Hey, I think that you should (if still possible at this point) teach the root words first and then introduce adding prefixes and suffixes, either as their own lesson, or closer to the end of the lesson where said root words were introduced. Just a thought, because while it is possible for the root words to change, though I don't think this one has, it would be helpful in ANY language to ensure that the learners know the root word before being taught the prefixes and suffixes, otherwise they may be slightly confused about the connections between them. Sorry if I seem pushy at all, but this is just my two cents on the topic.<pre>
While I should applaud such a culturally appropriate defensive overreaction in one putting together a Klingon course, I would point out that what I was doing was praising this course for beginning with simple sentences, rather than memorization of disconnected roots. I did misspeak in limiting this to living languages, as courses in Latin, Classical Greek, and Biblical Hebrew also usually begin this way. Indeed, the only course I ever looked at that began with the memorization of roots entirely outside of any context was a particularly poorly designed Lojban course, and it was so mind-numbingly boring that I dropped it almost immediately.
It's the dictionary form of the verb. Mostly we tried to avoid the dictionary form of a verb because the same form can be used as a complete sentence. But there are a few instances early in the course where we do present the dictionary form of a verb. Imperatives have a special set of prefixes which are taught later in the course.
You can tell we are looking for the dictionary form by the lack of a period after the word. But since that is a small difference and easy to miss we also accept translations which interpret this as a full conjugated sentence. However, to be a full conjugated sentence in English you must state the subject (unlike in Klingon). Thus translations such as "She understood" are also accepted for this exercise.