S'gaw Karen Lessons Book 3

SAY IT IN KAREN
Book III
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 last of the 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 and ability to understand and use the language correctly
according to your needs.
Format of the Lessons
The format of Book III is essentially the same as that of the previous 2 books;
however, the lessons are a bit longer, so you should not be surprised if it takes you longer
to finish a lesson than previously. An average of 14 new words or expressions have been
introduced in the Useful Words and Phrases section, and to help you not get bogged
down, the Pattern Sentences and Phrases have been broken up into 3 sections with some
kind of drill or conversation practice in between. For the most part the lesson material
has been based on several rather extended conversations which are included in
installments after having taught the new vocabulary and sentence structures, and these
converstions deal not only with many everyday expressions but also with cultural aspects
of Karen life. The subject matter of the conversations has to do with finding a mate,
getting married, having a baby, a bit about agriculture in the hills country, and some
lessons about health and disease. Additional ways of obtaining and using new vocabulary
have been presented, and in the appendix there will be some additional suggestions for
further study. As in the previous two books, 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.
Because the lessons are longer and more new vocabulary is introduced resulting in the
Word Lists at the end to be longer, it has seemed best to bind the lessons into 2 books-Part A containing the foreword and the first 10 lessons and Part B containing the last 10
lessons and the appendix rather than to bind them into one quite large volume.
As in Book II a few common dialectical differences have been noted in this book also
in footnotes and in the notes on word usage and grammar. 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
As in the case of the previous 2 books, it is strongly recommended that when you have
completed the lessons in this book you once again 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. You
are surely aware that you re making progress week by week, but having an evaluation of
the kind suggested will help you and your teacher to know more accurately what level of
competence you have reached.
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
Once again 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.
ii
Im@IgqFdH`
ImPqSgWImMHgp
ImPqSgSbSan@Igq@Hh@ugnUbOepIOepWaqWImMHgpPemTfImIPaqChKhoSanWAhpJgaoAaOepW
Ugo, K~MEaoImWUgo, MWfpKgoPbMrq@sgNg@IgqMrq@HhW@ugnK~SbMrq@Hhg@IgqTfPcmFep PcmBhqWUgoLlp.
SanI
Oep
WaqPemTfW@IbmIOepKhoIcqMrq@sgNgPqSgSanIOepWaqPemNugSaLlp,
MFbPcmSmSbMrq@sgNg@UepH`Lm
MbmIm@IgqPccmFepPcmBhqIOuioNubp
Kho@UeUdIm@IgqUepINpWaqOpBemOp@ugqBeqBeqOpOpWPfnH`@
LmMbm@ufSbImPqSgFdH`WBhmIOuioOgLlpShq.
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@HhW@ugnWBhmLlp. IOpFg@PgpSbMrq@sgNg@OpPqSgNugImPqSgIFbKgpKhoIFbKgpSbMrfqUhhMrfq
UhWIhmMdqLlpIBeq. PePemIAh, PqSgTaqPqSg@eqImIcqSbMrq@sgNgUepHÌm@IgqWUhKhoUdWhqOpBemOp
@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, KhoQEaoOuiooOpWhq, URpPcpUapJd, KhoEhqVfRbpSbWPqEbqQqOpCoImUvhp^cnW@ScmFdAfEfoW
Mdq. PemSbWTfUepPqEbqWCg QLnSbSanIOepWaq@fOuioSbMrq@sgNgKhoURpWBhm@UeLlpShq.
LESSON 1
ImPqSg 1
1.1 Useful Words and Phrases
1.1 Im@IgqWUhSbW@fOuioINp
REPEAT after the teacher.
URp--PbMrq@sgNgIfMgnURpWAaIOhuAaOuh.
Fg
Ch
Fh
Classifier for vehicles, ladders, stairs

Ladder, stairs
ChIFg/IOg
WVapWCh
WCh
FhShq
FhShqWUo
FhSf/FhISf
AaFh
FhVapFhCh
NgUpVg
Xhm
Fhp(Im)
Fhp@van
FhpIam
FhpJhp
FhpShq
FhpShqWUo
ImFhpShqUo
A ladder, stairway
His/her/their house/home
To extend or occur in series, articulations,
lofts, or stories; to arrange things upright in
a line with each other; numeral affix for
things occurring in a series
To set down in an upright position in a line
or series
To be arranged in a series
To change the order of a series, replace
Two floors, stories, levels
To take/get a wife or husband. set up a
household by getting married
"Youngsters . . ." (referring to persons of any
age much younger than the speaker)
Particle indicating (a) a word of caution; (b) a
word of reproach; (c) a question to
ascertain whether indications of something
being contrary to one's expection are true
or not; (d) that the speaker seeks
agreement; (e) a question expecting a
negative or affirmative answer
To shove, push, press
To push aside or away
To press down upon, hold down by
pressure
To push up
To push/press down
To humble one's self, restrain anger,
forbear, bear with, give up one's rights
Humility, forbearance
Lfp
Sdp(Im)
@vmPfn(Im)
IAv`, IAv`Pcp
Av`, Av`Pcp, Av`PcpAvÈh
Pn
Kfp
PaqMrm
Kgp
KhKgpShnUo/KhKgpSgnUo
Sgp
Hb
Pe
Particle indicating (a) a defensive statement;

(b) a rather chiding emphasis; or (c) a
definite positiveness in light of a specific
circumstance
To be particular, to have a preference
To be partial, show partiality towards (usually
on the basis of wealth or position)
Cousin
Terms of address used with persons of the
same age as the speaker who are not
blood relatives
Son-in-law
Daughter-in-law
Parent-in-law
Term of address or reference used between
close friends, or relatives by marriage, who
are in the same age range
To be related by marriage
To need, be necessary
Hbp
Variant of Pem
Variant of
1.2 Pattern Sentences and Phrases
1.2 Im@IgqWKg
(1) Use of Pn,
"son-in-law," Kfp, "daughter-in-law," and PaqMrm, "parent-in-law"

(1) ImUdIm@Igq "Pn," "Kfp," Kho "PaqMrm"
REPEAT after the teacher
URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.
QBgqPhpIBqLlp LlmOpWKfpUbBqSa.
QMcmIAhWKfpWgpIBq, WPnWgpAa
BqSa.
QNgKgpAvÌBqLlpWPaqMrmMhnAvÌ
WgpSbqOp. WPaqMrmMhnPcp
WgpKao.
MrqKhPnKhPaqMrmAaBqLlpSfqCcWhpU
@hoHpFdpPoShq.
MrqKhKfpKhPaqMrmUepINpLlpWfpShnWUo
BeqPo.
My friend has 3 daughters-in-law.

As for my younger sibling, he has a daughterin-law and 2 sons-in-law.
My nephew's father-in-law is dead.
mother-in-law is still living.
His
That son-in-law and father-in-law go hunting

for fish energetically.
That daughter-in-law and mother-in-law love
each other very much.
(2) Use of IAv`, "cousin" and Av`/Av`PcpAvÈhq, "term of address or reference for persons of the
same age and status (may be used interchangeaably with Kgp)
(2) ImUdIm@Igq "IAv`"
Av`PcpAvÈhXb, UcVfImWaqOpWIhq
BeqPoShq.
WWaqIBqWaqQIAv`KpQfPbp.
"LfAaBqLlp LKhIAv`X`." "Pem, MKhI
AvÌIAv`Shq."
SbLlpIBqLlpQIAv`PcpAaIAv`Sa.
QLmVdSbLKhIAvÌNpFhVapFhCh
SbnSa.
Friends, you have come at an opportune time

(stage in our lives or in the happenings).
This person is my own cousin!
"Are you two cousins?"
cousins."
"Yes, we are first
That person over there is my second cousin.

I hear that you cousins have all taken spouses
already.
(3) Use of KhKgpShnUo/ KhKgpSgnUo, "to be related by marriage"

(3) ImUdIm@Igq "KhKgpShnUo/ KhKgpSgnUo."
LMmKhoQMmKhKgpShnUo.
MrqAaBqLlpPemMrqKhKgpShnUo.
LNgINpKhoQNgINpPemMrqKhKgpShnUo.
Your father and my father are related by

marriage..
Those two persons are related by marriage.
Your children and my children are related by
marriage.
Repeat the above using KhKgpSgnUo in place of KhKgShnUo.
1.3 Question and Answer Drill
1.3 ImUa@vmKhoImEaoFb
(1) Study diagram (a) below while the teacher reads the explanation above it, 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. Do the same with (b).
(1) URp--PbMrq@sgNg@vmImBhq (a) SbWNhSnWaq KhoIOuhChURp@OpNoLlmMrq@sgNgSbImBemWgp@vfoWUo
SbImBhqWNhAgpINpLlp.
OpFpIOpPbMrq@sgNg@vmImUa@vmUepINpSbWMgnJhpImBhqWAaLlpOp. Mrq@sgNg@@vmJfImBhq.
TaqKhoURp@Ua@vmK~ImUa@vmWgpTfWUgo KhoMrq@sgNg@OpIfFbK~WWgpNu`Sb ImBhqWaqWMdqWUgo.
Mrq@sgNgPemILmMbmImUa@vmWAhpJaoIOuhLlp URp@No@Kho IOuhAaOuhUe. Mrq@sg NgIf (a) PemTaqLlp

PqKho (b) K~ (a) WUgoLlp..
(a)
ImBhqSbWNhSnWaqMnNu`JhpMrq 3 KdpWKdpNgJbNgINp.
IKdpUThINubp IKdpUThINubpUbKdpSbnShq.
Mrq 3 KdpWaqWgpTf
EhqBhqKhoLhmNh
1. EhqNgOku
2. LhmLlNg
3. EhqLlmOuio
4. LhmLgNg
Ehq@bpKhoLhmUd
1. LhmMSf
2. Ehq@uhqNh
3. LhmShqWfp
4. EhqImPum
EhqUo@ubqKhoLhmBeqBeq
1. EhqMumT`
2. LhmUdNh
3. EhqEgmNh
4. LhmOhNg
Questions (ImUa@vm)
1.
2.
3.
4.
EhqBhqKhoLhmNhFhVapFhChTaqWShmAaLlpWNgWgpSavmBq. WNgTfm@gWPaqK~Sfp.
K~LlpWUgoEhq@bpKhoLhmUdWNgWgpSvamBq. WNgTfm@gWPaqK~Sfp.
IcqEhqNgOkuKhoLhLhmMSfAaBqLlpFhVapFhChSaKho PIqINp@fMrqKhKgpShnUoSfp.
Ehq@bpWNgAvÀaBqIBqWPaqK~Sfp. SbKboUbNubpINubpWMdqLlpEhqUo@ubq
WNgPcpWKgp@IbmIBqWPaqK~Sfp.
5. EhqNgOkuKhoLhmMSfFhVapFhChTaqWShmAaLlp Ehq@bpWNgAvÈhq@uhqNhKhoLhmUdNhFh
VapFhChEem. AfWaqMrqSbWKhKgpShnUoWgpMrfqBqSfp.
(b) EhqNgOkuKhoLhmMSfFhVapFhChTaqWShmAaLlp WTfUepPqJhpWKboSbLhmMSfWPgm

WMmWVap. Ehq@uhqNhKhoLhmUdNhEem@hoFhVapFhChTaqWShmAaLlp WTfUepPq
JhpWKboSbLhmUdNhWPgmWMmWVapMdq. SbAaLlpWTfUepAaKdpSbnWNgWgp
JhpTfIKdpAaBqIKdpAaBqShq.
EhqBhqKhoLhmNh
1. (EhbNgOku)
2. LhmLlNg
3. EhqLlmOuio
4. LhmLgNh
Ehq@uhqNhKhoLhmUdNh
1. LhmJdFra
2. LhmMSfFra
EhqNgOkuKhoLhmMSf
1. EhqVfAku
2. EhqUoAc
Ehb@bpKhoLhmUd
1. (LhmMSf)
2. (Ehq@uhqNh)
3. LhmShqWfp
4. EhqImPum
EhqUo@ubqKhoLhmBeqBeq
1. EhqMumT`
2. (LhmUdNh)
3. EhqEgmNh
4. LhmOhNg
Questions (ImUa@vm)
1. AfWaqEhqNgOkuWNgAaBqWNcWgpMfrqBqSfp. WNaWgpMrfqBqSfp. (Ehq@uhqNhWNgIAh

Sfp.)
2. EhqNgOkuWNgAaBqWPcmBmWgpMrfqBqSfp. WNÌamWgpMrfqBqSfp. (Ehq@uhqNhWNgI AhSfp.)
3. EhqNgOkuWNgAaBqKhoEhq@uhqNhWNgAaBqLlpOdoShnWUoK~Sfp.
4. AfWaqMrqKhKgpShnWUoAfSbnWgpTfMrfqBqSfp.
5
1.4 Im@IgqWKg
(1) Use of Ch "stairs, ladder" and Fg, "classifier for ladders and stairs"g
(1) ImUdIm@Igq "Ch" Kho "Fg"
ChWgpSbKboPfnHÌFg, SbKbo
ShmAaIFg.
Sb@ufNoKgp@MqLlpMrqF`ChIFgI
FgW`Po
EhnShqMnImINpWaqSbChAhpJao.
LNgSfqWgpBfqSgn@fvSbChNhSn.
WgpVapWgpCh@hoBqKfo.
WMrqVapNgChNgAfSbnWgpQfmBq.
There is a stairway (ladder) at the front of the

house and one at the back.
At the side of the road people sell a lot of
ladders.
Carry these things down and put them at the
foot of the stairs.
Your child is stirring about and playing under
the stairs.
(We) are all in the house.
His household has altogether five persons.
(2) Use of Fh, "to extend or occur in series, articulations, lofts, or stories; to arrange
things upright in a line with each other; numeral affix for things occurring in a series
(2) ImUdIm@Igq "Fh"
MSfqOp@ufIOgLlp MJapMrqFhShq
ShmFepLhqINubpINubpW`Po Shq.
Sb@EbmAgpLlp UThINubpFhShq
WUoOpBeqPoShq.
FhShqSanINpWaqSbEOfrAgpLlp.
Fh(I)Sf@avnL@dL@qSbWUh.
Fh(I)Sf@eqEOfrINubpWaqFdLlpI
Nubp.
SbTemMdqLlp MrqPqJhpKboINpAaFh
IcqSbWFhIFaWgpW`Po.
KboIFhKhoIFhLlpWgpKhoEOrfWgpKho
ShmFepLhq@hoFhKfoShq.
IcqMNgMSaqKgpJhpSaLlp WTfUep@
OpFhVapFhChShq.
On the road we went on we saw many chairs

set up (in rows or series on display).
The village at the top of the mountain is set up
in a very orderly fashion.
Stand these books up on the table.
Change your clothes for new ones.
Exchange this table for the one over there.
In the city people have put up many houses of
two to twenty stories/floors.
Every floor of the houses has tables and
chairs.
When our children are grown up, they must
take a mate.
(3) Use of Fhp, "to shove, push, press"

(3) ImUdIm@Igq "Fhp."
URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.
FhpJhpEbqMrqIBqLlpWIm.
Fhp@vanWhqFdIm@MqLlp.
Fhp@vanEbqLPcmBmWImVoBhqINp Llp.
FhpShqIm@dIm@qFdImNhSn.
FhpIamCnWhq.
FhpIam@eqLShmAa.
MrqIBqLlpFhpSfqFhp@eqImP^cqSfp.
WTfFhpShqWUo@fPo.
FhpIamHbLNgPcpKhoUoBeqMmWNgAv`
LlpPhp.
Help push up that person's thing.

Push it over to the side.
Help push away your aunt's ruined things.
Push the clothes down to below.
Press it down and hold it.
Push shut [the gate] behind you [as you
leave].
What is that person pushing back and forth?
He is very humble. (He is very able to restrain
himself.)
How about arranging for your daughter and
Tha Gay Pa's son to get married. (Lit.,
push them together tightly.)
(4) Use of Sdp(Im), "to be particular, have a preference;" and @vmPfn(Im), "to be partial,
show partiality
(4) ImUdIm@Igq "Sdp(Im)" Kho "@smPfn(Im)"
NgKgpXb, QfLlpQISdpImOp, Pe
PemLIfMrqIBqLlp WTfSdp
ImKgpPoXh
PoXhm.
QfQISdpMrqKgpImBeqOp, QSdp
KpMrqSbWgpKhoImWfpShq.
MrqIKboLl
IKboLlp@vmPfnMrq@ugpWÈeW`.
MIAvÌBqLlp WTf@vmPfnMrqSb
WPaqKgpINp.
QNÌamSbLlpIBqLlp WTfI@vm
PfnMrqLhIBqOp.
Nephew, I'm not particular. However, the

person you mentioned is very particular.
I'm not particular whether the person is goodlooking (beautiful), I'm only particular that
he/she has love.
That family shows partiality to people who are
wealthy.
That cousin of ours shows partiality to important people.
That uncle of mine over there doesn't show
partiality to anyone.
(5) Use of Sgp, "to need, be necessary"
(5) ImUdIm@Igq Sgp

QSgpOpSbL@VfWgpQq.
QSgpOpLPqEbqQqSbVap.
QISgpOpLqSbqOp.
LSgpOpW`JhpEeKaoX`.
I need to have you come and get me.

I need to have you help me at home.
I don't need you any more.
Do you still need more money?
Fe@qIOepWaqLSgpOpX`.
QSgpOpSfqImAfWaq.
Do you need this jacket?

It is necessary for me to go now.
1.5 Command and Response Drill
1.5 ImPbKhoImPqJvf
For this drill you or your teacher should provide a large empty cardboard carton,
suitcase, or other large container.but pretend that it is full and heavy. Arrange a
space on the top of a cupboard or bookcase onto which the container can be placed,
but have it on the floor at the beginning of the drill. Also have a pile of books
including a hymnbook and a Bible on the table and prepare ahead of time a space on
the third shelf of a bookcase or cupboard for the books. In this drill you will be
given commands sometimes using Fh and sometimes using Fhp, so listen carefully to
the tone. You (and sometimes your teacher) should actually carry out the commands.
This drill should be repeated many times, the teacher sometimes varying the order of
the commands until you can carry them out promptly.
URp--PbMrq@sgNg@Ifn@IhqMnJbp PeIPemImKbSbWKgpIEfo KhoMnPqK~WCbKgpPo, KhoPbEem@hoMrq@sg

NgVfEgnKhoSanILhqMpCcnKhoSanUoTapIOepKhoSanEhFraIOepLlp KhoPbW@Ifn@IhqKhoImShmSbW
WgpWUoIFhIFhK~UgoIm@MnShqVgLlmIm@MnShqSanWBhmIIhqI@em. URp@OpPbMrq@sh
NgK~ImWgp@vfoWUoSbWNhSnWaqWUgo KhoMrq@sgNg@OpPqJvf. Im@vfoPemIfSb "FhpEbq" Llp URp
@OpEoJhpPqKhoMrq@sgNg@OpFhpEbqShq. PqSgImK~WaqWUgoW`Th KhoIOuhOuhFhISfIm@IgqK~Ugo
Mrq@sgNg@LmMbmAkuKhoPqJvfImIOuhChWBhmLlp.
1.
2.
3.
4.
5.
6.
7.
Fhp@vanSanINpWa
INpWaqFdIm@MqLlp.
FhpJhpEbqQqImWaqFdImNhAgpLlp.
FhShqSanINpWaqSbEOrfAgpLlp.
FhpShqImLlpFdImNhSnWaq.
FhShqSanSbLlpSbUbFhIFhWNhAgpLlp. (URp@KcoLfpEc.)
FhSf@eqShmFepLhqINubpWaqFdLlpINubp.
FhSfShn@eqSanUoTapKhoSanEhFraAaOepLlp.
1.6 Im@IgqWKg
(1) Use of Kgp, "Term of address or reference used between close friends, or relatives by
marriage, who are in the same age range" (may be used interchangeably with Av`)
(1) ImUdIm@Igq "Kgp."
KgpXb, LVfIcqAfSfp.
KgpXb, LU`SfqFdShp.
KgpIBqLlp@IfK~Shp QIfIOp Op.
[Close friend/relative by marriage], when did

you arrive?
[Close friend/relative by marriage], where are
you going?
I can't say what he [close friend/relative by
marriage] will say.
QKgpSbLlpIBqPqImTaqSaX`.
KgpXb, AfPcmFepSfqCcWhpHpNgAaBq Php.
MrqKhKgpAaBqLlpWfpShnWUoOpShn
WUoBeqPo.
"QLmVdSbQMcmIBqLlpU`@KhKgp
KhoLMmX`." "IfTfK~LlpHbp."
That close friend/relative by marriage over

there, has he finished his work yet?
[Close friend/relative by marriage], tomorrow
let's the two of us go looking for fish.
Those 2 in-laws certainly like each other and
get along well with each other!
"Did I hear that my younger sibling intends to
become your father's relative by marriage?"
"That's what he says."
(2) Use of NgUpVg, "youngster(s) . . ."g (referring to persons of any age much younger than
the speaker)
(2) ImUdIm@Igq "NgUpVg"
"NÌamXb
SfqMhnQAaPhp." "SfqXfm,
NgUpVgIWgpSbKboLhIBqXfm."
"NÌamXb, LNgAvÙ`@WfpMhnPcW
TfLlpX`." "UepH`X`. @vm
NgUpVgWUo."
"UAhoUpINpLlp QIJapWPaLh
IOuhSfp." "Wb, NgUpVg
BfqTfXfm."
"MrqNgUpVgBfqW`Kg
W`KgpSfp." "Wb,
NgUpVgLlpK~KpImLlpShq."
"Uncle, go with me, okay?" "I"ll go. None of

the youngsters are at home."
"Uncle, is your son thinking of loving that girl?"
"I don't know. It's up to the youngster."
"Those mangoes, I never see them getting

ripe." "Aw, those youngsters stir about
[causing them to fall before they get ripe]."
"Those youngsters are mighty active!" "Yes,
youngsters are like that."
(3) Use of Xhm, "particle indicating (a) a word of caution, (b) a word of reproach; (c) a
question to ascertain that indications of something being contrary to the speaker's
expectations are correct or not; (d) that the speaker seeks agreement; or (e) a question
expecting a negative or affirmative answerh
(3) ImUdIm@Igq "Xhm"
NÌamXb, Sfq@ufIOgLlpIBeqXhm.
MrqWbWgpNfLlp.
NgAv`Xb, U@vaUpLlpWhpIBeqXhm. LPcmBm
WIm.
Shp, MrqIWgpKboLhIBqXhm.
HpNgIOgLlpLWhpSaXhm.
Uncle, don't go by that road, please..

people are there.
Bad
Son, don't eat those bananas, okay?. They're

your aunt's.
Well! isn't anybody home (contrary to my
expectation)?
Have you eaten that fish (contrary to my
expectation)!
MrqIPraqVfIcqSaXhm.
LPqIemIm SbAaIEgmNg@eqXhm.
KgpXb, PePemK~LlpLlp AfWaqQ@@eqXhm.
VfAfPV`Xhm.
LShqLlmMrqWMreqIUeLhIEfoXhm.
Have the guests already arrived (contrary to

my expectation)!
Stay and work, then after a bit return home,
okay?
[Close friend/relative by marriage], in that case
I'll go back home now, okay?.
Come this evening, okay?
Can't you lower the price for us a little?
(4) Use of Lfp, particle indicating (a) a defensive statement; (b) a rather chiding emphasis;
or (c) a definite positiveness in light of a specific circumstance
(4) ImUdIm@Igq "Lfp"
MIfWhqSbWhpIBeqLfp. WTfWhpTf.
QIfWhqSbSfqIBeqLfp. WTfSfqTf.
QIfWhqSbPqLfp. WTfIPqOp
MIfShnMUoSbSfqIBeqLfp. Icq
MrqSf
qSfqKhoMSfq@KhoAfSbn.
MrqMhnAv`WgpW`, OpFpIWfpMrqLh
IBqOp. MKgpImIBeqOp Lfp.
"Q@NuoJhpVhpAgpSbLlpIIhq Xfm."
"W`, MU`@NuoJhpLfp.
LPqK~LlpUeX`."
LSfqIcqSbLNcWWgpTaq
LNÌamPemVf@eq
LfLVf@eqMhnWAaL
fp.
WTfPemWfpMrq MWfpLfp.
WTfPemSfq MSfqLfp.
LPemIfK~LlpKhoK~LlpLfp. MIfW`W
ShmWgpX`.
We told him not to eat (it), [but] he ate it

[anyway].
I told him not to go, [but] he went [anyway].
I told him to do (it), [but] he [still] didn't do it.
We told ourselves not to go, [but] when the
folks went, we all went again [after all]!
There are plenty of fellows, but none of them
love us, [probably because] we're not
pretty.
"I'm going to dig up that plot of ground." "Hey,
I was going to dig there! How can you do
that?"
After you reach your grandfather's place,
when your uncle comes back, you come
back with him.
If she loves us, we'll love her.

If he goes, we'll go.
If that's what you said, that's it. Is there any
need for us to say more?
1.7 Notes on Word Usage and Grammar
1.7 URp--PbMrq@sgNgNoKpTfSbKbo.
(1) Use of IAv`, "cousin"

(See examples in 1.2(2).) The expression IAv` refers to cousins in general or to male
cousins in particular, the suffix Pcp being added to indicate the feminine gender. First
cousins are indicated as IAvÌIAv`, second cousins as IAvÀaIAv`, etc. However, these
terms are used only for those of the same generation. Whereas in English we
10
sometimes refer to cousins as being so many times removed (e.g., fourth cousins
once removed) indicating the difference in generations between cousins, the Karen
would simply say that the one is a niece or nephew of the other and would not call
them cousins unless they are of the same generation. In direct address the I is
dropped and the cousin is addressed simply as Av` or Av`Pcp.
You have already learned that the terms Na, Nc, PcmBm, NÌam, NgKgp, Mcm Tfm, and Saq can be
used as terms of address when speaking to persons who are not related but whose age
in relationship to one's own would be the same as that indicated by the term used. In
the same way people who are unrelated but of the same age range may call
themselves "cousin," shortening the word to Av` or Av`Pcp aa s above. The general term
Av`PccpAvÈh is sometimes used, usually when addressing a group of persons of about the
same age, as in a gathering. These expressions may be used interchangeably with Kgp,
although (at least in the Maesariang district) it is more common for Sgaw Karens to
use Kgp when speaking with or referring to fellow Sgaw Karens and to use Av`, etc.,
when speaking to Pwo Karens.
(2) Use of Ch, "stairs, ladder;" and VapCh, "house/home"h
See examples in 1.4(1). As you have seen from the examples given, the classifier for
stairways, ladders, and vehicles is Fg. You have not learned the name of any vehicles
yet in these lessons, though you may have learned the names of some on your own
(In Burma and in central Thailand, the classifier for vehicles is Agp and the classifier
for stairs/ladders is Og.)
Long ago in the days when the Karens lived in longhouses up on stilts and added
another room and ladder each time a daughter got married and began to have a
family, it was natural that the couplet for "house/home" should be VapCh; and the
expression continued after longhouses were no longer used. The expression is
always used with a possessive pronoun; e.g., QVapQCh, "my household; LVapLCh,
"your household;" WVapWCh, "his/her/their household." The couplet is also used
together with Mrq to refer to the members of the household; e.g., QMrqVapNgChNg, "the
members of my household."
(3) Use of Fh, "to extend or occur in series, articulations, lofts, or stories; to arrange
things upright in a line with each other; numeral affix for things occurring in a series
See examples in 1.4(2). To arrange things such as books or stones upright in a line
with each other, the action verb FhShq is used together with the word for the things
being set upright; e.g., FhShqSan, "set up the books in a line/row" (i.e; set the books
down in an upright position); but if one wishes to state that the books are standing up
in a row or series, the word for books precedes the action verb and the latter is
followed by WUo; e.g., SanFhShqWUo, "the books are standing upright in a line."
Other things which can be set up in an orderly series are stones or rocks (as in a
planned garden); houses (as in a planned village or town); and items set up on the
11
ground on display for selling; e.g., pots, basins, chairs, statues, etc. (See the first 3
examples in 1.4(2).)
In the expression FhVapFhC,h "to take a mate, set up a household," the Karens of north
Thailand see no connection between the Fh in this expression and the Fh meaning "to
extend in a series, to arrange things in a line with each other," and so they consider it
to be an idiom. However, the Sgaw Karen dictionary prepared by Francis Mason
during the first half ot the 1800's states that FhVap means "to join house to house in
line," which no doubt referred to the custom of adding a dwelling place for a new
household onto a house already standing, as was the custom with the longhouse. So
even though there is no longer any occasion to use the expression FhVap, yet
understanding this background will make it easier for you to understand and
remember the expression FhVapFhC.h
The verb Fh is also used together with Sf, "to exchange, as one thing for another." In
the 2 examples in 1.2(2) one thing is exchanged for another which is different; a
different size or more comfortable chair, a clean set of clothes for a soiled set, dress
clothes for everyday ones, etc. The expressions FhSf and FhISf are interchangeable.
They differ from the expression AhSfp in that with AhSfp 2 persons have similar types
of items which they exchange with one another; for example, if one has a blouse
which is too large for herself but would fit the other and the other has one that is a bit
small but would fit the first one, they may exchange (AhSf) blouses with each other.
Although as an action verb Fh is usually used to refer to setting things up in a line or
series on a horizontal plane, yet as a numeral affix it is probably used more often
referring to things set up in vertical lofts or stories; e.g., the number of stories or
floors in a building, or the number of shelves in a bookcase or cupboard. However,
it can also be used to referring to steps in explaining a matter or in telling a story or
happening, and can be used like Ihq to refer to stages of a journey; e.g., MrqPaSbKboW
NhAgpIFh, "Folks sleep in the upper story." WTfIfImSbWPqWUoWBemIFhOpIFhLlp,
"She told about what took place happening by happening."
(4) Use of Fhp, "to shove, push, press"
See examples in 1.4(3). This verb is almost always followed by another verb which
qualifies it as to the direction or type of shove, push, or pressure; e.g., FhpJhp, "to
shove or push up;" FhpShq, "to shove or push downward;" Fhp@van, "to shove or push
away or aside;" Fhp^cn, "to shove or push into." Since this verb is usually used when
wanting to move heavy things, the word Ebq is often used together with the above
expressions to indicate assistance; e.g., FhpJhpEbqQqImWaq, "Help me push this thing
up." On the other hand Fhp used together with Iam, "to be compact, close together,"
is more likely to mean "to press," as when one has applied glue and wants to hold
the objects just glued tightly together until the glue dries enough to hold or if one
applies pressure over a wound to stop bleeding.
12
This verb is also used in a figurative sense to mean "to humble one's self, restrain
anger, forbear, bear with, give up one's rights." The last example in 1.4(1) shows a
different kind of figurative meaning in the use of Fhp.
(5) Use of Sgp, "to need, be necessary"
See examples in 1.4(5). As can be seen from these examples, the verb Sgp is always
followed by Op, "to encounter." Although this verb is used to translate the English
expression, "to be necessary," it really means "to need," the need being a thing,
person, or action.
(6) Use of Xhm, "particle indicating (a) a word of caution; (b) a word of reproach; (c) a
question to ascertain whether indications of something being contrary to one's
expectation is true or not; (d) that the speaker seeks agreement; or (e) a question
expecting a negative or affirmative answer.
Refer to the examples in 1.6(3). In the first 2 examples the word Xhm is used to
indicate a word of caution; e.g., NgAv`Xb, U@vaUpLlpWhpIBeqXhm. LPcmBmWIm, "Son, don't
eat those bananas, okay? They're your aunt's." In the third, fourth, and fifth examples the speaker had not wanted the one spoken to eat the fish (or hadn't expected the
guests to come yet, or had expected that someone would be home) but evidence
seems to indicate that the contrary is so and thus is asking whether that is correct.
The use of Xhm in the fourth example might also indicate a bit of reproach. In the next
3 examples the speaker is simply seeking agreement on the part of the one spoken to,
and in these cases the particles Lh or Php could be used instead without changing the
meaning. In the last example the Xhm has the same meaning as X`, and indicates that
the speaker expects a negative or affirmative answer to the question. However, it
may also indicate a slight reproach. Although Xhm is written with the low falling tone
mark "m," it is usually pronounced with a rising tone (which cannot be indicated in
Sgaw Karen and is considered to be intonation rather than true tone).
(7) Use of Lfp, "particle indicating (a) a defensive statement; (b) a rather chiding
emphasis; or (c) a definite positiveness in light of a special circumstance
Refer to the examples in 1.6(4). In the first 3 examples given, someone has
evidently been blaming the speaker for not getting someone to do something or not
preventing someone from doing something and the speaker is defending
himself/herself by saying that he did try; e.g., QIfWhqSbSfqIBeq. WTfSfqTf, "I told him
not to go [but] he went [anyway]." In the fourth example the speaker is defending
herself in response to someone's surprise that she isn't married yet. In the 5th and 6th
examples the speaker is speaking chidingly; e.g., Q@NuoJhpVhpAgpSbLlpIIhqXfm." "W`,
MU`@NuoJhpLfp. LPqK~LlpUeX`." "I'm going to dig up that plot of ground." "Hey, I was
going to dig there! How can you do that?" In each of the last four examples there
is a conditional clause using the word Pem, "if," and the statement which follows says
13
that in the event that the conditional circumstance takes place, you will definitely do
as stated; e.g., WTfPemSfq Q@SfqLfp, "If he goes, we'll go;" i.e., our going is definite
providing he goes. It should be noted that the use of Lfp is always in response to what
someone else says about the matter. It is not used in situations where the speaker
initiates the subject.
(8) Customs concerning Arrangements for Marriage
In the typical Karen village situation, when a person gets married he/she marries not
only the mate but the whole family and clan as well; and since there are very close
ties within the clan (many of which are beneficial), it is important to the entire clan
that the right mates are found for their children. To the Western mind many of the
customs may seem old-fashioned, but it is important as you learn about these things
that you not look down upon them nor consider the ways of your own culture to be
superior, but rather keep an open mind and learn all that you can about the way the
Karens look at these matters. (When families or members of families study in the
city or go to the city to work, these customs tend to be modified to some extent, but
they are not usually thrown completely overboard, and many close ties to the clan
and especially to the immediate family are still kept.)
Young people may fall in love with each other or at least be interested in each other
before marriage, though this is not considered to be a prerequisite. The important
thing is whether the young man is willing to love and become a part of the whole
larger family of the girl and whether the girl is willing to love and become a part of
the whole family of the young man. The young people concerned understand this,
and will usually want to have assurance that the parents are pleased with the
prospective mate before agreeing to the marriage.
It may happen that two young people become interested in each other, but according
to village custom unless the father of the girl takes the necessary steps to arrange for
the marriage, it will never be consummated. It is also possible that a boy and girl
may be interested in each other, but if the girl has an older sister who is not yet
married, they must wait; as it is the custom for the older daughter to be married off
first. Only after her elder sisters have been married is she considered ready for
marriage. This is not true of the boys, however, and is also not always observed in
modern days.
When children reach marriageable age the parents begin to seek a suitable mate.
However, arrangements are not made directly by the parents. Rather a go-between is
asked to speak with both families involved, each in turn, in order to ascertain
whether they are in favor. If there is some objection or reluctance on the part of one
or the other, the go-between can indicate that to the other party, and the matter will
not be pursued any further. This method helps to save face for both families. If the
parents are in favor, the boy and girl involved will be asked how they feel about it. If
there is objection or reluctance on the part of either, it is not likely that the parents
14
will insist upon it, as an unhappy marriage will affect the whole clan. (To be
continued)
1.8 Completion Drill
1.8 ImIem^cnPqMfrqJhpIm@Igq
(1) Fill in the blanks on the left with an appropriate word from the list below on the
right, then read the whole sentence. If the word Av` is appropriate, read the sentence 4
times, once each with Av`, Av`Pcp, Kgp, and KgpPcp.
(1) URp--PbMrq@sgNgVaoLlmIm@IgqINubpSbWNhSnWaqSbEcJvfIMqSbWSgqKhoIm@IgqSbEcEepIMq
WAhpJaoI@ugq KhoIem^cnWhqSbImShmShqVgTaqNoKh@ugq. IfSgIm@IgqSbEcEepINp@go@ugqKfoI@ugq
OpI@ugqK~WAhpJaoI@ugqWUgoWaq EoJhpSbWAhpJaoIcqSbW@Ibm. MEaoKpASgn Im@Igq "Av`"
PemSgqKhoIm@IgqI@ugq@ugqLlp PbMrq@~gNgNoI@ugqCh@KhoITh OpFpWWaqIThIem^cnIm@Igq "Av`
Pcp" NfImShmShqVg. UbThIThLlpPbWIem^cnIm@Igq "Kgp," KhoSvamThIThLlpPbWIem^cnIm@Igq "Kgp
Pcp."
Xb, LSfqFdShp.
Xb, ILaqWaqMVbWgpNrgpU@ho
OpCoImBemNoKgpIPaqShq.
Xb, SfqWhpWgpQPeqEem.
Eo@vm Llp. QfQIUepHÒp.
NgUpVg
Av` (Av`Pcp, Kgp, KgpPcp)
Av`PcpAvÈh
(2) Fill in the blanks on the left-hand side with one of the 2 particles on the right-hand
side, then read the entire sentence. (If you are not sure of the difference in use of the
2 particles, refer back to 1.6(3) and (4) and 1.7(5) and (6).)
(2) URp--PbMrq@sgNgVaoLlmIm@IgqINubpSbWNhSnWaqSbEcJvfIMqSbWw@boTfOpTf
KhoIem^cnWhqSbIm ShmShqVgSb Im@IgqWAhpJaoI@ugqSbEcEepIMqTaqNoKh@ugq.
IfSgIm@IgqFdHÌNpSbEcEepI
MqI@ugqOpI@ugqK~WAhpJaoI@ugqWaqWUgoEoJhpSbWAhJaoIcqSbW@Ibm.
LPemSfq M@Sfq .
AfPV`Vf .
NgXb, NhpIBeq .
MIfLq Whp .
Shp, Kgp, L@eq . LMrkqImW`Sa .
MIfWhqSbMrkqIBeq , WTfMrkqTf.
Xhm
Lfp
1.9 Conversation Practice--Learn the previous sections well first.
1.9 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqKaoOpLlp Mrq@sgNgw@boLmMbmIm

PqSgSbWMdq@vanBeqBeqOpOpIEfo.)
(1) The conversation below is part of a longer conversation divided into 4 parts which
will be taught in Lessons 1-4 illustrating Karen customs in connection with arranging
for a marriage partner. As you listen to and study these conversations, notice not
only the use of your new vocabulary, but also the way that the Karens present matters
15
and express their feelings in an indirect way. Westerners tend to be direct and blunt
and business-like, whereas the Karens (especially in village situations) use a much
more indirect, round-about, less hurried procedure, and often talk together quite a bit
before the real purpose of the visit is made clear. It should be kept in mind also that
in a village situation where everyone is related by blood or by marriage and where
everybody soon knows everyone else's business, it is important that each person be
cautious in what he/she says lest he/she seem to be too bold or exalts himself/herself
and later loses face. In fact, it is customary for Karens to speak deprecatingly of
themselves and to flatter the other party. Yet you can see that even in such a culture,
it is possible to reveal one's true feelings.
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.
(1) URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. NfURp

NoWA` URp@OpNoJhpEem@hoMrqIfImINpWPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAa Waq. Nf
Mrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOp
KhoURp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSb Mrq@sg
NgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSb
ImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
LlmOuioMm-oMm--@s
--@sh, LVfAfSfp.
LhmNhMm --QVf
--QVfSbPVÌLaqSa.
LlmOuioMm-oMm--LVf
--LVfOpIPaqPaqX`.
LhmNhMm --QVf
--QVfVoWgpNÌamLhmBeqMmXfm.
LlmOuioMm-oMm--@s
--@shXb, LNgPcpTfm@gIBqUeFhVapFhChSa.
LhmNhMm --Ue
--UeSaXfm. MrqIWgpWfpWhqLhIBqOpLlp.
LlmOuioMmoMm--PeK~LlpLlp FhpIamHbKhoTfmIBqLlpWNgAv`LlpPhp.
LhmNhMm --WPe
--WPeWfpMrqLlp MPqLfp. QfQISdpImOp.
(LlmOuioMmKhoLhmNhMmSfqFdTfmN`zMfoMmWWgp.)
LlmOuioMm-oMm--Tf
--Tfm, LU`@IfK~Shp. L@WfpEemX`.
N`zMfoMm --Wb,
--Wb, @soSbNgUpVgLlp. QfLlpISgpOp.
LlmOuioMm-oMm--Wbp,
--Wbp, PePemK~Llp Q@@s
Q@@soLNgAv`Xhm.
N`zMfoMm --@s
--@soIAh. WLhmKgpSa. QfLlpQUoShQKfpSaEem. KgpIBqLlpWNgPcp
IWfpMNgAv`Xm UepH`X`.
LhmNhMm --Wb,
--Wb, QfQNgPcpLlp@vmTfSbQqShq. QPemIfWfpKhoWfpTfShq.
(This conversation will be continued in the next lesson.)
16
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
LlmOuioMmKhoLhmNhMmAaBqLlpOdoShnWUoK~Sfp.
MrqSbWLapWgpW`LlpPemMrqNfSfpIBqSfp.
LhmNhIFhVapFhChKaoOpPemWOpP^cqSfp.
LlmOuioMmFg@PgpSbPIb@WfpWhqSfp.
IcqLlmOuioMmUa@vmN`zMfoMmWImLlp N`zMfoMmIf@hIfAfImX`.
N`zMfoMmFg@PgpSbWNg
SbWNgAv`@WfpLhmNhX`.
N`zMfoMmOpWUoSbLhmNh@@fWKfpEemX`.
LhmNhMmFg@PgpSbWNgPcp@WfpN`zMfoX`.
Af@hnLlp LlmOuioMm@PqKaoImK~Sfp.
After you can answer all the questions correctly, repeat the whole conversation after
the teacher once. Then you take the part of Naw Paw Pa and Pha Preh Pa while your
teacher takes the part of Nay Blut Pa. 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@fLhmNhNmKhoN`zMfoMm KhoURp@@fLlmOuioMm.
@IgqSgU@goIm@Igq W`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo.
IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq LlmOuibMmKhoURp@@f@eqLhmNhMmKhoN`zMfoMmTaq
IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp@ IgqSgU@hoIm@KhoIOuh
OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@IgqMdqNubp MdqNubpFdIm@Igq
WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUh WIhmMdq.
(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. For example,
How many of your siblings and/or their children have gotten mates, if any? How many
sons-in-law and/or daughters-in-law do you and your siblings (or your parents and their
siblings) have? (Ask your teacher the same questions.) How many people are in your
household and who are they? How many are in your teacher's household and who are
they? How many stairways and ladders do you have? What about your teacher? How
many stories does your house have? Your teacher's house? In the town/city where you
live (or nearest to you) what buildings have the most stories? (If possible, show a picture
or photo of tall buildings in a city and discuss about how many stories they have.) You
can also discuss about people living near you using many of the above questions.
(2) URp--@goLaqKfoURpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhqSb@@IgqU@goImSbMrq@Hh@ugnOpCoIm
BemW@Scn@ScnK~Ugo@UdIm@IgqSbMrq@sgNgPqSgIemSaUepINpWBhm. WKg--Mrq@sgNgWKhMcmTfmPeIPemW
KhMcmTfmWNgINpLlpFhVapFhChMrfqBqSaSfp. WPnWgpMrfqBqSfp. WKfpWgpMrfqBqSfp. (Mrq@sgNgWKhMcmTfmPemI
WgpOpKho, Ua@vmSbWPgmWMmKhoWPgmWMmWKhMcmTfmWBemUe.) Mrq@sgNgWMrqVapNgChNgWgpMrfqBqSfp.
17
Mrq@sgNgW KboWChWgpMrfqFgSfp. WChWBqWgpMrfqFgSfp. WKboWgpMrfqFhSfp. (ImUa@vmK~WNhAgpWUgo

INpWaqLlp Mrq@sgNgBeqUa@vm@K`@eqURpEem@hoShq.) SbTemSbMrq@sgNgWgpTfLlpWMdq
KboPeIPemImMrkqImF`WShmSbW WgpKhoWFhWW`@IbmLlpWgpTfNfSfp.
(PemUeLlpURpPeIPemMrq@sgNg@VfEgnIboSbTemMdqWBhq TaqKho@IfU
@goImSbIboUepINpLlpWgpMrfqFhSfpWBemLlpShq.)
1.10 Reading and Writing
1.10 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@guqIThTaq PbMrq@sgNg@vfoSbKboI@guqLlpAaThNfImShmShqVg.
SbAaILaqURp@Op@vmMrq@sgNgWIm@vfoUepINpWaq PemWOpX`. TaqPbMrq@sgNgNoQcqURp. Mrq@sgNg
NoPem@Pp URp@OpNoQcqMrq@sgNgIOhuKho.
QPaqMrmI@vmPfnMrqLhIBqOp.
LNgFhVapFhCh@goBqKfoSaX`.
FhpShqEbqQqImUepINpWaqFdImNhSn.
QMrqVapNgChNgWgpCgoBq-Bq--QqKh
--QqKhoQNgWMmAaBq, MNgAaBq, MPnIBq, MKfpIBq, Kho MSaqAaBq.
18
1.11 Listening and Speaking
1.11 ImPqSg@LpKho@IgqMrq@HhW@gunSbMrq@HhWVap.
Continue to take time to converse with Karens and to listen to them converse with
each other. Look over the new words and expressions learned in this lesson, then
plan and seek opportunities to use them. For example, ask older married people
about sons-in-law and daughters-in-law--how many they have, if any; who they are;
where they live, etc. Ask young married people when they got married, and who
their parents-in-law are, where they live, etc. Or ask whether everyone in the village
is related to each other (KhKgShnWUo) or whether there is any family which is not. Or
ask about something that you need (Sgp), where you can get it or whether the person
spoken to has one. Or tell someone that you need his/her help--perhaps to push
something heavy or to set something heavy up high.
(2) URp--PbMrq@sgNS
g fqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo@
@LpMrq@Hh@IgqU@goIm.
1.12 Cultural Assignment
1.12 ImCcUepH`Mrq@HhWScmWSm
Observe the range of work activities which take place around the home and in the
village. What is the division of labor according to sex? according to age? Try to
assess the work load of people. Note the amount of cooperation there is in
performing certain tasks. What jobs are done daily? seasonally? whenever there is
a demand? Are there specialists in certain jobs? How are they repaid for their labor?
Do any of the households have servants? How are they cared for? Are they paid a
wage? What is their status?
URp--ImPqSgI@IhmWaqLlpIOpCoKhoMrq@Hh@ugnOp. Mrq@sgNg@PqKpTf.
19
LESSON 2
ImPqSg 2
Icn
Mrfq
PqMrfq
KgpIcnAgpMrfq
Sb
SbMrfq
WfpLlm/WfpEbq
EhISgmMm/EhISgmPgm
PqShp/PqK~Shp
ImBemIm@ugq
@b/@b@hp
Kb/Kbo/Kc
To cease, stop, refrain; to attain full growth or

utmost size
To be full, complete
To fill, complete
To be full grown, fully developed
To be sufficient, enough
To be complete, fulfilled, perfect(ed)
To want or desire for someone
Go-between for prospective mates
Contraction of ImPqWUoK~Shp
Series of facts and events, information,
matter, business
To be fit, proper, suitable
Particle indicating (1) uncertainty as to the
reason for some action or something said;
(2)
a
feeling
of
being
/WnoLnIQ~1
@m
^c/^cq
PqUeWhpOp
WKdpWJb
WKdpNgJbNg
Kdp
AaKdp
Mrm
JhpMrm
1For
or
wanting
to
prevent others from feeling that way; or (3)

indicating a slight pause, similar to Llp.
Particle indicating that the speaker is reasonably sure of the statement made but seeks
confirmation from the one spoken to
Particle indicating a question expecting a
negative or affirmative answer where the
speaker had thought that things would be
other than stated but sees indications that
he/she might have been wrong.
To be well off
Family (families), clan(s), tribe(s)
Family/clan/tribe members
Classifier for families/clans/tribes
Two families/clans/tribes
To be mature, elderly, old (refers to living
things)
To be married
an explanation of the meaning of these words, see 2.8(5).
UoMrm
FhPgmMrm
PcMrm
NcMrm
MrmUCfo
Sb(W)Bhm
To be mature, elderly, old (refers to human

beings); an elder or headman
Mature hen (maturity being indicated by
starting to lay eggs)
A woman who is married or has been
married; term used to refer to one's wife
when speaking to someone else
A man who is married or has been
married; term used to refer to one's
husband when speaking to someone
else.
Very old, very mature
For it/him/her/them
2.2 Im@IgqWKg
(1) Use of Icn, "to cease, stop, refrain; to attain full growth or utmost size"
(1) ImUdIm@Igq "Icn"
@ufIcnSa, MSfqIUeSbqOp.
FhPgmIOepWaqKapIcnSa. FdH`
IKapSbqOp.
LPqImWaqIcqWIcnLlp Im@@h
SbLBhm.
LSfqIcqWIcnLlp L@JapMrqWgp
NfLlp@hoBqKfo.
@ufIcnSa, MSfqIUeSbqOp.
UAhoUpINubpWaqPaIcnSa. Whp
@vanWhq
QfQNgKgpIcnAgpMrfqSbnSa.
The road has come to an end. We can't go

any farther.
This hen has stopped laying eggs. In the
future it won't lay any more.
If you do this (e.g., selling illegal drugs) until it
comes to an end, it will go hard for you.
You go till you come to the end [of your
journey]. You will find everybody there.
The road has come to an end. We can't go
any farther.
This mango is at the end of getting ripe. Eat it
up.
All of my children are full grown.
(2) Use of Mrfq, "to be full, complete"

(2) ImUdIm@Igq "Mrfq"
JaMrfqSa. KbpSbqIBeq.
AfWaqNu`SbLMrfqKhoImUoAcPoSfp.
LNgWgpSbWPgmWSgqWS`MrfqJhpSa
PqMrfqJhp@eqLImPqILaqWaq.
It is already full of water. Don't draw water any

more.
Now it appears that you are full of great joy!
Your child that the mother is carrying inside
(lit., on her person), her time (lit., months)
is complete.
Complete your [back] work today.
21
VepMrfqJhpEbqQqSbLEeI@QqUe X`.
LPqImWLaqWUhIMrfqKaoOp, @
MrfqJhpSbS`MrfqAf@hn.
MrqIcqSbWKgpIcnAgpMrfqLlp MIf
ImKhoWhq@hKgpPo.
Can you give me 100 baht of yours to help

complete [the amount I need]?
You haven't completed your days yet. They
will be completed at the coming full moon.
When people have become fully grown up, it
is very difficult for us to tell them things.
(3) Use of Sb, "to be sufficient, enough" and SbMrfq, "to be complete, perfect, fulfilled"
(3) ImUdIm@Igq "Sb"
MNhPeqMrfqWaqSbSa.
@UdWaqISbKaoOp.
LMrkqLapLlpLEeSbX`.
LPqImWhpSbMrfqBeqPo.
QKgpIBqWImMrkqImF`WShmLlp
ImWgpWSbWMrfqShq.
ImSgpSbImWhpIOuhWaqSbSaX`.
MrqIBqLlpPemPqImIPaqPaq, MrqOp
PqSbPqMrfqLlm@eqWhqJhOg.
MrqIKdpLlpPqImWhpImSbJhpMrfqJhpBe
qPo.
QPqEbqWhqSbSbMrfqMrfqSa.
ImSbImMrfqLlpIWgpKhoMrqLhIBq Op.
This amount of rice we have cooked is

enough.
This stew (curry) is still not sufficient.
Do you have sufficient money for buying the
skirt?
Your fixing the food was just perfect.
My close friend's shop has a complete stock.
Is there already sufficient food for our needs
this time?
If that person does something, people have to
complete the work for him every time.
That family Is well-to-do [lit., works and eats
fully].
I helped her fully (completely).
Nobody is perfect (lit., has perfection).
(4) Use of ImBemIm@ugq, WBemW@ugq, "information, matter, business, series of facts and
events"
(4) ImUdIm@Igq "ImBemIm@ugq/WBemW@ugq"
ImWgpNrgpWBemW@ugqIPaqWaqQLmIMb
m.
ImBemIm@ugqPemVfWUoK~WaqLlp
MPqFdH`@@h.
ILapWaqImBemIm@ugqWgpJhpW@
Scn@Scn.
ImWgpNrgpIOuhWaqSfqSbWBemW
mW
@ugqOpBeqPo.
I don't understand this item of the meeting's

business.
If the matter comes out like this, it will be
difficult for us to work/do [anything] in the
future.
This year many kinds of matters were brought
up [or came up].
The meeting this time went in a very orderly
fashion.
22
2.3 ImPbKhoImPqJvf
The teacher will ask you to read the directions below aloud and then carry them out.
URp@OpPbMrq@sgNgNoIm@IgqSbWNhSnINpWaqKgpKgpTaqPqJvfWAa.
@vmIm@IgqSWNhSnWaqSbEcEepI@MqI@ugqOpI@ugqTaqKho CcJbJhpIm@IgqSb
EcJvfI@MqWaqSb@PqSbJhpMrfqJgpIm@IgqSbEcEepI@MqLlp Kho@vfoMrfqJhpWhq.
PemTaqLlp No@go@ugqKfoKgpKgpIOuh. (Im@IgqSbEcJvfINpLlp LCcJbWhqUeAaOuhAa
OuhShq.)
Mrq@VfW`JhpIBqOpFpPeqKho
@Ud___Kao.
WLaqWUh@___JhpNfS`SbnWaq
U@vaUpPa___Sa.
LPq___JhpQShmUeX`.
@ufIOgWaq___Sa.
L@MrkqImHpLlpLEe___X`.
Icn
Sb
Mrfq
In the drill below the teacher will ask the questions and you will answer using the
answers given. Then the teacher will change some words and/or amounts in the
question and you should vary your answers. After you can respond reasonly fluently,
you and your teacher should change parts.
URp@Ua@vmMrq@sgNgKhoMrq@sgNg@EaoFbK~WNhSnWaqWUgoTaq SbAaIThLlpURpKhoMrq@sgNg@SfSgnImBem
KhoImWLhpBamINp. PqK~WaqUbThSvamTh. IcqMrq@sgNgIfFbImOpOkuBeqSaLlp URpKhoMrq@sgNg@FhISf
SgnWIm--Mrq@sgNg@Ua@vmImKhoURp@IfFbImITh TaqKhoMrq@sgNg@SfSgnImBemKhoImWLhpBamINp.
(@) URp --QEe

--QEeIMrfqJhp 40 Op. LEeSb@PqMrfqJhpLlmQqWgpX`.
Mrq@sgNg--QEe
----QEeWgpILhq OpFpIMrfqJhpKaoOp.
(A) URp --Fe
--Fe@qIOepWaqWMrkq 150 Oo. L@MrkqWhqLEeSbX`.
Mrq@sgNg--QEe
----QEeISbOp. SgpKao 25 Oo. LVepMrfqJhpLlmQqUeX`.
(B) URp ----QSh
QShmFepLh
pLhqISbOp. SgpKao 5 Nubp. LVepMrfqJhpQqSbLShm
FepLhqUeX`.
Mrq@sgNg--Pe
----Pem. QVepMrfqJhpLlmLqUe.
2.5 Im@IgqWKg
(1) Use of Kb/Kbo/Kc, "particle indicating regret, an uncertainty as to the reason for some
action or something said; a feeling of being /WnLnIQ~ or wanting to prevent
23
others from feeling that way; or a brief pause similar to Lep but more colloquial"
(1) ImUdIm@Igq "Kb/Kbo/Kc"
(@) "SfqCcWhpHpAaBqPhp." "Kb,

QImIAuioOpWaqXfm."
"WhpIemPeqIAhXfm. Q@Op
SfqIm." "Kb,LPemSfqImLlp
WhpFgPeqQbp."
"M@SfqImAfSbn, PIq@
WgpKhoKboSfp." "Kb, LNaKhoLNc
WgpKb. WTfISfqKbo."
W`Kb, LPqK~LlpOpP^cqSfp.
(A) MSfqFdOh@hoIOuhLlp LfLSfq EemKb.
Fe@qWSv
qWSvfmIPsgWaq LfLIm
WgpSaKb.
UcU`@eq@KhoLlp. S`, IfU
@hoImPcnKaoKb.
BeqSbLVfJhpSbMKboWaq. Im
IPemMrqBqKb, LMmKhoMrqWaq
ImMKhIAvÌIAv`Kb.
PemX`. MIUepH`Kbo.
"MIfMrq@HhUeIEfoIEfo."
"LIfMrq@HhUePdoLhmSaKbo,
URpXb."
(B) ImLlpKb, PqKao@vmIBe
IBeq.
ImK~LlpKb, I@hIAfPbp.
MrqIBqLlpKb, Pq@hPqAf
PqAfMrq KgpSfp.
ImWaqKb QUoAcQIfIUe
SbqOp.
IOuhWaqKb LVfWgpQqIcqSa,
L@OpWgpKhoQqW`LaqWÙhShq.
LIfImIPaqKb QLmMbmI UeSbq.
ILqWaqKb ImAcpLlm@hoLqKfo.
(b) "Let's the two of us go fishing." "But--, I

just don't have time."
"You stay and eat. I have to go." "Well, if
you are going, eat rice first, of course."
"We're all going; who will be with the

house?" "But--, your grandparents are
here; they aren't going."
Hey, why are you doing that?
(c) But--, that time we went to Bangkok, you
went also. [Why do you act as though
you never heard of this?]
You already have a blouse this color."
[Why are you buying another one?]
Are you intending to leave? Why, I am
still enjoying talking together (with you)!
[I wish you could stay longer.]
It's a good thing you came up into our
house. Why, we're not just anybody,
your father and we are first cousins.
Is that so? Why, we didn't know it.
"We can speak Karen a little." "But,
Teacher, you already speak Karen
quite well!"
(c) That [matter], don't keep trying it out.
[e.g., having already bought one, don't
keep trying to find a better one.]
That way, there is not likley to be a
problem.
That person, she causes us a lot of
trouble.
This [news or happening], I can't say how
happy I am!
This time you've really gotten here!. You'll
have to stay with me many days.
There's one thing you said which I can't
understand.
This night just past, it was cooler than
every night!.
24
Wbp, @Sfq@vm@vmQbp. Pem

WgpKbMrkq.
(C) K~LlpKbK~Llp
LSfqKbLSfqHbp.
LWhpKbLWhpHbp.
LPqKbLPqHbp.
"NgPcpNgAv`Xb, SbBhqQ@@eq Shq."
"@eqKb@eqQbp."
"AfWaqNoNhPcmSa, M@PaPhp."
"PaKbPaQbp."
"LOpVaoLlmIm@dIm@qI
NpWaq." "VaoKbVaoQbp."
All right, I'll go and see (if there is any). If

there is, I'll buy (some).
(d) Like that is all right with me.
You're going is all right with me.
You're eating is all right with me.
You're doing (that) is all right with me.
"Children, in the morning I'll return home."
"It's all right with us."
"Now it's already midnight; let's sleep,
okay?." "It's all right with me."
"You must take these clothes." "It's all
right with me."
Repeat (@) to (C) above using Kbo instead of Kb. Then repeat (@) a second time
using Kc instead of Kb.
URp--PbMrq@sgNgIfSg (@) IcqSb (C) @KhoIOuh OpFpWWaqIOuh Sb "Kb" WShmLlpIfSb
"Kbo." UbThIThPbMrq@sgNgIfSg (@) @KhoIOuh OpFpWWaqIOuhSb "Kb" WShmLlpIfSb "Kc."
(2) Use of @m, "particle indicating that the speaker is reasonably sure of the statement but
seeks confirmation from the one spoken to
(2) ImUdIm@Igq "@m"
MrqVfSbLl
bLlpIBqLlp LNgAv`@m.
LPcmBm@VfEem@m.
MrqWhpSbnPeqWaq Lq@m.
WTfIVfPqImOpPemSbWNgFgo@e
Llp@m.
LOpSfq@m, LISfqIUeOp.
WhpPeqSbH`@m.
AfWaqKc L@@eqPhp. SbAaKc LIVf
SbqOp@m.
Surely the person coming there is you son,

isn't it?
Surely your aunt will also come, won't she?
Surely you're the one who ate up this rice,
aren't you?
Surely his not coming to work is because his
child is ill, isn't it?
Surely you have to go, don't you? You can't
not go.
Surely we should eat first, shouldn't we?
Now your'e going back, aren't you? Afterwards I expect you won't be coming any
more, is that right?
(3) Use of ^c/^cq, "particle indicating a question expecting a negative or affirmative answer
where the speaker had thought that things would be other than stated.but sees
indications that he/she might have been wrong
(3) ImUdIm@Igq "^c/^cq"
25
(@) NgPcp LU`SfqEem^c.

LVf@eqIcqSa^c^.c
LPgmLMmWgpKao^c.
LU`SfqWhpPeqSbMrqKbo^c.
QVepShqLqFhKapAuhPaLlp L
WhpSbnSa^c.
"NgKgpAvÌBqWaqWPgmKhIAv`KhoLPgm
IIAv`Shq." "Pem^c. W`,
IUepH`Kb."
(A) WpS`, MrqPeIWfpLq M@Vf X`^cq.

MrqIfImK~LlpLlp LFg@PgpQf
QIfIUeX`^cq.
Daughter, do you intend to go also? [I had

thought you weren't going.]
Have you gotten back? [I hadn't expected you
yet?]
Are your parents still living? [I had thought
that they had died.]
Do you intend to go and eat at the people's
house? [I had thought you were going to
eat here.]
Have you eaten up the hard-boiled eggs that I
gave you? [I had thought you would keep
them for later.]
"This young man's mother is your mother's
first cousin." "Is he? Why, I didn't know
(that)!"
For goodness sake! If he didn't love you,

would I have come?
People talk like that, do you think I couldn't
talk the way they do?
(4) Use of Sb(W)Bhm, "for it/him/her/them"

(4) ImUdIm@Igq "Sb(W)Bhm"
PeqSbnSa. SbLBhmIWgpSbqOp.
AfWaqQMr
QMrkqImWhpSbLBhmSa.
ImUcoIm@ufqIOuhWaqSbMrqAfSbn
WBhm.
NÌamXb, SbLBhm@gmIBeq.
SbQBhmKhoWTfWBhmLlp Im@hIm
AfIWg
WgpOp.
The rice is all gone. There is no more for you.

Now I have bought food for you.
This time arrangements have been made for
everyone.
Uncle, don't worry for yourself. [You'll be
taken care of.]
For me and for him there is no problem.
Insert the correct particle from the right-hand column below into the blank in each of
the sentences on the left-hand side, and then read the sentences aloud. If you are not
sure about their use, review the examples in 2.5(1), (2), and (3) as well as the
explanations in 2.8(4), (5), and (10).
URp--PbMrq@sgNgVaoLlmIm@IgqSbWSgqTfOpTfINubpSbIm@IgqSbWNhSnSbEcJvfIMqWaqW@u`
KhoIem^cnWhaqNfImShmShqVgSbIm@IgqWAhpJaoI@ugqSbEcEepIMqTaqNoKh@ugq. IfSgIm@IgqSbEc
EepIMq@go@ugqKfoI@ugqOpI@ugqK~WAhpJaoI@ugqWUgoWaqEoJhpSbWAhpJaoIcqSbW@Ibm.
1. NgAv`, L@SfqImAfWaq . MIVepShqLEeKaoKbo.

26
X`^cq
2.
3.
4.
5.
6.
7.
8.
9.
W` , LVepQImW`Sfp.
MrqPqImIPaqWaqLq . MrqBqPqImK~WaqIUeLhI BqOp.
LImKhoImSpWgpW`Sa . LMrkqKhoOpPIqSfp.
, LISfqXhm.
ImBemIm@ugqPemIKgpOp, Q@Vf .
LWhp@UdSbnSa . MU`@WhpEemKb.
LUepH`Whq . W@f@sgAgpOdoSbLVapKb.
WLlp , QIfIOpOp.
^c
Kb
@m
2.7 Im@IgqWKg
(1) Use of WfpLem and WfpEbq, "to want or desire for someone, to be very in favor of"
(1) ImUdIm@Igq "WfpLlm" Kho "WfpEbq"
QSfqMhnLAaAfWaqLlp QPgmQMm
WfpLlmQq.
ImWhpIPsgWaq QWhpQPgmQMm
IWfpLlmQqOp.
MhnPcpIBqWaq ImWgpNrgpAgpLmWfp
LlmEbqQqWCg QWfpLfp.
MrqIBqLlp@PqImWTfLlp WfpLlm
EbqWhqIBeq.
EhqNgT`@SfqSanEhFra@sg WPgmWMm
WfpEbqWhq@hoBqKfo, OpFp
WTfISfqOp.
QfLlp ImIPaqKhoIPaq MrqPemWfpLlm
EbqQq QPqPcnAfSbnShq.
My parents are strongly in favor of my going

with you.
My folks are very much against my eating this
kind of food.
Since the church elders are strongly in favor
or my taking (loving) this girl, of course, I'll
do it.
Don't encourage (help by being strongly in
favor of) that person's doing that.
Saw Pho Wah's parents were both strongly in
favor or his going to seminary, but he didn't
go.
As for me I enjoy doing whatever things
people are strongly in favor of my doing.
(2) Use of EhISgmMm and EhISgmPgm, "go-betweens for prospective mates"

(2) ImUdIm@Igq "EhISgmMm" Kho "EhISgmPgm"
EhqWfpBeqWNgPcpKhoEhqWfp@ubqWNgAv`
LlpWUoOpShnWUoOpFp
WEhISgmPgmWEhISgmMmI
WgpKaoOp.
PcpKhoAvÙoEmAaBqLlpWfpShnWUo
OpFpEhISgmMmEhIShpPgm
PqIUeOp.
Saw Eh Gay's daughter and Saw Eh Kler's

son are in agreement [about wanting them
to get married], but there is no go-between
yet.
The young girl and boy love each other but the
go-between's can't arrange things.
27
EhqNgBhqPbQ@fLlmWEhISgmMmLlp
Q@fOp@UeX`.
LhmT`T`WPgmWMmPbQ@fLlmWEhI
SgmPgmWCg Q@OpIdmShn
EhqNgBhqWEhISgmMm@VfI
V`WaqXfm.
Saw Pho Gaw asked me to become his gobetween, but can I [honestly] do it?
Naw Wah Wah's parents asked me to
become their go-between, so this evening I
must welcome Saw Pho Gaw's go-between
(when he comes).
(3) Use of @b/@b@hp, "to be fit, proper, suitable"

(3) ImUdIm@Igq "@b/@b@hp"
PcpKhoAvÀaBqLlp@bShnWUoBeqPoShq.
L@qFe@qIOepLlp @bKhoLqBeqPo
Shq.
LfIBqLlp L@bKhoImK~LlpShq.
WTfIBqLlp @bKhoImWhpK~WaqShq.
ImWhpK~WaqLlp @bKhoLqBeqPoShq.
NÌamKhoPcmBmAaBqWaq @bSbWNgWgp
OpFpWNgIWgp.
The girl and fellow are very suitable for each

other.
The blouse you are wearing really suits you
well.
You are fit for that kind of thing. (That kind of
thing is proper for you.)
That person is fit for food like this.
This kind of food is very suitable for you.
This uncle and aunt were fit to have children,
but they have none.
Repeat using @b@hp in place of @b.
URp--IfSg@KhoIOuh OpFpWWaqIOuhLlp Sb "@b" WShmLlpIfSb "@b@hp."

(4) Use of Kdp, "classifier for families, clans, tribes;" WKdpWJb, "family, clan, tribe;" and
WKdpNgJbNg, "family, clan, tribe members"
(4) ImUdIm@Igq "Kdp," "WKdpWJb," Kho "WKdpNgJbNg"
MrqIKdpLlpFgo@eAfWaqAfWaq.
SbQUThLlp MrqUbKdpVf@eqWgpNrgp.
UThINubpLlp, MrqIKdpKhoIKdp@vm
Shq@eqWUoUe.
QNcWKdpWJbLlpIfImWÌfIm Fdp.
UThSb@EbmAgpINpLlp Hh^cmU
ThINubpWMdqLlpPemWKdpW
JbKpTf.
That family is often sick.

In my village three families returned and
joined us.
In a village families can look after themselves.
My grandfather's family members talk a lot
and say things forcefully.
In villages on the mountains usually the
villages are all one [big] family (i.e., related
by blood or marriage).
(5) Use of Mrm, "to be mature, elderly, old (referring to human beings)
(5) ImUdIm@Igq "Mrm"
28
AfWaqUAhoUpMrmSa.
FhPgmMrmIOepWNgW`KgpPo.
ImKhoINpWaqMrmSbnSa, WhpILlm
SbqOp.
QMcmJhpMrmSa.
QNgNu`MrmLlmLNg.
NgKgpAvÌBqLlpPemWNcMrpSaX`.
NgKgpPcpIBqLlpWUoEmKao OpFp
PemWPcpMrmSa.
QfQImPcMrmWUoEmEem.
QfQMrqPcMrmLlp WUoMrmLlmQqQfm Lap.
QPgmAfWaqWUoMrmSa.
AfWaqMrqUoMrmINp@OpSfqFg.
ImWgpNrgpUoMrm@PqTaq@eqImBem SbAa.
QPcmBmIBqWUoMrmUCfo OpFp
WNgFaoWgpKao.
This mango is now mature.

The mature hen has a lot of chicks.
These vegetables are old! we can't eat them
any longer (because they are too tough.).
My younger sibling has gotten married.
My child appears to be older than yours.
Is that nephew already mature (married).
That niece is still young but is a mature
(married) woman already.
My wife is also young.
My wife is five years older than I.
My mother is now old (elderly).
Now the elders must go first.
The elders will return and finish the business
later.
My aunt is quite old, but she still has little
children.
(1) Use of Icn, "to cease, stop, refrain, come to an end; to obtain full growth or utmost
size
Refer to the examples in 2.2(1). This verb means "to come to an end" of something,
and can often be used interchangeably with @Ibm, "to end, terminate." The couplet
KgpIcnAgpMrfq indicating that full growth in stature and mental capacities has been
obtained is used only in reference to human beings.
(2) Use of Mrfq, "to be full, complete"
See examples in 2.2(2). By itself the verb Mrfq means "to be full, complete," and
cannot have an object. The word Kho, "with," is used to express what it is that the
thing is full of; e.g., MrfqKhoJa, "full of water." In order to use Mrfq with an object, it must
be preceded by an action verb, and it is also frequently followed by Jhp; e.g.,
PqMrfqJhpWShm, "fill his place." VepMrfqJhpLlmQqLEeAaFaOo, "Make up (complete by giving
me) the 20 baht (I"m lacking)."
(3) Use of Sb, ""to be sufficient, enough"
See the examples in 2.2(3). You have learned many uses of Sb as a particle, but it
can also be used as a verb meaning "to be enough, sufficient." The verb can be
distinguished from the particle by its position in the sentence; e.g., PeqSbX`. ISbOp,
29
"Is there enough rice? No. (Not enough.)" When used together with Mrfq as a couplet,
the meaning becomes "to be complete, fulfilled, perfect, perfected;" e.g., QvqWImWfp
SbTfMrfqTf, "God's love is perfect." ImWaqISbIMrfqKaoOp, "This is not yet fully
complete." WTfVep@eqQqImWSbnSbSbMrfqMrfq, "He paid my me back fully for the
expenses." As in the case of Mrfq, to use the couplet with an object it is necessary for it
to be preceded by an action verb and for the couplet to incorporate the verb Jhp; e.g.,
VepSbJhpMrfqJhpImSbWSgpTfINp, "fulfil the needs."
(4) Use of ImBemIm@ugq and related forms of the couplet
See examples in 2.2(4). You have already learned the expressions SbWBem, "about it,
him, her, them," and ImBem, "facts, information." The couplet form of the latter is
ImBemIm@ugq and is used to include not only facts and information, but also matters,
affairs, business of various kinds; e.g., matters that must be dealt with by village or
church elders or by the head of a household or a teacher. To say that matters or
business in a meeting were dealt with smoothly and in an orderly fashion, not
starting to discuss one matter, then someone getting the discussion off on a tangent,
and then later having to come back to the previous matter, one may say either
ImWgpNrgpSfqWUo OpBemOp@ugq or ImWgpNrgpSfqWUoSbWBemW@ugqOpBeqPo.
(5) Use of Kb, Kbo, and Kc, "particles indicating regret, uncertainty as to the reason for some
action or something said; a feeling of being /WnoLnIQ~ or wanting to
prevent others from feeling that way; or indicating a brief pause similar to Llp but
more colloquial"
See examples in 2.5(1). When Kb or Kbo occur at the beginning or the end of a
sentence, as in (@) and (A), it is always in response to something which someone
else has said, and may indicate uncertainty as to the reason for some action or
something said, as in the first 2 examples of (A); or, it may indicate a feeling of being
/WnoLnIQ~ or wanting to prevent others from feeling that way, as in the first
3 examples in (@) and the last 4 examples of (A). (The expression WnoLnIQ~ in
Burmese and in Thai covers a wide variety of feelings which are
particularly important in Asian countries where saving face is so important, and there
is no one English word which conveys the same idea. Sometimes it refers to a
feeling of embarrassment, often for the person spoken to or about. Or it may refer to
a feeling that it wasn't quite right to have to treat a person as one did but the
circumstances were such that it couldn't be helped. Or it may refer to feeling bad
that things worked out as they did for the one spoken to or about, when he/she didn't
deserve it.) In such cases there seems to be an element of protest in what is said
because of such a feeling. It should be noted that Kc can never be used as the first or
last word in a sentence, hence is never used with either of the meanings in (@) or
(A). The compound expressions W`Kb and WhKb used independently at the beginning of
a sentence, as in the last example in (a), combine the meaning of the 2 words to
indicate surprise and uncertainty or regret and longing.
30
In Book I, Lesson 17, you were introduced to independent noun phrases which occur
at the beginning of a sentence but are not grammatically related to the rest of the
sentence and you learned that such phrases usually end with Llp. It can be seen from
the examples in (B) that all 3 of the above forms of this new particle (Kb, Kbo, Kc) may
be used in place of Llp in such independent phrases; in fact they are more colloquial,
so that you will often hear one form or the other used in everyday conversation. The
particular form used depends upon the preference of the speaker in the given context,
and the same speaker may sometimes use one form and sometimes another. (Note:
the Llp in the above examples means "that.")
The examples in (C) are idiomatic and are similar in meaning to the expression
K~LlpKbK~Llp, which you learned in a previous lesson. It should be noted that Kc can never
be used in the idiomatic expressions based on the pattern of LSfqKbSfqHbp, but can be
used only in the type of sentences given in (B).
(6) Use of @m, "particle indicating that the speaker is reasonably sure of the statement
made but seeks confirmation from the person(s) spoken to."
See examples in 2.5(2). This particle gives the idea of "surely [the statement made]
is true, isn't it." If nobody knows for sure, there may or may not be a response.
(7) Use of ^c/^cq, "particle indicating a question expecting a negative or affirmative answer
where the speaker had thought that things would be other than stated but sees
indications that he/she might have been wrong."
See examples in 2.5(3). By noting the presuppositions of the speaker in the English
equivalent of the examples given, it should not be difficult to understand the use of
this particle. (Note: In central Thailand and in much of Burma there is evidently no
equvalent to this particle; rather, people would simply use X`.
(8) Use of WBhm, "for it/him/her/them"
See examples in 2.5(4) This expression is usually preceded by Sb and, as in the case
of SbWBem, the pronoun may be changed to the first or second person singular or
plural when such persons are referred to; e.g., SbQBhm, "for me;" SbLBhm, "for you;"
SbMBhm, for us; SbUcBhm, "for you (plural)." Of course, there is often a descriptive
phrase or clause between the Sb and the Bhm preceded by the possessive pronoun; e.g.,
SbMrqSbWVfUep INpWBhm, "for those who come."
(9) Use of WfpEbq and WfpLlm, "to want or desire strongly for someone else"
See examples in 2.7(1). You have already learned that Wfp means "to love" and that
WfpKho means "to want, want to do." In the expressions WfpEbq and WfpLlm the meaning
is closer to that of "to want or desire" and the Ebq or Llm indicates that the wanting is
for someone else's benefit. The expressions WfpEbq and WfpLlm have basically the same
31
meaning and can be used interchangeably, or they can be combined into the fuller
term WfpLlmEbq.
(10) Use of EhISgmPgm and EhISgmMm, "go-betweens for prospective mates"
See examples in 2.7(2). The go-betweens for prospective mates have very specific
responsibilities. Usually the parents of the girl, perhaps with the help of other
members of the larger family decide on a boy whom they think might be suitable for
a mate and find ways of feeling out the boy and his family. If it seems that they are
willing, then they look for a respected older man to serve as a go-between, called
EhISgmMm. He will only be willing to take on this responsibility if he believes that it
will be a good match. After a EhISgmMm has been found, he has the following
responsibilities: (a) He must ascertain whether the boy and girl really love each
other, whether their respective parents are in favor of their marriage, and whether
there are any problems which might keep the marriage from being successful. (b) In
an animistic situation, if everything seems to be okay, he arranges for the
engagement to be formalized in a ceremony in which the prospective bride's parents
kill a chicken which both parties eat together with liquor and with the recitation of
certain traditional poems. (c) He gets the 2 families to set a date for the wedding.
(d) He chooses a young man of approximately the same age as the prospective groom
to be a substitute for him in the event he backs out or something happens to him, and
the substitute must keep continually ready until the groom's wedding has been
completed.
An older responsible woman, usually in the prospective bride's village, is also chosen
to serve as the EhISgmPgm. Her responsibilities are as follows: (a) She must arrange
for villagers who will prepare the liquor and food for the wedding feast. (b) She
must serve as a go-between in settling the amount of the dowry to be given to the
girl's family. (c) She must check and see that sufficient food and beverage will be
prepared and/or be on hand for the wedding. (d) She must arrange for a young
unmarried woman of the same age range as the prospective bride to be the bride's
substitute, just in case anything happens to the girl.
Most of these customs have been lost in villages influenced by the Thai culture or
where the families have become Christian, but they are still used in the more remote
animistic villages.
(11) Use of @b/@b@hp, "to be fit, proper, suitable"
See examples in 2.7(3). It should not be difficult to understand the meaning of this
descriptive verb if you study the examples. It is a descriptive verb and is usually
followed by Kho, Sb, or Shn/Sgn. It gives the meaning that a certain color or style of
garment looks well on one or is proper for a certain occasion, or that certain persons
seem fit for certain positions or kinds of work, or that certain persons seem to be
suitable as mates for each other, or that certain kinds of food are suitable for
someone of a particular age or state of health, etc.
32
(12) Use of Kdp, "classifier for families, clans, tribes;" WKdpWJb, "family, clan, tribe;" and
WKdpNgJbNg, "family, clan, tribe members"
See examples in 2.7(4). The couplet WKdpWJb means "his/her/their family" and KdpNg
JbNg means "his/her/their family members." They usually refer to the immediate
family but may include other members in the same village, whereas the expression Mrq
VapNgChNg in north Thailand may include the wider family spread out in many villages.
(However, in central Thailand and in Burma the latter term refers to household." For
the first or second person singular or plural, the appropriate pronoun is used in place
of W; e.g., QKdpQJb, "my family;" UcKdpUcJb, "your (plural) family."
(13) Use of Mrm, "to be mature, elderly, old"
See examples in 2.7(5). The word Mrm is the opposite of Em and is used in much the
same way; i.e., animals and plants are said to be Mrm when they are mature or past
maturity and human beings are said to be UoMrm (using the appropriate possessive
pronoun with the Uo. Birds and fowl are considered as being mature when they
begin to lay eggs; animals, when they begin to mate; and in the past human beings,
when they got married (hence the term for being married is JhpMrm, literally,"to ascend
to the mature state"). Women who are or have been married may be referred to as
PcMrm, and men who are or have been married may be referred to as NcMrm. (Note that the
first syllable of the former is written without a p, and that the corresponding word for
men is written not with Av` (as one would expect) but with Nc.) Village elders or elders
of the church may be called MrqUoMrm or, when used together with the word for village
or church the Mrq may be omitted; e.g., ImWgpNrgpUoMrm, "church elders;" UThUoMrrm,
"village elders." The expression UoMrmUCfo means "quite old, quite along in years,"
and is a term of respect.
(14) Contracted speech
In English in everyday conversation we often speak very fast making contractions
which are understood by those with whom we live and work but would be very
confusing to a foreigner; e.g., we might hear a child crying and ask, "S'matter,"
meaning, "What is the matter?" The same things probaby happen in all languages.
One of the common contractions used by the Karens when they meet is PqShp or PqK~
Shp, being a contraction of ImPqWUoK~Shp, meaning "What's happening?" or "How
are things with you?" The more you listen carefully to Karens talking with each
other, the more you will begin to recognize other contractions by virtue of the
context in which they are spoken.
(15) Use of PqUeWhpOp
As you can surmise, the above couplet is comprised of two halves--PqUe, "to be able
to do, skilled at doing," and WhpOp, "to eat and encounter food." Together they give
the meaning of being well off. If families are only moderately well off like the
typical rice farmer, they are said to PqEemWhpEem; and if they are quite poor, they are said
33
to PqSbBhqWhpSbV` or to PqPcmFepWhpPcmBhq. You have learned the meaning of the

individual words making up these couplets, so you should be able to figure out the
meaning of these 2 expressions. However, it is not necessary to master them in this
lesson.
The teacher will ask the questions below and you should give the true answers..
URp--URp@OpUa@vmMrq@sgNgSbImUa@vmSbWNhSnWaqI@ugqOpI@ugq KhoPbMrq@sgNgIfFbTfK~Im
PemImIhWUgo.
1.
2.
3.
4.
5.
6.
LVfPqImNfWaqLlp LPgmLMmWfpEbqLqEemX`. LKhMcmTfmIAhSfp.

LKhMcmTfmKgpIcnAgpMfrqMfrqBqSaSfp. LNgKgpIAhSfp. LIAvÌAhSfp.
LFg@PgpSbImWSvfm@b@hpKhoLqW`@IbmNfSfIPsgSfp..
ImWhpSbLI@bWhqOpWgpIPaqPaqX`.
MrqNfWaqSbLUepH`WhqBeqBeqWgpMfrqKdpSfp.
NfLPemNgUpKaoWA`Llp LFg@PgpSbMrqWLapFaoW`Sfp@fMrqUoMrmSaSfp. AfWaqL
Fg@PgpK~~Sfp.
2.10 ImIem^cnMrfqJhpIm@Igq
Below are a series of pictures and underneath them on the left hand side are five
pattern sentences. Look at each picture and decide whether it shows something or
someone that is still young, something or someone that is mature, or someone who is
quite elderly. Then fill in the subject of the picture together with the appropriate
classifier in the blank spaces of the sentence which expresses the correct level of
maturity, reading the resulting statement aloud.
URp--PbMrq@sgNg@vmImBhqWAhpJaoIOepSbWNhSnWaqTaq CcJbSbIm@Igq 5 @ugqSbImBhqWNh

SnW@uÌ@ugqSbWOpSgnWUoKhoImBhqWTfLlpTaq @vfoMrfqJhpImShmVgAaIhqK~ImBhqWgpTfWUgo
KhoNoKh@ugq. WKg--Mrq@sgNg@@vmImBhqWAhpJaoIOep KhoCcJbJhpIm@IgqSb (1) TaqKho @@vfoIm
@Igq "FhNg" NfImShmVgWAhpJaoIIhq KhoIm@Igq "Oep"NfImShmVgAaIhqIIhq TaqWShmAa@
NoKh@ugqKhoIfTf "FhNgIOepWaqEmKao." Mrq@sgNg@OpIfSg@KhoOpCoImBhqFdHÌOepOpIOep
EoJhpSbWAhpJaoIcqSbW@IbmK~WAhpJaoIOepWUgoLlp.
(1) ______I____WaqEmKao.
(2) ______I____WaqWUoEmKao.
(3) ______I____WaqMrmSa.
(4) ______I____WaqWUoMrmSa.
(5) ______I____WaqWUoMrmUCfoSa.
34
2.11 ImPqSgOpCoIm@IfU@goIm
(IAuioURpUgpSgImI@IhmWaqKaoOpLlp
Mrq@sgNgw@boLmMbmIm PqSgSbWMdq@vanBeqBeqOpOpIEfo.)
(1) The conversation below is a continuation of the one in the previous lesson 1.7.
(1)
URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@Ibm
AaThKhoPbMrq@sgNg@Lp. NfURp NoWA`
URp@OpNoJhpEem@ho ""A"" Kho ""B""
WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp.
(LlmOuioMmSfqFdN`zMfoWWgp.)
LlmOuioMm--NgKgpAv`Xb, PV`ShqAhLlp
LMmKhoQTfm@shPbQ@soLq
PemL@@fLlmQTfm@shWPn
X`.
N`zMfo
--W`Kb, IfIOpOpXfm.
LlmOuioMm--IfOp@m, LKgpIcnAgpMrfqSaKbo.
LMmIfTf UÙoShU`KfpSa.
N`zMfo
--PemX`. QMmPemWfpLlmQqLlp QWfpXfm.
LlmOuioMm--PePemK~LlpLlp BeqSa.
Q@PbShq@shISgmMmXhm.
N`zMfo
--LPbShq@vm@vmQbp.
(LlmOuioMmSfqFdNÌamS`MrfqMmWWgp.)
NÌamS`MrfqMm--PqShp, NgKgp, LIVfWgpQqLhIOuh.
AfWaqLVf ImBemWgpNoKgpIPaq@m.
LlmOuioMm --S`, QSgpOpLImPqEbqIPaqXfm.
PemLPqEbqQq@UeEemX`.
35
NÌamS`MrfqMm--OpPqEbqLqK~Sfp.
LIfNu`Jhhp@vmLImBemIm@ugqIEfoPhp.
LlmOuioMm --WWaqXfm.
TfmzMfoMmKhoQTfm@shLhmNhMmU`@KhKgpS
hnWUoXfm. PemAuioPemUe
QU`PbLSfq@fLlm@vmWEhISgmMmIJap,
Pem@PqWUoK~Sfp.
NÌamS`MrfqMm--SfqKboSfqQbp, W@hWAfX`^cq.
LlmOuioMm --NÌamXb, ImOuioKgpPoShq.
NÌamS`MrfqMm--Wcp,
Q@vmNgKgpN`zMfoMmKhoNgKgpLhmNhMmAaB
qLlpPemKhKgpSgnWUoKc @bBeq@Ibm
Shq. JfMrqPqUeWhpOpAaKdpSbnShq.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
LlmOuioMmUa@vmN`zMfoK~Sfp.
OpP^cqSbLemOuioMmFg@Pg
@PgpSbN`zMfoWLhm@EmIfKpTfUeLlpSfp..
N`zMfoWfpKho@fLhmNhMmWPnEemX`. OpP^cqWCgSfp.
LlmOuioMmPbPIqSb@@fLlmMrqEhISgmMmSfp.
S`MrfqMmOpWUoSb@@fLlmMrqEhISgmMmX`.
S`MrfqMmFg@PgpSbMrqAaKdpSbn@b@hpShnWUoX`. @bShnWUoK~Sfp.
the teacher once. Then you take the parts of Pha Preh and Lah Pwe Pa while your
teacher takes the part of Naw Blu Pa. Practice a number of times both with the

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "N`zMfo" Kho "S`MrfqMm" KhoURp@@f "LlmOuioMm." @IgqSgU@go
Im@IgqW`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq
@sgNg@f@eq "LlmOuioMm" Kho URp@@f@eq "N`zMfo" Khb "S`MrfqMm" TaqIfSg@KhoW`ThIEfo. IcqMrq@sgNgIf
ImOpOueBeqSaLlp @IgqSgU@hoIm@Kho IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@Op
Sf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqW
Ugo@goLaqKfoFdHÈrqUhWIhmMdq.
(2) You and your teacher should spend some time each day talking together about many
things using both the old and the new vocabulary and expressions..
36
(2) URp--@goLaqKfo URpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhqSb@@IgqU@goImSbMrq@Hh@ugn OpCo

ImBemW@Scn@Scn.
SbQKdpQJbMdqLlp MrqKgpIcnAgpMrfqAfSbnSa.
EhISggmMmEo@vmWhqPemW@@fLhmBeqMmWPnX`.
MrqAaBqLlp@b@hpSgnWUoBeqPoShq.
Kb, LUepHÌmBemIm@ugqAfSbnEemX`^cq.
QPqEbqWhqSbSbMrfqMrfqSa.
37
each other. Look back over the new words and expressions learned in this lesson,
then plan and seek opportunities to use them.
(2) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo@

Continue to work on 1.12.
URp--ImPqSgI@IhmWaqLlpIOpCoKhoMrq@Hh@gunOp. Mrq@sgNg@PqKpTf.
38
LESSON 3
ImPqSg 3
Cbp
NhCbpWgp(Im)
IAdo
Mbm/MbmJhp
JaJhpMbm
(Pa)MbmJhp
WeWe
ImSeqMdq/ImMuhMqd
VapSeqMdq
Muh
PqMu
PqMuh(Im)
Uco
@ufq/Uco@ufq
INoLlpH`/INoWaqH`
INoUhoUho (INoUgoUgo)
P`
Tq
KhPgqTq/KhP`Tq
U@doU@do
tN`, HbtN`
Aku
Oc
OpCo(Kho)
Coarse flour made from uncooked rice by

roasting and then pounding
To cook using roasted rice flour
Tree lizard, iguana
To arrive at, reach to, show up; wake up
Spring of water
To wake up (from sleep)
Exclamation giving a chiding aspect to the
remarks which follow
Open space or field in a village where people
can gather
The cleared areas around the houses as
well as the paths in a village; figuratively
--the whole village
To be clear of trees, shrubs, debris, etc.
To clear an open space or plot of ground
To move or remove, as a thing to a short
distance
To arrange, adjust
To such a great extent
Approximately the same (in terms of some
quality).
Wife
Husband
Husband-wife relationship
Idiom meaning "to put forth great effort" which
results
in
a
feeling
of
(WnoLnIQ~/)1
Suddenly
To be fast, quick, rapid
Paddy
Concerning, in connection with
3.2 Im@IgqWKg
1For
an explanation of the meaning of these terms see 2.8(5).
(1) Use of IAdo, "tree lizard, iguana," and Cbp, "coarse flour made from uncooked rice
which has been roasted and then pounded"
(1) ImUdIm@Igq "IAdo" Kho "CbpWhp"
QIAvÌBqVf@eqEhnIAdoNoKgpIOg.
IBhqWaqQNhCbpWhpIAdoHp.
AfPcmV`Q@CbpWhpImKhoImSp.
MrqNhCbpWhpImIPaqKhoIPaq QWhp
TapAfSbn.
Q@SfqWhpMrqNhCbpWhpFh.
PcmBmIBqLlpNhCbpWhpImTapLlmMrq Bq.
My cousin brought back a large lizard.

