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Basic Language Training: Part One
List of contents BLT 1
Introduction, Aims and Objectives
Syllabus
Lesson plan
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Review 1
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Review 2Lesson 9
Lesson 10
Lesson 11
Lesson 12
Review 3
Lesson 13
Lesson 14
L 15
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L 15
Introduction, Aims and Objectives
Materials handed out
Course book
The material contains 15 lessons with homework assignments, 4 weekly review lessons, seven
appendices: verb list, vocabulary list, list of Numerals, list of Interrogatives etc., list of Post positions,
sentence structure charts and a set of verb conjugation charts. Prefixed to the material is a syllabus and
aims and objectives for Basic Language Training: Part One.
Learning contents flashcardsThe learning contents flashcards are intended to be used for practice activities during class and for
memorization practice outside of class
Devanagari flashcards
The Devanagari flashcards are intended to be used by the participants outside of class for memorization
practice
Numeral flashcardsThe numeral flashcards (to be filled out by the participants in class) are intended to be used by the
participants outside class for memorization practice
Devanagari poster
The Devanagari poster is intended to be hung in the participants' rooms and used for memorization
practice. It might be a good idea to stick 'post it' labels with the Romanized version on to each
Devanagari character for initial practice
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Learning contents
The list of learning contents has been culled from the dialogue of the lesson. The intention is that the
participants memorize the learning contents as part of the homework.
Some of the learning contents are language functions (how to get things done with words: to offer
something to somebody, to invite somebody, to apologize, to insist, etc.), some are grammatical
structures, some are special vocabulary.
Culture
The cultural component of each lesson is in accordance with the lesson-topic.
Tasks
Most lessons contain a Task to be performed by the participants outside the classroom, but usually
during class time. The Tasks are intended to be a practical way for the participants to actually use the
particular language learned each day with Nepali speaking people under more natural conditions. The
Tasks are carried out as part of the review of the previous day’s lesson in order for the participants to
have as great a chance as possible to be ready for the Task.
Practice Dialogue
The practice dialogue is a mini version of the dialogue(s). The practice dialogue will be used in class
after the presentation of the learning contents of each new lesson. It is intended to be a final practice of
the day's new material.
Vocabulary
After each dialogue there is a vocabulary list alphabetically organized. Some of the lessons have
additional lists of topic specific vocabulary (days of the week, types of weather, tastes, colors, etc.).
These lists are intended to be used for practice activities and homework assignments.
Dialogue
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Homework
Each lesson is followed by homework assignments. These assignments are of different types: oral
memorization of Learning Contents, sentence writing for practicing the new material, learning
Devanagari and numerals, preparing for the Tasks, short paragraph writing in the later lessons for
practicing use of the language in longer stretches, 'learning on your own' activities (listening and
looking for recognizable words). Some of the homework assignments are marked with an * indicating
that they are optional, or that the participants can choose between two different types of assignments
(sentence construction or translation for example)
2nd day dialogues
These dialogues are to be found right after Review 4.
For 2
nd
day review of each lesson there is a dialogue divided into two parts: one for A and one for B.These dialogues are intended to be used in class as pair work in order for the participants to practice the
material of the lessons in a more free and realistic way.
Listening texts
The texts read by the teacher in class every day for listening practice are to be found at the very end of
the core material, ie after 2nd day dialogues. These texts may profitably be read at home after the
participants have listened to them in class, but they should not be studied before being used in class.
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Aims
• Enabling the participants to communicate orally on a very basic level on the
following topics:
Introductions, food, family, office, health, shopping, nature, climate, NGOs,agriculture, education, and his/her specific area of work.
• Equipping the participants with specific vocabulary for dealing with:
Numerals, weights, measures, money, time (months, days of the week, the clock),
and questions (interrogatives)
• Enabling the participants to read all Devanagari characters and some frequent words
• Ensuring that the participants will begin to develop an understanding of the formal
aspects of the language (language as a system) as well as an ability to use thelanguage functionally
• Raising the participants’ awareness of their own role in language learning
• Enabling the participants to continue their learning process on their own
• Raising the cultural awareness of all involved
Language level ability objectives
Oral
Range Has a very basic repertoire of words and simple phrases related to personal
details and particular concrete situations
Accuracy Shows only limited control of a few simple grammatical structures and
sentence patterns in a memorized repertoire
Fluency Can manage very short, isolated, mainly prepackaged utterances, with
much pausing to search for expressions, to articulate less familiar words,
d i i i
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Syllabus
Lesson Topic Functions Language focus Vocabulary Culture
1 Introductions &
the Classroom
introducing
greeting
requesting
identifying
locating
questions, statements,
identification, location,
possessive, imperative,
negation, post –
positions
interrogatives
personal pronouns
occupations
demonstratives
classifier: waTaa
numerals: 1-10
politeness
2 Class activities telling time verbs: root + ne time, days of the
week, interrogativesnumerals: 10-15
politeness
classroomethics
3 Restaurant/
Fruit Stall
requesting
describing
stating likes &
needs
pricing
impersonal verbs
experiencer (+ lai),
description, adjective,
adverb
food, tastes,
restaurant related
fruit stall related
numerals: 15-20
food, eating
(out)
street-
vendors
tipping
4 Family talking about ageand family
relations
verb conjugationpresent tense: hunu
existence, possession,
personal pronouns,
classifier: janaa
age, occupation,family related,
numerals:
10,20,30,40,50,
60,70,80,90,100
family, waysof living,
politeness
Review
5 Daily Activities talking
about actions
d t
verb conjugation:
present tense,
ti i l lt t
daily activities,
numerals:
20 30
daily
activities
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7 Asking
Directions
asking for/giving
directions,
asking for/giving
permission
injunctive, possession
of less important
items, verbs with post
positions, compositenouns
directions, spacial
relationships,
numerals: 40 - 50
Devanagari: all thevowel signs: ka, kaa,
ki, kii, ku, kuu, ke,
kai, ko, kau
getting help,
transport,
politeness
8 Health &
Feelings
talking about
health and
feelings
conditional phrase,
questions with ki,
verbs for feelings
health related, body
parts, feelings,
numerals:50 - 60
Devabagari: palatalconsonants: cha,
chha, ja, jha, na
health,
feelings,
physical
modesty,health
sector,
public
health
Review
9 Shopping buying,
bargaining,
ordering thingsmade
verb conjugation:
future tense,
qualification ofadjectives, verb for
personal opinion
shopping related,
tailor related,
numerals:60 - 70Devanagari: retroflex
consonants: Ta, Tha,
Da, Dha, na
shopping,
ordering
things made
10 Weather &
Nature
talking about the
weather,
comparing
verb conjugation:
present continuous,
passive, comparative,
l ti
climate/nature
related, numerals:70 -
80
D i d t l
nature,
national
feelings,
N l'
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12 Farming talking about
farming,
starting/finishing
conversations
change noun to
adjective, instrumental,
purpose, conditional
clause
farming related: non
specific, numerals:90
-100
Devanagari: semivowels: ya, ra, la, va
rural areas,
farming
Review
13 Education talking about
schools, talking
to children
verb conjugation: past
perfect, conjunction
(ki), alternative past
tense, imperative low
form
education related
numerals: 1000,
10.000, 100.000,
1000.000
Devanagari: sibilantsand aspirate
consonants: sa, sha,
sa, ha,
and half characters
education,
politeness
14 Job Specific:
Partner
Organization
talking about
jobs and
responsibilities,
numerals: 5, 15, 25,
35, 45, 55, 65, 75, 85,
95
Devanagari: specialconjunct characters:
ksa, jna, sra, tta, tra,
dya
work ethics,
politeness,
(N)GO's
15 Job Specific:
MS-Nepal
talking about
organizations
time phrase (when…),
interrogatives, relative
pronouns negatives,
d t ti &
job specific:
specialized,
Numerals: 10 - 100
D i th
develop-
ment work
/-worker
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LESSON PLAN
starting from the second day
1 Review of lesson from previous day:
1 Learning contents:
20 minutes
Pair work
Practice the Learning Contents using the flash cards
Change roles
2 Vocabulary practice:
10 minutes
Pair work
Go through the vocabulary lists after each dialogue/text
Change roles
3 2 nd day dialogues:
30 minutes
Pair work
Practice the 2 nd day dialogues (right after Review 4). Each pair has to decide who will
be A and who will be B. Preferably people continue to be A or B all through the course.
Tea Break
4 Homework:
30 minutes
Pair work
Check homework
5 Listening:
30 i t
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5 Numerals:
Whole class & pair work
Practice old and new numerals
Lunch break
6 Task: from previous day’s lesson:30 minutes
Pair work
Preparation:
Prepare and practice the Task a few times, taking turns
Task:
• Go out – in pairs - to the office or somewhere else and do the Task
• Report back and discuss the Task 3 Practice:
Whole class, pair work & individual work
1 Various activities aimed at both fluency and accuracy
2 Grammar explanations and practice
3 Devanagari presentation and practice
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LESSON 1
Introductions & the Classroom
In this lesson you will learn to:
1 ask and answer questions about names
tapaaiko naam ke ho? / mero naam Ram ho
you 's name what it is / my name Ram it is
= What is your name?/my name is Ram
2 ask and answer questions about place of origin
tpaaiko desh kun ho? / mo desh Denmark ho you 's country which it is / my country Denmark it is
= Where do you come from?/I come from Denmark
3 ask and answer questions about occupation
tpaaiko kaam ke ho? / mero kaam wakil ho
you 's work what it is / my work lawyer it is
= What is your job?/My job is …
4 exchange greetings
sanchai chha? / sanchai
OK it is / OK = How are you?/I’m fine
5 get someone's attention, and respond to someone trying to get your attention
R ji /h j
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yahaa kati waTaa kalam chha? /yahaa 6 waTaa kalam chha here how many pieces pencils there is/Here 6 pieces pencils there is
=How many pencils are here?/ here are 6 pencils
11 say that you don't understandmaile bhujhina
I agent marker I didn't understand = I don’t understand
12 ask people to repeat
pheri bhannus!
again say Please repeat!
13 say that you don't know something
malaai thaahaa chhaina
me to knowledge it isn't = I don’t know
14 Return a question
tapaai ni /tapaaiko ni /tapaailaai ni?
you how about / yours how about / to you how about = How about you?
15 count from 1-10
Culture:
Politeness
Task:
T lk t t th ffi
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A: I’m fine
3
A: Where is my pencil?
B: I don’t know – Oh, is that your pencil?
A: Please repeat! I didn’t understandB: Is that your pencil?
A: Yes, please give it to me!
B: Here you are!
A: Thanks
4
A: Hey, B!
B: Yes?A: How many chairs are there in the class?
B: There are ….. chairs in the class
Dialogue 1: Greetings and presentations: name, country & job
d:t]
A: namaste
d:t]
B: namaste
d/f fd ln;f xf .
A: mero naam Lisa ho
tkfOsf ] fd s] x f <
tapaaiko naam ke ho?
d /f f d d fl /of xf ] .
B M i h
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jxfsf ] b ]z 8 ] dfs { x f <
B: wahaako desh Denmark ho?
xf ]O , jxfsf ] b ]z 8 ] dfs { xf ]O .
A: hoina, wahaako desh Denmark hoinajxf Fsf b ]z kfn xf ] .
wahaako desh Nepal ho
Vocabulary 1
b z
desh country
xf ]
ho it is (identification)
xf ]O
hoina it is not (negative form of ho). Sometimes used for 'no'
sfd
kaam work, job
s]ke what
sf
-ko marker for possessive (’s or 'of')
s'
kun which
d /f
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jlsn
wakil lawyer
Dialogue 2: Greetingsgd:t]
A: namaste
gd:t]B: namaste
;Gr} 5 <A: sanchai chha?
;Gr} , tkfO{nfO{ lg <B: sanchai, tapaailaai ni?
;Gr} 5 .A: sanchai chha
Vocabulary 2
lni and how about …. (eg: And how about you?)
;Gr} 5
sanchai chha? How are you? (Lit: Is it OK?)
;Gr}
sanchai OK
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B: linus!
&G o"f b
A: dhanyabaad
Vocabulary 3
5
chha it is (location, description), there is (existence)
5}
chhaina it isn’t (location, description), there isn’t (existence)
&G ojfb
dhanyabaad thankslb ';
dinus please give
x '/
hajur yes? (Lit: Sir)
!
-ji honorific ending on names
sx f
kahaa where
lstf"
kitaab book
ln ';
linus please take
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sn d l b ';
A: kalam dinus!
ln ';
B: linus!
