2.2 Pronouns

A pronoun substitutes for a noun, noun phrase, or name which either has been explicitly mentioned or is understood through the context. Pronouns occur in elementary and compound forms:

Elementary: elementary word

Compound: (prefix) + (root) + elementary word + (suffix) + (root) + ending

where the ending is –o or –oy for pronoun forms and –a for adjective forms, a contraction is usually made, and the components in parentheses are optional..

2.2.1 Elementary Pronouns

Elementary pronouns consist of only one morpheme, i.e. unit of meaning, and cannot be separated into parts. They may take the plural inflection.

Personal Pronouns

Personal pronouns refer to the speaker(s) (first person), the listener(s) (second person), or someone(s) or something(s) previously mentioned or understood through the context (third#1 and third#2 persons). Note: Personal pronouns are the first of two elementary pronoun groups which have plural forms. The complete list of personal pronouns is in Table 2.2-1.

Table 2.2-1 Personal Pronouns

Ayola has distinct plural forms for all personal pronouns. However, note a distinction between the first/second-person and the third-person plural forms. Although the latter are formed regularly from the singular forms, the former are not. There is an underlying reason for this. The first-person plural form may sometimes denote a true plural entity of first persons (members of a group speaking jointly) but more commonly denotes a combination of first and second persons (I/me + you), first and third persons (I/me + he/him/she/her/they/them), or all three persons. Similarly, the second-person plural form may sometimes denote a true plural entity of second persons (members of a group addressed) but may also denote a combination of second and third persons (you + he/him/she/her/they/them). In contrast, the third-person plural forms only denote true plural entities of third persons. Thus, moy and voy, while clearly recognizable in Ayola as denoting plural entities, are elementary words and are not derived by pluralizing singular forms. It would be too cumbersome to have distinct forms for each of the many combinations of persons denoted by moy and voy, and sometimes it is useful to have the plural form stand for two different combinations, as illustrated by the following sentence:

Ci myo ganuts kunu vu caw ci myo ganuts kunu dya, moy gozuts mutce.

If I go with you or if I go with him/her, we will enjoy (it) a lot.

Ayola personal pronouns have no case inflection and retain the same form when used as subject, direct object, or indirect object.

Myo fondats dya.	I like him/her.
Dya fondats myo.	He/she likes me.
Myo donits dwa alu dya.	I gave it to him/her.
Dya donits dwa alu myo.	He/she gave it to me.

Ayola does not make a sex/gender distinction in the personal pronouns but does make a person/thing, i.e. animate/inanimate, distinction, using the same y/w contrast as is used in the indefinite and interrogative pronouns. In order to provide unambiguous reference to the two different persons of the same sex or to the two different things, Ayola uses a second set of third-person pronouns, which is parallel to the first set of the third-person pronouns, but distinguished by the a/o contrast. The rule of usage is that the first third-person pronoun is used for the first-mentioned person or thing whereas the corresponding second third-person pronoun is used for the second-mentioned person or thing. These second third-person pronouns are sometimes referred to by linguists as fourth-person pronouns and are used in various ways in some natural languages. Here are some examples:

Myo vidits Bob ce An.	I saw Bob and Ann.
Dya vizituts dyo anu la neksta semano.	He will visit her next week.
Myo vidits Bob ce Tom.	I saw Bob and Tom.
Dyo vizituts dya anu la neksta semano.	He (Tom) will visit him (Bob) next week.
Djen telefonirits ce dicits alu myo vonu la nuva linday caro.	Jenn telephoned and told me about Linda’s new car.
Dya dicits ke dya fondats dwa mutce.	She (Jenn) said that she (Jenn) likes it a lot.
Dya dicits ke dyo fondats dwa mutce.	She (Jenn) said that she (Linda) likes it a lot.
Sali ceyi Fred ce Keyt ceyi Djordj faruts samwo anu tinakto.	Sally and Fred and Kate and George will do something tonight.
Dyay ganuts alu la butikago ce dyoy ganuts alu la teatro.	They (Sally and Fred) will go to the mall and they (Kate and George) will go to the theater.

