Learn Navi Activity Book
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Transcript of Learn Navi Activity Book
Learn Na'vi The Easy Way!
A fun, easy to use, workbook that will help you
learn your first Na'vi words and phrases
SPECIAL NOTE: I apologize profusely for the formatting and general lack
of clip art and other fun flourishes. My completely computer crashed early
on in this project and as a result I lost my professional layout programs.
And my back-up CD is scratched (naturaly). As a result, this book was created
by using a patchwork configuration of standard word-processor and other
random-software. Should I ever muster the desire to expand this book,
professionally publish it, or write a second vilume speficially on grammar,
I will make sure that version is more aeshtetically pleaseing, and complete.
If you have a learning tool that you would like included, or mentioned, in this, or any other AvatarTM or Na'vi project
I am involved in, please email me directly: [email protected]
Copyright information:
1: James cameron's AvatarTM is a trademark of the Twentieth Century Fox Film Corporation.
AVATAR. Copyright 2009 by Twentieth Century Fox Film Corporation. All rights reserved.
2: Cover art and various images in this text are provided under paid license from iclipart.com
3: Layout and design of this book are copyright 2009 Dusty White. This is a piece of fan-(non)fiction and is not for sale. Please
distribute freely, except where void by law.
4: All unstated copyrights more than likely belong to Twentieth Century Fox Film Corporation. Please respect that and say
no to piracy.
So what is this book anyway, and why should I read it?
The purpose of this book is to help you learn Na'vi fast, and as painlessly as possible. Na'vi is a fun,
colorful language that is quickly evolving. We have just enough words that you can learn them all
without too much hard work, and enough to pester your friends with your new language. The
problem with learning a new language is knowing where to start, especially without formal
instruction. We have no teachers, no classrooms to sit in, no seminars, or instructional DVDs. All we
have is each other. Well, now we have an activity book!
By the way, if you haven't seen the other amazing helpful documents yet, there is a professionally
compiled “unofficial” dictionary of all things Na'vi, a Na'vi app for your iPhone, a “Na'vi Rosetta
Stone,” all kinds of great grammar guides, flash cards, flash card programs, Shakespeare, and a large
collection of my posts—which will never be mistaken for Shakespeare. These can all be found at
LearnNavi.org. Membership is free, and you should sign up there, if you haven't already. There are
many people there who are happy to help you learn this wonderful language, share ideas on Na'vi
culture and philosophy, RDA technology, sequel possibilities, and even pictures of your cat. But there
is so much more there as well! We have links to English-to-Na'vi, or Na'vi-to-English dictionaries, a cool
software dictionary that you can start typing in letters from a Na'vi word and it will intuitively guess
what you are looking for and present you with a list of related words. We have Na'vi crossword
puzzles put together by our super-advanced students, polite arguments about who is tougher: Toruk
or Thanator (Palulukan), and what the humans will do when they get back to Pandora. We have tee
shirts and bumper stickers, and most important, we have over 3,000 supportive members from all over
the world you might like.
In short, we have a community; just one of many, but it is a place to start, or expand to, if you want to
accelerate your knowledge of Na'vi (the people), or Na'vi (the language), or you just want to make
new friends. Of course I will be more than happy to specifically list any and every Avatar group or
project who wants to be mentioned in the back of the book, so please remember to check that section
thoroughly for cool free stuff.
But as this is a book on learning Na'vi, let's talk Na'vi: Even as new words are created we are finding
more out about the words we already have. Subtle nuances of grammar are becoming clearer, so that
we can say more with less words to get in the way. We can communicate poetically, fluidly, and even
write parodies of pop-culture in our new language. The focus of this book is simply to immerse you in
the language and get you speaking, writing, and thinking Na'vi—fast. At first it will be a little
awkward, after all, you are learning a new language. Stay with it. We are all here to help, and many of
us are using different methods to make learning as painless as possible. My approach is to build your
“root vocabulary” quickly and easily, so that when you start studying the more advanced stuff like
grammar and all of its subtleties, you will already have a foundation of familiarity with many words.
You will be comfortable with the sound of the language, and you will understand how additions to
words, like prefixes and suffixes simply alter words you already know. For example, once you
understand the concept of the word “you,” learning the meanings of words like “yours,” “you're,”
and even “y'all” is a breeze. Root words are affected by alterations, but they retain their “root
meaning.” Na'vi works a lot like that as you will see. But enough of my yapping. Let's just get right
into it. Remember that you can always find help at www.learnnavi.org if you get stuck, lost, or bored.
How to use this book:
Print it*, bind it, read it. (Repeat twice)
Best used with a pencil and eraser,
but a pen works well too, if you write lightly.
How get the most out of this book:
Start anywhere, really. This is mostly a collection of puzzles, exercises, and activities. What works for
you may not work for your brother. You may have a working knowledge of some Na'vi, or you may
be reading these words wondering what all the excitement is over a movie language that barely has a
“thousand known words.” This book focuses primarily on building your vocabulary, so you can
understand and actually use basic Na'vi within the next few days. Some people actually like to study
grammar before they start in on vocabulary. We have included “Skxawng's Grammar Worksheets” to help
you learn and practice grammar (with his permission of course).
If you get confused, don't quit. Log on to LearnNavi.org and ask questions. Download any of the free
dictionaries there and be sure to get the (free) dictionary software and the flash cards (also free—
sensing a pattern here?). Most of all though, make a commitment to yourself to stay at it and
memorize words you like and use them often. Do all of the exercises, activities, and the puzzles in this
book. If this book works for you, please post me a note in the forums. I like to know if anyone is
actually getting anything out of this. At this point, there will more than likely not be a sequel (Learn
Na'vi Grammar the Easy Way!) or major expansion in the near future. More and more learning tools are
popping up every day, so I am going to concentrate my efforts on the new “All things Avatar” podcast
—due out around Valentine's day.
(Be sure to enter the first-ever “Na'vi Valentine's Day card/poetry contest at LearnNavi.org!)
*You can have Staples or Office Depot print this book for about a buck if you don't have immediate access to a black and white
printer. Stapling is free, but a plastic spiral binding will probably run you about $3. Print three copies! Two for you, one for a
friend! Remember to do the whole book again in a week or two!
2-Letter words to memorize and remember
This exercise is fairly simple. On the left you will find words in English. On the right are spaces to writein the Na’vi word equivalent. Mastering your short words now makes reading sentences in Na’vi latermuch easier. When words are mutated with prefixes, suffixes, and infixes, knowing the root word patternwill make grammatical variations of a word easier to spot and understand. So, with that in mind, here aresome of the known 2-letter Na’vi words. This is easier than you think. There is a “word bank” at thebottom of the page. These are all of the 2-letter words you will use in this exercise. Each time you use aword, cross it off. Start with the words you know. Print extras of this page and do them every few days.
1. With (accompaniment) _H_ ___ “I am going to the party _____ you. She is going _____ him.”
2. In ___ _Ì_ “Wait here. I'm going ____.” ____ case I don't come out...”
3. From ___ _A_ “I'm _____ (your town). Where are you _____?”
4. Not ___ _E_ “I am so _____ going to do that. ____, ____, ____! No way!”
5. To ___ _E_ “Where ____? You want ____ go downtown?”
6. They _F_ ___ “_____ are waiting for you.”
7. So (“in that case”) ___ _A_ “____, if you don't want to stay here . . .”
8. Me (or) I _O_ ___ “____? yeah, ____ could do that.”
9. “Like,” or “as” _N_ ___ “Pxel is ____ ____. They both mean ____. You see?”
10. What (if before a noun) _P_ ___ “Not '____ cat', '____ BAT' picture is yours?”
11. Or ___ _U_ “Here are your choices: A, ____ B, ____ C. There is no D.”
12. Before ___ _O_ “You had better ask Mom ____ you do that!”
13. With (by means of) _F_ ___ “We help you learn Na'vi ____ this workbook.”
14. Than _T_ ___ “I'd rather fight Toruk ____ get Eywa mad at me!”
15. And* (connects 2 words) ___ _Ì_ “This ____ that, _____ some other thing. Who knows?”
16. “Is,” “am,” or “be” ___ _U_ “____ you ready? I ____. So ____ Bob. Will you ____ soon?”
17. He (or) She _P_ ___ “So ____ said that ____ said that YOU said . . .”
18. Drum ___ _U_ “I have a cool 'goat-skin' head ____.”
19. Go ___ _Ä_ “____. Just ____. ____ now. I will be fine. Just ____.”
20. Across _K_ ___ “I had to drive ____ town to get here. ____ town!"
WORD BANK
AU, EO, FA, FO, FU, HA, HU, KÄ, KA, KE, LU, MÌ, NA, OE, NE, PE, PO, SÌ, SI, TA, TO
*“And” is represented in Na'vi by two words: Sì, is used when connecting two words (e.g. “this and <sì> that,” or
“Batman and <sì> Robin). ”Ultxe is used when connecting two clauses (“You do this AND <ulte> I will do that.”)
3-Letter Action Words
1. Seem (appear) _L_ ___ ___ “It would ______ to me that you are up to something.”
2. Try ___ _M_ ___ “_____, _____, _____ again? I say if you fail—just quit!”
3. Become ___ _L_ ___ “If you want to _____ Na'vi, you must really _____ Na'vi.”
4. Wait _P_ ___ ___ “_____? _____ for what? I don't want to _____ any more.”
5. Need ___ ___ _N_ “I _____ some coffee and I _____ some chocolate—now!”
6. Wash ___ _U_ ___ “_____ your hands AND _____ your face before dinner.”
7. Want ___ _E_ ___ “I _____ this, I _____ that. I _____ everything, now.”
8. Grab ___ _I_ ___ “_____ it and go kid. Just _____ it. We are already late.
9. Run ___ _U_ ___ “If you want to _____ with us, you have to _____ fast.”
10. Sing ___ _O_ ___ “_____ a song. _____ it loud. You can _____ can't you?”
11. Live ___ ___ _Y_ “Yes, _____ for today. But also _____ for tomorrow.”
12. Leave, (depart) _H_ ___ ___ “_____. Go on _____ now or you will miss your bus.”
13. Suffice ___ ___ _M_ “That will _____. But this will NOT _____. Not at all.”
14. Spin ___ _Ì_ ___ “Daddy! Daddy! _____ me! _____ me fast! _____ me again!”
15. Eat ___ _O_ ___ “I like to _____ spaghetti but I DON'T like to _____ liver.”
16. Turn _M_ ___ ___ “_____ around! I'm over here. _____ your head!”
17. Lead ___ _Y_ ___ “_____, follow, or get out of the way!”
18. Look (look at) _N_ ___ ___ “_____ at this. Just _____ at this mess!”
19. bind _Y_ ___ ___ “Now son, you have to tie this tight to _____ it properly.”
20. Be at (occupy a space)
Can also mean “exist”
___ ___ _K_ “Do I even _____ (exist) to you? I can ______ (be) right
here and you completely ignore me.”
WORD BANK
EYK, FMI, HUM, KÌM, KIN, MÌN, NEW, NIÄ, NÌN, ROL,
PEY, REY, SLU, TAM, TOK, TUL, YÌM, YOM,YUR, LAM
3-Letter adjectives and connectors PLEASE NOTE: In all of these exercises (2-, 3-, 4-, 5-letter words) px, tx, kx, ts, and ng are all seen as “twoletters” even though they are really “one sound.” My crappy Earth-based consumer software is tooprimitive to fix this, so just go with it for now. If this were ever to be actually published, I will fix this.
1. If ___ _X_ ___ “____ you want to, fine,—but ____ you do this instead...”
2. But ___ _L_ ___ “____ I don't want a yam. I will eat it ____ I want it cooked.”
3. Yellow ___ _I_ ___ “Our sun is ____. But is Pandora's sun ____ too?”
4. Blue _E_ ___ ___ “Our sky is ____. Pandora's sun ____ as well.”
5. Long (time) ___ ___ _L_ “It's been so ____ since i've worked out. Too ____ in fact.”
6. Straight ___ _E_ ___ “Okay, so you turn right at the cow, then go ____ for 5 miles...”
7. Hot ___ _O_ ___ “Today was ____. Yesterday was ____ too. Tomorrow? ____.”
8. Sharp ___ _X_ ___ “Watch that blade. It's ____. ____ enough to cut your finger.”
9. Close (near) ___ _O_ ___ “I was so ____ I could touch the screen. That's too ____.”
10. Clear (certain) ___ _A_ ___ “Let me make this perfectly ____. It's ____ that you lied to me.”
11. One _F_ ___ ___ “This will be a ____ on ____ match, NOT a two on ____.”
12. One (“1”) ___ ___ _W_ “My address is ____ ____ ____ 5 ____ Main street, unit ____.”
13. Small amount ___ _I_ ___ Yes please, but just ____. Not that much. Just ____ please.
WORD BANK
'AW, 'IT, EAN, FKO, LAW, LOK, PXI,
RIM, TXO, SLÄ, SOM, YEY, YOL
Sì versus ulte.
Both words mean “and,” but sì connects two words (this “and” that—or this “sì” that). Ulte connects
two clauses, or two sentences (We saw Avatar “and” then we ate dinner at the mall.—or—We saw
Avatar “ulte” then we ate dinenr at the mall.)
Please note, this lesson is not about grammar; it is simply about building vocabulary, so we are simply
replacing “and” with “ sì” or “ulte” as needed.
Here are examples sentences using sì instead of and. Please write in sì in the blank spaces.
For Christmas I got a bike ____, a train, ____, an X-box ____, some socks, but I don't count those.
Okay, I wll have the cheeseburger, ____, some fries, ____, a coke.
I have a brother ____, two sisters.
What have I been up to? Oh, this ____ that.
Here are examples sentences using ulte instead of and. Please write ulte in the blank spaces.
Wash the dishes, _______ while you are at it, feed the cat.
Okay, so our first stop is the Grand canyon, _______ I want to buy some souvineers for grandma.
Watch me—_______ see if you can follow along.
* * *
Okay, so now we will use “ sì” AND “ulte” in the following examples. If you get confused, we have
included the answers at the bottom of the page in grey. Try not to look there unless you have to.
(Angry boss) “Hey! Stop goofing off ____ get back to work; ____ while you are at it work faster. I have
a wife ____ kids to pay for, ____ a mortgage to pay.”
(Bratty kid) “I want chocolate ice cream ____ vanilla ____ strawberry, wait—I don't like strawberry,
_______ I want it in a cone, oh, _______ I want fudge ____ caramel all over it _______ peanuts too!”
* * *
(Angry boss) “Hey! Stop yapping ULTE get back to work; ULTE while you are at it work faster. I have a wife SÌ kids to pay for, ULTE amortgage to pay.”
(Bratty kid) “I want chocolate ice cream SÌ vanilla SÌ strawberry, wait—I don't like strawberry, ULTE I want it in a cone, oh, ULTE I
want fudge SÌ caramel all over it ULTE peanuts too!”
Useful 3-Letter Words
1. Quiet (“be quiet”) _F_ ___ ___ “_____! I order you to _____!”
2. For the sake of ___ _P_ ___ “_____ us all getting along, I am banishing this word.”
3. So that ___ _T_ ___ “Pavlov rang the bell _____ his dog would salivate.”
4. From (direction) _F_ ___ ___ “They came _____ over there.”
5. No (if before a noun) ___ ___ _A_ “_____ tree for you. _____ ikran for you. You are banished.”
6. What (thing) ___ _E_ ___ “_____ bow? ____ arrows? I see no weapons at all.”
7. Now ___ ___ _T_ “I said _____. I want you to do your homework _____.”
8. Remembrance _'_ ___ ___ “I keep this bow as a _____ of my father.”
9. Unqoute _S_ ___ ___ “and the HAT! _____. So I replied . . .”
10. Among ___ _I_ ___ “You cannot live _____ us here vrrtep.”
11. By, via, following ___ _L_ ___ “I got here _____ the shuttle. I will leave ____ Toruk.”
12. Sound ___ ___ _M_ “Shhh! Wat's that _____?”
13. Time ___ ___ _R_ “It is _____. _____ for you to take yur test.”
14. Day ___ ___ _R_ “Is this going to take all _____?”
15. Meaning _R_ ___ ___ “What is the _____ of this?”
16. Branch ___ _U_ ___ “This _____ will make a good bow if shaped properly.”
17. Song _W_ ___ ___ “Write me a love _____. A _____ that will make me cry.”
18. Sing ___ ___ _L_ “_____ me a song. _____ it loud, and _____ it well.”
19. Psychic vision ___ ___ _E_ “I had a _____; a dark _____. Aliens come to Pandora.”
20. Sky ___ ___ _W_ “The _____ is cloudy today. No sun in the _____.”
21. Joint or hinge ___ _I_ ___ “The door _____ is squeaky. Oil it.”
22. We (“just us two”) _M_ ___ ___ “_____ are going on a date. Just us.”
WORD BANK
'OK, ÄIE, FNU, FPI, FTE, FTU, KEA, KIP, KRR, ÌLÄ, MOE,
PAM, PEU, RAL, ROL, SET, SÌK, TAW, TIL, TRR, VUL, WAY
Things you can do with a friend
The Na’vi don’t have any friends. But that is a goodthing. They care for each other so much, they call eachother brother (tsmukan) and sister (tsmuké), which is afar closer bond of compassion and sincerity than just asimple “friend.” This level of closeness extendsthroughout Na’vi society (that we know of). Now thathumans have invaded Pandora, the Na’vi may have tocome up with a new word to mean “Sky-person who isnot a moron, demon, or enemy of Eywa.”
But WE have lots of friends, so these are things youcan do with them (or your aysmuktu).
Okay, so let’s be about this then, right?
