Samoan Language:

A Manual for the Study and Teaching

of the
Samoan Language
as Taught by Peace Corps/W. Samoa.

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 TABLE OF CONTENTS

Page
Memo from the Director of
Peace Corps/Western Samoa. vi
Introduction to this book: viii

Unit One: nominative

Lesson 1 - 38
Singular of nouns 10,00t,0040; 1 2, 26
'Pronunciation 2 7
Singular demonstratives 3 11, 26
Singular question 3 11, 26
Plural of nouns 4 15, 26
Plural demonstr2tives 4 15, 26
Plural question 4
-, 15, 26
Indefinite (singular and plural) 5 19, 30
Negative (singular and plur.71) 5 19, 30
Reading 6 24
Grammar Review One
33
Work sheet one 36

Unit Two: numbers

39 - 75
Counting 7 40, 64
Pronounciation 8 45
Buying and selling 9 48, 64
Telling time (clock) 10 52, 66
Locative bases 11 57, 68
Reading 12 62
Grammar Review Two 69
Work Sheet Two
73

Unit Three: pronouns

76 - 128
Personal pronouns 13 77, 114
The question 'who ?'. 13 -17, 114
Nouns in apposition (Ito be') 14 2, 114
Adjectives 14 82
Possessive pronouns
singular - for singular ncuns 15 E7, 116
(negative and indefinite) . 15 87, 116
singular - for plural nouns ... 16 92, 116
(necative and indefinite) 16 ... 92, 116
pair plural - for singular nouns 17 96, 119
(negative and indefinite) 17 96, 119
pair plural - for plural nouns 18 .103, 119
(negative and indefinite) 1Z 103, 119
Aural - for singular nouns 19 107, 121

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 (negative and indefinite) 19 107, 121
plural - for plural nouns . 19 107, 121
(negative and indefinite 19 107,121
Grammar Review Three 123
Work Sheet Three 127

Unit Four: verbal tenses 129 - 173

Present tense ('ua) 20,21,22 130,135,142
States of the weather 20 130
Statements of emotions
Dependent pronouns
21 ... 135
21,22,23 135,142048067
Present negative (e le 'o) 21 135
Statements of'desire 22 142
Plural verbs 22 142, 167
Three tenses - positive
present continuous ('o lo'o) 23 148
past (sa) 23 148
future (to lela) 23 148
Passive verb form 23 148, 166
Three tenscs - negative
present (e fe-lo) . 24 154
past (e le'i) 24 154
future Co lela 16) 24 154
Comparison of five tenses
158, 166
present indefinite (e/te) 25 158
present immediate ('ua) 25 158
present continuous (to lolo) 25 158
oast (Ea) 25 158
future (to le'I) 25 158
Grammar Review Four 168
;fork Sheet Four 172

7nit Five: Adjectives and. Adverbs 174 219

The verbal structure 'to be' 2b 175
The verbal structure 'to have' 27,28 .182 - 187
Adjectives of colour. 29 188
Formal demonstratives 29 188
To be like (what's it like ?; like this, etc). 29 188
Comparative and superlative (adjectives) 30 191
Kinship termnology (the family) ' 30 191
Calendar (months, days, etc) 3 196
Adverbs of time 32-33 202-208
Parts of the Samoan day 32 202
Gr mmar Review Five 212
Work Sheet Five 217
Unit Six: miscellaneous con2epts 220 - 257

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 Giving directions in town r 34 ... 221, 246
Geographical terms - world map 35 225, 246
Words of doubt 36 228
Negative commands 37 '31
Common vices and bad habits 37 ''..)1

Greetingv,salut2tions, congratulations 38 234

Gerunds and infinitive mood 39 236, 247
Words requiring ona 39 236
Passive and active voice 40 239, 249
The relative particle ai 41 242
Grammar Review Six 250
7ork Sheet six 256

Uhit Seven: conjunctions, prepositions, idioms 258 - 296

Why - because (laiseTi - lau.2) 42 259

But, nevertheless ('a, 'ae, 'ae peita'i) 43 263
If, when (fa, lafai, 'ana) 44 266
While, when ('a'o, lina 'ua) 45 269
Before ('a'o le'i, lee le'i) 46 272
Until, unless, lest (set!, sc'iloga, nc'i)... 47 275
Except, especially (Vagina, laemaise) 48 278
And then (lona ai lea ) 49 280
In order to ('ina 'ia) 50 283
Or (pc, po; 51 285
The same as (tutusa, pei lava) 51 285
Different than ('ese'ese) 51 285
I thought (fa'apea a'u) 51 285
That Is why (to le mea lea) 52 288
Since (talu mai, -ona,-ai) 52 .. ... 288
He who, they who ('o lg, 'o g) 52 288
Past perfect ('ua 'Lima ona) 53 290
After (lina Ilia 'lima, pela 'lama) 53 290
To become ('avea ma) 53 290
To act as (fai ma) 53 290
Self reciprocals 53 290
Almost (semana, toeitiiti) 54 293
Just (fa'ato,q) 54 293
Without (aunoa ma) 54 293
Although (e ui lava ina) 54 293
That means ('o lona uiga) 54 293
In regards to (e uiga li) 293
54
Grammar Review Seven 296
Work Sheet Seven 304

Unit Eight: dialogues and stories 307 - 324

Dialogues 308 - 320
it- Common greetings and farerel is Fa. 1 308

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 Biography - questions 'nd answers 2 309
Shopping 3 310
Giving directions 4 311
Ordering in a restaur,,nt 5 312
Negotiating with a taxi driver 6 313
Detrdled biographical data 7 314
Making a date 8 315
Drinking at a club 9 316
Preparing a cup of cocoa 10 317
A cricket E7Xle 11 318
Studying (school Preparation) 12 319
Talk in the market 13 320
Stories 321 - 32/1.

My family No. 1 321

My sweetheart 322
An evening at the club 3 323
Additional stories in Unit Seven
Yy friend (a dog) )62
T73, girl friend 265
The rugby team 268
New Zealand (a trip to ':ellington) 270
The meeting (with the Prime rinister) 274
my car 276
The visitor (to Samoa) 279
The Samoan - way (courtship) 281
School (the 3mpert-nce of learning) 284

APPENDIX 325-396

Samoan grammar 326-358

English - Samoan glossary 359-377

Agricultur:11 + mechanical 359

Biological + medical 361
Domestic and food preraratien 363
Education 365
Fishing 366
Ph;sical edueF,tion + card plying 368
Relationships - kinship 371
Samoan ceremonial speech ..., 373
Idiomatic expressions 377
Samoan - English glossary 378-395
Bibliography 396

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 PEACE CORPS/WESTERN SAMOA
.41ensosatultun

:
Whom It May Concern DATE: December 1, 1975

FROM : William D. Lontz t<1,41-,6---- Z9-

Director, Peace Corps/Western Samoa

SLWIECT: This Language Book

This Samoan Language book is one of several important publications

prepared by Peace Corps/Western Samoa. It is not a text just for Peace
Corps. It has been prepared to share with all who have an active
interest in the Samoan culture and language.

Western Samoa is thought of, by many experts, as a developing nation

ranking among the poorer countries of the world.
Yet, in Samoa there is
little want for the basics of food, clothing, and shelter. A good
majority of the people are literate, and the government undergoes
changes
in a stable way. Many, including myself, have felt
Samoa to be rich in
all its benefits and sound in the wisdom that it uses in guiding itself.
This richness has evolved for Samoa - evolved from a culture that has
produced a lifestyle fashionable for the people. Further, it hos evolved
with enough flexibility to allow the leaders of Samoa to look ahead to
regional inter-relationships and the place Samoa will have in a world
community. The basic building block of the
success of today and the pro-
mising success for tomorrow is, I beL.eve, the things that have happened
in the past and the way the culture has evolved and blended
new ideas with
the old order of accomplishing things.

For Peace Corps this has presented an interesting dilemma. Many of

the jobs we undertake are for the development of the country for
the
future. For example, in the Social Studies
Curriculum we try to stress
Samoa's inter-relationships with the region and the world as a whole. In
other areas of work we are designing buildings for tomorrow,
developing
accounting systems to encompass present and future economic growth
and,
io our science classes, teaching concepts on conservation of
resources for
a future generation's use. Having come from a traditionally
growth

04,41
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 oriented culture, it is natural for us to be able to accomplish the
job, yet our dilemma has been in learning that we must understand
and develop our thoughts with a new to the past and a conscious
awareness of the tradition upon which Samoa has been built. That
dilemma has been an asset to us since it has re-introduced us to some
of the ideas that developed our own heritage. Further, it has helped
us to attain a degree of flexibility and adaptability. I believe
our work in Samoa has reflected the cross- cultural need to build for
the future with a basic 'understanding of the past.

I believe this text itself, is recognition of the need to preserve

traditional things that will help build the future. It is, to my
knowledge, one of the most comprehensive text of the Samoan language
in existence. It has been, and I hope will continue to be, our
philosophy to use this text in the training of Volunteers so that they
may better understand and appreciate the culture they are working in
and thus accomplish those things which are wanted by the Samoan people.
Let me reiterate our desire is to share the text with others who are
now in or will come to work in Samoa.

Many hours of labor and testing have gone into this text. At this
publishing date we have been in Samoa some 8 years, and this is the
first permanent text to be published by our office. It is most appro-
priate that I take this opportunity to thank all those people who con-
tributed their time and effort and ask that the users of this text
take note of our acknowledgements for personal contributions.

In the mandate for Peace Corps, the President and our Congress
asked that we build bridges and promote Peace between people of varying
cultures. To me, this appears to be one small way of accomplishing
this task. Soifua.

via

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 INTRODUCTION TO THIS BOOK

This is a language manual for the study and instruction of the Samoan
Language. It is divided into three sections.
The introduction is the first
part and it will tell you the purpose of the book, those responsible for its
production, and how to use it for maximum benefit.

The second part contains a full course in the Samoan Language. It is pre-
sented as a teacher's manual containing each lesson
in a step by step, clearly
outlined sequence. The student will find that it is also a student's
resource
book, complete with a summary review of each lesson, detailed grr.mmAT notes
and after class worksheets reinforce what has been learned.

The last part of this book is the appendix which can be used by s..;udent
or teacher. In it there is a Samoan-English
glossary; an English-Samoan word
list in selected subject areas; a list of idiomatic expressions; a Samoan
grammar section to help organize grammatical ideas; and a bibliography of
oonsulted references as well as a list of further sources of information on
the Samoan Language.

The purpose of this book is twofold. First, it is a complete instructor's

manual for teaching Samoan Language in a classroom situation. Many varied
techniques are used in this book, but each is laid out in such a way that an
inexperienced instructor can easily follow the lessons in both content and
methodology. Second, for the students, it is a clearly presented reference
book that explicitly explains what has been taught, and contains follow up
exercises for practice outside of the classroom. Even students with prior
knowledge of Samoan will find this to be a valuable reference book for both
the use and the structure of the Samoan Language.

The materials of this book and most of the methods in it have had two full
years of trial in the field through Peace Corps language training programs,
and although the approach is relatively new, most of the material herein
has been in use for several years. Prior to 1973 all Peace Corps language
training in Western was done according to a rote memorization-pattern drill in
which the students were drilled with Samoan sentences and given English trans-
lations. Between the late 60's and beginning 70's, no fewer than four language
manuals were developed for Peace Corps by various people based on this approach
to language learning. It was conceded to be a successful but boring method.
In 1973 a new technique was trialed by Peace Corps in Western Samoa
which proved

viii

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 to be more succsasful, not oaly in ink.reasing student motivation and interest,
but in e-tually decreasing the total number of class hours necessary to reach
the required language proficiency. The technique, based on the Silent lay, has
since been modified, trialed and re-modified on approximately 150 Peace Corps
Volunteers and 20 Samoan instructors with superior results.
The present book has been written in order to integrate and expand that
language program with new materials and techniques as well as materials already
accumulated to bring together both a complete teacher's manual and a student's
resource book. This became necessary due to the complexity of the new technique,
and the need for a complete collection of what has been learned about conver-
sational Samoan. To do this required the help and co-operation of many indi-
viduals in compiling, trialing and editing this final product. I'd like to
acknowledge the following people for their assistance in producing this book:
Mrs Koke Aiono of the Western Samoa Department of Education who helped
develop many of the later lessons (Lessons 34-54) and comprehension stories,
and corrected grammar and pronounciation throughout the book; Mr. Chris Lord
(former Peace Corps Volunteer) for trialing the book in Peace Corps Training
Programs and offering many suggestions in ways of developing and writing the
lessons; Mrs Suluga Lameta of the TeaoherS' Training College of Western Samoa
for pn.of-reading mach of the book and giving suggestions on material content
and presentation . For contributions to parts of the English-Samoan glossary,
I would like to acknowledge the following people: Sally Hayes (Physical Educa-
tion); Mike Mdench e.ad Mike Tranetzki (Agriculture): Craig Wilson (Biology).
Thanks are also due to Gautusa Fa'avae and Tamali'i Tau'auve'a for trialing
portions of the book in Peace Corps Training Programs, and Miss Suzanne Snelling
(Peace Corps Volunteer ) for the illustrations and art work. The following
typists prepared the final manuscript: Fa'apaia Soi (the major part of the book),
Mitimiti Ngau Chun, Veronica Heather, Matilda Klein, and Henrietta Neru.
Finally, a special thanks to Mr. Jack Slattery (Program and Training Officer,
Peace Corps/Western Samoa) for making this book possible and offering suggestions
throughout the writing.
Most of the lessons in the first five units were based on the lessons out-
lined in the book Silent Way, Samoan Language (J. Mayer, 1974). The lessons in
units six and seven were developed for this book. The following texts were used
to help establish guidelines on how structures were to be developed in those
leasons: Conversational Samoan I and II (Campbell, Shore, Petaia, 1973); Let's
Speak Samoan (Johnson, Harmon, Eaymore, 1962). The dialogues in unit eight
were based on similar dialogues in Conversational Samoan I and II. The Grammar
Reviews at the end of each unit were written for this book. The following texts
were used to check grammatical concepts that were developed; Pratt's Greeepur

ix 1 t)
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 The teacher must bear the burden of ensuring that the student can get as
much out of each class as possible. To insure that even an untrained
instructor can present these lessons successfully, this book has been written
as a teacher's manual for lesson presentation as much as a student's book.

The teacher will note that each lesson is prese.ted very methodically so
that what is being taught can be understood easily by the student. It is
important for you, the instructor, to do two things before each lesson. The
first is to read the entire lesson and understand each step, action, or word
to be taught. The second thing is to prepare in advance all materials to be
used in that class period. This means the+ all pictures or charts are not only
to be drawn but also hung on the wall and ready for use. Similarly, materials
such as playing cards, flowers, etc. must be on hand ready for use. When both of
these are done, the teacher will find that the lessons progress smoothly and
the students' attention is never lacking.

The teacher will also note that at the beginning of each lesson there is a
list of the topics that will be taught, the method you are going to use, and
all the materials necessary to teach the lesson. This will enable you to plan
ahead in researching grammatical ideas , teaching methods, or in finding some
hard-to-get aids. The approximate time listed for each lesson will vary a
little depending on the teacher, the class, and the environment. Most lessons
will take no less than the time indicated although some may take sore.

There are eight units in this book. They are graduated so that, as
the basic structures and vocabulary are acquired, the succeeding units increase
in difficulty. Each of the first seven units contain new gramatical material
that, taken as a whole, make up the basis of the Samoan Language. In addition,
sections seven and eight contain stories and dialogues that utilize the
materials covered in the first seven units. It is recommended that the book
be followed in the unit seqhence presented since both vocabulary and gramatical
structure are built up from unit one to unit eight.

The number of class periods per day and consequently the time alotted for
each unit will vary depending on the students and the teacher. One uc.t could
be covered comfortably in two days assuming that some lessons would be repeated
and reviewed and perhaps expanded to other activities outside of the classroom.
Certainly there is no set time standard by which the teacher can pace his
class. It is beat to go at the students' own speed and review often by re-
peating lessons that the instructor or students feel need stressing.

Here are some suggestions to help the instructor in creating a good

learning atmosphere in his classroom.
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and Dictionary of the Samoan Language (Pratt, 1862); Samoan (Marsack, 1962);

Samoan Dictionary (Milner, 1966); Samoan Grammar (Churchward, 1926). The

English Samoan glossary was based in part on a smaller version found in

Conversational Samoan II. The sections en mechanics, medicines, fishing,

ceremonial speech, and idiomatic expressions were developed for this book. The
Samoan-Inglish glossary was cross-checked with the following texts; Pratte
Grammar And Dictionary of the Samoan Language, Samoan Dictionary, Samoan, Let's
Speak Samoan.

HOW TO USE THIS BOOK

For the student it is intended that the greater part of the learning take
place in the classroom under the direction of the teacher. The technique used

is a total immersion in Samoan with the exclusion of English being an important

feature. Those familiar with the Berlitz or De Sauze methods will find many
similarities in the initial units of this language course. A basic vocabulary

of functional words and gramatical structure is built up through a series of

lessons in which Samoan is spoken, and actions, objects, or plctures are used
to give meanings to these new utterances. The beginning lessons contain only

a few simple words and structures which can readily be re-arranged or re-combined
by the students to describe artificial situations improvised by the instructor.
Each succeeding lesson adds more vocabulary and structure in the same way to
enable the student to expand and modify these sentences to more meaningful and
complete descriptions, until the student finds himself freely conversing in
Samoan in later lessons. To achieve this, it is necessary for the student to

assume an attitude of experimentation in the initial lessons and a complete

freedom in trying to build meaningful sentences from the pool of Samoan that
has been introduced. Naturally in an approach such as this, extensive intro-
duction of new vocabulary is minimized in favor of only basic wol and stiuc-

tuxes that will provide the student with a strong base to which later vocabulary
can be added . Students will find that most of the supplemental vocabulary
will be acquired outside of the classroom or in later class-oriented activities.
In theory students need only attend the classes to benefit from this tech-
nique, but to maximize retention the student should supplement the classes by
reviewing the leftons, z...ading the grammar notes, and completing the exerci,:eq

at the end of each unit. In addition, the new language must be practised out

of class with the same degree of experimentation that is developed

during the formal lessons.

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 1. Prohibit all English in the classroom.
2. Likewise prohibit smoking, eating and drinking in the classroom.
3. Encourage experimentation and conversation in Samoan.
4. Prepare each lesson before the beginning of the class so that everything
is ready to be used when it is needed.
5. Limit clefip size to about 5 students per class.
6.. Aespt the lessons to suit your students. This includes objects used in the
lessons as well ire other material aids, location of the classroom, and
methodology.
7. Keep the pace of the class fast but not over the heads of the students.
8. Review often.

The Silent War technique used in this book follows the same pattern of
lesson planning throughout the book. With this type of teaching, the teacher
must always remember that the students should be given thl opportunity to form
new structures and sentence patterns by themselves. Only when this is not
possible should the teacher model what is being taught for the students. The
Silent Way lesson plans are used in the fol::-Iming way:
The teacher sets up his teaching aids and arranges the students in the proper
position. There are three columns in the lesson plan. They are:
WORD ACTION TARGET RESPONSE'
The WORD column contains all the words and phrases that the teacher will utter
during that lesson. This is the teacher's column. This column contains the
only words to be spoken by the teacher. The next column is the ACTION column.
There is a corresponding action listed here for each utterance in the WORD
column. Since no English is being spoken, it is important that the action be
performed properly to show the students the meaning of the Samoan word being
spoken by the teacher. For example, if the WORD is 'Ave, the appropriate
ACTION would be to take something ('ave=take). In this way the students can
understand the meanings of the utterances without being given English trans-
lations. The last column, TARGET RESPONSE, is what the students should be
saying after the teacher has said the word and performed the action. Remember
that the students will be combining and re-arranging the words to from sentences
on their own. Samples of these sentences are listed under the TARGET RESPONSE,
so that the teacher can tell if the students are developing along the desired
line for that,lesson. The teacher is not to speak the TARGET RESPONSE, this
is for the students alone to speak. The teacher must he able to direct the
students to the desired responses through his actions. That is why the
ACTION column is listed, to show the teacher what to do in order to elicit

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the proper responses. At the end of each lesson there is a Summary Review

to enable both the students and teachers to easily see what has been tamght.
The Grammar Review at the end of each unit is mainly for the student's benefit
and should not be used in class.

when other teaching methodologies are used in later lessons there is a de

tailed explanation "f the proper way to present these lessons using thenew
techniques. Again it must be stressed that it is primarily the teacher's
responsibility to insure a well paced, well prepared lesson, and to maintain
absolute authority over classroom conditions to insure the maximum possible
benefit to all students.

As a final note of introduction, I wish to point out to the reader that the
_;(2or..:o or reference for pronounciation, spelling, dofiniticn of words,

a n d g -rammer, 11.ns bee the Western Sataoan DcpartiLant of Education.

Mrs. Koke Aiono of the Samoan Language Curriculum Development Unit has devoted
a great deal of time and effort to insure that what is presented in this book
is in agreement with materials currently being developed for teaching Samoan
Language in the government school system.

Unfortunately, Samoan is not yet standardized to the point where it is

spoken and written uniformaly throughout the islands. Many of these variations

are slight, but the student will notice that they do exist especially in the
writte laneua6 Existing texts on Samoan are not widely used among the pub
lic ani although there are soma points of disagreement among them, the
potent_al effectivene the nave on standardizing the language and pro

viding consistency in Ala. 1, being spoken is not realized. It is hoped that

this book may contribute in some to the Department at Education's program

of preserving and standardizing the Samoan Language and therefore benefit both
foreign and the native students of Samoan.

J.F.M.
December, 1975

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 SINGULAR AND PLURAL

DEFINITE AND INDEFINITE

POSITIVE AND NEGATIVE

PRONOUNCIATION

READING AND WRITING

-1-
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 LESSON ONE

TOPICS

(a) Nominative singular

The pen '0 le peni.

It's a pen '0 le peni.

(b) Simple command

take 'ave

bring 'aumai

(c) Conjunction, preposition

and ma

to is

METHOD

Silent Way. Place several objects on the table (i.e. pen,

pencil, notebook, paper). Following the lesson outlined below,
the teacher will say the underlined word once very clearly (make
sure all students are listening). At the same time the word is
spoken by the teacher, the action must be performed to show what
the word means.
After the student has heard the word and seen the action, the
teacher motions for all the students to repeat the word, or target
response. The teacher then listens to each individual repeat the
response to make sure that everyone is pronouncing it properly.
If one student is mispronouncing the target response, the teacher
can call on a student who has pronounced it correctly to repeat it
for the other student's benefit. If no one can say the response
properly, the teacher must repeat it again when all are listening.
The target is included in the lesson so that the teacher has
a written plan of what the students should be trying to say. The
responses are the minimum that the student should be saying. They
should be encouraged to say more than just these responses, and should

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 experiment with all the new words they are learning to make up new
sentences. The teacher must be prepared to correct any pronuncia-
tion errors that the student might make in this experimentation.
In some parts of the lesson the teacher is required to count
the word or words of a sentences on his fingers. This enables the
student to visualize the sentence easier and makes it easy for the
teacher to add or eliminate words as the need arises.

MATERIALS

Several commonly used objects (i.e. pen, paper, notebook), a

table and chairs. Remember that the objects you use should
reflect the interests of your students. (i.e. kitchen utensils for
housewives, pen and pencils for teachers or students).

TIME: 45 minutes

-*Q-Xig4-@,4@*f,wif;*E*g4/7:4t* TFE LESSON

Teacher says the Word At the same time Students say the
below. teacher performs Target Response
the Action below. below.

Word Action Target Response

(pen) Peni! Hold up a pen.
(Hold up one
finger to indicate
one word) Penis

(It's the) '0 le hold up two fingers

to indicate two words.... '0 le!

'0 le peni! Hold up the pen and

three fingers to
indicate three words '0 le peni!
(notebook) Hold up a notebook 'Apit
Full sentence '0 le 'api.

(Remember to review '0 le

peni)

(pencil) Penitala: Hold up a pencil Penitala!

Full sentence '0 le penitala.

(paper) pepa! Hold up a sheet of paper Pepe;

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 Full sentence '0 le papa.

Place a pen and a notebook

in the centre of the table.

(and) Ma! Touch the empty space bet-

ween the pen and the note-
book Ma!

Touch the pen. '0 le peni.

the space ma
and the notebook 'o le sapi.

in that order and make stu-

dents respond. to each
touch.

Using your fingers, indi-

cate that the second 'o is
to be thrown out '0 le peni ma le
'api.

Try combinations of other

pairs.
(Make sure the second 'o
is left out) (i.e.)
'0 le penitala ma
le pepa.

Set out four objects in a

line and touch them in the
following manner.

the pen '0 le peni

the space ma
the paper le pepa
the space
the Fencil le penitala.

Now pint to the whole line

of objects and indicate a
full unbroken sentence '0 le peni
ma le pepa
ma le penitala.

Repeat this with other com-

binations.

(take) 'Ave! With everyone watching take

any single object 'Ave!

'Ave le peni! Touch the pen and indicate

one student must take it.
All students repeat the CQM-
mand. 'Ave le peni.

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 Indicate one student is to
command another to take any-
thing 'Ave le ob ect.

Let each student command and

act: several times. Make ,aure
they expand the sentences to
more than one object at a
time (i.e.)
'Ave le peni ma le
'api.

Motion away from yourself....

'Ave le peni
Ioane! Indicate that the pen is to
be given to one of the stu-
dents. Students repeat. When
you hear the correct target
response immediately_ give the
pen to that student 'Ave le peni is Ioane,

Point to a pencil and then

another student. Student says 'Ave le penitala is
student's name.

Let the students practice

with each other.

Give each student an object.

(bring) 'Aumai! Hold out your hand and indicate

that you want them to give their
objects to you. All repeat.... 'Aumai!

'Aumai le oeni'. Hold out your hand to the stu-

dent who has the pen and make
him give you the pen. Indi-
cate another student is to ask
you for that same pen 'Aumai le peni.

Immediately give him the pen,

then indicate another student
is to ask for the pen 'Aumai le peni

Continue letting students ask

for and receive the pen as well
as other objects.

let them make up sent-

ence about anything they have
learned in the lesson (i.e.)
'Aumai le peni.

'Ave le peni is name.

etc.

-5-
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 SITT2.7ARY REVIEW

'0 le peni. It's a pen.

pepa piece of paper.
'api. notebook.
penitala. pencil.

'0 le peni ma le 'api. It's a pen and a notebook.

'Ave le peni Take (away) the pen.
'Aumai. Bring (to me).
-
'Ave le peni is Mika. Take the pen to Mike.

-*@*@*;f,*g-wg*.-22*c,*(1*,,7*-.14,7-*:-.4ffi4g

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 LESSON MO

TOPIC: Pronounciation

YETHOD: Fidel Charts

=ERIALS

A large wall size Fidel Chart (below) and a pointer.

FIDEL CHARTS

Samoan LanuEage

Short Vowels Consonants Long Vowels "A" Glottal Vowels

A E I G U 7t E.. T.. 0 Ti.. 'A 'A'A A'A

AE EA IA OA UA AE EA IA OA UA 'AE 'A'E A'E
Al EI IL OE UI F GEL AI EI IL OT UT 'Al 'A'I A'I
AC EO IC Ci UI L IT P R AO EO IO OI UI 'AO 'A'C A'0
AU EU 1U OU UO S T V AU EU IU OU UO 'AU 'A'U A'U

1 2 3 4

"E" Glottal Vowels "I" Glottal "C" Glottal Vow is "U" Glottal Vowels
Vowels

'E 'E'E L'E 'I 'III PI '0 '0'0 0'0 'U 'U'U U'U
'EA 'L'A l'A 'IA 'I'A I'A 'OA 'C'A O'A 'UA 'U'A U'A
'EI 'E'I L'I 'IE 'I'E I'E 'OE 'O'E 01E 'UE 'U'E U'E
'EO 'E'O E'O 'IO 'IT IT '0I 'O'I O'I 'UI 'U'I U'I
'EU 'E'U E'U 'IU 'I'U I'U 'OU 'O'U O'U 'UO 'U'O U'O

5 6 7 8

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 TINE: 45 Minutes

-11@ilf14**git@iirePt@4@ THE LESSON -fx4:f441'6,44Q-*@-*

INTRODUCTION: The Fidel Charts used in this lesson are a variation of

those used in the Silent Way technique. Because Samoan is a simple
language in terms of pronounciation, these charts are riot colour coded.
Similarly, the dipthongs are not listed together in related sound groups
because no two dipthongs have the same sound.
In these charts, and throughout the book, a bar over the vowel (A)
indicates a long vowel. A long vowel is essentially a slight lengthening
of the vowel sound. The glottal vowel will be represented by an apostrophy
before the vowel ('A). A glottal vowel is an abrupt glottal beginning of
the vowel sound.
The consonant 'H' is omitted in this book because of its very rare
occurrence in Samoan. A more detailed explanation of pronounciation is
in the Appendix.

THE EXERCISE

Students must be seated close to the wall chart. Teacher must be

standing.

CHART NO. 1 - SHORT VOV,ELS

I. Point to each single vowel and pronounce each once. Students repeat
after each one. A E I 0 U.

II. Move down the first column (A). Touch the vowel or vowels'. pronounce
each clearly and let the students repeat. The dipthongs are taught
in the following way:

(i.e.) AB
Teacher points to and pronounces A and E separately.
Student pronounces A and E separately.
Teacher pronounces AE normally.
Student pronounces AB n:rmally.

Continue in this way for all the A combinations and then repeat the
process for all the E combinations, I combinations, 0 combinations
and finally U combinations.

Note that after the first few rows of dipthongs are drilled, the stu-
dents will probably be able to respond to the chart without the teach-
ers mw:eling. This is to be encouraged, however the insyructor should
be prepared to correct mistakes.

-C-

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 CHART NO. 2 - CONSONANTS

Foint to each consonant and pronounce each once. Students repeat

immediately. After each consonant is repeated by the student, the teacher
points to a vowel column in Chart No. 1 and the students pronounce the new
combinations without the teachers modeling.

(i.e.) F.

Teacher points to and pronounces F.

Students pronounce F.

Teacher points to F and A (Chart No. 1).

Students say FA.

Teacher points to F and AE.

Students say FAE.

Teacher points to F and AI.

Students say FAI.

Teacher points to F and AO.

Strdents say FAO.

Teacher points to F and AU.

Students say FAU.

Repeat this procedure with all the consonants. Use all the short
vowels in combination with the consonants.

CHART NO. 3 - LONG VOWELS

1. Teacher points to and pronounces each long vowel.

Students repeat immediately.

A E I 0 U

Immediately review the seven short vowel sounds once again for
contrast.

A EIOU
Move down the first column (A) and say each dipthong once normally.
Students repeat after each one. After each long dipthors immediately
point to the equivalent short vowel dipthong in Chart No. 1 and let
the students say it once to contrast the new long sound,

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 (i.e.) XE
Teacher points to and says A.
Students say AE
Teacher points to AE (Chart No. 1)
Students say AE

Repeat this procedure for all of the long A combinations (Al, AT), AU)
and all the other long vowel columns (E, I 0, U). Always contrast
,ach long dipthong with the corresponding short dipthong in Chart No. 1.

III. Point to some consonant and long vowel combinations and let the
students pronounce them. Contrast the long and short combinations.
(i.e.) FAI and FAI.

CHART NO. 4 - 'A GLOTTAL VOWELS

I. Point to the 'A combinations and pronounce each once. Students re-
peat.
'A 'A'A A'A
II. Move down the first column ('A) and pronounce each dipthong once.
Students repeat after each one. Contrast each with the equivalent
short vowel dipthong.
(i.e.) 'AE

Teacher points to and says 'AE

Students repeat 'AE

Teacher points to AE (Chart No. 1).
Students pronounce AE.

Repeat with all of the 'A combinations, then repeat the procedure
with the 'A'A column and the A'A column.

Point to some consonant and glottal vowel combinations and contrast

with the long and short vowels.
NOTE: A consonant cannot come directly before a glottal vowel.
Teacher must limit the combinations to the last column of 'A glottal
vowels (A'A, A'E, A'I, A'0, A'U).
(i.e.) FA'I FAI FAI

CHARTS NO. 3,6,7,8: Repeat the proceedure used for

Chart No. 4.

'4A44.4444 #00 0 0 4!-S:4344421,44.44kIk 00 0 04 0144430-4404NaM.4-444:

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 LESSON TaREE

TOPICS

(a) Singular demonstratives

This pen '0 le peni lea.

That pen '0 le peni lele/

lena/lale

(b) Question word (what)

What is this? '0 le a lea?

What is that, '0 le a lele/

lena/lale?

METHOD

Silent Way. This lesson is taught in the same manner as Lesson One.
Note however the silent hand sign for eliciting a question from the
student: trace a question mark in the air.

MATERIALS

Pairs of several common objects (those used in lesson one plus two
or three new ones i.e. book, matches, comb). Again make sure you chose
objects that your students can relate to. (i.e. Do not choose carpentry
tools for a group of students who are teachers or dentists by profession).

TIME: 45 Minutes

THE LESSON

Word Action Target Response

Hold up a pen; '0 le peni.

Hold up each of the known perm.

objects in turn. Leave the
new objects on the table penitala.
but don't give their
Samoan names,

11

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Word Action Target amearlat
(that) Lalei Throw the pen far away but
with;.n sight bale!
Hold up four fingers. '0 le peni lale.
P.ract5oe with a few other
objects thrown at a distance '0 le object
141e.

(that) Lelel Point to one object which

you have placed in the centre
of the table Lelel
Hold up four fingers '0 le object
lele.
Practice with other objets and
review (i.e.)
'0 le pepa lele.
'0 le 'api lale.

Give each one including

yourself an object.

(that) Lena; Make everyone point to your

object and repeat Lenal
Hold up four fingers '0 le object
lena.
Let them practice pointing to
a friend's object. Remember
to review lale and lele also.

(that) Leal Make all the students point

to the object still in his
own hand and repeat Leal
Indicate a full sentence '0 le object lea.

Review all demonstratives.

Make sure that students realize

that lena is used when referring
to someone elses object, but lele
is for something close by that no
one possesses.

(thing) Meal Touch any object and indicate

students to respond Meal
Indicate a full sentence '0 le mea.

Practice using objects close, far

and near people. '0 le mea lea.
lele
lena
lale
12
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(what) Praw a question with your hand
(hold up I, finger to indicate
one word) pf.

'LILL Hold up two fingers '0 le:

Now indicate a question and

hold up three fingers ., '0 is a?

Now place one of the new ob-

ject", which still hasn't been
given a Samoan name into the
centre of the table and point
to it, Draw a question mark
and indicate a full sentence. '0 is a is mea isle?

(the book) '0

li-tus Immediately answer.

Indicate all are to repeat this

answie '0 le tusi:

Try the question with a known

object, Point to a pen and in-
diCate a ...... '0 le ; le mea lele?

,iakInu Immediately answer '0 le penis'

Throw another one of the UMW-

amed objects far away (but well
within sight pf all) and indi-
cate a question '0 is ; is mea lale?

(comb) 0 le selu:mediately answer.

Have each student repeat the

new answer '0 le selu:

Hold the last unnamed object in

your hand and indicate a ques-
tion '0 le ; is mea lenti?

(match) 0 le afi-
tusi. Make each student repeat the
new answer '0 le afitusi:

Give each student an object,

Each student points to the
object in his hand and asks -
of another student '0 le a is mea lea?

The other student answers.... '0 is object len;.

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Student now may ask questions about anything in the room or if time
permits, everyone can !Alk outside and continue the exercise. Every
student must repeat the name of each new object encountered.

SUMMARY REVIEW

'0 le tusi lea. This here book.

lele That there book.

lena That there (someone's) book.
lale That there (far away) book.

'0 le a? It's a what?

0 le a le mea lea? What's this thing?

lele that

lena that
lale that

'0 le mea len; 'o le afitusi. That thing is a match.

lele selu That comb

lale peni That pen

lea tusi This book

44g1444g44g014474a1WgggW444,A4"4 IV@ 444?"4gaiga:Z153

.

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 LESSON POUT!

TOPICS

(a) Nominative plural

Pens '0 AIL.

They're pens '0 peni.

(b) Plural demonstratives

These pens 0 peni la

Those pens 0 peni n;/1;

(c) Plural question (what)

What are these? '0 a ia?

METHOD

Silent Way. Continue following the method used in previous lessons.

MATERIALS

Pairs of objects used in Lessons One,and two or three new pairs of

objects (i.e. watches, cigarettes, rings).

TIME: 45 Minutes

41040444041P4**Q#44/AerogSK)440 THE LESSON ie*Q4411§4*@***:;4115)11@it(*.

Word Action Target Response

'0 le peril.: Hold up one pen. Hold up

three fingers to show three
words '0 le peni:

Now hold up two pens and

indicate on your fingers that
the middle word (le) is to be
thrown out '0 penil

15
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Word Action Target Response

Try it with the other familiar

objects '0 afitusi.
aVI-
penitala
etc.

Switch back to the singular a few

times so that they realize the
difference between singular and
plural. (drop the le) (i.e.)
'0 le penitala.
'0 penitala.

(those) al Throw two pencils far away but

well within sight.

Point to the two distant pencils al

Indicate a full sentence '0 penitala 71.

Use other objects.

(those) Nil Place some books on the table

and point to them.

Point to the books Nai

Indicate a full sentence '0 tusi na.

Use other objects and review la.

(those) Nai Hold 2 notebooks and make every-

one point to them N;.1

Indicate a full sentence '0 'api na.

Let the students hold objects and

describe them to each other.
(Review all).

Gkre each student pairs of objects.

(those) Ial Teacher points to his own objects.

16

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 Word Action Target Response

Each says ia while he is pointing

to his own objects Ia!

Indicate a full sentence '0 objects ia.

Practice with all the familiar

objects using both singular and
plural '0 objects is/ni/171
'0 le object lea/
lele/lena/lale.

(Things)
'0 ma! Touch several pairs of objects
indicating that they are all things '0 mea!

(When) A! Draw a question mark X!

Indicate a full sentence with three

words '0 le ;?
-
Throw out the second word (le).... '0 a?

Point to a new pair of objects on

the table (rings) and indicate a
question '0 a mea na?

(Rings) '0 mamA1 When the students say the question

properly, teacher answers.

Point to the rings and have them

repeat '0 mama!

Throw the cigarettes far away and

indicate a question '0 g mea l;?
(cigarettes)
'0 sikaleti! When they ask the question proper-
ly answer immediately.
Indicate all must repeat '0 sikaleti!
\\
Hold the pair of watches in your
hand and indicate question '0 a mea na?
(watches)'O uati! Immediately answer.

Make everyone repeat the answer... '0 uati!

Give everyone a different pair of

objects. Each student points to
his own objects and asks another -
student '0 a mea ia?

The other student replies rOokjectsna

17 3
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The students ask questions about anything in the room (or a walk out-
side). Make sure everyone repeats the new words as they are taught.

Wiggigglg@g@g@gag@gig@aggig@gg@g41§

SUMMARY REVIEW

'0 uati . They are watches.

sikaleti cigarettes
mama rings

'0 uati is . These here are watches.

na Those there
la Those there (far)

'0 a? They are what?

'0 mea ia? What are these?

na those
la those

'0 mea is 'o uati. These are watches

sikaleti cigarettes
mama rings

:F:.es,e,,e1..Te..eeelleeeeeoffeeleeq.41eeeeeeeeeeeeeeee) emeoffee.ffeffeee..ee

3
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 LESSON FIVE

TOPICS

(a) Indefinite singular and plural

Is it a pen? '0 SJ peni?

Are they pens? '0 ni peni?

(b) Negative singular and plural

It's not a pen E le "o se peni.

They're not pens E le 'o ni peni.

METHOD: Silent Way

MATERIALS

The plural objects used in previous lessons plus two new pairs
(i.e. glasses, ashtrays).

TIME: 45 Minutes

-).04384***44144-041461t44416440 THE LESSON -441644000044344404042464.*

Word Action Target Response

'0 le 'api lele! Point to a notebook on the

table.
Hold up four fingers to
indicate a four word
sentence '0 le 'api lele1

(a) SO Draw a question with your

finger. Make everyone
repeat the new word ...... Se!

Now point to the notebook again,

but this time when you hold up
four fingers, touch the second
finger and show that word is a
question word '0 se 'api lele?

19

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Word Action Target Response

When the students ask the correct

question then teacher must
immediately answer:

(Yes) 'Ice! Shake your head yes.

All repeat

Indicate that the students are

to answer in a full sentence
after 'Ioe le lap'
lele.

(IMPORTANT: - The students must

switch back to using le instead
of se when they are giving a yes
answer. Use your fingers for
this changing).

Practice with other objects. DO

NOT use the new objects yet.

'0 se tusi lele? Point to a new object on the table

(a glass) and ask the question.

Make everyone repeat '0 se tusi lele?

(No) Leal! Shake you head no. Make all

repeat this new word Lead!

Practice this question using the

names of different objects and
pointing to the glass '0 se object lele?

After each question the students

say no Leal!

(It's not) E 1E! Show two words with your fingers

Shake your head no E lel

Make everyone repeat stressing

the long lE sounds so that it
will not be confused with le the
article.

3 ,i 20

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Word Action Target Response

'E le 'o se
peni lelel Point to the glass and shake
your head no. Say this sentence,
and hold up six fingers.

Make everyone point to the glass

and say the sentence E le 'o se peni
lelel

Make everyone point to the glass

and say the sentence E le o se peni
lele!

(glass) Ipaj Identify the glass.

All repeat '0 le ipul

Repeat this with other objects. (i.e.)

0 se mama lera?
Leal, e le 'o se
mama lea.
Or
'Ioe, 'o le mama
lea.

Following the same procedure as

the singular, continue with the
plural.
OP

40 tusi nal Point to some books on the table.

Hold up three fingers '0 tusi nal

(some) Nil Draw a question in the air with

your finger Nil

Point again to the books but this

time draw a question and hold up
four fingers and touch the second
finger to indicate that this is
ni '0 ni tusi na?

When you hear the correct question

immediately answer.

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 Word Action Target Response

1100 Shake your head yes.

Students repeat 'Ioel
Indicate students are to respond
in a full sentence. 'Ioe, 'o tusi na.

(IMPORTANT: Make sure the students

remove the indefinite ni from
their "yea" sentence. Use your
fingers if necessary to show that
ni is thrown out).

Practice with other familiar objects.

'0 ni ipu na? Point to a pair of unfamiliar

objects (i.e. ashtrays) and ask if
they are glasses.
Students repeat '0 ni ipu na?

Let students practice the question.

Shake your head no

All repeat Leal!

Let students ask this queetim

using the names of other familiar
objects while pointing to the
ashtrays (3.e.)
'0 ni oUsts na?
Answer: Leal!

Hold up two fingers to shor 'cwo

words. Shake your head no and point
to the ashtrays.
All repeat E let

E le 'o ni ipu mil Point to the ashtrays and hold

up 6 fingers.

Point to the ashtrays, make everyone

point to them and repeat E le 'o ni ipu nal

TElefulefu Identify the ashtray.

St cents repeat Ta.lefulefu:

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Word Action Target Response

Practice questions and answers with

other objects, both yes and no
answers.

If time permits also review singular

and plural together.

*041@i6§4.firmg-10&4440WWgiNg)09-xtV404iikk

SUMMARY REV1EK

'0 se ile Is it a glass?

tglefulefu ashtray

'Ioe, '0 le 12u. Yes, its a glass.

talefulefu ashtray

Leai, e le 'o se la, No, its not a glass.

talefulefu ashtray

'0 ni ipu ia? Are these glasses?

n those*
la those

'Ioe, 'o ipu ia. Yes, these are glasses.

na those

,
la those

Leai, e le to ni ipu ia. No, these are not glasses.

na those
1R those

4K441-4$©40461:01C)4#@*c_..,-.10@-)034H6341-

3
23

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 LESSON SIX

Reading

METHOD: Word Charts

MATERIALS

A large wall chart like below with all the previously learned words listed
randomly. The teacher needs a pointer.

'0 LE PENI 'AVE LENA WA

E LE NI SE LEA 'AUMAI LA

'IOE MA IA MAMA LATE TYLF

LEA' UATI A IA NA PENITALA

SELU SINA IOANE TALEFULEFU

TINE: 45 Minutes

44-4:01041.144444144-11.11 THE LESSON *@-0.53-*©-)ip44©44§44.04@-)4@-x@-***

INTRODUCTION: The word chart is designed to provide an easy transition

from spoken to written Samoan. Only words which have been previously
introduced in class are listed on the chart. This enables the student to
see written, the words and phrases which he can already use verbally. As
with the Fidel chart, the word charts used here are not colour coded due
to the simplicity of the Samoan language.

2HE EXERCISE

I. PRONOUNCIATION: Teacher points to each word and pronounces it once.

Students immediately repeat after each word.

II. Teacher points to a series of words which make a complete sentence.

Students say the words one at a time as the teacher points.

24

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The teacher does not model the words.

(i.e.) '0 le pen!

Teacher touches lo

Students say 'o

Teacher touches le

Students say le
Teacher touches peni
Students say peni

The teacher must begin with short easy sentences from Lesson One and
continue on with examples from later lessons (Lessons Three, Four and
Five).
(i.e.)

'0 le peni. '0 se peni? 'Ioe, 'o le peni.

DEM etc
etc. Leai, e le 'o se 2eni.
etc
'0 le peni ma le penitala.
selu uati
etc etc
'0 ni peni? 'Ioe, 'o 22a.
etc
'Aumai le peni.
etc.
Leai, e le '0 ni 222.71.
'Ave le peni is Sina. etc
etc Inane

'0 le a lea? '0 le p6ni lea.

lele uati lele
lale etc etc

'0 le 6 le mea lea? '0 lepeni le mea lea.

lele uati lee
etc etc etc

'0 a ia? '0 peni ia.

-qtr
na uati nib
la etc. la

III. Allow students to coms up and point out sentence while the rest of
the class responds orally.

(44:1,4444.4.4444.41W*),14),9-44_,W (E)
.S444444444S44.

25
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 REVIEW DRILL ONE

TOPICS

Nominative singular '0 le peni.

Singular demonstratives '0 le peni lea.

Singular quastion '0 le a lea?

Nominative plural '0 peni.

Plural demonstratives '0 peni ia.

Pluml question '0 a ia.

METHOD: Substitution Drill

MATERIALS

A large wall chart like the one below.

--F,4a1.1.
. . .:
sli4iXi..
447P.
wm

/ 1
%

TIME: 20 Minutes

-44(0404016446410016004.* TIM DRILL 34061;44441-44.(&)640.441-

I. VOCABULARY

Teacher pronounces the name of each object pictured.

Students repeat.

peni fetu

tusi lisumu

letio mauga

'ato afu

4u 26

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 II. STATEMENTS:

Teacher will model the sentence once after which the student will
respond automatically as the teacher points to each new picture.
Rola QUICKLY I Do not give the English translation.

'0 le peni. It's a 12n.

tusi book
etc. etc.

'0 le peni lea. (Point down) This is a mn,

tusi book
etc. etc.

'0 le peni lele. (Point away) That is axle.

etc. etc.

'0 le peni lena- . (Point to That is a an.

etc. yourself) etc.

'0 le peni lale. (Point far That is a men.

etc. away) etc.

III. QUESTIONS;

Teacher says each of the four questions once (the first time only).
Students must ask the question each time before describing the
picture being pointed to.

rIM

'0 le a lea? What's this?

'0 le peni lea. This a pen.

'0 le a lea? What's this?

'0 le penitala lea. This is a pencil.

etc. etc.

rIM

'0 le a lele? What's that?

'0 le peni lele. That's a pen.

etc. etc.

1.)

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 '0 le a len;? What's that?

10 le =liana. That's a 2n.

etc. etc.

'0 le a lale? What's that?

'0 le mil lale. That's a 21E.

etc. etc.

IV. MORE QUESTIONS:

Repeat the same procedure as before,

'0 le a le mea lea? What's this thing?

'0 le pens le mea lea. This thing is a pal.

-
'0 le a le mea lea? What's this thing?

'0 le penitala le mea lea. This thing is a pencil.

etc. etc.

'0 le a le mea lele? What's that thing?

'0 le peni le mea lele. That thing' a. a e_a.

etc. etc.

'0 le a le mea lena? What's that thing?

'0 le peni le mea lena. That thing's a pen.

etc. etc.

'0 le a le mea lale? What's that thing?

'0 le mea lale 'o le peni. That thing's a ma.

etc. etc.

V. PLURAL STATEMENTS:

Teacher must hold up two fingers and point to each picture to

show plural.
'0 peni They're 0.121
etc etc

28
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 '0 22E4 ia. (Point down) These are am.
etc etc

'0 peni na. (Print away) These are pens.

etc. etc.

'0 peni 1;. (Point afar) These are pens.

etc etc

VI. PLURAL QUESTIONS:

Again, the teacher says the question only once (the first time
only).

'0 a ia? What are these?

0 peni ia. These are pens.
etc etc

'0 aa na? What are those?

0 peni na. Those are pens.
etc etc

'0 a la? What are those?

0 peni la. Those are pens.

etc 214:

VII MORE PLURAL QUESTIONS:

'0 a mea ia? What are these things?

'0 peni mea ia. These things are pens.
etc

'0 1 mea What are those things?

'0 peni mea na. Those things are pens.

21.9.

'0 a mea 1;? What are those things?

10 peni mea la. Those things are pen.

etc

E.."' 1 1.'"ACT'S Tr% .eq-%.6.%. E.41 , (11644,6:64E,E,:Eri.

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 REVIEW DRILL TWO

TOPICS

Indefinite singular and plural '0 se peni?

'0 ni peni?

Negative singular and plural E le lo se peni,

E le '0 ni peni.

METHOD: Substitution Drill

MATERIALS

A large tall chart like the one below.

'51 Si?,
CJ
WI"
e
6:b.0 L
TIME: 15 Minutes

*g-agag*g414411@4(440:*@* THE DRILL -w.-Icpp-mifq4+(g*t4c,*(..;4@*

VOCABULARY:

Teacher pronouncefeach picture and students repeat.

malie pe'a leoleo pasi

i'a lupe pagota loll

30

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 II. QUESTION - INDEFINITE:

Teacher models each section once. Students will automatically respond when
teacher points to each picture.

'0 se malie? Is it a shark?

pe'a bat

leoleo cop

pass bus

i'a fish

lupe dove
-
2g21.1. prisoner

loll truck

'0 ni malie? Are they sharks?

etc. etc.

III. QUESTION AND ANSWEA - POSITIVE:

Each picture has a question and positive answer. i.e. malie.

'0 se malie? tIoe, 'o le malie. Is it a shark?

etc. etc. etc

Yes, it's a shark.

ete.

'0 ni malie? 'Ioe, 'o mane. Are they sharks?

etc. etc. etc.

Yes, they're sharks.

etc.

If. QUESTION AND ANSWER NEGATIVE:

(a) The top picture determines the question. The top answer is
positive, the bottom picture is negative.

31 4
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 QUESTION UPPER PICTURE LOWER PICTURE
'0 se malie? 'Ioe, 'o le malie. Leai, 'e lg '0 se malie.

pe'a pe'a 2-e-Li

leoleo leoleo leoleo

pasi pasi
2:0s .

'0 ni malie? 'Ioe, 'o malie Leai, 'e le '0 ni malie.

pe'a pe'a
pe'a,
leoleo leoleo leoleo

pasi pasi pasi

(b) Now reverse the procedure. The bottom picture determines the question.
The upper is negative and the lower is positive.

QUESTION UPPER PICTURE LOWER PICTURE

'0 se i'a? 'Ioe, 'o le i'a. Leai, e l; 'o se i'a.

lupe lupe lupe

pagota pagota pagota

loli loli loli

'0 ni i'a? 'Ioe, 'o i'a. Leai, e le 'o ni i'a

lute 112.22.
lupe
_ -
pagota pagota pagota

loli loli loli

.ffe,ffeeeeeeeeeeeee., eee.effee e eeeeeeeeeeeeffeeeffooe

32
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 GRAMMAR REVMI

NOTES ON LESSON &a:

'0 is usually referred to as a topic marker. This is probably because there

is no equivalent in the English Language, but its function is similar to the
third person singular of the verb "to be" (it is). There is no actual verb
"to be" in Samoan.
It is a pen '0 le peni
It is possible in English to say only 'The pen' but the Samoan noun must be
accompanied by '0 for it to be a complete statement.

SENTENCE INCOMPLETE COMPLETE

The boy le tame '0 le tame
The sun le la '0 le 1;
America Amelika '0 Amelika
Samoa Samoa '0 Samoa

Le is the Samoan definite article. It is always used in definite or positive

statements. Since English sometimes uses the indefinite article (a) in defi-
nite or positive statements, the exact translation of "the" for Le is not al-
ways appropriate.
It's a boy! '0 le tame!
Ma means "and". It is usually repeated in sentences containing a series of
nouns.
It's a pen, a book, and a pencil '0 le peni ma le tusi
ma le penitala.

'Ave 'Aumai are simple commands. 'Ave means "to take" something or "give to"
the speaker.

'Aumai le 'api Br me) the notebook.

the notebook.
'Ave le 'api . Take the notebook.
Give (to someone) the
notebook.
IE is a proposition similar to "to" in English. It is generally used before
names and pronouns, otherwise another form, 1, is used.

NOTES ON LESSON THREE:

Lea lele, lale are the most commonly occuring singular demonstratives.
There are other variations of these four but they are mainly contractions or
protractions and have basically the same meaning as those here. English re-
cognizes only two singular demonstratives "this" and "that". Samoan has three
main classes that are most easily explained in terms of spatial relationships.

33
41
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 lea thia (usually in contact or in very
close proximity to the speaker)

lele that (not too distant from the speaker)

lens that (used for lele when the object is

in someone elses possession)

lale that (at a great distance from the

speaker).

Note: There are three formal demonstratives that will be introduced

later because of their reoccuring roots - lenei, lenE (above), leli
The demonstratives can occur both before and after the noun they modify: -
'0 le mea lea this thing
'0 lea mea
(note since these are all contractions of le + base, the singular ar-
ticle le is omitted before the demonstrative).

A is a question word used as the pronoun "what".

'0 le i? It's a what?
(What is it?)

'0 le a" lea? It's a what this?

(What is this?)
'0 le i is also an idiomatic expression used when answering someones call.

Hey you
-
What? '0 le a?

NOT ON LESSON FOUR:

Plural is shown by omitting the article before the noun. As opposed to Eng-
ish, Samoan nouns do not change from singular to plural (there are a few ex-
ceptions). Plural is assumed unless there is a singular indicator before
the noun.
'0 peni They are pens

PL, 4N, 1A are the common plural demonstratives (these, those). The same pat-
tern is followed as in singular.
ia these (close or touching)
ng those (not far or in someones possession)
lE those (far away)

Note: There are three formal demonstratives which will be introduced

later because of their frequently occuring roots: nei, na (above)
lg (above).
The demonstratives can occur before or after the noun.
'0 mea nA Those things
'0 nE mea

A is, without an article because it is referring to plural objects.

'0 g mea ia? What are these things?

34.
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 GRAMMAR REVIEW ONE

NOTES ON LESSON ONE:

'0 is usually referred to as a topic marker. This is probably because there

is no equivalent in the English Language, but its function is similar to the
third person singular of the verb "to be" (it is). There is no actual verb
"to be" in Samoan.
It is a pen '0 le peni

It is possible in English to say only The pen' but the Samoan noun must be
accompanied by '0 for it to be a complete statement.

SENTENCE INCOMPLETE COMPLETE

The boy le tame '0 le tame

The sun le la '0 le la
America Amelika '0 Amelika
Samoa Samoa '0 Samoa

Le is the Samoan definite article. It is always used in definite or positive

statements Since English sometimes uses the indefinite article (a) in defi-
nite or positive statements, the exact translation of "the" for Le is not al-
ways appropriate.
It's a boys '0 le tam!
Ma means "and". It is usually repeated in sentences containing a series of
nouns.
It's a pen, a book, and a pencil '0 le peni ma le tusi
mu le penitala.

'Ave 'Aumai are simple commands. 'Ave means "to take" something or "give to"
the speaker.

'Aumai le 'api ) the notebook.

Give the notebook.
'Ave le 'api Take the notebook.
Give (to someone) the
notebook.
IE. is a proposition similar to "to" in English. It is generally used before
names and pronouns, otherwise another form, i, is used.

NOTES ON LESSON THREE:

Lea, lele, len; lale are the most commonly occuring singular demonstratives.
There are other variations of these four but they are mainly contractions or
protractions and have basically the same meaning as those here. English re-
cognizes only two singular demonstratives "this" and "that". Samoan has three
main classes that are most easily explained in terms of spatial relationships.

33
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 lea this (usually in contact or in very
close proximity to the speaker)
lele that (not too distant from the speaker)

lena that (used for lele when the object is

in someone elses possession)
lale that (at a great distance from the
spe aker).

Note: There are three formal demonstratives that will be introduced

later because of their reoccuring roots - lenei, leng (above), leli
The demonstratives can occur both before and after the noun they modify: -
'0 le mea lea this thing
'0 lea mea
(note since these are all contractions of le + base, the singular ar-
ticle le is omitted before the demonstrative).

A is a question word used as the pronoun "what".

-
'0 le a? Its a what?
(What is it?)

'0 le ET. lea? It's a what this?

(What is this?)
'0 le g is also an idiomatic expression used when answering someones call.

Hey you
-
What? '0 le a?

NOTES ON LESSON FOUR:

Plural is shown by omitting the article before the noun. As opposed to Eng-
ish, Samoan nouns do not change from singular to plural (there are a few ex-
ceptions). Plural is assumed unless there is a singular indicator before
the noun.
'0 peni They are pens

Ia, 18 are the common plural demonstratives (these, those). The same pat-
tern is followed as in singular.
ia these (close or touching)
ng those (not far or in someones possession)
1R those (far away)

Note: There are three formal demonstratives which will be introduced

later because of their frequently occuring-roots: nei, na (above)
la (above).
The demonstratives can occur before or after the noun.
'0 mea na Those things
'0 mea

I is used without an article because it is referring to plural objects.

'0 g mea ia? What are these things?

5 ti
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NOTES ON LESSON FIVE:

Se is the Samoan indefinite article (singular). It is always used in inde-

finite, or negative statements, and questioning somethings existence.
Give me a (any) pen 'Aumai se peni.

It's not a pen E le 'o se peni.

Is it a pen? '0 se peni?

Ni is the plural form of se. It is used in the same indefinite 3gative

sense as se.
Take some pens 'Ave ni peni.
They aren't pens E lg 'o ni peni.
Are they peni? '0 ni peni?

E 115 is actually two words. Le means "not". £ is a tense marker that is used
to show preser4 tense (as well as implied future). Together they form a very
commonly used structure for the negative (It's not).
E 1; 'o se va'a le_mea lale That thing isn't a boat.
Note that le and le are two different words as indicated by the long
vowel.

'Toe Leai are the respective utterances for yes and no. Yes has several vari-
ations: oe 'io e 'io'e of which 'i is very common.

Teesee,ecoe!e T.-TE1.0 ee.effeeale.ee.oe.e@eilieeeeeeeeevieffeelor.;Alsse,se.i.

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 NOSE TO INSTRUCTOR: These work sheets are samples that are included to
help the instructor decide how the lessons are to be re-enforced out of
the classroom. The examples used here are suitable for the lessons as
they are presented in this book. The teacher is advised however, that
interest and motivation of the students are two important factors in
language learning. It is essential therefore, that the subject matter
be relative to the interests of the students.

I. Students write a descriptive sentence for each picture. Some are

questions.

1.
e 5.

2.

etv

v="23
c====>
8

2
9. .

10.

PU A A

11.

rR
No.Fa A

36

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 o
.4

&

LI-

'61.
0

Lc
c c,
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 20.

'0 a nea ia? 22.

10 ni nofoa mea na? 23.

0 lea le mea lea? 24.

0 se aft leni? 25.

'0 se nofoa lea? 26.

'0 se pus's, lele? 27.

'0 a meals? 28. . .

10 ni mea na? 29.

To In 3°.

'en
'0 ni peni 31. ..;r...1.4,-4)4in4

s it. to se moa l;. J re) 32.

0 se ipu lea? e ta, 33.

'0 le nin ma le pus' a: 34.

le'o se i'a mea ia ffi rR 35.

5 A
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 COUNTIle

BUYING AND SELLING

TELLING TINE

LOCATION

3#) .-)
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 LISBON a.- --a

r rn

(a) Nuabers (ow, ts Ufa, lust etc.

(b) How mart'? ..... (E) fie
''
(c) Present ten. . mar: e

METHOD:

MATERIALS

Deck of cards, blackboard (c., t."--.ft paper), chalk (or marking pens). Familiar
objects from earlier lessons (watcnes, pens, books, etc.)

TIMM 45 minutes

"WWWWWWWWWWWWW0 1 THE LESSON

Word Action Target Response

(card) Papa! Hold up some cards.

IMPORTANT - do not show the face
of the cards to the students.
Just let them see the backs Pepe!
Indicate a full sentence '0 peps..

Hold up only oar zard '0 is papa.

(one) Tsai!
Hold up one finger and point to
the single card Tasi!
'0 le papa e tasi! Indicate a full sentence an
point to the card '0 le papa tasi.

Point to some other single ol'--ts

(i.e. pen, chair, etc.) and
students give the response '0 le object tam:

(two) Lual Point to two cards on the table Luc'

Indicate a full sentence '0 peps e lua.
IMPORTANT - The singular articles
le must be dropped when more than
one card is used. If students
don't drop the 121., show with your
fingers that it is to be removed.

40
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 Word Action Target Response

Try lua with other objects.

Remember to review taxi.

(three) Tolu! Point to three cards on the table Tolu!

Indicate a full sentence '0 pepa e tolu.

Review all numbers and objects

(four) Fri: Same procedure FE!

etc.

(five) Lima: Same procedure Lima!

etc.

Review all numbers 1-5 and objects.

(how many) Fla! Draw a question with your fingers... Fie:

Place 4 cards on the table in a

neat stack so that the students
cannot see how many there are.

E fia pepa na? Draw a question with your fingers

and point to the pile E fia pops nit

When the question is mastered you

give the reply.

E fa pepa na: Count the cards with much action... E fit pepa na:

Try the question again but with a

different number of cards on the -
pile (5 cards) R fia pepa na?
R lima pepa na.

Practice with other objects, all the

numbers (1-52 and plural. demonstra-
tives (ia, na, la).

(six) Ono! Show six cards Ono:

Imcate a full sentence '0 pops t uno.

(seven) Fitu' Show seven cards Fitu!

Indicate a full sentence '0 pepa e fitu.

Place a stack of cards (6 cards)

on the table and indicate a
question E fia papa na?

41

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 Word Action Target Response

Let someone else count them and

answer E ono pepa nTt!

(eight) Yalu! Show 8 cards

Indicate a full sentence '0 pepa e valu.

(nine) Iva! Show 9 cards Iva!

Indicate a full sentence '0 pepa e iva.

(ten) Sefulu: Show 10 cards Sefulu!

Indicate a full sentence. '0 pepa e sefulu.

Place a stack of cards on the

table (8 cards) and let the
student ask E fia pepa na?

Let another student answer E valu pepa

Practice with all the numbers as

well as with other objects.

Use the other plural demonstra-

tions as well. (i.e.) E fia pepa ia?
E fia pepa na?

(eleven) Sefulutasi! Show 11 cards Sefulutasi!

Indicate a full sentence '0 pepa e sefulutasi.

(twelve) Sefululua! Shaw 12 cards Sefululua!

Indicate a full sentence '0 pepa e sefululua.

By now they should know ti-le

pattern for the teens. Let the
students ask and answer each other
questions using other teens as
well. (i.e.) E fia pepa na?
E sefulufitu
peps na,

(21) Luasefulu tali! Show 21 cards Luasefulu tasi!

Now, using the numbers on the card

face, show 22 (i.e. 2 tens and a
two) LuasefuTh lua:

Show 23 Luasefulu tolu!

Continue adding on numbers until

you reach 100.

(100) Selau: Show one hundred Selau!

Selau ma le tasi! Show 101 &:lau ma le tasi!

42
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 Action Target Re
Word ,

Seism sefulufitu Show 117........ .. Selau sefulufitm

Selau luasefulu
Show 121 Selau .uasefulu tasi:
tasi!

Continue to two hundred.

(200) plaselau! Show two hundred Ilmaselau!

Now go to the blackboard and write

these arabic numbers on the board.
Students say the Samoan number
after each number.

201 263 529 821

205 300 683 909

211 444 777 999

(thousand) Afe! Write the number one thousand Afe!

E tasi le afe selau

ma le tasi! Write the number 1101 E tasi le afe selau ma
le tasi.

Continue writing examples up to one

million.

Miliona! Write 1,000,000 (one million) Miliona!

(million)

E tasi le miliona lus

aft iva selau ma le
tasi: Write 1,002,901 E tasi le miliona lua
afe iva selau ma le
tasi!

Continue writing examples with

students gdvii-g the Samoan
equivalent.

SUMMARY REVIEW

'0 le pepa e tasi . It's one card.

'0 pepa e lua. They are two cards.
tolu three
four
lima five
ono six
fitu seven
valu eight
iva nine
sefulu ten

43
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Summary Review, Contd

E Pia pepa? How many cards?

E tasi le pepa. One card.

E lua pepa Two cards
etc. etc.

E sefulutasi. Eleven.
E luasefulu tasi. Twenty-one.
E selau ma le tasi. One hundred and one.
Lee lua selau sefulua. One thousand two hundred and fourteen.
E miliona One million.

ft 11,1grlr,P1,11411j/1j1/41141141fegt jrignelgrigtferre@rtgrLII 1/4glanatt@fferg

44

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 LESSON EIGHT

TOPIC: Pronounciation

METHOD: Contrast drills

These contrast drills are used in the following way.

A. Students listen. The teacher first points to the contrasting vowels on the
fidel chart and pronounces them (i.e. e and i). The teacher then recites
the complete list of contrast-word pairs for the two sounds.

Students recite. Teacher again points to the contrasting vowels on

the fidel
B.
chart. Students repeat after the teacher pronounces each one. The teacher
again pronounces the contrasting word pairs but this time the students repeat
after each word.

C. Students write. The teacher dictates several words from the list. Students
must listen, decide which sound is being pronounced and then write out the
complete word. When the dictation is complete, the teacher
writes the
correct words on the blackboard.

D. Students listen. The teacher reads the contrasting list once more.

MATERIALS

Fidel chart, paper and pencils and blackboard.

TIME: 45 minutes.

"@"4P4Nrgre4"4"4ner,re@ THE LESSON "0@" Jrg"4"@Witr@PW'r@Nr@"(rinre

I. Exercise No.1. i vs e

(A) Teacher points to i and e on fidel chart No.1 and pronounces them.
Teacher then recites these pairs. (DO NOT give the English meaning in
class).

1. 'eli dig) 1. 'ele red dirt)

2. ati to pierce) 2. ate livel
3. 'oti goat) 3. 'ote scold
4. lali wooden drum) 4. lale that)
loli truck) 5. lole candy)
5.
6. moll orange) 6. mole suffocate)
pati clap) 7. pate bat - cricket)
7.
8. soli to tread on) 8. sole boy - colloquial)
9. tali answer) 9. tale cough)
10. vali paint) 10. vale (madman)

45 6.,
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 (B) Teacher pronounces each word again, this time the students repeat after
each word.

(C) Teacher dictates 10 words from the list (e or i). Students write the
word. When all ten have been dictated, the teacher writes the correct
words on the board.

(D) Teacher recites the entire list again. Students listen.

II. Exercise No.2. e vs ei

Follow the same procedure as before (use charts No.1 and 2).

1. lei (ivory) 1. le not)

2. nei now) 2. ne to hesitate)
3. pei as, like) 3. pe die - animals and plants)
4. sei flower on ear 4. se class of insects)
5. tei (young sibling 5. to (protrude)

Dictate five words and correct in class.

III. Exercise No, 1. o vs ou

Follow the sane procedure as before (use charts No.1 and 2).
-
1. fou new) 1. fo (to doctor; name of a fish)
2. lou (your) 2. lo (name of a fish)
3. mou (disappear) 3. mo (for)
4. nou frown) 4. no
_ (to borrow)
5. you a post) 5. po (night)
6. sou rough sea) 6. so (possessive marker)
7. tou you plural) 7. to (pregnant)

Dictate five words and correct in class.

IV. Ekercise No.4 ao vs au

Follow the same procedure as before (use chart No.2).

1. ao cloud) 1. au your - plural)

2. fao nail) 2. fau build)
3. gao molar) 3. gau (break)
4. max accidental) 4. mau (tightly)
5. pao interrupt) 5. pau (to end)
6. sao to be se._ J) 6. sau to come)
7. tao spear) 7. tau price ? weather)
O. vao weeds) 8. vau (knead)

Dictate 10 words and correct in class.

V. Exercise No,5 ae vs ai

Follow the same procedure (use Chart No.2).

1. 'ai eat) 1. 'ae

2. mai from) 2. mae stink)

46
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 sal 3. sae to skin)
3.
4. tai tide 4.. tae feces)
5. vai water) 5. vae leg)

Dic tate five words and correct in class.

VI. Exercise No.6. the glottal

This exercise is done like the others, bvt there are five contrasting groups.
Each grouping is read in its entirety before reading the words from another
group.

A. Teacher points to the 'A glottal and says.

ma'a
te'a to be past)
i'a fish)
to'a (numeral prefix; a submerged rock)
fu's (flag)

Teacher points to glottal 'E and says.

ta'e to break)
fe's octopus)
ti'e a kind of crab)
to'e cock's comb)

Teacher. points to glottal 'I and says.

ma'i (sick)
lei (negative past)
sill to raise)
foil also)
su'i to sew)

Teacher points to glottal '0 and says.

a'o learn)
le'o negative present)
li'o circle)
o'o to reach)

Teacher points to glottal '11 and says.

a'u (I, me)

se'u (kind of bird)
i'u to be ended)
toes my)
nu'u village)

(B) Repeat the reading, this time students .repeat each word after the
teacher

(C) Teacher dictates 10 words, students write.

(D) Teacher reads all the words again, students listen.

"0"4"00"@Pkr@r411@"@"4"4"cgr@nr(P@Hr@ree@"@"@"gn@"(re
47 GJ
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 LESSON NINE

TOPICS

(a) Using the numbers (buying and selling)

(b) How much (E) fia?
(c) Distributive prefix ta'i

'METHOD

Silent Way and role playing. In this lesson the students will be learning
how to use and count Samoan money. As a method of re-enforcing the new words and
structures, they will be given objects and money and will mimic a shopkeeper and
customer.

MATERIALS

Several familiar objects and several new objects. Each object will have a
small price tag taped to it with realistic prices:

pen 10i can of fish 35/

pencil 5/ can of beer 50i
notebook 20i can of corned beef 90,
cigarettes 45/ candy 1i
matches 4 razor blades 4i
Each student must have one tale in change (including 1,2,5,10,20 cent coins).
Teacher has some extra change and a one tala note.

