Pawol Lakay Haitian Creole Language and Culture For Beginner and Intermediate Learners Book 9781584326878
Pawol Lakay Haitian Creole Language and Culture For Beginner and Intermediate Learners Book 9781584326878
Pawol Lakay Haitian Creole Language and Culture For Beginner and Intermediate Learners Book 9781584326878
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Haitian-Creole Language and Culture for Beginner and Intermediate Learners
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PAWÒL LAKAY
Haitian-Creole Language and Culture for Beginner and
Intermediate Learners
Frenand Léger
The College of The Bahamas
In collaboration with
Mahalia Germain j
Christine Diment
MNustrations
Rashad Cornelius Ferguson
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means,
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ISBN13: 978-1-58432-687-8
TABLE OF CONTENTS
PREFACE
Introductory remarks on the sociolinguistic situation of Haiti v
The organization of Pawòl Lakay ix
Using the Recording Audio Materials xii
Acknowledgements xiii
Detailed Table of Contents Xv
ven
APPENDIX 418 me
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Introductory Remarks on the Sociolinguistic
Situation of Haiti
There are two official languages in Haiti: Haitian Creole (Kreyòl thereafter), the language of
practically the entire population of Haiti (roughly 10 million) and French, the language of
former colonizers from France. The French language has been used mostly by the elite for
the purpose of perpetuating systems of dominance and hierarchies between themselves
and the masses. Vestige of the colonial era, French is only used in formal settings by
approximately 1096 of Haiti's population. Many among the 1096 are less than fluent in
French and cannot use it comfortably in all situations. As an object of fascination and
repulsion, French plays a dubious role in the Haitian society. Despite the fact that they do
not speak French, most Haitians consider themselves as “Francophone”. At the same time,
this language reminds the Haitian people of the colonial period when they were under the
French slavery yoke. While evoking refinement and culture, the use of French also
symbolizes violence, oppression and social injustice in Haiti from colonial times up until
today. The French have always asserted their superiority in all areas, including
communication and, when Haiti became free in 1804, the Haitian elite simply continued
this tradition. As a matter of fact, today, the French language is not being used by the
Haitian upper-class and the tiny middle-class as a means of communication. This language
is used instead more as a tool to dominate, oppress, and intimidate the fellow citizens from
the masses who can only speak Kreyòl.
Kreyòl, the native mother tongue of virtually the entire nation of Haiti, is in fact the only
language that all Haitians have in common. The Kreyòl language is a cultural component
that has a fundamental importance in the construction of the Haitian people's identity.
Kreyòl, as a language, plays a communicative as well as a cohesive role in the Haitian
society. As more than 9096 of Haitians speak only Kreyòl, this language was granted legal
and educational status in 1961 partly due to efforts of Félix Morisseau-Leroy, one of the
first significant Haitian writers to publish in Kreyòl. The current Haitian constitution,
promulgated in 1987, recognizes the equality before the law of the country's two
languages. In particular, it recognizes Kreyòl as the language shared by the entire
population. Article 5 states: "All Haitians are united by a common language: Creole. Creole
and French are the official languages of the Republic" (1987, Constitution, ch.1, art. 5).
Since the 1980s, there have been many efforts to expand the use of Kreyòl. A great number
of educators, writers and activists have written different types of texts in Kreyòl. Today,
there are several newspapers written in Kreyòl and a large number of radio and television
stations broadcasting in Kreyòl in Haiti as well as in major North American cities such as
Montreal, New York, Miami and Boston.
vi Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
The Haitian term “kreyòl” (Creole in English) derives from the French word “créole” which
comes from the Portuguese word “crioulo”. This word was coined in the 15th century in the
Portuguese colonies in West Africa and originally referred to Portuguese and other
Europeans born and raised in these overseas colonies. The term “crioulo” which means
"raised locally" is a derivative of the Portuguese verb “criar” meaning "to raise”. The term
was later used to refer to people of mixed European and African ancestry as well as Blacks
born in the colonies from African slave ancestors. Thereafter, with the colonization of the
Americas, the term spread to other languages and took many other meanings. Derivatives
of “crioulo” such as (créole, kriol, kreyòl, kréyol etc.) became the name of many distinct
ethnic groups living on the plantations that the Europeans established as well as languages
that arose on these plantations.
There has been an ongoing debate for several years about what word should be used to
name the language of Haiti. Some linguists have added the word “Haitian” to the word
“Creole” making it Haitian-Creole in English and “kreyòl ayisyen” in Haitian. They did so to
avoid confusion with all the other Creole languages spoken in the world. Other linguists
who consider the term “Creole” theorically inappropriate have tried to get rid ofit. Because
of the pejorative connotation of the word “Creole” and other considerations, they argue
that the language of the Haitian people should simply be called “Haitian” (Ayisyen) rather
than “Creole”. Here, in our textbook, we choose to use the word “kreyòl” for two main
reasons. Firstly, by using “kreyòl”, the Haitian spelling of the word “Creole”, we make the
distinction between the Creole language spoken in Haiti and the other Creole languages
spoken around the world. Secondly, by calling this language “kreyòl”, we respect and
acknowledge the fact that, whether written in the French spelling “créole” or in the Haitian
spelling “kreyòl”, the Haitian people have always called their language “créole” or “kreyòl”
as stated in the current Haitian constitution of 1987 (ch.1, art. 5).
For a long time, Kreyòl has been mistakenly referred to as a French dialect or as "broken
French". History tells a lot about the injustice and the prejudice that was created and has
continued to exist towards Creole languages and Kreyòl in particular. For a long time,
Creole languages were denied the status of language. Kreyòl like all Creole languages is still
categorized as being part of “a special class of languages” apart from other languages.
There is in fact no agreement among linguists and other scholars on the fact that Creole
languages arise and develop in similar ways to all natural languages.
However, the issue about Kreyòl being a full-fledged language or not is now obsolete in the
academic sphere. Nowadays, there is clear agreement in academic circles that Kreyòl is a
complete and autonomous linguistic system which is distinct from French or any other
language. Linguists around the world agree on the fact that Kreyòl is a distinct language in
MANN
ee Ama
O n
its own right, with its own pronunciation, spelling system, grammar, structure, and
pragmatics. Nevertheless, there is no consensus among linguists on the origins of Kreyòl.
According to some linguists, it originated from a pidgin use by Portuguese and French
sailors and traders in the 15" and 16“ centuries prior to the settlement of Saint-Domingue.
Others believe it emerged later in Saint-Domingue around the 17!" and 18!" centuries as a
contact language mixing French and many tribal West African languages.
In any case, Kreyòl appeared in the context of colonization when different people from
Europe, particularly French settlers, came into contact with African slaves from different
tribes in West Africa. From this contact emerged a new language with a syntax and system
of rules strongly influenced by African languages such as Ewe, and Fongbe but also closely
related to French since most of its lexicon derives from this European language. In fact,
approximately 9096 of the Kreyòl lexicon is derived from French and the other 1096 are
words taken from other languages such as English, Spanish, African and Caribbean
languages.
There are many practical, academic and professional reasons for learning Kreyòl. It is the
Creole language with the largest number of speakers and it is the most widely spoken
Creole language in the world. It is also spoken by members of a Diaspora estimated at
more than 3.5 million persons who have emigrated mainly to the United States, Canada,
and France, as well as many Caribbean countries, especially the Dominican Republic, Cuba,
The Bahamas, Cayman Islands, French Guiana, Guadeloupe, and Martinique. Kreyòl is the
second most spoken language in the Dominican Republic, Cuba and The Bahamas.
At the university level, many studies on Kreyòl have been carried out. Many serious
academic works on Kreyòl have been published making it perhaps the best described
Creole language in the world. Many doctoral theses presented in North American and
European universities have studied various linguistic aspects of this language. Since the
1970s, Creole studies have been incorporated in most schools of linguistics around the
world. Because of its significance for the development oflinguistic theory, particularly in
the areas of second language acquisition, language contact, many courses such as
linguistics or sociolinguistics, include elements of Creole studies. Because of migration,
Creole studies also help deal with Diaspora issues related to language planning, language
rights, globalization and multilingualism. Creole studies are also linked to literature
studies, particularly postcolonial literature.
Furthermore, the project of (re)constructing Haiti after the January 2010 earthquakes
provided a number of reasons to learn the Kreyòl language for professional applications.
Many public and private institutions such as NGOs, philanthropic organizations and
government agencies participating in the project of (re)constructing Haiti must desperately
be in need of all types of Kreyòl materials as well as professional translators and
interpreters with a high level of competence in both written and spoken Kreyòl. To be
successful, the project of (re)constructing Haiti must be designed and carried out by the
ee
viti Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Haitian people with the assistance of the international community. Since the Haitian
government is weak, the role of the international community should be to empower not to
take over. To properly help and work with the victims of the earthquakes in Haiti, the
international institutions need to be able to communicate with them in their native
language. As the victims of the earthquakes only speak Kreyòl, foreign languages such as
French, English and Spanish must not be the dominant languages in the process of Haiti's
(re)construction. A project aiming to effectively empower and enable sustainability in Haiti
must include the urban and rural masses not only as beneficiaries but also as actors taking
their destiny into their own hands. And this can be possible only if the Kreyòl language is
consistently used as the primary medium of communication in the process of Haiti's
(re)construction. Besides, Kreyòl, as all languages, goes beyond simple acts of
communication. It also carries symbolic values that significantly impact social, political, and
economic activities.
ANN OU ANN NNA Anne enn
Frenand Léger ` ix
“Pawòl Lakay” is primarily designed as a textbook for beginners and intermediate learners
at the college/university levels. But it can also be used as a self-study guide for any English-
speaking person who is seriously interested in Kreyòl and Haitian studies. It is the most
comprehensive resource for the teaching and learning of Kreyòl available on the market.
“Pawòl Lakay” adopts a pragmatic approach to the teaching of language; emphasizing the
value of communicative competence, functional language use, and conversational
effectiveness. “Pawòl Lakay” takes into consideration the most recent research findings,
| new theories and methods in foreign language teaching. Itis designed in accordance with
the ACTFL National Standards for Foreign Language Education and the Common European
Framework of Reference for Languages. The textbook follows a communicative action-
| oriented approach to foreign language teaching and learning. It espouses the principles of
the ACTFL “5 Cs of foreign language education” which are: Communication, Cultures,
Connections, Comparisons, and Communities.
“Pawòl Lakay” provides students with the opportunity to achieve one ofthe most important
goals in learning a foreign language, which is communication in a language other than
English. Almost every lesson includes Haitian proverbs related to the content of the lesson
and a cultural note “enfòmasyon sosyokiltirèl” to give students the opportunity to gain
knowledge about Haitian culture. Since learning languages is connected to other
disciplines, “Pawòl Lakay” is full of activities allowing students to learn about Haitian
history and many other issues related to human and social sciences. Students also develop
reading, writing and textual analysis skills while learning Kreyòl.
Furthermore, students using “Pawòl Lakay” are given the opportunity to look at their own
native language and compare it linguistically to Kreyòl, the target language. They are also
required to compare their own culture and make comparisons with the target language
and culture to discover similar and different cultural concepts and patterns. Although
focusing on developing communicative competencies, “Pawòl Lakay” provides students
with the opportunity to reinforce their knowledge of the lexical, phonological, pragmatic
and grammatical features of English while learning Kreyòl.
Using a variety of pair work and in group activities as well as assignments and projects to
be completed outside of the classroom, “Pawòl Lakay” encourages students to practice
what they learn with native speakers of Kreyòl living in their neighborhood and thus take
part in multilingual communities.
X Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Vocabulary section - The vocabulary section generally begins with a presentation of the
new words often accompanied by attractive and appropriate illustrations representing real
life situations. The English equivalents of the new words are provided when necessary. To
make the connection between the new words and the cultural reality they refer to, the
vocabulary section contains a cultural note entitled “enfòmasyon kiltirèl” written entirely in
English. The note provides students with the opportunity to gain knowledge concerning the
cultural norms, values, traditions and behavior patterns that are typical of Haitian society.
All vocabulary sections include a dialogue recorded on the audio CD that accompanies the
textbook. The dialogue, representing a situational interaction, deals with the topic featured
in the lesson as well as the lexical and grammar elements. At the end of all vocabulary
sections, there are a series of well sequenced in-class activities (Annou pratike) that
provide a full range of practice for students. The first sets of activities are discriminative
and focus on oral and written forms. The second sets are more meaningful and focus on
meaning and communication.
Structure/Grammar section - In this section, new grammatical structures and rules are
explained in English. The explanations, written in clear and simple English, focus on
authentic usage. Several examples are provided with their English equivalents to show
typical Kreyòl sentence structures in real language contexts. The structure/grammar
section comprises a number of exercises designed to help students put into practice the
new grammatical rules and structures. These exercises, which also incorporate the topic
and the vocabulary taught in the lesson, are divided into those to be completed
individually, in pair work and small groups or whole class activities. From form-based to
meaningful and communicative, the exercises follow the same pattern as the ones in the
vocabulary section.
NNN ai oun ANANA NG n»
Frenand Léger ` xi
Skill Building Activity section - Each lesson closes with an activity focusing on one or two
of the four language skills. This activity provides students with the opportunity to put into
practice everything they learned in the lesson in order to develop their receptive and
productive skills. This section also focuses on drawing students' attention to the
importance of applying well-defined language learning strategies, in particular strategies
for listening, speaking, reading and writing in a foreign language.
a
eu
xii —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Note that some of the audio materials from the CDs also appear in the textbook in form of
| text so students can listen and read them simultaneously. For instance, all dialogues,
| poems, songs and pronunciation exercises recorded on the CDs also appear in their written
form in the textbook. However, other audio materials such as dictations and certain
listening exercises do not appear in their written form in the body of the textbook for
pedagogical reasons. But for practical reasons, there is a transcription of all these audio
materials in the appendix of Pawòl lakay.
Regular oral practice is essential for improving proficiency in a foreign language. Thus,
listening to the activities on the CDs is necessary for a student's success when using Pawòl
Lakay. It takes time patience and regular practice to understand Kreyòl spoken at a normal
conversational pace. At first, you will find it difficult to understand the audio materials.
Calm down and listen to the material again and again until you feel comfortable. The CDs
also contain pronunciation and speaking activities. You will be often asked to repeat
isolated words and sentences for pronunciation. Always pay careful attention to your
pronunciation when repeating. If necessary, do not hesitate to listen to the same tracks
many times until you feel comfortable saying the sentences. Make sure you follow the
instructions in your textbook and on the CDs carefully to take full advantages of the audio
materials.
MN n NNN Nen
First and foremost, I would like to express my gratitude to Dr. Guy Maximilien for being a
father figure to me. This book is dedicated to him for the positive impact he has made on
my life and for his steadfast love and support.
This book would not be what it is without a number of colleagues, friends and family
members. I want to express my appreciation to everyone who contributed and supported
me directly or indirectly in the creation of Pawòl Lakay. This project is primarily funded by
The Office of Research, Graduate Programmes £ International Relations at The College of
The Bahamas whose support is gratefully acknowledged. Il am particularly grateful to The
Office of Research grant committee for having faith in the book and to Dr. Earla Carey-
Baines, Dean, Faculty of Liberal and Fine Arts and President ad interim of The College of
The Bahamas for agreeing to mentor this project.
l am especially grateful to my wife Mahalia Germain Léger for her constant support and her
precious contribution. As an Assistant Editor, she spent more time working on this project
than any other collaborator. I am forever indebted to my former colleague Christine
Diment, Associate Professor at The College of The Bahamas, for reviewing the passages
written in English and for her comments and valuable suggestions.
Special thanks to Professor Albert Valdman, the senior specialist in the field of Kreyòl
studies and to my undergraduate mentor, Michaelle Auguste Saint-Natus, for
recommending me to him as a Research Assistant. Professor Valdman is the one who
introduced me to the formal study of Kreyòl when 1 began graduate studies at Indiana
University in 2003. The three years spent working under his supervision at the IU Creole
Institute was the toughest academic experience in my life. Without Professor Valdman's
training and guidance in applied linguistics and Creole studies, Il would probably never
write such a textbook. Ilam deeply grateful to him for this great opportunity.
I wish to thank Rashad Cornelius Ferguson and Keva K. S. Fawkes, students at The College
of The Bahamas for drawing the illustrations. Thanks to Stevenson Alistair for putting me
in contact with these talented illustrators. Thanks also to Ange-Mildrid, Sony Laverdure
and Francis Brutus, native speakers of Kreyòl, for participating in the recording sessions.
Thanks to my entire family (late Benito, Yvette, Marrah, Kerly and Benyve) for their love. I
must thank my brother, Serge Léger, for giving me permission to adapt one of his
wonderful Kreyòl poems for the project. Special thanks to Garly Léger, one of my brothers
MA.
xiv —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
living in Port-au-Prince, for keeping me constantly informed of the situation in Haiti and for
coordinating the works of the persons on the ground in Haiti who took the photographs.
Many thanks to Guerlande Darbonne, Jean-Renel Delva, Lynce Rodrigue, Marie-Laure
Sylvain and Feguens Dupuis who provided me with most of the photographs of Haiti before
and after the January 2010 earthquakes.
lam also profoundly thankful to Louis and Catherine Maximilien who kindly received me at
their home when l left Haiti in 2002 for graduate studies at the University of Montreal. I
will never forget this long drive they made in their minivan to take me from Montreal to
Bloomington Indiana where I was going to receive the academic training in linguistics and
Kreyòl studies necessary to produce this textbook. Louis and Catherine Maximilien took
partin this project when they supported me eight years ago. Thanks very much to them for
their great support and their constant love and confidence in me.
And last, but certainly not least, thanks to all my former Kreyòl students at Indiana
University and at The College of The Bahamas, especially those who did not take Kreyòl by
accident or because they could not find an available space in Spanish or French courses.
This textbook is written because of you and for you. Thus, it is also dedicated to all of you.
Frenand Léger
MA
ee nn e
Frenand Léger ` xv
Pawòl lakay :
Haitian-Creole Language and Culture for Beginner and
Intermediate Learners
Detailed Table of Contents
Chapit Avangou
xvi Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Chapit Premye
Selebrasyon an fanmi
Chapit De
Lakay la ak katye a
Chapit Twa
Chapit Kat
Chapit Senk
Chapit Sis
xxii —Pawòl Lakay : Haitian-Creole Language and Culture Jor Beginner and Intermedi
ate Learners
Chapit Sèt
Manje ak bwason
» Leson 1: Ann al nan mache!
- Language aim: Shopping for food in open-air market 8 expressing quantity
- Vocabulary: Ekpresyon ak mo pou machande nan mache pou eksprime kantite
- Grammar 8 Structures: Expressions of quantity
- Pronunciation 8 Spelling: Consonant blends: kl; kr; ks; kt
- Reading: Yon lis pwovizyon alimantè
Chapit Uit
;
I
|
i
|i
li
Km
! A ANN |
A. Do you know other Haitian names? Make a list of Haitian names. Think about Haitian
friends, classmates and famous Haitians like Tousen Louvèti, and Jan Jak Desalin, Anri
Kristòf, Aristid, Jan Klod etc...
!
!
|
AW, x
Q CD 1-5 - DJALÒG
e Gali meets Woztlò for the first time. He introduces himself to her. Listen to them.
“" Enfòmasyon kiltirèl: “Bonjou se paspò ou.” This Kreyòl proverb means “Hello is your
passport.” It is normally considered impolite to enter a place or pass a person you know
without saying bonjou or bonswa. It is also impolite to address people by their given
names unless one is a family member, a friend or a close work colleague of comparable
hierarchic importance. One also usually does not address people by their last name only
unless at school and in a work environment.
Frenand Léger 5
ANNOU PRATIKE
T S
- Bonjou madam. - Possible question... - Possible question...
- Possible answer... -. Mwen pa pi mal. -. Mwen rele Andre. |
B. Kisa y ap di? What are these people saying? Write your answers in your notebook and
prepare brief exchanges with a partner.
€. Ann fè konesans. Greet and introduce yourself to a classmate. Ask your partner
her/his name.
6 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
l. Personal Pronouns
“ Personal pronouns stand for nouns that refer to persons or things. Kreyòl has five
different personal pronouns represented in long and short forms. The personal
pronouns have the same form whether they function as subject or object.
i
li
Person/number | Kreyòl l Shortforms. | English |
|
i
i Singular | mwen | m | l, me, my |
Singular | ou w You, you, your
MW.
RIO... n io. ' DO NE OO LA ON enan di. n
Singular | li | l He, she, it, him, her,
ki | his, its
Plural nou We, us, our
— Plwal ||— nou | no | Youyouyour|
Plural | yo y | They, them, their
«Note the differences between Kreyòl and English. The same form is used for the first
and second person plural; nou is used for both we and the plural you. Unlike English,
there are no distinctions between masculine, feminine, and neuter in the third person
singular. The subject pronoun Li means he, she, or it. Note that mwen, ou, li, nou and
yo serve as personal pronouns as well as possessive adjectives in different contexts.
ANNOU PRATIKE
A. Pwonon pèsonèl - Fill in the blanks with the correct form of the personal pronoun.
B. Pwonon sijè - Substitute the underlined noun in each sentence with the correct
corresponding subject pronoun. Follow the examples below.
C. Nou se Ayisyen? Ask whether the following people are Haitian or not.
Manzè Mari
Mesye ak Madan Petitòm
Yourself
Adriyen ak Lisi
Your classmate
Everybody in the classroom except yourself
Chal
po Everybody in the classroom including yourself
OR
pe
AS
OP
8 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
“ Going over the alphabet will not help with pronunciation. To pronounce the new
Kreyòl words correctly, you must listen carefully and repeat them. After learning the
alphabet, you will only be able to spell your name and other words in Kreyòl. The
differences between Kreyòl and English pronunciation will be analyzed in the phonetic
section of each lesson. The Kreyòl alphabet is based on the Latin alphabet. It includes
10 symbols for the vowel sounds, 17 symbols for the consonant sounds and 3 symbols
for the semi-vowels.
£ = CD 1-6- Listen to the alphabet and repeat. You may look for the meaning of all these
words in your dictionary or in the glossary in your textbook.
N,n nèf | O,o dlo Ò,ò lòt ON, on pon OU, ou chou
P,p pita | R,r rad | S,s sal IT, t tou NG, ng lang
ANNOU PRATIKE
Example: onjou
— — Answer: Bonjou
1. —onswa
— 8. Da
de won 9. ele
—
3. M — dam 10. Manm
— èl
4. T — dam 11. Tiason
5.,Maitz...... a TA...
6. Koum End LA
7. Madm
—— azèl 14. Me — ye
Frenand Léger 9
B. Reorder the letters to find the correct Kreyòl word. Then spell the correct word aloud.
= Thenine parts of speech used to describe English as well as Kreyòl words are:
ENGLISH EXAMPLES KREYÒL
PARTS OF SPEECH
1. Noun: Country The country is economically poor. Peyi a ekonomikman pòv.
2. Determinant: A There isa book on the table. Gen yon liv sou tab la.
3. Pronoun: lt Itis economically poor. Li ekonomikman pòv.
4. Verb: To play Peter plays basketball. Pyè jwe baskètbòl
5. Adverb: Well Peter plays well. Pyè jwe byen.
6. Adjective: Excellent The food is excellent. Manje a ekselan.
7. Preposition: To She is going to Haiti. Li prale ann Ayiti.
8. Conjunction: But This is good but Idon't wantit. Li bon men m pa vle l.
9. Interjection: Ah! Ah! Now I understand. A! Kounye a, m konprann.
10 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Identify parts of speech. Circle the correct answer in the following sentences:
B. Languages in Haiti. Name the part of speech of the underlined words in each of the
following sentences.
€. Parts ofspeech - Identify the part of speech of the underlined word in each of the
following Kreyòl sentences.
t Bonjou Mesye Petitòm. 6. Q! Andre. Sak pase?
Kouman ou ye? 7. Plim nan sou biwo a.
CD 1-8 - Wozlò meets her friend, Malèn, in the streets. She introduces Malèn to her
boyfriend, Filip. Use the words you already know, the context and the illustrations to
try to understand what the three friends are saying.
|
i
“ Wozlò and Filip meet Malèn in the streets. Malèn is with her boyfriend, Anri. She
introduces Anri to Wozlò and Filip.
“+ Enfòmasyon kiltirèl: In general, Haitian people shake hands (bay lanmen) when they
meet for the first time or when they say good-bye. Among family and friends, man and
man shake hands; woman and man as well as woman and woman kiss each other on the
cheek. Children, however, usually kiss adults even when meeting them for the first time.
ANNOU PRATIKE
A. Make a list of all the new words that you do not understand. Use your dictionary to
search for their meanings or ask your instructor. Then, try to translate the
conversations into English.
B. Ann fè konesans. Greet and introduce yourself to a classmate. Ask your partner
her/his name and get ready to introduce her/him to the class.
Example:
e Bonjou. Mwen rele...
e Eoumenm...?
14 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
C. Presante yon moun. Introduce yourself to the class and then introduce your partner
with complete sentences in Creole.
Example:
e Bonjou klas. Mwen rele...
e Lirele...
«ik Remember that a personal pronoun replaces a noun that refers to a person or
something. Personal pronouns behave the same way as nouns in a sentence. Like
nouns, pronouns function as subject or object. In the following examples the
pronouns function as subject.
ANNOU PRATIKE
A. Identify the subject and the object in the following sentences. Underline the subject
with one line and the object with two. Some of the sentences do not have an object.
. Replace the underlined noun(s) in the following sentences with a subject or an object
pronoun (mwen, ou, li, nou, yo).
« Reponn kesyon yo. - Use the correct form of a pronoun(s) to answer the following
questions. Answers must be in the affirmative.
“= There are some fundamental rules that one needs to know when learning the Kreyòl
alphabet and sound system: There is one written sign for each sound; a written sign
always corresponds to the same sound; Kreyòl has no silent letter; and each letter
has its own function.
16 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
SY A. CD 1-9 - After repeating, you may Listen and repeat the following sounds and
words in which they are found. Ause your dictionary or the glossary in your
textbook to look for the meaning of these words.
SE B. CD 1-10 - Yon ti dikte - Your instructor will slowly dictate five short Kreyòl
sentences. Listen carefully and fill in the blanks with the missing segments.
A. Anvan ou koute. You will hear descriptions of five famous Haitians. Look at the chart
below to see if you recognize any of the names. Do you know anything about these
individuals? Share what you know about them with the class.
Frenand Léger — 17
B. Pandan w ap koute. Where are they from and what they are famous for? You will listen
to the recording twice. The first time, circle the place or the city where each person is
from. Then, listen again and in the second column, circle the profession or activity for
which each of these persons is famous.
— TheirName
Name `— City/place where
wheretheyarefrom
they are from | Why they are famous
A
A. Jean 1; a e
- 3. Kwadepre
ea 1. Mizisyen - 3. Akademisyen
2. Kwadèboukè
- 4. Kafoufèy 2. Ayisyen —- 4. Milisyen
B. Toussaint 1. Finka - 3. Breda 1. Enfimyè - 3. Aksyonè
Louverture 2. Brennda-4. Okay 2. Revolisyonè - 4. vòlè
C. Manno Sanon 1. Pòdepè - 3. Pòtospenn. 1. Basketè - 3. Foubolè
2. Pòtoprens. - 4. Fòlibète 2. Rakekè - 4. Bòs tayè
D. Jacques 1. Grangwav - 3. Lagonav 1. Ekriven - 3. Ayisyen
Stephen Alexis ` 2. Tigwav -4. Gonayiv 2. Jamayiken - 4. Mannken
E. Emeline Michel MA rapè - 3. Gonayiv 1. Kwizinyèz - 3. Repasèz
av — 4. Lagonav 2. Lesivèz - 4. chantèz
C. Apre ou fin koute. Compare your answers with those of your classmates. Which of
these people would you like to meet? Why?
18 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Ann konte. Fill the blanks in the following lists with the logical numbers. This is an oral
activity. You must say the number aloud when you fill the blanks.
a. 0, dwa Al 45 BI nee
3ea nèf! —
8: en: —
Jonsa dizwit: —
trèz: —
jayi
Lap
4 ven: —
5 subtractions read by your instructor. Write the correct answer down using figures.
a) e)
b) a)
c) g)
d) h)
20 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
D. Nan sal klas la. Respond to the following questions giving short answers.
Example: Konbyen tablo (chalkboard) ki gen nan klas la? — Answer: Youn
adj. CD 1- 14 - DJALÒG
ANNOU PRATIKE
1. Aleksi 5. Ayisyen
2. Petitòm. 6. Pòtoprens
3. 13, ri Dipèp 7. 3-203-2212
4. toma(Qyahoo.fr 8. Ventuit lane
# While the long form of the pronouns occurs in any position and in all contexts, it is not
the same with the contracted forms. Note that three of the contracted forms of the
pronouns are consonant and two are semi-consonant sounds. For this reason, except
for the contracted form M, they do not appear before of after a consonant.
Frenand Léger —.23
« Theshortform
“M” - The short form M is the only one that may occur in any position
when it is subject but not when itis object.
e Ligale. e Lale.
e Nouaptre. e Nantre.
e Ouatè e Watè.
e Chalraleli. e Chalralel.
e Vinjnou pale ou. `e Vininpalgw.
=+ Theshortform “Y”- “Y” usually occurs only before words that begin with a vowel.
Examples
e Yoapekri. e Yapekri
e Yole. e Yale.
24 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
a Kreyòl uses emphatic pronouns (mwen menm, ou menm, li menm, nou menm, yo
menm) to emphasize the subject or object ofa verb or when there are two or more
subjects. Put the adverb menm directly after each pronoun to form emphatic pronouns.
1. Se mwen menm ki fè sa. I did that. OR lam the one who did that.
2. Oumenm! Mrayi w. You! l hate you.
3. Limenm , li rele Wozmèn. LHer her name is Wozmèn.
4. Nou prale pou menm. We are leaving.
5. Seyomenm ki bon. Ihese are the good ones.
6. Se akoumenm m ap pale. It's you I'm talking to.
1. Se mwen menm menn ki fè sa. I did that. OR Iam the one who did that.
2. Oumenm menm! M rayi w. You! l hate you.
3. Li menm menm li rele Tijanti. Her name is Tijanti.
ANNOU PRATIKE
A. Use the contracted form of the pronouns to transform the following sentences using the
verb marker « ap».
B. Use the contracted form of the pronouns when possible to complete the following
sentences.
C. Pwonon anfatik. Use the correct form of the emphatic pronouns to complete the
following statements. The emphatic pronoun you use must replace the noun or the
pronoun in parenthesis as in the example below.
Frenand Léger — 25
D. Siyati (lastname). Respond to the following questions using the correct form of the
emphatic pronouns. Note that everybody's last name is Petitòm.
“ Note the small sign on the top of the è and the ò. It is called grave accent. The grave
accent does not exist in English. It is the only accent used in Kreyòl. It is used to modify
the sounds of the vowels (e, o, a) which become: (è, ò, a) like in lame: army / lamè:
sea; lo: pile / lò: gold; pan: picock; pan: breakdown.
B. CD 1- 16 - Write down the vowel sound that is missing in the following words.
Example: B jou
` — Answer: Bonjou
1. Bonsw 8... Dm
2: jan 9. Rel
3. M dam 10.Manmz —|
4. T ` dam 11. Ti gas —
5... Mann. Lo. 12. Tim n
6. K — man 13. THE AU
7. M — dmwazèl 14.M — sye
— C€ CD1-17-Yonti dikte. Listen to the follwing Kreyòl sentences and write down the
"fi missing oral vowel segments.
Example: You hear: Mar` nanl ria. — You write: Mari nan lari a.
Language teachers always say "The best way to learn a foreign language is to speak it".
While speaking practice is important in helping with fluency, by itself, it does not help build
vocabulary, grammar and pronunciation. In order to speak, you have to be exposed to
language input first. By listening to native speakers and by reading what they write, you
learn new words and grammar structures that you can then use to express yourself.
# You will apply everything you have learned so far in order to greet someone, introduce
yourself, spell your name and ask for contact information such as names, phone
numbers, email addresses etc.
A. Anvan ou pale. Imagine that you go to Haiti to improve your Kreyòl. You are taking
Kreyòl classes at the State University of Haiti. Tomorrow is the first day of class and you
will have to greet, introduce yourself, say hello to new students. Make a list of
Frenand Léger —27
expressions and sentences you will use or you may hear in your conversations. You may
use information you've already learned in lesson 1 and 2 to prepare your list.
Examples:
B. Ann pale. Now, circulate among your classmates and ask the questions you have
prepared. But, you need to greet them and introduce yourself first. Then, you may ask
them their name, phone numbers, email address etc. Don't forget to ask them to spell
their name if you do not understand. Also write down their name and contact
information.
28 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Sa se klas nan lekòl Adriyen an. Gen anpil bagay nan klas la. Sa se klas ki nan lekòl boujwa
(bourgeois/rich people). Majorite lòt lekòl ann ayiti yo pa gen anpil bagay konsa.
ja
Chèz
- Je rSe a
kan
j 1
Frenand Léger — 29
ANNOU PRATIKE
1. liv 6. òdinatè
2. chifon 7. gòm
3. plim 8. kaye
4. kreyon 9. valiz
5. liv 10. règ
B. Kisa k gen nan klas la? Say wi OR non when asked about what is in the classroom.
D. Kisa sa ye? Point at 10 different items around the classroom and ask a classmate to
identify them. Write your partner's responses on the spaces below.
Example:
- Student 1: Kisa sa ye? = Student 2: Se yon biwo.
6
Z
8.
2
SA
Da 10.
e Elèvyo di pwofesè a:
«GE cw1-18-DJALÒG
e Adriyen is standing in the classroom talking to another student while his teacher is
explaining something important. The teacher is asking Adriyen to be quiet, to sit down and
to work. But Adriyen is not behaving very well. Listen to their conversation.
1. What was the first thing that the teacher asked Adriyen to do?
2. Whatwas the second thing that the teacher asked Adriyen to do?
3. Did Adriyen understand what the teacher asked him to do?
4. What was the last thing the teacher told Adriyen?
ANNOU PRATIKE
B. Nan klas la. Match the two columns to make up instructions that your instructor might
give you in class.
C. Konplete lojikman. How many logical ways can you complete the following
commands.
1. Fèmen.... 5. Ekri...
2. Depoze.... 6. Aprann...
3. Ale... 7. Prepare...
4. Fè.. 8. Etidye...
D. Ann pale. Turn to your classmate and give her/him instructions using to the following
words, as in the example.
1. Kaye 6. Òdinatè
2. Plim 7. Règ
3. Chifon 8. Fenèt
4. Chèz 9. Tablo
5. Radyo 10. Liv
ak: When mwen, ou, li nou, yo follow a noun, they function as possessive adjectives. Like
the pronouns, the possessive adjectives have short forms which are: m, w, L n, y. Except
for y, the short forms only appear after words ending with vowel sounds. Unlike English
the possessive adjective in Kreyòl follows the noun it modifies.
“ Simply add yo after the possessive adjectives to make them plural. However, do not add
another yo after yo. Check the following examples:
ofki
a
ki
Frenand Léger 35
ANNOU PRATIKE
A. Short forms. Change the long form of the possessive adjective to its contracted form in
the following sentences when possible. Follow the example below.
Se plim mwen.
Se chifon ou
Se tablo yo.
Se òdinatè li.
Se radyo nou.
Se kaye mwen.
Se pòt ou.
Se chèz li
n Se
e
A
SOI règ yo.
10,Se liv nou.
B. Plural forms. Change the singular form of the possessive adjective to its plural form in
the following sentences to indicate that more than one thing is owned.
€. Sézafèl. Who has the following things? Replace underlined words as in the examples.
D. Sepou... /This is for. Use the following pairs of words to indicate possession. Follow
the example below.
1. Plim/Mimoz.
2. Chifon/ti gason an.
3. Andre ak Chal/tablo.
4. Klas/ti fi a.
5. Elèv yo/chèz.
6. Règ/ Jak ak Aleksi
ANNOU PRATIKE
«L: A. CD 1-19 -Listen and repeat words with nasal vowels and semi-vowel sounds.
«gi B. CD 1- 20 - Write down the vowel and semi-vowel sounds that are missing in the
following words.
, €CD1-21-Yontidikte. Listen to the following Kreyòl sentences and write down the
«e: missing nasal vowel or semi-vowel segments as in the example.
1. B` joumadm azèl.
—
21 1sb to 'anappak tpition
3. TiDjoachte ` tboutè— ll
4. G anpil m tnan magaz an.
5 . Lankans. èllabèln — s èlla.
“é In the following activity, you will use what you have learned to write a list of useful
information in Kreyòl.
A. Anvan ou ekri. Think about directory listings with contact information for faculty,
staff and students that you usually find on most college websites. Are they useful?
How are they organized? How about the student handbooks available in most
academic units in your college?
38 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Ann ekri. Imagine that several Haitian students will be studying in your college for
a year. You have been asked to create a list of people and places that might be of
interest to them. Your list must include:
C. Lèou fin ekri. Re-read your list. Is there something else you want to add? Look
closely at your text to check for possible spelling and grammar mistakes. Make the
necessary corrections before share your list with your classmates.
Frenand Léger 38
Dosye istorik
Toussaint Louverture
The Black Haitian slave who defeated Napoleon Bonaparte
lri
first black leader to abolish slavery in the new world. He
defeated the Spanish, British and French colonial armies
of the late 18" and early 19!" century. Born into slavery
in 1743 on the plantation of the Count de Breda,
Toussaint, along with Jean Jacques Dessalines, Henri
Christophe and Alexandre Petion, is considered to be one
of the founding fathers of the Republic of Haiti. Toussaint
must have been in his thirties when he gained his
freedom. Shortly thereafter, he joined the militia of rebel
slaves. By 1801, he was governing the whole island of
Saint-Domingue and he proclaimed himself governor and
commander-in-chief of the colony. In the same year, he
submitted a newly written constitution to Napoleon
Bonaparte (1769-1821) stating that slavery and
servitude had been abolished in the colony. In response,
Bonaparte sent 82,000 of his battle proven troops
commanded by Leclerc, his own brother-in-law, to
Toussaint Louverture overthrow Toussaint. Leclerc treacherously arrested him
during a meeting in June 1802. Toussaint was exiled to
France and died of cold and hunger in the fortress of Joux
in the Jura mountains in April 1803.
When reading in a foreign language, it's important to use context clues, root words, and
cognates. Cognates are words that look the same or similar in two languages and have the
same meaning. Here are ten words. Translation is provided for the first five on the left.
What do the last five words on the right means?
“ You will read a short history text about one of the founding fathers of Haiti. Apply the
techniques and use the strategies you've just learned to grasp the overall meaning of
the text.
A. Anvan ou li. Answer the following questions before you read the Kreyòl text. What do
you know about Toussaint Louverture? Have you already heard his name before you
took this class? If not, why? What does Toussaint Louverture represent for Haitians
and all black people around the world?
Tousen Louvèti
Tousen te aprann fè lagè tou. Li te vin ap kòmande yon gwo lame twa mil
nèg. Lè sa a, Tousen vin tounen yon moun enpòtan nan koloni Sendomeng. Tout
esklav yo te renmen Tousen, yo te respekte li. Tousen te toujou swete jwenn
10 libète pou tout esklav yo. Men li pa t gen tan fè sa paske blan Franse te arete l
epi mete l nan prizon kote li te mouri.
B. Pandan w ap li. Find the English equivalents of the following Kreyòl words which are
in bold in the text. Match the columns. The first answer is given as an example. Write
the appropriate letter in each space to indicate your answer. This activity is designed
to help you understand the text.
Fèt -d a) army
donte b) animal
lame c) in the area
zannimo d) born
monte e) to tame
. nanzòn f) ride
. goumen Q) independence
h) to find
LGENBIVHUASWO
p i) died
420. peyi ol j towish
11. jwenn k) country
12. esklav l). to fight
13. lendepandans m) vaillant men
14. arete — n) to treat
15. mouri 0) slave
16. nèg vanyan p) arrest, capture
C. Yon ti gramè. What are the two predicates in the following complex sentence? Are they
verb or adjective? What are the subjects of the two predicates?
E. Apre ou fin li. Compare and discuss your answer with your classmates.
CHAPIT PREMYE
Selebrasyon an fanmi
In this chapter, you will learn language materials and develop skills to talk about
family relationships, celebration ofimportant dates and to describe people.
LAFANMI PETITÒM
Madanm
Mari `
44 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
# Use these expressions to talk about relationships between your family members:
marye married
fiyanse engaged
divòse divorced |
separe separated
vèf, vèv widowed
pi gran elder '
pi piti — younger
paran parents '
pitit pitit fi/gason grandson/grandaugther
frè (bò) kot manman half brother
sè (bò) kot papa half sister
bofrè brother-in-law, stepbrother
bèlsè sister-in-law, stepsister
mari husband
madanm/madan wife
fanm woman
e Wozlò is talking about her family with Malèn. Listen to their conversation.
ANNOU PRATIKE
«gi A. CD 1-23 - Koute byen. Listen to each statement made by Wozlò Petitòm, and then
indicate whether it is vrè or fo, based on her family tree.
Vrè Fo Vrè Fo
koni DI 6 0 U
p A D 2:12... ..D
3: D DO 8. [DI [
4. DO 9. D D
5. O O ia L
46 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Medam yo. Give the equivalent used for female family members.
Example: —- papa —» Answer: manman
C. Jeneyaloji. Wozlò is introducing her family. Complete her statements with the most
appropriate word. Follow the example.
Example: —- Frè papa m. lami Answer: Se tonton m.
D. E ou menm? Answer the following questions to talk about your own family. Use what
you've learned to provide complete sentences in Kreyòl.
B. Konbyen ki genyen? Provide the number you associate with the followings.
Example: Jou nan yon semenn (days in the week) Answer: $ sèt.
Gi CD 1-24 - Annou kalkile. You will hear a series of multiplications and divisions.
Write the correct answers using figures.
e it AE SEva ott e)
, Jé titan f)
c) mon AU 2 g)
` on h)
C. Nan fanmi ou. Respond to the following questions about your family using complete
sentences.
ak The verb genyen or (gen) is used to talk about the presence or existence of people or
things. It means “there is/are” in sentences like:
1. Genyen anpil elèv nan klas la. There are a lot of students in the classroom.
2. Genyen yon sèl pwofesè nan klas la. — There is only one teacher in the classroom.
3. Gen senk kaye sou tab la. There are five notebooks on the table.
4. Gen yon liv sou biwo a. There is a book on the desk.
+ The verb genyen or (gen) can also be used in interrogative and negative sentences.
1. Gen anpil elèv nan klas la? Are there are a lot of students in the classroom?
2. Èske gen anpil elèv nan klas la? — Are there are a lot of students in the classroom?
3. Wi, gen anpil elèv nan klas la. Yes, there are a lot of students in the classroom?
4. Pagen anpil elèv nan klas la. There are not a lot of students in the classroom?
=+ The negative marker “Pa” - Making sentences negative in Kreyòl is pretty easy. To
make an affirmative or interrogative sentence negative, place pa in front of the
predicate which can be a verb, adjective or adverb. pa translates roughly as not.
Affirmative Negative
M travay. M pa travay. l work. 1 do not work.
Li bèl. Li pa bèl. She is pretty. She is not pretty.
Yo la. Yo pa la. They are there. They are not there.
ANNOU PRATIKE
A. Sa k genyen? Describe your classroom. Use the words below to say what is in the
classroom.
C. Klas kreyòl la. In groups of three, make a list of ten things or people that you see or do
not see in the classroom. Use genyen (or gen), and specify the number of items. Then
compare your list with that of another groups.
D. Yon fanmi ideyal. Survey your classmates. Ask them to describe their ideal family.
Note their answers on a sheet of paper. Then, in pairs compare your results.
Examples:
- Student 1: Konbyen moun ki ta dwe gen yon fanmi ideyal dapre ou?
- Student 2: Dapre mwen, yon fanmi ideyal gen kat moun : manman, papa ak de pitit,
yon fi ak yon gason.
1. Chita: CH - the letter c and h do not appear in Kreyòl by themselves. They always
appear together and are pronounced as one consonant sound like in chante, chapo,
cheri, chato etc.
2. Gason: G-isnot pronounced like in the English words gentle or generous. In Kreyòl, it
is always pronounced like the G in garden, game, guitar.
3. Janti: J- is not pronounced like in the English words job, or July. It is always
pronounced like the G as in genre or beige.
Frenand Léger — 51
4. Kouman: K- is never silent like in English words such as know or knee. In Kreyòl, it is
always pronounced like in king or like the hard C in car or candy. Note that K is the
only letter used for the hard C in Kreyòl.
5. Manmi: M- is never substitutes for N in sounds like an, en, on as it does in English
words like ample, embassy, or womb.
6. Nouvèl: N- is usually pronounced the same way as in English except when it is found
after the oral vowels a, e, o. When N is found after these three vowels, it combines with
them to form the nasal vowels an, en, on which are pronounced as one single sound
each like in manman, tenten or tonton.