Plural personal pronouns may be ambiguous because the pronouns alone do not specify whether the persons or things are acting individually or collectively. For instance, consider the sentences:

Dyay pentrits la hawso.	They painted the house.
Moy portits la barko.	We carried the boat.

This more specific meaning may be clear from the context, just as it sometimes is in English. Alternatively, it may be stated explicitly by the use of the adverbs sepre (separately) or kune (together).

Sepre dyay pentrits la hawso.	Separately they painted the house.
Kune moy portits la barko.	Together we carried the boat.

sepre and kune are also used to clarify the meanings of plural nouns, which have the same ambiguity (see Chapter 2.1 Nouns).

The Typical-Person Pronouns

Typical-person pronouns refer to (a) typical person(s) rather than (a) previously mentioned one(s). The singular form tyo is properly translated as ‘one’ in English.

Tyo devats cakwande dicats ‘gratsi’.

One must always say ‘thank you’.

In informal English ‘you’ may be substituted for ‘one’ but in Ayola this is not done. vu must refer to the person being addressed. The plural form tyoy is always translated as ‘they’ in English. Note: The typical-person pronoun is the second of the two elementary pronoun groups which has a plural form. No other pronouns in Ayola have plural forms besides the personal and typical-person pronouns.

Tyoy dirats ke dya estats mutce bela.

They say that she is very beautiful.

The distinction between dyay/dyoy and tyoy is sometimes useful in clearing up potential ambiguities.

Myo parlits kunu myoza amikoy vonu la astronomiway profesoro.	I spoke with my friends about the astronomy professor.
Dyay dicats ke dya estats mutce bona.	They (my friends) say that he/she is very good.
Tyoy dicats ke dya estats mutce bona.	They (people in general) say that he/she is very good.

Interrogative Pronouns

The interrogative pronouns hyo (who?) and hwo (what?) are similar to those used in English.

Hyo venits furu vidare myo?	Who came to see me?
Hwo dya ponits alonu myoza desko?	What did he/she put on my desk?

Using Interrogative and Third-Person Pronouns

When interrogative pronouns are used together with third-person pronouns note the consistent use of the y (indicating person) or w (indicating thing) in the pronoun words.

Hyo enats la cambro?	Who is in the room?
Myo no konesats dya.	I do not know him/her.
Hwo onats la tablo?	What is on the table?
Myo no vidintats dwa anteye.	I haven’t seen it before.

Relative Pronoun

The relative pronoun is kyo (who/whom/which). It can function as the subject, direct object, or propositional object in a modifying phrase.

La viro kyo parlats enu Franceso estats myoza amiko.	The man who speaks (in) French is my friend.
La femo kyo myo vizituts estats awtoro.	The woman whom I will visit is an author.
Myo konesats la persono alu kyo vu donits la libro.	I know the person to whom you gave the book.

The one relative pronoun kyo is used with nouns having singular and plural number as well as animate and inanimate reference. No inflections or variations are necessary because the modified noun provides the information:

La viroy kyo parlats enu Franceso estats myoza amikoy.	The men who speak in French are my friends.
La urbo kyo myo vizituts estats mutce bela.	The city which I will visit is very beautiful.

Note that although the great majority of elementary pronouns have the -o ending of nouns (myo, dyo, dwo, tyo, hyo, kyo) the second- and third-person#1 ones do not (vu, dya, dwa). There is a good reason for this. Nouns have at least two syllables and the principal audibly distinguishing feature is not the -o ending but the preceding stressed syllable. Elementary pronouns have only one syllable and the principal audibly distinguishing feature is the final vowel. In order to ensure maximum distinguishability, it is essential that the members of first-second-third#1-person series (myo, vu, dya) differ in both their initial consonant and final vowel and that the members of the third#1-third#2-person series (dya, dyo) differ in their final vowel.

