hindi lessons Chapter 1 to 8

1
{ÉÉ`ö 1 (P¡th 1)
Dialogue 1
1. Vidy¡rth¢ : Namast®, adhy¡pak j¢. 1. Ê´ÉtÉlÉÔ : xÉ¨ÉºiÉä, +vªÉÉ{ÉEò VÉÒ *

2. Adhy¡pak : Namast®, ¡i®, bai¶hiy®. 2. +vªÉÉ{ÉEò : xÉ¨ÉºiÉä, +É<B, ¤ÉèÊ`öªÉä *
3. Vidy¡rth¢ : Dhanyav¡d, yah ky¡ hai? 3. Ê´ÉtÉlÉÔ : vÉxªÉ´ÉÉnù, ªÉ½þ CªÉÉ ½èþ ?
4. Adhy¡pak : Vah kurs¢ hai. 4. +vªÉÉ{ÉEò : ´É½þ EÖòºÉÔ ½èþ *
Yah ky¡ hai? ªÉ½þ CªÉÉ ½èþ ?
5. Vidy¡rth¢ : Vah p®nsil hai. 5. Ê´ÉtÉlÉÔ : ´É½þ {ÉäÎxºÉ±É ½èþ *
6. Adhy¡pak : Sh¡b¡sh. 6. +vªÉÉ{ÉEò : ¶ÉÉ¤ÉÉ¶É *
Note : 1- "Yah" is pronounced "Ye" and "Wah" is pronounced "Wo".

Note : 2- Here 'w' is given for '´É', although some prefer 'v'. Actually the
pronunciation of ´É is between the English 'w' and 'v'.
Instructions for Inductive Grammar

These questions are set out with the answers below them. Between
each question and its answer there is a single row of dots. Cover all the
questions and answers below the question you are looking at with a piece of
paper, so that the dots below the question are just visible. Answer the question
mentally or, better, write the answer down (you could use the covering sheet of
paper to write on). Now move your paper down to the next row of dots. You will
find the answer to that question and below, the next question. Continue to work
through the questions in this way to the end.
Inductive Grammar
1. In sentences 3, 4 & 5 of the dialogue which word is the verb? Where is it
placed (does it come) in the sentences?
.................................................................................................................................
1
1
In sentences 3, 4 & 5 the verb is 'hai' and it comes at the end of the
sentence.
2. Is the word order of the sentence changed in Hindi when asking a
question?
.....................................................................................................................................
No.
3. When would you use 'wah' rather than 'yah'?
.....................................................................................................................................
I use 'wah' when it refers to something at a comparative distance and
'yah' for something comparatively near me.
4. What do the words of request seem to have in common?
..........................................................................................................
The ending '-iy®'
5. How would you greet a person?
.....................................................................................................................................
By saying 'Namast®'.
6. How do you obtain a verb root from an Imperative?
....................................................................................................................................
By dropping '-iy®'.
7. How would you thank a person?
.....................................................................................................................................
By saying 'Dhanyaw¡d'.
8, How is the honorific 'ji' used?
....................................................................................................................................
It is added after the identification of a person.
9. How would you express appreciation for 'a good try'?
....................................................................................................................................
With an enthusiastic 'sh¡b¡sh'.
Words Introduced in the Dialogue

Ê´ÉtÉlÉÔ - vidy¡rth¢ - student xÉ¨ÉºiÉä - namast® - greetings
2
1
+vªÉÉ{ÉEò - adhy¡pak - teacher VÉÒ - j¢ - (honorific similar
to 'sir', 'ma'am')
+É<ªÉä - ¡iy® - please come (in) ¤ÉèÊ`öªÉä - bai¶hiy® - please be
seated
vÉxªÉ´ÉÉnù - dhanyaw¡d - thank you ªÉ½þ - yah - this
CªÉÉ - ky¡ - what ½èþ - hai - is
´É½þ - wah - that EÖòºÉÔ - kurs¢ - chair
{ÉäÎxºÉ±É - p®nsil - pencil ¶ÉÉ¤ÉÉ¶É - sh¡b¡sh - well done !
Other Words to be Introduced

+vªÉÉÊ{ÉEòÉ - adhy¡pik¡ - teacher (a lady),
ÊEòiÉÉ¤É - kit¡b - book +É{É VÉÉ<ªÉä - ¡p j¡iy® - please go
VÉä¤É - j®b - pocket +É{É ¤ÉÉäÊ±ÉªÉä - ¡p b°liy® - please speak
¨ÉäWÉ - m®z - table +É{É ºÉÖÊxÉªÉä - ¡p suniy® - please listen
+É{É {ÉÚÊUôªÉä - ¡p p£chhiy® - please ask
(inquire)
EòÉNÉWÉ - k¡Âaz - paper +É{É näùÊJÉªÉä - ¡p d®khiy® - please look
Fò±É¨É - qalam - pen +É{É ¤ÉiÉÉ<ªÉä - ¡p bat¡iy® - please tell
½þÉlÉ - h¡th - hand
Numerals 1 - 5:
1 - BEò - ®k; 2 - nùÉä - d°; 3 - iÉÒxÉ - t¢n; 4 - SÉÉ®ú - ch¡r;
5 - {ÉÉÄSÉ - p¡nch
Oral Exercises
The purpose of Oral Pattern Drills is to establish automatic manipulation of
the common structural forms of the language. In the first dialogue there are
statements that are related to greeting a person, requesting him to be seated
etc, and there are questions and their related answers. The first may be treated
3
1
as useful idioms to be learned and used at this stage without variation. The
questions and their answers represent forms which can be applied in almost
limitless cases. You will want to learn the names for many things. The structural
forms which apply to the words that we have given apply equally to many other
words. There are also other words in these questions and answers which are
called 'functional' words, such as "Yah" (this) and "Wah" (that). These take their
meaning from the associations with which they are used. As you proceed with
your studies you may instinctively try to assign English equivalents to them. If
you can restrict this tendency you will find it easier to use these words more
idiomatically. Oral drills are designed to help make this possible.
In this lesson Oral Exercises can take the form of the questions "Yah ky¡
hai?" and "Wah ky¡ hai?" while touching or pointing to various articles or their
pictures. The responses "Wah kurs¢ hai", or "Yah pensil hai" would depend upon
the article and its distance from the person answering. If the request words are
associated with hand signals they will become more meaningful. Move around
the room or wherever you are and use your hands in pointing to and touching
things. The encouraging exclamation "Sh¡b¡sh" should be used when deserved
and said with relish. Language is alive: keep it living at all times.
Reading
New Vowels: + +É
New Consonants: Eò xÉ {É ªÉ ½þ
+ -- +Eò +xÉ +{É
( ) -- Eò xÉ {É EòxÉ xÉ{É {ÉxÉ {ÉEò
+É -- +ÉEò +ÉxÉ +É{É
( #É) -- EòÉ xÉÉ {ÉÉ EòÉxÉ xÉÉ{É {ÉÉxÉ {ÉÉEò
ªÉ½þ -- ½þªÉ Eò½þÉ {ÉªÉ ½þEò xÉ½þÉxÉÉ
4
1
+½þ xÉÉ½þ ½þÉªÉ xÉÉªÉEò Eò½þÉ +ÉªÉÉ
{ÉÉxÉ - xÉÉEò EòÉ {ÉÉªÉÉ xÉªÉÉ +É{ÉÉ xÉÉEòÉ xÉ½þÉxÉ {ÉÉ½þxÉ EòÉxÉÉ
+É{É ªÉÉxÉ EòÉxÉ {ÉÉEò EòxÉEò xÉªÉxÉ {ÉxÉ{É
Conjunct with Hal : EÂò ªÉÉ +xÉÂ ªÉ +xÉÂ ªÉÉªÉ {ÉEÂò EòÉ
Conjunct Form : CªÉÉ +xªÉ +xªÉÉªÉ {ÉCEòÉ
{ÉCEòÉ Eò½þ * ªÉ½þ EòÉxÉÉ +ÉªÉÉ * EòxÉ EòxÉ Eò½þ *
+É{É EòÉ CªÉÉ +ÉªÉÉ ? +É{É EòÉ ªÉÉEò +ÉªÉÉ *
+É{É EòÉ EòÉEòÉ +ÉªÉÉ * ªÉ½þ CªÉÉ Eò½þÉ ?
EòÉEòÉ EòÉ {ÉÉxÉ +ÉªÉÉ * ªÉ½þ ªÉÉEò +ÉªÉÉ *
CªÉÉ xÉÉ{ÉÉ ? ªÉ½þ xÉªÉÉ {ÉÉªÉÉ xÉÉ{ÉÉ * xÉªÉxÉ Eò½þ *
Note : A Vowel in its full form is pronounced independently but in its initial
form (M¡tr¡) is pronounced in combination with a consonant. All
consonants in the Hindi Alphabet contain an inherent vowel "+" within
them, without which it is not possible to articulate these sounds. When the
inherent "+" is absent from a consonant it is known as a Conjunct letter
(HALANT).
ºÉÖÊxÉªÉä +Éè®ú ºÉ¨ÉÊZÉªÉä :

1- +É{É ¤ÉÉWÉÉ®ú VÉÉ<ªÉä * ( PÉ®ú, ºEÚò±É, +º{ÉiÉÉ±É <iªÉÉÊnù )
2- +É{É Ê¡ò®ú PÉ®ú +É<ªÉä * ( ¦ÉÉ®úiÉ, ªÉ½þÉÄ )
3- +É{É ªÉ½þÉÄ ¤ÉèÊ`öªÉä * ( ´É½þÉÄ )
4- +É{É ºÉÆMÉÒiÉ ºÉÖÊxÉªÉä * ( ¦ÉVÉxÉ, MÉÉxÉÉ )
5- +É{É Ê½þxnùÒ ¤ÉÉäÊ±ÉªÉä * ( Ê¡ò®ú, vÉÒ®äú - vÉÒ®äú )
Writing Exercises
The Devanagari script of Hindi makes use of several basic strokes. If a
reed pen or wide pointed nib cut at an angle is used, the nature of these strokes
5
1
will be clear. The advantage of practising with such a pen, in the early stages, is
that an Indian-looking penmanship will develop. Modern usage, of course,
includes pencil, fountain pen, ball point pen and computer. Most Indians
however, learned to write with a reed pen or similar instrument and they have set
the style of the script. Printing has tried to reproduce this so that the
Devanagari in either written or printed letters are the same basic letters and do
not differ as do many letters of English, i.e., F and f. We advise getting a writing
book such as is used by school children, and copying the basic strokes from it,
then take up the letters in the order that we have introduced them in this reader.
This will relate your writing with your reading and phonetic drill work. Whenever
you write a letter at this early stage, be sure to sound out the letter you have
written. This means you will have to be sure to start writing after you have done
the phonetic drill work and the reading. However, you can practise the basic
strokes any time to get your hand used to Hindi writing:
The basic strokes are:
VERTICAL
HORIZONTAL
SLANTED
SLANTED
DOT
CIRCULAR
6
1
CURVED
LOOP
ZIG-ZAG
After the reading and phonetic drill, copy the letters of Lesson 1 at least
three times:
+, +É, Eò, xÉ, {É, ªÉ, ½þ, ªÉ½þ, {ÉÉxÉ, EÂò ªÉÉ or CªÉÉ, +É{É *
Copy the words as shown below:
+É{É {ÉÉxÉ xÉÉEò EòÉxÉ

CªÉÉ {ÉCEòÉ ªÉ½þ
_________
7
2
{ÉÉ`ö 2 (P¡th 2)
Dialogue 2
1. Adhy¡pak : Yah Kais¡ qalam hai? 1. +vªÉÉ{ÉEò : ªÉ½þ EèòºÉÉ Fò±É¨É ½èþ ?
2. Vidy¡rth¢ : Wah K¡l¡ qalam hai. 2. Ê´ÉtÉlÉÔ : ´É½þ EòÉ±ÉÉ Fò±É¨É ½èþ *
3. Adhy¡pak : Yah Kais¢ p®nsil hai? 3. +vªÉÉ{ÉEò : ªÉ½þ EèòºÉÒ {ÉäÎxºÉ±É ½èþ ?
4. Vidy¡rth¢ : Wah K¡l¢ p®nsil hai. 4. Ê´ÉtÉlÉÔ : ´É½þ EòÉ±ÉÒ {ÉäÎxºÉ±É ½èþ *
5. Adhy¡pak : Wah Kais¢ p®nsil hai? 5. +vªÉÉ{ÉEò : ´É½þ EèòºÉÒ {ÉäÎxºÉ±É ½èþ ?
6. Vidy¡rth¢ : Yah l¡l p®nsil hai. 6. Ê´ÉtÉlÉÔ : ªÉ½þ ±ÉÉ±É {ÉäÎxºÉ±É ½èþ *
7. Adhy¡pak : Wah l¡l p®nsil kais¢ 7. +vªÉÉ{ÉEò : ´É½þ ±ÉÉ±É {ÉäÎxºÉ±É EèòºÉÒ
hai? ½èþ ?
8. Vidy¡rth¢ : Yah l¡l p®nsil 8. Ê´ÉtÉlÉÔ : ªÉ½þ ±ÉÉ±É {ÉäÎxºÉ±É
chh°¶¢ hai. UôÉä]õÒ ½èþ*
9. Adhy¡pak : Yah k¡l¡ qalam kais¡ 9. +vªÉÉ{ÉEò : ªÉ½þ EòÉ±ÉÉ Fò±É¨É EèòºÉÉ
hai? ½èþ ?
10. Vidy¡rth¢ : Wah k¡l¡ qalam baÃ¡ 10. Ê´ÉtÉlÉÔ : ´É½þ EòÉ±ÉÉ Fò±É¨É ¤Éc÷É
hai. ½èþ*
Inductive Grammar
Questions are based on the dialogue above. Remember to use a piece of
paper to cover the answers until you have answered the question yourself:
1. What is the difference between EòÉ±ÉÉ and EòÉ±ÉÒ ?
..........................................................................................................
The ending of the adjective is '+É' when it qualifies a masculine noun and
the ending is '<Ç' when it qualifies a feminine noun.
2. What is the difference between adjectives like EòÉ±ÉÉ and ±ÉÉ±É ?
.........................................................................................................
8
2
Adjectives ending in '+É' inflect (change) to show gender while adjectives
not ending in '+É' do not change.
3. Where may adjectives be placed in a sentence?
...........................................................................................................
Either before a noun or before the verb. An adjective placed before a
noun, describes a general quality of the noun. When placed after the
noun, the quality of the noun becomes specific and emphasized.
4. Do inflectable adjectives agree with the noun in both positions i.e. before
and after the noun?
...........................................................................................................
Yes, inflectable adjectives agree with the noun in both positions.
5. How is the word 'EèòºÉÉ' used in the Dialogue?
...........................................................................................................
The interrogative 'EèòºÉÉ' has an adjectival nature, describing a general
quality of a noun. It inflects like other inflectable adjectives.
New Words Introduced in the Dialogue

EèòºÉÉ - kais¡ - what kind : ±ÉÉ±É - l¡l - red : EòÉ±ÉÉ - k¡l¡ - black
UôÉä]õÉ - chh°¶¡ - small, little : ¤Éc÷É - baÃ¡ - large, big

¤Éc÷É °ü¨ÉÉ±É - baÃ¡ r£m¡l - KÉ®úÉ¤É - Áar¡b - bad,
large handkerchief spoiled
UôÉä]õÉ EäòEò - chh°¶¡ k®k - small cake +SUôÉ - achchh¡ - good, nice
¤Éc÷É Ê¤ÉºEÖò]õ - baÃ¡ biskut - large biscuit ºÉÉ¢ò - s¡f - clean
EòÉ±ÉÒ {±Éä]õ - k¡l¢ pl®t - black dish ºÉ¢äònù - saf®d - white
UôÉä]õÒ PÉc÷Ò - chh°¶¢ ghaÃ¢ - small watch ¨Éè±ÉÉ - mail¡ - dirty
¤Éc÷É ÊMÉ±ÉÉºÉ - baÃ¡ gil¡s - big glass xÉÒ±ÉÉ - n¢l¡ - blue
EòÉ±ÉÉ ¢ò¶ÉÇ - k¡l¡ farsh - black floor {ÉÒ±ÉÉ - p¢l¡ - yellow
9
2
½þ®úÉ - har¡ - green
UôÉä]õÒ nù®úÒ - chh°¶¢ dar¢ - small mat
UôÉä]õÒ iÉº´ÉÒ®ú - chh°¶¢ tasv¢r - small picture
¨Éè±ÉÒ nùÒ´ÉÉ®ú - mail¢ d¢w¡r - dirty wall
+É{É ±ÉÒÊVÉªÉä - ¡p l¢jiy® - please take
+É{É ±ÉÉ<ªÉä - ¡p l¡iy® - please bring
+É{É nùÒÊVÉªÉä - ¡p d¢jiy® - please give
Numbers: 6 Uô: chhah - 7 ºÉÉiÉ s¡t - 8 +É`ö ¡th - 9 xÉÉè nau - 10 nùºÉ das
Oral Exercises
Oral exercises or 'drills' as they are often called, can be prepared in a
variety of forms, some of which have been outlined in the introduction to this
course. At this stage most of the drills are in question and answer form as this
is a natural language form. When the drill is understood, care and time should
be taken that the teacher does not ask all the questions and the students don't
give all the answers. Students should also ask questions, either of the teacher
or of each other.
Remember that these drills are basically to master grammatical forms.
The forms drilled are to be mastered (shown by the time of response) and
pronunciation is of secondary consideration except where faulty pronunciation
indicates or sometimes masks faulty grammar or language patterns.
These drills are designed to be intensive and used without resort to
English. In class, the teacher (by means of objects and using the basic request
words, will give the instructions in Hindi). The drills can be read afterwards at
home. Later on other drills are designed to be read in class.
Each drill starts with a model. The teacher will hold up his hand or in
some other way indicate when he is taking the student's part in the model.
There are usually many examples of each drill: only a few are printed
here:
1. Answer each question by using the adjectives supplied as in the example:
10
2
xÉ¨ÉÚxÉÉ : ªÉ½þ EèòºÉÉ EòÉNÉWÉ ½èþ ? : ºÉÉ¢ò/¨Éè±ÉÉ : ªÉ½þ ºÉÉ¢ò/¨Éè±ÉÉ EòÉNÉWÉ ½èþ *
Nam£n¡ : Yah kais¡ k¡Âaz hai? : s¡f/mail¡ : Yah s¡f/mail¡ k¡Âaz hai.
+¦ªÉÉºÉ : ªÉ½þ EèòºÉÉ ÊMÉ±ÉÉºÉ ½èþ ? : ºÉ¢äònù/½þ®úÉ : ªÉ½þ ºÉ¢äònù/½þ®úÉ ÊMÉ±ÉÉºÉ ½èþ *
Abhy¡s : Yah kais¡ gil¡s hai? : saf®d/har¡ : Yah saf®d/har¡ gil¡s hai.
ªÉ½þ EèòºÉÒ iÉº´ÉÒ®ú ½èþ ? : KÉ®úÉ¤É/+SUôÒ : ªÉ½þ KÉ®úÉ¤É/+SUôÒ iÉº´ÉÒ®ú ½èþ *
Yah kais¢ tasv¢r hai?
: Áar¡b/achchh¢ : Yah Áar¡b/achchh¢ -
tasv¢r hai.
2. Read the statements given below and change the description of the
objects by using your own adjective:
xÉ¨ÉÚxÉÉ : ªÉ½þ UôÉä]õÉ ½þÉlÉ ½èþ * ªÉ½þ (¤Éc÷É) ½þÉlÉ ½èþ *
Nam£n¡ : Yah chh°¶¡ h¡th hai. Yah (baÃ¡) h¡th hai.
+¦ªÉÉºÉ : ªÉ½þ ±ÉÉ±É °ü¨ÉÉ±É ½èþ * .........................................................
Abhy¡s : Yah l¡l r£m¡l hai. .........................................................
ªÉ½þ KÉ®úÉ¤É iÉº´ÉÒ®ú ½èþ * .........................................................
Yah Áar¡b tasv¢r hai. .........................................................
3. Change the given statements into questions using an appropriate form of
'EèòºÉÉ':
xÉ¨ÉÚxÉÉ : ªÉ½þ ºÉ¢äònù nùÒ´ÉÉ®ú ½èþ * ªÉ½þ EèòºÉÒ nùÒ´ÉÉ®ú ½èþ ?
Nam£n¡ : Yah saf®d d¢w¡r hai. Yah kais¢ d¢w¡r hai ?
+¦ªÉÉºÉ : ´É½þ ºÉÉ¢ò nù®úÒ ½èþ * .......................................................
Abhy¡s : Wah s¡f dar¢ hai. .......................................................
ªÉ½þ xÉÒ±ÉÉ Fò±É¨É ½èþ * ........................................................
Yah n¢l¡ qalam hai. ........................................................
4. Answer each question by adding the adjectives supplied. Inflectable and
un-inflectable adjectives are used indiscriminately. Watch the use of 'ªÉ½þ'
(Yah) and '´É½þ' (Wah). By pointing and touching object, make this
distinction clear:
xÉ¨ÉÚxÉÉ : ªÉ½þ ¤Éc÷É Fò±É¨É EèòºÉÉ ½èþ ? : EòÉ±ÉÉ : ´É½þ ¤Éc÷É Fò±É¨É EòÉ±ÉÉ ½èþ *
Nam£n¡ : Yah baÃ¡ qalam kais¡ hai? : k¡l¡ : Wah baÃ¡ qalam k¡l¡ hai.
+¦ªÉÉºÉ : ´É½þ ºÉ¢äònù °ü¨ÉÉ±É EèòºÉÉ ½èþ ? : ¨Éè±ÉÉ : ´É½þ ºÉ¢äònù °ü¨ÉÉ±É ¨Éè±ÉÉ ½èþ *
11
2
Abhy¡s : Wah saf®d r£m¡l kais¡ hai? : mail¡ : Wah saf®d r£m¡l mail¡ hai.
ªÉ½þ ½þ®úÒ EÖòºÉÔ EèòºÉÒ ½èþ ? : ºÉÉ¢ò : ´É½þ ½þ®úÒ EÖòºÉÔ ºÉÉ¢ò ½èþ *
Yah har¢ kurs¢ kais¢ hai? : s¡f : Wah har¢ kurs¢ s¡f hai.
5. The teacher is to indicate the object listed first in each drill then the
student is to ask what it is. On being told, he should ask what kind it is:
+vªÉÉ{ÉEò Ê´ÉtÉlÉÔ
xÉ¨ÉÚxÉÉ : PÉc÷Ò ªÉ½þ CªÉÉ ½èþ ?
Nam£n¡ : ghaÃ¢ yah ky¡ hai ?
ªÉ½þ PÉc÷Ò ½èþ * ªÉ½þ EèòºÉÒ PÉc÷Ò ½èþ ?
yah ghaÃ¢ hai. yah kais¢ ghaÃ¢ hai ?
ªÉ½þ UôÉä]õÒ PÉc÷Ò ½èþ * ªÉ½þ UôÉä]õÒ PÉc÷Ò EèòºÉÒ ½èþ ?
yah chho¶¢ ghaÃ¢ hai. yah chho¶¢ ghaÃ¢ kais¢ hai ?
ªÉ½þ UôÉä]õÒ PÉc÷Ò +SUôÒ ½èþ *
yah chho¶¢ ghaÃ¢ achchh¢ hai.
+¦ªÉÉºÉ : ¢ò¶ÉÇ ªÉ½þ CªÉÉ ½èþ ?..................
Abhy¡s : farsh yah ky¡ hai?................
6. Change the following Imperatives into verb roots or vice-versa:
xÉ¨ÉÚxÉÉ : ¤ÉiÉÉ<ªÉä : ¤ÉiÉÉ
VÉÉ<ªÉä : VÉÉ
¤ÉèÊ`öªÉä : ¤Éè`ö
näùÊJÉªÉä : näùJÉ
Grammar of the Exercises

