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    FSI - Hindi Active Introduction - Student Text

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    FSI - Hindi Active Introduction - Student Text

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    HINDI ; AN ACTIVE INTRODUCTION This work was compiled and published with the assistance of the Peace Corps. D. N. SHARMA and JAMES W. STONE FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1970 DEPARTMENT OF STATE FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by AUGUSTUS A. KOSKI by the Superintendent of Documonts, U.S. Government Printing O7ee Washington, D.C, 20402 Pries $1.50, i PREFACE An Active Introduction to Hindi follows the ‘microwave’ style of lesson organi- zation originated by Earl W. Stevick of the Foreign Service Institute. A trial version prepared by James W. Stone and Bonnie Graham MacDougall during the summer of 1966 was successful in several Peace Corps training programs, as well as at FSI. Encouraged by the favorable reception, FSI and the Peace Corps decided to proceed with a fuller development of Hindi materials on this model. Work began with the arrival of D. N. Sharma in the summer of 1967 and culminated in the present publica- tion, The ‘microwave’ model was described by Dr. Stevick in a brief paper, ‘UHF and Microwaves in Transmitting Language Skills’, which appeared in the International Journal of American Linguistics, Volume 32.1, Part 2, 1966. It was used in his two Swahili texts: An Active Introduction to Swahili: Geography, and An Active Intro- duction to Swahili: General Conversation. The purpose and method are explained at length in the introduction which follows (see pp v=xiii). The American Embassy in New Delhi arranged to have the Hindi portions set in type in India and printed, thus providing clear camera copy with the full range of Devanagari symbols, not all of which are available on typewriters. The English por- tions were typed by Mrs. Irma C. Ponce, Unlike most FSI language textbooks, An Active Introduction to Hindi has no related tape recordings since it is essentially a guidebook for conversational inter- play between students and a native speaking instructor. The debt which this publication owes to the Peace Corps could hardly be over- stated. The project was undertaken at the encouragement of the language staff in Washington; the preliminary materials were tried in Peace Corps training programs; and much of the cost of development and publication was borne by the Peace Corps. Without the cooperation and support of the Peace Corps An Active Introduction to Hindi would not have been possible. C/ James R. Frith, Dean School of Language Studies Foreign Service Institute May 19, 1970 Department of State iii INTRODUCTION In the centennial year of Gandhi and Ghalib, we are happy to put forward a Hindi text which is, we hope, new in at least some respects, The philosophy underlying this Approach is as follows. People learn language by using it--by using it for its real purposes: communicating, obtaining food, transportation, infor- mation, and other necessities. This Approach is intended to make it possible for students to begin using Hindi, from the first hour of class, to obtain information and exchange opinions about topics which are im- portant to them. The first subject of conversation introduced in the text is geography. The names and locations of the countries, states, and cities of South Asia are important to every student, whether he is hoping to go there in the near future or is studying the area with some other interest. The first hour therefore begins by putting up a large outline map and making sure that everyone has the basic facts. The Approach is intended to be flexible, so that the subject matter can be adjusted to the interests of the class, A group going to Delhi, for example, will want to spend some of its time with the city map, Students slated for a definite post in the area will want to find out all they can about the locale; they will question the instructors about conditions in South Asia, particularly in their home districts. On the other hand, the instructors will want to know more about the U.S. They can direct the same kinds of questions to the students. The U.S. map can also be discussed with profit; an American in South Asia will be asked constantly about his country and his home town, A review of the names, locations, capitals, sizes, and major cities of the several states might be in order. The second main topic for conversation is autobiographical. One's family and background are always topics of interest. Here again each student will adjust the subject matter to fit himself, to say things that are true (or at least credible) and interesting. Other topics are introduced by the text, and before long the students themselves are choosing subjects for conversation to fit their own needs. This Approach is mainly concerned with introducing the main grammatical features of Hindi; we regard this as the core of the language learning problem. Obviously, grammar isn't enough; this text is only one of several necessary teaching techniques. Acquiring a good pronunciation is important, but obviously this cannot be learned from a book; the student must hear the sounds. In the same way, he must train his ear to understand spoken Hindi, Grammatical accuracy is indispensible for anyone who aspires to speak the language well. ‘Two methods of achieving this are widely used, The system of ‘pattern practice’ emphasizes drill on a set of sentences which are grammatically alike, differing only in one feature, usually a set of vocabulary substitutions. The other attack on grammatical accuracy is the ‘dialog’ approach based on mastering individual sentences. The latter approach is used here; for each grammatical point, the student must master and use a number of sentences, either some of those given in the printed text or others derived from them, with different vocab- ulary, which are certified by the teacher as correct and appro- priate. He must then require himself to use these in appropriate situations constantly. This emphasis on learning. individual sentences in no way implies a lack of respect for the "grammar drill' type of teaching; what kinds of drills, and how they are to be used, is left to the judgement of the instructor. The simplest kind of manipulations may be enough. These are vocabulary substitutions: noun and adjective substitutions in the earlier units, pronoun substitu- tions later, and verb substitutions in the last half of the book; in all cases, with the necessary adjustments of endings for proper grammatical agreement. ‘his much is essential, Many teachers will want to add more complex exercises. The experienced teacher will adapt his methods to the needs of the class. Vocabulary is another matter. Every student must acquire a large vocabulary if he is to carry on any sort of conversation, learning a large number of