TIME: 45 minutes

"©"4@ncr.;,.3rercr@r@"@"4@ THE LESSON necvw@wancrerr4www%

Word Action Target Response

(can o. beer) 'Apa pia! Hold up a beer can 'Apa pia! -

Indicate a full sentence '0 le apa pia lens.

(can of :j3h) 'Apa ila: Hold up a can f fish 'Apa Va.! -

Indicate a fu,_ sentence '0 le 'apa i a lena.

(can of cov,td 'Apa pisupo! Hold up a corned beef can.. 'Apa pisupo!..
beef) Indicate a full sentence... '0 le 'ape pisupo lens.

(price) Tau Pull the price tag off the

corned beef can and hold it
up Tau!
Indicate a full sentence '0 le tau.

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 Action Target Response
Word
Now hold up the can of corned
beef again and indicate a full
'0 le 'apa pisupo.
sentence

Finally hold up the price tag

first and then the can of beef
right next to it. Indicate a
10_1e tau o le 'ape
full sentence
pisupo.

Point to the price tag on the

'0 le tau 0 le 'apa i'a.
can of fish

Point to the price tag on the

'0 le tau o le 'apa pia.
can of beer

E fia! Draw a question with your

(how much) E fie!
hand.

Place the can of fish on the

as.ble but cover the price tag
:1_th your hand so the students
cannot see the price.
E fia le tau o le 'apa
Ind. late a question
i'a?

(If the students cannot say the

complete question properly the
teacher can model it for them).

When they have asked the question

properly, point to the price tag
and let the students answer E tolusefulu lima
le tau o le
'apa i'a.

Point to the on the price tag Sene

(cent) Sene:
Point to the price tag again.
E tolusefulu lima sene.
Indicate a full sentence

Practice the question and answer

with other objects letting the
E fia le tau o le abject?
students ask and answer
E x sene.

Hold up a piece of candy... Lole!

(candy) Lole! E fia le tau o le sole?
Indicate a question
E tasi le sene.
Indicate an answer
Matiitafi:
Matatafi! Hold up a razor blade.
(razor blade) E fia le tau o le
Indicate a question
matatafi?
E fg sene,
Indicate an answer

Review all

49
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 Teacher sets a 1,2,5,10 and 20
cent coin on the table and a ta2a
note.

E tasi le sene! Point to one cent E tasi le sene!

E lua wane! Point to a 2i coin E lua sene!

E lima sene! Point to a 5¢ coin E L.ma sene!

E sefulu sene! Point to a 10¢ coin E sefulu sene!
E luasefulu sene! Point to a 20¢ coin. E luasefulu sene!
- _ - -
E tasi le tale: Point to the tale note E tasi le t;.1;.!

Practice with different combina-

tions of the coins so that students
feel comfortable using them.

ROLE FLAYING

For this last part, the teacher will first model a sample shopkeeper-customer
dialogue. Then he will give half of all the money to one student and the other
half and all the objects (with price tags removed) to another student. These
students then improvise a conversation between a shopkeeper and his customer.
Let everyone have a chance.

The teacher models a shopkeeper-customer conversation first.

Ta'i! Indicate all are to repeat Teti

E ta'i fia i le 'apa Point to the can of fish. All E ta'i fia i le ler.
i'a? repeat i'a?

E ta'i tolusefulu E ta'i tolusefulu

lima sene! Point to the price. Al]. repeat lima sene.

Ia aumai le 'apa Indicate that you want only one. Ia, aomp_i le 'apa
e taxi! All repeat e tasi.

'0 le 'apa lea: Give a can. All repeat '0 le 'apa lea!
Fa'afetai. '0 le Take the can and set 35 cents down Fa'afetai. '0 le
tupe lea: All repeat tupe lea.

Let the students improvise their own dialogue. The teacher should direct so
that they use as much as possible of what has been learned in previous lessons.
Also important is that the students learn to make change with the coins.

50

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 Word Action Target Response

Introduce these two words for the

students to use in their dialogues.

(expensive) 'augatE! Pcint to the highest price tags.. Taugata.!

E taugata le 'apa pisupo! Point to the corned beef........ 7 taugata le 'apa pisupo.

(cheap) Taugofiel Point to the cheapest price

tags Taugofie!

E taugofie le afitusi! Point to the matches E taugofie le afitusi.

S1J .1-1LAR.Y REVIEW

'0 le tau o le 'apa The price of the can of fish.

pisupo. can of beer.
'apa pia. can of beer.
lole. candy.
matatafi. razor.

E fia le tau o le 'apa i'a? How much is the price of the can of fish?
e tc. etc.

E tasi le sene. One cent.

lua Two cents.
lima I.Ive cents.
sefulu Ten cents.
luasefulu Twenty cents.

E tasi le tala. One dollar.

1 ua Two dollars.

E ta'i fia i le 'apa i'a? How much for each can of fish?
E ta'i tolusefulu lima sene. Thirty five cents ech.
E ta'i sefulu scne i le tas!. Ten cents for one.
lua. two.

tauatT le 'apa i'a. The can of fish is expensive.

taugofie cheap.

rr.r11gn/1111 @nQnGIr' 7211,;11(:-.)1(7.:.11/:;:,1111C,11,-..,,11@i11(f116-3211,:ff cz)II

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 LESSON TEN

TOPICS

(a) Telling time (clock)

(b) Present tense marker 'ua

(c) Relative particle ai

(d) The preposition 'to' ..., i

METHOD

Silent Way with a model clock aid. It is important to follow the lesson in
for telling the time.
the order presented. Note that there are four word structures
They are presented in the order that they occur normally.

1. The hour ta
2. Past the hour te'a
3. Half past the hour 'afa
4. Time remaining until the
next hour Ta toe

Following in this sequence the model clock can be used rapidly and efficiently.

MATERIALS

A large cardboard model clock (approx. 1 foot diameter) with movable hands.

TIME: 45 minutes

"Wg"Co',regofrfrItr@W@"@"@"10 THE LESSON "CM"@"@"@"@"Cr4r6"0"6"6"6"6"0".

Word Action Target Response

(strike) Ta! Show 1 o'clock T3:

Show 2 o'clock indicate the same
response Ta!
Show 3 o'clock an? continue
with 4 o'clock etc. until students
realize ta is the equivalent of
o'clock.

52

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 Word Act, Target Response

(It is) laa: hold up 1 finger 'Uk!

Hold up 2 fingers and point to the
-
clock set at 1 o'clock 'Ua ta

Show 2 o'clock ti

(one) Le taxi: Point to the number 1 on the clock

All repeat Le taxi:

Set the clock at 1 o'clock and

indicate a full sentence. Hold
up 4 fingers ta le tasi.
Change to 2 o'clock Itra ti le lua.
Change to 3 o'clock to le tolu.
Continue in this manner until they
have mastered the structure.

The teacher now takes the clock so

the students cannot see the face.
Set it at 7 o'clock and put it face
down on the table. The students do
not know the time.

(how much) Fiat Draw a question with your hand, then

touch the Ott_ finger to indicate the
last word of the 4 word sentence.
All repeat Fla:

Now draw a question, indicate a full

sentence and point to the clack
upside down on the table tUa ta le fia?

Let everyone practice the question.. IlUa ta le fia?

Turn over the clock and let everyone
read the time shown on the clock.... 'Tia ta le fitu.

Practice questio'-i ard answers.

Set the clock at 1 ''clock. Move the

minute hand back and forth between
the 12 and the 6 to indicate minutes
past the hour.

(past) E te'a ai! Show past time. All repeat E te'a ai!

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 Word Action Target Response

Set the clock at 10 minutes past one.

Sefulu minute: ----Point to the text. All repeat Sefulu Minute!

/
Indicate a full sentence Seftlu minute e te'a ai

Le tai! Point to the one. All repeat Le -Lei!

Point to the clock and make them res-

pond aiowly as you first point t
the 10 (show it is past the hour T' Sefulu minute e tele. ai
then to the 1 le tasi.
Then point to the whole clock and
.7-
indicate I complete sentence E 'ulu minute e te'a
.,

ai le tasi.

All repeat Ma!

Point to the same clock setting and

indicate a full sentence.. 'Ua sefulu minute e
ai le tasi.

Set the clock at 20 past 2 and

indicate a full sentence 'Ua luasefulu minute
e tela ai le lua.

Practice with other times and hours.

(IMPORTANT: Do not exceed 30 minutes
past any hour).

(half) 'Afal Show half past one 'Afa!

Indicate a full sentence. Point
first to the minute hand then to
the one. Students should say 'Da 'afa le tasi.
(NJte: If students cannot make up the
complete sentence the teacher can
model it for the students.)

Set the clock at other half hours:

Ralf past 2... 'afa le lua.
Half past 3 'afa le tolu,
Half past etc. 'afa le etc.

Review the other time structures

and questions.

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 Word- Action Target Response

Set the hour hand at two and move

the minute hand back and forth
between the 6 and 12 to indicate
time remaining before the hour.

(remain) Toe: Indicate time before the hour mcP!

Set the hand at 10 minutes till
two and point to the ten. Indicate
a full sentence Je sefulu minute.

(to two) I le lua! Point to the 2 I le lua!

Now point to the clock which is

set at 10 till 2 and ind .te a
f%1 11Eantence fL
Toe seu. qtTilute i
le lua.

All repeat '13a!

Point to the clock still set at

10 till 2 and indicate a full
7
sentence 'Ua toe iefulu minute
i le lua.

Set the clock at 15 till 2 and

indicate a full sentence 'Ua toe sefululica
minute i le lua.

Set the c7A, at 20 till two, and

indicate a full sentence... 'Ua toe luasefulu
maute i le lua

Practice with other time setting and

then review all the times. Stress
questions and answers and students
set their own times. If time permits
introduce these expressions.

'Ua te'a ai le tasi.

lua
etc

'Ua toeitiiti to le tasi.

lua
etc

55 it Hosted for free on livelingua.com

 SUMMARY REVIEW

to le taxi. Its one o'clock.

te'a ai Its past one

toe sefulu Its ten till one

Itra tasi le m1-flute e te'a Its one minute past one.

ai le tasi.

lua two

lima five
6tc. etc.

'Era toe tasi le minute i le tasi. Tto pne minutc till

lua two

lima five

etc.

'Ua to le fia? What's the time?

'Ua toeitliti t; le tasi. It's almost one o'clock.
etc etc
11011@IIVI@II5IIC111gt fq,11©11@. Patt@llgrlfr@fl@PICel©II@II©11(§11§11(§11©19©11@

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 LESSON ELEVEN

TOPICS

(a) Structure for locatj.ng ,objects 'o la e

(b) . irside 201,.V (i) totonu

outside (1) fafc

front (i) 111mA

etc.

(c) Question word (where) ('o) fea

(d) Question word odio) ('o) ai

(e) Prefix for counting people to's.

METMD: Silent Way

MATERIALS

One clear glass, 3 pens, 10 index cards on each of which is a human, stick
figure and a common person's name (see sample below), and a model house to place
the index cards in and around. Use the students' names on the card..

TIME: 45 minutes

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TEE LESSON

Word. Acticin Tarket Response

Ipu: Point to the glass Ipu!

Full sentence '0 le ipu!

'C le peni 15: Point to the pen on the table.

All repeat '0 le peni
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 Word Action Target Response

Repl'at this several timeis '0 le peni

I totonu! Put the pen inside the glass. Hold

up 2 fingers I totonu!

E! /Take all repeat E!

Now hold up 3 fingers and point
inside the glass e i totonu!

Pick up the pen, point to it. Indicate

a sentence '0 le peni la.
Quickly point inside the glass and
put the pen inside, hold up 3
fingers e i totonu
Finally point to the glass o le ipu.

Point to the pen sitting in the glass

and indicate a full unbroken
sen,ence '0 le peni la e i
totonu c le ipu.

Practice

'0 Lea! Draw a question '0 fee.:

Point only to the pen and indicate
a full sentence question '0 fea le peni?
Indi ate a full sentence answer '0 le peni la e i.

totonu o le ipu.

(outside) I fafo! Pull the pen out and drop it on the

table outside the gla&3. Point
around the outside of the glass I fafo!
Indicate a full sentence '0 lc neni la e i fafc
o le ipu.

Draw a question fea le peni?

Point to the pen and indicate a full

sentence '0 1 peni la e i
o le ipu.

Review i totonu

(under) 7, 1:1o! Place the pen under the glass I laic)!

Indicate a question '0 fea le peni?
Indicate a full answer '0 le peni la e i
lalo o le ipu.

58
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 Word Action Target Response

Review all

(behind) I tua: Place the pen directly behind the I tua!

glass. Indicate a question '0 fea le peni?
Answer '0 le peni la e i tua
o le ipu.

(in front)I lama' Place the pen directly in front of

the glass I

Question '0 fea le peni?

Answer '0 le peni fa e i luma
o le ipu.

Review all

Place the glass at the far end of

the table,

(beyond) I tala atu! Throw a pen beyond the glass (Imt

within sight) I tala atu:
Question. '0 fea le pent!
Answer '0 le peni la e i tala
atu o le ipu.

(this side
of) I tala mai_ Place another pen somewhere or the
class side of the glass I tala mai!
Question '0 fea le peni?
Answer '0 le peni la e i tala
mai c le ipu.

(beside) I tala anel Place the pen beside the glass I tala ane'.
Question 'C fea le pehi?
Answer '0 le peni la e i
tala ane o le ipu.

Review tala atu, tala mai, and

tala ane, then review all.

To re-inforce these new concepts, place

the model house on the table in front
of the teacher. Pl;Lce the picture-name
cards inlarious places around the house
(inside, behind, etc.).

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 Word Action Target Response

(house) Fale! Point to the house Fale!

Full sentence '0 le fale.

'0 fea inane? Teacher asks about a picture card

in the house. All repeat '0 fea Inane?

'0 Inane la e i totonu

o le fale! Make all point to the card
in question and repeat '0 Inane la e i totonu
o le fale.

Let the student ask and answer all

questions about the location of all
the picture cards.

For variation when these are

mastered introduce the short
forms in the following way:

'0 Simi la e i totonu

o le fale! Point to Jim's picture, all repeat.. '0 Simi 1.a e
totonu o le fale.

la e i totonu! Using your hands show contraction

by compressing a space in the air
before you. All repeat the
sentence '0 la e i totonu

Repeat this with the otL,.:: locations.

(i.e.)
'0 fea Mele?
'0 la e i fafo.

If times permits introduce these

other question and answer variations.

(person) Tagata! Point to each picture card and

each student Tagata!

E to'afia tagata la
e i tua o le fale? Draw a question and point to the
people-pictures behind the house.
All repeat E to'afia tagata la
e i tua o le fale?

60
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 Word ikstisan Tos.rget Response

(2) E to'alua! Point to the two people-picture'

behind the house E to'alual

Repeat with other locations

'0 ai la e i totonu
o le fale? Draw a question, point to the names
on the people-cards in the house.
All repeat 10 ai li i totem&
o le fale?

'0 Mele ma Sine! Point to the 2 names '0 Nile ma Sinai

Repeat for other locations and names

SUMMARY REPS

'0 fea le peni? Where's the pen?

'0 1a e i totonu o le ipu. It's in the glass.

fafo octsile
tua behind
lama in fron
lalo beneath
luga above
tala atu beyond
tale mai this aide of
tala ane next to

'0 la e i totonu. Its inside.

fafo outside.
etc. etc.

E to'afia taata fa e i fafo o be fale? How many people are outside the house?

E to'atasi le tagata la e i fafo. One person is outside.

lua Two people are outside.
etc. etc.

'0 ai la e i totonu? Who is inside?

10 ma Tina i totonu. Mary and Tina are inside.

"cramowcmcmcmarcroncr4mgrelwwwwwwwwwww,crarelmcrwcrecrorrowisft

-i
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 LESSON TWELVE

TOPIC: Reading

MI/MILLS

A large word chart like the one below:

'0 Li E TASI LE
PEPA YA
LIMA '17A TE'A AI I SERE TA'I
PIA TOE 'AFA SELAU ONO TWA
VALU TOLU LENA 'APA TOLU NA
PTSUPO MILIONA TAU I'A FAPO
TOTONU LUNA TUA FA SELAU APE
LOLE FITU LUA IVA TAGATA PALE
fid
TIME: 45 minutes

"Ir0"0"0"0"0"trononercramta THE LESSON "en4r0"0"0@"4gelreinItr@urtrerVITO10

I. PRONUNCIATION: The teacher points ty each word and pronounces it once.

Stnelents repeat after each word.

II. The teschar points to a series of words Which make a full sentence; students
repeat after each word. §tudents then repeat the whole sentence.

As with tha word chart in the first section, begin with short sentences from
the beginning lesson:: of this section.

(i.e.)

I. '0 le pepa e Iasi.

/0 pepa s lug.
tolu.

E tali le pepa.
fi
lima

I0
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 fia zga

lf,le
E ono 'apa a.
fitu
vain

II. E ta'i fia i is 'apa i's? E fia le tau o le 'apa Pay

laps pisupo 'apa pTsupo
lole Tole

E ta'i luasefuln fitu sane.

tolusefulu vain
valuaefulu iva.

I ta'i sefuln sere i le lua.

luasefulu fi
figefulu vain

ti le fie?
'Us tai is teal.
lua
tolu

13a sefulu allute e te'a ai le ono.

sefululima fitu
luasefulu vain

gUe. 'afa is iva.

sefulu
sefululua

'Ua toe sefulu minute i is taxi.

eefululima lua
luasefulu tolu

'0 fea le tagata?

gape ila
'apa pieupo

'0 le tagata la e i totonu o le fale.

fafo
tua
luma

'0 e i fafo.
III. Let the students get up and point oat
lid. rf
their own sentences.
lalo
l'IrrelrONVIPONIONrCre'll'fre'VPIrtir-OWCNY're"."CirliorePrOn0"0"4300471r0911"erre 63
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 REVIEW DRILL THREE

TOPICS

Using numbers (counting, buying things).

METHOD: Substitution drills

MATERIALS

a
Large wall chart like the one shown below.

184
Is.....1 404
304
9. to 4

41, 54
_.....

50 4' as 3 5 4:

TIME: 15 minutes

"0°0"0"4149141"0"Ireme9rOneme THE DRILL "0"0"0"0"CrONY'rtr6060091"419r

I. DRILL ONE

Pairs of students alternate counting very fast.

(i.e.)
First student: Iasi.
Second student: lua
First student: tolu
Second student: fa
Continue alternating in this way. DO IT QUICKLY

DRILL TWO

Pronounciation: Teacher points to each picture on the wall chart P-"

pronounces the word. The students repeat after each word.
(i.e.)
falaoa bread
pepa sikaleti paoket of cigarettes
pepa faleuila toilet paper
ice cream

64

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 sanuisi ,7:;,dwich

maiauila -ight bulb

ma'a moliuila bat'ory
mea tulinamu mosquito Coil

Teacher models only the first sentence in the drills below. The students
repeat and respond automatically as the teacher points to the picture.

E fia le tau o le falaoa? How much is the price of bread?

pepa sikaleti packet of cigarettes
etc. etc.

E sefuluvalu sene le tau o le falaoa. e price of the bread is ly_t.

fasefulu pepa sikaleti packet of cizaretton
etc. etc. etc. eto.

E fia i le falaoa? How such is the bread?

Reps sikaleti picket of oigarettes
etc. etc.

E ta'i sefuluvalu sene. ElAhteen cents each.

fIsefulu forty cents
etc. etc.

E taugaia le falaoa. The bread is expensive.

etc. eto.

E taugofie le falaoa. The bread is cheap.

etc. etc.

"6"0"t"1"@"VictrVi@HC"0"0"0"V'@"0"40@"*"@"@"4,"@"gr©"@"0"@"41:1ftreurGetAtiCrOWCPPrfra

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 REVIEW DRILL POUR

TOPIC: Telling time

METHOD: Substitution drill

MATERIALS

A cardboard clock with numbers and movable hands.

TIME: 15 minutes

s'O'Vefren4fr@relrfPONIV'tr© THE DRILL "fr@6@"@ntr'fr©"@."©"©"@"@"@,"Pnfr@

.L 0' clock

Teacher sets the clock on all the hours starting from one o'clock.
Teacher models the pattern once only. Ti e qaestion is repeated by
the students each time.

'DA to l e fia? What's the time?

'DA to l e tasi, It'2 me o'clock.

lug two
etc. etc.

II. Past the hour

sw.=sarameas
Set the clock at 9 o'clock. i1ove the minute hand past the twelve at
intervals of 5 minutes.

(i.e.)

to le fia? What's the time?

'ha lima min- ute e te'a ai le iva. It's minute past 9.

sefulu 10

66
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 lja luasefulu minute e te'a ai le iva. It's 20 minutes past 9
luasefulu lima

III. Half past

Set the clock at half past and move the hour hand on the
even numbers.

(i.e.)
'0 le a le taimi? What's the time?
'afa le lne. It'r half past 2.
fa
ono 6
vain
etc. etc.

I7. Time before the hour

Set the clock at 3 o'clock. MoVe the minute hand from six to
twelve at five minute intervals.

(i.e.)
0 le a le taimi? What's the time?
Ta toe luasefulu lim ft i l tolu. It's minu till 3.
luasefulu 20
sefululima
sefrlu 10
lima 2
"00"0"414^60"0"0"0"0"0"0"0"4104rVer0"0"406"CrEPV'grrefte"0"6"WertIrredfrAIIPC

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 REVIEW DRILL FIVE

TOPICS: Location

METHOD: Situation and repetition drills.

MATERIALS: a book and a pen

Time: 20 minutes

framff'lle'60042?"04r@HOHON7Pflognr§ THE DRILL frog"Infre'lr4r00"Cedreoll

I. INTRODUCTION

Teacher mo7i;,:ls the structure enough times for the 9tudents to

reapond automatioall;.
In this drill, one stud en will be coamandd to place an object in
a certain location by all othe:r students. When he has done so,
t'a

the students will ask, "Whet? is the cb-ect?". The student will
answer the question.

II. Class.

Simi, tu'u le peni i luga o le Jim, put the pen on the book.
Class:
to fea le penl? Where is the pen?

Simi. '0 la e i 1, o le tusi. Its on the book

Then this pattern understood; the teacher simply calla out new
locations for the students to substitute for luga.

Teacher: lalo under

tua behind
luma in front
totonu inside
fafo outside
tala atu beyond
tala mai this side of
tala ane next to
Let each student take a turn at placing the pen.

".0"4001r1r00"0111/190"@@"ErfirritV'Cit'Err(rfrerefinCre"V'es"."6"ff'fren@r0

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 GRAMIdAR REVIEW TWO

NOTES ON LESSON SEVEN

rum:as - One 'dim ten, hundred, thousand and million are used reTati-
tiveIv to gd.Je all the numbers. Compound numbers can be said with ma le
as a connector for the final ccmponent.

E eafulutasi Eleven
E seful- -71a le tasi.
E aelau _ asefulu tasi .. ZEN hundred and one
E Belau luasefulu ma le tasi.

A less refined but common variation in pronouncing numbers is to read

the componets individually.
E tasi iva ralu One hundred and ninety-eight.
E present tensl, ir.:.rker always used for numbers and counting.

Word :.cder depend- on -A.::4L is to 'n stressed: the objects or the

number of objects.

W} .at are those': .. '0 a mea na?

Thre pigs '^ pua'a c lwau.
How .3..any pigs are there? r fia pua'a na?
Three pigs F tolu pua'a na.

When ..peaking abol,t a specific .7_oup of objects, the definite article can
be used so that the objects become one group.
-
Which five boys are mine? '0 le ""ea lima o tsma e a_eu
The five boys there '0 le to'al:Ima (tama) lona

Fia is the question word used for numbers and counting. The present
tense marker e is used w.H. "la.

E fia peni9 (It's) how many pens?

E fia le tau? (It's) how much is the price?

(NOTE fia is a multiple meaning word).

NOTES ON LESSON 177NE

Tau is another multiple meaning word. Here it means 'price'.

_Taliis a numeral prefix which, when normally added to a number, creates

the meaning "one by one" (tail tag_.), "two by two" (taii lua), etc.
However, in everyday speech it is common to hear it used in buying and
selling with a similar meaning to 'each'.
E tali sefulu sene Ten cents each (one).
E tail luasefulu sene i le lua Twenty cents (for) each two.
E tali fia? How much (for) each?

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NOTES ON LESSON TEN

Ta literally means to 'strike'.

Ula is another tense marker similar to the present tense marker e. TA also marks
-_--esent tense but it indicates that the action of the verb is just now beginning
Ather than something that has bean going on for some time.

'Ua to le lua It is (just now) striking two.

(It'n tw o'ci'ck)
'Era to le fia? It's (just now) what time?

Te'a ai. Te'a here means "to be past" in the sense of time. For telling time, it
is used only for the first thirty minutes past the hour after which the structure
becomes 'time remaining' till the next hour (toe). Ai is a relative pronoun some-
what similar here to 'which'. It iL a very important and frequently encountered
word. It always follows the verb when used. Its use will become clear in later
lessons.

'Ua lima minute e te'a ai le lua... It's five minutes which are past the
two. (It's five past t17.77:

Toe is a multiple meaning To d. Here it means remaining, or time remaining before

the next Lour. Ir Samoan, time ,.afore the hour (up to 30 minute is always des-
cribed in this way. This isn't always the case in Eng2...3h.

'Ua toe sefululima i le ive. Twenty till nine

or
Eight forty five.

Late' is another way of eying sefululima minute. It means quarter.

I is a very versatile preposition that can have many meanings depending on its
context in the sentence. It usually translates: to, in, on, at. In this case
is closer to 'to'.

'Ua toe lua minute i le tasi. It's two minutes to one.

'0 to a le taimi is a newer expression copied from English. _A is frequently used

when asking the time of specific event, arm-. less often to ask the time of day.
This expression can be used with the possessive pronoun 'your' when asking
f someone the time on his watch.

'0 lea le taimi9 What's the time?

'0 le a le taimi i lau uati? What is the time on your watch?

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 '0 le a le taimi 'o le tifaga? What time is the movie?

ti se fia? is also heard, but this indefinite form is usually heard

when the speaker doubts if anyone knows the timelor used as an exclama-
tion.

MOTES ON LESSON ELEVEN

La is the shortened form of the demonstrative le]; . It can denote both

efogular and plural. It is used very frequently in a repetitive structure
ilivolviag the present tense marker E. It is difficult to give an exact
translation for la in this structure. It refers back to the noun being
talked about.

'0 le ta'avale la e 1 tua. The car (that) is in the back.

Or
The car, it is in the back.

When qie present tense marker e occurs with la (very often), the two words
are joined together to sound like one word: lae.

A complete senteno-v .1.1ch as:

'0 maile e fifo o le fale.... The dog is outsid-: :f

house.

would usually be trimmed down by a Samoan, leaving a lot under stood.

'0 la e i fafo o le fale. It's outside the house.

'0 la e i fafo. It's outside.

Totonuo fafo, luma lab°, tua, 1z a, tale atu-ane-mai - are locative

bases. When prefixed by the preposition i (in) they translate into
&4lish prepositions: inside of, outside of, etc. The word of
which normally follows these constructions, translates 'of' and should
not be confused with the Nominative particle 'o'.

If the noun or pronoun of the prepositional phrase is 'understood, the

last syllable of the preposition may be stressed.

'0 fea Mele? Where's vary?

to la ,1 i !z-f: a. re She's outside (the house).

tua behind
etc. etc.

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Atu, mai, ane are frequently occurring directional words usually
suffixed to verbs.

atu Away from the speaker.

mai 0... Towards the speaker.
ane Next to or beside the speaker.

S090 %-u! Move away!

Soso mai: Move here Lc) speake.7).
_ -
Soso ane! Move over.

"CrOntrefr@"§"Cmgra"tintrt"V'crtP",:7--"*"g"g10§"@"@"0"@"6"6116043045"Ererfr@

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 WORK SHEET FORMOTA/Ajj 10 & 11

11. (20) 21 (90)

1. (1)

12. (,.5) 22 (100)

2. (2)..,.

13. (30) 23 (155)

3. (3,
24 (465)
4 4) lf (35)..

15. (40) 25 (1,000)

5. ,,5)

6. (6) 1t) (45) 26 (1,175)----...m"

7 (7) 17 (50) 27 (5,585)

28 (10,000)
8 (8) 18. (60)

19 (70) 29 (1,000,000)
9. (9)

(10). 20. (8o) 30 (1011,111)

10.

E fia isumu na? 31.

E to'afia tagata ia? 32

E fia le tau o le falaoa? 33. .

!Bk.

&-
Pa E fia le tau o mea ia? 34

354 90 4 654 504

E ta'i fia i le 'apa i'a?35
36
E ta'i valusefulu se':e le tau o le 'apa pisupo?

E ta'i fia i le 'apa moa ma le apa pia? 37

38.

39.

40

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 41.

42.

Kuata 'ua te'a toe Kuata i le

43. 44.

43. V y.

50 le a Jr tlimi o le pasi? 45. '0 le orr,,

'0 le if o le lotu? 46.

'0 le a le tAlad o le valalele? 47.

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49. '0 fea tagata*:

50. '0 fea le paipa?

51. '0 fea le moa?

41!
52. '0 fea le niu?

53. '0 fea le pasi?

54. '0 fea pua'a?

55. '0 a mea 'o la e i luga i le ata?

56. '0 a mea ,o la e i fafo o le rale?

57. '0 a mea 'o 1; e i totonu o le fale?

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 PERSONAL PRONOUNS

TEE STRUCTURE 'TO BE'

POSSESSIVE PRONOUNS

PLURAL VERBS

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 LESSON THIRTEEN

TOPICS

(a) Personta pronouns:

I '0 a'u
You '0 'oe
Hejahe/it ia
We (2) '0 ta'ua, ma.ua
Yo...A (2) '0 'oulua
They (2) '0 lg'ua
We ...'G tatou, matou
You '0 'outou
They '0 lgtou
(b) Who ('0) ai

MSTHOD: Silent way

MATERIALS
One pencil drawing of each etudes-:; on a 3"x5" card with his name below
the picture. (See example belexA, !hough students to make three pairs
including the teacher (five students plus one teacher). A large draw-
ing of four people on the wall 1.:41 below)

"rernoi SW.; tiELE

TIMI: minutes

SOSSWMAMMWMMONOMIANNO024000 TFAC Lissom. ONWOON4W441ANNOMMUWAWNWO

Word Action Target Response

(I) A'u! Teacher points to himself. Each

student points to himself and
repeats A'u!

'0! Everyone repeat '0!

Teacher points to himself and 40

indicates two words. Each atu-
does likewise '0 a'u .

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(You) e0e! Teacher makes every-at-4 point at
him (teacher) and rep. .t Oe!
Full sentence ..,...., 'oe

Teacher points to a single stu-

dent but says to everyone else
All point to that student and
say la!
Full sentence '0

(Mho) Ai! Draw a question. Everyone re-

peat Ai!

'0' Everyone repeat '0!

Indicate a full sentence '0 ai.

Now point yourself and look at

the students. Indicate a ques-
tion '0 ai 'oet

(I'm John) '9.L31'

loans! Teacher answers using his name.
Each student aeks another who
he is and that student answers (i.e.)
with his own name '0 ai 'oe?
'0 a'u 'o name.

Point to a single student and

indicate a quatio to the
others ai la?

Indicate all are to answer .. '0 is te name.

Practice wit' all the students.

Teacher passes out the picturec,

Each student receives his own
picture. The teacher keeps his
awn and three others of imaginary
nomple. Oi. the wall is a picture
of four other people.

(w,) Teacher points to all the pictures

on the table. All repeat Ti7tou!
Full sentence '3 :atcu.

(You) 'Outou! Teacher points to all the students

Then makes all the students point
to the teacher and the teacher's
pictures 'Outou!
Full sentence '0 soutou.

(They) atoll!, Teacher points to group picturo

on the wall. Students point and
repeat latou!
Full sentence .. '0 litou.

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 (We) 4teu! Teacher points to his group of
pictures only. All students
touch each other to show they
are one group and repeat to the
teacher latou:
Full sentence '0 mitom.

Practice these a little before

going on.

Indicate a question and point to

the picture on the wall. Students
ask '0 ai 17ktou?
Indicate an answer (Students must
read the names on the pictures) 0 litou '0 name
ma names DAMS
ma name.

Indicate '.other question. Stu-

dents point to the teacher's
group of pictures '0 ai'outou?

Teac:er answers:

(Bead nia,:oes; Students respoad pointing to the

teacher and his picture.. '0 'outou '0 name,

Teacher indicates aneher quest-

ion and points to all the pict.zet
on the table '0 ai tatou?
Students reply '0 tatou 'o name
etc.

Practice questions and answers

with all the plurals and singu-
lar.

Collect all the cards and seat

everyone in pairs. The teacher
must have e Dartner as well.

(1f') TI'ua! Teacher puts his arm around his

partner and says to his partner.
Everyone repeats this to this own
partner
Full sentences '0 ta'ua

(You) '(ulu! Teacher points to a pair and Bays

on to them. Everyone points to
the teacher and his partner. says. 'Oulua!

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 Full sentence '0 'culua

(They) fielua: Teacherpoints to one pair but says

to the other pair. Everyone points
to that pair and says to the teach
er
Full sentence '0 1.17'ua

(We) Teacher now puts his arm around his

pprtne?,. Everyone must touch hie
partner while he says the response
to the teacher Ma'ua
Full sentence '0 ma'ua

Indicate a question and point to a

distant pair, Everyone asks '0 ai ia'ua?
Everyone answe7s '0 17'La o name
ma Tame.

Indicate another question and make

all point to the teacher; pair and
ask '0 ai 'oulua?
Teacher's partner answers '0 ma'ua'o name
ma name .

Everyone asks this same 7estion

of another pair '0 ai 'oulua?
'0 ma'ua 'o name
etc.

Finally each student asks his own

partner ai ta'ua?

The partner answers '0 ti'ua to 'oe

ma a'u.

Review all the pronouns.

SUMMARY REVIEW

'0 a'u. It is I.

°90 Yoll

is he/she/it

tt-Oua we (2) inclusive

ma'ua we (2) exclusive

'oulua I22 (2)
th!y (2)

t7a7'cou
we inclusive

matou we exclusive

BO

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 'outou ou
1:tou they

'0 ai 'oe? Who are you?

is he
etc etc

'0 a'u Toma. I am Tom.

oe Xpu (are)
etc Etc

'0 'o Toma ma Sina. We are Tom and Sine.

la 'ua They
etc Etc

Tveqiq'.:4;

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 LESSON FOURTEEN

TOPICS

(a) The structure 'I am a boy' .'0 a'u 'o le tama.

(b) Question, 'Are you a boy?' .'0 'oe 'o se tama?
(o) Use of adjectives.
American boy Tama Amerika

METHOD: Silent way

MATERIALS

A picture chart like the one below. For simplicity in presenting this
lesson, the teacher is assumed to be a male Samoan.
1 2 E

Ariov

69 tt TIME-
0
4.5 minutes
arit

tegagesitonewaseassmiu THE LESSON tiffflifing@glagg@g@a40241241023

Word Action Target Response

(Boy) Tema! Point to the picture of a boy (No.4) Tama!

Indicate a full sentence '0 le tame.

(Girl) Teine! Point to the picture of the girl (Nu.

2) Nine!
Full sentence '0 le teine

(I) A'u! Point to youself A'u

Each one points to himself and says
Full sentence '0 a'u

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 Make a male student point to
himself, while you point to
the picture of a boy, indi-
cate a full sentence '0 a'u t le tame.

Let each student repeat the

sentence depending on his
sex '0 a'u 'o le tame:
'0 a'u 'o le teine.

(You) 'Oe! Hake all point to you and re-

peat 'Os;
Point to yourself, point to
the proper picture (boy). In-
dicate students are to say a
hill sentence. '0 'oe 'o le tame.

Se; Elms a question Se!

Indicate a full sentence ques-
tion. As you point to the boy
picture, make all point to you
and say '0 'oe 'o se tame?

Ioe 'o a'u

'o le tama. Point to yourself and shake
your head yes. Let each stu-
dent ask and answer each oth-
er's question '0 'mato se teine?
'Ioe, 'o a'u 'o le
teine.

Point to yourself, point to the

girl picture, Indicate a question '0 'oe 'o se teine?

Leai! Shake your head no. All repeat Leal!

T le!
Point to the girl picture and
yourself and shake your head no
All repeat E le!

E I; 'o a'u
'o se teine! Point to yourself and the girl
picture. Shake your head no.

Let each student ask sad answer

in the negative '0 'oe 'o se tame?
Leai, e 7.5 'o a'u
'0 se tame.

(He) Ia! Point to a single boy. All point

to him and repeat Ia:
Point to that person again and
point to the boy picture. Indi-
cate a full sentence '0 is 'o le tame!
Indicate a question '0 1a 0o se tame?

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 Indicate an atewem, 'Ice, 'o is
tame.

Point to the girl picture and

repeat with the same student. '0 is 'o se teine?
Leai, 15 /o is /o
se tine.

Review a'u and izt

(Person) lautiatt Point to each of the people in

all the pictures Tagata:
Point to picture No. 3. Indi-
cate a full sentence '0 le tagata.

(U.S.A.) Amerika: Point to the word "USA" in the

picture No. 3 Amer:
Again point to the picture and
indicate a full sentence '0 le tagata Amerika.

Samoa! Point to picture No. 4 Samoa!

Indicate a full sentence '0 le tagata Samoa.

Have each student point to him-

self while you point to the
"USA", picture (No. 3). Indica-
te a full sentence '0 a'u 'o is tagata
Amerika.

Make all point to you and indi-

cate a question (point to pic- (i.e.)
ture No. 3) '0 'oe 'o as tagata
Amerika?

Leai, e le'o a'u 'o

se tagata Amerika. Point to yourself and picture
No. 3. Shake your head rig.

Let each student ask and answers

each other in the negative '0 'oe 'o se tagata
Samoa?
Leai, lei 'o 'o
as tagata Samoa

(Teacher) Faia'oga: Point to the picture of the

teacher (No. 5) All repeat Faia'oga!
Full sentence '0 a'u 'o le faia'oga.

Question '0 'Poet as faia'oga?

Answers Leai, e 15'o a'u 'o

as faialoga.
Ice, 'o a'u 'o le fai-
a'oga.

84 1.11,)
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(Scholl puma semi! Point to the male student, picture
boy -
(5) Tama a'oga!

(School Teine 7L'ut:

Point to the female student, pic- -
girl)
ture (5) Teine a'oga!

Indicate a full sentence '0- a'u 'o le tama

a'oga.

Continue as before with questions, (i.e)

and positive and negative answers. '0 'oe 'o se tains
Poga?
Leai, e 1700 a'u o
se teine l'oga.

For re-enforcement, expand using

the plural and pair plural pronouns.
(i.e.)
10 'outou 'o ni faiPoga?
'boo, b ditou 'o faii'oga.
or:
Leai, e li'o mitou '0 ni

'0 'oulua 'o ni tagata Amelika?

'Ioe, '0 militia io tagata Amelika.
or:
Leai, e le'o mi'ua 'o ni tagata
Amelika.

Ue all the pronouns. Add other (i.e.)

nouns or descriptive adjectives. '0 01.140 le tagata poto
wales
etc
SUMMARY REVIEW

'0 a'u 'o le tama. I am a bay.

be You are
is He is

-
'0 'oe 'o se fain a'oga?
Are you a school girl?
is Is she
a'u Am I

li"C a'u 'a so tagata Samoa. I'm not a Samoan.

'oe You're
ift He ia

'0 la- tou 'o ni faia- 'oga.

Ake the teachers?

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 tu they (2)
'outou ou
loulua m11(2)

'Yoe, 'o latou lo faia'oga. Yea, they are teachere.

matou we

e 15'o latou 'o ni No, they are not teachers.

faia'oga.
matou we

oeoeee,e,ET,E,Teeeoe

J
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 LESSON FIFTEEN.

TOPICS

(a) Singular possessive pronouns: (for singular nouns)

ray la'ullo'u
your lau/lou
her/his/its lance /long

(b) Negative possession:

not my le'o sa'u/ao'u

not your E le'o aau/aou
not her/his/its E 170o sans /eons

METHOD: Silent Way

MATERIALS:

One empty glass and one shoe for each participant. The teacher has these also.
There must be an extra glass and shoe in the center of the table. Other 'a' and
'o' objects should be available for expansion.
TIME: ).5 minutes

WOMMNNWOMMIGOMMODINGWO THE LESSON amagamommagoomoommon

Word AstiOla Target Response

(Glass) au; Hold up a glass Ipu!

(My) La'u! Point to yourself. Make each

student point to himself and
repeat La'u!
Show two fingers and point to
your glass. Each student La'u ipu .

I
'0! All repeat this word. Now hold
up three fingers to show a full
sentence '0 la'u ipu.

(Shoe) Se'_ Hold up the ahoe Ss'evae!

(lly) LOW Point to yourself. Make every
one point to himbelf Lo'u:

bhp.'
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 Each one points to his own
shoe. Show two fingers Lo'u se'evae.

'0' All repeat this word '0!

Indicate a three word sent-
ence '0 lo'u se'evae

Review with ipu (la'u)

=111MINI

(My) Sa'u! Point to your glass and draw

a question. All point to their
own glasses Sa'u!

Indicate a full sentence quest-

ion as they point to their glass. '0 sa'u ipu?

(Yes) 'lot)! Shake your head yes. All repeat 'Ioe

Indicate a full sentence 'Ioe, 'o la'u ipu.
NOTE: Students must change the
sa'u to la'u for the yes answer.

(My) So'u! Point to your shoe and draw a

question. All point to their
own shoo Solu!
Indicate a full sentence question. '0 so'u se'evae?
Shake your head yes and indicate
a full sentence 'Ioe, 'o lo'u se'evae.

Now point to the glass in the

center of the table and draw a
question '0 sa'u ipu lele?

(No) Lead! Shake your head no. All repeat

(It's not) E 1;! Point to the glass and shake your

head no. Al]. repeat E

Leai, e le 'o sa'u

ipu lele! Point to the glass. All repeat Leai, e le 'o sa'u
ipu lele!
(i.e.)
Repeat with se'evae '0 so'u se'evae lele?
Leai, e 1p 'o so'u
se'evae lele.

(Your) Lau! Make everyone point to you Lau!

Point to your glass and indicate
a full sentence '0 ].au ipu.

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 (Your) Lou: Point to your shoe Lou:
Pull sentence '0 lou se'evae.

(Your) Sau: Draw a question and point to your

glass Sau:
Full sentence question '0 sau ipu?

'Ioe, '0 la'u ipu: Nod your head yes: Let the stu
dents ask and answer each other
this question.

Sou: Draw a question and point to your

shoe. All point to your shoe Sou:
Ain sentence question '0 sou se'evae?

'Ioe 'o lo'u se'evae: Nod your head yes. Let students
practice with both objects (i.e.)
'0 sou se'evae?
'Ioe, o lo'u se'evae.
'0 sau ipu?
'Ioe, o la'u ipu.

Point to the glass in the center

of the table and draw a question '0 sau ipu lele?

Leal. e is 'o sa'u

ipu lele; Shake your head no, point to the
glass. Let students ask and ans
wer each other '0 sau ipu lele?
Leai, e le'o sa'u
ipu lele.

Repeat with se'evae. (i.e.)

Q: '0 sou se'evae lel
A: Leai, e 11 'o so'
se'evae lalb.

Review la'u/lo'u

(His) Lanai Point to one single person but

speak to all the other students... Lana:

Point to his glass and indicate a

full sentence '0 lane ipu.

(His) Lona: Point to his shoe Lona:

Full sentence ... '0 lona se'evae.

(His) Sena: Point to the single student's glass

again and draw a question. All
point and repeat Sana:
Full sentence '0 sane ipu?

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 Nod your head yes and all respond 'Ioe, 'o lane ipu.

Point to his shoe and indicate a

question '0 sona se'evae?
Indicate a yes answer 'Ioe,'o lona se'evae.

Practice

Point to the glass in the center,

point at.the single student and
indicate all are to ask a quest-
ion '0 sana ipu lele?
Shake your head no Leai, e le'o sane ipu
lele.

(i.e.)
Repeat with se'evae. '0 sona se'evae lele?
Leai, e le 'o sona
lele.

Review all from the beginning

0 la ipu: Hold up any student's glass 0 le ipu:

(Of who A al.: Draw a question A ai:

(Whose)
'0 le ipu a ai? Point to his glass draw a quest-
ion. Everyone points to the
glass and repeats '0 3e ipu a ai?

'0 lane ipu: Point to the student who owns the

glass. All point to him and re-
peat '0 lana ipu.

Now hold up your glass and indi-

cate a question '0 le ipu a ai?

'0 la'u ipu: Point to yourself and your glass.

Practice letting students quest-

ion and answer themselves with
their glasses.

'0 10 se'evae: Hold up any student's shoe '0 le se'evae.

Of who) 0 ai: Draw a question 0 ai:

(Whose)
'0 le se'evae o ai? Point to the shoe in your hand
All repeat the question '0 le se'evae o ai?

'0 lona se'evae;, Point to the student who owns

the shoe. All repeat '0 lona seisms.

Let the students practice with

this structure. They can ask

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 each other questions about any
one's object 1(1.e.)
0 le ipu a al?
10 lau ipu.
SO le ae'evae o ai?
0
0 lo'u se'evae.

SUNIIARY REVIEW

'0 la'u ipu. It's a glass.

lau your
lana lalthicata

'0 lo'u se'evae. It's my, shoe.

lou your
lona her/his/10

'0 sa'u ipu?' Is it sc glass?

sau our
sana his/hailits

'0 so'u se'evae? Is it a shoe?

SOU 'Our
150118. hie /its

Leai, e 1F 'o sa'u /so'u ipu/ No, it's not BE glass/shoe.

se'evae.
as sou amour

sana/sona 140/her/itv

'Ioe, 'o ipu/se'evae. Yes, it's a glass/shoe.

lau/lou your
lana/lona her/his/JAR

'0 le ipu a ai? Whose glass 16 it?

,(1, 6' (I, q, r?, O. 'I, g, (%. 6, (;.. r f1' cF. C;., (1, 6, 6, 6'6'6, 6, 6, a 4 , (I., .1i

91
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 LESSON SIXTEEN

TOPICS

f.s.) Singular possessive pronouns (for plural nouns)

my a'
your a ou
his/her/it ana/ona

(b) Negative possession.

not my e le 'o ni a'u /o'u

not your e le 'o ni au/ou
not his/her/it e le 'o ni ana/ona

METHOD: Silent Way

MATERIALS
Everyone must have two shoes and two books. In addition there are two shoes and
two books sitting in the center of the table.

TIME: 4.5 minutes

WOWWWW55§@@@@@===a4333:0 THE LESSON W0144WAMMOSNAMMX4400AINO)

Word. Action LazatLEtazints
Ttlsli Point to your books. All repeat Tusi!

A'u! Point to yourself. Make every

one point to himself and repeat A'u!

Make each point to his bookS

and say a full sentence '0 a'u tusi.

Se'evae! Point to your shoes. All repeat Se'evae!

( my) O'u! Point to yourself. Make each

point to himself O'u!
Make each one point to his own
shoes and say a full sentence '0 o'u se'evae.

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 (Some) Ni: Draw a question. All repeat...

0 ni o'u se'evae? Point to your shoes and draw a

question. Make everyone point
to his own shoes and repeat '0 ni o'u se'evae?
Teacher nods his head to indi-
cate each student must answer
yes 'Ioe, 'o o'u se'evae.
NOTE: Students must drop ni
in the affirmative.
Make everyone point to his
books on the table. Indicate
a question '0 ni a'u tusi?
Indicate a yes answer 'Ioe, 'o a'u tusi.

Now point to the books in the

center of the table and indi-
cate a question from etch
student '0 ni a'u tusi na?

Leai; Shake your head no. All re-

peat Leal!

E le! Point to the books and shake

your head no. All repeat E le

Leai. e 1; 'o ni a'u

tusi nu! Teacher points at the books.
Everyone points at the books
and repeat Leai, e le 'o ni a'u
tusi na!

Repeat with se'evae. '0 ni o'u se'evae na?

Leai, e 1; 'o ni o'u
se'evae

(Your) Au! Point to yourself and make all

point to you and repeat Au!

Make everyone point to your

books. Indicate a full sentence '0 au tusi.

(Your) Ou! Make everyone point to your

shoes. All repeat Ou!
Indicate c. full sentence '0 ou se'evae.

Ni: Draw a question. All repeat. Ni!

Make everyone point to your
books. Indicate a full sent-
ence.question., 0 ni au tusi?
The teacher replies:
'Ioe a'u tusil Let each student ask and ans-
wer each other. (i.e.)
'0 ni au tasi?
'Ioe, 'o a'u tusi.

1M J, 93
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 Point to the books in the center
and indicate all are to ask you
a question 0 ni au tusi at?
e le 'o ni a'u tuot
Let eaoh student ask and Ammer
each other in the same way.

Repeat with ee'ovae (i.e.)

ni ou a2'evao na?
Lena, e le 'o ni a'n
no'evao n;1".

Ana: Point to one studont but speak to

all the others. All repeat Ara:
Point to his books and indioate
a full sentenoe. '0 ana

OnesI Point to his Shoes. All repeat Ono!

Indicate a full sontenoe '0 onn so'evao.

Na Draw a question. All repeat Ni:

Point to his books and Indloato
A full sentonoe question '0 ni ana tufa?
Indioate a yes answer 'ioo$ 'o ana
(io)
Repeat with '0 ni ona no'ovao?
'boo, 'o ona no'ovao.

Point to the books in the oenter

of the table, Point to the odd
student again and indioato a
question '0 ni ana tusi aft?
Indicate a negative answer Leal, o 1; 'o ni
art tuni na.

Repeat with se'evae (10.)

'0 ni ona no'evao
Loki, o f;
'o ni onn
no OVA0 Wt.

'0 ni aelevae o ai? Point to the odd student's shoos

Indicate a question, All repeat '0 ni ne'evae o ni?
Indicate a full answer 0 ona se'evae.

Repeat with tut (ie.)

'0 ni tuai a al?
'0 arm tusi.

Ropeat with the other plural

pronouns (4'u /o'u, au/ou) (i,e,)
'0 ni no'ovno ni?
'0 o'u to'ovno,

If time permits also review the

singular possessives for singular
nouns. This can be done by taking
away one Shoe and one book from

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 each student (i.e.) 1 book:
'0 sou tuai?
'Ice, b la'u turd. or
Levi, e 1; 'o aa'u tuei.

(i.e.) 1 ehoe:
'0 sona salines?
'Ice, 'o lona seevae. or
Leai, e le 'o eona ee'evae

Try to make it evident

that the plural noun form
drops the '1' or 'e' which
is present in the singular
noun form.

SUMMARY REVIEW

'0 et). tufa. They are a books.

au XIS
ana hieiheriite

'0 o'u ee'evae. They are shoes.

ou your
21.111

'0 ni a'u/o'u tueiblelevae? Are they a books/shoes?

au/ou your
anajona, hie/her/its

Leai, e 1; 'o ni a'u/o'u tusibe'evae.No, they are not sx books/Oboes.

au/ou, X.9.2E
ane/ona hie/her /its

'Ion, 'o a'u/o'u tueibelevae. Yes, they are a booke/shoee.

au/ou you
ana/ona his/herlite

'0 ni ee'evae o ai ni? Whose ehoee are thews?

'0 ni tuei a ai Whose books are those?

deiMinanie.02110,1410411102411414:620:41116602461Seld=4011440AVAVaduktildealeddtalOgatat**42

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 LESSON SEVENTEEN

TOPICS

(a) Pair plural posaessive pronouns (for singular nouns)

our (2) lo/la ti
our (2) lo/la mi
your (2) lo la lua
their (2) lo/la li

(b) Negative and indefinite e le

our (2) so/sa to

our (2) ao/aa ma
your (2) ao /ea lua
their (2) so/aa la

METHOD

Silent Way. Arrange the oleos ao that everyone has a partner including the tea-
cher. Each pair has a doda bottle and a lavalava setting right in front of them
on the table. In addition, there is a aodn bottle and a lavalava setting alone
in the center of the table.

MATERIALS

Soda bottle and a Voided lavalava for enoh pair. One extra bottle and lavalava
Betting in the center of the table.

TIME: 45 minutes

Ing03333O0111100111144033330000060 THE 1E3SON 01100110403311401111031110300001100

Word Aotior Target Response

(Bottle) Hold up a soda bottle. All

repeat Fagu!

(Our) La Tedoher points to himself

and partner and says to hie
partner ao all can hear.

Everyone repeats this to hie

own partner La a;

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 Now have everyone pdint to their
'bottle and say to their own part-
ner a full sentenoe '0 la t; fagu.

(Lavalava) Point to the lavalava. All repeat '1e:

Lo Again point to yourself and your

partner and nay only to your par-
tner no all can hear. All repeat
to their own partner.. Lo

Everyone point to their lavalava

and say to their own partner '0 lo to 'ie.

Teaoher point to ho bottle and

draws a question. Say to your
partner no all can hear Sa t -a;

'0 sa to fagu? Teaoher points to hie bottle and

indiontes a full sentenoe quest-
ion and says to him partner only,
ao all oan hear. All point to
their own bottle and ask their
partner '0 ea to fagu?

Teaoher nods hie head yes and eaoh

student saps a full eentenoa to
hie partner 'Ioe, o la t;
fagu.

Let eaoh prnotioe the question.

So t;' Point to your lavalava and :craw a

question. All point to their lava-
lava and repent 'So tri:
Have eaoh point to their own lava-
lava and ask a fell sentence ques-
tion to their partner '0 so t; 'le?

Nod your head yes. All atudente

answer his partner 'Ioe, 'o lo
to 'ie.
Let everyone ask and answer the
question.

Point to the bottle in the oenter,

indicate a question from your part-
er '0 ea to fagu
isle?

Everyone points to that bottle and

tusks their partner '0 an td fagu
lele?

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14/111 Teacher shakes his head no. All
repeat Leal:

le.! Teacher points to the bottle.

All point and repeat I fig!
Teacher indicates a Cull negati-
ve eemenoe E 14 'a sa t;
fagu lele.

NOTE: It the students oannot

make up this sentenoe on their
own, the teacher must model it
first.

Let everyone ask and answer their

own partner giving both the yes
and no answers. (i.e)
'0 sa t; fagu
lele?
Leal, e le 'o
ea tit fagu
lele.
'0 ea t; fagu
lea?
Ioe, 'o la to
fagu lea.

Repeat with the lavalava.

For this next seotion, mPua, it is

necessary for the speaker to show
unity with his partner as he is
speaking to the other students. This

..
is easily shown by putting your arm
around your partner's shoulder.

La ms; Teacher puts his arm around his part-

ners shoulder, point to their bottle
and says to the other students.

All students touch their partners,

look at the teacher and say La ma:

Teacher points to the bottle and in-

dicates his partner to speak an full
sentence to the other students '0 la m; emu.

All students repeat in the same man-

ner (touching their partner but spea-
king to the teacher) 10 la ma fags.

Lo ma: Teacher now points to the lavalava.

Kveryone repeats to the teaoher while

touching his own partner and pointing
to their lavalava Lo

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 Teather indicates a full sentence '0 lo ma 'ie.

Sa Teacher points to his bottle, put

hs arm around his partner and draws
a question. Everyone repeats this
to the teacher Sa

Indicate a full sentence '0 sa ma fagu?

Each one asks this question of the
teacher while they are linked in
pairs and pointing to their bottle. '0 sa ma fagu?

Teacher indicates a yes answer

(full sentence) 'Ioe,lo la ma
fagu.

(i.e.)
Repeat with the lavalava.
'0 so ma 'ie?
lIoeslo to
WI=

Teacher points to the bottle in the

center. Everyone touches his part-
ner and each asks the teacher quest- -
ion '0 sa ma fagu
lele?

Each one asks the question.

Leai; Teacher shakes his head no. All re-

peat Leai:

E le: Teacher points to the bottle in the

center of the table, and shakes his
head no. All repeat E 1;:

Teacher indicates a full sentence

(about the bottle in the center)
from his partner E 1; 'o sa ma
fagu lele.

Each student repeats the question

directed at the teacher 0 sa ma fagu
le le?

The student answers his own quest-

ion Leai, e le 'o
sa ml fagu
lele.

Repeat with the lavalava '0 so ma 'ie

lele?
Leai, e lg 'o
so mg lie

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 Fo. this next section on 'oulua,
it is necessary for the speaker
to look directly at the pair he
is speaking to.

La lual Teacher looks at one pair and

says only to them but loud so
that all can hear. Each person
says this pointing to the teach-
ers pair La lua

Point to your bottle and indicate

all are to say to you two a full
sentence '0 la lua fagu.
Each student says this.

Lo Point to the lavalava. All point

to your lavalava and repeat Lo lual
Indicate a full sentence '0 lo lua tie.

Sa 1,za: Point to your bottle and indicate

a quesdon. All point to your
bottle and repeat Sa lual
Indicate a full sentence 10 sa lua fagu?

Indicate to your partner that he

is to answer yea floe, 10 la ma
fagu.

Let all the students practice

this question. Make sure they
are using ma'ua when they ans-
wer the question..

Repeat with the lavalava (i.e.)

10 so lua 'ie?
1boe, to lo a
'ie.

Point to the bottle in the center

and indicate a question to be asked
of you '0 sa lua fagu
lele?

Indicate to your partner to give

a negative answer Leai, e leto sa
mi fagu lele.

Let all the students practice this

negative question.

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 Repeat with lavalava (i.e.)
'0 so lua 'ie
lele?
Leai, e 'o so
ma 'ie lele.

For this last section on

the speaker must point to one
pair but speak to another to
show you are referring to
'them' two.

La lit: Teacher points to a pair of stu-

dents but looks at the other
students and says to them. Every
one points to that pair but
speaks to the teacher La

Point to the pair's bottle and

indicate a full sentence '0 la 1; f agu.

Lo 1E! Point to the pair's lavalava.

All point and say to the teacher. Lo
Indicate a full sentence '0 lo la 'ie.

Sa 17a Point to the pairs bottle and in-

dicate a question. All point to
that bottle and repeat Sa
Indicate a full sentence '0 sa la fagu?

Let each person ask you this ques-

tion about another pair's bottle. '0 sa la f agu?

Nod your head yes and indicate a

full sentence 'Ioe, 'o la la
fagu.

So 1;1! Point to their lavalava. Every-

one points and repeats So 171:
Indicate a full sentence '0 so la 'is?
Nod your head yes 'Ioe, 'o lo la
'ie.
Point to the bottle in the center
of the table and to the distant
pair. Indicate the students are
to ask you a full question about
the pair '0 sa la f agu
le le?

Shake your head no Leai, e 15 'o sa

la fagu
lele.

Repeat with lavalava 'oe,

so la 3:(1.eliele?
'I 'o
'ie.

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 Review all pair pronouns (la ta,
lo ta, lama. lo ma, la lua, lo
lua, la la, lo

(who) 0 ai! Indicate a question and point to

a pair's lavalava 0 ai!
Indicate a full question '0 le 'ie o ai?
Indicate an answer '0 lo like.

Repeat with other pronouns.

A ai! Indicate a question and point to

a pairs bottle A ai!

Indicate a full question '0 le fagu a ai?

Indicate a full answer '0 la la fagu.

Repeat with other pronouns.

SUMMARY REVIEW,

'0 la t; fagu. It's our (2) bottle.

ma our (2)
lua your (2)

la their (2)

'0 so t; 'is? Is it our lavalava?

ma our
etc etc

E lF 'o sa to fagu. It's not our bottle.

etc etc

'0 le 'ie o ai lea? Whose lavalava is this?

!Am.L.21 bottle.

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 LESSON EIGHTEEN

TOPICS

(a) Pair plural possessive pronouns (for plural nouns)

our A/ o to
our a/ o ma
your a/ o lua
their a/ o la

(b) Negative and indefinite e le

our (2) ni A/o to
our (2) ni A/o and
your (2) ni a/o lua
their (2) ni a/o Is

METHOD

Silent Way. Everyone must have a partner. Ever pair has two T shirts and two
cigarettes on the table before them. In addition, there are two T shirts and
two oigarette netting in the center of the table.

MATERIALS

Two T shirts and two olgarettes for each pair and one extra set for the center
of the table.

TIME: J.5 minutes

40071WSINCRIAM1044204.02401MADZOOMOOTOO TUE LE3 5ON aostiossossosainaussostseas000so

Word Action Target Response

Review the pair possessives

for ningular nouns (Lesson
Seventeen) before beginning
this lesson.

(Cigarette.) Siknleti Point to a cigarette Sikaleti!

(Our) A ta! Say this only to your part

ner but loud enough for the
other students to hear.
Eaoh student repeats to his
partner A ti:

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 Point to the oigarettea and in-
dicate a full sentence '0 a t; sikaleti.

Nii Draw a question Ni:

Point to the oigarette in front
of eaoh pair and indioate each
student is to ask his partner.. '0 ni a to sika-
leti?
Indicate a yes answer 'o a to
aikaleti.

Point to the oigarettea in the

center of the table and indi-
cate a question '0 ni a to sika-
le ti na?

LAI Shake your head no, X le:

Indioate a full answer. Eaoh

student speaks only to his part-
ner I 1; 'o n3. t;
aikaleti na.

Let all praotioe.

- shirt) Mitiafu' Point to your T shirts Mitiafu:

0 tei' Say this only to your partner.

laoh student repeats to his part-
ner o tit"!

In:Unite a tull.sentence '0 o to mitiafu.

Point to the shirts in the center

of the table and indioate a quea-
tion '0 ni o to miti-
afu nal
Indicate a no gnawer Leai, e le 'o ni
o t; mitiafu ni.

Let everyone praotioe this.

)ur) A Speak on behalf of your pair to

the other students A ma;
Indicate a full sentenoe '0 a ma aikaleti.

ma' Point to the T shirts p 0 Ili:

Indicate a full sentenoe '0 o ma mitiafu.

Point to a pair and speak only to

them. Point at their oigarettea.
All repeat co the teaoher's pair A lua:
Full sentence '0 a lug sikaleti.
Indicate a question about your
groups cigarettes '0 ni a lug sika-
leti?
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Indicate that your partner is to answer yea. 'Ioe, 'o a ma
sikaleti.

Indioate a similar question about the oiga-

rettes in the oenter of the table 00 ni a lua
alkaleting?

Indicate a no answer from your partner e lei 'o

ni a ma aika-
letin
Let each etudent practice.

Point to the T shirts of a pair and speak to

them. All repeat to the teacher and his
partner 0 lua!
Full Bantams '0 0 lua mitiafu,
Point to T ahirta in the center and indicate
a question '0 ni o lua miti-
afu ni?
Indioate a no answer Leal, a le o ni
o ma mitiafu
rla

Let etch student practice this and the posi-

tive answer as well.

Point to 4 distant pair A

Point to their cigarettes and indicate a full
sentence '0 a In sikaleti,
Indicate a question about the cigarettes '0 ni a 1; sika-
leti?

Indicate a yes answer 'Ioe, 'o a la

Indioate a no answer Leal, a le '0 ni

a la sikaleti na.

Point to that pairs T shirts 0 la!

Indicate a question '0 ni o la miti-
afu?
Indicate a yes answer . O . . . . 0000
. . . O 'Ioe, 'o o la
mit.iafu?
Indicate a no answer Leni,, 0 be '0
ni o ln mitiafu
na.
Review all.

Draw a question 0 al:

Point to the distant pair's T ahirta and indi-
cate a question '0 mitiafu o ai?
All answer '0 o l mitiafu.

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AALL Draw a question A at;

Point to the distant pairls cigarettes and

indicate a question '0 sikaleti a ai?
All animal' '0 a 171 sikaleti.

Repeat with all tho other pronouns.

SUMMARY REVIEW

'0 A aikalmti. They're our (2) oigarettes.

our. (2)

lua our (2)

their(2)

'0 ni o mitiafu? Are they our T shirts?

our
ato 21a

3 111 'o ni a t; sikaleti. They aren't our oigarettes.

eta . 912

'0 mitiafu o al? Whose T shirts?

sikaleti a
eignrettes,

aufaccutonagratosaccasoma vQ9 Ate4101400:424140404429Maataalik.044 ainkttannUittal

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 LESSON NINETEEN

TOPICS

(a) Plural possessive pronouns (for singular nouns)

Definite Indefinite
our 1377.3egtou $s /so tatou
our la/lo matou sa/so matou
your la/lo tou sa/so tou
their la/lo latou sa/so latou

(b) Plural possessive pronouns (for plural nouns)

Definite Indefinite

our a/o tatou ni a/o tatou

our a/o matou ni a/o matou
your a/o tou ni a/o tou
their a/o latou ni a/o latou

(c) Negative e le

METHOD

Silent Way. There must be three groups of three students or more. In this
lesson there is a teacher's group (teacher and two students); a student's group
(three students) and a picture of three people on the wall.

MATERIALS

Three large picture charts line the ones shown below. One for each group).

tr106
ic7r

WALL CHART STUDENT'S GROUP TEACHER'S GROUP

TINE: 4.5 minutes

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 0100000000000000000000000000000011 12111 1S8OH 800001160000000000000000SON
Word Action Target Response

(Table) Laulaul Point to the class table Laulau!

Ira tatou: Point to everyone in the room

(including the three people in
the picture on the wall and
yourself) bra tatou;
Point to the class table and
indicate a full sentence '0 is titon
lan.

Sa is Draw a question Sa tatou;

Point to the table and indicate
a full sentence question '0 se tatou lau-
lau?
Indicate a yes answer.......... 'Ice, '0 is tatou
laulau.

(House) Pale; Point at the house you are in. Pale!

Lo tatou; Again point to everyone (inclu-

ding yourself) Lo tatou!

Point to the house and indicate

a full sentence '0 lo tatou Pale.

So tatou' Draw a question So titou?

Full sentence question '0 so tatou false:
Indicate a yes answer' 'o lo.t;tou
fele.

Point to the house in the pic-

ture on the wall. Indicate a
full question '0 so tatou fele?

(No0 113.4711 Shake your head no le!

Indicate a full sentence le 'o so tatou
Pale.
Repeat with the picture of the
table (i.e.)
'0 as tatou laulau?
Leai, e 16 'o as
tRtou laulau.

(Truck) Teacher points to the picture of

a truck Lou! i

( our) La matou' Teacher speaks on behalf of his

group to the other students.
All repeatio the teacher's
group La aritou:

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 Each student in the teacher's
group points to their truck
and says to the other group.. '0 la matou loli.

Each student iai the other group

points to their truck and says
to the teacher's group '0 la matou loli.

(Canoe) Pao o' Point to the canoe picture Paopao:

LoMatoul Teacher speaks on behalf of the

students in his group Lo matou:

Each student in tLe teacher's

group points to the picture of
their boat and says to the other
group 0 lo matou paopao.

(Tour) Lo tout Teacher points to the other

grouAcanoe. All repeat Lo tou:

Each student in the teacher's

group points to the other group's
canoe and says to them '0 lo tou paopao.

Each student in the other group

points to the teacher's canoe
and says to them '0 lo tou paopao.

Repeat with the'truck' using la. '0 la tou loli.

Sa tout Point to the other groups truck

and indicate a question...,..... Sa

Indicate that the two groups are

to question each other (i.e.)
'0 sa tcu loli?
'Ioe, 'o la matou
loli.
Leal, e le 'o sa
matou loli.

So tou: Point to the other groups canoe

and indicate a question So toll:
Indicate that the two groups are
to question each other (i.e.)
'0 so tou paopao?
'Ioe, lo L0 matou
paopao.
Leai,_e le 'o sO
matou paopao.

(TbAlir) Lo latou' Point.to the canoe of the group

picture on the wall Lo latou:

Indicate a full sentence '0 lo latou paopao.

La latou: Point to the group's truck La liltou:

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 Indicate a full sentence '0 la fitou loli.

Sa leitoul Point to the truck in the wall

picture and indicate a question. Sa latou!
Full sentence question '0 sa latou loli?
Indicate a 'Yes' answer 'Ioe, 'o la Mau
loli.
Indicate a 'No' answer Leai, e le 'o sa
Iatou loli.

So Iitou' Indicate a question and point

to the canoe in the group pic-
ture So latou;
Full sentence question '0 so gitou paopao?
'Yes' answer 'Ioe, 'o lo litor
paopao.
'No' answer le 'o so late
paopao.

Review all at this time and let

the students ask and answer ques-
tiona.using any pronoun. Then pro-
ceed with the plurals below.

(Cat) Point to the picture of cats on

the wall Puai;

(Their) A latou: Point to the group picture on the

wall A latou:
Indicate a full sentence '0 a latou pusi.

(Some) Ni! Draw a question Ni!

Point to the cats and indicate a

full sentence '0 ni a lgtou
pusi?

Indicate a 'yes' answer 'Ioe, 'o a latou

pusi.
Indicate a 'no' answer Leai, e 1; 'o ni
a lgtou pusi.

(Shirt) 10futinc! Point to the picture of the shirts 'Ofutino!

0 1itou4 Point ti the group picture 0 fitou!

Indicate a full santenoe '0 o latou 'ofu-

- tin°.
Draw a question '0 ni o latou 'ofu-
tino?
Indicate a 'yes' answer 'Ioe, 'o o 1Stou
'ofutino.

Again indicate the same question '0 ni o l.atou 'ofu-

tino?

0 ICJ
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 Z.:Av shake your head no Leai, a le 'o ni
o latou'ofutino.

(Dog) Haile! Point to the dog picture Haile:

(Cow) Povi! Point to the cow Povi!

(Your) A tou: Teacher points to the other group

All repeat A toll:

Teacher points to the other group's

dogs. Each of the teacher's group
says to the other group '0 a tou maile.

The other group now points to the

teacher's group's cows and says to
them '0 a tou povi.

(Pants) 'Ofuvae: Point to the picture of pants 'Ofuvae!

(Necktie) Fusiva! Point to the neckties Fusiva:

0 tou! Point to the other group 0 tou!

All the teacher's student's say to

them '0 o tou 'ofuvae.

The other group says to the teach-

er's group about the neckties '0 o tou fusiva.

(Our) A matou; Teacher speaks on behalf of the

students in his group but talks to
the other group. Point to the cows
All repeat A matou;

Each student in the teacher's group

points to their cow picture and says
to the other group '0 a matou povi.

Repeat with fusiva using 'o' '0 o matou fusiva.

Each student in the other group

points to their to their dog picture
and says to the teacher's group '0 a ma- tou mane.

Repeat with'ofuvae using the 'o -

'0 o ma- tou oru-
vae.

Ni o tou' Indicate a question and point to the

pants and neckties Ni o
Indicate that the students are to
ask and answer each other (e.g.)
'0 ni o tou fusi-
ua?
I'
'Ioe, '0 o matou
g fusiva.

