initial import into git

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diff --git a/Rakefile b/Rakefile
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+require 'rake/clean'
+
+CLEAN.include('*.pdf',"*.log","*.out","*.toc","*.idx","*.aux")
+
+task :default => "learning_lahu.pdf"
+
+SRC = FileList.new("*.tex","*.sty")
+
+file "learning_lahu.pdf" => SRC do
+  sh %{xelatex learning_lahu.tex}
+  sh %{xelatex learning_lahu.tex}
+  sh %{makeindex learning_lahu}
+  sh %{xelatex learning_lahu.tex}
+end
+
+rule ".tex" do
+end
+
+rule ".sty" do
+end
diff --git a/abbreviations.tex b/abbreviations.tex
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+These abbreviations are used throughout the main text and the dictionary.
+\begin{multicols}{2}
+	\begin{eqlist}
+	\item[n] noun
+	\item[vb] verb
+	\item[sbj] subject
+	\item[obj] object
+	\item[par] partical (general)
+	\item[fp] final partical
+	\item[clf] classifier
+	\item[pol] polite
+	\item[lit] literally
+	\end{eqlist}
+\end{multicols}
+
+Words placed in square brackets `[ ]' have been added to complete the sense of sentences.
diff --git a/adjectives.tex b/adjectives.tex
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+Adjectives are words or phrases that describe a noun. So in English we would have `a \emph{red} dog' or `a \emph{yellow} door'. There is no strict rule as to whether the adjective goes before or after the noun.
+
+\section{Proper}
+\index{adjectives!proper}
+Proper adjectives usually have an initial capital letter and are derived from proper nouns such as country names etc.
+
+\begin{examples}
+\item
+\gll Yunnan Laˇhuˍ
+Yunnan Lahu
+\glt `Lahu of Yunnan'
+\glend
+
+\item
+\gll Yanˇ chaw
+Karen person
+\glt `Karen people'
+\glend
+\end{examples}
+
+\section{Descriptive}
+\index{adjectives!descriptive}
+\begin{examples}
+\item
+\gll {chehˇ ha ve} {yaˇ ehˉ}
+sick child
+\glt `a sick child'
+\glend
+
+\item
+\gll {ni ma ha hanˉ ve} {yaˇ paˍ}
+{brave hearted} boy
+\glt `a brave boy'
+\glend
+\end{examples}
+
+\section{Quantatative}
+\index{adjectives!quantative}
+\label{sec:quantatative}
+These adjectives are used for describing amounts that cannot generally be measured or counted.
+
+\begin{examples}
+\item
+\gll yawˇ awˬ caˇ maˇ ve
+he rice eat much
+\glt `he ate a lot'
+\glend
+
+\item
+\gll yawˇ {a ciˉ} tiˉ {caˆ ve}
+he {a little} only eat
+\glt `he only ate a little'
+\glend
+
+\item
+\gll yawˇ {te chiˉ} maˇ caˇ
+he nothing not eat
+\glt `he ate nothing'
+\glend
+
+\item
+\gll yawˇ caˇ {law ve}
+he eat enough
+\glt `he ate enough'
+\glend
+
+\item
+\gll yawˇ {hk'a peu-eˬ} {caˇ ve}
+he all eat
+\glt `he ate [it] all'
+\glend
+\end{examples}
+
+\section{Demonstrative}
+\index{adjectives!demostrative}
+These are used to indicate a particular object or noun or to distinguish one noun from another.
+
+\begin{examples}
+\item
+\gll nuˇ chi
+cow this
+\glt `this cow'
+\glend
+
+\item
+\gll i mvuhˇ oˇ ve
+horse that
+\glt `that horse'
+\glend
+
+\item
+\gll g'aˆ chi teˇ hpaˍ
+chicken this plural
+\glt `these chickens'
+\glend
+
+\item
+\gll a pehˬ oˇ ve teˇ hpaˍ
+duck that plural
+\glt `those ducks'
+\glend
+
+\item
+\label{ex:no}
+\gll noˇ ve nuˇ teˇ hkeh
+that cow plural
+\glt `those cows over there'
+\glend
+
+\item
+\label{ex:mo}
+\gll moˇ ve yehˬ
+that house
+\glt `that house over there'
+\glend
+
+%\item
+%\gll shoˇ hpawˇ
+%\glend
+
+%\item
+%\gll choˬ hpawˇ
+%\glend
+\end{examples}
+
+Notice that Lahu has a demonstrative for `this', `that' and `over there'. Example~\ref{ex:no} and \ref{ex:mo} both indicate `over there' or `yonder' with the words `noˇ' and `moˇ' respectively. The difference between them being that `noˇ' refers to things \emph{higher} and `moˇ' refers to things \emph{lower}.\footnote{This is due to the Lahu people mainly residing on hillsides where `up' and `down' are descriptions used very often}
+
+\section{Distributive}
+\index{adjectives!distributive}
+\label{sec:distributive}
+Distributative adjectives are used to describe amounts that could be counted as apposed to some of the quantatative adjectives in section~\ref{sec:quantatative} which are unmeasureable. Most of these adjectives require classifiers which are described in chapter~\ref{sec:classifiers}.
+
+\subsection*{Every}
+To denote `every' the phrase  `teˇ \ldots le le' is wrapped around the classifier.
+
+\begin{examples}
+\item
+\gll teˇ g'aˇ {le le}
+{teˇ} (clf) {le le}
+\glt `all people'
+\glend
+\item
+\gll teˇ kaˬ {le le}
+{teˇ} (clf) {le le}
+\glt `every place'
+\glend
+\item
+  \gll teˇ nyi {hkanˍ teˇ} nyi
+teˇ (clf) {hkanˍ teˇ} (clf)
+  \glt `every other day'
+  \glend
+  \end{examples}
+
+  \subsection*{Some}
+  To denote `some' the phrase  `teˇ' and a repeated classifier is used.
+
+  \begin{examples}
+  \item
+  \gll teˇ g'aˇ g'aˇ
+{teˇ} (clf) (clf)
+  \glt `some people'
+  \glend
+  \end{examples}
+
+  \subsection*{Only}
+  To denote `only' the word  `tiˉ' is used after the classifier.
+
+  \begin{examples}
+  \item
+  \gll teˇ g'aˇ tiˉ
+{teˇ} (clf) {tiˉ}
+\glt `only one person'
+\glend
+\item
+\gll shehˆ nyi tiˉ
+three (clf) only
+\glt `only three days'
+\glend
+\end{examples}
+
+\section{Numeral}
+\index{adjectives!numeral}
+To describe a specific number of nouns in Lahu you need to use classifiers. These are discussed in more detail in chapter~\ref{sec:classifiers}.
+
+\begin{examples}
+\item
+\gll Chaw {shehˆ chi} g'aˇ {shaˍ g'a ve yoˬ}
+man thirty (clf) hunt
+\glt `Thirty men went hunting'
+\glend
+\end{examples}
+
+For a more indefinite or general amount the phrase `aˬ~laˬ' (about) or `aˬ~laˬ~hk'e' (nearly) can be added.
+
+\begin{examples}
+\item
+\gll Chaw {aˬ laˬ} {shehˆ chi} g'aˇ {shaˍ g'a ve yoˬ}
+man about thirty (clf) hunt
+\glt About thirty men went hunting
+\glend
+\end{examples}
diff --git a/adverbs.tex b/adverbs.tex
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+Adverbs (words that describe a verb) appear immediately before a verb. There are four types of adverbs in Lahu \cite{PL:1986} as follows.
+\subsection*{Negative adverbs}
+We have seen these in \ref{sec:negation} but here are a few more examples:
+\begin{examples}
+\item
+	\gll maˇ te
+	not do
+	\gln
+	\glend
+\item
+	\gll taˇ te
+	don't do
+	\gln
+	\glend
+\end{examples}
+
+\subsection*{Positive adverbs}
+These have a positive sense. Some examples:
+\begin{examples}
+\item
+	\gll {g'aˇ hte} te
+	{with all strength} do
+	\gln
+	\glend
+\item
+	\gll {g'aˇ hte} feu kuˬ ve
+	{with all strength} intensely call
+	\gln
+	\glend
+\item
+	\gll haˆ te
+	quickly do
+	\gln
+	\glend
+\end{examples}
+
+\subsection*{\emph{hk'a} adverbs}
+The word `hk'a' means \emph{all} but can be combined with other verbs to create adverbial expressions such as the following.
+\begin{examples}
+\item
+	\gll hk'a biˇ keu ve
+	{} fully {to fill}
+	\glt `to fill fully'
+	\glend
+\item
+	\gll hk'a bvuhˆ caˇ ve
+	{} {to be full} eat
+	\glt `to eat to the full'
+	\glend
+\item
+	\gll hk'a law caˉ ve
+	{} sufficient {to cook}
+	\glt `to cook sufficiently'
+	\glend
+\end{examples}
+
+\subsection*{\emph{-eh} adverbs}
+The syllable `-eh' could be called an adverbalising particle as it can be added to the end of words to make them an adverb.