words has usually been regarded as a huge and unpleasant task for students. It is in the treatment of the vocabulary problem that the ‘microwave’ approach is a new departure. The purposes for which students learn Hindi differ greatly. Some are going to India in the immediate future. Others wish to read the literature. A whole class may consist of Peace Corps volunteers preparing to work in a particular technical specialty. Another class may contain people of the most varied interests. The kind of vocabulary that one kind of student needs may be completely different from what another wants, The selection of vocabulary is made the responsibility of the students, The text uses subjects which should be of interest to most students. As each grammatical pattern is learned, the class must find additional vocabulary with which to use it, These words must then be used, actively and correctly, in conversation, discussion, and dispute, for the remainder of the course. In this way both the vocabulary and the grammar patterns will become the permanent property of the student. We have tried throughout to keep the emphasis on Hindi, rather than on English, For this reason, the basic material of each unit is printed always on the right-hand page, while trans- lations, explanations, and notes follow, A minimum of translation is given; enough, we hope, to make the meaning of each grammatical feature clear, but not enough to encourage translation practice or lengthy discussion in English. The translations given are in almost all cases intended as idiomatic equivalents in colloquial American English, which sound appropriate to the situation in which they are used. Word-for-word translation has been avoided. In no case should these English equivalents be taken as definitions of words or narrowly limited indications of meaning. It is in the treatment of meaning that Hindi differs most from English, and any attempt at ‘literal’ renditions will lead to absurdities. We have not been bound to a specific format, except for the distinction of right-hand, basic, pages, and left-hand ancillary pages. Where space remained, we have added some of the mis- cellaneous notes on vocabulary and usage that are necessary in any text. Occasionally a minor grammatical point is added also. The Hindi portions of the text were printed in India and inserted in the typed English notes, The result, while somewhat irregular, is at least legible, and presents the language in its normal printed appearance, The Devanagari script is used throughout, We feel strongly that this is the only proper way of writing Hindi; all kinds of romanization have deficiencies more serious than the minor eccen- tricities of Devanagari spelling. More serious is the degrading effect the roman alphabet inevitably has on the pronunciation of students. Since the traditional orthography is such an accurate representation of the spoken language, it seems very inefficient to interpose any transitional alphabet between it and the student. The exclusive use of Devanagari of course requires that the student learn to read this script very early in his training (un- less he is to rely entirely on his sound-memory.) Learning to read Hindi should not be a difficult process. An Introduction to Written Hindi is also available. Using the Approach in the classroom: There are two ways of using each unit. First the teacher teaches the new sentences to the students; second, the students use them. We will refer to these as the M-phase and the C-phase. In beginning a new unit, the first step is mimicry, The instructor says the first sentence many times, in a normal, natural manner, and each student mimics him as closely as he can. In wimicing, the student should concentrate at first on the overall shape of the sentence--the rise and fall of the voice, the rhythm, the emphasis, This will not be difficult, since Hindi is much like English in this respect, except that the English speaking student will tend to slight the unstressed vowels and viii must strive to give each syllable its full value. It seems best to get the sound pattern of the sentence, and then to work on individual consonants and vowels within this frame- vork. The opposite approach--working for accuracy in each vowel and consonant first, and then attempting to put them together in a sentence--rarely results in natural-sounding speech, The second step of the M-phase is for meaning. Stu- dents learn a better pronunciation if they give it their full attention first, before beginning to think about the meaning. In the early units, the teacher may just tell the students what each sentence means. In later units, students will understand part of the new sentence, and can ask in Hindi for clarification, In any case, only a minute or two should be spent on learning meanings, and discussion in English should be avoided. This is a Hindi course, Third, after a little more practice (still striving for good pronunciation) and the sentences will have been memorized, These three steps, using Mimicry, Meaning, and Memoriza- tion, constitute the M-phase, Some of the grammatical Manipu- lation mentioned above should be added here. The class now moves into the C-phase, using the new sentences in Communication and Conversation, ‘The C-phase usually begins with simple quest ion-and- answer exchanges, the teacher asking individual students the questions learned in the M-phase, students asking each other, and students putting these questions to the teacher. The teacher continues to insist on good pronunciation, correct ing errors by repeating the full sentence for the student to mimic As this gets easier, the students begin to expand the conversation, bringing in words and phrases previously learned, and asking for pertinent new vocabulary. While it is essential that the students bring in additional vocabulary items, care must be exercised in doing so. In most units one or two ‘model conversations' are printed. They suggest ways of using the C-phase. Often they show shorter forms of the sentences taught in the M-phase. (People do not always talk in long, full sentences. The shorter forms given are correct and appropriate.) Each unit teaches not merely a few sentences but a pattern for making sentences, A sentence pattern may be thought of as containing one or more “slots” into which certain kinds of words can be “plugged in." For instance, in the English pattern I am (X) years old, the X slot is for numbers. In the pattern This is called an (X). almost any noun will fit. ‘The first page of each unit gives a group of sentences all made on the same pattern. By the end of the M-phase, the class will have discovered the slot in which words are being substituted. During the C-phase they can begin substituting other words, to talk about other subjects, In the beginning, however, the student's freedom to say whatever he wants must be limited, At first, it will be closely limited; only those words which will fit the one