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 Leai, e le co ni
o matou fusiva.

Ni a tou: Indicate a question and point to

the dogs and the cows Ni a tou:
Indicate that the students are
to ask and answer each other (i.e.)
'0 ni a tuu povi?
'Ioe, 'o a matou
povi.
Leai, e le 'o ni
a matou povi.

(Our) 0 tatou: Teacher points to his own group's

neckties and speaks only to his
group. All repeat 0 tatou;

Each student points to his own

group's objects and says to his
own group only '0 o tatou fusiva.
or
'0 o tatou 'ofuvae.

Repeat with maile and povi using

1
a 1
(i.e.)_
'0 a tatou maile.
'0 a tatou

Ni a tatou; Indicate a question Ni a tatou;

Indicate the students are to ask
questions within their own group
only (i.e.)
'0 ni a tatou
povi?
'Ioe, 'o a tatou

Levi, e le o ni
a tatou povi.
4WD

Repeat with ni o tatou (i.e.)

'0 ni o tatou
fusiva?
IcA, CI,Ot/tou
fusiva.
Leai, e le '0
ni o tatou fusiva.

A ais Indicate a question and point to

the cat picture, A ai:
Indicate a full sentence question '0 ni pusi a ai?
Indicate a full answer '0 a litou pusi.

Indicate a question and point to

the shirt picture. 0 ai:
Question '0 ni ofutino O gi?

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Answer '0 o lItoutigu:

Repeat the question with the other plural pronouns, then review
with singular objects (loli, paopao, laulau) (i.e.)
'0 ni maile a ai?
'0 a matou maile.

(i.e.)
'0 le paopao a ai?
'0 lo tou paopao.

SUMMARY REVIEW

'0 la tatou laulau. It's our table.

mAtou our
tou Y2111:

latou their

'0 sa ta- tou laulau? Is it our table?

ma tou our
tou your
latou their

B 1e to sa tatou laulau. It's not our table.

etc etc

'0 o tatou 'ofuvae. They're our pants.

etc etc

'0 ni o tatou 'ofuvae? Are they our pants?

Leal, e lg 'o ni o tatou ofuvae. No, they aren't our pants.
etc etc

'0 le loli a ai? Whose truck?

laulau table

10 lofuvaeo ai? Whose pants?

va'a boats

E1(.'(!0?
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 REVIEW DRILL SIX

TOPICS
Personal pronouns

ML'IHOD: Substitution drill.

TIME: 35 minutes

080240044@iiNaleg@fitigtidageginfOOM THE DRILL. gligtgagg4g4aggagaddiggigvAgt=314§03N

Introduction: The teacher models the questions and answers for the students.
When the structure is known, the students ask and answer each other.

I. Singular: One person question another answers, students rotate. Always

point to the person indicated in the question,
First: ai a'u? Who am I?
Second: '0 'oe 'o Twine. You are John.
First: '0 ai 'oe? Who are you?
Second: '0 a'u 'o Tome. You are Tom
First: '0 ai ia? Who is he?
Second: '0 ia 'o Simi He is Jim.

II, Pair Plural: Everyone sits with a partner. Each pair takes a turn reciting
the drill below,

Student: '0 ai tPus? Who are we?

Partner: '0 'oe ma a'u. You and I.
Student: '0 ai 1;'ua? Who are they?
Partner: '0 Sins ma Toma. Sina and Tome.
Student to
Sine: '0 ai :ague? Who are we?
Sine: '0 lua ma Simi (partner) You and Simi.
Student to
Sina: '0 ai 'oulua? Who are you (2)
Sine: '0 mel'ua ma Tome. Tome and I (we and Tome)

Mural: Sit in two groups of three or more. One student in each group takes
turns asking questions of the other. If there aren't enough students in one
clams, classes can be combined, or pictures used in place of students.

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(i.e.)
GROUP I GROUP 2

Simi, Toma, Mele. Tina, Inane, Siaki.

SIMI: '0 ai tatou? Who are we?

TINA: '0 Toma, 'o Mele, 'o Siaki Toma, Mele, Siaki, Ioane,you
'o Inane, 'o 'oe ma a'u. and

SIMI: '0 ai 'outou? Who are you (p1)?

TINA: 10.Ioane, 'o Siaki, ma a1u. Inane, Siaki and

SIMI ASK'S
OF SOMEONE
IN HIS GROUP: '0 ai latou? Who are they?

TOMA: '0 Tina, lo Inane, ma Siaki. Tine, Inane, and. Siaki.

TTTOT . T e roef;,ee4)eee,eeeeemfi,emelec,eeeee6,eeem,,eeeeel,eq,ectee

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 REVIEW DRILL SEVEN

TOPICS
Singular possessive (singular and plural nouns)

METHOD: Substitution drill

MATERIALS
Two pens and two shoes for each student. The teacher has two belts and two
books. One other student has two watches and two shirts.

TIME- 30 minutes

WWWW11444:014WWWNSODO THE DRILL Malati@gt4WWWWQ49AANINAINMON

I. Singular Nouns: In this drill each student takes a turn asking and ansiter-
ing his own questions about first his own objects (la'u peni, lo'u se'evae),
then the teacher's objects (lau tusi, lou fusipa'u), and finally the odd
students objects (lana uati, lona ofutino). This is done for both the 'a'
and 'o' objects. The example drills below are for a student who has a pen
and a shoe.

'A' Nouns
10 le peni. a ai? Whose pen?
'0 peni. My pen.
'0 le tusi a ai? Whose book?
'0 lau tusi. Your book.
'0 le uati a ai? Whose watch?
'0 lane uati. His watch,
'0'.Nouns:

'0 le se'evae o ai? Whose shoe?

'0 lo'u se'evae. My shoe.
'0 le fusipa'u o ai? Whose belt?
'0 lou fusipa'u. Your belt.
'0 le ' ofutino o ai? Whose shirt?
'0 lona 'ofutino. His shirt.

'A' Nbuns:
'0 sa'u peni? Is it my pen?
lIoe, 'o la'u peni. Yes, it's my pen.
Leai, e seu peni. No, it's not my pen.

'0 sau tusi? Is it your book?

'o lau tusi. Yes, it's your book.
Leai, e le 'o san tusi. No, it's aot your bbok.

'0 sans uati? Is it his watch?

Ioe, 'o lane uati. Yea, it's his watch.
Leai, e 16 'o sane uati. No, it's not his watch.

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 '0' Nouns:

'0 so'u se'evae? Is it my shoe?

'Ioe, 'o lo'u se'evae. Yes, it's my shoe.
e le to so'u se'evae. No, it's not my shoe.

'0 sou fusipa'u? Is it your belt?

'Ioe, 'o lou fusipa'u. Yes, it's your belt.
Leai, e le 'o sou fusipa'u. No, it's not your belt.

'0 sona 'ofutino? Is it his shirt?

floe, 'o sona 'ofutino. Yes, it's his shirt.
Leal, e l; 'o sona 'ofutino. No, it's not his shirt.

II. Plural Nouns: Teacher has two books and two belts. One student has two wat-
ches two shirts. All the other students have two pens and two shoes. Fol-
low the same proceedure as with the singular*.
'AL'
Nouns:
'0 peni a ai? Whose pens?
'0 peni. My pens.
'0 tusi a ai? Whose books?
'0 au tusi. Your books.
'0 uati a as.? Whose watches?
'0 ana uati His watches.

'0' Nouns:
'0 se'evae o ai? Whose shoes?
'0 o'u se'evae. My shoes.
10 fusipa'u o ai? Whose belts?
10 ou fusipa'u. Your belts.
'0 'ofutino o ai? Whose shirts?
'0 ona 'ofutino. His shirts.

IA° Nouns:
'0 ni a'u peni? Are they my pens?
'Ioe, '0 a'u peni. Yes, they're my pens.
Leaj, e le lo ni atu peni. No, they're not my pens.

10 ni au tusi? Are they your books?

'Ioe, '0 au tusi. Yes, they're your books.
Leai, e le'o ni au tusi. No, they're not your books.

'0 ni ana uati? Are they his watches?

'Ioe, '0 ana uati. Yes, they're his watches.
Leal, e le'o ni ana uati. No, they're not his watches.

'0' Nouns:
'0 ni o'u se'evae? Are they my shoes?
'Ice, 'o o'u se'evae. Yes, they're my shoes.
Leai, e lilo ni o'u se'evae. No, they're not my shoes.

10 ni ou fusipa'u? Are they your belts?

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lIoe, 'o ou fusipalu. Yes, they're your belts.
Leal, e le $o ni ou fusipa'u. No, they're not your belts.

'0 ni ona 'ofutino? Are they his shirts?

1'0E12'o ona 'ofutino. Yes, they're his shirts.
Leal, e lg 'o ni ona 'ofutino. No, they're not his shirts.

000 000. 0.0 00000.'00 0..@ 0000 .000

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 REVIEW DRILL EIGHT

TOPICS
Pair possessive(singular and plural)

METHOD: substitution - expansion drill.

MATERIALS
Two packages of cigarettes and two T shirts for each pair of students. The tea-
cher's pair has two hats and two toy cars as well. One other pair has two note-
books and two neckties also.
TIME: 30 minutes

OE, @ T@CP. g_44g1=iga9g4g4.445@gre) THE DRILL MXGVElagajg@g@g@g@g04184@

I. SINGULAR NOUNS: Each pair of students takes turns first describing their
objects (using to and ma), then the toadher's pair's objects (using lua), and
finally the other pair's objects (ucIng 15). This is done for both the 'a'
and 'o' objects. Below is a sample drill for a pair of students with a pack-
age of cigarettes and a T shirt.

(A) 'Al' Objects :

'0 la ti pep4 sitaleti. Our pack of cigarettes.
'0 sa tn papa sikaleti? Is it our pack of cigarettes?
sa t6 pepa Jikaleti. It's not our pack of cigarettes.

'0 la ma pepa sikaleti. Our pack of cigarettes.

sa m5 (?) Our (?)
E lg It's not

'0 la lua ta'avale. Your car.

sa iva Your (?)
E 15 It's not

'0 la a 'api. Their notabook

sa la (?) Thcif (?)
E 1; It's not

(B) '0' Objects:

'0 lo to mitiafu. Our T shirt.

so t (?) Our (?)
R 18 It's not

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 '0 lo ma mitiafu. Our T shirt.
so mg (?) Our (?)
E 1; It's not

'0 lo lua Your hat.

so lua (?) Your (?)
E Tg---- It's not

'0 lo la fusiva? Their necktie.

so (?) Your (?)
E le It's not

II. PLURAL NOUNS: Repeat the drill in the same way but this time each pair has
two of each object mentioned in part one.
(A) 'A' Objects:
'0 a to pew; sikaleti. Our packs of cigarettes.
ni a to (?) Our (?)
E 13 They aren't

'0 a ma pepa sikaleti. Our pack. of cigarettes.

ni a mg (?) Our (?)
E le They aren't

'0 a lua talavale. our cars.

ni ua (?) Your (?)
E 16 They aren't

'0 a 1; 'api. Their notebooks.

ni a lE (?) Their (?)
E 1; They aren't

(B) '0' Objects:,

'0 o to mitiafu. Our T shirts.
ni o to (?) Our (?)
E le They aren't

'0 o ma mitiafu. Our T shirts.

ni o ma (?) Our (?)
E le They aren't

'0 0 lua pulou. Your hats.

ni o lua (?) Your (?)
E 15 They aren't

'0 o la fusiva. Their neckties.

ni o 3.2 (?) Their (?)
E le They aren't

(1416)Tet.o. T. efpoee.,.ome). ,iviieffeeoe,e4T400eeq,p1,Tetffoeeq,eerm,

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 REVIEW DRILL NINE

TOPICS

Plural possessive pronouns (singular and plural)

METHOD: Substitution drill

MATERIALS

A table, two shoes and two pens for each participant.

TIME: 30 minutes

,F,.71,q,(ilelia,T,(71.7,0orf,ir:10,71Tif,EoTTE,6-pEo(ise(E.06;01)(71 THE DRILL N@WANNWArgiaAWaggiagaggsgM

students repeat. Teacher
I. Singular: Teacher models each first sentence,
then says only the underlined word and students substitute accordingly.

10.1a tatou laulau. Our table,

matou Our
tou Your
lEtou Their

'0 sa tatou laulau? Is it our table?

matou our
tou our
latou their

E le 'o sa tatou laulau. It's not our table.

matou our
tou your
15-- their
latou

'0 lo tatou Pale. Our house.

mEtou Our
tou Your
latou Their

'0 so tatou fale? Is it our house?

ma_ tou our
tou
IItou their
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 170)sot7atou fele. It's not our house.
matou our
tou your
13tou their

II. Plural: Teacher models the first sentence, students repeat. Teacher then
says only the underlined word, student substitute accordingly. Everyone
places two pens and two shoes on the tablt.

'0 a tat tou peni. Our pens.

matou Our
tou Your
Their

'0 ni a iatou peni? LI.e they our pens?

matou our
tou
Xour
latou
their

S le 'o ni a taou peni. They aren't our pens.

matou our
tou our
latou their

'0 o t;tou se'evae. Our shoes.

matou Our
tou Your
INtou Their

'0 ni o atou se'evae. Are they our shoes?

matou
our
tou ou
latou their

E I; 'o ni o tatou se'evae. They aren't our shoes.

matou
our
tou your
latou their

ecilee..ee,iTel,,(PoTeeeee@oekooeieeeeoe@oeecAeoeeieee,eo@offeffeeffeeee@eoffecooe)

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 GRAMMAR REV VIII THREE

NOTES ON LESSON THIRTEEN

There are two sets of personal pronouns in Samoansthe independent and dependent.
The eleven pronouns in this lesson form the independent set which is used in non-
verbal sentence construction. (See Lesson 21 and 22 for dependent pronouns)

All of these pronouns normally take the particle 'o before them and in more
formal speech ti is prefixed to the pronoun. There is no difference in mean-
ing withii.
'0 tatou We
'0 tgtou We

Samoan has two pronoun categories which are not found in English.
(1) The pair plural (also called dual) is used for only two persons. Note
that all four pair plural pronouns are compounds of the word lua (two)
and that the real plural are compounds of tou (from tolu thr;77

(2) 'We' in Samoan can be either inclusive or exclusive of the person being
speaker and
spoken to. Teua and atou (we) includes everyone, both the
listener (s). MZ'ua and mgtou excludes the listener(s) from the group.

Ia, the third person pronoun is used for masculine, feminine and neuter.

Ai is the interrogative pronoun meaning 'who'. It is both singular and plural

and doesn't have a dependent form.

There is no verb 'to be' in Samoan. The sentence am a boy' is constructed in

a roundabout way, the pronoun and the noun (I, boy) are placed in apposition.
'0 a'u 'o le tams I am a boy.

Note that in this lesson, names read consecutively are all joined by the conjunct -
ion'and. It is possible to join such series of names with the particle 'o.
'0 Toma ma Sina ma Inane ma Siaki.
'0 Toma 'o Sina 'o Inane ma Siaki.

The student should also be aware that Samoan uses plural pronouns in many
cases where the singular is used in English.
0 mg'ua ma Simi Simi and I
0 'oulua ma Mele Mary and you.

NOTES ON LESSON FOURTEEN:

As stated in the notes on Lesson Thirteen, placing nouns (pronouns) !rticapposition

gives the equivalent of the English: I am a are a
, You a

In this lesson, se and ni are used to express questions or negative

statements:

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 '0 'oe o se tame? Are you a boy?
'0 latou o ni faigtoga? Are they teachers?
E 1; '0 a'u 'o se tams I'm not a boy.

Adjective3 normally follow the noun they modify.

-
'0 le peni mumu lea This is a red pen.
Stressing the adjective however can change the word order as well as
the meaning (see Lesson 29)
E mruml le peni lea. Red is (the colour of) this pen.

NOTES ON LESSON FIFTEEN:

Students will note that every possessive pronoun in this lesson has two forms,
an 'a' form and an '0' form.
lo'u - la'u MY
lou lau your
lona - lana his/her/its

It will be seen in Lessons 16,17,18 and 19 that this is true for all
Samoan possessive pronouns (our, your, their, etc). A more complete
explaination of this is to be found in the Grammar section of the ap-
pendix (P.7,, possessive pronouns) and the student should be aware of
the rules governing the uses of the 'a' or the 'o' form of the poss-
essives for any given noun. It should be sufficient to note a fairly
accurate rule of thumb for using these possessives. If the noun in
possession is very personal (i.e. parts of the body, relatives.) the
'o' possessive are used. Non-personal nouns (those which have im-
portance as 'things' or mere 'objects' rather than as intimate parts
of ones life) take the 'a' possessives.

In questions or negative statements, the possessives begin with 's' rather than
'1'. This is very similar to the uze of se rather than le in the first section
of the book.
'0 Ulu uati It's my meta).
'0 aa'u uati? Is it my watch?
'0 le uati It is a watch.
'0 se uati? Is it a retch?

Li is the interrogative pronoun 'who'(whom). When asking the question "nose

pen is it?' Samoan makes use of this pronoun and the prepositions 'a' or 'o'
(both meaning 'of').
'0 le peni a ai? It's the pen of who?
10 le va'a o ai? It's the boat of Who?
Note that the choice of 'o' or 'a' as the preposition 'oft depends upon
the class of the noun (personal or non-personal)
It is possible in Samoan to show possession using the independent pronouns of
Lesson 13 and the prepositions 'a' or 'o'. This construction is not as common
as the use of the possessive pronouns and it is considered by some to be corrupt-
ed Samoan.
'0 le peni a a'u The pen of me.
/I 15 'o le va'a o a'u It's not my boat.

NOTES ON LESSON SIXTEEN:

Because most Samoan nouns do not have a plural form, the possessive pronouns
themselves change to show plurality of the nouns they precede. The definite pos-

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 possessives (la'u/lo'u, lau /lou, lane/lona) all drop the '1' when used in the
plural.
'0 o'u ae'evae My shoes.
'0 ana mails His dogs.

The same change occurs for the Indefinite and negative possessives when
used with plural nouns (sa'u /so'u, sau/sou,sana/sona. Here the 's' is
dropped and the word ni is added.

'0 ni o'u se'evae? Are they his shoes?

B 1; 'o ni ana mile They aren't his dogs.
NOTES ON LESSON SEVENTEEN:
The possessive pronouns for the pair plurals (ours(2), yours(2), theirs(2))are
derived from the personal pronouns of Lesson 13 (tg'ua, mg'ua, 'oulua, lg'ua).
The markers lo or la (personal, non-personal) precede a shortened form of the
pronoun to give the possessives.
'0 la to talavale Our car.
'0 lo mg tuafafine Our sister.
'0 la lua laulau Your table.
'0 lo 1; tam; Their father.
Questions and negative statements use the markers sa and so in place of
la and lo respectively.
'0 sa tg ta'avale1 Is it our car?
E lg 'o so mg tuafafine It's not our sister.
The student ahould be aware that in coloqual speech, la and lo are leveled to le.
Similarly, sa and so are leveled to se.

FORMAL COLLOQUIAL
'0 lo matou tame. tame.
'0 le matou

'0 la matou tusi. tusi.

This leveling occurs only with the pair plurals and the real plurals
(Lessons 17,18,19) in which the possessive markers (la,lo,sa,so) are in-
dependent words,but not in the singular possessives (la'u, lau, lane, etc)
where the marker is part of the word.

As with the singular possessives, the pair plurals can also show possession using
the prepositions a and o and the independent form of the pronoun.
0 se laulau a 'oulua? Is it your table?
'0 le o la'ua Its their father.

NOTES ON LESSON EIGHTEEN:

Note inthis lesson that when the noun in possession is plural, the '1' or 's' or
the possessive marker is dropped.
'0 la ti uati Its our watch.
'0 a i; uati They're our watches.
Also note that ni is added in questions or negative statements.

'0 ni o Ig tuafafine? Are they their sisters?

E le 'o ni o 1; tuafifine They aren't their sisters.

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NOTES ON LESSON NINETEEN:

There are no short forms for tatou, mitou, and latou. The possessive markers (la,
lo, sa, so, etc) are placed directly before these pronouns to show plural poss-
anion (our, your, their).

As already stated in Notes on Lesson 13, there is a common leveling of

the possessive markers in colloquial speech. This is also true when the
noun is plural. In addition, ni is frequently dropped in questions and
negative statements. This means in essence that for pair plural and pl-
ural possessives,the o/a as well as the definite/indefinite specifications
of the noun are dropped.

FORMAL COLLOQUIAL
'0 o mg. fele. fale.
/N.I0 ma

'0 ni a me. ta'avale? ta'avale?

It should be noted however that in formal speech the possessive markers

(1a/1o) are retained especially on occasions when the speaker wants to
express closenebs or intimacy, as in the case of the Lords Prayer.

'0 lo mitou Tame. Our Father...

e eeeeeeeeeeeeeeefeeeeeeeee,eog-,eeeeee-,e eeeee

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 WORK SHEET NUMBER ',THREE

I. 'T' represents the speaker. The arrow shows who he is talking to and the
circle shows who he is talking about.

Cs 1. T-. 7.

T--X 2. OM) 8.
x
3.

Qt5D 4. TPrj 10.

T-4 5 11.

(1%)
6.

II. Translate these sentences into Samoan.

motu - island; atumotu - island group; nu'u - village; atunu'u - country;
a'ai - city; komitineta - continent; Ausitalia - Australia; Niu Sila - New
Zealand.

12. Samoa is an island group.

13. Australia is a continent.
14. Where is your(2) country?
15. New Zealand is my country.
16. Our (2) village is Lepea.
17. What's the name of your (pl) city?
18. Their (pl.) village is on the island of Memono.

19. America isn't an island.

20. Sina's city is Apia.
21. Is New Zealand an island group?

22. Where is the island of Savai'i?

III. Answer these questions:

Name - igoa; father - tame,, mother - tins; same sex sibling - uso; male's
sister - tuafafine; female's brother - tuagane; or - po; year - tausaga.

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23. '0 ai lou igoa?
21*. tO ai le igoa o lou taloa?
25. '0 'oe 'o se tame po 'o se teine?

26. E fia ni ou uso?

27. E fia ni ou tuafgfine (tuagane
28. '0 ai le igoa o lou tine?
29. E fia or tausaga?
30. E fia ou tausaga?
31. '0 fea lo tou atunu'u?
32. E to'afia tagata i lo tou
33. '0 se Samoa po 'o se Amelika lou tams?

34. '0 ai lona igoa?

35. E fia ona tausaga? 0.111MIMII

dv.i0,1,,,FAT2(1,i0V,FOff@TE,(120e0E!e"0,4:,0:;.

IL
128
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7HE FIVE COMMON TENSES

NATIVE OF THE FIVE TENSES

DEPENDENT PRONOUNS

PASSIVE VERB SUFFIX

PLURAL VERBS

129 14J
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 LESSON TI ENT!

TOPICS

(a) Present tense (immediate) Ina

(b) Simple states of the weather.

raining timu
sunny licfie
etc.

(e) The question words'how/ falaiefea

METHOD: Silent Way

MATERIALS

A picture chart like the one below:

\ ? -
Ili

14Y ----`-\

""011: Ilir;r, ill

,a1)
=1
TIME: 45 minutes

OINNIXNACMCGIMANWAMISIONION THE LESSON 400000000640000MOSOOMMOMMOMOOD

Word Action Target Response

(Rain) Timul Point to the first picture, Rain Timul

(It is) Mal Hold up one finger Mai

Point again to the Rain picture this

time holding up two fingers tIIa timu.

(Sunny) paofiel Point to the second picture; of the

sunshine Leonel

14 130
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 Hold up 2 fingers and again point to
the second picture laofie.

(Cold) Malulul Point to the third picture 11;1;1111.

Hold up 2 fingers 'Ua malulu.

(Hot) Vevelal Point to the fourth picture

Hold up 2 fingers aa vevela.

Review all until known

For this next section on questions

and answers, the yes answer will be
presented first. The teacher must
therefore choose his questions ac-
cording to the weather of the day on
which he is teaching. For this book
we will assume it is a hot, sunny
day.

Using good voice inflection, the

teacher points outside the classroom
touches the sun pl)cture and asks
(while drawing a auestion):

laofiel All students repeat 'Ua laofiel

NOTE: Voice inflection is important
here. Correct students who are in
error.

(Yes) 'Joel Shake your head yes floe'

Indicate a full sentence lIoe, qua laofie.

Now point to the picture of the rain

Indicate a question time?

(No) Leai! Shake your head no . Leai!

(Its not) E 1;'o! Shake your head no and also point to

the picture of rain. All repeat E lelo!

Indicate a full sentence. Shake your

head no and polat to the rain picture Leai, e lefo timid

Point to the picture of cold and indi-

- -
crAe a c;usstion flk 'Ua malulu?

14
131
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 Indicate a full sentence answer and
- - -
Make your head no Leai, e le'o malulu.

Practice with all four pictures us-

ing different sentence combinations
in both questions and answers. (i.e.)
Practice both you and no answers. Da timu?
Leal,. e lelo timu,
'ua laofie.

(Weather) Tau! Point to the first picture Taut

Indicate a full sentence '0 le tau.
Point to the second picture '0 le tau.
Point to the third picture '0 le tau.
Point to the fourth picture '0 le tau.

(How) ,Falapefeal Draw a question while you say the

word. All repeat Falaiefeal

(It's) '01 Hold up 1 finger O '01

Hold up 2 fingers and indicate a
Ms
question '0 fa'apefea?

Now indicate a question, point to

the weather picturesand hold up-4
ON.

fingers '0 fa'apefea le tau?

Have all repeat the question until

mastered.

Let one student ask the question.. '0 fa'apefea le tau?

You point to the sun picture and in-
dicate all are to respond 113a laofie.

ON.

Again the question '0 fa'apefea le tau?

This time try a negative answer by
teaching the rain picture and shaka
ing your head no E le'o timu.

Continue these question and answers

until the students feel comfortable.
A variation is the following quest-
tion and answers:
(a) '0 fa'apefea le tau?

(b) lja laofie.

(c) 'Da timu?

(d) Leai, 'ua laofie.

32
146 Hosted for free on livelingua.com
 Introduce the last four pictures
so that the students can continue
questions and answers with nerve
words.

(Windy) Matagil Point to the wind picture (No.5) Vatagil

Hold up 2 fingers lUa matagi.

(Calm) Ma Point to calm picture(No.6) 1141,711

Hold up 2 fingers malu.

(Light) IglamalaMat Point to the light picture (No.7) N;lamalamal

ONO

Full sentence malamalama.

- -
(Dark) pOgleak Point to the dark picture (No.8) Pogisa!
Complete sentence pogisa.

Now review all the questions and

answers with all of the words.

(In) Hold up 1 finger I!

Amelikat Point far away Amelika!

Hold up 2 fingers I Amelika.

Draw a question mark and point first

to the weather pictures then far a-
way. Hold up 6 fingers '0 falapefea le tau i
Amelika?

Everyone repeats the question until

mastered. You then point to the
picture or pictures that best des-
cribes the present weather in Ame-
rica. (Cold and windy). Malal6 ma matagi
Amelika.

Use negative answers also E le'o vevela Amelika.

Samoa! Point right here (down) Samoa!

Point to the weather pictures and

down and indicate a question '0 fa'apefea le tau i
Samoa?

Point to the pictures which best

describe Samoa's weather right now
(hot, sunny) ferress: &&&&&&&&&&&& lUa vevela ma laofie
Samoa.
Review all questions and answers
from the beginning.
133
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 SUMMARY REVIEW

'0 falapefea le tau? How's the weather?

'Ua timu. It's raining.

laofie sunny

malulu Cold

vevela hot

matagi windy

malu calm

Y°8.1-sa dark

mglamalama light

timu? Is it raining?

etc. etc,.

11oe, 'ua timu. Yes, it's raining.

etc. etc.

Leal, e 1;'o timu. No, it's not raining.

etc. etc.

'0 fa'apefea le tau i Amelika? How's the weather in America?

Samoa Samoa

vevela Samoa. It's hot (in) Samoa.

malulu Amelika cold America

vevela ma liofie Samoa. It's hot and sunny0x0Samoa.

etc etc to etc

153
13.

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 LESSON TWENTY-ONE

TOPICS

(a) Present tense (immediate) continued Iva

(b) Simple emotional states:
happy fiafia
sad falanoanoa
etc.
(c) Introduction to dependent forms of personal pronouns:
I 'ou
you le
he /she /it is

(d) Present negative:

not (e) 1-elo
(te) lelo

WTEDD: Silent Way

A large wall chart like the one below.

2 3

.)
A
fo, IN)

tr ,...0,_
/1
Ai...+
Att Ak
tr.', *

....
1/
40

i i !* EigliA ai'll
TIE: 45 minutes

e' ' L' -) I t t TRE LESSON GOIMOSSIMMUNDIASMIROMMOCOINV

Eel Action, Target Response

(Sappy) Flafia1 Point to the first picturesNo. 1. Pieria!

135 15

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 'Dal Hold up one finger. Indicate all
are to repeat the word Mal

Show 2 fingers and point to the

picture again lUa fiafia.

(Sad) Fa'anoanoal Point to the second picture Fa'anoanoal

Indicate a complete sentence lUa fa'anoanoa.

(Anixy) Ital Point to the third picture Ital

Indicate a complete sentence lUa ita.

(Cry) Tagil Point to the third picture Tagil

Indicate a complete sentence tagi.

Review all these four pictures un-

till they are mastered.

(Boy) Tama! Point to the boy in picture No. 1 Tama!

Point to the boy in picture No. 2 Tama!
Point to the boy in picture No. 3 Tama!
Point to the girl in picture No. 4
and shake your head MI

Point to the boy in picture No. 1

and hold up 3 fingers to indicate
a full sentence fiafia tama.

(The) Le! Touch the space between your last

second last fingers to show that
the word le goes there. All reui
peat Lel
Point to the picture again and in-
dicate a full sentence fiafia le tama.

Point to the second picture and

indicate a full sentence falanoanoa le
tam.

(Girl) Wine! Point to the girl in pi, ^e No. 4. Teinel

Indicate a full sentenc tagi le teine.

Review all up to this point..

Indicate a question again for pic-

ture No. 1. Teacher asks:
falAnpAnna le tame? All repeat falanoanoa le tama?

136
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 (Na) Teacher shakes his head no Leail

(Not) E lelot MAW your head no and point to

pictute No. 1. All repeat .466 E 1Pot
Indicate a full sentence E fa'anoanoa
le tams..

Point to the third pictute and

indicate the sane question att
before by briefly pointing to
picture No. 2 (fa'anoanoa).... fa'anoanoa le
lama?

Indicate a full sentence Leal, e 17110 fa'anoa-

noa le tame.

Continue in this manner and then

let the students question each
other. They must ptactice both
'Ioe, and Leai answers. (i.e.)
ita le teine?
Leal, e ita
le teine.

fiafia loans? Draw a question. Point to pic.6

ture NO. 2. Teacher asks aboUt
a student in class. All repeat.. reit flafis roam?

Teacher nods his head yes and-ino

dicatesa full sentence Ioe, lua fiafia
Inane.

Teacher touches the fa'anoanoa

picture, draws a question and
points to a different student.
Everyone asks lUa fa'anoanoa Sina?

Teacher shakes his head no. All

repeat Leal, e fa'a-
noanoa Sina.

Continue in this manner until

everyone masters the structures.
Use all the pictures and all the
students' names.

(I) Point to yourself. 'lake everyone

point to themselves and say 'Out

157
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 Point to picture No. 1, smile, point
to yourself. Hold up 2 fingers and
touch the space in between them.
Indicate students are to point to
themselves and respond tUa 'ou fiafia.
NOTE: The students should be given
ample opportunity to discovtr this
new word order themselves. However,
if they cannot the teacher must mo-
del it for the students.

(You) lEk Make all point to you. Say this

when they point to you. Indicate
everyone must point to you and re-
peat 'Et

tUa 'e fiafia? Point to picture No. 1 and indicate

the students are to ask you if you
are happy. The teacher models it
first using good inflection. All
repeat 11GA le fiafia?

oboe, 'ua 'ou fiafiat Teacher nod his head yes.

l'acher indicates that one student

must ask another student the same
question. (i.e.)
'e fiafia?
floe, 'ua 'ou fia-
fia.
Continue until all students have
asked and answered this question.
Use the other pictures as well (i.e.)
tUa 'e ita?
lIoe, 'ua 'ou ita.

Point to the second picture. Indi-

cate a question 'VA 'e fatanoanoa?

Leait Shake your head no Leal!

'Out Teacher points to himself and

says this. Students point to
themselves and repeat 'Out

(Not) Te le'o Teacher shakes his head no and

points to the fa'anoanoa picture. Te lelot

138
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10u te le'o falanoanoat Teacher points to himself, and
shakes his head no. All repeat 10u te le'o falanoa.
noa.

Point to the third picture and

indicate a full question to be
asked by one student to another Ma 'e ita?

Shake your head no to indicate

the second student is to reply
lea! Lead., 'ou te lelo
ita.

Continue like this for all four

pictures. Practice both posi-
tive and negative answers. (i.e.)
Ma 'e fiafia?
1Ioe, 'ua 'ou fia.
fia. or
Leai, lou te ielo
fiafia.

Introduce the last four words for

the students to practice the
structures.

(Strong) M3losii Point to picture No. 5 Mglosil

Indicate a full sentence Ma malosi le tama.

('weak) Vaivaii Point to picture No. 6 Vaivaii

Indicate a full sentence Ma vaivai le tama.

(Smart) Potol Point to picture No. 7 Potot

Indicate a full sentence . Ma poto le tama.

(Dumb) Valeal Point to picture No. 8 Valeal

Indicate a full sentence Ma valea le tama.

Now let the students ask and ans-

wer each othemsquestions using all
the pictures as well as all the
pronounspand yes or no answers. (i.e.)
Ma 'e malosi?
tua 'ou m57.
loci.
Leai, 'ou te le'o
malosi.

15 ,)
139
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 /Ua valea le tama?
Leal, e le'o valea
le tama.
'Ioe, 'ua valea le
tama.

NOTE: During this review,intro-

duce the pronoun ia (he/she/it)
as a substitute for le tama
(the boy) or le teine (the girl).

poto le tama! Point to a boy poto le tamat

(He) Ia! Point to someone but speak to

the rest of the class. Make all
point to him and say to you Ia!

Point to someone else and repeat

the response Ia.

Now point to picture No. 7 and

the other person, Indicate all
are to respond poto ia.

Repeat with valea valea ia.

-
E le'o! Shake your head no point to
picture No. 7 and the other
person. Indicate a full sen-
tence. E le'o valea ia.

Repeat with other examples, and

questions and answers. NOTE: ia
can be omitted after it has orce
been introduced. (i.e)
valea? (ia)
oboe, 'ua valea,(ia)

SUMMARY REVIEW

fiafia le tama? Is the boy happy?

falanoanoa sad

ita angry

tali crying

'Ioe, 'ua ligia le tama. Yes, the boy is happy.

etc. etc

Lea!, e le'o fiafia le tama. No, the boy is not happy.

etc etc
140
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'Da 'ou fiafia? Am I happy?
Are z.2. happy?

'Ice, 'ua you fiafia Yes, I'm happy.

Ie you're

Lead., to fiafia. No, I'm not happy.

'e you're

ME

malosi ia? Is he /she /it same

va- ivai weak

poto smart

valea stupid

'boa, 'ua malosi (ia). Yes, he is strong.

etc. etc.

14.1
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 LESSON TWENTY -TWO

TOPICS

(a) Present tense (immediate) continued . 'ua

(b) General particle: to desire, to want to fia

(c) Simple desires:

hunger fia 'ai (to want to eat).

thirst fia inu (to want to drink).
etc.
Continuation of dependent pronouns.
Plural verbs.
METHOD: Silent Way

MATERIALS
A large wall chart like the one below.

e
.fr

ir
.4.6.1.2.,,
_

._.1
iii:-
1 ______

II\ _...._
0
0
,

4rr it
*
..,N 111111
.....1

0 Ik
1I Ng
R- :411, 71!) 74,0,,... 400r
II, -Apr 41 177 40 ll
A

TIME: ).5 minutes

@GOratiqliGa42 @ ? ME LESSON 414:441AggigataggagasIgifga

Word Action Target Response

(Eat) 'Ai! Point to picture No. 1

Ta! All repeat

15
142

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 Point to picture No. 1 and hold up
2 fingers 'ai

(Drink) Point to picture No. 2 Intl!

Full sentence 'Us LW!

(Sleep) Moe! Point to picture No. 3 Moe!

Full sentence moe!

(Smoke) Mauls! Point to picture No. 4 Ulaula!

Full sentence 'Ua ulaula.

Review all

(Boy) Tama! Point to the boy in picture No. 1. Tama:

Point to picture No. 1 and indicate
a full sentence 'Ua 'ai le tama.
Continue with pictures Nos. 2,3,4 inu le tame.
'Ua moe le tama.
'Ua ulaula le tama.

'Ua 'ai le tama? Draw a question and ask with good

voice inflection about picture No.
1. All repeat 'ai le tame?
Shake your head yes and indicate a
full sentence 'Ioe, 'ua 'ai be
tama.

(Not) E le- 'o'

Point to picture No. 2 (drinking).
Shake your head no and point baok
to picture Nb.1. Al]. repeat.... E le'o!

E le'o 'ai le tame! Point to picture No. 2. All repeat. E le'o 'ai le
tame.

Point to picture No. 3 and 4 and

indicate the same answer E 'ai be
tama.
Draw a question for picture No. 2. inu le tam
Indicate a 'yes' answer 'Ice, inu lc
tama.

Point to picture No. 3 and indi-

cate a 'no' answer Leai, e 1;'o inu
le tzca.
The same for picture No. 4 Leai, e lgio
le tama.

Continue in this way for moe and

ulaula (i.e.)
'Ua moe be tame
Leai, e ltio moe
le tame.
(pictures Ao. 1,
2, & 4).
'Ice, 'ua moe le
tame. (picture No.
14.3 15, 3).

Hosted for free on livelingua.com

(Hungry) Fia'ai! Point to picture No. 5. Fia'ai!
Full sentence , fia'ai le tama.
Question fia'ai le tama?
"Yes" answer 'Ioe,'ua fia'a i le tame.
"No" answer (point to picture No
6) Leai, e 1Z'o fia'ai le
tame.

(Thirsty) Fia inu! Point to picture No. 6 Fia inu!

Question 'Ua fia inu le tame
"Yes" answer 'Ioe, 'ua fia inu le
tams.
"No" answer (picture No. 7) Leai, e le'o fia inu
le tam.

Fia moe! Point to picture No. 7 Fia moe!

( Sleepy)
Question fia moe le tame?
"Yes" answer 'Ioe, 'ua fia moe le
tame.
"No" answer 'Leai, e le'o fia moe le
Lama.

(Want to smoke)
Fia ulaula! Point to picture No. 8 Fia ulaula!
Question 'Ua fia ulaula le tama?
"Yes" answer 'Ioe, 'ua fia ulaula le
tama.
"No" answer Leai, e le'o fia ula-
ula le tam.
Review all.

Point to yourself. Make each stu-

dent point to himself 'Cu!

'Ua 'ou fia'ai! Point to yourself and picture No.

5. Make each student point to
himself and repeat 'ou fia'ai!

Repeat for fia inu, fia moe, and

fia ulaula 'ou fia inu
etc.

(You) 'E' Point to yourself. Make all

E
point to you and repeat

'Ua 'e fia'ai? Draw a question, point to picture

No. 1 and make all repeat and
point to you 'Ua 'e fia'ai?

ua tou fiafaii Shake your head yes.

Let each student ask each other

these positive answer questions
using pictures Nos. 5,6,7 & 8. (i.e.)
'Ua 'e fia inu?
'Ioe, 'ua 'ou fia inu.
etc.
(Not) Te le'o! Point to yourself and shake your
head no. Point to picture No. 1
All repeat Te

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 Point to yourself and shake your
head no. All repeat 'Ou te le'o fia inu.
'Ou te le'o fia
(i.e.)
Repeat with the other pictures. 'Ou te lr'o fia moe.
Practice letting students ask and etc.
answer each others question - yes
or no. (i.e.)
'Ua 'e fia ulaula?
'Ioe, 'ua 'ou fia
ulaula.
or
Leai, 'ou te le'o
fia ulaula.

'Ua fia'ai le tame! Point to the picture of the boy

eating. All repeat 'Ua fia'ai le tame.

(He) la! Point to one student

fia'ai ia? Draw a question and point to the

student fia'ai ia?
indicate a "yes" answer 'Ioe, 'ua fia'ai ia.

Point to the same student and

indicate a question about him.
F-:nt to picture No. 6 (inu) 'Ua fia inu ia?

Leai, e 16'o fia inu la! Shake your head no Leai, e le'o fia
inu

Let students ask and answer each

other using ia ("yes" and "no"
answers). Drop the word "ia"
as understood after a while. (i.e.)
5a fia moe?(ia)
'Ioe, 'ua fia moe.
or
Leai, e le'o fia moe.

Review all (le tama, 'ou, 'e, ia,

positive and negative)

(We) Point to everyone in the room.... Tiltou!

(Pl. Eat) 'A'ai! Point to picture No. 2 'A'ai!

(Hungry) Fia la'ai! Point to picture No. 5 Fia 'a'ai!

'Ua tatou fia Point to everyone in the room.... 'Ua tatou fia tatait

(Pl. Drink) Feinu! Point to picture No. 2 and also to

everyone in the room Feinu!

Point to picture No. 6 and also to

everyone in the room. Indicate a
full sentence tatou fia feinu.

14-5
161 Hosted for free on livelingua.com
(Pi. Sleep) Momoe: Point to picture No. 3 and also
to everyone in the room Momoe:

Point to picture No. 7 and in- MID

dicate a full sentence 'Ua tatou fia momoe.

(11,914oke) filaule! Point to picture No. 4. and also

to everyone in the room Ulaula:
Indicate a full sentence tatou fia ulaula.

Indicate a question and point

to picture No. 1 and all present. 'Ua tatou fia 'a'ai?

Indicate a "yes" answer 'Ioe, ua tatou fia

I
a I al.

Repeat the question with fia fe-

inu. tatou fia feinu?
Leai: Shake your head no Leai:

Tatou te le'o fia feinu: Shake your head no and indicate

everyone is included. All re-
peat Tatou te le'o fia
feinu.

Repeat this with the other pic-

tures (fia momoe, fia ulaula) (i.e.)
and the other pronouns(pair 'Ua lua fia 'a'ai?
plural and plural). 'Ioe, 'ua ma fia
'a'ai.

SUMMARY REVIEW

'Ua fia'ai le tama? Does the boy want to eat?

Tg-Tim to drink
fia moe to sleep
fia ulaula to smoke

'Ioe, 'ua fia'ai le tama. Yes, the boy is halm.

etc etc

Leai, e le'o fia'ai le tama. No, the boy isn't hungry.

etc etc

'Ua lou fia moe? Do I want to sleep?

'e Y212.

'Ioe, 'ua 'ou fia moe. Yes, I want to sleep.

'e ou

Leai, 'ou te 31.'0 fia moe. No, I don't want to sleep.

'e

'Ua fia moe ia? Does he want to sleep?

etc.
etc.

14.6
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 'Ioe, 'ua fia moe (ia).
etc Yes,(he)wants to sleep.
etc
Leai, e letio
fia moe (ia)
ete- No,(he)doesn't want to
sleep.
etc
Ua .67tou fia la'ai.

tou We are hungry.

fia momoe
lua You (P1.) tired
fia feinu
You (Pair) thirst/
latou fia ulaula
la They (Pl.) want to
etc. smoke
They (Pair) etc.
Tatou to lgto fia
teal
M3tou We aren't hungry.
T.; We (exclusive)

Ma We (pair)

We (pair exclusive)

L .4:g i,g) 11.

g 9.4:g Pi 41 3

a04L4:::WW.3344,a4YJODV.T03W9MM.;Mr4. J04.2i4T1,

1 47 1
Hosted for free on livelingua.com
 LESSON TWENTY-THREE

TOPICS

(a) Three tenses:

present '0 lo'o
'

past Sa
future '0 le'a

(b) Introduction to passive verb form:

to be taken 'avea

(c) Continuation of dependent pronouns:

METHOD: Silent Way

MATERIALS

Several small objects (matches, money, pen, pencil), and a 'tense paper' like the one
shown below (about 8" x 12").

FUTURE PREZENT PAST

TIME: 45 minutes

THE LESSON 4143allaAJA.V44.4.4k44.04444Ak

Word Action Target Response

12.1(72p.221! Hold up a coin . '0 le tupe!

(Take) 'Avea! Show the motion of taking the

money 'Avea!

Indicate a full sentence 'Avea 'o le tupe.

Using yo :r fingers, show that

the v rd 'o' must be omitted
Students repeat the ccrrect
sentences 'Avea 71 tupe.

(I) Point to yourself. Have all

the students point 4...) hem-
148
1
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 selves and repeat Olo!

Set one object on the table for

each student to take. Make each
student say the sentence as
he takes his object O'u 'avea le object.

Place the tense paper down on

the table and place all the ob-
jects in the future section.

Move a match box from the future

and set it in the present sec-
tion. Point to the present sec-
tion and say;

0 lo'o! Everyone points to the present

section and repeats 0 los();

Move all objects into the pre-

sent section and let each per-
son take one while saying the
present tense sentence '0 lo'o o'u 'avea le
21.1.12P-1-

NOTICE: The students should be

able to develop this sentence
on their own. If they can't, the
teacher must model the sentence
first.

Practice with different objects

until all students can say the
structure easily.

.111=115

Make everyone point to you and

repeat 'E!

'Lou take a pen and indicate all

to point to you and say a full
sentence '0 lo'o 'e 'avea' le
peni.

Now point to a student and in-

dicate that he must take an ob-
ject and speak 0 lo'o o'u 'avea le
object.

Immediately make the other stu-

dents point at him, look at
him and say a com:lete sentence '0 lo'o 'e 'avea le
object.
Practice: these sentences until
they can be said smoothly.

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 Move all the objects back into
the future tense section, Place
the pencil into the present sec-
tion. Pick it up and say:

'0 lo'o o'u 'avea le peni-

tala! Everyone points to you and say.. '0 lo'o 'avea le
penitala.
Now place the pencil in the past
section,

Sa! Point to the past section, All

repeat Sa!

Sa 'ou 'avea le enitala! Teacher points to his pencil.

Each student points to the ob-
ject that he ha taken and says. Sa 'ou 'avea le ob-
ject,

The teacher points to his pencil

and 3:vs:

'avea le enitala! Indicate all are to point at you

and say a full sentence Sa 'e 'avea le peni-
tala.

Teacher points to a student and

indicates he is to point to his
object on the past tense section
and say the sentence Sa 'ou 'ave le object.

Everyone points at the student

and say to him Sa 'e 'avea le object.

Go back and review present nnd

past together. Have each stu-
dent take an object and say a
present tense sentence then
point to it and say a past tense
sentence. (i.e.)
'0 lo'o o'u 'avea le
tupe.
Sa 'ou 'avea le tupe.

Place all the objects in the fu-

ture tense -..ection.

'0 le'a- : Point to the future section. -

Make all point and repeat 'C le'a:

'0 le'; 'au 'avea le penis Show that you will take the pen.
Indicate everyone is to take an
object, but they must say a full
sentence first '0 le'a 'ou 'a-rea le
ob.iect

Everyone repeats his sentence un-

til it can be said easily.

Hosted for free on livelingua.com

 Teacher points to a coin in the
future section and says:.

'C 'ou 'avea le tuoe! Hake everyone point to you and

say '0 le'a 'e 'avea le
tune.

Point to another student and

his object. Make him say a
future sentence '0 le'a 'ou 'avea le
2Mft.
Everyone else says to him '0 le'a 'e 'avea le
object.

Let everyone practice this

structure.

Review present, past and future

in this way:
1. Teacher points to an object
and says:

'0 le';. 'ou 'avea le ob aSI=Everyone else points to teacher

and sys '0 le'a 'c 's--ea le
object:

2, Teacher picks up the object

while saying:

'0 lo'o o'u 'avea le object! Everyone else points to the

teacher and says '0 lo'o 'e 'avea le
objec_!

3. Teacher puts the object down

in front of himself and says:

Sa 'ou 'avea le object! Students point at him and say.. Sa 'e 'avea le objects

Finall: the teacher points to a

student and. indicates hB is to
do the same thing th,! teacher
just did. Everyone else points
at the student as they did be
fore to the teacher and respond
to each action.

(fie/She/It) Point to one student and look at

the othe others. Everyone points
to him and repeats to you la;

Indicate to that student that he

will tale the pen sitting in the
future section.

'C le'a is 'avea le penis Point to the student but say to

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 the others. All point at him
but say to you '0 le'a ia 'avea le
peni:

Student takes the pen.

'0 lo'o ia 'avea le peal; Teacher says to the class but

points to the student. All re-
peat '0 lo'o ia 'avea le
penis

The student places the pen in

the past tense section. Point
to the student and say to the
others.
All repeat Sa ia 'avea le peni.
Sa ia 'avea le peni;

Repeat with another student and

a different object. This time
leave the word ia out as be-
ing understood. in this case
Jae passive suffix a is omitted. (i.e.)
'0 le'a 'ave le object.
'0 lo'o 'ave le object.
Sa cave le object.

If time permits, ex7:,::.nd the

structure in the fol:Hvging way:

Teacher places several J1:Jects

in the future tense section (5,c.)
money, matches, cigarettes,
pen). Teacher indicates to fir:
student that he will take the
matches. Indicate a full sentence
from him 0 le'a 'ou 'avea le
afitusi.

'0 le a le mea 'o le'a 'e Indicate all others are to

ask him the question 'C le a le mea lo le'a
'avea? 'e 'avea?

He answers '0 'ou 'avea le

afitusi.

Teacher moves the matches into

the present tense section. First
student takes the matches and says '0 lo'o 3111 'avea le
afitusi.

'0 le a le mea 'o lo'o 'e Teacher indicates a question the -

others repeat '0 le a le mea 'o lo'o
levee
'e 'avea?

First student answers '0 lo'o o'u 'avea le

afitusi.

Teacher now takes the matches and

places them in the past tense
section. First student points to

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 them and says Sa 'ou 'avea le afitusi.

'0 le a le mea sa 'e 'avea? Teacher indicates a question.

The others repeat '0 le a le mea sa 'e
avea?

First student answers Sa 'ou 'avea le afitusi.

Repeat with other students and

other objects.

SUEMARY REN:IEN

'0 1010 o'u 'avea le tupe. I am taking the money.

Sa 'ou I took
'0 le'a 'ou I will take

'0 lo'o 'avea le tupe. You are taking the money.

Sa You took
'0 le'a You will take

'0 lo'o ia 'avea le tupe. He is taking the money.

Sa took
'0 le'a will take

'0 lo'o lave le tupe. (He) is taking the money.

Sa took
'0 le'a will take

'0 le ; le mea 'o le'; 'e 'avea? What thing will you take?
sa did
'o lo'o are taking

.4)..t:iWg). 1.4 ;-kijJ ,.. ..;

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 LESSON TWENTY-FOUR

TOPICS

(a) Negative of the three tenses:

- -
not (future) 'o le'a le

not (present) e le'o

not (past) e

. (b) Continuation of dependent pronouns and 'passive' verbs.

METHOD: Silent Way

AATERIALS
Several small objects (matches, money, pen, cigarette, key), and the 'tense paper'
used is the previous lesson.
TIME: 45 minutes

THE LESSON 414ragjsdi:..=143 ,0@0_,OOT

'.4a-Ja.4,;i.c,-:A.;uksil:4:30.4.4.14.:wdea

Word Action Target Response

Review the present past and future

by placing a key and a pen on the
teis, paper. Let the students take
the and respond in each tense. (i.e.)
Note: No one must take the keys '0 le 'a 'ou
'avea le peni.
'0 lo'o o'u 'avea
le peni.
Sa 'ou 'avea le
peni.

(Not) Le: Point to the key which was not

taken. Put it in the future...... Le:

Le 'avea! Point to the key and motion that

you will not take it Le 'avea:

'0 le'a 'ou le 'avea le Indicate each student is to say a

full sentence 10 le'a 'ou le
'avea le ki.
Now let one student say '0 le'a 'ou le
'avea le ki.

All the other students say to him

(and point) '0 leg 'e le 'avea
le la.

154
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 Let all practice in this way.

(Not) Le to: Place the key in the present

tense position Leto:

Leto 'avea: Indicate that you aren't taking

-
the key Leto 'aye's.:

10u te le'o 'avea le ki: Teacher indicates that he is not

taking the key. All repeat 'L te le'o 'ayes, le ki.
-
Each student says '0u te leto 'ayea le ki.
All the others point at him and
say to him tE te leto 'avea le ki.

Teacher places the key in the past

tense position.

(Did not) Le'i: All repeat Le'i:

Le'i levee: Indicate that you did not take
the key Le'i 'avea:
.10
'Ou te le'i 'avea le ki: All repeat 'E te le'i 'avea le ki.
Let each student say 'Ou te le'i 'avea le ki.
All the others point and say to
him 'E te le'i 'avea le ki.

Place several objects in the future

tense section. (i.e. key, pen, mat-
ches, cigarette). Indicate the
first student is to take the ciga-
rette. Make him say a full sentence '0 le'a 'ou 'avea le
sikaleti.

'0 leta 'e 'avea le peni? Indicate a question. All others

repeat '0 let.a7 'e 'avea le
peni?
First student answers with a
negative sentence Leai, 'o le'a 'ou le
'avea le peni.
Then a positive sentence '0 103 'ou 'avea le
sikaleti.

Teacher moves the ciga,Itte into

the present tense section. First
student takes the cigarette and
says '0 lo'o o'u 'avea le
sikaleti.

0 lo'o 'e 'avea le peni? Teacher indicates a question. All

others repeat '0 lo'o 'e 'avea le peni?

First student
I' _L
Leai, 'ou te lUto 'avea
le peni.

155 Hosted for free on livelingua.com

 Positive sentence '0 lo'o o'u 'avea
le sikaleti.

Teacher finally takes the ciga-

rette and places it in the past
section. First student points
to it and says Sa 'ou 'avea le sika-
leti.
Sa 'e 'avea le peni? Teacher indicates a question.
All others repeat Sa 'e 'avea le peni?
First student Leai, 'ou te le'i 'avea
le peni.

Positive sentence Sa 'ou 'avea le sikalet:

Repeat with other students and
other objects.

Point to a student and then to

the key in the future section.
Indicate he is not to take the
key. Look at all the other
students and say about him:
'0 lea le 'avea le ki. All others repeat this '0 le'a le 'avea le ki.
Put the key in the present
tense. Again indicate he is
not to take it.

E le'o 'avea le ki! -

All repeat E le'o avea le ki'.
Finally place the key in the
past tense and indicate that
the student didn't take the key.
E le'i 'avea le ki! All repeat E le'i 'avea le k1

Repeat this structure with an-

other student and dil'erent ob-
jects. (i.e.)
'0 le'i le 'avea le
2.1-1A2,21.
E le'o 'avea le object.
E le'i 'avea le
Expand this lesson with the
,(i.e.)
other dependent pronouns (pair
plural and plurals), and verbs. 0 le'a mrs. lg 'avea le
object.
ME te lg'olavea le
object.
Mg te le'i 'avea le
2121M1-

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 SIRMIARY REVIEW

10 le'a 'ou 15 'avea le ki. I will not take the key.

'Ou te le'o 'avea le ki. I'm not taking the key.
'Ou te 'avea le ki. I didn't take the key.

'0 le'a.'e le 'avea le ki. You will not take the key.
'E te 18'o aren't taking
'13 te le'i didn't take

'0 le'; le 'avea le ki. (He) will not take the key.
isn't taking
B le'i didn't take

0001100160M026034-4.D.AMMUMMOW@SWIMI:Mlia4Wka:ilagga33:434:434130XW.430:4

17
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 LESSON awENTYF IVE

TOPICS

(a) Comparison of the five simple tenses:

present (always) He runs E tamo'e.
present continous (immediate).... He is running 'Ua tamo'e.

present continous He is running '0 lo'o tamo'e.

past He ran Sa tamo'e.
future He will run '0 le'a tamo'e.

(b) The verb 'to do' fai

METHOD
Silent Way and repetition drill

MATERIALS
A wall chart like the one below:
0 ,
466t fein, 0,40 -0-
. I '''.
Pili 1 ,IllIl Ii
SAt*ioA =f/Z/Z/Z_ =Lam
\i eflog a t

". I 1

P .......

, .
IsVIAA:
Q,-
..),..-A 1 a.: V- i011

eS)'

f--------c

TIME: 45 minutes

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41044.4,141N344ntlagaTAX0=014.4gOr TV mcgoaagmomalgoaaaoagacamwano

Word Target Response

E timu Samoa! Point to picture No. 1. All repeat. E time Samoa;

Indicate a question E time Samoa?

Indicate a Yes antmer 'Ioe, e timu Samoa.
Indicate a No answer Leai, e le timu
Samoa.

Note:- Teacher may model these sen-

tences first but the student should
be given ample opportunity to dis-
cover the proper construction on his
own.

'0 leg time Samoa: Point to picture No. 2 '0 le'a time Samoa!
Indicate a question '0 le': time Samoa?
Indicate a les-arower 'Ioe, 'o le'a time
Samoa.
Indicate a No answer Leai, 'o le'a le
time Samoa.

'Ua timu Samoa! Point to picture No. 3 'Ua tf-L1.1 Samoa!

Question timu Samoa?
Positive answer 'Ioe, 'ua timu Samoa.
Negative answer Leai, e lel() time
Samoa. or 'Ua le
timu Samoa.

'0 lo'o timu pea Samoa! Point to picture No. 4 '0 lo'o timu pea
Samoa!
question '0 lo'o timu pea
Samoa?
Positive answer 'Ioe, o lo' o timv
pea Samoa.
NegtLtive answer Leai, e le'o timu
Samoa.
Note: Lea should be omitted in the
negative.
Sa timu Samoa! Point to picture No. 5 Sa timu Samoat
Question Sa timu Samoa?
Positive answer 'Ioe, sa timu Samoa.
Negative answer Leai, e le'i timu
Samoa.
or
Leai, sa lE timu
Samoa.
Review all five pictures by pointing
to them at randomn and letting the
students call out the correct sen.
tenoe for the picture.

(Run) Tamose! Point to the picture of the boy run-

ning Tamole:

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 Point to picture No E tamo'e le tama!
E tamo'e le tama:
Question E tamo'e le tama?
Yes' answer e tamo'e le
tama.
No answer Leai, e le tamo'e
le tams.

Point 4 picture No. 7 '0 le'a tamo'e le

Note: Student should be able to say tama.
this sentence with out the teacher
modeling it first. Indicate a ques-
tion '0 le'N tamo'e le
tama?
Positive answer 'Ioe, 'o le'a tamo'e
le tama._
Negative answer Leai, 'o le'a le
tamo'e le tama.

Point to picture No. 8.. 'Ua tamo'e le tama.

Question 'Ua tamo'e le tama?
Positive answer 'Ioe, 'ua tamo'e le
tama.
Negative answer Leai, e leto tamo'e
le tama.
or
Leai, 'ua le tamo'e
le tama.

Point to pictur- 'To. 9 lo'o tamo'e pea

le tama.
Question '0 lo'o tamo'e pea
le tama?
Yes answer 'Ioe, 'o lo'o tamo'e
pea le tams.

Now answer Leai, e 15'o tamo' e

Note: za is omitted in the negative le tama.
answer.

Point to picture No. 10 Sa tamo'e le tama.

Question Sa tamo'e le tama?
Yes answer 'Ioe, sa tamo'e le
tama.
No answer Leai, e le'i tamo'e
le tama.
or
Leai, sa le tamo'e
le tama.

E fa! Point to picture No. 6 E fai:

( Do )
(Will do) 'A fai! Point to picture No. 7 'A .r

(Doing) 'Ua fed! Point to picture No. 8

Point to picture No. 9 '0
(Doing) '0 fel!

Sa fait Point to picture No. 10 Sa fai:

(Did)

Point to picture No. 6 E fai!

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 -
'0 le a lana mea e fai? Draw a 9uestion. Use -ood ;oice
inflection and ask the Q'lestion
and point to picture No. 6. All
repeat until they can ask it eas-
ily le a lana mea e fai?

E tamo'e: Point to the boy in picture No. 6.

Students repeat the question and
answer until they can respond eas-
ily.

fai: Point to picture No. 7 'A fai:

'0 le a lana mea '; fai? Point to picture No. 7. All repeat. '0 le a lana mea ';
fai?

'0 le 'a tamo'e: Point to the boy picture No. 7. '0 le 'a tamo'e.

Review the first question and ans-

War. (E fai).

'Ua fai: Point to picture No. 8 'Ua fai!

-
'0 le a lana mea 'ua fai? Point to pic-pre No. 8 '0 le g lana mea 'ua
fai?

'Ua tamo'e: Point to the boy in picture No. 8. 'Ua tamo'e

'0 fai' Point to picture No. 9 '0 fai:

-
'0 le g lana mea /o fai? Point to picture No. 9 '0 le a lana mea 'o
fai?

'0 leo tamo'e ea' Point to the boy in picture No. 9. /0 lo'o tamo'e pea.

Sa fai; Point to picture N. 10 Sa fai:

-
'0 le a lana mea sa fat? Point to picture No. 10 .. '0 le a lana mea sa
f-
Sa tamo'e: Point to the boy in picture No. 10. Sa tamo'e:

Review all of these questions and

answers by pointing to a picture
and indicating a question; then in-
dicating an answer. (i.e.)_
'0 le a lana mea e
fai?
E tamo'a. etc.

(Baby) Pepe: Point to the baby in picture No. 1^ Pepe:

(Cry) Tani; Point to the baby crying., Tagi:

Now point to the picture No. 11 and

and indicate a full sentence E taji le pepe.
Note: If students cannot say this
sentence, the teacher bay model it.
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 Point to picture No. 12 'C leC tagi le pepe.
Point to picture No. 13 11.1a tagi le pepe.
Point to picture No. 14. '0 lo'o tagi pea le pepe.
Point to picture No. 15 Sa tagi le peps.

Go over all of these again for

review.

Point to picture No. 11 and in-

dicate a full sentence question. 10 le a lana mea e fai?

Indicate a full answer E tagi.

Point to picture No. 12 and in- -

dicate a full question '0 le a lana mea 'a fai?
Note: Make sure students are
using the proper verb. Indicate -
an answer... 10 le'a tagi.
Point to picture No. 13 and in-
dicate a question '0 le a lana mea 'ua fai?
Answer 'Ua tagi.

Point to picture to. 14 and in-

dicate a question
dicate 10 le a lana 'Lea 'o fai?

Answer 10 tagi pea.

Point to picture No. /0 le a lana mea sa fai?

Answer Sa tagi.

Let the students ask each other

about the boy running, or the
baby crying using any tens they
choose. The student answering
must use the same tense structure
as the question. (i.e.)_
'0 le a lana mea 'o fai?
(baby)
'0 lo'o tagi pea.

(Bird/animal) yanu: Point to the bin'. 'n picture No.

16 Menu!

(Fly) Lele: Point to the bLysd fly .n% Lele:

Point to picture No. 16 and indi-

cate a full 5Entr;ncl E lele le manu.

Point to picture No. 17 and indi-

cate a full sentence '0 le'a lele le menu.
Point to picture No. 18 'Ua lele le manu.

Point to picture Nov 19 '0 lo'o lele pea le manu.

Poilt to picture No. 20 Sa lele le manu.

E Point to picture No. 16 and indi-

cate a question 10 le a lana m 'e fai?

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 Indicate an answer E lele.

Question for picture No. 17 '0 le ; lane mea '; fai?

Answer '0 le'a lele.

Question for picture No. 18 '0 le a lana mea 'ua fai?

Answer 'Ua lele.

Question for picture No. 19 '0 le'a lana nea fai?

Answer '0 lo'o lele pea.

lest:i.on for picture No. 20 '0 le a lara mea sa fai?

Answer Sa lele.

Let students ask and answer each

other's questinns about any
picture in any

'Cu te tamo'e: Teacher points to himself and

picture No. 6. All point to
themselves and repeat 'Ou te tamo'e:
-
'0 le a lau mea e fai? Ask this question of one student
and point to picture No. 6 to in-
dicate the st_,,ent is to assume
the identit pf -> picture. He
replies.... . 'Ou te to t.

This student repeats the question -

with another student '0 le a lau med c fr.i?

That student answers.., 'Ou te tamo'e.

Continue the way until all stu-

dents have answered.

'0 'ou tamo'e! Point to picture No. 7 and your-

self. All point to themselves
and repeat '0 le'a 'ou tamo'e.

'0 le a lau mea '; fai? Ask one of the students and point
to picture No. 7 to indicate the
student is to assume the identity
of that picture. He replies '0 le '; 'ou tamo'e.

This student now repeat the ques-

tion with another student '0 le a lau mea fai?
-
The student answers '0 le'P 'ou tamo'e.

Continue this way until all stu-

dents have answered.

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 111a 'ou t6r4L'e:1 Point to picture . . 8 and your-
self. All point to-themselves
and repeat .
'Ua 'o tamo'e'

'0 le a la. mea 'ua fai? Teacher asks one student. He ar

swers Tz. tamo'e.
This student repeats the question
with another student '0 le a lau mea 'ua
fai?
The other answers 'Ua 'ou tamu'e.

Continue this way until all stu-

dents have answered.

"/ lo'o o'u tamo'e ea: Teacher points to himself and pic-
ture No. 9. Each student points to
himself and repeats '0 lo'o o'u tamo'e pea.

-
'0 le a lau mea 'o fai? Teacher asks one student. The stu-
dent answers '0 lo'o o'u tcmo'e pea.

This student now asks another the

question '0 le a lau mea to
fai?
Thl- stuaent replies '1 lo'o o'u taiio'e
pea.

Continue this way until all have

answered the question.

Sa 'ou tamo'e! Teacher pointy to picture No. 10 and

himself. Everyone points to himself
and repeats Sa 'ou taco' e.

'0 le a lau mea sa fai? Teacher asks a student. The stu-

dent answers Sa 'ou tamo "e
This student now asks another stu- -
dent the same question '0 le a lau mea sa
fai?

The student replies Sa 'ou tamo'e.

Continue this way until all have ans-

wered the question.

Repeat this proceedure using the pic-

ture series of the baby crying ('ou to
tagi), and use the other dependent pro-
nouns as well.

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 E timu Samoa. It rains in Samoa.
'0 le 'a time Samoa. It will rain in Samoa
'Ua is rainning (starting)
'0 lo'o pea is still rainning
Sa rained.

E tamo'e le tama. The boy runs.

'0 le'a will run
'Ua is running (startinr)
'0 lo'o ....pea is still running
Sa ran

'E tagi le pepe. The baby cas.

'0 le'a will cry
'Ua is crying (starting)
sO lo'o ....pea is still crying
Sa cried.

E ).-_,La le menu. The (animal) bird 1212.

lb 1 e ' 71. will fly
'Ua is flying
'0) 'c'OGY. p..:. is still fly N4
Se flew

'0 le g la= mea p fai? alat does he do?

ta fai will do'
'ua fai is doing (starting)
so lo'o fai
--____ is doing
sa fai did do

E tamo'e. (He) runs.

'0 le'a will run
'Uri isAllanins.
'0 lo'o ....pea 1-
till r
Sa ran

0 le a .41. lea e fai? What do you do?

etc etc etc
'Ou to tagi. I cry.
1317% 'ou will cry
'Ua 'ou am crying (starting)
'0 lo'o o'u am crying
Sa 'ou cried

tWAINKM044031g04440§MtMg@gCalgagtingaroidgalg@gta. 41aMgC1IgigggIg24Milg+g@ggig@Wgialigg3C4W1?)

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 REVIEW DRILL TEN

TOPICS
The five tenses
Passive verb forms

METHOD
Substitution, transformation drills

TIME: 20 minutes

.000 .610w, ..A.4ggiga@THE D .11 e .eee ,e e. eee e 0000.000T 1.344101)

I. Teacher says these command words while doing the appropriate action with a book.
Students repeat each word.

'ave take
1 aumai bring
tapuni close
tatala open
faitau read
II. Teacher says these commands - students repeat.
'Ave le tusi. Take the boot.
'Aumai Bring
Tapuni Close
Tat.ala 92.2a
Faits Renq

III. Teacher says these sentences, students repeat after each one.
'Ave le tusi: Take the book.
'Ou te 'avea le tusi. I take the book.
'0 le'R 'ou will take
'Ua 'ou am taking
'0 lo'o o'u am taking
took

Repeat this drill with the other commands.

1. 'Aumai le tusi: Bring the book!
'Du te laumaia le tusi. I bring Jie book.
'0 lelgtou will bring
'etc. etc.

2. Tapuni le tusi: Close the book!

'Ou te tapunia le tusi. I close the book.
etc etc

3. Tatala le tusi: Open the book:

'Ou te tatalain* le tusi. I 22211 the book.
etc. etc

4. Faitau le tus:;.: Read the

'Ou te faitauina le tusi. I read the book.
etc etc

c; ei 00. 110-00000.000J00000000T 000%7,0'. 0 ee@C@OOT000.,611@f0T, ff.1.21)T.1-,002?

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 REVIEW' DRILL ELEVEN

TOPICS
Dependent pronouns
Plural Verbs

METHOD: Substitution drill

MATERIALS
Flashcards with Samoan on one side and the English translation on the other.

savali walk
tamo'e run
nofo sit
tu stand
soles to escape

TIME: 20 minutes

'Ija.4.1.)...)j,.4.44,..44.4444,;44':-Iggaa THE DRILL 0) Pe Elf I 4...sak.474al@gdg@g41.4:4@g

I. Teache_ flasiv:s the cards until all the students know all the words.
II. Teacher mo.,:ls the Ft-ucture first. Students repeat,

'Ou te . Aria. I walk to

Ti te savavali i Apia. We (2)
Mg We (2)
Tgtou We (p1)
Ma ou We (pl)

'E te savali i Apia. You walk to Apia.

Lua te savavali i Apia. You (2) walk to Apia.
Tou You (pl)

'E savali 'o is i Apia. He walks to Apia.

te savavali i Apia. They (2) walk to Apia.
Latou They (131)

Now change the verb and repeat the drill. Remember that all of these verbs
change form in plural.

tarc'e Apia (timomo'e) run to Apia

nofo i lalo ronofo) sit down
tu i luga tutu) stand up
sola i Apia sosola) escape to Apia

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 GRAMMAR REVIEW FOUR

NOTES ON LESSON TWENTY:

'Ua is the tense marker that dr-notes present tense (and perfect tenses in some
cases).
'Ua timu It is raining (j--;t now).
'Ua'uma ona 'e 'ai9 Have you eaten?
The absence of the verb 'to be' in Samoan, the woro3 rainy, sunny, etc,
to be used directly with the tense marker to show state of being.
'Ua laofie It is slimy.
E lgso is used for the negative because .11:.s is the common negative for present
tense. The word lo is short for '0 lo'o. A negative can be constructed with 'ua
but this is less common and its meaning is a bit different.
'7.1a le timu It's not raining.(notest now)
E lg'o timu It's not raining.
E lE timu It won't rain. It doesn't rein.