This morning I cooked lizard meat with
roasted rice flour.
This evening I'll cook vegetables with the
roasted rice flour.
I like anything cooked with roasted rice flour.
(i.e., I find all such things to be tasty.)
I'm going to go and eat chicken cooked with
roasted rice flour.
That auntie cooks food with roasted rice flour
in a more delicious manner than others.
(2) Use of Oc, "paddy"

(2) ImUdIm@Igq "Oc"
LOcSbEanMdqBhqSaX`.
AfWaqOpSbOcBhqSa, MSfqImIAuio
SbqOp.
LfLOcBeq, QfQOcIBeq.
ILapH`WaqLPqLlmOcW`LlmWMdq@vanILa
p.
ILapWaqOcWMrkqKgpPoShq.
SbQNÌamWUThLlp MrqPqWhpOc
ILlmW`WÒp.
Is your paddy in the paddy field already ripe

(reddish)?
Now it is paddy harvesting time [lit., we've
encountered the paddy's having gotten
ripe,] so we no longer have time to go.
Your paddy is good; mine isn't.
This year you got more paddy than the past
year.
This year the price of paddy is very high.
In my uncle's village people aren't able to earn
much of a living from raising paddy.
(3) Use of P`,"wife," Tq,"husband," and "KhPgqTq/KhP`Tq, "husband-wife relationship

(3) ImUdIm@Igq "P`," "Tq," Kho "KhPgqTq/KhP`Tq"
MrqIBqWaqPemQMcmWP`.
SbLlpIBqLlpPemQTfmLhmWTq.
MTfAaBqM@fLhmKhPgqTq/KhP`Tq
QTfmEhWP` KhoQKgpIBqWaqWTfmEh
WP`Llp PemMrqKhMcmTfm.
This person is my younger sibling's wife.

That person is my older sister's husband.
We two are husband and wife.
His oldest brother's wife and the wife of the
eldest brother of this relative of mine by
marriage are sisters.
39
QTfmLhmWTq KhoQIAv`PcpIBqLlp
WTqPemMrqKhMcmTfm.
My oldest sister's husband and my cousin's

husband are brothers.
(4) Use of ImSeqMdq/ImMuhMdq, "open space or field," and VapSeqMdq, "cleared area around
houses including paths in a village"
(4) ImUdIm@Igq "ImSeqMdb/ImMuhMdq" Kho "VapSeqMdq"

PbNgUpSfqBfqSgn@vfSbImSeqMdq
(ImMuhMdq).
ImWgpNrgp@OpWCg, MrqVfIcqMrfq
VapSeqMdq.
MrqIPraqSbTemMdq@VfWCg, MrqPqMu
PqMuh
VapSeqMdqBeqPoShq.
IcqMSfq^cnShqFdMrqVapSeqMdqKho, Mrq
VfFdMWgpW`W`Shq.
Ask the children to go and play in the ball

ground (or open field).
Because the meetings [e.g., association
meetings] are to be held, people have
come and filled the cleared spaces in the
village (i.e., people are everywhere).
Because guests will be coming from the city,
people have cleared the area around the
houses and paths very nicely.
When we entered the village area, many
people came to us.
Look at the diagram in 1.3(b). Listen as the teacher asks the questions below, then
answer according to the diagram..
URp@OpUa@vmMrq@sgNgK~WNhSnWaqWUgo KhoPbMrq@sgNgEaoFbK~WWgpNu`SbImBhqNf 1.3 (b) WMdqWUgo
Llp..
1.
2.
3.
4.
5.
6.
7.
EhqBhqWP`WPaqK~Sfp.
LhmUdWTqWPaqK~Sfp.
Ehq@uhqNhKhoLhmPIqIBq@fLhmKhPgqTqSfp.
EhhqNgOkuWP`WMcmMhnPcpWPaqK~Sfp.
LhmJdFraWPgmWMmWPaqK~Sfp. WPgmWMmOdoShnWUoLlp Mrq@hoK~Sfp.
LLhm@EmLLlmOpLP`PeIPemLTqSaX`. PemLlmOpSaLlpWPaqK~Sfp.
MrqSbLUepH`WhqNfWaqSbW@fKhPgqTqSaW@u`Llp LIfPIqINpWPaqUeSfp.
3.4 Im@IgqWKg
(1) Use of Aku, "to be fast, quick, rapid"

(1) ImUdIm@Igq "Aku"e
QIfImAk
mAkuIEfo.
I talk a bit fast.
40
ImAfSbnMOpPqSbWAkuShq.
MrqIBqLlpSfqIm@eqImAkuPo.
Vf@eqAkuAku. MOpWhpPeq.
BfqJbpAkuAku, MrqIPraqVfSa.
WhpImAkuAku, M@SfqImAfWaq.
We must do everything with speed.

That person travels back and forth fast!
Come back quickly. We have to eat.
Get up quickly, the guests are coming.
Hurry up and eat. We're going now.
(2) Use of MbmJhp, "to arrive at, reach to, show up; to wake up (from sleep)
(2) ImUdIm@Igq "MbmJhp"
KgpIBq@vfoIfQqSbU`@VfIBhqWaqO
pFpVfMbmJhp@eqAf Waq.
MSfqFdWPfnHÌEfoLlp JaMbmJhp
WgpNfLlpIIhq.
NÌamIBqWaq LVfMbmJhpAfSfp.
KgpXb LVfMbmJhpNfSfp.
QMmIfQqSbU`@Vf, OpFpIcq
AfWaqIVfMbmJhpKaoOp.
MrqF`HpNgIBqVfMbmJhp@KhoSa.
LNgPaMbmJhpSa. KcoWhpWPeq.
QWgpQUoVfMbmJhpSbQ@OpVfIf
OpLqImIPaq.
QImFg@PgpVfMbmJhpWUhIPaq.
[My relative by marriage] wrote that he would

come this morning, but he showed up only
now!
A little ahead there is a place where there is a
spring (water reaching up from below the
ground).
You uncle of mine, when did you arrive?
(Relative by marriage), (from) where did you
come/appear?
My father told me that he was coming, but up
till now he hasn't shown up.
The meat seller has shown up again.
Your child has awakened from sleep. Feed
him.
It occurred to me that I must come and tell you
something (lit., my mind came up ...)
I thought of something new (lit., a new thought
came up in my mind).
(3) Use of Uco, "to move or remove, as a thing for a short distance'
(3) ImUdIm@Igq "Uco"
AfWaqLUcoShmUco@ufUeSa.
UcoLUoIEfo. Mrq@VoJhpVoShqNf
Waq.
UcoJhpLUoIEfo.
UcoShqLUoFdSnAhIEfo.
UcoOdoLUoFdWaqIEfo.
UcoSfmJhpLShmPaIEfo.
Uco@vanEOrINu
fINubpWaqFdLlp.
AfWaqLMcmUcoWShmFdTemMdqSa.
Now you can move your residence. (There

are no more obstacles.)
Move yourself a little. People will go up and
down here.
Move yourself up a little.
Move yourself down a little.
Move yourself a little nearer to here.
Move [the things on] your bed to make a little
wider space [for sitting or lying down].
Move this table away to over there.
Now your younger sibling has moved to town.
41
MrqIBqLlpIUcoShmUco@ufLhIOuh Op.
That person has never moved [his residence].
(4) Use of @ufq, and Uco@ufq, "to arrange, adjust"

(4) ImUdIm@Igq "Uco" Kho "Uco@ufq"
@ufq@eqImKhoImSpINpWaq.
@ufq@eqShmFepLhqINpWaqAfSbn.
Uco@ufq@eqImWgpNrgpWImBemIm @ugq.
ILapWaqImUcoIm@ufq@PqWUoK~
Sfp.f
QfQ@fMrqUco@ufImWhp.
Arrange these vegetables.

Arrange all of these chairs.
Arrange the affairs of the meeting.
I wonder what the arrangements will be this
year.
I am the one to arrange for the food.
3.5 ImPbKhoImPqJvf
For this drill a table clock or a watch should be placed on the table. Also dishes and
glasses for two persons to eat a meal should be gathered together on the table. As
the teacher gives the commands written below, you should carry them out. On the
second round, the teacher may mix up the order of the commands.
URp--URpPeIPemMrq@sgNg@OpMnMnLpRapINubpKhoPeqAvoJaAvoSbMrqAaBqWBhmSbEOrfvAgpLlp. WAhpJao
IThLlp URp@PbMrq@sgNgK~Im@IgqWgp@vfoWUoSbWNhSnWaqWUgo KhoMrq@sgNg@OpPqJvf. SbAaI
ThLlp URpFhISfImPbWIm@IgqUepINpUe. IfSgW`ThIEfoIcqSbMrq@sgNgLmMbmKhoPqJvfAkuAkuIEfo
UeLlp.
1.
2.
3.
4.
5.
6.
UcoLpRapINubpWaqFdLlp.
@ufqShqShmFepLhqSbKboMdqSbImO`WBhmLlp.
Uco@K`@eqShmFepLhqINpFdWShmKpTfLlp.
FhISfShmFepLhqWWaqINubpSbWLlpINubp.
UcoOdoShmFepLhqWLlpINubpFdEOvf@MqLlp.
@ufqShqPeqAvoJaAvoSbMrq@Wh
q@WhpImWBhmLlp.
3.6 Im@IgqWKg
(1) Use of INoUhoUho (INoUgoUgo), "approximately the same in some quality" and INoLlpH`
(INoWaqH`), "to such an extent"
(1) ImUdIm@Igq "INoUhoUho (INoUgoUgo)
(@) MWgpNfPcmQdp, MSfqFdPfmFho,

KhoMSfqFd@amPfLlp @ufWOdo
WQaqINoUhoUhoX`.
(a) We're in Maesariang and go to Maesod

and to Chiang Mai, is the distance
approximately the same?
42
LNgKhoQNgLlp WKgpWFa
WFaoI
NoUhoUho.
ImIPaqWaqKhoWLlpIPaqI
NoUhoUho.
LFeWSvfmBhqKhoQFeWSvfmBhq
INoUhoUho.
JhoNgIKcWaqKhoJhoNgSbLlpIKc
WKgpWFaoIINoUhoUhoOp.
MrqAaBqLlpPqUeWhpOpINo UhoUho.
(A) MWgpNfPcmQdp, MSfqFdPfmFho Llp@uf
WOdoWQaqINoUhoKho
MSfqFd@amPfX`.
LNgLlpWKgpWFaoINoUhoKho QNg.
ImIPaqWaqINoUhoKhoWLlp IPaq.
LFeWSvfmBhqINoUhoKhoQ
FeWSvfmBhq.
JhoNgIKcWaqWKgpWFao II
NoUhoKhoJhoNgSbLlpIKcOp.
MrqIBqWaqPqUeWhpOpINo
UhoKhoWLlpIBq.
(B) JaKgpINoLlpH`, MrqEanIVo
BhqEemOp.
PcmBmIBqWNgWÌNoLlpH`, FrbTf
Sb@sgLlm@hoBqKfo.
MrqPqEbqLqINoWaqH`,LIUepH`Mrq
OuioOp.
Your child and my child are about the

same size.
This thing and that thing are about the
same.
The red of your blouse and the red of my
blouse are about the same shade.
This piglet and the piglet over there are
not approximately the same size.
The two of them are more or less equally
well-to-do.
(b) We're in Maesariang and we go to
Maesod, is the distance approximately
the same as to Chiang Mai?
Your child is about the same size as my
child.
This thing is about the same as that thing.
The red of your blouse is about the same
shade of the red of my blouse.
This piglet's size is not approximately the
same as that piglet's size.
This person is more or less as well-to-do
as that person.
(c) The water was flooded to such a great
extent, [yet] people's paddy fields
weren't ruined.
That woman has such a lot of children
[yet] she was able to send them all
through school.
People have helped you to such a great
extent [yet] you don't appreciate it!
(2) Use of WeW,e exclamation giving a chiding aspect to the remarks which follow
(2) ImUdIm@Igq "WeW"e

WeWe, MrqPbQPqImIPaqWaqQPq
IUeSfp.
WeWe, LfIBqWaq, IfImK~LlpIBeq.
WeWe, LqKhoQqWaqIShqFhOp.
WeWe, KgpIBqLlpWNgAv`PemWfpLqLlp
BeqSbLWfpSbPVÌLaqSa.
WeWe, ImK~LlpLlpMrqPqUe@hoBq.
Oh dear! I've been asked to do this, but I

can't!
Hey, you, don't talk like that!
Come on now, you and I are no different!
Listen, if his son loves you, you should have
loved him yesterday!
Come on now, anybody can do that!
43
(3) Use of OpCo(Kho), "to be connected with, have to do with"

(3) ImUdIm@Igq "OpCo(Kho)"
LfLVfPqOpCoLUoKhoQqOpP^cq Sfp.
LImPqKhoQImPqLlpIOpCoShn
WUoOp.
QSfqImAfWaqIOpCoLqOp.
MrqIBqLlp PqOpCoLUoKhoWhqIBeeq.
LImSfqIOuhWaqOpCoKhoQqEem.
MrqVfIfImIBqLlpOpCoKhoImBemP
IqSfp.
SanIOepWaqLlpOpCoImPqSg@
Hh@uhnShq.
"MrqIBqLlpOpCoLqK~Sfp." "Wh,
QPqSgSanWA`WTfKp@fQ
URp."
Why do you come and (try to) get yourself

connected with me?
Your work and my work have nothing to do
with each other.
My going now is no concern of yours.
Don't have anything to do with that person.
Your trip this time has to do with me also.
The person who came and spoke (to you),
what matter was he concerned about?
This book has to do with learning the Karen
language.
"How are you connected with that person?"
"Oh, when I was studying, he was my
teacher."
(4) Use off U@doU@do, "to put forth great effort resulting in a feeling of WòLnIQ~/
)
on the part of the speaker
(4) ImUdIm@Igq "U@doU@do"

NÌamXb, LVfU@doU@do ImBemWgp

NoKgpIPaq@m.
QVfWgpLqU@doU@do, LOpVep
WhpQqLOcIEfo.
LSfqCcWhpImU@doU@do, LILlm
WhpImLhIPaq.
L@eqU@doU@do, L@eqIcqMrqI
WgpKboLhIBq.
LPqImU@doU@do, Lap@IbmLI
WhpOp@eq.
LVfWgpQqU@doU@do, QVepLq
ImIWgpLhIPaq. WgpJfNuhp
AaIOepShq.
Uncle, you went to all that effort to come,

surely there must be a very important
reason, isn't there?.
I have gone to all this trouble to come visit
you, (so) you must give me some paddy to
eat.
You went to all that trouble to search for food
(and) you didn't get a thing!
You went to all that effort to go back home
(and) when you got there, nobody was
home!
You worked so hard (yet) at the end of the
year you got nothing! (spoken at
someone's graveside)
You've gone to all this trouble to come and
see me (and) I don't have a thing to give
you--only this pair of pants.
44
(5) Use of tN`/HbtN`, "suddenly"

(5) ImUdIm@Igq "tN`/HbtN`"
Ve, LVfIcqtN`Shp.
QPbLNgKgpSfqWgpLqKho, WTfKpSfq
tNÈemXfm.
MrqIBqLl
IBqLlp QSfqFdWWgp, WTfKp
JapQq BfqJbptN`VoFdOo Llp.
QNcIBqFgo@ePaLhqSbWShm, QSfq
Icq WTfLmVdQ@ScmKhoBfq
JbptN`.
PcmFepIT`KaoOp, QPcmBmIBqBfq
JbptN` SfqMrkqImSb@oMdq.
Hey, suddenly you've arrived!

I asked your nephew to go and get you and he
went immediately! [Usually I can't get him
to do anything.]
That person, I went to (see) him; (when) he
saw me, he suddenly got up and went to
the other side!
My grandfather was lying sick on his (mat).
When I arrived and he heard my voice, he
suddenly got up.
Before dawn my aunt suddenly got up and
went to buy things in the market.
Repeat using HbtN` in place of tN`.
URp--IfSg@KhoIOuh OpFpWWaqIOuhSb "tN`" WShmLlpIfSb "HbtN`."

(1) Use of P`, "wife," Tq, "husband," and KhPgqTq, "husband-wife relationship"
See examples in 3.2(3). There should be no problem with understanding the
meaning of the above words and expressions. However, it should be noted that,
although the husband-wife relationship is sometimes expressed in north Thailand as
KhP`Tq, it is more common to say KhPgqTq.
(2) Use of ImSeqMdq/VapSeqMdq/ImMuhMdq, "open space or field in a village where people can
gather; (fig.) the whole area of the village.
See examples in 3.2(4). The open space referred to by ImSeqMdq or ImMuhMdq may be a
field for playing soccer, volley ball, cane ball, etc., or just a place free from trees,
shrubs, and other obstructions where no houses have yet been built. The expression
VapSeqMdq refers to the clear spaces around the houses and including the paths and
roads, if any, going through the village, and may also be used figuratively to refer to
the whole area of the village.
The word Muh is a descriptive verb which means "to be free of trees, shrubs, and other
obstructions." It may be used together with the general word Pq to form an action
verb, PqMuh , meaning "to clear (usually by cutting down trees and shrubs or other
plants or by sweeping, in which cases the more specific verbs may be used together
with Mu.h )
45
(4) Use of Aku, "to be fast, quick, rapid"

See examples in 3.4(1). This is a descriptive verb, and is used in the same way that
other descriptive verbs are used.
(5) Use of Mbm/MbmJhp, "to arrive at, reach to, show up, wake up."
See examples in 3.4(2). This verb is almost always followed by Jhp; e.g., LVfMbmJhpAf
Sfp, "When did you arrive (appear)? MO`QvqTaqPoLVfMbmJhpPoSfp, You show up only
when we have finished worshipping!" The expression JaJhpMbm, "spring of water,"
literally means water rising and reaching the surface of the ground. The verb MbmJhp
is also used to refer to waking up. This may possibly be related to the animistic
belief that when one sleeps, one's spirit leaves the body and wanders off and when
one wakes up naturally, it is because one's spirit has arrived back in the body." If the
meaning would not necessarily be clear from the context, the expression is preceded
by the word Pa (i.e., PaMbmJhp) indicating that the arriving is from sleep.
(3) Use of Uco, "to move from one place to another", @ufq and Uco@ufq, "to arrange, adjust"
See exampes in 3.4(3) and (4). The verb Uco can be used both in a physical sense
involving objects or in a figurative sense referring to items in an agenda or on a
program, etc. The verb @ufq, as well as the couplet Uco@ufq, has the meaning of
arranging or adjusting, again physically involving objects like chairs, dishes, etc.,
and figuratively involving arrangements for a church service or public meeting, a
wedding or other ceremony, a program, or the arrangements for welcoming guests,
etc. Used with Im (i.e., ImUcoIm@ufq) the meaning becomes "arrangements."
(6) Use of INoUhoUho (INoUgoUgo), "the same in quality" and INoLlpH` (INoWaqH`), "to such
a great extent"
See examples in 3.6(1). The word INo is used in 2 types of unrelated constructions:
(1) As INoUhoUho (INoUgoUgo), to express approximate similarity in some specific
quality. Karen has at least 6 terms to express the idea of "sameness," depending on
what is being compared (i.e., size, length, width, amount, kind). In this lesson you
are introduced to the expression for "approximate sameness in some quality;" i.e.,
INoUhoUho/INoUgoUgo. As can be seen by comparing the examples in (a) and (b),
instead of saying that the 2 things/persons are approximately the same, one can also
say that the one thing/person is approximately the same as the other, by using
INoUhoKho instead of INoUhoUho and changing the word order a bit. Also note from the
fifth example that the negative involves adding another I to the I already in the
above expression; i.e., IINoUhoUhoOp.
(2) INo is also used alone, or more often as INoLlpH` or INoWaqH` to give the idea of
"to such a great extent." (See examples in 3.6(1-c). In these cases the No is the same
intensive particle you have already learned in expressions like NoKgp and NoW`H`. A
46
clause containing this expression is always followed by another clause indicating that
in spite of what happened, the results were not as one would have expected.
(5) Use of U@doU@do, "to exert a great deal effort resulting in a feeling of (WnoLnIQ~) or
( )
See examples in 3.6(4). (For the explanation of the meaning of WnoLnIQ~/
refer back to 2.8(5).) The expression U@doU@do introduced in this lesson means that
the person spoken to exerted a great deal of effort and it causes the speaker to have
feelings as explained above as a result. For example, in the first sentence in 3.4(5)
the speaker is embarrassed because the uncle is older and yet had to make such an
effort to come to him. He would have felt better if the uncle had sent for him to go
see the uncle. In sentences 3-6 the speaker feels bad for the one spoken to that the
results of his great effort were so fruitless. The second sentence is more unusual in
that the speaker is taking advantage of the effort he has expended in coming to the
one spoken to and is using it to try to make the one spoken to feel obligated to give
him some paddy.
Below are some pictures in pairs. Look at the first pair and decide whether the
things or persons pictured are approximately the same in some quality listed below in
the middle column or not. (See examples (@) and (A) below.) Then make a
statement based on the pattern sentence on the left-hand side below the 2 examples,
filling in the word for the thing or person pictured together with the appropriate
classifier in the 2 blank spaces together with the quality being compared as in
example (@).. If there are no similarities, follow example (A). Repeat the drill
several times until you can make the comparisons reasonably fluently. Then try
changing the word order as in (B) and (C), pointing to each picture in the pair in turn.
URp--PbMrq@sgNg@vmImBhqWAhpJaoI@dmKhoJgpU|IhqWhqK~WKgSb (@) PeIPem (A) WUgoLlp. Im

BemSbMrq@sgNgJgpU|IhqWhqUeLlpWgp@vfoWUoSb (@) Kho (A) WNhSnLlp. IfSgOpCoImBhqLhmBam
AaIcqSbCcK~SbLhmBaq 1 WUgoLlp. IfSg 2-3 ThIcqSbMrq@sgNgIfImOkuIEfoPemTaqLlp PbMrq@sgNgIfSg
@KhoImK~WKgSb (B) PeIPem (C) WUgoLlp.
47
(@) MrqAaBqWaq WKgpWFao INoUhoUho.

(A) MrqAaBqWaq WKgpWFao IINoUhoUhoOp. KgpFaoShnWUo.
Aa
Waq
WKgpWFao
WOdoWQaq
WWapWSfm
WUoMrmUoEm
WW`WErq
PqUeWhpOp
INoUhoUho
IINoUhoUhoOp.
(B) MrqIBqWaq WKgpWFao INoUhoKho MrqWLepIBq.

(C) MrqIBqWaq WKgpWFao IINoUhoKho MrqWLlpIBqOp.
IBqOp.
(1) LISTEN as the teacher reads the following conversation through twice. (Do not

NoWA` URp@OpNoJhpEem@ho ""A"" Kho ""B"" WPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqIm Sfp.
(PcmV`Shq NÌamS`MrfqMmSfqFdN`zMfoMmWKbo.)
NÌamS`MrfqMm-oMm, WhpImWhImSaXm LNhWhpPIqSfp.
Mm--PqSh
--PqShp, NgKgpN`zMfoMm,
N`zMfoMm
--Wbp,
--Wbp, WhpPeqSaXfm, NÌam. QNhCbpWhpIAdoHpXfm. NÌamLU`WhpXm.
PeqWgp, @UdWgpKao.
NÌamS`MrfqMm-Mm--W`,
--W`, Q@Whp@vmLNhCbpWhpIAdoHpIJapXfm.
N`zMfoMm
--PqK~
p, LVfMbmJhpPoUoMrm
--PqK~Shp, NÌam, LIVfWgpQqLhIOuh. Wgp,Wgp,
UCfo. PemImBem@WgpNoKgpIPaq@m.
NÌamS`MrfqMm-Mm--We
--WeWe. PVÌLaq NgKgpLlmOuioMmVfVoWgpQqKhoWTfPbQSfqIfImOpCo
LNgAv`KhoLhmNhMmWNgPcpWBemXfm. PemWK~SfpEnSfp.
N`zMfoMm
--NÌa
--NÌamXb, MrqUoMrmSbVapSeqMdqWaqWgpKpLqIBqSh
KpLqIBqShq. L@ufqLlmMrqPemAuio
Pem@fKc ImOuioSbLBhmIFaoOp.
NÌamS`MrfqMm-Mm--PqK~
--PqK~Shp, ImSaqN`zMfo. NgKgpLhmNhMmWNgPcpLhmNhLlp LJapOpShqIamSaX`.
L@vmBeqXm. OpLUoXm. QfQ@vmMrqSbW@bKhoLqSbWBqIWgpPbp.
N`zMfo
--Ue
--UepH`SbqOp,
H`SbqOp, NcXb. Q@LpShqQUoQNgUpKao. OpFpUcUoMrm
INpPemJapSbt@boLlmP`SaKbo, LlmQbp. PqUeX`. MhnPcpLlpBeqPb.
48
NÌamS`MrfqMm-Mm--Be
--BeqSa. Q@vmSbUcKdpUcJbKhoNgKgpLhmNhMmWKdpWJbLlpIfShnUoIUe
Q@Sf
Sfq
LhIAhOp. UcPqUeWhpOpINoUhoUhoShq. WWaqLlp, SbBhqQ@
FdMgnPcpWgpXhm.
N`zMfoKhoWMm --Pe
--PemPem, NÌam(Nc).
Questions (ImUa@vm)
1. N`zMfoMmKhoWKdpNgJbNgWhpImTaqSaX`.
2. PemWNhWhpPIqSfp.
3. N`zMfoMmFg@PgpSbNÌamS`MrfqMmVfLlp ImBem@WgpTfNoKgpIPaqShq. WTfFg@
PgpK~LlpPemWOpP^cqSfp.
4. S`MrfqMmIfTfSbWNgKgpLlmOuioMmPbU`VfIfImOpCoP^cqWBemSfp.
5. N`zMfoMmOpWUoSbNÌamS`MrfqMm@PqEbqWhqK~Sfp.
6. N`zMfoWUoWgpLlmOpLhmNhK~WP`WUgoEemX`.
7. S`MrfqMm@vmSbMrqAaKdpWKdpWJbLlp@b@hpShnWUoK~Sfp.
8. S`MrfqMm@SfqFdLhmNhWWgpWA`NfSfp.
the teacher once. Then you take the parts of N`zMfo and N`zMfoMm while your teacher takes
the part of NÌamS`MrfqMm. 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@fN`zMfoKhoN`zMfoMm KhoURp@@fNÌamS`MrfqMm. @IgqSgU@goIm@
IgqW`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f
@eqNÌamS`MrfqMm KhoURp@@f@eqN`zMfoKhoN`zMfoMmTaq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSa
Llp @IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@
IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFd
HÈrqUhWIhmMdq.
(2) Pretend that you have been given the responsibility of arranging for an annual
association meeting in your community and you are discussing the matter with the
school principal (i.e., your teacher). Consider together how many people might
come and sleep during the several days of the meetings, how many will need to be
fed, where to hold the meetings, where to prepare the food, where to serve the meals,
who should be put in charge of the various jobs such as buying supplies, preparing
and cooking the food, assigning guests to accomodations, arranging for shops to sell
food and drinks and Karen clothing, etc. Use the names of real people in your
community, and use as much of the vocabulary from Lessons 1-3 as you can.
URp--PbMrq@sgNgMnPqWUoSbW@fMrqSb@OpUco@ufqImAfSbnOpCoWUTh@IdmSgnILapIOuh
ImWgpNrgpNoKgpWCgWTfKpIbpNrgpU@hoImKhoURp(SbLMnPqLUoSbLPem@sgAgp)Llp. IbpNrgpSgnUc
49
UoOpCoUcIQoSbMrq@VfPaNfUThMdqMrfqBqSfp, Uc@OpKcoWhpMrqPeqMrfqBqSfp, MrqBeqWgpNrgpNfSfp, Beq

@Ifn@IhqImWhpNfSfp, BeqKcoWhpMrqPeqNfSfp, BeqPbPIq@fMrqMrkqImSbWSgpTfINp. PIq@@fMrq
@Ifn@IhqImWhpImWhWAgp, PIq@Uco@ufqMrqUPraqPaWShm, PIq@Uco@ufqImOpCoMrq@FÌm
WhpImWhKhoMrq@HhWIm@dpIm@qSfpLlp KhoImBemWBcqWBq. CcJbJhpMrqSbUcUepH`WhqSbUTh
MdqKhoImShmIm@ufK~WWgpLhmLhmSbUThMdqWUgoTaqKho @ufoEobUdIm@IgqWUhSbMrq@sgNgPqSgIemSaSb
ImPqSg 1 IcqSb 3 SbSanIOepWaqWMdqWÌUeNfWUeLlpI@em.
1. MrqUoMrmUCfoPaMbmJhpBhq.
2. LP`CbpWhpIAdoHpTa
HpTapKgpPo.
3. M@Uco@ufqImSgn@vfINpNfVapSeqMdqXhm.
4. Ve, LVfIcqHbtN`Shp.
50
each other. Look back over the new vocabulary and expressions you have learned,
URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~Ugo@
51
LESSON 4
ImPqSg 4
@um
Qcq (Bcq)
@h/@hEemX`
Php
Nho/Ngo
NhoShnWUo/NgoSgnWUo
Cd/CdNho/CdNgo
CdShnWUo/CdSgnWUo
CdShnWAgp/CdSgnWAgp
CdCdNhNho/CdCdNgoNgo
ImCdImNho/ImCdImNgo
Mrgq
KcpShqCdFhpShqMrgq
VbVbXhm
VaVa
UepLaqNoUh/UepPcmLaqNoPcmUh
Nuh(Im)/Ie(Im)Nuh(Im)
NuhWUo
ImIeImNuh
Ta
ITm
ISbnITm
Intensive particle indicating that the quality

referred to is manifested to an extreme
degree.
To do with (or for) someone else something
he/she could not easily do, or should not
do, alone
Particle indicating respect used to soften the
impact of everyday speech (often used in
jesting).
"What about . . .?"
To
be on agreeable terms with, have

harmonious relations with (indicates an
absence of negative factors which would
destroy harmony)
To have harmonious relations with each
other
To be even, uniform, be at peace, be on
agreeable terms with
To be even with other, be in harmony with
each other (i;e., of one heart and mind)
To be of one mind in a matter
Peacefully, harmoniously
Peace, harmony
To be possessed of superhuman attributes
and powers; to have a supernatural
presence with one, as God with His people
To be in complete agreement with others in
regard to a particular matter, resulting in a
mystical power pervading both parties
Sound of an older woman's laughter
Sound of a young woman's or girl's laughter
To appoint a time, set a day, make an
appointment
To marry (a couple), perform a marriage
ceremony
To get married
Wedding
To carry on the back, often in a basket or bag
suspended from the forehead
Not nearly
Not nearly used up
WPdo
Festival, celebration, feast; classifier

festivals, celebrations, feasts
for
4.2 Im@IgqWKg
(1) Use of Nho/Ngo, "to be on agreeable terms with, have harmonious relations with (refers to
an absence of negative factors which would destroy such a relationship
(1) ImUdIm@Igq "Nho/Ngo"

Im@ddIm@qWSvfmIPaqWaqNhoKhoLq
BeqPo.
ImWhpI@ScnWaqINhoKhoQqOp.
MrqKhIAv`NgSvamBqLlpSgn@vfNhoShnW
UoBeqPoShq.
This color clothes looks very well on you.

This kind of food doesn't agree with me.
Those four cousins play together very
peacefully (i..e., they don't quarrel with
each other.)
Repeat using Ngo in place of .Nho.
URp--IfSg@KhoIOuh OpFpWWaqIOuhSb "Nho" WShmLlpIfSb "Ngo."

(2) Use of Cd, "to be even, uniform, at peace, have harmonious relations with (i.e., be of
one heart and mind)
(2) ImUdIm@Igq "Cd"
NgUpINpWaqLlpKgpJhpCdBeqPo.
QfQNgAv`LlpFbJbpCdKhoQqSa.
MrqUoEmINpLlpUoTapImICdOp.
UThINubpLlp WTfUepPqU@goIm
CdBeqPo.
ImWgpNrgpIOuhWaqImCdImNhoWgpBeqPo
.
AfWaqM@PqU@hoImCdCdNhoNho.
ImIPaqKhoIPaqLlp SgpKpImCd
ImNhoShq.
ImUoAcLlpWgpSbImCdImNhoWMdqShq.
UThSbAgILhqLhqCdShnWAgpKhoNuoU
@ho@ufWCg MrqSfqJhp@eqShq
HhPo.
These children have grown to a very even

height.
My son stands even with me already (i.e., he
is as tall as I am already).
Those young people don't keep together in
their singing (i.e., some sing faster than the
others or don't keep the right time).
The people in that village work together very
harmoniously (i.e., with one heart and
mind).
The meeting this time was very peaceful.
Now we'll work together harmoniously.
In each thing (situation) what is needed is
harmony (peace).
There is joy in peaceful relationships.
[In] some villages the people are of one mind
and make a road together [with hoes], so
people travel back and forth very easily.
Repeat the last 4 lines using Ngo in place of Nho.

53
URp--IfSgW@IbmSvam@ugq@KhoIOuh OpFpWWaqIOuhSb "Nho" WShmIfSb "Ngo."

(3) Use of Mrgq, "to be possessed of superhuman attributes and powers; to have a supernatural presence with one, as God with His people
(3) ImUdIm@Igq "Mrgq"
MrqUoMrmIfTf, MCdLlpMMrgq.
SanEhFarIfTfSbQvqWgpMrgqMrqShq.
QMrqVapNgAfSbnM@SfqWgpSbUThWB
qINubp KhoMrqUThNgSbLlp
AfSbnKcpShqCdFhpShqMrgqMrqShq.
NgKgpPcpNgKgpAvÀaBq@WfpShnWUo
LlpMr
pMrqAaAhSbnKcpShqCdFhp
ShqMrgqTfKpShq.
The elders say, "When we are united, we are

powerful."
The Bible says that God is with us.
All of our villagers are going to move to
another village, and all the villagers there
are in complete agreement with our
coming.
Concerning the young couple's getting
married, both sides are in complete
agreement.
(4) Use of Ta(Im), "to carry on the back, often in a basket or bag suspended from the
forehead"
(4) ImUdIm@Igq "Ta(Im)"
QOpSfqTaLlmMrqPeqSbEanMdq.
TaJhpLImTaLlp, M@@eq.
PcmBmIBqLlpTaImP^c
mP^cqSfp.
PcmBmIBqLlpWTaOcPb.
LfLTa@eqLOcTaqSaX`.
MrqIBqLlpWImTaImEhnW`Po.
I must go and take (on my back) the folks' rice

to them in the paddy fields.
Hoist your load up onto your back; we're going
back home.
What is that aunty carrying on her back?
That aunty is carrying paddy, of course.
Have you carried all of your paddy back [to
your granary] yet?
That person is carrying a lot on his/her back!
(5) Use of Qcq (Bcq), "to do with someone something which he/she can not easily (or
should not) do alone"
(5) ImUdIm@Igq "Qcq (Bcq)"
QSaqPbLVoQcqWhq.
QPaqMrmPbQSfqQcqWhqSbTemMdq.
My grandchild asks you to take her walking (or

riding).
My mother-in-law asked me to take her to
town (i.e., transport her or go with her

to guide or steady her)
ILaqWaqQNgPbQWgpQcqQSaqSb Kbo.
QBgqPhpIBqLlpPbQNhWhpQcqWIm.
Today my daughter asked me to stay at home

with my grandchild (to look after her).
My friend asked me to cook the food (she has
brought for the two of us.).
54
ILaqWaqQOpWgpQcqSfqQcqMrqI
ParqWIm.
Today I have to entertain the guests (visit with

them and take them around, etc.)
If you are in an area where Bcq is used rather than Qcq, repeat the sentences above
using Bcq.
URp--NfUcWgpLlpMrqPemHh^cmIfSb "Bcq" Sb "Qcq WShmLlp PbMrq@sgNgIfSgIm@KhoIOuh

OpFpWWaq IOuhSb "Qcq" WShmIfSb "Bcq."
4.3 ImPbKhoImPqJvf
For this drill you or your teacher should fill a large shoulder bag with such things as
a towel, Karen blanket, etc. (If you are in an area where the verb is used both for
carrying a bag on one's shoulder and also for carrying one on the back suspended
from the forehead, for the purposes of this drill consider it to have the second
meaning.) Carry out the commands below as given by the teacher. (At one point the
teacher will ask to lie down, so have your bed in order so he/she can lie on it. When
the teacher says he/she will sleep briefly and asks you to awaken him/her in a little
bit, wait just a moment or two and then call him/her.)
URp--SbImPqSgIIhqWaqWBhmLlp URpPeIPemMrq@sgNg@OpKb^cnQpPeIPepIm@dIm@qSbJbp
WKgpINubpWMdqK~UgoMrq@sgNg@TaJhpWhqWBhmLlp. URp@OpPbMrq@sgNgK~WNhSnWaqWUgoKhoMrq@sgNg@
OpPqJvf. IcqURpPbMrq@sgNgK~ (1) WUgoLlp URp@SfqIRaoImSbKboMdqIIhqNgTaqKhoWgp@IhmOdo
SbCh TaqKho@PbKhoMrq@sgNgK~ (2) WUgoLlp. Mrq@sgNgMnShqWImTaPemTaqLlp URp@OpMnPqWUoShqBn
WAgpF`JhpLoPo KhoPbMrq@sgNgK~ (3) WUgoKhoMufMrq@sgNgSfqQcqWhqFdShmFepLhqINubp, VfEhnLlmWhqJa, Taq
SfqQdqWhqFdWShmPaLlpK~Sb
(4),
(5),
Kho
(6)
WUgoLlp.
ImKcoUepH`MnEbqMrq@sgNgSbWBemSbImNhAgp
SaWCg
URpW`LpWhqWShmIWgpOp.
PemUeLlpURp@@Ifn@IhqMnWUoK~UgoWUcIOp@vm
WSanNfWPbMrq@sgNgWA`
PePem@MnPqWUoKhoPbMrq@sgNgIPaqTaqIPaqShqBnWWgpIFdpOpLhmLhmWUgo LlpShq.
AaThIThLlp
MufMrq@sgNgPbImKhoURp@PqJvfK~UgoMrq@sgNg@UdHh^cmIm@IgqUepINpWaq.
(1) TaJhpLImTaTaqVfMhnQAa.
(2) MnShqLImTaNfChAhpJaoLlp.
(3) QAgpF`NoKgpH`. TaUoEdqSfqQcqQqFdShmFepLhqWOdo@IbmINubpLlp.
(4) VfVepQcqWhQqSbJaIAvoAkuAku.
(5) QWfpKhoPaShqIIhqNg. TaUoEdqSfqQcqQqFdShmPaLlp.
(6) QPaIEgmNgTaq @hoMbmJhpQqLh.
4.4 Im@IgqWKg
(1) Use of UepLaqNoUh, "to appoint/set a day/time"

(1) ImUdIm@Igq "UepLaqNoUh"
55
PV`QUepLaqNoUhLqLlp IOpITm
Op.
ImUepLaqNoUhPemMfrqJhpLlp @@f
JhpEemXmUbp.
UThAaNubpLlpUepPcmLaqNoPcmUhShnWUo
SbImNuhNgSaqWBhm.
PemMrqUepPcmLaqNoPcmUhShnWUoSbIm
WgpNrgpNoKgpWBhmSaX`.
QKgpIBqLlp UepPcmLaqNfPcmCcLaqWaq WTf
@VfWgpQq.
Yesterday I set a time with you [but] it was

only partially correct.
When the time until the appointment has been
completed, I wonder if the [happening] will
really take place.
The two villages set a time for the marriage of
their children/grandchildren.
Have the dates of the big meeting (i.e., the
convention meeting) been set yet?
My close friend made a date to come here
and get me this Saturday.
(2) Use of Nuh(Im), Ie(Im)Nuh(Im),"to marry (a couple), perform a marriage ceremony"

(2) ImUdIm@Igq "Nuh(Im), Ie(Im)Nuh(Im)"
AfWaqMrqPbQSfqNuhMrq.
MrqAaBqLlpQLmVdSb@NuhWUo.
ImIeImNuhIOuhWaqM@vmBeqPo.
ImIeImNuhIOuhWaqMrqPbQNuhIm.
ImIeNgNuhSaqLlpSbnImW`Po.
Now I have been asked to go and marry

(some folks).
I have heard that those two persons are
getting married.
The wedding this time was lovely.
I have been asked to perform the ceremony at
this wedding.
Marrying off our children is very expensive.
(3) Use of (W)Pdo, "celebration, festival, feast; classifier for such celebrations"
(3) ImUdIm@Igq "(W)Pdo"
ImWgpNrgpWPdoIOuhWaq MUco@ufqIUe
SbqOp.
QU@hoIBqLlpSfqWhpMrqPdoXfm.
MSfqImIOuhWaqPdoWgpUbPdo--ImIe
ImNuhIPdo, ImMnJhpImWgp
NrgpURpWPdoIPdo, KhoLapJhpUh
WPdoIPdo.
ImWPdoIOuhWaq UThUoMrm@OpUco
@ufqTf.
ImWPdoIPaqKhoIPaqLlp MrqPbQSfq@ho
OuhKfo.
We can no longer arrange for this church

celebration.
My companion went to a (wedding) feast.
We went this time (and) there were 3 special
events--a marriage, the installation of the
pastor, and a New Year's celebration.
The village elders have to make arrangements for this celebration.

I am asked to go to every special celebration.
4.5 Conversation Practice

56
4.5 ImPqSgOpCoImIfU@goIm
Pretend that you are a pastor and different villagers are wanting to set dates for
various celebrations and business matters in which you should be involved. Below is
an appointment sheet for the month of January. As the teacher takes the part of the
villagers and presents the requests which are printed below the appointment sheet,
discuss together, then write down the appointment agreed upon using pencil (lightly
so it can be erased later and you can practice again another time). Continue until all
of the dates and times have been set for all of the requests.
URp--SbImPqSgIIhqWaqWBhmLlp Mrq@sgNg@OpMnPqWUoSbWPemImWgpNrgpURpKhoURp@Pem
MrqImWgpNrgpNgIBqTaqIBqSbWWfpKgoUepLaqNoUhKhoImWgpNrgpURpLlp. URp@IfMrqUThNgWAhpJao
IBqWIm@IgqK~Sb (@) SbWNhSnWaqWUgoTaq Mrq@sgNgKhoURp@OpIfU@goImOpCoImUep
LaqNoUhWBemPemTaq Mrq@sgNg@Op@vfoLhpCnSbSanLaqSanS`NfImNhSnWaqWSgq. TaqKhoURp@IfIm
@KhoK~Sb (A) WUgoTaqWShmAa Uc@IfU@goImAaBqKho. IOuhOuhURpIOpWbpShqImAkuAkuOp PePem
IAhIOuhOuh@IfSbPcmLaqSbMrq@sgNgFg@Pgp@BeqTfLlpIBeqOp SbUÌAuioOpWCg PeIPemMrqWBq
IBqSbWOpCoTfLlpIAuioOpWCg PeIPemMrq@Ifn@IhqImIAuioAkuJfLlpWCg PeIPoemMrqIBqBq
SbWOpCoTfLlpWgpIFdpOpWCgLlp. IfSgK~WaqWUgoEoJhpSb (@) IcqSb (E) W@IbmI
@em.
S`Qp^dqW`Rep
PcmLaqKgp
PcmLaqMdq
PcmAaLaq
1
PcmUbLa
mUbLaq
2
PcmSvamLaq
3
PcmQfmLaq
4
PcmLaqNg
5
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
@.
URp(Pcp)Xb, MTfImWgpNrgpNgINpOpMUoSbM@WgpKhoLaqJhpUhWPdo--M@
--M@
WgpKhoImO`TaqKhoM@WhpU@hoWhU@hoIm@hoBqKfoLlp. PemW@OpLUoEem
X`. PemOpLUoLlp M@PqAfSfp.
A. URp(Pcp)Xb, QNgAv`@SfqPqSgSanSbTamMdqAf@hnIS`WCg QWfpKho@hoIm
O`SbWBhmKhoQWfpKhoSbL@FrbImOÈem. PemL@AuioAfSfp.
57
B.
URp(Pcp)Xb, QWfpKhoPbLNuhQNgAv`KhoLhmFbNhLlp.
MUepPcmLaqSbImIeImNuh
WBhm@BeqAfSfp.
C.
URp(Pcp)Xb, MImO`Qvq@sgVoBhqIEfoH`Sa.
M@hoNrgImWgpNrgpNgKhoUco@ufq
U@hoOpCoImPqBeqJhp@eqWhqLlp@BeqX`.
PemBeqLl
qLlp M@@hoNrgpMrqNfPcmLaq
PIqSfp.
D.
URp(Pcp)Xb, MTfNhnPcp@RbNgUepINp MWfpKhoCcJbPcmLaqILaqSbM@FÌm
WhpImWhW@Scn@ScnKhoMrq@HhWIm@dIm@q
TaqKhoIgmSbWLlmLlpM@
VepWhqSbQvqWImPqWBhm. PemOpLUoLlp MUepPcmLaqWA`NfSfp@BeqSfp.
E. URp(Pcp)Xb, QIm@hImAfWgpTfIPaqKhKhoQWfpKhoIfImKhoLqJfMU@hoAaBqLlp.
L@AuioAfSfp.
4.6 Im@IgqWKg
(1) Use of ITm, "not nearly"
(1) ImUdIm@Igq "ITm"

Af@hnIEfo. QPqImITaqITm KaoOp.

AfWaqQVep@eqLqEeLlmISbnITmKao
Op.
QNÌamFgo@eWCg WTfVoI@f
ITmKaoOp.
QSfqMhnLAaAfWaqIAuioITmKaoOp.
EeSbMSgpOpINpIWÌTmKaoOp.
LMrkqImIPaqLlp QMrkqEbqLqILlm
ITmSfp.
A little later. I'm not nearly finished yet.

At present I'm not able to repay you any
considerable part [of what I owe you].
Because my uncle has been sick, he can't
walk to any great extent yet.
I don't have nearly enough time to go with you
now.
We don't have nearly the amount of money we
need.
I don't have nearly enough money to help you
buy that.
(2) Use of @h/@hEemX`, "particle indicating respect used to soften the impact of everyday
speech (also used in jesting)
(2) ImUdIm@Igq "@h/@hEemX`"
UThINubpLlp LSfqOp@hIOuh OuhX`.

ILapWaqLPqLlmOcW`@hEemX`.
ILapWaqImIEdqW`WÒp, PemW
Pq@hEemWUoK~Sfp.
LPemSfqWgpNrgpLlp, Q@PbLMcmSfq
@hEemIBqLh.
Have you ever gone to that village?

Did you get much paddy this year?
This year there wasn't much rain. I wonder
what happened?
If you go to the meeting, I'm going to ask your
younger sibling to go along [to look after
you], okay?
58
QSfqWgpNrgp@hEemLlp QLmIMbm
ImLhIPaqOp.
LWgpSbLlp LJapOp@hEemQNgAv`
IOuhOuhEemX`.
LIf@hEemIm LLhm@EmPqIUeEem Op.
I slipped into the meeting and didn't understand a thing!

You live there, have you happened to see my
son?
You say that (but) you yourself can't do it
either.
(3) Use of @um, intensive particle indicating that the quality referred to is manifested to an
extreme degree
(3) ImUdIm@Igq "@um"
S`, SanEhFraIOepKc Sfm@um.

Sb, PdpVfUpIIgmKc Vf@um.
Sb, JaI@ugKc Kgp@um.
S`, NÌamIBqLlp IfImUe@um.m.
S`, FhPgmMrmIOepLlpWNgW`@um.
Wow! That Bible is mighty wide!

Wow! That chillie paste is mighty hot (with
spices)!
Wow! That river is mighty big!
Boy! Uncle can sure talk!
Say! that hen sure has a lot of chicks!
(4) Use of Php, "What about . . .?"

(4) ImUdIm@Igq "Php"
AfPcmFepM@SfqIm. NgAv`, LfPhp

L@SfqEe
qEemX`.
AfWaqM@WhpPeq. WLlpIBqPhp I
WhpTfX`.
MrqIfImBqPaqBqPsg. NÌam, LfPhp, L
U`@IfK~Shp.
ImBemWaqMrqW`BqOpWUoSaWCg
MTfKpPhp MUÌfK~Shp.
NÌamIBq@hoNrgpWNgWSaqLlp, WNg
SbOh@hoIBqPhp, Vf@eqEem X`.
We'll go tomorrow. Son, what about you? Will

you also go?
We'll eat now. What about that person, isn't
he going to eat?
Every person says something different.
Uncle, what about you? What do you
intend to say?
Many people are in favor of this matter, so
what about us? What do we intend to say?
Uncle has called all his children and grandchildren together. What about his child in
Bangkok, did he come back also?
(1) Use of Nho/Ngo, "to be on agreeable terms with, have harmonious relations with (in terms
of an absence of negative factors which would destroy such a relationship"
See examples in 4.2(1). Both Nho/Ngo and Cd convey the idea of evenness or uniformity,
but they are used in slightly different contexts. The word Nho/Ngo refers more to an
absence of negative factors which would destroy harmonious relations; e.g.,
59
quarreling, allergies, one voice or one group in a choir singing out louder than the
rest or else being so light as to not be heard, etc It is also used when a color is
becoming to one. When certain foods or medicines don't agree with one (i.e., one is
allergic to them), they are said to be INhoKho that person . The expression NhoShnWUo
usually means "to have a peaceful or harmonious relationship in terms of not
quarreling or arguing with each other. The spoken form of this word is Nho,while the
written form is Ngo.
(2) Use of Cd/CdNho/CdNgo, "to be even, uniform, at peace, on agreeable terms with"
See examples in 4.2(2). The word Cd tends to stress the positive factors contributing
to peace and harmony. For example, when hair is cut evenly around the head or
bamboo slats in a fence are cut off evenly to be of the same height or people are the
same in height, the word Cd is used. In singing, when some sing faster than others,
they are said to be ICdOp The expression CdShnWAgp gives the idea of being of one
mind (and not necessarily of one heart) about a matter. The expression CdShnWUo,
on the other hand, gives the idea of harmonious relations resulting from everyone
being of one mind and heart about a matter. The 2 words Cd and Nho used together in
a couplet give the idea that all negative and positive aspects are even and
harmonious, and the meaning extends to relationships as well.
(3) Use of Mrgq, "to have supernatural attributes and power, to have a supernatural presence
with someone," and CdMrgq/KcpShqCdFhpShqMrgq, "to be in comlete agreement with others
resulting in a mystical power pervading all involved"
See examples in 4.2(3). The word Mrgq is used to refer to spirits, demons, and other
supernatural beings including God, indicating that they have supernatural attributes
and powers. It is this mystical power that Christians feel when they sense God's
presence. When Mrgq is coupled with Cd, as in the expression KcpShqCdFhpShqMrgq, it refers
to a mystical power which binds together and fills those who are in complete
harmony and agreement with each other.
(4) Use of Ta, "to carry on the back, often in a basket or bag suspended from the
forehead."
See examples in 4.2(4). The Karen carry things by many different means; e.g., on
the back, on the shoulder, suspended from the shoulder, in their hands, etc., and there
is a different word for each method. You have already learned the word Ehn/Egn,
which means "to carry using one's hands" or "to carry (in general)." In this lesson
you have been introduced to the word Ta, which is used for carrying a sack or gunny
bag of paddy or other material on the back with the head and shoulders bent forward.
It is also used for carrying something on the back in a bag or basket suspended from
the forehead. Carrying a bag by suspending it from the shoulder is usually referred
to by a different Karen word, but in some areas the word Ta is used for this method
also.
60
(5) Use of Qcq (Bcq), "to do with (or for) someone something that he/she could not easily
(or should not) do alone"
See examples in 4.2(5). The idea of this verb would not usually be expressed in
English, although in the actual context it would be understood. It is the staying and
visiting with guests, seeing that their needs are taken care of (including refreshments
and meals), taking them around to meet others or sightseeing, etc. (In Karen custom
it is usually felt that guests should not be left alone except when they rest.) It is also
the going with someone to buy things or go to the hospital or elsewhere who could
not easily or safely go alone due to lack of transporttion, age, unfamiliarity with the
procedures or the way there, or poor health, etc. It is the looking after children for a
time while the parents are busy or away. (In some areas the word Bcq is used insstead
of Qcq.)
(6) Use of UepLaqNoUh, "to appoint a time, set a day, make an appointment"
See examples in 4.4(1). The meaning can be easily understood from the examples
given.
(7) Use of Nuh(Im)/Ie(Im)Nuh(Im), "to marry (a couple), perform a marriage ceremony
See examples in 4.4(2). The verb Nuh(Im) refers to the act of performing the ceremony
uniting a couple in marriage. The couple getting married are said to NuhWUo. The
verb Ie as used here is never used alone but only in couplets together with the verb
Nu;h e.g., ImIeImNu,h "wedding, wedding ceremony;" IeNgNuhSaq, "to marry off our
children and grandchildren." Although the person performing the marriage is usually
said to NuhMrq, occasionally he may be said to NuhIm, as in the 4th example, where it
refers specifically to the ceremony in a general way and does not refer to a particular
occasion.
(8) Use of Pdo, "celebration, festival, feast; classifier for the same"
See examples in 4.4(3). The word Pdo is used to refer to any celebration, festival, or
feast to which everyone is invited and always includes at least refreshments, and
more likely one or more full meals. Except when it is used as a classifier, it is
usually preceded by a possessive pronoun e.g., WPdo, ImWPdo, LPdo. If the occasion for
the Pdo is not stated or understood from the context, it is safe to consider that it refers
to a wedding feast.
(9) Use of ITm, "not nearly, not in any considerable manner, only partially"
See examples in 4.6(1). This expression is always preceded by a descriptive verb or
verb of ability in the negative, and is usually followed by KaoOp; e.g., ISbITmKaoOp,
"not nearly enough;" ITaqITmKabOp, "not anywhere near finished;" ISbnITmKaoOp,
"not nearly used up;" IWÌTmKaoOp, "not nearly the amount;" IMrfqJhpITmKaoOp, "not
nearly full;" ISbIMrfqITmKaoOp, "not nearly complete, perfect." It is also used with
verbs of ability to indicate that one is not anywhere near able to do something, due to
lack of time, ability, energy, or some other reason; e.g., IAuioITmKaoOp, "not anywhere
61
near being able due to lack of time;" I@fITmKaoOp, "not anywhere near being able
due to ack of health, strength, and/or energy;" ILlmITmKaoOp, "not anywhere near
being able to succeed in what one aims to do; etc.
(10) Use of @h/@hEemX`, "particle indicating respect used to soften the impact of everyday
speech'
See examples in 4.6(2). The idea of this particle would be conveyed in English by
the tone of voice in which the words are said, so that the person spoken to would
realize that the speaker is jesting; or if speaking to someone whom one doesn't know
very well, especially if it is someone much older or in a higher position than one's
self, it is used to be sure that the person spoken to would realize that no offense is
intended. You will probably not have to occasion to use this expression very often,
and in fact should not try to use it until you feel confident that you know when to use
it; but you should be able to recognize it when you hear it and to realize what it
means. This particle can usually be distinguished from the descriptive verb @h/@hA,f
"to be difficult, vexacious, troublesome," because the verb would not make sense in
the context where the particle is used.. Also, the particle @h is usually followed by
Eem.
(11) Use of @um, intensive particle indicating that the quality referred to is manifested to
an extreme degree.
See examples in 4.6(3). The particle @um is an intensive particle which is used at the
end of an exclamatory sentence and is always preceded by a descriptive verb or verb
of ability. Usually sentences using this particle begin with S` or Sb.
Below on the left are a number of pictures, each accompanied by a question. On the
right-hand side are 2 pattern sentences on which to base your answers. For example,
if the question asks TaqSaX`, you should answer ITaqITmKaoOp, "nowhere near being
finished," or Odo@TaqSa, "nearly finished," depending upon what the picture shows.
The teacher should point to each picture in turn and you should respond according to
the picture using the pattern sentences as a basis for your replies.
URp--NfWNhSnSbEcJvfIMqWaqImBhqWgpTfILhqCcnKhoImUa@vm. URpKcoLfpImBhqWAhpJaoIOep
WA`Llp U_p@Ua@vmMrq@sgNgK~ImUa@vmNfImBhqW@MqWUgoLlp. Mrq@sgNg@@vmImBhqTaq @OpEao
FbK~WKgSbEcJvfIMqAaPaqW@uÌPaqPaqWUgoLlp. WKg--URpKcoLfpImBhqWAhpJaoIOepWA`Llp
URp@Ua@vmMrq@sgNgKhoEaoTf "Ng~Up@vfoWSanTaqSaX`." Mrq@sgNg@@vmImBhqKhoJapSbNgUpLlm@vfoIm@
IgqJfINubpWCg@EaoFbK~WKg (@) WUgoKhoIfTf "ITaqITmKaoOp." PePemImBhqAaOepIOepWMdqLlp
Nu`SbMrqUeAvoAfSbnCpCpSa WgpIemJfIOepSb@OpUeTfWCg @IfFbK~Sb (A) WUgoKho@IfTf
"Odo@TaqSa." IfSgImBhq (2) IcqSb (6) K~ (1) WUgoWaq
1.
NgUp@vfoWSanTaqSaX`.
(@) I ITmKaoOp.
62
2.
3.
4.
5.
6.
(A) Odo@ Sa.a
MrqUeAvoTaqSaX`.
U@vaSbnSaX`.
WTf@MrkqNgUpWFeIOepWBhm
Llp WEeSbX`.
MrqFÌqUpSbnSaX`.
EeSbMSgpLlpMrfqJhpSaX`.
.


NoWA` URp@OpNoJhpEem@hoMrqIfImWPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp. Icq
URpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaWaq. NfMrq@sg
NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOpKhoU
Rp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq@sgNgEaoFb
TfIOpKaoOpPemWgpLlp URp@OpNo@eq MrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSbImUa
@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
(NÌamS`MrfqMmSfqFdWNgKgpLhmNhMmWUTh.)
LhmNhMm
--Sb,
--Sb, NÌam, LVfWgpQqU@doU@doIcqHbtN`Shp.
NÌamS`MrfqMm --Wbp,
--Wbp, ImPgpJapUoLqKbo MVfWgpLqHbp.
LhmNhMm
--Kb,
--Kb, LUoMrm LVfPoU@doU@do ImBemWgpNoKgpQbp.
NÌamS`MrfqMm --W`,
--W`, ImBemWgpKg
pKgp@um. PeIWgpKc IVfWgpLqOp.
LhmNhMm
--Pe
--PemKÀh. Kbo, BeqSaLVfKcBeq@Ibm. NgPcp, NgPcpPgm, PqShqWhpQcqNÌam
WPeq. PcmOpWhpPeqSa.
NÌamS`MfrqMm-Mm--PqK~
--PqK~Shp, NgKgpLhmNhMm. QVfImWaq, MrqPbQVfEoLqOpCoKho
63
QSaqPcpWBe
WBem, PemWPq@hWUoK~Sfp.
LhmNhMm
--NÌa
--NÌamXb, TfKpM@fNhnPcpI@MqWaq, MrqPemWgpWfpMrqLlp Beq@
Ibm.
NÌamS`MfrqMm-Mm--Ng
--NgKgpPcpLhmNhPgmPhp, LfL@IfK~Shp.
LhmNhPgm
--Vb,
--Vb, VbXhp, NÌamXb, MrqNhnAvÒp@WfpMrqX`. MrqINoUhoKhoN`
zMfoMmLlpWfpMrqOp@@fX`.
NÌamS`MfrqMm-Mm--WpS`,
--WpS`, MrqPeIWfpLq, M@VfX`^cq. ImSaqPcpLhmNhPhp, LfL@If
K~Shp. LPgmLMmWfpLlmLqSa. SbMrqNhnAvÌMqLlpKcpShqCd
FhpShqMrgqAfSbnSa.
LhmNh
--Va
--Va,Va, NcXb, TfTfMPemMrqNgUp, MPemNhnPcp. @vmSbPgmMmNaNcPemJap
SbWBeqKb, BeqHbp. TfMIfUeX`.
NÌamS`MfrqMm --Be
--BeqSa. PePemK~LlpLlp, Q@@eqIfShqIam@eqImSbVapIJapAa
JapTaq M@UepPcmLaqNoPcmUhSbImIeNgNuhSaqWBhmShq.
LhmNhKhoWPgmWMmf--Pe
----Pem,m, Pem, NÌam(Nc). ImOuioShq.
(NÌamS`MfrqMmSfq@KhoFdN`zMfoMmWUTh.)
NÌamS`MfrqMm --Ng
--NgKgpzMfoPgmzMfoMmXb, QSfqFdNgKgpLhmNhPgmLhmNhMmWWgpTaqSa. Im
@hImAfIWgpOp.
N`zMfoPgmN`zMfoMm-Mm--Wh
--Wh, PePemK~LlpLlp, M@OpPqK~Shp, NÌam.
NÌamS`MfrqMm
qMm --Kb,
--Kb, PqHbNfAf@hnIS`Jhp^vaUhLlpHbp. MPqAku@fpFhoLlpL@
IhqLUoAuioX`.
N`zMfoPgmN`zMfoMm --Pe
--Pem, BeqSa. AfWaqOpNfMTa@eqOcISbnITmKaoOp.
(S`MrfqMm@eqOpNfNhBeqMmWKbo.)
NÌamS`MfrqMm --Wb,
qLlp, IfOp
--Wb, KgpNhBeqMm, L@SfqFdLgpBhqAaSbBhqXm. LPemSfqLl
NgKgpLhmNhMmSbM@OpWhpWNgWPdoSbSÀf@hnIOepJhp^vaUh
LlpXhm.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
NÌamS`MrfqMmVfWgpU@hoLhmNhMmAfWaqAfWaqX`.
WTfVfWWaqIOuhOpCoImBemPIqSfp.
LhmNhMmFg@PgpSbWBemK~Sfp.
LhmNhPgmIfImK~Sfp. LFg@PgpSbWIfImK~LlpOpP^cqSfp.
SbMrqMhnAvÌMqLlpMrqOpWUoEemX`.
PePemLhmNhIBqIfTfK~Sfp.
PePemK~LlpLlp SbMhnPcpIMqLlpMrqKcShqCdFhpShqMrgqEemX`.
NÌamS`MrfqMm@OpPqKaoP^cqSfp.
NÌamS`MrfqMmVep@dpN`zMfoWPgmWMmSb@UepLaqNoUhSbImNuhWNgWBhm WA`NfSfp.
64
10. N`zMfoMmOpPqTaqKaoWImPqP^cqSfp.
11. NÌamS`MrfqMmPbPIqSfqIfOpLhmNhWPgmWMmSbImNuhWPcmLaqWBemLlpSfp.
the teacher once. Then you take all of the parts except the part of NÌamS`MrfqMm while
your teacher takes the part of NÌamS`MrfqMm. Practice a number of times both with the

NgIfMgnURpWAaITh TaqKhoURp@@fNÌamS`MrfqMmKhoPbMrq@sgNg@fMrqBcqMrqBq@goBqKfoIBqOpIBq. @
IgqSgU@goIm@IgqW`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeq
SaLlp PbMrq@sgNg@f@eqNÌamS`MrfqMm KhoURp@@f@eqMrqWBqIBqOpIBq TaqIfSg@KhoW`ThIEfo.
Icq
Mrq@sgNgIfImOpOueBeqSaLlp
@IgqSgU@hoIm@KhoIOuh
OpFpWWaqIOuhLlp
URpPemBeqMrq@sgNgPem
Beq@OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goIm
K~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
various things using both the old and the new vocabulary and expressions..

ImBemW@Scn@Scn.
ImIPaqKhoIPaqLlp SgpKpImCdImNgoShq.
MrqUepLaqNoUhSbImIeImNuhWPdoWBhmSaX`.
65
S`, MrqIBqLlpIfImAku@m.
MrqTa@eqOcITaqITmKaoOp.
each other. Plan and seek opportunities to use the expressions you have been
learning.
66
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 "Fg," "Kdp," Kho "Pdo"

In Lessons 1-4 of this book you have learned 3 new classifiers; i.e., Fg, "classifier for
ladders, stairs, and vehicles;" Kdp, "classifier for families, clans, tribes;" and Pdo,
"classi-fier for feasts, festivals, and ceremonies." Since you have not been taught the
names of any vehicles yet, the only word you have learned that can be used with Fg
is Ch, "stairs, ladder." Likewise, there is only one type of expression which uses Kdp
as the classifier; i.e., Mrq and compounds starting with Mrq; e.g., MrqChoKdp, Mrq@HhAaKdp,
Mrq@shpIfnNg IKdp. (Be sure not to mix up the classifier for families, etc. (Kdp) with the
classifier for quadrapeds (Kc). You have now learned a total of 16 classifiers (not
including those used for periods of time or kinds of money).
Below are 2 columns of words. Those on the left are nouns or noun phrases, while
those on the right are classifiers. Read each noun combining it with any number plus
the first correct classifier, your teacher making any corrections necessary. Then
continue on down the list of classifiers and combine the same noun with any other
classifiers which can be correctly used with it. Do the same with each of the nouns
on the left-hand side.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhSnWaqSbEcEepIMq "Lap" KhoMnNrgp@eqWhqKhoIm

@IgqSbEcJvfIMqWaqINubpTaqINubpSbMrqIfUe CcnKhoLhmBamIPaqPaqNfKpMrq@sgNgWUo. WKg--LapI
@dn, LapAa@Scn, LapSvamPsg, LapUbEn. TaqPbMrq@sgNgVaoLem@KhoIm@IgqAaNubpINubpSbEcEepIMq
"@u"f
KhoMnNrgp@eqWhqKhoIm@IgqSbEcJvfIMqWaqINubpTaqINubpSbMrqIfUeK~WNhAgpWUgo.
IfSgIm@Igq WBqINpSbEcEepIMq@goNubpKfoK~WAhpJaoINubpWaqWUgoEoJhpSbWAhpJaoIcqSb
W@Ibm.
Lap
@uf
Kbo
ImIeImNuhWPdo
MrqVapNgChNg
Jho
Ch
WPaqMrm
NuhpAa
LpRap
ImBem
IAdo
Ihq
@dn
Kc
Ah
Bq
Fg
Kdp
Nubp
Oep
Ogp
@Scn
Mq
Paq
Psg
Pdo
En
(2) Nouns Indicating Family Relationships
In the last 4 lessons you have learned 6 new words for persons in various family
relationships; i.e., IAv`(Pcp), Pn, Kfp, PaqMrm, P`, and Tq; and you have also learned 4 new
compounds using Kh to express relationships; i.e., KhIAv`, KhKfp(Pn)PaqMrm, KhKgpShnUo, and
KhPgqTq/KhP`Tq. In the past you learned Pgm, Mm Na, Nc, Ng, Saq, Mcm, Tfm, Lhm, Eh, PcmBm, NÌam, NgKgp,
and the relationship indicators KhNgPgm(Mm), KhNaSaq, KhMcmTfm, and KhPcmBm(NÌam)NgKgp as well.
They are listed below for easy reference.
Im@IgqWUh
IAv`(Pcp)
Pn
Kfp
PaqMrm
P`
Tq
Im@IgqShmSaq
Pgm
Mm
Na
Nc
Ng
Saq
Mcm
Tfm
Lhm
Eh
PcmBm
NÌam
NgKgp(Pcp)
Im@IgqWUh
KhIAv`
KhKfp(Pn)PaqMrm
KhKgpShnUo
KhPgqTq/KhP`Tq
Im@IgqShmSaq
KhNghPgm(Mm)
KhNa(Nc)Saq
KhMcmTfm
KhPcmBm(NÌam)NgKgp
(a) Refer back to the diagram in 1.3(b) and make a statement using the first of the
new words in the first column above; e.g., EhqVfAku PemLhmMSfFraWIAv`. Do the same
illustrating each of the new and old words in the first 2 columns above.
URp--Mrq@sgNg@vm@K`@eqImBhqSb 1.3 (b) WA`Llp PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbEcEep
WAhpJaoIBem KhoUdCcnWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. WKg--Mrq@sgNg@EaoTfSb "EhqVf

Aku PemLhhmMSfFraWIAv`."
PbMrq@sgNgUdIm@IgqINubpOpINubpSbWAhpJaoIBemKhoAaBemIBemSbEcEepI
MqK~WAhpJaoINubpWaqWUgoLlp.
(b) Again referring to 1.3(b) make statements giving an example of each of the
relationship words in the 2 columns on the right-hand side.
URp--Mrq@sgNg@vm@K`@eqKaoImBhqSb 1.3 ( b) WA`Llp PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbUb
BemIBemSbWNhAgpWaq KhoUdCcnWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. WKg--Mrq@sgNg@EaoTfSb

"EhqEgmNhKhoLhmBeqBeqPemKhNgPgm." PbMrq@sgNgUdIm@IgqINubpOpINubpSbUbBemIBemKhoSvamBemIBemSbEcJvf
IMqK~WAhpJaoINubpSbUbBemIBemWaqWUgoLlp.
68
(c) You have also learned several new expressions which can be used by persons of
approximately the same age range who are not related by blood or marriage; i.e., Av`
(Pcp), Av`PcpAvÈh, and Kgp. Note that when the latter term is used to refer to persons not
related by marriage or by blood, it is used only by those who are intimate friends.
(3) Couplets
In Lessons 1-4 you have been introduced to several new pairs of words used in
couplets, as follows:
Bem@ugq
KdpJb
VapCh
Shm@uf
SbMrfq
CdNho
IeNuh
Uco@ufq
The first 4 are nouns and the last 4 are verbs (2 action verbs and 2 descriptive verbs).
Of course, the verbs can be changed into noun expressions (gerunds) by using the
word Im in front; e.g., ImIeImNuh, ImSbImMrfq.
In most cases couplets can be made by combining Im or a personal pronoun to the
beginning of each of the paired words, or Ng at the end of each with the word Mrq at the
beginning of the whole expression; e.g., MrqKdpNgJbNg. In the case of verbs, couplets can
also be made by using another verb such as Pq or Jhp, or the word Sb, or by adding
the indefinite pronoun Tf, or by adding an object such as Mrq or Im. Sometimes,
instead of the same word being added to each word of the pair, another pair of words
is used with a given pair to make a couplet of 2 paired verbs; e.g., IeNgNuhSaq and
PqUeWhpOp. The couplet UepLaqNoUh can only be used in this combination; otherwise
when Uep and No are used together they have an entirely different meaning. The pair
of words, Shm@uf meaning "place" has not really been taught as such but was used in
the first sentence of 3.5(1). The last 2 verbs, which are descriptive verbs, can also be
made into a couplet by reduplicating both words; e.g., CdCdNhoNho.
See how many pairs of couplets you can make from each of the 8 pairs of words
above. You should be able to make at least 2 couplets from each of the 4 noun pairs,
and at least 3 couplets from each of the verbs. If you have trouble, refer back to the
Pattern Sentences and Phrases or to the Notes on Word Usage and Grammar for
further ideas.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoI@dm "Bem@ugq" KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhp@eq

Im@IgqKhPgmN`. WKg--"ImBemIm@ugq," "WBemW@ugq." Mrq@sgNgw@boUdIm@IgqI@dmOpI@dmSbEc
EepIMqKhoKco@ffJhpWhqSbIm@IgqKhPgmN`WErq@IbmI@dmAaPaq, KhoIm@IgqSbEcJvfIMqLlpWErq@
IbmI@dmUbPaq. Mrq@sgNgFg@PgpImPemIOpOpLlp PbW@vm@K`@eqSbWSanMdqKhoCcImWKgNfLlp.
(4) Verb Phrases
69
(a) Descriptive verbs and verbs of ability

In the last 4 lessons you have learned 6 new descriptive verbs. They are given below
in the various combinations in which they may be used. Note that none of them can
be combined with Shq. (When the verb Mrgq has the meaning of "to have supernatural
attributes and powers," it is used as a descriptive verb; but when it has the meaning
of "to be present with one supernaturally," it is used like an action verb with a noun
or pronoun as its object.) You have also learned a couplet combining verbs of ability
with action verbs; i.e., PqUeWhpOp , which is used as a verb expression of ability
although the meaning is equivalent to the English expression "to be well-to-do,"
which is descriptive..
Mrfq
Sb
@b(@hp)
Mrm
Aku
Cd
Nho
Mrgq
MrfqJhp
SbJhp
-MrmJhp
AkuJhp
----
SbWMrfq
SbWSb
SbW@b
SbWMrm
SbWAku
SbWCd
SbWNho
SbWMrgq
--@bLlm
MrmLlm
AkuLlm
----
--@bLlmWShm
MrmLlmWShm
AkuLlmWShm
----
MrfqMrfq
SbSb
-MrmMrm
AkuAku
CdCd
NhoNho
--
Study the above examples, then choose one word from each column and make up a
sentence of your own one for each.
URp--PbMrq@sgNg@vmIm@IgqSbWNhAgpINpWaq TaqKhoPbWCcJbJhpIm@IgqINubpSbWAhpJaoIBem
KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. WKg--"QPgmWUoMrmSa". TaqKhoPbMrq@sgNgVeo
Llm@KhoIm@IgqINubpSbAaBemIBemKhoUdCcnWhqKhoWIm@IgqKpTfK~WNhpAgpWaqWUgo. WKg--"SfqVo
AkuJhpIEfo." PbMrq@sgNgVaoLlmIm@IgqIBemINubpIBemINubp@goBemKfo KhoUdWhqK~WaqWUgoEoJhpSbW
AhpJaoIcqSbW@Ibm. Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNg@KhoIOuhKhoPb
Mrq@sgNgIfMgnJvfURpWAaKho.
(b) Action verbs and helping verbs

In the first 4 lessons you have learned the following 12 action verbs which require an
object (expressed or understood). There should be no problem understanding their
meaning or use. However, be sure that you do not confuse the tones of Fh, "to set
things down in an upright position in a series," and Fhp, "to shove, push, press;" also,
FhShqWUo, to be arranged in a series," and FhpShqWUo, to humble oneself." (Note
that although the word Im is used in ( ) following the verbs to indicate that they
require an object, the usual object for WfpLlm/WfpEbq and (Ie)Nuh would be a pronoun
rather than Im. The couplet UepLaqNoUh is also in this category, but it can be used only
with Laq and Uh as objects.)
Fh(Im)
@vmPfn(Im)
(Im)
@ufq(Im)
Fhp(Im)
SgpOp(Im)
NhCbpWhp(Im)
70
Sdp(Im
Uco(Im)
(Ie)Nuh(Im)
Ta(Im)
WfpLlm/WfpEbq(Im)
(UepLaqNoUh)
You have also learned 4 verbs which do not take an object even though they involve
a type of action (or cessation of action); i.e.:
MbmJhp
PaMbmJhp
Icn
Mrgq (to be present supernaturally with someone)
In addition you have learned one new helping verb, which can never be used alone
but must always be used with another verb; i.e.:
Qcq(Bcq)
(used with Vf, Sfq, Wgp, NhWhp, etc.)
Make sure that you understand the meaning of each of these verbs, after which make
sentences with 3 from the first group, 2 from the second group, and with the one
from the third group, the teacher making corrections if necessary.
U_p--SbWNhAgpLlpIm@IgqWgpTfUbNc--(1) WAhpJaoINcSbWEoJhpSb "Fh(Im)" LlpWgpKhoIm@

Igq 12 Nubp. (2) AaNcINcSbWEoJhpSb MbmJhpLlpWgpKhoIm@Igq 4 Nubp, Kho (3) UbNcINcWgpKhoIm
@IgqJfINubp Qcq(Bcq) SbMrqOpUdCcnWhqKhoIm@IgqK~ "Vf, Sfq, Wgp, NhWhp" WUgo. PbMrq@sgNgNo
@vmIm@IgqUepINpWaqPemWLmMbmWAhMHh@EhKhX`. PemLmMbmWhqSaLlp PbMrq@sgNgVaoLlmIm@IgqI
NubpSbIm@IgqWAhpJaoINcW@u` KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. WKg-"QI@vmPfnMrqLhIBqOp." TaqKhoPbMrq@sgNgVaoLlm@KhoWUhINubpSbWAhpJaoINcW@u`KhoUdCcnWIm
@IgqKpTfK~WNhAgpWaqWUgo. IfSgImK~WaqIcqSbMrq@sgNgVaoLlmIm@IgqSbWAhpJaoINcW@uÀfSbn
UbNubp, SbIm@IgqAaNcINcW@uÀfSbnAaNubp, KhoIm@IgqINubpSbUbNc INcW@u`TaqTf.
(5) Particles
In Lessons 1-4 you have learned 8 new particles: i.e., Xhm, Lfp, Kb/Kbo/Kc, ^c/^cq, @um, Php, I
Tm, and @h. In order to clarify their use, they are listed together with all of the
particles learned so far of the same types. Where the same particle can have several
different uses, it is listed in each category.
(a) Ending particles indicating a question
Sfp/Shp
X`
Xhm
^c
X`^cq
Lh/Php
Xhm
@m
Contains interrogative word

Expects negative/affirmative answer
Expects negative/affirmative answer
Expects negative/affirmative answer where speaker thought things
would be other than stated but sees indications that he/she might
be wrong
Same as ^cq but more polite
Speaker seeks agreement
Speaker seeks agreement
Speaker reasonably sure of the statement but seeks confirmation
71
Examples of the Above
L@SfqNfSfp.
Where will you go? (Where are you going?)
L@SfqEemX`.
MrqIPraqVfIcqSaXhm.
.
Are you also going?
NgPcp, LU`@SfqEem^c.
MAuhJhpJaAuhSaKb. L@eqIAhSa X`^cq.
Have the guests already arrived? [I didn't

expect them so soon.]
Daughter, do you also intend to go? [I thought
you were going to stay here.]
We've boiled water (for a hot drink) already.
As for you are you going back? [I thought
you would stay a bit longer.]
.
M@@eqLh(Php).
AfWaqQ@@eqXhm.
LPcmBm@VfEem@m.
.
We'll be going back home, okay?
Now I'm going back, okay?
Surely your aunt is coming, isn't she?
(b) Ending Particles in Affirmative Statements or Commands

You have also learned 4 new particles used to end affirmative statements or commands; i.e., Pbp/Pb, Lfp, Xhm, Kb/Kbo.
Shq.
Xfm
Lfp
Hbp/Qbp/Ubp
XmUbp
Pbp/Pb
Xfm
Kb/Kbo
Xfm
Lfp
Lfp
Kb/Kbo
Xhm
Xhm
Makes sentence less abrupt. Used especially in general

statements. (Rather formal)
Makes sentence less abrupt. (More informal)
Indicates a definite positiveness in light of some specific
circumstance
Speaker presupposes that the statement made is true
Same as Ubp but more polite.
Speaker presupposes that the statement made is true
Corrects a wrong assumption
Indicates uncertainty
Indicates surprise that something is contrary to one's
expectation
Indicates a defensive statement
Indicates a rather chiding emphasis
Indicates regret
Indicates a word of caution
Indicates a word of reproach
ImAfSbnMOpPqSbWAkuShq.
"PIqVfMhnLAaIBqSfp." "QNgAv` Xfm."
WTfPemSfq MSfqLfp.
ImEdqNoKgpK~Waq LISfqSbqOp Hbp.
FdH`Q@OpVfAfWaqAfWaq:XmUbp.
We must do everything quickly.

"Who came with you?" "My son."
If he goes, we'll go.
With heavy rain like this, surely you'll no longer
go.
So I guess in the future I'll have to come often.
72
MrqIBqLlpWhpImNoTapH`Pbp.
"MrqIWgpSbKboX`." "WgpXfm."
Fe@qWSvfmIPsgWaq LfLImWgpSa Kb.
LFÌmWMrkqKgpXfm.
MrqMhnAv`WgpW`BqOpFpIWfpMrqLhIBq
Op. MKgpImIBeqOp Lfp.
MIfWhqSbWhpIBeqLfp. WTfWhpTf.
UcU`@eq@KhoLlp. S`, IfU@ho
ImPcnKaoKb.
NgAv`Xb, U@vaUpLlpWhpIBeqXhm. L
PcmBmWIm.
LShqLlmMrqWMrkqIUeLhEfoXhm.
That person certainly enjoys his food!

"Isn't anybody home?" "Sure, there is."
You already have a blouse that color.
You sell things at a high price!
There are many fellows but none of them love
us (me). It's because I'm not pretty.
I told him not to go, [but] he went [anyway].
You're going home again; alas! we're still
enjoying talking with you!
Son, don't eat those bananas--they're your
aunt's.
Can't you lower the price for us a little bit?
(c) Particles Used at End of Phrase or Clause

You have also learned 2 new particles used at the end of a phrase or clause; i.e., Php
and Kb/Kbo/Kc.
Llp
Kb/Kbo/Kc
IAh
Php
Indicates a slight pause at end of phrase or clause

Indicates a slight pause at end of phrase or clause
"As for ..."
"What about ...?"
QNÌamSbLlpIBqLlp WTfISdp
ImOp.
ILqWaqKb ImAcpLlm@hoLqKfo.
QPgmSfqMrkqIm. QMmIAhWgpSb Kbo.
NgAv`LfPhp L@SfqEemX`.
That uncle of mine, he isn't particular.

This night was colder than every night!
My mother went to buy things; as for my
father, he's at home.
Son, what about you? Are you also going?
(d) Intensive Particles

You have learned one new intensive particle; i.e., @um.
Po
No
H`
Sfp/Shp
@um
Examples:
KgpPo
NoKgp
NoKgpH`
KgpSfp
Kgp@um
(e) Particles Used in Commands

Although you have not learned any new particles in this category, the ones already
learned are listed for easy reference.
73
Examples:
Ah/EnAh
U`
Particle urging to do what hesitates to do

Particle indicating request
WhpEnAh.
LU`PqEbqQqIJap.
(f) Particles Indicating Negative

You have learned one new particles used to express the negative; i.e., ITm.
Examples:
I ... Op
I ... X`
IBeq
UcI ... IBeq
Sbq
ITm
Negative in statements
Negative in questions
Prohibitions
Particles indicating prohibition
No longer, not any longer
Not nearly, only partially
WTfISfqOp.
WTfISfqX`.
SfqIBeq.
WUcISfqIBeq.
WTfISfSbqOp.
ITaqITmKaoOp.
(g) Particle Not Fitting in Above Categories

You have learned one other particle which doesn't fit in any of the above categories;
i.e., @h/@hEem
Example:
@h/@hEem
Particles softening words which otherwise

might be taken as an offense
LF`Whp@hP^cqSfp.
Using the 8 new particles which you have learned in Lessons 1-4 (i.e., Xhm, Lfp, Kb, ^c,
@um, Php, ITm and @h) try making up one sentence with each one. If necessary, look
back at the examples in the book and make a new sentence by changing a word or
two in one of them.
URp--PbMrq@sgNgVaoLlmIm@Igq ""Xhm" KhoUdCcnWIm@IgqKpTfK~Ugo@@fJhp@eqKh@ugq. Mrq@sgNgFg@
PgpImPemIOpOpLlp MufMrq@sgNg@vm@K`@eqImWKgINpSbSanMdqTaqKho Sf@eqIm@IgqMdqNubpMdqNubp

K~Ugo@@fJhp@eqWKgWUhIPaq. PemTaqLlp PbMrq@sgNgVaoLlm@KhoIm@Igq "Lfp"
KhoUdCcnWIm@IgqKp TfK~SbWNhAgpWUgo. IfSgImFdH`K~WaqWUgoKhoPbMrq@sgNgVaoLlmIm@Igq
"Kb, ^c, @um, Php, I Tm" Kho "@h" Llp
IOuhINubpIOuhINubpKhoUdCcnKhoWIm@IgqKpTfK~WNhpAgpWUgo.
(6) Words Which Stand Alone at the Beginning of Sentences

You have learned 4 new words which stand alone at the beginning of sentences; i.e.,
WeWe and Kb/Kbo and the sound of an older woman's and a younger woman's laughter.
All such words learned so far are listed below for your convenience.
Examples:
W`
Indicates surprise, delight,

longing
W`Kb
W`Kb
Indicates surprise and

uncertainty
Indicates longing and regret
[in the example, the words
are spoken by the seller]
74
"Q@ShqLlmLqWMrkqI EfoUe"
"W`, ImOuioLh."
W`Kb, LPqK~LlpOpP ^cqSfp.

W`Kb, Vao@vmKh@aSgqH`Llp
WU`@OpPIqSfp.
Wg/Wb
S`/WS`/Sb
Xd/Vd
Wh
WhKb
Kb/Kbo
Indicates surprise or regret

Indicates exasperation or
great displeasure
Indicates that something is
displeasing
Used when responding to
new bit of information or
new thought just come to
mind.
WeWe
Indicates a chiding aspect to

remarks which follow
Wbp/Wcp
VbpWb
Grunt of assent
Huh-uh
VbVbXhgm
Sound of older woman's

laughter
VaVa
Sound of younger woman's or

girl's laughter
Wg, QNÌamVfSbLlp.
S`, @ufIOgWaqIPcnSbq
Op.
Xd, LFe@qOpWbSbnSa.
Wh, QUÌfLqImIPaaq.
WhKb, BeqSfqWhpKhoLqKhoPb.
Kb, LPemSfqImLlp WhpFgPeq
Qbp.
Qbp.
WeWe, ImK~LlpLlpMrqPqUe@ho
Bq.
Wcp, Wcp. Q@If OpWhq.
VbpWb, QPcmBmIWgpKbo
Op.
VbVbXhp, MrqMhnAvÒp@
WfpMrrqX`.
VaVa, TfMIfUeX`.
(7) Miscellaneous Words and Expressions

(a) Use of (Sb)WBhm, "for it/him/her/them"
Make up 2 sentences using Bhm, each time using a different pronoun; e.g., Q@@Ifn@
IhqShmPaSbLBhm, "I'll prepare the bed for you."
URp--PbMrq@sgNgVaoLlpIm@Igq "WBhm" KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. AaThIThPb

Mrq@sgNgFhISfIm@Igq "W" Fd "Q, L, Uc," PeIPem "M" Taq'Kho UdCcnKhoWIm@IgqKpTfK~Ugo@@f
JhpKh@ugq. WKg--"Q@@Ifn@IhqShmPaSbLBhm."
(b) Use of INoUhoUho/INoUgoUgo,"to be approximately the same in some quality" and

I NoLlpH` or INoWaqH`, "to such a great extent"
Make up sentences of your own using the above expressions, one sentence for each
of the 2 kinds..
URp--PbMrq@sgNV
g aoLemIm@IgqKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. Mrq@sgNgFg@PgpImPem
IOpOpLlp MufMrq@sgNg@vm@K`@eqIm@IgqSbSanMdqTaq Sf@eqIm@IgqMdqNubpMdqNubpK~Ugo@@fJhp
@eqIm@IgqWUhI@ugq.
(c) Use of tN`/HbptN`, "suddenly (indicating sudden action)"
Try making up one sentence of your own using the above expression.
URp--PbMrq@sgNgVaoLlmIm@IgqSbWNhAgpWaqKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. Mrq@sgNg
Fg@PgpPemIOpOpLlp MufMrq@sgNg@vm@K`@eqIm@IgqSbSanMdqTaq Sf@eqIm@IgqMdqNubpMdqNubpK~Ugo
@@fJhp@eqWKgWUhIPaq.
75
5.2 Pronunciation Drills
5.2 ImWUhpSbW@hIEfb
(1) Practice reading the expressions below concentrating on the consonant sounds.
(1) PbMrq@sgNgIfMgnURpWAaIThAaTh IcqSbMrq@sgNgIfImOpOueBeqIEfo.
(@) C
ChIFg
WVapWCh
ImCdImNho
CdShnWUo
NhCbpWhpIm
(A) rB
SbMrqF`WBhm
UoMrmUCfo
ImBemIm@ugq
QvqWgpMrgqMrq
KgpIcnAgpMrfq
Couplets
PqUeWhpOp
EhISgmPgmEhISgmMm
UepPcmLaqNoPcmUh
KcpShqCdFhpShqMrgq
(2) Practice reading the sentences below, first pronouncing the words the way they are
written, and then a second round pronouncing them the colloquial way.
(2) URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoIThNoWhqK~Mrq@Ebm

AgpNg@IgqImWUgo.
(1) E/@s
AvÈh
WfpEbq
@hEeEme X`
(2) F/As
IFg
FhJh
Jph
FhpJhp
FhPgPmg Mrm
(3) U/E
Uco@ufq
UoMr
UoMrm
INoUh
INoUhoUho
U@doU@do
NuhWUo
PqUe
Wph Op
PqUeWh
(4) Q/z
SfqQcqMrq
76
(5) T/v
KhPgqTq
TaIm
Im
ITaqITmOp
TmOp
(5) Who/Wg/, Whn/Wgn
KhKgpSgnUo
CdSg
Sng WUo
NgoSgnWUo
INoUg
INoUgoUgo
5.3 Command and Response Drills, Completion Drills, Question and Answer Drills
5.3 ImPbKhoImPqJvf, ImIem^cnPqMrfqJhpIm@Igq, ImUa@vmKhoImEaoFb
Review sections 1.3, 1.5, 1.8, 2.3, 2.4, 2.6, 2.10, 3.3, 3.5, 3.8, 4.3, and 4.8.
URp--@vm@K`@eq 1.3, 1.5, 1.8, 2.3, 2.4, 2.6, 2.10, 3.3, 3.5, 3.8, 4,3, Kho 4.8.
5.4 ImPqSg@LpKho@IgqMrq@Hh@ugnSbMrq@HhWVap.
Review the new vocabulary which you have learned in 1.9, 2.9, 3.10, and 4.9.
URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 1.9, 2.9, 3.10, Kho 4.9 WA`.

5.5 ImPqSgOpCoIm@IgqU@goIm
(1) Review the conversations in 1.9, 2.11, 3.9, 4.5, and 4.9. 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 conversation, changing and expanding it within the
limits of your vocabulary.
(1) URp--@vm@K`@eq 1.9, 2.11, 3.9, 4.5, Kho 4.9.

