{"id":6123,"date":"2021-06-01T17:45:04","date_gmt":"2021-06-01T17:45:04","guid":{"rendered":"https:\/\/quechuatinkuy.coerll.utexas.edu\/?p=6123"},"modified":"2025-08-19T21:08:05","modified_gmt":"2025-08-19T21:08:05","slug":"yachana-10","status":"publish","type":"post","link":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/yachana-10\/","title":{"rendered":"Yachana 10"},"content":{"rendered":"
\n
\n
\"\"<\/figure>\n\n\n\n

Qallarinapaq | Introduction<\/h2>\n<\/div>\n\n\n\n
\n

In this unit you will put into practice the combination of present tense and activities that are in progress (progressive tense). For this you will use the markers, \u201cshani, shanki, shan, shanchis, shayku, shankichis, shanku\u201d, which will be used depending on the personal pronoun.<\/p>\n\n\n\n

For example:<\/p>\n\n\n\n

For the pronoun \"I\":<\/p>\n\n\n\n

\u00d1uqa wayk\u2019u-sha-ni.<\/strong>
I am cooking.<\/em><\/p>\n\n\n\n

For the pronoun \"you\":<\/p>\n\n\n\n

Qan wayk\u2019u-sha-nki<\/strong>
You are cooking.<\/em><\/p>\n\n\n\n

Ready? Qallarisun \/ Let's get started!<\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\"\"<\/figure>\n\n\n\n

Qillqa | Grammar<\/h2>\n<\/div>\n\n\n\n
\n

Remember that each personal pronoun is conjugated in a different way, the following table shows the conjugations with the verb 'to be' in the progressive tense:<\/p>\n\n\n\n

Singular – Ch’ulla<\/strong><\/p>\n\n\n\n

I am<\/td>\u00d1uqa ka-shani<\/td><\/tr>
You are (singular)<\/td>Qan ka-shanki<\/td><\/tr>
She\/He\/It<\/td>Pay ka-shan<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural – Ashka<\/strong><\/p>\n\n\n\n

We are (inclusive)<\/td>\u00d1uqanchis ka-shanchis<\/td><\/tr>
We are (exclusive)<\/td>\u00d1uqayku ka-shayku<\/td><\/tr>
You are<\/td>Qankuna ka-shankichis<\/td><\/tr>
They are<\/td>Paykuna ka-shanku<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Now we will look at the present tense conjugation with other verbs:<\/p>\n\n\n\n

\n


Verb wayk\u2019uy<\/em> (to cook):<\/h3>\n\n\n\n

Singular \/<\/strong> Ch’ulla<\/strong><\/p>\n\n\n\n

\u00d1uqa wayk\u2019u-sha-ni<\/strong><\/td>I am cooking<\/td><\/tr>
Qan wayk\u2019u-sha-nki<\/strong><\/td>You are cooking<\/td><\/tr>
Pay wayk\u2019u-sha-n<\/strong><\/td>She\/he is cooking<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural \/<\/strong> Ashka<\/strong><\/p>\n\n\n\n

\u00d1uqanchis wayk\u2019u-sha-nchis<\/strong><\/td>We (I) are cooking<\/td><\/tr>
\u00d1uqayku wayk\u2019u-sha-yku<\/strong><\/td>We (E) are cooking<\/td><\/tr>
Qankuna wayk\u2019u-sha-nkichis<\/strong><\/td>You (pl) are cooking<\/td><\/tr>
Paykuna wayk\u2019u-sha-nku<\/strong><\/td>They are cooking<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n
\n

Verb takiy<\/em> (to sing):<\/h3>\n\n\n\n

Singular \/<\/strong> Ch’ulla<\/strong><\/p>\n\n\n\n

\u00d1uqa taki-sha-ni<\/strong><\/td>I am singing<\/td><\/tr>
Qan taki-sha-nki<\/strong><\/td>You are singing<\/td><\/tr>
Pay taki-sha-n<\/strong><\/td>She\/he is singing<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural \/<\/strong> Ashka<\/strong><\/p>\n\n\n\n

\u00d1uqanchis taki-sha-nchis<\/strong><\/td>We (I) are singing<\/td><\/tr>
\u00d1uqayku taki-sha-yku<\/strong><\/td>We (E) are singing<\/td><\/tr>
Qankuna taki-sha-nkichis<\/strong><\/td>You (pl) are singing<\/td><\/tr>
Paykuna taki-sha-nku<\/strong><\/td>They are singing<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n
\n

Verb yachay<\/em> (to learn):<\/h3>\n\n\n\n

Singular \/<\/strong> Ch’ulla<\/strong><\/p>\n\n\n\n

\u00d1uqa yacha-sha-ni<\/strong><\/td>I am learning<\/td><\/tr>
Qan yacha-sha-nki<\/strong><\/td>You are learning<\/td><\/tr>
Pay yacha-sha-n<\/strong><\/td>She\/he is learning<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural \/<\/strong> Ashka<\/strong><\/p>\n\n\n\n

\u00d1uqanchis yacha-sha-nchis<\/strong><\/td>We (I) are learning<\/td><\/tr>
\u00d1uqayku yacha-sha-yku<\/strong><\/td>We (E) are learning<\/td><\/tr>
Qankuna yacha-sha-nkichis<\/strong><\/td>You (pl) are learning<\/td><\/tr>
Paykuna yacha-sha-nku<\/strong><\/td>They are learning<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
\n
\n
\"\"<\/figure>\n\n\n\n

