Praise the Lord all you nations; extol him all you peoples. For great
is his love toward us and the faithfulness of the Lord endures forever.
Praise the Lord. Psalms 117:1-2
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Classroom before all the students arrived |
Classes started at 8am with a devotion by one of the
instructors or students. Next we would begin learning Tok Pisin by singing some
songs and reading the Book of Jonah from the Tok Pisin Bible.
Next we would learn a few new words and
something about the grammar.
After our
large class session we would get into a smaller group of six students with a
national teacher and an instructor.
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teacher on the far left |
We
would practice listening and speaking.
At first we learned terms relating to family.
Next we learned terms about going to market,
going to a garden and related to building a home. We actually took field trips
to each of those places with our teacher.
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home being built
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garden usually found on a hillside |
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Ibika greens |
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cocoa |
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vanilla |
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demonstrated making a mat |
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demonstrated making a basket |
The later morning classes consisted of geography and history
of PNG. We viewed a few documentaries about
Joe Leahy, a Papua New Guinean who was related to one of the first explorers of
PNG. We had classes on discovering how our culture affects us and our world
view. The nurse on staff also gave
lectures on medical issues that we might encounter such as malaria. There was
even a lecture on driving in PNG.
Classes also consisted of hands on activities like building
a fire, baking bread, building an outdoor kitchen and talking on an UdHF
radio.
Homework included reading
articles and books about PNG, spiritual issues and ministries in PNG.
We had to read nine items and write a
paragraph about each. One other assignment was to translate our teacher’s 2
minute Tok Pisin story into English.
During this time we also had to write a testimony in Tok Pisin and share
it with the group.
All of these
activities help us gain insights into life in PNG.
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Jay proud of his bread |
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Making bread |
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building a fire | | | | | | | | | |
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