7. Rat: R- does not occur in Kreyòl at the end of any syllable like in the English word car. It
also does not appear before the rounded vowels 0, ò, on, ou. The semi-vowel W is used
instead as in wo, wòch, won, wouj. Note that the Kreyòl R sound comes from the back
ofthe mouth while the English R is fronted. The word rat, for example, means the exact
same thing in both Kreyòl and English but it sounds differently in the two languages just
because of the pronounciation of the R.
8. Salye: S- is never used for Z as in English words like music or museum and it's never
paired like in essential or bless.
9. Travay: T- is never used for S or SH as in the French word mention or the English word
station and it's never paired like in battle or little.
10. Zòrye: Z- is never written with (s) as in English words like nose and knows. It's never
paired like in pizza or mozzarella.
52 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
«ti A. CD 1-25 - Fill the blanks with the missing consonant sounds as in the example.
1. Nou èl 8. Bon
`— wa
Li. oi NE 9. Re e
3. Mada 10.Man
— zèl
4. i dam 11.
— iri
5. Manm
— èl 12.Ra a
6. Kou
— an 13.vi
— an
7. Ma mwazèl 14. anm
«ti B. CD 1-26 -Yon ti dikte. Listen carefully and write down the missing consonant
segments.
A. Anvan ou ekri. Refer back to the family tree in your textbook. How is it organized?
What information can you find in it?
Frenand Léger 53
B. Ann ekri. After collecting the information needed, create your family tree. Your family
tree you write must include the following elements:
Y Adescriptive title,
Y” Aformatthat clearly shows relationships between family members,
v The names of the family members,
C. Lèou fin ekri. Switch family trees with your partner for proofreading and correction. Is
there something else you want to add? Check for possible spelling and grammar
mistakes. Make the necessary corrections before you share it with the class.
D. Prezantasyon. Use the family tree you've created as a guide to give a brief presentation
ofyour partner's family to the class.
54 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Se Malou. Seyon negrès. Li Se Mara. Se yon grimèl. Li Li rele Beniv. Li se bèlsè Mara. Li
pa lèd. Li gen tèt grenn. gen cheve long ak po klè. gen po nwa. Li mens.
=
Ni
—
Se Aglaye. Li gen cheve long. Se manmi Lisi. Li lèd. Se yon — Sa se papi Andre. Se yon granmoun
Li wo epi grasouyèt. granmoun fi. Li rich. gason. Li mèg.
Se Adriyen. e yon ti gason. Li rele Mari. Li wo anpil. Se Choukoun. yon marabou li ye.
Li jenn. Li piti. Se yon basketèz li ye. Li mens. Li gen cheve long.
Frenand Léger 55
+ Use these expressions to describe people's physical appearance, skin tones and
textures:
CD 1- 27 - DJALÒG
e Malèn is organizing a beauty pageant. She is looking for beautiful young ladies
to participate. She asks Wozlò who describes the physical appearance of two
friends.
ANNOU PRATIKE
Frenand Léger 57
A. Kijan yo ye? Match Wozlò's friends and family members with their characteristics.
Number one is provided as an example.
«i B. CD 1-28- Koute byen. Listen to Wozlò describing her friends and family |
members. Indicate whether the statement about each of them is vrè or fo.
Vrè Fo Vrè Fo
2. af LD 6. D [
Aw. LI L dacha [
3. LI LI 8. [DI D
4. DO 9...LI [
“; Li DO 10. D DO
€. Okontrè. Your classmate is asking questions about Wozlò's friends and family
members but she/he always asks the wrong question. Anwer her/him with the
opposite adjectives.
+ Attributive adjectives - In English, adjectives which precede directly the noun they
modify are usually referred to as attributive adjectives. In Creole, unlike in English,
most attributive adjectives follow the nouns they describe.
« Onlya few attributive adjectives go before the noun in Kreyòl. They include the most
commonly used adjectives.
## Note that like English, adjectives are invariable in Kreyòl. Unlike in French, adjectives
are never inflected in Kreyòl whether they function as attribute or predicate.
ANNOU PRATIKE
A. Adjektif predika oswa atribi. Indicate whether the adjectives in the following
sentences function as predicate or attribute. Underline the predicate adjectives with
one line and the attributive adjectives with two lines.
Malou pa lèd, li
Manmi Lisi pa pòv, li
Mara pa gra,
Beniv pa blan, li
Adriyen pa gwo, li
SY
A. Mari pa kout, li
|
C. Kijan yo ye? Answer the following questions using the adjectives in parenthesis. Make j
sure you place the adjectives correctly, before or after the noun.
D. E ou menm? Write ten sentences to describe yourself. Write five sentences to say what
you are like and five to say what you are not like. Then read your sentences to the class.
“ A copula, also called a linking verb, is a word used to link the subject of a sentence with
a predicate which can be an adjective, a complement of place or an adverb. In contrast
to English that uses to be, no linking verb is required in Kreyòl when the predicate is an
adjective, a complement of place or an adverb.
“+ Note that there exists no real equivalent in Kreyòl of the linking verb to be. While se
and ye frequently occur in kreyòl where to be is used in English, these copulae are not
literal translations of the English linking verb to be.
ANNOU PRATIKE
|
|
|
1 Se yon kreyon.
nn
n
Frenand Léger 63
B. Devine ki manm nan fanmi an. Which member of your family is it? Make sure you
always use se in your answers.
C. Seoswa ? Some ofthe following sentences require the linking verb se while some
others don't. Copy the following sentences and put se at the proper place when
necessary.
D. Se and Ye. Follow the example provided to create your own sentences with the words
given below.
Example: (moun/ yon/ Andre / bon / se) — Possible answer: Andre se yon bon moun.
E. Eou menm? Answer the following questions to talk about yourself and people in your
family. Use an emphatic construction in all your answers like in the example below.
Example: Kisa ou ye: yon fi oswa yon gason? — Answer: Se yon gason mwen ye.
ANNOU PRATIKE
CD 1-30 - Yon ti dikte. Listen carefully and write down the missing nasal consonant
segments.
V. Annou ekri
« Writinga description
Yon bon zanmi pi bon pase frè. This Kreyòl proverb, which means, A good friend is better
than a brother, shows that Haitians give great value to friendship. In this activity, you will
use what you have learned in class to describe your best friend or the family member you
like the most.
« Anvan ou ekri. Think about descriptions that you have read in English. What are the
charactheristics of a descriptive text? How are they organized? What make them
different from other types of text like argumentative or narrative text types?
. Ann ekri. Write a minimum of 15 sentence description of your best friend or the family
member you like the most. Provide the following personal information about the person
you choose:
C. Lè ou fin ekri. Re-read your description. Is there something else you want to add?
Check for possible spelling and grammar mistakes. Make the necessary corrections
according to the grading guide below.
ki
Total: [15 pts |Excellent | Very good | Good | Acceptable | Unacceptable |
` Content: (qualityand quantity) 5 : 4.5 14-35].3-25 |. 2-15-1 |
[Organization eoherenceandunity) | So MiBA a 4.35]. 3 25 | L 2ei5-t j
` Mechanics (grammar and i 5 i 4.5 |4- 35. 3-25 | 2-15-1 |
i punctuation)
!
Frenand Léger — 67
- Language aim: Talking about important dates and counting over on hundred
- Vocabulary: Jou, semenn, mwa, ane
- Grammar and structures: Yes - No questions, and Wi and Non as interjections
- Pronunciation and spelling: Double/triple consonant blends
- Writing: A weekly schedule
L Kijoujodiaye?
ME 2010 |
LENDI MADI | MÈKREDI | JEDI | VANDREDI | SAMDI | DIMANCH
23/30 WE 25 |
kt 27 | 28 | gyin ae
4 Use these expressions to talk about days, weeks, months and year:
1. Gen sètjou nan yon semenn. - There are seven days in a week.
2. Gen kat semenn nan yon mwa. - There are four weeks in a month.
3. Gen douz mwa nan yon ane. - There are twelve months in a year.
4. Kijoujodi aye? - What day is today?
5. Jodi ase Madi. - Today is Tuesday.
6. Nan ki mwa ou fèt? - mwhat month were you born?
7. Se mwa desanm. - It's December.
8. Ki datjodi aye? - Whatis today's date?
9. Jodi aseonz oktòb 2011. - Today is October 11" 2011.
“ Totranslate from... to, use soti nan ... rive nan or de ... a as in the following examples:
1. Mgen kou soti nan lendi rive nan - I have class from Monday
vandredi. to Friday.
2. Yo pran kou kreyòl la soti nan mwa - They take the Creole class from
sektanm rive nan mwa novanm. September to November.
3. Kou kreyòl la fèt de uitè a nevè kenz - The Creole class takes place from
nan maten. eight to nine fifteen in the morning.
“+ Note that the first letter in days and months are not capitalized like in English. Unlike
English, the day comes before the month when giving the date.
Jodi a Today
Demen Tomorrow
Apre demen The day after tomorrow
Dimanch pase Last Sunday
Semenn pwochenn Next week
Yè Yesterday
Avanyè The day before yesterday
Mèkredi pwochen Next Wednesday
Anvan Before
Apre After
Pandan During
CD 1-33 - DJALÒG
e Mari, a new student is asking Jak a lot of questions about the school's schedule and
ai activities. Listen to their conversation.
“+ Enfòmasyon kiltirèl: The first day in the Haitian calendar is Monday, not Sunday.
When Haitian students in pre-school learn the days of the week, they always begin with
lendi and finish with dimanch which is considered as the last day in the week.
ANNOU PRATIKE
A. Jwenn mo depaman an. Identify the word that does not belong in each of the following
lists.
Example: lendi, madi, mèkredi, fevriye, jedi.
B. Orevwa! N a wè. You are saying good bye to a friend who you will see in two days.
Depending on the day you are talking to her/him, say when you'll see your friend.
Jodi a se...
1. Lendi 4. Samdi
2. Jedi 5. Madi
3. Mèkredi 6. vandredi
Frenand Léger — 71
D. Kilè? Change the underlined words in italics so that each statement is true. If a
statement is already true, read it as it is.
E. Ann fè yon ti konvèsasyon! - Work with a partner to ask and answer the following
questions.
1. Konbyen jou ki gen nan semenn nan? 6. Konbyen mwa ki genyen nan ane a?
2. Jodiaseki jou? 7. Nan ki mwa ou te fèt?
3. Kijou ou vinn nan kou kreyòl la? 8. Nan ki mwa nou ye?
4. Kijouou allegliz? 9. Ki mwa ki vini anvan janvye?
5. Ki jou ou repoze ou? 10. Nan ki mwa lekòl koumanse?
72 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
II. Nap konte soti nan swasann dis rive nan milya.
“ We have learned that numbers in Kreyòl follow patterns like in English. We will
continue to learn the numbers from 70 up to billion.
# Note that in Kreyòl, 70 and 90 follow a different pattern to the other numbers when
counting from 1 to 100. For example, 61 is swasanteyen (60+1) but 71 is swasann onz
(60+11 not 70+1). Thus seventy which is swasann dis is (60+10) and ninety which is
katreven dis is (80+10).
“= Also note that Kreyòl does not use the number (en/yon) to say a/one like one hundred
(san), and one thousand (mil). However, the word one (en/yon) is used before one
million (en/yon milyon), one billion (en/yon milya), and one trillion (en/yon bilya).
ANNOU PRATIKE
A. Ann ekri nimewo yo. Write these numbers in Kreyòl using figures as in the example.
San
. Sèt san douz
Mil
. Mil nèf san senk
. Demil onz
Karann de mil
Swasantuit mil twa san katreven dizuit
Nèf san mil uit san swasann katòz
AH
WEON
GENUS
Yon milyon
10.De san milyon
B. Estatistik sou popilasyon. Write these figures in Kreyòl using letters and then read
them aloud in Kreyòl.
Example: Japon: 127,470,000 `— San venn sèt milyon kat san swasann dis mil.
+ Yes-No questions - Like in English, yes-no questions are made in Kreyòl by simply
changing the intonation. Raise the pitch of your voice at the end of the sentence.
ik The question word «Èske» - In more formal contexts, yes-no questions may also be
formed by adding the question word èske at the beginning as in the following examples.
“+ Negative questions - Like English, Kreyòl also uses negative questions. They are
formed the same way as yes-no questions. One of the most common uses of negative
questions is when you think the other person will agree with you. Another function of
negative questions is to check or confirm information. Note that the question word Èske
may also be used in negative questions.
Questions Answers
1. Jodiasepa lendi? - Wi, se lendi wi.
2. Sepa TiJoslin? - Wi, se mwen wi.
3. Kijan ou ye? -. Mpapi mal non.
4. Sak pase? - Mlawi.
5. Èske w al lekòl jodi a? - Mpaalenon.
“ Wi and Non as jnterjections - Note that wi or non are also used as interjections to
emphasize a statement or to express surprise, admiration, astonishment etc...
ANNOU PRATIKE
n.
BwnN ie
a
e
B. Fanmi Wozlò! Ask for confirmation from your classmates concerning the members of
Wozlò's family. Add wi or non at the end of your answers.
C. Poze kesyon - You are looking for people to practice Kreyòl with. Ask whether the
following people speak Kreyòl using èske.
Filip
Ou menm
Yo menm
Anri ak Wozlò
Li menm
va
ai
ai
mi
na Andre
76 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
D. Ann fè konesans. You and your partner want to get to know each other better. Take
turns asking each other many questions. Modify or add elements as needed.
Example: gen/frè
Student 1 asks: Ou gen frè? — Student2 answers: Wi, m gen frè wi.
Example: renmen/mizik
Student 1 asks: Eske ou jwe mizik? — Student 2 answers: Non, m pa jwe mizik.
“ In Kreyòl, two or three consonant sounds may blend with certain vowels to form some
special sounds. Sometimes, the consonants precede or follow a vowel to form one
syllable.
ANNOU PRATIKE
|DJ - djèt, djòl, djak KL - klas, kle, klòch TR - travay, tranpe, trip
|DR - dra, drese, dren KR - kras, kri, kreyon | VL - vle, vlen, vlou
a Inother contexts, consonant sounds are preceded and followed by a vowel splitting into
two consecutive syllables.
C. CD 1-37 -Yon ti dikte. Listen carefully and write down the missing consonnant
segments.
1. Senan mwas — tanm bLesli fèt. 6. Sepou isen desann sou nou.
2. Fifive se paske m rive an reta. 7. A ètlakouche sou ma` aa.
3. Janin kanpe nan ka — foua. 8. Tidjoape — òpli
— elkapab.
4. Jakifè toute — èsis yo. 9. Papa Le a pa nan sa e.
5. E — atiapakae tènen. 10. òlè ase sou òfliye.
—
78 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
A. Anvan ou ekri. Think about daily and weekly schedules. What are the similarities and
the differences between the two? How are they organized? Below is a daily schedule of
a school boy. What would you add before 9:00 am (nevè dimaten) and after 5:00 pm
(senkè apremidi) to complete this schedule?
B. Ann ekri. Write your schedule for a typical week showing the activities you usually do.
Use the verbs and expressions you know.
C. Lè ou fin ekri. Re-read your schedule. Is there something else you want to add? Look
closely at your text to check for possible spelling and grammar mistakes. Make the
necessary corrections before you share it with a classmate. Then, be prepared to
discuss your schedule in class.
Frenand Léger. 19
- Language aim: Expressing the time and talking about holidays and celebrations
- Vocabulary: Segonn, minit, lè, fèt ak selebrasyon
- Grammar and structures: The interrogative words.
- Pronunciation and spelling: Nasal vowels plus nasal consonants
- Writing and speaking: An interview
Me
# di a se 7d
Jodi 7 desanm «M -. Mmanje vè uitè karann
- Mabiyeauitèkenz. — | ` senk konsa.
leve a uitè nan maten. |
/
|Hi|i
ii
|
|
|
!
|
|
M tounen lakay mwen vè
| Mfini lekòl a twazè edmi senkè
YO Datmwenn ka nan |
Li fè dizè ven kounye a. Fèt la
| nan apremidi. |F « koumanse vè uitè diswa.
+ Tellingtime
Telling time in Kreyòl is just a matter of knowing the numbers and a few formulas. The 12-
hour clock is used in Haiti like in most American countries. However, Haitians do not use
"a.m." and "p.m." in Kreyòl. You can use "dimaten or nan maten" for a.m., "nan apremidi"
from noon until 6 p.m., and "diswa or nan aswè" from 6 p.m. until midnight.
In Kreyòl, you have to add "è" at the end of the number (except with midi and minui), even
though in English "o'clock" is often left out. Sometimes, you must add another letter or
change the letter found right before "è". Use a to ask at what time something takes place.
To say that you do something from a certain time to another, use de ....a. Remember to use
anvan to say before and apre to say after.
Frenand Léger 81
“+ Use these expressions when asking for and gving the time
. CD1-38-DJALÒG
ME e Wozilò is talking with her friend Pòl on the phone. Pòl is asking a lot of questions
about Wozlò's birthday party. Listen to them.
Pòl: - Alo!
Wozlò: - Wi alo! M kab pale ak Pòl silvouplè? Se Woztlò.
Pòl: - Alo Wozlò. Se Pòl wi. Sa k pase?
Wozlò: - Mla wi. Èske w ap vin nan fèt mwen an jodi a.
Pòl: - Akilè fèt la ap kòmanse?
Wozlò: - Lap kòmanse vè uitè diswa konsa.
Pòl: - Konbyen tan l ap dire?
Wozlò: - Li kab dire de uitè a dezè konsa.
Pòl: - Mapvini men m prale anvan dezè.
Wozlò: - Pa gen pwoblèm depi w ale apre minui.
Pòl: - Kilè li ye kounye a?
Wozlò: - O! Li gen tan fè sizè wi.
Pòl: - Mezanmi! M ale tande Wozlò. N a wè pita.
Wozlò: - Oke. M ap tan ou wi Pòl. Babay!
“+ Enfòmasyon kiltirèl: Pi bonè se granm maten. This Kreyòl proverb means: The best
time is now. Haitians believe it's better to do whatever you have to do as soon as
possible. According to this proverb, it's not good to keep postponing your projects.
Frenand Léger 83
ANNOU PRATIKE
A. Jounen fèt Wozlò a! Say at what time Wozlò does the following activities on her birth
day. You may need to go back to the begining of the lesson to see what Wozlò does.
B. Maten, apremidi oswa aswè? Complete these sentences to tell the time in Kreyòl.
C. Kilè? Complete the following sentences so that they are true for you the first day of the
week you have your Kreyòl class.
D. Kilè li ye? Say the time in Kreyòl. Use the Kreyòl words indicating morning, afternoon
and evening.
E. Pwogram televizyon! Look at the following American TV guide. In pairs, ask and
questions about program start times.
Example: A kilè emisyon Jij Alex ap koumanse? — L ap koumanse a inè nan apremidi.
Guide 12:46 PM
TUE 6/2 12:30 PM 1:00 PM 1:30 PM 2:00 PM A
618 WA « The Tyra Ban Judge Alex Cristina's Court — Judge Judy
4 Ati My Child One Life to Live General Hosp' »
4 Real Spo" [) Meet the Spartans |HD|
Rails 8: Ties [Ho MN SÈ
1814HBOHD —« RealSpor [EI] Meet the Spartans |taD|
5 HBOZHC Rails 8 Ties HD MNSÈ
vèti Players' Association discusses upcoming contract talks; bull riders talk
about their eight seconds; parents go to extremes to ensure their child's...
« Jou fèt drapo ayisyen an se 18 me. Gen anpil lòt fèt ofisyèl ankò. Gen premye janvye ki
se fèt lendepandans. Se lè tout Ayisyen bwè soup joumou (pumkin soup) pou selebre
libète nou. Annou gade lòt fèt ak jou ferye ki genyen nan kalandriye Ayisyen an.
ANNOU PRATIKE
€. Ann fè listwa! Change the following years from figures to letters as in the example.
Example: Kistòf Kolon debake nan Lamerik an 1492.
Answer: mil kat san katreven douz.
D. Ann fè yon ti konvèsasyon! - Ask your partner the following questions and note
her/his answers on a piece of papers to report back.
Example: Ki dat ou te fèt? — Answer: M te fèt 9 desanm 1986.
. Ki datjodi aye?
Ki dat kou kreyòl la te koumanse?
Ki dat manman ou te fèt ?
Nan ki ane ou ap fini lekòl?
Hm
n
wa Nan ki ane ou tarenmen marye ?
“ You've already learned how to ask and answer yes-no questions in Kreyòl. However,
many questions seek information that can't be provided by a simple yes or no answer.
# Note the difference between ki moun and ki moun ki. Ki moun is used when the
question refers to the object of the sentence and ki moun ki is used when the question
refers to the subject. When the new information provided functions as the subject in the
answer to the question; the second ki must be added.
# Note that the second ki may also be used with all the question words except with
poukisa and kouman /kijan.
“ Be careful with kilè and kilès. Because of their spelling, these two question words can
be easily used mistakenly one for another. Always remember kilè (when, what time)
refers to the time and kilès (who) which has the same meaning as kimoun refers to
people.
ANNOU PRATIKE
A. Marye kolòn I ak II? Match column l to II to form complete questions. There can be
more than one answer for most items. For example, number 1 can be B as well as E.
B. Ki mo ki kòrèk? Use the correct one of the two question words in parenthesis to
complete the following questions. Then ask your partner the questions; your partner
will answer.
C. Ann poze kesyon. Use the correct Kreyòl question-word to ask the relevant question
for the answer given. Note that your question must be based on the underlined part of
the answer as in the example.
Example: Frèm
yo ap etidye nan klas la.
Answer: Ki moun/kilès k ap etidye nan klas la?
D. Ann kontinye poze kesyon! Interview one of your classmates, asking her/him
questions about the following subjects. Ask at least three questions for each subject.
Then, report back to the class what you learned about your partner.
Example: Fanmi
» Eske ou gen frè ak sè?
» Konbyen frè ak sè ou genyen?
» Kikote yo abite?
si You've learned that Kreyòl has three nasal vowels (an, en, on) and three nasal
consonant (n, m, ng) sounds. The n, and m, blend together with the nasal vowels in
many words like in the following examples.
-“Frenand Léger 9]
ANNOU PRATIKE
“+ Remember that the letter n is combined (a, e, 0) to represent the nasal vowels (an, en,
on). Thus, the N sound does not appear in words having the nasal vowels like ban and
ven for examples. However, the N sound must be clearly pronounced in other contexts
or in words like bann and venn in which itis preceded by a nasal vowel.
2 4 2
bann bench bunch
kann camp sugar cane
konn like, as to know
lapenn rabbit sorrow, grief
monn mount world
plenn full impregnated
ponn bridge to lay down
sann blood ash
tann weather, time to wait
vann wind to sell
venn twenty veins
wonn round circle
92 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Yon bann volè chita sou ban an. A bunch of thieves sit on the bench.
L ap manje bannann. He is eating plantains.
Bonm nan eklate nan lari a. The bomb exploded in the street.
Fanm nan bèl anpil. The woman is very pretty.
Chaje ak kann tou pre kan an. There is a lot of sugar cane near the camp.
Li fè konbèlann nan machin nan. He tricked out the car.
M konprann lapenn ou. I understand your sorrow.
L ap tann tan an kalme. She is waiting for the weather to calm down.
pGENAYVSWON
Poul la ponn ze l yo anba pon an. The chicken laid her eggs under the bridge.
10.Yo kontinye vann malgre van an. They continue to sell despite the wind.
11. Plis pase ven venn pote san nan More than twenty veins carry blood to the
kè a. heart.
12. San pa gen koulè sann. Blood does not have the color of ash.
13. Vyann nan byen kwit. The meat is well cooked.
14. Wonm pa bon pou lasante. Rum is not good for the health.
15. Yon wonn toujou won. A circle is always round.
6: D. CD1-41-Yon ti dikte. Listen carefully and write down the missing words in
the following sentences.
M konprann ou.
Poul la ze anba an.
Yo kontinye malgre an.
pa gen koulè
Plis pase pote san nan kè a.
pa bon pou lasante.
Chaje ak tou pre an.
Se machin sèlman li vann.
ki
SO
ie
po
aAE
A nan ap vann ak yanm.
yn'= nan fwa fanm nan.
Frenand Léger 93
=+ Preparing an interview
You will use what you have learned to prepare and conduct an interview with a very
famous Haitian.
B. Ann ekri. Write in Kreyòl a list of ten questions that you would ask a famous Haitian.
Use verbs and negative words you know for your questions. You may use èske as well
as all the other question words you learned. Include questions about:
C. Lè ou fin ekri. Re-read your questions carefully to make sure they are correctly
formulated. Is there something else you want to add or remove? Look closely at your
text to check possible spelling and grammar mistakes. Make the necessary corrections
before you share it with a classmate. Then, be prepared to discuss your questions in
class.
94 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Dosye kiltirèl
“ You will discover Leyogan, a song by the famous Haitian singer, Guy Durosier. Before
listening to the song, read the lyrics. Try to apply the techniques and use the strategies
you've learned to grasp the overall meaning of the song.
A. Anvan ou li/koute. Think about the following questions before you read the lyrics.
What do you know about Guy Durosier? The title of the song is Leyogan. Does the word
“Leyogan” refer to a person or a place in Haiti?
B. Pandan w ap li/koute. In his song's, Durosier talks about his mother's godchild who is
from Leyogan. His mother's godchild, who is visiting Pòtoprens for the first time, is asks
a lot of questions about everything. Guy Durosier answers while his mother's godchild
continues to ask questions and compare Leyogan to Pòtoprens.
» The following sentences are from the text. Translate them into English:
1. Lòt jou m ale Leyogan, M al chache ti fiyèl manman m.
2. Pou m mennen l konnen Pòtoprens. Pou l vin wè fanmi manman m
3. Li patjanm konnen Pòtoprens. Depi l fèt li te Leyogan.
4. Osito l rive Bizoton. Li kòmanse poze m kesyon.
5. Sou twa jou m menen l Petyonvil. Pou l al wè yon fanmi manman l.
96 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
» The following sentences are from the text. Translate them into Kreyòl
6. When l was tired ofthe little boy, I took him to a secret place.
7. Ah! This is a bus. Where is it going? It's taking you back to your home town.
LEYOGAN
Lòt jou m ale Leyogan, Sa se Kaban Choukoun. E gwo kay jòn
M al chache ti fiyèl manman m sa, sa lye? A! Sa se Lapolis.
Pou m mennen l konnen Pòtoprens O!
Pou l vin wè fanmi manman m. Mennen m desann Pòtoprens.
ui
manditis
'vaA
I. Ki kote lafanmi Petitòm abite?
Lafanmi Petitòm se moun lavil. Yo abite nan yon bèl kay Boutilye. Yo rete nan yon gwo
kay bas ki gen anpil pyès.
Garaj
L ap monte bisiklèt
“ nan lakouja
house
kay bas | one story house
kay beton | cement house
kay balkon | two or more story house
kay bwa | wooden-house
kay chanmòt | two or more story house
kay pay | thatched-roof house
kay tè |mud-walled house
kay tòl | tin-roofed house
100 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
on e e ad sti
Kwizinek. —
! —' e || Salamanje`
G $45-.....(KTIE! k3 ki
oo ao — L ka
a kI é
W pi ke'l
Yon kay chanmòt
Tout Ayisyen pa rete nan bèl kay menm jan ak lafanmi Petitòm. Yon ka popilasyon ayisyèn
nan ap viv nan vil Pòtoprens ki se kapital peyi Dayiti. Kèk ladan yo viv nan apatman ak kay
ki pa fin twò mal. Men, pi fò ayisyen se nan katye popilè ak bidonvil yo rete.
Frenand Léger — 101
l
A i 8
DO `NA$:
Sousòl
«YE cD1-43-DJALÒG
e Wozlò is going to Miami for the summer. She is talking on the phone with Andre
about the place where she will stay.
ANNOU PRATIKE
A. Eou menm? Complete the following sentences with one of one the expressions in bold
so it corresponds to your situation.
B. Ki kote moun sa yo ye nan kay la? Say where or in which room in the house these
people are doing the following activities.
C. Ann konpare! Compare where you live to where the Petitòm family lives.
Example 1: Lafanmi Petitòm abite lavil... — Answer: M abite lavil tou (also).
Example 1: Yo rete nan yon kay chanmòt. — Answer: Mrete nan yon kay bas.
D. Ann fè yon ti konvèsasyon! - Your classmate is asking a lot of questions about where
you live. Answer with complete sentences.
“ Verbs are no conjugated in Kreyòl. The form of the verb never changes to indicate
different persons. Look at the following examples showing that only one form of the
verb is used for different subjects.
«“ Unlike English the form of the verb does not change to express various tenses such as
past, present and future; or various moods and aspects such as the indicative, the
conditional and the progressive. Consider the following examples.
« While English uses inflexion sometimes, Kreyòl uses verb markers which are short
particles expressing different aspects, tenses and moods. As you can see in the
examples above, the verb particles always occur before the verb and they are: te for the
past; ap, ape or pe for the progressive and the future sometimes; pral, a, va, ava for the
future; and ta for the conditional.
Frenand Léger 105
«k Note that when the basic form of action verbs is used without any verb markers, it is
generally understood as referring to the past unless there is an element in the sentence
indicating otherwise.
ANNOU PRATIKE
A. Kisa yo fè chak jou? Complete these interrogative sentences by translating the English
verbs in parenthesis into Kreyòl. What can you say about the form of the Kreyòl verbs?
Example : Èske Mari (eat) diri chak jou? — Answer: Wi, Mari manje diri chak jou.
B. Kilè yo fè bagay yo? Complete the following sentences by translating the English verbs
in parenthesis into Kreyòl. What can you say about the form of the Kreyòl verbs?
C. Eou menm? Asin the example below, answer the following questions about yourself
and your family.
# You've learned that Kreyòl has seven oral or non-nasal vowels (a, e, è, 0, ò, i, ou). You
also learned that the grave accent mark is only found on the top of three of the seven
non-nasal vowels (è, ò, a).
“ Remember that the nasal vowels (an, en, on) as in the words pan, lapen, bon are
considered as one single nasal sound. However, when the accent mark is placed on the
top of the (è, ò, d,) before an (m) they become two different sounds like in the words
pan, lapèn, bòn.
ANNOU PRATIKE
1. Rèn nan gen yon fo ren. The queen has an artificial kidney.
2. Toujou plen dlo sou plèn sa a. This flat land always experiences flooding.
3. Ayisyen ak ayisyèn p ap dekouraje. Haitian men and women will not give up.
4. Lanmò lapen an fè l lapèn. The death of the rabbit makes him sad.
5. Mon Sinayi se yon mòn li ye. Mount Sinai is a montain.
6. Kòn kabrit long kon kòn towo. Goat horns are as long as bull horns.
A Ton Sam gen yon tòn bagay pou l fè. Uncle Sam has tons of things to do.
8. Bònsaaseyon bon moun. This maid is a good person.
9. Machin nan pran pan ak yon bann The car broke down with a lot of peacocks
pan ladan l. init.
10. Se sèl Bondye ki kab fèmen van van God is the only one who can stop the flow
an. of the wind.
11. Sifas dlo plan epi orizontal The water surface is flat and horizontal.
12. Li gen yon bon plan. He has a good plan.
13. L al leyogan pou achte de gan. He went to Leogane to buy two gloves.
C. CD 1-45 -Yon ti dikte. Listen carefully and write down the missing words.
Frenand Léger 107
A. Anvan ou koute. Imagine that you are the head ofa family and you are looking for a
house to rent. Make a list ofwhat you want and what you do not want in the house.
108 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Pandan w ap koute. Aleksi is describing two houses that he visited. Listen carefully to
what he says about each house.
2. Listen again to verify that you have checked all the details that Aleksi mentioned.
C. Lèou fin koute. Discuss the following questions in Kreyòl with your classmates.
1. Dapre deskripsyon Aleksi fè sou de kay yo, èske fòk li ta lwe premye a oswa
dezyèm nan? Poukisa?
2. Eou menm? Ki kay ou prefere? Poukisa?
Frenand Léger 109
Lafanmi Petitòm se moun rich. Yo gen anpil mèb ak anpil lòt bagay lakay yo.
''
I
LI
i
)
I
'
l wè
Lafanmi Petitòm se boujwa yo. Yo byen meble kay yo. Nan chanm yo, gen plaka ak sèso pou
kwoke rad. Gen kabann ki kouvri ak dra epi kouvreli. Gen zòrye sou kabann yo. Zòrye yo
anndan bèl sak zòye. Epi bò tèt kabann yo, gen de ti tab. Youn gen yon abajou sou li epi lòt
la gen yon revèy. Nan saldeben an, gen douch la ki bare ak yon rido. Gen yon lavabo kote
pou bwose dan epi lave figi. Gen gwo sèvyèt pou siye kò tou. Nan salon an, gen plizyè bèl
tablo ki kwoke nan mi an. Gen kanape ak dodin pou chita. Gen televizyon, radyo, etajè pou
liv elatriye. Nan kwizin nan menm, gen fou, recho ak bonbon gaz ladan l. Gen frijidè ak gad
manje. Lè gen gwo dine, se sou gwo tab nan salamanje a moun yo chita pou manje. Yo
toujou mete bèl nap ak kouvè sou tab la. Kay lafanmi Petitòm vrèman byen meble.
110 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
+ Use these expressions to talk about furnitures and other things in a house
abajou lanpshade limyè light
anpoul elektrik light bulbs mèb `— furniture
etajè pou liv bookcase meble furnished
bifèt cabinet nap tablecloth
bonbòn gaz gas tank plaka closet
dodin rocking chair planchèt ironing board
douch shower rad clothes
dra bed sheets revèy clock
eskalye stairs, recho charcoal burner grill
etajè shelves recho gaz oven
fè a repase iron rido curtains
frijidè refrigerator sak zòrye pillow case
frizè freezer sèso clothes hanger
fou stove sèvyèt towels
fotèy armchair tablo painting
gad manje pantry tapi rug
kabann bed tiwa drawer
kanape couch twalèt toilet
kouvreli bedspread zòrye pillow
CD 1-47 DJALÒG
ai Wozlò calls Andre two days later to ask him more questions about the apartment.
What furnitures does the bedroom where Wozlò will sleep have?
What does Wozlò have to bring for the bedroom?
. Isthere a night clock in the bedroom?
nmwn
. Whatis missing in the lampshade?
5. What furnitures and appliances does the living room have?
yo,
w. Enfòmasyon kiltirèl: Lakay se lakay. This Kreyòl proverb means: “There is no place
like home.” Or “Home sheet home.” As a typical Haitian, Wozlò might be happy visiting a
foreign country but she will be homesick soon and she will want to go back to Haiti.
ANNOU PRATIKE
A. Wete sa k depaman an. Indicate the word that does not belong in the following lists.
C. Kisa moun sa yo bezwen pou fè bagay sa yo? Indicate one or two furnitures,
appliances or household items that these people need to do the following activities.
Example : Aleksi vle griye vyann (grill]. — Answer: Li bezwen recho, recho a gaz.
+ Present tense - You learned that Kreyòl just uses the basic form of stative or nonstative
verbs to express the present tense. In other words, Kreyòl uses 8 verb marker to
express a habitual action or to state a fact in the present tense. Note that descriptive
adjective behave like stative verbs in Kreyòl. Consider theses examples.
1. Aleksi travay chak jou nan lekòl la. Aleksi works at the school everyday.
2. Li se pwofesè lekòl. He is a school teacher.
3. Malèn renmen Anri. Malèn loves Anri.
4. Manzè Lisi rich anpil. Mrs. Lisi is very rich.
5. Malou pa blan. Li se yon moun nwa. Malou is not white. She is a black person.
+ Present progressive tense - You also learned that Kreyòl uses the verb particle ap
with variants (ape, pe, and p) with nonstative verbs to indicate ongoing actions in the
present tense. Use ap or its variants to express an action in progress at the moment of
speech and the short form p in negative sentences. Consider these examples.
“ Note that (ap) is mostly used in Port-au-Prince and it is the most common variant form
used in Kreyòl to express ongoing actions. The other variants are regional variations.
For instance, the form (ape) is use in Northern Haiti and (pe) is used in Southern Haiti.
“ Note also that (ap) cannot be used with ale (to go). It's incorrect to say for example:
«+ When (ap) occurs before the verb ale, it combines with that verb tp produce the form
prale or the short form pral. Thus, (ap + ale) = prale or pral.
ANNOU PRATIKE
A. Kisa yo toujou fè? Indicate how these people and yourself are or feel and what you do
on a regular basis. Translate the English verb into Kreyòl when necessary to answer.
Make sure you put the verb at the right place in your sentences.
B. E ou menm? Answer the following questions to indicate how you and your family are,
what you feel and what you usually do. Answer with full sentences as in the example
below.
C. Sakap pase? Indicate what is going on now by putting the following basic verb forms
into the progressive form. Follow the examples.
D. Kisa y ap fè kounye a? Answer the following questions to indicate what you and your
family are doing right now. Answer with full sentences as in the examples.
III. The oral vowels /e/ vs /è/; /o/ vs /ò/ and /a / vs /a/
“# You learned that the grave accent mark is only found on the top of three of the seven
non-nasal vowels (è, ò, a). Note that it is very important to use the accent mark when
necessary because it does not simply indicate a change in the pronunciation. In many
instances, it also changes the meaning of the words. For example the word po means
skin while pò means port or pores in other contexts.
“ Note that unlike (è, ò), the vowel (d) occurs only before (n) to indicate that the (a) and
the (m) does not combine to form one nasal vowel sound like in the word van for
example.
116 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
pwofese vs pwofesè mo vs mò an vs An
I
kle vs klè ] po vs pò leman vs laman
€. CD 1-49 -Yon ti dikte. Listen carefully and write down the missing words.
ks renmen anpil.
2. Yon pa kab di okenn
a. ate nan lè l te jenn.
4. Priyè rale tankou
5. Lise yon ki pa metye L
6. Gen ki koupe nan tèt li.
7. sa ase yon moun li ye.
8.- Ti gen en sèlman.
In this activity, you will use what you have learned to play either a real estate agent or
a person looking for an apartment to rent.
A. Anvan ou pale. First, think about the kind of questions you would ask a real estate
agent ifyou were the person looking for the apartment. Second, think about what a real
estate agent would say to convince someone to rent the apartment. Write down a list of
questions for the costumer and the possible answers and comments for the real estate
agent.
B. Pandan w ap pale. Now, practice with a classmate. One of you is the real estate agent
and the other, the costumer. Then switch roles. Practice until you feel confortable
saying your parts without hesitation.
C. Lèou fin pale. After practicing with your partner, play the dialogue in front of the class.
118 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Wozlò gen anpil bagay. L ap pale de sa li posede nan chanm li ak kèk lòt kote nan kay la.
Chanm Wozlò j
Chanm Wozlò gen anpil bagay ladan l. Se nan chanm li, Wozlò sere tout zafè pèsonèl li. Ou
pa kapab wè tout sa Wozlò genyen paske l sere yo anndan plaka, nan bifèt ak nan tiwa.
Wozlò se moun ki gen lòd. Li toujou byen ranje chanm li. Kèk fwa, lè l ap prese soti, li
Frenand Léger — 119
gendwa kite youn oswa de bagay san ranje. Pa egzanp, li bliye ranje diksyonè a ak sede yo
ki sou kabann nan. Sinon, tout bagay byen annòd nan chanm Wozlò.
+ Use these expressions to talk about your personal belongings and other things
« CD 1- 50 - DJALÒG
e Wozlò is showing her house to his friend Jak. She is comparing her bedroom to her sister's
bedroom.. Listen carefully.
yo, +
Enfòmasyon kiltirèl: Although economically poor, many young Haitians living in urban
areas, even some of those who live in countryside, have access to new electronic
gadgets like ipod, iphone, laptop, video game etc. Haitians tend to refer to these new
gadgets using their English name but with a clear Creole prononciation. For example, a
laptop computer is a laptòp in Kreyòl; the portable media player's brand name Ipod is
called Ayipòd; the brand name video game Nintendo is called Nitenndo; the cellular
phone Blackberry is called Blakbèri and the Iphone is called Ayifòn in Haiti.
ANNOU PRATIKE
A. Kouman lakay ou ye? Use vrè or fo to indicate whether or not your bedroom is well-
organized and clean or not.
B. Kouman Chanm yo ye? Use one ofthe following words to fill the blank in each
sentence.
sal, tiwa, pwòp, rad, ranje, òganize, Ayipòd, etajè, telefòn selilè, plaka, bwòsadan
C. Ann fè yon ti konvèsasyon! - Your classmate is asking a lot of questions about your
bedroom. You must answer with complete sentences. Note that answers will vary.
“# You learned that when the basic form of action verbs is used without any verb markers,
it is generally understood as referring to the past unless there is an element in the
sentence indicating otherwise. Consider these two examples.
sak Here are a few words referring to the time that are useful to help you distinguish
between habitual present actions and simple past actions.
+ Simple pasttense - While past actions are usually expressed by the zero () verb form,
simple past tense is formed in Kreyòl by putting the verb particle (te) long form or
short form (tf) before both stative and nonstative verbs. Consider the following
examples.
1. Aleksi te ekri non li sou tablo a. - Aleksi wrote his name on the board.
2. Lite pwofesè lekòl. - Hewasa school teacher.
3. Malèn te renmen Anri. - Malèn loved Anri.
4. Manzè Lisi pa t pòv ditou. - Mrs. Lisi was not poor at all.
5. Malou se yon moun nwa li te ye. - Malou was a black person.
6. Kilèli te ye? - What time wasit?
7. Kibò ou te ye yè swa? - Where were you yesterday?
8. Mtenan sinema. - lwasat the movie.
“+ As shown in the examples above, note that (te) long form or short form (t) occurs with
predicates that contain an adjective or a complement of place, as well as the linking
verbs se and ye.
«You also learned that Kreyòl uses the verb particle ap with nonstative verbs to indicate
ongoing actions in the present tense.
« Pastprogressive tense - The verb particle ap and its variants are also used along with
te to express past progressive actions. Thus, use both te and ap to express an ongoing
action in the past. Note that the short form (tf) is usually used before ap or any other
word that begin with a vowel sound. Consider these examples.
One thing is to know that past actions are usually expressed with the verb particle (te) long
form or short form (6), another thing is to actually put (te) or (t) at the right place in the
sentence. Look at the following pair of sentences showing how to use (te) and (t) in many
different contexts. Note that the sentences in the first column are in the present and the
others in the past.
ANNOU PRATIKE
A. PASE OSWA PREZAN! Your lecturer will read the following sentences. Indicate
whether they are in the past or in the present tense. Say PASE for past tense or PREZAN
when it's a sentence in the present tense.
C. Tan pase pa tan jodi! Add the verb particle te or t in the following sentences to
transform them from the present to the past tense. Make sure you put te or t at the right
place in your sentences.
D. Tan pase! Change the following sentences from the present to the past tense. Use the
expressions in brackets in your answers as in the example.
Example : Beniv travay Jodi a. (yè maten) — Answer: Beniv te travay yè maten.
1. Marizap etidye leson l. (avanyè) 6. Aleksi achte yon machin. (lane pase)
2. Liale Ayiti nan mwa saa. (mwapase) 7. Liranje chanm li chak jou. (jedi pase)
3. Mari ranje tab la. (lendi pase) 8. Adriyen ap benyen kouneye a. (yè)
4. Anayiz pral lekòl demen. (yè) 9. Lwi ale nan magazen an. (madi pase)
5. Yo achte diri ak pwa. (semenn pase) 10. Yo jwe baskètbòl jodi a. ( yè apremidi)
E. Kijan ou te ye? Remember how you were and what you used to do ten years ago.
Answer the following questions using complete sentences.
“= The vowels /u/ like in duri, /un/ like in lundi, /eu/ like in Bondyeu, and /èu/ like in
pèu and are called front rounded vowels. They are very common in the French language
and are considered as an integral part of the French sound system. Because of the
influence of French, many Haitians tend to use these front rounded vowels when they
speak Kreyòl. Note that these sounds are not officially considered as being part of the
Kreyòl alphabet and sound system. Some linguists even consider them as a corruption
of the Kreyòl language. Nevertheless, it is useful to know these vowels for practical
reasons since they do occur in the speech of many Haitians.
126 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
«` When you speak Kreyòl to some Haitians, especially those who are educated and
bilingual in French and Kreyòl, you will certainly here many words with front rounded
vowels. These Haitians are said to speak a “frenchifield” Kreyòl which sounds like
French. In Haiti, this variety of Kreyòl is called “Kreyòl fransize: frenchifield creole” or
“Kreyòl swa: smooth Creole” as opposed to “Bon Kreyòl: good Creole”. In the following
list of pairs, one form is the authentic Kreyòl and the other one is the frenchifield form
of Kreyòl.
ANNOU PRATIKE
«Si: B. CD 1- 53 - BON KREYÒL OSWA KREYÒL FRANSIZE? You will hear one word in
each pair. Indicate which variety of Kreyòl you hear by saying BON KREYOL for the
authentic Kreyòl or KREYÒL FRANSIZE for the frenchifield one.
Diri Duri
Lari Laru
Lendi Lundi
Pafen Pafun
Jedi Jeudi
Bondye Bondyeu
Pè Pèu
Lè Lèu
Frenand Léger — 127
You will use what you have learned to understand the following audio text describing two
bedrooms.
