@SfqWCg Q@Ifn@IhqMnImAfSbnSa.
URp --URpPc
--URpPcpXb, ImWgpNrgpIOuhWaqLlp PbMhnPcp@RbWgpNrgpNfAaLaqILaqLlp.
URpPcp--M@@v
--M@@vm@vm. MrqW`BqPemIdmShnTfKho MWgpNrgpAaLaqILaqUe.
URp --URpPc
--URpPcpXb, ILapH`WaqUc@OpCcJb@eqAgpLmSbWUh.
URpPcp--Pe
--Pem. M@OpCcJbJhpAgpLmWUh, OpFpM@OpSfShn@eqImIOuioPaq.
URp --QLmVd
--QLmVdSbLhmShqWfpIBqLlpUoFdpPqIm
PqIm KhoWImLmMbmWgpW`Po.
URpPcp--W`,
--W`, URpXb, LhmShqWfpPemIdmShnMImPqLlp Mrq@UoAc@hoBqKfo.
URp --URpPc
--URpPcpXb, ImWgpNrgpIOuhWaq LMrqUoTapImNg@VfFaoW`Sfp.
URpPcp--PV`Ll
--PV`LlpWTfUepMnNrgpJhpWUo@WgpMrqWBqUbFaH`.
URp --Wh
--Wh, LImOdo@MrfqUhoQqIAh. QfQMrqUoTapImNg@VfAfSbnSvamFaQfmBq.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
URpVep@dpURpPcpSb@SfqFdSfp.
URpPcpPqMnPIqSfp.
URpOpWUoSbPIq@WgpNrgpNfAaLaqILaqSfp.
WTfUep@PqX`.
WTfUep@OpCcJbPIqINpSfp.
URpVep@dpSb@CcJbLhmShqWfpLlpImBemWgpAaPaq. PemPIqSfp.
WTfPePme IdmShnImPqWaqLlp Mrq@UoAcMrfqBqSfp.
URpPcpWMrqUoTapImNg@WgpMrfqUhoKhoURpWMrqUoTapImNgX`.
PemIMrfqUhoUhoOpLlp
NfSfpBqWMrqUoTapImNg@WgpW`Sfp.
the teacher once. Then you take the part of URpPcp while your teacher takes the part
of URp. Practice a number of times both with the teacher and with the tape, so that

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "URpPcp" KhoURp@@f "URp." @IgqSgU@goIm@IgqW`
ThIEfoK~UgoMrq@sgNg@If "URpPcp" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq
@sgNg@f@eq "URp" Kho URp@@f@eq "URpPcp" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeq
SaLlp @IgqSgU@hoIm@Kho IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@OpSf@eq
230
Im@IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq.
LaqKfoFdHÈrqUhWIhmMdq.
IfSgU@goImK~WaqWUgo@go

ImBemW@Scn@Scn.
UoEm@Rb@WgpNrgp@KhoIOuhNfW@IbmIV`.
CcJbFe@qSbL@vmWBeq@IbmIOepLlp.
Uc@Ifn@IhqMnUcIm@dIm@qTaq@goBqKfoSaX`.
231
(1) Follow the instructions in 16.9 (1). Then during the next 24 hours learn another two
new descriptive verb which are opposites of each other.
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqWUhAaNu bpK~Sb 16.9 (1)

WUgoLlp. SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhINubpWaq K~UgoKgoURpKhoMrq@sgNg@@
IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJhOg K~UgoWUcIUoMeq
LhpTfIBeq.
learning.

232
LESSON 19
ImPqSg 19
MumPfn
AvaAgp
Bfq
BfqJbp
BfqFbJbp
Nuhp
NuhpAa
EcNuhp
AhpNuhp
AgpNuhp
Eo/Ua@vm
Sg/SgShq
@K`
Sfq@K`@eq
ShqIam/ShqIamShqFfo
@Ka@K`
Oo/TmOo
FdWaqFdOo/SbWaqSbOo
Sb@ufOoAh
SbJa@ugTmOoAh
IRb/I@uo/IFrb/IWdo
@gm/@gmUvo/@gmUTa
19.2 Im@IgqWKg
(1) Use of Bfq, "to stir, move about"
(1) ImUdIm@Igq "Bfq"
To wash one's face

To comb or brush one's hair
To stir, move about
To rise, as from a lying or sitting position
To rise up to a standing position
To sheath (as a sword), encase
Pants, trousers
Gloves, armlets (cloth worn on arms of hill
Karens in the cold weather)
Socks, stockings; leggings (cloth worn on legs
of hill Karens in the cold weather)
Cap (especially a stocking cap)
To ask, question, enquire
To spread out, as anything in the sun to dry
To reverse, revert, overturn
To go back again
To be accurate, exact, precise
To be changeable, fickle; to be haphazard
without any real effort or plan
Yonder, over there, on the far side
Here and there
The other side of the road
The other side of the stream/river
Particles indicating plural; colloquial for INp
To be hot (in temperature)
QNgPcpBfqSbKboMdq.
QSaqIBqWaqBfqFdpKgpPo.
BfqJbpPqTaq@eqLImPq.
AfPcmFepPaBfqJbpBhqBhBhqIEfo.
LPemBfqJbpLlp AuhFgJaAuhSbH`.
BfqFbJbpUoTapU@ho.
BfqFbJbpSfqVaoSbLLhm@Em.
URpPemVf^cnLlp Mrq@sgNgOpBfqFbJbp.
My daughter is stirring about in the house.

My grandchild is very active (moves about
very energetically).
Get up and finish doing your work.
Tomorrow morning get up a bit early
If (when) you get up, first boil the water before
anything else.
Stand up and sing together
Stand up and go get it yourself.
If (when) the teacher enters, the pupils must
stand up.
(2) Use of MumPfn, "to wash one's face," and AvaAgp, "to comb or brush one's hair"
(2) ImUdIm@Igq "MumPfn" Kho "AvaAgp"

PaBfqJbpMumLPfn@hoOuhKfo.
MumLPfnTaqAvaLAgp.
AvaLAgpBeqBeq, L@OpFrbImO`.
BfqJbpAvaAgpMumPfnTaqM@WhpPeq.
NgKgpPcpIBqLlpAvaWAgpAfWaqAfWaq.
Every time you get up from sleep, wash your

face.
Wash your face, then brush your hair.
Comb your hair well; you have to lead the
worship service.
Get up, brush your hair and wash your face,
after which we'll eat.
That niece combs her hair frequently.
(3) Use of Nuhp, "to sheath (as a sword), encase"
(3) ImUdIm@Igq "Nuhp"
SfqNuhpKhoLAgpNuhp. ImAcpKgpPo.
@dJhpLNuhpAaUdIOepLlp.
NuhpAhpNuhpTÌBeq. @OpWb.
NuhpJhpLEcNuhpLAhpNuhpTaq SfqMhnQAa.
Sf@eqLNuhpAaOpWbLlp.
LNuhpAaWNhSnWgpNfWaqAaOep.
Go pull on your cap, It's very cold.

Put on your black trousers.
Don't put on your white socks. They'll get
dirty.
Put on your armlets and leggings and go with
me.
Change your dirty shorts.
Two of your undershorts are here.
(4) Use of Eo/Ua@vm, "to ask, question, enquire"
(4) ImUdIm@Igq "Eo/Ua@vm"
234
LEoQqWShmIWgpOp.
@eqEo@vmLNÌamPemW@SfqImAfWaqX`.
LPcmBmEoLqAfWaqAfWaqOpPIqShp.
Q@EoLqImIJapLh.
MEoSfqEo@eq W@IbmIPemImLhI
PaqOp.
There is no need for you to ask me.

Go back and ask your uncle if he will go now.
Why does your aunt keep on asking you?
I'm going to ask you a question, okay?
We asked back and forth, and in the end it
(the rumor) was nothing.
Repeat using Ua@vm in place of Eo.
URp--IfSg@KhoIOuh OpFpWWaqIOuhWaq Sb "Eo" WShmIfSb "Ua@vm."

(5) Use of @gm/@gmUvo/@gmUTa, "to be hot (in temperature)
(5) ImUdIm@Igq "@gm/@gmUvo"/@gmUTa"

Pq@gmJhp@eqImWhpImWhINpWaq.
JaAuhW@gmWgpKaoX`.
ILqH`WaqQMcmIBqWSgq@gmKgpLlm
WShm.
NfIm@gmA`Ll
mA`Llp Hh^cmJaIWgpW`W`
SbqOp.
JaAuh@gmShqOpWAhp.
NhpImWaqIBeq. @gmUvoKgpPo.
PLq@hnIm@gmUTaKgpPo. QPaIPcn
Op.
Heat up this food again.

Is there still some hot water?
Last night (i.e., this night just past) my younger
sibling's fever was higher (greater) than
before.
In the hot season usually there isn't much
water anymore.
Boiling hot water spilled down on her leg.
Don't take hold of this. It's very hot (enough to
burn you.)
It was very hot and humid last night. I didn't
have an enjoyable sleep.
(6) Use of Sg/SgShq, "to spread out, as something in the sun to dry"
(6) ImUdIm@Igq "Sg/SgShq
SgShq@eqIm@dIm@qINpWaq.
SgShq@eqPeqShmSaqSbIm@gm@u`Llp.
SgShqLUoSbIm@gm@u`W`WÌBeq.
FhINpSgShqWUoSbIm@gm@u`.
Spread these clothes out (to dry)

Spread this old rice out in the sun (to dry).
Don't lie (spread yourself out) in the sun (heat)
very much.
The chickens are lying in the sun.
235
Im@dIm@qSbWSvfmShqLlp
SgShqSb Im@gm@uÌBeq.
Clothes which have colors that fade (fall),

don't put them out in the sun (to dry).
19.3 Command and Response Drill
19.3 ImPbKhoImPqJvf
In order to get practice in using the word for "to ask a question," ask the teacher the
questions as given below and the teacher will answer them. (The third and fourth
ones really contain 2 questions each. Ask the first one and wait for the answer before
asking the second one.) Repeat the drill again, this time using "Ua@vm" in place of "Eo."
URp--K~UgoMrq@sgNg@OpUdIm@Igq "Eo" Llp PbMrq@sgNgUa@vmURpK~WNhSnWaqWUgoI@ugqOpI

@ugq KhoURp@EabFb. (LhmBam 3 Kho 4 WgpKhoImUa@vmI@ugqAaJapI@uqAaJap. Mrq@sgNg@Ua@vm
WAhpJaoIJapKhoWgpAgoURpWImEaoFbIAuioWUa@vmKhoAaJapIJapLlp.) AaThITh PbMrq@sgNgUa@vm
@KhoIOuh OpFpWWaqIOuhWaq Sb "Eo" WShmPbW IfSb "Ua@vm."
1.
2.
3.
4.
Q@EoLqIJapLh, IBhqWaqLBfqJbpMfrqLpRapSfp.
Q@EoLqIJapKho, LMumLPfnSbH`X` LAvaLAgpSbH`Sfp.
TaUoEdqQq, Q@EoLqIJapKao--LNu
--LNuhpAhpNuhpIOuhOuhX`. LNuhpAgpNuhpIOuhOuhX`.
UoJhpQqIBeqLh. Q@EoLqSbAa@IbmAaJap--PLq@bnL@e
--PLq@bnL@eqPaMfrqLpRapSfp.
LFg@ PgpSbILqWaqL@@eqPaMrfqLpRapSfp.
19.4 Im@IgqWKg
(1) Use of @K`, "to reverse, revert, overturn"
(1) ImUdIm@Igq "@K`"
M@@vm@K`@eqImPqSgAfSbn.
@eq@K`@eqFdLVap.
Q@OpFrb@K`@eqWSanIOepLlp
WTfIVep@K`@eqQFeOp.
ImIEdqSbqOp. SgShq@K`@eqIm
@dIm@qLlp.
We'll review (look back over) all the lessons.

Go back home to your village.
I must send back his book.
He didn't give back my jacket.
It isn't raining anymore. Hang out the clothes
back out (in the sun).
(2) Use of ShqIam/ShqIamShqFfo, "to be accurate, exact, precise"
(2) ImUdIm@Igq "ShqIam/ShqIamShqFfo"

236
QIfShqIamImKhoQBgqPhpIBqLlpTaqSa
.
MIfShqIamImKhoWhqTaq MIJapWPfnLh
IOuhSbqOp.
QMmIfQqShqIamShqFfoSbU`@Vf
AfPcmFep.
LLmMbmMrq@HhW@uhnShqIamShqFfo
SaX`.
MrqIBqLlpPqImWShqIamShqFfoIWgp
LhIOuhOp.
I already finished telling my friend specifically.
I told him about it precisely after which I

haven"t seen him (his face) anymore.
My father told me specifically that he would
come tomorrow.
Do you already understand the Karen language accurately?
That person has never done anything exactly
(accurately).
(3) Use of @Ka@K`, "to be fickle, changeable"
(3) ImUdIm@Igq "@Ka@K`"
LPemPqQq@Ka@K`K~WaqLlp QIF`
LlmLqSbqOp.
MWhp@KaWhp@K`K~WaqTaq@KhoIOuhSa.
MrqIBqLlpLIf@KaIf@K`WhqLlmAfSbn
Shq.
ILaqWaqQF`@KaF`@K`QIqUpI
Np QLlmOpEeIEfoH`.
MrqIBqLlp AfWaqWUo@Ka@K`KgpPo.
If you keep changing your mind with me like

this, I won't sell things for you anymore.
We've eaten haphazardly (i.e., just eating
whatever happened to be on hand) again
another time.
That person, you can tell him anything (first
one thing and then another) and get away
with it.
Today I sold my fruit without making any
special effort; I got quite a bit of money.
That person, now his mind is quite unsettled.
(4) Use of Oo/TmOo, "yonder, the other side, the far side"
(4) ImUdIm@Igq "Oo/TmOo"
SbWaqIMqImVfEdq, SbOoAhMqIm
IEdqOp.
WTf@vmImFdWaqFdOoTaq@eq@K`@eq
WShmAa.
SbJaa@ugTmOoAhLlp
MrqKboWgpIOuioNubp.
On this side it is raining; on the far side it isn't

raining.
He looked over here and over there and then
went back the way he came.
On the far side of the river there are many
houses.
237
LPemSfqSbOoAhLlp ImKhoImSpWgp
RoPo.
MrqSbOoAhMqKhoMrqSbWaqMqSfqVoWgp
ShnWUoIUeOp.
If you go to the far side, there are plenty of

vegetables.
People on the other side (e.g., of the border)
and people on this side can't go and visit
each other.
(5) Use of IRb/I@uo/IFrb/IWd, particles indicating plural; colloquial for INp
(5) ImUdIm@Igq "IRb/I@uo/IFrb/IWd"

MrqIRbLlpPqImShqIamShqFfoBeqPo.
MrqIRbLlpMIfImKhoWhq@hPo.
NÌamIBqLlpWNgIRbKgpImBeq@hoBqKfo
.
Im@dIm@qIRbWaqOpWbSbnSa
OpWbSbnSa.
VhpAgpShmIRbLlpI@fMrqWImLhIBq
KaoOp.
Those people do very good and precise work.