ImPqSgUepINpWaqIIhqKhoIIhqLlpNoU@hoWhqI ThTaqKho PbMrq@sgNg@ubmObCnWSan.
@IgqU@hoImK~WKgWgpTfWUgo OpFpSfSgnIm@IgqILhqKho PqW`JhpIm@IgqIUeNfWUe.
listen to it on the tape or read it in the book beforehand.) The first time he/she will
read the whole conversation through . The second time he/she will read it section by
section. After listening to the first section again, 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 that section of the conversation once more, then see if you can
answer the missed questions correctly this time. After you can answer all the
questions correctly, the teacher will go on to the second section and do the same.
After you can answer all the questions for that section correctly, the third section
should be read and the questions for that section asked in the same way.
77
(2) URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmIThKhoPbMrq@sgNg@Lp. NfURp

NoWA` URp@OpNoJhpEem@hoMrqIfImWPaaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp. AaThI
ThLlpUR`@No@eqJfWAhpJaoIIhqNfNÀkuMmIfU@goImKhoN`VhpKhoWMmW@IhmTaqKho PbMrq@sgNgIfFbIm
Ua@vmSbWNhSnOpCoIbIIhqWBemLlp. NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp.
Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vm
ImUa@vmOpCoIbIIhqWaqAfSbnPemTaqSaLlp ImUa@vmSb Mrq@sgNgEaoFbTfIOpKaoOpPemWgpLlpURp
@OpNo@eq MrqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq @sgNgSbImUa@vmSbWIfFbIOpKaoOpINp
IOhuKhoPbMrq@sgNgEaoFbWhq. Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlp URp@OpNoIm@IgqSbAaIhq
IIhqWMdqIThTaqKho PbMrq@sgNgIfFb ImUa@vmOpCoAaIhqIIhqSbWNhSnWaqK~SbWAhpJaoIIhqW
UgoWaq. PemTaqSaLlpIfSg@KhoIm@ IgqUbIhqIIhqKhoPbMrq@sgNgEaoFbImUa@vmSbWOpCoUbIhqI
IhqK~SbWAhpJaoIIhqWUgo.
(NÀkuMmVfVoFdN`VhpMmWKboKhoJapWhqKhoWNgAv`WgpSbKbo@MqLlp)
NÀkuMm --Ch
--ChIFgWaqPemLChX`, @shXb.
N`VhpMm-Mm--Vb
--VbpWb,
VbpWb, IPemQChOp. QSfqVaoMrqChXfm
NÀkuMm --Ng
--NgKgpAv`, FaoQanL@FhVapFhChSfp.
N`Vhp --NÌa
--NÌamXb, CcIOpOpWaqXfm.
NÀkuMm --QLmVd
--QLmVdMrqIfPbTfSbLhmBeqBeqU`@WfpLq, LIUoSh^c. L@vmIBeq^c.
N`Vhp --NÌa
--NÌamXb, M@vmBeq OpFpMPqUeX`.
N`VhpMm-Mm--L@v
--L@vmHbp, NgUpVgPemUoShShnWUoKb, MrqUoMrm@OpUcoEbq@ufqEbq
Qbp.
NÀkuMm --@s
--@sh, LU`PbQUco@ufqLlmLqX`, Lh, NgKgp,NÌam@SfqEoMrqMhnPcpXhm.
N`VhpMm-Mm--Sf
--SfqEoLlmWhqIAhXfm, WLhmEmLlpIfWÌmIUeLhIPaqOp.
N`Vhp --W`Kb,
--W`Kb, MKgpIIcnAgpIMrfqKaoKb, UcPbHbMJhpMrmSfp.
NÀkuMm --Wh
--Wh--Wh--L@v
----L@vmShqLUoLKgpIIcnAgpIMrfqKaoLlp, ImIfLlpMrqIIfK~LlpOp.
N`VhpMm-Mm--WIf
--WIfWÌmNfSfpIfIfLlp, MrqMhnPcpWfpWhq KhoWTfKpWfpMrqMhnPcpLlp
MrqUepH`SbnSaXfm.
NÀkuMm --WK~
--WK~LlpSfp, SbBhqQ@SfqEoMrqMhnPcpKhoWPgmWMmIJapXfm. OpNfQIm
AuioWaq.
(NÀkuMm(SbMrq@hoWPaqSbKgpN`Bcq)IBqSfqFdLhmBeqMmWUTh)
NÀkuMm --Wg
--WgpKboIBqBqXm.
LhmBeqMm --Wg
--WgpXfm. PIqVf@hoIBqSfp.
NÀkuMm --QqXf
--QqXfm.
LhmBeqMm --Wh
--Wh, KgpN`BcqPbp. Kb, LVfIcqPcmV`Hb. ImBemWgpNoKgpIPaq@m.
LhmBeqPgm --WImBe
--WImBemWgpXfm. PemIWgpLIm@VfIOu
OuhOuhX`. KgpKb LWhpOpPeqSaXm.
NÀkuMm --WbpKb,
--WbpKb, WhpPbSbPF`SaPbp.
LhmBeqMm --W`,W`,
--W`,W`, ImSbPF`SaKb. LhmBeqBeqNhJhpPeqAku.
LhmBeqPgm --Wa
--Waq. LhmBeqMm, PqWhpFhIOepWaq. KgpNÀkuMmIVfWgpMrqLhIOuh, VfSb
UhAfWaq.
NÀkuMm --W`Kb,
--W`Kb, LPqWhpBcqKhoMFhSfp. NhWhpImKhoImSpOpLfp.
78
LhmBeqBeq --NÌa
--NÌamXb, SbMWgpWaqImKhoImSpPoIWgpXfm.
LhmBeqBeqKhoWPgmWMm-WMm--Wh
--WhpPeqAh. MPqShqPeqTaqSa. LWhp@vm@vm. NhWhpImIUe
OpWaq.
NÀkuMm --W`Kb,
--W`Kb, WhpQbp, VfWhpU@ho. MWhpIBqITapXfm.
LhmBeqPgm --Lh
--LhmBeqMm, LWhpU@hoPeqKhoKgpNÀkuMmLlpHbp.
LhmBeqMm --Wh
--WhpKbWhpSfp. LfLIWhpKao^c, LhmBeqPgm. NgPcpPhp, LU`WhpKhoLPgmAf@hn
Xm.
(IcqWTfUepWhpPeqWhJaTaq IfJhpImBem.)
NÀkuMm --S`
--S` - Kb, QVfImIOuhWaqQTfm@shN`CfqPbQVfUa@vmUcOpCoKhoNgUp
VgWImPqImWhpWBemXfm. PemUc@If@hWhqK~Sfp.
LhmBeqMm --Wh
--Wh, LIfLVfSbImBemK~LlpXm. ImIPaqLlp MWfpKhoKgpN`VhpPgmN`VhpMm
@PbMrqVfEoMrqQanSaKb. AfWaqKb, LVfKcImOuioKgp@IbmShq.
NÀkuMm --ImOu
--ImOuioLlp PemXfm. SbNgUpVgWImBemLlp, PemUc@IfK~Sfp.
LhmBeqPggmMm-Mm--Kb,
--Kb, MIfUeXm. WTfPemWfpMNgKb MUoAcHbp. MUoShqMPnSaKb.
LhmBeqMm --QKg
--QKgpN`VhpMmPemPbMrqVfIfMrqSbWMdq@vanILapLlp, M@PqTaq@vanWhqSa.
NÀkuMm --Wh
--Whp, PePemK~LlpLlp, Q@@eqIfOpQTfm@shN`VhpMm, Kho@UepPcmLaqNo
PcmUhTfAfSfpAfSfpTaqKho M@IfLmVdOp@eqLqLhp.
LhmBeqPgmMm-Mm--Wbp,
--Wbp, Wbp, K~LlpHbp. ImOuio.
Questions (ImUa@vm)
(IbIIhq)
1. ChSbN`VhpMmWKbo@MqLlpVfSbSfp.
2. N`VhpIfTfSbUÌFhpVapFhpChKaoOpPemWOpP^cqSfp.
3. NÀkuMmLmVdSbPIqU`@WfpOpN`VhpIBqSfp.
4. N`Vhp@vmMhnPcpIBqLlpBeqX`.
5. WTfUep@FhVapFhChWBhmLlpSgpKaoP^cqSfp.
6. PIq@@fLlmWTfUepWEhISgmMmSfp.
7. N`VhpIfImSbWLhm@EmWBemK~Sfp.
8. PemMrqBqIfImK~LlpEemX`.
9. MrqAfSbnUepHÌmBemP^cqSfp.
10. NÀkuMm@SfqEo@vmImSbLhmBeqBeqWKboAfSfp
(AaIhqIIhq)
1. NÀkuMmIcqSbLhmBeqBeqWKboWA`NfShp.
2. NÀkuMmWhpPeqTaqSaX`.
3. SbImLlpWCgLhmBeqMmPbWNgPcpPqPIqShp.
4. LhmBeqPgmPbWTqPqPIqShp.
5. WTfUepINhCcnKhoImKhoImSpLlpOpPIqShp.
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6. NÀkuMmIfSbUÌWfpKhoWhpImJfIBqOpPIqShp.
7. PIqWhpImSbWU@hoSfp.
8. SbAaLhmBeqBeq@WhpPeqKhoPIqSfp.
(UbIhqIIhq)q)
1. NÀkuMmWTfm@shPbU`VfPqP^cqSfp.
2. LhmBeqMmFg@PgpSbWBemK~Sfp.
3. LhmBeqWPgmWMmWUoAcEemX`.
4. N`VhpMmPemPbMrqVfIfWTfUepSbWMdq@vanILapLlp WTffUep@UoAcKaoX`.
5. NÀkuMmIfSbU`@KcoLmVdOp@eqWTfUepSbImBemP^cqSfp.
the teacher once. Then you take the parts of everyone except NÀkuMm while your
teacher takes the parts of NÀkuMm. 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 TaqKhoURp@@f"NÀkuMm"KhoMrq@sgNg@@fMrqBq@goBqKfoIBqOpIBq. @IgqSgU
@goIm@IgqW`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo. IcqMrq@sgNgII
f mOpOeuBeqSaLlpPb
Mrq@sgNg@f@eq"NÀkuMm"KhoURp@@f@eqMrqBqINpTaq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeq
SaLlp @IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@
IgqMdbNubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFd
HÈrqUhWIhmMdq.
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.
80
LESSON 6
ImPqSg 6
BhmPcm
MrqBhmPcm
W`W`BhmBhm
KgpKgpPcmPcm
K~ WUho/K~ WUgo
Ocp/OcpShq/OcpWhp/OcpWhpOcpWh
ScmWhp/ScmWhpScmWh
Ihm
Ua
A crowd of people
Very numerous
Large, spacious
Like, as
To raise, nourish, feed (refers to animals)
To raise, nourish, feed (refers to human
beings, and also to taking grazing animals
out to graze)
To strike, beat, as with a stick
To die, cease to breathe
PqUa
IhmUa
FÙa/Fgo@eUa
MLm
@uhm1
Pgm
N`
@uhmPgm
@uhmN`
Im@IgqKhPgmN`
@Em
Kbo@Em
@EmQvq
K~UhoUho/K~UgoUgo
Eao
Jh
Qgq
A`
1The
A multitude, collective body
To kill (in general)

To kill by beating
To die from disease
Water buffalo, carabao
Cattle, cow
Particle indicating female gender in animals
Particle indicating male gender in animals
Cow
Bull
Couplet (paired words)
Owner, master, lord
Owner of house
The Lord God
To be the same in kind
To say, speak, tell
To be tall, long
Northen Thai
Classifier for things which do not fit any other
classification
word for "cow, cattle" differs from area to area. For example, in some areas it is called BhqNao,; in others,
ImIh, aand in still others, ^v`.
6.2 Im@IgqWKg
(1) Use of MLm, @uhm, Pgm, and N`
(1) ImUdIm@Igq "MLm," "@uhm," "Pgm," Kho "N`"

AfWaqQMLmWgpWKcIFa, Q@uhmWgp
WKcAaFa.
QMLmN`NoKgpWgpUbKc, Q@uhmN`No
KgpWgpQfmKc.
QMLmPgmWKgpWgpQfmKc, Q@uhmPgm
WKgpWgpAvaKc.
AfWaqQMLmNgWgpAfSbnAaKc, Q@uhmNg
AfSbnWgpCcKc.
@hoLaqKfoLlp QOpSfqScmWhpQ@uhm
QMLmINpLlpShq.
Now I have ten water buffaloes [and] twenty

cows.
I have 3 full-grown buffalo bulls, and 5 fullgrown cow bulls.
I have 5 full-grown female buffaloes and 9 fullgrown female cows.
Now I have altogether 2 young buffaloes and 6
(cow) calves.
Every day I have to go and take my cattle and
buffaloes to graze.
(2) Use of ScmWhp/ScmWhpScmWh, "to nourish, feed (humans), to take to graze"
(2) ImUdIm@Igq SdmWhp/ScmWhpScmWh

IBhqWaqM@OpSfqWhpImSbMrq
ScmWhpScmWhImWShm.
QPcmBmIBqIWgpKboOp. WTfSfq
ScmWhpMLm@hoLaqKfo.
SbIm@vmMrqNgUpWShmLlp PcmJdp
A`WImWhpMrqScmWhpScmWh
WhqBeqPo.
MrqF`VfPaImF`VapINp, MrqScm
WhpWhq@hoBqKfo.
MrqIKboLlpScmNg@eqMrqIOuioBqH`.
This morning we have to go and eat at the

feeding place (mess hall).
My aunt isn't at home.
She takes the
buffaloes out to graze every day.
At the place where they look after children, at
the noon meal they feed them very well.
Meals are served to all in-patients at the

hospital..
That family has looked after many children (as
foster parents or adoptive parents).
(3) Use of Ocp, OcpWhp, OcpWhpOcpWh, "to raise, nourish, feed (animals)"
(3) ImUdIm@Igq Ocp, OcpWhp, OcpWhpOcpWh

QNgAvÌBqLlpOcpHp, KhoQNgPcpI
BqLlpOcpFh.
My son raises fish, and my daughter raises

chickens (fowl).
82
QfQLhm@EmQOcpWhpJhoSbH`Sa,
KhoIcqAfWaq.
PePemQP`Llp WTfWUoFdpSb@
Ocp@uhmKhoMLm.
AfWaqMrqW`BqWfpKhoOcpWhpOcpWh
ImW`Po.
MrqILhqWfpKhoOcpF`FhKap, ILhq
WfpKhoOcpF`FhHp.
MrqSbWOcpImPcnLlp Hh^cmWEeWgp.
I myself, I have raised pigs in the past and up

till now.
As for my wife, she is eager to raise cattle and
water buffaloes.
Nowadays many people want to raise animals.
Some want to raise chickens to sell the eggs;
some want to raise them to sell the meat.
Those who enjoy raising animals usually have
money.
6.3 ImIem^cnPqMrfqJhpIm@Igq
Below on the left-hand side is a list of animals and people. Some can be used only
with OcpWhp, some only with ScmWhp, and some can be used with both. Take
each word on the left in turn and insert it in the blank of (a) or (b) on the right-hand
side, whichever is proper, then read the expression aloud. If it can be used with both,
then read it first with (a) and then with (b).
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhSnSbEcEepIMqWaqTaqKhoIem^cnWhqNfImShmShq
VgSbEcJvfIMqSb (a) PeIPem (b) WMdqNfKpWOpTfI@ugq TaqKhoNoKh@ugq. MUdIm@IgqWaqSb (a) Kho
(b) Aa@ugqSbnWMdqPemUeKho Mrq@sgNg@OpIfFgImK~ (a) WUgo TaqKhoIf@KhoImK~ (b)WUgoLlp.
IfSgIm@IgqFdHÌNpINubpOpINubpK~WAhpJaoINubpWUgoWaq.
Hp
Jho
MLm
MrqF`
@uhm
NgUp
Fh
(a) Ocp(Whp)
(b) Scm(Whp)
.
.
6.4 Im@IgqWKg
(1) Use of Ihm, "to strike, beat (as with a stick)" and Ua, "to die"
(1) ImUdIm@Igq "Ihm" Kho "Ua"
MrqIBqLlpIhmWMcmAfWaqAfWaqOpP
^cqSfp
MLmVdSbNaUoMrmIBqLlpUaPLqSaX`
Why does that person beat his younger sibling

so often?
Did we hear that the old grandmother died last
night?
83
AfPcmFepMrq@IhmUaWhp@uhmIKc MLm
IKcXfm.
IV`WaqM@PqUaWhpFhQfmOepNf
KboWaq
ILaqH`WaqLlpEhqBeqNgWNgAv`ShqIfnUaI
Bq.
ILapWaqMrqJhoF`(Fgo@e)UaW`Kc
`Kc.
Tomorrow a cow and a buffalo will be killed by

beating.
This evening we'll kill 5 chickens here at the
house.
Today Saw Gay Pho's son fell down (from a
height) and died.
This year many of the people's pigs got sick
and died.
(2) Use of Eao. "to say"
(2) ImUdIm@Igq "Eao"

ImEaoTfMrq@HhSbH`LlpWPcmLaqJh
LlmMrqAfWaq.
MrqEaoTfSbUThSbLlpINubp NÌam
UoMrmIBqLlpVao@KhoWP`Sb
WUhLlp, PemX`.
MLmVdMrqEaoTfSbAfPcmFepM@Op@eqAfS
bnX`.
MLmVdMrqEaoTfSbUThUoMrmIBqLlp@Nuh
WNgX`.
It is said that formerly people's lives (days)

were longer than people's nowadays.
People say that in that village an elderly man
has taken a new wife. Is it so?
Did we hear people say that tomorrow we all

have to leave?
Did we hear people say that one of the village
elders will be marrying off his child?
(3) Use of Jh, "to be long, tall"

(3) ImUdIm@Igq "Jh"
MrqKhMcmTfmAaBqLlpWMcmIBqJhLlmWTfmIB
q.
AfWaqM@OpSfqImBhqBhq PemSbM
@ufWaqJhKgpPo.
MJapMrqFÈOrfSb@oMdqINpSfm
SfmJhJh.
MPemSfqFdUThSbAgINpLlp, Im
ShmILhqLhq@EbmJhKgpPoShq.
NÌamEhqOhIBqLlp Hh^cmWTf@
IgqImIfImJhKgpPoShq.
AfWaqM@OpEoJhpPqIm. PcmJh
JhpJhJhp, Af@hnMPqIm
ITaqOp.
Of those 2 siblings the younger is taller than

the older.
Now we'll have to go early because this way is
very long.
In the market we saw people selling tables
that are wide and long.
If we go to villages in the rural area, in some
places the mountains are very tall.
When Uncle Saw Baw speaks, he is usually
very long-winded (lit., he tells things very
long).
We must start working now. The sun is rising
higher and higher, and soon we won't get
the work done.
84
MrqWgpSbTemKhoMrqWgpSbAgUepINpWI
mSfqJhpSfqJhIK~Ugo
SghnWUoOp.
The level of progress of people in the cities

and of those in the rural areas is not the
same.
6.5 Completion Drills
(a) Below on the right-hand side is a list of expressions which comprise the first part of
couplets which you have already learned. As the teacher reads the pattern sentence
on the left-hand side inserting one expression after the other into the blank, you
should give the second part of the couplet. If there is more than one possible answer,
give either one.
URp--VaoLlmIm@IgqWAhpJaoINubpSbWNhSnSbEcJvfIMqWaq, Iem^cnWhqNfImShmShqVgSbEcEep
IMqTaqNoKh@ugq KhoMrq@sgNg@IfFbTfKp. WKg--URp@NoKhoEaoSb "ImSbIm@IgqKhPgmN`Llp Im@Igq
ImLbPdeLlp Pq@KhhoIAÌfTfK~Shp." Mrq@sgNg@IfFbSb "ImLbFrh." TaqKhoURp@Iem^cn@KhoIm@Igq
AaNubpINubpSbEcJvfIMqNfImShmShqVgTaqNo@KhoKh@ugq KhoMrq@sgNg@IfFbTfKp. Iem^cnIm@Igq FdH`
INubpOpINubpEoJhpSbWAhpJaoIcqSb W@IbmNfImShmShqVgTaqIfSg@KhoImK~WNhAgpW
UgoWaq. Mrq@sgNgIfFbImPemIOpOpLlp URpIfEbqWhqUe,
OpFpSbAaIEfoIem^cn@KhoIm@IgqSbMrq@sgNg IfIOpOpINubpWaqTaqEo@vm
PemMrq@sgNgUepLhpJhp@eqImEaoFoSaX`LlpI@em. SbAaILaqIfSg@Kho IOuhK~WNhAgpWUgoWaq
OpFpWWaqIOuh@uf@uhIm@IgqWShmW@ufqIEfo.
ImSbIm@IgqKhPgmN`Llp Im@Igq Llp Pq@KhoIA` IfTfK~Shp.
ImLbPd
OcpWhp
LbFapOh
W`W`
KgpKgp
ImBem
PqUe
KgpIcn
SbTf
ImUco
FhVap
Av`Pcp
CdCd
UepLaq
6.6 Im@IgqWKg
(1) Use of Bhm/BhmPcm, "a multitude, collective body;" Pcm, "to be large, expansive, important"
(1) ImUdIm@Igq "Bhm," "Pcm," Kho "BhmPcm"

85
JhoIBhmWaqPemPIqWJhoSfp.
MVoSbMrqBhmPcmW@u`WPfnH`Llp
MOp@d@qImBeqIEfo.
MSfqJapJa@ugIOgLlp HpWgpW`
W`BhmBhm.
UThINubpLlp AfWaqMrqW`JhpBhm
JhpNoKgpH`.
MPemSfqFdTemMdqLlp, M@JapOp
VapINpKgpKgpPcmPcmShq.
URpIBqLlpWNgLlmOpImPqJfW
KgpWPcm@hoBqKfoShq.
MrqIBqLlpPqLlmHpBhmPcmH`, MCe
MrkqWhpWImILlm.
To whom does this herd of pigs belong?

When we walk in front of a crowd, we must
dress up a bit nicely.
We went and saw a river with lots of fish.
In that village now the people have increased
tremendously.
If we go to the city, we will see many large and
spacious houses.
That teacher's children have all gotten big,
important jobs.
That person got a bountiful supply of fish [but]
he won't sell us any [i.e., we haven't
succeeded in getting any by asking.
(2) Use of @Em, "owner, master, lord"
(2) ImUdIm@Igq @Em
Mrq@HhFg@PgTfSbImAfSbnLlpWgpKho
W@EmAfSbnShq.
KboINubpWaq PemSbKbo@EmIWgp
OpWCg, M@OpSfqJhpSb
Kbo@EmWgpINubpNubp.
AfWaqPdo@EmMhnAv`VfIcqSaWCgMrq
@EoJhpImIeImNuhWIm
O`Shq.
ImIeImNuhWBemLlp Pem@EmQvqKco
WgpJhpTfShq.
ImAfSbnW@EmLlpPem@EmQvqShq.
Karens think that everything has a lord (i.e.,

guardian spirit).
Because the owner of this house isn't here,
we'll have to go up into one where the
owner is present.
Now since the "host of the wedding feast" (i.e.,
the bridegroom) has arrived, they will start
the wedding worship service.
The institution of marriage was established by
the Lord God.
The owner of everything is the Lord God.
(3) Use of K~UhoKho/K~UgoKho and K~UhoUho/K~UgoUgo, "to be alike, similar, the same in kind"
(3) ImUdIm@Igq "K~UhoKho/K~UgoKho"h Kho "K~UhoUho/K~UgoUgo"

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th
LqKhoQqMPemMrqPqWhpEanNgK~UghoUgho
QIAv`KhPgqTqAaBqLlp@Igq@hqSq
T`@uhnUeK~UhoUho.
UThSbWaqIUThWKboBeqK~UhoKhoUTh
SbLlpIUThEem.
You and I alike are rice farmers.

My cousin and his wife both speak English.
The houses in this village are also good (wellbuilt) the same as in that village.
86
@ufSbWaqIOgWBeqWWbK~~UhoKho@ufSbLl
pIOgEem.
ImWhpSbLWhpKhoQfQWhpWaqPemWK~Uho
UhoX`.
SbLWgpKhoMTfMWgpWaq Im@gmIm
AcpIK~UhoUhoOp.
The condition of this road is also the same as

that road.
Are the food that you are eating and that I am
eating the same?
Where you live and where we live the temperature is not the same.
Repeat using K~Ugo or K~UgoUgo in place of K~Uho and K~UhoUho.
URp--IfSg@KhoIOuh OpFpWWaqIOuhLlpSb "K~Uho" WShmLlp IfSb "K~Ugo" KhoSb "K~UhoUho" W

ShmLlpIfSb "K~UgoUgo."
(4) Use of K~ WUho(Ugo), "like, as"
(4) ImUdIm@Igq K~ WUho(Ugo)
NgKgpAvÌBqWaqPqImFdpK~WMmW Ugo.
MOpWhpImK~MrqBqWhpWUgo.
AfPcmFepM@OpSfqImBhqBhqK~MrqBqWUgo
QWfpKhoLpRapWUhINubpK~QLpRapShm
SaqINubpWaqWUgo.
QWfpKhoPaNfVÀhAvaLpRapK~QPaHh^cmWUgo
.
This young man works hard like his father.

We must eat as others do.
Tomorrow we have to go early like the others.
I want a new watch like this old one.
I want to go to bed at 9 p.m. as I usually do.
Repeat using Uho in place of Ugo.
IfSg@KhoIOuh OpFpWWaqIOuhSb "Ugo" WShm IfSb "Uho."

6.7 ImPbKhoImPqJvf
(Do not look at your book during this drill.) The teacher will give you the various
commands below, sometimes in consecutive order and sometimes mixing up the
order, and you should respond accordingly. After you can respond promptly, the
teacher may have you give the commands for the teacher to respond to, so listen
carefully as she commands you. (In the area where you are staying, if the people
usually pronounce Ugo as Uho, do the same when giving the commands below.)
URp--(SbImPqSgIIhqWaqLlp URpIOpMufMrq@sgNg@vmWSanOp.) URp@OpPbMrq@sgNgK~WNhSn

WaqWUgoI@ugqTaqI@ugq. WAhpJao 5 @ugqLlp URpPbMrq@sgNgWA`Llp URpWLhm@Em@OpPqImI
PaqPaqKhoMrq@sgNg@OpPqK~URpPqTfWUgo. WKg--URpPemIfSb "PqK~QPqWUgo" Llp URp@PqImIPaaq
Paq (WKg--KfEc, TnWAgp, QdnJhpWEc, Laq, PeIPemImBqIPaqPaq). URp PemIfSb "UoTapImK~QUoTap
WUgo" Llp URp@UoTapImNcpNcpKhoMrq@sgNg@@ufoEboUoTapImK~LlpWUgo. PePemLhmBam 6-11 LlpURp@
OpPbMrq@sgNgTaq Mrq@sgNg@OpPqKpTf. SbAaITh
URp@OpFhISfImPbWIm@IgqK~UgoIOuhOuhMrq @sgNg@OpPqK~URpPqWUgo
KhoIOuhOuh@OpPqKpTf. URpUdIm@IgqSbWAhpJaoI@ugqWÒuhUeTaq
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PqImIOuhIPaqIOuhIPaqUeTf. IfSgImW`ThIEfoIcqSbMrq@sgNgPqJvfImIOuhChUe. Mrq@sgNgPqJvf

ImIOuhChPemUeSaLlp K~UgoMrq@sgNg@UdHh^cmIm@IgqINpWaqLlp MufMrq@sgNgPbShqURpKhoURp@Pq
Jvf. (NfUcWgpLlp MrqPemIfHh^cmSb "Uho" Llp Sf@eqIm@Igq "Ugo" SbWNhSnWaqKhoIf@eqSb "Uho."
1. PqK~QPqWUgoWaq.
2. @vfoImK~Q@vfoImWUgoWaq.
3. FepLhqK~QFepLhqWUgoWaq.
4. UoTapImK~QUoTapImWUgoWaq.
5. FbJbpK~QFbJbpWUgoWaq.
6. @hoJhpK~FhN`@hoTfWUgoLlp.
7. @hoJhpK~FhPgm@hoTfWUgoLlp.
8. @hoJhpK~@uhm@hoTfWUgoLlp.
9. @hoK~PgmIBq@ho@eqWNgFaoSb@SfqFd@ufNoKgpIBqWUgoLlp.
10. VoK~MrqUoMrmUCfoIBqWUg
IBqWUgoLlp.
11. VoK~MrqUoEmIBqWUgoLlp.
(1) Use of Pgm and N` to indicate gender in animals

See examples in 6.2(1). You have already learned that the feminine gender in
humans is indicated by Pcp and the masculine gender is indicated by Av`. Now in this
lesson you are introduced to the corresponding gender particles for animals; i.e., Pgm
for feminine gender and N` for masculine gender; e.g., MLmPgm, @uhmN`. They are also
used together in the Karen name for couplets; i.e., Im@IgqKhPgmN`.
(2) Use of Scm, "to raise, nourish, feed (humans); to graze animals" and Ocp, "to raise,
nourish, feed (animals)"
See examples in 6.2(2, 3). The word Ocp is used to refer to raising animals, but when
it comes to feeding them, Ocp(Whp) is used for feeding animals at their breeding place
whereas Scm(Whp) is used for taking animals out to graze. When it comes to feeding
people who need to be looked after on a regular basis, the word Scm is used. Both
words are usually used together with "Whp;" e.g., "OcpWhpFh, ScmWhp@uhm."
(3) Use of Ua, "to die"
See examples in 6.4(1). The word Ua by itself means "to die" and has no object. To
express the idea of "to kill" it is necessary to prefix an action verb indicating the
cause of death. The general word is PqUa but there are many more specific words;
e.g., FÙa, ShqIfnUa, IhmUa, etc. The word Ua is also used in the expression UaIAhMq
referring to having had a stroke, since for all practical purposes one side of the body
is "dead."
(4) Use of Jh, "to be long, tall"
88
See examples in 6.4(3). The word Jh is a descriptive verb and can be used in all of
the ways that other descriptive verbs are used. It has the meaning of "tall" or "long;"
but don't forget the special word for "to be long in time"--Qan.
(5) Use of Bhm, Pcm, and BhmPcm, "a multitude, collective body"
See examples in 6.6(1). The word Bhm is used alone as a classifier for collective
bodies, such as a flock or herd of animals; e.g., JhoIBhm, and is also used together
with W` in couplets; e.g., W`W`BhmBhm, W`JhpBhmJhp. The word Pcm is never used alone but
only in compound expressions, as in couplets combined with Kgp to give the idea of
largeness, expansiveness, or importance; e.g., KgpKgpPcmPcm, WKgpWPcm. The 2 words Bhm
and Pcm are also used together; e.g., MrqBhmPcm, "a crowd," and BhmPcmH`, "a great quantity".
(6) Use of @Em, "owner, lord, master"
See examples in 6.6(2). You have already learned the word @Em meaning "self,
oneself." In this lesson you are introduced to another word having the same spelling
and sound but a different meaning; i.e., "owner, lord, master." In villages the owner
of a house is usually also the head of the house, although in towns and cities where
people often rent other people's houses, the owner of the house and the head of the
house are 2 different persons. However, in everyday usage when it is not important
to be specific, the head of the house may be referred to as Kbo@Em. Animistic Karens
believe that everything--land, water, sky, trees, rocks, animals, etc., all have "lords"
(@Em) or guardian spirits and it is important not to offend them. Christians believe
that God is lord of everything and commonly refer to God as @Em Qvq. The term
Pdo@Em refers to the bride and bridegroom, who are the "lords of the wedding feast."
If one wishes to be more specific, the bride is called Pdo@EmMhnPcp and the bridegroom
Pdo@EmMhnAv`.
(7) Use of K~ ... WUgo, "like, as" and K~Ugo, "to be alike, the same in kind"
See examples in 6.6(3) and (4). You have already learned the use of K~ in the
expressions K~Waq, "like this;" K~Llp, "like that;" and K~Sfp/Shp, "how? (like what?)" So
it should not be difficult to remember that the 2 new expressions in this lesson are
also related to likeness. Used together with Ugo a noun, noun phrase, or pronoun in
between, they are equivalent to the English word "like," and when it is a verb or verb
phrase that comes between them they are equivalent to the Engish "as." Used
together with Ugo with nothing between the meaning becomes "to be alike, similar,
the same (in kind);" e.g., K~UgoUgo, K~UgoKho, K~UgoShnWUo.
Generally speaking, the expressions K~UhoUho, "the same in kind;" K~UhoShnWUo, "the
same in kind as each other;" and K~UhoKho, "the same as," are used to compare nouns or
noun phrases indicating things or people. However, in the case of the first two, both
things or people being compared are mentioned first before the K~UhoUho or
K~UhoShnWUo, whereas in the case of the third, one of the things or persons being
89
compared is men-tioned first, followed by K~UhoKho, and then the second thing or person
being compared is mentioned; e.g., LNuhpAaKhoQNuhpAaK~UhoUho, "Your trousers and my
trousers are the same kind." LNuhpAaKhoQNuhpAaK~UhoShnWUo, "Your trousers and my
trousers are the same kind as each other." LNuhpAaK~UhoKhoQNuhpAa, "Your trousers are the
same kind as my trousers." On the other hand, the expression K~ WUho is usually
used to compare actions in the form of verbs (plus object and modifiers, if any); e.g.,
QNg@ufoEboVoK~QVoWUho, "My child tries to walk as I do." In everyday speech,
however, there are occasional exceptions to the above rule. The correct written form
of all of the above expressions is K~Ugo; however, in some areas the spoken form is
K~Ugo and in others K~Uho. Be sure not to confuse the expression K~UhoUho , "to be the
same in kind," with MrfqUhoUho, "to be the same in quantity."
6.9 Completion Drills
Below on the left-hand side are some pictures in pairs. Look at each pair in turn and
decide whether they are the same in quantity (MfrqUhoShnWUo) or in kind (K~UhoShnWUo
), then insert the name of the object pictured into the blank in the appropriate
statements on the right-hand side and read them aloud.
URp--SbWNhSnSbEcEepIMqWaqImBhqWgpTfKpCc@dm.
PbMrq@sgNg@vmImBhqWAhpJaoI@dmK~Ugo@
JapTfPemImSbImBhqAaOepWMdqLlpK~UgoSgnWUoX` KhoMrfqUgoSgnWUoX` TaqKhoPbW@vm@KhoIm@Igq
Wgp@vfoWUoSbEcJI
vf MqSvam@ugqKhoCcJbJhpWAa@ugqSbWSgqShnWUoKhoImWgpNu`SbImBhqMdq, Iem
^cnIm@IgqSb@PqMrfqJhp@eqImShmShqVg KhoNoKh@ugq.
WKg--IcqMrq@sgNg@vmImBhqI@dmWaqLlp
@JapTfSbJaSbAvoAaNubpWMdqIK~UgoSgnWUoOpOpFpMrfqUghoSgnWUoWCg @CcJbJhp (b) Kho
IfTfSb "JaSbAvoAaNubpWMdqIK~UgoSgnWUoOp." TaqKho@CcJbpJhp@Kho (c) KhoIfTfSb "JaSbAvvoAa
IfSgImOpCoImBhqFdHÌ@dmOpI@dmK~WAhpJaoI@dmdWaqWUgo
NubpWMdqMrfqUhoShnWUo."
EoJhpSbWAhpJaoIcqSbW@Ibm.
(a)
(b)
(c)
(d)
~K~UgoShnWUo.
IK~UgoShnWUoOp.
MrfqUh
rqUhoShnWUo.
WUo.
IMrfqUhoShnWUoOp.

(1) LISTEN as the teacher reads the following description of the wedding preparations
and celebration through twice. (Do not listen to it on the tape or read it in the book
90
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.
(1) URp@OpNoImBemIm@ugqSbWNhSnUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg
@Lp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnIm@IgqWAaWaq. Nf
Kho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq
@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqImBemIm@ugqITh@KhoTaq Ua@vm@KhoMrq@sgNgSbIm
Ua@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
NfMrqAaKdp, N`zMfoMmKhoLhmNhMm,WhpWNgWPdoWA`Llp, MrqVfW`W`BhmBhmShq. K~WTfUep

PqUeWhp OpAa@MqSbnWUgo, KhoK~IAhAhPemWNgTfm@gWUgoLlp, WTfUepAa@MqSbn
OcpWhpOcpWhImKgpKgpPcmPcmW`W`BhmBhmLlpShq. MrqEaoTfSbLhmNhMmIhmUaShqWMLm
N`NoKgpAaKc, @uhmSvamKc, KhoJhoWKcAaFa TaqKhoSfqMrkqKaoFhSbMrqF`TfSbTemMdqINpW@a
SgqI@QqLlpShq. SbPdo@EmMhnAvÌ@MqLlp PqTfMrfqUgoKhoPdo@EmMhnPcpEem@hoShq.
(To be continued in the next lesson)
Questions (ImUa@vm)
1. NfN`zMfoMmKhoLhmNhMmWhpWNgWPdoWA`Llp MrqVfW`XÈrqSfp.
2. MrqAaKdpWaqOcpWhpOcpWhImKgpKgpPcmPcmW`W`BhmBhm@fLlpOpP^cqSfp. (Im
BemWgpTfAaPaq.)
3. LhmNhMmPqUaWMLmMrfqKcSfp. W@uhmMrfqKcSfp. WJhoMrfqKcSfp. WFhMrfqOep
Sfp.
4. N`zMfoMmPqUaW@uhpWMLmKhoWJhoMrfqKcSfp. WTfSfqMrkqFhSbTamMdqMrfqOep
Sfp.
After you can answer all the questions correctly, repeat the entire description after
the teacher once. Then you try reading it yourself, the teacher correcting any
mistakes. Discuss the description with your teacher; e.g., Would the parents have
raised all of those animals themselves or would their relatives have helped? How
many of the various kinds of animals would probably be killed by families who are
of average means (PqEemWhpEem)?
How many by families who are poor
(PqSbBhqWhpSbV`)? What differences would there be if the wedding feast was held in
the town instead of a village?

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNgNoQcqURp. Mrq@sgNgNoPem@Pp URp@OpNoQcqMrq@sgNgIOuhKho.
Icq Mrq@sgNgNoOpSaLlp URpKhoMrq@sgNg@OpIfU@hoImOpCoImBemLlp. WKg-Mrq@~sgNg@Ua@vmSbMrqAaKdp LlpOcpWhpKpTf@uhm,MLm, KhoJhoAfSbnSbWTfUepPqUaWhqSbWPdoWBhmLlpX`
PeIPemWOdoWIamSbWU ThMdqOcpWhpEbqWTfUepEemX`.
91
MrqAaKcdpSbnPePemMrqPqEemWhpEemLlpURpFg@PgpSbW@PqUaWhpImFaoW` Sfp.
WTfUepPePemMrqPqSbBhqWhpSbV`Llp@PqUaWhpImFaoW`Sfp.
(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..

ImBemW@Scn@Scn.
Pdo@EmScmWhpScmWhMrqBhmPcmH`.
MrqIBqLlpOcpWhp@uhmMLmW`K~QMmWUgo.
Mrq@IhmUaJhoNÌKcILqWaq.
(1) Look back at the pattern sentence in 6.6(a) where the teacher asked you for the other
part of couplets which you had already learned. Memorize the pattern sentence and
then during the next 24 hours ask a Karen other than your teacher for the other part
of the couplet using the word ImWfp meaning "love." This is a word that is used
often in worship services, both in sermons and in hymns or Scripture reading. Think
92
ahead of timeu or ways that the couplet might be used, and after getting the complete
couplet, ask your informant if you can say the things that you have thought of.
Since Wfp is a verb and Im makes it into a noun, try also using the second and fourth
syllables of the couplet as a verb with an object such as Mrq or with Tf, and see if your
informant accepts it. Make a note of the various combinations that you have learned
and try making full sentences using them. The next day tell your teacher what they
are, and then you and your teacher should carry on a conversation using them. Keep
your ears open from now on when you are among the Karens especially during
Sunday worship or any weekday prayer meetings for this word and try to note how it
was used.
URp--PbMrq@sgNgUdWKgSb 6.6() K~UgoSbFdH` 24 LpRapWIhmMdqWaq Mrq@sgNg@@IgqImKhoMrqSbVap

Mdq KhoCcLlmIm@IgqKhPgmN`SbWEoJhpSb ImWfp Llp. SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@
IgqKhPgmN`Waq K~UgoURpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@Igq
WUhWaqJhOgJhOg K~UgoWUcIUoMeqLhpTfIBeq.
(2) Continue to take time to converse with Karens and to listen to them converse with
learning.

What crops are planted? Draw up a calendar showing the events in the yearly
agricultural cycle, noting time of field preparation, planting, weeding, and harvest for
the various crops. How are crops stored? Which are grown for family consumption?
which for cash crops? Observe, participate (as possible) in, and record how field
work is done, tools used, labor patterns, etc. What type of field dwellings are
constructed? Do members of the family stay in their fields for part of the year? Who
stays and for how long? How often are crops planted on the same piece of ground?
How do people decide where they will cut their fields?
93
LESSON 7
ImPqSg 7
Ogp(Im)
ImOgp
IOg
IOgp
Qcm
@ufoEbo
Idm(Im)
Beq Beq
IBqBeqIBqBeq
IPaqBeqIPsgBeq
ShqFh
ShqFhKpIm
WScmWSm/ImScmImSm
PgmScmMmSm
Orh(Im)
WNao/WOep
AhpNao/AhpImNao
ImNaoImHp
Ag/AgAgp
MrqAgNg/MrqAgAgpNg
LlmPbWhpOp
Kg
KgShq
WKg
WKgWIfn
Qgq
A`
To wrap, as in a leaf, etc.; classifier for

wrapped packges, bundles, etc.
Package
A package
To send by the hand of another
To try, endeavor, strive
To bear, endure, suffer
Any,
ever, whether
or
Whoever
No matter what (lit., whatever or however)
To be different, separate, special
Especially
Traditional practice, established habit
Traditional religious practices
To build (something)
Skin, leather
Shoe, sandal
Meat (in general)
Land, in distinction from water; the rural area,
countryside
Rural people
To get service from
To bring together to compare, use a similitude
To compare with, liken to
Example, pattern, illustration
A visual example, a play
Northern Thai
Classifier for things which don't fit into the
category for any other classifier
7.2 Im@IgqWKg
(1) Use of Ogp(Im), "to wrap, as in a leaf, etc.; classifier for wrapped packages, bundles,
etc.
(1) ImUdIm@Igq "Oggp(Im)"
OgpJhp@e
@eqLHpNgWaq. M@@eq@Kho.
ImOgpIOgpWaqPIqWImOgpSfp
Ogp@eqPeqWgpOufpINpWaq.
OgpJhpLIm@dIm@qINpWaqTaq
MnJhpSbImNhAgp.
OgpJhpPeqOgpWOgpIFaSbMrq@Sfq
WhpSb@ufWBhm.
Wrap up your fish. We're going home again.

Whose is this bundle?
Wrap up this left-over rice.
Bundle up these clothes of yours, then put
them up above.
Wrap 10 rice packets for people to eat on the
way.
(2) Use of Idm(Im), "to suffer, endure, bear"
(2) ImUdIm@Igq "Idm(Im)"

QNcIBqIAuioUaLlp, WTfIdmOp
ImFÌOuioLapH`.
NgKgpPcpIBqLlpWTqIfF`PqF`WhqW@
Scn@ScnOpFpWTf IdmTf@f.
MrqIBqLlpIdmSbnImSbWNgINpW
ImPqSgWBhmW`Po.
MPemSfqWgpNrgpLlp Sfq@hoCcnURp
IBqLlp. M@IdmLlmWIm
SbnImEeqAfSbn.
Before my grandfather died, he suffered from

illness for quite a few years.
Although that young woman's husband treats
her harshly both in word and deed, she is
able to take it.
That person has borne a great deal of
expense for his children's education.
If we go to the meetings, we'll invite the pastor
and bear all of his expenses.
(3) Use of Orh(Im), "to build"
(3) ImUdIm@Igq "Orh(Im)"

NÌamXb, LOrhJhpLKboTaqSaX`.
@sgO`QvqINubpWaqFaoSaWCg, M@
OpOrKghKpg Jhp@eqWhq.
ImWgpNrgpINcLlp WTfUepOrhJhp
WgpOraoLaqImPqSgWShmI
OuioNubp.
AfWaqUThSbAgINp, ImOrhJhpLlm
WTfUepSbIm@v
SbIm@vmMrqF`WKbo
WShmIOuioIhqShq.
Uncle, have you finished building your house

yet?
This church building is already small, so we
must enlarge it (build it bigger).
That church has built quite a few Sunday
School buildings.
Nowadays in many rural villages clinics are

being built for them.
95
MPemMmINp MOpOrh@eqVapChW
ImVoBhqINpAfWaqAfWaq.
We fathers have to repair the things about the

house that become damaged.
(4) Use of LlmPbWhpOp, "to get service from"
(4) ImUdIm@Igq "LlmPbWhpOp"

QMLmN`NoKgpUbKcLlp QLlmPbWhp
OpWhq@hoKcKfoShq.
Q@uhmNÀaKcLlp QLlmPbWhpOpJf
ILap, AfWaqMrqVfMrkqQIm @Kh
@Kho.
LfIBqWaq MrqILlmPbWhpLqLhIJap Kao,
L@@eqIAhSaX`.
QNgAvÌBqLlp QILlmPbWhpOp
WhqLhIOuhKaoOp, AfWaqLlm
WP`Sa.
QNgINpVoPqImSbImShmWQaqAfS
bn. QILlmPbWhpOp
WhqLhIBqOp. AfWaqQOpPb
WhpKpMrqNgMrqSaqLlpShq.
I have gotten service from all 3 of my buffalo

bulls.
I got service from my 2 cow bulls for only one
year; now someone has bought them.
You, people haven't gotten any service out of
you yet; [and] are you already going back?
I haven't gotten any service out of my son yet,
[and] now he's gone and gotten married.
My children have all gone and gotten work in

distant places [and] I haven't gotten any
service out of any of them. Now I have to
get [i.e., hire] other people's children and
grandchildren.
(5) Use of ShqFh, "to be different, special"
(5) ImUdIm@Igq ""ShqFh"

LfLFe@qIOepWSvfmShqFhLlmQFe
@q.
LapJhpUhILapWaqM@PqShqFhLlm
@hoLapKfo.
MrqKhMcmTfmAaBqLlpShqFhShnWUoSbIm
@hoPaqKfo.
ShqFhKpImWMcmIBqLlp KgpImBeq
ShqFh.
SanINpWaq ShqFhKpImSanUo
TapLlp MrqSgpOpTfW`@Ibm.
MrqIBqLlpNuhWUoTaq VfShqFhJhp
NoKgpH`.
The color of your shirt is different from mine.

This year we'll make the New
celebration different from usual.
Year's
Those two siblings are different from each

other in everything.
Especially the younger one is unusually pretty.
People need books, especially hymnbooks
most of all.
After that person got married, he has become
quite different.
96
MrqPgmScmMmSmNgINpPqWgpJhpWIm
ScmImSmShqFhSgnWUoW
@Scn@Scn.
ShqFhKpImMrqWbNgINpWScmWSm
Llp, Hh^cmPaSb PcmFÀh, Vo
SbPcmLqAh.
People who follow the religious practices

handed down to them from their ancestors
have developed a variety of practices wich
differ from each other.
It is the habit especially of wicked people to
usually sleep in the day time and go out at
night.
Below on the left-hand side are 6 pairs of expressions, and on the right are 2 pattern
sentences. Insert the first word of the first pair into the first blank in pattern sentence
(1) and then read the completed sentence aloud. Do the same with each of the other
pairs of words. After you have used them all, repeat using the pattern sentence (2).
After you have used all of the pairs of expressions in (2), repeat the drill with both
(1) and then (2) adding the words K~Sfp at the end of each.
URp--Im@IgqWgpTfCc@dmNfWEcEepIMqSbWNhSnWaq.
PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSb (@) WMdq "QAhpNao"
KhoIem^cnWhqSbIm@IgqSbEcJvfIMqWAhpJaoI@ugq (1) WShmShqVgWAhpJao IIhqWMdqTaq
VaoLlmKhoIm@IgqAaNubpINubpSb (@) WMdq "LAhpNao" KhoIem^cn WhqSb (1) WShmShqVg
AaIhqIIhqWMdqTaqKho NoKh@ugq. WKg--"QAhpNaoKhoLAhpNaoShqFhShnWUo." IfSg (A) IcqSb (E) K~Sb
(@) WUgoWaqEoJhpSbWAhpJaoIcqSbW@Ibm. PemTaqLlp IfSg@KhoITh OpFpWWaqIOuhIem^cn
Im@IgqSb (2) WImShmShqVgWMdqTaqNoKh@ugq. WKg--"QAhpNaoShqFhLlmLAhpNao."
UbThIThKhoSvamThI ThLlpIfSgK~WAhpJaoAaThWUgo OpFpWWaqIOuhPqW`JhpIm@Igq "K~Sfp"
NfI@ugqKhoI@ugqW@ IbmK~Ugo@@fJhp@eqImUa@vm. WKg--"QAhpNaoKhoLAhpNaoShqFhShnW
UoK~Sfp."
(@) QAhpNao - LAhpNao

(A) @uhmHp - FhHp
(B) Mrq@Hh - Qgq
(C) LImF` - LMmWImF`
(D) MWgpSbAgAgp - MWgpSbTemMdq
(E) KboSbLOrhJhpAfWaq - LKboSb
HÌNubp
(1)
(2)
Kho ShqFhShnWUo.
ShqFhLlm .
Below are some pictures in groups of 3, and below them are 2 questions. As you
look at the first group of pictures, the teacher will ask the first question. After you
have answered it, he/she will ask you the second question and you should answer it
to the best of your abiity within the limits of your vocabulary. Do the same with
each of the other groups of pictures.
URp--SbImNhSnWaqImBhqWgpTfCc@dm I@dmImBhqUbOepI@dImBhqUbOepShq. Mrq@sgNg@vmImBhq

WAhpJaoI@dmWA`Llp URp@Ua@vmWhqK~ (1) SbImBhqINpWNhSn.
97
IcqMrq@sgNgEaoFbURpWImUa @vmTaqSaLlp URp@OpUa@vmKhoImK~Sb (2) SbWNhSnWaqWUgo

KhoMrq@sgNg@IfFbImIUeNfWUeLlp Shq.
IfSgImOpCoImBhqFdHÌNpI@dmOpI@dmK~SbWAhpJaoI@dmWaqWUgo EoJhpSbWAhp
JaoIcqSbW@Ibm.
(1) ImBhqNfSfpIOepShqFhLlmImBhqWBqAaOepLlpSfp.
(2) ShqFhTfK~Sfpc
7.5 Im@IgqWKg
(1) Use of WOep/WNao, "skin, leather"
(1) ImUdIm@Igq "WOep"/"WNao"

AhpNaoIAhWaqPemPIqWAhhpImNaoSfp
QgqIBqLlp WTfVoCcMrkq@uhmOep@ho
LaqKfo
SbTemMdqLlpMrqPqF`WhpImNaoIm
OepWShmWgpIOuioIhq.
AffWaqImNaoImHpWMrkqKgpPo.
MPemSfqFdImMrkqImF`WShmLlp
MrqFÌmNaoImHpW`Po.
ImHpW`Po.
@vanShqU@vaWOepSbImNhSnI Beq.
Whose leather shoe is this?

That Northern Thai goes around buying cow
hides every day.
In the city there are quite a few places where
people sell leather goods.
Now meat is quite expensive.
If we go to where people sell things, [we'll find]
plenty of people selling meat.
Don't throw the banana peel down below.
(2) Use of WScmWSm, "traditional practice, established habit"
(2) ImUdIm@Igq "WScmWSm"

98
MrqI@ScnKhoI@ScnLlp WScmW Sm
ShqFhShnWUoSb@ufW` OgShq.
MrqIBqOpIBqLlpWScmWSmShqFh
ShnWUoEem@ho.
MrqPgmScmMmSmNgINpPqWgpJhpWIm
ScmImSmW@Scn@Scn.
MrqWbNgWScmWSmLlp, Hh^cmPaSbPcm
FÀh, VoSbPcmLqAh
mLqAh.
The traditional customs of each race are

different from each other in many ways.
The habits of individuals are also different
from each other.
People who follow the religious practices
handed down to them from their ancestors
have developed a variety of practices.
It is the habit of wicked people to usually sleep
in the day time and go out at night.
(3) Use of Qgq1, "northern Thai"
(3) ImUdIm@Igq "Qgq"

QgqLlp@IgqImIK~UgoKho@shpIfnOp,
WHpT`Llm@spIf
hpIfn.
MrqAgAgpNgINp@IgqQgqW@uhnOpW`,
@Igq@shpIfnW@uhnI
OpW`WÒp.
@sgINp MrqUgpSgJfSa
Sna @shpIfn,
PePemQgqLlpWSanIWgpSbq Op.
Qgq@fMrqO`QvqNgW`Llm@shpIfn@fMrqO`
QvqNgKao.
Northern Thai don't speak like (central) Thai;

their skin is fairer than that of the Thai.
Many of the rural people speak northern Thai,
but not many speak (central) Thai.
At school only (central) Thai is taught; as for

the northern Thai, they no longer have
books.
More northern Thai have become Christians
than (central) Thai have.
(4) Use of Ag/AgAgp, "land in distinction from water; the rural area"
(4) ImUdIm@Igq "Ag/AgAgp"

SbAgMrqOrhKboNoSfm, SbTemMdqMrqOrh
KboNoJh
Im@gmA`LlpMSfqWgpSbUThSbAgINp
ImAcpBeqLlmSbTemMdqNoKgp H`Shq.
MPemSfqFdEhqS`WUThLlp MSfq@uf
SbAgIOgAkuLlmMSfq@ufSbJa
@ugIOgSh
Sqh .
AfWaqMrqAgAgpNgINpVfShqWgpSbTemMdqW`
Po.
In the rural areas people build houses quite

wide; in the cities people build houses quite
tall.
In the hot season [if] we go out to rural
villages, it is much, much cooler than in the
cities.
When we go to Saw Lah's village, it is faster to
go by land than by river.
Nowadays many rural people come and stay

in the cities.
1In
Thailand the northern Thai are called Qgq and Shan are called Hgp, whereas in Burma it is the Shan who
are called Qgq.
99
AfWaqMJapMrqAgAgpNgVfShqMrkqWhpImSbTe
mMdqW`PoShq.
MSfqVoSbAgAgpLlp MJapOpJaVf
MbmJhpSb@EbmMdqWÌhq, Kho
AaupBeqPo
Nowadays we see many rural people come to

buy things in the cities.
[When] we go to the rural areas, we see many
places where water comes up from within
the mountains (i.e., mountain springs), and
the water is nice and cool.
(5) Use of Kg, "to bring together to compare, use a similitude"
(5) ImUdIm@Igq "Kg"

QfKpWaqQNÌamKgShqQqSbMLm,
QMcmIAhKgShqTfSb@uhm.
NgKgpAv`Xb, LKgShqLUoKhoMrqIBqLlp
IUeOp.
NgAv`Xb, LPemPqImLlp @vmWKgSbL
NÌamPqTfLlp.
MIaqU@hoIBqLlpWImWgpPd@fImW
KgWIfnBeqPo.
MPemPqImIPaqPaqLlp MOp@vmLlm
ImWKgWIfnSbSanEhFraMdq.
MrqUoMrm@IgqKgImKhoEaoTfKp, MCd
LlpMMrgq.
ImSbIm@Igq "Sgn@v"f Llp
PemIm@IgqK~Sfp. LVepQq
WKgUeX`.
As for me, my uncle likened me to a water

buffalo; as for my younger sibling, he
likened him to a cow.
Nephew, you can't compare yourself to that
person.
Son, if you do anything, look at your uncle's
example (or pattern).
Our friend's life sets a very good example.
When we do anything, we must look at the
examples in the Bible.
The elders have a proverb which says, "When
we are in harmony, we are powerful."
What kind of word is the word Sgn@vf (i.e.,
what does it mean)? Can you give me an
example?
7.6 ImPbKhoImPqJvf
The teacher will insert one word after the other in the blank space below and ask you
to answer accordingly.
URp--WAhpJaoI@ugqSbWNhSnWaqPemImPbWIm@IgqKhoSbIm@IgqI@ugqWaqWNhSnLlpIm
@IgqWgpTf^vaNubp. VaoLlmIm@IgqWAhpJaoINubpKhoIem^cnWhqSbImShmShqVgSbImPbWIm@Igq
WMdqTaq NoKh@ugqKhoPbMrq@sgNgPqJvf.
VepQq
WKgAaPaq.
IqUp
MrqKhOdoKhIam
Im@dIm@q
Mrq@Scn
ImSbMrqOcpWhpWhqUe
ImNaoImHp
100
ImKhoImSp
7.7 Im@IgqWKg
(1) Use of @ufoEbo, "to try, endeavor, strive"
(1) ImUdIm@Igq "@ufoEbo"

LNgINp@ufoEboNoSanFdpPo.
ILapWaqM@Op@ufoEboSfqFdImWgp
NrgpIcqWAuio.
Q@ufoEboPqTaqQKboNfImIAuioEdqKao Op,
OpFpITaqOp.
Q@ufoEboSfqFdLWgpIOuioOuh Op
FpSfqIAuioLhIOuhOp.
MrqKhMcmTfmSvamBqQfmBqWaqQ@ufoEbo
IfImKhoWhq OpFpI@vmQ
PfnOp.
Your children try hard in their studies.

This year we must endeavor to take time to go
to the meetings.
I strove to finish my house before the rains,
but it didn't get finished.
I have tried to go to you many times, but I
have never had the time to go.
I tried to talk with those 4 or 5 siblings, but
they wouldn't look at me (i.e., my face).
(2) Use of Qcm, "to send by the hand of another"
(2) ImUdIm@Igq "Qcm"

NgPcpXb, OgpQcmLlmLPcmBmWImHp
I@aSgq.
PcmBmXb. LOgpQcmLlmNÌamK`WIAdo
HpPV`Llp WTfEaoTfSbUÌ
LlmOpOp.
AfWaqQNgVepQcmShqEeCho@QqAvaFaSb
ImOrhJhp@sgO`QvqWBhm.
KgpXb, LVepQcmWhpQqImAfWaqAf Waq,
QfQVepQcm@eqLqIm
IWgpLhIPaqSf
qSfp.
(3) Use of
Daughter, wrap up a kilo of meat for your aunt.

Aunty. you wrapped up some lizard meat to
send to Youngest Uncle yesterday, he says
that he didn't get it.
Now my daughter has sent 890 baht for
building the church.
Close Friend, you send me things often {i.e.,
give me via someone else], [but] I don't
have anything I can send to you in return.
IAh , "particle indicating reciprocal relationship"
(3) ImUdIm@Igq " IAh
"
101
MrqAaKdpLlpWNgTfm@gIAhNgTfm@gWfpShnW
Uo.
MrqAaBqLlpKhIAvÌAhKhIAv` OpFp
I@vmShnWPfn.
MrqAaKdpLlpWKhPgqTqIAhKhPgqTqLlpIf
W`ShnWUoIm@hoLaqKfo.
MrqNgUpSvamBqLlp WKhMcmTfmIAhKhMcm
TfmWfpShnWUoIOuhOuh, Uo
JhpShnWUoIOuhOuh.
The eldest child in each of those two families

love each other.
Those two people are cousins of each other
but they won't look at each other.
The parents in those two families argue with
each other every day.
Those four children who are brothers and
sisters of each other [by marriage]
sometimes love each other and are
sometimes angry with each other.
(4) Use of A`, "classifier for things which don't fit any other classification"
(4) ImUdIm@Igq "A`"

ImWgpNrgpIOuhWaqImBemWgpMfrqA`Sfp.
ImIA`LlpMrqU`@PqPIqSfp.
ImIA`WaqMrq@hoTfK~Sfp.
ImBemIA`LlpMrqPq@eqTfK~Shp.
PIqVfMnImIA`WaqSb@ufSfp.
At the meeting this time how many matters

were there?
What do people intend to do with that thing?
(e.g., a motorcycle helmet)
What do people call this thing? (e.g. a pencil
sharpener)
How did they settle that matter?
Who put this thing in the path?
Beq Beq, "anybody, anything, any time; whoever, whatever, whenever," and
PemBeq PemBeq, "whether or"
(5) Use of
(5) ImUdIm@Igq " Beq Beq" Kho " PemBeq PemBeq"
MrqIBqBeqIBqBeqPemWfpKhoFrbWNg
Sb@sgLlp, FrbTfUeShq.
LVfWgpU@hoQqILaqBeqILaqBeqUeShq.
Av`Xb,
Xb, IPaqBeqIPsgBeq, AfPcmFepM@
OpSfqImBhqBhqShq.
ImOÌOuhWaqLVfPemBeqLIVfPem Beq
MrqFrbImO`Wgp.
AfPFÌmWh
FÌmWhpWBhmLlp LSfqMrkqIm
HpPemBeqImKhoImSpPemBeq
UeTfKpShq.
NgKgpAv`Xb, ImSbMP`Llp WbPemBeq,
BeqPemBeq, MOpTaUoEdqWhqKho
WfpWhqShq.
Whoever wants to send his/her child to

school, can do so.
You can come and visit me any day.
Cousin, no matter what, tomorrow we must go
early in the morning.
Whether you come or not to the worship
service this time, there is someone to lead
it.
Whether you buy meat or vegetables for this
day's meals will be okay.
Nephew, when it comes to our wives, whether

they are good or bad we must be patient
with them and love them.
102
(1) Use of Idm(Im), "to bear, endure, suffer"
See examples in 7.2(2). The basic meaning of Idm(Im) is "to bear, endure, suffer,"
and usually refers to pain, disease, suffering, etc. However, it is also used together
with Sbn (e.g., IdmSbnIm or IdmLlmMrqWImSbnImEeq) to refer to bearing a financial
burden as in the last 2 examples.
(2) Use of Orh(Im), "to build (something)"
See examples in 7.2(3). The word Orh is used for building buildings and other big
things, like engines, vehicles, pipelines, etc. Used together with @eq it has the
meaning of "to repair;" i.e., Orh@eq(Im)/OrhBeqJhp@eq(Im).
(3) Use of LlmPbWhpOp, "to get service from"
See examples in 7.2(4). The literal meaning of this word means "to get to order or
direct someone (or some animal) in work connected with one's livelihood." The idea
behind it is that after spending much time and money to raise (or buy) and train a
farm animal like a water buffalo or cow, one would expect to get some good years of
service in return. Likewise, having spent time and money raising children and
teaching them to help with the various aspects of the work, one would expect to get
some years of service from them free in exchange for room and board. In a rural
society where everyone is related, even after children marry and set up their own
household, people are still willing to help each other out on special jobs or occasions
free of charge, though they are usually fed if the job takes several days. When it is
necessary to hire people to work for one in a rural society, the expression used is
OpPbWhpOp, "(literally) necessary to order or direct others in order to get the work
done," and this usually involves some wages. The family which has enough help
from the family members to do its farming is considered blessed.
(4) Use of ShqFh, "to be different, separate, special"
See examples in 7.2(5). The word ShqFh is a descriptie verb and means "to be
different, separate, special." When things or persons being compared are both
mentioned before the verb, the expression ShnWUo follows the verb; e.g., MrqKhMcmTfmAaBq
LlpShqFhShnWUoKgpPo. "Those two siblings are quite different from each other."
However, when one is mentioned before the verb and the other after the verb,
whereas in English we would say that the one is different from the other, the Karen
tend to use the comparative particle Llm following the verb; e.g., MrqIBqWaqShqFhLlmWMcm
"(Literally) This person is more different than his/her younger sibling." The expression ShqFhKpIm is equivalent to the expression "especially." When ShqFh has the
meaning of "to be separate, special," it is followed by neither ShnWUo nor Llm; e.g.,
MOp@Ifn@IhqImWhpShqFhSbMrqF`WBhm, "We have to prepare special food for the
patient."
(5) Use of WOep/WNao, "skin, rind, bark, leather"
103
See examples in 7.5(1). In north Thailand the word most commonly used for skin,
rind, bark, or leather is WOep, whereas in central Thailand the word WNao is more
common. However, both words are parts of the couplet ImNaoImOep which means
"hides" or "leather." Since meat is usually sold in chunks with the skin still on it,
ImNao has come to be used with ImHp to form the couplet referring to meat in
general; i.e., ImNaoImHp. Before Karens came into contact with other peoples, they
usually walked barefoot. The first shoes or sandals with which they came into
contact in Burma were made from leather, so they were called AhpNao, and the same
expression (or sometimes AhpImNao) is now used in north Thailand as well for any kind
of shoe or sandal. This differs from the word for the skin of the feet or legs, which in
north Thailand is WAhpWOep (or Q/L/M/Uc AhpWOep) and in central Thailand and
Burma is WAhpWNao. When it comes to the color of the skin, if it is the inherited color
that is referred to, the Karens consider rather that it is the flesh that is that color; e.g.,
@hqSqT`WHpT`. But if one is referring to an injury to the skin (for example,
sunburn), it is called WOep; e.g., WOepJhpBhq.
(6) Use of WScmWSm, "traditional practice, established habit"
See examples in 7.5(2). The words Scm and Sm refer to various aspects of animistic
religion, so the basic meaning of PgmScmMmSm is "traditional religious practices passed
on from parents to children. The terms ImScmImSm and WScmWSm can refer to any
one or all of such practices. The latter term has also come to be used to refer to
established habits, even though they may have nothing to do with religion, as in the
last 3 examples. Used in this sense, other personal pronouns can be substituted for
W; e.g., QScmQSm
(7) Use of Qgq, "northern Thai"
See examples in 7.5(3). There are many dialects of Thai, the main ones being central
Thai, southern Thai, northern Thai, and northeastern Thai (called "isan"). Shan and
Laotian are also dialects of the same language. Each of these are basically the same,
having common roots and grammatical structure, but the pronounciation and some
vocabulary differ enough to make it impossible for someone of one dialect to
understand someone speaking in another dialect very well. They also have customs,
and sometimes racial characteristics, which differ from each other. At one time in
history the northern Thai (who call themselves "pun muang") were quite powerful
and ruled over much of Thailand. Later, however, the Thai conquered them, and
their language (now called central Thai) became the lingua franca; i.e., the approved
official language taught in schools and used in government and other official
matters; however, the northern Thai still often speak their own dialect among
themselves. Since the uneducated Karens living in northern Thailand have much
more contact with the northern Thai than with the central Thai, they tend to pick up
the dialect of the former, at least enough for ordinary conversation and business.
However, usually only those who have gone to school learn to speak the central Thai.
104
(8) Use of Ag/AgAgp, "land, in distinction from water; the rural area, countryside"
See examples in 7.5(4). The words Ag and AgAgp can be used interchangeably when
they refer to the rural area or people. However, when refrring to land as in
distinction to water, only the word Ag is used.
(9) Use of Kg, "to bring together to compare, use a similitude."
See examples in 7.5(5). You have already learned this word in the expression Kg, "to
take a photo (i.e., a similitude or facsimile)." The verb form KgShq means "to liken to,
to compare with;" whereas used with the impersonal pronoun W, it means an
example, pattern, or illustration; i.e., WKg. The couplet WKgWIfn usually refers to a
visual illustration or to a play of some sort. Wise sayings or proverbs handed down
from one generation to another are called Im@IgqKg.
.
(10) Use of @ufoEbo, "to try, endeavor, strive"
See examples in 7.7(1). The verb @ufoEbo is a helping verb--it never stands alone but is
always followed by an action verb, and indicates putting forth effort to carry out the
action indicated. It is sometimes used together with Bcn to indicate putting forth great
effort in the trying; i.e., Bcn@ufoEbo.
(11) Use of Qcm, "to send by the hand of another."
See examples in 7.7(2). The word Qcm is never used alone when it has the above
meaning, rather it is preceded by another verb (usually Ogp or Vep); e.g., OgpQcm, "to
wrap to send to someone by the hand of another." VepQcm, "to give someone via the
hand of another." It is the custom at feasts (especially wedding feasts) to send some
of the food to friends and relatives who are unable to attend. Or if someone has
killed a wild animal for food, he will often share the meat with other relatives and
close friends, sending by the hand of someone else. This is partly due to the Karens"
desire to share, partly to custom in the extended family system, and partly to the fact
that since they usually don't have refrigeration (or at last not sufficient for all of the
left-over food), the food would spoil before it is used up unless it is shared.
(12) Use of IAhh , expression of similar relationship on the part of both parties
See examples in 7.7(3). When it is desired to stress that on the part of both families
a similar relationship exists, the words expressing the relationship are used twice
with the words IAh in between. For example, if it is the oldest child in both families
that are referred to, the expression used is NgTfm@gIAhNgTfm@g; if it is the youngest child
in each, the expression would be McmUKÌAhMcmUK`; if they are both cousins, one would
say KhIAvÌAhKhIAv`; etc. The expression KhMcmTfmIAhKhMcmTfm is more likely to refer to
sisters and brothers by marriage than to siblings having the same parents. The type
of grammatical construction described above is used only with family relationships.
(13) Use of A`, "classifier for things which don't fit into any other classification"
105
See examples in 7.7(4). By now you are quite familiar with the use of noun
classifiers and have learned quite a few of them. However, there are some types of
items which don't readily fit into any of the other classifications, in which case the
classifier A` is used; e.g., a ceiling fan, a pencil sharpener, a motorcycle helmet, etc.
It is also used for such inanimate things as "matters;" etc. It can also be used if one
doesn't know what the proper classification of a thing is until such time as one learns
what it should be. Sometimes the words A` and Paq can be used interchangeably.
(14) Use of (Pem)Beq, "whether or" and Beq, "any / ever"
See examples in 7.7(5). The particle PemBeq may be used with nouns, pronouns, or
verbs and gives the meaning of "whether or." (Each of the 2 words or phrases
being referred to is followed by the particle.) Sometimes the particle is abbreviated
to simply Beq; but the meaning is the same. On the other hand, if the particle follows a
classifier, only Beq can be used and the meaning becomes the equivalent of the English
"anyone," etc., or "whoever," etc. In such cases the same classifier is used twice,
except in the idiomatic expression, IPaqBeqIPsgBeq meaning "no matter what." Notice
the difference between the latter expressions and the expressions for
"someone/somebody" (IBqBq), "something" (IPaqPaq), and "sometime" (IOuhOu)h .
Below are a number of sentences containing 2 blanks each. If the word preceding the
blank in a given sentence is a classifier, insert the word Beq in each blank and then
read the whole sentence aloud. If the word preceding the blank is not a classifier,
insert the words PemBeq in each blank and then read the entire sentence, then repeat
using only Beq.
URp--PbMrq@sgNg@vmIm@IgqWAhpJaoI@ugqSbWNhSnWaqKhoEapHhpIfnKpTfSb@OpIem^cnIm@
Igq "PemBeq" SbImShmShqVgAaIhqWMdqX` PeIPem@OpIem^cnIm@IgqJf "Beq" INubpLlpSffp. Pem
OpIem^cnJf "Beq" INubpLlp Mrq@sgNg@OpIem^cnWhqTaqNoKh@ugqITh. WKg--"ImOÌOuhBeqIOuhBeqQ
SfqJhpQf@hoOuhKfo." PePemI@ugq@ugqSbMIem^cn "PemBeq" UeLlp Mrq@sgNg@OpNoWhqAaTh--WAhpJaoITh@
OpIem^cn "PemBeq" KhoAaThITh@OpIem^cnJf "Beq." WKg--"ImEdqPemBeqImIEdqPemBeq M@SfqShq."
"Im EdqBeqImIEdqBeq M@SfqShq."
1.
2.
3.
4.
5.
6.
7.
8.
ImOÌOuh IOuh QSfqQf@hoOuhKfo.

ImEdq ImIEdq M@SfqShq.
WMhnPcp WMhnAv` MrqJhpImPqSgWaqUe@hoBqKfo.
MrqIBq IBq Sb@SfqFdImWgpNrgpLlp@OpKcoUepH`QqILaqH`Waq.
VaoLlmINubp INubp Ue. PaTfAfSbnSa.
MrqVepLqW` Erq EaoOuio@EmQvq.
AhpNaoI@Scn I@Scn PemOpLAhpKho OpSa.
QPem@IgqMrq@Hh@uhn @shpIfn@uhn WTfILmMbmQqOp.

106

(1) LISTEN as the teacher reads the following description continued from the previous
lesson 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 description once more, then see if you can answer the missed
questions correctly this time.
(1) URp@OpNoIm@IgqUepINpWaq (SbWPemImPqSg 6 WFfo) EoJhpSbWAhpJaoIcqSbW@Ibm

AaThKhoPbMrq@sgNg@Lp. IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnIm@Igq
WAaWaq. NfMrq@sgNgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPem
IOpOpKho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlpImUa@vm
SbMrq@sgNgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq
@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
Hh^cmMrqSbAgAgpINpSbWPqUeWhpOpLlp, MrqUepH`WhqW`,
qW`, KhoWTfUepLlmPbWhp
OpTfW`WCg IcqWIeNgNuhSaqLlp, MrqVfWhpWNgWPdoW`PoShq. MrqIWhpImIOuh Op.
WTfUepPqWhpPqWhMrq, ScmWhpScmWhMrqUbLaqUbUhH`Shq. MrqSbKdUThSb
WgpOddoWgpIamUepINpVfVfWhpWhp@eq@eqTfKpShq. SbPdo@EmWKboIAhLlp, W
TfUepOgpFrbLlmTfWIaqU@hoSbUTh
SbUThWBqINpSbVfTfIAuioIUeOpINpSbIm
NaoImHp. KhoMrqVfWhpPdoSbWOdoWIamWNgWSaqINp IcqW@eqKhoOgpQcmLlmTf
WPgmWMmSbImNaoImHpLlpShq.
KhoK~MrqNuhWUoPemNgTfm@gIAhNgTfm@gWUgo, PgmMmAa@MqSbn@ufoEboIdmSbnWUoSb
ImIeNgNuhSaqIOuhWBhmLlpSbnUoShq. PePemWNgPcpNgAv`SbWMc
SbWMcmINpPemNuh@eqW
UoSbAaIBqBeqIBqBeqLlp, WTfUepIdmSbnImNfWPqTfLlmPqTfUeWUgo Shq. PePem
WTfm@gIBqLlp, PqKgpPqPcmTfKpShqFhLlmMcmTfmWBqINpAfSbnShq.
KhoK~WTfUepWScmWSmWUgo, N`zMfoSfqJhpMrmSbLgpBhqAaTaq WgpIemSbWPaqMrmW
KboMrfqJhpUbUhTaq @eqWhp@KhoWPdoSbW@EmWVaapUThTp@uinAaLlpShq. WhpPdo
TaqLhmNhWgpIemKhoWPaqMrmMrfqJhp^vaUhTaq WTfUepKhPgqTqAaBqSbn@eq@eqFdLgpBhqAaLlp
Shq. IAucoWOrhJhpWKboKpTfKaoOpLlp, WTfUepSfqSfq@eq@eqAaBq Llp, KhoPqEbqW
PaqMrmWImSbWaqMqIOuhOuh SbLlpMqIOuhOuhLlpShq.
Questions (ImUa@vm)
1. MrqSbAgAgpSbWPqUeWhpOpINpLlp IcqWIeNgNuhSaqLlpMrqVfWhpWNgWPdoW`
PoPemWOpLP^cqSfp. (ImBemWgpTfAaPaq.)
2. Hh^cmMrqK~WaqWUgoScmWhpScmWhMrqMrfqOuhSfp.
3. MrqSbWWgpOdoWgpIamINpWgpIemSbPdo@EmWUThIcqSbWPdoTaqTfLlpX`.
107
4.
5.
6.
7.
SbPdo@EmWKboIAhLlp WTfUepPqP^cqSfp.
IcqMrqSbWVfWhpPdoINp@eqKhoLlp WTfUepPqP^cqSfp.
ImNuhNgTfm@gIAhNgTfm@gLlp ShqFhLlmImNuhNgWBqINpK~Sfp.
K~WTfUepWScmWSmWUgoLlp N`zMfoJhpMrmTaq WgpIemSbWPaqMrmWUThQanMrfq
UhSfp.
8. IcqN`zMfoKhoLhmNh@eqFdN`zMfoWUThLlp WTfUepPqKaoP^c
P^cqSfp.
9. IcqWWhpWPdoNfLlpTaqWShmAaLlp WKhPgqTqAaBqWgpIemSbN`zMfoWUThMrfqUhSfp.
10. SbAaLlpWTfUepIAuioOrhJhpWKboKpTfKaoOpLlp WTfUepWgpTfNfSfpKhoPqP^cq
Sffp.
After you can answer all the questions correctly, repeat the entire description after
the teacher once. Then you try reading it yourself, the teacher correcting any
mistakes. After you can read it reasonably fluently, discuss the description with your
teacher; e.g., How are wedding celebrations in your country different from those
described in these paragraphs and the description in Lesson 6 in regard to (1) length
of time of the celebration? (2) the kinds of food served? (If you haven't learned the
words for cake on your own, speak of it as ImWFb. (3) the sending or taking of food
home after the celebration? (4) In your country do newly married couples usually
stay with the parents of one or the other mate for a specified length of time? Etc.

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNgNoQcqURp. Mrq@sgNgNoPem@Pp
URp@OpNoQcqMrq@sgNgIOuhKho.Icq Mrq@sgNgNoOpOkuSaLlp
URpKhoMrq@sgNg@OpIfU@hoImOpCoImBemLlp. WKg--URp@Ua@vmMrq@sgNg
SbWTfKpWMrq@ScnWScmWSmOpCoImIeImNuhLlpShqFhLlmImScmImSmSbUcNoWBemSbSan
I OepWaqWMdqK~Sfp.
ImVep@dpMnMrq@sgNgSbWNhAgpWaqSbWTf@IfImOpCoMrqWhpMrqWPdoQanFao QanSfp,
MrqScmWhpScmWhMrqSbP^cqSfp, NfMrq@eqWA`PemWOgpQcmImWhpEemX`, MrqNuhWUoTaqWShmAaPem
WTfUepWgpIemKhoWPaqMrmIAhAhEemX`.
URpUdWImFg@PgpKpTfKhoUa@vmImWBqWBemUeEem@hoOpFp
URpPemBeqMrq@sgNgPemBeq@OpUdJfIm@IgqSbMrq@sgNgPqSgIemSaTfUepINpLlp.
(2)You and your teacher should spend some time each day talking together about

ImBemW@Scn@Scn.
108
1. M@OgpQcmLlmMNaMNcSbImNaoImHpLh.
2. MrqSbAgAgpKhoMrqSbTemMdqWScmWSmShqFhShnWUo.
3. QNgKgp@ufoEboOrhJhpWKboAkuAku.
learning.
109
CHAPTER 8
ImPqSg 8
Orho/Orgo
OrhoJhp/OrgoJhp
OrhoShq/OrgoShq
ImPgmOrhoWUo/ImPgmOrgoWUo
WvfpWvfp
@Shn@Sn
Kb/WgpJhpWNgSbWSgq/WgpJhpKhoWVc
oWUo
ShqBn
@vf
PfnFro
Hh
Or`
WcpWc1
@p
OpIOp/UepUep
EoJhp/UbJhp
@c
@ap
@cIKc
UbJhpW@cNg@ap
WAhMHh/WAh
Ud(Im)
To vomit
To bring up the contents of the stomach
To vomit into a container or onto the
ground
To be nauseated, feel as though one is
going to vomit
Sound of someone vomiting
To jest, tease
To be pregnant
To resemble, to be like
To invite
To be diffident, bashful, ashamed
To be easy, feasible, not difficult
To be tame, domesticated, free, unhibited
Huh-uh (same as VbpWb)
Probably
Perhaps
To begin, start
Karen basket which is suspended on the back
from the forehead to carry burdens
One such basket
To have a pattern that is made in weaving or
with contrasting colors; i.e., checked,
striped, figured, etc.
Idiomatic expression meaning that a person is
pregnant
Meaning
To use (something)
8.2 Im@IgqWKg
(1) Use of Orho/Orgo and WvfpWvfp

1The
vowel in both syllables of this word is usually nasalized, but there is no way to indicate nasalization in
Sgaw Karen.
(1) ImUdIm@Igq "Orho/Orgo" Kho "WvfpWvfp"

QWhpPeqPemTaq ImPgmOrhoQUo@ho
OuhKfoOpP^cqSfp.
PcmBmIBqLlp ImPgmOrhoWUoOp
FpOrhoIJhpOp.
QJapMrqSb@uf@MqIBqOrhoWfvp
WvfpOpP^cqSf
qSfp.
MrqFÌBqLlpOrhoShqWSvfpBhqBhqLlp
OpP^cqSfp.
Why is it that every time when I finish eating I

feel nauseated?
Aunty wants to vomit but [nothing] comes up.
I saw someone retching at the side of the
road, why was he?
Why did the patient vomit [something] red in
color?
(2) Use of Kb/WgpJhpWNgSbWSgq/WgpJhpKhoWVcoWUo, "to be pregnant"
(2) ImUdIm@Igq "Kb/WgpJhpKhoWVcoWUo"

NgKgpPcpIBqLlpWgpJhpWNgSbW
SgqSa/WgpJhpKhoWVcoWUoSa.
MhnPcpIBqLlpKbSa, OpP^cqMrqI
UcoI@ufqTaqWhqSfp.
MrqMhnPcpINpHh^cmNfWKbJhpUhUhW
A`Llp, PqWUoK~MrqFgo@eWUgo.
QJhoPgmWgpIFaAaKc, AfWaqKbJhp
@hoKcKfoShq.
QJhoPgmINpWaqQF`LlmLqIUeOp.
OpNfWKbJhp@hoKcKfo.
PIqWMLmPgmKbNoKgpIKcLlpSfp.
That young woman is pregnant.

That girl has become pregnant (out of
wedlock).
Why hasn't someone done
something about it? (lit., made arrangements for her?)
Usually when women are in the early stages of
pregnancy it is as though they are sick.
I have 12 sows; at present they are all
pregnant.
I can't sell you any of my sows; at the moment
they are all pregnant.
Whose water buffalo in advanced stage of
pregnancy is that?
(3) Use of @c, "Karen basket which is suspended on the back from the forehead to carry
burdens;" and @ap, "to have a pattern with contrasting colors"
(3) ImUdIm@Igq "@c" Kho "@ap"

SfqMn^cnPeqOgpINpWaqSb@cMdqLlp.
PcmBmIBqVf@eqTaImKhoMfrq@cNoKgpIKc.
Go and put these rice bundles into the basket

for carrying on the back.
That woman [old enough to be the speaker's
aunt] is bringing back a large basket on her
back full of vegetables.
111
UThSbAgIUThLlp MrqMhnPcpNgI
NpTaJhp@cBqKcBqKcSfqImBhqPoSh
q.
IcqSbPcmCcLaqLlp MrqPcMrmINpTa
Jhp@cBqKcBqKcSfqCcWhpMn
ImSbPcmLaqKgpWBhm.
In a certain rural village the women each carry

a basket on their back and go out very
early in the morning.
On Saturdays the married women, each
carrying a basket on her back, go out
looking for things to eat on Sunday.
(4) Use of @ap, "to have a design"
(4) ImUdIm@Igq "@ap"

NgKgpAv`, LFe@q@apIOepLSfqMn
NfSfp.
NgKgpPcpXb, L@dLapI@dn Q@vmW
@apBeqKgpPoShq.
ImSaqPcpXb, LTaJhp@cNg@apIKc
LU`@SfqFdSfp.
MrqILhqLhqWfpImW@ap, ILhqLhqI
WfpImW@apOp.
Nephew, where did you put your shirt with the

design in it?
Niece, I really like the design in your sarong.
Little girl, where are you intending to go carrying your little basket with the design in it?
Some people like designs, some don't.
(5) Use of Ud(Whp)(Im) , "to use (something)
(5) ImUdIm@Igq "UdWhp(Im)"
LSanIOepWaqLU`@UdWhpWhqK~ Sfp.
AhpNaoINpWaqMrqUdWhpWhqIUe
SbqOp.
MrqNgUpIBqWaqMrqUdWhpIUeSfp.
IgmSbQVepLqPV`LlpLUdWhpSbn
SaX`.
ChIFgWaqLUdWhpPemUe LVaoHbp.
QfQIUdWhpOp.
How do you intend to use this book?

These shoes can no longer be used.
This child/fellow is useless!
Have you already used up the money I gave
you yesterday?
If you can use this ladder, go ahead and take
it. I won't use it any more.
The teacher will ask the question below inserting a different word from the list on
the right into the blank space each time. Give simple answers; e.g., if the question is
MrqUd ChSbP^cqWBhmSfp, you can answer Sb@JhpFdImNhAgpWBhm
URp--VaoLlmIm@IgqWAhpJaoINubpSbEcJvfIMqSbWNhSnWaqKhoIem^cnWhqNfImShmShqVgSbIm@
IgqSbEcEepINpWMdqTaqNoKh@ugq. PbMrq@sgNgIfFbImNcpNcp. WKg--URpPemUa@vmKhoIfSb "MrqUdChSb
P^cqWBhmSfp" Llp Mrq@sgNgIfFbUeTfSb "Sb@JhpFdImNhAgpWBhm."
MrqUd
SbP^cqWBhmSfp.
Ch
112
ShmPa
Avo
EOrf
@ugpEe
HpNg
JaAuh
Fe@q
WaUp
SanUoTap
VhpAgpBhq
@c
8.4 Im@IgqWKg
(1) Use of @v,f "to invite"
(1) ImUdIm@Igq "@v"f

AfWaqMrq@vfMSfqWhpPeq.
IV`WaqMrq@vfO`QvqKboUbNubp.
LPemSfqFdTemMdqLlp Sfq@vfKhoQNgAv` Waq.
Q@vfLSfqWgpU@hoQqIOuioOuh
OpFpLISfq.
ImWgpNrgpILapWaqMrq@vfQqBeqI@vfQq
Beq Q@Sfq.
Now we've been invited to go for a meal.

This evening 3 households have invited us for
a worship service.
If you go to the city, invite this son of mine to
go with you.
I have invited you to go and visit me many
times, but you haven't gone.
Whether I'm invited to go to this year's annual
meeting or not, I'm going.
(2) Use of Or`, "to be tame, domesticated"
(2) ImUdIm@Igq "Or`"

LNgUK`FaoFaoNgIBqWaqOr`KhoMrq@hoBqKfo.
NÌam, LfLOcp@uhmOr`BeqPoShq.
Ja@ugIOgLlp HpNgOr`BeqPo.
MrqIBqWaq MrqPqOr`WhqILlmOp.
Your little [last] daughter is very uninhibited

with everyone.
Uncle, you raise very tame cattle.
The fish in that stream are very tame.
Nobody has been able to tame that person.
(3) Use of Hh/HhOr`, "to be easy, feasible, not difficult"
(3) ImUdIm@Igq "Hh/HhOr`"

113
ImUoTapIPsgWaqMUoTapOpHh.
LPqSgMrq@ScnBqW@uhnHhEemX`.
QfQPqSg@hqSqT`W@u
SqT`W@uhnHhIHh,
@hI@h.
ImWgpNrgpNgSbUThINubp WTfUep
VepImHhPo.
Im@gmA`WaqMSfqIm@eqImHhNoKgp
ImPqWgpIemJfWHhWOrÌNp.
@ufSbMVfIOgWaqIHhIOr`LhI
EfoOp.
This kind of song is easy to sing.

Do you find it easy to learn other languages?
As for me I find English neither easy nor
difficult.
The church members in the village are very
generous (i.e., they give easily).
This hot season it has been very easy for us to
travel.
Only the easy work remains.
The road on which we came is not easy at all.
(4) Use of ShqBn, "to look like, resemble; seem as though"
(4) ImUdIm@Igq "ShqBn"

MrqVf@eqSbLlpIBqShqBnLNgWMm.
LNgPcpWPfnShqBnWMm, LNgAv`WPfn
ShqBnWPgm.
LUThWJa@ugIOgWaqShqBnKhoJa
@ugqSbQWgpIOgEem.
AhpNaoSbChAhpJaoINpShqBnShnWUo
W`PoShq.
MrqSfqWgpNrgpPV`Llp, ShqBnSbL
SfqEem.
LUThLlp ShqBnSbQSfOpJfIOuh Kao.
Q@vmLPfnShqBnOpQqSbLWgpI
FdpOpSfp.
The person coming there looks like your

husband (i.e., your child's father).
Your daughter [lit., daughter's face] looks like
her father, your son looks like his mother.
Your village's stream resembles the stream
where I live also.
The sandals at the foot of the stairs are very
much like each other.
It seems as though you also went with those
who went to the meeting yesterday.
It seems [to me] as though I have only been to
your village once.
You look like you aren't feeling well! (Lit., I
look at your face and it seems as though
you aren't well!)
(5) Use of PfnFro, "to be diffident, shy, bashful, embarrassed, ashamed"
(5) ImUdIm@Igq "PfnFro"

TfmLhmXb, LNgINpWPfnFroUePoShq.
QfQNgINpWPfnIFroLhIBqOp.
ImPfnFroLlp IOuhOuhPqBeqMrq IOuh
OuhIPqBeqMrqOp.
Elder Sister, your children are very shy.