Delayed-Subject Pronoun

The delayed-subject pronoun dza (it) occurs in sentences containing a subordinate clause or infinitive which functions as the subject of the main verb. dza stands for this subject clause or infinitive, whose occurrence is delayed for stylistic reasons.

The delayed subjects in the above sentences become apparent when the word order is reversed:

Ke vu komprenats tiso estats importenta.	That you understand this is important.
Kiworde vu farats dwa estats non-importenta.	How you do it is unimportant.
Kaminare cakdjurnwe estats bona.	To walk daily is good.

2.2.2 Compound Pronouns

Compound pronouns consist of two or more morphemes and can be separated into parts. They are formed from elementary, inflected elementary or other compound pronouns by adding a prefix, suffix or root and usually making a contraction to yield a shorter and more easily pronounceable word.

Pronouns Formed from Interrogative Pronouns

Four types of compound pronouns are formed by combining either the clausal prefix ki- or the indefinite, universal, or negative quantifier roots with the interrogative pronouns (hyo and hwo) and by suppressing the initial h of the interrogative pronouns in order to achieve a smoother sound. This type of contraction, known as elision, is often used in natural languages, although in an irregular fashion. The four types of compound pronouns are shown in the Table 2.2-2.

Table 2.2-2 Pronouns Formed from Interrogative Pronouns

Type	Prefix	Root	Person		Thing
clausal	ki-	-	kiyo	who	kiwo	what
indefinite	-	sam-	samyo	someone	samwo	something
universal	-	cak-	cakyo	everyone	cakwo	everything
negative	-	nul-	nulyo	no one	nulwo	nothing

Clausal Pronouns

The clausal pronouns kiyo and kiwo act as the subject of a clause which may stand alone, e.g. as a title, or be embedded in a larger sentence as subject or object. They occur only in the singular form. Note the distinction between the clausal and interrogative pronouns below.

Kiwo Myo Farits Anu Tisa Somero	What I Did This Summer
Hwo myo farits anu tisa somero?	What did I do this summer?

In English, the distinction between the clause and the interrogative sentence is indicated by the inverted word order (‘I did’ vs. ‘did I do’). Ayola never uses this type of inversion. Instead, the prefix ki- alerts the listener or reader that what follows is a clause and not a question.

The following two sentences illustrate the embedding of the clause in a larger sentence, first as subject and then as object.

Kiwo myo farits anu tisa somero surprizits dya.	What I did this summer surprised him.
Vu sabats kiwo myo farits anu tisa somero.	You know what I did this summer.

Interrogative vs. Clausal vs. Relative Pronouns

In translating the English pronouns who, whom, what and which, one must determine whether the role of the pronoun is interrogative, clausal or relative. It is helpful to use the following test:

Test for Interrogative vs. Clausal vs. Relative Pronouns

1. Is the pronoun the subject, direct object or prepositional object of a main interrogative sentence?

Subject of main sentence: Who wrote the book?

Object of main sentence: What did you do?

Prepositional object in main sentence: To whom did you give the card?

 Use hyo or hwo

Subject of main sentence: Hyo skibits la libro?

Object of main sentence: Hwo vu farits?

Prepositional object in main sentence: Alu hyo vu donits la karto?

2. Is the pronoun the subject, direct object or prepositional object of a clause which stands alone or functions as the subject or direct object of a larger sentence?

Subject of clause: Who Wrote the Book (title)

Who wrote the book surprised me.

I know who wrote the book.

Object of clause: What You Did (title)

What you did surprised me.

I know what you did.

Prepositional object in clause: To Whom You Gave the Card (title)

To whom you gave the card surprised me.

I know to whom you gave the card.

 Use kiyo or kiwo

Subject of clause: Kiyo Skribits La Libro (title)

Kiyo skribits la libro surpizits myo.

Myo sabats kiyo skribits la libro.

Object of clause: Kiwo Vu Farits (title)

Kiwo vu farits suprizits myo.