open slot of each pattern can be permitted. Any others will confuse the student. This still leaves a very large number of sentences which can be built on each pattern, as many as there are appro- priate substitutions in the slot, Moreover, since the student is pressed to combine all the patterns he has learned, the number and variety of conversational exchanges that can be developed is enormous. The student thus has plenty of scope for creative ingenuity, and his success in learning to speak Hindi will depend on how actively he experiments with the available patterns. In the early units, substitution items will be mostly nouns. Since there are several types of nouns, not every noun the student might wish to use will fit. Until the student has learned to use all types, he will be limited in the substitutions he can make, The topics suggested in the earlier units will help to steer the choice of substitutions. The alert instructor will help the class with suitable (and interesting) words, but items which go beyond the pattern will creep in occasionally. When this happens (the sudden failure of understanding will give warning) just pass the offending item by. Don't try to explain it; just let it drop. By the time unit 22 has been mastered, the student knows almost everything there is to know about nouns, adjectives, pro- nouns, and the modifiers that go with them. From there on he really can talk about almost anything he wants to, The qualifier almost is still necessary, because Hindi is so unlike English; two English sentences may be built on the same pattern, while the corresponding Hindi sentences show two entirely unrelated patterns. A different "idiom", if you like. At first, the instructor should take part actively in these conversations to get them going, then gradually withdraw as the students gain confidence. If a student says something which is not a grammatical sentence, the teacher will say the correct form for him and the student will repeat it. (If the M-phase has been learned thoroughly, there will not be many errors.) But the teacher should not interrupt or object to what a student says, so long as it is Hindi -~ so long as it makes sense. There are other uses of language besides the exchange of information. On page 6 we have included a greeting sequence (Hello, how are you?'), This short dialog admits very little variation; we have called it a Ritual. Learn this as a set piece and use it when appropriate during the day. Eventually you can incorporate whatever variations you hear Hindi speakers using. You will see other rituals, such as the doorway game (‘After you’), At a convenient time, ask your instructors to teach you these exchanges; learn them as seriously as you would any other sentences and form the habit of using them on all appropriate occasions, (Keep watching to see what kind of behavior is appropriate to what occasion.) Another kind of utterances we call useful expressions or clichés. These are the one-sentence or one-word remarks that Fill the gaps in conversation, and mfostly pass unnoticed. Accumulate a variety of these; they give an impression of fluency, and give you time to think. This course is called An Active Approach to Hindi, The instructors will introduce the language, but the activity must come mainly from you. xi Technical Note: A procedure for mimicry While you are introducing a new cycle for the first time, the students focus their attention on you. Therefore they should not have their books open, They need to watch you as well as listen to you. a) (2) 3) “ For Say the first sentence aloud, and pause while the students repeat it. Say it again, and let the class try again to imitate you. Repeat the sentence three or four times more, pausing each time for the whole class to repeat it. It is most important to say the sentence normally. A good teacher always speaks at a normal conversational speed. Try to repeat the sentence the same way each time, using the same emphasis and the same inflection every time you say it. (This is not easy to do.) By this time, most of the class will probably be able to say the sentence acceptably. If it is a long sen- tence, however, they may still be having difficulty. You can make it easier for them by using a ‘backwards buildup’ instance, if the sentence is: Be Sa aT are aa zg? build it up out of shorter sentences this way: aat g? ara vat 2 ? aa aT ate vate ? a Ser aT ary aay 3? If the full sentence was difficult for them at first, let them repeat each of the shorter ones after you and work their way up to sentence, the longer sentence, When they have caught the whole repeat it for them several more times, When the class can repeat the whole sentence fairly well, begin working with students one by one. qa) (2) (3) (4) (5s) (6) Look at one student and say the sentence, He will repeat it after you. Say it once more, and listen as he repeats it. Choose another student, and say the sentence for him to repeat twice. After each student has repeated it after you at least twice in this way, return to the student you started with in (1), and have him repeat it after you. By this time he has heard you say the sentence many times and it will be much easier for him. You will probably notice a great improvement in his pronunciation. Last of all, you may return to any student who has been having difficulty with this sentence, and give him another chance. Every student has now said the sentence a dozen times or more, and he has heard you say it many times. Be sure that every time he hears it, he hears you say it normally, said the same way. Lf some students are still having difficulty, use the backwards buildup technique for them individually. me ta 2 me wa 21 wm at 21 ae TREAT zt we wea 21 me om 2? qPY a Unit 1 introduces this sentence pattern: mo £1 ae a eI We TTT WMS 1 The question also fits this pattern: mate ? WE thie can be omitted. aaté. Useful expressions: area et are vat 1 at ? HET Model Conversation: ag Fate ? ag ama zt ait ag ? yer This This This This This It's is (x). is China. is Russia. is India. is what? Burma. I don't know, I don't remember. Pardon? What did you say? That ‘s right. What's this? This is Nepal. And this? It's Bhutan, ga aq sa 5 xy F ae aoam aa 2 a aa ea 2 a oa ant 2 a am Tea 2 a am oat 2 a WH Fl 2 ? at ‘The pattern of these sentences is waa arama ( x ) ai The name of this country is ( X). aa ta arama aie z The name of this country is China. Ba ta Ht aT eae This country's name is Russia, aq aq FT ala Aa t 1 The name of this country is India. ga aa ar ara aaa? The name of this country is what? @aq country may be omitted: ga ar ara aar 2 ? What's the name of this one? ATH name may also be left out, if the meaning is still clear without it. ae ga aT? And this one's? Useful expressions: af ath Yes. aft aati No. MODEL CONVERSATION ga aa ar ay aa? aa ar are faeat 21 Practice this simple question-and-answer routine first. Each student should take a turn at the map and ask several