Vocabulary 4
+G ;
bhannus please say
snd
kalam pen
d n] "' l+* maile bujhina I didn’t understand
k*l /
pheri again
Language focus
Possessive pronouns:
Singular Plural
1. person mero
My, mine
haamro
Our, ours
2. person tpaaiko
Your, yours
tapaaiharuko
Your, yours
2 LOW ti ti ih k
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Existence/location verb:
Positive Negative
chha
It exists/is (somewhere)Eg: kitaab chha = there is a book
kitaab Tebul maa chha
= the book is on the table
chhaina
It is not/it does not exist (somewhere)Eg: kitaab chhaina = there are no books
kitaab Tebul maa chhaina
= the book is not on the table
The difference between Identification, description, existence / location may be exemplified in this way:
kitaab ho this is a book (det er en bog)
kitaab chha there is a book (der er en bog)
kitaab raamro chha book is good
Interrogatives:
Note: All interrogatives start with the consonant 'k-'
ke what
kun which
kahaa whereko who
kasko whose
kasto how (is something)
kasari how (to do something)
kahile when
kina why
kati how many
k h ( i h di i )
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kalam nadinus
pen not give Please don't give me the pen!
The polite imperative in both positive and negative forms are the equivalent of the use of the English
'Please…./Please don’t …..'
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Classifier for things: waTaa:
nau waTaa kalam dinus
9 pieces pen give Please give me 9 pens
When counting things (9 pens) or asking about the number of something (how many pens? = katiwaTaa kalam) the classifier waTaa is obligatory before the noun
Note:
euTaa = one item
duiTaa = two items
tinTaa = three items
Not:* ek waTaa, *dui waTaa, *tin waTaa
Word order
You will note that Nepali word order is almost the exact opposite of English/Danish:
Tebul maa 5 waTaa kitaab chha
Tebul on 5 pieces books are = There are 5 books on the table
Analysis:
Compare with Danish where this is relevant :
How can you tell the difference between statements and questions without interrogatives?
What is the difference between 'ho' and 'chha'?
Does Danish make a similar distinction?
What is the word order in a question with an interrogative (ke/kun/kahaa/ko)?
What does 'post-position' mean?
Does Danish have post-positions?
Whi h l d E li h & D i h i i i h ?
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LESSON 1
Homework
1 Memorise the learning contents of Lesson 1
*2 Translate the following sentences or do number *7
1. How are you?
2. This is not my book
3. My pencil is on your book
4. No, that is not your pencil
5. Yes it is6. What is Peter’s job?
7. Where is his chair?
8. On the table there are 3 pencils, there are also 2 books
9. How many tables are there in the class?
3 Write a short description:
Write a sentence describing each person in your class – including the teacher(s)
(Fx: Peter is from Denmark, he is a nurse)
4 Prepare the Task
5 Memorise the numerals 1 -10
6 Listen
Li h di / h TV/li l h d d d h i
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LESSON 2
Class Activities
In this lesson you will learn to:
1 ask and answer questions about the timing of an event
lunch kati baje?/ lunch 12 baje
lunch what time / lunch 12 o'clock = What time is lunch?/lunch is at 12 o’clock
2 ask for and tell time
kati bajyo? / 10 bajyo
how many did it strike / 10 it struck = What’s the time?/It is 10 o’clock
3 ask and answer questions with 'why'/'because'
kina? / kinabhane...
why/because …….
4 ask and answer questions about planned activities
kahaa jaane? / Nikitaa jaanewhere go / Nikita go = Where are we/you going?/We/you are going to …
5 talk about actions with a general subject using the unconjugated form of the verb
kasari jaane? / bus maa jaane
how go / bus by go = How are we/you going?/We/you are going by bus
6 f 10 15
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B: By …..
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Dialogue 1: Talking about time and feelings
nGr slt "] x'G5 <A lunch kati baje hunchha?
;f] - "]B saaDhe 12 baje
lxn] slt "0of] <A ahile kati bajyo?
-1 "0of]B 10 bajyo
lrof 5'))! slt "] x'G5 <A chiyaa chhuTTi kati baje hunchha ni?
;jf -1 "]B sawaa 10 baje
f]22222 s:tf] /fd3 ]fA oh….. kasto raamro
lsgB kina?
lnln 4sfO{ nfof]A aliali thakaai laagyo
Vocabulary 1
lxn]ahile now
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kina why?
;f]saaDhe half past
;jfsawaa quarter past
4sfO{ nfof]thakaai laagyo (someone) feels tired
kfg]paaune quarter to
Dialogue 2: Talking about class activities
fg] z's3"f/ s] 9g] {A aaune sukrabaar ke garne?
kf l/o' 9g] { lg "flx/ fg]B paaTh review garne ani baahira jaane
l/o' slxn] 9g] { A review kahile garne?
ljxfgB bihaana.
"flx/ slxn] fg]A baahira kahile jaane
nGr kl5
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baahira outside
"f/baar day
l"xfgbihaana morning
$sbd /fd3 ]fekdam raamro very good
9f8!gaaDi car
9g' {garnu to do
fg' jaanu to go
sxf Fkahaa where?
slxn]kahile? when?s;/!kasari ? how? (with actions)
k5!pachhi after
kfpaaTh lesson
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;f]d"f/sombaar Monday
d#9n"f/mangalbaar Tuesday
"'&"f/budhabaar Wednesday
l"lx"f/bihibaar Thursday
z's3"f/sukrabaar Friday
zlg"f/sanibaar Saturday
Language focusTime:
A: Lunch kati baje hunchha?
Lunch how many strokes it is What time is lunch?
B: 12 baje
12 o'clock At 12 o'clock
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kahaa jaane?
Where go = where are you/we going?
The unconjugated form of the verb is used when the subject is unspecific or general. It corresponds to
the English ‘you’ and the Danish ‘man’. When using the unconjugated form of the verb a pronoun is
not used.This unconjugated form is also used when listing several actions in a row as well as for creating
compound nouns:
Khaane-tebul = eating table (dining table)
Analysis
1 How do the Nepali numerals 10 - 15 compare with Danish/English?
2 How do the Nepali numerals 10 - 15 compare with 1 - 5?3 How do the Nepali names of the days of the week compare with Danish/English?
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LESSON 2
Homework
1 Memorise the learning contents of Lesson 2
*2 Translate the following sentences or do number *6
1. What time is it now?
2. When is the tea break?
3. How do you (in general) go?
4. Why is the tea break at 10?
5. Where is the tea?6. The tea is not on the table
7. I’m tired
8. This is not a good car
9. You (in general) do review after the tea break
10. What do you (in general) do on Saturdays?
3 Prepare the Task
4 Memorise the numerals 10 -15
5 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
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10 bajyo
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LESSON 3
Restaurant/Fruit stall
In this lesson you will learn to:1 ask and answer questions about likes/dislikes
tapaai laai keraa manparchha? / malaai keraa manparchha/manpardaina
you to bananas it pleases / I to bananas it pleases/it doesn’t please
= do you like bananas?/I like/dislike bananas
2 ask and answer questions about needs
tapaai laai keraa chaahinchha? / malaai keraa chaahinchha/chaahidaina you for bananas it is needed /I for bananas it is needed /it isn't needed
= do you need bananas?/I need/don’t need bananas
3 ask for and give descriptions of things
keraa kasto chha? / keraa miTho chha
banana how is it / banana delicious it is
=how is the banana?/the banana is delicious
4 ask and answer questions about availability
keraa paainchha? / keraa paainchha/paaidaina
banana is it available/banana it is available/it isn't available
=do you have any bananas?/we have/don’t have any bananas
5 ask for and answer questions about price/total amount
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B: Yes
A: How are they?
B: ……..
A: How much are they?
B ……A: Please give me …..
B: Here you are. Do you need …. also?
A: No, I don’t like …..
B: Why?
A: They are ….. How much all together?
B: ….. rupia
A: Here you are
Dialogue: A & B are eating at a restaurant. C is the waiter.
A and B first discuss what they want, then they order, and then they talk about the food
tkfO{nfO{ s'g 6fgf rflxG5 <A: tapaailaai kun khaanaa chaahinchha?
dnfO{ bfn+ft rflxG5 . tkfO{nfO{ g!B: malaai daalbhat chaahinchha tapaailaai ni
dnfO{ bfn+ft dgkb} {g t/sf/! ln ln lk/f] 5 .A: malaai daalbhaat manpardaina tarkaari aliali piro chha
tkfO{nfO{ rfldg dgk5{ <B: tapaailaai chow mien manparchha?
dgk5{A: manparchha
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C: Paainchha
ls 5, b'O{ "f]tn ljo/ lbg';B: Thik chha, dui botal Tuborg beer dinus
bfn+ft &]/} ldf] 5 rfldg s:tf] 5 <A: daalbhaat dherai miTho chha chow mien kasto chha?
rfldg ln ln ldnf] 5 .B: chow mien aliali amilo chha
bfO{ A: daai!
x'/C: hajur
@df slt +of]A: jammaa kati bhayo
A1 lbg';
C: 250 dinuslng';B: linus
Vocabulary
dgk5{manparchha it pleases =(someone) likes
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rfldgchow mien a Chinese dish
bfOdaai older brother, a form of addressing men older than oneself
xfd!x>haamiharu we
s'gkun which
ls 5 Thik chha it is OK
kfOG5paainchha is available
&]/}dherai very ,a lot, much
ldf]miTho tasty, delicious
s:tf]kasto how
ldnf]amilo sour
@df slt +of] jammaa kati bhayo how much in total
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Impersonal verbs are always in the 3rd. person singular. The subject is the thing 'liked' or 'needed'.
The person 'liking' or 'needing' something is in the oblique case ( laai)
Chaahinchha/chaahidaina is actually the passive form of a verb
Pronouns:
Singular: Plural:
1. person I ma we haami
2. person you tapaai you tapaaiharu
2. person
LOW
you timi you timiharu
3. person he/she
LOW it/he/shethis/that
wahaa
uyo/tyo
they
LOW theythese/those
wahaaharu
uniharuyi/ti
Experiencer of impersonal verbs: + laai:
tapaai-laai ke manparchha?
You -to what it pleases
Experiencer + postpos. Subject Verb What do you like?
-laai ('to, for', a postposition) is added to the experiencer (the person/entity who likes/needs
something) of an impersonal verb.The subject of the impersonal verb is the thing that is ‘liked/needed’
Description verb: chha:
yo syaau guliyo chha
This apple sweet it is
Subject Predicate Description verb
Adjective
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1 Compare malai khaana manparchha with ‘maden smager mig’
Find the subjects of the two sentences
2 How do you indicate whether a noun is singular or plural in Nepali?
3 How do you indicate whether a noun is definite or indefinite in Nepali?4 How would you translate yo suntalaa guliyo chha?
5 How would you translate yo guliyo sunatalaa ho?
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LESSON 3
Homework
1 Memorise the learning contents of Lesson 3
*2 Translate the following sentences or do number *8
1. Peter likes apples
2. Apples are fruits
3. Sweet apples are not available
4. Do you need bananas?
5. When do you (general) eat lunch?6. Nepali food is delicious
7. Please give them 3 bananas
8. Which Nepali food is available?
9. How much are the bananas?
10. How are the vegetables?
3 Write about your personal taste in food
4 Describe the taste of 5 food items (Fx. Apples are sour)
5 Prepare the Task
6 Memorise the numerals 15 -20
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9 kun
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LESSON 4
Family
In this lesson you will learn to:
1 ask and answer questions about marital status
tapaai ko bihaa bhayo? / mero bihaa bhayo/bhaeko chhaina
you 's wedding was / my wedding was/was not
=Are you married?/Yes, I am/No, I am not
2 ask and answer questions about children (any/how many/sex)
tapaai ko chhora chhori chha? /
you 's son daughter exist
= Do you have any children?
mero 2 janaa chhora/chhori chha / chhora chhori chhaina
my 2 person son/daughter exist/ son daughter don't exist
= I have 2 sons/daughters/ I don’t have any children
3 ask and answer questions about age
chhori kati barsa? / chhori 15 barsa
daughter how many years/daughter 15 years
=How old is your daughter?/ my daughter is 15 years old
4 ask and answer questions about family
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• whether he/she is married
• whether he/she has children
• what gender, how many and how old his/her children are
Practice dialogueA: Are you married?
B: ….. And you?
A: ….. Do you have any children?
B: ….. How about you?
A: ….. How old are your children?
B: ….. How about yours?
A: ….. How many people are in your family?B: ….. How about your family?
A: …..
Dialogue: Talking about family
ljxf +of] <A: bihaa bhayo?
+of], d]/f] B!dfg &'ln6]ndf 5 .B: bhayo, mero shriman dhulikhel maa chha
tkfO{sf] lg <tapaai ko ni?