Tau in this lesson means 'weather!

Fa'aigfea is a question word meaning 'now'. It's more common variation is fa'afefea.
When asking about the climate of a country, the tense marker E is used to indicate
year roune, rather than immedia..e time.

E fa'apFfea le tau o Samoa? How is the weather of Samoa?

E timu It rains.
Using the 'o marker (shnrt for 'o lo'o) changes the question to the more
immediate time.
'0 fa'apefea le tau' How 1.s the weather (right now)?
The answer could be: 'Ua timu, or as will be seen in Lesson 23: '0 lo'o timu.

NOTES ON LESSON TWENTY-ONE:

Normal Samoan sentence construction places the third person (he, she, it, the boy,
John, etc.) at the end of the sentence rather that preceeding the verb as with the
other pronouns.
fiafia le tame The boy is happy.
'Ua fiafia is He is happy.

It is much more common however not to use the pronoun or noun at all in the
third person if the subject can be assumed as understood.
10 fa'apgfea le tama? How's the boy?
'Us fa'anoanoa (He's) sad.

Igu,
=sum.-
'e
MI
are the dependent forms of the personal pronouns: a'u and 'oe. They are
used when the prunol- ct,mes tefore the verb. The other dependent pronouns are:
ou 171 they (2)
'e you ta- ou we (pl)
na he/she/it matou we (pl)

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 ti we (9) tou you (p1)
ma we (2) lEtou they (p1)
lua you (2)
Notice that_most of these are contractions of the personal pronoun::
earlier. Na (he/she/it) is heard less frequently than is the independe7Y

Te le'o in this lesson is actually three words. Te is the alternate form of

the present tense marker) which is used after the dependent pronoun. Le is tc.,f:
negative marker meaning not. The word '0 is short for to lo'o another present
tense marker (see Lesson 23).

It is important to sv*tah to the te form when using dependent pronouns in se:1-

tence construction. It is common to hear many Samoans, speaking to a foreigner
or_children using Loth thee tense marker and the independent pronoun.
E 1710 fiafia a'u I'm not happy.
The more grammatically correct struAure uses the dependent pronouns.
'Ou te relo fiafia. I'm not happy.

I.; in this lesson can also be used with 'ua to show immediate negative, but this
has a more restrictive meaning.
'Ua 'oi 17 fiafia I'm not happy (at this very moment).

NOTES ON LESSON TWENTY-TWO:

Pia is a multiple meaning word. In this lesson, it 1F used as a general particle

that is normally joined with a verb Though fia here means 'to desire', 'to wish
for', or 'to want to', it is no used independently of a base lnd is usually trans-
lated. by its base.
'ai (eat) fia 'ai (to want to eat).
a2u (go) fia alu (to want to go)
Another word often lidsused by students in place of fia is the verb mana'o(to
want, to desire). The student must realize however that while mana'o is a
fia is a verb particle and must be joined with a verb to be in correct
wage.
'Ou te mana'o i le tusi I want the book.
'Ou te mana'o e Jai I want to eat.
'lia tou f is, 'ai I am hungly,

'Alai is the plural form of 'ai. Man.; Samoan verbs have a plural form. The most
common ways of showing plural is for the verb to double one of -t1J syllables or to
add the prefix fe. There are some verbs however which change completely as well. as
those that don't change at all.
moe momoe sleep
tagi f:etngisi .... cry
alu o go
sasa sasa to beat

NOTES ON LESSON TWENTY-THREE-

'Avea is the tpaLsivet form of the verb 'ave (see Lesson 1). The concept of active and
and passive verb forms in Samoan is not clearly understood and the existing texts
on Samoan grammar have vr.:;;;;ing views on the actual function of the endings suffixed
to verbs such as 'ave. What the student should be aware of at this time is that
some (but not all) Samoan verbs take one or more of several endings (i.e:a,ina,irl,
fia, gia, etc) tc give a passive meaning to the sentence.

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 The passive endings do not always change the ve7=-h to a passive meaning however
and this is where the concept becomes complicated and misunderstood. The
translation of the sentence used in this Lesson for ,!)ci:.ple is not passive.
'0 lo'o 'e 'avea le peni You Ere taking the pen.
A general rule of thumb can be applied :4 most cases in which the passive end-
ing must be used. The presence of a direct object (either Oentioned or under-
stood) and a dependent pronoun subject which preces the verb usually requiree
that the ending be used if the verb can ta-lze an ending.
'E te tatalaina le fagu You open the bottle.
lithout the pronouns the ending is usually absent.
E tatala le fagu? Open the bottle?
In addition most past negative statements require 41e endings on verbs that can
take them.
E le'i t;ina le ,o It hasn't struck six (o'clock).

Marsack's, Samoan (Teach Yourself) contains a brief list of some common verbs
and their passive endings (pages 129-36). Churchward also lists such a table
in his, Samoan Grammar (pages 80 - 80

The present continuous tense is represented by the marker 'o lo'o. It is very
similar to thn other present continuous marker tua, but with a noticable difference
in meaning. fr. is normally used to describe a temporary state of being or one
that has just come about.
'L'a ta'e le fagu The bottle is broken (just now).
'0 lo'o on the other hand would be used when the state is presently occurine;
now and has been for some time.
'0 lo'o timu Its raining (still),
A short :cm of to loto is 'o which should not be confused with the particle 12..,

'e fiafia? Are you happy?

'0 le peni The pen.
O'u is the eependent form of a'u (I) used with the marker 'o lo'c.

The past tense marker sa has an alternate marker, na. The difference bet,reel these
two markers :s vague in most existing texts (Churchward for example state: t'lat sa
implies duration and is used for states,whereas na is used for actions and exprea;
sing short duration), and most authors agree that the difference is very slight
at all.

The future tense marker in this Lesson 'o leq is used to show the immediate
future, The Student
-
should be careful not to confuse this marker with the idiom for
'what' ('o le a).

The 'c le'; marker is u..,ed when the future act-on or event is about to occur,
or will at a definite time.
'0 10;Himata le wogs i le lua.. School will start at two,

The present marker ehte. is also used with a meaning but t is an implied
and uncertain future and the verb 'going to' can .sually be translated into
sentence.
'Ou te alu i Apia, _;ping go to Apia.
'0 'ou alu i ..... 3o t. Lria.

With thb exception of te, all the terse markfrs oc.:ur before t'ao df*endent :rc oin.
'Ou te alu ro
0
'0 'ou alu ill g

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 'Ua 'ou alu I am going.
'0 lo'o o'u alu I am going.
Sa/na 'ou alu... I went.

It is possible to use the independent pronouns with each of these markers in

which case e replaces te and all of the pronouns follow the verb instead of
preceeding it as with the dependents.
E Amu a'u I go.
'0 le'ff a7.0 a'u I will go.
'Ua alu a'u I am going.
'0 lo'o alu a'u I am gcing.
Sa/na alu I went.

The student should be aware however that this construction is used mainly w1.-
speaking .to children and foreigners and is considered less correct tha.
previous construction.

NOTES ON LESSON TWENTY-FOUR:

Negative is expressed with the word le (not). This word can be used with .,11 the
tense markers and comes_directly before the verb.
'Ou te_le fia 'ai I'm not ho ,!;ry.
'0 le'a'ou le fia 'ai I won't be hungry.
'Ua 'ou lF fia 'ai I'm not hungry.
'0 lo'o o'u 15 fia I'm not hungry.
Sa/na 'ou lZ fia 'ai I wasn't hungry.

The future and implied future negative are sometimes interchangeable especially
if an adverb of time Is present.
'0 le'a 'ou :6 alu taeao I will not go tomorrow.
'Cu t J.; alu taeao.... I am not going to go tomorrow.
There are two common negative alternates that
tudentsshould become familiar with.
The present continuous negative is usually expressed with the marker le 'o
(contriction of IF and 'o lo'o). Le 'o is tsed before the verb and with the
2/te marker.
'0 lo'o o'u lg alu I'm not going.
'Ou te alu I'm not going.

The p,ist negative is usually expressed by marker le'i which is also used with
the 2/te marker.
Sa 'ou le alu I, I didn't go.
'Ou te le'i alu I didn't go.

DOTES ON LES:30N TWENTY-FIVE:

'ea used in this less-. with the 'o lo'o tense is a verbal particle which denotes
he continuance of a pro...Jss or activity. It normally follows the verb.
alu (go) alu pea (go on, continue).
moe (sleep) moe pea (sleep on).

Ai is a meaning word which here means 'to do'. In colloquial speech, the
mt-..rkers 'o lo'o and ire abbreviated to 'o and 'a respectively when
Ni, fai.
"1 ]o'c '0 fai to be doing.
,
.'a fai will do,

e doing?' is asked in Samoan as:

'n fai? .What his thir- ,l (literally)

.4...'41.14.ga4-.4tA.414,61,W.4444.44§4kNOWIAXSODDJ., -,403,44A.44.4:4@kg
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 vInic SHEET NO. FOUR
T. :,:nange these sentences f r3t to the tense indicated and then the new sentences
into the number indi d.
1. M; te fia momoe.
(Sa) (Singular)

2. '0 le'g zeitou

('Ua) (Pair)

3. a te lg fiafia.
k'O loo) (Plural)

4.. '0 le a lana mea e fai?

(Sa)_ (Pair)

5. Z ita le tama is a'u.

('Ua) (Plurtal)

II. Change these to negative:

6. 'Ou te fia ta'alo lakapl.

7. oti lo'- tans (past)

8. '0 le' 7 te alu i Ap4a.

s.

9. '0 lo" tapuni le 43.

10. 'Ou te ie lesona.

- play oti - die iloa - to know

III. Correct these sentence:
11. Tatou moe i lab le ta'avale.

12. E fia tPele a'u.

13. B tolu tagata sa 'a'ai.

14. 'E te 'ave le maile ne leai?

15. '0 le'a ma feinu ananafi.

iPele - to bath pe - or ananafi - yesterday

IV. Change this story to past tense then co future tense.
'Ou te alu i Apia. 10u te fa'ataua mai la mgtou mea'ai i be fale-
'oloa. _'Ou te 'avea lalu tupe i be fa'atau'oloa. 'Ou telaumaia le
'apa pisupo ma be 'apa i'a. 'Ou te toe alu i lo Mgtou fale. Mit-tou
te 'a'ai i na mea'ai.
alu - go fa'atau - buy falebloa - store
fa'atau'oloa - storekeeper toe - again

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 P ST:

FUTURE:

V. Change this singular story to a plural story about two people, Simi and Tom:
'0 a'u 'o le tame. Samoa. 'ou fgnau i Apia i le tausaga a
tasi iva lima tasi. E luasefulo tofu o'u tausaga. '0 lo'u
igoa 'o Simi. 'Ou te_faigglu-ga le fale'oloa o BP. 'Ou te
117 inn pia. 'Ou te le ulaula 'Ou te fiafia e nofo i
Samoa.

fanau (fananau)- to be born; tausaga - name; fo'i - also;

faigaluega - to work at a job.
-
Plural pair story (ma'ua):

VI. Make up a short story using the words below and any other words
previously
learned.
I lixc to drink tea. I drink three cups each day. I buy
the tea and sugar at the store,- I heat the tea. I pour the
tea in my cup. I drink all the tea. Tea is good.

tea-ti; to heat- fa'avevela (fa'avevelaina); pour - ligi; drink all - inu

good - lelei.
'urea

The Story:

11)0'4(740T,
[gigkr4:4X.4.44141:444:444:44,14:4344:44434344:4-3:1133110

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THE SAMOAN CONSTRUCTION: ITO BE'

THE SAMOAN CONSTRUCTION: 'TO HAVE'

FORMAL DEMONSTRATIvvE,

TO BE LIKE

ADJEC'IVES, CO? PARATIVE, bUFIRLATITE

CALENDAR

ADVERBS (OF TIME)

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 LESSON TWENTYSIX

TOPICS
(a) The Samoan equivalent of:
to be, to exist (e) ai.
(b) Negative of 'to be' (e) leai.

(c, Aeview singular and plural.

(d) On]i!-Ial numbers:

firA muamua.
Lecond lona lua.
third lona tolu.
etc.
etc.
METHOD: Silent Nay.

MATERIALS
A picture chart like the one shown belzmr.

ws
X X *X X

XX
0 0 \
[2221 >!

TIME: 45 minutes.

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 eeel " :44:41MN TEE LESSON 14-4431",(glgjUD,3)4k44.41.

Word Action Target Res)onse

Teacher stands before the class and

with a pointer begins to point to
the objects at the top of the char.

(Tree) IL:tau: Point to the tree. La' au:

Indicate a full sentence '0 le la'au,

(Car) Ta'avale: Point to the car Ta'avale:

Indicate a full senten e '0 le ta'avale.

(Boat) Va'a! Point to the boat VP'a:

Indicate a full sentence '0 le va'a.

(House) Fale: Point to the house Fale:

Indicate a full senterce '0 le fale.

(Plane) Va'alele: Point to the airplane Va'alele:

Full sentence '0 le va'alele.

(Road) 'Auala: Point to the road 'Auala!

Full sentence '0 le'auala.

(Person) Tagata.' Point to the person Tagata:

Ful sentence '0 le tagata.

Review all. Try a :ew minutes of re-

view with question and answer . (i.e.)
'0 le a lea%
'0 le va'a:
etc.

NOTE: This next conce'A Ls a little

difficult to p,ezent. The teacher
rilh:t have in+ience and con-'rue tr:,--
ii until the s'uJents can master
th' -i!,.cure. If the meaning
to them first, it will
become evident te lesson

(To be) I Point to the tree in the line above

the pict,ires. Yo]nt next to the tre:s
i. tv other picure: ',rid say I ai.
If ,1 nicun2 has no tree in itjmt
y3ur hePd no: As Tv! ',(D'Ich the
trees .7-y ai. Make everyone

:T37 alin :-)oint to thE, tree, Ln fj2H17-,:

No. 1 idic ii nce I ai le l-'-u.
'o h.; to thrwin (-Jilt if
th,:y 115(1 t. :n the

E: Make evcryone E!
Now 2 :.!1_!I ic the tree in picture

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 No. 1 and indicate a full sentence. E i ai le lalau.
Make everyone repeat i ai le 1Dau.

Now point to the car in picture No

1 and indicate a full sentence E i ai le ta'avale.
NOTE: Make sure the prcnounciation
is correct and that they aren't say-
ing 'E 'ai le ta'avale.

Repeat this with all the items in

Picture No. 1 (i.e.)
E i ai le va'a.
E i ai le fale.
E i ai lelauala.

Move on the picture No. 2 and con-

tinue as in No. 1 (i.e.)
E i ai le va'alele.
E i ai le tagata.
E i ai le ta'avale.

Now, point to the picture of an

airplane in the list above the four
pictures. Then point to the air-
plane in picture No. 2 and indicate
a full sentence E i ai le va'alele.

Quickly point to the 'X' in picture

No. 1 that shows the airplane is
not present in that picture and
(To not be) E leai! shake your head no: Make all repeat. E leai!
Indicate a full sentence E leai se va'alele.
NOTE: This sentence may be difficult
for some students to construct. If
this is the case, then the teacher
may model the whole sentence for the
students.

Point to the 'X' in picture No. 1

that represents tagata. Indicate a
full sentence E leai se tagata.
Continue this way for each 'X' in
pictures No. 1 and 2. (i.e.)
E leai se la'au.
E leai se fale.
etc.

Draw a question. Point to the tree

in the line above the four pictures,
then point to picture No. 1 using
very clear voice inflection. Ask
E i ai se 1a7lau? this question:
Indicate everyone is to repeat E i ai se la'au?

Nod your head yes and indicate all

are to answer 'Ioe, e i ai le liElau.

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 Point to the second object in the line,
the oar. Again point also to picture
No. 1 and indicate a full question i ai se ta'avale?
Indicate a yes answer 'Ioe, e i ai le ta'a-
vale.

Continue in this way with each lbject

in that upper line. Always point to
picture No. 1 for the question (i.e.)
i ai se va'a?
lIoe, e i ai le va'a.
i al. se Pale?
lIoe, e i ai le fele.
i ai se va'alele?
Leal, e leai se va'a-
lele.
etc.
Repeat this proceedure with picture
No. 2.

Now move to pictures Nbs. 3 and 4-

for the plurals.
Point to the picture of the airplanes
in picture No. 3 and indicate a full
sentence E i ai va'alele!

NOTE: This should be easy enough

for the students to construct on
their own. If not, teacher may model
the sentence.

Point to the boats (picture No. 3).. i ai va'a.

Point to the roads E i ailauala.
Point to the cars i ai ta'avale.
Point to people i ai tagata.

Continue in picture No. 4.

Point to the trees. E i ai 3Pau.
Point to the houses E i ai fale.
Point to the planes E i ai va'alele.

Now point to the 13E' in picture No.

3 representing the trees. Shake your
head no.

All repeat. E leai:

Point again to the 'V and indicate a
full sentence E leai ni 1Pau.

NOTE: If the students forget to add

ni the teacher should Just say the
word ni for the students. If this
doesn't help then the teacher may
model the whole sentence.

Continue pointing to each 'X' in pic-

ture No. 3 E leai ni Pale.
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 Continue with picture No. 4 E leai ni ta'avale.
E leai ni'auala.
E leai ni va'a.
etc.
Hold up two fingers to show plural
and point to the tree in the line
above the four pictures and then
point to picture No. 3. Indicate
a question E i ai ni la'au?
Indicate a negative answer Leai, e leai ni lalau.
Repeat with the next object in the
line (car) E i ai ni talavale?
Indicate a full sentence e i ai talavale.

Continue in this way for picture

No. 3.
Repeat for picture No. 4.

Point to the whole area of picture

No. 1 and say:
(Picture) Ate! All repeat Ata;
Point to picture No. 2 and make the
same gesture Ata.
Indicate a full sentence 10 le ata.
Point to No. 3 '0 le ata.
Point to No. '0 le ata.

(First) Muamua! Point to the number 1 in the first

picture. All repeat Muamua;
Now point to the area of picture
No. 1 then the number 'one' itself
and indicate a full sentence '0 le ata muamua.

(Second) Lona lua! Point to the number 2 picture No.2 Lona lua!
Full sentence '0 le ata lona lua.
(Third) Lona tolu: Point to the number 3 in picture No.
3. Full sentence Lona tolul
'0 le ata lona tolu.

(Last) Point to the last picture Mulimuli!

Full sentence '0 le ata mulimuli.

Review all four numbers.

Teacher now points to the tree in

picture No. 1 and says:

E i ai le la'au! All repeat E i ai le 17i'au!

(In) Make everyone repeat I!

Le ata muamua! Point to the whole of picture No. 1. Le ata muamua!

Again point to the tree, then the
Whole picture. Indicate a full
sentence E i ai le la'au i le
ata muamua.
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 Repeat this with the other objects
and each 'XI in picture No. 1 (i.e.)
E i ai le ta'avale i
le ata muamua.
E leai se tagata i le
ata muamua.
i ai le va'a i le
ata muamua.
E leai se va'alele i
le ata muamua.

Now teacher asks a question.

E i ai se Pale i le All repeat E i ai se fale i le
ata lona lua?
ata lona lua?
Let someone answer Leai, e leai se fale
i le ata lona lua.

Indicate that the first student

who answered the question may
ask another student about any
object in any picture (i.e.)
E i ai se ta'avale
le ata lona lua?
'Ioe, e i ai le ta'avale
i le ata lona lua.

Continue for the remainder of the

class time. Let the students ask
about any object and any picture
both singular and plural. If time
permits, the class can go outside
and practice this structure.

SUMMARY REVIEW

E i ai le 1.ti'au. There is a tree.

ta'avale car
va'a boat
fele house
va'alele plane
fauala road
tagata person

E i ai se 18- 180 Is there a tree?

etc. etc.

tIoe, e i ai le 17a'au. Yes, there is a tree.

etc. etc.

Leai, e leai se ltIlau. No, there is no tree.

etc. etc.

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 E i ai ni 1Ta'au? Are there any trees?

ta'avale cars
etc. etc

'Ioe, e i ai la'au. Yes, there are trees.

etc. etc.

Leai, e leai ni la'au. No, there are no trees.

etc. etc.

E i ai le yea i le sta. There is a boat in the picture.

fale house
etc. etc

E i ai va'alele i le ata muamua. There are planes in the first picture.

lona lua second
lona tolu third
mulimuli last

grA44.443.43gga.4:44;g1441.4g. e e e eeee e e.eee :4gtla.4U.DggaglA431g@g@ag@

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 LESSON TWENTY-SEVEN

TOPICS
(a) The structure'to have' (e) i ai (WO
(b) Card playing, mil

METHOD
Drilla and follow up activity. The activity is the card gases FISH. It is
played in the following way:
Muffle and deal the cards, five per player. The players mey look at their
cards. The rest of the deck is placed in the center of the table. The object is
to accumulate three of a kind or three card straights. These cards are spread Gut
before the player and anyone can then place other cards of the same kind or series
on that set. The first person to set down all of his cards is the winner. Play
begins on the dealer's right. That player can ask any other player for any single
card that he might need in order to complete a set. If the other player has the
card in question, he must give it to the player who asked for it. The first player
may continue asking for cards until he reoieves a 'No' answer. Upon recieving a
'No' answer, that player draws one card from the deck and the next player nag asks
in the same way. Students must ask and answer in complete sentences in Samoan.

MATEEIAIS: Playing cards.

T1ME: 45 minutes.

dOWOOMMONOMOMOOMON00000M00 THE LESSON essagassotooseasonogasnettatase

I. Introduce the following new words using the earls:

ka siaki jack
teine .... queen sai ace

II. Pass out two cards per student face up before them on the table. Some stu-
dents should have kings and aces and others queens and jacks. Teacher then
models these patterns and points when necessary to explain the meanings.
Students repeat.

E i ai sau ka? Do you have a Ike

tains queen
sai ace
siaki

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 'los, e i ai la'u ka. Yes, I have a
etc etc

Llais leai sa'u 146. No, I don't have a king.

etc. etc.

8 i ai sana ke Does he have a kise

etc etc

'Ioe, i ai lana la. Yes, he has a him.

etc etc

Leai, e leai sana ka. No, he has no king.

etc etc

III. Pass out other cards (i.e. tens, nines, etc) and repeat the drill.

Tv Collect all the cards and play the game FISH.

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 LESSON TWENIT-MMIIT

TOPICS

(a) Tlie of 'to have' with the pronouns.

We (2) have ....E i ai la t2000.
Ae (pl) have E i ai la t;tou....
etc.

(b) Conjugation ofto bave4r,

I & A r e E i ai la'u
'0 lo'o i ai la'u
'Ca i ai la'u

I had Sa i ai la'u
I will have '0 lel; i ai

METHOD: Shbetitution drill.

MATIMIALS

A large wall chart like the one below. A blackboard.

6 U PI A ,,AIN
-1 1-1-1 t 1011 ----[3

0 0 0) - ,<--
(. ; ! 0

10.mlinutes.

ate000914.011100120008402188110111110 THE LESSON egegegeggeg@gegaMMAINOXION1060

I. Teacher introduces the new vocabulary by pointing to the proper picture and

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pronouncing it's Samoan name
falesamoa ; Samoan Pale telefoni telephone
faleuila toilet (outhouse) T.V. T V
fale'oloa store mea puleata ...camera
falepia bar la'au puleleo .. tape recorder
falelaiga restaurant lalau lomitusi.. typewriter

Teacher writes the five tense markers on the board and then models the follOw-
ing patterns for the students. Students repeat. After the students understand
the drill it is only necessary for the teacher to point to the proper picture,
tense marker, or say the new pronoun and the students will automatically change
the sentence.

E i ai lo'u falesamoa. I have a Samoan house.

lou You
lona He has

Sa i ai lo to faleuila. We (2) had a toilet.

m; we (2)
lua You (2)
1; They (2)

111a i ai lo ta- tou fale'oloa. We have a'store.

ma- tou
We
tou You
la- tou They

'0 lo'o i ai lo'u falepia. I have a bar.

lou You
lona He has

'0 i ai lo t; fale'aiga. We will have a restaurant.

ma We
lua You
1; Thom

E i ai sa'u telefoni? Do I have a phone?

sau ou
sane Does he

E leai sa'u telefoni. I have no phone.

sau You
sans He has

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 Sa i ai sa to T.V.? Did we have a T.V.?
ma we
lua
Y.1.311.

1; they

E le'i i ai sa to T.V. We didn't have a T.V.

ma We
lua You
la They

i ai sa ta- tou mea pu'eata?

Do we have a camera?
ma- tou we
tou
la- tou
they

'Ua leai sa atou mea puteata. We have no camera.

sau,
etc etc.

'0 i ai salulatau pu'eleo? Do I have a tape recorder?

sana Does he

E felo i ai sa'u lalau pu'eleo. I don't have a tape recorder.

sau You
sana He doesn't

'0 i ai sa a 170au lomitusiT Will we have a typewriter?

ma we
lua
1; they

'0 34'3 le i ai sa to fa'au lomituzi-

We won't have a typewriter.
ma We
lua You

III. Let the students make up questions using these pictures, all the pronouns,
and the five tenses.

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 SUMMARY REVIEW

E i ai la'u mea pule ata. I have a camera.

'0 le'a will have

gra have

"L121.9 have
Sajna had

E i ai la'u mea pu'eata. I have a camera.

lau You
lane. He/She/It has a camera.
la to We (2) have a camera.
lama We (2)
la lua You-(2)
la la They (2)
-
la tatou We (pl)
la matou We (pl)
la tou You (pl)
la latou They (pl)

E i ai salu mea puleata?

Do I have a camera?
etc etc

E leai salu mea puleata. I don't have a camera.

etc etc

a .e.J0A0.@0 0 n .1-.;),D,..i.,D&2,,,i2i21)E,00oePee...!:,

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 LESSON TWENTY-NINE

TOPICS
(a) Adjectives of colour.
(b) Formal demonstratives.
this lenei these nei
that leng those TM
that leli those la

(c) to be like falaperig, falapgnei, etc.

(d) what's it like. .fa1apefea, fa'apeli.

METHOD: Substitution drill.

IiIATERIALS

Flowers or any small objects of the following colours:

red, yellow, green,
blue, white, black, brown. ether colours may be added
at the teachers discretion.

TIME 45 minutes.

62:CgC4.44 0C JC,b THE LESSON 00 0 gtgi.).14Da 0 04P 44P0Mgag

I. Place the seven different coloured flowers on the table.
As the -Walther says
each sentence he performs on explanatory action.
Students repeat after each
example. Note: If you can't find black
or brown flowers, make them out of
paper.

'0 le fugal-die% It's a flower.

10 le fuellAlau mumu. It's a red flower.
samasama yellow
lanumeamata green
lanumoana blue
palepate white
uliuli black
1
ena 1 ena brown

1. Ask this question for each flower. Students answer first,

then they ask

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 and answer each other.

'0 le ff le lanu o le fuelElau lenei? What's the colour of this flower?

E mm le fugaleau lena. Red is (the colour of) that flower.

etc etc

2. Ask this question for each flower.

90 le a le lanu o le fugglgtau lens? Vhatts the colour of that flower?

E milMa le fuela'au leng. Red is (the colour of) that flower.

etc etc

3. Ask this question for each flower.

'0 le a le lanu o le fugla'au le1;? What's the colour of that flower?

E mama le fuel:Pau leli. Red is (the colour of) that flower.

etc etc

II. For this next section, indicate that fa'apei and fa'apaea are question words.
When using the words fa'apea, fa'apihei, fa'apgna and falapgla, point to exam-
ples of other flowers placed close, near and far away.

(A) 'E fatare'i le fugala'au? What's the flower like?

E fa2Aata le fugalglau. The flower's like this (here).
falapinei this (here)
fa'
sda
falapela
that (there)
that (far)

(B) Give everyone a different coloured flower. Place others in various locations
(near, close, far). Students rotate asking the questions about their own
flower. All the other students respond and point to .idie flower that matches
that student's flower.

1. E fataigli latu fugla'au? What's my flower like?

E fa'apea laufugglgfau. Your flower's like this.
falapinei this
falaang that
falanNIE that

2. 10 ai e i ai sana fug51;lau Who has a flower like this?

fa'apea?
E i ai la'u fugglilau falapgng. I have a flower like that.

3. '0 fea 'o i ai se isi fugglglau Where is another flower like this?
fa'apea?
'0 le isi lea fugalgfau falalAng. Here is another flower like that.

4. E falaeifea le lanu o lenei What's the colour like of this

fug;filau? flower?
lens that
lel; that
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 E mi611 le lanu o le fugfflalau lenei. Red is the colour of thid flower.
lens that
lela that

III. Repeat with plural flowers.

(i.e.)
/am IMO II= IND

'E fa'ape'i fugala'au nei? What are these flowers like?

na those
la those
- -
E mama fugala'au nei. These flowers are red.
samasama
cNex
na Those yellow
lanumeamata La Those green
lanumoana blue
papale white
uli black
lelena brown

Continue as with the singular drills.

SUMMARY REVIEW

'0 le fugala'au mama lenei. This is a red flower.

samasama yellow
lanumeamata green
etc etc
'E mumu le fugala'au lenei. led is (the colour of) ,thus flower.
lena that (close)
lela that (far)

E le fugala'au? How's the flower like?

falapPI How's like?

E fa'apea le fugala'au. The flower's like this (common).

faafiatt this (formal)
falapEna that (close)
fa'apla that (far)
- - - -
E mama fugalalau nei. Red is (;t4eCtilour of) these flowers.
na.
those (close)
ll those (far)

io e °) .1 4. .4' 1. 4' " 1Cr "'" @

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 LESSON THIRTY

TOPICS

(a) Family members.

(b) Comparative of adjectives
(o) Superlative of adjectives silt ona.

METHOD: Substitution drill.

MATERIALS:
A large picture like the one below and a blackboard.

MERE PUA
(08) (8) FAO SAW)
00 (11)

11 NIA (11 TONIA (6)

P%I-1 (5) PE (4
TIME: 45 minutes.

WANNIACOMISCSNACCONANMINAGO THE LESSON GOOMMAMM@MMACIOMPOMOOM

I. Place the family picture on the wall,.

(A) Introduce these words by pointing to the respective members and saying
the sentence below. Students repeat.

Tama Fhthim
90 Tui to le tag. Tui is the father.
90 Tui lo le tame o Fao, o Sam% Tui is the father of Fao, Samu, Pua,
o PUB., o Mele, etc. Mele, etc.

Atali'i Son
90 pa to le "italiti o Mi. Fao is Pats son.
BM
etc.
Samu
etc.
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 Afafine Daughter
'0 Peta 'o le gfafine o Tui. Peta is Tui's daughter.
Tina Tina
etc etc

To'alua Spouse
10 Sinalo le to'alua o Tui. Sina is Tui's spouse.

Tin Mother
'0 Sina 'o le tins o Mele, o Pua, Sina is the mother of Mele, Pua, Tina,
o Tina, o Pili, etc. Pili, etc.

Tama teine Daughter

'0 Mele 'o le tame teine a Sine. Mele is Sine's daughter.
Pua Pua
etc etc

Tama tame Son

'0 PIA 'o le tama tama a Sine. Pili is Sin-ars son.
Tome Tome
etc etc

Tolalua Spouse
'0 Tui 'o le to'alua o Sina. Tui is Sine's spouse.
Uso Brother
10 Fao 'o le use o Samu. Fao is Samu's brother.
Toma Toma
Pili Pili

Uso Sister
'0 Pua lo le use o Mele. Pua is Mele's sister.
Tina Tina
Peta Pete

Tuagane Brother
'0 Fao 'o le tuagane o Mele. Fao is Mele's brother.
Samu
etc etc

Tuafofine Sister
'0 Pua to le tuafafine o Samu. Pua is Samu's sister.
Mele Mele
etc.

(B) Ask and answer question similar to those below.

'0 ai le tame? Who is the father?

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 tine mother

'0 ai gtalili o Tui? Who are 'L'ui's sons?

of of ine daughters

'0 ai tama tama a Sina? Who are Sina's sons?

tama teine daughters

'0 ai use o Fao? Who are Fao's brothers?

Pua Pua's sisters

'0 ai tuagane o Pua? Who are Pua's brothers?

'0 ai tuafafine o Fao? Who are Fao's sisters?

E fia tausaga o Tui? How old is Tui?

Sina Sina
etc etc

II. By pointing to the proper example in the picture, introduce these words and
sentences.

matua old lalitiiti young

puta fat pa'e'e thin
'uni tall pu'upu'u short

E matua Tui. Tui is old.

Sina Sina
blele
Kele
Samu Samu

E Tina. Tina is young.

Pili nili
Pete Peta
Toma Toma

E puta Pili. Pili is fat.

Peta Peta

E pa'e'e Tom. Toma is thin,

Tina Tina

E 'umi Samu. Samu is tall.

Male Male

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 E pu'upu'u Fao. Fao is short.
Pua Pua

E matua Tui is Sine, Tui is older than Sins?

Samu Fao Samu Fao
Mele Pua Mel Pua

E la'itiiti Sina i 15 Tui. Sina is younger than Tui.

Fao Samu Raw Samu
Pus Mele Pua, Mele

E puta Peta i 15 Toma. Peta is fatter than TOM.

Pili Tina Pili Tina

E pa'e'e Toma i 16 Peta. Toma is thinner than Peta.

Tina Pili Tina Pill

E 'umi Samu i to Fao. Samu is taller thrr Fao.

Mele Pua Mele Pua

E sili ona matua Tui. Tui is the oldest.

Witiiti Peta Peta youngest
puta Pili Pili fattest
pa I e I e Toma Tama thinnest
'umi Tui Tui tallest
pu'upu'u Peta Peta smallest

III. Write this story on the blackboard. The students will translate into Samoan
together.

THE STORY OF FAO

My name is Fao. I am a Samoan boy. I am ten years old. I live

in a Samoan family. There are ten people in our family. Tui is
my `father, and Sina is my mother. I have three brothers and four
Salter'. Peta is my youngest sister and Mele is my oldest sister.
Three of my brothers are taller than me. Only one brother is
shorter than me. I love my family very much.

IV. If time permits or as a follow-up-lesson let each student write his own story
describing his family. Each student reads his story and the class corrects any
mistakes.

SUMMARY REVIEW

'0 le to'alua o Tui!a amuse.

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 gtali'i son
gfafine daughter
use brother
tuafafine sister
tama father
tine mother

'0 le to'alua o Sina., Its Sina's spouse.

tama tama a son
tama teine a daughter
use o sister
tuagane o brother
tame o father
tine o mother

matua TUi is Toma. Till is older than Toma.

B asta Tui i 13 Toma. fatter
4i mi taller

r silt one pa'ele Toma, Toma is the thinnest.

ii'itiiti Rita Peta smallest
pu'upu'u Peta Peta shortest

Toreee.ffeeori-pIi, 00000 0!0.,. 0,00 0. 01) 0

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 LESSON THIRTY-ONE

TOPICS

(a) Calendar (names of months, days).

(b) 'What's the day, date, month./
(c) 'What is your birthdate?'

METHOD: Silent way, repetition drill.

MATERIALS: A large Samoan wall calendar.

TIME: 4.5 minutes.

@Vg44.4.44.4.74gagkaWagANWglagMaggea THE LESSON 043141NNOMMIC@SCOVOUNIS660040

Word Action Target Response.
(Year) Tausaga: Point to the whole year on the
calendar Tausaga!
Full sentence '0 le tausaga.
(Month) lasina! Point to the months Messina;
Full sentence '0 le masina.
E fia masina i le tausaga? All repeat the question
E fia masina i le
tausaga?
Students should answer E sefululua a sine
i le tausaga.
'0 ai le masina muamua? Point to the first month. Indi-
cate a question. All repeat. '0 ai le miisina
muamua?
(January) Ianuari! All repeat
Ianuari!
Full sentence '0 Ianuari le
masina muamua.
'0 ai le masina lona lua,
Point to the setIond month and
0 le tausaga?
draw a question. All repeat '0 ai le masina
lona lua le
tausaga?
(February) Fepuari! All repeat Fepuari!
Full sentence '0 Fepuari le maim
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 lona lua p le tausaga.

'0 al le masina lona tolu Point to the third month and

0 1,.) taussad indicate a question. All re-
peat '0 ai le masina lona
tolu o le tausaga?

(March) Nati! All repeat Mati:

Full sentence '0 Mati le mina lona
tolu 0 le tausaga.

Point to the fourth month and

indicate a question '0 ai le masina lona
fa o le tausaga?

(April) Aperila! All repeat

Full sentence '0 Aperila le masina lona
fA o le tausaga.

Continue in this way for all

the months. Remember to re-
view from the beginning.

Mg (May) Iuni(June), Iulai

(July), Aolcus o(Augus ,

Setema(September), °ketone.
rOctober), Novema( November).

The last month can be lona

sefululu_ (twelfth) or
mulimuli (last).

'0 ai le masina mulimuli

0 le tausaga? Point to the last month. All '0 ai le masina muli-
repeat muli o le tausaga?

(December) Tgsema: All repeat Tgsema!

Full sentence '0 Tgsema le masina mull-
o le tausaga.

'0 ai le masina lenei? Indicate a question '0 ai le masina lanai?

Indicate a full sentence
answer with today month 10-x le masina lenei.

'0 ai mEsinaoua tea o

le tausaga? Point to all the months that
have past in the year '0 ai masina 'ua toga
o le tausaga?
Indicate a full sentence '0 x.;., x, x ma x, (etc)
usina tela o le
tausaga.

10 ai masina 'co lo'o

totoo o le tausaga? Indicate a question, point to
all the months remaining in
the year '0 ai 6;tink

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 totoe o is tausaga?

Indicate a full answer 10 x,x, ma x etc,

misina lo logo totoe o
le tausaga.

(Week) Vaiasol Point to a week unit. Vgiasol

Full sentence 10 le viiaso.

(Day) Aso! Point to a day Aso:

FUll sentence 10 is aso.

10 ai le masina muamua? Point to the first month. In-

dicate a question '0 ai le masina muamua?

Answer '0 Ianuari!

E fia aso o Ianuari? Draw a question and point to

January E fia aso o Ianuari?
Point to the number 31 and
indicate a full sentence E tolusefulu Iasi aso o
Ianuari.

Repeat for each month, but let

the student asks and answer
the question without the teach
er modeling it first.

(Monday) Aso Gahm! Point to Monday Aso Gafual

:10 le Aso Gafua le aso

muamua o le vMiasol All repeat 10 le Aso Gem le aso
muamua o le viiaso.

Point to the second day and

indicate a question /0 le a le aso lona lua
o le vilaso?
(Tuesday) Aso Lual All repeat Aso Lual
Full sentence '0 le Aso Lua le aso lona
lua o le vEiaso.

Point to the third day and

draw a question , '0 le ; le aso lona tolu
o le vidaso?
(Wednesday) Aso Lulu! All repeat 0,000 Aso Lulu!
Full sentence '0 le Aso Lulu le aso
lona tolu o le viiaso.

Point to the fOurth (14 '0 le a le aso lona fa

o le VNiaso?

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(Thursday) ABO Tbfil All repeat Aso Tofi!
Pull sentence '0 le Aso Tofi le aso
lona fa o le vilaso.

Point to the fifth day '0 le a le aso lona lima

o le valaso?
(Friday) Aso Parallel All repeat Aso Parallel
Full sentence '0 le Aso Faraile le aso
lona lima o le vaiaso.

Point to the sixth day lo le a le aso lona ono

o le vglaso?

(Saturday) Aso TOonati! All repeat Aso Totonatil

Full sentence '0 le Aso To'ona'i le
aso lona ono o le valaso.
Point to the last day. '0 le 7: le aso mnlimuli o
le vilaso?

(Sunday) Abo dal All repeat Aso 6!

Full sentence '0 le Aso 6. le aso muli-
muli le viiaso.

(roday) AZI Point down to indicate "now"

and point to today's day on
the calendar Ass!

'0 le a le aso? All repeat '0 le a le aso?

Indicate a full sentence an-
swer '0 le (talky) le aso.

(Yesterday) Ananafil Point behind you to indicate

past and point to yesterday
on th, calendar Ananafil

'0 le a le aso ananafi? All repeat '0 le a le aso ananafi?

All answer 10 le (yesterday) ananafi.

(Tomorrow) Taeacil Point ahead to indicate future

time. Point to tomorrow on
the calendar Taeao!
OW

10 le a le aso taeao? All repeat '0 le a le aso taeao?

Indicate a full sentence '0 le (tomorrow) taeao.

'0 le aso fia le aso? All repeat '0 le aso fia le aso?
'0 le aso (O le asii! Point to today's date and say
the correct date '0 le aso (date) le ass!

'0 le aso fia ananafi? All repeat '0 le aso fia ananafi?

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10 le aso (441) ananafi! Point to yesterday's date.. '0 le aso (1142) ananafi!
'0 le aso fia taeao? All repeat '0 le aso fia taeao?
'0 le aso (date) taeao! Point to tomorrow's date '0 le sso (date)taeao:

(Birthday) ISO fanaul Teacher writes his birthdate,

Alpth,and year on the calendar,
l repeat Aso fghaul
'0 le a.-lou aso fgnau? Teacher indicates all are to
question him '0 le a lou aso flinau?

'0 le aso lua o Me tasi

le afe iva selau fasefulu
ma le fitu! Teacher points to the date he
has written: May 2, 1947. All
repeat. '0 le aso lua o W, tali
le afe iva Belau fisefulu
ma le fitut
Repeat the question with other
students. Let them ask and
answer each other.

Review all

SUMMARY Raiff

E fia masina i le tausaga? How many months in a year?

vaiaso masina weeks month
aso v7aaaso d_an week

'0 ai le masina muamua? Who is (what's) the first month?

lona lua beoond

mulimuli last

'0 ai le masina lenei? Who is (what's) this month?

'0 le g, le tausam lenei? What is this mar?
aso
daz

'0 le Aso Gafua le aso muamua 6 le VgiASO. Monday is the first day of the 'week.

Aso Lua lona lua Tuesday second

,Aso Lulu, lona tolu Wednesday third

too
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 Aso Tofi lona fa ,Tiumeldmar fourth

Aso Paraile lona llma Priday fifth

Aso Tolonei lona ono Saturday, sixth

Ag_t_si nulimuli Sunday last

10 le a le aso? What is today?

aso ananafi WAS yesterday

aso taeao s tomorrow

10 is Aso Lisa is aso. 21/ma Tuesday.

ananafi Tbsterday was

taeao Tomorrow will be

10 le aso fia is aso? What's today's date?

etc. etc.

10 le aso luasefulu Iasi le aso. Today is the twenty-first.

etc etc

10 lea lou aso 61nau? irimais your birthdate?

'0 le aso muamua o Mati. March first.

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 LESSON MIR.TY-TWO

TOPICS

(a) Adverbs of tine (parts of the day).

night po
morning taeao
etc.
(b) The interrogative adverb 'when'.
past anafea
future afea

MEM Substitution drill.

/.4'
MATERIALS

I/ 0/
A large chart like the one below.

..iir
, / 3 .4- ii .
..?
ii.1-
P-
..gic -
.7Ar wf
---

AO
i AA..1-
Air,
rter At
#94/.
SV

TIME: 1.5 minutes.

WWWOWNWOMOMOgaNWOOM THE LESSON cossmagegagagoggoagoamonsos

I. Introduce these new words using the picture..
,
po (night) Picture No. 1 moo ea (still sleeping)Pioture Nc-.. 2.
vaveao (early morning) Picture No. 2 ala awake) Picture 110.-3
t4e4o Oporm141) Picture No. 3 'ai eat) Picture -
No...3
aoauli afternoon) No. 1, figota (fish) Picture No. 4
afiafi (evening) Picture No. 5 tglele (bathe) Picture No. 5
moo (sleep) Picture No. 1 eva (roam at night) Picture No. 6

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 Zit Practice these Structures using the pictures.

ERE le tams i le iii. The boy sleeps in the night.

..M vaveao Sti11 sleeps early morning
a& taeao wakes morning
esi taeao eats morning
apt:a , aoauli fishes afternoon
tglele afiati bathes
ova g roams night,

Ill!. Change the tense marker. Repeat all the pictures with each tense marker.

10 logo mos le tama i le p. The boy is sleeping in the night.

etc etc etc etc

For he past and future add the words: ananafi and taeao (yesterday and
tomorrow):

Sa moe le tama i le plananafi (anapO). The boy slept in the evening yesterday.
moe pea vaveao still slept early morning
etc etc etc etc

-
10 lea moe le tame i le po taeao. The boy will sleep in the night tomorrow.
moe pea vaveao still sleep early morning
etc etc etc etc

IV. Continue with the past and future by introducing the words: anafea (past 'when')
and Zfea (future 'when').
(A) Draw a question and say the word anafea, then say the sentences below.

anafea sa moe ai le tama? When did the boy sleep?

Sa moe i le pro ananafi (anapB). He slept in the night yesterday.

Continue with all the pictures using anafeal

(B) Draw a question and gay the word afea. Say the sentences below.
10 afea 'o le1g moe ai le tama? When will the boy sleep?
10 lela moe i le po taeao. He will sleep tomorrow in the night.

Repeat for all the pictures using afea.

V. Introduce the word fai (to do) with all the tenses starting from the e/te tense.
10 le a lana mea e fai? (Point to picture No. 1) What does he do?
wv. Me sleeps.

Use the question for each picture.

Use fai in turn with all the other tenses in the same way using all the pictures
each time.
IMP

10 le a lana mea 'ua fai? What's he doing?

MID

10 le a lana mea to fai? What's he doing?

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 10 le lane mea sa fai ananafi? What did he do yesterday?
'0 le ; lama mea fai taeao? What will he do tomorrow?

Tr. Use the other dependent pronouns with the pictures for eact tense.
(i.e.)

'0 logo ciln moe i le pp. I'm sleeping in the night.

le You are
Re is
m--
ta momoe
ma
We (2) are
We (2)
lua You (2)
Thep (2)
atom We
Atom We
ton
Mou

Substitute mono* po in the above the pattern for the other verbs below:
momoe pea vaveao
ale taeao
falai taeao
figogota aoamli
tieelele afiafi
eva P;

Repeat this structure with all the other tense markers.

SUMMARY ItEvIEW'

10u to alu i le 124, I'll go in the night.

vaveao early morning
taeao morning
aoauli afternoon
afiafi late afternoon

Sa lou alu i le ii ananafi (anap;). I went yesterday in the night (last night).
ett etc

'0 le% alu i le go taeao. I will go tomorrow in the night (tomorrow

eto etc night).

'0 *fea na le alu ai? When did you go?

'0 ;fee lo le'; 'e alu ai? When will you go?
90 le 1 lama mea sa fai ananafi? What did he do yesterday?
'0 le 1 Lana mea la fai taeao? What will he do tomorrow?

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 LESSON TRIRTY-THREE

TOPICS

Continuation of adverbs of time

the day after tomorrow to-le aso tala atu taeao.

the day before yesterday 10 le aso tala atu amnia.
now nei
later nanei
just now ananei
earlier analeilE

METHOD: Substitution drills.

MATERIALS
A large calendar and a wall chart like theone used in Lessoa 32.

TIME: 45 minutes.

4MMMCGOOMOMMMDMMMONNMMINGOOMMOD THE LESSON OPEWSSMOMMOMNAISSIMMASS111018101

PART I.

A. Point to the corresponding days on the calendar to show the meaning of these
sentences:
10 le aso tala atu taeao. The day after tomorrow,
'0 le aso tala atu ananafi. The day before yesterday.

B. Use the calendar and the wall chart. Teacher models the practice sentences
first, students repeat, then students practice with themselves.

sau (come) - show its meaning with action.

'0 Efea 11 te sau al? When will you be coming?
10u te sau i le aso tala atu taeao. I'll come the day after tomorrow.
taeao tomorrow
i le A; taeao tomorrow night,
i le vaveao taeao tomorrow in the earlYBE
i le taeao taeao tomorrow morning
i le aoauli taeao toMorroe afternoon
i le afiafi taeao tomorrow rve®tt

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 C. Follow the Emma nroceedure:
10 anafea na to sau ai i lo matou nulu? When did you come to our village?
Na 'ou sau i le aso tale atu ananafi. I came the day before yesterday:.
ananafi yesterday
i le pZ ananafi (anapo) last night,
i le vaveao ananafi yesterday early morning
i le taeao ananafi yesterday morning
i le aoauli ananafi sterday afternoon
i le afiafi ananafi 22terday evening

PART II.

A. Using actions practice these new words, or use flashcards.

nei (now) point down to indicate now.
nanei (later) point down and ahead to indicate later.
ananei (just now) point down and directly behind yourself.
analeila (earlier today) point down and further behind yourself.

B. Teacher models the practice sentences first, students repeat, then students
practice among themselves.
E fai ..a.fea le a'oga? When will school be held?
E fai nei le a'oga. School will be held now.
nanei later

Na fai anafea le a'oga? When was school held?

Sa fai ananei. It was held ust now.
analeilg earlier

Change the noun to Lati (party), and talaloga (game).

PART III'.

A. Use the calendar for this section. Introduce these words by pointing to the
proper month and saying the whole sentence.

10 le masina lenei. Point to this month on the calendar.

lua tele last month
to sau next month

Students repeat with vales°, and tam/lege.

B. Introduce this next structure by pointing to the proper months on the calendar.
10 le masina i tale atu 10 le mising The month before last.
lua tea.
10 le masina i tale atu ,10 le masina The month after next.
mu.
C. Teacher models the practice sentence first, students repeat and then practice
on themselves.
alu (go) - show it's meaning first with action.

1E te alu afea i Apia? or When are you going to go to Apia?

10 ;fea le te alu ai I Apia?

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 Iva te alu i Apia i le masina la sau. I'll go next month.
vaiaso week
tausaga year

10u te alu i Apia i le masina i tala I'm going to go to Ania the month
after next. week
atu 1m le misinall; sau.
vaieso

D. Follow the same proceedure:

Na le alu anafea i Apia? or: When did you go to Apia?

'0 anafea na 'e alu ai i Apia?

Na 'on alu i le masina 'ua te'a. I went last month before last.
vniaso week
tausaga year

Na 'ou alu i Apia i le masina i tala I went the month before last.
atulo le masina 'ua te'a.
vNiaso week
tausaga yar

PART IV:

Use the pair and plural forms of the pronouns for the exercise in parts I and
The question can begin
III. Remember the plural of alu is o and sau is amai.
with the pronoun or the adverb.

Lua and

Lua te ;mai ;.fea? When will you (2) come?

NA te ;mai i le aso tala atu taeao. We'll come the day after tomorrow.
etc etc

'0 anafea na lua ;mai ai? When did you come?

SA ma ?Mai i le aso tala atu ananafi. We'll come the day after yesterday,
etc etc

Tou and Iratou:

'0 afea tou te a ai? When will you (pl) go?

Natou te ; i le masina 18 sau. We'll come next month.
vgiaso week

I1ETIM

Na tou o anafea? When did you go?

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Na Miltouic i le Zsina 'ua tela. We went last month.
vgiaso week
tausaga year

SUMMARY REVIEW

'0 le aso tala atu taeao. The day after tomorrow.

amanafi before yesterday

'0 le 'Alas° i tala atu'irle vaiso The week after next.

sau. masina masina month
IaBaafil tausagl
Mar
'0 le vaiaso i tala atuo.le vaiso 'ua The week before last.
tela.masina masina month
tausaga

10u to alu nei. I'll go now.

nInei later

Na Ion sou ananei. I came ust now.

analeilg earlier today

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 REVIEW DRILL TWELVE

TOPICS: Review of i ai.

METHOD: Transformation drills.

MATERIAL: Blackboard.

TINE: 20 minutes.

o oo;)eo THE MIL o®e(i?.eo@eoe.100,b(

I. The teacher writes a sentence from below on the blackboard. All the students
read the sentende. One student then changes it to a question, the next student
chances that question to a negative statement, the next student changes it to a
plural statement,the.next changes the tense. After each transformation all the
students repeat the new sentences.
(i.e.)
E i ai lana mea pu'eata. He has a camera.
E i ai sana mea pu'eata? Has he a camera?
E leai sana mea pu'eata. He has no camera.
E le'i i ai sana mea pu'eata. He had no camera.

The sentences:
1. Sa i ai la matou ta'avale. We had a car.

2,'0 le fale ta'avale la e i tua. The garage is in the back.

3.'0 le'a 'ou i ai taeao i le fusu.'aga. I will be at the boxing tomorrow.

i ai le mea 'ou to mana'o ai. There is something I want.

5. E i ai lo'u to'alua. I have a spouse,

6. Sa i ai le va'a ananafi. There was a boat yesterday.

7.'0 i ai le nil taeao. There will be a guest tomorrow.

8. '0 le teine sa i ai i le siva anap(5. The girl was at the dance last night.

9.t0 logo i ai le avanoa. There is a space.

10.41a i ai le fa'alavalave. There is a problem.

II. Let the students make up their on sentences and continue the drill.

ooe@ eo a eeeeoo!:,

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Na matou o i le masina 'ua te'a. We went last month.
vaiaso week
I2EME1 year

SUMMARY REVIEW

20 le aso tala atu taeao. The day after tomorrow.

ananafi before yesterday

10 le vaaso i tala atu.sele vilso IX The week after next.

sau.sasina masina month
tausaga jsza
t a u_
rear

'0 le Naiaso i tala atu2a.levalso 'ua The week before last.

telsjasina ma.sina month
tau_s_Lea

20u to alu nei. I'll go now.

nanei later

Na 'ou eau ananei. I came just now.

analeilg earlier todaZ

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 REVIEW DRILL TWELVE

TOPICS: Review of i ai.

METHOD: Transformation drills.

MATERIAL: Blackboard.

TIME: 20 minutes.

@Le..4C-)1)1,7:17_,('C;VrriTT-gegig@cr-TFIE DRIL e.eo EAO@O.. eAAci.loo A ,e.0E)@@cvsJOE!

I. The teacher writes a senterice from below on the blackboard. All the students
read the sentende. One student then changes it to a question, the next student
chanres that question to a negative statement, the next student chRnges it to a
plural statement,the.next changeq the tense. After each transformation all the
students repeat the new sentences.
(i.e.)
E i ai Lana mea pu!eata. He has a camera.
E i ai sane mea puteata? Has he a camera?
E leaf sane mea puteata. Re has no camera.
E le'i i ai sana mea puteata. He had no camera.

The sentences:
1- Sa i ai la matou ta'avale. We had a car.

2.'0 le fale ta'aval* la e i tua. The garage is in the back.

3.'0 leti 'ou i ai taeao i le fusu!aga. I will be at the boxing tomorrow.

4.111a i ai le mea 'ou to mana'o ai. There is something I want.

5. E i ai lo'u to'alua. I have a spouse.

6. Sa i ai le vata ammafi. There was a boat yesterday.

7.'0 ).eta i ai le malj taeao. There will be a guest tomorrow.

8.'0 le teine sa i ai i le siva anap6. The girl was at the dance last night.

9.10 logo i ai le avanoa. There is a space.

10.1Ua i ai le fa'alavalave. There is a problem.

II. Let the students make up their own sentences and continue the drill.

(!).e@imve.ow r i m((i)ci?e.,,eee(i)

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 REVIEW DRILL THIRTEEN

logm: Review of adjectives and adverbs.

METHOD: Expansion drills.

MATERIALS: Blackboard.

TIME: 20 minutes.

camtosmammmxxnawmcmcgrigang IBL:Equas

T. The teacher writes a short sentence from the list below an the blackboard.
The teacher then calls out the words in parenthesis and the students expand
the sentence accordingly.
(i.e.)
E alu le tPmP.(leng, taeao) The boy is going to go. (thkt, tomorrow)
E alu le tams, lens. That boy is going to go.
E alu taeao le tame, leni. That boy is going to go tomorrow.
The sentences:
1. /0 le teine.(15.pola, tele) The gir:.(big, very)
2. 411 momoe tamaiti.(gloga, solo) The chiliren are sleeping.(school, always)
3. Sa tale le ipu.(mIlamalana, The glafs broke.(clear, earlier)
analeila)
4. Tatou to 'aia le asupo(lana, Let's eat the corned beef.(his, not)
la)
5. Na le mce i le fale.(talima15, Did you sleep in the houne.(hotel, yesterday)
ananaf i)
6. ii le fanua.(lenei, matua) The land is forbidden.(this, exceedingly)
7. Iona ago fgnau.(rmua, lenei) His birthday.(first,this)
S. Togi le polo.(lakapI milosi) Thrmw the ball.(rugby4 hard).
9. Fai le siva.(Samoa, fa'apea) Do thy dance.(Samoan like this).
10, E 1Z sau le pasi.(a 'atm, toe) The bUs isn't going to come .(our, main)_

II.Let one student make up his own sentence ancUthe rest of the class expand it with
an adjective and adverb.

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 REVIEW DRILL FOURTEEN

TOPIC: Comparative and Superlative.

METHOD: Expansion and transformation drills.

MATERIALS: Blackboard.

TIME: 20 minutes.

0001000a0MMOMPOSOMONOMMO THE DRILL oo eoeeea eo i-A.oe4oie .;)eoeoo'0000

I. The teacher writes a set of words on the blackboard and a student expands them
into a sentence in the comparative degree. A second student changes that
sentence to the superlative degree. All students repeat each new sentence.
(i.e.)

taugati, meli, suka. expensive, honey, sugar.

E taugaale meli i l5 le suka. Honey is more expensive then sugar.

E sili ona taugata le meli. Honey is the most expensive.
The words:

1. 'auleaga, Sina, Tina. ugly, Sina, Tina.

2. mamafa, u'amea, vavae. heavy, metal, cotton.
j.
.
pale, pua'a, mails. lazy, pig, dog.

4. faigaiWavetalavaleviavevalalele.easy, driving a car driving a plane.

5. 'umi, niu, lalau tipolo. tall, coconut tree, lime tree.

6. Malelegg, loi, poggleveleve. industrious, ant, spider.
7. aulelei, Mele, Pua. pretty, Mele, Pua.
8. faigaig, Zlagafalaamelika, hard, American life, Samoan life.
Laga falasamoa.
9, mama, laupapa, mala. light, wood, rock.
10, loloto, sami, vaitafe. deep, sea, river.

II. Let the students make up their own sentences. The class repeats after each
new sentence.

00 000,40 fICC:t7M'Cre;;WAk.VM@COMMICaMokkokik_MMA)10.kla.V

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 GRAMMAR. REVIEW FIVE

NOTES ON LESSON TWENTY-SIX:

I ai normally translates as (there is /are.( It marks the existence, location or

possession of something.

E i ai le falalavalave There is a problem.

10 fea Io i ai le tame, Ihere is the boy?
E i ai tolalua There is my spouse.(I have a spouse).

The indefinite articles 01, ni) are used for questions and negative statements.
E i ai se fale? Is there a house?
E i ai ni falaoa? OOOOOOOOOO WOO* Is there any bread?

The negative existence is expressed in two ways.

(a) Iaiseini. Leai is the negative of i ai (perhaps and abbreviation of

of e le i ai). The indefinite articles always follow leai.

E leai se fale There is no house.

E leai ni tagata There are no people.

(b) Lego, le1i. These alternative present and past markers c'tan be used
with i ai. (See notes on Lesson 28).

E ai ni tagata There are no people.

E i ai ni tagata There were no people.

NOTES ON LESSON TWENTY-SEVEN:

twine, sai, siaki are the most common names for the face cards. The are
variations such as tamaloa (man) for the king and tama (boy) for the jack.

Aside from translating as the English 'there is/are; the structure i ai is the
only Samoan way of indicating Ito have'. This is done using the possessive
pronouns.
E i ai la'u ua There is my friend. or:
I have my friend. or:
I have a friend.

The indefinite possessives are used in questioning and negative statements.

E i ai ni ou tuafifine? Do you have any sisters?

E leas sana tupe He has no money.

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NOTES ON LESSON TWENTY-EIGHT:

The names of most buildings (i.e. banks, hotels, hospitals, etc) axe compounds of
the word fale (house) and the function the house serves. In most cases the compound
word is written as one word.
meli (mail) Falemeli (Post Office)
gie (cloth) Falelie (tent)
puipui (to enclose) Palepuipui (jail)
ta'avale (car) Pale ta'avale (garage)

When showing possessive (to have) the tense markers are placed before i ai to deter-
mine the tense of the utterance.
E i ai I have a
Sa i ai lalu I had a ....
'0 lela i ai 1.01.1 I will have a

This also applies tc the other functions of i ai as well (existence and location)..
Sa i ai le auala muamua There was formerly a road.
'0 fea sa 'e i ai Where were you?

When expressing the negative, leai can be used with all the tense markers.

E leai sa'u I have no ..

'Ua leai sa'u I have no
'0 lo'o leai sa'u I have no ..
Sa/Na leai sa'u I had no
'0 leai sa'u I will have no

There are alterntive structures for the past and present formed from the markers
le'i and le'o.
'0 lo'o leai la'u E 1;lo i ai latn I have no
Na/Sa leai latu E le'i i ai I had no

NOTES ON LESSON MEM-NINE:

Lanu means colour. The colours green and blue in Samoan are compound words meaning
'the colour of unripe things' (lanumeamata),and 'the colour of the deep sea,
(lanumoana). This type of colour description is true for a few other colours as
well (lanumoli - orange, lanupiniki - pink) otherwise the word lanu is omitted before
the other colours (mumu - red).

Adjectives used attributively follow the noun they describe. Adjectites used
predicatively are treated as verbs (i.e. they preceed the noun).
'0 le fug.E.Slau samasama .. The yellow flower.
E samasama le fugalalau Yellow is (the colour of) the flower,

mao? lena, aig are more formal than the demonstratives found in the first
Beaten of this book. The meanings are very similar to lea, lele, lale.

lenei this .(here)

lens that (there-close)
lela that (far away)

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 Dropping the le from each demonstratives gives the plural forms.
nei these (here)
4na those (there-close)
la those (far away)

Fa'ape-II is another question word similar in menning to falaLef2a. and fa'afefea.

It's usually translated: 'how is it', 'what is it like'.

The Samoan equivalent of 'like this/that' follows the same pattern described for
demonstratives above.
falapea/falapFnei like this (here)
falapena like that (there-close)
falapela like that (there-distant)

These can be used for both singular and plural.

'Aumai se mea falapghii Bring me something like that.
'Aumai ni mea fa'apea Bring me some things like this.

Note that some of the colours have plural forms. This is true of many Samoan
adjectives.
uliuli - ali black
pa'epa'e - papa'e white
tele - tetele great

NOTES ON LESSON THIRTY:

Gender is very important consideration when giving the names of the various members
of a family unit. In English one word is usually sufficient to describe a family
member, but in Samoan there are usually separate terms for the male and female.
There is a complete kinship termnology list in the appendix, so a brief explanation
here should be enough.

A man's son and daughter are ataliti and afafine respectively (from the words
alili,fafine). A man's brother is use and his sister is tuafafine. A man's
wife is referred to as to'alua (also: Ira) A woman's son and daughter are
called tama tama and tama teine respectively. Her sister is uso.and her,brother
is tuagane. Her husband is called to'alua (also: tine).
Tina (mother) and tams (father) are the same for both sexes as is fanau(child).
Note also that fanau, tama teine, tama tama, ava, and tune, are all 'a' nouns
rather than 'o' nouns as would normally be expected.
There are no comparative or superlative forms of adjectives in Samoan. (fast, faster,
fastest). Comparison is formed using the phrase i 16 together with the adjective and
t; two nouns being compared.

E vave le ta'avale i to le pasi....A cnr is faster than a bus.

Superlative is usually formed with the phrase sili ona (literally the highest
or most), together with the adjectives.

E sili ona mamafa Toma . Tom is the heaviest.

Note that this structure would be more complete if Tom was compared to some-
thing (i.e. heaviest of whom?).

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 E silt ona mz_afa Toma i 16 lgtou luma..Tbm is the heaviest of them all.

There are slight variations of expressing both the comparative and superlative
based on the above structures.
(i.e.)
113a puta Mele, 'ae pa'e'e Sina Mele is fatter than Sina.(tae - but)
E matua Mele is Sina Mele is fatter than Sina.
E aupito lapola Mele is latou 'uma Mary is the fattest of them all.

Some adjectives require j in the comparative rather than j 16 (as with matua
above)'.

NOTES ON LESSON THIRTY ONE:

The words Ianuari, Peouari, oerila, and Paraile are sometimes pronounced with an
'1' in place of the 1r1.
When asking the question: What is this month ?. The interrogative pronoun ai
(who) is used. This is usually the case in questions concerning proper names
of countries, villages, people and months. It is also possible to ask the same
question using 'o le a (what) with the names of the months.
'0 le a le mgsina lenei? What is this month?

Lenei used in this lesson means 'nowt, tL1J1 means past, and totoe (plural of tag)
means remaining.
Stressing the last syllable of aso (day) changes the meaning to today (aso).
Another way of saying this is: 10 lenei aso, or '0 le aso lenei.

Taeao means both tomorrow and morning.

The question in this lesson: What is your birthdate (10 le a lou aso fanau ?) can
also be asked:

'0 ales, lou aso f-anau? When is your birthday?

NOTES ON LESSON THIRTY-TWO:

The Samoan day is divided into many more parts than the English day. The times below
are relative to the seasons of the year, and it is possible that the names given will
vary from person to person.

6 am - 12 pm: taeao (morning).

12 pm - 2 pm: aoauli (afternoon).
2 pm - 6 pm: afiafi (late afternoon).
6 pm - 7 pm: afiafipS (dusk - night).
7 pm - 12 pm: pF (night).
12 'pm - 6 am: vaveao (early morning).

ap.2An is the more common way of saying 'last night/. Note the prefix ana which gives
the root word a past meaning.

anapo last night.

anataeao this morning (past).
anafea when (past).

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 The word ananei is very common in everyday speech but is probably a relatively
new word since many Samoans still use the word nei for the same me-ning.

It is important to use the proper form of 'when' in Samoan. Afea always refers to
future, anafea to past.

NOTES ON LESSON THIRTY THREE:

Tala atu means 'beyond' or the other side of (as opiosed to tala mai - 'this side of
or 'toTards ma') It is used in both the past and present to describe the day, week,
mc-tr, or year before or after.
'0 le aso tala atu taeao... The day (beyond) after tomorrow.
'0 le aso tala atu ananafi..The day (beyond) before yesterday.
'0 le MaSina i tala atu 'o The month (heyond) after next.
le Masina sau.

The preposition i is used before tala atu in sentences where the subject ;,,ord
(gm, Masina, tausaga, etc) is repeated as the example above with rgsina
but not in the first two sentences where aso is not repeated.

Note the word order in the questions using Flea and anafea. If the sentence begins
with the adverb, the particle ai must follow the verb.

'0 anafea na le sau ai?.....When did you come?

Na 'e sau arorafea?....... When did you come?
sau is short for '0 leta su.
-
'0 le tausaga 'a sau . The year that will come.(next yerr).

Lea is often used to describe future as well as past time depending on the
cont-xt.
0 le tuisaga lea Next year,
trLusagn lea Last year.
.

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 WORK SHEET NUMBER FIVE

I. Translate these sentences to Samoan.

1. There are three days remaining.

2. I have no brothers.

3. I have tem sisters.

4.. Our father is in New Zealand.

5. What is your friend like?

6. Do it like this.

7. Bring something like that.

8. How old is your mother?

9. Who is older you or your sister?

10. The Samoan flag (fu'a) is red, white, and blue.

II. Make complete sentences from each group of words.

11. Taou, momoe, rignei.

12. Anafea, 'oulua, fatatau?

13. '0u, sau, ananei.

14.. Le'i, 'ai, analeilg, tama.

15. Otou, toe fo'i (return), tausaga 'a sau.

16. Oti, tamgloa, aso tala atu ananafi.

17. Samasama, lg (sun),

18. ';, matanatas tifaga, ananafi?

19. Fai, ananafi?

20. Afea, fa'a'uma (finish), ggluega?

III. Write the question in Samoan, then answer in Samoan.

21. What is the &-Ls?

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 22. When is your birthdate?

23. What are the names of the twelve months?

24. What was last month?

25. What is the day after tomorrow?

26. What is the fourth day of the week?

27. When did you come to Samoa ?

28. When will you return to America?

29. What did you do last night?._

30. What did you eat earlier?

31. Where will you go later?

IV. Fill in the proper parts of the Samoan Day.

AM PM

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IV. Write sentences from these word groups.

Comparative:

38. Toma, *umi, Slone .

39. Mele, poto, Sine.

40. Maile, fe'ai ( fierce) pusi.

41. Amelika, tele, Samoa.

Superlative:

42. Mau'oa (rich), tagata Amelika

43. Native (poor), tagata Initia (India).

Vave (fast), va'alele.

0.0000,,e 4411gg04gIggIAPPW44WIVIAFV-
1ve e6, oo,ffooeoe.
C@Q

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GIVING DIRECTIONS

THE WORLD MAP

WORDS OF DOUBT

NEGATIVE COMMANDS

SALUTATIONS MD ENCOURAGEMENT

SAMOAN GERUND AND INFINITIVE MOOD

PASSIVE VOICE

THE RELATIVE PARTICLE AI

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 LESSON THIRTY-FOUR

TOPICS: Giving directions.

METHOD: Series drill.

MATERIALS :

A large wall map of a section of Apia like the one below.

'ELE'ELE FOU
.1011M

HANDICRAFTS

BEACH ROAD
FILE
BURNS TuS I
mousi E
PHI LP (BP) SA
METOTIS I

PILE FM FAL! TALE

"VALE LAUD
TAIGA
A

CHAN
MOw
TIME: 45 minutes.
t' TEE LESSON WAMMMUMNMWMMMV-.@XMAMCINGO
1. Introduce these words using the map. As an alternative, flashcards can be
used with the Samoan words on one side and the English translation on the re-
verse.
taumatau --right (aide) tafatafa - next to
tauagavale left (side) i le va - between
liliu - to turn o'o - until (you) reach
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 - -
alu Sato (falasalo) - to go magafa - four corner intersection
straight
sopotia to cross (a road) mggatolu - three corner intersection
fa'afeagai - opposite i tai - seaward
tulimanu - corner i uta - inland
sasale - cast
sisifo - west
II. Using the map and tracing the directions with a finger, the teacher reads
each sentence, explains its meaning with an action, and makes students
repeat. Start at the x and proceed to the locations in questions.

(A) Mark and x at the falekamuta. Ask the question and make the students
repeat. 'Teacher then says each sentence below with appropriate action.
Students repeat. (Make sure the students can say each sentence easily
before proceeding to the next).