questions, Then begin to extend the conversation like this: ga dq ar ae aa a? ae BT aa WITT Bt ata, aguas, ae araa? wate ¥ 4 a wea uaaerit = award ae aeeT Teer gacare aay wart fareitar ararit zeta Barat feat TAL TAT waa fara at frat FATA arat WeAaTaTe yarcat ae a were trae ware arms aifgat qa aang Farat gfeadt aurea BATA amet faa eat ferat Hae Hart afte weq aT art fared FETUS arag aut Fat arate wart waeaT FAT feret efearart were farat To the Studen: Continue pointing at countries on the map, asking your instructor 4@74T@? and learning the Hindi names of all the countries shown, Practice asking each other this question until everybody knows them all. If you don't have an answer, say ara wat 1 or HIATT! and ask someone else 4 7 & ? Ritual Hello, Come in! Have a seat. How are you? I'm fine. And you? I'm fine. Thank you, We'll get together tomorrow, Goodbye. @uead is an all-purpose greetings it can be used for Hello, Goodbye, Good Morning, Good evening, and Good Night. a OO E wh ERE EPEEEE wae sete? a a Paw fw pao’ Ei p w & & lg ‘tw os E oe ~ BE fe am pe agi z 1 Here it is. aei & 1 There it is. wet e ? Where is it? art Fel & ? Where is Karachi? woat mae \ Karachi is here. Karachi is there, aut @ | It's Karachi. qarat Z| It's Peshawar. aat Zt It's Ceylon. A typical Hindi sentence has three basic parts. The verb comes last, the subject first, and the rest in between. me | awe | zi Beal aA | agt | zt The subject does not have to be stated; the first three sentences above illustrate this. Subject and verb only make a complete sentence, as in the last three. The verb by itself can be a sentence. At atze Yes, It is. ma aM Oa 2 aa am Oa 2 a aM ome 2 a gaat ? aN saat ? Ba Tat HI ATA FaT a ? SoH ATH atag FI art saat ? SRT ATH TTA Bt oft wgt, arret wate EAT? ara wal | at Sa Wet FB AA the name of this city TA AST FT ATA the name of that city we aT ATA its name (the name of this one) Sa RT ATA its name (the name of that one) Use this unit to learn the names and locations of all the major cities of India, Pakistan, and the surrounding countries. The following sentences will be used constantly. afr 1 Please listen. aif Please speak. Fax aifea Please say it again, qaret Please tell us. feare® 1 Please show us. amy 7x feared Please show us on the map. fertt F attra 1 Please speak in Hindi. qe arfaa 1 Please begin. ATT oe arfaa ; You start, please. ait me ? And this? ait ae? And that? wat aM we 2 oh vat, Fea cea aa 2 Tae ATT aram 21 wa, de 2 1 afta 1 TRE The information discussed here is important to everyone who is interested in India. It will probably be necessary to review this daily with the map, until all students are well-informed on this topic. The U, S, map can also be discussed. Negatives: Negative statements are made by placing aét before the verb. Zan aa Sa Ae ZI Its name is not Russia. After Aél, % is often omitted. ag ae wét That's not right. With imperatives (the%% form) 7 is used. T afae 1 Please don't forget. a aa Please don't go to sleep. Strong prohibition is expressed with Hq. aaa aa afat speak English! In many classes it is necessary to use this sentence frequently. RR 12 qs & fer # aad # att # ara # wae fra wir #2? gi fa wer #22 wen fea ar H 22 waa fea aa 2? armen Pea mex FZ 2 Hag Pra Fea cet FF? we fra wae # 2? wert wat 27 alae art in Dacca fra seer in what state? TA ETT in that city dag fra sta HZ? What state is Bombay in? aarqap ez It's in New York. BIGHT AT your home, Hindi uses a set of little words like H. They are called postpositions, Postpositions have more or less the meanings of the English prepositions, They follow the word or phrase they refer to, When used with postpositions, 4 and A take the forms @e and Fa. By this point students will have learned many place names, Other nouns are likely to raise grammatical problems, Here are a few more nouns which are quite safe. alr frare wT walt wa at aeh ay wart adt at Tas Write in translations only if you feel you must. The class may also ask for additional please expressions like those on page fo, Keep them short and useful. It is absolutely essential to keep reviewing previous units, and to keep using the sentence patterns previously learned, com- bining them with the new ones. 1a 15 TRE aa dm 2 1 am ada 2 1 am wea fer 3? ara aadt ara 22 ara aaat fea & ? orm arate ara staat attra & 7 BIT ATT Faraz 2 | aft adt, ore ara adl, ore aaraz 2) ge ae ara stra fr 3 ? What day is this? ara 21 It's Tuesday. ate ata at arts ? And what date? aa met é 1 This is August 10, Write the current date on the blackboard. Practice this ritual daily for the rest of the course. Clichés Feet O.K. at well... (use this when hesitating) ear athe | Please excuse me. (when leaving) fez art 1 Please come again. are afar 1 Pardon me, arared 1 Please explain. Continue accumulating useful words and phrases like these conversation openers, fillers, and closers. Vary the greeting ritual (p.& ) with other polite phrases. Different greetings are preferred by people of different religious and regional backgrounds. ga 16 qs Hs I am ae 2) ta am awit 2) met ane sta ara 21 ae ae ate ara 2 Sa ATT FT BP HN TT FT 2? aa ATT FA 2? aa am wet 21 SR ATT TAT? aa oa 21 BEE ir art ay name THT ATT your name at sat my age BIT SAT your age Use your own name and age. With the noun AT] my is expressed by Hyp and your by WMT AT. With the nounGat, Wand ATT HT are sensitive topic in Hindi, Limit these questions to these forms: used. GAT is not a my, your, Don't ask about family or other people not present, Wat aret | Hat Te afar 1 afer BTTHT ATH FATS ? ar aa wart et ara fave sat zt ? wee! ara, wITaT Brag ? ag FO SW ae FA oe TEL araat Fa HB ? A wet, We Sea H al, ere H aS 18 Names and titles can be a little complicated. Hindu men are usually addressed by their last name (which is probably the caste name) with the politeness word Sf: ani ot Mr, Verma Most Hindu women prefer to be known by their first name, with Wf: sear oft Miss Usha Moslem men use the last name (which may or may not be a family name), or the first name, with Alea: ara area Mr. Khan wel aeT Mr. Ali A married Moslem woman is addressed by her husband's last name, preceded by the title 37 aa att Mrs. Khan Unmarried Moslem women usually use the first name with @f@at: tprferat arfeat Miss Fatima Foreigners are mostly 41@4 . asa Aree Mr, Brown If you don't know the person's name, or are not sure how he wishes to be addressed, the following are fairly safe: A man can be addressed as @T$ AIF brother, but don't use this for an elderly or high-ranking person, A woman of your own age can be called WEA sister, A respectful form for speaking to an older lady is tat af} mother. Re 20 ae at ada at at wr 2? wer at wt wr? ? airs a asa FT? 2 wat oaeet a 2? ga teat ast rare? aa weet aga 21 TR Ta BT HP saat areas 2 1 ma RI eT AM wT 2? gael aM Ao fo Bt a eat arat ? waa ar wens 21 RR The two kinds of nouns There are two basic types of nouns in Hindi, With the first type T is used, and adjectives which end with #T ae BT