+\begin{examples}
+\item
+	\gll nawˉ
+	green
+	\gln
+	\glend
+	\gll nawˉ-eh
+	greenish
+	\gln
+	\glend
+\item
+	\gll {ba ve}
+	{to be bright}
+	\gln
+	\glend
+	\gll ba-eh
+	brightly
+	\gln
+	\glend
+\end{examples}
+
+
diff --git a/ap-adjectives.tex b/ap-adjectives.tex
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+++ b/ap-adjectives.tex
diff --git a/ap-classifiers.tex b/ap-classifiers.tex
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+++ b/ap-classifiers.tex
diff --git a/ap-dictionary.tex b/ap-dictionary.tex
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+\setlength{\parskip}{0.5\baselineskip plus 3pt}
+\setlength{\parindent}{0pt}
+\newlength\leftfield
+\newlength\rightfield
+\newlength\dictindent
+\setlength{\leftfield}{0.15\textwidth}
+\setlength{\rightfield}{0.7\textwidth}
+\setlength{\dictindent}{1em}
+\addtolength{\leftfield}{-\dictindent}
+\addtolength{\rightfield}{-\dictindent}
+\newcommand{\dictentry}[4]{
+\hspace{\dictindent}%
+ \parbox[t]{\leftfield}
+   {\raggedright \hspace{-\dictindent}{\textbf{#1} }%
+       {\textit{#2}--- }
+   }  
+ \hfill%
+   %\parbox[t]{\rightfield}
+     {\raggedright \hspace{-\dictindent}{\textbf{#3} }%
+      {#4\par}
+     }
+\par
+\markboth{#1}{#1}
+}
+\begin{multicols}{2}
+%\dictchar{A}
+\dictentry{cawˬ ve}{v}{to have}{use for many things}
+\dictentry{cawˬ ve}{v}{to have}{use for many things}
+\dictentry{cawˬ ve}{v}{to have}{use for many things}
+\dictentry{cawˬ ve}{v}{to have}{use for many things}
+\dictentry{cawˬ ve}{v}{to have}{use for many things}
+\end{multicols}
diff --git a/ap-nouns.tex b/ap-nouns.tex
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+++ b/ap-nouns.tex
diff --git a/ap-particles.tex b/ap-particles.tex
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+++ b/ap-particles.tex
diff --git a/ap-phonics.tex b/ap-phonics.tex
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+	The following tables show the differences between the four main orthographies developed for the Lahu language. The \emph{Protestant} orthography is given priority as it is the most widely used.
+
+	\begin{table}[ht]
+		\centering
+		\begin{tabular}{c|ccc}
+			Protestant& Matisoff& Catholic& Chinese\\
+			\hline 
+			a	    & a  & a     & a\\
+			i     & i  & i     & i\\
+			u/uh  & u  & u/\"{o} & u\\
+			e     & e  & e     & e\\
+			o     & o  & o     & o\\
+			eh    & \textepsilon & \`{e} & ie\\
+			aw    & \textopeno & \`{o} & aw\\
+			ui/uh & \textbari & \"{u}/\"{o} & eu\\
+			eu    & \textschwa & \"e & eu\\
+			ai    & ay & ai    & ai\\
+			ao    & aw & ao    & ao\\
+			u-i   & wi &       &\\
+			o-e   & we &       &\\
+			aweh  & w\textepsilon & &\\
+			\hline
+		\end{tabular}
+		\caption{\label{tab:vow-orth-comp}Vowel Orthographic Comparison (adapted from Matisoff\cite{JAM:2006})}
+	\end{table}
+
+	\begin{table}[ht]
+		\centering
+		\begin{tabular}{c|ccc}
+			Protestant& Matisoff& Catholic& Chinese\\
+			\hline
+			k'		& q		& q				& q\\
+			hk'		& qh	& qh			& qh\\
+			k			& k		& k				& k\\
+			hk		& kh	& kh			& kh\\
+			g			& g		& g				& g\\
+			ng		& \textipa{N}	& ng& ng\\
+			c/tc	& c		& c/tc		& c/z\\
+			ch/ts	& ch	& ch/ts		& ch/zh\\
+			j/dz	& j		& j/dz		& j/dz\\
+			t			& t		& t				& t\\
+			ht		& th	& th			& th\\
+			d			& d		& d				& d\\
+			n/ny	& n		& n/gn		& n\\
+			p/pf	& p		& p/pf		& p\\
+			hp/hpf& ph	& ph/phf	& ph\\
+			b/bv	& b		& b/bv		& b\\
+			m/mv	& m		& m/mv		& m\\
+			h			& h		& h				& h\\
+			g'		& \textipa{\"g}	& gh & x\\
+			sh/s	& s   & sh/s & sh/s\\
+			y/z		& y		& y/z			& y/r\\
+			f			& f		& f				& f\\
+			v			& v		& v				& v\\
+			l			& l		& l				& l\\
+			\hline
+		\end{tabular}
+		\caption{\label{tab:cons-orth-comp}Consonant Orthographic Comparison (adapted from Matisoff\cite{JAM:2006})}
+	\end{table}
+
+	\begin{table}[ht]
+		\centering
+		\begin{tabular}{c|ccc}
+			Protestant& Matisoff& Catholic& Chinese\\
+			\hline
+			ca		& ca		  & caˍ	& ca\\
+			caˉ		& c\'{a}	& ca	& caq\\
+			caˇ		& c\^{a}	& ca	& cad\\
+			caˬ		& c\`{a}	& caˬ	& cal\\
+			caˍ		& c\={a}	& ca	& cal\\
+			caˆ		& c\^{a}?	& caˆ	& cat\\
+			ca		& c\`{a}?	& ca	& car\\
+			\hline
+		\end{tabular}
+		\caption{\label{tab:tone-orth-comp}Tonal Orthographic Comparison (adapted from Matisoff\cite{JAM:2006})}
+	\end{table}
+
diff --git a/ap-prepositions.tex b/ap-prepositions.tex
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+++ b/ap-prepositions.tex
diff --git a/ap-verbs.tex b/ap-verbs.tex
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--- /dev/null
+++ b/ap-verbs.tex
diff --git a/classifiers.tex b/classifiers.tex
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+When referring to a number of items in Lahu you are required to use classifiers. These are not used in English but could be likened to saying `three \emph{pairs} of trousers'. The word `pairs' could be termed a classifier for this example.
+\begin{lahu-vocab}{Common Classifiers}
+\item[g'aˇ] for people
+\item[maˬ] gerneral classifier
+\item[tawn] for sections
+\item[hkeh] for animals
+\item[k'oˆ] for books
+\item[nyi] for days
+\item[cehˬ] for plants
+\item[shiˍ] for round things e.g. fruit
+\item[kaˬ] for places
+\item[moˍ] for groups
+\item[peˆ] for pieces of things e.g. land
+\item[ceuˬ] for `types' of things
+\end{lahu-vocab}
+In Lahu (and Thai) there are many different classifiers that all have specific uses. For example, there is a classifier for fruit, a classifier for people, a classifier for `sections' of things and so on. There is also a general classifier for objects that either do not have a specific classifier already or for instances where the classifier is not known at the time.
+
+Some examples of classifiers in phrases:
+\begin{examples}
+\item\label{ex:classifier}
+	\glll {Li hpu} shehˆ k'oˆ
+	(n) (number) (clf)
+	bible three (clf)
+	\glt `Three bibles'
+	\glend
+\item
+	\gll li teˇ k'oˆ
+	book one (clf)
+	\glt `one book'
+	\glend
+\item
+	\gll {chaw yaˇ} teˇ g'aˇ
+	person one (clf)
+	\glt `one person'
+	\glend
+\item\label{ex:section}
+	\gll {Li hpu} {awˬ hk'aw lo} {awˬ tawn} teˇ tawn
+	bible in section one (clf)
+	\glt `one scripture'
+	\glend
+\end{examples}
+
+In example~\ref{ex:section} above the classifier \emph{tawn} is used for sections of things. A scripture is considered a section or passage in the bible and so the appropriate classifier needs to be used. Also note in example~\ref{ex:classifier} the order in which classifiers need to be used.
+
+While you may think the number of classifiers would be large in actual fact you will find yourself using just a small subset for most situations.
+
+See also section~\ref{sec:distributive} on distributive adjectives for describing more general and indefinite amounts of nouns.