Those people, it's difficult to tell them things.
Everyone of that "uncle's" children are attractive.
These clothes are all dirty.
Those plots of ground haven't become anyone's property yet.
Repeat 3 more times, each time using another of the words in the heading above.
URp--IfSg@Kho 3 Th--WAhpJaoIThSb "IRb" WShmIfSb "I@uo," AaThIThIfSb "IFrb," KhoUbTh

IThIfSb "IWdo."
(1) Use of MumPfn, "to wash one's face," and AvaAgp, "to comb or brush one's hair"
In lesson 14 you learned 2 words for kinds of washing; i.e., Ue, "to wash (cups,
dishes, hands, feet, etc.)," and ScmJa, "to bathe, take a pouring bath." By now you
should have made it a point to note the similarities in the way hands, feet, cups, and
dishes are washed, and how the motions used differ from those in taking a pouring
bath. Now in this lesson you are introduced to the word for washing one's face. It is
not Karen custom to use a washcloth, so the motions involved in washing one's face
are different from those used in washing one's hands or feet. If you have a chance to
watch Karens wash their faces when they first get up in the morning, note the
motions involved. If you don't, ask your teacher to demonstrate (even if you have to
ask in some language other than Karen). Note that although the Karens usually wash
their faces and then comb their hair, the order is reversed in the couplet AvaAgpMumPfn.
Karen uses the same word for combing hair and for brushing hair, since the motions
and the purpose are the same in both; i.e., to get rid of the tangles and get the strands
of hair to each be in its own place. The same word is used for carding wool or thread
for weaving and for combing an animal's hair. See examples in 19.2 (2).
238
(2) Use of Bfq, "to stir, move about"

The word Bfq means "to stir" or "to move about." Combined with Jbp it means to rise
from a lying or sitting position (it can refer to getting up or sitting up from a lyingdown position), whereas BfqFbJbp (from FbJbp, "to stand") means to rise to a
standing position from either a lying or sitting position. See examples in 19.2 (1).
(3) Use of Nuhp, "to sheath (as a sword), encase"
In the past you have learned that putting on garments by fastening them around the
waist is expressed in Karen by using @d and that putting on garments by throwing
them over the shoulders is expressed by using @q. In this lesson you have been
introduced to the word Nuhp used for putting on articles of clothing by pulling them
down over a part of one's anatomy, encasing it in the garment. In the mountain
villages the Karen girls and women often encase their arms and legs in black or blue
handwoven cloth in the cold weather to help keep them warm and they are called
EcNuhp and AhpNuhp respectively. (Actually, they are not really pulled over the limbs but
wrapped around the arms or legs and tied with string or fastened with safety pins;
however, they do encase the limbs in a sheath.) Warm caps that pull down over the
head and ears are called AgpNuhp. (A different word is used for putting on a cap or hat
that just sits on the head.) Trousers are pulled on encasing the legs and buttocks, so
they are called NuhpAa. (Note that the word Nuhp precedes the word Aa, "buttocks," rather
than following it as in the case of the other words, and that because they are fastened
around the waist, the word @d is used rather than Nuhp for putting them on. See
examples in 19.2 (3).
(4) Use of Eo/Ua@vm, "to ask, question, enquire"
The word Eo is more colloquial than Ua@vm, but you will probably hear both words
often enough that you should learn to recognize both. However, for everyday
conversation, practice using the word which your teacher feels is most common in
your area. See examples in 19.2 (4).
(5) Use of Oo and TmOo, "yonder, over there, on the far side
These two expressions both refer to the far side of something, but TmOo is used for
the far side of bodies of water (evidently from Tm meaning "to row, paddle"), and just
Oo for the far side of anything else. See examples in 19.4 (4).
(6) Use of IRb, IFrb, I@uo. and IWdo, particles indicating plural; colloquial for INp
Different areas have different colloquial words used for indicating the plural, and
now with more mixing of Karens from different areas (especially among the
Christians), the people in the various areas are coming to recognize the words used in
other areas.
The word INp, which you learned in Book I, will proibably be
understood in most areas but in north Thailand it seems to be less colloquial than the
above words. For your purposes practice using whichever word the teacher thinks is
most commonly used in your area. See examples in 19.4 (5).
239
(7) Use of @gm/@gmUvo/@gmUTa, "to be hot in temperature"

The word @gm is the common word for "to be hot in temperature." The word @gmUvo
means "to be burning hot, hot enough to burn," and the word @gmUTa means "to be hot
and humid." See examples in 19.2 (5).
(8) Use of @K`, "to reverse, revert, overturn"
The verb @K` is not usually used as a main verb, but in most cases is preceded by an
action verb and is usually followed by @eq. The meaning is essentially the same as
that of @eq following another verb, but emphasizing the reversal of activity; e.g.,
Vf@eq, "Come back." (It could mean "come back from your home" or "come back
from the place where you are when I say 'Come back.'") Vf@eq@K`@eqLh, "Come back,
won't you?" (i.e., after going where you are headed now, come back again.)
19.6 Command and Response, Question and Answer Drill
19.6 ImPbKhoImPqJv,f ImUa@vmKhoImEaoFb
Below is a sketch of a portion of Chiangmai City. Directions and occasional questions are written out for you in Karen. The teacher will read each instruction in turn
out loud and you should follow it using a pen or pencil to represent yourself and,
starting at the place on the top right-hand corner at the spot indicated, move it along
on the map as per the instructions. If there is a question, answer it. If you are
instructed to play the part of a buyer and the teacher the part of a seller, carry on a
conversation accordingly. (When deciding which is the right-hand side and which is
the left-hand side, be sure to think in terms of the way you would be facing if you
were actually travelling as indicated.)
VhpAgpBhqSbWPemTem@amPfIIhqWgpTfSbWNhSnWaq. Mrq@sgNg@OpVaoLlmEbmOgPeIPemImWBqIPaqPaq
KhoKco@fJhpWhqSbWLhm@Em. URp@OpNo (1) SbWNhSnWaqTaq Mrq@sgNg@OpPqJvfWAa. TaqKho
URp@OpNo@Kho (2) KhoPbMrq@sgNgPqK~WIfTfWUgoLlp. OpIOuhOuhIm@PbMrq@sgNg@fMrqMrkqImIBq
KhoURp@fMrqFÌmIBqTaqKho@Op IfU@goIm. Mrq@sgNg@OpMnPqWUoSbW@MrkqImIPaqPaqLlp.
IOuhOuhImIPbMrq@sgNPqImLhIPaqOp. PePem@Ua@vmWhqImBemIJapKhoMrq@sgNg@OpIfFbImK~W
WgpNu`SbVhpAgpBhqWMdqWUgoLlp.
1. SfqMdq@van@sgPqSgSan IcqSbJa@ugTmOoAhTaq IRaoFdEcEepIMq.

2. SfqShqSb@ufSbJa@ug@Mq KhoSfqMdq@van@ufNoKgpIOg.
3. Odo@IcqSb@ufNoKgpAaOgIOgLlp @vmSbEcEepIMqSbJa@ugTmOoAh
KhoL@JapOpImAaPaq. PemP^cqINpSfp.
4. Sfq@KhoFdHÌcqSb@ufrNoKgpUbOgIOg (WPaqSb "SvfzAgTpf" Llp)
Kho@vmSbLEcJvfIMq. @oNoKgpFÌmSbPcmLqAhWgpTfNfLlpINubp.
5. @fLfSbMrqMrkqIm KhoURp@@fSbMrqFÌm.
@IgqShnUcUoKhoCcJbMrkqLlmIm@dIm@qIPaqPaq.
6. SfqShqFdH`@KhoIcqSb@ufWPaqSb "EaKgqAsfp" KhoIRaoSbEcJvfIMqLlp.
7. NfImShmSbLPfnH`SbEcEepIMqLlp MrqF`PIqINpSfp.
240
8. Sfq^cnKhoEo@vmSbSanImIf PeIPemSanWBqSbLWfpKhoNoWhqLlp PemWWgpIOepOep

X`.
9. Sfq@KhoFdHÌcqSbJaa@ugqTaq SfqSgqSgqIcqSb@ufNgAaOgIOgSbEcEepIMq.
Sfq^cn@ufNgWTfLlpTaq @vmSb@ufNgIOgWaqAa@MqSbnm
NfLlpMrqFÌmP^cqINpSfp.
10. @eq@K`@eqIcqSbJa@ugq, IRaoSbEcEep, KhoSfqJhpSbJa@ugq@Mq.
11. SfqMdq@van@ufNoKgpAaOg TaqKhoIRaoSb@ufUbOgIOgSbEcJvfIAh (WPaqSb "As`Pvfe" Llp).
12. SfqSgqSgqSbLPfnHÌcqSb@ufSfqSbJa@ug@MqLlp, IRaoSbEcEepTaq
IRao@KhoSbEcJvf KhoSfqIcqSbJa@ugTmOoAhLep.
13. SfqSgqSgqSbLPfnHÌcqSbVhpAgpBhqWaqW@IbmTaq @vmFdEcJvfIMq PemLJapOp
P^cqShp.
241


NoWA` URp@OpNoJhpEem@hoMrqIfImINpWPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
IcqURpNoIm@IgqAaThTaqSaLlp
PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaWaq.
Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
Pgm --Ng
--NgAv`MmXb, LPaBfqJbpLI@hoBfqJbpKhoLNgIRbLlpSfp.
Mm --Q@h
--Q@hoBfqJbpWhqSa, OpFpPaShq@K`@eq@KhoXmUbp.
NgAv` --QPa
--QPaBfqJbpSaXfm, PgXb, PePemQMcmLhmFbFbIBqLlpIBfqJbpKaoOp.
Pgm --@h
--@hoBfqJbpWhqUbp, NgAv`. QNhWhpImPaAfSbnSa. M@WhpPeq.
Mm --Ng
--NgPcpNgAv`Xb, BfqJbpAvaAgpMumPfnTaq M@WhpPeq. Uc@OpSfqSb@sgKao.
NgAv` --Pg
--PgXb, QNuhpAaNhSnWBhqBhqIOepLlpWgpNfSfp.
NgPcp--Eh
--EhXb, PVÌLaqQJapMrqSgShqSbKboShmAaLlp.
Pgm --ImSbEh
--ImSbEhqJdOhIBqLlpIShqIamShqFfoLhIOuhOp.
W@dW@qIRbLlp@van@Ka@van@K`TfFdWaqFdOoTaq Eo@eqSbMrq.
Mm --WS`,
--WS`, IfW`ShnUcUoMfrqLlpOpSa. M@WhpPeqIAh.
Questions (ImUa@vm)
1. MmIBqLlp@hoBfqJbpWNgAaBq PemWBfqJbpMrfqBqSaSfp.
2. NgPcpIBqIBfqJbpKaoOpPemWOpPIqShp.
3. PgmPbWNgA`v @hoBfqJbp@KhoWMcm PemWOpPIqShp.
242
4. NgAv`CcP^cqSfp. PemWWgpNfShp.
5. NgAv`PemMrqK~SfpIBqSfp. WTfHh^cmPqWIm@dIm@qK~Sfp.
6. MmPq@Ibm@vanMrqKhNgPgmWIm@IgqK~Sfp.
the teacher once. Then you take the parts of the father and the son while your teacher
takes the parts of the mother and the daughter. Practice a number of times both
with the teacher and with the tape, so that you can respond for the most part without
looking at the book. Then change parts and drill some more. Review this
conversation every day for several days even though you start studying the next
lesson. After you know your part well, you and the teacher can try making slight
changes.

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "Mgm" Kho "NgAv`" KhoURp@@f "Pgm" Kho "NgPcp." @IgqSgU@go
Im@IgqW`ThIEfoK~UgoMrq@sgNg@If "Mm" Kho "NgAv`" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOp
OeuBeqSaLlp PbMrq@sgNg@f@eq "Pgm" Kho "NgPcp" KhoURp@@f@eq "Mm" Kho "NgAv`" Taq IfSg@KhoW`ThIEfo.
IcqMrq@sgNgIfImOpOueBeqSaLlp@IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhWaq URpPemBeqMrq@sg
NgPemBeq@OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU
@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
(2) URp--@goLaqKfoURpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhq Sb@@IgqU@goImSbMrq@Hh@ugn OpCo

ImBemW@Scn@Scn.
BfqJbpAvaAgpMumPfnAfWaq.
243
SgShqLNuhpAaKhoAhpNuhpIRbSbIm@gm@u`.
LPem@vfoImShqIamShqFfoLlp URpIPbL@vfo@K`@eqImSbqOp.
WTfEoQqSbPemQ@SfqSbJa@ugTmOoAhAfSfp.
learning.
URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo@
244
LESSON 20 - REVIEW
20.1 Basic Sentence and Phrase Patterns
(1) Classifiers and Words Used with Classifiers
(a) In lessons 16-19 you have learned 1 new classifier; i.e., Mq, classifier for sides of
things, and 2 new words which are used with classifiers; i.e., IOuio, "quite a few,"
and @ho...Kfo (written form @go...Kfo), "every."
Below are some of the nouns you have learned in the last 4 lessons. Read them one
by one, adding the word IOuio and an appropriate classifier. Repeat using @ho...Kfo
with each one in turn, inserting an appropriate classifier in the blank space. The
teacher should correct your pronunciation if necessary.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbEcEepSbWNhSnWaqTaq MnNrgpCcnWhqKhoIm@Igq
WAhpJaoINubpSbEcJvfIMq "IOuio" KhoIm@IgqK~ "Bq, Nubp, Oep, Og" WUgoSbWw@boTfOpTfINubp
TaqKhoNoWhq. WKg--"ImFÌOuioPaq" (PeIPem "Psg/@Scn/En"). PbMrq@sgNgIfSgIm@Igq@goNubpKfoSb
EcEep EoJhpSbWAhpJaoIcqSbW@IbmK~WAhpJaoINubpWaqWUgo. PemTaqKho PbMrq@sgNgIf@goNubpKfo@Kho
ITh OpFpWWaqIOuhWaq Sb "IOuio" WShmIfSb "@ho...Kfo." WKg--"ImF`@hoPaqKfo."
ImF`
ImF`Vap
MrqF`
URpPcp@vmMrqF`
Ja@ug
Ja@ugq
IOuio
@ho...Kfo
(b) You have also learned several words used to modify nouns; i.e., WBq, "another,
other," and IRb, I@uo, IFrb, IWdo, indicating plural. If WBq refers to a specific
number of items, the numeral + the appropriate classifier follows this expression, but
if it refers to an indefinite amount (like "some" or "any"), the numeral and classifier
are omitted; e.g., QUoShSanUoTapWBq 3 Oep, "I want another 3 hymnals." MrqBqVfSaX`,
"Have the others come yet?"
Repeat the words in (a) above twice again--the first time using WBq + any numeral +
the appropriate classifier, and the second time using whichever of the colloquial
particles indicating plural listed above in (b) is most often used in your area.
URp--IfSgIm@IgqSb (a) SbEcEepIMq@KhoAaOuh. WAhpJaoIOuh PbMrq@sgNgUdCcnSbIm@Igq

"WBq" + LhmBamIPaqBeqIPaqBeq @vmNfMrq@sgNgWUo + Im@IgqK~ "Bq, Nubp, Oep, Og" SbWw@boTfOpTf
Llp. WKg--ImF`WBqAaPaq (PeIPem "Psg/@Scn/En"). AaThITh PbMrq@sgNgIfSgCcnKhoIm@Igq "IRb/
I@uo/IFrb/IWdo" W@uÌNubpNubpSbMrqUdWW`@IbmNfMrq@sgNgWgpTfWShmLlp. WKg--ImFÌRb.
(2) Location and Direction Words

In the last 4 lessons you have learned 9 new location and direction words, as below.
They may be used with Nf or Sb to indicate location and with Fd or Sb to indicate
direction. Most of them are usually preceded by a possessive pronoun; e.g., MPfnH`,
LSgq, Uc@u`, W@Mq. However, the pronoun is sometimes omitted.
WJvf
WEep
W@Mq
WPfnH`
WShmAa
Oo/TmOo
WSgq
W@u`
SgqSgq
Below on the left is a list of location expressions, each with a blank preceding it. On
the right are some pictures with numbers indicating different locations or directions.
Write each number beside the word on the left-hand side which expresses the
location or direction in Karen.
URp--SbImNhSnSbEcEepIMqWaqLlp Im@IgqSbWOpCoImShmLlpWgp@vfoWUoNfLlp. PbMrq@sg

NgCc (1) SbImBhqSbEcJvfIMqWaqWMdqTaq CcIm@IgqSbEcEepSbWMnNu`JhpImShmWTfLlpKho@vfoShq
WLhmBaqNfImShmShqVgSbW@MqWMdqLlp. WKg--"(1) WAgp." TaqKhoMrq@sgNg@OpCc@Kho (2) Taq Cc
Im@IgqSbEcEepSbWMnNu`JhpWShm Kho@vfoShqWLhmBaqNfImShmShqVgSbW@Mq. WKg--"(2) WPfn
H`." Mrq@sgng @OpIf SgIm@Igq@goNubpKfoK~Sb (1) Kho (2) WaqWUgoEoJhpSbWAhpJaoIcqSbW
@Ibm.
WMdq
W@u`
WSgq
WAgp
WNhAgp
WNhSn
WPfnH`
WShmAa
W@Mq
OoAh
TmOoAh
SgqSgq
(3) Verbs
(a) Descriptive verbs. In the last 4 lessons you have learned 11 new descriptive
verbs, as below:
Mrfq
@gm
To be hot in temperature
F`
Iam
To be in pain, hurt
Sgq
VoBhq
To be straight, direct
UoVoBhq
Uo@gm
ShqIam/ShqIam
ShqFfo
@Ka@K`
w@bo
To be compact
To be destroyed,
unusable
To be discouraged
To be distressed,
worried
To be exact, precise,
accurate,
To be fickle
To be fit, suitable
If an action verb is combined with one of the descriptive words above, the resulting
expression becomes an active verb phrase and requires an object; e.g., @IgqFÌm,
"to speak hurtfully.: QhmIamIm, "to press compactly with the foot." Note that when
the expressions written with Uo are combined with an action verb, Uo becomes the
object; e.g., Pq@gmWUo, "to make distressed;" PqVoBhqWUo, "to make discouraged."
Only the first 4 verbs in the list above can be reduplicated; e.g., QhmWhqIamIam, "Tread
it down compactly."
Make up sentences each one using a different one of the descriptive verbs above.
URp--PbMrq@sgNgCcWIm@IgqKpTf KhoMnNrgpCcnWhqKhoIm@IgqWAhpJaoINubpSbWNhAgpWaqTaq IfKh

