Basic Language Training: Part One

List of contents BLT 1

Introduction, Aims and Objectives
Syllabus
Lesson plan
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Review 1
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Review 2
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Review 3
Lesson 13
Lesson 14
Lesson 15
Review 4
2
nd
day dialogues: As version
2
nd
day dialogues: Bs version
Listening texts: Lesson 1 15
Appendix:
Verb list
Combined vocabulary list
List of post positions
Sentence structure charts
Verb conjugation charts
Interrogatives, demonstratives, etc
Numerals
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Introduction, Aims and Objectives
Materials handed out
Course book
The material contains 15 lessons with homework assignments, 4 weekly review lessons, seven
appendices: verb list, vocabulary list, list of Numerals, list of Interrogatives etc., list of Post positions,
sentence structure charts and a set of verb conjugation charts. Prefixed to the material is a syllabus and
aims and objectives for Basic Language Training: Part One.
Learning contents flashcards
The learning contents flashcards are intended to be used for practice activities during class and for
memorization practice outside of class
Devanagari flashcards
The Devanagari flashcards are intended to be used by the participants outside of class for memorization
practice
Numeral flashcards
The numeral flashcards (to be filled out by the participants in class) are intended to be used by the
participants outside class for memorization practice
Devanagari poster
The Devanagari poster is intended to be hung in the participants' rooms and used for memorization
practice. It might be a good idea to stick 'post it' labels with the Romanized version on to each
Devanagari character for initial practice
A Basic Course in Spoken Nepali
This commercial language course book is intended as a reference work for the participants during and
after the MS language courses
Nepali phrasebook
This commercial phrasebook is intended as a useful and handy pocket sized book to be used by the
participants when in need of the right phrase/word in or outside of class
Dictionaries
Much in and outside class work necessitates the use of an (English-Nepali) dictionary. The Nepali-
English dictionary is arranged alphabetically according to Devanagari, but the entries are also
Romanized.
Course book: Lesson structure
Title
The title of the lessons indicates which topic this particular lesson deals with. The language (language
functions, vocabulary and grammar) of each lesson is dependent on the topic.
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Learning contents
The list of learning contents has been culled from the dialogue of the lesson. The intention is that the
participants memorize the learning contents as part of the homework.
Some of the learning contents are language functions (how to get things done with words: to offer
something to somebody, to invite somebody, to apologize, to insist, etc.), some are grammatical
structures, some are special vocabulary.
Culture
The cultural component of each lesson is in accordance with the lesson-topic.
Tasks
Most lessons contain a Task to be performed by the participants outside the classroom, but usually
during class time. The Tasks are intended to be a practical way for the participants to actually use the
particular language learned each day with Nepali speaking people under more natural conditions. The
Tasks are carried out as part of the review of the previous days lesson in order for the participants to
have as great a chance as possible to be ready for the Task.
Practice Dialogue
The practice dialogue is a mini version of the dialogue(s). The practice dialogue will be used in class
after the presentation of the learning contents of each new lesson. It is intended to be a final practice of
the day's new material.
Vocabulary
After each dialogue there is a vocabulary list alphabetically organized. Some of the lessons have
additional lists of topic specific vocabulary (days of the week, types of weather, tastes, colors, etc.).
These lists are intended to be used for practice activities and homework assignments.
Dialogue
In most lessons there will be a series of dialogues, the first of which is the simplest version and the one
to be worked with in class and as part of the homework. The rest of the dialogues are intended as extra
material for those participants who feel like going on. These dialogues will generally not be dealt with
on a whole class basis. The extra dialogues can also be used after the language course, for example as
material to work on with a private teacher during the posting. The dialogues are in both Devanagari
and Romanization with the intention that the participants from the very beginning will get used to
Devanagari and thereby more effortlessly and quickly will begin to be able to decipher the most
common words, just like we do when we learn to read using other alphabets.
Language Focus
The Language Focus consists of very short explanations with examples of all new grammatical points
dealt with in each lesson. This part is intended to be used by the participants on their own. It will not
be taken up specifically during class unless the participants want to do this. This part can also be used
as material later with a private teacher during the posting.
Analysis
The Analysis consists of a series of language questions intended to make the participants reflect on the
nature of the Nepali language often in comparison with other languages which the participants may
know. This part is intended to be used by the participants on their own and will not be dealt with in
class unless the participants want to do this.
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Homework
Each lesson is followed by homework assignments. These assignments are of different types: oral
memorization of Learning Contents, sentence writing for practicing the new material, learning
Devanagari and numerals, preparing for the Tasks, short paragraph writing in the later lessons for
practicing use of the language in longer stretches, 'learning on your own' activities (listening and
looking for recognizable words). Some of the homework assignments are marked with an * indicating
that they are optional, or that the participants can choose between two different types of assignments
(sentence construction or translation for example)
2
nd
day dialogues
These dialogues are to be found right after Review 4.
For 2
nd
day review of each lesson there is a dialogue divided into two parts: one for A and one for B.
These dialogues are intended to be used in class as pair work in order for the participants to practice the
material of the lessons in a more free and realistic way.
Listening texts
The texts read by the teacher in class every day for listening practice are to be found at the very end of
the core material, ie after 2
nd
day dialogues. These texts may profitably be read at home after the
participants have listened to them in class, but they should not be studied before being used in class.
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Aims
Enabling the participants to communicate orally on a very basic level on the
following topics:
Introductions, food, family, office, health, shopping, nature, climate, NGOs,
agriculture, education, and his/her specific area of work.
Equipping the participants with specific vocabulary for dealing with:
Numerals, weights, measures, money, time (months, days of the week, the clock),
and questions (interrogatives)
Enabling the participants to read all Devanagari characters and some frequent words
Ensuring that the participants will begin to develop an understanding of the formal
aspects of the language (language as a system) as well as an ability to use the
language functionally
Raising the participants awareness of their own role in language learning
Enabling the participants to continue their learning process on their own
Raising the cultural awareness of all involved
Language level ability objectives
Oral
Range Has a very basic repertoire of words and simple phrases related to personal
details and particular concrete situations
Accuracy Shows only limited control of a few simple grammatical structures and
sentence patterns in a memorized repertoire
Fluency Can manage very short, isolated, mainly prepackaged utterances, with
much pausing to search for expressions, to articulate less familiar words,
and to repair communication
Interaction Can ask and answer questions about personal details. Can interact in a
simple way but communication is totally dependent on repetition,
rephrasing and repair
Coherence Can link words or groups of words with very basic connectors like 'and' or
'then'
Written
Reading Ability to read all Devanagari characters including conjunct, half characters
and numerals.
Ability to read many familiar words in familiar contexts, the most familiar
words without context.
Ability to read simple unknown words with hesitation
Writing Ability to write all Devanagari characters
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Syllabus
Lesson Topic Functions Language focus Vocabulary Culture
1 Introductions &
the Classroom
introducing
greeting
requesting
identifying
locating
questions, statements,
identification, location,
possessive, imperative,
negation, post
positions
interrogatives
personal pronouns
occupations
demonstratives
classifier: waTaa
numerals: 1-10
politeness
2 Class activities telling time verbs: root + ne time, days of the
week, interrogatives
numerals: 10-15
politeness
classroom
ethics
3 Restaurant/
Fruit Stall
requesting
describing
stating likes &
needs
pricing
impersonal verbs
experiencer (+ lai),
description, adjective,
adverb
food, tastes,
restaurant related
fruit stall related
numerals: 15-20
food, eating
(out)
street-
vendors
tipping
4 Family talking about age
and family
relations
verb conjugation
present tense: hunu
existence, possession,
personal pronouns,
classifier: janaa
age, occupation,
family related,
numerals:
10,20,30,40,50,
60,70,80,90,100
family, ways
of living,
politeness
Review
5 Daily Activities talking
about actions
and events
verb conjugation:
present tense,
participles, alternate
infinitive, verb
sequencing, modal
verbs
daily activities,
numerals:
20 - 30
Devanagari: all the
vowels: a, aa, i, ii, u,
uu, e, ai, o, au
daily
activities
6 Making
Appointments
talking about
actions and
events
verb
conjugation:present
tense
meeting related, time
and calendar,
numerals:30 - 40
Devanagari: velar and
guttural consonants:
ka, kha, ga, gha, n
meetings,
work ethics
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7 Asking
Directions
asking for/giving
directions,
asking for/giving
permission
injunctive, possession
of less important
items, verbs with post
positions, composite
nouns
directions, spacial
relationships,
numerals: 40 - 50
Devanagari: all the
vowel signs: ka, kaa,
ki, kii, ku, kuu, ke,
kai, ko, kau
getting help,
transport,
politeness
8 Health &
Feelings
talking about
health and
feelings
conditional phrase,
questions with ki,
verbs for feelings
health related, body
parts, feelings,
numerals:50 - 60
Devabagari: palatal
consonants: cha,
chha, ja, jha, na
health,
feelings,
physical
modesty,
health
sector,
public
health
Review
9 Shopping buying,
bargaining,
ordering things
made
verb conjugation:
future tense,
qualification of
adjectives, verb for
personal opinion
shopping related,
tailor related,
numerals:60 - 70
Devanagari: retroflex
consonants: Ta, Tha,
Da, Dha, na
shopping,
ordering
things made
10 Weather &
Nature
talking about the
weather,
comparing
verb conjugation:
present continuous,
passive, comparative,
superlative
climate/nature
related, numerals:70 -
80
Devanagari: dental
consonants: ta, tha,
da, dha, na
nature,
national
feelings,
Nepal's
geography,
small talk
11 Visiting Partner
Organizations
introduducing,
talking about
plans and
experience
verb conjugation:
present perfect,
pos.+neg. questions,
time phrase:
when/while daa(kheri)
work related: non
specific, numerals:80
- 90
Devanagari: labial
consonants: pa, pha,
ba, bha, ma
(N)GO,
local area,
develop-
ment work/
worker,
politeness,
small talk
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12 Farming talking about
farming,
starting/finishing
conversations
change noun to
adjective, instrumental,
purpose, conditional
clause
farming related: non
specific, numerals:90
-100
Devanagari: semi
vowels: ya, ra, la, va
rural areas,
farming
Review
13 Education talking about
schools, talking
to children
verb conjugation: past
perfect, conjunction
(ki), alternative past
tense, imperative low
form
education related
numerals: 1000,
10.000, 100.000,
1000.000
Devanagari: sibilants
and aspirate
consonants: sa, sha,
sa, ha,
and half characters
education,
politeness
14 Job Specific:
Partner
Organization
talking about
jobs and
responsibilities,
numerals: 5, 15, 25,
35, 45, 55, 65, 75, 85,
95
Devanagari: special
conjunct characters:
ksa, jna, sra, tta, tra,
dya
work ethics,
politeness,
(N)GO's
15 Job Specific:
MS-Nepal
talking about
organizations
time phrase (when),
interrogatives, relative
pronouns negatives,
demonstratives &
adverbs
job specific:
specialized,
Numerals: 10 - 100
Devanagari: other
conjunct characters
and special
characters
develop-
ment work
/-worker
Review
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LESSON PLAN
starting from the second day
1 Review of lesson from previous day:
1 Learning contents:
20 minutes
Pair work
Practice the Learning Contents using the flash cards
Change roles
2 Vocabulary practice:
10 minutes
Pair work
Go through the vocabulary lists after each dialogue/text
Change roles
3 2
nd
day dialogues:
30 minutes
Pair work
Practice the 2
nd
day dialogues (right after Review 4). Each pair has to decide who will
be A and who will be B. Preferably people continue to be A or B all through the course.
Tea Break
4 Homework:
30 minutes
Pair work
Check homework
5 Listening:
30 minutes
Whole class
Listen as the teacher reads a listening text
the first time the teacher reads slowly without interruptions
the second time the teacher reads with interruptions from the participants, and the
teacher explains
the third time the teacher reads a little faster without interruptions
NB! The listening texts are included in the course material (right after 2
nd
day
dialogues), but these texts should only be read at home and only after they have been
worked with in class
Tea Break
2 Presentation of new lesson:
60 minutes
1 The topic of the lesson is introduced
2 Learning contents: Whole class
3 Practice dialogues: Pair work
Practice the dialogues in pairs two times, changing roles
4 Dialogues/text: Pair work: Read and understand the dialogue(s)/text
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5 Numerals:
Whole class & pair work
Practice old and new numerals
Lunch break
6 Task: from previous days lesson:
30 minutes
Pair work
Preparation:
Prepare and practice the Task a few times, taking turns
Task:
Go out in pairs - to the office or somewhere else and do the Task
Report back and discuss the Task
3 Practice:
Whole class, pair work & individual work
1 Various activities aimed at both fluency and accuracy
2 Grammar explanations and practice
3 Devanagari presentation and practice
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LESSON 1
Introductions & the Classroom
In this lesson you will learn to:
1 ask and answer questions about names
tapaaiko naam ke ho? / mero naam Ram ho
you 's name what it is / my name Ram it is
= What is your name?/my name is Ram
2 ask and answer questions about place of origin
tpaaiko desh kun ho? / mo desh Denmark ho
you 's country which it is / my country Denmark it is
= Where do you come from?/I come from Denmark
3 ask and answer questions about occupation
tpaaiko kaam ke ho? / mero kaam wakil ho
you 's work what it is / my work lawyer it is
= What is your job?/My job is
4 exchange greetings
sanchai chha? / sanchai
OK it is / OK = How are you?/Im fine
5 get someone's attention, and respond to someone trying to get your attention
Ram-ji /hajur
Ram-Sir/Mam /Yes, Sir = Hey, Ram!/Yes?
6 ask and answer questions about the identity of things
yo ke ho? / tyo kalam ho
this what it is / that pencil it is = What is this?/That is a pencil
7 ask and answer questions about the location of people/things
kalam kahaa chha? / kalam mech maa chha
pencil where it is / pencil chair on it is =the pencil is on the chair
8 ask for/order things, and respond to a request for something
kalam dinus!/Linus!
pencil please give/Please take= May I have the/a pencil?/Here you are!
9 thank somebody
dhanyabaad!
Thanks
10 ask and answer questions about the number of something
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yahaa kati waTaa kalam chha? /yahaa 6 waTaa kalam chha
here how many pieces pencils there is/Here 6 pieces pencils there is
=How many pencils are here?/ here are 6 pencils
11 say that you don't understand
maile bhujhina
I agent marker I didn't understand = I dont understand
12 ask people to repeat
pheri bhannus!
again say Please repeat!
13 say that you don't know something
malaai thaahaa chhaina
me to knowledge it isn't = I dont know
14 Return a question
tapaai ni /tapaaiko ni /tapaailaai ni?
you how about / yours how about / to you how about = How about you?
15 count from 1-10
Culture:
Politeness
Task:
Talk to someone at the office
Introduce yourself (name, country and occupation)
Find out their names and occupations
Give your phone number to these people (oral and written)
Ask for their phone number
Note down and bring back to class
Practice dialogues
1
A: My name is Whats your name?
B: My name is . Where are you from?
A: Im from . What about you?
B: Im from . What is your job?
A: My job is . What about you?
B: My job is .
2
A: Hello
B: Hello
A: How are you?
B: Im fine, and how about you?
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A: Im fine
3
A: Where is my pencil?
B: I dont know Oh, is that your pencil?
A: Please repeat! I didnt understand
B: Is that your pencil?
A: Yes, please give it to me!
B: Here you are!
A: Thanks
4
A: Hey, B!
B: Yes?
A: How many chairs are there in the class?
B: There are .. chairs in the class
Dialogue 1: Greetings and presentations: name, country & job
-= --
A: namaste
-= --
B: namaste
= -= == -
A: mero naam Lisa ho
-+:+ - = + -
tapaaiko naam ke ho?
= - = = = -
B: mero naam Marie ho
= : -= + -
mero desh Denmark ho
-+:+ +- -
tapaaiko desh kun ho?
= + - : -= + -
A: mero desh pani Denmark ho
= += + -
mero kaam shikchhyak ho
-+:+ + = + -
tapaaiko kaam ke ho?
= += -+ = -
B: mero kaam wakil ho
--+ - = + -
wahaako naam ke ho?
--+ - = = -
A: wahaako naam Ram ho
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--+ : - =+ -
B: wahaako desh Denmark ho?
- : -, --+ : - =+ - : -
A: hoina, wahaako desh Denmark hoina
-- + - += -
wahaako desh Nepal ho
Vocabulary 1

desh country
-
ho it is (identification)
- : -
hoina it is not (negative form of ho). Sometimes used for 'no'
+=
kaam work, job
+
ke what
+
-ko marker for possessive (s or 'of')
+ -
kun which
=
mero my/mine
- =
naam name
-= --
namaste hello, goodbye
+ -
pani also
+
shikchhyak teacher
-+:
tapaai you
-+:+
tapaaiko your
--
wahaa he/she
--+
wahaako his/her(s)
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- +=
wakil lawyer
Dialogue 2: Greetings
-=--
A: namaste
-=--
B: namaste
== c
A: sanchai chha?
== , -+:=: -
B: sanchai, tapaailaai ni?
== c
A: sanchai chha
Vocabulary 2
-
ni and how about . (eg: And how about you?)
= = c
sanchai chha? How are you? (Lit: Is it OK?)
= =
sanchai OK
Dialogue 3: Looking for things, giving and taking things
= =
A: Ramji!
-=
B: hajur
= -+: + +- -
A: yo tapaaiko kitaab ho?
-
B: ho
= +- + - c
A: mero kitaab kahaa chha?
-+:+ +- = == c
B: tapaaiko kitaab mech maa chha
|, = = + - - , - =
A: eh, tyo mero kitaab ho, dinus!
=- =
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B: linus!
+ =
A: dhanyabaad
Vocabulary 3
c
chha it is (location, description), there is (existence)
c-
chhaina it isnt (location, description), there isnt (existence)
+ =-
dhanyabaad thanks
- =
dinus please give
-=
hajur yes? (Lit: Sir)
=
-ji honorific ending on names
+-
kahaa where
+-
kitaab book
=- =
linus please take
= =
mech chair
=-
tyahaa knowledge
=- c c -
tyahaa chha/chhaina (someone) knows/doesnt know
=
tyo that
=
yo this
Dialogue 4: Getting people to repeat
+= = , += = - =
A: peter ji, kalam dinus!
+ ~ - = , = = ~ -
B: pheri bhannus, maile bujhina
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+= = -=
A: kalam dinus!
=- =
B: linus!
Vocabulary 4
~ - =
bhannus please say
+= =
kalam pen
= = ~-
maile bujhina I didnt understand
+
pheri again
Language focus
Possessive pronouns:
Singular Plural
1. person mero
My, mine
haamro
Our, ours
2. person tpaaiko
Your, yours
tapaaiharuko
Your, yours
2. person LOW
for children
timro
Your, yours
timiharuko
Your, yours
3. person wahaako
His, her, hers
wahaaharuko
Their, theirs
3. person LOW
for things, children and animals,
and for people not present
usko/yasko/tyasko
Its, his, her, hers
uniharuko
Their, theirs
Identification verb:
Positive: Negative:
ho
It is (something)
Eg: yo kitaab ho = this is a book
hoina
It is not (something)
Eg: yo kalam hoina = this is not a pencil
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Existence/location verb:
Positive Negative
chha
It exists/is (somewhere)
Eg: kitaab chha = there is a book
kitaab Tebul maa chha
= the book is on the table
chhaina
It is not/it does not exist (somewhere)
Eg: kitaab chhaina = there are no books
kitaab Tebul maa chhaina
= the book is not on the table
The difference between Identification, description, existence / location may be exemplified in this way:
kitaab ho this is a book (det er en bog)
kitaab chha there is a book (der er en bog)
kitaab raamro chha book is good
Interrogatives:
Note: All interrogatives start with the consonant 'k-'
ke what
kun which
kahaa where
ko who
kasko whose
kasto how (is something)
kasari how (to do something)
kahile when
kina why
kati how many
kataa where (with direction)
Possessive: ko (of, 's):
Peter ko desh Denmark ho
Peters country Denmark is
Possessive is marked by adding -ko to the noun/pronoun
Note: mero, hamro, usko, timro
Post-positions: maa (on, at, in):
MS-Nepal Kathmandu maa chha
MS-Nepal Kathmandu in is MS-Nepal is in Kathmandu
Post positions are like prepositions, but they follow the word they 'belong' to:
English/Danish: on the table
Nepali: the table on = Tebul maa
Imperatives: verb root (=the verb without nu) + -nus:
kalam dinus (= di + nus)
pen give Please give me the pen
The imperative is formed by adding -nus to the verb root
This form is the polite form of the imperative used with people addressed as tapaai
The negative version of the imperative is formed by prefixing na- to the imperative:
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kalam nadinus
pen not give Please don't give me the pen!
The polite imperative in both positive and negative forms are the equivalent of the use of the English
'Please./Please dont ..'
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Classifier for things: waTaa:
nau waTaa kalam dinus
9 pieces pen give Please give me 9 pens
When counting things (9 pens) or asking about the number of something (how many pens? = kati
waTaa kalam) the classifier waTaa is obligatory before the noun
Note:
euTaa = one item
duiTaa = two items
tinTaa = three items
Not:* ek waTaa, *dui waTaa, *tin waTaa
Word order
You will note that Nepali word order is almost the exact opposite of English/Danish:
Tebul maa 5 waTaa kitaab chha
Tebul on 5 pieces books are = There are 5 books on the table
Analysis:
Compare with Danish where this is relevant:
How can you tell the difference between statements and questions without interrogatives?
What is the difference between 'ho' and 'chha'?
Does Danish make a similar distinction?
What is the word order in a question with an interrogative (ke/kun/kahaa/ko)?
What does 'post-position' mean?
Does Danish have post-positions?
Which letters do English & Danish interrogatives start with ?
How do you form the imperative of a Danish verb?
How do the numerals 1-10 compare with their Danish counterpartts?
Do you find any similarities between Nepali and English/Danish/other languages?
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LESSON 1
Homework
1 Memorise the learning contents of Lesson 1
*2 Translate the following sentences or do number *7
1. How are you?
2. This is not my book
3. My pencil is on your book
4. No, that is not your pencil
5. Yes it is
6. What is Peters job?
7. Where is his chair?
8. On the table there are 3 pencils, there are also 2 books
9. How many tables are there in the class?
3 Write a short description:
Write a sentence describing each person in your class including the teacher(s)
(Fx: Peter is from Denmark, he is a nurse)
4 Prepare the Task
5 Memorise the numerals 1 -10
6 Listen
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
*7 Make sentences with:
1 kun
2 ho
3 hoina
4 -ko
5 pani
6 kahaa
7 chha
8 maa
9 waTaa
10 chhaina
11 yo
12 ke
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LESSON 2
Class Activities
In this lesson you will learn to:
1 ask and answer questions about the timing of an event
lunch kati baje?/ lunch 12 baje
lunch what time / lunch 12 o'clock = What time is lunch?/lunch is at 12 oclock
2 ask for and tell time
kati bajyo? / 10 bajyo
how many did it strike / 10 it struck = Whats the time?/It is 10 oclock
3 ask and answer questions with 'why'/'because'
kina? / kinabhane...
why/because .
4 ask and answer questions about planned activities
kahaa jaane? / Nikitaa jaane
where go / Nikita go = Where are we/you going?/We/you are going to
5 talk about actions with a general subject using the unconjugated form of the verb
kasari jaane? / bus maa jaane
how go / bus by go = How are we/you going?/We/you are going by bus
6 count from 10-15
Culture:
Politeness
Class room ethics
Task:
Talk to someone at the office
ask him/her what time they eat lunch
what time it is (at the time of the conversation)
Practice dialogue
A: What time is it now?
B: It is .. oclock now
A: What time is lunch?
B: Lunch is at .oclock
A: Where are we eating?
B: At ..
A: Why?
B: Because .
A: How do we get there?
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B: By ..
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Dialogue 1: Talking about time and feelings
== +- = -c
A lunch kati baje hunchha?
=t - =
B saaDhe 12 baje
=-= +- =
A ahile kati bajyo?
=
B 10 bajyo
== c== +- = -c
A chiyaa chhuTTi kati baje hunchha ni?
=- =
B sawaa 10 baje
= +-- =
A oh.. kasto raamro
+-
B kina?
==== +: ==
A aliali thakaai laagyo
Vocabulary 1
=-=
ahile now
====
aliali a little bit
==
chiyaa tea
c==
chhuTTi free time, leave, holiday, break
-c
hunchha it is (of general or universal facts)
+-- =
kasto raamro how nice
+- =
kati baje? what time (is an event)? = hvad tid er X?
+- =
kati bajyo? what time is it now? = hvad er klokken?
--
kholnu to open
+-
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kina why?
=t
saaDhe half past
=-
sawaa quarter past
+: ==
thakaai laagyo (someone) feels tired
+=-
paaune quarter to
Dialogue 2: Talking about class activities
==- + + =-
A aaune sukrabaar ke garne?
+s -= =- =- - =-
B paaTh review garne ani baahira jaane
-= +-= =-
A review kahile garne?
---
B bihaana.
- +-= =-
A baahira kahile jaane
== +c
B lunch pachhi
+- =-
A kahaa jaane?
~a+
B bhaktapur
+= =-
A kasari jaane?
=:=
B gaaDi maa
|+= =
A ekdam raamro
Vocabulary 2:
==-
aaune coming
=-
ani and then
-
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baahira outside

baar day
--
bihaana morning
|+= =
ekdam raamro very good
=:
gaaDi car
=-
garnu to do
=-
jaanu to go
+-
kahaa where?
+-=
kahile? when?
+=
kasari ? how? (with actions)
+c
pachhi after
+s
paaTh lesson
+-
sukrabaar Friday
Expressions for time
==
aaja today
-=
hijo yesterday
=--
asti the day before yesterday, some time ago
~=
bholi tomorrow
=+
sadhai always
Days of the week
=:-
aaitabaar Sunday
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==
sombaar Monday
===
mangalbaar Tuesday
+
budhabaar Wednesday
-
bihibaar Thursday
+
sukrabaar Friday
-
sanibaar Saturday
Language focus
Time:
A: Lunch kati baje hunchha?
Lunch how many strokes it is What time is lunch?
B: 12 baje
12 o'clock At 12 o'clock

kti baje... = Hvad tid er X?
12 baje = Kl. 12
A: Ahile kati bajyo?
Now how many did it strike What time is it now?
B: 12 bajyo
12 it struck It is 12 o'clock
kati bajyo = Hvad er klokken?
12 bajyo = Klokken er 12
Interrogative 'how': kasari:
kasari jaane?
How go How are we going?
kasari is an interrogative meaning 'how'/'in which way'. It is always used with verbs, inquiring about
the way in which actions are performed.
Unconjugated verbs: verb root + -ne:
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kahaa jaane?
Where go = where are you/we going?
The unconjugated form of the verb is used when the subject is unspecific or general. It corresponds to
the English you and the Danish man. When using the unconjugated form of the verb a pronoun is
not used.
This unconjugated form is also used when listing several actions in a row as well as for creating
compound nouns:
Khaane-tebul = eating table (dining table)
Analysis
1 How do the Nepali numerals 10 - 15 compare with Danish/English?
2 How do the Nepali numerals 10 - 15 compare with 1 - 5?
3 How do the Nepali names of the days of the week compare with Danish/English?
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LESSON 2
Homework
1 Memorise the learning contents of Lesson 2
*2 Translate the following sentences or do number *6
1. What time is it now?
2. When is the tea break?
3. How do you (in general) go?
4. Why is the tea break at 10?
5. Where is the tea?
6. The tea is not on the table
7. Im tired
8. This is not a good car
9. You (in general) do review after the tea break
10. What do you (in general) do on Saturdays?
3 Prepare the Task
4 Memorise the numerals 10 -15
5 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
*6 Make sentences with:
1 kahaa
2 kina
3 kahile
4 kasari
5 ko
6 kun
7 ke
8 kati
9 baje
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10 bajyo
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LESSON 3
Restaurant/Fruit stall
In this lesson you will learn to:
1 ask and answer questions about likes/dislikes
tapaai laai keraa manparchha? / malaai keraa manparchha/manpardaina
you to bananas it pleases / I to bananas it pleases/it doesnt please
= do you like bananas?/I like/dislike bananas
2 ask and answer questions about needs
tapaai laai keraa chaahinchha? / malaai keraa chaahinchha/chaahidaina
you for bananas it is needed /I for bananas it is needed /it isn't needed
= do you need bananas?/I need/dont need bananas
3 ask for and give descriptions of things
keraa kasto chha? / keraa miTho chha
banana how is it / banana delicious it is
=how is the banana?/the banana is delicious
4 ask and answer questions about availability
keraa paainchha? / keraa paainchha/paaidaina
banana is it available/banana it is available/it isn't available
=do you have any bananas?/we have/dont have any bananas
5 ask for and answer questions about price/total amount
keraa kati parchha? / keraa 5 rupia parchha //
banana how much it costs/bananas 5 Rupies cost //
=whats the price of bananas?/bananas cost 5 Nrp//
jammaa kati bhayo?
total how much did it become
=whats the total?
6 count from 15-20
Culture:
Food, eating out, street vendors, tipping
Task:
Ask someone at the office
which kinds of food they like
which kinds of food they dislike
Note down and bring back to class
Practice dialogue
A: Do you have any ?
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B: Yes
A: How are they?
B: ..
A: How much are they?
B
A: Please give me ..
B: Here you are. Do you need . also?
A: No, I dont like ..
B: Why?
A: They are .. How much all together?
B: .. rupia
A: Here you are
Dialogue: A & B are eating at a restaurant. C is the waiter.
A and B first discuss what they want, then they order, and then they talk about the food
-+:=: +- - =-c
A: tapaailaai kun khaanaa chaahinchha?
==: =~- =-c -+:=: -
B: malaai daalbhat chaahinchha tapaailaai ni
==: =~- =-+- -+ == == + c
A: malaai daalbhaat manpardaina tarkaari aliali piro chha
-+:=: ===- =-+c
B: tapaailaai chow mien manparchha?
=-+c
A: manparchha
:
B: daai!
-=
C: hajur
-=-=: |+ == =~- |+ == ===- -=
B: haamiharulaai ek plate daalbhaat ra ek plate chow mien dinus
+- ===- =-c -+
C: kun chow mien chaahinchha? tarkaari?
-+ ===- + c
A: tarkaari chow mien piro chha?
c-
C: chhaina
s+ c, |+ == -+ ===- -=
A: Thik chha, ek plate tarkaari chow mien dinus
== = +:c
B: Tuborg beer paainchha?
+:c
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C: Paainchha
s+ c, : -= -= -=
B: Thik chha, dui botal Tuborg beer dinus
=~- + =s c ===- +-- c
A: daalbhaat dherai miTho chha chow mien kasto chha?
===- == == === c
B: chow mien aliali amilo chha
:
A: daai!
-=
C: hajur
=== +- ~=
A: jammaa kati bhayo
- -=
C: 250 dinus
=-=
B: linus
Vocabulary
=-+c
manparchha it pleases =(someone) likes
+-
kun which
=-c
chaahinchha it is needed
=- -
chaahidaina it is not needed
-
khaanaa food
= ~-
daal bhaat nepali food (rice with lentils and vegetable curry )
=-+ -
manpardaina it doesnt please =(someone) doesnt like
-+
tarkaari vegetable
====
aliali a little
+
piro hot (taste)
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===-
chow mien a Chinese dish
:
daai older brother, a form of addressing men older than oneself
-=-
haamiharu we
+-
kun which
s+ c
Thik chha it is OK
+:c
paainchha is available
+
dherai very ,a lot, much
=s
miTho tasty, delicious
+--
kasto how
===
amilo sour
=== +- ~=
jammaa kati bhayo how much in total
Food vocbulary
-=s
namiTho not tasty
+
keraa banana
-==
syaau apple
+=+=
phalphul fruit
===
guliyo sweet (taste)
Language focus
Impersonal verbs: manparchha & chaahinchha:
malaai keraa manparchha/manpardaina
I to banana please/displease I like/dislike bananas
wahaalaai daal chaahinchha/chaahidaina
He to daal is needed/isn't needed He needs/doesn't need daal
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Impersonal verbs are always in the 3rd. person singular. The subject is the thing 'liked' or 'needed'.
The person 'liking' or 'needing' something is in the oblique case (laai)
Chaahinchha/chaahidaina is actually the passive form of a verb
Pronouns:
Singular: Plural:
1. person I ma we haami
2. person you tapaai you tapaaiharu
2. person
LOW
you timi you timiharu
3. person he/she
LOW it/he/she
this/that
wahaa
u
yo/tyo
they
LOW they
these/those
wahaaharu
uniharu
yi/ti
Experiencer of impersonal verbs: + laai:
tapaai-laai ke manparchha?
You -to what it pleases
Experiencer + postpos. Subject Verb What do you like?
-laai ('to, for', a postposition) is added to the experiencer (the person/entity who likes/needs
something) of an impersonal verb.
The subject of the impersonal verb is the thing that is liked/needed
Description verb: chha:
yo syaau guliyo chha
This apple sweet it is
Subject Predicate Description verb
Adjective
=This apple is sweet (an answer to the question: 'How is this apple?')
The verb chha is used for description: the predicate (the word that describes the subject) is an
adjective.
Identification verb: ho:
yo syaau ho
This apple it is
Subject Predicate Identification verb
Noun
= This is an apple (an answer to the question: 'What is this?')
The verb ho is used for identification: the predicate (the word that identifies the subject) is a noun
Adverbs:
syaau aliali amilo chha
Apple a little sour it is = the apple is a little sour
The adverb aliali is placed before the adjective
Analysis
Compare with Danish where this is relevant:
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1 Compare malai khaana manparchha with maden smager mig
Find the subjects of the two sentences
2 How do you indicate whether a noun is singular or plural in Nepali?
3 How do you indicate whether a noun is definite or indefinite in Nepali?
4 How would you translate yo suntalaa guliyo chha?
5 How would you translate yo guliyo sunatalaa ho?
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LESSON 3
Homework
1 Memorise the learning contents of Lesson 3
*2 Translate the following sentences or do number *8
1. Peter likes apples
2. Apples are fruits
3. Sweet apples are not available
4. Do you need bananas?
5. When do you (general) eat lunch?
6. Nepali food is delicious
7. Please give them 3 bananas
8. Which Nepali food is available?
9. How much are the bananas?
10. How are the vegetables?
3 Write about your personal taste in food
4 Describe the taste of 5 food items (Fx. Apples are sour)
5 Prepare the Task
6 Memorise the numerals 15 -20
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
*8 Make sentences with:
1 chaahinchha
2 laai
3 manpardaina
4 dherai
5 kasto
6 ali
7 kati
8 piro
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9 kun
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LESSON 4
Family
In this lesson you will learn to:
1 ask and answer questions about marital status
tapaai ko bihaa bhayo? / mero bihaa bhayo/bhaeko chhaina
you 's wedding was / my wedding was/was not
=Are you married?/Yes, I am/No, I am not
2 ask and answer questions about children (any/how many/sex)
tapaai ko chhora chhori chha? /
you 's son daughter exist
= Do you have any children?
mero 2 janaa chhora/chhori chha / chhora chhori chhaina
my 2 person son/daughter exist/ son daughter don't exist
= I have 2 sons/daughters/ I dont have any children
3 ask and answer questions about age
chhori kati barsa? / chhori 15 barsa
daughter how many years/daughter 15 years
=How old is your daughter?/ my daughter is 15 years old
4 ask and answer questions about family
tapaai ko pariwaar maa kati janaa chhan? /
you 's family in how many persons are
=How many people are in your family?
mero pariwaar maa 5 janaa chhan/aamaa, buwaa, etc. chha
my family in 5 persons are/mother, father, etc are
=In my family there are 5 people/There is my mother, father,etc
5 ask and answer questions about number of people
kati janaa (chhori) chha? / 3 janaa
how many persons (daughters) are/3 persons
= How many (daughters) are there?/There are 3
6 count from 10-100 by tens (10, 20, 30, etc.)
Culture:
Family, ways of living, politeness
Task:
Ask someone at the office
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whether he/she is married
whether he/she has children
what gender, how many and how old his/her children are
Practice dialogue
A: Are you married?
B: .. And you?
A: .. Do you have any children?
B: .. How about you?
A: .. How old are your children?
B: .. How about yours?
A: .. How many people are in your family?
B: .. How about your family?
A: ..
Dialogue: Talking about family
-- ~=
A: bihaa bhayo?
~=, = =- += == c
B: bhayo, mero shriman dhulikhel maa chha
-+:+ -
tapaai ko ni?
~|+ c-
A: bhaeko chhaina
-+:+ c c c
tapaaiko chhora chhori chha?
c, |+ =- c |+ =- c
B: chha, ek janaa chhoraa ra ek janaa chhori chha
c c +-
A: chhora chhori kati barsa?
c , c
B: chhoraa10,chhori 15
-+:+ =-+ += + -
A: tapaaiko shrimaanko kaam ke ho?
:+= -
B: doctor ho
-+:+ c c +- c-
A: tapaaiko chhora chhori kahaa chhan?
+ === c-
B: dhulikel maa chhan
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-+:+ +-= +- =- c-
tapaaiko pariwaar maa kati janaa chhan?
==, ~:, -- =
A: aamaa, bhaai, bahini ra ma
= - - ---
mero buwaa hunnuhunna
Vocabulary
==
aamaa mother

baa/buwaa father
--
bahini younger sister
-
barsa year
~|+ c-
bhaeko chhaina here: 'No, Im not married'
~:
bhaai younger brother
-- ~=
bihaa bhayo? Are you married?
-
buwaa father
c
chhoraa son
c
chhori daughter
= :
daaju/ daai elder brother

didi elder sister

- - --
hunuhunna he/she is not, here: 'has died'
=-
janaa classifier for people
+-
kati barsa? How old (are you)?
+- =-
kati janaa? How many people?
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+-
pariwaar family

ra and
=-
srimaan husband
=-
srimati wife
Language focus
Classifier for people: janaa:
mero dui janaa chhori chha
My 2 people daughters exist (I) have two daughters
The claasifier janaa must be used whenever people are counted just as waTaa is always used when
counting things
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Verb conjugation: present tense: hunu=to be (am/is/are):
Existence/description
(Chha)
Identification
(Ho)
positive negative positive negative
singular
I ma chhu chhaina hu hoina
You tapaai hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timi chhau chhainau hau hoinau
He/she wahaa hunuhunchha hunuhunna hunuhunchha hunuhunna
It/he u chha chhaina ho hoina
plural
We hami(haru) chhau chhainau hau hoinau
You tapaaiharu hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timiharu chhau chhainau hau hoinau
They wahaaharu hunuhunchha hunuhunna hunuhunchha hunuhunna
They uniharu chhan chhainan hun hoinan
Note:
The present tense conjugation of hunu is used as conjugation suffixes (=endings) of all other verbs in
the present tense, for example gar-chhu = I do
'To be': hunu (ho (identification) & chha (existence & description)):
Identification: ho yo mero kalam ho
This is my pencil
Existence: chha paani chha
There is water
Possession: chha mero dui janaa chhori chha
I have two daughters
Location: chha mero kalam tabul maa chha
My pencil is on the table
Description: chha Denmark saano chha
Denmark is small
Analysis
Compare with Danish where this is relevant:
1 Do you know other languages with verb conjugation?
2 How do they compare with Nepali?
3 Do you know other language with two forms of the verb 'to be'?
4 How do they compare with Nepali?
5 What is the Nepali verb for 'to have'?
6 How does this compare with other languages you know?
7 What is the subject of the sentence Mero ek janaa chhori chha?
8 How would you say 'I have a house'?
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LESSON 4
Homework
1 Memorise the learning contents of Lesson 4
*2 Translate the following sentences or do number *7
1. My younger brother is not married
2. My older sister is 35
3. There are 6 people in his family
4. My younger sisters husband is 25
5. They have 3 children
3 Write 5 sentences with the verb to be = hunu in the present tense with different
subjects (I, you/he/she, it, we, they (low)), some positive and some negative
3 Paragraph writing:
Write a description of your family
4 Prepare the Task
5 Memorise the numerals 10 - 100 (by the tens: 10, 20, 30, etc.)
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
*7 Make sentences with:
1 kasto
2 pariwaar
3 shriman
4 chori
5 bhayo
6 barsa
7 kati
8 janaa
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REVIEW 1
Lessons 1-4
1 Review Lesson 4:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 4
Whole class
2 Review Lessons 1-4:
1 Listening:
Teacher reads the listening texts for Lessons 1 - 3.
Students listen and difficult passages are discussed at the end.
2 Speaking:
Role play:
Groups of 3 (one waiter, two guests)
Restaurant:
The guests discuss what you like/dislike, why, what you want.
Call the waiter, ask about the availability and taste of what you want.
Waiter responds
Order
Discuss the taste of your food
Call the waiter and pay
Change roles
3 Numerals:
Teacher reads at random a selection of numerals: 1-20 and 30-100 (the tens only)
Students write down
Students check in pairs
4 Listening/responding:
Task from Lesson 4
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Lesson 5
Daily Activities
In this lesson you will learn to:
1 ask and answer questions about (re)current activities
tapaai ke garnuhunchha? / ma saphaa garchhu
you what you do / I clean I do =What do you do?/I clean
2 put emphasis on something
sodhnus na
ask emphatic particle = just ask!
3 express duration: fromto
bihaana dekhi belukaa samma
morning from evening to =From morning to evening
4 describe a sequence of actions using the conjunction tyaspachhi
ma pahile paani umaalchhu, tyaspachhi thermos maa raakhchhu /
I first water I boil that after Thermos in I put
=First I boil water, then I put it in the thermos
5 describe a sequence of actions using the participle: verb root +-era
paani umaalera thermos maa raakhchhu
water boiled and Thermos in I put
=I boil water and put it in the thermos OR: having boiled water, I put it in the thermos
6 express surprise at hearing something
raamro rahechha!
good it appears =Oh, thats nice (to my surprise)
7 use the plural form for nouns
tyaspachhi sabai koThaaharu saphaa garchhu
that after all rooms clean I make
8 indicate necessity
malaai paDhnu parchha
I for study it is necessary =I must study
9 indicate desire
ma paDhna chaahanchhu
I study I want =I want to study
10 count from 20 - 30
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11 read and write in Devanagari: all the vowels: a, aa, i, i, u, u, e, ai, o, au
Culture:
Office life, daily activities
Task:
1 Ask somebody at the office to name 5 things they do during the day at the office
Write down and bring to class
2 What will you be doing at your duty station?
Think of some things you will be doing, and look up the verbs in a dictionary
Write down and bring to class
Practice dialogue
A: What do you do from morning to evening?
B: In the morning I first boil water for coffee, then I eat breakfast, then I go to class. In the
evening I study
A: Oh, what a lot of work!
Dialogue: A days work
-= -=--
A: Hariji, namaste
-=--
B: namaste
= -+:=: +- =- =-c
A: ma tapaai laai kehi sodhna chaahanchhu
s+ c , =-= -
B: Thik chha, sodhnus na
-+: -- =+ === + + += =- -c
A: tapaai bihaana dekki belukaa samma ke ke kaam garnuhunchha?
= -- +-= =+= -c, ==+c = +s- =+ =c, +-
B: ma bihaana pahile office kholchhu, tyaspachhi sabai koThaaharu saphaa garchhu, paani
=== == +-== rc =- ==+c = =c =+=+
umaalera thermos ra filTer maa raakhchhu, ani tyaspachhi bajaar jaanchhu, ra office ko
== ==-- -==c
laagi saamaanharu lyaauchhu.
== -
A: diuso ni?
== = +=- =c, =+ + =+= =+ =- +c
B: diuso aru kaamharu garchhu, ra beluka pheri office saphaa garnu parchha
=, -+:+ + += -c
A: Oh- tapaaiko dherai kaam rahechha!
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Vocabulary:
=
bajaar market
=+
belukaa evening
--
bihaana morning
=--
chaahanu to want