You see? I am speaking English, but poetically rephrasing my sentence. You know what I am saying,but the order of the words may sound strange (or even ridiculous) to you. Not to worry. This was doneto make you more comfortable when you are wrapping your mind up like a pretzel translating thewords below. You see, it is just as easy to be confusing in your home tongue (language) as it is to do soin (I just used seven 2-letter words in a row!) one that is foreign to your ear. Anyway, here are some words.
Simply print this page and fill in the Na’vi words. Remember to have fun!
_______ a hot dog (or a tofu dog if you are a vegetarian). “_______ _______ _______ !”(eat) (eat) (eat) (eat)
You can ________ them to help you ___________ a new ________ to sleep in.(ask) (weave) (hammock)
You can ________ them if they _______ to __________ you ___________ your new ________.(ask) (want) (help) (weave) (hammock)
______ can _______ them to ________ ____ and _________ you _________ your new ________.(You) (tell) (stop goofing off /pay attention) (help) (wash) (hammock)
_____ can _____________ to _____ them how to _________ a _______ for helping you ____ and __________.(You) (promise) (teach) (ride) (dire horsie) (wash) (weave)
Why not ____ to _____________ and _______ _______ __________ with your friend (srak)(go) (Hometree) (learn) (many) (dances) (?)
After all of this activity, ______ may want to _________ and _______ your friend that ______ are(you) (leave) (tell) (you)
going to ___________ a nap. ________ them to deliver a ___________ to your __________ or __________.(take) (Ask) (message) (father) (mother)
WORD BANK:
’upxare, aysreu, eltu si, kä, kar, Kelutrel, makto, munge, neu, nga, ngaru, nivi, nume, pa'li, pänutìng, pawm, peng, pxay,sa’nok, sempul, srung, täftxu, txìng, yom, yur
YOM YOM YOM YOM
PAWM TÄFTXU NIVI
PAWM NEU SRUNG TÄFTXU NIVI
NGA PENG ELTU SI SRUNG YUR NIVI
NGA PÄNUTÌNG KAR MAKTO PA’ LI YUR TÄFTXU
KÄ KELUTREL NUME PXAY AYSREU
NGA TXÌNG PENG NGA
MUNGE PAWM ‘UPXARE SEMPUL SA’NOK
(Sorry! That’sjust too muchfun to say inNa’vi.”)
Commonly used 4-Letter Words
1. They _A_ ___ ___ ___ “Where did _______ go? ________ left without us?”
2. Light ___ ___ _A_ ___ “The _______! It burns! Cover the ______!”
3. Brain ___ ___ ___ _U_ “_______? Scarecrows have no _______ to speak of.”
4. Eye (one of) _N_ ___ ___ ___ “'A _______ for a _______!' That's what I say.”
5. Nose ___ ___ _T_ ___ “Don't scratch your _______ in public.”
6. TRUE _N_ ___ ___ ___ “What is ______ anyway? Are YOU ______ to me?”
7. Allow ___ __ ___ _G_ “I can ________ that, if you ________ me to do this.”
8. Easy _F_ ___ ___ ___ “This isn't ______ at all. Watching TV is _______!”
9. Night ___ _X_ ___ ___ “Good ______! Now go away ... Seriously! Good ______!”
10. Strong _T_ ___ ___ ___ “I'm ______! Go ahread, feel how ______ my arm is.”
11. Butt ___ ___ _Ì_ ___ “And then of course I fell on my ______! My _____!”
12. Awake ___ ___ _E_ ___ “I'm ______! I'm ______. Now where's the coffee?”
13. Much ___ ___ ___ _N_ “I really don't think about all that ________.”
14. Many ___ _X_ ___ ___ “There are so _______ people in line to see Santa!”
15. “As,” or “like” ___ ___ ___ _L_ “Funny ______ a clown? ______ I'm here to amuse you?”
16. Worthy ___ ___ _A_ ___ “You're a _____ adversary Skeletor! But not _____ enough.”
17. Sixteen (16) ___ ___ ___ _U_ “. . . And when I turned _______, I got my ikran license!”
18. And ( clauses) ___ ___ ___ _E_ “First I went shopping, _____ then I had to go to work!”
19. Can (be able) ___ _S_ ___ ___ “_______ we do this? Absolutely, I think we ______!”
20. Fire ___ _X_ ___ ___ “Don't play with _______. I told you, ________ is bad!”
21. Save ___ ___ ___ _G_ “______ your pennies for a cool Avatar halloween costume.”
22. Ask ___ ___ _W_ ___ “_______ me what? _______ me out? Like on a date?”
23. Other ___ _A_ ___ ___ “Not that one, the ______ one. No, the ______ one please.”
WORD BANK
ATAN, AYFO, ELTU, FTUE, LAHE, ONTU, NARI, NGAY, PAWM, PXAN, PXAY, PXEL, SREU, SPAW, TSUN, TUNG, TXAN,
TXEN, TXEP, TXÌM, TXON, TXUR, ULTE, VOFU, ZONG
Quotation Puzzle Hell Fun!
Other 4-letter words you should know
1. Far away ___ ___ _Ì_ ___ “The stranger came from a land ________.”
2. “Gaia” equivalent _E_ ___ ___ ___ “______ is the 'Mother Nature' of Pandora.”
3. This (“this thing”) ___ ___ _'_ ___ “What is ________ you left on MY chair?!!”
4. This one (person or thing) _F_ ___ ___ ___ “Not him, ________ right here. HE did it!”
5. Attack ___ ___ ___ _O_ “When I shout '______' we all _____, srak?”
6. Think ___ ___ ___ _L_ “Use your brain! _______! Don't just 'do'!”
7. Send ___ __ ___ _'_ “I'll ______ you an email about it.”
8. We (exclusive) ___ _Y_ ___ ___ “_______ are are seeing Avatar—NOT you.”
9. Kid ___ _V_ ___ ___ “You can bring your _______ to the picnic.”
10. Rhythm _K_ ___ ___ ___ “I like this _______. I can dance to it.”
11. Feel ___ ___ ___ _U_ “Oh, I _______ your pain. I really do.”
12. Nothing ___ ___ _'_ ___ “_________.” That's what I got! ________!”
13. Large ___ ___ _X_ ___ “________?! You think I wear a ________?”
14. Unfold, or blossom ___ ___ ___ _G_ “Watch this rose _______ before your eyes.”
15. See (understand/know) _K_ ___ ___ ___ “You don't really ________ me at all.”
16. Small ___ ___ _'_ ___ “______? You got me a ______ soda? Ugh!”
17. What (what thing) ___ _U_ ___ ___ “________ dog? I don't see any dog!”
18. Study ___ _T_ ___ ___ “Okay, playtime's over. Time to _______.”
19. Mighty ___ _K_ ___ ___ “________ Morphin Power Rangers!*
20. Daughter ___ _I_ ___ ___ “My ______ just had her 11th birthday.”
21. Hold off (suspend action) ___ ___ ___ _K_ “You should _______ on that for a while.”
22. Seven (the number 7) ___ ___ ___ _Ä_ “_______ days in a week. _______ no more.”
23. Peace, well-being ___ _P_ ___ ___ “Being in tune with Eywa brings _______.”
WORD BANK
'EFU, 'EKO, 'EVI, 'ITE, 'UPE, 'ONG, ALÌM, APXA,
AYOE, EYWA, FÌ'U, FÌPO, FKEU, FPAK, FPE', FPÌL,
FPOM, FTIA, HÌ'I, KAME, KATO, KE'U, KINÄ
*I know. I suck. That was
totally inexcusable.
Quickie Cryptograms
Decipher the Na’vi words. To help, we have included the English equivalent word in parentheses
below each word. Once you have figured out a letter in a Na’vi word, that letter will be the same in all
other Na’vi words in this puzzle.
Puzzle 1
J C G S K U
(Father)
Q N L Q K Q C
(Sky Person)
C M L N
(Gaia/World Spirit)
Q H I K F
(Last Shadow)
E I N M H
(Thank You)
Q J G K F N T
(Brother)
E F I N A
(Mountain Banshee)
Q J N G J E M K
(Warrior)
H C
(“I” or “me”)
Q J C H
(Art)
Q N I H T M K
(Hunter)
F I I
(Time)
Puzzle 2
A T N
(You)
G K R ' Y N A
(Heart)
G F N J X R
(Sun)
A N A G N A T
(Viperwolf)
Z R A N E V
(Pair of Eyes)
F N ' A B X
(Mother)
G H G R
(Person)
G K B A
(Night)
R L J N A T N U H
(Polite Good Bye)
B Z N G V X N L N
(Blue Flute Clan)
X N Y G K P
(Hello)
G F N U N L Y H
(Bond, or Neural connection)
Period, exclamation mark, question mark, or srak?
Na’vi adds an interesting twist to conversation by allowing you to specifically
indicate to your audience that you are asking a “yes” or “no” question, and that
you would like a response. English does not currently have such a literary
device. Simply tack on the word srak to tell whoever is listening to you that you
are asking a “yes/no” question and that you would like a response. ????
For each question below, please put a question mark at the end of each sentence below, or write srak, as you feel best.
� � �
1. This is the first question _________
2. Are you enjoying the time and effort you are investing in Learning the Na’vi language ________
3. Avatar rocked ________ (was very enjoyable to watch)
4. What else would you like to learn about the Na’vi ________
5. Where do you think Toruk flew off to at the end of the movie ________
6. Toruk was big, red, and dangerous ________
7. Doing crosswords in Na’vi is challenging, don’t you think ________
8. How you do something is more important than how fast it is done ________
9. How do you do something fast if it is not important to get done ________
10. Would you be intrested in a second volume of this series that deals with grammar _________
11. Ready to learn some grammar _________
12. Did you finish the giant crossword puzzle yet _________
13. What if your favorite Avatar website _________
14. Is it Learnnavi.org _________
15. Do you want YouTube instructional videos _________
16. What are your ideas to make learning Na'vi easier _________
17. We need a Na'vi comic to help us learn _________
18. This can't go on any longer, as there is no more room on the page, is there ________
Wait, wait!! — “Who?” “What?” Where?”
In English we have the 5 classic question words: "who, what, when, where, and how."
Na'vi simplifies all of that: We have "what." Sounds exciting--right?
Well, once you get to know it, it actually is! You see, once you know the root word for "what" you can
figure out (what) to attach it to, depending on (what) you want to ask.
What--person ("Who"): tupe "Who/Tupe ate my donut?!!"
What--thing ("What"): 'upe "What/'upe is that you're eating?" (A donut?)
What--action ("What"): kempe "What/Kempe are you doing?!"
What--time ("When"): krrpe "Exactly when/krrpe did I give your permission to yom my donut?"
What--place ("Where"): tsengpe "Where/tsengpe did you get that donut mister?"
What--reason ("Why"): lumpe "Why/lumpe did you think you could yom my donut?"
What--way, manner, or method ("How"): fyape "How/fyape did you plan on getting away with this
criminal act?"
Did you notice all of the pe's?
That is the commonality, the root, to look for. It can appear at the beginning or the end of the word (fyape
or pefya), but I prefer the pe coming at the end of the word, so you can see what the prefix (first part of the
word is). Examples:
Tseng(e) is defined as "place" in the dictionary. tsengepe is "what place?" or "where?". See? It all fits
together.
Fya is defined in the dictionary as "direction or path" but I see it more as "way" because "How" (fyape) is
"what _____?". "What path does not exactly match up with "how," but "what way" does match up with
"how," and it ALSO matches up with path or direction. But that is off topic. The point is that pe is your
commonality for the whole who, what, when, where, why, and how thing (in Na'vi).
Try thinking of Na'vi as a modular language (like a modular house--where pieces are pre-formed and you can mix
and match pre-made windows and walls and roofs to design your custom house). You have a ready made word
and you can alter it. The Chinese language has a word for everything, but no plurals I am led to believe. But
that is a LOT of words to learn. The English language changes some words (run becomes ran in the past tense)
but it also has completely different words (eat becomes ate--not very modular). Na'vi gives you a lot of base
words you can add prefixes or suffixes to, or even infixes (as in: "inside the word" -fixes). This is a generality
and not an authoritative diatribe on everything Na'vi. But thinking about it this way will help you a LOT in
learning new words, and understaning how the whole gramar thing works.
Na'vi Connectors, Conjunctions, and other Common Words
(Note, you will use some of the words in the “word bank” more than once)
1. And (connects words) ___ _Ì__ This ____ that. Up ____ down. Left ____ right.
2. And (connects clauses) ___ ___ _T_ ___ “I saw you, ______ I also went to get ice cream.”
3. If ___ _X_ ___ “_____, and I mean “_____” I do this . . .”
4. Or _F_ ___ “Red, _____ blue? Oh! _____ pink! Which one?”
5. So ___ _A_ “____ you chose red, _____that leaves me...pink.”
6. But ___ ___ _Ä_ “______, ______—______, I don't wanna go!”
7. As _N_ ___ “Okay, _____ long _____ you go to.”
8. Is* _L_ ___ “_____ this your umbrella, or _____ it mine?
9. Am* ___ _U_ “I _____ not late, _____ I? I _____ right here. See?”
10. Be* ___ _U_ “To ____, or not to ____. Wait, ____ I really asking that?”
11. Can (be able) ___ ___ _U_ ___ “______ you make it to the game? “I ______ be there at 8.”
12. Is not (two word phrase) ___ _E_ ___ _U_ “______ ______!” (“Is too!”) “______ ______!”
13. In ___ _Ì_ “Welcome! Please come ______!” Come ______!”
14. Outside _W_ ___ ___ ___ ___ “It's cold ____________. Take a jacket, okay?”
15. Not ___ _E_ “_____ in a box, _____ with a fox, _____ in a car...”
16. To ___ _E_ “Do you want ____? I want ____. But I want you ____.”
17. From _T_ ___ “How do you get there ______ here?”
18. By ___ _L_ ___ “______ the way, Joe stopped ______ to see you earlier.”
19. Do _T_ ___ ___ “______ you ______ this for a living? I ______.”
20. Go _K_ ___ “______ on! ______ get the candy, and then come back.”
WORD BANK
FU, HA, ÌLÄ, KÄ, KE,
LU, MÌ, NA, NE, SÌ, SLÄ,
TA,TAM, TSUN, TXO,
ULTE, WRRPA
*These are interchangeable, as it is the same word (lu).
Useful words to know
This is a post from the LearnNavi.org forums. I was so grateful for the effort and consideration that
went into this attempt to help advanced students assist new students learn that I asked the author if I
could present it here. With appropriate persmission, and no more of my endlss blathering, here it is:
Conversational Vocab - Learn These First
« on: Today at 06:59:44 AM »
Beginners sometimes ask: "What are the most important words to learn?"
We now have a "Na'vi Only" forum section, in which experienced Na'vi learners have beenholding lengthy conversations exclusively in Na'vi. By analyzing the text of thoseconversations, we can see which words are used most frequently in "everyday Na'vi". By
learning those most common words first, beginners will be better prepared to join in theconversations.
The following words account for approximately two-thirds of the Na'vi text from the Na'vi
Only forums. They are listed roughly in order of frequency, but they have been groupedtogether by function to make it easier to learn them. Only the uninflected root forms arelisted here, i.e. "oe" but not "oel", "oeti", "oeru", etc. Likewise "lu" but not "layu", "lolu","livu", etc.
Just memorizing this word list won't be enough to understand or participate in the Na'vi Onlyconversations. You'll need to learn the basics of Na'vi grammar, such as how to inflect wordslike "oe" and "lu" for case and tense, and you'll need to expand your vocabulary beyond just
the most common words. But if you start by learning these words so that you don't have tokeep looking them up in the dictionary, you'll have a strong foundation for the rest of yourNa'vi studies.
I hope you find this list helpful.
- Eri
Pronouns Basic Verbs Basic Modifiers
oe - Iayoeng - we
awnga - we
nga - you (singular)aynga - you (plural)po - he, she, itpoan - hepoe - shefo - theyayfo - they
lu - to betok - be at a placesi - make/do
tìng - give
ke - nota - which, that
lahe - otherkxawm - perhaps
(This table is continued on the next page)
Words and Language People, Things Time, Place, Manner
lì'u - word
lì'fya - languagelì' - speakplltxe - speaktslam - understand
ral - meaning
fpìl - thinkomum - know
Na'vi - The PeoplenìNa'vi - in the Na'vi way
leNa'vi - Na'vi-like
plltxe nìNa'vi - speak theNa'vi language
fko - one (a person or thing,not the number)
fìpo - this onelapo - other onefrapo - everyonekepo - no one'awpo - one person or thingfì'u - this thingtsa'u - that thingfra'u - everythingke'u - nothing'upe - what thing?
krr - time
krrpe - when?
tsakrr - that time
frakrr - always
kawkrr - nevernulkrr - longertengkrr - while
set - nowtseng - placetsengpe - where?
fìtseng - heretsatseng - therefya - way
fyape - how?
fìfya - this way
tengfya - same way
Conjunctions Modal Verbs Relative Pronouns
ulte - and (for clauses)sì - and (not for clauses)slä - butfu - ortxo - ifha - so, in that casefte - so that, in order to
tsun - canzene - must
new - want
futa - that; this thingthat/which
tsnì - that; thusly, like so
Adpositions Particles Adverbs of Quantity
mì - inta - fromne - towards
vay - up tofa - by means of
na - like, asfpi - for the sake of
ma - particle of addressrutxe - pleaseirayo - thankssrak - yes/no questionsrane - yeskehe - nosan - quotesìk - unquotetut - continuation ("... andyou?" etc)
nì'aw - only
nìtxan - much
nìhawng - toonìmun - againnì'ul - more
nìwotx - allnìteng - alsokop - also
Other Common Words
sìltsan - goodnìltsan - well
muiä - righttxoa - forgivenessprrte'- pleasure
Please mark these pages and keep them handy.
They will prove useful.