@ugq. Mrq@sgNgPemIf@PpImLlp URp@OpIfOpShq@eqLlmWhq KhoPbMrq@sgNgIfMgnJvfWAaKho. PbMrq@sgNg
IfSgIm@IgqWBqUepINpSbWNhAgpWaqINubpOpINubpEoJhpSbWAhpJaoIcqSbW@IbmK~WAhp
JaoINubpWUgoWaq.
(b) In the last 4 lessons you have learned 21 new action verbs, 1 verb of mental
activity, and 3 helping verbs, as below:
Action Verbs
Nhp
@avn
Edo(@van)
IRao
Qhm
Frb
WgpNrgp
@Ifn@Ihq
IdmShn
Num(Pfn)
Ava(Agp)
Bfq
BfqJbp
Mental Action Verbs
@dpNo
Helping Verbs
@K`
Cn
@van
BfqFbJbp
Sf
AhSf
Nuhp
LmVd
CcJb
SgShq
Eo/Ua@vm
The helping verb @K` can be used with most of the action verbs above, and it is
usually followed by @eq. The verb Cn, however, can only be used with Nhp and
QhmIam from the above list, though it can also be used with Vao, Mn, and Pq. Likewise,
@van as a helping verb can only be used with @van as a main verb or with Edo from the
list above, though it can also be used with F`, Whp, and PqVoBhq.
First read all of the words in the lists above one after the other, the teacher making
any corrections necessary. Then make up 3 sentences of your own, each one using a
different helping verb together with a verb from the action verb list above.
URp--PbMrq@sgNgNoIm@IgqSbWNhAgpINubpOpINubpEoJhpSbWAhpJaoIcqSbW@IbmITh TaqKhoPb
Mrq@sgNgCcWIm@IgqKpTfKhoUdCcnKhoIm@IgqWAhpJaoINubpSbWEcJvfIMq "@K`" CcnKhoIm@Igq
I NubpNubpSbWEcEepIMqK~Ugo@@fJhpIm@IgqKh@ugq. PemTaqKho PbMrq@sgNgIfSg@KhoIm@IgqAa
NubpINubpKhoUbNubpINubpSbWEcJvfIMqWaqK~WAhpJaoINubpWUgoWaq.
(4) Ways of Comparing Things

In lesson 4 you learned 2 ways of comparing things--(a) using Llm to compare one
thing with another; and (b) using LlmWShm to compare one thing with a similar
previous thing. Both of the above comparisons are based on some particular
characteristic expressed by the descriptive verb used. In the last 4 lessons you have
learned 2 other ways of expressing comparison, as follows:
(a) By using @Ibm to indicate the superlative degree or ultimate example of a the
characteristic indicated by the descriptive verb; e.g., WSfm@Ibm, "the widest (i.e., the
end of wideness)."
(b) By using MrfqUho or MrfqUhoUho (wirtten form MrfqUgo and MrfqUgoUgo) to describe equality in
amount. The expression MrfqUho comes between the 2 things being compared, whereas
MrfqUhoUho follows the 2 things being compared. (Note that other words which you
haven't learned yet are used to express equality or sameness in ways other than
quantity.)
Below are 3 seentences. Change each one in 5 ways--(a) By using Llm and comparing
the thing mentioned to something else. (b) By using LlmWShm and comparing it with
something similar in the past. (c) By using @Ibm and comparing with mofre than
one other thing. (d) By using MrfqUho and comparing it with something similar. (e) By
using MrfqUhoUho and comparing it with the same thing as in (d). E.g., if the basic
sentence were QTfmWNuhpAaIOepWaqWMrkqKgp, you might change it as follows: (a)
QTfmWNuhpAaIOepWaqWMrkqKgpLlmQIm. (b) QTfmWNuhpAaIOepWaqWMrkqKgpLlmWShm. (c) QTfmW
NuhpAaIOepWaqWMrkqWKgp@IbmSbWNuhpAaAfSbnW@u`. (d) QTfmWNuhpAaIOepWaqWMrkqMrfqUhoKhoQ
Im. (e) QTfmWNuhpAaIOepWaqKhoQImLlpWMrkqMrfqUhoUho.
URp--ImPqSgIMIhmWaqWImMHgpPemK~UgoMrq@sgNg@LmMbm@u 5 OgfSbMJgpU|JhpImUeUepINp
Llp. WKg--Im@IgqWAhpJaoPePem "QTfmWNuhpAaIOepWaqWMrkqKgp," Llp, MSfSgnWhqUeK~WNhSnWaqW
Ugo. (@) QTfmWNuhpAaIOepWaqWMrkqKgpLlmQIm. (A) QTfmWNuhpAaIOepWaqWMrkqKgpLlmWShm. (B)
QTfmWNuhpAaIOepWaqWMrkqWKgp@IbmSbWNuhpAaAfSbnW@u`. (C) QTfmWNuhpAaIOepWaqWMrkqMrfq
UhoKhoQIm. (E) QTfmWNuhpAaIOepWaqKhoQImLlpWMrkqMrfqUhoUho.
SbWNhSnWaqIm@IgqWgpTfUb@ugq.
PfMrq@sgNgJgpU|JhpImSbWAhpJaoI@ugqWMdqSb@ufQfmOg
K~SbWKgSbWNhAgpWaqWUgoLlp. PemTaqKho PbMrq@sgNgIfSg@KhoAa@ugqI@ugqKhoUb@ugqI@ugqSbWNhSnWaq
K~WAhpJaoI@ugqWUgoWaq. Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNgKhoPfMrq@sgNg
IfMgnJvfURpWAaKho. (ImJgpU|JgmW@ufQfmOgWKgWgp@vfbMnWUoSbWNhAgpSbMrq@sgNgWBhmEem@ho
Sa.)
(1) IV`WaqMrqVfW`.
(2) IBhqWaqQJbpFhKapLlmW`.
(3) I^vaWaqMJbNrgpLlmImW`.
(5) Clauses - Prohibitions
The only new clause consttruction you have learned in the last 4lessons is the
expression of direct and indirect prohibitions using IBeq. Below is a summary of the
various types of negative expressions you have learned in Books I and II. Note that
when the words Sbq, LhI, and IAuio are used, the negative particles I and Op are
also used. (In the case of IAuio and LhI, the I is already expressed.
Summary of Negative Expressions
WTfISfqFdLlpOp.
WTfISfqFdLlpKabOp.
WTfISfqFdLlpSbqOp.
MrqISfqFdLlpLhIBqOp.
WTfISfqFdLlpX`.
WTfISfqFdLlpOpPIqShp.
IAuioWTfSfqFdLlpKaoOpLlp...
SfqFdLlpIBeq.
Negative statement using I and Op

Negative statement using I
and KaoOp
Negative statement using I
and SbqOp
Negative statement using LhI and Op.
Negative question using I and (Op)X`

Negative question using I and Shp/Sfp
Dependent clause introduced by IAuio
Direct prohibition using IBeq
IfWhqSbWUcISfqFdLlpIBeq.
Indirect prohibition using UcI and IBeq
Read the above sentences one after the other, the teacher correcting anymistakes in
pronunciation. Then make the same changes in (1) and (2) below.
URp--PbMrq@sgNgNoIm@IgqSbWNhAgpWaqI@ugqOpI@ugqTaq PbMrq@sgNgSfSgn (1) SbWNhSnWaq

CgoOuhK~WKgSbWNhAgpWUgoWaq. Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@rgNg KhoPb
Mrq@sgNgIfMgnURpWAaKho. PbMrq@sgNgIfSg (2) K~Sb (1) WUgoWaq.
(1) MWgpNrgp.
(2) WTfSgShqIm@dIm@q.
20.2 ImWUhpSbW@hIEfb
(1) Review 11.3.
(1) @vm@K`@eq 11.3.
(2) Practice reading the expressions below concentrating on the consonant sounds.
(2) PbMrq@sgNgIfMgnURpWAaIThAaTh IcqSbMrq@sgNgIfImOpOueBeqIEfo.
(1) C
CcJb
VaoCn
(2) B
BfqJbp
SfqIBeq
MrqBq
MrfqUhoUho
(3) Practice reading the sentences below, first pronouncing the words the way they are
written, and then a second round pronouncing them the colloquial way.
(3) URp--PbMrq@sgNgIfMgnJvfURpWAa.
NoWhqK~Mrq@EbmAgpNg@IgqImWUgo.
WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo.
(1) E/@s
IRaoSbEc
Jf.v
SbEcJv
IRaoSbEc
SbEcEepIBeq.
EoWh
EoWhqPemWEd
WEdo@vanQImX`.
(2) F/As
MrqFÒpJh
FÒpJhpImF`
ImF`Va
F`Vap.
FrbFgImWa
ImWaq.
WTfIfImShqIamShqFfo.
Q@vmCcImFd
Wqa FdOo.
Oo.
mFdWa
PqKhoITh
(3) U/E
IfWhqSbWUc
SbWUcIUoVoBh
UoVoBhqIBeq.
LUa@v
@mv QqX`.
(4) Q/z
QhmIamImNfLlpIBeq.
(5) Who/Wg/, Whn/Wgn
M@IdmSgnMrq@goBqKfo.
SfSg
SgnLNuhpAac
ImAaPaqWaqWMrkqMrfqUgoUgo
20.3 Command and Response Drills, Completion Drills, Question and Answer Drills
20.3 ImPbKhoImPqJvf, ImIem^cnPqMrfqJhpIm@Igq, ImUa@vmKhoImEaoFb
Review sections 1.5, 1.7, 2.3, 2.6, 3.3, 3.5,3.6, 4.3, 4.5, 6.3, 6.5, 6.6, 7.3, 7.5, 7.7,
8.3, 8.5, 8.6, 9.5, 11.4, 11.7, l2.3, 12.5, 13.3, 13.4, 13.7, 14.5, 14.6, 16.3, 17.3, 17.5,
18.3(1),(2), 18.5, 18.7, 19.3, and 19.6.
URp--@vm@K`@eq 1.5, 1.7, 2.3, 2.6, 3.3, 3.5, 3.6, 4.3, 4.5, 6.3, 6.5, 6.6, 7.3. 7.5, 7.7,
8.3, 8.5, 8.6, 9.5, 11.4, 11.7, 12.3, 12.5, 13.3, 13.4, 13.7, 14.5, 14.6, 16.3. 17.3, 17.5,
18.3(1) Kho (2), 18.5, 18.7, 19.3, Kho 19.6.
20.4 Vocabulary
20.4 Im@IgqSbW@fOuioINpSbMrq@sgNgPqSgIemSaTfSbSanAaOepIOemWaqWMdq
Look in the appendix at the Karen-to-English Vocabulary List and see if there are
any words which you have forgotten. If so, as a review turn back to the lesson where
they were introduced and review the pattern sentences and phrases using them.
URp--NfImPqSg 20 WaqWShmAaWaq ImBemUepINpWgpTfSbMrq@sgNgILhq@WfpKgoUepH`Whq KhoSbW

@u`LlpIm@IgqAfSbnSbMrq@sgNgLlmPqSgWhqSbSanAaOepIOepWaqWMdqLlpWgpMnNrgpWUo. PbMrq@sgNg
@vmIm@IgqUepINpWaqINubpOpINubp PemWUepLhpJhp@eqWAh@Hh@hoNubpKfoX`Llp. Im@Igq
PemWgpINubpNubpSbMrq@sgNgUoMeqLhpWhqLlp Vep@dpMrq@sgNgK~Ugo@@vp@K`@eqIm@IgqWKgSbImPq
SgWTfLlpWMdqSbWUdIm@IgqSbMrq@sgNgUbMeqLhpWhqINpLlp.
Review the new vocabulary you obtained yourself in Book I, 13.9, 14.10 (1), 16.9
(1), 17.9 (2), 18.9 (3), 19.10 (3), and in Book II, 3.10 (1), 4.9 (1), 6.10 (1), 8.10 (1),
9.9 (1), 12.9 (1), 14.9, 16.9 (1), 18.10 (1) by carrying on conversations in Karen with
your teacher and using them.
URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSgSanWAhpJaoIOep 13.9, 14.10

(1), 16.9 (1), 17.9 (2), 18.9 (3), 19.10 (3), KhoSbSanAaOepIOepWaq 3.10 (1), 4.9 (1). 6.10
(1), 8.10 (1), 9.9 (1), 12.9 (1), 14.9, 16.9 (1), 18.10 (1) WA`Llp.
URpKhoMrq@sgNg@Op@IgqU@goImKhoUdIm@IgqWTfLlpUepINp.
(1) Review the conversations in 1.3, 1.8, 2.7, 3.8, 4.7, 6.8, 9.3, 10,4 (2), 11.8, 12,7, 13.8,
14.7, 16.5, 16.7, 17.7 (1) and (2), 18.8 (1), and 19.7 (1). After going through each
one once with you and your teacher taking the parts indicated, close the book and
using the same general idea of the conversation and taking the partsof the same
characters, carry on your own conv ersation, changing and expanding it within the
limits of your vocabulary.
(1) URp--@vm@K`@eq 1.3, 1.8, 2.7, 3.8, 4.7, 6.8, 9.3, 10.4 (2), 11.8, 12.7, 12.8. 14.7, 16.5,
16.7, 17.7 (1) Kho (2), 18.8 (1), Kho 19.7 (1). ImPqSgUepINpWaqIhqKhoIIhqLlp NoU@hoWhq
IThTaqKho@bObCnUcSan. @IgqU@hoImK~WKgWgpTfWUgo OpFpSfSgnIm@IgqILhqKhoPqW`
JhpIm@IgqIUeNfWUe.
again.
(2) URp--URp@OpNoIm@IgqUepINpWaq KhoPbMrq@sgNg@Lp. NfURpNoWA` URp@OpNoJhp "Ng

Kgp" Kho "NÌam" WPaq K~UgoMrq@sgNg@UepH`MrqPIq@IgqImSfp. URpNoIThTaqKho, PbMrq@sgNgIf
Kho@vmSbMrq@Hh@ugnMrq@sgNgLmMbmMrfqSfp. Mrq@sgNgPemILmMbmKaoOp, URp@No@KhoIThAaThUe KhoPbMrq
@sgNgIfKhoImSbWLmMbmW`JhpTfUepINpLlp. Mrq@sgNgPemILmMbmAfSbnKaoOpLlp PbMrq@sgNgWgoJhpW
SanTaqKho @vmMgnURpWAaNfURpNoQcq@KhoMrq@sgNgWA`. IcqMrq@sgNgLmMbmAfSbnSaLlp PbMrq@sgNg@f"NgKgp
Av`" KhoURp@@f "NÌam". NoIThAaThTaq PbMrq@sgNg@oObCnWSanKhoIf@vm "NgKgpAv`" WIm@Igq.
IfSgK~Waq 3-4 ThTaqKho FdHÌUh IfSgK~LlpWUgoKho. IcqMrq@sgNgIfOpOueOeuSaLlp PbMrq@sgNg@f@eq
"NÌam" KhoURp@@f@eq "NgKgpAv`." IfSgK~Waq W`ThIEfoIcqSbMrq@sgNgIfTfOpOeuOeuIEfo. PemEoJhpPq
SgImPqSg 16 ULn@e @vm@K`@eqImPqSgIIhmWaqEem@hoIUhAaUh.
NÌam--Ng
--NgKgpXb, UcSfqImIOuioBqH`, PemWOpP^cqSfp.
NgKgp --NÌa
fSbMSfqLlp, MrqWbWgpWCg MSfqErqBqIBeqOp.
--NÌaamXb, @uSbMSf
NÌam--Wh
--Wh. PePemK~LlpLlp, Sfq@ufNfLlpIBeq. SfqSbMrqSfqImF`VapW@ufIOgLlp.
NgKgp --NÌa
--NÌamXb, MVoJhpNfWaqIcqSbJa@ugIOgLlp Odo@IcqImF`VadpSaX`.
NÌam--Wbp,
--Wbp, NfWaqKhoImF`VapLlp NoNhNfJa@ugIOgLlpMdoShq.
NgKgp --Wh
--Wh. PePemK~LlpLlp, IQaq@fpFhoOp.
NÌam--Uc
--UcSfqImAfWaq UcSfqImBemP^cqSfp.
NgKgp ----Wbp,
Wbp, MU`@SfqFdImWgpNrgpNoKgpXfm, NÌamXb. MWfpKhoLmVdImWgpNrgWImBem
UepINpEem.
NÌam--Wh
--Wh. Beq, Beq. UcSfqWgpNrgpTaq Vf@eqIfOpMrqSbImBemUepINpEemLh.
NgKgp --Pe
--Pem, NÌam. ImBe
ImBemSbMw@boIdmShnINpM@IdmShn TaqKhoM@Vf@eqIfOpLq.
(3) At home try making up a short story or conversation using the vocabulary and
sentence structures you have learned and be prepared to tell it to the teacher
the ext day without notes. If you have a tape recorder, record it as you tell it.
Then, as it is played back, the teacher can make corrections.
(3) URp--PbMrP@sgNg@eqFgPgpJhpLlmImWKgSbWPemMrqAaBq@IgqU@hoImPemBeqImCfqPemBeq KhoUdIm@Igq