Rimanakuna | Vocabulary<\/h2>\n<\/div>\n\n\n\n
\n
Ruway  <\/td>to do<\/td><\/tr>
Wayk\u2019uy<\/td>to cook<\/td><\/tr>
Tusuy<\/td>to dance<\/td><\/tr>
Takiy<\/td>to sing<\/td><\/tr>
Rimay<\/td>to speak<\/td><\/tr>
Allay<\/td>to harvest<\/td><\/tr>
Paqarinkama<\/td>Until tomorrow<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n\n\n\n
\n
\n
\"\"<\/figure>\n\n\n\n

Ruwapakuy | Exercises<\/h2>\n<\/div>\n\n\n\n
\n

Exercises:
<\/strong>Now you try. Fill in the blanks by conjugating the following verbs: tusuy <\/em>(to dance) and rimay <\/em>(to speak):<\/p>\n\n\n\n

\n

Verb tusuy <\/em>(to dance)<\/h3>\n\n\n\n

Singular \/<\/strong> Ch’ulla<\/strong><\/p>\n\n\n\n

\u00d1uqa tusu-sha-ni<\/strong><\/td>I am dancing<\/td><\/tr>
Qan _____-sha-nki<\/strong><\/td>You are dancing<\/td><\/tr>
____ tusu-____<\/strong><\/td>She\/he is dancing<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural \/<\/strong> Ashka<\/strong><\/p>\n\n\n\n

\u00d1uqanchis tusu-sha-nchis<\/strong><\/td>We (I) are dancing<\/td><\/tr>
______ tusu-___-___<\/td>We (E) are dancing<\/td><\/tr>
Qankuna ___-sha-nkichis<\/strong><\/td>You (pl) are dancing<\/td><\/tr>
______ tusu-___-___<\/td>They are dancing<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n
\n

Verb rimay <\/em>(to speak)<\/h3>\n\n\n\n

Singular \/<\/strong> Ch’ulla<\/strong><\/p>\n\n\n\n

____ rima-___-__<\/td>I am speaking<\/td><\/tr>
____ ___-___-___<\/td>You are speaking<\/td><\/tr>
Pay rima-___-_<\/td>She\/he is speaking<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural \/<\/strong> Ashka<\/strong><\/p>\n\n\n\n

_____ ____-sha-nchis<\/strong><\/td>We (I) are speaking<\/td><\/tr>
\u00d1uqayku rima-___-___<\/td>We (E) are speaking<\/td><\/tr>
_____ ___-___-_____<\/td>You (pl) are speaking<\/td><\/tr>
Paykuna ____-sha-nku<\/strong><\/td>They are speaking<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n

Read the following dialogues and pay attention to the 'shani' and 'shanki' markers, in your notebook create other dialogues using the ' shan, shanchis, shayku, shankichis and shanku' markers.<\/p>\n\n\n\n

\n
\n
\"\"
Alberto<\/figcaption><\/figure>\n\n\n\n
\"\"
Miguel<\/figcaption><\/figure>\n<\/div>\n\n\n\n
\n

Alberto:<\/strong> \u00bfImaynallan wayqey Miguel?
Miguel:<\/strong> Allillanmi Alberto. \u00bfQanri?
Alberto:<\/strong> Allillanmi Miguel, \u00bfIma-ta-n ruwa-sha-nki?
Miguel:<\/strong> Tarwi-ta wayk’u-sha-ni<\/strong>.
Alberto:<\/strong> A\u00f1a\u00f1au Miguel, \u00bfupyanapaqri? \u00bfima-ta-n ruwa-sha-nki<\/strong>?
Miguel:<\/strong> Quinua aqa-ta-n ruwa-sha-ni <\/strong>wayqey. Hamunki.
Alberto:<\/strong> Hamusaq-mi wayqey. Tupananchis-kama Miguel.
Miguel:<\/strong> Tupananchis-kama Alberto.<\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\"People<\/figure>\n\n\n\n

Br\u00edgida:<\/strong> \u00bfAllillanchu turay Francisco?
Francisco:<\/strong> Allillanmi panay Br\u00edgida, \u00bfQanri?
Br\u00edgida:<\/strong> Allillanmi turay.
Francisco:<\/strong> \u00bfIma-ta-n ruwa-sha-nki<\/strong> panay?
Br\u00edgida: <\/strong>Papa-ta-n alla-sha-ni<\/strong> turay \u00bfQanri?
Francisco:<\/strong> Trigu-ta-n alla-sha-ni<\/strong> panay.
Br\u00edgida:<\/strong> Kusa turay, paqarin-kama.
Francisco: <\/strong>Paqarin-kama panay.<\/p>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Qallarinapaq | Introducci\u00f3n En esta unidad pondr\u00e1s en pr\u00e1ctica la combinaci\u00f3n de expresiones en tiempo presente y actividades que est\u00e1n en proceso (tiempo progresivo). Para ello har\u00e1s uso de los marcadores \u201cshani, shanki, shan, shanchis, shayku, shankichis, shanku\u201d, los cuales son usados dependiendo a cada pronombre personal. Por ejemplo: Para el pronombre \u201cyo\u201d: \u00d1uqa wayk\u2019u-sha-ni.Yo […]<\/p>\n","protected":false},"author":16,"featured_media":7005,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-6123","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/6123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/comments?post=6123"}],"version-history":[{"count":25,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/6123\/revisions"}],"predecessor-version":[{"id":8166,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/6123\/revisions\/8166"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media\/7005"}],"wp:attachment":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media?parent=6123"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/categories?post=6123"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/tags?post=6123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}