+
+\begin{lahu-ex}{Write the following phrases in Lahu}
+	\begin{enumerate}
+		\item one Bible\dotfill
+		\item five types of books\dotfill
+		\item three scriptures\dotfill
+		\item 2 animals\dotfill
+	\end{enumerate}
+\end{lahu-ex}
+\begin{lahu-ex}{Write the following phrases in English}
+	\begin{enumerate}
+		\item li shehˆ k'oˆ\dotfill
+		\item chaw yaˇ teˇ hinˉ g'aˇ\dotfill
+		\item teˇ k'oˇ le le\dotfill
+		\item teˇ li tiˉ\dotfill
+	\end{enumerate}
+\end{lahu-ex}
+
diff --git a/conjunctions.tex b/conjunctions.tex
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+\begin{lahu-vocab}{Common Conjunctions}
+\item[leh] and
+\item[ya hk'aˇ] but
+\item[k'o] if
+\item[htaˇ] when
+\item[htawˇ] even though
+\item[pa taw] becuase
+\item[ya hk'aˇ] but
+\item[hk'e hta pa taw] therefore
+\item[hk'e te leh] so
+\item[awˬ tehˬ k'oˆ k'o] actually
+\item[chi hta pa taw] becuase of that
+\item[awˬ pon] on behalf of (for)
+\end{lahu-vocab}
+Conjuctions are words or phrases that join words or phrases in a sentence. Some examples are the words `but', `and' and `or'. Two types of conjuctions are common in Lahu. They are commonly called 'Coordinating' and 'Subordinate' conjuctions.
+
+\section*{Coordinating Conjuctions}
+These are conjuctions that join two phrases in a sentence that equal in importance or are not dependent on each other. Examples of coordinating conjunctions are `and', `or' and `but'.
+\begin{examples}
+\item
+	\gll {Hk'e te leh} {ngaˬ hui} {nyi ma luˬ ve yoˬ}
+	so we sad
+	\glt `So, we were sad'
+	\glend
+\item
+	\gll {Ya hk'aˇ} yawˇ maˇ k'ai sheˍ
+	but he not go yet
+	\glt `But he hasn't gone yet'
+	\glend
+\end{examples}
+
+\section*{Subordinate Conjunctions}
+A subordinate conjuction joins two clauses (or phrases), one being subordinate or dependent on the other. These conjuctions can be a little more difficult to get right. The order of a sentence in Lahu is different to the same sentence in English when using subordinate cunjunctions. The following examples show subordinate conjuction use in English. 
+\begin{examples}
+\item
+	\gll `If {has has money} {he will go}'
+	(conjuction) {(subordinate clause)} {(main clause)}
+	\gln\glend
+\item
+	\gll `{He will go} if {he has money}'
+	{(main clause)} (conjuction) {(subordinate clause)}
+	\gln\glend
+\end{examples}
+In the above examples, the sentence can be structured in two different orders. In Lahu, however, the subordinate clause must always precede the main clause.
+\begin{examples}
+\item\label{ex:subord-conj}
+	\glll {Yawˇ hpu hta cawˬ ve} k'o, {k'ai tuˬ yoˬ}
+	{he money have} if {go will}
+	{(subordinate clause)} (conjuction) {(main clause)}
+	\glt `If he has money, he will go'
+	\glend
+\end{examples}
+One technique to get the sentence in the correct order is to start with the conjunction when saying the sentence in English. The resulting two clauses of the sentence are then in the correct order. So instead of thinking like this:
+\sentence{He will go if he has money}
+think in this order:
+\sentence{If he has money, he will go}
+The meanings are the same in English but you now have the clauses in the correct order for Lahu. All that is needed, then, is to place the conjuction (in this case `if') between the two clauses. See example~\ref{ex:subord-conj}.
+Examples of subordinate conjunctions are `if', `for', `even though' and `because'.
+
+Here are some more examples:
+\begin{examples}
+\item\label{ex:conj-first}
+	\gll Ngaˬ {bvuh ve} k'o, nawˬ {g'aw ve yoˬ}
+	I write if you read
+	\glt `If I write, you read'
+	\glt `You read if I write'
+	\glend
+\item
+	\gll Nawˬ yaw htaˇ\ldots
+	you spoke when
+	\glt `When you spoke\ldots'
+	\glend
+\item
+	\gll Nawˬ {yaw ve} htawˇ, ngaˬ maˇ kaˇ
+	you speak {even though} I not hear
+	\glt `Even though you speak, I don't hear [you]'
+	\glend
+\item
+	\gll Yawˇ {ngaˬ hui} hta {maˍ laˇ ve} {pa taw}, {ngaˬ hui} {ha lehˬ ve yoˬ}
+	[he] us (par) teach because we happy
+	\glt `We're happy because [he] taught us'
+	\glend
+\item
+	\gll {Ya hk'aˇ} yawˇ maˇ k'ai sheˍ
+	but [he] not go yet
+	\glt `But [he] hasn't gone yet'
+	\glend
+\item
+	\gll {Hk'e hta pa taaw} ngaˬ caˇ maˇ g'a
+	therefore I each not can
+	\glt `Therefore I cannot eat'
+	\glend
+\item
+	\gll {Hk'e te leh} {ngaˬ hui} {nyi ma luˬ ve yoˬ}
+	so we sad
+	\glt `So we are depressed'
+	\glend
+\item
+	\gll {Awˬ tehˬ k'oˆ k'o} yawˇ maˇ {na yuˬ}
+	actually [he] not listen
+	\glt `Actually, [he] did not listen'
+	\glend
+\item
+	\gll {Chi hta pa taw} {iˉ mvuhˇ} nyiˇ hkeh {oˇ ve} suh {peuˬ ve yoˬ}
+	{because of that} horse two (clf) those die complete
+	\glt `Because of that those two horses died'
+	\glend
+\item\label{ex:in-order-to}
+	\gll Te tuˬ, yawˇ {awˬ chawˇ} shehˆ g'aˇ hta g'a {ca ve yoˬ}
+	do {in order to} [he] friend three (clf) (par) must find
+	\glt `In order to do it, [he] must find three friends'
+	\glend
+\item\label{ex:conj-last}
+	\gll Yawˇ {awˬ pon} te sheˍ
+	[he] {on behalf of} do (par)
+	\glt `Do it for [him]'
+	\glend
+\end{examples}
+
+Notice in example~\ref{ex:in-order-to} that the word `tuˬ' is the same word used for future tense (see \ref{sec:future}). For the conjuction `in order to' it is used in the middle of a sentence.
+
+\begin{lahu-ex}{With examples \ref{ex:conj-first} to \ref{ex:conj-last}, determine which are subordinate conjuctions}
+\end{lahu-ex}
+
+\begin{lahu-ex}{Construct some sentences using some conjuctions}
+	\begin{enumerate}
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+		\item\dotfill
+	\end{enumerate}
+\end{lahu-ex}
+
diff --git a/conversations.tex b/conversations.tex
new file mode 100644
index 0000000..317afa4
--- /dev/null
+++ b/conversations.tex
@@ -0,0 +1,6 @@
+\section{Greetings}
+
+\begin{Parallel}{}{}
+\ParallelLText{Judi: How are you?}
+\ParallelRText{Judi: Chehˇ sha chehˇ awˍ laˇ?}
+\end{Parallel}
diff --git a/introduction.tex b/introduction.tex
new file mode 100644
index 0000000..c872d36
--- /dev/null
+++ b/introduction.tex
@@ -0,0 +1,223 @@
+The Lahu people are a people without a country and inhabit areas within Thailand, China, Burma, Laos and Vietnam. Their population has been estimated at around 800,000 people and these are generally divided up into five main subgroups:
+\begin{description}
+	\item[Laˇhuˍ naˆ] Black Lahu
+	\item[Laˇhuˍ nyi] Red Lahu
+	\item[Laˇhuˍ hpu] White Lahu
+	\item[Laˇhuˍ shehˇ lehˍ] Shehleh
+	\item[Laˇhuˍ shi] Yellow Lahu
+\end{description}
+
+The traditional clothing of each group is the easiest way to tell them apart and is often the reason for their particular name.
+
+%\chapter{The Language}
+The Lahu language is in the Tibeto-Burman group of languages and is spoken by the Lahu people throughout the regions of China, Myanmar and Thailand. Each subgroup of Lahu people has its own particular dialect or way of speaking. Most, though, can understand Black Lahu (Laˇhuˍ naˆ) and this is regarded as the ``lingua franca'' of the Lahu people.
+
+\chapter{Alphabet}
+\label{sec:alphabet}
+The written Lahu alphabet is based on the Roman alphabet with only a few diacritics to identify tones. For this reason many people who are already familiar with the Roman alphabet (English speakers particularly) should be able to begin reading within a short period of time.
+
+Several methods of writing the sounds (orthographies) in the Lahu language exist. The \emph{Protestant} and \emph{Catholic} orthographies were, naturally, created by missionaries. \emph{Matisoff} by James A. Matisoff, a linguist from Berkeley University, California, uses a different system and may be regarded as being a more accurate representation of the spoken language. There is also the \emph{Chinese} system. Of these four main orthographies, the \emph{Protestant} method is the most widely used and understood by the Lahu people themselves and is therefore the method that is used here. See Appendix \ref{ap:phonics} for a chart showing a comparison between the four orthographies.