Myo sabats kiwo vu farits.

Prepositional object in clause: Alu Kiyo Vu Donits La Karto (title)

Alu kiyo vu donits la karto surprizits myo.

Myo sabats alu kiyo vu donits la karto.

3. Is the pronoun the subject, direct object or prepositional object of a modifying relative clause which follows a noun?

Subject of relative clause: the man who wrote the book

Object of relative clause: the thing that you did

Prepositional object in relative clause: the woman to whom you gave the card

 Use kyo

Subject of relative clause: la viro kyo skribits la libro

Object of relative clause: la cozo kyo vu farits

Prepositional object in relative clause: la femo alu kyo vu donits la karto

Note how the distinction between clausal and relative pronouns in Ayola eliminates the ambiguity in the following English sentence:

Myo dicits alu la profesoro kiyo venits.	I told the professor (the name of the person) who came.
Myo dicits alu la profesoro kyo venits.	I told (something to) the professor who came.

Indefinite, Universal and Negative Pronouns

The indefinite pronouns samyo and samwo, the universal pronouns cakyo and cakwo, and the negative pronouns nulyo and nulwo occur only in the singular form.

Samyo venits furu vidare myo.	Someone came to see me.
Dya ponits samwo awnu myoza desko.	He/she put something on my desk.
Cakyo fondats le gedono.	Everyone likes gifts.
Myo kumprits cakwo jenu la butiko.	I bought everything in the store.
Nulyo aynganits la cambro.	No one entered the room.
Myo trovits nulwo enu la cambro.	I found nothing in the room.

A special note on using the indefinite and universal pronouns: The English pronouns ‘anyone’ or ‘anything’ may be translated using an indefinite or a universal pronoun. Note the varying meaning of ‘anyone’ in the following English sentences:

Cakyo povats lergare tisa libro.	Anyone (everyone) can read this book.
Ey samyo povats lergare tisa libro?	Can anyone (someone) read this book?

When either samyo or samwo is used twice in a sentence, the second instance does not necessarily refer to the same person or thing as the first.

Samyo skribits samwo vonu samyo.

Someone wrote something about someone.

In this case, the author and the subject of the writing might or might not be the same. (See the discussion of reflexive pronouns below.)

2.2.3 Possessive Determiners & Pronouns

The possessive determiners such as myoza (my), vuza (your) and moyza (our) are formed from the elementary pronouns or their plural inflections by adding the possessive suffix -z- plus the determiner ending -a. The possessive pronouns such as myozo (mine), vuzo (yours) and moyzo (ours) are formed by changing the ending to the noun ending -o. The resulting pronouns can take the plural inflection when they stand for plural objects.

Table 2.2-3 Possessive Determiners

Here are some examples:

Dyaza hundo estats lawta.	His dog is loud.
Moyza familio no darfats mandjare le karno.	Our family may not eat meat.
Hyoza caro geprenits?	Whose car was taken?
Hwoza monitoro estats tiso?	What’s (which computer’s) monitor is this?

Table 2.2-4 Possessive Pronouns

Here are some examples:

La skarpo estats myozo.	The shoe is mine.
La skarpoy estats myozoy.	The shoes are mine.
La hawso estats moyzo.	The house is ours.
La hawsoy estats moyzoy.	The houses are ours.
Hyozo estats tiso?	Whose is this?
Hyozoy estats tatoy?	Whose are those?
Hwozo geprenits?	What’s (which thing’s) was taken?
Hwozoy geprenits?	What’s (which thing’s) were taken?

2.2.4 Reflexive Pronouns

The reflexive pronouns are based on a combination of a possessive determiner and the word selfo (self) which is contracted and then joined into a single word:

myoza + selfo  myozelfo

moyza + selfoy  moyzelfoy

tyoza + selfo  tyozelfo

tyoyza + selfoy  tyoyzelfo

Note that the singular or plural nature of the reflexive pronoun must agree with that of the original pronoun. Here are some examples:

Myo respektats myozelfo.	I respect myself.
Moy gozats moyzelfoy.	We enjoy ourselves.
Dya parlats alu dyazelfo ofte.	He talks to himself often.
Tyo devats respektare tyozelfo.	One must respect oneself.