A. Anvan ou koute. Think about a typical bedroom ofayoung (18 years old) person living
in the USA or in the Bahamas. Make a list of what you may find in her/his bedroom
including furnitures and personal belongings. Now, do the same thing for a young (18
years old) person living in countryside in Haiti. What would be the similarities and the
differences?
B. Pandan w ap koute. First, you will be listening to the description of John's bedroom
and then the description of Ti Pyè's bedroom. Listen carefully.
- Check what one can find in each bedroom as they are being described.
C. Lèou fin koute. Work in group of three to answer the following questions in Kreyòl
about the two bedrooms. You might need to listen to the descriptions again.
- Language aim: Talking about your neighborhood and giving your address
- Vocabulary: Ekpresyon ak mo pou pale de katye ou rete
- Grammar and Structures: Near or definite, conditional and uncertain futures
- Pronunciation and Spelling: The semivowels /y/, /w/ and the front vowel /u/
- Writing: Deskripsyon kay m ava achte a
Lafanmi Petitòm abite nan kapital la. Zòn kote yo rete a rele Boutilye, Li pa twò lwen
Petyonvil ak Laboul. Boutilye se yon katye rezidansyèl kote moun rich rete. Pa gen
anpil aktivite nan katye kote Wozlò Petitòm abite a. Lari a toujou byen kalm. Machin ak
pyeton pa pase souvan. Pa gen magazen pou al achte ak kote pou al amize w. Se sa k fè
tout moun rete anndan lakay yo nan katye Boutilye.
Se pa tout moun ki abite nan katye rezidansyèl. Anpil Ayisyen rete nan katye popilè
oswa bidonvil ki tou pre vil prensipal yo. Nan vil yo gen bank ak kowoperatif pou sere
oswa prete lajan; gen lopital ak dispansè si ou malad; gen mache, makèt ak magazen
pou achte; gen garaj ak ponp gazolin pou ranje machin; gen libreri ak biblyotèk, gen
sinema ak sal teyat epi gen anpil legliz pou priye Bondye.
di CD 1- 55 - DJALÒG
Wozlò is visiting the North side of Haiti where she met Ivon who lives in a neighborhood
close the city of Cap-Haitian. They are talking about their neigborhood. Listen to their
conversation.
yo,
.. Enfòmasyon kiltirèl: Leta, laboujwazi, lepèp is the title of a song by Manno
Charlemagne, a Haitian political folk singer, songwriter who is often considered as the
Bob Marley of Haiti for his work as a civil rights activist. Leta, laboujwazi, lepèp refers to
the social structure of Haiti. Leta is the government dominated by the black middle
class. Laboujwazi is the Haitian bourgeoisie mostly mullatoes and lepèp is the Haitian
lower class. Note that citizens from these three classes do not live in the same
neighborhoods. There is a huge difference in the lifetyle of these three classes.
132 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Kouman katye ou ye? Choose one of the words in italics that corresponds to your
housing situation to complete the following sentences.
B. Di sayo fè kote sa yo. Match column one to column two to indicate what one can do at
the following places. Number one is provided as an example.
C. Ki kote moun sa yo prale pou fè kisa? Use the following words to fill the blanks in
each sentence. Use each word only once.
D. Ann reponn kesyon yo! Your classmate is asking a lot of questions about your house
and neigborhood. You must answer with complete sentences. Note that answers will
vary.
+ The future tense is slightly more complex than the other tenses in Kreyòl. For example,
there is no exact way to indicate distant future. In Kreyòl, many verb particles are used
to express the future depend on the context or whether these future actions or events
are distant or immediate, indefinite and uncertain.
134 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
“ Near or Definite Future - You learned that Kreyòl uses the verb particle ap with
nonstative verbs to indicate ongoing actions in the present and in the past tenses. In
Kreyòl, near or definite future may be expressed with the same particle ap or with the
combination ap+ale which occurs as pral or prale. The verb particles ap and pral or
prale may be use interchangeably in almost all cases to express near or definite future.
1.Kounyeam ap etidye chak jou. - From now on, I'll study everyday.
2.Alèkile l ap etidye pi souvan. - From now on, she'll study more often.
3.Mari pral kwit diri a talè. - Mari is going to cook the rice soon.
4.Nou prale manje lè diri a pare. - Wewill eat when the rice is ready.
5.Papa m pral pentire kay la demen si - My father is going to paint the house
Dye vle. tomorrow ifit's God's will.
6. Papa m ap pentire kay la demen si - My father is going to paint the house
Dye vle. tomorrow ifit's God's will.
7. Mkonnen w ap bliye m lè ou rive - I know you'll forget me when you'll be
lòtbò. overseas.
8. Paenkyete w, m pap bliye w. - Don'tworry, l will not forget you.
“ Note that the actions or events indicated in all the sentences above are going to take
place with a high degree of certainty and in a relative near future.
+ Indefinite Future - Future actions or events expressed in a vague, not clearly defined
or stated time are called indefinite future. Sentences in the indefinite future tense
indicate actions or events that will take place sometime or in a non specific time to
come. In Kreyòl, indefinite future may be expressed with the particle va, a, or ava. The
form a is more common than the two others.
| 1. Adriyen a fin lekòl segondè nan twa Adriyen will finish high school in about
A | lane konsa. three years.
2. Mavaranje machin ou a lè m kapab. lIl fix your car when l can.
|| 3. Yo vajwenn yon travay lè ekonomi an — They will find a job when the economy
pi bon. gets better.
# Note that none of the sentences above can be used with the negative form pa. For
example, it's not possible to translate the English sentence / will not fix your car when I
can by M-pa-ava-ranje-machin-ou-alè-m-kapab. To put the above sentence into negative
form, one has to use the particle ap as in the examples below.
1. Adriyen pap fin lekòl segondè nan twa — Adriyen will notfinish high school in
lane konsa. about three years.
2. Mpapranje machin ou a lè m kapab. I will not fix your car when l can.
3. M konnen yo pap jwenn yon travay. I know they will not find a job.
Frenand Léger 135
““ Uncertain Future - Future actions or events that are unlikely to happen or expressed
with a low degree of certainty are called uncertain future. In Kreyòl, uncertain future
actions or events are expressed with the modal verb ka which also occurs as kab or
kap.
1. Mka milyonè yon jou. 1 might be a millionaire one day.
2. Yokab pati yon jou. They may travel one day.
3. Wozlò ak Mari kap al nan sinema pita. Wozlò ak Mari may go to the movie later.
« Note that ka, kab or kap are the short forms of the the modal verb kapab (to be able or
can). These forms are also used as modal verbs to indicate ability.
1. Mkakouri pi vit pase w. 1 can run faster than you.
2. Yo kapab fè travay la. They can do the work.
3. Wozlò pa kab danse. Wozlò cannot dance.
“ Here are a few useful words you might need to use when using future tenses in Kreyòl.
A. PASE, PREZAN OSWA FITI! Your lecturer will read the following sentences. Indicate
whether they are in the past or in the present tense. Say PASE for past tense, PREZAN
for the present tense and FITI when it's future tense.
B. CD 1- 56 - PASE, PREZAN OSWA FITI? Listen and indicate whether the following
sentences are in the past, the present or in the future tense. Say PASE for past tense,
«Q: PREZAN for the present tense and FITI when it's future tense.
C. Jou va, jou vyen! Add the verb particles (pral, ap) or (a, va, ava) in the following
sentences to transform them from the present to the future tense. Make sure you put
the verb particles at the right place in your sentences.
Example : Tousen se yon gwo gason. — Answer: Tousen ava yon gwo gason.
1. Aristid rete nan katye popilè. 6. Gen yon garaj ki louvi nan katye a.
2. Kounye a, li jwe baskètbòl chak jou. 7. Aleksi ak Chal pa kwit manje.
3. Demen, yo ale nan sinema. 8. Yo fèsa lè yo kapab.
4. Wozlò travay anpil samdi pwochen. 9. Yo ale andeyò mwa pwochen.
5. Akilè manje pare? 10. Kilè li ye nan trant minit.
D. Tan Fiti! Change the following sentences from the present to the future. Use the
expressions in brackets in your answers as in the example.
Example : Adriyen pa etidye jodi a. (demen) — Answer: Adriyen pral etidye demen.
E. Kisa yo pral fè? Answer the following questions to indicate what you and your family
will be doing. Answer with full affirmative or negative sentences as in the examples. Use
an expression referring to the future when possible.
F. Kisa ou pral fè epi kijan ou va ye lè ou pi gran? Answer the following question to talk
about how you will be and what you will do later in your life. Answer the questions
using complete sentences.
Example : Kisa ou pral fè apre kou Kreyòl la? — Answer: M pral lakay mwen.
II. The semivowels /y/, /w/ and the front vowel /u/
+ Kreyòl has three semi-vowels: “w” like in mwen, wete, wi; “y” like in yo, voye, solèy and
the front vowel /u/ combined with /i/ “ui” like in zegui and luil.
ANNOU PRATIKE
UL, ui : luil, uit, zegui, | W,w: watè, wè, won, Y, y: byen, enkyete, kaye
zuit, kui, lannuit, woulibè, wout, wòklò, myèl, pye, syèl, yo
1. Genuit zegui nan kosay la. - There are eight neddles in the blouse.
2. Li mete luil la nan kui a. - She put the oil in the bowl.
3. Zuityo parèt tou zuit lannuitlan. - The oysters appear very small in the night.
4. Woulibè a bezwen watè. - The rider needs to use a toilet
5. Plen watè sou wout la. - There are plenty toilets on the road.
6. Wòch la vin wouj apre loray la. - The stone turned red after the thunder.
7. Genyon nich myèl sou pyebwaa. — —Thereisa nest of bees in the tree.
8. Syèlla byen ble jodi a. - The sky is pretty blue today.
9. Lienkyete pou kaye a. - Sheisworried about the notebook.
138 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
C. CD 1-58 -Yon ti dikte - Listen carefully and write down the missing words.
A. Anvan ou ekri. Think about text you have have read in English talking about future
events and plans. Imagine that you win plenty money in the loto. You plan on buying a
big house in a nice neighbourhood. How your house will be?
Type of house
Number of stories and rooms
The furniture and appliances
Personal belongings,
Location of the house and neighborhood (city, country...)
What one may find in the neighborhood
KKSENSN
Descrition of the neighborhood
Frenand Léger 139
C. Lèou fin ekri. Re-read your description. Is there something else you want to add? Look
closely at your text to check possible spelling and grammar mistakes. Make the
necessary corrections according to the grading guide below. You may beggin your
description like this:
' Total:
!
(qualityand
Content: quantity)
pep
Organization:
enan (coherence
kiei ro and uni
m akos E afe
KA ME B4
4- 3. SEN iZeaS- |
Mechanics (grammar and So
4- 2. 1.5 -a
AAGEGAAION
NY n ve A n ou
140 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Dosye sosyokiltirèl
The Sans Souci palace and the Citadelle Laferrière fort built in Northern Haiti by King Henri
Christophe in the early 19" century are the two most important Haitian architectural
accomplishments. In 1842 a severe earthquake destroyed San Souci palace which was
never rebuilt. However, the massive mountaintop fort Citadelle located in the same area
survived the quake.
The structure of the Haitian society is a simple three-class model that includes three
categories: A relatively wealthy urban elite composed of some rich government officials,
French-speaking mulattoes, foreign entrepreneurs, and the catholic clergy living in villas,
large modern houses as well as in a few wooden gingerbread mansions; a tiny black middle
class living in big cement houses; and a massive lower class divided into the peasants living
in single-story or two-room shacks and the poor people living in urban shanty towns.
142 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
» Predict content
Being able to make predictions is important when reading. When you read, think about the
title, the illustrations that accompany the text and what you already know on the subject to
help you understand the text.
» Skimming
Skimming may be used to quickly identify the main ideas of a text. When you read the
newspaper, you usually do not read it word-by-word. People often skim when they have
lots of material to read in a short period of time. You might read the title, subtitles,
subheading, and illustrations. Read the first sentence of each paragraph when seeking for
specific information rather than reading for overall comprehension.
» Scanning
Scanning is often used when searching for key words or ideas. In most cases, you know
what you're looking for, so you're concentrating on finding a particular answer. Scanning
involves moving your eyes quickly down the page seeking specific words and phrases. This
technique is very useful to answer some specific comprehension questions on a foreign
language text. Once you've scanned the document, you might go back and skim it for a
deeper comprehension.
“ In the following activity, you will read a text on architecture and housing in Haiti. Apply
the techniques and use the strategies you learned to deal with the text.
C. Anvan ou li. This passage mentions different categories of people living in Haiti as well
as their housing. Before reading, scan the text to identify these categories. In what kind
ofhouse and neighborhood each category of people live? What are the names of some of
the cities, towns or agglomerations mentioned in the text? What do you know about
each agglomeration? Use this backgroung information to help you understand the text.
144 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Tankou nan tout peyi, gen plizyè kalite kay ann Ayiti. Kalite kay moun yo genyen
depann de ran sosyal yo ak kantite lajan yo gen nan, pòch yo. Gen twa klas sosyal ann
Ayiti. Gen gwo responsab gouvènman yo ansanm ak boujwa milat yo, klasmwayèn nan,
epi mas pèp la.
Gwo qdirijan ofisyèl yo, tankou prezidan peyi a pa egzanp, abite nan Palè nasyonal la ki
se yon bèl achitekti neyoklasik, Se achitèk Jòj Bosan ki te bati Palè nasyonal la nan vil
Pòtoprens nan lane 1918. Gen yon lòt palè nan zòn Nò peyi Dayiti yo rele Palè Sansousi.
Se Wa Anri Kristòf ki te fè bati l pou l te rete ak fanmi li. Wa a te fè konstwi gwo fò
Sitadèl Laferyè a nan menm zòn nan.
Klèje legliz katolik la ak kèk envestisè etranje abite nan vila tankou Vila Manrèz. 10
Genyen anpil ladan yo ki rete nan bèl kay estil djennjèbred. Kay sa yo chita kò yo nan
zòn Bwavèna, Tijo ak Kwadepre. Gen kèk boujwa ki viv nan zòn sa yo tou. Men pi fò
boujwa milat yo, se nan gwo kay chanmòt ki fèt an siman yo rete. Pou yo kab pa mele ak
mas pèp la, moun rich sa yo bati kay yo nan bèl katye rezidansyèl ki nan tèt mòn
Petyonvil, Boutilye ak Laboul.
Klas mwayèn ayisyèn nan tou piti. Moun sa yo se nan gwo kay beton yo rete. Ou 15
jwenn anpil nan kay beton sa yo sou wout Kafou, Laplenn, Kanapevè, Boudon ak Dèlma.
Gen kèk moun nan klas mwayèn nan ki abite nan katye popilè tou. konsa,
Lè yo konstwi
gwo kloti an mi pou separe kò yo de moun nan pèp la.
Mas pèp la, tout moun ap kouri pou li a, reprezante majorite peyi a. Se peyizan oswa 20
pwoletè yo ye. Peyizan yo abite andeyò nan yon seri de ti kay pay ki fèt an bwa oswa ak
labou. Pwoletè yo menm viv nan katye pòpilè ak bidonvil ki tou pre vil prensipal yo.
Moun sa yo bati vaykevay yon bann ti kay yon sèl pyès ki kouvri an tòl pou yo rete.
Frenand Léger, February 2010
Frenand Léger 145
D. Pandan w ap li. Find the English equivalent of the following Kreyòl words which are
bolded in the text. Match the two columns. The first answer is given as an example.
This activity is designed to help you understand the text.
a tankou a) clergy
plizyè b) peasant
depann de c) pocket
. ran sosyal d) social class
kantite e) middle class
pòch f) inthis case
. klas sosyal Q) gingerbread style
. responsab gouvènman h) proletarian
GoENJKIMSWE
« boujwa milat i) leaders
10. klas mwayèn j) like
11. mas pèp k) neoclassic architecture
12. dirijan l) several
13. achitekti neyoklasik m) depend on
14. bati, konstwi n) social rank
15. klèje 0) quantity
16. investisè p) haphazardly, unplanned
17. estil djennjèbred q) build
18. pi fò r) bourgeois mullato
19. Lè konsa s) aseries of
20. kloti an mi t) investor
21. separe kò u) wall fence
22. peyizan v) separate oneself
23. pwoletè w) most of, the majority of
24. yon seri de X) the masses
25. vaykevay y) government officials
Mn n n n n n n A kn
n A YA a Ya AA A A AA
146 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
E. Yon ti gramè. Identify the part of speech for each of the underlined words in the
following paragraph. As in the example, say whether they are noun, verb, adverb,
adjective, article etc.
Example: Tankou nan tout peyi, gen plizyè kalite kay ann Ayiti.
noun preposition
Klas mwayèn ayisyèn nan tou piti. Moun sa yo se nan gwo kay beton yo rete. Ou
jwenn anpil nan kay beton sa yo sou wout Kafou, Laplenn, Kanapevè, Boudon ak
Dèlma. Gen kèk moun nan klas mwayèn pan ki abite nan katye popilè tou. Lè
konsa, yo konstwi gwo kloti an mi pou separe kò yo de moun nan pèp la.
E. Lè ou fin reponn kesyon yo. Compare and discuss your answer with your classmates.
CHAPIT TWA
Bon tan! Move tan!
In this chapter, you will learn language materials and develop skills to talk about
clothing, the weather, natural disasters and to discuss ecological issues.
L Kouman n ap abiye?
Wozlò pral marye byento ak Filip. Moun yo pral fèl bèl maryaj. Lafanmi Petitòm ale nan
magazen Petyonvil pou achte rad ak soulye pou maryaj la epi yo tou pwofite achte lòt rad.
b
da pantalon fi kòsaj kostim
de beny Jo sentiwon linètfi — kilòt/pantalèt
Sss7i | $ X a
A
a)
Nap
se on krayat
AS linèt solèy
A
adivikal gason
p — SOUlye gason mant gaioèe de
ye W AA Los
Frenand Léger 149
koulè sa yo ye?
“ANNOU PRATIKE
A. CD 1-60 - Koute byen. Rad fi oswa rad gason? You will hear 10 statements about
clothing. Listen to each statement, and then indicate whether it is vrè or fo.
sm onoooo
asw oDonoo? Doooog
B. Ki koulè bagay sa yo ye? Match column one to column two as in the example provided.
e. Kirad sa ye? Match column one to column two as in the example provide below.
the
D. Ki etidyan ki mete rad sa yo? Look at your classmates and say who is wearing
following clothes today. Provide the name of'a classmate as in the example.
E. Kijan pou nou abiye? What do you normally wear for each of the following situations?
Answer with a complete sentence as in the example.
1. Pou ale benyen nan lanmè (beach). 6. Pou ale nan inivèsite a.
2. Pou ale fè espò tankou jwe baskètbòl. 7. Pou ale nan travay.
3. Pou ale nan restoran ak zanmi ou 8. Pou ale naje nan pisin.
4. Pou ale gade yon pyès teyat. 9. Pou ale dòmi nan chanm ou.
5. Pou ale fè eski nan nèj (snow). 10. Pou ale nan yon maryaj.
| F. Kirad etidyan yo mete jodi a? Look at your classmates and say what they are wearing
today. Provide the name of'a classmate, one piece of`cloth she/he is wearing and the
|
W
A | | color of that piece. Follow the example.
1. Granmoun nan gen cheve gri. - The old person has grey hair.
e. Fanm blanch lan rich. - The white woman is rich.
a. Fi nwa sa a bèl anpil. - This black woman is very pretty.
is definite or not.
;a Andre chwazi yon kostim mawon. - Andre has chosen a brown suit.
2. Kostim nan pa blan. - Ihesuitisnotwhite.
3. Fi a achete yon pòm. - .Ihewoman bought
an apple.
« Wozlò achte yon bèl wòb blan. - Wozlò bought a beautiful white dress.
« Andre pran yon kravat nwa. - Andre got a black tie,
Se yon chemiz blan pou ou mete. - You must wear q white shirt.
n.« Sonchemiz blan pou ou mete.
RON
- You must wear a white shirt.
154 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
« IThepluralformofthe
articles -The indefinite article is generrally omitted if the
noun is plural. The absence ofan article specifically indicates that the plural noun is
indefinite. Note that only nouns whose singular form is accompanied by the definite
article can be made plural. The plural marker is yo and it is placed after the noun.
ANNOU PRATIKE
J= A. CD 1-61 -Koute byen. You will hear 10 statements about clothing. Listen to each
statement, and then indicate whether you hear “definite” or “indefinite” nouns.
dentify the following clothing items using an indefinite article like in the example.
Change the underlined nouns in the following sentences to the plural form.
D. Konbyen ou genyen nan bagay sa yo? Answer to the following questions to talk about
your belongings.
ANNOU PRATIKE
“gi. A. CD 1-62 - Listen and repeat the following words with the consonant sound G.
G, g: gade, gagòt, garanti, ge, gen, gid, gita, glas, glise, global, gout, gòj, gwòg,
granmoun, grave, grenn, griye, dwòg, bag, blag, blage, magazen.
agi B. CD 1-63 -Yon ti dikte. Listen carefully and write down the missing words.
Annou Koute
“You will use what you have learned to understand the following recording describing
two clothing stores.
nvan ou koute. Imagine that someone in your family is getting married and you are
ooking for a store to buy clothes for the wedding. Think ofwhat you want to buy.
Par dan w ap koute. Chal is describing two clothing stores that he visited. Listen
arefully to what he is saying about each store.
2. Listen again to make sure that you checked all details that Chal mentioned.
Lè ou fin koute. Discuss the following questions in Kreyòl with your classmates.
3. Dapre deskripsyon Chal fè sou de magazen yo, èske fòk li ta ale nan premye a
oswa dezyèm nan? Poukisa?
4. E ou menm? Ki magazen ou ta chwazi? Poukisa?
158 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
` e
titi Lanèj ap tonbe. Gen glas atè a.
y
Lapli ap tonbe.
i Nou mete rad lejè oswa rad dekòlte tankou - Light clothes; open-necked
mayo, chòt ak bout kanson lè li fè cho anpil. cloth; short pants
Li fè fre nan mwa desanm ak janvye. Moun
- Sweater;
Kenskòf yo mete chanday.
Nan peyi Etazini oswa Kanada, moun yo mete gwo
— manto nan sezon ivè.
Nan sezon lapli, nou mete padesi oswa nou louvri
yon parapli sou tèt nou.
Lè solèy la klere anpil, nou kab mete chapo pay. - Straw hat.
160 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
di CD 1- 65 - DJALÒG
e Wozlò and Filip, her future husband, are talking about where to go for their
honeymoon depending on the weather. Listen to their conversation.
Wozlò: - Cheri. Ak move tan sa a, nou mèt bliye koze lindemyèl sou bato sa wi.
Filip: - Sanble sa wi! Lapli a pa janm rete epi loray ap gwonde byen fò.
Wozlò: - Oupatkoute meteyo nan radyo pou tande si gen move tan?
Filip: - Mpatfèsa non. Men, jan tan an ye la, nou pa ka monte lanmè non.
Wozlò: - Sesamta ditou! Alò, kisa n ap fè pou lindemyèl nou?
Filip: - Olye nou pran bato, annou kondui pou n al Okay tande!
Wozlò: - Mpata pran chans non ak lapli sa a! Wout la gendwa glise.
Filip: - Sevre wi! Epi gwo dlo ka desann vin bare wout la.
Wozlò: - Oupokojanm di m sa nap fè non.
Filip: - Ebyen! N ap fè lindemyèl nou nan otèl Montana.
Wozlò: - Nou pa gen lechwa non! Ann reziyen nou.
Filip: - Ou pa bezwen tris tande Cheri! M ap mennen w nan yon kwazyè
Bayamas mwa pwochen,
Wozlò: - Kwazyè Bayamas? Ak ki lajan? A! Gwo van ti lapli!
“«+ Enfòmasyon kiltirèl: Gwo van, ti lapli! This sentence is a very popular saying used in
Haiti. It means “All talk and no action.” At the end of the dialogue, Filip told Wozlò he
would take her on a cruise to The Bahamas. But Wozlò knows he cannot afford it. That
is why she said “Gwo van, ti lapli!” Haitian men like to impress women. They tend to
make great promises that they cannot keep because they do not have enough money.
Frenand Léger 161
: -66 - Koute byen. Bilten meteyo. Listen to the weather forecast and answer the
owing questions by ticking Vrè or Fo.
« |ke[4-1 “riQ
. Sesezon ivè
. Sezon prentan an ap koumanse 21 mas. Q
OD
3. Li fè 28 degre santigrad jodi vandredi a.
. Pagen vanjodi vandredi a.
5. Pap gen solèy nan peyi a nan samdi.
. Lap fè cho anpil nan samdi.
'. Fòk nou itlize parapli ak padesi nou nan samdi.
. Lapli pral tonbe tout jounen an nan dimanch.
9. Tanperati a ap varye ant 29 e 31 degre nan samdi.
10. Tan ap agreyab anpil nan dimanch. CELIROOUI
D-Cka,
LI.
B-£ A
DEOIETLJ
Sezon oswa kijan tan an ye? Match column one to column two as in the example.
tikalite rad nou mete nan sezon ak tan sa yo? What kind of clothes do you normally
vear in the following seasons and weather conditions?
Example: Se sezon ete; li fè cho. + Answer: M mete rad lejè tankou chòt ak mayo.
+ indefinite
Review of the article - Remember that the indefinite article yon
corresponds to the English indefinite article a/an and it always precedes the noun it
accompanies. It is used to refer to a noun that has not been previously identified or
mentioned.
|| =+ Thedefinite article - The Kreyòl definite article has five different forms: la/lan/ nan/
N. a/an/. All these forms roughly correspond to the English definite article “the”. Like in
| English, the Kreyòl definite article is used to refer to a previously mentioned noun.
| Consider these examples.
L - Wozlò achte yon bèl wòb blan. Wozlò boughta beautiful white dress.
W. - Kote wòb la? Where is the dress.
l
| || | The singular definite article “la” is used in the second sentence to indicate that the noun
Wi “wòb” has been identified earlier and is known by the listener.
l
: =+ The place and the forms of the definite article - While the definite article comes
before the noun in English, it comes after the noun in Kreyòl. Since the definite article
occurs after the noun, it varies according to the last segment of the noun or any wordit
|| follows.
|| 1. “la” occurs after non nasal consonants. Se liy la. This is the book.
l 2. “lan” occurs after non nasal consonants Se mont lan This is the watch.
|IL preceded by a nasal vowel.
l 3. “nan” occurs after non nasal consonants. Se machip nan. This is the car.
l 4. “a” occurs after oral vowels. Se tablo a. This is the board.
li 5. “an” occurs after nasal vowels. Se sentiwon an. This is the belt.
Frenand Léger 163
plural form of the definite article - Remember that only nouns whose singular
misaccompanied by the definite article can be made plural. All five singular forms of
a definite article change to yo when referring to plural nouns.
IGULAR PLURAL ENGLISH
ke liy la. Se liv yo. - These are the books.
4 Se mont lan Se mont yo. - These are the watches.
- Semachip nan. Se machin yo. - These are the cars.
Se tablo a. Se tablo yo. - These are the boards.
Se sentiwon an. Se sentiwon yo. - These are the belts.
YU PRATIKE
A. CD 1-67- Koute byen. You will hear 10 statements about clothing. Listen to each
` statement, and then indicate whether you hear “definite” or “indefinite” nouns.
engilye oswa Pliryèl? Indicate whether the underlined nouns in the following
entences are “singular” or “plural”.
C. Ki fonèm ki nan fen mo sa yo? Indicate the phonetic nature of the last sound segment
(s) of the following nouns. These segments are underlined. Then add the correct form of
the definite article to each of them.
Example 1: machin —+ Answer: The last segment is a nasal consonant: machin nan
Example 2: kaye $ Answer: The last segment is an oral vowel: kaye a
Example 3: dans — Answer: The last segment a non nasal consonant preceded by
a nasal vowel: dans lan
Example 4: dan — Answer: The last segment is a nasal vowel: dan an
Example 5: kay — Answer: The last segment is a non nasal consonant: kay la
| D. Fill in the blank with the correct singular form of the definite article.
1 pote plis presizyon! Make the nouns more specific by answering the following
tions with the correct form ofthe definite article. Follow the example.
yon / Repons— Ask questions with the two words provided. Ask a classmate the
Sstions.Your classmate must answer using the correct form of the singular definite
le according to the example.
( kabann
`dra/ 5. fè/planchèt
« Liv / etajè 6. chodyè/recho
». abajou / ti tab 7. bwòsdan/lavabo
!. òdinatè/biwo 8. chat/chèz
OU PRATIKE
A. CD 1-68- Listen and repeat the following words with the consonant sound J.
J.j: janm, janti, jipon, jip, jenn, plaj, pasaj, saj, sajès, raj, maj, manje, etranje, gòj |
166 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
2. C. CD 1-70 -Yon ti dikte. Listen carefully and write down the missing words. i
«+ Writing tips
Like in English, there are different types of letters for different situations. Depending on the
purpose of your letter and who you are writing it to, you may choose to write a formal or
an informal letter. Here are some tips when writing an informal letter in Kreyòl:
n ou ekri. Think about informal letters you have read or written in English.
ine that you live in a cold country like the USA or Canada and you have a friend
jho lives in Haiti. What are the differences between the weather and the seasons in
1e two countries.
inn ekri. Write an email or a letter to your friend in Haiti (minimum 15 sentences) in
h you describe the weather and the seasons where you live. Provide the following
rmation:
Lè ou fin ekri. Re-read your letter/email. Is there something else you want to add?
closely at your letter/email to check possible spelling and grammar mistakes.
e the necessary corrections according to the grading guide below. You may begin
Ir letter like this:
Jak monchè,
Kouman ou ye? E lafanmi? Depi lè m pati al Nouyòk la, m pa pran nouvèl ou menm.
Tònad
Inondasyon
Frenand Léger 169
. Nan lane 2004, siklòn Jan te touye In 2004, hurricane Jeanne killed 3000
twa mil moun ann Ayiti. people in Haiti.
ae Glismanntèren kab koze eboulman Landslides can cause rocks and earth to
wòch ak tè nan yon pant. fall down a slope.
3. Pa konn gen tònad nan peyi Dayiti. Generally, there are no tornadoes in Haiiti.
4. Vòlkan yo pa ann aktivite ann Ayiti. The Haitian volcanoes are not active.
5. Pajanm gen Sounami ann Ayiti. Haiti never experiences tsunamis.
6. Toujou gen anpil inondasyon nan vil There have been many flooads in the city of
Gonayiv. Gonaives.
7. Dife pa koze dega souvan ann Ayiti. Fires do not often cause damage in Haiiti.
` 8. Se debwazman ki lakòz sechrès ann Deforestation is the cause of drought in
Ayiti. Haiti.
9. Lagrèl pa tonbe souvan ann Ayiti. - Hailstones do not fall often in Haiti.
10. Tranblemanntè mayitid 7.2, ki te - The 7.2 magnitude earthquake, that hit
— frape Pòtoprens nan mwa janvye Port-au-Prince in January 2010, killed
2010 la, te touye 230 mil moun. 230,000 people.
11. Yon tanpèt pi piti pase yon siklòn. - Astorm is less powerful than a hurricane.
12. Se nan peyi fredi ki gen tanpètnèj. - Blizzards only happen in cold countries.
CD 1- 71 - DJALÒG
e Wòzlò is being interviewed at a radio station after the killer earthquake that hit
the capital of Haiti in January 2010. Listen to the interview.
Radio host: M gen Wòzlò Petitòm avèk mwen nan radyo a la. Li pral pale nou
de tranblemanntè 12 janvye a. Bonjou Wòzlò! Kijan ou ye jodi a?
M ap boule. E ou menm?
M pa pi mal! Èske ou ka di nou kote ou te ye e kisa ou t ap fè lè
tranblemanntè a te pase?
Lè tranblemanntè a, mwen t ap swiv yon kou nan fakilte
lengwistik la.
Radio host: Èske ou kab eksplike nou sa k te pase?
Wòzlò: Pandan pwofesè a t ap pale, tout bagay te tonbe sekwe epi tousuit
apre mi yo ak plafon klas la te tonbe sou nou.
Radio host: Èske te gen moun ki blese oswa mouri?
Wòzlò: Men wi! Pwofesè ak pifò etidyan yo mouri. Gen anpil lòt ki te blese.
Mwen menm, se Bondye ki sove m ki fè m pa mouri.
170 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
st; A. CD 1- 72 - Koute byen. Vrè oswa Fo? You will hear 10 statements about bad
weather and natural disasters. Listen and choose Vrè or Fo.
Vrè Fo Vrè Fo
de.L) DO 6. D D
2...0 D 7. D DI
3.7) DI 8£.D DO
4.0 `a 9o. O L
e 10.D LI
B. Ki katastwòf natirèl sa a? Match column one to column two as in the example.
Example: - 1. Siklòn — Answer: k) se gwo van sikilè ki vini ak lapli, loray ak zeklè.
Ann reponn kesyon! Your classmate is asking a lot of questions about natural
disasters. Answer with complete sentences.
A noun usually refers to a person, place, thing, event, substance, quality, or idea. Nouns
re divided into proper and common nouns.
ka. per Nouns - In Kreyòl, like English and most other languages that use the Latin
aMphabet proper nouns are usually capitalized. Proper nouns generally represent
que entities like (Jòj: Georges; Nouyòk: New-York). Proper nouns are written, like
other nouns, according to the Kreyòl orthography. Consider the following examples
in which proper nouns are underlined.
+ Common Nouns - In Kreyòl, like in English, common nouns are often accompanied by a
determiner. Consider the following examples in which common nouns are identified
with two lines.
« Nouns derived from trade marks - English speaking people tend to call all painkillers
“aspirin” or all tissues “kleenex”. Similarly, many trademarks, that are supposed to be
proper nouns, have become common nouns in Kreyòl. Here is a list ofthe most frequent
trademarks used as common nouns in Kreyòl.
=+ Singular
and plural nouns - In Kreyòl, if a noun is definite, it is pluralized by adding
“yo” after it. Ifit is indefinite, it has no plural marker; its plurality is clear from context.
Besides “yo”, other words such as anpil, kèk, yon bann, yon pakèt, plizyè are used
before the noun to indicate pluralization. Note that you must never add the letters “s” or
“es” to Kreyòl nouns to make them plural like you do in English.
Here is a partial list of words (nouns and adjectives) used to distinguish between male
and female.
1. Fanm/nonm - Woman/man
2. Tifi/ti gason - Girl/boy
. Sè/frè - Sister/brother
Kouzin /kouzen - Cousin/cousin
Manman/papa - Mother/father
Manbo/oungan - Female vodou priest/ male vodou priest
. Koutiryè/bòs tayè - Female dress maker/ male tailor
Chantèz/chantè - Female singer/male singer
. Basketè/basketèz - Male basket-ball player/female player
10.Ayisyèn/ayisyen a Female Haitian/male Haitian
11.Bayameyèn/bayameyen é Female Bahamian/male Bahamian
.2. Kanadyèn/kanadyen “ Female Canadian/male Canadian
13. Amerikèn /ameriken n Female American/male American
14. Femèl/mal - Female/male
15. Femèl kabrit/mal kabrit - Female goat/male goat
16. Manman poul /kòk - hen/roaster
« Wòzlò fèt Ayiti, li se Ayisyèn. - Wòzlò was born in Haiti; she is Haitian.
a. Chal se ayisyen tou. - Chal is Haitian as well.
» Fanm bayameyèn yo renmen danse. - Bahamian women like to dance.
+ Gason bayameyen yo renmen bwè byè. - Bahamian men like to drink beer.
174 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Non pwòp oswa non komen? Draw one line under the proper nouns and two lines
under the common nouns to identify them in the following sentences.
1. Dife pa koze dega souvan ann Ayiti. 7. Ti Manno te konn chante mizik
2. Toujou gen inondasyon Gonayiv. ayisyen.
3. Bòb Male te konn jwe mizik rege. 8. Televizyon an se pou Wozlò li ye.
4. Doktè Maten Litè Kinn te gen yonrèv. — 9. Siklòn nan ravaje vil Okay.
5. Obama se premye prezidan nwa 10. Tranblemanntè a fè anpil dega nan vil
ameriken. Pòtoprens.
6. Yo prale Pòtoprens mwa pwochen. 11. Lagrèl pa tonbe souvan ann Ayiti.
B. Sengilye oswa Pliryèl? Draw one line under singular nouns and two lines under plural
nouns in each ofthe following sentences.
, Jwenn non ak adjektif feminen yo. Provide the feminine form for each of the
following nouns which refer to male persons or animals.
1. Mari 9. Neve
2. Bòfrè 10. Volè
3. Bòpè 11. Travayè
4. Granpè 12. Parenn
5. Kouzen 13. Gason
6. Monnonk 14. Bòs tayè
7. Oungan 15. Mal kabrit
8. Kanadyen 16. Manman poul
Mete non yo opliryèl. Change the underlined segments into plural in the following
sentences. Pay attention to the article used with each noun before making the changes.
Ann fè yon ti konvèsasyon! - Answer the following questions using full sentences.
“k You learned that the consonant sound k is never silent like in English words such as
know or knee. You also learned that k is the only letter used in Kreyòl for the hard C
sound found in English words like card, cold, cup or for the k sound in words like kiss,
key or king.
ANNOU PRATIKE
si: A. CD 1-73- Listen and repeat the words with the consonant sound k.
K, k: katastwòf, kay, kèk, kenz, kilòt, kitèks, kodak, kòk, koken, kote,
kouchèt, kwoke, atmosferik, bourik, lengwistik, chiklèt, siklòn, vòlkan.
B. CD1-74-Yon ti dikte. Listen carefully and write down the missing words.
V. Annouli
Predict content
'ou learned that prediction is an important strategy in reading for comprehension. We can
edict the content of a newspaper article by analyzing information from its title and the
"st sentence of its first paragraph. Once we check its headline, we may decide whether or
itwe will read this article.
. Anvan ou li. Imagine that you have an assignment on recent natural disasters in Haiti.
You are in a library looking for documents on the subject. You ask a librarian and
she/he is helping you. The librarian helps you find Kreyòl newspapers that contain six
articles on the subject. What would be your first reaction to these articles?
Pandan ou ap li. Some of the following passages are titles and some are first sentences
of articles. Read each of them in order to determine which article you -will read
“depending on your specific topic.
C. Lè ou fin li. Now you have read all these items, answer the following questions in
English.
1. Three of the six articles are titles and three are first sentences. Identify them:
which ones are titles and which ones are first sentences?
2. Ifyour specific topic is “flooding in Haiti”, which article would you read?
yo Ifyour specific topic is “earhquake in Haiti”, which article would you read?
4. If your specific topic is “response of the international community after the
earthquake in Haiti”, which article would you read?
5. If your specific topic is “response of the international community after the
flooding”, which article would you read?
D. Lè ou fin reponn kesyon yo. Re-read your answers. Is there something else you
want to add or remove? Make the necessary corrections before sharing your
answers with your classmates.
Frenand Légèr 179
Pwoblèm debwazman
Jebwazman ka koze anpil pwoblèm nan lemonn. Poukisa moun koupe pyebwa e ki
voblèm sa kab koze?
180 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
«gi CD 2-1-DJALÒG
e Two Haitian peasants, Jozafa and Anatòl, who live close to the Pic Macaya National
Park in Southern Haiti, are talking about deforestation in their area. Listen to their
conversation.
Jozafa: -- M dakò Anatòl! Pyebwa itil vre paske lè w koupe yon pyebwa, ou
jwenn li pou ou boule, pou fè chabon, mèb ak anpil lòt bagay.
Anatòl: - Non konpè Jozafa ! Ou pa konprann. Se pa sa m vle di. Se pa lè ou koupe
Frenand Léger — 181
ANNOU PRATIKE
C. Ann fè yon ti konvèsasyon! - Your classmate is asking a lot of questions about natural
disasters. Answer with complete sentences.
Example: Èske moun koupe anpil pyebwa nan peyi ou? Poukisa?
Possible answer : Wi, nan peyi m, yo koupe anpil pyebwa pou fè chabon.
“# You learned that one of the five singular forms of the definite article or determiner is
“a” and the only form used for the plural is “yo”. The Kreyòl demonstrative determiner
is “sa”. It's always combined with the definite article forms “a” (sa a) for the singular or
“yo” (sa yo) for the plural. Note that the demonstrative determiners follow the noun in
Kreyòl.
# Asindicated in the examples above, “sa a” corresponds to both this/that and “sa yo”
corresponds to both these/those. However, in Kreyòl, there exists the forms “sila a”
and “sila yo” which can be translated in English by these/those as well as by that/this
one; these/those ones.
ANNOU PRATIKE
A. Kisa sa yo ye? Identify the following clothing items using the correct demonstrative
determiner like in the examples.
Examples
Sa a se yon mayo. Sa yo se rad. Sa a se yon
chanday.
Frenand Léger 185
B. Change the underlined singular elements in the following sentences to the plural.
1. Tranblemanntè
saa te vin pou touye Ayisyen.
2. Andre mete soulye
sa a.
3. Ti gason an mete slip sila a.
4. Saa se yon wòb.
5. Saa se kilòt la.
6. Li mete tenis sa anan pye l.
7. Chal mete sentiwon
an.
8. Chal chwazi bous
sa a.
9. Sa ase gwo van an,
10. Sa se yon siklòn.
C. Ann pote plis presizyon! Replace the definite or indefinite article of the underlined
nouns by the correct form of the demonstrative determiner.
“é M and N are both considered to be nasal consonants. You learned that in Kreyòl, the
nasal consonant M never substitutes for N before P and B as it does in English words
like ample, embassy, or womb.
186 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
# You also learned that N preceding a vowel is usually pronounced the same way as in
English. However, when N follows the oral vowels a, e, 0, it combines with them to form
the nasal vowels an, en, on which are pronounced as one single sound each like in van,
ven, and pon.
ANNOU PRATIKE
Si A. CD 2-3 - Listen and repeat the following words with the nasal consonant sounds
M and N.
f — a
ane, bann, bannann, janm, konn, lane, lanmou, machin, madanm, malad,
manm, mayo, mennaj, pan, siklòn, timoun vann, zanmann, manyen
si) B. CD2-4-Yon ti dikte. Listen carefully and write down the missing words.
B. Pandan w ap koute. You will listen to the recordings twice. The first time, try to grasp
the meaning of the entire materials. Identify the type of discourse for each recording as
well their purpose. The second time, listen for details so you can be ready to answer
some questions.
ak Some new words from the materials you are about to listen
€. Lèou fin koute. Work in groups of three or four to answer the following questions in
Kreyòl about the two recordings.
What is the genre of each the two selections? Justify your answer.
Suggest a title for each selection. Provide the titles in Kreyòl.
Ki dat epi ki kote gwo lapli a te tonbe?
Ki katastwòf natirèl gwo lapli a te koze nan anviwonman an?
Konbyen moun katastwòf natirèl sa yo te touye epi blese?
Ki reyaksyon moun yo apre sa k te pase a?
Kisa moun yo te reklame nan mouvman revandikasyon yo a.
n Ki kalite eksepsyonèl recho Bip Ti Cheri a genyen?
ga.
Sa
de
piye
yè
D. Lè ou fin reponn kesyon yo. Re-read your answers. Make the necessary corrections
before sharing your answers with your classmates.
o
rntka
kin
m iaen
188 Pawòl Lakay : Hait
ian-Creole Language
ana C,ulture for Begi
nner and Intermedia
te Learners
Dosye SOSyoekolo
jik
Ecological issues
in Haiti
Frenand Léger 189
genyen kat siklòn (Fay, Gustave, Hanna and Ike) ki ravaje Ayiti nan sèl lane 2008 la. 10
Dapre kèk espesialis nan meteyoloji, inondasyon ak lavalas ke siklòn sa yo te pote
a, te detwi 70 pousan tè danre abitan nan peyi a. Te genyen plis pase 8 pousan
popilasyon Ayiti a ki te afekte dirèkteman lè siklòn sa yo te frape a. Men, an
konparezon ak dega tranblemanntè 2010 la te koze, siklòn lane 2004 ansanm ak
2008 yo pa t anyen. Se kòm si siklòn yo se te twòkèt la epi tranblemanntè a se te
15
chay la.
Fenomèn debwazman an sanble ta responsab malè pèp ayisyen. Anpil savan kwè 35
ke se debwazman an ki responsab inondasyon, lavalas, ewozyon, ak lanmò anpil
espès bèt ak plant ki deja an danje pou disparèt. Nan kondisyon sa a, se pou leta
Ayisyen ansanm ak sosyete sivil la reflechi byen pou yo kab jwenn yon solisyon a
pwoblèm enviwoman nan peyi Dayiti.
€. Pandan w ap li. How would you translate the following sentences from the text into
English? Use the glossary of your textbook, your dictionnary and the strategies and
techiniques you learned to translate these sentences as accurately as possible.
D. Lè ou fin li. Work in groups of three or four to answer the following questions about
the text. Answer using the language in which each question is asked. Depending on the
question, you might need to skim or scan the text again to answer.
