cyang33/LingGym huggingface dataset:
Question 104:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): A de ___ ín sé e de nák di gitá ɔ a de hía ín lɛk háw e de nák di gita.
Gloss (with missing item): 1SG.SBJ IPFV ___ 3SG.INDP QUOT 3SG.SBJ IPFV hit DEF guitar or 1SG.SBJ IPFV hear 3SG.INDP like how 3SG.SBJ IPFV hit DEF guitar
The English translation of this sentence is:‘I hear him that he’s playing the guitar.’ or ‘I hear him how he’s playing the guitar.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: With cognition and perception main verbs, the perceived situation can also be expressed as an adverbial time clause introduced by sé ‘\textsc{quot}’ \REF{ex:key:1408} (cf. also \ref{ex:key:1469} further below) or wé ‘\textsc{sub}’ (cf. \ref{ex:key:1463}), and an adverbial time clause introduced by lɛk háw ‘the way that’ \REF{ex:key:1408}. The adverbial clause is marked for imperfective aspect, since it is simultaneous with the main clause situation:
A: word: listin	 gloss: listen
B: word: hía	 gloss: hear
C: word: chía	 gloss: chair
D: word: mán	 gloss: man
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 105:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): A de hía ín ___ e de nák di gitá ɔ a de hía ín lɛk háw e de nák di gita.
Gloss (with missing item): 1SG.SBJ IPFV hear 3SG.INDP ___ 3SG.SBJ IPFV hit DEF guitar or 1SG.SBJ IPFV hear 3SG.INDP like how 3SG.SBJ IPFV hit DEF guitar
The English translation of this sentence is:‘I hear him that he’s playing the guitar.’ or ‘I hear him how he’s playing the guitar.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: With cognition and perception main verbs, the perceived situation can also be expressed as an adverbial time clause introduced by the morpheme ___ ‘\textsc{quot}’ \REF{ex:key:1408} (cf. also \ref{ex:key:1469} further below) or wé ‘\textsc{sub}’ (cf. \ref{ex:key:1463}), and an adverbial time clause introduced by lɛk háw ‘the way that’ \REF{ex:key:1408}. The adverbial clause is marked for imperfective aspect, since it is simultaneous with the main clause situation:
A: word: sén	 gloss: EMP
B: word: sé	 gloss: QUOT
C: word: sán	 gloss: sun
D: word: fray-rɛ́s	 gloss: fry.CPD{}-rice
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 106:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): A de hía ín sé e de nák di gitá ɔ a de ___ ín lɛk háw e de nák di gita.
Gloss (with missing item): 1SG.SBJ IPFV hear 3SG.INDP QUOT 3SG.SBJ IPFV hit DEF guitar or 1SG.SBJ IPFV ___ 3SG.INDP like how 3SG.SBJ IPFV hit DEF guitar
The English translation of this sentence is:‘I hear him that he’s playing the guitar.’ or ‘I hear him how he’s playing the guitar.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: With cognition and perception main verbs, the perceived situation can also be expressed as an adverbial time clause introduced by sé ‘\textsc{quot}’ \REF{ex:key:1408} (cf. also \ref{ex:key:1469} further below) or wé ‘\textsc{sub}’ (cf. \ref{ex:key:1463}), and an adverbial time clause introduced by lɛk háw ‘the way that’ \REF{ex:key:1408}. The adverbial clause is marked for imperfective aspect, since it is simultaneous with the main clause situation:
A: word: chía	 gloss: chair
B: word: kandá	 gloss: bark
C: word: listin	 gloss: listen
D: word: hía	 gloss: hear
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 107:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): A de hía ín sé e de nák di gitá ɔ a de hía ín ___ háw e de nák di gita.