dekhi from
==
diuso afternoon
=-
jaanu to go
+= =-
kaam garnu to work
+=
kaam work
--
kholnu to open
+ ==
ko laagi for
+s
koThaa room
-==-
lyaaunu to bring
-
na emphatic particle
+-
paani water
+-=
pahile first
+c
parchha it is necessary, must
+
pheri again
r-
raakhnu to put
-c
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rahechha it appears
==-
saamaan goods, things
=
sabai all
===
samma up to, until
=+ =-
saphaa garnu to clean
=-
sodhnu to ask
s=
Thaau place
==+c
tyaspachhi after that, then
==--
umaalnu to boil
=
aru other, more (plural of arko = another)
-
haru plural-marker
+-
kehi something, some
=-
ani then
Language focus
Verb conjugation present tense:(garnu 'do/does'):
Positive Negative
Singular
1. p.(I) ma garchhu gardina
2.p.(you) tapaai garnuhunchha garnuhunna
2.p.LOW (you) timi garchhau gardainau
3.p. (he/she) wahaa garnuhunchha garnuhunna
3.p. low (it, this, that) u/yo/tyo garchha gardaina
Plural
1. p.(we) hami(haru) garchhau gardainau
2. p.(you) tapaaiharu garnuhunchha garnuhunna
2.p.LOW(you) timiharu garchhau gardainau
3. p.(they) wahaaharu garnuhunchha garnuhunna
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3.p.Low(they) uniharu garchhan gardainan
Infinitive: verb root + na:
ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The na form of the infinitive is used when a verb functions as the object of another verb. The verb in
the na form is usually followed by a conjugated verb
Modal verb: chaahanu (want):
ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The verb chaahanu is always preceded by another verb in the verb root + na form. Chaahanu is
conjugated in accordance with the subject for person, number and tense.
The emphatic particle: na
sodhnus na
ask emphatic particle = just ask!
The particle na or nai is placed after the word on which the emphasis is put
Post positions: dekhi.samma, ko laagi & pachhi:
bihaana dekhi belukaa samma
morning from evening to from morning to evening
officeko laagi saamaanharu
office for things things for the office
mero laagi
My for For my use, for me
The post position laagi is always preceded by a word in the possessive form
tyaspachhi thermos maa raakhchhu
that after thermos in I put after that I put it in the thermos
Participle: verb root + e + ra:
Paani umaalera thermos maa raakhchhu
water boiled and thermos in I put
= I boil water and put it in the thermos OR: having boiled water I put it in the thermos
When enumerating several actions in a temporal sequence, all but the final verb may be put in the
'participle form' -e
The -ra is actually the word 'and'
Modal verb, impersonal: parchha (it is necessary, must):
office saphaa garnu parchha
office clean make it is necessary It is necessary to clean the office
Parchha follows the infinitive form (-nu) of another verb. Parchha is always in the 3rd. person singular,
and it resembles the impersonal verbs in this way, but parchha is always preceded by another verb.
The person/entity that must do something is in the oblique form (-laai) or the agentive form (-le)
malaai/maile Nepaali paDhnu parchha
I to/ I agent marker Nepali study it is necessary
= It is necessary for me to study Nepali / I must study Nepali
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Plural form of nouns: -haru
diuso aru kaamharu garchhu
Afternoon other work I do
The plural form of the noun is constructed by adding haru after the noun. It is not obligatory to add
this ending, the singular form of the noun may also function as a plural
Analysis
Compare with Danish/other languages where this is relevant
1 How do you enumerate several actions in a temporal sequence in other languages you know?
2 What is the participle in Danish/English?
3 What is the participle used for in Danish/English?
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Lesson 5
Homework
1 Memorise the learning contents of Lesson 5
*2 Translate the following sentences or do number *9
1. Do you want to boil water?
2. He cleans the tables in the morning
3. I work and then I go to the market
4. Oh, it seems there are a lot of rooms
5. Having cleaned the chairs they bring them to class
6. She must put the books on the table
3 Make 5 sentences with different verbs in the present tense positive with different subjects
(I, you/he/she, it, we, they (low))
4 Prepare the Tasks
5 Memorise the numerals: 20 - 30
6 Memorise Devanagari: all the vowels: a, aa, i, i, u, u, e, ai, o, au
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
8 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*9 Make sentences with:
1 verb + chaahanu
2 dekhi ...samma
3 -ko laagi
4 tyaspachhi
5 -era
6 -nu parchha
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Lesson 6
Making Appointments
In this lesson you will learn to:
1 indicate that you want to say something
X-ji
X-Sir/Mam = Mr./Ms.X!
2 indicate that you are ready to listen
bhannus!
Speak =Yes, what is it?
3 ask for someone's opinion and give your opinion
tapaai ko bichaar maa kasto chha? / mero bichaar maa raamro chha
you 's opinion in how it is / my opinion in good it is
= how is it in your opinion? / In my opinion it is good
4 ask for/suggest suitable dates for something
kahile meeting raamro hunchha holaa? / bihibaar/5 taarikh kasto hunchha tapaai laai?
when meeting good is perhaps/ Thursday/ 5 date how is it you for
=When would be a good time for a meeting?/Thursday/the 5
th
how is that for you?
5 express a fact
raamro hunchha
good it is
6 express uncertainty
tyo din Sudha aaunuhunna holaa
That day Sudha comes not perhaps =Sudha will perhaps not be coming that day
7 respond favorably to suggestions
has/hunchha
OK/OK
8 ask and answer questions about date and time
bihibaar kun taarikh ho? / 5 taarikh ho
Thursday which date it is / 5 date it is =Which date is Thursday?/It is the 5th.
9 make composite nouns
aaune mahinaa
coming month
10 count from 30 - 40
11 read and write in Devanagari: all the velar or guttural consonants: ka, kha, ga, gha, nga
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Culture: Meetings
Task:
Try to set up an actual meeting with someone at the office
Practice dialogue
A: Mr./Ms. B!
B: Yes?
A: In your opinion, when will be a good day for our meeting?
B: How is Wednesday?
A: What date is Wednesday?
B: ..
A: Oh, that day I have another meeting. What about next month
B: Which date?
A: The 14
th
?
B: Which day is that?
A: Tuesday
B: What time?
A: Is 9 oclock OK?
B: OK
Dialogue: Setting up a meeting
- =,
A- Shivaji
~-=
B- bhannus
|== ==z =-+c, -+:+ == +-= = -c -=
A euTaa meeting garnu parchha,tapaaiko bichaar maa kahile raamro hunchha holaa?
=+ --+ - +-- -c -+:=:
B. arko haptaa ko bihibaar kasto hunchha tapaailaai?
=+ -- + - - -
A. arko bihibaar kun taarikh ho?
-
B 15 taarikh
=,= - - = =+ ==z c , =+ =-- = - -
A. ohtyo din ta mero arko meeting chha,arko mahinaa maa hudaina?
==- =--+ =-= -- -c
B aaune mahinaa ko antim haptaa hunchha?
= +- - -
A tyo kun din ho?
+ -
B sukrabaar 10 taarikh
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+- =
A kati baje?
-- = -c
B bihaana 10 baje hunchha?
-c
A hunchha.
Vocabulary:
==-
aaune coming
==-
aaunu to come
=-=
antim last (of a series)
=+
arko next, another (plural: aru)
~-
bhannu to tell
=
bichaar opinion
---
bihibaar Thursday
-
din day
--
haptaa week
-=
holaa perhaps
- -
hudaina it is not (used for stating facts), it is not OK
-c
hunchha it is (used for stating facts), it is OK
+-=
kahile when
+--
kasto how
+- =
kati baje what time
+-
kun which?
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=--
mahinaa month
-
taarikh date (when using the Western calendar)
Language focus
Verb expressing universal fact: hunccha:
haatti Thulo hunchha
Elephant big is elephants are big
Positive response: has (high form)/hunchha (low form):
A: raamro chha? Is that good?
B: has/hunchha/hudaina Yes, indeed/Yes, OK/No, it is not OK
Post position: ko baaremaa:
Nepal ko baaremaa meeting chha
Nepals about meeting there is There is a meeting about Nepal
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Composite nouns: verb root + -ne + noun:
aaune mahinaa
Coming month
A composite noun can be created by using the unconjugated form of the verb in front of a noun
Ordinal numbers
1st. pahilo
2nd. dosro
3rd. tesro
4th. chautho
5th. paachau
6th. chhaiThau
7th. saatau
8th. aaThau
9th. nawau
10th. dasau
11th. eghaarau
12th. baarau
13th. terhau
14th. chaudhau
15th. pandhrau
16th. sorhau
17th. satrau
18th. aThaarau
19th. unnisau
20th. bisau
21st. ekkaaisau
22nd. baaisau
23rd. teisau
24th. chaubisau
25th. pachchisau
30th. tisau
40th. chaalisau
50th. pachaasau
100th. sayau
1000th. hajaarauh
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Lesson 6
Homework
1 Memorise the learning contents of Lesson 6
*2 Translate the following sentences or do number *10
1. I have a meeting next month
2. In our opinion Sunday is not a working day
3. He says his opinion at meetings
4. What is the meeting about
5. Please bring all the chairs to the meeting
6. Kathmandu is nice
7. Is this the room for the meeting?
8. After the meeting they eat
3 Make 5 sentences with different verbs in the present tense negative with different subjects (I,
you/he/she, it, we, they (low))
4 Make questions with:
1 ko
2 kun
3 ke
4 kahile
5 kahaa
6 kati
7 kasto
8 kina
9 kasko
10 kasari
5 Prepare the Task
6 Memorise the numerals: 30 - 40
7 Memorise Devanagari: all the velar or guttural consonants: ka, kha, ga, gha, n
8 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
9 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*10 Make sentences with:
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1 hunchha (universal fact)
2 -ko baaremaa
3 bichaar
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Lesson 7
Asking directions
In this lesson you will learn to:
1 ask and give permission to speak
euTaa kuraa sodhu? / sodhnus na!
One thing let me ask / ask just =May I ask a question?/Please ask!
2 ask and answer questions about the location of places
International clinic kahaa chha? /
International Clinic where is it /
International clinic euTaa Thulo seto Dhokaa ko agaaDi chha
International Clinic one big white gates in front of it is
=The International Clinic is in front of a big white gate
Thamel kataa tira parchha? / Thamel MS Nepal baaTa uttar tira parchha
Thamel which direction is it / Thamel MS Nepal from north direction it is
=In which direction is Thamel?/Thamel is north of MS Nepal
3 ask and give directions
airport kasari jaane holaa? / MS Nepal baaTa baayaa tira jaanus!
Airport how go maybe / MS Nepal from left direction go
=How do you get to the airport?/Turn left at/from MS Nepal
4 ask and answer questions about distance
airport MS Nepal baaTa TaaDhaa chha? / chhaina, najik chha
Airport MS Nepal from far is it / it isn't near it is
=Is the airport far fromMS Nepal?/No, its near
5 ask whether somebody is going somewhere
jaane ho hajur?
go is it Sir/Mam = Are you going somewhere?
6 request a ride in a taxi
malaai airport jaanu parchha
I for airport go is necessary =I must go to the airport
7 give directions to a driver as you proceed
sojho (na)jaanus / daayaa/baayaa tira (na)jaanus / la aba roknus!
straight (don't)go/right /left direction (don't)go/ OK now stop
=(Dont) go straight/ (dont) go right/left/ stop now!
8 ask and answer questions about possession
tapaai sanga paisaa chha? / ma sanga paisaa chha/chhaina
you with money exists/ I with money exists/doesn't exist
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=Do you have any money?/ I (dont) have any money
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9 ask for and give permission to do something
jaau hai? / has/hunchha
let me go OK / OK/OK =May I go?/OK
10 stop somebody from doing something
najaanus!
don't go
11 list two actions in a temporal sequence
Thulo seto Dhokaa aaepachhi baayaa moDnus
big white gate come after left turn
= turn left after the big white gate has appeared
12 describe past states or changes in states
kati rupiyaa bhayo?
how many Nps it became
13 count from 40 - 50
14 read and write in Devanagari: all the vowel signs: ka, kaa, ki, ki, ku, ku, ke, kai, ko, kau
Culture: Getting help, transportation, politeness
Task:
Ask someone at the office for directions to a place you actually know where is
Practice dialogues
1
A: Where is The Royal Palace?
B: It is north of here
A: How do you get there?
B: You turn left at the gate
A: Is it far from here?
B: No, its near
2
A: Taxi, I have to go to The British Camp
B: Where is that, I dont know
A: Turn right, go straight, turn left, dont turn right. Stop! How much will it be?
B: 110 rupia
A: Here is 200 rupia
B: Do you have 10 rupia?
A: Yes, here
Dialogue 1: Getting directions to the International Clinic
===, |== + =+
A Jayaa ji, euTaa kuraa sodhu?
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=-= -
B sodhnus na
==: == =- c, = +-- +c
A malaai aaja 'international clinic' jaanu chha, yo kataa tira parchha?
= = =a - +c
B yo MS Nepal baaTa uttar tira parchha
+= =- -=
A kasari jaane holaa?
-+: + t+= =- =+=~ =-= ==+c |== ==
B tapaai MS ko Dhokaa baaTa baayaa tira sidhaa(sojho)jaanus, tyaspachhi euTaa chaubaaTo
==c =-= =- =~ =-= =- + =+ == ==c =-
aauchha, tyahaa baaTa baayaa tira sojho jaanus, tyahaa pheri arko chaubaaTo aauchha, tyahaa
= =, =, -=-= =~ =-= = - |== s = =- t+
==c
baata daayaa baayaa najaanus, sojho jaanus, daayaa tira euTaa Thulo seto Dhokaa aauchha,
==+ ==: =- =- = c = = =-=
=+
tyasko agaaDi baayaa tira 'International clinic' jaane baaTo chha. tyo baaTo jaanus. baaTo ko
=- c
baayaa tira 'clinic' chha.
== - + =- c, + =-
A oh yo ta dherai gaahaaro chha,ke garne?
-+:== -+= += c
B tapaai sanga Nepali paisaa chha?
c
A chha
==~| ==+= =| =-=
B tyasobhae'taxi' liera jaanus
-=, = + s+ c
A has, yo kuraa Thik chha
Vocabulary 1:
==
aaja today
==-
aaunu to come
==:
agaaDi in front of
=+
arko another
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=
baaTa from
=
baaTo road
=
baayaa left
c - +c
chha = parchha it is necessary
==
chaubaaTo intersection, cross road
=
daayaa right
t+
Dhokaa door, gate
=
gaa(haa)ro difficult
-=
holaa perhaps, maybe
+- -
kataa tira which direction
+ =-
ke garne? what is one to do?
+
kuraa thing, talk
=-
linu to take
+=
Paisaa money
+c
parchha is (location = chha)
==
sanga with
=-
seto white
=+ =~
sidhaa(sojho) straight
=-
sodhnu to ask
-
tara but, however, though, as for
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s=
Thulo big
-,
tira direction
=-
tyahaa there
=-+
tyasko = tyo + ko of that
==~|
tyasobhae if that is so, in that case, then
== +c
tyaspachhi after that, then
=a
uttar north
Dialogue 2: Giving directions to a taxi driver
==+=
A .taxi..
=- - -=
B jaane ho hajur?
-, ==: =- c
A ho, malaai 'International clinic' jaanu chha
|= +-- +c ==: - c-
B eyo kataa tira parchha malaai thaahaa chhaina
+ =t c- -=+ c ==, = -+:=: =c, =~ =-= =
A dherai TaaDhaa chhaina, najik chha jaau, ma tapaailaai dekhaauchhu, sojho jaanus aba
= = = -, + == =-= + s= =- t+ =|+c
==+
mandir baaTa baayaa tira,pheri sojho jaanus, darbaar ko Thulo seto Dhokaa aaepachhi, tyasko
==: =- =- = c = =t-== = +-=
agaaDi baayaa tira 'clinic' jaane baaTo chha, baayaa moDnus ..la aba roknus
=:+= +=, +- += ~=
'clinic' aaipugyo dhannyabaad, kati rupiyaa bhayo?
+=
B 50 rupiyaa
=-=, == -
A linus ,jaau hai
-=
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B has
Vocabulary 2:
=|+c
aaepachhi after having come (aaunu + -e-pachhi)
=:+-
aaipugnu to arrive
=:+=
aaipugyo it arrived (past tense)
=
aba now
==:
agaaDi in front of
=
baaTo road
-
darbaar palace
=-
dekhaaunu to show
==
jaau let us go
+- -
kataa tira which direction
=
la ok
=
mandir temple
=t-
moDhnu to turn
-=+
najik close
+-
roknu to stop
=t
TaaDhaa far
- c-
thaahaa chhaina I don't know
=-+
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tyasko = tya + ko of that
Language focus
Verb conj. past tense:hunu (was/were/became)
Hunu: existence
(chha)=was/were
Hunu: identification
(ho)=became
singular positive negative positive negative
1.p.(I) ma thie thiina bhae bhaina
2.p.
(you)
tapaai hunuhunthyo hunuhunnathyo/
hunuhunthiena
hunubhayo hunubhaena
2.p.
(you)
LOW
timi thiyau thienau bhayau bhaenau
3.p.
(he/she
wahaa hunuhunthyo hunuhunnathyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.(it)
Low
u/yo/tyo thiyo thiena bhayo bhaena
Plural
1.p.
(we)
hami(haru thiyau thienau bhayau bhaenau
2.p.
(you)
tapaaiharu hunuhunthiyo hunuhunnathiyo
/hunuhunthiena
hunubhayo hunubhaena
2.p.L.
(you)
LOW
timiharu thiyau thienau bhayau bhaenau
3.p.
(they)
wahaaharu hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.L.
(they)
uniharu thie thienan bhae bhaenan
Asking permission: Verb root + u + hai:
aau hai?
come OK? May I come in?
euTaa kuraa sodhu?
One thing let me ask May I ask you a question?
This is an informal way of asking permission. It is actually the injunctive: 'let me come in/ask!' , but
adding hai changes the meaning to an informal request.
The plural lets go! is formed by adding au to the verb root: jaaau
Verb + postposition: Verb root + e + pachhi:
khaa-e-pachhi paDhnu parchha
eat after study it is necessary After eating it is necessary to study
The post position (-e) pachhi can be used to link two actions together in a temporal sequence
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Composite nouns: Verb root + ne + noun:
jaa-ne baaTo
Go road road
khaa-ne tabul
Eat table dining table
Composite nouns are formed by combining a verb in its -ne form with a noun
Possession of moveable (= smallish) objects: post position: sanga/sitaa:
ma sanga/sita kalam chha
I with pen exists I have a pen with me
But:
mero chhora chha
my son exists I have a son
Analysis
Compare with Danish where this is relevant
1 How is the imperative formed in the languages you know?
2 How is the negative form of the imperative formed in the languages you know?
3 How do you ask permission in the languages you know?
4 How do you use a preposition with a verb in the languages you know?
5 How do you make composite nouns consisting of a verb + a noun in the languages you know?
6 Is there a difference between possession of different things in the languages you know?
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Lesson 7
Homework
1 Memorise the learning contents of Lesson 7
*2 Translate the following sentences or do number *10
1. Let me say something
2. Turn left after the clinic has arrived!
3. Do you have a pen?
4. He became a doctor in the US
5. I was a teacher in Denmark
6. The clinic is to the right of the City Cafe
7. There is a car in front of the gate
8. How do you go to Thamel from here?
3 Make 5 sentences with the verb to be = hunu in the past tense with different subjects (I,
you/he/she, it, we, they (LOW)), some positive and some negative
4 Make 5 composite nouns (verb + noun)
5 Prepare the Task
6 Memorise the numerals: 40 - 50
7 Memorise Devanagari: all the vowel signs: ka, kaa, ki, kii, ku, kuu, ke, kai, ko, kau
8 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
9 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*10 Make sentences with:
1 Verb root + u + hai
2 Verb root + e + pachhi
3 sanga
4 daayaa
5 taaDhaa
6 moDhnu
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Lesson 8
Health & Feelings
In this lesson you will learn to:
1 inquire into and describe physical and emotional states
kasto chha? / malaai nindraa laagyo/mero peT dukhyo
how is it / I to sleepy it felt / my stomach it hurt
=How are you?/I feel sleepy/my stomach hurts
tapaai laai ke bhayo? / mero peT dukhyo
you to what happened/ my stomach it hurt
=What happened to you?/My stomach hurts
2 ask and answer questions about the onset or duration of physical and emotional states
kahile dekhi peT dukhyo/nindraa laagyo? / hijo dekhi peT dukhyo/nindraa laagyo
when from stomach it hurt /sleepy it felt /yesterday from stomach it hurt / sleepy it felt
=Since when has your stomach been hurting?/have you been feeling sleepy?
/my stomach has been hurting/I have been feeling sleepy since yesterday
3 ask for, offer and respond to advice
ke garne? / paani (na)khaanus! / has, ma tyasai garchhu
what do / water (don't)eat/drink/ OK I like that I do
=What can I do?/(Dont) eat/drink water/OK, Ill do that
4 ask less direct questions
aaunuhunchha ki?
you come or =Do you think you are coming?
5 express conditional situations
peT dukhyo bhane, umaaleko paani khaanus!
stomach it hurt if boiled water drink
=If your stomach is hurting, then drink boiled water
6 express causative effects
ausadhi le nindraa laagchha
medicine agent marker sleepy it makes feel =Medicine makes you feel sleepy
7 agree to follow some advise
has, ma tyasai garchhu, dhannyabaad
OK, I like that I do, thanks
8 count from 50 - 60
9 read and write in Devanagari: all the palatal consonants: cha, chha, ja, jha, na
Culture: health, feelings, physical modesty, health sector, public health
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Practice dialogue
A: How are you?
B: My stomach hurts
A: Since when has it been hurting?
B: Since .
A: What did you eat?
B: Fruit, what is there to do?
A: Drink boiled water
B: OK, Ill do that
Dialogue: At the doctors
-=--, :+=
A namaste, Doctor
-=--, ==- =, --=, -+:=: + ~=
B namaste, aaunus ,basnus tapaailaai ke bhayo?
==: -= + += r= ==== ==++- r=
A malaai hijo dekhi dherai peT dukhyo ra aliali Taauko pani dukhyo
-= + + - - ~=
B hijo ke ke khaanaa khaanu bhayo?
-= === -== =| =- - | =- - - += r=
A hijo saathi sangha 'resturant' gae ra tyahaa khaanaa khaae ani raati dekhi nai peT dukhyo.
|,+=, == +- -~=
B ekaacho salaad pani khaanubhayo?
-, +- s= -=== +- += == =+ - -
A ho,kina Thulo hotel maa pani kaacho salaad saphaa hudaina?
= == - -
B mero bichaar maa hudaina.
= + =-
A aba ke garne?
= -+:=: =+ c, = -= s+ -c -= - ===+ +-
B ma tapaai laai ausadhi dinchhu, yo khaanus Thik hunchha holaa tara umaaleko paani
=+ -=
maatra khaanus.
s+ c -, = =+= - =c +, ==: =+= =- +c
A Thik chha, tara yo ausadhi le nindraa laagchha ki, malaai office jaanu parchha?
==== - =c - + - == ~- ~= =+ ==== =+
-=
B aliali nindraa laagchha, tara dherai nindraa laagyobhane, bholi aadhaa Tablet maatra khaanus
-= = == =c, +=
A has ma tyasai garchhu, dhannyabaad
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Vocabulary:
=+
aadhaa half
=+
ausadhi medicine
--
basnu to sit, to stay, to live
~-
bhane if
~=
bholi tomorrow
-=
bichaar opinion
r- , r=
dukhnu/dukhyo to hurt/ it hurt
=|
gae I went (past tense of jaanu to go)
-=
hijo yesterday
- -
hudaina it is not (negative of hunchha used for universal facts)
+=
kaacho raw, uncooked, unripe
+
ki or
=-, ==
laagnu/laagyo to feel/it felt
=+
maatra only
-
nai emphatic particle
-
nindraa sleepy
+=
peT stomach
-
raati night
==
sanga with
=+
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saphaa clean
=
saathi friend
==+
Taauko head
-
tara but
=-
tyahaa there
==--
umaalnu to boil
===+
umaaleko boiled
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Language focus
Verb conjugation past tense:garnu (did)
Singular Positive Negative
1. p. (I) maile gare garina
2. p. (you) tapaaile garnubhayo garnubhaena
2. p. LOW(you) timile garyau garenau
3. p. (he/she) wahaale garnubhayo garnubhaena
3. p. low (it) usle/yole/tyole garyo garena
Plural
1. p. (we) haami(haru)le garyau garenau
2. p. (you) tapaaiharule garnubhayo garnubhaena
2. p.LOW (you) timiharule garyau garenau
3. p. (they) wahaaharule garnubhayo garnubhaena
3. p. low (they) uniharule/yile/tile gare garenan
Subject of transitive verbs in the past tense: + le:
tapaai le ke garnu bhayo?
you agent marker what you did What did you do?
The subject (=the person or thing doing the action) of a transitive verb in the past tense must always be
followed by le
A transitive verb is a verb which takes an object (what did you do?: what is the object of do)
Verb for feeling pain: dukhnu:
mero peT dukhyo
my stomach hurt (past tense) My stomach hurts
The verb dukhnu to hurt is generally used in the past tense to denote a present condition
The subject of the verb dukhnu is the part of the body which hurts
Verb for other feelings: laagnu:
malaai nindraa laagyo
I to sleepy it felt (past tense) I feel sleepy
The verb laagnu to feel is generally used in the past tense to denote a present condition
The verb laagnu is an impersonal verb
It is always in the 3rd. person singular and in the sense to feel always in the past tense
The person experiencing the feeling is in the oblique form (-laai)
Past participle: verb root + eko:
umaaleko paani maatra khaanus
boiled water only drink drink only boiled water
The past participle is used among other things to change verbs into adjectives just like in Danish and
English
Causative use of laagnu:
ausadhi le nindraa laagchha
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Medicine agent marker sleepy it makes feel
The medicine makes you feel sleepy
The subject of the verb laagnu may be the thing causing the feeling
The subject of a causative verb (the person or thing causing the action) is followed by the particle le
Conditional phrase (if ...): bhane:
nindraa laagyo bhane, ausadhi nakhaanus
Sleepy it felt if , medicine dont eat
If you feel sleepy, then dont take the medicine
A conditional phrase (if ...) is formed by adding -bhane at the end of the conditional sentence
Questions with ki (or):
jaanchhau ki?
We go or Are we going?
Adding ki or to the end of a sentence will turn it into a less direct question than if the rising tone alone
is used to indicate that this is a question
Analysis
Compare with Danish where this is relevant
1 What is usually the subject of a Danish sentence expressing feelings of pain?
2 What is usually the subject of a Danish sentence expressing feelings?
3 Which tense is used in Danish for expressing feelings/feelings of pain which are happening as
the sentence is spoken?
4 How would you make a question less direct in Danish?
5 Do other languageges that you know have both transitive and intransitive verbs?
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Lesson 8
Homework
1 Memorise the learning contents of Lesson 8
*2 Translate the following sentences or do number *8
1. His head has been hurting since yesterday
2. What happened to them?
3. When did you start feeling sleepy?
4. If your stomach hurts, then drink only unboiled water
5. Beer makes me sleepy
6. If you eat raw salat, your stomach will hurt
7. Raw salat is not clean
8. They have to work on Sundays
3 Make sentences with 5 verbs in the past tense with different subjects (I, you/he/she, it, we, they
LOW)), some positive and some negative
4 Memorise the numerals: 50 - 60
5 Memorise Devanagari: all the palatal consonants: cha, chha, ja, jha, na
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
7 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*8 Make sentences with:
1 dukhnu
2 laagnu
3 bhane
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Review 2:
Lessons 5-8
1 Review Lesson 8:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 8
Whole class
2 Review Lessons 5-8:
1 Listening
Teacher reads the listening texts for Lessons 5 - 7.
Students listen and difficult passages are discussed at the end.
2 Speaking
Role play:
Student A is feeling sick
Student B is a doctor
Change roles
Pair work:
Student A asks for directions
Student B answers
Change roles
3 Numerals
Teacher reads a random selection of numerals: 1-60
Students write
Checking all together
4 Devanagari
Pair work 1:
Students take turns naming the letters they have learned using the wooden letters
Pair work 2:
Students take turns reading lists of words with known letters
5 Listening/responding
Students are given directions by the teachers to go somewhere
Students must try to follow the directions and report back where they ended up
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LESSON 9
Shopping
In this lesson you will learn to:
1 ask for goods in a shop
suti kapaDaa paainchha?
cotton material is it available =Do you have any X?
2 talk about the purpose/use of something
shirt ko laagi kapaDaa
shirt for material =Material for a shirt
3 use the expression both and
baaklo pani raamro pani chha
thick also good also it is = it is both thick and good
4 express your opinion about something
yo malaai raamro laagyo
this me to good it felt =I like this
5 talk about per kilo/meter price
meter ko kati parchha?
meter 's how much it costs =How much is this per meter?
6 bargain
ali mahango bhayo, ghaTaaunus na!
a little expensive it became, lower emphatic particle
=Thats a little expensive, please lower the price!
7 ask somebody to do something for you
mero laagi ek jor kurtaa suruwaal siidinus na
my for one pair kurtaa suruwaal sew-give emphatic particle
=Please sew a set of kurta suruwal for me
8 modify descriptions
malaai dherai laamo manpardaina, Thikai ko laamo chaahinchha
I to very long it doesnt please, OK-ish long it is needed
=I dont like it very long, I want it just the right length
9 explain at what time you need something
chaar din pachhi chaahinchha
four days after it is needed =I need it in 4 days
10 discuss how much time is needed to do something
ali chhiTo dina saknuhunna?
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a little ealy give can't you =Cant you give it to me a little sooner
11 talk about future actions
ma bholi pheri aaulaa
I tomorrow again I will come =I will be back tomorrow
12 Express conditions
chaar din pachhi dinubhayo bhane, raamro hunchha
four days after you gave if, good it is
=It would be nice if you could give it to me in 4 days
13 count from 60 - 70
14 read and write in Devanagari: All the retroflex consonants: Ta, Tha, Da, Dha, na
Culture: Shopping, ordering things made
Task: Try bargaining for something
Practice dialogue
A: Shopkeeper (saahuji), do you have material for .?
B: Yes, look
A: This material is nice, how much is it per meter?
B: ..
A: Thats a little expensive, lower the price a little!
B: OK, .rupia
A: Give me .meter. Will you sew a for me?
B: How long should it be?
A: I dont like it very long, I want just the right length
B: Come back in 5 days
A: Cant you make it a little sooner?
B: When do you need it?
A: Is Friday OK?
B: OK
Dialogue 1: Buying material
=-=, -+:+ +=== = =- ++: +:c
A saahuji, tapaai ko pasal maa raamro suti kapaDaa paainchha?
=- ++: + + ==
B suti kapaDaa ke ko laagi?
+- =-=+ ==
A kurtaa suruwaal ko laagi
- -=, + = =- ++:- c-
B hernus, dherai raamro suti kapaDaa haru chhan
= ==: = == - == +-= -c == += =-= -
A ..yo malaai raamro laagyo, tara ali paatalo rahechha. ali baaklo dekhaaunus na
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= - -=, += +- = +- c
B yo hernus, baaklo pani raamro pani chha
= ==+ +-
A yo miTar ko kati ?
|+ ==+ += +c
B ek miTar ko 300 rupiyaa parchha
== =-= ~=, ==- = -
A ali mahango bhayo, ghaTaaunus na
= - =-- c, ++:= + -+ c-, s+ c - -=
B yo ta sasto chha, kapaDaa maa dherai naaphaa chhaina,Thikai chha 250 dinus
-c , -=
A hunchha, dinus
= =- =, +=
B la linus,dhannyabaad
+=
A dhannyabaad
Vocabulary 1:
+=
baaklo thick
=-
dekhaaunu to show
==-
ghaTaaunu to lower (here: the price)
- -
hernu to look
++:
kapaDaa material
+- +c
kati parchha how much does it cost?
=-=
mahango expensive
-+
naaphaa profit
-
nai emphatic particle
+:c
paainchha it is available
+-=
paatalo thin
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+- +-
panipani bothand
+==
pasal shop
-c
rahechha it seems
=-=
saahuji shopkeeper
=--
sasto cheap
=-
suti cotton
- -
ta or tara but, though, however, as for
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Dialogue 2: Having clothes made at the tailors
-=--
A namaste
-=--, ==- = + ==- -=
B namaste,aaunus, ke siune holaa?
= == |+ = +- =-= =:-= -
A mero laagi ek jor kurtaa suruwaal siidinus na
-c, ++: +- -==-~=
B hunchha, kapaDaa kati lyaaunubhayo?
=t = ==
A saaDhe chaar miTer
== -==-~=, == =-c - ==-= = -c, +- ==
+-
B ali thorai lyaaunubhayo,5 miTar chaahinchha, tara aaunus ma naapchhu. kati laamo ra kati
+= =-c
khukulo chaahinchha?
==: + == +- =-+-, s+++ == == == +=
A malaai dherai laamo kurtaa manpardaina, Thikkai ko laamo ra baaulaa ali khukulo
=-c
chaahinchha
=-= -
B suruwaal ni?
=-= +- + s= --=-=, =-=+ =- == +=|+ -:-=
A suruwaal pani dherai Thulo nabanaaunus, suruwaal ko motaa ali kasieko banaaidinus
-c, |+-- +c ==-=
B hunchha, ek haptaa pachhi aaunus
== c= - =+---
A ali chhiTo dina saknuhunna?
-+:=: +-= =-c
B tapaai laai kahile chaahinchha?
= - +c -~= ~- = -c
A chaar din pachhi dinubhayo bhane raamro hunchha
-c, ==-= = += =c
B hunchha, aaunus ma kosis garchhu
+ +=
A dherai dhannyabaad
Vocabulary 2:
==
baaulaa sleeve
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-=-
banaaunu to make
~-
bhane if
c=
chhiTo quick, fast, early, soon
|+ =
ek jor one pair
--
haptaa week
-=
holaa maybe
+-=
kahile when?
+=|+
kasieko tight
+=
khukulo loose
+ =-
kosis garnu to try
==
laamo long
-==-
lyaaunu to bring
=-
motaa pant legs
-
na emphatic particle
--
naapnu to take measurement
+c
pachhi after
=t =
saaDhe chaar four and a half
=+-
saknu to be able to, can
==-
siunu to sew
-
tara but
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s++
Thikai ko just the right amount of.

thorai a little, few

s=
Thulo big
Dialogue 3: Buying medicine
= =+ c - =
A yo ausadhi chha holaa?
|+c-, = -c
B ekchhin, ma herchhu
=+ - c - + c-, -+:=: +- -= =-c
A ausadhi ta chha, tara dherai chhaina,tapaailaai kati waTaa chaahinchha?
- ====
B 20 Tablet
=== ==== =+ c - = ~= = ==c
A ma sanga 10 Tablet maatra chha, tara aru bholi 10 baje aauchha
s+ c, =-= -= =c ~= + ===
B Thik chha, ahile 10 waTaa lagchhu. bholi pheri aaulaa
-=, =-=
A has, linus
+=
B dhannyabaad
Vocabulary 3:
=-=
ahile now
=
aru other(s) plural of arko another
=+
ausadhi medicine
~=
bholi tomorrow
|+c-
ekchhin just a moment
=-
lagnu to bring along
=+
maatra only
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== c
X sanga chha X has
- -
ta or tara though, but, however, as for
Language focus:
Verb conjugation: future tense (will do):
Singular: Plural:
1.p. (I) ma garulaa (we) hami(haru) garaulaa
2.p. (you) tapaai garnuholaa (you) tapaaiharu garnuholaa
2.p.LOW (you) timi garaulaa (you)LOW timiharu garaulaa
3.p. (he/she) wahaa garnuholaa (they) wahaaharu garnuholaa
3.p.LOW (it) u garlaa (they) LOW uniharu garlaan
Bothand: X pani Y pani:
yo raamro pani sasto pani chha
This good both cheap both is This is both good and cheap
Pani follows the words that are linked in this way
Qualification of an adjective: Adj. + -ai:
Thikai chha
OK'ish it is It is all right
Adding -ai to an adjective changes the meaning of that adjective to 'somewhat X'
Further qualification of an adjective: Thikai ko + adj:
yo tarkaari Thikai ko piiro chha
This vegetable curry OK s spicy is
This vegetable curry is just the right degree of spicy
Adding Thikai ko in front of an adjective changes the meaning of that adjective to 'just the right degree
of' ...'
Verb meaning 'think', 'to appear', 'to seem', 'to find': rahechha:
ali paatalo rahechha
a little thin it seems I think it is a little thin
rahechha is always used in the 3rd. person singular like the impersonal verbs
It is equivalent to 'I think'
Often rahechha' is used to express the speaker's surprise at learning something
Compound verb: Verb root + -i dinu:
mero laagi ek jor kurtaa suruwaal siidinus na
Me for one pair kurta suruwal sew-give emphatic particle
Please sew a set of kurta suruwal for me
-i dinu may be added to any verb root for the purpose of making an imperative or a request more polite.
dinu means to give, and the compound verb is often translated as please do this for me/him, etc
Conditional clauses: Verb in the past tense + bhane:
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chaar din pachhi dinubhayo bhane, raamro hunchha
four days after you gave if, good it is
It would be nice if you could give it to me in 4 days
bhane 'if' is placed after the verb in the conditional clause. This verb is usually in the past tense. The
verb of the second sentence (= the result) can be in the present tense. The conditional clause is
normally the first of the two clauses.
Modal verb: saknu (can):
Ali chhiTo dina saknuhunna?
A little early/quickly give can you not Cant you give it to me a little earlier?
The verb saknu is always preceeded by another verb in the verb root + -na form. Saknu is conjugated in
accordance with the subject for person and number.
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Lesson 9
Homework
1 Memorise the learning contents of Lesson 9
*2 Translate the following sentences or do number *9
1. This seems a little expensive
2. I think this is both nice and cheap
3. He left after five months
4. It would be nice, if you could come tomorrow
5. Could you please buy this book for me?
6. This material is just the right thickness
7. How much is the cotton material per meter?
8. I dont like the pant legs too wide and long
9. We will buy the material tomorrow
10. Cant you eat a little earlier?
3 Make sentences with 5 verbs in the future tense with different subjects (I, you/he/she, it, we,
they (LOW))
4 Do the Task
5 Memorise the numerals: 60 - 70
6 Memorise Devanagari: all the retroflex consonants: Ta, Tha, Da, Dha, na
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
8 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*9 Make sentences with:
1 saknu
2 -ko laagi
3 pani....pani
4 -i dinu
5 Thikai ko
6 rahechha
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8 bhane
9 paainchha
Lesson 10
Weather & Nature
In this lesson you will learn to:
1 talk about the weather
paani parne mausam kasto chha?
water rain weather how it is =How is the weather in the rainy season?
2 express your feelings about something
kasto garmi din!
how hot day =What a hot day!
3 compare things
taraai Kathmandu bhandaa garmi hunchha,
Taraai Kathmandu compared to hot it is =Taraai is hotter than Kathmandu
tara Nepalgunj sabbhandaa garmi hunchha
but Nepalgunj most hot it is =But Nepalgunj is the hottest
4 talk about on-going actions
jaaDo din aaudaichha
cold day it is coming =Cold days are coming
5 talk about 'passive' actions
seto himaal dekhinchha
white mountain it can be seen =The white mountains can be seen
6 use the phrase neither nor
yo mausam maa na dherai jaaDo na dherai garmi ekdam ramaailo hunchha.
this weather in not very cold not very hot extremely pleasent it is
= in this weather it is neither very cold nor very hot, it is extremely pleasant
7 count from 70 - 80
8 read and write in Devanagari: the dental consonants: ta, tha, da, dha, na
Culture: Nature, national feelings, Nepal's geography, small talk
Task:
1 Ask someone at the office which month they like the best and why
2 Ask your PO/someone else about the weather conditions in the place where you will be working
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3 Listen to the weather forecast on the radio/TV
Practice dialogue
A: Oh what a cold day it is!
B: Yes, but warmer days are coming
A: What is the monsoon weather like?
B: It is warm and it rains a lot
A: Is Nepalgunj hotter than Kathmandu?
B: Yes
A: What is the nicest month?
B: ..
A: Why
B: Because it is just the right degree of warmth
Dialogue 1: Talking about the weather
=== +-- =: -
A oh.aaja kasto jaaDo din
-, - c== == - ==c
B ho, tara chhiTTai garmi din aaudai chha
+- =-- =- + == -c
A kun mahinaa yahaa dherai garmi hunchha?
=-, = = s + == -c - +s=-: ~ -: + == -c
B chait,baisaakh ra jeTh dherai garmi hunchha tara KTM bhandaa taraai dherai garmi hunchha
+- +- +- =-- -c
A paani parna kun mahinaa dekhi suru hunchha?
=t +- +- -c
B asaar dekhi paani parna thaalchha,
=- +- +- == +-- -c
A yahaa paani parne mausam kasto hunchha ?
+- +- === +-=+- - == - c =:=z=: z =c ,
B paani parne mausam maa kahilekaahi din adhyaaro hunchha gaDyaang guDung garchha,
== ==+c + +- +c
bijuli chamkinchha ra dherai paani parchha.
-:= -
A taraai maa ni?
-:= +- + +- +c, =- + tc =- +-: =-
B taraai maa pani dherai paani parchha, kholaa haru dherai baDhchha ani pahaaDi baaTo haru
= +- =c
maa pahiro jaanchha
==~|, -+=+ =~ = =-- +- -
A tyasobhae,Nepal ko sabaibhandaa raamro mahinaa kun ho?
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== +-+ , +-~- = =--= = - -== ::, -= =+=
B asoj ra kaartik,kinabhane yo mahinaa maa sabaitira hariyo DaaDaa, nilo aakaas ra saphaa
=- -== c = === - + =: - + == |+= =:=
seto himaal dekhinchha.yo mausam maa na dherai jaaDo na dherai garmi ekdam ramaailo
-c
hunchha.
== =-- + =:= -c - =
A oh yo mahinaa dherai ramaailo hunchha holaa.
Vocabulary 1:
==
adhyaaro dark
==
asaar name of a Nepali month
===
asoj name of a Nepali month
t-
baDhnu to swell

baisaakh name of a Nepali month

~
bhandaa compared to
-= = ==+-
bijuli chamkinu to be lightning (=at lyne)
=+
chait name of a Nepali month
c;
chhiTTai pretty soon
r-
dekhnu to see
=:=z =:z
gaDyaang guDung thunder
==
garmi hot (of weather)
-= ::
hariyo DaaDaa green hill
=s
jeTh name of a Nepali month
=:
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jaaDo cold (of weather)
+-=+-
kahile kaahi sometimes
+-+
kaartik name of a Nepali month
=
kholaa stream
+-~-
kinabhane because
===
mausam weather
--
na na neither nor .
-= =+
nilo aakaas blue sky
+- +-
paani parnu to rain
+-: =
pahaaDi baato hilly road
+- =-
pahiro jaanu for a landslide to happen
=:=
ramaailo pleasant
= ~
sab(ai)bhandaa most (= compared to all)
= -
sabaitira in all directions
=-
seto white
--
suru hunu to begin, to start
-:
taraai the Terai area
--
thaalnu to start
== ~|
tyasobhae if that is so, in that case
Names of the months
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=
baisaakh mid-April to mid-May
=s
jeTh mid-May to mid-June
==
asaar mid- June to mid-July
==-
saaun mid- July to mid-August
~
bhadau mid- August to mid-September
==
ashoj mid-September to mid-October
+-+
kaartik mid- October to mid- November
==
mangsir mid- November to mid- December
+=
pus mid- December to mid- January
=
maagh mid- January to mid- February
+=-
phaagun mid- February to mid- March
=+
chaitra mid- March to mid- April
Dialogue 2: Comparing the weather in Nepal and Denmark
-+== +- +-- == == -- =--
A- Nepal maa pani kasto adhyaaro ra chiso haawaa DK jastai
+- = =+ =-- -c
B- kina?DK maa sadhai yastai hunchha?
=+ - - :- =+ - == === -c =+ == ==
A- sadhai ta hoina aadhaa barsa din laamo ra ujyaalo hunchha aadhaa barsa adhyaaro ra chiso
= + --+- ~ + --+- ++ -c
B- oh..KTM ko haawaapaani bhandaa DK ko haawaapaani pharak rahechha
-, = = + == == -- =c, -= +c - ==
A- ho, DK maa 'winter' maa dheraijaso chiso haawaa laagchha,hiu parchha ra din adhyaaro
-c
hunchha
|+- == -- =c
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B- e..kina chiso haawaa laagchha?
== ~|+= == -- =c, = == c -== c-
A- samudra bhaekole chiso haawaa laagchha, Dk maa samudra chha himal chhaina
-+== -== c == c-, -:- -
B- Nepal maa himal chha samudra chhaina,hoina ta
Vocabulary 2:
=+
aadhaa half
==
adhyaaro dark
~|+=
bhaekole because of
~
bhandaa compared to
==
chiso cold
+ ==
dheraijaso mostly, mainly
--
haawaa wind
--+-
haawaapaani climate
-= +c
hiu parchha to snow
=--
jastai like, as
=-
laagnu here: to be windy
++
pharak different
=+
sadhai always
==
samudra sea, ocean
-
ta as for, but, though, however
===
ujyaalo bright
=--
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yastai like this
Language focus:
Verb conjugation: garnu: present continuous (am/is/are doing):
Singular Positive Negative
1.p.(I) ma gardaichhu gardaichhaina
2.p.(you) tapaai gardaihunuhunchha gardaihunuhunna
2.p.LOW (you) timi gardaichhau gardaichhainau
3.p.(he/she) wahaa gardaihunuhunchha gardaihunuhunna
3.p.Low (it) u gardaichha gardaichhaina
Plural
1.p.(we) hami(haru) gardaichhau gardaichhainau
2.p.(you) tapaaiharu gardaihunuhunchha gardaihunuhunna
2.p.LOW(you) timiharu gardaichhau gardaichhainau
3.p.(he/she) wahaaharu gardaihunuhunchha gardaihunuhunna
3.p.Low(they) uniharu gardaichhan gardaichhainan
Verb conjugation: passive: verb root + inchha:
seto himaal dekh-inchha
White mountains are seen
The passive form of the verb in the 3. person singular is formed by adding inchha (positive)/-idaina
(negative) to the verb root
Comparative: post position: bhandaa:
tyo suntala bhandaa yo guliyo chha
that orange compared with this sweet is
This orange is sweeter than that one
The comparative is constructed by using the post position bhandaa meaning than, 'in comparison
with'. Bhandaa is placed after the item of comparison
Superlative: sab(ai)bhandaa:
yo mahiinaa sabbhandaa jaaDo hunchha
This month most cold is This is the coldest month
The superlative is constructed by placing sab(ai)bhandaa most, more than all in front of the
adjective
Analysis
Compare with Danish where this is relevant
1 Do other languages you know have a form equivalent to the present continuous?
2 Do other languages you know have a special conjugation for passive?
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3 How does the way comparative and superlative is formed in Nepali compare with other
languages you know?
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Lesson 10
Homework
1 Memorise the learning contents of Lesson 10
*2 Translate the following sentences, or do number *11
1. Nepal is bigger than Denmark
2. Nepalgunj is not the hottest place in Nepal
3. The hills can be seen from Nepalgunj
4. What a nice day!
5. In that case, we will have the meeting in Palpa
6. When will the monsoon be coming?
7. Sometimes it is not raining for two or three days
8. It is neither very hot nor very cold now
3 Make sentences with 5 verbs in the present continuous tense with different subjects (I, you/
he/she, it, we, they (low)) some positive, some negative
4 Make 2 sentences in the passive mode one positive, one negative
*5 Paragraph writing
1 Write a few sentences about the weather today
2 Write a few sentences about Denmark's climate and nature
6 Prepare the tasks
7 Memorise the numerals: 70 - 80
8 Memorise Devanagari: all the dental consonants: ta, tha, da, dha, na
9 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
10 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*11 Make sentences with:
1 bhandaa
2 sabbhandaa
3 na...na
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4 kahilekaahi
5 jastai
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Lesson 11
Visiting Partner Organisations
In this lesson you will learn to:
1 talk about development work at the local level
yo gaau maa hospital chha ki chhaina?
this village in hospital it is or it isn't
2 ask and answer questions about where someone has recently come from
kahaa baaTa aaunubhayo? / Ahile ma Kathmandu baaTa aaeko
where from you came / now I Kathmandu from have come
3 talk about 'present perfect' actions
ahile ma Kathmandu baaTa aaeko chhu
now I Kathmandu from I have come
4 talk about planned length of stay
yahaa dui barsa baschhu
here two years I stay
5 talk about language learning/ability
nepali aliali sikdaichhu
Nepali a little I am studying
6 ask for help
tapaaiharu le malaai maddat garnu parchha
you agent marker I to help it is necessary
= you must help me
7 describe natural scenery
kasto ramaailo chaaraitira: hariyo DaaDaa ani saphaa haawaa
how pleasant surroundings:green hills and then clean air
8 talk about the physical extent of some place
tapaai ko kaam garne chhetra kahaa baaTa kahaa samma chha?
you 's work do area where from where to it is
9 talk about the amount of time needed to get from one place to another
yahaa baaTa Surkhet samma kati samaya laagchha?
here from Surkhet to how much time it takes
10 modify a statement
schools chha na ta chha, tara dherai raamro chhaina
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Schools are emphatic particle though are , but very good it isnt
= Well there are schools, but they are not very good
11 count from 80 - 90
12 read and write in Devanagari: all the labial consonants: pa, pha, ba, bha, ma
Culture: (N)GO's, local area development work/worker politeness, small talk
Practice dialogue
A: Where did you come from now?
B: From .
A: You speak a little Nepali
B: I am learning a little Nepali. How pleasant this place is
A: Yes, the white mountains can be seen
B: What is the extent of your working area?
A: From .. to ..
B: Are there schools in this village?
A: ..
B: How long does it take to go to Kathmandu from here?
Dialogue 1: A conversation at a partner organization
-=--
A- namaste
-=--, +-= ==-~=
B- namaste, kahaa baata aaunubhayo .
=-== |=|=-+= = =|+, = -=-, =-, = -
A- ahile ma ms nepal ktm baata aaeko, mero naam.ho, ma dw hu, mero desh Dk ho
-=- -+: =: + =- =-=+c
B- haamiharu tapaai laai ke maddat garna sakchhau?
= -+:- == += =-=|+ c
A- ma tapaaiharu sangai kaam garna aaeko chhu
|+==, -+: =: =- --=- c
B (e ..dherai khusi laagyo, tapaailaai yahaa swaagat chha
+=-
A- dhannyabaad
==~| -+= ~ +-~= - =- === ~- =c c-
B- tyasobhae nepali bhaasaa siknubhayo ta? yahaa angreji bujhne maanchhe chhaina
==== =+c - =-= = -+= = c-, -+:-= ==: =-=-
A- aliali sikdaichhu, tara ahile mero nepali raamro chhaina, tapaaiharu le malaai maddat garnu
+c
parchha
-c -= =- =c, ==-= -
B- hunchha haami maddat garchhau, aaunus na
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-=, += = : =-- +c + ==c
A- has, dhannyabaad ma dui mahinaa pachhi pheri aauchhu
Vocabulary 1:
===
angreji English
~
bhaasaa language
~-
bujhnu to understand
==
khusi laagyo somebody feels happy
=c
maanchhe people, person
=- =-
maddat garnu to help
-
na emphatic particle
==
sangai together with
=+-
siknu to learn
-
ta then (in questions and commands)
== ~|
tyasobhae if that is so, in that case
Dialogue 2: Talking about the working area of the partner organization
=-+:+ == +-- =:= -c
A- oh.tapaai ko gaau kasto ramaailo rahechha
-+: =: -= == =:= ==
B- tapaai laai haamro gaau raamro laagyo ?
-, +-- =- -= =- =+ --
A- ho, kasto chaaraitira hariyo ani saphaa haawaa
=-+ --+- = c, ==+ -=+ s= = +- c -= +=
B- yahaa ko haawaapaani raamro chha, gaau ko najikai thulo kholaa pani chha haamro kaam
=- + = ++ == === -
garne chhetra kholaa paari ko gaau samma ho
=-= +- === =c
A- yahaa baaTa kati samaya laagchha?
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=+ =
B- aadhaa ghanTaa
=- = +- c
A- tyahaa bajaar pani chha?
=- = c , - === +:c - = ==- +: -
B- saano bajaar chha, khaane chijbij paainchha tara aru saamaan paaidaina
= === --- =+ c + c-
A- yo gaau maa swaastha chauki chha ki chhaina?
c - - c - = =-- c-
B- chha na ta chha tara raamro byabasthaa chhaina
= == = = - += = --
A- yo gaau maa aru n.g.o.haru kaam gardainan?
|===~ =-: - += =c
B- eutaa n.g.o.' save the children' kaam gardaichha
=- - +- c-
A- yahaa bidesi haru pani chhan?
: =- c-
B- dui janaa chhan
|s+ c, +=
A e.Thik chha, dhannyabaad
Vocabulary 2:
=+
aadhaa half
=
aru other (plural of arko another)
-
bideshi foreigner
=-
byabasthaa management
=-
chaaraitira surroundings
+
chhetra area
==
gaau village
=
ghanTaa hour
-=
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hariyo green
--
haawaa air, wind
--+-
haawaapaani climate
- ===
khaane chijbij food stuff
=
kholaa stream
=-
laagnu to feel
-
na emphatic particle
-=+
najikai close, near
+
paari other side
=:=
ramaailo pleasant
==-
saamaan things, goods
=== =c
samaya laagchha it takes time
--- =+
swaastha chauki health post
=+
saphaa clean
-
ta though
Dialogue 3: Talking about the beneficiaries of the partner organization
= -+:=: = +- =- =+c
A- ma tapaai laai aru kehi sodhna sakchhu?
=-= -
B- sodhnus na
= ==+ =-=r= +- c -=
A- yo gaau ko janasankhyaa kati chha holaa?
== =- -=
B- andaaji 10000 jati holaa
= += + -+- =-- -c-
A- yo chhetra maa kun kun jaati haru baschhan?
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= =- c- =-- = z, ==, ==, -- +, =--, =: += =
B- sabai jaati chhan jastai gurung, magar, limbu, newaar, chhetri, braamhan damaai, kaami aadi
== ~|, -+:-+ +=+= ~+ = =-- c- -=
A- tyasobhae, tapaai haru ko kaaryakram bhitra sabai jaatiharu chhan holaa?
-, = c- - -= + == +=+= = =-=--+ == c
B- ho, sabai chhan tara haamro dheraijaso kaaryakram garib janajaati haru ko laagi chha
s+ c, -+: -+ +=+= == c, =-- c, = +c -- ===
A- Thik chha,tapaaiharu ko kaaryakram chaakhlaagdo chha jasto chha, ma pachhi herna aaulaa
+=
dhannyabaad
Vocabulary 3:
=
aadi etc.
==
andaaji around
=
aru other, more (plural of arko another)
~+
bhitra within, inside
==
chaakhlaagdo interesting
c =-- c
chha jasto chha it sounds like that, here: it sounds interesting
+
chhetra area
+ ==
dheraijaso mostly, mainly
=
garib poor
=z - +=
gurung kaami names of ethnic groups
- -
hernu to look
=-
jaati ethnic group
=-
jati as many as, as much as
=-=-
janajaati ethnic people
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=-=r=
janasankhyaa population
=--
jastai such as
+=+=
kaaryakram program
+-
kehi something
=s c =-- c
miTho chha jasto chha it sounds tasty
+c
pachhi later, after
= c =-- c
raamro chha jasto chha it sounds nice
=
sabai all
=-
sodhnu to ask
==~|
tyasobhae if that is so, in that case
Language focus:
Verb conjugation: present perfect (garnu has/have done):
positive: negative:
singular:
maile (I) garekochhu gareko chhaina
tapaaile (you) garnubhaeko chha garnubhaeko chhaina
timile LOW (you) garekaa chhau garekaa chhainau
wahaale (he/she) garnubhaeko chha garnubhaeko chhaina
usle (it) gareko chha gareko chhaina
plural:
haami(haru)le (we) garekaa chhau garekaa chhainaau
tapaaiharule (you) garnubhaeko chha garnubhaeko chhaina
timiharule LOW (you) garekaa chhau garekaa chhainau
wahaararule (they) garnubhaeko chha garnubhaeko chhaina
uniharule (they) garekaa chhan garekaa chhainan
ma KTM baata aaeko
I KTM from have come I have come from KTM
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Attaching eko to the verb root turns the verb into a past participle. This form by itself is also called
the unconjugated past. It is often, but not always followed by the chha conjugated ending as shown
in the chart above. The eko form may be used in place of the conjugated form of the verb, when
talking about actions in the past, if it is of no interest who performed the action in the same way as
the present participle (verb root + -ne) is used.
Modal verb: parchha:
maile tapaai lai maddat garnu parchha
I agent marker you to help it is necessary I must help you
The particle le is an agent marker. It is added to the person who must do something, especially if there
are more than one person in the sentence
Verb meaning: take (time): laagnu:
yahaa baaTa kati samaya laagchha?
here from how much time it takes
how long does it take (to get there) from here?
Questions with both positive and negative verb: ho ki hoina/chha ki chhaina:
yahaa swaastha chauki chha ki chhaina?
Here health post is or isn't Is there a heath post here?
Both the positive and negative verb can be added to a question in order to make it more open
Analysis
Compare with Danish where this is relevant
1 Do other languages you know have a conjugation for present perfect?
2 If so, how does it compare with the Nepali form?
3 Do other languages you know form questions with both positive and negative verb?
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Lesson 11
Homework
1 Memorise the learning contents of Lesson 11
*2 Translate the following sentences or do number *8
1. I have come here from Kathmandu
2. It takes one hour to walk from Kathmandu to Patan
3. Our teachers must help us learn Nepali
4. My working area seems very pleasant
5. How do you feel about the surroundings of Katmandu?
6. This NGO has programs for many different ethnic groups
7. The health post in this village does not have good management
8. That program sounds very interesting
3 Make sentences with 5 verbs in the present perfect tense with different subjects (I, you/he/she,
it, we, they (low)), some positive, some negative.
4 Memorise the numerals: 80 - 90
5 Memorise Devanagari: all the labial consonants: pa, pha, ba, bha, ma
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
7 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*8 Make sentences with:
1 -nu parchha
2 rahechha
3 laagnu ('feel')
4 laagnu ('take' (time))
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Lesson 12
Farming
In this lesson you will learn to:
1 initiate an 'interview'
ma krisi ko baaremaa kehi sodhna sakchhu ?
I farming about something ask can I
2 talk about agriculture
yahaa ko mukhya baali ke ke ho?
here 's main crop what what it is
3 explain what something is about
yo kitaab krishi ko baaremaa chha
this book farming about it is
4 talk about the frequency of an activity
ek barsa maa 3 paTak baali lagaainchha
one year in 3 times crop it is planted
5 change nouns into adjectives
nun nulilo hunchha
salt salty it is
6 talk about the size of land
tapaai ko khet ra baari kati chha?
you 's wet field and dry field how much it is
= how much wet and dry field-land do you have?
7 ask someone to teach you something
malaai sikaaidinus na
I to teach-give emphatic particle
= please do teach me!
8 express instrumentality
maaTo le puridinus
soil instrumental particle cover give
= cover it with soil
9 express unreal conditionality
yahaa paaeko bhae, sajilo hunthiyo
here gotten it became, easy it was = if we could get it here, it would be easy
10 count from 90 - 100
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11 read and write in Devanagari: all the semi vowels: ya, ra, la, va
Culture: rural areas, farming, politeness, small talk
Task: Ask someone at the office
what the main crops in the Kathmandu Valley are
how many times a year it is possible to plant here
how the soil is here
Practice dialogue
A: Can I ask you something about farming?
B: Please ask
A: What are the main crops here?
B: ..(wheat=gahu, corn=makai)
A: How many times a year do you plant?
B: ....
Dialogue 1: Talking with a farmer about his fields and animals
-=--
A- namaste
-=--, = ++ = -+:== + - =- =+c
B- namaste, ma krisi ko baaremaa tapaai sanga kehi sodhna sakchhu?
-c =-= -
A- hunchha sodhnus na
=-+ =r= = + -
B- yahaa ko mukhya baali ke ke ho
+-, =+, =- == - = -+ = -+ +- -c
A- dhaan,makai gahu ra aalu tara yo baahek aru tarkaari pani hunchha
|+ = +- +=+ = ==:c
B- ek barsa maa kati paTak baali lagaainchha
-- +=+
A- tin paTak
=-+ == +-- c
B- yahaa ko maaTo kasto chha?
=== c
A- malilo chha
- -- c + =--c
B- khet khannuhunchha ki jotnuhunchha?
=c
A- jotchhu
+-- == ---- c
B- kasto mal haalnuhunchha?
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=:--+ == +=+-= ==
A- gaaibastu ko mal ra compost mal
+- = +== =--c
B- kun biu prayog garnuhunchha
=-- =
A- unnat biu
=:-- +- +--- c
B- gaaibastu pani paalnuhunchha?
-, =: ~=, +, = +-c
A- ho, gaai bhaisi,bokaa, khasi paalchhau
== =: += = ~= + ==c - +=
B- aaja laai pugyo,ma bholi pheri aauchhu hai dhannyabaad
-=
A- has
Vocabulary 1:
==
aaja today
==
aalu potato
=
aru other (plural of arko another)
-+
baahek except
=
baali crops
~=
bhaisi buffalo
-=
biu seed
+
bokaa goat
+-
dhaan paddy (rice )
=:
gaai cow
=:--
gaaibastu cattle
=-
gahu wheat
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---
haalnu to put, to pour
=-
jotnu to plough
+-
kehi something
-
khannu to dig
=
khasi castrated goat
-
khet field
+ =
ko baaremaa about
+
krisi agriculture
===-
lagaaunu to plant
==
maaTo soil
=+
makai corn
==
mal fertilizer, manure
===
malilo fertile
=r=
mukhya main
+--
paalnu to raise
+=+
paTak time
+== =-
prayog garnu to use
+=
pugyo it is enough (past tense)
==
sanga with
=-
sodhnu to ask
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=-- =
unnat biu improved seed
Dialogue 2: Talking with a farmer about his fields and use of fertilizer
= - + =:+ =
A- ma ta pherai aaipuge
==-= - --=
B- aaunus na basnus
-+:=: +- + =~ =- c
A- tapaai laai kehi kuraa ajhai sodhnu chha
-c =- = -
B- hunchha sodhnus na
-+:+ - +- c
A- tapaai ko khet ra baari kati chha?
- - +- +-= +- + |+==
B- khet 2 ropani baari 1 ropani (8 ropani 1 acer(approx)
= + - +- +==+ -+ ===- -c
A- baari maa kun kun kicim ko tarkaari lagaaunu hunchha?
= +==+
B- sabai kicim ko
+=+= == =+ -=- -c
A- campost mal aaphai banaaunu hunchha?
-:-, = += -=- - ==: =+:-= -
B- hoina, yo kasari banaaune ho? Malaai sikaaidinus na
= - |+= === c , + |== +-= |== |+ :t +=+ :=
-= =-
A- yo ta ekdam sajilo chha, ghar ko euTaa kunaa maa euTaa ek DeDh fit ko khaalDo khannus ani
=-=+ -+ = = +-- ==-=- =-- -++ +-, =+-
=
plastic baahek aru sabai phaaline chijbij haru jastai tarkaari ko bokraa haru, ghaas paat, sabai
= -:= ---= === +-=, - +c - -- = =
==
tyo khaalDo maa haalnus ra maaTo le puri dinus, 10 /15 din pachhi khanera hernus raamro mal
-= -c
tayaar hunchha
= == + + + == = - c
B- yo mal ke ke ko laagi raamro hunchha?
-+-, +=+= =, ==~= ===: +=+-= ~-c
A- tarkaariharu , phulharu aadi, aajabholi yaslaai' parmaculture 'bhaninchha
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=== ==-+ == + += = = -
yasmaa raasaayanik mal ko prayog garidaina
|= - = -c
B- e yo ta raamro rahechha
Vocabulary 2:
=
aadi etc.
=:+-
aaipugnu to arrive
==~=
aajabholi these days
=+
aaphai one self
=~
ajhai still
--+
baahek except

baari dry field

-=-
banaaunu to make, to prepare
~-
bhannu to call, to say
+
bokraa peel from fruits or vegetables
:t
DeDha one half
+=
fit feet
=+-
ghaaspaat grass and leaves

ghar house
---
haalnu to throw, to pour
=--
jastai such as
-:
khaaldo ditch
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-
khannu to dig
-
khet wet field
+==
kicim type
+-
kunaa corner
===-
lagaaunu to plant
==
maaTo soil
==
mal fertilizer
-
na emphatic particle
+=- ===
phaaline chijbij things to be thrown out
+
pheri again
+=
phul flower
+== =-
prayog garnu to use
+-
purnu to cover
==-+
raasaayanik chemical
+-
ropani a measure of land (approximately 1/8 of an acre)
=
sabai all
===
sajilo easy
=+=-
sikaaunu to teach
=-
sodhnu to ask
-
ta but, however
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-= --
tayaar hunu to be ready
===:
yaslaai to this
===
yasmaa in this
Dialogue 3: Talking with a farmer about help on the farm and irrigation
== -+:== ++ = + = +- = - = ==== ==-=
A- maile tapaai sanga krisi ko baaremaa dherai raamro kuraa haru sune aba aliali samassyaa
+ = + = -c
ko baaremaa kuraa garau hunchha?
-c -
B- hunchha ni
-+: - =+ - =--c
A- tapaaiharu aaphai kheti garnu hunchha?
-= :=- =+ c, +-=+- = =c +- =-c
B- haami dui janaa maatra chhau ,kahilekaahi aru maanchhe pani chaahinchha
+- -+:+ c c =- = --
A- kina, tapaai ko chhoraa chhori maddat gardainan?
=-- = +tc-
B- uniharu KTM maa paDhdaichhan
=- -+ += =- =c- +:c
A- yahaa khet ko kaam garne maanchhe haru paainchha?
== =-c, ==~= = += - =- =c-
B- ali gaahaaro chha,aajabholi sabai kaam khojna sahar jaanchhan
|=- ==:+ =- +-- c -
A- eyahaa sichaai ko byabasthaa kasto chha ni?
=+ =-- c- - -= === == += -=|+ c
B- sarkaari byabasthaa chhaina tara haami gaaule milera kulo lyaaekaa chhau
=-- =, = == +- = -==- -c
A- unnat biu, raamro mal kahaa baaTa lyaaunu hunchha?
=- +c, =- +|+ ~| === -=
B- KTM jaanu parchha,yahaa paaeko bhae sajilo hunthyo
=-=- + ++ ==-= -c
A- ohyahaa dherai kuraa ko samassyaa rahechha
Vocabulary 3:
== ~=
aajabholi these days
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=+
aaphai itself
=
aba now
=--+-
byabasthaa management
=
gaa(haa)ro/gaarho difficult
+-=+-
kahilekaahi sometimes
- =-
kheti garnu do farm work
-+ += =- =c
khet ko kaam garne maanchhe field worker
-
khojnu to search, to look for, to find out
+=
kulo channel, canal
+
kuraa thing, talk
-==-
lyaaunu to bring
=- =-
maddat garnu to help
=c
maanchhe person, people
==
mal fertilizer
==
milera to do something by joint effort
+=-
paaunu to get
-
sahar town
===
sajilo easy
==:
sichaai irrigation
=-- -=
unnat biu improved seed
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Language focus
Change of noun to adjective: noun + -ilo= adjective:
yahaa ko maaTo malilo chha
Here 's soil fertile is The soil here is fertile
The adjective suffix -ilo is added to the end of a noun (mal meaning 'fertilizer') to change it into an
adjective malilo 'fertile'.
Instrumental: noun + le:
maaTo le puri dinus!
Soil instrumental particle cover give Cover it with soil!
The instrument used for an action is followed by le just like the agent of an action
Purpose (in order to): verb root + -na + main verb phrase:
sabai kaam khojna sahar jaanchhan
All work seek city they go They all go to the city to seek work
A verbal purpose ('in order to ...') is produced by adding -na to the verb expressing the purpose
The 'purpose' (in order to seek work) is placed before the main verb (they go (to town))
Conditional clause (unreal) (if ...): verb root + -eko + bhae:
yahaa paaeko bhae, sajilo hunthiyo
Here gotten it became, easy it was If we could get it here, it would be easier
An unreal conditional clause (if ...) is formed by adding -bhae ('became') to the perfect participle form
of the verb expressing the unreal condition (if we could get it here, ...)
The conditional phrase is followed by the rest of the sentence ending in a verb in the past tense
Analysis
Compare with Danish where this is relevant
1 Do other languages you know have a way of changing nouns into adjectives?
2 How is this done in English/Danish?
3 What is the form of pugyo (Dialogue 1 at the end) and why?
4 How do other languages you know express the instrumental?
5 What does aajabholi literally mean?
6 What does hunchha mean? (Dialogue 3, first question)
7 How is purpose expressed in other languages you know?
8 What does milera literally mean?
9 How do other languages you know deal with conditional phrases?
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Lesson 12
Homework
1 Memorise the learning contents of Lesson 12
*2 Translate the following sentences or do number *9
1. Which crops are planted here?
2. Please teach me to plant rice
3. When is corn planted here?
4. If you could get water easily, it would be good
5. Can I ask something?
6. How do you make compost?
7. After ploughing, you plant the wheat
8. Do you use chemical fertilizer?
9. We come to class to learn Nepali
3 Make 5 sentences in the past tense with different subjects (I, you/he/she, it, we, they (low))
some positive and some negative
4 Prepare the Task
5 Memorise the numerals: 90 - 100
6 Memorise Devanagari: all the semi vowels: ya, ra, la, va
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
8 Read: Try to read some words anywhere around you written in Devanagari script and note them
down
*9 Make sentences with:
1 -nu parchha
2 Verb root + inchha
3 -i dinu
4 sanga
5 kahilekaahi
6 milera
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7 rahechha
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REVIEW 3:
Lessons 9-- 12
1 Review Lesson 12:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 12
Whole class
2 Review Lessons 9-12:
1 Listening
Teacher reads the listening texts for Lessons 9 - 11
Discussion on problematic passages afterwards
2 Speaking
Pair work 1:
At the tailor's
(buying material and having something sewn)
Pair work 2:
Visiting partner organization
(length of stay, extension of work area, distance from Kathmandu)
Pair work 3:
Visiting a village:
(crops, harvests, animals and soil)
3 Numerals
Teacher reads a random selection of numerals: 1-100
Students write
All check together
4 Devanagari
Pair work 1:
Students take turns naming the letters they have learned using the wooden letters
Pair work 2:
Students take turns reading lists of words with known letters
5 Listening/responding
Task from Lesson 12
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Lesson 13
Education
In this lesson you will learn to:
1 talk about education
2 ask and talk about the difference between things
sarkaari school ra boarding school maa ke pharak chha?
Government schools and boarding schools in what difference there is
3 talk about actions being finished
yo jaach pass bhaepachhi
this exam pass become after = after this exam has been passed
4 quote indirect speech
maile suneko thie ki school raamro chhaina
I I had heard that school good it isn't
5 address children
bhaai, timro naam ke ho?
Younger brother, your name what it is
Timi school jaanchhau ?
You school you go ?
6 talk about actions that are about to take place
timi school jaana laageko ho?
You school go have begun it is = are you about to go to school?
7 give orders to children
jaau!
go
8 talk about past perfect activities
maile kaam gareko thie
I work I had done
9 count: 1000, 10.000, 100.000, 1000.000
10 read and write in Devanagari: all the sibilant and aspirate consonants: sa, sha, sa, ha
Culture: Education, politeness
Task: Ask someone at the office about his/her basic education
where,
how long
which subjects
how many students
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Practice dialogue
A: Are there schools in this area?
B: Yes, there is a government school and a boarding school
A: What is the difference between government schools and boarding schools?
B: There are many differences. Many people think that boarding schools are better than
government schools
A: Is there an exam at all schools?
B: Yes
A: What is the biggest exam?
B: School Leaving Certificate
A: I had heard that schools in villages are not good
B: Yes, that is a big problem (samasyaa)
Dialogue 1: Talking about schools
-=--
A- namaste
-=--, -+:-+ === -+= c
B- namaste, tapaaiharu ko gaau maa school chha?
|== =+ -+= : -= : z -+= c
A- euTaa sarkaari school ra dui waTaa boarding school chha
=+ -+= :z -+== + ++ c
B- sarkaari school ra boarding school maa ke pharak chha?
=+ -+== |+ = +== === -c += +== =+
: ==
A- sarkaari school maa ek dekhi das class samma hunchha ra paach class dekhi maatra english
+t:c - :z -+== |+ - +== === -c -=
paDhaainchha tara boarding school maa ek dekhi baara class samma hunchha ra nursary
- :== +t:c
dekhi nai English paDhaainchha.
= -+=-= == +- -c
B- Sabai School haru maa jaach pani hunchha?
=-+ = -+=-= == -c
A- yahaa ko sabai school haru maa jaach hunchha
-+=-+ =~ s= == +- -
B- school haru ko sabaibhandaa Thulo jaach kun ho?
-+=-+ =~ s= == |=|== -, = == +== +c -c
A school haru ko sabaibhandaa Thulo jaach S.L.C.ho, yo jaach 10 class pachhi hunchha.
= == +- +- -+=-= c-
B yo jaach kun, kun schoolharu le dinchhan?
-+= ~+ = -+=- = |+ +=+ = == - +c =- = ==
+=
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A Nepal bhari kaa sabai school haru le ekai paTak yo jaach dinu parchha ani yo jaach pass
~|+c =+ =-- +== +t- +=c-
bhaepachhi maatra uniharu 11 class paDhna paauchhan
== = -+ |+ ==+ -+== = +t: - -
B maile suneko thie ki gaau ko school maa raamro paDhaai hudaina re ?
-, =+ -+=-= + = + == = + += c
A- ho, sarkaari school haru maa sikchhyak ra biddyaarthi dubai ko laagi subidhaa kam chha
=- += ==+ = -= = |=|== += =- =+c-
B- ani kasari gaau ko biddyaarthi haru le yo S.L.C. pass garna sakchhan?
= |== s = ==-= c
A- yo euTaa Thulo samassyaa chha
Vocabulary 1:
~
bhari whole, all of
-=
biddyaarthi student
:z
boarding private school