SbWPqSgIemSaTfUepINpLlp. PqKhoSbAaILaqWIhmMdqLlp PbMrq@sgNI
g fQcqURpSbWImCfqPeIPem
ImWKgWaq. NfMrq@sgNgIfQcqURpWA`Llp IOpPbMrq@sgNg@vmShqWSanMdqOp. OpFpMrq@sgNgWAfFfo
PemWgpIAhLlp PbWKgoLlmW@ScmSbAfFfoWMdq. KhoIcqPemSbMrq@sgNgIfIm@IbmSaLlp PbW@Lp@eq
W@ScmSbAfFfoMdqLlp. NfMrq@sgNg@Lp@eqW@ScmWA`Llp Mrq@sgNgIfImPem@PpIMdqMdqLlp URp@
OpIfLlm@eqMrq@sgNg. Mrq@sgNgWAfFfoPemIWgpOpKho NfMrq@sgNgIfImWA`Llp Mrq@sgNgPemIf@PpIm@
IgqWUhpINubpNubpPemBeq PemIfIm@IgqIOpBemOp@ugqIIhqIhqPemBeq URp@Op@vfoLhpCnTf.
IcqMrq@sgNgIfIm@IbmSaLlp URp@OpIfOpLlm@eqMrq@sgNgSbIm@IgqSbWIf@PpTfUepINp
KhoPbMrq@sgNgIfMgnJvfURpWAaIOuhKho. TaqKhoURp@Op@vmMrq@sgNgWIm@vfo K~UgoMrq@sgNgPemUd@PpIm
@IgqINuubpNubpLlp URp@IfOpLlm@eqMrq@sgNg.
(4) It is strongly recommended that upon completion of this book and before starting on
Book III, you have an evaluation made of your progress in learning to speak the
Sagw Karen language. The recommended procedure is for you to carry on a
conversation in Sgaw Karen for 5 minutes, this time with a Karen other than your
teacher with whom you have conversed in the past and feel at least reasonably free to
converse with. You and the person with whom you will converse should not discuss
ahead of time about what you will say. You can each ask the other questions or you
can tell about anything of interest, but you should do most of the talking, so that it
can be evaluated. You should take the initiative in the conversation. It is better that
you not rehearse what you will tell about. However, practice talking with your
teacher and with other Karens again and again so that you can talk about various
subjects. During the test conversation, if the person with whom you are talking uses
a word which you do not know, you can say in Karen, "What is ___? I don't know
it." After you have recorded the conversation, the tape should be given to 3 other
Karens to listen to one after the other so that each one can evaluate your level of
ability in Karen using the evaluation form in the appendix. (It is in both English and
in Karen.)
(4) URp--IfOpMrq@sgNgSbNfWTfUepPqSgSanIOepWaqPemNugSaLlp IAuuioKaaoSbW@EoJhpPqSg@KhoSan

UbOepIOepKaoOpLlp
WTfUep@OpPq@vmShq@vmWUoK~UgoWTfUep@UepH`TfSb
PemWTfUep@Igq
Mrq@HhW@ugnOpFaoW`SaSfp.
ImPq@vvmShq@vmWaqPemTf
Mrq@sgNg@Op@IgqImKhoMrq@HhWBqI
BqBqSbWTf@IgqHh^cmIm
KhoWhqOpFpIPemWURpOpLlpQfmPaLao.
ImSbQfmPaLaoWIhmMdqWaqMrq
@sgNg@OpUvhpLcnW@ScmSbAfFfoWMdq. Mrq@sgNg@OpUa@vmImIOuhOuhKhoMrqIBqLlp@Ua@vmImI
OuhOuh KhoMrqAaBqSbn@@IgqU@goIm, OpFpMrq@sgNg@Op@IgqImW`LlmMrqWTfIBqLlp. Mrq@sgNg
Pq@vmShqWUoPemTaqSaLlp VaoêlmAfFfoSbWKgoLlmOpMrq@sgNgKhoWTfIBq@IgqU@goImWUhpWaq KhoPb

Mrq@HhWBqUbBq@Lp@vmIBqTaqIBq KhoEapHhpTfPemMrq@sgNgIBqKhoIBqLlp PemWTfUep@IgqKhoLmMbm
Mrq@Hh@ugnOpFaaoW`FaoErqSfp. (ImUa@vm@vmImWKgWgpTfSbImPqSg 20 WaqWShmAaLlp.) Mrq@sg
NgPePemPaoYbpLRapOpCo Ja Oa WfP~ WfN~ (T.B.M.F.) Kho, PaoYbpWMrqVep@dpImOpCoImPqSg
@ugnIBqLlp@PemMrqUco@ufqMrqUbBqSb@Op@Lp@vmMrq@sgNgWIm@IgqSbAfFfoWMdq.)
20.7 Cultural Assignment--Finish up 16.10 and file for future reference.
20.7 ImCcUepH`Mrq@HhWScmWSm--Mrq@sgNg@PqKpTf.
10
Appendix
Page No.
1. Sample Evaluation Form--English . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
--Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
2. Vocabulary List--Karen to English. . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
3. Vocabulary List--English to Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
4. Index to Word Usage and Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . 294
1. Sample Evaluation Form

The language proficiency interview is unlike most tests in that it does not yield a
numerical score based on the number of questions answered correctly. Rather, the results
of the interview are reported on the basis of discrete categories of overall performance.
Proficiency Description
(Directions: The evaluator should circle the number in each category which he/she
feels best describes the level of proficiency of the student at this time based on the taped
conversation.)
Pronunciation and Accent
1. Pronunciation frequently unintelligible.
2. Frequent gross errors and a very heavy accent make understanding difficult; requires
frequent repetition.
3. 'Foreign accent' requires concentrated listening and mispronunciations lead to
occasional misunderstanding and apparent errors in grammar or vocabulary.
4. Marked 'foreign accent' and occasional mispronunciations which do not interfere with
understanding.
5. No conspicuous mispronunciations, but could not be taken for a native speaker.
6. Native pronunciation, with no trace of a 'foreign accent'.
Grammar
1. Grammar almost entirely inaccurate except in stock phrases.
2. Constant errors showing control of very few major patterns and frequently preventing
communication.
3. Frequent errors showing some major patterns uncontrolled and causing occasional
irritation and misunderstanding.
4. Occasional errors showing imperfect control of some patterns but no weakness that
causes misunderstanding.
5. Few errors, with no patterns of failure.
6. No more than two errors during the interview.
Vocabulary
1. Vocabulary inadequate for even the simplest conversation.
2. Vocabulary limited to basic personal and survival areas (time, food, transportation,
family, etc.).
3. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of
some common professional and social topics.
4. Professional vocabulary broad and precise; general vocabulary adequate to cope with
complex practical problems and varied social situations.
5. Professional vocabulary broad and precise general vocabulary adequate to cope with
complex practical problems and varied social situations.
6. Vocabulary apparently as accurate and extensive as that of an educated national

speaker.
Fluency
1. Speech is so halting and fragmentary that conversation is virtually impossible.
2. Speech is very slow and uneven except for short or routine sentences.
3. Speech is frequently hesitant and jerky; sentences may be left uncompleted.
4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.
5. Speech is effortless and smooth, but perceptibly non-native in speed and evenness.
6. Speech on all professional and general topics as effortless and smooth as a native
speaker's.
Comprehension
1. Understands too little for the simplest type of conversation.
2. Understands only slow, very simple speech on common social and touristic topics;
requires constant repetition and rephrasing.
3. Understands careful, somewhat simplified speech directed to him/her, with
considerable repetition and rephrasing.
4. Understands quite well normal educated speech directed to him/her, but requires
occasional repetition and rephrasing.
5. Understands everything in normal educated conversation except for very colloquial or
low-frequency items, or exceptionally rapid or slurred speech.
6. Understands everything in both formal and colloquial speech to be expected of an
educated native speaker.
Scoring
(Directions: The evaluator should look at the weighting table below and write the
appropriate score for each category in the blank space at the right-hand side. The row of
numbers in ( ) refers to the numbers that the evaluator circled in the proficiency
description above. It can be seen that the importance of the various categories differs;
e.g., a (3) in Pronunciation and Accent is given a comparative weight of "2" whereas a (3)
in Grammar is given a comparative weight of "18." In some cases the evaluator may
want to give a score that is "in-between" two of the scores in the table below; e.g., if the
evaluator feels that the student's competence in Grammar is about midway between
description 3 (Frequent errors showing ...) and description 4 (Occasional errors showing
...), he/she might give a weighted score of 21 for Grammar, rather than 18 or 24. After
writing in the score for each category, add the scores up and write the total in the space
provided.
Weighting Table
Proficiency Description
Pronunciation and Accent
(1)
0
(2)
1
(3)
2
(4)
2
(5)
3
(6)
4
_____
Grammar
Vocabulary
Fluency
Comprehension
6
4
2
4
12
8
4
8
18
12
6
12
24
16
8
15
30
20
10
19
36
24
12
23
Total
_____
_____
_____
_____
_____
(Note: It should be realized that the score resulting from the student's evaluation at the
end of Book I was probably higher than the student's true proficiency level due to the fact
that the conversation was carried on with the teacher, who made an effort to stay within
the vocabulary and sentence structures which the student had studied and who was
accustomed to understand the student's speech. The score resulting from the evaluation
at the end of this book, Book II, will probably be more accurate since the student has
carried on a conversation with someone other than the teacher, yet it has been with
someone with whom he has frequently conversed already in the past. At the end of Book
III the student will be expected to carry on a conversation with someone other than the
teacher with whom he/she does not usually carry on a conversation, and the evaluation of
that conversation will result in a score that will still more accurately indicate the student's
true proficiency level.)
ImPq@vmWKg
ImPq@vmOpCoImPqSgMrqW@ugnLlp IK~UgoKhoImPq@vmWBcqWBqOp. Mrq@sgNg@IgqTfOpFaoW`
FaoW`Llp IOpKvoLlmSbWNho* SbWLlmOpTfSbURpWImUa@vmKhoMrq@sgNgWImEaoFbOp.
PePemIAh
@vmSb Mrq@sgNgWImUeImOpKpTf K~SbImPq@vmQfmPaqSbWNhSnWUgoWaq.
ImMnNu`JhpMrqIBqKhoIBqWImUeIpOp
ImPq@vmQfmPaqSbWNhSnWaqOpImLhqNoWhq 6 @ugq EoJhpSbMrq@sgNgSbWLo@IbmIcqSbMrq@sgNg
SbWUe@Ibm. MrqPq@vmIm@Op@vmMrq@sgshNgIBqKhoIBqLlpPemWw@boTfOpTf KhoImPq@vmNfSfpI@ugqSfp
KhoIe@TfhqImI@ugqLlp.
ImPq@vmWgpQfmPaq.
MrqPq@vmIm@OpIe@ThqIPaqI@ugqIPaqI@guq
K~SbWw@boTfOpTfKhoMrq@sgNg.
1. Pronunciation and Accent. Im@IgqWUhpKhoIm@ScmShqFhSbMrqNhpLlmWhqSbMrq@ScnBq@
IgqImLlp.
(1) Mrq@sgNgIBqWaq@IgqImW@ScmUhpIOpOpAfWaqAfWaqIcqKpSfnMrqLmIMbmWhqOp.
(2) Mrq@sgNgIBqWaq@IgqImW@ScmUhpIOpOpAfWaqAfWaqKhoW@ScmShqFh. MrqLmMbmWhq@hIcq
KpSfn@OpIfShqIam@KhoTfAfWaqAfWaqLlpShq.
(3) Mrq@sgNgIBqWaqW@ScmUhpK~~UgoSbMrqJaaBcq@hmBqIccqKpSfnMrq@Op@LpWhqShqIamShqFfo KhoPem
SbIfImW@ScmIOpOpWCg MrqSbW@LpImIBqLlpIOuhOuhLmMbmTfSbWIfImWBqIPaq KhoIOuh
OuhFg@PgpSbWIfImIOpBemOp@ugqOpLlpShq.
(4) Mrq@sgNgIBqWaq@IgqImW@ScmUhpShqBnK~UgoSbMrqJaaBcq@hmBq KhoOpIOuhOuhImW@ScmUhp
IOpOp OpFpI@fJhpIm@hImAfSbMrq@LpImNgWBhmOp.
(5) Mrq@sgNgIBqWaq@IgqImW@ScmUhpSbWIOpOpLlpIWgpOp OpFpWTfPem@IgqImLlp
MrqUepH`SbIPemWLhm@EmW@ugnKpTfOp.
(6) Mrq@sgNgIBqWaq@IgqImUhpK~SbWIffW@ugnKpTf. MrqIUepH`SbW@fMrq@hmBqOp. MrqFg@
PgpSbW@EmW@ugnKpTfShq.
2. Grammar. ImUdIm@IgqOpBemOp@ugq
(1) Mrq@sgNgIBqWaq@IgqImW`SbWIOpBemOp@ugqOpWCg MrqILmMbmWhqSbqOp.
(2) Mrq@sgNgIBqWaqUdIm@IgqIOpBemOp@ugqOpAfWaqAfWaqWCg MrqSbW@IgqU@goImKhoWhqLlp
LmMbmTf@hKgpPo.
(3) Mrq@sgNgIBqWaq@IgqImIOpBemOp@ugAfWaqAfWaqWCg OpIOuhOuhKco@fJhpIm@hImAfKhoIm
UoWeLlSbMrq@LpImWBhm, KhoMrq@LpImLmMbm@PpTfUeLlpShq.
*WNhoLlp
WAhMHhSb "marks, grade;" Thai
; Burmese WPrI~.
(4) Mrq@sgNgIBqWaqOpIOuhOuhIfJhpIm@IgqIOpBemOp@ugqOp OpFpI@fJhpIm@hImAf