+
+
+The order of the alphabet generally follows the same order as that of the English alphabet. Some references, namely Matisoff\cite{JAM:2006},  use a method of ordering the alphabet based on the traditional order of Sanskrit-derived languages. This uses the method of articulation to determine the order of the letters.
+
+\section{Consonants}
+\label{sec:consonants}
+Most consonants in Lahu should not present a problem for English speakers. There are a few differences that should be noted.
+
+The consonants in the Lahu language are listed in Table~\ref{tab:consonants}.
+
+\begin{table}[ht]
+	\centering
+	\begin{tabular}{c|l}
+		Lahu& English Equivalent\\
+		\hline
+		b		& same as in English\\
+		ch	& same as in English\\
+		c		& \emph{j} in `jaw' (the unaspirated version of `ch')\\
+		d		& same as in English\\
+		f		& same as in English\\
+		g		& as in English\\
+		g'	& a coarse 'g' or a throaty `r' like in French, a fricative\\
+		h		& as in English\\
+		j		& as in English\\
+		k		& \emph{g} in `git' (like `\thai{ก}' in Thai)\\
+		hk	& \emph{c} in `cat'\\
+		k'	& \emph{c} in `coat', at the back of the throat\\
+		hk'	& \emph{c} in `caught' but further back in throat\\
+		l		& as in English\\
+		m		& as in English\\
+		n/ny& same as in English\\
+		ng	& as in English\\
+		p		& \emph{b} in `bat', unaspirated p or b (like the Thai `\thai{ป}')\\
+		hp	& \emph{p} in `people', aspirated\\
+		pf	& as in English\\
+		s/sh& as in English, often \emph{sh} sounds like just \emph{s}\\
+		t		& cross between `d' and `t' (like the Thai `\thai{ต}')\\
+		ht	& a `t' in English\\
+		v		& as in English\\
+		y		& cross between a `y' and `j'\\
+		\hline
+	\end{tabular}
+	\caption{\label{tab:consonants}Lahu Consonants}
+\end{table}
+
+\subsection{Aspirated \& Unaspirated}
+\label{sec:aspiration}
+As with many other languages in the area of South East Asia, there is a difference between \emph{aspirated} and \emph{unaspirated} sounds. To appreciate the difference between them some have tried saying the sounds with their hand in front of their mouth. With an aspirated sound you should feel a puff of air against you hand. Unaspirated sounds should have no puff.
+
+For example, the sounds made by the letters `p', `t' and `c' in the words \emph{spar}, \emph{star} and \emph{scar} are unaspirated and have no puff of air. In contrast, the sounds made by the letters `c', `t' and `p' in the words \emph{car}, \emph{tar} and \emph{par} are aspirated by the puff of air. It is essential that this difference in appreciated by the speaker and heard by the listener as it changes most words.
+
+\subsection{Fricatives}
+\label{sec:fricatives}
+These are sounds that are made by using the throat or the rear of the palate and are primarily made using friction rather than contact. Some letters require more fiction and some require more contact. These guttural sounds are often difficult for native English speakers to master and use fluently.
+
+Another (perhaps more technical) way of representing the various consonants and their articulation is shown in table~\ref{tab:artic}.
+
+\footnotesize
+\begin{eqlist}
+\item[Bilabial] Using both lips
+\item[Labio-dental] Bottom lip and upper teeth
+\item[Alveolar] Tongue on palate just behind teeth
+\item[Alveo-palatal] Tonge on palate
+\item[Velar] Tongue at rear of palate
+\item[Post-velar] Using the throat
+\item[Unaspirated] No puff of air (see~\ref{sec:aspiration})
+\item[Asiprated] With a puff of air (see~\ref{sec:aspiration})
+\item[Voiced] Using the voice box
+\item[Nasal] Using the nasal cavity
+\item[Lateral] Using the side of the tongue
+\end{eqlist}
+\normalsize
+
+\begin{table}[ht]
+	\centering\footnotesize
+	\begin{tabularx}{\textwidth}{X|cccccc}
+		& Bilabial & Labio\-dental & Alveolar & Alveo\-palatal & Velar & Post\-velar\\
+		\hline
+		Unaspirated   & p  &   & t  & c  & k  & k'\\
+		Aspirated			&	hp &   & ht & ch & hk & hk'\\
+		Voiced				& b  & v & d  & j  & g  & g'\\
+		Nasal					& m  &   & n  &    & ng &\\
+		Voiceless			&    & f &    & sh &    & h\\
+		Lateral				&    &   & l  &    &    &\\
+		\hline
+	\end{tabularx}
+	\caption{\label{tab:artic}Consonant Articulation}
+\end{table}
+
+
+\section{Vowels}
+\label{sec:vowels}
+Table~\ref{tab:vowels} lists the vowels used in Lahu.
+\begin{table}[hbt]
+	\centering
+	\begin{tabular}{c|l}
+		Lahu & English Equivalent\\
+		\hline
+		i & as in \emph{i}n\\
+		e & as in g\emph{e}t\\
+		eh & as above\\
+		ui & like the Thai `\thai{-ือ}'\\
+		eu & like the Thai `\thai{เ}-\thai{อ}'\\
+		a & as in \emph{a}re\\
+		u & as in c\emph{u}e\\
+		o & as in g\emph{o}t\\
+		aw & as in cl\emph{aw}\\
+		\hline
+	\end{tabular}
+	\caption{\label{tab:vowels}Lahu vowels}
+\end{table}
+There is also a tenth vowel 'uh' that does not occur at the beginning of a word. It only occurs with nine consonants and in these cases can actually sound different. Table~\ref{tab:uh} shows how 'uh' is effected with various consonant combinations.
+\begin{table}[hbt]
+	\centering
+	\begin{tabular}{l|l|l}
+		Written & Meaning & Spoken (and often written)\\
+		\hline
+		tcuh ve & to send & cuh ve\\
+		tsuhˇ ve & to wash & chuhˇ ve\\
+		tzuhˆ ve & to itch & juhˆ ve\\
+		suh ve & to die & suh ve\\
+		zuh ve & to sleep & yuh ve\\
+		\hline
+	\end{tabular}
+	\caption{\label{tab:uh}The vowel 'uh'}
+\end{table}
+
+\subsection{Diphthongs}
+\label{sec:dipthongs}
+Diphthongs can easily be described as a sound made by combining two vowels together smoothly in one syllable. For example the word `kite' in English has a diphthong represented by the letter \emph{i}. Phonetically it could be written `k-eye-ee-t' if said slowly.
+
+Table~\ref{tab:diphthongs} shows the diphthongs used in Lahu. 
+
+\begin{table}[ht]
+	\centering
+	\begin{tabular}{c|l}
+		Lahu & English Equivalent\\
+		\hline
+		ai & the `y' in fl\emph{y}\\
+		ao & `ou' in gr\emph{ou}ch\\
+		aweh & like the `oy' in b\emph{oy}\\
+		awan & said quickly as written (rare)\\
+		\hline
+	\end{tabular}
+	\caption{\label{tab:diphthongs}Diphthongs}
+\end{table}
+
+\section{Tones}
+\label{sec:tones}
+Tones are often one of the more difficult aspects of many Asian languages for English speakers to master. In English the main use of tones is to indicate a question. By raising the tone at the end of a sentence it is usually understood to be a question. This is not the case with Lahu! Tones in Lahu are used like a letter of the alphabet. For example, if two words have exactly the same letters but a different tone then it is actually a different word.
+
+Table~\ref{tab:tones} lists the 7 tones in Lahu.
+
+\begin{table}[ht]
+	\centering
+	\begin{tabular}{c|l|l}
+		Tone Mark & Name & Description\\
+		\hline
+		(no mark)& & no tone\\
+		ˇ & hkawˇ mvuh & high, falling\\
+		ˉ & hkawˇ mvuh taˆ & high, rising\\
+		ˆ & hkawˇ mvuh cheˆ & high, clipped\\
+		ˬ & hkawˇ nehˬ & low, long\\
+		ˍ & hkawˇ nehˬ zuhˍ & very low, long\\
+		 & hkawˇ nehˬ cheˆ & low, clipped\\
+		\hline
+	\end{tabular}
+	\caption{\label{tab:tones}The Lahu tones}
+\end{table}
+
+To illustrate the difference a tone makes, the word \emph{laˇ} means `tiger', \emph{laˉ} is a `saddle basket', \emph{laˆ} is the classifier for a mile (see~\ref{sec:classifiers}) and \emph{la} is the verb `to come'. Obviously the context can help give the correct meaning but in most cases the correct tone is needed to be properly understood.
+
+\section{Useful Expressions}
+You should now be able to use the following useful greetings and expressions. Many of the words used will be discussed in the following chapters.
+
+\begin{float-vocab}\caption{Useful Expressions}\medskip
+	\begin{eqlist}
+	\item[Chehˬ sha chehˬ awˍ laˇ?] How are you?
+	\item[Chehˇ sha chehˇ awˍ.] I am fine.