(Q) E fa'apefea ona 'on maua le R.S.A.? How can I find the R.S.A.?
(A) Savali i tai se'ia coo i le Beach Walk seaward until (you)
Road. reach the Beach Road.
Liliu i lou tauagrmale. Turn to your left.
Savali aa'o se'ia o'o i le R.S.A. Valk straight until (you)
reach the R.S.A.
'0 le R.S.A. e i le itu i tai i le The R.S.A. is on the sea-
va o le faletusi ma le Ofisa o ward side between the
Pisikoa. library and the Peace Corps,
Office,
Let all the students practice this dril1. Remember that for each
sentence the teacher must show an explanatory action using the map.

(B) Follow the same procedure as above. Place an x at the PAN All office.
(Q) E fa'apefea ona maua le falesa How can I find the Methodist
Metotisi? Church?
(A) Savali i tai o'o i le Beach Road. 7Iaik seaward. until (you)
reach the Beach Road.
Liliu i lou taumatau. Turn to your right.
Savali sa'o se'ia o'o i le fales3. Falk straight until (you)
reach the church.
'0 le falesa e i le iti i uta i le The church is on the inland
va o le faletupe ma le faletusi side between the bank and
Metotisi. the Methodist Bookshop.

Let all the students practice this drill.

(C) Follow the same procedure as before. Paten x at the Fishery's off/06

(g) E fa'agfea ona 'ou maua le fale How can I find the barber's
'otiulu? shop?
(A) Savali i uta ma sopolla le 'aua].a. TAIk inland and cross the road.

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 Savali sa'o se'ia o'o i le mggatolu. Walk straight until (you) reach
the three corners.
'0 le fale 'otiulu la e i le tulimanu The barber's shop is on your
i lou tauagavale. left corner.

Let all the students practice this drill.

(DO Follow the same procedure as before. Place an x at the Polynesian Office.

(Q) E fa'apefea ona sou maua se taxi? How can I find a taxi?

(A) Savali i sasate ma sopo'ia le maga. Valk east and cross the three
tolu i luma o le uati. corners in front of the clock
tower.
Savali sa'o se'ia o'o i le falemeli. Walk straight until (you) reach
the Post Office.

tO le tui a taxi la e falafeagai The tati stand is opposite the

ma le rale mrli. Pest office.
(E) Follow the same procedure as before. Place an x at the pacific, Meats.

(q,) E fa'apefea ona 'ou maua le10fisa How can I find. PAN-AM Office?
PAN-AE?

(A) Savali i sisifo ma sopolia le migaf4. 7alk west and cross the four
corners.
Savali pea i sisifo se'ia o'o i le Continue walking west until (you)
magatolu. reach the three corners.
Liliu i tai. Turn seaward.
Savali sa'c se'ia o'o i le'Ofisa Walk straight until (you) reach
PAN-AM. the PAN-AV office.
0 le 'Ofisa PAN-At'. la e i tafatafa The PAN-AV office.is next to the
o le faletupe. bank.

Let all the students practice this drill.

III. Let the students construct their own questions and answers using the map.
Remember that for each sentence they construct, an appropriate action must
be performed with the map.

SUINARY REVIEW

E fa'apefea ona 'ou maua le R.S.A.? How can I find the R.S.A.?
Savali i tai Walk seaward
uta inland
sasa'e east
sisifo west

Liliu i lou tauagvale. Turn to your left.

taumatau right

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 Savali se'ia o'o i le mggatolu. Walk until you reach the three
corners.
mggaia four corners
Sopo'ia 1e auala. Cross the street.
'0 le faletupe la e i tafatafa o The bank is next to the That
le falemeli. Office.

'0 le R.S.A. la e i le va o ?.e `of. The R.S.A. is between the

o Pisikoa ma le faletusi. Peace Corps Office and the
Library.

'C le tulasipasi la e falafeagai ma The bus stop faces (is oppo-

Burns Philp. site) Burns Philp.

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 LESSON THIRTY-FIVE

TOPIC: World map.

?ETHOD: Substitution and mimicry drills.

MATERIALS: A sic map of the world.

TIME: 45 minutes.

THE LESSON ee, e.. e. e.O@OO:E,001.2

I. Introduce these new words using the map.

atmualu - country Lgsia - Russia
lAusetilia - Australia Niu Sila - New Zealand
Palani - Prance PerifFnia - Britian
Fiti - Fiji Saina - China
Igpani - Japan Samoa - Samoa
Kanata - Canada '0 le Unaite Setete - The United
btates.

vasa - ocean konitinefa - continent

Pgsefika - Pacific 'Aferika - Africa
'Atalani - Atlantic 'Amelika - America
'Initia - Indian 'Asia - Asia
'Atika - Artic 'Europa - Europe
'Anetatika - Antartic 'AusefFlia - Australia

II. The teacher models these drills, students substitute the underlined words. Use
the map.
(A) '0 ai le atunu'u lea? Who is (what 's) this country?
10"Ausetalia le atunu'u lens. That country is Australia.
Falani France
Fiti Fiji
etc etc

(B) '0 ai le vasa lenei? What is this ocean?

'0 le Pgsefika le vasa lens. That ocean is the .Pacific.
'Ataleni Atlantic
etc etc

III. Introduce these words.

fa'afanua - map (point at the whole map) sasa'e - east (point to the map's
left)
matu - north (point to the top of the map) sisifo - west (point to the map's
right)
saute - south (point to the bottom of the
'ekueta -equator (point to the
map)
equator)

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 The teacher models these statements and questions, students repeat.

(A) '0 niaia o le feafanua. North of the map.

saute South
sasa'e East
sisifo West

(B) '0 fea e i ai Samoa? Where is Samoa?

Niu Sila New Zealand
lAusetglia Australia
Fiti

'0 Samoa e i saute o lelekueta. Samoa is south of the equator,

Niu Sila New Zealand
etc. etc

(C) '0 fea e i ai Kgnata? Where is Canada?

LUsia Russia
le Unaite Setete the United States

10 anata e i mgta o letekueta. Canada is north of the equator.

LUbia Russia
le Unaite Setete The United States

(D) 10 fea e i ai Saina? Where is China?

Igpani Japan

'0 Saina e i sisifo o'_melika. China is west of America.

Igrani Japan

(E) 10 fea e i ai Pereiania? Where is Britian?

Falani France

'0 Peretgnia e i sasa'e otAmelika. Britian is east of America.

Falani France

IV. Teacher models these statements and questions, the students repeat. Introduce
the following words.

itu - side i le va - in between

(A) 'C fea e i ai le Unaite Setete? Where is the United States?
anata Canada

'0 le Unaite Setete e i le ita matil The United States is in the north of America.
eAmelika.
Kalata Canada

(B) '0 fea e i ai Falani? Where is France?

Peretania Britian

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 10 Falani e i le ital. sisifo o'Europa. France is in the west of Europe.
Peritaria Britian

Continue in this manner for the other countries and continents.

(C)20 fea e i ai le vasa PEsefika? Where is the Pacific Ocean?

'Atalani Atlantic Ocean
'Initia Indian Ocean

'0 le vasa P;sefika e i le va o'Asia The Pacific Ocean is between Asia and
ma 'Amelika. erica.
'Atalani 'Amelika ma'Etropa Atlantic Ocean America and Europe.
' Initia 'Aferika ma'Ausetilia India Africa and Australia

(D) 10 fea e i ai le konetineta o1Amelika? Where is the continent of America?

'Asia Asia
'Etrapa, Europe
rAferika Africa
'Ausetalia Australia
10 le konetineta o'Amelika e i le vt7 The continent of America is between the
o le vasa Asefika ma le vasa2Atalani. Pacific and Atlantic.
'Asia o le vasa Pasefika maturopa Asia Pacific Ocean and Europe
'Bigmat o le vasa 'Atalani malsia lam
Atlantic Ocean and Asia
tjuNmnika o le vasa2Atalani ma le vasa Africa Atlantic Ocean and Indian
' Initia. Ocean

'AusetAlia o le vasa Pasefika ma le vasa Australia Pacific Ocean and Indian

' Initia Ocean.
V. Let the students answer'each other's questions using the map.

SUMMARY REVIE'

'0 ai atunu'u lea? Who (what) is this country?

vasa ocean
continent
konetineta
'0 Niu Sila le atunu'u lea. That country is New Zealand.
Fiti Fiji
etc. etc

'0 Hawaii e i matu o Samoa. framaiiis north of Samoa.

saute Dam south
'Amelika sasa'e America east
Niu Sila sisifo New Zealand lest

10 fea e i ai Falani? Where is France?

'0 Falani e i le ita i sisifo o le France is in the west of Europe.
konetineta o'Europa.
'0 Falani e i le vg o Pereiania ma France is between Britain and Germany.
Sanani.

@p.i,eaceee r cooe:2a0 moe @ere) (ile;o?',,q)E,e(f.?

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 1ESSON THIRTY - ix

TOPICS:

Words of doubt:
(a) maybe masalo
(b) probably qtonu
(c) probably not 'ailoga
(d) to be likely falamata
(e) to suppose matea

METHOD: Substitution drill.

MATERIALS:
A blackboard and flashcards for the new vocabulary.
masalo maybe
ml7futaga gathering
latonu probably
'ailoga probably not
falamata to be likely
matea to suppose
sato correct
see; wrong

TIME: 30 minutes.

MWAMMOISICA4WACCWAnC@Pgatr. THE LESSON fiegattiMagfiglefafftegfigetWONANO

I. Masalo - maybe

Masalo e 1;mata le lotu i le tolu. Maybe the church starts at three,

fono Etttka
a' o, school
mgfutaga gathering

Change e to past isna) and then future (lo 101).

Masalo sou to toe fia 'al ranei. Maybe I'll be hungry again later.
i le aoauli in the afternoon
i le afiafi in the evening
A le Oa at n3 t
taeao tomorrow

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 Change lou to Ba and mZtou. Remember to change to the plural verb (va'ai).

II. 'Atonu - probably

'Atonu sa timu analeiig. It probably rained earlier.

ananati yesterday
anataeao this morning
.1121a last night

Atonu timu analeila. It probably didn't rain earlier.

etc etc

'Atonu 'e te ita i le maile sa tab. Your probably mad at the dog that bit
lo_ u vae. your
lou lima hand
lou use brother
lau u5 friend

Change to the past tense sa m).

III. 'A/logo - probably nott I don't think

'Ailoga e ulaula le tamatitati. I don't think the lady smokes,

inu pia drinks beer
siva dances
faigaluega works

Change to plural (taniglitali). Remember to change to plural verb forms

(ulaula, feinut11!4!2).

'Ailoga e 3au le 1221.. I don't think the bus is coming.

vale. boat
va'alele plane
tams .122Z

Change the tense to fU_Alp sat 'a ('o lela), and bo (to lolo),

IV. Fa'amata - what do you think, to be likely.

Palamata e timu taeao? Do you think it will rain tomorrow?

laofie be sun
vevela be hot

Change to future tense (to lela or la),

Falamata le te eau? Do you think you will come?

talalo play
tafao roam about
male. travel
galue work

Change le to lua and tea. Remember to uee the plural verb forms (ooal, ta'avalot
tafalaot gglulue).

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 V. Matea - (I) suppose.

20u te matea 'e te sal°. I suppose you are right.

i_ loa know
SOBS are wrong
penal°, are lying

Change 'e to 1a and lltou.

to matea 2e to le sa2o. I suppose your not right.

iloa you don't know
sea your not wrong
pepelo your not lying

Change to past te' 3e 022.).

VI. Student' take turns asking questions and replying using the above structures.
If the students wish to know any new vocabulary words the teacher must write
the new words on the blackboard as the students ask for them.

4le"ervi)tJvv(14'.,3V,"1, r 1 1 'a ) l'eA,P.7,oz! 441o7 .,

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 LESSON THIRTY-bmai

TOPICS

(a) Negative commands.

(b) Common vices.
(c) Reported speech.

METHOD: Substitution drill.

MATERIALS
A blackboard and flashcards for the new vocabulmloy,
pepelo lie misa quarrel
gaol steal palauvale cursing
fiapoto conceit 'aua don't
ulavale mischieves :Zia desist
faitala gossip a forbidden
taofi stop pieta noise
fai to say falalogogati.. disobedient
pato to clash about.

TIME: 30 minutes.

THE LESSON C@S@MCMCWWVAI@Va@WOMMMOM

I. 'Aua - don't

One student sags: Another student asks: Another student answers:

'Aua le pepelol '0 le ; lava tale Na faimai e 'aua le 291222.
Moi gaol
fiapoto etc
faitala
fusu
palauvale
piss

Don't lief What did he say? He said don't lie.

steal etc
be conceited
be mischievous
gossip
fight
curse
be noisy

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 "Ana te pepelo! '0 le I Lana tala? Na fai mai e "aura le pepelo.
etc etc

Don't lie! What did he say? He said don't you lie.

etc etc

Change 'e to lua and tou. Remember to change to the plural verb form (621,
flapi9oto, Blavavale, faitatala, fufusu, Pilauvale),

TI. Sae - desists stop.

One student says: Another student asks: Another student answers:

Saa le pepelo! '0 le a le tala a Na fai mai Simi e sofa le
fie--)oto Simi? pepelo.
sa_luvale etc

piss
fatalogogati

Stop 111 What did Jim say? Jim said to stop lying.
being conceited etc
cursing
being noisy
being disobedient

Soia 'e te pepelo! '0 le a le tala a Na fai mai Simi e sofa Ie te

etc Simi? pepelo.
etc

You stop lying! What did Jim say? Jim say for you to stop lying.
etc etc

Change te to lua and tou, (fatalogogata - falalogogatatI) .

III. SE - forbidden

'Ha sa onapepelo. Na fai mai e a? Na fai mai lua sa, ona pepelo.
piss etc

inu pia
ulaula
It's forbidden to lie. What did (he) say? (He) said it's forbidden to lie.
make noise etc
steal
drink beer
smoke

'Ha da le pepelo. Na fai mai e Na fai mai "ua iE le pepelo.

etc

Lying is forbidden. What did (he) say? (He) said that lying is forbidden.
Etc etc

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17. Safi - stop, halt.
Tiofi le algj Na fai mai e a Simi? Na fai mai Simi e taofi le mi.
fono etc
siva
talavale.

Stop the bus! What did Jim say? Jim said to stop the bus.
meeting etc
dance
car

lAua 'e to taofia le Na fai mai e a Simi? Na fai mai Simi e 'e to taofia
20 le 122.1I
etc etc

Don't you stop the bus! What did Jim say? Jim said for you not to stop
the bus!
etc etc

Change le to lua and tou.

T. Students take turns making up statements and using reported speech. All new
vocabulary should be written on the blackboard.

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 LESSON THIRTY-EIGHT

TOPICS

(a) well wishing manuia

(b) congratulations mai;
(0) thanks fa'afetai

METHOD: Substitution drill.

TIME: 30 minutes.

OfitiegalaelMMONAGEMMONAMMOMMMOONNA THE LESSON

I. Mhnuia - well wishing

Mania le EINE4 Have a happy izat

Xilisimask Christmas
Tausaga You New Year
aso fin= birthday
fatamuli stay behind
aso claz
night

Change to the possessive form (i.e. ladlou: Mhnuia lau malagal) .

II. Ma lo - congratulations

Ma; le 1271W Congratulations on the (good) speech:

soifua life
siva dance
sausaunos entertainment
fa'auli driving
ta gal° 'playing
e working
taumafal trying
malaice
t212.

Change to:
161; lava le liga1 Much congratulations on the good speech!
etc etc

III, Falafetai - thapks

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 Fa'afetai le Agalektil Thanks for the kindness!
alofa love
fautua advice
falanoalo paiteness
geese cooking
tgpuali support
kuka cooking

Fa'afetai i lo tous7.eil Thanks for your (pl) kindness'

lo tou alofa love
la tou tautuaock advice
la tou fataI1oalo politeness,
la tou 4Esesega cooking
la tou tIpualioa support
la tou ktka cooking

Fa'afetai mo le meaa1ofal Thanks for the jail

meataumafa food or drink
mealai rood
iimanoa chance
Isiasign visit

N. One student gives the salutation, another the response,

1151; le soifual N51; fo'i le soifual

NW.17) le fa'aulil NE13 fo'i le i;puali (cupport)I

Fa'afetai Idasi magvisit)! Fa'afetai fo'i susu mai (come)!

Mania le as61 'la, manuia fo'i le mail

Nil; lava le galuel Ifil; fool_ le tZpualil

P. The teacher says the words below. Students add either mania, mal3 or fa'afetai.

le malaga le fa'auli

le alofa le soifua

leyese le gasese

le fesoasoani le sausaunoa
le as8 Xilisimasi

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 LESSON THIRTY-NINE

TOPICS

Samoan infinitives and gerunds with ona.

(a) It is possible to go E mafai ona alu.
(b) It is proper to speak E tatau ona tautala.
(c) Is smoking permitted? E taga ona ulaula?
(d) Have you been long in *40000 'Da leva ona 'e sau?
coming?

METHOD: Substitution drill.

MATERIALS: Blackboard.

TIME: 45 minutes.

@e e ee-1 ,,EirlA@o@eaeo-)o). THE LESSON

I. Mafai - to be possible, able.

E mafai ona 'ou nofo i'inei? Is it possible for me to sit here?

lima
lila there
there
IT there
tole here
there
Change 'ou to ma and matou (pl. nonofo). there

E rimafai ona 'e nofo ilinei,' It's not possible for you to sit here.
line there
etc. etc
Change le to lua and tou.

E mafai ona inu le mea lerin Is it possible to drink thPt?

ai
eat
lamu Chew
folo swallow
lati bite

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 -
E 1; meal. ona inu le mea lena. It isn't possible to drink that.
etc etc

II. Tatau - to be proper, fitting, should.

tatau ona i le lotu. It is proper for me to go to the

service.
atom school
fono meeting,
fa'amavaega going away party
feast

Change lou to 13 and 13tou. (plural of alu - i).

E lg tatau ona 'e alu i le lotu. It's not proper for you to go to the
service.
a- tom. school
etc. etc.

Change to:
E le tatau ona is alu i le lotu. Its not proper for him to go to the
service.
etc. etc.

Sa tatau ona tautala. It was proper to speak.

pass 'AM
siva dance
moe sleep

E le'i tatau ona tautala. It wasn't proper to speak.

etc etc

III. Tager - to be permitted.

taga ona ulaula? Is smoking. permitted?

inu pia drinking beer
siva dancing
tautala talkie

E lg taga ona ulau1a. Smoking is not permitted.

etn. etc

E taga ona ma ; i le tifaga? Are we permitted to go to the movie?

fusu'aga
fono m sir
siva uP

E 15 taga ona lua ; i le tifaga. Its not permitted fcr you W 7u

to the movie,
etc. etc.

IV. Leva - to be a long time.

'Ha leva ona 'e sau i Samoa? Has it been long for :,ou to come to
Samoa?

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 nofo stay in
faipiluega work in
taunu'u arrive in

E le'i leva ona 'ou sau Samoa. It hasn't been long for me to come to
Samoa,
etc etc

'Ha leva ona ma masani. It's been a long time for us to be

12e acuaaitited.
uo be friends
;mai come
falatali be waiting
tilanda be talking

'Ha leva ona 'Glue le Wage Has the school been over for a long
time?
fond meetiniK
lotu service
mgfutaga Fathering

Leal, e le'i leva ona talua le a'oga. No, it hasn't been long since school
was over.
etc etc

V. Students take turns making up questions and answers using the structures in
this lesson. All new vocabulary should be written on the blackboard.

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 LESSON FORTY

TOPIC: Passive voice.

WETTCD: Transformation drills'.

MATERIALS:
flashcards for the new vocabulary and a blackboard.
to shoot fau to build falafeee to scare
to feed falafou.,.to repair sasa * to beat
to chase talepe ...to break tale to break

/1.0 to find fasi to beat fufulu to clean

to :)repare Bute to look fa1Saogrt to use
for
ote to scold tipi to cut

TIME: 45 minutes.

THE LESSON 0110Maglag@geglgonigake©MMOINNI

I. The teacher models the sentences in both active (left margin) and
(right margin). Students repeat. Repeat the drill saying only the passive
active
sentence, the students transform it into passive voice.

(A) 10 le tama na fanaina le pua'a. Na fana le pua'a e le tama.

fafagako fafaga
tulia tuli
taoa tao
mauaina maua
The boy shot the pig. The big was shot by the boy.
fed fed
chased chased
baked baked
found found

(B) Stou to falateua le mea'ai. E falatau le mealai e tatou.

faia fai
laia lai
saunia sauni

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 We b the food. . The food is bought by us.
fix fixed
eat eaten
prepare prepared

(C) 1U4 lgtou famine le fale. 'Ua fan le fale e

falafouinE falafou
talepeina talepe,

They are building the house. xne house 1 0 6 tieing

116 uu.s.xt, u/ bueM.
repairing repaired
breaking up broken up,

(D) '0 lelg lgtou fasia 'oe. '0 le:a fast 'oe e latou.
su'ea sule
satiglas tote

They will beat you. You will be beaten by them.

loo_ k for looked for
scold scolded

(E) '0 ai na falafefeina le pepe? Na fa'afefe e al le pepe?

sasaina sasa
mauaina mama

Who frightened the baby? The baby was frightened by who?

beat beaten
found found

IT. The teacher first models both the questions and answers. Students repeat.
The teacher then asks the questions and students answer.

(A) ITJA tapuni le falamalama? Leal, e le'i tapunia.

tatala tataia
tale taeia
fufulu fufulua

Is the window shut? No, it hasn't been shut.

open. o en
broken broken
cleaned cleaned

(B)Mafai le mea'ai? Leal, e le'i faia.

'al gala
sauni saunia

Was the food fixed? No, it hasn't been fixed.

eaten eaten
prepared, prepared

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 (C) 10 al na fataadiina lo'u'ofu? Na,fataao4 e Simi lou ofu.
saaaeina sasae
tipia tips
max:
Who used my clothes? Your clothes were used by Jim.
tore tore
out cut
stole stolen

III. The teacher writes these word lists on the blackboard. Students t turns
making up sentences in either active or passive voice. When a students says
his sentence, the rest of the class transforms it into the other voice.

VERBS NOUNS
alexia (to kick) aitu (ghost)
are area (to ascend)a'oga (school)
ramaia (to start) fono (meeting)
falafefe fa'afefea (to scare) ipu (dishes)
gaoi gaoia (to steal) lupe (dove)
fufulu fufulua (to wash) masa (rock)
Tana Ximaina (to shoot) mauga (mountain)
fai faia (to do, to 'ofu (garment)
say) lima (hand; arm)
maua mauaina (to find) pepe (baby)
rote lotegiaina (to scold) tupe (money)
sae saea (to tear) teine (girl)
soli solia (to break tala 00000 kocetT±(1317°-27)
laws) nu'u 'village)
togl togia (to throw) taui reward)
tuli tulia (to chase) tut fond (taw)
niu o (coconut tree)

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 LESSON FORTY-ONE

TIC: The relative particle al,

METHOD: Svbstitutionittansformation drills.

MATERIALS

Flashcards for the new vocabulary and a blackboard,

linolino - to hate lama night fishing
naifi knife teutusi envelope
salu broom fatailoga stsmp
IMP
fan tileti2e...to ride
tetela divorce fatamau....engage

TIME: 45 minutes.

4,oeiteeei),,c,aoc.qq@ipenceA. THE LESSON

I. WHERE. The teacher models the first few sentences in each drill. Students
repeat. The teacher then says only the underlined word and te students sub-
stitute into the sentence and tr-nGform the sentences according to the pattern.

(A) 20 le fale. 'E te alu i le fale? 'E te alu i al?

tifaga ti1aa 'E te alu i ai?
siva siva 'E te alu i ai?
lotu lotu 'E te alu i ai?
The house. Are you going to the house? Are you going to it?
movie movie Are you going to it?
dance dance Are you going to it?
service servi,:e Are you going to it?

(B) E te alu i le fale? 'Toe, 'ou te alu i ai.

tifaga Lead, 'ou te lg alu i ai.
siva 'Toe, 'ou te alu i ai.
lotu Leal, 'ou te lg alu i ai.

Are you going to the house? Yes, I'm going to it.

etc No, I'm not going to it.

(C) '0 fea 'e te alu i ai? 'Cu te alu i le fale.

(repeat)
DAO.
etc
Where are you going I'm fining to the house,
movie
etc
II. 1M Follow the same procednre as befcee.
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 (A) '0 *le, 'E te alofa is Mele? 'E to alofa i al?
(repeat with linolino finolino
studental names) fesoasoani fesoasoani
fiafia fiafia

Its Mary. Do you lave Mary? Do you love her?

hate hate
ke)p help
like like

(B) 'E te alofa a Mele? 'Ioe, 'ou te alofa i ai.

linolino Leal., ou te lT linolino i ai.
fesoasoani qt.*, 'ou te fesoasoani
fiafia Llai, lou te lZ fiafia i al.

Do you lo r, Mary? Yes, I love her.

hate No, I don't hate her.
help Yes, I help her.
like
No, I don't like her.

(C) '0 ai 'e te alp ofa 'Ou te al_ ofa is Mele. '0 Mele 'ou te alofa i ai.
i al?
linolimo 1inolino linolino
fesoasoani fesoasoani fesoasoani
fiafia fiafia fiafia

Who do you love? I love Mary. MarylI lave her.

hate hate hate
help 222 help
like like like

Aug ma Follow the same proceedure as before.

(A)'0 le naifi. 'E te mana'o i le 'E te mana'o ai?
naifi?
salu salu (repeat)
1ili
teutusi teutusi
SA:ailoRa fa'ailoga

The knife. Do you want the knife? Do want it?

broom broom
fan fan (repeat)
envelope envelope
stain
Elam
(B) 'E te =nal° i le naifi? 1I0Wou te mana'o i ai.
Balm Leaiolou te le mana16 ai.
111i 1Ioettou te mane() ai.
teutusi Leaigeou te nlaneb ai.
'Zoe, 10u te maneo ai.
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 Do you want the knife? 'Yes, I want it.
broom No, I don't rant it.
etc etc
(C)10 le 'a le mea 'e te mana'o ai? 10 le naifi (le mea 'ou te mana'o ai).
etc

What thing do you want (it)? The knife (is the thing I want it).
etc

IV. WHEN. Follow the same procedure as before.

(A) Na 'ou moe anapo. '0 anafea na 'e moe ai? '0 anapo na'ou moe ai.
lama lama lama
eva eva eva
mall

I ,)._,Le21 la at night. When did you sleep (at)? I slept (at) last night.
fi::hel
mo....s+. ...a fish fished
;:.,amed roam roamed
was sick When were you wick (at)? was sick

(7,) '0 afea e fai ai le P7atr.7 10 taeao lava e fai ai!

fusulaga '0 taeao lava e fai ai!
fatamasinoga '0 taeao lava e fai ai!

When will the party be held? It will be held tomorrow!

boxinz (repeat)
covrtcase

V. The teacher models a few sentences. Students repeat. The teacher then says only
the first sentence and the students transform it using ";he particle ai.

(A) Na 'ou sau i 1p valalele. '0 le valalele na 'ou sau ai.

pass pass
pikiapu pikiapu

I came in a plane. The plane is rh-t I came in.

bus bus
pick-up pick-up

(B) 10u te fiafia i le Eilusami. '0 le palusamivou te finfia i ai.

olo palolo
falapXpX 121.2.-2721

I like palusami. Palusami is (what) I like.

Dalai° Palolo
fa' at apa Falapap5

(C) Na la falainoipo anafea? '0 anafea na la falainoipo ai?

tgte'a fetela
Lalm2a falamau
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 When were they married? When were they married et?
divorced divorced
engaged engaged

(D) Tou te fia o i fea? '0 fea tou te f_ i ai?

malaga malaga
tiletile ti'eti'e

You want to jm where? Where do you (pl) want to to?

travel travel
ride ride

Y. Let dents ralce up their own sentences Toe le rest of the cless to
transf, using ai.

eeee(iee(Doo-ftee ,e(e;)1. _e

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 REVIEW DRILLS FIFTEEN AND SIXTEEN

TOPICS: Directions and World map.

METHOD: Situational Re-enforcement.

MATERIAL:

A large map of the world and a map of Apia like that used in Lesson 34.

T1ME: 30 minutes each drill.

THE DRILLS --r- e

I. Direction Drill: The teacher gives each stue,ent a slip of paper with two map
loca'A.cns written on it. Each utudent takes a turn iireatiEg another student from
one location (i.e. falemeli) to the other (;..e, LS.A.) using the ma?. Student.
should use the structures from Lesson 34.

II. World ]dap Drill: The teacher directs the students in ',:he game of 'Where ai TV.
One person stands before the map ane says: 'W "'-ere ac, IV. Inc other students
ask questions in turn that elicit a 'Yes' or 'No' answer. , A "..ft* answer idrits
the student another question. When a 'No' answer is received the next student
asks the questions. The person can be a country, ocean or continent. Use the
structures from Lessc. 35.
(i.e.)
PERSON: '0 fea e i ai a'u? Where am I?
STUDENT 1: 'E te i Saute o lell_uta? Are you south of the equator?
PERSON: floe. Yes.

STUDENT t1. 'E te i sisifo o'Amelika? Are you west of America?

PERSON: 1Ioe. Yes.
STUDENT 1: 'E te i1Amelika? Are you in America?
PERSON: Leai. No.
STUDENT 2: 'E te i le va o 1Amelika ma Are you between Amer. : a and Africa?
Welika?
PERSON: sloe. Yes.
STUDENT 2: 'E te i le vasa1Atalani? Are you in the Atlantic ()cern?
PERSON: 1Ioe. Yes.

The student who guessed correctly now comer to the map and answers the questions.

660§trAMMX04=16't."-Crg.',
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 REVIEW DRILL SEVENTEEN

TOPIC: Use of infinitives and gerunds.

METHOD: Substitution drills.
TIME: 30 minutee.

@e.oeee e* i!eeee.ee eEleciizet-ve THE DRILLS Ottgogg@At4trittg?s4lig@g1Wrig@ggalg@gglOP

The teacher models the drill, students repeat. The teacher then says only the under
lined word(s) and the dudents substitute.

I. 'Ou te fatamoemoe'ou te alu. I hope to m4

l'Amelika. return
maua le fatailoga get the prize.

'Ou te fia alu. I want to LE.

toe fo'i i return L') America.
maua le fatailoga. get the

E mafai ona alu. It is possible for me to fa.

toe fo'i itAmelika. return to America.
maua le fa'ailoga. get the prize.

II. 'Ou te le mana'o 'e te ulaula. I don't want you to smoke.

palauvale mai curse at me.
sau sot° come a lot
tilotilo mai. look at me.

'Ou te le fiafia i lou ulaula. I don't like your smoking.

palauvale mai. cursing_at_me.
sau soto always comming.
tilotilo mai. looking at me.

E le tatau ona 'e ulaula. It isn't proper for you to smoke.

palauvale mai curse at me
sau sot° come a lot
ti]otilo mai look at me

III. F leli alu (ia) e le mea'ai. (He) didn't go to prepare the food.
'amata le galuem, start the work.
fafaga pua'a. feed the pigs.
roam last night.

E leli fia iisesea(e ia) le mea'ai. (He) didn't want to mrepare the fQ21.
'T.snat; galuega. start the work.

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 E fia fafaa (2 ia) le pua'a. (He) didn't want to feed the pigs.
eva eo ia)
roam last night.
sa ona ia apemen le mea'aj.
pre.&121112.1221 by him is forbidden.
igmatg le alma, Lta.zaracthe work
fafaga Feeding the pigs
eva.
Roaming about

IV. Ea too e fa'atali se pasi. We went to wait for a bus.

mg-tamataj le taluga watch the race.
falalogolago i is ARga listen to the speech.
tata, kitala
play guitars
/Ua m7 fia maua se pasi.
We went tst_mtas_j_ms.
mgtamata i le tu'uga.
watch the race.
fa'alogologo i le liuga listen to the speech
tats k3tala
play guitars

elJa levy ona mg fa'atali i se pasi.

It's been a long time for us to
wait for a bus.
mgtamata i le tglua.
watch the race
falal.o.e la a.
listen to the speech
rata kitala
play guitars

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 REVIEW DRILL EIGHTEEN

TOPIC: Passive voice.

WTHOD: C "nbination drills.

MATERIALS: Blackboard.

TIME: 30 minutes.

MOSAMMMMMMMMMMMMMMMMOOP.SAMOOOMM TEE DRILL

The teacher writes these 10 word sets on the board. The students take turns form-
ing complete sentences from them in both active and passive-voice.

(i.e.).
At*L1s4 falegoloa, taman.oa. opens store/ man.
NA tatala le faleloloa e le tamEloa.The store was opened by the man.
'0 le tamttloa na tatalaina le fale'oloa.The man opened the store.

The sentences:

14 rattan, tusittansiitoga. read, book, schoolboy.

2. lave, pasi, Simi. drive, bus, Simi.
3. tags, tupelo pepe touch, money, baby,
4. a'oa'o, Gagana Samoa, papalagi. learn, Samoan Language,foreigner.
5. foa'i, meaalofa, teine. return gift, girl.
6. fa'avela, mea'ai, lo'omatua. cook, food, old woman.
7. lafo, tusi, Pita. mail, letter, Pita.
8. falallaga, letio, Lama. ulavale. ruin, radio, mischevious boy.
9. fa'atau, talavale, matai. buy, car, chief.
10. tea, tale, fafine.
arrange, hotse, woman.

' !.! '' '' l'!'

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 GRAMMAR REVIEW SIX

NOTES ON LESSON THIRTY FOUR:

The most common directional terms in Samoan

are seaward (la) and inland (ata). Un-
less the object being located is described
in reference to some ,her object (next
to, behind, etc), the words above are preferred
over left, rigi, , east, west, etc.
This is even true miles inland where the
sea is not visible but its direction is
known.

The question used in these drills (E falap;fea one

maua le R.S.A.? etc) can be
asked other ways but the one above will usually elicit
of the place inquestion. directions rather than location

'0 fea le R.S.A.? 004 OOOOOOOO OOOO Where is the R.2rA.?

'0 la e i tafatafa o le faletusimits next to the
librtry.
Se'ia o'o is a commonly used idiom for.luntil
reaching,'
Palatali se'ia o'o i le lima Wait until it reaches 5 (o'clock).
The word liliu (turn) is properly applied to
people. There are two other important
words meaning turn.

Afe is normally use for vehicles or when the turn

is a change of normal direction,

Afe i he isilauala
Turn off on the other street,

Fa'asaga is used to mean face a direction.

Falasaga mail
Turn (face) to me!

The words mEgari

and magatolu are derived from the root word &a
branch' Thus the word Magafg meaning 'fork or
means the point of four branches (roads), and mggatolu
the point of three branches. In Samoan, one would refer to the next four road
brand.
(iagafX)rather than 'the next road.'

The phraselis facing ' in Samoan uses the word 'with' (ma)
where in English one would
nct normally use a preposition.

'0 la e falafeagai ma he faletupe..It's facing

the bank.
4 means space between. This is a common idiom thPt is applied to almost
any subject,
'0 le vg o ou taliga
The space between your ears.

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 NOTES ON LESSON THIRTY-FIVE:

Notice the use of the phrase lo ai rather than to le a when referring to countries,
oceans, etc.
'0 al lou atunu'u? no(what) is your country?
The student should be aware by now that to ai is used in reference to most
proper nouns rather than to le '5, (what).

The demonstrative pronoun (11 )of Lesson 11, is not used when locating these geographi-
cal terms with the map.
'0 Fiti e i saute o letekueta.... Fiji is south of the equator.
'0 Simi ] e i fafo Jim is outside.

Note also the use of the phrase e i al (is) in the question:

'0 fea e i al einata? Where is Canada?
This can also be asked with the lo logo tense marker.

'0 fealo i ai Kinata? Where is Canada?

The four compasspoints can be used as nouns, adjectives or adverbs in Samoan. As a

noun, they take the particle 'o, as adjectives they take the preposition i and follow
the noun; and as adverbs they take the preposition i and follow the verb or word they
modify.
'0 mate o Samoa The north of Samoan. (noun)
'0 Samoa i Sisifo Western Samoa. (adjective)
Na lou malass i saute Samoa I travelled south of Samoa. (adverb)

The student should note that the last syllable of some of the directional words are
stressed to expresas greater distance.
tits far inland
sisifa far west
Similarly, the prefix to is joined to certain words to express short distances:,
gatai a little towards the sea.
giluta a little inland.
gaga' e a little to the east. (infrequent)
g5gaifo a little to the west. (infrequent)
Churchward notes that the word sasale is derived from ale (up) and sisifo from
ifo (down) referring to the rising and setting of the sun .;1 the east and west.

NOTES ON LESSON THIRTY-SIX:

Masalo in this lesson can be used as a verb, adverb or noun.

10u te masalo 'ua alu le tama I think the boy has gone. (verb)
Masalo 'ua alu le tama The boy has probably gone. (adverb)
'0 la'u masalo, 'ua alu le tnma My opinion is the boy has gone.(noun)
The adverb titonu is an idiom which is- probably derived from the words CI (future)
and tonu (to be agreed or decided). 'Atonu begins the sentence.
atom la te omai taeao They will probably come tomorrow.

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 LLLLamt le idiom tl-at may well be a combination of the words la (future)
A eilega tell° - i don't know)

'Ailoga e sau le pasi The bus probably won't come.

:.:.amata comes from the root mata (to look like or have the appearance of being). It
normally translates with the word 'you' understood.
Fedmata'ua 'Uma le lotus Do you think the service has ended?

M-tsa is the 'passive' form of the verb mate (to guess). The position of mate in the
sentence many times deterrdnes the form that should be used. (See notes on Lesson 23
related to Samoan Passive Voice).
'Ou te matea e tatau ona lou alu.I suppose I should go.
Mate mai lo'u igoa Guess my name.

NOTES ON LESSON THIRTY-SEVEN:

'Aua generally commands that an action not

'Aua and 63ia are very close in Theca-ling.
take place while ina puts a stop to an action that has already started. In some
situations however either could be used interchangably ('aua le pisais;ia le pisa)
Both'aua and saa can be used three ways:

(1) With the indefinite indicctive (2/u tense and dependent pronoun) .
'Aua tou te -)epelo Don't you (pl) lie.
(2) With the definite article Je in a gerund form.
Siiia le pisa Stop making noise.
(3) With neli (lest) with or without a Pronoun. This construction is not
very common.

'Aua lava neli le tautala Don't you t: Lk.

a can be used with ona or the definite article le to forr thr infinitive mood or
gerund of the main verb. See Notes on Lesson 39 for an explanation of this.

'Ua sg ona palauvale It's forbidden to curse.

'Us sa le palauvale Cursing is forbidden.
Taofi means stop and is normally used with nouns where as 'aua and sofa are used
with verbs.
1- tam' Stop the boy!
Alua 1- alu laofie Don't gt; until its sunny.

The student ohou]d note that tYe ,article fia c7n 'he prefixed to several verbs to
give neg-Aive char:lc. trains as in poto (clever) - fianoto (trying to put on
c]everness). Some common ex:q-iples are:
fiasili trying to be a big shot.
fiaoio trying to show off.
fiatagata .. being. a snob.
showing off strength.

FOT:F; CN L1:S7tN TTTRTY-FIC,HT:

Manuia and E515 are c-eneral words of rood wishes rnd congratultions. Yelluia is used

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 before the event and man during or after the event. MR1O is also a common word of
greeting used almost in the light as tElofa but with a implied congratulations
on arriving.

Note tat both Eai: nanuia are used with the definite article le (or it's
possessive counterparts - la'u, lo'u, etc) and thus when used :pith a verb they
form a germd.
MAT6 le ta'alo! Good playing!
The word fa'afetai (thank you) is used frequently in many formal expressions of thanks.
The preposition mo (for) is used Primarily for objects or nouns and the preposition i
usually preceeds the possessive pronouns when they are used.

Fal:afetai le falaIoalo Thanks (for) the politeness.

Fatafetai mo le meaalofa Thanks (for) the gift.
Fatafetai i lou alofa Thanks (for) your love.

The student should note that every salutation, politeness, congratulation., or en-
couragement demands a similar reply in the Samoan custom. Sometimes the reply is
identical with the salutation wit!, the addition of fo'i (also) or lava (much), while
in other cases a complementary response is required.

Two people working:

Ng15 le galuel Good working!

LILO fo'i le galuel Good working also!

Only one working:

M3l3 le galuel Good ,'ngt

mg1; le tMpuatil Good -141

NOTES ON LESSON THIRTY-NINE:

The four words in this lesson (mafai,, tate% km., and 1272) are very common auxil-
lary verbs used to form the Samoan gerund or infinitive mood. All of these wc'ds
normally take the particle ona between them and the main verb to give the English
gerund or infinitive of that verb. It should be evident that there is much inter-
changeability between gerunds and infinitives in Samoan formed with ona.
E taga ona ulaula 000000000 perraissable to smoke.
Smoking is permitted.
E mafai ona alu It's possible to go.
Going is possible.

There are other ways of expressing gerunds and infinitives bedides the use of oaa.
(1) E. Use of this particle before the second verb creates the infinitive
mood.
Na tou fai atu i le tame e sau I told the boy to come.

(2) Indefinite indicative (/te tense). Repetition of the pronoun withelte

tense marker also gives the infinitive mood.

Na lou alu you to fggota I went to fish.

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 (3) 1 . Use of the preposition i sometimes follows certain verbs. (musu, poto,
Elo masani fete, a'oa'o) to give both the infinitive and gerund.

'E te fefe i fuse Are you afraid to fight?

E masami le tama i le lama The boy is used to night fishing.

(4) Fia prefixed to verbs creates a simple infinitive.

'E te fia talele? Do you want to bathe?

(5) Le, the definite article (and its possessive counterparts) may be prefixed
to the verb to give the gerund.
Itra 'lima le siva The dancing is finished.
E le lelei lava ta'alo His playing isn't good.

Review Drill 17 contains more examples of these different structures.

NOTES ON LESSON FORTY:

The distinction between active and passive voice as related to the verbal endings (a,
ina, ia, fia, lia, etc) has long been disputed, and to date has not been com-
pletely resolved. It was originally thought that these endings had the effect of
changing a verb from 'active' to 'passive' form. It has been demostrated however that
this is not always the case in Samoanland many examples can be found in which the suf-
fixes are present but the sentence cannot be easil_ shorn to be passive, or is in fact
active. None of the existing texts on S7mor.n language (See Bibliography) agree on the
actual function of these endings but :!ilner in his Samoan Dictionary seems to have
the most reasonable explaination. Be wfites, in part:
"...the distinction between active and passive... is largely meaningless,
91nce it is alien to the structure cf Scan Language. The difference
between the presence or absence of ... suffixes appears to be an ex-
ponent, not of voice, but of aspect.
(i) In general a base followed by one of those suffixes denotes a
process or action considered in its entirety, i.e. envisaced as
a complete or completed process, rhether in the present, past,
or future.

(ii) The function of those suffixes may also be relative, rind, more
1
specifically, anaphoric."

It is probable that to Samoans the verbal endings do not represent a distinction of

active and passive voice but rather, as Miner ebtes,rn over all view of the -ction
which is expressed with the suffixes. Marsack for one feels that perhaps the use of
the endings is only a matter of euphony.

The student would be wise to follow the general rule of thumb mentioned in the
notes on Lesson 23 until an 'ear' is aquired concerning the use of these endings.

1. G.B. Milner; Samoan Dictionary, Oxford University Press 19664.

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 As for the verbs themselves, the stud nt must remember that not every verb
can take an ending. There is no complete list of those that do, but the par -
tiallists mentioned in the notes on Lesson %-1 would be :;art;. obtaining forret--
erenoe. The most common ending is ina (used with most reduced verbs).
Students may find it helpfUl to use this ending when in doubt about the cor-
rect suffix. !rote -1p0 ore ver'c's c n tke more than one ending.

NOTES ON LESSON FORTY-ONE

Ai in this lesson is a relative or anaphoric particle that has no one single trans-
lation. It is used in reference to some antecedent (time, place, third person, or
idea) that is implicitly understood or 1-,as been explicitly mentioned earlier in the
sentence. It always follows the verb, and is 2roceeded by the preposition i (to)
when the action of the verb is directed to s:-,mething or someone.
'0 fea.le te alu i ai? Where are you going to?
'0 ai 'e te alofa i ai? ...... do you love to?
Note that i is not present with verbs that show no direction to.
'0 fea 'e te nofo ai9 where do you stay?
The student should try to practice using this particle, which is very common,
since its absence from a sentence detracts not only from the meaning, but al-
so the rhythm and balance of !'-e sentence. As a general rule, the particle
ai should be used whenever the sentence spoken refers to something or some-
one being talked about, or mentioned previously in the sentence.

For example if someone was talking about papaya and you wished to say 'I don't
like itllin Samoan you might say:

20u te lt fiafia i ai I. I don't like (to) it.

Or introducing a new object in the sentence with the verb at the end:
'0 le moli le mea 'ou te le "... An orange is the thing I don't like.
fiafia i ai.
Some words always take the particle ai when they occur at the beginning of a
sentence and are follower by the main clause. These include fea (where), men
(thing), nfea (when), anafea (when), aiseg (why), 20
le i (what).
'0 afea tau te momoe ai? When will you (pl) sleep?
Tou te momoe afea9 When will you (pl) sleep?

This relative particle ai is not to be confused with the interrogative pronoun ai

(who) introduced in Lesson 11. and 13.

_ f)

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 WORK S'h2a NUMBER SIX
I. Translate these sentences into samoan

1. I live in North America.

2. Where is ynur village?

3. How can I find the bank?

4 .Walk inland until you reach the four corners.

5. Stop the buel

6. Don't liel

7. What did Sina say?

8. I told you to be quiet.

9. We went to see (matamata) the movie.

10, The door wasn't open.

II. Translate into laplish and answer in Samoan.

11. '0 ai 'e te manato ai? (Simi)

12. '0 fea na lua ; i ai ananaii? (Apia)

1,3. '0 ai la te fa'atali i ai? (le pule)

14. '0 le-a le mea tou te mananalo ai?

1
15. 10 anafea na taunu'u mai ai le vale.?

III. Write a short descriptive paragra h in Samoan for the follorinc

"Miere can I find the hospital?"

"Valk east until. you reach the Pol6

ice Station. 2urn to your left and walk
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 inland. Cross the four corners at Wife, and continue walking inland until
you reach the three corners at Moto'otua. The hospital is on the right side."

Write a short descriptive paragraph in Samoan following the English story, below:

northeast - matu i sasale, New York - Niu Ioka, close - latalata, sight - va'aiga
forest - vacamr,oa, desert - toafa, mountain - mauga, river - vaitafe, city -
'alai, warm - alfanafana, strange - 'ese'ese.

Hello! Nrneme is X. I come from the Unitcd Sta'es in North America. Our
family lives in the northeast of the United States in the state of New York.
The Atlantic Ocean is closer tc our state than the Pacific Ocean. My country
has many sights. In the west al., forests, deserts and mountains. In the east
there are rivers and many large cities. In the south of the United States the
the climate is warm. In the north it is cold. The United States is a strange
country.

V. Write active and passive center., in Samoan from the Enggl sentences below:

build - feu, carpenter - kInut,a, thief - tageta gaol, ser 1otu, pastor -
faifelautbible - Titsi Paia, trnnslate - fa'aliliu, missio,lary - aisicnare.

16. Our house is being built by carpente from Silumu.

11111/,

17. The thief was bitten in the leg by their fierce dog.

18. The food was eaten yesterday. (the boy)

19. The service will be conducted by our pastor.

20. The Bible was translated by the missionaries .111011M

4) 11 ei qt .1,11 I,

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 COEMICTIONS

PPZIPOUTIC12

SII3Oarial5S CLAUSES
IDIOM= COINESNCTIONS
READING att CatiMIENSION

27
5P
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 LESSON For/Ty-Iwo

TOPICS

(a) why 'alma, to lea le mea.

(b) because 'alas inasual leagas soma so.

METHOD: Substitution drill.

MATERIALS
Fla:. 7ds for the following words with the English tnanslation on the back.

maliu a deaths to die to pain

uo . , friend laiseg why
leaga bad 'ate, because
maua .. ,.- to get 'ina sua because

Iona to because

TIME: 30 minutes.

e.ee ^ .eee 0@ee ee YfIgelttitt15'MICV4 THE LEE!'N CIPAIWO 44):!:,e(i2e ezivane

I. Introduce t7-:e -ocabulary with the flashcards.

The teLzher models the firs,.: few sentences in each exercise. Students repea.
The teacher then says only the substitute words (underlined) and the emdent:
change the sentence accordirerky.

'Aisea 'e to ta ai? Why Pre you crying?

ita

fasanoaroa sad

happy

IMP

sAisea 'ua 'e tagi ai? Why are you crying

etc
-
sAisea na (ia) ta61 ai? Why is he crying?
etc etc

'Also:: sua tou ai? Why are you (n1) crying9

feita angry
falnoanoa sad

fiafia haaay.

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 sAisai lua te fetagisi ai? Why are you (2) mine
etc etc

III. The teacher models -.hese next drills first, just AA in part I.

20u te Iu2Vat; 'ua tiga lo'u mata. I'm crying because my eye hurts.

ita leai se mea'ai angry

an there's no food

falanoanoa alu la's u5 sad a friend left.

fiafia maua1a2u tupe happy I got my. money

'Ua lou tam aua biga lolu mata. Dm crying because my eye hurila.

etc etc etc etc

tip lolu mata.

Na loullal'aua sa Ilia I cried because my eye hurt.

ita leai se mea'ai was angry there was no food.

fa'anoanoa alu la'u uo was sad my friend left

fiafia maua la'u tupe ine happy 1bE? EL2c2ile

- -
Na iaINEL'aua sa tka lona mata. He cried because his eye hurt.

ita leai se mea'ai wag angry there mas no food.

fa'anoanoa alu 'Jana uo was Erd his friend left

fiafia maua Tana tupe was happy hit his maau

- - - -
'Era matou flta:gisi 'aua 'ua tiga o We're crying because our eves hupt,
matou mata.

feita lea' ni mea'ai angry theca :'.; no food

fa'anoanoa 6 a matou u5 sad our friends left.

fiafia maua a matou tupe happy we got our money

Mi te kfkUIL'aua 'ua Aga o ma, We are crying because our eyes hurt.
mata.

feita leai ni mea'ai angry there's no food

fa'anoanoa 6 a matou u; sad our friends left

fiafia maua a ma tupe happy re Lot our money

IV. klternves for 'Ai ea.

20 le a le mea le te ai? ..:%c!trs rr:-Lr.on I riaz?
ita L11-Y
fal-LnoNr nad

2(Dn
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 110 le g le mea 'e te fiafia ai? 'That's the reason why you're happy?

'0 leg. le mea 'ua la fetZgisi ai? What's the reason why they are crying?

feita angry
etc etc

'E te tagi o le a? Your crying for what (reason)?

ita MEZ
etc etc

Na latou fetagisi 'o le a? They are crying for what (reason)?

feita

etc etc

V. Alternatives for laua.

'Ou te tagi gna 'ua tiger lo'u rata. I'm crying because my eye hurts.
ita leas se mealai any there's no food

falancanoa alu lalu a; sad my friend left

fiafia maua la'u tupe 12...vLMtiSLRrIni°2Zie

15:-Lm feZgisi'ina 'ua tiger o !Rey are crying ecause ati.r22-L.

Tatou mata.

etc etc etc etc

- -
10u te to i leaga'ua I101211gglIA. I'm crying becac;se my eye hurts.

eta etc etc a cc

..0
Sa is tagi leaea na tiga lona mata. He cried because his eye hurt.

et4; etc etc etc

'Ou te taza 'ona 'o le teine leaga. I'm crying because of the bad girl.

ita tams ulavale anf2y naughty boy

falanoanoa maliu sad decth

fiafia meatai happy f,-)d

Sa matou fetagisi 'ona '0 le teine. We cried becluse of the bcd

leaga.

etc etc etc etc

0' 11.1 KY.; ()-- r P)':cr crff'C'trY'reg' Ogi-1-'00- iY (Yrn7fY.:(r

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 FCLLC.7 UP LESSO

TI1.7:: 30 minute.

',:rite the story on the :-roard:

(a) Teacher recis the story once, students listen.

(b) Review new vcc,:,bu1L,,ry words in ech sentence.

(c) Everyone re-reads tocether.

(d) Students answer the cuestions.

'C LA'U 113

'Ua 'ou fatr:_noanoa leaua leiloa la'u mane. Sc sola 'ese 2nanafi lona
lo'u tama. Na ita Iola 'a.; 'e le mil,;: ztolP r,alai. IC
le mea 'w ita ai lolu tames, lona r ,-,2cata mealPi, lae m77tou
Sc. 'ou taLl i le ase 17_toa tom. lo 1;0u 'Ou to -lofa tele i
la'u maile,vaua lo la'u ue. T7losia Ia toe taeao.

VCCA7ULARY
lelloa lest sola lose .... run aray
'e by
latoa . Yrhole t7losia to pray, hope lae but
mativa

ra sola 'ese ai 1L,

2, I 4tu'o le a lona t- ma- ?

3.'0 le 7_ le mea s' i le aso 'atoa?

4.1(kiseZ lua is alcfa i le maile?

5. '0 le a la!la .-1osca?

II. Er 0 the story.nd write these sentence outlines (Al

1. fa'anoanoa 16i7oa

2. sola lese....lolu

3 ita...lolu realai

4.'0 le mea 7titiva

5. t, i Ntoa mPile

6. alof:2 r-ile la'u u-6

7. t7losip to sau

The students now -r.y to ce:Tese complete sentences from t1-.ese fracmrnts based
('F. tie 1.Y.ory. (i.e)
I. fatanoan0a....lii10a....maile
'ou falanoanoa leaLa 'ua lEiloa la'u maile.

r' '.(1) r('(' ' (r(ri r rI'rcr rr cry nr r rrriv-rrrn'Y'n-rrrrn: 262

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 LESSC.N FC:ITY-77137E

TOPTCS

(a) but 'ae,

(b) nevertheless 'ae peita'i

=HOD: Substitution drill.

LATTRIALS

Flashcards for the new vocabulary below.

maua to ce.t t
but
av'nop orportunity be stubborn
7711o1eaga...bd behavior fiapoto to be conceited
bap but 'ae neitali..nevertheless

30 minutes.

(X fY-CCOYTY.CSIE:eAkir: 1 11-J 1117 SSG P'TYT:r: r0-1971:r

I. 'Ae - but

(It) 'Cu to fia nese lap. 'ou te fia I ike to sini7 but I don't like to d -nce.

t70(._ &Ell swim fish

lai inu eat drL7k

ta'aio fuse LLaZ fiCht

LIZ to fia, pencse 'ae m7i te 17 fia "We like 't ;, but we don't like to
sis5va. dame.
t7te,ele facrroota
i,,..-__ swim fish

'alai feinu eat drink

t;:talalo fulusu Play fight

Repeat with m7to1.:.

(R)Sa 'ou 17-ota 'ae 'ou te ie'i main:_ I ff.ph7d 1-)ut I didn't get a fish.
ce ita.

f 5 ] _ u ' cja tune worked Pny money

a]u si lwnted to ro a bus

J1

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 Sa tou fia situ lae 'ou te le'i maua I wanted to come but I didn't get an
se avanoa. opportunity.

fia tDele vai wanted to 7)a.,.e any water,

Sa 11 f1gogota tae la te le'i ma,a They (2) went fishing but they didn't
ni get any fish.
. -
falgaluega ni tupe worked any morey

fia o se asi wanted to go a bus

fia omai se avanoa wanted to c,re an opportunity

fia talelele se vai wanted to bathe any water

Repeat with latou.

II. .121. - but

(A) 'E te 1)2RE12 so'o 'a lua tou You lie a lot but I st3.11 love you.
alofa pea.

pica make a lot of noise

faitala gossip a lot

aci steal a lot

falalili always stubhorn

(B) 'E to lua and tou.

(C) to last tense (sa),

III. 'tie peitali - nevertheless

(A) E lese le zfnelo,'o le teine The girl really lies it I still like
lae peitati lou te fiafia lava her very riuch.
i. ai.

pisa makes a lot of noise

faitala gossips

mat steals

'ai eats a lot

fiapoto is crncei.te(3.

(B) Chance le teine to lalua, 17to*J.

ggp-3-.7dsr.r 774747-:J.; Tfx-rig_Arcix.:()- (7Y;r2 .r

FOLLO: 1T1'

1z1, 3C testes .

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1. Follow the same procedure as in lesson 42.

'0 LA'U U5 TEINE

E i ai la'u uo teine, 'ae i ai lona falaflt:uli. E laulelei tele ma atamai,

'ae reitati, e amioleaga. E gaol, e faitala, e pepelo fo'i ma ulavale tele.

Sa faigaluega is B.P. 'a 'ua telatona 'o le matagaoi. '0 aso la nei, 'ua le
toe fie7Ilueca 'a 'ua ta'ata'a lava i Aria ma amioleaca ai. '0 is lo se

teine leaca, 'ae peita'i, 'ou to alofa lava i ai'aua e tauagafau.

VOCABULARY

fa ritauli problem pretty atamaib... sma

riattgaoi stealing aso la nei these days tata.tata..roar.

tun. te ' a to be fired taua.r-afau.... polite, well meaning.

QUESTICITS

1. '0 le a le fa'afitaulilo le teine?

.

2. fea sa f.J.cluega ai?

. -
3. 'Aisea na ai?

4. tc a ,,. mea 'o fai i aso nei?

5. e saga alofa ai le tama i ana 113?( saga - to persist)

II. Erase the story and write tese words on the board.

1. la'u u75 'ae....falafitauli

2. 'aulelei, atamai...:ae peita'i amioleaga

3. ;-.7_,oi faitLla pepelo fo'i ulavale

4. sa faicaluegn 'ti; te'....'ona 'o matacaoi

5. as, la nei le f:.icalueca....a ta'atz ...Apia amioleaga

u. 10 in teine leaga -lofa 4 aua....tauagafau

r fr,.r r(r

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 LESSOY 1-J'ORTY-FOUR

TOPICS

(a) if (im "ted future) (pe) 'a

(b) if (ft (pe) lafai

(c) if ( (pe) Yana

-ITHOD: Substitution drill.

_ATERIALS
Flashcards tit following new vocabulary.

pe I; pe Yana if oso...food Gift

pe 17fni
____...if
TIME: 30 minutes.

gr_TCOSCO' ?7C4-Tr-f='11,DRAC4@ THE LESSON '''r:r7P- '"(-71r.Y'rrTf:07?

I. Implied future

YOu te le alu Dela timu. I won't if it rains.

Kaue ztork

malapa travel

lotu attend ehUrch,

71oF^ attend school

'A timu, You te le alu. If it ralm, I w'on't La.

etc etc

lAnmiY ;Je tune peva le sau. Erinr some money f you come.

oso a food gift

faro nia a bottle of beer

letio a radio

polo a ball

IA 1(' 'aumai se tupe. If :,.ou come brine :ome mcnel.

etc etc

II. Future tense:

Zia te le o pe lafai e timu. ( ) -on't zo... if it -ill r in.

savavali
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 Na to 1Z savavali pe 1:fai e timu. 7e (2) won't walk if it will min.
Talulue rcrk

ta'a'alo play
cmai come

- -
'Afai e timu, ma te le o. If it will rn (2) ron't LE.

etc etc

'Aumai se tube pe 7ua te 3mai. Bring some money if you Till come.

oso food rift

faro nia bottle of beer

leti; radio

polo ball

'Afai te 7mai, umai sc. If you will. COPC bring some ma au.

etc etc

II. Past tense:

'Cu te le alu re 'ana timu. I v!ouldn't have cone if it had mine''

p7 due worked

etc etc

'Ana tir:lu,'ou te i'e al.t . If ii r-ined I rorldn't have

gone.

etc etc

'Cu te <L1 u :.e 'ara ' c t -fi taT. is r Fone if you had stopped
he bus.
e car

pit ilapu nick-up

'Ana 'e t7ori le nai tr E.1u. If you hid stopped the bus I ould
have (one.

t: '-v le c-sr

it j'apu nick-un

(,,i,"1"1",,ri(rr( t' r f rrrry:-Y-x-11'1"Yt r rfr-zr,,rarr.-T.-P17ffirrerir7r)

'00T.T C U7 T

30 -:7rutes.

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 Follow the same procedure as in Lasso, 42.

10 LF IADLAKAPY

E i ai la matou 'aulakapi. Matou te talatalo i le AF.,.to To'ona'i talitPsi pe 'a

le timu. Na timu la le Aso To'ona'i talu ai. Eatou te ta'avalo pe 17na le
timu. '0 lea na matou o ai e inu pia. Sa matuE, feinu tagata rauglua
leva e la to toe inu pia. 'Cu te la fia inu pia pe la pisa ni taFata ma e sill
atu le pisa o la matou 'au. 10u te la alu pe lama 'ou iloa e tutupu ni fa'a-
lavelave. Sa fai atu le is t-ma o la matou 'au i le rule o le pg.. "7 a pe
'aunai fua ni a mats I fagu?" Na fai mai le t;Imaloa e le mrail 'Arcata loa

le misa.
VCCA71.71ARY
'au team is'alavelve trouble
laulakapi...mLby team pule br
talu ai past na
matua7 superlative F a , 1. , 7 ._ , il)CV t
sili atu....superlative fua free
tupu happen mafai possible

71TSTI( NS

1.10 le as le aso o le v7iaso e ai tama?

2.N0 be a la latou talaloga?
3. 'Aisea na la ta'a'alo ai i le Aco To'Dnati?
4.'0 fea la na 6 i ai?
5. PAisea na misa ai?
6.'0 ai e le fia inu pia?
7.10 le a le fesili a le isi
8.'0 be a be tali a be rule o le pa?

II. Erase the story and write those words on the

-7
1. e i ai Ipulakapi
2. matou To'onati..pe 17; le

3. na timu... Aso To'ona'i tau %4.

4. matou...talalalompe l
5. eoltou 3....inu pia
6. matua feinu..!aua.:ua lev...toe inu
7. 'ou ...1g fia
8. lou...re
9. fai tama...ia....pule
10. Ea...'aumai
11. fai maf,ti

12. '71matn. misa

rfl/ f el" f ,-,-.rY r-r.

ry, r fCr .rfri)".r y

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 LESSON FORTY-FIVE

TOPICS

(a) while 'a'o

(1)) when (past) 'ua

METHOD: Substitution drill.

IT:ITZRIALS
F17shc,,:rds for the ne' vocabulary.

supo.. ..... soup fa'apotopoto gather

pOlesi porridce ra'ama1751; recess
sui chance fFlatiilua dismiss
falanoi.... ask pemission na'a fall
m7fuile ... e,rthquake Pfi motor
101oca P1 cod lavea wound
17snala Lln)lht coto...._ sink
`-'5. hurricane -Lull pierce
soli....... to ran over fitafita ..... soldier
'a io...., thile 27 to die (7,nimals,
lina 'ua ...-when past plpnts', machines)

30 minutes.

ii..11(17',7:C01?7,-Crrr-frirnIffY THE LESSON MirrrnTr"Yr_c--C4.1"00

I. 'A'o - Teicher models the drills, students rey.eat. Students then sub-
stitute ire underlined ,:ords.

'Al le sun', 'a'o vevela. Fat the soup rhile it's hot.

.palusami,

_porridge

Sa lalu uF 'ago sui lo'u'ie. fly frierd 'o.dted hile I chancrd my

o'u su'eina le tupe clothes.
looked for my money
e'u fa'anoi i lo'u tuna asked- permission from my father
o'u ta'ele bathed

1:1r'.(1c,e to r.n'ua :'rid flatou,

_ -
F lulu -e mi;tfuile talc o'u i Sam.;a. The rarthr!uP_ked while I was in S'moa.

2S7 2,9

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 u 1610 'a'o i a_mca. The flocs came '1571C: 7
tu.11. Le lamals. dfol:L:ht occ-.'rerl

hurric,.,ne -blew

'Ina 'ua - when. Te cher :m.:els the d-i'ls, studur,ts re' e,t. Te t,,ichc- then
cs LL ( uhderlire,1 cr= :2tte,nts

Sa 'ou '77.7'tt-tina 7-_,oL7' 1 st-rtc,' sc:hool .1

'uz) it struck
to le r1u. o'clock.
fa')oto-otoirn ef,r'ht

fa'a.naloloina se:ulu recessed ten

:612 u,lna lua disniss,2(1 'me)

Sa ou ita 'ira gua 17,5 3e I 7,71.S ;%nrry sn th.7, boy cursed.

ma rEd
fgfalili

cy.ied

Chanr:e'oc tc la'ua and latou.

I, , le Ir L'aiel e 'inn 'ua Tle le af1 . Th

The fell --c1-1 the eni ne 0
31.
2alavea le talavale 'ira 'ua moo le The Cri-ver sert.
lavetalavale.

:Ta Soto lc val 'ina yua tu'i' i le 7h,0 bo t s-rk 7-hen it :lierTrO hy
la'au. the reef.
oti e fitri'ita 'inn lua i le T''e soldier 1-hen l-e iry
pulufna.
7172 le ::.:-,ile -lia i le dor,. dir:0 -hcn .run aver by
the InAs.

c-77-0,:cyrfy-Trrtroy741Y-.)srry-rry-ry-(7Y-e-f ,-(y Y, ry- ..7,^r:r,y)--crOgyrY'r-rrY-Y-r rrYrrYrrrr

FCITCT. UT '1.7-77C:7

?l717: 30 minutes.

_rite the ':)1::,.c1-ho:.r6 :nc": follow the n no rroccre r's in Lesson 42.

17ILA

lou i 2Tiu. Si a 'inn 'ua s,fulu m:- le v-lu o'u t 10u te t-,11-
nulu atu i UeliLitone i le 7.3 'a 'o aci sc' ,f7 r2taluti L-Nr= '0 le v,Ialele
na 'ou alu i sa ttur76.?17-.t"ina i 1:171m,i lie r.tai. htou te talutele-
fele lalo si :711rurrlana, lae ane, e le-i se vn.1-lele na te r-rni

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 ona lona lo le pisa o le po.
E timu lava aso luma la to olu i ai i Ueligitone. 10u te manatua e
mEsani lona lou mEtrmata i le televise ma falalogologo i le leti3 la to
agi lava le afE. Na. tou mElamalama al i le igoa "Tindy City' alo otu i
ai i Ueligitone.

VOCABULARY
Esiasi visit taunulu arrive matalutia....terrible
taumElua....roll tUlaulelelele land Ueligitone...Tellington
mafai possible pogisa dark malimuli ane..later
falalogoloco.listen to manatua remember masana to be used to
malkmalana..underst!nd

nU7STIGNS
1. 10 fea na Esiasi i ai le tusita1a2

E fia ona tlusaLa lae alu llni. isiasiaga?

3. Na fa'ap-efea lona ia malaca?

4. '0 le a le :ler na fot.Lui ma. le vat.lele?

5. E a le t-,u 'a fo i i i Tiu Sila?

0. le a ana mea sa rrni ona fail

7. '0 le 7, le uica o.le "'::indy city '1?

II. 'Erase the blackord rnd write these sent,:nee fracments.

1. tou.. ..... Esiasi riu 211a sefuluarJu

lou t-Alnulu VElicitore nO agi afE

3. vatqlele tuv1ua.Jina 1u2....mataPtl.

4. maou talaulelelele malamalama mulimuli ane....leai....
-
valalele...toe mafai....pogasa DO

5. timu aso fume olu i ai

6, lou manatua nEsani rirt-,rats

eseaGi....afa

7. tou m71amalara leo?. lYiney City'..olu i ai...reliritone

(XXXXOD7W, Y)S -::_rY.r.r.rCrrcirrrr-frrY1-0177J-crr YYrrrre..r'"-YYTI'r r-rrs

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 IES9CN FORTY-2T.Y.

TOPICS

before 10i, tato le'i

MET"OD: Substitution drill.

YATIMILLS
Flashcards to introduce the new vocabulary.

Coll mai return mg° dry

va'ai to see kuka cooking
-
malona ful) (of food) straighten, tidy

lae 101 before iloa to kno-

trOo le'i. before

TIME: 30 minutes.

0a2r-Wara=r-fre_KY"..CW'rTC-._ e2.9Q THE LESW.17 g7.(10rv1 COrIglOrnntROW3@@

I. 'ae le'i - before

E Glata le lotu 'ae le'i o'o mai The church is starting before my
lo'u uso. brother Prrives.

tifaga

'Dogs_ school

siva d,nce

,ati ,,arty

talalora game

Na oti lo'u Lama 'ae 'ou to le'i T'y father died before I was older.

-for-
c, attenr'ed school

roll 7iu returned from Nev 7en]Pnd

ai saw him

'Lima le mea'ai 'ae le'i 77:Iona le The fond is finished 1-.efore the guest
--
m lo. ras full.

hos arrived

rntcn

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 IC le a timu tae le'i L'Ar,00 lavalava. It will rain before the clothes are
21-E2

alu le r:alaga travelers leave

le Lalaloc? game is played

'urea le fiafia celebration is over

II. 'a'o le'i. - before

lE te t7.1ele lalo 103 t7ina le sefulu You bathe before t-elve (o'clock).
lua.
fi-ia le kuka do the cooking

t:-)ena le foie ole2n the house

f7,.;:ota fish

fafar.7. feed the rigs

Cllanr7o le to lua rnd tou.

:Ta le siva talc le'i nn. 71.7=1c dnoe wr.s held before ni:ht tine.

fono meetinr-

g:iluega work

me!-1

Cane to ruLure tense (lo lelE)

rriir,-.-,--rrrri-criTrct-TrryTrrrrre-rcn-rrrrynnrrmn9mPeirrew.

7P LESSCN

TrIF: 30 minutes.

I. ioollow the s-me Froceduro as in lesson 42.

'0 LE POND

'C rn:To lye 'ou te le'i r :oe, na telefoni Lri ai lo'u pule. ^ai mai: "E fai

la tou fono ma le P7flemia. taeao. E ona 'e i ai i le 10fisa o le 10Fle-

mia 'a'o le'i t7,ina le sefulu i le t-eao,lona to lou taimi falatonuina to le

'afa o le sefulu." 17a sole Tall' lava ma 'oti lo'u ulu tae 'ou te le'i tu'ua

lo'u f,le no le fono. 'Cu to taunu'u atut lua tumu ri foli isi testa. Sa

mateu falatilofa ma i 7?:tou luma tae lou te le' i nofo i lolu nofoagy. F

torn itUri lo le fono, tae na fai la m75tou ti 'a'o le'i lOu te toe
fia valai i le 7,71emia lalo -Jell toe lutumi lo'u ulu.

