{"id":6138,"date":"2021-10-05T16:40:30","date_gmt":"2021-10-05T16:40:30","guid":{"rendered":"https:\/\/quechuatinkuy.coerll.utexas.edu\/?p=6138"},"modified":"2025-05-14T18:34:29","modified_gmt":"2025-05-14T18:34:29","slug":"yachana-11","status":"publish","type":"post","link":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/yachana-11\/","title":{"rendered":"Yachana 11"},"content":{"rendered":"
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\"\"<\/figure>\n\n\n\n

Qallarinapaq | Introduction<\/h2>\n<\/div>\n\n\n\n
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In this unit you will learn the past tense, specifically for an action that took place in the past and that the speaker has witnessed (no one told them) and that they are certain of. For this we use the suffix ra <\/em>or rqa<\/em> depending on the variant that we use. For example, in the Cusco Collao, we will use the suffix ra<\/em><\/strong> and in the Ayacucho Chanka variant the suffix rqa<\/strong>.<\/em><\/p>\n\n\n\n

Ready? <\/p>\n\n\n\n

\u00a1Qallarisun! \/ Let's get started!<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

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

Qillqa | Grammar<\/h2>\n<\/div>\n\n\n\n
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Next, we will look at the following structure:<\/p>\n\n\n\n

Quechua Cusco Collao (ra<\/strong>): <\/em>\u00d1uqa takirani (I sang)
\u00d1uqa                 taki-ra<\/strong>-ni
1st Person     taki<\/strong> base verb + ra<\/strong> (past) + ni<\/strong> 1st person verbal marker <\/em><\/p>\n\n\n\n

Quechua Cusco Collao (ra<\/strong>): <\/em>Qan rantiranki (she\/he bought)
Qan                   ranti-ra<\/strong>-nki
2nd Person    ranti <\/strong>base verb + ra <\/strong><\/em>(past) + nki<\/strong> 2nd person verbal marker (nki)<\/em><\/p>\n\n\n\n

Quechua Ayacucho Chanka (rqa<\/em><\/strong>): <\/em>\u00d1uqa takirqani (I sang)
\u00d1uqa                 taki-rqa<\/strong>-ni
1st Person     taki <\/strong>base verb + rqa <\/strong>(past) + ni<\/strong> 1st person verbal marker<\/em><\/p>\n\n\n\n

Quechua Ayacucho Chanka (rqa<\/em><\/strong>)<\/em>: Qan rantirqanki (you bought)
Qan                   ranti-rqa<\/strong>-nki
2nd Person    ranti <\/strong>base verb + rqa <\/strong>(past) + nki<\/strong> 2nd person verbal marker<\/em><\/p>\n\n\n\n

Each personal pronoun has a different determined verbal marker. Next, we will look at the conjugation with the suffixes ra<\/em><\/strong> or rqa<\/em><\/strong> that indicate past tense, for this we will conjugate the verb pukllay (to play).<\/p>\n\n\n\n

Infinitive verb:<\/strong> pukllay
Verbal root:<\/strong> puklla<\/p>\n\n\n\n

Note:<\/em><\/strong> Remember that the use of the dashes (-) are not part of Quechua writing, they are used to separate the grammatical structure for a better reading and understand for the student.<\/em><\/p>\n\n\n\n

RA suffix (Quechua Cusco \u2013 Collao)<\/strong><\/th>RQA suffix (Quechua Ayacucho \u2013 Chanka)<\/strong><\/th>English<\/strong><\/th><\/tr><\/thead>
<\/div><\/div><\/div>\u00d1uqa puklla-ra<\/strong>-ni<\/td>
 