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tkfO{sf] kl/jf/df slt gf 5g <tapaaiko pariwaar maa kati janaa chhan?
fdf, +fO{, "lxg! / dA: aamaa, bhaai, bahini ra ma
d]/f] "'jf x'g'x'Ggmero buwaa hunnuhunna
Vocabulary
fdfaamaa mother
"f ( "'"fbaa/buwaa father
"lxg!bahini younger sister
jCf{barsa year
+$sf] 5}gbhaeko chhaina here: 'No, I’m not married'
+fObhaai younger brother
ljxf +of]bihaa bhayo? Are you married?
"'jf
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kl/jf/pariwaar family
/ra and
B!dfgsrimaan husband
B!dt!srimati wife
Language focus
Classifier for people: janaa:
mero dui janaa chhori chha
My 2 people daughters exist (I) have two daughters
The claasifier janaa must be used whenever people are counted just as waTaa is always used when
counting things
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Verb conjugation: present tense: hunu=to be (am/is/are):
Existence/description
(Chha)
Identification
(Ho)
positive negative positive negative
singular
I ma chhu chhaina hu hoina
You tapaai hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timi chhau chhainau hau hoinau
He/she wahaa hunuhunchha hunuhunna hunuhunchha hunuhunna
It/he u chha chhaina ho hoina
plural We hami(haru) chhau chhainau hau hoinau
You tapaaiharu hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timiharu chhau chhainau hau hoinau
They wahaaharu hunuhunchha hunuhunna hunuhunchha hunuhunna
They uniharu chhan chhainan hun hoinan
Note:
The present tense conjugation of hunu is used as conjugation suffixes (=endings) of all other verbs in
the present tense, for example gar- chhu = I do
'To be': hunu (ho (identification) & chha (existence & description)):
Identification: ho yo mero kalam ho
This is my pencil
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LESSON 4
Homework
1 Memorise the learning contents of Lesson 4
*2 Translate the following sentences or do number *7
1. My younger brother is not married
2. My older sister is 35
3. There are 6 people in his family
4. My younger sister’s husband is 25
5. They have 3 children3 Write 5 sentences with the verb ‘to be’ = hunu in the present tense with different
subjects (I, you/he/she, it, we, they (low)), some positive and some negative
3 Paragraph writing:
Write a description of your family
4 Prepare the Task
5 Memorise the numerals 10 - 100 (by the tens: 10, 20, 30, etc.)
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
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REVIEW 1
Lessons 1-4
1 Review Lesson 4:1 Learning contents:
Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:Listening text for Lesson 4
Whole class
2 Review Lessons 1-4:
1 Listening:
Teacher reads the listening texts for Lessons 1 - 3.
Students listen and difficult passages are discussed at the end.
2 Speaking:
Role play:
Groups of 3 (one waiter, two guests)
Restaurant:
The guests discuss what you like/dislike, why, what you want.
Call the waiter, ask about the availability and taste of what you want.
Waiter responds
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Lesson 5
Daily Activities
In this lesson you will learn to:1 ask and answer questions about (re)current activities
tapaai ke garnuhunchha? / ma saphaa garchhu
you what you do / I clean I do =What do you do?/I clean
2 put emphasis on something
sodhnus na
ask emphatic particle = just ask!
3 express duration: from…to
bihaana dekhi belukaa samma
morning from evening to =From morning to evening
4 describe a sequence of actions – using the conjunction tyaspachhi
ma pahile paani umaalchhu, tyaspachhi thermos maa raakhchhu / I first water I boil that after Thermos in I put
=First I boil water, then I put it in the thermos
5 describe a sequence of actions – using the participle: verb root +-era
paani umaalera thermos maa raakhchhu
water boiled and Thermos in I put
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11 read and write in Devanagari: all the vowels: a, aa, i, i, u, u, e, ai, o, au
Culture:
Office life, daily activities
Task:1 Ask somebody at the office to name 5 things they do during the day at the office
Write down and bring to class
2 What will you be doing at your duty station?
Think of some things you will be doing, and look up the verbs in a dictionary
Write down and bring to class
Practice dialogue
A: What do you do from morning to evening?
B: In the morning I first boil water for coffee, then I eat breakfast, then I go to class. In the
evening I study
A: Oh, what a lot of work!
Dialogue: A day’s work
xl/! gd:t]A: Hariji, namaste
gd:t]B: namaste
d tkfO{nfO{ s]x! ;f]Eg rfxG5' .
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Vocabulary:
"f/bajaar market
"]n'sfbelukaa evening
l"xfgbihaana morning
rfxg'chaahanu to want
b]6!dekhi from
lb;f]diuso afternoon
fg' jaanu to go
sfd 9g' {kaam garnu to work sfdkaam work
6f]7g'kholnu to open
sf] nf9!ko laagi for
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rahechha it appears
;fdfgsaamaan goods, things
;"}sabai all
;@dsamma up to, until
;k*f 9g' {saphaa garnu to clean
;f]Eg'sodhnu to ask fFThaau place
%o;kl5 tyaspachhi after that, then
df7g'umaalnu to boil
>aru other, more (plural of ‘arko’ = another)
x>haru plural-marker
s]x!kehi something, some
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3.p.Low(they) uniharu garchhan gardainan
Infinitive: verb root + na:
ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The –na form of the infinitive is used when a verb functions as the object of another verb. The verb in
the –na form is usually followed by a conjugated verb
Modal verb: chaahanu (want):
ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The verb chaahanu is always preceded by another verb in the verb root + –na form. Chaahanu is
conjugated in accordance with the subject for person, number and tense.
The emphatic particle: na
sodhnus na
ask emphatic particle = just ask!
The particle na or nai is placed after the word on which the emphasis is put
Post positions: dekhi….samma, –ko laagi & pachhi:
bihaana dekhi belukaa sammamorning from evening to from morning to evening
officeko laagi saamaanharu
office for things things for the office
mero laagi
My for For my use, for me
The post position laagi is always preceded by a word in the possessive form
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Plural form of nouns: -haru
diuso aru kaamharu garchhu
Afternoon other work I do
The plural form of the noun is constructed by adding –haru after the noun. It is not obligatory to add
this ending, the singular form of the noun may also function as a plural
Analysis
Compare with Danish/other languages where this is relevant
1 How do you enumerate several actions in a temporal sequence in other languages you know?
2 What is the participle in Danish/English?
3 What is the participle used for in Danish/English?
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Lesson 5
Homework
1 Memorise the learning contents of Lesson 5
*2 Translate the following sentences or do number *9
1. Do you want to boil water?
2. He cleans the tables in the morning
3. I work and then I go to the market
4. Oh, it seems there are a lot of rooms
5. Having cleaned the chairs they bring them to class6. She must put the books on the table
3 Make 5 sentences with different verbs in the present tense positive with different subjects
(I, you/he/she, it, we, they (low))
4 Prepare the Tasks
5 Memorise the numerals: 20 - 30
6 Memorise Devanagari: all the vowels: a, aa, i, i, u, u, e, ai, o, au
7 Listen:
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Lesson 6
Making Appointments
In this lesson you will learn to:1 indicate that you want to say something
X-ji
X-Sir/Mam = Mr./Ms.X!
2 indicate that you are ready to listen
bhannus!
Speak =Yes, what is it?
3 ask for someone's opinion and give your opinion
tapaai ko bichaar maa kasto chha? / mero bichaar maa raamro chha
you 's opinion in how it is / my opinion in good it is
= how is it in your opinion? / In my opinion it is good
4 ask for/suggest suitable dates for somethingkahile meeting raamro hunchha holaa? / bihibaar/5 taarikh kasto hunchha tapaai laai?
when meeting good is perhaps/ Thursday/ 5 date how is it you for
=When would be a good time for a meeting?/Thursday/the 5 th how is that for you?
5 express a fact
raamro hunchha
good it is
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Culture: Meetings
Task:
Try to set up an actual meeting with someone at the office
Practice dialogue
A: Mr./Ms. B!
B: Yes?
A: In your opinion, when will be a good day for our meeting?
B: How is Wednesday?
A: What date is Wednesday?
B: …..
A: Oh, that day I have another meeting. What about next monthB: Which date?
A: The 14th ?
B: Which day is that?
A: Tuesday
B: What time?
A: Is 9 o’clock OK?
B: OK
Dialogue: Setting up a meeting
lzj !,A- Shivaji
+Gg';
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slt "] <A kati baje?
l"xfg -1 "] x'G5 <B bihaana 10 baje hunchha?
x'G5 A hunchha.
Vocabulary:
fg]aaune coming
fg'aaunu to come
lGtdantim last (of a series)
sf] {arko next, another (plural: aru)
+Gg'bhannu to tell
l"rf/bichaar opinion
ljlxjf/bihibaar Thursday
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dlxgfmahinaa month
tf/!6taarikh date (when using the Western calendar)
Language focus
Verb expressing universal fact: hunccha:
haatti Thulo hunchha
Elephant big is elephants are big
Positive response: has (high form)/hunchha (low form):
A: raamro chha? Is that good?
B: has/hunchha/hudaina Yes, indeed/Yes, OK/No, it is not OK
Post position: ko baaremaa:
Nepal ko baaremaa meeting chha
Nepal’s about meeting there is There is a meeting about Nepal
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Composite nouns: verb root + -ne + noun:
aaune mahinaa
Coming month
A composite noun can be created by using the unconjugated form of the verb in front of a noun
Ordinal numbers
1st. pahilo
2nd. dosro
3rd. tesro
4th. chautho
5th. paachau
6th. chhaiThau7th. saatau
8th. aaThau
9th. nawau
10th. dasau
11th. eghaarau
12th. baarau
13th. terhau
14th. chaudhau
15th. pandhrau
16th. sorhau17th. satrau
18th. aThaarau
19th. unnisau
20th. bisau
21st. ekkaaisau
22nd. baaisau
23rd. teisau
24th. chaubisau
25th. pachchisau
30th. tisau40th. chaalisau
50th. pachaasau
100th. sayau
1000th. hajaarauh
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Lesson 6
Homework
1 Memorise the learning contents of Lesson 6
*2 Translate the following sentences or do number *10
1. I have a meeting next month
2. In our opinion Sunday is not a working day
3. He says his opinion at meetings
4. What is the meeting about
5. Please bring all the chairs to the meeting6. Kathmandu is nice
7. Is this the room for the meeting?
8. After the meeting they eat
3 Make 5 sentences with different verbs in the present tense negative with different subjects (I,
you/he/she, it, we, they (low))
4 Make questions with:
1 ko
2 kun
3 ke
4 kahile
5 kahaa
6 kati
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1 hunchha (universal fact)
2 -ko baaremaa
3 bichaar
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=Do you have any money?/ I (don’t) have any money
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9 ask for and give permission to do something
jaau hai? / has/hunchha
let me go OK / OK/OK =May I go?/OK
10 stop somebody from doing somethingnajaanus!
don't go
11 list two actions in a temporal sequence
Thulo seto Dhokaa aaepachhi baayaa moDnus
big white gate come after left turn
= turn left after the big white gate has appeared
12 describe past states or changes in states
kati rupiyaa bhayo?
how many Nps it became
13 count from 40 - 50
14 read and write in Devanagari: all the vowel signs: ka, kaa, ki, ki, ku, ku, ke, kai, ko, kau
Culture: Getting help, transportation, politeness
Task:
Ask someone at the office for directions to a place you actually know where is
Practice dialogues
1
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;f]Eg'; gB sodhnus na
dnfO{ f 2222222222222222222222 fg' 5, of] stflt/ k5{ <A malaai aaja 'international clinic' jaanu chha, yo kataa tira parchha?
of] 22222222222"f) / lt/ k5{ .B yo MS Nepal baaTa uttar tira parchha
s;/! fg] xf]nf <A kasari jaane holaa?
tkfO{ 22222sf] f]sf"f) "fofFlt/ l;&fH;f]+*f] fg'; %o;kl5 $)f rf}"f)f]B tapaai MS ko Dhokaa baaTa baayaa tira sidhaa(sojho)jaanus, tyaspachhi euTaa chaubaaTo
f5 %oxf"f) "fofFlt/ ;f]+*f] fg'; %oxf k*]/! sf] { rf}"f)f] f5 %oxfFaauchha, tyahaa baaTa baayaa tira sojho jaanus, tyahaa pheri arko chaubaaTo aauchha, tyahaa
"f) bfofF, "fofF, gfg'; ;f]+*f] fg'; bfof lt/ $)f 'nf] ;]tf] f]sff5 baata daayaa baayaa najaanus, sojho jaanus, daayaa tira euTaa Thulo seto Dhokaa aauchha,
%o;sf] 9f8! "fofFlt/ 222222222222222222222 fg] "f)f] 5 %o]f "f)f] fg';
"f)f]sf]tyasko agaaDi baayaa tira 'International clinic' jaane baaTo chha. tyo baaTo jaanus. baaTo ko
"fofFlt/ 2222225 baayaa tira 'clinic' chha.
f]22222of] t &]/} 9fxf/f] 5, s] 9g] { <A oh… yo ta dherai gaahaaro chha,ke garne?