ATA the state's name er aT my name ara at far which day? aia at tet which city? With the others #1 is used, and adjectives have an € ending. seer a cetera the capital of the state We TAT my age ata at arate which date? The traditional names for these two noun classes are Masculine (the 4T words) and Feminine (the { words.) These terms are not to be taken too seriously. ‘The names of most male dieties, persons, and animals belong to the Masculine class, and nouns which designate females are mostly in the Feminine class, but there are many exceptions. Every noun must belong to one class or the other, and there is no reasonable explanation for the fact that an utterly sexless word like f€¥ is considered Masculine while @T€@ , which has almost the same meaning, is Feminine. The point is, WT endings are used with some, and € endings with the others. Hindi dictionaries list nouns as fT (Masculine) or waif (feminine). ‘The abbreviations are Jo and tite. RR 22 fess reat fam aig aat a) NE 2 ME ME — SOY. SOU. SOU. OY. HOY. OY, wo ara fra sta % Zo? BAT HAT AT EL At fea Tax FS? Sega FTE I aaa oft, art wat tte ? % area at 21 ait faa wet ate ? arag az | ERNE RR atte % is the verb am. The pronoun # I may be used with it, but it is not necessary. % shows that the subject is # . Speaking of himself, a man uses the masculine form #T . wet at eh I'm a local resident, ata art aT Zt I'm thirty years old. A woman uses the feminine #W . area at 2 1 I belong to India. H ara ara at 2 I'm twenty. The pronoun #TT you requires the verb # are. Speaking to a man, the masculine plural % is necessary. ara wet ® 2? Where are you from? frat ara ® F ? How old are you? The feminine form is @ in the plural as well as in the singular. wet EF? Where are you from? frat ara ar & ? How old are you? The postposition aT - # - #f basically means of, This is the only postposition with more than one form. Prices: price of a book feara ar art } fRare at stra ng a ara rate of wheat WA Aaa FT UTA FAT e ? What's the rate for this kind of rice? Re 24 Ts FARE wm ve ae 2 2 wm we aa 2? mm ae 2? eH Ee WEA 2? az 2 a ad? ma 2 a ad? ae 2 a ad 2 qeata RX seale You have learned to make statements on the pattern A is B, AB a, mE TTTI That is true. saat Umar FaHAT g | It's capital is Calcutta. A true-false question is made by putting the question- marker FT before the statement. ar ag are? Is that true? aur arear ary Tea & ? Is your name Patel? Pattern: 71a Be? ee These questions ask for a yes-or-no answer, The other kind of question asks for information, using a question-word. ag au ret 2? Where is that country? ara aad? How are you? Notice that the question-word usually carries extra loudness or emphasis. Another such question-word is @QT what? ara ward? What's the name? There are two Ts, One is the question-word, usually translated what. The other is the question-marker @YT which is introduced in this unit. It comes at the beginning of the sentence and is not stressed. It is not translated by any English word. It merely indicates that the sentence is a quest ion. a 26 27 TART TS ARE ar ata 5eT Tar 4444 al a a a ee ast ara at FAT qa8 fare, erat aa aT? aaa ot, or Het ate? H urea at Ze aa ag ter ger Z| aft af, arst ver 2 1 art Fatt 2? H qarea aT 21 ROT ATTA AST AZT? gaat az a4i Z 1 afea arét zat Zz 1 Qe AZO aT ae TET Tea S? Is that city old? waT ae Tea Berg ? Is this state small? aa, wae, vet, tha, HHT are all ‘masculine’ nouns. They require #1 endings on adjectives used with them, This is true whether the adjectives are part of the same phrase GTA MET Ft It's an old city, or not. ae Tet FAT 3 1 This city is old, Adjectives referring to Jf nouns have #T endings even if the noun isn't used in the same sentence. are goat 21 It's pretty old. fap aatz | It's completely new. taat ret aa 21 It's not so small. These adjectives all have eaifa forms with $ endings. get asrartt old capital art art small car There is another kind of adjectiye which does not change. Fat TT beautiful city year art beautiful sari ferqearat 3z Indian house farsearat ara Indian woman The changeable adjectives are called ‘marked adjectives’ and the unchanging kind 'unmarked.'| There are only two kinds. as 28 29 sade TS aE caret Tfeeara & wet F1 ara agra 3 ster z1 asiag saree F rar 2 aor matrar area & zer z ? Far Hreratt Hear F Grete ? FAT AITHT TAT TA TET A ast 3? fgureaa cats aaa BAT | aTaHes ay Braz Z| aamifaest aay aeret TEx S| ATT BT Tae TET GAT Bray 3 ? gfrar at aaa war care tra 2? agi FT Tae GUAT AHA Fete ? aa ag aa 8 fe aed FT Tae TST TAT Hey garg ? of at, cane H aers Afr ovat F aeT a} ararat # atrar rer 3 ? TAT FAT TST 1 ate Comparison is expressed with % than. wITa TET FI India is large. area orfaetiat & TST 21 India is larger than Pakistan. Bret Bet 2 Kerala is small. erat ware F Ber & 1 Kerala is smaller than Madras. Waa means most. aay AST TSX FAFA Z 1 — The biggest city is calcutta. aad srer gaa strat ge? ~— Which is the smallest state? Quiz each other with questions like those on p.2@. ‘These expressions will also be useful: aaa ast aaa & largest. in population aaa ae gah F largest in area aa ag aa @ fe art ofrearat & ? Is it true that you're a Pakistani? rr eave ag 2 fe aga wear eI My opinion is this, that it's very good. ara waaa ag 2 fe gather aa 21 My meaning is this, that it isn't possible. ff is used to connect two clauses. at? So? Then? 31 qs aE eater are at aa & ae at ateet g ? aet at aa & atest aah tia Z? ae aa at aa a ag fearaa tira g ? aa at aa Fest ara ata z ? maat aa & eet aS ataet z ? RA gas west arel sara Z, siz gad BUNT g 1 ae ast HST FAT F 1 Far Healt gs ? oft wal, ae aret aa at S| aT aed 2 area Ht aaa AY Tara Threat g ? agi at aaa atat wart amet Z 1 ait ag FT Gates sar z ? HU Gare ag Aa z 1 arear at ag aaTee I RR anita Use this unit to practice feminine nouns with € -ending adjectives and #1 modifiers, Ask each other about the major rivers of various countries and states--the longest, broadest, deepest, and most beautiful, Ask the same questions about the main street (W3*) of an important city of South Asia and the U.S. The sari is always a topic of interest. Useful vocabulary: Unmarked Adjectives Marked Adjectives (feminine ending) art red aeat yellow ane white aret blue aarat rose arat black at beautiful wet expensive Ratt silken aedt inexpensive qt is also an important subject to many Americans, The same adjectives can be used. Most vehicles are @AfaT . When adjectives are derived from nouns by adding § they are unmarked Cinvariant). wt wool vat woolen a cotton at made of cotton yaa rose ayeratt rose-colored aqareat Banaras aaredt Banaras-style fegaa India farseartt Indian BIT can also be an adjective: more at atc two more ae Aft Please give me some more. RR 32 Ws THE arg A srrarél Pareta ara & vara 2 ae Ht aad ae ara 2) aren a sat at ara 8 ea ae 21 arttares 4 srardt Tedta area 8 aa aa 21 aad at aad aa 8 aq aieita ata 2 wae Ft orarel ear 2? are oat) oararay aa 3? gaat ararét arg area 2 saat orardt dla ara HAs saat aaa a