Gloss (with missing item): 1SG.SBJ IPFV hear 3SG.INDP QUOT 3SG.SBJ IPFV hit DEF guitar or 1SG.SBJ IPFV hear 3SG.INDP ___ how 3SG.SBJ IPFV hit DEF guitar
The English translation of this sentence is:‘I hear him that he’s playing the guitar.’ or ‘I hear him how he’s playing the guitar.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: With cognition and perception main verbs, the perceived situation can also be expressed as an adverbial time clause introduced by sé ‘\textsc{quot}’ \REF{ex:key:1408} (cf. also \ref{ex:key:1469} further below) or wé ‘\textsc{sub}’ (cf. \ref{ex:key:1463}), and an adverbial time clause introduced by the morpheme ___ háw ‘the way that’ \REF{ex:key:1408}. The adverbial clause is marked for imperfective aspect, since it is simultaneous with the main clause situation:
A: word: lɛk	 gloss: like
B: word: lɛkɛ	 gloss: like
C: word: tan	 gloss: as
D: word: sóté	 gloss: until
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 108:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): A de hía ín sé e de nák di gitá ɔ a de hía ín lɛk ___ e de nák di gita.
Gloss (with missing item): 1SG.SBJ IPFV hear 3SG.INDP QUOT 3SG.SBJ IPFV hit DEF guitar or 1SG.SBJ IPFV hear 3SG.INDP like ___ 3SG.SBJ IPFV hit DEF guitar
The English translation of this sentence is:‘I hear him that he’s playing the guitar.’ or ‘I hear him how he’s playing the guitar.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: With cognition and perception main verbs, the perceived situation can also be expressed as an adverbial time clause introduced by sé ‘\textsc{quot}’ \REF{ex:key:1408} (cf. also \ref{ex:key:1469} further below) or wé ‘\textsc{sub}’ (cf. \ref{ex:key:1463}), and an adverbial time clause introduced by lɛk the morpheme ___ ‘the way that’ \REF{ex:key:1408}. The adverbial clause is marked for imperfective aspect, since it is simultaneous with the main clause situation:
A: word: háw	 gloss: how
B: word: wáns	 gloss: once
C: word: hala-hála	 gloss: RED.CPD-shout
D: word: wétin	 gloss: what
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 109:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): ___ dé sé dán gál e bin de kán yá.
Gloss (with missing item): ___ BE.LOC QUOT that girl 3SG.SBJ PST IPFV come here
The English translation of this sentence is:‘It’s that/it came to pass that that girl used to come here.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Ththe morpheme ___ quotativthe morpheme ___ markthe morpheme ___r also introducthe morpheme ___s ththe morpheme ___ complthe morpheme ___mthe morpheme ___nts of copula vthe morpheme ___rbs in statthe morpheme ___mthe morpheme ___nts of facts. In such factivthe morpheme ___ clausthe morpheme ___s, ththe morpheme ___ copula vthe morpheme ___rb takthe morpheme ___s a dummy noun\is{dummy nouns} likthe morpheme ___ tín ‘thing’, kés ‘mattthe morpheme ___r’, or ththe morpheme ___ the morpheme ___xplthe morpheme ___tivthe morpheme ___ subjthe morpheme ___ct\is{the morpheme ___xplthe morpheme ___tivthe morpheme ___} pronoun the morpheme ___ ‘\tthe morpheme ___xtsc{3sg.sbj}’. Factivthe morpheme ___ main clausthe morpheme ___s likthe morpheme ___ ththe morpheme ___ onthe morpheme ___ in \REF{the morpheme ___x:kthe morpheme ___y:1409} arthe morpheme ___ vthe morpheme ___ry common as introductory formulas in narrativthe morpheme ___ discoursthe morpheme ___ (cf. also \rthe morpheme ___f{the morpheme ___x:kthe morpheme ___y:1136}):
A: word: e	 gloss: 3SG.SBJ
B: word: kɔ́ntri	 gloss: country
C: word: sigue	 gloss: follow
D: word: gɔ́n	 gloss: gun
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 110:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E ___ sé dán gál e bin de kán yá.