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"f)baaTa from
"f)f]baaTo road
"fofFbaayaa left
5 J k5{ chha = parchha it is necessary
rf}"f)f]chaubaaTo intersection, cross road
bfofFdaayaa right
f]sfDhokaa door, gate
9fKf]gaa(haa)ro difficult
xf]nfholaa perhaps, maybe
stf lt/kataa tira which direction
s] 9g] {ke garne? what is one to do?
s'/f
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'nf]Thulo big
lt/,tira direction
%oxfFtyahaa there
%o:sf]tyasko = tyo + ko of that
%o;f]+$tyasobhae if that is so, in that case, then
%o; kl5 tyaspachhi after that, then
/uttar north
Dialogue 2: Giving directions to a taxi driver
2222)ofD;!22222A ….taxi…..
fg] xf] x'/ <B jaane ho hajur?
xf], dnfO{ 2222222222222222222222fg' 5 .
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B has
Vocabulary 2:
f$kl5 aaepachhi after having come (aaunu + -e-pachhi)
fO{k'g'aaipugnu to arrive
fO{k'of]aaipugyo it arrived (past tense)"aba now
9fl8agaaDi in front of
"f)f]baaTo road
b/jf/darbaar palace
b]6fg'dekhaaunu to show
fF jaau let us go
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tyasko = tya + ko of that
Language focus
Verb conj. past tense:hunu (was/were/became)
Hunu: existence
(chha)=was/were
Hunu: identification
(ho)=became
singular positive negative positive negative
1.p.(I) ma thie thiina bhae bhaina
2.p.
(you)
tapaai hunuhunthyo hunuhunnathyo/
hunuhunthiena
hunubhayo hunubhaena
2.p.(you)
LOW
timi thiyau thienau bhayau bhaenau
3.p.
(he/she
wahaa hunuhunthyo hunuhunnathyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.(it)
Low
u/yo/tyo thiyo thiena bhayo bhaena
Plural 1.p.
(we)
hami(haru thiyau thienau bhayau bhaenau
2.p.
(you)
tapaaiharu hunuhunthiyo hunuhunnathiyo
/hunuhunthiena
hunubhayo hunubhaena
2.p.L.
(you)
timiharu thiyau thienau bhayau bhaenau
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Composite nouns: Verb root + ne + noun:
jaa-ne baaTo
Go road road
khaa-ne tabul
Eat table dining tableComposite nouns are formed by combining a verb in its -ne form with a noun
Possession of moveable (= smallish) objects: post position: sanga/sitaa:
ma sanga/sita kalam chha
I with pen exists I have a pen with me
But:
mero chhora chhamy son exists I have a son
Analysis
Compare with Danish where this is relevant
1 How is the imperative formed in the languages you know?
2 How is the negative form of the imperative formed in the languages you know?3 How do you ask permission in the languages you know?
4 How do you use a preposition with a verb in the languages you know?
5 How do you make composite nouns consisting of a verb + a noun in the languages you know?
6 Is there a difference between possession of different things in the languages you know?
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Lesson 7
Homework
1 Memorise the learning contents of Lesson 7
*2 Translate the following sentences or do number *10
1. Let me say something
2. Turn left after the clinic has arrived!
3. Do you have a pen?
4. He became a doctor in the US
5. I was a teacher in Denmark
6. The clinic is to the right of the City Cafe
7. There is a car in front of the gate
8. How do you go to Thamel from here?
3 Make 5 sentences with the verb ‘to be’ = hunu in the past tense with different subjects (I,
you/he/she, it, we, they (LOW)), some positive and some negative
4 Make 5 composite nouns (verb + noun)
5 Prepare the Task
6 Memorise the numerals: 40 - 50
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Lesson 8
Health & Feelings
In this lesson you will learn to:1 inquire into and describe physical and emotional states
kasto chha? / malaai nindraa laagyo/mero peT dukhyo
how is it / I to sleepy it felt / my stomach it hurt
=How are you?/I feel sleepy/my stomach hurts
tapaai laai ke bhayo? / mero peT dukhyo
you to what happened/ my stomach it hurt
=What happened to you?/My stomach hurts
2 ask and answer questions about the onset or duration of physical and emotional states
kahile dekhi peT dukhyo/nindraa laagyo? / hijo dekhi peT dukhyo/nindraa laagyo
when from stomach it hurt /sleepy it felt /yesterday from stomach it hurt / sleepy it felt
=Since when has your stomach been hurting?/have you been feeling sleepy?
/my stomach has been hurting/I have been feeling sleepy since yesterday
3 ask for, offer and respond to advice
ke garne? / paani (na)khaanus! / has, ma tyasai garchhu
what do / water (don't)eat/drink/ OK I like that I do
=What can I do?/(Don’t) eat/drink water/OK, I’ll do that
4 ask less direct questions
aaunuhunchha ki?
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Practice dialogue
A: How are you?
B: My stomach hurts
A: Since when has it been hurting?
B: Since ….A: What did you eat?
B: Fruit, what is there to do?
A: Drink boiled water
B: OK, I’ll do that
Dialogue: At the doctor’s
gd:t], 8fD)/A namaste, Doctor
gd:t], fg';, ":g';, tkfO{nfO{ s] +of] <B namaste, aaunus ,basnus tapaailaai ke bhayo?
dnfO{ lxf] b]6! &]/} k]) b'of] / lnln )fsf]klg b'of] .A malaai hijo dekhi dherai peT dukhyo ra aliali Taauko pani dukhyo
lxf] s] s] 6fgf 6fg' +of] <B hijo ke ke khaanaa khaanu bhayo?
lxf] ;f4!;#9 /]:)'/]G) 9$ / %oxf 6fgf 6f$ lg /ft! b]6!g} k]) b'of] .A hijo saathi sangha 'resturant' gae ra tyahaa khaanaa khaae ani raati dekhi nai peT dukhyo.
$,22222sfrf], ;nfb klg 6fg'+of] <B e…kaacho salaad pani khaanubhayo?
xf], lsg 'nf] xf])ndf klg sfFrf] ;nfb ;k*f x'b}g <A ho kina Thulo hotel maa pani kaacho salaad saphaa hudaina?
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Vocabulary:
f&faadhaa half
}fCf&!ausadhi medicine
":g'basnu to sit, to stay, to live
+g]bhane if
+f]n!bholi tomorrowljrf/bichaar opinion
b'g' , b'of]dukhnu/dukhyo to hurt/ it hurt
9$Fgae I went (past tense of jaanu ‘to go’)
lxf]hijo yesterday
x'b}ghudaina it is not (negative of hunchha used for universal facts)
sFfrf]kaacho raw, uncooked, unripe
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saphaa clean
;f4!saathi friend
)fsf]Taauko head
t/tara but
%oxfFtyahaa there
df7g'
umaalnu to boildfn]sf]umaaleko boiled
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Language focus
Verb conjugation past tense:garnu (did)
Singular Positive Negative
1. p. (I) maile gare garina2. p. (you) tapaaile garnubhayo garnubhaena
2. p. LOW(you) timile garyau garenau
3. p. (he/she) wahaale garnubhayo garnubhaena
3. p. low (it) usle /yole /tyole garyo garena
Plural
1. p. (we) haami(haru)le garyau garenau
2. p. (you) tapaaiharule garnubhayo garnubhaena
2. p.LOW (you) timiharule garyau garenau
3. p. (they) wahaaharule garnubhayo garnubhaena
3. p. low (they) uniharule /yile /tile gare garenan
Subject of transitive verbs in the past tense: + le:
tapaai le ke garnu bhayo?
you agent marker what you did What did you do?
The subject (=the person or thing doing the action) of a transitive verb in the past tense must always be
followed by –le
A transitive verb is a verb which takes an object (what did you do?: what is the object of do)
Verb for feeling pain: dukhnu:
mero peT dukhyo
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Medicine agent marker sleepy it makes feel
The medicine makes you feel sleepy
The subject of the verb laagnu may be the thing causing the feeling
The subject of a causative verb (the person or thing causing the action) is followed by the particle le
Conditional phrase (if ...): bhane:nindraa laagyo bhane, ausadhi nakhaanus
Sleepy it felt if , medicine don’t eat
If you feel sleepy, then don’t take the medicine
A conditional phrase (if ...) is formed by adding -bhane at the end of the conditional sentence
Questions with ki (or):
jaanchhau ki?
We go or Are we going?
Adding ki ‘or’ to the end of a sentence will turn it into a less direct question than if the rising tone alone
is used to indicate that this is a question
Analysis
Compare with Danish where this is relevant
1 What is usually the subject of a Danish sentence expressing feelings of pain?
2 What is usually the subject of a Danish sentence expressing feelings?3 Which tense is used in Danish for expressing feelings/feelings of pain which are happening as
the sentence is spoken?
4 How would you make a question less direct in Danish?
5 Do other languageges that you know have both transitive and intransitive verbs?
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Lesson 8
Homework
1 Memorise the learning contents of Lesson 8
*2 Translate the following sentences or do number *8
1. His head has been hurting since yesterday
2. What happened to them?
3. When did you start feeling sleepy?
4. If your stomach hurts, then drink only unboiled water
5. Beer makes me sleepy
6. If you eat raw salat, your stomach will hurt
7. Raw salat is not clean
8. They have to work on Sundays
3 Make sentences with 5 verbs in the past tense with different subjects (I, you/he/she, it, we, they
LOW)), some positive and some negative
4 Memorise the numerals: 50 - 60
5 Memorise Devanagari: all the palatal consonants: cha, chha, ja, jha, na
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you
recognize
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Review 2:
Lessons 5-8
1 Review Lesson 8:1 Learning contents:
Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:Listening text for Lesson 8
Whole class
2 Review Lessons 5-8:
1 Listening
Teacher reads the listening texts for Lessons 5 - 7.
Students listen and difficult passages are discussed at the end.2 Speaking
Role play:
Student A is feeling sick
Student B is a doctor
Change roles
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LESSON 9
Shopping
In this lesson you will learn to:
1 ask for goods in a shopsuti kapaDaa paainchha?
cotton material is it available =Do you have any X?
2 talk about the purpose/use of something
shirt ko laagi kapaDaa
shirt for material =Material for a shirt
3 use the expression ‘both … and …’
baaklo pani raamro pani chha
thick also good also it is = it is both thick and good
4 express your opinion about something
yo malaai raamro laagyo
this me to good it felt =I like this
5 talk about per kilo/meter price
meter ko kati parchha?
meter 's how much it costs =How much is this per meter?
6 bargain
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a little ealy give can't you =Can’t you give it to me a little sooner
11 talk about future actions
ma bholi pheri aaulaa
I tomorrow again I will come =I will be back tomorrow
12 Express conditions
chaar din pachhi dinubhayo bhane, raamro hunchha
four days after you gave if, good it is
=It would be nice if you could give it to me in 4 days
13 count from 60 - 70
14 read and write in Devanagari: All the retroflex consonants: Ta, Tha, Da, Dha, na
Culture: Shopping, ordering things made
Task: Try bargaining for something
Practice dialogue
A: Shopkeeper (saahuji), do you have material for ….?
B: Yes, look
A: This material is nice, how much is it per meter?B: …..
A: That’s a little expensive, lower the price a little!
B: OK, ….rupia
A: Give me ….meter. Will you sew a…… for me?
B: How long should it be?
A: I don’t like it very long, I want just the right length
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of] x]g' {;, "fDnf] klg /fd3 ]f klg 5 .B yo hernus, baaklo pani raamro pani chha
of] ld)/sf] slt <A yo miTar ko kati ?
$s ld)/sf] L11 >k}of k5{ .B ek miTar ko 300 rupiyaa parchha
ln dx#9f] +of], M)fg'; gA ali mahango bhayo, ghaTaaunus na
of] t ;:t]f 5, sk8fdf &]/} gfk*f 5}g, ls} 5 A1 lbg';B yo ta sasto chha, kapaDaa maa dherai naaphaa chhaina,Thikai chha 250 dinus
x'G5 , lbg';A hunchha, dinus
n lng';, &Go"fbB la linus,dhannyabaad
&Go"fbA dhannyabaad
Vocabulary 1:"fDn]f ]baaklo thick
b]6fg'dekhaaunu to show
M)fg'ghaTaaunu to lower (here: the price)
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klg 22222klgpani…pani both…and
k;npasal shop
/x]5 rahechha it seems
;fx'!saahuji shopkeeper
;:tf]sasto cheap
;'t!suti cotton
t ( t/ta or tara but, though, however, as for
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Dialogue 2: Having clothes made at the tailor’s
gd:t]A namaste
gd:t], fg'; s] l;g] xf]nf <B namaste,aaunus, ke siune holaa?
d]/f] nfl9 $s f]/ s'tf{ ;'>jfn l;O{lbg'; gA mero laagi ek jor kurtaa suruwaal siidinus na
x'G5, sk8f slt 7ofg'+of] <B hunchha, kapaDaa kati lyaaunubhayo?