A a aT ATA Z| ic 38 atte arate at ararai arg ara 21 The population of Lahore is 2 1/2 lakh. waar aaa Gardte ara & saver 21 Its population is more than 45 lakh. Large numbers are said and written this way: um at 100 Uh SAT 1,000 Ue ATS 1,00,000 TH RUS 1,00,00,000 Note also the special numbers 11/2 $$ 21/2 @1€ 3g HUIS ¥ FA less than 1,50,00,000 Additional useful expressions: ay ay ay at least sarat & Sarat at most aT approximately Re 34 8 arate ate wi an wa dm wt Ft ai Tata aa ci et TI aad St orardt ort Tenet ara 2 aaa A aa GAT AAT ATE zt aad Haq ai wet Et ae aga eH GT TA EA arag % frat att wet e? aVet at araral aT Garett are 21 wat ag are? oft af 1 aH & aa darete are att set cat E | afaarat sr aa & ger vet atte 2 ? wut 21 get at athe & saat at we Es a4 ode aifseara & frat art we B? How many people live in Pakistan? Use the verb Tq @ to discuss again the population figures (in round numbers) of the cities and states of India, Pakistan, and neighboring countries, and of the U.S. Compare the sizes of your home towns. Numbers are one of the more difficult vocabulary problems. Memorizing a number of true statements such as these will help you remember both the numbers and their meanings. Also continue using q13 daily. More clichés: west TAT That's good. Glad to hear it! wel ara 21 That's true, aatt at ara 21 That's great! wea at aa ft Too bad. aat ara &? What's the matter? at ert & ? How are things? war ert art 3? How's everything? arg at Rear Zt Thank you. waar happiness amare sadness aeeart kindness ee \ state of affairs aa art Ra 36 37 Ws Fag ate aia wet wet & ? fra wax HERE? ara wet tact & ? fra sea % cect & ? fai arrest - aad H wat ZI aat tem ZI faré sited - oa amex H xeat g1 frare H wat 21 art wet ted 2? asitfrar # ) 3S ged ae TH a ast a My other sister is older than I. (bigger) Co) Fe del wea pH a TTT Both my sisters are younger than me, (smaller) Talking about women and girls: Example (a) refers to one sister, presumably younger; the forms are all singular. (b) refers to one girl or woman, and shows respect; everything is plural except the noun sister. (c) refers to several sisters; all the forms are plural. (ay AUT daa we gHF ser z My third brother is smaller than I am. (younger) Co) ae gat arg gu a wet ZI My other brother is taller than me. My other brothers are taller than me, Talking about men and boys: Here there is only a two-way distinc- tion, The whole sentence is either singular or plural. I plural, it may refer to one person or several. If there is danger of confusion, more words can be added: at wa are one brother of mine az art ws all four of my brothers The pronoun #has a special form Y¥%. ‘he two forms # and qh are called the two cases of the pronoun. # is traditionally known as the direct case, and Gas the oblique case. (These names don't seem to mean anything; ‘Form 1’ and ‘Form 2' would do as well, but would be harder to remember.) Some of the pronouns have different forms for the two cases, others use the same form. es 48 TTT The oblique case is used with postpositions, and in other special situations. Direct Oblique Examples * ce yaa Tr than from Te a waa this, she than he, it than a cas rae these, they than he, she than aE oI weet ee she, it, than that from a oF we they, he, she than those than at aT arte you than from a a are we from than I than me him her he they she him he they you you us we. I aa on me in it in this at in him among these TAIT on it wat among then are among you at among us in me These are only some of the possible meanings. 49 my his her its this one's STaT his, her: their STAT his, her its his, her, their STAT your gare our Be aret & uvsesta ata g ? aet ware Wat ar ary aa s ? area FY Hetty arHIR Hayat Hai z ? aaat 3 att att att ra BUT ? area & useafa ata & ? arse WIT F Useafa Stace aTfHe aT eI aire aet & sara walt ata & ? stadt efatr ait sat at sara dat 21 ARA-ALHIT F za Fat gz ? afanax eat ae faest FTI at att ara wea F? Sat aA, are Ate aT BTCA BT HS TI are Fat aA HAT g ? 50 51 Ws StHIA RTaT a TH TT ze 1 arm we a 21 wa we aa 2 mt FT RW F1 wm TR Fh a ai ST A TE amt we a 21 wat aRat at anit & att wefeat 1 amt Fe at ad amt Fe a aa gah feat aa g ? ora g, a ash att ate asfrat | gat aaa ast ata @ ? Asa Tag AST ZI waa wet at asfeat g 1 start agar 2 ate cial asad ara ast aaa Hat wach g ? a arad H wadt ze wat 3 ardtgar g ? oft af, & ardtger & ale gah at aa F age at astra ? ani aefrat g 1 ae att Plurals: The other kind of masculine noun ends with @Tin the singular and Win the plural (like the adjectives.) gana a=at our child at et our children Many feminine nouns end with € in the singular and @af in the plural. ae their daughter (his, her) va at afeai their daughters (his, her) The his/her distinction appears in the translation, not in the Hindi, The gender of the noun controls the endings; the sex of the owner has nothing to do with it. A respected person is referred to by the plural pronouns and ¥4, Gand Gq. You must be consistent in this. a faa ot — saat are My father... his name... waa -- A STAT My mother-in-law... her house ash aH vat HSI ‘The boys are of the same age. agfrat cH GATHTE1 —The girls are of the same age. 4 52 Bea AT AST Me FIAT AT BT TAT wat fea Ba aT Tet Bret art ag ST FAT IU ASH Ara Fa ae FAT aST STATS ata Te Wee ATT FS Te waa ST ale see we fea we TT aS Brat ae ae Het ay a aes Graz az AUK FAR ag wa ara wet aR ater Xe are ret Tal TAL at Aes Feat TATTT aeat ate at a adt a aa frat agt Fat TAIT TAT ara at it 34t att aah ara Fagg wet wet aelt sat eel ae Trae SAT spat aire at ad adt agi ara Frat ag wart ard Tat art aftaat at weleat ae afeat aed afeat saat Haat ret fagizat qs area qaTT ag arg #t ara aa 2? ae eh ar aH Fa 2? agt weet at ava rats? ast vett wr ara zat? amas seat B ara zat ez? ah Asal ara aar z ? amar afeat & ara zat é ? araat asfrat & ara aa e ? art frat ae S ? Bart a asa Et va ® arm aot g ? gan arr afta wie fate 2 1 ait Tag TAT ? UH TI aa BTS WT FAT ATW FT wy Batt The oblique singular forms of nouns and adjectives Nouns and adjectives also have two cases, but the direct and oblique forms are alike in many instances (which has allowed us to avoid the matter so far.) All feminine nouns, and the adjectives used with them, have the same form in the oblique as in the direct case. ae Fe ae aaa (no change) Masculine nouns of Type A (see page %2) do not change. ae Wet wa wet Ft (no change) Only Type B Masculine nouns have a special oblique form. Sat ash FT of the boy FART art Ft in the room aR aT Crd on the map For this kind of noun, the oblique singular form is like the direct plural. The same is true of the adjectives. ATT FATT Bart wat F in our room Rr ast ser Ras aa from my older son Marked (changeable) adjectives used with masculine nouns have this oblique case form with the @ ending whether the noun itself is of Type A or Type B. ag Bret Tet wa Bit aet Hin this small city ag arat fart va ara feq H during that long day 56 ast The oblique plural forms In the oblique plural, all marked adjectives have