E. Lè oufin reponn kesyon yo. Re-read your answers. Is there something else you want
to add or remove? Make the necessary corrections before sharing your answers with
your classmates,
CHAPIT KAT
Lekòl, Travay ak Pwofesyon
In this chapter, you will learn language materials and develop skills to talk about
studies, university life, jobs and career plans. -
Adriyen gen katòz an. Li pral pase egzamen nevyèm ane fondamantal ane sa a. L ap pataje
eksperyans lekòl li ak nou.
= CD2-6-DJALÒG
e Klòch la sonnen pou rekreyasyon. Adriyen ak Jozèf, yon lòt elèv, chita nan lakou
lekòl la. Y ap pale sou sa k ap pase anndan lekòl la.
ANNOU PRATIKE
« lekòl pwofesyonèl/inivèsite
kou syans sosyal/ kou fizik
lekòl segondè/ lekòl primè
Kou literati ayisyèn /kou angle
ga
np
wo Direktè a/ sansè a
Frenand Léger — 197
B. Chwazi bon konsèy la. - Ou pral desann egzamen bakaloreya ane sa a. Pou ou kab
byen prepare, ou ap mande moun konsèy sou egzamen an. Kèk moun ba ou bon konsèy,
men gen lòt moun ki bay move konsèy tou. Fè yon tras anba bon konsèy yo menm jan ak
egzanp lan.
Nan lekòl la. Chwazi youn nan mo oswa ekspresyon ki kòrèk la pou konplete chak
grenn fraz sa yo ki anba a.
D. Ann fè yon ti konvèsasyon! - Gen yon elèv k ap poze ou anpil kesyon osijè de lekòl ou.
Fòk ou reponn kesyon yo kòm sa dwa.
+ You learned that Kreyòl uses (mwen, ou, li nou, yo), following a noun, to express
possession. (Mwen, ou, li nou, yo) or short forms (m, w, L n, y) are called possessive
adjectives.
« You also learned that the Kreyòl definite article varies according to the last segment of
the word it follows. Depending on the context, the Kreyòl definite article occurs in five
different forms (la, lan, nan, a, an).
+ Note that in the second Kreyòl sentence “Yo vòlè liv mwen an.”, there are two different
determinants: a possessive mwen which means my and a definite article an which
means the. It is impossible to translate literally this Kreyòl sentence into English. The
literal translation of this sentence into English would be “They stole my the book”
which makes no sense. This Kreyòl sentence cannot be translated literally into English
because this specific Kreyòl syntactic feature does not exist in English.
Frenand Léger —.199
k Note that in the second Kreyòl sentence “Se machin lia.”, the noun machin used for car
is more specific than that of the first sentence.
- You
learned that the plural form of the definite article is Yo. The plural form can also
— accompany the possessive,
«Note the English translation of the last two Kreyòl sentences “Men kaye yo.” Remember
that yo is the plural form for both the definite article and the possessive adjective. Thus,
yo does not occur twice one following another in the same sentence. For instance, the
following Kreyòl sentence “Men-kayeyoe.” is incorrect.
ANNOU PRATIKE
se. A. CD 2-7- Koute byen. Posesif ak atik defini oswa san atik defini? Ou pral tande
10 fraz. Kèk ladan yo gen atik defini apre adjektif posesif la; kèk lòt fraz pa gen
atik defini apre posesif la. Idantifye fraz sa yo.
B. Varyasyon nan atik defini an - Ajoute fòm kòrèk atik defini ki matche ak adjektif
posesif la nan fraz adwat yo. Swiv egzanp lan.
C. Ann pote plis presizyon! Ajoute atik defini kòrèk la nan chak fraz sa yo pou fè yo vin pi
espesifik. Fè atansyon ak fòm sengilye oswa pliryèl tankou nan egzanp yo.
Egzanp 1: Yo vòlè liv mwen (yon liv). — Yovòlè liv mwen an.
Egzanp 2: Yo vòlè liv mwen (plizyè liv). — Yo vòlè liv mwen yo.
Reponn kesyon yo tankou egzanp lan. Itilize adjektif posesif ki nan parantèz yo pou
reponn kesyon sa yo lojikman. Swiv egzanp lan.
` The (tch) is a double consonant which combines the t and the ch sounds. The (tch)
is pronounced like the (ch) in English words such as chair, charity, chance, check
etc. (tch) is a double consonant blend that occurs in one syllable. It appears in
Kreyòl words like match, tchaka, tchatcha, tchòtchòwè, tchèk, tcheke etc.
ANNOU PRATIKE
;. A. CD 2-8 - Listen and repeat the following words with the consonant sound ch.
CH, ch: cha, chaj, chaje, chan, chanm, chante, chita, cho, mechan, recho,
rechofe, douch, mouch, pouch, chich, klòch, pòch, ranch, manch
sik B. CD 2-9 - Listen and repeat the following words with the consonant sound tch.
TCH, tch: tchatcha, tchak, tchaka, tchake, tchala, tchèk, tcheke, tchòbòl,
tchouboum, tchoul, tchulutchutchu, antchouchout, kawotchou, klòtch
Ja D. CD 2-11-Yon ti dikte. Listen carefully and write down the missing words.
B. Pandan w ap koute. Listen to each student. Try to find out the name of the school, the
city and country where the school is located and the difficulties each student encounter
at their school. Write down the details for each student.
- Listen to each student again to verify that you have noted all important details.
€. Lèou fin koute. Work in group of three to answer the following questions in Kreyòl
using complete sentences. You might need to listen to each student again.
“ Enfòmasyon kiltirèl: Ninety percent of the higher education system in Haiti consists of
6,
private universities. There are more than thirty private universities in Haiti. Some of
them are: Université Quisqueya, Université Notre Dame, Université Adventiste d`Haiti,
and Université Caraibe. On the other hand, the State University of Haiti is the only
public university in Haiti. With more than thirteen thousand students and more than
twenty schools and faculties around the country, the State University of Haiti is the
most important higher education institution in the country. However, this university,
among other private universities, was damaged and almost completely destroyed in the
January 12, 2010 earthquakes. Several of Haiti's emerging skilled professionals and
professors died as a result ofthe earthquakes.
ANNOU PRATIKE
A. Ann dekri inivèsite nou. -Chwazi youn nan mo oswa ekpresyon ki an italik yo pou
konplete fraz yo. Se pou ou di verite. Swiv egzanp lan.
Egzanp: Inivèsite mwen gwo / piti/ bèl / lèd. — Repons: Inivèsite mwen bèl.
« Sou kanpis inivèsite a, genyen plizyè sal konferans/ yon sèl sal konferans.
. Biwo administrasyon inivèsite a bay bon sèvis/ move sèvis
. Nan laboratwa enfòmatik yo, gen anpil òdinatè/ pa gen ase òdinatè.
. Kafeteriya inivèsite a fè bon manje/ move manje.
Hm
OONOMBIUHSUWN
. Inivèsite a gen laboratwa enfòmatik/ pa gen laboratwa enfòmatik
10. Saldeklas inivèsite yo byen ekipe/ mal ekipe.
Frenand Léger 207
». Nan inivèsite a. Chwazi youn nan mo oswa ekspresyon ki kòrèk la pou konplete chak
grenn fraz sa yo ki anba a.
Ann reponn kesyon! Gen yon elèv k ap poze ou anpil kesyon sou inivèsite ou. Fòk ou
reponn kesyon yo kòmsadwa.
““ You already learned that the Kreyòl verb does not change to express different tenses,
moods and aspects. Instead, Kreyòl uses verb markers such as ap, te, pral etc.
+ The
conditional verb marker “ta” - To express the conditional or hypothetical
actions, place the conditional marker “ta” before the verb. “Ta” is used to express what
you would do in certain conditions, courtesy and wishes. It can also be used to soften a
command.
1. Mtamanje yon bon salad lanbi. I would eat a good conch salad.
2. Adriyen di li jwe
ta baskètbòl. Adriyen said he would play basket-ball
3. Msantim taal nan lanmè. Ifeel like going to the beach.
4. Mari pa tajanm fè move nòt. Mary would never have bad grades.
5. Mtarenmen ale ann Ayiti. I would like to go to Haiti.
6. Mtavle eseye kostim nwa sa a. 1 would like to try this black suit.
7. Ou taede m fè lesiv la? You could help me do the laundry?
8. Kisa outa fè? What would you do?
+ The usage of the conditional verb marker “ta” in “si” clauses - “Ta” may also be
used in hypothetical complex sentences with a “si” clause as in the following examples.
- Si mtegen lajan, m ta
ede Ayiti. If Ihad money, I would help Haiiti.
- Siltefè bon tan, m ta a]jwe boul. If the weather was good, I'd go play ball.
- Mtarich si mte konn sere lajan m. I would be rich if Isaved my money.
ANNOU PRATIKE
A. Kisa yo ta fè? Tankou egzanp lan, tradwi vèb angle ki nan parantèz la an kreyòl pou
konplete fraz yo.
Example: 1. Etidyan yo etidye chak jou, i) fè gwo nòt pou egzamen an.
Answer: Etidyan yo etidye chak jou; renmen
yo ta fè gwo nòt pou egzamen an.
“e Remember that the pronunciation of the Kreyòl (r) differs from the English (r). The
difference between Kreyòl (r) and the English (r) is caused by the location where the
sound of the letter (r) is made. The English (r) is pronounced by the front part of the
mouth while the Kreyòl (r) comes from the back of the throat. To achieve the Kreyòl (r)
sound, open your mouth and gargle the (r) sound.
ANNOU PRATIKE
A. CD2-14- Listen and repeat the following words with the consonant sound R.
«#èn` ' ! R,r: rad, rat, rale, ranch, ranje, rara, recho, repare, travay, lari, mari, |
Lafrans, tranch, louvri,
l
B. CD 2-15 - Listen and repeat the following words with the semi consonant sound W.
«i `— W,w: watè, wè, pwojè, awozwa, wouji, won, wont, wotè, woule, woulèt,
woulib, woulman, woulo, wouze, wouye,
D. CD 2-17 - R oswa W? Depending on the vowel that follows the missing letter or
whether or not you know the word, choose R or W to complete these words in the
« following sentences.
2. Li — etetoutpòtnankoteli etea.
—
CD 2-18 - Yon ti dikte. Listen carefully and write down the missing words.
IV. ` Annou li
=+ In the following activity, you are going to read Si m te, m ta... , an adaptation from an
original text by Serge Léger, a Haitian author who wrote several texts in Kreyòl on
many topics related to Haiti. Apply the techniques and use the strategies you learned to
deal with the text.
A. Anvan ou li. Scan the text to consider its form and content to prepare yourself for
comprehension. Try to identify the genre and type ofthe text by considering its format.
Pandan ou ap li. As you read, think about the following questions. Parts of the text are
repeated on purpose? Why? Whatis the text about? Who is speaking in the text?
A Annou li pi an detay. How would you translate the following sentences from the text
into English? Use the glossary of your textbook, your dictionnary and the strategies and
techniques you learned to translate these sentences as accurate as possible.
1. Simte, m ta...
2. Si m te avoka, m ta defann dwa tout moun ki pa jije dapre lalwa.
3. Si m te mizisyen, m ta konpoze yon senfoni lanmou ak libète.
4. Si m te Bondye, mwen ta bay Ayisyen limyè lespri sen m, pou y aprann renmen.
Frenand Léger — 213
SIMTE,M TA...
1 Simteavoka, m ta defann dwa Si m te powèt, mwen ta ekri ak di
Tout moun yo pa jije dapre lalwa. Bèl powèm k ap bèse w ak ilizyon.
M ta plede kòz dènye prizonye M ta fè w santi ou nan paradi
Kap mouri nan kacho penitansye. Pandan w nan grangou ak eksplwatasyon.
E. Lè ou fin reponn kesyon yo. Re-read your answers. Make the necessary corrections
before sharing your answers with your classmates.
214 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
PAN A VE
1. Konbyen kou ou pran ane sa a? - How many classes are you taking this year?
2. Map swiv kat kou sèlman. - I'm only taking four classes.
3. Kou biyoloji m ap swiv la difisil. - The biology class I am taking is difficult.
4. Kou chimi an pi fasil. - The chemistry class is easier.
5. Mparenmen kou jewografi a. - 1 don't like the geography class.
6. Nan ki pwogram ou enskri? - Imwhat program are you enrolled in?
7. Senan pwogram kontabilite amye. —- lamin the accounting program.
CD 2-20 - DYALÒG
e Mari ak Maksorèl rankontre ankò. Fwa sa a, y ap pale de pwogram etid ak kou y ap
swiv nan inivèsite yo. Annou koute.
ANNOU PRATIKE
A. Preferans - Poze etidyan ki chita bò kote ou kesyon sou sa li pi renmen nan inivèsite a.
Reponn dapre egzanp lan.
B. Nan lekòl la. Chwazi youn nan mo oswa ekspresyon sa yo pou konplete chak grenn fraz
sa yo ki anba a.
D. Ann fè yon ti konvèsasyon! - Gen yon elèv k ap poze ou anpil kesyon osijè de inivèsite
ou. Fòk ou reponn kesyon yo kòm sa dwa.
« Most European languages, in addition to verb tenses (which express time), have verb
moods (which indicate reality or possibility. For instance, the most common moods in
English are the indicative, the conditional, and the imperative. For instance, the
sentence “You eat your food.” is in the indicate mood because it indicates something.
However, the sentence “Eat your food.” does not indicate anything. This sentence is in
the imperative mood. Thus, it expresses an order.
sa` Reflexive verbs - In a sentence with a reflexive verb, the action expressed by the verb
is reflected back upon the subject. Reflexive actions are indicated in English by the use
of reflexive pronouns such as "myself, yourself him/herself" etc. An example of a
simple sentence using a reflexive verb is “Wozlò is lying to herself.” translated into
Kreyòl by "Wozlò ap bay tèt li manti." In that sentence Wozlò is both the subject (the
one lying) and the object (the person being lied to).
“tèt” and “kò” expressing reflexivity —- In contrast with English, Kreyòl does not have
a reflexive word of the type of -self/-selves. To express reflexivity, Kreyòl generally
uses the nouns “tèt” and “kò”.
ANNOU PRATIKE
A. CD 2-21 - Koute byen. Mòd enperatif oswa mòd endikatif? Ou pral tande 10 fraz.
Pay Kèk ladan yo nan mòd enperatif; kèk lòt nan mòd endikatif. Idantifye fraz sa yo lè w
; tande yo.
B. Annou bay lòd! Imajine ou se yon pwofesè lekòl epi ou ap bay etidyan nan klas ou lòd
ak konsèy. Itilize vèb an angle ki nan parantèz yo pou bay etidyan yo lòd ak konsèy. Fòk
ou tradwi vèb angle a an kreyòl menm jan ak egzanp lan ki anba a.
Example : avan egzamen an. (To study) — Answer: Etidye avan egzamen an.
1. chapit 3 ak 4 pou semenn pwochenn. (to review)
alè nan klas la. (to arrive)
liv kreyòl la avan nou vin nan kou. (to buy)
liv nou nan paj 12 ( to open)
tout bagay nan valiz nou pou n kab koumanse egzamen an. (to put)
kaye nou souple. (to close)
pale nan klas la. (to stop)
men nou avan nou poze kesyon. (to raise)
GENAYJSWHO
sa m ap di a. (to listen)
10. nan klas la jouk klòch la sonnen. (to stay)
Frenand Léger — 221
C. Bon jan konsèy - Itilize mo ki anba yo pou fòme yon fraz enperativ korèk. Fòk ou
toujou bay bon konsèy positiv menm jan ak egzanp yo ki anba a.
Annou fòme fraz refleksif! - Itilize yon pwonon refleksif kòrek pou kont li oswa “tèt”,
“kò” ansanm ak pwonon refleksif kòrek la pou fòme yon fraz ki fè sans ak mo anba yo.
Swiv ezanp yo ki anba.
Example 1: Andre - raze chak maten — Answer: Andre raze l chak maten.
Example 2: Fi a - touye yè swa — Answer: Fi a touye tèt liyè swa.
«ik: The consonant (s) is a very important sound for Kreyòl learners because it is found in a
great number of Kreyòl words and in all positions within these words. Note that the
sound (s) is never spelled with the letter (c) like in English words peace, piece, or cell.
“# Although the consonant (z) does not occur in Kreyòl as frequently as (s), it is important
to practice it because it differs from the English sound (z). While the Kreyòl sound (Z) is
always pronounced and spelled the same way in all contexts, the English (Z) is
pronounced three different ways and spelled in a large variety of ways. Note that the
Kreyòl consonant (z) is never written with (s) as in English words like nose and knows.
It's never paired like in pizza or mozzarella.
ANNOU PRATIKE
me A. CD 2-22 - Listen and repeat the following words with the consonant sound S.
S, s: anons, atlas, bas, brase, chase, danse, efase, espò, fasil, glise, grimas,
isit, karese, lamès, oprese, pase, ranse, sak, siveye, sonje, twouse, vis, voras
« B. CD 2-23 - Listen and repeat the following words with the consonant sound Z.
Z,z: alèz, Azaka, azizwèl, baz, baze, chèz, douz, fizi, gaz, izin, kwizin, lozanj,
nyèz, onz, pwazon, razwa, sizo, trèz, vaz, zam, zanj, zanmi, zonbi, zòrey
È
w
D. CD 2-25 -Soswa Z? One letter is missing in the following words. Choose (s) or (Z)
to complete these words in the following sentences.
E. CD 2-26 -Yon ti dikte. Listen carefully and write down the missing words in the
following sentences.
+ Writing tips
You learned that there are different types of letters for different situations. You already
learned some tips on how to write informal letters in Kreyòl. Now you will learn about
formal letters.
A. Anvan ou ekri. Think about formal letter you have already read or written in English.
Imagine that you are applying for a scholarship to study at the State University of Haiti
for a year.
pe
Pwofesyon liberal yo
achitèk architect enjenyè engineer
agwonòm agronomist jounalis journalist
atis artist kontab accountant
avoka lawyer doktè/medsen physician, doctor
bankye banker pastè/ pè pastor/priest
bibliyotekè librarian pwofesè professor/teacher
doktè doctor sikològ psychologist
edikatè educator sikyat psychiatrist
ekriven writer veterinè veterinarian
226 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
a Metye teknik yo
1. Achitèk bezwen papye; kreyon ak Architects need paper; pencil and computer
pwogram enfòmatik pou fè makèt epi programs to create design and make
desinen plan kay. construction drawings.
2. Ekriven bezwen plim ak papye, oswa Writers need pens and paper or computers
òdinatè pou ekri liv. to write books.
3. Kontab bezwen kalkilatris pou konte Accountants need calculators to count
lajan. money.
4. Medsen/doktè bezwen estetoskòp Physicians need stethoscopes for listening
pou koute son nan kò moun. to body sounds.
5. Pastè ak pè bezwen bib la pou preche Pastors and priests need the bible to preach
pawòl Bondye a. the words of God.
6. Bòs mason bezwen pèl, bourèt, ak Masons need shovels, wheelbarrows and
nechèl pou bati kay. ladders to built houses.
7. Bòs tayè sèvi ak sizo, machin akoud, Tailors use scissors, sewing machines,
zegwi ak fil pou fè rad. needle and thread to make clothes.
8. Ebenis itilize rabo, goyin ak mato pou Cabinet maker use planers, saws and
fè mèb an bwa. harmers to make wooden furniture.
9. Yon fotograf pa kab travay san yon A photographer cannot work without a
aparèy foto. camera.
10. Mekanisyen an bezwen kle, pens grip The mechanic needs wrenches, vise grips
ak tounvis pou ranje machin. and screwdrivers to repair cars.
11. Polisye bezwen zam, baton ak gaz Police officers need guns, sticks and tear
lakrimojèn pou konbat kriminèl. gas to counter criminals.
Frenand Léger 227
CD 2-27 -DJALÒG
e Monik ak Filip, de elèv nan lekòl segondè a ap pale de pwofesyon yo ta renmen fè. Annou
koute.
“” Enfòmasyon kiltirèl: The State University of Haiti, the only public and the most
important higher education institution in the country, does not train enough qualified
professionals since it can only offer courses to thirteen thousand students. The worst is
that most of Haiti's university graduates leave the country as quickly as they can. Every
year, Haiti loses thousands of well-educated persons, professionals and its most
talented young people to emigration. The already chaotic situation became worse in
January 2010 since a large number of professors, professionals and students fled Haiti
after the earthquake, increasing brain-drain of skilled and well qualified persons.
228 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
“= A. CD 2-28 - Koute byen. Se yon pwofesyon liberal oswa yon metye teknik? Ou
pral tande douz fraz. Gen kèk ladan yo ki pale sou pwofesyon liberal. Gen lòt se
de metye teknik yo pale. Koute byen epi chwazi sa w tande a.
B. Pwofesyon ak metye - Pou chak definisyon nan premye kolonn nan, jwenn pwofesyon
oswa metye ki matche ak li nan dezyèm kolonn nan.
D. Ki zouti oswa ki enstriman? - Devine ki zouti oswa ki enstriman. Pa bliye ekri atik
defini kòrèk ki mache ak chak non zouti oswa enstriman. Swiv egzanp lan ki anba a.
Egzanp : Bòs ebenis la bezwen fè kèk chèz. — Answer: Li bezwen mato, goyin ak rabo.
Lè yon etidyan enskri nan fakilte dwa, se paske li vle vin yon pou l kab defann
dwa akize nan . Men, si etidyan sa a ta renmen nan lopital pou 1 kab
epi fè operasyon, se nan fakilte pou li enskri. Se pa tout moun ki kab
aprann pwofesyon liberal. Se sa k fè, gen moun se tankou ebenis ak mekanisyen
yo aprann. Si yon moun ta vle konn ranje kouran, se pou li aprann. Men, si moun
sa se rad li ta renmen konn koud, se pou l al aprann.
+ Making polite requests and Softening commands - You learned how to use the
imperative to express orders, commands, and to make requests. You can also use the
conditional to soften commands and to make a request in a more polite way.
ak Expressing obligation and prohibition - To express strong obligation, you may use
the verbal expressions fòk/fò; se pou which mean (to have to, must). To express
prohibition or to ask someone not to do something and to express warnings, you may
use the verbal expression pinga which means (don't!). In contrast with fòk/fò and se
pou, the verbal expression pinga only has a negative meaning. Note that these verbal
expressions always precede their subject. Consider the following examples.
ANNOU PRATIKE
A. Ann bay lòd nan yon fason janti! - The following statements are too harsh. Soften
them up by using the appropriate format as in the example provided.
Example: Ede m netwaye kay la. — Answer: Ou ta ede m netwaye kay la.
1. Fè travay yo pi souvan.
2. Etidye lesson w!
3. Pa fimen la!
4. Dòmi pi bonè.
5. Vin isit!
6. Pinga ou monte bisiklèt la.
232 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. PINGA! - Indicate whether “pinga” is used in the following sentences to tell someone to
watch out or tell someone not to do something.
Example 1: Pinga ou vin lakay mwen. + Answer: Telling someone not to do something.
Example 2: Pinga ou tonbe non. — Answer: Telling someone to be careful.
C. Fòk oswa Pinga? - Depending on the meaning of each statement, use fòk or pinga to
express an obligation or a prohibition. Follow the example.
Example: M ap kouri nan mitan lari a. + Answer: Pinga ou kouri nan mitan lari a.
M ap fimen tabak.
. Lap fè twalèt li pou l al lekòl.
Y ap bwè wonm Babankou.
. N ap travay matematik.
M ap etidye leson m.
Y ap goumen nan klas.
L ap lave machin nan.
EH
PNIASW
Y ap pale anpil nan klas la.
Frenand Léger 233
D. Sa pou nou fè - Children's parents are telling them what they can and cannot do. Use
fòk/fò; se pou or pinga depending on the meaning of each statement.
Example: Leve bonè pou n al lekòl. — Answer: Fòk nou leve bonè pou n al lekòl.
«k Remember that, in contrast with English, the same letter is always used for the same
sound in all contexts. Similarly, a sound is always represented by the same letter in
all contexts. Therefore, the Kreyòl consonant (td) is always written and pronounced
like the T in the English words tape, tired, or testing. Also remember the letter (t) is
never paired like in battle or little.
ANNOU PRATIKE
«: A. CD 2-29 - Listen and repeat the following words with the consonant sound T.
T, t aksepte, atansyon, atire, bat, bonte, chat, chante, dat, ete, etale, fanatik,
fent, gate, itil, janti, kite, lite, monte, natasyon, nuit, otan, pwent, rate, tòti,
tap, travay, tande, tonton, vote, watè
«i B. CD 2-30 -Yon ti dikte. Listen carefully and write down the entire sentences.
You will use what you have learned to write a dialogue between you and a partner talking
about your studies and professional life. After writing the dialogue, act it out with your
partner in front of the class.
A. Anvan ou pale. Imagine that you are in your thirties. You come across an old friend
that you had long time ago when you were in high school. Since then, you both got your
college degrees and found a job. You are talking to each other about your studies and
professional achievements. Work with a partner to prepare the dialogue which must
include the following information.
v' Talk about your college studies (degree, program, major, minor)
Y” Describe your job (talk about your boss and colleagues)
v' Talk about advantages and disadvantages of the job.
B. Lè ou fin ekri djalòg la. After writing down the dialogue, you must practice saying it
aloud with your partner. Practice until you feel comfortable saying your part without
hesitation.
€. Lè ou fin pratike. After practicing with your partner, act out the dialogue in front of the
class.
Frenand Léger 235
Dosye sosyokiltirèl
When Haiti became an independent country in 1804, Haiti's postcolonial leaders created an
education system modeled on the French system. This system followed a classical curriculum,
emphasizing the study of literature and philosophy. No significant change was made in the
national curriculum until the end of the 70s.
In 1979, the Ministry of Education undertook a major education reform known as the Bernard
reform. One of the main objectives of the Bernard reform was to promote Kreyòl as the
official language of instruction in order to meet the linguistic needs of the majority of Haitian
Students.
Ma ti i Midi sd
éti.
NE e L a
Because of a number of socio-economic reasons, the Bernard reform failed. The reform has
been only partly successful, and much of the old system of education remains in place
236 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
throughout the country. In fact, the structure of the school system and the national
curriculum, set by the state, are not the same in all schools. Many privately run schools,
modeled on the French and American school systems, do not operate in accordance with the
system prescribed by the state. The Ministry of education cannot fully complete its tasks of
managing and supervising the education system. As a result the Haitian school system is not
as uniform as itisin other countries.
“ou |
MEN CEnrcovinnenan
sè fin at er yè
“# You will read information from a chart that presents the structure of the education
system of Haiti. The following chart presents the organizational structure of the Haitian
educational system as prescribed by the state. It consists of a primary level of 9 years
divided into three parts (4+2+3); a secondary level of 4 years leading to the Haitian
high school diploma called baccalauréat; and a higher education level of variable
duration (3 to 5 years for the licence or bachelor's degree), 2 years for the masters and
6 to 7 years for the doctorate.
sé You will use the information from the chart to write a short description of the Haitian
education system.
A. Anvan ou li. Think about the sociolinguistic situation of Haiti. What language is used in
Haiti for formal and written communication? Which language is used on the school
signs you see on the pictures above?
B. Pandan w ap li. Many words in the chart are cognates. These words look the same,
have similar spelling and meaning in the language used in the chart and English. Make a
list ofall these words and translate them into English.
Frenand Léger — 237
' 4 Li
Pwofesyonèl
Lekòl
sanespesyalize
ORIENTATION
jènnan
granmoun
yo
jèn1 sant
es
pwofesyonèl
pwofesyonèl
Fòmasyon
|Famasyon
CYELE
lilè
n]
—N
BASE
EDUCATION
DE
lè
leret
CYCLES
«—
€. Lèou fin li. Work in group of three or four to answer the following questions about the
chart. Answer in Kreyòl.
1. Nan ki lekòl pou timoun nan ale avan li rantre nan lekòl fondamantal?
2. Konbyen nivo ki genyen nan lekòl nan lekòl fondamantal la?
3. Ki laj yon elèv dwe genyen pou rantre nan lekòl fondamantal?
4. A Ki laj yon elèv ta dwe fini lekòl fondamantal?
5. Konbyen nivo ki genyen nan lekòl segondè yo?
6. Ki opsyon elèv yo genyen lè yo fini lekòl fondamantal?
7. Ki lekòl segondè yon elèv dwe chwazi si l pa vle al nan egzamen Bakaloreya?
8. Èske elèv yo oblije al nan inivèsite lè yo fini lekòl segondè klasik? Poukisa?
238 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
D. Lè ou fin reponn kesyon yo. - When you finish answering the questions, use your
answers to write a (minimum of 20 sentences) well-organized description of the
education system of Haiti in Kreyòl. Write at least four paragraphs: Introduction and
conclusion; one paragraph to describe the fundamental school and another one to
describe the secondary school.
E. Lè ou fin ekri. Re-read your description. Is there something else you want to add? Look
closely at your text to check for possible spelling and grammar mistakes. Make the
necessary corrections according to the grading guide below.
.Total: a l
!Organization: (coherence and
unity) Ki LÈ mè é i
..Content: (qualityand quantity) Lo SE W ta ATI ATAN l Z-15-1
. Mechanics (grammar and punctuation) 5 1.85. «TASIFY #wEN tl Z-A5-i
LOriginality sere 5 po ras
e p4asp ss a5]. 2:15-1
CHAPIT SENK
Vakans lan rive, plezi gaye!
In this chapter, you will learn language materials and develop skills to talk about
vacation trips, road traffic, hobbies, cultural events and activities.
Vakans ete rive. Elèv yo pral an vakans andeyò ak nan lòt peyi. Kisa yo pral fè andeyò?
M pral mache nan mòn. M pral benyen sou yon plaj. M pral jwe foutbòl.
EL SE
M pral nan bal. M ava
banchoche nèt. M pral aprann jwe gita. M pral nan teyat ak sinema.
+ Itilize mo ak ekspresyon sa yo pou pale sou aktivite ou fè pandan vakans
Frenand Légèr 24]
CD 2-31 - DJALÒG
£ e Deelèv, Mara ak Sofia, ap pale sou aktivite yo pral fè pandan vakans ete a. koute byen.
“» Enfòmasyon kiltirèl Since most of the best schools as well as universities are
centralized in Port-au-Prince, students from country areas generally leave their family
to go to school in Port-au-Prince. These students usually go back to their home town for
the long summer vacation. Some wealthy urban students also go to the countryside,
where their parents have a vacation house. Others travel abroad during their summer
vacation.
ANNOU PRATIKE
B. Pandan vakans lan - Chwazi youn nan mo oswa ekspresyon ki kòrèk la pou konplete
chak grenn fraz sa yo ki anba a.
Fè espò - sit istorik - bèl peyizaj - tan lib - koute- detann - al danse -
peche - naje -fè jaden - li- detann - fè piknik
-€. Ann reponn kesyon! Gen yon moun k ap poze ou anpil kesyon osijè de aktivite ou konn
fè lè ou an vakans. Fòk ou reponn kesyon yo menm jan ak egzanp lan.
+ Aspectual verbs: fèk/fenk, sot/sòt, and apèn/apenn - Aspectual verbs fèk and its
variant fenk, sot and its variant sòt, and apèn and its variant apenn are used to
indicate that the action expressed by the main verb is recently completed. Note that
fèk/fenk and sot are sometime used together. Check the following examples in which
the aspectual verb is underlined with two lines.
+ Aspect
verb:
ualkonn- The aspectual verb konn is used to indicate that the action
expressed by the main verb is habitual or repeated in the past. Note that konn also
means to know how to do something. Check the following examples in which the
aspectual verb is underlined with two lines.
1. Jak te konn jwe foutbòl lontan. - Jak used to play soccer a long time ago.
2. Lite konn fè espò chak jou. - He used to exercice everyday.
3. Jak konn leve bonè. - Jak usually gets up early.
4. Jak konn jwe foutbòl. - Jak can play soccer,
Frenand Léger — 245
ak Aspect Main verbs - Some aspectual verbs like tonbe, pran, sot/sòt
verbs and ual
and konn also function as main verbs. When they function as main verbs, they are not
followed by another verb. Check the following examples in which the aspectual verbs
are underlined with two lines and the main verbs with one.
ANNOU PRATIKE
E A. CD 2-32- Koute byen. Which variant: fèk or fenk, sot or sòt, apèn or apenn?
Your instructor will read only one sentence in each of the following pairs of
sentences. Listen carefully and indicate whether you hear the first sentence or the
second one.
B. VÈB ASPEKTYÈL OSWA VÈB PRENSIPAL? The following sentences contain tonbe,
pran, sot/sòt and konn. Indicate whether they are used as aspectual verbs or main
verbs. As in the examples provided below, draw two lines under these verbs when they
are used as aspectual verbs and one line when they are used as main verbs.
1. Nou fèk sot lavil. 6. Misye tonbe danse lè l tande djaz la.
2. Marisòtlave rad yo. 7. Nou fenk sot manje yon bon diri ak pwa.
3. Wòzlò te konn dòmi ta. 8. Bòn nan fèk netwaye kay la.
4. Mari konn Pòtoprens byen. 9. Elèv yo konn rantre bonè.
5. Jidèks pa janm tonbe lè l ap jwe. 10. Jaki sot nan travay bonè.
€. Vèb aspektyèl: konn - Use the aspectual verb konn to say what you used to do when
you were younger. You must say something opposite in meaning as in the examples
below.
Egzanp 1: Kounye a, m leve bonè. Men, lontan, m... » Repons: te konn leve ta.
Egzanp 2: Kounye a, m pa kouri vit. Men, lontan, m.... — Repons: te konn kouri vit.
D. Vèb aspektyèl: tonbe ak pran - Chwazi ekpresyon ki pi lojik la pou konplete fraz sa yo
ki anba a. Swiv egzanp lan.
tonbe ekri — pran kouri - tonbe danse - pran pase - tonbe chante- tonberi -
pran tonbe —- tonbe kriye - pran manje - tonbe dòmi —- pran pale
Egzanp: Lè yo tande mizik la, yo . Repons: Lè yo tande mizik la, yo tonbe danse.
Animatè a bay yon blag ki fè yo :
Elèv la nan pinisyon, li
Lè nèg la wè li an reta, li è
Lè yo pote diri a, moun yo tousuit.
Loray gwonde epi lapli lè siklòn nan.
. Kou Mari monte kabann nan, li i
. Manmanm lè m reponn telefòn nan.
. Lè mayestwo a bay siyal la, koral la
VLoEONBYJSWOEHE
. Li ..—— lèyobalplimnan.
10. Yo kou rad yo fin lave.
Egzanp 1: Èske Adriyen etidye deja? . Repons: Wi, lifèk sot etidye.
Egzanp 2: Èske elèv yo fin fè devwa a? .Repons: Wi, yo apenn fin fè l.
«“ When Gappears right after N in final position in English words like relaxing, testing, or
feeling, the N and the G /ng/ make one single sound /n/. The /ng/ /n/ sound does
occur often in Kreyòl. It appears only in a few Kreyòl words like lang and kong and in a
few words that have been borrowed from English like filing (feeling) and pingpong
(ping-pong).
ANNOU PRATIKE
«ti A. CD 2-33 - Listen and repeat the following words with the consonant sound NG.
NG, ng: beng, bing, bingbang, bong, bwenzeng, deng, dingdong, filing, gang,
king, kong, lang, mang, peng, pingpong, zeng, zing, zong, zwing
«Li B. CD 2-34 -Yon ti dikte. Listen carefully and write down the entire sentences.
A. Anvan ou koute. You are planning your next summer vacation. You have two options:
you have the choice of spending your summer in a big city like New-York or spending
your summer in a small country town in the Midwest. Make two lists: one in which you
listthe kind of activities you would do in a big city and another one in which you list the
kind of'activities you would do in a small country town.
Frenand Léger — 249
B. Pandan w ap koute. A man is talking about different activities he and his wife did
during their last summer vacation in New-York as well as activities they are planning to
do during their next summer vacation in Bloomington, a small town in the Midwest.
Listen carefully to what he is saying about each situation.
1. Indicate what the couple did in each place by ticking at the appropriate space. The
first two answers are provided as examples.
| NEW-YORK BLOOMINGTON
vizite sitistorikaktouristik — | V |
al peche pwason nan lak | N |
Pran anpil plezi |
banboche nèt ale | |
gade bèl peyizaj | |
gade yon pyès teyat | |
fè piknik epi detann | |
ale nan bal pou danse | | |
jwe basketbòl | |
manje nan restoran |
2. Listen again to verify that you have ticked all details mentioned.
« Lè ou fin koute. Answer the following questions in Kreyòl in groups of three or four
students. Your answers must be based on what Jan said.
1. Ki sit istorik moun yo te vizite nan vil Nouyòk.
Ki mwayen transpò yo te itilize pou ale sou zile a?
Kisa yo te fè nan apremidi?
Ki kote yo te al danse bal la?
Kilè moun yo prevwa ale an vakans Boumingtonn?
Kisa yo va fè pou yo kab ale peche pwason.
Kisa madanm nèg la va fè kòm ativite nan Bloumington? Poukisa?
PENBPJSWEO
Kisa nèg la va fè nan inivèsite a?
250 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Se vakans, Sofya ak fanmi l ap kondwi prale Jeremi. Yo jwenn kèk pwoblèm sou wout la.
ak Kapo machin nan leve. Annou gade ki pyès ki gen anba kapo a.
Do machin nan
=——`O Limyè
devan
Defans
Defans dèyè Kawoutchou
devan
252 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
- ANNOU PRATIKE
A. Wete sa k depaman an. - Fè yon tras sou mo ki pa matche ak lòt mo nan lis sa yo. Swiv
egzanp la.
Egzanp: mete van, mete luil, mete-vitès, mete gaz, mete dlo
B. Machin ak sikilasyon - Sèvi ak youn nan mo oswa ekspresyon ki anba yo pou konplete
fraz sa yo. Se pou ou itilize chak mo oswa ekspresyon yon sèl fwa.
pyès machin - machin de kous - fren - ba lgaz - enfraksyon - akseleratè -
limyè wouj -woule dousman — wout tè - pano siyalizasyon - chanje vitès
C. Respekte lwa sikilasyon yo! - Ou se yon bon chofè ki respekte lwa sikilasyon yo.
Chwazi youn nan de fraz anba yo pou w kab di sa ou ta prefere fè nan chak sitiyasyon sa
yo. Ekri yon fraz konplè menm jan ak egzanp lan.
Kolòn I Kolòn II
1. polisye a) Li konn ranje machin
2. fren b) Se pou toujou tache yo lè w ap kondwi.
3. mekanisyen c) Se pou ou toujou mete sa nan tank machin ou.
4. senti sekirite d) Ou dwe kanpe pou li; Ou pa gen dwa pran l.
5. lisans e) Ou pa gen dwa sonnen yo nan zòn lopital.
6. gaz f) Sepou ou toujou rale li lè ou pakin machin ou.
7. Limyè wouj g) Se moun k ap mache a pye nan lari a.
8. klaksòn h) Itilize yo si ou vle ralanti oswa kanpe machin ou.
9. frenamen i) Likonn bay kontravansyon
10. pyeton j) Se dokiman ofisyèl ki fè ou gen dwa kondwi.
k) Se pou ou toujou gade lè w ap double.
E. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
+ What
modal is a verb? - Similar to an aspectual verb, a modal verb is a type of
auxiliary verb. It modifies the action expressed by a main verb. Like in English, modal
verbs are generally used to express necessity and ability. They are also used to make
requests and give permission.
+ Modal verb: mèt and gen dwa - Like ka/kab/kapab, the modal verbs mèt and gen
dwa are used to make requests, ask for and give permission. Note that in contrast with
ka/kab/kapab, the model verbs mèt and gen dwa do not express ability.
1. Èske m gen dwa vire agoch la a? - Dol have the right to turn left here?
2. Ou pa gen dwa fè sa a. - You don't have the right to do that.
| 3. Èske elèv yo mèt chita? - May the students sit down?
| 4. Wi, yo mèt chita. - Yes, they may sit doun.
| + Modalverdwe
b: - You have already learned how to express strong obligation by using
the verbal expressions fòk/fò and se pou which mean (to have to, or must). The modal
verb dwe is also used to express probability, obligation or necessity. Note that in
contrast with fòk/fò and se pou, the model verb dwe always follows its subject.
1. Valiz Adriyen la, li dwe la tou. - Adriyen's bag is here ;he must be here too.
2. Tout chofè dwe tache senti yo. - All drivers must buckle their seat belt.
3. Ou dwe kanpe pou limyè wouj. - You must stop at red lights.
4. Polisye pa dwe fè abi pouvwa. - Police officers must not abuse their power.
Frenand Léger —257
ANNOU PRATIKE
A. Vèb modal: ka/kab/kapab —- The modal verb ka/kab/kapab is used in the following
five ways: to express uncertain future; to show ability; to ask for and to give permission;
to make requests; and to express possibility. Look at the way ka/kab/kapab is used in
the following sentences and decide in which of the above ways (1- 5) it is being used.
Follow the example below.
Example: Nèg sa a gen lontan l ap jwe loto; li ka genyen yon jou. (Uncertain future)
1. Mekanisyen an kapab repare machin nan.
2. Èske m ka al nan sinema avè w?
3. Nou ka ale nan bal pita si Dye vle.
4. Èske ou kab bese volim radyo a souple?
5. Men wi monchè, ou ka al nan sinema avè m.
6. Jak soti lontan; li ka tounen talè konsa.
. Di sa ou gen dwa fè ak sa ou pa gen dwa fè. - Sèvi ak youn nan de vèb modal sa yo
(ka/kab/kapab, gen dwa) pou di sa ou gen dwa fè ak sa ou pa gen dwa fè dapre lwa
sikilasyon yo. Ekri yon fraz konplè menm jan ak egzanp sa yo.
Egzanp 1: Ale sou limyè vèt. » Repons: Mwen gen dwa /ka ale sou limyè vèt.
Egzanp 2: Fè eksèdvitès. — Repons: Mwen pa gen dwa /ka fè eksèdvitès.
1. Woule dapre vitès limit la. 6. Fèvitès nan mitan vil la.
2. Double nan tinèl ak soupon. — 7. Detache senti w lè ou p ap kondwi.
3. Pakin nan lakou lakay ou. 8. Pakin nan mitan lari a.
4. Boule limyè wouj. 9. Mande eksplikasyon lè ou pran kontravansyon.
5. Klaksonnen yon lòt machin. 10. Double machin san gade.
- Say what you may do and what you must do. - Imagine that you are teaching
someone how to drive. Use (mèt or dwe) to tell her/him what she/he may do and what
she/he must do according to the traffic laws. Write a complete sentence as in the
following examples.
Example 1: Rete pou limyè wouj. — Repons: Ou dwe rete pou limyè wouj.
Example 2: Detache senti w lè w rive. — Repons: Ou mèt detache senti w lè w rive,
D. Vèb modal yo - Chwazi youn nan de vèb modal sa yo pou konplete fraz sa yo. Se pou
ou chwazi vèb modal ki pi lojik la menm jan ak egzanp lan.
II. The front vowel /u/ and the semivowel /w/ before /i/
+ You have already learned that the front vowel /u/ can be combined with the vowel /i/
in words like zegui and luil. In these words, the /ui/ is considered as one semivowel
sound. Note that the semivowel /w/ often substitutes for /u/ before /i/ in words like
zegui/zegwi; luil/lwil; and kui/kwi. In this context, Haitian speakers use the
semivowel /w/ and the front vowel /u/ interchangeably.
ANNOU PRATIKE
« B. CD 2-38 -Yon ti dikte. Listen carefully and write down the entire sentences.
Frenand Léger —259
In this activity, you will use what you have learned to interview a classmate about
about his/her driving. You will try to find out whether your partner isa good or a bad
driver. To do so, you'll ask him/her five questions.
A. Anvan ou pale. Think about the kind of questions you will ask your partner. Write
down at least five pertinent questions along with expected answers that can help you
determine his/her driving style. Do not just ask him/her: “Èske ou se yon bon chofè?"
This is not a good question because everybody tends to believe they are good drivers.
Act like a detective. Ask questions and predict the answers. Below are examples of good
questions to ask your partner. Use the first three questions and responses as models to
create your own questions and answers.
“B. Pandan w ap pale. Now that you have all your questions ready, you may interview
your partner. Remember to take note like a real detective because you will need to
analyze the responses to determine whether your partner isa good ora bad driver.
€. Lè ou fin pale. After interviewing your partner, take some time to review his/her
responses so you can decide whether he/she is a good ora bad driver. Then, be ready to
tell the class what you think about your partner's driving abilities.
260 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CD 2-39 - DJALÒG
Ca
e Wozlò ak Filip ap pale de sa yo pral fè pou amize yo pandan de semenn vakans yo
genyen nan mwa desanm nan. Koute konvèsasyon an byen.
Wozlò: - Filip, gen lontan nou pa janm fè anyen pou amize nou. M raz nan kay
la. Kisa n ap fè pandan vakans Nwèl la?
Filip: - Gen plizyè bagay nou kab fè. Ou gendwa al kay zanmi fi w yo pou al
bay lodyans. Mwen menmm, m pral lachas ak zanmi m yo.