More 4-letter words you should know
1. They ('those two”) ___ ___ _F_ ___ “Those two? Who are ________?”
2. “We two” (you and I) ___ ___ ___ _G_ “_______ are going to do this together.”
3. Clan ___ __ ___ _'_ “This is my tribe, my _______.”
4. Proper, fair, or right _M_ ___ ___ ___ “It's only ______, you know.”
5. Learn ___ ___ _M_ ___ “We help you _______ Na'vi easily!”
6. Know, or understand ___ ___ ___ _M_ “I _______! I _______! I get it!”
7. Tell ___ __ ___ _G_ “Just _______ me what she said.”
8. Burn (consume by fire) ___ ___ ___ _X_ Hey! Don't _______ the toast!”
9. Like (“as”) ___ _X_ ___ ___ “They look ______ they don't want to go.”
10. Arm _P_ ___ ___ ___ “And then he punched me in the _______!”
11. Other (“other person”) ___ ___ ___ _O_ “Wasn't me, was some ________.”
12. Weak ___ ___ _Y_ ___ “Your arm is too _____ for that bow.”
13. He ___ ___ _A_ ___ “So ______ says . . .”
14. Who ___ ___ ___ _U_ “________ is another way of saying 'Who'”
15. Middle or midpoint _K_ ___ ___ ___ “Cut it here, right in the _______.”
16. Word ___ ___ _'_ ___ “The Na'vi ________ for Tree is . . .”
17. Great (Noble) ___ ___ _W_ ___ “Toruk Makto is a __________ title.”
18. Create ___ _G_ ___ ___ “I like to ________ art when I have time.”
19. Away (distant direction) ___ _E_ ___ ___ “They came from far ____________.”
20. Let go, release ___ _O_ ___ ___ “________! You are hurting my arm!”
21. Away (distant position) ___ ___ _S_ ___ “He is _________ somewhere.”
22. Two ___ ___ _N_ ___ March! Hut, _____, 3, 4! Hut, _____, 3, 4!
23. Thread ___ _Ì_ ___ ___ “I have a needle, but where is the ______?”
WORD BANK
KÌNG, KXAM, LAPO, LI'U, LONU, MEFO, MEYP, MÌSO, MUIÄ,MUNE, NAWM, NEKX, NETO, NUME, NGOP, OENG, OLO',
OMUM, PENG, PESU, POAN, PXEL, PXUN
Finish the Na’vi Word
Easy!
1. T O ___ U K (The big red guy) 6. N ___ A (You—root word)
2. E ___ W A (Na’vi World Spirit) 7. I ___ R A N (Banshee)
3. I ___ A ___ O (Thank you) 8. A Y O ___ (We—exclusive)
4. ___ A ___ T X Ì (Hello) 9. T ___ ___ ___ N (To Hunt)
5. S E ___ P U L (Father) 10. N ___ N T ___ N G (Dire-wolf)
1. E A ___ (Blue) 6. ___ ___ (Me—root word)
2. L ___ H E (Other) 7. N ___ M (Eat)
3. S ___ M ___ ___ (Daddy) 8. T A ___ (Sky)
4. R ___ M (Yellow) 9. Y ___ R (Wash)
5. S ___ Ä (But) 10. T R ___ (Day)
Not as easy
1. N ___ M ___ (Learn) 6. ___ A R I (Eye—just one)
2. A L ___ S K ___ (Ready) 7. T ___ ___ (Sky)
3. T ___W ___ U ___ E (Sky Person) 8. U ___ R A ___ (Tree)
4. R ___ T X ___ (Please) 9. E___ ___ A N G ___ H ___ (Polite “good bye”)
5. T ___ O N (Night) 10. V ___ L (Branch)
1. Ì ___ Ä (By, or via) 6. ___ XO (If)
2. ___ E ___ ___ R ___ (Eyes—both) 7. W ___ ___ (Song)
3. S ___ M (Hot) 8. R ___ ___ (Sing)
4. ' ___ T (Small amount) 9. Ä ___ ___ (Vision)
5. S ___ T (Now) 10. Y ___ L (Long <time>)
Getting harder
1. T ___ T ___ (Person) 6. ___ M ___ M (Know)
2. T X Ì ___ ___ (“Leave” or “Abandon”) 7. F ___ H ___ E ___ (Smile)
___ ____ ____ P ___ (Touch) 8. ___ A ’ R ___ N ___ (Forest)
4. U ___ T X ___ (Meeting) 9. T ___ W ___ Y ___ N (Fly)
5. N ___ N (Look at) 10. ___ E K ___ ___ T E ! ! (“Get down!!”)
1. ' ___ M ___ I (Touch) 6. ___ I F Y ___ (This way, “Like this”)
2. 1 A ___ V ___ (First) 7. H ___ ___ E Y (Done, Finished)
3. F ___ H ___ U (Smell) 8. ___ ___ ___ ___ O (Ride)
4. ___ T ___ N G! (Stop!) 9. L ___ T ___ M (Change)
5. H ___ F W ___ (Wind) 10. K E ___ P ___ (What <action>)
Hard!
1.M O ___ ___ I (Voice) 6. ___ O M ___ ___ (Rain)
2. ___ G A W ___ ___ (Worm) 7. ___ ____ A W L (Big)
3. ___ T ___ N (Light) 8. K I ___ (Among)
4. R ___ ’ ___ (Do not) 9. ___ A ___ ___ ___ U ___ A ___ (Thanator)
5. F ___ ___ P ___ (Everyone) 10. M ___ ___ T E (Agree)
1. K I ___ Ä (Seven) 6. M ___ ___ T E (Agree)
2. K ___ ' ___ (Nothing) 7. K ___ ___ ___ E (When)
3. ___ ___ M (Sound) 8. ___ A W ___ (Great, noble)
4. L ___ N ___ (Release, let go) 9. ___ A W ___ (Ask)
5. ___ ___ W ___ Y (Calm) 10. ___ ___ A W ___ (Perhaps, Maybe)
Even more 4-letter words you should learn
1. Do not (Engish: “don't”) ___ ___ ___ _Ä_ “_________ do that!”
2. That ___ _S_ ___ ___ “Please give me _______ flower.”
3. Sacred ___ __ ___ _K_ “This tree is ______ to my people.”
4. Dream _U_ ___ ___ ___ I had the strangest _____ last night.”
5. “That (object)” ___ ___ _A_ ___ “Yes, _______ thing. What is it?”
6. Dance ___ ___ ___ _U_ “Neytiri taught me to ________.”
7. Bow ___ __ ___ _O_ I need a _______ and some arrows.”
8. Who ___ ___ _P_ ___ “_______ ate all of the Cheetos?”
9. Give ___ __ ___ _G_ “Eywa, ______ me strength!”
10. War ___ _S_ ___ ___ “Humans like _______ too much.”
11. Believe ___ _P_ ___ ___ “Do you even _______ in Eywa?”
12. Body ___ ___ _K_ ___ “________, mind, and spirit”
13. Person ___ ___ _T_ ___ TIME mag's “______ of the Year”
14. Yes/no question indicator ___ ___ ___ _K_ “Are you ready _________?”
15. Call _S_ ___ ___ ___ “_______ me some time!”
16. Track ___ ___ _T_ ___ “You _______ the humans; I eat!”
17. Moment ___ ___ ___ _W_ “Don't nag me! Gimme a ______!”
18. Move (shift, change position) ___ ___ ___ _X_ “Don't you dare make a _______!”
19. Best ___ _W_ ___ ___ “Yerik sandwich is the _______!”
20. Almost ___ ___ _U_ ___ “I ________ fell off my ikran!”
21. Art ___ __ ___ _O_ “_______ is a passion of mine”
22. Full ___ ___ _Y_ ___ “Your cup is already _______.”
23. Pattern ___ _E_ ___ ___ “I'm sensing a _________ here.”
WORD BANK
RÄ'Ä, RIKX, RENU, SPAW, SRAK, SREU, STUM, SUTX, SWAW, SWEY, SWOK, SYAW, TEYA, TÌNG, TOKX, TUPE,
TUTE, TSAM, TSAT, TSEO, TSKO, TSNÌ, UNIL
Na’vi Categories
This puzzle simply asks you to look at the words below and assign them to the categories you
think they fit in. Of course we would like you to also write in the translations (English word
equivalents) in the spaces to the right of each word. Each word in each row will begin with the
same letter (which we have provided in the left column).
Actions Animals People Body Parts
S
P
E
N
T
WORD LIST:
Eltu _________________ Poe _________________
Eltungawng _________________ Pxun _________________
Eyk _________________ Sempul _________________
Eyktan _________________ Seyri _________________
Nantang _________________ Sreu _________________
Nari _________________ Swirä _________________
Nga _________________ Taronyu _________________
Nume _________________ Tawng _________________
Pa'li _________________ Toruk _________________
Plltxe _________________ Txìm _________________
5-Letter Verbs
1. Answer _'_ ___ ___ ___ _G_ “________ me, soldier! Give me an _______!”
2. Hear ___ _T_ ___ ___ _M_ “Can you _______ me now?Can you _______ me now?”
3. Agree _M_ __ ___ ___ _E_ “Oh, I _______! I most certainly _______!”
4. Hunt _T_ ___ ___ ___ ___ “Today we _______ yerik. Tomorrow we _______ talioang.”
5. Ride ___ ___ _K_ ___ ___ “You can _______ pa'li, but cn you _______ ikran?”
6. Smell _F_ ___ _H_ ___ ___ What is that _______? Can you _______ that?
7. Strike (hit) ___ ___ _K_ ___ _K_ “_______! _______ now! _______ him again!”
8. Walk _T_ __ ___ ___ _N_ “Let's go for a _______. We need to _______ more often.”
9. Capture _S_ ___ _E_ ___ ___ “Okay, I will _______ him and you _______ her. Ready srak?”
10. Change ___ _A_ ___ ___ _M_ “I'm in the mood for a _______.” How about a _______?”
11. Stop _F_ ___ _A_ ___ ___ “_______ right there. I said _______. Don't move.”
12. Duck (dive) _T_ _A_ ___ ___ ___ “I had to _______ or I would have been hit by the branch.”
13. Please ___ ___ _T_ _X_ ___ “_______? Prettty _______? _______ let me go see Shrek 8!”
14. Destroy ___ ___ _A_ ___ _A_ “I will _______ you. Then, after I _______ you I will dance.”
15. Cut _M_ ___ _N_ ___ ___ “_______ yourself, huh? I said you would _____ yourself.”
16. See (physically) ___ ___ _E_ ___ _A_ “_______ that?There, in the tree. Can you _______ that?”
17. Abandon _T_ _X_ ___ ___ ___ “You tried to _______ me when those RDA idiots showed up.”
18. Choose ___ ___ _X_ ___ _Y_ “_______, but _______ wisely, Indiana Jones.”
19. Understand ___ _S_ _L_ ___ ___ “Do you_______? I omum you think you_______, but do you?”
20. Decide ___ ___ _'_ ___ _N_ “_______ already. Don't make me ftxey for you. ______, now.”
21. Protect _H_ ___ _W_ ___ ___ “Eywa will _______ us. She will shelter, or _______ her own.”
22. Take/bring _M_ ___ ___ _G_ ___ “_______ that picther, fill it with water, and _______ it to me.”
23. 'ampi _'_ ___ _M_ ___ ___ “_______ it? Sure you can _______ it. Just be careful.”
WORD BANK
'EYNG, FAHEW, FTANG, FTXEY, HAWNU, LATEM, MAKTO,
MLLTE, MUN'I, MUNGE, PE'UN, RUTXE, SKA'A, SPE'E, STAWM,
TAKUK, TARON, TAWNG, TÌRAN, TSE'A, TSLAM, TXÌNG, 'AMPI
Where do I belong?
This exercise is so easy you will complain that we didn’t make it harder. simply choose words from the“word bank” (at the bottom of the next page) and write it in the group you think it belongs in. The goalhere is to get you to be able to spot-categorize words, and get practice writing them. Please note that thesear all root-words, without tense or grammatical enhancements. Ready srak? Let’s go then!
World
Actions and Interactions
Body/Mind/Spirit
Na’vi clan life (specifically)
Animals & Plant life
Word Bank
Choose any of the words here. Ignore any you don’t feel like using. If you are having trouble witha specific word, try looking it up in the dictionary in the back of the book.
kä MIKYUN AYSMUKTÉ PA’LI SYAW TARONYU NA’RING
MOKRI KELKU TSAHIK FPAK TORUK PAWM TAWTUTE
TRR YOM TÄFTXUYU ATAN RONSEM REY IKRAN
TÌNG TOMPA TSAWKE TAW UTRAL HUFWE PXUN
TXE’LAN SREU PIZAYU IOANG MUN’I YE’RÌN SREU
go ear sisters dire-horse call hunter forest
voice home matriarch stop toruk ask Sky person
day eat weaver light mind live banshee
give rain sun sky tree wind arm
heart dance ancestor animal cut soon dance
13Y
1
6
11
14
9
3
12
4
8
7
10
2
5
Daily actions and interactions
To solve this puzzle, you will need to fill in the sentences below with the Na’vi equivalent word (we haveprovided you with the English equivalent word in parentheses to help). Then write that word in the puzzle.Sounds pretty simple right srak(?) If you are having any trouble finding the exact word you are lookingfor, feel free to look in the dictionary in the back. Please note that we are looking for the ROOT WORDat all times. We will get to grammar and its effects on words in later exercises.
Here’s a hint though: The puzzle tells you how many letters are in the Na’vi word you are looking for.We have filled in one answer to help get you started. Good luck!
U R
ACROSS
1. _________ me back my toy ikran, or I am telling mom!(Give)
5. I want to learn to __________ so I can gain great honor.(hunt)
6. If you see an opportunity _____ at it, or you may lose it.(grab)
8. ___________ at your own risk!(Enter)
9. A teylu (beetle larva) can _______ faster than you!(run)
10. Take the time to _________ proper grammar.(learn)
13. Don’t forget to __________ behind your ears!(wash)
14. ______, you are actually learning Na’vi. Stay with it!(Yes)
DOWN
1. The way she is swinging that tukru (spear) around, you’d better __________ or you will get hit.(duck)
2. There will be no more free rides on my pa’li (direhorse) for you until you learn to ________ nicely.(ask)
3. Get yourself something to _______ before we head out.(eat)
4. You must learn to __________________ so you can help out at the loom.(weave)
7. You must honor your __________________ or you will lose respect and may even become outcast.(promise--to someone)
11. You say that you have captured a nantang (viperwolf), ______ me to it, so I can see for myself.(lead)
12. You should learn how to __________. Your aysmukte ([clan] sisters) will be impressed by that. (dance)
YUR
WORD BANK:
eyk, fpxäkìm, niä, nume, pänutìng, pawm, srane, sreu, täftxu, taron, tawng, tìng, tul, yom, yur
Diametrical opposites
Below are words lined up in two columns. Simply draw a line from one word to its mostappropriate opposite on the other side of the page. Given that we are working with a languagethat is still in development, these words may or may not be exact opposites, so choose the mostappropriate word in your opinion. Don’t forget to write in the English translations! Good luck!
___________ TRR SÌLTSAN ___________
___________ FÌ’U NGA ___________
___________ NA’VI TAWTUTE ___________
___________ ALÌM TSMUKAN ___________
___________ SEMPUL TUTEAN ___________
___________ KAWNG HUM ___________
___________ PÄHEM TSA’U ___________
___________ TERKUP KEHE ___________
___________ TUTEE SA’NOK ___________
___________ OE TXON ___________
___________ NGAY TSLENG ___________
___________ SRANE LOK ___________
___________ TSMUKÉ
REY ___________
5-Letter adjectives, adverbs and conjunctions1. First _'_ ___ ___ ___ _E_ “The _______ warrior I saw was actually the _______ in line.”
2. Worst ___ _E_ ___ ___ _L_ “Oh, his food is the _______. Better to eat at Joe's.”
3. Young _'_ __ ___ ___ _N_ “I am too _______ to hunt, and too _______ to fish too?”
4. Done _H_ ___ _S_ ___ ___ “Okay, I'm _______. When you are _______, let me know.”
5. Funny/strange _H_ ___ ___ ___ _K_ “You are _______. Very _______, but somehow entertaining.”
6. Bad, or evil ___ ___ ___ _N_ _G_ “_______ ikran! No biting! You are like _______ vrrtep!”
7. Forbidden _K_ _X_ ___ ___ ___ “RDA scum is _______ around here. Absolutely _______.”
8. Calm _M_ ___ _W_ ___ ___ “Okay, let's all just _______ down. _______ and relaxed.”
9. Only ___ ___ _'_ _A_ ___ “I'm not _______a hunter, I'm also the _______hunter who...”
10. Pretty ___ ___ _V_ ___ _N_ “She's _______. But my pa'li is _______ too, you know.”
11. Big/tall/large _T_ ___ _A_ ___ ___ “Whoa! H'es a _______ one! Just how _______ is he?”
12. Brave ___ ___ _T_ ___ _U_ “You ride with us, you must be _______. _______ and strong.”
13. Outside _W_ _R_ ___ ___ ___ “Go _______. I am cleaning. _______ I say.”
14. When ___ ___ _R_ ___ _E_ “_______ I say the job's done is _______ the job is done.”
15. Perhaps/maybe ___ _X_ _A_ ___ ___ “_______ you can come next time. No guarantees. _______.”
16. Why _L_ ___ _M_ ___ ___ “_______? _______? Because I said so. That's _______.”
17. Again _N_ ___ ___ _U_ ___ “_______. Yes; _______, and _______. Repetition is the key.”
18. Enough ___ ___ _T_ ___ _M_ “Had _______? Well, I haven't have _______. So let's go.”
19. Continually ___ _Ì_ _T_ ___ ___ “Tired of _______missing the fun on Pandora? Join the RDA!”
20. Fast ___ ___ _W_ ___ _N_ “_______ is not so _______ after all when you make mistakes.”
21. Lest _F_ ___ _E_ ___ ___ “_______ we have to do this again—eltu si!”
22. How _F_ ___ ___ _P_ ___ “_______ about that? We finished another page! _______ ?”
WORD BANK
'AWVE, 'E'AL, 'EWAN, FTEKE, FYAPE, HASEY, HIYÌK, KAWNG,
KRRPE, KXANÌ, KXAWM, LUMPE, MAWEY, NÌ'AW, NÌMUN,
NÌTAM, NÌTUT, NÌWIN, SEVIN, TSAWL, TSTEU, WRRPA
Na’vi Mystery Word Puzzles
These are really easy, once you get the hang of them. The mystery word is missing. In its placewe have put the exact number of boxes as it has letters. For example, if the Na’vi mystery wordwere Irayo (Thank you), there would be 5 boxes (I R A Y O). To figure out the mystery word,simply fill in the missing letter from each “clue word” below, and write it in the appropriatebox. In the puzzle below, the word in clue #1 (“___ S E O”) is missing its first letter. So, yousimply write in the missing letter and then in box #1 (which corresponds to “clue #1”) you writethat same letter. For clue #2, you would put the missing letter in box #2, and so on. Hint: Startwith the words you know. Be sure to fill in the missing letter both in the clue, and in themystery word box. You may end up solving the mystery word before you solve all of the clues.If that happens, simply go back to the clue words you are having trouble with, and write in themissing letter, using the letter from the mystery word.