the same form as in the oblique singular. This means £ endings for the feminine, W for the masculine. All nouns have an oblique plural ending with ait: a ae Tat va ae aad Wat Be aT aah Be ava & aoe a Ua are a roa & Re ag al Fa aE Fal ox att afeat alet afeat aeh mare adi ararait & A postposition is attached to a phrase which may consist of one word or several. All the words of this phrase go into the oblique case. 3 dr va wat FE Those people are in that room. The phrase % Alay is not involved with the postposition, and remains in the direct case. Classroom expressions: (x) # gfe Please ask (X) gue gfe Ask me wae get | Ask him, Ask her. Ask them, sae qfet Ask him, Ask her, (a child or servant) va ati a ger Ask them, Ask those people, gat faariaat & gist 1 Ask the other students. way deat & gfe | Ask your friends. With imperatives (g% forms) your is expressed by 9qaT. EF wo wesTaa HTH is not permitted in imperative sentences. aoa areata a ofet 1 Don't ask your wife. When a postposition is added to a phrase, the entire phrase goes into the oblique case. SAT AAU THAT our second child BAe Fat ay FT ATA the name of... List your family on a chart: Ua at wer ae at sar at ayaa ai ? Exchange charts and quiz each other: arae oftare & frat att g ? aga ot wr arm aa 2? wet tate? aor a ara gare? sah feat ara sg ? Some of these questions may strike you as a little too personal, but this is an attitude you will have to get over, On the other hand, matters which are perfectly matter-of-fact to us may be sensitive to members of another culture, An orthodox Hindu woman for instance, will not use her husband's name. If a problem like this arises, don't make an issue of it; just drop the subject. You can get the informa- tion you need for the chart--the names of the various relatives-- without using any English. Clichés a? ena F in my opinion ara fra ¥ in your opinion wa 58 59 1 aa STIS BM aa TH BSI TI Ale Aa TT AAT HWA ZI aS aa eH alr THT TTA St ame we as aera HAT Se aH TANT ATT ZI at as arat caret gt arg aa art g 1 arg vit aH HA Fe aT St FAT HIS TT FAT Z | wat feat at ae Fae g ? H arg ars ast aadt g ate at at aga FA aa vat wet & ? fardt wae g 1 fam feat 1 aM TS ATT SHA TTT S I ot ai, Us aT TAS Bret THT UH AH ATS ATA SF WT FAT AS att at 1 Sex FT FAT HAT ? fare atar 2, afer aver agar Zhe Bear z 1 WE Daily routin feat ax gaa & ? At what time do you get up? at ae ear WATT Z | I arrive at school at nine o'clock UH TT Ba aT ATA Zz I We come back at one o'clock. wn ay at one o'clock are aa at two-thirty These phrases are in the oblique singular form, Oblique expressions like these are often called adverbs or adverbial phrases. Other time adverbs are: aazt in the morning at daily eaart FT on Sunday ae Bt in the evening ua at at night aret FT in the afternoon wareta FT on the weekend The half-hours are expressed this way? 3s aT at 1:30 arg ar at 2:30 arg dt at at 3:30 ag wa at at 10:30 From 3:30 on, @@ is used. For the time being, avoid the question, “What time is it?” Build up a monolog on your daily routine. 61 are’ ar alee wa dat & ? aif ar alan va gitar 2 ? wa TE date ? wa eH drat & ? Ts HT Ala Hagat Fae garg we at alae Ba Fact garg org aT Htea wagqat & wea aH gar et ait ar alae art & ot aw slat gt ag facet Fors ar alae aa YE gat 2 ? waqat F yw ars art wa an arate? werd F 1 sai wat a ata ae & ea aH stat 2 ? ara ae 1 aa area F acara a Atae wi gat 2 ? oH at, dar st aeara are F gy fearat am diet 2 1 gt ares wat aqae aad ? From when to when is it? wat heat aif at Wt tthe hot weather ‘aTeT cold WIS aT Atay winter artes rain arate rainy weather arf at ate, qe gare?! it begins em war % | it ends Rand WA are nouns. US qT it begins an a it ends There is no verb begin; this is expressed by the noun-verb combina- tion YE EMT. In the same way @eq PAT is translated by the English verb end. Find out about the weather where you are going. Give the months their correct Hindi pronunciations. Choose a class motto. The following are suggested. HIM Tara AAT g | It is forbidden to speak English. feat Aaa ATTA J 1 It's easy to speak Hindi. fet dtraar gee 2 1 It is necessary to learn Hindi. aaa afar met 21 It's not all that difficult. Since is expressed by the postposition @. waa & since Sunday wa & ? since when? With since, English often requires the complicated have been verb forms, Hindi is simpler. ary ta & agi ge? How long have you been here? a matt & agi zt I've been here two months. gR 62 Useful Expressions: 63 araat area & ? fret at arqy 2 ? wa ae 2 at ae g 1 Ba aa aT BT Azz eaat ami Fea e? fraat ? ea agt gaze FT ? aa ati ea 1 ay array ear wat Ss ? 3 yh AT Het SI aire? ar ai &1 arg arqat 2 ? fret & qfet 1 fare Do you know? Does anybody know? I remember. We remember, They all remember, What do they call this? What? This big building? They call it the Secretariat. What do the children call you? They call me uncle. Who is it? Somebody's there. Does somebody know? Ask somebody. a atlas co a arqA gl It is known to (X). CO at ate It is remembered by (X). In normal English: (X) knows; (X) remembers. ee OO at aa wea F ? zaar OO water What do they call this (X)? They call it (¥). alq who and FqT what have the same forms in the oblique: singular fa , plural fq. aE has the oblique fa}. (There is another @IE (same spelling and pronunciation) which is used with numbers in the meaning approximately.) Some of the pronouns have short forms with at: gat a frost fine aa gt feast fied qaat wz saat a waat ae TART we Another oblique case phrase pattern is about (X) - (X) ® art # va % at H Ee gaTAT Tell us a little about it. aaa ofeare & art H qaTet 1 Tell us about your family. aaa arr art H Garey 1 Tell us about your work. aN at FH aay I Talk about yourself, wat art F gyfer 1 Ask about that. (him) frat art ¥ ? About what? About whom? SF can be used for such as or for example: ae ge aha aga THs FF faare, aaa, weave ane aa Mt a He ares arar weer TAT e FA Ge, fara, aTdt als Ha at aga AN frat fF gu, ara, st onfe ae 64 65 qs Tra das aa ate faaz arte Bw Har der wTAT TI amay ema a H Paar aaa ama e ? ara ae ISAT H fa x Tat g ? araat arfarer art H feat fare amt z ? fergeara oy H faa aaa TAT & ? garg wate & areite ae & varar adl aaa 1 afer ot F sare & a1 S aga aa z 1 STTaT TT TA HF frat Bx oat 2 ? oe fas ata fare ara F 1 ant anit wis % aga ara we & carat ama F 1 aa % faa farce ara @ ? qara az ama ZI avi aes F ? oft adh, far oe TH FI ay fearas feaat aaa arat & ? How much time does it take? WAFis the grammatical subject; since it is a masculine singular noun, the verb has the WT ending. frat ae ara & ? How many hours does it take? frat 2x art & ? How long does it take? Wet is also masculine; %¥ (which means something like delay) is feminine, Obviously, no word-for-word translation is possible in sentences like these, Just learn them and use them as they stand. ara & arg az Ta SI 2.1/2 hours are used up in eating. area art & feat fat aTa g ? How many days does it take to go to India? farat frcrat arat & ? What's the fare? The infinitive