Wozlò: - Filip, pa enève m non! Genlè se pa de moun marye nou ye ankò!
Kouman pou ou ta fè konprann pou chak moun al pran plezi bò pa
yo a. Se pou nou chwazi pwogram pou n fè an koup.
Filip: - Ou pa bezwen fache cheri. Nou gen dwa al one yon semenn Ilavach.
M tande yo bati yon bèl otèl sou zile a.
Wozlò: - Kounye a, m tande w ap pale! Ki aktivite enteresan nou kab fè lòtbò
a. Èske gen bèl anbyans nan otèl la?
Filip: - Men wi machè! Leswa, toujou gen didje k ap pase mizik pou fè moun
danse. Lajounen menm, gen twoubadou k ap jwe sou plaj la. Epi tou,
nou gen dwa al mache sou zile a pou gade peyizaj yo.
Wozlò: - Èske gen anpil fwi Ilavach? Gen lontan m pa bwè yon bon kokoye ole
epi tou m anvi manje kèk bèl mango fransik.
Filip: - Kisa w ap mande m la Wòzlò? Ou genlè bliye Ilavach se yon il twopikal
liye. Chaje fwi machè. Kokoye menm se pa pale!
Wozlò: -. Bon! M pral pran plezi m nèt. Filip sa w ap tann? Al fè rezèvasyon yo
non! M te dwe wè m Ilavach lontan la.
262 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
+ Enfòmasyon kiltirèl: Like in most countries, hobbies and recreational activities vary
according to many factors such as age, gender, family income and of course personal
taste. Generally, Haitian children play hide-and-seek (lago kache), hopscotch, round
dances (fè wonn), marbles, soccer and basket-ball. For adults, they often say that a
hobby is a luxury they cannot afford when asked about their favorite hobby. While the
average Haitian woman rarely enjoys recreational activities, Haitian men have fun.
Soccer is the national sport in Haiti. Most Haitian men play and watch soccer games on a
regular basis. Haitians are basically addicted to the Soccer World Cup Competition. In
addition to soccer, Haitian men often play social games like dominoes and cards. In
rural areas cock-fighting is also very popular.
ANNOU PRATIKE
B. Poukisa ou fè aktivite sa yo. Marye kolòn l ak II pou fòme yon fraz lojik ak de pati ou
chwazi yo. Swiv egzanp lan.
D. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
« Verbal expressions kite and annou do not behave the same way as modal verbs as
they do not help any modal verb. Thus they are not auxiliary verbs.
« expression
The verbal kite -— The verbal expression kite, equivalent to the English
expression “let” or “leave”, is used to request permission, make suggestions, volunteer
to do something, and occasionally to even threaten someone. Note that kite always
precedes its subject the same way as the verbal expressions fòk, se pou and pinga.
Consider the following examples.
WA “ expression
Ihe verbal annou - The expression annou (long form) or ann (short
form) is generally translated into English as “let us/ let's”. It precedes the verb and is
used withouta subject. Consider the following examples.
ANNOU PRATIKE
A. Ekspresyon vèbal: kite - Look at the way kite is used in the following sentences and
say how it is being used. Follow the example below.
B. Kite oswa Annou? - Sèvi ak kite oswa annou pou konplete fraz sa yo.
m pran plezi m.
ale nan sinema pita.
li fè travay yo pou ou.
nou soti aswè a souple!
tache senti nou pou n pa pran kontravansyon.
limen limyè machin nan.
— mralantipoumpafèaksidan.
Pa m tande ou manyen machin sèlman!
kk
ab
aAl
e gare machin nan nan lakou a.
[Meso fè devwa yo pi rapid tande!
“k You have already learned that the consonant sound /j/ is not pronounced like in the
English words June. You also learned that /y/is a semivowel sound found in words like
radyo, kay, yo, ye, manyen etc.
sé The consonant /j/ often substitutes for the semivowel /y/ after /d/ in words like dyòl/
djòl; dyalòg/djalòg; and dyab/djab. In this context, Haitian speakers use the
semivowel /y/ and the consonant /j/ interchangeably.
266 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
B. CD 2-41-Yon ti dikte. Listen carefully and write down the entire sentences.
A. Anvan ou ekri. Think about all the leisure activities you like and dislike. Make two lists
and include the reasons why you like or dislike the activities mentioned.
C. Lè ou fin ekri. Re-read your composition. Is there something else you want to add or
remove? Look closely at your text to check for possible spelling and grammar mistakes.
Make the necessary corrections according to the grading guide below.
268 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CD 2-42 - DJALÒG
Wozlò ap vizite Okay, yon vil ki tabli kò !nan depatman sid peyi Dayiti. Wozlò fè konesans
ak Maksorèl, yon nèg k ap viv nan vil Okay. Koute konvèsasyon an.
«+ Enfòmasyon kiltirèl: Before 2003, the year of the official recognition of Vodou as the
second official religion in Haiti, Roman Catholicism was the only official religion in Haiti.
For that reason, each locality (parish) has a catholic patron saint. A patronal festival (fèt
patwonal) is organized every year by many Haitian towns to celebrate their patron
saint. The patronal festival is an occasion for praying and feasting. People usually gather
for days ahead to pray and to celebrate in a mixture of Catholic and Vodou practices as
every catholic saint has an equivalent in Vodou. However, many people are not
interested in the religious aspect of patronal festivals. They attend just to have a good
time and to enjoy the parades, concerts and balls with popular musical bands.
ANNOU PRATIKE
Fèt patwonal - Li fraz sa yo ki anba a epi reponn VRÈ oswa FO dapre enfòmasyon ki
nan tèks ak djalòg la. Swiv egzanp lan.
. Fèt patwonal nan vil Okay - Chwazi mo oswa ekspresyon ki pi lojik la pou ranpli
espas vid yo nan chak fraz ki anba yo.
9. Menm vwayaje soti nan peyi letranje pou vin nan fèt patwonal.
10. Fèt patwonal ki pi yo se Nòtredam, Sentantwan Sen Jak ak Imakile
Konsepsyon.
C. Aktivite moun yo pito fè lè yo nan fèt chanpèt - Nan chak pè aktivite sa yo ki anba a,
chwazi sa ki pi sanble ak aktivite moun konn fèt pandan fèt chanpèt oswa fèt patwonal.
Reponn menm jan ak egzanp lan pou di sa moun yo pito fè lè yo nan fèt chanpèt.
D. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
sé You learned that aspectual and modal verbs are auxiliary verbs. They generally
accompany other verbs that function as main verbs. In other words, aspectual and
modal verbs are verb helpers. They always help the main verbs in the sentence. Some
verbal expressions like fèk /fenk, apèn/apenn; ka/kab/kapab; mèt; fòk/fò, se pou and
annou are absolute verb helpers because they always accompany main verbs that they
help. These verbal expressions cannot be used without main verbs. That is why they are
considered absolute verb helpers.
se However, other verbal expressions like tonbe; pran; konn; and sot/sòt function as both
main verbs and verb helpers. Thus they are not absolute verb helpers. As a matter of
fact, tonbe; pran; konn ; sot/sòt and kite are originally main verbs that are sometimes
used as verb helpers. In contrast with absolute verb helpers like ka/kab/kapab and
fòk/fò for example, tonbe; pran; konn ; sot/sòt can be used without other verbs. When
they are not helping another verb in the sentence, they function as main verbs. Consider
the following examples in which these verbs are not verb helpers.
+ Verb Helpers and Main verbs - Checking whether tonbe; pran; konn ; and sot/sòt
have their own object is the best way to determine whether they function as main verbs
or verb helpers in the sentence. When these verbs function as main verbs, generally,
they are not immediately followed by other verbs. Check the following examples in
which verb helpers are underlined with two lines and main verbs with one.
1. Yo tonbe ri lè Jaki tonbe a - They began to laugh when Jacky fell down.
2. Li pran mikwo a epi li pran chante. - He took the mic and started singing.
3. Likonn chante mizik saasouvan. - Hesings this song often.
4. Li konn mizik la pa kè. - He knows the music by heart.
5. Mari sòt kase pye l - Mari had broken her leg.
6. Mari sot nan fèt chanpèt la. - Mari came back from the patronal festival.
ANNOU PRATIKE
A. VÈB OKSILYÈ OSWA VÈB PRENSIPAL? Fraz ki anba yo gen tonbe; pran; konn and
sot/sòt ladan yo. Gade chak fraz byen pou ou kapab detèmine si ekspresyon sa yo se
vèb oksilyè oswa si yo se vèb prensipal. Fè yon tras anba vèb prensipal yo epi de tras
anba vèb oksilyè yo menm jan ak egzanp lan.
Egzanp 1: Tidjo tonbe kriye lè ltonbe a - Egzanp 2: Yo sot nan jaden deja.
B. FÈ FRAZ AK VÈB OKSILYÈ EPI VÈB PRENSIPAL - Create your own personal sentences
with tonbe; pran; konn and sot/sòt. Use each of these verbal expressions in two
different sentences. Each verbal expression must be used as an auxiliary verb in the
first sentence and as a main verb in the second sentence. You must create eight
sentences in total. Make sure you do not copy the examples in your textbook.
Frenand Léger 275
H. Theletter /h/
sk You already learned that the letter /h/ often occurs in Kreyòl in combination with the
letter /c/ (ch) as in cheri, machè, banboche etc.
sak However, the occurrence of the letter or the sound /h/ by itself is extremely rare in
Kreyòl. Many linguists claim that the /h/ sound does not exist in the phonological
system of Kreyòl. Other linguists disagree. They argue that /h/ exists in the variant of
Kreyòl spoken in Southern Haiti.
“ANNOU PRATIKE
Fi A. CD 2-43 - Listen and repeat the following words with the consonant sound H.
B. CD 2-44 - Yon ti dikte. Listen carefully and write down the entire sentences.
You will listen to Nòtredam nan Tigwav, a music by Bossa Combo, a Haitian konpa band.
Before listening to the song, read the lyrics. Try to apply the techniques and use the
strategies you've learned to grasp the overall meaning of the song.
Anvan ou li/koute. Try to answer the following questions before you read the lyrics.
What do you know about Bossa Combo? The title of the song is Nòtredam nan Tigwav.
What does the word “Tigwav” mean?
276 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
a: Here are a few words from the song you need to know to understand the lyrics.
WORDS EXPRESSIONS
B. Pou ou kab byen konprann. This song's lyrics are about the famous Notre Dame
patronal festival held in August in the city of Tigwav located to the south of Port-au-
Prince. To go to Tigwav, you must take the Southern Road also called “National Road
number two”. The song describes the ambiance in Tigwav during the festival.
» The following sentences are from the text. Translate them into English:
Nòtredam manman ban m yon ti chans pou m bwè tafya m manman.
Depi le premye out m ap sere ti kòb mwen pou m al fete nan Tigwav.
Se jou tout banbochè met lajan nan pòch yo pou yo ale pran plezi yo.
Wout Sid la chofe machin ap monte, machin ap desann.
JA Se tout Ayisyen k ap viv lòtbò dlo ki prese ranter pou yo vin fete.
etik.
kè
Dosye sosyokiltirèl
Let's go to Haiti for a vacation!
You are probably thinking why I would choose to go to a country like Haiti for a
vacation. What does such a poor country have to offer to foreign visitors? You will
probably never find the right answer to this question if you continue to get news
information about Haiti only from the mainstream media.
Bad press and abusive stereoptypes have made foreigners reluctant to visit the first
Black Republic. Although it is categorized as an economically poor nation, Haiti remains
one of the richest countries in the region for its fascinating history and culture. Despite
the bad press, an increasing number of tourists are visiting Haiti these days. The Oasis of
the Seas, the world's largest cruise ship, made its first trip to Labadee, Haiti in December
2009. Foreign visitors are indeed still attracted to Haiti's original art, its architecture
including impressive fortresses, its untouched beaches, its varied natural beauty and
picturesque landscapes and its vibrant religious culture.
«+ ANNOU LI
In the following reading activity, you will read a text about tourism in Haiti. Apply the
techniques and use the strategies you learned to comprehend the text.
A. Anvan ou li. Think about the following questions before you read the text. What do
you know about the tourism industry in Haiti? How do the mainstream media portray
Haiti? Are you interested in visiting Haiti? Why? If you had the choice between visiting
Haiti, The Bahamas, Jamaica, Trinidad and Puerto Rico, which country would you
choose? Why?
Nan tan lontan yo te rele Ayiti “Bijou Karayib la” paske se te peyi ki pi bèl e pi rich
nan Karayib la. Nan epòk sa a, tout bagay t ap mache byen ann Ayiti. Peyi a te
ekonomikman, ekolojikman, kiltirèlman rich. Pa t genyen chomaj, lamizè ak gangou
tankou jounen jodi a. Pa t gen pwoblèm debwazman, sechrès ak ewozyon paske te
gen anpil pyebwa. Epi, te gen plis atizan, atis, mizisyen ak ekriven k ap fè travay 5
valab nan peyi a. Tout bagay pozitif sa yo te konn atire anpil touris e sa te konn fè
ekonomi an mache pi byen.
Aktyèlman, koze “Bijou Karayib la” pa alamòd ankò. Kounye a, yo klase Ayiti pami
peyi ki pi pòv nan monn nan. Laprès entènasyonal konsidere Ayiti kòm peyi ki pi
280 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
pòv nan Emisfè Lwès la. Pou mete absè sou klou, yo ajoute koze ensekirite, vyolans
ak enstabilite politik nan dosye Ayiti a. Lè ou louvri televizyon ak radyo oswa li
jounal nan peyi etranje, se move nouvèl sèlman ou jwenn sou Ayiti kòm si dire pa 10
gen anyen pozitif k ap pase nan peyi a. Sa k pi rèd la, jounalis sa yo pa janm
prezante reyalite a egzakteman jan li ye a. Yo toujou mete pase genyen. Poukisa
jounalis laprès entènasyonal yo se move nouvèl sèlman yo bay sou Ayiti? Èske se
paske move nouvèl rapòte plis lajan pase bon nouvèl? Pou reponn kesyon sa yo, fòk 15
nou ta fouye zo nan kalalou ki vle di fòk nou ta fè bon jan rechèch.
Men, nou pa bezwen fouye twòp pou konprann ke tout enfòmasyon negatif sa yo pa
ankouraje touris vizite peyi Dayiti. Move nouvèl laprès entènasyonal yo ap bay sou
peyi Dayiti fè touris yo prefere ale nan lòt peyi nan Karayib la tankou Sendomeng,
Bayamas, Trinidad ak Pòtoriko. Dapre laprès, ta sanble gen plis sekirite nan peyi sa 20
yo pase ann Ayiti. Si se vre nan lòt peyi nan Karayib la gen mwens enstabilite
politik pase ann Ayiti, sa pa vle di touris plis an sekirite nan peyi sa yo pase ann
Ayiti. Dapre yon atik Alter-Presse, plizyè òganizasyon k ap goumen pou dwa moun
te fè yon etid nan lane de mil senk ki montre ke to omisid Ayiti a pi ba pase to 25
omisid tout lòt peyi nan Karayib la mete ansanm ak Amerik di Sid la. Dapre etid la,
to omisid la 35.7 pou san mil moun nan Trinidad ak Tobago; li 26.7 pou san mil
moun nan Sendomeng; li 19.6 pou san mil moun nan Bayamas; alòs ke li sèlman
11.5 pou san mil moun ann Ayiti. Chif sa yo montre ke kantite moun yo asasinen de 30
fwa pi ba ann Ayiti pase nan tout lòt peyi nan Karayib la.
Dapre etid la, genlè fenomèn vyolans ak zak briganday ann Ayiti makònnen ak
politik. Se nan peryòd eleksyon yo ki toujou gen plis asasinaj ak vyolans nan lari a.
Lè pa gen pwoblèm politik ann Ayiti, pa gen pwoblèm vyolans ak ensekirite.
Kidonk, endividi k ap fè vyolans yo se moun yo peye oswa manipile nan de moman 35
byen presi e pou de rezon byen espesifik. Sa ta vle di ke Ayisyen se pa yon pèp ki
vyolan jan anpil moun gen tandans kwè l la. Moun ann Ayiti toujou byen resevwa
touris. Se pa fasil ou tande yo touye oswa atake touris ann Ayiti pou pran lajan yo
ak lòt bagay yo genyen. 40
B. Pandan w ap li. How would you translate the following sentences from the text into
English? Use the glossary of your textbook, your dictionnary and the strategies and
techniques you learned to translate these sentences as accurately as possible.
Nan tan lontan yo te rele Ayiti “Bijou Karayib la” paske se te peyi ki pi bèl e pi rich nan
Karayib la.
Tout bagay pozitifsayo te konn atire anpil touris e sa te konn fè ekonomi an mache pi
byen.
Kounye a, yo klase Ayiti pami peyi ki pi pòv nan monn nan. Laprès entènasyonal
konsidere Ayiti kòm peyi ki pi pòv nan Emisfè Lwès la.
Poukisa jounalis laprès entènasyonal yo se move nouvèl sèlman yo bay sou Ayiti? Èske
se paske move nouvèl rapòte plis lajan pase bon nouvèl?
Move nouvèl laprès entènasyonal yo ap bay sou peyi Dayiti fè touris yo prefere ale nan
lòt peyi nan Karayib la tankou Sendomeng, Bayamas, Trinidad ak Pòtoriko.
Chif sa yo montre ke kantite moun yo asasinen de fwa pi ba ann Ayiti pase nan tout lòt
peyi nan Karayib la.
An konklizyon, pa gen okenn rezon valab ki pou ta fè touris pè al vizite Ayiti. Lè pa gen
pwoblèm politik, Ayiti se pi bon kote pou touris al pran plezi yo.
Touris ki vizite Ayiti toujou mande pou yo retounen paske yo toujou satisfè.
C. Lè ou fin li. Work in groups of three or four to answer the following questions
according to the text. Answer in English. Depending on the question, you might need to
skim or scan the text again to answer.
D. Lè ou fin reponn kesyon yo. Re-read your answers. Is there something else you want
to add or remove? Make the necessary corrections before sharing your answers with
your classmates.
282 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
A. Anvan ou ekri. Think about how you felt about visiting Haiti before you read the text
and after. Did the text change your view and the way you perceive Haiti? If yes, in what
way? If'not, why? Why would you visit Haiti? Why not?
C. Lè ou fin ekri. Re-read your composition. Is there something else you want to add or
remove? Look closely at your text to check for possible spelling and grammar mistakes.
Make the necessary corrections according to the grading guide below.
In this chapter, you will learn language materials and develop skills to talk about
- travelling abroad and different types oftransportation. `
- Language aim: Talking about travel plans and describing countries and people.
- Vocabulary: Ekpresyon ak mo pou pale de pwojè vwayaj, nasyonalite ak peyi.
- Grammar and structures: Emphatic constructions with fronted elements with (se)
- Pronunciation and spelling: Consonant blenas: bl; br
- Speaking: Ki peyi ou vizite deja?
Wozlò ak mari l, Filip, genyen nan loto. Kòm yo gen anpil lajan, y ap planifye al vizite plizyè
peyi nan lemonn. Yo vle vizite twa peyi nan chak kontinan.
Kèk peyi nan kontinan Amerik, kapital, nasyonalite ak lang abitan yo pale
Kèk peyi nan Karayib la, kapital, nasyonalite ak lang abitan yo pale
Kèk peyi nan kontinan Lewòp, kapital, nasyonalite ak lang abitan yo pale
Kèk peyi nan kontinan Lazi ak Mwayennoryan, kapital, nasyonalite ak lang abitan
Yo pale
4 Kèk peyi nan kontinan Lafrik, kapital, nasyonalite ak lang abitan yo pale
W CD 2-46 -DJALÒG
e Wozlò ak Filip gen pwojè fè letou dimonn. Yo vle vizite twa peyi nan chak kontinan. Y
ap diskite de vwayaj la. Koute konvèsasyon an.
Wozlò: - Filip! Konbyen tan ou panse nou kab bezwen konsa pou n vizite tout
kontinan ki genyen nan monn nan?
Filip: - Sa depan de kantite peyi ou vle vizite nan chak kontinan ak ki valè tan ou
vle pase ladan yo.
Wozlò: - Mwen ta renmen vizite de oswa twa peyi nan chak kontinan epi m vle
pase omwen yon semenn nan chak peyi.
Filip - Si nou di twa peyi nan chak kontinan, sa deja fè plis pase ven peyi. Ki peyi
ou vle vizite nan kontinan Oseyani ak Lazi?
Wozlò: - Se sèl Ostrali m vle vizite nan kontinan Oseyani. Ann Azi, m vle vizite
Tayland, Vyetnam ak Sengapou.
Filip e E ki peyi nou pral vizite an Ewòp ak an Afrik?
Wozlò: - M ta renmen fè yon vwayaj espesyal pou kontinan ewopeyen an paske!
gen plizyè peyi enteresan tankou Lafrans, Pòtigal, Bèljik, Lotrich,
Lawolann, Lagrès, ak Lasyèd.
Filip - Donk nou pa pral ann Ewòp?
Wozlò: - Wi nou prale. N ap jis vizite twa peyi. Annou ale ann Angletè, ann Almay
akan Frans. N a ale nan lòt peyi yo yon lòt lè.
Filip é Oke. E nan kontinan Afriken ak Ameriken, nan ki peyi nou prale?
Wozlò: - Nou prale Benen, Angola, ak Nijerya. Nan Amerik la nou prale Ozetazini,
Trinidad ak Kostarika.
Filip: - Jan m wè bagay yo ye la, n ap bezwen omwen sis a sèt mwa pou vwayaj sa
a paske fòk nou konte tan n ap pase nan avyon ak tren,
Frenand Léger 287
Enfòmasyon kiltirèl: The Kreyòl language has many expressions referring to foreign
countries: Peyi blan (foreign/white countries); peyi lòtbò dlo (overseas countries); peyi
pèdi (remote countries), nan ziltik (far away); aletranje (abroad). The population of
Haiti is 95 96 black. Foreigners who visit Haiti are mostly white, thus Haitians tend to
believe that all foreigners are from Peyi blan. All foreign countries are believed to be far
away. When you travel to foreign countries you do not just go aletranje; you go to peyi
pèdi, nan ziltik. Since Haiti is an island, all countries, except for the Dominican Republic,
are considered peyi lòtbò dlo. The Dominican Republic is an exception because you can
— use land transportations to get there.
ANNOU PRATIKE
. Ki kontinan? - Di nan ki kontinan peyi sa yo ye. Se pou ou reponn ak yon fraz konplè
menm jan ak egzanp lan ki anba a.
1. Senegal 6. Almay
2. Etyopi 7. Jamayik
3. Japon 8. Matinik
4. Perou 9. Bayamas
5. Pakistan 10. Kanada
288 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Wete sa k depaman an. Travay ak yon lòt etidyan pou ou eseye jwenn mo ki pa matche
ak lòt mo yo. Lè ou jwenn mo depaman an, se pou ou di poukisa se li chwazi. Swiv
egzanp lan ki anba a.
Egzanp: Japon, Lachin, Meksik, Kore
Repons.: Meksik: Tout lòt peyi yo nan kontinan Azi.
E. Ann reponn kesyon yo! Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon; lòt la
ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
ak Kreyòl has a unique way of using the syntax to stress various parts of the sentence
while other languages use intonation. You already learned that se is sometimes used
along with ye in emphatic constructions with a noun phrase and adjective of nationality
and profession. Consider the following examples.
Note that these emphatic constructions, that are very common in Kreyòl, cannot be
translated into English. In English, you can stress a word only with vocal emphasis, such
as the use of intonation. As illustrated in the examples above, the neutral declarative
Kreyòl sentences can be easily translated into English. However, it is impossible to
translate their emphatic counterparts into English.
290 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
Egzanp 1: Emlin Michèl te fèt Ayiti; li se Ayisyèn. — Repons: Wi, se Ayisyèn liye.
Egzanp 2: Filip kondi machin chak jou; li se kontab. — Repons: Non, se chofè liye.
B. Ki nasyonalite yo epi ki lang yo pale? Itilize fraz anfatik ak adjektif epi non pou di ki
nasyonalite moun sa yo ak ki lang yo pale depandan de kote yo te fèt la. Reponn menm
jan ak egzanp lan.
Maryo te fèt nan peyi Lespay. 6. Larèn Elizabèt te fèt ann Angletè.
Aristid te fèt ann Ayiti. 7. Kristòf Kolon te fèt an Itali.
Rita Male te fèt Jamaik. 8. Pyète fèt Bayamas.
Michlin ak Felisk te fèt an Frans. a; Twouwilyo te fèt Dominikani.
yi
yo
annBeyonse te fèt Ozetazini. | 10. Jèt Li te fèt an Chin.
Frenand Léger 291
]
i
Egzanp: Adriyen te gen yon plim ak yon kaye nan men l. + Repons: Se ekri li t ap ekri.
+ Filip te chita dèyè volan machin nan. 6. Koutiryè ate gen yon sizo nan men l.
Adriyen te chita devan televizyon an. 7 . Bòs tayè ate gen zegwi ak fil nan men l.
Je Mimoz te fèmen sou kabann nan. 8. Ebenis lan te gen yon goyin nan men l.
Mari te gen yon liv nan men l. 9 Mwen te chita sou òdinatè a nan biwo a.
imè
anl
èk
ake
0 Mekanisyen an te gen zouti nan menl. 10. Jozèf te gen yon gita nan men l.
292 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
E. Ann reponn kesyon yo! Itilize fraz anfatik sèlman pou reponn kesyon yo. Travay ak
yon lòt elèv nan klas la: Youn ap poze kesyon; lòt la ap reponn. Se pou nou chanje wòl
apre chak kesyon ak repons.
. Kijan ou rele?
. Kilaj ou genyen?
. Ki pwofesyon w ?
. Ki kote ou rete?
. Nan ki peyi ou te fèt?
NA
wnN
as
n Nan ki kontinan peyi ou te fèt la ye?
+ Nou deja aprann ke de oswa twa konsòn doub kab melanje ak yon seri de vwayèl pou
vin bay kèk son patikilye. /bl/ ak /br/ se konsòn doub ou jwenn nan yon sèl silab. Ou
jwenn konsòn doub sa yo nan anpil mo Kreyòl.
ANNOU PRATIKE
Ki: A. CD 2-47 - Koute epi repete mo sa yo ki gen /bl/ak /br/ ladan yo.
BL, bi: blakawout, blan, blayi, ble, blese, blennde, biblik, bibliyografi,
bibliyotèk, biblo, bliye, blòf, blokay, blokis, blouz, debloke, deblozay, ranblè
BR, br: bra, bragèt, brak, branch, brandi, brase, brav, bren, breson, brezo,
brigan, briganday, brik, briyan, briye, debraye, debri, demanbre, manbròn,
QI B. CD 2-48 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /bl/ ak /br/ ladan yo.
Frenand Léger — 293
. Annou Pale
You will use what you have learned to talk about countries you already visited and those
you would like to visit.
Anvan ou pale. Make a list of all the countries you have already visited including the
continent where these countries are located as well as the name of the cities you visited.
Then, make a list of all countries you would like to visit and the reasons why you want
to visit them. After that, practice presenting orally this information with a partner.
Practice until you are ready to present in front ofthe class.
. Pandan w ap pale. Now, you are ready to do your oral presentation. When your
teacher asks you, present your information in a simple manner using simple sentences
that you already learned in class.
Lè ou fin pale. After your presentation, your teacher may ask you a few questions
about your presentation. Be ready to answer them in Kreyòl.
294 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
N Yonavyon
Yon bisiklèt
a
l
;
MANI
N
1
" Ti
Wi A Ti Yan
ti mato
— oi N
MANI II
l m| : Yon gwo mata
ZAN
NI
4 m ÒT kè ik ZÈ
|MN hi
|| Yon`ti bato a motè RA
|lll | Yon elikottè
Frenand Léger 295
CD 2-49 - DJALÒG
Wozlò: Filip! M pa anvi monte avyon anpil non pandan vwayaj la. Poukisa nou
pa pran bato pito?
Filip: N ap oblije pran avyon kanmèm pou ale Miyami. Lè nou rive Miyami, nou
kab pran yon bato kwazyè ki prale an Ewòp. Sa w panse?
Wozlò: Mwen dakò wi. Pou vizite peyi ki an Ewòp yo, nou kab pran tren ak
otobis. N ap vwayaje mwen vit men n ap kab wè peyizaj yo pi byen.
Filip Se vre wi. Nou gen dwa lwe yon machin tou. Ki mwayen transpò n ap itilize
pou soti nan yon kontinan ale nan yon lòt? |
Wozlò: Lè nou fin vizite tout peyi ewopeyen yo, nou prale ann Afrik. Lè n ap soti
ann Ewòp pou ale ann Afrik, nou p ap oblije pran avyon.
Wi se vre. Men èske se yon bòn ide pou kondwi soti ann Ewòp pou ale jouk
ann Afrik? M pa kwè n ap kapab non. L ap twò fatigan.
Pa gen bato kwazyè ki soti ann Ewòp pou ale ann Afrik?
M pa konnen. Se mande pou nou mande. Nou genlè ap oblije pran avyon wi
Wozlò. Si se pa sa, vwayaj sa a ap dire yon etènite.
Oke! Pa gen pwoblèm. N ap pran avyon lè n ap chanje kontinan. Men
pwomèt mwen ke n ap eseye pa itilize avyon anpil.
Dakò cheri. Se jan w vle. Men ki pwoblèm ou gen ak avyon menm?
Lè m monte avyon, m toujou ap tranble tèlman m pè. Poutan, m pa gen
okenn pwoblèm ak lòt mwayen transpò yo non. M pa janm gen mal bato.
M kondi machin san pwoblèm. M konn monte moto ak bisiklèt trè byen.
M konn monte atò chwal ak bourik.
M konprann. Kòm se ak avyon sèlman ou gen pwoblèm, n ap evite L
296 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
Mwayen transpò - Annou klase mwayen transpò yo nan bon kategori a. Gen yon
egzanp pou chak kategori. Se pou ou konplete chak kategori ak lòt mo.
avyon - bis - ti bato a motè - bato kwazyè - elikoptè - vwalye - kamyon - bisiklèt -
bwa fouye - chwal - motosiklèt
D. Ki mwayen transpò sa a? Travay ak yon lòt etidyan pou fè egzèsis sa a. Se pou nou
ekri yon deskripsyon byen detaye sou chak imaj. Apre sa a, li deskripsyon yo bay yon lòt
gwoup. Lòt gwoup dwe eseye devine (guess) ki imaj nou dekri. Swiv egzanp lan.
Egzanp: Image # 1- Se yon bagay ki kab vole anlè; se pou ou ale nan aewopò pou
monte ladan l. — — Respons : Se yon avyon.
pi maman To
DOLTA YANN
F. Annfèyon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
«= constructions
Emphatic with adjectives - You have already learned that Kreyòl uses
the introducer (se) and repetition to stress verbal phrases. Since adjectives behave very
much like verbs in Kreyòl, the process of stressing adjectives is quite similar.
“ Note that the emphatic construction (Se + negative + quantifier) can also be used with
verbs as illustrated in examples # 5 and 6 above.
+ The emphatic adverbial “menm” - You learned that Kreyòl uses the adverb menm
directly after a pronoun or a noun to emphasize them. You also learned that additional
emphasis can be placed on a pronoun or a noun by repeating the adverb menm. The
adverb menm is also used with verbal expressions to emphasize something that is
unexpected or surprising. Consider the following examples.
ANNOU PRATIKE
Kolòn I Kolòn II
1. Chofè aprese anpil. a) Sepa de bèlli bèl.
2. Mara fèk sot makiye. b) Sepa ti sèk tè a sèk.
3. Bato kwazyè a kab pote anpil moun. —c) Sepati kouri li kouri machin nan.
4. Lapli pajanm tonbe. d) Sepa ti danse yo danse.
5. Wozlò ak Filip te al nan bal. e) Sepa ti kontan l kontan.
6. Mari travay tout jounen. f) Sepa de frèt mwen frèt.
7. Papa m genyen nan loto. g) Sepaticho li cho.
8. Andre sot mache anba solèy la. h) Sepa ti bouke li bouke.
9. Adriyen te reyisi egzamen an. i) Sepa de etidye li etidye.
10. Lanèj ap tonbe. j) Se pa ti gwo li gwo.
B. Fraz anfatik ak ala - Itilize ala pou met anfaz sou adjektif yo. Swiv egzanp lan.
C. Fraz anfatik ak menm - Ajoute menm apre non oswa pwonon ki nan fraz sa yo
pou mete anfaz sou yo. Swiv egzanp yo.
D. Fraz anfatik ak menm - Itilize menm pou reponn kesyon sa yo nan yon fason ki
negatif. Se pou ou toujou di non menm jan ak egzanp lan.
Egzanp: Èske gen anpil taptap sou wout la? — Repons: Non, pa gen taptap menm.
/dl/ se yon konsòn doub ki trè ra nan lang Kreyòl la. Ou jwenn nan de mo sèlman ki se
“dlo” ak “madlèn”. Sepandan, /dr/ pi kouran. Ou jwenn konsòn doub /dr/ la nan yon
sèl silab. Li prezan nan anpil mo Kreyòl.
OU PRATIKE
DR, dr: aladriv, ankadre, dra, drage, draje, dragon, drapo, dray, dren, drenaj,
drese, drèt, dri, drib, drible, drivayè, drive, kadre, madre, malandren, vandredi
B. CD 2-51 -Yon ti dikte. Koute epi ekri fraz sa yo ki gen /dr/ ladan yo.
302 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
III. Annou li
You will use language materials you know and apply techniques you learned to
understand a short Kreyòl text about public transportation in Haiti.
+ Here are a few words from the text you need to know to understand it
Transpò piblik ann Ayiti se yon kastèt chinwa. Kòm peyi Dayiti pòv, anpil moun pa gen
mwayen pou achte machin prive. Kidonk, pi fò Ayisyen se transpò piblik yo itlize chak
jou pou regle biznis yo. Kouman pou moun yo fè regle biznis yo kòmsadwa si sektè
transpò piblik la p ap fonksyone byen?
Aktyèlman, se sektè prive a ki gen monopòl transpò piblik la. Leta ayisyen prèske pa 5
gen kontwòl sou sa k ap pase nan biznis sa a. Dapre Enstiti Ayisyèn Estatistik ak
Enfòmatik (IHST), transpò piblik la se yon biznis ki bay anpil lajan. Poutan se youn nan
biznis ki pi enfòmèl ki genyen nan peyi a. Depi ou gen yon machin ak yon lisans, ou gen
dwa rantre nan biznis transpò piblik la. Chofè yo pa menm bezwen yon otorizasyon
espesyal ki soti nan men leta. Kòm rezilta, ou jwenn yon pakèt chofè tèt mato nan lari 10
a. Chofè sa yo fè sa yo vle. Anpil ladan yo pa respekte trajè yo ak prensip sikilasyon yo.
Sa koze anpil aksidan ak anpil lòt pwoblèm.
Nan yon peyi ki genyen plis pase 10 milyon moun, li enpòtan pou leta ta pran sektè
transpò piblik la an chaj. Nan sityasyon kawotik sa, leta gen tout enterè pou pran
bizinis sa an men. Li tap bon e pou gouvènman an e pou popilasyon an.
Frenand Léger, June 2010
Frenand Léger 303
» The following sentences are from the text. Translate them into English:
Lè ou fin li. Reponn kesyon sa yo an Kreyòl dapre enfòmasyon ki nan tèks la.
1. Poukisa anpil moun pa gen machin prive ann Ayiti?
2. Èske se leta oswa sektè prive a ki gen kontwòl transpò piblik la?
3. Kisa ou bezwen pou ou kab rantre nan biznis transpò piblik la?
4. Poukisa gen yon pakèt chofè tèt mato nan lari a?
5. Poukisa gen anpil aksidan nan lari a?
). Lè ou fin reponn kesyon yo. Reli repons ou yo pou fè tout koreksyon nesesè avan ou
pataje yo ak lòt etidyan nan klas la.
304 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
- Language aim: Buying tickets and dealing with immigration and customs
- Vocabulary: Ekpresyon ak mo ki gen rapò ak vwayaj, imigrasyon ak ladwan
- Grammar and structures: Negative adverbs (menm, ditou, ankò, janm, poko)
- Pronunciation and spelling: Consonant blends: fl; fr
- Writing and Speaking: Nan yon ajans de vwayaj
Wozlò ak Filip ap vwayaje nan peyi etranje. Yo pral pran avyon pou ale nan plizyè peyi. Pou
yo kab monte nan avyon an pou pati, gen anpil fòmalite pou yo ranpli.
Fòk yo pase ladwan Y ap fouye valiz li nan sekirite a. Yon chèk de vwayaj
ka NY n a a
|
kod
Hi
CD 2-52 - DJALÒG
e Wozlò ak Filip rive an Frans. Yo nan ayewopò devan yon ofisye imigrasyon k ap poze
yo kesyon. Koute konvèsasyon an. :
+ Enfòmasyon kiltirèl: To visit Haiti, a tourist visa is not required for stays up to three
months except for citizens from a few countries like the Dominican Republic, Colombia,
Panama and China. However, Haitian citizens need a visa to go almost everywhere in
the world. This is probably due to the poor situation of the Haitian economy.
ANNOU PRATIKE
A. Vwayaj nan peyi etranje - Kisa ou fè avan ou pati, pandan w ap pati ak lè ou rive?
Travay an gwoup pou mete aksyon sa yo annòd. Ekri nimewo soti nan 1 rive nan 6. Ou
gen premye repons lan kòm egzanp.
Avan ou pati
Gade si ou pa bliye tikè a.
Ranje valiz yo.
Fè rezèvasyon an nan yon ajan de vwayaj.
Chache tikè sou Entènèt.
— 1 — Ekonomize lajan pou vwayaj la.
Gade si paspò ou pa ekspire.
B. Wete sa k depaman an. Travay ak yon lòt etidyan pou ou eseye jwenn mo ki pa matche
ak lòt mo yo. Lè ou jwenn mo depaman an, se pou ou di poukisa se li chwazi. Swiv
egzanp lan ki anba a.
Fè rezèvasyon, achte biyè sou Entènèt, fè yon sejou, ale nan ajan de vwayaj
Pase ladwan, pase vakans, pase imigrasyon, pase sekirite
Pran tren, pran vakans, pran avyon, pran bato
Yon biyè lotri, yon biyè elektwonik, yon biyè aleretou, yon biyè ale senp
Sejou, bagaj, valiz, malèt
Chèk de vwayaj, paspò, kat de kredi, kat bank
Ayewopò, estasyon tren, estasyon bis, estasyon radyo
a Itinerè, kat anbakeman, tikè, plan
RE
DW
YE
po
pe.
IN
paspò - pase vakans - ayewopò - valiz - itinerè - pase sekirite - ajans de vwayaj -
pase ladwòn - chèk de vwayaj- biyè ale senp - premyè klas
1. Moun yo ale nan yon pou fè rezèvasyon epi achte biyè avyon yo.
2. Lè pasajeyo rive, fòkyo pou deklare bagay yo pote nan valiz yo.
3. Moun yo pran konjeyonmwapouyal ——— anFrans.
4 se kote ou ale pou pran avyon lè w ap pati lòtbò dlo.
5. se dokiman ki gen lè, dat ak destinasyon kote w ap vwayaje yo.
6. Lè w ap vwayaje nan avyon, pwa chak pa dwe depase 50 liv.
7. Lèw ap pran avyon, fòk ou pou yo kab fouye w.
8. Lè w ap vwayaje, fòk ou itilize ak kat de kredi olye de lajan kach.
9. Map vwayaje nan klas touris paske li mwen chè pase
— 10. Lè w ap pase imigrasyon, fòk ou montre ak viza ki ladan l lan.
308 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
F. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap
poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
Ki nasyonalite ou?
Konbyen fwa ou vwayaje al nan peyi etranje deja?
Èske ou bezwen yon viza pou w ale vizite lòt peyi?
. Èske ayewopò a lwen kote ou abite a?
Ki mwayen transpò ou konn itilize pou ale nan ayewopò a?
Dans
np
woLè ou tounen soti nan peyi etranje, èske ajan dwanye yo bay anpil pwoblèm?
Frenand Léger —309
« You learned that Kreyòl uses the negative adverb (pa) to create negative sentences.
While (pa) is the most common Kreyòl negative adverb, there are a number of others
which follow practically the same grammatical rules.
«. Negative adverbs: menm. ditou. ankò. nonplis - Menm and ditou (not at all), ankò as
(anymore) and nonplus (neither/ not either) behave the same way as their English
equivalents. They usually follow the verb in the sentence. Consider the following
examples.
« Negative word menm as adverb and adjective - unlike the three other negative
adverbs (ditou, ankò, nonplis), menm also functions as an adjective sometimes. In such
a case, it means (same). As a negative adverb, menm can also be translated as (even)
and (even if). Consider the following examples.
1. Wap fòse fi a vwayaje tandiske w - You are forcing the lady to travel when
konnen li pa menm renmen avyon. you know she does not even like plane.
2. Menm gwo valiz yo, yo pa fouye. - They did not search even the big bags.
3. Filip ak Wozlò pran menm vòl. - Filip and Wozlò took the same flight.
4. Kite valiz yo menm si m pa la. - Leave the bags even if1am not there.
« Negative adverbs; janm and poko -In contrast to the other negative adverbs
janm/janmen/jamè translated as (ever, never) and poko/pako as (not yet, still not)
always occur before the verb in the sentence. Consider the following examples.
“é Note that (pa) cannot be used with janm in interrogative sentences as illustrated in
sentence number 2. Also note that (pa) is never used with poko /pako.
310 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
B. Ann itilize mo negative yo! - Chwazi sa ki pi apwopriye a nan sis mo negatif sa yo pou
w konplete chak fraz ki anba yo. Ou kab sèvi ak menm mo a plizyè fwa. Swiv egzanp lan.
C. Ann reponn kesyon! - Reponn chak kesyon sa yo ak youn nan mo negatif sa yo : menm
- ditou - ankò - nonplis - janm - poko. Swiv egzanp lan.
Egzanp: Papa m pa jenn; èske papa w jenn? — Repons: Non, papa m pa jenn nonplis.
/A/ ak /fr/ se konsòn doub ou jwenn nan yon sèl silab. Ou jwenn konsòn doub sa yo
nan anpil mo Kreyòl.
OU PRATIKE
FL, fi: flach, flache, flagran, flaman, flamengo, flan, flanbe, flanbo, flanm, flann,
— flannen, flate, flay, flè, flèch, flechi, fleri, fleris, flit, flite, flòch, flote, flou
j FR, fr: frajil, fragmante, frakase, franch, franchiz, frape, frè, frèch, frèz, frekan,
frèt, fredi, fren, frennen, fredone, fri, frikase, friksyonnen, fritay, frite, friz
B. CD 2-54 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /fI/ ak /fr/ ladan yo.
312 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
A. Anvan ou ekri. You and your partner must think about a typical conversation between
a customer interested in buying tickets and a travel agent. One student will play the role
of the customer and the other, the travel agent. Think about what would each person
say in this specific situation.
B. Ann ekri. After deciding which part each person is going to play, write down a list of at
least six questions you would ask your partner as well as six possible answers to your
questions. Besides your own ideas, the conversation must include information about:
Advice on destinations and travel packages
Travel arrangements: hotel accommodations, car rentals, and tours
Type oftrip: personal or business trip?
Ticket price: whether expensive or cheap?
Ticket type: one-way or round trip?
MANFRO
`WA Destination: countries and cities
C. Lè ou fin ekri. Re-read your questions and answers carefully to make sure they are
correctly formulated. Is there something else you want to add or remove? Look closely
at your text to check for possible spelling and grammar mistakes. Make the necessary
corrections before you practice it with your classmate. Then, be ready to act out your
dialogue in front of the class.
Frenand Léger — 313
CD 2-55 - DJALÒG
de e Wozlò ak Filip rive nan otèl kote yo desann nan a Pari a. Wozlò nan resepsyon an ap
pale ak resepsyonis lan. Koute konvèsasyon an.
clerk: Mesye dam, byenveni nan otèl Bèl ami! M kab ede nou souple?
Wozlò: Wi mesye. M te rezève yon chanm nan otèl la pou jodi a.
clerk: Sou ki non ou te fè rezèvasyon an madam?
Wozlò: Wozlò Petitòm. Non an se Wozlò epi siyati a se Petitòm.
clerk: Ban m wè. Oke! M jwenn li. Rezèvasyon pou Wozlò Petitòm; yon chanm
ak yon kabann de plas pou sis nuit.
Wozlò: Wi se sa. Men èske nou kab rantre nan chanm nan kounye a? Vwayaj la te
fatigan anpil. Nou bezwen al repoze.
clerk: Wi madam. M pral voye n ale byen vit. M bezwen yon kat de kredi ak yon
pyès didantite silvouplè.
Wozlò: Kite m ba ou paspò mwen. Men chanm nan peye deja. Poukisa ou mande m
kat de kredi a?
clerk: Kat de kredi se pou garanti. Gen otèl ki mande kliyan yo pou yo fè yon
depo lajan. Isit la nou pa pran kach. Se sa k fè nou mande pou kliyan yo
bay yon kat de kredi.