;f] rf/ ld)/A saaDhe chaar miTer
ln 4f]/} 7ofg'+of], A ld)/ rflxG5 t/ fg'; d gf?5', slt nfdf] /slt
B ali thorai lyaaunubhayo,5 miTar chaahinchha, tara aaunus ma naapchhu. kati laamo ra kati
6's'nf] rflxG5 <khukulo chaahinchha?
dnfO{ &]/} nfdf] s'tf{ dgkb} {g, lDs}sf] nfdf] / "fnf ln 6's'nf]A malaai dherai laamo kurtaa manpardaina, Thikkai ko laamo ra baaulaa ali khukulo
rflxG5 chaahinchha
;'>jfn lg <B suruwaal ni?
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"gfg'banaaunu to make
+g]bhane if
l5)f]chhiTo quick, fast, early, soon
$s f]/ ek jor one pair
x?tfhaptaa week
xf]nfholaa maybe
slxn] kahile when?
sl;$sf]kasieko tight
6's'nf]khukulo loose
sf]lzz 9g' {kosis garnu to try
nfdf]laamo long
7ofg'
l } ]
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ls}sf]Thikai ko… just the right amount of….
4f]/}thorai a little, few
'nf]Thulo big
Dialogue 3: Buying medicine
of] f}Cfl& 5 xf]nf <A yo ausadhi chha holaa?
$sl5g, d x]5' {B ekchhin, ma herchhu
f}Cf&! t 5 t/ &]/} 5}g, tkfO{nfO{ slt j)f rflxG5 <A ausadhi ta chha, tara dherai chhaina,tapaailaai kati waTaa chaahinchha?
1 )ofNn])B 20 Tablet
d;F9 -1 )ofNn]) df= 5 t/ > +f]n! -1 "] f5A ma sanga 10 Tablet maatra chha, tara aru bholi 10 baje aauchha
ls 5, lxn] -1 j)f n5' +f]n! k*]/! fnfB Thik chha, ahile 10 waTaa lagchhu. bholi pheri aaulaa
x;, lng';A has, linus
&Go"fbB dhannyabaad
F
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2222;F9 5X sanga chha X has
t ( t/ta or tara though, but, however, as for
Language focus:
Verb conjugation: future tense (will do):
Singular: Plural:
1.p. (I) ma garulaa (we) hami(haru) garaulaa
2.p. (you) tapaai garnuholaa (you) tapaaiharu garnuholaa
2.p.LOW (you) timi garaulaa (you)LOW timiharu garaulaa
3.p. (he/she) wahaa garnuholaa (they) wahaaharu garnuholaa
3.p.LOW (it) u garlaa (they) LOW uniharu garlaan
Both…and: X pani Y pani:
yo raamro pani sasto pani chha
This good both cheap both is This is both good and cheap
Pani follows the words that are linked in this way
Qualification of an adjective: Adj. + -ai:
Thikai chha
OK'ish it is It is all right
Adding -ai to an adjective changes the meaning of that adjective to 'somewhat X'
Further qualification of an adjective: Thikai ko + adj:
yo tarkaari Thikai ko piiro chha
h di hhi i h hh
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chaar din pachhi dinubhayo bhane, raamro hunchha
four days after you gave if, good it is
It would be nice if you could give it to me in 4 days
bhane 'if' is placed after the verb in the conditional clause. This verb is usually in the past tense. The
verb of the second sentence (= the result) can be in the present tense. The conditional clause is
normally the first of the two clauses.
Modal verb: saknu (can):
Ali chhiTo dina saknuhunna?
A little early/quickly give can you not Can’t you give it to me a little earlier?
The verb saknu is always preceeded by another verb in the verb root + -na form. Saknu is conjugated in
accordance with the subject for person and number.
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Lesson 9
Homework
1 Memorise the learning contents of Lesson 9
*2 Translate the following sentences or do number *9
1. This seems a little expensive
2. I think this is both nice and cheap
3. He left after five months
4. It would be nice, if you could come tomorrow
5. Could you please buy this book for me?
6. This material is just the right thickness
7. How much is the cotton material per meter?
8. I don’t like the pant legs too wide and long
9. We will buy the material tomorrow
10. Can’t you eat a little earlier?
3 Make sentences with 5 verbs in the future tense with different subjects (I, you/he/she, it, we,
they (LOW))
4 Do the Task
5 Memorise the numerals: 60 - 70
6 Memorise Devanagari: all the retroflex consonants: Ta, Tha, Da, Dha, na
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8 bhane
9 paainchha
Lesson 10
Weather & Nature
In this lesson you will learn to:
1 talk about the weather
paani parne mausam kasto chha?
water rain weather how it is =How is the weather in the rainy season?
2 express your feelings about something
kasto garmi din!
how hot day =What a hot day!
3 compare things
taraai Kathmandu bhandaa garmi hunchha,Taraai Kathmandu compared to hot it is =Taraai is hotter than Kathmandu
tara Nepalgunj sabbhandaa garmi hunchha
but Nepalgunj most hot it is =But Nepalgunj is the hottest
4 talk about on-going actions
jaaDo din aaudaichha
3 Li t t th th f t th di /TV
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3 Listen to the weather forecast on the radio/TV
Practice dialogue
A: Oh what a cold day it is!
B: Yes, but warmer days are coming
A: What is the monsoon weather like?
B: It is warm and it rains a lot
A: Is Nepalgunj hotter than Kathmandu?
B: Yes
A: What is the nicest month?
B: …..
A: Why
B: Because it is ‘just the right degree of warmth’
Dialogue 1: Talking about the weather
f]2222f s:tf] f8f] lbgA oh….aaja kasto jaaDo din
xf], t/ l5))} 9d!{ lbg fb}5 .B ho, tara chhiTTai garmi din aaudai chha
s'g dlxgf oxf &]/} 9d!{ x'G5 <A kun mahinaa yahaa dherai garmi hunchha?
r}t, "};f6 / ] &]/} 9d!{ x'G5 t/ sfdf8' +Gbf t/fO{ &]/} 9d!{ x'G5 B chait,baisaakh ra jeTh dherai garmi hunchha tara KTM bhandaa taraai dherai garmi hunchha
kfg! kg{ s'g dlxgf b]l6 z'> x'G5 <A paani parna kun mahinaa dekhi suru hunchha?
zf] / sflt{s lsg+g] of] dlxgfdf ;"}lt/ xl/ofn! 8f8f lgnf] fsf;
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zf / sflts , lsg+g of dlxgfdf ;"lt/ xl/ofn! 28f8f, lgnf fsf;B asoj ra kaartik,kinabhane yo mahinaa maa sabaitira hariyo DaaDaa, nilo aakaas ra saphaa
;]tf] lxdfn b]l6G5 of] df}Cfddf g &]/} f8f] g &]/} 9d!{ $sbd /dfO{nf]seto himaal dekhinchha.yo mausam maa na dherai jaaDo na dherai garmi ekdam ramaailo
x'G5 .hunchha.
f]222of] dlxgf &]/} /dfO{nf] x'G5 xf]nf .A oh… yo mahinaa dherai ramaailo hunchha holaa.
Vocabulary 1:
Eof/f]adhyaaro dark
;f/asaar name of a Nepali month
;f]asoj name of a Nepali month
"g'baDhnu to swell
"}zf6baisaakh name of a Nepali month
+Gbfbhandaa compared to
jaaDo cold (of weather)
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jaaDo cold (of weather)
slxn]sfx!kahile kaahi sometimes
sflt{skaartik name of a Nepali month6f]nfkholaa stream
lsg+g]kinabhane because
df};dmausam weather
g222222g2222222na … na … neither … nor ….
lgnf] fsfznilo aakaas blue sky
kfg! kg' {paani parnu to rain
kxf8! "f)f]pahaaDi baato hilly road
klx/f] fg'pahiro jaanu for a landslide to happen
/dfO{nf]ramaailo pleasant
"};f6
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";f6baisaakh mid-April to mid-May
] jeTh mid-May to mid-June
;f/asaar mid- June to mid-July
;fgsaaun mid- July to mid-August
+bf}bhadau mid- August to mid-September
zf]ashoj mid-September to mid-October
sflt{skaartik mid- October to mid- November
d#l;/mangsir mid- November to mid- December
k';pus mid- December to mid- January
dfMmaagh mid- January to mid- February
k*f9'gphaagun mid- February to mid- March
r}=
B e kina chiso haawaa laagchha?
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B- e…..kina chiso haawaa laagchha?
;d'Gb3 +$sf]n] lr;f] xfjf nf5, 222df ;d'b3 5 lxdfn 5}gA- samudra bhaekole chiso haawaa laagchha, Dk maa samudra chha himal chhaina
g]kfndf lxdfn 5 ;d'b3 5}g, xf]Og tB- Nepal maa himal chha samudra chhaina,hoina ta
Vocabulary 2:
f&faadhaa half
EofF/f]adhyaaro dark
+$sf]n]bhaekole because of
+Gbfbhandaa compared to
lr;f]chiso cold
&]/} ;f]dheraijaso mostly, mainly
xfjfhaawaa wind
xfjfkfg!haawaapaani climate
yastai like this
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yastai like this
Language focus:
Verb conjugation: garnu: present continuous (am/is/are doing):
Singular Positive Negative
1.p.(I) ma gardaichhu gardaichhaina
2.p.(you) tapaai gardaihunuhunchha gardaihunuhunna
2.p.LOW (you) timi gardaichhau gardaichhainau
3.p.(he/she) wahaa gardaihunuhunchha gardaihunuhunna3.p.Low (it) u gardaichha gardaichhaina
Plural
1.p.(we) hami(haru) gardaichhau gardaichhainau
2.p.(you) tapaaiharu gardaihunuhunchha gardaihunuhunna
2.p.LOW(you) timiharu gardaichhau gardaichhainau
3.p.(he/she) wahaaharu gardaihunuhunchha gardaihunuhunna
3.p.Low(they) uniharu gardaichhan gardaichhainan
Verb conjugation: passive: verb root + inchha:
seto himaal dekh-inchha
White mountains are seen
The passive form of the verb in the 3. person singular is formed by adding – inchha (positive) /-idaina
3 How does the way comparative and superlative is formed in Nepali compare with other
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3 How does the way comparative and superlative is formed in Nepali compare with other
languages you know?
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4 kahilekaahi
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4 kahilekaahi
5 jastai
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Lesson 11
Visiting Partner Organisations
In this lesson you will learn to:
1 talk about development work at the local level
yo gaau maa hospital chha ki chhaina?
this village in hospital it is or it isn't
2 ask and answer questions about where someone has recently come from
kahaa baaTa aaunubhayo? / Ahile ma Kathmandu baaTa aaeko
where from you came / now I Kathmandu from have come
3 talk about 'present perfect' actions
ahile ma Kathmandu baaTa aaeko chhu
now I Kathmandu from I have come
4 talk about planned length of stay
yahaa dui barsa baschhu
here two years I stay
5 talk about language learning/ability
nepali aliali sikdaichhu
Nepali a little I am studying
6 k f h l
Schools are emphatic particle though are , but very good it isn’t
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Schools are emphatic particle though are , but very good it isn t
= Well… there are schools, but they are not very good
11 count from 80 - 90
12 read and write in Devanagari: all the labial consonants: pa, pha, ba, bha, ma
Culture: (N)GO's, local area development work/worker politeness, small talk
Practice dialogue
A: Where did you come from now?
B: From ….
A: You speak a little Nepali
B: I am learning a little Nepali. How pleasant this place is
A: Yes, the white mountains can be seen
B: What is the extent of your working area?A: From ….. to …..
B: Are there schools in this village?
A: …..
B: How long does it take to go to Kathmandu from here?
Dialogue 1: A conversation at a partner organizationgd:t]
A- namaste
gd:t], sxf"f) fg'+of] .B- namaste, kahaa baata aaunubhayo .
lxn]d $d2$;2g]kfn 22222"f) f$sf], d]/f] gfd2222xf], d2222x', d]/f] b]z222xf]A hil l k b k h d h d h Dk h
x; &Go"fb d bO{dlxgf kl5 k]*/! f5 .
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x;, &Go"fb d b'Odlxgf kl5 k */! f5' .A- has, dhannyabaad ma dui mahinaa pachhi pheri aauchhu
Vocabulary 1:
#93 ]!angreji English
+fCffbhaasaa language
"'+*g'bujhnu to understand
6'z!nfof]khusi laagyo somebody feels happy
dfG5]maanchhe people, person
dQt 9g' {maddat garnu to help
gna emphatic particle
;F9}sangai together with
l;Dg'siknu to learn
t
f&f MG)f
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f&f MG)fB- aadhaa ghanTaa
%oxfF "f/ klg 5 <A- tyahaa bajaar pani chha?