None of my children are shy.
Being shy is sometimes good for us, sometimes it isn't.
114
VfWhpU@hoPeqIOuhCh, PfnFroIBeq.
MrqIBqLlpIf@Shn@SoQqTaq Sb
AaWTfPfnFro@eqQqNoKgp.
MrqIBqLlp WTfIfBeqQqSbMrqW`Bq
WPfnH`KhoShqPfnFroKgpPoShq.
PqPfnFroShnUcUoSbMrqPfnHÌBeq.
Come and eat together with us [at the same

time]; don't be embarrassed.
That person spoke jestingly to me, then later
he became very shy with me.
That person praised me in front of many
people and it was very embarrassing.
Don't embarrass each other in front of others.
You and your teacher should talk together about the subjects below, each of you
asking the other the questions and then expanding the subject as much as you can
within the limits of your vocabulary.
URpKhoMrq@sNg g@IfU@goImOpCoImBemK~WNhSnWaqWUgo--URp@Ua@vmMrq@sgNgK~' (1) WUgoSbH`

KhoMrq@sgNg@EaoFb TaqKhoMrq@sgNg@Ua@vm@K`@eqURpKhoURp@EaoFb. PemUeLlp IfU@hoW`JhpOpCo
ImBemIPaqCh. WKg--IfU@goImOpCoMrqSbUcUeH`WhqILhqSbWShqBnKhoMrqBqIBqBq WBem. Pem
TaqLlp IfU@hoImK~Sb (2) WUgoK~Sb (1) WUgo. UcPemIUepHÌmEaoFbAfSbnOpLlp PbMrq@sgNgCc
UepH`TaqKhoVf@eqIfOpLqSbAaIOuhLlp. MrqSbWWgpOdoKhoUcPemOcpJho, @uhm, PeIPem MLmSbWPgmMrm
IKcKcKbSaLlp IfU@hoImOpCoWBemIEfoUe. IfU@ho (3) K~SbWNhAgpWaqWUgoEem.
(1) LfLPfnShqBnKhoLPgmWPfnX` ShqBnLMmWPfnSfp. MrqSbLUepH`WhqSbWShqBnMrqWBq

IBqBqWgpX`. PemWgpLlp PemPIqSfpKhoShqBnKhoPIqSfp.
(2) Hh^cmMrqMhnPcpKbJhpUhIcqSbWNgWgpLlpQanMrfq^vaMrfqS`Sfp. JhoPgmSfp. @uhmPgmMrmSfp.
MLmPgmMrmSfp. MrqSbLUepH`WhqSbWWgpKhoWNgSbWSgqLepWgpfTfIBqBqX`. LFg
@PgpSbWNg@WgpSbWSgqMrfqS`SaSfp. MrqSbLUepH`WhqSbWOcpJho, @uhm, Pe
IPemMLmWgpX`. PemWgp, WPgmMrmSbWKbSaWgpIKcKcX`.
(3) IAuioLKgpIcnAgpMrfqKaoOpLlp LPfnFroUeX`. P^cqINpPqPfnFroLqSfp. IfU@hoIm
OpCoMrqSbUcUepH`WhqILhqSbWPfnFroUePemBeq SbWOr`PemBeqWBem.
8.6 Im@IgqWKg
(1) Use of @p, "probably"
(1) ImUdIm@Igq @p

"NgKgp,
SbBhqMrqSfqWgpNrgpLlp LMm
ISfqXhm." "UepH`, @Sfq
@pTfHbp."
EhqOhIBqSfqFdPcmBmLhmtMaPgmWKboAf
WaqAfWaq@Pem@pWUoShTfW
NgPcp@m.
"Nephew, this morning was your father not

among those who who went to the
meeting?" "I don't know. He's probably
going."
Saw Baw goes to Naw Pree's house often; I
suppose he probably wants [to get] a
daughter, doesn't he?.
115
MrqWhpSbn@vanPeqOufpIA`Llp@Pem
@pLNÌamQbp.
"PcmBmXb, LNgAv`SfqFdShp." "Uep
H`X`. @Wgp@pSbMrqWgp
NrgpW@u`Llp@m."
Fe@qSbMrqVoF`TfINpLlp, WMrkq
@OpLlm@pMrqSfqMrkqSb@o
MdqQbp.
I expect the person who ate up the left-over

rice was your uncle.
"Aunt, where did your son go?" "I don''t know
(lit., do I know?); he is probably among the
people at the meeting, isn't he?"
I expect that the shirts which people travel
around selling are cheaper than those
people sell in the market.
(2) Use of OpIOp/UepUep, "perhaps"
(2) ImUdIm@Igq "OpIOp/UepUep"
(@) OpIOpWTf@VfILaqH` Waq.

OpIOpQMm@UepH`.
OpIOpURpPqEbqMrq@Auio.
OpIOpWTfSfqKbpJa.
OpIOpWTfWgpIFdpOp.
(A) WTf@VfILaqH`WaqUepUep.
QMm@UepHÙepUep.
URpPqEbqMrq@AuioUepUep.
WTfSfqKbpJaUepUep.
WTfWgpIFdpOpUepUep.
(a) Perhaps she'll come today.

Perhaps my father will know.
Maybe Teacher will have time to help us.
Maybe she went to draw water.
Maybe she isn't well.
(b) Perhaps she'll come today.
Perhaps my father will know.
Maybe Teacher will have time to help us.
Maybe she went to draw water.
Maybe she isn't well.
(3) Use of EoJhp/UbJhp, "to begin, start"
(3) ImUdIm@Igq "EoJhp/UbJhp"

AfWaqImEoJhpEdqSa, @ufSbLWgpKc
@VoBhqShq.
NfImO`@EoJhpWA`Llp M@Uo
TapImAaBqLhp.
QIAvÌBqEoJhpSbWLlmWP`Llp
IVfWgpQqLhIOuhSbqOp.
"QMcmWgpSbLWgpIBqLlpEoJhpOrhWKb
oSaX`." "Pem, EoJhpUb
JhpTfWAhpJaoAfWaq."
NÌamXb, MrqPbQPqLlmW@cIKc,
QUbJhpWAhpJaoIOp
SbqSfp. UbJhpLlmQqI
JapPhp.
Now the rains have started; the road to your

place will deteriorate.
When the service begins, we'll sing a duet,
okay?
Starting when my cousin got a wife, he hasn't
come to see me anymore.
"Has my cousin who lives where you do begun
to build his house yet?" "Yes, he has now
started the beginning stage."
Uncle, I've been asked to make a basket for
carrying on the back [but] I can't get it
started right any more. Start it for me,
please.
116
(4) Use of WAhMHh/WAh, "meaning"h
(4) ImUdIm@Igq "WAhMHh/WAh"


"LPqImWaqWAhMHhK~Sfp." "QPq
ImWaqWAhMHhWgpNoKgp."
"LIfImWaqWAhMHhK~Sfp." "QIf
ImWaqWAhMHhIWgpOp."
"LOrhJhpImWaqWAhMHhK~Sfp."
"QOrhImWaqMrqPbQOr
PbQOrh, Q
ILmMbmWAhMHhOp."
"LVfImWaqWAhMHhK~Sfp." "QVf
ImWaqWAhMHhWgpAaPaq--(1)
--(1)
MrqPbQVfSbPcpKhoAvÀaBqWBem (2)
QVfUa@vmShqIamQNaQ
NcWIm."
"ImSbHh@KpLlpWAhMHhK~Sfp."
"Hh@KpLlpWAhMHhSbI@h
LhIEfoOpLlpHbp."
"What is the meaning of your doing this?" "My

doing this has a very important meaning."
"What is the meaning of what you said?"
"What I said has no meaning."
"What is the meaning of your building this?"
"Someone asked me to build it; I don't
understand the meaning."
"What is the meaning of your coming?"
"There are 2 reasons for my coming--(1) I
was asked to come about the girl's and
boy's [affair]; (2) I've come to ask for details
about my grandparents.
"What is the meaning of Hh@Kp?" "Hh@Kp
means "not the least bit difficult."
(5) Use of @Shn@Sn, "to do in a spirit of jesting, to act in an unseemly manner""
(5) ImUdIm@Igq "@Shn@Sn"

NcIBqLlpIf@Shn@SnImFdpPoShq.
MrqPcMrmIBqLepPqWUo@Shn@Sn.
If@Shn@SnWhqIBeq, Af@hn@
UoJhpLq.
Im@Shn@SnLl
@SnLlpIfOpQqIBeq.
Grandfather jests a great deal.

That married woman acts in an unseemly
manner.
Don't jest with her, [or] she will soon become
angry with you.
Don't joke with me. (Don't tell me jokes.)
(1) Use of Orho/Orgo, "to vomit" and WvfpWvfp,"the sound made when vomiting"
See examples in 8.2(1). Like most words written with gWgo, this word is written Orgo
but pronounced Orho in everyday conversation. It is usually followed by Jhp or Shq -depending upon whether one is referring to something coming up from the stomach
or to the vomitus coming down into a container or onto the ground. The expression
ImPgmOrhoWUo (or Q/L/M/Uc Uo) is used to express a feeling of nausea or a feeling of
wanting to throw up; one can usually tell by the context as to which is meant. The
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Karen use the very descriptive-sounding word WvfpWfvp to indicate the sound of
vomiting.
(2) Expressions referring to pregnancy
See examples in 8.2(2) and the last sentence in 8.6(3). The subject of pregnancy in
women is a subject with which the Karen in the villages tend to be discreet in public,
and they have various terminology to refer to it in a polite way. In this lesson you
have learned that Kb is the most used for animals when they are pregnant; and
although the same term is used in an informal way among the people who are related
or are close friends, it is not considered polite to use this term for women in public or
more formal situations. It is, however, used in public to refer to a woman who has
become pregnant in an improper way. There are several polite ways of referring to
pregnancy in public; e.g., WgpJhpWNgSbWSgq or WgpKhoWVcoWUo. Among close friends
and relatives the idiomatic expression, UbJhpW@ccNg@ap (lit., begin preparations for
weaving a little decorated carrying basket) is often used in a jesting manner,
evidently referring to the preparation for a new creation; i.e., a baby. Although you
may never hear the Karens use this expression since it is usually used only between
persons who are intimate with each other, yet the individual words in the expression
are words which you may have occasion to use, or at least to hear, from time to time,
and becoming familiar with it will give you a bit more insight into the ways of Karen
life.
(3) Use of @c, "a Karen basket used for carrying burdens suspended on the back"
See examples in 8.2(3). The kind of basket referred to is deep and not very wide. It
has a strap so that the basket can be suspended down the back from the forehead, and
it is used in the mountains for carrying food, tools, perhaps a change of clothes, etc.,
which will be needed while working on their hill cultivation of rice, or for bringing
back edible things found in the woods or streams. For some unknown reason, the
classifier for such baskets is Kc. Since all such baskets have a design or pattern to the
weaving, the baskets, especially small ones used by children, are sometimes referred
to as @cNg@ap.
(4) Use of @ap, "to have a design or pattern"
See examples in 8.2(4). The word @ap is a descriptive verb which is used most often
as W@ap or simply @ap following a noun (or noun understood); e.g., LapW@ap, @cNg@ap,
Fe@q@ap. The design can be all over or on just a part of the item. The term is used
for cloth items, for items woven with bamboo or other nature materials into baskets,
mats, and for printed designs or patterns. There are specific terms for each type of
design (at least in weaving), but there is no need for you to learn them unless you
should decide to learn to weave.
(5) Use of Ud(Whp)(Im), "to use (something)"
See examples in 8.2(5). The word Ud(Im) is an action verb meaning "to use
(something)." It really comes from the Burmese language, but has come into
118
common use in the Karen language as well. In North Thailand it is often used
together with the verb Whp; e.g., LUdWhpImWaqK~Sfp, "How do you use this thing?"
(6) Use of Or`, "to be tame, domesticated,'
See examples in 8.4(2). Just as wild animals will run away at the first sign of a
person and cannot easily be coaxed to trust anyone, so some children are very
untrusting of anyone except members of the immediate family. However, animals
which have been tamed or domesticated are not afraid of people and will readily
accept food from them. Likewise, some children will let anybody hold them and will
accept food or other things from people without any self-consciousness. It is these
types of characteristics which are referred to by the descriptive verb Or`.
(7) Use of Hh/HhOr`, "to be easy, feasible, not difficult"
See examples in 8.4(3). The verb Hh is a descriptive verb and is the opposite of @h.
There should be no difficulty in understanding its meaning or usage. However, it
would be good to note that the Karen equivalent of "generous" is VepImHh (literally,
"to give easily"). Also to be noted is that Hh is sometimes used together in a couplet
with Or` to give the idea of "to be familiar with."
(8) Use of ShqBn, "to resemble, look like"
See examples in 8.4(4). The word ShqBn is a descriptive verb used to compare things
which are similar in appearance. When expressing what something or someone is
similar to (or looks like), the word Kho is sometimes used (as in the second example),
although in everyday language it is often omitted but understood. Used with the
meaning "it seems as though," in which case it is followed by a clause including a
verb and its subject, the word Sb may be used (as in the last 3 examples) or it may be
omitted but understood.
(9) Use of PfnFro, "to be diffident, shy, timid, embarrassed, ashamed"
See examples in 8.4(5). This expression is a combination of the word Pfn meaning
"face" and Fro meaning "to be fragile in nature, easily crushed." (You don't need to
learn the meaning of this latter word as it is not used alone.) Since Pfn is a part of the
body, it is usually preceded by a possessive pronoun when referring to a specific
person. And also since the expression is not a compound word, the future particle @
and the negative particle I come between the two words; i.e., QPfn@Fro,
WPfnIFroOp.
(10) Use of @p, "probably," and OpIOp/UepUep, "perhaps"
See examples in 8.6(1) and (2). The word @p meaning "probably" always follows
the verb(s), and the sentence containing this expression always ends either in
Hbp/Qbp /Ubp or @m. The expression OpIOp meaning "perhaps," on the other
hand, always comes at the beginning of the clause or sentence, and the expression
UepUep, which has the same meaning, always comes at the end of the sentence.
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(9) Use of EoJhp and UbJhp, "to start, begin"

See examples in 8.6(3). The word EoJhp really comes from the Burmese language
but has been used by the Karen for generations. It is used both in connection with
time and with work. The word UbJhp has a more specialized meaning. With certain
types of creative jobs, the preparatory steps are very important and affect the end
result. When building a house, UbJhp refers to the marking as to where the posts
will be and where the rooms, etc., will be. When weaving mats or baskets or similar
articles, it refers to the weaving of the first couple of rows, which in turn will
determine what the design and shape will be.. Likewise, when weaving cloth, it
refers to the weaving of the first several rows, which is basic to the finished product.
(10) Use of WAhMHh/WAh, "meaning"
See examples in 8.6(4). The expression WAhMHh is used in most areas of Burma and
Thailand; however, in the Musikee area only WAh is used. In the former case, to ask
for the meaning of a word one usually asks WAhMHhK~Sfp/Shp, or ; MnTfWAhMHhK~Sfp/Shp
e.g., ImSbIm@IgqUepPcpLlp (MnTf)WAhMHhK~Sfp. On the other hand, in the Musikee
area one would ask ImSbIm@ IgqUepPcpLlpWhoTfWAhK~Sfp.
(11) Use of @Shn@Sn, "to do in a jesting manner"
See examples in 8.6(5). This verb is usually used together with If, or @Igq and
refers to what one says. Often in the jesting things are said in fun which are really
not true. At times it means the same as teasing. When used with Pq, however, it
takes on a bad meaning, indicating action that is improper, unseemly, or
disrespectful. It should be noted that this word is one of the few exceptions where
the Shn syllable is never spelled Sgn.
The teacher will ask you questions by inserting one word after another from the list
on the right into the blank in the first pattern sentence on the left, and you should
answer with a short answer as best as you can with your limited vocabulary. After
answering all of the questions, the teacher will repeat the questions using either the
second or third pattern sentence, depending upon which is more commonly used in
your area.
URp--VaoLlmIm@IgqWAhpJaoINubpSbWNhSnNfEcJvfIMqWaqKhoIem^cnWhqNfImShmShqVgSbIm@
IgqSbEcEepIMq (1) WaqTaqNoKh@ugq. Mrq@sgNg@OpUdIm@IgqSbWPqSgIemSaTfINpKhoEaoFbTfNcp
NcpIUeNfWU.e IfSg@KhoIm@IgqWBqSbEcJvfIMqWaq@goNubpKfoINubpOpINubpK~WAhpJaoINubp
WUgoWaqEoJhpSbWAhpJaoIcqSbW@Ibm. AaThIThLlp Iem^cnIm@IgqSbEcJvfIMqNfImShmShq
VgSb (2) PeIPem (3) WMdq @vmNfMrqSbUcWgpIfTfK~SfpLlp
(1) ImSb LlpWAhMHhK~Sfp.

(2) ImSb LlpMnTfWAhMHhK~Sfp.
NgTfm@g
MrqIPraq
120
(3) ImSb LlpWhoTfWAhK~Sfp.
@sg
ImWgpNrgp
McmUK`
EeIMhm
NoNhPcm
EhISgmMm
@o

As you listen to this conversation, notice the roundabout way in which matters are
dealt with in order to save face or embarrassment in a society where certain subjects
are not usually talked about openly.

NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOpKhoU
TfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq
Ua@vm@KhoMrq@sgNgSbImUa@vm SbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
(N`zMfoKhoLhmNhNuhWUoMrfqJhpILapWOufp. NÌamS`MrfqMmWNgPcpLhmKhpMrfqIBqIfIm KhoWPgm)

LhmKhpMfrq--N`zMf
--N`zMfoWP`LhmNhIBq QJapWhqNfWPaqMrmWKboPBhq OrhoWvfpWvfp. ImPb, W
WgpJhpWNgSbWSgqSa@m.
S`MrfqPgm--Lh
--LhmKhpMrfqXb, @Shn@SnIBeq. WTfUepJhpMrmLlmILapWOufpSaLlp, Mrq
@KbJhp@eqTfEemUbp.
LhmKhpMfrq--S`,
--S`, ImPgmJapUoMrqAaBqLlpWNg@PqWUoK~Sfp. N`zMfoKb KgpImKgpKgpJh
Jh, LhmNhKb KgpImKgpKgpJhJh, OpFpPePemWTqIBqWHpUd, WPÌBq
WHpT`Po.
S`MfrqPgm--Wc
--Wcp, NgKgpAaBqLlpWNg@ShqBn@p@hqSqT`@m.
(SbN`zMfoWKboLlpN`zMfoKhoWPgmIfU@hoIm)
N`zMfoPgm--Ng
--NgAv`Xb, NgPcpLlp AfWaqOpNfWUbJhpW@cNg@apWA`Sa, BeqSbL@eq@vf@eq
121
MnEbqWhqFdWPgmWMmWWgpMnEbq. WTfPemWgpNfWaqLlp, WPfn@Fro.

N`zMfo
LhmNh
N`zMfo
LhmNh
(N`zMf
N`zMfoEaoOpWP`NfWWgpJfAaBqWA`)
--Qf
--QfKc SbBhqQ@eqFdLgpBhqAaShq.
--L@e
--L@eqFdLgmBhqAa, LPqEbqPgPgM`M`WImTaqSaLlp.
--Wb,
qKpTfUe. ImPqW@hWAf
--Wb, WgpIem@eqJfImWHhWOr`,MMcmINpPq@eqKpTf
TaqSbnSa. LfLU`WgpIemKhoPgPgM`M`NfWaqX`.
--Wc
--WcpWc, LPem@eqM@eq@skm. M@eqWgpMPgmMMmKpTf@skm.
(To be continued)
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
LhmKhpMrfqJapLhmNhOpNfWPqP^cqSfp. LhmNhPqTfK~Llp@PemSbP^cqWCgSfp.
N`zMfoKhoWP`LhmNhShqBnShnWUoK~Sfp. ShqFhShnWUoK~Sfp.
S`MfrqPgmFg@PgpSbWTfUepWNg@PqWUoK~Sfp.
N`zMfoWPgmKcoUepH`WNgAv`SbWP`LlpKbJhpSaWBemLlp PemWIfIm@IgqK~Sfp.
N`zMfo@@eqFdWPaqMrmWUThLlp PemWPqEbqWPgmWMmWImTaqSaX`.
LhmNh@@eqMhnWTqWAaX`. LFg@PgpSbWWfpKho@eqEemX`.
the teacher once. Then you take the parts of LhmKhpMrfq and N`zMfo while your teacher takes
the other 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.
URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlp URp@OpNoIm@IgqSbWNhAgpINpWaq
KhoPbMrq@sg NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "LhmKhpMfrq" Kho "N`zMfo" KhoURp@@fMrqBqIBqTaqIBq.
@IgqSgU @goIm@IgqW`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo.
IcqMrq@sgNgIfImOpOeuBeqSaLlp U Rp@@f@eq "LhmKhpMfrq" Kho "N`zMfo"
KhoMrq@sgNg@Op@f@eqMrqBqINpTaq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIf ImOpOueBeqSaLlp
@IgqSgU@hoIm@Kho IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@Op
Sf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqW

ImBemW@Scn@Scn.
122
ShqBnLNgOr`KhoIPfnFroEemOp.
Q@vmL@cNg@apBeqKgpPo.
M@EoJhpPqSgImWHhSbH`.
(1) During the next 24 hours learn the other part of the couplet for the word ImOuio
meaning "grace, benefit, thanks," and see if you can discover other combinations of
the second and fourth syllables besides the combination with Im--if not from your
informant, then while discussing it with your teacher at your next lesson. This
couplet is also one that you will hear in its various combinations quite often in
worship services, hymns, and Bible reading.
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqKhPgmN`WUhINubpK~Im@vfoNu`Jhp

SbW@ugnKpTfSbWNhAgpWaqWUgoLlp. SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhINubpWaq
K~UgoKhoURpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOg
JhOgK~UgoWUcIUoMeqLhpTfIBeq.
learning.

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124
LESSON 9
ImPqSg 9
NaoImPqJm
ImNaoImPq
EhBeqSbn/@shBeqSbn/LhmBeqSbn
Bdn/Bcn
Bcn@ufoEbo
@Uva(Ka)
@Igq/If(Im)@Uva(Ka)
Lo
Sfn
IMh Op
Uep
UepIJdp
UepSp
UepWOep
UepPcp
Cb
OpKo(@hnNg/@gnNg)
UOku
WgpUOku
(W)LhmUOku
MShm(W)Uo
IfMShm(Im)
(W)@u`
Lb
LbFap
LbFapOh
LbUWap
LbPd/LbPdLbFrh
LbTapLbFb
To work, labor
Work, labor
Term of endearment, similar to "Honey," or
"Darling" (used mostly by women)
To use force, take by violence or extortion, do
with effort
To try hard
To do secretly, privately, quietly
To whisper, talk in an undertone
To be sharp, severe, intense (as pain)
Intensive particle
Not very
Tree, wood
A tree
Tree leaves
Bark of a tree
Firewood
To be heavy, burdensome, slow
To a proper or normal degree
To be free, encumbered, single
To be single (i.e., unmarried)
To be not free [because of carrying a
child in utero)
To take heed to one's self; be careful,
prudent, cautious
To warn someone about something
In, among, in the midst of
To have a smell or odor; to perceive the odor
of anything, to sniff something
To smell like acid, smell like urine
To smell like something in a state of
fermentation
To smell stale, like old food or sweat
To smell sweet, fragrant
To smell savory, as fruit or food
9.2 Im@IgqWKg
(1) Use of NaoImPqIm, "to work, labor"
(1) ImUdIm@Igq "NaoImPqIm"

QNgKgpAvÌBqLlpCcImNaoImPqI
OpKaoOp.
SbTemMdqLlpImNaoImPqWgpW@Scn
@Scn.
MrqUoEmAfWaqINpNaoImPqImIPcn
Sfp
AfWaqImShmSbAgLlp ImNaoWhpPq
Whp@hJhpSa.
@sgINubpLlp MrqUgpSgImNaoEcPqAhp
WImPqBeqPo.
My son hasn't been able to find work yet.

In the city there are many kinds of work.
Young people nowadays don't enjoy working!
Nowadays it is becoming more difficult to earn
a living in the rural areas.
At the school there is good manual arts (or
crafts) training.
(2) Use of Bdn/Bcn, "to use force, take by violence or extortion, do with effort"
(2) ImUdIm@Igq "Bdn/Bcn"

BdnOrhTaq@eqLKboTaq VfPqEbqQIm.
MrqNgUpAaBqLlpBdnLlmShnWImOgpIOg
pLlpPemWK~Sfp.
MrqKhMcmTfmAaBqVf@eqSb@sg IBqBdn
@eqSbHÌBqBdn@eqSbH`.
PcmBmXb, M@@eq@KhoLhp. QU`@
@eqAfPcmFep OpFpMU@ho
INpBdnShn@eqBdnShnSfqW
CgMOp@eq
MrqWbNgINpBcn@ufoEboPqUaMrqXfm.
Strive to finish your house, then come help

with mine.
How come those two children are [each] trying
to grab away that package?
Those two siblings returning from school each
strives to get home ahead of the other.
Aunty, we're going home again, okay? I
intended to go home tomorrow, but our
companions are striving to get home, so
we have to go.
The wicked people are trying to kill us.
Repeat the first 4 sentences using Bcn in place of Bdn
URp--IfSgWAhJaoSvam@ugq@KhoIOuh OpFpWWaqIOuhLlpSb "Bdn" WShm IfSb "Bcn."

(3) Use of MShm(W)Uo, "to take heed to one's self; to be careful, prudent, cautious"
(3) ImUdIm@Igq "MShm(W)Uo"


126
MWgpNfWaq MOpMShmMUoJhOg.
LMrkqImLlp MShmLUo, Af@hnL@eqL
EeIWgpSbqOp.
QNgKgpIBqIMShmWUoOpWCg
AfWaqIm@hImAfOpWhqSa.
MOpMShmMUoSbImEaoIm@Igq,
MOpMShmMUoSbImNaoImPq,
MOpMShmMUoSbImSfqIm
@eq, MOpMShmMUoSbIm
@hoPaqKfoWMdqShq.
IfMShmShnUoSbMrq@hoBqKfo@Op
WhpPeqFgFgIEfo.
Living here, we have to be careful all the time.

Be careful when you buy things [or] you won't
have any more money for your return (or
when you return).
Because my nephew wasn't careful, now he
has a problem.
We must be careful in our speech, we must
be careful in our work, we must be careful
in our travels, we must be careful in
everything.
Warn each other that everyone must eat quite

early.
(4) Use of Lb, "to have a smell or odor; to perceive the odor of anything"
(4) ImUdIm@Igq "Lb"

Av`PccpXb, LVoCcLbP^cqSfp.
NgAv`Xb, SfqScmJa, LSgqLbUWap KgpPo.
@UdIAvoWaqLbFapOhSa, WhpSbq
IBeq.
PcmBmXb, LNhWghp@UdLbPdKgpSfp.
KboINubpLlpNhWhpImLbTapLbFbKgp Sfp.
[Close friend], what are you walking around

sniffing? (lit., seeking to perceive what
odor?)
Son, go and bathe. You smell sweaty.
This dish of curry smells spoiled, don't eat any
more of it.
Aunty, the curry you're cooking smells very
fragrant!
The food cooking at that house smells so
good!
9.3 Conversation Drill
Carry on a conversation with your teacher about the importance of being careful
(taking heed to oneself), including sharing examples from your past experience and
observtion of the difficulties that have arisen because you or someone else was not
careful. Also, ask the teacher to share experiences and observations. Are there times
when we should warn others about something? If so, whom and about what?."
URpKhoMrq@sgNg@IfU@goImWÌUeNfWUeOpCoImMShmUoWBem. WKg--ImMShmUoPemImWReKgp
OpP^cqSfp. Mrq@sgNgPemBeq URpPemBeqJapOpIm@hImAfK~SfpK~SfpSbIMShmUoWCgSfp. PeIPem
MrqBqSbUcUepH`WhqOpIm@hImAfK~SfpK~SfpSbIMShmUoWCgSfp. MBeqIfMShmMrqPIqINp
SfpKhoBeqIfMShmWhqSbP^cqWBemSfp.
9.4 Im@IgqWKg
127
(1) Use of @Uva(Ka), "to be secret, quiet, private"
(1) ImUdIm@Igq "@Uva(Ka)"

LPcmBmVfIf@UvaImKhoLqLlp PemW
IfImP^cqSfp.
SfqIf@UvaImSbLNÌamWLmMdqLlp
SbIOu
SbIOuhWaqLlpQISfqFdW
WgpKaoOp.
MrqIBqVf@IgqImKhoQq@UvaKa EaoTf,
PbQMrkqU@ho@uhmMLm KhoWhq.
MrqVfIfIm@UvaUvak@NoNoNfChAhp JaoLlp
PemWIfImP^cqW BemSfp.
What did your aunt come and whisper to you?

Go and whisper in your uncle's ear that this
time I won't go and see him yet.
The person who came and spoke quietly to

me asked me to buy cattle and water
buffalo together with him.
That person who came and spoke in a low
voice at the foot of the stairs, what was he
talking about?
(2) Use of Lo, "to be sharp, severe, intense (as pain)
(2) ImUdIm@Igq "Lo"

MrqSfqPqImSbTemMdqINp MrqPbWhp
WhqLoPo.
QLmVdQNaFgo@eqLoPoWCg QOp
@eqShq.
QNcSbH`Llp WTfF`LoJhpLoJhp
IcqSbWUaShq.
MTaImLoSfn. UcIKcoWhp@eqMrqSfp.
People who hire themselves out in the cities

are worked extremely hard (severely).
I hear that my grandmother is extremely ill, so
I must return home.
In the past my grandfather had more and
more intense pain until he died.
We carry mighty heavy loads! Aren't you
going to give us anything to eat?
(3) Use of Cb, "to be heavy, burdensom, slow"
(3) ImUdIm@Igq "Cb"

NgPcpXb, PgmTaImCb, PgmEhnLqILlm

SbqOp.
EOrfINubpWa
pWaqCbIEfoWCg EhnEbq
QqIJap.
IcqMUoMrmLlp MVoCbJhpCbJhp Shq.
QNgAv`WKgpIBqLlp@IgqImCbCb
Shq.
MrqI@uoWaqUoTapImCbKg
ImCbKgpSfp.
Daughter, Mother is carrying a heavy [load]:

Mother can't carry you any more.
This table is a bit heavy, so please help me
carry it a moment.
When we are elderly, we walk slower and
slower.
My eldest son speaks very slowly.
Those people surely drag their singing!
128
(4) Use of OpKo(@hnNg/@gnNg), "to a proper or normal degree"
(4) ImUdIm@Igq "OpKo(@hnNg/@gnNg)"

AfWaqMPemSfqFdUThSbOoAhIUTh Llp
OpKo@hnNgIcqShq.
LPemNh@UdLlp, PqWJaOpKo. LPq
WJaW`Llp MrqWhpISbnOp.
LPcMrmIBqLlp, IfImOpKo. LIf
ImLlpW`@fpFhoSa.
LWgpNfWaqLPemSfqFdLNÌamWWgp Llp
LVoOpKoOpKoILp RapIcq.
LNgWaq LPemKcoWhpWImOpKo@hnNg
OpKo@hnNgLlp@BeqSbWBhm.
Nowadays if we go to the village on the other

side, it takes just a short time to arrive.
When you cook the curry, use a proper
amount of water. If you use a lot, people
won't eat it all up.
[You married] woman, talk a proper amount
You've already talked too much.
From here to your uncle's place, if you walk at
a normal pace it will take you an hour to get
there.
It would be good for your child if you feed
him/her just the proper amount at a time.
(5) Use of UOku, "to be free, unencumbered"
(5) ImUdIm@Igq "UOku"

QfQIWfpKhoLlmQPÒp, QWfpKho
WgpUOkuIBqShq.
MrqIBqLlpWgpUOkuIcqSbWH`Mrm
NoKgpH` OpFpAfWaqNuhWUo.
MrqPcMrmIBqLlpShqBnSbMrqLhmIUOkuO
pSfp.
AfWaqMrqVepQqImUOku, NfQSfq
NfQWgpK~SfpK~SfpUeLlpShq.
MrqWgpILhqVepShqWUoK~UgoWMrq@Sc
n@LlmOpImUOku.
I don't want to get a wife; I want to live as a

free (unencumbered) person.
That person remained single until he was
quite along in years, but now he has gotten
married.
That married woman appears to not be free
(i.e., to carrying a child in her womb).
Nowadays I am given freedom--I can go or
stay however I wish.
Some folks give themselves so that their
people can obtain freedom.
9.5 ImPbKhoImPqJvf
For this drill you or your teacher should provide a small container of cooked food
(left-overs are all right). Also, it will simplify things if you have a pair of shoes and
a leaf or two somewhere in the room The teacher will give the commands below one
after the other and you should respond as directed. After you understand all of the
commands and can respond correctly, the teacher should mix up the order and also
give them more quickly and you should try to respond promptly.
129
URp--SbImPqSgIIhqWaqWBhm URpPeIPemMrq@sgNg@OpVfEgnMnEbqImWhpSbMrqNhPaMnEbqWhq Pe
IPemImWghpWOufpIEfo. Mrq@sgNg@VfEgnMnEbqWAhpNaoI@dmKhoUepSpIOepAaOepFdKboMdq. URp
@PbMrq@sgNgK~WNhSnWUgoWaqI@ugqOpI@ugq KhoMrq@sgNg@OpPqJvf. IcqMrq@sgNgLmMbm@go@ugqKfoKhoPq
JvfWhqOpTfSaLlp IfSg@KhoIOuh OpFpWWaqIOuhLlpURp@Op@ufp@uhIm@IgqI@ugqKhoI@ugq
WShmW@uf KhoIfImAkuW`JhpIEfoOpIEfo KhoMrq@sgNg@Op@ufoEboPqJvfTfAkuJhpIEfoEem@ho. IfSgIm
K~WaqWUgoW`ThIEfoIcqSbMrq@sgNgPqJvfIOuhChUe@goOuhKfo.
1.
2.
3.
4.
5.
6.
7.
8.
(URpNhpCnSanIOepWA`@IfTfKp) BcnLlmSanIOepWaqSbQEcMdq.
If@UvaQqImIPaqPaq
Lb@vmImWhpWaq, PemWLbFepOhJhpSaX`.
VfEhnLlmQqUepSpIOep.
Edo@vanWhqNfLEdo@vanImIBeqOpINpWShmLlp.
FhJhpLSanIOepWaqSbSanINpLlpW@u`.
VfEhnLlmQqLAhpNaoIAh.
Mn@eqWhqNfLShmFepLhqW@MqLlp.
9.6 Im@IgqWKg
(1) Use of (W)@u`, "in, among, in the midst of'
(1) ImUdIm@Igq "(W)@u`"

@uhmLlpWgpSbIm@gm@u`@f, MLm
WgpI@fOp.
MLmLlpWgpSbJa@u`@f, @uhmWgp
I@fOp.
SbMrqSfqImW@u`Llp MrqAhpNaoI
WgpOpWgpIBq.
QSanUoTaWgpOpSbLSanUoTapW@u
`Xm.
LPemWgpSbMrq@u`Llp IfImLhIPaq IBeq.
Cattle can stay in the sun (lit., among the

heat); water buffalo cannot.
Water buffalo can stay in (lit., among) the
water; cattle cannot.
Among the people who went was one person
who had no shoes/sandals.
Is my hymnbook in among your hymnbooks?
When you are with (among) people, don't say
a thing.
(2) Use of EhBeqSbn/@shBeqSbn/LhmBeqSbn, "term of endearment similar to 'darling,' 'honey,'

etc."
(2) ImUdIm@Igq "EhBeqSbn/@shBeqSbn/LhmBeqSbn"

QPnIfLaqImFdp. WPÌfWhq,
"@shBeqSbnIBqLlpIfLaqJfImSh
q."
My son-in-law jokes a great deal. His wife

said to him, "Honey, you're always joking!
(lit., Honey only tells jokes!)
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QNgKgpAvÌBqBfqSgn@vfKhoWNgFdpPoWP`
EaoWhq "@shBeqSbnIBq
SbnIBq
LlpSgn@vfKhoWNg@Shn@Sn
Sfp."
QSfqVoWgpU@hoQPcmBm. WTf
JapQqKhoUdpAcUoAcKhKoh EaoTfKp,
"@hsBeqSbnIBqWaqIVfWgpQqLh
IOuhOp."
QNgKgpPcpIBqJapEgQSaqPcpVo
SbWQaqKho@hoTf, "LhmBeqSbn Xb,
Vf@eqSbWaq, PcmBm@@vm
LPfnIJap."
My nephew plays hard with his child. His wife

said to him, "Honey, you sure jest a lot as
you play with your child! (Lit., Honey plays
with his child in a such a jesting manner!)
I went to visit my aunt. She was glad to see
me and said, "Honey never comes to see
me!"
My niece saw my grandchild walking in the

distance and called out, "Darling, come
here. Aunty wants to see you a minute."
(3) Use of Uep, "tree, wood" and UepPcp, "firewood"
(3) ImUdIm@Igq "Uep" Kho "UepPcp"

UepIPsgWaqMrqPqWhpUepPcpBeqPo.
AfWaqUepWBeqIWgpW`W`SbqOp.
KgpPcpXb, ILapWaqLUepPcpW`SaX`.
LNuhpAaLlp QJapLMnSbUepAhpJao
LlpPbp.
SbImShmAcpWShmLlp UepWJdpJh
W`Po.
UepIJdpWaqQIUepH`WPaqOp,
PemMrq@hoTfSbUepPIqSfp.
This kind of tree is very good for making

firewood.
Nowadays there are not many good trees any
more.
[Female relative by marriage], do you already
have plenty of firewood this year.
I'm sure I saw you put your pants at the food
of the tree.
In cool places there are many tall trees.
I don't know the name of this tree; What tree
do people call it?
(4) Use of Sfn, "intensive particle"
(4) ImUdIm@Igq "Sfn"

LOgpPeqKgpSfn, MrqWhpSbnX`.
LSfqWgpLMmLlp, @ufQaqSfnKb, L
SfqILaqIIcqOp.
MVfWgpKhoLqPcnSfn, ImIPgm@eq
MUoSbq.
You wrapped up mighty large bundles of rice!

Will people eat it all up?
You're going to your father; the way is quite
long. You can't get there in one day.
We have enjoyed visiting with you so much
[that] we don't want to go back anymore.
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LNgPcpKgpImBeqSfn, LKcoWfpWhqSb
MrqNcMrm.
LLhm@EmKgpSfn, LMrkqLapWAbpWap
WapNg.
(5) IMh Op, "not very
Your daughter is very pretty [and] you're

marrying her to a man who has already
been married once!
You are quite large, you've bought a very
narrow sarong!
"
(5) ImUdIm@Igq "IMh Op"

IqUpINubpWaqIMhBeqOp.
ImKhoIPsgWaq SbMVapIMhWgpOp.
ILapWaqMrqPqWhpOcIMhLlmOp.
WMdq@vanILap JaIMhWÒp.
ImWgpNrgpIOuhWaq MrqVfIMhW` Op.
QNgIBqWaqIMhWhpPeqOp.
M@hoWgpNrgpMrqIMhVfOp.
This fruit is not very good.

In our village this kind of fruit is not usually
available.
This year farmers didn't get very much paddy.
Last year there wasn't much water.
Not very many came to the meetings this time.
This child of mine doesn't eat very much rice
(or food).
We called a meeting [but] not many came.
(1) Use of NaoImPqIm, "to work, labor"

See examples in 9.2(1). You have already learned the word PqIm, so you should
have no trouble with the couplet meaning the same thing. The most common forms
of the couplet are ImNaoImPq, ImNaoWhpPqWhp, and NaoImPqIm. (Note: The Nao used in
these couplets has a different meaning from the Nao in the expression ImNaoImHp, but
there is no need for you to learn its meaning at this time.
(2) Use of Bcn/Bdn"to use force, take by violence or extortion, do with effort'
See examples in 9.2(2). In north Thailand both Bcn and Bdn are used interchangeably
to express the idea of "to use force, take by violence or extortion, do with effort,"
whereas in central Thailand and in Burma usually only Bcn is used with that meaning.
The latter is often used together with @ufoEbo to express putting forth great effort in
one's trying.
(3) Use of MShm(W)Uo, "to take heed to one's self; to be careful, prudent, cautious'
See examples in 9.2(3). This is another of the Karen compound expressions which
are used together with Uo, the possessive pronoun varying according to the person
referred to; e.g., MShmQUo, MShmLUo, MShmUcUo, etc. . Although this expression is
used as an equivalent to the English expressions "to be careful, prudent, cautious,"
yet it is not considered a descriptive verb. The literal meaning is more like the
English "to take heed to one's self," an expression which is not used very much in
everyday English any more.
132
(4) Use of Lb, "to have a smell or odor; to perceive the odor of anything, to sniff"
See examples in 9.2(4). Just as in English we can say that we smell something or
that something has a smell, so in Karen the word Lb can be used with both meanings.
English has comparatively few words which describe odors so must compare the
smell to something else; e.g., "it smells as though something is burning." The Karen
on the other hand have words for quite a few specific odors, and in this lesson you
have been introduced to several of them. The Karens believe that strong, unpleasant
odors such as odors from frying foods, or from spoiled foods, etc., will adversely
affect the condition of an ill person, a pregnant woman, or an infant, hence efforts are
made to keep such persons away from such odors, or vice versa.
(5) Use of Lo, "to be severe or intense (as pain)"
See examples in 9.4(2). This descriptive verb always indicates an intensity which is
difficult to bear, such as severe pain or mental, emotional or physical suffering of
some kind.
(6) Use of Cb, "to be heavy, slow"
See examples in 9.4(3). This is another descriptive verb and has the meaning of both
"to be heavy" and "to be slow," perhaps because when one is slow it is as though
something heavy or burdensome is keeping one from acting more quickly.
(7) Use of OpKo(@hnNg/@gnNg), "to a proper or moderate degree"
See examples in 9.4(4). You have already learned the word meaning "to be right or
correct." The expression OpKo gives the idea of "to the proper or normal degree.
Adding the syllables @hnNg/@gnNg indicates more exactness to the proper or normal
amount or degree; e.g., PqWJaOpKo, "use the proper amount of water;" PqWJaOpKo
@hnNg, "use exactly the right amount of water."
(8) Use of UOku, "to be free, unencumbered"
See examples in 9.4(5). As a verb, UOku is usually used with the verb Wgp;e.g.,
WgpUOue,. "to be free, liberated, single." As a noun, it is used following Im;
e.g., ImUOku, "freedom." To speak of a married woman as WLhmIUOkuOp is another
way of saying that she is pregnant (her body is not free).
(9) Use of (W)@u`, "in, among, in the midst of"
See examples in 9.6(1). The word @u` gives the idea of being "among" or "in the
midst of;" i.e., being surrounded by, whatever is referred to; so the Karen use the
same word for being in the water or the air, because in such cases one is surrounded
by these things, whereas in English one would use the word "in" rather than "among"
or "in the midst of." It is always preceded by an appropriate possessive pronoun, and
usually the complete expression is introduced by Sb; e.g., SbM@u`, SbUc@u`,
Sb@uhmINpW@u`.
133
(10) Use of EhBeqSbn/@shBeqSbn and LhmBeqSbn, "terms of endearment"

See examples in 9.6(2). Just as in English we have terms of endearment used when
speaking to or about someone with whom there is an intimate relationship (e.g., "darling, honey"), so it is in Karen. One such term is EhBeqSbn/@shBeqSbn, which may be
spoken by a wife referring to her husband or by a relative such as an aunt or
grandmother refering to a nephew or grandson of whom she is particularly fond. The
term LhmBeqSbn may be used in the latter way to refer to a young niece or
granddaughter of whom an aunt or grandmother is quite fond, but a husband would
not use this term to refer to his wife. Both EhBeqSbn and LhmBeqSbn are usually spoken
only by women.
(11) Use of Sfn, "intensive particle"
See examples in 9.6(4). This particle is similar to Po, and is used with descriptive
verbs or verbs of ability.
(12) Use of IMh Op, "not very"
See examples in 9.6(5). This is another expression which is only used with verbs in
the negative. It can be used both with descriptive verbs and verbs of ability, and also
with action verbs; e.g., IMhBeqOp, IMhLlmOp, IMhVfOp.
The teacher will ask the questions on the left-hand side below and you should answer
using the pattern sentence on the right-hand side inserting the appropriate verb in the
blank.
URp--URp@Ua@vmMrq@sgNgK~WNhSnWaqWUgoI@ugqOpI@ugq. Mrq@sgNgIAh@OpVaoLlmIm@Igq
SbImUa@vmWMdqSbWSgqTf KhoIem^cnWhqNfImShmShqVgSbImEaoFbWKgSbEcJvfIMqWMdqWaqTaqNoKh
@ugq. WKg--URp@IfTfSb "QgqIBqLlpWHpT`KgpPoX`." KhoMrq@sgNg@VaoLlmIm@Igq "T`" SbIm
Ua@vmWMdqKhoIem^cnWhqSbImShmShqVgSbEcJvfIMq TaqKho@IfTf "IMhTÒp." IfSgImK~WaqWUgo
I@ugqOpI@ugqW`ThIEfoIcqSbMrq@sgNgIfEbqImOkuUeTfSaLlp.
1. QgqIBqLlpWHpT`KgpPoX`.
2. ImOgpIOgpLlpNoCbX`.
3. LMmWMLmNoKgpX`.
4. LUAhoIJdpLlpNoJhX`.
5. LUepPcpWgpW`X`.
6. LPq@cLlpOpX`.
7. MrqFgo@eIBqWaqWhJaW`X`.
8. LNg@ufoEboNoSanX`.
9. LAgpF`LoJhpX`.
10. LOgpJhpLlmQImIA`Waq@HhX`.
IMh Op.
134


URpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqWIm@IgqWAaWaq. NfMrq@sgNg
EaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOpOpKho U
Rp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq@sgNgEao
FbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqUepINpWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNg
SbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
(N`zMfoKhoLhmNh@eqIcqLgpBhqAaSa)
LhmNhPgm--Ng
--NgPcp, UcSfqImErqUhUcVf@eqLlp, QKgpSbLlpWImNaoImPqTaqSaXhm.
LhmNh --Ue
--UepH`. L@so@vmLPn@shBeqSbnIBqLlp BdnShn@eqKb M@eq@skmHbp.
(NfMrqBqIWgpLhIBq, WgpJfLhmNhKhoWPgmWA`)
LhmNh --Pg
pPeqITap, QPqImI@f, ImPgmOrhoQUo
--PgmXb, QSfqWgpSbLlp QWhpPe
AfWaqAfWaq. MrqIBqIf@UvaQq IfTfSbQWgpJhpQNg PemW@PemEemX`.
LhmNhPgm--Lh
--LhmNhXb, LJhpMrmImLlmILapWOufpH`SaKb, LNg@OpWgpJhpTfUbp.
LhmNh --Pg
--PgXb, MrqWgpJhpMrqNgLoSfnK~WaqXhm. @PqWUoFaoQanShpLlp.
LhmNhPgm--IMh
--IMhQanOp. Fdp@IbmIS`X` ISÒufpX`Llp ImIPgmOrhoLUoSbq
Op.
(SbAaUbS`TaqWShmAa)
LhmNhPgm--Ng
--NgPcpXb, IOpPaRoSfnIBeq. SfqKbpJa, SfqTaWhp@eqUepPcp, OpFp
IOpTaImEhnImCb@fpFhoIBeq, PqWhqOpKo@hnNgOpKo@hnNgOp
Sa.
LhmNhPgmEaof@KhoTf--Ng
pVfUpIgmVfVfIBeq. LLhmIUOkuOp. MShm
----NgPcpXb, WhpPdpVf
LUo.
LhmNhPgmEao@KhoTf--Ng
----NgPcpXb, LTaUepPcpLlpW`@fpFho. SbAaTaErqShq@eqWhq.
----NgPcpXb, VoSbIm@ggmF`W@u`QanKhLaqHÌBeq.
----NgPcpXb, WhpImWhpShmSaqLbUWapLbFapOhINpIBeq.
135
(To be continued)
Questions ImUa@vm
1.
2.
3.
4.
5.
6.
LhmNhIfOpWPgmSbU`WgpIPcnOpLlpPemWWgpIPcnOpK~Sfp.
MrqIBqIf@UvaWhqK~Sfp.
WPgmFg@PgpSbW@PemK~MrqIfWhqWUgoEemX`. OpP^cqSfp.
LhmNhUa@vmWPgmKaoK~Sfp.
WPgmIfWhqSbFaoQanSfpLlpImIPgmOrhoWUoSbqOpSfp.
WPgmIfMShmWNg
mWNgPcpWErrq@IbmCcPaq. SbW@u`LlpIf@eqURpSbIm
QfmPaq.
7. WPgmIfWhqSbWIWgpUOkuOpLlp PemWOpP^cqSfp.
the teacher once. Then you take the part of Naw Paw while your teacher takes the
part of her 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

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "LhmNh" KhoURp@@f "LhmNhPgm." @IgqSgU@goIm@IgqW`ThI
EfoK~UgoMrq@sgNg@If "LhmNh" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"LhmNhPgm" Kho URp@@f@eq "LhmNh" TaqIfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSgU
@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFd
Im@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhW IhmMdq.

ImBemW@Scn@Scn.
QTqVfIf@UvaQqKhoEaoTf, MShmLUo. LIWgpUOkuOp.
136
LTaUepPcpCb@fpFgo. TaWhqOpKo@gnNgOpKo@gnNg.
MNaoImPqImSbTemMdqLlpMrqPbMrqLoSfn.
NgUpI@uoBfqSgn@vfSbJa@u`LlpEoJhpBcnSgnWUoOpPIqShp.
(1) You will often become aware that there are certain words or expressions which you
hear used over and over but don't understand. In Lesson 7 you learned the word WKg,
"example," and in Lesson 8 you learned the word WAhMHh/WAh, "meaning," and the
word Ud(Im), "to use (something)." Now during the next 24 hours you are to use
these words as in the basic sentence patterns below in order to learn the meaning of a
new word from someone other than your teacher.. It is suggested that you first learn
the meaning of the word ImJc@Np , which you must have heard used often in
worship services and/or prayer meetings. The sentences at the end of the directions
may help you. (If by any chance you have already learned the meaning of this word
on your own, substitute some other word which you have heard often but do not yet
know the meaning of.) If your pronunciation was not accurate and your informant
corrects you, repeat it after him/her several times until you have can say it correctly.
Since the Karen word is written out for you this time, you already know how to spell
it; but when you seek to know the meaning of other words or expressions which you
often hear, once you get the meaning, also get someone to write it down for you.
Once you get the idea of the meaning and get some examples of how it is used, try to
make up your own sentences using it and see if your informants (or your teacher)
will accept them. If they correct you, make a note of the correction. If you can get
137
some examples on audio cassette, you might try writing them down yourself the best
you can from the sound on the tape and then have your teacher make any corrections.
(Take the cassette and cassette player to the class with you.) Carry on a conversation
with your teacher using the new word, or at least asking about it. Once you are sure
that you know how to use it, seek opportunities to use it yourself. Also, keep your
ears open to recognize the word in any of its combinations which you have learned,
and try to note how it was used, and if possible, what the context was. Also, look for
it in hymns or Scripture and see how much of the sentences in which it is used you
can understand.
URp--PbMrq@sgNgNoMgnURpWAaI@ugqOpI@ugqAaThUbThTaq PbMrq@sgNgNoKpTfW`ThIEfoIcqSbWTfNoTfOku
UkuSa. IcqMrq@sgNgNoTfOkuSaLlp SbFdH` 24 LpRapWIhmMdqPbMrq@sgNgUdImWKgSbWNhSnWaqKhoSfqUa
@vmMrqUThNgIBqBq. PqKhoILaq PbMrq@sgNgIfOpURpSbIm@IgqWAhMHhKhoMrqVepWhqWKgP^cqINp
Sfp TaqKhoURpKhoMrq@sgNg@Op@IgqSgIm@IgqWUhINubpWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@Igq
WaqJhOgJhOgK~UgoWUcIUoMeqLhpWhqIBeq. (MEaoKp@Sgn, Mrq@sgNgPemLlmCcUepHÌemIm@IgqImJc
@NpWaqWAhMHhSbWMdq@vanSaLlp
PbMrq@sgNgCcJbJhpIm@IgqWBqSbMrq@sgNgLmVdAfWaqAfWaqKhoIUep H`WAhMHhKaoOpINubpNubpLlp.)
ImSbImJc@NpLlp MnTfWAh
WAhMHhK~Sfp.
MUdWhqK~SfpLlp LVepQqWKgILhqUeX`.
learning.

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LESSON 10 - REVIEW
ImPqSg 10 - Im@vm@K`@eq
10.1 Im@IgqWKgINp
(1) Noun and Pronoun Phrases

(a) Phrases Using Classifiers
In Lessons 6-9 you have learned 2 new classifiers; i.e., Bhm for "herd of animals (e.g.,
@uhmIBhm ), and A` for things which don't fit into any other category (e.g., ImBemIA`).
You also learned that the classifier Kc, which is used for quadrupeds, for some
unknown reason is also used for @c, the Karen basket used for carrying things on the
back. The classifier Jdp used for trees is the same one you already learned for posts.
(b) Phrases Indicating Family Relationships
In the last 4 lessons you learned one new expression indicating family relationships;
i.e., the expression IAh , indicating that each of the parties or persons spoken of
have the identical relationship with each other; e.g., NgTfm@gIAhNgTfm@g, "the eldest child
of each family."
You have also learned a term of endearment (similar to the English "Honey" or
"Darling") usually used by women only; i.e., EhBeqSbn/@shBeqSbn/LhmBeqSbn.
(c) Phrases Using (W)@u`

In Lesson 9 you were introduced to the use of (W)@u`, "in, among, in the midst of"
On the left-hand side below is a list of nouns and pronouns and on the right-hand
side is a pattern phrase with a blank to be filled in. Insert each word from the left in
turn into the blank in the phrase on the right, then read the entire phrase aloud. (In
the case of first or second personal pronouns, omit the word W.) Afterwards, choose
two of the expressions on the left to use with the phrase on the right in sentences of
your own.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhSnWEcEepIMqWaq KhoIem^cnWhqSbImShmShq
VgSbWEcJvfIMqTaq NoWhqKh@ugq. UdIm@IgqWBcqBqSbEcEepIMqINubpTaqINubpEoJhpSbWAhpJao
IcqSbW@Ibm KhoIfSgImK~WAhpJaoINubpWUgoWaq. (PemOpSbIm@Igq "Uc" Kho "M" Llp. PqShq
IfnIm@Igq "W" SbWEcJvfIMqI@em.) Mrq@sgNgIfSg@goNubpKfoK~WaqWUgoPemTaqLlp PbMrq@sgNgCcJb
JhpIm@IgqSbWEcEepIMqW@uÀaNubp KhoUdINubpTaqINubpCcnKhoIm@IgqSbEcJvfIMqKhoWIm@
IgqKpTfK~Ugo@@fJhpKh@ugq.
MrqBhqPcm
WTfUep
LMLm
LMmW@uhm
AhpNaoUepINp
Uc
Sb (W)@u`
Qgq
ImNaoImPqW`@Sc
ImPqW`@Scn
Uep
M
(2) Verb Phrases
(a) Descriptive Verbs
In the previous 4 lessons you have learned quite a few new descriptive verbs. They
are given below in the various combinations in which they can be used. Note that Cb
can be used both with Jhp and with Shq. The expression CbJhp refers to heaviness,
whereas CbShq refers to slowness. Note also that the verb @Uva is used only in
connection with speaking; if it is any other action which is carried out secretly,
quietly, or unobtrusively, a different word is used.
Cb
Jh
ShqFh
ShqBn
PfnFro
Hh
Or`
@ap
@Uva
UOku
LbPd
CbJhp
JhJhp
ShqFhJhp
--HhJhp
Or`Jhp
-----
CbShq
-----------
(Sb)WCb
(Sb)WJh
(Sb)WShqFh
(Sb)WShqBn
(Sb)WPfnFro
(Sb)WHh
(Sb)WOr`
(Sb)(W)@ap
(Sb)(W)@Uva
(Sb)WUOku
(Sb)WLbPd
CbLlm
JhLlm
ShqFhLem
--HhLlm
Or`Llm
-----
CbLlmWShm
JhLlmWShm
ShqFhLlmWShm
--HhLlmWShm
Or`LlmWShm
-----
CbCb
JhJh
---HhHh
--@Uva@Uva
-LbPdLbPd
In the case of the last verb listed above, the Lb is not a descriptive verb, but the
second part of the expression is. The other combinations of Lb with a descriptive
verb would be used like LbPd above, except that most of them would probably not be
reduplicated. The verbs Bhm and Pcm are also descriptive verbs, but they are not listed
above since they cannot be used alone. They are used in reduplicated form in the
following couplets; (W`W`BhmBhm, KgpKgpPcmPcm ) and Bhm is also used combined with Jhp in
the couplet W`JhpBhhm Jhp; they can also be used together as a descriptive verb in the
expression BhmPcmH`, although in the expression MrqBhmPcm the form is that of a noun
meaning "crowd" or "multitude."
Read the above expressions line by line, the teacher correcting any mistakes in pronunciation. Then make up sentences of your own, one for each of the combinations
of the first verb Cb, and then one for each of the other verbs in any form.
URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpINpWaqI@ugqOpI@ugq.
Mrq@sgNgNoPem@PpINubp Nubp, URp@OpNoQcqMrq@sgNgIOuhKho.
Mrq@sgNgNoPemOpAfSbnSaLlp
"Cb"
Taq
PbMrq@sgNgVaoLlmIm@IgqWAhpJao
INubpSbWAhpJaoI@ugq
140
UdWhqCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq.
PemTaq
Llp
PbMrq@sgNgVaoLlm@KhoIm@IgqAaNubpINubpSbWAhpJaoI@ugq "CbJhp" KhoUdCcnKhoWIm@IgqKpTf
K~SbWAhpJaoINubpWUgoWaq. PbMrq@sgNgIfSgIm@Igq@goNubpKfoSbWAhpJaoI@ugqWMdqINubpTaqI
NubpK~WAhpJaoINubpWUgoWaq. PePemIm@IgqFdHÌNpEoJhpSb "PfnFro" KhoIcqSb "Op Ko" Llp
Pb
Mrq@sgNgVaoLlmIm@IgqI@ugqJfINubpI@ugqJfINubp@vmNfMrq@sgNgWCcJb
KhoUdCcnKhoWIm@IgqKp TfK~Ugo@@fJhpIm@IgqKh@ugqLlp.
(b) Action Verbs and Helping Verbs
In the previous 4 lessons you have learned the following 16 action verbs which
require an object (expressed or understood). There should be no problem
understanding their use or meanings. Note that in the case of MShmUo the object is
always Uo, and in the case of UbJhp the object is always WAhpJao.
Ocp(Whp)(Im)
Scm(Whp)(Im)
Ihm(Im)
Eao(Im)
Ogp(Im)
Idm(Im)
MShmUo
Ud(Im)
Orh(Im)
KgShq(Im)
@v(Im)
f(Im)
UbJhp(Im)
NaoImPqIm
LlmPbWhpOp(Im)
EoJhp(Im)
Orho/Orgo(Im)
You have also learned 3 verbs which do not take an object although they involve a
type of passive action (or cessation of action); i.e.:
Ua
Kb
Lb
In addition you have learned 3 new helping verbs, which can never be used alone but
must always be used with another verb; i.e.:
Qcm
@ufoEbo
Bdn/Bcn
(always follows another verb, like Ogp or Vep)

(always precedes an action verb, even when the 2 verbs are used together);
(e.g., Bcn@ufoEboIfLmMbmWhq.
Make sure that you understand the meaning of each of these verbs, then make
sentences with 4 from the first group, 2 from the second group, and with 2 from the
third group, the teacher making corrections if necessary.
URp--PbMrq@sgNgVaoLlmIm@IgqINubpNubpSbIm@IgqWAhpJaoINcSbWNhAgpUepINpW@u` @vmNf
Mrq@sgNg@CcJbJhpTf KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. TaqKhoPbMrq@sgNgCcJbJhpKhoIm
@IgqWBqUbNubpSbWAhpJaoINcW@u`, AaNubpSbAaNcINcW@u`, KhoAaNubpSbUbNcINcW@u`KhoIfSgI
NubpOpINubpK~WAhpJaoINubpWUgoWaq
141
(3) Particles
In Lessons 6-9 you have learned 4 new particles, as follows:
Particles indicting gender in animals - Pgm (feminine), N` (masculine) e.g., FhPgm,
JhoN`
Intensive particle
Negative particle
- Sfn
- IMh Op
e.g., W`Sfn
e.g., IMhBeqOp
Make up one sentence of your own using each of the above particles.
URp--PbMrq@~gNgVaoIm@Igq 4 NubpSbWNhAgpWaqIOuhINubpIOuhINubpKhoUdCcnKhoWIm@IgqKp
TfK~Ugo@@fJhpIm@IgqKh@ugq.
(4) Idiomatic Expressions

In the last 4 lessons you have learned 4 new idiomatic expressions all referring to
pregnancy, as follows:
WgpJhpWNgSbWSgq
WgpKhoWVcoWUo
UbJhpW@cNg@ap
WLhmIUOkuOp
These expressions are all polite, respectful ways of referring to pregnancy. Be sure
that you can say each of the expressions fluently. If you are married, discuss with
your teacher which would be the best term to refer to yourself (if you are a woman)
or to your wife (if you are a man) in the event of pregnancy.
URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpUepINpWaqI@ugqOpI@ugqW`ThIEfoIcqSbWIf
TfOkuSa. Mrq@sgNgPePemWPcMrmPeIPemWNcMrmLlp IfU@goImK~Ugo@UepH`TfSbWLhm@EmPeIPemWP`PemKb
JhpLlp WTfUdIm@IgqNfSfpI@Scn@BeqSfp.
(5) Other Miscellaneous Grammatical Constructions

(a) Use of K~ with Uho/Ugo
In Lesson 6 you learned several ways of using K~ together with Uho/Ugo, all of which
give the meaning of "to be like, similar to" when comparing people or things and
"as" when comparing actions. They can often be used interchangeably, as can be
seen from the following examples.
QNuhpAaKhoLNuhpAaK~UgoUgo.
QNuhpAaKhoLNuhpAaK~UgoSgnWUo.
QNuhpAaK~UgoKhoLNuhpAa.
UoTapImK~UgoQq.
UoTapImK~UgoQUoTap.
UoTapImK~QUoTapImWUgo.
Make up a sentence of your own comparing 2 things, using K~Ugo in each of the 3 ways
shown in the examples on the left-hand side. Make up another sentence of your own
142
comparing an action using K~ and Ugo in each of the 3 ways shown in the examples on
the right-hand side.
URp--PbMrq@sgNgUdWIm@IgqKpTfKhoUdCcnKhoIm@Igq "K~Ugo" Llp K~Ugo@JgpU|IhImIPaqPaqSb

@uf UbOgK~WKgSbEcEepIMqWUgoWaq. TaqKhoPbMrq@sgNgUd@KhoWIm@IgqKpTfKhoUdCcnKhoIm@Igq "K~"
Kho "Ugo" Llp K~Ugo@JgpU|IhImK~WKgSbEcJvfIMqWUgoWaq.
(b) Use of @p, "probably" and OpIOp and UepUep, "perhaps"
In Lesson 8 you were introduced to the above expression used to express "probably."
Below are 3 sentences. Read each one aloud inserting the word @p in the proper
place. Repeat dropping the final Hbp or @m and using OpIOp. Repeat again
omitting the Hbp or @m aa nd using UepUep.
URp--PbMrq@sgNgIem^cnIm@Igq "@p" NfImShmSbWOpTfSbIm@IgqSbWNhSnWaqI@ugqOpI

@ugqTaqNoKh@ugq. WKg--"WTfUep@KcoWhp@pMrqSb@uhmHpHbp." AaThIThPbMrq@sgNgPqShqIfnIm@Igq
"Hbp" PeIPem "@m" KhoIem^cnIm@Igq "OpIOp" NfImShmSbWOpTaqNoKh@ugq.
WKg-"OpIOp WTfUep@KcoWhpMrqSb@uhmHp." UbThIThPbMrq@sgNgPqShqIfnIm@Igq "Hbp" PeIPem
"@m"
NfIm@
IgqI@ugqKhoI@ugqW@IbmKhoIem^cnIm@Igq
"UepUep"
NfImShmSbWOpTaqNoKh@ugq.
WKg--"WTf
Uep@KcoWhpMrqSb@uhmHpUepUep."
Mrq@sgNgPemIem^cn@PpWShmLlp
URp@OpIfQcmMrq@sgNgK~WOp
TfWUgoIThKhoPbMrq@sgNgNo@KhoIOuhKpTf TaqKhoSbAaILaqLepPbMrq@sgNgIfSg@KhoITh.
(1) WTfUep@KcoWhpMrqSb@uhmHpHbp.
(2) URp@Vf@hoCcnWP`@m.
(3) WNgWLhm@JhK~WPgmWMmWUgo@m.
(c) Use of Beq Beq and PemBeq PemBeq
In Lesson 7 you learned the use of Beq Beq preceded by noun classifiers giving the
meaning of "anyone, anybody, anything, any time, anywhere, whoever, whenever,
whatever, etc." and PemBeq PemBeq preceded by nouns, pronouns, or verbs giving the
meaning of "whether or." Read the sentences below inserting the correct word in
the blanks. If both of the words could be used in the same sentence, read the
sentence first with PemBeq and then with Beq.
URp--PbMrq@sgNgIem^cnIm@Igq "Beq" PeIPem "PemBeq"" NfImShmShqVgSbIm@IgqSbWNhSnWaqTaq

No Kh@ugq. MrqIfAaPaqSbnPemUeLlp PbMrq@sgNgIem^cnFgIm@Igq "PemBeq" KhoNoKh@ugq
TaqKhoAaThIThIem^cnIm@ Igq "Beq" KhoNoKh@ugq.
MrqAgNg MrqTemNg WhpPeqK~UgoUgo@hoBqKfoShq.

MrqIBqLlpVfIOuh IOuh WTfVfVepQqImWhpIPaqPaq@hoOuhKfo.
MrqOcp@uhm MLm @OpSfqScmWhpTf@hoLaqKfo.
LSfqIm WgpSbKbo MShmLUoLUcIShqOraoW`@fpFhoIBeq.
@cSbQPqWhqINpWaqLlp L@vmBeqIKc IKc Q@VepShqLqIKc.
LIfImKgpKgp @UvaKa IfJfImSbWw@boTfOpTf.
143
5.2 ImWUhpSbW@hIEfb
(1) Practice reading the expressions below concentrating on the B sound.
(1) PbMrq@sgNgIfMgnURpWAaIThAaTh IcqSbMrq@sgNgIfImOpOueBeqIEfo.
MrqBhmPcm
@uhmIBh
IBhm
W`W`Bh
W`W`BhmBhBhm
IBqBeqIBqBeq
ShqBn
BdnLlm
BcnLlm
Bcn@ufoEbo
Or`
PfnFro
(2) Practice reading the expressions below concentrating on the tones.
(2) PbMrq@sgNgIfMgnURpWAaI@dmOpI@dmIThAaThIcqSbMrq@sgNgIfImOpOueBeqIEfo.
@vmLhpShqFhKpImW@ScmJhp W@ScmShq.
OgpQcmIAdoHp
WhpQcqMrqPeq
OrhJhp
OrhoJhp
VepQcmImHp
SfqQcqMrqUPra
LlmPbWhpOp
LbUWapLbFapOh
(3) Practice reading the sentences below, first pronouncing the words the way they are
(3) URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoITh

NoWhqK~Mrq@EbmAgpNg@IgqImWUgo.
(1) E/@s
Kbo@Em
Kbo@EmIWg
EmIWgpOp.
WTfEaEoa TfK~Llp.
QNg@ufoEboNoSa
EboNoSanW`
LEoJh
EoJhpLImPqSaX`.
LEo@v
Eo@vmLPnEh
LPnEhBeBqe SbnIBqLlp.
(2) F/As
MrqSbPfmFhoINpIfImShqFhh.
ShqFhKpImWNg
KpImWNgUKÌBqLlpWgpIFd
IFdpOpAfWaqAfWaq.
ShqPfnFroKgpPo.
ImWhpWaqLbFa
LbFapOhJhpSa.
MrqNhWhpImLbPdLbFh
bFhrhKgpPo.
MrqNhWhpImLbTapLbFb
LbFbBe
FbBeqPo.
144
(3) U/E
L@cKhoQ@cKUh
~Uoh Uho.
LMmUa
LMmUaaFaoQanSaSfp.
LPÙb
LPÙbJh
UbJhpW@cNg@apSa.
TaJhpUepPcmCbCbIBeq.
ImUOku.
Mrq@hoBqKf
oBqKfoUoShImUOk
Im
LSgqLbUWa
LbUWapSa.
(4) Q/z
QgqIBqVf.
OgpQcmLlmLPgmSbHpNg.
@EmQv
@EmQvqWfpOpMrq@hoBqKfoShq.
(5) T/vw
(Remember that WvfpWfvp is never pronounced with a "vw" sound.)
(6) Who/Wgo/, Whn/Wgn

WWaqK~Ug
Uog KhoWWaq.
LOrgoEemX`.
WhpPeqOpKo@g
OpKo@gnNgOpKo@g
pKo@gnNg.
Remember that @Shn@Sn is never written or pronounced as @Sgn@Sn.
10.3 ImPbKhoImPqJvf, ImIem^cnPqMrfqJhpIm@Igq, ImUa@vmKhoImEaoFb
Review sections 6.3, 6.5, 6.7, 7.6, 7.9, 8.3, 8.5, 9.5 and 9.8.
URp--@vm@K`@eq 6.3, 6.5, 6.7, 7.6, 7.9, 8,3, 8.5, 9.5 Kho 9.8.
10.4 ImPqSg@LpKho@IgqMrq@Hh@ugnSbMrq@HhWVap.
K~UgoWUcIUoMeqLhpTfIBeq.
(1) Review the new vocabulary you obtained yourself in Lessons 7.9, 8.9, and 9.9 by
carrying on conversations in Karen with your teacher and using them.
(1) URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 7.9, 8.9, Kho 9.9 WA`Llp. URp

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


145

(1) Review the conversations in 6.9, 7.10, 8.5, 8.9, 9.3, and 9.9.
(1) @vm@K`@eq 6.9. 7.10, 8.5, 8.9, 9.3, Kho 9.9.
(2) 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.
(2) URp--PbMrq@sgNg@eqFgPgpJhpLlmImWKgSbWPemMrqAaBq@IgqU@hoImPemBeqImCfqPemBeq KhoUdIm@Igq

SbWPqSgIemSaTfUepINpLlp. PqKhoSbAaILaqWIhmMdqLlp PbMrq@sgNgIfQcqURpSbWImCfqPeIPem
ImWKgWaq. NfMrq@sgNgIfQcqURpWA`Llp IOpPbMrq@sgNg@vmShqWSanMdqOp. OpFpMrq@sgNgWAfEfo
PemWgpIAhLlp PbWKgoLlmW@ScmSbAfEfoWMdq. KhoIcqPemSbMrq@sgNgIfIm@IbmSaLlp PbW@Lp@eqW@
ScmSbAfEfoMdqLlp. NfMrq@sgNg@Lp@eqW@ScmWA`Llp Mrq@sgNgIfImPem@PpIMdqMdqLlp URp@OpIfLlm
@eqMrq@sgNg. Mrq@sgNgWAfEfoPemIWgpOpKho NfMrq@sgNgIfImWA`Llp Mrq@sgNgPemIf@PpIm@IgqWUhpI
NubpNubpPemBeq PemIfIm@IgqIOpBemOp@ugqIIhqIhqPemBeq URp@Op@vfoLhpCnTf. IcqMrq@sgNgIf
Im@IbmSaLlp URp@OpIfOpLlm@eqMrq@sgNgSbIm@IgqSbWIf@PpTfUepINpKhoPbMrq@sgNgIf
MgnJvfURpWAaIOuhKho. TaqKhoURp@Op@vmMrq@sgNgWIm@vfo K~UgoMrq@sgNgPemUd@PpIm@IgqINuubp
NubpLlpURp@IfOpLlm@eqMrq@sgNg.
(2) URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. Nf
URpNoWA` URp@OpNoJhpEem@hoMrq@IgqImWPaqK~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
@sgNgSbImUa@vmSbWIfFbIOpKaoOpINpIOhu KhoPbMrq@sgNgEaoFbWhq.
. ILaqH`WaqQJapMrqSfqImW`W`BhmBhm PemW@SfqFdSfp.
NÌamXb, MrrqSfqImWgpNrgpXfm. ILapWaqMrqPqImWgpNrgpKgpKgpPcmPcmShq.
MrqBhmPcmNoKgpK~LlpH` @WhpOpWhOpImK~Shp.
NÌamXb, IAuioImWgpNrgpOpLlp MrqOcpMn@uhm, MLm, Jho, Fh W`W`BhmBhm
Xfm.
A. Sb, Kb. MrqScmWhpMrqIOuhLlp @IhmUa@hEemJhoMrfqKcFhMrfqOepSfp.
B. UepHÒp. SbWMdq@vanILapLlpQJapMrqScmWhpImIOuhLlp MrqIhmUa
@uhmAaaKc, MLmIKc, JhoUbKc, FhWOepChoFaH`Xfm.
A. WeWem, WLlpMrqWgpNrgpMfrqLaqShp, ILaqLlpMrqWhpImMfrqOuhShp.
A
B.
A.
B.
146
B.
A.
B.
C.
B.
C.
B.
A.
B.
A.
Hh^cmMrqWgpNrgpUbLaq, ILaqLlpMrqWhpImUbOuhXfm. IcqSbMrq@eqWLaqLlp

Mrq@eqEhnPeqOgp@hoBq. MrqVepWhqKhoImNaoImHpSbMrq@WhpKhoPeqWBhm
KaoXfm.
SbKb. WPqTfMfrqJhpMrfqJhEemSfp. WPq@hTfW@ufK~Sfp.
NÌamXb, ImSbMrqO`QvqNgIPsLg lp WTfUepCdShnWUoXfm. LPqIBq@Llm
TfSfp.
S`, BeqBeqShp. WTfUepWgpNrgp@hoPcmLap@hoPcmLapLlp, LCdShnLAgp@hoLap
@hoLap LImSbnHbp.
W`, WTfUepINpLlp W@EmQvqPqEbqWhqXfm. L@vmHbp, ILapKhoILapWTf
UepIdmShnImW`JhpW`Jhp. WLhm@EmIAhNaoWhpPqWhpImKgpJhpSfm
Jhp@hoVap@ho ChKfoLlpShq.
W`, Q@O`@eqQvqEemXmUbp. Kgp, LfLO`@eQvqSaX`.
Wb, Kb, QNgQSaqINpO`TfSbnSaPbp. PePemQfLlpQSfqO`QvqSbWTf
UepW@uÌOuhIOuh. QMnShqQUoSbIcqImEdqShqWaqQ@^cnShq
O`QvqShq.
NgKgpXb, MO`@eqQvqPemW@h@hAfAfKgpSfpXm. PeIPemPemW@Hh@Or`@hEem
Xm.
QFg@PgpI@hIAf@fpFhoOpPhp. Pem@hPemAfLlp WTfUep@W`JhpBhmJhp
X`.
WPemI@hIAfOpLlp, QfKpKhoQNgQSaqINpAffSbn MWfpKhoO`@eqQvqEem
Xfm. S`, QLmVdWTfUepUoTapImPcnKgpPoShp.
Questions (ImUa@vm)
1. A IBqJapMrqW`W`BhmBhmKhoUa@vm B K~Shp.
2. B IfOp@eq A K~Shp.
3. ImWgpNrgpIOuhWaqShqFhKhoImWgpNrgp@hoOuhKfoLlpX`.
4. ShqFhTfK~Shp.
5. IAuioImWgpNrgpOpLlp MrqPqTfK~Shp.
6. SbWMdq@vanILapLlp MrqIhmUa@uhmMLmKhoJhoFhFaoW`Shp.
7. MrqWgpNrgpMrfqLaq KhoWhpImILaqMfrqOuhShp.
8. IcqSbMrq@eqWPcmLaqLlp Mrq@eqEhnPIqINpShp.
9. MrqSbWIdmShnImWgpNrgpUepINp PqMfrqJhpMfrqJhTfUeSb@ufK~Shp.
10. PIqPqEbqWhqShp.
11. MrqO`QvqNgWImSfqJhpSfqJhWgpNu`JhpTfK~Shp.
12. SbImLlpWCg C IBqEoJhpFg@PgpTfK~Shp.
13. PePem B IBqLlp PemWO`QvqSaX`.
14. A IBqWfpKhoUepH`PIqShp.
15. B IBqIf@eqWhqK~Shp.
16. A IBqLmVdMrqO`QvqNgPqPIqShp.
147
the teacher once. Then you take the B parts while your teacher takes the A and C
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.

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A." Kho "C". @IgqSgU@goIm@IgqW`ThI
EfoK~UgoMrq@sgNg@If "B" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"A" Kho "C" KhoURp@@f@eq "B" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSg
U@hoIm@KhoIOuh OpFpWWaqIOuhLlpURpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@IgqMdbNubpMdqNubp
FdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
time to time as you learn more about the Karen customs in connection with the
agricultural cycle.
148
LESSON 11
ImPqSg 11
VbNb
VbNbF`
VbNbVoJhp
VbNbJhp
VbNbVoBhq
@Pp
Pq@PpIm
Whp@PpIm
If@PpIm
Im@Pp
WbpVb1
WcWcm
Vc
UMbq/UMbqPhSh
UMbqVhpAgp
UMbqPgm
UMbqN`
UMbqJa
PhSh
Mbq
UepNo
WgpNufp
Ccn
Cco
CcoIShm
NfoCco
JgpCco
1These
The abdomen
To have abdominal pain; to have labor
pains
To have a bowel movement
To be aware of distention from gas in the
abdomen
To have diarrhea
To err, be mistaken
To make an error or mistake, do wrong
To err in eating, eat something hurtful
To say something wrong
Error, mistake, wrong, sin
Exclamation of surprise that something is not
as it should be
Exclamation indicating that one wishes that
things were other than they are
Huh; grunt of response when called to
Pot, pan
Earthernware pot
Rice pot
Curry pot
Water pot
Large earthenware pot used for making
liquor
Classifier for potsful of something
To be split or broken into pieces
To be born (refers to humans)
To do something else along with an act, to do
together with
Swidden field
One swidden field
To clear a field
To plant a swidden field by poking holes into
the ground and dropping seeds into them
syllables are usually nasalized (i.e., said through the nose), but they are written this way since there
is no way in Sgaw Karen to indicate nasalization.
Nra(Shq)Im
Orfp(Shhq)Im/Nrfp(Shq)(Im)
(Im)Aua
OcAua
HÙdo
Of
To scatter with the hand

To drop through the hand
Seeds in general
Paddy seeds
Tobacco
The cotton plant
11.2 Im@IgqWKg
(1) Use of VbNb, "the abdomen"
(1) ImUdIm@Igq "VbNb"

MrqNgUpINpWaqWVbNbKgp@hoBqKfoOp
P^cqSfp.
LapAhpJaoImEdqShqUhLlp MrqVbNb
F`FdpPo.
NÌamIBqLlpFgo@eQanQanWVb
NbIWgpSbq.
LNgWaqWVbNbVoBhqSa. SfqFrbWhq
FdImF`VapAkuAku.
MWhpImTaqMVbNbJhp@hoBqKfoOpP
^cqSfp
NgKgpPcpIBqLlp@WgpNufpWNgWVb
NbF`Sa. SfqFrbWhqFdIm
F`VapAfWaq.
Why do these children all have enlarged

abdomens?
At the beginning of the year when the rains
first fall many people have abdominal
disorders. (Lit., people's abdomens pain
(or get diseased) very energetically.)
That uncle has been sick for so long, he no
longer has any abdomen (i.e., it is sunken
in and doesn't show any more).
Your child has diarrhea. Take him/her to the
hospital quickly.
After eating, why do we all experience gas
forming in our abdomens?
That young woman is going to give birth to her
child. She is having labor pains already.
Take her to the hospital now.
(2) Use of UMbq/UMbqPhS,h "pot, pan"
(2) ImUdIm@Igq "UMbq/UMbqPhS"h

LPemSfqFdTemMdqLlp, Vf@eqMrkqW`
JhpLlmQqUMbqVhpAgpQfm
NubpCcNubp.
SbMrqFÌmWShmLlpMJapMrqFÙ
MbqVhpAgpINpWgpKhoUMbqPgm,
UMbqN`, UMbqJa, UMbq
PhShINpW`Po.
If you go to town, bring me back 5 or 6 more

earthernware pots.
In the place where they sell things we see

people selling many clay pots--rice pots,
curry pots, water pots, pots for brewing
liquor.
150
PcmBmXb, LNhJhpPeqSbUMbqNoKgpShq
BnSbPhShLlpMrqWhp@SbnX`.
UcNhPeqW`W`BhmBhmMrfqUMbqMrfqPhSh
WaqPemUcU`@PqP^cqSfp.
Aunt, you are cooking rice in a big pot like a

liquor pot, will it get eaten up?
You've cooked such a large amount of rice
filling this pot, what do you intend to do?
(3) Use of @Pp, "to err, be mistaken"
(3) ImUdIm@Igq "@Pp"

NgKgpXb, LIf@PpLNgK~Sfp. WTf

IcqAfWaqWUoIPcnLqOp.
@ufIOgWaqMrqSfqMhn@PpOpWhqAfWaqAf
Waq.
NgUpIBqLlpOrhoW`Po, PemWWhp@
PpImP^cqSfp.
QMrkq@PpOpImSa. MrqPbQMr
PbQMrkqFe
@qT`, QMrkqOpSbFe@qBhq.
S`, S`, QVf@eqEhn@PpOpKhoMrq
SanUoTapIOepSfp.
Nephew, what did you say wrong to your

child? Up till now she is not happy with
you.
People often follow this road by mistake.
That child is vomiting a lot, what did he eat
wrong?
I've made a wrong purchase. I was asked to
buy a white shirt [and] I bought a red one.
Oh, dear! I have brought back someone's
hymnal by mistake.
(4) Use of UepNo, "to be split, broken into pieces"

(4) ImUdIm@Igq "UepNo"
AvoWhpPeqIOepWaqUepNoFaoQanSaSfp.
LEcLAhpWOepUepNoW`W`BhmBhmPemLPqK~
Sfp.
NÌamXb, LUMbqJaINupShqIfn
UepNoSa.
LNuhpAaUepNoIIhqIIhqOpP^cq Sfp.
KgpXb, LEOrfNoKgpINubpLlp LPqUep
NoWh
NoWhqK~Sfp.
WUMbqPhShINubpLlpU`@UepNo.
How long has this rice plate been broken?

What did you do that the skin of your hands
and feet (or arms and legs) has cracked
(split)?
Uncle, your water pot has fallen and broken.
Why are your trousers split in places?
[Close friend], how did you cause your big
table to split?
Idiomatic expression meaning that someone
has gone into labor.
(5) Use of WgpNufp, "to be born"
(5) ImUdIm@Igq WgpNufp"


151
"LWgpNufpLapPIqSfp." "QWgpNufp
LapFh."
"LWgpNufpPcmPIqWLaqSfp." "QWgp
NufpPcmQfmLaq."
"LWgpNufpS`PIqSfp." "QWgpNufp
SbS`ChoMdq."
"LWgpNufpS`JhpMrfqUhSfp." "Q
WgpNufpS`ChoJhpCcUh."
"LWgpNufpSbImEdqA`PemIm@g
Im@gmA` Sfp."
"QWgpNufpSbImEdq A`."
"What year were you born?" "I was born in

the year of the chicken."
"On what day were you born?" "I was born on
Friday."
"In what month were you born?" "I was born
in the Month Eight."
"On what day of the month were you born?" "I
was born on the 6th day of Month Eight."
"Were you born in the rainy season or the hot
season?" "I was born in the rainy season."
11.3 ImPbKhoImPqJvf
Read the directions below aloud, then do as instructed.
URp--PbMrq@sgNgNo (1) SbWNhSnWaqKgpKgpTaq PqK~WPbTfWUgo. IfSg (2) Kho (3) K~ (1) WUgoWaq.
(1) @vmLhmBamSbWNhSnINpWaq PemMrqMnNrgpWhqOpX` IOpOpSfp. PemIOp

OpLlp Orh@eqImSbW@PpTfINp.
57
+64
111
48
+39
87
124
+96
120
77
+99
178
(2) ImBhqSbWNhSnINpWaq@PpX`. Pem@PLlp IfNu`JhpSbW@PpTfK~Sfp
(3) Im@IgqSbImBhqIOepKhoIOepWNhSnINpWaqLlp OpXÌOpOpSfp.

Pem@PpLlp w@boPemIm@IgqK~Sfp.
FhPgm
NfoMuhIm
QgqIBq NraShqImAua
UMbqJ
WLm
@Igq@UvaIm
11.4 Im@IgqWKg
(1) Use of WcpVc, "exclamation of surprise that something is not as it should be"
(1) ImUdIm@Igq "WcpVc"


152
WcpVc, IqUpINubpQFgPgp@Tap,
OpFpITapLhIEfoShp.
WcpVc, PV`LIfSbL@SfqImKho
QqKb, LISfSbqOpLlp@
UeX`.
"PgmXb, LNgPcp@h
p@hoLq." "WcpVc, W
OpPIqShp."
WcpVc, QFhN`NoKgpUaOpP^cqSfp.
WcpVc, MrqVfEhnLlmKhoQNgSfp. MPq
ImUeSbqX`^cq.
My goodness! I thought this fruit would be

delicious, but it doesn't taste good at all!
Hey! yesterday you said that you would go
with me. How can you say that you aren't
going after all?
"Mother, your daughter is calling you."
goodness, what's wrong with her?"
"My
For goodness sake! why has my big rooster

died?
Oh dear! she's brought my child to me again!
I'm not likely to get any more work done,
am I!
(2) Use of WcWcp, "exclamation indicating that one wishes that things were other than they
are"
(2) ImUdIm@Igq "WcWcp"

WcWcp, OpSfqKhoImSbBhqKhoSfp.
MImIAuioOpKb, OpSfq@
Kho.
WcWcp, NÌamIBqUaKhoSfp, MSfq
PqImIUe@KhoOp.
WcWcp, MrqAaBqLlpWImBemITaqLhI
OuhSfp.
WcWcp, MrqI@eqQcqMrqLhIOuhSfp.
"NaXb, QPgmPbLSfqWgpWhqIEgm."
"WcWcp, @PemWNgPcpWVbNb
F`JhpSa@m."
Oh, dear, I have to go again in the morning! I

can't spare the time, but I have to go again.
Alas! Uncle has died; we can't go to work

again [because it is the custom that all
relatives stop their usual work till the
corpse has been disposed of].
Oh dear, those two persons' business never
seems to end!
Oh dear, they never seem to get around to
taking us back home!
"Grandmother, mother asks that you go to her
a moment."
"Oh dear, probably her
daughter has gone into labor."
(3) Use of Vc, "huh; grunt of response when called to"
(3) ImUdIm@Igq "Vc"


"NÌamXb." "Vc." "SbWaqIJap."
"PIqShp."
"PgXb." "Vc, L@hoPqSfp." "VfVao
CnEbqQImIJap."
"Uncle." "Huh." "This way a moment." "Who

is it?"
"Mother." "Huh, why are you calling?" "Come
help me hold this thing a minute."
153
"PcmBmXb." "Vc, PIqShp." "Q@eq

@KhoLhp."
"NcXb." "Vc." "@eqSbWaq. LSfq@uf
NfLlpIOpOp."
"Aunt." "Huh, who is it?"

again, okay?"
"I'm going home
"Grandfather." "Huh." "Go back this way.

You're going that way isn't correct."
(4) Use of Ccn, "to do together with, along (with)"
(4) ImUdIm@Igq "Ccn"
LPemSfqFdTemMdqLlp, @eqMrkqCcnQq
ImWhpIEfo.
ILaqWaqLPemSfqImLlp, SfqEhnCcn
ImWhpImWhINpWaq.
Q@OpMrkqCcnKhoImWhpImWhSb
QNaQNcWBhm.
WTfNhWhpHpNgCcnKhoMUbBhqKhoU
@hqFapUp.
AfPcmFepPemL@SfqCcnImKhoMrqX`.
MrqKhMcmTfmAaKdpLlp, SbHÌ@vmShn
WPfnOp, OpFpAfWaqMJap
SbWTfUepWhpCcnWhCcnIm
SaPoSfp.
If you go to town, buy a bit of food for me

[along with what you buy for yourself].
Today when you go, take along this food.
I must buy some food for my grandparents
[along with the other things I get].
She cooked fish together with onions and
tomatoes.
Tomorrow will you go along with us?
In the past those 2 sibling families wouldn't
look at each other, but now they are
actually eating together!
11.5 Conversation Practice--
URp@OpNoIm@IgqUepINpWaqEoJhpSbWAhpJaoIcqSbW@IbmAaThKhoPbMrq@sgNg@Lp. NfURp
IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqWIm@IgqWAaWaq. NfMrq@sg
NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOp OpKho
URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSb Mrq@sgNg
EaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSbImUa
(LhmNhKb, WNgWS`MfrqJhpSa. LhmNhPa@hoMbmJhpWTqSbNoNhPcm)

LhmNh --LqXb,
--LqXb, Lq, BfqJbpPhp. QVbNbF`KgpSfp.
N`zMfo--PqK~
--PqK~Shp. LVbNbF` LWhp@PpOpImIPaqPaq@m.
LhmNh --Wc
--WcpWc, IPemQWhp@PpImOp. @hoBfqJbpPgPgIJapPhp.
154
N`zMfo--Pg
--PgXb, Pg, LNgPcp@hoLqXfm.
LhmNhPgm--Wc
--WcpVc, WOpPIqShp. Kb, NgAv`, Sfq@hoLNaLhmOhPgmLlpQbp.
(N`zMfoSfqFdNaLhmOhPgmWKbo.)
N`zMfo --WbNa
--WbNa, WbNa.
LhmOhPgm--Vc
--Vc.
N`zMfo --@s
--@sPgmPbLSfqWgpWhqI@sgm.
LhmOhPgm--Wc
--WcWcp, @PemWNgPcpWUMbqPhShINubpLlpU`@UepNo@m.
N`zMfo --Na
--NaXb, @Pem@pUbp.
(LhmOhPgmSfqIcqSbLhmNhWWgp.)
LhmOhPgm--Wb,
--Wb, Im, Mrq@WgpAfWaqKb. Llp, WgpNufpJhpSa
Sa. Sb, WMhnAv`Pbp.
[This is the end of the long continued conversations you have been studying since
Lesson 1.]
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
LhmNh@hoMbmJhpWTqOpPIqShp.
WTqFg@PgpSbWVbNbFÒpPIqShp.
LhmNhPbWTqPqP^cqShp.
WPaqMrmPbN`zMfoPqPIqSh
PqPIqShp.
N`zMfoIfOpNaLhmOhPgmK~Shp.
NaLhmOhPgmFg@PgpSbLhmNhOpP^cqShp.
IcqNaLhmOhPgmSfqSbLhmNhWWgpIcqSaLlp ImPqWUoK~Shp.
LhmNhWNgPemWPcpX`WAv`Shp.
the teacher once. Then you take the part of N`zMfo while your teacher takes the other
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.

