In this unit you will learn how to introduce yourself to others and create and respond to basic questions in a conversation. For this, we will continue to work with the personal pronouns, in this case the simple present of the first person ñuqa/ñoqa, the verb with the corresponding person markerni, and second person marker qan/qam, the verb with the corresponding person markernki.

Note: For a better understanding and explanation we are using the dash (-) as a separator of the word and the suffix, for example:

Ñoqa Maria ka-ni (In this case the suffix ni marks the action that corresponds to the first person).

Qan Valentin kanki (in this case the suffix nki marks the action that corresponds to the second person).

The sentence I am Maria is structured in the following way:

I	Maria	kani
(I)	(Maria)	(am)
1st Person	Subject	Verb

The sentence I live in Texas is structured in the following way:

I	Texaspi	tiyani
(I)	(in Texas)	(live)
1st Person	Indicates place	Verb

The sentence You are Maria is structured in the following way:

You	Maria	kanki
(You)	(Maria)	(are)
2nd Person	Subject	Verb

The sentence You live in Texas is structured in the following way:

You	Texaspi	tiyanki
(You)	(in Texas)	(live)
1st Person	Indicates place	Verb

Note: Remember that the locative pi refers to place, next, some examples:

Lima-pi	In Lima
Limapi tiya-ni	I live in Lima
Limapi tiya-nki	You live in Lima

Qosqo-pi	In Cusco
Qosqopi tiya-ni	I live in Cusco
Qosqopi tiya-nki	You live in Cusco

California-pi	In California
Californiapi-ni	In California
California tiya-nki	You live in Lima

In this section we will also learn the assertive markers n (in words that end in a vowel), taq (in questions) and mi (in words that end in a consonant) that are used to put emphasis on an expression, and the accusative marker ta that is used for the direct object.

For questions that begin with "Ima" which means "what" the emphasis or interest in the question is given in the following way:

Ima	little emphasis
Iman	more emphasis
Imataq	most emphasis

Ready? ¡Qallarisun! Let's get started!

In a conversation where we introduce ourselves to someone, generally we include information about our name, origin, profession, and others. In some conversations we also describe our daily activities. For this we have the following interrogative words:

¿Ima?	What?
¿Imayna?	How?
¿May?	Where?
¿Hayk’aq?	When?

Examples:

¿Ima sutiyki?	What is your name?
¿Imayna llaqtayki?	What is your town like?
¿Maymanta kanki?	Where are you from?
¿Hayk’aq hamunki?	When do you sell?

Ima sitiyki	What is your name?	(little emphasis)
Iman sutiyki	What is your name?	(more emphasis)
Imataq sutiyki	What is your name?	(most emphasis)

¿Imayna llaqtayki?	What is your town like?	(little emphasis)
¿Imayna-n llaqtayki?	What is your town like?	(more emphasis)
¿Imayna-taq llaqtayki?	What is your town like?	(most emphasis)

¿Maymanta kanki?	Where are you from?	(little emphasis)
¿Maymanta-n kanki?	Where are you from?	(more emphasis)
¿Maymanta-taq kanki?	Where are you from?	(most emphasis)

¿Hayk’aq hamunki?	When do you sell?	(little emphasis)
¿Hayk’aq-mi hamunki?	When do you sell?	(more emphasis)
¿Hayk’aq-taq hamunki?	When do you sell?	(most emphasis)

If we want to use the most emphasis in questions or responses, we should use the assertive markers taq, n, mi, next, we will describe the use of each.

TAQ: Is a euphonic particle of courtesy or to show interest (it is generally used when a person is very interested in something).

Example:
To put emphasis on the questionIma sutiyki? What is your name? we should add the particle taq to the interrogative word Ima.

Imataq sutiyki (taq puts more emphasis in knowing what the person's name is).

N, MI: Are assertive euphonic markers that are used in responses to questions. These responses show interest, conviction to mention something.

Example:
Before in the question ¿Ima-n sutiyki? emphasis is placed on the response in the following way:
Sutiy Jorge My name is Jorge

To put more emphasis we should add the marker mi.
Sutiymi Jorge (mi puts more emphasis on the response).