;fgf] "f/ 5 , 6fg] lrl" kfO{G5 t/ > ;fdfg kfO{b}gB- saano bajaar chha, khaane chijbij paainchha tara aru saamaan paaidaina
of] 9fFdf :jf:4 rf}s! 5 ls 5}g <A- yo gaau maa swaastha chauki chha ki chhaina?
5 g t 5 t/ /fd3 ]f Roj:4f 5}g .B- chha na ta chha tara raamro byabasthaa chhaina
of] 9fF df > 22222x> sfd 9b} {gg <A- yo gaau maa aru n.g.o.haru kaam gardainan?
$)f222222;]+ b lr78]g sfd 9b}5 B- eutaa n.g.o.' save the children' kaam gardaichha
oxf l"b]z!x> klg 5g <A- yahaa bidesi haru pani chhan?
b'O{ gf 5g .B- dui janaa chhan
$2222ls 5, &Go"fbA e….Thik chha, dhannyabaad
Vocabulary 2:
hariyo green
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y g
xfjfhaawaa air, wind
xfjfkfg!haawaapaani climate6fg] lrl"rkhaane chijbij food stuff
6f]nfkholaa stream
nfg'laagnu to feel
gna emphatic particle
gls}najikai close, near
kf/!paari other side
/dfO{nf]ramaailo pleasant
;fdfgsaamaan things, goods
;do nf5 samaya laagchha it takes time
;"} ft! 5g :t} 9> d9/ ln@" g]jf/ If]=! "3f@xf bdfO{ sfd! fb!
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;" ft! 5g :t 9'>, d9/, ln@"', gjf/ If=!, "3f@x f, bdfO sfd! fb!B- sabai jaati chhan jastai gurung, magar, limbu, newaar, chhetri, braamhan damaai, kaami aadi
%o;f] +$, tkfO{x>sf] sfo{s3d l+= ;"} ft!x> 5g xf]nf <A- tyasobhae, tapaai haru ko kaaryakram bhitra sabai jaatiharu chhan holaa?
xf], ;"} 5g t/ xfd3 ]f &]/};f] sfo{s3d 9l/" gft!x>sf] nf9! 5 B- ho, sabai chhan tara haamro dheraijaso kaaryakram garib janajaati haru ko laagi chha
ls 5, tkfO{x>sf] sfo{s3d rf6nfbf] 5, :tf] 5, d kl5 x]g{ fnfA- Thik chha,tapaaiharu ko kaaryakram chaakhlaagdo chha jasto chha, ma pachhi herna aaulaa
&Go"fbdhannyabaad
Vocabulary 3:
flbaadi etc.
Gbf!andaaji around
>
aru other, more (plural of arko ‘another’)l+=bhitra within, inside
rf6nfbf]chaakhlaagdo interesting
5 :tf] 5 chha jasto chha it sounds like that here: it sounds ‘interesting’
g;#of
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g;of janasankhyaa population
:t} jastai such as
sfo{s3dkaaryakram program
s]x!kehi something
ldf] 5 :tf] 5 miTho chha jasto chha it sounds tasty
kl5 pachhi later, after
/fd3 ]f 5 :tf] 5 raamro chha jasto chha it sounds nice
;"}sabai all
;f]Eg'sodhnu to ask
%o;f]+$tyasobhae if that is so, in that case
Language focus:
Attaching –eko to the verb root turns the verb into a past participle. This form by itself is also called
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the ‘unconjugated past’. It is often, but not always followed by the ‘chha’ conjugated ending as shown
in the chart above. The –eko form may be used in place of the conjugated form of the verb, when
talking about actions in the past, if it is of no interest who performed the action – in the same way as
the present participle (verb root + -ne) is used.
Modal verb: parchha:
maile tapaai lai maddat garnu parchha
I –agent marker you to help it is necessary I must help you
The particle le is an agent marker. It is added to the person who must do something, especially if there
are more than one person in the sentence
Verb meaning: ‘take (time)’: laagnu:
yahaa baaTa kati samaya laagchha?here from how much time it takes
how long does it take (to get there) from here?
Questions with both positive and negative verb: ho ki hoina/chha ki chhaina:
yahaa swaastha chauki chha ki chhaina?
Here health post is or isn't Is there a heath post here?
Both the positive and negative verb can be added to a question in order to make it more open
Analysis
Compare with Danish where this is relevant
1 Do other languages you know have a conjugation for present perfect?
2 If h d i i h h N li f ?
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Lesson 11
Homework
1 Memorise the learning contents of Lesson 11
*2 Translate the following sentences or do number *8
1. I have come here from Kathmandu
2. It takes one hour to walk from Kathmandu to Patan
3. Our teachers must help us learn Nepali
4. My working area seems very pleasant
5. How do you feel about the surroundings of Katmandu?
6. This NGO has programs for many different ethnic groups
7. The health post in this village does not have good management
8. That program sounds very interesting
3 Make sentences with 5 verbs in the present perfect tense with different subjects (I, you/he/she,
it, we, they (low)), some positive, some negative.
4 Memorise the numerals: 80 - 90
5 Memorise Devanagari: all the labial consonants: pa, pha, ba, bha, ma
6 Listen:
Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize
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11 read and write in Devanagari: all the semi vowels: ya, ra, la, va
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Culture: rural areas, farming, politeness, small talk
Task: Ask someone at the office
• what the main crops in the Kathmandu Valley are
• how many times a year it is possible to plant here
• how the soil is here
Practice dialogue
A: Can I ask you something about farming?
B: Please ask
A: What are the main crops here?
B: …..(wheat=gahu, corn=makai)
A: How many times a year do you plant?
B: ....
Dialogue 1: Talking with a farmer about his fields and animals
gd:t] ] ] ] ]
A- namaste
gd:t], d sTlCfsf] "f/]df tkfO{;#9 s]x! ;f]Eg ;D5' <B- namaste, ma krisi ko baaremaa tapaai sanga kehi sodhna sakchhu?
x'G5 ;f]Eg'; gA- hunchha sodhnus na
oxfsf] d'o "fn! s] xf]
9fO{":t'sf] dn / s@kf]:) dn
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O 'A- gaaibastu ko mal ra compost mal
s'g l" k3of]9 9g' {x'G5 .B- kun biu prayog garnuhunchha
Ggt l"A- unnat biu
9fO{":t' klg kf7g'x'G5 <B- gaaibastu pani paalnuhunchha?
xf], 9fO{ +};!, "f]sf, 6;! kf75f}A- ho, gaai bhaisi,bokaa, khasi paalchhau
f nfO{ k'of] d +f]n! k*]/! f5' x} &Go"fbB- aaja laai pugyo,ma bholi pheri aauchhu hai dhannyabaad
x;A- has
Vocabulary 1:
faaja today
fn'aalu potato
>aru other (plural of arko ‘another’)
"fx]s
xf7g'
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'haalnu to put, to pour
f]%g' jotnu to plough
s]lxkehi something
6Gg'khannu to dig
6;!khasi castrated goat
6]tkhet field
sf] "f/]dfko baaremaa about
sTlCfkrisi agriculture
n9fg'lagaaunu to plant
df)f]maaTo soil
ds}makai corn
dn
Ggt l"
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unnat biu improved seed
Dialogue 2: Talking with a farmer about his fields and use of fertilizer
d t k*]/! fO{k'9]A- ma ta pherai aaipuge
fg'; g ":g';B- aaunus na basnus
tkfO{nfO{ s]x! s'/f +*} ;f]Eg' 5 .A- tapaai laai kehi kuraa ajhai sodhnu chha
x'G5 ;f]Eg'; gB- hunchha sodhnus na
tkfO{sf] 6]t / "f/! slt 5<A- tapaai ko khet ra baari kati chha?
6]t /f]kg! "f/! - /f]kg!HU /f]kg! sf] - $s/HGbf!B- khet 2 ropani baari 1 ropani (8 ropani 1 acer(approx)
"f/!df s'g s'g lsl;dsf] t/sf/! n9fg' x'G5 <A- baari maa kun kun kicim ko tarkaari lagaaunu hunchha?
;"} lsl;dsf]B- sabai kicim ko
s@kf]C) dn fk*} "gfg' x'G5 <A- campost mal aaphai banaaunu hunchha?
o;df /f;folgs dn sf] k3of]9 9l/b}g
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yasmaa raasaayanik mal ko prayog garidaina
$222of] t /fd3f] /x]5 .B- e… yo ta raamro rahechha
Vocabulary 2:
flbaadi etc.
fOk'g'aaipugnu to arrive
f+f]lnaajabholi these days
fk*} #aaphai one self
+} *ajhai still
jfx]sbaahek except
"f/!baari dry field
"gfg'banaaunu to make, to prepare
+Gg'
6Gg'
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'khannu to dig
6]tkhet wet field
lsl;dkicim type
s'gfkunaa corner
n9fg'lagaaunu to plant
df)f]maaTo soil
dnmal fertilizer
gna emphatic particle
k*flng] lrl"phaaline chijbij things to be thrown out
k*]l/pheri again
k*'nphul flower
k3of]9 9g' {
tof/ x'g'
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' 'tayaar hunu to be ready
o;nfO{yaslaai to this
o;dfyasmaa in this
Dialogue 3: Talking with a farmer about help on the farm and irrigation
d}n] tkfO{;#9 sTlCfsf] "f/]df &]/} /fd3 ]f s'/fx> ;'g] " lnln ;d:ofA- maile tapaai sanga krisi ko baaremaa dherai raamro kuraa haru sune aba aliali samassyaa
sf] "f/]df s'/f 9/f} x'G5 <ko baaremaa kuraa garau hunchha?
x'G5 g!B- hunchha ni
tkfO{x> fk} * 6]t! 9g' {x'G5 <A- tapaaiharu aaphai kheti garnu hunchha?
xfd! b'O{gf df= 5f}, slxn]sfx! > dfG5] klg rflxG5 .
B- haami dui janaa maatra chhau ,kahilekaahi aru maanchhe pani chaahinchha lsg tkfO{sf] 5f]/f 5f]/! dQt 9b} {gg <A- kina, tapaai ko chhoraa chhori maddat gardainan?
g!x> 22222df kb}5g .B- uniharu KTM maa paDhdaichhan
otf 6]tsf] sfd 9g{ ] dfG5]x> kfOG5 <A yahaa khet ko kaam garne maanchhe haru paainchha?
fk} *
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aaphai itself
"aba now
Noj:4fkgbyabasthaa management
9fKf]gaa(haa)ro/gaarho difficult
slxn]sfFx!kahilekaahi sometimes
6]lt 9g' {kheti garnu do farm work
6]tsf] sfd 9g] { dfG5]khet ko kaam garne maanchhe field worker
6f]0g'khojnu to search, to look for, to find out
s'nf]kulo channel, canal
s'/fkuraa thing, talk
7ofg'lyaaunu to bring
dQt 9g' {
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Language focus
Change of noun to adjective: noun + -ilo= adjective:
yahaa ko maaTo malilo chha
Here 's soil fertile is The soil here is fertile
The adjective suffix -ilo is added to the end of a noun (mal meaning 'fertilizer') to change it into an
adjective malilo 'fertile'.
Instrumental: noun + le:
maaTo le puri dinus!
Soil instrumental particle cover give Cover it with soil!
The instrument used for an action is followed by le just like the agent of an action Purpose (in order to): verb root + -na + main verb phrase:
sabai kaam khojna sahar jaanchhan
All work seek city they go They all go to the city to seek work
A verbal purpose ('in order to ...') is produced by adding -na to the verb expressing the purpose
The 'purpose' (in order to seek work) is placed before the main verb (they go (to town))
Conditional clause (unreal) (if ...): verb root + -eko + bhae:
yahaa paaeko bhae, sajilo hunthiyo
Here gotten it became, easy it was If we could get it here, it would be easier
An unreal conditional clause (if ...) is formed by adding -bhae ('became') to the perfect participle form
of the verb expressing the unreal condition (if we could get it here, ...)