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "N`zMfo" KhoURp@@fMrqWBqINpIBqTaqIBq. @IgqSgU@go
Im@IgqW`ThIEfoK~Ugo Mrq@sgNg@If "N`zMfo" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSa
Llp URp@@f@eq "N`zMfo" KhoPbMrq@sgNg@f@eqMrqBqIBqTaqIBq, TaqKhoIfSg@KhoW`ThIEfo. IcqMrq@sgNgIf
fImOpOueBeqSaLlp @IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@Op
Sf@eqIm@IgqMdbNubpMdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqW
155
11.6 Im@IgqWKg
(1) Use of Nfo(Cco), "to clear a field for swidden cultivation"
(1) ImUdIm@Igq "Nfo(Cco)"

ILaqWaqQfQSfqNfoCcoSb@Jgp
OcWBhm.
QMcmIBqSfqNfoOfShm.
QMcmAaBqIBqSfqNfoHÙdoShm.
QMcmUbBqIBqSfqNfoU@hqFapWShm.
QMcmSvamBqIBqSfqNfoPdpVfUpWShm.
Today I went and cleared a swidden field for

planting paddy.
My younger sibling went and cleared a cotton
field.
My second younger sibling went and cleared a
tobacco field.
My third younger sibling went and cleared a
place for [planting] tomatoes.
My fourth younger sibling went and cleared a
place for [planting] chillies.
(2) Use of uJgpCco, "to plant a swidden field by poking holes into the ground and dropping
seeds into them"
(2) ImUdIm@Igq "JgpCco"

MrqSbAgINpIcqSbMrqJgpCcoA`Llp
WTfUepPqEbqShnWUoW`Bq.
NfMrqJgpU@hoCcoIShmKhoIShmLlp
Cco@EmScmWhpMrqImWhp TapPo.
CcoOpIShmShmLlpSfm, MrqJgpTfKh
LaqHÌTaqOp.
MrqKbo@EmEr
qKbo@EmErqINpNfoCcoWap, MrqJgp
U@hoILaqTaqAaShmUbShm.
When the rural people plant their swidden

fields, they help each other a great deal.
When they plant one field and another
together, the owners of the fields feed them
delicious [meals.]
If a field happens to be wide, they may not
finish planting it all in one day.
If a household has only a few members, they
clear a narrow field, and two or three [such]
fields are planted in one day.
(3) Use of NraShq(Im), "to scatter with the hand" and OrfpShq(Im)/NrfpShq(Im),"to drop with
the hand"
(3) ImUdIm@Igq "NraShq(Im)" Kho "OrfpShq(Im)/NrfpShq(Im)"


"PIqNraShqOcNraShqPeqSbChAhpJao
"NaNaOrfpShqFhP@hn Xfm."
MrqMhnAvÙoEmINpJgpCco, MrqMhn
PcpUoEmINpOrfpfOc.
Sfp."
"Who scattered paddy at the foot of the

stairs?" "Grandmother dropped it down for
the chickens just now."
The men poke the holes in the ground of the
field, the women drop in the paddy seeds.
156
NfMrqJggmCcoKhoOrfpShqOcAuaWA`LlpMrq
UoMrmINpVoNraShqImAuaW
BqINpLlpShq. WKgLlp-(@) VoNraShqTfOfAua
(A) VoNraShqTfHÙdoAua
(B) VoNraShqTfImLbPdW
AuaUepINpLlpShq.
During the time they are poking the holes and

dropping in the paddy, the older people
walk along scattering other kinds of seeds;
for example:
(a) They walk along scattering cotton
seeds; (b) they walk along scattering
tobacco seeds; (c) they walk along
scattering seeds of spice plants.
(1) Use of VbNb, "the abdomen"

See examples in 11.2(1). It can be seen from the examples given that the word
meaning "abdomen" combined with common words which you have learned already
express common conditions of the abdomen. There should be no problem in understanding them nor in remembering their meaning.
(2) Use of UMbq, "pot, pan, earthernware jar" and PhSh, "large clay pot used for making
liquor"
See examples in 11.2(2). In the past the only pots and cooking utensils available
were made of clay, and different sizes and shapes were made for different purposes.
For example, the rice pot, called UMbqPgm, has a narrower opening than the curry pot,
called UMbqN`, though both of them have necks which are narrower than the rim. On
the other hand, water pots a fairly wide opening but no neck. The large pot/jar which
used to be used for making home-made liquor, called PhSh, is rarely used any more.
However, the word is still used as the other part of the couplet with to mean pots in
general. Later on, metal pots became available and they tend to be used more than
the clay pots for cooking, although the clay pots are used in most village houses for
water pots since the evaporation through the pores helps keep the water cool.
(3) Use of @Pp, "to err, be wrong, be mistaken"
See examples in 11.2(3). The verb @Pp is a descriptive verb; but when used
together with an action verb, the whole expression becomes active and takes an
object (expressed or understood); e.g., .Pq@PpIm, @vfo@PpIm, Sfq@Pp@uf,
Whp@PpIm.
(4) Use of UepNo, "to be split, broken into pieces"
See examples in 11.2(4). The Karen language has several different words for
different kinds of breakage; i.e., there is one word for breaking off of something, as a
limb of a tree; another word for something like string or rope to break; and still
another for breaking into small pieces or splitting open. It is this last type which is
referred to by the word UepNo. This verb is an intransitive verb. The action verb "to
break" is expressed by combining an action verb with UepNo; e.g., PqUepNo,
ShqIfnUepNo.
157
(5) Use of WgpNufp, "to be born"

See examples in 11.2(5). There should be no problem in understanding how to use
the word WgpNufp, except perhaps to remember that when referring to the act of being
born the expression WgpNufpJhp is used. Also, to express that someone gives birth to
her child, the word WgpNufpLlm or WgpNufpJhpLlm is used. However, there is a real problem
for Westerners if they want to know when someone was born, since rural people
without much education do not figure time the same way that we do in the West, and
in fact, often keep no record of the day or date. For one thing, they use a lunar
month of 28 days, the first one starting somewhere during the month of March. The
Karens have their own names for the months, but nowadays many Karens don't know
the names, but have learned the months by numbers; i.e., (Month One, Month Two,
Month Three, etc. Note that they don't call it the First, Second, or Third Month.) To
further complicate things they have adopted the 12-year cycle of years from the Thai,
so that they may say that they are born in the year of the horse, the year of the
chicken, the year of the bull, etc. Also, the day of the month was never important to
Karens in the past but the day of the week was important for determining their
horoscope and (for Buddhists) in determining what letters their official name may
start with. You don't need to learn the names of the months and years, but you need
to be prepared for the above types of answer when you ask someone when he/she
was born. Sometimes Karens don't remember when their children were born so one
may get an approximate time by asking what season of the year they were born in. In
such cases when they get a house registration card or enter the children into school, a
date may be assigned to them which will be used as the official birth date from then
on.
(6) Use of WcpVc and WcWcp.
See examples in 11.4(1) and (2). You will probably not be able to use expressions
such as these in the correct situations until you know the language well. However,
when you hear the Karens use them, you should be able to get the idea of what is
meant. Note that the vowels are usually nasalized (i.e., spoken through the nose), but
they are written this way because written Sgaw Karen has no way of indicting
nasalization.
(7) Use of Vc, "grunt of response to someone's call
See examples in 11.4(3). There should be no problem in understanding the use of
this word since it corresponds to the English "huh." However, it should be noted that
this word is also usually nasalized when spoken by the Karens.
(8) Use of Ccn, "to do something else along with an act, to do together with"
See examples in 11.4(4). This verb can be used in a similar way as the verb U@ho
when it refers to carrying out some action in company with someone else, as in the
last 2 examples; but it has the additional meaning of combining several things
together or of combining one job with another, as in the first 4 examples.
158
(9) Use of Cco, "swidden field," and Nfo, "to clear a place of trees, shrubs, and other plants"
See examples in 11.6(1) and (2). In the swidden method of cultivation of rice (as
well as other crops), an area of a hillside is cleared of trees, shrubs, and other plants,
after which everything is burned. It is believed that the ash serves as a fertilizer, but
of course, the burning kills any earthworms which would help to keep the soil
porous, and because the hillsides are slanting,the topsoil is often washed away when
it rains. Crops can be planted a second year in the same place, although there will
not be as good a crop that year as the first year. By the third year it would hardly be
worth while to plant anything in that place. In the past Karens (and other hill people)
used one place one year, another the second year, and so on for 7 years, then in the
8th year returned to the first place which by then had bamboo and small trees on it
the leaves of which had improved the soil to the point where a good crop could be
raised there. But as the population in the hills increased and also as the government
has tried to discourage swidden agriculture, the same area has had to be used more
frequently and so the returns have been less and less. Nowadays, it is difficult to
make a living using swidden cultivation. The government urges them to change over
to the wet-cultivation method of growing rice by terracing the hillsides to hold the
rain water and prevent erosion, but it is a lot of work to prepare the terraces at the
beginning. The government also urges them to use fertilizer so that they can use the
same plots of ground each year, but the Karens often don't have the cash to pay for it.
This is one reason why so many village Karens are moving to the towns and cities
hoping to find work.
The common way of expressing that one uses swidden agriculture to make a living is
NfoWhpCco whereas the common way of expressing that one uses the wet-cultivation
method is PqWhpEan (although in some areas it may be the word for "to plow" that is
used rather than Pq). In addition to clearing a swidden field, the word Nfo can be used
for clearing a plot for growing cotton or tobacco (NfoOfShm, NfoHÙdoShm) or for rice
seedlings (NfoLlmOcNgShm) or to clear an open space (NfoMuh) such as along the side of the
road, etc.
(10) Use of JgpCco, OrfpShq(Im)/NrfpShq(Im), and NraShq(Im)
See examples in 11.6(2) and (3). In the swidden cultivation of rice the seeds are
planted by poking holes into the steep hillside by a metal instrument at regular
intervals and dropping a few paddy seeds into each. The word Jgp (almost always
used with Cco) is used to refer to the poking of the holes and the word OrfpShq is used
to refer to the dropping of the seeds into the holes. The latter term is also used for
other times when one takes a handful of grain and holding the handful so that the
thumb is on top, lets a little of it at a time fall out from the bottom of the fist onto the
ground, such as when feeding the chickens. Often other kinds of seeds, such as
cotton, tobacco, cucumber, and various kinds of spices and other herbs are scattered
or broadcast (NraShq) over the same field after the paddy has been planted. Since these
plants grow more slowly than the paddy, they are not high enough to be hurt when
159
the paddy is reaped, especially if they cut the paddy off fairly near to the heads of
grain, and these other plants having gotten a good start during the rainy season
continue to grow after the rice harvest.
In the wet cultivation method of growing rice, on the other hand, each field has a
dike built up around it to hold in the water. A field to be used as a seedbed is plowed
first and the seed broadcast into it fairly heavily. Then while the other paddy fields
are being plowed up, the seedlings are growing. When there is enough water in the
fields to support the rice seedlings, they are pulled up by the roots in bunches from
the now-flooded seedbed and transplanted into the mud at the bottom of the watercovered fields and the water helps to hold the seedlings upright.
Fill in the blanks in the sentences on the left-hand side by inserting a word or
expression from the right-hand side into the blanks. Each of the words and
expressions on the right-hand side can be used only once.
URp--PbMrq@sgNg@vmIm@gqWAhpJaoI@ugqSbEcEepIMqWaqTaq Iem^cnIm@IgqSbEccJvfIMqINubpNubp
SbWSgqTfOpTfNfImShmShqVgSbEcEepINpWaq TaqKhoNoKh@ugq. IfSg@ho@ugqKfoK~WAhpJaoI@ugqWUgo
WaqEoJhpSbWAhpJaoIcqSbW@Ibm.
PVÌ^vaM MCcoIcqWTaq.
PV`@bnQTq KhoQLhm@Em
QMhnJhpWAaKho OcAua.
TaqKhoQPgmIAhVo ImAuaWBqINp.
QNgPcpISfqPqEbqOp PemSbW AvaS`SaWCg.
MVf@eqFdKboKhoJapSbMUMbqJa .
QNgAvSfqMrkq@PpLlm@eqQqSb .
ILqWaqQNgPcpW F`Jhp.
QFg@PgpSbIQanOpQNg@ LlmQSaqIBq
JgpCco
VbNb
ShqIfnUepNo
UMbqN`
NraShq
WgpJhpWNgSbWSg
SbWSgq
ShqIfnUepNo
WgpNufpJhp
OrfpShq


IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqWIm@IgqWAaWaq. NfMrq@sg
160
NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemIOp OpKho

URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSb Mrq@sgNg
EaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSbImUa
NgKgpPcp--Pc
--PcmBmXb, LJgpLCcoTaqSaX`.
PcmBm --Ng
--NgKgpPcpXb, QJgpCcoTaqNfPVÌLaqWaqShq.
NgKgpPcp--Pc
--PcmBmXb, NfNfLJgpCcoWA` LNraShqKhoPIqWAuaINpSfp.
PcmBm --Nf
--NfMJgpCcoWA`Llp MNraShqCcnHÙdoAuaKhoOfAuaIOuhChShq.
NgKgpPcp--Pc
--PcmBmXb, LIfImAuaINpLlp LNraShqSbOcAuaW@u`X`.
PcmBm --IPe
--IPemOp, NgKgpPcpXb. NfMJgpCcoKhoMrqNraShqOcAuaTaqWShmLlp LN`
IamIAhVoNra@eqOfAuaKhoHÙdAuaSbAaLlpShq.
NgKgpPcp--WLl
--WLlp WKgpJhpIOuhChX`.
PcmBm --VbpWb,
--VbpWb, IKgpJhpIOuhChITmOp. OcAuaLlpWLhmKgpJhpAku, Whp
OpSbH`. PePemHÙdoKhoOfLlpKgpJhpCb, WhpOpSbAaShq.
Questions (ImUa@vm)
1.
2.
3.
4.
PcmBmIBqLlpJgpWCcbTaqSaFaoQanSfp.
NfWTfUepJgpCcoWA` WTfUepNraShqCcnP^cqWAuaINpSfp.
WTfUepNraShqImAuaUepINpLlpSbOcAuaW@u`X` PeIPemPemWPqK~Sfp.
ImUbPaqWaqKgpJhpIOuhChX` PeIPemImPqWUoK~Sfp.
the teacher once. Then you take the part of PcmBm while your teacher takes the part of
NgKgpPcp. Practice a number of times both with the teacher and with the tape, so that
though you start studying the next lesson. After you know your part well, you and the

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "PcmBm" KhoURp@@f "NgKgpPcp". @IgqSgU@goIm@IgqW`Th
IEfoK~UgoMrq@sgNg@If "rPcmBm" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp URp@@f
@eq "PcmBm" KhoPbMrq@sgNg@f@eq "NgKgpPcp" TaqKhoIfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @
IgqSgU@hoIm@KhoIOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@IgqMdbNubp
MdqNubpFdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~Waq WUgo@goLaqKfoFdHÈrqUh
WIhmMdq.

ImBemW@Scn@Scn.
161
QUMbqJaUepNoSa. SfqMrkqLlmQqWUhINubpNfMrqFÙMbqPhShINpWShmLlp.
QfQ@JgpCcoKhoLfLOrfpShqOcAuaLhp.
QPnSfqNfoMuhHÙdoShm.
LVbNbF`Llp PemLWhp@PpImIPaqPaqX`.
(1) Look back at 9.9 and review the pattern sentences for seeking to learn the meaning of
words you hear frequently but don't know the meaning of. Then during the next 24
hours choose your own word to ask someone other than your teacher about, and see
if you can figure out the meaning from the explanation and examples given. The
next day report to your teacher and the two of you carry on a conversation usisng it.
Also, keep your ears open so that you will notice when and how others use it.
162
(1) URp--PbMrq@sgNg@vp@K`@eq 9.9(1) TaqSbFdH` 24 LpRapWIhmMdqCcLmMbmIm@IgqWUhINubpSb

Mrq@sgNgLmVdAfWaqAfWaqKhoIUepH`WAhMHhKaoOpK~WKgSb 9.9(1) WUgo. SbAaILaq URpKhoMrq@sgNg@
Op@IgqU@goImKhoUdIm@IgqWUhINubpWaqAfWaqAfWaq.

Observe one or more creative activities taking place (e.g., weaving, dyeing, and other
parts of the process of making clothing; embroidery; house building; rope making;
blacksmithing). Get the words and expressions to describe actions and objects. Try
to join in the activity. Note the people's reaction and their instructions to you. Is the
activity essentially individual or cooperative. If the latter, who does what? Is food
or payment provided?
163
LESSON 12
ImPqSg 12
Jo
(W)Kb
JoT`Kb
Mao/Jp1
@uh(Im)
Lhp
PVg(ILap)/PD`(ILap)/PD`@bn
WIVg(ILap)/WID`(ILap)
AfPVg(ILap)/AfHÌLap)/AfD`(ILap)
AfIH`
@d
Fgp(Im)
FgpWb(Im)
FgpBeq(Im)/FgpBeqFgpT`(Im)
CoCe
PcmF`(Ah)
AfPcmF`
Udp(Im), UdpImNuoIm
ImUdpImNuo
JhpLhp
Ce(Im)
@Jg
A.L. (ARanWLap)
Iron, metal in general

Container
Empty 5-gal. kerosene can/tin
Commonly-used classifiers for kerosene
cansfu/tinsful of anything
To slash off, cut down, chop down (with a long
knife)
Grass, weeds
Last year
The year before last
Next year
The year after next
To be full, complete, plentiful, wanting nothing
To invoke, vow, swear
To curse (something or someone)
To bless (something or someone)
Intensive particle
Day (as opposed to night)
This day, this coming day (spoken the
afternoon, evening, or night before)
To plant (something)
Agriculture
Soybean
To ask for, entreat, supplicate, implore
Thousand
A.D. (the year of Christ)
12.2 Im@IgqWKgg
(1) Use of WKb, "container," Jo, "iron, metal in general," Mao/Jp, "classifier for kerosene
tinsful of something"
(1) ImUdIm@Igq "WKb, Jo, Mao, Jp"

1From the
Thai
and .

"NÌamXb,
LJgpLCcoSbnOcAuaJo
T`KbMfrq NubpSfp." "SbnAa
FaQfmNubp."
NgKgp, LPemSfqFdTeTme MdqLlp, @eqMrkqLlm
QqJaKbJoNoKgpINubp.
LSfqSbTemMdqLlp Vf@eqMrkqW`JhpU
MbqJoINubp.
AfWaqURp@hqSbTÌBqVepQqSb
Im@dIm@qWKbJoNoKgpI
NubpQUoAcRo.
NgPcpXb, QSanSbEOfrAgpINpLlp
MnLlm@eqQqFdSanKbJoWMdq
AfSbn.
QSfqIc
qIcqSb@oMdq, QEeKbIAhWgp
IemSbKbo.
L@vfoLlmLMcmWSanLlp, LSanKbWgp SaX`.
"Uncle, how many kerosene tinsful [of paddy]

did you use up when you planted your hill
paddy field?" "25 tinsful."
Nephew, when you go to town, bring me back
a[n empty] kerosene tin.
When you go to town, bring back another
metal pan.
I am very glad that now a foreign teacher has
given me a metal trunk for clothes.
Daughter, put back all of my books on the

table into the metal book container for me.
I went to the market, [but] my money box was

left at home.
Do you already have an envelope for the letter
you are writing to your younger sibling?
Repeat the first sentence using Mao instead of Nubp as the classifier. Repeat a second
time using Jp instead of Nubp as the classifier.
URp--IfSg@KhoIOuh OpFpWWaqIOuhSb "Nubp" WShmLlpIfSb "Mao." Pq@KhoIOuhLlp Sb

"Nubp" WShmLlpIfSb "Jp."
(2) Use of @uh(Im), "to slash off, cut down, chop down (with a long knife)," and Lhp,
"grass, weeds"
(2) ImUdIm@Igq "@uh(Im)" Kho "Lhp"

WTfSfq@uhLhp.
WTfSfq@uhMuhIm.
ILaqH`WaqQNaU`@Sfq@uhOfLhp.
Mrq@uhMuh@uf@MqIIhqWaq MrqU`@Pq
PIqSfp.
Sfq@uhLlmQqU@vaSpUbOepSvam Oep.
M@OgpPeq.
"Mrq@uhImSbLlpIBqPemW@uhPIq
Sfp." "W@uhVapJdp@m."
He has gone to cut down the weeds.

He has gone to clear the place (with a long
knife).
Today my grandmother intends to go and cut
down the weeds in the cotton field.
They've cleared this section of the roadside,
what do they intend to do?
Go and slash off 3-4 banana leaves for me.
We'll wrap up rice.
"What is that person over there cutting down?"
"He's surely cutting house posts, isn't he?"
165
"NgKgp,
LPgmLMmSfqFdShp." "QPgm
QMmSfq@uhLhpSbCcoXfm."
M@uhCcoNfoCcoTaqSa.
"Nephew, where are your parents?" "They've

gone to cut the weeds in the swidden field."
We've already finished clearing our swidden
field.
(3) Use of Udp(Im), "to plant (something), and JhpLhp, "soybeans"
(3) ImUdIm@Igq "Udp(Im)" Kho "JhpLhp"

MrqUdpImPcnINp, LlmOpEeW`Llm MrqBq.

PcmBmXb, SbLCcoLlpLUdpImMrfqPaq Sfp.
UThSbWWgpOdoTemINp MrqUdpJhp
LhpRo.
Mrq@HhW`JhpWCg ImUdpImNuo
WShmIWgpW`SbqOp.
W`SbqOp.
OdoJhpNfImEdqShqLlp Mrq@hoBqKfo
SfqUdpImNuoImShq.
People who enjoy planting things get more

money than other people.
Aunty, how many things did you plant in your
swidden field?
In villages near the towns lots of people plant
soybeans.
Because the number of people has increased,
there aren't many places for agriculture any
more.
Near when the rains will come everybody goes
and plants crops.

IcqURpNoIm@IgqAaThTaqSaLlp PbMrq@sgNgIfFbImUa@vmSbWMgnSgnMrqAaBqWIm@IgqWAaWaq. Nf
Kho URp@OpPqLhpCnImUa@vmWTfLlp. URpUa@vmImUa@vmAfSbnPemTaqSaLlp ImUa@vmSbMrq@sg
A.
B.
A.
B.
A.
B.
PcmBmXb, LCcoLlpLUdpImMrfqPaqSfp.
NgKgpPcpXb, ILapWaqLNÌamNfoCcoIMhSfmOpWCg QUdpImIWÒp.
PcmBmXb, SbLCcoLlp SbOcWPfnH` LUdpImWBqIPaqPaqKaoX`.
Pem, QUdpKaoImBqINpPemTfJhpLhpAuaKhoMUbBhqAuaINpShq.
W`Kb, PcmBmIBqKc UdpImPcnPcnSfp.
NgKgpXb, MOpUdp. MPemIUdpImW`PaqOpLlp MIWhpOpImW`PaqOp.
166
Questions (ImUa@vm)
1. ILapWaqPcmBmIBqLlpIUdpImWÒp PemWOpP^cqSfp.
2. SbWCcoMdqLlpSbOcWPfnH` WTfKpUdpKaoP^cqWAuaINpSfp.
3. OpP^cqSbPcmBmIBqLlpUdpImWPaqW`Sfp.
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.

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@Kho
IOuh OpFpWWaqIOuhLlp URpPemBeqMrq@sgNgPemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq
WBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
12.4 Im@IgqWKg
(1) Use of @d/Wgp@dWgpSb, "to be full, complete, plentiful, wanting nothing"
(1) ImUdIm@Igq "@d/Wgp@dWgpSb"

MWhpOc@d.
WhpW`W`. ImWhpImWhWgp@d.
MrqPqImNgWgpWBq@d.
ImKhoImSpWgpWPaq@d.
SbLfLUThLlpImWgp@dXfmLhp.
AfWaqMPqMnImWhpSbM@JgpCcoW
Bhm@dSa.
ImIWgp@dWgpSbLlp, MNhWhpIm
@UeXm.
L@OrhJhpKboLlp, LImWgp@dWgp
SbSaX`.
We have plenty of paddy to eat.

Eat a lot. There is plenty of food.
There are plenty of workers.
There is a great variety of vegetables.
Your village has everything, doesn't it?
We have now prepared plenty of food for the
planting of our hill paddy.
Can we cook when we don't have all the
things we need?
Do you have everything you need for building
your house?
(2) Use of Ce(Im), "to ask for, entreat, supplicate, implore"
(2) ImUdIm@Igq "Ce(Im)"

167
NgPcp, SfqCeLlmQqLPcmBmW@cIKc.
MrqIKboLlpVoCeWhpMrqOc@hoLapKfo.
@eqCeW`JhpLlmQqSbLMmWEeIEfo.
URpXb, LCeLlmImPqEbqSbNgUp
IBqWaqWBhm@UeEemX`.
Daughter, go and ask for one of your aunt' s

carrying baskets for me.
That family goes around asking people for
paddy every year.
Go and ask your father for a little more
money.
Teacher, can you ask for and get help for this
child?
(3) Use of Fgp(Im), "to invoke, vow, swear," FgpWb(Im), "to curse," and FgpBeq(FgpT`)
(Im), "to bless"
(3) ImUdIm@Igq "Fgp(Im)," "FgmWb(Im),"" Kho "FgpBeq(FgpT`)(Im)"

(@) MrqPcMrmNfMKbo@MqIBqPaMbm
JhpFg
FgpIm@hoPcmBhq@hoPcmV`.
MrqUoMrmIBq MrqMLmSfqWhpW Oc,
WTfFgpWbMrqMLmW@Em.
(A) LOpLlmImFgpBeqW`Po.
WTfOpLlmImFgpBeqW@Scn
@Scn.
UcOpLlmImFgpBeBeqLlp UcI
UepH`X`.
@EmQvqFgpBeqFgpTÒpMrq@ho
LaqKfo.
(B) M@CeImFgpBeq..
MCeImFgpBeqIAuioMWhpPeq.
MCeImFgpBeqIAuioMPa.
MCeImFgpBeqNfMPaMbmJhp.
MCeImFgpBeeqNfImOÈoJhp WA`.
MCeImFgpBeqIAuioMEoJhpIm
PqWUh.
The married woman beside our house swears

the whole day from the time she wakes up.
(lit., morning and evening)
Someone's water buffalo went and ate that old
man's paddy; he cursed the owner of the
water buffalo.
You have received (encountered) many
blessings.
He has been blessed in many ways. (lit.,
encountered many kinds of blessings.)
Don't you know that you have been blessed?
God blesses us every day.
We'll ask for a blessing.
We ask for a blessing before we eat.
We ask for a blessing before we sleep.
We ask for a blessing when we wake up.
We ask for a blessing when we start the
worship service {i.e., the invocation].
We ask for a blessing before we start new
work.
(4) Use of CoCe, "intensive particle"
(4) ImUdIm@Igq "CoCe"

LfIBqLVoAkuCoCe.
You walk mighty fast!
168
NcUoMrmIBqLlpWPcmLaqJhCoCe.
LfLVoFdpCoCe.
NgKgpAvÌBqLlpUoTapImPcnCoCe.
That old grandfather has lived a mighty long

life! (lit., his days have been mighty long)
You walk mighty energetically (or mighty
often)!
That nephew sings mighty sweetly.
LISTEN, then answer.
URp@OpUa@vmMrq@sgNgK~WNhSnWaqKhoPbMrq@sgNgEaoFb.
1.
2.
3.
4.
5.
6.
LvaSbWMdq@vanWaqLlp @EmQvqFgpBeqOpLqK~Sfp.
IAuioLWhpPeqKaoOpLlp LHh^cmCeImFgpBeqEemX`.
LWhpJhpLhpTap@hEemX`.
ILapH`WaqLU`@UdpImIPaqPaqX`.
LJapMrqJgpCcoIOuhOuhSaX`.
LJoT`KbWgpINubpNubpX`. PemIWgpOpLlp CeLlm@vmINubpSbLURp PeIPem
LURpPcpWWgpPhp.
7. JoT`KbLlpMrqUdWhqUeK~Sfp. VepWKgWErq@IbmAaPaq. (LPemIUepHÒp
LlpEo@v
Eo@vmLURpPeIPemLURpPcpLlpPhp.)
8. ImSbImJc@NpLlp WAhMHhK~Sfp.
12.6 Im@IgqWKg
(1) Use of PVg/PD`, "last year," WIVg/WID`, "year before last," AfPVg/AfD`/AfH`, "next
year," and AfIH`, "year after next"
(1) ImUdIm@Igq "PVg/PD`," "WIVg/WID`," "AfPVg/AfD`/AfH`," Kho "AfIH`"

REPEAT after the teacher. The first time omit the words in ( ). The second time
repeat the first 3 sentences substituting the words in ( ) for PVg, WIVg, or AfPVg. The
third time repeat the first 3 sentences substituting the words in ( ) as in the second
time but dropping the words ILap and adding the word @bn to the word in ( ).
URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th. WAhpJaoIThLlp IOpNoIm@IgqWgpSb ( ) WMdqOp. AaTh

IThLlp No@KhoWAhpJaoUb@ugqIOuhKho OpFpWWaqIOuhSb "PVg," WIVg," PeIPem "AfPVg" W
ShmLlp UdIm@IgqSbWWgpSb ( ) WMdq. WKg--"PDÌLapQLlmWhpOcW`PoShq." UbThIThLlpNoK~Aa
ThIThWUgo OpFpWWaqIOuhPqShqIfnIm@Igq "ILap" TaqIem^cnIm@Igq "@bn " SbIm@
IgqSb ( ) WMdqW@IbmLlp. WKg--""PD`@bnQLlmWhpOcW`PoShq."
PVgILap QLlmWhpOcW`PoShq. (PD`)

WIVgILapLlp QOcLlmNfWw@bo
WOp. (WID`)
AfPVgLlp Im@PqWUoK~SfpMI
UepHÒp. (AfD`)
Last year I got a lot of paddy (a good crop of

paddy).
The year before last I got an normal crop.
I can't say how it will be next year.
169
AfH`, AfIH` Im@PqWUoK~Sfp

MIUepHÒp.
I can't say how it will be during the next year or

the year after that..
(2) Use of PcmF`(Ah), "day (as opposed to night)"
(2) ImUdIm@Igq "PcmF`(Ah)"

URp--PbMrq@sgNI
g fMgnURpWAa 2-3 Th.
PcmF`LlpMrqPqIm, PcmLqLlpMrqPaWgp Orao.

PcmFÀhMrqSfqImAfSbn, MrqIWgp
VapLhIBqOp.
AfPcmF`L@OpVfWhpU@hoPeqKhoQq.
SbTemMdqLlpPcmF`PcmLqMrqPqImAfSbn.
In the daytime people work; in the nighttime

people sleep and rest.
Everybody goes [away] in the daytime; nobody
is in the village.
This coming day you must come and eat with
me.
In the city people work day and night.
(3) Use of @Jg, "thousand," and A.L.(ARanWLap), "A.D. (the year of Christ)"
(3) ImUdIm@Igq "@Jg" Kho "A.L. (ARanWLap)"

I@Jg
Qfm@JgSvam@Qq
Ub@JgAa@QqSvamFaOo.
A.L. 1620 Lap
A.L.1776 Lap
A.L.1942 Lap
A.L.1994 Lap
A.L.1997 Lap
One thousand
Five thousand four hundred
Three thousand two hundred forty baht.
A.D. 1620
A.D.1776
A.D.1942
A.D.1994
A.D.1997
Answer the following questions as the teacher asks them.
URp--URp@OpUa@vmMrq@sgNgK~WNhSnWaqWUgo KhoPbMrq@sgNgIfFb. IfSgImAaThUbThIcqSbMrq@sgNg

IfFbImOpOkuBeqIEfo.
1.
2.
3.
4.
5.
LWgpNufpLapPIqSfp. (A.L.FaoW`Sfp)
LVfPqImNfWaqLapPIqSfp.
ILapWaqPemLapPIqSfp.
PVgILapPemLapPIqSfp.
AfHÌLap@PemLapPIqSfp.
170
(1) Use of Jo, "iron, metal in general"

See examples in 12.2(1). The word Jo really means "iron," but in north Thailand it
has come to be used in a general way for aluminum, tin, bronze, etc., as well,
although aluminum is sometimes called JoT`. The expression Jo@gm refers to an
iron. Metal containers such as kerosene tins, trunks, etc., are called JoKb.
(2) Use of ImKb, "container"
See examples in 12.2(1). This word refers to any kind of container whether made
from paper, plastic, metal, glass, or whatever. A EeKb may be a cash box, a coin bank,
or any other container with a lid on it in which money is kept.. An envelope is called
a SanKb.
(3) Use of Mao and Jp, "classifier for 5-gallon kerosene tinsful of anything"
See examples in 12.2(1). In Thailand empty 5-gallon kerosene tins have come to be
used as containers and measures for many things such as paddy, seeds, water, etc.,
and more often than not the words Mao or Jp are used both for the tins themselves and
also as the classifier for tinsful of anything. Both of these words come from the Thai
language.
(4) Use of @d, "to be full, complete, plentiful, wanting nothing"
See examples in 12.4(1). This word gives the idea not only of plenty in terms of
quantity but also of plenty of all the kinds of things included or referred to. For
example, to say that a village has everything would imply that they have good land
for crops, plenty of water in the village even in the dry season, electricity, shops, a
school, etc. To say that the food is @d means that there is plenty of rice, curry,
vegetables, etc.
(4) Use of Ce(Im), "to ask for, entreat, supplicate, implore"
See examples in 12.4(2). There should be no trouble in understanding or using this
word if you remember that its basic meaning is "to ask for," whereas Eo/Ua@vm means
"to ask a question," and Pb means "to ask someone to do something."
(5) Use of CoCe, "intensive particle"
See examples in 12.4(4). This particle has the same intensity and use as the
expression NoKgpH`.
(6) Use of expressions for "last year," "year before last," next year," and "year after next"
See examples in 12.6(1). In this lesson you have been introduced to 3 ways to
express "last year;" (PVgILap/PDÌLap/PD`@bn); 3 ways to express "the year before
last;" (WI VgILap/WIDÌLap/WID`@bn), 4 ways to express "next year,"
(AfPVg/AfD`/AfD`@bn/AfH`), and 1 way to express "the year after next," (AfIH`). It is not
necessary to master all of these possibilities; rather choose the one which is most
commonly used in your area and practice using it. However, you should be familiar
171
enough with the other expressions that you can recognize them in context if you hear
them. It should be noted that the expression AfIH` is used only when one wishes to
express the idea of "the next year or two" as in the fourth example.
(7) Use of @Jg, "thousand," and A.L. (ARanWLap), "A.D.(year of Christ)"
See examples in 12.6(3). The word @Jg meaning "thousand" should cause you no
trouble since it follows the same pattern as other multiples of ten like "twenty,"
"hundred," etc. When referring to dates using the Christian calendar, A.D. is
expressed in short form as A.L. (pronounced AoLo) and stands for "the year of Christ"
(ARanWLap). B.D. is expressed as Au.A.L., being the shortened form of "before the year
of Christ" (IAuio ARanWLap).


Mrq@Hh --URpWg
--URpWgpSbKboX`.h
PaoGbpLRap--Wg
--Wgp. Vf. VfWgpU@hoSbKbo.
Mrq@Hh --Pe
--Pem, Pem. ImOuioKgpPoShq.
PaoGbpLRap--ISgpOp. QfQWfpKhoSbMrq@VfWgpU@hoQq.
Mrq@Hh --Pe
--PemX`. MIUepH`Kbo. MFg@PgpMVfWgpU@hoURp OpIOpIWfp
Op.
PaoGbpLRap--IPe
AfWaqMrqJgpCcoSbnSaX`.
--IPemK~LlpOp. Vf, VfEnAh.
Mrq@Hh --Pe
--Pem. TaqPVÌLaqWaqShq.
PaoGbpLRap--Wh
--Wh. LJgpLCcoSbnOcAuaFaoW`Sfp.
Mrq@Hh --Wbp,
--Wbp, SbnIMhWÒp. SbnKpIFaQfmMaoShq.
PaoGbpLRap--WS`,
--WS`, SbnIFaQfmMaoH`. L@uh@eqWLhpLlm@hEemX`.
Mrq@Hh --Ll
--LlmEemPbp. PVgILapQPqSbnOcAuaMfrqUhoILapH`WaqEem, Q@uhWLhpLlm.
PaoGbpLRap--Wh
--Wh, UcPqImNoFdpH`Pb. PVgLLlm@eqOcFaoW`Sfp.
172
Mrq@Hh --PVg
--PVgLlpMLlm@eqOcWMaoSvam@Qq.
PaoGbpLRap--Wh
--Wh, LLlmOcWMao 400 Llp LWhpSbnX`. LKboMrqWgpMfrqBqSfp.
Mrq@Hh --QKboLl
--QKboLlpMrqWgpAfSbnWBqIFa. OcLlpMWhp@d. MFÒpKaoILhq.
PaoGbpLRap--Wh
--Wh, BeqKgpPoShq. @EmQvqFgpBeqFgpTÙcCoCeH`Pb.
Questions (ImUa@vm)
1. PaoGbpLRapURpIBqLlpWfpKgohSbMrq@VfWgpU@hoU`X`.
2. Mrq@HhIBqLlpFg@PgpSbWBemK~Sfp.
3. NfWTfUepIfU@hoImWA`Llp MrqJgpCcoSbnSaX`.
4. MrqJgpCco@TaqFaoQanSfp.
5. Mrq@HhIBqLlpJgpWCcoTaqWA`NfSfp.
6. WTfKpJgpWCcoSbnOcAuaFaoW`Sfp.
7. WTfKpJgpWCcoTaqWShmAaLlp FdH`WTf@OpPqImPqP^cqIPaqSfp.
8. PVgILapWTfKpPqSbnOcAuaFaoW`Sfp.
9. WTf@uhWLhpLlmEemX`.
10. PVgWTfKpLlm@eqOcFaoW`Sfp.
11 OcSbWLlm@eqLlp SbSbWMrqKboNgWBhmX`.
12. OcSbWTfUepISgpUdOpINpLlp WTfUepPqWhqK~Sfp.
13. PaoGbpLRapIBqLlpIfImSbWBemK~Sfp.
the teacher once. Then you take the part of the missionary while your teacher takes
the part of the Karen. 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

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "PaoGbpLRap" KhoURp@@f "Mrq@HhIBq" Llp. @IgqSgU@go
Im @IgqW`ThIEfoK~Ugo Mrq@sgNg@If "PaoGbpLRap" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOp
OeuBeqSaLlp PbMrq@sgNg@f@eq "Mrq@HhIBq" LlpKho URp@@f@eq "PaoGbpLRap" Taq IfSg@KhoW`ThIEfo.
IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSgU@hoIm@Kho IOuh OpFpWWaqIOuhLlpURpPemBeqMrq@sgNg
PemBeq @OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@Igq WBqSbMrq@sgNgPqSgIemSaTfLlpShq.
IfSgU@go ImK~WaqWUgo@goLaqKfoFdHÈrq UhWIhmMdq.
(2) URp--@goLaqKfoURpKhoMrq@sgNgBeqVaoLlmWFb@IhmILhqSb@@IgqU@goImSbMrq@Hh@ugnOpCo
ImBemW@Scn@Scn.
173
PVgLJgpLCcoSbnJoT`KbMfrqMaoSfp.
AfD`@bnQUdpJhpLhpEem.
QIAvÌBqLlp@uhLhpFdpCoCe.
ILapH`WaqQvqWImFgpBeqFgpT`WCg QLlm@eqOc@d.
ILapWaqPem A.L. I@JgAva@QqAvaFa^vaLap.
174
175
LESSON 13
ImPqSg 13
WÌ@em/W`KpImI@em
Ac
Jbp
Aho/Ago
WgpAho/WgpAgo
AhoWAgp/AgoWAgp
IOgQdmCh
Ug
JhoUg/JgoUg
1
@gg
@gINubp
bp
UgI@g
Sep
SepIFg2
SepQhm
UgSep3
Kho(Im)/Kgo(Im)
UgpSg(Im)/UgpSgUhSg(Im)
Qn/Hn
Nrhp/NrhpQn
MrqNrhpNg/MrqNrhpNgQnNg
ImNrhpImQn
WUoNrhp
Sf/OdoSf
QhqJhp
ImQhqA`
For the most part, mostly

To be diligent, active
Bag, wallet, satchel; classifier for bagsful of
anything
To watch, guard, wait, tarry
To wait, tarry
To wait in order to meet someone
Continually
Oil, fat
Pork fat, lard
Bottle
A bottle
A bottle of oil
Cart
A cart
Bicycle
Car, truck
To mount, ride, travel by
To teach (something), instruct
To be torn
To be poor, in adverse circumstances
Poor person(s), the poor
Poverty
To be miserable or distressed in spirit
Wages
To dry up after the rainy season
The dry season
1This
is the word used in North Thailand for bottle and also the classifier for bottles of anything; in Central
Thailand and in Burma, the word used is MSh.
2This is the word used in North Thailand as the classifier for vehicles; whereas in central Thailand the word
used is Agp.
3In some areas of north Thailand, cars and trucks are called @`, PhJhp, or PhJhp@` from the English "motor
car;" and in some places they are called Sgo from the Thai .
13.2 Im@IgqWKg
(1) Use of WÌ@em/W`KpImI@em, "for the most part, mostly"
(1) ImUdIm@Igq "WÌ@em/W`KpImI@em"

Mrq@EbmAgpgNgWÌ@emWhpPeqBhq,
SfqImBhq.
AfWaqMrqSfqIm@eqImWÌ@emMrqKho
ImWAgp.
AfWaqMrqNgUpINpWÌ@emWgpOp
Sb@sgPqSgOpIm.
MrqUThWgpSbAgINpWÌ@emPcmFÀh
WTfUepIWgpSbVapOp.
MrqSbWWgpOdoTemINpWÌ@emMrq
PqWhpEan, MrqSb@Ebm@u`W`
I@emNfoWhpCco.
For the most part hill people eat early [and] go

out [to their fields] early.
Nowadays when people travel they mostly ride
some vehicle.
Nowadays for the most part children attend
school.
Villagers in the rural area are mostly not in the
village in the daytime.
People who are near towns mostly grow rice
by wet cultivation; people in the mountains
mostly grow rice by swidden cultivation.
(2) Use of Jbp, "bag, wallet, satchel"
(2) ImUdIm@Igq "Jbp "

NgKgpPcpXb, LJbpBhqINu
INubpWaqLF`
WMrkqK~Sfp.
NgAv`PgmXb, LPemSfqSbCcoLlp, SfqTa
SbJbpNoKgpINubpWaq.
NgKgp, LTaPIqMfrqLJbpMdqSfp.
LSfqMrkqFe@qIOepWJbpNgIWgp.
QfQFe@qWJbpNgWgpSvam Nubp.
MnCnLEeWJbpNfWaq, Q@@vmLlm Lq.
SfqMrkqLlmQqWaUpFbIJbp.
Niece, what is the price of your red bag?

Wife, when you go to the field carry this big
bag on your back.
Nephew, what are you carrying that fills your
bag?
The shirt you went and bought has no
pockets. My shirt has 4 pockets.
Leave your purse here; I'll watch it for you.
Go and buy me a bag of sugar.
(3) Use of Ug, "oil, fat, grease" and @g, "bottle, classifier for bottles of anything""
(3) ImUdIm@Igq "Ug"

UgI@gWaq UgPIqSfp.
What kind of oil is [in] this bottle?
177
@UdIMbqWaqWUg
qWUgWÌEfo.
NgKgp, LU`MrkqUgNfSfpIPsgSfp.
Sb@gINubpKhoINubpWMdqLlp PemTf
JhoUgAfSbn.
This pot of curry has a fair amount of fat.

Nephew, which kind of oil do you intend to
buy?
All [the fat] in each of the jars is lard.
(4) Use of Sep, "cart;" SepQhm, "bicycle;" UgSep, "car, truck," and Kho/Kgo(Im), "to mount/
ride/ travel by"
(4) ImUdIm@Igq "Sep," "SepQhm," "UgSep," Kho "Kho/Kgo(Im)"

MSfqImAfWaq UgSepWUgWgpKaoW`
EemX`.
QNgAv`SfqSbPVÌLaqSa, WTfKp
SfqKhoSepQhm.
PemSb@ufBeqJhpSaWCg, MrqILhq
SfqKhoSbSep@uhm.
AfWaqSb@Ebm@u
Sb@Ebm@u`Llp UgSepW@uf
WgpW`PoShq.
AfWaqSbTemMdqLlp @ufBeqJhp, MrqKho
SepQhmErqShq.
MrqNgUp@vmMLmINpSfqKhoMLmWAgp.
Does the car still have a lot of gas for our

present trip?
My son already went yesterday. He went by
bicycle.
Because the roads have improved, some folks
go by oxcart.
Now there are many car roads in the
mountains.
In the cities now the roads have improved, the
number of people riding bicycles has
decreased.
The children who look after the water
buffaloes ride on their backs [actually on
their necks, so the Karen say "heads"].
Below on the left-hand side is a list of objects and on the right-hand side a list of
classifiers. Insert each word on the right in turn into the first blank in the pattern
sentence at the center, insert the proper classifier in the second blank, then read the
entire sentence aloud.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbEcEepIMqSbWNhSnWaqKhoIem^cnWhqNfImShmShqVg
WAhpJaoIIhqSbWNhSnNfWAbpUoWaqTaq PbWVaoLlmKhoIm@IgqINubpSbEcJvfIMqSbWSgqTfOpTf
KhoIem^cnWhqNfImShmShqVgAaIhqIIhq TaqKhoNoKh@ugq. WKg--"QNÌamVf@eqMreqUgSepIFg." IfSgIm
@Igq@hoNubpKfoSbEcEepIMqWaqINubpTaqINubpK~SbWAhpJaoINubpWUgoWaqEoJhpSbWAhpJaoIcqSb
W@Ibm.
UgpSep
Ug
Jbp
Sep
@Ud
@gNoKgp
QNÌamVf@eqMreq I .
178
Mbq
Nubp
@g
Fg
SepQhm
13.4 Im@IgqWKg
(1) Use of Ac, "to be diligent, industrious, active"
(1) ImUdIm@Igq "Ac"

MrqSbWPqImAcLlp WÌ@emINrhp Op.

MrqNgUpSbTemNoKgpMdqINpPqSgImAc.
QNÌaemLlmOpWKfpIBqPqImAc
IBqPqImAcPo.
KgpXb, LNgINpPqImAc@hoBqKfo PemL
UgpWhqK~Sfp.
For the most part people who work diligently

are not poor.
Children in large cities study diligently.
My uncle got a daughter-in-law who works
very industriously.
Friend, everyone of your children work
diligently. How did you train them?
(2) Use of Qn/Hn, "to be torn"
(2) ImUdIm@Igq "Qn/Hn"

LFe@qQnNoSfmNfWaqPemWOpP^cq
Sfp.
LAhpNaoQnSa. Mrkq@eqSbWUh@Kho.
LLapI@dnWaqNu`ShqBnWUhOpFp
QnSaIOuioIhq.
NgKgPcpXb, VaoLlmIm@dIm@qSbW
QnINpMnWhqSbLlp, WBeq
INpMnWhqSbWaq.
How come your shirt has a wide tear here?

Your shoes are torn. Buy new ones again.
Your sarong appears to be new but it is
already torn in quite a few areas.
Niece, take the torn clothes and put them over
there, the good ones over here.
If you are in an area where Hn is used, repeat the above sentences using Hn in place
of Qn.
URp--NfUcWgpWShmLlp MrqPemHh^cmIfSb "Hn"" Llp IfSg@KhoIThKhoSb "Qn" WShmLlpIfSb

"Hn."
(3) Use of Nrhp/NrhpQn, "to be poor, in adversity"
(3) ImUdIm@Igq "Nrhp/NrhpQn"

NÌam, Q@vmMrqIKdpLlpShqBnSb
WNrhpKgpPoSfp.
Uncle, that family seems to me to be so poor!
179
NgKgpXb, SbMUThWaqMrqNrhpNgWgpW`Po
Shq.
MrqSbWWgpOdoKhoTemNoKgpINpWÌ
@emPemMrMrqNrhpNgQnNg.
SbVhpAgpWaqImShmWgpTfILhqLep
MrqOpNrhpOpQnKgpPo.
Nephew, there are a great many poor people

in our village.
People who live near the big cities are mostly
poor people.
There are some places on this earth where
people face great poverty.
If you are in an area where Hn is used, repeat the last 2 sentences above using Hn in
place of Qn.
URp--NfUcWgpWShmLlpMrqPemHh^cmIfSb "Hn" Llp IfSgW@IbmAa@ugq@KhoIOuhKhoWWaqIOuhSb

"Qn" WShmIfSb "Hn."
(4) Use of IOgQdmCh, "continually"
(4) ImUdIm@Igq "IOgQdmCh"

PcmBmUoMrmKhoNÌamUoMrmAaBqLlpQJapW
O`Jc@NpImIOg QdmCh.
NgKgpAvÌBqLlpWgpOraoPemBeqPqImPemBeqU
oTapImIOgQdmCh.
NgAv`Xb, LPemUdpImKhoImSpLlp L
Op@vmWhqBeqBeqIOgQdmCh.
ImWgpNrgpUoMrmIBqLlp QJapSb
WTfKpVoO`QcqMrqQvqIOg
QdmCh.
I see that elderly aunt and uncle praying all the

time (continually).
That nephew sings continually whether he is
resting or working.
Son, if you plant vegetables, you must take
good care of them continually.
I see that church elder going around leading
people in worship all the time.
(5) Use of QhqJhp, "to dry up after the rainy season," and ImQhqA`, "the dry season"
(5) ImUdIm@Igq "QhqJhp" Kho "ImQhqA`"

AfWaqImQhqJhpSa, M@SfqPqIm @Kho.

ILapWaq^cnShqWSÌFaSa, Im
@QhqJhpShq.
IcqImQhqAÀf@hn Q@SfqVoWgp
U@hoLq.
@ufSfqFdMUThLlp, ImQhqA`MrqOrh
BeqJhp@eq@hoLapKfo.
Now it has dried up after the rains; we're going

to work again.
This year has entered Month Ten already; it
will be drying up after the rains.
Next dry season I'll go and visit you.
Every year the road to our village is repaired in
the dry season.
180
Carry on a conversation with your teacher about poverty and poor people; e.g., What
are the characteristics of poor people? What are the causes of poverty? In what
ways can people who worship God help the poor?
URp--URpKhoMrq@sgNg@OpIfU@goImOpCoMrqNrhpNgQnNgWBem. WKg--MrqNrhpNgPqWUoK~Sfp. ImNrhp

ImQnVf@fJhpWUoUeOpP^cqSfp. MrqO`QvqNgPqEbqMrqNrhpNgUeK~Sfp.
13.6 Im@IgqWKg
(1) Use of Aho(Im)/Ago(Im), "to watch, guard, wait, tarry"
(1) ImUdIm@Igq "Aho(Im)/Ago(Im)"

AhoQqIEgm, Q@SfqMhnLAaEem.
SfqKaoIBeq. WgpAgoLNÌamIEgm.
SfqWgpAhoLMmWAgpSbImO`ShmLlp.
AfWaqUcWgpAhoPIqIBqSfp.
Wait for me a minute, I'll go with you also.

Don't go yet. Wait a moment for your uncle.
Go and meet your father at the church.
Whom are you waiting for now?
(2) Use of Ugp(Im), Ugp@eqUh@eq(Im), UgpSg(UhSg)(Im), "to teach"
(2) ImUdIm@Igq "Ugp(Im),' 'Ugp@eqUh@eq(Im)' Kho 'UgpSg(UhSg)(Im)"

LNgPqImAc@hoBqKfo, PemLUgpWhqK~ Sfp.

ImWgpNrgpWAgpWLmINpUgp@eqUh
@eqImWgpNrgpNgIOgQdmCh.
SbLUThLlp MrqUgpSg@hqSqT`@uhn
WgpX`.
ImWgpNrgpAgpLmWImPqSgIOuhWaq
MrqCcURpUgpSgImWg
ImWgpMrfqBq
SaSfp.
ImWgpNrgpWgpTfIUTh, KhoWURp
LlpUgpSgUhSgImUePo.
All of your children are industrious. How did

you train them?
The church leaders continually exhort the
church members.
Is there anyone in your village who teaches
English?
How many teachers have they found for the
leadership training this time?
There is a village church and the pastor is a

skilled teacher.
(3) Use of Sf/OdoSf, "wages"
(3) ImUdIm@Igq "Sf/OdoSf"

AfWaqUgSepWSfKgpJhpKgpJhpSfp.
QIAvÌBqWNgWhpOpS`Sf@hoBq Kfo.
The busfare/carfare keeps increasing!

All of my cousin's children get monthly wages.
181
MrqAgpMrqLmINpPqW`JhpWOdoWSf
@hoLapKfo
MrqNgUpSbAgINpSfqPqImSbTem Mdq,
MrqVepOdoVepSfWhqErqKgp PoShq.
NgKgpAvÌBqQPbWSfqIm KhoQI
LlmVepWImSfqIm@eqWSf
KaoOp,
Op, OpFpWTf@eqSa.
The leaders increase their salaries every year.

Young people from the rural areas who go and
work in the cities are given very low wages.
I asked my nephew to go [for me] and I didn't
get to give him the fare for his trip, but he's
already gone.
(4) Use of Kh (H`), "the whole, entire"
(4) ImUdIm@Igq "Kh (H`)"
PVgILapQPqImI@fOpKhLapH`.
KgpXb, QVfWgpKhoLqLlmKh^vaH`, AfWaq
SfqWgpKhoQq@Kho.
NgAv`Xb, LMcmIBqSfqWgpKhoWNaWNc
KhLapKhS`HÌVf@eqSfp.
AfWaqQSgqF`KhBqH`.
LKboKhNubpH`WaqMrqWgpMfrqBqSfp.
LPqK~Sfp, LSanIOepWaqVoBhqKh
OepH`Llp.
Last year I was unable to work the whole year.

[Close friend], I have visited you for a whole
week; now come and visit me in return.
Son, your younger sibling has stayed with his
grandparents a mighty long time without
returning! (lit., the whole year)
Now my whole body hurts.
How many people live in your entire house?
What have you done?
yours is ruined!
This entire book of
Carry on a discussion with your teacher about wages; e.g., How much might the
beginning salary be for persons starting the following kinds of work--teacher, nurse,
pastor, home mission worker/evangelist, etc. Do they get paid once a month or more
often? Do they get other benefits as well? If so, what? Will they be given a raise
every year? Would it be the same in rural areas as in the city? Is the salary
adequate? What about daily wages for working in a paddy field? For helping build a
house? For working on a road? For cleaning someone's house?
URpKhoMrq@sgNg@Op@IgqU@goImOpCoMrqNaoImPqImWOdoWSfWBem. MufMrq@sgNgUa@vmImKhoURp
@@ufoEboUdJfIm@IgqSbMrq@sgNgPqSgIemSaUepINpNfWIfFbImWA`Llp. Mrq@sgNgUa@vmImPemI
OpBeqBeqOpLlp PbMrq@sgNgFg@PgpMnEbqSbWBemIUh Taq@IgqU@goImSbAaIOuh.
13.8 Notes on Word Usage and Grammar13
(1) Use of WÌ@em/W`KpImI@em, "mostly, for the most part"

See examples in 13.2(1). The expression WÌ@em is a shortened form of W`KpImI
@em, the latter being used in more formal situations. There should be no problem in
understanding its use.
(2) Use of Ug, "fat, oil, gasolene," and MSh, "bottle, bottlesful of anything"
182
See examples in 13.2(3). This word is used both for solid and liquid fat or oil of any
kind, including gasolene, diesel fuel, engine oil, and the juice squeezed out of the
coconut meat, which has a high fat content. Liquid fat/oil is usually sold by the
bottle. The word in North Thailand for bottle is @g (in Central Thailand and Burma
MSh), and the classifier for bottlesful of anythng is the same.
(3) Use of Sep, "cart, wheeled vehicle"
See examples in 13.2(4). Wheeled vehicle of every kind are called Sep in Karen, and
other words are combined with it to indicate specific kinds of vehicles; e.g., Sep@uhm,
"ox cart;" SepQhm "bicycle" (from Qhm, "to tread upon); UgSep (literally, "oil cart"
because it runs by gasolene, which is called Ug). Other examples which you have not
learned yet are motorcycle (engine + wheeled vehicle) and train (wheeled vehicle +
fire--since the first trains were run by steam which used fire to produce the steam).
(4) Use of Kho/Kgo, "to ride, mount"
See examples in 13.2(4). This word is used for riding an animal (e.g., horse, water
buffalo, elephant) or for travelling by any means of transportation (e.g., bicycle, car,
motorcycle, bus, train, motorboat, ship, airplane).
(5) Use of Ac, "to be diligent, active, industrious"
See examples in 13.4(1). This word is a descriptive verb which is used only in
connection with work or study. The word Fdp used in connection with work or study
has the same meaning but Fdp can also be used with many other action verbs as well.
(6) Use of Qn/Hn, "to be torn," and Nrhp/NrhpQn(Hn), "to be poor"
See examples in 13.4(2) and (3). The word Qn having the passive meaning of "to be
torn" is easy to understand. The active verb "to tear" is formed by adding another
word which you are not being taught at this time. The couplet for "to be poor" is
formed by combining the word Nrhp, which has the same meaning, with the word
Qn/Hn (since poor people often have to use torn garments, shoes, and linens. Both
verbs making up the couplet are descriptive verbs.
(7) Use of Aho/Ago, "to watch, guard, wait, tarry"
See examples in 13.6(1). This verb can be used to mean "to watch, guard," as
soldiers or nightwatchmen might do, or to mean "to wait, wait for, tarry" as when
expecting someone to come or something to happen. It is usually preceded by the
verb Wgp if one does the waiting remaining in one place. This verb is also used to
express the meaning of "to meet someone," but in this case instead of saying "meet
the person" (as in English) one is said to "meet/wait for his head;" i.e., WgpAhoWAgp, as
in the third example.
(8) Use of Ugp, "to train," and Sg, "to instruct, study, learn"
183
See examples in 13.6(2). The word Ugp is not usually used alone, but where it is so
used it means "to train/teach" and refers not only to methods, information, and
reasons but also to motives and character. The more common combinations are
Ugp@eq/Ugp@eqUh@eq (to exhort or stir to do good works by repeated exhortation) and
UgpSg/UgpSgUhSg (to teach, instruct). The verb Sg is never used alone but gives the
meaning of "to teach, study, learn." The verb which precedes it indicates the method
of the teaching or learning; e.g., PqSg (to study, learn by doing); @vfoSg (to learn by
writing or copying); IfSg (to learn or teach by repeating or talking); UgpSg (to learn
or teach by instructing).
(9) Use ofh Khh (H`), "particle indicating the whole, entire"
See examples in 13.6(4). This particle is always followed by a noun classifier or
time classifier, which in turn may be followed by H` for emphasis. The expression
KhLapKhS` is a general term for a long, long time which doesn't necessarily mean a
whole year.
(10) Use of Qhq, "to be dry, without rain"
See examples in 13.6(5). This verb is used mainly as QhqJhp, "to dry up after the
rains," and as ImQhqA`, "the dry season." In one sense there are just 2 seasons in the
year in Thailand--the rainy season and the dry season; however, the dry season can
be divided into 2 seasons--the cold season and the hot season. You haven't learned
the word for the cold season yet. There are 2 other verbs meaning "to be dry" which
you haven't learned yet--one means "to get dry after being wet" as laundry; the other
means "to dry out" as fruit which you want to dry in order to keep it.


NgEaoFbTfIOpKaoOpPemWgpLlp URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq Ua@vm@KhoMrq@sgNgSb
(B IBqSfqWgpU@ho A Sb A WUTh)
184
. NÌamXb, SbBhqQ@SfqWgpNrgpIfU@hoImBemWaqSbLVap.
B. NgKgpXb, LSfqKcBeqHbp, OpFpWÌ@emPcmFÀhMrqSfqImSbnShq.
A. IPemOpXfm, NÌam, MrqSbLVapIRbLlpPqImAcPo@hoBqKfoShp. PePemK~Llp
Llp, Q@SfqIfU@hoAf@hnSbImQhqA`Lhp.
B. Pem, NgKgp, QFg@Pgp@OpSbLlpShp. LPemSfqLlp, Sfq@vfCcnKhoLMmLlpXhm.
A. Pem, NÌam, Q@Sfq@vfQMmIcqWLlm. WWa, NÌam, LNgKgpPcpPbLTaWhp
JbpNoKgpINubpWaq.
B. W`Kb, NgKgpPcpIBqVepTaWhpQqSbWJbpAfWaqAfWaqIOgQdmChSfp.
A. We, We, WgpAhoIJap, NÌam. Waq, @eqTaWhpKhoU@vaIA`Waq.
B. W`Kb, LVepQImW`Sfp. NgKgp, IcqSbOdoJhpL@SfqWgpMrqLlp, IfFg
Mrq. Q@PbQNgAv`SfqWgpAgoLAgpSbUgSep NfLVfIcq@ufNoKgpLlp.
A. Pem, Beq, M@PqK~UgoLIfLlpShq. NÌamXb, SbLVapLlp URpSbWUg
URpSbWUgpSg
MrqNgUpWgpEemX`.
B. NgKgpXb, URpVfIOuhIOuh, IWgpTfKhLapKhLapOp, PemSbMrqUThNgINpW`
SbWNrhpWQnWCg @VepURpWOdoWSfILlmSbKhLapWBhmOp.
A
Questions (ImUa@vm)
1. A IBqU`@SfqFdWNÌamWVapSbBhq, OpFpWNÌaIfWhqK~Shp.
2. A IfImSbMrqSb B WVapINpWBe
INpWBemK~Shp.
3. A IfTfSbPePemK~LlpLlpU`@SfqWA`NfShp.
4. B Pb A @vfCcnPIqShp.
5. A IBqIfWNÌamSbPIqIBqPbW@eqEhnJbpNoKgpINubpLlpSfp.
6. WWaqPemWAhpJaoIOuhSbWNgKgpPcpVepTaWhpWNÌamWJbpLlpX`.
7. A IBqU`@@eqSa OpFp B IfWhqK~Shp, KhoVepWhqKhoPIqShp.
8. B IfOp
Op A SbIcqSbOdoJhp A @SfqWgpMrqSb B WVapLlp, A IBq@
OpPqPIqShp.
9. A PemPqK~LlpLlp B @Uco@ufqImK~Shp.
10. Sb B WVapLlp URpSbWUgpSgMrqNgUpWgpEemX`.
11. MrqUThNgWÌ@emPemMrqK~SfpEnShp.
12. SbImLlpWCg WTfUepPqPIqILlmOpShp.
185

URp@@f@eq "B."
MrqPqSgImWIhqJhIEfoINp WÌ@emCcImPqWgpKhoWOdoWSfBeq.
ImQhqA`MSfqKgoUgSepSbQUThLlpIcqAku.
WgpAgoIEgm. @eqEgnJbpINubpSbIm@dIm@qMfrqWMdqSbImPqEbqMrqNrhpNg
QnNgWBhmWaaqLh.
186
(1) During the next 24 hours learn one new word or expression from someone other than
the teacher using only the Karen language. Choose a word or expression which will
be useful to you to know, and plan how to find out the Karen word for it as well as
ways in which you can use it after you have found out what it is. The next day tell
your teacher what expression you have learned and the ways you have found that you
can use it. Then you and your teacher should use it in conversation or trial sentences
every day for several days so that you don't forget it..
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqWUhINubpK~Im@vfoNu`JhpSbW

@ugnKpTfSbWNhAgpWaqWUgoLlp SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhINubpWaq K~UgoKho
URpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJhOgK~
UgoWUcIUoMeqLhpTfIBeq.

187
LESSON 14
ImPqSg 14
Oco(Im)
Ao(Im)
IqVg
Lhq(Im)
LhqShq(Im)
LhqNo(Im)
Php/PhpUh
SdqILap@ubq
Shq .
Laq
ShqLaq
SbMubq
SaqSaq
LoKgp
FpNg@hmNg
AhSh
AhSh
UMrmIbm/UMrm@Ibm
ImPaqSn
Paq
Kb
. . . I@fSbqOp
To thrust in the hand and pull out, as from a

basket, hole, etc.
To shoot, as with a cross-bow or gun
Barking deer
To divide, apportion, distribute
To distribute
To divide into parts
To be lucky, fortunate
Throughout the whole year, during the whole
year
To have a quality which makes one wish to
carry out the action indicated
To laugh, smile
To be funny
A long time ago, formerly, in ancient times
Since
"It's too bad that
"
Quadrupeds in general, animals in general

To be free, without cost
Just
Really, truly, definitely so
Anything wild, whether animals or plants
To be wild
To be domesticated, cultivated
Exaggeration used as a warning that the one
spoken to had better be careful
14.2 Im@IgqWKg
(1) Use of Ao(Im), "to shoot"
(1) ImUdIm@Igq "Ao(Im)"

MrqSbAgWMhnAvÌNpWÌ@emAoIm Ue.
Most of the men in rural areas know how to

shoot.
NÌamIBqWaqAoImSgqBeqPo.
ILaqH`WaqMLmVdMrqAoUaShnWUo
Sb@ufLlpIBq.
This uncle shoots good and straight.

We heard today that there was a shoot-out on
the road and one person died.
(2) Use of FpNg@hmNg, "quadrupeds;" Paq, :"to be wild;" ImPaqSn, "wild things;" Kb, "to be
domesticated;" IqVg, "barking deer"
(2) ImUdIm@Igq "FpNg@hpNg," "Paq," "ImPaqSn," "Kb," Kho "IqVg"

ImShmSbQMmWgpTfAfWaqLlp FpNg
@hmNgWgpW`Po.
ImSbJhoPaqWOepLlp MWhpTapLlm
JhoKbWOep.
U@vaPaqWUpLlpWAuaW`WCg MrqWhp
IUeOp. IK~UhoKhoU@vaKb
Op.
ImPaqSnNgWHpTapShqFhLlmIm
OcpKbWHp.
IqVgHpLlpFbLlmImHpWBqAf Sbn.
There are a lot of animals in the place where

my father is now.
The skin of wild boar is more delicious than
that of domesticated pigs.
Wild bananas have many seeds and so we
can't eat them. They aren't like cultivated
bananas.
The meat of wild animals is tastier than that of
animals raised domestically.
Barking deer meat is sweeter than all other
meat.
(3) Use of Lhq(Im), "to divide, apportion, distribute"
(3) ImUdIm@Igq "Lhq(Im)"

NgKgpXb, LImAuaImUpLlpLhqLlmQqI
Lhq.
ImSaqPcpXb, LhqShqImWhpINpWaq
FdMrq@hoBqKfo.
PeqOgpINpWaq, LhqNoWhpIOgpAaBq
IOgpAaBq.
ImHpWgpIemKaoINpWaq, LhqVep
ShnUoBqEfoBqEfo.
NgUpWLapWgp 12 LapLlp UeLhqNo
ImBeqImWbSa.
Nephew, share some of your seeds with me.

Granddaughter, pass out (distribute) this food
to everyone.
Divide these rice packets up one for each two
persons to eat.
Divide up between you the meat that still
remains, a bit to each of you.
Children 12 years old are able to distinguish
between good and evil.
(4) Use of c. . . I@fSbqOp, "exaggeration used as a warning that the one spoken to had
better be careful"
(4) ImUdIm@Igq " I@fSbqOp"
189
ImBemIA`Llp MrqIfTaqIf@eqITaqLh
IOuh, QfQBfqCcnKhoUcI@f
SbqOp.
NgKgpPcpXb, LIfMrqMhnAvÌBqLlpWBem
AfWaqAfWaq, WTfPeIWfpLq
SbqOpLlp, QLaqOpLqI@f
SbqOp.
Av`PcpXb, LIfWbLTqWBemWÒuhWCg,
LTqPemMnIem@vanLqLlp, Q
UoWcoEbqLqI@fSbqOp.
You keep going back and forth over that

matter without coming to a decision, I can't
be bothered to cooperate with you any
longer!
Niece, you talk so much about that boy, if he
should no longer love you, I would no
longer have the energy to laugh at you!
Cousin, because you speak evil of your

husband so often, if he should leave you I
would no longer have the energy to help
you be sorry!
(5) Use of AhS,h "to be free, without charge"
(5) ImUdIm@Igq "AhS"h
QvqWfpMrqVhpAgpNgWCg QvqVepAhSh
MrqVhpAgpNgWImAfSbn.
KgpXb, LVepAhShQImAfWaqAfWaq, Qf
QVep@eqLqIAhQImIWgpLh
IPaqSfp.
AfWaqSb@sgPqSgImWMdqINubpBeqI
NubpBeq PcmFÀhWImWhpLlpMrq
ScmWhpAhShMrq@sgNg@hoBqKfoShq.
ImWgpNrgpAgpLmWImPqSgIOuhWaq
ImSbnImEeqAfSbnLlpMrqPq
EbqAhShMrqAfSbnShq.
God loves the people of the earth, so God

gives them everything free of charge.
[Close friend], you give me things free so
often, and as for me I don't have anything
to give back to you!
Nowadays a free noon meal is served to all of
the pupils in whichever school [you go to].
At
the Association Leadership Training

session this time all expenses will be
provided free to everyone.
URp--Ua@vmMrq@sgNgK~WNhSnWUggoWaqKgbPbMrq@sgNgIfFbTf.
1.
2.
3.
4.
5.
6.
7.
8.
9.
FpNg@hmNgAfSbnSbLUepH`WPaqSbMrq@Hh@uhnINpLlpPemP^cqINpSfp.
FpNg@hmNgWPaqSbLUepH`Mrq@hoWPaq WgpMfrq@ScnSfp. PemP^cqINpSfp.
ImPaqSnSbIPemFpNg@hmNgOpLlpLUepH`MfrqPaqSfp. PemP^cqINpSfp.
FpNgg@hmNgWPaqKhoFpNg@hmNgWKbLlpShqFhShnWUoK~Sfp.
LPemLhqShqIqVggHpW@aSgq 10 SbMrqWBq 20 WBhmLlp IBqKhoIBq@Llm
OpTfFaoW`Sfp.
LPemLhqNo 36 Sb 6 Llp@LlmTfFaoW`Sfp.
LPemLhqNo 150 Sb 5 Llp@LlmTfTfFaoW`Sfp.
190
14.4 Im@IgqWKg
(1) Use of Oco(Im), "to thrust in the hand and pull out, as from a basket, hole, etc."
(1) ImUdIm@Igq "Oco(Im)"

MrqOcoShqPeqSa.
OcoShqWhpImKhoAuhSbUMbqMdqLlp.
OcoShqLlm@eqQEeShqIfnIOepLlp.
OcoJhpLlmQqWaUpIEfo.
OcoJhpLlmQqFe@qSbImKbMdqLlp
IOep.
QJapLNgOcoJhpImSbWMmWJbp
MdqIPaq.
OcoJhp@eqHpWgpSbImMdqIOgLlp.
They have already dished up the rice.

Reach into the pot and get some boiled
vegetables to eat.
Reach down in and get back my coin which
dropped [into that narrow space].
Reach in and get me a bit of salt.
Reach into the trunk and get me a shirt.
I saw your child reach in and get something
out of his father's pocket.
Reach in and bring back up one of the fish in
that hole in the ground [which has water in
it].
(2) Use of Php/PhpUh, "to be lucky, fortunate"
(2) ImUdIm@Igq "Php/PhpUh"

(@) WTfPhpLlmWMcmWTfm.
NÌamIBqLlpPhpBeqPo.
M@Op@vfMrqSbWPhpIBqBq.
QSfqImIOuhWaqPhpPhpUhUh.
(A) QNgAvÙKÌBqWaqPhpLlmWMcm WTfm
NfWTfSfqImIOuhBeqI
OuhBeqPqLlmWhpIm@hoOuhKfo.
NÌamIBqLlpPhpBeqPo, MrqBq
SfqNfLlpIJapWhpImLhIPaq
LhIBqOp, WTfSfqIOuhJap
IqVgN`NoKgpIKcKhoAoTfLlm.
MPemSfqCcWhpImLlp M@Op
Sfq@vfMrqSbWPhpIBqBq, Pe
IPemMIWhpOpOp.
QSfqImIOuhLlpPhpPhpUhUh---OpNfMrqAoLlmJhoPaqNoKgpIKc.
He is luckier than his brothers.

Uncle is very lucky.
We must invite along someone who is lucky.
My going this time was opportune.
My youngest son is luckier than his brothers-whenever he goes out [hunting], he gets
some game.
Uncle is very lucky--others go there and none
of them see anything to eat; he went once
and saw a large male barking deer and
succeeded in shooting it..
If we go hunting, we must go and invite
someone who is lucky; otherwise we won't
encounter anything to eat.
My
191
going this time was opportune--it

happened that someone had killed a large
wild boar [so I got some of it].
(3) Use of Laq, "to laugh, smile"
(3) ImUdIm@Igq "Laq"

MrqNgUpKgpJhpUhLlp (WLap 1010-15

LapLlp) Hh^cmLaqFdpPo.
MrqSbLlpIBqLlp WPfnLaqIWgpLhI Ouh.
NgUpFaoSbWWgpFdpLlp M@Jap
OpWTfLaqAfWaqAfWaq.
QPemIfLaqImLlp ShqLaqPemBeqIShq
LaqPemBeq, Uc@OpLaq@hoBqKfo.
Children in the early years of growing up (1015 years of age) usually laugh very
energetically.
That person doesn't ever crack a smile.
We will see that little children who are well
laugh frequently.
If I tell jokes, whether they are funny or not,
you must all laugh.
(4) Use of SdqILap@ubq, "throughout the whole year, during the whole year"
(4) ImUdIm@Igq "SdqILap@ubq"

SdqILap@ubqQPqImI@fJhpLhI
PaqOp.
SdqILap@ubqWTfIWgpSbVapOp,
VoSbMrqVapIOgQdmCh.
SdqILap@ubqQNgWVbNbIPcnOp.
The whole year long I didn't accomplish a

thing. (Lit., I worked [but] nothing was
successful.)
The whole year he wasn't in the village; he
went
to
other
people's
villages
continuously.
The whole year my child's stomach was not
normal (lit., not comfortable).
(5) Use of Shq , "to have a quality which makes one wish to carry out the action
indicated"
(5) ImUdIm@Igq "Shq
"
MrqNgUpIBqLlpShqWfpKgpPoShq.
UThINubpLlpMrqSfqPcnKhoShqWgpOp
MrqKgpPo.
Av`Xb, LfLPemIfImLlpShqPfnFroKgpPo.
MSfqU@hoImIOuhLlpShqIf@eqW
BemAfWaqAfAfWaq.
That child is very lovable. (i.e., there is

something about the child that makes us
want to love him/her)
Everyone enjoys going to that village and finds
it a desirable place to stay.
Cousin, when you talk, it is very embarrassing! (i.e., something about your speaking
makes us want to be embarrassed).
Our trip together this time is worth telling
about over and over again.
192
MrqFÌmWShmIIhqLlp M@vpIm
ShqMrkqAfSbn.
PcmBmIBqNhWhpImM@vmShqWhpShq
WhBeqPo.
At that place where people sell things, everything is very tempting [i.e., there is something about the things there that tempts us
to buy them].
Aunt's cooking is very tempting (i.e., all that
she cooks looks as though it would be very
tasty].
14.5 ImPbKhoImPqJvf
For this drill you or your teacher should provide the following items--a bottle full of
water, 4 drinking glasses, 2 or more onions in a plastic bag, a small covered
container containing 2 or more baht coins. Carry out the following commands as the
teacher gives them.
URp--SbImPqSgIIhqWaqWBhmLlp URpPeIPemMrq@sgNg@Op@Ifn@IhqMnImNgImSaqK~WNhSn
WUgoWaq--Ja@gMfrqKhoJaI@g, JaAvoSvamNubp, MUbBhq 2-3 NubpSbNufEIaoJbINubpWMdq, KhoIgm 2-3 Oo
SbImWKbFaoFaoNgINubpWMdq. URp@PbShqMrq@sgNgK~WNhSnWUgoWaqKhoMrq@sgNg@OpPqJvfTf.
1.
2.
3.
4.
5.
6.
7.
JaSb@gMdqLlp LhqShqFdJaAvo 4 NubpWMdqMrfqUhoUhoIcqSbJaShqNoNh@g.

OcoJhpLlmQqMUbBhq 2 NubpSbJbpMdqLlp.
LaqJhpK~NhnPcpSbWPfnFroIBqWUgo.
LqNoKgpShqBnLLmVdImSbWShqLaqKgpPoIPaqWUgo.
IfQqSbImShqLaqIPaqSbLJapOpPeIPemLmVdWBemSbWMdq@vanLlp.
OcoJhpLlmQqIgmAaOoSbImKbMdqLlp.
Im@IgqSbWNh
SbWNhSnWaqLlpVepQqWKgINubpIPaqINubpIPaq.
(1) IqUp
(3) Mrq@Scn
(5) ImNaoImPq
(2) Im@dIm@q (4) ImNaoImHp (6) ImAuaImUp
14.6 Im@IgqWKg
(1) Use of LoKgp, "It's too bad that . . ."
(1) ImUdIm@Igq "LoKgp"

(@) LoKgpLTqVoCcWhpImIAuio Op
LoKgpWPÌWgpOdoWhqOp.
LoKgpWEeIWgpSbqOp.
LoKgpWEanWgpNfLlp.
LoKgpMrqIJapLhIBqOp.
LoKgpMrqIUepHÒp.
(a) Too bad your husband doesn't have time

to go hunting.
Too bad his wife isn't near him.
It's too bad he doesn't have any more
money.
Too bad his paddy field is there.
Too bad nobody has seen it.
Too bad nobody knows.
193
(A) LoKgpWPÌWgpOdoWhqOp. W
P`PemWgpOdoWhqLlpWTfIIf
ImLhIPaqOp.
NgKgpAvÌBqLlp ImLoKgpWEeI
WgpSbqOp. WEePemWgp IVf
@eqOp.
MrqIBqLlpLoKgpWEanWgpNfLlp.
WEanPemIWgpOpNfLlpOpLlp
WTfKgpVoQanSa.
IqUpIJdpWaqLoKgpMrqIJap
LhIBqOp. MrqPemJap, MrqWhp
SbnSa.
HpNgIIhqWaq LoKgpMrqIUep
HÒp. MrqPemUepH` MrqVfPq
WhpSbnSa.
(b) Too bad his wife isn't near him; if his wife
were near him, he wouldn't say anything
[about it].
Too bad that the young man doesn't have
any more money. If he had money, he
wouldn't come back.
Too bad that that person's paddy field is
there; if it weren't in tht place, he would
have left long ago.
Too bad nobody saw this fruit tree. If
people had seen it, they would have
eaten it [the fruit] all up.
Too bad that people didn't know about the
fish in this section [of the body of
water]. If they had known, they would
have come and gotten them all.
(2) Use of UMrmIbm, "really, truly, definitely so"
(2) ImUdIm@Igq "UMrmIbm"

WTffIfImLlpUMrmIbm.
L@SfqUMrmIbmX`.
WTfVf@eqEhnIqVgIKcUMrmIbm.
LPgm@VfWgpQqSbBhqUMrmIbmX`.
LPhpUMrmIbm.
He definitely said that.

Are you going for sure?
He has really brought back a barking deer.
Is your mother definitely coming for me in the
morning?
You are really lucky!
(3) Use of SbMubq, "a long time ago, formerly, in ancient times"
(3) ImUdIm@Igq "SbMubq"

Mrq@HhSbMubqWPcmLaqJh, MrqAfWaq
WPcmLaqNcp.
QNaLlp WTfIfImSbMubqUePo.
SbMu
SbMubqLlpJaW`, AfWaqLlpJaErqShq.
SbMubqLlpFpNg@hmNgWgpW`, AfWaq
IMhWgpSbqOp.
SbqOp
Formerly people lived a long time; people

nowadays live a short time.
My grandmother is very skilled at telling
legends.
Formerly there wss much water; now water is
scarcer.
In the past there were animals; nowadays
there are hardly any more animals.
(4) Use of SaqSaq, "since"
194
(4) ImUdIm@Igq "SaqSaq"

LPqLlmIAdoSbPV`SaqSaq LIWhp
KaoXhm.
QPbLVfWgpQqSbPV`SaqSaq LI
VffOpP^cqSfp.
LTfmLhmIBqLlpWNgWgpSbPVgSaq
SaqLIUepH`KaoXhm.
EoJhpSbLNÌamUaSaqSaqLlpIcqAf
WaqQWhpPeqITapOp.
MrqKhPgqTqAaBqLlp EoJhpSbWJhpMrm
SaqSaqIcqAfWaq MIJapSb
WUoKgpShnWUoLhIOuhOp.
You got a tree lizard since yesterday, haven't

you eaten it yet?
Since yesterday I asked you to come see me,
why didn't you come?
Your elder sister has had a child since last
year, didn't you know yet?
Ever since your uncle died I haven't had any
appetite. (lit., starting from when your
uncle died until now)
Ever since that couple got married we have
never seen them become angry with each
other.
(5) Use of AhS,h "just"
(5) ImUdIm@Igq "AhS"h


"NgAv`,
IgmWhpPdpVfUpIgmAhSh
LIgmIUeXhm." "IgmUe@m."
"LWhpMNhWhpImKhoImSpAhSh PemL
WhpOp@TapXÌUepHÒp."
"WhpTapPbp."
"NgKgpAv`, MSfqImIBhqPcmJdpAhSh,
WgpAhoMnEbqMrqSbKboLhp." "Aho
KbAhoQbp."
"NgKgp, LVfOpImIPaqPaqX`." "Vbp
Wb, VfVoWgpLqAhShSfp."
"PcmBm, LNhWhpPIqShp." "Wb, Igm
WhpPdpVfUpAhShSfp."
"Kgp, MrqIfTfLMLmWgpW`PoLlpPemX`."
"WbpWb, WgpIKcAaKcAhShPb."
"NÌam,
m, LfLNaoWhpPqWhp@hEemImK~
Sfp." "Wb, QfQNfoWhpCcoAh
ShPb."
"TfmXb, PF`LSfqFdSfp." "PF`Q
SfqSbEanMdqAhShPb."
"Son, can't you just pound the chillie dip?"

"Sure I can."
"I
don't know whether eating just the

vegetables we cooked will taste good to
you or not." "Sure, it tastes good."
"Nephew, it just takes us a half day to go.

Wait for us in the house, won't you?" "It's
all right with me."
"Nephew, have you come for any reason?"
"Huh-uh, I just came to visit you, that's all."
"Aunt, what are you cooking?" "Why, I'm only
pounding chillies, that's all."
"[Close relative], they say that you have a lot
of water buffalo, is that so?" "Uh-uh, I have
only one or two, that's all."
Uncle, what do you do for a living?" "Aw, I
only plant hill paddy, that's all."
"Elder sibling, where did you go today?"

only went to the paddy field, that's all."
195
"I
14.7 URp--PbMrq@sgNgNoKpTfSbKbo
(1) Use of FpNg@hpNg, "quadrupeds, animals in general;" ImPaqSn, "wild things;" Paq, "to
be wild;" and Kb, "to be domesticated, cultivated"
See examples in 14.2(2). According to the dictionary FpNg@hmNg refers to quadrupeds
only, but in north Thailand it is also used to refer to animals in general no matter
how many legs they have and whether wild or domesticated. The expression
ImPaqSn, on the other hand, refers only to wild things, but includes plants and trees
as well as animals. The verbs Paq meaning "to be wild" and Kb meaning "to be
domesticated (animals) or cultivated (plants) are descriptive verbs and are used in the
same ways as other descriptive verbs. Note that there is a slight difference between
Kb and Or`--Kb refers to animals raised by people but not all of them are Or`; for
example, some dogs or bulls may be very leery of people even though they are raised
by people from the time they were born; and on the other hand, some wild animals
become quite tame though they are still wild. Note also that the word Kb meaning "to
be domesticated" has no relationship to the word Kb meaning "to be pregnant."
(2) Use of Lhq, "to divide, distribute, apportion"
See examples in 14.2(3). This verb has the meaning of dividing up. It is usually
followed by some other action verb which indicates the manner of dividing or an
action which follows the dividing; e.g., LhqNo, "to divide between" (like the expression
NoNh meaning "half"); LhqShq,"to divide out what is in a container into dishes (which
requires a downward movement of the hand or spoon); LhqVep, "to divide and give to
others;" LhqLlm, "to divide resulting in someone else getting some."
(3) Use of . . . I@fSbqOp, "exaggeration used as a warning that the one spoken to had
better be careful"
See examples in 14.2(4). Used this way, the speaker doesn't literally mean that he
wouldn't have the energy any more to carry out the action indicated, but is rather
indicating in an exaggerated way that the person(s) spoken to had better be careful
about what they are saying or doing or the speaker just might not be sympathetic any
longer. One can usually tell from the context whether the meaning is to be taken
literally or whether it is an exaggeration.
(4) Use of AhS,h "to be free, without charge"
See examples in 14.2(5). This is a descriptive verb which is never used alone, but
always immediately follows an action verb.
(5) Use of Oco, "to thrust in the hand nd pull out, as from a basket, hole, etc."
See examples in 14.4(1). The meaning of this verb should be clear from these
examples. As in the case of Lhq above, Oco is usually followed by another verb like
Shq, Jhp, or Llm. In many cases either OcoShq or OcoJhp could be used depending upon
196
whether one is thinking in terms of the pulling upward of the things referred to or the
putting it down into a dish or other place after pulling it out.
(6) Use of Php, "to be lucky, fortunate"
See examples in 14.4(2). The verb Php is a descriptive verb and is not used as a
couplet except when reduplicated; i.e., PhpPhpUhU.h
(7) Use of Laq, "to laugh, smile"
See examples in 14.4(3). This verb can be used to mean either "to laugh" or "to
smile." If one wishes to specifically refer to smiling, there is a compound word
which is used, but you don't need to learn it now. If one say LaqJhp, it refers to
laughing rather than just to smiling. Preceded by Shq the meaning becomes "to be
funny." (See also 14.4(4) below.)
(8) Use of , "Shq f, "to have a quality which makes one want to carry out the action
indicated
See examples in 14.4(3), the last sentence, and in 14.4(5). . There doesn't seem to be
an English word to express the idea indicated by this verb prefix, but the examples
should help you to get the idea. Even the above definition is not completely accurate
since, while in most cases the quality makes one want to carry out the action
indicated, yet in the third example it doesn't make one want to carry out an action at
all but rather to have a certain feeling. Keep your ears open for these expressions
and note the context in which they are spoken. Gradually you will become aware of
the same type of construction using other verbs with Shq as a prefix.
(9) Use of LoKgp, "It's too bad that . . ."
See examples in 14.6(1). You have already learned the descriptive verb Lo meaning
"to be sharp, severe, intense." The expression LoKgp is an idiomatic expression which
has a meaning equivalent to the English expression "It's too bad that . . .," and it is
always followed by a clause. Occasionally, ImLoKgp is used instead of LoKgp, but the
meaning is the same. Usually, the only words which precede this expression are
independent noun clauses which indicate the person or thing one wants to talk about,
as illustrated in the examples referred to above.
(10) Use of UMrmIbm, "really, truly, definitely so"
See examples in 14.6(2). There should be no problem in understanding the use of
this expression. You may occasionally hear the longer form UMrm@Ibm in formal
messages or in literature from Burma, but the meaning is the same..
(11) Use of SaqSaq. "since (the time specified)"
See examples in 14.6(4). Although this word gives the meaning of "since" in the
sense of "sense the time specified," it cannot always be translated into English using
that word because in some of the examples we would not use the word "since" in
English; but it still gives the idea of "beginning from the time specified" such-and197
such a thing happened (or didn't happen but should have). The expression EoJhpSb
. SaqSaqIcqAfWaq gives the idea of "ever since ."
(12) Use of AhS,h "just"
See examples in 14.6(5). This particle comes at the end of a clause following any
object of verbs or modifiers including time expressions, although the clause itself
may be part of a longer clause, as in the first 2 examples. Often in response to a
question AhSh is combined with an intensive particle such as Pb or Sfp, in which case
the combined expressions come last in the sentence and give the meaning of "Just . .
., that's all!: as in the last 4 exmples. Used in a clause beginning with LoKgp, the
combined meaning becomes, "It's just too bad . .!" Occasionally in everyday speech
the Ah may be dropped and only the Sh used, but the meaning is the same. This
particle can be distinguished from the verb AhSh by its position in the sentence and by
the context.
The purpose of this drill is to help you distinguish between the verb AhSh and the
particle with the same spelling. Some of the sentences below can use the verb AhSh
and some will make sense only with AhSh as a particle. Look at each of the sentences
in turn and decide where the word AhSh can be inserted to make a meaningful
sentence, then read the entire sentence.
URp--ImPqSgIIhqWaqWImMHhpPemK~UgoMrq@sgNg@UeLhqNoIm@Igq "AhS"h Aa@ScnWFb.

PbMrq@sg Ng@vmIm@IgqWAhpJaoI@ugqSbWNhSnWaqTaq Iem^cnIm@Igq "AhS"h NfWShmOpI@em.
WKg--"M SfqIm@QanIAhLpRapAhSh. ISgpMVoJhpFgFgOp."
PbMrq@sgNgIfSg@go@ugqKfoK~SbWAhpJaoI@ugq WUgoWaqEoJhpSbWAhpJaoIcqSbW@Ibm.
SbWKgAa@SccnI@ScnWBhmLlp @vmSbUb@ugqI @ugq-"MrqLhqShqAhShLlmMrqSbImWhpIBqIJbpIBqIJbp."
1.
2.
3.
4.
5.
6.
MSfqIm@QanIAhLpRap. ISgpMVoJhpFgFgOp.
"IAv`PcpXb, LPqSgSanIcqMrfqIhqSfp." "Wb, QPqSgIcq 6 IhqPb."
MrqLhqShqImWhpIBqIJbpIBqIJbp.
"NgKgpXb, L@SfqMrkqImX`." "VcpWc, Q@MhnQU@hoWAaSfp."
NgUpSbWPgmWMmIWgpSbqOpINpLlp MrqVepWhqIm@dIm@qILhq@hoBqKfo.
"NgAv`Xb, MImTaWgpW`. LTaEbqJbpINubpWaqUeX`." "UeHbp."

198

Shm, MrqIWgpKboLhBqXhm.
B. WgpXfm. WhpPeqXfm. LWhpPeqSaX`
A. WhpSa.
B. WhpPeqKhoMrqPhp.
A. WhpEnAhPhp.
B. WS`, WhpXfm. Waq, MrqOcoShqPeqSa.
A. Wbp, WhpWhpQbp.
B. MIfLqWhpLfp.
A. LNhWhp@hPIqSfp.
B. WS`, NhWhpImTapQbp. PemITap MI@hoWhpLqOp.
A. K~LlpAhX`.
C (A WP`). LKgpHbp PV`FÀhSfqAoLlmIqVgIKc. SfqTfWU@hoUbBq, LhqShn
WUoBqEfoBqEfo.
A. Wh, LIf QVfImWaqPhpPhpUhUhPoShq.
B. PemHbp, LPhpUMrmIbm. SdqILap@ubqMIWhpOpImHpLhIOuh. WhpOpI
Ou
OuhWaqOpSbLVfWIhqMdo.
A. V`V`, FdH`Q@OpVfAfWaqAfWaqXmUbp.
C. VbVbXhp. SbAaLVfOdoIWhpOpSbqKc. QLaqOpLqI@fSbqOp.
A. W`. WhpOpXfm. QKgpLlpAoImUeSbMubqSaqSaq. LoKgpWVoIAuioOpAhSh.
B. W`. Kgp. LIfImLlpOpMdoShq. ILapH`WaqQNuoJhpEanUhIShm. QILlmWgp
OraoLhIEfoOp.
A. Llp. Llp. WPqWUoK~LlpHbp. KgpPcpXb. LWgpImShmWaqFpNg@hmNgWgpRo. Q
KgpWImPemAuioLlp LWhpImHpI@fSbqOp.
A.
Questions (ImUa@vm)
1. Nf A SfqFd B WKboWA`Llp, OpSb B KhoWP`PqPIqShfp.