TA: Is an accusative marker that works with direct objects and is used with transitive verbs.

Example:

For the action of Wallpa wayk’uni I cook chicken we should add the marker ta.
Ñuqa wallpata wayk’uni (ta signals the direct object, in this case the action of cooking chicken).

Qan wallpa-ta wayk’unki
Ñuqa papa-ta allani
Qan papa-ta allanki

Let's look at the following dialogues between Julia and Carlos:

Now we will look at the use of assertive markers in the following dialogue that uses the direct object to see the range of emphasis.

Little emphasis
¿Ima-ta ruwanki Julia?  ¿What are you doing, Julia?
Wasi-y-ta-n picha-ni   I sweep my house

More emphasis
¿Ima-ta-n ruwa-nki Julia?  ¿What are you doing, Julia?
Wasi-y-ta-n picha-ni I sweep my house

Most emphasis
¿Ima-ta-taq ruwa-nki Julia?  ¿What are you doing, Julia?
Chakra-y-pi sara-ta tarpu-ni   ˆI sow corn in the field

Nota. On the word sara-ta, the marker ta refers to the direct object after the transitive verb tarpuy.

¿Imayna?                      What is your house like?
¿Imayna wasiyki         What is your house like?
Imayna-n wasiyki       What is your house like?
Imaynataq wasiyki     What is your house like?

In this unit you will find a list of transitive (requires a complement) and intransitive (does not require a complement) verbs that you will also use throughout the rest of the units.

Transitives

Yachachiy	to teach
Yuyariy	to remember
Qhaway	to watch / to look
Rikuy	to see
Napaykuy	to greet
Maqcchiy	to wash
Mikhuy	to eat
Wayk’uy	to cook / to prepare
Hanpiy	to cure / to heal
Pichay	to sweep
Munay	to want / to desire
Maskhay	to look for / to search
Tariy	to find
Saqey	to leave
Hoqariy	to get up
Horqoy	to take out
Saruy	to walk on / to step on
Churay	to put
Phukuy	to blow
Apay	to bring
Apamuy	to bring
Watay	to tie
Paskay	to tie
Qhellichay	to get dirty
Malliy	to try
Chaskiy	to receive
Qoy	to give
Qelqay	to write
Yanapay	to help
Qonqay	to forget
Ñawinchay	to read
Rimay	to speak
Rakiy	to distribute
Suyay	to wait

Intransitives

Puñuy	to sleep
Takiy	to sing
Tusuy	to dance
Puriy	to walk
Phaway	to leave
Samay	to rest
Waqay	to cry
Rimay	to speak
Tiyay	to live / to reside
Llank’ay	to work
Wiñay	to grow
Riy	to go
Qapariy	to yell
Sayariy	to stand
Sayk’uy	to get tired
Pisipay	to get tired
Chayay	to arrive
Kutiy	to return
Kutimuy	to return
Hamuy	to come
Niy	to say (opinion)
Willay	to inform
Uyariy	to listen
Uyakuy, kasukuy	to obey
Tapuy	to ask
Waqyay	to call
Yupay	to count
Reqsiy	to know
Yachay	to learn

In your notebook, write some sentences using Ima What? and May Where? with each of the emphasis levels (n, taq), for this use the following information as a reference:

¿Ima?	What?	What (with little emphasis)
¿Ima-n?	What?	What (with more emphasis)
¿Ima-taq?	What?	What (with most emphasis)

¿May?	Where?	Where (with little emphasis)
¿May-pi?	Where?	Where (with little emphasis)
¿May-pi-n?	Where?	Where (with more emphasis)
¿May-pi-taq?	Where?	Where (with most emphasis)

In sentences that require a transitive verb , conjugate a verb from the vocabulary section of this unit using the direct object marker ta

¿Ima-ta ruwanki?	What do you do?	What do you do (with little emphasis)
¿Ima-ta-n?	What do you do?	What do you do (with more emphasis)
¿Ima-ta-taq?	What do you do?	What do you do (with most emphasis)

Use responses such as:

• Papa-ta wayk’u-ni
• Futbol-ta puklla-ni
• Sara-ta mikhu-ni