Reflexive pronouns are formed only from the personal and typical person pronouns. When interrogative, relative, indefinite, universal, and negative pronouns are used in a reflexive construction the third-person reflexive pronouns are used with them.

Hyo parlats alu dyazelfo?	Who talks to himself/herself?
Myo vidits la viro kyo parlats alu dyazelfo.	I saw the man who talks to himself.
Samyo skribats alu dyazelfo.	Someone writes to himself/herself?
Cakyo helpats dyazelfo.	Everyone helps himself/herself.
Nulwo povats kreyare dyazelfo.	Nothing can create itself.

2.2.5 Class-Membership Pronouns

These pronouns refer to a person or thing which is a member of a previously mentioned or implied class.

Table 2.2-5 Class-Membership Pronouns

Indefinite		Definite		Generic
io	one	layo	the one	leyo	the typical one
ioy	ones	layoy	the ones	leyoy	the typical ones

Of these six class-membership pronouns io is the only elementary one. layo and leyo are contracted compounds of la + io and le + io, respectively. The other three are plural inflections.

All six class membership pronouns may be used in the second half of a parallel construction such as a conjunction or comparison.

Note the following differences:

Note the difference modeled in the sentence:

The Indefinite Class-Membership Pronouns

The indefinite class-membership pronouns io and ioy must be used to indicate class membership in the following three contexts

1. following a quantifier

Dumu la dernta semano myo lergits tresa libroy.

Last week I read three books.

Suppose, in addition, that the second speaker replies:

Ice, myo lergits dusa ioy.

And I read two. (some two books)

In this case the phrase dusa ioy refers to some two members of the entire class of books but ones not necessarily related to the ones mentioned by the first speaker. Suppose, however, that the second speaker replies:

Ice, myo lergits dusa dway.

And I read two of them. (two of the three books mentioned by the first speaker)

In this case the phrase dusa dway refers to some two books of the specific set of three books mentioned by the first speaker.

In summary,

 Class-membership pronouns refer to (a) member(s) of an entire class.

 Third-person pronouns refer to (a) member(s) of a specific set.

Note that it is necessary to use the two-word phrase dusa ioy because dusoy means “number twos” which is not what is intended.

2. following a relational adjective

Le hokeay ganto estats pluse bolca asu le basbaloy io.	A hockey glove is larger than a baseball one (glove).
Le studajway cambro culdats estare pluse kwieta asu le lekturajway.	A study room should be quieter than a lecture one (room).

Note that it is necessary to use a two-word phrase in this case because the –o and –oy word endings cannot be applied to relational adjectives.

3. following a descriptive adjective in a comparative or superlative construction.

La pluse bolca laykoy estats la pluse kelsondya ioy.	The larger lakes are the wavier (with higher waves) ones.
La pluste recta vego estats teze le pluste kurta io.	The straightest way is also the shortest one.

Note that it is necessary to use a three-word phrase in this case because, although a derived noun can be formed from the descriptive adjective, it cannot be modified by an adverb.

Class membership pronouns are not used following an unmodified descriptive adjective because the –o(y) endings can be added to the adjective root to form derived nouns which have the meaning the <adj> ones or the <adj> ones.

The restoration of the scope of the derived noun to the aforementioned class is indicated by contextual features. The following sentences contain interrogative words:

Hya pencilo vu travits? Flavo.	What kind of pencil did you find? A yellow one.
Hwa pencilo vu vwelats? La flavo.	Which pencil do you want? The yellow one.
Hya pencilo vu preferaats? Le flavo.	What kind of pencil do you prefer? A yellow one.