dubai both
|+ +=+
ekai paTak at the same time
==
gaau village
==
jaach examination
+=
kam less
=+
maatra only
-
nai emphatic particle
+=-
paaunu to get
+t:
paDhaai teaching
+t=-
paDhaaunu to teach
++
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pharak different
=
sabai all
= ~
sabaibhandaa most (superlative)
==-=
samasyaa problem
=+
sarkaari governmental
+
sikchhyak teacher
|= |= =
S.L.C. School Leaving Certificate
=+
subidhaa facility
=-
sunnu to hear, to listen
-
tara but
Dialogue 2: Talking to a child on his way to school
|~: -= -= + -
A- e bhaai timro naam ke ho?
=-= = -
B- mero naam Ram ho
-= -+= =- ==+ -
A- timi school jaana laageko ho?
-, = = = -+= -
B- ho, u..tyo mero school ho
-= +=== +- =- c-
A- timro class maa kati janaa chhan?
- =-
B- 60 janaa
+- =- += +- =- +=
A- kati janaa keTaa kati janaa keTi?
=- += - =- +=
B- 40 janaa keTaa 20 janaa keTi
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-= +- +=== +tc
A- timi kati class maa paDhchhau?
- +===
B- 6 class maa
+-, + - = +tc
A- kun, kun bisaya paDhchhau?
:==, -+=, -=, =:=, :--=, :=
B-English, Nepali,math,Science, histry, e.t.c.
-+== +t: +-- -c
A- school maa paDhaai kasto hunchha?
= = s+ -c - :== = - -
B- aru bisaya Thikkai hunchha tara english raamro hudaina
|= == = t= -=
A- ela jaau aba Dhilo holaa
Vocabulary 2:
=
aru other (plural of arko another)
-=
bisaya subject
t=
Dhilo late
=- ==+
jaana laageko about to go
+=
keTaa boy
+=
keTi girl
+t:
paDhaai teaching
+t-
paDhnu study
Language focus
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Verb conjugation: past perfect tense: garnu ('had done')
Positive Negative
Singular
1.p.(I) maile gareko thie gareko thiina
2.p.(you) tapaaile garnubhaeko thiyo garnubhaeko
thiena
2.p.LOW (you) timile garekaa thiyau garekaa thienau
3.p.(he/she) wahaale garnubhaeko thiyo garnubhaeko
thiena
3.p.Low (it) usle gareko thiyo gareko thiena
1.p.(we) haamile/haamiharule garekaa thiyau garekaa thienau
2.p.(you) tapaaiharule garnubhaeko thiyo garnubhaeko
thiena
2.p.LOW(you) timiharule garekaa thiyau garekaa thienau
3.p.(he/she) wahaaharule garnubhaeko thiyo garnubhaeko
thiena
3.p.Low (they) uniharule garekaa thie garekaa thienan
Conjunction used for reported speech ('X said, that ...'): ki:
maile suneko thie ki gaau ko school raamro chhaina
I agent marker had heard that village's schools good aren't
I had heard that village schools were not good
ki is used as a conjunction (='that') linking reported speech to a verb (I've heard that ..., I've read that ...,
etc)
Construction meaning 'to be about to do something': verb root + -na + laageko:
timi school jaana laageko ho?
You school go have been about to is it You were about to go to school, right?
laageko may be used in this construction after any verb in the na form
Imperative: low form: verb root + -u/-a:
jaau!
Go!
The imperative in the low form used with children addressed as timi(haru) is verb root + -u
If the verb root ends in a consonant then a is added to the verb root, eg. rokhnu: rockha!.
Analysis
Compare with Danish where this is relevant
1 Do other languages you know have a conjugation for the past perfect?
2 How does Nepali past perfect compare with English/Danish?
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Lesson 13
Homework
1 Memorise the learning contents of Lesson 13
*2 Translate the following sentences or do number *9
1. I had heard that the SLC is difficult
2. What is the difference between the 10+2 exam and the SLC?
3. The SLC is after 9
th
or 10
th
grade in Denmark
4. What is the highest exam in Denmark?
5. At what age do children start school?
6. In Denmark children start learning English from 4
th
grade
7. We were about to go to the market
8. In some schools in Denmark, the teaching is not very good
9. There are fewer/less schools in Denmark than in Nepal
3 Write 5 sentences with different verbs in the past perfect tense with different subjects (I, you/
he/she, it, we, they (low)) some positive and some negative
4 Prepare the Task
5 Memorise the numerals: 1000, 10.000, 100.000, 1000.000
6 Memorise Devanagari: all the sibilant and aspirate consonants: sa, sha, sa, ha
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
8 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
*9 Make sentences with:
1 Verb root + -inchha
2 Verb root + -u (imperative low form)
3 Laagnu ('to be about to')
4 sabaibhandaa
5 saknu
6 -nu parchha
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7 pharak
8 kam
LESSON 14
Job Specific: Partner Organizations
In this lesson you will learn to:
1 talk about your organization
2 ask about and explain the reason for being in a particular place
Nepal maa ke garnuhunchha? /
Nepal in what you do
ma MS-Nepal ko bikaase kaaryakartaa hu
I MS-Nepals development worker I am
3 talk about work on a general level
kahaa kaam garnuhunchha? / ma NEWAH laai maddat didaichhu
where work you do / I NEWAH to help I am giving
4 ask for and give explanations of words
NEWAH bhaneko ke ho? / NEWAH bhaneko Nepal etc.
NEWAH said what is / NEWAH said Nepal, etc.
= what does NEWAH mean? / NEWAH means NEpal Water And Health
5 talk about types of organazations
NEWAH kasto kicim ko sansthaa ho? /
NEWAH how type 's organization it is /
NEWAH euTaa gair sarkaari sansthaa ho
NEWAH one non governmental organization it is
6 talk about a development organization's work
NEWAH le mukhya ke ke kaam garchha? /
NEWAH agent marker main what what work it does
NEWAH le swaastha sikchyaa ko digo bikaas ko laagi kaam garchha
NEWAH agent marker health educations sustainable development for work it does
=NEWAH works for sustainable development of health education
7 ask and answer questions about job specifics
NEWAH sanga kun bisaya maa kaam gardai hunuhunchha? /
NEWAH with which field in work are you doing
ma wahaaharu laai suchanaa byabasthaapan ko kaam maa maddat garchhu
I them to information management 's work in help I do
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8 ask and answer questions about job responsibilities
X ko kaam maa kasari maddat garnuhunchha? /
X 's work in how help you do
mero uttardaaitwa dherai chhan jastai: X,Y,Z,etc
my responsibilities many are like
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9 express interest in something
chaakhlaagdo kaam rahechha
interesting work it seems
10 talk about sources of funding
NEWAH ko laagi rakam kahaa baaTa aauchha?
NEWAH for funding where from it comes
NEWAH ko laagi rakam IRC baaTa aauchha
NEWAH for funding IRC from it comes
11 talk about how something is done
yasle swaasnimaanchhe samuha dwaaraa sahayog garchha
it agent marker women group through support it gives
= it gives support though womens groups
12 thank somebody for some information
suchanaa ko laagi dhannyabaad
information for thanks
13 Count:all the fives: 5, 15, 25, 35, 45, 55, 65, 75, 85, 95
14 read and write in Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
Culture: Bureaucracy, politeness
Practice dialogue
A: What are you doing in Nepal?
B: .
A: Where do you work?
B: .
A: What does (name of your organization) mean?
B: ..
A: Which type of organization is it?
B: ....
A: What is the main work of your organization?
B:
A: Where does the funding come from?
B: .....
A: Where is your organization working?
B: .
A: Thanks for the information
Dialogue 1: Talking about DW work for a partner organization
-=--
A namaste,
-=--, --= +-= ==-~=
B namaste,basnus, kahaa baaTa aaunubhayo?
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=-= = = ==c, - = -
A ahile ma KTM baaTa aaudaichhu, tara mero desh DK ho
-+= +- ==-~=
B Nepal kina aaunubhayo?
= |=|= -+=+ += +=+- -
A ma MS Nepal ko bikaase kaaryakartaa hu
+- += =- -c
B kahaa kaam garnuhunchha?
=-= = --=: =- c
A ahile ma NEWAH laai maddat didaichhu
-- ==, +- == += = -- -c
B NEWAH sangha, kun bisaya maa kaam gardai hunuhunchha?
= =--=: =~= - ==- =--+- + += = =-
A ma wahaaharu laai abhilekh tathaa suchanaa byabasthaapan ko kaam maa maddat
=c
garchu
=~= - ==-+ += = += =- =-- c
B abhilekh tathaa suchanaa ko kaam maa kasari maddat garnuhunchha?
= =a=- + c- =--
A mero uttardaaitwa dherai chhan jastai:
-- + =r= += +=== =-
-NEWAH ko mukhya ra chhetriya kaaryaalaya jaane
+==-+ = ==- =-
-pariyojanaa ko baaremaa adhyan garne
=~= ==-+ += =-
-abhilekh ra suchanaa ko kaam garne
-- + +===: =-- -== -
-NEWAH ko karmachaari laai chaahine taalim dine
=-- == = =-==- =-=+- =-
-uniharu sanga basera anugaman ra mulyaankan garne
-- + -+ +++ =+-= =- =-
-NEWAH ko dainik patrikaa utpaadan maa maddat garne
s+ c =s ++-+ == +=s
B Thik chha miTho kuraakaani ko laagi dhannyabaad
-=, + ~==
A has, pheri bheTaulaa
Vocabulary 1
=~=
abhilekh documentation
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===-
addhyan study
=-==-
anugaman monitoring
~=-
bheTnu to meet
+= +=+-
bikaase kaaryakartaa Development worker
=
bisaya area, field, subject
=-+-
byabasthaapan management
=--
chaahine needed, necessary
+=
chhetriya regional
-+
dainik daily
=--
jastai such as
+-
kehi something
+==
karmachaari staff
+===
kaaryaalaya office
=- -
maddat dinu to (give) help
=- =-
maddat garnu to help
=s ++-
miTho kuraakaani nice talk
=r=
mukhya main
=-=+-
mulyaannkan evaluation
+==-
pariyojanaa project
+++
patrikaa newspaper
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==-
suchanaa information
-==
taalim training
-
tathaa and, as well as
=+-
utpaadan production
=a=-
uttardaaitwa responsibility
Dialogue 2: Talking about the work of a partner organization
= -+:== +- =- =+c
A ma tapaai sanga kehi sodhna sakchhu?
-c, =-= -
B hunchha, sodhnus na
-+: -- = += =--c -:-
A tapaai NEWAH maa kaam garnuhunchha hoina?
- +-
B ho, kina?
-- +-- +==+ =- -
A NEWAH kasto kicim ko sansthaa ho?
= |== = =+ = =--+ =- -, = -+ +==-
B yo euTaa gair sarkaari ra gair raajnaitik sansthaa ho, yo naaphaa kamaaune
=- -:-
sansthaa hoina
=-+ += +===- -= =-=-= c-, -=-=,
yasko chhetriya kaaryaalayaharu 5 waTaa jillaaharu maa chhan, Biratnagar,
-+===, +-=t, + +s=-:
Nepalgunj, Dhangadhi, Pokhara ra Kathmandu.
= =-= =r= +, + += =c
A yo sansthaa le mukhya ke, ke kaam garchha?
=-= == ++ =---=: =+ -+- c
B yasle durgam chhetra ko janataaharu laai saphaa khaane paani dinchha ra
--- + = += + == += =c
swaastha sikchyaa ko digo bikaas ko laagi kaam garchha..
=-,-- = = = += =c
A ohNEWAH le yo sabai kaam garchha?
--= =+ +==- == = -
B NEWAH le aaphai pariyojanaa laagu gardaina,
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|+= =c -
A ekasari garchha ta?
=-= --= =-, =~ =-, =-+=- == -
B yasle sthaaniya sansthaa, saajhedaari sanstha, saanaa kisaan samuha ra
----=c ==- : =-== =c
swaasnimaanchhe samuha dwaaraa sahayog garchha
= =-== -+ == += +-= ==c
A yo sahayog dina ko laagi rakam kahaa baaTa aauchha?
=== +-- +== +=c = + =-=+ =:==
B yasle 90% rakam water aid baaTa paauchha ra aru baaki UNICEF ra IRC
- =-: =
(Netherlands) baaTa.
Vocabulary 2
=+
aaphai one self
= +
aru baaki the rest, the remaining
+
baaki left
+=
chhetriya regional
= -+=
digo bikaas sustainable development
== +
durgam chhetra rural erea
:
dwaaraa by/through
=
gair non-
= =--+
gair raajnaitik non political
= =+
gair sarkaari N.G.O.( non govermental organization)
=--
janataa people
=-=
jilla district
+==-
kamaaunu to earn
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+-
kehi something
-+-
khaane paani drinking water
+==
kicim type
== =-
laagu garnu to implement
=r=
mukhya main
-+
naaphaa profit
+=-
paaunu to get
+==-
pariyojanaa project
=- -+
raajnaitik political
+=
rakam funding, money
=~
saajhedaari partnership
=- +=-
saanaa kisaan small farmer
=
sabai all
=-== =-
sahayog garnu to help/to support
==-
samuha group
=-
sanstha organization
=+
saphaa clean
=+
sarkaari governmental

sikchhyaa education
=-
sodhnu to ask
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--=
sthaaniya local
---- =c
swaasnimaanchhe women
---
swaastha health
-
ta then
==+
yasko its
===
yasle it (as agent)
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Lesson 14
Homework
1 Memorise the learning contents of Lesson 14
2 Translate the following sentences
1. I work for KSSC
2. KSSC means Kalika Self-reliance Social Centre
3. What type of organization is Danida?
4. Where does the main funding for Danida come from?
5. What does sustainable development mean?
6. I came to Nepal to do development work
7. In which fields/subjects does your organization work?
8. The main office of MS is in Kathmandu
3 Write 5 sentences with different verbs in the present continuous tense with different subjects (I,
you/he/she, it, we, they (low)), some positive and some negative.
4 Paragraph writing:
Write a few sentences about your partner organization (where, what, who, when, how
many, how long, why-type description)
5 Memorise the numerals: all the fives: 5, 15, 25, 35, 45, 55, 65, 75, 85, 95
6 Memorise Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
7 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
8 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
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LESSON 15
Job specific: MS-Nepal
In this lesson you will learn to:
1 talk about different types of organizations
MS kasto sansthaa ho?/
MS how organization it is
MS euTaa Danish naagarikharu ko sansthaa ho
MS a Danish citizens organization it is
2 talk about people, using 'who ever/anybody'
Denmark maa jo pani yasko sadasyaa banna sakchhan
Denmark in who also its member become they can
= Anybody in Denmark can become a member of this
3 talk about main programs of development work
MS-Nepal ko mukhya kaaryakram ke ke ho?/
MS Nepals main program what what it is
MS le aaphai kunai pani kaam gardaina
MS agent marker one also work it doest do
= MS doesnt do any work of its own
4 express your feelings upon hearing something
MS ko baaremaa sunna paaudaa khusi laagyo, dhannyabaad
MS about hear get while happy I felt, thanks
= I am happy to have heard about MS, thanks
5 talk about one action taking place within the time of another, using 'when/while'
MS ko baaremaa sunna paau-daa khusi laagyo, dhannyabaad
MS about hear get-while happy I felt, thanks
= I am happy to have heard about MS, thanks
6 Count:all the tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
7 read and write Devanagari: other conjunct and special characters, and half characters
Culture: work ethics, politeness, (N)GO's
Task: Ask someone at the office what his/her main responsibilities are
Practice dialogue
A: Why did you come to Nepal?
B: ......
A: Where do you work?
B: ....
A: In which field/subject do you support your partner organization?
B: .....
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A: How do you do this work?
B: I have many responsibilities such as .
A: Your work seems interesting
Dialogue: MS-Nepal
=+- = ==-~=
A oh..kahaa baaTa aaunubhayo?
+s=-: |=|= -+= =
B Kathmandu MS Nepal baaTa
|=|= +-- =- -
A MS kasto sansthaa ho?
|=|= |== : - -=+-+ =- -, :+ = = +- =-+ =-=
B MS euTaa Danish naagarikharu ko sansthaa ho, DK maa jo pani yasko sadasyaa
- =+c- === - -= =a- -= =-- =-=
banna sakchhan. Yasmaa 6 hajaar byktiharu ra 100 waTaa sansthaaharu sadasya
c- = =-+ + :-= += +=+-- |==, =+ +
chhan.yo sansthaa ko karib 4000 Danish bikaas kaaryakartaaharu Esiya, Africa ra
== == += += =c-
madhya America maa kaam garchhan.
||=|= -+== +- =- += +=+-- += =c-
A e.MS Nepal maa kati janaa bikaase kaaryakartaaharu kaam garchhan?
=-= - =- =- c-
B ahile 24 janaa jati chhan
--- +-, +- += =c-
A tiniharu kahaa, kahaa kaam gardaichhan?
~- =-=-= =--,-+===, ~--, +-+, :=, ::=+
B bivinna jillaaharu maa jastai: nepalgunj, bhirahawa, palpa, Doti, Dadeldhura
+s=-:, :=
KTM, ityaadi.
|=|=+ =r= +=+= +, + -
A MS ko mukhya kaaryakram ke, ke, ho?
|=|== =+ +- +- += =-, |=|== --= =~-==
B MS le aaphai kunai pani kaam gardaina, MS le sthaaniya saajhedaarharu sanga
== +=+ +=- =c, |=|== =r= -- += =~-
milera bikaasko kaamharu garchha.MS le mukhya tin chhetra maa saajhedaarharu
=: =-== =c
laai sahayog garchha:
=-=-+ =+ t=- =- =-+ += =-
-maanisharu ko sip baDhaaune ra maanab srot ko bikaas garne
++ =-+- = =+= =-== -==-
-pharak sanskrit bich aapasi sahayog lyaaune
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:-=+= ==- =-+ +s=-
-Denmark maa suchnaa ra jaankari paThaaune
|= =+=+ == = +-= ==c -
A e..yo sabai kaam ko laagi kharcha kahaa baaTa aauchha ni ?
|=|=+ = : -= =+ |=|=+ =-=- = ==c
B MS ko kharcha Danish sarkaar ra MS ko sadasyaharu baaTa aauchha.
|=|=+ = =- += ==, +=
A MS ko baaremaa sunna paaudaa khusi laagyo, dhannyabaad
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Vocabulary
=+= =-==
aapasi sahayog mutual cooperation
=+
aaphai one self
t=-
baDhaaunu to increase
-
bannu to become
=
bicha between
-+
bikaas development
~-
bivinna different
=a
bykti person
+
chhetra area

daa when, while

:=
ityaadi etc.
=-+
jaankaari advocacy
=--
jastai such as
=-
jati around, approximately
=-=
jilla district
= +-
jo pani anybody
+=+-
kaaryakartaa worker
+=+=
kaaryakram program
+-
karib around
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=
kharcha fund

khusi happy
+- +-
kunai pani + neg. no one, not one (lit: one also it doesnt ..)
-==-
lyaaunu to bring
=- =-
maanab srot human resource
=-=
maanis person
=-=-+ +
maanisharu ko sip human rights
==
madhya central, middle
==
milera by joint effort
=r=
mukhya main
-=+
naagarik citizen
+s=-
paThaaunu to send
++
pharak different
=~
saajhedaar partner
=
sabai all
=-=
sadasya member
=-==
sahayog support
=-+-
sanskriti culture
=-
sansthaa organization
=+
sarkaar government
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=+
sip skill
--=
sthaaniya local
==-
suchanaa information
---
tiniharu they
===
yasmaa in it
==+
yasko its
Language focus
Time phrase (when.../while...): verb root + daa(kheri)
MS ko baaremaa sunna paau-daa khusi laagyo, dhannyabaad
MS about hear get-while happy I felt, thanks
I am very happy to have heard about MS, thanks
A time phrase (sunna paaudaa =when I got to hear.)is formed by adding daa(kheri) to the verb
root. The time phrase is followed by the main clause (khusi laagyo = .I was happy)
Demonstratives, adverbs, interrogatives, relative pronouns and negatives
See appendix for a combined chart!
Interrogatives, relative pronouns & negatives:
Interrogatives Relative pronouns:
definite
Relative pronouns:
indefinite
Negatives:
always used with the
negative form of the
verb (double
negative)
Used in questions Used in statements
kun which jun which jun pani which ever kunai pani nothing
ko* who jo* who jo pani anyboby kohi pani nobody
kahaa where jahaa where jahaa pani wherever kahi pani nowhere
kataa to where jataa to where jataa pani wherever kataa pani no where
kasari how jasari as jasari pani any way kasari pani no way
kahile when jahile when jahile pani whenever kahile pani never
kati how many jati as many jati pani whatever kati pani not at all
kasto how jasto how jasto pani however kasto pani no way
ke what je what je pani whatever kehi pani nothing
* these words change form in the oblique case ( + -laai, -le and maa):
kaslaai
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Demonstratives and adverbs:
Demonstratives/adverbs: close Demonstratives/adverbs: distant
yo* this tyo* that
yahaa here tyahaa there
yataa to here tyataa to there
yaso in this way tyaso in that way
yasari in this way tyasari in that way
ahile/aba now tahile then, at that time
yati this much tyati so much
yasto such tyasto such, thus
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LESSON 15
Homework
1 Memorise the learning contents of Lesson 15
2 Translate the following sentences
1. When I was in Kathmandu, the weather was very nice
2. What are the main programs of your organization?
3. Anybody can ride on a Tempo
4. Who can become members of your organization?
5. MS Nepal works with different organizations in the west and far west
6. He doesnt do any work at the house
3 Write 5 sentences with different verbs in the past tense with different subjects (I, you/he/she, it,
we, they (low)), some positive and some negative
4 Paragraph writing:
1 Write a few sentences about MS/DANIDA
2 Write a few sentences about MS-Nepal
3 Write a few sentences about your job with your partner
4 Write a few sentences about your past work experience
5 Prepare the Task
6 Memorise the numerals: all the tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
7 Memorise Devanagari: other conjunct and special characters as well as the half characters
8 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
9 Read:
Try to read some words anywhere around you written in Devanagari script and note them down
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Review 4:
Lessons 13-15
1 Review Lesson 15:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 15
Whole class
2 Review Lessons 13-16:
1 Listening
The teacher reads the listening texts for Lessons 13 - 14
Discussion of difficult parts at the end
2 Speaking
Pair work 1:
Interview: Your job
Pair work 2:
Interview: Your partner/organization
3 Numerals
Bingo:
A regular game of Bingo is played
4 Devanagari
Pair work 1:
Students take turns naming the letters they have learned using the wooden letters
Pair work 2:
Students take turns reading lists of words with known letters
5 Listening/responding
Task from Lesson 15
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Dialogues for 2
nd
day
As version
Please dont look at Bs version if you are A
If you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask B to repeat his/her questions
Tell B you dont understand
Ask B to speak slowly
Ask B what the words you dont understand mean
In case B has problems:
Repeat the questions
Speak slowly
Try to keep to Nepali except:
Translate words which B says s/he doesnt understand
Lesson 1
1
A: Ask B what his/her name is
A: Answer and ask B where s/he is from
A: Answer and ask B what his/her job is
A: Answer
2
A: Respond
A: Answer
A: Answer
A: Answer
3
A: Get Bs attention (= Hey B!)
A: Ask B how many pencils (or something else) there are on the table
A: Take a pencil (or something else) and ask B whose it is
A: Answer
4
A: Respond
A: Answer and return the question
A: Answer and return the question
A: Respond
A: Ask B to give you his/her pencil (or something else)
A: Thank B
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Lesson 2
1
A: Answer and ask B when lunch is
A: Answer
2
A: Ask B what time it is
3
A: Answer
A: Answer (in Kathmandu)
A: Answer
Lesson 3
1
A: Ask B which foods s/he likes
A: Answer and ask B which foods s/he doesnt like
A: Answer and ask B whether food is available in the class
A: Ask B whether s/he needs water
A: Answer
2
A: Answer
A: Answer
A: Answer and return the question
Lesson 4
1
A: Answer and return the question
A: Answer and return the question
A: Answer and return the question
A: Answer and if B does have children return the question
A: Answer and if B does have children return the question
A: Answer and if B does have children return the question
Continue the dialogue getting more information about each others family
2
A: Ask B how many people there are in his/her family
A: Answer and ask B who the people in his/her family are
A: Answer
Continue the dialogue getting more information about each others family
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Lesson 5
1
A: Ask B what s/he does in the morning
A: Answer and ask what B does in the afternoon
A: Answer and ask what B does in the evening
A: Answer
2
A: Answer and return the question
A: Answer and return the question
A: Answer and return the question
3
A: Ask B when s/he cleans his/her room
A: Answer and ask B when s/he goes to the market
A: Answer
Lesson 6
1
A: Suggest a day
A: Respond if necessary and ask what time
A: Respond
2
A: Ask B when would be a good time for him/her to go out to eat
A: Agree or suggest another day
A: Suggest a time
Lesson 7
1
A: Ask B how to get to the Royal Palace from the MS office
2
A: Give B directions
Lesson 8
1
A: Tell B that you are not very well
A: Tell B that you have a pain somewhere
A: Answer
A: Answer
A: Answer
2
A: Ask B how s/he feels
A: Ask B whats the matter
A: Ask B when this started
A: Ask B why this situation has come about
A: Ask B whether s/he went to the doctor
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3
A: Reply and return the question
A: Reply and return the question
4
A: Ask B where s/he lived in Denmark
A: Answer and ask B whether s/he was working in Denmark
A: Answer and ask B what kind of work s/he did in Denmark
A: Answer
Lesson 9
1
A: Ask B whether s/he has been to a tailor
A: Answer and if relevant ask B what s/he had made at the tailors
A: Answer and ask about the type and price of the material and the sewing charge
A: Answer and ask where the tailor is
A: Answer
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
Lesson 10
1
A: Comment on Bs statement
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply
2
A: Ask B what the weather is like right now in the area of his/her posting
A: Answer and ask B how the weather of his/her posting in general compares with Kathmandu
weather
A: Answer and ask how B feels about the weather as far as his/her posting is concerned
A: Answer and ask B what the perfect climate would be in his/her opinion
A: Answer
Lesson 11
A: Ask B where s/he is going to work
A: Answer and ask B how long it takes to go there from Kathmandu
A: Answer and ask B whether there are other foreigners working in his/her area
A: Answer and ask B which ethnic groups live in his/her area
A: Answer
Lesson 12
1
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A: Reply
A: Reply
A: Reply and explain
A: Reply
2
A: Ask B which animals Danish farmers raise
A: Comment if you dont agree, and ask what each of the animals is used for
A: Comment if you dont agree, and ask B whether many people in Denmark make compost
A: Ask B which type of fertilizer is used in Denmark
Lesson 13
1
A: Ask B whether there are many private schools in Denmark
A: Ask B what the difference between private schools and public schools is in Denmark
A: Ask B after which grade there is an exam in Denmark
A: Ask B whether there are other exams in Denmark
A: Ask B at what age children start school in Denmark
A: Ask B whether children have to go to school in Denmark
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
Lesson 14
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B in which fields/subjects s/he will be working in his/her organization
A: Answer and ask B what his/her main job responsibilities will be
A: Answer and ask B whether s/he has done such work previously
A: Answer
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Lesson 15
1
A: Ask B what kind of organization MS is
A: Ask B where MS works
A: Ask B how MS works
A: Ask B in which main areas/subjects MS works
A: Ask where the funding for MSs work comes from
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
3
A: Ask B when s/he is leaving for his/her organization
A: Answer and ask B where his/her organization is
A: Answer and ask B how s/he is getting there
A: Answer and ask B how long it takes to get there
A: Answer
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Dialogues for 2
nd
day
Bs version
Please dont look at As version if you are B
If you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask A to repeat his/her questions
Tell A you dont understand
Ask A to speak slowly
Ask A what the words you dont understand mean
In case A has problems:
Repeat the questions
Speak slowly
Try to keep to Nepali except:
Translate words which A says s/he doesnt understand
Lesson 1
1
B: Answer and return the question
B: Answer and return the question
B: Answer and return the question
2
B: Get As attention (=Hey A!)
B: Ask A for the name of someone else in the class
B: Ask A where that other person is from
B: Ask A what that other persons job is
3
B: Respond
B: Answer
B: Answer and take a book (or something else) and ask A whose it is
4
B: Say hello to A
B: Ask whether A is OK
B: Answer and ask A where his/her book (or something else) is
B: Answer and ask A to give you his/her book (or something else)
B: Thank A
B: Respond
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Lesson 2
1
B: Ask A when the tea break is
B: Answer and ask where to go for lunch
2
B: Answer
3
B: Ask A what to do on Saturdays
B: Ask A where Bouddha is
B: Ask A how to go to Bouddha
Lesson 3
1
B: Answer and return the question
B: Answer and return the question
B: Answer
B: Answer and return the question
2
B: Ask A which fruits are available in Kathmandu
B: Ask A what oranges (or something else) cost
B: Ask A how Nepali food is
B: Answer
Lesson 4
1
B: Ask A how old s/he is
B: Answer and ask A whether s/he is married
B: Answer and ask whether A has any children
B: Answer and (if A does have children) ask how many girls/boys
B: Answer and ask A for the ages of his/her children (if s/he does have any)
B: Answer and ask A where his/her children are (if s/he has any)
B: Answer
Continue the dialogue getting more information about each others family
2
B: Answer and return the question
B: Answer and return the question
Continue the dialogue getting more information about each others family
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Lesson 5
1
B: Answer and return the question
B: Answer and return the question
B: Answer and return the question
2
B: Ask what A does after breakfast
B: Answer and ask what A does after lunch
B: Answer and ask what A does after dinner
B: Answer
3
B: Answer and return the question
B: Answer and return the question
Lesson 6
1
B: Ask A when would be a good time for him/her for going to the market
B: Agree or suggest another day
B: Suggest a time
2
B: Suggest a day
B: Respond if necessary and ask what time
B: Respond
Lesson 7
1
B: Give A directions
2
B: Ask A how to get to Kathmandu Durbar Square from the MS office
Lesson 8
1
B: Ask A how s/he feels
B: Ask A whats the matter
B: Ask A when this started
B: Ask A why this situation has come about
B: Ask A whether s/he went to the doctor
2
B: Tell A that you are not very well
B: Tell A that you have a pain somewhere
B: Answer
B: Answer
B: Answer
3
B: Ask A what s/he did yesterday
B: Answer and ask A why s/he did what s/he did yesterday
B: Answer
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1
4
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
Lesson 9
1
B: Reply and return the question
B: Reply and return the question if relevant
B: Reply and return the question
B: Reply and return the question
2
B: Ask A whether s/he has bought anything in a shop in Nepal
B: Answer and ask A what s/he has bought
B: Answer and ask A about the price of what s/he has bought
B: Answer and ask A how much the shopkeeper lowered the price
B: Answer
Lesson 10
1
B: Make a comment about todays weather
B: Ask A which month in Denmark s/he likes the best
B: Answer and ask A why s/he likes that particular month the best
B: Answer and ask A which month in Denmark s/he likes the least
B: Answer and ask A why s/he likes that particular month the least
B: Answer and ask A during which month in Denmark it rains the most
2
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
Lesson 11
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
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Lesson 12
1
B: Ask A what the main crops in Denmark are
B: Comment if you dont agree, and ask A how many times a year it is possible to plant in
Denmark
B: Ask A whether it is possible to grow rice in Denmark
B: Ask A whether people in Denmark eat rice and where it comes from
2
B: Reply
B: Reply
B: Reply
B: Reply
Lesson 13
1
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply and explain for how long
2
B: Ask A whether s/he went to a private or public school
B: Answer and ask A for how many years s/he went to school
B: Answer and ask A which exam s/he has
B: Answer
Lesson 14
1
B: Ask A why s/he came to Nepal
B: Answer and ask A in which organization s/he will be working
B: Answer and ask A where that organization is
B: Answer and ask A what the name of his/her organization means
B: Answer and ask A what type of organization s/he works for
B: Answer and ask A what the main work of his/her organization is
B: Answer and ask A where the funding for his/her organizations work comes from
B: Answer
2
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
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Lesson 15
1
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
2
B: Ask A where s/he worked when s/he lived in Denmark
B: Answer and ask A what s/he would like to do when s/he gets back to Denmark
B: Answer and ask A whether it is difficult to get his/her kind of work in Denmark
B: Answer
3
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
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LISTENING TEXTS
= -= =+= - , = -+= - -- + -= =- - -- + +-
-+= - = += + - , -- + += +- + - = = +- -
, = --+ +- - = : -= +- c , ==: - c-
Mero naam gopal ho, mero desh Nepal ho. Wahaa ko naam gita ho wahaako desh pani Nepal ho.mero
kaam sikchhyak ho, wahaa ko kaam pani sikchhyak ho.Yo mero kitaab ho ,tyo wahaa ko kitaab ho.mero
dui waTaa kitaab kahaa chha, Malaai thaahaa chhaina.
== ==- -, = -+= +== = =- , =-= -== = == c; =-
= =- | =, == =t - = c , =+= c; += = c
Aaja sombaar ho,ma nepali class 9 baje jaane,guest house maa chiyaa chhuTTi sawaa das baje ra sawaa
eghaara baje lunch saaDhe 12 baje chha.office chhuTTi paach baje chha.
==: =~- |+= =-+c - + =~= =-+- == - =s c -
== == + c ==: -= +- =-c -= , +s=-: + +- = c-
, = ===+ +- =+ - , s+ c , === +- ~= =-=
Malaai daalbhaat ekdam manparchha tara piro daalbhaat manpardaina .aaja khaanaa MiTho chha tara
aliali piro chha.malaai beer pani chaahinchha dinus , Kathmandu ko paani raamro chhaina, ma
umaaleko paani maatra khaane,Thik chha, jammaa kati bhayo linus .
= -- ~= , = +-= === = =- c- , = =-, |== c,
|== c = = =- + += + - = += +- + -, =
-- -- - == - --c , = |+=- : - --c , , ~: , -- c-
= +- =- c
Mero bihaa bhayo, mero pariwaar maa jammaa chaar janaa chhan, mero srimaan euTaa chhoraa, euTaa
chhori ra ma.mero srimaan ko kaam sikchhyak ho.mero kaam pani sikchhyak ho, mero baa hunuhunna
tara aamaa hunuhunchha, mero ekjanaa daai maatra hunuhunachha, didi, bhaai, bahini chhaina.mero
pariwaar saano chha.
= --- =+ === + += =c , --- c = =sc ==+c +s-
=+ =c =- --| == c ==+c - -=c =- - | =+=
=c , =+= = = + += c , += +c = += = ==c
Ma bihaana dekhi belukaa samma dherai kaam garchhu, bihaana chha baje uThchhu tyaspachhi
koThaaharu saphaa garchhu ani nuhaaera chiyaa khaanchhu tyaspachhi khanaa banaauchhu ani khaanaa
khaaera office jaanchhu, office maa mero dherai kaam chha, kaam pachhi ma paach baje ghar aauchhu
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= -== ~= - = s+ =- +c +-~- ==- -- -= + += c ,
~= --- - - - += +- = =+ s+ c ==+- = s+
~= - =- +c
Mero bichaar maa bholi 2 baje euTaa baiThak( meeting ) garnu parchha kinabhane aaune haptaa
haamro dherai kaam chha , bholi bihibaar 2 taarikh ho parsi sukrabar mero arko baiThak chha
tyaskaaran yo baiThak bholi nai garnu parchha.
-= -=- + == , =- -=-= s++ == +s -== -= ,
==- -- -= =+= + |-~= ==z c , ==+- -= =: |== s =
== =- -- = +s =-c -= ==z -- - + -c , : -
-=- + c=+= =c =-= - -= s= ~= -c ,= |+= =:=
-c
Hijo haamiharu pokharaa gayau, tyahaa haamiharu le baiThak (meeting ) ko laagi koThaa ra hotal
heryau ,aaune haptaa haamro office ko annual meeting chha, tyaskaaran haami laai euTaa Thulo saya
janaa basne raamro koThaa chaahinchha.haamro meeting tin din ko hunchha, dui din haamiharu dherai
chhalphal garchhau ra antim din haamro Thulo bhoj hunchha, yo ekdam ramaailo hunchha.
-+=+ = - = =: ===- + - = c +-~- =- + = -
== c- , = =:+ + = , -= -: -+ == += c- , s= s==
=- -: -: c-
Nepal ko baaTo haru maa gaaDhi chalaauna dherai nai gaahaaro chha kinabhane yahaa ko baaToharu
saanguro chhan,sabai saDak ko daayaa, baayaa hiDna ko laagi peTi chhaina, Thaau Thaau maa baaTo
haru khaalDaa khulDi chhan.
= = |= |= =+= =t c- -=+ c , -: = =-= =c = =+
|= |= =+= -: =c = |= |= =+== - - +c
Mero ghar baaTa MS office TaaDhaa chhaina najik chha, hiDera bis minet laagchha. Ma sadhai MS
office hiDera jaanchhu.mero ghar MS office baaTa dakchhin tira parchha.
-= = |== =-= =| , =- = = + -- | , - |+= =s =
- == ==: ==== += r= =- ==+ +- r= +-~- = = -===+
+- += == +- | ==+- == = += r= , += == -
-c ==:- +- = -- =-= =+ - +c +- +- === =+
- +c +-~- +s=-: + +- =+ c- + =-
Hijo ma euTaa restaurent gae, tyahaa maile dherai khaanaa haru khaae ,khaanaa ekdam miTho thiyo
tara aaja malaai aliali peT dukhyo ani Taaaauko pani dukhyo, kinabhane maile naumaaleko paani ra
kaacho salad pani khaae tyaskaaran aaja mero pet dukhyo, kaacho salaad khaana hunchha tara aayoDin
paani maa 20/25 minuT raakhera maatra khaanu parchha.paani pani umaalera maatra khaanu parchha
kinabhane Kathmandu ko paani saphaa chhaina ke garne.
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== = = =c ==: |== +- =-=+ == ++: +- c , ++:
=-= c + =-- c ==: - c- |+ = +- =-= + == += ==
++: =-c -= ==: + == +=|+ +- =-= =- +-
==+- == = +-= ==+ + = =c =c ==+c = =|
++: +c
Aaja ma bajaar jaanchhu. Malaai euTaa kurtaa suruwaal ko laagi kapaDaa kinnu chha , kapaDaa
mahango chha ki sasto chha malaai thaahaa chhaina , ek jor kurtaa suruwaal ko laagi paach miTar
kapaDaa chaahinchha holaa. Malaai dherai laamo ra kasieko kurtaa suruwaal man pardaina tyaskaaran
aaja ma pahile sujikaar ko maa janchhu ra sodhchhu.tyaspachhi bajaar gaera kapaDaa kinchhu.
-+=+ =~ = =-- === +-+ - = =--= -= :: ,
-= =+ =+ , =- -== c = === = - + =: - + ==
|+= =:= -c -+== : -- =-- + =: -c +-=+- +-
+- ==== - == -c , =:=z =:z =c , -= = ==+c + +-
+c -+= = - - c- - == c-
Nepal ko sabbhandaa raamro mahinaa asoj ra kaartik ho.yo mahinaa maa hariyoi DaaDaa, nilo saphaa
aakaas, seto himal dekhinchha.Yo mausam maa na dherai jaaDo na dherai garmi ekdam ramaailo
hunchha.Nepal maa dui tin mahinaa dhrai jaaDo hunchha ani dui tin mahinaa garmi aru baaki sabai
mahinaa haru maa mausam raamrai hunchha.kahilekaahi paani parne mausam maa din adyaaro
hunchha gaDyaang guDung garchha bijuli chamkinchha ra dherai paani parchha .Nepal maa nadi haru
chhan tara samudra chhaina.
-+=+ ==- =:= c- == + --+- = -c ==+ =-= -
--- -c- +-~- == = s= = +- - - + =:- +- --
=== =- = -c - ==-= +:c - = ==-- +: -
-:+ + == ==- = == = c - +-:+ + == == -= ==
= c- -: =- +c +- == - = a , +- + =-- c - +-
=== ==+ s = ==-= c
Nepal ko gaauharu ramaailaa chhan.gaau ko haawaa paani pani raamro hunchha ., gaau ko maanis haru
swastha hunchhan kinabhane gaau maa Thulo bajaar ra phohar hudaina ra dherai gaaDi haru pani
hudaina.gaau maa saano bajaar hunchha khaane chijbij paainchha tara aru saamaan haru
paaidaina.taraai ko dheraijaso gau haru maa moTar baaTo chha tara pahaaD ko dheraijaso gaau haru
maa moTar baaTo chhaina hiDera jaanu parchha.kehi gaau haru maa batti ,paani ko byabasthaa chha
tara kehi gaau maa yasko Thulo samasyaa chha.
-+= + + - =- + =-= - - =c- , =-+ =r= -= +- ,
=+ , =- , == , = + -+ - - =- |+ -= -- +=+ -=
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===c- =- + == === c +s=-: + +=- - - =c- -:
= + = +- , =- , - =+- - c -+= + +=- - =: -- -
+- +-c- , =:-- - = -= - + == +=c +=-- - +
== =:-- + == +=+= == +== =c-
Nepal krisi ko desh ho, yahaa dherai maanis haru kheti garchhan, yahaa ko mukhya baali dhaan, makai,
gahu, aalu ra aru dherai tarkaari haru ho.yahaa ek barsa maa tin paTak baali lagaainchha . yahaa ko
maaTo malilo chha.Kthmandu kaa kisaan haru khet khanchhan tara taraai kaa kisaan haru khet
jotchhan.taraai maa dherai raamro dhaan, gahu,tori utpaadan hunchha. Nepal kaa kisaan haru gaai bastu
haru pani paalchhan, gaaibastu haru baaTa haamiharu dudh ra mal paauchhau.kisaanharu kheti ko laagi
gaaibastu ko mal ra campost mal prayog garchhan.
== ~= -+== + -+= - c- +- =+ -+= +- :: -+= -
=+ -+= = |+ === - c =- += =+ : == +t=c- -
:: -+== |+ - +== === -c -= - : == +t:c
=-+ -+=+ =~ s = == |=|== - = == + +c -c
= -+== = == |+ +=+= - +c = == += ~| +c =+ =--
| +== +t- +=c-
Aajabholi Nepal maa dherai school haru chhan. Kehi sarkaari school ra kehi borDing school haru.
Sarkaari school maa ek dekhi das class samma hunchha ani paach class dekhi maatra English
paDhaainchha tara boarding school maa ek dekhi baara class samma hunchha ra nursery dekhi nai
English paDhaainchha. Yahaa ko school ko sabxbhandaa Thulo jaach S.L.C.ho. yo jaach das class
pachhi hunchha. Sabai school le yo jaach ekai paTak maa dinu parchha.yo jaach paas bhae pachhi
maatra uniharu eghaara class paDhna paauchhan.
= |= |= -+=+ -+ +=+- - =-= = |== --= =-=: =-
c = -- - =: -== =--+-+ += = =- c =
=-=-- + c- , ---+ += +=== =- , +==-+ =
===- =- , +==-=: =-- -== - := = |== = =+
=- - = =-= -+ +==- = =-= = =-- - + -+ +
== += =c
Ma MS Nepal ko bikaase kaaryakartaa hu. Ahile ma euTaa sthaaniya sansthaa laai maddat didaichhu.
Ma wahaa haru laai taalim ra byabasthapan ko kaam maa maddat didaichhu.mero uttardaaitwa haru
dherai chhan, wahaaharu ko chhetriya kaaryaalaya jaane, pariyojanaa ko baremaa adhyan garne,
karmachaari haru laai chaahine taalim haru dine ityaadi.yo euTaa gair sarkaari sanstha ho. Yo sansthaa
le naaphaa kamaaudaina. Yo sansthaa le garib janataa haru ko bikaas ko laagi kaam garchha
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VERBS NEPALI - ENGLISH
aaipugnu to arrive
aasaa garnu to hope
aaraam garnu to rest
aaunu to come
baDhaaunu to increase
baDhnu to improve, to increase, to grow
banaaunu to make, prepare
banda garnu to close
basnu to sit, to stay, to live
bhannu to say, to tell
bhar parnu to depend
bheTnu to meet
bichaar garnu to think
birsanu to forget
bolaaunu to call
bolnu to speak
bujhnu to understand
chaahanu to want
chaahinu to need
chhalphal garnu to discuss
chhunu to touch
chinnu to know, to recognize
Daraaunu to be afraid
dauDanu to run
dekhaaunu to show
dekhnu to see, to look, to watch
dinu to give
disaa garnu to shit
dukhnu to hurt
duudh duhunu to milk
gaaunu to sing
gannu to count
garnu to do
ghaTaaunu to lower, to subtract
haalnu to put, to pour
haaknu to drive
haasnu to laugh
hasaaunu to make laugh
herbichaar garnu to look after, to take care
hernu to see
hiDnu to walk
hunu to be
jaannu to know (technical things)
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jaanu to go
jotnu to plough
kaam garnu to work
kaaTnu to cut
kamaaunu to earn
khaanu to eat
khannu to dig
khelnu to play
khojnu to find out, to search
kholnu to open
khulnu to open
kinmel garnu to shop
kinnu to buy
kosis garnu to try
kuraa garnu to talk
laagnu to feel
laagu garnu to implement
laaunu to wear
lagaaunu to wear, to plant, to apply
lagnu to take along
lekhnu to write
linu to take
lyaaunu to bring
maajhnu to clean
maaph garnu to forgive, to excuse
maddat garnu to help (small things)
man parnu to like
marmat garnu to repair
moDnu to turn
naachnu to dance
naapnu to measure
paalnu to raise (kids, animals)
paaunu to get, to have, to find, to receive
paDhaaunu to teach
paDhnu to study
pani parnu to rain
pharkhanu to return
phohor garnu to make dirty
pisaab garnu to urinate
prayog garnu to use
pugnu to reach
purnu to cover, to put
raakhnu to put
roknu to stop
sahayog garnu to support, to help (big things)
saknu to be able to, can
sapanaa dekhnu to dream
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saphaa garnu to clean
siddhinu to finish
sikaaunu to teach
siknu to learn
siunu to sew
sodhnu to ask
sunnu to listen
suru garnu to start
sutnu to sleep
swiikaar garnu to agree
thaalnu to start
tirnu to pay
uDnu to fly
umaalnu to boil
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VERBS ENGLISH - NEPALI
to agree swiikaar garnu
to arrive aaipugnu
to ask sodhnu
to be able to, can saknu
to be afraid Daraaunu
to be hunu
to boil umaalnu
to bring lyaaunu
to buy kinnu
to call bolaaunu
to clean maajhnu
to clean saphaa garnu
to close banda garnu
to come aaunu
to count gannu
to cover, to put purnu
to cut kaaTnu
to dance naachnu
to depend bhar parnu
to dig khannu
to discuss chhalphal garnu
to do garnu
to dream sapanaa dekhnu
to drive (ex car) haaknu
to earn kaamaaunu
to eat khaanu
to feel laagnu
to find out, to search khojnu
to finish siddhinu
to fly uDnu
to forget birsanu
to forgive, to excuse maaph garnu
to get, to have, to find, to receive paaunu
to give dinu
to go jaanu
to help (small things) maddat garnu
to hope aasaa garnu
to hurt dukhnu
to implement laagu garnu
to improve, to increase, to grow baDhnu
to increase baDhaaunu
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to know (technical things) jaannu
to know, to recognize chinnu
to laugh haasnu
to learn siknu
to like man parnu
to listen sunnu
to look after, to take care herbichaar garnu
to lower, to subtract ghaTaaunu
to make dirty phohor garnu
to make laugh hasaaunu
to make, to prepare banaaunu
to measure naapnu
to meet bheTnu
to milk duudh duhunu
to need chaahinu
to open kholnu
to open khulnu
to pay tirnu
to play khelnu
to plough jotnu
to put raakhnu
to put, to pour haalnu
to rain pani parnu
to raise (kids, animals) paalnu
to reach pugnu
to repair marmat garnu
to rest aaraam garnu
to return pharkhanu
to run dauDanu
to say, to tell bhannu
to see hernu
to see, to look, to watch dekhnu
to sew siunu
to shit disaa garnu
to shop kinmel garnu
to show dekhaaunu
to sing gaaunu
to sit, to stay, to live basnu
to sleep sutnu
to speak bolnu
to start suru garnu
to start thaalnu
to stop roknu
to study paDhnu
to support, to help (big things) sahayog garnu
to take along lagnu
to take linu
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to talk kuraa garnu
to teach paDhaaunu
to teach sikaaunu
to think bichaar garnu
to touch chhunu
to try kosis garnu
to turn moDnu
to understand bujhnu
to urinate pisaab garnu
to use prayog garnu
to walk hiDnu
to want chaahanu
to wear laaunu
to wear, to plant, to apply lagaaunu
to work kaam garnu
to write lekhnu
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Basic Language Training: Part One
Vocabulary List
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Post positions
ko of, 's (possessive)
Peter ko desh Denmark ho Peter's country is Denmark
maa at, in, on (location)
Kathmandu Nepaal maa chha Kathmandu is in Nepal
laai to, for (benefit) Indicates the indirect object
Malaai kalam dinus! Please give me the pen!
ko laagi for (purpose)
Yo kera phalphul salad ko laagi ho This banana is for fruit salad

(e)pachhi after
5 minute pachhi ma pheri aauchhu I'll be back in 5 minutes
Paani umaalepachhi ma Termos maa raakchhu
After boiling the water I put it in the thermos
baaTa from (location)
Ma MS baaTa aae I came from MS
dekhi since, from (time)
Ma Nepaal maa 1998 dekhi baseko chhu
I have lived in Nepal since 1998
samma to, until
Kathmandu baaTa Pokhara samma kati samaya laagchha?
How long does it take to get from Kathmandu to Pokhara?
sanga with
Ma sanga jholaa chhaina I don't have a bag
sita with
Ma sita jholaa chhaina I don't have a bag
tira towards
Patan Kathmandu baaTa dakchhin tira parchha
Patan is south of Kathmandu
ko baaremaa about, concerning
Yo kitaab Nepaal ko baaremaa ho This book is about Nepal
naajik near
Summit Hotel Bagmati naajik chha
Summit Hotel is near Bagmati
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bhandaa than
Patan bhandaa Kathmandu Thulo chha
Kathmandu is bigger than Patan
le by
The agentive case marker for the subject of transitive verbs in the past tense.
Peter le chhiya banaaunubhayo Peter made tea
The instrumental case marker for a thing used for some action.
Umaaleko paani le chhiya banaaunu parchha
You must make tea using boiled water
The causative case marker for subjects of causative verbs
Yo ausadhi le nindraa laagchha
This medicine makes you sleepy
agaaDi in front of
Mero bicycle MS agaaDi chha My bicycle is in fron of MS
Aghi/agaaDi/pahile ago
Ek hapta agi haami Naamo Buddha gaayau
One week ago we went to Naamo Buddha
Bhaekole due to, beacuse of
BaaTo saanghuro bhaekole durghaTanaa hunchha
Beause the roads are narrow, there are accidents
Anusaar according to
Haawaapaani anusaar Nepal laai tin bhaag maa baaDna sakinchha
Nepal can be divided into 3 parts acconding to climate
Baahira outside
Kathmandu baahira dherai Thaau maa baaTo chhaina
Many places outside Kathmandu have no roads
Dwaaraa through
Bidesi sahayog taalim haru dwaaraa garinchha
Foreign aid is given through training
Bhitra inside
Momo ko golaa laai momo pakaaune bhaaDo bhitra raakhnus
Put the momo balls into the the momo pot