+	\item[Nawehˬ?] And you?
+	\item[Hk'awˍ k'ai le?] Where are you going?
+	\item[Hk'awˍ ka laˬ le?] Where have you been?
+	\item[(Awˍ) caˇ peuˬ-oˬ laˇ?] Have you had a meal yet?
+	\item[Awˍ caˇ-oˬ laˇ?] Have you eaten yet?
+	\item[Caˇ-oˬ.] I have eaten.
+	\item[Maˇ caˇ sheˍ.] I haven't eaten yet.
+	\item[Tu la-oˬ laˇ?] Good morning. (Are you up yet?)
+	\item[Nawˬ hk'aˬ lo tu la ve le?] Where are you from?
+	\item[Nawˬ awˬ meh aˬ hto ma meh ve le?] What is your name?
+	\item[Hk'a hk'e g'ai le?] Whats going on?
+	\item[A yehˬ yehˬ k'ai mehˍ] Goodbye (said \emph{to} one leaving)
+	\item[K'o-e shaˍ mehˍ] Goodbye (said \emph{by} one leaving)
+	\item[A shu chehˇ-awˬ laˇ?] Is anyone there?
+	\item[Teˇ pawˆ k'aw mawˬ da-aˍ] See you again.
+	\item[A hto ma te chehˇ ve le?] What are you doing?
+	\item[Awˬ bon uiˍ jaˇ] Thank you
+	\item[Yoˬ] Yes
+	\item[Maˇ heˆ] No
+	\item[Kaˇ naˉ ui] Chapter
+	\item[Kaˇ naˉ eh] Verse
+	\end{eqlist}
+\end{float-vocab}
+
+
diff --git a/learning_lahu.sty b/learning_lahu.sty
new file mode 100644
index 0000000..c524869
--- /dev/null
+++ b/learning_lahu.sty
@@ -0,0 +1,61 @@
+\ProvidesPackage{learninglahu}
+
+\usepackage{fontspec} % for easy xetex font selection
+\usepackage{xltxtra} % some extras for xetex
+\usepackage{xunicode} 
+\usepackage{tipa} % for phonetic characters
+\usepackage{covington} % for examples
+\usepackage{multicol} % multiple columns
+%\usepackage{lastpage} % used by fancyheader
+\usepackage{bbding} % for pencil symbol
+\usepackage{appendix} % appendices
+\usepackage{float} % for floating exercises etc
+\usepackage{tabularx} % for the custom column widths
+\usepackage{marginnote} % for margin notes
+\usepackage{eqlist} % for definition lists
+\usepackage{parallel} % parallel text
+%\usepackage{microtype} % for margin kerning
+\usepackage{makeidx} % create an index
+
+% float config
+
+\floatstyle{ruled}
+\newfloat{float-exercise}{hbt}{loq}[section] % exercises go at the bottom of a page
+\floatname{float-exercise}{\PencilLeftDown~Exercise}
+\newfloat{float-vocab}{ht}{loq}[chapter] % exercises go at the bottom of a page
+\floatname{float-vocab}{\HandRight~Vocabulary}
+
+\newenvironment{lahu-ex}[1]{\begin{float-exercise}\caption{#1}\bigskip}{\end{float-exercise}}
+
+% make definition labels bold
+
+\renewcommand{\eqlistlabel}[1]{\textbf{#1}}
+\newenvironment{lahu-vocab}[1]%
+{\begin{float-vocab}\caption{#1}\medskip%
+	\begin{multicols}{2}\begin{eqlist*}%
+}%
+{\end{eqlist*}\end{multicols}%
+\end{float-vocab}}
+
+% margins
+
+\renewcommand*{\raggedleftmarginnote}{}
+\renewcommand*{\raggedrightmarginnote}{\centering}
+
+% fonts
+
+% this is need for smart-quotes etc
+\defaultfontfeatures{Mapping=tex-text}
+
+\setmainfont{Charis SIL}
+%\setromanfont[BoldFont=Charis SIL Bold, ItalicFont=Charis SIL Italic]{Charis SIL:mapping=tex-text}
+\setsansfont{Bitstream Vera Sans}
+\setmonofont{Bitstream Vera Sans Mono}
+\font\T="Loma" at 12pt\T
+\frenchspacing
+
+\newcommand{\thai}[1]{\Large\T#1\normalsize}
+\renewcommand*{\marginfont}{\sffamily\footnotesize}
+
+\usepackage[dvipdfm]{hyperref}
+\hypersetup{colorlinks,pdfauthor={Felix McCoey},pdftitle={Learning Lahu}}
diff --git a/learning_lahu.tex b/learning_lahu.tex
new file mode 100644
index 0000000..0aec753
--- /dev/null
+++ b/learning_lahu.tex
@@ -0,0 +1,232 @@
+%&program=xelatex
+%&encoding=UTF-8 Unicode
+
+\documentclass[a4paper,titlepage,oneside]{book}
+% our package
+\usepackage{learninglahu}
+\makeindex
+
+\begin{document}
+
+\title{Learning Lahu}
+\author{Felix McCoey}
+
+\input{titlepage}
+
+\frontmatter
+%\setlength{\parskip}{1ex plus 0.5ex minus 0.2ex}
+\section*{About This Book}
+This book is designed to get an English speaker to a basic level of understanding of the Lahu language. It has been designed to cover the various areas of the language in a logical order and one that allows you to build up your knowledge throughout your course.
+
+Some exercises have been provided to give you an opportunity to use the information you have just studied. You will find the vocabulary needed for the exercises and examples is defined at the beginning of each section, prior to actually using it. Practise saying the words in the vocabulary sections so you are familiar with them when they are used in examples. Also be sure to use the vocabulary sections and the dictionary at the end of the book for more comprehensive listings.
+
+This book has hopefully been designed to be useful both short and long term. Sufficient space has been left in the margins for notes (and corrections!) and extensive appendices can assist you long after you have finished the main course material.
+
+\input{abbreviations}
+
+\setlength{\parskip}{0ex}
+\tableofcontents
+\setlength{\parskip}{1ex plus 0.5ex minus 0.2ex}
+
+\mainmatter
+\part{Introduction}
+\chapter{Lahu People \& Language}
+\input{introduction}
+
+\part{Grammar}
+\label{ch:grammar}
+
+\chapter{Sentence Structure}
+\label{sec:sentence}
+\input{sentences}
+
+\chapter{Nouns}
+\label{sec:nouns}
+\input{nouns}
+
+\chapter{Pronouns}
+\label{sec:pronouns}
+\input{pronouns}
+
+\chapter{Verbs}
+\label{sec:verbs}
+\input{verbs}
+
+\chapter{Adjectives}
+\label{sec:adjectives}
+\input{adjectives}
+
+\chapter{Adverbs}
+\label{sec:adverbs}
+\input{adverbs}
+
+\chapter{Prepositions}
+\label{sec:prepositions}
+\input{prepositions}
+
+\chapter{Conjuctions}
+\label{sec:conjuctions}
+\input{conjunctions}
+
+\chapter{Classifiers}
+\label{sec:classifiers}
+\input{classifiers}
+
+\chapter{Conversations}
+These are some example conversations that you can practice. Obviously there are many ways to say the same thing, these are just some examples to get you started.