The following sentences contain parallel constructions:

Djordj havats ruja caro. Myo havats verdo.	George has a red car. I have a green one.
Djorj kondwirits la ruja caro. Myo kondwirits la verdo.	George drove the red car. I drove the green one.
Djordj fondats le ruja caro. Myo fondats le verdo.	George likes red cars. I like green ones.

Class membership pronouns are not used

1. Following an unmodified descriptive adjective because the –o(y) endings can be added to the descriptive adjective. Restriction of scope to the class is indicated by

   1. interrogative words or

   2. parallel construction

Exercises

Exercise 1

Give the plural form of the personal pronouns listed below. Next, provide the English translation for each.

1. myo ________________ _________________________

2. vu ________________ _________________________

3. dya ________________ _________________________

4. dwo ________________ _________________________

Exercise 2

The paragraph below contains personal pronouns that have all been numbered. Translate each pronoun.

Dear Diana, (1) I told my mother that (2) we went to the beach yesterday. (3) She asked (4) me many questions. (5) I told (6) her about the weather. (7) It was so beautiful, wasn’t (8) it? Mark, Rob, and Susan loved the sunshine. (9) They were in (10) it all day. John and Mark disliked the wind and clouds. (11) They were bothered by (12) them. Mark brought a football and shared (13) it with Susan and Nicole. (14) They played together for an hour. Later, Nicole gave the ball back to Mark. But didn’t (15) you and Mark play, too? (16) You were having fun together. My mother was happy (17) we’d enjoyed ourselves, and told (18) me to invite (19) her along next time.

Exercise 3

Choose the correct translation for the underlined word or words in the following sentences.

1. The boys want their shoes.

a. dya b. dyay c. dyayza

2. We didn’t tell you about our vacation.

a. myoza b. moy c. moyza

3. Give me her book.

a. myo, dya b. myo, dyaza c. vu, myoza

4. He has no respect for himself.

a. dyazelfo b. dyazo c. dyayzelfoy

5. That house is yours.

a. vuzo b. myozo c. voyza

6. One should never chew with one’s mouth open.

a. vu, vuza b. tyo, tyoza c. tyo, tyozo

Exercise 4

Find the pronouns in the sentences below and translate them into Ayola.

1. Kay observed the moon through the telescope until it was covered with clouds.

2. Al is interested in collecting stamps so he wants to learn all he can about them. 

3. It was so hot and humid that all we could think about was home, an air conditioner,

and a tall glass of lemonade.  

4. If one chooses to room alone on the cruise, one will have to pay an additional

fee.  

5. I could not pull from my memory the name of the man hurrying across the lobby.

Exercise 5

Which Ayola pronoun will best replace the underlined English word? Choose from the word box containing the typical person pronouns, interrogative pronouns, and relative pronoun.

1. What did you buy for dinner? 2. They warn you not to overeat. 3. Did you see the girl who was wearing the blue dress? 4. The dog that barks loudly is inside today. 5. Who brought home the roast turkey?

tyo tyoy hyo hwo kyo

Exercise 6

Create compound pronouns. Translate the underlined words into Ayola.

1. She could tell you something about Judaism.

2. Everybody would like to get off the bus.

3. Where did you put everything?

4. I see someone every Friday.

5. Dan would prefer to eat with nobody.

6. Nothing pleases her as much as a fine dinner.

7. He complains about everything.

8. Something will have to satisfy her!

9. Someone told me that you’re in trouble.

10. We invited no one to the beach with us.

11. Don’t bring everyone to the party.

12. Tell her to go find something to do.

Exercise 7

Translate the underlined words into Ayola, being sensitive to the use of clausal, interrogative, and relative pronouns, as well as persons vs. things.

1. Do you know what she bought for him?

2. I once lived in the house that faces opposite the church.

3. Who did the family cook for?

4. Can you tell me who did this to you?

5. This is the class that I want to take.

6. They didn’t appreciate the man who didn’t leave a tip.

7. I don’t know what is bothering Susan.

8. There are many pets that need a home.

9. What is the name of your cat?

10. For people who don’t eat meat, some cultures are hard to adjust to.

Exercise 8

The speaker in the following sentences believes that all the objects belong to him. Respond by declaring to whom the objects belong. Use the possessive pronouns and the glossary to translate. Follow the model.