<\/div><\/div><\/div> \u00d1uqa puklla-rqa<\/strong>-ni<\/td>
I played<\/td><\/tr>
<\/div><\/div><\/div>Qan puklla-ra<\/strong>-nki<\/td>
<\/div><\/div><\/div>Qan puklla-rqa<\/strong>-nki<\/td>
You played<\/td><\/tr>
<\/div><\/div><\/div>Pay puklla-ra<\/strong>-n<\/td>
<\/div><\/div><\/div>Pay puklla-rqa<\/strong>-n<\/td>
She\/he played<\/td><\/tr>
<\/div><\/div><\/div>\u00d1uqanchis puklla-ra<\/strong>-nchis<\/td>
<\/div><\/div><\/div>\u00d1uqanchis puklla-rqa<\/strong>-nchis<\/td>
We played (including the listener)<\/td><\/tr>
<\/div><\/div><\/div>\u00d1uqayku puklla-ra-<\/strong>yku<\/td>
<\/div><\/div><\/div>\u00d1uqayku puklla-rqa<\/strong>-yku<\/td>
We played (excluding the listener)<\/td><\/tr>
<\/div><\/div><\/div>Qankuna puklla-ra<\/strong>-nkichis<\/td>
<\/div><\/div><\/div>Qankuna puklla-rqa<\/strong>-nkichis<\/td>
You (pl) played<\/td><\/tr>
<\/div><\/div><\/div>Paykuna puklla-ra<\/strong>-nku<\/td>
<\/div><\/div><\/div>Paykuna puklla-rqa<\/strong>-nku<\/td>
They played<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

In the following graphics we will conjugate the past tense suffixes ra<\/em><\/strong> and rqa<\/em><\/strong> for each personal pronoun, pay attention to the suffix itself, as well as the verbal ending whether it is 1st, 2nd, or 3rd person (ni, nki, n, nchis, yku, nkichis, nku):<\/p>\n\n\n\n

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

I<\/td>\u00d1uqa puklla-ra<\/strong>-ni<\/td><\/tr>
You<\/td>Qan puklla-ra<\/strong>-nki<\/td><\/tr>
She\/He\/It<\/td>Pay puklla-ra<\/strong>-n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural – Ashka<\/strong><\/p>\n\n\n\n

We (inclusive)<\/td>\u00d1uqanchis puklla-ra<\/strong>-nchis<\/td><\/tr>
We (exclusive)<\/td>\u00d1uqayku puklla-ra<\/strong>-yku<\/td><\/tr>
You (plural)<\/td>Qankuna puklla-ra<\/strong>-nkichis<\/td><\/tr>
They<\/td>Paykuna puklla-ra<\/strong>-nku<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

I<\/td>\u00d1uqa puklla-rqa<\/strong>-ni<\/td><\/tr>
You<\/td>Qan puklla-rqa<\/strong>-nki<\/td><\/tr>
She\/He\/It<\/td>Pay puklla-rqa<\/strong>-n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Plural – Ashka<\/strong><\/p>\n\n\n\n

We (inclusive)<\/td>\u00d1uqanchis puklla-rqa<\/strong>-nchis<\/td><\/tr>
We (exclusive)<\/td>\u00d1uqayku puklla-rqa<\/strong>-yku<\/td><\/tr>
You (plural)<\/td>Qankuna puklla-rqa<\/strong>-nkichis<\/td><\/tr>
They<\/td>Paykuna puklla-rqa<\/strong>-nku<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Let's look at more examples of the use of the suffixes ra<\/em><\/strong> and rqa<\/em><\/strong> which indicate the past.<\/p>\n\n\n\n

<\/p>\n\n\n\n

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Verb yachachiy<\/strong> (to teach):<\/h3>\n\n\n\n

<\/div><\/div><\/div><\/p>\n\n\n\n

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

<\/div><\/div><\/div> \u00d1uqa yachachi-ra<\/strong>-ni
<\/div><\/div><\/div> \u00d1uqa yachachi-rqa<\/strong>-ni<\/td>
I taught<\/td><\/tr>
Qan yachachi-ra<\/strong>-nki
Qan yachachi-rqa<\/strong>-nki<\/td>		You taught<\/td><\/tr>
Pay yachachi-ra<\/strong>-n
Pay yachachi-rqa<\/strong>-n<\/td>		She, he taught<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

\u00d1uqanchis yachachi-ra<\/strong>-nchis
\u00d1uqanchis yachachi-rqa<\/strong>-nchis<\/td>		We taught (inclusive)<\/td><\/tr>
\u00d1uqayku yachachi-ra<\/strong>-yku
\u00d1uqayku yachachi-rqa<\/strong>-yku<\/td>		We taught (exclusive)<\/td><\/tr>
Qankuna yachachi-ra<\/strong>-nkichis
Qankuna yachachi-rqa<\/strong>-nkichis<\/td>		You (pl) taught<\/td><\/tr>
Paykuna yachachi-ra<\/strong>-nku
Paykuna yachachi-rqa<\/strong>-nku<\/td>		They taught<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n
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Verb llanka\u2019y <\/em><\/strong>(to work):<\/h3>\n\n\n\n