Puzzle 1 – Easy!
Na’vi word: 1 2 3 4 5 6 7 8
English word equivalent: ______________________________________
1. ___ S E O (Art) 5. E ___ N (Blue)
2. T ___ A W K E (Sun) 6. F Ì F ___ A (This way, “like this”)
3. T X E ‘ L ___ N (Heart) 7. ___ U (Any of these: be, am, is, are)
4. F A ___ E W (Smell)* 8. T S M ___ K É (Sister, or female tribe member)
Puzzle 2 – Easy!Na’vi word:
1 2 3 4 5 6 7
English word equivalent: ______________________________________
1. ___ E N E (Must) 5. S Ì L T S A ___ (Good)
2. N ___ ‘ V I (Blue People) 6. N ___ A (You)
3. Y O ___ (Eat) 7. ___ Y W A (World spirit equivalent to Terran “Gaia”)
4. T A W T ___ T E (Sky Person)
Puzzle 3 – Easy!
Na’vi word: 1 2 3 4 5 6 7 8
English word equivalent: ______________________________________
1. ___ E H E ! (No!) 5. ___ S Ì N G (Four)
2. O ___ (“I,” or “Me”) 6. S ___ A N E ! (Yes!)
3. K L ___ T E (Ground, what you stand on) 7. ___ Y S M U K T U (Many brothers)
4.___ T R A L (Tree) 8. P A ‘ ___ I (Dire-horse)
Puzzle 4 – Easy!Na’vi word:
1 2 3 4 5 6 7
English word equivalent: ______________________________________
1. T ___ M U K A N (Brother) 5. M A ___ E Y (Calm)
2. T O R U ___ (Big red monster “Last Shadow”) 6. T X A ___ (Much, or “a lot of”)
3. T ___ U R (Strong) 7. N A N T A N ___ (Dire-wolf)
4. I R ___ Y O ! (Thank you!)
Puzzle 5 – Somewhat EasyNa’vi word:
1 2 3 4 5 6 7 8
English word equivalent: ______________________________________
1. Z Ì S Ì ___ (Year) 5. N I ’ W O T ___ (Completely)
2. K___ (Go) 6. T Ì N G M I K Y ___ N (Listen)
3. ___ T A N G! (Stop!) 7. W A ___ (Song)
4. ___ U L (Run) 8. N ___ M E (Learn)
Puzzle 6 – Not so easy (Ke tengfya ftue)
Na’vi word:
1 2 3 4 5 6 7 8
English word equivalent: ______________________________________
1. Z O ___ L O (“offense” or “insult”) 5. R U ___ X E (Please)
2. N I _˙˙ _ (Grab) 6. ’ Ì N G L ___ S Ì (English language)
3. T Ì K I ___ (Need) 7. ___ A ’ R Ì N G (Forest)
4. E L T ___ S I! (Pay attention!) 8. Y O M T Ì N ___ (To feed, give food to)
Puzzle 7 – HardNa’vi word:
1 2 3 4 5
English word equivalent:
6 7 8 9 10 11 12 13 14
____________ ___________________
1. K E L K ___ ________________ 8. ___ U N E ________________
2. ___ O M P A ________________ 9. ___ L O ’ E Y K T A N ________________
3. M E N A ___ I ________________ 10. ___ Ì N G ________________
4. K ___ N G A Y ________________ 11. K A W K R ___ ________________
5. T S ___ A M ________________ 12. T Ì N G N A R ___ ________________
6. K Ä M ___ K T O ________________ 13. E ___ K ________________
7. H A S E ___ ________________ 14. S ___ N U M E ________________
NOTE: Now you get to fill in the English word equivalents in the spaces above! Isn’t this fun?
Puzzle 8 – EVIL!! (RDA Corporate approved) Na’vi word:
1 2 3 4 5 6 7 8 9 10 11 12 13
English word equivalent: ______________________________________
1. T ___ T E ________________ 8. S K A ‘ ___ ________________
2. ___ E ________________ 9. N G E ___ G A ________________
3. Y E R ___ K ________________ 10. ___ S A H Ì K ________________
4. K E ___ K U S I ________________ 11. E ___ ________________
5. ___ Ì T X U R ________________ 12. T Ì F M E T O ___ ________________
6. H A P X ___ ________________ 13. T ___ Ì N G ________________
7. K R ___ ________________
Puzzle 9 – EVIL!! (RDA Management Training Material)
(Seriously: for the love of Eywa—don't even try this one.)
Na’vi word:
1 2 3 4 5 6 7 8 9 10 11 12 13
English word equivalent: ______________________________________
1. ___ P X A F A W 7. P X ___ N T I L
2. L O ___ A T A Y A 8. ___ E L
3. F Ì T S E N ___ 9. A T ___ K X E
4. K U R ___ K X 10. N E ___
5. N G O ___ 11. ___ A M
6. P A M T ___ E O 12. ___ I ’ O N A
Na'vi word substitution (slightly advanced)
In this exercise we have secretly replaced common English words with their na'vi equivalent. As the
stories and rhymes are in English, with Na'vi word substitutions, we will be following English
grammar rules, so we are using the Na'vi root words. Simply replace the Na'vi word below with the
English equivalent word. Try not o look it up in the dictionary. If you take a moment to look at the
sentence, you should be able to figure out most the words easily. (But just in case, we put the original
translation at the end).
Example: “Hey Diddle Diddle” nursery rhyme
Hey diddle diddle, the cat sì the fiddle,
________ (write in “and”)
The cow jumped em the moon.
_______________ (write in “over” or “above”)
The little dog laughed to tse'a such fun
__________ (write in “see”)
And the dish tolul (t<ol>ul) neto with the spoon
___________ ________________ (write in “ran” and “away”)
Okay, now we do it without hint words. Good luck!
One of the most famous speeches in history:(original speech appears below if you need the words)
Four score sì seven years ago our aysempul brought forth on this continent a new nation,
___________ ____________________
conceived mì Liberty, sì dedicated ne the proposition that n`ıwotx aytutan are created equal.
_________ ___________ _______ ____________ ____________
Now ayoeng are engaged mì a great civil tsam, testing whether that nation, fu any nation, so
___________ __________ __________, ______
conceived sì so dedicated, tsun long endure. Ayoeng are met on a txan battle-field of that tsam.
________ _________ ________ ________.
Ayoeng have za'u to dedicate a portion of tsa’u field, as a final resting place for those who here
_______ _____________ ______________
tolìng (t<ol>ìng) their lives that that nation might rey.
___________ ____________.
It lu altogether fitting sì proper that ayoeng should tam fìkem.
_____ ________ ________ ______ ____________.
Slä, in a larger sense, ayoeng tsun ke dedicate . . . ayoeng tsun ke consecrate . . .________ ________ ________ ________ ________ ________ ________
ayoeng tsun ke hallow fìtseng ground. The tsteu aysmukan, living sì kerusey,
________ ________ ________ _____________ ______________ __________ _________ ______________,
tupe struggled fìtseng, have consecrated it, far above our poor power to add or detract.
___________ ________________
The world will little note, nor yol remember 'upe ayoeng say fìtseng, slä it can never forget
___________ _____________ _________ _____________ , _________
kempe they did fìtseng. It is for us the r<er>ey, rather, to be dedicated fìtseng
___________ _____________ _____________________ _______________
to the unfinished work a ayfo tupe fought fìtseng have thus far so nobly advanced.
___________ _____________ ___________ ___________
It lu rather for us to be here dedicated to the txan task remaining eo us—
______ ______________ _______________
that ta these honored dead ayoeng munge increased devotion ne that cause
___________ ________________ _________ _______________ ________
for a ayfo gave the last full measure of devotion—that we here highly resolve that these
____________ ______________
dead shall ke have died mì vain—that fì’u nation, under God, shall have a new birth of
___________ _________ _______________
freedom—ulte that government: of Na'vi, by Na'vi, for Na'vi,
___________ __________ ________________ , __________ ________________, __________ ________________,
shall ke perish ta the earth.
___________ __________
In his own words:
Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in
Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived and
so dedicated, can long endure. We are met on a great battle-field of that war. We have come to
dedicate a portion of that field, as a final resting place for those who here gave their lives that that
nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate...we can not consecrate...we can not hallow this ground.
The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to
add or detract. The world will little note, nor long remember what we say here, but it can never forget
what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they
who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great
task remaining before us—that from these honored dead we take increased devotion to that cause for
which they gave the last full measure of devotion—that we here highly resolve that these dead shall
not have died in vain—that this nation, under God, shall have a new birth of freedom—and that
government: of the people, by the people, for the people, shall not perish from the earth.
Na'vLibs
Okay, so when I was a kid, we had something call “Mad Libs.” After checking on Google, it seems theystill exist. Here's how they work. You choose a bunch of words based on their status and position inlanguage (verb, noun, pronoun, adjective, and so on). Then those get filled into a preexisting storywhere those words have previously been removed.
Okay, so we are going to try something like that. In our version, the tale is right before you. Your job isto read the story and pick a (noun, verb, adjective, and so on) whether it “fits” or if you think it is funny.You are not limited to the words we will supply in the word bank. Simply grab a word in Na'vi that isthe type of word each space calls for, and write it in to complete the story.
Scenario 1: Oh no! The dog ate our only copy of Hamlet's lines, and we are in the middle of the worldpremiere of Na'vlet! (just go with it) We managed to cobble together most of the dialogue, but the Na'viwords are all in a pile on the next page. Our expert linguist is nowhere to be found! Please grab somewords and jam them into the script in time for the big scene! Ready srak? Kä!
Hamlet's third soliloquy
To be, or not to _________________, — that is the _________________. (verb) (noun)
Whether 'tis nobler in the _________________ to suffer (body part)
The _________________ and _________________ of _________________ fortune, (plural weapon) (plural weapon) (adjective)
Or to take _________________ against a sea of _________________, (plural noun) (plural noun)
And by _________________ end them. To die, -- to _________________ ,— (verb—ending in “ing”) (verb)
No more; and by a _________________
(verb)
The _________________ and the _________________ natural shocks ( unpleasant experience) (large number)
That flesh is _________________ to,-- 'tis a _________________
(occupation or status) (noun)
_________________ to be wish'd. To die, --- to _________________
(adverb) (verb)
To _________________ ! perchance to _________________ ! ay, there's the _________________; (verb) (verb) (noun)
For in that _________________ of death what _________________ may come (verb) (plural noun)
When we have _________________ off this _________________ coil, (past-tense verb) (adjective)
Must give us _________________ . . . (noun)
General Na'vi verbs: LU (be), TARON (hunt), PÄNUNTÌNG (promise), 'AMPI (touch), TUNG (allow), FMETOK(to test someone—as for initiation), TÌPAWM (a question), HAHAW (sleep), SREU (dance),
Na'vi nouns:
Na'vi body parts: ELTU (brain), NOSE (ontu), NARI (eye),TXÌM (butt)
Na'vi plural weapons: AYTSKO (bows), AYYUKRU (spears), AYTSKE (stones), AYSWIZAW (arrows), AYTXUM(poisons)
Na'vi adjectives: 'E'AL (worst), KAWNG (bad, or evil) FKEU (mighty), LEHRRAP (dangerous), LAW (clear orcertain)
Na'vi plural nouns: AYRAWKE (alarm cries), AYIOANG (beasts), ATOKIRINA' (pure spirits—seeds of the greattree), AYVRRTEP (demons), AYTAWTUTE (sky-people), AYUNILTÌRONTOKX (avatars), AYTSKO SWIZAW(many bow and arrows),
Na'vi verbs ending in “ing”: None exist, but follow this rule for now: <er> refers to an incomplete/continuousaction, such as “I am eating” (right now). YEROM (eating), HERUM (leaving), HERAHAW (sleeping), TERERKUP(dying), PERLLTXE (speaking), REROL (singing), TERXÌNG (abandoning—basically running away)
Na'vi unpleasant experiences: TOXPU (fear), TÌKAWNG (evil), KEYE'UNG (insanity)
Na'vi “large numbers”: VOFU (sixteen), TSÌVOL (32, or Four “sets” in Na'vi), PXAY (many—here meaninganything over 16 in “ancient Na'vi”)
Na'vi occupations or status: TARONYU (hunter), TSAMSIYU (warrior), SEMPUL (father), SA'NOK (mother),TAWTUTE (sky-person), VRRTEP (demon), TSAHÌK (matriarch), TÄFTXUYU (weaver)
Na'vi adverbs: NÌ'AW (only), NÌ'IT (a little, slightly)
Na'vi verbs: (past tense)
Quickie (mini) grammar lesson. (Guaranteed painless!) Okay, so as noted above <er> refers to an incomplete/continuous action, such as “I am eating” (right now). Example: YEROM (eating).
So, <ìm> refers to recent past: Example YÌMOM (“just ate”)
and <ol> refers to a completed past action:Example: YOLOM (I “ate earlier,” or I “ate yesterday,” or even I “have eaten before” you know).
So here are the Na'vi past tense verbs for this exercise : SOLREU (danced), HOLASEY (finished/completed),
KOLURAKX (driven off, chased away, cast out), SKÌ M A'A (recently destroyed), MÌ M UN'I (recently cut)
For those who have a ftxavang (passionate) desire to know what Hamlet originally said, here are his own words:
To be, or not to be—that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles
And, by opposing end them. To die, to sleep—
No more—and by a sleep to say we end
The heartache and the thousand natural shocks
That flesh is heir to—'tis a consummation
Devoutly to be wished. To die, to sleep—
To sleep, perchance to dream. Ay, there's the rub,
For in that sleep of death what dreams may come,
When we have shuffled off this mortal coil,
Must give us pause.
Giant Na'vi Crossword Puzzle
ACROSS
1. Rhythmic beat
4. Feathery plant
8. Meaning
10. Together
12. Too proliferate something
13: The act of doing
14: Deferential I
15: Vision
18: Completely
19: Along time ago, in a galaxy ________
21. To possess knowledge
25. Physical body
26. Neytiri’s mount
28. Everything
30. Basic blunt handheld weapon
32. Ocular device (single)
33. Noun meaning “speed”
35.To bequeath, bestow, or dispense a thing
36. With
37. Who?
38. Unquote
39. Message
42. To bind something
43. Pleasant or appealing; good
46. Service
48. No longer alive
49. Percussion instrument of animal skin
50. Center point
51. Song
DOWN
2. Preceding, before
3. Noble, or great in stature
4. Cranial organ
5. Omen
6. First
7. Enter
9. Request
10. Child
11. Many people together
16. A sacred site
17. Seeds of Vitraya Ramunong
20. (Human) associate, co-worker
22. Us two—but NOT you
23. Best to use this before you speak
24. Opposite of night
27. “Similar to us”
29. Sky-demon language
30. Terran aircraft (to the Na’vi)
31. Holy day (originally)
34. “_______ already! (“No more!”)
40. The boss
41. “_______, but choose wisely.”
44. Fire will do this to your tree.
45. “_______ is this thing?”
46. Rotate rapidly
47. Uno, Ein, or Ichi: in Na’vi
48. Opposite of stop
Word bank: (greyed out)
’aw, ’awsiteng, 'awve, ’ekong, ’eveng, ’upxare, äie, atokirina’, ätxäle, alìm, au, aungia, eltu, eo, eyaye, eyktan, fa,
fpxäkìm, fra’u, ftxey, ftxozä, ikran, ìnglìsì, ka, kerusey, kìm, kìm, kìte’e, kxam, lertu, mikyun, moe, nìayoeng, nìwotx,
nari, nawm, nekx, nìtam, ohe, omum, peu, pongu, ral, si, sìltsan, swotu, tawsìp, tìng, to, tokx, trr, tupe, txewk, virä,
way, wìn, yìm
Na'vi reverse crossword.
We have filled in all of the Na'vi words for you (aren't we nice?). Now all YOU have to do is
simply write in its English translation in the spaces below. Just guess as many words as you can,
crossing them out as you go. Ready srak? Ka!
English Words:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Oh no! He's at it again
My evil twin just couldn't keep away from the Sharpie. Someone (me) wrote all over Hans Christian
Anderson's classic tale of some girl and her attempts to not smush tiny round vegetable while
reclining on a pile of mattresses so tall and heavy that they would crush an elephant. This is like
drawing a moustache on the Mona Lisa! Ah—but did I make any mistakes? Well, if you have been
studying your Na'vi, you should be able to figure out most of these words easily. So grab your own
Sharpie (any pen will do, really), and retranslate the Na'vi words back into ìnglìsì.