Wozlò: Donk, si m byen konprann, nou pa p pran lajan sou kat la?
clerk: Non madam, nou p ap pran lajan sou li. N ap pran lajan sou kat la sèlman
si ou fè long distans nan telefòn nan oswa si yon bagay pèdi oswa kraze
nan chanm nan.
Wozlò: Oke ! M konprann. Men ! Sa se yon kat de kredi viza.
clerk: Mèsi madam. M prèske voye w ale. Ban m yon minit..... Se nan chanm
nimewo venn twa ou ye. Li nan dezyèm etaj la.
Wozlò: A kilè yo sèvi dejene a nan maten?
clerk: Dejene a sèvi soti uitè pou rive dizè nan maten. W ap jwenn yon
dokiman sou biwo ki nan chanm nan. Li gen tout enfòmasyon enpòtan
sou otèl la. M swete nou yon bon sejou a Pari.
Wozlò: Mèsi anpil mesye. Orevwa.
Frenand Léger 315
ANNOU PRATIKE
A. Rezèvasyon otèl - Wozlò telefòne Otèl Vila Kreyòl pou l fè yon rezèvasyon. Mete fraz
yo nan lòd kwonolojik. Ou gen premye ak katriyèm repons lan kòm egzanp.
f) Apre sa a, otèl la rele m pou di m fi a te fè yon erè, gen chanm disponib nan
premye etaj la.
g) — 4 Mdilm pa vle monte nan senkyèm etaj.
h) Yo anile premye rezèvasyon m nan pou yo kab mete nan premeye etaj la.
B. Kisa yo ye? - Marye kolòn I ak kolòn II. Se pou ou jwenn definisyon oswa deskripsyon
nan kòlon II ki matche ak sa ki nan kolòn l. Swiv egzanp lan.
Kolòn I Kolòn II
1. Kòfrefò a) Se kote moun al bwè tafya (have a drink).
2. Diskotèk b) Seyon ti lajan ou bay moun ki sèvi w.
3. Ba c) Se kote nan otèl la pou al peye pou chanm nan.
4. Sal espò d) Se dokiman ki di konbyen lajan pou w peye.
5. Kabann yon plas e) Se kote pou ou ale naje.
6. Poubwa f) Se pou ou fè sa avan ou rive nan otèl la.
7. Resepsyon g) Seyon sèl moun ki konn dòmi sou sa.
8. Sal datant h) Se kote moun al fè egzèsis.
9. Nòt i) Se kote pou moun al danse.
10. Rezèvasyon j) Sekote ou sere lajan ak bijou.
k) Se kote nan otèl la ou chita tann.
Frenand Léger 317
C. Nan otèl Vila Kreyòl - Chwazi mo oswa ekspresyon ki pi lojik la pou ranpli espas vid
yo nan chak fraz ki anba yo.
. Ann fè yon ti konvèsasyon! Imajine ou pase vakans ann Ayiti. Ou te desann nan yon
bèl otèl. Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon; lòt la ap reponn.
+ determiners:
Negative okenn and pyès - Negative determiners okenn and pyès
translated in English as (no or any) are also called indefinite negative adjectives. In the
sentence, they usually precede a noun that they negate. Consider the following
examples.
1. Wozlò pap pran okenn avyon. - Wozlò will not take any plane.
2. Okenn avyon patvole jou sa a. - No plane flew that day.
3. Filip pa tjwenn pyès valiz. - Filip did not find any suitcase.
4. Pyèsotèl pa tlouvri avanyè. - No hotel was open the day before yesterday.
+ Negative
pronouns: anyen and pèsonn - Negative pronouns anyen (nothing or
anything) and pèsonn (no one, anyone, nobody or anybody) are used to replace a noun
or a noun phrase and make it negative. These two words behave the same way as
nouns. They function as subject or object in the sentence. Consider the following
examples.
1. Anyen pat pase nan otèl la yè. - Nothing happened in the hotel yesterday.
2. Resepsyonis la pa twè anyen. - The clerck did not see anything.
3. Pèsonnpatvininan chanm nan. - Nobody showed up to the room.
4. Filip pa twè pèsonn nan otèl la. - Filip did not see anybody in the hotel.
«## Note that (pa) is always used with anyen and pèsonn whether they function as subject
or object in the sentence.
Frenand Léger —319
ANNOU PRATIKE
Kolòn I Kolòn II
B. Ann itilize mo negative yo! - Chwazi sa ki pi apwopriye a nan sis mo negatif sa yo pou
w konplete chak fraz ki anba yo. Ou kab sèvi ak menm mo a plizyè fwa. Swiv egzanp lan.
C. Ann reponn kesyon! - Reponn chak kesyon sa yo ak youn nan mo negatif sa yo : okenn
- pyès - anyen - pèsonn. Ou kab itilize menm mo a plizyè fwa. Swiv egzanp lan.
Egzanp: Èske gen anpil moun nan biwo ladwan nan? — Repons: Non, pa gen pèsonn.
# /gl/ ak gr/ se konsòn doub ou jwenn nan yon sèl silab. Men, se nan de silab youn kole
ak lòt ou jwenn konsòn doub /gb/; /gz/ ak /gd/. Ou jwenn konsòn doub sa yo nan
anpil mo Kreyòl. Men, se nan kèk non pwòp tankou non lespri vodou Atibon Legba ak
Bagdad ou jwenn /gb/ak /gd/.
ANNOU PRATIKE
ai yo
GL, gi: glann, glas, glase, glasi, glasiye, glasyè, glikoz, glisad, glise, gliserin, glob, |
global, globalman, globalize, glwa. |
GR, gr: agraf, agrandi, agrave, agrese, agreyab, agrikòl, gra, gradye, graje, .
gram, gramè, grandi, granmoun, grann, grenn, grès, grif, griye |
GZ, gz: egzagòn, egzajere, egzamen, egzanp, egzante, egzakteman, egzema, |
egzèsis, egzibisyon, egzije, egzijans, egzile, egziztans
«E B. CD 2-57 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /gl/, /gr/ , /9z/ /gb/ak
/gd/ ladan yo.
Frenand Léger 321
You will use what you have learned in class to create an advertisement poster for a hotel
you are going to open.
A. Anvan ou ekri. You and two other classmates are going to open a new hotel. You must
create an advertisement with information to promote your hotel. Think about hotel
advertisements you've seen before. What kind of information you usually see in them.
How are they formatted?
C. Lè ou fin ekri. Re-read your advertisement. Is there something else you want to add
or remove? Look closely at your text to check for possible spelling and grammar
mistakes. Make the necessary corrections according to the grading guide below.
Dosye sosyokiltirèl
Accommodation and Lodging for travelers to Haiti
Visitors interested in seeing the beauty of Haiti must explore the country side. Haiti is a
spectacularly beautiful country of immense mountains, fantastic coral reefs and
pristine beaches. The region of Cote-des-Arcadins, located 60 miles north ofthe capital,
is a 15-mile stretch of coast with sandy beaches excellent for scuba diving and
snorkeling. Hotels in the region include Club Indigo, Kaliko and Moulin Sur Mer.
Beautiful scenery of Haiti's countryside is also found in the South. In order to reach Les
Cayes, the main city in the southern region and Haiti's third largest city, take the
National Road number 2. The best time to visit Les Cayes is in August, during the
patronal festival (fèt patwonal) Notre Dame. One of the hotels in the town of Les Cayes
is La Cayenne Hotel. While enjoying the patronal festival Notre Dame in the South, you
are encouraged to visit ile-è-Vaches, a beautiful small island close to Les Cayes. There
are two beautiful seaside luxury hotel resorts called Port-Morgan and Abaka Bay on the
island. Take a look at their web sites.
ANNOU LI
You will read a text about accommodation and lodging in Haiti. Apply the techniques and
use the strategies you have learned to understand the text.
A. Anvan ou li. Think about the following questions before you read the text. What do you
already know about the tourism industry in Haiti? What do you already know about
Haiti's hotels? In your opinion, what is the best way to promote tourism in a country
like Haiti?
+ Here are some new words and expressions you need to know to better understand
Nan tan lontan, Ayiti se te youn nan pi bon destinasyon touristik nan Karayib la.
Menm jan ak lòt zile nan Karayib la, endistri touristik la se te yon eleman esansyèl
nan ekonomi peyi Dayiti. Se sa k fè te gen anpil gwo otèl ann Ayiti nan epòk sa a. Te
genyen otèl Castel Haiti, Club Med, Holliday Inn elatriye. Men tout otèl sa yo te oblije
fèmen pòt yo paske pa t gen ase touris k ap rantre nan peyi a. Enstabilite politik ak
5
kanpay enfòmasyon negatif sou Ayiti fè touris pa rantre na peyi a ankò. Pifò touris
ki te konn vini Ayiti pito ale nan lòt peyi nan Karayib la kote ki swadizan gen plis
sekirite. Pami peyi sa yo ou jwenn Sendomeng, Bayamas ak Pòtoriko.
Depi depa fòse ansyen Prezidan Jan Bètran Aristid la nan lane 2004, sityasyon
politik la te amelyore anpil. Menm lè te toujou gen ti pwoblèm pandan peryòd
10
tranzisyon Aristid-Preval la, gen mwens pwoblèm politik ak vyolans nan peyi a
depi lè Preval te pran pouvwa a nan lane 2006. Sa fè prèske kat lane depi pa gen
gwo twoub politik ak vyolans ann Ayiti. Absans pwoblèm politik ak vyolans ta
sipoze jwe anfavè sektè touris la ann Ayiti. Menm si se tipa tipa, sektè touristik la ta
15
dwe koumanse ap reprann deja. Kòm ensekirite a diminye, lojikman, ta dwe gen
plis touris k ap rantre nan peyi a. Poukisa se pa sa k ap fèt?
Ta sanble gen de rezon prensipal ki anpeche touris rantre an kantite ann Ayiti
malgre amelyorasyon sityasyon politik la depi kat dènye lane ki sot pase la yo.
Premyèman, koze move nouvèl nan laprès entènasyonal la toujou la. Nan
20
televizyon ak laprès ekri lòtbò dlo, move nouvèl sou Ayiti mikalaw.
fè Ou pa janm
tande oswa li bon nouvèl pozitif sou Ayiti. Pa mezi de prekosyon, touris etranje yo,
ki ekspoze a move nouvèl sa yo e ki pa konn sityasyon an byen, pa vle pran chans
rantre ann Ayiti. Pou rezoud pwoblèm sa a, fòk gouvènman ayisyen an ta jwenn
yon fason pou ankouraje radyo, televizyon ak laprès ekri nasyonal kou
entènasyonal yo pou propaje yon imaj positiv de peyi a. Imaj Ayiti kòm peyi pòv,
25
koronpi, vyolan e natirèlman devaste a dwe fini. Gen mwayen pou sa fini. Lè w ap
gade gwo chèn televizyon nasyonal ozetazni ak Kanada, ou toujou wè y ap fè bon
jan piblisite pou Bayamas ak Jamayik pa egzanp. Ministè touris nan peyi Bayamas
ak Jamayik peye televizyon sa yo pou fè reklam pou yo. Poukisa gouvènman
30
Ayisyen pa kab fè menm bagay la? Endistri touristik la se yon biznis tankou tout lòt
biznis. Li mande envestisman ak maketing pou l kab mache kòmsadwa.
Dezyèmman, gen yon gwo pwoblèm absans enfrastikti touristik modèn nan peyi a.
Pwoblèm sa a egziste depi lontan e li vin pi grav apre tranblemanntè douz janvye a.
Otrefwa, lè touris te konn rantre nan peyi a, te gen kèk bon otèl serye ki koresponn
a estanda entènasyonal yo pou resevwa yo. Menm lè anpil ladan yo te vin oblije
fèmen pòt yo, anpil lòt tankou Hotel El Rancho, Montana, Villa Kreyòl ak Ibolele te
toujou kontinye ap bay bon sèvis jiskaske tranblemanntè a vin mete yon fen nan sa.
Destriksyon otèl sa yo ki te klase pami sa k pi bon yo nan kapital la ansanm ak nan
326 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
tout peyi a reprezante yon gwo pwoblèm pou sektè touristik la.
Toutotan otèl sa yo pa rekonstwi ansanm ak lòt chenn otèl ki pi modèn, nou pa kab 40
espere touris rantre nan peyi a. Nan sans sa a leta Ayisyen ta sipoze gen yon wòl
total kapital pou li jwe. Poukisa leta Ayisyen pa ede yon fason oubyen yon lòt mete
otèl sa yo rekanpe sou de pye yo? Kòm pwopriyetè ak pèsonèl otèl sa yo deja gen
fòmasyon ak eksperyans nan domèn lojman touristik la, li ta bon, nan yon premye 45
tan, pou otorite yo ede moun sa yo rekonstwi otèl yo imedyateman. Konsa, n ap
kab kenbe annatandan ke leta mete sou pye yon pwojè nasyonal pou relanse
endistri touristik la nan peyi a. Relanse touris ann Ayiti enplike yon pakèt lòt
devlopman tankou amelyorasyon sistèm transpò ak kominikasyon nan peyi a. Se
de pwojè ki pral pran anpil tan pou reyalize. Se poutèt sa li ta enpòtan pou leta gen 50
yon plan dijans.
B. Pandan w ap li. How would you translate the following sentences from the text into
English? Use the glossary of your textbook, your dictionnary and the strategies and
techniques you learned to translate these sentences as accurately as possible.
1. Toutotèl sa yo te oblije fèmen pòt yo paske pa t gen ase touris k ap rantre nan peyi a.
Enstabilite politik ak kanpay enfòmasyon negatif sou Ayiti fè touris pa rantre nan peyi
a ankò.
2. Absans pwoblèm politik ak vyolans ta sipoze jwe anfavè sektè touristik la ann Ayiti.
3. Fòk gouvènman ayisyen an ta jwenn yon fason pou ankouraje radyo, televizyon ak
laprès ekri nasyonal kou entènasyonal yo pou propaje yon imaj positiv de peyi a.
4. Destriksyon otèl sa yo ki te klase pami sa k pi bon yo nan kapital la ansanm ak nan
tout peyi a reprezante yon gwo pwoblèm pou sektè touristik la.
5. Toutotan otèl sa yo pa rekonstwi ansanm ak lòt chenn otèl ki pi modèn, nou pa kab
espere touris rantre nan peyi a.
6. Relanse touris ann Ayiti enplike yon pakèt lòt devlopman tankou amelyorasyon sistèm
transpò ak kominikasyon nan peyi a.
Frenand Léger 327
C. Lè ou fin li. Work in groups of three or four to answer the following questions
according to the text. Answer in Kreyòl. Depending on the question, you might need to
skim or scan the text again to answer.
Poukisa otèl tankou Club Med ak Castel Haiti pa ap fonksyone jounen Jodi a?
Kisa k dekouraje touris yo fè yo pa vin ann Ayiti ankò?
Nan ki moman sityasyon politik peyi a vin pi favorab pou sektè touris la?
Depi konbyen tan pa gen anpil pwoblèm politik ak vyolans ann Ayiti ankò?
Poukisa malgre gen sekirite ann Ayiti, touris pa rantre an kantite?
a
MOV
No Kisa gouvènman an bezwen fè pou relanse endistri touristik la ann Ayiti?
Lè ou fin reponn kesyon yo. Re-read your answers. Is there something else you want
to add or remove? Make the necessary corrections before sharing your answers with
your classmates.
CHAPIT SÈT
Manje ak bwason
In this chapter, you will learn language materials and develop skills to talk about
food, drink, cooking, restaurants and food markets.
Language aim: Shopping for food in open-air market and expressing quantity
Vocabulary: Ekpresyon ak mo pou machande nan mache
Grammar and structures: Expressions of quantity
Pronunciation and spelling: Consonant blends: kl; kr; ks; kt
Reading: Yon lis pwovizyon alimantè
Lè yo bezwen fè pwovizyon alimantè, kèk nan Ayisyen ki abite lavil yo konn al nan makèt.
Men pifò moun ann Ayiti se nan mache yo ale achte tout kalite manje yo bezwen. Se nan
“mache yo kab achte bèt vivan tankou poul, kodenn, kabrit elatriye.
BÈT LANMÈ
330 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
+ Fwi ak legim
bannann plantain malanga malanga
bètrav eets mandanrin tangerine
bwokoli broccoli mango mango
djondjon black mushroom manyòk manioc
chadèk grapefruit mayi corn
fig bannann banana melon melon
fwi fruit militon squash
grenadya passion fruit pèch pear
kachiman custard apple tree pwa sèch beans
kalalou okra pwatann fish
kayimit star apple pwa vèt green beans
kokoye coconut sitwon lemon
kowosòl soursoup tamaren tamarind
legim vegetables zaboka avocado
D 2-58 -DJALÒG
Wozmari, bòn k ap travay kay Wozlò ak Filip la, al nan mache Kwabosal. L ap pale ak
yon machann ki vann anpil bagay. Koute konvèsasyon an.
ANNOU PRATIKE
Kategori aliman - Annou klase aliman yo nan bon kategori a. Gen yon egzanp pou chak
kategori. Se pou ou konplete chak kategori ak omwen senk lòt mo.
C. Ki fwi oswa legim? Chwazi mo ki korèk la pami mo ki anba yo pou reponn chak kesyon.
Itilize atik defini kòrèk la pou reponn kesyon yo menm jan ak egzanp lan ki anba a.
Egzanp: Se yon legim won ki gen koulè wouj; yo konn fè salad ak li.
Repons: Se tomat la.
sitwon - pòm - rezen - seriz - pwa - leti - fig bannan - kawòt - tomat
. Se yon legim ki gen koulè oranj; lapen tankou Bugs Bunny renmen l anpil.
. Se yon fwi long ki gen koulè jòn; makak renmen manje l anpil.
. Se yon legim vèt yo itilize souvan pou fè salad.
Se yon seri ti fwi won ki gen koulè wouj; yo konn fè tat (pie) ak yo.
. Se yon seri ti legim won ki gen koulè vèt; yo konn mete yo nan diri.
. Yo sèvi ak fwi sa a pou fè diven (wine).
. Se yon fwi ki gen koulè vèt; yo konn fè limonad ak li.
ÈE« Se yon fwi ki konn wouj, jòn oswa vèt; yo konn fè tat avèk li.
NAMO'UèKoWNHr
D. Devine ki bèt yo ye - Jwenn non bèt ki matche ak chak deskripsyon sa yo. Itlize atik
defini kòrèk la pou reponn kesyon yo menm jan ak egzanp lan ki anba a.
Egzanp: Se yon bèt lanmè ki sanble ak woma; men li pi piti pase woma.
Repons: Se krevèt la.
Se bèt lanmè ki nan kokiy (shell); fòk ou plonje fon pou jwenn li.
Se bèt volay moun Ozetazini konn manje lè Tenksgivin.
Se gwo bèt ki ba ou lèt pou w ka manke ak sereyal.
Se bèt volay ki mawon; li viv nan bwa; ou pa kab aprivwaze l.
Se yon bèt ki gen kat pye; li renmen benyen nan labou.
Se bèt volay ki leve ou lèmaten lè l chante kokorikooo!
Se yon bèt lanmè ki gen de gwo pens; li kab mòde (bit) ou.
Se yon bèt volay ki renmen naje anpil; yo konn kwit li ak zoranj.
LGENBJIS
WE
Se yon bèt ayise yon ai api gwo pase pe jin lirenmen manje kawòt.
as`xinti
Frenand Léger 335
E. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
sé To talk about quantities in Kreyòl so that you can go shopping and follow recipes, you
need to learn how to use the expressions of quantity which are divided into adverbs of
quantity and nouns of measures. Both adverbs of quantity and nouns of measures are
placed before nouns and express 'how much' or 'how many'.
«é Adverbs ofquantity- The basic Kreyòl adverbs of quantity are anpil (lots, a lot, many,
plenty); ase (enough); enpe (a little, some) kèk (a few, some) and twòp (too much, too
many). Except kèk which can only be used with countable nouns, all Kreyòl adverbs of
quantity are used with both uncountable and countable nouns.
Nouns
of measure - Nouns of measure are divided into expressions used for a vague
quantity of something and expressions used for a more precise quantity such as a unit
of measure. Expressions used for a vague quantity of something are often metaphorical
expressions of quantity. However some non-metaphorical expressions of quantity are
also used.
336 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Èske gen twòp, ase oswa twò piti? - Ki kantite ki genyen? Pou ckak sityasyon, se pou
ou di si kantite a twòp, ase oswa twò piti (not enough). Swiv egzanp lan ki anba a.
Egzanp: Ou bezwen lèt pou mete nan kafe ou. Ou jwenn yon galon lèt.
Repons: Gen twòp lèt.
3. Ann chanje abitid nou! - Sèvi ak ekspresyon kantite ki nan parantèz yo pou refè fraz
yo. Swiv egzanp lan.
Egzanp: Filip pa janm bwè byè. (yon bann) — Repons: Jodi a li bwè yon bann byè.
moso - lit- twòp - ka - kès - lonn -bwat - sak - tèt - douzenn - ase
D. Kijan ou kab achte bagay sa yo! -Se pou ou reponn kesyon yo pou di ki mezi ou itlize
pou achte chak bagay ki anba yo. Swiv egzanp lan.
Egzanp: Kijan yo kab achte dlo? — Repons: Yo kab achte dlo pa boutèy ak galon.
« Kijan yo kab achte diven (wine)? 6. Kijan yo kab achte pèsi ak ten.
« Kijan yo kab achte twal? 7. Kijan yo kab achte diri ak pwa?
Kijan yo kab achte fwomaj oswa janbon? 8. Kijan yo kab achte luil?
Kijan yo kab achte fwi tankou melon? 9. Kijan yo kab achte ze?
n
Do
So Kijan yo kab achte byè oswa koka? 10. Kijan yo kab achte chokola?
Frenand Léger — 339
E. Ki bagay yo ka vann pa lit? - Di ki bagay yo vann pa inite mezi sa yo. Si posib, se pou w
jwenn omwen twa bagay pou chak mezi. Reponn ak yon fraz konplè tankou egzanp lan.
Egzanp: Lit `— Repons: Yo kab vann bagay likid tankou dlo, lèt ak luil pa lit.
1. Demilit 7. Sak
2. Pil 8. Pake
3. Ka 9. Ti mamit
4. Kès 10. Tèt
5. Gallon 11. Glòs
6. Lonn 12. douzenn
/ki/; /kr/; ak /ks/ se konsòn doub ou jwenn nan yon sèl silab. Men, /kt/ li menm se
nan de silab ki youn apre lòt ou jwenn li. Ou jwenn konsòn doub sa yo nan anpil mo
Kreyòl.
OU PRATIKE
A A. CD 2-59 - Koute epi repete mo sa yo ki gen /kl/; /kr/; /ks/ ak /kt/ ladan yo.
KL, ki: klan, klarifye, klas, klase, klasik, klasifye, kle, klè, klere, kleren, klima,
klinik, klipsè, kliyan, klòch, klou, zèklè, zoklo
KR, kr: akra, akrèk, akrilik, krab, krabinen, krache, kran, kranpon, krapo, |
kraponnen, kras, krasik, kravat, kraze, kredi, krèm, kreten, kriye |
KT, kt: laktaz, laktoz, lakte, laviktwa, lekti, lektora, lektè, sektanm, sektaris, sektè, |
sektoryèl, vektè, vitktwa, viktim
+ B. CD 2-60 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /kl/; /kr/; /ks/ ak /kt/
ladan yo.
340 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
IV. — Annou li
A. Anvan ou li. - Panse a lis pwovizyon alimantè ou konn abitye wè déja. Kouman kalite
dokiman sa yo òganize? Ki jan de tèks yo ye? Ki kalite enfòmasyon ou konn jwenn ladan
yo? Fè yon lis kote ou ekri tout kalite enfòmasyon ou konn abitye wè nan lis pwovizyon
alimantè ou li deja.
Lis pwovizyon
C. Lèou fin li.- Reponn kesyon sa yo an Kreyòl dapre enfòmasyon ki nan tèks la.
D. Lè ou fin reponn kesyon yo. - Reli repons ou yo pou fè tout koreksyon nesesè avan ou
pataje yo ak lòt etidyan nan klas la.
Frenand Léger 34]
`- Language aim: Shopping for food in super market and making comparison
- Vocabulary: Ekpresyon ak mo pou achte nan makèt
- Grammar and structures: Comparison of adjectives
- Pronunciation and spelling: Consonant blends: lb; If; Ik
- Wiriting: Engredyan pou yon dine uit moun
Moun lavil yo, sitou sa ki gen lajan yo se nan makèt yo ale fè pwovizyon alimantè. Yo vann
anpil lòt bagay tou nan makèt.
Gwo makèt modèn yo toujou gen anpil seksyon kote ou kab achte tout sa ou bezwen.
Gen seksyon famasi kote ou achte medikaman; gen seksyon pwodwidbote kote yo vann
krèm savon ak losyon; gen pwasonnri kote yo vann bèt lanmè; gen bouchri kote yo
vann vyann ak volay; gen boulanje kote ou kab achte pen ak patisri tankou gato; gen
seksyon pwodwi letye kote k genyen lèt fwomaj ak yogout ; gen chakitri kote yo vann
Sosis, janbon elatriye. Epi gen lòt seksyon oswa depatman kote yo vann plizyè lòt bagay.
342 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CD 2-61 -DJALÒG
e Wozlò ak Filip envite uit moun vin manje lakay yo. Yo nan makèt Piyay Nasyonal la
kote y ap achte pwovizyon pou prepare manje yo. Koute konvèsasyon an.
“+ Enfòmasyon kiltirèl: “Mezi lajan w, mezi wanga a.” This Kreyòl proverb can be
interpreted as “You get your money's worth.” Remember that this is often not the case
when you shop in open air and peasant markets in Haiti. However, unlike open air and
farmer's markets, where you must haggle over prices, Haitian supermarkets have fixed
prices for all items on sale. Even though by law, merchants are required to quote prices
in gourdes, rarely they do so. Instead, practically everything on sale in the supermarkets
is priced in Haitian dollars which is equivalent to 5 gourdes. This practice originated
during the US occupation of Haiti in the early 20th century, during which the gourde
was pegged at 5 gourdes to the US dollar.
ANNOU PRATIKE
A. Nan ki seksyon oswa depatman ? Di nan ki depatman oswa seksyon nan makèt la yo
vann bagay sa yo? Swiv egzanp lan ki anba a.
Kisa yo vann nan seksyon oswa depatman sa yo? - Se pou ou di omwen senk bagay
yo vann nan seksyon oswa depatman sa yo ki nan makèt modèn yo. Swiv egzanp lan.
Egzanp: chakitri
Repons: Yo vann sosis, sosison, pate, janbon fime, vyann fime.
1. Seksyon pwodwidbote
2. Bouchri
3. Pwasonnri
4. Boulanje
5. Famasi
6. Seksyon pwodwi letye
. Nan makèt la! Chwazi sa ki korèk la pami mo ki anba yo pou reponn. Itilize atik defini
kòrèk la pou reponn menm jan ak egzanp lan ki anba a.
Egzanp: Se yon bagay ou jwenn nan makèt; ou itlize sa pou pote pwovizyon ou achte yo.
Repons: Se panye a.
kesye - kòdba - etajè - sachè plastik - likidasyon - balans- frizè- charyo - kès
. Seyon bagay ki gen kat wou; ou mete bagay ou achte yo ladan l epi ou pouse l.
. Seyon aparèy ou itlize pou peze bagay ou achte nan makèt la.
Se kote sa a pou ale pou peye bagay ou achte yo.
Se moun ki touche lajan pou bagay ou achte yo.
Se sou bagay sa yo machandiz yo etale nan makèt la.
Se yon seri gwo frijidè ki kenbe pwovizyon glase.
Lè gen bagay sa a, ou peye mwens lajan pou machandiz yo.
ÈPNAvSWENHE
Lè ou fin peye, yo ba ou bagay sa yo pou pote pwovizyon yo lakay ou.
). Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
# Adjectives can be used to compare two or more nouns in Kreyòl. When you are talking
about two or more persons, animals, places and things you can compare them. You can
talk about the differences or the absence of difference between them.
+ Equal comparison - To compare people, animals, places, events or things, when there
is no difference, use noun 1 + adjective + menm jan ak or tankou/kou/kouwè (as - as)
+ noun 2,
1. Rezen piti tankou seriz. - Grapes are as smaller as cherry.
2. Wozlò bèl kou lakansyèl. - Wozlò is as pretty as the rainbow.
3. Dan li blan kouwè lèt. - Herteeth are as white as milk.
4. Anayiz pa wo menmjan ak Mari. - aAnayizisnotas tall as Mari,
5. Èske bè a chè tankou fwomaj la? —- Isthe butter as expensive as the cheese?
+ Comparison ofsuperiority -To express the difference in term of superiority between
two people, things or events, use noun 1 +pi + adjective + pase (more - than) + noun 2.
1. Yon chadèk pi gwo pase yon sitwon. - Agrapefruit is bigger than a lemon.
2. Yon kabrit pi piti pase yon bèf. - Agoat is smaller than a cow.
3. Filip pi wo pase Wozlò. - Filip is taller than Wozlò.
4. Èske pwason pi bon pase vyann? - Isfish better than meat?
1. Yon zoranj mwen gwo pase yon melon. - An orange is not as big as a melon.
2. Krevèt mwen gwo pase lanbi. - Shrimps are smaller than conch.
3. Wozlò mwen wo pase Filip. - Wozlò is not as tall as Filip.
4. Èske pentad mwen sovaj pase kodenn? - ls guinea hen less wild than turkey?
5. Wozlò pa wo tankou Filip. - Wozlò is not as tall as Filip.
+ Note that menm jan ak and tankou/kou/kouwè may also be used in the negative to
express comparison ofinferiority as illustrated in example 5.
Frenand Léger
ANNOU PRATIKE
Ann fè konparezon egal ego - Konpare de eleman ki anba yo pou w di pa gen diferans.
Sèvi ak tankou/kou/kouwè pou fè fraz yo. Swiv egzanp lan.
Egzanp: Wozlò bèl. Lakansyèl bèl tou. —$ Repons: Wozlò bèl tankou lakansyèl.
1. Melon gwo. Joumou gwo tou. 4. Lisi lèd. Dyab lèd tou.
2. Seriz piti. Rezen piti tou. 5. Fi gra. Kochon gra tou.
3. Jetimoun nan ble. Syèl la ble tou. 6. Manje sale. Lanmè a sale tou.
Egzanp: Wozlò wo. Men Filip piwo — Repons: Filip pi wo pase Wozlò.
1. Zoranj gwo. Men chadèk pi gwo. 4. Dyab lèd. Men Lisi pi lèd.
2. Mayi piti. Men diri pi piti. 5. Kochon gra. Men fi a pi gra.
3. Chen an move. Men toro api move. 6. Siro dous. Men mango api dous.
Egzanp: Woma gwo. Krevèt mwen gwo. — Repons: Krevèt mwen gwo pase woma.
E. Ann reponn kesyon! - Reponn chak kesyon sa yo kòmsadwa. Swiv egzanp lan.
Egzanp: Ki bèt ki pi piti : rat oswa chat? — Repons: Yon rat pi piti.
+ /lb/; /f/ ak /Ik/ se konsòn doub ou jwenn nan yon sèl silab. Ou jwenn konsòn doub sa
yo nan anpil mo Kreyòl.
Frenand Léger — 349
ANNOU PRATIKE
]” A. CD 2-62 - Koute epi repete mo sa yo ki gen /Ib4; /lf/ ak /Ik/ ladan yo.
LF, lf: alfa, alfò, kalfou, malfèktè, malfezan, malfini, malfouti, malfwendeng
B. CD 2-63 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /Ib/; /If/ ak /Ik/ ladan yo.
#Iv:
“You will write about shopping for foodstuffs. Imagine that you are preparing dinner for
eight persons. You will write a list of food and drink items you need.
A. Anvan ou ekri. Ou envite uit moun vin manje lakay ou. Ou pral prepare anpil manje
pou yo. Ou prale nan mache pou achte pwovizyon pou prepare manje pou yo. Avan ou
ale nan mache, fòk ou fè lis tout sa ou bezwen. Reflechi pou w jwenn sa ou pral bay
moun yo manje ak bwè. Apre, panse a sa ou pral ekri nan lis la.
B. Ann ekri. Prepare lis manje ak bwason ou bezwen pou bay uit moun manje. Se pou ou
ekri non ak kantite engredyan ou bezwen yo. Ekri omwen dis engredyan ak bwason pou
fè manje ak bwason sa yo.
C. Lèou fin ekri. Reli lis ou an. Èske gen yon bagay ou vle wete oswa ajoute? Byen reli
lis ou an pou w wè si pa gen fot gramè ak òtograf ki bezwen koreksyon.
350 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Ayisyen pran twa repa an jeneral. Premye repa a rele dejene oswa manje maten. Dezyèm
repa a rele dine oswa manje midi. Twazyèm repa a rele soupe oswa manje aswè. Gen kèk
moun ki manje sa yo rele goute nan apremidi. Men se pa yon pratik ki kouran nan kilti
ayisyèn nan. Ki kalite manje Ayisyen manje pou chak repa?
Vyann bè,
vvann kochon
Pen ak manba
Djeni: - Kouman w ye Filip? Èske ou gen tan jodi a pou pale sou koze manje
ayisyen an?
Filip: - Men wi Djeni. Ou mèt poze m tout kesyon w vle.
Djeni: - Eskeou kab di m kisa Ayisyen konn manje nan maten an jeneral?
Filip: - Si yo gen lajan, nan maten, Ayisyen manje bannann ak ze fri, omlèt ak pen,
mayi moulen ak zaboka, kònflèks ak lèt epi akasan ak pen.
Djeni: -- Ki bwason yo konn bwè? Yo konn bwè kafe oswa te?
Filip: - Pi fò Ayisyen renmen bwè kafe lèmanten. Yo konn melanje kafe a ak lèt.
Gen moun ki bwè te, ji zoranj, limonad elatriye.
Djeni: - Eamidisa moun yo manje? Yo di m Ayisyen renmen diri. Èske se vre?
Filip: - Se vre wi! Ayisyen manje diri anpil wi. Gen moun ki kwit diri kole ak pwa;
gen lòt ki fè diri blan ak sòs pwa. Epi gen lòt ki manje diri a ak legim.
Djeni: - Sediri sèlman yo manje kòm dine?
Filip: - Non Djeni ! Dine se repa ki pi enpòtan nan jounen an. Se lè sa a moun yo
manje vant deboutonnen. Dabò, moun yo manje salad ak bannann.
Answit, yo manje diri oswa mayi ak vyan oubyen pwason. Apre, yo manje
desè tankou pen patat oswa salad fwi.
Djeni: - Eki bwason ki konn gen sou tab la lè moun yo ap dine?
Filip: - Gen moun ki konn bwè kola oswa koka. Men pi fò moun renmen bwè jifwi
tankou ji zoranj, chadèk, kowosòl, kachiman, sitwon elatriye.
Djeni: - Kilòtrepa moun yo pran apre dine a?
Filip: - Vè senkè konsa, moun kò bon yo konn pran sa yo rele goute. Men pifò
Ayisyen se twa repa yo pran pa jou. Apre dine, se soupe moun yo konn
pran.
Djeni: - Kisa w vle di pa moun kò bon? M pa konprann ekspresyon sa a?
Filip: - Moun kò bon se yon ekpresyon nou itilize pou pale de boujwa oubyen
moun ki gen lajan. Moun sa yo gen tandans manje tankou blan franse.
Djeni: - A! M konprann. Men kisa moun yo manje kòm soupe?
Filip: - Kòm soupe, moun yo pa manje anpil. Gen sa k pran chokola ak pen; gen
lòt ki pran labouyi. Granmoun yo renmen bwè te kannèl oubyen te fèy
kowosòl avan y al kouche pou yo kab byen dòmi.
Djeni: - Mèsi anpil Filip. M kontan paske w ban m bon jan enfòmasyon. Orevwa!
Frenand Léger 353
ANNOU PRATIKE
A. Kilè yo bwè oswa manje aliman sa yo? Di si yo pran aliman sa yo pandan dejene, dine
oswa soupe. Swiv egzanp lan.
B. Ann fè yon ti tès sou aliman yo - Fè tès (test) la pou wè si ou byen enfòme sou zafè
alimantasyon. Se pou ou chwazi bon repons lan. Swiv egzanp lan.
C. Etap nan preparasyon yon repa - Pou prepare epi manje yon repa konplè, gen plizyè
etap pou ou swiv. Annou klase etap sa yo dapre lòd kwonolojik. Swiv egzanp lan.
D. Ajantri ak vesèl yo! - Chwazi mo oswa ekspresyon ki pi apwopriye a nan lis ki anba a
pou w konplete chak fraz ki anba yo. Swiv egzanp lan.
bòl - graj - kiyè - kouto - paswa - bonm — vè - tas- pilon - vesèl - kaswòl
. VRÈ OU FO? -Disi fraz ki anba yo vrè oswa fo. Apre sa, korije fraz ki fo yo epi kite fraz
ki vrè yo jan yo ye a. Swiv egzanp lan.
Egzanp 1: Ayisyen konn bwè kafe olè epi manje akasan ak pen nan maten.
Repons 1: VRE
F. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
1. Èske ou konn kwit manje?
Ki manje ou konn kwit? Kouman ou kwit manje sa a?
Ki manje ou pi renmen?
Kisa ou bwè ak manje lè ou leve nan maten?
Ki bwason ou pi renmen?
wo
auKi manje ou pa renmen? Poukisa
«+ Verbs can be used to compare two or more nouns in Kreyòl. When you are talking about
two or more people, animals, places, events and things you can compare them. You can
talk about the differences or the absence of difference in how they do things.
1. Yon chadèk gen plis ji pase yon - Agrapefruit gives more juice than a
sitwon. lemon.
2. Sèm nantravay plispasefrèmnan. —- mMysister works more than my brother.
3. Filip dòmi plis pase Wozlò. - Filip sleeps more than Wozlò.
4. Yon chwal kouri plis pase yon rat. - Ahorseruns more than a rat.
“' Comparison ofinferiority -To compare the difference in term of inferiority between
two people, things or events, use noun 1 + mwens + adjective + pase + noun 2.
1. Yon chattravay mwens pase yon bourik. - Acatworks less than a donkey.
2. Wozlò dòmi mwens pase Filip. - Wozlò sleeps less than Filip.
3. Mimoz gen mwens lajan pase Lisi. - Mimoz has less money than Lisi.
4. Wozlòrenmen avyon mwens pase tren. - Woztò likes plane less than train.
Frenand Léger — 357
ANNOU PRATIKE
A. Ann fè konparezon egal ego - Konpare de eleman ki anba yo pou w di pa gen diferans.
Sèvi ak menm jan ak, tankou/kou/kouwè pou fè fraz yo. Swiv egzanp lan.
Egzanp: Wozlò travay. Men Filip travay plis. — Repons: Filip travay plis pase Wozlò.
1. Zoranj gen ji. Men chadèk gen plis ji. 4. Adriyen etidye. Men Anayiz etidye plis.
2. Chen travay. Men bourik travay plis. 5. Milèt kouri. Men Chwal kouri plis.
3. Kabrit manje. Men bèf manje plis. 6. Lwi gen lajan. Men Lisi gen plis lajan.
1. Jiraf kouri. Chwal kouri mwens. 4. “Timoun jwe. Granmoun jwe mwens.
2. Anpoul klere. Lanp klere mwens. 5. Etidyan etidye. Elèv etidye mwens.
3. Ou gen lajan. Li gen mwens lajan 6. Pwofesè pale. Kontab pale mwens.
358 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
menm jan ak, tankou/kou/kouwè —-— mwens ... pase - plis ... pase
E. Ann reponn kesyon! - Reponn chak kesyon sa yo kòmsadwa. Swiv egzanp lan.
= /lm/; /ls/ ak /It/ se konsòn doub ou jwenn nan yon sèl silab. Ou jwenn konsòn doub sa
yo nan anpil mo Kreyòl.
ANNOU PRATIKE
«ti. A. CD 3-2 - Koute epi repete mo sa yo ki gen /Im/4; /ls/ ak /It/ ladan yo.
I
LM, Im: almanak, kalm, kalma, kalman, kalmason, kalme, kalmi, malmachwa,
malmakak, malman, malmanje, malmennen, malmouton
LT, lt: altè, altèkasyon, altènatè, altènatif, altitid, alto, bèlte, palto, salte,
saltenbank
B. CD 3-3 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /Im/4; /ls/ ak /It/ ladan yo.
Annou koute
« Preparing for listening
You will use what you have learned to understand a recording describing a recipe.
Anvan ou koute. Ou pral koute yon resèt labouyi bannann. Reflechi pou w sonje kalite
enfòmasyon ou konn abitye wè nan jan de dokiman sa yo. Kijan yon resèt òganize? Ki
jan de dokiman yo ye? Eske se tèks enfòmatif, deskriptif, naratif oswa eksplikati?
D. Lè ou fin koute. Reponn kesyon ki anba yo dapre anrejistreman an. Ou kab fè travay sa
aan goup.
Gen diferant kalite restoran ann Ayiti. Ou chwazi kote pou w manje an fonksyon de kantite
lajan ou gen nan pòch ou. Si w se malere, ou kab ale kay yon machann manje kwit pou w
manje yon chen janbe oswa yon aleken. Si ou pa vle manje nan lari, ou gen dwa ale nan yon
restoran nòmal kote ou kab rantre chita sou tab. Se manje lokal yo sèvi nan restoran sa yo.
Gen lòt restoran chik kote grannèg ale manje leswa. Se sitou manje franse yo sèvi nan
restoran chik sa yo. Lè w al manje nan yon restoran chik, ou kòmanse repa a ak yon aperitif
oubyen yon òdèv tankou patedfwa, soup zonyon, zuit, moul, salad oubyen yon vè diven.
Apre sa a, yo sèvi prensipal
pla la. Answit, yo sèvi desè a. Apre desè a, gen moun ki konn
bwè te oubyen kafe pou fini. Lè ou fin manje nèt, sèvè a ap pote nòt la ba ou pou w kab
peye. Manje nan Restoran sa yo bon anpil men yo chè anpil tou.
362 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CD 3-5 - DJALÒG
ki Djeni, yon amerikèn ak mari li, Djonn, al manje nan restoran Che Jera nan Petyonvil.
Y ap kòmande manje ak bwason. Koute konvèsasyon an.
Sèvè a: Bonswa mesye. Bonswa madam. Èske n ap pran yon aperitif avan nou
kòmande?
Djonn: Men wi! N ap pran yon boutèy diven blan. Ki òdèv ou genyen aswè a.
Sèvè a: Ou ap jwenn tout òdèv ou wè nan meni an. Men m ta konseye nou pran
eskago a lay la. Li bon anpil.
Djonn: Sa w panse Djeni? Ou vle eseye eskago a lay la?
Djeni: Ou mèt kòmande eskago a pou tèt pa w. Mwen menm, m ap pran
patedfwa a pito.
Sèvè a: Kidonk eskago pou mesye a epi patedfwa pou madanm nan.
Djonn: Se sa! Pa bliye pote diven an non.
Sèvè a: Diven an ap vin jwenn ou touswit.
Djonn: M ap pran kana ak loranj lan. E ou Djeni, kisa w ap pran kòm pla
prensipal?
Djeni: M anvi eseye somon griye a. Men, pwason gwo sèl la sanble bon tou!
Sèvè a: Mesyedam, èske nou pare pou kòmande? Espesialite chèf la aswè a, se
kòk oven. Men nou gen tout lòt pla yo nou wè nan meni an tou.
Djonn: Madanm mwen ap pran somon griye a. Mwen menm, m ap pran kana a
loranj lan.
Sèvè a: Oke. M wè diven nou gentan fini. N ap pran yon lòt boutèy?
Djonn: Wi n ap pran yon lòt boutèy nan menm diven an. Pote yon po dlo pou nou
tou silvouplè.
Djeni: Se pati bon somon m nan bon ! M pa regrèt m te chwazi l. E ou menm
Djonn, kouman kana w la ye?
Djonn: Li trè bon. Ou mèt goute wi si ou vle. Ou kwè m ap kab manje desè apre
tout manje sa yo?
Sèvè a: Mesyedam, kòm desè, nou genyen bon gato fwi ranvèse, pen patat,
krèm alaglas epi tat zanmann. Kisa n ap pran?
Djonn: Vant mwen plen. M pa nan desè aswè a. E ou menm Djeni?
Djeni: M pa nan desè nonpli. M ap pran yon te ositwon sèlman pou fini.
Djonn: Tou pote adisyon an pou nou lè w ap pote te ositwon an pou madanm
nan.
364 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Sèvè a: - Men tea epi sa ase nòt la jan w te mande a. Mèsi anpil paske nou te
chwazi Che Jera aswè a. M swete manje a ak sèvis la te nan gou nou.
Djonn: - Mèsi anpil ! Manje a te ekselan. Ou mèt kenbe monnen an kòm poubwa
pou bon sèvis sa a ou ban nou aswè a.