<\/div><\/div><\/div><\/p>\n\n\n\n

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

<\/div><\/div><\/div> \u00d1uqa llank\u2019a-ra<\/strong>-ni
<\/div><\/div><\/div> \u00d1uqa llank\u2019a-rqa<\/strong>-ni<\/td>
I worked<\/td><\/tr>
Qan llank\u2019a-ra<\/strong>-nki
Qan llank\u2019a-rqa<\/strong>-nki<\/td>		You worked<\/td><\/tr>
Pay llank\u2019a-ra-<\/strong>n
Pay llank\u2019a-rqa-<\/strong>n<\/td>		She, he worked<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

\u00d1uqanchis llank\u2019a-ra<\/strong>-nchis
\u00d1uqanchis llank\u2019a-rqa<\/strong>-nchis<\/td>		We worked (Inclusive)<\/td><\/tr>
\u00d1uqayku llank\u2019a-ra<\/strong>-yku
\u00d1uqayku llank\u2019a-raq<\/strong>-yku<\/td>		We worked (exclusive)<\/td><\/tr>
Qankuna llank\u2019a-ra<\/strong>-nkichis
Qankuna llank\u2019a-rqa<\/strong>-nkichis<\/td>		You (plural) worked<\/td><\/tr>
Paykuna llank\u2019a-ra<\/strong>-nku
Paykuna llank\u2019a-rqa<\/strong>-nku<\/td>		They worked<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n

As you noted, the past tense in Quechua is represented by the suffixes ra <\/em><\/strong>and rqa, however in the following exercises, we will only use the suffix ra<\/em><\/strong>. For this, keep in mind the structure we have learned in this unit:<\/p>\n\n\n\n

<\/div><\/div><\/div>\u00d1uqa yachachira<\/strong>ni (I taught)
\u00d1uqa yachachi-ra<\/strong>-ni
(subject)  yachachi <\/em>verb + ra <\/strong>past tense marker and ni <\/strong>is the 1st person marker who does the action).<\/p>\n\n\n\n

<\/div><\/div><\/div>Qan yachachira<\/strong>nki (you taught)
Qan yachachi-ra<\/strong>-nki
(Subject) (yachachi<\/em> verb + ra <\/strong>past tense marker and nki <\/strong>is the marker of the second person that does the action).<\/p>\n\n\n\n

Next, we will learn the term \u00abchaymanta\u00bb<\/strong> which refers to \"next, after\", this term serves as a connector when we narrate the principal activities that we did before, pay attention to the suffix RA <\/em><\/strong>which indicates the past, for example:<\/p>\n\n\n\n

\u00bfIma-ta-n qayna p\u2019unchay ruwaranki? (what did you do yesterday?):<\/strong><\/p>\n\n\n\n

\u00d1uqa qayna p\u2019unchay wasiypi quinuata qosaywan wayk\u2019ura<\/strong>ni
CHAYMANTA lomo saltadu-ta arrustawan wayk\u2019ura<\/strong>ni
CHAYMANTA limonadata upyara<\/strong>ni
CHAYMANTA huq manzanata mikhura<\/strong>ni
CHAYMANTA huq taparata \u00f1awinchashara<\/strong>ni
CHAYMANTA correukunata qelqara<\/strong>ni
CHAYMANTA vinuta qosaywan upyara<\/strong>ni
CHAYMANTA Sicuanipi taytamamayta waqyara<\/strong>ni
CHAYMANTA parkipi \u00f1a\u00f1aykunawan futbolta pukllara<\/strong>ni
CHAYMANTA pu\u00f1ura<\/strong>ni.<\/p>\n\n\n\n

Yesterday I cooked quinoa in my house with my husband
AFTER I cooked lomo saltado with rice
NEXT I drank lemonade
NEXT I ate an apple
NEXT I read a book
NEXT I wrote a message
NEXT I drank wine with my husband
NEXT I called my parents in Sicuani
NEXT I played soccer with my sisters in the park
NEXT I slept.<\/p>\n\n\n\n