SbMrq@LpImNgWBhmOp. Mrq@LpImNgLmMbmTf.
(5) Mrq@sgNgIBqWaq@IgqImIOpBemOp@ugqJfErqErqNgLlpShq. I@fJhpIm@hImAfSbMrq@LpIm
WBhmOp.
(6) Mrq@sgNgIBqWaqIfIm@IgqIOpBemOp@ugqOpIW`LlmAaOuhNfSbMrqPq@vmWhqIOuhWaqWA`..
3. Vocabulary. Im@IgqWNubp
(1) Im@IgqSbMrq@sgNgIBqWaqUepH`TfLlpWgpKpErqKgpPoWCg Mrq@sgNgIfU@goImKhoMrqBqIUeOp.
(2) Im@IgqSbMrq@sgNgIBqWaqUepH`TfLlpWgpKpErqErqHhHhNg. WKg--OpCoImFb@Ihm, ImWhp
ImWh, ImSfqIm@eq, VapNgChNg, JfLlpShq.
(3) Im@IgqSbMrq@sgNgCcJbJhpTfLlp OpIOuhOuh@PpTfWCgLlp Kco@fJhp@eqIm@hImAfSbWTf
@@IgqU@goImOpCoWImNaoImPqPemBeq OpCoWImReSgnPcnSgnWUoKhoMrqBcqMrqBqUepINpPemBeqLlp.
(4) Im@IgqSbMrq@sgNgIBqWaqUepH`TfLlpWgpTfSbSbMrfqMrfq. WTf@IgqImOpCoWImNaoImPqW
@ugqShqIamShqFfoUe KhoOpCoImBcqImBqW`PaqNfWw@boWOpLlpUeEem@ho.
(5) Im@IgqSbMrq@sgNgIBqWaqUepH`TfLlpSbTfMrfqTfSb@@IgqU@goImKhoMrqBqUepINpOpCo
WImNaoImPqW@ugqMbmIcqSbW@Fdo@Iam Kho@IgqU@goImOpCoImBcqImBqW`PaqQanQanUeEem@hoTf.
(6) Mrq@sgNgIBqWaqUepHÌm@IgqSbSbMrfqMfrqK~UgoMrq@HhSbWLlmPqSgPqKgoImIBqLlp.
4. Fluency. @IgqImUe@IgqImOue
(1) Mrq@sgNgIBqWaq@IgqImWgp@IhmFg@PgpImAfWaqAfWaq IcqKpSfnMrq@IgqImKhoWhqSfqWUo
IUeIOpSbqOp.
(2) Mrq@~sNgIBqWaqWÒuh@IgqImIAuioSgnWAaOp KhoIm@IgqSbWHh^cm@IgqTfUepINpLlp
@IgqTf@Ofo@OfoKhoLhmTfKgpPo.
(3) Mrq@sgNgIBqWaq@IgqImWcoWcoWoWoKho@IgqImWFbIIfnOpAfWaqAfWaq.
(4) OpIOuhOuhMrq@sgNgIBqWaq@IgqImWcoWcoWoWo@IgqTfIOueOp Kho@OpIfShqIam@eq@KhoTf
AaOuhUbOuh KhoCcW`JhpLlm@KhoWIm@IgqWNubp.
(5) Mrq@sgNgIBqWaq@IgqImOpBeqBeqOueOue OpFpWIm@IgqWLhmWAueLlp MrqUepH`SbIPemW@
EmW@ugnKpTfOp.
(6) Mrq@sgNgIBqWaq@IgqImBeqBeqOueOue K~SbW@IgqW@EmW@ugnKpTfWUgo.
5. Comprehension. ImUepH`LpMbm
(1) Im@IgqSbMrq@IgqU@goImKhoMrq@sgNgIBqWaqLlpPemKpIm@IgqQgQgNg OpFpWTfILmMbmKao
TfW`WÒp. LmMbmTfErqKgpPoShq.
(2) Mrq@sgNgIBqWaqLmMbmJfIm@IgqSbMrq@IgqWhq@Ofo@OfoKhoHhHh KhoPemKpIm@IgqSbWHh^cm
LmVdTfUepINp. Mrq@OpIfShqIamLlm@eqWhq@goOuhKfoCpCp.
(3) MrqPem@IgqImKhoMrq@sgNgIBqWaq@Ofo@OfoKhoUdIm@IgqHhHhLlp WTfLmMbmTf OpFpMrq@Op

IfShqIamLlm@eqWhqAfWaqAfWaq.
(4) MrqPem@IgqImKhoMrq@sgNgIBqWaqAueNfWw@boWOpLlpWTfLmMbmTf OpFpOpIOuhOuhLlp Mrq@Op
IfShqIamLlmKhoWhq.
(5) Mrq@sgNgIBqWaqPem@IgqImKhoMrqSbWLlmPqSgPqKgoOpImLlp Mrq@sgNgLmMbmTfAfSbnCpCp OpFp
PePemMrqSbWILlmPqSgPqKgoImLlp Mrq@sgNgILmMbmTfAfSbnOp.
(6) Mrq@sgNgIBqWaqPem@IgqImKhoMrqLlmPqSgPqKgoImPemBeq ILlmPqSgPqKgoImPemBeqLlp WTfLmMbmTfAfSbn.
Scoring - PqLlmWNho*MrfqSfp
MrqSbWPq@vmMrq@sgNgIBqLlp@Op@vmLhmBamSbWWgpNu`TfSbImNhSnWaqTaqKho@OpIe@ThqWNho*Sb
WJapTfSbWw@boTfOpTfKhoMrq@sgNgIBqLlpWImUeImOp. IeTo@ThqWNhoI@ugqOpI@ugq Kho@vfoShqWhq
SbWShmShqVgSbEcJvfIMqLlp. LhmBamSb ( ) WMdqWaq K~UgoKpLhmBamSbMrqPq@vmImVepMrq@sgNgSbWIm
Pq@vmIPaqKhoIPaqK~SbWWgpNu`TfSbWNhAgpLlp. L@JapSbImNhSnWaqOpCoImVepWNhoSbImLmMbmMrq
@ugnFaoW`FaoW`SfpLlp VepTfWNhoShqFh. WKg--"1. Im@IgqWUhpKhoIm@ScmShqFh" Llp LPemIe@Thq
LhmBam (3) Llp Mrq@shNg@LlmOpWNhoSb "2." PePemOpCo "2. ImUdIm@IgqOpBemOp@ugq" Llp LPemIe
@ThhqLhmBam (3) Llp Mrq@sgNg@LlmOpWNhoSb "18." OpIOpMrqPq@vmIm@WfpKgoVepSb (2) Kho (3) W
ObpEbq. MrqPq@vmImLlmWfpKgoK~LlpLlpVepUe. WKg-- IVep "18" KhoIVep "24" Op, VepNfWObpEbq "21"
Ue. IcqL@vfoShqWNhoI@ugqOpI@ugqSbImShmShqVgSbEcJvfIMqWaq@go@ugqKfoPemTaqSaKho MnNrgpWhqAfSbn.
ImJgp@vmImLmMbm
ImMnNu`JhpImUeImOp
1. Im@IgqWUhpKhoIm@ScmShqFh
2. ImUdIm@IgqOpBemOp@ugq
3. Im@IgqWNubp
4. @IgqImUe@IgqImOue
5. ImUepH`LmMbm
(1)
0
6
4
2
4
(2)
1
12
8
4
8
(3)
2
18
12
6
12
(4)
2
24
16
8
16
(5)
3
30
20
10
20
(6)
4
36
24
12
24
_____
_____
_____
_____
_____
AfSbn _____
@vm@vm--WNhoSbMrq@sgNgIBqKhoIBqLlmOpTfSbImPq@vmSbSanWAhpJaoIOepW@IbmLlp MPem@vm
SbImPemImIhLlp Mrq@sgNgLlmOpWNhoW`LlmKaoImUeImOpKpTf PemSbURpSbWIfU@goImKhoMrq@sgNgLlp
UepH`TfSbMrq@sgNgIBqLlpPqSgOpIemSaIm@IgqWÈrqMrfqSfpKhoLmMbmIm@IgqWAueWLhmK~Sfp. PePemWNho
SbMrq@sgNgLlmOpTfSbImPq@vmSbSanAaOepIOepWMdqWaqLlp @OdoSbImPemImIhWÌEfo PemSbMrq
@sgNgIfU@goImKhoMrqWBqIBqSbIPemWURpKpTfOp.
OpFpPemKaoMrqSbMrq@sgNg@IgqU@goImKhoWhq
IOuhOuhSbWMdq@vanEem@hoLlp. IccqMrq@sgNgPqSgSanLhmBam 3 IOepPem@IbmSaLlp MFbSbWTfUep@@
IgqU@goImKhoMrqBcqMrqBqSbWTfI@IgqHh^cmImKhoWhqIBqNfWKgo@vmWImUeImOpSbMrq@HhW@ugnLlp.
PemPqK~LlpKho WNhoSbMrq@VepWhqLlp@PemWNhoSbWPemWIhShq.
2. VOCABULARY LIST
Karen to English Expressions Introduced in This Book
(Key to abbreviations at the end)
Karen
@Em/@EmKpTf
@Ebm
@Ibm
@Ifn@Ihq
@Ihm
@K`
@Ka@K`
@Mq
@Man
@Rb
@Scn
@q
@aSgq
@amPf
@d
@dn
@dp/@dpNo
@dpJhpNoShq
@eq
@f
@f/@fJhp
@fpFgo/@fpFho
@gm
@gmUTa
@gmUvo
@goBqKfo
@goPaqKfo
@goOuhKfo
@h/@hAf
@hoBqKfo
English
Lesson
Self, oneself
Hill(s), mountain(s)
11
8
To end, terminate; superlative degree in comparison
18
To compose, arrange, prepare
18
To stop, cease
14
To reverse, revert, overturn
19
To be changeable, fickle, haphazard without any real

effort or plan
Side(s) of a person or thing
19
Mud
11
Assemblage(s), organization(s), party(ies), society(ies)
18
16
To put on by throwing over the shoulders, as a blouse,

shirt, jacket, shawl, or dress (not used for karen
pull-over blouses or long dresses)
Kilometer(s)
4
11
Chiangmai
11.4
Classifier for garments worn by wrapping around the

waist
To think, consider, deliberate, plan
3
16
To consult, settle a plan, come to a resolution
16
To revert back, to recur again
To be able (physically)
To become
Excessively, beyond what is fit or desirable
13
3
19
To be hot and humid
19
To be hot enough to burn one
19
Everyone, everybody
18
Everything
18
Every time
18
To be difficult, unfeasible, vexatious, troublesome

Everyone, everybody
9
18
@hoPaqKfo
@hoOuhKfo
@hqSqT`
@skVf
w@bo
@uf
@ugpEe
@vm
@vm@vm
@vmEg
@vmFg@Pgp/@vmFgPgp
@vmIRao
@van
@van@van
@vfo(San)
A`
Aa
AaBqSbn
Af
Af@bn
Af@gn/Af
/Af@hn
AfBhq
AfIBhq
AfIFep
AfPV`
AfPcmFeep
AfPcmLq
AfPcmV`
AfSfp/Shp
AfWaq
AfWaqAfWaq
Agp
AgpLm
AgpNuhp
Ah
Everything
18
Every time
18
White foreigner(s)
Chiangrai
11.4
To be suitable, fit, appropriate; should, ought
17
Path(s), road(s), way(s)

Silver, cash, wealth, means
9
13
To look at, look after, watch; to do by way of trial
To try and see
To look off at from an elevated position

To consider, deliberate on a subject
11
7
To look around
16
To throw, throw at; to abandon, reject; for good, away
16
To throw away
16
To write (books, writings)
3.10
The time or season of anything
The back, rear
16
Both persons
11
Hereafter, after awhile
14
Hereafter, after awhile
14
Tomorrow morning
Day after tomorrow in the morning
Day after tomorrow
This coming evening
This coming night
This coming evening
When? (at what period of time?)
6, 1(ft)
Now at present, without delay
Often, frequently
Head(s), hair; top part of something
12
Leader(s)
12
Cap(s) (especially a stocking cap)
19
Classifier for sides of a thing; as for, whereas
262
Ah
AhSf
Ahp
AhpNuhp
AhpShm
Auio
AuioLlm
Avo
AvaAgp
Bq
Bfq
BfqFbJbp
BfqJbp
Bhq
BhqAh
BhqBhq
Cn
(Cao)
Cc
CcJb
Em
(En)
EnAh
Eo
Ean
Ebq
Ec
EcEep
EcJvf
EcNuhp
EcShm
Edo@van
Ee
EeAaFaQfmOep
EeIMhm
Particle used when urging someone to do something

he/she hesitates to do
To exchange one thing for another
7
18
Leg(s), foot(feet)
12
Sock(s), stocking(s), legging(s)
19
Footprint(s)
12
To attain to, catch up with; to be free, to have time to

do something; can
To attain to, catch up with
12
Dish(es), cup(s), glass(es)
14
To comb or brush hair
19
Another, other; a different one
16
To stir, move about
16
To rise to a standing position
16
To rise, as from a lying or sitting position
16
12
Morning
To be fixed, made fast

Often, frequently
18
2 (ft)
To seek or search for something
18
To choose
18
To be weak, not strong, tender, immature
1 (ft)
Particle used when urging someone to do something

he/she hesitates to do
To ask, question, enquire
Paddy field(s) (wet cultivation method)
19
9
To help, assist
13
Arm(s), hand(s); foreleg(s) of animals
14
The left hand
16
The right hand
16
Glove(s), armlet(s)
19
Mark or print of one's hand; handwriting, handiwork
14
To throw away
16
Silver, money
Twenty-five satangs
One hundred baht
263
EeIOo
Eep
Erq
ErqShq
F`
F`(Im)
Fao
FaoKgpSfp/Shp
FaoQanSfp/Shp
FaoW`Sfp/Shp
Fap
FdAa
FdH`
FdWaqFdOo
Fdp
Fe
Fe@q
Fg
Fg@Ihm
Fg@Pgp/FgPgp
Fgo@e
Frb
Frb^cn
H`
(Hbp)
Hbp
Hh^cm
(I@uo)
IAh
IAuio
IBeq
IEgmNg
(IFrb)
One baht
The left
16
To be few in number, scarce
To become fewer in number, become scarcer
To feel hurt, pain; to suffer from a disease, to be

diseased
To sell (things)
16
2
To be small
How large?
How long in time?
How many? How much?
To be sour, acid
After this (in the more distant future, the entire future
from now to the end)
In the near future, future in general
Here and there
2
19
To be strong, forcible, energetic
Garment(s) suspended from the shoulders; e.g., dress,

shirt, jacket
Blouse(s), shirt(s), jacket(s)
4
4
To give priority to in matter of time; to be early
14
To stop, cease, wait, giving priority to something else
14
To think
To be bedridden from sickness or injury; to be sick

enough to be bedridden
To lead, guide, direct, take someone somewhere; to
send something somewhere
To make a motion (in a business meeting)
16
17
17
Before, in front of, in advance of
Particle used to correct a wrong assumption, to

indicate something is contrary to one's
expectations; or to make a statement less abrupt)
Particle indicating that the speaker presumes or
supposes that things are as stated
To be accustomed to, to be one's habit; usually
3 (ft)
13
8
Particle indicating plural (colloquial for INp)
19
One side; half-past the hour; as for, whereas
To not catch up with; before
12
Particle indicating prohibition
16
A short period of time

264
7
19
IJap
ILqWaq
ILaqWaq
ILhq
IMhm
IOuio
IPraq
IRao
(IRb)
IShm
IV`@bn/@gn/@hn
IV`Waq
(IWdo)
Im@hImAf
ImEdq
ImEdqA`
ImEdqJa
ImF`
ImF`Vap
ImFdoImF`
ImOraoUo
ImPa
ImPbNg
ImPgp...Uo
ImSbnImEqe
ImUoAc
ImWgpNrgp
ImWgpNrgpNg
ImWgpNrgpURp
Iam
Iam
Icq
IdmSgn/IdmShn
Iem
IfNu`Jhp
A moment
Tonight, this night
Today, this day
Some
One hundred baht
To be quite a few
16
Stranger(s), guest(s)
To turn around, revolve
16
19
One paddy field
14
This evening
19
Difficulty(ies), trouble(s), problem(s)
"It rains"
The rainy season
Rain water
Disease(s), sickness(es)
16
Hospital(s)
16
Disease(s), sickness(es)
16
To be tired
Sleep (N)
Apostle(s), evangelist(s)
14
To desire, want to obtain
Expenses
11
Joy, gladness, rejoicing
Meeting(s); church(es) (referring to the people, not the

building)
Church member(s)
18
Pastor(s)
18
Uncle(s) (used sometimes when addressing one's

uncle)
To be compact, close together
To arrive, reach a place, event; when; until
18
6
17
6
To receive or accept what comes; to entertain guests

or strangers
To abandon, remain behind
18
To explain
11
265
12
Igm
IgmAaFaQfmOep
(IgmIFrg)
(IgmIFrgOrf)
IgmIMhm
IgmIOo
(IgmIOrf)
(Igm^vaFrgOrf)
(IgmQfmFrg)
(IgmUaoOrf)
Ihm
Ihq
Ja@ug
Ja@ugq
JaAvo
Jap
JapEg
Jb
Jdp
Jf
JfIBq
Jvf
KpTf
K~LlpKbK~Llp
KbpJa
KgImBhq
KhNaSaq
KhNaSaqKhNcSaq
KhNcSaq
KhOdoKhIam
Lm
LmVd
LpRap
Lq
Lap
Brass, copper; coin(s), money
Twenty-five satangs
Ten satangs
1.2 (3)
Fifteen satangs
1.2 (3)
One hundred baht
One baht
Five satangs
1.2 (3)
Seventy-five satangs
1.2 (3)
Fifty satangs
1.2 (3)
Twenty-five satangs
To make a stop, break, juncture
Classifier for sections and things occurring at intervals
11
River(s), stream(s)
17
Canal(s), ditch(es) for water to pass through
17
Drinking glass(es)
14
Classifier for moments or very short intervals of time
To see from an elevated position
11
To pick up or pick out one thing after another
18
To be vertical, upright; post(s)
Only
Only one person
The right
16
To do by oneself; to let something happen without