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 VOCABULARY

anap8 last night sele shave ma with

telefoni.... to telephone lava beard luma all
pule boss 'oti to cut(hair) falatglofa shake hands
Palemia Prize Minister hair itaa.... hour
tatau ova should, proper tutua to leave ti tea
'ofisa office mo for nefoaga....seat
taimi taunu'u arrive va'ai to see
tonuina appointment tumu full

ODESTIONS

1. 10 anafea na, telefoni ane ai le pule?

2. 10 afea le fono?
3. '0 fea sa fai ai?
4. '0 a mea sa fai a le tama 'a 'o le'i alu i le fono?
5. '0 le a lana mea na fai 'a 10 le'i nofo i lalo i le fono?
6. 10 le a le t-dmi o la latou ti?.
7. '0 area e toe fia va'ai ai i le PFlemia?

II. Erase the story and write these sentence fragments.

1. anapo 'ou le'i moe telefoni mai pule

2. fai mai fai tou fono P7lemia
3. tatau i ai ofisa leli tgina sefulu taeao
fora lo taimi falatonuina 'afa o le sefulu.

4. sele 'ava 'oti ulu 'ae le'i tu'ua fale....fono

5. tou....t-unulu tumu isi tagata.
6. matou fa'at7lofa latou 1uma.......leli nofo nofoaga
7. tolu itUls fono ti ]eli talua
8. toe PHlemia 'u'umi ulu

rf-0.71..-17Cr 'Y'ry,:""."Th"-r-'1.71171r7p,rry-Crry-rv:r.r.:XErrrrt7TX1r7 2

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 LE3SOY FOHTY=SEVrN

TOPICS

(a) until se'ia, se'i

(b) unless se'iloga

(c) lest, or else ne'i

METHOD: Substitution drill.

MATE/IALS
Flashcards for the new vocabulary.
fishing goggles palii to fall
matefarota
basket fasi to beat
'ato

comb fusu to fight

selu
bike se'i until
uila
unless ne'i lest
se'iloga
TIME: 30 minutes.

THE LESSON

I. Se'i until
se'ia o'o i le tolu. Continue the cork until 3 o'clock.
Fai pea le i271,1ueg

mLagg_ rest

alo ga school

fiafia.
celebration

Change to past (994se.) and then future tense ('o lela),

'Aua le to alu se'i o'u sau. Don'to until I come.

'ai eat

moe sleep

fSgota fish

Charge 'e to lua and tou.

II. Setiloga - unless

e i ai. I c=an't sleep unless I have R bed.

E le mafai ona 'au moe
lolu moega.
ertt Sorething to drink
'ai lalu mea inu

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 E le mafai ona 'ou ta'alo selilcga e i ai I c"n't 21.21z unless .I have my shoes.

o'u se'evae.

f3gota la'u matafagota fish my gojgles

-
names- to 'ou to ma and matou.

tAua le tago i la'u pusa se'iloga 'ua 'ou Don't toilch my footlocker unless I.
fai atu. say to..
la'u tupe .money

la'u 'ato basket

lo'u tofu clothes.

la'u selu comb

la'u uila bike

la'u tatatrale car

Change to la'u pusa to la, mg Musa, then la matou Musa.

III. Neti.- lest

Pataeteete ne'i 'e lavea. Be careful lest (or) you .et 121.3rt.

tea' u fall

oti die

mali d.--
pet sick

fasia pet beat

Change 'e to iva ari tou.

tAua 'e to pepelo so'o neti o'u ita. Don't lie constantly lest (or) I
1)ecome angry.
fusu fizh t

ulavale be naughty

steal
22L
faitala Main
Change 'e to lua.

Change otu to ma.

e ee ifXr:CR".4nr_rCCrCri':(707.fl.r FOLLOW UP LESSON .7rrrrffrryrrrry-lyTyy;'oe

rrrri.I": 30 milui:es.

I. Use thv same Procedure as in Leson 42.

tO LAW Tl'AVIE
Sa ola ifelei lava setia 'ou t:x.ru!u i A1;1. :.a.
tUa ne nei la'u tatavale.

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 pe 'ua o'o atu i le raketi. Ta re toe mafal ona alu seliloga e
Sa 'ou fa'atalitali se'ia sau se leoleo ma fesoasoani mai e taei i tua o le
Aketi ne'i lavea se isi. Na tutu ai i ling seliloga e maua se isi na te -
'Ua tele falafitauli
fauina. E mauagata inisinia vgang 'ua tele ni au tupe.
inisinia
e maua mai i lenei ta'avale. 20u to fa'amoemoe 'o le1g maua vave se
ne'i olu tuleia i le sami.
VOCABULARY

to die (of engines) fauina to be fixed

pe
to live (to run - engines) tutu. to put
ola
mauagatg hard to get
taunulu arrive
when inisinia mechanic (engineer)
fina 'ua
possible vagann except (unless)
mafai ona
push falafitauli problem
ti-210
falatalitali to wait around fa'amoemoe hope
police vave fast
'leoleo
help sami sea
fesoasoani
lavea to be hurt
se isi someone
QUESTIONS

1. 10 le F le mea 'ua tupu i le talawile?

2. 10 fea na re ai?
3. '0 ai na fesoasoani i le laveta'awle?
4. 1Aiseg tua faiga-ca ai 'ona maua se inisinia,?
5. '0 le a le pony o le laveta'avale? (nona - fault)
u. 'Aiseg 'ua manalo ai le lavetalavale e tulei Jana ta'avale:
(a) i tua o le naketi?
(b) i le saxii?

II.Erasetl-,,, story :,nd write these sentence fragments.

1. D4!4lei talaw,le
2. sa'ola :30:- tatinulu Apia
3. na De" o'o mgketf
4. 3. :nafai alu seliloga....trilei
5. sa....fa'atalitali sau leoleo....fesoasoani....talei..itua...raketi
ne'i lavea 1-,i

6. .Lia tutu se'iloga.. maw isi fF-uina

7. m:luacr-tta.... inisinia tele tupe
8. tele fa'afItTuli maua talavde
5. 'ou Pl'amoemer....maua vave inisinia ne'i ialei

-.r r;17)".- ,..,= e

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 LESSON FORTY-EIGHT

TOPICa

(a) except vagana

(b) especially 'aemaise

MEUMCD
RApetition and substitmtion drill.
MATERIALS

aganulu culture taumafriga ...attempt

gagana language "gni° behavior

TIME: 30 minutes.

0@@ OeT(Weill! eilee eoire,ve eeeeol)000 THE LESSON

I. Vagana - except

'0 logo i ai tagata'uma vagana lava Everyone is here except my spouse.

lo'u tolalua.
use same sex sibling
tualafine sister (male's)
tuagine brother (female's)
atalili son (father's)
afafine druphter (frther's)
tames son, dughter (mother's)

10u te fiafia i mealaituma vagina talc). I like all foods except trIro.
fe'e octopus
sea sea cucumber
talam;

Change 'ou to ma and matou in the above.

'Ou te le alu vLLana lua le eau. I ron't o unlEss (except) you core.
trilua Dora school has ended
'uma be giluera the work h:s been clone

Change 'ou to la and 172tov in the above.

tI. 'Aemaise - ospecilly

E leselese Srlmoa ma'Arielika laemise F>roa Americ- ic different es-:lecially
lava be tau. the c]Amn-te.
culture
1-qvr:,!re
rcora
mealai

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 goodlespecially name.
E leleiPuma a tou ta'alo laemaise lava Your playing, is
name.
amio behavior
taumafaiLa attempt
falasnmoa Samoan

I like you all, especially name.

'Cu te fiafia is /outoulumaglaemaise lava name.

-(arrr.r.:1 (K;(42r-Or :.r.20 FOLLOW UP LESSON,

TIE E: 30 minutes.

I Follow the same procedure as in lesson 48.

'0 LE TAGATA 7SIASI

'0 a'u lo se tacata asiasi rai i S:moa. tolu nei v7iaso t2lu ona 'ou ilinei.
'Ou te fiafia lava i le tele o mea i Jenei atunu'u. 'Cu te manalo i mea'ai
Samoa vacanE sea, felegma lulu. 'Cu te fiafia tele i isi mea'ai 'aemaise lava
17icalo lo'o o'u nofo ai vagana le pepe mea-
palusami. E lelei 'uma tacata o le
mea. E lava i taimi 'uma laemaise le vaveao. E acalelej ma falalloalo le
vaeana le Aso
/aica /uma is te a' u. Ea to-6 ma le tams i Apia i aso luma lava,
S. E mana'o lava e lave a'u i le f-lepia laemaise le R.S.A. Ignaia tele le
61aca ilinei laemaise mo se tact to asiasi mai.

ITOCA:SULARY

:As] Ira
.

visit nei now talu ona since

'n,-Ao want isi other falaaloalo polite
sucklinc %calelei kind R.S.A. Return Service-
-
!0 vmrst manP.la nice men's Association.

QUESTIONS

1 :3-moa? 5. 1Aisea e la fiafia ai i si pepe?

lw 1.::ice71.117a L.71

t i rooa? 6. 'Oa ana mea e i aso 'uma vacana

fC 7e 7 I]

10 7:.: C: r: 71- le Aso sa?

IC :le ]c!!;, ratoi? 7. 10 fea le falepia e rasani ona o i
ai ma le tam; o le saga?
Ini - ftvoritc,)
8. 10 le a le taimi e fa'atitino i ai le
tapi o le pepe?

I:. L-p:%c c story and write these sentence frPzments.

1. a'u asiasi
2. tolu vt7irso Vinci
3. finfia mea otunulu
4 ziana' o vacnna f e 'le :,,-.4.1usarni

5. 2elei nofo v- pepe

6. tae.i
7. aLalelei ITiEn aft,.

ma o --c fuma....Ania...Aso Sa
9. mpnalo
10. :.1-ina .,.1aca....ta:nta
.5

Y 'CY (YTrXXITYY 1.-(;)7Crr 279

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 LESSON FORTY-NINE

TOPICS

and then lop t, . (al) lea,

METHOD: Substitution drill.

MATERIALS.

Flashcards for the new vocabulary.

fetaul....to meet tonu plan
talanoaga.discussion vele .... to weed
vao grass ona...lea.... and then...

TIME: 30 minute.

0000@@10000000 00 @C00000z00%1 0"10 000 THE LESSON ,:4(t,00@aziel000. )v"? 0`0000,,.,

'Ou te faigaluega ona 'ou alu ai lea. I'll work then I'll go,

ta'ele bathe

'ai eat

moe sleep

Change to past tense (2a/no,

Ma tetaigaluega 'ona ma o ai lea. We (2) will work then 0.

ta'a'alo play

'alai ePt

mal;16 rest

ri] 1 er t it AAn.
Matou te 'alai muamua'ona ma- tou o ai lea
i ALA.
le tifaga fte rovie

the dPner,
le siva

le iGr_o the meeting

Change to Ii-ture tense. lega)

10u te fr,itauina la0u tusilona 'au s,-12 re -0 my book than I'll come.
ai
feria le kuka do the cooking

vele vao reed the rrr.ss

t;-:.penaina le fzae tidy t} :e house

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 Ta te fetaui muamua i le maketilona t; ; Let's meet first in the market then

ai lea i le tifaga. well1g0 to the movie.

savavali walk

fa'atau .12.SY

Change to to tatou.

E fai le fono'ona lamata ai lea le galuega. Make the meaILDE then start the work.

talaloga

/alga feas
tonu 11.1.21

talanoaga discussion

lotu

Change to past tense (sah.10,

FOLLOW UP LESSON 0001, 0 004) ogigmogge§66

TIME: 30 minutes.

I. Follow the same procedure as in lesson 42.

'0 LE FAIASATMOA

lAfai 'e te mana'o lua to o ma se teine Samoa i le tifaga, e tatau ona 'e

matua fa'aeteete. E 'ese'ese Samoa ma /Amerika, ma e tat-u ona 'e uia ala fe/a-

samoa, 'a'o 'e i ai i le atunu'u. Falafeiloali muamua le tcine le te manalo ai,

. 7 17tfai e 'ioe mai,tona 'e alu ai lea i ona
'ona fesili lea i ai je fia tifaca.

matua ma fa/anoi i al
ai pe mafai ona toulua o.. E /lima le tifaga, 'ona oulua

ai lea i le siva, 'ona momoli ai lea lo is i le fale. 'Aua lava ne'i ' oulua

tuai neli ita lona tams`..

VOCOULARY

manalo rant ala way, style

tatau ona to be propor, fitting fa'afeiloaq. ... to become acquainted.

falaeteete., careful fainnoi to ask permission

'ese'ose different momoli ... ...... to bring br-cgdeliver)

uia to detour tuai , late

rIVI:=3TICTS

1 . /0 le a lo mea e mummua?

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 20 10 lr. 3. le leselesega o Smoa ma 'Amerika i is mea?

30 '0 few e 5 i %i pe 17 talua le tifaga?

4. '0 ai e falanoi i ai?

5. E taga ona o i se isi mea pela 'uma lc tifaga?

60 10 le n le mea e tupu pe15, tuai

II. Erase the story and we.te these sentence frr.gments.

1. Gfai 'e mana'o "O teine Samoa....1:Ifaga....tatau...fa'aeteete

2. 'ese'ese 37moa...1Amelika tatau....uia....fa'asamoa...i ai...atunulu
30 fa'afeiloa'i....teine....mana'o ai....fosiY fia tifga
40 1;.fai 'ioe alu rgitua fa'anoi....faim 6
5 luma tifaga oulua B siva momoli.......ja....file.
-
6. laua 'oulua tuai it, tiro.

1::CA'ri771-C(KrrY::17rfcCDFZ-47r.r 1":

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 USSON FIFTY
TCPICS

in order to '=z1,

=MD: Substitution drill.

MATERIALS
Flashcards for the new vocabulary.

qina drunk m51T

fa'alogologo..to listen painr, tan, nine

t7.ta play kitala guitar

'ia...in order to...

TITY: 30 minutes.

7.)C0.C.LCCCCCr((:nPDMDtt1090W.n LF::SON ._rrYar0717:211.1nr-070-ff7(7n

Su'esu'e 'ina'ia 2212. Study in order to 1)ecome smart.

'Al tole puta Eat a lot fat

Ta'alo malosi Play strc

Pese fiafia Sins- happy

Sulesute ,inaiia lua poroto. Study r der for you(2) to be

smart.

lAi tetele 7r;:puta rat a lot fz,..t

7atafalo malolcsi Play strong

Peie,e fiafia Sing happy

Chance to tou.

to faig7Lteg1. 'ina lia maua sau tune. You woi it order to get 1.-onr money.

fesili sau tali ask our ,nsrer

rigota sau i'a fish vour fish

inu i'ia sou fiafia drink beer happiness

Chanre to .oast (a1 A0 future ('o 1e1a) and 'resent (120

Iii le 'la fafalofolo,o ai. Turn on the radio in order to listen.

light "5e illunin-ted

3ui
Hosted for free on livelingua.com
 Ki le paipa 'ina 'ia ai. Turn on the pipe in orlfzr to b--the.
- _
kitala testa ruitar lair

Change to past (za/E12), and future ('o leta).

6C/ .",-r-C,f,cr-!-TrY.7cr.O.TF7::.frCa-YrraEfgg FOLLOW UP LESSON WrerrrY717x-yr: 7r-yr7rrryrrrf,:r1

TIM 30 minutes.

I. Follow the sime procedure as in lesson 42.

'0 LE At0AtOGA
'0 le to'a.tele 'o tagata e su'esu'e 'ia maua lelei i sutega, 'a to
a'u 'ou te su'esu'e 'ire. 'ia 'ou matua atamai. 'Ou te iloa e tatnu ona 'ou
poto 'ina tia maua sa'u ggluega. ttla tatau ona i ai satu ggluega 'ina lia maua
ni tupe e fa'atau ai ni mea'ai. tO nei aso 'ua taugata le -Laza. '0 le mea
lea 'ou te ml'elega ai i la'u it5ga. 'Cu te tnlitonu tua tatau ona 'ou matug
su'esu'e 'ina 'ia 'ou iloa. '1a lays lotu iloa 'ina 'la maua ai satu elluet,a
lelei.
VOCABULARY
Maga grade iloa to know mgtelegff diligent
sutegamo....test. tatau ona ..proper talitonu, believe
matug superlative atamai intelligent 3laga life

OUESTICNS
. -
1. '0 le a le sin' o atoga a le totatele?(sini - aim)
2. ,Ae a le tusitala?
3. '0 lea le urea 'o lo'o fia maua e le tama? 'C le a lona talitonuga?
4. 'Aisea?
50 '0 fatapafea le i nei aso?

II. Ertse the story and write sent-nce fr-gents:

1. totatrqe tagata su'esu'e 1212 ua tri.7-ga lelei su'eCP...D'u

su'esu'e....atamai
2. tou iloa tatau poto maua
_
3. tatau i ai gP.1-legl, rr ua tupe f:6173:6:....meniai

4. nei w:o.....L)ugata 71-aga

5. mea lea....'ou mateleg latu 7'oga

6. 'ou tnaitonu tatau matull su'esu'e ilea
7. lava iloa maua elvet-La lelei

cowigy-Ywcrffm.r., Crr.er-rr-r
r r r r r' rr r", "r rn-ry,r,rwrcrrrrryyyrry:1-,-,-,-..-

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 LESSON FIFTY-ONE

TOPICS: Miscellaneous structures.

(a) or pe/po

(b) to Lc the same tutusa. pei lava

(c) to be different lesetese

(d) I thoucht E fa'apea alu.

:ITU: Substitution drill.

TILE: 45 minutes.

,Y !Tr "r CrT4D:CC0711.067)W:' THE LESSON Iginr74M7nner 2 SI

I. Pe/Po - or

(A) 'E te manato i le t;Jo, po'o le Do you want taro or talamii?

talama?

fa'i 'ulu b?nana brendfruit

ila nasuno fish corr1 beef

masi keke biscuit cake

(3) fia laj i le no 'o le Do you want to eat taro or talamu?

talam79

ete etc etc

(C) Tou. e mananalo i talo ne leai? Do you (pl.) want taro or not?
70.1i banana

i'a fish

maxi biscuit

-
(D) 'E te fia pe leai? E a? Pe 'e te fialai.

alu alu
1 1,1
ta'alo c

siva siva

Do you want to eat or not? Do you rant to eat?

etc etc

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 (E) '0 se manu Sena? Ea? Po lo se manu leng.

manulele manulele

atualoa atualoa

mogamoga mogamoga

Is that an an!mal? what? Is that an animal?

a bird a bird

centipede centipede

roach roach

II. 'Ese'ese, tutusa - different, the same.

(A) E 'ese le sami tese le vasa. The sea is different from the ocean.

tama teine girl

nu'u latai village city

moa lupe chicken pigeon

(B) E 'ese'ese nu'u. The villages are different.

tagata people are

atunu'u countries are

tau weather is

(C) E tutusa foliga o Toma ma Mika. Toma and Mika have the s-ne appearance.

moa pato Chicken ducks

nili moo Skinks pckos

(D) E tutusa f:741e. The houses are the sr me.

tatavale The cars

-
latau The tees

tgtou

(E) E Pei lava nili to m00. Skinks are like veckos.

Datsun Toyota Datsuns ''_',rotas

solofnual5sini Horses asses

tab tataMa Taro is like talmn.

III. Fa'anea atu - I thought

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(A) E fa'apea alu e sau le pass i le tolu. I thought the bus was coning at three.

e ta'i 501 fagunia. Leer ras 5000 each

e fai sou to'alua you had a rife

e mamao lo tou fale your house was far

(B) (E) fa'apea ia,'ou to toto'ia le pili. He thought I would pay the bill.

sau mai i/Anelika come from America

alu nei am going now

fia inu nia like to drink beer

(C) (E) fa'apea latou tua sau le vat:-. They thought the boat has come.
GM.

'mato. le tu'ug% the race has started

vela le neatai the food was red

'ou tuai mai I ras late

:f i i )- r-r ( jyyrf?,:-/r.p-r._rrogfrx eee t 4 TV .,7nr.'..nr9rXr,r)77r1D-

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 LESSON FIFTY-TVO

TOPICS: Miscellaneous structures.

(a) 'Ghat 5s why lo le mea lea

(3) since talu mai, talu ona, talu ai

(c) he whcm lo le

they whom lo

METHOD: Substitution drill.

TIME: 45 minutes.

eeeekp,i;i, e THE LESSON OE*

I. '0 le flea lea - that's why

(A) 'Ua fula lo'u vae, 'o le mea lea lou My Ita is swollen that's why I don't

to litatalo Pi. Play.

MI1 lima arm broken

lavea ulu head injured

mapeva tanuvae ankle sprained

_
mu tua back burned

(3) 'Da tiger lona mata, lo le mea lea His ewe hurts that's why he doesn't

e le sau ai. eome.

manava stomach

fatafata chest

ua neck

nifo tooth

(C) 'Era masui lolu lima lo le rea lea 'ua iry hand is sn:--ined that's rhy I rest.

lou ma1613 ai.

- -
papa toto isu nose bleedinr:

taliga, ear deaf

2.1.

magi mats LY2 sick

II.Talu since

(A) 'Era lou puta talu ai lolu tai tele. T am t since T eat a lot.

uliuli black sun Tyself

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 .
'ou Iona tau ai lo'u inu pia. I am drunk since I drink beer.

sela tamole out of breath ran

(B) '0 lo'o o'u fiafia talu ona 'e sau. I am happy since you came.

maua lo'u totogi LE:Aing paid

Iou falaApoipo I married

maua la'u fanau betting my child

(a) taxi le Pepe talu mai analeilj, The bPby has been crying since early

today.
tatolatasi Samoa le 1962 Samos has been independent since 1962.

i ai le malae va'alele le taua There's been an airport since the war.

mall le tama ananafi The boy was sick since yesterday.

II, 10 le, to ; he whom, they whom

(A) '0 le e amiolelei, e alofa i pi le He who is good "sod lovEs.

Atua,

ac;alolei is kind

tatalo nr-ys

repents

(B) Tatou to su'ea le tam% so na togia Let's look for the boy who stoned

le mos.. the chicken.

fasia lo'u U180 beat my brother

palauvale mai cursed at 11s

falatupua le misa caused thr, quarrel

(0) 10 im lua ,'uamua mai e maua meatai. They rho are first will get the food.

le taui the reward

Ivrnoa the snace

le neaalofa the rift

na solitul7fono lo leIr maua le They rhn beke the lar ill recieve

falasalvra. the runishmen.

o i le f-lenuinid Lnialla
velea le malumaga weed the .nl-ntr.tion

saf;nina 1c vp,o

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 LESSON FIFTY-THREE

TOPIC: Miscellaneous structures.

(a) past perfect 'ua 'uma ona

(b) after
past 'ina 1ua 'lama

future pe 'uma

(c) to become favea ma

(d) to act as fai ma

(e) self reciprocals

METHOD: Substitution drills.

TIME: 45 minutes.

eo eeeeeee ee e e ,eee e JPPgDgi@ THE LESSON . e as

I. 'Ua 'uma ona - past perfect.

(A) 'Ua 'uma ona fad. It has been done.

sauni prepared

falamatala mai explained to me

vali painted

(11) 'uma ona 'ou va'ai i le ata. I have seen the picture.

palolo eaten palolo

faitau lenft tusi read that book

tatele bathed

(C) 'Ua 'uma ona lua Have you(2) eaten?

taletele bathed

fa'aipoipo married

sisiva danced

IIIIna lua 'uma, pe la 'uma - after past, after future.

(A)'Ina 'ma le tifaga sa matou toe foli After the movie we returned to the

i le fale. house.

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 lam, eua °ma le a'oga ea maou toe After the school we returned to the house.
fo'i i le fale. house.
timu rain

talaloga Elat

'Ina 'ua tuna ona 'ai sa moe Simi. Jim slept after eating.

tatalo

talele bathing,

su'esu'e studying

(3) 'A 'uma le fiafia 'ou te moe loa. After the fiafia I'll go to sleep.

le talanoaga ronversation

le aloga school

tala mai atunu'u mamao news

Tou te ;Mai pelg 'uma ona 'alai. You (pl) come after eati%,

fai le kuka doing the cooking

fau le fale building the house

III. 'Avea ma - to become.

(A) E fia 'avea a'u ma faife'au. I want to become a nastor.

fgMali doctor

faialoga teacher

failautusi secretary

matai chief

(B) Sa 'avea 'o is ma faipule i le He became an M.P. last year.

tausaga 'ua te'a.

leoleo a policeman

pelesetene a Eresident

minisita a minister

N. Fai ma - to act as.

(A) E tatau ona fai toe ma talitali. You should act as leader.

failautusi secretary

teutupe treasure

leoleo Alice

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 (B) Na fai Simi ma o'u tanf'ai. Simi acted as my foster father.

£aia'oga ulu head teacher

matai chief

pule boss

V. Self - reciprocals

(A) 'Ou te faia lava e a'u le galuega. I'll do the work myself.

totogia pili 2-3Y-

bill

sulea look for pill

kukaina mea'ai cook food

(B) Sa ita le tama is te is lava. The boy was any with himself.
mimita was conceited

fiafia was happy

alofa loved

(C) Na lou alu na 'o alu i le siva. I went by myself to the dance.

falepia bar

lotu service

(D) E sau na 'o 'oe lava! You come alone.

120. sires
siva dance

value work

@e@mi, o@ voefec#o @ @ oetl ol?oo

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 LESSON FIFTY-FOUR

TOPIC: Miscellaneous structures.

(a) almost.., semana, toeitiiti

(b) just falatola

(c) without aunoa ma

(d) although e ui lava ina

(e) that means 'o lona uiga

(d) in regards to e uiga'i

METHOD: Substitution drill.

TIME: 45 minutes.

@ea, eeee eeao, e THE LESSON eoeee e ee e,ee aea.eeeeee

!?e e

I. Semanat toeitiiti - almost (soon)

la 'ou lavea i le ta'avale. I was almost hurt by the car.

(A) Senana
naifi knife

mala rock

niu coconut

(3) Toeitiiti 2aa 'ou lavea i le ta'avale. I was almost hurt by the car,

etc eta

(C) 'Ana le lg sau, semana 'ou to alu Had you not come I probably (almost) was

atu. going to to to you.

moe sleep

Snataina le fono start the meeting

telefoni atu call you

E toeitiitirkia:;a le koneseti. The concert will soon start.

(D)

sau 211.1.e. boss come

to low bell ring

luma gloga school be finished

II.Palatotg - just

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 (A) ('Ua) falatof3 taunu'u mai le pasi. The bus has just arrived.

pe 1. mpli light gone out

vela le mea'ai food become read

pall' le vealele plane, fallen

(B) ('Ua) fafatola 'ou iloa. I just now knew.

a le lua It struck two

sau le timu It started to rain

maua la'u ta'avale I of my car

III. E aunoa ma without

(A) 'Ua taunu'u mai le m31; 'ae aunoa ma The guest arrived without a food gift.
se oso.

'atopa'u a suitcase

--tat any money

lavalava extra clothes

(B) Na 'ou fofi mai e aunoa ma ni sefevae. I returned without shoes.

se uati a watch

se tusi a book

se isi taek anyone

IV. E ui lava ina although

(A) E ui lava ina 'o lefi 'ou tu'ua Although I am travelling to America,
Samoa moiAmelika,fae 'o lefa 'ou I will remember you.

manatua pea foe.

'ou te le falagaloina 'oe I won't forget you

'ou te fafamaoni ,pea is te 'oe I'll remain faithful to you

lo lela 'ou tusitusi mai I'll write to you

V. '0 lona uiga - that means

'Ua timu, 'o lona uiga tatou te le Its raining, that means we don't play.
talalalo.
'Ua ita Simi, lo lona uiga e le mafai Simi is angry, that means we can't
ona falaaoeina lona va'a. use his boat.

E le'i sau faialoga ananafi, 'o The teacher didn't come yesterday, that

lonw uiga sa leai se atop.. that means there was no school.

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 E lampta le tifaga i le valu, 'o lona The movie starts at eight, that means

uiga 'ua tatau ona to 3. 'e'd better go.

'Ua pogisa lava, 'o lona uiga lata It's vs.ry dark, that means it will

ona timu. soon rain.

VT. E uiga ti - in regards to, about

(A) Sa ma talanoa ma Simi e uiga'i le Jim and I talked about (regarding) the

ata. picture.

fa'alavelave problem

falamasinoga court case

maliu death

(B) Na finau teine e uiga'i le alma. The girls armuhrl, about (regardirg) the
school.
matai pule chiefs authority
tulaf ale lauga orators speech
faifeau T1181. Paia ministers Bible

iieeeeee.eeeoe eee eee4e.eeeeeeeeeeeeoeeeeee eoA wee , o lwe..0000leee8,e,i)

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 GRAMAR REVIEW SEVEN

NOTES ON LESSON FORTY-TWO:

There are several structures for asking the question 'why?' in Samoan. Of these,
onlylaisea may be used independently as a single word question (1141?). The most
common structure however is an idiom formed from the question 'o lea le mea?
(what's the thing?)and followed by et clause describing the action, state, etc, in
question.
-
'0 le a le mea 'ua 'e sail ai? What is the thing (that) you have
come (for)?

The word mea above can be interpreted az 'reason' thus giving the translation:
'What's the reason you have come?' Another variation of this uses the indefinite
article.
Se g le mea 'ua 'e sau ai? Why have you come?

Notice the presence of the particle ai following the verb when the cuestion
word or clause comes before the main clause
'Aisea 'e te tagi Why do you cry?
'E te tagi 'o le a? Why do you cry?

As with the question 'why?', the answer 'because' can be expressed several ways.
If the clause containing 'because' refers to a fact or something real and certain,
taul, is used.
N to le fia 3 'aua 'ua timu We don't want to go because it's
raining.
Notice that gala can be used with all the tense markers.

'Aua sa timu Because it rained.

1Aua 'o lo'o timu Because itt raining.

'Ona is used in construction to givelona

IMMm
'ua (because) and'ona 'o (because of).
The first of these can be used when the clause refers to non-facts cr things
speculative. Tense markers are net present in a clause containing'ona 'ua,
the tense being derived from the main clause.

'Ou te alu i Niu Sila'ona 'ua I'm going to New Zealand because
'ou fia faigaluega. I want to cork.
'Ona 'o is used mostly for nouns and noun clauses and therefore translates:
'because oft.

'Ou te le sau'ona 'o le maile I didn!t come because of the dog.

Leava (bad.) can also be used to mean 'because', but is used colloquially. It
simply replaces 'aua as the conjunction between the main and subordinate clauses.
Usually, the subordinate clause following 1E22. expresses a negative idea. As
with. 'aua. all the ten: es markers ci.n he used with leaga.

'lla falanoanoa le teine lea a. The girl i5 sad because her mother
sa ita lona tines. was angry.

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The word.ina when used with 'ua also means 'because'. As with 'ona 'ua it can
be used for non-factual or speculative clauses and is not followed by any tense
marker (other than I). Since/ina 'ua is also used to indicate 'when- past'
(see lesson 45), its translation as 'because' can carry a past causitive meaning.

10u te pese ina 'ua lou fiafia I sing because (since) Tim happy.

NOTES ON LESSON FORTY-THREE:

The conjunction 'but' in Samoan is represented by two words la, and 'ae. Church-
ward and Pratt both suggest that 'ae could be a combination of 'a (but) and e
(tense marker) but it is written as one word now. 'A is normally used before 'o
(the nominative particle), et Ina, 'o lo'o (or to) seti andlona (because). In
any other situation, 'ae is used.

Na o latou, 'ae 'ou te le'i alu They went but I didn't go.
10u te fia alu a 'ua timu I want to go but its raining.

'Ae peitali is an idiom used to express the English 'nevertheless, and yet'.
It is almost always used to contrast positive and negative statements.

Sa taumafai le foma'i 'ae peita'i...The doctor tried hard.but neverthe-

na oti le mall.. less the patient died.

NOTES ON LESSON FORTY-FOUR:

The conjunctions 'if' and 'when' in Samoan must be distinguished within the con-
text of the sentence. There is only one word for each tense representing these
two English words.

Present tense. The conjunction 'a (if, when) is used to introduce the depen-
dent clause in present or implied future tense statements (la may be derived
from 'o 105; the future tense markerland the conjunction 'a - but) No
tense markers maybe present in the dependent clause with 'a. If the depen-
dent clause comes after the main clause, 'a is preceeded by fie. IA addition,
only conditions capable of fu]f511ment may be expressed with tg.

Sau ngmei pet; mafai Come later if its possible.

tI mafai, sau nanei If'its possible, come later.

Future tense. The word qfai (if, when), is more definite that la and is
used mostly in statements of the future. Tense markers must be used in the
dependent clause with word lafai and for this reason, ;fei can express past
tense as well as future.

tifei sa litou 'a'ai analeila, If they ate earlier, they will

'o lel; toe fia 'a'ai nInei. want to eat again latr.

As with 11.the word zepreceeds lafai if the dependentelause.follown to

main clause, and only conditions capable of fulfillment maybe expressed.

Past tense. Past conditional (if, when), -is usually-represented with the
word lana (combination of 1g. - but, and na - paettenSe,marker). ApoppOsed

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 to 11 and laialana can be used to express conditions incapable of fulfill-
ment and although tense markers are not used in the dependent clause with
'Ego use of adverbs of time enables the present and future tenses to be ex-
pressed.
'Ana mafai ona 'ou alu taeao, If I could go tomorrow, it would be
'ua lelei. good.

Notice that the independent clause can only use the lua or /te tense markers.
If the dependent clause follows the independent clause, the word 22, must come
before lama. In addition students may sometimes hear 22 before the indepen-
tient clause when this clause follows the dependent.

'Ana le timurelua 'ou sau If it hadn't rained, I would have

come.

11MONLESSON FORTT-FIVE:
The word 'a is used together with the short form of 'o lolo to give the conjunc-
tion 'while' (1.5,1g).1121_, may begin the sentence or occur between the independent
and dependent clauses. Although 'a 'o cannot take any tense markers in its depend-
ent clause, past, present and future can be expressed through the tense of the main
clause.
Sa 'ou i'Amelika 'a'o fai ....,I.ras in America while (during) the
le taus. war.
'0 le 'i 'e fggota 'a'o o'u faia..Tou will fish while I make the food.
le mea'ai.

Notice too that the pronoun o'u is used instead of 'ou for the first person
singular.

While is also expressed with the words line to and man; lo in place of tato,
but these are infrequent.

The conjunction 'when' (past) is constructed with the word 'ina and the tense
markers 'us nom but never Ea/sa. 'Ina 'ua is the most common of these.

'ua alU 'o ia when he was gone.

'o alu 'o 1a when he was going.
'ina 'o 101 alu 'o ia. when he was about to go.
Notice that all of these refer to past time. The structure for future and
present (when, if) is in lesson 44.

NOTES ON LESSON FORTY-SIX:

The conjunction 'before' is usually formed with leli (not-past) and the conjunc-
tions 'ae (but) or 'a'o (while). There is a slight difference in the
two struc
tures; sae leli can be translated as'but'(with a past meaning), whereas 'a'o le'i
usually means 'before'.

Na taunu'u mai le pasi 'ae 'ou The bus arrived before I came.(but
to le'i sau. I didn't come.)

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 E sau Sina 'a'o le'i tiina Sina will come before eight (o'cloCk).
le valu.

There are two other structures meaning 'before' used in place of lae le'i
and 'a'o le'i, but these are not frequently encountered.

tina 'o le'i befote

manii lo le'i before

NOTES ON LESSON FORTY-SEVEN:

Se'iloga (unless) is derived from sell flop (let it be known or distinguished).

As a conjunction it can occur with or without a tense marker in the dependent
clause. Vagana, is also used sometimes in place of seliloga (see lesson 48). Se'i
(until) and its more emphatic form Bella, are used without a tense marker and may
occur with or without any antecedent clause.

Fa'atali mai i 'T se'i o'u sau Wait here until I come.
Se'i alu le pasil Wait till the bus goes!

Notice that the o'u form of 'ou (I) is used with sell.

Nell (lest, or else) also does not require a tense marker in its dependent clause
and usually conveys a negative sense to the sentence.

Fa'aeteete ne'i le lavea Be careful or else you'll get hurt.

NOTES ON LESSON FORTY-EIGHT:

The conjunctions 'aemaise (especially) and vagana (except) are usually followed
by the intensifier lava. Both laamaise and maji. are used in the same manner
as their English counterparts. VaganA however, is sometimes used to mean 'un-
less' and as such can be followed by a verbal clause.

Na omai latou 'uma vagana Simi..EVeryone came but(except) Simi.

E popoto loutou laemaise lava *You're smart, especially Sina.
Sins.
E le Igmataina 10 gloga.vagang. .The school won't start unless you
lava lua 'e sa,u. come.

NOTES ON LESSON FORTY-NINE:

The idiom'ona (ai) lea (and then) can have two meanings. It can be used to
express sequence (I bathed and then left). The parilicle ai is usually omitted
in such sentences. It may also be used to express'cause and effect (I shot the
pig and so (then) it died), in which case ai may follow the verb. In both con-
structions, two clauses are joined by'ona and the verb is followed by lea or al
lea.
Sa 'ou talele ona 'ou alu lea ...I bathed then went to Apia.
i Apia.
tumu le pasi,lona ou lg The bus was full so I didn't go.
alu ai lea.

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 Note that tense markers are not used in the clause containinglona ....lea,
the tense being determined by the tense of the main clause.

NOTES ON LESSON FIFTY:

'Ina 'is, (in order to, in order that) is used as a conjunction between two clauses,
The clause containing'ina lia does not require a tense marker, the tense being
determined by the main clause.

Sa 'ou faigLuegalina maua....I worked ia order to get a car.

se tale:vale.

l Cu te faigiluegalina 'ia maua....I'm working in order to get a car.

se talavale.

NOTES ON LESSON FIFTY-ONE:

Pe and 22 are essentially equivalent in meaning and use. Both can be used as-
the conjunction 'or'. In addition, both can also serve as interrogative particles
when occuring at the beginning of a sentence. As interrogative particles, they
are most often used to express the English 'I wonder'.
Po 'ua alu is I wonder if he has gone.
They are sometimes used before ordinary questions but this is not aecessary
because voice inflection or question mark serve the saiDe purpose.
(Po) 'o le g le mea lea? What is this thing?
In most cases, pe. is used before words beginning with et a, i and consonants:
Po is used before 0, and u. The idiom ps_leal (or not) is very common.

'E te fia'ai pe leai? Do you want to eat or notl

The word fese (to be different) is used in two ways. To express a difference
between two things, the word 'ese is placed before each of the to words.
E lese 'oe lese alu You're different from me.
To describe only one thing as being different or strange, the word lese'ese
is used before that one word.

E leselese 'oe Your strange (different).

Tutusa (the same) is derived from tusa (to be the same). The later being use most-
ly as an adjective and the former a verb. In sentences of comparison, tutusa
occurs before the words being compared. Faliga (appearance) is generally used when
describing people.

E fOliga tutusa Simi ma Pili Simi and Pili look the same.
Pei (to be like) is frequently followed by the intensifier lava. It can also be
use to describe appearance but without the word fOliga.

E pei lava le tama'o lona tama The boy looks just like his father.

Fa'apea (to think, suppose) is the most common word used for the English structures
like: 'I think, hethoughtietc. A very common mistake for beginners is to use
the verb ma: taufau (to think) as the English: it was my opinion/understanding. In

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 this case only fa' pea can be used.

E fa'apea alu 'ua 'e iloa I thought you knew.

NOTES ON LESSON FIFTY-TVO:

'0 le mea lea is a common idiom used to express the English: 'that's why that's
the reason why! It can be used to link two phrases showing cause and effect or
simply to begin a sentence describing the effect (that's why I didn't come, etc).

Talu (since) can be used three ways, each with a different meaning. With the
particle ai following talu the meaning becomes since of because. Verbs do not
normally follow talu ai.

'Ua'ou ita talu ai lou ...I'm any since (because of) your
lg mafaufau. lack of consideration.
If talu is followed by ona the meaning becomes'since'in the sense of 'due to,
or owing to.' A verb is usually present after talu ona.

1tTamatou fiafia talu ona 'e sau..We are very happy since you've come.
(due to your coming)
When dates or specific periods of time are mentioned, talu mai is used. In
this case talu mai translates 'since' or 'from'.

'DA 'ou nofo i Samoa I've been in Samoa since (from)

talu mai le tausaga 1973. 1973.
The relative pronouns of the Nominative case are li(who - singular) and
(who -
plural). If it occurs in _place of the main noun or pronoun (which is omitted
as obvious or understood), le (or ) translates as 'he who' they who),
'0 a sa c7lulue They who worked
2requently, if lg or g occur after a main clause they may be omittedvin which
case the tense marker implies the proper meaning.

111a oti le tama sa lavea i le The boy died (who was) injured in
tglaloga. the game.
In many case too, the relative particle ai can serve as a relative pronoun
(who, which, that). Ai must follow the verb in all cases.

10 le teine na 'ou va'ai i ai The girl who I saw.

'0 le upu na 'ou fai atu ai The word which I said.
'0 mea 'ou to mana'o ai Things that I want.

NOTES ON LESSON FIFTY-THREE:

The tense marker 'ua is used to show perfect tenses. Remember from 44i/oiler
lessons that 'ua can be translated Either in the simple present tense or the
perfect tense.
1tra 'ou sau I am cornming; I have come,

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 Past perfect usually recuires a helping verb such as fume (to be finished)
or leva (to be a long time) and the word ona.

'uma ona 'ou 'ai I have eaten.

lUa leva ona 'ou iloa I have known for a long time.

Note too that in colloquial speech ona is often shortened to na.

lUa 'uma na 'ou 'al ..I have eaten.

The idiom for 'after' tina lua - past, peri fume - future). also uses the
helping verb Iasi - to be finished. From lessons 44 and 45 it can be seen that
these two phrases can be translated 'when finished (past)+, and 'when finished
(future) +,

If a verbal phrase follows these idioms, the word ona must be used after 'uma.
'Ina Ilia ona 'ou 'al After I had eaten...
Pe ona 'alai After they eat...

If a noun phrase follows, ona is omitted.

'Ina tua 'male meagai.... After the meal....

The two idioms levee. ma (to become), and fai ma (to act as) can be used two ways
without changing meaning. The idiom can follow the subject in which case
'avea ma (or fai ma) are not separated.

10u to levea ma faiDoga I'm going to be a teacher

The idiom can preceed the subjectlin which case levee. (or fad) comes before
the subject and ma immediately after.

Sa fai alu ma faiagoga I acted as a teacher.

Note that all the tense markers can be used with these two idiom's. Remember
from Lesson 14 that simply placing two nouns (pronouns) in apposition gives
the Verb 'to be' but only for the present tense.

'0 a'u to le faigloga I am a teacher.

The most common self-reciprr)cal structure in Samoan is formed with the word na
(only). This word, is always followed by the nominative particle 'o and is there-
fore sometimes written as nal°.

NOTES ON LESSON PIFTY-FOUR:

Toeitiiti (almost) is frequently followed by lava, the intensifier. Semana

(almost, nearly) is also written 'liana, Just (fa'ato'a) is also expressed by the
word ananei (just now-lesson 33).

Falatola 'ou sau.... I've just come.

Na 'ou eau ananei I've just come.

The conjunction e ui lava ina (although, even though) is quite formal in Samoan,
and although used in everyday speech it is more often replaced by the one word,
tae (but).

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 Note to that in present tense, 'ua md e are left out, and the tense marker
follows ina directly. With other tenses however, the tense markers are in-
cluded and follow ina.

E ui lava ina alu le teine, e le... Even though the girl is going,
fa'anoanoa lona uso. her sister isn't sad.

E'ui lava ina sa alu le teine, Even though the girl left, her
e lg falanoanoa lona uso. sister isn't sad.

E ui lava ina lo lelg alu le teine..Even though the girl will leave,
e le falanoanoa lona uso. her sister isn't sad.

With the ui lava ina construction, the adverbs lava and pea are often used
to mean 'nonetheless' or 'still'

10 lona uiga (that means) is an idiom used commonly to preface conclusions. It

can be used with all the tenses.
10 lona uigale to le'i alu That means you didn't go.

Another common idiom using u_im (meaning) is e uigati (in regardsito, about).
Note that it is followed by a noun or noun clause.

(gaLC-.01.7C;r2QW:CCO7r0=MG-0,_ .ZMSC-CAL ee e eeeee @E) e(9e, ezwe

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 WORK SHEET NUMBER SEVEN
1. From the following list of words, choose an appropriate word to corplete each
of the following sentences:

masalo perhaps sivmalie sweet

tuai late matarr,ta to look at
vave quick feoloolo .. fair
aogi to be useful saosaoa fast
falaaoga to use leselese different
Mau argue 'umi tall
'Ora drunk pa'e'e skinny
linolino hate vas leg
uila afi motor bike naifi knife
ni:a-sani to be used to to'alua spouse
atamai clever manatua remember
fa'aipoipo marry totogi pay
ulugalili couple

1. '0 ai na fa'asukaina le ti? tele,

2. 'Ua tele le pasi. E lg mafaufau le lavepasi.
3. Na 'on taunulu i le aloga. Sa ita le faialoga.
4. Sau . E toeitiiti alu le pasi.
5. '13a le tama lea laua falatola inu pia.
6. '0 le fou lea. Falatota la fa'aipoipo.

7. E falalelelei lalu galuegalkma lo le maulalo o le .

8. E le lelei mitua ma le teine fou.

9. E le tele se uila afi pe 'a tiTmuga.
10. Sa lavea le teine le

11. '0 lo'o matai is e uigali le fanua. Nasal° e toeitiiti

sau se leoleo.

12. Ta'u mai lou igoa, fa'amolemole. 10u to le` ai.

13. E nonofo i le fale lea Simi ma lona

By changing the position of the conjunction, give an alternative form for

each of the following statements:

(i.e.) Sa 'ou tagi 'ua oti lo'u tama.

becomes 'ua oti lo'u tama, sa 'ou taci.

1. Sa fiafia tele le teine 'Ina 'ua taunu'u mai lona uso,

2, 'A 'o alologa tamaiti faiti, sa faieluega o latou matua.

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 3. Sa sauni mealai e teine, 'a'o fai le fono a matal.
ON

4, 'Ina 'us, pa'u le va'alele, na feoti tagata e to'atele.

5. 11 toe tupu se,misa, e tatau ona falasa siva i le nu'u.

6. Talu ona oti le toea'ina, 'ua fia oti fool le lo'omatua.

7. Sau e fai se malBlaga pe'a 'e manalo ai.

8. fiafia tele le allele talu ona fanau. (fgilele- nursing mother)

III. Make a single sentence from each of the following sets of clauses using any
conjunction that fits the meaning.
(i.e )

Na sau le tama '0 lo'o talanoa le teine ma lona tams.

Na sau le tama'a'o tglanoa le teine ma lona tame.

or:10 logo talanoa le teine ma lona tamg 'ina 'ua salt le tama.

1. Sa tupu se fa'alavelave. Sa faia le siva.

_ - -
2. 10 lea ma o. E taunu'u mai le ta'avale.

3. Ma te o. taunu'u mai le ta'avale.

Sa malaga lona tin; i 'Lmelika. Sa fa'anoanoa le teine.

5. 'Aua le alu i fafo. 'E te susa i le timu. (susii-to be wet)

6.. Falatali i '1. E sau le pasi.

7. 'Ou te 1; alu. 'Ou te alu pe 'a 'ma le mea'ai.

IV. Use each of the following groups of words correctly in a sentence.

1. ulavale, fasioti, 'aveta'avale (fasioti-to kill)

2. faitau, Tusi falesa

3. fa'atau, fou, 'ofu

4. faialoga, lesona, manatua

5. fesoasoani, teine, falfelau

6. alofa, tins, pepe

7. malaga, Niu Snap va'a

8. tupe, 'avatu, faletupe

9. sola, uta pagota

V. Change these sentences to equivalent ones, using the conjunction e ui lava

ina (although)

1. 'Ua faulelei tele le tains, 'ae sa mumusu ai 'tuna tama.

2. ttra la'itiiti tele le pasi, 'ae sa ofi ai lava le to'atele o tagata.(ofi-

to fit)

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 3. Sa ma'i tiglina le lo'omatua, 'ae sa alu pea i le lotu. (tIglina-acute)
-
.4. '0 le'a 'ou faia le mea 'ai anal., 'ae 'ou te le fia lal,fatatasi ma

toutou.
VI. Complete the following sentences:

1. 10u te ma'i tele, '0 le mea lea...

2. E toeitiiti po, 10 lona It:1ga e tatau ona,..

3, Se tiipuni le faleoloal ?4, le mea lea

4. 'Ua ma'i le faillogas 10 lona uiga....

VII. Answer these questions with a self-reciprocal form:

10 ai' na faia lau pusa? 3. 10 at lua te nonofo 11 is fale?

2. '0 at sa fauina lou fale? 4. Na faia e le teine lau mea'ai?

VIII.Anewer the following questions in complete statements:

1. E tutusa le 'umi lo se tamatitilti ma se tagata matua?

2. E faiga tutusa le tagata Saina ma se tagata Samoa?

3. E 'alga falatasi loulua ma lou uso?

MEM

4. E lese le luau tese le palusami?

IX. Uting'inaqa answer the following Questions:

1. 'Alma e toe fia ;foga at le tams?

2. 10 le Rae mea, lua falatau ai e le tline lona lofu fou?

3. 1Alsea 'ua fa'atali ai le ulugaliii i le pasi.

X. Complete the following sentences using se'ilogas

1. E le toe malosi le ma'i....

2. E le mafai ona sou fiafia...

3. 'Ua fa'anoanoa tele le teine

XI. General review of conjunctions:

Complete the following sentences using any of the following conjunctions:
'ins 11a, Una 'ua, la tat, too, lino. 'ua suma ona, neli, tat:a, leae,
pe 114 'alai, 'ona 10.

1. ma 'ou ita tele... 4. 'Aua 'e te 'ale i le niu...

2. E le toe ;foga le teine... 5. ... na vaivai le laulakapi.

3, *sal° 'ou te avea le pepe 1 is falema'i.

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 DIALOGUES
STORIES

The following dialogues and comprehensicn stories are

intended to help the student gain pract :.ce in using
the different structures learned in Units 1-7. Some
of the most common situations in which a student is
liable to find himself are represented in this unit.
The questions and responses are not only typical for
any given situations but many wil] undoubtably be en-
countered verbatum. Colloquial Samoan is used when-
ever possible to enable the student to become aware
of the possible variations of the classroom structures
that have been presented in previous units. This ap
plies to pronunciation as well as sentence struc-
ture and.for this reason it is necessary for the in-
structor to model these dialogues in the same manner
as they 7,otil.d normally be spoken. Voice inflection,
actions, facial expreseinc', and material aids are
important in presenting these dialogucssard every 3ffort
should be taken to duplicate the conditions of the dia-
logue being used. (i.e. storekeeper, customer, goods,
money, should be available for Dialogue 3: shopping). In
additionithese artificial situations should be expanded
out of class by practice in real situations in the pre-
sence of an instructor.

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 DIALOGUE ONE
FEILOPIGA MA FA'AMAVAEGA
(COMMON GREETINGS AND FAREWELL)

Tala a Simi: Tala a Mika:

1. Tglofa 1. Talofal
'(Hello sir) (Hello)

2. MalB le soifual 2. Al; fo'i le soifual

(Good health to you) (Good health to you too)

3. '0 a mai 'oe? 3. Manuia lava falafetai.tAe n'oe?

(How are you?) (Fine thanks) (How about you?)

Pala/Ann fo'i alu. (Same with me)

4. fil'e alu i fea? 4. 'Ou te alu i lo Matou fale.

(Where are you going?) (I'm going home).

5. 'Ou te alu fo'i i le fale. 5. 'Ia, solu alu ane.

(I'm going home too) (Well, I'll be going along)

6. 'Ia, alu loa. Soifua 6. TWR (fa) soifual

(O.K., go ahead. Bye.) (Good-bye)

VOCABULARY:
talofa: (hello, good morning, good evening, good afternoon),
man: (word of encouragement, congratulation);soifua: (life, health),
manuia: (well), falapang: (like that ...), fale: (house, home),

fa: (goodbye) short for tEtg, so'u: (I'll be ...).

ALTERNATE RESPONSES :.

'0 fa'apEfea mai 'oe? malosi fa'afetai.

(How are you?) (I'm healthy/strong, thanks)
manuia'oe? falaramanuia.
(Are you well?) (Not too well)
malosi toe? feoloolo.
(Are you strong/healthy?) (I'm just all right.)
'0 lo'o tatty le fatu.
(The hearts still beating; slang)
t.
A 14='41v; 'VU bC cs1u J. tai.
(How about you?) (I'm going towards the coast)
'0 fea la 'e alu i ai? 10u te alu fa'apea.
(Where are you going'?) (I'm going that way )
'0 fea 'e te alu i ai? 'Cu te alu i utg.
(Where are you going?) (I'm goin-; inland )

rY r (-t rrrrrerrYTI, (YY rr r 1.: Y rY:rrro ,r,orriv)

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 DIALOGUE TWO
'0 FESILI MA TALI ATU I LE TAGATA

(BIOGRAPHY-QUESTIONS AND ANSWERS)

Fail'oga: (teacher) Mika:

1. '0 ai lou igoa? 1. '0 Mika.

(what's your name?) (Mike)

2. '0 fea lou atunu'u? 2. 101Amerika.

(Where's your country?) (America)

3. E fai sou to'alua? 3. E leai, e leli tlitai.

(Have you a husband/wife?) (No, not yet.)

4. E fia ou tausaga? 4. E luasefulu lua.

(How old are you?) (Twenty -two, 22)

5. 'E te faigaluega i Samoa? 5. lIoe, 'ou te faialoga.

(Do you work in Samoa?) (Yes, I teach)

6. 'E te fiafia 11 Samoa, pe leai? 6. 'Ou te fiafia tele i Samoa.

(Do you like Samoa or not?) (I like Samoa a lot.)

VOCABULARY

igoa name supla name (polite), title

to'alua spouse falaipoipo to marry, married

atunu'u country tausaga year, age

galue to work failloga teach, teacher

-GAUL{ not yet reached faigaluega to work at a job

ALTERNATE RESPONSES:

10 ai lou suaa? (WhAt's your title/name (polite) ?)

'0 lo'u igoa lo Simi. (My name's Jim.)

'0 ai lou atunu'u? (Who is your country?)

10 fea le atunu'u le te sau ai? (What country do you come from?)

Ilia 'e fa'aipoipo? (Are you married?)

'0 le a lax galuega i Samoa? ( ;hat's your work in Samoa?)

@ff.'.=?Y (XGairrJe4r.ccrf7a74@t6or.rr rrrrrrrrrn7rTYNlyrr:.,,... E,

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 DIALOGUE THREE
FA' ATAUGA
(SHOPPING)

Palatau'oloaqshopkeeper) Tagata falatau:(customer)

E i ai se mea 'e te mana'o ai? 1. Falamolemole, e maua ni fasipovi?

1.
(Is there anything you want?) (Have you any beef, please?)

2. Leal; lua luma. 2. E toe maua afea?

(No, we're all out.) (When will you get some more?)

3. Masalo lo taeao, po lo le Aso Gafua.

(:T.aybe tomorrow or Monday.)
to lolo maua tuamoa. 3. E fia le tau?
(We have eggs.) (What's the price?)

4. Taa i le taseni. 4.tIa,/aunai se lafatameni.

( A dollar per dozen) (O.K., give me half a dozen.)
'E te iloa se fale e fa'atau al
fasipovi? (Do you know a store
where meat is sold?)

E a le fale o B.P.? 5. -Leal, e maua, 'a 11,!: taugatZ tele.

5.
(How about Burns Philp?) (No, they hare, but it's very
expensive.)

Masalo e taugOfie is Nelesoni. 6.13A, so'u alu i ai. Falafetai lava.

(Perhaps it's cheap in Nelsons) (O.K. I'll go there. Thanks)

VOCABULARY

fale'oloa shop, store tau price

fa'atau to shop, buy taugata expensive

fia how much manalodesire, want

tauefie cheap tan dollar

fasipovi beef 'aumai give

taseni dozen falatauloloa..salesman, shopkeeper

ALTERNATE RESPONSES:

E maua. (We've got it.) E tali fia i le taseni?

(How much per dozen?)
Toeitiiti maua. Oielre getting it

soon)

E le toe maua. (We're not getting

it again)
r-rf-rr rY-rr ryyr"vyy-r-rry ry%rrrry1,-,.-rY,re
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 DIALOGUE FOUR
FA'AMASINOGA 0 ITULAGI
(GIVING DIRECTIONS)

Tala a Simi: Tala a Mika:

1. Falamolemole, lo fea le fale 1. '0 la e i tafatafa so le fale

o Nelesoni? o Eveni.
(Please, where's Nelson's store?) (It's next to Carruther's store.)

2, 'A'o fea le fale lend? 2. Alu sa'o falapea.

(But, where's that store?) (Go straight in this direction.)
E fa'afeagai ma le'Ofisa o Pisikoa.
(It's facing the Peace Corps Office)

3. E mamao? 3. Leai, e le mamao tele.

(Is it far?) (NO, it's not very far.)

4. E mafai ona 'ou savali i ai? 4.'Ioes e mafai.

(Can I walk to it?) (Yes, it's possible)

5. 'la, so'u alu. Tug.. 5. Piifg soifua.

(Well, I'll be going. Bye.) (Good-bye.)

VOCABULARY

fale. house, building, store tafatafa next to

alu sa'o go straight, directly fa'afeagai facing

far mafai be able

mamao

tatau must, should

ALTERNATE RESPONSES

'Zoe, e fai sina mamao. (Yes, it's a bit far.)

Leai, e le mafai. (No, it's not possible.)

E tatau ona 'e alu i se ta'avale. (You should go in a car)

,4? ....grO.V007.0'17ADPg

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 DIALOGUE FIVE
FPATONUGAIAIGA I LE FALE/AIGA

(ORDERING ITEMS IN A RESTAURANT)

Teine Laulau'aiga (waitress): Mika:

1. 'Ua fa'atonu sau 'alga? 1. L;ai. /0 a mea/ai lo maua?

(Have you ordered yet?) (No. That food have you got?)

C-0 E maya sanuisi, hamupeka, kale ma 2. E le manan4 sosisi?

le araisa. (We've got sandwiches, (Don't you have any sausages?)
hamburgers, curry and rice.)
Leal, 'ua luma. E toe maua taeao. 3. Favamolemole, 'aumai ni hamu-
3.
You can get it peka se lua.
(No, we're out.
(Please, bring two hamburgers.)
tomorrow.)

'As a se mea inu? 4. fAumai se fagu moll.

4.
(How about something to drink?) (Bring a bottle of orange soda)

LATER:
ai se isi mea 'e to mana'o ai? 5. Leal, 'ua 'ou miatona fa'afetai.
5. E
(Would you like anything else?) (No, I'm full thanks.)

6. e tasi le tali. 6. E i ai sau sui mo le lua tit

(Have you change for $2?)
(One doila-.)
7. 1 i ai. 7. 'Ia, le tupe lea. Fa'afetai.
here is.j (O.K., here's the money.
Thanks.)

VOCABULARY

ialatonu order toe again

mea inu drink :atom to be full

pill ,...bill fags moll...bottle of orange

sanuisi 'sandwich 'alga meal

tam .dollar .---,,,,,cr: 5-s"-

kale curry falelaiga....restaurant

sui change se isi......another

ALTERNATE RESPONSES:

'Ioe, 'ua 'uma. (Yes, I've ordered.)

'Ioe, toe 'aumai se isi harupeka se tasi. (Yes, bring another hamburger)

c', ooee(Do
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 DIALOGUE SIX
FETUIUNAIIGA 0 LE TOTOGI MA LF 'AVETAIAVALE

(NEGOTIATING PRICES ':ITH A T vi T)RIVER )

Pasese; (passenger) 'Avetalavale:(taxi driver)

1. E fia le pasese e alu ai i le Grand? 1. F tolusefulu sene.

(How much is the fare to go to the Grand (It's thirty cents.)
Theatre.)

2. E lE luasefulu sene? 2. 'Ia, pule a 'oe i 3e totogi.

(Isn't it twenty cents?) (Tell, it is up to you.)

30 E le fetaui le tolusefulu sene i se 3. 'Ia, lua lava se CTfatala.

malaga pulupulu. (Trenty-sene rill be enough)
(Thirty cents isn't right for such a
short trip.)

4. 'Ia, 'ua lelei. Ta o loa. 4. /la, t5' 3.

(That's good. Let's go then.) (0.Y.,let's get going.)

5. mai; le falauli! 5. n7.147) fo'i le t7puali!

(Good driving!) (Good supporting!)

VOCATTLARY

ta'avale OOOOOOO car taxi taxi

pasese fare pasese passenger

tgpua'i to be in Support. fetaui to be appropriate;

to match
'aveta'avale driver Ilia lava Is enough

fa'auli to steer, direct a car.

ALTERNATE KSPONSFS

Pule lava 'oe. (It's up to you.)

/Ia., lelei. Tg B. (O.K., let's go.)

440s7CMCarrcP1717117r

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 DIALOGUE SEVEN
FA'AItUAUGA 0 F212E:AN:I:AGA TAU I LE TAGATA
(DETAILED BIOGRAPHICAL DATA)

Tala a Simi: Tala. a Mika:

1. '0 fea le nu'u o'Arelika 'e te sau ai? 1. 20u te sau mai Niu Ioka.
(What town in America do you come from?) (I come from Nev York.)

'0 soifua pen ou m7tua? 2. Leal, lua Malaia lolu tams, lae
'o lolo ola pea lo'u tins.
(Are your p:Irents still livinc'?)
(No, my father's dead, but my
mother's still living)

3. 20 le a le LT:neca sa fai e lou tama? 3. Sa faiOluega i se kamupanI

is your f-ther do?)

lomitusi. (He worked in publish.
(V:hat work
ing company.)

4. E tolafia ou uso r.171 tuaf7fine/tuacFne? 4. F tolalua o'u uso, sae tolatasi

(How many brothers /sisters do you have?) lo'u tuegEne/tuafefine. (I've
two sane -sex siblings and one
opposite-sex sibling)
-
0 'E te toe fo'i fea i'Amelika? 5. Pe la 'um galuega.
(When will you return to the state?) (Then my job is finished.)

VOCcOULIRY

nu'u village, place Wn.Ma0 fPr

ola to live, alive (polite- uso same sex sibling

soifua)
tuafafine sister (of male) tuaczne brother (of female)

oti die, dad (polite; maliu pea still

and mliaia)

kamupani corn:only fosi co back

ALTFRYATE 47S7CNSTS

'0 fea lou nu'u (Where's your torn in America?)

'0 fea le setete i'Amerika te sau ai? (;rh-A state in Amerion do you come from?)

'0 ola/soifua pea ou matua? (Are :your. :arents still )ivincl)

'ua oti lo'u tina/tama. (No, my rother/fether died.)

'Ioe,so lo'o ola 'uma. (yes, they are both alive.)

(_y ry r r" )."Cr ."/ e")-"y r' r e'r rrrrrrn)'Y'ry-.y-,ry-rryyyrrry-xvv

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 DIALOGUE EIGHT
10 LE EVLGA
(A DATE)

Tama: (boy) Teine: (girl)

1. Teine, e 'ese lou 'aulelei. 1. Falafetai.

(Girl, you're so beautiful.) (Thank you.)

2. Sau to eva. 2. 'A'a!

(Come let's talk ;to get together (Cut it out!)
at night.)

3. E 'ese lou fia sisi. 3. 'E te 1; pule.

(You're stuck up.) (You have no business)

4. 'Aua le mimita fa'apea e laulelei. 4. vial e n?

(Don't be proud because you're (So what?)
beautiful)

5. a! Sau to eva. 5. Fa'atali se'i pa.

(Shl Come let's get together.) (Wait until night time.)

6. 10 fea la to te fetaui ai? 6. Fa'atali atu i lalo o

(Where will we meet?) ',Wait under the bananas.)

7. elja lelei, 'aua ne'i 1; fe sau.

(O.K. Don't forget to 'come.)

VOCABULARY

faulelei beautifUl

eva to roam about at night

'a'a expreeWln of dissatisfaction

sisi conceit, held high

pule boss

mimita conceit

sell until

fetaui to meet

neli not on account

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 DIALOGUE FIVE
INUGA
(DRINKING)

Tala a Vili: Tala a Inane:

1. 1E te fia inu pia Inane? 1. 'I.

(Do you want to drink beer John?) (Yes.)

2. Fai is Sale e 5aumai se lua tan. Fai toe i ai.

(Ask Sale to give us two dollars) (You ask him.)

3. 'Ua lava ni fagu se ono? 3. Yanaia! 'Aumai ni ipu ma ligi

(Are six bottles enough ? ) loa. (Great: Get some glasses
and pour.)

4. E malosi le pia? 4. Lei e vlivai.

(Is the beer strong?) (No, it's weak.)

5. Se, inu ma le pata.) 5. 'Aua le fai tonu valea.

(Drink the foam.) (Quit making stupid suggestions)

6. E leaga le pia e tumu ai le manava. 6. lila le'Sna. E pu'upu'u lou pute.

(Deer is bad it makes the stomach full) (You are drunk.) (You have a short
navel.)

7. II, e tasi le 'inisi. 7. *Aua 'e te toe fia inu pia.

(Yes, one inch.) (Don't drink beer anymore.)

8. Leaga, e le'i seti lo'u manava. 8. IF i ai se mea 'al?

(Tiy stomach is not set.) (Is there any food?)

9. tAi le moto. 9. S5, o le mala le mea.

(Eat the fist.) (Oh, it's a tragedy.)

10. Se'i 'ai taeao.

(You'll get some food tomorrow.

VOCABULARY

ligi to pour pulupulu short

tonu plan, course of action pute navel
tumu to fill moto fist
lOnq to be drunk mala tragedy
pata foam

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 DIALOGUE TEN
SIUNIGA 0 SE IPU xceo

Tala a Sings Tala a Tbmasi

1. TBmasil 1. '0

2. Sau i ITIfalamclemole. 2. 'Ia., lua 'ou sau.

3. 10u te mana'o i se ipu koko fa'amolemole. 3. E moll? 'Ia, 'ou alu

'E te mana'o a rata-
suka?
4. 'It tutu i ai n1 sipuni suka se lua. 4. 1E te mana'o i se susu?
5. Leal, fa'afetai. Nglo se ipu koko ma ni 5. 'Ua lelei.
sipuni suka.

6. 1Aumai ma sau ipu koko 6. Lenin fa'afetai. 'Orate le

inu koko.
7. lAisea? 7. 10u te le fiafia i le koko.
10u te fiafia i le pia.
8. E leaga le pia. 8. Leal, e lelei le pia.
9. E leaga. 'E te ai. 9. E 3_5 aMina. Nglo le tasi le
ipu koko 'e te mana'o ai?
O. 'I, natio le tasi lava. 10. 'Ua lelei. '0 lela inu lau
ipu koko, 'ae inu la'u fagu
pia.

VOCABULARY

nal° only ti here

e le afaina it's all right; fang drunk, intoxicated

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 DIALOGUE ELEVEN
TI1ALOGA KILIKITI

Tale, a Vili:
Pala a Semisi:

1. Mil 1. 10 Out

Togi mai le polo, fatamolemole. 2. '0 le a le polo?

2.

Le polo kilikitil 3. 'Ia, sapot

3.

'E te fia kilikiti? 4. 10 ai sums e kilikiti? E le'i

4. Falafetai.
'igtoa 'au?

'0 lela sou kilikiti, sae (e) 113

5. '0 lea 'ua toeitiiti fatoa le isi 'au. 5.
la.matou /au. mafai lona fou. tamosesaosaoa.
'0 lea e lavea lo'u vae.

6. E so'u fiapepe! '0 le /au

6. S;, laua 'e te tiapepe.
a ai sou te tasalo.al?

7. 'Ia, lo a'u la '0 lelg Ufa.

7. '0 le 'au a Simi.
8. 'Ua lelei. gUa tutu'i golo?
8. Leal., go Inane lena e te'a, to 'oe e
talituafa.
ma savatu 9. '0 le 'au a ai lega tat muamua?
9. Leal, tutu'i e 'oe solo
le pate lea e to ai se isi.
10. 'Ia, 'o mgtou fo'i lg e faia le
10. /0 la tou 'au.
lape, 'al.

11. lila lelei. Te'a loa be polol

11. fai tou lape,/aua
/a tou faiatina e esi 0 tou
E fa'asiva at fo'i 'oe.
V0CA:9ULARY

ball tele, pitch

Polo
talitualg fielder; to fielder
sapo catch
tutu's to pound (into some
10 ai llama who all(?)
thing)
latoa whole
solo wicket
go lea in regards to that
pate bat
'au team
to hit
saosaea fast
se isi someone; something else
lavea hurt, injure
tats hit (plural); at bat
fai fa'alelei make it good
lape to sing and dance.
faia'ina to loose in a game
falasiva to calme to dance
to'ilalo to be overcc7e
osi loosing team entertains.

rvtpleT A e(i),pol) 1 A t-OAM06,0),A (t),.WA tV@

CONIACCOSEVE La

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 DIALCGUE TWELVE
STPESII1EGA I LE MLTA1131A7

Pala a _Simi: Pala a Mika.

1. 'Ua t2 le fiat Mika? 1. 'Ua lima minute 'ua te'a ai

le sefulu, '0 le a le mea
'ua 'e fesili ai i le taimi?

E i ai sou fa'alavelave?

2. 'I, 'o lanai e tau su'esu'e la'u maialupu 2. 10 le a lau maialupu e fai?
e fai taeao i tamaiti 216ga i le faleItoga. '0 le numera po'o le aaienisi?

3. '0 le saieniei. 3. le a se mea 'o falal'itonu?

4. E lead se mea. 4. 'Ua leva ona 16 su'esu'e?

5. 'I, 'ua fai sina leva. 12toa le itula. 5. TElofa et 1114.2 lE?

6. 'Ua feoloolo. Nato le tasi 'o le mea 'ou 6. 1Ifai 'ua latoa le tolu itEIR,

te 117 iloaina pe 'ua lava la'u sauniuniga. 'ua tatau ona lava. E i ai

se mea'ou te fesoasoani atu

ai?

7. Lead., falafetai. Masalo 'ua lava foii 7. 'Ia., faia lea tonu. '0 leln
la'u su'esu'e i lanai lg. 'Ua tatau lou alu /2 lou te moe.

ona fai sa'u maii1;ga mo le faiga o le

Iloga taeao.

8. lelei, ma 'ia manuia le pO. 8. Manuia foli le pit:. Fai se

miti lelei.

9. 'Aua le moefiti. 9. Tea.

1C. A.

1IIPII FOU

su'esu'e to study sauniuniga preparation

tau trying to mnlaltga (n) rest

Waretonu not in agreement faia lea tonu do that plan

sina a little bit miti dream

lava enough moefiti to turn much in

one's sleep.

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 DIALOGUE THIRTEE'Ir
TALA I LE MIKETI.