1. Practises the use of uninflectable/inflectable adjectives.
2. Practises the substitution of adjectives.
3. Practises the correct use of the inflectable interrogative 'EèòºÉÉ'.
4. Practises adding a second adjective.
5. Review of the exercises in a conversational format.
6. Practises obtaining verb roots from Imperatives and vice-versa.
12
2
Reading
New vowels: <Ç B Bä

<Ç -- <ÇEò <Ç{É <ÇxÉ Eò<Ç {É<Ç ½þ<Ç
( #Ò ) -- EòÒ {ÉÒ xÉÒ EòÒ {ÉÒ ½þÒ
B -- BEò B{É BxÉ EòB {ÉB ½þB
( #ä ) -- Eäò {Éä xÉä Eäò {Éä ½äþ
Bä -- BäEò Bä{É BäxÉ EòBä {ÉBä ½þBä
(#è ) -- Eèò {Éè xÉè Eèò {Éè ½èþ
New consonants: ±É ºÉ ¨É ¤É
±É -- ±ÉÉ±É, EòÉ±ÉÉ, {ÉÒ±ÉÉ, {ÉÒ±Éä, EòÒ±É, xÉÒ±ÉÉ, ±ÉÒ±ÉÉ
ºÉ -- ºÉÉºÉ, {ÉÉºÉ, ºÉÒxÉÉ, ºÉäxÉÉ, ºÉ½þÒ, ºÉÉªÉÉ, EòºÉxÉÉ
¨É -- ¨ÉxÉ, ¨ÉÉªÉÉ, ¨ÉÉ{ÉÉ, EòÉ¨É, ½þ¨É, xÉ¨ÉEò, xÉÒ¨É, ¨ÉèxÉÉ
¤É -- ¤ÉxÉ, ¤ÉEò-¤ÉEò, ¤ÉÉEòÒ, ¤ÉÉxÉÒ, ¤ÉxÉÉªÉÉ, ¤ÉÉ{É, ¤É½þÉ
EèòºÉÉ, ºÉè±ÉÉ¤É, <ÇºÉÉ<Ç, +ºÉ±ÉÒ, ¨Éè±ÉÉ, ¨Éä±ÉÉ, ºÉä¤É, ¤Éä¤ÉÒ, Bä¤É
BäºÉÉ, BäxÉEò, BEò, ¨ÉÉ±ÉÉ, EäòEò, ºÉ±ÉÒ¤É, ¤ÉÒ¨ÉÉ, ±Éè±ÉÉ, ¨ÉºÉÒ½þ, ¤ÉºÉ*
<ÇºÉÉ<Ç ¤É¨¤É<Ç ºÉä +ÉªÉÉ * BEò ºÉä¤É {ÉÒ±ÉÉ ½èþ *

¨ÉÉ±ÉÉ EòÒ ¨ÉÉ±ÉÉ EèòºÉÒ ½èþ ? ¨ÉÉ±ÉÉ EòÒ ¨ÉÉ±ÉÉ EòÉ±ÉÒ ½èþ *
¨Éè±Éä {ªÉÉ±Éä Eäò {ÉÉºÉ CªÉÉ ½èþ ? ¨Éè±Éä {ªÉÉ±Éä Eäò {ÉÉºÉ BEò EäòEò ½èþ *
±ÉÒ±ÉÉ Eäò {ÉÉºÉ EèòºÉÉ ºÉä¤É ½èþ ? ±ÉÒ±ÉÉ Eäò {ÉÉºÉ BEò ±ÉÉ±É ºÉä¤É ½èþ *
ªÉ½þ CªÉÉ ½èþ ? ªÉ½þ ¨É±ÉÉ<Ç ½èþ *
ªÉ½þ EòÉ¨É EèòºÉÉ ½èþ ? ªÉ½þ EòÉ¨É +ÉºÉÉxÉ ½èþ *
13
2
+É{É vÉÒ®äú-vÉÒ®äú Ê½þxnùÒ ¤ÉÉäÊ±ÉªÉä * ({ÉÆVÉÉ¤ÉÒ, ¤ÉÆMÉÉ±ÉÒ)
+É{É ´É½þ ÊEòiÉÉ¤É ªÉ½þÉÄ ±ÉÉ<ªÉä * (ÊMÉ±ÉÉºÉ, iÉº´ÉÒ®ú)
+É{É BEò ÊMÉ±ÉÉºÉ `öhb÷É {ÉÉxÉÒ nùÒÊVÉªÉä * (MÉ¨ÉÇ, ºÉÉ¢ò)
+É{É ¨Éä®úÒ iÉº´ÉÒ®ú xÉ ±ÉÒÊVÉªÉä * (=ºÉEòÒ)
ºÉ´ÉÉ±É : +SUôÉ, ªÉ½þ ¤ÉiÉÉ<ªÉä, ¨ÉÉ±ÉÉ EèòºÉÉ xÉÉ¨É ½èþ ?
VÉ´ÉÉ¤É : ¨ÉÉ±ÉÉ +SUôÉ xÉÉ¨É ½èþ *
(¨ÉÉvÉÖ®úÒ, ¨ÉFò¤ÉÚ±É)
Writing Exercises
1. Practise the basic strokes of the Devanagari script.
2. Write the new letters of Lesson 2, three times each, being sure to use
the conjunct form of each vowel after using the full form.
<Ç, EòÒ, B, xÉä, Bä, ½èþ, ±É, ºÉ, ¨É, ¤É *
3. Copy the key words three times each.
±ÉÉ±É, ºÉÉºÉ, ¨ÉxÉ, ¤ÉxÉ,
4. Write the following words that you know three times each.
¨Éè±ÉÉ, EèòºÉÉ, EòÉ±ÉÉ * ªÉ½þ CªÉÉ ½èþ ?
5. Write the numerals 1 to 5 as digits: 1 2 3 4 5

6. Start a chart of vertical lines numbered from 1 to 10 with a vowel in full
form under each number. Under these write the consonants, as you
learn them, with the compounded form of the vowel at the top of each
line. Thus:
14
2
1 2 3 4 5 6 7 8 9 10
+ +É <Ç B Bä
#É #Ò #ä #è
Eò EòÉ EòÒ Eäò Eèò
xÉ xÉÉ xÉÒ xÉä xÉè
etc. etc. etc.
You have learned five vowels and nine consonants.

Enlarge this chart as you learn new vowels and consonants, until it is
filled out. Your teacher can tell you the correct order of the vowels.
Later, you will learn the consonants in their alphabetical and phonemic
order. Here your goal is quick and easy recognition as you learn the
letters.
________________
15
3
{ÉÉ`ö 3 (P¡th 3)
Dialogue 3
1. Adhy¡pak : ªÉ½þ CªÉÉ ½èþ ? 1. +vªÉÉ{ÉEò : ªÉ½þ CªÉÉ ½èþ ?

2. Vidy¡rth¢ : Wah qalam ½èþ * 2. Ê´ÉtÉlÉÔ : ´É½þ Fò±É¨É ½èþ *
3. Adhy¡pak : ªÉ½þ EèòºÉÉ qalam ½èþ ? 3. +vªÉÉ{ÉEò : ªÉ½þ EèòºÉÉ Fò±É¨É ½èþ ?
4. Vidy¡rth¢ : Wah EòÉ±ÉÉ qalam ½èþ * 4. Ê´ÉtÉlÉÔ : ´É½þ EòÉ±ÉÉ Fò±É¨É ½èþ *
5. Adhy¡pak : EòÉ±ÉÉ qalam kah¡n ½èþ ? 5. +vªÉÉ{ÉEò : EòÉ±ÉÉ Fò±É¨É Eò½þÉÄ ½èþ ?
6. Vidy¡rth¢ : EòÉ±ÉÉ qalam h¡th - 6. Ê´ÉtÉlÉÔ : EòÉ±ÉÉ Fò±É¨É ½þÉlÉ -
m®n ½èþ * ¨Éå ½èþ *
7. Adhy¡pak : H¡th kah¡n ½èþ? 7. +vªÉÉ{ÉEò : ½þÉlÉ Eò½þÉÄ ½èþ ?
8. Vidy¡rth¢ : H¡th kit¡b par ½èþ * 8. Ê´ÉtÉlÉÔ : ½þÉlÉ ÊEòiÉÉ¤É {É®ú ½èþ *
9. Adhy¡pak : J®b m®n CªÉÉ ½èþ? 9. +vªÉÉ{ÉEò : VÉä¤É ¨Éå CªÉÉ ½èþ ?
10. Vidy¡rth¢ : M¡l£m nah¢n. 10. Ê´ÉtÉlÉÔ : ¨ÉÉ±ÉÚ¨É xÉ½þÓ *
11. Adhy¡pak : D®khiy®, j®b m®n - 11. +vªÉÉ{ÉEò : näùÊJÉªÉä, VÉä¤É ¨Éå -
chh°¶¢ p®nsil ½èþ * UôÉä]õÒ {ÉäÎxºÉ±É ½èþ *
Inductive Grammar
1. What is the gender of 'qalam' and how is it indicated?
.........................................................................................................
'Qalam' is masculine as indicated by the adjectives EèòºÉÉ and EòÉ±ÉÉ.
2. Is the gender of 'kit¡b' indicated in this dialogue?
..........................................................................................................,
The gender of 'kit¡b' is not indicated as there is no inflectable adjective
related to it? Be sure to learn 'kit¡b' as 'achchh¢ kit¡b' or 'chh°¶¢ kit¡b' and
make it a rule to learn every noun with a gender-indicating adjective,
because Hindi nouns have a grammatical gender which is usually arbitrary.
16
3
3. What interrogative is used to ask the location of a thing?
...........................................................................................................
'Kah¡n'.
4. How is the location indicated in the answer?
.........................................................................................................
By the use of the word 'm®n', meaning 'in', and 'par' meaning 'on'.
5. Where are these 'location indicating' words placed in relation to the
nouns?
..........................................................................................................
After the noun indicating the place 'in which' or 'on which' a thing is
located.
6. How does this position differ from where similar words are placed in
English?
.........................................................................................................
In English the word which indicates where something is located comes
before the noun and its article.
7. In English these words are called 'prepositions'. What would you call
them because of their position in Hindi?
...........................................................................................................
In Hindi grammar we call them 'post-positions'.
8. What would you say when you don't know something?
...........................................................................................................
'M¡l£m nah¢n'. This approximates '(I) don't know'.

Eò½þÉÄ - kah¡n - where ¨Éå - m®n - in
{É®ú - par - on ¨ÉÉ±ÉÚ¨É xÉ½þÓ - m¡l£m nah¢n - (I) don't know

+SUôÉ {ÉÉxÉÒ - achchh¡ p¡n¢ - good water
xÉªÉÉ - nay¡ - new
17
3
{ÉÖ®úÉxÉÉ - pur¡n¡ - old
EòÉ±ÉÉ xÉ¨ÉEò - k¡l¡ namak - black salt
iÉÉWÉÉ nÚùvÉ - t¡z¡ d£dh - fresh milk
+SUôÒ SÉÒxÉÒ - achchh¢ ch¢n¢ - good sugar
iÉÉWÉÉ - t¡z¡ - fresh
¤ÉÉºÉÒ - b¡s¢ - stale (does not inflect)
iÉÉWÉÉ JÉÉxÉÉ - t¡z¡ kh¡n¡ - fresh food
MÉ¨ÉÇ - garm - hot
¤Éc÷É SÉ¨¨ÉSÉ - baÃ¡ chammach - big spoon
`Æöb÷É - ¶ha¸·¡ - cold
UôÉä]õÒ UÖô®úÒ - chh°¶¢ chhur¢ - small knife
¨Éè±ÉÉ ¤É®úiÉxÉ - mail¡ bartan - dirty utensil/dish/vessel
½þ®úÒ +±É¨ÉÉ®úÒ - har¢ alm¡r¢ - green wardrobe, cupboard
+É{É {ÉÒÊVÉªÉä - ¡p p¢jiy® - please drink
+É{É JÉÉ<ªÉä - ¡p kh¡iy® - please eat
Numerals:
11 MªÉÉ®ú½þ - gy¡rah - eleven 12 ¤ÉÉ®ú½þ - twelve
13 iÉä®ú½þ - thirteen 14 SÉÉènù½þ - chaudah - fourteen
15 {Éxpù½þ - pandrah - fifteen
Oral Exercises
1. Answer each question using the phrase indicated. Make a
complete sentence:
xÉ¨ÉÚxÉÉ : ºÉÉ¢ò {ÉÉxÉÒ Eò½þÉÄ ½èþ ? : ÊMÉ±ÉÉºÉ ¨Éå : ºÉÉ¢ò {ÉÉxÉÒ ÊMÉ±ÉÉºÉ ¨Éå ½èþ *
Nam£n¡ : S¡f p¡n¢ kah¡n hai? : gil¡s m®n : S¡f p¡n¢ gil¡s m®n hai.
+¦ªÉÉºÉ : ¤Éc÷Ò nù®úÒ Eò½þÉÄ ½èþ ? : ¢ò¶ÉÇ {É®ú : ¤Éc÷Ò nù®úÒ ¢ò¶ÉÇ {É®ú ½èþ *
18
3
Abhy¡s : BaÃ¢ dar¢ kah¡n hai ? : farsh par : BaÃ¢ dar¢ farsh par hai.
iÉÉWÉÉ nÚùvÉ Eò½þÉÄ ½èþ ? : ¤É®úiÉxÉ : iÉÉWÉÉ nÚùvÉ ¤É®úiÉxÉ ¨Éå ½èþ *
T¡z¡ d£dh kah¡n hai ? : bartan : T¡z¡ d£dh bartan m®n hai.
2. Answer each question using the cue word given. Keep in mind the
meaning of your answer:
xÉ¨ÉÚxÉÉ : +±É¨ÉÉ®úÒ ¨Éå CªÉÉ ½èþ ? : JÉÉxÉÉ : +±É¨ÉÉ®úÒ ¨Éå JÉÉxÉÉ ½èþ *
: Alm¡r¢ m®n ky¡ hai ? : kh¡n¡ : Alm¡r¢ m®n kh¡n¡ hai.
+¦ªÉÉºÉ : nùÒ´ÉÉ®ú {É®ú CªÉÉ ½èþ ? : iÉº´ÉÒ®ú : nùÒ´ÉÉ®ú {É®ú iÉº´ÉÒ®ú ½èþ *
: D¢w¡r par ky¡ hai ? : tasv¢r : D¢w¡r par tasv¢r hai.
¤É®úiÉxÉ ¨Éå CªÉÉ ½èþ ? : nÚùvÉ : ¤É®úiÉxÉ ¨Éå nÚùvÉ ½èþ *
Bartan m®n ky¡ hai ? : d£dh : Bartan m®n d£dh hai.
3. Ask a question about the object mentioned in the sentence using EèòºÉÉ or
EèòºÉÒ and get someone to answer your question:
xÉ¨ÉÚxÉÉ : VÉä¤É ¨Éå °ü¨ÉÉ±É ½èþ * VÉä¤É ¨Éå EèòºÉÉ °ü¨ÉÉ±É ½èþ ? VÉä¤É ¨Éå xÉÒ±ÉÉ °ü¨ÉÉ±É ½èþ *
: J®b m®n r£m¡l hai. J®b m®n kais¡ r£m¡l hai? J®b m®n n¢l¡ r£m¡l-
hai.
+¦ªÉÉºÉ : ¨ÉäWÉ {É®ú UÖô®úÒ ½èþ * ¨ÉäWÉ {É®ú EèòºÉÒ UÖô®úÒ ½èþ ? ¨ÉäWÉ {É®ú UôÉä]õÒ UÖô®úÒ ½èþ *
: M®z par chhur¢ hai. M®z par kais¢ chhur¢ hai? M®z par chh°¶¢ -
chhur¢ hai.
¤É®úiÉxÉ ¨Éå {ÉÉxÉÒ ½èþ * ¤É®úiÉxÉ ¨Éå EèòºÉÉ {ÉÉxÉÒ ½èþ ? ¤É®úiÉxÉ ¨Éå ¨Éè±ÉÉ {ÉÉxÉÒ ½èþ *
Bartan m®n p¡n¢ hai. Bartan m®n kais¡ p¡n¢ hai? Bartan m®n mail¡ -
p¡n¢ hai.
4. Make a sentence using the nouns given below. Make sure to use the
appropriate location:
xÉ¨ÉÚxÉÉ : °ü¨ÉÉ±É : ½þÉlÉ : °ü¨ÉÉ±É ½þÉlÉ ¨Éå ½èþ *
: r£m¡l : h¡th : R£m¡l h¡th m®n hai .
+¦ªÉÉºÉ : ÊMÉ±ÉÉºÉ SÉ¨¨ÉSÉ
gil¡s chammach
SÉÉªÉ SÉÒxÉÒ
ch¡y ch¢n¢
19
3
¢ò¶ÉÇ nù®úÒ
farsh dar¢
5. Change the Imperatives given below into the verb root or vice-versa:
xÉ¨ÉÚxÉÉ : JÉÉ<ªÉä - JÉÉ : ±ÉÒÊVÉªÉä - ±Éä
{ÉÒÊVÉªÉä - {ÉÒ : nùÒÊVÉªÉä - näù

1. Answering Eò½þÉÄ questions using the postpositions ¨Éå (m®n) and {É®ú (par).
2. To establish that the location takes the postposition and not the thing
located.
3. To review the use of EèòºÉÉ and help fix noun genders in the memory.
4. To attain the automatic placement of postpositions.
5. Obtaining verb roots from Imperatives and vice-versa.
Reading
New Vowels: <, +Ä (Vowel nasalisation)
< - <ºÉ, <xÉ, <±É, <Eò, ºÉ<, iÉ<, ±É<, Eò<
(Ê#) - ÊºÉ, ÊxÉ, Ê±É, ÊEò, Ê¨É, Ê¤É, Ê{É
+Ä - +ÉÄ, BÄ, <Ä, Bå, <È
(#Ä) - ¨ÉÉÄ, ºÉÉÄºÉ, ½ÄþºÉ, EòÓ, ¨Éå, ½þÉÄ, xÉ½þÓ
Note: If any part of the vowel is written above the line, then in modern
Hindi the moon-shaped line is omitted and only the dot is shown.
iÉ, lÉ, SÉ, Uô, ®ú, c÷
New Consonants:
iÉ - {ÉiÉÉ - iÉ{É, iÉ¨É, iÉ¤É, iÉ½þ, EòÉiÉ, {ÉÊiÉ, ¤ÉÉiÉ, ÊEòiÉÉ¤É
lÉ - lÉÉ±ÉÒ - lÉÉ, lÉÒ, lÉä, lÉxÉ, lÉÉEò, lÉÉ¨ÉxÉÉ, ½þÉlÉ,
ºÉÉlÉ, EòlÉÉ
20
3
SÉ - SÉÒxÉÒ - SÉÉ, SÉÉ{É, SÉ¨ÉSÉä, ¤ÉSÉÉxÉÉ, EòÉÄSÉ, {ÉÉÄSÉ, SÉ±É
Uô - UôiÉ - UôÉiÉÉ, Uô±ÉEò, UôÉªÉÉ, UôÒ±É, Uô±É, ¨ÉUô±ÉÒ, ÊUôxÉ
®ú - ®úºÉ - ®úlÉ, ®äúiÉ, ®úÉiÉ, iÉ®ú, Eò®úxÉÉ, {É®ú, ºÉÉ®úÉ, ½þ®úÒ
c÷ - {Éäc÷ - ¤Éc÷É, iÉÉc÷, ºÉc÷Eò, {Écä÷, Eòc÷Ò, EòÒc÷É,
ÊSÉÊc÷ªÉÉ
Sentences for reading using words you understand:
1. {ÉÉxÉÒ EèòºÉÉ ½èþ ? {ÉÉxÉÒ +SUôÉ ½èþ *
2. ¤Éc÷Ò {ÉäÎxºÉ±É EèòºÉÒ ½èþ ? ¤Éc÷Ò {ÉäÎxºÉ±É EòÉ±ÉÒ ½èþ *
3. ¤Éc÷É SÉ¨¨ÉSÉ Eò½þÉÄ ½èþ ? ¤Éc÷É SÉ¨¨ÉSÉ +±É¨ÉÉ®úÒ ¨Éå ½èþ *
4. ½þÉlÉ ¨Éå CªÉÉ ½èþ ? ½þÉlÉ ¨Éå ¤Éc÷Ò ÊEòiÉÉ¤É ½èþ *
5. ½þ®úÒ ÊEòiÉÉ¤É Eò½þÉÄ ½èþ ? ½þ®úÒ ÊEòiÉÉ¤É ½þÉlÉ ¨Éå ½èþ *
6. xÉ¨ÉºiÉä, +É<ªÉä, ªÉ½þ ¤ÉiÉÉ<ªÉä, {ÉÒ±ÉÒ {ÉäÎxºÉ±É Eò½þÉÄ ½èþ ?
xÉ¨ÉºiÉä, {ÉÒ±ÉÒ {ÉäÎxºÉ±É EòÉ±ÉÒ ÊEòiÉÉ¤É ¨Éå ½èþ *
Sentences for reading:
1. ®úÉºiÉÉ ¤Éc÷É lÉÉ * 2. ºÉc÷Eò {É®ú ¤Éc÷É {Éäc÷ lÉÉ *
3. ªÉ½þ ÊEòºÉEòÉ ±Éc÷EòÉ ½èþ ? 4. ½þÉÄ +É{É xÉÉ¨É ¤ÉiÉÉ<ªÉä *
5. SÉÉªÉ EòÉ ¤É®úiÉxÉ ±ÉÉ * 6. {ÉÒ±ÉÒ ÊSÉÊc÷ªÉÉ +SUôÒ lÉÒ *
7. UôÉiÉä EòÒ UôÉªÉÉ +SUôÒ ½èþ * 8. CªÉÉ®úÒ Eäò {ÉÉºÉ ¤ÉÉÄºÉ ½èþ *
9. ¨ÉÉÄ Eäò {ÉÉºÉ +É *
10. ®úÉºiÉä {É®ú CªÉÉ {Éc÷É lÉÉ ? ±Éc÷Eäò Eäò {ÉÉºÉ ÊEòºÉEòÉ SÉ¨¨ÉSÉ ½èþ ?
11. ±Éc÷Eäò Eäò ½þÉlÉ ¨Éå SÉÉÊ¤ÉªÉÉÄ lÉÓ * ±Éc÷ÊEòªÉÉÄ Eò½þÉÄ ½éþ ?
12. +É<ªÉä, ¤ÉiÉÉ<ªÉä, ªÉ½þ {ÉÒxÉä EòÉ {ÉÉxÉÒ ½èþ ? ½þÉÄ ½èþ; ÊEòºÉä SÉÉÊ½þªÉä ?
21
3
(+) - 1. Ê´ÉtÉlÉÔ Eò½þÉÄ ½èþ ? (ºEÚò±É, ¤ÉÉWÉÉ®ú, MÉäº]õ ½þÉ=ºÉ)
2. +KÉ¤ÉÉ®ú Eò½þÉÄ ½èþ ? (½þÉlÉ, ¨ÉäWÉ, +±É¨ÉÉ®úÒ)
3. ¨ÉºÉÚ®úÒ Eò½þÉÄ ½èþ ? (=kÉ®úÉJÉhb÷)
(¤É) - 1. +É{É ½þÉä]õ±É ¨Éå nùÉ±É-SÉÉ´É±É JÉÉ<ªÉä * (xÉ¨ÉEòÒxÉ, SÉÉ]õ, Ê¨É`öÉ<Ç)
2. +É{É ÊºÉMÉ®äú]õ xÉ {ÉÒÊVÉªÉä * (¶É®úÉ¤É)
3. +É{É BEò ºÉ´ÉÉ±É {ÉÚÊUôªÉä * (¤ÉÉiÉ)
4. ¦ÉÉ®úiÉ +É<ªÉä +Éè®ú iÉÉVÉ¨É½þ±É näùÊJÉªÉä * (+VÉxiÉÉ, Ê½þ¨ÉÉ±ÉªÉ)
5. ºÉÖÊxÉªÉä, ´É½þ ÊEòiÉÉ¤É nùÒÊVÉªÉä * ({±Éä]õ, SÉ¨¨ÉSÉ)
Writing Exercises
1. The new letters of this lesson are given below. Copy them at least three
times each. Write the conjunct forms of the two vowels with consonants
you already know. Be sure to pronounce each letter as you write it:
< ÊxÉ +Ä ½þÉÄ iÉ lÉ SÉ Uô ®ú c÷
2. The following words have been learned and may now be written.
Pronounce each word and be aware of it's meaning as you write it. Write
each word or combination of words at least twice. Note that each noun
has a gender indicating adjective given with it. Copy this adjective also to
help fix the gender in your mind:
+SUôÉ {ÉÉxÉÒ, ¤Éc÷É SÉ¨¨ÉSÉ, ¤Éc÷É ½þÉlÉ, {ÉÒ±ÉÒ {ÉäÎxºÉ±É, ½þ®úÒ ÊEòiÉÉ¤É, {ÉÉxÉÒ ¨Éå,
ÊEòiÉÉ¤É {É®ú, +É<ªÉä, ¤ÉiÉÉ<ªÉä, xÉ¨ÉºiÉä, Eò½þÉÄ *
3. Write out sentences from the substitution tables given below. You have
already used substitution tables in the Dialogue Exercises to make
sentences orally. In the following tables only the words and letters that
you have learned are used. The tables give adjectives in their basic
22
3
dictionary (masculine singular) form: as you write out the sentence, make
sure that the adjectives are appropriately inflected to agree with the noun.
A. Write out the question three times and answer each question using
different words from the substitution box each time:
ÊEòiÉÉ¤É
Question : ªÉ½þ CªÉÉ ½èþ ? Answer: ªÉ½þ ½þÉlÉ ½èþ *
{ÉÉxÉÒ
UÖô®úÒ
B. Write three questions and six answers:
{ÉäÎxºÉ±É ±ÉÉ±É {ÉäÎxºÉ±É