Next, pay attention to the narration of the activities in the third person: \u00bfImatan Katherin qayna p\u2019unchay ruwara<\/strong>n? \/ what did Katherin do yesterday?<\/p>\n\n\n\n

She\/he<\/strong> qayna p\u2019unchay wasi-n-pi wallpata qosa-n-wan wayk\u2019ura<\/strong>n
CHAYMANTA challwatawan papatawan wayk\u2019ura<\/strong>n
CHAYMANTA cocacolata upyara<\/strong>n
CHAYMANTA huq naranjata mikhura<\/strong>n
CHAYMANTA huq taparata \u00f1awinchara<\/strong>n
CHAYMANTA correukunata qelqara<\/strong>n
CHAYMANTA vinuta \u00f1a\u00f1a-n-wan upyara<\/strong>n
CHAYMANTA Oruropi taytamama-n-wan parlara<\/strong>n
CHAYMANTA parkipi \u00f1a\u00f1ankunawan futbolta pukllara<\/strong>n
CHAYMANTA pu\u00f1ura<\/strong>n<\/p>\n\n\n\n

Yesterday she cooked with her husband . . .
NEXT they cooked fish and potatoes
NEXT she drank coke
NEXT she ate an orange
NEXT she read a tapara
NEXT she wrote a message
NEXT she drank wine with her sister
NEXT she spoke with her parents in Oruro
NEXT she played soccer with her sister in the park
NEXT she slept.<\/p>\n\n\n\n

Carefully observe the image, pay attention to each photo and the order that they are completed throughout the day. Imagine that you are the protagonist of each activity. According to each image, write in your notebook which activities are done in each photo, remember to narrate in the first person (\u00f1uqa), additionally to use the word \"chaymanta\" como conector:<\/p>\n\n\n\n

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Simple Past<\/strong><\/h3>\n\n\n\n

\u00bfImatan quyna p’unchay ruwaranki?<\/em><\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

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Tusay<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n<\/div>\n\n\n\n
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Ruwa<\/strong><\/p>\n\n\n\n

\"two<\/figure>\n<\/div>\n\n\n\n
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Voley<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n<\/div>\n<\/div>\n\n\n\n
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\"a<\/figure>\n\n\n\n
\"two<\/figure>\n<\/div>\n\n\n\n
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\"\"<\/figure>\n\n\n\n
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Ripuy<\/strong><\/p>\n\n\n\n

\"a<\/figure>\n<\/div>\n\n\n\n
\"\"<\/figure>\n<\/div>\n<\/div>\n\n\n\n

Tapu-ku-y-kuna \u2013 Key questions for a conversation<\/h3>\n\n\n\n
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  • \u00bfMaypi-n tiyaranki? = Where did you live?<\/li>\n\n\n\n
  • \u00bfHayk\u2019aq-mi yacharanki? = When did you learn?<\/li>\n\n\n\n
  • \u00bfPiwan-mi llank\u2019a-ra-nki? = Who did you work with?<\/li>\n\n\n\n
  • \u00bfImamanta-n rimaranki? = What did you talk about?<\/li>\n\n\n\n
  • \u00bfIma-ta-n wayk\u2019uranki? = What did you cook?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n
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    \"\"<\/figure>\n\n\n\n

    Rimanakuna | Vocabulary<\/h2>\n<\/div>\n\n\n\n
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    Qosa<\/td>husband<\/td><\/tr>
    Rantiy<\/td>to buy<\/td><\/tr>
    Yachachiy<\/td>to teach \/ to instruct<\/td><\/tr>
    Chaymanta<\/td>after<\/td><\/tr>
    Qayna p\u2019unchay<\/td>yesterday<\/td><\/tr>
    Uqyay<\/td>to drink<\/td><\/tr>
    \u00d1awi<\/td>eye<\/td><\/tr>
    Qelqay<\/td>to write<\/td><\/tr>
    Tayta<\/td>father<\/td><\/tr>
    Mama<\/td>mother<\/td><\/tr>
    Pu\u00f1uy<\/td>to sleep<\/td><\/tr>
    Challwa<\/td>fish<\/td><\/tr>
    Tapara<\/td>book<\/td><\/tr>
    Parlay<\/td>to speak<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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    \"\"<\/figure>\n\n\n\n