Gloss (with missing item): 3SG.SBJ ___ QUOT that girl 3SG.SBJ PST IPFV come here
The English translation of this sentence is:‘It’s that/it came to pass that that girl used to come here.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like tín ‘thing’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative discourse (cf. also \ref{ex:key:1136}):
A: word: dé	 gloss: BE.LOC
B: word: ser	 gloss: be
C: word: fɔséka	 gloss: due.to
D: word: dé”	 gloss: BE.LOC
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 111:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E dé ___ dán gál e bin de kán yá.
Gloss (with missing item): 3SG.SBJ BE.LOC ___ that girl 3SG.SBJ PST IPFV come here
The English translation of this sentence is:‘It’s that/it came to pass that that girl used to come here.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like tín ‘thing’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative discourse (cf. also \ref{ex:key:1136}):
A: word: ús=sáy	 gloss: Q=side
B: word: skúl	 gloss: school
C: word: sén	 gloss: EMP
D: word: sé	 gloss: QUOT
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 112:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): ___ tín dé sé, mék e mék rabia wet mí.
Gloss (with missing item): ___ thing BE.LOC QUOT SBJV 3SG.SBJ make anger with 1SG.INDP
The English translation of this sentence is:‘The thing is let her be angry with me.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like tín ‘thing’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative the morpheme ___scourse (cf. also \ref{ex:key:1136}):
A: word: dásɔl	 gloss: only
B: word: ród	 gloss: road
C: word: directo	 gloss: direct
D: word: di	 gloss: DEF
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 113:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Di ___ dé sé, mék e mék rabia wet mí.
Gloss (with missing item): DEF ___ BE.LOC QUOT SBJV 3SG.SBJ make anger with 1SG.INDP
The English translation of this sentence is:‘The thing is let her be angry with me.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like the morpheme ___ ‘its gloss ___’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative discourse (cf. also \ref{ex:key:1136}):
A: word: wétin	 gloss: what
B: word: “ús=tín	 gloss: Q=thing
C: word: sén	 gloss: EMP
D: word: tín	 gloss: thing
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 114:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Di tín ___ sé, mék e mék rabia wet mí.
Gloss (with missing item): DEF thing ___ QUOT SBJV 3SG.SBJ make anger with 1SG.INDP
The English translation of this sentence is:‘The thing is let her be angry with me.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like tín ‘thing’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative discourse (cf. also \ref{ex:key:1136}):
A: word: ser	 gloss: be
B: word: dé	 gloss: BE.LOC
C: word: dé”	 gloss: BE.LOC
D: word: hía	 gloss: here
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 115:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Di tín dé ___ mék e mék rabia wet mí.
Gloss (with missing item): DEF thing BE.LOC ___ SBJV 3SG.SBJ make anger with 1SG.INDP
The English translation of this sentence is:‘The thing is let her be angry with me.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The quotative marker also introduces the complements of copula verbs in statements of facts. In such factive clauses, the copula verb takes a dummy noun\is{dummy nouns} like tín ‘thing’, kés ‘matter’, or the expletive subject\is{expletive} pronoun e ‘\textsc{3sg.sbj}’. Factive main clauses like the one in \REF{ex:key:1409} are very common as introductory formulas in narrative discourse (cf. also \ref{ex:key:1136}):
A: word: mít=an	 gloss: meet=3SG.OBJ
B: word: wáns	 gloss: once
C: word: sé	 gloss: QUOT
D: word: sén	 gloss: EMP
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 116:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E ___ sé e kán yɛ́stadé.