Question ªÉ½þ EèòºÉÉ ÊEòiÉÉ¤É ½èþ ? Answer ªÉ½þ ¨Éè±ÉÉ ÊEòiÉÉ¤É ½èþ *
½þÉlÉ ¤Éc÷É ½þÉlÉ
C. Write three questions and six answers:
¤Éc÷É ¤É®úiÉxÉ ¤Éc÷É ¤É®úiÉxÉ +±É¨ÉÉ®úÒ {É®ú

ªÉ½þ {ÉÒ±ÉÉ ÊEòiÉÉ¤É Eò½þÉÄ ½èþ ? ªÉ½þ {ÉÒ±ÉÉ ÊEòiÉÉ¤É ½þÉlÉ ¨Éå ½èþ*
½þ®úÉ {ÉäÎxºÉ±É ½þ®úÉ {ÉäÎxºÉ±É ÊEòiÉÉ¤É
4. Write the numerals 1 - 15 in figures:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15
________________
23
4
{ÉÉ`ö 4 (P¡th 4)
Dialogue 4
1. Adhy¡pak : D®khiy®, gil¡s - 1. +vªÉÉ{ÉEò : näùÊJÉªÉä, ÊMÉ±ÉÉºÉ -

m®z {É®ú ½èþ * ¨ÉäWÉ {É®ú ½èþ *
¤ÉiÉÉ<ªÉä, gil¡s EèòºÉÒ m®z {É®ú ½èþ ? ¤ÉiÉÉ<ªÉä, ÊMÉ±ÉÉºÉ EèòºÉÒ ¨ÉäWÉ {É®ú ½èþ ?
2. Vidy¡rth¢ : gil¡s ¤Éc÷Ò m®z {É®ú ½èþ * 2. Ê´ÉtÉlÉÔ : ÊMÉ±ÉÉºÉ ¤Éc÷Ò ¨ÉäWÉ {É®ú ½èþ *
3. A. : Gil¡s ¨Éå EèòºÉÉ {ÉÉxÉÒ ½èþ ? 3. +0 : ÊMÉ±ÉÉºÉ ¨Éå EèòºÉÉ {ÉÉxÉÒ ½èþ ?
4. V. : Gil¡s ¨Éå s¡f {ÉÉxÉÒ ½èþ * 4. Ê´É0 : ÊMÉ±ÉÉºÉ ¨Éå ºÉÉ¢ò {ÉÉxÉÒ ½èþ *
5. A. : {ÉÉxÉÒ EèòºÉä gil¡s ¨Éå ½èþ ? 5. +0 : {ÉÉxÉÒ EèòºÉä ÊMÉ±ÉÉºÉ ¨Éå ½èþ ?
6. V. : {ÉÉxÉÒ ¤Écä÷ gil¡s ¨Éå ½èþ * 6. Ê´É0 : {ÉÉxÉÒ ¤Écä÷ ÊMÉ±ÉÉºÉ ¨Éå ½èþ *
7. A. : Phir d®khiy®, ªÉ½þ {ªÉÉ±ÉÉ ½èþ * 7. +0 : Ê¡ò®ú näùÊJÉªÉä, ªÉ½þ {ªÉÉ±ÉÉ ½èþ *
8. V. : {ªÉÉ±Éä ¨Éå CªÉÉ ½èþ ? 8. Ê´É0 : {ªÉÉ±Éä ¨Éå CªÉÉ ½èþ ?
9. A. : {ªÉÉ±Éä ¨Éå SÉÉªÉ ½èþ, lijiy®. 9. +0 : {ªÉÉ±Éä ¨Éå SÉÉªÉ ½èþ, ±ÉÒÊVÉªÉä *
10. V. : Dhanyaw¡d ªÉ½þ +SUôÒ - 10. Ê´É0 : vÉxªÉ´ÉÉnù * ªÉ½þ +SUôÒ -
SÉÉªÉ ½èþ * SÉÉªÉ ½èþ *
11. A. : ¤ÉiÉÉ<ªÉä, SÉÉªÉ EèòºÉä {ªÉÉ±Éä ¨Éå ½èþ? 11. +0 : ¤ÉiÉÉ<ªÉä, SÉÉªÉ EèòºÉä {ªÉÉ±Éä ¨Éå ½èþ ?
12. V. : SÉÉªÉ saf®d {ªÉÉ±Éä ¨Éå ½èþ * 12. Ê´É0: SÉÉªÉ ºÉ¢äònù {ªÉÉ±Éä ¨Éå ½èþ *
Inductive Grammar
1. Do either 'gil¡s' or 'm®z' change because of the postposition following
them?
...........................................................................................................
No, neither change.
2. What happens when {ªÉÉ±ÉÉ is followed by a postposition?
...........................................................................................................
The final +É in singular masculine nouns ending in +É changes to B when
followed by a postposition. These are inflectable nouns.
24
4
3. In the phrase '¤Éc÷Ò m®z {É®ú' why is ¤Éc÷Ò used instead of ¤Éc÷É ?
...........................................................................................................
¤Éc÷É has changed to ¤Éc÷Ò because 'm®z' is a feminine noun. There is no
further change because singular feminine nouns do not inflect when
followed by a postposition. These are uninflectable nouns.
4. Why is EèòºÉä used in 'EèòºÉä gil¡s ¨Éå' and 'EèòºÉä {ªÉÉ±Éä ¨Éå' rather than EèòºÉÉ ?
...........................................................................................................
Because it is an inflectable adjective (one ending in +É) which inflects to B
when qualifying a masculine noun followed by a postposition.
5. Why does 'safed' not change in 12?
...........................................................................................................
There is no change in 'saf®d' as it does not end in +É and thus is an
uninflectable adjective.
6. Is there any important difference between 'gil¡s ¨Éå {ÉÉxÉÒ ½èþ' and '{ÉÉxÉÒ gil¡s ¨Éå
½èþ'?
...........................................................................................................
No, only a difference in emphasis. Either order is correct.
7. Does the form of the question indicate the form of the answer ?
...........................................................................................................
Yes. Compare the question and answer of lines 3 and 4 with the question
and answer of lines 5 and 6 in the dialogue.

¤Éc÷É {ªÉÉ±ÉÉ - large cup +SUôÒ SÉÉªÉ - good tea Ê¡ò®ú - phir - again

½þ®úÉ {ÉnùÉÇ - har¡ pard¡ - green curtain
¤Éc÷É Eò¨É®úÉ - - big room
xÉªÉÉ nù®ú´ÉÉWÉÉ - nay¡ darw¡z¡ - new door
UôÉä]õÒ ÊJÉc÷EòÒ - chh°¶¢ kh¢Ãak¢ - small window
25
4
EòÉ±ÉÉ UôÉiÉÉ - - black umbrella
{ÉÖ®úÉxÉÉ lÉè±ÉÉ - - old bag
¨Éè±ÉÉ iÉÉèÊ±ÉªÉÉ - mail¡ tauliy¡ - dirty towel
UôÉä]õÉ iÉÉ±ÉÉ - small lock
¤Éc÷Ò SÉÉ¤ÉÒ - big key,
ºÉÖxnù®ú - beautiful
+É{É ®úÊJÉªÉä - please keep, put, place
+É{É vÉÉä<ªÉä - please wash
Numerals - 16 to 20:
16 17 18 19 20
ºÉÉä±É½þ ºÉjÉ½þ +]Âõ`öÉ®ú½þ =zÉÒºÉ ¤ÉÒºÉ
s°lah satrah a¶¶h¡rah unn¢s b¢s
Oral Exercises
1. Answer the questions using the cue words:
xÉ¨ÉÚxÉÉ : EäòEò Eò½þÉÄ ½èþ ? : ºÉ¢äònù {±Éä]õ : EäòEò ºÉ¢äònù {±Éä]õ {É®ú ½èþ *
K®k kah¡n hai ? : saf®d pl®t : K®k saf®d pl®t par hai.
+¦ªÉÉºÉ : iÉº´ÉÒ®ú Eò½þÉÄ ½èþ ? : ºÉÖxnù®ú nùÒ´ÉÉ®ú : iÉº´ÉÒ®ú ºÉÖxnù®ú nùÒ´ÉÉ®ú {É®ú ½èþ *
Tasv¢r kah¡n hai ? : sundar d¢w¡r : Tasv¢r sundar d¢w¡r par hai.
{ÉÉxÉÒ Eò½þÉÄ ½èþ ? : ºÉÉ¢ò ¤É®úiÉxÉ : {ÉÉxÉÒ ºÉÉ¢ò ¤É®úiÉxÉ ¨Éå ½èþ *
P¡n¢ kah¡n hai ? : s¡f bartan : P¡n¢ s¡f bartan m®n hai.
2. Answer each question using the words indicated, adding ¨Éå or {É®ú as required:
xÉ¨ÉÚxÉÉ : ¤Éc÷Ò ¨ÉäWÉ Eò½þÉÄ ½èþ ? : Eò¨É®úÉ : ¤Éc÷Ò ¨ÉäWÉ Eò¨É®äú ¨Éå ½èþ *
BaÃ¢ m®z kah¡n hai ? : kamr¡ : BaÃ¢ m®z kamre m®n hai.
+¦ªÉÉºÉ : ¤Éc÷É {ÉnùÉÇ Eò½þÉÄ ½èþ ? : nù®ú´ÉÉWÉÉ : ¤Éc÷É {ÉnùÉÇ nù®ú´ÉÉWÉä {É®ú ½èþ *
BaÃ¡ pard¡ kah¡n hai ? : darw¡z¡ : BaÃ¡ pard¡ darw¡z® par hai.
+SUôÒ SÉÉªÉ Eò½þÉÄ ½èþ ? : {ªÉÉ±ÉÉ : +SUôÒ SÉÉªÉ {ªÉÉ±Éä ¨Éå ½èþ *
Achchh¢ ch¡y kah¡n hai ? : py¡l¡ : Achchh¢ ch¡y py¡l® m®n hai.
26
4
3. Answer each question using the word or words indicated:
xÉ¨ÉÚxÉÉ : iÉº´ÉÒ®ú EèòºÉÒ nùÒ´ÉÉ®ú {É®ú ½èþ ? : {ÉÒ±ÉÉ : iÉº´ÉÒ®ú {ÉÒ±ÉÒ nùÒ´ÉÉ®ú {É®ú ½èþ *
Tasv¢r kais¢ d¢w¡r par hai? : p¢l¡ : Tasv¢r p¢l¢ d¢w¡r par hai.
+¦ªÉÉºÉ : °ü¨ÉÉ±É EèòºÉÒ VÉä¤É ¨Éå ½èþ ? : UôÉä]õÉ : °ü¨ÉÉ±É UôÉä]õÒ VÉä¤É ¨Éå ½èþ *
R£m¡l kais¢ j®b m®n hai? : chh°¶¡ : R£m¡l chh°¶¢ j®b m®n hai.
¤É®úiÉxÉ EèòºÉÒ +±É¨ÉÉ®úÒ ¨Éå ½èþ ? : {ÉÖ®úÉxÉÉ : ¤É®úiÉxÉ {ÉÖ®úÉxÉÒ +±É¨ÉÉ®úÒ ¨Éå ½èþ *
Bartan kais¢ alm¡r¢ m®n hai? : pur¡n¡ : Bartan pur¡n¢ alm¡r¢ -
m®n hai.
xÉ¨ÉÚxÉÉ : SÉÉªÉ EèòºÉä {ªÉÉ±Éä ¨Éå ½èþ ? : {ÉÒ±ÉÉ : SÉÉªÉ {ÉÒ±Éä {ªÉÉ±Éä ¨Éå ½èþ *
Ch¡y kais® py¡l® m®n hai? : p¢l¡ : Ch¡y p¢l® py¡l® m®n hai.
+¦ªÉÉºÉ : nù®úÒ EèòºÉä Eò¨É®äú ¨Éå ½èþ ? : UôÉä]õÉ : nù®úÒ UôÉä]äõ Eò¨É®äú ¨Éå ½èþ *
Dar¢ kais® kamre m®n hai? : chh°¶¡ : Dar¢ chh°¶® kamre m®n hai.
JÉÉxÉÉ EèòºÉä ¤É®úiÉxÉ ¨Éå ½èþ ? : xÉªÉÉ : JÉÉxÉÉ xÉªÉä ¤É®úiÉxÉ ¨Éå ½èþ *
Kh¡n¡ kais® bartan m®n hai? : nay¡ : Kh¡n¡ nay® bartan m®n hai.
5. Combine the pairs of words given with ¨Éå or {É®ú. Follow the order in which
the pairs are given:
xÉ¨ÉÚxÉÉ : ±ÉÉ±É nù®úÒ : ¨Éè±ÉÉ ¢ò¶ÉÇ : ±ÉÉ±É nù®úÒ ¨Éè±Éä ¢ò¶ÉÇ {É®ú ½èþ *
L¡l dar¢ : mail¡ farsh : L¡l dar¢ mail® farsh par hai.
+¦ªÉÉºÉ : ¤Éc÷É nù®ú´ÉÉWÉÉ : ºÉÉ¢ò {ÉnùÉÇ : ¤Écä÷ nù®ú´ÉÉWÉä {É®ú ºÉÉ¢ò {ÉnùÉÇ ½èþ *
BaÃ¡ darw¡z¡ : s¡f pard¡ : BaÃ® darw¡z® par s¡f pard¡ hai.
UôÉä]õÉ UôÉiÉÉ : EòÉ±ÉÉ lÉè±ÉÉ : UôÉä]õÉ UôÉiÉÉ EòÉ±Éä lÉè±Éä ¨Éå ½èþ *
Chh°¶¡ chh¡t¡ : k¡l¡ thail¡ : Chh°¶¡ chh¡t¡ k¡l® thail® m®n hai.
6. Ask a question using EèòºÉÉ/EèòºÉÒ about the location mentioned in the
sentence and get someone to answer your question:
xÉ¨ÉÚxÉÉ : {ÉnùÉÇ nù®ú´ÉÉWÉä {É®ú ½èþ * : {ÉnùÉÇ EèòºÉä nù®ú´ÉÉWÉä {É®ú ½èþ ?
Pard¡ darw¡z® par hai. : Pard¡ kais® darw¡z® par hai?
{ÉnùÉÇ ½þ®äú nù®ú´ÉÉWÉä {É®ú ½èþ * : Pard¡ har® darw¡z® par hai .
27
4
+¦ªÉÉºÉ : UôÉiÉÉ lÉè±Éä ¨Éå ½èþ * : UôÉiÉÉ EèòºÉä lÉè±Éä ¨Éå ½èþ ?
Chh¡t¡ thail® m®n hai. : Chh¡t¡ kais® thail® m®n hai?
UôÉiÉÉ {ÉÖ®úÉxÉä lÉè±Éä ¨Éå ½èþ * : Chh¡t¡ pur¡n® thail® m®n hai.
SÉÉªÉ {ªÉÉ±Éä ¨Éå ½èþ * : SÉÉªÉ EèòºÉä {ªÉÉ±Éä ¨Éå ½èþ ?
Ch¡y py¡l® m®n hai. : Ch¡y kais® py¡l® m®n hai?
SÉÉªÉ EòÉ±Éä {ªÉÉ±Éä ¨Éå ½èþ * : Ch¡y k¡l® py¡l® m®n hai.
7. Expand the sentences given below by using appropriate objects and
locations etc.:
xÉ¨ÉÚxÉÉ : ¤ÉèÊ`öªÉä : nù®úÒ {É®ú ¤ÉèÊ`öªÉä *
+É<ªÉä
JÉÉ<ªÉä
®úÊJÉªÉä
nùÒÊVÉªÉä

1. To drill uninflectable adjectives qualifying masculine and feminine nouns
with postpositions.
2. To drill inflectable masculine nouns followed by a postposition.
3. To use inflectable adjectives, including adjectival interrogatives, with
feminine nouns followed by postpositions.
4. To drill inflectable adjectives with inflectable masculine nouns followed by
postpositions.
5. To practise the selection of ¨Éå or {É®ú in the context of inflections given
in this lesson.
6. To practise asking the kind of place where something is located.
7. Expansion of Imperative sentences.
Free Conversation
Now is the time for you to start using what you have learned.
Conversation is the most natural form of any language and is the evidence of
28
4
mastery. Start the habit of daily conversation with your teachers and friends.
You have several very useful tools - you can greet a person; there are at least
nine things you can ask him to do; you can ask at least three questions about
quite a number of things using the interrogatives, CªÉÉ, EèòºÉÉ, Eò½þÉÄ. Arrange for a
tea interlude in which you speak Hindi only. I am sure your teacher will respond
well.
Reading
New Vowels: = >ð

= - =ºÉ =xÉ =iÉ =®ú ºÉ= xÉ= iÉ= ®ú=
( #Ö ) - EÖò SÉÖ UÖô ¨ÉÖ ºÉÖ xÉÖ iÉÖ ¯û
>ð - >ðxÉ >ð¤É >ð{É >ð®ú xÉ>ð ¤É>ð {É>ð ®ú>ð
( #Ú ) - EÚò SÉÚ UÚô ¨ÉÚ xÉÚ ¤ÉÚ iÉÚ °ü
New Consonants: VÉ ´É ]õ `ö nù vÉ
VÉÒ´É - ´ÉVÉÖ VÉ´ÉÉ¤É ´ÉVÉ½þ ´ÉÉÊVÉ¤É {ÉÉ´É näù´É +ÉVÉ
¤ÉÒVÉ VÉÉxÉ ´ÉèºÉÉ VÉä¤É ®úÉVÉÉ VÉÉxÉ´É®ú
]Úõ]õ - VÉÖ]õ VÉÚ]õ ±ÉÖ]õ ±ÉÚ]õ EÖò]õ EÚò]õ ]õÉ]õ ]õÉ{ÉÚ ]õÉxÉ ºÉÚ]õ
{ÉÉ`ö - {ÉÚ`ö `ö{É `öÉ¨É {ÉÒ`ö ±É`ö +É`ö `öÉEÖò®ú
nÚùvÉ - {Énù nù®úÒ ªÉÉnù nùÉ¨É ºÉÚnù nÚù®ú näù®ú EÚònù Ênù±É
+ÉvÉÉ vÉÉxÉ vÉÖxÉ ¤ÉÖvÉ ºÉÒvÉ vÉÖ+ÉÄ vÉÚ{É
A dialogue to read and understand:

Ê´ÉtÉlÉÔ : xÉ¨ÉºiÉä, +vªÉÉÊ{ÉEòÉ VÉÒ, +É<ªÉä, ¤ÉèÊ`öªÉä *
+vªÉÉÊ{ÉEòÉ : xÉ¨ÉºiÉä VÉÒ, vÉxªÉ´ÉÉnù *
29
4
Ê´É0 : SÉÉªÉ {ÉÒÊVÉªÉä, ªÉ½þ nÚùvÉ - SÉÒxÉÒ ½èþ * ±ÉÒÊVÉªÉä *
+0 : vÉxªÉ´ÉÉnù, ¤ÉiÉÉ<ªÉä, nÚùvÉ EèòºÉä ¤É®úiÉxÉ ¨Éå ½èþ ?
Ê´É0 : nÚùvÉ ¤Écä÷ ¤É®úiÉxÉ ¨Éå ½èþ *
+0 : `öÒEò ½èþ * Ê¡ò®ú ¤ÉiÉÉ<ªÉä, Ê¤ÉºEÖò]õ Eò½þÉÄ ½èþ ?
Ê´É0 : Ê¤ÉºEÖò]õ {±Éä]õ {É®ú ½èþ * näùÊJÉªÉä, ´É½þ lÉè±ÉÉ ½èþ * lÉè±Éä ¨Éå CªÉÉ ½èþ ?
+0 : lÉè±Éä ¨Éå UôÉiÉÉ ½èþ * UôÉiÉÉ EèòºÉÉ ½èþ ?
Ê´É0 : UôÉiÉÉ ±ÉÉ±É - xÉÒ±ÉÉ ½èþ * +vªÉÉÊ{ÉEòÉ VÉÒ, MÉ¨ÉÇ {ÉÉxÉÒ ±ÉÒÊVÉªÉä *
½þÉlÉ vÉÉä<ªÉä*
+0 : +SUôÉ, ªÉ½þ {ªÉÉ±ÉÉ ªÉ½þÉÄ ¨ÉäWÉ {É®ú ®úÊJÉªÉä *
Reading for letter recognition:

´É½þ {ÉÉ`ö ¤É½ÖþiÉ EòÊ`öxÉ lÉÉ {É®ú ªÉ½þ +ÉºÉÉxÉ ½èþ *
=xÉ EòÉ >ðxÉ ±ÉÉ±É ½èþ *
nù®úÒ {É®ú ±ÉÉ`öÒ ±ÉäEò®ú ¨ÉiÉ SÉ±É * =ºÉ ]õÉ]õ Eäò {Énæù {É®ú vÉÚ±É lÉÒ *
nÚùvÉ xÉÉ{É Eò®ú nùÒÊVÉªÉä * °ü¨ÉÉ±É ¨Éå vÉÉxÉ SÉÖxÉ - SÉÖxÉ Eò®ú ±ÉÉ *
ºÉ¤É EòÒ `öÒEò ºÉä´ÉÉ Eò®ú * =ºÉEòÉ ¤Éä]õÉ VÉ´ÉÉxÉ ½èþ *
+É{É `öÒEò ¤ÉÉiÉ ¨ÉÉ±ÉÚ¨É Eò®úEäò +É<ªÉä * SÉÚ½þÉ BEò VÉÒ´É ½èþ *
ºÉÖÊxÉªÉä +Éè®ú ºÉ¨ÉÊZÉªÉä:

1. ºÉÖÊxÉªÉä, +É{É ¤É®úiÉxÉ vÉÉä<ªÉä +Éè®ú +±É¨ÉÉ®úÒ ¨Éå ®úÊJÉªÉä *
2. UôÉiÉÉ ªÉ½þÉÄ ±ÉÉ<ªÉä +Éè®ú lÉè±Éä ¨Éå ®úÊJÉªÉä *
3. näùÊJÉªÉä, {ÉÖ®úÉxÉÉ +KÉ¤ÉÉ®ú xÉ nùÒÊVÉªÉä
4. +É{É ¤ÉÉºÉÒ JÉÉxÉÉ xÉ JÉÉ<ªÉä *
5. +É{É ªÉ½þ iÉº´ÉÒ®ú näùÊJÉªÉä +Éè®ú BEò ºÉ´ÉÉ±É {ÉÚÊUôªÉä *
30
4
Writing Exercises
1. Copy each new letter of this lesson from the Reading Section three times.
Write the conjunct forms of the two vowels with the consonants you
already know. Pronounce each letter as you write it.
2. You have learned the following words in previous lessons and you can
now write them. Write each word at least twice. Supply gender indicating
adjectives for each of the nouns. Where you make a mistake, write it
correctly several more times to impress the correct gender and spelling on
your memory:
¤ÉèÊ`öªÉä, {ÉÚÊUôªÉä, ºÉÖÊxÉªÉä, ´É½þ, vÉxªÉ´ÉÉnù VÉÒ, +É`ö (8), nùºÉ (10)
............. +vªÉÉ{ÉEò, ............... +vªÉÉÊ{ÉEòÉ, .............EÖòºÉÔ,............ VÉä¤É,
............ SÉ¨¨ÉSÉ, ............... nù®úÒ, ................. iÉº´ÉÒ®ú,............... lÉè±ÉÉ..........
3. Out of each of the following tables, write six sentences, two of which
should be questions. Adjectives and nouns are given in the singular
masculine form in the table: when writing the sentence make sure they
are inflected where necessary:
´É½þ EèòºÉÉ °ü¨ÉÉ±É nÚùvÉ Eò½þÉÄ ½èþ ?
1. ½èþ * 2. SÉÒxÉÒ ¤É®úiÉxÉ ¨Éå ½èþ *

ªÉ½þ ¨Éè±ÉÉ nùÒ´ÉÉ®ú {ªÉÉ±ÉÉ {É®ú
½èþ ? SÉÉªÉ ÊMÉ±ÉÉºÉ
¤Éc÷É Eò¨É®úÉ
31
4
3. ªÉ½þ UôÉiÉÉ EèòºÉÉ ½þÉlÉ ¨Éå ½èþ ?

´É½þ iÉÉ±ÉÉ ½þ®úÉ ¨ÉäWÉ {É®ú ½èþ *
SÉÉ¤ÉÒ ¤Éc÷É
4. Make sentences from the following tables so that you write every
Imperative at least once:
Eò¨É®äú ¨Éå +É<ªÉä ºÉÖÊxÉªÉä

+vªÉÉ{ÉEò VÉÒ, +É{É +Éè®ú ¤ÉiÉÉ<ªÉä
EÖòºÉÔ {É®ú ¤ÉèÊ`öªÉä {ÉÚÊUôªÉä
SÉÉªÉ nùÒÊVÉB *
+É{É SÉÒxÉÒ ±ÉÒÊVÉB *
nÚùvÉ ±ÉÉ<B *
_____________
32
5
{ÉÉ`ö 5 (P¡th 5)
Dialogue 5
1. +vªÉÉ{ÉEò : ªÉ½þ CªÉÉ ½èþ ?

2. Ê´ÉtÉlÉÔ : ´É½þ ÊEòiÉÉ¤É ½èþ *
3. +vªÉÉ{ÉEò : <ºÉ ÊEòiÉÉ¤É {É®ú CªÉÉ ½èþ ?
4. Ê´ÉtÉlÉÔ : =ºÉ {É®ú Fò±É¨É ½èþ *
5. +vªÉÉ{ÉEò : <ºÉ ÊEòiÉÉ¤É ¨Éå EèòºÉÉ EòÉNÉWÉ (k¡Âaz) ½èþ ?
6. Ê´ÉtÉlÉÔ : =ºÉ ¨Éå ºÉ¢äònù EòÉNÉWÉ (saf®d k¡Âaz) ½èþ *
7. +vªÉÉ{ÉEò : CªÉÉ ªÉ½þ ½þ®úÒ ÊEòiÉÉ¤É ½èþ ?
8. Ê´ÉtÉlÉÔ : VÉÒ ½þÉÄ, ´É½þ ½þ®úÒ ÊEòiÉÉ¤É ½èþ *
9. +vªÉÉ{ÉEò : CªÉÉ ªÉ½þ {ÉäÎxºÉ±É ½èþ ?
10. Ê´ÉtÉlÉÔ : VÉÒ xÉ½þÓ, ´É½þ Fò±É¨É ½èþ, {ÉäÎxºÉ±É xÉ½þÓ ½èþ *
Inductive Grammar
1. Is <ºÉ a form of ªÉ½þ or ´É½þ ? Of which is =ºÉ a form?
...........................................................................................................
<ºÉ is a form of ªÉ½þ and =ºÉ of ´É½þ.
2. How would you explain the use of <ºÉ instead of ªÉ½þ in Line 3?
..........................................................................................................
<ºÉ is the inflected form of ªÉ½þ and is inflected because of the postposition.
3. How would you explain the use of =ºÉ instead of ´É½þ in Line 6?
..........................................................................................................
=ºÉ is the inflected form of ´É½þ and is inflected because of the
postposition. We refer to a singular noun or pronoun followed by a
postposition as Oblique Singular.
33
5
4. How would you answer in the affirmative?
...........................................................................................................
Yes is expressed by ½þÉÄ with or without the honorific.
5. How would you answer in the negative?
...........................................................................................................
No and not are expressed by xÉ½þÓ with or without the honorific.
6. Why is xÉ½þÓ repeated in the statement while ½þÉÄ comes in the response
only.
...........................................................................................................
xÉ½þÓ is used to mean both 'no' and 'not' and is necessary to change an
affirmative statement into a negative statement.
7. How does the use of CªÉÉ in 7 and 9 differ from its use in 1, as you
learned in Lesson 1?
...........................................................................................................
CªÉÉ at the beginning of a question calls for an affirmative or negative
answer, either stated or implied, to which more can be added, if desired.
New Words introduced in the Dialogue
½þÉÄ - yes (affirmation) xÉ½þÓ - no (negation)
½þ®úÒ PÉÉºÉ - har¢ gh¡s - green grass
¤Éc÷É {Éäc÷ - - large tree
UôÉä]õÉ ¤ÉÆnù®ú - - small monkey
{ÉÒ±ÉÉ ¡Úò±É - ph£l - yellow flower
¤Éc÷É ±ÉÆMÉÚ®ú - - big langur
+SUôÉ ¡ò±É - phal - good fruit
¤Éc÷É VÉÆMÉ±É - - big forest, jungle
UôÉä]õÉ ¤ÉÉNÉÒSÉÉ - baÂ¢ch¡ - small garden
½þ®úÉ {ÉkÉÉ - - green leaf
34
5
½þ®úÉ {ÉÉèvÉÉ - paudh¡ - green plant
{ÉÖ®úÉxÉÉ MÉ¨É±ÉÉ - - old flower pot
+SUôÉ ºÉ´ÉÉ±É - - good question
+SUôÉ VÉ´ÉÉ¤É - - good answer
xÉªÉÉ PÉ®ú - - new house, home
MÉÖ±ÉÉ¤ÉÒ - - pink
¤ÉéMÉxÉÒ - - purple
+É{É EòÒÊVÉªÉä - - please do it
+É{É ¤ÉxÉÉ<ªÉä - - please make it
Oral Exercises
1.A. Answer each question using the cue word given or object shown. Use
the form given in the example. The articles referred to are equally close
to both the questioner and the person replying:
xÉ¨ÉÚxÉÉ : ªÉ½þ ÊEòiÉÉ¤É ½èþ * <ºÉ ÊEòiÉÉ¤É {É®ú CªÉÉ ½èþ ? : Fò±É¨É : <ºÉ {É®ú Fò±É¨É ½èþ *
(qalam) (qalam)
+¦ªÉÉºÉ : ªÉ½þ nùÒ´ÉÉ®ú ½èþ * <ºÉ nùÒ´ÉÉ®ú {É®ú CªÉÉ ½èþ ? : iÉº´ÉÒ®ú : <ºÉ {É®ú iÉº´ÉÒ®ú ½èþ *
Yah d¢w¡r hai. Is d¢w¡r par ky¡ hai? : tasv¢r : Is par tasv¢r hai.
ªÉ½þ lÉè±ÉÉ ½èþ * <ºÉ lÉè±Éä ¨Éå CªÉÉ ½èþ ? : UôÉiÉÉ : <ºÉ¨Éå UôÉiÉÉ ½èþ *
Yah thail¡ hai. Is thail® m®n ky¡ hai? : chh¡t¡ : Is m®n chh¡t¡-
hai.
+¦ªÉÉºÉ : ªÉ½þ {Éäc÷ ½èþ * <ºÉ {Éäc÷ ¨Éå CªÉÉ ½èþ ? : ¡ò±É : <ºÉ¨Éå ¡ò±É ½èþ *
Yah p®d hai. Is p®d m®n ky¡ hai ? : phal : Is m®n phal hai.
B. Do the same as for A, except that the articles referred to are equally
distant from the two persons:
xÉ¨ÉÚxÉÉ : ´É½þ nù®ú´ÉÉWÉÉ ½èþ * =ºÉ nù®ú´ÉÉWÉä {É®ú CªÉÉ ½èþ ? : {ÉnùÉÇ : =ºÉ {É®ú {ÉnùÉÇ ½èþ *
+¦ªÉÉºÉ : ´É½þ nù®úÒ ½èþ * =ºÉ nù®úÒ {É®ú CªÉÉ ½èþ ? : ¨ÉäWÉ : =ºÉ {É®ú ¨ÉäWÉ ½èþ *
(m®z) (m®z)
´É½þ {Éäc÷ ½èþ * =ºÉ {Éäc÷ ¨Éå CªÉÉ ½èþ ? : ¡ò±É : =ºÉ ¨Éå ¡ò±É ½èþ *
(phal) (phal)
35
5
2.A. Answer each question in the affirmative and repeat the statement:
xÉ¨ÉÚxÉÉ : CªÉÉ ªÉ½þ MÉ¨ÉÇ SÉÉªÉ ½èþ ? VÉÒ ½þÉÄ, ªÉ½þ MÉ¨ÉÇ SÉÉªÉ ½èþ *
(garm)
+¦ªÉÉºÉ : CªÉÉ ´É½þ MÉÖ±ÉÉ¤ÉÒ ¡Úò±É ½èþ ? VÉÒ ½þÉÄ, ´É½þ MÉÖ±ÉÉ¤ÉÒ ¡Úò±É ½èþ *
(gul¡b¢)
CªÉÉ ªÉ½þ ±ÉéM´ÉäVÉ ºEÚò±É ½èþ ? VÉÒ ½þÉÄ, ªÉ½þ ±ÉéM´ÉäVÉ ºEÚò±É ½èþ *
B. Answer each question in the negative and complete the answer:
xÉ¨ÉÚxÉÉ : näùÊJÉªÉä, ªÉ½þ Fò±É¨É ½èþ * CªÉÉ ªÉ½þ {ÉäÎxºÉ±É ½èþ ? VÉÒ xÉ½þÓ, ´É½þ Fò±É¨É ½èþ,
(d®khiy®) {ÉäÎxºÉ±É xÉ½þÓ ½èþ *
+¦ªÉÉºÉ : näùÊJÉªÉä, ªÉ½þ ¡ò±É ½èþ * CªÉÉ ªÉ½þ ¡Úò±É ½èþ ? VÉÒ xÉ½þÓ, ´É½þ ¡ò±É ½èþ,
¡Úò±É xÉ½þÓ ½èþ *
näùÊJÉªÉä, ´É½þ ±ÉÆMÉÚ®ú ½èþ * CªÉÉ ´É½þ ¤ÉÆnù®ú ½èþ ? VÉÒ xÉ½þÓ, ´É½þ ±ÉÆMÉÚ®ú ½èþ,
¤ÉÆnù®ú xÉ½þÓ ½èþ *
3. Make questions about common objects around you, some questions
expecting a 'Yes' answer, some a 'No' answer. The teacher or another
student should answer. Here are some examples:
xÉ¨ÉÚxÉä : ½þ®úÉ {ÉnùÉÇ * Q: CªÉÉ ÊJÉc÷EòÒ (kh¢Ãak¢) {É®ú ½þ®úÉ {ÉnùÉÇ ½èþ ?
A : VÉÒ ½þÉÄ *
UôÉä]õÒ +±É¨ÉÉ®úÒ * Q: CªÉÉ Eò¨É®äú ¨Éå UôÉä]õÒ +±É¨ÉÉ®úÒ ½èþ ?
A : VÉÒ xÉ½þÓ *
¡ò±É * Q: CªÉÉ Eò¨É®äú ¨Éå ¡ò±É ½èþ ? A : VÉÒ ½þÉÄ *
¨Éè±ÉÉ {ÉÉxÉÒ * Q: CªÉÉ ÊMÉ±ÉÉºÉ ¨Éå ¨Éè±ÉÉ {ÉÉxÉÒ ½èþ ?
A : VÉÒ xÉ½þÓ *
4. Change the following sentences so that those that are affirmative
become negative and those that are negative become affirmative:
xÉ¨ÉÚxÉÉ : ¨ÉÉä½þxÉ ¤ÉÉNÉÒSÉä ¨Éå ½èþ * ¨ÉÉä½þxÉ ¤ÉÉNÉÒSÉä ¨Éå xÉ½þÓ ½èþ *
½þÊ®úuùÉ®ú ªÉÚ0 {ÉÒ0 ¨Éå ½èþ * ½þÊ®úuùÉ®ú ªÉÚ0{ÉÒ0 ¨Éå xÉ½þÓ ½èþ *
+¦ªÉÉºÉ : =ºÉ ¤É®úiÉxÉ ¨Éå iÉÉWÉÉ nÚùvÉ ½èþ * =ºÉ ¤É®úiÉxÉ ¨Éå iÉÉWÉÉ nÚùvÉ xÉ½þÓ ½èþ *
5. Some of the following sentences are logical and obviously possible, others
are quite impossible, as made clear in the two examples. Answer in the
affirmative if a sentence makes sense, and affirm it by repeating the
statement. If it does not make sense, then answer in the negative
36
5
followed by the correct statement, as in the examples:
xÉ¨ÉÚxÉä : CªÉÉ °ü¨ÉÉ±É VÉä¤É ¨Éå ½èþ ? VÉÒ ½þÉÄ, °ü¨ÉÉ±É VÉä¤É ¨Éå ½èþ *
CªÉÉ VÉä¤É °ü¨ÉÉ±É ¨Éå ½èþ ? VÉÒ xÉ½þÓ, VÉä¤É ¨Éå °ü¨ÉÉ±É ½èþ *
+¦ªÉÉºÉ : 1. CªÉÉ SÉÉ¤ÉÒ iÉÉ±Éä ¨Éå ½èþ ? VÉÒ ½þÉÄ, SÉÉ¤ÉÒ iÉÉ±Éä ¨Éå ½èþ *
CªÉÉ iÉÉ±ÉÉ SÉÉ¤ÉÒ ¨Éå ½èþ ? VÉÒ xÉ½þÓ, SÉÉ¤ÉÒ iÉÉ±Éä ¨Éå ½èþ *
2. CªÉÉ ±ÉÆMÉÚ®ú {Éäc÷ {É®ú ½èþ ? VÉÒ ½þÉÄ, ±ÉÆMÉÚ®ú {Éäc÷ {É®ú ½èþ *
CªÉÉ {Éäc÷ ±ÉÆMÉÚ®ú {É®ú ½èþ ? VÉÒ xÉ½þÓ, ±ÉÆMÉÚ®ú {Éäc÷ {É®ú ½èþ *
6. Act out as far as possible your recognition of the following requests. If
acting is not feasible use hand signals to make it clear that you
understand. Use other objects if you do not have these to hand:
ªÉ½þ lÉè±ÉÉ ¨ÉäWÉ {É®ú ®úÊJÉªÉä *
=ºÉ Eò¨É®äú ¨Éå VÉÉ<ªÉä *
+É{É ºÉ´ÉÉ±É {ÉÚÊUôªÉä *
ÊEòiÉÉ¤É Eò½þÉÄ ½èþ ? +É{É VÉ´ÉÉ¤É nùÒÊVÉªÉä *
xÉ¨ÉºiÉä EòÒÊVÉªÉä *
EòÉNÉWÉ {É®ú ¡Úò±É ¤ÉxÉÉ<ªÉä *
±ÉÒÊVÉªÉä, ªÉ½þ nÚùvÉ {ÉÒÊVÉªÉä *
ºÉÖÊxÉªÉä, ´É½þ Fò±É¨É nùÒÊVÉB *
ªÉ½þ Eò¨É®úÉ ºÉÉ¢ò EòÒÊVÉªÉä *
{ÉÉxÉÒ `öhb÷É EòÒÊVÉB *

1. To use <ºÉ and =ºÉ in relationship to proximate and remote things and in
relationship to ªÉ½þ and ´É½þ.
2. To practise affirmative and negative responses to CªÉÉ questions.
3. To relate questions to 'Yes' and 'No' answers.
37
5
4. To practise changing affirmative sentences into negative ones and
vice-versa.
5. To practise 'Yes' and 'No' answers to sensible and nonsensical questions
using postpositions.
6. To review the students's understanding of Imperatives.
Reading
New Vowels: +Éä +Éè
+Éä - +Éä®ú +ÉäºÉ +ÉäEò +Éä±É ®ú+Éä ºÉ+Éä Eò+Éä ±É+Éä
(#Éä) - ®úÉä ºÉÉä EòÉä ±ÉÉä ®úÉä ºÉÉä EòÉä ±ÉÉä
(+Éè) - +Éè®ú +ÉèºÉ +ÉèEò +Éè±É ®ú+Éè ºÉ+Éè Eò+Éè ±É+Éè
(#Éè) - ®úÉè ºÉÉè EòÉè ±ÉÉè ®úÉè ºÉÉè EòÉè ±ÉÉè
New Consonants: JÉ MÉ ¡ò
JÉMÉÉä±É - JÉMÉ ±ÉÉäMÉ JÉÉä±É JÉÉ±É MÉÉ±É MÉÖ±ÉÉ¤É
JÉÉxÉÉ MÉÉxÉÉ ÊJÉ±ÉxÉÉ ÊMÉ®úxÉÉ JÉÒ±É MÉÒiÉ
JÉä±É MÉèºÉ ºÉÉMÉ ±ÉÉJÉ
Ê¡ò®ú - ¡ò®ú ®ú¡ò ¡ò±É ¡Úò±É ¡òxÉÒ ¡òÉ]õEò ¡Úò]õ ¡äòxÉ ¡èò±ÉÒ
Loaned Letters from Urdu: Fò KÉ NÉ WÉ ¢ò