Enfòmasyon kiltirèl: Because of the economic situation of Haiti, only a small fraction
of the population has formal family meals or dines in fine restaurants. However, there
are some table manners and rules in Haiti that are similar to the ones observed in
France. In fact, the Haitian middle class and the elite tend to follow the French
traditions. Here are some basic rules you should observe if you are invited for dinner in
Haiti. It's not necessary to bring a gift for the host when invited for dinner, but a good
bottle of wine is always appropriate. When the aperitif is served, you must wait for the
host to give the toast before drinking. In Haiti, it is considered rude to put one's elbows
on the table. It is also considered impolite to keep one's hands below the table. It is
very impolite to take a bite from the whole piece of bread; you should tear a bite-sized
piece before eating it. And it is not acceptable to eat foods with your hands when you
are at the dinner table, with the exception of bread.
Frenand Léger 365
ANNOU PRATIKE
1. Yo kòmande manje...
a. apre yo fin gade meni an. b. avan yo gade meni an.
2. Yo manje òdèv...
a. apre desè a b. avan ou manje pla prensipal la.
4. Yo pran aperitif...
a. avan ou manje òdèv b. lè ou fin manje òdèv
6. Yo manje desè...
a. apre pla prensipal la b. avan ou manje pla prensipal la.
8. Yo bay poubwa...
a. avan ou peye. b. lèou fin peye
366 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Èske se aperitif, òdèv, pla prensipal oswa desè? - Di si aliman sa yo se aperitif, òdèv,
pla prensipal oswa desè. Swiv egzanp lan.
Egzanp: somon griye —+ Repons : Somon griye se yon pla prensipal liye.
C. Nan restoran an! - Chwazi mo oswa ekspresyon ki pi apwopriye a nan lis ki anba a pou
w konplete chak fraz ki anba yo. Swiv egzanp lan.
D. VRÈ OU FO ? - Di si fraz ki anba yo vrè oswa fo. Apre sa, korije fraz ki fo yo epi kite fraz
ki vrè yo jan yo ye ya. Swiv egzanp yo.
Egzanp 1: Nan restoran ayisyen, yo toujou pote nòt la lè ou fin manje nèt.
Repons 1: VRÈ
Egzanp 2: Nan restoran ayisyen, yo toujou sèvi desè avan pla prensipal la.
Repons 2: FO - Nan restoran ayisyen, yo toujou sèvi desè a apre pla prensipal la.
« Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
The superlative
The superlative is the degree of comparison that indicates an extreme level which can
be the highest or the lowest. There are two types of superlative in Kreyòl: superlative of
superiority and inferiority. They can be created many ways.
Superlative
of superiority —- To express the superlative of superiority use pi +
adjective + pase + an expression oftotality. You may also use pi preceded by ki +
adjective + nan. Or simply use pi + adjective.
368 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
1. Yon balèn pi gwo pase tout bèt. - Awhale is the largest of all animals.
2. Jòdann pi fò pase lòt jwè yo. - Jordan is the best of the players.
3. Sekiba ki pi gwo zile nan Karayib la. - Cuba is the largest island in the Caribbean.
4. Nou kòmande pla ki pi chè a. - We ordered the most expensive dish.
` Superlative ofinferiority - To express the superlative in term ofinferiority use mwen
+ adjective + pase; mwen + adjective + nan; or simply mwen + adjective.
1. Toyota mwen chè pase tout machin. - Toyota is the least expensive of all cars.
2. Jaki mwen frekan pase yo. - Jaki is the least arrogant among them.
3. Japon mwen vyolan nan monn nan. - Japan is the least violent place in the world.
4. SeJapon ki mwen vyolan. - Japan is the least violent,
ANNOU PRATIKE
Egzanp: Mango bon. (tout fwi) —» Repons: Se mango ki pi bon nan tout fwi.
balèn - towo - bourik - kabrit - kochon —- poul - kodenn - kòk - chen - chat - rat
Egzanp: Ki bèt ki pi gwo nan tout bèt sa yo? — Repons: Se balèn ki pi gwo.
1. Ki bèt ki pi bèl? 4. Kibètki pi dosil?
2. Kibètki pi parese? 5. Ki bèt ki pi piti?
3. Ki bèt ki travay plis? 6. Ki bèt ki manje mwens?
D. Ann reponn kesyon yo! - Reponn chak kesyon sa yo kòmsadwa. Swiv egzanp lan.
a /sk/; /sl/ ak /sm/ se konsòn doub ou jwenn nan yon sèl silab. Men, /kt/ li menm se nan
de silab ki youn apre lòt ou jwenn li. Ou jwenn konsòn doub sa yo nan kèk mo Kreyòl.
ANNOU PRATIKE
KÉ B. CD3-7-Yontidikte. Koute epi ekri fraz sa yo ki gen /sk/; /sl/ ak /sm/ ladan yo.
370 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
You will use what you have learned in class to write about your eating habits.
A. Anvan ou ekri. Think about your eating habits during a typical day. How many times
you eat. At what time? What do you eat?
1. Fill the following table in Kreyòl to help you organize your ideas.
[ LÈ ALIMAN
[Ezanp: Vè uitè dimaten Kafe olè; pen ak bè
pi a
2. Then, give your opinion on your eating habits by saying whether you eat:
Trèbyen - Byen - waAsebyn - Mal - Trèmal
C. Lè ou fin ekri. Re-read your composition Is there something else you want to add or
remove? Look closely at your text to check for possible spelling and grammar mistakes.
Make the necessary corrections according to the grading guide below.
Dosye sosyokiltirèl
Manje ayisyen se koupe dwèt!
«+ ANNOU LI
You will read a text about Haitian cuisine. Apply the techniques and use the strategies you
learned to understand the text.
A. Anvan ou li. Èske ou konn kwit manje? Lè w ap kwit manje, èske ou swiv resèt? Avan
ou li resèt ki anba a, panse a resèt ou abitye li an angle. Reflechi pou w sonje fason
dokiman sa yo òganize. Ki kalite tèks yo ye? Eske se tèks naratif, deskriptif, agimantatif,
ekplikatif oswa enfòmatif?
Resèt la
Lè w ap kwit diri kole ak pwa sèch, premye sa ou fè se lave pwa a epi mete l bouyi.
Pinga ou mete sèl nan pwa a lè w ap bouyi l. Ou kab mete yon tèt lay bouyi nan pwa
a si ou vle. An jeneral, pwa sèch pran omwen dezèdtan pou l!kwit si ou pa t mete l
tranpe nan dlo pandan omwen uitèdtan anvan ou bouyi l.
Dezyèm bagay ou fè lè pwa a fin bouyi, se mete lwil doliv cho pou fri zepis yo. Mete
10
chodyè ou cho ak luil la ladan l. Ansuit, mete lay la ak zonyon an fri. Apre sa, ajoute
pwa a; brase l pou kèk minit epi ajoute dlo a. Ou bezwen kat tas dlo pou de ti mamit
diri. Mete magi a, sèl la, giwòf la, pèsi ak ten an nan dlo a. Kouvri chodyè epi kite dlo
a bouyi.
Twazyèm bagay ou fè annatandan dlo a bouyi se netwaye epi lave diri a. Lè dlo a
15
bouyi ajoute diri a. Brase chodyè a youn oubyen de fwa pou byen melanje diri a ak
pwa a. Kite diri a bouyi jouk dlo a sèch san ou pa kouvri chodyè a. Lè dlo a fin sèch
nèt, fòk ou brase diri yon dènye fwa.
Dènye bagay ou fè se toufe diri a pou l kab byen kwit. Gen moun ki kouvri chodyè a
ak yon papye aliminyòm avan yo mete kouvèti a. Konsa tout chalè a rete anndan
chodyè a. se sèl fason pou diri a kwit. Lè ou fin toufe diri a, fòk ou bese dife a anba l 20
pou l pa boule. Kite chodyè a sou yon ti dife byen piti pandan dis a kenz minit
konsa. Apre sa, ou mèt sèvi diri a paske l pare.
Frenand Léger, June 2010
374 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Pandan w ap li. Tradwi fraz sa yo ki anba a an angle. Itilize glosè a ki nan fen liv la oswa
yon diksyonè pou w kab tradwi fraz yo kòmsadwa.
Pou fè diri kole ak pwa sèch pou uit moun ou bezwen de ti mamit diri blan oswa jòn.
N Lè w ap kwit diri kole ak pwa sèch, premye sa ou fè se lave pwa a epi mete l bouyi.
ma
Pinga ou mete sèl nan pwa a lè w ap bouyi l.
3. Dezyèm bagay ou fè lè pwa a fin bouyi, se mete lwil doliv cho pou fri zepis yo. Mete
chodyè ou cho ak luil la ladan l. Ansuit, mete lay la ak zonyon an fri.
4. Kite diri a bouyi jouk dlo a sèch san ou pa kouvri chodyè a. Lè dlo a fin sèch nèt, fòk ou
brase diri a yon dènye fwa.
5. Dènye bagay ou fè se toufe diri a pou Ilkab byen kwit. Gen moun ki kouvri chodyè a ak
yon papye aliminyòm avan yo mete kouvèti a.
6. Kite chodyè a sou yon ti dife byen piti pandan dis a kenz minit konsa. Apre sa, ou mèt
sèvi diri a paske l pare.
C. Lè ou fin li. Reyini nou an gwoup pou reponn kesyon yo dapre tèks la. Reponn kesyon
yo an kreyòl.
D. Lè ou fin reponn kesyon yo. Li repons ou yo ankò. Èske gen bagay ou bezwen ajoute
oswa wete? Fè bon jan koreksyon nan travay ou avan ou pataje l ak lòt etidyan yo.
CHAPIT UIT
Lasante, maladi ak lanmò
In this chapter, you will learn language materials and develop skills to talk about
health, well-being, illness, death and funerals.
Mari ap swiv yon kou anatomi nan Falkilte medsin nan. L ap etidye pati ki nan kò moun.
CD 3- 8 - DJALÒG
— «e Filip fenk leve nan maten. Li an reta pou travay li. Wozlò nan saldeben an. Filip
mande Wozlò pou lfè vit paske l prese.
Filip : - Cheri, fè vit pou w ban m saldeben an. M prese. M bezwen ale.
Wozlò : -. Mfèkantre nan saldeben an wi fillip. M poko menm bwose dan m.
Filip : - Ebyen kòm m anreta, kite m fè twalèt mwen avan w Wozlò.
Wozlò : -. .M kòmanse lave figi m, kite m fini. Men, ou pa tka leve pi bonè?
Filip : - Dòmi twompe m epi revèy la pa sonnen maten an.
Wozlò : - Kouman revèy la pa sonnen an. Se pou w di ou te bliye mete alam
nan yè swa. Se pa premye fwa sa rive. w
Filip : - Oke ou gen rezon. Èske ou kab sòti nan saldeben an kounye a?
Wozlò : -.M ap ba w saldeben an men fòk ou fè vit paske m prese tou. M poko
menm benyen. Apre sa, fò m abiye, penyen tèt mwen epi makiye.
Filip : - Map fè vit. Pa enkyete w. Kote w mete pat la ak lam razwa yo?
Wozlò : - Patlla sou lavabo a bò kote bwòsdan yo. Lam razwa yo fini depi yè.
Filip : - O!O! Bon kijan m pral fè bab mwen la? Kote razwa elektrik la?
Wozlò : -..M pa konnen non Filip. Chache l. Se pa w liye. Se ou k konn sèvi avè l.
Filip : -. Oke manman! Ou kab pote yon sèvyet pou mwen? M ap bezwen l pou
m siye kòm lè m fin benyen. Savon an genlè fini tou?
Wozlò : - Kite m anrepo Filip ! Èske w ou bwose dan w deja? Fè vit pou w soti.
Filip : - Ou pa bezwen fache Wozlò. M prèske fini. M fin savonnen. Se kòm m
ap rense la. Apre sa, m ap annik penyen tèt mwen epi m fini.
378 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Wozlò : - Filip! Kote w mete savon likid la ak ti sèvyèt m konn lave figi m nan?
Filip : - Mteretire yo nan douch la. M mete yo menm kote ak chanpou a.
Wozlò : - Poukisa Filip? Ou kwè m di w pa deplase zafè m.
“+ Enfòmasyon kiltirèl: Santi bon koute chè. This Kreyòl proverb literally means “It costs
a lot of money to smell good.” The love of perfume is something that the Haitians
probably inherited from the French. However, because of the economic situation, the
majority of Haitians cannot afford perfume. In fact, most families live in small one or
two bedroom homes that generally do not have electricity or running water. The lack of
access to running water or a water heater naturally reduces personal hygiene
standards and the ability of householders to clean their belongings and wash their
clothes. Despite their poor sanitary conditions, proper grooming is surprisingly part of
the daily routines of most people in Haiti. Even poor farmers usually take good care of
themselves. Personal hygiene habits such as shower and brushing one's teeth are part
ofaregular routine even in countryside where the lack of amenities is greater. In fact,
among country people, it is a must to brush your teeth and to wash your face in the
morning before greeting someone. If you do not do that, it is believed that you are
calling a curse down upon that person.
Frenand Léger — 379
ANNOU PRATIKE
1. -d pise a) je
2. —— koute b) bouch
3. —— manje c) nen
4. —— lang d) peni
5. — mache e) goute
6. —— montre f) tèt
7. reflechi
— g) pye
8. — pran odè h) dwèt
9. gade
— i) men
10. —— touche j) zòrèy
B. Pati nan kò moun! - Chwazi sa ki korèk la pami mo ki anba yo pou reponn. Itilize atik
defini kòrèk la pou reponn menm jan ak egzanp lan ki anba a.
10.Nou itilize yo pou kenbe plim lè n ap ekri. Ou kab mete bag ladan yo tou.
€. Aktivite nan maten - Chwazi mo oswa ekspresyon ki pi apwopriye a nan lis ki anba a
pou w konplete chak fraz ki anba yo. Swiv egzanp lan.
E. Lijyèn kòporèl — Reponn kesyon yo menm jan ak egzanp lan ki anba a pou ou di sa w
kab fè ak pwodwi sa yo.
Kisa
w kab fè ak...?
1. razwa elektrik 5. chanpou 9. peny
2. bwòsadan 6. bwòstèt 10. rad
3. dlo 7. krèm razaj 11.tisèvyèt
4. sèvyèt 8. savon 12.losyon
F. Definisyon pati nan kò moun - Travay ak yon lòt etidyan pou w kreye pwòp
definisyon pa w pou mo sa yo ki anba a. Apre sa a, li definisyon yo pou patnè w la. Li
dwe devine mo ki koresponn a chak definisyon. Se pou n chanje wòl apre chak kesyon.
1. bab 5. tèt 9. je
2. dan 6. ponyèt 10. cheve
3. lang 7. pye 11. zòrèy
4. bouch 8. dwèt 12. poumon
“# You have already learned that possession is indicated by placing the possessor after the
item possessed (Se kay Wozlò: It is Wozlò's house.). Another way to express possession
in Kreyòl is to use the possessive pa + the appropriate long or short form of the
personal pronoun. This construction is the equivalent of the English possessive
pronoun.
ak Note that the possessive construction may be followed by the definite article singular or
plural to add more definiteness to the noun or the pronoun that accompanies the
possessive. Remember that the singular form of the definite article varies according to
the last segment of the word it follows.
4 The possessive construction kin + a - In the northern part of Haiti, a slightly different
Kreyòl is spoken. One of the differences between standard Kreyòl and the Northern
dialect is the use of the possessive. In the North, the possessive construction is kin + a +
the appropriate personal pronouns.
ANNOU PRATIKE
A. Fòm kout posesif yo - Itilize fòm kout posesif yo pou ranplase fòm long yo. Swiv
egzanp lan.
B. Fòm pliryèl la - Itilize fòm pliryèl posesif yo pou ranplase fòm sengilye yo.
C. Sezafè pal. Se pa ki moun? Itilize pwonon kòrèk la pou ranplase non ki gen tras anba
yo a. Swiv egzanp lan.
D. Ann pale Kreyòl kapwa! - Itilize de mo ki ansanm yo anba a pou ekprime posesyon
menm jan ak egzanp lan ki anba a. Itilize pwonon kòrèk la pou ranplase si nesesè.
1. Makiyaj/Wozlò 4. rad/mwen
2. Savon /ou 5. bwòsdan/Mari
3. chanpou/yo. 6. Règ/ Jak ak Aleksi
# /sp/ ak /st/ se konsòn doub ou jwenn nan yon sèl silab epi /spr/ li menm se nan de
silab ki kole youn ak lòt ou jwenn li. Ou jwenn konsòn doub sa yo nan anpil mo Kreyòl.
ANNOU PRATIKE
ei: A. CD 3-9 - Koute epi repete mo sa yo ki gen /sp/; /spr/ ak /st/ ladan yo.
ST, st: estab, estabilite, estabilize, estad, estaj, estajè, estaf, estera, estereyo,
estòk, festen, festivite
«i: B. CD 3- 10- Yon ti dikte. Koute epi ekri fraz sa yo ki gen /sp/; /spr/ ak /st/ ladan
yo.
384 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
You will use what you have learned in class to write about how you usually get ready in the
morning.
A. Anvan ou ekri. Eseye sonje sa ou konn fè lèmaten lè ou leve nan kabann. Ki kote ou ale
an premye : nan kwizin nan oswa nan saldeben an?
B. Ann ekri. Kounye a, se pou ou pale de fason ou fè twalèt ou lè ou leve nan maten.
Redaksyon w lan dwe gen enfòmasyon ak detay ki anba yo:
C. Lè ou fin ekri. Reli redaksyon w lan. Èske gen yon bagay ou vle wete oswa ajoute?
Byen reli tèks ou a pou w wè si pa gen fot gramè ak òtograf. Korije tèks ou a dapre griy
koreksyon ki anba a.
I. Kijan w santi kò w?
Filip al kay doktè paske l malad. Doktè a mande Filip kijan l santi kò l. Filip di doktè a li pa
Li gen lafyèv.
Li gen mal tèt. L ap touse.
; Li k
Livianrimen.
ki
Li fè aksidan. - gripe. Li asmatik.
Li kase 1 Vant li ap fè lmal.
ki Li gen dyare. Larim ak koule nan nen L
CD 3- 11 -DJALÒG
ZE
Enfòmasyon kiltirèl: Some Kreyòl proverbs about healthcare are: Ret trankil se renmèd
kò. - “Staying calm is medicine for the body.” Nanpwen maladi ki pa gen renmèd. — “There
is no sickness that doesn't have a remedy.” In Haiti, healthcare beliefs vary depending on
many socio-economic factors. People from the cities are more likely to go to a physician or
other professional for healthcare services. However, people living in rural areas usually do
not seek help from a physician but rely instead on folk healers (doktè fèy). Country people
would go to the doctor only when they are suffering from severe pain or when they can no
longer function normally. Before going to the doctor, most Haitians would try to cure
themselves with home medication which consists of herbal remedies (renmèd fèy). Herbal
remedies include herbal powder and mixtures as well as leaf, bark and root infusions.
ANNOU PRATIKE
B. Wete mo ki depaman an! - Fè yon tras anba mo ki depaman an. Swiv egzanp lan.
D. Devinèt sou koze maladi ak lasante! — Devine sou kisa fraz anba yo ap pale. Itilize atik
defini kòrèk la pou reponn menm jan ak egzanp lan ki anba a.
E. Ann fèyon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
= Prepositions are used to indicate someone or something's location and direction. For
example, in the sentence "Liv la sou tab la. : The book is on the table", the word "sou :
on" is apreposition used to indicate the location of the book.
+ Prepositions
of direction - Prepositions of direction are use to express movement
toward something or someone. They usually appear with verbs of motion. For example,
in the sentence "Filip pral nan dispansè a. : Filip is going to the clinic.", the word "nan :
to" is a preposition used to indicate the movement of Filip in the direction of the clinic.
In Kreyòl, the most common prepositions of direction are:
«“ Note that both prepositions an and ann are translated into English as “to”. In Kreyòl,
“an” occurs before words that begin with a consonant as indicated in example 1 above.
“ann” appears before words that begin with a vowel as in example 2. Also note that the
preposition “nan” can be used to express both direction and location.
Frenand Légèr 39]
+ Preposition or Adverb? - In Kreyòl like in English, most prepositions can also be used
as adverbs. A preposition never appears alone. It is always followed by an object which
will be a noun or pronoun. If the word has a noun or pronoun following it, it is probably
a preposition. If it does not have a noun or pronoun following it, it is probably an
adverb. In the following examples, the prepositions are underlined with two lines and
the adverbs with one.
1. Chal pral lòtbò semenn pwochenn. - Chal is going overseas next week.
2. Chalchita lòtbò rivyè a. - Chal sits across the river.
3. Li vire agoch. - Hetumned left.
4. Li vire agoch estasyon gaz la. - Heturned at the left of the gas station.
5. Kilès ki kite chen an deyò? - Who let the dog out?
6. Yo kanpe deyò kay la pou yo fimen. - They stand outside of the house to smoke.
ANNOU PRATIKE
A. Prepozisyon
oswa Advèb? - Di si mo ki gen tras anba li a nan chak fraz se yon
prepozisyon oswa yon advèb. Swiv egzanp lan.
1. Li pral apn Ewòp apre demen. 6. Nou prèske rive; kay la tou pre.
2. Magazen an adwat restoran an. 7. Filip te al pan dispansè a.
3. Lap mache arebò lari a. 8. Pwofesè a mande tout elèv sot deyò.
4. Anita kanpe lòtbò a. 9. Chofè a fèk vire adwat.
5. Chen an ap kouri dèyè chat la. 10. Direktè a mete Adriyen ajenou pan kwen an.
392 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
B. Nan klas Kreyòl la - Chwazi mo ann italik ki pi apwopriye a pou ou pale de pozisyon
moun ak bagay ki nan klas kreyòl la. Swiv egzanp lan.
C. Ki kote Adriyen prale? - Itilize mo ki nan parantèz la ak yon prepozisyon kòrèk pou
reponn chak kesyon sa yo ki anba a. Swiv egzanp lan.
D. Ki kote yo ye? - Gade desen klas byen epi konplete fraz ki anba yo dapre sa ou wè nan
klas la. Ou pa gen dwa itilize menm prepozisyon an de fwa. Swiv egzanp lan.
1. Òdinatèa ——
— bifètla.
2. Devedepleyè a bifèt la.
3. Valiz la biwo a.
4. Revèylakwoke ——
` mian.
5. Madmwazèl la kanpe tablo a.
6. Tabloa pòt la.
7. Elèv la kanpe madmwazèl la.
8. Kalkilatris la biwo a.
9. Chèz yo biwo a.
10. Bifèt la postè yo.
E. Deskripsyon - Gade desen tab la epi fòme kèk fraz ak de mo ki anba yo dapre sa ou wè
nan desen an. Ou pa gen dwa itilize menm prepozisyon an de fwa. Swiv egzanp lan.
1. valiz/òdinatè
2. kreyon/tab
3. kaye/plim
4. gwo kaye/ ti kaye
5. kalkilatris/tab
6. règ/kaye yo
7. liv/kreyon yo
8 . òdinatè/kalkilatris
394 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
“ /pl/ ak /pr/ se konsòn doub ou jwenn nan yon sèl silab epi /pt/ li menm se nan de silab
ki kole youn ak lòt ou jwenn li. Ou jwenn konsòn doub sa yo nan anpil mo Kreyòl.
ANNOU PRATIKE
PL, pl: aplikab, aplikatè, aplike, aplodi, aplodisman, lapli, eple, konplis, konplo,
konplote, pla, plan, planifye, plati, plato, plen, sipliye, souple
PR, pr: aprann, apranti, aprantisay, apre, apresye, aprivwaze, ekspre, eksprè,
eksprès, ekspresyon, espri, eksprime, pran, pratik, pre, prete, prestasyon, pri
É. B. CD 3-13 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /pl/; /pr/ ak /pt/ ladan yo.
You will use what you have learned to talk about the location and movements of
certain human internal organs.
Frenand Léger 395
A. Anvan ou pale. Imajine ou se yon doktè k ap anseye anatomi. Jodi a, ou pral pale de
pozisyon ògan entèn yo ak mouvman yo ap fè ki pou pèmèt kò a fonksyone.
Prepare lis non tout ògan ou pral itlize yo ak pozisyon yo epi mouvman y ap fè si posib.
B. Kounye a se pou ekri prezantasyon ou an nan fason ou pral di l la. Se pou idantifye epi
dekri omwen uit ògan menm jan ak egzanp lan ki nan tablo a. Prezantasyon ou an dwe
gen tout pati sa yo.
C. Lèou fin ekri prezantasyon w lan. Lè ou fin ekri prezantasyon w lan, ou dwe pran yon
ti tan pou w byen repete l. Pandan ou ap fè repetisyon, siveye pwononsiyasyon ak
entonasyon. Pratike jouk ou santi w vin alèz pou w fè prezantasyon an.
D. Lèou fin pratike. Lè w fin repete prezantasyon w lan, fòk ou prezante devan klas la.
396 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Wòzlò pa gen okenn maladi grav men li pa santi l anfòm. Li toujou fatige epi l ap pran pwa
anpil depi l fin akouche premye pitit li a. Wòzlò bezwen bon jan konsèy pou l kab amelyore
sante fizik ak moral li. Doktè di Wozlò pou l fè espò, manje kòmsadwa epi evite rate dòmi l.
Aji
Fè egzèsis fizik oswa espò
ale kay doktè visit the doctor anpil alkòl too much alcohol
al kouri souvan go jogging often anpil sik ak sèl lot of sugar and salt
detann ou souvan relax often anpil epis ak grès lot of spice and fat
dòmi byen sleep well bat nay skip night sleep
fè egzèsis fizik exercise manje twòp eat too much
fè espò play a sport rate manje maten skip breakfast
fè relaksasyon do relaxation sèks san kapòt unprotected sex
fè yoga do yoga sote repa skip meals
kontwole estrès manage your stress tabak ak lòt dwòg tobacco and other drugs
manje kòrèkteman eat correctly travay twòp work too much
Frenand Léger: 397
CD 3- 14 - DJALÒG
«
e Wozlò ap pale ak zanmil,Malèn, k ap ba li bon jan konsèy sou fason pou l rete anfòm.
Wozlò: Malèn pitit! M pa santi m anfòm menm non. Depi lè m fin fè pitit la, kò
mwen chanje nèt. M toujou fatige epi m wè m ap gwosi seryezman.
Malèn: Se vre wi ! Ou pran anpil pwa. Fòk ou manyen rele sou kò wi machè.
Wozlò: Kisa pou m fè? Sa k fè w anfòm konsa? Ban m sekrè a non machè.
Malèn: M ap di w sa pou w fè. Men si w pa gen disiplin, sa p ap mache.
Wozlò: M ap fè tout posib mwen pou m mete sa w pral di m yo an pratik.
Malèn: Eske w dòmi pandan omwen uitèdtan chak jou?
Wozlò: Malèn machè, m pa bezwen ba w manti. M pa dòmi tout tan sa a.
Malèn: Enbyen fòk ou korije sa. Epi fòk ou sispann fimen. Tabak pa bon pou lasante.
Èske w toujou manje lèmaten? Kisa w manje?
Wozlò: M pa toujou pran dejene. Men lè m pran l, se pen ak ze m manje?
Malèn: Ou pa dwe janm rate dejene. Se repa ki pi enpòtan nan jounen an. Toujou
manje anpil fwi lèmaten. Èske w bwè anpil likid?
Wozlò: Men wi. M bwè anpil kafe ak diven. M konn bwè byè tou wi pafwa.
Malèn: Ou ta dwe bwè mwens kafe ak alkòl. Se kafe a ki fè w pa ka dòmi leswa. Epi
twòp diven pa bon pou lasante. Se dlo pou w plis bwè.
Wozlò: Um! Dakò. E pou koze egzèsis la menm, sa w panse m ta fè la? M byen
renmen jwe volebòl. Men, m pa gen tan. Se yon lè konsa m jwe.
Malèn: Non Woztlò, si w vle pèdi pwa, fòk ou fè espò regilyèman. Si w pa kab jwe
volebòl, ou ta dwe fè egzèsis omwen senk fwa nan semenn nan.
Wozlò: Senk fwa? Ou genlè fou Malèn. Kote m gen tan?
Malèn: Ou pa bezwen anpil tan. Trant minit chak jou ta sipoze ase pou pèmèt ou
pèdi pwa. Se pa valè tan ou pase ap fè espò a ki konte. Se kantite “ae; ou fè
lan nan semenn nan ki enpòtan.
Wozlò: A! M konprann. Men èske ou vrèman kwè sa ap mache pou mwen?
Malèn: Wi Wozlò. Depi ou fè sa m di w yo, non sèlman, ou ap pèdi pwa, ou ap vin
santi w pi anfòm. Tout fatig ap vole gagè.
Wozlò: Oke! Depi w di m, m kwè w paske ou vin bèl e ou sanble an bòn sante.
398 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
ANNOU PRATIKE
A. Kèk konsèy pou rete anfòm - Di si fraz ki anba yo se bon oswa move konsèy pou yon
moun k ap chache rete an bòn sante. Swiv egzanp lan.
Egzanp: Fòk ou bwè anpil wonm ak byè. — Repons: Se yon move konsèy.
B. Pou rete an bòn sante - Chwazi mo oswa ekspresyon ki pi apwopriye a nan lis ki anba
a pou w konplete chak fraz ki anba yo. Swiv egzanp lan.
legim - relaksasyon - tabak - lasante - renmèd -mikwòb -grès - kafe - kay doktè
C. Pou w kab rete anfòm, fòk ou...! - Itilize youn nan vèb ki anba yo ak lòt mo pou w
konplete fraz sa yo. Fòk ou di omwen de bagay pou chak fraz. Swiv egzanp lan.
1. Pou w kab rete an bòn sante, fòk ou... 4. Pou w kab santi w anfòm, fòk ou...
2. Pou w kontwole estrès ou, fòk ou... 5. Pou w kab megri, fòk ou...
3. Pou w kab gen plis enèji, fòk ou... 6. Pou w kab santi w byen, fòk ou...
D. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou n chanje wòl apre chak kesyon ak repons.
Èske ou fè atansyon a sante w? 5. Konbyen vè dlo ou konn bwè pou jounen an?
Konbyen tan ou dòmi chakjou? 6. Èske ou konn santi w fatige souvan?
Èske ou konn bwè tafya? 7. Eske ou manje anpil fwi ak legim?
pe
Ta
penÈske ou konn fimen? 8. Konbyen fwa pa semenn ou fè egzèsis fizik?
400 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
“ A serial verb construction is a succession of verbs that are not connected by any
conjunctions and which express a single action within a clause. A serial verb
construction has only one grammatical subject for all the verbs which usually have one
single idiomatic meaning. Serial verb constructions do not exist in English. In Kreyòl,
there are different types of serial verb constructions.
+ Directional serial verb constructions- Serial verb constructions can be formed with
main verb + verb of direction like “kouri vini: run/come running”; and with verb of
direction + main verb like “vini wè: come and see”. Some other directional serial verb
constructions are: ale wè, kouri ale, kouri vini, kouri tounen, pote ale, pote vini, pote
tounen, tounen wè, and vini wè. Consider the following examples.
Timoun nan kouri vin sou manman l. The child run to her mother.
Yo kouri al lakay yo. They ran over to their house.
Se pou w pote zaboka yo tounen. You must return the avocadoes.
Pote gita a vini isit. Bring the guitar here.
Ou mèt vin wè m demen. You can and see me tomorrow.
a
ME
wo Li ale wè tonton l ki malad. He went to see his uncle who is sick.
+ Serial
constructions
verb with (bav/ba/ban) - The verb bay/ba/ban which means
“to give” functions as a preposition and can be translated as “to” or “for” when it is
used in serial verb constructions.
1. Filip te achte yon kado bay Wozlò. - Filip bought a gift for Wozlò.
2. Poteliv yo ban mwen. - Bring me the books.
3. Mari pran kaye yo ba li. - Mari gave the notebooks to him.
a i i i - A serial verb construction
may contain more than two verbs. Some serial verb constructions have up to five verbs.
Note that serial verbs may have direct objects that are usually placed after the main
verb.
1. Chal yoye Adriyen al jwe deyò. - Chal sent Adriyen ouside to play.
2. Mennen kouzen m yo yinwè mdemen. - Bring my cousins to see me tomorrow.
3. Al chache rad yo pote vini ban mwen. - Goand get me the clothes.
4. jaki al pran liv la pote vini ban n wè. - Jaki went to get the book to show us.
ANNOU PRATIKE
A. Disi vèb an seri oswa lòt kalite vèb? - Analize fraz ki anba yo pou w kab di si vèb ki
ladan yo se vèb an seri oswa lòt kalite vèb. Swiv egzanp lan.
Egzanp 1: Mimoz voye Filip al lave machin nan — — Repons: Vèb an seri
Egzanp 2: Andrea konn aprann timoun li ak ekri. — — Repons: Lòt kalite vèb
B. Jwenn vèb ki manke a nan seri a! - Chwazi pami vèb ki nan lis anba a pou w ranpli
espas vid yo. Swiv egzanp lan.
ban - antre — voye - pete - jete - tounen - gade - kouri - al - pote - mennen
Egzanp: Pote sak diri a mwen. “— — Repons: Pote sak diri a ban mwen.
C. Ann fè yon ti tradiksyon! - Tout fraz ki anba yo genyen vèb an seri ladan yo lè yo
tradwi an Kreyòl. Tradwi yo an Kreyòl menm jan ak egzanp lan.
1. The boy threw all his toys away. 6. She ran back when she saw the dogs.
2. Hewants to go and watch a movie 7. “The lazy boy is watching them
tonight. working.
3. Theratwentinto the hole. 8. My father sent me to go and get some
4. You have to return the book you water.
bought. 9. Heran into the house.
5. They were angry so they started a fight. 10. lwant you to bring my son to visit me.
= /tr/se yon konsòn doub ou jwenn nan yon sèl silab alòske /tl/ li menm se nan de silab
ki kole youn ak lòt ou jwenn li. Konsòn doub sa yo prezan nan anpil mo Kreyòl.
Frenand Léger 403
ANNOU PRATIKE
TR, tr: atraksyon, atrap, atribi, atribisyon, batri, chatre, etranje, fatra, katreven,
matris, pòtre, ratresi, sentre, trankil, tranpe, travay, tren, tribilasyon,
«: B. CD 3- 16 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /tr/ ak /tl/ ladan yo.
A. Anvan ou koute. Avan ou koute reklam nan, itilize sa ou konnen deja sou malady sa a
ak reklam pou medikaman grip ou konn abitye tande nan radyo oswa gade nan
televizyon. Sa va ede w fè bon jan prediksyon.
B. Pandan w ap koute. Ou pral koute reklam nan de fwa. Premye fwa a, koute pou w kab
gen yon konpreyansyon global de tèks la. Dezyèm fwa a, koute detay yo pou w kab
reponn kèk kesyon konpreyansyon.
C. Lè ou fin koute. Fòme gwoup twa etidyan pou reponn kesyon konpreyansyon yo.
D. Lè ou fin reponn kesyon yo. Lè ou fini, byen reli repons ou yo pou w verifye tout
bagay. Èske gen yon bagay ou vle wete oswa ajoute? Eske pa gen fot gramè ak òtograf?
Apre sa a, konprare repons ou yo ak prediksyon ou te fè yo nan kòmansman aktivite a.
Frenand Léger 405
CD 3-18- DJALÒG
L e Wozlò ap pale ak papa l Chal k ap ede lfè lantèman Filip.
Chal: Wozlò pitit mwen, pran kouraj tande! A kilè Filip mouri egzakteman?
Wozlò: Lè li koumanse trepase a, li te fè dezè edmi konsa. Men se a twazè li mouri.
Chal: Kisa doktè a di ki lakòz lanmò a?
Wozlò: Sanble se enfeksyon li te fè nan poumon an ki te vin pi grav.
Chal: Fò n pale de koze lantèman an wi Wozlò. Kouman n ap fè sa la menm?
Wozlò: Filip te toujou di lè lmouri se Okay pou yo antere l paske se la l te fèt. M kwè
fò n ta fè pote kadav la Okay demen si Dye vle.
Chal: Oke, n ap fè sa. Men èske n ap fè veye a Okay tou?
Wozlò: M panse l t ap bon pou n fè tout bagay Okay pou evite depanse twòp lajan.
Chal: M pral telefòne pè Maksim pou m mande l si !vle chante lantèman an pou
nou. Èske ou konn ki ponp finèb ou ap bay okipe zafè lantèman an?
Wozlò: M te kontakte ponp finèb Jerizalèm. Sanble yo bay bon sèvis. M te wè kòbiya
yo nan lakou ponp finèb la. Yo byen bèl. Epi yo di y ap fè m jwenn sèkèy tou.
Chal: Kimoun ki pral nan simityè a pou regle koze tonm nan pou ou?
Wozlò: Tout sa a nan lis bagay ponp finèb la ap regle. Se yo menm k ap fè netwaye
kote tonm nan ye a nan simityè a. Y ap pentire tonm nan epi y ap fè grave
non Filip ak lòt enfòmasyon yo nan mab ki pral kole nan tèt kavo a.
Chal: Se byen machè ! m wè malgre w andèy, ou gen tout bagay sou kontwòl.
Wozlò: Ebyen papa, m oblije. Se mwen k te madan Filip, se mwen k pou fè lantèman
l. Nan ki legliz ou panse nou ta dwe chante lantèman an?
Chal: Pito ou chante l nan legliz Sakrekè paske se la pè Maksim ap travay. Epi
legliz sa a pre simityè a ap ponp finèb la.
Wozlò: M dakò ! Konsa moun nan kòtèj la p ap mache twòp pou y al nan simityè a.
Chal: Se sa pitit mwen.
“+ Enfòmasyon kiltirèl: Infectious diseases, led by HIV and tuberculosis, are the major
causes of adult mortality in Haiti. Remember that Filip died of an infection caused by TB.
There are a number of Kreyòl proverbs about death and funeral. Two of them are: Wè pa
wè, lantèman pou katrè. - “Whether we see it or not, the funeral is at four o'clock. This
proverb is about the inevitability of death and burial. Moreover, funeral processions
usually take place at 4 p.m. in Port-au-Prince. This is probably why this specific time is
pointed out in the proverb. The other proverb is: Bèl lantèman pa paradi. - “A beautiful
funeral does not necessarily lead to paradise.” Despite the message conveyed in this
proverb, Haitians normally spend a lot of money on funerals. Although expensive
funerals do not necessarily guarantee you a place in heaven, most Haitians believe that
one cannot go to heaven without a proper funeral and burial. In fact, in country areas,
tombs often cost more than houses. Country people believe that proper care for the dead
is essential. Otherwise, the dead may be angry and return to harm people in the family.
ANNOU PRATIKE
A. VRÈ oswa FO? - Di si fraz ki anba yo vrè oswa fo. Swiv egzanp lan.
Lantèman - lanmò- kòtèj finerè - tèt kavo - simityè - sèkèy - sèvis finerè - kòbiya
- andèy - mouri - kondoleyans
C. Devinèt sou koze lanmò ak lantèman! - Devine de kisa fraz anba yo ap pale. Si
nesesè, itilize atik defini kòrèk la pou reponn menm jan ak egzanp lan ki anba a.
|| Egzanp: Se gwo bwat yo mete mò a ladan an avan yo mete l nan tonm nan.
| Repons: Se sèkèy la.
D. Ann fè yon ti konvèsasyon! - Travay ak yon lòt elèv nan klas la: Youn ap poze kesyon;
lòt la ap reponn. Se pou nou chanje wòl apre chak kesyon ak repons.
HI. — Interjections
“+ Interjections
used to express pity - When Kreyòl speakers feel pity, they express it
with the following interjections.
1. Pòdjab! Pòdjab Filip! Li mouri byen jèn. — - Poor Filip! He died so young.
2. Adye! Adye! Jenn gason sa a mouri. - Whata pity! This young man died.
3. OBondye! OBondye!kèmfèm mal pouli. - My god! Ifeel pity for him.
“ Interjections
used to express pain - When Kreyòl speakers feel pain, they express it
with the following interjections.
+ Interje used to express surprise - Kreyòl speakers express with the following
ctions
interjections.
ANNOU PRATIKE
A. Ki entèjeksyon? - Konplete fraz sa yo ki anba a ak entèjeksyon kòrèk la. Pran sans fraz
yo byen pou w kab itilize entèjeksyon ki pi apwopriye a. Swiv egzanp lan.
Egzanp:
gzanp p ou kraze òdinatèa.
apa `— — Repons:
p p ou kraze òdinatè a.
Q! apa
1. Kientejeksyon nan twa sa kanba yo ki 5. Fèk gen yon moun ki mache soup ye, ki
pa eksprime sipriz? entèjeksyon ap itilize nan kontèks sa?
a. Mezanmi! a. Adye!
b. O! b. O!
c. Ay! c. Ay!
2. Ou nan gwo lapenn paske papa w ou 6. Ou fè dis sou dis pou egzamen an, ki
mouri, kisa entèjeksyon w a itilize? entèjeksyon w ap itlize?
a. Wow! a. Pòdjab!
b. Anmwe! b. Anmwe!
c. Pòdjab! c. Mezanmi!
3. “Pòdjab!” se yon sinonim de... 7. Yon bèt mode w nan pye; Kisa ou di?
a. O! a. Olala!
b. Adye! b. Mmm
c. Way! c. Way!
«ak /vl/ak /vr/ se konsòn doub ou jwenn nan yon sèl silab alòske /vn/ li menm se nan de
silab ki kole youn ak lòt ou jwenn li. Konsòn doub sa yo prezan nan kèk mo Kreyòl.
ANNOU PRATIKE
«. A. CD 3-19 - Koute epi repete mo sa yo ki gen /vl/; /vr/ ak /vn/ ladan yo.
VL, vl: anvlimen, anvlòp, devlope, devlopman, vle, vlen, vlope, vlou
VR, vr: anvrak, kouvri, louvri, ouvrab, ouvraj, ouvrebwat, ouvriye, vre,
B. CD 3-20 -Yon ti dikte. Koute epi ekri fraz sa yo ki gen /vl/; /vr/ ak /vn/ ladan yo.
“an
412 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
You will use what you have learned in class to write about death and funeral customs in
your country.
B. Ann ekri. Kounye a, se pou ou pale de yon lanmò ou te asiste. Ekri yon tèks ven fraz
omwen pou ou dekri sikonstans lanmò a. Redaksyon w lan dwe gen enfòmasyon ak
detay ki anba yo:
C. Lè ou fin ekri. Reli redaksyon w lan. Èske gen yon bagay ou vle wete oswa ajoute?
Byen reli tèks ou a pou w wè si pa gen fot gramè ak òtograf. Korije tèks ou a dapre griy
koreksyon ki anba a.
! Total: /20 pts ! Good ` Acceptable ` Unacceptable `
|Organization: (coherence and unity) : kod! Ban dnoè- 1541
` Content: (quality and quantity) — | ; la-35| 3-25 | 2-15-1 4
Mechanics (grammar and punctuation) | | 4.5 4-3.5 3 - 2.5 2-15-1
! Originality` ! ! : i 4-35 3-25 2-15-1
Frenand Léger 413
Dosye sosyokiltirèl
Folk and religious beliefs in Haiti
Because Haiti was colonized by Roman Catholic European powers, Catholicism has been
the only official state religion untill 2003. In early April 2003, Haiti's Catholic President,
Jean-Bertrand Aristide, officially recognized the vodou religion and elevated it to the same
legal position as the other religions of the country. Now, Vodou has the same legal status as
other religions, such as Roman Catholicism and the protestant churches. Vodou is
considered Haiti's national religion because the majority of Haitians believes in it and
practice at least some aspects ofit. Vodou is not just a religion, it is also a way of life which
is an integral part of Haitian culture and society. In fact, many folk beliefs and practices
shared by the Haitian people are derived from Vodou. For example, practitioners of Vodou
believe that the spirits of deceased family members communicate with the living through
intuition and dreams. They believe that the ancestors intervene in the life of the living to
offer protection, healing, and advice. Interestingly, almost all Haitians, whether Vodou
practitioners or not, share these beliefs and put them into practice to a certain extent. In
fact, the Day of the Dead, celebrated on November 24 of every year, is a national holiday in
Haiti. During that day, great rituals are usually held to honor all the dead.
The relation between the living and the dead indeed holds an important place in Haiti's
414 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
| social life. The cult of the ancestors is one the most fundamental aspect of Vodou. The
practitioners of Vodou perform all kinds of rituals to honor the dead. They believe that the
spirits of the dead must be honored on a regular basis through caretaking of tombs, spirit's
feeding ceremonies called manje mò in Kreyòl, and offering to the Gédé. The Gédé are a
| large family of spirits that oversees everything having to do with death. The head of the
| Gédé is Bawon Samdi, a powerful spirit who is in charge of the crossroads where the spirits
of the departed ancestors cross over into the life of the living.
/ «+ ANNOU LI
You will read a text about folk and religious beliefs in Haiti. Apply the techniques and use
the strategies you learned to understand the text.