The conditional phrase is followed by the rest of the sentence ending in a verb in the past tense
Lesson 12
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Lesson 12
Homework
1 Memorise the learning contents of Lesson 12
*2 Translate the following sentences or do number *9
1. Which crops are planted here?
2. Please teach me to plant rice
3. When is corn planted here?
4. If you could get water easily, it would be good
5. Can I ask something?
6. How do you make compost?7. After ploughing, you plant the wheat
8. Do you use chemical fertilizer?
9. We come to class to learn Nepali
3 Make 5 sentences in the past tense with different subjects (I, you/he/she, it, we, they (low)) –
some positive and some negative
4 Prepare the Task
5 Memorise the numerals: 90 - 100
6 Memorise Devanagari: all the semi vowels: ya, ra, la, va
7 rahechha
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REVIEW 3:
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REVIEW 3:
Lessons 9-- 12
1 Review Lesson 12:
1 Learning contents:
Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 12Whole class
2 Review Lessons 9-12:
1 Listening
Teacher reads the listening texts for Lessons 9 - 11
Discussion on problematic passages afterwards2 Speaking
Pair work 1:
At the tailor's
(buying material and having something sewn)
Pair work 2:
Visiting partner organization
(l th f t t i f k di t f K th d )
Lesson 13
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Lesson 13
Education
In this lesson you will learn to:
1 talk about education
2 ask and talk about the difference between things
sarkaari school ra boarding school maa ke pharak chha?
Government schools and boarding schools in what difference there is
3 talk about actions being finished
yo jaach pass bhaepachhi …
this exam pass become after = after this exam has been passed
4 quote indirect speech
maile suneko thie ki school raamro chhaina
I I had heard that school good it isn't
5 address children
bhaai, timro naam ke ho?Younger brother, your name what it is
Timi school jaanchhau ?
You school you go ?
6 talk about actions that are about to take place
timi school jaana laageko ho?
Practice dialogue
A A h h l i hi ?
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A: Are there schools in this area?
B: Yes, there is a government school and a boarding school
A: What is the difference between government schools and boarding schools?
B: There are many differences. Many people think that boarding schools are better than
government schoolsA: Is there an exam at all schools?
B: Yes
A: What is the biggest exam?
B: School Leaving Certificate
A: I had heard that schools in villages are not good
B: Yes, that is a big problem (samasyaa)
Dialogue 1: Talking about schools
gd:t ]A- namaste
gd:t], tkfO{x>sf] 9fFdf :s'n 5 <B- namaste, tapaaiharu ko gaau maa school chha?
$)f ;/sf/! :s'n / b'O{ j)f "f]l8{ :s'n 5 A- euTaa sarkaari school ra dui waTaa boarding school chha
;/sf/! :s'n / "f]l8{ :s'ndf s] k*/s 5 <B- sarkaari school ra boarding school maa ke pharak chha?
;/sf/! :s'ndf $s b]l6 b; Dnf; ;@d x'G5 / kfFr Dnf; b]l6 df=} O#ln;
A Nepal bhari kaa sabai school haru le ekai paTak yo jaach dinu parchha ani yo jaach pass
+$kl5 df= g!x> -- Dnf; kg kf5g
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+$kl5 df= g!x> -- Dnf; kg kf5gbhaepachhi maatra uniharu 11 class paDhna paauchhan
d}n] ;'g]sf] l4$ls 9fFsf] :s'ndf /fd3 ]f kfO{ x'b}g /] <
B maile suneko thie ki gaau ko school maa raamro paDhaai hudaina re ?xf], ;/sf/! :s'nx>df lzIfs / l"Xf4!{ b'"}sf] nf9! ;'l"&f sd 5 A- ho, sarkaari school haru maa sikchhyak ra biddyaarthi dubai ko laagi subidhaa kam chha
lg s;/! 9fsf] l"Xf4!{x>n] of] $;2$n2;! kf; 9g{ ;D5g <B- ani kasari gaau ko biddyaarthi haru le yo S.L.C. pass garna sakchhan?
of] $)f 'nf] ;d:of 5 .A- yo euTaa Thulo samassyaa chha
Vocabulary 1:
+/!bhari whole, all of
ljXf4!{biddyaarthi student
"f]l8boarding private school
b'"}dubai both
$s} k)sekai paTak at the same time
pharak different
;"}
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;"sabai all
;"} +Gbf
sabaibhandaa most (superlative);d:ofsamasyaa problem
;/sf/!sarkaari governmental
lzIfssikchhyak teacher
$; $n ;!S.L.C. School Leaving Certificate
;'l"&fsubidhaa facility
;'Gg'sunnu to hear, to listen
t/tara but
ltd! slt Dnf;df k5f} <A ti i k ti l Dh hh ?
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A- timi kati class maa paDhchhau?
Y Dnf;dfB- 6 class maa
s'g, s'g l"Cfo k5f} <A- kun, kun bisaya paDhchhau?
O#ln;, g]kfn!, lx;f", ;fOG;, Oltxf;, O%ofb!B-English, Nepali,math,Science, histry, e.t.c.
:s'ndf kfO{ s:tf] x'G5 <A- school maa paDhaai kasto hunchha?
> l"Cfo ls} x'G5 t/ Oln; /fd3f] x'b}g .B- aru bisaya Thikkai hunchha tara english raamro hudaina
$2222n f " lnf] xf]nfA- e…la jaau aba Dhilo holaa
Vocabulary 2:
>aru other (plural of arko ‘another)
ljCfobisaya subject
lnf]Dhilo late
fg nf9]sf]
Verb conjugation: past perfect tense: garnu ('had done')
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Positive Negative
Singular
1.p.(I) maile gareko thie gareko thiina
2.p.(you) tapaaile garnubhaeko thiyo garnubhaekothiena
2.p.LOW (you) timile garekaa thiyau garekaa thienau
3.p.(he/she) wahaale garnubhaeko thiyo garnubhaeko
thiena
3.p.Low (it) usle gareko thiyo gareko thiena
1.p.(we) haamile /haamiharule garekaa thiyau garekaa thienau
2.p.(you) tapaaiharule garnubhaeko thiyo garnubhaeko
thiena
2.p.LOW(you) timiharule garekaa thiyau garekaa thienau
3.p.(he/she) wahaaharule garnubhaeko thiyo garnubhaeko
thiena
3.p.Low (they) uniharule garekaa thie garekaa thienan
Conjunction used for reported speech ('X said, that ...'): ki:
maile suneko thie ki gaau ko school raamro chhaina
I agent marker had heard that village's schools good aren't
I had heard that village schools were not good
ki is used as a conjunction (='that') linking reported speech to a verb (I've heard that I've read that
Lesson 13
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Lesson 13
Homework
1 Memorise the learning contents of Lesson 13
*2 Translate the following sentences or do number *9
1. I had heard that the SLC is difficult
2. What is the difference between the 10+2 exam and the SLC?
3. The SLC is after 9th or 10th grade in Denmark
4. What is the highest exam in Denmark?
5. At what age do children start school?
6. In Denmark children start learning English from 4th grade7. We were about to go to the market
8. In some schools in Denmark, the teaching is not very good
9. There are fewer/less schools in Denmark than in Nepal
3 Write 5 sentences with different verbs in the past perfect tense with different subjects (I, you/
he/she, it, we, they (low)) – some positive and some negative
4 Prepare the Task
5 Memorise the numerals: 1000, 10.000, 100.000, 1000.000
6 Memorise Devanagari: all the sibilant and aspirate consonants: sa, sha, sa, ha
7 pharak
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8 kam
LESSON 14
Job Specific: Partner Organizations
In this lesson you will learn to:
1 talk about your organization
2 ask about and explain the reason for being in a particular place
Nepal maa ke garnuhunchha? / Nepal in what you do
ma MS-Nepal ko bikaase kaaryakartaa hu
I MS-Nepal‘s development worker I am
3 talk about work on a general level
kahaa kaam garnuhunchha? / ma NEWAH laai maddat didaichhu
where work you do / I NEWAH to help I am giving
4 ask for and give explanations of words
NEWAH bhaneko ke ho? / NEWAH bhaneko Nepal etc.
NEWAH said what is / NEWAH said Nepal, etc.
= what does ‘NEWAH’ mean? / ‘NEWAH’ means NEpal Water And Health
8 ask and answer questions about job responsibilities
X ko kaam maa kasari maddat garnuhunchha? /
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X ko kaam maa kasari maddat garnuhunchha? /
X 's work in how help you do
mero uttardaaitwa dherai chhan jastai: X,Y,Z,etc
my responsibilities many are like
9 express interest in something
chaakhlaagdo kaam rahechha
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chaakhlaagdo kaam rahechha
interesting work it seems
10 talk about sources of funding
NEWAH ko laagi rakam kahaa baaTa aauchha? NEWAH for funding where from it comes
NEWAH ko laagi rakam IRC baaTa aauchha
NEWAH for funding IRC from it comes
11 talk about how something is done
yasle swaasnimaanchhe samuha dwaaraa sahayog garchha
it agent marker women group through support it gives= it gives support though women’s groups
12 thank somebody for some information
suchanaa ko laagi dhannyabaad
information for thanks
13 Count:all the fives: 5, 15, 25, 35, 45, 55, 65, 75, 85, 9514 read and write in Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
Culture: Bureaucracy, politeness
Practice dialogue
A: What are you doing in Nepal?
B: …….
lxn] d 2222"f) fb}5', t/ d]/f] b]z 2222xf] .A ahile ma KTM baaTa aaudaichhu tara mero desh DK ho
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A ahile ma KTM baaTa aaudaichhu, tara mero desh DK ho
g]kfn lsg fg'+of] <B Nepal kina aaunubhayo?
d $d2$; g]kfnsf] l"sf;] sfo{stf{ xFA ma MS Nepal ko bikaase kaaryakartaa hu
sxfF sfd 9g' {x'G5 <B kahaa kaam garnuhunchha?
lxn] d g]jfnfO{ dQt lbb5'A ahile ma NEWAH laai maddat didaichhu
g]jf ;#9, s'g l"Cfodf sfd 9b} { x'g'x'G5 <B NEWAH sangha, kun bisaya maa kaam gardai hunuhunchha?
d xfx>nfO{ l+n]6 t4f ;'rgf Roj:4fkg sf] sfd df dQtA ma wahaaharu laai abhilekh tathaa suchanaa byabasthaapan ko kaam maa maddat
95' {garchu
l+n]6 t4f ;'rgfsf] sfd df s;/! dQt 9g' {x'G5 <B abhilekh tathaa suchanaa ko kaam maa kasari maddat garnuhunchha?
d]/f] /bflo%j &]/} 5g :t}A mero uttardaaitwa dherai chhan jastai:
g]jf sf] d'o / If]l=o sfo{fno fg]-NEWAH ko mukhya ra chhetriya kaaryaalaya jaane
kl/of]gfsf] "f/]df Eog 9g] {
Eoogaddhyan study
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addhyan study
g'9dganugaman monitoring
+])g'bheTnu to meet
l"sf;] sfo{stf{bikaase kaaryakartaa Development worker
l"Cfobisaya area, field, subject
Ro":4fkgbyabasthaapan management
rflxg]chaahine needed, necessary
If]=!ochhetriya regional
b}lgsdainik daily
:t} jastai such as
s]lxkehi something
sd{rf/!
;'rgfsuchanaa information
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suchanaa information
tflndtaalim training
t4ftathaa and, as well as
%kfbgutpaadan production
/bflo%juttardaaitwa responsibility
Dialogue 2: Talking about the work of a partner organization
d tkfO{;#9 s]x! ;f]Eg ;D5' <A ma tapaai sanga kehi sodhna sakchhu?
x'G5, ;f]Eg'; gB hunchha, sodhnus na
tkfO{ g]jf df sfd 9g' {x'G5 xf]Og <A tapaai NEWAH maa kaam garnuhunchha hoina?
xf] lsg <B ho, kina?
g]jf s:tf] lsl;dsf] ;#:4f xf] <A NEWAH kasto kicim ko sansthaa ho?
of] $)f 9}/ ;/sf/! / 9}/ /fg}lts ;#:4f xf], of] gfk*f sdfg]B yo euTaa gair sarkaari ra gair raajnaitik sansthaa ho yo naaphaa kamaaune
$222s;/! 95{ t <A e kasari garchha ta?
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A e…kasari garchha ta?
o:n] :4flgo ;#:4f, ;f+] *bf/! ;#:4f, ;fgfls;fg ;d'x /B yasle sthaaniya sansthaa, saajhedaari sanstha, saanaa kisaan samuha ra
:jf:g!dfG5] ;d'x [f/f ;xof]9 95{ .swaasnimaanchhe samuha dwaaraa sahayog garchha
of] ;xof]9 lbgsf] nfl9 /sd sxfF"f) f5 <A yo sahayog dina ko laagi rakam kahaa baaTa aauchha?
o;n] \1 k3ltzt /sd22222"f) kf5 / > "fs! o'lg;]k* / fO{f/l;B yasle 90% rakam water aid baaTa paauchha ra aru baaki UNICEF ra IRC
Hg]b/n]8 "f)(Netherlands) baaTa.