Gloss (with missing item): 3SG.SBJ ___ QUOT 3SG.SBJ come yesterday
The English translation of this sentence is:‘It’s good that he came yesterday.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Evaluative verbs like the morpheme ___ ‘be its gloss ___’, gúd ‘be good’, or bád ‘be bad’ can induce either an indicative or a subjunctive mood over their complements. Evaluative verbs are followed by indicative complements when these are intended to convey factual information about present or past situations \REF{ex:key:1410}:
A: word: fáyn	 gloss: fine
B: word: como	 gloss: since
C: word: káyn	 gloss: kind
D: word: gúd	 gloss: good
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 117:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E fáyn ___ e kán yɛ́stadé.
Gloss (with missing item): 3SG.SBJ fine ___ 3SG.SBJ come yesterday
The English translation of this sentence is:‘It’s good that he came yesterday.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Evaluative verbs like fáyn ‘be fine’, gúd ‘be good’, or bád ‘be bad’ can induce either an indicative or a subjunctive mood over their complements. Evaluative verbs are followed by indicative complements when these are intended to convey factual information about present or past situations \REF{ex:key:1410}:
A: word: bíg	 gloss: big
B: word: sén	 gloss: EMP
C: word: pueblo	 gloss: village
D: word: sé	 gloss: QUOT
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 118:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E ___ sé mék e kán tumɔ́ro.
Gloss (with missing item): 3SG.SBJ ___ QUOT SBJV 3SG.SBJ come tomorrow
The English translation of this sentence is:‘It’s good for him to come tomorrow.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: A subjunctive complement (albeit with the usual optional sé ‘\textsc{quot}’) is required when the evaluative main verb refers to a potential situation \REF{ex:key:1411}. By expressing a preference, it harmonises with the deontic sense associated with the subjunctive mood in Pichi:
A: word: síns	 gloss: since
B: word: gúd	 gloss: good
C: word: káyn	 gloss: kind
D: word: fáyn	 gloss: fine
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 119:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E fáyn sé ___ e kán tumɔ́ro.
Gloss (with missing item): 3SG.SBJ fine QUOT ___ 3SG.SBJ come tomorrow
The English translation of this sentence is:‘It’s good for him to come tomorrow.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: A subjunctive complement (albeit with the usual optional sé ‘\textsc{quot}’) is required when the evaluative main verb refers to a potential situation \REF{ex:key:1411}. By expressing a preference, it harmonises with the deontic sense associated with the subjunctive mood in Pichi:
A: word: bɔ́y	 gloss: boy
B: word: mék=an	 gloss: make=3SG.OBJ
C: word: mék	 gloss: SBJV
D: word: nɛ́ks	 gloss: next
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 120:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E dɔ́n sté, a tínk sé e dɔ́n ___ wé una bin gɛ́t insecticida yá.
Gloss (with missing item): 3SG.SBJ PRF be.long 1SG.SBJ think QUOT 3SG.SBJ PRF ___ SUB 2PL PST get insecticide here
The English translation of this sentence is:‘It’s long ago, I think that it’s long ago that you people had insecticide here/when you people last had insecticide here.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The wé-clause in \REF{ex:key:1412} is a borderline case that may either be analysed as an adverbial clause, i.e. a modifying time clause, or a subject complement clause:
A: word: sté	 gloss: be.long
B: word: las	 gloss: the.PL
C: word: sóté	 gloss: until
D: word: miercoles	 gloss: wednesday
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 121:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): E dɔ́n sté, a tínk sé e dɔ́n sté ___ una bin gɛ́t insecticida yá.
Gloss (with missing item): 3SG.SBJ PRF be.long 1SG.SBJ think QUOT 3SG.SBJ PRF be.long ___ 2PL PST get insecticide here
The English translation of this sentence is:‘It’s long ago, I think that it’s long ago that you people had insecticide here/when you people last had insecticide here.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The the morpheme ___-clause in \REF{ex:key:1412} is a borderline case that may either be analysed as an adverbial clause, i.e. a modifying time clause, or a subject complement clause:
A: word: wé	 gloss: SUB
B: word: trowé	 gloss: pour
C: word: sísta	 gloss: sister
D: word: pát	 gloss: part
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A