Tala a Simi: Tala a Mika:

1. Sole, la fa'apaea? 1. atrna 'on sau e Bute se Cato

talc). 4 falapaea foe?

2. 'Ou te alu i 2. E falapifea ona 'e alu?

3. 'Ou te alu i le pasi. 3. 'Ona a lea?

4. Ona 'ou tu'ua lea'o Mulifanua mo 4. F falap;fea pelg e taunu'u i
Salelologa i lelafa o le sefulutasi
Savai'i?
/ le va'a.
5. 'A 'ou taunu'u i Savai'i, 'ona 'ou 5. Toe lima minute i le Iva.

alu lea i le pasi i Fagamalo.

to se fia?

6. 10i sole, 'ua 'ou tuai. nei 6. 1Ia, e sili pe1a 'e emote loa
te le maua le pasi.
i be mea e tut; ai pasi.

7. 'Ia, 'ua lelei. 7. taa soifua. Manuia le malaga.

8. Falafetai. 114nuia foil le fa'amuli, 8. F3I

Tofal

l'OPU FO1J

tulua to leave momole.(tamole)....to run

loi spiel 'oh manl(interjection)tuai late

1? a (19A0 e41;VD.:)@;Ell

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 0 LO'U 'RIGA
°O a'u 'o Simi Was 'o se tama 'Amerika. 10 lo'o o'u tafao i Samoa, 'ae le galo
ai lolu'aiga i lo'u atunu'u moni. '0 lo'o i ai lea i le Setete o e lata ane
i vaitilloto tetele o le Unaite Setete. E lg tc'atele lo matou 'alga, tua na'o o'u
matua, ma lo'u tuafafinelo lo'o fa'amuli mai ai nei.
'0 lo'u tama 'ua fasefulu ma le lima ona tausaga, ma 'o lo'o fai lava lana pisi-
nisi ta'avale. E nofo si o'u tins 'o Una i le fale ma sRuni mea'ai, 'a'o Peti lo
lo'o gloga i le Univesitg% E masani fo'i ona asiasi ane le use o lo'u Una ma lana
fanau i ni isi taimi i lo matou /alga, ma nonofo ai mo Li aso.
- -
E o'o lava ina malulu tele le tau i lea nofoagn, 'ae leai se mea e popole ai, aua
e mautu mea luma i lo matou fale piliki ma ona falamalama tioata mgtaefie. '0 lo'o
i ai magglafu ma masini fa'avevela 'ea e mafanafana ai le fale tatoa.
'A alu loa Siaosi i lana gnluega, 'a 'o Peti i le gloga, ona toe loa lea 'o lo'u
tiny ma Kill lana pusi, la to leleo i le aso /Itoa. E tafe falata'amilo i le togglglau
i tafgfale se alia mamino mania. '0 'ins e fggota so'o ai Kili ma sau ai ma nai
tamali i'a i le fale. falatoalaga fo'i lea e mgsani ona /ou tatoto/oto solo
ai ma faitau sa'u tusi, aua e m3.1u ma fefiloi ai le manogi o hatpin:tau 'ese'ess.

VOCA-.3ULARY

n:alo to forget o'o to reach mgfanafana warm

atunu'u moni one's true country or arrive 'on toe loa then only remain
ina become
71ata_ane close to lea
nofoaga place
-,aituloto lake leoleo watch after
popole to worry
natio only tafe flow
mautu well built
falamuli stay behind falatalamilo around
piliki brick
fai to do togglalau garden
falamalama window tafgfale next to the house
pisinisi
M;.tagb7fie beautiful glia creek
ta'avale car dealership
tioata glass manino clear
si o'u my(beloved)
magalafu fire place fagota so'o to fish often
salmi prepare
-
masani accustomed to masini tampli small
falavevela heater fa'ato/aga garden
asiasi ane visit
ni isi some other fa/amdfana- talotoloto lie around
ni nai some fana to warm solo
fefiloi mix narrmu scent mgla . cool
fugalglau flowers
/ese'ese different

1. '0 ai le nu'u o Simi? 5. E tolafia le °alga o Simi?

2. E to'afia le /giga o Simi? 6. '0 ai e leoleoina Lima?
3. '0 le a le matua o lona tames? 7. '0 le a le tau i Ilinoi?
4. '0 le 3 le galuega a le toeatina? 8. '0 fea e nisani ona faitPutusi ai Simi?
9. '0 ai le twiafine o Simi?

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 '0 LA' II TaNAMEA

Na ma feiloa'i ma Sina i le tifam ma lamata mai ai ona ma uo. '0 se teine

amiolelei tele, 'ae lalelei fo'i. E manaia lona fuaitino, ma momosi lona pa'u.
111a luasefulu nei ona tausaga. Sa aloga i le Kolisi o Samoa, ma to fai-
galuega nei i le flemeli. F nonofo ma ona maua i lo latou 'alga i Lepea. E
ui lava ina fiafia 'o is i talaloga ma le tifaga, 'ae tumau pea fo'i lona rata-
maoni i lona tiute.
'0 se isi aso na manava mai ai, ona afe ane lea i lo'u fele, fai mai, pat4
'ua tatau ona e alu atu taeao tatou te failotuplaua to tala atu taeao 'Cu te
malaga ai i Niu Sila." 21.1a tell o'u tino 'ae tau nofo lo'u fatu, ma 'Cu fai
atu,
"E a 'ea? 'E te alu 'o le a? '0 a na faiga valea falap7111?"
"Ralie lou loto! E la mafai ona 'ou telena le avrmoa 'ua 'aumai i la'u
galuega. E nalo le tolu v7iaso." '0 lana tali mai lea.
Sa 'ou lonosali loa ma malie e ncfo fa'atali i lea taimi. Na 'ou Flu fo'i
i le 'aiga e peilona ia vala'auina alu i la 37tou taiga falamnme. Sa matou
malaga, e fa'aMavae ma Sina i le malae va'alele i lea aso. '0 logo o'u fala-
tali nei lava se'ia fo'i mai ona ma fa'aipoipo loa lea. E tasi le lave 'ua
() to nei i ai; e re" 'o le tclu vTiaso, 'a 'o le tolu masina e peitona ia toe
tusi mai.

VOCAMARY
manamea sweetheart matua parents
feiloa'i to be acquainted with E ui lava ina although
ona then tumau to be firm
amiolelei well behaved tiute duty
lalelei falaMaoni faithful, loyal
fuaitino complexion, figure manava to rest after
momosi soft, smooth working.
ona afe ane lea then se called in pa'u skin
tau ncfo lo'u fatu my heart stood still tali o'u tino a shock ran
te'enA refuse through my body
lonosaq patience Tivanoa chance
malae valalele airport selia until
ona ra falaipoipo then we will marry lave problem
e peisona as
0 LAIU 6TNA1 EA

Faitau ma stile tali o fesili nei:

1. '0 ai na tusia le tala? 7. 'Aisea na falanwinna Pi lana

2. 20 ai lana manamea? 8. '0 le a le 'umi na tutu e malaga ai?
3. '0 fet sa a'og ai lenei teine? 9. Na falap-Efea ona la- meta lenei uo?
4. to ai lona nu'u? 10. 20 le a le lagona na olo i le uo a
5. '0 fea 'o fuicluega ai nei? Sina 'ina lun tuai mai?
6. Fa'amatala foliga o Sina ma ona 11. F fia va- iaso 'ua toe tolopo ai le
uiga2 malaga 'ua le foil. mai?
(tolop6- postpone)
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 0 SE AFIAFI I LE FALEPIA
E leseleee taata ma o latou ma'oi, 'ae mania fo'i le tofotofo i mea 'uma.
'0 le tasi la Kirisimasi na malaga mai ai lo'u use sa i Pago e asiasi mai. Sa fai
mai loa i se tasi aso, "Tom, fai sou 'ofu, 'ae to to tafafao i Apia,"

"0 Apia i fea lo lela to 3 i ai? '0 la'u fesili atu lea,
"Tg ; sell falamafanafana o to toto i le Tanoa"
'Ua lou iloa nei le uiga o la Mg malaga, 'a 'o a'u foli e le inu, 'ae lou to
musu foli e alu nalo Siaosilaua e 'Ong leaga.
Polo le fitu na ma taunu'u ai i le Tanoa 'a 'ua tumu 'atoa le rale i tamiloloa
uiga leselese fa'apea foli tamalitali. E mau a lo none° mau e e sisiva, ma le Enoano
e laulaututil solo. 'Ua tolo foll le savall tifatifa ua tautevateva 'atoa foli ma
gagana fa'atupu fa'alavelave.
Sa Ilmata loa ona inu la'u tama lina 'ua maua si palusisi PEgPnoa lo lolo i ai
se laulau ma ni nofoa. Nhaalo 'ua ono a ma fagu 'ae tasi lava la'u ipu, la 'ua
lamata ona tautalatala fiafia Siaositlaua 'ua tau le pia. ''Ua to loa i luga ma
pese 'ua o'o ai lava i le falaili. E lg masino foil teine sa i ai i lea
pat 'atoa ma a latou faiga falatipsina,
10 lea na sisiva ai loa lolu use ma se tasi tgvolo fafine, la 'ua lamata lava
lona lou popoleolaua 'ua fa'atetele lava lona pica. E leli lava lava, 'ae patiapaia
loa fags. O'u momole atu 'o Siaosi lea 'ua fasi tele e le 'au lanang. 10na lo a'u
'o lo'o Palamalama, na lelei ai. Na'o lolu patina lava o lea ma alu ifo, 'ae 'ou
tago atu loa falatatg mai la'u tama, togi i le ta'avale ma ma fafo loa ma le ma'afala.

VOCADULARY

leselese different solo all around

maloi favorite tolo many
tofotofo to experiment, try savali tifa- stagger
'o le tasilEirisimasi onesehristmas tifa
malaga travel tautevateva walk crooked
asiasi visit gagana language
tgfafao to roam about fa'atupu to create, cause
fesili atu to ask falalavelave trouble
sell let's lalu tama my boy (expression)
falamafanafana warm up palusisi corner
Tanoa the Tanoa Club paganoa silent
toto blood masalo maybe
uiga meaning tautalatala talk on and on
'a but tau to affect, to reach
lone leaga to get very drunk o'o atu arrived at
polo le fitu about 7 o'clock falaili band
taunulu to arrive 13 masino uncountable
tumu 'atoa completely filled sorts, kinds of
uiga leselese all different kinds 'atoa complete
mau some faiga ray, style
e who falat5sina to come on strong
anoano many tgvolo fafine she-devil
laulantra stand popole worry

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falatetele getting worse mglamalama clear headed
pisa noise patuina to strike
le'i leva hadn't been long 'o lea that one
patiapatl clatter about ifo down
momo'e atu to run to tago take
fasi tele to be really beaten falatatE to drag quickly
'au 'onana drunken group togi throw
'ona because fafo loa ma be to get out (idiom)
malafals

'0 SE AFIAFI I LE FALEPIA

Faitau ma tali fesili nei:

1. '0 ai le tusitala?

2. '0 ai le igoa o lona uso?

3. '0 fea sa i ai lona uso?

4. '0 le a le mafoi o lea taulelaleta?

5. 40 le -"a le taini na taunu'u ai i le Toed

6. E fia a lg fagu pia na inu?

7, Na falapefea ona la i le taiga?

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 " EH II

SAMOAN GRAMMAR
ENGLISH-SAMOAN GLOSSARY
SAMOAN-ENGLISH GLOSSARY
BIBLIOGRAPHY

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 SAMOAN GRAMMAR
"/'

the section following on Samoan grammar is not a complete analysis of the

Samoan Language. As with the glossary which follows, this unit deals only
with those areas that would be of use to a student or instructor of converse
iionaI Samoan. Derivation and evolution of gramatical concepts, as well as a
compamative study with other Polynesian languages are beyond the purpose of
this book. Research in these areas should be directed to the two texts from
which much of this section was compiled. (Samoan Grammmr,Spencer Churchward,
Spectator Publishing Co. Pty. Ltd., Melbourne. 1951; Pratt's Grammar and
Dictionary of the Samoan Lanelat, Rev. George Pratt, Malua Printing Press,
Malua, Western lama. 1911). Further grammar information can be foundJn
Marsackls Samoan and the L.D.S. Let's Speak Samoan (see bibliography).

COMM MLM
I. The alphabet and pronounciation 328
'rowels 328
COnsonants 329
Syllables and accents 329
Pronounciation errors 330
The glottal 330

II. The nominative

The particle 'o 331
The definite article (singular and plural) 332
Indefinite article (singular and plural) 332
Nouns 333

III. Pronouns
Perscnal pronouns 334
Possessive pronouns and the possessive 335
Demonstrative pronouns 339
Indefinite pronouns 339
Relative pronouns 339
The relative particle ai 339
Interrogative pronouns 340

IV. Verbs
Verb number 342
Passive verb form 342
Verb tense 343
Negative 344
Verbs 'to be, to have' 345

V. Adjectives, adverbs and prepositions

Adjectives 346
Adverbs 347
Prepositions 349

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 VI. Conjunctions and sentence construction
Conjunctions 352
Sentence construction 354

VII. Prefixes, suffixes, and compound words

Prefixes 356
Suffixes 357
Compounds 358

COOMDPMOWX,XMaf "WM

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 SAMOAN GRAMMAR

PART I: THE ALPHABET

There are five vowels and twelve consonants in Samoan. They are:

AEIOU.
FGHKLMNPRSTV
Three of these consonants (H,K,R) are not native but were introduced in foreign
words. H is not frequently encountered.

VOWELS
The five vowels are pronounced much the same as in European languages.
a as in fathor,
e as in head
i as in tea
o as in home
u as in do
Every vowel sound can be pronounced three ways. The short (a), the long ( ) and
the glottal ('a). In ea:11 of these three variations however, it is not so much
the sound that changes/but the manner in which it is delivered. A short vowel is
a short utterance of the sound. A long vowel is a prolongation of the sound, and
a glottal vowel is an abrupt glottal beginning of the sound. These differences
are very important since entire meanings depend upon how a sound is uttered.

ai.... who
'ai.... to eat
al....a row of plants
The three vowels may be represented diagramatically as follows.

SHORT LUG GLOTTAL

/
begins smoothly also begins smoothly begins very abruptly
but carried longer

VOWEL COMBINATIONS
Double vowels. Similar vowels occurring together in a word are 'usually separated
by a glottal sound. There are exceptions however as in the cases of compound word
or prefixed and suffixed words resulting in duplicated vowels. In many instances
these duplicated vowels are pronounced together as one long vowel.

to alofa, talofa .... I love (common greeting)

tale. atu - talatu ... beyond

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DiathonA0. Combinations of vowels always retain their seperate sounds. For this
reason there are no improper diphthongm.Ouch-as is. found in English' (threw,
through, zoo, etc). Each vowel in the combination is diztinctly pronounced. The
resulting harmony of vowels in some cases gives rise to several sounds in which
the components are less easy to distinguish (li sounds like the English long I).
Among the combinations there are several similar sounding diphthong' which at
first difficult for foreigners to tell apart.

Ae and Ai: vae leg

vai water
Ao and Au: fao nail
fau to build
Oe and Oi: toe to remain over
toi a kind of tree
Diphthongs should always be pronounced so that the mouth finishes in the posi-
tion of the final vowel. It is probably evident that proper pronounciation is of
the highest importance since a slightly altered pronounciation can drastically
change the meaning of a word.

Tai tide
Tae feces

CONSONANTS
As stated before, there are twelve existing consonants in the Samoan Language.
At the present time these coincide more or less with the English pronounciation.
There are four notable exceptions however. G is always a nasal sound as inIng.
of sing. L is somewhat similar to a soft English R and is indeed interchangable
with the adopted R in the Samoan alphabet. This is particularly evident for words
in which L is preceeded by A,E,O,U and followed by I. The Samoan P is very soft
and is between an English B and P. With the exception of the G, these pronouncia.-
iion differences are very slight.

Colloquial Speech

Common Samoan speech is characterized by the almost exclusive use of K and G in

place of T and N. Any student learning to speak from a native speaker will in-
variably be taught the "proper" or pure Samoan form in which the exclusive use of
K and G is frowned upon. This same Samoan would however in conversation with an-
other native speaker revert to the colloquial speech pattern (using K and G). It
is important to realize that the "K" dialect (so it is called) is what most people
will hear being spoken by others and not infrequently to the student himself. Non -
Samoans are discouraged from imitating this speech form since.it is considered to
be a corruption of the Samoan language. Below is an example of the two patterns.
Remember however that the 'K' language, although spokenlis never written.

T: Tiltou nonofo . Let's sit there.

K: Kaou gogofo

Syllables and Accent

Below are some of the major points concerning syllables and accents.
1. No two consonants may occur together without and intervening vowel
or vowels.
2. All syllables must end in a vowel.
3. No syllable can have more than one consonant and two vowels.

4. Accent is usually on the penultima (second last syllable). There

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 may be exceptions to this and there may be more than one accent in
a word.
(a) Long vowels usually take the accent. (it may be a secondary
accent)
(b) Words ending in a long vowel accent that syllable.
faigata difficult

Reference to a distant place or object causes the accent to be

be shifted to the last syllable.
'0 la e i fale He's in the house.
All words ending in diphthongs accent the last syllable.

vaveao day break (night)

Most words ending in ga accent that syllable (but not nouns
derived from verbs as in moega)
tig; to hurt
Certain adjectives accent the last syllable for emphasis
umi very tall.

COMMON PRANOUNCIATION ERRORS

Y SOUND: There is noty/in Samoan. However when AA, Az AL Qg preceeds a vowel,
the resulting sound is often mispronounced as y.

loia not loiya lawyer

faia'ina not fai yatinato lose
Words beginning with i followed by a vowel are similarly mispronounced.
Ianuali not yan u ali Januarg
Iesu not ye su Jesus.

W SOUND: There is no'w'in Samoan. Certain vowel combinations can give rise to
a sound commonly mistaken for w. A single o or u. followed a vowel especially i
is an example.
soia ndtsowia stop!
itua not i tuwa behind
igoa not igowa name

U at the beginning of word followed by a vowel.

uila not wila power
uati not wati watch
Au or Ao followed by a vowel.
falaoa not falawa bread
t
aua not 'awa don't!

A NOTE ON THE SAMOAN GLOTTAL

Some books in existence on the Samoan Language state that the Samoan glottal (1)
appears in words in place of the K of other Polynesian languages.
'oe (Samoan) koe (Maori) you
Va. (Samoan) ika (other Polynesian fish
languages)
This would mean that the glottal in Samoan is to be considered as a consonant.

0:4144W4JYAAA441 1 04044At04/!444AWSA44.44.414.441W4.$)4g9l'ikg4.441.4404ggigak9WW4WW9D4431Qg

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 PART II: THE NOMINATIVE

THE PARTICLE '0

The use of this word is a concept foreign to Zr lish speaking students. Nouns
may stand alone in English, but they must be 'set off' by the particle 'o in
Samoan for the nouns to be complete. Pratt refers to t2 as the sign of the
nominative as does the Norman publioation.1.et's speak Sescam. Narsaok however
points out that to also occurs in the adcusetive ease (with objects.) It would
be safe then to just list the principal functions of this important word and re-
frain from giving it a restricting label.

1. '0 is only used for a noun or pronoun. When it occurs before any
other part of speech it has the effect of transforming it to a noun.
'0 le teine . The beautiful girl.
'0 le tamlelei o le twine The beauty of the girl.

2. It must come before a noun or pronoun when these stand alone.

'0 le maile. The dog.
'0 a'u

3. It is the sign of the nominative absolute.

'0 'oe 'o Ia'u uo. You are my friend.

'0 preceeds all proper nouns in the nominative.

'0 Samoa. Samoa.

'0 Nalietoa &notes.

5. '0 proceeds pronouns in the nominative case.

(a) Relative pronouns

tO le ha alu. He who went.

Interrogative pronouns
'0 ai 'oe? Who are you?
tO Pea 'oe? Where are 1ou?
Demonstratives
tO leas This.
tO lens. That.

Indefinite pronouns
4) so isi. Another.
'0 ni isi. Others.

Personal pronouns.
tO
tO t;tou We.

Note: tO does not odour before the short or dependent forms of

the pronouns (see the section on pronouns).
6. In sentences, to is used when the sC-ject occurs before the verb.

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 tO le tama lens sa patti That boy fell.
It is not used if the subject follows the verb.

Sa pain le tame lena. That boy fell.

An exception is the pronoun ia (he /she /it) whish takes
to before or after the verb.

'0 ia sa ma'i. He was sick.

Sa mati to ia.

When using the st.oucture: Ona ai lea (then), the noun or

pronoun may take or omit the 'o if it follows the verb.
'Al muamua ona fai ai lea lau mea ;toga.
-
'Al muamua ona fai ai lea 'o lau mea a'oga.

Eat first then do your school work.

THE DEFINITE ARTICLE

Le is the Samoan definite article. It is used whenever the noun is definite in

the mind of the speaker. Note that even though English would use the indefinite
article in some definite situations Samoan does not. This is particularly evident
in the answer to the question: What is that?

'0 le povi. Its a cow.

All nouns must show an article to denote singular Omitting the article results
in the plural of the noun. For this reason it is important to always include the
article if singular is to be expressed. Plural is assumed unless the article is
present.
'0 le penitala The pens.
'0 penitala. Pens.
Although most Samoan nouns do not change from singular to plural a few nouns do
but these are rare and can be easily memorized.
lotomatua lotwnatutua old woman
matua matul pamit
tamaitiiti tamaJU child
tamaloa tamaloloa man
taule'ale'a tEuleleta untitled man
to'alua ta'ito'alua spouse
tuafafine tuafafine male's sister

Indefinite' Article
Se replaces le when the indefinite is to be expressed. It is used when:

(a) Referring to one of many.

- -
'Aumai se tala. Give me a dollar.

(b) When questioning somotlings existence.

'0 se pua'a late? Is that a pig?

(c) Expressing negative.

E 15 'o se pua'a. Its not a pig.

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Ni is the plural form of se. When it is used in place of se, the noun becomes
plural. It can be translated as 'some'.
'Aumai ni tale Give me aomm dollars.

'0 ni pua'a Are those pigs?

E le 'o ni pua'a They aren't pigs.

Ni is sometimes omitted in colloquial speech.

'0 pua'a? Are they pigs?

E le'o pua'a They aren't pigs.

NOUNS
Many of the nouns of the Samoans Language are derived from simple roots which
have been reduplicated, combined with other words, or taken a suffix or prefix.
In most cases, the newly formed word takes its meaning from the base words.
solo (towel) solosolo (handkerchief)
fale (house) + ma'i (sick) falema'i (hospital)
moe (sleep) + moega (7)ed)
Pronounciation may change somewhat when the new words are pronounced as one.
mata (eye) + 'upu (word)... matalupu (subject)
With few exceptions nouns do not change form from singular to plurn1 (set the
section on the definite article). Instead, nouns show number by the presence
or absence of the definite or indefinite article (or possessive pronoun).

All nouns belong to one of two possessive classifications depending on the re.
lationshi:) of that noun to humans (very personal, or non-personal). Each cata-
gory has a separate set of possessive pronouns rhich apply specifically to these
nouns. (see the section on possessive pronouns)

Nouns will normally follow the verb in sentence construction. This rule applies
to both noun subjects and objects.

'Ua alu le pasi The bus is going.

'Aua 'e to tago i. latum Don't touch my book.
tusi.

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 PART III: PRONOUNS
PERSONAL PRONOUNS

English has only two pronoun numbers, singular and plural. Samoan pronouns how-
ever can be divided into three groupings: singular, plural, and pair plural
(dual).
Singular, Dual Plural
a'u, ita,( 'ou, olu)-I t'alua (ta)-we (2) tatou- we
ma'ua (ma)-we (2) matou - we
'oe ('e) -you 'oulua (lua)-you(2) 1 outou ( tou) -you
ia (na)-he/she/it la'ua (la)-they(2) latou - they

These pronouns normally occur with the particle to (except as noted in the section
on 12., and except for the dependent or short forms listed in parenthesis.)

CONVENTS CONCERNING THESE 'PRONOUNS

1. The Samoan pronouns correspond with English pronouns in meaning with three
major exceptions.

(a) The dual set is used only for pairs.

(b) Both the dual and real plural have an inclusive and exclusive form for the
first person pronoun (we)
Enclusive: includes the speaker and the listener onl.T.
ta'ua: speaker and listener only.
tatou: speaker and listeners only.
Exclusive: excludes the listener from the group.
-
malua: speaker and another but not the listener.
matou: speaker and others but not the listener.
(c) The third person singular, ia is used for he, she,and it.

2. The short forms of the pronouns (in parenthesis) do not take the particle lo.
These short forms are used when the pronoun:
(a) occurs before the verb.
10u te moe I sleep.
as opposed to
E moe a'u I sleep.
(b) is inserted between the verb and the tense marker.
lila 'e sau? ..Have you come?
as opposed to
'ua sau loe? Have you comet
(c) is in the second clause of the nominative rsolute.
10 a'u neit'ou te As for me, I'll po.
alu.

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3. First and third person dual and plural pronouns can be preceded by '1 (except
the short forms) If ti is used it will occur when:
(a) the pronoun stands alone and is preceded by '0.
'0 tatou We.
(b) the pronoun occurs in a position other than before the verb.
lUa latou They are eating.

In common speech however, is frequently omitted.

4. The pronouns do not change form even in a change of case such as in English:
they (subject) them (object).

Na latou o They went.

'Ave le reatai is latou Give the food to them.

5. Miscellaneous
(a) Ita (or ta) is an alternate for alu. It is sometimesused in common speech,
songstand idioms, i.e., to fiaola et tafgfir, tX1ofa e, (wl4ch are all ex-
pressions of grief, suprise and sympathy and are compounds of ita and root
worlip),

(b) ',.n.iation of 'ou used with the 'o lolu t,:nse marker.

'0 lo'o o'u alu 7,J

tIslAally omit the third per:icr onoun altogether, or in

u Instancci) use the actual noun )r
'0 lo'o alu 'o is .1e is going.
'0 lo'o alu ....(He) is going.
(d) The duals are formed from the ro lua meaning two.
(e) The plurals are formed from t1) i,,ot word tou (from tolu-three).
(0 The use of inclusive and exci ve is a very important concept in a com-
munal society like Samoa. it is important to know how one stands in re-
lation to a group of peo:I (if you are included or excluded).

(g) When refering to grouy. individuals, a Samoan usually uses the rost in-
clusive pronoun for Hi, situation.

'0 m!'1.1.. Mele Nary and I.(literal-. e(2) and

10 11"ua ma Simi She and Jir. (2) and. Jim)

'C 'oulua ma Sina You and S. ',Lou (2) and Sina)

This concept also carries over into the posscssJ,' eonouns.101As will be
seen later, group ownership is preferred over 1 onal ownership.

Come to my house So- to matou fale(literally:

Come to our honse.)

POS=SI77 P71011(791;S

Before beginning this section on the possessive )ronounst there is a concept that
the stuaent should understu)d concerning nouns and showing possession in Samoan.
non-personal. rerf:onal
All nouns in Samoan are categorized r.z either personal or

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 permanent relatio!
nouns are normally those with which one has an intimate and
(parts of the body, relatives, etc). Non-personal nouns are those which have
portance as 'things' or mere 'objects' rather than as intimate parts of ones
(car,.focds, etc).
set used for
The Samoan language has a duplicate set of possessive pronouns, one
the personal nouns, and the other set for the non-personal nouns. These pronouns
difference be-
are listed in the table following and it should be noted, that the
tween these two 'sets" of pronouns is the single vowel change: a to o. For this
reason some texts refer to the personal nouns as o nouns and the non-personal
nouns as a nouns because they take the o and a possessive pronouns respectively.

Thusswhen expressing the possessive case of the personal noun tams (father) and
the non-personal noun ta'avale (car). There is a distinction between the posses-
sive pronoun:.
10 letu tams my father.
'0 la'u ta'avale my car.

The proper use of the a or o pronoun is very important not only because thelror
possessive may sound incorrect to a Samoan ear, but because the actual meaninr
some words nay change with the a or o form.
'0 la'u susu My milk.
'0 lo'u ausu my breast..

Below is a very general list of catcjories for o and a nouns which may sere
guide in deciding which class of possessives to use. There are exceptions
course, but most nouns are fairly consistant to these lists.

Personal Possessions: 0 Class

1. Relations - except tine (husband), (wife), tam (woman's child),

fanau (child)
2. Soul, emotions, etc.
3. Body and its part-except lava (beard).
4. Clothing.
5. House and its parts.
6. Boat and its parts.
7. Land-except fa'ato'aa (plantation).

Non - personal Possessions: A Class

1. Propertyof every kind.

2. Language, words, speech.
3. Animals, plants
4. Work.
5 Food.
6. Customs and conduct.

The following table lists the Samoan possessive, both the a and o forms.

THE POSSESSIVE PRONOUNS

I. DEFINITE:

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 For angular Nouns for aural noune,

lo'u, lalu my o'u, a'u

lou, lau your ou, au
lona, lana his, her, its ona, ana

lo ta, la ta our(2) oita, a ta

lo ma, la ma our(2) o ma, a ma
lo lua, la lua your(2) c lua, a lua
lo la, la la their(2) o la, a la

lo tatoui la tatou OUT o tatou, a tatou

lo matou, la matou OUT o matou, a matou
lo tou, la tou your o tout a tou_
lo latou, la litou their o latou, a latou

II. INDEFINITES

sot% sa'u my ni ni a'u

sou, sau your ni ou, ni an
sona, sana histher,its ni ona ni ana

so tat sa ta our(2) ni o tap ni a ta

so map sa ma our(2) ni o mg, ni a ma
so lua, sa lua your(2) ni o lua, ni a lua
so la, sa la their(2) ni o la, ni a la

so tatou, sa tatou our ni o tatou, ni a tatou.

so matou, sa matou our ni o matou, ni a matou.
so tou, sa tou your ni o tou, ni a tou
so latou, sa latou their ni o latou, ni a latou

CONCERNING THE POSSESSIVE PRONOVIIS

From the table, it should be evident that there are separate

possessive pro
1.
and indefinite
nouns for siivular and plural nouns as well as for definite
possessive statements.
'0 lalu maile My dog,
'0 a'u maile my dogs.
'0 sa'u maile? Is it my dog?
10 ni atu Are they my dogs?

There is a very noticeble pattern for these different forms of the possessives.

with 1. For
Definite. Possessive pronouns used with singular nouns all begin
plural nouns the 1 is dropped.

'0 lo latou tuagane Their brother.

'0 o latou tuagane Their brothers.
'0 la'u pua'a My pig.
'0 a'u pua'a ray pigs.

Indefinite: If the statement being uttered is a question or negative, the

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 singular pronoun changes the 1 to El. The plural pronoun drops the con-
sonant and adds the indefinite article ni as well.
/0 so latou tuagane?... . Is it their brother?
10 ni o litou tuaiine? Are they their-brothers?
E 1; lo salu pua'a Its not my pig.
E lea ni a'u pua'a They aren't my pigs.

Churchward states in 'Samoan Gramma.' (p.46-47) that these possessives are

formed by prefixing the preposition a or £ to the personal pronouns, noting
that "in certain instances contractions or other modifications take place."
Thus when they are used attributively, an article is prefixed; le for singular
,
omitted in plural), se for indefinite (plural 101. With le and ee, contract-
ions occur giving the pronouns listed in the above table.

2. In formal speech, the long forms (Indfrpenrient) of the following pronouns are
sometimes heard with the possessive prefixes (both a and ) ;

la to la alua our(2)
la ma la malua our(2)
la lua la 'oulua your(2)
la la la lalua their(2)
la tou la 'outou your(p1)

3. In colloquial speech, the a and o markers of the pair plural and plural pro-
nouns are often dropped in favor of the articles le, se, ni.

10 lo tatou fale.. '0 le tatou Yale Our house.

'0 sa tatou povi? '0 se tatou povi?.... Is it our cow?
'0 ni o tou nofoa? '0 ni tou nofoa? Are they your chairs?

4. There is an alternative pronoun for the first person singular derived from
ita which is not in frequent use but none the less is heard in songs and col-
loquial speech. It follows the same patterns as the other possessives.

'0 iota nulu Wvillage.

5. Samoans do not generally use the singular possessive when group possessive can
also apply.
'0 lo matey. fale Our house.
instead, of:
'0 lo'u fale My house.

AN ALTERNATE POSSESSIVE_ STRUCTURE

When asking the question: Whose pen is it?, the student must be avars that in
Samoan the question would be:

'0 le peni a ai? It's the pen of rho?

The preposition a (of) in the above senteice would be changedto o (of) in cases
of a more personal noun.
'0 le tins o ai? It's the mother of who?

It is very common at the pr,sent time to hear answers to the above questions in
the same form of sentenc., construction.

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 '0 le peni a toe Itto the pen of you.
'0 le tins o is Its the mother of him.

Note that the real possessive pronouns are not used. Instead, the independent
pronouns are placed after the noun and the proper form of the preposition loft
CI or s) is used between the noun and pronoun. This 'possessive'-construction
is considered inferior to that mentioned in the preceding section.

DFMONSTRATIVE PRONCTTNS
The demonstrative pronouns are:

Singular Plural
lenei, lea this nei, is these
lenai lele ...that na; those
Lela, lale ...that la, those

There are other variations of these which are compounds derived from these ten
words (i.eo lee, laia). Lenei, nei (this, these) are normally reserved
formal use, whereas lea and is are the more common forms used in everydav
Lena, lele, na are used when refering to something not to dist2nt. Let 6,
Liver be used in reference to something ir. someones possession.
lale, and la, are used for things at a great distince.
Note that nei, na and la are the roots of the sinrular demonstratives %L.Lh hutre
prefixed the definite article le.
As adjectives they may occur before or after the noun.

'0 lenei tams This boy.

'0 le tame. lenei.

INJFINITE PRONUTS AND ADJFCTIVFS

Soto (any) is used with the indefinite article se.
so'o se aso any day
sot() se taimi anytime
isi (other) can be used with all the articles.
'Ave le isi Take the other.
'Ave isi ipu Take the other glasses.
Ave se isi Take another.
lAve ni isi ipu Take some other glasses.
sina (some).Vhen used in the positive sense it usually me,ns
'Aumai sina vai Bring sore (a little) rater.
In yucotions, it means
E i ai sina val? Is there any water?
Note the colloquial expression using ita(I)
tAumai sina ta.vai 9rir,/, me some water (for re).
tasi is sometimes used to mean one, other, another, or somebody.
role tnsi aso One day.

RFIJ.TIVE PROT:CT-NS AND AI

a and I are the relative pronouns corresponding to the Eng] ish 'rho' (whom) .

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LE is used for singular, ; is used for plural.
11Ga oti le tame 'o le sa mei The boy who was sick has died,
'lira feoti tama o e sa mamali The boys who were sick have died.

It is possible in Samcan to omit the preceding antecedent clause and let the
relative pronoun stand alone, which then becomes 'he who'.
'0 le e muamua eau e vave 'ai He rho comes first will eat
quickly.

Ai is also used as a relative pronoun end always implies on antecedent. However,

it is not always a pronoun, and it is not always easy to defix.e it's use in a
sentence. It will always follow the verb if one is present (except the idiom
talu ai - since). Below are some of the most common uses of the particle ai.

Below are some of the most common uses of the particle ai.

(a) As a relative pronoun, of refers back to the antecedent subject which may
be stated or implied. It translates-as, 'who, whom, rhicht that'.
'0 le tama na 'ou va'ai i ai The boy who I saw.
'0 le mea to mana'o ai The thing which (that) I want.

(b) As anadverb it refers back to an antecedent noun and translates astlfrom

which, by which, in which, when, where, concerning which.'

'0 fea le atunu'u na 'e sau ai?....rhere is the country from which
you came?
'0 le tupe le mea e fa'atau ai le
mealai Money is the thing by which
(with which) food is bought,

(c) Following the particle 'ona in the construction 'ona ai lea (and so,
and therefore)
tumu le pasi 'ona 'on re The bus was full so I didn't go.
alu ai lea.

(d) As a verb meaning to be' or 'to have'. In this usage it is preceded by

the preposition i (or q)
'0 fea 'o i ai la'u tusi9 :here is my book?
Sa i ai lana talavale He had a car.

The relative pronoun can also be expressed by through the tense markers, leaving
the actual nronoun out as 15eing understood.
alu le tama sa The boy who was sick has left.

IN PRONOMS
Al (who) must not be confused with the relative particle al. As an interrogative
pronountai does not have to follow the verb (as with the relative uarticle.) In
addition, it nay take any preposition whereas the relative particle can only take
i (11)
'0 ai 17.1ua? Who are they?
'0 le peni a ai? It's the pen of rho?

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A (what) is usually preceded by the definite and indefinite articles and thExe-
fore treated as a pronoun. It can also however be used as a verb (preceded by
a tense marker)
10 le it9 7hat?
'Ira a la? How about t t?

Fea (where) is used in questions of location.

'E to 'alu i fea? There are you going?

.eigE,T&9e0 leeeetiee oNpo oo @ zoo oeao _JOTrr,7:.nr.:_rrOm@@

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 PART Iv: VERBS

VERB ITUITTER

A larce number of Samoan verl.'s chance form from singular to plural. Unfortunately,
there is no one method of forrin:; the plural as in English (add 10). Each verb
must be taken individually, its Plural form memorized. There are several pat-
terns of consistancy however, Pmd they are worth noting.
Redu2lication may be the most common method of forming the plural. This
(a)
may occur with syllables or with the whole word.
tai 'a'ai (to eat)
ta'alo talealo ( to play)
to tats (to hit)

(b) Stressing a previously unstressed vowel is another way of showing the

plural.
ulaula ulaula (to smoke)
va'ai (to see)
(c) The lrefix fe may be tided to verbs to form the :11urs'.1. This prefix may
be accuTuanied by a suffix as rc1].
ita --elfn (to be nary)
.,fet5P;isi (to "ry)

(d) A few verbs change ccirletely in the

alu 3 1,to gc)

sau 3md (to come)

(e) Some verbs do not chance at rs11 from the sincuL-..7.

(to quesVon)
zqsq rasa (to beat)

in S7'..7loan to denote -ciDroc:,1 .action by the use of a sTleci7.1 pre-

It is
fL:-suffix cor.:Anation. The recirroc2.l is usee to sho an interchan.-e, autual
action or 'el,tien, _rd st tes :f (bac17 and forth etc). The rrefix
is fe ;.nd the suffix is a'i or

Flu (to co) fealuali (to co to and fro)

iloa ( to 1-nor) feileali (to 1-nor ech other)

VT aD arum
As stted in unit six (les:on 40) the pe:-n:!.ne of rasrive verb form ..'! are not
clerly melerst:--cd. The enCinc given to some verbs (S .moan transitive
verbs)
in many but not all c^ses in which they a used. In
cre;:.te aas7ive
addition, words that arc transitive in English :Ire not necessary trmsitive in
Saixan Tnf:'e are :1so many verbs 7!1.tch are re-17y intrr.nsitive
Since, however, many existing texts refer to these as
1,:t have a :::,.ssive form.
passive endings, that term i7 also be used throughout this book.

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There are several endings that can be used; the proper on depends upon the verb
and in some cases haw the verb is being used. (Some verbs can take more than one
specific ending). Of the endings listed below, the most common are ina and a.

Azar a, ia0 tga, slat tia, fat na.

There, are three common uses of these endings.

(1) To form a passive meaning, in which case the agent,e ('2) - 'by', may or
may not to be used.
E le'i tatalaisa le 'ofisa i le valu The office was not opened at
eight (o'clock).

E le'i tatalaita le (e le The office was not opened by the

tamales) i le valu, the man at eight.

When the subject as the actor comes before the verb and the object. This
is non-passive,
'Ou te faia le mea'ai I'll make the food.
In many past negative statements, the ending is present. These may or
may not ".!).= pessive.

E le'i Gmataina It has not (been) started.

VERB TENSE
',Inse in Samcan is indicated by words which have been referee to in this book
as tense markers. Verbs do not change form to express tense as they do in
English (go, went, gone). Each tense in S,,moan is represented by a marker which
indicates the tense of the sentence. These rarticles will always occur just
before the verb unless the subject isa dependent pronoun,in which case the pronoun
separates the verb and it's tense marker. (except for the te tense mrker)

'17a sau Mele YPry is coming,

Sa 'e toe? Did you sleep?
'Cu te alu .1 m going to 000

Following are the five tense markers, their meanings, ond uses.

(1) Present Indefinite. Represented by e (when the sub jee, 7o]lovs the verb),
and te (when the subject, a de-endent -nrononn, -recedes the verb). It
has four uses.
(a) Imnlied future (unual3:, tronslating rith the verbicoin: td).

'Cu te I'm going to e-t.

(b) Present indefinite (expressed with e)
-
E mumu le ta'avn.le The cz,r in red.
E ma lulu It's cold.
(c) liemtive nresent, at ;lid im2died. future.
E cr te is joined 7;ith the necn.tives lg (nct-irlicd future), 1;'o
(not- present continuous): r'nd le'i (n3E-nast).

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 E lE time It's not going to rain
10u te 1Z10 alu I'm not going.
'E te le'i 'ai Ybu did not eat.

(d) Infinitive mood.e/te precedes the second verb.

'Cu te a1u 'ou te. I'm going to go fishing.

fggota.
(2) Present ( immediate) or Perfect tense. Represented by 'ua. There can be
three uses of the 'ua tense marker.

(a) Immediate present. This tense is for actions or states that have
just now been realized.

111a timu It's raining (just now).

sau le tama The boy is coming (now).
(b) Present perfect is expressed in the same way as immediate present
but context defines it's meaning as present perfect.
'ou sau I have come (or I am coming).
(c) Past perfect is formed with 'ua and a helping verb such as 'lima or
leva followed by ona.

1171a luma ona 'ou I had eaten before you came.

'ai 'ae 'e te le1i sau.

(3) Present Oontir:ous. Represented by 'o lolo. This tense is used for
present progressive.
'0 lolo o'u 'ai I am eating.

Note that o'u is used instead of 'ou for this tense.

The short form of 'o lolo is 'o
'0 fea 'o i ai Sina?..Where is Sina?
(4) Past tense. Represented by nand sa. The later of these markers appears
to be used for frequently occuring actions, the former for rare or in-
frequent actiol&,
Sa 'ou moe ananafi....I slept yesterday.
'0 fea le teine na....There's girl who came from
sau mai'Amelika? America?

(5) Future tense. Represented by 'o le1a. This tense refers to immediate
future (rather than impiled future of the present indefinite)

'0 le1M 'ou alu taeao.I will go tomorrow.

The short form ('a) is used mostly in idipms.
'0 a au mea 1g fai?...What things, will you do?

NEGATIVE OF THE TENSES

Negative is usually expressed by placing the word le (not) before the verb. This
negative marker ean be used with all the tense markers although some structures
are rarely used.
'Cu te 15 alu I'm not going to go.
'Da 'ou le alu I'm not going. (I haven't gone)
'0 lo'o o'u lE alu I'm not going.

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 Saba 'ou le alu I didn't go.
10 lel 'ou le alu I won't go.
There are two other negative indicators that can take the placeof three of the
above structures. All are used with the ejte marker. Lelo replaces 'ua le
and 20 lo'o le. Leli replaces lajna le.

10u te le 'o alu I'm not going.

10u te le'i alu I didn't go.

In addition the future negative is sometimes represented by the present indefinite.

10u te le alu .I won't go. I will not go.

THE VERBS TO RE AND TO RAVE

There are no single words in Samoan for the two English verbs. The equivalent
structures used to express these concepts are listed below.
(1) Tb be can be said in the following ays.
(a) I ai can be used as a verb to translate 'there is, there were, etc',
by.using the tense marker of the tense required.

E i ai se tupe? Is there any money?

Sa i ai ila ma talo There was fish and taro.
(b) Placing nouns in apposition gives phrases such as 'Simi is a boy,
I am a boy, etc'

0 Out° le tams, I am a boy.

'0 Mele 10 le ta'ita'i Mele is the leader.
(c) Adjectives and adverbs used in conjugation with tense markers give
phrases such as, 'I am strong, Tom is late, etc'
Sa tumu le pasi The bus was full.
'0 ION 'ou tuai mai I will be late.
(d) With the tense markers 'ua and 'o lo'o, the auxillary verb 'to be'
is often translated with the main verb.
'0 lo'o sau le vale. The boat is coming.
'Ua 'ou fia moe I am sleepy.

(2) To have is formed by the following structures.

(a) I ai is used with the possessive pronouns to give the phrase, 'I
have atie had a, etc'

E i ai lalu kitara I have a guitar.

Na i ai lona vale. He had a boat.

(a) Maua (to get, find) is used sometimes in place of i ai with the
possessive pronouns to transiate, 'I have found, We had gotten, etc'

Na maua lana He had found a friend.

E maua sau tusi? Have you gotten a letter?
(e) The auxilary verb 'to have' is translated from the use of 'ua in the
perfect tenses.
211A 'ou sau I have come.
'uma ona fai. It has been done.

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363
 PART V: ADJECTIVES, ADVERBS AND PREPOSITIONS

ADJECTIVES
I. Formation. Adjectives maybe formed in the following ways:
(1) Simple roots which are themselves adjectives.

rata raw
(2) Simple roots to which prefixes or suffixes have been added. Nouns
frequently add the sufix a or the prefix fata for this purposes.

lele1c.le (dirt) 'ele'elea (dirty)

Samoa falasamoa (the Samoan way)
(3) Some ve.:71).1 may be used as adjectives.

alofa (to love) alofa (loving)

II. Pitral. Many adjective have a plural form which is frequently expressed by
doubling the accented syllable. Some adjectives however are contracted in
the plural form.
tele tetele (big)
lapo'a lnpopola klerge)
1N1itiiti lniti.. 4smajl)
lenalena

III.Place in Sentence. Adjectives used as verbs (predicatively) precede the

noun.
'Ua puta Sini Sini is fat.
Adjectives used to qualify nouns will normally follow the noun.
'0 le teine puta The fat girl.
The excepts are:
(a) indefinite adjectives (solo, isi, sina, taxi) precede the noun. (see
indef. pronouns)
'0 le isi teine The other girl.
(b) Demcric.ratives used as adjectives may precede or follow the noun.
(see demonstrative pronouns)
'0 lenei teine This girl.
'0 le teine lenei This girl.

rv. Comparison Adjectives are not inflected in the comparative or superlative

degree. Comparative is formed by sentence construction rather than change
in adjective c)rm. The most common way is to begin a sentence with the ad
jective and insert i lt5 or is between the tro objects being compared.

E lipola lenei pua'a This pig is bigger than that

i 76 ]eng. one.
E matua Sina is 'oe Sina is older than you.

The words sill_ ona (better, more) sometime .Come before the adjective in the

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 above construction.

E sili ona matua Sina Sina is older than you.

iX 'oe.
An alternative structure is the use of two clauses separated by the ccnjunc-
' tion 'ae (but)
E puta Mele 'ae pa'e'e Sini...Mele is fatter than Sini.
Superlative is also derived from sentence construction and the use of the
words sili ona, matua (exceedingly), sill atu (the most) before the adjective.
Ona usually follows sill and sili atu.

E matua lelei 'oe You're very good 'tta best).

E sili atu ona lelei'oe You!re the best.
Aupito is also used before the adjective to form the superlative.
'0 le file aupito The closest house.
latalata mai.
Coumpound adjectives are joined with the words ma (and) and le (the definite
article).
Sa 'ou va'ai i le teine I sar a beautiful end Intel -
'aulelei ma le atamai. ligent girl.
V. Numbers. The numerals in Samoan can serve as nouns, adjectives, or adverbs,
depending on how they are used in a sentence.

'Aumai se lua Bring t-o (noun).

E lua papa Two cTns (adjective).
Alu fa'alua Go twice.
The adverbials take the prefix fa'a (falatasi once, falalua - twice, etc).
The ordinals are formed with the word Iona (' 3ept muamua - end mull-
mull - last)
Lona lua second
Lona lima fifth
The distributives are formed with the marker ta'i.
ta'i tasi each one, one at a time.
ta'i sefulu e-ch ten, ten by ten.
Toga must prefix all numbers refering to ne0Ple.
E to'afitu tagata Seven neople.

ADVERBS
I. Formation. Adverbs may be expressed by a noun joined to a verb Pith the praa_
osition ma (and, with).
'DA 'ou sau ma le fiafia..I cone happily.
More commonly, adverbs of time, place, direction and manner, are represented
by words which serve as adverbs in both meaning and usage. Some of these
may however be used as other parts of speech as well.

II. Place in sentence. Adverbs c7n either precede or follow the rord *ey modify,
althou3h the latter is more frequent. In some cases, tro adverbs may be used,

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 o:e preceding and the other following the verb.

'Aua 'e te moe solo Don't sleep so much.

'Ou te toe moe I'll sleep again.
'E te toe moe fo'i? Are you going to sleep again?

Adverbs of direction (i.e., mai, atu, ane, ifo), are frequently united
with the verb they modify in colloquial speeth. In some cases the passive
verbal endings are then attached to the adverb.

alu (go) + atu (away from the speaker) = alatu

fa'atau (to buy) + mai (1 the speaker) + a (passive)
fa'atau maia

III. Adverbs of time. There are two 'cords used for 'when' in Samoan: 'afea (future)
and anafea (past). The prefix ana on the past adverb is frequently added to
adverbs of present and future time to denote the past. Whereas most present
and future adverbs of time (refering to a specific time of the dpy, week,
year, etc) reouire the preposition i (in) before them, past adverbs prefixed
with ana do not.
'Ou te alu i le pO I'll go at night (tonight).
Na 'ou alu anap6 I went last night.
Adverbs of non-specific time reference (later, soon, etc) generally follow the
verb although they may begin the sentence in some cases.
'0 nei lava e fai ai The meeting will be held now.
le fono.
IV. Adverbs of direction and place. Most of the directional adverbs are taken
from noun or pronoun roots to which the preposition i (in) has bee added.
The demonstrative pronouns nei (these), 21.5. (those), and li (those - far) are
used as adjectives of place with a similar meaning with the pronoun root.

tua (the back) + i (in) = i tua (behind)

nei (these) + i i 'inei (here)
la (those) + i = i ling (there)
la (tnose-far) + i = i lila (there-far)

.&s stated in paragraph II, the directic-sas (mai, atu, ane, ale, ifo) may
often unite with the verb to almost form a single rora.
susa (come) + mai (to the sneaker) + a (passive)
susia maia (welcome)

V. Adverbs manner. As with the adverbs of directions and place, some of the
adverbs manner are derived from other parts of speech to which a Prefix
has been added.
lea (this) + fa'ape (like) = fa'apea (like this)
nei (this) + fa'ape (like) = fa'apenei (like this)
ng (that) + fa'ape (like) = falapen7a (like that
la (that) + falapg (like) = falapela (like that)

Other common adverbs are:

"di probably not yet

'ailoga doubtful matuR exceedingly

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 1-
atonu perhaps pea still
aupito , .exceedingly so'o continually
fog' ,- ,..also tele much
.A.{.Z4. a..oroue ,,...little toe again
la: la .., oev indeed vave quickly
le not

VI. Interrogative adverbs. These adverbs may occur at the beginning of the sen-
tence as in English (in which case the verb is usually followed by the relative
particle ai or they may be preceded by the verb.)

'Axsea (why), has an alternate idiomatic expression, ', le g le mea ?(what's

the reason?)
'Aibea 'ua 'e tagi ai? Why are you crying?
'0 le a le mea 'ua 'e tagi qsats the reason you are
ai? crying (for)?
Fea (where) is preceded by the nominative particle 02) when it begins a
sentence, but by the preposition i (to, In) when it follows the verb.
'0 fea 'e te alu i ai? Where are you going (to)?
'E te alu.i fea? Your going (to) where?
Ifea, anafea (when - future, past) may begin a sentence or follow the
verb.
'0 afea 'e te moe ai? When &- e you going to sleep?
Na 'e moe anafea? When did you sleep?
Fa22_..L.efea.- (how) can precede the verb in which case the word ona must come
between.
E falargfea 'ona fai? HDw is it done?
fai falapgfea? Row is it done?

PREPOSITIONS
I. 11, ia, and 'ia are all variations of the preposition i which has may mean-
ings depending onits use in the sentence. The form is ('ii) is used. before
personal pronouns,, and the proper names of persons and months. Followingare
the most common uses of i.

10u te alu 1, Apia I'm going to Apia.

lavea le t,ma i le The boy was hurt by (with)
naifi. the knife.
'Ma te o mai i le afiafi....18e are going to come in
the afternoon.
IE te fa'atali i se pasi?...Are
you waiting for a bus?
Na ma finau i le uiga o ...7e argued about the meaning
le fono. of the meeting.
Moe i le moegal Sleep on the bed'
Ma is te alu le tupe I have the money.

Some verbs moat be followed by i when a direct object is prrsent (i.e.,

fa'afetai- thanks, fesoasoani-help, usiusita1i-obey, etc)

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 10u te alofa is 'oe I love you.
Useu :efore some verbs an infinitive mood if formed.
10u te fefe i fast], I'm scared to light.

II. E or 'e (by) is used before nouns and pronouns.to denote-the agent or doer of
the verbal action. It is normally to show passive voice.
N2 fana le puala e The pig ras shot la the boy.
le tama.
II?. 0 and a both express the genitive or possessive case and are usually translated
'by'. Aside from t}-e rules governingusage of these tro prepositions presented
in the section on possessive pronouns, there are tro other points concerning
their use.

(a) The choice of either o or a may sometimes be related more to the mean-
ing of the noun in the context of the sentence rather than itm Person-
al or non-personal relationship to people.
10 le nu'u o Inane Ioane's village.
10 le nulu o IoPne The village where Inane works, etc

W-in some cases, the preposition is not used in Samoan'as it would be in

English. The pack of cigarettes.
10 le pepa sikaleti
'0 le atunu'u 'o Sr-Jm The country of Samoa.

.IV. Ma c,n Le a ccnj unction (and) or pre7osition (rith).

As a preposition it is cormon,- oined 'Ith the word falatasi (together).
TTa 1171 Fr-Li f:11H- toceth3r with Ioane.
ma )omne.
Ma c. .
doo re: n 'for' but is more often replaced by mo for this meaning.
ma 'oe...T-ke some candy for yourself.
u . le fono...I've come for the meeting.

V. Loc:Aive prepositions. The loct-'ve b7ses, totonu (inside), fafo (outside),

etc (see lesnon 11) are prefixed _Lth the prt_Tosition i and followed by the
preposition o to give the English prepositions'inside oft(i totonu o),
'outside ofl(i 1,fo o).
Alu i totonu o le fle..Go inside of the house.
.lien.ex:rossinc; loc tion in rrl ,tionship to .ronolins (i.e. I'll st nd behind
you), the above construction is replaced 'y one a ^inf the rsossesive pronouns.

i ]o'u tun on my b,,c1.7

i o'u tur behind me
The 2repositiollal uses the 171'1r-11 form of the rossesive to ejfferen
tiate ,etween my 1,c.k .nd 'behind re'

'Ou tc ncro 1 ou tua I'll sit 'behind you.

VI. Prenositional Arises. T.7any Tnc..lirh propositions do not have Town

col-,nter!;:rts but are reprercuW ic'ions or nhr-se
sore coal 1 rxaHples of tlicre.

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(a) Before (a'o o'o)

Na 'ou sau 'a'o lei o'o i le lua...I came before 2 (o'clock).

(b) Since (talu mai)
'alai talu mai le taeao..We 411 :4.; eat since this morning.
llama te

(c) Till (selia o'o)

litou te i;lalalo Bella o'o i le ono-Let's play till 6 (oleock).
(d) Without (e aunoa ma)
Na sau le tama e aunoa ma se tupe...The boy came without any money.

Ce(..?" ctiv ., ',t?-q:1"),!21,e2Fi..2!

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 PART VI: CONJUNCTIONS, SENTUFCE CONSTIWCTION

CONJUNCTIONS

widely used conjunctions.

1. Ona and ina are the must frequently encountered and
Both are used in many idiomatic expressions and as such are difficult to
of ona and
translate directly into English. Belnw are the most common uses
ina.

Ona can be used in the following ways:

'because of'. 'Ona lua
(a) Because. 'Ong lo precedes a noun to translat.-
precedes verbs to give 'because'.

'Ua tagi Sina 'ona lo le misa....Sina is crying because of the

quarrel.
fiafia Sina lona 'ua maua....Sina is h.vy because she found
lana G. a friend.

(b) Gerunds are fommed by using ona after certain verbs (i.e. si - trn1)3id-

sa ona ulaula Smoking is forbidden.

(c) Auxilary verbs (i.e. mafai, tatau, lava) are followed by ona.

E le mafai ona 'e alu ....... Ybu cannot go.

(a) And then is expressed with the phrase "ona (ai) lea.

Sa 'ou falele ona 'ou alu showered and then went to

ai lea i Apia. Apia.
formed with the
(c) Comparative and sui3erl.Aive degree of adjectives are
phrases sili mar sili atu
E sili atu ona lanlelei'oe ..c.. .You are the prettiest.

(d) Since is formed with the words talu ona.

Ua 'ou fiafia talu ona 'e sa:, I'm happy since you've come.

Ina can be used in the follorinF ways:

(a) Bec:-use. When used t'-:e tense marker 'ua, usually before a sub-
ordinate clause, "Ina translate as ' because' with a past implication.

Sa 'ou malolo 'ina 1aa a rested because (when) the

ri.

le elue. work was finished&

(b) When (past) is represented by'ina and the tense markers 'ua, to, and
lo lela.
'Ina 'ua 'on alu when I went.
'lona lo o'u alu ....vhen I was going -
'ina to lelg alu when I was going to go.

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 (c) In order to ...can be stated with /ina and the word'ia.

10u te sulpsu'elinatia I study in order' to get smart.

maua le poto.
(d) Gerunds can be formed in the same way as with the conjunotiol.
However, ina is only used for the Samoan verbs requirinj the 1,repcLitic.,n
i to follow when an object is present.

2.
Conditional is expressed by the three conjunctions la (implied fature), 'Ffai
(definite future), and 'aria (past). Or.ly 'aria can be used to express conditions
If
incapable of fulfilling (If-it wasn't raining I would ge; as olTosed to:
it stops raining I will go). All three conjunctions introduce the subordinifte
clause and are prefixed by a if the main clause occurs firs r. Only 13.fai
can normally take a tense marker in its subordinate clause.

IA 'uma le galuega, sau loa Then the work is finished, come.

Sau pe Igfai luatama le4FAluega Come when the -ork is finished.

'Ana le 'uma le Pniuega, If the work hadn't been finished
lou te l; sau. I wouldn't have come.

Or is represented by either 21 or DO depending upon

the word that follows it.
3
Both have the same menning but ze usually occurs before words beginning with
e a i and consonants. Po is used in most other situations.

IG.tou te ; pe lea!? Shall we go or not?

'E te mana'c -__i 'ulu Do you went 1)z.eedfruit or banana?
po lo be 'i?

enteo oy the word ma (thou nan'be represented

4. And is most frequently rep.i.-
e :). Na as a
by the words fc.'i (also) ona (ai)lea (and then), 'ae (L
sentences although there is a -pring
general rule joins words r,ther th7
tw clauses
tendency today to introduce new set. mces with ma. 1914 may link
the
having the sr,,me subject in which case the second tense marker as well as
second subject may be omitted.
10u te nofo ma faigaluega,.....I stay and work.
tr-o attributive
As noted. with the' adjectives, ma is used before the second of
adjectives. (The article le is inserted as well).

'0 le teine trqlelei ma le The beautiful and intelligent

girl.

(or), are two

5. But is translated by the words 'a and 'ae which like Le and z...)
forms of the same word. 'A is used before e, Ilia, 'o ('o lo,o), 'ona, and
sell. Otherwise 'ae is used.

'ou sau ananafi 1 came yesterday butyou were

la'ua levy ona 'e alu. long gone.
Savali i totonu 'ae Talk insid-: but be quiet.
laua le Pisa.
contrast.
6, 'Ae veitaviis used for 'nevertheless' and occurs in situations of

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 E le taugofie le ta' The car isn't cheap.
'ae peita'i 'ou te manalo ai. nevertheless I want it.

ina),but perhaps the

Because can le expressed a number of wa;:s (I.e. 'ona,
7. real
most common is the conjunction laug. This conjunction is used for
markers to
rather than imaginary causes an! can be used with all tier tense
show time.
E le'i alu Mele'au7a sa mall Vele didn't go because she
was sick.
usually con-
8, Leaga (bad) is also used to me;-11 because, but this conjunction
veys a negative sense.
E le'i alu ele, leaga sa Mele didn't go because her
ita lona tama, father was angry,

Before can De represented by 'a'o le'i or sae le'i. Both have the same
9.
apnroximate me-ming (although 'ae le'i can be thought of as 'butt in a
negative sense) 'Po le'i is used more for references to time.

Na 'ou sau 'al() le'i taina I came before two (o'clock).

le lua.
Sa 'amata le ealuegv. 'ae The work started, before you
'P te le'i came. (but'you didn't come)

Since is expressed 1:y the ord talu which can be folloriA by the cords:
10.
(a) mai - to express refel3nce to time that has past.

Sa 'ou tale mai le Aso SF...I've been sick since Sunday.

(b) ona (ina) - to express a reactinn to a 'ast, action or occurPnce.

'Ua 'ou fiafia tali ona I'm happy since you've come.
le oau.

ai - to express c',use (since, due to some -'ction or stPte).

(c)

:Ua 'ou mall t-lu ai lou I'm sick since I've been
drinking beer,
inu pia-

11. Until, unless ana lest are renresented by seli (se'ia), se'iloga and n&i
tense marker (qua and eite),
res)octively. Onl, sefilc a can be used rith a
yar-ma (except) is r'lso used to me,n 'unless.'
12.

'E te nofo se'ia sau Mika 7ait until rika comes.

'Ou te le it sefilocn I ron't go unless rika comes.
'ua s-u Mika.
'Ou te repole net' I'm rorriec lest we are late.
matou tual mai.
'Ou te le alu vacrna lua le I Ton't go unless you come.

SII7TTNCT: CO=RUCTION
The Verb the verb in Sar.o.rl ill, .7',s a rule be the first word of the sentencf
1.

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 (along with the tense marker).

1Ua lavea lo'u vae my leg is hurt.

The exceptions to this rule are noted below.

(a) When a pronoun is the subject, this may precede the verb.

10u te alu I'm going to go now.

(b) Conjunctions or interrogative words may come before the verb.

lAlsea 'e te alu ai? V.rhy are you going?

(c) Some adverbs may precede the verb they modify.

matua lavea lava lo'u My leg is hurt very b Ily.
vae.
2. T1, Noun. Nouns usually follow the verb. This is true of noun subjects and
noun objects.
Na moe le pepe ,...The baby slept.
'E te faitanina le tusi You read the book.

3. The Pronoun. Dependent pronouns rill invariably cone betreen the verb 'nd its
tense markxr: The exception being the te tense marker rhich precedes the pro-
noun.
lou fia alu I want to go.
fia alu i Apia I wr-nt to go to Api.

The indc- ,:)..!louns will usually follow the verb.

fia alu 'o is .....He rents to go.

Q. The Adjective Used as a noun modifier, adjectives follow- the noun. (for except-
ions see section on adjectives.)

le peni lanumoana... Drirg the blue pen.

Used as a verb (with tense markers) adjectives are treated the s- me as a ver't

E lanumoana le peni The pen is blue.

5. The Adveib. Adverbs follow the word they mu7Ify.

'Aua le lai tele.. Don't ePt a tot.

Interroclatile, n,l,rerbs cell come r:t the beginning of the sentence or follori.ng
the verb.
'0 anafea na le sp.0 ai?....Valen did you come?
Na le sPu Pnpfep? 'Then did you come?

6. Conjunctions --!nd Prepositions. These import-nt rords follor closely to their

English counterparts in their positions ,-ithin the sentence.

figc jtwpgtfjrgirrm.crrrrrFrf.ffr;:rtrrrr.rrrrr,1,.'rrrry,,rre- rrry-rr-rrpy.:-rrrrryryy,-rrr-.r .rry-r-rry-rry-rr

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 PART VII PREFIXES, AND COMOTINDS WORDS

Samoan is a Language that is largely built on simple roots from rhich rare; of tIle
other existing words are derived. A simple base like mata for a -mple gives rise to
well over 50 words which are derived from jost this one word. The impor-
t,nce of prcfixes and suffixs as well as the fc:mation of compounds should be realized
by and student of Samoan. Below is a list of many of the common prefixes, r,uffixes
and ways of forming compounds. This list is not complete, but it will provde a
strong basis for increasing vocabulary and for understaniing the importance of
word building to the Samoan. Language.

PREFIXES
The following are the ,t commonly encountered prefixes:

1. Faia is the most frequently used of all the prefixes.

(a) To denote a likeness or similarity.

falasamoa the Samoan way.
fafafgfine tranvestite.(to be like a roman)

(b) To denote cause, action, or intention.

fa'aalu to make go, cause to go.
falasuka to sweeten sonic:thing.
falamalosi to mPke strung.

(c) To denote negative or diminutive.dQgree with the r0 : le (not).

fasal;1Pi-i not too goo!:
falafemillosi r. '; too strong

(d) To denote the r)dverbs once, twice, etc, with numbers.

falatasi once
favalua twice

2. Numentl nrefixes. There are several prefixes which give air7itional meanings
to the num/. ls.

(a) 'bola must be used before numbers refering to.people.

totalua tagata two peoplr

(b) ta'i used before numbers forms the distributives.

ta'ilua two each

(c) fa'a give rise.to the adverbs, once, twice, etc

fa'atolu three times (thrice)
lona gives the ordinals.

lonalua second

3. Ana is commonly prefixed to adverbs of time to give a mtnr'7

anapo last night

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 4. Fe.... sli is prefixed to verbs to give the reciprocal form.

fealua'i to go to and fro.

5. Tau before a verb means to keep on, to try on

taumate to keep guessing

6. Ma before verbs can express power or possibility, as well as a state or condition.

ma + fai (to do) mafai (to be possible)
ma + folafola mafolafola (to be flat)
(to sprePd out)
7. Pa chhnges the word to one of action.
to + pe (to die) tap; (to kill)

e. yia has two uses. One is to express a desire or wish. The other is to show,
a negative trait.

to want to sleep
fiapoto to be conceited.
9. /Au is used to show a group or team.
taufaipese choir

burrIXES
1. Passive suffixes have alrerdy been discusses' in the section on verbs.

2. Reciprocal all s present with the prefix fe to give verbs a reciprocal

me-ning.
to be acquaint,0
3. Ga when added to verbs changed these to nouns.
moe (sleep) moega Oen)
4. Gofie (easy) and Pat; (hard) ,-:re commonly added to verbs.

mauag5fie easy to get

mauagatX hard to get

COTTOUNDS

Use of compound words is the most common way of expressing similar concepts and
new words (especially those of foreign origin).

1. Foreign words are usually compounds of several rords that describe that
action or object.
mea pu'eate. camera (thing (to) catis'. picture)

2. Many native words re Plso descriptive compounds.

lanumoana blue (colour (of) deep sea)

3. Some words -'.re reduplific-tions of roots rhich give intensive, diminutive or

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 frequentative mePnrgs

Savali (to walk) (to walk about)

4. A few words are used only in com:los5tion.

atigi (shell, piece) atigi pus (cardboard box)

atigi fTu (empty bottle)
foga (surface) foetelelele (surface of the earth)

CC,r_YCCtgg© 17'rrXMYr Xr@nz 13@4gMINP§

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 ENGLISH - SAMOAN WORD LIST

Introduction: The following lists are compiled according to .e' Many

important areas are covered in this section and it is hoped Una-,
will find them useful in aquiring new vocabulary. Generally, only 7:fv-
given for any word, but there are usually more than one meaning it
Parts of Speech are not given for each word but whenever possible, the f,o)
preposition is noted behind the noun to show whether it is an 'o' class
class noun. Many of the Samoan words that follow are new words, formed .tly
from the English word (c:,.rrot kaloti) and as such may not be very adaptaole in
situations no-_ related to its subject or normal usage.

I. Agrjslature Terms

a section se vgega pail pakete

abney level fuavai (apeni) paraffine pelafine
Agrcultural Department 'Ofisa o Falatogaga pick piki
barbed wire uaeP_ talatala pint pair
barometer fua mo le tau plow suatosina
boundary tua'oi pound pauna
bridge alalaupapa guar, kuota
bush knife sapelu raincoat 'ofu fa'atimu
cage faga c se manu rake lako
ohemicF.ls vaill'au ridge tumutumu o se
clay 'ele fa'aputz:ga 'ele-
3mpass tapasa 'ele.
cubic foot futu kapita (futu tafaono) rope maea
cup ipu saw
iam fa'atanoa e fa'asao ai le sennit 'afa
vai. scale fua
dangerous mata'utia shovel sui5 asu
deep loloto soil 'ele'ele
diameter tape fuatoso siphon mimiti; fa'aga-
ditch 'autu 'au mimiti
fence pa spade suotipi
file faila spring puna, mates o le
fuel oil suau'u mo so'o se afi vai
gallon knlone sprayer fana vaird'au
gasoline penisini
steam ausa
hammer snMala
steep tafata
hill a'ega, mea maupu'epu'e
pa pua'a tractor palau
hog pen
lua trail 'auala, asaga
hole
hoe sub' ta'ele'ele transit ala mo feoa'iga
irrigation ditch alnvai tin cutter 'oti'apa
tapefa'i twine tuaina
ladder
level fuavai weed killer vairl'au fagavao
well vai'eli
line, row laina, atu
'ele'ele fefiloi wheel barrow uili paelo
loam
white gas penisini mama
map fa'afanua
wire uaea
nail fao
oil drum iglone suau'u
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ant loi mosquito name
bee lagomeli pig pua'a
black ant 13ata rat tail si'usi'u/isumu
bull povi poia ;zap faga fisumu
centipede :at poison munk isumu
moa beetle manu 'ainiu
chicken
chicken egg fuamoa
ri.lneros
scorpion
f
atalava
cockroach mogamoga snails sisivao
cow povi :,tick insect se
dot, maile slater tama'l pua'a
lago slug gaupapa
millepede 'anufesaina wasp pip lagomumu
milk susu worm 'anufe

Miscellaneous Terms

debeak tipi le tumutumu o le cocoa seed fatukoko

gutu o se manulele pick the cocoa tau le koko
to castrate a pig fofo le pua'a cocoa hook loukoko
blood to to dried cocoa koko mago
harvest selesele fresh coconut popo mata
seeds fatulA'au coconut drier 'ogIumu tadpopo
garden togala'au coconut trunk 'oeniu
fa'ato'aga taro top tiapula
plantation 1

faifa'ato'aga planting stick oso

farmer
animal feed mea'ai a manu young taro leaves lu'au
poisonous o ona plant the taro tots le talo
banana suckers tama'ifa'i harvest the taro se'i le talo
banana unch 'aufa'i taro Ilanter faifa'atoagn
bane.na pogati fa'i talo
plan - L-nana tot le fa'i
pick ..nnanas tats 'aufa'i

Mechanical TOMB

blade mata (lau) o le naifi needle nose palaea

broken gau oil can 'apa
benzine penisini phillips sikulu talaiva
belt fusipa'u matafa (4 eye3)
clamp fa'aU plastic hammer snmala una
Chisel panisi (tof i) pich bar pinisipa
file faila rachet sipena vilivili
foot tutu socket handle 'au siiketi
grease sago socket saeti
glasses mata tioata (una-plastic ) saw blade mats 4.1i
half 'afa wrench sipena
inch 'inisi wire cutter palaea tipi
knife naifi u'amea
3
lock loka tofu ku'ta
metal saw 'ill u'emea _nc h afo in7s,
metal cutter tipi u'ama kuata
metal hammer samala u' ';s sunu'u

Naturel Phenomena \7-..4buiary

matafaga , cloud a0
beach
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 cloud ao reef g'au
coral ,
affill
river vaitafe
dirt palapala, ' ele'ele sand oneone -.,
drought Igmala rough (sea) sou (Ie vasa)
earthquake mafui'e sky lagi
earth, world lau'ele'ele, lalolagi snow kiona
flood lo?n sun . ?g
ground 'ele'ele spray, foam pisi ,

wave galu_ stars ...

fetu
lake surf galu
vaituloto .
_ fati
lightning uila storm, hurricane- afa
morning taeao tsunami (tidal wave) galulo
night thunder faititili
Po
wind .-,,i

'' . .... .... . ... ...