    Ruwapakuy | Exercises<\/h2>\n<\/div>\n\n\n\n
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    In the following examples you will see that we are using the locative PI <\/em><\/strong>which refers to a place, for example: Qosqopi<\/strong> (in Cusco), Austinpi<\/strong> (in Austin), mercadupi<\/strong> (in the market).<\/p>\n\n\n\n

    In the same way, we are using the accusative marker TA <\/em><\/strong>that indicates the direct object of transitive verbs (for more detail see unit 8), for example: t\u2019anta \u2013 t\u2019antata<\/strong> (bread), carnaval \u2013 carnavalta<\/strong> (carnival), quinua \u2013 quinuata<\/strong> (quinoa), f\u00fatbol \u2013 futbolta<\/strong> (soccer). These exercises will serve to see the use of the past with more detail and the locative PI<\/strong> as well as the accusative marker TA<\/strong>.<\/p>\n\n\n\n

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    <\/div><\/div><\/div> \u00d1UQA KA-RA-NI<\/strong> \/ I WAS<\/h3>\n\n\n\n

    \u00d1uqa Quechuata Qosqo-pi<\/strong> yachachi-ra<\/strong>-ni \/ Qosqo-pi <\/strong>yachachira<\/strong>ni
    I learned Quechua in Cusco \/ I learned in Cusco <\/p>\n\n\n\n

    Let's look at more examples and in your notebook write what they mean and\/or fill in the blanks with the corresponding phrase: <\/p>\n\n\n\n

    \u00d1uqa cebolla-ta<\/strong> mercadu-pi <\/strong>ranti-ra-<\/strong>ni  \/ Mercadupi <\/strong>rantira<\/strong>ni
    \u00d1uqa chakra-pi<\/strong> wayqey-ta<\/strong> yanapa-ra-<\/strong>ni \/ _________  ________
    \u00d1uqa Oropesa-pi<\/strong> t\u2019anta-ta<\/strong> ruwa-ra-<\/strong>ni  \/ Oropesapi<\/strong> t\u2019antata<\/strong> ruwara<\/strong>ni<\/p>\n<\/div>\n\n\n\n

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    <\/div><\/div><\/div> QAN KA-RA-NKI <\/strong>\/ YOU WERE (singular)<\/h3>\n\n\n\n

    Qan Abancay-pi<\/strong> carnaval-ta<\/strong> taki-ra<\/strong>-nki \/ Carnavalta<\/strong> takira<\/strong>nki
    You danced the carnival in Abancay \/ You danced the carnival <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases: <\/p>\n\n\n\n

    Qan Ayacuchu-ta<\/strong> ripu-ra<\/strong>-nki  \/ _________  __________
    Qan Puno-ta<\/strong> ri-ra<\/strong>-nki   \/ _________  rira<\/strong>nki
    Qan chiriuchu-ta<\/strong> wayk\u2019u-ra<\/strong>-nki  \/ Chiriuchuta<\/strong> __________<\/p>\n<\/div>\n\n\n\n

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    <\/div><\/div><\/div> PAY KA-RA-N<\/strong> \/ HE, SHE OR IT WAS<\/h3>\n\n\n\n

    (Pay) wasi-pi<\/strong> quinua-ta<\/strong> wayk\u2019u-ra<\/strong>-n             \/ Wasipi<\/strong> wayk\u2019ura<\/strong>n
    he\/she cooked quinoa in his\/her house\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\/ he\/she cooked in his\/her house <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases: <\/p>\n\n\n\n

    (Pay) pampa-pi<\/strong> futbol-ta<\/strong> puqlla-ra<\/strong>-n \/ Futbolta __________
    __________ chaqra-pi<\/strong> sarata<\/strong> tarpu-ra<\/strong>-n  \/ __________ tarpura<\/strong>n<\/p>\n<\/div>\n\n\n\n

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    <\/div><\/div><\/div>PAYKUNA KA-RA-NKU<\/strong> \/ THEY WERE<\/h3>\n\n\n\n

    Paykuna wasi-pi<\/strong> ______ wayk\u2019u-ra<\/strong>-nku  \/ Wasipi wayk\u2019ura<\/strong>nku
    They cooked ______ in their house \/ They cooked in their house <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases:<\/p>\n\n\n\n