2. B WfpKhoSb A @WhpPeqSbWU@hoWCg PqPIqShp.
3. B NhWph ImHpPIqShp.
4. B PqLlmImHpWaqK~Shp.
5. A WImVfWaqPhpPhpUhUhK~Shp.
199
6. SbImLlpWCg A IfSbFdHÙ`@OpPqPIqShp.
7. SbAa A PemVfOdoSbImHpIWgpOpSbqLlp, B WP`@PqPIqShp.
8. A IfSb B AoImUeEoJhpFaoQanSaShp.
9. B IAoLlmImPaqSn@fpFhoSbqOpPemSbPIqWCgShp.
10. LapWTfWa
Wqa B IAuioOpPemSbPIqWCgShp.
11. Nf B WgpWShmLlp FpNg@hmNgWgpTfILhqX`.
the teacher once. Then you take the B and C parts while your teacher takes the A

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" Kho "C" KhoURp@@f "A." @IgqSgU@goIm@IgqW`ThI
EfoK~UgoMrq@sgNg@If "B" Kho "C" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp
PbMrq@sgNg@f @eq "A" KhoURp@@f@eq "B" Kho "C."
MrqPqSgImWIhqJhIEfoINp WÌ@emCcImPqWgpKhoWOdoWSfBeq.
ImQhqA`MSfqKgoUgSepSbQUThLlpIcqAku.
WgpAgoIEgm. @eqEgnJbpINubpSbIm@dIm@qMfrqWMdqSbImPqEbqMrqNrhpNg
200
QnNgWBhmWaaqLh.
201
LESSON 15--REVIEW
ImPqSg 15--Im@vm@K`@eq
15.1 Im@IgqWKgINp
(1) Classifiers and Words Used with Classifiers

In Lessons 11-14 you have learned 3 new classifiers; ie., Mao or Jp (from the Thai
languge) used as classifiers for kerosene tinsful of anything; Jbp used as a classifier
for bagsful of anything; and @g used for bottles of anything. You have also learned
one new particle used with classifiers; i.e., Kh, meaning "the whole, entire."
(a) Below on the left-hand side are some of the new nouns you have learned in these
lessons and on the right-hand side are new and old classifiers. See how many of the
classifiers can be used with each of the nouns.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhSnWaqSbEcEepIMq "ImAu"a KhoMnNrgp@eqWhqKho

Im@IgqSbEcJvfIMqWaqINubpTaqINubpSbMrqIfUe CcnKhoLhpBamIPaqPaqNfKpMrq@sgNgWUo. WKg-- "Im
AuaINubp," "ImAuaIJbp," "ImAuaJoT`KbINubp," "ImAuaIMao/Jp." TaqPbMrq@sgNgVaoLlm@KhoIm@Igq
AaNubpINubmSbEcEepIMq "Cco" KhoMnNrgp@eqWhqKhoIm@IgqSbEcJvfIMqWaqINubpTaqINuubpSbMrqIfUe
K~WNhAgpWUgo. IfSgIm@IgqWBqINpSbEcEepIMq@hoNubpKfoK~WAhpJaoINubpWaqWUgoEoJhpSbW
AhpJaoIcqSbW@Ibm.
ImAua
Cco
UMbq
JoT`Kb
Ug
HÙdoAua
@g
Sep
FpNg@hmNg
OfAua
IqVg
UgSe
Spe
JhpLhpAua
ImPaqSn
Jbp
Fg/Agp
Nubp
@g
Shm
Kc
JoT`KbINubp
Jbp
Mao/Jp
(b) Below is a summary of the various ways of using classifiers that you have learned
thus far:
IFg
I .
IFgFg
IFgIFg
IFgKhoIFg
IFgOpIFg
IFgTaqIFg
IFgBeqIFg
IFgBeq
BqFgBqFg
MrqFgSfp
LhIFg
JfIFg
UbFgIFg
UbFgSbn
@hoFgKfo
KhFgH`
I
.
I I .
I KhoI .
I OpI f
I TaqI .
I BeqI Beq.
Bq Bq .
Mrfq Sfp.
LhI .
JfI .
Ub I .
Ub Sbn.
@ho Kfo.
Kh H`.
WKgINp
1. UgSepIFgLlpPIqWImSfp.
2. UgSepWgpIFgFgX`.
3. UgSepMhnShnWAaIFgIFg.
4. UgSepIFgKhoIFgShqFhShnWUoAfSbn.
5. UgSepVf@eqIFgOpIFg.
6. QJapUgSepSfqImIFgTaqIFg.
7. QWfpKhoUdWhpMrqWUgSepIEgm, IFgBeqIFgBeqSbWAuioTf.
8. M@MrkqUgSepBqFgBqFg.
9. SbUThMdqLlpUgSepAfSbnWgpMfrqFgSfgp.
10. UgSepIWgpLhIFgOp.
11. UgSepWgpJfIFg.
12. UgSepUbFg
pUbFgIFgPemQIm.
13. UgSepUbFgSbn@SfqTf.
14. MUgSepBeq@hoFgKfo.
15. QUgSepOpWbKhFgH`.
Read the expressions in the left-hand column one after the other, then read the
examples below them, the teacher making corrections in pronunciation if necessary.
Then referring back to the 2 columns, try making your own sentences using Nubp
instead of Fg and any word you wish as the subject, to illustrate each of the
constructions.
URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpSbEcEepIMqWaqINubpOpINubp TaqKhoPbWNoQcq@
KhoURpSbImWKgUepINpSbWNhSnI@ugqOpI@ugqEoJhpSbWAhpJaoIcqSbW@Ibm. Mrq@sgNg
NoPemIOpOpLlp URp@OpNoQcq@KhoMrq@sgNgIOuhKhoPbMrq@sgNgNoMgnURpWAaIOuhKho. PemTaqLlpPbMrq
@sgNg@vm@KhoIm~WKgSbWNhAgpWEcEepIMqINubpqOpINubp KhoUdWIm@IgqKpTfK~Ugo@@fJhpIm
203
@IgqKh@ugq OpFpWWaqIOuhSb "Fg" WShm@OpIfSb "Nubp." WKg--Mrq@sgNg@JapSbIm@Igq

SbWNhAgpWAhpJaoINubpPemTf "IFg" WCg SbWShmLlpMrq@sgNg@IfSb "INubp" KhoUdCcnKhoWIm@
IgqKpTfK~Ugo@@fJhpKh@ugq.
(2) Time Expressions
In the last 4 lessons you have learned 8 new expressions indicating time, as follows:
PVgILap/PDÌLap/PD`@bn
WIVgILap/IDÌLap/ID`@bn
AfPVg/AfD`/AfD`@bn/AfH`
AfIH`
PcmF`(Ah)
SbMubq
ImQhqA`
A.L. (ARanWLap)
You have also learned the word for "thousand;" i.e., @Jg.
(a) Read the following expressions aloud, your teacher making corrections if
necessary. Repeat several times until you can read them reasonably fluently.
URp--PbMrq@sgNgNoQcqURpSbLhmBamKhoIm@IgqSbWNhSnWaq. Mrq@sgNgNoPemIOpOpLlp URp@Op

NoQcq@KhoWhqKhoPbMrq@sgNgIfMgnURpWAa. PbMrq@sgNgNoWhq 3-4 ThIcqSbWNoTfOpOkuBeqIEfo.
A.L.1840
A.L.1915
A.L.1912
A.L.1945
A.L.1989
Ee 2500 Oo
Ee 3100 Oo
Ee 3500.25
Ee 2528 Oo
Ee 6725.50
(b) Question and Answer Drill
(A) ImUa@vmKhoImEaoFb
The teacher will ask you the questions and you should answer them. If the words in
( ) are not the words most commonly used where you are, the teacher should
substitute whatever word is more common.
URp@Ua@vmMrq@sgNgK~WNhSnWaqWUgoKhoMrq@sgNg@OpIfFbTf. (SbImUa@vm (1), (2), Kho (5) WMdq

Llp Im@IgqWgpSb ( ) WMdqPePemIm@IgqSbMrqIUdW`W`NfUcWgpOpLlp FhISfSbIm@IgqSb
MrqUdWÌNubpLlp. WKg--SbUcWgpLlpMrqPemIfHh^cmSb "PD`@bn" Llp Sb (1) WMdqUdIm@Igq "PD`
@bn" Sb "PVgILap" WShm.
1.
2.
3.
4.
(PVgILap)LWgpNfSfpKhoPqP^cqSfp.
(AfPVg)LFg@PgpSbL@WgpNfSfpKhoPqP^cqSfp.
AfWaqSbPcmFÀhLlpIm@gmX` PeIPemImPqWUoK~
ImPqWUoK~Sfp.
AfWaqPemIm@gmA`X` PeIPemWA`NfSfpIIhqSfp.
204
5. (WIVgILap)Llp L@VfPqImNfWaqLlpLUepH`MnEbqSaX`.
6. ImEdqA`KhoImQhqA`ShqFhShnWUoK~Sfp.
7. IfQqMrqSbMubq 3 BqWPaq.
(3) Verbs
(a) Descriptive Verbs
In the previous 4 lessons you have learned quite a few new descriptive verbs.
They are given below in the various combinations in which they can be used.
Ac
@Pp
UepNo
@d
Qn
Nrhp
Paq
Kb
Php
Qhq
AcJhp
@PpJhp
----PhpJhp
QhqJhp
NrhpShq
(Sb)WAc
AcLlm
(Sb)W@Pp
(Sb)WUepNo
(Sb)W@d
(Sb)WQn
(Sb)WNrhp
Nrph Llm
(Sb)WPaq
(Sb)WKb
(Sb)WPhp
PhpLlm
AcLlmWShm
NrhpLlmWShm
NrhpNrhpQnQn
PhpLlmWShm
PhpPhpUhUh
Read the above expressions line by line, the teacher correcting any mistakes in pronunciation. Then .choose one word from each column and make up a sentence of
your own one for each one.
URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpINpWaqI@ugqOpI@ugq.
Mrq@sgNgNoPem@PpINubp Nubp, URp@OpNoQcqMrq@sgNgIOuhKho.
Mrq@sgNgNoPemOpAfSbnSaLlp
PbMrq@sgNgCcJbJhpIm@IgqI
NubpSbWAhpJaoIBemKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. TaqKhoPbMrq@sgNgVeoLlm@
Kho Im@IgqIBemINubpIBemINubp@goBemKfoKhoUdWhqK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm. Mrq
@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpW
AaKho.
(b) Action Verbs
In the previous 4 lessons you have learned 16 new action verbs which take an
object (expressed or understood), as follows:
Nfo(Im)
Jgp(Im)
OrfpShq(Im)/NrfpShq(Im)
NraShq(Im)
@uh(Im)
Im)
Fgp(Im)
UdWhp(Im)
Ce(Im)
Kho(Im)
Aho(Im)
UgpSg(Im)
Ao(Im)
205
FgpWb(Im)
FgpBeq(Im)
Oco(Im)
Lhq(Im)
You have also learned 2 action verbs which do not take an object, although they
involve a type of activity; i.e.,
Laq
WgpNufp
And you have learned 2 helping verbs, which are never used alone but always
together with another verb; i.e.,
Ccn (Always follows an action verb plus its object (if any)
Shq . (Always precedes another verb, usually an action verb)
Make sure that you understand the meaning of each of these verbs, then make
sentences with 4 from the first group, 2 from the second group, and with 2 from the
third group, the teacher making corrections if necessary.
URp--PbMrq@sgNgVaoLlmIm@IgqINubpNubpSbIm@IgqWAhpJaoINcSbWNhAgpUepINpW@u` @vmNf
Mrq@sgNg@CcJbJhpTf KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. TaqKhoPbMrq@sgNgCcJbJhpKhoIm
@IgqWBqUbNubpSbWAhpJaoINcW@u`, AaNubpSbAaNcINcW@u`, KhoAaNubpSbUbNcINcW@u`KhoIfSgI
NubpOpINubpK~WAhpJaoINubpWUgoWaq
(4) Particles
In Lessons 11-14 you have learned 3 new particles, as follows:
Kh (H`)
CoCe
AhSh
The whole, entire (already reviewed above)

Intensive particle
Just
(a) To help you understand better as to when to use the different kinds of intensive
particles including CoCe, read the sentences below and note the comments as to when
the particles might be used and what they might intimate.
LPqImFdpKgpPo.
LPqImFdpNoKgpH`.
LPqImFd
LPqImFdpCoCe.
LPqImFdpSfp.
Used when speaking to someone one doesn't know or

doesn't know very well as a way to start a
conversation.
Used when one wishes to praise someone one knows
well.
Used when one wishes to praise someone whom one
knows well.
Used when passing someone working to whom one calls
out as one goes by.
206
LPqImFddpSfn/SfnSfn.
S`, WTfPqImFdp@um.
Used to express regret that the effort was fruitless (1)

because the person died; (2) because the person
didn't get the wages he deserved; or (3) because one
wasn't able to use the fruit of his/her labors.
Used when one wishes to praise someone who is not
present at the time.
The same general usages and intimations would usually apply to the use of the above
particles with other verbs. However, one should be a bit careful when using them
with the verb Whp(Im); e.g., the first expression would usually be used only when
talking about animals and would be considered rude if talking about a person. The
2nd and 3rd (and sometimes the 4th expressions could spoken to close friends if
wants to praise them for the amount of food they can consume at one sitting (a virtue
often praised by men in the rural areas). The 5th expression might be used when one
wants to tease (especially adults speaking to children), and really means the opposite.
The last expression would usually be used only in stories.
(b) You have learned 2 meanings for the word AhSh--(1) as a verb meaning "free,
without price": and (2) as a particle meaning "just." You also learned that when the
latter is combined with Sfp or Pb, the combination has the meaning of "just . , that'
all," and when it is used at the end of a clause beginning with LoKgp, it means "It's just
too bad that . . ." In Book II you learned another word for "just/only," i.e., Jf. The
latter is not used to modify clauses but only as a prefix to a noun phrase or to noun
classifiers; e.g., "JfEhqBhqKhoWNgAvÀaBq@Sfq." "QIgmWgpJfQfmOo."
Completion Drill
ImIem^cnPqMfrqJhpIm@Igq
Some of the sentences below should have AhSh inserted as a verb, some should have it
inserted as a particle, and some should have AhSh inserted as a particle. Insert the
appropriate word in each sentence and then read it aloud.
URp--ImPqSgIIhqWaqWImMHgpPemK~UgoMrq@sgNg@UeLhqNoIm@Igq AhSh Aa@ScnKhoIm@Igq

"Jf."
PbMrq@sgNgIem^cnIm@Igq AhSh PeIPem Jf NfImShmSbWSgqTfOpTfSbIm@IgqSbWNhSnWaqI@ugq
OpI@ugqTaqNoKh@ugq.
"LPqP^cqSfp." "QAuhJhpJaSfp."
URpNoKgpPbQVepLqSbImUe
LqSbImUepINpWaq.
Ehq@ubqNhPqSgSanUeKgpPo. LoKgpWMmFrbWhqFdHÌLlmSbqOpSfp.
QUgWgpIemNoNh@g.
MrqVfMrqKhPgqTqAaBqWaqShq. MrqBqIVfLhIBqOp.
"LSfqFdSfp." "QSfqMrkqWaUpPb."
NfMrqNuhWUoWPdoLlpMrqScmWhpScmWhMrqSbWSfqTf@hoBqKfoShq.
MrqUepH`WBemQMcmKhoQqAaBqShq.
"MrqIBqLlpVfPqP^cqSfp." "WTfWfpKhoUepH`N`zNfoWKboWgpNfSfpPb."
QMrkqImLlmJhpLhpAuaIMaoShq.
207
MJapOpIqVgIKc.
"PcmBm, LF`Whp@hPIqSfp." "Sb, F`WhpImKhoPb."
(5) Independent Expressions
In Lesson 11 you learned 3 new expressions used independently alone or at the
beginning of sentences but not part of the following clause; i.e.,
Vc
-- Huh; grunt of response when called to
WcpVc -- Exclamation of surprise that something is not as it should be
WcWcp -- Exclamation indicating that one wishes that things were other than they are
In the past you have also learned 3 other independent expressions which sound
somewhat similar; i.e.,
VcpW/WcpWc
Wc -- Huh-uh
VbVbXhm
-- Sound of older woman laughing
WeWe
-- Exclamation giving a chiding aspect to the remarks which follow
Note that all of the above expressions except for the last two are usually nasalized.
Below are 6 incomplete sentences. Insert the correct word from the 2 lists above into
the blank space in each of the sentences, then read the entire sentence. Each word
can be used only once.
URp--SbImNhAgpWaqIm@IgqAfSbnWgpTfCcNubp KhoSbWNhSnWaqIm@IgqWgpTfCc@ugq. PbMrq@sgNg

VaoLlmIm@IgqSbWNhAgpSbWSgqKhoIm@IgqWAhpJaoI@ugqSbWNhSnKhoIem^cnWhqNfImShmShqVg
TaqNoKh@ugq. PbMrq@sgNgIfSgIm@Igq@go@ugqKfoK~WAhpJaoI@ugqWUgoWaqEoJhpSbWAhpJaoIcqSbW@
Ibm.
LWfpKhoSfqX`.
, LPemISfq QISfqOp.
PgmXb.
. LMnQFe@qUdIOepNfShp.
, ImOraoQUoSa. PqI@fSbqOp. Pq@eqKpUcTf.
, IqUpIPsgWaq QFg@Pgp@Fb OpFpFapKgpSfp.
, SfqMrfqLlpOpSa, QfQISfqSbqOp.
, Q@Pq@vmKho@vm@vmIJap, PemWUeIUeSfp.
(6) Idiomatic Expression
You have learned one new idiomatic expression in the last 4 lessons; i.e.,
. . . I@fSbqOp
Exaggeration used as a warning that the one spoken to had

better be careful
208
Look back over the examples in 14.2(4), then see if you can construct a sentence of
your own using this expression.
URp--PbMrq@sgNg@vm@K`@eq 14.2(4) TaqVaoLlmIm@Igq "I@fSbqOp" KhoUdCcnKhoWIm@IgqKpTf

K~Ugo@@fJhpKh@ugq.
(7) Miscellaneous Expressions
There are 2 other miscellaneous expressions which you have learned in the last 4
lessons; i.e.,
SaqSaq
LoKgp
-- Since the time indicated
-- Too bad that . . .
If you aren't sure of the use of these expressions, check back on 14.6(1) and (4).
Then try making a sentence of your own using each one in turn.
URp--PbMrq@sgNgVaoLemWAhpJaoINubpSbWNhAgpWaq SaqSaq KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhp

Kh@ugq. TaqKhoPbWTfKpIfSgIm@IgqAaNubpINubpK~WAhpJaoINubpWUgoWaq.
15.2 ImWUhpSbW@hIEfo
(1) Practice reading the expressions below concentrating on the consonant sounds.
(1) PbMrq@sgNgIfMgnURpWAaIThAaThIcqSbMrq@sgNgIfImOpOkuBeqIEfo.
(@) C
JgpCco
MrkqCcn
CoCe
CeIm
(A) @
@vfo@PpIm
@uhLhp
Wgp@d
WÌ@em
SdqILap@ubq
(B) M
UMbq
SbMubq
(2) Practice reading the expressions below concentrating on the nasalized vowel sounds.
(2) PbMrq@sgNgIfMgnURpWAaIThAaThIcqSbMrq@sgNgIfImOpOkuBeqIEfo.
Vc
WcpVc
WcWcp
WcpWc
VcpWc
(3) Practice reading the expressions below, first pronouncing the words the way they are
(3) URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoIThNoWhqK~Mrq@Ebm

AgpNg@IgqImWUgo.
209
(1) F/As
ImFgpBeq
FgpWbIm
PcmFÀh
SepIFg
FpNg@hmNg
(2) U/E
UMbq
UepNo
HÙdo
UdpOcAua
UgSep
UgpSgIm
UMrmIbm
PhpPhpUhUh
(3) Q/z
NrhpNrhpQnQn
IOgQdmCh
ImQhqA`
(4) Who/Wgo, Whn/Wgn
AgoIEgm
15.3 ImPbKhoImPqJvf, ImIep^cnPqMfrqJhpIm@Igq, ImUa@vmKhoImEaoFb
Review sections 11.3, 11.8, 12.5, 12.7, 13.3, 14.3, 14.5, and 14.8.
URp--@vm@K`@eq 11.3, 11.8, 12.5, 12.7, 13,3. 14.3, 14.5, Kho 14.8.
15.4 ImPqSg@LpKho@IgqMrq@Hh@ugnSbMrq@HhWVap
Review the new vocabulary which you have learned in 11.11 and 13.11.
URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 11.11 Kho 13.11 WA`.

(1) Review the conversations in 11.5, 11.9, 12.3, 12.9, 13.5, 13.7, 13.9, and 14.9. 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
210
parts of the same characters, carry on your own conversation, changing and
expanding it within the limits of your vocabulary.
(1) URp--@vp@K`@eq 11.5, 11.9, 12.3, 12.9, 13.5, 13.7, 13.9, Kho 14.9. ImPqSgUepINpWaq
IIhqKhoIIhqLlpNoU@hoWaqIThTaqKho PbMrq@sgNg@oObCnWSan. @IgqU@hoImK~WKgWgpTfWUgoOp
FpSfSgnIm@IgqILhqKhoPqW`JhpIm@IgqIUeNfWUe.

NoWA` URp@OpNoJhpEem@hoMrq@IgqImWPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp. Icq
NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemI OpOpKhoU
TfIOpKaoOpPemWgpLlp
URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq
A.
B.
C.
A.
C.
B.
C.
A.
B.
C.
A.
B.
C.
PVÌLaqMrq@hoMrqVbNbFÌBqLlpPemLqX`.
VcpWc, IPemQqOp. QVbNbIFÒp. MrqIf@PpQqShq.
Wh, PVÌLaqLlpMrqVbNbFÌBqUMrmIbm.
PIqIBqShpWVbNbF`.
LhmNhXfm. WVbNbF`SbWWgpNufpWNgAhShPbp.
Whp, LhmNhWUMbqPhShUepNoSaPb. WNgWMhnPcpPemWMhnAv`Sfp.
WNgWMhnAv`Xfp.
Sb, MrqIBqWNgWgpJfWMhnAv`Shp. WNgAv`WgpAfSbnSvamBqSaPbp.
W`, NgKgpPcpLhmNhKcCoCeXhm. MrqJgpCcoA`PV`Llp, WTfKpSfqSbMrq@u`@hoPcmLaq
Eem.
Wb, Wb, IfIUeOp. LhmNhKhPgqTqAaBqLlpPqImAcPoAaBqSbn. MrqBq@vmSgWhqI
@fOp.
PemHbp. PemSbWTfUepPqImFdpKhoAcWCg, WImWg
WImWgp@dWgpSb@hoPaqShq.
WbpXfm, PVgILapMrqSfqVaoWhpWOcIBqJoT`KbWNubpIFaWgp, AaFaWgp, W
NubpI@QqLlpQJapMrqVaoIOuioBqEem.
Wb, PemXhm, MrqKhPgqTqAaBqLlpKhoWNgINpLlp PemSbWO`Qvq, WfpQvqBeqWCgLlp
@m. QvqFgpBeqWhqKhoWTfPqEbqAhShImW`PoEem@hoShq.q.
Questions (ImUa@vmINp)
1. SbWMdq@vanILaqLlp B WVbNbF`X`.
2. C IBqIfTfSbMrqSbWVbNbFÌBqPemPIqSfp.
211
3. LhmNhWVbNbF`SbP^cqWCgSfp.
4. B IBqIfImSbLhmNhWBemK~Sfp.
5. LhmNhWNgWUhIBqPemWMhnPcpX` WMhnAv`Sfp.
6. LhmNhWNgPcpAfSbnWgpMfrqBqSfp. WNgAvÌAhSfp.
7. LhmNhPqImCoCeLlpWgpNu`JhpK~Sfp.
8. MrqBq@vmSgLhmNhKhoTqEemX`.
9. MrqKhPgqTqAaBqWaqPqImAcWCg ImPqWUoKhoWhqK~Sfp.
10. SbWMdq@vanILapLlp B JapMrqSfqVaoLhmNhWOcMfrqBqSfpKhoVaoTfFaoW`Sfp.
11. @EmQvqFgpBeqOpWTfUepOpP^cqWCgSfp.
12. QvqWImFgpBeqWTfUepWgpNu`JhpK~Sfp.
the teacher once. Then you take the C parts while your teacher takes the A and B

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "C" KhoURp@@f "A." Kho "B". @IgqSgU@goIm@IgqW`ThI
EfoK~UgoMrq@sgNg@If "C" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"A" Kho "B" KhoURp@@f@eq "C" Taq IfSg@KhoW`ThIEfo. IcqMrq@sgNgIfImOpOueBeqSaLlp @IgqSg
U@hoIm@KhoIOuh OpFpWWaqIOuhLlpURpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@IgqMdbNubpMdqNubp
FdIm@IgqWBqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhm
Mdq.
time to time as you learn more about the Karen customs in connection with the
agricultural cycle.
212
LESSON 16
ImPqSg 16
Mdq
Classifier for places
IMdq
Cfq
K~SfpAhSfp
Im@Ocp
@do
Im@doNoJh
Uvap
@Vo
ImTaImFrb/ImVfTa
@hq(Im)
@hqUo
Mn@hq
EeMn@hq
Jb
QanQanJbJb
Re(Im)
MKgp/MKg
/MKgpMMrm
@Uap/@Uap@Uh
@UapURp
Ou`
PqOu`/QÒu`
Ou`@eqWShm
ImMdqSh
Shm
One place
To be thin in flesh
How come . . . ? How on earth . . . ?
Slight, intermittent fever
To cough
Whooping cough
Blood
Phlegm, sputum
Fortune, luck
To restrain, check, do without; to bear, suffer
To restrain anger or other passions; exert
self-control
To restrain spending by setting aside
Reserve fund
To be long drawn out
Protractedly, very long in time
To associate with
Ruler, magistrate, governor, government
official
Medicine, chemical
Physician, doctor
To recover or get well from an injury or illness
To treat, cure
Scar
Wound, incision
15.2 Im@IgqWKg
(1) Use of MKgp, MKgpMMrm, "ruler, magistrate, governor, government official"
(1) ImUdIm@Igq "MKgp/MKgpMMrm"

MrqSbWPqMKg
SbWPqMKgpWImPqINpLlp@
OpPemMrqPqSgImWIhqJhShq.
MKgpMMrmPemBeqLlp MWgpOpPcn. MKgp
MMrmPemIBeqOpLlp MIWgp
OpPcnOp.
ILaqH`WaqMKgpMMrm@Vf@vm@sgWCg
MOpPqMnImWhpImWh.
ImSbMKgpMMrmVo@vmImLlp Hh^cmW
TfUepVfMhnShnWAaW`Bq.
People who work for the government must be

people who have gotten higher education.
If government officials are good, we are
happy; if they are not good, we are not
happy.
Because the government officials are coming
to examine the school, we must prepare
food for them ahead of time.
Usually when government officials come to
examine something, many of them come
together.
(2) Use of @Uap, "medicine, chemical" and @UapURp, "physician, doctor"
(2) ImUdIm@Igq @Uap" Kho @UapURp

AfWaqLlp@UapW`W` ImF`W`W` Shq.

@Uap@doWJaWgpLlp, WgpIOuio@
Scn, WKhNubpWgpIOuio@Scn.
Q@UapAgpF`Sb@UapURpVep
ShqQqLlpWgpKao.
@UapURpW`BqLmMbm@UapW`Paq.
@UapURpEaoTfSbLOpWh@UapUb
PsgWaq, IPsgINubp, ILaqUb
OuhIcqWSbn.
Nowadays there are many medicines [and]

many diseases.
[We] have cough syrup of many kinds [and]
many kinds of tablets.
I still have some headache medicine the
doctor gave me.
Many doctors understand about many kinds of
medicine.
The doctor says that you must take 3 kinds of
medicine, one tablet of each 3 times a day
until they are gone.
(3) Use of Jb, "to be long drawn out"
(3) ImUdIm@Igq "Jb"

MrqIBqWaqCeMrqImJbKgpPo.
URpIBqLl
URpIBqLlpIfImJbKgpPoShq.
NgUpW@uÌBqLlpBfqKhoWU@hoJb
KgpPo.
LSfqImQanQanJbJbLSf
JbJbLSfqIcqSb
Shp.
NaUoMrmIBqWTfIAuioUaKaoOpLlpW
TfOp@hqImF`QanQanJbJb.
This person keeps on begging for people's

things [wihout giving up].
The pastor is very long-winded (tells things in
a long, roundabout way with all details).
Among the children that one child keeps
stirring about with his companions for a
very long time.
You went away for such a long time, where did
you get to?
Before the old grandmother died she had to
suffer sickness a long, long time.
214
(4) Use of K~SfpAhSfp, "How come . . ?" "How on earth . . .?"
() ImUdIm@Igq "K~SfpAhSfp"
SbLUThLlpIm@hImAfWgpJhpAfWaq
AfWaqK~SfpAhSfp.
ImBemIm@ugqPVÌA` MrqPq@eqK~
SfpAhSfp.
Sb@ufLlpIm@hImAfINoWaqH` LVf
UeK~SfpAhSfp.
LOrhJhpLKboKgpKgpPcmPcmWaq LPqEemK~
SfpAhSfp.
How come difficulties arise in your village so

often?
How on earth did they resolve the matter
yesterday?
With all the difficulties with the road how on
earth did you manage to come?
How on earth were you able to build such a
grand, big house as this?
(5) Use of Mdq, "classifier for places"
(5) ImUdIm@Igq "Mdq"

SbLWgpLlpVhpAgpBeq, MrqUdpImI
MdqBeqIMdqBeq, BeqAfSbn.
PePemQfLlp QSfqOpIm@hoMdqKfo
QWgpPcn@hoMdqKfo.
LUThNhSnJa@ugIOgLlp, MrqEaoTf
HpNgWMdqWgpNoKgpIMdq, Pem
X`.
SbTemMdqLlp LSfqIMdqBeqIMdqBeqMrq
F`WhpImW`Po.
"ILaqWaqL@SfqImIMdqMdqX`."
"VbpWb, QISfqImLhIMdq
Op."
The ground where you are is good--wherever

people plant things is good.
As for me, every place I go I enjoy myself
there.
People say that in the stream below your
village there is a big pool of fish; is it so?
Wherever you go in the city there are a lot of

people selling things for a living.
"Are you going anywhere today?"
I'm not going anywhere."
"Huh-uh,
16.3 Substitution Drill
16.3 ImFhISfIm@Igq
After reading these directions, do not look at the book. Repeat the first sentence
after the teacher several times until you can say it reasonably fluently, then make
substitutions according to the words in ( ) as given by the teacher. Repeat each drill
several times until you can make the changes readily before going on to the next one.
URp--Mrq@sgNgNbImBemSbWNhAgpWaqPemTaqSaLlp PbMrq@sgNg@oObCnWSan. WFgURp@OpIfIm@

IgqSbWPfnHÌ@ugqKhoPbMrq@sNg gIfMgnURpWAeAaOuhUbOuhIcqSb Mrq@sgNgIfImOpOkuBeqIEfo. PemTaq
URp@If@KhoIm@IgqSb ( ) WMdq. Mrq@sgNg@OpUdIm@IgqWTfLlpKhoFhISfIm@IgqWAhpJao
I@ugqK~Aa@ugqI@ugqWUgo. Mrq@sgNgIfOpBeqIOpBeq URp@OpIfShqIamLlm@eqMrq@sgNgIOuhKhoPbMrq
215
@sgNgIfMgnURpWAa. PqK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm3-4 Th. IfSg (2) Kho (3) K~ (1)

WUgoWaq.
(1) LOpWh@UapIPsgWaqIOuhAaNubp ILaqUbOuh.

LOpWh@UapIPsgWaqIOuhUbNubp ILaqUbOuh.
LOpWh@UaIPsgWaqIOuhINubp ILaqUbOuh.
LOpWh@UaIPsgWaqIOuhINubp ILaqAaOuh.
LOpWh@UaIPsgWaqIOuhINubp ILaqSvamOuh.
LOpWh@UaIPsgWaqIOuhINubp ILaUbOuh
(UbNubp)
(INubp)
(AaOuh)
(SvamOu
mOuh)
(UbOuh)
(AaNubp)
(2) LOpWh@Uap@doIPsgWaqILaqAaOuh--Bh
----BhqIOuh, VÌOuh (@UapAgpF`)
LOpWh@UapAgpFÌPsgWaqILaqAaOuh--Bh
----BhqIOuh, V` (@UapIm@Ocp)
IOuh.
LOpWh@UapIm@OcpIPsgWaqILaqAaOu--Bh
--h--BhqIOuh,
VÌOuh.
(@UapVbNbVoBhq)
LOpWh@UapVbNbVbBhqIPsgWaqILaqAaOuh--Bh
----BhqIOuh,
VÌOuh.
(@Uap@do)
(3) LOpWh@UapWJaWaqILaqUbOu--Bh
--h--BhqIOuh, PcmJdpIOuh,
VÌOuh.
LOpWh@UapWNubpWaqILaqUbOu--Bh
VÌOuh.
LOpWh@Uap@doWaqILaqUbOu--Bh
VÌOuh.
LOpWh@UapAgpF`WaqILaqUbOu--Bh
VÌOuh.
(WNubp)
bp)
(@Ua@do)
(AgpF`)
(WJa)
16.4 Im@IgqWKg
(1) Use of Cfq, "to be thin in flesh"
(1) ImUdIm@Igq "Cfq"

PcmBmXb, LfLOcpJhoCfqKgpSfp.
MrqKgpImCfqPemWgpFdpLlpBeq.
MrqKhPgqTqAaBqLlpPqImFdpWCg
CfqShqCfqShq.
MrqKhMcmTfmAaBqLlp WTfmIBqCfq, W
McmIBqICfqLhIEfoOp.
Aunt, you raise mighty skinny pigs!

If people who grow up thin are healthy, it is
good.
Because that couple works so hard, they are
getting thinner and thinner.
One of those two siblings is thin, the younger
one is not thin at all.
216
(2) Use of Im@Ocp, "a condition characterized by intermittent fever, chills, and aching"
(2) ImUdIm@Igq "Im@Ocp"

MrqIBqWaqIm@OcpJhpWhqAfWaqAf
WaqShp.
ImEdqShqUhWaqMrqOpIm@OcpW` Po.
SbTemMdqLlpMrqF`@UapIm@Ocp Wgp.
This person frequently has a low-grade intermittent fever with generalized aching..
At the beginning of the rains many people
have low-grade intermittent fever, a feeling
of chilliness, and aching..
In the cities they sell medicine for low-grade
intermittent fever.
(3) Use of @ddo, "to cough;" @Vo, "phlegm, sputum;" and Uvap, "blood"
(3) ImUdIm@Igq "@do," "@Vo," Kho "Uvap"

MrqIBqLlp@doAf
oAfWaqAfWaqOpP^cqSfp.
NÌamIBqLlp@doW`Po OpFpW@
VoIJhpOp.
OdoJhpNfImQhhqJhpLlpMrqNgUp
OpLlmIm@doNoJhW`Po.
PcmBmIBqLlp@do@doW@VoShqKhoW
UvapK~SfpAhSfp.
MrqFÌBqWaq, @UapURpEaoTfSb
WSgpOpMrqUvap.
NÌamXb, LAhpUvapShqOpP^c
OpP^cqSfp.
Why does that person cough so often?

Uncle coughs a great deal but doesn't bring
up any sputum.
Near the end of the rains many children come
down with whooping cough.
How come Aunty coughs and coughs and her
sputum comes out with blood [in it]?
The doctor says that this patient needs blood.
Uncle, why is your leg bleeding? (lit., why is
your leg's blood falling?)
On the left-hand side below are a number of incomplete sentences and on the righthand side a column of words from which to choose for filling in the blanks on the
left. Consider the context of the first sentence, then insert in the first blank the word
from the list on the right which is the most appropriate. If there is more than one
blank in the sentence, fill in all of the blanks then read the entire sentence aloud. Do
the same with the other sentences.
URp--Im@IgqWgpTfIOuio@ugqSbWNhSnWEcEepIMqWaq KhoSbEcJvfIMqIm@IgqWgpAaBem. Mrq@sg

Ngg@OpVaoLlmIm@IgqINubmSbEcJfvIMqSbWSgqKhoImBemSbEcEepIMqWAhpJaoI@ugqWMdqWaq, Iem
^cnWhq NfImShmShqVgTaqNoKh@ugq. Mrq@sgNg@OpIfSg@go@ugqKfoI@ugqOp@ugqK~WAhpJaoI@ugqWaqW
Ugo. Im@IgqI@ugq@ugqPemWgpKhoImShmShqVgW`LlmIMdqLlp PbMrq@sgNgIem^cnPqMfrqJhpWhq@goMdqKfoTaq
PoNoKh@ugq.
1. QNgIBqWaq
OpWhqSbImEdqShqUhSaqSaq.
217
WMdqShm
2. WSgq KhoWAgp AfWaqAfWaq.

3. PePemQNgWWaqIBqLlp IBhqWaqShqIfnSbUepAaWCg
WEc WgpJhpKho Shq.
4. QLhm@EmKgpQfQ WgpIOuioS`SaKhoQ Jhp
W`.
5. QPaI , WhpImI
ImI , KhoShq KgpPoWCg
Q ShqNoKgpH`.
Cfq
@Vo
Im@Ocp
Orao
@gm
Llm
@do
Tap
F`
Uavp
15.6 Im@IgqWKg
(1) Use of ImTaImFrb/ImVfT,a "fortune, luck"
(1) ImUdIm@Igq "ImTaImFrb/ImVfT"a

LfLImTaImFrbBeq, QfQImVfTaI
BeqOp.
KgpAv`Xb, LImVfTaWbKgpSfp.
MrqSbWImTaImFr
ImFrbBeqLlpPqK~SfpK~
SfpWhpOpShq.
NgKgpPcpXb, LfLImVfTaIBqQ@vm
WgpLqLoKgpPoShq.
Your fortune is good, mine is not good.

[Friend], your fortune is mighty bad! (You
have mighty bad luck!)
The person who has good fortune has enough
to eat no matter how he does things (or
what work he does).
Niece, the fortune that I see comes to you is
very bad!
(2) Use of @hq(Im), "to restrain, check, do without; to suffer, bear"
(2) ImUdIm@Igq "@hq(Im)"

ILaqWaqMOpSfqImNoQaqH`WCg
LfL@hqPeqOp@@fX`.
NgKgpXb, EeSbLLlmOpINpLlp, Ud
WhpWhqILhq, Mn@hqCnWhq
ILhq.
MWgpNfWaqLlp MOp@hqMUoSbIm
@hoPaqKfoShq.
MrqIBqLlp@hqWUoNo@fH`, PePemQf
LlpQ@hqQUoI@fOp.
Today we have to travel for a long time, so will

you be able to do without food? (i.e.,
restrain your desire to eat?)
Nephew, use some of the money that you get
and set aside some as reserves.
Living here we must exert self-control in

everything.
That person is very self-controlled; as for me, I
can't control myself.
218
MPqU@hoImKhoMrqW`BqLlp, MOpWgp
KhoIm@hqUdp@hqUoShq.
NaUoMrmIBqWTfIAuioUaKaoOpLlpW
TfOp@hqImF`QanQanJbJb.
Working together with many people we must

exert self-control.
Before the old grandmother died she had to
suffer sickness a long, long time.
(3) Use of Re, "to associate with"
(3) ImUdIm@Igq "Re"

MReMrqWBeqLlpMBeq, MReMrqWWbLlp M Wb.

EhqS`WNgAvÀaBqIBqLlpReMrqIUe,
MrqReWhqIUeOp.
QNÌamUoMrmIBqLlpReMrqUePo,Op
FpWPÌWgpOp.
MReShnMUoKhoMrqBqLlpPemImSbWBeq
OpFpMOpMShmMUo.
If we associate with good people, we will be

good; if we associate with bad people, we
will be bad.
Saw Lah's second son is unable to socialize
with others and others can't socialize with
him.
Our elderly uncle is very sociable, but he
doesn't have a wife.
It is good to socialize (have fellowship) with
other people, but we must be careful.
(4) Use of Ou`, "to recover or get well from an injury or illness"
(4) ImUdIm@Igq "Ou`"

NgKgpXb, LPgmFgb@eOu`SaX`.
SbAgLlp MLmVdMrqQÒuÌmUeWgp
W`Bq; PemX`.
"LMdqShmPV`Llp, PIqPqOu`@eqLq
Sfp." "@UapURpPqOu`@eq
Nephew, has your mother recovered from her

illness?
We hear that in the rural areas thee are many
people who can treat people. Is that so?
"Who treated your wound yesterday?" "The
doctor treated me."
Qq."
ImMdqShmOu`@eqWSh
WShmLlp, LOpM
ShmWhqIOgQdmCh, PemSbW
OepIMrmKaoOp.
You must be continuously careful of your scar

because the skin is not mature yet.
219

A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
QUThAfWaqMrqFgo@eW`Po.
Wh, LIPbWSfqFdImF`VapX`.
QPbWSfqOpFp@ufIBeqOp.
Wh, @ufPqWUoK~Sfp.
@ufWgpJf@ManShq.
WTfUepFgo@eK~SfpIPsgSfp.
Im@Ocp, @do.
WTfLlpMPemVepShq@Uap LKcoWhpUeUbp.
@UapPIqSfp, WNubpX`, WJaX`.
Wbp, WNubpILhq WJaWgpILhq.
M@OpVepWhWhqK~Sfp.
WLhmKgpKcoWhp@UapWNubp. NgUpLlpKcoWh@UapWJa.
M@OpKcoWhpWhqFaoQanSfp.
KcoWhp@vm^vaUh, PemIOuÒp Vf@hoFdImF`Vap.
MOpKcoWhpWhqILaqMfrqOuhSfp.
KcoWhpWhqILaqSvamOu
Ouh.
MPemOpSfqEhnFdImF`VapLlp ILhqWEeIWgpOp. OpPqK~Sfp.
VfTaq @vmVep@eqSbAaUe.
Wh, PePemK~LlpLlp M@Pq@vmK~Llp.
Pem, Pem. @eqPq@vm@vmSbH`.
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Sb A WUThMdqMrqUThNgOpPIqSfp.
WTfUepISfqFdImF`VapOpP^cqSfp.
WTfUepFgo@eK~Sfp
B IfSbU`PqEbq@UeK~Sfp
A @Vep@UapWNubpX` WJaX`.
@UapWNub@PemPIqINpWBhmSfp. WJaIAhSfp.
A KcoWhp@vmWTfUep^vaUhPemIOuÒpLlp A @OpPqKaoPIqSfp.
A @OpKcoWhpMrqW@UapILaqMfrqOuhSfp.
A PemOpVfFrbMrqSbWEeIWgpOpILhqFdImF`VapLlp MrqUc
Uco@ufqImSbn
220
ImEeqUeK~Sfp.
(1) Use of @Uap, "medicine, chemical"

See examples in 16.2(2). There should be no problem in understanding the meaning
or use of this word, other than to point out that in Karen one may either Whp@Uap or
Wh@Uap--there is no difference in meaning or use but rather it depends upon the
speaker's preference.
(2) Use of Jb, "to be long in time:
See examples in 16.2(3). This descriptive verb is not used alone very often; but
when it is, it has the meaning of "long-drawn out," as in the first 2 examples. It is
more often used as a couplet with Qan giving the meaning of "a very long time;" e.g.,
WQan WJb, QanQanJbJb.

(3) Use of K~SfpAhSfp, "How come . . .?" "How on earth . . .?"
See examples in 16.2(4). You have already learned the expression K~Sfp meaning
"How?" This couplet seems to be used when one wishes to express emphasis, as has
been indicated in the English translation of the examples.
(4) Use of Mddq, "classifier for places"
See examples in 16.2(5). There should be no problem with understanding the use
and meaning of this classifier, as it is used like any other classifier.
(5) Use of Cfq, "to be thin in flesh"
See examples in 16.4(1). This is a descriptive verb, and the important thing to
remember is that it refers to being thin only in the matter of flesh (as contrasted to
being fat). There is a different word for being thin like a sheet of paper (as
contrasted to being thick).
(6) Use of Im@Ocp, "a condition characterized by intermittent fever, chills, and aching"
See examples in 16.4(2). This condition is not a disease in itself but a combination
of symptoms which occur commonly when one is coming down with malaria or flu
or has chronic malaria. Sometimes the condition is apparent one day, disappears the
next, and appears again on alternate days (if it is due to one kind of malaria); on the
other hand it may be worse in the afternoon and evening but the person feels more or
less all right in the early morning. If it continues, a general malaise (not feeling
good) develops. Note that this expression is another of the few words which is
always preceded by Im.
(7) Use of @do, "to cough;" @Vo, "phlegm, sputum;" and Uavp, "blood"
221
See examples in 16.4(3). There should be no problem with the word @do meaning "to
cough." As for the word @Vo meaning "phlegm, sputum," it may be spoken of in
terms of its coming up, Jhp, if one is talking about its getting up out of the
respiratory tract, or it may be spoken of as going down, Shq, if one is talking about its
coming down onto the ground or into a container. As for the word for blood, Uavp, if
one is speaking about its travels within the body, one may use either Jhp or Shq,
depending upon the direction of its flow. When speaking of bleeding, one usually
uses the word for "to flow," which you haven't learned yet. However, if it is mixed
in with sputum, feces, or urine, or not very severe bleeding from a wound, it may be
spoken of as coming down; i.e., WUvapShq. Like other parts of the body the word Uvap
is usually spoken of as possessed (QUavp, LUavp, WUavp); but when it is being spoken of
in general, sometimes the expression ImUavp or WUvapWJa is used.
(8) Use of ImTaImFrb/ImVfT,a "fortune, luck"
See examples in 16.6(1). It is common for non-Christians (and even some
Christians) to believe in a mystical force which determines their fortune and in north
Thailand it is usually referred to as ImTaImFrb. In central Thailand and Burma it is
commonly called ImVfT;a and because of frequent contact with Burma-born Karens
in some parts of north Thailand, this word is also understood and may be used.
(9) Use of @hq, "to restrain, check: to bear, suffer"
See examples in 16.6(2). This word has two related meanings--(1) to restrain or
check, and (2) to bear or suffer. When it has the latter meaning, it is the same as Idm.
When it has the former meaning, it is frequently used in connection with
WUo/QUo/L Uo meaning "to restrain oneself." It differs from FhpShqWUo in that the
latter means to continually restrain or control oneself, whereas @hqWUo means to do
so for the time being (but perhaps later one will no longer do so).
(10) Use of Re, "to associate with"
See examples in 16.6(3). The basic meaning of this word is "to associate with," but
the word is also used with the meaning of "to be friendly with, to fellowship with, to
socialize with, especially in the reciprocal form ReShnUo..
(11) Use of Ou`, "to recover or get well from an injury or illness,: and PqOu`/QÒu`, "to
treat, cure"
See examples in 16.6(4). The verb Ou` describes a passive type of action and doesn't
take an object, whereas the other 2 expressions are active verbs which do take an
object. In north Thailand QÒu` is used more for the treatment of injuries, and the
methods used may include the use of native medicines, as well as incantations,
sacrifices, etc.
222
As the teacher asks the questions below, answer them as fully as you can within the
limits of your vocabulary.
URp--Ua@vmMrq@sgNgK~WNhSnWaqWUgoKhoPbMrq@sgNgIfFbImSbSbMfrqMfrqIUeNfWUeI@em.
1.
2.
3.
4.
5.
LMdqShmOu`@eqWShmWgpIMdqMdqX`. PemWgpLlp WgpMfrqMdqSfpKhoWgpNfSfp.

LReKhoMrqO`QvqNgHhLlmLReKhoMKgpMMrmX`. PemWOpP^cqSfp.
MrqPemIfF`LqLlp L@hqLUo@fEemX`. P^cq@PqEbqLqSfp.
MPemWfpKhoCfqShq Mw@boPqK~Sfp.
LOpLlmIm@doNoJhIOuhOuhSaX`. PemOpLlmIOuhLlp OpSbLLapWgpMfrqLap
Sfp.
6. LImWgpNrgpWEeMn@hWgpX`. PemWgpLlp WTfUepUdTfSbP^cqWBhmSfp.
16.10 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqKaoOpLlp Mrq@sgNgw@boLmMbm

ImPqSgSbWMdq@vanBeqBeqOpOpIEfo.)

QIJapLqOpNoQanSa, LSfqFdSfp.
B. QFgo@eLlmUbS`Sa, QSfqIm@eqImI@fLhIMdqOp.
A. Wh, ImWCgLlp, Q@vmLCfqShqNoKgpH`.
B. Pem. AfWaqQVoI@fLhEfoKaoOp. QWhpPeqITapOp. QPaILlmEemOp.
A. PemLFg@PgpImWÌAhX`. PemWK~SfpAhSfp. LFgo@eEoJhpWAhpJaoK~Sfp.
B. WAhJaoLlpIm@OcpQq, TaqQ@doSbnPcmLqSbnPcmF`, Q@VoShqSbWUavp
IcqAfWaqXfm.
A. We, LEcAcpAhpAcpKgpSfp. Lw@boSfqFdImF`VapXmUbp. L@OpSfqPq@vmLUo
SbImF`VapShq.
B. Q@SfqSbImF`VapXfm, Q@ugpQEeIWgp. Q@WgpUaK~WaqX:mQbp.
@vmSbImTaImFrb@VfKpTf
A. .W`, IPemOp. LIUaAkuAkuOpLfp. LPemUaAkuAkuBeq, OpFpLIUaOp L@hq
ImF`QanQanJbJbK~LlpLlp IPem@ufOp. AfWaqSfqMhnQAa. Q@SfqFrb
A.
223
B.
A.
B.
A.
B.
LqSbImF`Vap. @ugpEeSbWSgpLlp Q@PqEbqLq.

W`, L@PqSbnLEeSbQCgLlp LJapSbQPqP^cqUeSfp.
WS`, AfWaqMrqUThNgSgpOpLqSbL@Op@fUThAgp. MJapKpLqIBqSbWLm
MbmIm, LNoSan@shpIfnOp, LReMKgpMMrmUeWCgLlpShq.
Wbp, SfqKbSfq. UcPemJapSbQPqEbqImPemUeLlp M@Pq@vm@vmUbp.
Pem. AfPcmFepQ@VfVaoLlmLqSbUgSep. Q@SfqFrbLqLh.
Pem, K~LlpKbK~Llp. SfqKho@vm@vm. @UapURpPqOu`QqPemUe, Q@PqEbqMrqU
ThNgK~UcSgpOpQqWUgo. PemIUeOpKho, UaTaqShqLhp.
(To be continued in succeeding lessons.)
Questions (ImUa@vm)
1. A IBqIJap B OpNoQanSaSbP^cqWCgShp.
2. A @vm B PqWUoK~Shp.
3. B WLhm@EmIfSbU`PqUÙoK~
bU`PqUÙoK~Shp.
4. A WfpKhoSb B @SfqPqP^cqNfImF`VapSfp.
5. SbWMdq@van B ISfqImF`VapOpSbP^cqWCgShfp.
6. B Fg@PgpSbU`@PqK~Shp.
7. K~ A WImJapWUgo P^cqIPaqWbLlmImUaLlpSfp.
8. B IOpUoSb A @PqSbnWEeSbU`CgLlpOpP^cqSfp.
9. A IfSbMrqUThNgSgpOp B K~Shp.
10. B w@boSbImPqWTf
w@boSbImPqWTfLlpK~Shp.
11. A @@ho B FdImF`VapWA`NfSfp. @@hoTfK~Sfp.
12. @UapURpPqOu` B PemUeLlp, B @PqP^cqSfp.

URp@@f@q "A."
224
Q@Ou`@eqX` @UaSfpLlp @vmSbQImTaImFrb@VfKpTf.
@UapIm@Oc
Im@OcpWgp, @Uap@doWgp, Kho@UapSbUeImMdqShmWBhmWgpEem.
LReKhoMKgpMMrmPemUeLlp WOuioWgp.
MrqCfqSbLlpIBqW@VoShqSbWUavp.
(1) During the next 24 hours learn the word which is the opposite of Cfq from someone
other than the teacher using only the Karen language. ::Plan how to find out the
Karen word as well as ways in which you can use it after you have found out what it
is. The next day tell your teacher what expression you have learned and the ways
you have found that you can use it. Then you and your teacher should use it in
conversation or trial sentences every day for several days so that you don't forget
it..(If you have already learned this word on your own, learn some other new word
for which you expect to have a need for.)
(1) URp--SbFdH` 24 LpRapWIhmMdqWaq PbMrq@sgNgCcW`JhpLlmIm@IgqWUhINubpK~Im@vfoNu`JhpSbW

@ugnKpTfSbWNhAgpWaqWUgoLlp SbAaILaqLlp PbMrq@sgNgIfOpURpSbIm@IgqWUhINubpWaq K~UgoKgo
225
URpKhoMrq@sgNg@@IgqSgIm@IgqWUhWaqAfWaqAfWaq. Mrq@sgNg@OpUdIm@IgqWUhWaqJhOgJhOg
K~UgoWUcIUoMeqLhpTfIBeq.

16.13 Cultural Assignment--Gardens and Gathering; Useful Non-Medicinal Plants
Do people plant gardens in addition to their fields? Are the gardens near home or
near the fields (or in both places)? How are the gardens protected from animals?
What types of things are planted in gardens? Note the relative amount of each. Is
the garden produce grown only for family consumption or is some sold or traded?
Do gardens supply produce all year or must other sources of food supply be used?
What types of plants are gathered to supplement the diet? Note the time of year each
can be gathered. How are they gathered (picked, dug up, cut down, etc.)? Whose
job is it to gather them? How are they prepared for consumption? Do the people
find them tasty or do they eat them from necessity? What non-edible plants are
gathered? What are they used for? How are they gathered and processed? How
much time is taken by gardening? by gathering?
226
LESSON 17
ImPqSg 17
Oh
EhqEcq
Nra
UoNra
CpCp
KgWfoERa
@Shp
ImBbm/ImBgm
ImBbmA`/ImBgmA`
ImHpBbm/ImHpBgm
WCm
ImNgCm
ImF`WCm
MUgp
ImMUgpF`
Jvf
JhOg
K~Ugo/K~Uho
Lhp
UepLhp/UepLhpJhp@eq
@vfoLhpCn
UoMeqLhp
To be yellowish in color
To be separate, have a distance between
To be light, buoyant
To be light-hearted, mirthful
About, approximately
Take an X-ray, have an X-ray taken
To clear the throat, bring up sputum; to
regurgitate (cows, water buffaloes, etc.)
Cold, chilliness
The cold season
Malaria
Vermin, small insects
Used to denote any kind of insect when
the name isn't known
Germs
The lungs
Tuberculosis
To go before, influencing that which follows; to
take steps
Always
So as, in order to
To observe or mark for future recollection
To remember, recall
To note down
To forget
17.2 Im@IgqWKg
(1) Use of Lhp, "to observe or mark for future recollection"
(1) ImUdIm@Igq "Lhp"

QMnCnQJbpNfWaq. IcqM@@eq Llp,

LhpOpEbqQqXhm.
PcmBmXb, LapSbL@vmLhpCnPVÌ
@dnLlpWgpSbWaq.
NgKgpXb, LPemSfqFdImWgpNrgpLlp,
@vfoLhpCnImBemIm@ugqAfAfSbn
Xhm.
QUepLhpSbHÌOuhMSfqCcWhpHp
NgLlmW`W`BhmBhm.
MrqOÙ@hoQvqIOuhWaqPemImPqIm
UepLhpJhp@eqPgmMmSbWUa
IemINp.
MrqSbMVap@MqIBqFgo@eLoPo. Af
WaqIUepLhpShqWUoSbqOp.
I am putting my bag here. When we are going

to go back, help me remember it.
Aunt, the sarong which you looked at and
asked us to keep for you yesterday is over
here.
Nephew, if you go to the meeting, take notes
on all of the business. (i.e., write down in
order to recollect)
I remember the time in the past when we went
fishing and got a big lot of fish.
The worship service this time is in memory of
our parents who have died.
Our next-door neighbor has been ill for a long
time. Now he is unconscious. (i.e., he
doesn't respond to or recollect anything).
(2) Use of Jf,v "to go before, influencing that which follows; to step"f
(2) ImUdIm@Igq "Jv"f

MrqNgUpIBqLlpVoJvfWAhpAkuPo.
URpIBqWaq AfWaqWTf@vmJvf@eqIm
NaoImPqSbTemMdq.
@vmNfL@IfK~SfpK~SfpLlp, M@If
MhnJvfLAaAfSbn.
ImSbImWgpNrgpWAgpWLmWImUc
WLmWImUco
Im@ufqLlp M@OpPqJvf@hoBq
KfoShq.
M@PqSgU@hoImUoTap. Q@Uo
TapTaq UoTapMhnJvfQAaLhp.
That child walks (takes steps) very quickly.

This pastor now looks after the work in the
city.
We'll say after you whatever you say however
you say it.
Whatever the arrangements the elders of the
church make, we must all carry them out
[follow through on them].
We're going to learn a song.
which you sing after me.
I'll sing after
(3) Use of JhO,g "always"
(3) ImUdIm@Igq "JhO"g

LVfFdQWgpJhOg@@fX`.
MSgpOp@EmQvqWImPqEbqJhOg Shq.
MrqIBqWaq QJa
QJapWPqEbqWMmWIm
JhOg.
Can you take it to always come to me?

We always need God's help.
I see this person always helping his father.
228
UThINubpLlp, QJapLSfqJhOg, L
SfqPqP^cqSfp.
PcmBmIBqLlpWTfWgpSbVapJhOgShq.
I see that you always go to that village, what

do you do there?
Aunty is always at home.
(4) Use of CpCp, "about, approximately"
(4) ImUdIm@Igq "CpCp"

LNgKhoQNgWgpNufpIOuhChCpCp.
AfWaqQUAhoUpPaCpCpSa.
ILapH`WaqLLlmWhpOc
OcMfrqUhoKhoQq
CpCp.
MWgpNf@amPfMSfqFd@skVf KhoMSfqFd
PcmQdpLlp @ufINoUhoCpCp.f
NgUpIBqWaq@doLlmSaIS`CpCp
Sa.
Your child and mine were born at about the

same time.
Now my mangoes are about ripe.
This year you got approximately the same
amount of paddy as I.
If we are in Chiang Mai and go to Chiangrai,
the road is about the same as going to
Maesariang.
This child has been coughing for about one
month.
URp--Ua@vmMrq@sgNgK~WNhSnWaqWUgo KhoPbMrq@sgNgEaoFb.
1. LUepLhpMrqSbWUgpSgLqSb@s
qSb@sgMdqNfLLapWgp 6 LapIBqWPaqKaoX`. LPemUepLhp
LlpWPaqK~SfpKhoPemMrqK~SfpI@ScnSfp.
2. ImSbLIWfpKhoUoMeqLhpWhqOpPemWgpTfIPaqPaqLlp LHh^cmPqK~Sfp.
3. ImUoTapSbLPqSgNfLPemKaoNgUpWA`Llp LUepLhpILhqX`. PemImUoTapP^cq
INpSfp.
17.4 ImPbKhoImEaoFb
The teacher will ask you to do as written below and you should carry out the
commands.
URp--SbImPqSgIIhqWaqWBhmLlp, URpOpVfEgnImIOuioPaqSbMrq@sgNg@goTfWPaqOpUepINpKho
URpOpPqObCnTfK~UgoMrq@sgNgUcIJapIBeq. WKg--FhKap, MUbT`, MUbBhq, U@hqUp, U@hqFap
Up, JaAvo, JbpNg, ImWKbFaoFaoNg, PdpVfUp, @gWFaoUepINpIPsgINubp TaqKhoIgm 5 OoIOep,
10 OoIOep, ImBhqIOep, ImOgpWFaoIOgp, UepSpIOep. NfLlpURp@EabOpMrq@sgNgK~Im
Wgp@vfoWUoNf (1) SbWNhSnWaqWUgo. NfLlpURp@VepMrq@sgNg@vmImQanIPaoLaoTaqURp@PqOb
@eqTf. IcqMrq@sgNgIfJhpImSbWUepLhpTffSbnSaLlp, URp@WgoJhpPbMrq@sgNg@vm@KhoIOuh,PemIm
SbWIUepLhpOpINpWgpMrfqPaqSfpLlpI@em.
1. AfWaqQ@PbL@vmImINpWaqIEgmNgTaq, Q@PbLIfLlm@eqQqImSbLUepLhp
229
INpKhoJapOpINpLlpShq.
2. VoJvfLAhp, OpFpJv
OpFpJvfLEcIBeq.
3. AfWaqVf@eqJvfLEcLAhpAfSbn.
17.5 Im@IgqWKg
(1) Use of MUgp, "lungs;" and KgWfoERa, "take an X-ray, have an X-ray taken;" and
@ShpJhp, "to clear the throat, bring up sputum; regurgitate (referring to animals)
(1) ImUdIm@Igq "MUgp," "KgWfoERa," Kho "@ShpJhp"
MrqSbWOpImMUgpF`Llp, @Uap
URpIPbMrqWgpOdoWhqOp.
MrqIBqWaq@doShqSbWUa
SbWUavpIEfoI Efo,
OpFp@UapURpEaoTfSb
WMUgpBeq, IOpImLhIPaq
Op.
MrqSbLlpBqLlp @UapURpEaoTfSbW
HpVfJhpSbWMUgpWSgq.
MrqIBqWaqSfqKgWfoERaPV`, @Uap
URpIfTfSbWMUgpMdqShm.
NÌamXb, L@doLlmW`LapW`S`Sa, Pem
LSfqKg@vmWfoERaSbImF`Va
SbImF`Vap
IOuhOuhSaX`.
NÌamXb, @UapURpPbL@ShpJhp
L@Vo. WTfKpU`@Pq@vmTf.
@uhmKhoMLmINpVoWhpImSbPcmF`
AhTaq, @eqSbWShmPaKho@Shp
Jhp@eqTfKhoWhpShqIam@eqTfKp
KhLqH`CpCpShq.
The doctor doesn't allow people to stay near

those who have tuberculosis.
This person coughs up [sputum] with flecks of
blood, but the doctor says that his lungs
are okay; there's nothing wrong with them.
The doctor says that that person over there

has a growth on his lung.
This person went and had an X-ray yesterday.
The doctor says that it is a lesion in the
lung.
Uncle, you have been coughing for a long
time. Have you ever had an X-ray taken at
the hospital?
Uncle, the doctor asks that you bring up some
sputum; he intends to examine it.
Cows and water buffaloes walk around eating
during the day, then return to their sleeping
places, regurgitate and digest it thoroughly
almost the whole night.
(2) Use of WCm, "vermin, small insects" and ImNgCm, "insects in general"
(2) ImUdIm@Igq "WCm" Kho "ImNgCm"
SbIm@gmA`LlpMSfqVoFdImShm
SbWAcpKhoImNgCmW`Po.
NfImEdqShqUhWA`LlpImNgCmINp
W`@KhoNfImShmSbWOdoKhoTem.
In the hot season when we go cool places,

there are a lot of insects.
At the beginning of the rains insects are
plentiful in places near the city.
230
ImNgCmSbWPqF`Mrq@HhINpHh
^cmPemImNgCmSbWFao@Ibm
SbMrqJapSbWPfnIUeOp.
MrqIBqWaq@UapURpPq@vmWUvap
KhoJapTfSbImHpBbmWCm
WgpRo.
Insects that mke us sick are usually the

smallest kinds that can't be seen with the
eye (germs).
The doctor tested this person's blood and saw
that there was a great number of malaria
germs.
(3) Use of K~Ugo/K~Uho, "so as, in order to"

(3) ImUdIm@Igq "K~Ugo/K~Uho"
K~UgoMrq@WfpLqLlp, LOpWfpFgMrq
SbH`.
K~UgoM@WgpFdpBeqBeqLlp, M@Op
WhpImW`PeqSbWOuioWg
oWgpI
Np.
K~UgoLImUepH`@W`JhpLlp, LOp
SfqWgpNrgpFdpFdp.
K~UgoMrqUepH`Lq@W`Llp, L@Op
IfLaqImFdpFdp.
K~UgoLUcIOpImHpBbmIBeqLlp,
LOpMShmLUoSbImW`Paq.
K~UgoLUcIShqOraoIBeqLlp,
LOpPqImNfWOpWOp.
In order for people to love you, you must love

them first.
In order to have good health, we must eat
many beneficial things.
In order that you may increase in knowledge,

you must attend meetings energetically.
So that many people may know you, you
should tell jokes a lot.
So that you won't get malaria, you must be
careful in many things.
So that you won't get worn out, you should
work the proper amount [and no more].
Repeat using K~Uho instead of K~Ugo. Repeat a second time using either K~Ugo or K~Uho
(whichever your teacher usually uses) and inserting WBhm before the Llp at the end of
the clause; e.g., K~UgoMrq@WfpLqWBhmLlp.
URp--PbMrq@sgNgIfSg@KhoIOuh OpFpWWaqIOuhLlpSb "K~Ugo" WShmLlpIfSb "K~Uho." SbAaI
ThLlpMrq@sgNg@If@Kho "K~Ugo" PeIPem "K~Uho" (@vmNfURpWLhm@EmHh^cmIfPcmFepPcmBhqWUgo) OpFp

WWaqIOuhLlpPbMrq@sgNgIem^cnEem@hoIm@Igq "WBhm" Sb "Llp" WPfnH`. WKg--"K~UgoMrq@WfpLqW
BhmLlp."
17.6 ImPqMrfqJhpIm@Igq
Complete the sentences below any way that makes sense.
ImPqSgIMIhmWaq Mrq@sgNg@OpCcLlmWIm@IgqKpTfKhoIem^cnWhqNfImShmShqVgSbWAhpJaoI@ugq
SbWNhSnWaqTaqNoKh@ugq. PbMrq@sgNgIfSg@go@ugqKfoK~WAhpJaoI@ugqWaqWUgoEoJhpSbWAhpJaoIcqSb
W@Ibm.
231
K~UgoQVoJhpBhqBhq@UeLlp
.
K~UgoL@hqImWhp@LlmLlp
.
K~UgoLUo@NraLlp
.
.
K~UgoLReKhoMrqBq@UeLlp
K~UgoQOu`@eq@UeWBhmLlp
.
.
K~UgoLUcIUoMeqLhqIBeqLlp
K~UgoLVbNbWUcIVoBhqIBeqLlp
.
Q@SfqJhpImO`FgIEfo..
Q@@vfoLhpCnLPaq.
Q@UepMUbBhqMUbTÌEfo.
QMmKhoWU@ho@SfqCcWhpImPaqSn.
17.7 Im@IgqWKg
(1) Use of Oh, "to be yellow or yellowish in color"h

(1) ImUdIm@Igq "Oh"
QNgKgpPcpIBqLlp WTfWfpJfImW
SvfmOh.
AfWaqMSfqIMdqBeqIMdqBeqMJapJfU
AhoUpPaOhShq.
UAhoUpSbLKbo@MqIJdpLlpShq
OhKhJdpHÒpP^c
HÒpP^cqSfp.
LNgSbWFaoIBqLlpQ@vmShqBnW
HpShqOh PemWK~SfpAhSfp.
My niece likes only the color yellow.

At present wherever we go we see ripe, yellow
mangoes.
Why has the mango tree at the side of your
house turned yellow all over? [i.e., the
leaves have all turned yellow].
It looks to me as though your little child is
jaundiced. How come?
(2) Use of EhqEcq, "to be separate, have a distance between"

(2) ImUdIm@Igq "EhqEcq"
NfUcWgpLlp EhqEcqKhoTemMdqMrfq@aSgq Sfp.

NgKgpAvÀaBqWa
BqWaqUcUThWgpEhqEcqShnW
UoFaoQaqSfp.
MWgpEhqEcqShnMUoWCg, MPqEbqShn
MUoIHhOp.
NfMWgpEhqEcqShnMUoWA`, MIUep
H`ShnMBem@fpFhoOp.
How many kilos away from the city is the place

where you are?
You 2 nephews, how far apart are your
villages?
Because we live a ways apart from each
other, we can't help each other easily.
When we are separated from each other, we
don't know so much about each other.
232
"LMmKhoQMmLlpEhqEcqShnWUoNoQaq
"IQaqOp, JfAaIAv` Shq."
X`."
"Are your father and my father quite distant

from each other?" "Not distant, just second
cousins."
ImOgpSbWNraIOgpLlpPemQIm Ogp.
NgKgpPcpIBqWaqQ@vmLFbJbpFep
LhqLAaNraPoSfp.
LMmIAhQJapSbWUoNraJhOg, Uo
TapIm@fPo.
IBhqH`WaqQUoINraW`WÒp.
The package which is light in weight is my

package.
This niece, I watch and see that [when] you
stand and sit, you are quite buoyant (i.e.,
your buttocks are quite light in weight).
As for your father, I see that he is always
happy and likes to sing a lot.
(3) Use of Nra, "to be light, buouyant"
(3) ImUdIm@Igq "Nr"a

This morning I'm not very light-hearted.
(4) Use of ImBbgm/ImBgm, "cold, chilliness"
(4) ImUdIm@Igq "ImBbm/ImBgm"

ILqH`WaqMPaImBbmNoKgpH`.
MrqIBqLlpImBbmJhpWUo@KhoSaXfm.
ImShmIIhqSbMSfqPqImLlp, Im
HpBbmWCmW`Po.
MU@hoIBqLlpOpImHpBbmNoQan
Sa. MPbWSf
MPbWSfqImF`VapI
SfqTfOp.
QNÌapIBqOrhJhpWKboSbAgINubp
SbTemINubp, Im@gmA`WTf
SfqWgpSbAg, ImBbmA`WTf
VfShqWgpSbTemMdq.
This past night it was quite chilly while we

slept.
That person is getting cold again [perhaps
having a chill, as in a malaria attack].
In the area where we went to work there are a
lot of malaria germs.
Our companion has had malaria for a very
long time. We've asked him to go to the
hospital, but he doesn't go.
One of my uncles has built a house in the
country and one in the city--iin the hot
season he stays in the country, in the cold
season he comes down into the city.
(1) Use of Lhp, "to observe or mark for future recollection"

See examples in 17.2:(1). This verb is is usually not used alone but rather in
combination with other verbs; e.g., PqLhp(Cn), "to mark for future recollection; , "to
note down for future recollection," @fvoLhpCn; "to recollect, remember," UepLhp (from
the same root as "to know," UepH`). The meaning of UoMeq is not known for sure but
is thought to indicate a deficiency; combined with Lhp the meaning becomes "to
233
forget." In the case of UepLhp, if one remembers or recalls something which one had
forgetten or not thought of for a long time, the expression UepLhpJhp@eq is used. On
the other hand, if one becomes unconscious, one is described as IUepLhpShqWUoOp.
(2) Use of Jv,f "to go before, influencing that which follows:
See examples in 17.2(2). The right hand, because it is the hand which takes the lead
of the other, is called EcJvf. Use with Vo it gives the meaning "to step (i.e., taking up
and putting down the feet one after another in walking); i.e., VoJvfWAhp. The
expression means to walk swinging the arms as well. Preceded by an action verb
and followed by WAa gives the meaning of following another in the action indicated
and is similar in meaning to MhnWAa; e.g., IfJvfWAa, "say after one;" UoTapJvfWAa, "sing
after one, follow one in singing;" NoJvfWAa, "read after one;" etc. The expression
@vmJvf/@vmJvfWAa means "to look after, take care of," as compared to just @vm, "to watch,
look at." The expression OpJvf (or OpJvfShnWUo) means "to have a connection with,
be associated with;" e.g., LOpJvfKhoWTfUepK~Sfp, "How are you connected with them?"
(3) Use of KgWfoERa, "to take an X-ray, have an X-ray taken"
See examples in 17.5(1). You have already learned the expression KgImBhq meaning to
take a photo, so it should not surprise you to find that the expression for taking an Xray should also use Kg. In fact, sometimes the taking of an X-ray is spoken of as KgIm
Bhq.
(4) Use of K~Ugo/K~Uho, "so as, so that, in order that"
See examples in 17.5(3). This K~Ugo is different from the K~Ugo which means "to be
similar to, like." It introduces a purpose clause, and such clauses are more likely to
come first in the sentence before the main clause. Although it is sometimes used
following the main clause as in English, this is not considered to be correct.. The
clause introduced by K~Ugo often ends in WBhm(Llp). The word may be pronounced K~Ugo
or K~Uho, depending upon the area where you are.
(5) Use of Nr,a "to be light in weight, buoyant"
See examples in 17.7(3). You have already learned the action verb Nra meaning to
scatter or broadcast, as seed. The things which can be scattered in this way are
always light in weight, and the being light in weight or buoyant is expressed by the
descriptive verb of the same spelling. There should be no problem understanding
from the context which meaning is meant in a given sentence. Combined with Udp or
Uo the meaning becomes "to be light-hearted, mirthful; e.g., UoNra, UdpNraUoHh.."
(6) Use of ImBbm/ImBgm, "cold, chilliness"
See examples in 17.7(4). The construction of this expression is similar to that of
ImEdq, "rain." You cannot say in Karen that you are cold, but can only say that you
feel cold or chilly (ImBbmQUo). The term ImBbm is used only for a person's feeling
234
cold, for cold weather, and for the disease malaria, which is characterized by chills.
If things feel cold to one's touch, this term is not used; rather, they are said to be Aua.
The term ImBbm is used in north Thailand and ImBgm in central Thailand and Burma.


(Continued from 16.9)
C.
A.
C.
B.
C.
C.
A.
B.
A.
We, LVfFrbMrqIBqWHpShqOhKhoCfqKgpSfp. WTfFgo@eFaoQanSaSfp.

IfTfU`Fgo@eLlmUbS`SaXfm. WKboWgpEhqEcqKhoMrqWCg MIUepH`SbWTfFgo
@eOp.
Vf, VfEhnWhqhNfWaq. PemW@OpImF`P^cqIPaqSfp. LF`K~Sfp.
URpNoKgpXb, QUoINraOpNoQanSa. SbAaIm@OcpQqLlmIS`CpCpTaq
Q@doShqSbWUvapIcqAfWaqShq.
BeqSa. PePemK~Llp Q@PbMrqKg@vmWfoERaIJap. KhoM@Pq@vmL@VoEem. Waq
ImKb. @ShpJhpL@VoNfWaqIEfo. M@PbMrqPq@vm@vmLhp.
---------------------------Wcp, LfKpWaq, SbLUvap@u`LlpImHpBgmWCmWgp, SbL@VoWMdqLlpImM
UgpF`WCmWgp, SbMrqKgImBhqWMdqLlpNu`SbLMUgpMdqShmWgp, WCgL@
OpPaIemImF`Vap. M@@vmLq.
Shp, @UapURpIfOpLqK~Shp.
Wcp, @UapURpIfTfSbQUvap@u`LlpImHpBgmWCmWgp, SbQ@VoWMdq
ImMUgpF`WCmWg
F`WCmWgp, KhoQMUgpLlpWgpKhoWMdqShmWCg WTfPbQPaIemSb
ImF`Vap.
BeqSa. PaIemIAh. QfKc Q@@eqMnEbq. LWgpSbImF`VapLlp, ImF`Vap
WMrqPqImNgSb@@vmJvfLAaLlpWgpJhOgShq. QfIAuioQ@eq Q@SfqWgp
@UapURpIcqWTaq. @vmSbWTfKp@IfOpQqImP^cqP^cqK~UgoQ@UepH`.
(To be continued)
235
Questions (ImUa@vm)
1. C IBqJapOp B Llp IOuhChJapSbWTfPqWUoK~Sfp.

2. ImSb B Fgo@eLlmUbS`SaLlp OpP^cq A IUepHÒpSfp.
3. B If@UapURpSbU`F`K~Sfp.
4. @UapURpPbMrqPq@vmWhqK~Sfp.
5. IcqMrqPq@vmWIm@hoPaqKfoTaqSaLlp @UapURpIfOpWhqK~Sfp.
p.
6. B PemPaIemSbImF`VapLlp A @@vmJvfWAaX` PeIPemPIq@@vmJvfWhqSfp.
7. A IAuio@eqKaoOpLlp @PqKaoP^cqIPaqSfp.
the teacher once. Then you take the B parts while your teacher takes the A and C

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A" Kho "C." @IgqSgU@goIm@IgqW`ThI
EfoK~Ugo Mrq@sgNg@If "B" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"A" Kho "C" KhoURp@@eq "B."
LUepLhpMrqSbMUThSbWPqSgOpCoImNgCmUepINpWBemIBqLlpEemX`.
X`. WTfUa
PV`@bnSa.
236
K~UgoMPq@vmL@Vo@UeWBhmLlp @ShpJhpL@VoILhqFdImKbMdqWaq.
MrIBqLlpWKboEhqEcqKhoMrqIEfo
QNÌamIBqLlp QUoMeqLhpWhqIUeLhIOuhOp, PemSbWUoNr

SbWUoNraJhOgWCg.
(2) URp--PbMrq@sgNgSfqWgpU@goMrq@HhK~Ugo@@IgqSgIm@IgqUepINpSbWPqSgIemSaTf KhoK~

Ugo@@LpMrq@Hh@IgqU@goIm.
237
LESSON 18
ImPqSg 18
@EhKh
ULn@e
SanMRb/ImMRb
IOuo
OhoOpUepH`/OgoOpUepH`
@gmBhq
Im@gmImBhq
Fg@Pgp@gmFg@PgpBhq
Uo@gm/Udp@gmUoBhq
McmKe
W`Lp/WÌgW`Lp
@Ihm
WFb
Fb@Ihm
Fb@eqWShm
Kao . . . Kao . . .
Uhp
Uf/UhpUf
W@Scm
@Lp
Kg@Lp/Edm
Fb
IfFb
PqFb
VepFb
@vfoFb
All right
Although, even though; likewise
Letter
Briefly, for a brief time (shorter than IEgmNg)
To make known, inform, announce
To be distressed, worried
Distress, distressful things
To worry
Younger sibling of spouse
To be /WòLnIQ~1
A stop, juncture, time period; classifier for
junctures or time periods
Boundary; chapter, verse (of Bible)
Time
Anniversary
The more . . . the more . . .
To make a noise or sound
To clamor, make a lot of noise
Voice, spoken words
To listen, pay attention, obey; prick up the
ears
To listen, pay attention, obey
To do by way of response
18.2 Im@IgqWKg
1For
an explanation of these terms, refer back to 2.8(4).
To answer verbally
To retaliate
To repay, reciprocate
To answer in writing
(1) Use of ULn@e, "although; likewise"
(1) ImUdIm@Igq "ULn@e"

QNaUaPV`LlpQPemSfqULn@e, Q
IAuioLlmWhqSbqOp.
MrqIBqLlpPqSgSanWIhqJhULn@e
MrqUdWhpIUeOp.
LfIBqWaqLWgpULn@eSbKbo, LI
PqEbqLPgmWImLhIPaqOp.
MrqIBqWaq@IgqImAkuPo. WMcmI
BqULn@e@IgqImAkuK~UgoWh
Whq.
NÌamIBqWaqAoWhpImUePo. WNg
AvÌBqWaqULn@eAoImUeK~
UgoWMm.
My grandmother died yesterday; even though I

go, I won't be able to see her any more
Although that person has gotten higher
education, people can't use him [he is
useless].
Although you are at home, you don't help your
mother with anything.
This person talks very fast. Her younger sister
likewise talks fast [like her].
This uncle is very skilled in shooting. His son
likewise is skilled in shooting [like his
father].
(2) Use of SanMRb/ImMRb, "letter"
(2) ImUdIm@Igq "SanMRb/ImMRb"


"QFrbLlmLSanMRbPV` LLlmOpSa
X`." "LlmOpSa."
LNgAv`WSanMRbWgpSbQKboIOep.
LPemFrbLSanMRbLlp, SfqMn^cnShqNf
ImMRbKbSb@uf@MqLlp.
LWgpQaqULn@e L@vfoWgpU@hoQq
SbImMRbIcq.
"Did you get the letter I sent you yesterday?"

"Yes."
A letter for your son is at my house.
When you send your letter, put it into the
postbox beside the road.
Although you are far away, your letters [in
which you visit me] arrive.
(3) Use of IOuo, "briefly, for a brief time"
(3) ImUdIm@Igq "IOuo"

LPemSfqShqFdTemMdqLlp, SfqVoFd
QKboIOuoLhp.
IAuioL@eqLlp, VfWgpQqIOuo.
LNgAv`Llp, PVÌLaqQJapWhqSbW
PcmBmWKboIOuo.
If you go to town, go to my house for a brief

time, okay?
Before you return, come and see me for a
short time.
Yesterday I saw your son briefly at his aunt's
house.
239
LMcmLlp QJapWhqSb@ufKhoWTf@vmQ
PfnIOuoTaqSfqFdOoLlp.
I saw your younger sibling on the road and he

looked at me briefly, then went to the other
side.
(4) Use of McmKe, "younger sibling of spouse"
(4) ImUdIm@Igq "McmK~"


"Kgp,
LMcmKeWgpMrfqBqSfp." "WgpSvam Bq,

QMcmKePcpAaBq McmKe
mKeAvÀaBq."
"NgKgp, LVfMrfqBqShp." "QVfKhoQ
McmKeAaBqWaq."
QfQOpPqImIBqLoPo, QMcmKeI
NpPqImIUeLhIBqKaoOp.
"Av`, LMcmKePcpKhoQMcmKeAvÀaBqLlp Pb
W@vmJvfShn@eqWAaPhp." "Pb
KboPbQbp."
"[Close friend]. how many younger siblings

does your spouse have?"
"Four--2
younger sisters, 2 younger brothers."
"Nephew, how many of you came?" "I and
this younger sibling of my spouse."
I really have to work hard all by myself; none
of my spouse's younger siblings can work
yet
"Cousin, how about asking your spouse's
younger sister and my spouse's younger
brother to look after each other [i.e., get
married]?" "It's all right with me."
(5) Use of Fb, "boundary; chapter, verse" @Ihm, "a stop, juncture, time period, classifier
for periods of time; Fb@Ihm, "time;" and Fb@eqWShm, "anniversary"
(5) ImUdIm@Igq "Fb," "@Ihm," "Fb@Ihm," Kho "Fb@eqWShm"

ImSbSanEhFraLlp, WgpKhoWFbKgp
FbNg@goOepKfoShq.
MrqIBqWImKgpJhpLlpWgpKhoWScmW
SmI@IhmOpI@IhmShq.
ImAfSbnWgpSbW@IhmKpTf--Wg
----Wgp
NufpW@Ihm, UaaW@Ihm, Pq
ImW@Ihm, WgpOraoW@Ihm,
UoAcW@Ihm, UoWcoW@Ihm,
PaW@Ihm, @vmImW@Ihm.
ImSbLapSbS`LlpWgpKhoWFbW@
IhmKpTfAfSbn.
ImWgpNrgpMnShqImO`WFb@Ihm
ShqIamBeqPo.
IV`WaqMrqIKboLlp@vfO`QvqSbW
NgWgpNufpFb@eqWShmWBhm.
Every Bible has chapters and verses.

A person's development has characteristic
activities at each stage/juncture.
Everything has its time period--a time
being born, a time for dying, a time
working, a time for resting, a time
rejoicing, a time for being sad, a time
sleeping, a time for keeping watch.
for
for
for
for
Years and months each have their time

periods.
That church keeps its worship strictly on time.
This evening that family has invited us to a
worship service for their child's birthday.

240
Answer the questions below as the teacher asks them.
URp--Ua@vmMrq@sgNgK~SbWNhSnWaqWUgoKhoPbMrq@sgNgIfFb.
1. LMnLlmImFb@IhmSbL@NoSanEhFraKhoO`Jc@NpImWBhm@hoLaqKfo@EhKhX`. PePemK~
LlpLlp, LMnWFb@IhmWA`NfSfp.
2. NfPcmLaqKgpLlpImWgpNrgpNfLSfqO`QvqLlpWImO`WgpMrqfOuhSfp. ImOÌOuhKhoI
OuhEoJhpWFb@IhmK~Sfp.
3. LHh^cmBfqJbpSbBhqAhKho@eqPaSbPcmLqAhWFb@IhmK~Sfp.
4. LVaoLlmWFb@IhmSbL@PaShqWgpOraoNfPcmFÀhIOuhOuhX`.
5. LWgpNufpFb@eqWShm@OpSbS`PIqSfp. LPemJhpMrmTaqSaLlp LNuhLUoFb@eqW
Shm@OpSbS`PIqSfp.
6. ARanWgpNufpFb@eqWShmOpSbS`PIqSfpKhoS`JhpMrfqUhSfp.
7. LMnLlmImFb@IhmSbL@@vm@K`@eqMrq@Hh@uhnWA`NfSfp.
18.4 Im@IgqWKg
(1) Use of @EhK,h "
(1) ImUdIm@Igq "@EhK"h

QSfqFdLWgp@EhKh, OpFpQI
JapLqOp.
MrqIBqWaqKgpImBeq@EhKh, OpFpM
ILmVdMrqSb@WfpWhqOp.
"LOrhLKboTaq@EhKhSa@m." "Pem, Taq
@EhKhSa."
LMLmLlp QPemMreqQEeSb@EhKh, Op
FpQIWfpKhoMreqMLmKaoOp.
"LNfoLCcoTaqSaX`." "Pem, NfoTaq@EhKh
Sa."
I did go to find you, but I didn't see you.

This person is pretty, all right, but I haven't
heard of anyone that will love her.
"Surely you've finished building your house all
right, haven't you?" "Yes, I've finished it, all
right."
If I should buy your water buffalo, I have
sufficient money all right; but I don't want to
buy a water buffalo yet.
"Have you finished clearing your swidden field
yet?" "Yes, I've finished it all right."
(2) Use of OhoOpUepH`/OgoOpUepH`, "to make known, inform, announce"
(2) ImUdIm@Igq "OhoOpUepH`/OgoOpUepH`"


"Mm,
LIPbNÌamWhpPeqXhm." "LOho
Op@vmWhqQbp, PemWWhpTfX`
IWhpTfKaoX`."
"Father, aren't you going to ask uncle to eat?"

"Inform him and see if he has eaten yet or
not."
241
Kgp, L@NuhLNgLlpLOhoOpUepH`L
McmLTfmSbnSaXm.
ImWgpNrgpWImOhoOpUepHÌOepWa
qWFb@IhmMdqQanSaKbo.
MKgpOhoOpUepH`ShqTfSbAf@hnI
S`LlpMrqOpCcJbAgpLm.
[Close friend], have you informed all of your

brothers and sisters yet that you are going
to marry off your child?
This church announcement is way out of date.
The government has announced that there will
be an election of officers next month.
(3) Use of @gmBhq, "to be distressed, worried"
(3) ImUdIm@Igq "@gmBhqh"

TfmXb, @gmBhqImSbQBhmIBeq. Qf
KpLlpMrqWfpQqRo.
PgmXb, Op@gmOpBhqImSbLNgAv`W
BhmIBeq. WTfWU@hoWgpRo.
M@fMrqVhpAgpNgWaq Im@gmImBhqShq
OpMrqIOuhTaqIOuh, IOuhTaq
IOuh.
NgAv`PgmXb, LFg@Pgp@gmFg@PgpBhq
ImP^cqSfp.
QIAvÌBqOrhWKboWAhpNoJh, Q
Uo@gmSbWNgWSaq@Shq
IfnOpNco.
KhMcmTfmXb, Udp@gmUbBhqImOpKo,
ImSbMPqIUeOpLlp, MUdp
@gmUoBhqULn@eMPqIUeOp.
Elder Sibling, don't be distressed on my

behalf--many people love me.
Mother, don't worry about your son--he has
many companions.
As for us inhabitants of this earth, distressing
things come upon us time after time, time
after time.
Wife, what are you worrying about [in your
mind]?
My cousin has built his house on high stilts,
I'm concerned that his children or
grandchildren may fall down off of it.
Brethren, don't be more concerned than you
should. That which we can't do, although
we worry about it we [still] can't do it.
(4) Use of W`Lp/WÌgW`Lp, "to be /W`LnIQ~"2
(4) ImUdIm@Igq "W`Lp/WÌgW`Lp"

NgKgpPcpXb, OcoShqWhpPeqLlp, IOp

W`LpMrqIBeq.
ImSbNÌamUpBeqMmIBqLlp W`Lp
ImUePoShp.
2For
Niece, thrust in your hand and serve yourself

some rice; don't be embarrassed.
Uncle Tha Gay Pa is very shy [e.g., about
asking from his host family for things he
needs; rather he just makes do without].
a description of the meaning of these terms, see 2.8(4).
242
AfWaqM@SfqPaSbImWgpNrgpURpW
KboLlp MrqIPraqW`, MWÌgW`
LpKgpPo.
QfQVoMrqVapFdpWCg, QIUep
H`WÌgW`LpMrqLhIBqOp.
Now we'll be sleeping at the pastor's house;

there are many guests there, we don't feel
right about it [i.e., about adding to the
number of his guests].
Because I visit people so much, I don't feel out
of place anywhere. [i.e., I feel at home; I
don't feel embarrassed.]
Some of the sentences below illustrate the use of ULn@e to give the meaning of
"likewise" and some illustrate its use to give the meaning of "all right." Note that the
former is used when comparing 2 similar things or persons and immediately follows
the second thing/person being compared. When used to give the meaning of "all
right," ULn@e comes at the end of the first clause. (Refer back to the examples in
18.4(1) if necessary.)
For the purposes of this drill, read through each sentence silently in turn, decide what
type of sentence it is, then insert the word ULn@e in the proper place to complete the
meaning and read the entire sentence aloud.
URp--PbMrq@sgNg@vmIm@IgqSbWNhSnUepINpWaqI@ugqOpI@uhqTaq Iem^cnIm@Igq "ULn@e"

NfImShmSbWOpTfKhoNoKh@ugq.
1.
2.
3.
4.
5.
6.
QNc@f@UapURp. QMm@f@UapURpEem.
Q@IgqMrq@Hh@uhnOpNfWw@bo, Q@vfoWhqIOpOp.
QWfpKhoSfq, QISfqSbqOpPemSbQImBemWgpJhpIPaqWCg.
NgUpIBqLlpUoTapImPcnKgpPo. WMcmAaBqUoTapImPcnK~UgoWhq.
MrqKhPgqTqAaBqWaqJhpMrmWgpAaLapSa, WNg
WNgIWgpLhIBqKaoOp.
IS`WaqFhPgmTÌOepKapShq@hoLaqKfo. FhPgmUdIOepKapShq@hoLaqKfoEem.