Example: These are my shoes. (dya)

 Now, la skarpoy estats dyazoy!

1. This is my coat. (dya)

2. Those are my cars. (moy)

3. That is my new apartment. (dyay)

4. These are my new employees. (dwa)

5. This is my computer. (myo)

6. That is my couch. (dyay)

7. These are my friends. (dya)

8. Those are my concert tickets. (moy)

9. This is my favorite language. (dya)

10. These are my dogs. (dyay)

Exercise 9

Translate the underlined words with reflexive pronouns.

1. You care for yourself.

2. Someone tried to hurt himself/herself with that weapon.

3. The women taught themselves how to dance.

4. No one can hate himself/herself.

5. She talks to herself often.

6. I help myself by eating well.

7. They taught themselves Ayola.

8. Should one wash oneself everyday?

9. You fed yourself this morning.

10. Everyone wants to help himself/herself.

11. The cat washes herself every day.

12. Who shaved himself/herself with this razor?

13. I love myself.

Exercise 10

Translate the underlined words into Ayola using the #1 pronouns or #2 possessive determiners where needed.

1. Stephanie is visiting Sara. They (Sara and Stephanie) are studying in her (Sara’s)

room.

2. Fred rode his bike to Larry’s house. He (Larry) said that he (Larry) liked his

(Fred’s) new bike.

3. The teachers and the students are not agreeing. They (the teachers) are saying

that they (the teachers) need more respect from them (the students).

Exercise 11

Identify the class-membership pronouns in the following sentences and choose whether to replace them with io, ioy, layo, layoy, leyo, or leyoy.

1. Your cakes look so delicious, I’ll buy one.

2. The ones that you like are different from the ones that I like.

3. Please get me a drink and then bring Bob one, too.

4. Birthday parties are fun, and one that isn’t is unusual.

5. She wears the red shoes and you wear the ones with the blue stripes.

6. This cat is the one that I would like to keep.

7. Here’s one for your brother.

8. A warm night is better than a cold one.

9. Scary movies frighten me; funny ones make me laugh.

10. When I go to the beach, I like to visit one that is quiet.

Exercise 12

Explain the difference in meaning of the two bolded sentences which each may pair with the first sentence.

Myo ganits alu deca paisoy.

Vu ganuts alu kwina dway.

Vu ganuts alu kwina ioy.

Exercise 13

Translate the underlined phrases into Ayola.

1. You buy the red apples. I buy the yellow ones.

2. Teachers appreciate well-behaved students and cannot tolerate disrespectful ones that need constant discipline.

3. Of the schools I would apply to the least expensive one.

4. Dad made vanilla and chocolate cookies. I’ll eat some chocolate ones.

5. The northern beaches are rocky, whereas the southern ones are sandy.

6. The city buildings are taller than the university ones.

7. You bring the bicycle tires, I’ll bring the car ones.

8. The score of the best student was twice as large as that of the worst one.

Exercise 14

If the sentence contains a delayed-subject pronoun(s), underline it/them.

1. It is raining outside today.

2. It is a red car with four doors and a sunroof.

3. It is essential to read all the newspapers.

4. It is annoying that it is raining outside today.

5. It surprises me that she liked the movie.

Exercise 15

Translate all the instances of ‘it’ in the following sentences into Ayola. Write the translation(s) in the blank line(s).

1. It seems certain that it is going to rain. ________ ___________

2. It has been made clear that you have arrived late many days. __________

3. It was very cold that spring morning. __________

4. It is obvious that they do not like each other very much. __________

5. It is a lovely bag. __________

6. It is safe to operate the computer now. __________

7. It is this dress that I really like. ___________

8. It is essential to practice your Ayola translation. ____________