The Princess and the Pea
and kaltxi Palulukan! — by Hans Christian Anderson ^
ONCE upon a krr there lolu a olo' eyktan! who wanted to marry a som sevin tute; but poewould have to lu a real Na'vi (ke uniltarontokx! Ke, ke, ke!). Poan nolin nìwotxPandora to find awpoe, slä (kepeseng?/Pesenge-ke?) could poan get 'upe poan
wanted. There lolu tute (som som!) txan enough, slä it was difficult to find out whether ayoe
were real Na'vi tute! There lolu always something about them a was kehe as it should lu! (Oerita ayoengyä fahew akewong ontu teya längu!!) So poan came kelku nìmunulte lolu, for poan would have liked nìtxan* txan** to have a real Na'vi tute sevin!(and who wouldn't?)
(* adverb. ** adjective.)
'aw txon a kawng storm came on; there lolu thunder sì lightning, ulte the tompa poured
down in torrents. Suddenly a knocking lolu soltawm at the kelutral, and the old olo'eyktan went to open it.
It lolu a tute standing wrrpa in front of the gate. Slä, siltsan gracious! 'upe a sight the
tompa sì hufwe lolu soli poeru look. The pay(?) ran down from poeyë hair sì clothes;
it tolul down into the toes of poeyë shoes ulte out again at the heels. Ulte yet poe said that poelolu a real tute Na'vi! (Woot!)
"Well, we'll soon find that out," thought the old queen. Slä poe said ke'u, went into the k'seynivi-room, took nìwotx bedding off the bedstead, ulte laid a utu mauti on the bottom; then
poe took pxay aynivi ulte laid them on the utu mauti ulte then pxay eider-down
ay- Eywa ksey nivibrista on top of the aynivi! (Fyape tìkawng lu a?!!)
On fì'u the tute Na'vi! had to lie nìwotx txon. In the morning poe was polawm fyapepoe had holahaw.
"Oh, nìtxan badly!" said poe. "I have scarcely closed my menari nìwotx txon. Eywanìaw omum 'upe lolu mì the nivi, slä oel lolu lying on something hard, so that oeru lu black sì ean nìwotx oeyä tokx! It's kawng txan!!
(Bah! Tute Na'vi princesses lu soooooo high-maintenance! Me like ikran!)
Set ayoeng omerum that poe lolu a real (high-maintenance ) Na'vi tute sevinbecause poe soli felt the utu mauti right through the pxay aynivi ulte the pxay eider-
down ay- Eywa ksey nivibrista .
Kawtu slä a real (high-maintenance ) Na'vi tute sevin could lu na sensitive
na that!So the olo' eyktan! took (high-maintenance ) Na'vi tute sevin for his tsahìk, for
set omum poan that poan had a real Na'vi tute sevin (som som!!); ulte the utumauti was put mì the museum (hu Omati s'ampta), tsengpe it may still lu seen, if no
one has stolen it.
(It's better nìNa'vi!!)
Half-baked ideas I may never get around
to completing, so YOU can have them.
(Feel free to take credit for “your” genius at making these things great!)
The Grammar Forest
This idea sprung to life from “The Grammar Tree,” which follows on the next page. The idea was to
show how root words (I, me) can interact with other root words (you), to become tirciary root words (us,
we, etc.). This visual approach helps some students who are not wired to learning via extended text-
based rules and authoritarian diatribes. This generic example can be used to show the interaction
between many root words, and even how gramar affects disparate words to create interesting
sentences. Or you can morph the idea into a different set of visuals. The point is: someone out there
needs to pick up the ball and start teaching Na'vi visually.
Okay, so on to the next half-baked idea I am putting forth for someone to run with:
This is the basic concept that can be used for so many different words, and as it incorporates “trees”
into the learning tool, I think it is rather funny. It would not work at RDA corporate (for obvious
reasons—perhapsa robotized plasma tank might work for them). Some people have said this image
contains mistakes. Well if you notice any mistakes, I would take that as a personal sign from Eyway to
fix it, upload it, and claim it as your own. Can you improve this tree? Can you add to it? I think you
can. Help other people learn Na'vi like YOU know Na'vi.
Pass on some value to the world. Leave something behind, other than footprints. If you make an
example book of “Grammar Tree” lessons, I will help you get the word out to students of Na'vi. Let's
show the world how EASY it is to master this beautiful language. Srak?
Starter Na'vi Song book
One easy way to help learn common words and phrases in a new language is to sing short, fun songs
that get stuck in your head. This is one of the ways children learn grammar and vocabulary all over
the world. Once they learn a song they like, it stays with them for the rest of their life. So in that vein, I
have composed a few songs to help get your started. I hope these will create an interest in you to write
better songs. Take any melody you know and simply replace the words to your liking. With just a little
practicem you might become the Na'vi "Weird Al Yankovic."
This first one you may not know by name, but the melody is simple and familiar. In this case, please
imagine Na'vi children making up a song about the bad sky-people. The horror they endured,
especially in the Omticaya clan (death of Hometree and the Tree of Voices), but also any clan whose
mommies and daddies had to fight (and most die) fighting the sky-people does not easily go away. So
you make fun of it. This is the basis for many of the old children's songs throughout history, where
children would sing about death and the plague. So, without further adieu, here is the first
installment: The "I hate Bosco" song. (I will try to find audio if I can)
A long, long time ago, there were popular children's songs. This was one of them:
I hate Bosco (one variation)
I hate Bosco
It's not the drink for me (alternatively: It's full of TNT [or DDT])
My mommy put it in my milk
To try to poison me
One day I fooled Mommy
I put some in her tea
And now I have no mommy
To try to poison me!
Fun (Post-Avatar) Na'vi Chldren's song!(sing along!)
Oe Tawtute! (I Tawtute!)
Oel plltxe ’ìnglìsì (I speak English)
Oel tamswon ftu alìm (I fly from far away)
ulte Oel skola’a ayutral! (and I [chop down*] lots of trees!) [actual word used means "destroy]
Oe lu vrrtep (I'm a demon)
Oel tamspang oeyä sa'nu (I killed my own mommy!)
Ha set Oel kerelku si Eywa’eveng (So now I live on Pandora)
ulte Oel 'eko Na'vi! (And I attack Na'vi!)
I know the melody for this classic children's song, but I have long forgotten the original words, so
until I do, the title is a mystery. But I am incuding it here for fun.
Tawtute yolom rim eltungawng (Tawtute ate a yellow brainworm)
Utu mauti, (Banana fruit)
ulte yNikt'chey (and some <food> wraps)
Tawtute yìmom ean eltungawng Tawtute just ate a blue brainworm
ulte poem soli lekeye'ung* and she went insane!
*The actual word means insanity, but this works as an example of what a little creativity can accomplish, even with a severly
limited (Na'vi) vocabulary.
And a special song generouly provided by LN member Kiliyä . Remember to give him some karma
love for helping people learn Na'vi the fun way. After all, none of us are getting paid for this :-)
“Just wanted to add my own funny song... it's Way a Kawkrr Hasey!
Fìway lu kawkrr hasey
this-song be never done
This song is never done
Ma 'eylan, ke tsun txey
my friend, (you) not can stop
My friend, you can't stop
Aysute sngamä'i rivol
PL-person start-PAST sing-SUBJ
People started singing
Ke omusum a lamu
not know-PART which (it) be-PAST
not knowing what it was
Fo rayol nìtut tsawayit
They sing-FUT continually that-song-ACC
They'll sing that song continually
Frakrr: fìlun lu...
Forever: this-reason be...
Forever: this reason is (why)”
Na'vi Old Mc Donald song.
(Oldest known version: The Kingdom of the Birds, published in 1719-1720.
Na'vi edition by Kaltxì Palulukan with a generous grammatical correction and overall “tightening up”
by LearnNavi.org moderator Prrton. (If you see him on the LearnNavi.org forums, please give him a
karma cookie!)
nìNa'vi (in Na'vi) nìÌnglìsì (in English)
Olo’eyktánta túkrut-tìmél
Iray--Iray--oooo
Ha oéyä túkrúfá tskxékeng óe
Iray--Iray--oooo
Set takuk mìfìtseng
Ult’ ’eko mìsatseng
fìtseng takuk, tsatseng ’eko
Takuk takuk! Makto KO!
Olo’eyktánta túkrut-tìmél
Iray--Iray--oooo
I just got a spear from the Chief of our clan
Thank you. Thank you. (Soooo.)
So I practice with my spear wherever I go
Thank you. Thank you. (Soooo.)
Now I strike over here,
And attack over there.
Here a strike, there attack!
We’re off to ride, so watch your back!
I received a spear from the Chief of our clan
Thank you. Thank you. (Soooo.)
Row, row, row you boat song.
(Oldest known version: The earliest printing of the song is from 1852).
Na'vi edition by Kaltxì Palulukan .
nìNa'vi (in Na'vi) nìÌnglìsì (in English)
'Upe, 'upe. upe lu ral
*Tawvrrtep—yä ìnlglìsì?
Kawtu omum, kawtu omum
Aytawtute lu a-skxawng
What, what, what's (the) meaning
of sky-demon words?
No one knows, no one knows
Sky people are blind ("un-seeing" morons)
*This is a totally made-up word. It is tongue-in-cheek and not meant to be taken as canon. Additionally, I offer
no guarantees on grammatical correctness, as there is—at this printing—only one Tawtute alive who can tell us
exactly what is and what is not “Na'vi correctus summae.”
Okay, so notes: The point of these songs is to illustrate how easily words and phrases can be taken
from Na'vi and applied to universally -known melodies—even with the severely limited number of
words we now possess. We don;t need more words. We need more creativity! This is just another way
of learning and memorizing Na'vi words and phrases. I do not mean to imply that friendly little Na'vi
ayevi sit around making fun of their (previous) Tawvrrtep colonialist oppressors—but that is
admittedly where the idea for “Na'vi children songs” (ayway 'evengru Na'vi?) originated.
IF YOU HAVE AN IDEA FOR A SONG, by all means write it. Write it, sing it, record it, give it away.
Sing it at parties, sing it at conventions. Help others learn this beautiful language by sharing your
passion and creativity. Get ready for A2 by knowing your Na'vi. If these rather banal examples have
inspired you to create something better, something to share with the world, then our job is done here.
Backmatter
Eight's Na'vi Rhyming Dictionary
This is a work of absolute genius. Eight invested a LOT of time and efforts creating a dictionary of
Na'vi words based on how they END. Sure, you can easily figure out that no known Na'vi word
begins with “g,” but do you know how Na'vi words end? This is crucial to knowing, not merely
memorizing Na'vi. I placed this dictionary immediately following my crappy Na'vi songbook to inspire
you to write better songs, and better poetry. Did you know that you (yes, you!) can create Na'vi
birthday cards for your friends, a Na'vi Mother's Day card, Christmas cards? Go ahead and try it. You
are getting pretty good at Na'vi by now, and this will make Na'vi more fun for you. Do me a personal
favor. The next time you are on the LearnNavi.org forums, find Eight and bump him up a karma point
or two. He really came through with this effort.
Skxawng's Grammar Worksheets!
Yes, our main mod Skxawng, that master of grammar has allowed me to reprint HIS grammar
worksheets here, to help you learn. The guy is a wizard with Na'vi instruction, and I “know” you are
handing both he and Taronyu some karma brownies for doing all this, as a way of saying thank you
that doesn't involve having to buy them a beer. These grammar sheets ROCK! If you have done them
before (but not in the last 5 minutes), do them again. (I would say that in Na'vi, but my grammar
sucks). Spend some time working through these. They will help you omum (really get) Na'vi.
—'NUFF SAID.
Introduction
I would very much like to thank Taronyu and all the people over at LearnNavi.org for thededication, enthusiasm, and affection that they have shown for the Na’vi language. This rhymingdictionary is derived from version 7.34 of the Na’vi dictionary compiled by Taronyu - so withouthim (and everyone who has contributed to that project), this exalted work you have before yourmenari right now, would not have been possible.
How To Use This Dictionary
As with most rhyming dictionaries, words are grouped by the pronunciation of their final syllable- more precisely, from the final vowel in that final syllable onwards. This allows both perfect andimperfect rhymes to be found with great ease.
Nouns and selected proper nouns (where the reference is so crucial to Na’vi culture that excludingthem from the dictionary would be negligent) are listed uninflected for case and plurality. You donot need the help of this dictionary to discover, for example, that adding the accusative suffix -itwill make any noun rhyme with words ending in that sound.
Conversely, adpositional affixes and derivational affixes have not been included as they bondto the front of the noun and would not affect the rhyming.
Verbs are listed without infixes for tense, mood and aspect. It has not been necessary at thispoint to include those.
To find a rhyme, look up your reference word in the index. This will tell you the IPA symbols forthe ending, and you can now find the relevant group in the Rhymes By IPA section. For example,if I would like to find a rhyme for the Na’vi word ketuwong, the index entry says ”see -oN”. Iwould then look for the -oN group in the main rhymes section and will find numerous entries suchas ’ekong, wong, and zong.