243

(This conversation is the continuation of the one in 17.9)
C.
A.
C.
A.
C.
A.
C.
A.
A.
B.
A.
LfLPemMrqSbWVfFrbMrqFgo@eIBqLlpX`.
Pem, URpNoKgpXb, QVfFrbMrqFgo@eIBqLlp. MrqUThNgSgpOpWhqSb@@fJhp
UThAgpWCg WTfPeOu`@eqLlp, Mrq@Kco@fWhqSbUThAgpShq.
Wh, Beq. WTfWImF`LlpLUepH`SaX`. WLhm@EmIfOpLqSaX`.
Pem, URp, WTfIfOpQqSbWImF`WBemAfSbnSa. IPaqBeqIPsgBeq, MCeTa
UoEdqURpNoKgpSb@QÒu`LlmMrq. ImSbnImEe
ImSbnImEeqFaoW`FaoW`Llp, @vm
NfURpNoKgp@If, MrqUThNg@VepLlmWhqAfSbnShq.
Pem, IOpImLhIPaqOp. Q@@ufoEbo@vmQÒu`LlmLqBeqBeqShq. OpFpI
PaqLlp, WImF`Waq@Ou`CbIEfo, OpFp@Ou`Shq.
Pem, ImOuio, URpNoKgp. Q@@eq@KhoLh. QPemIWgp@vmJvfWAaULn@e @
Ue@EhKhXmUbp.
ISgpL@vmJvfWAaOp. MrqImF`VapNg@vmJvfWAaUe. ImPemSgpIPaqPaqM@
@vfoIfOpLqSbSanMRbShq.
Pem, Pem ImOuioKgpPoShq. URpNoKgXb, Q@SfqVoWgpU@hoWhqIOuo.
-----------Shp, @UapURpIfOpQqSbQ@eqUe. LfLlp MrMrqImF`VapNg@@vmJvfLAa.
ImPemPqWUoK~SfpK~SfpLlp, WTfIfTfSbU`@@vfoOhoOpUepH`QqSb
SanMRbLlpShq.
Wbp. ImOuioKgpPoShq, McmKeXb. L@vmImSbQBhmKhoQWÌgW`LpOpUcKgpPo.
ISgpOp. IOpFg@Pgp@gmFg@PgpBhqImLhIPaqIBeq. WgpPcnPcn. IOp
ImLhIPaaqOp.
(This is the end of the conversation you have been studying for the last 2 lessons.)
Questions (ImUa@vm)
1. A IBqIfOp@UapURpSb B PemOu`@eqLlp MrqUThNg@PqK~Sfp.

2. B IfUepH` A SbWImF`WBemSaX`.
3. A CeSb@UapURp@PqK~Sfp.
4. A IfSbPIq@VepImSbnImEe
ImSbnImEeqSfp
5. @UapURpIfSb B @Ou`X`.
6. SgpSb A @@vmJvf B WAaaEemX`. PeIPemPIq@@vmJvfWhqSfp.
7. ImPemSgpIPaqPaqLlp @UapURp@PqK~Sfp.
8. A Uco@ufqImSb B WBhmLlp B WUoPqWUoK~Sfp.
9. A Veep@dp B K~Spf .
244
the teacher once. Then you take the A parts while your teacher takes the B and C

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "A" KhoURp@@f "B" Kho "C." @IgqSgU@goIm@IgqW`ThI
EfoK~Ugo Mrq@sgNg@If "A" WIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"B" Kho "C" KhoURp@@f@eq "A."
18.7 Im@IgqWKg
(1) Use of Kao . . Kao . ., "the more . . . the more . . ."
(1) ImUdIm@Igq "Kao . . Kao . ."

IBhqWaqPdAgpEdqKaoQanKaoKgpJhp, Kao
QanKa
nKaoKgpJhpSfp.
ImSbImPqSgLlp, MKaoPqSg, MIm
UepH`KaoW`JhpShq.
@UdIMbqWaq MKaoWhpKaoTapJhp, Kao
WhpKaoTapJhpPbp.
MrqVoMrqShqOrao, MrqIBqWaqKaoVoKao
FdpJhp, KaoVoKaoFdpJhpIAh
Sfp.
This morning the longer the heavens rained

the harder it came down!
When it comes to studying, the more we study
the more our knowledge increases.
The more we eat the curry in this pot, the
more delicious it becomes.
People get tired when they walk; the more this
person walks the more energetic he
becomes!
(2) Use of @Scm, "voice, spoken words" and Uhp, "to make a noise or sound"
MrqKhMcmTfmSavmBqLepUoTapImW@Scm
PcnKgpPoShq.
ImSbQvqW@Scm@J`Llp, MKaoPq
SgWhqMImUepH`KaoW`Jhp.
NgKgp, LU`SfqFdTemMdqX`. PV`ShqAh
UhpOpQqSbL@SfqFdTemMdq.
MrqIfImUhpNfLlpIBqW@ScmWUhp
IShqBnQNÌamW@ScmSfp.
Those 4 siblings have lovely singing voices.

The more we study God's Word the more our
knowledge increases.
Nephew, do you intend to go to the town? I
thought I heard yesterday evening that you
were going.
The voice we hear over there doesn't sound
like my uncle's voice.
(3) Use of @Lp/Kg@Lp/Edm, "to listen, obey; prick up the ears, pay attention"
(2) ImUdIm@Igq "@Lp/Kg@Lp/Edm"

245
NgUpUepXb, UcPemSfqO`QvqLlp,
@LpURpIfImLhp.
NfUcSfqPqSgImSb@sgLlp, PemUcKg@
LpUcURpWImUgpSg@EhKh
EemX`.
MrqSbWEdmPgmEdmMmW@ScmLlpHh^cm
@fJhpMrqWBeqShq.
MrqIBqLlp, SbH`Kg@LpQ@Scm,
EdmQqBeqPo. AfWaqI@LpCcn
QqSbqOp.
Children, if you go to church, listen to what the

pastor says, okay?
While you are studying at school, do you listen
to the teacher's instruction all right?
People who obey their

become good people.
parents
usually
That person used to listen to my ords well.

Now he doesn't pay attention to me any
more.
(4) Use of Fb, "to respond"
(4) ImUdIm@Igq "Fb"

MrqKhMcmTfmPcpAaBqLlp MUa@vmWImI
IfFbMrq.
SanEhFraEaoTfKp, PqFbImWbSbIm
WbIBeq.
TfmLhmXb, LVepWhpQqImWÒuh, Qf
QVepFb@eqLqImIWgpLhPaq
Sfp.
LURp@vfoWgpU@hoLqPV`Llp L@vfo
Fb@eqWhqSaX`.
NgKgpPcp, QNgAvÌfTfSbU`WfpLq, Lf
LIWfpFbU`, PemX`.
We asked those 2 sisters but they didn't

answer us.
The Bible says, "Don't repay evil for evil."
Elder Sister, you have given me food to eat
many times; I don't have anything to give
you in return.
Have you answered yet the letter your teacher
wrote to you yesterday?
Niece, my son says that he loves you; you
don't love him [in return], do you?
(1) Use of ULn@e, "although, even this; likewise"

See examples in 18.2(1). This word has 2 uses--(1) When it comes at the end of the
first clause in a sentence, it has the meaning of "although" (similar to OpFp(Kho)). (2)
When comparing 2 things or persons which are similar in some way, the word
ULn@e follows the second thing or person being compared and takes on the meaning
of "likewise." It will be noted that in this type of sentence the Karen may emphasize
the meaning of "likewise" by also saying at the end the equivalent of "like [the first
thing or person];" however, in English we would not be likely to say both.
(2) Use of SanMRb/ImMRb, "letter"
246
See examples in 18.2(2). This word is used more often and in more ways in Burma
than in Thailand. In north Thailand both SanMRb and ImMRb mean "letter," and aren't
used in any other way. (The word for "newspaper" in north Thailand is usually the
same as the Thai word.)
(3) Use of McmKe, "younger sibling of a spouse"
See examples in 18.2(4). The younger sibling(s) of a wife or husband are considered
to be the McmKe of the other spouse. Thus if the wife of a man has a younger sister and a
younger brother, both of them are said to be the McmKe of her husband. Likewise, if the
husband of a woman has one or more younger sisters and brothers, they are all said
to be the McmKe of the woman.
(4) Use of @Ihm, "a stop, juncture, time period; classifier for junctures and time
periods;" Fb, "boundary, chapter, verse ;" and Fb@Ihm,"time"
See examples in 18.2(5). The word Fb refers to the boundary of a piece of property
or of a country or one of its subdivisions, or to chapters and/or verses of the Bible or
other books, etc. The word @Ihm refers to a time period or other stop or juncture and
also is a classifier for such junctures or time periods; e.g., NfMrqAgpMrqLmWImPqSgLlp
M@VepLqImFb@IhmUb@IhmSbL@UgpSgSanEhFraWBhm, "At the Leadership Training
sessions we'll give you 3 time slots for teaching Bible.". The two words combined
are used as the word meaning "time," and the word Fb@eqWShm is used to refer to an
anniversary of any sort. You should not have any problem understanding these
constructions.
(5) Use of @EhK,h "all right" (used together with a descriptive verb or verb of ability)
See examples in 18.4(1). This expression always follows a descriptive verb or verb
of ability and is roughly equivalent to the English expression "all right." The
meaning should be clear from the examples.
(6) Use of Kao . . Kao . ., "the more . . . the more . . "
See examples in 18.7(1) The meaning of this type of expression can be understood
from the English equivalents. It should be noted that the verbs used in the
expressions can be action verbs, verbs of ability, or descriptive verbs. The second
verb always ends with Jhp. If one wishes to emphasize the increasing effect, the
whole expression may be reduplicated as in the first, third, and fourth examples.
(7) Use of @Lp/Kg@Lp/Edm, "to listen, obey; prick up the ears, pay attention"
See examples in 18.7(3). To the Karen if one listens, one will obey. If one has not
obeyed, then he/she didn't listen. So both meanings are inherent in each of the three
words above, since they all have the same meaning. The word @Lp can also mean to
prick up the ears or pay attention, as in @Lp, P^cqUhpJhpSfp, "Listen, what was that
noise?"
247
(8) Use of Fb, "to respond"

See examples in 18.7(4). This action verb can easily be distinguished from the noun
Fb meaning :"boundary, chapter, verse," and from the descriptive verb Fb meaning
"to be sweet," both by the context and also by the word's position in the sentence.
When Fb means "to respond," it always follows an action verb which indicates the
method by which one responds; e.g., PqFb, "to do something in return, retaliate;"
@vfoFb, "to respond by writing;" IfFb/EaoFb/@IgqFb, to say, speak, or tell a response
verbally;" VepFb, "to give something in return for something received;" etc.


A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
KgpXb, LNfoLCcoTaq@EhKhSaX`. PemTaqLlp Q@VepLqQOcAuaIPsgAaPsg.

Pem, QNfCcoTaq@EhKhSaULn@e Ue
UepWgpIemIJdpAaJdpKao.
Wh, K~LlpXm. Af@hnLPem@eqLlp, VfWgpQqIOuo. Q@FrbSanMRbSbLEcMdqI
OepAaOep.
Pem. IcqQPem@eq Q@OhoOpUepH`Lq. IOp@gmBhqIBeq.
LMcmKeIBqPhhp, W@eqSaXm, WWgpIemKaoXm.
Wb, WTf@eqSbPVÌLaqSa.c
WOpPIqShp. W@eqAkuSfp.
We, WTfIfTfKpSbU`JhpMrqKboINubpLlp MrqIPraqVfW`SfpWCg U`WÌgW`Lp
Kbo@EmKgpPo.
KgpXb, IcqWFb@IhmOpSbLJgpCcoLlp, OhoOpUepH`QqEem.
PemXm. PePemK~LlpImOuioHbp. Kgp, MrqKboSbOoINubpMrqIfImUhpfRoKgpSfp.
PemHbp. MrqIfImUhpRoSfn,
n, KhoMrq@ScmUhpNoKgpIBqLlp ShqBnSbLMmW@
ScmSfp.
PemX`. @Lp@vm@vmXfm. Wb, PemUMrmIbm. WVf@KhoAfSfpLlp. Q@Sfq@vm
IJapLhp.
248
Questions (ImUa@vm)
1.
2.
3.
4.
5.
6.
7.
8.
IBqNfoCcbPemTaqSaLlp, A @VepWhqSbP^cqSfp.
B NfoWCcoTaqUMrmIbmSaX`. PeIPemWgpIemFaoW`Sfp.
B Pem@eqLlp A WfpKhoSb B @SfqWgpUÌOuoOpP^cqSfp.
B WMcmKeIBq@eqSaX`. OpP^cqSfp.
NfKboSbOoAhINubpLlp MrqPqP^cqSfp.
MrqSbW@ScmUhNoKgpIBqLlpShqBnPIqW@ScmSfp.
Icq B @Lp@vm@vvmImTaqSaLlp WTfFg@PgpImK~Sfp.
SbImLlpWCg B @PqK~
@PqK~Sfp.
B

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" KhoURp@@f "A". @IgqSgU@goIm@IgqW`ThI EfoK~Ugo
URp@@f@eq "B."
1. SanMRbVfIcq@EhKhULn@e Q@vfoFbWhqIAuioKaoOp.
McmKeXb, L@OhoOpUepH`MrqSbImWgpNrgpWFb@IhmEamX`.
249
LFg@PgpQvqW@Scm@J`WBemKaoW`LImUepH`KaoW`Jhp, @@fOuioSbLBhmKao W`Jhp.
QWÌgW`LpOpUcKgpPoSbNgUpBfqSgn@vfPqUhpPqUfImW`WCg.
(1) In this exercise you will be introduced to a way of learning with the right hemisphere
of your brain without having to spend time trying to analyze or memorize. This is
the way that little children learn language--they hear commands like "Come to
Mother" or "Pick up your shoes" over and over, the person who speaks helping them
at first to associate the action with the sound of the words by encouraging them or
helping them to carry it out; and because the sounds are followed by the carrying out
of the action each time, they can soon respond automatically. Thus a young child
can understand and carry out many commands before he/she begins to speak.
For this exercise you will be learning how to say in Karen all of the actions used in
connection with brushing your teeth. You will need to have your toothbrush and
toothpaste and a glass or cup for water, and if possible, you should carry the actions
out at the bathroom or kitchen sink. Have your tape recorder nearby with a blank
tape in it. Ask someone who works for you or with you other than your teacher or
someone who has become a good friend to help you learn some new words, by
saying as below: (Before doing this exercise, it would be good to have your teacher
read the 2 sentences below having you repeat them after him/her a number of times
until you can say them fluently.)
250
QWfpKhoPqSgMrq@HhWIm@IgqILhqWCg NfQPqImK~SfpK~SfpLlp TaUoEdqIfOpQq

SbMrq@HhW@uhnLhp. NfLIfFbQqWA`Llp Q@NhpLlmL@Scm.[i.e., make a recording].
Then carry out the various activities in connection with brushing your teeth (or you
may pretend to carry them out), and as you do each one, ask AfWaqQPqPIqShp/P^cqSfp.
For example, as you take hold of the tube of toothpaste, ask "Now what am I doing?"
and the person will tell you in Karen. Then pick the tube up and ask again, "Now
what am I doing?" Then as you unscrew the cap, ask again. As you put the cap
down, ask again. Then as you take hold of the toothbrush, ask again. As you pick it
up, ask again. As you squeeze some toothpaste onto the toothbrush, ask again. (You
can pretend without actually sqeezing any out.) As you set the toothbrush down, ask
again. As you pick up the cap to the toothpaste, ask again. As you screw the cap
back on, ask again. As you put the toothpaste down, ask again. As you pick the
toothbrush up, ask again. As you open your mouth, ask again. As you start brushing
your teeth, ask again. As you turn on the water, ask again. As you get some of the
water in the glass, ask again. As you take some of the water into your mouth, ask
again. As you squirt it around in your mouth, ask again. As you spit it out, ask
again. As you rinse the toothbrush, ask again. As you turn the water off, ask again.
As you put the toothbrush back in its place, ask again. As you put the toothpaste
back in its place, ask again. The above is an example; you can add or subtract some
actions or change their order as you wish. The important thing is to get the Karen
expressions in the order in which you usually brush your teeth. Be sure to thank the
person who helped you. After getting all of this recorded (including your own voice,
of course), listen to the recording again soon after making it, at the same time
repeating the actions as the voice tells what you are doing. Don't make any special
effort to try to memorize the words or analyze anything; just listen and concentrate
on associating the action with the description of it in Karen. Listen and carry out the
actions one or more times every day or every time you brush your teeth for a week
(or until you come to the Listening and Speaking section in the next lesson.) During
this time without conscious effort on your part the expressions will become familiar
to you so that even if you can't say them correctly, yet you will recognize them as
soon as you hear them and may well anticipate what is going to be said next.
(1) URp--NoIm@IgqSbWNhAgpSbWSanPfnNubpKgpTf KhoPbMrq@sgNgIfMgnURpWAaW`ThIEfoIcqSb

Mrq@sgNgNoWhqOkuBeqIEfoSa TaqKhoPbMrq@sgNgUdKpTfK~Wgp@vfoWUoSbWNhAgpSbW@ugnKgpTfWUgoWaq.

251
252
LESSON 19
ImPqSg 19
Bam(Im)
Lhp
LhpBam
LhpAvf
LhpNuo
LhpFhp
Nug
JdpNug
Ah/AhBn(Im)
AhNug
I@oOp/I@oKaoOp
@hm
Ja@hm
@hmKgp
@hmRep
@hmFp
Aub
@uo(Im)
@uoJhp
@uoJh
@uoShq
ImBhqAgp
OpNco
Pcp@Lhq
NgpUpAv`
TaqIm
To count
Particle indicating an instrument to perform
the act indicated
Number (instrument for counting)
Broom (instrument for sweeping)
Hoe (instrument for chopping up the
ground)
Instrument for pushing things like stones
or refuse
To pass through; to graduate
To pass through something making a hole; to
wear a hole through something
To pass to the opposite side; cross over
To pass through to the other side; by, by
means of, through
More than that; not only ... but also
A delineated space or area; country
Country
Region (phak)
Province (changwat)
District (amphur)
The back, back side, outside
To apply a flat surface to something else so
that it adheres
To fasten something flat up overhead
To stick up, as a notification
To lay over, as plaster, glue, paste; to
fasten something to the wall, top of
furniture, top or inside of a book, etc.
Postage stamp
Lest, by any chance, to happen to do
A young unmarried girl
A young unmarried boy
Idiomatic exclamatory expression indicating
that without the factor indicated, the plans
or project will fall through and cannot be
carried out
Cem
Chq
Odp
Vhp
To flee, run
PcmCemShq
Afternoon (lit., the sun flees down [the sky]

To move to or from on a horizontal level
SfqChq
VfChq
To go on a horizontal level
To come on a horizontal level
To dare to do
To cry, weep
19.2 Im@IgqWKg
(1) Use of h@hm/Ja@hm, "a delineated space or area; country"
(1) ImUdIm@Igq "@hm/Ja@hm"

(@) ImSb@hm@shpIfnLlpWgpKho
W@hmKgp SvamOep.
I@hmKgpKhoI@hmKgpLlpWgpKho
@hmRep IOuio@hmRepShq.
Sb@hmRepWMdqLlp ILhqLhqW@hm
FpW`,
FpW`, ILhqLhqW@hmFpErq.
Jf@amPfW@hmRepWMdqLlpW@hm
FpWgpIOuioH`.
ImSbJa@hmIOepKhoIOepLlp
WÌ@emWImOpJvfShnW
UoWgp.
(A) @hm@shpIfn
@hmWPfRa@q
@hmWf@San
@hmwOaoIp
@hmEvaoKfqL1
@hmLhqRTeq
@hmWhoEwJeSQm
@hmMQhq
@hmQaMdm
@hmI_do
(B) @hhmRep@amPf
@hmRep@skVf
(a) Thailand has 4 regions (pahks).

The various divisions have a number of
provinces (chungwats).
Some of the provinces have many
districts, some have a few.
Chiangmai Province alone has quite a few
districts.
Most countries have relationships with
each other.
(b) Thailand
America
England
Britain
Sweden
Norway
Australia
Burma
Japan (from the Thai)
China (from the Burmese)
(c) Chiangmai Province (Changwat)
Chiangrai Province (Changwat)
1Sometimes
when it is desired to indicate a final consonant in Karen, the Burmese custom of adding a
curled-up tail at the top of the consonant is used to indicate this.
254
@hmFpPc
FpPcmQdn
@hmFpPfmFho
Maesariang District (Amphur)

Maesod District (Amphur)
Note: It is not necessary to memorize the names of the countries in (b) except for
your own country. If the name of your country is not included, ask the teacher how
to spell it in Karen and add it to the list in (b). Likewise, if the name of the province
and district in which you are now living is not included in the list in (c), ask the
teacher how to spell them and add them to the list.
(2) Use of hAub, "back, the back side, outside"
(2) ImUdIm@Igq "Aub"

Sb@EbmNoKgpINubpWAubLlp MrqUTh
WgpKaoIOuioNubp.
QIAvÌBqAfWaqWTfSfqPqSgImSb
@hmAub.
LSfq@vmSbQKboAubLlp UMbqJaWgp
IOuioNubp.
AfWaqM@Sfq@IgqU@hoImSbIm Aub,
ImAcpBeqIEfo.
On the far (back) side of the big mountain

there are still quite a few villages.
My cousin here went and studied outside of
the country.
Go look outside the house; there are quite a
few water pots.
Now we're going outside to talk together; it is
cooler there. (lit., the coolness is a bit
good].
(3) Use of h@uo, "to apply a flat surface to something" and ImBhqAgp, "postage stamp"
(3) ImUdIm@Igq "@uo" Kho "ImBhqAgp"h


"ImSaqPcpXb, L@uoLAgpSbP^cq Sfp."
"NcXb, Q@uoShq@ UapXfm."
NgKgpXb, @uoShqLlmQqImBhqNoSfmI
OepWaqSbEOrfAgpIJap.
ImShmSbAgINpLlp MJapSbMKgp
Vo@uoJhCnSanPfnNubpSb
Uep@MqSgqW`PoShq.
NgKgpURp, @uoJhpLlmQqUepIOep
WaqSbImNhAgpIIhqWaqIJap.
NgAv`Xb, LSanMRbINpWaqLI@uoShq
ImBhqAgpSbWSgqLhIOepKao Pbp.
"Granddaughter, what have you pasted onto

your head?" "Grandfather, I've applied a
medicine."
Niece, paste this large picture onto the table
for me.
In the rural areas we see that the government
people go around putting up a lot of
lettering on the sides of the trees.
Young Teacher, fasten this piece of board
[plyboard or fiber board] here on the
ceiling.
Son, you haven't put stamps on any of these
letters of yours yet.
(4) Use of hCem, "to flee, run" and Chq, "to move to or from on a horizontal level"
(4) ImUdIm@Igq "Cem" Kho "Chq"

255
MrqCemSbLlpIBqPemPIqSfp.
NgUpINpCemJhCemShqImOpWhq
PcnPo.
CemFdLlpIBeq, VfCemChqFdQWgp
Waq.
MKgpVfChqVoWgpQqNfPcmCemShqWaq.
Who is that person running over there?

The children enjoy running up and down.
Don't run over there. Come run over here to
me [on the same level].
The government official came over to see me
this afternoon.
1.
2.
3.
4.
5.
6.
7.
LfLOpCoKho@hmPIqSfp.
@hm@shpIfnEhqEcqSbL@hmMrfqLpRap@ufSfp.
AfWaqSbLJaL@hmLlpMrfqLpRapSaSfp.
AfWaqLWgpSb@hm@shpIfnSb@hmKgpNfSfpIOeepSfp.
LWgpSb@hmRepNfSfpI@hmRepSfp.
LWgpSb@hmFpP^cqSfp.
Af@hnL@SfqPqImSb@hmRepKho@hmFpP^cqSfp.
19.4 Im@IgqWKg
(1) Use of hBam, "to count, and Lhp, "particle to indicate an instrument to perform the action
indicated"
(1) ImUdIm@Igq "Bam" Kho "Lhp"h

URp--PbMrq@sgNI
g fMgnURpWAa 2-3 Th.
LBam@vmLEeLlpWgpMrfqJhpX`.
BamJhpNgUpSbWVf PemWWgpMrfqBq
Sfp.
Im@vfoLhpLEeWLhpBamKhoLEeSbWWgp
LlpPemWSgqShnWUoX`.
VaoLlmLhpAvfTaqAvfMuh@vanKboNhSnIEfo.
KgpXb, LVepQqSbLLhpNuoIOepAa
OepUeX`. QfQLhpNuoIW`
ITmOp.
TaUoEdqVepQqLLhpFhpIEgmNg, Q@
Fhp@vanImOpWbIA`Waq.
Count your money and see if you have the full

amount.
Count the children who have come to see
how many there are.
Are the record of your account and the money
you have in agreement with each other?
Take a broom and sweep clean under the
house.
[Relative by marriage], can you give me one or
two of your hoes? I don't have nearly
enough hoes of my own.
Please give me your instrument for pushing a
moment; I'm going to push away this dirty
thing/stuff.
256
(2) Use of Nu,g "to pass through;" JdpNgu, "to pass through something;"ug AhBn, "to cross over;"
AhNug, "to pass through to the other side; by means of, through"
(1) ImUdIm@Igq "Nug," "JdpNug," "Ah," "AhBn," Kgo "AhNug"

S`, KgpAv`, MFgPgp@ufVoBhqSaKb, L

VfNugPbtNÈemPbp.
Kgp, PV`LVfMhnMAaIcqSbMrqVapTaq
MIJapLqSbq, LSfqNugFdShp.
KgpPcpXb, LPem@vfoWgpU@hoLTfmEhLlp
LFrbAhNugQqUe.
AvoWhpPeqINpWa
INpWaqJdpNugSbnSaPbp.
MOpSfqMreqWUh.
LPemWfpKgoSfqAhBn@ufNoKgpLlp Lw@bo
@vmFdEcEepKhoEcJvfAa@MqSbn
SbH`.
Say, [Close male friend]L we thought the road

was already bad; lo and behold you
suddenly come!
[Relative by marriage], yesterday you came
with us as far as the person's house, then
we didn't see you any more. Where did
you get to?
[Female relative by marriage], if you write to
your elder brother, you can send the letter
by me.
These (enamel) rice plates all have holes
worn through them! We must buy some
new ones.
If you want to cross the avenue, you should
look both to the left and the right first.
(3) Use of hPcp@Lhq, "a young unmarried woman" and NgpUpAv`, "a young unmarried man"
(3) ImUdIm@Igq "Pcp@Lhq" Kho "NgpUpAv`"h

MrqSbAgINpWPcp@LhqNgpUpAv`Sfq
ImBhqPo.
NfMrqJgpCcoA`Llp, MrqNgpUpAv`Jgp Cco,
MrqPcp@LhqNrfpOc.
LNgPcp@LhqINpUhoFeT`M@v
T`M@vmBeqPo.
QfQNgPcp@LhqINpIWfpKho
UhoFeT`Xfm.
"S`, Kgp, LfKpAfWaqLNgPcp@LhqNgpUp
Av`SbnSaPbp." "Wcp, SbnSa
Xfm. MrqIWgpWf
WfpWhqLhIBqOp
Waq.
The young men and women in the rural areas

go out very early in the morning.
When people plant hill paddy, the young men
dig the holes and the young womrn drop in
the paddy seeds.
Your young unmarried daughters wear the
white [Karen] dresses and they look good
to me; my own daughters don't want to
wear them!
"How great, close friend, that your children
have all reached teenage already!" "Yes,
they all have, [but] nobody loves them."
(4) Use of hVhp, "to cry, weep"
(4) ImUdIm@Igq "Vhp"


257
NgKgpPcpXb, LNgIBqLlpVhpINoWaq
H`PemWOpP^cqSfp.
MrqVhpUhpSbImF`VapW`W`BhmBhm
PemMrqUaOpNcoIBqBqX`.
NaUoMrmIBqLlpJapWNgWSaqVf@e
@qe
VoWgpWhqKhoWTfUoAcImVhp
OpPoWUoLlpShq.
LhmBeqIBqWgpNufpJhpWNgSa, Op
FpWNgIBqIVhpOpP^cq Sfp.
Niece, why did your child cry so much?

There is a sound of much wailing at the
hospital, has someone died by any
chance?
When the old grandmother saw her children
and grandchildren come to visit her, she
was so overcome with joy that she cried.
Naw Gay has given birth to her child, but the
child hasn't cried--how come?
19.5 ImPbKhoImPqJvf
You or the teacher should provide the following things for this drill: (1) a container
(e.g., an empty tin can) that can be tampered with--put something into it which can
be easily taken out when desired; (2) a used stamp and something with which to stick
it onto another surface (e.g., paste, cooked rice, Scotch tape), a nail, and a hammer or
something else with which to pound the nail; (3) for #5 and #6 provide a map
(already printed or hand-prepared) showing a street and a river, and a pen or pencil
which you will use to represent yourself so that you can cross over the above; (4) for
#7, a sheet of paper which can easily be pierced; (5) for #8, pretend that the teacher's
book is his/her house, your book is your house, and your pen or pencil is yourself.
URp--SbImPqSgIIhqWaqWBhmLlp URpPeIPemMrq@sgNg@Op@Ifn@IhqMnImIEfoK~WNhSnWaq
WUgo. (1) VaoLlmImKbShmSaqINubpSbMPqVoBhqWhqUeKhoNb^cnMnEbqImIPaqPaqSbMrqOcoJhpLlm@eq
Whq@UeHh. (2) @Ifn@IhqMnEem@hoImBhqAgpShmSaqIOepKhoImSb@@uoShqImBhqAgpWBhmIPaq,
JoIOgKhoLhpKgImIOgLlp. (3) SbLhpBam 5 Kho 6 WBhmLlp@Ifn@IhqMnVhpAgpBhqWgpKho@ufIOgKho
Ja@ugIOg KhoPbMrq@sgNgKco@fJhpWEbmOgSbWLhm@EmK~Ugo@SfqAhBnWBhm. (4) SbLhpBam 7
WBhmLlpEoAg SbMrqPqJdpNugWhqUeHh@OpWgpTfI@Ouao.
(5) SbLhmBam 8 WBhmLlp
MnURpWSanK~WPemURpWKbo
KhoMrq@sgNgWSanK~WPemMrq@sgNgWKboWUgo,
KhoMn@KhoMrq@sgNgWEbmOgK~WLhm@EmWUgo. Mrq@sgNgPqK~ (@) WUgoPemTaqLlp Pb@KhoWhqK~ (A) WUgo,
KhoFdHÌPaqOpIPaqIcqSb (D).
1.
2.
3.
4.
5.
6.
7.
8.
OcoJhpLlmImWgpSbImKbWaqWMdqKhoMnShqWhqSbImKbWAub.
@uoShqImBhqAgpIOepWaqSbImKbWSgq.
VaoLlmJoIOgKhoPqJdpNugImKbWAa.
MnShqImKbSbLAub.
Bam@vmShmFepLhqSbLJapWhqUeAfWaq.
SfqAhBn@ufFdOoAhLlp
VfAhBnJa@ugFdWaqIAh.
(@) VfJhpSbQKboWaq.q. (A) VfChqFdQWgpWaq. (B) SfqShq. (C) @eq
ChqFdLKboLlp. (D) Vf@eqChqFdWaq.

258
19.6 Im@IgqWKg
(1) Use of hI@oOp, "more than that, not only . . but also"
(1) ImUdIm@Igq "I@oOp"

KgpPcpXb, LNgPcpWKgpIBqPqVhpWMcm
I@oOp, IhmTfKpKao.
MrqNgUpIBqLlpSfqWhpIqUpSbMrq
KboSbnW`PoI@oOp, @eq
EhnTfKao.
NfQJhpImF`VapWA` QU@hoI
BqWaqVfWgpU@hoQqAfWaqAf
WaqI@oKaoOp, WTfVfEhnLlm
QqImWhpW@Scn@Scn.
M@OpNoSanEhFraW`WÌ@oKaoOp,
M@OpKg@LpKhoPqJvfWImIf
WAa.
[Close friend], your daughter not only made

her younger sister cry, but beat her as well.
That child went and ate up a great deal of fruit
at the person's house; more than that he
took some back with him as well.
When I was a patient in the hospital, this
friend of mine not only came to see me
frequently but also brought me all kinds of
food.
We must not only read the Bible a lot, but we
must also obey it and do according to what
it says.
(2) Use of hOpNco, "lest; by any chance; to happen to do"
(2) ImUdIm@Igq "OpNco"

NgAv`PgmXb, SfqLfSbCcoIBeq. OpI

OpIm@EdqNoKgpOpNco.
@Uap@gINpWaqMn@eqWhqBeqBeq.
Af@hnNgUp@WhpOpOpNco.
PbLNgWgpNfImPfnH`LlpIBeq. Af@hn
@JapOpNcoQq.
ImWhpIA`WaqMrqPqMnLlmMrqAgpMrqLm
WBhm. LPemWhpOpNcoP@hnKc
Im@@hNoKgpH`.
Wife, don't go to the swidden field, lest by any

chance the rain should pour down.
Put these bottleu back in their place securely
lest the children might happen to consume
them.
Don't let your child be in the front [of the
house] lest she see me [as I leave and cry].
This food was fixed for the leaders. If you had
eaten it just now by any chance, it would
have been very difficult (for us).
(3) Use of TaqIm, "idiomatic exclamatory expression indicating that without the factor
indicted, the plans will fall through and cannot be carried out"
(3) ImUdIm@Igq "TaqIm"
ImWgpNrgpIOuhWaqLPemISfqKc Taq Im.

MrqUoTapJfoLpIWgp Op.
If you don't go to the meetings this time, we're

finished! There'll be nobody to sing tenor.
259
"Kgp,
LNgAvÌBqSfq@eqFdShp."
"WgpPb, WJhpMrmPV`FÀh."
"Wb, Taq Im. MU`Kco@fWhq
SbMPnKbo."
"LJhoNoKgpIKcLlp Q@SfqMreqLIm
SbBhqLhp." "WeWe, MrqVaoSbP
V`SaKbo." "Wb, TaqIm.
IWhpOpJhoHpSbqOp."
"LUThqUoMrmWgpSbImF`VapKaoX`."
"Wb, TaqImSbPV`Sa." "ePem
Xhm."
"[Close friend], where has your son gotten to?"

"He's here. He got married yesterday."
"What! Then I'm too late! I intended to get
him to become my son-in-law."
"I'll go and buy your big pig tomorrow, okay?"
"Aw, someone already took it yesterday!"
"Oh, dear, no more chance! We won't get
to eat any more pork."
"Is your church elder still in the hospital?"
"Sorry, he was finished yesterday!" (i.e., he
died.) "Is that so?"
(4) Use of hOdp, "to dare to do"

(4) ImUdIm@Igq "Odp"
PcmBmXb, PcmV`Sa, L@eqIBqOdpX`.

@eqOdp@m.
PgmXb, UcSfqImAfSbn, QWg
QWgpKboI
BqIOdpOp.
KgpPcp, KgpNcMrmVfWgpQqPVÌfIm
KhoQqOdpOdpIOdpOdpPemW
OpP^cqSfp.
"Aunty, it is already evening, do you dare to go

back home?" "Of course, I dare to go."
Mother, you're all going out; I don't dare to
stay at home alone.
[Close friend], your husband came to see me
yesterday evening and he talked as though
he didn't quite dare to talk, why?
(1) Use of @hm, "a delineated space or area; country"

See examples in 19.2(1). In the early days when the various clans and tribes lived in
the remote areas of the mountains which were rarely, if ever, penetrated by people
from the plains, the word @hm probably designated the area ruled over by a clan or
tribal leader. After the whole land was conquered and brought under the official
jurisdiction of the king and the land was divided up into provinces and districts, and
especially as the Karens came to have more and more contact with government
officials and began to get formal education, the meaning of the word came to refer
more specifically to a "country" as we know it today, the various subdivisions being
indicated by adding suffixes; i.e., @hmKgp meaning "region;" @hmRep meaning
"province;" and @hmFp meaning "district."
(2) Use of Aub, "back, the back side, outside"
See examples in 19.2(2). This word refers to the whole of a person's back or any part
thereof. However, there is another word which you haven't learned yet may also be
260
used to refer to the back, but only to the part of the back directly over or on the
immediate sides of the backbone. The word Aub also refers to the outside surface or
area outside of anything as contrasted to the inside. The expression ImAub refers to
"the outdoors area (in general);" however, usually a possessive pronoun precedes Aub,
which in turn is preceded by a noun or noun phrase designating which "back" or
"outside area" is referred to; e.g., QAubF`, "My back hurts;" SbQAub, at my back;"
@sgWAub, the outside of the school (church) building."
(3) Use of @uo, "to apply a flat surface to something else so that it adheres"
See examples in 19.2(3). This word may refer to a wide variety of applications such
as fastening a piece of plyboard or fiber board onto a section of the ceiling (@uoJhp),
putting up a notice on a bulletin board, an advertisement on a billboard, or a tag on a
tree or post (@uoJh), fastening a picture or other item onto the wall, glueing pictures
into a scrapbook, a postage stamp onto an envelope, or a sheet of formica on a table
top (@uoShq). The fastening of the item may be with nails, thumb tacks, glue, paste, or
other adhesive material. The common denominator is that something flat is applied
to the surface of something else by some means or other so that it adheres.
(4) Use of Cem, "to flee, run"
See examples in 19.2(4). You should have no problem understanding the meaning
of this word. By now you have learned that this word is used in the expression for
"afternoon" (PcmCemShq), because it appears to the Karens that in the afternoon the sun
races towards the horizon where it will set and not be seen again until the next
morning.
(5) Use of Chq, "to move to or from on a horizontal level"
See examples in 19.2(4). In the very first lesson of Book I you learned that the verbs
Vf and Sfq are combined with Jhp to indicate direction upward and with Shq to
indicate direction downward. Very often when movement is on the horizontal plane
it is not considered necessary to indicate this, but sometimes (perhaps especially in
the mountains where most movement is either up or down) it is desired to specify
that the movement is on the horizontal plane, in which case the action verb is
combined with Chq.
(6) Use of Lhp, "particle indicating an instrument to perform the act indicated'
See examples in 19.4(1). As can be seen from the examples, the instrument used for
sweeping (AvfIm) is called a LhpAvf (broom), an instrument for digging the ground with a
pecking motion (NuoIm) is called a LhpNuo (hoe), and an instrument for pushing things
(FhpIm) is called a LhpFhp (they are not commonly used in Western countries, so you
may wish to ask one of the villagers to show you one.) Although a number (LhpBam)
may not seem to be an instrument, yet one cannot count (BamIm)without using them.
(It is regretted that the wrong spelling of this word was taught in Book I.) Knowing
the meaning of this particle will help you if you hear some other word which begins
261
with Lhp and is obviously a noun, because you can be reasonably sure that it indicates
something used to carry out the action indicated by the syllable which follows the
particle; e.g., if you hear someone refer to a LhpFfo, you can be reasonably sure that
the word Ffo(Im) must be the word used to describe the action for which the LhpFfo is
used.
(7) Use of Nu,g "to pass through" and Ah/AhBn, "to pass to the opposite side, cross over"
See examples in 19.4(2). The word Nug means "to pass through," and is used to refer
to such things as a road going all the way through or to a road that has been blocked
being cleared or to graduating from a school. The word Ah or AhBn refers to crossing
over to the opposite side (e.g., of a street, river or mountain), and when combined
with Nu,g the resulting meaning is "to pass through to the other side," (e.g., to pass
through a tunnel to the other side, or pass through one city on the way to another, or
pass through a woods to the other side, etc.) This word is also used to mean "by," or
"by means of" (e.g., sending a letter by someone else). The word JdpNu,g on the other
hand, means to go through something which had no opening beforehand (e.g., a pot
wearing thin so that it develops a hole all the way through). To purposely make a
hole in something, an action verb such as Pq is used with it (PqJdpNugIm).
(8) Use of Pcp@Lhq, "a young unmarried girl" and NgpUpAv`, "a young unmarried man"
See examples in 19.4(3). No matter how young a girl or boy may be, once they have
had sexual intercourse (whether willingly or forced), the above terms are no longer
used to refer to them. On the other hand, as long as one has never married, these
terms are still used for them, although after they get to middle age the word NoKgp may
be added; i.e., WPcp@LhqNoKgp. Note that the tone of the last syllable in the term Pcp@Lhq
is not the same as that used in the word for "Miss" or elder sister (Lhm), and that the
tone of the first syllable of NgpUpAv` is not the same as that used for "child" (NgUp).
(9) Use of I@oOp, "not only . ..but also"
See examples in 19.6(1). The expression I@oOp (or sometimes I@oKaoOp) comes
at the end of the first clause. If the Kao is not included in the expression, it will usually
come at the end of the second clause, although occasionally Eem@ho is used instead.
(10) Use of OpNco, "lest, by any chance, to happen to do"
See examples in 19.6(2). The English equivalents should enable you to understand
the meaning of this expression. Note that the OpNco always comes at the end of the
verb(s) before the object (if any).
(11) Use of TaqIm, "idiomatic exclamatory expression indicating that without the factor
indicated the plans or project will fall through and cannot be carried out."
See examples in 19.6(3). This expression is usually an exclamation which
immediately follows the learning of some news or happening which vitally affects
one's plans and will make it impossible to carry them out. Note the intonation when
262
this expression is spoken by your teacher or the voice on the audiotape. In rare cases
TaqIm can be used in a non-idiomatic way, as in the last example.. Note the
difference in intonation of the TaqIm in this sentence as compared with the previous 3
examples.
(12) Use of Odp, "to dare to do"
See examples in 19.6(4). There should be no problem in using this verb as long as
you remember that if the negative particle I or the future particle @ are used, they
will come between the main verb and this verb; e.g., QSfqIOdpOp.
LWgpIBq@OdpX`.
Choose an appropriate word from the list on the right and insert it into the blanks in
each of the sentences on the left, then read the entire sentence.
URp--PbMrq@sgNg@vmIm@IgqSbWNhSnWaqSbEcEepIMqTaq CcJbJhpIm@IgqINubpSbEcJvfIMq
SbWw@boTfOpTf, Iem^cnWhqNfImShmShqVgKhoNoKh@ugq. PbMrq@sgNgIfSgIm@Igq@go@ugqKfoK~WAhpJaoI
@ugqWaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
1. VfEhn NuoIEgm, QWfpKhoNuoJhpImNfWaqIIhqTaq Udp

ShqIqUpWJdpNgWaq.
2. @ufVoBhq , UgSbUgSepWMdqISbEem@hoOp.
3. QJapWVfSa. OpIOpWSfqVoFdIm IOuo.
4. MSfqAhoWAgpSb@ufNoKgp@BeqIEfo. WTfUepPemVfCcKpTf
MKboLlp W@uf@@Pp .
5. WTfPemFgo@eqLlp . MSfqIUeSbqOp. MrqBqNfWaqWUg
SepIWgpLhIBqOp.
6. PIqCem FdMWgpWaqIBqSfp.
7. Mw@boOhoOpUepHÙRpSbWBem, OpFpQSfqIfOp
WhqI Op.
Chq
Odp
Aub
OpNco
TaqIm
Lhp
I@oOp


263

NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@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.
A.
B.
C.
D.
C.
A.
B.
C.
D.
A.
B.
C.
D.
NgKgpAv`Xb, LPem@vfoFrbLlmMrqSanMRbLlp, L@OpUe

L@OpUepH`MrqWgpImShmWLhpBam,
PeIPemLSanMRbIIcqOp.
KgpAv`Xb, LPemIUepH`MrqWgpImWShmWLhpBamOpLlp,LFrbAhNugMrqSbLUep
H`WhqIBqBqWEcMdqKhoNugEem@hoShq.
ImPb WK~LlpLfp. Q@vfoWgpU@hoQTfmLhmTfmEhIOuioOuhIIcqOp.
ImSaqAv`Xb, QFg@PgpLKgoLlLlmImPqSgNugIEfoH`. SanMRbWBemLIUepH`Xhm.
NcXb, ImSbQqLlp QI@vfoSanMRbLhIOuhOp. SanMRbSbQFrbLlmQMcmQTfm
SbH`Llp QPbMrq@vfoLlmQq@hoOuhKfoShq.
NgKgpAv`Xb, NÌam@IfLq, LNoSanPemOpSaLlp, L@Op@vfoSgWhqFdpFdp, I
@oKaoOp, L@Op@vfoWgpU@hoMrMrqSbSanMRbFdWaqFdOoShq.
PemHbp. Kgp, MrqSbL@vfoWgpU@hoWhqINp WTfUep@vfoFb@eqLqW`BqIfImW`
PaqKhoPqW`JhpLImUepH`LmMbmBeqPoShq.
PemXhm. BeqSa, EoJhpAfWaqKhoFdH`Llp Q@@vfo@vm@vmSanMRbIJap:Xfm.
ImSaqXb, LPem@vfoWgpU@hoURp, URpPcpSb@hmAuubLl
bLlp, LOp@uoShqImBhq
AgpSbSanMRbWKbSgq, @OpPemImBhqAgpSbWMreqKgpIEfoLlpShq.
NgKgpXb, MrqVep@dpLqSbIm@vfoSanMRbWBemTaq, LfL@@vfoLlmOpNcoJfMrqPcp@
LhqWSanMRbKc TaqIm,
KgpXb, PcmCemShqAf@hnSfqJhpWhpUAhoUpAaaBqPhp.
W`Kb, QfQJhpOp@UeXm,
Xm, Af@hnM@ShqIfnOpNcoQbp.
WeWem, WIfSgn@vfImAhSh. WJhpUepUeRo, LSfq@vmWJhpUepNoKgpNoJh
SbWLhm@EmWCcoLlpHbp, L@vmOdpX`.
the teacher once. Then you take the B and D parts while your teacher takes the A
and C 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

NgIfMgnURpWAaITh TaqKhoPbMrq@sgNg@f "B" Kho "D" KhoURp@@f "A" Kho "C". @IgqSgU@goIm@Igq
W`ThIEfoK~UgoMrq@sgNg@IfWIm@IgqOpOueBeqIEfo. IcqMrq@sgNgIfImOpOeuBeqSaLlp PbMrq@sgNg@f@eq
"A" Kho "C" KhoURp@@f@eq "B" Kho "D."
264
MrqNgpUpAvÌBqLl
IBqLlp@uoShqMrqPcp@LhqW`BqWBhqSbWKboMdq.
LhpAvfWgpSbKboMdqAaOgKhoSbKboWAubIOg.
@ufWBeqNugIcqSbQIAv`WUThTaq M@OpSfqAhBn@EbmINubpSbMAhp.
QU`@SfqNfPcmCemShqOpFp QNgVhpFdpFdpKhoQSfqIOd
qIOdpSbqOp.
(1) If you have been listening every day to the recording of the expressions for the
various actions in connection with brushing your teeth and at the same time carrying
out those actions, by now you should have become quite familiar with them and be
able to almost hear them in your mind as you carry out the actions without listening
to the tape. Now concentrate on trying to say them. Perhaps you can already say
them right along with the recording. If not, listen to the first expression, then
265
pressing down the hold button repeat what you just heard (but if in the recording it
says L, change it to Q). You may wish to go back and listen to it again several times,
each time stopping the tape at the end of the expression to give yourself time to
repeat it. Do the same with the next 2 actions (picking up the tube and unscrewing
the cap), then skip over to the expression for screwing the cap back on again and the
one for putting the tube back down again. When you can say the 5 expressions
reasonably fluently (that day or on a succeeding day), then try saying the expressions
together with the recording. When you are able to keep up with the recording on
those expressions, then try saying them without the recording at the same time
carrying out the actions.
When you are able to remember them and can say them fairly accurately, ask the
person who did the recording to see if you say them right (being sure to carry out the
actions as the same time.) If the informant is satisfied, try using the same
expressions using a tube of something else and substituting the expression ImWaq for
the word for toothpaste, and see if the informant accepts what you say as correct. If
he/she makes any corrections, make a note of the correction--perhaps the informant
is just giving you the name of whatever is in the tube. Later, you might want to try
using the expressions with something that is not a tube but has a screw cap, such as a
water bottle, and see if the informant will accept them. If other words are given you
by the informant, note the difference. Or you will want to try using the words for
"take hold of" and for "pick up" and "put down" with many kinds of things. Tell your
teacher what you are learning, and talk together using these expressions in various
situations. Once you are sure of the use of these expressions, try making other
substitutions; for example, asking questions of others using the same verbs. After
you have gotten these expression well enough to be able to use them correctly, do the
same with some of the remaining expressions in the original recording. It isn't
necessary to try to finish it all up in any given length of time. Perhaps some of the
actions would not be useful enough to you at this time to make it worth your while to
get them well. If so, skip them for the time being. This same method can be used
for other activities, such as housework, yard work, dressing and undressing, doing
laundry, making something, etc.
(1) URp--PbMrq@sgNgIfU@hoImKhoMrq@HhWBqINpK~ImVep@dpSbWNhAgpSbW@uhnKpTfWUgo.

266
LESSON 20--REVIEW
ImPqSg 20-20--Im@v
--Im@vm@K`@eq
20.1 Im@IgqWKgINp
(1) Classifiers and Words Used with Classifiers

You have learned two new classifiers in the last 4 lessons' i.e., Mdq, "classifier for
places," and @Ihm, "classifier for periods of time." You have also learned the word
IOuo which has the structure of a classifier but refers to a brief but indefinite period
of time rather than to anything which can be counted.
Make a sentence of your own using these 2 classifiers, one sentence for each.
URp--PbMrq@sgNgVaoLlmIm@Igq "Mdq" KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq.

Pq@KhoIOuhLlp PbMrq@sgNgVaoLlmIm@Igq "@Ihm" KhoIfSgWhqK~WAhpJaoINubpWaqWUgo.
(2) Noun Phrases
The nouns which you have learned in Lessons 16-19 are listed below in categories to
facilitate your review. Read them aloud once, the teacher correcting any mistakes in
pronunciation. Make sure that you remember the meaning of each.
URp--PbMrq@sgNgNoQcmURpK~WNhSnWUgoWaq. Mrq@sgNgNoPemIOpOp URp@OpNoQc@KhoMrq@sgNg

ITgKhoPbMrq@sgNgIfMgnURpWAaIOuhKho.
Pcp@Lhq
NgpUpAv`
McmKe
@UapURp
MKgpMMrm
MUgp
WUvap
W@Vo
Im@Ocp
Im@doNoJh
ImMdqShm
ImOu`@eqWShm
ImMUgpF`
ImHpBbm
PcmFÀh
Fb@Ihm
WAub
ImTaImFrb/ImVfTa
EeMn@h
)
)
) People:
)
)
)
) Parts of body
)
)
)
) Disease and injury
)
)
)
)
) Time words
)
)
)
SanMRb/ImMRb
@Ihm
W@Scm@J`
@hm/Ja@hm
ImBhqAgp
)
) Miscellaneous
)
)
)
(3) Verbs
(a) Descriptive verbs. In the lst 4 lessons you have learned 6 new descriptive verbs
and a seventh which is a compound of 2 descriptive verbs which you had already
learned before, as below:
Cfq
Jb
Oh
EhqEcq
Nra
W`Lp
--OhJhp
----
CfqShq
---NraShq
--
SbWCfq
SbWJb
SbWOh
SbWEhqEcq
SbWNra
SbWW`Lp
CfqLlm
-OhLlm
-NraLlm
--
CfqLlmWShm
-OhLlmWShm
-NraLlmWShm
--
CfqCfq
JbJb
OhOh
-NraNra
--
@gmBhq - combination of verbs learned earlier

URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpINpWaqI@ugqOpI@ugq. Mrq@sgNgNoPem@PpI
NubpNubp, URp@OpNoQcqMrq@sgNgIOuhKho. Mrq@sgNgNoPemOpAfSbnSaLlp PbMrq@sgNgCcJbJhpIm@Igq
INubpSbWAhpJaoIBemKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. TaqKhoPbMrq@sgNgVeoLlm
@KhoIm@IgqIBemINubpIBemINubp@goBemKfoKhoUdWhqK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpW
AaKho.
(b) Action verbs. You have learned 14 new action verbs which take an object
(expressed or understood), as follows:
@hq(Im)
Re(Im)
Kg(WfoERap)
@ShpJhp(Im)
Jvf(Im)
Lhp(Im)
UepLhp(Im)
UoMeqLhp(Im)
OhoOpUepH`(Im)
@Lp(Im)/Kg@Lp(Im)
Edm(Im)
Bam(Im)
AhBn(Im)
@uo(Im)
You have also learned 6 new action verbs which do not take an object, as follows:
268
@do
Uhp/UhpUf
Nug
JdpNug
Cem
Vhp
And you have learned 3 helping verbs which are never used alone, but must always
be used in combination with some other verb, as follows:
Chq
Fb
Odp
URp--PbMrq@sgNgNoQcqURpSbIm@IgqSbWNhAgpINpWaqI@ugqOpI@ugq. Mrq@sgNgNoPem@PpI
NubpNubp, URp@OpNoQcqMrq@sgNgIOuhKho. Mrq@sgNgNoPemOpAfSbnSaLlp PbMrq@sgNgCcJbJhpIm@Igq
INubpSbWAhpJaoIBemKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq. TaqKhoPbMrq@sgNgVeoLlm
@KhoIm@IgqIBemINubpIBemINubp@goBemKfoKhoUdWhqK~WaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
Mrq@sgNgIfImPemIOpOpLlp URp@OpIfOpLlm@eqMrq@sgNg@KhoIOuh KhoPbMrq@sgNgIfMgnJvfURpW
AaKho.
(4) Interrogative Expressions

You have learned one new interrogative expression; i.e., K~SfpAhSfp, which is an
emphatic form of K~Sfp, meaning "How come?"
Make up a sentence of your own using this expression.
URp--PbMrq@sgNgVaoLlmIm@Igq "K~SfpAhSfp" KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@Igq

Kh@ugq.
(5) Idiomatic Expressions
You have learned one new idiomatic expression; i.e., TaqIm, indicating that without
the factor mentioned all plans or arrangements will fall through or cannot be carried
out.
Make up a sentence of your own using this expression.
URp--PbMrq@sgNgVaoLlmIm@Igq "TaqIm" KhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhpIm@IgqKh@ugq.

(6) Particles
In Lessons 16-19 you have learned 2 new particles, as below:
269
Lhp .
Kao Kao .
Make up your own sentences using these 2 particles, one sentence for each.
URp--PbMrq@sgNgVaoLlmIm@IgqWAhpJaoINubpSbWNhAgpWaqKhoUdCcnKhoWIm@IgqKpTfK~Ugo@@fJhp
Im@IgqKhNubp. IfSgIm@IgqAaNubpINubpK~WAhpJaoINubpWUgoWaqEem.
(7) Miscellaneous Expressions

You have learned 8 other expressions which don't fit into any of the above
categories, as below:
CpCp
JhOg
K~Ugo/K~Uho
@EhKh
ULn@e (2 uses)
I@oOp
OpNco
(W)Aub
Read the above expressions aloud, the teacher correcting any mistakes in
pronunciation, and make sure that you understand their use. Then using each one in
turn, make up sentences of your own.
URp--PbMrq@sgNgNoQcmURpSbIm@IgqSbWNhAgpINpWaq. Mrq@sNg gNoPemIOpOpLlp URp@OpNo

Qcm@KhoMrq@sgNgIThTaqKhoPbMrq@sgNgIfMgnURpWAaIOuhKho. PemTaqLlpPbMrq@sgNgVaoLlmIm@IgqWAhpJaoI
NubpKhoUdCcnWIm@IgqKpTfK~Ugo@@fJhpKh@ugq. PbMrq@sgNgIfSgIm@IgqFdHÌNubpOpINubpK~W
AhpJaoINubpWaqWUgoEoJhpSbWAhpJaoIcqSbW@Ibm.
20.2 ImWUhpSbW@hIEfo
(1) Practice reading the expressions below concentrating on the sounds indicated.
(1) URp--PbMrq@sgNgIfMgnURpWAaIThAaThIcqSbMrq@sgNgIfImOpOkuBeqIEfo.
B
ImBhqAgp
@gmBhq
BamLhpBam
SfqAhBn
ImBbmA`
ImHpBbm
MKgpMMrm
UoNra
C
CfqShq
VfChq
CpCp
PcmCemShq
CemCbCb
270
Wc
Pcp@Lhq
OpNcb
EhqEcq
W@Scm
(2) Below are some groups of words each one containing words which are it might be
easy to confuse with each other as far as pronunciation is concerned. In (a), (b), and
(c) note especially the tones; in (d) and (e) note both the tones and the consonants;
and in (f) note the vowels.
LhmNh
LhpAvf
LhqNo
@uhLhp
UepLhm
(b) @hqIm
@hAf
(c) TaqIm
TaIm
NgUpVhp
MrqVfChq
MChWgp
(e) VfShq
CfqShq
(f) IOuo
IOuio
(a)
(d)
(3) Practice reading the expressions below, first pronouncing the words the way they are
(3) URp--PbMrq@sgNgIfMgnJvfURpWAa. WAhpJaoITh NoJhpWhqK~SbSanMdqWUgo. PqKhoITh NoWhqK~Mrq@

EbmAgpNg@IgqImWUgo.
(1) E/@s
EeMn@h
EhqEcq
KgWfERa
EdmW@Scm
Beq@EhKh
(2) F/As
@hmFpPfmFho
IfFb@eq
ImTaImFrb
WFb@Ihm
(3) U/E
WUvapWJa
@Uap@Uh
ImMUgpF`
NgpUpAv`
UoNraKgpPo
@hqUdp@hqUo
271
UepLhpJhp@eq
UoMeqLhpIm
OhoOpUepH`
H`
ImUhpImUf
WgpULn@e
K~Ugo@UeJhp
(4) Q/z
QanQanJbJb
(5) T/vw
ImTaImFrb
ImVfTa
TaqImShq
(6) Who/Wgo, Whn/Wgn
OgoOpUepH`
K~Ugo@Vf
20.3 ImPbKhoImPqJvf, ImIep^cnPqMfrqJhpIm@Igq, ImUe@vmKhoImEaoFb
Review sections 1.3, 1.5, 1.8, 2.3, 2.4, 2.9, 2.10, 3.3, 3.5, 3.8, 4.3, 4.8, 6.3, 6.5, 6.7,
7.3, 7.4, 7.6, 7.9, 8.3, 8.8. 9.5, 9.8, 11.3, 11.8, 12.5, 12.7, 13.3, 14.3, 14.5, 14.8, 16.3,
16.5, 16.9, 17.3, 17.4, 17.6, 18.3, 18.5, 19.3, 19.5 and 19.8.
URp--@vm@K`@eq 16.3, 16.5, 16.9, 17.3, 17.4, 17.6, 18.3, 18.5, 19.3, 19.5, Kho 19.8.
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.
(Note: It is planned to compile the complete Vocabulary List from Say It in Karen
Books I, II, and III, both Karen-to-English and English-to-Karen, into a single bound
booklet, which will be available from the TBMF office for a minimal price.
Although it will not contain vocabulary which you have not been introduced to in
these 3 volumes, yet it may still be useful as a reference "dictionary."
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.
272
20.5 ImPqSg@LpKho@IgqMrq@Hh@ugnSbMrq@HhWVap
Review the new vocabulary which you have learned in 16.12, as well as any
expression which you have been learning to use as in 19.10.
URp--@vm@K`@eqIm@IgqWUhSbMrq@sgNgCcUepH`KpTfNfWPqSg 16.12 Kho 19.10 WA`.

(1) Review the conversations in 1.9, 2.11, 3.9, 4.5, 4.9, 6.9, 7.10, 8.5, 8.9, 9.3, 9.9, 11.3,
11.8, 12.5, 12.7, 13.3, 14.3, 14.5, 14.8, 16.7, 16.10, 17.9, 18.6, 18.9, and 19.9. 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
parts of the same characters, carry on your own conversation, changing and
expanding it within the limits of your vocabulary.
(1) URp--@vp@K`@eq 16.7, 16.10, 17.9, 18.9, Khb 19.9. ImPqSgUepINpWaqIIhqKhoIIhqLlp No

U@hhoWhqIThTaqKho PbMrq@sgNg@oObCnWSan.
@IgqU@hoImK~WKgWgpTfWUgoOpFpSfSgnIm@Igq ILhqKhoPqW`JhpIm@IgqIUeNfWUe.

NoWA` URp@OpNoJhpEem@hoMrq@IgqImWPaqK~UgoMrq@sgNg@UepH`TfMrqPIqIBq@IgqImSfp. Icq
NgEaoFbImWA` IOpPbMrq@sgNg@vmSbSanMdqOp. Mrq@sgNgEaoFbImUa@vmI@guq@guqPemI OpOpKhoU
TfIOpKaoOpPemWgpLlp
URp@OpNo@eqMrqAaBqWIm@IgqITh@KhoTaq
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
KgpXb, QIUepH`ShqIamSbLNgWgpMrfqBqSfp.
QNgWgpCcBqXfm, Kgp. WMhnPcpUbBq, WMhnAvÙbBq. LfPhp.
QfQImWgpSvamBqAhShPb. QImWMhnAvÙbBq, WMhnPcpIBq.
WLlpLImJhpMrmIBqBqSaXm.
Wcp, JhpMrmIBqSa. LfPhp.
QfQImJh
QImJhpMrmWMhnPcpAaBq, MhnAvÌBq, WLhmUOkuWgpKaoUbBqKao. KhKgpShq
IaamShnKhoUoIOuhPhp.
KhKgpKhKgpSfp. LNg@vmQNgOp@BeqXm.
W`Kb, WgpKaoPb IMqUbBqH`, @vmTfIBeqIBq @Beq@pIBqBqHbp.
LNgWgpIemKaoUbBqLlp, WPqSgImSb@sgMrfqBqShp.
WbpKb, QNgAvA`v AfWaqWTf@fImUdpImNuoW@sgURpIBq. QNgPcpIBqLlp@fU
273
A.
B.
RpPcp@vmMrqF`SbImF`Vap. PePemQNgAvÙKÌBqLlp, WTfPqSgIm@Nug

JhpSgpKaoILapShq. LfKpPhp.
S`, Kb, LfIBqLPqImUe,Kgp. QfKpLlp QNgAv`SbWP`WgpSaIBqLlp, WTfPq
WhpUepWImPq. WMcm@Kh
@KhoIBqLlp, WTf@fFpNg@hmNgW@UapURp.
PqKhoUbBqIBqLlp, WTfPqImSbImPq@vmMrqUvapMrqJaSbIF`Vap. PePem
QNgPcpUKÌBqLlp WTfEoJhp@f@sgURpPcpILapH`WaqShq.
W`S`S`, KgpXb, LfLPqImUeLlmQqIEfoKaoPb. MPemKhKgpShnMUoKc, ImIfW`
IfErqImWShmIWgpPb.
Pb.
Questions (ImUa@vm)
1. B IBqWNgAfSbnWgpMrfrqBqSfp. WMhnPcpWgpMrfqBq, WMhnAv`MrfqBqSfp.

2. A IAhWNgWgpMrfqBqSfp. WMhnPcpWgpMrfqBq, WMhnAv`WgpMrfqBqSfp.
3. A WNg 4 BqW@u`Llp JhpMrmSaTfqBqSfp.
4. B WNg 6 BqW@uÌAh JhpMrmSaMrfqBqSfp.
5. WTfUepAaKdp@Kh
p@KhKgpShnWUoLlp PgmMmAaAhSbn@OpOpWUoWPfnH` PIq
@OpOpWUoKaoSfp.
6. B WNgSbWWgpUOku 3 BqW@u`Llp PqSgKaoImSb@sgMrfqBqSfp.
7. B WNgWBqAaBqPqWhpImPqK~Sfp.
8. A Kho B WNgSbWJhpMrmSaIBqLlp PqWhpImK~Sfp.
9. WNgSbWWgpUOku 3 BqLlp PqWhpImK~Sfp.
10. Kho PemKhKgpShnWUoLlp MrqIfWÌfErqImWShm@WgpX`. OpP^cqSfp.

Mrq@sNg g@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
IOuh OpFpWWaqIOuhLlpURpPemBeqMrq@sgNgPemBeq@OpSf@eqIm@IgqMdbNubpMdqNubpFdIm@IgqW
BqSbMrq@sgNgPqSgIemSaTfLlpShq. IfSgU@goImK~WaqWUgo@goLaqKfoFdHÈrqUhWIhmMdq.
(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 next
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@sgNgIfQcqURpSbWImCfqPeIPem
274
ImWKgWaq. NfMrq@sgNgIfQcqURpWA`Llp IOpPbMrq@sgNg@vmShqWSanMdqOp. OpFpMrq@sgNgWAfFfo

PemWgpIAhLlp PbWKgoLlmW@ScmSbAfFfoWMdq. KhoIcqPemSbMrq@sgNgIfIm@IbmSaLlp PbW@Lp@eqW
@ScmSbAfFfoMdqLlp. NfMrq@sgNg@Lp@eqW@ScmWA`Llp Mrq@sgNgIfImPem@PpIMdqMdqLlp URp@Op
IfLlm@eqMrq@sgNg. Mrq@sgNgWAfFfoPemIWgpOpKho NfMrq@sgNgIfImWA`Llp Mrq@sgNgPemIf@PpIm@IgqW
UhpINubpNubpPemBeq PemIfIm@IgqIOpBemOp@ugqIIhqIhqPemBeq URp@Op@vfoLhpCnTf. IcqMrq
@sgNgIfIm@IbmSaLlp URp@OpIfOpLlm@eqMrq@sgNgSbIm@IgqSbWIf@PpTfUepINpKhoPbMrq
@sgNgIfMgnJvfURpWAaIOuhKho. TaqKhoURp@Op@vmMrq@sgNgWIm@vfo K~UgoMrq@sgNgPemUd@PpIm@Igq
INuubpNubpLlp URp@IfOpLlm@eqMrq@sgNg.
(4) It is strongly recommended that upon completion of this book 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 whom you do not know or at least with whom you
do not usually have occasion to converse. 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 ask in Karen
what it means and/or for examples of how it is used. 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 WTfUep@OpPq@vmShq@vmWUoK~Ugo

WTfUep@UepH`TfSbPemWTfUep@IgqMrq@HhW@ugnOpFaoW`SaSfp. ImPq@vvmShq@vmWaqPemTfMrq@sg
Ng@Op@IgqImKhoMrq@HhWBqIBqSbWTfUepI@IgqHh^cmImKhoWhqOpLlp QfmPaLao. ImSbQfmPa
LaoWIhmMdqWaqMrq@sgNg@OpUvhpLcnW@ScmSbAfEfoWMdq. Mrq@sgNg@OpUa@vmImIOuhOuhKho MrqIBqLlp
@Ua@vmImIOuhOuh KhoMrqAaBqSbn@@IgqU@goIm, OpFpMrq@sgNg@Op@IgqImW`LlmMrqWTfI
BqLlp. Mrq@sgNgPq@vmShqWUoPemTaqSaLlp VaoêlmAfEfoSbWKgoLlmOpMrq@sgNgKhoWTfIBq@IgqU@goImW
UhpWaq KhoPbMrq@HhWBqUbBq@Lp@vmIBqTaqIBq KhoEapHhpTfPemMrq@sgNgIBqKhoIBqLlpPemWTfUep@
IgqKhoLmMbmMrq@Hh@ugnOpFaaoW`FaoErqSfp. (ImUa@vm@vmImWKgWgpTfSbImPqSg 20 WaqWShmAa
Llp.) Mrq@sgNgPePemPaoYbpLRapOpCo Ja Oa WfP~ WfN~ (T.B.M.F.) Kho, PaoYbpWMrqVep@dpImOpCoIm
PqSg@ugnIBqLlp@PemMrqUco@ufqMrqUbBqSb@Op@Lp@vmMrq@sgNgWIm@IgqSbAfEfoWMdq.)
time to time as you learn more about the Karen customs in connection with gardens,
gathering, and non-medicinal plans.
The Cultural Assignments have been taken from material prepared by the Overseas
Missionary Fellowship copies of which were shared with the Thailand Baptist
Missionary Felloship some years ago. They have been adapted in these 3 books with
275
their kind permission. Altogether there are 70 such assignments (although every 5th
one is a review). You have been taken up through Assignment 16 (omitting the
reviews) in these volumes. It is planned to make the complete list available to you
under separate cover at minimal expense, and you are encouraged to get it and to
continue to work on gathering information on the various aspects of the culture of
the Karen people.
20.8 Suggestions for Further Study
20.8 ImVep@dpVepNoOpCoImPqSgFdH`WBem
This book is the last of the Say It in Karen series. Hopefully, you have now learned
most of the grammatical structures and much of the vocabulary that you will need for
general situations. From now on you will want to work especially on the expressions
needed for the particular area of your field of work (e.g., evangelism, Bible teaching,
health and medical work, agriculture, education, etc.), but you should continue also
to broaden your vocabulary and knowledge in other areas of life as well. Below are a
few suggestions concerning methods of study as well as suggestions concerning
literature available in Sgaw Karen.
(1) Suggestions concerning methods of study
(a) Actual participation in an activity. This is one of the best ways of learning the
language. Listen to directions given and note gestures which help indicate what is
expected as well as how others respond. The chances are that some expressions will
be used over and over, and hearing them in an actual context will help fix their
meaning in your mind. Don't bog things down by asking too many questions at the
time; rather participate as you can, and observe, making notes at the time or as soon
afterwards as possible, and then ask questions or discuss what you observed with one
of the leaders or some of the participants at a more leisurely time. Suggested
activities--spiritual retreats, social affairs (especially where games are played),
village trips, planting or reaping paddy or other crops, weaving, basketry, etc.
(b) Observing what people do, taking notes (and possibly photos), then asking
questions later to clarify what was being done and why and getting pertinent
vocabulary. Suggested occasions--the preparation of food for feeding a large group,
as at an association meeting or leadership training retreat; the building of a village
house, a religious ceremony or celebration, a wedding, feeding the pigs and chickens,
taking the cows and/or water buffaloes to graze, fishing, etc.
(c) Getting vocabulary for steps in a procedure as you did when learning about
brushing your teeth in 18.11 and 19.10. Review other suggested topics for this type
of learning suggested in 19.10.
(d) Discussions with Karen leaders and/or local villagers. These may be about some
aspect of their lives, about customs, happenings, things that you don't understand,
276
their perceived needs and things that they might do to help alleviate things for
themselves without outside help, or just showing an interest in them as people.
(e) Sample conversations. Get the teacher or someone else to write out an imaginery
conversation about some topic, similar to those in the Conversation Practice sections
near the end of each lesson in Say It in Karen. Then go back and underline all the
words and expressions you don't know, ask for the meaning and/or examples of how
the words are used, similar to the Pattern Sentences in Say It in Karen. Get them
recorded, as well as the conversation, so that you can listen to them over and over
again, and then make it a point to try to use the new expressions in actual situations
as much as possible.
(f) Studying the Bible. Even though the concepts in the Gospel of John and I, II, and
III John are often deep, yet these books are written with the simplest everyday
vocabulary of any of the books of the Bible. Of course, you will already know or can
get the meaning of the passages from an English translation of the Bible; but in order
to incorporate the new expressins into your repertoire, so to speak, you will want to
get many other examples of the use of each expression in everyday situations, and
then try to use them as much as you can. Most Christians still prefer the translation
of the Bible made by early missionaries in Burma because it is considered to be the
authentic (or at least traditional) translation to be used for worship and Bible study,
but it is not always easy to understand. For your purpose of getting the language,
you may find it helpful to compare this translation with the 2 newer translations of
ImUoAcW@EhpSbFb@IhmAfWaqWBhm
and
the
New
Testament,
called
SanImWbpShqShqWUhKho JÈaoJhpMwIbqSbAeA`W@ugn. Both of these are available from the
Thailand Karen Baptist Convention (TKBC--Northern Baptist Office, Box 95, 47
Tung Hotel Road, Soi 3).
(g) Study available literature in your field of interest. (See list of source materials at
the end.)
(h) Study folk legends, sermon illustrations, etc.
You may be able to make
recordings when they are being told, or you may want to study some that have been
put into writing or have been recorded by others, or you may be able to get someone
to write them out for you. (Note: The legends were originally told in poetical form
and there may still be some older villagers who can recite them. However, it is much
more difficult to understand the poetry than legends in prose form; so it is best to try
to get them to tell you the gist of the legends in story form. Later, when you are
more advanced, you may wish to study some of the poetry, although it no longer
plays a very important part in Karen culture in most places.
(i) Study the topics in the Cultural Assignments, this time discussing the topics with
Karens in their own language and getting the expressions pertinent to the topic. You
will probably want to review and develop the ones you have already taken notes on
in English. Then get the complete list of Cultural Assignments from the TBMF
277
office (form which you got the Say It in Karen language materials), and study the
remaining topics.
(j) Work on a project (e.g., preparing a devotional or sermon, or story, or the
directions for a game, or for a handwork project, or a lesson or workshop session in
connection with your work.
Note; In all of the above and any other types of study you do, keep the following bits
of advice in mind.
(1) As far as possible, practice using the new expressions that you learn over and
over again so that you won't forget them.
(2) Try to learn to think the way the people do, and use illustrations that they can
easily identify with. One of the biggest mistakes that foreigners tend to make is to
think up a message or story in English and then try to translate it into Karen. Even if
you get the vocabulary and grammar correct, it may still not be very meaningful to
the people if it is presented in terms of the way you think in your own language, or if
it refers to things or situations with which they are not familiar. Follow Jesus'
example--draw lessons from things that happen where you and the people are or
from things that they see everyday.
(3) Do not ask the Karens why they say things the way they do. They will probably
not know the answer since they have never studied their language but just picked it
up from hearing it. Rather, ask for many examples of the way it is used; then be a
detective and gradually you will be able to figure it out.
(2) Suggested Sources of Literature and Cassettes in Sgaw Karen
(a) Thailand Karen Baptist Convention (Northern Baptist Office, Box 95, 47 Tung
Hotel Road, Soi 3, Chiang Mai)--Bible, New Testaments in 3 translations, Bible
story readers for new literates, Karen hymnal, and a few other booklets on assorted
topics. The Christian Education department has children's Sunday School lessons,
and perhaps other materials as well (Daily Vacation Bible School materials?). The
Educational Resource Center at the Center for the Uplift of the Hill Tribes (CUHT),
at Huay Kaew, has a fairly wide variety of booklets, including Karen Theological
Education by Extension book, helps for pastors, etc. If the agricultural department is
still active, it may be that they will have some literature in connection with their
work.
(b) The Health Project for Tribal People ( ) has literature on the prevention of AIDS
and care of patients with AIDS which is illustrated and has been pretested to be sure
that people understand it; so there will be some general health information which
may be helpful. The literature is free. If you can find a copy of the Karen translation
of Where There Is No Doctor, this would be a good source book for health and
medical vocabulary. It is now out of print.
278
(c) The Overseas Missionary Fellowship (OMF--35/1 Doi Saket KaoRoad, Chiang
Mai) has primers and some other materials available, but they are not usually kept in
Chiang Mai but rather in the Omkoi area where their Karen work is.
(d) Summer Institute of Linguistics ( ) has about 100 booklets in Sgaw Karen,
including primers, folk legends, and a number of other topics.
(e) Voice of Peace Studios ( ). They have quite a few music tapes and also a few
tapes of discourses and sermons in Sgaw Karen. The one on the devil is very good
(called Pcp@hqSam). Voice of Peace can also inform you as to the station and time of
the FEBC daily broadcasts in Karen.
(f) It would be very helpful if you could find one of the older missionaries who has a
Karen-to-English dictionary which could be passed on to you. No copies have been
reprinted since World War II, and very few copies are still in use.
279
Appendix
Page No.
1. Sample Evaluation Form--English . . . . . . . . . . . . . . . . . . . . . . . . . . 281
--Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . .284
2. Vocabulary List--Karen to English. . . . . . . . . . . . . . . . . . . . . . . . . . 288
3. Vocabulary List--English to Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 304
4. Index to Word Usage and Grammar . . . . . . . . . . . . . . . . . . . . . . . . .335
280
281
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.
282
Weighting Table
Proficiency Description
Pronunciation and Accent

Grammar
Vocabulary
Fluency
Comprehension
(1)
0
6
4
2
4
(2)
1
12
8
4
8
(3)
2
18
12
6
12
(4)
2
24
16
8
15
(5)
3
30
20
10
19
(6)
4
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 Book II was probably more accurate since the student carried on a
conversation with someone other than the teacher, yet it was with someone with whom
he/she had frequently conversed already in the past. At the end of this book, Book III, the
student is expected to carry on a conversation with someone 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.)
283
ImPq@vmWKg
ImPq@vmOpCoImPqSgMrqW@ugnLlp IK~UgoKhoImPq@vmWBcqWBqOp. Mrq@sgNg@IgqTfOpFaoW`
FaoW`Llp
IOpKvoLlmSbWNho* SbWLlmOpTfSbURpWImUa@vmKhoMrq@sgNgWImEaoFbOp. PePemIAh @vmSb
Mrq@sgNgW
ImUeImOpKpTf 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@boTfOp
TfKhoMrq@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
SbIf
ImW@ScmIOpOpWCg MrqSbW@LpImIBqLlpIOuhOuhLmMbmTfSbWIfImWBqIPaq KhoIOuhOuhFg
@PgpSbWIfImIOpBemOp@ugqOpLlpShq.
(4) Mrq@sgNgIBqWaq@IgqImW@ScmUhpShqBnK~UgoSbMrqJaaBcq@hmBq
KhoOpIOuhOuhImW@ScmUhpIOp
Op OpFpI@fJhpIm@hImAfSbMrq@LpImNgWBhmOp.
(5) Mrq@sgNgIBqWaq@IgqImW@ScmUhpSbWIOpOpLlpIWgpOp OpFpWTfPem@IgqImLlp MrqUep
H`SbIPemWLhm@EmW@ugnKpTfOp.
(6) Mrq@sgNI
g BqWaq@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 LmMbm
Tf@hKgpPo.
(3) Mrq@sgNgIBqWaq@IgqImIOpBemOp@ugAfWaqAfWaqWCg OpIOuhOuhKco@fJhpIm@hImAfKhoIm UoWeLl
SbMrq@LpImWBhm, KhoMrq@LpImLmMbm@PpTfUeLlpShq.
(4) Mrq@sgNgIBqWaqOpIOuhOuhIfJhpIm@IgqIOpBemOp@ugqOp OpFpI@fJhpIm@hImAfSbMrq@
LpImNgWBhmOp. Mrq@LpImNgLmMbmTf.
(5) Mrq@sgNgIBqWaq@IgqImIOpBemOp@ugqJfErqErqNgLlpShq. I@fJhpIm@hImAfSbMrq@LpImWBhm
Op.
(6) Mrq@sgNgIBqWaqIfIm@IgqIOpBemOp@ugqOpIW`LlmAaOuhNfSbMrqPq@vmWhqIOuhWaqWA`..
*WNhoLlp
WAhMHhSb "marks,
grade;" Thai
; Burmese WPrI~.
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) OpIOuO
h uhMrq@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
285
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@ugqSbImShmShqVgSbEcJI
vf MqWaq@go@ugqKfoPemTaqSaKho
MnNrgpWhqAfSbn.
ImMnNu`JhpImUeImOp
1. Im@IgqWUhpKhoIm@ScmShqFh
2. ImUdIm@IgqOpBemOp@ugq
3. Im@IgqWNubp
4. @IgqImUe@IgqImOue
5. ImUepH`LmMbm
ImJgp@vmImLmMbm
(1)
(2)
(3)
0
6
4
2
4
1
12
8
4
8
2
18
12
6
12
(4)
(5)
2
24
16
8
16
3
30
20
10
20
AfSbn
4
36
24
12
24
(6)
_____
_____
_____
_____
_____
_____
@vm@vm--WNhoSbMrq@sgNgIBqKhoIBqLlmOpTfSbImPq@vmSbSanWAhpJaoIOepW@IbmLlp MPem@vm
SbImPemImIhLlp Mrq@sgNgLlmOpWNhoW`LlmKaoImUeImOpKpTf PemSbURpSbWIfU@goImKhoMrq@sgNgLlp
UepH`TfSbMrq@sgNgIBqLlpPqSgOpIemSaIm@IgqWÈrqMrfqSfpKhoLmMbmIm@IgqWAueWLhmK~Sfp. PePemWNho
SbMrq@sgNgLlmOpTfSbImPq@vmSbSanAaOepIOepWMdqLlp @OdoSbImPemImIhWÌEfo PemSbMrq
@sgNgIfU@goImKhoMrqWBqIBqSbIPemWURpKpTfOp. OpFpPemKaoMrqSbMrq@sgNg@IgqU@goImKhoWhq
IOuhOuhSbWMdq@vanEem@hoLlp. IccqMrq@sgNgPqSgSanLhmBam 3 IOepWaqPem@IbmSaLlp MFbSbWTfUep@@
IgqU@goImKhoMrqBcqMrqBqSbWTfI@IgqHh^cmImKhoWhqIBqNfWKgo@vmWImUeImOpSbMrq@HhW@ugnLlp.
PemPqK~LlpKho WNhoSbMrq@VepWhqLlp@PemWNhoSbWPemWIhShq.
286
English to Karen Expressions Introduced in Say It in Karen, Book III

(Note: All verbs re listed as infinitives; e.g., "to marry," to be light, buoyant"
English
"Huh;" grunt of response when called to

"It's all right with me (if you go)."
"It's too bad that "
"What about . . .?"
"Youngsters . . ." (referring to persons of any age
much younger than the speaker)
A long time ago
About
Affair(s)
Afternoon
Although
Auto(es)
Auto, a
Auto, one
Beginning from the time mentioned
Bicycle(s)
Blood
Bottle of oil or fat, a
Boy, unmarried, young, a
Bundle(s), wrapped, classifier for
By any chance
Car(s)
Car, a
Car, one
Cart(s)
Cart, a
Cart, one
Celebration(s), classifier for
Classifier for celebrations
Classifier for feasts
Karen
Lesson
Vc
LSfqKbSfqHbp
LoKgp
Php
NgUpVg
11.1
SbMubq
Pcp@Lhq
14.1
A.L.(ARanWLap)
CpCp
WBemW@ugq
PcmCemShq
ULn@e
UgSep
UgSepIFg/UgSepIAgp
UgSepIFg/UgSepIAgp
SaqSaq
SepQhm
Uvap
UgI@g
NgpUpAv`
LhpAvf
Ogp
OpNco
UgSep
UgSepIFg/UgSepIAgp
UgSepIFg/UgSepIAgp
Sep
SepIFg
SepIFg
Pdo
Pdo
Pdo
12.2
2.8(5)
14.1
4.1
1.1
19.1
17.1
2.8(4)
19.1
18.1
13.1
13.1
13.1
14.1
13.1
16.1
13.1
19.1
19.1
7.1
19.1
13.1
13.1
13.1
13.1
13.1
13.1
4.1
4.1
4.1
Classifier for festivals

Classifier for kerosene tinsful/cansful of anything
Classifier for wrapped packages, bundles, etc.
Concerning
Crowd of people
Day (as compared to night)
Definitely so
Empty 5-gallon kerosene can/tin
Enough
Especially
Even though
Fat
Feast(s), classifier for
Festival(s), classifier for
Firewood
For her
For him, her, it, them
For it
For them
Formerly
Gender in animals, particle indicating
God's Word
Government official(s)
Governor(s)
Grain
Grass
His/her/its/their back
His/her/its/their back side
Hoe (instrument for chopping up the ground)
Humorous
Husband
results in a feeling of /WnoLnIQ~.
Idiomatic expression indicating that if the factor
mentioned is missing, the plans cannot be
carried out.
Pdo
Mao/Jp
Mdq
Mbq
Ogp
OpCo(Kho)
PqK~Shp
PqShp
MrqBhmPcm
PcmF`(Ah)
UMrmIbm/UMrm@Ibm
Mao/Jp
Sb
ShqFhKpIm
ULn@e
Ugg
Pdo
Pdo
UkpPcp
SbWBhm
SbWBhm
SbWBhm
SbWBhm
SbMubq
Pgm, N`
QvqW@ScmW@ J`
MKgpMMrm
MKgpMMrm
OcAuac
Lhp
WAub
WAub
LhpNuo
ShqLaq
Tq
KhP`Tq/KhPgqTq
U@doU@do
TaqIm
305
4.1
12.1
16.1
11.1
7.1
3.1
2.1
2.1
6.1
12.1
14.1
12.1
2.1
7.1
18.1
13.1
4.1
4.1
9.1
2.1
2.1
2.1
2.1
14.1
6.1
18.1
16.1
16.1
11.1
12.1
19.1
19.1
19.1
14.1
3.1
3.1
3.1
19.1

pregnant
In
In connection with
Instrument for chopping up the ground
Instrument for counting
Instrument for pushing things like stones or refuse
Instrument for sweeping
Instrument to perform the act indicated, particle
indicating
Jar of oil or fat, a
Kerosene tinsful/cansful of anything, classifier for
Large earthenware pot used for making liquor
Last year
Last year
Last year
Lest
Letter(s)
Likewise
Lung(s), the
Magistrate(s)
Man who is married or has been married; term
used to refer to one's husband when speaking
to someone else, a
Maybe
Multitude of people
Northern Thai
Oil
Outside
Package(s), wrapped, classifier for
Paddy
Paddy seed(s)
Pan(s)
Parent(s)-in-law
Particle indicating a defensive statement;
Particle indicating a definite positiveness in light of
specific circumstances
Particle indicating a question expecting a negative
or affirmative answer where the speaker had
thought that things would be other than stated
but sees indications that he/she might have
been wrong.
Particle indicating a rather chiding emphasis
306
UbJhpW@cNg@ap
8.1
W@u`
OpCo(Kho)
LhpNuo
LhpBam
LhpFhp
LhpAvf
Lhp .
9.1
UgI@g
Mao/Jp
PhSh
PD`@bn
PD`(ILap)
PVg(ILap)
OpNco
SanMRb
ULn@e
MUgp
MKgpMMrm
NcMrm
13.1
OpIOp
MrqBhmPcm
Qgq
LhpBam
Ug
WAub
Ogp
Oc
OcAua
UMbq
PaqMrm
Lfp
Lfp
8.1
^c/^cq
2.1
Lfp
7.1
3.1
19.1
19.1
19.1
19.1
19.1
12.1
11.1
12.1
12.1
12.1
19.1
18.1
18.1
17.1
16.1
2.1
6.1
7.1
19.1
13.1
19.1
7.1
3.1
11/1
11.1
1.1
1.1
7.1
Particle indicating an instrument to perform the act

indicated
Particle, intensive
People, crowd of, a
People, multitude of, a
People, poor
People, rural
Perhaps
Person(s), poor
Place(s), classifier for
Poor person(s)
Poor, the
Pot(s)
Pot(s), curry
Pot(s), earthenware
Pot(s), rice
Pot(s), water
Pots in general
Potsful of something, classifier for
Protractedly
Really
Really
Ruler(s)
Rural people
Salary(salaries)
Scar(s)
Since
Son(s)-in-law
Spoken word(s)
Suddenly
Taking up and putting down the feet one after
another as in walking
Term of endearment, similar to "Honey" or
"Darling" (used mostly by women)
Thai, Northern
The abdomen(s)
The bark of a tree
The Bible
307
Lhp .
19.1
Pgm
N`
Sfn
MrqBhmPcm
MrqBhmPcm
MrqAgNg/MrqAgAgpNg
OpIOp
Mdq
MrqNrhpNgQnNg
UMbq
UMbqN`
UMbqVhpAgp
UMbqPgm
UMbqJa
UMbqPhSh
Mbq
QanQanJbJb
UMrm@Ibm
UMrmIbm
MKgpMMrm
MrqAgNg/MrqAgAgpNg
OdoSf
Ou`@eqWShm
SaqSaq
Pn
VaVa
VbVbXhm
W@Scm
tN`
VoJvfWAhp
6.1
LhmBeqSbn
9.1
Qgq
VbNb
UepWOep
QvqW@ScmW@J`
7.1
6.1
9.1
6.1
6.1
13.1
7.1
8.1
13.1
16.1
13.1
13.1
11.1
11.1
11.1
11.1
11.1
11.1
11.1
16.1
14.1
14.1
16.1
7.1
13.1
16.1
14.1
1.1
4.1
4.1
18.1
3.1
17.8(2)
11.1
9.1
18.1
The cleared areas around the houses as well as

the paths in a village
The cotton plant
The whole village (figuratively)
Time, ago, a long
Time, very long in
Times, ancient, in
To a proper or normal degree
To act in an unseemly manner
To adjust
To announce
To appoint a time
To appoint a time
To apportion
To arrange
To arrive at
To associate with
To be ashamed
To be aware of distention from gas in the abdomen
To be bashful
To be broken into pieces
To be buoyant
To be careful
To be cautious
To be complete
To be complete
To be different
To be different from (something else)
To be different from each other (wf)
To be diffident
To be distressed
To be distressed
To be distressed in spirit
To be domesticated
To be elderly
To be elderly
To be fortunate
308
VapSeqMdq
3.1
Of
VapSeqMdq
SbMubq
QanQanJbJb
SbMubq
OpKo(@gnNg)/OpKo(@hn
Ng)
Pq@Shn@SnIm
Uco@ufq
OgoOpUepH`/OhoOpUep
H`
UepLaqNoUh
UepPcmLaqNoPcmUh
Lhq(Im)
Uco@ufq
Mbm(Jhp)
Re(Im)
PfnFro
VbNbJhp
PfnFro
UepNo
Nra
MShmUo
MShmUo
Muh
Mrfq
SbMrfq
ShqFh
ShqFhLlm
ShqFhSgnWUo/ShqFh
ShnWUo
PfnFro
Uo@gm
Udp@gmUoBhq
UoNrhp
Or`
Mrm
UoMrm
Php/PhpUhh
11.1
3.1
14.1
16.1
14.1
9.1
8.7(7)
3.1
18.1
4.1
4.1
14.1
3.1
3.1
16.1
8.1
11.1
8.1
11.1
17.1
9.1
9.1
3.1
2.1
2.1
7.1
7.8(4)
7.8(4)
8.1
18.1
18.1
13.1
8.1
2.1
2.1
14.1
To be free
To be free
To be friendly with
To be fulfilled
To be full
To be funny
To be hard up
To be hard up
To be in adverse circumstances
To be light
To be light-hearted
To be like
To be lucky
To be mature
To be mature
To be mirthful
To be miserable in spirit
To be necessary
To be necessary to hire workers
To be of moderate means
To be old (refers to humans)
To be old (refers to living beings)
To be old, very
To be on agreeable terms with
To be particular
To be perfected
To be poor
To be possessed of supernatural attributes and
powers
To be pregnant
To be prudent
To be separate
To be sharp, as pain)
To be shy
To be shy
To be special
To be split
To be sufficient
To be tame
To be torn
309
Or`
UOku
Re(Im)
SbMrfq
Mrfq
ShqLaq
PqPcmFepWhpPcmBhq
PqSbBhqWhpSbV`
Nrhp/NrhpQn
Nra
UoNra
ShqBn
Php/PhpUh
Mrm
UoMrm
UoNra
UoNrhp
SgpOp(Im)
OpPbWhpOp
PqEemWhpEem
UoMrm
Mrm
MrmUCfo
Ngo/Nho
Sdp(Im)
SbMrfq
Nrhp/NrhpQn
Mrgq
8.1
UbJhpW@cNg@ap
MShmUo
KhKgpSgnUo/KhKgpShUo
ShqFh
Lo
PfnFroUe
PfnFroUe
ShqFh
UepNo
Sb
Or`
Qn
8.1
9.1
16.1
2.1
2.1
14.1
2.8(15)
2.8(15)
13.1
17.1
17.1
8.1
14.1
2.1
2.1
17.1
13.1
1.2
7.8(3)
2.8(15)
2.1
2.1
2.1
4.1
1.1
2.1
13.1
4.1
9.1
1.1
7.1
9.1
8.7(9)
8.7(9)
7.1
11.1
2.1
8.1
13.1
To be unconscious
To be unencumbered
To be uninhibited
To be very mature
To be very old
To be well off
To be wild
To be worried
To be worried
To begin some creative project
To build something
To cease breathing
To clamor
To clamor
To clear a field
To complete
To cry
To cure
To cure
To dare to do
To die
To distribute
To distribute
To divide
To divide and give
To do with (or for) someone else something he/she
could not easily do (or should not do) alone
To do wrong
To embarrass someone
To feed (refers to animals)
To feed (refers to human beings)
310
IUepLhpShqWUoO/
UOku
Or`
UoMrmUCfo
UoMrmUCfo
PqUeWhpOp
Paq
Uo@gm
Udp@gmUoBhq
Oh
UbJhp
OrgoJhp/OhhroJhp
Orh(Im)
Ta
17.1
Ua
Uf
UhpUf
NfoCco
PqMuhIm
VfChq
PqMrfq(Im)
Vhp
PqOu`(Im)
QÒu`(Im)
Odp
Ua
Lhq(Im)
LhqShq(Im)
Lhq(Im)
LhqVep(Im)
LhqNo(Im)
Qcq
6.1
Pq@PpIm
NrfpShq(Im)
OrfpShq(Im)
Qhq(Jhp)
PqPfnFro
Ocp(Whp)
ScmWhp(ScmWh)
11.1
9.1
8.1
2.1
2.1
2.1
14.1
18.1
18.1
17.1
8.1
8.1
7.1
4.1
18.1
18.1
11.1
3.1
19.1
2.1
19.1
16.1
16.1
19.1
6.1
14.1
14.1
14.1
14.1
14.1
4.1
11.1
11,1
13.1
8.4(5)
6.1
6.1
To fill
To follow after someone
To forget
To get married
To get service from
To graduate
To happen to do
To have a preference
To have a quality which makes one want to carry
out the action indicated.
To have a smell or odor
To have a supernatural presence with one, as God
with His people
To have abdominal pain
To have diarrhea
To have harmonious relations with (indicates an
absence of negative factors which would
destroy harmony) (sf)
To have harmonious relations with each other
To have labor pains
To inform
To instruct
To labor
To laugh
To live from hand to mouth
To make a hole through something
To make a lot of noise
To make an appointment
To make an error or mistake
To make known
To make known
To mark for future recollection
To marry a couple
To mount
To move, as a thing for a short distance
To need
311
PqMrfq(Im)
MgnJvfWAa/MhnJvfWAa
UoMeqLhp
NuhWUo
LlmPbWhpOp
Nug
OpNco
VbNbVoJhp
Sdp(Im
Shq .
2.1
Lb
Mrgq
9.1
VbNbF`
VbNbVoBhq
Ngo/Nho
11.1
NgoSgnWUo/NhoShnWUo
VbNbF`
OgoOpUepH`/OhoOpUep
H`
UgpSg(Im)/UgpSgUhSg
(Im)
PqUa(Im)
NaoImPqIm
Laq
PqSbBhqWhpSbV`/PqPcm
FepWhpPcmBhq
PqJdpNugIm
Uf/UhpUf
Uhp
UepLaqNoUh
Pq@PpIm
OgoOpUepH`
OhoOpUepH`
PqLhp(Cn)Im
Nuh(Im)
Kho(Im)
Uco
SgpOp(Im)
4.1
17.8(2)
17.1
4.1
7.1
19.1
19.1
11.1
1.1
14.1
4.1
11.1
4.1
11.1
18.1
13.1
6.1
9.1
14.1
2.8(15)
19.7(7)
18.1
18.1
4.1
11.1
18.1
18.1
17.8(1)
4.1
13.1
3.1
1.2
To nourish (refers to animals)