of the verb (4TAT, GMTetc.) can be used as a noun (masculine singular). It has an oblique form (singular only) as in the examples above. ga oe fer ara & It takes me a day. ai aan was It takes us two weeks, ART ABA FHT TAT SI It takes him a long time. The person involved is mentioned with a @{ expression. The postposition % is used for by means of. amet & by train aamet & by oxcart aa 66 ASIS Pronoun: second person There are two more pronouns, which we will mention here for the sake of completeness. Both are translated you. Direct Oblique Possessive ad jective os a Tent qa Tm at GW is used in speaking to inferiors or long-time friends; don't try it yet. Q is so intimate you will never use it, but you will hear it, @ is singular: Gwe taTs? gq wet watts? Gis grammatically plural, and has the special auxiliary ®t ar vet wa at? or rai wet et? Verb Forms There are five imperatives; they express degrees of courtesy and deference. oT (] intimate ait | (am) familiar aTat (gaat) ordinary meat (aT) polite aT CATT) deferential 67 &9 aSaS ‘The Hindi verb consists of a root to which various endings are added: AT for the infinitive WV, AT, gt, ZAM for the imperatives. There are five verbs which use a different root with¥q: tat athe aati aa fifo wet afer dat fre The present tense requires an auxiliary (@ @ ®) with a participle consisting of a verb root (such as 9T) plus an ending (aT & af). See p.¥g. Ie wet is used, the auxiliary is usually omitted. ast wat amet The train doesn't go. There is one more possibility. afsat vat arch The trains don't go. In the feminine forms of verbs, the distinction between singular and plural is marked only by nasalization in the plural forms. ‘This nasalization occurs only once, in the last word of the verb phrase. Therefore @¥ occurs only when the auxiliary is omitted. Quantities: Tl 1/4 more than; WM 1/2 more than; W41/4 less than aa WIS Aa ToT 8,25,000 rupees qa ae gar Hat 3,750 miles ae wae frat 15 1/2 kilograms are wate 2 1/2 months ag at 11/2 ser as 68 69 Ts Fa Ba aT ATT AA ATT TAT Aad ZI Haat at aa wage wIs FaaT aTedt FI We asfeat aa Ted F ana wet sieht aa at area & ow ara & waiat wear el AA wat & alex aarat aaa z ? TAHA ATH Sea FAT BTA HAT area F ? aa BTTHA aE ASAT erat Hear aha wd F ? ary var ahaat aat aredt ? ary att Fat TAT aTet z ? Ba At AIA TAT ATea ZI aat vat arat ated & ? # get & sf cart ear ated g 1 AR ofa aet aga Ast adear wea = 1 we rai aefeat gee Tae FH yAaT al aedt Afr fas as as age Fan aed Ft arrat Teil Fat Fat ahaar aredt € 1 & ferdt cear ate ataat draar ated & 1 & fargearet @rat aan draar aa are 3 ara @rraray & arava Tad & 1 RR TAT Veo “AEA «means want. ag ated areat z 1 He wants a job. ATEAT is often used with infinitives. art caqat aTedt é Il She wants to wear a sari. gas at A aarat AeaT E | I want to tell about that. Infinitives are used before a few other verbs. war} wet aarat aradl g ? Does she know how to drive? wat are fer@ar drag ~ ? Are you learning to write? A repeated interrogative asks for an itemized list. aia ata mar ated & 7 ~— wWho-all want to come? at aqt Raat area F ? = what-ali does he want to see? wet wet aiat aredt & ? Where do you want to go? After is expressed by adverbial (oblique) phrases with 4T@: are # afterwards saa ae after that was Be ae immediately after that wean at fat are two days after that ae agar eae after arriving in India qay means why? ‘The answer may use aaifar because. 70 7 qs TaeA free are am ait ger HT fram ada saat sea vet at wa Feqarh Far | qeat ae weal set vat at ara ait aa Hwy ? fase ara wet aa at ? aa art eet FT 1 geal gat ata vat ar ? aa atrat fer at ? at WT aT | of agi, wre adt ary wet ge ar) ga at om agt & ? Faw at at fram. av araat ott wet at ? cee 3 are F ef ate fax frarit a dt at arrat are vet sitar fer ar ? geal aladt atta at ? wre werd at sic atrat fat at ? 8 CT Ake New verb forms: was qt - #3 were } - off wa # ast ar, When I was there, awa A ast asat Soars FT AT wa ay wd FF, When you were in India, aa aat set asat fear are at at ? Wameans at the time when; it is not a question word like@q. Time adverb frse art froa watt frst aa frst are 1s last year (the year before this) last month last week last time (the most recent occasion) These phrases are in the oblique case; those with masculine nouns (the first three) have T endings. Also: Tet va a wae va aa wa fer fra art formerly, at first before that at that time on that day in what year? In many cases where English uses a simple verb, Hindi uses a noun plus a verb. XAT is used in many such combinations, ATT FAT HTT HTT ? ye aaa | aera afer 1 oR ara work, job Or beginning at rest 72 freae The possessive adjective Q4AT always refers to the subject of the sentence. If the subject is ], STAT means ay. Hetcannot be used in a sentence which has # as its subject. ® WaT Ha HAT z I do my own work, If HTT is the subject, HFAT means your, HIT#T is forbidden, aa ATT aT TAT HA ? Were you in your own room? With third-person subjects, there is an important distinction: ae wT Hat H at | She was in her own room. ag wah ant Hoty She was in somebody else's room. TAT can also be used with another possessive adjective for special emphasis: ag rh oat art 3 This is my own car. WATAT is used in another sense. arrat Far aTat & ? How does it strike you? saat arfeat aga adsl wrdt Ft Her saris look very expensive. dar ara & fH FA gett arat aal ATedt Tt seems that my wife doesn't want to come. Was born is expressed by 4&1 GAT, with the same four endings as QT. ier wear aH Gar ga Ras we are F Gar eT are AA feet Haar GE HS ash wet Taare H Gar ge 73 98 alent into oe a wre vat WA G1 ast sat ata ara 7 1 at ang, faa sax die ara &, set wt EI My brother, who is thirty years old, lives there. ee a ee ort J vast sat ara ara 2 ra 34, fret oat art 2, a at Z My daughter, who is seven, goes to school. By replacing ¥@ or GH with fq a whole clause can be plugged another sentence, Similarly, faq replaces gq or GA. Ras at WAAL A te TAFT at arg, ot wat waa 4, ate aT FE My brother, who used to live here, is twenty. i can replace ag, F, ag, or F. ST is called the relative pronoun, WW airect (singular and plural) fara oblique singular fa oblique plural ATAT with an infinitive in the oblique case means about to happen. wat OTA are z 1 Here comes the ambassador! art aaat art et at The train was just about to start. at aaa aT EI It's almost four. 74 75 We sera eR # fears Fara Seat aT H agi cet at at wet wea ot? ar are array aterdt at ? wa are zal 4, Ta ITH set TAT | at SA ae A A, aT AS aad rat fared Ser aT wet araaat & xeat gaat Tea F eat aT wet are ar ware Z, aet Tea TH CHA SAT AT fase ara arg vat ara Hea a? wa are fargeara A 8 at var fardd alma & ? Fey ANT Fai Tea A ? frsr area AT Het BIA Hea FT ? feared % wat att at saa gaa ? yaa seat F asa F agra at 1 et wea t aet? wet aT ated THT Ted &, Te WAT aT oy feat wa Feat tect ft, tart aah a 1 When I lived there, I used to speak Punjabi. en arag F wea F, Sher aA sei

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