    Paykuna pampa-pi<\/strong> voley-ta<\/strong> puqlla-ra<\/strong>-nku \/ Pampapi<\/strong> puqllara<\/strong>nku
    Paykuna chaqra-pi<\/strong> ______ tarpu-ra<\/strong>-nku \/ Chaqrapi<\/strong> __________ <\/p>\n\n\n\n

    \"two
    Voley pukllay<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n\n
    \n

    <\/div><\/div><\/div>\u00d1UQANCHIS KA-RA-NCHIS <\/strong>\/ WE WERE (INCLUSIVE)<\/h3>\n\n\n\n

    (\u00d1uqanchis) Qosqopi carnaval-ta<\/strong> tusu-ra<\/strong>-nchis \/ Qosqopi<\/strong> carnavalta<\/strong> tusura<\/strong>nchis
    We dance carnival in Cusco \/ We have danced carnival in Cusco <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases: <\/p>\n\n\n\n

    \u00d1uqanchis Qquehuar-pi<\/strong> tusu-ra-<\/strong>nchis \/ Qquehuarpi <\/strong>__________
    \u00d1uqanchis pampa-pi<\/strong> wat’iata ruwa-ra<\/strong>-nchis  \/ Wat’iata  _____________ <\/p>\n\n\n\n

    \n
    \"a
    Tusuy (to dance) <\/em><\/figcaption><\/figure>\n\n\n\n
    \"2
    Wat\u2019ia ruway (to do wat\u2019ia<\/em><\/em>)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
    \n

    <\/div><\/div><\/div>\u00d1UQAYKU KA-RA-YKU<\/strong> \/ WE WERE – EXCLUSIVE<\/h3>\n\n\n\n

    \u00d1uqayku wasi-pi<\/strong> quinua-ta<\/strong> wayk\u2019u-ra<\/strong>-yku \/ Wasipi<\/strong> wayk\u2019ura<\/strong>yku
    They cooked quinoa in their house \/ They cooked in their house <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases: <\/p>\n\n\n\n

    \u00d1uqayku Cotabambas-pi<\/strong> __________ taki-ra<\/strong>-yku \/ Carnavalta<\/strong> takira<\/strong>yku
    \u00d1uqayku chakrapi<\/strong> ripu-ra<\/strong>-yku  \/ Chaqrapi<\/strong> __________ <\/p>\n\n\n\n

    \"a
    Takiy (to sing)<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n\n
    \n

    <\/div><\/div><\/div>QANKUNA KA-RA-NKICHIS<\/strong> \/ YOU WERE (plural)<\/h3>\n\n\n\n

    (Qankuna) Andarapa-pi<\/strong> carretera-ta<\/strong> kicha-ra<\/strong>-nkichis \/ Carreterata<\/strong> kichara<\/strong>nkichis
    You (pl) opened a highway in Andarapa \/ You (pl) opened a highway <\/p>\n\n\n\n

    Fill in the blanks with the corresponding phrases: <\/p>\n\n\n\n

    Qankuna Curahuasipi<\/strong> carreterata<\/strong> ripu-ra<\/strong>-nkichis \/ Curahuasipi<\/strong> ___________
    Qankuna Qquehuarpi<\/strong> chicharronta<\/strong> ranti-ra<\/strong>-nkichis  \/ Chicharronta<\/strong> __________ <\/p>\n\n\n\n

    \n
    \"people
    Ripuy (to leave<\/em>)<\/figcaption><\/figure>\n\n\n\n
    \"an
    Quehuar llaqta<\/em><\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

    Qallarinapaq | Introducci\u00f3n En esta unidad aprender\u00e1s el tiempo pasado, espec\u00edficamente de una acci\u00f3n que sucedi\u00f3 en el pasado y que la persona quien lo cuenta lo ha evidenciado (nadie le ha contado) y tiene certeza de ese evento. Para ello usaremos el sufijo ra o tambi\u00e9n rqa dependiendo de la variante que usemos. Por […]<\/p>\n","protected":false},"author":16,"featured_media":6146,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-6138","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\/6138","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=6138"}],"version-history":[{"count":78,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/6138\/revisions"}],"predecessor-version":[{"id":8085,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/6138\/revisions\/8085"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media\/6146"}],"wp:attachment":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media?parent=6138"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/categories?post=6138"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/tags?post=6138"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}