Me.,28:6:64,2,2333232,34333&

II. BIOLOGICAL TERMS

Parts of the Body

ankle tapuvae heel, mulivae

arm, hand litha hip suilapalapa
back tua jaw lower, chin' 'auvaea1616
big toe vae matua jaw upper 'auvaealUga
body hair --fulufulu knee tulivae
breast
brOw
30SU.
muIulu
-j, leg foot vae
:

lip laugutu:-
cheek falafn.0 mouth guts
chest fatafpta neck_' Ua'
ear taliga neck, nape of tuaua
elbow tulilima nose isu
eye 'mata peat AlofiliMa''
eyebrow, eyelash Tulufulu mata 'shOulder tau'au..:.
eyelid lumata , 'sods) ..._ alofi7w,
finger ta,Mg,'ilima . ,thamr limamatua
fingernail ,(a)tigilima t.(:) :., tell1:41iVala ..

hand, back of tu/lima toenail (a)tigiVae

hair of-head lauulu tooth nifo '.

head. u1U- waist sulugatiti

head, back of muliulu vri6t. tapUllma'

_ Samoan Medical Terms

abortion mdlifafano bandage '''fusi

amenorrhea lopoto brAidness alutula
anaemi. tatovaivai 'boil- TP.Ii flar,.7=-1.
appetite -manogi measai 'boileMxilla .1olomatua
tn..e.i"- tatelia -breqk bones r-u
,f-:i fuJaVai burn ma
1:';7?:4. till ilefu blood vr:rsel or
,' .;1 eels, tendon
,
uaua
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blood-stained discharge filogia hook worm 'ante*,
broken lee vaegau hunch back tuapi'o
bruise totoulia infectious disease mall piniai
bursitis shoulder fatuamo insanity dale
carbuncle silailagi itch, scabies, or
cataract mu7lilitutotonu dermatitis mageso
cen pox ta" Jusu kingb sickness lagl fa'atafa
chit's death laryngitis fuafua momono
chief's sickness le fala leprosy lepela
chief's riad kings death :u iL la liniment vaimili
circum7ision pelitome lint, blanket liemamoe
cold, rhinitis lipoma pate
colic tale local anaesthetic falagase
contracture of h=1 lyphangitis mama
convulsion ma'ilili measles misela
convulsions ma'ioso medicine vaillrau
constipation manavamau meno7rhagia punatoto
corneal o,,acity mualili meibomion cyst matafa
cotton wool vavae midrife falat;3ana
cough tale nurse teine tausi
deafnerr tutuli nurse tausi mati
death oti obesity puta
defection fe'aumamao obesity putagaele
deformity of t:1167,7 mutu obesity lo'ulo'ua
deformity of nose isup ointment vainini
-
diabetes ma'isuka operation ta'otoga, tipiga
diarrhea ranavatata orator's death usufono, maliu
diathermy avevcla orator's and chief'
dizziness, sickness falatafa
doctor f;ma'i naln tiga
dysentery san:Ltoto 7,r,rrlysis of lee ua le vae
elenhatiasis of limbs tutupa parturient woman failele
ejilepsy ma'imaliu pimples fuafua
epidemic fa'ama'i pills fuZlalau
_ -
epistaxis papatoto nityriasis rubra tane,
eystitis tulita poisoning., drunk lag
eye disease matimata pneumonia niumonia
faint ratarocia pterycirm mntPfu)uia
- -
flatulence i lc Fen. pulmonrry marrapala
fractured skull or pus 12.1ou
ccnsof-ion foa -ulse pal; o le uaua
r7t't-r1-(77oa retrntion of urine tutu
matutu
nitre or 7:vrps pat; rrstless t7fiti
Eflut ucu rl,eumrtism runu
haeT-nptiTis rinntoto rincriorm lafP
hac :rif7lnj7t muletotc round worm Irnufe
han lit burutu "r. to saliva f7 ua.

toto ricknerr gnSernse

hei7dwc.nds fonfoa rorr po'u
rruint m.ltasepa
hert rralif-tu
f.pitum rcanur:n.
Hernia. fifi pa';
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stye fuafua vPricose vein uaua
sunstroke tRia i le la v2mrea.] 'isese maliafi, mall
swelling abodomen fula le manava Dapalagi,
swelling neck uapatiS vorp5.t nuali
tetanus -alilili wart lafeteen
typhoid palagglau rax of ear
twins r. ,saga. rhooping coup: t lee'e, talevivini
ulcer papal -_t rormy IFnufg,p
urinate felauvai wound manul a
vaccination fa lagata X-ray fa 'e.t.a
)%5f:rr r ryyrrr.r.rfirrrcrrn,--rrrrrryny rcrryne-r rry-rrrn-rlerY--.(Y rrrrrYYY r-rrrYYrr-cfrrrryrr,M
DOMESTIC TERNS

apple
1
apu oil suat'u
avocado Igvoka onion aniani
baking powder fefete orange moli
banana fa'i papaya esi
green mata passion fruit pasio
ripe pula peas Pi
beef fasipovi peanut butter ga'o pinat7
biscuit masi pickle kiikama fa'-7inika
bread falaoa pineapple fala
breadfruit 'ulu potato pateta
butter perk fasipua'1,
cantalope kanitilopu pumpkin maukeni
carrot kaloti radish lgtisi
catsup sosi tomato rice alaisa
cheese sago saito
chicken asimon salt
clams fa,sua seaweed limulimu
cocoa kc:7) shortening ga'o
coconut soy sauce soi sosi
green ma La (sosi saina)
ripe pops soup supo
coconut cream pe 'epe spice moa fa'amanogi
coconut water suaniu curry kale
coffee kofe pepper papa
cookies kaki (masi keke) squ]d
cone shell 'alit L4,0 sugar suka
corn sana brown sugar suka 'en7,.'ena
crab pa'a " suka pa'epa'e
cream kulimi pcdered suka pauta
egg fu7im'a manioka, tapioka
fish i'a taro talo
flonr falaoamata taro leaves lautalo
green bean pim%ta tea lauti
green pepi,er. pole 1anur(2,1 tomato tamato
cuava kuava vanilla vanila
hot peppers polo feu vinegar vinika
water vai
jam
ga'o water cress kapisi vai
lot)nte ula watermelon meleni
rry o yams ufi
mak'd]rli T.-1st men. fa'af'efete
m;:rc:rire
; e i i
e 1.1-,aLe
milk r':. r
1!

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 Terms Used In Food Preparation.

flavor manogi
range patuItoli
raw ma to
melted liusuavai
honey meli
dried fruit fuElg'au mago
Wash vegetables carefully before cooking Fufulu lelei fugfg'au'a'o le 'i
kukaina.
Wash rice before cooking Fufulu le alaisa'a'o le'i tunuina.
Cook in a covered pot Saka i se 'ulo e i ai se tgpuni
simmer fa'apunapuna
rapid boil puna vave
Boil till soft Saka is malu
Heat till it begins to thicken Fa'avevela pea s :oto'o
Stir constantly Sa'eu pea (sc'o)
Don't stir it 'Aua le sa'eua
Boil in small amount of water Saka i sina vai
seascn to taste fa'amanogi
Drain water from/out Fa'aalu (sasa'a) le vai i tafo
pinch of 'ini, sina mea
baking tao
Separate egg white from yolk Tu'u 'ese'ese le niu ma le lega o
le fuamoa
Grease baking dish Fa'ageo 'apa tao *yea' ai
Add dry ingredients Fa'aopoope i ai mea mamago.
Sift dry ingredients Fa'amama fa'atasi mea mamago
Cut into squares Tipi fa'atafafa
peel fofo'e
.,crape valu, vavalu
skin fisi
mash
grind oic
mix pale,
dilute sui
Fill tne pot with water Fa'atumu lejulo i vai.

Glossary of Utensils

tanoa native bowl tEuaga fibrous material used

tInoa pale 'ava kava bowl to extract c:_onut
Crinoa fai mea'ai wooden bowl for making
food
i'ofi
'ulo cooking pot
(tongs) a V-shaped thing made
falai frying pan
of the center part of
tipoti; tItata tea pot, tea kettle
the coconut leaf used
sipuni spoon
to pick up hot rocks
tui fork
in the'umq.
naifi knife
sapelu bush knife sasa'e a long stick used to
ipu ti, (ipu fai 'au) tea cup, mug spread the hot rocks
ipu malamalama, of the lumu.
ipu tioata glass, tumbler

ipu s7lati
saucer
salad bowl
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 tau banana, taro, ta'amu
leaves used to cover the umu, matituai coconut scraper

tauvela the old used tau, used for veve used tau that is
the outer covering of the umu wrinkled and very
dry,

Household

bed moega (0) outlet (power) paoa (eletise)(a)

broom puluan (a), salu (a) porch (verandah) poletito (o)
ceiling fg'alo rug fala mamoe o po
chair nofoa (o) nofonofo
cupboard pusatii(a) room potu(o)
desk tesi (laulau, tusitusi (0)refrigerator pusa'aisa
door fgitoto'a shelf fata (a)
door knob 'au o le fiitotota (a) stove 'oggumu
dust pan fa'amama pefu (a) sink fa'atanoa fuluipu
fan iii (o) (a)
floor fola shower paipa tg'ele (o)
floor mat (fala) papa (o) tap paipa (o)
food safe sefe (a) toilet faleuila, fale-
laundry soap moli amea (ta'ofu)(a) 'ese, falevao (o)
light bulb matauila ial tajle laulau (a)
light switch ki o le moli (a) telephone telefoni (a)
mop mopu (a) washing machine masini ta efu
window fa'amalama
rindow pane tioata o fa'a-
malama (0)
wall pa puipui, puipui

88:4:3231-'

N. EDUCATIO VOCA_:LARY

alphabet 'alafapeti f,itau exercise(physical ) toleni

art mea tauata exercise(written matg'upu
add fa'aopoopo oral)
aquarium faga flag fu'a
around falata'amil.o fingerpaint vaiilima
across fa'alava; fraction vaegameu
broom salu; pulumu globe kelope; fa'afanua
comprehension fa'atinoga o le malamalamaga lgpotopoto
i se tala games tn'nloga
chalk sioka penisina; geography su'esu'ega i mea
crayon valiga'o o i le lalolagi
cupboard kgpoti, pusat; handwork gUuega taulima
circle li'o harmony gatasi
cr,-rect sa'o history tala fa'_ asolopito
defeated faia'ina health soifua maloloina
desk teci holiday tu'uaga
divide vrevae knot nonoa
drawer pusatoso loop matgsele,vio
door faitoto'a music m7isika
duster (black- multiply fa'atele
board) solo lalIpapa monitors ta'ita'i
eraser (paper) fitina map fa'afanua
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notebook lapi,o fa'amaumauga sentence fuaisupu
number nurera straw mea mimiti vaiinu
nature studies su'esu'ega fa'anatum shelf fata
obedient usita'i substract to'ese
punishment fa'asalaga script tusilima
practice fa'a'oaloga sound leo
para,:raph parskarafa social science mata- 'upu tauamioga
page itulau strap or leather fasipa'u
pencil penitala talk tautala
quiet filemu, le pisa to color vali
ruler vase; lula to mark togi; maka
recess malologa trace toe tusi i luga o le
rhyme solo e fetaui falaleoga O tusiga muamua
i'ulaina. table of
rubbish -' lapisi contents fa'asologa o mata'upu
square tafafa; sikuea title ulu tala
fele verb veape
shout
substitute (change window fa 'amala. a
whisper musumusu

frOatiroc,. 77fri;v7, i s0'° se Inuala

collect the books ao tusi_Pari)
clean the blackboard f_ a'amama (solo) le laupapa
get ready sauni
'chool is out 'ua tia"ua le -,;:loga

you are late luale tuai mai

top of class sill i le vasega
':ottom of class uliva'a
drill (do a;-,,ain and again) toe fai ma saga fai
take out your books lave a'e a tou tusi ('api)
open your books su'e a tou tusi ('api)
close your boc,ko tpuni a tou tisWapi)
put 71.wav your books tu'u 'ese a to tusi
turn to page 10 su'e le itulau e sefulu
fill in the b' 'inks fa'aLutumu avanoa or falatumu avanoa
raise your hand si'i 7ou lima
be quiet 'aua ±e pisa
one at a Lime ta'ito'atasi
Jut down tu'u i lal"
is greater that. e sill atu
is lez:7, then e la'itiit5 ifo
the same ri:t
'e tutusa ma
clean up the room teu le potu, f?lamama ,e
pick up the or viper tae fasipepa
turn on the light ki le moli
turn off the lir-lit tape le moll
light the lamp tutu le moli
draw pictures tusi ata
write in the air tusi i le'ea
don't be lazy 'nua le pale
line up here fai le laina i

ring the bell ti le loo

V. ;:7[:;i1;

1tra f,7ota fir,hing line

catamr,ng cmoe or bolt
alo [:)d,ile or re Lit000)

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 ilo 1e villa to paddle the boat or canoe
ama the outrigger float
I
apa I apt', asa fin of a fish
e lauagafulu ten fish
e laulima i'a fifty fish
e 'asa le faiva the fishing is poor
e mau le faiva the fishing is good
fa'amata le tao sharpen the spear
fafau le pa
bind the pearl shell lure
fagai'a a fish trap
fagapusi a trap for eels
fanai'a dynamite
fanameme'i sling spear gun
figota small, edible sea creatures such as crabs, mollusks,
foe etc.
a paddle or oar
fuilauvi gills of a fish
booms connecting the ama with the hull
lafo le 'au'ia cast a net over a shoal of fish
lafo le 'upega cast the net
lagolofe forked stick used to hold bonito rod
lalaga le 'upega weave the net
limulimu seaweed
liu the hold of the boat
maunu bait for fishing
matau a hook
ola
a closely-woven basket used for holding fish
paopao small outrigger canoe
pa'umemeli rubber bands used for spear gun
pule cowrie shell
pulu a lead weight
sasau le 'ofe cast the line from a fishing rod
seuseu fish from shore
si'usiu tail
sualiu water in the boat
tao spear
Wed le 'afa to roll up fishing line
tala spikes on a fish
tala le 'afa unfold the fishing line
tapili propeller of a boat
tata le (liu)
to bail out the bilge water
tata o le va'a a bailer
tau le va'a anchor the boat
taumua bow
taumuli stern
taumata eyeshades woven of coconut leaf
toso le lau pull a string or net of leaves to encircle a school of
fish
toso le matau
pull in the hook and line
'ua 'ai le i'a the fish has taken the bait
'ua malt, le aso
the day (and the sea) is calm
motu le pa the lure broke loose
'ua motu le matau the hook is broken
pe le tai low tide
41a sale le va'a the boat is overturned
'ua sou le sami the sea is rough
'ua sua le tai high tide
tafea le va'a the boat, is adrift
'upega net
una scales
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 va'aalo canoe
va'aniue canoe with a covered deck
velo is i'a hurl a spear at a fish

Fishes of Samoa

'a'a waigeu snapper

afulu matalelelele yopng filoa (tunutunu)
goatfish moamoa
ali bodfish
flounder
alogo zebra surgeon fish nanue silver bream
lanae mullet pa'a crab
'asi'asi yellow fin tuna
atu palagi surgeon fish
bonito
atule pala'ia small pone
scad(big eyed) papa
aua lunar tailed rook
garfish
ava cod
milkfish pelupelu
'ava'ava sardine
crescent sea perch pone
' ava'ava moana olivaceous tang
banded sweetlip pusi
fai moray eel
sting ray sali
fgisua heardyhead
gaint clam sapatu
fete barracuda
octopus sa'ula
filoa sail & spearfish
pigfaced bream savane blue lined sea
(long nosed emperor )
fuga perch
parrotfish savage mumu
ga'ogo red snapper
large atu savage pa'epa'e white snapper
gatala grouper (rock cod) sea beche denier (a
gufese squid sea cucumber)
lai leatherskin sue blow fish
suila half beak
lalafutu baillion's dart saosao large barricuda
laulaufau bat fish sugale wrasse
laumei green turtle sumo leather jacket
laumei una hawksbill turtle tafola whale
limulimu seaweed talitaliuli remora
lo spinefoot tautu porcupine fish
mata-t-taliga hammerhead shark tifitifi butterfly fish
mala'l scarlet sea perch tuitui sea urchin
malau soldier fish tuna fresh water eel
malauli trevally tu'u'u angel fish
malie shark uga hermit crab
malclo flying fish ula sami spiny lobster
manini Convict tang ula vai fresh water shrimps
manoa porpoise ise garfish
masimasi dolphin fish

o .
.....
. . . . . . .
141,4.4.000.4.0.0. 066
. . . . .
.........
. . . ..... . . .
.6010.0.6.6.0.0411.6.04...41.0.6.oOe.s.6.4.....s.0.6.e.o.............
. . . . . .

ei.ea.a.a.e. ..... .

vi. PHYSICAL EDUCATION

Marching - Savali

Backward march eavali i luma fall in nleni

Class halt yasega tiofi! forward march small i :;puma
face left FAAasaga i le agavale left'flank itu agavale
face right Falasasaso i le taumatau line, column laina

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 March Savali Right flank ito taumatau

Track & Field - Ta'aloga tau tilluga:

Back stretch Sa'oga i tua Javelin TggEtila
Discus Togi u'amea salafa Long jump Oso mamao
Finish Tigi On your mark Va'ai lau lain
Final stretch Saloga mulimuli Pass Pasi
Get set Muni Relay Tib'flgaftor,
Gol AluipZ4 Shot put Togi ulamea mamafa
High jump Oso maualuga Sprint masau(100 iata)
Hurdling Tamo'e ma oso Strategy Falatillagaga

Tennis - Tennsi
Backhand drive Ta liliu agati i tua Net 'Upega
Backswing Ta i tua Racket Pate tenisi
Body position Tulaga o le tiro Serve Serve
Forehand drive Ta aga'i i luma Toss Togi
Grip (o le pate) Volley Su'ega o le serve;
Tataga, Voli
Basketball - Pasiketi zolo

Back board Laupapa o le mama Foul Sala

Bounce Fiti
Goal (ring) Mama pasiketi polo
Charging Tamole fa'afetaui Hook shot Togi mai i le ita
Chest pass Pasi mai i le fatafata Jump ball Oso
Defensive player Tagata ta'alo fala- Jump shot Togi oso
lavelave Man to man Tagata i le tagata
Dribble Popo
Offensive player Tagata, ta' alo ma le polo
Equipment Mea ta'alo
Pass Pasi
False Sese
Under-hand pass Pasi mai lalo
Free throw Togi fua

Hockey - Hoki
Corner Tulimanu Penalty Falasalaga
Drive Tulis Push TUlei
Fielding Talituala Right cut Tipi i le taume tau
Goalkeeping Fa'atali (logaumu) Roll in Fa'ata'avale i totonu
Hockey stick Pate hoki Scoop Sali
Marking NEka

Soccer - Soka

Center /06totonu Inside of foot Le ita i totonu o le vae

-
Drop kick (kiki) fa'apa'u ma Instep La'a i totonu

Free kick Kiki fua Kick off Kiki lamata

Full back Fulupeki Outside of foot Le ita i fafo o le vae
Half back 'Afapeki Penalty kick Kiki o le sraa
Inside of foot Le ita i totonu o le Punt Pani; kiki, A'a
vae

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 Instep La'a b totonu Trapping Tgofi mau le polo
ngs Uigi

Softball - Soft nolo:

Baseman Tagata fa'atali Order Palasologa
foggumu
Outfield Talitual; fafo(tua)
Bases fOggumu Pinch hitter Tagata to mo le isi
Bat Fate Pitcher Fatatela
Bunting Pani Progression (jgluega fai fai pea
Catcher Mulumu Release Falamamulu
Coach Faigloga Sacrifice 'Ai polo le pe foa'i fua
Curve Togi vivili Skill Agavafa
Diamond Taimane Sliding Falasesefe
Error Mea sesg, sasi Tactics Togafiti
Fielder Talitualg Throwing Togi
Ground ball Polo fitifiti Walk Savali fua
Infield Talituala 'i totonu dip Togi vili

Speedball - Polo masau:

Kickup Kiki.i luga Stationary Le Gaoioi, Tapoupou

'Lifting Lifi, Teammate 'Au
Moving Gaoioi

Volleyball Voli polo:

Blocking Poloka Overhand pass Pasi i luga o le ulu

Bump Falatau i lima e lua Rotation FalatDamiloga
Court Yalae ta'alo Score 'Al
Game ER1F Serving order Falasologa o le serve
Match Tauvaca Set Seti
Side out Sui le serve
Spike Sinaika; gmala

Common Afflictions - 7?alarrtguli tau le soifu-

Bone Ponaivi ruscle Maso; musele

Gau Sprain Vaneva, Masui
1,1:1;;o Str-in rasui, :anuna
Cut Lavea

Exercises - :Palamalosi tino

Bicycling Vili uila Squat thrusts Fa'atu i luga ma lalo

Count Fait-u Too touching Tago i tamali vae
Hop Yusa Windmill Pelapela
Jumning,j7Ick Oso Oso

tics - Fatamalosi tino:

liackT.LL.rd roll Tat-lyric i tua Forrard roll Tatav,le i 1una

Palcni He-d st:.nd T; i le ulu
Dip Pa' tofu 77.7,7fiti

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 PLAYING COD. VOCABULARY
Some Samoan card games:

'Asini Variation of donkey Suipi Casino

Land Rummy Ta isu Variation of hearts

Suipi Vocabulary:

Ace (worth 1 point each) Sai

Casino - (ten of diamonds worth 2 points) Kasina
Cardin most cards worth 3 points) Papa
Club Fele
Cut
Kaki
Deal Tufa
Deck PC10.
Deck of cards Pelle
Diamond 'Adman,
Face card Tagata
Hearts
Jack Tama, Siaki
King Tar;loa
Lose %W ins.
Point "Ai
Queen Teine, Fafine
Shuffle Toto
Spade Peti
Sweep (worth one point) Suipi
Two spades (worth one point) LOlualpeti)
Win Tala

Come take a beating (at cards) Sau e VI sou tui

How many points do mu have? E fia ou/lua /tou I ai
In our card game, will the loser(s) treat the E fai it
winner (s)?
Let's play cards TVt;:tou
Shuffle the cards T'atii le pale
To lift a/some card(s) from the deck with one
of your orn that matches Si'i

fANKAIWAnTrAtr! . rrr.rrrYfrrLiff.
VII. REIAT7ONSPINNINSHIP - 'Unu t.,,u

extended family taiga (noun) manis son, dpughter

to be related to. gaga (verb) woman's son, dnu7hter trytira, tP.mn.tcine
(eg.) grandfather= meter-_: tra o lo'u tnm77.
We, Jim and I, are maternal trqrs. 0 lo'u tine.
related. YA to 'alga. grnndmother: paternal tint o lo'u tins
maternal tin.; o lo'u tins.

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 great grandfather:
paternal tama o le tam;
I am related to you T;tou to taiga o lo'u tina.
both.

father tam; maternal tame o le tame o

mother tina lo'u tins.
sister of female uso uncle: paternal use n lo'u tama
brother of mele uso maternal tuane o lo'u
sister of male tuafafine tine.
brother of female tuagane aunt: paternal tuafafine o lo'u
tams,
maternal uso o lo'u tini

Cousin: father's sister's children Tama a le tuafafine o lo'u tan; (sing.)

Fanau a le tuafafine o lo'u tama (pl.)
father's brother's children italiti/gfafine o le uso o lolu taus, (sing.)
Fgnau a'le uso o 1o'u tame (p..)
mother's sister's children Tama a le uso o lo'u tina (sing.)
Fgnau a le uso o 1o'u tins (pl.)
mother's brother's children Italili/;fafine o le tuagane o lo'u
tina (singl.)
Fanau a le tuagane o lo'u tin;.(pl.)
Nephew (Niece) man's sister's children '0 le tama a lo'u tuafafine (sing)
Fanau a 1o'u tuafafine (pl.)
man's brother's children '0 le atalili/afafine o lo'u uso (sing)
Fanau a 1o'u uso (pl.)
woman's sister's children '0 le tama a lo'u uso (sing.)
Fanau a lo'u uso (pl)
woman's brother's children '0 le atalili/Efafine o lo'u tuagane
(sing.)
Fanau a lo'u tuagane (pl.)

My grand-children Fanau a la'u fanau

My great grand-children Fanau a le rnau a la'u fanau

poster relationships: fad.

adoptive child fgnau fai

adoptive mother tins fai
adoptive father tama fai
adoptive brother/sister uso/tuagane/tuafafine fai
adoptive son, daughter (man's) Etaliti fai, afafine fai
adoptive son, daughter (woman's) tamafal

MACCOME.P.- c «eeo ea e emetee 4 aeaeoezeoaeaeaaae ae eaaa a a eeee aeoaeoL?ei

33d
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 VIII. SAMOAN CERMIONIAL SPETCH

SOTS POLITE WORDS

English Common Tulafale

go alu (15)
-
maliu atu afio atu, susu atu
come sau (omai) maliu mai afio maissusil mai
sosopo mai
eat 'ai (va'ai) tausami, taumafa taute, taumafa
tausami
drink inu (feinu) taumafaltausami taute, fammara,
tausami
sit nofo (i lalo)(nonofo) afio, papa 'a'ao
stand to (i lugs) (tutu) talati tula'i
walk savali (savavali) agag agall, tala 'a'ao
sleep moe (momoe) taa tofa
bathe, shower tgtele (tDelele) fa'amalu, 'au'au fa'amalu, 'au'au
penapena
hears listen falalogo(fa'alogologo) ra'afofoga fa'afofoga
look, see, watch va'ai, tilotilo ( va'ai) tagati, maimoa silasila, silafaga
cry tagi (fetggisi) tutulu tutulu
wake ala (mai/i luga)(feala)maleifua maleifua
sick mati (mamati) gasecase fa'atafa, pulupulusia,
angry ita (feita) totatgmati to'atama'i, malemale'd
tolasa.
dance siva*, sivasiva(sisiva) taiuli
Ow00 IM ia'asa'a, sausaunoa
rest malolo mapu, nanava mapu, manava
give/bring me lama; fatagasegase mai 'a'ao mai, fa'acase-
gase mai.
speak, talk tautala ( tautala) fetalai saunoa, tulei, malele
call vala'au (vala'au) tautala' au falamalele
wash hands fafano tatafi tatafi
cut bnir 'oti (le lauulu )
fatafuga fa'afuga
(taloti)
face here falasaga magfatasasaga) -alo mai glo -naiosagai mai
shake hands fa'atalofa lulu 'a'ao lulu 'a'ao
go fishing fagota (fagogota) fa'atanasoZliti falatamasoaliq

ORDER OF RANK: .1:10 TO ADDRESS FIRST

A. Familz B. Family & Ali'i (visiting)

1. man chief
2. wife roan
3. children wife(wives)
others

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 (C) Family & Alili & Tulaale (D) Family & Tula-ale, and
non titled guest.
1. alili
2. tulafale 1. alili
3. man 2. tullfale
4. wife (wives) 3. guest (non- t'.tled)
5. others 4. man
5. wives
6. others

(E) Famil-A.1.iliTulest and Einster.

1. minister (and wife)
2. aliti
3. tulEfale
4. guest
5. man
6. rives
7. others

NCTE: If, in any of the above sittrtions, someone has a title or more than one
title, the highest titled manhonan is always addressed first continuing in this
manner through all present. The excelltions being the minister (rho .is always ad-
dressed -first) and if the group is addressed as a whole body rather tlan individ
uals ( a tou afioca na failEuca)

GIZE_ TTITGS

A. anAlilirt, Chief) The reqy to an Alilis welcome:

1. susa Susu lava lau susuea.(cert-lin chiefs
en'T)
2. Tala Eaia ou 'a'ao. p7,!a 'a'ao is lau susuca/afiorm.

3. A:io afioga. Afio lava lau afiorn.

'Iallau afioga.

B. (Cr: or) 73.0-11

1. raliu lau ter;;.. 121etali lava lau tCif7.

2. Sos000 raia lau tea. lIa, lau

C. Tazatita'i ("Omen)

1. Tau,)ou: Sane as hich ief(alili) Same as A ::nd 3 PIOOVC

2. Ftletua: Sane as her hub:-.nd(ali'i)
:tusi: S: arse husb-nd (tulFfale)

D. Fairelau (ninster)

1. Cztnolic: Afio mai 1. Afio lava lau afio7. natele.

(priest)
2. All othcrs: Susa rai sF1 (nun)

Susa lava lau spoaca le fa'a-

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 E. Greetings for anyone:

1. Lefulefua maia(for a traveller). 3. Laina maia(ror afternoon).

2. SEUtia mala(for morning). 4. Pailiouligia mall(for evening),

F. SOLE C01/"ON POLITE EXPR7SSIONS:

1. afio/susu i fea? :'.here are you going (chief)?

maliu/sosopo (orator)?
susu (anyone)?
- .
2. Falesea le 'alna, afio maia i le agrnulu le fLi nei.
sosopo
maliu
susri

Exercise the eating, velcome to the (mes1) that is now served.

Tautala atu, fa'afetai le fa'aLoalo. Excuse the talking -bile, stnding,

Tautala atu i le sala thanks for the politeness.
Tautala atu i le talag, v- le

3. Lau 'ava taurafa le Atua. Nava offering to God.

'Iavmanuia lenei aso ma ona Hanniness on this :-.nd its 7ork.
eluega. (kava toast)
le aso iii r
le taeao morning

Iasoifual Long life! (kava toact)

soifua/manuia. Long life/cheers (kava toast reiply)

4. 'Ia) r' to mai vai! You finished (dry) bathing!

5. 'Is.* Erulava! Rests (after nork)!
6. 'la, tautai a'el Come tu.) fishermn!(afer fishing)

USI:T2ITL .7.3TES

(A) PresentinE the oso:

Ia, 'o le oso fa'atauva'a lea mo le qiga, e 1610 se nea tele. 'Ou te fa'a-
mocmoe e talia ma lc fiafia.
Here is a humble (insi:rificant) food gift for the family, it isn't much. I
hope it's accepted ,)lea!;ure.

(B) Prcsenting a me alofa:

Fa'afetai t-lc i lauLa2121 r:v 1c: fletur, -a 7al:fr.t-i le -lefa
t3fn
sustic-a faletua
ma le apallei. Falafet-,i foil le fr!la7tloalo. Totopi atu e le tua lo ton
alofa faali. E leai sc tui 'ou te rpfri enr. e frtusr, all, 'urn.

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 nalo se meaalofa falatauvala lea e falatino ai la tatou mafutaga.

Thanks a lot to you sir (chief) and your wife (chief's) and family. Thanks
(orator) (orP.tor's)
(20:a42) (any man's)
for the love and kindness. Thanks also for the hospitality. God will re-
pay you for the love you have given. There is no reward I can possibly
give to match this, just only a insignificant gift to represent our gather-
ing.

C. Blessing the food:

Sell fai la tatou falamagalo. (Lets say grace) Fa'afetai tele le Atua i nei
lotu
taumafa lua lEfaali. Iona 'o Iesu lo matou Falaola. E aogli e matta ai lo
mEtou malosi. Falamanuia i e na sauna e ala i lou Suafa.

Thanks greatly Lord for this sustenance you have given through Jesus our
Savior. It's useful to give us strength. Bless they who served through
your Name. Amen.

D. Thanking the family after eating:

Fa'afetai lava fai mea taumafa. Fa'afetai fo'i gasese i lau Afioga
ma le Paletua ma le taiga.
mealai tofa tausi
mea inu faletua

rrs Thanks very much for providing re- Thanks also for the preparation sir
refreshment. (chief) and to your 1-ife(chief's)
and family.
food
drink (orator) (orator's)
(any other) (of any other)

eQ :',1CMAIDIY.4De eee,e eeeQ. q,cri) eit e .eereeeeeeeE,

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 SOME IDIOMATIC EXPRPSSICNS

Since the following are idioms, exact translations are difficult. In some cases
the English is literal, in others an equivalent English idiom is given.
'auoil ouch!
'auo± le Atua e, God help us,
aug alas
lau5le alas
lauel5 astonishment
lauosil ouch!
lamulia 'oe you're lucky
alu loa go on and go
lala cut out, oome off it
'ale come off it; quit
'apa Taliu gp fast
e moli? really?
'e 'ese a foe you're different, strange
le te valea? are you crazy?
'e te 15 pule you're not the boss
e leai situ fe'au none of your business
e leai selnala no rocks (money)
e le mglie it's not funny
malimau e, a waste
miliona a million, great
nofo is stay here, stop it
lokalokal wow!
loi oh! (suprise)
lo lolu mausa my favorite
te 15 kea I don't care
paga alas; terrible
pau lava just because
pule a foe you're boss
pipi'i i le mago stick to the mango tree
sel come on man!
saga girl
sole boy
Belau pasene 100%, great
tafefe I'm afraid,(Oh no!)
to fiaola e, good grief
tali moli really true
tali lelei very good (oh boy!)
tglnfa et too bad, what a pity
tali leaga very bad
toeafe (toelefa) never; try again
tulu ai pea leave it
lua lou gau I'm broke (money)
lua 'ou motu I'm broke (money)
'ua sau le tamgloa Lep5 I'm hungry (Fia'ai is the name of a chief from
Lepg)

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 A GENERAL SAMOAN - ENGLISH GLOSZARY

The word list that follows is by no means a complete list f Samoan

words. Many common nouns, verbs, etc., are not to be found in this
list since it is beyond the.scope of this book to provide the student
with an extensive Samoan dictionary. For this purpose the student is
refered to G.B. Milner's Samoan Dictionary. This glossary is geared
for begin 'mg to semi-advanced students of the Samoan language who may
need to know the meaning of words encountered in this book or in nor-
mal outside of class Samoan conversation. Entries are not restricted
to single words, but frequently include idioms and phrases which are
also encountered at this level of speech. As with all the material in
this book, the ultimate authority on prounciation has been the Samoan
Department of Education rather than existing texts which have in the
past been in disagreement on some words. In using this list, the
student should note the following points:

1. Entries are listed alphabetically according to the Samoan

alphabet (aletilopuff4,k,1,m4n,prs,t,v)
2. Parts of speech are not listed for each word (i.e. noun,
verbs, etc.). The student should be aware that most words
can serve as several parts of speech within its basic
meaning (i.e. Mita - north, can be a noun, adjective and
adverb). The.gramatical use for the Samoan word in question
can be interpreted within the context of the sentence.
3. Similarly, many compound words, or words derived from
common roots are not listed. It is assumed that the meanings
of such compounds can be found from the roots, or by taking
into consideration effects of common suffixes and prefixes.

iimioleaga ;hi° (behavior) +leaga (bad)

a, bad behavior
fia'ai fia (to desire) +'ai (to eat)
m to be hungry
4. Samoan homonyms are frequently given only on entry with the
multiple meanings separated by a semi colon (;)
ao day; cloud; head; to collect.

5. The plural forms of many words are listed in the same entry
as the singular (abbreviated:.pl.)
alu (pl. B) to go
6. Same words are frequently encountered in a different form.
Thebe are listed in parenthesis.
ula (ulaula) to smoke
(la) , they (pair plural)
7. Most nouns are followed by either an () or (o) denoting the
proper form of the possessive to be used for that noun. Some
words however can use both possessive makers although the
meaning, of the noun are different.
'0 latu susu My milk
'0 lo'u susu My breast 39
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 8. Many obvious foreign words are not included in this list.
'ofisa office
sipuni spoon
9. Some entries are not repeated in this glossary if they are
present in the English-Samoan word lists. This is especially
true of parts of the body and agricultural, educational, and
household terms.

GENERAL GLOSSARY

a of 'a'ole'i before
'a when, for, then, but aoculi afternoon
a what, how aofa'i to gather together; sum,
la future tense marker ('o le total
Pala no
aogi to use; useful
(expression)
'a'ai a city a'oga school

'a'au (pl. 'au a team (a)

fe'ausi) to swim au your (singular)
'ae but a'u I, me; my
'ae le'i before 'aua don't
'a'e (pl. 'aua because
fe'a'ei) to climb
'au'auna to serve; servant
'ae peita'i nevertheless
'auala a road; path
'aemaise especially
aualuma unmarried women's group (a)
ai a relative particle; who
'Lae alas (exclamation)
'ai (pl.
to eat 'auina to send to
'a'ai)

'alga a family 'auleaga to be ugly

'alga 'aulelei to be pretty

to be edible, a meal
'ii lava probably an iron, to iron clothes

'ailoga 'aumai to bring (to the speaker)

to be doubtful
salsa ice saum7ica untitled men

'aisea why au: - steam, smoke

to beg 4afa half; sennit (a)

'aisi
'ait71.1afu to borrow; debt (a) a hurricane

situ a ghost (o) 13fai if (future)

ao afvfine daughter of a man (o)

day; cloud;head;to
collect 'afakasi part-European

a'oceo to learn; to teach afe a thousand, to turn off

(a road)
'alo while; but

397 Hosted for free on livelingua.com

 area when (future) 'upefali a ladder (a)
afi fire; motor (a) 'api a notebook (a)
atltl to bundle up; parcel asiesi to visit
afiafi evening, sunset aso day
afio to come, welcome (pol.) aso today
afu to perspire; waterfall aso 'atoa whole day
'afn to cover (with a sheet) aso everyday
aga behavior (a) asu to dish out, scoop; make
at'agr spirit, soul ata a shadow; picture (o)
agaleaga to be unkind, cruel 'atu (El.
to laugh
talie)
agalelei to be kind
itali'i the son of a man (o)
aganu'u custom, culture
atamai to be clever
asasala sin, wicked, evil
'ati to bite (food)
agava'a capacity, ability
atigifagu a piece of glade
agi to blow
gtili to increase; more
ala a road; to be awake; style,
waY 'ate a basket (a)
alaala to dwell; to sit around and 'gtoa to be complete
talk at night.
'ito'atoa entire, whole
alaalafaga residence (o)
'atonu maybe, probably
ali'i a man; man (expression)
'atopa'u a suitoase, handbag (a)
alo to paddle
atu away from the speaker
'aloiafi a spark
Atua God (o)
alofa to love; love (o)
atualoa a centipede
alu (pl. 5) to go
atumotu an inland group (o)
'fatten a pillow (o)
atunu'u country (o)
'amata to begin
ova a passage in the reef
amio conduct, behavior (a)
ova wife (a)
amiotonu to not properly; justice (a)
'ava kava (o); board (a)
'amu'ia to be fortunate
gvagn to elope
ana a oave (o); his, her, it2
avanoa a space; chance, opportunity
'ana if (past)
'ave. to take
anafoa when (past)
"avano to take along ('eve ma)
ananei la earlier today
'avatu to take to ('avo atu)
anamua olden times 11,01101*111011*ft**Ile*H*1404014111101*fl*HelleNeft
ananafi yesterday
ananei just now (past) 'E'

anal); last night

present tense marker; by
ane alongside you (sing.); by
'a pe'a how about if (expression)

3vo
3J Hosted for free on livelingua.com
 e (they) whom 'inolino to hate; hatred (o)
'ea air; interrogatory inu (pl.
particle to drink
feinu)
what? (expression) ipu a glass, plate, dish (a)
e ul ina although i si another, the other, next,
e uiga'i oonoerning somoono
iou none (o)
e le afiina it doesn't matter
(expression) ita (pl.
to be angry; I, me
feita)
'ele rust
itiiti (pl.
'ele'ele dirt, earth to bo small
iti)
'eli to dig
itu a side (o)
el o to stink
a kind, speoies, sort
'emo to blink
itUla hour
'ese
to be different, distinct itulau a page
('ese'ese)
distriot of the government
4348 to roam about at night
ivi bone (o)
*14414040.114011411*11011****1140*114040401,01*
4e1401**II*114m*D*11**11*Nell*N*11*11***u**

11011

i in; at; on; for; (also ia)

directive Rartiole; to; by; o to belong to; of
(also 'la)
'I here; yes
'o the nominative particle;
present tones marker
ia he, she, it; thine ('o lo'o)
'oe you (sing.)
'la in order to
'oi oh! (exclamation)
i'a fish
o o to roach, to take place,
i'I ('ilo) here
to oome, to pass (mai)
i'o('oi ct) there
o' omi to squeeze, crush
'ioe yes
ou your
ifo down; to bow down
'ou I
igoa name
o'u my
i le vs in between
'outou (tou) you (plural)
iii to blow (pl. taili);
'oulua (lua) you (pair plural)
harmaonioa (a); whistle;
fan (a) 'ofe bamboo
'iii a saw, file (a) ofi to fit
i 35 in comparison to 'ofu wrapped food (pillusami);
garment; to wear
iloa to sec, to know, recognize
'ofutino a ehirt (o)
ins (into 'ua) when ( pant ); because
'ogiumu an oven, stove (a)
'ina(qna 'ia) in order to, no that
'ogigoau a tree trunk (a)
'ini to pinch; pick a guitar
11

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togiitotonu the oenter, middle uaua a guitar string (a); voin (o)
oge a famine uafu a wharf
ola to live, be alive; to 'ua lava enough: (expreseion)
be on; life (0)
u'amea metal (a)
Olnga life (o)
uati a watch (a)
to ho joyful
ui to trvol along
'olca goods, property (a)
uiga moaning
'o lona uiga that moans, in other
uila olectrioity; lightening;
words
a bioyole (a)
'amo (pl.
to bo dented uili a wheel
'o'omo)
u; a friend
'ona (21.
to get drunk
onana) u'u oil

ona hin, her, its ula to make fun of; a lobator

ona (ai) uln (ulaula) to omoke
no, so then, then
lea
'ula a necklace
'ona (lona
because ulavale to be misohioviouo
'ua)
ulu head (o); hair (o)
'ona ('ona
booauue, on account of
1o) 'ulu breadfruit (a)
'ona ('o'ona) to bo poioonous ulua'i first

onapo times, days ul ufal e ontrance

oneone nand ulufafo oxit
IOnooaq ptionoe ulugaliq a married couple
oco (p1. 'Luna to be finished; all; every
roosofil to jump; food gift (o)
'uml (pl.
f0000i) to bo tall, long
'u'umi)
uta rrAw flub umu a Samoan oven (a)
'ote umukuka kitohon; cook-houoo
(fe'ot.,t to scold
upoga it net (a)
oti (pl.
to die 'upu a word (a)
footi)
usita'i to oboy
'oti (pl.
it'oti to cut (hair); (usiunitsi)
a goat (a)
USO brother of a boy or rioter
of a girl (o)
1,1101#0101*11,041101101*11001)01 11101*,101*11;011011 usu to otart; to leave on a
journey; to oirig
utrt inland
'U'
utu to refill a containor, a ditch
to bite, otin; to grip 'utu a louoo (lioe)
tight
'utufiti flea
neck (o)
prooent tense marker
4(01)
wire ()
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 97'
fa'alototele to onoor...age

fi'amall to make sink; a disease;

fa'saogi to use
epidemic) (o)
fa'aale to awaken
ravaged to fasten, an engage-
to show ment (a)
feoaliga a notice (0); rthersal fa'amioni to be loyal
feolloals respect (a) fa'amifanafana to cheer, to comfort
fi'ata a mirror (a) fa'amigalo to forgive, to (mouse
ra'a'itoatoa to make oomplzte or fa'amalama a window(o)
perfoot
fa'aiiilamalama to olawify; explain
fesetoote to be oareful
fa'amiloal to press on with vigor;
feofeagai opposite; to Laos to force.
falaigoa to name fa'amalu an umbrella (a)
Maui a musical band i to Aistl0;, a mattress (o); to digest
harmonica (a); whistle (a) flosmila
to bathe (pal.);
f%'siloga a sign or mark (a)! igioe;
falamanatd to remind
postage stamp.
Woipoipo fa'amanuia to wish good luck, a
to marry
graduation oeremony (a).
fa'aepoopo to add; put together
fa'amisani to b000mo used to;
1410.0110 stir up; to invite to 'moose soqusinted
fasert'a to be sulky feamaaino to judge; judge
feauli to drive remaainoga a trial
!m'a'nna to finish fblassata do you think (empress.)
fa'afifine a transvestite Wamatai mated system
featanua NOP (a) .1004141 to explain
feafitiuli a problem 14.4FIYP to bid farewell
falafo'i to return fa'amosoo, plans; hopes (0); to
fis'afou to repair hope

fa'alUase'i fa'smolemolo p%esso

unexpectedly
fa'agesegese
Wane/. to stay behind
slowly
At'anoanoa to be sad; sorrow
Walk to dry in the sun
, fa'anoi to ask permission
feapotepotoga group or orgonisation (aj
f'apoa to think as; like this
fealavolave trouble; problem (o/a)
fa'alitonn how, whate it like?
to be poorly planned
fa'apifta how
to show eft
Leans!.
feepeni like that
to be angry; to be stubborn
f'apiinoi like this
fa'alili to tease
fa'arai like that
to translate; to interpret
feapilopisto to be dishonest
fa'alogo (fa-
10101010 to listen; hear fa'apipili to stink to
fisaloge to examine fleapu'dpu'd to make short, or out
fa'alogogati to be disobedient short
383
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 fa'asg to be forbidden; to forbid fgia'ina to loose (a game)
falasa'o to straighten; to make faig'oga to teach; a teacher
correct
faigvg to take a wife; to
fa'asgui to be cruel mate
fa'asaga to face a direction faife'au a minister (religious)
fa'asala punish faiga style; method (a/c)
fa'asgioa the Samoan way faigatg to be hard, difficult
fa'asino to show how; direct; faigofie to be easy
point oat
failautusi a secretary
fa'ata'amilo to go around; areal
navigate,
failguga an orator, preacher

fa'ata'ita'i to practise failele a woman who just gave

birth (a); to just
fa'ata'ita'iga an example (a); practice give birth
fa'atau to buy (mai); to sell (atu) faipule a smaber of Parliament
fa'atau'oloa a shopkeeper faitau (pl. to read; to get leaves
falataavala to be unimportant fgitau) for the umu

fa'atali to wait faitala to gossip

(fEitatala)
fa'atglofa to shake hands; to greet
flitotola a door (e); an export
fa'atasi once
faiga fishing (o)
fa'atasi together
fao a nail (a)
Ca'atoli just
fau to construct
fa'ato'ese to apologize
fautua advice (a)
fa'atitino the worst
fafa to carry on one's
fa'atag to say goodbye batik
fa'atonu to direct; instruct; a fafaga to feed; a feeding
director
fafagu to wake
fa'atonuga a command (a/o)
.fafano to mash
falatumu to fill
fafine a woman
fa'atupu to cause
fafo outside
fa'atusa to be like, to compare
raga a bay (o)
fa'avae to find (i.e. foundation)
fggota to fish
feavalevalea to be foolish
falaoa bread (a)
fa'avavau forever
falaoamata flour (a)
fa'avela to cook
falelaiga a restaurant (o)
fa'avevela to heat
faleo'o a small house (e)
fci to do, to make
falesOloa a store (o)
fa'i a banana (a)
faleuila a toilet (o)
falai brains (o); baked coconut
cream (a) falepuipui a jailhoase.(o)

fatali (fe- falesi a church (o)

faia'i) make quick (expression)
faletalimili guesthouse (o)
faiaga to be elm idle falet the wife of high chief (o)
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 fans a gun (a), to shoot Sitafita a soldier
fanamemeli a Sling (a) fiva fever (o)
fanai'a an explosive (a) fclati to present, to give
(dynamite) foe to paddle; paddle (a)
finau children (al to give birth
to return; also; too
faidi to beat
fon to be new; an enemy
fasioti to kill (people)
foa a Samoan cure; massage
fasipavi meat (a)
fofoga the face (o)
fitai to cross the legs
fola floor
fati a melody (a)
appearance (o)
fee where
fob () .
to swallow
fe'ai to be savage
felon business; an errand amali a doctor (o)
feagai to be opposite or facing form a meeting (a)
fe'alaai to smart; to sting faa to measure; fruit;
fealuaq to go book and forth bloom (0); free

feilnali to meet
fui to be jealous (of love)
feoloolo not too bad, so so
fu'a a flag (o)
fei to be hot, spicy
fuaieupu a sentence (a)
fee to be afraid
fuainamera a numeral
fefiloi to mix up
fuili'au a fruit; pill (a)
fesili to question; question (a)
fuimos an egg (a)
fesoasoani to help; help (0)
fuata a crop (a)
feso!ota'i to get in contact with
fue a chief's fly swatter (a)
fesuis'i to replace
fuefue to fan away flies; to
fetbui to meet; join together; whisle
to fight; to fit (dress)
fmfulu to wash
feti a ster (o)
fUgailau a flower
fie to desire; how much/many
fula to swell; a boil (o)
fiafis to be happy; a celebration
fnlufUlu hair; far; to wash
fiapoto to be oonoieted
fusi to bind; a bandage;
fin be fed up to hug
filia be peaoefal fusiva a necktie (o)
fili ,nemy (o); braid (a), fusipalu a belt (o)
braid
fusu to fight; to box
filifili to choose, a chain (a)
fusulaga a boxing match (a);
filifiliss a ohoioe (a) a fight
thread
*01*:;*ttiot*tv**Menenettsiniptiinett*steltipitir
emu to argue
flasgslo a desire (o) °G1

fisi to peel, to skin gran intestines (o)

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 ga'o dripping; fat; lard kuka to cook
gaoi to steal; to rob
ilm*****It***.10***MWIVIWWWWI*
gau to be broken
gafa geneology; relations
gagate eastwards
gggaifo westwards la the sun; a branch
gagana language lg'au a tree; chine musical
instru. nt (a
galo to forget
lgitiiti to be sm^
gala a breaker (sea)
laofie to be e
galue to work
la'm my
igluega a job
lau a les.
gasegase to be sick; sickness
lg'ua (1i) they
ggsese 10 prepare (food)
lan'elefele land
gate a snake; to end
lguiloa to be 1 11112
gese to be slow
lauulu hair (heat.;
goto to sink; to set (sun)
liuga a speech (a)
to be silent; dumb
laulau a table; tray (a); to
gutu. mouth (o)
serve food

Vllm***** ifttilm***n*I1WfWIVIVIO, *II laulelei .to be fall of food

laumei a turtle (a)
IKI laumua a capital city
laupapa lumber (a)
kalapu a club; night club
lautele to be wide
kglena calendar (pl. lgutetele)
kglone gallon; gallon drum lafi (r. la-
to hid,
lafi
immupanil company
lafo to mail
kgmuta a carpenter
lifoga an off,ving
kgpeneta a cabinet; political
cabinet lagi the sky
kerisiano christian lag* a fly
ki a key; to turn on lagona to peroeive with the
senses
Kilisimasi Christmas
lalaga to weave
kirikiti cricket (game)
lale that; there
kitara a guitar (a)
lgielei to be beautiful
kolisi a college, high school
lalo down ,below
kamesina commissioner
lalolagi the earth
kominisi communist
lama night fishing
konetineta a continent
Male' a drought
kiivana governor
kuata quarter, quart (kuota) lam (lamulamu) to ohew
386
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 lana his, her, its lo'omatua (p1.
an old woman
lo'omitutua)
lava color (o)
lou your (singular)
1;pol to be large
lo'u my
apotopote to be round
logo a bell
latalata nearby
litou they (pl.)
lol oandy
loll a truck (a)
lava enough; very;
lava rook 1Zloga a flood
lavalava Clothing (0) lololo to be greasy; rioh
(foods)
levee to be hurt
(pl. livevea) loloto to be deep
1; (h) whom; not lomitusi a typewriter (a)
lea this loan his, her, its
leaga to be bad; beoaus loto soul; heart (feeling)
le'i not (past tense) loto; an enolosure; yard (4
1; ila not affeoted or hurt loto leaga to be jealous; envious (a)
1;iloa to be lost lotu srvioe (religious) (a)
1; not (present tense) luelue to sway; to rook
le voioe (o) lugs up, above
leslo polio. (); to polio lulu an owl
lotel loud voice; to speak liaii to shake
loudly
luma front
lfUlefU ashes (a)
lumana'i future
3l; that
lupe a pigeon
1; lav; to be bored; too tired to
1.1. that; to fly (pl. fleli) elgenwnwGwoeftwnvwcootwwwww,cewoleotwoon
leli to be good, nice
0 Me
1; mili not fumy
lists to be slow
ma and; with; for
len; that
ma to be shy; to be ashamed
lanai this
ma'a a stone
lOsona lesson (a)
ma'ai to be sharp
1; tiitai not nearly
ma'alili. to be cold
lova a long time sinoe
ma'anuminumi to be wrinkled
lilo a oirol ()
lies to Alive moo a rope (a)
mi ' el ega to be dilligent
ligi to pour
mai from
liliu to turn (dirotion)
imili(pl.mamaq) to be sick
lilo to be searetive; hidden
an ant maila a mile
lei
leimata tear mails a dog (a)
3P7
405
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 EMI IMI

ma'imau wasted sal; to be hard

miimoa to look at main congratulations (expres
mi'ona to be full (food) sion); a government;
guest
maota the house of high chief
(pal. for any house)
(°) to rest

Man to keep; to hold tight;

aloe. to be strong
abundance malg to be oelm
maua to find (something) mglalg to be cold
mit'ua (mil) we (pair) mama a ring
mains to be high mam to be clean
maulalo to be low mama lighteftight; a lung (0)
sou' oa to be rich mamao for
mama a mountain mamas to be heavy; to be
mautinoa to be certain pregnant
mamal u dignity (o)
mafai can, is possible
mgfaufau minaia to be attraotive; smart;
to think out
nice
mgfanafana to be warm
mana'o
mgfatia to be exhausted, overcome to want
manana'o)
mgfolafola to be flat maaa'omia to need
mafu to be stale manatu to think; a thought (4)
mgfua to bring about, cause manatua to remember
mgfui'e an earthquake manava stomach
mgfuta to stay with, dwell with manava to breathe; to rest after
mggufg a four corner intersection work

mageso itchy manogi an odor (o)

mago to be dry manu any living thing besides

people and plants
main a disaster
manulele bird (a)
malae the open. space in village; (manufelelei)
a sports ground (a)
manuia to be well; luoky;
malage to travel; a trip (a) happiness (o)
malala charcoal (a) anumglg to suooeed
mainmalama to understand; daylight mapu to whistle; to rest;
malemo (pl. a marble
to drown
iilelemo) maea'a to spill
malepe to be broken minas to tsar
malie a shark (a); to be agree- misaga twins
able (pl. Aline)
manalo perhaps
malie to be funny
mgoani to be used to; be ao-
maliu (pl.
to die quainted with
ealiliu)
388 aweless's to be slippery
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 IMO IMO

masesei to be on bad terms with mogamoga a cockroach

mata raw; eye (o); faoe (o); mole to be faint with hunger
blade of a knife; point moli an orange; soap (a)
of a needle
mall a light, lamp
mgtaala to be alert
molluila a flashligh (a)
mata'itusi a letter of the alphabet
momo'o (pl.
mgtau to observe, notice; a hook to run
taufotuli)
(a)
moni true
mati'upu subject, theme (a)
moto to be unripe
mata'utia to be terrible
mot u to snap; an island
matiftwa a beach
mu to burn
matai wind
muumua first
witaefie to be beautiful (scenery)
muli the end; rear end (o)
matamata to look at
mulimuli last
ostracise to be a sleepy-head
mumu elephantiasis (o); red
matamuli to be bashful
mucu (pl.
matanana to be boastful; cry baby to be unwilling
MUMUOU)
matapogia to faint MUSUMUOU to whisper
mate to die (animals); to guess mutia grass
(pl. =mate) at
mutu to be uut off
mativa to be poor (pl. mAtitiva)
matou we (pl.) *flith*M*1101*11*fl*fl*H*11*IfOlf*M4041~1,01101
mata north
matua (pl. 'Et
parent (o)
matua)
matua (pl. to be old, mature
na past tense marker
mgtutus)
na he, she, it
matua extremely
nn those
MOS a thing (a)
nal from; some
meli mail
naifi a knife (a)
mimilo to twist
naunau to desire, want
mimita to conceited
namu a mosquito
miti to sip; a dream (a)
namu an odour
misa an argument; to argue
ngnei later today
mo for
nano speak English; to stutter
moe'ilini to close (eyes)
nalo only
moe'umi to oversleep
nei these; now
moefiti to turn about in sleep
neii in case, lest, for fear
mo'i really, truly that
moso a lisard (gecko); to admire Ili Jai (nisi) others
ta'amo'o to yearn for
teeth (o)
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 'N' tpt

nimo to vanish Pe or
niniva to be dizzy pe to die (animals); off
(light) ; out (fire)
nafosga residence (o); place
pea to go on; pair; pear;
nofonofo to sit around
bear
nofotine to be married (woman)
pa's a bat; tatoo
nuanua a rainbow
pe'i
(pe';fai)
if; when (future)
itn.**nenaw*n**.n*II*11*Witn*Msel*n*Ilitmill
to be like, to be as if
tpo pole sweetheart
peli to play cards; playing
cards
pa to burst; a wall (a); a bar
penina pearl (a)
pa'a a crab
pales pope a baby (a); butterfly
to be skinny (people)
papal° to lie
pall to touch
Perett-inia Britain
patio, to be holy, dignified
pi'o to be crooked
paie to be lazy
pi'opilo to be dishonest
paipa a pipe (a)
piki'apa a pick-up truok
Paco to olash about, to be noioy
Dili a lizard; a bill; to be
paolo to be shady; shade; inlaws,
caught, stuck
relatives (o)
pipili to stick together
pan lava Just beoaune (expression)
pipili to be cripple
Pa' u skin (o)
piton noise
visa to fall
pito the end, extremity (o)
Piga a partner (a)
po Or
pigoti .a prisoner
po to slap; night
pal. to b rotten
cowardly
pea male (animal) (a)
pale al
you a post (o)
palauvale to ourseswear
po'u a sore (o)
pale a crown .(o)
pogisi to be dark
pilots an leotian
pole a thatoh blind (a);
palm to pump; a bum; to bum
floor blind
papa rook
ponitivi bone (o); foot (pal) (o)
papilagi atoriigner to Samoa
PoPole to worry
Pima passenger poto to be smart
psi AO= (a) potu a room (o)
pats butter (a) povi a cow (a)
pato a bit (sports) (a)
Pi a hole; a horn (a)
pato. o duct
390 to throwq0
ps 1 143
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 tp. IS1

pumpusgi a disaster saute south

pu'e to capture sake to boil food; food that
pu'eata has been boiled
to photograph
sale punishment
puipui to proteot, enolose; a wall;
an enolosure salalau to spread about; air,-
oulate
Pulgrect to be short
sale a broom (a)
pals to be ripe (fruits)
sans his, her, its
pale to boom; a boom; shell fish
impala a bushknife (a)
pilau a hat (o); to cover
sapo to catch
palm a bomb; bullet; 0000nut
hulk; gum (a) rasa to whip, beat
puns to boil; jump; a gland; sasae (pl.
to tear
sprint saei)

panivai a spring sass's *oat

pupal* (pl to stare; to shine savali to walk)(savalivali to
fepulati) walk about)
savili a breeze
pass a box (a) s; oh! (impatienoe);
pusaeti a ooffin(o) stiOkbug
puts (pl. seise; seldom
to be fat; stomaoh (o)
mats) se's (pl.
to slip, fall
pate navel (a) sise's)
set a flower behind the ear (o)
WWWWWw***WWW***11********** se'i let me; let us; until
1St ss'iloga unless
eels to be out of breath
sa past tense marker sale to shave; out hair; to
ea to be forbidden tie with a rope
isee(sasee) to overturn seleulu scissors
semanil almost
seism to tie in a bundle
sesi mistake
maito grain (a)
siapo tapa cloth (a)
sa'o (pl.
to be correct; straight
ease' o) si'i to raise; to hold on
one' lap
the mammy of getting a
title (a); to sit si'usi'u a tail (o); end
sa'olotoga frosdom (o) silafia to know (pa.)
mows to be fast sill the best
sea to oame (pl. imai); dew; mina moo; whit* hair
your (singular) sini an ails; target (a); gin
sea 117 sips to be tilted
Isms to be cruel
siuni to proper* 391
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 1S1

sipi a jeep; zipper susaga air (a)

sisi to hoist; to hang (criminal); oust= to bar
cheese
W100*1101*,/*14014014141411,11"11414****wilmila*
sisifo west
siva (pl. ITS
to dance
sisiva)
sgia sten it
to stAke; to play;
soifaa to live; health tar
so'o (pl. ta'a run freely; to roam
to join together
soso'o) about; a girl's boy-
friend
so'o any; repeatedly
ta' a{ to roll up (cigarette)
Sou your (singular)
ta'ilo (pl.
sea my tg'a'alo)
to play
sogisogi to smell something
talalolo ceremonial food and
sola to escape, run away gift presentation
sole boy (expression) ta'Pmilo to go around
soli to break a law; to trample ta'ape'ape to scatter
on
ta'avale to roll; a oar (a)
solo to wipe, dry; a towel (a);
ta'avili to turn; rotate
to move ahead
ta'e to crack, break
solosolo a handkerchief (o)
taeao morning; tomerrew
solofanua a horse(a)
ta'ele (pl.
sona his, her, fi.ts
ta'e'ele) to bathe; swim
sopeia to cr4s (a road)
tai seaward; tide
sgsg to draw near (mai)laway(ato)
ta'i each; very
sua to flow (liquid); any
ta'ilo I don't know! (eXPr.)
liquid
taimi time
suga'n oil
ta'ita'i to lead; leader
suamalie to be sweet
tgofi to stop
sugvai water
ta'oto (pl.
su'e to lt.ok for
tli'o'oto) to recline
su'ega test (a)
tau to hit; to fight; a
sui to dilute; to change; price; alma,
money change ta'u to ton
sn'isaii to sew
tg'ua (ta) we (pair)
suga girl (expression)
tgua to be valuable; precious
Bala to put on a garment; to taua War
light up
tauagavale left (side)
sumo milk; breast (o)
tXuaso to be blind; a blind
snag to be wet; to be welcome
person
392 410
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 'T' 'TI

taa'ave to take on, bear tagivale to cry frequently

taus= to mock tago to take, touch
taui a reward (o) tagulu to snore
taufeasee to kid, joke tala a story (a)
taufusi a swamp talanoa conversation
taugati to be expensive, dear talatalanoa to talk away
taugifie to be cheap talavou to be youthful
taula an anchor tale to cough
tiulag anchorage, harbour city talepe to break up
taule'ale'a tali to answer; to support;
(p1. 'gaols's) an untitled man an answer (a)
tauliaa a bracelet; wrist tatoo talitonu to accept, believe
tauloto to know by heart tilosaga to petition to pray,
petition (a)
tame& to eat or drink (pol.)
tilosia to -,ray far, to hope
tanmelti to try
talu since
tamable to roll, rook
tama a boy; woman's son or
taumatau right (side)
daughter (a)
taunu'u to arrive
tams father (o)
tiupou a oeremonial virgin (a)
taiititati a lady
tausaga year (o)
tamaitiiti
tsunami to eat (pal.) (pl. tamaiti) children (a)
tausi the wife of talking chief tamloa (p1.
taiildloa) a man
tausisi to stick to; to remain
tamote (pl.
tautai a master fisherman
timomol e to run
tautals to speak; to arrange
tine husband
tautalaitiiti to be cheeky
tanu (p1.
taute to eat or drink (pal.) tatanu) to bury
tatutinto to speak frankly; declare tape a tobacco (a)
tits* (pl. tapi to kill (animals); to
tilfafao) to roam about shut off, switch off
tafatafa next to tapena to tidy
tafifi good gracious: (exclama- tapili to fan, wave
tton)
t4Puati not to participate
tafi to clear away; a razor (a)
*pa to close
tafiti to be restless
tats to play (musioal instru
tags to be repermitted; a meat)
pocket; a bag
tatau to strain; to be proper,
U6108 a person necessary
tagi (pl. tatala to open
fetigisi) to cry
393 tatalo to pray

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A
 IT1

tgtoa we (pl.) tolonati the meal on Sunday after

te'a noon (a)
to pass; beyond; depart;
parted; dismissed afg to sleep; goodbyes (ow.)
te'i to be startled tofotofo to taste
tei a younger sibling (o) tofu to distribute or receive
teine part of something
girl
togglg'au a garden
teu to keep safe; to tidy; to
decorate toggniu coconut grove
teutusi envelope (a) togi to throw
tele (pl. tolotolo (pl.
tetele) many; large; great fetolofi) to crawl
telefoni to telephone; a telephone tonu a plan (a)
tepa (pl. tope harry! (expression)
fitepa) to glance at toso to pull
tete to shake toto to bleed; blood (o)
atesa to divorce totogi to pay; salary (o)
tia'i to throw out
tot= inside
ti'eti'e to sit upon; to ride on tuai to be late; old
tioata eye glasses (o); glass
tuafafine
tifaga a movie; to go to a movie (pl. tuafgfi tie) a man's sister (o)
tiga to be painful taagane (pl.
tuagane) a woman's brother (o)
tilotilo to stare at, peer at
tuana'i the past
time to rain
teutusi an address
tine mother (o)
toil. (pl.
tino body (o)
fetui) to stab; vaccinate (o)
tipi (pl.
tui a fork (a)
tatipi) to cut; operate
tu'i (pl.
to (pl. tot;) to plant; to be pregnant
(tstali) to knock; to punch
toe a rooster; a brave person
tutu (pl.
toafa barren land; desert (tateu) to pat; to give (mai);
Wage (pl. to leave; give up
to'a'aga) to be diligent, zealous taloa to be finished, break,
to'alua up; leave (tutus)
spouse (o)
tee (pl.
Cisme a race (a)
totoe) to remain over tu'ugamau a grave (e)
toe again tufatufa to distribute
toeafe try again a thousand tame a craftsman
times! (expression)
tulgfale an orator
toea'ina (pl.
tulafono a law (a)
toea'i'ina) an old man
toeitiiti soon; just about; nearly tulaga status, rank; situation;
394 412 position; plitform
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 'V,

to land (of airplane). vaitgloto lake

tglei to push vaivai puddle
tali (pl. vaivai weak, soft
tutuli) to chase
vao bush; grass
tulimanu a corner (o)
vagang except
talon excuse me! (expression)
vala'aa (pl.
timan to be firm, fixed, stead- vala'au to call
fast
vale a fool
tuna (pl.
tutunu)
valea (pl.
to bake, broil
vilelea) to be stupid
tape money (a)
vali to paint; paint (a)
tura (pl.
tutupu) vain (pl. to scrape, scratch
to grow, to happen
vavala)
taps king (o)
vanu valley
tupua a riddle (a)
vasa ocean
tupulaga generation (o)
vasega Class (a)
tam (p1.
vavae cotton tree (kapcA)
tutusa) to be like; alike
vave (pl.
tusi(tusitusi) to write (pl. tutusi);
vavave) to be quick
book; letter
vaveao dawn
tutu (pl.
tatutu) to light (lamp, fire) vela to be cooked (food);
ready
ifftlin***M40*,1*fl********"*"410*1401
vele to weed by hand

,V,
velo to spear
vevela to be warm; hot
vg the space between two viii to spin; to ring (telephone)
things
va'a a boat (o) *flipt*****N4141*M*11*M*144140*M*M*14,41*He
va'ai(pl.vg'ai) to look at; supervise
va'aiga a sight
vae leg, foot (o)
vae .tu if I may say! (expression,
polite)
vgega a part of, portion
vaevee to divide into pieces;
division
vai water; medicine (o)
vaiaeo week
vailglau medicine; drugs (a)
vataimi interval; period
vaitafe river
413
395
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 Bibliography of Consulted works

BRYANT, K., and PULCTU, LT., Conversational Samoan, Apia, Western Samoa, 1971.
CAMELL, L.M., Samoan Lessons, Hilo, Hawaii, 1969.

CHURCHrARD, S., Samoan Grammar, (2nd ed,), Melbourne, 1951.

DILLER, K.C., Generative Gremnar, Structural Linguistics and Language Teaching,
(Newbury House), Rowley, Mass 1971.

FLICK, W,, Teaching English as a Second Language, Apia, Western Samoa, 1974.
HART, J. "T., and HERMAN, Brother, Samoan Culture, (condensed and simplified from
Dr. P.H. Buck's "Samoan Material Culture"), Pesega, Western Samoa, 1966.

JOHNSON, A.P., and HARMON, L.E., Let's Speak Samoan, Pesega, Samoa (n.d.? (1959).
LADO, R., Language Teaching, a Scientific Approach, (McGraw Hill) 1964.
MILNER, G.B., Samoan Dictionary, London, 1966.

MARSACK, C.C., Samoan (Teach Yourself Books,.English Univ. Press), 1962.

MAYER, J.F., Silent Way, Samoan Language, Apia, Western Samoa, 1974.
PRATT, the Revd. G., Dictionary of the (4th ed.,
revised and enlarged by the Revd. J.E. Newell), Malua, W. Samoa, 1911.

SHORE, B., CAfl3PBELL, L.r., and PETAIA, U., Conversational Samoan Book I, Apia,
Western Samoa, 1973.

SHCRF, B., CAIMPBELL, L.r., and PETAIA, U., Conversational Samoan Book II, Apia,
Western Samoa, 1973.

STEVICK, E.V., Adapting and writing Language Lessons, (F.S.I.), Washington, D.C.
1971.

crysr:Frri-). r) rf.07-17y-,,ffIrryfr:y.ryzn,-rryy- rrrrw-r-Y-1"(YTY,

414

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