A. Anvan ou li. Ki relijyon ou pratike? Ki relijyon ki ofisyèl nan peyi ou? Eske gen relijyon
tradisyonèl nan kilti ou? Kouman moun nan fanmi ou ak nan peyi kote ou soti a
konsidere koze lanmò? Eske jan yo trete mò yo gen yon rapò ak relijyon yo pratike?
Gen yon pawòl ki di «70 pousan Ayisyen se katolik, 30 pousan se pwotestan epi 100
pousan se yodouyizan ». Si nou konsidere yon vodouyizan kòm yon moun ki kwè epi
respekte prensip Vodou yo, yon moun ki konn al nan peristil] oswa ki rete lakay li
pou sèvi Jwa yo, nou kab di ke pawòl sa a se yon egzajerasyon. Gen anpil Ayisyen ki
pa pratike relijyion Vodou a. Dayè, gen anpil Ayisyen ki gen yon move imaj de
relijyon vodou a. Gen anpil nan yo ki vrèman kwè ke Vodou se bagay dyabli ye. Ou
mèt peye moun sa yo yon fòtin, yo p ap janm ale kay yon oungan oswa mete pye yo
nan yon peristil.
10
Sependan, menm Ayisyen sa yo, ki panse ke Vodou se bagay dyab la, kwè epi
respekte anpil tradisyon ak kwayans Vodou menm lè yo pa mete yo an pratik. Gen
anpil aspè nan Vodou a ki fè pati lavi tout Ayisyen. Pa egzanp, gen anpil chanson
fòklorik trè popilè ke tout moun an Ayiti konn chante se chanson Vodou yo ye. Pami
yo gen "Fèy", "Simbi andezo", “Papa Loko”, “Latibonit” elatriye. Gen anpil pwovèb tou
tankou “Oungan pa janm geri maleng li” moun yo konn di ki soti nan tradisyon Vodou 15
a. Nan ka sa a, sanble ke Vodou a se pa sèlman yon gritaj relijye li ye, se yon eritaj
kiltirèl tou ke ansyen esklav nwa yo ki soti Lafrik kite pou Ayisyen.
Gen espesyalis ki di ke Vodou se pa sèlman yon relijyon li ye, se yon kilti tou. Dapre
espesyalis sa yo, li ta preferab pou n pale de «kilti Vodou » ann Ayiti olye de
«relijyon Vodou ». Espesyalis sa yo fè afimasyon sa a se paske gen anpil prensip ak 20
kwayans Vodou ki gen enpòtans nan domèn pwofan nan menm jan ak nan domèn
relijye a. Youn nan kwayans Vodou ki trè popilè ann Ayiti e ke pifò Ayisyen respekte
se kwayans nan pouvwa lèmò. Majorite Ayisyen kwè ke manm nan fanmi yo ki mouri 25
depi lontan gen pouvwa pou pèsikite yo oswa pwoteje yo. Yo kwè ke moun mouri
toujou ap entèvni nan lavi kretyen vivan. Dapre yo, mò yo kab kominike ak moun ki
vivan nan rèv oswa nan vizyon.
Se poutèt sa, Ayisyen toujou byen okipe mò yo. Nan Vodou gen plizyè seremoni
espesyal yo konn fè pou bay mò yo respè yo merite, Pa egzanp, gen « seremoni 30
manje mò » yo toujou òganize nan dat de Novanm. Lè seremoni sa a, vodouyizan yo
al nan simityè pou bay lwa Gede yo manje vant deboutonen. Gede yo se fanmi lwa ki
responsab tout sa k gen rapò ak lanmò. Chèf fanmi lwa Gede yo rele Bawon Samdi. Se
li menm yo rele mèt kafou ak gadyen simityè. Lwa sa a gen anpil pouvwa paske se li
menm ki kontwole kominikasyon ant mò ak vivan yo. Madanm Bawon Samdi rele 35
Grann Brijit, yon lwa ki konn geri moun ki malad oswa ki pral mouri paske yo fè maji
nwa dèyè yo.
diskriminasyon ak prejije ki genyen kont li, Vodou gen yon enpòtans total kapital
nan lavi pèp Ayisyen. Se pou sa, prezidan Aristid te deklare Vodou relijyon ofisyèl
ann avril 2003. Se te yon yon bèl aksyon e nou swete otorite yo kontinye pwoteje epi
valorize tout sa k nan patrimwan kiltirèl pèp Ayisyen an.
B. Pandan w ap li. Tradwi fraz sa yo ki anba a an angle. Itilize glosè a ki nan fen liv la oswa
yon diksyonè pou w kab tradwi fraz yo kòmsadwa.
1. Gen yon pawòl ki di «70 pousan Ayisyen se katolik, 30 pousan se pwotestan epi 100
pousan se vodouyizan ».
2. Pawòl saa se yon egzajerasyon. Gen anpil Ayisyen ki pa pratike relijyion Vodou a.
3. Sependan, menm Ayisyen sa yo, ki panse ke Vodou se bagay dyab la, kwè epi respekte
anpil tradisyon ak kwayans Vodou menm lè yo pa mete yo an pratik.
4. Sanble ke Vodou a se pa sèman yon eritaj relijye liye, se yon eritaj kiltirèl tou ke
ansyen esklav nwa yo ki soti Lafrik kite pou Ayisyen.
5. Youn nan kwayans Vodou ki trè popilè ann Ayiti e ke pifò Ayisyen respekte se kwayans
nan pouvwa lèmò.
6. Se poutèt sa, Ayisyen toujou byen okipe mò yo. Nan Vodou gen plizyè seremoni espesyal
yo konn fè pou bay mò yo respè yo merite.
7. Malgre tout diskriminasyon ak prejije ki genyen kont li, Vodou gen yon enpòtans total
kapital nan lavi pèp Ayisyen.
8. Nou swete otorite yo kontinye pwoteje epi valorize tout sa k nan patrimwan kiltirèl
pèp Ayisyen an.
« Lè ou fin li. Reyini nou an gwoup pou reponn kesyon yo dapre tèks la. Reponn kesyon
yo an kreyòl.
D. Lè ou fin reponn kesyon yo. Li repons ou yo ankò. Èske gen bagay ou bezwen ajoute
oswa wete? Fè bon jan koreksyon nan travay ou avan ou pataje l ak lòt etidyan yo.
APPENDIX
418 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
— — CHAPITAVANGOU Oo
Premye kontak ak lang kreyòl la
Example: onjou
— — Answer: Bonjou
1. bonswa 8. Dam
2. kijan 9. rele
3. Madam 10. Manmzèl
4. Tidam 11.Ti gason
5. Manzè 12. Timoun
6. Kouman 13. Ti fi
7. Madmwazèl 14. Mesye
Frenand Léger 419
CD 1- 10 - Yon ti dikte - Your instructor will slowly dictate five short Kreyòl
sentences. Listen carefully and fill in the blanks with the missing segments.
1. Kouman ou ye jodi a?
2. M pa pi mal non.
3. Kijan ou rele ?
4. Mwen rele Wozlò. E ou menm ?
5. Ban m nouvèl ou non.
6. M ap boule wi.
A. Wyclef Jean se yon mizisyen ayisyen ki konn jwe mizik rap. Li soti Kwadèboukè.
Kounye a, l ap viv Ozetazini.
B. Toussaint Louverture se te yon revolisyonè nan tan lakoloni. Li te soti Breda.
Toussaint se te yon moun enpòtan ki t ap defann dwa esklav yo.
« Mannon Sanon soti nan vil Pòtoprens. Se te yon gwo foutbolè. Li te rive bay ekip
foutbòl peyi lalmay gòl nan koup dimonn 1974.
« Jacques Stephen Alexis soti nan vil Gonayiv. Li se youn nan pi gwo ekriven womansye
ayisyen. Li ekri anpil woman nan lang franse.
Emeline Michel soti nan vil Gonayiv. Se yon chantèz Ayisyèn. Li chante anpil bèl mizik
an kreyòl ak franse.
#sA
CD 1- 13 - Annou fè kèk ti kalkil. You will hear a series of additions and subtractions
read by your instructor. Write the correct answer down using figures.
«si CD 1- 16 - Write down the vowel sound that is missing in the following words.
1. bonswa 8. Dam
2. kijan 9. rele
3. Madam 10. Manmzèl
4. Tidam 11. Ti gason
5. Manzè 12. Timoun
6. Kouman 13.
Ti fi
7. Madmwazèl 14, Mesye
Ki CD 1- 17 - Yon ti dikte. Listen to the following Kreyòl sentences and write down
the missing oral vowel segments.
a CD 1- 20 - Write down the vowel and semi-vowel sounds that are missing in the
following words.
1. Mwen 6. Bonswa
2. Kijan 7. luil
3. Bonswa 8. Manmzèl
4. Madmwazèl 9. Tigason
5. Kouman 10. Bonjou.
«gi CD 1- 21 - Yon ti dikte. Listen to the following Kreyòl sentences and write down the
missing nasal vowel or semi-vowel segments as in the example.
6. Bonjou madmwazèl.
7. “Tonton an ap pale tenten.
8. Ti Djo achte uit boutèy luil
9. Gen anpilmont nan magazen an.
10. Lankansyèl la bèl nan syèl la.
422 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CHAPIT PREMYE
Selebrasyon an fanmi
CD 1-23 - Koute byen. Listen to each statement made by Wozlò Petitòm, and then
indicate whether it is vrè or fo, based on her family tree.
1 Mimoz se papa m.
2. Adriyen se frè m.
3. Lisi se kouzin mwen.
4. Anayiz se pitit fi mwen.
5. Marisesèm.
6. Chal se tonton m.
7 . Andrese gran frè m
8 . Aleksi se pitit fi m.
9 . Andre ak lisi se gran paran m.
1 0. Chal ak mimoz se paran m.
CD 1-24 - Annou kalkile. You will hear a series of multiplications and divisions. Write
the correct answers using figures.
Li: CD 1-25 - Fill the blanks with the missing consonant sounds as in the example.
«2: CD 1- 26 -Yon ti dikte. Listen carefully and write down the missing consonant
Frenand Léger 423
segments.
«e. CD 1-28- Koute byen. Listen to Wozlò describing her friends and family members.
Indicate whether the statement about each of them is vrè or fo.
= CD1-30-Yon ti dikte. Listen carefully and write down the missing nasal consonant
segments.
Intermediate Learners
424 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and
nts and
(W = CD 1-34 - Se yon kesyon? Listen to your instructor making some stateme
asking some questions about days, months and years. If you hear a statement, don't
write anything on your paper. If you hear a question, answer itwith wi or non.
CD 1-37 -Yon ti dikte. Listen carefully and write down the missing consonnant
segments.
11. Se nan mwa sektanm Lesii fèt. 16. Se pou lespri sen desann sou nou.
12. Fifi vekse paske m rive an reta. 17. Atlèt la kouche sou matla a.
13. Janin kanpe nan kalfou a. 18. Tidjo ap espò pliske l kapab.
14. Jaki fè tout egèsis yo. 19. Papa Legba pa nan salte.
15. Estati a pa ka estènen. 20. djòlè a se sou blòf li ye.
An noon ADAN!
D
DE n
«Z: CD 1- 41-Yon ti dikte. Listen carefully and write down the missing words in the following
` sentences,
CHAPIT DE
Lakay la ak katye a
«: CD 1-45 - Yon ti dikte. Listen carefully and write down the missing words.
9. Toujou plen dlo sou plèn sa a. 13. Vil Leyogan chaje ak gan.
10. Lanmò lapen an fè nou lapèn. 14. Mon Sinayi se yon mòn li ye.
11. Bòn mwen an se yon bon moun. 15. Kòn kabrit long kon kòn towo.
12. Bondye louvri van van an. 16. Ton Sam gen yon tòn bagay pou l fè.
si: CD 1- 49 -Yon ti dikte. Listen carefully and write down the missing words.
1. Chanm Wozlò a gwo anpil. 6. Mari pa t mete devede ak sede yo nan plas yo.
2. Marite etidye leson. 7. Telefòn selilè Mari at ap sonnen anpil.
3. Bijou yo pat nan tiwa a non. 8. Sayo se bèl foto.
4. Kilè li ye? 9. Kimoun yo te ye?
5. Kikote ou mete diksyonè m nan? 10. Se te Chal ak Aleksi wi.
Annou Koute
a Preparing for listening - Dechanm
Frenand Léger — 427
Chanm John
John se yon etidyan ameriken. L ap viv ak fanmi ! nan yon gwo bilding dizuit etaj lavil
Nouyòk. Apatman John se nan katriyèm etaj li ye. Chanm John byen ekipe. Gen bèl mèb ak
anpil lòt bagay. Kòm John se etidyan, li gen yon biwo nan chanm li ak yon laptop sou li. Li
gen anpil liv ak diksyonè ki sou etajè yo. Misye gen anpil aparèy eletwonik tankou
Nintendo, Ayipòd ak telefòn selilè elatriye. Men sèl bagay, chanm misye a pa janm pwòp, li
toujou gaye.
Chanm Ti Pyè
Ti Pyè li menm se yon etidyan Ayisyen k ap viv nan yon zòn andeyò yo rele Tòbèk. Papa Ti
Pyè mouri. Se ak manman l sèlman l ap viv nan yon ti kay tòl ki gen twa pyès. Chanm Ti Pyè
tou piti. Pa gen anpil mèb ladan l. Gen sèlman yon kabann, de grenn chèz ak yon ti tab. Pa
gen limyè nan chanm Ti Pyè a. Se ak yon lanp li sèvi pou l kab etidye leswa. Ti Pyè pa gen
aparèy eletwonik tankou Nintendo ak Ayipòd. Men sèl bagay, chanm li toujou byen pwòp
epi byen ranje.
CD 1- 56 - PASE, PREZAN OSWA FITI? Listen and indicate whether the following
sentences are in the past, the present or in the future tense. Say PASE for past tense,
PREZAN for the present tense and FITI when it's future tense.
Si: CD 1- 58 - Yon ti dikte - Listen carefully and write down the missing words.
428 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
CHAPIT
Bon tan! Move tan!
CD 1- 60 - Koute byen. Rad fi oswa rad gason? You will hear 10 statements about
clothing. Listen to each statement, and then indicate whether it is vrè or fo.
CD 1- 61 - Koute byen. You will hear 10 statements about clothing. Listen to each
statement, and then indicate whether you hear “definite” or “indefinite” nouns.
CD 1-63 - Yon ti dikte. Listen carefully and write down the missing words,
Frenand Léger 429
Premye magazen an rele Kadis. Se yon gwo magazen kote boujwa al achte paske bagay yo
chè anpil. Ou jwenn tout kalite rad fi ak gason nan Kadis. Yo gen rad pou mete toulejou, yo
gen rad pou abiye bwòdè, epi ak rad pou fè espò. Yo vann tout kalite bijou ajan, lò ak
dyaman. Yo vann chenn, kolye, bag, zanno ak mont. Sèl bagay, yo pa gen bèl soulye ak
sandal.
Dezyèm magazen an rele Dèlma de mil. Magazen sa pi popilè paske bagay yo pa tèlman chè.
Anpil moun ale nan magazen sa a pou achte rad ak soulye. Yo pa van bijou dyaman nan
Dèlma de mil. Men ou kab jwenn mont ak kèk bijou an ajan. Yo gen bèl kostim ak wòb pou
abiye bwòdè. Yo vann bèl soulye ak sandal bon mache. Gen anpil bagay pou pri piyay nan
magazen sa a.
ki. CD 1-66 - Koute byen. Bilten meteyo. Listen to the weather forecast and answer the
` following questions by ticking Vrè or Fo.
ki CD 1-67 - Koute byen. You will hear 10 statements about clothing. Listen to each
430 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
statement, and then indicate whether you hear “definite” or “indefinite” nouns.
sé]. CD 1- 70- Yon ti dikte. Listen carefully and write down the missing words.
1. Fwomaj gouda a gen bon gou. 6. Jiabyen desann nan gòj Jòj.
2. Gi renmen bwè ji kowosòl. 7. Misye gante men l pou l jante kawotchou a.
3. Jòj se yon nèg ki byen janti. 8. Ti nèg pa janm renmen nèj.
4. Lajè nèg sa apa ka al nan lagè. 9. Jou Magi fè jouda, l ap jwenn avè m.
5. Jazon ap taye gazon an. 10. Sajès pa gen jipon anba jip li.
«Si: D. CD 1- 72 - Koute byen. Vrè oswa Fo? You will hear 10 statements about bad
weather and natural disasters. Listen and choose Vrè or Fo.
e CD 1-74.- Yon ti dikte. Listen carefully and write down the missing words.
Frenand Léger — 431
11. Eske ou konn kouman pou fè ji 16. Katrin ap swiv kou fonetik nan fakilte
kowosòl? lengwistik aplike a.
12. Kawotchou ki nan kòf dèyè machin 17. Konpè bourik ak konpè koulèv toujou nan
nan kreve. kont.
13. Kote kokobe ki konn kanpe nan lakou — 18. Jaklin ka kwit manje nan kwizin nan.
a? 19. Klòch katedral la sonnen chak mèkredi a
14. Karin kwoke kèk kilòt anadan kay la. senkè.
15. Yon Siklòn se yon depresyon 20. Vòlkan an pa krache dife depi senk jou.
atmosferik.
CD2-2-Koute byen. Rezon oswa Konsekans? You will hear 10 statements about
causes and consequences of deforestation. Listen to each statement, and then indicate
whether itis a Rezon or a Konsekans of deforestation.
« CD 2-4.- Yon ti dikte. Listen carefully and write down the missing words.
432 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Annou koute
Selection 1.
Gwo lapli ki te tonbe nan kapital la yè apremidi dimanch 5 janvye a te fè anpil dega nan zòn
Kafoufèy. Gwo lapli sa a, te pwovoke glismanntèren, lavalas ak inondasyon ki lakòz malè
anpil moun nan rejyon metwopolitèn nan. Dapre otorite yo, sanble ta genyen plis pase 40
kretyen vivan ki blese epi ak 7 lòt ki pèdi lavi yo. Gwo katastwòf natirèl sa a, te fè pèp
Kafoufèy la mobilize pou mande otorite yo fè travay yo. Manifestan yo mande pou otorite
yo entèdi kamyon ki toutlasentjounen pral pran sab nan tèt Mòn Lopital la. Anplis, moun yo
egzije pou leta mete sou pye yon pwogram rebwazman nan zòn nan.
Se Frenand Leger pou radyo “Pawòl Lakay”. Mèsi.
Selection 2.
Mezanmi! Apa lapli a pa janm tonbe! Sechrès ap fin touye nou wi nan peyi Dayiti.
Se debwazman ki lakòz sechrès. Pyebwa se lavi! Nou pa gen dwa koupe yo.
Sispann kwit manje ak chabon bwa. Sèvi ak Bip Ti Cheri, yon recho gaz pwopan total
Kapital. Li pwòp, li ekonomik epi ! ap kwit manje nou byen vit. Bip Ti Cheri se solisyon pou
pwoblèm debwazman ann Ayiti.
Frenand Léger — 433
CHAPIT KAT
— Lekòl, Travayak Pwofesyon
«Q: E. CD 2-7- Koute byen. Posesif ak atik defini oswa san atik defini? Ou pral tande
l 10 fraz. Kèk ladan yo gen atik defini apre adjektif posesif la; kèk lòt fraz pa gen atik
defini apre posesif la. Idantifye fraz sa yo.
«£i: CD 2-11 - Yon ti dikte. Listen carefully and write down the missing words.
Example: Youhear — saa anpil
You write — Chen sa a tchackanpil.
11. Klòtch machin nan pa mache byen. 16. Klòch la sonnen chak dimanch.
12. Tchanpan sa a toujou ap pale tchans. 17. Chèk fè l chaje lajan nan pòch li.
13. Al tcheke pou wè si yo kach chèk la. 18. Mouch yo poze sou chou a.
14. Chen an tchake kou chat la ak dan l. 19. Ala ti chen antchoutchout papa !
15. Michou pral tonbe nan tchouboum. 20. Tchòtchòwè ap pale tchulutchutchu.
Annou koute
434 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
l Wa CD 2-17 - R oswa W? Depending on the vowel that follows the missing letter or
whether or not you know the word, choose R or W to complete these words in the
following sentences.
1. Mwè mekanisyen an k ap ranje machin 5. Gen yon kawotchou ki anpan nan kamyon
nan. an.
2. Liwete tout pòt nan kote li rete a. 6. Vwazen an ap raze bab li.
3. Li ap repase yon wòb wouj. = Pinga ou kite woulibè a pran lajan an non!
4. Jak kwaze nèg ki te kraze bisiklèt li a. 8. Woulèt rad la defèt nèt.
Frenand Léger 435
CD 2-18 - Yon ti dikte. Listen carefully and write down the missing words.
11. Marijan ap travay nan yon biwo leta. 16. Radotè sa a toujou ap ranse.
12. Figi Wozandre won kou boul. 17, Mwen wè twa rat k ap kouri nan lari a.
13. Marenn mwen renmen ranje woujalèv linan — 18. Se faktori kote yo fè recho a l ap
tiwa a. travay.
14. Woulibè a gentan ap ranje kò l pou l pran 19. Koutiryè a ap fè woulèt rad la.
woulib. 20. Otorite yo pran woulib sou lajan
15. Rasin wozo a rale tout dlo nan tè a. pwojè anwo a.
E CD 2-21 - Koute byen. Mòd enperatif oswa mòd endikatif? Ou pral tande 10 fraz.
Kèk ladan yo nan mòd enperatif; kèk lòt nan mòd endikatif. Idantifye fraz sa yo lè w
tande yo.
i: CD 2-25 - S oswa Z? One letter is missing in the following words. Choose (s) or (Z) to
complete these words in the following sentences.
CD 2-26 - Yon ti dikte. Listen carefully and write down the missing words in the
following sentences.
«E CD 2-28 - Koute byen. Se yon pwofesyon liberal oswa yon metye teknik? Ou
pral tande douz fraz. Gen kèk ladan yo ki pale sou pwofesyon liberal. Gen lòt se de
metye teknik yo pale. Koute byen epi chwazi sa w tande a.
«ti. CD 2-30 - Yon ti dikte. Listen carefully and write down the entire sentences.
CHAPIT SENK
Vakans lan rive, plezi gaye!
CD 2-32 - Koute byen. Which variant: fèk or fenk, sot or sòt, apèn or apenn? Your
instructor will read only one sentence in each of the following pairs of sentences.
Listen carefully and indicate whether you hear the first sentence or the second one. Note
that the sentence you hear in each column is the one in bold.
«£i: CD 2-34 -Yon ti dikte. Listen carefully and write down the entire sentences.
1. Fann nan kanpe sou bwenzeng li. 6. Prezidan diktatè a te kanpe king nan palè a.
2. Timoun yo ap jwe pingpong nan 7. Koulèv sanble ak kong anpil.
lakou a. 8. Nègla ban m yon zong manje.
3. Kreyòl se lang manman tout Ayisyen. 9. Gen yon gang ki kache nan mang nan.
4. Sonètla fè dingdong anndan kay la. 10. Te gen yon sèl bingbang andann kay la lè m
5. Manzè Lisi se yon madanm ki gen te rive a.
anpil.
Annou Koute
«
Frenand Léger 439
Ane pase, mwen ak madanm mwen te ale pase vakans ete nou nan vil Nouyòk. Nou te vizite
anpil sit istorik ak touristik epi nou te banboche nèt ale nan gwo kokennchenn vil sa a. Nan
maten, nou te al vizite Estati Libète a. Nou te pran yon bato pou ale sou ti zile kote Estati a
ye a. Nan apremidi, nou te al gade yon pyès teyat nan Bwòdway. Apre nou te al manje nan
yon bèl restoran. Nan aswè nou te al nan yon bal ayisyen ki t ap fèt nan Bwouklin.
Lane pwochenn, se Bloumingtonn nou pral pase vakans ete nou. Bloumingtonn piti anpil
men gen anpil bagay pou fè. Na va lwe yon bato pou n al peche pwason nan lak yo. N ava
pase anpil tan ap gade bèl peyizaj. Kòm kote sa trankil, madanm mwen ap kab li woman, fè
piknik epi detann li toutlasentjounen. Mwen menm, m pral jwe basketbòl nan inivèsite a
chak jou.
«i: CD 2-38 - Yon ti dikte. Listen carefully and write down the entire sentences.
«: CD 2-41 - Yon ti dikte. Listen carefully and write down the entire sentences.
Si: CD 2-44 - Yon ti dikte. Listen carefully and write down the entire sentences.
1. Woje mete halfò l sou do ! pou l al nan 5. Nèg bèl hotè a keyi mango a pou mwen.
jaden. 6. Houngan an chita nan hounfò a.
2. Gen yon pakèt dasomann k ap hise 7. Se houke Ganga houke lè l ap pale.
monte sou mi an. 8. Hounsi se fi ki ede houngan fè
3. Toujou gen yon hinghang nan kay la. seremoni Vodou.
4. Simteou m ta hont.
CHAPIT SIS
Vwayaj nan peyi etranje!
«t: CD 2-48 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /bl/ ak /br/ ladan yo.
1. Bresonyè a bliye al nan etid biblik. 5. Limyè machin yo ap briye nan blokis la.
2. Blan an mete biblo a sou bibiyotèk 6. Blakawout blayi nan tout peyi a.
la. 7. Blan yo ap debleye ranblè ak debri
3. Nègak blouz ble a blese nan bra. tranblemanntè a.
4. Bibliyotekè a bliye klase bibliyografi 8. Brigan yo bloke lari pou fè deblozay.
yo.
SÉ: CD 2-51 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /dr/ ladan yo.
«i. CD 2-54 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /fI/ ak /fr/ ladan yo.
1. Frèm nan pa manje fritay paske sante 6. Flannè yo ap flannen anba fredi a.
1 frajil. 7. Machann fritay la ap fri bannann yo nan
2. Lè flach la sispann flache, n a fè yon yon flanm dife.
flanbo dife. 8. Fleris la koupe flèch flè yo pou yo kab
3. Frero frekan men poutan l ap flate fleri ankò.
fleris la. 9. Franswa frape machin nan paske l bliye
4. Frediadesann jouk li pa fè fret ankò. frennen.
5. Yo kenbe nèg ki konn jwe flamengo a 10. Fòk ou flite twalèt la ak flit la avan ou
an flagran deli. flòch li.
= CD2-57 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /gl/, /gr/, /gz/ /gb/ak /gd/
ladan yo.
CHAPIT SÈT
Manje ak bwason
yo.
«t; CD 2-60 -Yon ti dikte. Koute epi ekri fraz sa yo ki gen /kl/; /kr/; /ks/ ak /kt/ ladan
«ti: CD 2-63 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /Ib/; /1f/ ak /Ik/ ladan yo.
A
Frenand Léger 443
«i CD 3-3 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /lm/; /ls/ ak /lt/ ladan yo.
« Lirete byen kalm dèyè pòt chanm nan pou l tande fi a k ap fè alsiyis.
Malmouton ak malmachwa se menmman parèyman.
. Veterinè a ba malswen an kalman pou kalme.
Timoun yo an malmakak paske yo ap malmanje.
Moun gwo palto yo monte an altitid pou al valse.
« Andre fè altèkasyon ak Jozèf paske l t ap itilize altè l yo.
. Saltenbank sa yo toujou ap fè bagay maken.
Moun ki nan makite toujou ap malmennen.
GoONODMUSKWNH.
Li chita byen kalm pou l gade almanak la.
10.Se salte yo ki mete altènatè a anpan.
Annou koute
Resèt la
Premye bagay ou fè lè w ap fè labouyi bannann se blennde oswa graje bannann nan. Ou kab
blennde bannann nan ak youn nan bwat lèt yo. Lè ou fin blennde oswa graje bannann nan,
mete l bouyi ak rès lèt la epi ak tout rès engredyan yo eksepte esans vaniy la ak zès sitwon
an. Kite bannann nan bouyi sou yon dife mwayen pandan kenz a ven minit jouk li vinn epè.
Fòk ou brase labouyi a souvan pou bannann nan pa kole epi boule anba bonm nan. Lè ou
wè bannann nan kwit, ajoute esans vaniy la ak zès sitwon an. Fèmen dife a epi kite labouyi
frèt avan ou sèvi l. Labouyi bannann ka sèvi ak pen pou soupe.
n n
444 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
wi: CD 3-7 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /sk/; /sl/ ak /sm/ ladan yo.
CHAPIT UIT
Lasante, maladi ak lanmò
«i CD 3- 10 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /sp/; /spr/ ak /st/ ladan yo.
«: CD 3- 13 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /pl/; /pr/ ak /pt/ ladan yo.
«YE CD 3-16- Yon ti dikte. Koute epi ekri fraz sa yo ki gen /tr/ ak /tl/ ladan yo.
1. Etranje yo pa janm jete fatra nan tren 5. Matloaap travay byen trankil sou bato a.
an. 6. Matris li vin ratresi lè yo te chatre l la.
2. Genkatreven atlèt nan pak atraksyon an. 7. Li fintranpe vyann nana katrè karant.
3. Likouri atrap batri a pou l pa tonbe. 8. Li atrap diri a epi ! ap manje pòtre yon
4. Kounye a se traka ak tribilasyon moun ki sot nan prizon.
toupatou.
Annou koute
Ou pa santi w anfò m; Ou gen doulè soti nan pye rive jouk nan tèt ;Ou gen mal tèt, mal do
ak lafyèv; Ou pa kab vale anyen paske gòj ou ap fè w mal; Ou santi w fèb. W ap touse epi
etènye toutlasentjounen ; Larim ap koule nan nen w tankou larivyè k ap desann ; Se gripe w
gripe. Ou pa bezwen pèdi tan w al kay doktè. Lagripam ap mete w kanpe sou de pye militè
w an de tan twa mouvman. Lagripam se yon medikaman ki bon pou tout sentòm lagrip. Ou
pa bezwen peskripsyon pou w achte Lagripam. Li pa koute chè epi w ap jwenn li nan tout
famasi. Pran Lagripam jodi, leve tou nèf demen. Lagripam se medikaman pa n nan !
446 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
«gi CD 3-20 - Yon ti dikte. Koute epi ekri fraz sa yo ki gen /vl/; /vr/ ak /vn/ ladan yo.
1. Ouvriye a kouvri kanape ak yon bèl 5 . Lendi ak madi sejou ouvrab yo ye.
moso vlou. 6 . Sa Wap devni demen se bagay ki gade w.
2. M bezwen yon ouvrebwat pou m louvri 7. Tout boutik nan avni an louvri.
bwat lèt la. 8. Yo diy ap fè devlopman ; poutan
3. Li vlope liv la epi li mete l nan yon gwo sitiyasyon an ap anvlimen chak jou.
anvlòp.
4. Yo pa vle kouvri chodyè a.
Frenand Léger —447
» Vokabilè Kreyòl-Angle
The abbreviations below are used to indicate parts of speech for each single entry. Note
that a particular word may be accompanied by several parts of speech indications.
449
r and Intermediate Learners
450 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginne
451
452 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
453
454 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
difisil adj. dificult, hard dividal (yon dividal) a lot, donte v. to tame
digo n. indigo many dosye n. file, records,
dijans adj. emergency divize v. to divide dossier
dikte n. dictation divòse v. to divorce double v. to double; to pass
diksyonè n. dictionary dizuit adj. eighteen douch n. shower
dimanch n. Sunday diznèf adj. nineteen doudou n. darline
dimaten adv. in the djab (dyab) n. devil dousman adv. slowly
morning djabolik adj. diabolical douz adj. twelve
dine (dinen) n. main meal djagonal (dyagonal) adj. douzèn (douzenn) n.
of the day diagonal dozen
dine (dinen) v. to eat the djak (dyak) n. jack dra n. sheet
main meal of the day djakèt see jakèt drage v. to flirt
dine ochandèl n. candle djalòg (dyalòg) n. dialogue dragon n. dragon
light dinner djaman (dyaman) n. draje n. candy
dingdong onom. ding-dong diamond drapo n. flag
diplòm n. diploma djare (dyare) n. diarrhea dray n. dry cleaning
dirèk adj. direct, straight djaz (dyaz) n. jazz dren n. draining pipe
djèt (dyèt) n.jet drenaj n. draining,
direktè n. director,
djin n. jeans drainage
manager
dirèkteman adv. directly djip n. jeep drèt see dwat
djòl (dyòl) n. mouth drese v. to straighten
diri n. rice
djòlè (dyòlè) n. talker, dri adv. often, frequently
dirijan n. director,
supervisor, leader braggart drib n. dribble
djòlè (dyòlè) adj. boastful, drible v. to dribble, to fake
dirije v. to lead, to manage
dis (di) adj. ten bragging out
djondjon (dyondyon) n. drivayè n. drifter
disèt adj. seventeen
small black mushroom drive (drivaye) to drift, to
disip n. disciple
disiplin n. discipline dlo n. water wander
diskite v. to discuss
dlololo adj. watery dwat (drèt) adj. straight
diskotèk (disko) n. disco, do n. C in music dwèt n. finger
night club do n. back dwòg n. drug
diskriminasyon n. « kay n. roof dwoge v. to drug
dodin n. rocking chair dyab see djab
discrimination
dispansè n. health center, dokiman n. document dyabolik see djabolik
doktè n. doctor dyafragm n. diaphragm
clinic
disparèt vtr. to make doktora n. doctorate dyagonal see djagonal
dissapear vintr. to dola n. dollar dyakèt see jakèt
domaj (donmaj) n. dyaman see djaman
dissapear
disponib adj. availlable damage, injury dyare see djare
diswa adv. in the evening domèn (domenn) n. dyòl see djòl
domain, field, land dyolè see djòlè
ditou adv. at all
diven n. wine dòmi n. sleep dyondyon see djondjon
dòmi v. to sleep
donatè (donè) n. giver
E ekrevis n. shrimp enben (eben, ebyen)
e conj. and ekriven n. writer interj. so, well then
è(lè, zè) n. hour ekselan adj. excellent enbesil adj. stupid, foolish
eben see enben eksè n. excess, endepandans see
ebenis n. cabinetmaker exaggeration lendepandans
eboulman n. landslide r“dvitès n. over the speed endike v. to indicate
èd n. help, aid, assistance limit endirèk adj. indirect
ede v. to help, to assist eksepsyon (esepsyon) n. endirèteman adv. indirecty
edikasyon n. education exception endistri n. industry, factory
edikatè n. educator eksepsyonèl (esepsyonèl) endividi n. individual,
edmi n. andahalf adj. exceptional person
efase v. to erase eksepsyonèlman adv. endividyèl adj. individual,
egal adj. equal, identical exceptionally separate
egal adv. identically eksepte prep. except for Endonezi n. Indonesia
egalite n. equality eksetera (elatriye) n. etc. enèji n. energy
egzagòn n. hexagone et cetera enève (ennève) v. to upset,
egzajerasyon n. eksitasyon n. excitement to irritate
exaggeration eksite v. to excite, to enfeksyon n. infection
egzajere v. to exaggerate stimulate enfimyè n. nurse
egzakt adj. exact eksite adj. upset, angry enfòmasyon n. information
egzakteman adv. exactly ekskiz (eskiz) n. excuse, enfòmatik n. computer
egzaktitid n. precision, ekskize (eskize) v. to science
accuracy excuse, to forgive enfòme v. to inform
egzamen n. examination ekspè (espè) n. expert enfrastrikti n.
«ofisyèl official eksperyans (esperyans) n. infrastructure
examination experience enfraksyon n. infraction
egzanp n. example eksplikasyon engredyan n. ingredient
egzante v. to avoid; to (esplikasyon) n. enjenyè n. ingeneer
exempt explanation enkyete v. to cause worry
egzema n. eczema eksplike (esplike) v. to enkyetid n. anxiety
egzèsis n. exercise explain, to narrate enpe n. a little, some
egzibisyon n. exhibition eksploze (esploze) v. to enplike v. to be implicated,
egzijan adj. demanding explode to be involved
egzijans n. demand, ekspoze (espoze) v. to enplikasyon n. implication,
requirement explain involvement
egzije v. to demand, to ekspre (eksprè, espre) enpòtan adj. important
require adv. intentionally enpòtans n. importance
egzistans n. existence ekspresyon (espresyon) enpesktè n. inspector,
eklate v. to explode, to n. expression; utterance supervisor
burst eksprime (esprime) v. to enspeksyon n. inspection
ekolojik adj. ecological express enskri v. to register
ekolojikman adv. ekri v. to write enstabilite n. instability
ecologically ekselan adj. excellent enstititè n. primary school
ekonòm n. bursar ekstèn adj. external teacher
ekonomi n. economy elatriye see eksetera enstititris n. female
ekonomik adj. economic, elektrisyen n. electrician primary school teacher
economical eleman n. element enstitisyon n. institution
ekonomikman adv. elèv n. student enstriksyon see
economically elikoptè n. helicopter lenstriksyon
economize v. to save en (enn, youn) adj. one enstriman n. instrument
455
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457
458 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
fwa bèf n. beef liver ge adj. gay, happy, merry graje v. to grate
fwi n. fruit gè n. war gram n. gram
fwomaj n. cheese gen see genyen gramè n. grammar
« ankrèm n. cream cheese « dwa v. to have the right gran adj. big, tall, grown
« kabrit n. goat cheese genlè v. to seem, to look gran adj. wide, large
fwote v. to rub, to scrub like grandi v. to grow up
genyen (gen) v. to have grangou adj. hungry
G genyen (gen) v. to win grangou n. hunger
ga n. train station gid n. guide granmè n. grandmother
gabèl n. special advantage gid touristic n. touristic granmoun adj. elder, adult
gad n. guard, watchman guide grann n. grandmother,
gade (gad) v. to look at, to gide v. to guide granny
watch gita n. guitar grannèg n. man ofwealth
gade (gad) v. to keep, to glann n. gland granpanpan n. pretentious
store glas n. ice, frost person
gadjen (gadyen) n. glase adj. iced, icy granpè n. grandfather
caretaker, watchman glasi n. cemented area granri n. main street
gadmanje n. cupboard, glasiye v. to surface with grasouyèt adj. chunky
pantry cement; to glaze grav adj. serious, critical
gadyen see gadjen glasyè n. cooler, icebox aksan - n. grave accent
gagè (gadjè) n. cockfight glikoz n. glucose grave v. to seratch
arena glisad n. slide, sliding grenadya (grenadja) n.
gagòt n. messy, glise v. to slide passion fruit
disorganized gliserin n. gliceryn grenn n. seed, grain
galon n. gallon glismanntèren n. landslide grennen v. to shell, to
galope v. to gallop glob (glob) n. globe, planet scatter
gan n. glove global adj. global grès n. grease, fat
gang n. gang, mob globalman adv. globally nan bòl - see bòl
gante adj. to wear gloves globalize v. to sum up grese v. to oil, to grease
garaj (garay) n. garage glòs n. deciliter oil measure gri adj. gray
garanti n. guarantee glwa (laglwa) n. glory grif n. claw
garanti v. to guarantee gòj n. throat grigri n. pigeon hawk
garay see garaj gòm (gonm) n. pencil grimas n. grimace
gare v. to park eraser grimèl n. black woman
gason n. male, boy gon n. hinge with light complexion
gaspiyaj (gaspiyay) n. gonm see gòm grimo n. black man with
waste gou n. taste, flavor light complexion
gaspiye v. to waste, to gou adj. tasty grip (lagrip) n. flu, cold
squander goud n. gourde gripe v. to have the flu
gate v. to ruin gouda n. gouda cheese griy n. grid, grille
gate v. to rot, to decay goumen n. fight « koreksyon n. grading
gato n. cake goumen v. to fight grid
gaye vtr. to scatter; vintr. to gout n. drop, drip griye v. to grill, to broil, to
go astray goute v. to taste roast
gaye v. to spread goyin n. handsaw griyo n. spicy fried pork
gaz n. gas gra adj. fat, overweight gwo adj. big, large
- lakrimojèn n. grad n. rank, status angwo adv. wholsale
lacrimogenic gas, tear gas gradye v. to graduate gwòg n. alcoholic beverage
« pwopan n. propane gas gradye adj. graduated gwonde v. to roar, to growl,
gazon n. lawn, grass graj n. grater thunder
gwosi v. to grow larger, to izin n. factory, plant jouda n. gossip, slander
gain weight jouda adj. gossipy
gwoup n. group J jouk see jis
jan. jar joumou n. squash
H jaden n. garden jounal n. newspaper,
halfò see alfò jakèt (djakèt, dyakèt) n. journal, diary
hinghang n. quarel coat, jacket jounalis n. journalist
hise v. to hoist, haul up, to Jamayik n. Jamaica jounen (lajounen) n. day,
jan n. kind, type, sort daytime
raise
janbe v. to cross over joure v. to insult
hont see wont janbon n. ham joure n. dispute
hotè see wotè « fime n. smoked ham jwe v. to play
hounfò (ounfò) n. vodou janm n. leg «mab v. to play marbles
temple janmen (janm, jamè) adv. «marèl v. to play
houngan (ougan, oungan) never, ever hopscotch
jansiv n. gum jwè n. player
n. vodou priest
jant n. rim jwenn v. to find
houke see wouke
jante v. to mount a tire jwèt n. toy
hounsi (ousi, ounsi) n. janti adj. kind, nice,
female vodou apprentice pleasant K
janvye n. january ksee ki
I
ibanis n. urbanist
je (zye) n. eye(s) ka n. case, cireumstance
jedi n. thursday ka n. quater, fourth
Ibo n. group of vodou jenjanm n. ginger ka see kapab
deities jen n. june kab see kapab
idantifye v. to identify jeneral n. general kabann n. bed
idantite n. to identity jeneral adj. general kabare n. tray, serving
ide see lide jeneralman adv. generally platter
ideyal (lideyal) n. ideal jenn (jèn) adj. young kabiratè n. carburetor
ideyal adj. ideal jenou (jennou) n. knee kabrit n. goat
igloo n. cooler jewografi (jeyografi) n. kach n. cash
ijan adj. urgent, pressing geography kachiman n. custard apple
ijans n. emergency jewològ (jeyològ) n. kadav n. corpse, cadaver
il see zile geologist kadre v. to square up
iletre adj. illiterate jewoloji (jeyoloji) n. kafe n. coffee
imajine (imajinen) v. to geology «olè n. coffee with milk
imagine, to suppose jin. juice kafou (kalfou) n.
imel v. to e-mail jilèt n. razor blade crossroads, junction
imel n. e-mail jis (jous) conj. until, till kaka v. to defecate
imigrasyon n. immigration jiska (jouska) prep. until, kaka v. to fail, to mess up
inivèsite n. university, till kaka n. excrement
college jiskaske (jouskaske) conj. kakarèl n. diarrhea
inivèsitè n. university up until now kalalou n. okra
faculty and students jistis (lajistis) n. justice kalbas n. calabash
inondasyon n. flood jiwòf n. clove kalbasik n. kind of edible
isit adv. here jiyè n. July calabash
isye see uisye jodi (jodiya) n. today kalbenday (kalbendaj) n.
itil adj. useful, handy jon n. baton of drum major idleness
itinerè n. itinerary jòn (jonn) n. yellow kalbende v. to waste time
ivè n. winter jou n. day kale v. to peel, to skin
459
Learners
460 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate
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468 — Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
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470 Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
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480 —Pawòl Lakay : Haitian-Creole Language and Culture for Beginner and Intermediate Learners
Audio Credits
- Song Leyogan by Guy Durosier; Music CD « The tribute » O Antilles Mizik, November
2001.
- Song Notre Dame by Bossa Combo; Music Album « Ambiance d'été » O Label: AD Music,
1981.
Photograph/illustration Credits
- Photographs of the National palace before and after the earthquake O 2010 St
dren kai in kit ou op chapter — 3, koi an from:
devastation/10653 18
- Photograph of Hotel Oloffson in Dosye Sosyokiltirèl, chapter 6, retreived from the Hotel
Oloffson official website: http://www.hoteloloffson.com/index.html
481
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Pre Lakay is a complete first and second year set of Kreyòl materials designed
for beginners and intermediate learners at the college level. |t is the most
comprehensive resource for the teaching and learning of Kreyòl available on the
market. This textbook adopts a pragmatic approach to the teaching of language;
emphasizing the value of communicative competence, functional language use,
and conversational effectiveness. Pawòl Lakay takes into consideration the most
recent research findings, new theories and methods in foreign language teaching.
It is designed in accordance with the Common European Framework of Reference
for Languages and the ACTFL National Standards for Foreign Language Education.
Pawòl Lakay meets the five “Cs” of the national standards for foreign languages which
are: Communication, Cultures, Connections, Comparisons, and Communities.
Pawòl Lakay provides students with the opportunity to learn more than the Kreyòl
“language. Every chapter of Pawòl Lakay is made up of four lessons and a dossier with
socio-historical and cultural information including Haitian proverbs. The dossiers
provide substantial information on an aspect of Haitian culture and society related
to the theme of the chapter. It allows students to explore in greater depth the
topics taught in the chapter while promoting cultural analysis and cross-cultural
comparisons.
Cat #: B654
ISBN: 978-1-58432-687-8
|sde[1jer
AAY lo) Niale
VA TONNA AEYAda ke VO
Coconut Creek, FL 33073
Tel: 954 968-7433
AAA A te (fler akt le]aMete)a ni gi7815844326878