+\input{conversations}
+
+\part{Appendices}
+\begin{appendices}
+	\chapter{Phonics}
+	\label{ap:phonics}
+	\input{ap-phonics}
+
+	\chapter{Vocabulary}
+	\section*{Numbers}
+  \index{numbers}
+	\label{ap:numbers}
+	\begin{multicols}{2}
+		\begin{eqlist}
+		\item[toˍ nyaˆ] 0
+		\item[teˇ] 1
+		\item[nyiˇ] 2
+		\item[shehˆ] 3
+		\item[awˇ] 4
+		\item[ngaˇ] 5
+		\item[hkaw] 6
+		\item[suhˍ] 7 
+		\item[hiˉ] 8
+		\item[k'awˇ] 9
+		\item[teˇ chi] 10
+		\item[teˇ chi teˇ] 11
+		\item[teˇ chi teˇ] 12
+		\item[nyiˇ chi] 20
+		\item[nyiˇ chi teˇ] 21
+		\item[nyiˇ chi nyiˇ] 22
+		\item[teˇ ha] 100
+			\longitem[teˇ ha nyi chi shehˆ] 123
+		\item[nyiˇ ha] 200
+		\item[teˇ hinˉ] 1,000
+		\item[teˇ meunˍ] 10,000
+		\item[teˇ shehnˉ] 100,000
+%		\longitem[teˇ shehnˉ awˇ meunˍ awˇ hinˉ] 144,000
+		\item[teˇ lanˬ] 1,000,000
+		\end{eqlist}
+	\end{multicols}
+
+	\section*{Colours}
+  \index{colours}
+	\begin{multicols}{2}
+		\begin{eqlist}
+		\item[Naˆ] Black
+		\item[Hpu] White
+		\item[Hpuiˉ-ehˍ] Grey
+		\item[Nyiˉ-ehˍ] Red
+		\item[Nyi shu-ehˍ] Orange
+		\item[Shiˉ-ehˍ] Yellow
+		\item[Nawˉ-ehˍ] Green
+		\item[Nawˉ-ehˍ] Blue
+		\item[Shi naˆ meuˉ ve] Brown
+		\item[Nyi naˆ meuˉ lehˍ] Purple
+		\end{eqlist}
+	\end{multicols}
+
+	\section*{Bible Books}
+  \index{Bible books}
+	\begin{multicols}{2}
+		\begin{eqlist}
+		\item[Awˬ hkuiˉ puiˍ] Genesis
+		\item[Tawˆ kai ve] Exodus
+		\item[Oˉ k'oˍ pui ve] Leviticus
+		\item[Heh puiˉ hk'aw] Numbers
+		\item[Bon maˍ ve] Deuteronomy
+		\item[Yawˇsuˆ] Joshua
+		\item[Suhˉjehˬ ve] Judges
+		\item[Ruˉhtaˆ] Ruth
+		\item[1 Saˍmo-eˍlaˆ] 1 Samuel
+		\item[2 Saˍmo-eˍlaˆ] 2 Samuel
+		\item[1 Jawˇ mawˇ] 1 Kings
+		\item[2 Jawˇ mawˇ] 2 Kings
+		\item[1 Raˍsaˍvanˍ] 1 Chronicles
+		\item[2 Raˍsaˍvanˍ] 2 Chronicles
+		\item[Eˇzaˍraˆ] Ezra
+		\item[Neˍhaˍmiˆ] Nehemiah
+		\item[Iˉsaˍtaˆ] Esther
+		\item[Chiˇ mvuh ve] Job
+		\item[Tawˇ naˉ ve] Psalms
+		\item[Cuˇ yeˍ piˇ ve] Proverbs
+			\longitem[Sawˉlamonˍ k'a muiˬ] Song of Solomon
+		\item[Iˉsaˍyaˆ] Isaiah
+		\item[Yeˍraˍmiˆ] Jeremiah
+		\item[Dawˇhaˍ ve] 
+		\item[Yeˍsaˍkeˍlaˆ] Ezekiel
+		\item[Daˍyeˍlaˆ] Daniel
+		\item[Hawˇseˍ] Hosea
+		\item[Yawˇlaˆ] Joel
+		\item[Aˍmoˆ] Amos
+		\item[Awˇbaˍdiˆ] Obadiah
+		\item[Yoˇnaˆ] Jonah
+		\item[Miˆhkaˍ] Micah
+		\item[Naˍhunˍ] Nahum
+		\item[Haˍbaˍkuˆ] Habakkuk
+		\item[Zeˍhpaˍniˆ] Zephaniah
+		\item[Haˆgehˇ] Haggai
+		\item[Zaˍhkaˍriˆ] Zechariah
+		\item[Maˍlaˍhkiˆ] Malachi
+
+		\end{eqlist}
+	\end{multicols}
+
+	\section*{Pronouns}
+	\section*{Nouns}
+	\input{ap-nouns}
+	\section*{Verbs}
+	\input{ap-verbs}
+	\section*{Classifiers}
+	\input{ap-classifiers}
+	\section*{Adjectives \& Adverbs}
+	\input{ap-adjectives}
+	\section*{Propositions}
+	\input{ap-prepositions}
+	\section*{Conjunctions}
+	\section*{Particles}
+	\input{ap-particles}
+	\section*{Demonstratives}
+	\section*{Quantifiers}
+
+	\chapter{Dictionary}
+	This appendix inputs all the words in the previous appendices but in a alphabetical list.
+	%	\input{ap-dictionary}
+
+	\chapter{Fonts}
+
+	This book was produced using the \XeTeX~ typesetting system. The font used was `Charis' available from the SIL website, http://www.sil.org/. This font conforms to Unicode 5 which contains the characters necessary to render \emph{all} the tone marks for Lahu. See table~\ref{tab:unicode} for the specifics.
+
+	\begin{table}[ht]
+		\centering
+		\begin{tabular}{cll}
+			Character & Code & Unicode Label\\
+			\hline
+			ˆ & U+02C6 & MODIFIER LETTER CIRCUMFLEX ACCENT\\
+			ˇ	& U+02C7 & CARON\\
+			ˉ	& U+02C9 & MODIFIER LETTER MACRON\\
+			ˍ	& U+02CD & MODIFIER LETTER LOW MACRON\\
+			ˬ	& U+02EC & MODIFIER LETTER VOICING\\
+				& U+F1E7 & MODIFIER LETTER LOW CIRCUMFLEX ACCENT\\
+			\hline
+		\end{tabular}
+		\caption{\label{tab:unicode}Unicode Characters}
+	\end{table}
+\end{appendices}
+
+\part{Index}
+\printindex
+
+\backmatter
+\begin{thebibliography}{1}
+	\bibitem{JAM:2006}Matisoff, James A. (2006). English-Lahu Lexicon. Berkeley, California: University of California Press.
+	\bibitem{PL:1986}Lews, Paul (1986). Lahu, English, Thai Dictionary.
+\end{thebibliography}
+
+\end{document}
diff --git a/nouns.tex b/nouns.tex
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--- /dev/null
+++ b/nouns.tex
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+\begin{lahu-vocab}{Nouns used in the following sections}
+\item[spring washer] asdfsdf
+\end{lahu-vocab}
+Nouns make up the majority of most peoples' vocabulary. They are the `names of things'. \emph{Proper nouns} are a type of noun that identify a unique entity such as `Jehovah'. These are generally capitalised in Lahu as they are in English.
+
+\section{Number}
+To express the idea of more than one noun in Lahu extra words need to be used such as \emph{teˇ hpaˍ}, \emph{teˇ g'ui} and \emph{hui}.
+
+\begin{examples}
+\item
+\gll Nuˇ {teˇ hpaˍ}
+cow plural
+\glt cows
+\glend
+
+\item
+\gll Chaw hui
+man plural
+\glt men
+\glend
+
+\item
+\gll Yaˇ {teˇ g'uiˬ}
+child plural
+\glt children
+\glend
+\end{examples}
+
+\section{Gender}
+\label{sec:gender}
+Gender in Lahu is generally expressed using suffixes, \emph{paˍ} for male and \emph{ma} for female. This is the case for humans and many animals. Some words do not need the suffix to indicate the gender as it is already implied, for example \emph{hawˉ hkaˆ} for \emph{man} and \emph{yaˇ miˇ} for \emph{woman}.
+
+\begin{examples}
+\item
+\gll Nuˇ paˍ
+cow male
+\glt bull
+\glend
+
+\item
+\gll nuˇ ma
+cow female
+\glt cow
+\glend
+
+\item
+\gll va paˍ
+pig male
+\glt boar
+\glend
+
+\item
+\gll va ma
+pig female
+\glt sow
+\glend
+\end{examples}
+
+\section{Possession}
+\label{sec:possession}
+When something \emph{belongs} to someone then the possessive particle `ve' is used \emph{after} the pronoun (or proper noun) and \emph{before} the thing that is possessed. Do not confuse this particle with the particle used with verbs (see section~\ref{sec:verbs}). The possesive particle is more often used with pronouns (see section~\ref{sec:pronouns}) and these are used in the following examples.
+
+\begin{examples}
+\item
+	\gll {Yawˇ hui} ve hpu.
+	they (par) money
+	\glt `Their money.'
+	\glend
+\item
+	\gll Nawˇ ve li
+	you (par) book
+	\glt `your book'
+	\glend
+\end{examples}
+
+It is often omitted in such expressions as these:
+
+\begin{examples}
+\item
+\gll nuˇ hkehˇ
+cow manure
+\glt cow's manure
+\glend
+\item
+\gll g'aˆ {awˬ mvuh}
+chicken feather
+\glt chicken's feather
+\glend
+\end{examples}
diff --git a/prepositions.tex b/prepositions.tex
new file mode 100644
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--- /dev/null
+++ b/prepositions.tex
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+Prepositions indicate a relation between things mentioned in a sentence. Commong prepositions in English are \emph{on}, \emph{above}, \emph{below}, \emph{before}, \emph{after} etc.. Prepositions come in a number of varieties but here we will discuss just \emph{place} and \emph{time}.