interfering
Idiomatic expression: "So be it." "It's all right with me."
13
To dip up or draw up water
14
To take a photo
11
Grandmother-grandchild relationship
12
12
Grandfather-grandchild relationship
12
17
Ear(s)
12
To hear
18
Clock(s), watch(es); o'clock; classifier for hours
Night(s), nighttime
Wrap-around skirt(s), sarong(s)/longyi(s)
266
Laq
Llm
Llm
LlmWShm
LhBq
LhI...
LhIBq
LhIPaq
LhIOuh
LhOuh
LhPaq
Lhm
Lhm@Em/Lhm@EmKpTf
LhmAg
LhmKgp
LhmUo
Mn
Mn@Ihm
Mn@eq
MnIem
MnLlm
MnJhp
MnNrgp
MnShq
Mq
(Mdo)
Mdq
Mhm
MrqAaBqSbn
MrqIPraq
MrqF`
MrqFÌmNg
MrqFÌmWShm
MrqMrkqImNg
MrqVhpAgpNg
Day(s) (as opposed to night)
To succeed in accomplishing something, to be able to

succeed in carrying out an act; to get to do
something
More than before
Nobody, not anybody
None, not any
Nobody, not anybody
Never, not any time
Never, not any time
Self
17
Self, oneself
11
Body, the outer man
17
To be large in stature, grown up
17
Spirit, the inner man
17
To put, place
14
To stop, including laying something down or aside
14
To put back
14
14
14
To put up
14
18
To put down
14
16
To be just right, to happen at just the right moment
To pass by, go beyond
Both persons
11
Stranger(s), guest(s)
Patient(s)
16
Seller(s)
Store(s),shop(s), stall(s), i.e., place(s) for selling things
Buyer(s)
267
11
Mrkq(Im)
Mrfq
MrfqUgo/MrfqUho
MrfqUgoUgo/MrfqUhoUho
MumPfn
NÌam
No(San)
Na
NaMm
NaNc
NaPgm
Nc
NcMm
NcPgm
Nf...WA`
NgKgp
NgKgpAv`
NgKgpPcp
NgSaq
NhAgp
NhSn
Nhp
NhpEbq
NhpCn
NhpJhp
NhpLlm
NhpShq
Nrgp
Nu`
Nu`Sb...
Nuo(Im)
Nuhp(Im)
NuhpAa
Oo
Oo
To buy, purchase
18
As much as
18
Equal in quantity
18
To wash one's face
19
Uncle(s)
To read (books, writings)
4.9
Grandmother(s)
12
12
Grandparents
12
12
Grandfather(s)
12
12
12
When (during the time that)
Nephew(s) and/or niece(s)
Nephew(s)
Niece(s)
Descendants; children and grandchildren
12
The top part; above, over
12
The lower part; under, below
12
To seize, catch, hold
16
16
To catch and hold fast
16
16
16
To seize or take, as something lying on the ground
16
To collect together
18
To be visible, apparent
11
To seem as though
11
To chop, peck; do something with a chopping motion
11
To sheath (as a sword), encase
19
Pants, trousers
19
Baht; classifier for baht

Yonder, over there; on the far side
268
1
19
Op
Op@...
Op@hOpAf
OpFp/OpFpKho
OpPIqSfp/Shp
OpP^cqSfp/Shp
OpUo
OpWb
Odo
Oh@ho
Orao
Oufp
P@bn
P@gn/P@hn
PV`
PV`@bn/@gn/@hn
PqEan
PqEbq
PqErqShq(Im)
PqMn/PqMnEbq
PqMrfq
PqSbn
PqVoBhq
PqWUo
PqWhpEan
Pa
PaIem
PaIhm
PaLhq
PaShq
PaWgp
Pb
PbShq
Pcm
To hit, encounter, come into contact with; verb

indicating that the action passes over to its object
Expression used in questions to indicate doubt
But, though
Why? For what reason?
13
Why? For what reason?
13
To be pleased with, to approve of
To be dirty, soiled, defiled
11
To be near; to be related to; nearly, almost
13
Bangkok
11.4
To be left over, remain over and above
Just now, a short time ago
14
Just now, a short time ago
14
Evening
Yesterday
14
To work a paddy field, grow rice by the wet cultivation

method
To help to do
9
13
To reduce in number, quantity, or degree
To do ahead of time; to do and set aside
14
To fill
18
To use up, spend
11
To destroy
17
To happen
13
To work a paddy field, grow rice by the wet cultivation

method
To sleep
9
6
12
To stay overnight, break a trip by sleeping somewhere
To lie down, lie, lay
To lie down, lie
To stay and sleep, stay overnight
To order, direct, send someone somewhere; to ask

someone to do something
To send someone somewhere
The sun, suns
14
14
8
269
PcmAaLaq
PcmAaLaqILaq
PcmAhpJao(I)Laq
PcmBm
PcmCcLaq
PcmFep
PcmFepT`
PcmILaq
PcmJdp
PcmJhp
PcmLq
PcmLqAh
PcmLaq
PcmLaqKgp
PcmLaqMdq(IUh)
PcmLaqNg
PcmLaqPcmUh
Pcm^cn
PcmQfmLaq
PcmSvamLaq
PcmUbLaq
PcmV`
PcmWAhpJaoILaq
PcmWgpOraoLaq
PcpQdp
PePemK~Llp(Llp)/(Kho)
PemSb
PemSb...WCg
PfmFho
Pfn
PfnH`
(Pfo)
PgmMmNaNc
Pgp
Psg
Ro
Tuesday(s)
The second day
8.2 (1)
Sunday(s); the first day (of the week)
8.2 (1)
Aunt(s)
Saturday(s)
8.2 (1)
Dawn; to dawn, be dawn
Early dawn; to be early dawn
Monday(s)
8.2 (1)
Noon, noontime
East
Night(s), nighttime
Sunday(s)
Monday(s)
Saturday(s)
8.2 (1)
Days (in general)
West
Friday(s)
8.2 (1)
Thursday(s)
8.2 (1)
Wednesday(s)
8.2 (1)
Evening(s)
The first day
8.2 (1)
Sunday(s), sabbath(s)
Maesariang
11.4
In that case
Because
Because
Maesod
11.4
Eye(s), face(s) (in general)
17
Before, in front of; the front part of something
17
To be just right, to happen at just the right time

Ancestors, forbears
4
12
To desire, want to obtain (can't be used alone)
To be many, numerous, plentiful
270
Qaq
Qbp
Qhm
QhmIam
S`
Sn
Saq
SaqAv`
SaqPcp
Sb@ufOoAh
SbAa
SbBhqILaq
SbH`
SbJaa@ugTmOoAh
(SbWIgAgp)
SbWaqSbOo
Sbn
ScmJa
Sf
Sf@eq
SfSgn/Shn
Sfm
(SfnSfn)
Sfp
Sg/SgShq
SgnWUo
ShAh
ShAh@Ud
ShAhWhpPeq
ShmAa
ShmPa
ShnWUo
Shp
ShqIam/ShqIamShqFfo
ShqIfn/Jfn
To be far, distant, a long way
11

To tread, trample upon
13
17
17

displeasure
Below, the lower part
12
Grandchild(ren)
12
Grandson(s)
12
Granddaughter(s)
12
The other side of the road
19
12
After, afterwards; later
The next morning
In the past (i.e., before the present); the former,

formerly; before
The other side of the stream/river
In the past; the former, formerly; before
19
2 (ft)
Here and there
19
To be ended, finished, used up, all gone; both, all
11
To bathe
14
18
To change back, change again;
18
18
To be wide, broad
2 (ft)
To spread out, as something in the sun to dry
19
Expression indicating reciprocal action; each other
13
Plate(s), bowl(s)
14
Serving bowl(s)
14
Rice plate(s) or bowl(s)
14
Behind, in back of; the back part of something
17
Bed, sleeping place
Expression indicating reciprocal action; each other

To be accurate, precise, exact
To fall off of or from accidentally
271
13
2
19
1
ShqOrao
TmOo
Tem@amPf
Tem@skVfe
TemOh@ho
TemPcpQdp
TemPfmFho
U@hqFapUp
U@hqUp
UAgoUp
UAhoUp
URpPcp@vmMrqF`
UTh
U`
Uo
UoAc
UoEm
UoEhFra
UoFao
UoFdp
UoJhp
UoKgp
UoSh
UoWb
Ue(Im)
UeAvoUeShAh
UeEcUeAhp
(Ubp)
Ubp
UcI...IBeq
V`
VÀh
VoBhq
Vap
On the far side of a body of water
19
Chiangmai City
11.4
Chiangrai Town
11.4
Bangkok City
11.4
Maesariang Town
11.4
Maesod Town
11.4
Tomato(es)
Eggplant(s), brinjal(s)
Mango(es) (wf)
Mango(es) (sf)
Nurse(s)
16
Village(s)
Particle indicating intention or request
Heart(s), mind(s), soul(s), spirit(s)
To be glad, joyful; to rejoice
To be young, immature (refers to human beings)
Holy Spirit
To be timid, embarrassed
13
To be enthusiastic
To get angry, burst out in anger
13
To have an angry disposition, keep anger bottled up

inside
To covet, desire, want to have
13
To be wicked, bad
11
To wash (not used for bathing, laundering, or

shampooing)
To wash dishes
14
To wash one's hands and feet
14
Particle used to correct a wrong assumption, to

indicate that something is contrary to one's
expectation, or to make a statement less abrupt
14
3 (ft)
13
16
Evening
To be destroyed, ruined, unusable
17
Village(s)
272
VaoCn
VbpWb
Vd
VhpAgp
VhpAgp@Man
VhpAgpBhq
WA`
WA`Nf...
WAbp
WBq
WCg
WMrkq
WMrkqShqIfn/Jfn
WNa
WNc
WNhAgp
WNhSn
WOufp
WS`
WSvfmBhqEm
WSvfmBhqFdp
W`
Wb
Wb
Wap
Wfp
WfpKgo/Kho
Wg
Wgp@Ihm
WgpFdp
WgpIem
WgpMnEbq
WgpNu`
WgpOdo
WgpOrao
To hold fast; to grasp
18
Huh-uh
11
Dirt, soil; the earth
11
Soil
11
Map(s) (picture of the earth)
11
The time(s) or season(s) of anything
When (during the time that ...)
The breadth of a thing (used for items made of cloth)
Another, other; a different one
16
Because
Price(s)
To come to in price
Grandmother (respectful term of address)
12
Grandfather (respectful term of address)
12
The upper part; above, over
12
The lower part; below, under
12
Remainder; left-overs; more than

displeasure
1
12
4
To be bright red in color
Exclamation indicating surprise, delight, longing
To be bad, vile, evil
11
To be narrow
To love
To want, want to do

To be strong and healthy, in good health
14
4
To remain behind
12
To be on hand; to be present ahead of time
14
To be visible
11
To be located near
13
To rest
273
Wh
Whp@vm(Im)
Xd
Xfm
Particle used when responding to a new bit of

information or a new thought just come to mind
Particle used when correcting a wrong assumption, to
indicate surprise that something is contrary to one's
expectation, or to make a statement less abrupt
7
3
11
3
Key to abbreviations
n = noun
sf = spoken form
wf = written form
ft = footnote
Note: If the whole Karen expression is in ( ), it means that the expression is used in some areas
but not others and the student doesn't need to master it unless it is used in the area where the
student is living.
274
3. VOCABULARY LIST
English to Karen
(Note: All verbs are listed as infinitives; e.g., "to eat," "to be wide")
English
Above
After
After awhile
Afterwards
All...
Almost
Although
Ancestors
Another
Apostle(s)
Arm(s)
Armlet(s)
As for
As much as
Assemblage
At present
Aunt(s)
Away
Back part of a person or animal, the
Back part of something, the
Baht
Bangkok
Because
Bed
Before
Behind
Below
Beyond what is fit or desirable
Blouse
Body
Karen
NhAgp, WNhAgp
SbAa
Af@bn/Af@gn/Af@hn
SbAa
Sbn
Odo
OpFp/OpFpKho
PgmMmNaNg
Bq, WBq
ImPbNg
Ec
EcNuhp
IAh
MrfqUgo/MrfqUho
@Rb
AfWaq
PcmBm
@van
Aa
ShmAa
Oo
Oh@ho, TemOh@ho
PemSb, WCg, PemSb...WCg
ShmPa
H`, SbH`, PfnH`, IAuio,
(SbWIgAgp)
ShmAa
Sn, WNhSn, NhSn
@fpFgo/@fpFho
Fe@q
LhmAg
Lesson
12
2
14
2
11
13
8
12
16
14
14
19
7
18
18
2
6
16
16
17
1
11.4
7
6
2, 2 (ft), 12, 17
17
12
3
4
17
Both
Both persons
Bowl(s)
Bowl(s), rice
Brass
Breadth (of items made of cloth)
Break off, a
Brinjal(s)
But
Buyer(s)
Can
Canal
Cap (especially a stocking cap)
Cash
Chiangmai
Chiangrai
Children and grandchildren
Church (referring to the people, not the
building)
Church member(s)
Classifier for baht
Classifier for garments worn by
wrapping around the waist
Classifier for hours
Classifier for moments
Classifier for sections
Classifier for short intervals of time
Classifier for things occurring at
intervals
Clock
Coin
Comparison, superlative degree
Copper
Cup(s)
Dawn
Sbn
AaBqSbn, MrqAaBqSbn
ShAh
ShAhWhpPeq
Igm
WAbp
@Ihm
U@hqUp
OpFp/OpFpKho
MrqMrkqImNg
Auio
Ja@ugq
AgpNuhp
@ugpEe
@amPf, Tem@amPf
@skVf, Tem@skVf
NgSaq
ImWgpNrgp
11
ImWgpNrgpNg
Oo
@dn
18
LpRap
@Scn, Psg, (En)
Jap
Ihq
Jap
Ah, Mq
Ihq
LpRap
Igm
@Ibm
Igm
Avo
PcmFep
Laq, PcmLaq
276
11
14
14
1
3
14
2
8
1
12
17
19
13
11.4
11.4
12
18
1
3
7
1, 1(ft)
3
11
3
7, 16
11
7
1
18
1
14
8
6
Day after tomorrow