FòÉè¨É - ¨ÉÉèFòÉ Fò±É¨É SÉÉFÚò FòÉ±ÉÒxÉ FòÉÊnù®ú FòÉÊ¤É±É Fònù®ú
KÉ¢òÉ - KÉ¢ò Eò¢ò nù¢òÉ ºÉ¢òÉ ¢òÉxÉÒ KÉÚxÉÒ KÉÚ¤ÉÒ ¢òÉäxÉ
KÉÖnù KÉÖnùÉ KÉÖÊ¢òªÉÉ KÉ®úÉ¤É ºÉÉ¢ò ¢òÉèVÉ
EòÉNÉWÉ - NÉÉWÉÒ ¤ÉÉNÉ NÉÉªÉ¤É WÉ®úÉ NÉÉè®ú WÉÉä®ú NÉWÉ±É NÉ¨É
SÉÚWÉÉ NÉxÉÒ ®úÉäWÉ ½þÉèWÉ SÉÉäNÉÉ NÉÉè®úÒ ¤ÉNÉè®ú NÉÖººÉÉ
38
5
+vªÉÉ{ÉEò : näùÊJÉªÉä, ´É½þ ¤ÉÉNÉÒSÉÉ ½èþ * CªÉÉ =ºÉ ¤ÉÉNÉÒSÉä ¨Éå {Éäc÷ ½èþ ?
Ê´ÉtÉlÉÔ : VÉÒ ½þÉÄ, =ºÉ¨Éå {Éäc÷ ½èþ *
+0 : ¤ÉiÉÉ<ªÉä, ´É½þ EèòºÉÉ {Éäc÷ ½èþ ?
Ê´É0 : ´É½þ ¤Éc÷É {Éäc÷ ½èþ * {Éäc÷ ¨Éå CªÉÉ ½èþ ?
+vªÉÉ{ÉEò : {Éäc÷ ¨Éå ¡ò±É ½èþ * ´É½þ ¡Úò±É Eò½þÉÄ ½èþ ?
Ê´ÉtÉlÉÔ : ´É½þ ¡Úò±É PÉÉºÉ {É®ú ½èþ * näùÊJÉªÉä, =ºÉ {Éäc÷ {É®ú CªÉÉ ½èþ ?
+0 : =ºÉ {É®ú BEò ±ÉÆMÉÚ®ú ½èþ * +SUôÉ, ¤ÉiÉÉ<ªÉä, ´É½þ EèòºÉÉ
±ÉÆMÉÚ®ú ½èþ ?
Ê´É0 : ´É½þ KÉ®úÉ¤É ±ÉÆMÉÚ®ú ½èþ *
+0 : +SUôÉ, +É<B, ´É½þÉÄ ½þ®úÒ PÉÉºÉ {É®ú ¤ÉèÊ`öB *
Ê´É0 : ªÉ½þÉÄ PÉÉºÉ {É®ú {ÉÉxÉÒ ½èþ, nù®úÒ Eò½þÉÄ ½èþ ?
+0 : nù®úÒ ´É½þÉÄ Eò¨É®äú ¨Éå ½èþ, ±ÉÉ<ªÉä *
Ê´É0 : ±ÉÒÊVÉªÉä, ªÉ½þ ½èþ *
+0 : vÉxªÉ´ÉÉnù *
Sentences for letter recognition:
ºÉÉ¢ò +Éè®ú ºÉ¢äònù EòÉNÉWÉ WÉ°ü®ú näùxÉÉ *
+ÉVÉ +ÉäºÉ KÉÚ¤É ÊMÉ®úÒ *
FòÉè¨É EòÉä ¨ÉÉèFòÉ Ê¨É±ÉÉ *
+Éè®úiÉ +{ÉxÉä ¤ÉSSÉä Eäò ºÉÉlÉ lÉÒ *
KÉÖnùÉ FòÉÊnù®ú ½èþ *
=ºÉ +Éä®ú ¨ÉiÉ VÉÉ *
39
5
1. +É{É <ºÉ ¤É®úiÉxÉ ¨Éå BEò ÊMÉ±ÉÉºÉ {ÉÉxÉÒ MÉ¨ÉÇ EòÒÊVÉªÉä * (nÚùvÉ, SÉÉªÉ)
2. EòÉNÉWÉ ±ÉÒÊVÉªÉä +Éè®ú <ºÉ {É®ú BEò iÉº´ÉÒ®ú ¤ÉxÉÉ<ªÉä *
3. BEò {ªÉÉ±ÉÉ SÉÉªÉ ¤ÉxÉÉ<ªÉä *
4. ªÉ½þ ¤É®úiÉxÉ ºÉÉ¢ò xÉ½þÓ ½èþ, ºÉÉ¢ò EòÒÊVÉªÉä *
5. ªÉ½þ nÚùvÉ ¤É½ÖþiÉ MÉ¨ÉÇ ½èþ * `öhb÷É EòÒÊVÉªÉä *
6. +É{É ºÉ´ÉÉ±É {ÉÊgøªÉä +Éè®ú EòÉNÉWÉ {É®ú VÉ´ÉÉ¤É Ê±ÉÊJÉªÉä *
7. +É{É VÉ´ÉÉ¤É nùÒÊVÉªÉä * +É{ÉEòÒ ÊEòiÉÉ¤É Eò½þÉÄ ½èþ ?
Writing Exercises
1. Here are the new letters from this lesson. Copy each three times. Write
the conjunct form of the two vowels with consonants you know.
Pronounce each letter as you write it:
+Éä EòÉä +Éè {ÉÉè JÉ MÉ ¡ò Fò, KÉ, NÉ, WÉ, ¢ò

2. Listed below are the words that you have learned orally and can now
write. Copy each one recalling the meaning and pronouncing it as you
write. Each noun that you have learned prior to Lesson 5 is given with a
blank for you to select an adjective to attach to it. This will check your
recall of gender. For each gender you must be sure to write the noun and
adjective three times to help fix the gender in your mind. The
new nouns of this lesson have an adjective attached:
Ê¡ò®ú, VÉÒ ½þÉÄ, VÉÒ xÉ½þÓ, <ºÉ, =ºÉ, ºÉ¢äònù, ºÉÉ¢ò,
KÉ®úÉ¤É, UôÉä]õÉ, ¤ÉÉäÊ±ÉªÉä, näùÊJÉªÉä, ¤Éc÷É {Éäc÷, UôÉä]õÉ ¤ÉÉNÉÒSÉÉ,
½þ®úÉ {ÉÉèvÉÉ, UôÉä]õÉ ¡ò±É, {ÉÒ±ÉÉ ¡Úò±É, +SUôÉ ºÉ´ÉÉ±É, +SUôÉ VÉ´ÉÉ¤É *
__________ ¨ÉäWÉ, ___________ EòÉNÉWÉ,___________ ÊMÉ±ÉÉºÉ,
__________ nù®ú´ÉÉWÉÉ, ________ ÊJÉc÷EòÒ, __________ Fò±É¨É *
Numerals: nùÉä, xÉÉè, MªÉÉ®ú½þ, ¤ÉÉ®ú½þ, iÉä®ú½þ, SÉÉènù½þ, {Éxpù½þ

40
5
Figures: 2 9 11 12 13 14 15
3. Using the sample and table below write four requests. Use Ê¡ò®ú in two of
them:
xÉ¨ÉÚxÉÉ : +vªÉÉ{ÉEò VÉÒ, Ê¡ò®ú ºÉ´ÉÉ±É {ÉÚÊUôªÉä *
+vªÉÉ{ÉEò VÉÒ, Ê¡ò®ú ºÉ´ÉÉ±É {ÉÚÊUôªÉä *
+vªÉÉÊ{ÉEòÉ VÉÒ, VÉ´ÉÉ¤É nùÒÊVÉªÉä *
+É{É ¡Úò±É ºÉÖÊxÉªÉä *
¤ÉÉäÊ±ÉªÉä *
näùÊJÉªÉä *
4. Follow the pattern below and use the table to write 5 pairs of sentences
that make sense:
xÉ¨ÉÚxÉÉ : ªÉ½þ VÉä¤É ½èþ * <ºÉ ¨Éå {ÉäÎxºÉ±É ½èþ *
ªÉ½þ ÊEòiÉÉ¤É ½èþ * <ºÉ ¨Éå {ÉÉxÉÒ ½èþ *
´É½þ {ªÉÉ±ÉÉ =ºÉ {É®ú {ÉiiÉÉ
Eò¨É®úÉ SÉÉªÉ
ÊMÉ±ÉÉºÉ {ÉÉèvÉÉ
MÉ¨É±ÉÉ EòÉNÉWÉ
¨ÉäWÉ ÊJÉc÷EòÒ
5. In the sentences below fill in VÉÒ ½þÉÄ or VÉÒ xÉ½þÓ as fits in each case
and when the negative is indicated complete the answer:
xÉ¨ÉÚxÉä : CªÉÉ ªÉ½þ ½þ®úÒ ÊEòiÉÉ¤É ½èþ ? VÉÒ ½þÉÄ, ´É½þ ½þ®úÒ ÊEòiÉÉ¤É ½èþ *
CªÉÉ ªÉ½þ ½þ®úÒ ÊEòiÉÉ¤É ½èþ ? VÉÒ xÉ½þÓ, ´É½þ ºÉ¢äònù ÊEòiÉÉ¤É ½èþ *
CªÉÉ ªÉ½þ ¡Úò±É ½èþ ? __ ____, ´É½þ ¡Úò±É ½èþ *
CªÉÉ ´É½þ ¡ò±É ½èþ ? __ ____, ´É½þ ¡Úò±É ½èþ *
CªÉÉ ´É½þ {ÉÉèvÉÉ ½èþ ? __ ____, ´É½þ {Éäc÷ ½èþ *
41
5
CªÉÉ ´É½þ {ÉiiÉÉ ½èþ ? __ ____, ´É½þ {ÉkÉÉ ½èþ *
CªÉÉ ´É½þ iÉº´ÉÒ®ú ½èþ ? __ ____, ´É½þ ÊJÉc÷EòÒ ½èþ *
CªÉÉ UôÉiÉÉ ¨ÉäWÉ {É®ú ½èþ ? __ ____, UôÉiÉÉ ¨ÉäWÉ {É®ú ½èþ *
CªÉÉ ªÉ½þ ±ÉÉ±É MÉ¨É±ÉÉ ½èþ ? __ ____, ´É½þ ±ÉÉ±É MÉ¨É±ÉÉ ½èþ *
CªÉÉ <ºÉ Eò¨É®äú ¨Éå UôÉä]õÉ nù®ú´ÉÉWÉÉ ½èþ ? __ ____, <ºÉ ¨Éå ¤Éc÷É nù®ú´ÉÉWÉÉ ½èþ *
6. Translate these sentences into English:
xÉ¨ÉºiÉä EòÒÊVÉªÉä *
SÉÉªÉ ¤ÉxÉÉ<ªÉä *
¡Úò±É ¤ÉxÉÉ<ªÉä *
JÉÉxÉÉ MÉ¨ÉÇ EòÒÊVÉªÉä *
iÉÉèÊ±ÉªÉÉ +±É¨ÉÉ®úÒ ¨Éå ®úÊJÉªÉä *
½þÉlÉ vÉÉä<ªÉä *
_______________
42
6
{ÉÉ`ö 6 (P¡th 6)
Dialogue 6
Imagine you are meeting your teacher for the first time:
1. +vªÉÉ{ÉEò/ : ¨Éé +vªÉÉÊ{ÉEòÉ/+vªÉÉ{ÉEò ½ÚÄþ * +É{É EòÉèxÉ ½éþ ? CªÉÉ +É{É Ê´ÉtÉlÉÔ ½éþ ?
+vªÉÉÊ{ÉEòÉ
2. Ê´ÉtÉlÉÔ : VÉÒ ½þÉÄ, ¨Éé Ê´ÉtÉlÉÔ ½ÚÄþ +Éè®ú ¨Éä®úÉ xÉÉ¨É ................ ½èþ * +É{ÉEòÉ
¶ÉÖ¦É (shubh) xÉÉ¨É CªÉÉ ½èþ ?
3. +0 : ¨Éä®úÉ xÉÉ¨É .............. ½èþ * +É{É Eò½þÉÄ Eäò/EòÒ ½éþ ?
4. Ê´É0 : ¨Éé +Éìº]ÅäõÊ±ÉªÉÉ EòÉ/EòÒ ½ÚÄþ * ¨ÉºÉÚ®Òú ¨Éå +É{É EòÉ PÉ®ú Eò½þÉÄ ½èþ ?
5. +0 : ¨Éä®úÉ PÉ®ú ±ÉxføÉè®ú ¤ÉÉWÉÉ®ú ¨Éå ½èþ * CªÉÉ +É{ÉEäò ½þÉlÉ ¨Éå ªÉ½þ ±Éè{É-
]õÉì{É Eò¨{ªÉÚ]õ®ú ½èþ ?
6. Ê´É0 : VÉÒ xÉ½þÓ, ªÉ½þ ]äõ{ÉÊ®úEòÉìbÇ÷®ú ½èþ *
7. +0 : ªÉ½þ ÊEòºÉEòÉ ½èþ ?
8. Ê´É0 : ¨Éä®äú nùÉäºiÉ EòÉ ½èþ * +vªÉÉÊ{ÉEòÉ/+vªÉÉ{ÉEò VÉÒ, SÉÊ±ÉªÉä, +Éè®ú <ºÉ
{É®ú {ÉÉ`ö 6 Ê®úEòÉbÇ÷ EòÒÊVÉªÉä *
9. +0 : +SUôÉ, +É<ªÉä *
Inductive Grammar
1. Which two pronouns are used in the first sentence and to whom do they
apply? When you are speaking about yourself which pronoun will you
use?
...........................................................................................................
¨Éé and +É{É. ¨Éé applies to the speaker and +É{É to the listener. When
speaking about myself I use ¨Éé.
2. Which part of the verb is used with ¨Éé and which with +É{É?
...........................................................................................................
43
6
½ÚÄþ is used with ¨Éé and ½éþ with +É{É *
3. Which other part of the verb is used in the dialogue?
...........................................................................................................
The other part of the verb used is ½èþ.
4. Can you give grammatical names to these parts of the verb? Say which
person they are and whether singular or plural.
...........................................................................................................
½ÚÄþ is the first person singular, ½èþ is the third person singular and ½éþ the
second person plural. ½éþ is also used for the first person plural and the
third person plural (see L8 and L9).
5. What do you understand from "+É{É Eò½þÉÄ Eäò/EòÒ ½éþ" in line 3?
...........................................................................................................
The question refers to the origin of a person.
6. Which interrogative word is introduced in line 1? What information do you
want when you use it?
...........................................................................................................
EòÉèxÉ. I want to know who a person is.
7. How would you indicate that a thing is (a) yours? (b) belongs to the person
spoken to?
...........................................................................................................
(a) by ¨Éä®úÉ (b) by +É{É EòÉ.
8. How do you ask who owns an object?
...........................................................................................................
By using ÊEòºÉ EòÉ which is inflectable.
9. How are EòÉèxÉ and ÊEòºÉ related?
...........................................................................................................
ÊEòºÉ is the inflected form of EòÉèxÉ due to the postposition.
10. Why is +É{É Eäò used in line 5 rather than +É{É EòÉ ?
..........................................................................................................
Because +É{É EòÉ functions as an inflectable adjective, it therefore inflects
44
6
because of the postposition following the noun it qualifies. The same is
also true of +É{É Eäò.
11. Is +É{É an inflectable pronoun ?
...........................................................................................................
No, +É{É never inflects.

EòÉèxÉ - who ¨Éé - I
½ÚÄþ - am +Éè®ú - and
ÊEòºÉ EòÉ - whose ¨Éä®úÉ - my, mine
½éþ - are +É{É EòÉ - your, yours
+SUôÉ xÉÉ¨É - good name ¶ÉÖ¦É (shubh) - auspicious,-
]äõ{É Ê®úEòÉìbÇ÷®ú - tape recorder lucky, good

+SUôÉ vÉÉä¤ÉÒ - good washerman
+SUôÉ ¨ÉÉ±ÉÒ - good gardener
+SUôÉ EÖò±ÉÒ - good coolie
+SUôÒ +ÉªÉÉ - good ayah, female servant (usually employed
to take care of children)
+SUôÉ KÉÉxÉºÉÉ¨ÉÉÄ - good cook
+SUôÉ SÉÉèEòÒnùÉ®ú - good watchman
+SUôÉ nÚùEòÉxÉnùÉ®ú - good shopkeeper
¨Éä®úÉ nùÉäºiÉ - my friend
¤Éc÷É ¤ÉÉWÉÉ®ú - large market
¤Éc÷É º]äõ¶ÉxÉ - big station
=ºÉEòÒ nÚùEòÉxÉ - his/her shop
45
6
SÉÊ±ÉªÉä - please come along, go, start
Ê±ÉÊJÉªÉä - please write
{ÉÊgøªÉä - please read
ÊnùJÉÉ<ªÉä - please show
Numerals: 10, 20, 30, 40, 50, 60, 70, 80,
90, 100.
Oral Exercises
1. Take turns in asking and answering these questions. Make as many
different combinations as possible:
¨Éé ½ÚÄþ ?
ºÉ´ÉÉ±É : ´É½þ EòÉèxÉ ½èþ ?
+É{É ½éþ ?
¨Éé +vªÉÉ{ÉEò ½ÚÄþ *

VÉ´ÉÉ¤É : ´É½þ Ê´ÉtÉlÉÔ ½èþ *
+É{É SÉÉèEòÒnùÉ®ú ½éþ *
2. Take turns in asking and answering these questions:
¨Éé ½ÚÄþ ? ¨Éé Eò¨É®äú ½ÚÄþ*