subnavi.org.uk 2
Rhymes By IPA Ending
-a
a, apxa, aungia, aynga, eywa, eywaksey nivibrista, fa, fıfya, ftia, futa, fya,ha, iknimaya, ka, kali’weya, lenay’ga,lı’fya, lonataya, meuia, meresh’ti cau’pla,muntxa, na, nga, ngenga, pefya, pxoenga,ska’a, snumına, su’shiri t’acto sa, ta,tengfya, teya, tirea, tompa, t’riti so jahmka,tsa, tse’a, txoa, ultxa, wrrpa, za
-æ
’angtsıka, fla, ftxoza, ıla, ka, kina, muia,nia, ra’a, sla, swira, vira, zekwa
-aj
kangay, nıngay, ngay, nguway, pay, pxay,tıngay, vay, way
-ak
fpak, pak, srak
-ak’
kurakx
-al
’e’al, kelutral, ral, tautral, tawtsngal,tsngal, tsyal, utral
-am
kinam, kxam, lam, nıtam, pam,spxam, tam, torukspxam, tsam, tslam,txantslusam
-an
’ewan, ’eylan, ’itan, atan, ean, eyktan,faketuan, fıtxan, ikran, kilvan, nıltsan,nıtxan, olo’eyktan, palulukan, poan, pxan,ran, san, sıltsan, tıran, tutean, tsmukan,txan, txe’lan
-aN
ftang, ftxavang, ioang, kxangangang, nang,nantang, nıftxavang, talioang, tıftang,tireaioang, tspang, yomhı’ang, yomioang
-ap
fngap, hrrap, penghrrap
-aR
kar
-at
ftu sat, kllkulat
-aw
’aw, fpxafaw, hahaw, law, nı’aw, spaw,steftxaw, swaw, swizaw, syaw, taw, tskoswizaw, txokefyaw
-awk’
’awkx
-awl
tsawl, tsawl
-awm
kxawm, nawm, pawm, stawm
-awn
’ı’awn, fmawn, tıyawn
-awN
eltungawng, kawng, nıhawng, ngawng,pxtxawng, skxawng, tawng, tıkawng,zawng
-aP
atokirina’, pxorna’, rina’
subnavi.org.uk 3
-E
’awve, ’ite, ’upe, ’upxare, aie, atxale,atxkxe, ayoe, ayskxe, eyaye, fte, fteke,ftue, fyape, hufwe, kame, ke, kehe, kempe,kıte’e, kıyevame, kllte, krrpe, kxetse, lahe,lumpe, mllte, moe, mune, munge, na’hlabuk’ne, ne, ne kllte, nı’awve, nıftue, nume,oe, ohe, plltxe, poe, pxoe, rawke, rutxe,sanume, seze, spe’e, srane, tawtute, tupe,tute, tsap’alute, tsawke, tsawke, tsengpe,tskxe, tsmuke, txele, ulte, yawne, zamunge,zene
-Eh
sumin’sey hulleh
-Ej
chey, ftxey, hasey, kerusey, kifkey, mawey,nikt’chey, p’ah s’ivil chey, pey, rey, sıpey,swey, tırey, tmi nat’sey, txey, yey
-Ejk
eyk
-EjN
’eyng, tı’eyng
-Ejp
meyp
-Ek
tangek
-Ek’
krrnekx, nekx
-El
pxel, shah-tell, sngel, tel
-Em
em, fıkem, kem, kllkxem, latem, pahem,pehem, ronsem, sılronsem, ta’em, telem,tıkangkem, tsakem, waytelem
-En
i’en, koren, tsranten, txen
-EN
’awsiteng, ’engeng, ’eveng, ayoeng,eywa’eveng, fıtseng, kxamtseng, nıayoeng,nıteng, oeng, peng, peseng, pxoeng,ralpeng, sngeltseng, tsatseng, tseng,tskxekeng, tsleng, tslolam, zongtseng
-Ep
fayvrrtep, tskalep, txep, vrrtep
-ER
kxener, ler
-Et
set
-Ew
fahew, new
-Ewk
txewk
-EP
fpe’, prrte’
-i
’ampi, ’evi, atoki, awaiei, eltu si, fmi, fpi,hı’i, kelku si, k’sey nivi, menari, mokri,mun’i, na’vi, nari, nari si, nivi, pa’li, pxi,riti, seyri, si, snga’i, tei, tewti, tıng nari,u’imi, ulu’tah inib’sey mulsi, utral utumauti, utu mauti
-ı
’ınglısı, alaksı, hapxı, kaltxı, kxanı, mı,patsı, sı, tanhı, tsnı
-ik
ik, pxasik, yerik
subnavi.org.uk 4
-ık
hiyık, sık, tsahık
-ik’
rikx
-il
kinamtil, pxuntil, til, unil
-ıl
fpıl
-im
ngim, rim
-ım
alım, fpxakım, kım, ne’ım, txım, yım
-in
kin, nıwin, sevin, tıkin, win
-ın
mın, nın, ye’rın
-ıN
kıng, na’rıng, panutıng, teswotıng, tıng,tsıng, txıng, yomtıng
-ip
kip
-ıp
kunsıp, sıp, tawsıp, za’arıp
-ir
iveh knivi sdir
-it
’it, ’it, nı’it
-ıt
zısıt
-l"
fngapsutxwll, kll, kxll, pamtseowll, paywll,tsyorina’wll, txumpaywll, txumtsa’wll, wll
-o
’awpo, ’eko, ayfo, chan’tu gor’ek nuuto,eo, fıpo, fko, fo, fpeio, frapo, fya’o, irayo,kamakto, kato, lapo, makto, mefo, mıso,mreki u’lito, neto, pamtseo, pangkxo, po,pxefo, tireafya’o, to, tseo, tsko, tsyo, txo,ulivi mari’tsey mak’dini’to, wutso, zoplo
-ok
’ok, fmetok, lok, lrrtok, sa’nok, swok,tıfmetok, tok
-ok’
tokx, uniltırantokx
-oks
malmoks
-ol
rol, tırol, tsıvol, yol
-om
fpom, som, yom
-on
taron, tswon, txon
-oN
’ekong, ’ong, kenong, ketuwong, kewong,kı’ong, tıkenong, vitraya ramunong, wong,zong
-op
ngop
-oR
lor, somtılor, tilor, toktor
-ot’
nıwotx
subnavi.org.uk 5
-oP
kllfrivo’, olo’
-r"
kawkrr, krr, krr, letrr, lrr, nulkrr, pehrr,snga’ikrr, tengkrr, trr, tsawlapxangrr,tsawlapxangrr
-u
’efu, ’ıheyu, ’u, au, eltu, emza’u, fı’u,fkeu, fnu, fra’u, ftu, fu, fyawıntxu, hawnu,karyu, kawtu, ke’u, kelku, kllpxıltu, lertu,lı’u, lonu, loreyu, lu, m’resh’tuyu, nı’awtu,ontu, panu, pesu, peu, pizayu, pongu, renu,sa’nu, saleu, sempu, slu, spe’etu, sreu,swotu, swotulu, taftxu, taftxuyu, taronyu,teng’u, teylu, tıfyawıntxu, tıhawnu, tukru,tsa’u, tsahaylu, tsampongu, tsamsiyu,tsatu, tsatu, tsmuktu, tsteu, txll’u, txopu,uniltıranyu, vofu, wıntxu, za’u
-uk
takuk, tıtakuk, toruk, tsmuk
-ul
nı’ul, pxasul, sempul, tul, vul
-um
hum, omum, rum, stum, txum
-un
lun, mikyun, nımun, pe’un, pelun, pxun,tıng mikyun, tsun
-uN
keye’ung, srung, tung
-up
terkup
-uR
tıtxur, txur, yur
-ut
fkarut, nıtut, pxiut, rumut, ut
-ut’
sutx
-uy
sumin jiit’luy
-uPk
feru m’predu’k
subnavi.org.uk 6
Index
’ı’awn, see -awn’ıheyu, see -u’ınglısı, see -ı’ampi, see -i’angtsıka, see -æ’aw, see -aw’awkx, see -awk’’awpo, see -o’awsiteng, see -EN’awve, see -E’e’al, see -al’efu, see -u’eko, see -o’ekong, see -oN’engeng, see -EN’eveng, see -EN’evi, see -i’ewan, see -an’eylan, see -an’eyng, see -EjN’it, see -it’itan, see -an’ite, see -E’ok, see -ok’ong, see -oN’u, see -u’upe, see -E’upxare, see -Eaie, see -Eatxale, see -Eıla, see -æ
a, see -aalım, see -ımalaksı, see -ıapxa, see -aatan, see -anatoki, see -iatokirina’, see -aPatxkxe, see -Eau, see -uaungia, see -aawaiei, see -iayfo, see -oaynga, see -aayoe, see -Eayoeng, see -ENayskxe, see -E
chan’tu gor’ek nuuto, see -ochey, see -Ej
ean, see -aneltu, see -ueltu si, see -ieltungawng, see -awNem, see -Ememza’u, see -ueo, see -oeyaye, see -Eeyk, see -Ejkeyktan, see -aneywa, see -aeywa ksey nivibrista, see -aeywa’eveng, see -EN
fı’u, see -ufıfya, see -afıkem, see -Emfıpo, see -ofıtseng, see -ENfıtxan, see -anfa, see -afahew, see -Ewfaketuan, see -anfayvrrtep, see -Epferu m’predu’k, see -uPkfkarut, see -utfkeu, see -ufko, see -ofla, see -æfmawn, see -awnfmetok, see -okfmi, see -ifngap, see -apfngapsutxwll, see -l
"fnu, see -ufo, see -ofpıl, see -ılfpak, see -akfpe’, see -EPfpeio, see -ofpi, see -ifpom, see -omfpxakım, see -ımfpxafaw, see -awfra’u, see -ufrapo, see -oftang, see -aNfte, see -Efteke, see -Eftia, see -aftu, see -u
subnavi.org.uk 7
ftu sat, see -atftue, see -Eftxavang, see -aNftxey, see -Ejftxoza, see -æfu, see -ufuta, see -afya, see -afya’o, see -ofyape, see -Efyawıntxu, see -u
hı’i, see -iha, see -ahahaw, see -awhapxı, see -ıhasey, see -Ejhawnu, see -uhiyık, see -ıkhrrap, see -aphufwe, see -Ehum, see -um
i’en, see -Enik, see -ikiknimaya, see -aikran, see -anioang, see -aNirayo, see -oiveh knivi sdir, see -ir
k’sey nivi, see -ika, see -ækamakto, see -okı’ong, see -oNkım, see -ımkıng, see -ıNkıte’e, see -Ekıyevame, see -Eka, see -akali’weya, see -akaltxı, see -ıkame, see -Ekangay, see -ajkar, see -aRkaryu, see -ukato, see -okawkrr, see -r
"kawng, see -awNkawtu, see -uke, see -Eke’u, see -ukehe, see -Ekelku, see -u
kelku si, see -ikelutral, see -alkem, see -Emkempe, see -Ekenong, see -oNkerusey, see -Ejketuwong, see -oNkewong, see -oNkeye’ung, see -uNkifkey, see -Ejkilvan, see -ankin, see -inkina, see -ækinam, see -amkinamtil, see -ilkip, see -ipkll, see -l
"kllfrivo’, see -oPkllkulat, see -atkllkxem, see -Emkllpxıltu, see -ukllte, see -Ekoren, see -Enkrr, see -r
"krrnekx, see -Ek’krrpe, see -Ekunsıp, see -ıpkurakx, see -ak’kxam, see -amkxamtseng, see -ENkxanı, see -ıkxangangang, see -aNkxawm, see -awmkxener, see -ERkxetse, see -Ekxll, see -l
"
lı’fya, see -alı’u, see -ulahe, see -Elam, see -amlapo, see -olatem, see -Emlaw, see -awlenay’ga, see -aler, see -ERlertu, see -uletrr, see -r
"lok, see -oklonataya, see -alonu, see -ulor, see -oRloreyu, see -ulrr, see -r
"
subnavi.org.uk 8
lrrtok, see -oklu, see -ulumpe, see -Elun, see -un
m’resh’tuyu, see -umı, see -ımın, see -ınmıso, see -omakto, see -omalmoks, see -oksmawey, see -Ejmefo, see -omenari, see -imeresh’ti cau’pla, see -ameuia, see -ameyp, see -Ejpmikyun, see -unmllte, see -Emoe, see -Emokri, see -imreki u’lito, see -omuia, see -æmun’i, see -imune, see -Emunge, see -Emuntxa, see -a
nı’aw, see -awnı’awtu, see -unı’awve, see -Enı’it, see -itnı’ul, see -ulnıayoeng, see -ENnıftue, see -Enıftxavang, see -aNnıhawng, see -awNnıltsan, see -annımun, see -unnın, see -ınnıngay, see -ajnıtam, see -amnıteng, see -ENnıtut, see -utnıtxan, see -annıwin, see -innıwotx, see -ot’na, see -ana’hla buk’ne, see -Ena’rıng, see -ıNna’vi, see -inang, see -aNnantang, see -aNnari, see -i
nari si, see -inawm, see -awmne, see -Ene kllte, see -Ene’ım, see -ımnekx, see -Ek’neto, see -onew, see -Ewnga, see -angawng, see -awNngay, see -ajngenga, see -angim, see -imngop, see -opnguway, see -ajnia, see -ænikt’chey, see -Ejnivi, see -inulkrr, see -r
"nume, see -E
oe, see -Eoeng, see -ENohe, see -Eolo’, see -oPolo’eyktan, see -anomum, see -umontu, see -u
p’ah s’ivil chey, see -Ejpahem, see -Empangkxo, see -opanu, see -upanutıng, see -ıNpatsı, see -ıpa’li, see -ipak, see -akpalulukan, see -anpam, see -ampamtseo, see -opamtseowll, see -l
"pawm, see -awmpay, see -ajpaywll, see -l
"pe’un, see -unpefya, see -apehem, see -Empehrr, see -r
"pelun, see -unpeng, see -ENpenghrrap, see -appeseng, see -ENpesu, see -upeu, see -u
subnavi.org.uk 9
pey, see -Ejpizayu, see -uplltxe, see -Epo, see -opoan, see -anpoe, see -Epongu, see -uprrte’, see -EPpxan, see -anpxasik, see -ikpxasul, see -ulpxay, see -ajpxefo, see -opxel, see -Elpxi, see -ipxiut, see -utpxoe, see -Epxoeng, see -ENpxoenga, see -apxorna’, see -aPpxtxawng, see -awNpxun, see -unpxuntil, see -il
ra’a, see -æral, see -alralpeng, see -ENran, see -anrawke, see -Erenu, see -urey, see -Ejrikx, see -ik’rim, see -imrina’, see -aPriti, see -irol, see -olronsem, see -Emrum, see -umrumut, see -utrutxe, see -E
sanume, see -Esı, see -ısık, see -ıksılronsem, see -Emsıltsan, see -ansıp, see -ıpsıpey, see -Ejsa’nok, see -oksa’nu, see -usaleu, see -usan, see -ansempu, see -usempul, see -ul
set, see -Etsevin, see -inseyri, see -iseze, see -Eshah-tell, see -Elsi, see -iska’a, see -askxawng, see -awNsla, see -æslu, see -usnga’i, see -isnga’ikrr, see -r
"sngel, see -Elsngeltseng, see -ENsnumına, see -asom, see -omsomtılor, see -oRspaw, see -awspe’e, see -Espe’etu, see -uspxam, see -amsrak, see -aksrane, see -Esreu, see -usrung, see -uNstawm, see -awmsteftxaw, see -awstum, see -umsu’shiri t’acto sa, see -asumin jiit’luy, see -uysumin’sey hulleh, see -Ehsutx, see -ut’swaw, see -awswey, see -Ejswira, see -æswizaw, see -awswok, see -okswotu, see -uswotulu, see -usyaw, see -aw
t’riti so jahmka, see -ataftxu, see -utaftxuyu, see -utı’eyng, see -EjNtıfmetok, see -oktıftang, see -aNtıfyawıntxu, see -utıhawnu, see -utıkangkem, see -Emtıkawng, see -awNtıkenong, see -oNtıkin, see -intıng, see -ıN
subnavi.org.uk 10
tıng mikyun, see -untıng nari, see -itıngay, see -ajtıran, see -antırey, see -Ejtırol, see -oltıtakuk, see -uktıtxur, see -uRtıyawn, see -awnta, see -ata’em, see -Emtakuk, see -uktalioang, see -aNtam, see -amtangek, see -Ektanhı, see -ıtaron, see -ontaronyu, see -utautral, see -altaw, see -awtawng, see -awNtawsıp, see -ıptawtsngal, see -altawtute, see -Etei, see -itel, see -Eltelem, see -Emteng’u, see -utengfya, see -atengkrr, see -r
"terkup, see -upteswotıng, see -ıNtewti, see -iteya, see -ateylu, see -util, see -iltilor, see -oRtirea, see -atireafya’o, see -otireaioang, see -aNtmi nat’sey, see -Ejto, see -otok, see -oktoktor, see -oRtokx, see -ok’tompa, see -atoruk, see -uktorukspxam, see -amtrr, see -r
"tsıng, see -ıNtsıvol, see -oltsa, see -atsa’u, see -utsahık, see -ık
tsahaylu, see -utsakem, see -Emtsam, see -amtsampongu, see -utsamsiyu, see -utsap’alute, see -Etsatseng, see -ENtsatu, see -utsawke, see -Etsawl, see -awltsawlapxangrr, see -r
"tse’a, see -atseng, see -ENtsengpe, see -Etseo, see -otskalep, see -Eptsko, see -otsko swizaw, see -awtskxe, see -Etskxekeng, see -ENtslam, see -amtsleng, see -ENtslolam, see -ENtsmuk, see -uktsmukan, see -antsmuke, see -Etsmuktu, see -utsnı, see -ıtsngal, see -altspang, see -aNtsranten, see -Entsteu, see -utsun, see -untswon, see -ontsyal, see -altsyo, see -otsyorina’wll, see -l
"tukru, see -utul, see -ultung, see -uNtupe, see -Etute, see -Etutean, see -antxım, see -ımtxıng, see -ıNtxan, see -antxantslusam, see -amtxe’lan, see -antxele, see -Etxen, see -Entxep, see -Eptxewk, see -Ewktxey, see -Ejtxll’u, see -u
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txo, see -otxoa, see -atxokefyaw, see -awtxon, see -ontxopu, see -utxum, see -umtxumpaywll, see -l
"txumtsa’wll, see -l"txur, see -uR
u’imi, see -iulivi mari’tsey mak’dini’to, see -oulte, see -Eultxa, see -aulu’tah inib’sey mulsi, see -iunil, see -iluniltırantokx, see -ok’uniltıranyu, see -uut, see -ututral, see -alutral utu mauti, see -iutu mauti, see -i
vay, see -ajvira, see -ævitraya ramunong, see -oNvofu, see -uvrrtep, see -Epvul, see -ul
wıntxu, see -uway, see -ajwaytelem, see -Emwin, see -inwll, see -l
"wong, see -oNwrrpa, see -awutso, see -o
yım, see -ımyawne, see -Eye’rın, see -ınyerik, see -ikyey, see -Ejyol, see -olyom, see -omyomhı’ang, see -aNyomioang, see -aNyomtıng, see -ıNyur, see -uR
zısıt, see -ıtza, see -aza’arıp, see -ıpza’u, see -u
zamunge, see -Ezawng, see -awNzekwa, see -æzene, see -Ezong, see -oNzongtseng, see -ENzoplo, see -o
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Na'vi Affixes 1.1 - Plurality and PronounsPluralityPlurality is assigned to nouns through the use of 2 prefixes:
me+ (Dual, as in 'me+nari' or "two eyes")pxe+ (Trial, as in 'pxe+tukru' or 'three spears")ay+ (Four or more, as in "ay+taron" or "Hunters")
with one suffix, which is used to indicate whether the pronoun is inclusive, and not exclusive
-ng (Inclusive, as in 'oe-ng' or "us"
It is important to note that the indication + after a prefix indicates that it is a leniting prefix, so when placed in front of the lenitive letters, the letter changes. For example:
To say 'Warriors, one might simply put Ay+ in front of 'Tsamsiyu:'
Ay+tsamsiyu
.. but this would be incorrect. Ts would lenit to s, and you'd (correctly) end up with:
Aysamsiyu
For this worksheet, however, lenition won't be used.
Additionally, whenever two identical vowels are next to one another via inflection:pxe+eveng... the two vowels contract into one.:
pxeveng
Basic PronounsI ---------------------- OeYou ------------------- NgaHe --------------------- PoanShe -------------------- PoeWe(inclusive) --------- oeng
Fill in the Blanks with the appropriate pronoun and/or plural prefix 1.)______-ri lu ke_____-taronyuYou four are not hunters.(2 pts)
2.)______-ri lu nìwotx Eywayä ______'evengWe all are Eywa's children(2 pts)
3.) _____-ri lu _____-taronyu you three are hunters(2 pts)
4.) eywal _____ ti fyawìntxusi Eywa us guide (eywa guide us)(1 pt)
5.) _____-ri _____-tsmukan lu txur My brothers are strong(1 pt)
6.) _____-ikran-ri eanru the two mountain banshees are blue(1 pt)
7.) _____-ri ____nari lu
You have two eyes(2 pts)
8.) _____-yä _____-tsmukeri lu yom our sisters are eating(2 pts)
9.) Poan tsolpang pxaya _____-tukru faHe was killed by many spears(1 pt)
10.) _____-po lu ke _____-vrrtep they are not demons(2 pts)
Answers:
1.) ay+nga-ri lu ke ay+saronyu You are not hunters.
2.) Ayoe-ng-ri lu nìwotx eywa-yä ay+eveng We all are eywa's children 3.) pxe+nga-ri lu pxe+saryonyu You two are hunters
4.) eywal ay+oeng ti fyawìntxusi Eywa us guide (eywa guide us)
5.) oeri ay+smukan lu txur My brothers are strong
6.) me+ikran-ri eanru the two mountain banshees are blue
7.) Nga-ri lu me+nari You have two eyes
8.) ay+oe-yä ay+smuke-ri lu yom our sisters are eating
9.) Poan tsolpang pxaya ay+sukru He was killed by many spears
10.) ay+po lu ke ay+vrrtep they are not demons
Words used:lu - to be ke - not taron - hunt (taronyu = hunter)nìwotx - all'eveng - childrenfyawìntxu - guidetsmukan - brothertxur - strongikran - mountain bansheeean - bluenari - eyetsmuke - sistertspang - killpxay - manytukru - spearvrrtep - demon
Worksheet by Skxawng, with thanks to Taronyu. Both of learnnavi.org v3
Na'vi Affixes 1.2 - Gender, and Laudative/Pejorative
Gender can be assigned to most nouns with the use of two simple suffixes. These suffixes are added prior to all other suffixes because they change the semantic value of the noun.