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sentence structure
Questions with interrogatives
subject interrogative verb
kitaab
book
kahaa
where
chha
is
class
class
kati baje
what time
suru hunchha
starts
yo
this
ke
what
ho
is
yo kitaab
this book
kosko
whose
ho
is
tapaaiko desh
your country
kun
which
ho
is
keraa
bananas
kati rupiya
how many Rupies
parchha
cost
keraa
bananas
kasto
how
chha
are
tapaai
you
kahile
when
jaanu hunchha
go
tapaai
you
kina
why
jaanu hunchha
go
tapaai
you
kasari
how
jaanu hunchha
go
kati waTaa kera
how many items bananas
chahinchha
are needed
Patan
Patan
kata tira
which direction
parchha
is
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sentence structure
Declaratives & questions without interrogatives
Time Indirect
object +
post-
position
Subject Place +
post-
position
Object/
Predicate
Verb
ma
I
jaanchhu
go
ma
I
bidyaarthi
student
hu
am
Nepal
Nepal
raamro
good
chha
is
kitaab
book
mech maa
chair on
chha
is
mero chhora
chhori
my children
chha
exist
ma sanga
me with
kitaab
book
chha
exists
malaai
me to
keraa
bananas
manparchha
please
ma
I
keraa
bananas
khaanchhu
eat
maile
I
keraa
bananas
khaane
ate
aaja
today
ma
I
keraa
bananas
khaanchhu
eat
ajaa
today
ma
I
class maa
class in
keraa
bananas
khaanchhu
eat
ma
I
baschhu
sit
ma
I
mech maa
chair on
baschhu
sit
ajaa
today
ma
I
mech maa
chair on
baschhu
sit
malaai
me to
keraa
bananas
dinus
please give
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Verb tenses: positive
Infinitive: garnu= to do (at goere)
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
does is doing did was doing was doing has done had done will do
goer er ved at goere gjorde plejede at
goere
var ved at goere har gjort havde
gjort
vil goere
person
ma/maile garchhu gardaichhu gare garthe gardai thie gareko
chhu
gareko
thie
garulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunchha
gardaihunu
hunchha
garnu
bhayo
garnu
hunthyo
gardai
hunuhunthyo
garnu
bhaeko
chha
garnu
bhaeko
thiyo
garnu
holaa
u/usle garchha gardaichha garyo garthyo gardai thiyo gareko
chha
gareko
thiyo
garlaa
haami(le)*
haamiharu(le)
*
timi(le)
timiharu(le)
garchhau gardaichhau garyau garthyau gardai thiyau garekaa
chhau
garekaa
thiyau
garaulaa
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uniharu(le) garchhan gardaichhan gare garthe gardai thie garekaa
chhan
garekaa
thie
garlaan
Verb tenses: negative
infinitive:
garnu = to do
(at goere)
* = add
nazalization
nutid fortid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
does not is not doing did not was not doing was not doing has not
done
had not
done
goer ikke er ikke ved at
goere
gjorde
ikke
plejede ikke
at goere
var ikke ved at
goere
har ikke
gjort
havde
ikke gjort
person
ma/maile gardina gardai
chhaina
garina gardinathe gardai thiina gareko
chhaina
gareko
thiina
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunna
gardai
hunuhunna
garnu
bhaena
garnu
hunnathyo
gardai
hunuhunnathyo
garnu
bhaeko
chhaina
garnu
bhaeko
thiena
u/usle gardaina gardai
chhaina
garena garnathyo gardai thiena gareko
chhaina
gareko
thiena
haami(le)*
haamiharu(le)
gardainau gardai
chhainau
garenau garnathyau gardai thienau garekaa
chhainau
garekaa
thienau
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*
timi(le)
timiharu(le)
uniharu(le) gardainan gardai
chhainan
garenan garnathe gardai thienan garekaa
chhainan
garekaa
thienan
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Verb tenses: positive and negative
Infinitive: hunu = to be, to become (at vaere, at blive)
* = add
nazalization
chha
description (with adjectives)
existence, location
ho
identification (with nouns)
present past present past
positive negative positive negative positive negative positive negative
is is not was was not is is not became did not
become
er er ikke var var ikke er er ikke blev blev ikke
person
ma chhu chhaina thie thiina hu hoina bhae bhaina
tapaai(haru)
wahaa(haru)
hunu
hunchha
hunu
hunna
hunu
hunthyo
hunu
hunnathiyo/
hunu
hunthiena
hunu
hunchha
hunu
hunna
hunu
bhayo
hunu
bhaena
u chha chhaina thiyo thiena ho hoina bhayo bhaena
haami(haru)
*
timi(haru)
chhau chhainau thiyau thienau hau hoinau bhayau bhaenau
uniharu chhan chhainan thie thienan hun hoinan bhae bhaenan
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Verb endings: positive & negative
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
person
ma/maile chhu/dina dai
chhu/
chhaina
e/ina the/nathe dai
thie/thiina
eko
chhu/
chhaina
eko
thie/
thiina
ulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le
)
nu
hunchha/
hunna
dai
hunchha/
hunu
hunna
nu
bhayo/b
haena
nu
hunthyo/h
unna thyo
dai hunu
hunthyo/
hunnathyo
nu bhaeko
chha/chhaina
nu
bhaeko
thiyo/
thiena
nu
holaa
u/usle chha/
daina
dai
chha/
chhaina
yo/
ena
thyo/
nathyo
dai
thiyo/thiena
eko
chha/chhaina
eko
thiyo/
thiena
laa
haami(le)*
haamiharu(le)*
timi(le)
timiharu(le)
chhau/
dainau
dai
chhau/
chhainau
yau/
nau
thyau/
nathyau
dai
thiyau/
thienau
ekaa
chhau/
chhainau
ekaa
thiyau/
thienau
aulaa
uniharu(le) chhan/
dainan
dai
chhan/
e/
enan
the/nathe dai
thie/thienan
ekaa
chhan/
ekaa
thie/
laan
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chhainan chhainan thienan
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Interrogatives, relative pronouns, negatives, demonstratives & adverbs
Interrogatives Relative pronouns:
definite
Relative
pronouns:
indefinite
Negatives:
always used with
the negative form
of the verb
Demonstratives/
adverbs:
close
Demonstratives/
adverbs:
distant
Used in questions Used in statements
kun which jun which jun
pani
which
ever
kunai
pani
nothing
ke what je what je
pani
whatever kehi
pani
nothing
kahaa where jahaa where jahaa
pani
wherever kahi
pani
nowhere yahaa,
yahi
here tyahaa there
kataa to
where
jataa to wherever jataa
pani
to
wherever
kataai
pani
to no
where
yataa to
here
tyataa to there
kasari how jasari,
jaso
as jasari
pani
anyway kasari
pani
no way yasari,
yaso
in this
way
tyasari,
tyaso
in that
way
kahile when jahile when jahile
pani
whenever kahile
pani
never ahile/aba now tahile then, at
that
time
kati how
many
jati as much as,
approximatel
y
jati
pani
however
many
katii
pani
none yati this
much
tyati so much
kasto how jasto as, like jasto
pani
however kasto
pani
no way yasto such tyasto such,
thus
ko* who jo* who jo*
pani
anybody kohi*
pani
nobody yo* this tyo* that
* All these words change form in the oblique case (+ -laai, le, or -maa):
kaslaai, jaslaai, etc
kasle, jasle, etc
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NUMERALS
10 20 30 40 50 60 70 80 90
0
sunna das bis tis chaalis pachaas saaThi sattari as(s)i nabbe
1
ek eghaara ekkaais ektis ekchaalis ekaaunna eksaThThi ekahattar ekaasi ekaanabbe
2
dui baarha baais battis bayaalis baaunna ba(i)saThThi bahattar bayaasi bayaa(n)nabbe
3
tin terha teis tettis trichaalis/
triyaalis
tripanna trisaThThi trihattar triyaasi triyaa(n)nabbe
4
chaar chaudha chaubis chautis chawaalis chaunna/
chauwanna
chausaThThi chauhattar chauraasi chauraa(n)nabbe
5
paach pandhra pachchis paitis paitaalis pachpanna paisaThThi pach(a)hattar pachaasi panchaa(n)nabbe
6
chha sor(h)a chhabbis chhattis chhayaalis chhapanna chhaisaThThi chha(i)hattar chhayaasi chhayaa(n)nabbe
7
saat satra sattaais saitis satchaalis santaaunna satsaThThi sat(a)hattar sataasi santaa(n)nabbe
8
aaTh aThaara aThThaais aThtis aThchaalis anThaaunna aThsaThThi aTh(a)hattar aThaasi anThaa(n)nabbe
9
nau unnais unantis unanchaalis Unan(pa)chaas unansaaThi unansattari unaasi unaanabbe unaansae
100 sae
1000 hajaar
10.000 das hajaar
100.000 laakh
1000.000 das laa
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Basic Language Training: Part Two
List of contents BLT 2
Introduction, Aims and Objectives
Syllabus
Lesson plan
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Review 1
Lesson 20
Lesson 21
Lesson 22 A
Lesson 22 B
Lesson 23
Review 2
Lesson 24
Lesson 25
Lesson 26
Lesson 27
Review 3
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Review 4
2
nd
day dialogues: As version
2
nd
day dialogues: Bs version
Listening texts: Lesson 16 31
Appendix:
Verb list
Combined vocabulary list
List of post positions
Sentence structure charts
Combined language focus
Verb conjugation chart
Interrogatives, demonstratives, etc
Numerals
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Introduction, Aims and Objectives
Materials handed out
Course book
The material contains 16 lessons with homework assignments, 4 weekly review lessons, eight
appendices: vocabulary list, verb list, Combined Language Focus, list of Numerals, list of Interrogatives
etc, list of Post positions, a set of verb conjugation charts and sentence structure charts. Prefixed to the
material is a syllabus and aims and objectives for Basic Language Training: Part Two.
Learning contents flashcards
The learning contents flashcards are intended to be used for practice activities during class and for
memorization practice outside of class
Devanagari flashcards
These were handed out during Basic Language Training: Part One. The Devanagari flashcards are
intended to be used by the participants outside of class for memorization practice
Numeral flashcards
These were handed out during Basic Language Training: Part One. The numeral flashcards are
intended to be used by the participants outside class for memorization practice
Devanagari poster
This was handed out during Basic Language Training: Part One. The Devanagari poster is intended to
be hung in the participants' rooms and used for memorization practice. It might be a good idea to stick
'post it' labels with the Romanized version on to each Devanagari character for initial practice
A Basic Course in Spoken Nepali, David mathews Nepali plus Nepali in context:
This commercial language course book is intended as a reference work for the participants during,
between and after the MS language courses
Lonely planets or other Nepali phrasebook plus Culture shock,
This commercial phrasebook is intended as a useful and handy pocket sized book to be used by the
participants when in need of the right phrase/word in or outside of class
Dictionaries; Nepali English, English nepali plus Classified Dictionary, job related dictionary:
Much in and outside class work necessitates the use of an (English-Nepali) dictionary. The Nepali-
English dictionary is arranged alphabetically according to Devanagari, but the entries are also
Romanized.
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Course book: Lesson structure
Title
The title of the lessons indicate which topic this particular lesson deals with. The language (language
functions, vocabulary and grammar) of each lesson is dependent on the topic.
Learning contents
The list of learning contents has been culled from the dialogue of the lesson. The intention is that the
participants memorize the learning contents as part of the homework.
Some of the learning contents are language functions (how to get things done with words: to offer
something to somebody, to invite somebody, to apologize, to insist, etc.), some are grammatical
structures, some are special vocabulary.
Tasks
Many lessons contain a Task to be performed by the participants outside the classroom, but usually
during class time. The Tasks are intended to be a practical way for the participants to actually use the
particular language learned each day with Nepali speaking people under more natural conditions. The
Tasks are carried out as part of the review of the previous days lesson in order for the participants to
have as great a chance as possible to be ready for the Task.
Culture
The cultural component of each lesson is in accordance with the lesson-topic
Review
Numerals: All the numerals learned in Basic Language Training: Part One, will be reviewed during
Basic Language Training: Part Two
Devanagari: All the Devanagari learned in Basic Language Training: Part One, will be reviewed during
Basic Language Training: Part Two
Language focus: This consists of a list of the specific grammatical points pertaining to each lesson.
All the grammar learned in Basic Language Training: Part One, will be reviewed in Basic Language
Training: Part Two. The appendix containing Language Focus from Basic Language Training: Part One
can be consulted
Language focus is intended to be used by the participants on their own. It will not be taken up
specifically during class unless the participants want to do this.
Practice Dialogue
The practice dialogue is a mini version of the dialogue(s). The practice dialogue will be used in class
after the presentation of the learning contents of each new lesson. It is intended to be a final practice of
the day's new material.
Dialogue/text
In each lesson there will be a series of dialogues/texts. Depending on how much time is available, these
dialogues/texts may be worked on in class, otherwise they are to be read as part of the homework.
Some dialogues/texts are marked with an * indicating that they are optional and can be used as extra
material for those participants who feel like going on. The dialogues/texts are in both Devanagari and
Romanization with the intention that the participants from the very beginning will get used to
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Devanagari and thereby more effortlessly and quickly will begin to be able to decipher the most
common words, just like we do when we learn to read using other alphabets.
Vocabulary
After each dialogue/text there is a vocabulary list alphabetically organized. These lists are intended to
be used for practice activities and homework assignments.
Homework
Each lesson is followed by homework assignments. These assignments are of different types: oral
memorization of Learning Contents, sentence writing for practicing the new material, learning
Devanagari and numerals, and preparing for the Tasks. Some of the homework assignments are marked
with an * indicating that they are optional, or that the participants can choose between two different
types of assignments (sentence construction or translation for example)
2
nd
day dialogues
These dialogues are to be found at the very end of the core material, ie right after Review 4.
For 2
nd
day review of each lesson there is a dialogue divided into two parts: one for A and one for B.
These dialogues are intended to be used in class as pair work in order for the participants to practice the
material of the lessons in a more free and realistic way.
Listening texts
The texts read by the teacher in class every day for listening practice are to be found at the very end of
the core material, ie after 2
nd
day dialogues. These texts may profitably be read at home after the
participants have listened to them in class, but they should not be studied before being used in class.
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Aims
Consolidating the participants' language ability
Enabling the participants to communicate orally on a basic level on the following topics:
Development work and organizations, banking, living arrangements, communication,
transportation, religion and festivals, the political system, cross cultural comparisons, gender issues,
Nepal: population, occupations and administrative/geographical divisions, occupations,
administration, bureaucracy, city problems, foreign aid and cooking
Expanding the participants ability to read Nepali (Devanagari)
Developing further the participants understanding of the formal aspects of the language (language
as a system) as well as their ability to use the language functionally
Developing further the participants awareness of their own role in language learning
Enabling the participants to continue their learning process on their own
Raising the cultural awareness of all involved
Ability level objectives
Oral
Range Uses basic sentence patterns with memorized phrases, groups of a few
words and formulae in order to communicate limited information in simple
everyday situations
Accuracy Uses some simple structures correctly, but still systematically makes basic
mistakes
Fluency Can make him/herself understood in very short utterances, even though
pauses, false starts and reformulations are very evident
Interaction Can answer questions and respond to simple statements. Can indicate
when he/she is following, but is rarely able to understand enough to keep
the conversation going of his/her own accord
Coherence Can link words or groups of words with very basic linear connectors like
'and', 'but' and 'because'
Written
Reading Ability to read most familiar words without context.
Ability to read simple unknown words with some hesitation
Writing Ability to write all Devanagari characters
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SYLLABUS
Lesson Topic Language focus Culture
16 Partner
Organization
Visit
Conjugations: present and present perfect
continuous, past, present perfect, past perfect,
future, injunctive, passive
Impersonal verb: laagyo
Post positions: pachhi, ko baaremaa, ko laagi,
baaTa, dwaaraa, bichmaa, dekhi
Interrogatives: kina, kahaa, ke, kasto
Development work and
development
organizations
17 Bank, Post
Office and
Pharmacy
Conjugations: imperative, past, future,
passive
Impersonal verb: parchha
Compound verb: -i dinu
Conditional clause: bhane
Post positions: dekhi samma; (e)pachhi,
baaTa, ko laagi, sanga
Bureaucracy;
Money; banks and
alternatives to banks
18 Living
Arrangements
Conjugations: past, present perfect,
unconjugated past, imperative
Compound verb: -i dinu
Impersonal verb: parchha
Post positions: ko laagi, dekhi....samma
Relationships between
people:
employer/staff;
landlord/tenant
19 Communication Conjugations: past, present perfect,
unconjugated past, injunctive
Compound verb: -i dinu
Reported speech: re
Post positions: ko baaremaa, ko laagi
Instrumental: le
Telephone and office
conversations
Review
1
20 Transportation Conjugations: past, unconjugated past,
imperative, passive, hunu
Impersonal verb: chaahinchha, parchha
Modal verb: saknu
Post positions: ko laagi, bhaekole, sanga,
baahira
Composite nouns
Driving and
public transportation
21 Religion Conjugation: passive
Impersonal verb : parchha
Postpositions: ko laagi; (e)pachhi, dekhi.
samma, baahek
Superlative
Religions and
religious life
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22 A Democracy in
Nepal
Conjugations: present continuous, present &
past perfect, hunu past
Impersonal verbs: parchha,
Postpositions: ko laagi, pachhi, dekhi
samma, baaTa, anusaar, ko biruddha, bhari
Superlative
Political systems and
politics
22B Festivals Conjugations: present continuous, present
perfect, passive
Impersonal verbs: parchha, chaahinchha
Relative clause
Postpositions: ko laagi, (e)pachhi, dekhi
samma, baaTa, sanga, anusaar, agaaDi,
waripari, baahira, bhitra
Comparative
Superlative
Ordinal numbers
Possessive; with plural nouns: kaa
Religion and religious
life as expressed through
festivals
23 Cross Cultural
Comparisons
Impersonal verb: parchha
Post positions: baaTa; dekhi ...sama;
(e)pachhi; sangai
Family life;
social welfare; gender
Review
2
24 Gender Issues Conjugations: future, present continuous,
past, injunctive, passive
Impersonal verb: parchha
Post positions: anusaar, ko baaremaa, ko
laagi, -e pachhi, bhitra, baaTa, baahira
Composite nouns
Possessive; with plural nouns: kaa
Gender issues in Nepal
25 Nepal Conjugations: future, passive
Modal verb: saknu
Post positions: anusaar, ko laagi, ko
baaremaa, bhaekole
Nepal: population;
occupations;
administrative/geo-
graphical units
26 Occupations in
Nepal
Conjugations: present and present perfect
continuous, past, present and past perfect,
injunctive
Impersonal verbs: chaahinchha, paainchha,
rahechha
Post positions: baaTa, kaa (= ko), ko
baaremaa, pachhi, bhane
Castes; trade;
occupations;
education/training;
social change
27 Administration Conjugations: present continuous, past, past
habitual, present perfect, injunctive
Modal verb: saknu
Impersonal verb: parchha
Compound verb: -i dinu
Administration;
bureaucracy; politeness
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Time phrase: -daa(kheri) (when..)
Post positions: ko laagi; sanga, baaremaa,
(e)pachhi
Review
3
28 Bureaucracy Conjugations: present and past unconjugated,
past, past perfect, passive
Interrogatives
Modal verb: saknu
Impersonal verb: parchha
Compound verb: -i dinu
Instrumental: le
Conjunctions: ani, tyaskaaran
Composite nouns
Post positions: bichmaa, sangha, baaTa
Superlative
Bureaucracy:
where, why,
how to deal with it
29 City Problems:
Environment,
Water &
Electricity
Conjugations: present continuous, past,
unconjugated past, imperative, passive
Impersonal verbs: chaahinchha, parchha
Compound verb: -i dinu
even though clause: (na-)verb root +
etaapani
Post positions: baaTa, baahek, pachhi, ko
laagi
Instrumental: le
Composite nouns
Environment and health
30 Foreign Aid Conjugations: past, present and past perfect,
passive
Impersonal verb: parchha
Unreal conditional clause:
- eko + bhae, 2nd. clause: past tense
Verb associated with possessive: ko bhar
parnu
Post positions: ko baaremaa, dwaaraa, baaTa
Composite nouns
Development and North-
South issues
31 Cooking Conjugation: imperative: -nos
Compound verb: -i dinu
Relative clause
Instrumental: le
Post positions: (e)pachhi; ko laagi; bhitra
Composite nouns
Food; eating; cooking;
entertaining; invitations;
guest/host roles
Review
4
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LESSON PLAN
starting from the second day
1 Review of lesson from previous day:
1 Learning contents:
20 minutes
Pair work
Practice the Learning Contents using the flash cards
Change roles
2 Vocabulary practice:
10 minutes
Pair work
Go through the vocabulary lists after each dialogue/text
Change roles
3 2
nd
day dialogues:
30 minutes
Pair work
Practice the 2
nd
day dialogues (right after Review 4). Each pair has to decide who will
be A and who will be B. Preferably people continue to be A or B all through the course.
Tea Break
4 Homework:
30 minutes
Pair work
Check homework
5 Listening:
30 minutes
Whole class
Listen as the teacher reads a listening text
the first time the teacher reads slowly without interruptions
the second time the teacher reads with interruptions from the participants, and the
teacher explains
the third time the teacher reads a little faster without interruptions
NB! The listening texts are included in the course material (right after 2
nd
day
dialogues), but these texts should only be read at home and only after they have been
worked with in class
Tea Break
2 Presentation of new lesson:
60 minutes
1 The topic of the lesson is introduced
2 Learning contents: Whole class
3 Practice dialogues: Pair work
Practice the dialogues in pairs two times, changing roles
4 Dialogues/text: Pair work: Read and understand the dialogue(s)/text
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5 Numerals:
Whole class & pair work
Practice old and new numerals
Lunch break
6 Task: from previous days lesson:
30 minutes
Pair work
Preparation:
Prepare and practice the Task a few times, taking turns
Task:
Go out in pairs - to the office or somewhere else and do the Task
Report back and discuss the Task
3 Practice:
Whole class, pair work & individual work
1 Various activities aimed at both fluency and accuracy
2 Grammar explanations and practice
3 Devanagari presentation and practice
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LESSON 16
Partner Organization Visit: Saajhedaar sansthaa ko bhrawan
In this lesson you will learn to:
1 talk about the past
tapaai dherai din pachhi aaunubhayo kina?/
You many days after you came why
ma aaphno saajhedaar sansthaa herna gaeko thie
I own partner organization see I had gone
2 talk about how you feel about something
tapaai laai aaphno kaam garne Thaau kasto laagyo?/
You to own work do place how it felt
ekdam raamro laagyo
extremely good it felt
3 talk about what you have discovered
mero sansthaa gair sarkaari ra gair raajnaitik rahechha
my organization non government and non political it appears
4 talk about the beneficiaries of something
tapaai ko sansthaa ko mukhya kaam ke ke ho?/
your organizations main work what what is
yo sansthaa ko mukhya kaam mukta kamaiyaa laai bibhinna kicim ko sahayog garnu ho
this organizations main work free Kamaayas to different types of support give it is
5 ask further questions on a topic of a conversation
tapaaiko kaam ni?
your work and what about
6 list a series of actions
karmachaari haru laai sallaaha dine, taalim dine, mullyaankan garne ityaadi
staff to advice give, training give, evaluation make, etc
7 end a conversation politely
aru kuraa pachhi pheri garaulaa, ahile hataar chha jaau hai namaste
other questions after again we will do, now hurry there is let me go then goodbye
= we will talk more later, now Im in a hurry, so Ill be going. Bye, bye
8 explain what something means
JASC bhaneko jana aadarsa saamaajik kendra ho
JASC said Jana Aadarsa Social Center it is =JASC means J.A. Soc. Center
9 talk about when something was established
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yo sansthaa 1995 maa sthaapanaa bhayo
this organization 1995 in established it became
10 talk about continuous actions in the past which are still going on
yasle Thulo bhumikaa kheldai aaeko chha
this agentive marker big role it has been playing
11 explain what the full/abbreviated name for something is
yo sansthaa ko puraa/chhoTo naam X ho
this organizations full/short name X it is
12 talk about what one believes in
yo sansthaa sahabhaagitaa dwaaraa bikaas maa biswaas garchha
this organization participation through development in it believes
= this organization believes in development through participation
13 explain what something is called in a specific language
nepali maa yaslaai samabikaas kendra bhaninchha
nepali in this to samabikaas kendra it is called
Culture:
Development work and development organizations
Review:
Memorise the numerals: 1-20
Learn Devanagari: All the vowels: a, aa, i, i, u, uu, e, ai, o, au
All the vowel signs: kaa, ki, ku, ke, kai, ko, kau
Read Lesson 1: Dialogue
Language focus: Verb conjugations: past, -na infinitive, past perfect, future, injunctive (let us!),
present perfect, present continuous, passive, present perfect continuous: verb
root+dai+aaeko+conjugation ending (keldai aaeko chha)
Post positions: pachhi, ko baaremaa, ko laagi, baaTa, dwaaraa (through),
bichmaa (between), dekhi
Impersonal verbs: rahechha, laagyo
Agentive: le
Interrogatives: kina, kahaa, ke, kasto
Composite nouns
Present perfect progressive tense: garnu (has been working):
Positive Negative
Singular
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1. p. (I) maile gardai aaeko chhu gardai aaeko
chhaina
2. p. (you) tapaaile gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
2. p. LOW(you) timile gardai aaeko chhau gardai aaeko
chhainau
3. p. (he/she) wahaale gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
3. p. low (it) usle/yole/tyole gardai aaeko chha gardai aaeko
chhaina
Plural
1. p. (we) haami(haru)le gardai aaekaa
chhau
gardai aaekaa
chhainau
2. p. (you) tapaaiharule gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
2. p. low (you) timiharule gardai aaekaa
chhau
gardai aaekaa
chhainau
3. p. (they)
wahaaharule gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
3. p. low (they) uniharule/yile/tile gardai aaekaa
chhan
gardai aaekaa
chhainan
Practice dialogue:
A: Why have you come after many days?
B: I had gone to see my own partner organization
A: How did you feel about your working place?
B: I felt very good
A: And what about your work?
B: I like it. I give advice and training to the staff
A: I am in a hurry now, so let me go, goodbye
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Dialogue 1: News from the partner visit
-=-- =, -+: + - +c ==- ~= +-
A namaste saathi, tapaai dherai din pachhi aaunubhayo kina?
= =- =~ =- -- =|+ |
B ma aaphno saajhedaar sansthaa herna gaeko thie
-+:+ =~ =- +- c
A tapaaiko saajhedaar sansthaa kahaa chha?
= =- = =-== c
B mero sansthaa Bardiya jillaa maa chha
=-+ -= + -
A sansthaa ko naam ke ho?
-
B BASE ho
-+:=: =- += =- s= +-- ==
A tapaai laai aaphno kaam garne Thaau kasto laagyo ?
|+= = ==, = =- = =+ = =- -+ -c
B ekdam raamro laagyo, mero sansthaa gair sarkaari ra gair raajnaitik rahechha
-+:+ =-+ =r= += + + -
A tapaai ko sansthaa ko mukhya kaam ke ke ho ?
= =-+ =r= += =a +== =: ~- +==+ =-== =- =--+ c c - + ==
--= - -
B mero sansthaa ko mukhya kaam mukta kamaiyaa laai bibhinna kicim ko sahayog garnu ra
uniharu ko chhoraa chhori haru ko laagi stariya sikchhyaa dinu ho
-+:+ += -
A tapaai ko kaam ni ?
= +=, +==-+ = ===- =- , +==- =: =-=- - , -== - , +===+ =-==-
=-=+- =- :=
B mero kaam, pariyojanaa ko baaremaa addhyan garne, karmachaari haru laai sallaaha dine,
taalim dine, ra kaaryakram ko anugaman ra mullyaankan garne ityaadi.
+= == -c , = + +- +c == , =-= -- c == - -=--
A kaam chaakhlaagdo rahechha, aru kuraa pachhi pheri garaulaa , ahile hataar chha jaau hai
namaste
-= -=--
B has namaste
Vocabulary for dialogue 1:
=-
aaphno Own
==- =-
adhyan garnu To study,to research
=-==- =-
anugaman garnu to monitor
~-
bibhinna different
==
chaakhlaagdo Interesting
= =--+
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gair raajnaitik Non political
= =+
gair sarkaari Non governmental
--
hataar hurry, haste
:=
ityaadi e.t.c.
=-=
jillaa District
+=+=
kaaryakram Program
+==
karmachaari Staff
=r=
mukhya Main
=a +==
mukta kamaiyaa free Kamaiyaa
=-=+- =-
mullyaankan garnu to evaluate
+==-
pariyojanaa Project
=~
saajhedaar Partner
=-== =-
sahayog garnu to support, to help
=-=- -
sallaaha dinu to give advise
=-
sanstha Organization

sikchhya Education
--=
stariya Quality
-== -
taalim dinu to give training
s=
Thaau Place
The following texts describe several of MSs partner organizations
You may read all of them, or only the description of your own partner organization
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Saajhdaar sansthaa
JASC
(Jana aadarsa saamaajik Kendra)
= =-+ -= =||== - =||== ~-+ =- = ===+ + - = =-
= -+- ~= ==+ +=== ++=--- =-= = c
mero sansthaa ko naam JASC ho. JASC bhaneko jana aadarsa saamaajik kendra ho.yo sansthaa
1995 maa sthaapanaa bhayo.yasko kaaryaalaya kapilbastu jillaa maa chha.
= = - = == + = =-+--- ===-+ == += =c === -=- ==- +=+=
=: +- =: |+ c === =- ==-+ ===+ =+ + =: = =s=- =-== =c

yo sansthaa le gaau ko garib ra subidhaabihin samudaaya haru ko laagi kaam garchha . yasle bachat
lagaani kaaryakram laai pani joD dieko chha. yasle lakchhit samuha ko saamaajik ra aarthik pakchhya
laai maathi uThaauna sahayog garchha..
Vocabulary JASC:
=+
aarthik Economic
-=- ==-
bachat lagaani Savings and credit
==
gaau village
=
garib Poor
=- =
jana aadarsa name
=-=
jillaa district
=: -
joD dinu to emphasize, to force, to put pressure on
+===
kaaryaalaya Office
+=+=
kaaryakram Program
+
kendra Center
=- ==-
lakchhit samuha Target group
= =s=-
maathi uThaaunu to uplift, to raise
+
pakchhya Side, aspect
===+
saamaajik Social
=-== =-
sahayog garnu To support, to help
===
samudaaya Community
-+-
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sthaapanaa Established
=-+---
subidhaabihin Disadvantaged
===
yasle=yo+le this (agent)
Saajhedaar sansthaa
BASE/Bardiya
( Backward Society for Education )
= =-+ -= - - = |== s= =- - = =- + =-== += =c = += =- +===
= =-== c = += +=== +- -
mero sansthaa ko naam BASE ho.yo euTaa Thulo sansthaa ho. yo sansthaa dherai jillaa maa kaam
garchha. mero kaam garne kaaryaalaya Bardiyaa jillaa maa chha. Yo chhetriya kaaryaalaya pani ho.
= =-= - +:- -= + == += =c +==-=: =- = =a =- === s= ~=+ -
=|+ c =a +==-+ c c=: --= - , s+= =--+ =-~=- t=-, =- -+
=++ + == =-- t=- , =:+ + =: ~- ~=- =
yo sansthaa le soshit ra piDit barga ko laagi kaam garchha kamaiyaa haru laai daasataa baaTa mukta
garna yasle Thulo bhumikaa kheldai aaeko chha. mukta Kamaiyaa haru ko chhoraachhori laai stariya
sikchhyaa dine, baiThak maa uniharu ko sahabhaagitaa baDhaaune, aaphno hak ra adhikaar ko laagi
chetanaa baDhaaune, Laingik kuraa laai bujhne ra bujhaaune aadi . .
Vocabulary BASE:
=
aadi etc.
t=-
baDhaaunu to increase
s+
baiThak Meeting
-=
barga class
~=+
bhumikaa Role
~=-
bujhaaunu to make understand, to explain
~-
bujhnu to understand
=--
chetanaa awareness
+=
chhetriya Regional
=-
daasataa Slavery
-+ =++
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hak ra adhikaar Right
=-=
jillaa district
+===
kaaryaalaya Office
--
khelnu to play
=:+
laingik Gender
=a +==
mukta kamaiyaa Free kamaiyaa
=a
mukta Free
=-~=-
sahabhaagitaa participation

sikchhyaa Education
- +:-
soshit ra piDit exploited
--=
stariya Quality
Saajhedaar Sansthaa
SSDC
( Siddaartha Social Development Center)
|=|=:= |= |= + =~ =- - = =-+ + -= =: ===+ -+ + - = =-
++=--= c =- = = += =- -c = =-= + ===+ +=- =c ==+ =r= ==
~- --==-- +=+=- : = = -+--- =: =a+- =- =-- + =+ ===+ --
= =s=-
S.S.D.C. MS ko saajhedaar sansthaa ho.yo sansthaa ko puraa naam siddhaartha saamaajik bikaas
Kendra ho. yo sansthaa kapilbastu maa chha.tyahaa mero saathi kaam garnuhunchha. yo sansthaa le
dherai saamaajik kaamharu garchha ra yasko mukhya uddhessyaa :
bivinna swaabalamban kaaryakram haru dwaaraa garib ra subidhaabihin samudaayaharu laai
sasaktikaran garne ra uniharu ko aarthik ra saamaajik star maathi uThaaune..
Vocabulary SSDC:
=+
aarthik Economic
-+
bikaas Development
~-
bibhinna Different
:
dwaaraa through
=
garib Poor
+=+=
kaaryakram program
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+
kendra Center
= =s=-
maathi uThaaunu to uplift, to raise
=r=
mukhya Main
+
puraa full
===+
saamaajik Social
=
saathi Friend
===
samudaaya Community
=a+- =-
sasaktikaran garnu to empower
--
star Status, standard
=+---
subidhaabihin Disadvantaged
---==--
swaabalamban Self-help promotion
==
uddhesya Objective
Saajhedaar Sansthaa
KYC
( Kirat Yakthung Chumlung )
= =-+ -= + -: = - ==+ + -= +- =+: === : - = =-+ =r= ==
==- == =--+ =- =-+-+ == ===- =- t=- =-== =- , == =-+-=: =+=
= = ==- -: =- =-== =-
mero sansthaa ko naam KYC ho. yasko puraa naam Kirat Yakthung Chumlung ho.yo sansthaa ko
mukhya uddhesya:-
limbu haru bichmaa uniharu ko aaphno sanskriti ko aatma sammaan ra garba baDhaauna sahayog garne
limbu sanskriti laai sarkaar baaTa ra aru baaTa maanyataa briddhi garna sahayog garne.
Vocabulary KYC:
=-
aaphno own
=====-
aatma sammaan Self respect
t=-
baDhaaunu To Increase
==
bichmaa (In) between
-: =-
briddhi garnu to gain
=-
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garba Pride
==-
maanyataa Recognition
=r=
mukhya main
+
puraa full
=-+-
sanskriti Culture
=+
sarkaar Government
==
uddhesya Objective
=~ =-
Saajhedaar Sansthaa
CWD
( naari utthaan kendra )
= =-+ -= = := : - = := : + -+= -= - =- + - = =- + ----=c
-+ =- - = =-= = =-+--- ----=c-+ =-- -- t=- =- =c =--+
==-~-, =-- =- -=- =- +- =-== =c
mero sansthaa ko naam CWD ho. CWD ko nepali naam naari utthaan kendra ho. yo sansthaa
dherai swaasnimaanchhe haru ko sansthaa ho. yo sansthaa le garib ra subidhaabihin swaasnimaanchhe
haru ko jiwan star baDhaauna maddat garchha ra uniharu ko aatmanirvartaa, chetanaa ra chhyamataa
nirmaangarna pani sahayog garchha.
Vocabulary CWD:
==-~-
aatmanirvartaa
Self- reliance
t=-
baDhaaunu to increase
=--
chetanaa Awareness
=-
chhyamataa Abilities
=
garib poor
=-- --
jiwan star Living Standard
- =- +
naari utthaan Kendra Center for the Welfare of Women
-=- =-
nirmaangarnu To build
=-== =-
sahayog garnu To support, to help
=-+---
subidhaabihin Disadvantaged
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Saajhedaar Sansthaa
WWA
( Women Welfare Association )
= =-+ -= := := | - = =- +== ++ +-+ =-== c = +- ----=c-+ =- -
= =-+ =r= == ==+ = ----=c -+ ===+ =+ -- = =s=- =-== =- - =
=- =-~=-: -+= --= =c = =-= --= --+ =--+ =-=- -=- =-=-
=-=-+ =- -: +- =c
mero sansthaa ko naam WWA ho. yo sansthaa paschim chhetra ko Palpa jillaa maa chha.yo pani
swaasnimaanchhe haru ko sansthaa ho.yo sansthaa ko mukhya uddhesya gaau ko garib
swaaasnimaanchhe haru ko saamaajik ra aarthik star maathi uThaauna sahayog garnu ho.yo sansthaa
sahabhaagitaa dwaaraa bikaas maa biswaas garchha. Yo sansthaa le tallo taha ko sansthaaharu ko
sansthaagat nirmaan ra sansthaagat sadasya haru ko chhyamataa briddhi pani garchha.
Vocabulary WWA:
=+
aarthik Economic
-+
bikaas Development
---= =-
biswaas garnu To believe
+
chhetra area
=- -:
chhyamataa briddhi Capacity building
:
dwaaraa through
=
garib Poor
=-=
jillaa District
= =s=-
maathi uThaaunu to uplift, to raise
=r=
mukhya Main
-=-
nirmaan Building
+==
paschim West
===+
saamaajik Social
=-=
sadasya Member
=-~=-
sahabhaagitaa Participation
=-=-
sansthaagat Institutional
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--
star Status, standard
--= --
tallo taha Grass roots level
==
uddhesya Objective
Saajhedaar Sansthaa
EDC
Equitable Development Centre
= =-+ c= -= ::= -, - + -= :+-== :~=+== == - -+== ===: ==-+
+ ~-c = =- = =- =- ==- = -+- ~|+ - = === = =-= =- =
=-+ ==-+ ==- =+++ == += = c = =-= -= == -+ ==-= += =c = =-+
=r= = = =- =-+ ==- -=: =a+- =- =--+ ===+ = + -- = =s=- -
mero sansthaa ko chhoTo naam EDC ho, tara puraa naam Equitable Development Centre ho. nepali
maa yaslaai samabikaas kendra bhaninchha. yo sansthaa 1997 maa yuwaa dalit samuha baaTa
sthaapanaa bhaeko ho. tyo samaya dekhi yo sansthaa le dalit ra aru alpa samuha ko samaan adhikaar ko
laagi kaam gardaichha . yo sansthaa le 3 waTaa gaau bikaas samiti maa kaam garchha. Yo sansthaa ko
mukhya uddhesya dalit ra alpa samuha haru laai sashaktikaran garne ra uniharu ko saamaajik ra aarthik
star maathi uThaaune ho.
Vocabulary EDC:
=+
aarthik Economic
=-+ ==-
alpa samuha minorities
=+ =
arko/aru another/other
c=
chhoTo short
=- ==-
dalit samuha dalit groups
== -+ ==-
gaau bikaas samiti VDC (Village Development Committee )
+
kendra center
= =s=-
maathi uThaaunu to uplift, to raise
=r=
mukhya main
+
puraa full
===+
saamaajik Social
==- =++
samaan adhikaar Equal rights
==-+
samabikaas equitable
===
samaya Time
=a+- =-
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sasaktikaran garnu to empower
--
star Status, standard
-+-
sthaapanaa established
==
uddhesya Objective
=-
yuwaa Young
*Dialogue 2: A summary of the MS Annual Meeting 2000
=, = + =-== ==: = -+:-= + + =- ~=
A Monaji, yo barsa ko annual meeting maa tapaaiharu le ke ke garnu bhayo?
-=- =-- + == = - -== -== +s=+ -=
B haamiharu yahaa baaTa pokharaa gayau ra tyo din haami le hoTel ra koThaa maatra heryau
== == ==:+ +-= - -- =:==== |+ +
ra aaraaam garyau.meeting ko pahilo din bihaana'Eigil ji le ek barsa ko
+=+=+ = ~-~= == -= ==- + += = =+ -==
kaaryakram ko baaremaa bhannubhayo. diuso haamro samuha ko kaam thiyo ra belukaa haami
le
=: +-= -=
'laddaak film heryau.
= - -=-= ==:== =a =-+-+ = == -
dosro din haamiharu le 'solidarity' ra 'North south exchange' ko baaremaa sunyau ra raati
-= s= =:= ~= += =
haamro Thulo ra ramaailo voj(party) thiyo.
-= - : :=+ :=+=- +c ==: =+=
tesro din Dw ko election pachhi meeting siddhiyo
=+-- = ==:
A oh.kasto raaamro meeting!
Vocabulary Dialogue 2:
== =-
aaraam garnu to take a rest

barsa year, age

=
dosro second
--
hernu to see
+=+=
kaaryakram program
+ =
ko baaremaa about
+s
koThaa room
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=+
maatra only
+-=
pahilo first
=:=
ramaailo pleasant
=+-
siddhinu to finish
=-
sunnu to listen
-=
tesro third
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HOMEWORK
LESSON 16
1 Memorise the learning contents of Lesson 16
*2 Translate the following sentences or do number 7:
1 Why did you go to your partner organization?
2 I felt very good about the staff at my new office
3 My partner organization believes in sustainable development
4 What is standard of living called in Nepali?
5 We had a meeting about some problems at the office
6 In my work place there are two other foreigners
3 Memorise the numerals 1 -20
4 Learn Devanagari: all the vowels: a, aa, i, i, u, uu, e, ai, o, au
all the vowel signs: kaa, ki, ku, ke, kai, ko, kau
5 Read Lesson 1: Dialogue
A: -=--
B: -=--
A: = -= == -
-+:+ -= + -
B: = -= == -
= :-=+ -
-+:+ +- -
A: = +- :-=+ -
= += + -
-+:+ += + -
B: = += -+= -
--+ -= + -
A: --+ -= = -
B: --+ :-=+ -
A: -:-, --+ : -=+ -:-
--+ -+= -
*6 Make sentences in the past positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 Make a sentence for each of the following words/expressions:
a ko baaremaa
b ko laagi
c dwaaraa
d bichmaa
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e laagyo
Lesson 17
Bank, Post Ofifce & Pharmacy: Bank, hulaak ra ausadhi pasal
In this lesson you will learn to:
1 open a bank account
yahaa khaataa kholna ke ke garnu parchha? /
here account open what what do it is necessary
euTaa nibedan dinus ani duiTaa phoTo pani chaahinchha
one application give then two photos also it is needed
2 talk about making deposits
kati rupiyaa dharauTi raakhnu parchha?
how many Rps. deposit put it is necessary
3 talk about opening hours
bank kati baje khulchha? /
bank what time opens
10 baje dekhi 5 baje samma
10 o'clock from 5 o'clock to
4 talk about withdrawals
bank baaTa paisaa jhikna ke ke garnu parchha /
bank from money withdraw what what do it is necessary
check lekhnus ra dinus, token linus ra parkhanus!
check write and give, token take and wait
5 talk about bank statements
mero khaata maa jammaa kati bhayo heridinus na
my account in total how much it became, look for me emphatic
6 talk about interest on accounts
byaaj aaena? /
interest it didn't come
byaaj tin mahinaa pachhi maatra aauchha
interest 3 months after only it comes
7 inquire about mailing things and postage prices
yahaa baaTa Denmark chiThi ko laagi TikaT kati laagchha? /
here from Denmark letter for stamp how much it costs
rajisTary ko 50 rupiyaa jati/
registered's 50 Rps around = around 50 Nrps for a registered letter
Thik chha, rajisTari garidinus!
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OK it is, registered make for me = Thats OK, please send it registered for me
8 make conditional clauses with if
tara saamaan chha bhane, taulanu parchha /
but things there is if, weigh it is necessary
=but if it contains things, it is necessary to weigh it
9 talk about future actions
ma bholi pheri aaulaa
I tomorrow again I will come
Culture:
Bureaucracy, money, banks (are they trusted?), alternatives (private, loan sharks, co-operatives, etc)
Task:
Ask someone in the office
when the banks, post offices and pharmacies are open
what the banks are like in Nepal
how long it takes for a letter to go from KTM to your duty station
Note down the answers and bring back to class
Review:
Memorise the numerals: 10 -100 (by the tens: 10, 20, 30, etc)
Learn Devanagari: The velar consonants: ka, kha, ga, gha, nga
Read Lesson 2: Dialogue
Language focus: impersonal verb: parchha
verb congugations: imperative, past tense, future tense, passive, alternate
infinitive: -na
time: kati baje ('what time ...?')
post positions: dekhi samma,. (e)pachhi, baaTa, ko laagi, sanga
compound verb: -i dinu
conditional clause: .bhane,.(if)
Practice dialogues
1
A: What do I do to open account here?
B: You turn in an application, and you also need two photoes
A: How much do I need to deposit?
B: ..
A: What do I do to make a withdrawal?
B: Write a check, take a token, and wait
A: What time does the bank open?
B: .
2
A: Will you see for me how much is in my account?
B: What is your account number?
A: .
B: There is a total of . Rupies
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A: Didnt I get any interest?
B: Interest comes only after three months
3
A: How much postage is needed for a letter from here?
B: for a regular letter, and . for registered letters
A: Please make it registered for me
Dialogue 1: Opening an account at the bank
-=--, ==-=
A namaste,aaunus
-=--, =- - -- + + =- +c
B namaste, yahaa khaataa kholna ke ke garnu parchha?
|== -- -= =- := += +- =-c
A euTaa nibedan dinus ani duiTaa phoTo pani chaahinchha.
+- += += r- +c
B kati rupiyaa dharauTi raakhnu parchha ?
-- == +=
A tin saya rupiyaa.
+ +- -c
B bank kati baje khulchha?
- = += ====
A nau baje dekhi paach baje samma.
s+ c +=
B Thik chha dhannyabaad
Vocabulary 1
ani =- then
dharauTi += deposit
jammaa garnu === =- make a deposit
khaataa - account
kholnu -- to open something (transitive verb)
khulnu -- to open (intransitive verb)
nibedan -- application
raakhnu r- to put
Dialogue 2: Withdrawing money from the bank
+= += ~+- + + =- +c
A bank baaTa paisaa jhikna ke ke garnu parchha?
=+ =-= +=== -= =- =+- =-=
B check lekhnus ra counter maa dinus ani Tocken linus
|+c- + -=
ra ekchhin parkhanus.
=-
A ani ?
=- -+:+ -= ==c, =-= += =-=
B ani tapaai ko naam bolaauchha,jaanus ra paisaa linus.
=== -c, +=
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A sajilo rahechha, dhanyabaad
Vocabulary 2
bolaaunu ==- to call
jhiknu ~+- to withdraw money, to take out
lekhnu =r- to write
parkhanu + - to wait
sajilo === easy
Dialogue 3: Discussing bank statements and interest
= -= === +- ~= --= -
A mero khaata maa jammaa kati bhayo heridinus na
-+:+ - -= +- -
B tapaaiko khaataa nambar kati ho?
-
A 1200
|+c-, = -c === - c
B ekchhin, ma herchhu.jammaa 20000 chha
=+ -,, +- == =|-
A maatra 20000, kina byaaj aaena ?
== -- =-- +c =+ ==c
B byaaj tin mahinaa pachhi maatra aauchha
s+ c, +=
A Thik chha, dhanyabaad
Vocabulary 3
byaaj == interest
hernu -- to look
jammaa === total, all together
khaataa - account
Dialogue 4: At the post office
=- = :+ =s+ == =+= +- =c
A yahaa baaTa DK chiThi ko laagi TikaT kati laagchha?
=+- =s + ==
B saadhaaran chiThi ki rajisTar?
=+- + - +=
saadhaaran ko 25 rupiyaa
==+ += =- - ==- c ~- -=- +c
rajisTar ko50 rupiyaa jati tara saamaan chha bhane taulanu parchha
+=+:+ - +=
postcard ko 9-10 rupiyaa
s+ c, == =-=
A Thik chha , rajisTar garidinus
-=
B has
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Vocubalary 4
bhane ~- if
chiThi =s letter
jati =- around
laagchha =c it takes
saadhaaran =+- general, regular
saamaan ==- goods,things
tara - but
taulanu -=- to weigh
TikaT =+= stamp
Dialogue 5: At the pharmacy
= =+ c -=
A yo ausadhi chha holaa?
|+c-, = -c
B ekchhin, ma herchhu
=+ - c - + c-, -+:=: +- -= =-c
ausadhi ta chha tara dherai chhaina,tapaailaai kati waTaa chaahinchha?
- ====
A 20 Tablet
= == ==== =+ - = ~= = ==c
B ma sanga 10 Tablet maatra chha tara aru bholi 10 baje aauchha
s+ c, =-= -= =c ~= + ===
A Thik chha, ahile 10 waTaa lagchhu bholi pheri aaulaa
-=, =-=
B has, linus
+=
A dhannyabaad
Vocabulary dialogue 5
=-=
ahile now
=
aru other
=+
ausadhi medicine
~=
bholi tomorrow
|+c-
ekchhin just a moment
=-
lagnu to bring along
=+
maatra only
==
sanga with
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HOMEWORK
Lesson 17
1 Memorise the learning contents of Lesson 17
2 Prepare the Task
*3 Translate the following sentences or do number 8:
1 If you have a lot of money, you must put it in a bank
2 I talked with the people from the bank from 10 to 11 this morning
3 We will go to the pharmacy tomorrow to buy medicine
4 Stamps are bought at the post office
5 Please buy 5 stamps at the post office for me after work
6 What time will we go to the bank tomorrow?
4 Memorise the numerals: 10 -100 (by the tens: 10, 20, 30, etc)
5 Learn Devanagari: ka, kha, ga, gha, ng
6 Read Lesson 2: Dialogue
A: == +- = -c
B: =t - =
A: =-= +- =
B: =
A: == c== +- = -c
B: =- =
A: = +-- =
B: +-
A: ==== +: ==
*7 Make sentences in the past negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Make a sentence for each of the following words/expressions:
a -i dinu
b parchha
c kati baje
c (e)pachhi
d dekhi samma
e -na infinitive
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f baaTa
g sanga
h ko....laagi
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LESSON 18
Living Arrangements: Basaai bayabasthaapan/bandobasta
In this lesson you will learn to:
1 do a job interview with house hold staff,
complain about problems in the house
ask about paying bills
2 talk about whom someone wants to see
kaslaai bheTna aaunubhayo? /
who to meet did you come
ma tapaailaai nai bheTna aaeko
I you to emphatic meet have come
3 explain who has sent someone to do something
Shiva le malaai yahaa paThaaunu bhayo
Shiva agent marker I to here sent
=Shiva sent me here
4 talk about work experience
tapaai le ghar ko kaam garnu bhaeko chha? /
you agent house of work you have done
ho, Peter ko ghar maa 2 barsa gare
yes, Peters house at 2 years I did
5 talk about cooking knowledge
tapaai laai ke ke khaanaa pakaauna aauchha? /
you to what what food cook it comes = which food do you know how to cook
malaai Italian khaanaa banaauna aauchha
I to Italian food prepare it comes = I know how to cook Italian food
6 talk about job responsibilities
tapaai le dindinai/kahile kaahi ghar saphaa garnu parchha, hunchha? /
you agent daily/sometimes house clean do it is necessary, OK
has, ma sabai garchhu
OK, I all I do
7 express decision to hire someone
tyasobhae, bholi dekhi nai kaam suru garnus! /
like that if it is, tomorrow from emphatic work please start
has, bholi aauchhu, namaste
OK, tomorrow I come, good bye
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8 initiate a telephone conversation
ko bolnubhaeko ho? /
who has spoken is it = who is speaking?
ma Mette boleko
I Mette spoken = this is Mette speaking
9 Make and respond to a complaint
hernus na, hijo dekhi mero batti balena, ke garne? /
please look emphatic, yesterday from my light didn't come on, what do
Thikai chha, ma bholi maanche bolaaidinchhu
All right, I tomorrow person I call for you
10 ask someone to explain how to do something
yo paani ko paisaa kahaa tirna jaane, bhanidinus na!
this water's money where pay go, please tell for me emphatic
11 talk about how often something must be done
kahile samma maa tirnu parchha? /
when up to in pay it is necessary = when is the deadline for paying?
ek ek mahinaa ko anTim maa
one one month of last day in = the last day of every month
12 talk about knowledge/ability
malaai khaanaa pakaauna aauchha
I to food cook it comes = I know how to cook/I can cook
Culture:
Relationships between people: employer/staff, landlord/tenant
Review:
Memorise the numerals 20-30
Learn Devanagari: The palatal consonants: cha, chha, ja, jha, na
Read Lesson 3: Dialogue
Language focus: Verb conjugation: present, past, present perfect, unconjugated past, imperative
and na infinitive
Compound verb: -i dinu 'to do something for somebody'
Post positions: ko laagi 'for', dekhi... samma from...to
Impersonal verb: parchha 'it is necessary'
Practice dialogues
1
A: Who did you come to meet?
B: Mr./Ms. . My name is Mr./Ms. . sent me here
A: What work have you done?
B: .
A: What kinds of food can you cook?
B: .
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A: Can you make Chinese food?
B:
A: Every day you must ., and sometimes you must ., is that OK?
B: .
A: In that case, then please start work from .
B: .
2
A: (Answering the phone) Hello
B: Is this Mr./Ms. A speaking?
A: Yes
B: This is B speaking. My hot water has not been working (=didnt come) since yesterday, what
can be done?
A: OK, Ill call someone for you tomorrow
3
A: This money for water, where do I pay that? Please tell me!
B: .
A: When do I have to pay?
B: The last day of every month
*Dialogue 1: Hiring a didi
+==: ~=- ==-~=
A kaslaai bheTna aaunubhayo?
= -+:=: - ~=- =|+, = -= - -+:+ == ==: =- +s=- ~=
B ma tapaailaai nai bheTna aaeko, mero naam Tilsara ho, tapaai ko saathi le malaai yahaa
paThaaunu bhayo.
-+:= =+ = += =- ~|+ c
A tapaai le bidesi ko ghar maa kaam garnu bhaeko chha?
-, +=+ = : =
B ho, piTar ko ghar maa dui barsa gare
-+:=:+, +, - ++=- ==c
A tapaai laai ke, ke, khaanaa pakaauna aauchha?
==: === -, =: -= - -+= - -=- ==c
B malaai angreji khanaa, chinise khaanaa, nepali khaanaa banaauna aauchha.
-+:+ +- c
A tapaai ko ghar kahaa chha?
=-===
B jaawalaakhel maa
-+:= -- == +- +c, =+ =- +c, - -=- +c +-=+- +-== =-+c -c
A tapaai le dindinai lugaa dhunu parchha, ghar saphaa garnu parchha, khaanaa banaaunu parchha
ra kahilekaahi kinmel garnu parchha hunchha?
-=, = = =c
B has, ma sabai garchhu.
== ~| ~=- += = =-=
A tyasobhae bholi dekhi nai kaam suru garnus
-=, ~= ==c -=--
B has, bholi aauchhu namaste
-=--
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A namaste
Vocabulary 1
angreji === English
banaaunu -=- to prepare, to cook
bheTnu ~=- to meet
bideshi foreigner
chinise =:-= Chinese
dindinai -- daily
kahilekaahi +-=+- some times
kinmel garnu +-== =- to do shopping
lugaa dhunu == +- to wash clothes
pakaaunu ++=- to cook
paThaaunu +s=- to send
saphaa garnu =+ =- to clean
suru garnu = =- to start
tyaso bhae == ~| if that is so, in that case
Dialogue 2: Complaining about a problem to the landlord on the phone
zz-=
A tingting..helo
+= -- ~|+ -
B gharpeTi bolnubhaeko ho?
-
A ho
--= -, -= = +s= a =- + =-
B hernus na, hijo dekhi mero koThaa maa batti balena ke garne?
+ ~=, === - +== +
A ke bhayo , musaa le taar kaaTyo ki?
:, ==: - c-
B khoi, malaai thaahaa chhaina
s+ c, = ~= =c =: c
A Thikai chha, ma bholi maanchhe bolaai dinchhu
+=
B dhannyabaad
Vocabulary 2
batti balnu a -- to turn the light on, to come on (light)
bolaaunu =:- to call
gharpeTi += landlord
kaaTnu +=- to cut
khoi : well
koThaa +s room
musaa == rat
taar - wire
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Dialogue 3: Inquiring about paying bills
+- ==- ~==
A kina bolaaunu bhayo Andersji?
= a +- + += +- -- =- ~--= -
B yo batti ra paani ko paisaa kahaa tirna jaane? bhanidinus na.
a+ == == =+= +-+ == +- =+= =- +c
A batti ko laagi bijuli office ra paani ko laagi paani office jaanu parchha
+-= ==== -- +c
B kahile samma maa tirnu parchha?
|+ |+ =--=
A ek ek mahinaa maa
s+ c, = =c
B Thik chha, ma jaanchhu
Vocabulary 3
batti a light
bhannu ~- to tell
bijuli == electricity
bolaaunu ==- to call
paisaa += money
tirnu -- to pay
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HOMEWORK
Lesson 18
1 Memorise the learning contents of Lesson 18
*2 Translate the following sentences or do number 7 :
1) He has not paid the water bill this month
2) Plese buy some fruits and vegetables for me today
3) Is it necessary to wash cothes every day?
4) This milk is for tomorrow
5) Yesterday there was no water from 3 to 5 oclock
6) They clean the house only once a month
7) She knows how to cook Indian food very well
8) Please tell me where to buy meat
3 Memorise the numerals 20-30
4 Learn Devanagari: cha, chha, ja, jha, na
5 Read Lesson 3: Dialogue
1 -+:=: +- - =-c
2 ==: =~- =-c -+:=: -
1 ==: =~- =-+- -+ == == + c
2 -+:=: ===- =-+c
1 =-+c
2 :
3 -=
2 -=-=: |+ == =~- |+ == ===- -=
3 +- ===- =-c -+
1 -+ ===- + c
3 c-
1 s+ c, |+ == -+ ===- -=
2 == = +:c
3 +:c
2 s+ c, : -= -= -=
1 =~- + =s c ===- +-- c
2 ===- == == === c
1 :
3 -=
1 === +- ~=
3 - -=
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38
2 =-=
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*6 Make sentences in the present positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 Make a sentence for each of the following words/expressions:
a -i dinu
b parchha
c -na infinitive
c ko laagi
d dekhi... samma
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LESSON 19
Communication: Sanchaar
In this lesson you will learn to:
1 call and initiate a telephone conversation
ko bolnubhayo? /
Who talked = who is speaking?
ma Birgitte boleko
I Birgitte spoken = this is Birgitte speaking
2 inform someone on the phone who is speaking
ma Lena boleko
I Lena spoken =This is Lena speaking
3 ask to speak to someone on the phone
Ram laai bolaaidinus na, ekdam jaruri chha
Ram to call for me emphatic extremely important it is
4 give and receive information
tapaaile sunnubhayo aaja Nepal banda chha re, aaja baahira najaanus! /
you heard today Nepal band is it was said, today outside don't go
aha, suneko chhaina
oh no, have not heard
5 ask for and identify the source of some information
tapaailaai kasle bhanyo? /
you to who agent marker told
Ram le
Ram agent = Ram did
6 respond to some information
has ta, suchanaa ko laagi dhannyabaad
OK then, information for thanks
7 give a message to somebody
euTaa jaruri baiThak bolaaunu paryo, ke garne?
one important meeting call it was necessary, what do
8 inquire about the contents of something
ke ko baaremaa?
what about
9 ask for further information
kahaa, kahile ra ko ko?
where, when and who who
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10 relay reported speech
aajaa Nepal banda chha re
today Nepal band there is it is said that
11 ask and answer questions about the purpose of a visit
kina aaeko/
why have come/
aunus,tapaai ke kaam le aaeko//
come ,you what work instrumental have come = For what reason did you come?
ma saathi laai bheTna aaeko
I friend to meet have come
12 make a request for someone to do something for you
Lena laai bolaaidina saknuhunchha?
Lena to call for me can you
13 respond to a request to do something for someone
has/hunchha
OK/OK
14 make and respond to a suggestion to do something
aaja sangai lunch khaana jaaau na / Thik chha, jaaau!
Today together lunch eat let's go emphatic/OK let's go
15 indicate ability
ma paDhna sakchhu
I study I can
Culture:
Telephone conversations
Review:
Memorise the numerals 30 - 40
Learn Devanagari: The retroflex consonants: Ta, Tha, Da, Dha, na
Read Lesson 4: Dialogue
Language focus: verb congugation: past, present perfect, unconjugated past, injunctive (let
me/us)
post position: ko baaremaa 'about', ko laagi
compound verb: -i dinus
instrumental: le
Particle denoting second hand knowledge/reported speech: re:
maathi jaanus re
Up go reported S/he said that you should go up
The particle re can be added to the end of a statement indicating that the content of the statement is
reported speech or second hand information for the present speaker
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Practice dialogues
1
A: (answering the phone)Hello
B: Who is talking?
A: I am .
B: Will you call Mr./Ms. C. for me?
A: Just a moment
2
A: ., have you heard that the office is closed today?
B: I havent heard, thanks for the information
A: So lets go out to eat lunch!
3
A: Good morning, can I help you?
B: I have come to see Mr./Ms. X. Will you call him/her for me?
A: Please come, s/he says
Dialogue 1: Asking for someone at an office
-=--
A: namaste
-=--
B: namaste
==-=, + += = =|+
aaunus, ke kaam le aaeko?
= ==: ~=- =|+, =:- =+--c
A: ma saathi laai bheTna aaeko, bolaaidina saknuhunchha?
-=, = ==c
B: has, ma bolaauchhu
= =-=
maathi jaanus re
|, +- =|+
C: e, kina aaeko?
== == == - == -
A: aaja sangai lunch khaana jaaau na
+- =-
C: kahaa jaane?
-+-= =-, -=+ c
A: 'Nikita' maa jaane, najikai chha
s+ c, ==
C: Thik chha, jaaau
Vocabulary 1
==
aaja today
==-
aaunu to come
~=-
bheTnu to meet
==-
bolaaunu to call
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+-
kahaa where?
-
khaanu to eat
+-
kina why?
=
maathi up
-=+
najika near
=+-
saknu to be able to, can
==
sangai together
Dialogue 2: Asking for someone on the phone
=z=z -=
A tingting..hello
+ -- ~=
B ko bolnubhayo?
= == =+
A ma Lisbeth boleko
+-= ---c
B karin ji hunuhunchha ?
---c
A hunuhunchha.
=:-= - |+= = c
B bolaaidinus na ekdam jaruri chha
-=, = =: c
A has, ma bolaaidinchhu
-=--, + --~|+
C namaste, ko bolnubhaeko?
= +=z -, -+:= =-~= == - += c , == - -=-=
B ma kesang hu, tapaaile sunnubhayo aaja Nepal banda chha re, aaja baahira najaanus
|, = -+ c-, -+:=: +== ~=
C aha, suneko chhaina, tapaailaai kasle bhanyo?
= ==
B mero saathi le
-= -, ==-+== +=
C has ta , suchanaa ko laagi dhannyabaad
Vocabulary 2
aha =- no
baahira - outside
banda closed, band (strike)
bolaaunu ==- to call
bolnu -- to speak
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jaruri = important
saathi = friend
suchanaa ==- information
Dialogue 3: Relaying important information
-=--, =+= ---c
A namaste, Madhu.ji hunuhunchha?
|+c-, = -c
B ekchhin, ma herchhu
-=--, + --~=
C namaste, ko bolnubhayo?
= =-+ - , |== = s+ ==- +-= , + =-
A ma Ulf hu, euTaa jaruri baiThak bolaaunu paryo, ke garne?
+ + =
C ke ko baaremaa ?
-= += + =
A haamro kaam ko baaremaa
+-, +-= + +
C kahaa, kahile ra ko ko ?
== = =+== = ~=+ = =-
A aaja mero office maa ra mero bivaag ko sabai saathiharu.
+- =
C kati baje?
=, -+:+- ==-+c -
A 4 baje, tapaai pani aaunu parchha ni
s+ c, = ==c
C Thik chha, ma aauchhu
Vocabulary 3
baiThak s+ meeting
bivaag ~= department
bolaaunu ==- to call
jaruri = important
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HOMEWORK
Lesson 19
1 Memorise the learning contents of Lesson 19
*2 Translate the following sentences or do number 7:
1) The banks are closed tomorrow, someone said
2) Lets go to the meeting about sustainable development now!
3) Will you tell my didi to make food for 3 people tonight?
4) They didnt bring money for the food
5) I will write the information about the meeting using the computer
6) You must tell her this important information
3 Memorise the numerals 30 - 40
4 Learn Devanagari: Ta, Tha, Da, Dha, na
5 Read Lesson 4: Dialogue:
1 -- ~=
2 ~=, = =- + === c -+:+ -
1 ~|+ c- -+:+ c c c
2 c, |+ =- c |+ =- c
1 c c +-
2 c c
1 -+:+ =-+ += + -
2 :+= -
1 -+:+ c c +- c
2 +=== c -+:+ +-= +- =- c
1 ==, ~: , -- = = --- -
*6 Make sentences in the present negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 Make a sentence for each of the following words/expressions:
a. injunctive (let us)
b. re
c. ko baaremaa 'about'
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d. ko laagi
e. -i dinus
f. instrumental le
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Review 1
Lessons 16-19
1 Review Lesson 19:
1 Learning contents:
Pair work
2 2
nd
day dialogues:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 16-19:
1 Listening
The teacher reads the listening texts from Lessons 16 - 18
Students listen
Checking for understanding
2 Speaking
Role play:
Talking about the partner visit and partner organizations
3 Numerals
The teacher reads a random selection of numerals: 1-40
Students write down
Students check in pairs
4 Devanagari
Pair work 1:
Students read the dialogues from Lessons 1-4, changing roles
Pair work 2:
Students take turns naming the letters they have learned using the wooden block
letters or Devanagari poster
5 Listening/responding
Students are called up on the phone by a Nepali speaking person, and they have a
short phone conversation
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LESSON 20
Transportation and roads: yaataayaat ra saDakharu
In this lesson you will learn to:
1 talk about means of transportation
Nepal maa kun kun yaataayaat ko saadhan haru chhan?
Nepal in which which transportation of means there are
2 talk about destinations
Janakpur maa euTaa saano train chha India boarder jaana ko laagi
Janakpur in one little train there is India border go for
=there is a small train in Janakpur for going to the Indian boarder
3 ask for more information
Dungaa, paani jahaaj ni ?
boats ferries how about
4 give explanations by connecting two sentences with 'because'
paani jahaaj chhaina, kinabhane samudra chhaina
ferries there arent, because ocean there isn't
5 ask for further details
kasto kicim ko ghaTanaa ?
how type of incidents
6 indicate a cause by using post position 'because of'/'due to'
baaTo saanguro bhaekole, durghaTanaa hunchha
road narrow because of, accidents there are
7 give and receive a suggestion
tyasobhae, gaaDi bistaarai chalaaunu parchha holaa /
like that if it is, cars slowly drive it is necessary maybe
ho, ekdam Thik kuraa
yes, extremely good talk
8 buy a bus ticket
Pokharaa ko laagi euTaa TickaT dinus
Pokharaa for one ticket please give
9 ask and answer questions with 'why'/'because'
KTM ko baaTo kina yasto saaguro ra khaalDaa khulDi ? /
KTM 's roads why like this narrow and full of holes
kinabhane yo dherai puraano baaTo ho
because these very old roads are
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10 ask why some action has not been taken
kina nayaa marmat na-gareko ?
why anew have not repaired
11 make a guarded reply
chha na ta chha, tara KTM ko laagi chhaina
is emphatic though is, but KTM for isn't
=well, you could say there is, but for KTM there isnt
12 explain what something is called
tyo kholaa paari 1 no. khajuraa bhaninchha
that stream other side 1 number Khajuraa it is called
13 make a temporal clause with when
jahile ghar haru chhainan, tyahaa baaTa daayaa tira hernus
when houses there are not, there from right direction please look
Culture:
Driving and public transportation (what is appropriate)
Task:
Ask someone in the office
how he/she comes to work
how long it takes
whether he/she can ride a bicycle/motorbike
whether he/she has a bicycle/motorbike
whether he/she can drive a car
take notes and bring back to class
Review:
Numerals: 40 - 50
Devanagari: Dental consonants: ta, tha, da, dha, na
Read Lesson 5: Dialogue
Language focus: getting further information ('and how about...'): ni
causal phrase ('because'): kinabhane
expressing doubt: holaa
verb conjugation: hunu, present continuous, unconjugated past, imperative
(-nos), past tense, passive
modal verb: saknu (can)
impersonal verbs: chaahinchha, parchha (it is necessary)
compound verb: -i dinu
post positions: ko laagi (for), sanga (with), baahira(outside), bhaekole
('due to') or verb root + ekole
composite nouns: verb root + -ne + noun
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Practice dialogues
1
A: What means of transportation exist in Nepal?
B: ....
A: What about ferries?
B: There are no ferries, because there are no oceans
A: Are there no trains in Nepal?
B: There is a train to the Indian border in Janakpur
A: How are the roads in Nepal?
B: The roads are narrow and full of pot holes, and there are many incidents
A: What type of incidents?
B: Accidents
A: In that case, the cars should drive slowly maybe
B: That is so true
2
A: Please give me a ticket to ..!
B: Here you are
A: Where is the bus to .?
B: Over there
Dialogue 1: Means of transportation in Nepal
-+== +- +- =-=-+ =+- - c-
A Nepal maa kun kun yaataayaat ko saadhan haru chhan?
=, ==+=, ===+, +=, =:+= --:=-= c-
B bus, taxi, tempo, riksaa, saaikal ra hawaaijahaaj chhan
-+== = - c-
A Nepal maa train chhaina?
=-++= |== =- =- c :-:= : =-+ ==
B Janakpur maa euTaa saano train chha India boarder jaana ko laagi
:=, +- =-= -
A Dungaa, paani jahaaj ni ?,
+- s== := c - +- =-= c- +-~- == c-
B kehi Thaau maa Dungaa chha tara paani jahaaj chhaina kinabhane samudra chhaina.
Vocabulary 1
Dunga := boat
hawaaijahaaj --:=-= airplane
kehi +- some
paani jahaaj +- =-= ferry, large ship
saadhan =+- means, method
saaikal =:+= bicycle
samudra == sea, ocean
Thaau s= place
yaataayaat =-=- transportation
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Dialogue 2: Road conditions in Nepal
-+=+ =- +-- c
A Nepal ko baaTo haru kasto chha?
-+=+ =- == == c-
B Nepal ko baaTo haru saaguro ra ghumaauro chhan
-+=+ +- +== === +-- c
A Nepal ko purba paschim raaj maarg kasto chha?
= c, - + =-- -c-
B raamro chha, tara dherai ghaTanaa haru hunchhan
+-- +==+ =-
A kasto kicim ko ghaTanaa ?
= == == ~|+= = == =- -c
B baaTo saanguro ra ghumaauro bhaekole belaa belaa maa durghaTanaa hunchha.
== ~| =: -- ===- +c -=
A tyasobhae gaaDi bistaarai chalaaunu parchha holaa
-, |+= s+ +
B ho, ekdam Thik kuraa.
Vocabulary 2
baaTo = road
belaa belaa maa = == from time to time
bhaekole ~|+= because of
bistaarai --- slowly
chalaaunu ===- to drive, to conduct
durghaTanaa =- accident
gaaDi =: car
ghaTanaa =- incident
ghumaauro == zig-zag, winding
paschim +== west
purba + east
raaj maarg === highway
saanguro == narrow
tyasobhae ==~| if that, is so
Dialogue 3: Buying a bus ticket. A is a passenger, B is somebody in the bus park, and C is
the ticket seller
| ~: + =- = +- +:c
A e bhaai Pokhara jaane bus kahaa paainchha?
= = = + =c, =+= =-~=
B u tyo bus pokharaa jaadaichha,Tickat linubhayo ?
c-
A chhaina
= +=== =-= =+= =-=
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B tyo counter maa jaanus ra Tickat linus
-=,+=+ + == |== =+= -= - :
A has,dhanyabaad.pokharaa ko laagi euTaa tickat dinus na daai
+c:+ ===+ c, + =-
C pachhaaDi ko sit maatra chha, ke garne?
= = c + -= c
A baaTo raamro chha ki naraamro chha?
=-= = c
C ahile raamro chha
s+ c ==~| -=
A Thik chha tyasobhae dinus
= =-=
C la linus
+- +=
A kati rupiyaa?
-
C 250
+=
A dhanyabaad
Vocabulary 3
baaTo = road
pachhaaDi +c: back, behind
pachhaaDi ko seat +c:+ == seat on the last row
tyasobhae == ~| if that is so
Dialogue 4: Asking for directions in the countryside
-=-- :
A namaste daai !
-=--, +- ==- ~=
B namaste, kina bolaaunubhayo ?
-+:=: = := : + =+= - c
A tapaailaai CWD ko office thaahaa chha?
- c
B thaahaa chha
= === +- - , ~-- =+--c
A yo chaubaaTo baaTa kataa tira jaane, bhanidina saknuhunchha?
= == = = - =~ = =- = c , = = =-= - =-= =- +c |== =- =
==c = = + - = ~-c, =- |== =+ +- c, =+ -=+ = - |== s=
++=+ c , = ++=+ = = - + == = =~ =-= , =+ = = - c-
, =-= - c-- = -- c =- = = - --= |== +++ c = = := :
+ +=== -
B yo chaubaaTo baaTa daayaa tira sojho Bardiyaa jaane baaTo chha, tyo baaTo jaanus 20 mineT
jati pachhi euTaa saano kholaa aauchha tyo kholaa paari 1.no. khajuraa bhaninchha, tyahaa
eutaa chok pani chha, chok najik baayaa tira euTaa Thulo pipal ko rukh chha, tyo pipal ko
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rukh baaTa baayaa tira ko moTar baaTo sojho jaanus, baaTo ko daayaa, baayaa ghar haru chhan
jahile ghar haru chhainan ra khulaa khet haru dekhinchha tyahaa baaTa daayaa tira hernus
euTaa pakki ghar dekhinchha tyo CWD ko kaaryaalaya ho..
= -+:=: + +=- = = =- =+c -=
A oh! tapaailaai dherai dhanyabaad aba ma jaana sakchhu holaa.
Vocabulary 4:
=
baaTa from
=
baaTo road
=
baayaa left
==
chaubaaTo four way intersection
=+
chok open yard, square
=
daayaa right