ºÉ´ÉÉ±É : ´É½þ Eò½þÉÄ ½èþ ? VÉ´ÉÉ¤É : ´É½þ PÉ®ú (ghar) ¨Éå ½èþ*
+É{É ½éþ ? +É{É EòÉä`öÒ ½éþ*
46
6
3 a. Answer the questions. In questions with ªÉ½þ the object belongs to the
questioner, with ´É½þ to the answerer. Take turns:
ºÉ´ÉÉ±É : ªÉ½þ ÊEòºÉ EòÉ Fò±É¨É ½èþ ? VÉ´ÉÉ¤É :
´É½þ +É{É EòÉ Fò±É¨É ½èþ *
´É½þ ÊEòºÉ EòÒ iÉº´ÉÒ®ú ½èþ ? ªÉ½þ ¨Éä®úÒ iÉº´ÉÒ®ú ½èþ *
Make more questions and answers using UôÉiÉÉ, iÉÉèÊ±ÉªÉÉ, SÉÉ¤ÉÒ, EòÉä`öÒ, ¨ÉEòÉxÉ,
{ªÉÉ±ÉÉ, and other words you know.
3 b. Ask more questions using +vªÉÉÊ{ÉEòÉ, KÉÉxÉºÉÉ¨ÉÉÄ, vÉÉä¤ÉÒ etc.:
ºÉ´ÉÉ±É : ªÉ½þ ÊEòºÉEòÉ Ê´ÉtÉlÉÔ ½èþ ? : VÉ´ÉÉ¤É : ´É½þ +É{ÉEòÉ Ê´ÉtÉlÉÔ ½èþ *
´É½þ ÊEòºÉEòÒ +ÉªÉÉ ½èþ ? ´É½þ ¨Éä®úÒ +ÉªÉÉ ½èþ *
xÉ¨ÉÚxÉÉ : ´É½þ ÊEòºÉ EòÉ Ê´ÉtÉlÉÔ ½èþ ? : +É{É : ´É½þ +É{É EòÉ Ê´ÉtÉlÉÔ ½èþ *
+¦ªÉÉºÉ : ´É½þ ÊEòºÉ EòÒ +ÉªÉÉ ½èþ ? : ¨Éé : ´É½þ ¨Éä®úÒ +ÉªÉÉ ½èþ *
´É½þ ÊEòºÉ EòÉ SÉÉèEòÒnùÉ®ú ½èþ ? : ´É½þ : ´É½þ =ºÉEòÉ SÉÉèEòÒnùÉ®ú ½èþ *
´É½þ ÊEòºÉ EòÉ nùÉäºiÉ ½èþ ? : +É{É : ´É½þ +É{É EòÉ nùÉäºiÉ ½èþ *
5. Answer the questions using the cue words and +Éè®ú. (Answer given for
example only):
xÉ¨ÉÚxÉÉ 1 : ¨Éé EòÉèxÉ ½ÚÄþ +Éè®ú +É{É EòÉèxÉ ½éþ ? : +vªÉÉ{ÉEò VÉÒ, Ê´ÉtÉlÉÔ :
+É{É +vªÉÉ{ÉEò VÉÒ ½éþ +Éè®ú ¨Éé Ê´ÉtÉlÉÔ ½ÚÄþ *
+¦ªÉÉºÉ : ½þÉlÉ ¨Éå CªÉÉ ½èþ +Éè®ú VÉä¤É ¨Éå CªÉÉ ½èþ ? : iÉÉ±ÉÉ, SÉÉ¤ÉÒ :
+É{É EòÉèxÉ ½éþ +Éè®ú +É{É EòÉ xÉÉ¨É CªÉÉ ½èþ ? : Ê´ÉtÉlÉÔ (.......................)
xÉ¨ÉÚxÉÉ 2 : +É{É Eäò lÉè±Éä ¨Éå CªÉÉ ½èþ ? : BEò iÉº´ÉÒ®ú, BEò ÊEòiÉÉ¤É :
¨Éä®äú lÉè±Éä ¨Éå BEò iÉº´ÉÒ®ú +Éè®ú BEò ÊEòiÉÉ¤É ½èþ *
+¦ªÉÉºÉ : ¨Éä®úÒ ¨ÉäWÉ {É®ú CªÉÉ ½èþ ? : BEò ÊMÉ±ÉÉºÉ, BEò {ªÉÉ±ÉÉ *
<ºÉ ¤ÉÉNÉÒSÉä ¨Éå CªÉÉ ½èþ ? : BEò EòÉä`öÒ, BEò {Éäc÷ *
6. Here are six examples using Eò¨É®úÉ and each of the five interrogatives
learnt so far. Make as many questions as you can, using these
interrogative words at random, and get someone to answer:
xÉ¨ÉÚxÉä : Eò¨É®úÉ Eò½þÉÄ ½èþ ? Eò¨É®úÉ PÉ®ú ¨Éå ½èþ *
47
6
Eò¨É®úÉ ÊEòºÉ EòÉ ½èþ ? Eò¨É®úÉ ¨Éä®úÉ ½èþ *
Eò¨É®úÉ EèòºÉÉ ½èþ ? Eò¨É®úÉ ¤Éc÷É ½èþ *
<ºÉ Eò¨É®äú ¨Éå CªÉÉ ½èþ ? <ºÉ Eò¨É®äú ¨Éå BEò ¨ÉäWÉ ½èþ *
=ºÉ Eò¨É®äú ¨Éå EòÉèxÉ ½èþ ? =ºÉ Eò¨É®äú ¨Éå SÉÉèEòÒnùÉ®ú ½èþ *
CªÉÉ Eò¨É®äú ¨Éå EÖòºÉÔ ½èþ ? VÉÒ ½þÉÄ, Eò¨É®äú ¨Éå EÖòºÉÔ ½èþ *
7. Given below are different ways of asking the same question using the
same words. Repeat them after your teacher paying particular attention
to intonation, which expresses the speaker's mood:
1. +É{É EòÉèxÉ ½éþ ? +É{É ½éþ EòÉèxÉ ?
2. SÉÉèEòÒnùÉ®ú Eò½þÉÄ ½èþ ? Eò½þÉÄ ½èþ SÉÉèEòÒnùÉ®ú ?
3. +É{É EèòºÉä ½éþ ? EèòºÉä ½éþ +É{É ?
4. ªÉ½þ EèòºÉÉ {ªÉÉ±ÉÉ ½èþ ? ªÉ½þ {ªÉÉ±ÉÉ EèòºÉÉ ½èþ ? EèòºÉÉ ½èþ ªÉ½þ {ªÉÉ±ÉÉ ?
5. ªÉ½þ ÊEòºÉ EòÒ SÉÉ¤ÉÒ ½èþ ? ªÉ½þ SÉÉ¤ÉÒ ÊEòºÉ EòÒ ½èþ ?
xÉ¨ÉÚxÉÉ : +É{É Eò½þÉÄ Eäò/EòÒ ½éþ ? : VÉÉ{ÉÉxÉ : ¨Éé VÉÉ{ÉÉxÉ EòÉ/EòÒ ½ÚÄþ *
(¨Éé VÉÉ{ÉÉxÉÒ ½ÚÄþ )
+¦ªÉÉºÉ : ´É½þ Eò½þÉÄ EòÉ/EòÒ ½èþ ? : MÉgø´ÉÉ±É : ´É½þ MÉgø´ÉÉ±É EòÉ/EòÒ ½èþ *
´É½þ Eò½þÉÄ EòÉ/EòÒ ½èþ ? : {ÉÆVÉÉ¤É : ´É½þ {ÉÆVÉÉ¤É EòÉ/EòÒ ½èþ *
Following on from this, there are four ways of asking a person's name:
the first below is the most formal, the last the least formal. Two answers are
given, although the grammar for the first one does not come until later: it means
"(They) call me Peter". Repeat the questions and answers after your teacher,
mimicking carefully the intonation:
1. +É{É EòÉ ¶ÉÖ¦É (shubh) xÉÉ¨É CªÉÉ ½èþ ? ¨ÉÖZÉä {ÉÒ]õ®ú Eò½þiÉä ½éþ *
2. +É{É EòÉ CªÉÉ ¶ÉÖ¦É (shubh) xÉÉ¨É ½èþ ? ¨Éä®úÉ xÉÉ¨É {ÉÒ]õ®ú ½èþ *
3. CªÉÉ ½èþ +É{É EòÉ ¶ÉÖ¦É (shubh) xÉÉ¨É ?
4. CªÉÉ xÉÉ¨É ½èþ +É{É EòÉ ?
48
6
1. To practise the use of EòÉèxÉ.
2. To practise the use of Eò½þÉÄ with ¨Éé and +É{É.
3. To practise the use of ÊEòºÉEòÉ, +É{ÉEòÉ and ¨Éä®úÉ showing ownership.
4. To practise the use of possessive adjectives showing relationship.
5. To practise the use of ÊEòºÉEòÉ, +É{ÉEòÉ and ¨Éä®úÉ with postpositions, and
joining clauses and words with +Éè®ú.
6. To review interrogative words.
7. To introduce idiomatic questions and their intonations.
8. To practise possessives reflecting the origin of a person.
Free Conversation
Do not neglect to spend at least twenty minutes each day in
conversation. The possessive adjective (¨Éä®úÉ, +É{ÉEòÉ and =ºÉEòÉ) will be further
developed in the next lesson. Practise the use of interrogatives with every word
you know.
Reading
New Letters: PÉ b÷ fø hÉ ¶É
¶ÉÉ¤ÉÉ¶É --- ¶É¤nù ¶ÉÉxiÉ xÉÉ¶É ¶ÉÒ¶É ¶ÉÒ¶ÉÉ ¶ÉÉÎxiÉ
¢ò¶ÉÇ (¢òœÆú¶É) <Ç¶´É®ú (<Ç¨ÌÆ´É®ú)
PÉ¨Éhb÷ --- PÉ®ú PÉÉºÉ ®úhÉ ¤ÉÉhÉ b÷®ú bä÷®úÉ PÉä®úÉ PÉÉäc÷É
(PÉ¨ÉhÉb÷) PÉc÷Ò b÷É±É b÷Ò±É b÷Éä±É b÷hb÷É ®úÉhÉÉ ´ÉÒhÉÉ
¤ÉÉPÉ `öhb÷É ½þbÂ÷b÷Ò ¨É®úhÉ
føÉ<Ç --- føÉ±É føÒ±É føÒ±ÉÉ fäø±ÉÉ føÉä±É føÉä±ÉEò ÊSÉbÂ÷føÉ
+É<ªÉä, ¤ÉÉWÉÉ®ú SÉÊ±ÉªÉä,
näùÊJÉªÉä, ´É½þ ¨Éä®äú nùÉäºiÉ EòÒ nÚùEòÉxÉ ½èþ * ´É½þ BEò +SUôÉ nÚùEòÉxÉnùÉ®ú ½èþ *
49
6
=ºÉEòÒ nÚùEòÉxÉ EòÉ xÉÉ¨É ........................ ½èþ * =ºÉEòÉ PÉ®ú ªÉ½þÉÄ
EÖò±Éc÷Ò ¤ÉÉWÉÉ®ú ¨Éå ½èþ * ªÉ½þ =ºÉEòÒ º]äõ¶ÉxÉ®úÒ EòÒ nÚùEòÉxÉ ½èþ +Éè®ú =ºÉEòÒ
nÚùEòÉxÉ {É®ú ºÉÖxnù®ú OÉÒË]õMÉ EòÉbÇ÷ ½éþ *
nùÉäºiÉ - BEò-nùÉä ¶ÉÖ¦ÉEòÉ¨ÉxÉÉ1 EòÉbÇ÷ +Éè®ú xÉªÉä ºÉÉ±É EòÒ b÷ÉªÉ®úÒ
ÊnùJÉÉ<ªÉä*
nÚùEòÉxÉnùÉ®ú - ±ÉÒÊVÉªÉä, näùÊJÉªÉä *
nùÉäºiÉ - +SUôÉ ªÉ½þ b÷ÉªÉ®úÒ +Éè®ú BEò MÉÖ±ÉÉ¤ÉÒ EòÉNÉWÉ nùÒÊVÉªÉä *
nÚùEòÉxÉnùÉ®ú - VÉÒ, ªÉ½þ ±ÉÒÊVÉªÉä *
1. ¶ÉÖ¦ÉEòÉ¨ÉxÉÉ - well wishing
Sentences for reading:
ªÉ½þ ®úÉhÉÉ EòÉ PÉ®ú ½èþ * PÉ®ú EòÉ ¢ò¶ÉÇ ¶ÉÒ¶Éä Eäò ºÉ¨ÉÉxÉ ½èþ *
PÉ®ú ¨Éå BEò ¤Éc÷Ò PÉc÷Ò ½èþ * +¤É PÉc÷Ò ¨Éå føÉ<Ç ¤ÉVÉä ½éþ *
<ºÉ PÉ®ú Eäò vÉxÉÒ Eäò {ÉÉºÉ ¤É½ÖþiÉ vÉxÉ ½èþ *
=ºÉ xÉä EòhÉ EòhÉ Eò®ú Eäò ªÉ½þ vÉxÉ VÉÉäc÷É ½èþ *
=ºÉEäò PÉ®ú ¨Éå ¤É½ÖþiÉ vÉxÉ ½èþ *
BEò Eò¨É®äú ¨Éå føÉ±É iÉ±É´ÉÉ®ú +Éè®ú nÚùºÉ®äú ¨Éå føÉä±É føÉä±ÉEò ½éþ *
MÉÌ¨ÉªÉÉå ¨Éå ªÉ½þ PÉ®ú ¤É½ÖþiÉ `öhb÷É ®ú½þiÉÉ ½èþ *
®úhÉ Eäò ÊnùxÉÉå ¨Éå EÖòUô ±Éc÷xÉä ´ÉÉ±Éä ±ÉÉäMÉ bä÷®úÉå ¨Éå ®ú½þiÉä ½éþ *
´Éä ¤Éè®úÒ ºÉä xÉ½þÓ b÷®úiÉä * ´Éä ®úhÉ ¨Éå b÷hbä÷ ªÉÉ føÉ±É iÉ±É´ÉÉ®ú ºÉä ¤Éè®úÒ EòÒ
½þbÂ÷b÷Ò iÉÉäc÷iÉä ½éþ * ®úhÉ ¨Éå ¤Éc÷É ¶ÉÉä®ú ½þÉäiÉÉ ½èþ *
ÊºÉ{ÉÉ½þÒ ®úhÉ ¨Éå ¤Éè®úÒ EòÉ xÉÉ¶É Eò®úiÉä ½éþ *
®úÉVÉÉ xÉä =xÉ ºÉä Eò½þÉ ÊEò ¶ÉÉ¤ÉÉ¶É ´ÉÒ®úÉä ! iÉÖ¨É xÉä näù¶É ¨Éå ¶ÉÉÎxiÉ ºlÉÉÊ{ÉiÉ
Eò®úxÉä Eäò Ê±ÉB ¤É½ÖþiÉ EòÉ¨É ÊEòªÉÉ ½èþ *
50
6
®úÉVÉÉ Eäò ¶É¤nùÉå Eäò EòÉ®úhÉ ÊºÉ{ÉÉ½þÒ ¤É½ÖþiÉ KÉÖ¶É ½ÖþB *
´Éä KÉÖ¶ÉÒ ¨Éå ´ÉÒhÉÉ +Éè®ú føÉä±É ¤ÉVÉÉiÉä ®ú½åþ *
+É{É ¤ÉÉNÉÒSÉä ¨Éå SÉÊ±ÉªÉä +Éè®ú ¡Úò±É ÊnùJÉÉ<ªÉä *
+É{É ªÉ½þ ÊSÉ]Âõ`öÒ {ÉÊgøªÉä +Éè®ú <ºÉEòÉ VÉ´ÉÉ¤É Ê±ÉÊJÉªÉä *
iÉÒxÉ - {ÉÉÄSÉ xÉ EòÒÊVÉªÉä *
nùÉä - SÉÉ®ú ¡ò±É ±ÉÉ<ªÉä *
+É{É <ºÉ nù®ú´ÉÉWÉä {É®ú ½þ®úÉ ®ÆúMÉ EòÒÊVÉªÉä *
+É{É ªÉ½þ {ÉÉ`ö {ÉÊgøªÉä +Éè®ú ªÉÉnù EòÒÊVÉªÉä *
Writing Exercises
1. There are five new consonants to be learned in this lesson. The first two
are in words that you have already learned orally. Following each new
letter we have shown letters which you already know that are similar
(shown between brackets). Note carefully the distinguishing features.
The last letter is used commonly in its conjunct form in which the vertical
bar is dropped. Write each of these letters three times sounding them out
as you write. Where contrasting letters are given, write each of these
once only:
PÉ (vÉ), ¶É (JÉ), b÷ (c÷ and <), fø (nù and ]õ), hÉ (conjunct form h)
You have learned the following words which you can now write. Fill in
adjectives for the nouns:
PÉc÷Ò * ¢ò¶ÉÇ * ¶ÉÉ¤ÉÉ¶É *
2. Write three questions and three answers from the tables in Oral Exercise
No. 1.
3. Using the table below and following the example, write ten sentences,
each making sense, and using as wide a variety of words and phrases as
you can. Be sure that each form is used. Four sentences should be
51
6
questions. Words are in "Dictionary" form and should be inflected when
necessary:
xÉ¨ÉÚxÉÉ : ªÉ½þ ÊEòºÉ EòÉ ½þÉlÉ ½èþ ? ´É½þ +É{É EòÉ ½þÉlÉ ½èþ *
ªÉ½þ ÊEòºÉ EòÉ ½þÉlÉ ½èþ ? ´É½þ +É{É EòÉ ½þÉlÉ ½èþ *
iÉÉ±ÉÉ EÖò±ÉÒ
´É½þ nùÉäºiÉ ªÉ½þ ¨Éä®úÉ nÚùEòÉxÉ
EÖò±ÉÒ iÉÉ±ÉÉ
PÉ®ú =ºÉ EòÉ nùÉäºiÉ
nÚùEòÉxÉ PÉ®ú
4. Using the table below and following the example, write six questions and
their answers. Be sure that the questions and answers are natural. Use
all the forms at least once each :
xÉ¨ÉÚxÉÉ : Fò±É¨É ÊEòºÉEòÒ VÉä¤É ¨Éå ½èþ ? Fò±É¨É +É{ÉEòÒ VÉä¤É ¨Éå ½èþ *
Fò±É¨É ÊEòºÉ EòÉ VÉä¤É ¨Éå ½èþ? Fò±É¨É +É{ÉEòÉ VÉä¤É ¨Éå ½èþ*
EÖòºÉÔ iÉÉ±ÉÉ {É®ú SÉÉ¤ÉÒ PÉ®ú
¨Éä®úÉ {É®ú
SÉÒxÉÒ nù®ú´ÉÉWÉÉ xÉÉ¨É iÉÉ±ÉÉ
SÉÉ¤ÉÒ PÉ®ú EÖòºÉÔ =ºÉEòÉ SÉÉªÉ
xÉÉ¨É SÉÉªÉ SÉÒxÉÒ nù®ú´ÉÉWÉÉ
nù®úÒ ¢ò¶ÉÇ PÉc÷Ò ¢ò¶ÉÇ
PÉc÷Ò ½þÉlÉ nù®úÒ ½þÉlÉ
5. Re-write each of these sentences and insert +Éè®ú where it is needed in one
of the spaces marked:
¨Éä®úÉ xÉÉ¨É : : nù®ú´ÉÉWÉä {É®ú : : ½èþ : : nù®ú´ÉÉWÉÉ : : PÉ®ú ¨Éå : : ½èþ*
{ªÉÉ±ÉÉ : : ÊMÉ±ÉÉºÉ : : ¨ÉäWÉ {É®ú : : ½èþ *
ªÉ½þ : : ¨Éä®úÉ iÉÉ±ÉÉ : : ¨Éä®úÒ : : SÉÉ¤ÉÒ ½èþ *
6. Write a few sentences in Hindi introducing yourself.
52
7
{ÉÉ`ö 7 (P¡th 7)
Dialogue 7
1. SÉÉªÉ´ÉÉ±ÉÉ :+É<ªÉä bä÷Ê´Éb÷ VÉÒ, ¤ÉèÊ`öªÉä *

2. bä÷Ê´Éb÷ : vÉxªÉ´ÉÉnù * +É{É EèòºÉä ½éþ?
3. SÉÉ0 : ¨Éé +SUôÉ ½ÚÄþ +Éè®ú +É{É?
4. bä÷0 : +É{ÉEòÒ EÞò{ÉÉ ½èþ *
5. SÉÉ0 : +É{ÉEäò lÉè±Éä ¨Éå ªÉ½þ CªÉÉ ½èþ?
6. bä÷0 : ªÉ½þ ¨Éä®úÉ ±Éè{É ]õÉì{É Eò¨{ªÉÚ]õ®ú ½èþ * ªÉ½þ EòÉèxÉ ½èþ? +Éè®ú <ºÉ EòÉ xÉÉ¨É
CªÉÉ ½èþ?
7. SÉÉ0 : +É{É ½þÒ {ÉÚÊUôªÉä *
8. bä÷0 : iÉÖ¨É EòÉèxÉ ½þÉä +Éè®ú iÉÖ¨½þÉ®úÉ xÉÉ¨É CªÉÉ ½èþ?
9. xÉÉèEò®ú : ¨Éé <ºÉ nÚùEòÉxÉ EòÉ xÉªÉÉ xÉÉèEò®ú ½ÚÄþ * ¨Éä®úÉ xÉÉ¨É ¨ÉÆMÉ±É ½èþ *
10. bä÷0 : +SUôÉ ºÉÖxÉÉä, BEò {ªÉÉ±ÉÉ SÉÉªÉ ¤ÉxÉÉ+Éä *
11. xÉÉèEò®ú : VÉÒ +SUôÉ *
Inductive Grammar
1. In Line 6 we find "ªÉ½þ EòÉèxÉ ½èþ +Éè®ú <ºÉEòÉ xÉÉ¨É CªÉÉ ½èþ ?" How does it differ
from "´É½þ EòÉèxÉ ½èþ +Éè®ú =ºÉEòÉ xÉÉ¨É CªÉÉ ½èþ" ?
...........................................................................................................
ªÉ½þ and <ºÉEòÉ are used here as personal pronoun and possessive
adjective, showing proximity whereas ´É½þ and =ºÉ EòÉ are used to show a
comparative distance.
2. Make a list of where EòÉ, EòÒ, Eäò are used in the dialogue:
...........................................................................................................
53
7
+É{ÉEäò lÉè±Éä ¨Éå, +É{ÉEòÉ xÉÉ¨É, <ºÉ nÚùEòÉxÉ EòÉ (xÉªÉÉ) xÉÉèEò®ú, <ºÉEòÉ xÉÉ¨É *
EòÉ, EòÒ, Eäò indicate belonging or possession.
The postposition EòÉ / EòÒ / Eäò when used after a noun or a pronoun,
changes these into an adjective e.g. ¨ÉÉä½þxÉ EòÉ .............. Mohan's .............,
=ºÉ EòÉ ............. Belonging to a third person. The basic idea of EòÉ/ EòÒ / Eäò
is to express relationship between the two nouns.
3. What do ¨Éä®úÉ and iÉÖ¨½þÉ®úÉ indicate?
..........................................................................................................
¨Éä®úÉ and iÉÖ¨½þÉ®úÉ indicate possession or belonging. Generally these words
show permanent possession.
Note that ¨Éä®úÉ and iÉÖ¨½þÉ®úÉ are the condensed forms of ¨Éé + EòÉ, and
iÉÖ¨É + EòÉ *
4. Write all the interrogative words you know. What is common to them all?
...........................................................................................................
CªÉÉ, EèòºÉÉ, Eò½þÉÄ, ÊEòºÉ EòÉ, EòÉèxÉ *
They all begin with Eò as their English equivalents begin with 'wh'.
5. What is the difference between +É{É {ÉÚÊUôªÉä and +É{É ½þÒ {ÉÚÊUôªÉä from Line 7 of
the dialogue, i.e., what difference does the ½þÒ make?
...........................................................................................................
½þÒ emphasizes the word it follows. You can emphasize a subject,
location, description and even a verb, with the help of this particle.
Remember that ½þÒ, along with verbal emphasises, shows exclusion of
other possible persons, locations, or qualities:
e.g. +vªÉÉ{ÉEò ºEÚò±É ¨Éå ½èþ - +vªÉÉ{ÉEò ºEÚò±É ¨Éå ½þÒ ½èþ *
Here ½þÒ shows that the teacher is definitely at the school, not anywhere else.
6. What new imperatives appear in the dialogue? With what kind of people
are these used?
...........................................................................................................
ºÉÖxÉÉä, ¤ÉxÉÉ+Éä. They are used with people who are addressed as iÉÖ¨É.
54
7
New Words in the Dialogue
EÞò{ÉÉ - (¨Éä½þ®ú¤ÉÉxÉÒ) kindness iÉÖ¨½þÉ®úÉ - your, yours (informal)
½þÒ - (emphatic particle) ±Éè{É]õÉì{É Eò¨{ªÉÚ]õ®ú - laptop computer
iÉÖ¨É - you (informal) xÉÉèEò®ú - servant (male), ½þÉä - are (informal)
Other Words to be introduced

+É{ÉEòÉ ºÉÉ¨ÉÉxÉ - your luggage, belongings
¨Éä®úÉ EòÉ¨É - my work, job +É{ÉEòÒ ¦ÉÉ¹ÉÉ - (bh¡sh¡) - your language
¨Éä®úÒ +ÆOÉäWÉÒ - my English +SUôÒ Ê½þxnùÒ - good Hindi
xÉªÉÉ {ÉÉ`ö - new chapter/lesson +SUôÉ ¶É¤nù - good word, sound
<ºÉEòÉ +lÉÇ - its meaning {ÉÒ±ÉÉ {ÉÞ¹`ö - yellow page
UôÉä]õÉ ´ÉÉCªÉ - small/short sentence +ÉºÉÉxÉ - easy
VÉ±nùÒ - fast, quickly ¨ÉÖÎ¶Eò±É - difficult
vÉÒ®äú - slowly ¢òÉè®úxÉ - immediately
........... ´ÉÉ±ÉÉ as a suffix is added to a noun and is inflectable. (It indicates
one who sells or delivers).
The Ordinals from Ist to 10th:

First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth,
{É½þ±ÉÉ, nÚùºÉ®úÉ, iÉÒºÉ®úÉ, SÉÉèlÉÉ, {ÉÉÄSÉ´ÉÉÄ, Uô`öÉ, ºÉÉiÉ´ÉÉÄ, +É`ö´ÉÉÄ,
Ninth, Tenth
xÉÉè´ÉÉÄ, nùºÉ´ÉÉÄ
Oral Exercises
1. Answer all of the questions, using the cue words and substituting ´É½þ for
=ºÉ and ªÉ½þ for <ºÉ as required in each case. Remember, cue words are
in their uninflected forms:
A. xÉ¨ÉÚxÉÉ : ¨ÉÉ±ÉÒ Eò½þÉÄ ½èþ ? : ¤ÉÉNÉÒSÉÉ : ´É½þ ¤ÉÉNÉÒSÉä ¨Éå ½èþ *
+¦ªÉÉºÉ : +ÉªÉÉ Eò½þÉÄ ½èþ ? : ¨Éä®úÉ PÉ®ú : ´É½þ ¨Éä®äú PÉ®ú ¨Éå ½èþ *
: ¡Úò±É Eò½þÉÄ ½èþ ? : PÉÉºÉ : ´É½þ PÉÉºÉ {É®ú ½èþ *
55
7
B. xÉ¨ÉÚxÉÉ : +ÉªÉÉ EòÉ xÉÉ¨É CªÉÉ ½èþ ? : ¶ÉÉÎxiÉ :=ºÉEòÉ xÉÉ¨É ¶ÉÉÎxiÉ ½èþ *
+¦ªÉÉºÉ : ®úÉ¨É ±ÉÉ±É EòÉ PÉ®ú Eò½þÉÄ ½èþ ? : Ênù±±ÉÒ : =ºÉEòÉ PÉ®ú Ênù±±ÉÒ ¨Éå ½èþ *
: <ºÉ ¨ÉÉ±ÉÒ EòÉ JÉÉxÉÉ EèòºÉÉ ½èþ ? : `Æöb÷É : <ºÉEòÉ JÉÉxÉÉ `öhb÷É ½èþ *
C. xÉ¨ÉÚxÉÉ : ¨ÉÉ±ÉÒ Eäò ½þÉlÉ ¨Éå CªÉÉ ½èþ ? : ¡Úò±É EòÉ {ÉÉèvÉÉ :
=ºÉ Eäò ½þÉlÉ ¨Éå ¡Úò±É EòÉ -
{ÉÉèvÉÉ ½èþ *
+¦ªÉÉºÉ : +ÉªÉÉ Eäò ½þÉlÉ ¨Éå CªÉÉ ½èþ ? : `Æöb÷É {ÉÉxÉÒ : =ºÉ Eäò ½þÉlÉ ¨Éå `Æöb÷É {ÉÉxÉÒ ½èþ*
: =ºÉ Ê´ÉtÉlÉÔ EòÒ ¨ÉäWÉ {É®ú CªÉÉ ½èþ ? : MÉ¨ÉÇ JÉÉxÉÉ : =ºÉEòÒ ¨ÉäWÉ {É®ú -
MÉ¨ÉÇ JÉÉxÉÉ ½èþ *
2. Ask one of the questions given below and get someone to answer
appropriately, using ¨Éé, iÉÖ¨É or +É{É. The questioner then makes a
confirmative statement as the answer. Teacher and student should take
turns or the drill can be used best between two students:
A. xÉ¨ÉÚxÉä : iÉÖ¨É EòÉèxÉ ½þÉä? ¨Éé SÉÉèEòÒnùÉ®ú ½ÚÄþ * iÉÖ¨É SÉÉèEòÒnùÉ®ú ½þÉä *
¨Éé EòÉèxÉ ½ÚÄþ? iÉÖ¨É +ÉªÉÉ ½þÉä * ¨Éé +ÉªÉÉ ½ÚÄþ *
B. xÉ¨ÉÚxÉä : iÉÖ¨É EòÉèxÉ ½þÉä? ¨Éé ¨ÉÉ±ÉÒ ½ÚÄþ * iÉÖ¨É ¨ÉÉ±ÉÒ ½þÉä *
¨Éé EòÉèxÉ ½ÚÄþ? +É{É +vªÉÉ{ÉEò ½éþ * ¨Éé +vªÉÉ{ÉEò ½ÚÄþ *
+É{É EòÉèxÉ ½éþ? ¨Éé Ê´ÉtÉlÉÔ ½ÚÄþ * +É{É Ê´ÉtÉlÉÔ ½éþ *
Note on usage: In most Indian situations, students are addressed with the
informal iÉÖ¨É by both their teachers and contemporaries. University and
graduate status students are sometimes addressed by their teachers with
the formal +É{É. Where relationships are such that personal names are
used, the informal is most common. Servants in the home are usually
addressed informally. Outside the home, social situations often call for the
use of formal address.
3. Affirm or contradict each question according to the meaning. Select
pronouns and be sure to use the proper verb with each:
Note: When contradiction is called for, the corrective clause may
come: either first after the negation, or at the end. It's position is
a matter of choice and desired emphasis.
56
7
xÉ¨ÉÚxÉä : +ÉªÉÉ : CªÉÉ ¨Éé ¨ÉÉ±ÉÒ ½ÚÄþ ? VÉ´ÉÉ¤É : xÉ½þÓ, iÉÖ¨É +ÉªÉÉ ½þÉä * iÉÖ¨É ¨ÉÉ±ÉÒ xÉ½þÓ ½þÉä *
+vªÉÉ{ÉEò : CªÉÉ ¨Éé +vªÉÉ{ÉEò ½ÚÄþ ? VÉ´ÉÉ¤É : VÉÒ ½þÉÄ, +É{É +vªÉÉ{ÉEò VÉÒ ½éþ *
+¦ªÉÉºÉ : ¨ÉÆMÉ±É (Mangal) : CªÉÉ ¨Éé ¶ÉÉÎxiÉ ½ÚÄþ ? VÉ´ÉÉ¤É : xÉ½þÓ iÉÖ¨É ¶ÉÉÎxiÉ xÉ½þÓ ½þÉä *
iÉÖ¨É ¨ÉÆMÉ±É (Mangal) ½þÉä *
+vªÉÉ{ÉEò : CªÉÉ ¨Éé Ê´ÉtÉlÉÔ ½ÚÄþ ? VÉ´ÉÉ¤É : VÉÒ xÉ½þÓ, +É{É +vªÉÉ{ÉEò VÉÒ ½éþ *
+É{É Ê´ÉtÉlÉÔ xÉ½þÓ ½éþ *
4. Change statements or questions to the 2nd. person (informal) as in the
example:
xÉ¨ÉÚxÉÉ : ¨Éé KÉÉxÉºÉÉ¨ÉÉÄ ½ÚÄþ +Éè®ú ¨Éä®úÉ xÉÉ¨É ¨ÉÆMÉ±É (Mangal) ½èþ *
iÉÖ¨É KÉÉxÉºÉÉ¨ÉÉÄ ½þÉä +Éè®ú iÉÖ¨½þÉ®úÉ xÉÉ¨É ¨ÉÆMÉ±É (Mangal) ½èþ *
+¦ªÉÉºÉ : ¨Éé EÖò±ÉÒ ½ÚÄþ * +Éè®ú ¨Éä®úÒ ¦ÉÉ¹ÉÉ (bh¡sh¡) Ê½þxnùÒ ½èþ *
iÉÖ¨É EÖò±ÉÒ ½þÉä +Éè®ú iÉÖ¨½þÉ®úÒ ¦ÉÉ¹ÉÉ (bh¡sh¡) Ê½þxnùÒ ½èþ *
¨Éé EòÉèxÉ ½ÚÄþ, +Éè®ú ¨Éä®úÉ xÉÉ¨É CªÉÉ ½èþ ?
iÉÖ¨É EòÉèxÉ ½þÉä +Éè®ú iÉÖ¨½þÉ®úÉ xÉÉ¨É CªÉÉ ½èþ ?
5. Change each Imperative you are familiar with to its formal form which you
are learning in this lesson:
A. xÉ¨ÉÚxÉä : 1. ÊnùJÉÉ<ªÉä * ÊnùJÉÉ+Éä 2. +É{É SÉÊ±ÉªÉä * iÉÖ¨É SÉ±ÉÉä *
+¦ªÉÉºÉ : vÉÉä<ªÉä * vÉÉä+Éä *
{ÉÊgøªÉä * {ÉgøÉä *
B. xÉ¨ÉÚxÉä : 1. Ê¤ÉºEÖò]õ nùÒÊVÉªÉä * Ê¤ÉºEÖò]õ nùÉä * 2. +É{É EòÒÊVÉªÉä * iÉÖ¨É Eò®úÉä *
+¦ªÉÉºÉ : VÉ´ÉÉ¤É nùÒÊVÉªÉä * VÉ´ÉÉ¤É nùÉä *
MÉ¨ÉÇ SÉÉªÉ {ÉÒÊVÉªÉä * MÉ¨ÉÇ SÉÉªÉ Ê{ÉªÉÉä *
6. Change the formal statements to informal and the informal ones to formal:
+¦ªÉÉºÉ : iÉÖ¨É Eò¨É®äú ¨Éå +É+Éä * +É{É Eò¨É®äú ¨Éå +É<ªÉä *
+É{É SÉÉªÉ ±ÉÒÊVÉªÉä * iÉÖ¨É SÉÉªÉ ±ÉÉä *
iÉÖ¨É ªÉ½þ EòÉ¨É Eò®úÉä * +É{É ªÉ½þ EòÉ¨É EòÒÊVÉªÉä *
7. Practise the following dialogues several times so that you can repeat
them from memory:
57
7
1. A : +vªÉÉ{ÉEò VÉÒ, +É{É EèòºÉä ½éþ ?
B : +É{ÉEòÒ EÞò{ÉÉ ½èþ (k¤ip¡) ½èþ * ¨Éé +SUôÉ ½ÚÄþ +Éè®ú +É{É ?
A : +É{ÉEòÒ EÞò{ÉÉ (k¤ip¡) ½èþ *
Substitute names e.g. ¶É¨ÉÉÇ VÉÒ for +vªÉÉ{ÉEò VÉÒ *
2. C : SÉÉèEòÒnùÉ®ú, iÉÖ¨É EèòºÉä ½þÉä ?
D : +É{É EòÒ EÞò{ÉÉ (k¤ip¡) ½èþ * ¨Éé +SUôÉ ½ÚÄþ, +Éè®ú +É{É ?
C : ¨Éé +SUôÉ ½ÚÄþ *
Substitute other identities, e.g., vÉÉä¤ÉÒ, KÉÉxÉºÉÉ¨ÉÉÄ etc., for SÉÉèEòÒnùÉ®ú *
8. The teacher, in giving the sentences below, emphasizes the word
underlined and the student repeats the sentence with ½þÒ after the
emphasized word:
xÉ¨ÉÚxÉÉ : BEò nùÒÊVÉªÉä * BEò ½þÒ nùÒÊVÉªÉä *
+¦ªÉÉºÉ : KÉÉxÉºÉÉ¨ÉÉÄ PÉ®ú ¨Éå ½èþ *
KÉÉxÉºÉÉ¨ÉÉÄ PÉ®ú ¨Éå ½þÒ ½èþ *
´É½þ b÷ÉC]õ®ú ½èþ * ´É½þ b÷ÉC]õ®ú ½þÒ ½èþ *
¨Éé ªÉ½þÉÄ ½ÚÄþ * ¨Éé ªÉ½þÉÄ ½ÚÄþ ½þÒ *
Note : The addition of the exclusive emphatic particle ½þÒ to the sentences above
achieves two things: it provides emphasis and it excludes other
possibilities. In some, but not all, of the cases ½þÒ can be translated by
the English word 'only'.
9. Use the most appropriate adverb/adjective for following sentences, vÉÒ®äú-
vÉÒ®äú, VÉ±nùÒ, ¢òÉè®úxÉ, ¨ÉÖÎ¶Eò±É, +ÉºÉÉxÉ *
xÉ¨ÉÚxÉÉ : ªÉ½þ EòÉ¨É ½èþ * ªÉ½þ +ÉºÉÉxÉ EòÉ¨É ½èþ *
+¦ªÉÉºÉ : ªÉ½þ {ÉÉ`ö ½èþ * ...................................................
SÉÊ±ÉªÉä * ...................................................
iÉÖ¨É ªÉ½þ EòÉ¨É Eò®úÉä * ...................................................

1. To use ´É½þ, ªÉ½þ, =ºÉ and <ºÉ as personal pronouns as well as
demonstrative pronouns.
58
7
2. To use iÉÖ¨É and ½þÉä with EòÉèxÉ and to select iÉÖ¨É, +É{É or ¨Éé and their verb
forms appropriately.
3. To review the use of ½þÉÄ and xÉ½þÓ with or without VÉÒ - reinforcement of 2nd
person pronouns and verbs.
4. To use iÉÖ¨½þÉ®úÉ with iÉÖ¨É.
5. To form the informal imperative from the formal.
6. To convert imperatives from one form to the other.
7. To practise greeting rituals.
8. To practise the use of the exclusive emphatic particle ½þÒ.
9. Introducing adverbs and adjectives.
Free Conversation
Do not neglect to spend at least twenty minutes each day in free
conversation with your teacher. Obviously your conversation will be very limited
at this stage. Remember that you are concentrating on fundamentals of speech
without which advanced conversation will be impossible. We have already
advised you to learn vocabulary outside the prescribed word lists. In the same
way, if there are short sentences that you feel you need to use often, ask your
teacher to give you the simplest idiomatic Hindi equivalent, and learn it. Be
careful that you do not neglect the phrases and sentences being learned in the
lessons; these must be mastered whether or not you master supplementary
material. You will find that most of the sentences you will want to ask for will be
given later. Another warning - do not get lost in asking grammatical explanations
about the sentences you request. It is very easy to waste hours in this way
which would be better spent on drilling and a thorough mastery of the material
being learned in the course.
This mastery of material is sometimes referred in language teaching
methodology as "over-learning", that is "habit formation". The purpose of free
conversation is to permit you to use what you have "over-learned" in a greater
variety of situations.
59
7
Reading
New letters: @ñ +: ¹É ¦É ZÉ gø Ró \É
@ñÊ¹É - @ñiÉÖ @ñM´Éänù @ñhÉ EÞò{ÉÉ iÉÞ{iÉ
¦ÉÉ¹ÉÉ - ¶Éä¹É ±ÉÉä¦É ¶ÉÖ¦É +¦ÉÒ Eò¦ÉÒ ¦ÉÉ±ÉÚ
¦ÉÉä±ÉÉ ¦ÉÒc÷ ¶Éä¹É nùÉä¹É
ºÉ¨ÉZÉ - ºÉÉZÉÉ ºÉÉÄZÉ ¤ÉÉäZÉ ZÉÉÄºÉÒ ZÉÉc÷
ZÉÉc÷xÉ ZÉÉcÝ÷ ZÉÉc÷Ò ZÉ]õ{É]õ
{ÉgøxÉÉ - bä÷gø +Éägø EòÉägø oùgø nùÉgøÒ ºÉÒgøÒ
MÉgøÉ ¤Égø<Ç ]äõgøÒ
Note: +:, Ró and \É are listed here to complete the Devanagari alphabet used in
Hindi. +: is seldom used in Hindi and Ró and \É are used in conjunct form
only (see supplement). Examples are:
Uô:, nÖù:JÉ, ¤ÉRÂóMÉÉ±É, +RÂóEò, {É\VÉÉ¤É, ({É\ÉVÉÉ¤É), {É\SÉÉªÉiÉ

Three dialogues to read and understand:
ºEÚò±É EòÉ ºÉÉ¨ÉÉxÉ (1)
nÚùEòÉxÉnùÉ®ú : Bä EÖò±ÉÒ ! VÉ±nùÒ, ªÉ½þÉÄ +É+Éä *
EÖò±ÉÒ : xÉ¨ÉºiÉä VÉÒ, ¤ÉiÉÉ<ªÉä, CªÉÉ EòÉ¨É ½èþ ?
nÚù0 : ªÉ½þ ºÉÉ¨ÉÉxÉ <ºÉ ¤Écä÷ lÉè±Éä ¨Éå ®úJÉÉä +Éè®ú ¢òÉè®úxÉ
±ÉéM´ÉäVÉ ºEÚò±É ±Éä VÉÉ+Éä *
EÖò0 : ºEÚò±É ¨Éå EòÉèxÉ ½èþ ?
nÚù0 : ´É½þÉÄ ºEÚò±É EòÉ SÉÉèEòÒnùÉ®ú ®úÉ¨ÉÚ ½èþ *
EÖò0 : +SUôÉ VÉÒ *
60
7
{ ºEÚò±É ¨Éå }
EÖò0 : CªÉÉ iÉÖ¨É ½þÒ ºEÚò±É Eäò SÉÉèEòÒnùÉ®ú ½þÉä ?
®úÉ¨ÉÚ : ½þÉÄ ¨Éé ½þÒ ½ÚÄþ *
EÖò0 : ªÉ½þ ºEÚò±É EòÉ ºÉÉ¨ÉÉxÉ ½èþ, ±ÉÉä *
®úÉ0 : +SUôÉ, ...... ºÉÉ¨ÉÉxÉ ªÉ½þÉÄ ®úJÉÉä +Éè®ú ªÉ½þ ±ÉÉä, {ÉèºÉä *
EÖò0 : +SUôÉ, xÉ¨ÉºiÉä *
Bä ! - Hey! vocative
EòÉ¨É - work
ºÉÉ¨ÉÉxÉ - luggage, material
______
EòIÉÉ ¨Éå ¤ÉÉiÉSÉÒiÉ {2}

+vªÉÉ{ÉEò : ºÉÖÊxÉªÉä, {ÉÞ¹`ö =zÉÒºÉ {É®ú {ÉÉ`ö 7 näùÊJÉªÉä +Éè®ú <ºÉ
´ÉÉCªÉ EòÉ +lÉÇ ¤ÉiÉÉ<ªÉä *
Ê´ÉtÉlÉÔ : VÉÒ +SUôÉ * ªÉ½þ ´ÉÉCªÉ ¨ÉÖÎ¶Eò±É ½èþ *
+vªÉÉ{ÉEò : +SUôÉ "{ÉSSÉÒºÉ" ¶É¤nù EòÉ +lÉÇ ¤ÉiÉÉ<ªÉä *
Ê´É0 : "{ÉSSÉÒºÉ" EòÉ +lÉÇ ½èþ 20 +Éè®ú 5. ªÉ½þ ¶É¤nù
+ÉºÉÉxÉ ½èþ *
+0 : +SUôÉ, ªÉ½þ ¶É¤nù EòÉNÉWÉ {É®ú näù´ÉxÉÉMÉ®úÒ ¨Éå Ê±ÉÊLÉªÉä *
______
61
7
+vªÉÉ{ÉEò +Éè®ú Ê´ÉtÉlÉÔ ¨Éå ¤ÉÉiÉSÉÒiÉ {3}
(Note: ¦ÉÉ®úiÉ - India)
+vªÉÉ{ÉEò : CªÉÉ +É{É ½þÒ ¸ÉÒ bä÷Ê´Éb÷ ½éþ *
Ê´ÉtÉlÉÔ : VÉÒ ½þÉÄ, ¨Éé ½þÒ ½ÚÄþ * +É{É EòÉèxÉ ½éþ +Éè®ú +É{ÉEòÉ ¶ÉÖ¦É
xÉÉ¨É CªÉÉ ½èþ ?
+0 : ¨Éé +É{ÉEòÉ +vªÉÉ{ÉEò ½ÚÄþ +Éè®ú ¨Éä®úÉ xÉÉ¨É ®úÉ¨É EÞò¹hÉ ½èþ *
Ê´É0 : +É<ªÉä, ¤ÉèÊ`öªÉä *
+0 : vÉxªÉ´ÉÉnù, +É{É EèòºÉä ½éþ ?
Ê´É0 : +É{ÉEòÒ EÞò{ÉÉ ½èþ, ¨Éé +SUôÉ ½ÚÄþ *
+0 : ¤ÉiÉÉ<ªÉä, +É{ÉEòÉ PÉ®ú Eò½þÉÄ ½èþ ?
Ê´É0 : ¨Éä®úÉ PÉ®ú <ÆM±Éèhb÷ ¨Éå ½èþ *
+0 : ¦ÉÉ®úiÉ ¨Éå +É{ÉEòÉ PÉ®ú Eò½þÉÄ ½èþ ?
Ê´É0 : +¨ÉÞiÉºÉ®ú ¨Éå ½èþ * +É{É EòÉ PÉ®ú Eò½þÉÄ ½èþ ?
+0 : @ñÊ¹ÉEäò¶É ¨Éå ½èþ * CªÉÉ ¨ÉäWÉ {É®ú {É\VÉÉ¤ÉÒ ¦ÉÉ¹ÉÉ EòÒ
ÊEòiÉÉ¤É ½èþ ?
Ê´É0 : VÉÒ xÉ½þÓ, +ÆOÉäWÉÒ EòÒ ½èþ * +É{É +ÆOÉäWÉÒ xÉ ¤ÉÉäÊ±ÉªÉä,
+É{É Ê½þxnùÒ ¤ÉÉäÊ±ÉªÉä *
______
For reading:
´É½þ bä÷gø ¤ÉVÉä ªÉ½þÉÄ {É½ÖÄþSÉÉ * ¤Égø<Ç MÉbÂ÷fäø ¨Éå ÊMÉ®úÉ *
UôÉä]õÉ ±Éc÷EòÉ {Éäc÷ {É®ú SÉgøÉ *
ºÉÉvÉÖ EòÒ ZÉÉä±ÉÒ ¨Éå +É]õÉ ½èþ * ´É½þ {ÉÉèvÉÉ KÉÚ¤É ¤ÉgøÉ *
62
7
Eò¦ÉÒ ¦ÉÒc÷ Eäò {ÉÒUäô ¨ÉiÉ ¦ÉÉMÉÉä *
+ÉVÉ Eò±É @ñiÉÖ ¤É½ÖþiÉ +SUôÒ ½èþ *
=ºÉ {ÉÞ¹`ö {É®ú ÊEòºÉ EòÒ iÉº´ÉÒ®ú ½èþ *
+É{É Uô: ZÉÉä±Éä ±ÉÒÊVÉªÉä, ¶Éä¹É ¨ÉÖZÉä nùÒÊVÉªÉä *
<Ç¶´É®ú |Éä¨É ½èþ * +RÂóMÉÚ®ú EòÒ ¤Éä±É xÉ½þÓ, +\VÉÒ®ú EòÉ {Éäc÷ EòÉ]õÉä *
½þ¨É {É®ú =ºÉEòÒ ¤Éc÷Ò EÞò{ÉÉ ½èþ *
=ºÉ CªÉÉ®úÒ Eäò {ÉÉºÉ BEò MÉbÂ÷føÉ ½èþ *
=ºÉ ¨Éå ¤É½ÖþiÉ <È]õ {ÉilÉ®ú ½éþ *
´Éä ºÉÉÄZÉ EòÉä ZÉÉÄZÉ ¤ÉVÉÉ-¤ÉVÉÉ Eò®ú MÉÉiÉä ½éþ *
UôÉä]õÒ MÉÉc÷Ò {É®ú <iÉxÉÉ ¤ÉÉäZÉ ¨ÉiÉ ±ÉÉnùÉä *
_______
+É{É ªÉ½þ ´ÉÉCªÉ {ÉÊgøªÉä +Éè®ú <ºÉEòÉ +lÉÇ Ê½þxnùÒ ¨Éå ¤ÉiÉÉ<ªÉä *
ªÉ½þ EòÉ¨É ¨ÉÖÎ¶Eò±É ½èþ +É{É nÚùºÉ®úÉ EòÉ¨É EòÒÊVÉªÉä *
nÚùvÉ ´ÉÉ±ÉÉ nù®ú´ÉÉWÉä {É®ú ½èþ, +ÉªÉÉ - VÉÉ+Éä +Éè®ú BEò ±ÉÒ]õ®ú nÚùvÉ ±ÉÉä *
¨ÉÉä½þxÉ, ¢òÉè®úxÉ ®úºÉÉä<Ç PÉ®ú ¨Éå VÉÉ+Éä +Éè®ú xÉÉ¶iÉÉ ¤ÉxÉÉ+Éä *
Lap Top ¶É¤nù näù´ÉxÉÉMÉ®úÒ ¨Éå Ê±ÉÊJÉªÉä +Éè®ú <ºÉEòÉ +lÉÇ +ÆOÉäWÉÒ ¨Éå ¤ÉiÉÉ<ªÉä *
Writing Exercises
The new letters of the lesson are given below on the first line. Copy the
middle four, three times each, as you will be using them often. The first two are
classified in the Devanagari alphabet as vowels though modern phonetics would
classify the first as a consonant-vowel combination and the second as an
aspirate modification of vowels. The first is used most commonly as a conjunct
and the second, though common in Sanskrit, is retained rarely in modern Hindi;
both conjunct forms are shown in the second line. The last two are the nasal
63
7
consonant of "Guttural" and "Palatal" stop consonants and are almost exclusively
used in their conjunct forms which will be presented along with the supplement
immediately following this lesson. In parentheses in the second line we have
shown similar letters which should be clearly distinguished from these that you
are now learning. These complete the Deva-Nagri letters used in Hindi. In the
supplement we will show their classification as an Alphabet system so that you
can start using a dictionary:
@ñ +: ºÉ ¦É ZÉ gø Ró \É
EÞò Uô: ({É) (¨É) (<) (fø) (b÷, c÷ ) (VÉ)
You have learned the following words which you can now write:
Uô:, ¶ÉÖ¦É, EÞò{ÉÉ, ¦ÉÉ¹ÉÉ, {ÉÊgøªÉä *
1. Use the tables below to write four questions and their answers. Be sure
that each question and answer makes sense. Think of who is asking the
question :
Use +vªÉÉ{ÉEò with ¨Éé and +É{É only.
ªÉ½þ ½èþ ? ªÉ½þ +ÉªÉÉ ½èþ *
´É½þ ½þÉä ? iÉÖ¨É ¨ÉÉ±ÉÒ ½ÚÄþ *
iÉÖ¨É EòÉèxÉ ½ÚÄþ ? ´É½þ KÉÉxÉºÉÉ¨ÉÉÄ ½þÉä *
¨Éé ½éþ ? ¨Éé Ê´ÉtÉlÉÔ ½éþ *
+É{É +É{É +vªÉÉ{ÉEò
2. Translate the following into Hindi:
1. Her name. 8. In her hand.
2. His name. 9. In his hand.
3. My name. 10. In my hand.
4. Your name (informal) . 11. In your hand (informal).
5. Your name (formal). 12. In your hand (formal).
6. The gardener's name. 13. In the gardener's hand.
7. The name of the book. 14. In whose hand?
64
7
3. Change each line in the table below into a sentence by making the
necessary corrections. The example the sentence is given first, then it is
shown in table form using the basic forms of the words:
Example Sentence: ¨Éä®äú ½þÉlÉ ¨Éå ¡Úò±É EòÉ {ÉÉèvÉÉ ½èþ *
Table form: ¨Éä®úÉ lÉè±ÉÉ ¨Éå ºEÚò±É EòÉ ºÉÉ¨ÉÉxÉ ½èþ *