-e Female-an Male
If you can remember those two suffixes, its pretty straightforward. Just add it to the end of a noun!
po + -e = poeit + female gender = she
taronyu + -an = taronyuanhunter + male gender = male hunter
'it + -e = 'itechild + female gender = daughter
Laudative/PejorativeBasically, these two words and their subsequent infix determine the mood or positive/negative effect of the modified word. In Na'vi, verbs are the ones that are inflected for Laudative/ Pejorative.
The Laudative infix is: <ei> ... and it means that the subject of the verb is happy about doing that verb, or happy about someone else doing the verb.The Pejorative infix is: <äng> ... and it means that the subject of the verb is unhappy about doing that verb, or uhappy about someone else doing the verb.
The way I like to remember the two is ...Laudative kinda sounds like applause. Most applaud when they are happy :DPejorative kinda sounds like hydrogen peroxide ... which gets put onto cuts and always stung when I was a kid. that made me unhappy D:
examples of use:Laudative:Oe-l Nga-ti Kam<ei>eI'm happy to see you! or I see you and I'm happy about it!
Pejorative:Poan T<irm>ar<äng>on luHe was just hunting, and he didn't like it
Important note: the laudative and pejorative infixes are not normally placed where most infixes are placed (before the penultimate, or 2nd to last syllable) Instead, they come just after the penultimate syllable, or right before the last syllable.
Fill in the Blanks with the appropriate Gender and Mood
1.)Po____ri lefpoma taronyu luShe is a happy hunter(1 pt)
2.) Tukru po-____-äThe spear is his(1 pt)
3.) Ikran-____ ean luThe male ikran is blue(1 pt)
4.) Tsa' pa'li-____ luThat is a female direhorse(1 pt)
5.) Oe-l 'it-____it ngeyä kam<____>e. I see your son, and i'm happy about i!(2 pts)
6.) Oel ngeyä new 'it-____-yä pa'li-____tI want your daughter's female horse(2 pts)
7.) Po-____-ìl tsamit ft<____>ang keHe didn't stop the war, sadly.(2 pts)
8.) Ayoeyä smuk-____l yerom ngeyä 'it-____-it our sisters are eating your son(2 pts)
9.) Oel hu po-____-ti tswer<____>on kä I don't like going flying with her(2 pts)
10.) Neytiri ke lu tute-_____ srak?Neytiri is not male?(1 pt)
Oeri po-____-ti tswìrmon hu oeyä tsmuk-____. Po-____-yä ikranìl yol-____-om oeyä memikyunit. Oeyä ikranìl lìmu yivom po-____-yä tsmuk-____-it. Po-____ plltxe kehe! Oel siti ke eltu, po-____-yä ikranìl yìmom oeyä memikyun. Tsakrr torukìl oeyä tsmuk-____-ti yìm-____-om. Oeri tswolon ne kelkuti.
I went flying with my sister. Unfortunately Her banshee ate my ears. My banshee was going to eat her brother. She said no! I didn't listen, her banshee had just eat my ears. Then leonopteryx ate my sister, thankfully. I fl ew home. (10pts)
Answers:
1.)Po-e taronyu luShe is a hunter
2.) Tukru po-an-yäThe spear is his
3.) Ikran-an ean luThe male ikran is blue
4.) Tsa'pa'li-e luThat direhorse is female
5.) Oe-l 'itanit ngeyä kam<ie>e.I see your son, and i'm happy about i!
6.) Oel ngeyä new 'it-e-yä pa'li-etI want your daughter's female horse
7.) Po-an-l tsamit ft<äng>ang keHe didn't stop the war, sadly.
8.) Ayoeyä smuk-el yerom ngeyä 'it-an-itour sisters are eating your son
9.) Oel hu Po-e-ti tswer<äng>onI don't like flying with her
10.) Neytiri ke lu tutef-an srak?Neytiri is not male?
Oeri po-e-ti tswìrmon hu oeyä tsmuk-e. Po-e-yä ikranìl yol<äng>om oeyä memikyunit. Oeyä ikranìl lìmu yivom po-e-yä tsmuk-an-it. Po-e plltxe kehe! Oel siti ke eltu, po-e-yä ikranìl yìmom oeyä memikyun. Tsakrr torukìl oeyä tsmuk-e-ti yìm<ei>om. Oeri tswolon ne kelkuti.I went flying with my sister. Unfortunately Her banshee ate my ears. My banshee was going to eat her brother. She said no! I didn't listen, her banshee had my ears. Then leonopteryx ate my sister, thankfully. I fl ew home.
Words used:lu - to be ke - not taron - Hunt (taronyu = hunter) tsam - war'it - child tsmuk - siblingIkran - Mountain Banshee ean - Bluepa'li - direhorse tspang - Killyom - eat tswayon - flytukru - spear ftang - stopmikyun -ears plltxe - speaktoruk -Leonopteryx kelku - home
Worksheet by Skxawng, with thanks to Taronyu. Both of learnnavi.org v3
Na'vi Affixes 1.3 - CasesTopical/Genitive/DativeTopical suffix for the agent: -riGenitive suffix: yäDative suffix: -ru
example:Oe-yä ontuI [gen] nose"My nose"
Topical Suffix?A topical suffix is used to introduce the topic of the clause, and is somewhat equivalent to the English "as for." The above example might then be directly translated as "As for me, the nose is mine." Also important to note, is if a possessive pronoun is the topic, the possessive suffix -yä is replaced by the topical suffix -ri. This does not mean that -ri is a substitute for the posessive case. It is used to gather focus from a larger clause to a single entity.
The play way not enjoyed by anyoneAs for john, the play was not enjoyable
Tukru lu lehrrap"spear is dangerous"
Oe-ri tukru lu lehrrapI-[top] spear is dangerous"For me, the spear is dangerous"
Important Note: The topical suffix does not need to be used in every sentence. It is only really necessary when the topic of a larger paragraph is changed, or when there are multiple nouns acting on one another, and the topic of the clause needs to be indicated.
Important Note 2: The topical suffix changes when following a consonant. Instead of -ri, the suffix is -ìri.
For example, in the word 'tsmukan' the last letter is a consonant and thus uses the -ìri suffix to become:tsmukanìri
What does Genitive Mean? Basically it indicates the possessive case of a noun or pronoun. The noun becomes the possessor, not the possessed. In English, the equivalent is basically 's. "Fred's car" So to indicate that something is possessed or owned by another, the suffix -yä is added:
Poan-yähe-[pos]"His"
tsa'u-ri oe-yä lu ikranthat-[top] my-[pos] banshee to be"That is my banshee"
It is also important to note: If the last letter in the word that is being inflected is NOT a vowel, the y in th e suffix is dropped, and -ä is used instead:
Ikran-äBanshee-[pos]"The banshee's"
What does Dative mean?Dative generally indicates the noun that something is given to (the recipient of something, be it an object or an action). This noun is not a topic. It answers the question 'to whom?'
oe-ri tìng tukruti sempul-urI-[top] give spear father-[dat]"I give my spear to father"
oe-yä tsko-ri hu lu sempul-ruI-[pos] bow-[top] with to be father-[dat]"My bow is with father"
oe-ru txoa l<iv>uI [dat] forgiveness be"Forgive me"
Important note: as with other suffixes, if the word ends in a consoanant, the suffix -ru becomes -ur instead. Additionally, the suffix -ru can be contracted to -r.
All together nowd so lets put it all together real quick, as it can be pretty confusing until you get used to it. (special thanks to Taronyuakawng from the forums for this part)
So lets say we watn to say "I will give my bow to mother" - lets start with the basic forms, uninflected.
oe tìng tsko sa'nokdirectly translated: I give bow mother
To whom is the bow given? To mother. So 'mother' must be DATIVE (because it answers the question 'to whom?') Thefore, 'sa'nok' recieves the dative marker. Since the last letter in the word is a consonant, we use -ur instead of -ru. We will also mark the bow with the accusative suffix -ti (to mark what is given, what is the object of an action. the spear is given, so the spear is an object of the action 'to give') Additionally, the verb tìng will be inflected for future tense with the infix <am> to change it from 'to give" to "will give"
this is what we end up with:
oe t<am>ìng tsko-ti sa'nok-urdirectly translated: I will give bow to mother
We're almost there. The question remains though, "whose bow?" is it just 'a bow?' or 'the bow?' No. it is my bow, and that should be indicated, with the Genitave suffix, yä.
oe-yä tamìng tskoti sa'nokurdirectly translated: My will give bow to mother
there we go! Well ... not quite. With what we have, the translation would end up being "Will give my bow to mother" ... which would work were it not for the fact that we're wondering who is doing the giving. We can indicate who is doing the giving in two ways. My first reaction was to add another 'oe' to the sentence, adding the ergative marker to it so we know that the accusative on the bow goes with it:
oe-l oeyä tamìng tskoti sa'nokurI my give bow to mother.
And it would seem to work, but now we're wondering if oeyä is posessing the bow or the mother. Is it "I give my bow to mother" or is it "I give bow to my mother?" Instead of adding another word, we will instead add the topical marker to oeyä, because we want to say that I am doing that action. Since the topical overrides the genitive, we're left with ...
oe-ri tamìng tskoti sa'nokurI give spear(mine) to father
Fin!
Excersizes:
Circle the Topic, Dative, or Genitave in the following sentences
1.) your father is big.
2.) Her father is with the hunters
3.) Is she your sister?
4.) oeyä menariri ke na ngeyä menari lu
5.) ayoe tìng ngeyä itanru tukru
6.) Ngari lu skxawng
Add the appropriate case suffix to the blanksnot all blanks need a suffix however!
7.) ______ sempul-___ atsawlYour big father
8.) Taronyuhu ______ sa'nok-____ lu Her mother is with the hunters
9.) _____ lu tsmuke-_____ srak?Is that your sister
10.)_______ tukru hu tserpang pa'li-_____With his spear, he killed the direhorse
11.)______ tsmukan-_____toruk maktoMy brother, he rides toruk
12.) Sa'nok-_____ swizaw-_____ poe terìng oe-_____Mother's blue arrow she was giving me
13.) _____ tukru-_____ lu tìtxur-______My spear is my strength
14.)_____ tsmukan-____ poe tìng mikyunher brother, she gives ear (she listens to her brother)
Answers:
1.) your father is big Gen 2.) Her father is with the hunters Gen 3.) Is she your sister? Dat Top/Gen 4.) oeyä menariri ke na ngeyä menari lu Gen Top Gen 5.) ayoe tìng ngeyä itanru tukru Gen Dat6.) Ngari lu skxawng Top
7.) nge-yä sempul-___ atsawlYour big father8.) aysaronyuhu poe-yä sa'nok-___ luHer mother is with the hunters9.) nge-yä tsmuke-_____ lu srak?Is that your sister?10.) tukruhu poan-yä tsampang pa'li-riHis spear killed the direhorse11.) Oe-yä tsmukan-ìri torukit makto My brother, he rides toruk (remember that after consonats, suffixes change!)12.) Sa'nok-ä swizaw-ìri poel terìng oe-ruMother's blue arrow she was giving me13.) Oe-yä tukru-ri lu tìtxurMy spear is my strength14.)Poe-yä tsmukan-ìri poe terìng mikyunher brother, an ear she was giving (she was listening to her brother)
Words used:
Ikran ------- Mountain Banshee, or just Banshee tsawl ----- big (in stature)tìng --------- give Sa'nok --- MotherTukru ------- Spear Taronyu - HunterSempul ----- Father tsmuke -- sisterhu ---------- with tsmukan - brothermenari ----- eyes srak? ---- yes/no question indicatorke ------------ not tspang -- killna ------------ like pa'li --- Direhorse'itan --------- son Toruk --- Leonopteryxtsamsiyu --- warrior Makto --- Ridelu ------------- to be ean ----- Blue skxawng ---- moron txur ---- strongswizaw ------ arrow
Worksheet by Skxawng, with thanks to Omängum fau'uti, Taronyu, and Taronyuakawng v3
Na'vi Affixes – Subject/Object Fill- in-the-blanks This worksheet will explain ergative, nominative, accusative, and topical case.
Cases Na’vi uses what is called an ergative case system, found in only a few of Earth’s languages (like Basque). In this system, nouns are changed differently depending on the nature of the verb (this change is known as inflection). An intransitive verb, such as ‘be’, Na’vi ‘lu’, has no direct object: nothing is happening to anyone because of the verb. A transitive verb has a direct object, such as ‘see’, Na’vi ‘kame’. In Na’vi, this inflection means adding a suffix, depending on the nature of the verb and the nature of the noun in relation to the verb. A single verb can be transitive or intransitive, in certain settings. “I love” would be intransitive, because no one is loved: “I love you” is transitive, because you are loved. Transitivity depends on whether an object of the verb, a noun to which the verb is happening, is included in the sentance: this is called the direct object, which is in the accusative case. The subject is inflected using nominative case endings. For intransitive verbs, the subject of the verb is not inflected: in transitive verbs, the subject (called the agent in linguistic jargon, but only for transitive verbs) is inflected. Nouns and adjectives are not inflected,1 when the subject is equated to another word using an intransitive verb, such as in “The tree is yellow”, or words governed by a preposition, like “in Na’vi”. Because of these cases, word order is not fixed, and can be entirely variable. However, remember that the direct object, in the accusative case, has to be in the sentence for the verb to be transitive. Some examples: Oe - ∅ taronyu lu. I (subj.) hunter (pred.) be (intr.) I am a hunter. Oe – l nga – ti kameie. I (agent) you (d.o.) see (trans.) I see you. The subject does not receive the ergative case marker –l, when there is no direct object. The direct object always gets the accusative case marker –ti, when it exists. Ditransitive verbs, such as ‘give’, Na’vi ‘tìng’, which may have an indirect object in the dative case (think of the thing which is given), do not change the nature of the subject/agent marker, such that: Oe – l kì’ong – ti nga – ru tìng. I (agent) fruit (d.o.) you (ind.obj.) give (trans.) I give the fruit to you.
1 This is certainly the case for adjectives: I assume it is the case for nouns. -Taronyu
There is one final marker to concern yourself with: the topic marker, -ri. This is used to introduce a topic of conversation. The first mention of a topic in a paragraph would use the topic marker, and this would replace the blank or –l subject marker. Think of it as if you were talking to a friend about Avatar: the first time you mention Avatar, you would add a –ri ending to it, to make sure that the friend understand that the next few sentences are going to be talking about Avatar, and not, say, Jake Sully, or how awesome Frommer is. The next few times you say Avatar, you don’t need to add the –ri ending. The topic doesn’t have to just replace the subject – it can go on the end of any noun in the sentence. Thus: Oe - ri kì’ongit ngaru tìng. Oe - l kì’ongit yom. Kì’ong - ∅ asìltsan lu. I (topic) give a fruit to you. I (agent) eat a fruit. The fruit (subject) is good. You can see that the second occurrence of ‘oe’ does not take the topic marker. Case markers: - ∅ Subject of intransitive verb: not marked. - ìl, l Agent of transitive verb. Ergative case. - it,t,ti Direct Object of transitive verb. Accusative case. - ru Indirect Object. Dative Case. - ri, ìri Topic. You’ll notice that three of these have two possibilities. These are known as allomorphs of each other: they occur at different times, depending on their context. If a noun ends in a vowel, it will take the suffix that begins with a consonant. If a noun ends in a consonant, it will take the suffix that begins with a vowel. Thus: Oe-ri Oe-t (or –ti) Oe-l And Taron-ìri Taron-it Taron-ìl And that’s pretty much all there is to it. Some terms we defined: Accusative: The case for the Direct Object of a verb. Agent: The noun which enacts a transitive verb. Dative: The case for the indirect object of a verb. Direct Object: The noun which the verb affects. Ditransitive: A verb which needs both an object and an indirect object. Ergative: The case for the topic of a verb. Indirect Object: The noun that is not directly affected by a verb. Inflection: A change to a noun to mark its function in the sentence. Intransitive: A verb which only needs a subject. Nominative: The case for the subject or agent of a verb. Subject: The noun which enacts a verb. Topic: A subject which will appear throughout several sentences. Transitive: A verb that needs a direct object. Suffix: A ending attached to the end of a noun.