ghar house
=-=
jahile when
=-
jati approximately
+===
kaaryaalaya office
= +
kholaa paari the other side of the stream
=
kholaa stream
= -
khulaa khet open field
==
moTar car
-=+
najik close
+++ =
pakki ghar brick house
++=+
pipal ko rukh pipal tree ( Buddha tree )
=~
sojho straight
*Dialogue 5: Road conditions in Kathmandu
+s=-:+ = +- =-- == -: -:
A KTM ko baaTo kina yasto saaguro ra khaalDaa khulDi ?
+-~- = + +- = -
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B kinabhane yo dherai puraano baaTo ho
+- -= ==- -=+
A kina nayaa marmat nagareko ?
==+ == + += =-c
B tyasko laagi dherai paisaa chaahinchha
+- =+== += c-
A kina sarkaar sanga paisaa chhaina ra?
c - - c - +s=-:+ == c-
B chha na ta chha tara KTM ko laagi chhaina
+-
A kina ?
+-~- +s=-: - + s== = - c- -=- +c
B kinabhane KTM baahira dherai Thaau maa baaTo nai chhaina banaaunu parchha.
|==~| s+ c
A etyasobhae Thik chha
Vocabulary 5
baaaTo = road
baahira - outside
banaaunu -=- to make
khaalDaa khulDi -:-: full of pot holes
marmat garnu ==- =- to repair
nai - emphatic particle
nayaa -= new, anew, recently
puraano +- old
saaguro == narrow
sarkaar =+ government
Thaau s= place
tyasobhae ==~| if that is so, in that case
yasto =-- like this
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HOMEWORK
Lesson 20
1 Memorise the learning contents of Lesson 20
2 Prepare the task
*3 Translate the following sentences or do number 8:
1. Did you buy a ticket for the airplane going to Pokhara?
2. Because of the good roads many people drive very fast in Denmark
3. Many cars are made in Japan
4. They are staying with friends on the the other side of the river
5. All the DWs study Nepali, when they come to Nepal
6. He doesnt need much money, because he uses public transportation
7. There are not many busses in Denmark outside of the big cities
4 Memorise the numerals 40-50
5 Learn Devanagari: ta, tha, da, dha, na
6 Read Lesson 5: Dialogue 2:
1 -= -=--
2 -=--
1 = -+:=: +- =- =-c
2 s+ c , =-= -
1 -+: -- =+ === + + += =--c
2 = -- +-= =+= -c, ==+c = +s- =+ =c, +- === == +-== rc
=- ==+c = =c =+=+ == ==-- -==c
1 === -
2 === = +=- =c, =+ + =+= =+ =- +c
*7 Make sentences with the verb hunu in the present positive or negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Make a sentence for each of the following words/expressions:
a) ni
b) bhaekole
c) kinabhane
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d) holaa
e) sanga
f) saknu
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LESSON 21
Religion: dharma
In this lesson you will learn to:
1 talk about religious beliefs
Nepal maa kun kun dharma maaninchha?
Nepal in which which religion is believed in
2 talk about religious practice
hindu dharma maa ke ke garinchha? /
Hindu religion in what what is done
hindu dharma maa mandir maa pujaa garinchha
Hindu religion in temple in is worshipped
3 talk about religious festivals
sabbhandaa Thulo chaaDparba kun ho?
most big festival which is
4 talk about differences
sabai chaaDharu euTai kicim ko hunchha? /
all festivals same type of it is
sabai pharak pharak hunchhan
all different different they are
5 talk about customs marking changes in life
Nepal maa janma dekhi mrityu samma ko chaalchalan ke ke chha?
Nepal in birth from death to 's rites of passage what what are
6 talk about at wich age something takes place
keTaa ko bratabandha kati barsa maa hunchha?/
boyss thread ceremony how many years at it is
=at what age is the thread ceremony for the boys?
keTaa ko 9-10 barsa maa bratabandha hunchha
boy 's 9-10 years at thread ceremony it is
Culture:
Religion and religious life
Review:
Numerals: Memorise the numerals 50 - 60
Devanagari: Learn Devanagari: the labials: pa, pha, ba, bha, ma
Read dialogue Lesson 6
Language focus: verb conjugation: passive
postpositions: ko laagi, (e)pachi, dekhi samma, baahek (except for)
tag-questions: ....., ho/hoina?
superlative: sabbhandaa
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impersonal verb: parchha
Practice dialogue
A: Which religions do people believe in in Denmark?
B: .
A: Where do Christians worhip?
B: In churches
A: What is the biggest festival in Denmark?
B: .
A: Are all the festivals of the same type?
B: No, they are all different
A: How old are Danes when they marry?
B: .
Dialogue 1: Different religions in Nepal
-+== +- +- += =-c
A Nepal maa kun kun dharma maaninchha?
: +=, - +=, + =- +=, === += :=
B buddha dharma, hindu dharma,cristen dharma, muslim dharma ityaadi
- += : +== + + =c
A hindu dharma ra buddha dharma maa ke ke garinchha?
-+== == += =c : +== === +- =c
B hindu dharma maa mandir maa pujaa garinchha ra buddha dharma maa gumbaa maa
praarthanaa garinchha.
-- +- == =c-
A hindu haru pani gumbaa jaanchhan ?
-, -+== +=+ == ~=: c-
B ho, Nepal maa dharma ko laagi jhagaDaa chhaina
Vocabulary 1
dharma += religion
gumbaa == Buddhist temple
ityaadi := e.t.c.
jhagaDaa ~=: fight
maannu =- to follow
mandir = Hindu temple
praarthanaa garnu +- =- to pray
pujaa garnu += =- to worship
Dialogue 2: Different festivals in Nepal
-+== + =: +- c-, -:-
A Nepal maa dherai chaad parba haru chhan, hoina ?
-
B ho
-+=+ =~ s= =:+- +- -
A Nepal ko sabbhandaa Thulo chaadparba kun ho?
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-- =-+ == =: -, ==-+ :=- + ==, -+ =, +==- -+ +==
s= =: - --
B dasai ra tihaar yahaa ko raasTriya chaaD ho, tyasbaahek Buddhist haru ko losaar, thaaru haru ko
maaghi, christen haru ko chrisms Thulaa chaaD haru hun.
= =:- |== +==+ -c
A sabai chaaD haru euTai kicim ko hunchha?
= ++ ++ -c - =:= -c-
B sabai pharak pharak hunchhan tara ramaailaa hunchhan.
Vocabulary 2
chaaD =: festival
chaadparba =:+ festival
chrisms +=== Christmas
dasai Dasain
euTai kicim ko|== +==+ of the same type
losaar == Losar
maaghi = Maghi
pharak ++ different
raasTriya == national
ramaailo =:= pleasant
thaaru Tharu
tihaar -- Tihaar
tyasbaahek ==-+ except for that
Dialogue 3: Customs throughout a persons life
-+== == =====+ ====- + + c
A Nepal maa janma dekhi mrityu samma ko chaalchalan ke ke chha ?
-= ==+c - -= c= -= --, - =--= +-- =-+c
B bachchaa janmepachi chha din maa chhaiTi, eghaara din maa nwaaraan, chha mahinaa maa
paasni garnu parchha.
==+c
A tyaspachhi
+=+ = -+ +=+ =+ r- +c
B keTaa ko 9/10 barsa maa bratabandha ra keTi ko guphaa raakhnu parchha.
- +- = -c
A bihaa kati barsha maa hunchha?
== -= ==== ++ c, === c= -c - -= == t= -c
B gaau ra sahar maa aliali pharak chha, gaau maa chhiTo hunchha tara sahar maa ali Dhilo
hunchha.
=-, === ++ =- +c
A ani, mritu maa ke ke garnu parchha?
=c =+c - =s = -- +c
B maanchhe marepachhi 13 din juTho maa basnu parchha
==+c cc= + =- +c
A tyaspachhi chhoraa/chhori le ke garnu parchha ?
c= == +== |+ =- == ===- +c, c= -- -=+ =s= -- +c
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B chhoraale aamaa baa ko laagi ek barsa seto lugaa lagaaunu parchha,chhori le terha din maatra
juTho maa basnu parchha.
====-- + -c-
A chaalchalan haru dherai rahechhan.
Vocabulary 3
bachchaa -= small child, baby
bihaa -- wedding
bratabandha -+ thread ceremony
chaalchalan ====- custom
chhaiTi c= six days after birth: fate writing ceremony
chhiTo c= early, soon
Dhilo t= late
Gaau == village
guphaa raakhnu =+ r- to put in a cave
janma == birth
juTho =s unclean state, impure state
lagaaunu ===- to wear
marnu =- to die
mrityu == death
nwaaraan -- eleven days after birth: name giving ceremony
paasni +-- six or seven months after birth: rice feeding ceremony
shahar - city
seto lugaa =- == white clothes
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HOMEWORK
Lesson 21
1 Memorise the learning contents of Lesson 21
*2 Translate these sentences or do number 7:
1. Our house is cleaned 2 times a week
2. For a wedding you must wear nice clothes
3. She goes to work after worshipping at the temple
4. Children go to school from the age of 7 to the age of 17
5. Christianity is believed in in Denmark, isnt it?
6. The biggest festival in the US is Thanksgiving
3 Memorise the numerals 50 - 60
4 Learn Devanagari: pa, pha, ba, bha, ma
5 Read Lesson 6: Dialogue:
1 =,
2 ~-=
1 |== ==z =-+c, -+:+ == +-= = -c -=
2 =+ --+ - +-- -c -+:=:
1 =+ -- + - - -
2 -
1 -= - - = =+ ==z c , =+ =-- = --
2 ==- =--+ =-= -- -c
1 = +- - -
2 + -
1 +- =
2 -- = -c
1 -c
*6 Make sentences with the verb hunu in the past positive or negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 Write a sentence for each of the following words/expressions:
a. sabbhandaa
b. baahek
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c. (e)pachi
d. dekhi samma
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Lesson 22 A
Nepal and Democracy
Nepal ra Prajaatantra
-+= +=- +
In this lesson you will learn to:
1 talk about periods of time
2007 (1950) saal dekhi 2017(1960) saal samma maa
2007 (1950) year from 2017 (1960) year to in
= during the period between 2007 and 2017
2 place an event in a particular year
2007( 1950 ) saal maa Thulo kraanti bhayo
2007 (1959) year in big revolution it became
3 place the responsibility for an event
raajaa, janataa ra aru dherai netaa haru ko netritwa maa Thulo kraanti bhayo
king, people and other many leaderss leadership in big revolution it became
4 talk about how something comes about
yi sabai sahid haru ko balidaan baaTa Nepal maa prajaatantra aayo
these all martyrss sacrifice from Nepal in democracy it came
=democracy in Nepal arose from the sacrifice of all these martyrs
5 talk about the implementation of something
nepal bhari aantarik sambhidhaan laagu bhayo
Nepal throughout internal constitution implementation it became
6 talk about removing or banning something
raajaa mahendra le sansadiya byabasthaa laai haTaaera
king Mahendra agent parliamentary system to removed and
7 list a series of actions
raajaa mahendra le dalharu laai pratibanda lagaae ra panchaayat byabasthaa lyaae
king Mahendra agent parties to banned and panchaayat system brought
8 talk about actions habitually taking place in the past
janataa ko aabaaj uniharu sundainathie
peoples voice they did not listion
9 make comparisons using the superlative
yo byabasthaa maa raajaa ko nirnaya nai sabbhaandaa Thulo thiyo
this system in kings decision emphatic most big it was
10 talk about being opposed to something
yo byabasthaa ko biruddha janataa haru le aabaaj uThaae
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this system against people agent voice they raised
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11 talk about making decisions
sudhaarieko panchaayati byabasthaa waa bahudaliya byabasthaa
improved panchhaayat system or multi party system
euTaa chhaanna ko laagi janamat sangraha bhayo
one choose for referendum it became
= a referendum was passed for choosing between the improved panchhaayat system or multi
party system
12 talk about trying to create an effect on something
yaslaai baliyo ra digo banaauna haami sabai le dherai nai prayaas garnu parchha
this to strong and sustainable make we all agent very emphatic try it is necessary
= we must all try very hard to make this strong and sustainable
Culture:
The political system and situation in contemporary Nepal
Task:
Ask someone in the office:
what effect the royal massacre in 2001 had on democracy
what effect the Maoists have had on democracy
what his/her views are on democracy in Nepal
note down and bring back to class
Review:
Numerals: Memorise the numerals 60 - 70
Devanagari: Learn Devanagari: the semivowels: ya, ra, la, va
Read dialogue Lesson 7: dialogue
Language focus: verb conjugations: present, present continuous, past, present & past perfect,
past tense of hunu
impersonal verbs: parchha
postpositions: ko laagi, pachhi, dekhi samma, baaTa, anusaar according to,
ko biruddha against, bhari throughout
superlative: sabbhandaa
agent: le
Practice dialogue:
A: When was the first period of democracy in Nepal?
B: From the revolution in 1950 to 1960
A: What was before 1950?
B: The Rana regime (saasan)
A: What happened in 1960?
B: King Mahendra removed the parliamentary system
A: How long did the Panchaayat system last?
B: From 1960 to 1989
A: In that case, democracy in Nepal is still (ajhai) a little immature (kachchaa)
B: Yes, we must try to make it strong and sustainable
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Text: A history of the political development in Nepal from 1846 - 2003
- = =- + +-+- +c -+= = - - =- ~= === =- - +
+- =+ = =- = ==+c - == = = , =-- = + -- - + -- -
= s= +- ~=, = +- + == + -- - - ~| = - - + =- = -+=
= +=-+ ==
Bi. sa.1903( 1846 ) ko kotparba pachhi Nepal maa 104 barsa raanaa saasan bhayo.yasmaa 9 janaa
raanaa pradhaan mantri le saasan gare.tyaspachhi 2007( 1950 ) saal maa raajaa, janataa ra aru dherai
netaa haru ko netritwa maa Thulo kraanti bhayo, yo kraanti ko laagi dherai netaa haru sahid bhae .yi
sabai sahid haru ko balidaan baaTa Nepal maa prajaatantra aayo.
- == - - == === = -+= = + - ===+ =+- + +=
~|+ = =-- - -+= ~ =-+ ==-+- == ~= , -+=- = , =-- = ++- =+
~| , +-= += -= ==- = , === =-- + == --=- ~= :=
2007( 1950) saal dekhi 2017( 1960) saal samma maa Nepal maa dherai nai saamaajik sudhaar haru ko
kaam bhaeko thiyo, jastai:- nepal bhari aantarik sambhidaan laagu bhayo,school haru khule, janataa
baaTa pradhan mantri bhae, pahilo pancha barsiya yojanaa banyo, samsadiya byabasthaa ko aam
nirbaachan bhayo, ityaadi.
==+c - - == = = =- = === =--=: -=| =- =: +--+ ==|
+==- =-- -=| = =--= =+ --= - = ~ s= = =--+ =-= =--
=- ---, --- , = =--+ -: =---= =-= =s| ==+c -- ==
= = - = =+|+ +==- =-- - --== =-- |== c-+ == =-=- ==-
~= =-=- ==- + +-= =- = =+|+ +==- =-- == ~=
tyaspachhi 2017 (1960) saal maa raajaa mahendra le sansadiya byabasthaa laai haTaaera, dalharu laai
pratibanda lagaae ra, panchaayat byabasthaa lyaae.yo byabasthaa maa raajaa ko nirnaya nai
sabbhaandaa Thulo thiyo, janataa ko aabaaj uniharu sundainathi
e. bistaarai, bistaarai, yo byabasthaa ko biruddha janataa haru le aabaaj uThaae, tyaspachhi 2036 (1979)
saal maa raajaa birendra baaTa sudhaarieko panchaayati byabasthaa waa bahudaliya byabasthaa
euTaa chhaanna ko laagi janamat sangraha bhayo. Janamat sangraha ko parinaam anusaar
sudhaarieko panchaayati byabasthaa laagu bhayo.
=-=- = =- + - +c -- = == = +==- =-- + -: + s= =-
==- ~= = + -== =-- + -+- ~=
Janamat sangraha ko 10 barsa pachhi 2046 (1989) saal maa panchaayat byabasthaa ko biruddha pheri
Thulo jana aandolan bhayo, ra desh maa pheri bahudaliya byabasthaa ko stahaaanaa bhayo.
-+= = = +=+ +=-+ == +=-+ + == + =-= - - ~| == -= +=-+
+ - = -:c , +=-+ +c -+= += = , |== = -~- =- = + +=-++
=-== = - =~ =-- - = == =- = + =+=+ +|+ c--
Nepal maa dosro paTak prajaatantra aayo. Prajaatantra ko laagi dherai maanis haru sahid bhae. aaja
haami prajaatantra ko 14 barsa maa hiDdaichhau, prajaatantra pachhi nepali kangres, emaale,ra aru
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bivinna dal haru le dherai prajaataantrik abbhyaas gare, tara ajhai janataa haru le soche anusaar ko
upalabdhi paaekaa chhainan.

-= , =-=+- + == = === == c= c - = --= -=-= +- = + +- +|+
c =-- -- =r- ---+- +- -= + +- +|+ c =-- ~==
holaa, mulyaankan ko laagi yo samaya ali chhoTo chha, tara yi dinharu maa haamiharu le kehi raamro
kuraa pani paaeko chhau, jastai bolne ra lekhne swatantrataa, ra kehi naraamro kuraa pani paaeko
chhau, jastai bhrasTaachaar.
-= = +=-+ =~ + +-= c ===: == = -=- -= = = + - +== =-
+c -+= - =: +=-+ +, + =-+c
haamro desh maa prajaatantra ajhai dherai kachchaa chha, yaslaai baliyo ra digo banaauna haami sabai
le dherai nai prayaas garnu parchha.nepali haru laai prajaatantra dherai, dherai manparchha.
Vocabulary:
aaabaj uThaaunu to raise the voice
aabaaj voice, sound
aam nirbaachan general election
aantarik internal
abbhyaas practice, exercise, study
ajhai still
anusaar according to
bahudaliya byabasthaa multi party system
balidaan sacrifice
baliyo strong
bannu to make/to build
bhari all over, all through
bhrastaachaar corruption
bi. sa.=bikram sambhat The year of King Bikram (comp: AD anno Domini)
Birendra King Birendra
biruddha against (after possessive ko biruddha)
bivinna different
chhaannu to choose
chhoTo short
dal party
digo sustainable
dinharu days
emaale UML-the communist party (United Marxist-Leninist party)
haTaaunu to remove
hiDnu walk, move, go
jana aandolan peoples uprising
janamat sangraha referendum
janataa people
kachchaa immature, unripe, raw
khulnu open
kotparba kotparba (a historical event)
kraanti revolution
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laagu implementation
lyaaunu to bring
maanis people, man
mahendra King Mahendra
mullyaankan evaluation
nai emphatic particle
netaa leader
netritwa leadership
nirnaya decision
paaunu to get
pahilo pancha barsiya yojanaa first five-year plan
panchaayat byabasthaa panchaayat system
parinaam result
pradhaanmantri prime minister
prajaataantrik democratic
prajaatantra democracy
patibandha lagaaunu to ban
prayaas garnu to try
raajaa king
raanaa saashan raanaa regime
saal year
saamaajik sudhaar social reform
saashan garnu to rule
sahid martyr
samaya time
sambidhaan constitution
sansadiya byabasthaa parliamentary system
sochnu to think
sthaapanaa established
sudhaarieko panchaayati byabastha modified panchaayat system
sunnu to hear
swatantrataa freedom
upalabdhi achievement
waa or
yaslaai = yo + laai, here: it
yi these (plural of yo)
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HOMEWORK
Lesson 22 A
1 Memorise the learning contents of Lesson 22 A
2 Prepare the Task
*3 Translate these sentences or do number 8:
1. Democracy is not very strong in Nepal
2. But the Nepali people want democracy very much
3. They are trying to make democracy strong and sustainable
4. People raised their voices against the panchaayat system
5. These days there is a multi party system and a king in Nepal
6. Much good has come from the years of democracy in Nepal
7. The Maoist problem did not help make democracy strong
8. Many development organizations in Nepal work for democracy
4 Memorise the numerals 60 - 70
5 Learn Devanagari: ya, ra, la, va
6 Read Lesson 7: Dialogue 2:
==+=
- =- - -=
-, ==: =- c
- |= +-- +c ==: - c-
+ =t c- -=+ c ==, = -+:=: =c, =~ =-= = = = = -, +
== =-= + s = =- t+ =|+c ==+ ==: =- =- = c =
=t-== = +-= =:+= +=, +- += ~=
- +=
=-=, == -
- -=
*7 Make sentences in the present continuous positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Write a sentence for each of the following words/expressions:
a. anusaar
b. ko biruddha
c. bhari
d. yasmaa
e. yaslaai
f. ajhai
g. sabbhaandaa
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LESSON 22 B
Festivals: ChaaDparbaharu
In this lesson you will learn to:
1 list actions in a temporal sequence using -epachhi
debi durgaa le mahisaasur laai bijaya garepachhi yo chaaD suru bhaeko ho
goddess agent demon to defeat after this festival begun it is
=this festival started after the goddess had defeated the demon
2 list actions in a sequence using -era
nadi baaTa baaluwaa lyaaera tyasmaa jau lagaainchha
river from sand bring and it in barley is planted
3 explain what something is called
yas laai nawa raatri bhaninchha
this to nine night is called
4 make relative clauses
1 parades gaeko haru pani ghar aauchhan
abroad gone plural also home they come
= those who have gone abroad also return home
2 yo din Durga le Mahisasur laai maareko din ho
this day goddess agent demon to killed day it is
= this is the day when the goddess killed the demon
3 bibaahit mahilaa haru bibaaha maa lagaaeko lugaa lagaauchhan
married women wedding at worn clothes they wear
= married women wear the clothes which they wore at their wedding
4 yo Losar Buddhism dharma maanne haru ko Thulo chaaD ho
this Losar Buddhism religion follow plural of big festival it is
= Losar is a big festival for those who believe in Buddhism
5 express an action as the object of another action
1 yo chaaD maa aasirbaad lina aaphu bhandaa Thulo ko ghar maa jaanu parchha
this festival at blessings take self compared to bigs house at go it is necessary
= at this festival you must go to the house of an elder to receive blessings
2 yo chaaD herna shiva mandir jaanu parchha
this festival see Shiva temple go it is necessary
= to see this festival it is necessary to go to the Shiva temples
3 yo kaaryakram herna haamro rajaa ra raani pani jaanchhan
this program see our king and queen also they go
= our king and queen also go to watch this program
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6 make comparisons
aaphu bhandaa Thulo ko ghar maa jaanu parchha
self compared to bigs house at go it is necessary
= you must go to the house of someone older than yourself
7 explain what something means
dipaawali bhaneko batti ko chaaD ho
dipaawali said lightss festival it is = dipaawali means festival of lights
8 explain at what time of the year something takes place
tij bhadau mahinaa maa parchha
Tij Bhadau month in it occurs
9 use the expression not even
tara bholipalTa dinbhari uniharu paani pani khaadainan
but next day all day they water also they are not drinking
= but all day the following day they dont even drink water
Culture:
Religion and religious life as it is expressed through festivals
Task:
Ask someone in the office
what his/her favorite festival is
why this is his/her favorite festival
whith whom he/she celebrates this particular festival
when the next festival in Nepal is and what it is called
note down and bring back to class
Review:
Numerals: Memorise the numerals 60 - 70
Devanagari: Learn Devanagari: the semivowels: ya, ra, la, va
Read dialogue Lesson 7: dialogue
Language focus: verb conjugations: present continuous, present perfect, passive
impersonal verbs: parchha, chaahinchha
postpositions: ko laagi, (e)pachhi, dekhi samma, baaTa, sanga, anusaar
according to, agaaDi before, ago, in front of, waripari around, baahira
outside, bhitra inside
comparative: aaphu bhandaa Thulo = bigger than oneself
superlative: sabbhandaa
ordinal numbers
Practice dialogue:
A: Do you know what the biggest festival in Nepal is called?
B: The biggest festival in Nepal is called Dasain
A: Where do you have to go to see this festival?
B: Many people go to the temple of the goddess
A: What do people do at the temple?
B: They worship the goddess
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A: That seems very nice, thanks for the interesting information
The following texts are descpriptions of various major festivals celebrated in Nepal.
You may pick one to read, or you may read them all
Durga pujaa (dasai )
-+=- + =~ s= =: - = =-+- - === -c = =- += = - === ==
=-===: -== =+c = =: ~|+ - = =:+ +- =r= -- -
dasai nepali haru ko sababhandaa Thulo chaaD ho.yo ghaTasthaapanaa dekhi 15 din samma
hunchha.New moon dekhi Full moon samma.debi durgaa le mahisaasur laai bijaya garepachhi yo
chaaD suru bhaeko ho.yo chaaD ko kehi mukhya din haru-
=-+- = + +-= - - = - - = + += -c, -= =- -=| === =
==:c - - === c+ += =c = =+ + - == =+ ==:c
ghaTasthaapanaa- yo dasai ko pahilo din ho.yo din dekhi debi durga ko pujaa suru hunchha, nadi baaTa
baaluwaa lyaaera tyasmaa jau lagaainchha ra nau din samma chhopera pujaa garinchha ra dasami
(Tikaa ) ko din tyo jamaraa ra Tikaa lagaainchha.
-- + - === - - -- = -+ s= += =c = =- -- =+ = =c-, = c- , = -
- === =+ -c , ===: -- + ~-c
nawa raatri- yasmaa nau raat naba durgaa debi ko Thulo pujaa garinchha.sabai janaa naba durgaa ko
mandir jaanchhan pujaa garchhan, bali dinchhan , yo nau din samma sadhai hunchha, yas laai nawa
raatri bhaninchha.
+=+- - = + =--+- - - = - - =- + +- = - = += +=+- -=|
=:== ==: :c = +=+- --=- t+= -=| c
phulpaati yo dasai ko mahatwapurna din ho. yo din saaha raajaa haru ko puraano gorkhaa darbaar
baaTa kalash ra phulpaati lyaaera TunDikhel maa raajaa laai diinchha ra tyo phulpaati hanumaan
dhokaa maa lyaaera raakhinchha.
=- === - = =: + =s - =: =-=== ~-c = - = + == -= -= :c ===:
+= + +- ~-c --=- t++ -== ~-- = |+- =+ =c
mahaa ashTami- yo chaaD ko aaThau din laai MahaaashTami bhaninchha.yo din durga ko mandir
maa hajaarau bali diinchha.yaslaai kaala raatri pani bhaninchha.hanumaan Dhokaa ko taleju
bhabaani yo ekdin maatra kholinchha.
--= - =:+ - - , = - +- =- == + -= :c --- = -=: -=+ =+ ~c-
= ~-+ =- -= =c =- -= +=c
nawami- chaaD ko nau din, yo din pani sabaidebi mandir maa dherai bali diinchha.newaar haru yo din
laai syaako Tyaako bhanchhan. yo bhaneko jati timi maarchhau tyati timi paauchhau
=+ - - = +-+ = |+ s== === -c-, + =|+- +- ==c- , |+ =+= ==
:c- =:= =c- , += += - -= == ==| +z -c- , =s - c- = =:= =+ ==
===- =- =- =+ ~ s= + = =- +c = |== +-+ =: - = += - === -c
Tikaa- dasau din ( dasami ) pariwaar ko sabai ekai Thaau maa jammaa hunchhan, parades gaeko haru
pani ghar aauchhan, ek arko maa maayaa baaDchhan ra ramaailo garchhan, keTaa keTi haru nayaa
lugaa lagaaera ping khelchhan, miTho khaanaa khaanchhan.yo chaaD maa Tikaa,jamaraa lagaauna ra
aasirbaad lina aaphu bhandaa Thulo ko ghar maa jaanu parchha.yo euTaa paaribaarik chaaD ho.yo
paach din samma hunchha.
-+ - = =: = -=- =: ==~=c , = += = -= += -=, -- = == -= = =- =-
=c = - == =-==: =+ == --=: =+ - -
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harek barsa yo chaaD le haami haru laai samjhaauchha, raamro kaam gara naraamro kaam nagara, naba
durgaa sanga haami sabai yahi aasirbaad maagchhau.yo din Durga le Mahisasur laai maareko ra Ram
le raavan laai maareko din ho.
Vocabulary Dasai:
=+ ~ s=
aaphu bhandaa Thulo older than one self
=-
aasirbad Blessing
=s
aaThau eighth
:-
baaDnu to share
=-
baaluwaa sand
-= -
bali dinu to sacrifice
-== =-
bijaya garnu to win victory over, to defeat
=:+- =:
chaaDparba /chaaD Festival
c-
chhopnu to cover
=
dasami tenth day of the festival
- =
debi durga goddess
|+ =+=
ek arko maa Each other
|+ s==
ekai Thaau maa In one place
=-+-
ghaTasthaapanaa Beginning of Dashai
= -
gorkha darbaar Gorkha palace
-=
hajaarau in the thousands
-+ -
harek barsa every year
==
jamaraa Barley plant
=- =-
jati tyati as much as that much
=
Jau Barley
+ - +
kaa = ko of, s
+= +
kaal raatri Black night
+=
kalash Vase
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+-
kehi some
--
kholnu to open
===-
lagaaunu to plant, to wear
==
lugaa clothes
-==-
lyaaunu to bring
=-
maagnu to ask for, to pray for, to beg
=-
maarnu to kill
==
maayaa Love
=--+-
mahatwa purna Important
=-=
mahisaasur Demon
=
mandir Temple
=r=
mukhya main
-- = -
naba durgaa debi Goddess of power
-
nadi River
-
nau the ninth
-- +
nawa raatri Nine days Festival
-=
nayaa new
+-+ =:
paariwaarik chaaD Family festival
+=-
paaunu to get
+-=
philo first
+
parades Other country, abroad
+-
pariwaar Family
+=+-
phulpaati Flower
+z --
ping khelnu to swing
+= =-
pujaa garnu to worship
+-
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puraano old
=
raajaa King
r-
raakhnu to put
--
raavan demon
=
Ram name of a god
=:= =-
ramaailo garnu to have a good time, to enjoy oneself
-
saaha Shah dynasty
=+
sadhai always
==~=-
samjhaaunu to remind
--
suru hunu to start, to begin
=+ ===-
Tikaa lagaaunu to put Tikaa on the forehead
=-
yahi in this very place
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Bhaai Tikaa ( tihaar )
= =:=: -- +-= +- ~-c +-= ~-+ a+ =: - = - +=+ = s= =: - =
=: += a+ - = =: + = - =-:c == =: == +=+ +- ~-c
yo chaaD laai tihaar ra dipaawali pani bhaninchha.dipaawali bhaneko batti ko chaaD ho.yo Nepali ko
dosro Thulo chaD ho.yo chaaD phul ra batti ko ho.
yo chaaD paach din manaainchha.yas laai yama panchak pani bhaninchha.
+= -- - -- + +-= - += += =c , +-~- += ===+ ==- --+ -
kaag tihaar--tihaar ko pahilo din kaag pujaa garinchha, kinabhane kaag yamaraaj ko suchanaa baahak
ho.
++ -- - = - ++ += =c +-~- ++ ===+ t+ += - ++ ~ + +- --- -
kukur tihaar--dosro din kukur pujaa garinchha kinabhane kukur yamaraaj ko Dhokaa paale ho.kukur
bhairab ko pani baahan ho.
== += - -= - --- =: += =+ == += =c == +== =+ +== + a- =c
~=== -:c =- ----=c += +=- = =| -= =- = ~= == =| +=
=+- =c- = |+= =:= - c
laxmi pujaa-- tesro din bihaana gaai puja ra beluka lakchmi pujaa garinchha.laxmi pujaa maa belukaa
paalaa ma dherai batti haru baalinchha ra ghar jhilimili banaainchha ani swaasnimanchhe ra keTaakeTi
haru ghar ghar maa gaera, naach gaan garera bhailo ra deusi gaaera paisaa ra upahaar maagchhan.yo
ekdam ramaailo hunchha.
=- += - = - --- =-+- = += =c =+ -- =--= =- += =c- =- +== =--
=- =: =+ += =c- === =--+ s = ~= - c = - -- -+ -= - +- - ==+-
=-- = +- + +=+=- =c-
mha pujaa--chautho din bihaana gobardhan ra goru pujaa garinchha ra belukaa newaar jaati haru le
mha pujaagarchhan.mha pujaa maa uniharu aaphno sarir laai aaphai pujaa garchhan. yas ma uniharu
ko Thulo bhoj hunchha. yo din newar haru ko nayaa barsa pani ho tyaskaaran uniharu aru pani dherai
kaaryakram haru garchhan.
~: =+ - =- =-= += - ~: += =c = - = ~: - = --+ -- = =+
===c- =-- |+ =+= =+- ==c- |+ =++ == =--+ +- =c-
bhaai Tikaa--ani antim paachau din bhaai pujaa garinchha.yo din daaju bhaai haru le didi bahini ko haat
baaTa Tikaa lagaauchhan.uniharu ek arko maa upahaar saaTchhan.ek arko ko laamo jiwan ko
praarthanaa garchhan.
= =: |+= =:= =: -
yo chaaD ekdam ramaailo chaaD ho.
Vocabulary Tihaar:
=+
aaphai one self
=-
aaphno Own
=-=
antim Last
---
baahan Vehicle
a --
baatti baalnu to light
a
batti lamp
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=+
belukaa evening
~:
bhaai younger brother
~= ==
bhailo/deusi blessing song
~
bhairab name of a God
~-
bhannu to tell, to call
~=
bhoj Feast
=:
chaaD Festival
=
chautho fourth
=~:
daajubhaai brothers
t+ +=
Dhokaa paale door watch man
=
dosro second
|+ =+=
ek arkomaa Each other
+=+=
keTaakeTi Children
=:
gaai Cow
==-
gaunu to sing
= =-
ghar ghar ma jaanu to go from house to house
=-+-
gobardhan cow dung
=
goru ox
--
haat hand
=-
Jaati people, ethnic group
~=== -=-
jhilmil banaaunu to make lighting
+=
kaag Crow
+=+=
kaaryakram Program
++
kukur Dog
==
lakchhmi goddess of wealth
=-
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maagnu to ask for, to pray for, to beg for
=-=-
manaaunu To celebrate
=- +=
mha pujaa Worship to own self
-==- =-
naachgaan garnu to sing and dance
-= -
nayaa barsa New year
+=
paachau fifth
+=
paalaa clay pot for lights
+-=
pahilo First
+= =-
paisaa maagnu to ask for money
+=
phul flower
+- =-
praarthanaa garnu to pray
+= =-
pujaa garnu to worship
==-
saaTnu to exchange

sarir Body
==- --+
suchanaa baahak Messenger
-=
tesro third
=+ ===-
Tikaa lagaaunu to put or wear a Tikaa mark on the forehead
=+-
upahaar Gift
== +=+
yama panchak Five days of god of death
===
yamaraaj God of death
Haritaalikaa ( Tij )
-+== + =:+-- - == :== == ==+- c-
Nepal maa dherai chaaDparba haru Hinduism ra Buddhism sanga sambandhit chhan .
-+== -+ =-- |== - |== =: ==c -= +- =-=-+ =~
Nepal maa harek mahinaa euTaa na euTaa chaaD aauchha.tij pani mahilaa haru ko sabbhandaa
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s= =: - -= ~ =--= +c :== +==-: =-= = =: ==-=-===
Thulo chaaD hotij bhadau mahinaa maa parchha. English calender anusaar yo chaaD Aug- Sep
=--= +c = =: = ---- ----=c - = =- =-+
mahinaa maa parchha. yo chaaD maa bibaahit swaasni maanchhe haru le aaphno srimaan ko
== ==+ == =---- = =- ---= =- = +=-+ == = -
laamo umer ko laagi ra abibaahit le aaphno hunewaalaa srimaan raamro paauna ko laagi yo brata
=c- -+= ==- =-= , = =: + - = ----=c- - ==
linchhan. Nepali chalan anusaar, yo chaaD ko din sabai swaasnimaanchhe haru raato lugaa
===c- , ---- =-=- ---= ==|+ == ===c- , + +-
lagaauchhan , bibaahit mahilaa haru bibaaha maa lagaaeko lugaa lagaauchhan, dherai pote ra
=--- ===c- , =----- +- - = :+ == ===c-
gahanaa haru lagaauchhan, abibaahit haru pani raato ra aru rang ko lugaa lagaauchhan.
-= + |+ - ==: - ~-c = - = =-=- =- ==+
tij ko ek din agaaDi dar khaane bhaninchha tyo din sabai mahilaa haru aaphno aamaa ko ghar
=c- =- ~- +==+ -- -=c- - === - c-
jaanchhan tyahaa bivinna kicim ko khaanaa haru banaauchhan,raati samma khaanaa khaanchhan
=:= =c- - ~= +-= -~ =-- +- +- -- , = =c- ,
ra ramaailo garchhan tara bholi palTa dinbhari uniharu paani pani khaadainan, mandir jaanchhan,
-+ += =c- , -= =- = =:= =c- = - =-=- ---+
shiva ko pujaa garchhan, naach gaan garera ramailo garchhan. Yo din mahila haru swatantra
-c- ~= +-= -- =+ += = +- - c- = =: --
hunchhan. bholipalTa bihaana maatra pujaa garera Paani ra khaanaa khaanchhan.yo chaaD herna
- = =- +c
shiva mandir jaanu parch.
Vocabulary Tij:
=----
abibaahit unmarried
==:
agaaDi before, ago, in front of
=-=
anusaar According to
-=-
banaaunu to prepare, to make, to build
~
bhadau name of a Nepali month
~=+-=
bholipalTa the next day
---
bibaaha Marriage
----
bibaahit Married
-~-
bivinna different
- =-
brata linu to fast
==-
chalan custom
-
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dar khaane special eating day for women
-~
dinbhari the whole day
|== - |==
euTaa na euTaa at least one
=--
gahanaa Ornament
-+
harek Every
---= =-
hunewaalaa srimaan Future husband
+==
kicim Types
===-
lagaaunu to wear
==
lugaa clothes
=-=
mahilaa woman
=--
mahinaa Month
=
mandir Temple
-==- =-
naachgaan garnu to sing and dance
+=-
paaunu to get
+-
parnu to occur, to fall
+-
pote beads
+= =-
pujaa garnu to worship
-
raati Night
-
raato Red
=:= =-
ramaailo garnu to have a good time, to enjoy oneself
:
rang Colour
=~ s=
sabbhandaa Thulo Biggest
==+-
sambandhit Related to
---+
swatantra Free
==
umer Age
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Tibetan Losar:
= --- == =: :== == ==+- c = == :== += =- -+ s= =: - == ~-+
-= - - --- +==-: = - - + =+ =c = =--+ -== -c = - - -= =+
- - -
yo Tibeten losar chaaD Buddhism sanga sambandhit chha. yo Losar Buddhism dharma maanne haru
ko Thulo chaaD ho . losaar bhaneko nayaa barsa ho.Tibetan calender le 12 barsa ko chakra maanchha
ra yo janaawar ko naam baaTa hunchha. yo barsa (2003) Tibetan Water sheepbarsa 2130 ho.
= =: + -= , +- -+ =-= =--+ =-= - + - = -c =
yo chaaD ko tayaari,puraano barsa ko antim mahinaa ko antim taarikh ko din suru hunchha.tyo
- + -+ = =+ = +- - +-- +c - =
din ghar ra ghar ko waripari sabai saphaa garera phohor ghar baahira phaalnu parchha. raati maa
+-- -== ++=- +c === - =-- -- =-c , - =- ,
pasta stew pakaaunu parcha. tyasmaa kamti maa nau misne bastu chaahinchha, taba saano,
=- , +s+ ~+ - - , =- , +:= , ++: , =- = ~c -== =
saano,piTho ko Dallo bhitra nun, khursaani, koilaa, kapaDaa, chini aadi bharinchha rastew maa
==:c
missaainchha.
= - = -== +- =: :c -+ +- + =-= =: = +s +
jaba raati tyo Stewpariwaar laai baaDinchha harek pariwaar ko sadasya laai tyo piTho ko
:-= c- , ++:= = == ==- =c , - - = - = ==- =c ,
Dallo diinchha, kapaDaa le raamro mutu suchit garchha, nun le tikho jibro suchit gaarchha,
+:== += == = =- =c , =- = =s = ==- =c :=
koilaa le kaalo muTu suchit garchha, chini le miTho jibro suchit garchha ityaadi.
== + +-= - +-- = |+ =+ =: ~ +=- c- = - +-+
losar ko pahilo din paribar haru le ek arko laai subha kaamanaa dinchhan . tyo din pariwaar ko
= =-= - = -= --- == ===c- ,
sabai sadasya haru le nayaa Tibetan lugaa lagaauchhan,
|+ =+ =: =+- c- =s = +c =: +- =+- c-
ek arko laai silk scarves ra upahaar dinchhan jeTho le kaanchho laai pani upahaar dinchhan.
= - += += -= = = +- s= = =--=: == =- -- +-~- =
tyo, din keTaakeTi haru le je gare pani Thulo le uniharu laai gaali garnu hunna kinabhane tyo
- == =c ==- +- =-- -c = - --- + +- -
din jasari jaanchha aaune barsa pani tyastai hunchha.yo din Tibetan ra sherpa pariwaar haru
+ --c- , ==c- ~= c- , +=c- =:= =c-
dherai naachchhan, gaauchhan bhoj khaanchhan, piuchhan ra raamaailo garchhan.
== + +-= - = =- +- + =-= + == , == =-+ ==
losar ko pahilo din sabai aaphno pariwaar ko sadasya ko laagi, gumbaa jaana ko laagi ra
+=+ = - + == -
dhaarmik guru haru ko laagi ho.
== + = - = -- - , = - c= + - = =+- =- -
losar ko dosro din aru naatedaar haru, saathi haru ra chhimeki haru baata upahaar lina ra dina
+ == -
ko laagi ho.
== + -= - = +s=-: + --- - :- --+ =c- :
losar ko tesro din sabai KTM ko Tibetan haru Boudhanath stupajaanchhan ra Buddha
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~=-- =: == =t=c- = = = + == +- -- ~= =- |+=
bhagbaan laai aago chaDhaauchhan. yo aru sabai ko laagi pani herna ra bhaag lina ekdam
=:= - - =-== = =- -- ~=-- : + +- =c-
ramaailo din ho. antim maa sabai janaa gyaani bhagbaan Buddha ko praarthanaa garchhan ra
==- -= -+ == --=: +=- c-
aaune nayaa barsa ko laagi wahaalaai dhanyabaad dinchhan.
= =: ==- - === =-:c
yo chaaD lagaataar 15 din ( Full moon ) samma manaainchha.
Vocabulary Losar:
== =t=-
aago chaDhaaunu Fire offerings
=-=
antim the last
:-
baaDnu to Serve
-
baahira Outside
-
barsa Year
~= =-
bhaag linu to participate
~=--
bhagabaan God
~-
bharnu to Fill
~+
bhitra Inside
~=
bhoj Feast
=+
chakra Cycle
c=+
chhimeki neighbor
=-
chini Sugar
+=+ =
dhaarmik guru Religious teacher
+=
dharma Religion
- == =c
din jasari jaanchha The way the day goes
|+ =+
ek arko each other
== =-
gaali garnu to scold
==-
gaaunu to sing
--
gyaani Enlightened
=
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jaba When
=--
janaawar animal
= = +-
je gare pani Whatever they do
=s
jeTho Elder
=
jibro Tongue
+=-
kaamanaa wish, desire
+c
kaanchho Younger
+=-=
kamtimaa at least
++:
kapaDaa cloth
=-
khursaani Chilly
+:=
koilaa Coal
==-
lagaataar continuously
=-
maannu to follow, to believe in
=--
mahinaa Month
=-=-
manaaunu to celebrate, to hold a feast
===-
misaaunu to mix
=-- --
misne bastu Ingredients
==
muTu Heart
---
naachnu to dance
--
naatedaar relatives
-=
nayaa New
--
nun Salt
++=-
pakaunu to cook
+--
phaalnu to throw
+-
phohor Dirt, dirty
+s + :-=
piTho ko Dallo Dough
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+=-
piunu to drink
=:=
ramaailo pleasant
+- =-
praarthanaa garnu to pray
+-
puraano old
-
raati Night
=-=
sadasya Member
==+-
sambandhit Related
==
sanga With
=+ =-
saphaa garnu to clean
~
subha good, felicitous, happy
==- =-
suchit garnu to indicate
--
suru hunu to start, to begin
-
taarikh date according to the western calendar
-
taba Then
-=
tayaari Preparation
s=
Thulo superior, elder, adult
-
tikho Sharp
=--
tyastai Like that
=+-
upahaar Gift
-+
waripaari Around
GhoDejaatraa (The horse race Festival )
= : =+ =: +s=-: - + -- =- + s= =: - == =:
yo ghoDe Jaatraa chaaD Kathmandu sahar ko newaar jaati ko Thulo chaaD ho.yas laai
+= +- ~-c =-- = =: -- - =-=c- = =: = =--
paanchaare pani bhaninchha.uniharu yo chaaD tin din manaauchhan.yo chaaD maa uniharu
=- +-- , = - --- =: = ==c- s= ~=
aaphno pariwaarharu, saathi haru naatedaar haru laai ghar maa bolaauchhan ra Thulo bhoj
=c- = - -+= == - = = :== : ::=c- = -~-
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garchhan.tyo din Nepali army haru le TuDikhel maa ghoDaa dauDaauchhan ra aru bivinna
+=+=- =c- = +=+ = -- -= = - +- =c- = -
kaaryakram haru garchhan. yo kaaryakram herna haamro rajaa ra raani pani jaanchhan.yo din
=+ +=== -+= - - -c
sarkaari kaaryaalaya ra school haru bidaa hunchha.
Vocabulary GhoDejaatraa:
~=
bhoj Feast
-
bidaa holiday
~-
bivinna different
==-
bolaaunu to call
::=-
dauDaaunu to make run, to race
:
ghoDaa Horse
=-
jaati people, ethnic group, caste
=+
jaatraa/chaaD Festival
+===
kaaryaalaya Office
+=+=
kaaryakram Program
=-=-
manaaunu to celebrate
--
naatedaar Relative
=
raajaa King
-
raani queen
-
sahar Town
=+
sarkaari Governmental