+
+\section{Place}
+\begin{lahu-vocab}{Some prepositions of place}
+\item[awˬ hk'aw] in
+\item[lawˬ kaˍ] between
+\item[awˬ jaˇ] around
+\item[awˬ hk'oˆ] on
+\item[awˬ paˇ] next to
+\item[awˬ hawˉ] under
+\item[la mehˍ] left
+\item[la sha] right
+\item[awˬ g'uˇ suhˍ] in front
+\item[awˬ hk'aw nawˉ] behind
+\end{lahu-vocab}
+
+\section{Time}
+\begin{lahu-vocab}{Some prepositions of place}
+\item[cawˬ ve] after
+\item[] before
+\item[] now
+\item[] 
+\end{lahu-vocab}
diff --git a/pronouns.tex b/pronouns.tex
new file mode 100644
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--- /dev/null
+++ b/pronouns.tex
@@ -0,0 +1,14 @@
+\begin{lahu-vocab}{Common Pronouns}
+\item[I, me] ngaˬ
+\item[you] nawˬ
+\item[he, she] yawˇ
+\item[we, us] ngaˬ hui
+\item[you (plural)] nawˬ hui
+\item[they] yawˇ hui
+\end{lahu-vocab}
+
+In any language the most common expressions are about either ourselves or the people we are with. We often use pronouns for these references. These are usually found in the position of either the subject or the object of a sentence. In many sentences in spoken Lahu the pronouns for \emph{I}, \emph{me} and \emph{you} are not actually used but are implied by the context.
+
+You will notice in the vocabulary for this section that there are three main pronouns for the first, second and third person. The plurals of each of these are obtained by adding the work `hui'. Notice that Lahu also has a pronoun for the second person plural which is not present in (correct!) English.
+
+
diff --git a/sentences.tex b/sentences.tex
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+++ b/sentences.tex
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+Lahu follows the general pattern of \emph{subject} \emph{object} \emph{verb}. The \emph{subject} can simply be defined as the origin of the action, the \emph{object} is the recipient of the action and the \emph{verb} is the action.
+
+Generally the verb is the most important part of any sentence and often the subject or object are implied and can be omitted. The following examples display some typical sentence structures (for now just observe the structure):
+
+\begin{examples}
+\item\label{ex:read-book} 
+	\gll {Ngaˬ hui} {li hta} {g'aw ve yoˬ}.
+	(sbj) (obj) (vb)
+	\glt `We read the book.'
+	\glend
+\item\label{ex:i-read} 
+	\gll Ngaˬ {g'aw ve yoˬ}.
+	(sbj) (vb)
+	\glt `I read.'
+	\glend
+\item\label{ex:drink}
+	\gll {Yawˇ hui lehˬ} {iˉ kaˆ} {dawˬ ve yoˬ}.
+	(sbj) (obj) (vb)
+	\glt `They drink water.'
+	\glend
+\item\label{ex:is-here}
+	\gll Chehˇ -aw.
+	(vb) (fp)
+	\glt `[he] is here.'
+	\glend
+\end{examples}
+\begin{lahu-ex}{Identify the parts of the following sentences:}	
+	\begin{enumerate}
+		\item I like fish.
+		\item I don't know.
+		\item The red bike is broken.
+		\item His red bike is behind the big tree.
+	\end{enumerate}
+\end{lahu-ex}
+
+\section{Particles}
+\label{sec:particles}
+In examples such as those above, the subject and object are often very clear. In example~\ref{ex:read-book}, the book can only \emph{be read} by us, it cannot \emph{read us}. In more complex sentences, however, it is necessary to clarify various parts of the sentence such as identifying the subject and object. Particles allow us to do this. 
+\begin{lahu-vocab}{Common Particles}
+\item[lehˬ] Subject particle
+\item[hta] Object particle or indicator
+\item[ve] (Many uses) Identifies verbs (see~\ref{sec:verbs}), possession (see~\ref{sec:possession}) etc\ldots
+\item[yoˬ] Final affirmative particle
+\item[mehˍ] Final emphatic request (polite)
+\item[sheˍ] Final emphatic request (more forceful)
+\end{lahu-vocab}
+
+\subsection{Subject \& Object}
+Often in spoken Lahu the subject and/or object are obvious and so the particles are not needed. This is the case in example~\ref{ex:i-read} where the speaker is obviously the subject and there is no object. In example~\ref{ex:read-book} the object particle \emph{hta} would not actually be spoken as it is implied and obvious. In written Lahu, however, it is more acceptable to include the particles unless they are overly obvious. Foreigners speaking Lahu are often guilty of using too many particles in their speech. While the sentence may be correct it is not colloquial and may seem overly formal.
+
+\begin{examples}
+\item
+	\gll {Yawˇ hui} lehˬ, {Li hpu} hta {henˇ ve yoˬ}.
+	They (sbj) bible (obj) study
+	\glt `They study the bible'
+	\glend
+\item\label{ex:god-teaches}
+	\gll {G'uiˬ sha} lehˬ, {ngaˬ hui} hta {maˍ laˇ ve yoˬ}.
+	God (sbj) us (obj) teach
+	\glt `God teaches us.'
+	\glend
+\end{examples}
+The previous examples demonstrate the use of the particles. In example~\ref{ex:god-teaches} it is particularly necessary to qualify the subject and object to get the correct sense.
+
diff --git a/titlepage.tex b/titlepage.tex
new file mode 100644
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--- /dev/null
+++ b/titlepage.tex
@@ -0,0 +1,15 @@
+\begin{titlepage}
+
+\begin{flushright}
+
+% Title
+{ \huge \bfseries Learning Lahu}\\[0.4cm]
+\textsc{\Large for English speakers}\\[0.5cm]
+
+\vfill
+% Bottom of the page
+{\large \today}
+
+\end{flushright}
+\end{titlepage}
+
diff --git a/verbs.tex b/verbs.tex
new file mode 100644
index 0000000..78a9eb7
--- /dev/null
+++ b/verbs.tex
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+Verbs (or action words) are the main part of Lahu speech. Many complete sentences can be composed of just a verb and a particle (see example~\ref{ex:is-here}). Verbs in their infinitive form are usually written with the particle `ve' after them. This is usually separated by a space that is purely to assist the reader.
+
+\begin{lahu-vocab}{Basic verbs used in the following sections}
+\item[cawˬ ve] have, to
+\item[caˇ ve] eat, to
+\item[dawˬ ve] drink, to
+\item[bvuh ve] write, to
+\item[k'ai ve] go, to
+\item[g'aw ve] read, to
+\item[shiˍ ve] know, to
+\item[te ve] do, to
+\item[henˇ ve] study, to
+\item[yawˆ yan te ve] pay respect, to
+\end{lahu-vocab}
+
+\section{Verb negation}
+\label{sec:negation}
+To negate the meaning of a verb the word `maˇ' is used \emph{before} the verb. The particle `ve' is often omitted when a verb is negated as example~\ref{ex:neg-verb} shows.
+\begin{examples}
+\item\label{ex:neg-verb}
+\gll maˇ cawˇ
+not eat
+\gln
+\glend
+\item
+\gll {Ngaˬ hui} {maˇ} {cawˬ}.
+We not have
+\glt `We do not have [it].'
+\glend
+\item
+\gll {Yawˇ} {maˇ} {shiˍ}.
+She not know
+\glt `She does not know.'
+\glend
+\end{examples}
+
+
+\section{Verb Combination}
+Verbs can be combined in various ways to produce more complex ideas. A main verb can have an additional verb placed \emph{before} it (pre-head) or \emph{after} it (post-head). 
+
+\subsection*{Pre-head Verbs}
+Pre-head verbs are often used to indicate the number, aspect, time, limitiations etc..
+\begin{examples}
+\item
+\gll g'a {cawˬ ve}
+must have
+\gln
+\glend
+\item\label{ex:must-go}
+\gll g'a {k'ai ve}
+must go
+\gln
+\glend
+\item 
+\gll h'aw {k'ai ve}
+again go
+\glt `to go again'
+\glend
+\item
+\gll g'a henˇ ve
+must study
+\gln\glend
+\item
+\gll k'aw {hawˇ ve}
+again study
+\glt `to study again'
+\glend
+\end{examples}
+
+Note in example~\ref{ex:must-go} that if the word `g'a' is placed \emph{after} the main verb it would be a different word meaning `to be able to'. Compare example~\ref{ex:able-go}.
+
+\subsection*{Post-head Verbs}
+\label{sec:post-head}
+`Post-head' verbs often indicate the direction of the main verb.
+
+\begin{examples}
+\item
+\gll caˇ {cawˇ ve}
+eat should
+\glt `should eat'
+\glend
+\item\label{ex:neg-post-verb}
+\gll maˇ caˇ cawˇ
+not eat should
+\glt `should not eat'
+\glend
+\item
+\gll hpaw k'ai ve
+flee go
+\glt `to flee away'
+\glend
+\item
+\gll hpaw taˆ ve
+flee up
+\glt `to flee to higher point'
+\glend
+\item
+\gll maˇ laˬ cawˇ
+not come should
+\glt `shouldn't come'
+\glend
+\item\label{ex:able-go}
+\gll k'ai g'a ve
+go can
+\glt `[I] can go'
+\glend
+\end{examples}
+Remember that the verb particle `ve' is omitted when the verb is negated, as example~\ref{ex:neg-post-verb} shows.