¨Éä®úÉ ¤ÉÉNÉÒSÉÉ ¨Éå ¡ò±É EòÉ {Éäc÷ ½èþ *
½þ®úÉ PÉÉºÉ {É®ú ¨ÉÉ±ÉÒ EòÉ nù®úÒ ½èþ *
ªÉ½þ ´ÉÉCªÉ ¨Éå +ÄOÉäWÉÒ EòÉ ¶É¤nù ½èþ *
iÉÖ¨½þÉ®úÉ ¨ÉäWÉ {É®ú ½þÉlÉ EòÉ PÉc÷Ò ½èþ *
¦ÉÉ¹ÉÉ EòÉ ÊEòiÉÉ¤É ¨Éå ¦ÉÉ®úiÉ EòÉ ¦ÉÉ¹ÉÉ ½èþ *
4. Complete the four questions, inquiring about a person's health, using the
appropriate forms in each case:
xÉ¨ÉÚxÉÉ : +vªÉÉ{ÉEò VÉÒ, +É{É EèòºÉä ½éþ ?.
+¦ªÉÉºÉ: 1. +vªÉÉÊ{ÉEòÉ VÉÒ,....................... 3. ¶É¨ÉÉÇ VÉÒ,..................................
2. ¨ÉÉ±ÉÒ, ................................ 4. +ÉªÉÉ, ......................................
5. As +É{É {ÉÚÊUôªÉä changes to iÉÖ¨É {ÉÚUôÉä, and +É{É ¤ÉiÉÉ<ªÉä to iÉÖ¨É ¤ÉiÉÉ+Éä, and +É{É
nùÒÊVÉªÉä to iÉÖ¨É nùÉä so change each of these sentences from "formal" to
"informal":
ªÉ½þ +É{É EòÒ ÊEòiÉÉ¤É ½èþ, {ÉÊgøªÉä * näùÊJÉªÉä, +É{É EòÒ +±É¨ÉÉ®úÒ ªÉ½þ ½èþ *
+É{É PÉÉºÉ {É®ú ¤ÉèÊ`öªÉä * +É{É <ºÉ ºÉ´ÉÉ±É EòÉ VÉ´ÉÉ¤É ¤ÉiÉÉ<ªÉä *
+É{É VÉ´ÉÉ¤É Ê±ÉÊJÉªÉä * +É{É Ê½þxnùÒ ¨Éå ¤ÉÉäÊ±ÉªÉä *
+É{É ¨Éä®úÒ EÖòºÉÔ ±ÉÒÊVÉªÉä * +É{É ¨Éä®úÉ ºÉ´ÉÉ±É ºÉÖÊxÉªÉä, Ê¡ò®ú VÉ´ÉÉ¤É nùÒÊVÉªÉä *
+É{É <ºÉ Eò¨É®äú ¨Éå +É<ªÉä * +É{É Ê½þxnùÒ ¨Éå ºÉ´ÉÉ±É {ÉÚÊUôªÉä *
6. Write the new numerals in digits and words:

In digits : 6, 16, 17, 18, 19, 20
In words : Uô:, ºÉÉä±É½þ, ºÉjÉ½þ, +`öÉ®ú½þ, =zÉÒºÉ, ¤ÉÒºÉ
65
7
LESSON 7 SUPPLEMENT
The Hindi Alphabet
Vowels:
+ +É < <Ç = >ð @ñ B Bä +Éä +Éè +Ä +:
Matras #É Ê# #Ò #Ö #Ú #Þ #ä #è #Éä #Éè #Ä :
Consonants:
Gutturals Eò JÉ MÉ PÉ Ró
Palatals SÉ Uô VÉ ZÉ \É
Cerebrals ]õ `ö b÷ fø hÉ
Dentals iÉ lÉ nù vÉ xÉ
Labials {É ¡ò ¤É ¦É ¨É
Semi-Vowels ªÉ ®ú ±É ´É
Sibilants ¶É ¹É ºÉ
Glottal ½þ
Flaps c÷ gø
Loaned Letters from Urdu:
Fò KÉ NÉ WÉ ¢ò
Signs:
In Hindi two signs are used to indicate the modification of vowel sounds.
1. The sign (SÉxpù Ê¤ÉxnÖù) denotes nasalisation of the vowel in its syllable and is
written over the vowel it nasalises e.g. ½þÉÆ, ½ÚÄþ, ®ÆúMÉxÉÉ, ¤ÉÉÄvÉxÉÉ. The full sign
only appears when no part of the vowel is written above the line. When
part of the vowel is written above the line only a dot is shown e.g. JÉÓSÉxÉÉ,
66
7
¨Éå, ¨Éé, ºÉÓMÉ, ¤ÉSSÉÉå. Now-a-days, in printed Hindi, unless particular care is
required, the full sign is not used at all but only the dot.
2. The sign: (Ê´ÉºÉMÉÇ) is a voiced aspiration placed after a vowel or consonant
plus vowel. It is used almost exclusively in Sanskrit loan words e.g. |ÉÉªÉ:,
ÊxÉ:º´ÉÉlÉÇ, nÖù:JÉ *
There is a third sign - this sign (+xÉÖº´ÉÉ®ú) is used as a shorthand
device to represent any nasal letter in conjunct form with a consonant
following, usually of the same group. It is written above the preceeding
letter e.g.:
RÂó + JÉ = RÂóJÉ = #ÆJÉ as in {ÉRÂóJÉ = {ÉÆJÉ
\ÉÂ + VÉ = \VÉ = #ÆVÉ as in ®ú\VÉxÉ = ®ÆúVÉxÉ
hÉÂ + ]õ = h]õ = #Æ]õ as in PÉh]õÉ = PÉÆ]õÉ
xÉÂ + nù = xnù = #Ænù as in +ÉxÉxnù = +ÉxÉÆnù
¨ÉÂ + ¦É = ¨¦É = #Æ¦É as in +É®ú¨¦É = +É®Æú¦É
This sign is not so commonly used to represent xÉÂ or ¨ÉÂ but such usage
does occur. It is used exclusively with these eight letters - ªÉ, ®ú, ±É, ´É, ¶É, ¹É, ºÉ,
½þ e.g. ºÉÆªÉ¨É, ºÉÆºÉÉ®ú.
This sign is also used in place of the SÉxpù Ê¤ÉxnÖù sign as given in (1) above.
In some grammar text books these three signs are shown as letters of the
alphabet appearing as +Ä, +Æ, and +: after the vowels.
Alternate forms of writing letters:
67
7
ºÉÆªÉÖCiÉ +IÉ®ú
Conjunct Letters
The conjunct letters given here are not to be memorized but this list will
help you to understand their formation and recognize them as they appear in
script. This is not an exhaustive list :
EÂò + Eò = CEò {ÉCEòÉ PÉÂ + ªÉ = PªÉ ¶±ÉÉPªÉ

EÂò + JÉ = CJÉ ¨ÉCJÉÒ PÉÂ + ®ú = QÉ ¶ÉÒQÉ
EÂò + ]õ = C]õ b÷ÉC]õ®ú RÂó + Eò = RÂóEò, #ÆEò +RÂóEò =+ÆEò*
EÂò + iÉ = CiÉ,(Hò) ¶ÉÎCiÉ SÉÂ + SÉ = SSÉ ¤ÉSSÉÉ
EÂò + ¨É = C¨É ½ÖþC¨É SÉÂ + Uô = SUô +SUôÉ
EÂò + ªÉ = CªÉ CªÉÉ SÉÂ + ªÉ = SªÉ ´ÉÉSªÉ
EÂò + ®ú = Gò SÉGò VÉÂ + VÉ = VVÉ ±ÉVVÉÉ
EÂò + ±É = C±É C±Éä¶É VÉÂ + \É = YÉ +ÉYÉÉ
EÂò + ´É = C´É C´ÉÊSÉiÉÂ VÉÂ + ªÉ = VªÉ ®úÉVªÉ
EÂò + ¶É = C¶É xÉC¶ÉÉ VÉÂ + ®ú = XÉ ´ÉXÉ
EÂò + ¹É = IÉ Ê¶ÉIÉÉ VÉÂ + ´É = V´É V´ÉÉ±ÉÉ
EÂò + ºÉ = CºÉ ¤ÉCºÉ \ÉÂ + SÉ = \SÉ SÉ\SÉ±É = SÉÆSÉ±É
JÉÂ + ªÉ = JªÉ ¨ÉÖJªÉ ]Âõ + ]õ = ]Âõ]õ Ê¨É]Âõ]õÒ
JÉÂ + ®ú = LÉ LÉÒ¹]õ ]Âõ + ]Âõ`ö = `Âö`ö ÊSÉ]Âõ`öÒ
MÉÂ + nù = Mnù ´ÉÉMnùÉxÉ ]Âõ + ªÉ = ]õ¬ xÉÉ]õ¬
MÉÂ + vÉ = MvÉ ¨ÉÖMvÉ ]Âõ + ®ú = ]Åõ ®úÉ¹]Åõ
MÉÂ + xÉ = MxÉ ¨ÉMxÉ bÂ÷ + b÷ = bÂ÷b÷ ½þbÂ÷b÷Ò
MÉÂ + ¨É = M¨É ´ÉÉM¨ÉÒ bÂ÷ + fø = bÂ÷fø MÉbÂ÷føÉ
MÉÂ + ªÉ = MªÉ ¦ÉÉMªÉ bÂ÷ + ªÉ = b÷¬ VÉÉb÷¬
MÉÂ + ®ú = OÉ OÉÉ¨É bÂ÷ + ®ú = bÅ÷ {ÉÖÆbÅ÷
68
7
MÉÂ + ±É = M±É M±ÉÉÊxÉ fÂø + ªÉ = fø¬ +Éfø¬
MÉÂ + ´É = M´É M´ÉÉ±ÉÉ hÉÂ + ]õ = h]õ, #Æ]õ PÉh]õÉ = PÉÆ]õÉ
PÉÂ + xÉ = PxÉ Ê´ÉPxÉ hÉÂ + hÉ = hhÉ +IÉÖhhÉ
hÉÂ + ªÉ = hªÉ {ÉÖhªÉ {ÉÂ + {ÉÂ = {{É Ê]õ{{ÉÉ
iÉÂ + Eò = iEò =iEò±É {ÉÂ + ªÉ = {ªÉ {ªÉÉ±ÉÉ
iÉÂ + iÉ = kÉ {ÉkÉÉ {ÉÂ + ®ú = |É |Éä¨É
iÉÂ + lÉ = ilÉ {ÉilÉ®ú {ÉÂ + ±É = {±É {±ÉÉ´ÉxÉ
iÉÂ + xÉ = ixÉ ªÉixÉ {ÉÂ + ºÉ = {ºÉ +{ºÉ®úÉ
iÉÂ + {É = i{É =i{ÉÉiÉ ¤ÉÂ + VÉ = ¤VÉ +¤VÉ
iÉÂ + ¨É = i¨É +Éi¨ÉÉ ¤ÉÂ + nù = ¤nù ¶É¤nù
iÉÂ + ªÉ = iªÉ ºÉiªÉ ¤ÉÂ + vÉ = ¤vÉ ±ÉÖ¤vÉ
iÉÂ + ®ú = jÉ ºÉjÉ½þ ¤ÉÂ + ¤É = ¤¤É ÊiÉ¤¤ÉiÉ
iÉÂ + ´É = i´É ¨É½þi´É ¤ÉÂ + ªÉ = ¤ªÉ ¤ªÉÉVÉ
iÉÂ + ºÉ = iºÉ ´ÉiºÉ ¤ÉÂ + ®ú = ¥É ¥ÉVÉ
lÉÂ + ªÉ = lªÉ Ê¨ÉlªÉ ¦ÉÂ + ªÉ = ¦ªÉ ºÉ¦ªÉiÉÉ
lÉÂ + ´É = l´É {ÉÞl´ÉÒ ¦ÉÂ + ®ú = §É +§É
nÂù + nù = qù EòqÝù ¨ÉÂ + {É = ¨{É, #Æ{É Eò¨{ÉxÉ = EÆò{ÉxÉ
nÂù + vÉ = rù ÊºÉrù ¨ÉÂ + ¤É = ¨¤É ±É¨¤ÉÉ
nÂù + ¦É = nÂù¦É +nÂù¦ÉÖiÉ ¨ÉÂ + ¦É = ¨¦É +É®ú¨¦É
nÂù + ¨É = nÂù¨É {ÉnÂù¨É ¨ÉÂ + ¨É = ¨¨É +¨¨ÉÉ
nÂù + ªÉ = t Ê´ÉtÉ ¨ÉÂ + ªÉ = ¨ªÉ OÉÉ¨ªÉ
nÂù + ®ú = pù ºÉ¨ÉÖpù ¨ÉÂ + ®ú = ©É xÉ©É
nÂù + ´É = uù uùÉ®úÉ ¨ÉÂ + ±É = ¨±É ¨±ÉÉxÉ
vÉÂ + ªÉ = vªÉ vªÉÉxÉ ¨ÉÂ + ½þ = ¨½þ iÉÖ¨½þÉ®úÉ
vÉÂ + ´É = v´É v´ÉVÉÉ ªÉÂ + ªÉ = ªªÉ ¶ÉªªÉÉ
xÉÂ + iÉ = xiÉ, #ÆiÉ +xiÉ = +ÆiÉ ®Âú + lÉ = lÉÇ +lÉÇ
xÉÂ + xÉ = zÉ +zÉ ±ÉÂ + Eò = ±Eò ¤ÉÎ±Eò
69
7
xÉÂ + ¨É = x¨É VÉx¨É ±ÉÂ + nù = ±nù VÉ±nùÒ
xÉÂ + ªÉ = xªÉ EòxªÉÉ ±ÉÂ + {É = ±{É +±{É
xÉÂ + ´É = x´É +x´ÉªÉ ±ÉÂ + ¨É = ±¨É MÉÖ±¨É
xÉÂ + ½þ = x½þ =x½åþ ±ÉÂ + ªÉ = ±ªÉ ¤ÉÉ±ªÉ
{ÉÂ + iÉ = {iÉ MÉÖ{iÉ ±ÉÂ + ±É = ±±É Ênù±±ÉÒ
{ÉÂ + xÉ = {xÉ º´É{xÉ ±ÉÂ + ½þ = ±½þ EÖò±½þÉc÷Ò
´ÉÂ + ªÉ = ´ªÉ ´ªÉlÉÇ ºÉÂ + ]õ = º]õ º]äõ¶ÉxÉ
´ÉÂ + ®ú = µÉ µÉiÉ ºÉÂ + iÉ = ºiÉ ®úÉºiÉÉ
´ÉÂ + ´É = ´´É ½þ´´ÉÉ ºÉÂ + iÉÂ+®ú = ºjÉ ºjÉÒ
¶ÉÂ + Eò = ¶Eò ¨ÉÖÎ¶Eò±É ºÉÂ + lÉ = ºlÉ ºlÉÉxÉ
¶ÉÂ + SÉ = ¶SÉ ÊxÉ¶SÉªÉ ºÉÂ + lÉÂ + ªÉ = ºlªÉ º´ÉÉºlªÉ
¶ÉÂ + ªÉ = ¶ªÉ +´É¶ªÉ ºÉÂ + xÉ = ºxÉ ºxÉÉxÉ
¶ÉÂ + ®ú = ¸É ¸ÉÒ¨ÉÉxÉ ºÉÂ + {É = º{É º{É¶ÉÇ
¶ÉÂ + ±É = ¶±É ¶±ÉÉPÉÉ ºÉÂ + ¡ò = º¡ò Ê´Éº¡òÉä]õ
¶ÉÂ + ´É = ¶´É, ·É Ê´É¶´ÉÉºÉ ºÉÂ + ¨É = º¨É Ê´Éº¨ÉªÉ
¹ÉÂ + Eò = ¹Eò ÊxÉ¹Eò{É]õ ºÉÂ + ªÉ = ºªÉ ºÉnùºªÉ
¹ÉÂ + ]õ = ¹]õ Eò¹]õ ºÉÂ + ®ú = »É ºÉ½þ»É
¹ÉÂ + ]Âõ+ ®ú = ¹]Åõ ®úÉ¹]Åõ ºÉÂ + ´É = º´É º´ÉiÉxjÉ
¹ÉÂ + `ö = ¹`ö {ÉÞ¹`ö ºÉÂ + ºÉ = ººÉ ®úººÉÒ
¹ÉÂ + hÉ = ¹hÉ EÞò¹hÉ ½Âþ + xÉ = ¼xÉ ÊSÉ¼xÉ
¹ÉÂ + {É = ¹{É {ÉÖ¹{É ½Âþ + ¨É = À ¥ÉÉÀhÉ
¹ÉÂ + ¨É = ¹¨É OÉÒ¹¨É ½Âþ + ªÉ = Á ´ÉÉÁ
¹ÉÂ + ªÉ = ¹ªÉ ¨ÉxÉÖ¹ªÉ ½Âþ + ®ú = ¿ ¿ÉºÉ
ºÉÂ + Eò = ºEò xÉ¨ÉºEòÉ®ú ½Âþ + ±É = ¼±É |É¼±ÉÉnù
ºÉÂ + VÉ = ºVÉ ¨ÉÎºVÉnù ½Âþ + ´É = ¼´É +É¼´ÉÉxÉ
*See note on the Anuswar Sign (+xÉÖº´ÉÉ®ú). Accordingly, conjuncts with xÉÂ and ¨ÉÂ
are given in some detail above. ____________
70
71

hindi lessons Chapter 1 to 8

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

hindi lessons Chapter 1 to 8

Uploaded by

Copyright:

Available Formats

1

1. Vidy¡rth¢ : Namast®, adhy¡pak j¢. 1. Ê´ÉtÉlÉÔ : xÉ¨ÉºiÉä, +vªÉÉ{ÉEò VÉÒ *

Note : 1- "Yah" is pronounced "Ye" and "Wah" is pronounced "Wo".

Instructions for Inductive Grammar

Words Introduced in the Dialogue

Other Words to be Introduced

ºÉÖÊxÉªÉä +Éè®ú ºÉ¨ÉÊZÉªÉä :

The basic strokes are:

Copy the words as shown below:

+É{É {ÉÉxÉ xÉÉEò EòÉxÉ

New Words Introduced in the Dialogue

Other Words to be Introduced

Grammar of the Exercises

New vowels: <Ç B Bä

<ÇºÉÉ<Ç ¤É¨¤É<Ç ºÉä +ÉªÉÉ * BEò ºÉä¤É {ÉÒ±ÉÉ ½èþ *

1. Practise the basic strokes of the Devanagari script.

5. Write the numerals 1 to 5 as digits: 1 2 3 4 5

You have learned five vowels and nine consonants.

1. Adhy¡pak : ªÉ½þ CªÉÉ ½èþ ? 1. +vªÉÉ{ÉEò : ªÉ½þ CªÉÉ ½èþ ?

New Words Introduced in the Dialogue

Other Words to be Introduced

Grammar of the Exercises

B. Write three questions and six answers:

{ÉäÎxºÉ±É ±ÉÉ±É {ÉäÎxºÉ±É

C. Write three questions and six answers:

¤Éc÷É ¤É®úiÉxÉ ¤Éc÷É ¤É®úiÉxÉ +±É¨ÉÉ®úÒ {É®ú

4. Write the numerals 1 - 15 in figures:

1. Adhy¡pak : D®khiy®, gil¡s - 1. +vªÉÉ{ÉEò : näùÊJÉªÉä, ÊMÉ±ÉÉºÉ -

New Words Introduced in the Dialogue

Other Words to be Introduced

Grammar of the Exercises

New Vowels: = >ð

A dialogue to read and understand:

Reading for letter recognition:

ºÉÖÊxÉªÉä +Éè®ú ºÉ¨ÉÊZÉªÉä:

............. +vªÉÉ{ÉEò, ............... +vªÉÉÊ{ÉEòÉ, .............EÖòºÉÔ,............ VÉä¤É,

............ SÉ¨¨ÉSÉ, ............... nù®úÒ, ................. iÉº´ÉÒ®ú,............... lÉè±ÉÉ..........

´É½þ EèòºÉÉ °ü¨ÉÉ±É nÚùvÉ Eò½þÉÄ ½èþ ?

1. ½èþ * 2. SÉÒxÉÒ ¤É®úiÉxÉ ¨Éå ½èþ *

3. ªÉ½þ UôÉiÉÉ EèòºÉÉ ½þÉlÉ ¨Éå ½èþ ?

Eò¨É®äú ¨Éå +É<ªÉä ºÉÖÊxÉªÉä

1. +vªÉÉ{ÉEò : ªÉ½þ CªÉÉ ½èþ ?

Grammar of the Exercises

Loaned Letters from Urdu: Fò KÉ NÉ WÉ ¢ò

+Éä EòÉä +Éè {ÉÉè JÉ MÉ ¡ò Fò, KÉ, NÉ, WÉ, ¢ò

Numerals: nùÉä, xÉÉè, MªÉÉ®ú½þ, ¤ÉÉ®ú½þ, iÉä®ú½þ, SÉÉènù½þ, {Éxpù½þ

6. Translate these sentences into English:

New Words Introduced in the Dialogue

Other Words to be Introduced

¨Éé +vªÉÉ{ÉEò ½ÚÄþ *

¨Éé ½ÚÄþ ? ¨Éé Eò¨É®äú ½ÚÄþ*

1. SÉÉªÉ´ÉÉ±ÉÉ :+É<ªÉä bä÷Ê´Éb÷ VÉÒ, ¤ÉèÊ`öªÉä *

Other Words to be introduced

The Ordinals from Ist to 10th:

Grammar of the Exercises

Uô:, nÖù:JÉ, ¤ÉRÂóMÉÉ±É, +RÂóEò, {É\VÉÉ¤É, ({É\ÉVÉÉ¤É), {É\SÉÉªÉiÉ

EòIÉÉ ¨Éå ¤ÉÉiÉSÉÒiÉ {2}

Table form: ¨Éä®úÉ lÉè±ÉÉ ¨Éå ºEÚò±É EòÉ ºÉÉ¨ÉÉxÉ ½èþ *

6. Write the new numerals in digits and words:

Alternate forms of writing letters:

EÂò + Eò = CEò {ÉCEòÉ PÉÂ + ªÉ = PªÉ ¶±ÉÉPªÉ

You might also like