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HOMEWORK
Lesson 22 B
1 Memorise the learning contents of Lesson 22 B
2 Prepare the Task
*3 Translate these sentences or do number 8:
1. Dasain is the biggest festival in Nepal
2. Dasain is bigger than Tihar
3. Losar is the biggest festival for the Tibetans who follow Buddhism
4. People go to the temple of the goddess and worhip
5. After they have worshipped at the temple, they go home to eat with their family
6. Those who follow Hindu religion dont celebrate Christmas
7. They didnt even go home for Dasain this year
4 Memorise the numerals 60 - 70
5 Learn Devanagari: ya, ra, la, wa
6 Read Lesson 7: Dialogue 2:
==+=
- =- - -=
-, ==: =- c
- |= +-- +c ==: - c-
+ =t c- -=+ c ==, = -+:=: =c, =~ =-= = = = = -, +
== =-= + s = =- t+ =|+c ==+ ==: =- =- = c =
=t-== = +-= =:+= +=, +- += ~=
- +=
=-=, == -
- -=
*7 Make sentences in the present continuous positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Write a sentence for each of the following words/expressions:
h. bhandaa
i. agaaDi
j. anusaar
k. waripari
l. baahira
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LESSON 23
Cross cultural comparisons: Sanskritik bhinnataa
In this lesson you will learn to:
1 talk about family life
Nepali pariwaar ko jiwan kina gaahaaro chha? /
Nepali family 's life why difficult it is
kinabhane Nepali pariwaar Thulo hunchha
because Nepali families big are
2 talk about social welfare
sarkaar baaTa subidhaa chha? /
government from facility is
chhaina, sabai aaphai garnu parchha
it isn't, all self do it is necessary
3 ask about qualities (how big, etc)
Nepali pariwaar kati Thulo hunchha? /
Nepali families how big are
10 dekhi 20 janaa samma ko hunchha
10 from 20 person to of are
4 ask about who is responsible for what
ghar ko kaam kasle garchha ? /
house of work who agent marker does
dheraijaso swaasnimaanchhe haru le ghar ko kaam garchhan
mostly womens agent marker house of work do
5 finish a conversation
has ta
OK then
Culture:
Family life, social welfare, gender
Task:
Ask someone in the office
how big their family is
which relatives are living together
who does the house work
Note down and bring back to class
Review:
Numerals: Memorise the numerals 70 - 80
Devanagari: Learn Devanagari: sibilants and glottal fricative: sa, sha, sa, ha
Read dialogue Lesson 8: dialogue
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Language focus: question/answer with why/because: kina/kinabhane
self/own: aaphai/aaphno
asking for quality (how + adjective): kati + adjective
post positions: baaTa; ...dekhi ...sama; (e)pachhi; sangai
impersonal verb: it is necessary, must: parchha
agent marker: le
verb conjugation: present tense
classifier for people: janaa
Practice dialogue:
A: How is family life in Nepal?
B: It is hard
A: Why?
B: Because families are very big
A: Who does the house work?
B: Mostly the women do the house work
A: Where do children over 18 years live?
B: They live with their family
A: Are there any government facilities?
B: No, you must do everything yourself
Dialogue 1: Nepali family life
-+= +-+ =- +-- c
A Nepali pariwaar ko jiwan kasto chha ?
-+= +-+ =- ==== =- c
B Nepali pariwaar ko jiwan aliali gaahaaro chha
+-
A kina?
+-~-, -+= +- s= -c, =+= =+ c-, = =+ =- +c
B kinabhane, Nepali pariwaar Thulo hunchha,sarkaar baaTa subidhaa chhaina ,sabai aaphai garnu
parchha
-+= +- +- s= -c
A Nepali pariwaar kati Thulo hunchha
+== - =- ===+ -c
B dheraijaso10 dekhi 20 janaa samma ko hunchha
= +- == -c-
A sabai pariwaar sangai baschhan ?
+== = == -c-
B dheraijaso sabai sangai baschhan
+ += +== =c
A ghar ko kaam kasle garchha ?
+== ----=c= + += =c-, =- =-=c= -+ +=
B dheraijaso swaasnimaanchhe le ghar ko kaam garchhan,ani lognemaanchhe le baahira ko kaam
= +c cc- +- -c-
A 18 barsa pachhi chhoraachhori haru kahaa baschhan ?
+-== -c-
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B pariwaar sangai baschhan.
-+== + -- +c
A Nepal maa kar tirnu parchha ?
-+== + -- +c - = + +:-
B Nepal maa kar tirnu parchha tara subidhaa paaidaina.
|-= - +=
A ehas ta dhanyabaad.
Vocabulary 1
aaphai =+ one self
baahira - outside
basnu -- to stay
dheraijaso +== mostly
dubai both
gaahaaro =- difficult
jiwan =-- life
kar + tax
lognemaanchhe =-=c man
sabai = all
sangai == together
sarkaar =+ government
subidhaa =+ facility, amenities
swaasnimaanchhe ----=c woman
tirnu -- to pay
Dialogue 2: Comparing Nepali and Danish family life
:-= +-+ =-- -+= +-+ =--= + + ~--- c-
A Danish pariwaar ko jiwan ra Nepali pariwaar ko jiwan
maa ke ke bhinnataa haru chhan ?
:-= +- =- -c -+= +- s= -c
B - Danish pariwaar saano hunchha, Nepali pariwaar Thulo hunchha
:+= =- +c ----=c = + += =c-
- DK maa lognemaanchhe ra swaasnimaanchhe dubai le ghar ko kaam garchhan
- -+== +== ----=c= =+ + += =c-
tara Nepal maa dheraijaso swaasnimaanchhe le maatrai ghar ko kaam garchhan.
:+= = +c cc- |+= -c- - -+== +-== -c-
- Dk maa 18 barsa pachhi chhoraachhori haru eklai baschhan tara Nepal maa pariwaar
sanga baschhan.
:+= ==-+ - + --+c - = =-+ =+= c - +== + -- +c - = + c-
- Dk maa aamdaani ko 60% kar tirnu parchha tara sabai subidhaa sarkaar le dinchha
Nepal maa kar tirnu parchha tara subidhaa chhaina.
-:-= -+= +-+ =--= + ~--- -c-
A ohDanish ra Nepali pariwaar ko jiwan maa dherai bhinnataa haru rahechhan.
Vocabulary 2
aamdaani ==- income
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bhinnataa ~-- differences
dheraijaso +== mostly
dubai both
eklai |+= alone
jiwan =- life
kar + tax
maatrai =+ only (with emphasis)
sabai = all
sarkaar =+ government
subidhaa =+ facility, amenities
tirnu -- to pay
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HOMEWORK
Lesson 23
1 Memorise the learning contents of Lesson 23
2 Prepare the Tasks
*3 Translate the followin sentences or do number 8:
a) In Denmark I do the house work myself
b) How big is your house in Denmark?
c) Women in Nepal must live with their husbands parents
d) She bought flowers for her 3 sisters
e) After going to the shop, he worked outside from 3 to 5
f) Parents think that daughters dont need to go to school
g) Nepali men live with their own parents
4 Memorise the numerals 70 - 80
5 Learn Devanagari: sa, sha, sa, ha
6 Read Lesson 8: Dialogue:
-=--, :+=
- -=--, ==-=, --=, -+:=: + ~=
==: -= + + = r= ==== ==++- r=
- -= + + - - ~=
-= === -== =| =- - | =- - - += r=
- |,+= , == +- -~=
-, +- s= -=== +- += == =+ --
- = == --
= + =-
- = -+:=: =+ c, = -= s+ -c -= - ===+ +- =+ -=
s+ c -, = =+= - =c +, ==: =+= =- +c
- ==== - =c - + - == ~- ~= =+ ==== =+ -=
-= = == =c, +=
*7 Make sentences in the present continuous negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Write a sentence with each of the following words/expressions:
1 aaphai
2 aaphno
3 kati + adjective
4 baaTa
5 ...dekhi ...samma
6 (e)pachhi
7 sangai
8 le (agent marker)
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REVIEW 2
Lessons 20- 23
1 Review Lesson 23:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 20-23:
1 Listening
The teacher reads the listening texts from Lessons 20 - 22
Students listen
Checking for understanding
2 Speaking
Role play:
Discussing differences between Denmark and Nepal
3 Numerals
The teacher reads a random selection of numerals: 1-80
Students write down
Students check in pairs
4 Devanagari
Pair work 1:
Students read the dialogues from Lessons 5-8, changing roles
Pair work 2:
Students take turns naming the letters they have learned using the wooden block
letters or Devanagari poster
5 Listening/responding
Task from Lesson 23
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Lesson 24
Gender Issues: Laingik bisaya/prasanga
In this lesson you will learn to:
1 list actions in a sequence
9-10 class pugepachhi dherai keTi haru le school chhoDchhan
9-10 grade reach after many girls agent marker school they leave
2 answer 'why' questions with 'because'
kinabhane wahaa ko aamaa baa ko bichaar maa 9-10 class paDhepachhi pugchha
because their parents 's opinion in 9-10 grade study after it is enough
3 talk about the subject of a discussion
ke chhalphal gardaihunuhunchha?/
what discussion you are doing
yahaa mahila ra purus ko baarema chhalphal gardaichhau
here women and men about discussion we are doing
4 express agreement with somebodys opinion
mero bichaar maa pani yo samaan hunu parchha
my opinion in also this equal be it is necessary
5 change the focus of a topic with but what about..
tara yahaa ni?
but here what about
6 express that something is not quite the way it should be
chha na ta chha, tara sanskriti anusaar pharak chha
is emphatic though is, but culture according to different it is
7 ask in what way things differ
kasari pharak chha?
how different it is = how is it different?
8 list actions in a temporal sequence
chhori bihaa garepachhi arko ghar maa jaane kaam siknu parchha
daughter wedding do after other home in go work learn it is necessary
9 ask how you can change something
yaslaai kasari samaan garne?
this to how equal make
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10 express a wish to continue doing something at a later time
yo chhalphal ta ajhai bholi garnuparchha holaa
this discussion though further tomorrow make it is necessary maybe
11 talk about events in the past
dherai barsa pahile haamro desh maa pani mahilaa ko sthaan Thulo thiyo
many years ago our country in also womens status high it was
12 use of (ko/kaa)with nouns in plural
tyo samaya kaa mahilaa haru
that time of women plural . = women of that time
Culture:
Gender issues in Nepal
Task:
Ask someone in the office
What differences there were in the upbringing of them and their sisters/brothers
Whether they live with their own family, that of their spouse or without any parents
Who does the cooking, shopping and other housework in their family
(if talking to a man) whether his wife has an education and is working
Whether they are bringing up their own sons and daughters on an equal basis
Review:
Numerals: 80 - 90
Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
Read dialogue 1: Lesson 9
Language focus: verb conjugation: passive: future, present continuous, past, injunctive (let
me/us)
post positions: 'according to': anusaar, 'about': ko baaremaa, for: ko laagi,
after: -e pachhi, inside: bhitra, from: baaTa, outside: baahira
impersonal verb: parchha
composite nouns
agentive: le
of (ko) with plural nouns: kaa
Practice dialogue
A: What are you discussing?
B: We are having a discussion about men and women
A: In my opinion they should be equal
B: I agree, but how can you make them equal?
A: That is a problem, because according to the culture they are different
B: But many years ago the status of women in Nepal was high
A: Yes, but now a days only the status of men in Nepal is high
B: Hm, there is a lot of work at home, I must go
A: We should talk more about this tomorrow
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Dialogue 1: School attendance
-+:+ -+== +- =- +=, +- =- +=, +tc-
A tapaai ko school maa kati janaaa keTaa, kati janaaa keTi, paDhchhan ?
=- += =- +=
B 150 janaa keTaa ra 50 janaa keti.
+- += =- =+
A kina keTi 50 janaa maatra ?
+== +=+c + +=-= -+= c:c-
B 9/10 class pugepachhi dherai keTi haru le school chhoDchhan
+-
A kina ?
+-~-, =-+ == + == +== +t +c +c
B kinabhane, wahaa ko aamaa baa ko bichaar maa 9/10 class padhepachhi pugchha
+-
A kina ?
c+ c= - =- =- c=: + += =+=-
B chhori ko chhiTo bihe garna ani chhori laai ghar ko kaam sikaauna.
= = === =+ + -= +- c
A yo bichaar gaau maa maatra ki sahar maa pani chha ?
=== =~ + c - -= ==~= ++ c
B gaau maa ajhai dherai chha tara sahar maa aajabholi pharak chha.
Vocabulary dialogue 1
aajabholi ==~= now a days
ajhai =~ still, even
bihe - marriage
bihe garnu - =- to marry
chhiTo c= early, fast
chhoDnu c:- to leave
gaau == village
paDhnu +t- to study, to read
pharak ++ different
pugnu +- to reach, to be enough
sahar - town
sikaaunu =+=- to teach
Dialogue 2: Talking about gender related roles of men and women
A - a foreigner is having a discussion about gender with some other people
B a Nepali joins the discussion
-=-- , ==-= , --=
A Namaste didi, aaunus ,basnus.
-=-- , + c=+= =---c
B namaste,ke chhalphal gaardaihunuhunchha?
=- =-= ++ = c=+= =c, -+:+ -= +- ~-= -
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A yahaa mahila ra purusko baarema chhalphal gardaichhau, tapaai ko bichaar pani bhannus na
= -= = -+ + == =-= + - + ~=+ ==- -- +c
B mero bichaar maa bikaas ko laagi mahilaa ra purus dubai ko bhumikaa samaan hunu parchha
= -= = +- , = ==- - - +c , -= = =-= + +
A mero bichaar maa pani, yo samaan hunu parchha, haamro desh maa mahilaa ra purus ko
~=+ ==- c - =- -
bhumikaa samaan chha tara yahaa ni ?
c - - c - =-+- =-= ++ c
B chha na ta chha tara sanskriti anusaar pharak chha
+= ++ c
A kasari pharak chha?
-= = c c =: -+=- =-+- - ++ c , c
B haamro desh maa chhoraa ra chhori laai hurkaaune sanskriti nai pharak chha jastai; chhori
-- =+c =+ = =- += =+- +c - c =- =
bihaa garepachhi arko ghar maa jaane kaam siknu parchha tara chhoraa aaphno ghar maa
-- +==- +c ==+- + +t- +c --= , = : ++
basne kamaaunu parchha tyaskaaran dherai paDhnu parchha. hernus ,yo dui pharak
~=+ , =-=+ ~+ , ++ ~ =+ - = ===:
bhumikaa.mahilaa ko bhumikaa ghar bhitra, purus ko bhumikaa ghar baahira aba yaslaai
+= ==- =- = -= =-=+ ==-= - ==+ == -=-= -=
kasari samaan garne ? yo hamro ahile ko samasyaa ho.yasko laagi haamiharu le haamro
===+ t= = - +--- =- +c
saamaajik Dhaachaa maa nai pariwartan garnu parchha.
= +-- == + , = c=+= - =~ ~= =- +c -=
A oh! kasto chaakhlaagdo kuraa, yo chhalphal ta ajhai bholi garnuparchha holaa
-c , = ~= + === , == = + += c , == - -=--
B hunchha, ma bholi pheri aaulaa, aaja ghar maa dherai kaam chha, jaau hai namaste.
Vocabulary, dialogue 2:
=~
ajhai Still, further
=-=
anusaar According to
-
baahira Outside
~+
bhitra Inside
~=+
bhumikaa Role
-+
bikaas Development
==
chaakhlaagdo Interesting
c=+= =-
chhalphal garnu to discuss
t=
dhaachaa Structure
-
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dubai both

ghar House
-+=-
hurkaaunu to raise, to bring up
+==-
kamaaunu to earn an income
=-=
mahilaa Woman
+---
pariwartan change
+
purus Man
===+
saamaajik Social
==-
samaan Equal
=-+-
sanskriti Culture
Text: Gender Issues ( Langik bibaad); a historical view
-+= |== = -+== - ==~= = =- -++ - c ,
Nepal euTaa garib ra bikaashil desh ho.aajabholi desh maa sabai tira bikaas ko naaraa chha,
-+=+ -++ == + - = =-== c- - = -+ + =
Nepal ko bikaas ko laagi dherai desh haru le sahayog didaichhan tara yo bikaas purus baaTa
=+ ==~- c- , =-=+ +- =-~=- |+= = c -+- -
maatra sambhab chhaina, mahilaa ko pani sahabhaagitaa ekdam jaruri chha. bikasit desh haru
= =-= + + =-~=- =++ - c - =-+=- -=
maa mahila ra purus ko sahabhaagitaa ra adhikaar baraabar chha tara abikasit desh haru maa
=-= =-~=- =++ - += c ==+- == ~ = =-=- + ==-
mahilaa sahabhaagitaa ra adhikaar dubai kam chha.tyaskaaran aaja bholi mahilaa haru ko samaan
-+ + == + = =+ =- - = -~- =-- ===- +=+= -
hak ko laagi dherai gair sarkaari sansthaa haru le bivinna chetanaa jagaaune kaaryakram haru
=c- + - +-= -= = +- =-= + -- s= = =--
gardaichhan.dherai barsa pahile haamro desh maa pani mahilaa ko sthaan Thulo thiyo jastai:
== , =+ , ~+= = = ===+ =-=- - =--- | -
Gaargi, maitri, Bhrikuti,aadi. tyo samaya kaa mahilaa haru sikchhit ra raajnitigya thie tara
--- === +--- ~= , =-= - + +c: ~| - ==~= +
bistaarai samaya pariwartan bhayo,mahilaa haru pheri pachhaDi bhae tara aajabholi pheri
=-=+ -+ , =-~=- , =-- =++ + + ==c = =-=-
mahilaa ko bikaas, sahabhaagitaa, chetanaa ra adhikar ko kuraa aaudaichha. sabai mahilaa haru
= = =-- ==- |+= = c +-~- =-- - -++ +:= - =-=
maa yo chetanaa aaunu ekdam jaruri chha kinabhane chetanaa nai bikaas ko paailaa ho.mahilaa ra
+ - = == = +:= =-- +c =- =+ -+ + += === -c
purus dubai le sangai yo paailaa chaalnu parchha ani maatra bikaas ko kaam sajilo hunchha.
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Vocabulary, text:
=
aadi etc
==~=
aajabholi Now a days
=+=-
abikasit under developed
=++
adhikaar right

baraabar equal
-
barsa Year
-~-
bibhinna Different
-+=
bikaasshil developing
-+-
bikasit developed
---
bistaarai rather slowly
=-- ===-
chetanaa jagaaune awareness raising
-
dubai both
Gaargi, Maitri, Bhrikuti 3 famous Nepali women
= =+ =-
gair sarkaari sanstha NGO
=
garib poor
=
jaruri Important
=--
jastai such as
+=+=
kaaryakram Program
+=
kam less
=-=
mahilaa woman
-
naaraa slogan
+:= =--
paailaa chaalnu to take steps
+:=
paailaa step
+c:
pachhaaDi Back, behind
+-=
pahile ago
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+---
pariwartan change
+
purus Man
=---
raajnitigya politician
=-~=-
sahabhaagitaa Participation
=-== -
sahayog dinu to support, to help
===
sajilo easy
==- -+
samaan hak equal rights
===
samaya Time
==~-
sambhab Possible
==
sangai together (with)
-
sikchhit Educated
--
sthaan Status
-
tira direction
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HOMEWORK
LESSON 24
1 Memorise the learning contents of Lesson 24
2 Prepare the Task
*3 Translate these sentences or do number 8:
1. The roles of men and women are not equal in many countries
2. Some people think that only women should help their families
3. In some developing countries women dont have to study
4. In Denmark both men and women have to earn an income
5. The status of men and women should be equal
6. It is necessary to raise the awareness about gender issues of both men and women
7. Parents think that daughters dont need to go to school
4 Memorise the numerals 80 - 90
5 Learn Devanagari: kchhya, sha, sra, tta, tra, dya
6 read dialogue 1: Lesson 9
= =+ c -=
- |+c-, = -c
=+ - c - + c-, -+:=: +- -= =-c
====
- === ==== =+ c - = ~= = ==c
s+ c, =-= -= =c ~= + ===
- -=, =-=
+=
*7 Make sentences in the present perfect positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*8 Write a sentence with each of the following words/expressions:
anusaar
ko baaremaa
ko laagi
-e pachhi
bhitra
baahira
parchha
kaa
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LESSON 25
Nepal
In this lesson you will learn to:
1 talk about the geographical and administrative units of a country, occupations, population
and ethnic groups
2 ask whether somebody knows something
tapaai laai thaahaa chha,Nepal maa kati anchal ra kati jillaaharu chhan?
you to knowledge is, Nepal in how many zones and how many districts there are
3 talk about divisions according to something
haawaapaani anusaar Nepal laai kati bhaag maa baaDna sakinchha?
climate according to Nepal to how many parts in divided it can be
4 talk about occupation
Nepal ko mukhya pesaa ke ho?
Nepal 's main occupation what is
5 talk about population
Nepal ko janasankhyaa kati chha?
Nepal 's population how many is
6 compliment and thank someone for his/her knowledge
Nepal ko baaremaa tapaailaai dherai kuraa thaahaa rahechha, dhanyabaad
Nepal about you to many things knowledge it appears, thanks
= I think you know a lot about Nepal, thanks
7 make comparisons
KTM ko haawaapaani bhandaa DK ko haawaapaani pharak rahechha
KTMs climate compared to DKs climate different it seems
8 express an opinion
tapaaiharu ko kaaryakram chaakhlaagdo chha jasto chha
your program interesting is like that is
=your program seems interesting
Culture:
Nepals administrative and geographical units, occupations, population and ethnic groups
Task:
Ask someone in the office
which zone and which district they come from
whether that is himaali, pahaaDi or taraai part
what the main occupation is there
what the population is there
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Review:
Numerals: Memorise the numerals: 90 - 100
Devanagari: Read dialogue: lesson 9
Language focus: Expressions: 'in your opinion ...?': tapaaiko bichaar maa ..
'do you know ...?': tapaailaai thaahaa chha ...
'oh, it seems ....!': .... rahechha
X seems good!: X raamro chha jasto chha
post positions: 'according to': anusaar, 'about': ko baaremaa, for: ko laagi,
because of: bhaekole
verb conjugation: passive: V-inchha,future, alt. infinitive: V root + -na
modal verb: be able to: saknu
comparison: ...bhandaa
Practice dialogue
A: Do you know how many zones and districts there are in Nepal?
B: .
A: According to climate, how many parts is Nepal divided into?
B: 3 parts
A: What is the main occupation in Nepal?
B: .
A: How big is Nepals population?
B: .
A: Nepals population seems large
B: Yes Nepals population is larger than Denmarks
A: Thanks for the information, it seems you know a lot
Dialogue 1: Units, population and occupations in Nepal
-=, -+:+ -== - += +-- c
A Robin ji , tapaai ko bichaar maa Nepal kasto chha ?
=- c - = c
B saano chha tara raamro chha.
-+:=: - c, -+== +- === +- =-=- c-
A tapaai laai thaahaa chha,Nepal maa kati anchal ra kati jillaaharu chhan?
=+ === +=-- =-=
B chaudha anchal ra pachahattar jillaa.
--+- =-= -+==: +- ~== :- =+c
A haawaapaani anusaar Nepal laai kati bhaag maa baaDna sakinchha?
-- ~==, -== ~=, +-: ~=, -: ~=
B tin bhaag maa, himaali bhaag,pahaaDi bhaag,taraai bhaag.
-+=+ =r= + + -
A Nepal ko mukhya pesaa ke ho?
+ -
B krishi ho
-+=+ =-=r= +- c
A Nepal ko janasankhyaa kati chha?
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~: : +:
B jhandai dui karoD
-=- - + =c
A ohsaano desh tara dherai maanchhe.
-
B ho
-+=+ = -+:=: + + - -c, +=
A Nepal ko baaremaa tapaailaai dherai kuraa thaahaa rahechha, dhanyabaad
Vocabulary 1
anchal === administrative zone
anusaar =-= according to
baaDnu :- to divide
bhaag ~= part
haawaapaani --+- climate
himaali -== mountain region
janasankhyaa =-=r= population
jhanDai ~-: approximately
jillaa =-= district
karoD +: ten million
krisi + agriculture
mukhya =r= main
pahaaDi +-: hilly region
peshaa + occupation
taraai -: Terai region
Dialogue 2: Ethnic groups
= -+: =: = +- =- =+c
A- ma tapaai laai aru kehi sodhna sakchhu?
=-= -
B- sodhnus na
= ==+ =-=r= +- c -=
A- yo gaau ko janasankhyaa kati chha holaa?
== =- -=
B- andaaji 10000 jati holaa
= += + -+- =-- -c-
A- yo chhetra maa kun kun jaati haru baschhan?
= =- c- =-- =z, ==, ==, -- +, =--, =: += =
B- sabai jaati chhan jastai gurung, magar, limbu, newaar, chhetri, braamhan damaai, kaami aadi
== ~|, -+:-+ +=+= ~+ = =-- c- -=
A- tyasobhae, tapaai haru ko kaaryakram bhitra sabai jaatiharu chhan holaa?
-, = c- - -= +== +=+= = =-=--+ == c
B- ho, sabai chhan tara haamro dheraijaso kaaryakram garib janajaati haru ko laagi chha
s+ c, -+:-+ +=+ = == c, =-- c, = +c -- ===
A- Thik chha,tapaaiharu ko kaaryakram chaakhlaagdo chha jasto chha, ma pachhi herna aaulaa
+=
dhannyabaad
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Vocabulary 2:
==
andaaji around
=
aadi etc.
~+
bhitra inside
==
chaakhlaagdo interesting
= c =-- c
Raamro chha jasto chha it seems interesting
c =-- c
chha jasto chha it seems like that
+
chhetra area
+==
dheraijaso mostly, mainly
=
garib poor
=z
gurung etc names of ethnic groups
=-
jaati ethnic group, people
=-=-
janajaati ethnic people
=-=r=
janasankhyaa population
=--
jastai such as
=-
jati around
+=+=
kaaryakram program
=s c =-- c
miTho chha jasto chha it seems tasty
+c
pachhi after, later
==~|
tyasobhae if that is so, in that case
*Dialogue 3: Comparing the weather in Denmark and Nepal
-+== +- +-- == == -- =--
A- Nepal maa pani kasto adhyaaro ra chiso haawaa DK jastai
+- = =+ =-- -c
B- Kina?DK maa sadhai yastai hunchha?
=+ - -:- =+ - == === - c =+ == ==
A- sadhai ta hoina aadhaa barsa din laamo ra ujyaalo hunchha aadhaa barsa adhyaaro ra chiso
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= + --+- ~ + --+- ++ -c
B- oh..KTM ko haawaapaani bhandaa DK ko haawaapaani pharak rahechha
-, = = +== == -- =c, -= +c - ==
A- ho, DK maa 'winter' maa dheraijaso chiso haawaa laagchha,hiu parchha ra din adhyaaro
-c
hunchha
|+- == -- =c
B- e..kina chiso haawaa laagchha?
== ~|+= == -- =c, = == c -== c-
A- samudra bhaekole chiso haawaa laagchha, Dk maa samudra chha himal chhaina
-+== -== c == c-, -:- -
B- Nepal maa himal chha samudra chhaina,hoina ta
Vocabulary 3:
=+
aadhaa half
==
adhyaaro dark
+-~-
kinabhane because of
==
chiso cold
+ ==
dheraijaso mostly, mainly
--
haawaa wind
--+-
haawaapaani climate
-= +c
hiu parchha it snows
-- =c
haawaa laagchha the wind blows
=--
jastai like, as
==
laamo long
=+
sadhai always
==
samudra sea, ocean
===
ujyaalo bright
=--
yastai like this
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HOMEWORK
Lesson 25
1 Memorise the learning contents of Lesson 25
2 Prepare the Tasks
*3 Translate these sentences or do number 7:
a) What is the nicest part of Nepal in your opinion?
b) Do you know what the population of Denmark is?
c) The hilly part of Nepal seems very pleasant
d) According to the radio, it is very cold in Terai these days
e) Because of the hot weather some people dont like Terai
f) It is interesting to learn about Nepals ethnic groups
g) Nepal is much smaller than India
h) Some flowers in Nepal can be eaten
4 Memorise the numerals: 90 - 100
5 Read Lesson 9: Dialogue 2:
=-=, -+:+ +=== = =- ++: +:c
- =- ++: + + ==
+- =-=+ ==
- --=, + = = - ++:- c-
= ==: = == - == +-= - c == += =-= -
- = --=, += +- = +- c
= ==+ +-
- |+ ==+ += +c
== =-= ~=, ==-= -
- = - =-- c, ++:= + -+ c-, s++ c - -=
-c , -=
- = =-=, +=
+=
*6 Make sentences in the present perfect negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 Make a sentence for each of the following words/expressions:
a. chha jasto chha
b. anusaar
c. ko baaremaa
d. bhaekole
e. V-inchha
f. bhandaa
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LESSON 26
Occupations: Pesaa haru
In this lesson you will learn to
1 talk about ongoing actions
ke banaaudai hunuhunchha?
what are you making
2 talk about occupations
tapaaiko mukhya pesaa ke ho ?
your main occupation what it is
3 talk about differences
jaatigat pesaa ra aru pesaa maa ke pharak chha?
caste occupations and other occupations in what difference there is
4 talk about continuous actions which have been going on and are still going on
uniharu ko dherai pusta le yo kaam gardaiaaekaa chhan
their many generations agent this work they have been doing
5 talk about actions in a temporal sequence
sikera garchhan, tara anubhab kam hunchha.
learn and they do, but experience less it is
=They do (this work) after learning, but they have less experience
6 make un-real conditional prases
yahaa paaeko bhae sajilo hunthiyo/hunethiyo
here had gotten, easy it was = if we could get it here, it would be easier
7 make conditional phrases with if
euTaa paangraa bigriyo bhane, moTar chaldaina
one wheel broke if, car doesnt function
8 list two consequtive actions
tapaailaai bheTera dherai khusi laagyo
you to met and very happy it felt = I am very happy to have met you
Culture: Castes, trades, occupations, training
Task:
Ask someone at the office what their job is
What their family's traditional occupation is
How many years schooling they have
Whether they would like another type of job
(If talking to a man) whether his wife is working, and if so what job she has
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Review:
Numerals: 1000, 10.000, 100.000, 1000.000
Devanagari: Read Lesson 9: dialogue 3
Language focus: Verb conjugations: present continuous, past, injunctive (let me), present
perfect, past perfect, alternate infinitive: verb root + -na, present participle: verb
root + -era
present perfect continuous: verb root + -dai+ -aaeko + conjugation ending
Post positions: baaTa, kaa (= ko), ko baaremaa, pachhi, bhane (if)
Agent marker: le
Impersonal verbs: chaahinchha, paainchha
Present perfect progressive tense: garnu (has been working):
Positive Negative
Singular
1. p. (I) maile gardai aaeko chhu gardai aaeko
chhaina
2. p. (you) tapaaile gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
2. p. LOW(you) timile gardai aaeko chhau gardai aaeko
chhainau
3. p. (he/she) wahaale gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
3. p. low (it) usle/yole/tyole gardai aaeko chha gardai aaeko
chhaina
Plural
1. p. (we) haami(haru)le gardai aaekaa
chhau
gardai aaekaa
chhainau
2. p. (you) tapaaiharule gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
2. p. low (you) timiharule gardai aaekaa
chhau
gardai aaekaa
chhainau
3. p. (they) wahaaharule gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
3. p. low (they) uniharule/yile/tile gardai aaekaa
chhan
gardai aaekaa
chhainan
Practice dialogue
A: What is your main occupation?
B: .
A: What is the difference between your occupation and caste occupations?
B: I work after having learned, they have been doing this work for many generations
A: Is your experience less then?
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B: I dont think so
Dialogue 1: Occupations in Nepal
-+== +- +==+ +- c-
A Nepal maa kati kicim kaa pesaa haru chhan?
+- =-=- +- = + +- c-
B kehi jaatigat pesaa haru ra aru dherai pesaa haru chhan
=-=- + = += + ++ c
A jaatigat pesaa ra aru pesaa maa ke pharak chha?
=-=- += =-~ + -c
B jaatigat pesaa maa anubhab dherai hunchha
+-
A kina ?
+-~- =--+ + +--= = += ==|+ -c, =-- +=, = -, +==, =+, = =+ +=
B kinabhane uniharu ko dherai pustaa le yo kaam gardaiaaeko hunchha, jastai kaami, sunaar,
kumaale, saarki, damaai aadi ko kaam.
- = +=
A tara aru pesaa maa ?
=+ =c- - =-~- += -c
B sikera garchhan tara anubhab kam hunchha.
Vocabulary 1
aadi = etc
anubhab =-~ experience
damaai =: traditional tailor
jaatigat pesaa =-=- + caste occupation
jastai =-- such as
kaa = ko +- + of, s
kaami += blacksmith
kam += less
kehi +- some
kicim +== type
kumaale +== pottery maker
pesaa + occupation
pustaa +-- generation
saarki =+ shoemaker
siknu =+- to learn
sunaar =- goldsmith
Dialogue 2: Talking to a school girl
-- , +-= ==-~=
A bahini, kahaa baaTa aaunubhayo?
= -+= = ==c
B ma school baaTa aaudaichhu
-+: +- +=== +t- -c
A tapaai kati class maa paDhnuhunchha ?
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= =-= +=== +t c , ==- - |= |= = c
B ma ahile 10 class maa paDhdaichhu, aaune barsa SLC dinchhu
-+:+ |= |= = +c +- +t- -= c
A tapaai ko SLC pachhi pani paDhne bichaar chha?
- , = + +t - -= c +-~- =-= + - ==+ : +z - - |== +z == ~-
== =-- , + + -++ == =-= + +- -+ =-c |== =-= - ~= ~- =
+- - -c ==+- =-=+ == + = c
B ho, mero dherai paDhne bichaar chha kinabhane mahilaa ra purus dubai moTar ko dui paangraa
hun euTaa Paangraa bigriyo bhane moTar chaldaina, purus ko bikaas ko laagi mahilaa ko pani
bikaas chaahinchha.euTaa mahilaa sikchhit bhayo bhane sabai pariwaar sikchhit hunchha
tyaskaaran mahilaa ko laagi sikchhyaa dherai jaruri chha
--= = |+= = + =- ~= |= |= = +c -+:+ ==- + c
A bahini le yo ekdam raamro kuraa garnubhayo, SLC pachhi tapaai ko yojanaa ke chha ?
==: ==+ = = ~: , -- + =- =- , =--+ == - , =-- ===- +=
=- |+= =-+c
B malaai gaau ko garib daajubhaai,didibahini ko sewaa garna , uniharu laai sikchhyaa dina,
chetanaa jagaaune kaam garna ekdam manparchha.
= - -+ = -= - , -+:=: ~= + == , -= - -- =-= = =c
A yo ta nikai raamro bichaar ho,tapaai laai bheTera dherai khusi laagyo,has ta bahini ahile ma
jaanchhu
-= , -=--
B has,namaste.
Vocabulary 2:
==- -
aaune barsa the coming year
~-
bhane if
~=-
bheTnu to meet
=-
bigrinu To break
=--
chalnu to function, to move
=-- ===- +=
chetanaa jagaaune kaam awareness raising work
=~:
daajubhaai brothers
-
dubai Both
=
garib poor
=
jaruri Important
=-=
mahilaa Woman
==
moTar Car
-+
nikai very much
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+z
paangraa Wheel
+t- -=
paDhne bichaar a wish or plan to study
+t-
paDhnu To study
+
purus man
=- =-
sewaa garnu to help
-
sikchhit Educated

sikchhyaa Education
==+-
tyaskaaran therefore
==-
yojanaa Plan
*Dialogue 3: Talking with a pottery maker
: + -= ---c
A daai, ke banaaudai hunuhunchha?
= ==+ ~: -=c
B ma maaTo ko bhaaDaa banaaudaichhu.
-+:+ =r= + + -
A tapaaiko mukhya pesaa ke ho ?
+==
B kumaale
+ + -=--c
A ke ke banaaunuhunchha?
===, == =+=, + ==--
B gamalaa, gaagri, makal, dherai saamaan haru
= ==-- +- ---c
A yo saamaan haru kahaa bechnu hunchha?
~a+ == +s=-: = =- =- ==c-
B bhaktapur bajaar maa ra KTM baaTa yahi lina aauchhan
-+:+ cc +- = += =+c-
A tapaaiko chhoraachhori pani yo kaam sikchhan?
==~= +- =+c- +- =+--, - = -= =-=- + -
B aajabholi kohi sikchhan kohi sikdainan, tara yo haamro jaatigat pesaa ho.
Vocabulary 3
aajabholi == ~= now a days
banaaunu -=- to make
bechnu -- to sell
bhaaDaa ~: pot
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gaagri == water pot
gamalaa === flower pot
jaatigat pesaa =-=- + caste occupation
kohi +- some
kumaale +== pottery maker
maaTo == soil, clay
makal =+= pot for cooking on a fire
mukhya =r= main
pesaa + occupation
saamaan ==- things, goods
yahi =- right here, this place
*Dialogue 4: Talking with a farmer
== -+:== + + = + = +- =- = ==== ==-=
A- maile tapaai sanga krisi ko baaremaa dherai raamraa kuraa haru sune aba aliali samassyaa
+ = + = -c
ko Baaremaa kuraa garau hunchha?
-c -
A- hunchha ni
-+:- =+ - =--c
A- tapaaiharu aaphai kheti garnu hunchha?
-= :=- =+ c, +-=+- = =c +- =-c
B- haami dui janaa maatra chhau ,kahilekaahi aru maanchhe pani chaahinchha
+- -+:+ c c =- =--
A- kina, tapaai ko chhoraa chhori maddat gardainan?
=-- = +tc-
B- uniharu KTM maa paDhdaichhan
=- -+ += =- =c- +:c
A- yahaa khet ko kaam garne maanchhe haru paainchha?
== =- c, ==~= = += - - =c-
B- ali gaahaaro chha,aajabholi sabai kaam khojna shahar jaanchhan
|=- ==:+ =- +-- c -
A- eyahaa sichaai ko byabasthaa kasto chha ni?
=+ =-- c- - -= === == += -=|+ c
B- sarkaari byabasthaa chhaina tara haami gaaule milera kulo lyaaekaa chhau
=-- =, = == +- = -==- -c
A- unnat biu, raamro mal kahaa baaTa lyaaunu hunchha?
=- +c, =- +|+ ~| === - =
B- KTM jaanu parchha,yahaa paaeko bhae sajilo hunthiyo
=-=- + ++ ==-= -c
A- ohyahaa dherai kuraa ko samassyaa rahechha
Vocabulary 4:
==~=
aajabholi these days
=+
aaphai one self
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=
aba now
=c
maanchhe People
=-
byabasthaa management
=-
gaahaaro difficult
+
krishi farming
=-
sunnu to listen, to hear
- =-
kheti garnu work the fields
+-=+-
kahilekaahi sometimes
-+ += =- =c
khet ko kaam garne maanchhe field worker
-
khojnu to find out, to search
+=
kulo canal, channel
+
kuraa talk
-==-
lyaaunu to bring
=- =-
maddat garnu to help
==
mal fertilizer
==
milera by joint effort
+=-
paaunu to get
-
shahar town
=+
sarkaari governmental
==:
sichaai irrigation
=-- -=
unnat biu improved seed
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HOMEWORK
Lesson 26
1 Memorise the learning contents of Lesson 26
2 Prepare the Task
*3 Translate the following sentences or do number 7:
1. What is the difference between occupations in Denmark and Nepal?
2. MS has been doing development work in Nepal for many years
3. They work after studying, and then the experience comes
4. If there was hot water every day, it would be nice
5. If you go to Bhaktapur, you can buy pottery
6. Drinking unboiled water, I got a stomach ache
7. Many different types of pots are available at a potters shop
4 Memorise the numerals: 1000, 10.000, 100.000, 1000.000
5 Read Lesson: 9, dialogue 3:
-=--
- -=--, ==-= + ==- -=
= == |+ = +- =-= =: -= -
- -c, ++: +- -==-~=
=t = ==
- == -==-~=, c == =-c - ==-= = -
c, +- == +- += =-c
==: + == +- =-+ -, s+++ == == == += =-c
- =-= -
=-= +- + s= --=-=, =-=+ =- == +=|+ -:-=
- -c, |+-- +c ==-=
== c= - =+---
- -+:=: +-= =-c
= - +c -~= ~- = -c
- -c, ==-= = += =c
+ +=
*6 Make sentences in the present perfect continuous tense with:
1 I
2 you
3 it
4 we
5 they (low)
*7 make a sentence for each of the following words/expressions:
a) Verb root +era
b) baaTa
c) ko baaremaa
d) pachhi
e) bhane

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Lesson 27
Administration: Prasaasan
In this lesson you will learn to:
1 talk about development needs
yo gaau maa charpi chhaina?
this village in latrines there arent
2 talk about reasons for lack of development
charpi kina na-banaaunu bhaeko? /
latrines why have not built
haami dherai garib chhau, charpi banaauna sakdainau
we very poor we are, latrines build we can't
3 talk about government support in development
gaau bikaas samiti le charpi banaauna maddat gardaina?
village development committee agent latrines build it doesn't help
4 talk about administrative responsibility
ga. bi. sa. le kun kun kaam maa maddat garna sakchha? /
v. d. c.agent marker which which work in help it can
niji kaam ko laagi ga. bi. sa. le maddat gardaina,
private work for v. d. c.agent marker it doesn't help
saamuhik kaam ko laagi aliali maddat garna sakchha
community work for a little help it can
5 give a suggestion
tyasobhae tapaaiharu charpi ko laagi sthaaniya sansthaa haru sanga maddat maagnus
if that is so, you latrines for local organizations with help ask!
6 agree to follow advice
has, haami tyasai garchhau
OK, we like that we do
7 talk about applying for financial support
haami sabai milera ga. bi. sa. maa charpi ko laagi nibedan dinu parchha
we all join and v. d. c. at latrines for application give it is necessary
= we should all join together and make an application at the v.d.c. for latrines
8 talk about budgets
charpi ko laagi ga.bi.sa. sanga bajeT chha? /
latrines for v. d. c. with budget there is
=does the vdc have a budget for latrines?
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gaau bikaas ko laagi raamro bajeT aauchha
village development for good budget it comes
9 talk about administrative responsibility for development
yo sabai gaau samiti ko uttardaaitwa maa parchha,
this all village committee 's responsibility in it involves
= this is all part of the village committees responsibilities
ji.bi.sa. laai sodhnu pardaina
district development committee to ask it is not neccessary
10 make a suggestion
jaaau ta nibedan dina
let's go then application make
12 describe one action taking place within the time of another action
ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
13 describe a habitual action in the past
ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
Culture: Administration, bureaucracy, politeness
Review:
Devanagari: Read dialogue: Lesson 5
Language focus: verb conjugation: present perfect, past, future, present continuous, past
habitual, alternate infinitive : verb root + -na, present participle: verb root + -era
(=and), injunctive: verb root + -u/-a
Modal verb: saknu
Impersonal verb: parchha
Compound verb: verb root + -i dinu
Agent marker: le
Post positions: ko laagi, sanga, baaremaa, (e)pachhi
Time phrase ('when.../while....'): verb root + daa(kheri):
ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
When I was living in DK, I used to work in water management
A time phrase ('when..../while....') is formed by adding -daa(keri) to the verb root.
The time phrase is followed by the main clause
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Past habitual tense: garnu (used to work):
Singular Positive Negative
1. p. (I) ma garthe gardinathe
2. p. (you) tapaai garnuhunthyo garnuhunnathyo
2. p. low(you) timi garthyau gardainathyau
3. p. (he/she) wahaa garnuhunthyo garnuhunnathyo
3. p. low (it) u/yo/tyo garthyo gardainathyo
Plural
1. p. (we) haami(haru) garthyau gardainathyau
2. p. (you) tapaaiharu garnuhunthyo garnuhunnathyo
2. p. low (you) timiharu garthyau gardainathyau
3. p. (they) wahaaharu garnuhunthyo garnuhunnathyo
3. p. low (they) uniharu/yi/ti garthe gardainathe
Practice dialogue
A: Why are there no latrines in this village?
B: We are poor therefore we cant build latrines
A: Cant the v.d.c. help to build latrines?
B: The v.d.c. doesnt help with private work
A: Which work can the v.d.c. help with?
B: It can only help with community work
A: In that case, ask for help from local organizations
Dialogue 1: Development responsibilities
= == = =+ c-
A- yo gaau maa charpi chhaina ?
c-
B chhaina
+- --=- ~|+
A kina nabanaaunu bhaeko?
-= + = c, =+ -=- =+-
B haami dherai garib chhau, charpi banaauna sakdainau
= ==+ == -+= ==-= =+ -=- =- =-
A yo gaau ko gaau bikaas samiti le charpi banaauna maddat gardaina?
-= += + == =-= = =- =- , - ==-+ +=+ == == == =- =- =+c
B niji kaam ko laagi ga.bi.sa. le maddat gardaina, tara saamuhik kaam ko laagi aliali maddat garna
sakchha
== -+= ==-= +- , +- += =- =- =- =+c
A gaau bikaas samiti le kun, kun kaam garna maddat garna sakchha?
=r= -+= , = , -== +- + == =- c
B mukhya school, baaTo, bijuli ra paani ko laagi maddat dinchha
| ==~| -+:- =++ == --= =-- == =- =-=
A etyasobhae tapaiharu charpi ko laagi sthaaniya sansthaa haru sanga maddat maagnus
-= -= == =c
B has.. haami tyasai garchhau
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Vocabulary 1
= , =
baaTo, baaTaa road, roads
-=-
banaaunu to make
-==
bijuli electricity
=+
charpi latrine
== -+= ==-
gaau bikaas samiti village development committee
=
garib poor
=- =-
maddat garnu to help
=-
maagnu to ask for
=r=
mukhya main
-=
niji private
==-+
saamuhik community
=-
sansthaa organization
--=
sthaaniya local
Dialogue 2: More development responsibilities
=- , = === - +- c- , +- =- + =t =- +c -= = == == -+= ==- =
- +-+ == --- - +c
A saathiharu, yo gaau maa khaane paani chhaina, paani lina dherai TaaDhaa jaanu parchha
haami sabai milera gaau bikaas samiti maa khaane paani ko laagi nibedan dinu parchha
-c - -= = -= c - ==+ == == -+= ==- == == c
B hunchha ni haami sabai tayaar chhau tara yasko laagi gaau bikaas samiti sangha bajeT chha ra?
+- -- - , =-= = === == -+=+ == = == ==c =-- +-, -== -==-,-+= +
c- --- = = == ==-+ =a=-= +c ::= =: =- +-
A kina nahunu, ahile sabai gaau maa gaau bikaas ko laagi raamro bajeT aauchha jastai paani, bijuli
lyaaune, school ko chhaanaa haalne yo sabai gaau samiti ko uttardaaitwa maa parchha d.d.c. laai
sodhnu pardaina
| === -c , == - --- -
B e sajilo rahechha, jaaau ta nibedan dina
Vocabulary 2
==
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bajeT budget
c-
chhaanaa roof
== -+= ==-
gaau bikaas samiti village development committee
---
haalnu to fix
: : =
d.d.c. district development committee
=-
linu to take
-==-
lyaaunu to bring
=--
milnu to join together
--- -
nibedan dinu to give an application
=t
TaaDhaa far
-= c
tayaar chha it is ready
=a=-
uttardaaitwa responsibility
Dialogue 3: Water management in village areas
= === +- + =-- +-- c
A- yo gaaau maa paani ko byabasthaa kasto chha?
s+ c, =+ += +- |+= === ==c - = === +
B- Thikai chha,sarkaari dhaaraa maa paani ekdam thorai samaya aauchha tara yo gaau maa dherai
==-= +- c-
tyuwel dhaaraa haru chhan
-+ == +- +c
A- kheti ko laagi paani pugchha?
=: == = +c - === ==== ==-= c
B- jaaDo mausam maa pugchha tara garmi maa aliali samasyaa chha
= - = += =, == =- : += = , =
A- ma dk basdaa ' water management' maa kaam garthe,maile tyahaa dui barsa kaam gare,yo
= ==: = =-~ c
baaremaa malaai raamro anubhab chha
|=- - = === + +-+ ==-= c==~| +- =-+-
B- e.. yahaa ta aru gaau maa dherai paani ko samasyaa chha,.tyasobhae' paani byabasthaapan'
+ == -+: -=-=: =- =- =+--c
ko laagi tapaai haami harulaai maddat garna saknuhunchha?
-, +- -=+- , = ++ +c = = c=+= ==
A- ho, kina nasaknu, ma pharke pachhi yo baaremaa chhalphal garaulaa
-=
B- has
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Vocabulary 3:
=-~
anubhab experience
=--+-
byabasthaapan management
c=+= =-
chhalphal garnu to discuss
+
dhaaraa tap
=:
jaaDo cold
-
kheti farming
+- -=+-
kina na-saknu why cant you?
===
mausam weather
++ -
pharkanu to return
+-
pugnu to be enough
=+-
saknu to be able to, can
==-=
samasyaa problem
===
samaya time
=+
sarkaari governmental

thorai a little, few

=-=
Tyuwel hand pump
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Lesson 27
Homework
1 Memorize the learning contents of Lesson 27
*2 Translate the following sentences or do number 5:
a) When I was staying in Kathmandu, I was learning Nepali
b) They make an application and build latrines
c) Lets all join together and build a school for this village
d) Please make an application for the v.d.c. for me!
e) A DW can help you write an application
f) It is necessary to talk about the water management in this area
3 Read Lesson 5: dialogue 2
-= -=--
- -=--
= -+:=: +- =- =-c
- s+ c , =-= -
-+: -- =+ === + + += =--c
- = -- +-= =+= -c, ==+c = +s- =+ =c, +- === == +-== rc
=- ==+c = =c =+=+ == ==-- -==c
== = -
- == = = +=- =c, =+ + =+= =+ =- +c
=, -+:+ + += - c
*4 Make sentences in the future tense with:
1 I
2 you
3 it
4 we
5 they (low)
*5 Make a sentence with each of the following words/expressions/structures:
verb root + -era (=and)
saknu
verb root + -daa (while)
-i dinu
ko laagi
sanga
baaremaa
(e)pachhi
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REVIEW 3
Lessons 24- 27
1 Review Lesson 27:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 24-27:
1 Listening
The teacher reads the listening texts from Lessons 24 - 26
Students listen
Checking for understanding
2 Speaking
Role play:
Discussion about gender issues
3 Numerals
A regular game of Bingo is played
4 Devanagari
Pair work 1:
Students read the dialogues from Lesson 9, changing roles
Pair work 2:
Students take turns naming the letters they have learned using the wooden block
letters or Devanagari poster
5 Listening/responding
Students are asked by someone at the office for their opinion of the roles of
women in Nepal
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LESSON 28
Bureaucracy: Adhikaari prathaa
In this lesson you will learn to
1 explain what a word means
bureaucracy bhaneko nepali maa adhikaari prathaa ho
bureaucracy said Nepali in adhikaari prathaa it is
= bureaucracy means adhikaari prathaa in Nepali
2 express that some action is done for the purpose of something else
yaslaai haTaauna haamiharu le yo adhikaari prathaa laai paribartan garnu parchha
this to remove we agent this bureaucracy to change it is necessary
= in order to remove this we must change this bureaucracy
3 talk about bureaucracy
sarkaari kaaryaalaya maa kaam kina Dhilo hunchha?
governmental office in work why slow it is
4 provide a list of reasons for something
tyahaa dherai kaaran haru chhan jaastai: X,Y, ityaadi
there many reasons are such as: X, Y, etc.
5 ask for someone's opinion
tapaai ko bichaar maa ....
your opinion in ...
6 inquire about the possibility of doing something
yas laai sudhaar garna sakinchha?
this for improve can it be = can this be improved?
7 enumerate a list of actions
raamro talab dine, taalim dine, uttardaaitwa haru baaDne
good salary give, training give, responsibilities share
8 express how results can be achieved from some action
kaam ko prakriyaa chhoTo banaaune, ani kaam chhiTo hunchha
work 's process short make, then work fast it is
9 express agreement with somebody
ekdam raamro bichaar
extremely good opinion
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10 ask for what reason someone has come
ke kaam le aaunubhayo
what work instrumental marker did you come
11 talk with a bureaucrat about the progress of an administrative case
yo kaam bhayo ki bhaena holaa heridinu hunchha ki? /
this work became or didn't become maybe, you look for me or
= Will you please check for me whether this work was done or not?
khai, yo kaam mero antargat parena, u ...tyo koThaa maa jaanus!
well, this work my responsibilty did not involve,it .. that room in please go
12 make a guarded reply
khai, yo kaam mero antargat parena
well, this work my responsibility didnt involve
13 say you dont quite understand something
kuraa raamro bujhiena
thing well it was not understood
14 express surprise about something
nibedan ta aaipug-e-chha
application though it appears it has arrived
15 talk about the need for further paper work
arko euTaa nibedan paThaauna bhanidinus!
another one application send please tell for me
16 ask whether somebody knows something
tapaai laai thaahaa chha?
you to knowledge it is
17 ask someone for help
maddat garna saknuhunchha ki?
help do you can or
Culture:
Bureaucracy (where, why, how to deal with it)
Review:
Devanagari: Read Lesson 2: dialogue 2
Language focus: verb conjugations: passive, past, present and past unconjugated, past perfect,
verb root +-echha: 'it appears that .'
interrogatives
conjunctions: ('then'): ani, tyaskaaran (therefore)
superlative: (sababhandaa)
modal verb: saknu to be able to
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impersonal verb: parchha
instrumental: le
compound verb: -i dinu
composite nouns
postpositions: bichmaa (between),sangha (with), baaTa (from)
Practice dialogues
1
A: Can bureaucracy be improved upon?
B: In my opinion it can be improved
A: How?
B: If you give good salaries and training, then the work will be quick
A: That is a good idea
2
A: Good morning, why have you come?
B: I turned in an application, can you see for me whether that is finished (=became)?
A: Ill see for you. It is not. Something wasnt understood well, you must write another
application
B: Can you help me?
A: Well, I cant, because this work isnt (=didnt involve) my responsibility
B: Where do I go, do you know?
A: Go over there
Text 1:Reasons for bureaucracy in Nepal
=+== ~-+ -+== =++ + - - +=+ = s== = =++ + c , - =+ +===-= =
=~ + c == -= = + ==-=- c- , =-- =-=+ =~ s= ==- ==-= = ==-= -=
= +- == = s= + - c +-~- = -== +- =+ -== + s= +== ~= , +- =c
+ +- , = =c + = ~|, ==+- = ==-= = ==, = ===: -==- -=-= = =++ +
=: +--- =- +c
bureaucracy bhaneko nepali maa adhikaari prathaa ho.Nepal ko sabai Thaau maa yo adhikaari
prathaa chha, tara sarkaari kaaryaalaya haru maa yo ajhai dherai chha. aaja haamro dhesh maa dherai
samasyaa haru chhan, jastai ahileko sababhandaa Thulo maaobaadi samasyaa. yo samasyaa haamro
desh maa kina aayo? yo Thulo prasna chha, kinabhane mero bichaar maa dhani ra garib ko bichmaa
dherai Thulo phaasalaa bhayo, dhani maanchhe dherai dhani, garib maanchhe dherai garib bhae,
tyaskaaran yo samasyaa desh maa aayo, aba yaslaai haTaauna haamiharu le yo adhikaari prathaa laai
paribartan garnu parchha.
Vocabulary: text 1
==
aaja today
=++ +
adhikaari prathaa Bureaucracy
=-=
ahile now
=~
ajhai even, still
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-==
bichmaa Between
+-
dhani Rich
=
garib Poor
-==-
haTaaunu to remove
=--
jastai such as
==-
maaobaadi Maoism
+--- =-
paribartan garnu to change
+==
phaasalaa Gap
+-
prasna question
=
sabai all
==-=
samasyaa Problem
=+ +===
sarkaari kaaryaalaya Government office
s=
Thaau Place
Dialogue 1: Ways of eliminating bureaucracy in Nepal
=+ +==== += +- t= -c
A sarkaari kaaryaalaya maa kaam kina Dhilo hunchha?
=- + +-- c-
B tyahaa dherai kaaran haru chhan -:
=a:-+ +=
- uttardaaitwa ko kami
-=
- thorai talab
-: ==
- sthaai jaagir
-==+ +=
- taalim ko kami
== + +=
- laamo prakriyaa.
-- =-- :=
- taha byabasthaa ityaadi.
-+:+ == ===: =+ =- =+c
A tapaai ko bichaar maa yas laai sudhaar garna sakinchha?
=+c
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B sakinchha
+=
A kasari?
+=+ ++= c= -=- , = -= - , -== - , =a:-- :- =- += c= -c
B kaam ko prakriyaa chhoTo banaaune,raamro talaab dine, taalim dine, uttardaaitwa haru baaDne,
ani kaam chhiTo hunchha.
|+= = =
A ekdam raamro bichaar.
Vocabulary dialogue 1
baadnu :- to share, to divide
banaaunu -=- to make
byabasthaa =- system
chhiTo c= fast, early
chhoTo c= short
Dhilo t= slow, late
ityaadi := e.t.c.
jaagir == job, employment
kaaran +- reason
kaaryaalaya +=== office
kami += lack
laamo == long
prakriyaa ++= process
sarkaari =+ governmental
sthaai -: permanent
sudhaar garnu =+ =- to improve
taalim -== training
taha -- hierarchy
talab -= salary
thorai little, few
uttardaaitwa =a:- responsibility
Dialogue 2: A visit to the office for work permits
-=--
A namaste
-=-- , + += = ==-~=
B namaste, ke kaam le aaunubhayo?
= |= |= -+=+ +== - , -= : := + === t=-+ == =~
A ma MS Nepal ko karmachaari hu, haamro DW ko samaya baDhaauna ko laagi saajhedaari
=-= |== --- =- +s|+ = , = += ~= + ~|- -= -- -c +
sansthaa baaTa euTaa nibedan yahaa paThaaeko thiyo, tyo kaam bhayo ki bhaena holaa
heridinu hunchha ki?
, = += = =-=- +- , = = +s= =-=
B khai, yo kaam mero antargat parena, utyo koThaa maa jaanus
-= -=-- -= |== : :=+ +:= =:+= + --= -
A has. ......namastehaamro euTaa DW ko nibedan ko file aaipugyo ki heridinus na
-= , --= |+c- -+:+ --- - =:+=c , - + = ~|- ,
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C has, basnus ekchhin..tapaai ko nibedan ta aaipugechha, tara kuraa raamro bujhiena,
==+- =+ |== --- +s=- ~--= , =-- +- += =- , +- - ~= =|+ , = +-
=-- + +=+ == -- , :=
tyaskaaran arko euTaa nibedan paThaauna bhanidinus, jastai kahaa kaam garne, kati barsa
bhayo aaeko, aba kati mahinaa ke kaam ko laagi basne, ityaadi.
-= , = = + = + = =: ~-c , -- = =- -c
A has, yi sabai kuraa ma PO laai bhanidinchhu, wahaa le khabar garnu hunchha.
Vocabulary 2:
=:+=c
aaipugechha it appears to have arrived
=:+-
aaipugnu to arrive
=-=-
antargat responsibility
t=-
baDhaaunu to extend, to increase
+:=
file file
:=
ityaadi etc.
=--
jastai such as
+==
karmachaari staff
=-
khabar garnu to inform
:
khai/khoi well....
+s
koThaa room
---
nibedan application
+-
parnu to involve
+s=-
paThaaunu to send
=~
saajhedaari partnership
===
samaya time
==+-
tyaskaaran therefore
=
yi = plural form of yo these
*Dialogue 3: A visit to the police station
-=-- , = +- ==- -= , = ==- - s= +- c , -+:=: - c
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A namaste, mero kehi saamaan haraayo, yo suchanaa dine Thaau kahaa chha , tapaai laai thaahaa
chha ?
=- - , --= - , + -=
B yahi ho, bhannus na, ke haraayo ?
--= - , -= = +- == --=~ =- =|+ | , = --= += - -= , ++= =c
A hernus na, hijo ma pariwaar sangha swayambu ghumna gaeko thie, mero khalti baaTa purse nai
haraayo, pockeT maarechha
+== + + =
B purse maa ke ke thiyo?
+= + |- , - = +=+= ,= +== ++ , == = + =- + ==-= c , =- =- =+--c +
A rupiyaa dherai thiena, tara mero pasport, jaruri kaagaj patra, saacho thiyo. ke garne, dherai
samasyaa chha, maddat garna saknuhunchha ki ?
-c , -= + =c -+:+ -= , s=- , +- - , = -=
B hunchha , haami kosis garchhau. tapaai ko naam , Thegaanaa, Phone no,sabai lekhidinus.
-= , = =c , +=-
A has, ma lekhidinchhu, dhannyabaad.
Vocabulary dialogue 3:
=-
ghumnu to stroll, to walk around
-=-
haraaunu to get lost, to disappear
=
jaruri Important
+==++
kaagajpatra papers
--
khalti Pocket
+ =-
kosis garnu to try
=r-
lekhnu to write
-
nai emphatic particle
+-
pariwaar Family
++= =c
pockeT maarechha it appears that somebody picked my pocket
++= =-
pockeT maarnu to pick someones pocket
==
saacho keys
==-
saamaan Thing
=
sangha /sanga With
==-
suchanaa Information
s=
Thaau Place
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s=-
Thegaanaa Address
=-
yahi right here
HOMEWORK
Lesson 28
1 Memorise the learning contents of Lesson 28
*2 Translate the following senteces or do number 5 or 6 :
1. What is the biggest problem in Nepal at the moment?
2. Please tell your friend from me to go to the information place
3. Bureaucracy can be improved on, but it is slow and difficult
4. Who can help me with this application?
5. My keys got lost yesterday in a taxi, therefore I have to stay with a friend
6. There is a big gap between rich countries and poor countries
3 Read Lesson 2: dialogue 2
==- + + =-
- +s -= =- =- - =-
-= +-= =-
- ---
== - - =- -
- -:-, == +c - =-
+- =-
- +s=-:
+= =-
- =:=
|+= =
*4 Make sentences in the past perfect positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*5 Make a sentence for each of the following words/expressions:
a) sababhandaa
b) saknu
c) parchha
d) -i dinu
e) baaTa
f) bichmaa
g) sangha
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LESSON 29
- ==-=
City Problems: Sahari samassyaa
Environment, Water & Electricity: Baataawaran, paani ra bijuli
In this lesson you will learn to:
1 informally ask someone what's up
ke chha?
what is it
2 talk about why things are the way they are
aajabholi kina yasto bhaeko?
these days why like this has become
3 express agreement
ekdam Thik kuraa garnubhayo
extremely good talk you did
4 talk about regular occurrence
haptaa maa tin din dui ghanTaa maatra paani aauchha
week in 3 days 2 hours only water comes
5 ask why things are in a certain way
kina holaa tyasto ?
why perhaps like that
6 make clauses with 'even though'
paani na-aa-etaapani paisaa tirnu parchha ?
water not come even though, money pay is it necessary
7 ask and answer questions with 'why' and 'because'
belaa belaa maa kina bijuli jaanchha? /
time time in why electricity it goes
=why does the electricity disappear from time to time?
kinabhane bijuli utpaadan pugdaina
because electricity production it is not sufficient
Culture: Environment, health
Task: Ask someone at the office
what they do with their garbage
whether they recycle anything
whether they make compost
whether they have any health problems caused by pollution
Review:
Devanagari: Read: Lesson 1
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Language focus: verb conjugation: present tense, present continuous, unconjugated past,
imperative, passive
alternate infinitive: verb root + -na
participle + -ra
modal verb: parchha it is necessary
'even though' clause: (na-)verb root + -etaapani
post positions: baaTa, baahek, pachhi, ko laagi
instrumental: le
compound verb: verb root + -i dinu
'impersonal' verb: chaahinchha (it is needed)
agent marker: le
composite noun: verb root + -ne + noun
Practice dialogues
1
A: Whats up?
B: These days the air in Kathmandu is not good, why has it become like this?
A: There are many people and many old cars, therefore the city is dirty, and the air is bad
B: What can be done?
A: The government must help clean up the city
B: That sounds good
2
A: Water comes only 4 days a week for 2 hours, why is it like that?
B: Because the water management in this city is not good
A: Even though the water doesnt come, is it necessary to pay?
B: Yes, you must pay every month
3
A: Why does the electricity disappear from time to time?
B: Because the electricity production is not sufficient
A: Can other countries not help?
B: India helps, but the electricity is very expensive
Dialogue 1: The environment of Kathmandu
+ c ~:, == c
A ke chha bhaai, sanchai chha?
==~= +s=-:= = -=, = +- --+=== =|+
B aajabholi KTM maa sabai biraami, ma pani hospital baaTa aaeko
+-
A kina ?
+ =-, +s=-:+ ---- - c
B ke garne , KTM ko baataawaran nai dusit chha
==~= +- =-- ~|+
A aajabholi kina yasto bhaeko?
=c= =+ -=c- +-- =- + =-
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B maanchhe le ghar maatra banaauchhan rukh ropdainan ani ke garne?
-, = - +s=-: s = ==-= c
A ho, yo ta KTM maa Thulo samasyaa chha
-- =c tc =- +-+- tc
B dindinai maanchhe baDhdaichhan ani phohar pani baDhdaichha
-, +- =:+ +-= == +- =- -c, =- ==+ rc = rc
A ho,puraano gaaDi ko dhuwaale saas pherna gaahaaro hunchha,ani Taauko dukhchha aakhaa
dukhchha.
= =+ -= == =-- ==- +c
B aba sarkaar ra haami sabai le chetanaa jagaaunu parchha
|+= s+ + =-~=, =+ ---- = --- -
A ekdam Thik kuraa garnubhayo, saphaa baataawaran nai raamro swaastha ho.
Vocabulary 1
aajabholi ==~= now a days
aakhaa = eyes
baataawaran --- environment
baDhnu t- to increase, to grow
banaaunu -=- to build
biraami = sick
chetanaa =-- awareness
dhuwaa +- exhaust, smoke
dindinai -- daily
dusit - polluted
gaaDi =: car
gaahaaro =- difficult
ityaadi := e. t. c.
jagaaunu ===- to raise
nai -: emphatic particle
phohar +- dirty
puraano +- old
ropnu - to plant
rukh tree
saas phernu == +- to breathe
samasyaa ==-= problem
saphaa =+ clean
sarkaar =+ government
swaastha ---= health
ta - as for, though, but, however
Taauko ==+ head
Dialogue 2: Garbage
| ~:, = +- +- == +=+
A e bhaai, yo phohar kina baaTo maa phaaleko ?
+ =- +-- s= c-
B ke garne phaalne Thaau chhaina
--=, = +== = ==: -=
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A hernus, yo kaagaj sabai jalaai dinus
=- = -++ +- + =-
B ani aru tarkaari ko bokraa haru ke garne?
+=+= == =+ -=-
A campost mal aaphai banaaune
= += -=- - ==: =+: -= -
B yo kasari banaaune ho? malaai sikaaidinus na
= - |+= ===c, +|== +-= |== |+ :t +=+ := -= =-
A yo ta ekdam sajilo chha, ghar ko euTaa kunaa maa euTaa ek DeDh fit ko khaalDo khannus ani
=-=+ -+ = = +-- ==-=- =-- -++ +-, =+- =
plastic baahek aru sabai phaaline chijbij haru jastai tarkaari ko bokraa haru, ghaas paat, sabai
= -:= ---= === +-=, - - +c - --= = == -= - c
tyo khaalDo maa haalnus ra maaTo le puri dinus, 10 /15 din pachhi khanera hernus raamro mal
tayaar hunchha
= == + + + == = -c
B yo mal ke ke ko laagi raamro hunchha?
-+-, +=+= =, ==~= ===: +=+-= ~-c
A tarkaariharu , phulharu aadi, aajabholi yaslaai' parmaculture 'bhaninchha,
=== ==-+ == + +== =-
yasmaa raasaayanik mal ko prayog garidaina
|= - = + -, -= +=
B eyo ta raamro kuraa ho, has dhannyabaad
Vocabulary 2
=
aadi etc.
==~=
aajabholi these days
=+
aaphai one self
=
baaTo road, street
--+
baahek except for
-=-
banaaunu to make, to prepare
+
bokraa peels
:t
DeDha One and half
+=
fit foot, feet