Day after tomorrow in the morning
Day, the first
Day, the second
Day, this
Days (in general)
Descendants
Different one, a
Difficulty
Dirt
Disease
Dish(es)
Ditch for water to pass through
Dress(es)
Drinking glass(es)
Each other
Ear(s)
Early dawn
Earth, the
East
Eggplant(s)
Equal in quantity
Evangelist(s)
Evening, this
Evening, this coming
Evening(s)
Everybody
Every time
Everyone
Everything
Excessively
Exclamation indicating delight
Exclamation indicating exasperation
AfIFep
fIBhq
IV`@bn/@gn/@hn
PcmWAhpJaoILaq
PcmAaLaqILaq
ILaqWaq
PcmLaqPcmUh
NgSaq
Bq, WBq
Im@hImAf
VhpAgp
ImF`, ImFdoImF`
Avo
Ja@ugq
Fe
JaAvo
SgnWUo/ShnWUo
Lm
PcmFepT`
VhpAgp
PcmJhp
U@hqUp
MrfqUgoUgo/MrfqUhoUho
ImPbNg
VÀh
IV`Waq
AfPcmV`, AfPV`
V`, PV`, PcmV`, VÀh
@goBqKfo/@hoBqKfo
@goOuhKfo/@hoOuhKfo
@goBqKfo/@hoBqKfo
@goPaqKfo/@hoPaqKfo
@fpFgo/@fpFho
W`
S`, WS`
277
8
9
14
8.2 (1)
8.2 (1)
6
8
12
16
9
11
16
14
17
4
14
13
12
8
11
8
2
18
14
7
6
6
6, 7
18
18
18
18
3
2
12
Exclamation indicating great

displeasure
Exclamation indicating longing
Exclamation indicating regret
Exclamation indicating surprise
Exclamation over something
displeasing
Expenses
Expression indicating reciprocal action
Expression used in questions to
indicate doubt
Eye (in general)
Face (in general)
Feet
Fifteen satangs
Fifty satangs
Five satangs
Footprint(s)
Foot (feet)
For good
For what reason?
Forbears
Foreleg(s) of animals
Former, the
Formerly
Frequently
Friday(s)
Front part of something, the
Future in general
Garment(s) suspended from the
shoulders
Gladness
Glass(es) for drinking
Glove(s)
Grandchild(ren)
Granddaughter(s)
S`, WS`
W`
Wb, Wg
W`, Wb, Wg
Xd, Vd
12
2
7
2, 7
11
ImSbnImEqe
SgnWUo/ShnWUo
Op@...
11
Pfn
Pfn
Orao
Ahp
(IgmIFrgOrf)
(IgmQfmFrg)
(IgmIOrf)
AhpShm
Ahp
@van
OpP^cqSfp/Shp, OpPIq
Sfp/Shp
PgmMmNaNg
Ec
SbH`, (SbWIgAgp)
SbH`, (SbWIgAgp)
AfWaqAfWaq, (Cao)
PcmQfmLaq
PfnH`
FdH`
Fe
17
ImUoAc
Avo
EcNuhp
Saq
SaqPcp
278
13
8
17
8
12
1.2 (3)
1.2 (3)
1.2 (3)
12
12
16
13
12
14
2, 2 (ft)
2, 2 (ft)
2, 2 (ft)
8.2 (1)
17
2
4
7
14
19
12
12
Grandfather (respectful term of

address)
Grandfather(s)
Grandfather-grandchild relationship
Grandmother (respectful term of
address)
Grandmother(s)
Grandmother-grandchild relationship
Grandparent(s)
Grandson(s)
Guest(s)
Hair
Half-past the hour
Hand(s)
Handiwork
Handwriting
Head(s)
Heart(s)
Here and there
Hereafter
Hill(s)
Holy Spirit
Hospital(s)
How large?
How long in time?
How many?
How much?
Huh-uh
Idiomatic expression: "So be it."
Idiomatic expression: "It's all right with
me."
In advance of
In back of
WNc
NcMm
NcPgm
Nc
KhNcSaq
WNa
12
NaMm
NaPgm
Na
KhNaSaq
KhNaSaqKhNcSaq
NaNc
SaqAv`
IPraq, MrqIPraq
Agp
IAh
Ec
EcShm
EcShm
Agp
Uo
FdWaqFdOo, SbWaqSbOo
Af@bn/Af@gn/Af@hn
@Ebm
UoEhFra
ImF`Vap
FaoKgpSfp/Shp
FaoQanSfp/Shp
FaoW`Sf
oW`Sfp/Shp
FaoW`Sfp/Shp
VbpWb
K~LlpKbK~Llp
K~LlpKbK~Llp
12
H`
ShmAa
279
12
12
12
12
12
12
12
12
12
12
12
8
12
7
14
14
14
12
4
19
14
8
4
16
1
1
1
1
9
4
4
2
17
In front of
In that case
In the more distant future
In the near future
In the past (i.e., before the present)
In the past
Inner man, the
"It rains"
"It's all right with me."
Jacket(s)
Joy
Junction, a
Just now
Kilometer
Later
Leader(s)
Left, the
Left hand. the
Left-overs
Leg(s)
Legging(s)
Limit, a
Longyi
Lower part; the
Maesariang
Maesod
Mango(es) (sf)
Mango(es) (wf)
Map (picture of the earth)
Mark(s) of one's hand
Means
Meeting(s)
Mind(s)
Moment, a
Monday(s)
H`, PfnH`
PePemK~Llp(Llp)/(Kho)
FdAa
FdH`
SbH`
(SbWIgAgp)
MrqVhpAgpNg
LhmUo
ImEdq
K~LlpKbK~Llp
Fe, Fe@q
ImUoAc
@Ihm
P@bn/P@gn/P@hn
@aSgq
SbAa
Agp
Eep
EcEep
WOufp
Ahp
AhpNuhp
@Ihm
Lap
Sn, NhSn, WNhSn
PcpQdp, TemPcpQdp
PfmFho, TemPfmFho
UAhoUp
UAgoUp
VhpAgpBhq
EcShm
@ugpEe
ImWgpNrgp
Uo
IJap
PcmILaq, PcmLaqMdq(IUh)
280
2, 17
9
2
2
2
2 (ft)
11
17
9
4
4
7
14
14
11
2
12
16
16
1
12
19
14
3
12
11.4
11.4
2
2
11
14
13
18
4
3
8, 8.2 (1)
Money
Mountain(s)
More than
More than before
Morning(s)
Morning, the next
Mud
Nearly
Nephew(s)
Nephew(s) and/or niece(s)
Never
Niece(s)
Niece(s) and/or nephew(s)
Night, this
Night(s)
Night, this coming
Nighttime
Nobody
None
Noon
Noontime
Not any
Not any time
Not anybody
Nothing
Now
Nurse(s)
O'clock
Often
On the far side
On the far side of a body of water
One baht
One hundred baht
One paddy field
Igm, Ee
@Ebm
WOufp
LlmWShm
BhqAh
SbBhqILaq
@Man
Mhm
Odo
NgKgpAv`
NgKgp
LhIOu, LhOuh
NgKgpPcp
NgKgp
ILqWaq
Lq, PcmLq
AfPcmLq
Lq, PcmLq
PcmLqAh
LhBq, LhIBq
LhI...
PcmJdp
PcmJdp
LhI...
LhOuh, LhIOuh
LhBqLhIBq
LhPaq, LhIPaq
AfWaq
URpPcp@vmMrqF`
LpRap
AfWaqAfWaq, (Cao)
Oo
TmOo
IgmIOo, EeIOo
IgmIMhm, EeIMhm, IMhm
IShm
281
1
8
1
4
9
9
11
1
13
9
9
6
9
9
7
7
7
7
7
6
6
9
9
6
6
6
6
2
16
7
2
19
19
1
1
9
One side
Oneself
Only
Only one person
Organization
Other
Other side of the road, the
Other side of the stream/river, the
Ought
Outer man, the
Over
Over there; on the far side
Paddy field (wet cultivation method)
Pants
Particle ending an exclamatory
sentence
Particle indicating intention
Particle indicating plural (colloquial for
INp)
Particle indicating a request
Particle indicating that the speaker
presumes of supposes that things
are as stated
Particle used to correct a wrong
assumption
Particle used to indicate that
something is contrary to one's
expectation
Particle used to make a statement less
abrupt
Particle used when responding to a
new bit of information
Particle used when responding to a
new thought just come to mind
Particle used when urging someone to
do something he/she hesitates to do
Party(ies)
Pastor(s)
IAh
@Em/@EmKpTf, Lhm@Em/Lhm
@EmKpTf
Jf
JfIBq
@Rb
Bq, WBq
Sb@ufOoAh
SbAa@ugTmOoAh
w@bo
LhmAg
NhAgp, WNhAgp
Oo
Ean
NuhpAa
Sfp/Shp, (SfnSfn)
Af
Llm
U`
(I@uo, IFrb, IRb,
IWdo)
IBeq, UcI...IBeq
U`
Qbp, Hbp, Ubp
7
11
2
2
18
16
19
19
17
17
12
19
9
19
2, 2 (ft)
11
4
4
19
16
4
13
Xfm, (Hbp/Ubp)
Xfm, (Hbp/Ubp)
3, 3 (ft)
Xfm, (Hbp/Ubp)
Wh
3, 3 (ft)
Wh
EnAh, Ah
@Rb
ImWgpNrgpURp
282
3, 3 (ft)
7
7
7
18
18
@uf
MrqF`
MrqFÌmWShm
ShAh
ShAhWhpPeq
Jdp
WMrkq
EcShm
Im@hImAf
ImEdqJa
ImEdqA`
Aa
ImUoAc
WOufp
ShAhWhpPeq
ShAhWhpPeq
Jvf
EcJvf
Ja@ug
@uf
PcmWgpOraoLaq
Lap
PcmCcLaq, PcmLaqNg
A`, WA`
ImEdqA`
PcmAaLaqILaq
@Em/@EmKpTf, Lhm, Lhm@
Em, Lhm@EmKpTff
MrqFÌmNg
ShAh@Ud
(Igm^vaFrgOrf)
Fe, Fe@q
MrqFÌmWShm
IEgmNg
P@bn/P@gn/P@hn
w@bo
16
Path(s)
Patient(s)
Place(s) for selling things
Plate(s)
Plate(s), rice
Post(s)
Price(s)
Print(s) of one's hand
Problem(s)
Rain water
Rainy season, the
Rear, the
Rejoicing
Remainder
Rice bowl(s)
Rice plate(s)
Right, the
Right hand, the
River(s)
Road(s)
Sabbath(s)
Sarong
Saturday(s)
Season of anything, the
Season, the rainy
Second day, the
Self
Seller(s)
Serving bowl(s)
Seventy-five satangs
Shirt(s)
Shop(s)
Short period of time, a
Short time ago, a
Should
283
2
14
14
9
1
14
9
9
9
16
7
1
14
14
16
16
17
9
8
3
8.2 (1)
9
9
8.2 (1)
11
2
14
1.2 (3)
4
2
7
14
17
Sickness
Side of a person or thing
Side, other (of the road)
Side, other (of the stream/river)
Silver
Sleep (N)
Sleeping place
"So be it."
Society
Sock(s)
Soil
Soil
Some
Soul(s)
Spirit
Spirit, Holy
Spirit(s)
Stall(s)
Stocking(s)
Stop, a
Store(s)
Stranger(s)
Stranger(s)
Stream(s)
Sun, the
Sunday(s)
Sunday
Superlative degree in comparison
Ten satangs
Though
Thursday(s)
Time of anything, the
To abandon
To approve of
To arrange
To arrive
ImF`, ImFdoImF`
@Mq
Sb@ufOoAh
SbAa@ugTmOoAh
Ee, @ugpEee
ImPa
ShmPa
K~LlpKbK~Llp
@Rb
AhpNuhp
VhpAgp@Man
VhpAgp
ILhq
Uo
LhmUo
UoEhFra
Uo
MrqFÌmWShm
AhpNuhp
@Ihm
MrqFÌmWShm
IPraq
MrqIPraq
Ja@ug
Pcm
PcmWgpOraoLaq, PcmLaqKdp
PcmAhpJao(I)Laq
@Ibm
(IgmIFrg)
OpFp/OpFpKho
PcmSvamLaq
A`, WA`
Iem, @van
OpUo
@Ifn@Ihq
Icq
284
16
16
19
19
1
6
6
4
18
19
11
11
9
4
17
4
4
2
19
14
2
8
8
17
8
8
8.2 (1)
18
1.2 (3)
8
8.2 (1)
9
12, 16
4
18
6
To ask
To ask someone to do something
To assist
To attain to
To bathe
To be a long way
To be able (physically)
To be able to succeed in carrying out
an act
To be acid
To be accurate
To be accustomed to
To be all gone
To be apparent
To be bad
To be appropriate
To be bedridden from sickness or injury
To be bright red in color
To be broad
To be changeable
To be close together
To be compact
To be complete
To be dawn
To be defiled
To be destroyed
To be difficult
To be dirty
To be diseased
To be distant
To be early
To be early dawn
To be embarrassed
Eo
Pb
Ebq
NhpEbq
Auio, AuioLlm
ScmJa
Qaq
@f
Llm
Fap
ShqIam/ShqIamShqFfo
Hh^cm
Sbn
Nu`
Wb, UoWb
w@bo
Fgo@e
WSvfmBhqFdp
Sfm
@Ka@K`
Iam
KhOdoKhIam
Iam
Mrfq
PcmFep
OpWb
VoBhq
@h/@hAf
OpWb
F`
Qaq
Fg
PcmFepT`
Bhq
UoFao
285
19
14
13
16
12
14
11
8
2
2
19
8
11
11
11
17
16
4
3
19
17
17
17
18
8
11
17
9
11
16
11
14
8
9
13
To be ended
To be energetic
To be enthusiastic
To be evil
To be exact
To be far
To be few in number
To be fickle
To be finished
Sbn
Fdp
UoFdp
Wb
ShqIam/ShqIamShqFfo
Qaq
Erq
@Ka@K`
Sbn
To be forcible
To be free
To be full
To be glad
To be grown up
To be haphazard without any real effort
or plan
To be hot and humid
To be hot enough to burn one
To be immature
To be immature (refers to human
beings)
To be in good health
To be in pain
To be joyful
To be just right
To be large in stature
To be left over
To be located near
To be made fast
To be many
To be narrow
To be near
To be not strong
4
4
11
19
11
1
19
11
w@bo
To be fit
To be fixed
11
Cn
Fdp
Auio
Mrfq
UoAc
LhmKgp
@Ka@K`
@gmUTa
@gmUvo
@gm
Em
UoEm
WgpFdp
F`
UoAc
Mdo, (Pfo)
LhmKgp
Oufp
WSvfmBhqEm
WgpOdo
Cn
Ro
Wap
Odo
Em
286
17
18
4
12
18
7
17
19
19
19
19
4
4
4
16
7
4
17
1
4
13
18
2
3
13
4
To be numerous
To be on hand
To be one's habit
To be pleased with
To be precise
To be plentiful
To be present ahead of time
To be quite a few
To be related to
To be ruined
To be scarce
To be sick enough to be bedridden
To be small
To be soiled
To be sour
To be strong
To be strong and healthy
To be suitable
To be tender
To be timid
To be tired
To be troublesome
To be unfeasible
To be unusable
To be upright
To be used up
To be vertical
To be vexatious
To be vile
To be visible
To be weak
To be wicked
To be wide
To be young (refers to humans)
To become
Ro
WgpMnEbq
Hh^cm
OpUo
ShqIam/ShqIamShqFfo
Ro
WgpMnEbq
IOuio
Odo
VoBhq
Erq
Fgo@e
Fao
OpWb
Fap
Fdp
WgpFdp
w@bo
Em
UoFao
ImOraoUo
@h/@hAf
@h/@hAf
VoBhq
Jdp
Sbn
Jdp
@h/@hAf
Wb
Nu`, WgpNu`
Em
UoWb
Sfm
UoEm
@f/@fJhp
ShqOrao
287
2
14
8
4
19
2
14
16
13
17
1
16
3
11
2
4
4
17
4
13
8
9
9
17
9
11
9
9
11
11
4
11
3
4
13
8
To become fewer in number

To become scarcer
To break a trip by sleeping somewhere
To brush hair
To burst out in anger
To buy
To catch
To catch and hold fast
To catch up with
To cease
To change
To change again;
To change back
To choose
To chop
To collect together
To comb
To come into contact with
To come to a resolution
To come to in price
To compose
To consider
To consult
To covet
To dawn
To deliberate
To deliberate on a subject
To desire
To destroy
To dip up water
To direct
To do ahead of time
To do and set aside
To do by oneself
To do by way of trial
ErqShq
ErqShq
PaIhm
AvaAgp
UoJhp
Mrkq(Im)
Nhp
NhpCn
Auio, AuioLlm
Fg@Ihm
Sf, SfSgn
Sf@eq
Sf@eq
CcJb
Nuo(Im)
Nrgp
AvaAgp
Op
@dpJhpNoShq
WMrkqShqIfn/Jfn
@Ifn@Ihq
@vmFg@Pgp/@vmFgPgp, @dp/
@dpNo
@dpJhpNoShq
UoSh
PcmFep
@dp/@dpNo
@vmFg@Pgp/@vmFgPgp
UoSh, ImPgp...Uo
PqVoBhq
KbpJa
Pb, Frb
PqMn/PqMnEbq
PqMn/PqMnEbq
KpTf
@vm
288
1
1
7
19
13
1
16
16
12
14
18
18
18
18
11
18
19
4
16
1
18
7, 16
16
1
8
16
7
1, 3
17
14
14, 17
14
14
13
3
To do something with a chopping

motion
To draw up water
To encase
To encounter
To end
To enquire
To explain
To fall off of or from accidentally
To fill
To get angry
To get to do something
To give priority to in matter of time
To go beyond
To grasp
To grow rice by the wet cultivation
method
To guide
To happen
To happen at just the right moment
To have an angry disposition, keep
anger bottled up inside
To have time to do something
To hear
To help
To help to do
To hit
To hold
To hold fast
To hurt
To keep anger bottled up inside
To lay
To lead
To let something happen without
interfering
To lie
Nuo(Im)
KbpJa
Nuhp(Im)
Op
@Ibm
Eo
Sf, SfSgn/Shn, AhSf
IfNu`Jhp
ShqIfn/Jfn
PqMrfq
UoJhp
Llm
Fg
Mdq
VaoCn
PqEan, PqWhpEan
11
14
19
4
18
19
18
11
1
18
13
2
14
8
18
9
Frb
PqWUo
Mdo, (Pfo)
UoKgp
17
Auio
LmVd
Ebq
PqEbq
Op
Nhp
VaoCn
F`
UoKgp
PaLhq
Frb
MnIem
KpTf
12
PaShq, PaLhq
289
13
4
13
18
13
13
4
16
18
16
13
6
17
14
13
6
To lie down
To look after
To look around
To look at
To look off at from an elevated position
To love
To make a break
To make a juncture
To make a motion (in a business
meeting)
To make a stop
To move about
To not catch up with
To order
To overturn
To pass by
To pick out one thing after another
To pick up one thing after another
To place
To plan
To prepare
To purchase
To put
To put back
To put down
To put on by throwing over the
shoulders, as a blouse, shirt, jacket,
shawl, or dress (not used for Karen
pull-over blouses or long dresses)
To put up
To question
To reach a place or event
PaShq, PaLhq
@vm
@vmIRao
@vm
@vmEg
Wfp
Ihm
Ihm
Frb^cn
Ihm
Op@hOpAf
Bfq
IAuio
NhpLlm
Pb
@K`
Mdq
Jb
Jb
Mn
@dp/@dpNo
@Ifn@Ihq
QhmIam
Mrkq(Im)
Mn
Mn@eq
MnShq
@q
MnNrgp
MnLlm
MnJhp
Eo, Ua@vm
Icq
NhpJhp
290
6
3
16
3
11
3
7
7
17
7
9
16
12
16
14
19
8
18
18
14
16
18
17
1
14
14
14
4
18
14
14
19
6
16
To read (books, writings)