Fill in the Blanks with the appropriate affix below: Ignore the topic marker, -ri, as these examples are self-contained. Leaving a blank may be the correct decision. Plurals will be covered later. 1.) Oe-__ taronyu-__ lu. I am a hunter. (2 pts) 2.) Nga-__ oe-__ ke txayängìng. I will not leave you. (2 pts) 3.) Nga-__ Tawtute-__ txep-__ tìng. You give the Sky-person fire. (3 pts) 4.) Na’vi-__ tìrol-__ rol. The people sing a song. (2 pts) 5.) Ikran-__ ke rol. The banshee does not sing. (1 pts) 6.) Oe-__ tarok-__ ke taron. I do not hunt the leonopteryx. (2 pts) 7.) Nga-__ kameie kì’ong-__. You see a fruit. (2 pts) 8.) Ikran-__ mì Iknimaya-__ tok. The banshee is in the Thundering Mountains. (2 pts) 9.) Poe-__ tspang fatukru-__. She kills with a spear. (2 pts) 10.) Poan-__ tarok-__ taron. A leonopteryx hunts him. (2 pts) Narrative: Oe-__ tarok-__ taron. Oe-__ ne ikran-__ kä, sì poan-__ oe-__ kame. Poan-__ tswon ne oe-__. Oe-__ ikran-__ kì’ong-__ ting. Poan-__ kì’ong-__ ke yom. Ayoe-__ tsahaylu-__ si. Ayoe-__ tswon ne Inknimaya-__. Oe-__ tìrol-__ rol. Tìrol-__ asìltsan lu. Ayoe-__ tarok-__ ke kame. Poan-__ mì Iknimaya-__ ke tok. Oe-__ sì ikran-__ txayängìng. Oe-__ tarok-__ taron, sì oe-__ taronyu-__ asìltsan lu. I hunt the leonopteryx. I go to the ikran, and he sees me. He flies to me. I give the ikran a fruit. He does not eat the fruit. We make the bond. We fly to the Thundering Mountains. I sing a song. The song is good. We do not see a leonopteryx. He is not in the Thundering Mountains. The ikran and I will not leave. I hunt leonopteryx, and I am a good hunter. (25 pts)
Answers: 1.) Oe-∅ taronyu-∅ lu. 2.) Nga-ti oe-l ke txayängìng. 3.) Nga-l Tawtute-ru txep-it tìng. 4.) Na’vi-l tìrol-it rol. 5.) Ikran-∅ ke rol. 6.) Oe-l tarok-it ke taron. 7.) Nga-l kame kì’ong-it. 8.) Ikran-∅ mì Iknimaya-∅ tok. 9.) Poe-∅ tspang fa tukru-∅. 10.) Poan-ti ikran-l taron. Narrative: Oeri (or –l) tarokit taron. Oe-∅ ne ikran-∅ kä, sì pol oeti kame. Poan-∅ tswon ne oe-∅. Oel ikranru kì’ongit tìng. Poanìl kì’ongit ke yom. Ayoe-∅ tsahaylu-∅ si. Ayoe-∅ tswon ne Iknimaya-∅. Oel tìrolit rol. Tìrol-∅ asìltsan lu. Ayoel tarokit ke kame. Poan-∅ mì Iknimaya-∅ ke tok. Oe-∅ sì ikran-∅ txayängìng. Oel tarokit taron, sì oe-∅ taronyu-∅ asìltsan lu. Words Used: asìltsan – adj. good ayoe – n. we fa – prep. with ikran – n. banshee kä – v. go kameie – v. see ke – not kì’ong – n. a type of fruit Iknimaya – n. the Thundering Mountains lu – v. be, is the same as mì – prep. in Na’vi – n. the People Ne – prep. towards, to nga – n. you oe – n. I po – n. he, she
rol – v. sing si – v. make, do sì – conj. and tarok – n. leonopteryx taron – v. hunt taronyu – n. hunter Tawtute – v. Sky-person tìng – v. give tìrol – n. song tok – v. be, exists tsahaylu – n. bond tspang – v. kill tswon – v. fly tukru – n. spear txayängìng – v. will not leave txep – n. fire yom – v. eat
Worksheet by Taronyu.
Na'vi Infixes – Fill-in-the-blanks This worksheet will explain verbal tenses.
The Infixes Verbs inflect for tense depending on when a sentence is supposed to occur. There are five tenses in Na’vi. Two are past tense: one for immediate past, <ìm> – think of “just happened”- and the other for distant past, <am>. There are also two future tenses: again, one for imminent future <ìy> and one for further off in the future, <ay>. These are easy to remember: the ones father away have /a/, the ones closer to the present, which is unmarked, have /ì/. These inflections occur in certain places within a verb – in the case of tense, the place is the penultimate syllable. That means the second to last one – which, in most cases, will be the first. If the verb only has one syllable, then it is marked in that one syllable. The infix, as the tense inflection is called, because it is fixed in the verb, goes between the first consonant, or consonant cluster, of a syllable and the vowel. This may seem a bit complicated, but it’s easier in practice. Some examples of position: tok + <am> = t<am>ok was taron + <ìy> = t<ìy>ar<ei>on will hunt soon (positive) kllkulat + <ay> = kllk<ay>ul<äng>at will dig up (negative) Note how the infix did not go between k and the syllabic ll because there were three syllables, and it always goes on the second to last. Don’t worry about the definitions of the second infixes yet. Now, there are some more infixes that one must worry about because they do come up. These are the perfective <ol> and the imperfective <er>.1 These go in the same position as the tense infixes. The perfective aspect doesn’t seem to have a problem because we’ve only attested it alone: it denotes a task which was completed in the past. T<am>aron could be I hunted, but that hunt might still be going on: T<ol>aron means I have hunted, and now that act is over. <er> is a bit trickier: it denotes continuing action, like teraron, I am hunting. In the present tense, it is just <er>. In the past tense, it is an infix within the other infix: So, <ìm> becomes <ì<r>m>, and <am> becomes <a<r>m>. Luckily those are the only attested forms, and they are easy to remember. Finally, there is <ei> and <äng>. If you’ve come this far, you should know that the first means the speaker is happy about the verb (linguistic term laudative), and the latter means that the speaker is not happy (pejorative). These go in the final syllable, between the initial consonant and the vowel, just as before. Thus Oe-l nga-ti kam<ei>e, I see you. Or, Oe-l ke n<äng>ew tsahaylu si nantang-hu, I do not want to make tsahaylu with a viperwolf. This sentence also reminds us not to ignore dipthongs: new is not dysllabic, like the old form for the word, ne.u, is. Indifference to the verb is not marked. Words like infinitives, “to stay”, or gerunds, tìtaron “the hunt”, do not inflect.
1 There are others: one of them, the subjunctive <iv>, is mentioned here. However, we cannot be sure of any of the others yet, not until we get more data, so don’t worry about them. I also won’t tell you about <us> in this worksheet (or any).
And so, once more: In the penultimate syllable: Tense: <ay> Future (FUT) <ìy> Near Future (N.FUT) <-> Present (unmarked) <ìm> Near Past (N.PAST) <am> Past (PAST) Aspect: <ol> Perfective Past (PERF.) <er> Imperfective Present (IMPF.) <ì<r>m> Imp. Near Past (IMPF.N.PAST) <a<r>m> Imp. Past (IMP.PAST) In the ultimate syllable: Affect: <ei> Laudative (LAUD) <äng> Pejorative (PEJ)
Fill in the Blanks with the appropriate affix below: 1.) Oe sìltsan taronyu ___. (2 pts) I am-(LAUD) a hunter. Use lu. 2.) Ngati oel ke _____, slä ke tsun oe _____ ____. (6 pts) I will not leave (PEJ) you, but I am not able to stay (PEJ). Use txìng, ‘ì’awn, and lu. 3.) Ngal Tawtuteti txepri ____. (2 pts) You are giving (IMP)(LAUD) the Sky-person fire. Use tìng. 4.) Na’vil tìrolti _____. (2 pts) The people sang a song. Use rol. 5.) Palulukan _____ nìwin. (2 pts) The thanator was recently running (LAUD) fast. Use tul. 6.) Oel tarokri ke _____, na ha ____ pol oet. (4 pts) I will not soon hunt the leonopteryx, as in that case he will hunt me. Use taron. 7.) _____ ngal kì’ongti, ulte set poti ____. (4 pts) You did see a fruit (PERF), and now you are eating it (IMPF. LAUD). Use tse’a, yom 8.) Ikranit mì Iknimaya ____, eo krrpe ne ‘Urar ne’ìm _____. (4 pts) The banshee was flying (IMPF) in the Thundering Mountains, before the time when he came back to the eerie. Use tswon, za’u. 9.) Pol ______ nìftue fa tukru yerikti, ulte poyä nìfmetokil ‘awti Na’viyä ____. (4 pts) She recently killed a hexapede (LAUD) with a spear easily, and her test will soon make (LAUD) her one of the people. Use tspang, si.
Narrative: (Have fun. 20 pts) Mì krr pehrr ________ txana tìrolol ‘awvea aytìrolyä, sempulìl oeyä
tarokit _________. _________ poanìl mesyalfa Eywayä, ftu leikrana
Na’vi ne Iknimaya, ulte frapol mikyun _________ poanyä tìslusamit. Slä
oeri, kxenerti __________, ulte nìtxana skxawng _________ lok Tsahìk.
Slä ayfmawn ___________ uniltìrantokx, ulte oe _________ ye’rìn ne
tsafya. Pehrr krrìl oeyä _________, __________ kewongyä aylì’uti. Tsun
poanhu nìÌnglìsì pivängkxo a fì’u oeru prrtxe’ _________!
In the time when the great singing of the first songs was beginning (PAST IMPF:
use sngä’i), my father rode (PAST PERF LAUD: use makto) a tarok. He flew
(PAST: use tswon) with the wings of Eywa, from the ikran Na’vi to the
Thundering mountains, and all listened (PERF LAUD: use tìng) to his wisdom. As
for me, I just ate (NEAR PAST: use yom) a fruit, and was (NEAR PAST PEJ: use
lu) a moron near the Tsahìk. But the news (PRES IMPF LAUD: use peng) tells of
a dreamwalker, and soon I’ll go (NEAR FUT LAUD: use kä) that way. When my
time will come (NEAR FUT: use za’u), I will learn (FUT LAUD: use nume) the
alien’s words. It will be (FUT LAUD) a pleasure to be able to speak with him in
English!
Answers: 1.) Oe sìlstan taronyu l<ei><>u. 2.) Ngari oel ke tx<ay><äng>ìng, slä tsun ke oe l<><äng>u ‘<>ì’<>awn. 3.) Ngal Tawtuteti txepri t<er><ei>ìng. 4.) Na’vil tìrolti r<am><>ol. 5.) Palulukan t<a<r>m><ei>ul nìwin. 6.) Oel tarokri ke t<ìy>ar<>on, na ha t<ay>ar<>on pol oet. 7.) Ts<ol>e’<>a ngal kì’ongti, ulte set poti y<er><ei>om. 8.) Ikranit mì Iknimaya tsw<a<r>m><>on, eo krrpe ne ‘Urar ne’ìm z<ol>a’<>u. 9.) Po tsp<ìm><ei>ang nìftue fa tukru, ulte poyä nìfmetokil ‘awti Na’viyä s<ìy><ei>i. NARRATIVE: Mì krr pehrr sng<a<r>n>ä’<>i txana tìrolol ‘awvea aytìrolyä, sempulìl
oeyä tarokit m<ol>akt<ei>o. Tsw<ol><>on poanìl mesyalfa Eywayä,
ftu leikrana Na’vi ne Iknimaya, ulte frapol mikyun t<ol><ei>ìng poanyä
tìslusamit. Slä oeri, kxenerti y<ìm><>om, ulte nìtxana skxawng
l<ìm><äng>u lok Tsahìk. Slä ayfmawn p<er><ei>ng uniltìrantokx,
ulte oe k<ìy><ei>ä ye’rìn ne tsafya. Pehrr krrìl oeyä z<ìy>a’<>u,
n<ay>um<ei>e kewongyä aylì’uti. Tsun poanhu nìÌnglìsì pivängkxo a
fì’u oeru prrtxe’ l<ay><ei>u!
Worksheet by Taronyu. Edited by Alìm Tsamsiyu.
Na'vi Grammar 1.7: LenitionLenition seemslike a pretty scary, confusing thing. Its actually pretty simple and straightforward. Basically, after certain adpositions and prefixes, 8 of the 20 consonants mutate into a different consonant:
px ------> ptx ------> tkx ------> kp ------> ft ------> sts ------> sk ------> h' ------> Ø
remember, ' is the glottal stop, or basically the closing of your glottis, like the hyphen in 'uh-oh'.
Ø indicates nothing ... so the glottal stop becomes nothing. Also important to remember that the letters lenit only once. so Px, once it changes to P, does not then change to F. Only the unlenited P changes to F.
And thats basically it!
What triggers lenition?
Lenition in Na'vi is triggered by two things:Adpositions, and Prefixes.
An adposition is a generic term for a preposition*. A preposition is a part of speech that introduces a prepositional phrase, which includes the preposition, and indicates a grouping of words. For example, in the sentence "the cat sleeps on the sofa" the prepositional phrase would be "on the sofa" and the preposition would be 'on.'
The most commonly used prepositions in the english phrase are:"of", "to", "in", "for", "with" and "on"
*-In linguistics there are three variants of adpositions; prepositions, postpositions and circumpositions. but the one that is most relevant to us in learning na'vi as far as lenition goes is the preposition, as lenition is triggered when something comes before the leniting consonant.
A Prefix is an addition to the beginning (hence "pre") a word to modify or inflect its meaning.
Not all prefixes are lenitive prefixes. In grammatical notation for the Na'vi language, most prefixes are indicated with a hyphen after the prefix, such as in tì-rey (life.) Prefixes that are lenitave, are indicated by the + symbol instead of a hyphen, like ay+nga (you inclusive).
Example:Supposing I want to make Taryonyu (hunter) plural, I'd need to use ay+.ay+taronyuSince the T in taronyu is a lenitiave consonant, the t would change:ay+saronyuwhich would be correct. With ay+ in particular, you don't need to include the ay+ after lenition happens, So equally correct would be just simply:saronyu
If however you want to make Taronyu (hunter) dual, I'd then use Me+me+taronyuAs with ay+, me+ is lenitave (as can be seen by the + symbol) so the t would change:me+saronyubut one could NOT drop the me+ because otherwise it would then be indistinguishable from ay+
As it stands, there are currently four lenitive prefixes*:
Ay+ (plurality)Me+ (dual)Pxe+(Trial)Pe+ (what)
... And one adposition that lenits, but ONLY as a preposition.
Mì+ "in"
the adposition Mì does not attach to the beginning of the word it modifies, only after as it is an adposition and not a prefix.
*- there might be more lenitive prefixes, but as of 02/01/2010, only those four are for sure.
Combine the following words and prefixes correctly. Try not to look back on the list!
1.)Ay+Tsamsiyu --> _____________Warriors
2.)Me+Nari --> _____________Two eyes
3.)Pe+utral --> _____________What tree?
4.) Me+Taronyu --> _____________Two Hunters
5.) Ay+tsmukan --> _____________Brothers
6.) Mì+hrrap --> _____________in danger
7.)Ay+pa'li --> _____________direhorses
8.) mì+txopu --> _____________In fear
9.) pe+pxun --> _____________what arm?
10.) ay+karyu --> _____________teachers
11.) ay+tsap'alute --> _____________apologies
12.) me+kxetse --> _____________two tails
Look for Lenitave errors in the following phrases, and rewrite them correctly.--not all have them though!
13.) Ngeyä aytsmukan uernil metxonYour brothers were dreaming for two nights!
_____________________________________________
14.) Petsmukeri pxunyä mepxuntilwhat sister's arm had two elbows??
_____________________________________________
15.) peyfa ngeyä aysmukan rey mìtxopu?how do your brothers live in fear?
_____________________________________________
16.) Utralä metangekthe tree has two trunks
_____________________________________________
17.) Oeyä aypa'liru ke lu mekxetseMy direhorses do not have tails
_____________________________________________
18.) Poe lu ftu mehifkeyhe is from two worlds
_____________________________________________
19.) Pekrr nga holahaw?what time did you fall asleep?
_____________________________________________
20.) Meikran tswayon mìkxam meutralthe two ikran fly between two trees
_____________________________________________
Answers:1.)Ay+Tsamsiyu --> aysamsiyu, or samsiyuwarriors2.)Me+Nari --> Menaritwo eyes3.)Pe+utral --> PeutralWhat Tree?4.) Me+Taronyu --> MesaronyuTwo Hunters5.) Ay+tsmukan --> Aysmukan, or SmukanBrothers6.) Mì-hrrap --> Mìhrrapwith danger7.)Ay+pa'li --> ayfa'li or fa'lidirehorses8.) mì+txopu --> mì topuin fear9.) ay+pxun --> aypun, or punArms10.) ay+karyu --> ayharyu, or haryuteachers11.) ay+tsap'alute --> aysap'alute or sap'aluteapologies12.) me+kxetse --> meketsetwo tails
13.) Ngeyä aytsmukan uernil metxon Ngeyä aysmukan uernil metonYour brothers were dreaming for two nights!
14.) Petsmukeri pxunyä mepxuntil Pesmukeri pxunyä mepuntilwhat sister's arm had two elbows??
15.) peyfa ngeyä aysmukan rey mì txopu? peyfa ngeyä aysmukan rey mì topu?how do your brothers live in fear?
16.) Utralä metangek Utralä mesangekthe tree has two trunks
17.) Oeyä aypa'liru ke lu mekxetse Oeyä ayfa'liru ke lu meketseMy direhorses do not have tails
18.) Poe lu ftu mehifkey Poe lu ftu mehifkeyhe is from two worlds
19.) Pekrr nga holahaw? Pehrr nga holahaw?what time did you fall asleep?
20.) Meikran tswayon mì kxam meutral Meikran tswayon mì kam meutralthe two ikran fly between two trees
Words used:lu - to be ke - not Taron - Hunt (taronyu = hunter) Tsam - war'it - child Tsmuk - siblingIkran - Mountain Banshee ean - Bluepa'li - direhorse tspang - Killyom - eat tswayon - flytukru - spear ftang - stopmikyun - ear plltxe - speakToruk -Leonopteryx kelku - hometxon - night unil - - dreampxun - arm pxuntil - elbowtxopu - fear peyfa - howtangek - trunk (tree) kxetse - tailkifkey - world hahaw - sleeputral - tree kxam - center
Worksheet by Skxawng v3
Final Exam
This is an easy crossword puzzle. We even filled it in for you. Then some jerk in accounting
thought that was far too simple, and he pasted white circles over various letters so that you
would have to fill in each missing letter to solve this puzzle. Feel free to use the Na’vi word list
or dictionary if you get stuck (this is an open book test), but try filling in the letters of the words
you recognize first. You might be surprised how much you know.