ghar house
=+-
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ghaaspaat grass and leaves
---
haalnu to pour
===-
jalaaunu to burn
=--
jastai such as
+==
kaagaj paper
-:
khaalDo ditch
-
khannu to dig
+-
kunaa corner
==
mal fertilizer, manure
==
maaTo dirt, soil
+=- ===
phaaline chijbij things you throw out, garbage
+--
phaalnu to throw
+-
phohar garbage, dirty
+=
phul flower
+== =-
prayog garnu to use
+-
purnu to cover
==-+
raasaayanik chemical
=
saabai all
===
sajilo easy
=+=-
sikaaunu to teach
-= --
tayaar hunu to be ready
s=
Thaau place
===
yasmaa in this
Dialogue 3: Water management in towns
-- -+:+ += +- ==c
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A bahini tapaai ko dhaaraa maa paani aauchha?
--= -- - : ==+ ==c
B haptaa maa tin din dui ghanTaa maatra aauchha
= += - +- - == -
A mero chhetra maa ta paani nai aaudaina
+- -= =--
B kina holaa tyasto ?
-= +=-+ =--+- s+ c-, + =-
A haamro prasaasan ko byabasthaapan Thik chhaina, ke garne
+- -=|+- += -- +c
B paani naaaetaapani paisaa tirnu parchha ?
:, +- =|-+- -=|-+- -+ =-- += -- +c
A khoi, paani aaetaapani naaaetaapani harek mahina paisaa tirnu parchha
=- +- +- = -==- -c
B ani paani kahaa baaTa lyaaunu hunchha ?
-:+=+ =, + =-, +- =s c-
A hand pump baaTa, ke garne,paani miTho chhaina
Vocabulary 3
byabasthaapan =-+- management
chhetra + area
dhaaraa + tap
-etaapani |-+- even if
ghanTaa -= hour
hapta -- week
harek mahinaa -+ =-- every month
khoi : well
lyaaunu -==- to bring
nai - emphatic particle
prasaasan +- administration
ta - but, though, however
tirnu -- to pay
tyasto =-- like that
Dialogue 4: Electricity
= == +- == =c
belaa belaa maa kina bijuli jaanchha
+-~- == =+- +-
B kinabhane bijuli utpaadan pugdaina
+- -+= ==-+ +- -: -
A kina Nepal jalasrot ko dhani desh hoina ra ?
- - - c, - - +==- =- + += =-c
B ho srot ta chha, tara srot parichaalan garna dherai paisaa chaahinchha
= -= =- =--
A aru desh haru le maddat gardainan?
=c- - == ~- + =-= - c
B garchhan tara bijuli jhan dherai mahango hunchha
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+=
A kasari ?
=- -- +c
B rin tirnu parchha.
Vocabulary 4
belaa belaa maa === from time to time
bijuli == electricity
dhani +- rich
jalasrot ==- water resources
jhan dherai ~- + much more
maddat gaarnu =- =- to help
parichaalan garnu +==- =- to mobilize
pugnu +- to be enough
rin tirnu =- -- to pay a loan
srot =- resources
utpaadan =+- production
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HOMEWORK
Lesson 29
1 Memorise the learning contents of Lesson 29
2 Prepare the Task
*3 Translate the folowing sentences or do number 6:
a) It is necessary to clean up Kathmandu, I think
b) Even though he doesnt live in a village, he makes compost himself
c) A lot of garbage can be seen in the streets of Kathmandu
d) She eats everything except for fish
e) After living in Kathmandu, Denmark seems to be a very clean country
f) There are no places for garbage in this area
g) You can buy very nice writing paper in the shops in Kathmandu
h) Tempos run on electricity or gas, therefore they are good for the environment
4 Read Lesson 1: dialogue 2
= =
- -=
= -+:+ +- -
- -
= +- +- c , =- c
- -+:+ +- === c
|, = = +- -, -=
- =-=
+=
*5 Make sentences in the past perfect negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*6 Make a sentence for each of the following words/expressions:
a. (na-)verb root + -etaapani (even though)
b. baaTa
c. baahek
d. pacchi
e. -i dinu
f. chaahinchha
g. verb root + -ne + noun (composite noun)
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LESSON 30
Foreign Aid: Baidesik sahayog
In this lesson you will learn to:
1 talk about knowledge of foreign aid
tapaailaai bideshi sahayog ko baarema thaahaa chha? /
you to foreign aid about knowledge there is
aliali suneko chhu
a little I have heard
2 talk about utilisation of foreign aid
Nepal maa yo sahayog raamro upabhog bhaeko chha?
Nepal in this aid well it has been utilised
3 express uncertainty in terms of answering a question
khoi, yo prasna ali gaahaaro chha
Well, this question a little difficult it is
4 ask someone to say what is on his/her mind
tapaai ko bichaar bhannus na
your opinion please say emphatic
5 express an unreal conditional situation
sabai upabhog bhaeko bhae, Nepal maa dherai bikaas hunthiyo
all if it had been utilised, Nepal in much development there was
= if it had all been utilised, there would be a lot of development in Nepal
6 talk about the objectives of foreign aid
bidesi sahayog ko mukhya uddhesya ke ho?
foreign aid of main objective what it is
7 talk about ways of giving aid
yo sahayog kasari garinchha?
this aid how it is done
8 talk about the benefit of something for someone
yas baaTa Nepal laai phaaidaa chha?
this from Nepal to benefit there is
9 express agreement with someone
kuraa Thik ho
talk OK it is
Culture:
Development, North-South issues
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Task:
Ask someone at the office
how he/she feels about foreign aid
what foreign aid should be used for
Note down and bring back to class
Review:
Devanagari: read Lesson 1: dialogue 3
Language focus: verb conjugation: present and past perfect, past, passive
impersonal verb: parchha
post positions: ko baaremaa; dwaaraa; baaTa
composite nouns: verb root + ne + noun (dine sahayog)
unreal conditional clause (if ...): 1st. clause: verb root + eko + bhae
2nd. clause: verb in the past tense
interrogative: kasari
verb which is associated with possessive: ... ko bhar parnu
Practice dialogue
A: In your opinion, how is foreign aid?
B: I think it is good, but it has not been utilized well in Nepal
A: I dont understand
B: If it had been utilized well, there would be more development in Nepal
A: Why is there less development in Nepal?
B: Well, this question is difficult
A: Is there not a benefit from foreign aid in Nepal?
B: Well there is, but Nepal has many problems and its development is very slow
Dialogue 1: Talking about foreign aid
-=--
A namaste
-=--, -+:=: =-== + = - c
B namaste, tapaailaai bideshi sahayog ko baarema thaahaa chha ?
==== =-+ c
A aliali suneko chhu
-+:+ == =-== + -
B tapaai ko bichaar maa bideshi sahayog ke ho ?
+- -= = -=: - =-==
A dhani desh haru le garib desh haru laai dine sahayog.
-+== = =-== = =+== ~|+ c
B Nepal maa yo sahayog raamro upayog bhaeko chha?
:, = +- == =- c,
A khoi, yo prasna ali gaahaaro chha,
-+:+ = ~-= -
B tapaai ko bichaar bhannus na
= ==, ==== =+ =+== ~|+ c
A mero bichaar maa, aliali maatra upayog bhaeko chha
+-
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B kina?
+-~- = =+~= ~|+ ~| -+== + += -=
A kinabhane sabai upayog bhaeko bhae Nepal maa dherai bikaas hunthiyo.
+ s+ -
B kuraa Thik ho.
Vocabulary 1
bideshi sahayog =-== foreign aid
bikaas += development
dhani +- rich
gaahaaro =- difficult
garib = poor
khoi vf]: an expression of doubt (well)
prasna +- question
sahayog =-== help, aid, support
sunnu =- to hear
upayog hunu =+== -- to be utilized
Dialogue 2: Talking about different ways of giving aid
=-==+ =r= == + -
A bideshi sahayog ko mukhya uddhesya ke ho ?
=+=- -+ +=
B abikasit desh haru ko bikaas
= =-== += =c
A yo sahayog kasari garinchha?
+++ -, -==-, c+-, += : =c
B praabidhik bigya,taalim haru, chhatra britti, ra paisaa dwaaraa garinchha.
=== - +==: +: c
A yas baata Nepal laai phaaidaa chha?
= ==, + +: c - == == +: +- c
B mero bichaar maa ,dherai phaaidaa chha tara aliali befaaidaa pani chha
+- +: c
A kina bephaaidaa chha?
+-~- =+ =+ + ~ +- +c
B kina bhane sadhai arko desh ko bhar parnu parchha
Vocabulary 2
abikasit =+=- underdeveloped
bephaaidaa +: not benefit, not profi,disadvantage
bhar parnu ~ +- to depend
bigya - specialist
chhaatra britti c+a scholarship
dwaaraa : through, by
mukhya =r= main
phaaidaa +: benefit, profit
praabidhik +++ technical
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sadhai =+ always
taalim -== training
uddhesya == objective
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HOMEWORK
Lesson 30
1 Memorise the learning contents of Lesson 30
2 Prepare the Task
*3 Translate the following sentences or do number 6:
1. What is your opinion of foreign aid?
2. The main objective of foreign aid is the development of poor countries
3. There is a big difference between poor and rich countries
4. Funding for Danish development work comes from taxes
5. Foreign aid is both beneficial and not beneficial to developing countries
6. Many countries give aid to Nepal and other developing countries
4 Read Lesson 1: Dialogue 3:
+==, +== -=
- + ~-=, == ~-
+== -=
- =-=
*5 Make sentences in the past habitual positive tense with:
1 I
2 you
3 it
4 we
5 they (low)
*6 Make a sentence for each of the following words/expressions:
1 ko baaremaa
2 dwaaraa
3 baata
4 unreal conditional clause (if ...): 1st. clause: verb root + eko + bhae
2nd. clause: verb in the past tense
5 kasari
6 kina/kinabhane
7 bhar parnu
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LESSON 31
Cooking: Paakya saastra (khaanaa pakaai)
In this lesson you will learn to:
1 talk about cooking and recipies
Nepali khaanaa kasari banaaune?
Nepali food how cook
2 talk about learning
tapaai kun kun Nepali khaanaa banauna siknuhunchha?
you which which Nepali food cook you learn
3 express instrumentality
daal laai paani le dhunos
lentils to water instrumental wash
= wash the lentils with water
4 talk about unspecified amounts
taato paani kati chaahinchha pressure cooker maa haalnus
hot water how much it is needed pressure cooker in pour
= pour as much hot water as is needed into the pressure cooker
5 talk about cooking techniques
gas maa raakhidinus
gas on put for it
6 qualify mass amounts
fry pan maa alikati ghiu haalnus
frying pan on a little amount butter pour
7 list actions in a sequence
ghiu taatepachhi tyasmaa aliali jiraa haalera taarnus
butter heat after that in a little cumin seed pour-and fry
8 ask for further directions
tyaspachhi ke garne?
that after what do
9 express the fact that something is done in the same way as something else
momo ko laagi roTi ko jastai piTho musnos
momo for bread's same as flour knead
=for the momos, knead the dough as you did for the bread
Culture:
Food, eating, cooking, entertaining, invitations, guest/host roles
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Task:
Ask someone at the office which dishes
he/she usually prepares and why
he/she especially likes to prepare and why
he/she prepares for guests and why
Note down and bring back to class
Review:
Language focus: interrogative: kasari
verb conjugations: participle, alternate infinitive, infinitive
compound verb: verb root + idinu
instrumental: noun + le
post positions: (e)pachhi; ko laagi; bhitra
qualifying mass amounts: alikati
composite nouns: verb root + ne + noun
Practice dialogue
A: How do you make boiled potatoes?
B: You wash the potatoes with water, then you pour the potatoes and as much water as is needed in
the pressure cooker, then you put it on the gas
A: What do you do after that?
B: After 15 minutes you can eat the potatoes
A: And what about carrots?
B: Make them like the potatoes, but boiling time is only 10 minutes
A: Thank you for the interesting information
Dialogue: Three recipies for Nepali dishes
-+= - += -=-
A Nepali khaanaa kasari banaaune ?
-+: +- -+= - -=- =+- -c
B tapaai kun kun Nepali khaanaa banauna siknu hunchha?
=, =, == = =
A daal, roTi, achaar ra momo
s+ c, ==: +-= + -=, =- -- +- +- =-c +++= ---=, =- = = +-=
---=, =- - -, =-, = ==== = ---=, =- === r-= = =-= +c = ~+-=,
+ : =-= ==+- = ---=, = --+c == =, ==, ==-, -= --=, =- = ==
---= |+= =s = -= - c
B Thik chha, daal laai paani le dhunos, ani taato paani kati chaahinchha presser cooker maa
haalnus, ani daal tyo paani maa haalnus, ani nun, adhuwaa, besaar ra alaiali ghiu haalnus, ani
gas maa raakhidinus. das minut pachhi tyo jhiknus, ra fry pan maa alikati ghiu haalnus, ghiu
taatepachhi tyasmaa aliali jiraa, pyaaj, lasun, haalera taarnus, ani tyo daal maa haalidinus.
ekdam miTho daal tayaar hunchha.
=+ == =-+ +s =-= =- +- ---= =c-=, =c+c =+ = r-=, ==+c
--=, --= ---= |+ : +=+ ++=-=, = +-c =- -= -c
roTi ko laagi gahu ko piTho linus ani paani haalnus ra musnos,musepachhi aadhaa ghanTaa
raakhnus, tyaspachhi belnus, ra taawaa maa haalnus. ek, dui paTak pharkaaunus, roTi phulchha
ani tayaar hunchha.
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== + +==+ -c ==~:+ ==+ == +-= ==~: +=-=, =- ==-, =-, +-= =-
=- =+ +=-=, ==+c +:=-= ==+- -= ---=, =- ==- =- |+c- ~=-=, =-
==~: ---=, =- --, = -= =-= ++=-= == -= -c
achaar dherai kicim ko hunchha. golbheDaa ko achaar ko laagi pahile golbheDaa kaaTnus, ani
lasun, adhuwaa, dhaniyaa saano saano tukraa kaaTnus, tyaspachhi frypan maa alikati tel
haalnus, ani lasun ra adhuwaa ekchhin bhuTnus, ani golbheDaa haalnus, ani nun, besaar,
haalera 10 minut pakaaunus. achaar tayaar hunchha.
==+ == =+ =-- +s =c-=, |+c- r-=, =- ==+ == -+ + == |+= =-
=+ +=-=, ++=-=, =- +s+ = --=, = ==: |== =- === == =+ -=-=,
=- === = -+ + == r-=, ===: == c-=, =- = ==+ ===: == ++=-
~: ~+ r-=, =- -+= c+ -=, - =-== == -= -c
momo ko laagi roTi ko jastai piTho muchnos, ekchhin raakhnos, ani momo ko laagi tarkaari ki
maasu ekdam saano Tukraa kaaTnus, ra pakaaunos, ani piTho ko roTi belnus, tyo roTi laai
euTaa saano glass le golo Tukraa banaaunos, ani tyasmaa tyo tarkaari ki maasu raakhnus, ra tyas
laai roTi le chhopnus, ani tyo momo ko golaa laai momo pakaaune bhaaDo bhitra raakhnus, ani
birko le chhopi dinus, 15 / 20 mineT maa momo tayaar hunchha
-= - + += -c, - = =+c
A oh.yo ta dherai kaam rahechha, tara ma sikchhu.
Vocabulary
achaar == pickles
aadhaa =+ half
aduwaa =- ginger
alikati ==+- a little
belnu -- to roll
besaar = tumaric
bhaaDo ~: pot
bhitra ~+ inside
bhuTnu ~=- to roast
birko + cover
chhopnu c- to cover
dhaniyaa +-= coriander
dhunu +- to wash
gahu ko piTho =-+ +s wheat flour
ghanTaa -= hour
ghiu = butter
golbheDaa ==~: tomato
golo, golaa == == circle, circles
haalnu --- to pour
jhiknu ~+- to take out
jiraa = cumin seed
kaaTnu +=- to cut
lasun ==- garlic
muchnu =c- to knead
nun - - salt
pakaaunus ++=-= Please cook
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paTak +=+ time(s)
pharkaaunu ++ =- to turn over
phulnu +-- to puff up, to become filled with air
piTho +s flour
pyaaj == onion
raakhnu r- to put
taarnu -- to fry
taatnu -- to heat
taawaa -- frying pan
tayaar hunu -= -- to be ready
tel -= oil
Tukraa =+ piece
HOMEWORK
Lesson 31
1 Memorize the learning contents of Lesson 31
2 Prepare the Task
*3 Translate the following sentences or do number 5:
a) Some people make bread using milk
b) How do you make yoghurt?
c) You boil milk and leave it for a day in a warm place, then the yoghurt is ready
d) Is it necessary to put in a little old yoghurt also maybe?
e) You put the old yoghurt in after you have boiled the milk
f) Please teach me how to make bread using a frying pan!
g) There is a little bit of butter inside momos
*4 Make sentences in the past habitual negative tense with:
1 I
2 you
3 it
4 we
5 they (low)
*5 Make a sentence with each of the following words/expressions/structures:
1 kasari
2 verb root + idinu
3 (e)pachhi
4 ko laagi
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5 bhitra
6 alikati
7 verb root + era
8 verb root + nos

REVIEW 4
Lessons 28-31
1 Review Lesson 31:
1 Learning contents:
Pair work
2 2
nd
day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 28-31:
1 Listening
The teacher reads the listening texts from Lessons 28 - 30
Students listen
Checking for understanding
2 Speaking
Role play:
Discussion about foreign aid (Lesson 30)
3 Numerals
A regular game of Bingo is played
4 Devanagari
Pair work 1:
Students read some of the dialogues from Lessons 1- 9, changing roles
Pair work 2:
Students take turns naming the letters they have learned using the wooden block
letters or Devanagari poster
5 Listening/responding
The task from Lesson 31
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Dialogues for 2
nd
day
As version
Please dont look at Bs version if you are A
If you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask B to repeat his/her questions
Tell B you dont understand
Ask B to speak slowly
Ask B what the words you dont understand mean
In case B has problems:
Repeat the questions
Speak slowly
Try to keep to Nepali except:
Translate words which B says s/he doesnt understand
Lesson 16
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B where his/her partner organization is
A: Answer and ask B when his/her partner organization was established
A: Answer and ask B what the main objectives of his/her partner organization are
A: Answer and ask B what his/her work entails
A: Answer
Lesson 17
1
A: Ask B whether s/he has an account in a Nepali bank
A: Answer and ask B which bank s/he uses
A: Answer and ask B if his/her bank is close to his/her office
A: Answer and ask B if his/her bank is large or small
A: Reply
2
A: Reply and return the question
A: Reply and return the question
A: Reply and ask how long it takes for a letter to reach Denmark from Kathmandu
A: Reply
3
A: Ask B if s/he has bought any medicine in Nepal
A: Answer and ask what was wrong with B
A: Ask how B thinks Nepali medicine is
A: Reply
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Lesson 18
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B whether s/he has worked in Denmark
A: Answer and ask B which job s/he had in Denmark
A: Answer and ask for how long s/he worked there
A: Reply
Lesson 19
1
A: Ask B whether s/he has heard that the office is closed tomorrow
A: Give some reason
A: Reply
2
A: Answer in the affirmative and ask why
A: Tell B that you will do that. Ask B what the important information is
Lesson 20
1
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply and explain why
2
A: Ask B which types of public transportation s/he has used in Nepal
A: Reply. If B has not used any public transportation in Nepal, ask him/her why not
A: Reply
Lesson 21
1
A: Ask B whether s/he believes in a religion
A: Answer and ask which religion s/he believes in
A: Answer and ask B where s/he worships
A: Reply
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
Lesson 22 A
1
A: Reply
A: Reply
Continue the discussion keeping to the topic of contemporary Nepali politics
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2
A: Ask B when the constitution was put into practice in Denmark
A: Comment if necessary, and ask B how important the queens decision is in Denmark
A: Comment if necessary
Continue the discussion keeping to the topic of the political system in Denmark
Lesson 22 B
1
A: Answer and elaborate
A: Answer
2
A: Ask B which Danish festivals are official holidays (bidaa)
A: Ask B why we celebrate Christmas and Easter
A: Ask B how s/he celebrates at New Year
A: Answer and ask B whether s/he has celebrated any Nepali festivals
A: Answer
Lesson 23
1
A: Ask B how big his/her family is
A: Answer and ask B who his/her family consists of
A: Answer and ask who B lives with
A: Answer and ask who does the housework
A: Answer and ask B how old s/he was when s/he started living alone
A: Answer and ask B whether s/he gets any facilities from the government
A: Answer and ask B whether s/he pays taxes
A: Reply
2
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply and return the question
3
A: Ask B whether s/he is married
A: Reply and ask B how old s/he was when she got married (if s/he is married, otherwise skip this question)
A: Reply and ask how old people are in Denmark when they get married
A: Ask B whether it is the same in the cities and villages
Lesson 24
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B how many years s/he went to school
A: Answer and ask B how many years you have to go to school in Denmark
A: Ask B what the biggest exam in Denmark is
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A: Ask B after how many years that exam is
A: Ask B whether boys go to school longer than girls in Denmark
A: Make a reply
2
A: Reply and return the question
A: Reply
A: Reply
A: Reply
A: Reply and ask B why s/he asked you that question
Lesson 25
1
A: Ask B what s/he thinks of Denmark
A: Answer and ask B whether s/he knows how many districts (amter/kommuner) there are in Denmark
A: Reply if it is necessary. Ask B what the main occupation in Denmark is
A: Ask B what the population in Denmark is
A: Make a comment about the size of Denmark and its population
2
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
3
A: Ask B which month s/he likes most in Denmark
A: Answer and Ask B why s/he likes this month the best
A: Answer and ask B whether there is monsoon in Denmark
Lesson 26
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B if there are caste occupations in Denmark
A: Ask B how you get a job/occupation in Denmark
Lesson 27
1
A: Ask B who helps in building schools in Denmark
A: Ask B if the local government also helps with private work
A: Ask B what other responsibilities the local government has
A: Ask A who helps with hospitals
A: Ask B where the funding for all this work comes from
A: Make a comment about the system in Denmark
2
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
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Lesson 28
A: Answer
A: Answer
A: Answer
A: Answer
Lesson 29
1
A: Ask B what s/he thinks of the environment in Kathmandu
A: Answer and ask B why Kathmandus environment is like this
A: Answer and ask what B thinks might be done about it
A: Answer and ask B how the environment in Copenhagen is
A: Answer and ask B whether s/he has any health problems caused by the bad environment
A: Reply
2
A: Reply
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
3
A: Ask B whether there is always electricity and water in Denmark
A: Ask B where s/he gets water from
A: Ask B who is responsible for electricity and water in Denmark
A: Ask B where the money comes from
A: Ask B when you have to pay the bills for water and electricity
A: Ask whether water and electricity is expensive in Denmark
A: Ask B where the electricity comes from in Denmark
A: Ask B whether Denmark can produce its own electricity
A: Ask B how the water resources are in Denmark
A: Ask whether Denmark has to pay loans to other countries
A: Make a comment about natural resources in Denmark
Lesson 30
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
2
A: Ask B what people in Denmark think about foreign aid in general
A: Ask B where the money for foreign aid comes from in Denmark
A: Ask B how people in Denmark feel about their tax money being spent on foreign aid
Lesson 31
1
A: Ask B what s/he thinks of his/her own cooking
A: Answer and ask B whether s/he likes to cook
A: Answer and ask B whether s/he can cook foreign food
A: Answer and ask B which countrys food s/he thinks is the tastiest
A: Ask B what s/he thinks of Nepali and Danish food
A: Answer and ask whether B would want to learn to cook Nepali food
A: Answer and ask B why s/he wants or doesnt want to learn to cook Nepali food
A: Ask B which kinds of food s/he is going to eat in Nepal
A: Ask B where s/he buys food in Nepal and in Denmark
A: Answer and ask B who does the cooking for him/her in Denmark and in Nepal
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A: Reply
2
A: Explain the various steps to B
3
A: Ask B to teach you to cook something (think of a simple dish yourself)
A: Thank B
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Dialogues for 2
nd
day
Bs version
Please dont look at As version if you are B
If you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask A to repeat his/her questions
Tell A you dont understand
Ask A to speak slowly
Ask A what the words you dont understand mean
In case A has problems:
Repeat the questions
Speak slowly
Try to keep to Nepali except:
Translate words which A says s/he doesnt understand
Lesson 16
1
B: Ask A where s/he has been
B: Answer and ask A what his/her partner organization is called
B: Answer and ask A how s/he feels about his/her partner organization
B: Answer and ask A how many people work in his/her office
B: Answer
2
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
Lesson 17
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A if s/he writes letters
B: Answer and ask if s/he has been to a post office
B: Answer and ask how much postage is needed for a letter to Denmark
B: Reply and ask how long it takes for a letter to reach Kathmandu from Denmark
3
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
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Lesson 18
1
B: Ask A what house work s/he does
B: Answer and ask A how many times a day s/he prepares food
B: Answer and ask A how many times a week s/he washes clothes
B: Answer and ask A how many times a week s/he cleans the house
B: Answer and ask A whether s/he knows how to cook Nepali food
B: Answer and ask A how many times a week s/he buys food
B: Reply
2
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
Lesson 19
1
B: Reply and ask why
B: Ask who told A the news
B: Thank A for the information
2
B: Ask A if s/he will talk to your friend C today
B: Reply and ask A to tell your friend C that you have some important information for him/her
B: Tell A and thank him/her
Lesson 20
1
B: Ask A which means of transportation there are in Denmark
B: Ask A why there are no Tempos in Denmark
B: Ask A how the public transportation system is in Denmark
B: Ask A how the roads are in Denmark
B: Ask A whether there are many accidents on the roads in Denmark
2
B: Reply and return the question
B: Reply and return the question if relevant
Lesson 21
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A which Danish festival s/he thinks is the most important
B: Answer and ask A why s/he thinks this festival is the most important
B: Answer and ask A what s/he does at this festival
B: Answer and ask A what s/he eats at this festival
B: Answer and ask A with whom s/he celebrates this festival
B: Reply
Lesson 22 A
1
B: Ask A whether s/he knows the names of some political parties in Nepal
B: Comment if necessary, and ask A which party/parties is/are in power at the moment in Nepal
B: Comment if necessary
Continue the discussion keeping to the topic of contemporary Nepali politics
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2
B: Reply
B: Reply
Continue the discussion keeping to the topic of the political system in Denmark
Lesson 22 B
1
B: Ask A whether all people in Denmark adhere to Christianity
B: Ask A which Islamic festival is the biggest
B: Ask A how people celebrate this festival
2
B: Answer
B: Answer
B: Answer and return the question
B: Answer and return the question
Lesson 23
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A how big families are in Denmark
B: Ask who works outside the home in Denmark
B: Ask if children work in Denmark
B: Ask at what age children are allowed to work in Denmark
B: Ask what types of jobs children have in Denmark
B: Ask how many hours a week children work in Denmark
B: Ask what teachers and parents think of children working in Denmark
B: Ask why children in Denmark want to work
B: Ask how the childrens salaries are in Denmark
B: Ask whether A worked when she was a child
B: Reply
3
B: Reply and return the question
B: Reply and return the question
B: Reply
B: Reply
Lesson 24
1
B: Ask A whether s/he thinks that the roles of men and women are equal in Denmark
B: Answer and ask A why s/he feels the way s/he does about this question
B: Answer and ask A whether this should be changed
B: Answer and ask A how s/he thinks this can be changed (if it should be changed)
B: Answer and ask A whether the roles of men and women are equal in his/her parents case
B: Reply
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2
B: Reply and return the question
B: Reply
B: Reply
B: Reply
B: Reply and ask A why s/he asked you that question
Lesson 25
1
B: Reply and return the question
B: Reply (if you dont know, then ask A whether s/he knows)
B: Reply
B: Reply
B: Respond
2
B: Ask A which ethnic groups live in Denmark
B: Ask A what the largest non-Danish ethnic group in Denmark is
B: Ask A whether there are organizations for the different ethnic groups
B: Ask A where the funding for ethnic group work comes from
B: Ask A what types of programs there are
B: Ask A if different ethnic groups is a problem in Denmark
B: Ask whether the different ethnic groups in Denmark fight
3
B: Reply and return the question
B: Reply and return the question
B: Reply
Lesson 26
1
B: Ask A what his/her occupation is
B: Answer and ask A how long s/he went to school
B: Answer and ask if s/he has a lot of experience doing his/her job
B: Answer
2
B: Reply
B: Reply
Lesson 27
1
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Respond
2
B: Ask A with whom/where you make an application for work as a DW
B: Ask A how long it takes from when you apply to when you go out to work
B: Ask A who pays a DWs salary
B: Ask A in which countries Danes work as DWs
B: Ask how many development organizations there are in Denmark
B: Ask A how old people are when they work as DWs
B: Ask A where you learn about available DW jobs
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Lesson 28
B: Ask A whether there is bureaucracy in Denmark also
B: Comment if you dont agree and ask A what the biggest problem (in general) in Denmark is
B: Comment if you dont agree and ask A why this problem arose in Denmark
B: Comment if you dont agree and ask A what can be done to change the situation
B: Comment if you dont agree
Lesson 29
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A whether there are areas for garbage in Copenhagen
B: Ask A whether s/he makes compost in Denmark
B: Answer and ask A why s/he does or doesnt
B: Ask A whether s/he burns paper
B: Answer and ask why A does or doesnt burn paper
B: Reply
3
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Respond
Lesson 30
1
B: Ask A what s/he thinks about foreign aid
B: Answer and ask A what s/he thinks about foreign aid in Nepal
B: Ask A whether s/he thinks there are any aspects of foreign aid that are not beneficial to the developing countries
(e.g. Nepal)
B: Answer and ask A how foreign aid (e.g. in Nepal) could be better
B: Answer
2
B: Answer
B: Answer
B: Answer
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Lesson 31
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A to teach you to cook something (think of a simple dish yourself)
B: Thank A
3
B: Explain the various steps to A
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LISTENING TEXTS
-+ =+ =
Nepal ko baaremaa
-+= |== =- = - --+- =-= ===: -- ~==
:- =+c , -== ~= , +-: ~= , -: ~= -== ~= =
-= +c , +-: ~== s++ === - c =- -: ~== + == -c

Nepal euTaa saano ra ramaailo desh ho.Haawaapaani anusaar yaslaai tin bhaag
maa baaDna sakinchha, himaali bhaag, pahaaDi bhaag, taraai bhaag.Himaali bhaag maa
hiu parchha ra dheai jaaDo hunchha, pahaaDi bhaag maa Thikai ko mausam hunchha ani
taraai bhaag maa dherai garmmi hunchha.
-+== === =-= - c- -+=+ =r= + + -
=-+ =-=r= : +: ~ +- + c -== ~= = + - - - , =-
+ =-=r= +- += c , =-+ =-= - =-- - +-c- , =- + =--
== = c , +-: ~= = = - =+, +, == , -+ = -c
- +- - + = - - , -: ~= = = - = -c ==+- -:
=: -+=+ =- ~: ~-c
Nepal maa 14 anchal ra 75 jillaa haru chhan.Nepal ko mukhya pesaa krishi
ho.Yahaa ko janasankhyaa dui karod bhandaa pani dherai chha.Himaali bhaag maa
dherai kheti hudaina, tyahaa ko janasankhyaa pani kam chha, tyahaa ko maanis haru
janaawar haru paalchhan, tyahaa ko jiwan ali gaahaaro chha, pahaaDi bhaag maa aru
kheti{makai, kodo, aalu, tarkaari,] raamro hunchha tara dhaan kheti dherai raamro
hudaina, taraai bhaag maa sabai kheti raamro hunchha tyaskaaran taraai laai Nepal ko
anna bhanDaar bhaninchha.
-+=+ -== =-- +-: =-- + = c +-~- =- = -
- - - += + =- +c , =-+-= c- := ==+- ==~= = =c
- -: + +s=-: == c- =--+ -== =- =-- === -c
+-~- -+= c =-+-= c += +:c - = -== =-+ =-- +-
=== c- =- =c + c- - |+ =+= =- c- , + c - +- c-
=-+-= c - = =+= c- , s = - c- - =+ -- c- , + =-
=-- =-- c
Nepal ko Himali jiwan ra pahaaDi jiwan dherai gaarho chha kinabhane tyahaa
raamro kheti hudaina tara kaam dherai garnu parchha school chhaina , aspataal chaaina
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ityaadi tyaskaaran aajabholi sabai maanchhe haru taraai ki kaThmandu
aaudaichhan.uniharu ko bichaar maa yahaa jiwan sajilo hunchha kinabhane school chha
aspataal chha kaam paainchha tara mero bichaar ma yahaa ko jiwan pani sajilo chhaina
yahaa maanchhe dherai chhan tara ek arko maa maddat chhaina,dhaaraa chha tara paani
chhaina aspataal chha tara raamro upachaar chhaina,Thulo ghar haru chhan tara saphaa
haawaa chhaina, ke garne? Jiwan yastai chha
= -= = = s= = ==-=- c- - ==-=- ++ ++ c-
Mero bichaar maa sabai Thaau maa samasyaa haru chhan tara samasyaa haru
pharak pharak chhan.
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+== -+
Karmachaari tantra
- += = --- -= =+ == - c- = =+ ==- = +
+= =+ += = - c- + - += = + =- ~- c- , + -
+= = := +- c- - +- = += = - =-- c --
= + - = = = + +=== = + = t= - c +-
+-~ - == + + + - - c- , =-- + =+ = = ++= ,
= - = -+ + = , -=- , - = =+ + = , -= = = ,
-- =--+ - : = = = + - - = + = t= - c
Nepal maa 20/22 waTaa manTraalaya haru chhan . Yi mantraalaya haru maa
dherai kicim kaa karmachaari haru chhan. Kehi karmachaari dherai anubhabi chhan,
kahi karmachaari imaandaar pani chhan tara pani sabai karmachaari haru ustai chhainan.
Sabai ko bichaar maa sarkaari kaaryaalaya maa kaam Dhilo hunchha kina ? kinabhane
yasko dherai kaaran haru chhan, jastai: kaam ko laamo prakriyaa, uttardaaitwa ko kami,
thorai talab, taalim ko kami,sthaai jaagir, taha byabasthaa ityaadi. Yi sabai kaaran haru le
kaam Dhilo hunchha.
===: =+ =- -=-= =~ +-= +=+ + += c= -=- +c
, +==-=: = -=- - +c , =- -= , -= -== +- - +c
, += + =-=- - +- |+ =+ = :- +c =- =+ += c=
-c
yaslaai sudhaar garna haami haru le sabbhandaa pahile kaam ko prakriyaa chhoto
banaaunu parchha, karmachaari haru laai raamro talab dinu parchha, ani nayaa, nayaa,
taalim haru pani dinu parchha, kaam ko uttardaaitwa haru pani ek arko maa baaDnu
parchha ani maatra kaam chhiTo hunchha.
+ s=- :+ ----
Kathmandu ko baataawaran
==~= +s=-:+ ---- -- - - c , -- =c-
tc- , =:- tc =- +- +- tc =-=- = =+ -=c-
-- , =: ===c- - = ==- =- =+-- +- =: ===- +
+- =+c - = +- =~- +=c- =- + =- ==+- ==~=
= s== +- , +- , = =- -= , ---- = c-
aajabholi kathmandu ko baataawaran didinai dusit hudaichha, dindinai maanchhe
haru baDhdaichhan, gaadhi haru baDhdai chha ani phohor pani baDhdaichha.maanis
haru le ghar maatra banaauchhan rukh ropdainan, gaaDi chalaauchhan tara raamro
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marmat garna sakdainan, phohar laai jalaauna ki purna sakinchha tara yo phohar
jathaabhaabi phaalidinchhan ani ke garne? yaskaaran aajabholi sabai Thaau maa phohor
, dhuwaa, sabaijanaa biraami, baataawaran raamro chhaina.
== ~ - + +- c +-~- - = -=- + =-=+ + +
== =c =- =:+ +- + c =- -= -- c +s=-: +
+=- +- +- =+ c- ==+- =- + =c - -= -c-
gaau bhandaa sahar dherai phohar chha kinabhane sahar maa haamiharu dherai
plastic ko prayog garchhau ra yahaa gaaDi ko dhuwaa dherai chha ani hariyo rukh
biruwaa thorai chha ra kathmandu ko piune paani pani saphaa chhaina tyaskaaran yahaa
dherai maanchhe haru birami hunchhan.
+s=-: + ---- = -=- -= = = =- ==:
- - +c , +- =: ==:- = + - +c , =: -+ - +- +-
+ == =+ = +: -== -=- +c , = = + - =- =+= ~-
=+ -= ---- =+ -c = =+ = =+ ==~- c- , ==+ ==
= = =-- ===- +c
kathmandu ko baataawaran sundar banaauna haami sabai le aaphno ghar agaaDi rukh haru ropne parchha, phohar
laai jalaaidine yaa puri dinu parchha, gaaDi haru ko dusit dhuwaa rokna ko laagi sarkaar baaTa kaDaa niyam banaaunu
parchha,yi sabai kuraa haru garna sakyau bhane maatra haamro baataawaran saphaa hunchha.yo sarkaar baaTa maatra
sambhab chhaina, yasko laagi sabai le chetanaa jagaaunu parchha.
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- = -= =
Bideshi sahayog
- =-== ~-+ +- = = =: - =-== - =-==
-~- +++ -c- =-- +=+ =-== , +-++ =-== , : :=+
=-== , ==--+ =-== , -==-+ =-== := -= = +-
+ = +-- - =-== - =|+ c- - = =-==- -=
= = == +== ~= + ~|- = |== s = +- c
bidesi sahayog bhaneko dhani desh le gariab desh laai dine sahayog
ho.sahayog bibhinna prakaar kaa hunchhan jastai; paisaa ko sahayog, praabidhik
sahayog, DW ko sahayog, saamaan haru ko sahayog , taalim haru ko sahayog
ityaadi.haamro desh maa pani dherai barsa aghi dekhi prasasta bideshi sahayog
haru aaekaa chhan tara yi sahayog haru haamro desh maa raamro sanga prayog
bhayo ki bhaena yo euTaa Thulo prasna chha?
= = = =- == - - = = = - += = ~| + ~|
- += = + - + - =
yadi yi sabai sahayog haru haamro desh maa sahi prayog bhaeko bhae Nepal
maa dherai bikaas hunthiyo.
-+ = -
Nepali khaanaa
-+= - + +++ c- =-- = , ~- , t: , = , -+ ,
== = -+= - + -- + - - - = --+ = + -
- c- =-- == , == , =-= , t+- , , + , ==+- , -=- ,
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= , -- , ===-- , =- ,+-- , - , === = =:+-+
- - - - - == -+ ==-= -- = -=- =+-
- -- =+ , ~=== , == , =-, +:= := = = - -
-= = -=- =+c - ==~= -+= - =: = + ++
++ - - +- - =-+c =-- == , ===- , := :: = ,
=== , ++: :=
Nepali khaana dherai prakaar kaa chhan jastai daal, bhaat, DhiDo,roTi,tarkaari,
achaar yo nepali haru ko dindinai ko khaanaa ho tara yo baahek pani aru dherai khaanaa
haru chhan jastai sel,arsaa,anarsaa,Dhakani, khir, puri, maalpuwaa, haluwaa,,jeri
swaari,laalmohan,rasbari phurandaanaa, baaraa, chaTaamari yomari yi chaaDparba kaa
bisesh khaanaa haru hun yas baahek gaauharu maa dindinai ghar maa banaauna sakine
khaanaa hun makai, bhaTmaas, chiuraa, suThuni, piDaalu,ityaadi. yi sabai khaanaa haru
haami ghar mai banaauna sakchhau tara aajabholi nepali haru laai aru desh ko pharak
pharak khaanaa haru pani khaana manparchha jastai; momo, chaauchaau, dosaa iDli,
samosaa, pakauDaa ityaadi.
-+== -~- =- - c- , = =- -+ - =:+-- c-
= =:+- =-= + - - - +- c- , = + == c
Nepal ma bibhinna jaati haru chhan, sabai jaati haru ko bisesh chaaDparba haru
chhan ra sabai chaaDparba anusaar ko bisesh khaanaa haru pani chhan, yo dherai
chaakhlaagdo chha.
= =- ==
Mero saano gaau
= =- == + -= =z - , = == === ==== +c =
== +s=-: = + =t c --:=-== =-= =- =c
==+c -: - -= =- =c =- == = c- -: =
-: = -- - =c , + -:- +c - = =- == + =:= c

Yo saano gaau ko naam khoTang ho, yo gaau sagarmaathaa anchal maa parchha.yo
gaau Ktm baaTa dherai TaaDhaa chha. Hawaai jahaaj maa 45 mineT jati laagchha
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tyaspachhi hiDdaa 10/12 ghanTaa jati laagchha. tyahaa jaane moTar baaTo chhaina taraai
baaTa hiDera jaadaa 3 din laagchha, dherai hiDnu parchha tara tyo saano gaau dherai
ramaailo chha.
= == = -+ -= :: =- === -== c , =- +
--+- +- |+= = c = === |== =- --+== , |==
=+ -+= =- = +- c
tyo gaau baaTa waripari hariyo DaaDaa ra seto sagarmaathaa himal dekhinchha,
tyahaa ko haawaapaani pani ekdam raamro chha.tyo gaau maa euTaa saano hospital,
euTaa sarkaari school ra saano bajaar pani chha.
=- +-+- --= =- - c-- = == + +c:|+ c =-=
=== +- =- -== c- , = c- , =-- ===- + -+- +=+= c-
, = ==-- + =-= c +-~- = ==- + -==- +c , =- +
=-= - + =-- |+= = c , ==+- = =-= - --- ,
-: - =c-
tyahaa kunaipani sthaaniya sansthaa haru chhainan. yo gaau dherai pichhaDieko
chha kinabhane ahile samma pani tyahaa bijuli chhaina, baaTo chhaina, chetanaa
jagaaune kunaipani kaaryakram chhaina,sabai saamaan haru dherai mahango chhan
kinabhane sabai saamaan bokera lyaaunu parchha, tyahaa ko maanis haru ko jiwan
ekdam gaahaaro chha, tyaskaaran sabai maanis haru bistaarai, bistaarai, taraai tira
jaadaichhan.
-+== + =-- == - c- == + -+ -- ~- + +- -+ --
+ == ==- = =-= + +=- = c- +-~- =-- == =
==- c- ==+- = += - + t= -c
Nepal maa dherai yastai gaau haru chhan. Gaau ko bikaas hudaina bhane desh ko pani bikaas hudaina. Dheraijaso gaau haru
maa gaa.bi.sa. ko prasaasan raamro chhaina kinabhane uniharu sanga raamro yojanaa chhaina tyaskaaran sabai kaam haru
Dherai Dhilo hunchha.
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++ = -+- - =+ ~ ---
Pharak sanskriti bich kaa bhinnataaharu
-+= +-+ =-- : -= +-+ =-- = + ~-- - c-
=-- -+= +- s = -c , = +- == -c- , + += ----=c
= =c- , c c - =+ == , == -c- , - : + = +- =-
-c + += =-= + = =c- , c c - = - ~|+c |+=
-c-
Nepali pariwaar ko jiwan ra Danish pariwaarko jiwan maa dherai bhinnataa haru
chhan.jastai:nepali pariwaar Thulo hunchha, sabai pariwaar sangai baschhan, ghar ko
kaam swaasnimaanchhe le garchhan,chhoraa chhori haru sadhai aamaa, baa sangai
baschhan, tara DK maa pariwaar saano hunchha ghar ko kaam mahilaa ra purus dubai le
garchhan, chhoraa chhori haru 18 barsa bhaepachhi eklai baschhan.
:+= - + -- +c - =+ = = =-+ c =-- , =+ ,
=-+-= , t t+ == -- s= := -+== + -- +c - = -+
c- = =+ =- +c =-- === c-
DK maa 60% kar tirnu parchha tara sarkaar baaTa sabai subidhaa chha.jastai: sikchhyaa, ausadhi, aspataal, buDhaa buDhi
ko laagi basne Thaau ityaadi,Nepal maa kar tirnu parchha tara subidhaa chhaina.sabai aaphai garnu parchha.jiwan sajilo
chhaina
-+== =~ +- += - - c- +-~- -~- +-- =
=-- + =- =+-- =-- = , =--+ += , c= --
:= - -+- - = =-- ==-= - c-- - =- =+
==-= - c- =-- ++= + , |+=+- , +- ==-= , ==
:=
Nepal maa ajhai pani thorai keTi haru sikchhit chhan kinabhane bibhinna kaaran
haru le uniharu dherai sikchhyaa lina sakdainan jastai: garibi, chetanaa ko kami, chhiTo
bihe ityaadi tara bikasit desh haru maa yasto samasyaa haru chhainan tara tyahaa arko
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samasyaa haru chhan jastai paarpaachuke, eklopan, sikchyaa rokne samasyaa, rojgaari
ityaadi.
Ps dlxgfsf] e|d0f
Ek mahinaa ko bhraman:-
-= =~ =-+ ~=- + =:= = +-~- =~ =-=
-=- = -= = - ~== , += + + == , -= , |+= =
~=
Haamro saajhedaar sansthaa ko bhraman dherai ramaailo thiyo. Kinabhane
saajgedaar sansthaa maa haamiharu le nayaa saathi haru bheTyau, kaam ko kuraa garyau,
ghar heryau, ekdam ramaailo bhayo.
= =- = =-+ --- + == += =c = ==: |+= =
== = = =-= +- - += =c -= += =- + s= c
-= =-= = += =c , |+ =-== =-= ==- == += =c
, =-- =: -== c , =+ =-== += += - == , =- -
=: = c =+ =-= = =--+=-+ == += =c ,
=+= ==-+ == =+ = ===+ -++ == += =c =
+= - |+= == c-
Mero sansthaa garib ra subidhaabihin ko laagi kaam garchha. Yo malaai ekdam
raamro laagyo. ma yo sansthaa maa kehi barsa kaam garchhu. Haamro kaam garne
chhetra Thulo chha. haami 5 gaa.bi. sa maa kaam garchhau, ek gaa.bi. sa. maa mahilaa
samuha sanga kaam garchhau, uniharu laai taalim dinchhau, arko gaa. Bi. sa maa
keTaakeTi haru sanga, uniharu laai raamro sikchhyaa dinchhau arko gaa. Bi. sa.maa
janawakaalat ko laagi kaam garchhau, arko maa suchanaa ko laagi ra arko maa
saamudaaik bikaas ko laagi kaam garchhau. Yi kaam haru ekdam chaakhlaagdo chhan.
= -+== +- + c +- +- + =c +-
Ma Nepal maa kehi kuraa dinchhu pani kehi kuraa linchhu pani.
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+-
Peshaaharu:-
-+= |== = =- - + +=- - =- =-= + +- ++
++ c- , +- =-=- + - +- = + - c- ==~= +-
=-=- + - = =c - = +- =+c- =-- - == ==- , =a
-=- , +==+ += =- , ~: -=- = := =-=- + +
=c - +- = += =+c- , + += , +===+ += - +

Nepal euTaa sabai jaati haru ko phulllbari ho.jaati anusaar peshaa haru pani pharak pharak
chhan, kehi jaatigat peshaa haru ra kehi aru peshaa haru chhan.aajabholi kehi jaatigat peshaa
haru aru maanchhe haru le pani sikdaichhan jastai:- lugaa siune, juttaa banaaune, phalaam ko
kaam garne, bhaaDaa banaaune aadi tyastai jaatigat peshaa ko maanchhe haru pani aru kaam
sikdaichhan, sikchhyaa ko kaam, kaaryaalaya ko kaam tara dherai thorai.
==~= =-=- + +- =+c- +- =+ -- +-~- =c =:
+--- =-c , += += - -+= =c- + +tc- ~- =-- =:
=-=- + =-+- , =-- =: :+= , :=-= , ++= --
=-+c
Aajabholi jaatigat peshaa kohi sikchhan kohi sikdainan kinabhane maanchhe laai
pariwartan chaahinchha, keTaakeTi haru school jaanchhan dherai paDhchhan bhane
uniharu laai jaatigat peshaa manpardaina, uniharu laai Doctor, engineer, prophesar huna
manparchha.
==~= =-=- + = + + |== ==-= c =--+ +=+= - -+=
=c- +t c- - + =- =+-- ~- + =-- =: =- =-=- +
= ++- =-+- +-~- =-- + -= = = = ==- , - =- , = =
=- += - -- - =--+ + c- ~- s= += +- +=-- =- =-
+- c- =- +- c- = ==~=+ ==-= -
Aajabholi jaatigat peshaa ra aru peshaa dubai ko euTaa samasyaa chha uniharu ko
keTaakeTi haru school jaanchhan paDhchhan tara dherai sichhyaa lina sakdainan bhane
pheri uniharu laai aaphno jaatigat peshaa maa pharkana manpardaina kinabhane uniharu
ko bichaar maa lugaa siune, kheti garne, yi sabai saano kaam haru hun tara uniharu ko
sikchhyaa dherai chhaina bhane Thulo kaam pani paaudainan ani yataa pani chhaina utaa
pani chhaina . yo aajabholi ko samasyaa ho.
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|= |= + =
MS ko baarema
= =-+ -= |= |= - = ~-+ - = =- =- =
-+- ~= ==+ +=== +s=-: =-= = c
Mero Sansthaa ko naam MS ho. Yo bhaneko DAIC ho yo Sansthaa 1986 maa
Sthaapanaa bhayo yasko kaaryaalaya KTM jilla maa chha.
= =- = ==+ = = -+--- === - + == += =c
=== -=- ==- +=+= =: +- =: c === =- == -+
===+ =+ + =: = =s=- =-== =c
Yo Sansthaa le gaau ko garib ra Subidhaabihin Samudaaya haru ko laagi kaam
garchha. Yasle bachat lagaani kaaryakaram laai pani jod dinchha. Yasle lakchhi Samuha
ko Saamaajik ra aarthik Pakchhya laai maathi uThaauna Sahayog garchha.
=-=- + =
Yaataayaat ko baaremaa
-+= |== =- - = + --+- +- s= =-= ++
++ c -== + = + =: -c , +-: + = = --+- -c
-: += + == - c =-- =-=-+ =+- - +- ++ ++
c-
Nepal euTaa saano desh ho. yo desh ko haawaapaani pani Thaau anusaar pharak
pharak chha. himaali chhetra maa dherai jaaDo hunchha, pahaaDi chhetra maa raamro
haawaapaani hunchha ra taraai chhetra maa dherai garmi hunchha. Yastai yaataayaat ko
saadhan haru pani pharak pharak chhan.
-== + = =-=-+ =+- : , -= , ~= =+ c-
Himaali chhetra maa yaataayaat ko saadhan ghoDaa, khachchar, ra bhariyaa
maatra chhan.
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+-: + = + =-=-+ =+-- c- =-- = , =: , --:=-=
, ==+= , ==+ , =:+= = - + - s== + =+-- c- +-
s= = =+- - c-
PahaaDi chhetra maa dherai yaataayaat ko saadhan haru chhan jastai:- bus,
gaaDhi, hawaaijahaaj, Taxi, Tempo, saaikal, aadi tara kehi Thaau maa dherai saadhan
haru chhan kehi Thaau maa thorai saadhan haru chhan.
-: + = =-=- + =+- - + c- +-~- =- + = - =
++= c- , ==+- =- + += =:+= =: - c-
Taraai chhetra maa yaataayaat ko saadhan haru dherai chhan kinabhane tyahaa ko
baaTo haru raamro ra pharaakilo chhan, tyaskaaran tyahaa dherai riksaa saaikal ra
gaaDhaa haru chhan.
-+== == c- =- - = - =+ c- ==+- =-
+-=-= c- :: =+ c
Nepal maa samudra chhaina yahaa nadi ra kholaa haru maatra chhan tyaskaaran
yahaa paani jahaaj chhaina Dungaa maatra chha.
-+== |== =- =- =-++= c ::= : =-+ == =+
Nepal maa euTaa saanoTrain Janakpur maa chha India boarder jaana ko laagi
maatra.
-+=+ = - == ~|+ = = == =- - c ==+-
-+== - =: --- -+- +c
Nepal ko baaTo haru saanguro bhaekole belaa belaa maa durghaTanaa hunchha tyaskaaran
Nepal maa basdaa gaadi bistaarai haaknu parchha.
- +=+ =: +- -
Nepal ko chaad parba haru
-+== ++ ++ =- - c- =- =-= += - +- ++ ++
c- - -+== =-= === +=+ == ~=: c- =- - - =
= += =c- , := - == =c- , :=: - == =c- +
- =c- = -+= - = += =: = =c-
Nepal maa pharak pharak jaati haru chhan, jaati anusaar dharma haru pani pharak pharak chhan
tara Nepal maa ahile samma dharma ko laagi jhagaDaa chhaina. Yahaa hindu haru mandir maa
pujaa garchhan, buddhisT haru gumbaa jaanchhan ra praarthanaa garchhan, muslim haru
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masjid jaanchhan ra praarthanaa garchhan, issi harugirjaaghar jaanchhan ra praarthanaa
garchhan. Sabai nepali haru sabai dharma laai aadar garchhan.
-+=+ == =:+- -- - ==-+ := - + = = ,
-+ = , :=: -+ +== s= =: - -- = =: - ++ ++
=:= c-
Nepal ko raastriya chaaDparba dasai ra tihaar ho.tyasbaahek buddhisT haru ko losaar thaaru
haru ko maaghi issi haru ko crismas Thula chaaD haru hun. Sabai chaaD haru pharak pharak ra
ramaailaa chhan.
- +=+ = ===- -
Nepal ko chaalchalan haru
-+== -= ==+c - - = c= =c - = -- =c
-- ~-+ -= -= =: -= - - - =- - =-- +c +-- =-
+c , +-- ~-+ -= -==: ~- -=- - - ==+c +=+
== -+ =c +=+ == = + c , =- ==+c -- +
=== ==c == = c= -- =c- - -= t= =c-
Nepal maa bachaa janmepachhi 6 din maa chhaiTi gaarinchha. 11 din maa
nwaaraan garinchha.nwaaraan bhaneko nayaa bachaa laai naam dine din ho ani 6
mahinaa pachhi poaasni garnu parchha, paasni bhaneko nayaa bachaaa laai bhaat
khuwaaune din ho tyaspachhi keTaa ko laagi bratabanda garinchha ra keti ko laagi
guphaa raakhinchha, ani tyaspachhi bihaa ko samaya aauchha. Gaau maa chhiTo bihaa
garchhan tara sahar maa Dhilo garchhan
-+== =- =c =+c - =s -- +c c = == +
== - =- == ===- +c , c = - =+ = s = --- +c
=-= =-+ == +- =s = -- +c + =- -+== +
====-- c-
Nepal maa aaphno maanchhe marepachhi 13 din juTho maa basnu parchha. Chhoraa le aaamaa
baa ko laagi 1 barsa seto lugaa lagaaunu parchha, chhori le 13 din maatra juTho maa basnu
parchha.srimati le srimaan ko laagi pani 1 barsa juTho maa basnu parchha. Ke garne Nepal maa
dherai chaalchalan haru chhan.