To receive or accept what comes; to
entertain guests or strangers
To to recur again
To reduce in number, quantity, or
degree
To reject
To rejoice
To remain behind
To remain over and above
To rest
To reverse
To revert
To revert back
To revolve
To rise, as from a lying or sitting
position
To rise to a standing position
To search for something
To see from an elevated position
To seek for something
To seem as though
To seize
To seize, as something lying on the
ground
To sell (things)
To send someone somewhere
To send something somewhere
To settle a plan
To sheath (as a sword)
To sleep
To spend
To spread out, as something in the sun
to dry
To stay and sleep
To stay overnight
To stir about
To stop
No(San)
IdmSgn/IdmShn
4.9
18
@eq
PqErqShq(Im)
@van
UoAc
Iem, WgpIem
PaIem
Oufp
WgpOrao
@K`
@K`
@eq
IRao
BfqJbp
16
BfqFbJbp
Cc
JapEg
Cc
Nu`Sb...
Nhp
NhpShq
16
F`(Im)
Pb, PbShq
Frb
@dpJhpNoShq
Nuhp(Im)
Pa
PqSbn
Sg/SgShq
PaWgp
PaWgp, PaIhm
Bfq
Fg@Ihm
291
7
12
12
1
8
19
19
1
16
16
18
11
18
11
16
16
2
14
17
16
19
6
11
19
6
6
16
14
To stop, including laying something

down or aside
To suffer from a disease
To take, as something lying on the
ground
To take a photo
To take someone somewhere
To terminate
To think
To throw
To throw at
To throw away
To trample upon
To tread
To try and see
To turn around
To use up
To wait
To want
To want to do
To want to have
To want to obtain
To want to obtain
To wash (not used for bathing,
laundering, or shampooing)
To wash dishes
To wash one's face
To wash one's hands and feet
To watch
To work a paddy field
To write (books, writings)
Today
Tomato(es)
Tomorrow morning
Mn@Ihm
Wgp@Ihm
F`
NhpShq
KgImBhq
Frb
@Ibm
Fg@Pgp/FgPgp, @dp/@dpNo
@van
@van
@van@van, Edo@van
Qhm
Qhm
@vm@vm
Whp@vm(Im)
IRao
PqSbn
Fg@Ihm
WfpKgo/WfpKho
WfpKgo/WfpKho
UoSh
ImPgp...Uo
Pgp (ImPgp...Uo)
Ue(Im)
UeAvoUeShAh
MumPfn
UeEcUeAhp
@vm
@d
PqEan, PqWhpEan
@vfo(San)
ILaqWaq
U@hqFapUp
AfPcmFep
AfBhq
292
14
14
16
16
11
17
18
7, 16
16
16
16
17
17
3
3
16
11
14
3
3
1
3
3
14
14
19
14
3
4
9
3.10
6
2
8
9
Tonight
Top part of something, the
To succeed in accomplishing
something
Trouble
Trousers
Tuesday
Twenty-five satangs
Uncle (used sometimes when

addressing one's uncle)
Uncle(s)
Under
Until
Upper part; the
Usually
Verb indicating that the action passes
over to its object
Village(s)
Watch
Way(s)
Wealth
Wednesday(s)
West
When (during the time that)
When
When? (at what period of time?)
Whereas
White foreigner
Why?
Without delay
Wrap-around skirt
Yesterday
Yonder
ILqWaq
Agp, NhAgp, WNhAgp
Llm
Im@hImAf
NuhpAa
PcmAaLaq
IgmAaFaQfmOep, EeAaFaQfm
Oep, (IgmUaoOrf)
Iam
NÌam
NhSn, WNhSn
Icq
NhAgp, WNhAgp
Hh^cm
Op
BhqBhq
Vap, UTh
LpRap
@uf
@ugpEe
PcmUbLaq
Pcm^cn
Nf...WA`, WA`Nf...
Icq
AfSfp/Shp
IAh
@hqSqT`
OpP^cqSfp/Shp, OpPIq
Sfp/Shp
AfWaq
Lap
PV`@bn/@gn/@hn
Oo
293
7
12
2
9
19
8
1
6
6
12
6
12
8
4
9
9
7
9
13
8.2 (1)
8
9
6
6.1(ft)
7
8
13
2
3
14
19
4. INDEX TO WORD USAGE AND GRAMMAR

(Note: See also the pages listed in the Vocabulary Lists under the appropriate words)
Topic
Lesson
Classifiers
1.6 (6), 3.6 (3), 5.1 (1), 7.6 (3), 9.6 (4),
10.1 (1), 15.1 (1), 16.5 (5), 20.1 (1)
2.5 (3), 5.1 (2), 6.7 (4), 16.5 (2), 20.1 (1)
10.1 (4), 15.1 (7)
3.6 (1-d)
7.6 (9)
6.7 (3), 15.1 (7)
4.5 (2), 20.1 (4)
18.6 (1)
1.6 (4)
15.1 (3)
1.6 (5), 5.1 (2), 10.1 (2-c), 15.1 (5-c), 20.1
(3-a)
1.6 (1), (2), (3); 13.6 (1)
6.7 (3), 15.1 (7)
20.1 (2)
15.1 (8)
2.5 (5)
3.5 (1-c), 3.6 (5), 5.5 (5), 8.7 (4), 9.6 (5),
15.1 (5-d)
12.6 (2), 15.1 (4), 17.5 (3), 20.1 (2)
1.6 (4)
3.6 (5)
16.5 (1)
20.1 (5)
5.1 (3)
2.5 (5)
6.7 (1)
4.5 (2)
4.5 (3)
16.5 (1), 20.1 (5)
4.5 (5)
3.5 (2)
Classifiers, expressions used with

Clause patterns
Clauses following @vmNf
Clauses, relative, use of question words in
Close relationships
Comparison
Comparison--superlative degree
Counting money
Couplets
Descriptive verbs
Descriptive verbs, expressions used with
Direct address
Direction
Exclamations
Exclamations, particles used with
Idiomatic expressions
Location
Money, counting of
Negative, position of
Negative, prohibitions
Negative, summary
Particles
Particles ending exclamatory sentences
Particles indicating approaching time
Particles indicating comparison
Particles indicating intention
Particles indicating prohibition
Particles indicating request
Particles indicating that something is contrary to one's expectation
Particles indicating that the speaker presumes things are as stated
Particles used to correct a wrong assumption
13.6 (9)
3.5 (2)
Particles used to make a statement less

abrupt
Particles used when urging someone to do
something he/she hesitates to do
Parts of the body
Plural, colloquial expressions
Plural, first person, used for singular
Prohibition, particles indicating
Pronouns
Pronunciation
Questions, indirect
Reduplicated expressions
Relationships, close personal
Spelling of names of fruits
Superlative degree
Time expressions
Use of first person plural for singular
Use of @Em/@EmKpTf
Use of @Ibm
Use of @Ihm
Use of @K`
Use of @Scn
Use of @eq
Use of @f
Use of @gm
Use of @gmUTa
Use of @gmUvo
Use of @go...Kfo
Use of @h/@hAf
Use of @ho...Kfo
Use of @uf
Use of @vm
Use of @van
Use of Ah
Use of Auio
Use of AvaAgp
Use of Bfq
Use of Bhq
Use of Eo
Use of En
Use of Ebq
Use of Eep
3.5 (2)
7.6 (7)
12.6 (1)
19.5 (6)
2.5 (4)
16.5 (1), 20.1 (5)
15.1 (2)
1.6 (8), 2.5 (6), 5.2, 10.2, 15.2, 20.2
7.6 (9)
7.6 (10)
6.7 (3), 12.6 (3)
2.3 (6)
18.6 (1)
2.5 (1), 5.5. (4), 6.7 (1), (2); 7.6 (3), (4),
(5); 8.7 (1), 9.6 (1), (6); 10.1 (3), 15.1 (6)
2.5 (4)
11.6 (1)
18.6 (1)
14.5 (5)
19.5 (8)
1.6 (6)
1.6 (7)
8.7 (7), 13.6 (5)
19.5 (7)
19.5 (7)
19.5 (7)
18.6 (2)
9.6 (7)
18.6 (2)
9.6 (3)
3.5 (1)
16.5 (6)
7.6 (3)
12.6 (4)
19.5 (1)
19.5 (2)
9.6 (1)
19.5 (4)
9.6 (9)
13.6 (6)
16.5 (4)
295
Use of F`
Use of Fao
Use of FdAa
Use of FdH`
Use of Fg
Use of Fg@Pgp
Use of FgPgp
Use of Frb
Use of Hbp
Use of Hh^cm
Use of I@uo
Use of IBeq
Use of IFrb
Use of ILhq
Use of IOuio
Use of IRao
Use of IRb
Use of IWdo
Use of ImOraoUo
Use of ImPgp...Uo
Use of Icq
Use of Iem
Use of Ihm
Use of Jap
Use of Jdp
Use of Jf
Use of Jhp
Use of Jvf
Use of KpTf
Use of LpRap
Use of êm
Use of Lhm@Em/Lhm@EmKpTf
Use of Mn
Use of Mq
Use of Mdo
Use of Mdq
Use of MumPfn
Use of Nhp
Use of Nuhp
Use of Op
Use of OpFp(Kho)
16.5 (8)
1.6 (2)
2.5 (1)
2.5 (1)
14.5 (4)
7.6 (2)
7.6 (2)
17.5 (1)
13.6 (9)
8.7 (6)
19.5 (6)
16.5 (1)
19.5 (6)
9.6 (4)
16.5 (2)
16.5 (3)
19.5 (6)
19.5 (6)
8.7 (4)
3.5 (5)
6.7 (6)
12.6 (5)
7.6 (1)
3.5 (3)
9.6 (2)
2.5 (3)
1.6 (1), 4.5 (2)
16.5 (4)
13.6 (8)
7.6 (4)
2.5 (2)
11.6 (1)
14.5 (3)
16.5 (5)
4.5 (7), 5.1 (3-d)
8.7 (3)
19.5 (1)
16.5 (7)
19.5 (3)
4.5 (5), 8.7 (8)
8.7 (5)
296
Use of OpPIqSfp/Shp
Use of OpP^cqSfp/Shp
Use of OpUo
Use of Oo
Use of Oufp
Use of Odo
Use of Pq
Use of PqWUo
Use of Pa
Use of Pb
Use of Pcm
Use of PePemK~Llp
Use of PemSb
Use of Pfn
Use of PfnH`
Use of Pfo
Use of Psg
Use of Qbp
Use of Ro
Use of SbAa
Use of SbH`
Use of Sbn
Use of Sfp
Use of SgnWUo
Use of Sgq
Use of ShmAa
Use of ShnWUo
Use of Shp
Use of Shq
Use of ShqOrao
Use of TmOo
Use of UTh
Use of U`
Use of Uo
Use of UoAc
Use of Ua@vm
Use of Ubp
Use of UcI...IBeq
Use of Ue
Use of VoBhq
Use of Vap
13.6 (2)
13.6 (2)
4.5 (6)
19.5 (5)
1.6 (3)
13.6 (7)
1.6 (2)
13.6 (3)
6.7 (5)
14.5 (2)
8.7 (2)
9.6(8)
7.6 (6)
17.5 (3)
17.5 (3)
4.5 (7), 5.1 (3-d)
1.6 (6)
13.6 (9)
2.5 (7)
2.5 (1)
2.5 (1)
11.6 (2)
2.5 (5)
13.6 (4)
17.5 (4)
17.5 (3)
13.6 (4)
2.5 (5)
1.6 (1), 4.5 (2)
8.7 (4)
19.5 (5)
9.6 (10)
4.5 (3)
4.5 (4), 13.6 (1)
7.6 (8)
19.5 (4)
13.6 (9)
16.5 (1)
14.5 (1)
17.5 (2)
9.6 (10)
297
Use of WCg
Use of WNhAgp
Use of WNhSn
Use of Wfp
Use of WfpKgo/Kho
Use of WgpFdp
Use of WgpOrao
Use of Xfm
Verbs, action
Verbs, descriptive
Verbs, helping
Verbs in combination
Verbs, indicating action passes over to the
object
Verbs, mental action
Verbs, obtaining
Verbs, phrases
Ways of expressing comparison
Ways of expressing contrast
Ways of expressing "when"
7.6 (6)
12.6 (2)
12.6 (2)
3.5 (4)
3.5 (4)
4.5 (1)
8.7 (4)
3.5 (2)
15.1 (5-b), 20.1 (3-b)
1.6 (5), 15.1 (5-c), 20.1 (3-a)
15.1 (5-1), 20.1 (3-b)
1.6 (7)
4.5 (5-c)
20.1 (3-b)
6.10
5.1 (2), 10.1 (2), 15.1 (5)
4.5 (2), 18.6 (1), 20.1 (4)
7.6 (3)
10.1 (4-c)
298

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SAY IT IN KAREN

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 1-2 Ohu.

To covet, desire, want to have

In some areas, such as the Musikee area, the expression AfShp/Sfp

is used more often than FaoQan

1.2 Pattern Sentences and Phrases

(1) Use of UoSh, "to covet, desire, want to have"

(1) ImUdIm@Igq "UoSh"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

What do you want?

(2) Use of WMrkq, "price"

(2) ImUdIm@Igq "WMrkq"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

How (What) is the price?

(3) ImUdIm@Igq "Igm/Ee," "Oo," Kho "Mhm"

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 0h.

Igm 100 Oo/IgmIMhm

(4) ImUdIm@Igq "Ofup,"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

Some rice is left over.

Some curry is left over.

More than 20 bananas

Repeat (c) omitting the particle W which precedes Ofup.

One and a half kilos

URp--IfSg@KhoIOhu OpFpWWaqIOhu PqShqIfn "W" Sb "Ofup" WPfnH`. WKg--I@aSgOfup.

(5) Use of @Scn/Ps,g classifier for kinds of things

(5) ImUdIm@Igq "@Scn/Psg"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

Two kinds of people

Four kinds of fish

(6) Use of @eq, "to return or revert back or again"

(6) ImUdIm@Igq "@eq"

To return back, go back home

1.3 Conversation Practice

SnWaqWUgoW`ThIEfo. PemIcqSbImShmShqVgWAhpJaoIIhqLlp Mrq@sgNg@OpIem^cnIm@IgqSb

(HpNg, JhoHp, FhHp, PdoUp, MUbT`, MUbBhq,

(2) URp--ImPqSgIIhqWaqLlp URp@@fMrqF`ImKhoMrq@sg~Ng@@fMrqMrkrqImK~SbWNhAgpWUgo. URp@

(1) Use of Erq, "to be few"

(1) ImUdIm@Igq "Erq"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

A few people came.

(2) Use of Shq, "to become less"

(2) ImUdIm@Igq "Shq"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

The price has come down a bit.

The number of people has decreased a little.

(3) Use of Jhp, "to become more"

(3) ImUdIm@Igq "Jhp"

REPEAT after the teacher.

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

The number of people increased.

(4) Use of Fao with descriptive verbs + Shp/Sfp

(4) ImUdIm@Igq "FaoW`Sfp," "FaoKgpSfp," Kho "FaaoQanSfp."

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Thq.

How much? How many?

URp--IfSg@KhoIOhu OpFpWWaqIOhuWaq Sb "Shp" WShmLlp IfSb "Sfp." Mrq@sgNgPemWgpSb

(5) Use of f ShqIfn, "to fall off or from accidentally"

S'gaw Karen Lessons Book 2

S'gaw Karen Lessons Book 2