+\begin{lahu-ex}{Write the following phrases in Lahu}
+\begin{enumerate}
+\item must enter\dotfill
+\item should love\dotfill
+\item shouldn't come\dotfill
+\item shouldn't sit\dotfill
+\item must know\dotfill
+\item should show\dotfill
+\end{enumerate}
+\end{lahu-ex}
+\begin{lahu-ex}{Write the following phrases in English}
+\begin{enumerate}
+\item maˇ bvuh cawˇ\dotfill
+\item bon maˍ cawˇ ve\dotfill
+\item maˇ laˬ cawˇ\dotfill
+\item k'ai cawˇ ve\dotfill
+\item g'a dawˇ cawˇ ve\dotfill
+\item g'a piˇ ve\dotfill
+\end{enumerate}
+\end{lahu-ex}
+
+\section{Verb Duplication}
+To intensify the effect of some verbs they can be duplicated. This is quite common in Lahu as it is in Thai.
+
+\begin{examples}
+\item
+\gll {yawˆ yan} {te ve}
+respect do
+\glt {`to pay respect'}
+\glend
+\item
+\gll {yawˆ yawˆ yan yan te ve}
+{`to pay great respect'}
+\gln
+\glend
+\item\label{ex:dup-verb}
+\gll {maˇ ve}
+`many'
+\gln
+\glend
+\item
+\gll maˇ maˇ {cawˬ ve}
+many many have
+\glt `to have many'
+\glend
+\item\label{ex:neg-dup-verb}
+\gll maˇ maˇ maˇ cawˬ
+many many not have
+\glt `to have not many'
+\glend
+\end{examples}
+In example~\ref{ex:neg-dup-verb} the last `maˇ' is the negative one. It can also be seen that example~\ref{ex:dup-verb} is not negative as the verb particle `ve' is present.
+
+You should now be able to form many sentences using just nouns, verbs and some particles. 
+\begin{lahu-ex}{Make your own sentences using nouns and verbs (use the Appendices also)}
+\begin{enumerate}
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\item\dotfill
+\end{enumerate}
+\end{lahu-ex}
+
+\section{Verb Tense}
+Verb tense in Lahu is denoted by means of suffixes. Not all tenses and aspects\footnote{English is quite a complex language in terms of tense, mood and aspect. This section of verb tenses is very simplified and does not try to map all the available English tenses, moods and aspects to Lahu.} in the English language can easily be expressed in Lahu so some of the following sections combine some English language concepts.
+
+\subsection{Present Tense}
+This is the `default' tense for verbs.
+\begin{examples}
+\item
+\gll Ngaˬ te
+I do
+\gln
+\glend
+
+\item
+\gll Yawˇ te
+He does
+\gln
+\glend
+\end{examples}
+
+\subsection{Past Tense}
+This describes actions that occurred in the past. The word \emph{peuˬ} is used after the verb to signify it is in the past tense.
+\begin{examples}
+\item
+\gll Ngaˬ te peuˬ
+I did
+\gln
+\glend
+\item
+\gll Nawˬ te peuˬ
+You did
+\gln
+\glend
+\end{examples}
+
+\subsection{Perfect Tense}
+\label{sec:perfect}
+Perfect aspect can be described as an action that has been completed, for example, ``I have eaten rice''.
+\footnote{This is actually termed the \emph{perfect aspect in the present tense} (or \emph{present perfect}) as it refers to an event that has been completed in the past (perfect aspect) from the viewpoint of the present (tense).} 
+The particle \emph{peuˬ} is used as a suffix to denote the affirmative perfect tense.
+
+\begin{examples}
+\item
+  \gll Yawˇ {gaˬ la} peuˬ
+he arrive (par)
+  \glt `He has arrived'
+  \glend
+
+  \item
+  \gll Ngaˬ awˬ caˇ peuˬ
+I rice eat (par)
+  \glt `I have eaten rice'
+  \glend
+  \end{examples}
+
+  To denote the negative perfect tense the particle \emph{peuˬ} is omitted and \emph{maˇ~\ldots~sheˍ} wraps the verb. \emph{sheˍ} could be interpreted as `yet' so it would become ``not \emph{something} yet''.
+
+  \begin{examples}
+  \item
+  \gll Yawˇ maˇ {gaˬ la} sheˍ
+  he not arrive yet
+  \glt `He has not arrived yet'
+  \glend
+
+  \item
+  \gll Ngaˬ awˬ maˇ caˇ sheˍ
+  I rice not eat yet
+  \glt `I have not eaten [rice] yet'
+  \glend
+  \end{examples}
+
+  \subsection{Future Tense}
+  \label{sec:future}
+  To speak in the future tense simply use the particle `tuˬ' \emph{after} the verb that is in the future but \emph{before} any final particle such as `yoˬ'.
+  \begin{examples}
+  \item
+  \gll Ngaˬ li teˇ k'oˆ hta g'aw tuˬ yoˬ
+I book one (clf) (par) read [will] (fp)
+  \glt `I will read one book'
+  \glend
+  \item
+  \gll {Yawˇ hui} maˇ yaw tuˬ
+  they not speak [will]
+  \glt `They will not speak'
+  \glend
+  \end{examples}
+
+  \subsection{Continuous Tense}
+  Continuous tense in English is primarily represented by adding `ing' to the end of a verb. To indicate continuous tense in Lahu add the verb `chehˇ' (to be) after the verb that is continuing. This is an example of a post-head verb (see section~\ref{sec:post-head}).
+  \begin{examples}
+  \item
+  \gll Yawˇ k'ai {chehˇ ve} yoˬ
+he go [continue] (par)
+  \glt `He is going'
+  \glend
+  \item
+  \gll Ngaˬ ngaˆ teˇ hkeh {oˇ ve} hta caˇ {chehˇ ve} yoˬ
+I bird two (clf) those (par) eat [continue] (par)
+  \glt `I am eating those two birds'
+  \glend
+  \end{examples}
+
+  \subsection{Indefinite Perfect Tense}
+  This is similar to the perfect tense (see section~\ref{sec:perfect}) except that it points to some more distant or less distinct time. In English we would perhaps use the word `ever' or `never'.
+
+  \begin{examples}
+  \item
+  \gll Awˉsa-hteˉliˍ-a ngaˬ maˇ k'ai jaw
+  Australia I not go ever
+  \glt `I have never been to Australia'
+  \glend
+
+  \item
+  \gll Awˉsa-hteˉliˍ-a yawˇ k'ai jaw
+  Australia he go ever
+  \glt `He has been to Australia'
+  \glend
+  \end{examples}
+
+  \subsection{Imperative Mood}
+  The imperative mood expresses commands or requests. In Lahu the particles `mehˍ' or `sheˍ' are used at the \emph{end} of the sentence. The word `sheˍ' is more forceful.
+  \begin{examples}
+  \item
+  \gll Ngaˬ hta {maˍ laˇ} mehˍ
+me (par) teach (par)
+  \glt `Teach me'
+  \glend
+  \item
+  \gll Awˬ caˇ sheˍ
+rice eat (par)
+  \glt `Eat rice!'
+  \glend
+  \item
+  \gll Lo-e sheˍ
+enter (par)
+  \glt `Enter!'
+  \glend
+  \item
+  \gll Laˬ mehˍ
+come (par)
+  \glt `Come'
+  \glend
+  \item
+  \gll Mui sheˍ
+sit (par)
+  \glt `Sit!'
+  \glend
+  \item
+  \gll Li teˇ k'oˆ hta g'aw mehˍ
+book one (clf) (par) read (par)
+  \glt `Read the book'
+  \glend
+  \end{examples}
+
+  Negative commands simply use the word `taˇ' \emph{before} the verb. As with verb negation (see section~\ref{sec:negation}) the particle `ve' is omitted. The imperative particles `mehˍ' and `sheˍ' can also be used to give added meaning.
+  \begin{examples}
+  \item
+  \gll Taˇ te
+  don't do
+  \glt `Don't do [that]!'
+  \glend
+  \item
+  \gll Taˇ mui
+  don't sit
+  \glt `Don't sit!'
+  \glend
+  \end{examples}
+
+  \subsection{Participles}
+  Participles describe a type of verb, either the action is happening now (present participle), or the action happened in the past (past participle). The present participle is denoted by the word `tcuhˉ taˍ' added after the verb.
+
+  \begin{examples}
+  \item
+  \gll k'ai {tcuhˉ taˍ ve}
+  go continuous
+  \glt `to go continuously'
+  \glend
+
+  \item
+  \gll Yawˆ dawˇ {tcuhˉ taˍ ve yoˬ}
+  he think continuous
+  \glt `He is thinking'
+  \glend
+
+  \item
+  \gll {Yawˇ hui} {bawˆ da} {tcuhˉ taˍ} lehˉ {laˬ ve yoˬ}
+  they fight continuous and come
+  \glt `They came fighting'
+  \glend
+  \end{examples}
+
+  % TODO
+  % subjunctive mood ??
+  % causitive ??
+  % More grammatically correct discussion