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=- = + + ~ =+
Mahilaa ra Purus Ko Bhumika
-+= |== =-+=- - , -+ =-+ == =-= + - +
~=+ ==- - -+c , =-= =-~=- c- ~- + = =+ -+ ==~-
c- , |== =-= - c ~- = +- - - -c-
Nepal euta abikaasit desh ho, desh bikash garna ko laagi mahilaa ra Purus dubai ko
bhumika samaan hunuParchha, mahilaa Sahabhaagitaa chain bhane Purus baaTa maatra
bikaas Sambhab chhaina, eutaa mahilaa sikchhit chha bhane sabai pariwaar haru sikchhit
hunchhan.
== = =~ c =: + - c =: + += =+=- =c
, ===: += ==- =- = - ==+ ==-= -
Gaau maa ajhai chhoraa laai dherai sikchhyaa dine chhori laai ghar ko kaam
sikaaune garinchha, yaslaai kasari samaan garne yo nai aaja ko samassyaa ho?
== ~= + = =+ =- - = == = -~- =-- ===-
+=+= - =c- , = |+= = c +-~- =-- - -++ +:= - ,
=-= + -= = +:= == =-- +c =- =+ -+ ==~- -c
aaja bholi dherai gair sarkaari sansthaa haru le gaau maa bivinna chetnaa jagaaune
kaaryakaram haru gardaichhan, yo ekdam jaruri chha kinabhane chetanaa nai bikaas ko
paailaa ho, mahilaa ra Purus dubai le yo paaila sangai chaalnu Parchha ani maatra bikaas
sambhab hunchha.
==~= = s== , =-= -+, =-= =-~=- =-= =++
+ + == c , ==+ == -= - = -= ===+ t== +---
=-+c
Aajabholi sabai thhau maa, mahilaa bikaas mahilaa sahabhaagitaa, ra mahilaa
adhikaar ko kuraa aaudaichha, yasko laagi haami haru le haamro saamaajik
Dhaachaa maa pariwartan garnuparchha
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== =: = - =;
Aamaa laai saano chiThi
=-= = -+== -c , = +- :+ = -- -c , + - ~=
:+ = = +-+ =; =|- +- -= , ==: == ==
ahile ma Nepal maa baschhu, mero pariwaar DK maa basnuhunchha, dherai din
bhayo DK baata mero Pariwaar ko chithi aaena kina holaa; malaai aliali dhkha laagyo
== =, = == =: |== =; =rc , -+=+ = -+= |==
=- =:= - , = -:= += =c = =-= + -= ++=-- -
= =-= : + == s= - = s= |+= =:= c = , =- = =- +
== -c
aaja ma, mero aamaa laai eutaa chithi lekchhu, Nepal ko baaremaa. Nepal eutaa saano ramaailo desh ho, ma
taraai maa kaam garchhu mero jillaa ko naam Kapilvastu ho yo jilla buddha ko janma Thaau ho. Yo thaau ekdam
ramailo chha may jun maa yahaa dherai garmi hunchha.
= =||== = += =c , = =-= == + = === -+ ==
+= =c , = =-= =+--- === - =: = =s=- =-== =c
==: = += + =-+= ==+- = = =-= - - += =c
Ma JASC maa kaam garchhu, yo sansthaa le gaau ko garib samudaaya haru ko
laagi kaam garchh, yo sansthaa le subidhaa bihin samudaaya haru laai maathi uThaauna
sahyog garchha. Malaai yo kaam dherai manparyo tyaskaaran ma yo sansthaa maa 2 basa
kaam garchhu.
-= == , == =: =-
Has aamaaa, aaja laai yati.
+= = - + =
Kaam garne didi ko baaremaa
-= = |== =+ =| =- -= s+ = , s+ +c -= =
== = , - |+= =s = ==: === =:-= - ~
::=- -+= - =- +c - |+c = c= =| +-~-
= = == |+ =- += + == ==- -c , -- =: = =c
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, - ++=- , == +- , =+ =- ==c + == - , --=: =
+= ==c ~- = =- -c
Hijo ma euTaa saathi ko ghar gae tyahaa haamro baithak thiyo, baaithak paachhi
haami le lunch khaayau, khaanaa ekdam mitho thiyo malaai angreji ra chaaunij khaana
bhandaa Indian ra Nepali khaanaa manParchha. Khaanaa khaaepachhi ma chhiTo ghar
gae kinabhane mero ghar maa aaja ek janaa didi kaam ko laagi aaunuhunchha, wahaa
laai ma sodhchhu, khaanaa Pakaauna, lugaa dhuna, ghar Saphaa garna aauchha ki
aaudaina, wahaalaai yo kaam aauchha bhane suru garnu hanchha.
== = = |+ =- += + == ==- -c --=: = =
= +s=- ~= -- + +== + - -=- =+--c , --= - -
- + = += =-~= ==+- -- =: ++, ++, - -
++=- ==c ==: === =-= - ~ ::=- -+=
- |+ = =-+c
Aaja mero ghar maa ek jaana didi kaam ko laagi aaunuhunchha wahaalaai mero
saathi le pathaaunu bhayo, wahaa dherai kicim ko Khaanaa haru banaauna saknuhunchha
re, wahaale 2 barsa bideshi ko ghar maa kaam garnubhayo tyaskaran wahaa laai Pharak,
Pharak kahaanaa haru Pakaauna aauchha re. Maalaai angreji ra chinile khaanaa bhandaa
Indian ra Nepali khaanaa ekdam manparchha.
= = += =- ==- -c ~- ==: + =c , +-~-
= = + += c , - ++=- , == - , +s - =+ =- +-= =
=- ==+c -= = +- + -= -- -== =+= +- =+= =- , =,
+- + += c -:-
Didi mero ghar maa kaamgarna aaunuhunchha bhane malaai dherai khusi
laagchha, kinabhane mero ghar maa dherai kaam chha, khaanaa Pakaaune, luga dhune,
koThaa haru saphaa garne ra kinmel garne tyaspachhi, bijuli ra paani ko bile tirna bijuli
office ra paani office jaane, oh; katti dherai kaam chha hoina?
= -=- ~=-
Sansthaagat bhraman
|+ =-- ==: -=- =- =- =~ =- - - =|+ = =
=- - ++ ++ =-== = , = =+ + =:= ~= -= = =:
=- =- =- = ==
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Ek mahina agaadi haamiharu aaphno, aaphno Saajhedaar Sansthaa herna gaekaa
thiyau. Yo Sansthaa haru Pharak, Pharak jilla maa thiyo, yo yaatraa dherai ramaaila
bhayo. Haami, Sabai laai aaphno, aaphno, Sansthaa raamro laagyo.
-+= ~ + =-= =c - + - =-- = = ~ +-
=c -= +- =-+ =-=: :z== -- |+=
=-+c ==+- - =- = :z== -+= == == -= , -
-+= =+- |+= = c
Nepali bhaasaa dherai Sansthaa maa bolinchha tara kehi Sansthaa haru maa aru
bhaasaa Pani, bolinchha, haamro kehi Sansthaa ko Saathi haru laai English bolna
ekdam manparchha tyaskaaran haamiharu le English ra nepali aliali bolyau, tara nepali
Sikna ekdam jaruri chha.
-= +==-= , -+= -- =c - + -c- |+ =-- + ~=-
+c -=- = -=+- s+ + == == ==+c = -=-= = -+=
~ =+- += =- +c
Haamro Pariyojanaa maa, nepali bolne maanchhe haru dherai rahechhan. Ek
mahinaa ko bhraman Pachhi haamiharu mullyaankan baiThak ko laagi aayau
tyaspachhi aba haamiharu le aru Nepali bhaasaa Sikna kosis garnu parchha.
=: + =
ChhaD ko baaremaa
-+= + =: +-+ - -- =-+ == =: - ,
==-+ = , == , :=+ , +== , = = s = =: - --
Nepal dherai ChhaD parba haru ko desh ho, dasai ra tihaar yahaako raasTriya
ChaaD ho, tyasbaahek maaghi, losaar, ghoDejaatraa, crismas, yi sabai Thulaa ChhaD
haru hun.
= =: - = +- - |+ s== === -c- , + =|+ - +-
==c- ,|+ =+ = == :c- =:= =c- , =- + =s -
c-
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Sabai ChaaD haru maa Pariwaar haru ekai Thaau maa jammaa hunchhan, Pardes
gaeko haru pani ghar aauchhan, ek arko maa maaya baaDchhan ra ramaailo garchhan,
ani dherai mitho khaanaa khanchhan.
+= += + == = = =: +- - + =:= -c- +-~- =--
-= == ===c- =s - c- , = - ~=c- +z -c- :=
KeTaa KrTi haru ko laagi yi Sabai ChaaD Parba haru dherai ramaailaa hunchhan
kinabhane uniharu nayaa lugaa lagaauchhan mitho khaanaa khanchhan, saathi haru
bheTchhan Ping khelchhan ityaadi.
=: +- - = +- + - +- c- , +- -=:= + - +- c-
=-- -
= + - - =- ~=- , +- - ~=- , =c- + += =c- ~-
+- == +- =-c , ==+- +-= +- =: +- s+ c
ChaaD parba haru maa kehi raamro kura haru Pani chhan, kehi naraamro
kura haru pani chhan jastai:
raamro kura haru:- Saathi haru bhetne, Pariwaar haru bhetne, maanchheharu dherai
kaam garchhan bhane kahi aaraam Pani Chaahinchha, tyaskaaran kahile kaahi ChaaD
Parba thik chha.
- -= + - + - c- - = =c - + == +-= +- =:
+- == == ==-= +- c +-~- =:+- + == + += =-c += c-
~- + =-
Tara naraamro kuraa haru pani chhan:- garib maanchhe haru ko laagi kahile kaahi
ChaaD Parba aliali Samassyaa Pani chha kinabhane ChaaDParba ko laagi dherai
Paisaa chaahinchha Paisaa Chhaina bhane ke garne:
= -= =, =: +- - + =-= -c ==+- ===: -=- =
c= =-- -=- +c - =
Mero bichaar maa, chaaD Parba haru dherai mahango hunchhan tyaskaaran yaslaai haamihuru
le chhoTo ra Sasto banaaunu Parchha holaa.
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Verbs Nepali - English
aaipugnu to arrive
aasaa garnu to hope
aaraam garnu to rest
aaunu to come
baDhaaunu to increase
baDhnu to improve, to increase, to grow
banaaunu to make, prepare
banda garnu to close
basnu to sit, to stay, to live
bhannu to say, to tell
bhar parnu to depend
bheTnu to meet
bichaar garnu to think
birsanu to forget
bolaaunu to call
bolnu to speak
bujhnu to understand
chaahanu to want
chaahinu to need
chhalphal garnu to discuss
chhunu to touch
chinnu to know, to recognize
Daraaunu to be afraid
dauDanu to run
dekhaaunu to show
dekhnu to see, to look, to watch
dinu to give
disaa garnu to shit
dukhnu to hurt
duudh duhunu to milk
gaaunu to sing
gannu to count
garnu to do
ghaTaaunu to lower, to subtract
haalnu to put, to pour
haaknu to drive
haasnu to laugh
hasaaunu to make laugh
herbichaar garnu to look after, to take care
hernu to see
hiDnu to walk
hunu to be
jaannu to know (technical things)
jaanu to go
jotnu to plough
kaam garnu to work
kaaTnu to cut
kamaaunu to earn
khaanu to eat
khannu to dig
khelnu to play
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khojnu to find out, to search
kholnu to open
khulnu to open
kinmel garnu to shop
kinnu to buy
kosis garnu to try
kuraa garnu to talk
laagnu to feel
laagu garnu to implement
laaunu to wear
lagaaunu to wear, to plant, to apply
lagnu to take along
lekhnu to write
linu to take
lyaaunu to bring
maajhnu to clean
maaph garnu to forgive, to excuse
maddat garnu to help (small things)
man parnu to like
marmat garnu to repair
moDnu to turn
naachnu to dance
naapnu to measure
paalnu to raise (kids, animals)
paaunu to get, to have, to find, to receive
paDhaaunu to teach
paDhnu to study
paani parnu to rain
pharkanu to return
phohor garnu to make dirty
pisaab garnu to urinate
prayog garnu to use
pugnu to reach
purnu to cover, to put
raakhnu to put
roknu to stop
sahayog garnu to support, to help (big things)
saknu to be able to, can
sapanaa dekhnu to dream
saphaa garnu to clean
siddhinu to finish
sikaaunu to teach
siknu to learn
siunu to sew
sodhnu to ask
sunnu to listen
suru garnu to start
sutnu to sleep
swikaar garnu to agree
thaalnu to start
tirnu to pay
uDnu to fly
umaalnu to boil
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Verbs English - Nepali
to agree swikaar garnu
to arrive aaipugnu
to ask sodhnu
to be able to, can saknu
to be afraid Daraaunu
to be hunu
to boil umaalnu
to bring lyaaunu
to buy kinnu
to call bolaaunu
to clean maajhnu
to clean saphaa garnu
to close banda garnu
to come aaunu
to count gannu
to cover, to put purnu
to cut kaaTnu
to dance naachnu
to depend bhar parnu
to dig khannu
to discuss chhalphal garnu
to do garnu
to dream sapanaa dekhnu
to drive (ex car) haaknu
to earn kamaaunu
to eat khaanu
to feel laagnu
to find out, to search khojnu
to finish siddhinu
to fly uDnu
to forget birsanu
to forgive, to excuse maaph garnu
to get, to have, to find, to receive paaunu
to give dinu
to go jaanu
to help (small things) maddat garnu
to hope aashaa garnu
to hurt dukhnu
to implement laagu garnu
to improve, to increase, to grow baDhnu
to increase baDhaaunu
to know (technical things) jaannu
to know, to recognize chinnu
to laugh haasnu
to learn siknu
to like man parnu
to listen sunnu
to look after, to take care herbichaar garnu
to lower, to subtract ghaTaaunu
to make dirty phohor garnu
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to make laugh hasaaunu
to make, to prepare banaaunu
to measure naapnu
to meet bheTnu
to milk duudh duhunu
to need chaahinu
to open kholnu
to open khulnu
to pay tirnu
to play khelnu
to plough jotnu
to put raakhnu
to put, to pour haalnu
to rain paani parnu
to raise (kids, animals) paalnu
to reach pugnu
to repair marmat garnu
to rest aaraam garnu
to return pharkanu
to run dauDanu
to say, to tell bhannu
to see hernu
to see, to look, to watch dekhnu
to sew siunu
to shit disaa garnu
to shop kinmel garnu
to show dekhaaunu
to sing gaaunu
to sit, to stay, to live basnu
to sleep sutnu
to speak bolnu
to start suru garnu
to start thaalnu
to stop roknu
to study paDhnu
to support, to help (big things) sahayog garnu
to take along lagnu
to take linu
to talk kuraa garnu
to teach paDhaaunu
to teach sikaaunu
to think bichaar garnu
to touch chhunu
to try koshis garnu
to turn moDnu
to understand bujhnu
to urinate pisaab garnu
to use prayog garnu
to walk hiDnu
to want chaahanu
to wear laaunu
to wear, to plant, to apply lagaaunu
to work kaam garnu
to write lekhnu
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Basic Language Training: Part Two
Vocabulary List
Post positions
ko of, 's (possessive)
Peter ko desh Denmark ho Peter's country is Denmark
maa at, in, on (location)
Kathmandu Nepaal maa chha Kathmandu is in Nepal
laai to, for (benefit) Indicates the indirect object
Malaai kalam dinus! Please give me the pen!
ko laagi for (purpose)
Yo kera phalphul salad ko laagi ho This banana is for fruit salad
(e)pachhi after
5 minute pachhi ma pheri aauchhu I'll be back in 5 minutes
Paani umaalepachhi ma Termos maa raakchhu
After boiling the water I put it in the thermos
baaTa from (location)
Ma MS baaTa aae I came from MS
dekhi since, from (time)
Ma Nepaal maa 1998 dekhi baseko chhu
I have lived in Nepal since 1998
samma to, until
Kathmandu baaTa Pokhara samma kati samaya laagchha?
How long does it take to get from Kathmandu to Pokhara?
sanga with
Ma sanga jholaa chhaina I don't have a bag
sita with
Ma sita jholaa chhaina I don't have a bag
tira towards
Patan Kathmandu baaTa dakchhin tira parchha
Patan is south of Kathmandu
ko baaremaa about, concerning
Yo kitaab Nepaal ko baaremaa ho This book is about Nepal
najik near
Summit Hotel Bagmati naajik chha
Summit Hotel is near Bagmati
bhandaa than
Patan bhandaa Kathmandu Thulo chha
Kathmandu is bigger than Patan
le by
The agentive case marker for the subject of transitive verbs in the past tense.
Peter le chhiya banaaunubhayo Peter made tea
The instrumental case marker for a thing used for some action.
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Umaaleko paani le chhiya banaaunu parchha
You must make tea using boiled water
The causative case marker for subjects of causative verbs
Yo ausadhi le nindraa laagchha
This medicine makes you sleepy
agaaDi in front of
Mero bicycle MS agaaDi chha My bicycle is in fron of MS
Aghi ago
Ek hapta agi haami Naamo Buddha gaayau
One week ago we went to Naamo Buddha
Bhaekole due to, beacuse of
BaaTo saanghuro bhaekole durghaTanaa hunchha
Beause the roads are narrow, there are accidents
Anusaar according to
Haawaapaani anusaar Nepal laai tin bhaag maa baaDna sakinchha
Nepal can be divided into 3 parts acconding to climate
Baahira outside
Kathmandu baahira dherai Thaau maa baaTo chhaina
Many places outside Kathmandu have no roads
Dwaaraa through
Bidesi sahayog taalim haru dwaaraa garinchha
Foreign aid is given through training
Bhitra Momo ko golaa laai momo pakaaune bhaaDo bhitra raakhnus
Put the momo balls into the the momo cooking pot
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sentence structure
Questions with interrogatives
subject interrogative verb
kitaab
book
kahaa
where
chha
is
class
class
kati baje
what time
suru hunchha
starts
yo
this
ke
what
ho
is
yo kitaab
this book
kasko
whose
ho
is
tapaaiko desh
your country
kun
which
ho
is
keraa
bananas
kati rupiya
how many Rupies
parchha
cost
keraa
bananas
kasto
how
chha
are
tapaai
you
kahile
when
jaanu hunchha
go
tapaai
you
kina
why
jaanu hunchha
go
tapaai
you
kasari
how
jaanu hunchha
go
kati waTaa kera
how many items bananas
chaahinchha
are needed
Patan
Patan
kata tira
which direction
parchha
is
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sentence structure
Declaratives & questions without interrogatives
Time Indirect
object +
post-
position
Subject Place +
post-
position
Object/
Predicate
Verb
ma
I
jaanchhu
go
ma
I
bidyaarthi
student
hu
am
Nepal
Nepal
raamro
good
chha
is
kitaab
book
mech maa
chair on
chha
is
mero chhora
chhori
my children
chha
exist
ma sanga
me with
kitaab
book
chha
exists
malaai
me to
keraa
bananas
manparchha
please
ma
I
keraa
bananas
khaanchhu
eat
maile
I
keraa
bananas
khaae
ate
aaja
today
ma
I
keraa
bananas
khaanchhu
eat
aaja
today
ma
I
class maa
class in
keraa
bananas
khaanchhu
eat
ma
I
baschhu
sit
ma
I
mech maa
chair on
baschhu
sit
aaja
today
ma
I
mech maa
chair on
baschhu
sit
malaai
me to
keraa
bananas
dinus
please give
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Language focus
From BLT 1 & 2
Lesson 1
Possessive pronouns:
Singular Plural
1. person Mero
My, mine
Haamro
Our, ours
2. person Tapaaiko
Your, yours
Tapaaiharuko
Your, yours
2. person LOW
for children
Timro
Your, yours
Timiharuko
Your, yours
3. person Wahaako
His, her, hers
Wahaaharuko
Their, theirs
3. person LOW
for things, children and animals,
and for people not present
Usko/yasko/tyasko
Its, his, her, hers
Uniharuko
Their, theirs
Identification verb:
Positive: Negative:
Ho
It is (something)
Eg: Yo kitaab ho = this is a book
Hoina
It is not (something)
Eg: Yo kalam hoina = this is not a pencil
Existence/location verb:
Positive Negative
Chha
It exists/is (somewhere)
Eg: Kitaab chha = there is a book
Kitaab tebul maa chha
= the book is on the table
Chhaina
It is not/it does not exist (somewhere)
Eg: Kitaab chhaina = there are no books
Kitaab tebul maa chhaina
= the book is not on the table
The difference between description and existence/location may be exemplified in this way:
Kitaab ho this is a book (det er en bog)
Kitaab chha there is a book (der er en bog)
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Interrogatives:
Note: All interrogatives start with the consonant 'k-'
ke what
kun which
kahaa where
ko who
kasko whose
kasto how (is something)
kasari how (to do something)
kahile when
kina why
kati how many
kataa where (with direction)
Possessive: ko (of, 's):
Peter ko desh Denmark ho
Peters country Denmark is
Possessive is marked by adding -ko to the noun/pronoun
Note: mero, hamro, usko, timro
Post-positions: maa (on, at, in):
MS-Nepal Kathmandu maa chha
MS-Nepal Kathmandu in is MS-Nepal is in Kathmandu
Post positions are like prepositions, but they follow the word they 'belong' to:
English/Danish: on the table
Nepali: the table on = tebul maa
Imperatives: verb root (=the verb without nu) + -nus:
kalam dinus (= di + nus)
pen give Please give me the pen
The imperative is formed by adding -nus to the verb root
This form is the polite form of the imperative used with people addressed as tapaai
The negative version of the imperative is formed by prefixing na- to the imperative:
kalam nadinus
pen not give Please don't give me the pen!
The polite imperative in both positive and negative forms are the equivalent of the use of the
English 'Please./Please dont ..'
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Classifier for things: waTaa:
nau waTaa kalam dinus
9 pieces pen give Please give me 9 pens
When counting things (9 pens) or asking about the number of something (how many pens? = kati
waTaa kalam) the classifier waTaa is obligatory before the noun
Note:
euTaa = one item
duiTaa = two items
tinTaa = three items
Not:* ek waTaa, *dui waTaa, *tin waTaa
Word order
You will note that Nepali word order is almost the exact opposite of English/Danish:
Tabul maa 5 waTaa kitaab chha
Table on 5 pieces books are = There are 5 books on the table
Lesson 2
Time:
A: Lunch kati baje hunchha?
Lunch how many strokes it is What time is lunch?
B: 12 baje
12 o'clock At 12 o'clock
Kati baje... = Hvad tid er X?
12 baje = Kl. 12
A: Ahile kati bajyo?
Now how many did it strike What time is it now?
B: 12 bajyo
12 it struck It is 12 o'clock
Kati bajyo = Hvad er klokken?
12 bajyo = Klokken er 12
Interrogative 'how': kasari:
Kasari jaane?
How go How are we going?
Kasari is an interrogative meaning 'how'/'in which way'. It is always used with verbs, inquiring about the way in which
actions are performed.
Unconjugated verbs: verb root + -ne:
Kahaa jaane?
Where go = where are you/we going?
The unconjugated form of the verb is used when the subject is unspecific or general. It corresponds to the English you and
the Danish man. When using the unconjugated form of the verb a pronoun is not used.
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Lesson 3
Impersonal verbs: manparchha & chaahinchha:
Malaai keraa manparchha/manpardaina
I to banana please/displease I like/dislike bananas
Wahaalaai daal chaahinchha/chaahidaina
He to daal is needed/isn't needed He needs/doesn't need daal
Impersonal verbs are always in the 3rd. person singular. The subject is the thing 'liked' or 'needed'. The person 'liking' or
'needing' something is in the oblique case (laai)
Chaahinchha/chaahidaina is actually the passive form of a verb
Pronouns:
Singular: Plural:
1. person I ma we haami
2. person you tapaai you tapaaiharu
2. person
LOW
you timi you timiharu
3. person he/she
LOW it/he/she
this/that
wahaa
u
yo/tyo
they
LOW they
these/those
wahaaharu
uniharu
yi/ti
Experiencer of impersonal verbs: + laai:
Tapaai-laai ke manparchha?
You -to what it pleases
Experiencer + postpos. Subject Verb What do you like?
-laai ('to, for', a postposition) is added to the experiencer (the person/entity who likes/needs something) of an impersonal
verb.
The subject of the impersonal verb is the thing that is liked/needed
Description verb: chha:
Yo syaau guliyo chha
This apple sweet it is
Subject Predicate Description verb
Adjective
=This apple is sweet (an answer to the question: 'How is this apple?')
The verb chha is used for description: the predicate (the word that describes the subject) is an adjective.
Identification verb: ho:
Yo syaau ho
This apple it is
Subject Predicate Identification verb
Noun
= This is an apple (an answer to the question: 'What is this?')
The verb ho is used for identification: the predicate (the word that identifies the subject) is a noun
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Adverbs:
Syaau aliali amilo chha
Apple a little sour it is = the apple is a little sour
The adverb aliali is placed before the adjective
Lesson 4
Classifier for people: janaa:
Mero dui janaa chhori chha
My 2 people daughters exist (I) have two daughters
The claasifier janaa must be used whenever people are counted just as waTaa is always used when counting things
Verb conjugation: present tense: hunu=to be (am/is/are):
Existence/description
(Chha)
Identification
(Ho)
positive negative positive negative
singular
I ma chhu chhaina hu hoina
You tapaai hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timi chhau chhainau hau hoinau
He/she wahaa hunuhunchha hunuhunna hunuhunchha hunuhunna
It/he u chha chhaina ho hoina
plural
We hami(haru) chhau chhainau hau hoinau
You tapaaiharu hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timiharu chhau chhainau hau hoinau
They wahaaharu hunuhunchha hunuhunna hunuhunchha hunuhunna
They uniharu chhan chhainan hun hoinan
Note:
The present tense conjugation of hunu is used as conjugation suffixes (=endings) of all other verbs in the present tense, for
example gar-chhu = I do
'To be': hunu (ho (identification) & chha (existence & description)):
Identification: ho yo mero kalam ho
This is my pencil
Existence: chha paani chha
There is water
Possession: chha mero dui janaa chhori chha
I have two daughters
Location: chha mero kalam tabul maa chha
My pencil is on the table
Description: chha Denmark saano chha
Denmark is small
Lesson 5
Verb conjugation present tense:(garnu 'do/does'):
Positive Negative
Singular
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1. p.(I) ma garchhu gardina
2.p.(you) tapaai garnuhunchha garnuhunna
2.p.LOW (you) timi garchhau gardainau
3.p. (he/she) wahaa garnuhunchha garnuhunna
3.p. low (it, this, that) u/yo/tyo garchha gardaina
Plural
1. p.(we) hami(haru) garchhau gardainau
2. p.(you) tapaaiharu garnuhunchha garnuhunna
2.p.LOW(you) timiharu garchhau gardainau
3. p.(they) wahaaharu garnuhunchha garnuhunna
3.p.Low(they) uniharu garchhan gardainan
Infinitive: verb root + na:
Ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The na form of the infinitive is used when a verb functions as the object of another verb. The verb in the na form is
usually followed by a conjugated verb
Modal verb: chaahanu (want):
Ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The verb chaahanu is always preceded by another verb in the verb root + na form. Chaahanu is conjugated in accordance
with the subject for person, number and tense.
The emphatic particle: na
sodhnus na
ask emphatic particle = just ask!
The particle na or nai is placed after the word on which the emphasis is put
Post positions: dekhi.samma, ko laagi & pachhi:
bihaana dekhi belukaa samma
morning from evening to from morning to evening
officeko laagi saamaanharu
office for things things for the office
Mero laagi
My forFor my use, for me
The post position laagi is always preceded by a word in the possessive form
tyaspachhi Thermos maa raakchhu
that after thermos in I put after that I put it in the thermos
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Participle: verb root + e + ra:
Paani umaalera Thermos maa raakhchhu
water boiled and thermos in I put
= I boil water and put it in the thermos OR: having boiled water I put it in the thermos
When enumerating several actions in a temporal sequence, all but the final verb may be put in the 'participle form' -e
The -ra is actually the word 'and'
Modal verb, impersonal: parchha (it is necessary, must):
office saphaa garnu parchha
office clean make it is necessary It is necessary to clean the office
Parchha follows the infinitive form (-nu) of another verb. Parchha is always in the 3rd. person singular, and it resembles the
impersonal verbs in this way, but parchha is always preceded by another verb.
The person/entity that must do something is in the oblique form (-laai) or the agentive form (-le)
Malaai/maile Nepaali paDnu parchha
I to/ I agent marker Nepali study it is necessary
= It is necessary for me to study Nepali / I must study Nepali
Plural form of nouns: -haru
Diuso aru kaamharu garchhu
Afternoon other work I do
The plural form of the noun is constructed by adding haru after the noun. It is not obligatory to add this ending, the
singular form of the noun may also function as a plural
Lesson 6
Verb expressing universal fact: hunccha:
haatti Thulo hunchha
Elephant big is elephants are big
Positive response: has (high form)/hunchha (low form):
A: raamro chha? Is that good?
B: has/hunchha/hudaina Yes, indeed/Yes, OK, No, it is not OK
Post position: ko baaremaa:
Nepal ko baaremaa meeting chha
Nepals about meeting there is There is a meeting about Nepal
Composite nouns: verb root + -ne + noun:
aaune mahinaa
Coming month
A composite noun can be created be using the unconjugated form of the verb in front of a noun
Ordinal numbers
1st. pahilo
2nd. dosro
3rd. tesro
4th. chautho
5th. paachau
6th. chhaiThau
7th. saatau
8th. aaThau
9th. naau
10th. dasau
11th. eghaarau
12th. baarau
13th. terhau
14th. chaudhau
15th. pandhrau
16th. sorhau
17th. satrau
18th. aThaarau
19th. unnisau
20th. bisau
21st. ekkaaisau
22nd. baaisau
23rd. teisau
24th. chaubisau
25th. pachchisau
30th. tisau
40th. chaalisau
50th. pachaasau
100th. sayau
1000th. hajaarauh
Lesson 7
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Verb conj. past tense:hunu (was/were/became)
Hunu: existence
(chha)=was/were
Hunu: identification
(ho)=became
singular positive negative positive negative
1.p.(I) ma thie thiina bhae bhaina
2.p.
(you)
tapaai hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
2.p.
(you)
LOW
timi thiyau thienau bhayau bhaenau
3.p.
(he/she
wahaa hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.(it)L
ow
u/yo/tyo thiyo thiena bhayo bhaena
Plural
1.p.
(we)
hami(haru thiyau thienau bhayau bhaenau
2.p.
(you)
tapaaiharu hunuhunthiyo hunuhunnathiyo
/hunuhunthiena
hunubhayo hunubhaena
2.p.L.
(you)
LOW
timiharu thiyau thienau bhayau bhaenau
3.p.
(they)
wahaaharu hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.L.
(they)
uniharu thie thienan bhae bhaenan
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Asking permission: Verb root + u + hai:
aau hai?
come OK? May I come in?
This is an informal way of asking permission. It is actually the injunctive: 'let me come in!' , but adding hai changes the
meaning to an informal request.
The plural lets go! is formed by adding au to the verb root: jaaau
Verb + postposition: Verb root + e + pachhi:
Khaa-e-pachhi paDhnu parchha
eat after study it is necessary After eating it is necessary to study
The post position (-e) pachhi can be used to link two actions together in a temporal sequence
Composite nouns: Verb root + ne + noun:
Jaa-ne baaTo
Go road road
Khaa-ne tebul
Eat table dining table
Composite nouns are formed by combining a verb in its -ne form with a noun
Possession of moveable (= smallish) objects: post position: sanga/sitaa:
ma sanga/sita kalam chha
I with pen exists I have a pen with me
But:
mero chhora chha
my son exists I have a son
Lesson 8
Verb conjugation past tense:garnu (did)
Singular Positive Negative
1. p. (I) maile gare garina
2. p. (you) tapaaile garnubhayo garnubhaena
2. p. LOW(you) timile garyau garenau
3. p. (he/she) wahaale garnubhayo garnubhaena
3. p. low (it) usle/yasle/tyasle garyo garena
Plural
1. p. (we) haami(haru)le garyau garenau
2. p. (you) tapaaiharule garnubhayo garnubhaena
2. p.LOW (you) timiharule garyau garenau
3. p. (they) wahaaharule garnubhayo garnubhaena
3. p. low (they) uniharule/yile/tile gare garenan
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Subject of transitive verbs in the past tense: + le:
tapaai le ke garnu bhayo?
you agent marker what you did What did you do?
The subject (=the person or thing doing the action) of a transitive verb in the past tense must always be followed by le
A transitive verb is a verb which takes an object (what did you do?: what is the object of do)
Verb for feeling pain: dukhnu:
mero peT dukhyo
my stomach hurt (past tense) My stomach hurts
The verb dukhnu to hurt is generally used in the past tense to denote a present condition
The subject of the verb dukhnu is the part of the body which hurts
Verb for other feelings: laagnu:
Malaai nindraa laagyo
I to sleepy it felt (past tense) I feel sleepy
The verb laagnu to feel is generally used in the past tense to denote a present condition
The verb laagnu is an impersonal verb
It is always in the 3rd. person singular and in the sense to feel always in the past tense
The person experiencing the feeling is in the oblique form (-laai)
Past participle: verb root + eko:
umaleko paani maatra khaanus
boiled water only drink drink only boiled water
The past participle is used among other things to change verbs into adjectives just like in Danish and English
Causative use of laagnu:
ausadhi le nindraa laagchha
Medicine agent marker sleepy it makes feel
The medicine makes you feel sleepy
The subject of the verb laagnu may be the thing causing the feeling
The subject of a causative verb (the person or thing causing the action) is followed by the particle le
Conditional phrase (if ...): bhane:
nindraa laagyo bhane, ausadhi nakhaanus
Sleepy it felt if , medicine dont eat
If you feel sleepy, then dont take the medicine
A conditional phrase (if ...) is formed by adding -bhane at the end of the conditional sentence
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Questions with ki (or):
Jaanchhau ki?
We go or Are we going?
Adding ki or to the end of a sentence will turn it into a less direct question than if the rising tone alone is used to indicate
that this is a question
Lesson 9
Verb conjugation: future tense (will do):
Singular: Plural:
1.p. (I) ma garulaa (we) hami(haru) garaulaa
2.p. (you) tapaai garnuholaa (you) tapaaiharu garnuholaa
2.p.LOW (you) timi garaulaa (you)LOW timiharu garaulaa
3.p. (he/she) wahaa garnuholaa (they) wahaaharu garnuholaa
3.p.LOW (it) u garlaa (they) LOW uniharu garlaan
Bothand: X pani Y pani:
Yo raamro pani sasto pani chha
This good both cheap both is This is both good and cheap
Pani follows the words that are linked in this way
Qualification of an adjective: Adj. + -ai:
Thikai chha
OK'ish it is It is all right
Adding -ai to an adjective changes the meaning of that adjective to 'somewhat X'
Further qualification of an adjective: Thikai ko + adj:
Yo tarkaari Thikai ko piro chha
This vegetable curry OK s spicy is
This vegetable curry is just the right degree of spicy
Adding Thikai ko in front of an adjective changes the meaning of that adjective to 'just the right degree of' ...'
Verb meaning 'think', 'to appear', 'to seem', 'to find': rahechha:
ali paatalo rahechha
a little thin it seems I think it is a little thin
rahechha is always used in the 3rd. person singular like the impersonal verbs
It is equivalent to 'I think'
Often rahechha' is used to express the speaker's surprise at learning something
Compound verb: Verb root + -i dinu:
Mero laagi ek jor kurtaa suruwaal siidinus na
Me for one pair kurta suruwal sew-give emphatic particle
Please sew a set of kurta suruwal for me
-i dinu may be added to any verb root for the purpose of making an imperative or a request more polite. dinu means to
give, and the compound verb is often translated as please do this for me/him, etc
Conditional clauses: Verb in the past tense + bhane:
Chaar din pachhi dinubhayo bhane, raamro hunchha
four days after you gave if, good it is
It would be nice if you could give it to me in 4 days
bhane 'if' is placed after the verb in the conditional clause. This verb is usually in the past tense. The verb of the second
sentence (= the result) can be in the present tense. The conditional clause is normally the first of the two clauses.
Lesson 10
Verb conjugation: garnu: present continuous (am/is/are doing):
Singular Positive Negative
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1.p.(I) ma gardaichhu gardaichhaina
2.p.(you) tapaai gardaihunuhunchha gardaihunuhunna
2.p.LOW (you) timi gardaichhau gardaichhainau
3.p.(he/she) wahaa gardaihunuhunchha gardaihunuhunna
3.p.Low (it) u gardaichha gardaichhaina
Plural
1.p.(we) hami(haru) gardaichhau gardaichhainau
2.p.(you) tapaaiharu gardaihunuhunchha gardaihunuhunna
2.p.LOW(you) timiharu gardaichhau gardaichhainau
3.p.(he/she) wahaaharu gardaihunuhunchha gardaihunuhunna
3.p.Low(they) uniharu gardaichhan gardaichhainan
Verb conjugation: passive: verb root + inchha:
Seto himaal dekh-inchha
White mountains are seen
The passive form of the verb in the 3. person singular is formed by adding inchha (positive)/-idaina (negative) to the verb
root
Comparative: post position: bhandaa:
tyo suntala bhandaa yo guliyo chha
that orange compared with this sweet is
This orange is sweeter than that one
The comparative is constructed by using the post position bhandaa meaning than, 'in comparison with'. Bhandaa is
placed after the item of comparison
Superlative: sab(ai)bhandaa:
Yo mahiina sabbhandaa jaaDo hunchha
This month most cold is This is the coldest month
The superlative is constructed by placing sab(ai)bhandaa most, more than all in front of the adjective
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Lesson 11
Verb conjugation: present perfect (garnu has/have done):
positive: negative:
singular:
maile (I) garekochhu gareko chhaina
tapaaile (you) garnubhaeko chha garnubhaeko chhaina
timile LOW (you) garekaa chhau garekaa chhainau
wahaale (he/she) garnubhaeko chha garnubhaeko chhaina
usle (it) gareko chha gareko chhaina
plural:
haami(haru)le (we) garekaa chhau garekaa chhainau
tapaaiharule (you) garnubhaeko chha garnubhaeko chhaina
timiharule LOW (you) garekaa chhau garekaa chhainau
wahaararule (they) garnubhaeko chha garnubhaeko chhaina
uniharule (they) garekaa chhan garekaa chhainan
Modal verb: parchha:
maile tapaai lai maddat garnu parchha
I agent marker you to help it is necessary I must help you
The particle le is an agent marker. It is added to the person who must do something, especially if there are more than one
person in the sentence
Verb meaning: take (time): laagnu:
yahaa baaTa kati samaya laagchha?
here from how much time it takes
how long does it take (to get there) from here?
Questions with both positive and negative verb: ho ki hoina/chha ki chhaina:
Yahaa swaastha chauki chha ki chhaina?
Here health post is or isn't Is there a heath post here?
Both the positive and negative verb can be added to a question in order to make it more open
Lesson 12
Change of noun to adjective: noun + -ilo= adjective:
Yahaa ko maaTo malilo chha
Here 's soil fertile is The soil here is fertile
The adjective suffix -ilo is added to the end of a noun (mal meaning 'fertilizer') to change it into an adjective malilo 'fertile'.
Instrumental: noun + le:
MaaTo le puri dinus!
Soil instrumental particle cover give Cover it with soil!
The instrument used for an action is followed by le just like the agent of an action
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Purpose (in order to): verb root + -na + main verb phrase:
Sabai kaam khojna sahar jaanchhan
All work seek city they go They all go to the city to seek work
A verbal purpose ('in order to ...') is produced by adding -na to the verb expressing the purpose
The 'purpose' (in order to seek work) is placed before the main verb (they go (to town))
Conditional clause (unreal) (if ...): verb root + -eko + bhae:
Yahaa paaeko bhae, sajilo hunthiyo
Here gotten it became, easy it was If we could get it here, it would be easier
An unreal conditional clause (if ...) is formed by adding -bhae ('became') to the perfect participle form of the verb
expressing the unreal condition (if we could get it here, ...)
The conditional phrase is followed by the rest of the sentence ending in a verb in the past tense
Lesson 13
Verb conjugation: past perfect tense: garnu ('had done')
Positive Negative
Singular
1.p.(I) maile gareko thie gareko thiina
2.p.(you) tapaaile garnubhaeko thiyo garnubhaeko thiena
2.p.LOW (you) timile garekaa thiyau garekaa thienau
3.p.(he/she) wahaale garnubhaeko thiyo garnubhaeko thiena
3.p.Low (it) usle gareko thiyo gareko thiena
Plural
1.p.(we) haamile/haamiharule garekaa thiyau garekaa thienau
2.p.(you) tapaaiharule garnubhaeko thiyo garnubhaeko thiena
2.p.LOW(you) timiharule garekaa thiyau garekaa thienau
3.p.(he/she) wahaaharule garnubhaeko thiyo garnubhaeko thiena
3.p.Low (they) uniharule garekaa thie garekaa thienan
Conjunction used for reported speech ('X said, that ...'): ki:
Maile suneko thie ki gaau ko school raamro chhaina
I agent marker had heard that village's schools good aren't
I had heard that village schools were not good
ki is used as a conjunction (='that') linking reported speech to a verb (I've heard that ..., I've read that ..., etc)
Construction meaning 'to be about to do something': verb root + -na + laageko:
Timi school jaana laageko ho?
You school go have been about to is it You were about to go to school, right?
laageko may be used in this construction after any verb in the na form
Imperative: low form: verb root + -u/-a:
Jaau!
Go!
The imperative in the low form used with children addressed as timi(haru) is verb root + -u
If the verb root ends in a consonant then a is added to the verb root, eg. rokhnu: rockha!.
Lesson 15
Time phrase (when.../while...): verb root + daa(kheri)
MS ko baaremaa sunna paau-daa khusi laagyo, dhannyabaad
MS about hear get-while happy I felt, thanks
I am very happy to have heard about MS, thanks
A time phrase (sunna paaudaa =when I got to hear.)is formed by adding daa(kheri) to the verb root. The time phrase is
followed by the main clause (khusi laagyo = .I was happy)
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Demonstratives, adverbs, interrogatives, relative pronouns and negatives
See appendix for a combined chart!
Demonstratives and adverbs:
Demonstratives/adverbs: close Demonstratives/adverbs: distant
yo* this tyo* that
yahaa here tyahaa there
yataa to here tyataa to there
yaso in this way tyaso in that way
yasari in this way tyasari in that way
ahile/aba now Tahile/taba then, at that time
yati this much tyati so much
yasto such tyasto such, thus
Interrogatives, relative pronouns & negatives:
Interrogatives Relative pronouns:
definite
Relative pronouns:
indefinite
Negatives:
always used with the
negative form of the
verb (double
negative)
Used in questions Used in statements
kun which jun which jun pani which ever kunai pani nothing
ko* who jo* who jo pani anyboby kohi pani nobody
kahaa where jahaa where jahaa pani wherever kahi pani nowhere
kataa to where jataa to where jataa pani wherever kataa pani no where
kasari how jasari as jasari pani any way kasari pani no way
kahile when jahile when jahile pani whenever kahile pani never
kati how many jati as many jati pani whatever kati pani not at all
kasto how jasto how jasto pani however kasto pani no way
ke what je what je pani whatever kehi pani nothing
* these words change form in the oblique case ( + -laai, -le and maa):
kaslaai, yaslaai, tyaslaai, etc
Lesson 19
Particle denoting second hand knowledge/reported speech: re:
Maathi jaanus re
Up go reported S/he said that you should go up
The particle re can be added to the end of a statement indicating that the content of the statement is reported speech or
second hand information for the present speaker
Lesson 22
Relative clause
parades gaeko haru pani ghar aauchhan
abroad gone plural also home they come those who have gone abroad also return home
A relative clause is constructed by using the present or past participle to qualify a noun or a plural marker. There is no use
of relative pronouns (who, which, etc.). The relative construction immediately precedes the word which it qualifies
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Lesson 26
Present perfect progressive tense: garnu (has been working):
Positive Negative
Singular
1. p. (I) maile gardai aaeko chhu gardai aaeko chhaina
2. p. (you) tapaaile gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
2. p. LOW(you) timile gardai aaeko chhau gardai aaeko chhainau
3. p. (he/she) wahaale gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
3. p. low (it) usle/yole/tyole gardai aaeko chha gardai aaeko chhaina
Plural
1. p. (we) haami(haru)le gardai aaekaa chhau gardai aaekaa
chhainau
2. p. (you) tapaaiharule gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
2. p. low (you) timiharule gardai aaekaa chhau gardai aaekaa
chhainau
3. p. (they) wahaaharule gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
3. p. low (they) uniharule/yile/tile gardai aaekaa chhan gardai aaekaa
chhainan
Lesson 27
Time phrase ('when.../while....'): verb root + daa(kheri):
Ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
When I was living in DK, I used to work in water management
A time phrase ('when..../while....') is formed by adding -daa(keri) to the verb root.
The time phrase is followed by the main clause
Past habitual tense: garnu (used to work):
Singular Positive Negative
1. p. (I) maile garthe gardinathe
2. p. (you) tapaaile garnuhunthyo garnuhunnathyo
2. p. low(you) timile garthyau gardainathyau
3. p. (he/she) wahaale garnuhunthyo garnuhunnathyo
3. p. low (it) usle/yole/tyole garthyo gardainathyo
Plural
1. p. (we) haami(haru)le garthyau gardainathyau
2. p. (you) tapaaiharule garnuhunthyo garnuhunnathyo
2. p. low (you) timiharule garthyau gardainathyau
3. p. (they) wahaaharule garnuhunthyo garnuhunnathyo
3. p. low (they) uniharule/yile/tile garthe gardainathe
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Verb tenses: positive
Infinitive: garnu= to do (at goere)
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
does is doing did was doing was doing has done had done will do
goer er ved at goere gjorde plejede at
goere
var ved at goere har gjort havde gjort vil goere
person
ma/maile garchhu gardaichhu gare garthe gardai thie gareko
chhu
gareko
thie
garulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunchha
gardaihunu
hunchha
garnu
bhayo
garnu
hunthyo
gardai
hunuhunthyo
garnu
bhaeko
chha
garnu
bhaeko
thiyo
garnu
holaa
u/usle garchha gardaichha garyo garthyo gardai thiyo gareko
chha
gareko
thiyo
garlaa
haami(le)*
haamiharu(le)
*
timi(le)
timiharu(le)
garchhau gardaichhau garyau garthyau gardai thiyau garekaa
chhau
garekaa
thiyau
garaulaa
uniharu(le) garchhan gardaichhan gare garthe gardai thie garekaa
chhan
garekaa
thie
garlaan
Verb tenses: negative
infinitive:
garnu = to do (at
goere)
* = add
nazalization
nutid fortid
present present
progressive
past past habitual past
progressive
present
perfect
past
perfect
does not is not doing did not was not doing was not doing has not done had not
done
goer ikke er ikke ved at
goere
gjorde ikke plejede ikke at goere var ikke ved at goere har ikke gjort havde ikke
gjort
person
ma/maile gardina gardai
chhaina
garina gardinathe gardai thiina gareko
chhaina
gareko
thiina
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunna
gardai
hunuhunna
garnu
bhaena
garnu
hunnathyo
gardai
hunuhunnathyo
garnu
bhaeko
chhaina
garnu
bhaeko
thiena
u/usle gardaina gardai
chhaina
garena gardainathyo gardai thiena gareko
chhaina
gareko
thiena
haami(le)*
haamiharu(le)
*
timi(le)
timiharu(le)
gardainau gardai
chhainau
garenau gardainathyau gardai thienau garekaa
chhainau
garekaa
thienau
uniharu(le) gardainan gardai
chhainan
garenan gardainathe gardai thienan garekaa
chhainan
garekaa
thienan
Verb tenses: positive and negative
Infinitive: hunu = to be, to become (at vaere, at blive)
* = add
nazalization
chha
description (with adjectives)
existence, location
ho
identification (with nouns)
present past present past
positive negative positive negative positive negative positive negative
is is not was was not is is not became did not
become
er er ikke var var ikke er er ikke blev blev ikke
person
ma chhu chhaina thie thiina hu hoina bhae bhaina
tapaai(haru)
wahaa(haru)
hunu
hunchha
hunu
hunna
hunu
hunthiyo
hunu
hunnathiyo/
hunu
hunthiena
hunu
hunchha
hunu
hunna
hunu
bhayo
hunu
bhaena
u chha chhaina thiyo thiena ho hoina bhayo bhaena
haami(haru)
*
timi(haru)
chhau chhainau thiyau thienau hau hoinau bhayau bhaenau
uniharu chhan chhainan thie thienan hun hoinan bhae bhaenan
Verb endings: positive & negative
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
person
ma/maile chhu/dina dai
chhu/
chhaina
e/ina the/dinat
he/nnathe
dai
thie/thiina
eko
chhu/
chhaina
eko
thie/
thiina
ulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le
)
nu
hunchha/
hunna
dai hunu
hunchha/
hunu
hunna
nu
bhayo/b
haena
nu
hunthyo/h
unna thyo
dai hunu
hunthyo/
hunnathyo
nu bhaeko
chha/chhaina
nu
bhaeko
thiyo/
thiena
nu
holaa
u/usle chha/
daina
dai
chha/
chhaina
yo/
ena
thyo/
dainathyo
/nathyo
dai
thiyo/thiena
eko
chha/chhaina
eko
thiyo/
thiena
laa
haami(le)*
haamiharu(le)*
timi(le)
timiharu(le)
chhau/
dainau
dai
chhau/
chhainau
yau/
nau
thyau/dai
nathyau/
nathyau
dai
thiyau/
thienau
ekaa
chhau/
chhainau
ekaa
thiyau/
thienau
aulaa
uniharu(le) chhan/ dai e/ the/dainat dai ekaa ekaa laan
dainan chhan/
chhainan
enan he/nathe thie/thienan chhan/
chhainan
thie/
thienan
Interrogatives, relative pronouns, negatives, demonstratives & adverbs
Interrogatives Relative pronouns: definite Relative pronouns:
indefinite
Negatives:
always used with the
negative form of the
verb
Demonstratives/
adverbs:
close
Demonstratives/
adverbs:
distant
Used in questions Used in statements
kun which jun which jun
pani
which ever kunai
pani
nothing
ke what je what je pani whatever kehi
pani
nothing
kahaa where jahaa where jahaa
pani
wherever kahi
pani
nowhere yahaa,
yahi
here tyahaa there
kataa to where jataa to wherever jataa
pani
to wherever kataai
pani
to no
where
yataa to here tyataa to there
kasari how jasari,
jaso
as jasari
pani
anyway kasari
pani
no way yasari,
yaso
in this
way
tyasari,
tyaso
in that
way
kahile when jahile when jahile
pani
whenever kahile
pani
never ahile/aba now tahile then, at
that time
kati how
many
jati as much as,
approximately
jati
pani
however
many
katii
pani
none yati this
much
tyati so much
kasto how jasto as, like jasto
pani
however kasto
pani
no way yasto such tyasto such,
thus
ko* who jo* who jo*
pani
anybody kohi*
pani
nobody yo* this tyo* that
* All these words change form in the oblique case (+ -laai, le, or -maa):
kaslaai, jaslaai, etc
kasle, jasle, etc
NUMERALS
10 20 30 40 50 60 70 80 90
0
sunna das bis tis chaalis pachaas saaThi sattari as(s)i nabbe
1
ek eghaara ekkaais ektis ekchaalis ekaaunna eksaThThi ekahattar ekaasi ekaanabbe
2
dui baarha baais battis bayaalis baaunna ba(i)saThThi bahattar bayaasi bayaa(n)nabbe
3
tin terha teis tettis trichaalis/
triyaalis
tripanna trisaThThi trihattar triyaasi triyaa(n)nabbe
4
chaar chaudha chaubis chautis chawaalis chawnna/
chauwanna
chausaThThi chauhattar chauraasi chauraa(n)nabbe
5
paach pandhra pachchis paitis paitaalis pachpanna paisaThThi pach(a)hattar pachaasi panchaa(n)nabbe
6
chha sor(h)a chhabbis chhattis chhayaalis chhapanna chhaisaThThi chha(i)hattar chhayaasi chhayaa(n)nabbe
7
saat satra sattaais saitis satchaalis santaaunna satsaThThi sat(a)hattar sataasi santaa(n)nabbe
8
aaTh aThaara aThThaais aThtis aThchaalis anThaaunna aThsaThThi aTh(a)hattar aThaasi anThaa(n)nabbe
9
nau unnais unantis unanchaalis Unan(pa)chaas unansaaThi unaansattari unaasi unaanabbe unaansae
100 sae
1000 hajaar
10.000 das hajaar
100.000 laakh
1000.000 das laakh