To nourish (refers to human beings)
To pass through
To perceive the odor of anything
To perform a marriage ceremony
To plant something
To put forth great effort
To raise
To raise (refers to human beings)
To reach to
To read after someone
To recall something which had been previously
forgotten
To reciprocate
To recover or get well from an injury or disease
To remember
To remove, as a thing for a short distance
To repair
To repay
To resemble
To retaliate
To set a day
To share
To show up
To sing after someone
To smell fragrant
To smell like acid
To smell like something in a state of fermentation
To smell like urine
To smell sweet
To smile
To sniff something
To take grazing animals out to graze
To take heed to one's self
312
Ocp(Whp)
ScmWhp(ScmWh)
Lhp
Nug
Lb
Nuh(Im)
Udp(Im)UdpImNuoIm
U@doU@do
Ocp(Whp)
ScmWhp(ScmWh)
Mbm(Jhp)
NoJvfWAa
UepLhpJhp@eq
6.1
VepFb(Im)
Ou`(@eq)
UepLhp
Uco
Orh@eqIm/OrhBeqJhp@eqIm
VepFb(Im)
ShqBn
Mn@hq
PqFb(Im)
NraShq(Im)
Qcm
UepLaqNoUh/UepPcmLaqNoPcm
Uh
LhqVep(Im)
Mbm(Jhp)
UoTapJvfWAa
LbPd/PbPdLbFhr
LbFap
LbFapOh
LbFap
LbTapLbFb
LbUWap
LbPd/LbPdLbFrh
Laq
Lb
ScmWhp(ScmWh)
MShmUo
18.1
6.1
17.1
19.1
9.1
4.1
12.1
3.1
6.1
6.1
3.1
17.8(2)
17.1
16.1
17.1
3.1
7.8(2)
18.1
8.1
16.1
18.1
11.1
7.1
4.1
14.1
3.1
17.8(2)
9.1
9.1
9.1
9.1
9.1
9.1
9.1
14.1
9.1
6.1
9.1
To teach
basket, hole, etc.
To treat
To treat
To use
To vomit
To vomit into a container or onto the ground
To wake up
To weep
To work
To wrap, as in a leaf, etc.
Tree
Tree leaf/tree leaves
Tree, a
Truly
Variant of Pem
Very long in time
Voice(s)
Wage(s)
Wages
Water buffalo(es)
Weeds
Wife(wives)
Woman who is married or has been married; term
used to refer to one's wife when speaking to
someone else, a
Wood
Word, God's
Year, the whole
Young unmarried boy, a

A swidden field
313
UgpSg(Im)/UgpSgUhSg
(Im)
Oco(Im)
13.1
PqOu`(Im)
QÒu`(Im)
Ud(Whp)(Im)
Orgo/Orho
OrgoShq?OrhoShq
Mbm(Jhp)
Vhp
NaoImPqIm
Ogp(Im)
PgmScmMmSm
Uep
UepSp
UepIJdp
UMrmIbm/UMrm@Ibm
Pe
QanQanJbJb
W@Scm
OdoSf
Sf
MLm
Lhp
P`
PcMrm
16.1
Uep
QvqW@ScmW@J`
SdqILap@ubq
NgpUpAv`
McmKe
9.1
LSfqKbSfqHbp
LoKgp
CcoIShm
2.8(5)
14.1
16.1
8.1
8.1
8.1
3.1
19.1
9.1
7.1
7.1
9.1
9.1
9.1
14.1
1.1
16.1
18.1
13.1
13.1
6.1
12.1
3.1
2.1
18.1
14.1
19.1
18.1
14.1
11.1

About
Affair(s)
Afternoon
Agriculture
All right
Although
Always
Among
Amphur
Animals in general
Anniversary(anniversaries)
Any ,
ever; whether or
Any .
Anyone
Approximately
Approximately the same in terms of some quality
As
Auto(es)
Auto, a
Auto, one
Bag
Barking deer
Beginning from the time mentioned
Bicycle(s)
Blood
Bottle
Bottle, a
Bottle of oil or fat, a
Boy, unmarried, young, a
Briefly (shorter than IEgmNg)
Bull
Bundle(s)
Bundle(s), wrapped, classifier for
Business
By
By any chance
By means of
314
A.L.(ARanWLap)
CpCp
WBemW@ugq
PcmCemShq
ImUdpImNuo
@EhKh
ULn@e
JhOg
@u`
@hmFp
FpNg@hmNg
Fb@eqWShm
Beq Beq
Beq Beq
IBqBeqIBqBeq
ImPaqSn
CpCp
INoUgoUgo/INoUhoUho
K~ WUgo/K~ WUho
UgSep
UgSepIFg/UgSepIAgp
UgSepIFg/UgSepIAgp
Jbp
IqVg
SaqSaq
SepQhm
Uvap
@g
@gINubp
UgI@g
NgpUpAv`
IOuo
LhpAvf
@uhmN`
ImOgp
Ogp
ImBemIm@ugq
AhNug
OpNco
AhNug
12.2
17.1
2.8(4)
19.1
12.1
18.1
18.1
17.1
9.1
19.1
14.1
18.1
7.1
7.1
7.1
14.1
17.1
3.1
6.1
13.1
13.1
13.1
13.1
14.1
14.1
13.1
16.1
13.1
13.1
13.1
19.1
18.1
19.1
6.1
7.1
7.1
2.1
19.1
19.1
19.1
Car(s)
Car, a
Car, one
Cart(s)
Cart, a
Cart, one
Cattle
Celebration(s), classifier for
Changwat
Chemical(s)
Chilliness
Church elders
Clan(s), classifier for
Clans, two
Classifier for celebrations
Classifier for clans
Classifier for families
Classifier for feasts
Classifier for festivals
Classifier for junctures
Classifier for kerosene tinsful/cansful of anything
Classifier for ladders
Classifier for stairs
Classifier for things occurring in a series
Classifier for things which don't fit into the category
for any other classifier
Classifier for time periods
Classifier for tribes
Classifier for vehicles
Classifier for wrapped packages, bundles, etc.
Coarse flour made from uncooked rice by roasting
and then pounding
Cold, the
Collective body
Concerning
Condition characterized by slight, intermittent
fever, aching all over, and intermittent feeling of
chilliness
Continually
315
UgSep
UgSepIFg/UgSepIAgp
UgSepIFg/UgSepIAgp
Sep
SepIFg
SepIFg
@uhm
Pdo
@hmRep
@Uap/@Uap@Uh
ImBbm, ImBgm
ImWgpNrgpUoMrm
Kdp
AaKdp
Pdo
Kdp
Kdp
Pdo
Pdo
@Ihm
Mao/Jp
Fg
Mdq
Mbq
Fg
Fh
A`
13.1
@Ihm
Kdp
Fg
Ogp
Cbp
18.1
ImBbm/ImBgm
BhmPcm
OpCo(Kho)
Im@Ocp
17.1
IOgQdmCh
PqK~Shp/PqShp
13.1
13.1
13.1
13.1
13.1
13.1
6.1
4.1
19.1
16.1
17.1
2.8(13)
2.1
2.1
4.1
2.1
2.1
4.1
4.1
18.1
12.1
1.1
16.1
11.1
1.1
1.1
7.1
2.1
1.1
7.1
3.1
6.1
3.1
16.1
2.1
Country
Country, a
Couplet(s) (i.e., paired words)
Cousin(s) in general; male cousin(s) in particular
Cow
Cow
Crowd of people
Daughter(s)-in-law
Definitely so
Delineated space or area, a
Distress
Distressful things
District
Doctor(s)
Empty 5-gal. kerosene tin/can
Enough
Error(s)
Especially
Even though
ever
ever
Exaggeration used as a warning that the one
spoken to had better be careful
Families, two
Family(families), classifier for
Fat
Feast(s), classifier for
Female cousin(s)
Festival(s), classifier for
Field(s), swidden
Field, swidden, a
Field, swidden, one
Firewood
Flock, a
Flock, one
Floors, two
For a brief time (shorter than IEgmNg)
For her
For it
316
Ja@hm
@hm
Im@IgqKhPgmN`
IAv`
@uhm, @uhmPgm
@uhmPgm
MrqBhmPcm
Kfp
PcmF`(Ah)
UMrmIbm/UMrm@Ibm
@hm
Im@gmImBhq
Im@gmImBhq
@hmFp
@UapURp
JoT`Kb/Mao/Jp
Sb
Im@Pp
ShqFhKpIm
ULn@e
Beq Beq
Beq Beq
I@fSbqOp
19.1
AaKdp
Kdp
Ug
Pdo
IAv`Pcp
Pdo
Cco
CcoIShm
CcoIShm
UepPcp
IBhm
IBhm
AaFh
IOuo
SbWBhm
SbWBhm
SbWBhm
2.1
19.1
6.1
1.1
6.1
6.1
6.1
1.1
1.1
14.1
19.1
18.1
18.1
19.1
16.1
12.1
2.1
11.1
7.1
18.1
7.1
7.1
14.1
2.1
13.1
4.1
1.1
4.1
11.1
11.1
11.1
9.1
4.1
4.1
1.1
18.1
2.1
2.1
2.1
For them
For someone
Forbearance
Formerly,
Fortune
Gender in animals, particle indicating
Germ(s)
Go-between for prospective mates (female)
Go-between for prospective mates (male)
God's Word
Government official(s)
Governor(s)
Grain
Grass
Great quantity, a
Harmoniously
Harmony
Head of house
Hen, mature (maturity being indicated by starting
to lay eggs)
Herd, a
Herd, one
His/her/its/their back, back side
House , head of
House, owner of
How come ? How on earth ?
"Huh," grunt of response whena called to
Humility
Humorous
Husband
results in a felling of /WnoLnIQ~
mentioned ismissing, the plans cannot be
carried out.
Idiomatic expression meaning that person is
pregnant
Iguana(s)
In
In connection with
317
SdWBhm
Bhm
ImFhpShqUo
SbMubq
ImTaImFrb/ImVfTa
Pgm, N`
ImF`WCm
EhISgmPgm
EhISgmMm
QvqW@ScmW@J`
MKgpMMrm
MKgpMMrm
OcAua
Lhp
BhmPcmH`
CdCdNgoNgo/CdCdNhoNho
ImCdImNgo/ImCdImNho
Kbo@Em
FhPgmMrm
2.1
IBhm
IBhm
WAub
LhpNuo
Kbo@Em
Kbo@Em
K~SfpAhSfp
Vc
ImFhpShqUo
ShqLaq
Tq
KhP`Tq/KhPgqTq
U@doU@do
4.1
16.1
TaqIm
19.1
UbJhpW@cNg@ap
8.1
IAdo
@u`/W@u`
OpCo(Kho)
3.1
2.1
1.1
14.1
16.1
6.1
17.1
2.1
2.1
18.1
16.1
16.1
11.1
12.1
6.8(5)
4.1
4.1
6.1
2.1
4.1
19.1
19.1
6.1
6.1
11.1
1.1
14.1
3.1
3.1
3.1
9.1
3.1
In order to
In the midst of
Incision(s)
Information
Insect (used to denote any kind of insect when the
name is not known)
Instrument for chopping up the ground
Instrument for counting
Instrument for sweeping
Instrument to perform the act indicated, particle
indicating
Iron (metal)
Jar of oil or fat, a
Juncture, a
Karen basket which is suspended on the back
from the forehead to carry burdens
Karen carrying-basket, a
Kerosene tinsful/cansful of anything, classifier for
Labor
Ladder(s)
Ladder, a
Ladders, classifier for
Land in distinction from water
Lard
Last year
Lest
Letter(s)
Levels, two
Like
Likewise
Lord
Luck
Lung(s), the
Magistrate
Malaria
Male cousin(s) in particulr
Man who is married or has been married
318
K~Ugo/K~Uho
@u`
ImMdqShm
ImBemIm@ugq
ImNgCm
17.1
LhpNuo
LhpBam
LhpFhp
LhpAvf
Lhp .
19.1
Jo
LSfqKbSfqHbm
LoKgp
UgI@g
@Ihm
@c
12.1
@cIKc
Mao/Jp
ImNaoImPq
Ch
ChIFg
Fg
Ag/AgAgp
JgoUg/JhoUg
PhSh
PD`@bn/PD`(ILap)/PVg
(ILap)
OpNco
ImMRb/SanMRb
AaFh
K~ WUgo/K~ WUho
ULn@e
@Em
ImTaImFrb/ImVfTa
MUgp
MKgpMMrm
ImHpBbm/ImHpBgm
IAv`
NcMrm
9.1
16.1
2.1
17.1
19.1
19.1
19.1
19.1
2.8(5)
14.1
13.1
18.1
8.1
8.1
12.1
9.1
1.1
1.1
1.1
7.1
13.1
11.1
12.1
19.1
18.1
1.1
6.1
18.1
6.1
16.1
17.1
16.1
17.1
1.1
2.1
Master
Matter(s)
Maybe
Meat (in general)
Medicine(s)
Metal in general
Mistake(s)
Multitude, a
Next year
Next year
Next year
Northern Thai
Not nearly
Not nearly used up
Not only but also
Not very
Oil
One Karen carrying basket
One swidden field
Open space or field in a village where people can
gather
gather
Outdoors, the (in general)
Outside
Outside, the
Owner
Owner of house
Package(s)
Package, a
Package, one
Package(s), wrapped, classifier for
Paddy
Paddy seed(s)
Pahk
Pan(s)
Parent(s)-in-law
Particle indicating a defensive statement;
319
@Em
ImBemIm@ugq
OpIOp
ImNaoImHp
@Uap/@Uap@Uh
Jo
Im@Pp
BhmPcm/MrqBhmPcm
AfD`(ILap)
AfHÌLap
AfPVg(ILap)
IPaqBeqIPsgBeq
Qgq
ITm
ISbnITmOp
I@oOp/I@oKaoOp
IMh Op
LhpBam
Ug
@cIKc
CcoIShm
ImMuhMdq
6.1
ImSeqMdq
3.1
ImAub
WAub
ImAub
@Em
Kbo@Em
ImOgp
IOgp
IOgp
Ogp
Oc
OcAua
@hmKgp
UMbq
PaqMrm
Lfp
19.7(2)
2.1
8.1
7.1
16.1
12.1
11.1
6.1
12.1
12.1
12.1
7.1
7.1
4.1
4.1
19.1
9.1
19.1
13.1
8.1
11.1
3.1
19.1
19.7(2)
6.1
6.1
7.1
7.1
7.1
7.1
3.1
11.1
19.1
11.1
1.1
1.1
Particle indicating a definite positiveness in light of

specific circumstances
Particle indicating a freeling of being
/Wno LnIQ~ or wanting to prevent
Lfp
7.1
Kb/Kbo/Kc
2.1
^c/^cq
2.1
Lfp
Kb/Kbo/Kc
Lhp .
7.1
others from feeling that way1

Particle indicating a question expecting a negative
or affirmative answer where the speaker had
thought that things would be other than stated
but sees indications that he/she might have
been wrong.
Particle indicating a rather chiding emphasis
Particle indicating a slight pause, similar to Llp
indicated
Particle, intensive
Particle indicating respect used to soften the
impact of everyday speech (often used in
jesting)
Particle indicating that the speaker is reasonably
sure of the statement made but seeks
confirmation from the one spoken to
Particle indicating uncertainty as to the reason for
some action or something said
Particle meaning "just"
Particle, intensive
Particle, intensive, indicating that the quality
referred to is manifested to an extreme degree
Peace
Peacefully
Phlegm
Physician(s)
Place, a
People, crowd of, a
People,multitude of, a
People, poor
People, rural
Perhaps
Person(s), poor
1For
an explanation of these terms, see 2.8(5).
320
2.1
19.1
Pgm
N`
Sfn, CoCe
@h/@hEemX`
6.1
@m
2.1
Kb
2.1
Kbo
2.1
Kc
2.1
AhSh
CoCe
@um
14.1
ImCdImNgo/ImCdImNho
CdCdNgoNgo/CdCdNhoNho
@Vo
@UapURp
IMdq
MrqBhmPcm
MrqBhmPcm
MrrqNrhpNg/MrqNrhpNgQnNg
MrqAgNg/MrqAgAgpNg
OpIOp
4.1
6.1
9.1, 12.1
4.1
12.1
4.1
4.1
15.1
16.1
16.1
6.1
6.1
13.1
7.1
8.1
13.1
IMdq
Mdq
MrrqNrhpNg/MrqNrhpNgQnNg
MrqNrhpNgQnNg
JgoUg/JhoUg
ImBhqAgp
ImNrhpImQn
@p
Im@IgqKgg
UMbq
UMbqN`
UMbqVhpAgp
UMbqPgm
UMbqJa
UMbqPhSh
Mbq
QanQanJbJb
@hmRep
FpNg@hmNg
UMrm@Ibm/UMrmIbm
@hmKgp
EeMn@h
MKgpMMrm
MrqAgNg/MrqAgAgpNg
OdoSf
AhpNao, AhpImNao
Jbp
Ou`@eqWShm
Aua
ImAua
ImBemIm@ugq
Fh
AhpNao, AhpImNao
Im@Pp
SaqSaq
K~Ugo/K~Uho
Pn
VaVa
VbVbXhm
JhpLhp
Place, one
Place(s), classifier for
Poor person(s)
Poor, the
Pork fat
Postage stamp(u)
Poverty
Probably
Proverb(s)
Pot(s)
Pot(s), curry
Pot(s), earthenware
Pot(s), rice
Pot(s), water
Pots in general
Potsful of something, classifier for
Protractedly
Province
Quadrupeds in general
Really
Region
Reserve fund(s)
Ruler(s)
Rural people
Salary (salaries
Sandals
Satchel
Scar(s)
Seed(s)
Seeds in general
Series of facts and events
Series, things occurring in, classifier for
Shoes
Sin(s)
Since
So as
Son(s)-in-law
Soybean(s)
321
16.1
16.1
13.1
13.1
13.1
19.1
13.1
8.1
7.8(9)
11.1
11.1
11.1
11.1
11.1
11.1
11.1
16.1
19.1
14.1
14.1
19.1
16.1
16.1
7.1
13.1
7.6(5)
16.1
16.1
11.1
11.1
2.1
1.1
7.6(5)
11.1
14.1
6.1
1.1
4.1
4.1
12.1
Spoken word(s)
Spring of water
Sputum
Stairs
Stairs, classifier for
Stairway, a
Stamp, postage
Stop, a
Stories, two
Suddenly
Swidden field(s)
Taking up and putting down the feet one after
another as in walking
Term of address or reference used between close
friends who are in the same age range
Term of address or reference used between
relatives by marriage who are in the same age
range
Term of address used with female persons of the
same age as the speaker who are not blood
relatives
Term of address used with persons of the same
age as the speaker who are not blood relatives
Term of address used with persons of the same
age as the speaker who are not blood relatives
(more formal)
Term of endearment similar to "Honey" or "Darling"
(used mostly by women)
Term used to refer to one's husband when
speaking to someone else
Term used to refer to one's wife when speaking to
someone else
Thai, Northern
The abdomen
The back
The back side
The bark of a tree
The Bible
The cleared areas around the houses as well as
the paths in a village
The cold season
The cotton plant
The countryside
The dry season
The Lord God
The more the more .
322
W@Scm
JaJhpMbm
@Vo
Ch
Fg
ChIFg
ImBhqAgp
@Ihm
AaFh
HbtN`/tN`
Cco
VoJvfWAhp
18.1
Kgp
1.1
Kgp
1.1
Av`Pcp
1.1
Av`
1.1
Av`PcpAvÈh
1.1
EhBeqSbn/LhmBeqSbn
9.1
NcMrm
2.1
PcMrm
2.1
Qgq
VbNb
Aub
Aub
UepWOep
QvqW@ScmW@J`
VapSeqMdq
7.1
ImBbmA`/ImBgmA`
Of
Ag/AgAgp
ImQhqA`
@EmQvq
Kao Kao .
17.1
3.1
15.1
1.1
1.1
1.1
19.1
18.1
1.1
3.1
11.1
17.8(2)
11.1
19.1
19.1
91
18.1
3.1
11.1
7.1
13.1
6.1
18.1
The outside
The rural area
The whole village (figuratively)
The year after next
This coming day (spoken the afternoon, evening,
or night before)
Thousand
Through
Time
Time, ago, a long
Time period, a
Time, very long in
Times, ancient, in
To a proper degree
To adjust
To announce
To answer verbally
To apply a flat surface to something else
To appoint a time
To apportion
To arrange
To arrange things upright in a line with each other
To arrive at
To ask for
To associate with
To attain full growth or utmost size
To be active
To be ashamed
To be at peace
To be bashful
To be broken into pieces
To be buoyant
To be burdensome
To be careful
323
Aub
Ag/AgAgp
VapSeqMdq
AfIH`
AfPcmF`
19.1
@Jg
AhNug
Fb@Ihm
SbMubq
@Ihm
QanQanJbJb
SbMubq
OpKo(@gnNg)/OpKo(@hn
Ng)
Pq@ShN@SnIm
@ufq, Uco@ufq
OgoOpUepH`/OhoOpUep
H`
@vfoFb
IfFb
@uo(Im)
Uh
Lhq(Im)
@ufq/Uco@ufq
Fh
Mbm(Jhp)
Ce(Im)
Re(Im)
Icn
Ac
FhShqWUo
PfnFro
Cd/CdNgo/CdNho
VbNbJhp
PfnFro
UepNo
Nra
Cb
MShmUo
12.1
7.1
3.1
12.1
12.1
19.1
18.1
14.1
18.1
16.1
14.1
9.1
8.7(7)
3.1
18.1
18.1
18.1
19.1
4.1
14.1
3.1
1.1
3.1
12.1
16.1
2.1
13.1
1.1
8.1
4.1
11.1
8.1
11.1
17.1
9.1
9.1
To be cautious
To be complete
To be cultivated
To be different
To be different from (smething else)
To be different from each other
To be diffident
To be diligent
To be distressed
To be distressed in spirit
To be domesticated
To be easy
To be elderly
To be even
To be even
To be even with each other
To be familiar with
To be fast
To be feasible
To be fit
To be fortunate
To be free
To be friendly with
To be full
To be fulfilled
To be full grown
To be fully developed (refers to humans)
To be funny
To be hard up
To be heavy
To be in adverse circumstances
To be in complete agreement with others in regard
to a particular matter, resulting in a mystical
power pervading both parties
To be in harmony with each other (i.e., of one
heart and mind)
To be intense (as pain)
324
MShmUo
Muh
@, Mrfq, SbMrfqd
Kb
ShqFh
ShqFhLlm
ShqFhSgnWUo/ShqFh
ShnWUo
PfnFro
Ac
@gmBhq/Uo@gm/Udp@gmUo
Bhq
UoNrhp
Kb/Or`
Hh
Mrm/UoMrm
Cd
CdNgo/CdNho
CdSgnWUo/CdShnWUo
HhOr`
Aku
Hh
@b/@b@hp
Php/PhpUh
AhSh/Or`/UOku
Re(Im)
@d/Mrfq
SbMrfq
KgpIcnAgpMrfq
KgpIcnAgpMrfq
ShqLaq
PqPcmFepWhpPcmBhq/PqSbBhq
WhpSbV`
Cb
Nrhp/NrhpQn
KcpShqCdFhpShq Mrgq
9.1
3.1
12.1, 2.1
14.1
7.1
7.8(4)
7.8(4)
8.1
13.1
18.1
13.1
14.1, 8.1
8.1
2.11
4.1
4.1
4.1
8.7(7)
3.1
8.1
2.1
14.1
14.1, 8.1, 9.1
16.1
12.1, 2.1
2.1
2.1
2.1
14.1
2.8(15)
9.1
13.1
4.1
CdSgnWUo/CdShnWUo
4.1
Lo
9.1
KgpKgpPcmPcm
Nra
UoNra
ShqBn
Jh
Jb
Php/PhpUh
JhpMrm
Mrm/UoMrm
UoNra
UoNrhp
@Pp
ImPgmOrhoWUo/ImPgmOrho
WUo
SgpOp(Im)
OpPbWhpOp
PqEemWhpEem
Hh
UoMrm
Mrm
MrmUCfo
Ngo/Nho
CdSgnWAgp/CdShnWAgp
To be large
To be light in weight
To be light-hearted
To be like
To be long (in length)
To be lucky
To be married
To be mature
To be mirthful
To be miserable in spirit
To be mistaken
To be nauseated
To be necessary
To be necessary t hire workers
To be not difficult
To be old (refers to humans)
To be old (refers to living things)
To be old, very
To be of one mind (but not necessarily of one
heart) (wf)
To be partial
To be particular
To be perfected
To be plentiful
To be poor
powers
To be pregnant
To be proper
To be prudent
To be quick
To be rapid
To be separate
To be severe (as pain)
To be sharp, as pain)
325
6.1
17.1
17.1
8.1
6.1
16.1
14.1
2.1
2.1
17.1
13.1
11.1
8.1
1.2
7.8(3)
2.8(15)
8.1
2.1
2,1
2.1
4.1
4.1
Cd/CdNgo/CdNho
@vmPfn(Im)
Sdp(Im)
SbMrfq
@d
Nrhp/NrhpQn
Mrgq
4.1
Kb/UbJhpW@cNg@ap
@b/@b@hp
MShmUo
Aku
Aku
KhKgpSgnUo/KhKgpShUo
EhqEcq/ShqFh
Lo
Lo
8.1
1.1
1.1
2.1
12.1
13.1
4.1
2.1
9.1
3.1
3.1
1.1
17.1, 7.1
9.1
9.1
PfFroUe
Cb
KgpKgpPcmPcm
ShqFhh
UepNo
Sb
@b/@b@hp
Jh
Or`
K~UgoKho/K~UhoKho/K~UgoUgo/K~
UhoUho
Cfq
Hn/Qn
IUepLhpShqWUoOp
UOku
Cd/CdNgo/CdNhod
Or`
UoMrmUCfo
UoMrmUCfo
@d
PqUeWhpOp
Paq
AhSh
@gmBhq/Uo@gm/Udp@gmUo
Bhq
@Pp
Oh
@hq(Im)
Idm(Im)
IdmLlmWImSbn ImEeq
IdmSbnIm
FhpShqWUo
IhmUa
Ihm
EoJhp(Im)
UbJhp
FgpBeq(Im)
FgpBeqFgpT`(Im)
Kg
@Shp(Jhp)
To be shy
To be slow
To be spacious
To be special
To be split
To be sufficient
To be suitable
To be tall
To be tame
To be the same in kind (sf)
To be thin in flesh
To be torn
To be unconscious
To be unencumbered
To be uniform
To be uninhibited
To be very mature
To be very old
To be wanting nothing
To be well off
To be wild
To be without cost
To be worried
To be wrong
To bear
To bear
To bear expenses
To bear expenses
To bear with
To beat to death
To beat, as with a stick
To begin
To bless something or someone
To bring together to compare
To bring up sputum
326
8.7(9)
9.1
6.1
7.1
11.1
2.1
2.1
6.1
8.1
6.1
16.1
13.1
17.1
9.1
4.1
8.1
2.1
2.1
12.1
2.1
14.1
14.1
18.1
11.1
17.1
16.1
7.1
7.8(1)
7.8(1)
1.1
6.1
6.1
8.1
8.1
12.1
12.1
7.1
17.1

To builld something
To cease
To cease breathing
To change the order of a series
To change the order of a series
To check
To chop down with a long knife
To clamor
To clear a field
To clear the throat
To compare with
To complete
To cough
To count
To cross over
To cry
To cure
To curse something or someone
To cut down with a long knife
To dare to do
To die
To die from disease
To die from disease
To distribute
To divide
To divide and give
To do along with something else
To do privately
To do quietly
To do secretly
To do together with
could not easily do, or should not do, alone
To do with effort
327
OrgoJhp/OrhoJhp
Orh(Im)
Ta
8.1
Icn
Ua
FhISf
FhSf
@hq(Im)
@uh(Im)
Uf/UhpUf
NfoCco
PqMuhIm
@Shp(Jhp)
VfChq
KgShq
PqMrfq(Im)
@do
Bam(Im)
Ah(Im)/AhBn(Im)
Vhp
PqOu`(Im)/QÒu`(Im)
FgpWb(Im)
@uh(Im)
Odp
Ua
FÙa
Fgo@eUa
Lhq(Im)/LhqShq(Im)
Lhq(Im)
LhqVep(Im)
LhqNo(Im)
Ccn
Fb
@Uva(Ka)
@Uva(Ka)
@Uva(Ka)
Ccn
Bcq/Qcq
2.1
Bcn/Bdn
9.1
7.1
4.1
6.1
1.1
1.1
16.1
12.1
18.1
11.1
3.1
17.1
19.1
7.1
2.1
15.1
19.1
19.1
19.1
16.1
12.1
12.1
191
6.1
6.1
6.1
14.1
14.1
14.1
14.1
11.1
18.1
9.1
9.1
9.1
11.1
4.1
To do without
To do wrong
To dry up after the riny season
To embarrass smeone
To endeavor
To endure
To entreat
To err
To exert self-control
To extend or occur in series, articulations, lofts, or
stories
To fasten up something flat
To feed (refers to animals)
To feed (refers to human beings)
To feel as though one were going to vomit
To feel chilly
To feel cold
To fill
To flee
To follow after someone
To forbear
To forget
To get a wife or husband
To get married
To get service from
To give up one's rights
To go before, influencing that which follows
To guard
To graduate
To happen to do
To have a distance between
To have a pattern made in weaving or by using
colors (i.e., checked, striped, figured, etc.)
To have a preference
To have a quality which makes one want to carry
out the action indicated
To have a smell or odor
328
@hq(Im)
Pq@PpIm
NrfpShq(Im)/OrfpShq(Im)
Qhq(Jhp)
PqPfnFro
@ufoEbo
Idm
Ce(Im)
@Pp
@hqUo
Fh
16.1
@uoJhp
Ocp(Whp)
ScmWhp(ScmWh)
ImPgmOrhoWUo/ImPgmOhro
WUo
ImBbm(W)Uo/ImBgm(W)
Uo
ImBbm(W)Uo/ImBgm(W)
Uo
PqMrfq
Cem
MgnJvfWAa/MhnJvfWAa
FhpShqWUo
UoMeqLhp
FhVapFhCh
NuhWUo
LlmPbWhpOp
FhpShqWUo
Jvf
Ago/Aho
Nug
OpNco
VbNbVoJhp
EhqEcq
@ap
19.1
11.1
11.1
11.1
13.1
7.1
7.1
12.1
11.1
16.1
1.1
6.1
6.1
8.1
17.8(6)
17.8(6)
2.1
19.1
17.8(2)
1.1
17.1
1.1
4.1
7.1
1.1
17.1
13.1
19.1
191
11.1
17.1
8.1
Sdp(Im)
Shq .
1.1
Lb
9.1
14.1
To have a supernatural presence with one, as God

with His people
To hve abdominal pain
To have an X-ray taken
To have diarrhea
To have harmonious relations with (indicates an
absence ofnegative factors which would destroy
harmony
To have harmonious relations with each other
To have labor pains
To hold down by pressure
To humble one's self
To implore
To inform
To instruct
To invite
To invoke
To jest
To jest
To kill by beating
To labor
To laugh
To lay over, as a plaster, paste, glue
To liken to
To listen
To live from hand to mouth
To look after someone
To make a lot of noise
To make anose or sound
To make an appointment
To make an error or mistake
To make known
To marry a couple
329
Mrgq
4.1
VbNbF`
KgWfoURap
VbNbVoBhq
Ngo/Nho
11.1
NgoSgnWUo/NhoShnWUo
VbNbF`
FhpIam
FhpShqWUo
Ce(Im)
OgoOpUepH`/OhoOpUep
H`
UgpSg(Im)/UgpSgUhSg
(Im)
@vf
Fgp(Im)
@Shn@Sn
If@Shn@Sn (Im)
IhmUa
qPUa(Im)
NaoImPqIm
Laq
@uoShq
KgShq
@Lp/Kg@Lp(Im)/Edm
(Im)
PqSbBhqWhpSbV`/PqPcm
FepWhpPcmBhq
@vmJvf(WAa)
PqJdpNugIm
Uf/UhpUf
Uhp
UepLaqNoUh
Pq@PpIm
OgoOpUepH`/OhoOpUep
H`
PqLhp(Cn)I
IeImNuhIm/Nuh(Im)
4.1
17.1
11.1
4.1
11.1
1.1
1.1
12.1
18.1
13.1
8.1
12.1
8.1
8.7(7)
6.1
6.1
9.1
14.1
19.1
7.1
18.1
2.8(15)
17.8(2)
19.7(7)
18.1
18.1
4.1
11.1
18.1
17.8(1)
4.1
To mount
To move, as a thing for a short distance
To move to or from on a horizontal plane
To need
To note down
To nourish (refers to animals)
To nourish (refers to human beings)
To obey
To obey
To obey
To pass through
To pass through something making a hole
To pass through to the other side
To pass to the opposite side
To pass to the opposite side
To pay attention
To pay attention
To perceive the odor of anything
To perform a marriage ceremony
To plant a swidden field by poking holes in the
ground and dropping seeds into them
To plant something
To press
To press down
To prick up the ears
To push
To push aside
To push away
To push down
To push up
To put forth great effort
To raise
To raise (refers to human beings)
To reach to
forgotten
To reciprocate
To refrain
330
Kgo(Im)/Kho(Im)
Uco
Chq
SgpOp(Im)
@vfoLhpCn
Ocp(Whp)
ScmWhp(ScmWh)
@Lp
Edm(Im)
Kg@Lp(Im)
Lhp
Nug
JdpNug
AhNug
Ah(Im)
AhBn(Im)
@Lp
Kg@Lp(Im)
Lb
IeImNuhIm/Nuh(Im)
JgpCco
13.1
Udp(Im)/UdpImNuoIm
Fhp(Im)
FhpShq
@Lp
Fhp(Im)
Fhp@van
Fhp@va
FhpShq
FhpJhp
U@doU@do
Ocp(Whp)
ScmWhp(ScmWh)
Mbm(Jhp)
NoJvfWAa
UepLhpJhp@eq
12.1
Vepb(Im)
Ou`(@eq)
Icn
18.1
3.1
19.1
1.2
17.1
6.1
6.1
18.1
18.1
18.1
17.1
19.1
19.1
19.1
19.1
19.1
18.1
18.1
9.1
4.1
11.1
1.1
1.1
18.1
1.1
1.1
1.1
1.1
1.1
3/1
61
6.1
3.1
17.8(2)
17.1
16.1
2.1
To regurgitate (cows, water buffaloes, etc.)

To rememer
To remove, as a thing for a short distance
To repair
To repay
To replace
To resemble
To restrain
To restrain anger
To restrain anger or other passions
To retaliate
To ride
To run
To say
To say after one
To set a day
To set down in an upright position in a line or
series
To set up a household by getting married
To share
To shove
To show partiality towards (usually on the basis of
wealth or position)
To show up
To slash off with a long knife
To smell fragrant
To smell like acid
To smell like urine
To smell sweet
To smile
331
@Shp(Jhp)
UepLhp
Uco
Orh@eqIm/OrhBeqJhp@eq
Im
VepFb(Im)
FhISf/FhSf
ShqBn
@hq(Im)
FhpShqWUo
@hqUo
Mn@hq
PqFb(Im)
Kgo(Im)/Kho(Im)
Cem
Eao(Im)
IfJvfWAa
If@PpIm
NraShq(Im)
Qcm
Uh
FhShq
17.1
FhVapFhCh
LhqVep(Im)
Ao(Im)
Fhp(Im)
@vmPfn(Im)
1.1
Mbm(Jhp)
UoTapJvfWAa
@uh(Im)
LbPd/PbPdLbFhr
LbFap
LbFapOh
LbFap
LbTapLbFb
LbUWap
LbPd/LbPdLbFrh
Laq
3.1
17.1
3.1
7.8(2)
18.1
1.1
8.1
16.1
1.1
16.1
16.1
18.1
13.1
19.1
6.1
17.8(2)
11.1
11.1
7.1
4.1
1.1
14.1
14.1
1.1
17.8(2)
1.1
12.1
9.1
9.1
9.1
9.1
9.1
9.1
9.1
To sniff something
To speak
To start
To stop
To strike, as with a stick
To strive
To suffer
To suffer
To supplicate
To swear
To take a wife or husband
To take an X-ray
To take by violence or extortion
To take grazing animals out to graze
To take heed to one's self
To take steps, putting one foot before the other
To talk in an undertone
To talk in an undertone
To tarry
To teach
To tease
To tease
To tell
basket, hole, etc.
To travel by
To treat
To try
To try hard
To use
To use a similitude
To use force
To vomit
To vomit into a container or onto the ground
To vow
To wait
332
Lb
Eao(Im)
EoJhp(Im)
@uoJh
Icn
Ihm
@ufoEbo
INoLlpH`
INoWaqH`
@hq(Im)
Idm
Ce(Im)
Fgp(Im)
FhVapFhCh
KgWfoERap
Bcn/Bdn
ScmWhp(ScmWh)
MShmUo
Jvf
@Igq@Uva(Ka)
IfIm@Uva(Ka)
Ago/Aho
UgpSg(Im)/UgpSgUhSg
(Im)
@Shn@Sn
If@Shn@Sn(Im)
Eao(Im)
Oco(Im)
14.1
Kgo(Im)/Kho(Im)
PqOu`(Im)/QÒu`(Im)
@ufoEbo
Bcn@ufoEbo
Ud(Whp)(Im)
Kg
Bcn/Bdn
Orgo/Orho
OrgoShq/OrhoShq
Fgp(Im)
Ago/Aho
AgoWAgp
6.1
9.1
6.1
8.1
19.1
2.1
6.1
7.1
3.1
3.1
16.1
7.1
12.1
12.1
1.1
17.1
6.1
9.1
9.1
17.1
9.1
9.1
13.1
13.1
8.1
8.7(7)
14.1
16.1
13.1
7.1
8.1
9.1
7.1
8.1
8.1
9.1
12.1
13.1
AgoWAgp/AhoWAgp
Mbm(Jhp)
IfMShmIm
Ago
Ago/Aho
JdpNug
Vhp
@Igq@Uva(Ka)
IfIm@Uva(Ka)
NaoImPqIm
Fg@Pgp@gmFg@ PgpBhq
Ogp(Im)
HÙdo
PgmScmMmSm
Uep
UepSp
IAdo
UepIJdp
Kdp
AaKdp
UMrmIbm/UMrm@Ibm
ImMUgpF`
Hb
Pe
Fg
QnQanJbJb
W@Scm
Sf/OdoSf
Jbp
MLm
ImIeImNuh
Lhp
Php
Beq Beq
Beq eBeq
IBqBeqIBqBeq
Im@doNoJh
P`
Im@IgqKg
PcMrm

To wake up
To watch
To watch
To wear a hole through something
To weep
To whisper
To whisper
To work
To worry
To wrap, as in a leaf
Tobacco
Tree
Tree lear/tree leaves
Tree lizard
Tree, a
Tribe(s), classifier for
Tribes, two
Truly
Tuberculosis
Variant of Hbp
Variant of Pem
Vehicles, classifier for
Very long in time
Voice(s)
Wage(s)
Wallet
Water buffalo(es)
Wedding(s)
Weeds
"What about...?"
Whether or
Whether or
Whoever, anyone
Whooping cough
Wife(wives)
Wise saying(s)
Woman who is married or has been married
333
13.1
3.1
13.1
9.1
13.1
13.1
19.1
19.1
9.1
9.1
9.1
7p1
18.1
7.1
9.1
9.1
11.1
9.1
3.1
2.1
14.1
2.1
17.1
1.1
1.1
16.1
18.1
13.1
1.1
6.1
16.1
4.1
4.1
12.1
7.1
7.1
7.1
3.1
16.1
2.1
Uep
QvqW@ScmW@J`
ImNaoImPq
ImMdqShm
Im@Pp
AdqILap@ubq
NgpUpAv`
McmKe
NgUpVg
Wood
Word, God's
Work
Wound(s)
Wrong(s)
Year, the whole
Young unmarried boy, a
"Youngsters..." (referring to persons of any age
334
9.1
18.1
7.8(9)
9.1
16.1
14.1
19.1
18.1
1.1
4. INDEX TO WORD USAGE AND GRAMMAR

(Note: See also the pages listed in the Vocabulary Lists under the appropriate words)
Topic
Lesson
Classifiers
1.7(2); 2.8(11); 4.7(6); 7.8(14); 10.1(1);

15.1(1); 16.8(4); 20.1(1).
5.1(1); 10.1(1); 15.1(1); 20.1(1)
1.7(1); 3.7(2); 5.1(2); 7.8(12), 9.7(10);
10.1(1b); 18.8(3)
3.7(3), 6.8(7)
2.8(14)
5.1(3)
1.7(8)
Classifiers, expressions used with

Close relationships
Comparison
Contracted speech
Couplets
Customs concerning arrangements for
marriage
Descriptive verbs
Direct address
Direction
Exclamations, particles used with
Expressions referring to pregnancy
Gender
Idiomatic expressions
Independent expressions
Interrogative expression
Negative, summary
Northern Thai
Particles
Particle indicating a brief pause
Particle indicating a defensive statement
Particle indicating a definite positiveness
in
light of a special circumstance
Particle indicating a feeling of being
5.1(4a); 10.1(2a); 15.1(3a); 20.1(3a)

1.7(1)
19.7(5)
3.7(3); 4.7(8); 19.7(11)
8.7(2), (9)
6.8(1)
3.7(5), 4.7(3), 8.7(2), (9), 10.1(4);
14.7(3); 15.1(6); 19.7(11); 20.1(5)
5.1(6); 11.17(6), (7); 15.1(5)
12.8(7), (8); 15.1(2); 18.8(4), 20.1(4)
5.1(5f); 9.6(5); 10.1(3)
7.8(13)
5.1(5); 10.1(3); 15.1(4); 20.1(6)
2.8(5)
1.7(7)
1.7(7)
2.8(5)
/WnoLnIQ~ or wanting to prevent

others from feeling that way~
Particle indicating an instrument to
perform the act indicated
Particle indicating that a quality is
manifested to an extreme degree
19.7(8)
4.7(11)
1.7(6)

negative or affirmative answer where
the speaker had thought things would
be other than stated but sees indications
that he/she might have been wrong
Particle indicating a question to ascertain
whether indications of something
contrary to one's expectations is true or
not
Particle indicating a rather chiding
emphasis
Particle indicating regret
Particle indicating that the speaker is
reasonably sure of the statement but
seeks confirmation
Particle indicating that the speaker seeks
agreement
Particle indicating uncertainty as to the
reason for some action or spoken word
Particle indicating a word of caution
Particle indicating a word of reproach
Parts of the body
Pronunciation
Relationships, close personal
Swidden method of cultivation
Terms of endearment
Time expressions
Use of expressions for last year, next year,
etc.
Use of go-betweens for prospective mates
Use of @Em
Use of @EhKh
Use of @Ihm
Use of @Jg
Use of @Lp
Use of @Pp
Use of @Shn@Sn
Use of @Uap
Use of @Vo
Use of @m
Use of @p
Use of @ap
2.8(7)
1.7(6)
1.7(7)
2.8(5)
2.8(6)
1.7(6)
2.8(5)
1.7(6)
1.7(6)
14.7(12), 15.1(4b)
11.7(1); 16.8(7); 20.2
11.7(6), (7); 19.7(11)
1.7(1), 3.7(2), 5.1(2), 7.8(12), 9.7(10),
18.8(3)
11.7(9), (10)
9.7(2)
12.8(6), (7); 13.8(10); 15.1 (2); 18.8(4)
12.8(6)
2.8(8)
6.8(6)
18.8(5)
18.8(4)
12.8(8)
18.8(7)
11.7(3)
8.7(7)
16.8(1)
16.8(7)
2.8(6)
8.7(10); 10.1(5b)
8.7(4)
336
Use of @b/@b@hp
Use of @c
Use of @d
Use of @do
Use of @h/@hEem
Use of @hm
Use of @hq
Use of @u`
Use of @um
Use of @uo
Use of @ufoEbo
Use of A`
Use of Ac
Use of Ag/AgAgp
Use of Ago/Aho
Use of Ah/AhBn
Use of AhSh
Use of Aub
Use of Aue
Use of A.L.
Use of Bcn
Use of Bcq
Use of Bdn
Use of Beq
Use of Bhm/BhmPcm
Use of CoCe
Use of Cb
Use of Ccn
Use of Cco
Use of Cd/CdCdNgoNgo
Use of Ce(Im)
Use of Cem
Use of Cfq
Use of Ch
Use of Chq
Use of EoJhp
Use of Edm
Use of EhqBeqSbn
Use of EhqISgmMm
Use of EhqISgmPgm
Use of FpNg@hmNg
2.8(11)
8.7(3)
12.8(4)
16.8(7)
4.7(10)
19.7(1)
16.8(9)
9.7(10); 10.1(5c)
4.7(11)
19.7(3)
7.8(10)
7.8(13)
13.8(5)
7.8(8)
13.8(7)
19.7(7)
14.7(4), (12)
19.7(2)
3.7(7)
12.8(8)
9.7(2)
4.7(7)
9.7(2)
7.8(15); 10.1(5c)
6.8(5)
12.8(6)
9.7(6)
11.7(8)
11.7(9)
4.7(2)
12.8(5)
19.7(4)
16.8(5)
1.7(2)
19.7(5)
8.7(9)
18.8(7)
9.7(10)
2.8(10)
2.8(10)
14.7(1)
337
Use of Fb
Use of Fb
Use of Fb@Ihm
Use of Fh(Im)
Use of Fhp(Im)
Use of Hn
Use of Hh/HhOr`
Use of I@oOp
Use of I@fSbqOp
Use of IAh .
Use of IAv`
Use of IMh Op
Use of INoLlpH`/INoWaqH`
Use of INoUgoUgo/INoUhoUho
Use of ITm
Use of Im@Ocp
Use of ImBbm
Use of ImBemIm@ugq
Use of ImBgm
Use of ImKb
Use of ImMRb
Use of ImMuhMdq
Use of ImPaqSn
Use of ImSeqMdq
Use of ImTaImFrb
Use of ImVfTa
Use of Icn
Use of Idm(Im)
Use of Jo
Use of Jp
Use of Jb
Use of JdpNug
Use of JgpCco
Use of Jh
Use of Jvf
Use of Kao Kao .
Use of K~SfpAhSfp
Use of K~Ugo/K~Uho
Use of K~ WUgo
Use of Kb
Use of Kb
18.8(4)
18.8(8)
18.8(4)
1.7(3)
1.7(4)
13.8(6)
8.7(7)
19.7(9)
14.7(3)
7.8(12)
1.7(1)
9.7(12)
3.7(3)
3.7(3)
4.7(10)
16.8(6)
17.8(6)
2.8(4)
17.8(6)
12.8(2)
18.8(2)
3.7(6)
14.7(1)
3.7(6)
16.8(8)
16.8(8)
2.8(1)
7.8(1)
12.8(1)
12.8(3)
16.8(2)
19.7(8)
11.7(10)
6.8(4)
17.8(2)
18.8(6)
16.8(3)
6.8(7), 10.1(5a), 17.8(4)
6.8(7), 10.1(5a)
8.7(2)
14.7(1)
338
Use of Kb/Kbo
Use of Kc
Use of Kdp
Use of Kg
Use of Kg@Lp
Use of KgWfoERap
Use of Kgo/Kho
Use of Kh H`
Use of KhP`Tq
Use of KhPgqTq
Use of Lo
Use of LoKgp
Use of Laq
Use of Lb
Use of ^c/^cq
Use of LlmPbWhpOp
Use of Lfp
Use of LhmBeqSbn
Use of Lhp
Use of Lhp .
Use of Lhq
Use of MSh
Use of MShmUo
Use of Mao
Use of Mbm/MbmJhp
Use of McmKe
Use of Mdq
Use of Mrm
Use of Mrfq
Use of Mrgq/CdMrgq
Use of N`
Use of NaoImPqIm
Use of Nfo(Cco)
Use of Ngo/Nho
Use of NgpUpAv`
Use of Nra
Use of NraShq(Im)
Use of NrfpShq(Im)
Use of Nrhp/NrhpQn
Use of Nug
Use of Nuh/IeNuh
2.8(5)
2.8(5)
2.8(12)
7.8(11)
18.8(7)
17.8(3)
13.8(4)
13.8(9)
3.7(2)
3.7(2)
9.7(5)
14.7(9)
14.7(7)
9.7(4)
2.8(7)
7.8(3)
1.7(7)
9.7(10)
17.8(1)
19.7(8)
14.7(2)
13.8(2)
9.7(3)
12.8(3)
3.7(1)
18.8(3)
16.8(4)
2.8(13)
2.8(2)
4.7(3)
6.8(1)
9.7(1)
11.7(9)
4.7(1)
19.7(8)
17.8(5)
11.7(10)
11.7(10)
13.8(6)
19.7(7)
4.7(5)
339
Use of OpIOp
Use of OpKo(@gnNg)
Use of OpNco
Use of Oc
Use of Oco
Use of Ocp(Whp)
Use of Odp
Use of Or`
Use of OrfpShq
Use of Orgo/Orho
Use of Orh(Im)
Use of Ou`
Use of P`
Use of PqOu`
Use of PqUeWhpOp
Use of Paq
Use of Pcp@Lhq
Use of Pcm
Use of Pdo
Use of PemBeq
Use of PfnFro
Use of Pgm
Use of PhSh
Use of Php
Use of QÒu`
Use of Qn
Use of Qcm
Use of Qcq
Use of Qgq
Use of Qhq
Use of Re
Use of SanMRb
Use of SaqSaq
Use of Sb/SbMrfq
Use of Scm(Whp)
Use of Sep
Use of Sfn
Use of Sg
Use of Sgp
Use of Shq .
Use of ShqBn
8.7(10), 10.1(5b)
9.7(7)
19.7(10)
3.7(8)
14.7(5)
6.8(2)
19.7(12)
8.7(6)
11.7(10)
8.7(1)
7.8(2)
16.8(11)
3.7(2)
16.8(11)
2.8(15)
14.7(1)
19.7(8)
6.8(5)
4.7(6)
7.8(15), 10.1(5c)
8.7(9)
6.8(1)
11.7(2)
14.7(6)
16.8(11)
13.8(6)
7.8(11)
4.7(7)
7.8(7)
13.8(10)
16.8(10)
18.8(2)
14.7(11)
2.8(3)
6.8(2)
13.8(3)
9.7(11)
13.8(8)
1.7(5)
14.7(8)
8.7(8)
340
Use of ShFh
Use of Tq
Use of Ta
Use of TaqIm
Use of U@doU@do
Use of ULn@e
Use of UMbq
Use of UMrmIbm
Use of UOku
Use of Ua
Use of UbJhp
Use of Uco
Use of Ud(Whp)
Use of UepLaqNoUh
Use of UepNo
Use of deUepUep
Use of Ug
Use of Ugp
Use of Uvap
Use of VapCh
Use of VapSeqMdq
Use of VbNb
Use of Vc
Use of W@u`
Use of WAh/WAhMHh
Use of WBhm
Use of WNao
Use of WOep
Use of WScmWSm
Use of WÌ@em
Use of W`Kb
Use of WcpVc
Use of WcWcp
Use of WfpEbq
Use of WfpLlm
Use of WgpNufp
Use of WhKb
Use of :Xhm
Verbs, action
Verbs, descriptive
Verbs, helping
7.8(4)
3.7(2)
4.7(9)
19.7(11)
3.7(5)
18.8(1)
11.7(2)
14.7(10)
9.7(8)
6.8(4)
8.7(9)
3.7(4)
8.7(5)
4.7(4)
11.7(4)
8.7(10), 10.1(5b)
13.8(2)
13.8(8)
16.8(7)
1.7(1)
3.7(6)
11.7(1)
11.7(7)
9.7(9), 10.1(1c)
8.7(12)
2.8(8)
7.8(5)
7.8(5)
7.8(6)
13.8(1)
2.8(4)
11.7(6)
11.7(6)
2.8(9)
2.8(9)
11.7(5)
2.8(4)
1.7(6)
5.1(4b), 10.1(2b), 15.1(3b), 20.1(3b)
5.1(4a), 10.1(2a), 15.1(3a). 10.1(3a)
5.1(4b), 10.1(2b), 15.1(3b), 20.1(3b)
341
342
2. VOCABULARY LIST
Karen to English Expressions Introduced in Say It in Karen, Book III
(Key to abbreviations at the end)
Karen
@Em
@EmQvq
@EhKh
@Igq@Uva(Ka)
@Ihm
@Ihm
@Jg
@Lp
@Pp
@Shn@Sn
@Shp(Jhp)
@Uap/@Uap@
Uh
@UapURp
@Uva(Ka)
@Vo
@m
@p
@ap
@b/@b@hp
@c
@cIKc
@d
@do
@g
@gINubp
@gmBhq
@h/@hEemX`
@hm
@hmFp
@hmKgp
@hmRep
English
Lesson
Owner, master, lord
6.1
The Lord God
6.1
All right
18.1
9.1
A stop, juncture; time period
18.1
Classifier for time periods or junctures
18.1
Thousand
12.1
To listen, prick up the ears, pay attention, obey
18.1
To err, be mistaken, wrong
11.1
To jest, tease
8.1
To clear the throat, bring up sputum; to regurgitate

(cows, water buffaloes, etc.)
Medicine, chemical
17.1
Physician, doctor
16.1
To do secretly, privately, quietly
9.1
Phlegm, sputum
15.1
Particle indicating that the speaker is reasonably sure

of the statement made but seeks confirmation from
the one spoken to
Probably
2.1
To have a pattern made in weaving or by using colors

(i.e., checked, striped, figured, etc.)
To be fit, proper, suitable
8.1
Karen basket which is suspended on the back from the

forehead to carry burdens
A Karen carrying-basket; one Karen carrying basket
8.1
To be full, complete, plentiful, wanting nothing
12.1
To cough
15.1
Bottle
13.1
A bottle
13.1
18.1
Particle indicating respect used to soften the impact of

everyday speech (often used in jesting)
A delineated space or area; country
4.1
District (amphur)
19.1
Region (pahk)
19.1
Province (changwat)
19.1
16.1
8.1
2.1
8.1
19.1
@hq(Im)
@hqUo
@u`
@um
@uo(Im)
@uoJh
@uoJhp
@uoShq
@ufoEbo
@ufq
@uh(Im)
@uhm
@uhmN`
@uhmPgm
@vmJvf(WAa)
@vmPfn(Im)
@vf
@vfoFb
@vfoLhpCn
A.L.(ARanWLap)
A`
Ao(Im)
Ac
AaFh
AaKdp
AfD`(ILap)
AfHÌLap
AfIH`
AfPVg(ILap)
AfPcmF`
Ag/AgAgp
Ago
AgoWAgp
Ah(Im)
AhBn(Im)
AhNug
AhSh
To restrain, check, do without; to bear, suffer
16.1
To restrain anger or other passions; exert self-control
16.1
In, among, in the midst
9.1
Intensive particle indicating that the quality referred to

is manifested to an extreme degree
To apply a flat surface to something else
4.1
19.1
To fasten up something flat
19.1
To lay over, as a plaster, paste, glue
19.1
To try, endeavor, strive
7.1
To arrange, adjust
3.1
To slash off, cut down, chop down (with a long knife)
12.1
Cattle, cow
6.1
Bull
6.1
Cow
6.1
To look after someone
17.8(2)
To be partial, show partiality towards (usually on the

basis of wealth or position)
To invite
1.1
18.1
To note down
17.1
12.2
Classifier for things which don't fit into the category for
any other classifier
7.1
To be diligent, active
13.1
Two floors, stories, levels
1.1
Two families/clans/ tribes
2.1
Next year
12.1
Next year
12.1
The year after next
12.1
Next year
12.1
This day, this coming day (spoken the afternoon,

evening, or night before)
Land in distinction from water; the rural area,
countryside
To watch, guard; wait, tarry
12.1
13.1
To pass to the opposite side, cross over
19.1
To pass to the opposite side, cross over
19.1
To pass through to the other side; by, by means of,

through
To be free, without cost
19.1
19.1
8.1
14.1
7.1
13.1
14.1
AhSh
Aho
AhoWAgp
AhpImNao
AhpNao
Aua
Aub
Aku
Av`
Av`Pcp
Av`PcpAvÈh
Bam(Im)
Bcn
Bcn@ufoEbo
Bcq
Bdn
Bdn@ufoEbo
Beq Beq
Bhm
BhmPcm
BhmPcmH`
CpCp
CoCe
Cb
Cbp
Ccn
Cco
CcoIShm
Cd
CdCdNgoNgo
CdNgo
CdNho
CdSgnWAgp
14.1
To watch, guard; wait, tarry
13.1
13.1
Shoes, sandals
7.6(5)
Shoes, sandals
7.6(5)
Seed(s)
11.1
The back, back side, outside
19.1
To be fast, quick, rapid
3.1
Term of address used with persons of the same age

as the speaker who are not blood relatives
Term of address used with female persons of the
same age as the speaker who are not blood
relatives
Term of address used with persons of the same age
as the speaker who are not blood relatives (more
formal)
To count
1.1
To use force, take by violence or extortion, do with

effort
To try hard
9.1

could not easily do, or should not do, alone
To use force, take by violence or extortion, do with
effort
To try hard
4.1
Any,
7.1
ever; whether
or
1.1
1.1
19.1
9.1
9.1
9.1
For someone
2.1
A multitude, collective body
6.1
A great quantity
6.8(5)
About, approximately
17.1
Intensive particle
12.1
To be heavy, burdensome, slow
9.1
Coarse flour made from uncooked rice by roasting and

then pounding
To do along with something else, to do together with
3.1
11.1
Swidden field
11.1
One swidden field; a swidden field
11.1
To be even, uniform, be at peace, be on agreeable

terms with
Peacefully, harmoniously
4.1

terms with (wf)
terms with (sf)
To be of one mind (but not necessarily of one heart)
(wf)
4.1
4.1
4.1
4.1
CdShnWAgp
CdSgnWUo
CdShnWUo
Ce(Im)
Cem
Cfq
Ch
ChIFg
Chq
EoJhp(Im)
Eao(Im)
Edm(Im)
EeMn@h
EhBeqSbn
EhISgmMm
EhISgmPgm
EhqEcq
FÙa
FpNg@hmNg
Fb
Fb@Ihm
Fb@eqWShm
Fg
Fg@Pgp@gmFg@
PgpBhq
Fgo@eUa
FgpBeq(Im)
FgpBeqFgpT`(Im)
Fgp(Im)
FgpWb(Im)
Fh
FhISf
FhPgmMrm
FhSf
FhShq
FhShqWUo
To be of one mind (but not necessarily of one heart)

(sf)
To be even with each other; be in harmony with each
other (i.e., of one heart and mind) (wf)
To be even with each other; be in harmony with each
other (i.e., of one heart and mind) (sf)
To ask for, entreat, supplicate, implore
4.1
To flee, run
19.1
To be thin in flesh
16.1
Ladder, stairs
1.1
A ladder, stairway
1.1
To move to or from on a horizontal plane
19.1
To begin, start
8.1
To say, speak, tell
6.1
To listen, obey
18.1
Reserve fund
16.1
Term of endearment similar to "Honey" or "Darling"

Go-between for prospective mates (male)
9.1
Go-between for prospective mates (female)
2.1
To be separate, have a distance between
17.1
To die from disease
6.1
Quadrupeds in general; animals in general
14.1
18.1
Time
18.1
Anniversary
18.1
Classifier for vehicles, ladders, stairs
1.1
To worry
18.1
To die from disease
6.1
12.1
12.1
To invoke, vow, swear
12.1
To curse something or someone
12.1
To extend or occur in series, articulations, lofts, or

stories; to arrange things upright in a line with each
other; classifier for things occurring in a series
To change the order of a series; replace
1.1
Mature hen (maturity being indicated by starting to lay

eggs)
To change the order of a series; replace
2.1
To set down in an upright position in a line or series
1.1
1.1
4.1
4.1
12.1
2.1
1.1
1.1
FhVapFhCh
Fhp@van
Fhp(Im)
FhpIam
FhpJhp
FhpShq
FhpShqWUo
HÙdo
Hn
Hb
HbtN`
Hh
HhOr`
I@oKaoOp
I@oOp
I@fSbqOp
IAdo
IAv`
IAv`Pcp
IBqBeqIBqBeq
Beq Beq
IBhm
IMdq
IMh Op
INoLlpH`
INoUgoUgo
INoUhoUho
INoWaqH`
IOuo
IOgQdmCh
IOgp
IPaqBeqIPsgBeq
ISbnITmOp
ITm
Im@IgqKgg
Im@IgqKhPgmN`
Im@Ocp
Im@Pp
To take/get a wife or husband; set up a household by

getting married
To push aside or away
1.1
To shove, push, press
1.1
To press down upon, hold down by pressure
1.1
To push up
1.1
To push/press down
1.1
To humble one's self, restrain anger, forbear, bear

with, give up one's rights
Tobacco
1.1
To be torn
13.1
Variant of Hbp
1.1
Suddenly
3.1
To be easy, feasible, not difficult
8.1
To be familiar with
8.7(7)
Not only but also
19.1
Not only but also
19.1
Exaggeration used as a warning that the one spoken

to had better be careful
Tree lizard, iguana
14.1
Cousin(s) in general; male cousin(s) in particular
1.1
Female cousin(s)
1.1
Whoever, anyone
7.1
Any ,
7.1
ever; whether or
1.1
11.1
3.1
One flock, herd; a flock, herd
4.1
One place, a place
16.1
Not very
9.1
3.1
Approximately the same in terms of some quality (wf)
3.1
Approximately the same in terms of some quality (sf)
3.1
3.1
Briefly, for a brief time (shorter than IEgmNg)

Continually
18.1
A package, one package
7.1
7.1
Not nearly used up
4.1
Not nearly
4.1
Proverb, wise saying
7.8(9)
Couplet (paired words)
6.1
Condition characterized by slight, intermittent fever,

aching all over, and intermittent feeling of chilliness
Error, mistake, wrong, sin
16.1
13.1
11.1
Im@doNoJh
Im@gmImBhq
ImAua
ImAub
ImBbm
ImBbmA`
ImBbm(W)Uo
ImBemIm@ugq
ImBgm
ImBgmA`
ImBgm(W)Uo
ImBhqAgp
ImCdImNgo
ImCdImNho
ImF`WCm
ImFhpShqUo
ImHpBbm
ImHpBgm
ImIeImNuh
ImMRb
ImMUgpF`
ImMdqShm
ImMuhMdq
ImNaoImHp
ImNaoImPq
ImNgCm
ImNrhpImQn
ImOgp
ImPaqSn
ImPgmOrgoWUo
ImPgmOrhoWUo
ImSeqMdq
ImQhqA`
ImTaImFrb
ImUdpImNuo
ImVfTa
ImWgpNrgpUoMrm
Whooping cough
16.1
Distress, distressful things
18.1
Seeds in general
11.1
The outside, outdoors (in general)
19.7(2)
Cold, chilliness
17.1
The cold season
17.1
To feel chilly, cold
17.8(6)
Series of facts and events; information, matter,

business
Cold, chilliness
2.1
The cold season
17.1
To feel chilly, cold
17.8(6)
Postage stamp
19.1
Peace, harmony (wf)
4.1
Peace, harmony (sf)
4.1
Germs
17.1
Humility, forbearance
1.1
Malaria
17.1
Malaria
17.1
Wedding(s)
4.1
Letter(s)
18.1
Tuberculosis
17.1
Wound, incision
16.1

gather
Meat (in general)
3.1
Work, labor
9.1
Used to denote any kind of insect when the name is

not known
Poverty
17.1
Package, bundle
7.1
14.1
To be nauseated, feel as though one were going to

vomit (wf)
To be nauseated, feel as though one were going to
vomit (sf)
gather
The dry season
8.1
Fortune, luck
16.1
Agriculture
12.1
Fortune, luck
16.1
Church elders
2.8(13)
17.1
7.1
13.1
8.1
3.1
13.1
IqVg
Icn
Idm(Im)
IdmLlmWImSbn
ImEeq
IdmSbnIm
IeImNuhIm
If@PpIm
If@Shn@Sn
(Im)
IfFb
IfIm@Uva(Ka)
IfJvfWAa
IfMShmIm
Ihm
IhmUa
Jo
JoT`Kb
Jp
Ja@hm
JaJhpMbm
Jb
Jbp
JdpNug
JgoUg
JgpCco
Jh
JhOg
JhoUg
JhpLhp
JhpMrm
Jvf
Kao Kao .
K~SfpAhSfp
K~Ugo
K~UgoKho
K~UgoUgo
K~ WUgo
Barking deer
14.1
To cease, stop, refrain; to attain full growth or utmost

size
To bear, endure, suffer
2.1
To bear the expenses
7.8(1)
To bear the expenses
7.8(1)
To marry a couple, perform a marriage ceremony
4.1
11.1
To jest, tease
8.7(7)
To answer verbally
18.1
9.1
To say after one
17.8(2)
9.1
To strike, beat, as with a stick
6.1
To kill by beating, to beat to death
6.1
Iron, metal in general
12.1
Empty 5-gal. kerosene tin/can
12.1
Classifier for kerosene cansful/tinsful of anything
12.1
Country
19.1
Spring of water
3.1
16.1
Bag, wallet, satchel
13.1
To pass through something making a hole, to wear a

hole through something
Pork fat, lard (wf)
19.1
To plant a swidden field by poking holes in the ground

and dropping seeds into them
To be tall, long
11.1
Always
17.1
Pork fat, lard (sf)
13.1
Soybean(s)
12.1
To be married
2.1
To go before, influencing that which follows; to take

steps, putting one foot before the other
The more the more .
17.1
How come ? How on earth ?
16.1
So as, in order to (wf)
17.1
To be the same in kind (wf)
6.1
To be the same in kind (wf)
6.1
Like, as (wf)
6.1
7.1
13.1
6.1
18.1
K~Uho
K~UhoKho
K~UhoUho
K~ WUho
Kb
Kb
Kb
So as, in order to (sf)
6.1
6.1
6.1
Like, as (sf)
6.1
To be pregnant
8.1
To be domesticated, cultivated
14.1
Particle indicating (1) uncertainty as to the reason for

some action or something said; (2) a feeling of
2.1
being /WnoLnIQ~
or wanting to
prevent others from feeling that way; or (3)
Kbo

2.1
being /WnoLnIQ~,
or wanting to
prevent others from feeling that way, or (3)
Kbo@Em
Kc
Owner of house, head of house
6.1

2.1
being /WnoLnIQ~,
or wanting to
prevent others from feeling that way, or (3)
KcpShqCdFhpShq
Mrgq
Kdp
Kfp
Kg
Kg@Lp(Im)
KgShq
KgWfoERap
Kgo(Im)
Kgp
KgpIcnAgpMrfq
KgpKgpPcmPcm
KhKgpSgnUo
KhKgpShnUo
KhP`Tq
KhPgqTq
Kho(Im)
LSfqKbSfqHbp
To be in complete agreement with others in regard to a

particular matter, resulting in a mystical power
pervading both parties
Classifier for families, clans, tribes
4.1
Daughter-in-law
1.1
To bring together to compare, use a similitude
7.1
To listen, pay attention, obey
18.1
To compare with, liken to
7.1
To take an X-ray, have an X-ray taken
17.1
To mount, ride, travel by (wf)
13.1
Term of address or reference used between close

friends, or relatives by marriage, who are in the
same age range
To be full grown, fully developed (refers to humans)
1.1
Large, spacious
6.1
To be related by marriage (wf)
1.1
To be related by marriage (sf)
1.1
3.1
3.1
To mount, ride, travel by (sf)
13.1
2.8(5)
2.1
2.1
Lo
LoKgp
Laq
Lb
LbFap
LbFapOh
LbPd/LbPdLbFrh
LbTapLbFb
LbUWap
^c/^cq
LlmPbWhpOp
Lfp
LhmBeqSbn
Lhp
Lhp
Lhp .
LhpAvf
LhpBam
LhpFhp
LhpNuo
Lhq(Im)
LhqNo(Im)
LhqShq(Im)
LhqVep(Im)
MKgpMMrm
MLm
MShmUo
MUgp
Mn@hq
Mao
Mbm(Jhp)
Mbq
McmKe
Mdq
To be sharp, severe, intense (as pain)
9.1
14.1
To laugh, smile
14.1
To have a smell or odor; to perceive the odor of

anything, to sniff something
To smell like acid, smell like urine
9.1
9.1
To smell sweet, fragrant
9.1
9.1
9.1
Particle indicating a question expecting a negative or

affirmative answer where the speaker had thought
that things would be other than stated but sees
indications that he/she might have been wrong.
To get service from
2.1
Particle indicating (1) a defensive statement; (2) a

rather chiding emphasis; or (3) a definite
positiveness in light of a specific circumstance
Term of endearment, similar to "Honey" or "Darling"
Grass, weeds
1.1
12.1
17.1

indicated
19.1
19.1
19.1
19.1
19.1
To divide, apportion, distribute
14.1
14.1
To distribute
14.1
To share (divide and give)
14.1
Ruler, magistrate, governor, government official
16.1
Water buffalo
6.1
To take heed to one's self; be careful, prudent,

cautious
The lungs
9.1
16.1
Empty 5-gallon kerosene can/tin; classifier for

kerosene tinsful/cansful of anything
To arrive at, reach to, show up; wake up
12.1
11.1
18.1
16.1
9.1
7.1
9.1
17.1
3.1
MgnJvfWAa
MhnJvfWAa
Mrm
MrmUCfo
MrqAgNg/MrqAgAgpNg
MrqBhmPcm
MrqNrhpNg/MrqNrhpNgQn
Ng
Mrfq
Mrgq
Muh
N`
NaoImPqIm
NcMrm
NoJvfWAa
NfoCco
NgUpVg
Ngo
NgoSgnWUo
NgpUpAv`
Nho
NhoShnWUo
Nra
NraShq(Im)
NrfpShq(Im)
Nrhp/NrhpQn
tN`
Nug
Nuh(Im)
NuhWUo
OpCo(Kho)
OpIOp
OpKo(@gnNg)
OpKo(@hnNg)
OpNco
To follow after someone (wf)
17.8(2)
To follow after someone (sf)
17.8(2)
To be mature, elderly, old (refers to living beings)
2.1
2.1
Rural people
7.1
Crowd of people, multitude of people
6.1
Poor person(s), the poor
13.1
To be full, complete
2.1

powers, to have a supernatural presence with one,
as God with His people
4.1
6.1
To work, labor
9.1
A man who is married or has been married; term used

to refer to one's husband when speaking to
someone else
2.1
17.8(2)
To clear a field
11.1
"Youngsters . . ." (referring to persons of any age

To be on agreeable terms with, have harmonious
relations with (indicates an absence of negative
factors which would destroy harmony) (wf)
To have harmonious relations with each other (wf)
1.1
A young unmarried boy
19.1
To be on agreeable terms with, have harmonious

relations with (indicates an absence of negative
factors which would destroy harmony) (sf)
To have harmonious relations with each other (sf)
4.1
To be light, buoyant
17.1
11.1
11.1
To be poor, in adverse circumstances
13.1
Suddenly
3.1
To pass through; graduate
19.1
To marry a couple, perform a marriage ceremony
4.1
To get married
4.1
Concerning, in connection with
3.1
Perhaps, maybe
8.1
To a proper or normal degree (wf)
9.1
To a proper or normal degree (sf)
9.1
Lest; by any chance, to happen to do
19.1
10
3.1
4.1
4.1
4.1
OpPbWhpOp
Oc
OcAua
Oco(Im)
Ocp(Whp)
Odp
OdoSf
Of
OgoOpUepH`
Ogp(Im)
Oh
OhoOpUepH`
Or`
OrfpShq(Im)
Orgo
OrgoJhp
OrgoShq
Orh(Im)
Orh@eqIm
OrhBeqJhp@eqIm
Orho
OrhoJhp
OrhoShq
Ou`(@eq)
Ou`@eqWShm
PD`@bn
PD`(ILap)
PVg(ILap)
P`
Pn
Pq@PpIm
Pq@Shn@Sn
Im
PqEemWhpEem
PqFb(Im)
PqJdpNugIm
PqK~Shp
PqLhp(Cn)Im
PqMrfq(Im)
To be necessary to hire workers
7.8(3)
Paddy
3.1
Paddy seeds, grain
11/1
To thrust in the hand and pull out, as from a basket,

hole, etc.
To raise, nourish, feed (refers to animals)
14.1
To dare to do
19.1
Wages, salary
13.1
The cotton plant
11.1
To make known, inform, announce (wf)
18.1
To wrap, as in a leaf, etc.; classifier for wrapped

packages, bundles, etc.
7.1
To make known, inform, announce (sf)
18.1
To be tame, domesticated, free, uninhibited
8.1
11,1
To vomit (wf)
8.1
To bring up the contents of the stomach (wf)
8.1
To vomit into a container or onto the ground (wf)
8.1
To build something
7.1
To repair
7.8(2)
To repair
7.8(2)
To vomit (sf)
8.1
To bring up the contents of the stomach (sf)
8.1
To vomit into a container or onto the ground (sf)
8.1
16.1
Scar
16.1
Last year
12.1
Last year
12.1
Last year
12.1
Wife
3.1
Son-in-law
1.1
To make an error or mistake, do wrong
11.1
8.7(7)
2.8(15)
To retaliate
18.1
19.7(7)
2.1
17.8(1)
To fill, complete
2.1
11
6.1
17.1
PqMuhIm
PqOu`(Im)
PqPcmFepWhpPcmBhq
PqPfnFro
PqSbBhqWhpSbV`
PqShp
PqUa(Im)
PqUeWhpOp
Paq
PaqMrm
PcMrm
PcmCemShq
PcmF`(Ah)
Pcp@Lhq
Pdo
Pe
PfnFro
PfnFroUe
Pgm
PgmScmMmSm
PhSh
Php
Php/PhpUh
QÒu`(Im)
Qn
QanQanJbJb
Qcm
Qcq
Qgq
Qhq(Jhp)
QvqW@ScmW@
J`
Re(Im)
SanMRb
SaqSaq
Sb
SbMrfq
SbMubq
3.1
To treat, cure
16.1
To be hard up, live from hand to mouth
2.8(15)
To embarrass someone
8.4(5)
To be hard up, live from hand to mouth
2.8(15)
2.1
6.1
To be well off
2.1
To be wild
14.1
Parent-in-law
1.1
A woman who is married or has been married; term

used to refer to one's wife when speaking to
someone else
Afternoon
2.1
12.1
19.1
Classifier for festivals, celebrations, feasts
4.1
Variant of Pem
1.1
To be difident, bashful, ashamed
8.1
To be shy, easily embarrassed
8.7(9)
6.1
7.1
11.1
"What about . . .?"
4.1
To be lucky, fortunate
14.1
To treat, cure
16.1
To be torn
13.1
Protractedly, very long in time
16.1
7.1

could not easily do (or should not do) alone
Northern Thai
4.1
13.1
God's Word, the Bible
18.1
To associate with, be friendly with
16.1
Letter(s)
18.1
Since; beginning from the time mentioned
14.1
To be sufficient, enough
2.1
To be complete, fulfilled, perfected
2.1
A long time ago; formerly, in ancient times
14.1
12
19.1
7.1
SbWBhm
ScmWhp(ScmWh)
SdqILap@ubq
Sdp(Im)
Sep
SepIFg
SepQhm
Sfn
Sf
SgpOp(Im)
Shq .
ShqBn
ShqFh
ShqFhKpIm
ShqFhLlm
ShqFhSgnWUo
ShqFhShnWUo
ShqLaq
Tq
Ta
TaqIm
U@doU@do
ULn@e
UMbq
UMbqJa
UMbqN`
UMbqPgm
UMbqPhSh
UMbqVhpAgp
UMrm@Ibm
UMrmIbm
UOku
Uo@gm
UoMeqLhp
UoMrm
UoMrmUCfo
2.1
To raise, nourish, feed (refers to human beings and

also to taking grazing animals out to graze)
The whole year
6.1
To be particular, have a preference
1.1
Cart
13.1
A cart, one cart
13.1
Bicycle
13.1
Intensive particle
9.1
Wages
13.1
To need, be necessary
1.2
To have a quality which makes one want to carry out

the action indicated.
To resemble, to be like
14.1
8.1
To be different, separate, special
7.1
Especially
7.1
To be different from (something else)
7.8(4)
To be different from each other (wf)
7.8(4)
To be different from each other (sf)
7.8(4)
Humorous, funny
14.1
Husband
3.1

mentioned is missing, the plans cannot be carried
out.
Idiom meaning "to put forth great effort" which results
4.1
14.1
19.1
3.1
in a feeling of /WnoLnIQ~.
Although, even though; likewise
18.1
Pot(s), pan(s)
11.1
Water pot(s)
11.1
Curry pot(s)
11.1
Rice pot(s)
11.1
Pots in general
11.1
Earthenware pot(s)
11.1
Really, truly, definitely so (bookish)
14.1
Really, truly, definitely so
14.1
To be free, unencumbered
9.1
18.1
To forget
17.1
To be mature, elderly, old (refers to humans)
2.1
2.1
13
UoNra
UoNrhp
UoTapJvfWAa
Ua
UbJhp
UbJhpW@cNg@ap
Uco
Uco@ufq
Ud(Whp)(Im)
Udp@gmUoBhq
Udp(Im)
UdpImNuoIm
Uep
UepIJdp
UepLaqNoUh
UepLhp
UepLhpJhp@eq
UepLhpShqWUo
UepPcmLaqNoPcmUh
UkpPcp
UepSp
UepWOep
UepNo
Uf
Ug
UgI@g
UgSep
UgSepIAgp
UgSepIFg
UgpSg(Im)
UgpSgUhSg(Im)
Uhp
UhpUf
Uvap
VoJvfWAhp
VaVa
VapSeqMdq
VbNb
To be light-hearted, mirthful
17.1
To be miserable or distressed in spirit
13.1
17.8(2)
To die, cease breathing
6.1
8.1

pregnant
To move or remove, as a thing for a short distance
8.1
To arrange, adjust
3.1
To use
8.1
18.1
To plant something
12.1
To plant something
12.1
Tree, wood
9.1
A tree
9.1
To appoint a time, set a day, make an appointment
4.1
To remember
17.1

forgotten
To be conscious
17.1
To appoint a time, set a day, make an appointment
4.1
Firewood
9.1
Tree leaves
9.1
The bark of a tree
9.1
To be split or broken into pieces
11.1
18.1
Oil, fat
13.1
A bottle/jar of oil or fat
13.1
Car, auto
13.1
A car, auto; one car, auto
13.1
A car, auto; one car, auto
13.1
To teach, instruct
13.1
To teach, instruct
13.1
18.1
18.1
Blood
16.1
Taking up and putting down the feet one after another

as in walking
17.8(2)
The cleared areas around the houses as well as the

paths in a village; figuratively--the whole village
The abdomen
3.1
14
3.1
17.1
4.1
11.1
VbNbF`
VbNbJhp
VbNbVoBhq
VbNbVoJhp
VbVbXhm
Vc
VepFb(Im)
VfChq
Vhp
W@Scm
W@u`
WAub
WAh
WAhMHh
WBemW@ugq
WBhm
WCm
WFb
WID`(ILap)
WIVg(ILap)
WKdpWJb
WKdpNgJbNg
WKg
WKgWIfn
WPcp@LhqNoKgp
WPdo
WScmWSm
WVapWCh
WVepNgChNg
WÌ@em
WÌgW`Lp
W`JhpBhmJhp
W`KpImI@em
W`Lp
W`W`BhmBhm
WbpVc
WcWcm
*
To have abdominal pain; to have labor pains
11.1
11.1
To have diarrhea
11.1
11.1
4.1
"Huh;" grunt of response when called to
11.1
To repay, reciprocate
18.1
19.1
To cry, weep
19.1
Voice, spoken words
18.1
In, among, in the midst of
9.1
His/her/its/their back; back side, outside
19.1
Meaning(s)
8.1
Meaning(s)
8.1
Business, affair(s), matter(s)
2.8(4)
2.1
Vermin, small insects
17.1
Boundary; chapter, verse (of Bible)
18.1
12.1
12.1
Family(families)/clan(s)/tribe(s)
2.1
Members of family(families)/ clan(s),tribe(s)
2.1
Example, pattern, illustration
7.1
A visual example, a play
7.1
Spinster
19.7(8)
Festival, celebration, feast
4.1
Custom, tradition; habit
7.1
His/her/their house/home/village
1.1
Household, family members
1.1
For the most part, mostly
13.1
To be /WnoLnIQ~*
To increase greatly in amount or numbers
18.1
For the most part, mostly (bookish)
13.1
To be /WnoLnIQ~*
To be very numerous
18.1
Exclamation of surprise that something is not as it

should be
Exclamation indicating that one wishes that things
were other than they are
11.1
For an explanation of these terms, refer back to 2.8(4).
15
6.1
6.1
11.1
WcpWc
WgpAgo
WgpAho
WgpJhpKhoWVcoW
Uo
WgpJhpWNgSbW
Sgq
WgpNufp(Jhp)
WgpNufpLlm
Whp@PpIm
WfvpWvfp
Xhm
Huh-uh (same VbpWb)
8.1
To wait, tarry (wf)
13.1
To wait, tarry (sf)
13.1
To be pregnant
8.1
To be pregnant
8.1
To be born (refers to humans)
11.1
To give birth to a child
11.7.5)
To err in eating, eat something hurtful
11.1
Sound of someone vomiting
8.1
Particle indicating (1) a word of caution; (2) a word of

reproach; (3) a question to ascertain whether
indications of something being contrary to one's
expectation are true or not; (4) that the speaker
seeks agreement; (5) a question expecting a
1.1
Key to abbreviations
sf = spoken form
wf = written form
16

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SAY IT IN KAREN

Classifier for vehicles, ladders, stairs

Particle indicating (a) a defensive statement;

1.2 Pattern Sentences and Phrases

"son-in-law," Kfp, "daughter-in-law," and PaqMrm, "parent-in-law"

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

My friend has 3 daughters-in-law.

That son-in-law and father-in-law go hunting

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

Friends, you have come at an opportune time

"Yes, we are first

That person over there is my second cousin.

(3) Use of KhKgpShnUo/ KhKgpSgnUo, "to be related by marriage"

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

Your father and my father are related by

Repeat the above using KhKgpSgnUo in place of KhKgShnUo.

1.3 Question and Answer Drill

Mrq@sgNgPemILmMbmImUa@vmWAhpJaoIOuhLlp URp@No@Kho IOuhAaOuhUe. Mrq@sg NgIf (a) PemTaqLlp

(b) EhqNgOkuKhoLhmMSfFhVapFhChTaqWShmAaLlp WTfUepPqJhpWKboSbLhmMSfWPgm

1. AfWaqEhqNgOkuWNgAaBqWNcWgpMfrqBqSfp. WNaWgpMrfqBqSfp. (Ehq@uhqNhWNgIAh

1.4 Pattern Sentences and Phrases

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

There is a stairway (ladder) at the front of the

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

On the road we went on we saw many chairs

(3) Use of Fhp, "to shove, push, press"

URp--PbMrq@sgNgIfMgnJvfURpWAa 2-3 Th.

Help push up that person's thing.

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

Nephew, I'm not particular. However, the

(5) Use of Sgp, "to need, be necessary"

(5) ImUdIm@Igq Sgp

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

I need to have you come and get me.

Do you need this jacket?

1.5 Command and Response Drill

URp--PbMrq@sgNg@Ifn@IhqMnJbp PeIPemImKbSbWKgpIEfo KhoMnPqK~WCbKgpPo, KhoPbEem@hoMrq@sg

1.6 Pattern Sentences and Phrases

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

[Close friend/relative by marriage], when did

That close friend/relative by marriage over

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

"Uncle, go with me, okay?" "I"ll go. None of

"Those mangoes, I never see them getting

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

Uncle, don't go by that road, please..

Son, don't eat those bananas, okay?. They're

Have the guests already arrived (contrary to

URp--PbMrq@sgNgIfMgnURpWAa 2-3 Th.

We told him not to eat (it), [but] he ate it

If she loves us, we'll love her.

1.7 Notes on Word Usage and Grammar

(1) Use of IAv`, "cousin"

1.9 Conversation Practice--Learn the previous sections well first.

1.9 ImPqSgOpCoIm@IfU@goIm (IAuioURpUgpSgImI@IhmWaqKaoOpLlp Mrq@sgNgw@boLmMbmIm

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

URp--Mrq@sgNgEaoFbImUa@vmAfSbnPemOpSaLlp URp@OpNoIm@IgqSbWNhAgpINpWaq KhoPbMrq@sg

Mrq@sgNgW KboWChWgpMrfqFgSfp. WChWBqWgpMrfqFgSfp. WKboWgpMrfqFhSfp. (ImUa@vmK~WNhAgpWUgo

1.11 Listening and Speaking

To cease, stop, refrain; to attain full growth or

prevent others from feeling that way; or (3)

an explanation of the meaning of these words, see 2.8(5).

To be mature, elderly, old (refers to human

2.2 Pattern Sentences and Phrases

S'gaw Karen Lessons Book 3

S'gaw Karen Lessons Book 3