Vocabulary 2
fk*}aaphai one self
> "fFs!aru baaki the rest, the remaining
"fs!baaki left
If]l=ochhetriya regional
lb9f] ljsf;
s]lxkehi something
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kehi something
6fg]kfg!khaane paani drinking water
lsl;dkicim type
nf9' 9g' {laagu garnu to implement
d'omukhya main
gfk*fnaaphaa profit
kfg'paaunu to get
kl/of]gfpariyojanaa project
/fg}ltsraajnaitik political
/sdrakam funding, money
;f+]*bf/!saajhedaari partnership
;fgf ls;fg
:4flgosthaaniya local
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sthaaniya local
:jf:g! dfG5]swaasnimaanchhe women
:jf:4swaastha health
tta then
o;sf]yasko it’s
o;n]yasle it (as agent)
Lesson 14
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Homework
1 Memorise the learning contents of Lesson 14
2 Translate the following sentences
1. I work for KSSC
2. KSSC means Kalika Self-reliance Social Centre
3. What type of organization is Danida?
4. Where does the main funding for Danida come from?
5. What does sustainable development mean?
6. I came to Nepal to do development work7. In which fields/subjects does your organization work?
8. The main office of MS is in Kathmandu
3 Write 5 sentences with different verbs in the present continuous tense with different subjects (I,
you/he/she, it, we, they (low)), some positive and some negative.
4 Paragraph writing:Write a few sentences about your partner organization (where, what, who, when, how
many, how long, why-type description)
5 Memorise the numerals: all the fives: 5, 15, 25, 35, 45, 55, 65, 75, 85, 95
6 Memorise Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
LESSON 15
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Job specific: MS-Nepal
In this lesson you will learn to:
1 talk about different types of organizationsMS kasto sansthaa ho?/
MS how organization it is
MS euTaa Danish naagarikharu ko sansthaa ho
MS a Danish citizen’s organization it is
2 talk about people, using 'who ever/anybody'
Denmark maa jo pani yasko sadasyaa banna sakchhan Denmark in who also its member become they can
= Anybody in Denmark can become a member of this
3 talk about main programs of development work
MS-Nepal ko mukhya kaaryakram ke ke ho?/
MS Nepal’s main program what what it is
MS le aaphai kunai pani kaam gardaina MS agent marker one also work it does’t do
= MS doesn’t do any work of its own
4 express your feelings upon hearing something
MS ko baaremaa sunna paaudaa khusi laagyo, dhannyabaad
MS about hear get while happy I felt, thanks
A: How do you do this work?
B: I have many responsibilities such as ….
A k i i
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A: Your work seems interesting
Dialogue: MS-Nepal
f]2222sxfF "f) fg'+of] <A oh…..kahaa baaTa aaunubhayo?
sfdf8f} $d2$;2 g]kfn "f)B Kathmandu MS Nepal baaTa
$d2$; s:tf] ;:4f xf] <A MS kasto sansthaa ho?
$d2$; $)f 8]lgz gf9l/sx>sf] ;#:4f xf], l8s]df f] klg o:sf] ;b:oB MS euTaa Danish naagarikharu ko sansthaa ho, DK maa jo pani yasko sadasyaa
"Gg ;D5g o;df Y xf/ Rolx> / -11 j)f ;#:4fx> ;b:obanna sakchhan. Yasmaa 6 hajaar byktiharu ra 100 waTaa sansthaaharu sadasya
5g. of] ;:4fsf] sl/" Z111 8]lg; l"sf;] sfo{stf{x> $l;of, lk*3sfchhan.yo sansthaa ko karib 4000 Danish bikaas kaaryakartaaharu Esiya, Africa ra
/ dEo d]l/sfdf sfd 95{g .madhya America maa kaam garchhan.
$222$d2$; g]kfndf slt gf l"sf;] sfo{stf{x> sfd 95{g <A e….MS Nepal maa kati janaa bikaase kaaryakartaaharu kaam garchhan?
lxn] Z gf lt 5gB ahile 24 janaa jati chhan
ltg!x> sxfF, sxfF sfd 9b} {5g <
8]gdfs{df ;'rgf / fgsf/! kfg]-Denmark maa suchnaa ra jaankari paThaaune
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j p
$222of] ;"}sfdsf] nfl9 6r{ sxf"f) f5 g! <A e…..yo sabai kaam ko laagi kharcha kahaa baaTa aauchha ni ?
$d2$;sf] 6r{ 8]lg; ;/sf/ / $d2$;sf] ;b:ox> "f) f5 .B MS ko kharcha Danish sarkaar ra MS ko sadasyaharu baaTa aauchha.
$d2$;sf] "f/]df ;'Gg kfbf 6'z! nfof], &Go"fbA MS ko baaremaa sunna paaudaa khusi laagyo, dhannyabaad
Vocabulary
fk;! ;xof]9
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fk;! ;xof9aapasi sahayog mutual cooperation
fk*}aaphai one self
"fg'baDhaaunu to increase
"Gg'bannu to become
l"rbicha betweenljsfzbikaas development
l"l+Ggbivinna different
Rolbykti person
If]=chhetra area
bfdaa when, while
O%oflbityaadi etc
6r{kharcha fund
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6'z!khusi happy
s'g} klgkunai pani + neg. no one, not one (lit: one also it doesn’t ..)
7ofg'lyaaunu to bring
dfg" ;3f]tmaanab srot human resource
dflg;maanis person
dflg;x>sf] z!kmaanisharu ko sip human rights
dEomadhya central, middle
ldn]/milera by joint effortd'omukhya main
gf9/!snaagarik citizen
kfg'
l;ksip skill
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:4flgosthaaniya local
;'rgfsuchanaa information
ltg!x>tiniharu they
o;dfyasmaa in it
o;sf]yasko its
Language focus
Time phrase (’when.../while...): verb root + daa(kheri)
MS ko baaremaa sunna paau-daa khusi laagyo, dhannyabaad
MS about hear get-while happy I felt, thanks
I am very happy to have heard about MS, thanksA time phrase (sunna paaudaa =when I got to hear….)is formed by adding –daa(kheri) to the verb
root. The time phrase is followed by the main clause (khusi laagyo = ….I was happy)
Demonstratives, adverbs, interrogatives, relative pronouns and negatives
See appendix for a combined chart!
Demonstratives and adverbs:
d b l d b d
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Demonstratives/adverbs: close Demonstratives/adverbs: distant
yo* this tyo* that
yahaa here tyahaa there
yataa to here tyataa to there
yaso in this way tyaso in that way
yasari in this way tyasari in that way
ahile/aba now tahile then, at that time
yati this much tyati so much
yasto such tyasto such, thus
LESSON 15
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Homework
1 Memorise the learning contents of Lesson 15
2 Translate the following sentences
1. When I was in Kathmandu, the weather was very nice
2. What are the main programs of your organization?
3. Anybody can ride on a Tempo
4. Who can become members of your organization?
5. MS Nepal works with different organizations in the west and far west
6. He doesn’t do any work at the house
3 Write 5 sentences with different verbs in the past tense with different subjects (I, you/he/she, it,
we, they (low)), some positive and some negative
4 Paragraph writing:
1 Write a few sentences about MS/DANIDA
2 Write a few sentences about MS-Nepal3 Write a few sentences about your job with your partner
4 Write a few sentences about your past work experience
5 Prepare the Task
6 Memorise the numerals: all the tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
Review 4:
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Lessons 13-15
1 Review Lesson 15:
1 Learning contents:Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Listening text for Lesson 15Whole class
2 Review Lessons 13-16:
1 Listening
The teacher reads the listening texts for Lessons 13 - 14
Discussion of difficult parts at the end
2 Speaking
Pair work 1:
Interview: Your job
Pair work 2:
I t i Y t / i ti
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Lesson 2
1
A: Answer and ask B when lunch is
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A: Answer and ask B when lunch is
A: Answer
2
A: Ask B what time it is3
A: Answer
A: Answer (in Kathmandu)
A: Answer
Lesson 3
1
A: Ask B which foods s/he likes
A: Answer and ask B which foods s/he doesn’t like
A: Answer and ask B whether food is available in the class
A: Ask B whether s/he needs water
A: Answer
2
A: Answer
A: AnswerA: Answer and return the question
Lesson 4
1
A: Answer and return the question
A: Answer and return the question
Lesson 5
1
A: Ask B what s/he does in the morning
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A: Ask B what s/he does in the morning
A: Answer and ask what B does in the afternoon
A: Answer and ask what B does in the evening
A: Answer2
A: Answer and return the question
A: Answer and return the question
A: Answer and return the question
3
A: Ask B when s/he cleans his/her room
A: Answer and ask B when s/he goes to the market
A: Answer
Lesson 6
1
A: Suggest a day
A: Respond if necessary and ask what time
A: Respond
2A: Ask B when would be a good time for him/her to go out to eat
A: Agree or suggest another day
A: Suggest a time
Lesson 7
1
3
A: Reply and return the question
A: Reply and return the question
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A: Reply and return the question
4
A: Ask B where s/he lived in Denmark
A: Answer and ask B whether s/he was working in Denmark A: Answer and ask B what kind of work s/he did in Denmark
A: Answer
Lesson 9
1
A: Ask B whether s/he has been to a tailor
A: Answer and if relevant ask B what s/he had made at the tailor’s
A: Answer and ask about the type and price of the material and the sewing charge
A: Answer and ask where the tailor is
A: Answer
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
Lesson 10
1
A: Comment on B’s statement
A: Reply and return the question
A: Reply and return the question
A: Reply
A: Reply
A: Reply and explain
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A: Reply and explain
A: Reply
2
A: Ask B which animals Danish farmers raiseA: Comment if you don’t agree, and ask what each of the animals is used for
A: Comment if you don’t agree, and ask B whether many people in Denmark make compost
A: Ask B which type of fertilizer is used in Denmark
Lesson 13
1
A: Ask B whether there are many private schools in Denmark
A: Ask B what the difference between private schools and public schools is in Denmark
A: Ask B after which grade there is an exam in Denmark
A: Ask B whether there are other exams in Denmark
A: Ask B at what age children start school in Denmark
A: Ask B whether children have to go to school in Denmark
2
A: Reply and return the question
A: Reply and return the questionA: Reply and return the question
Lesson 14
1
A: Reply and return the question
A: Reply and return the question
Lesson 15
1
A: Ask B what kind of organization MS is
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A: Ask B what kind of organization MS is
A: Ask B where MS works
A: Ask B how MS works
A: Ask B in which main areas/subjects MS worksA: Ask where the funding for MS’s work comes from
2
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
3
A: Ask B when s/he is leaving for his/her organization
A: Answer and ask B where his/her organization isA: Answer and ask B how s/he is getting there
A: Answer and ask B how long it takes to get there
A: Answer
Dialogues for 2nd day
B’s version
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Please don’t look at A’s version if you are B
If you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask A to repeat his/her questions
Tell A you don’t understand
Ask A to speak slowly
Ask A what the words you don’t understand mean
In case A has problems:
Repeat the questions
Speak slowly
Try to keep to Nepali – except:
Translate words which A says s/he doesn’t understand
Lesson 1
1
B: Answer and return the question
B: Answer and return the question
B: Answer and return the question
2
Lesson 2
1
B: Ask A when the tea break is
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B: Ask A when the tea break is
B: Answer and ask where to go for lunch
2
B: Answer3
B: Ask A what to do on Saturdays
B: Ask A where Bouddha is
B: Ask A how to go to Bouddha
Lesson 3
1
B: Answer and return the question
B: Answer and return the question
B: Answer
B: Answer and return the question
2
B: Ask A which fruits are available in Kathmandu
B: Ask A what oranges (or something else) cost
B: Ask A how Nepali food isB: Answer
Lesson 4
1
B: Ask A how old s/he is
B: Answer and ask A whether s/he is married
Lesson 5
1
B: Answer and return the question
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B: Answer and return the question
B: Answer and return the question
B: Answer and return the question
2B: Ask what A does after breakfast
B: Answer and ask what A does after lunch
B: Answer and ask what A does after dinner
B: Answer
3
B: Answer and return the question
B: Answer and return the question
Lesson 6
1
B: Ask A when would be a good time for him/her for going to the market
B: Agree or suggest another day
B: Suggest a time
2
B: Suggest a dayB: Respond if necessary and ask what time
B: Respond
Lesson 7
1
B: Give A directions
4
B: Reply and return the question
B: Reply and return the question
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p y q
B: Reply and return the question
Lesson 91
B: Reply and return the question
B: Reply and return the question if relevant
B: Reply and return the question
B: Reply and return the question
2
B: Ask A whether s/he has bought anything in a shop in Nepal
B: Answer and ask A what s/he has boughtB: Answer and ask A about the price of what s/he has bought
B: Answer and ask A how much the shopkeeper lowered the price
B: Answer
Lesson 10
1
B: Make a comment about today’s weatherB: Ask A which month in Denmark s/he likes the best
B: Answer and ask A why s/he likes that particular month the best
B: Answer and ask A which month in Denmark s/he likes the least
B: Answer and ask A why s/he likes that particular month the least
B: Answer and ask A during which month in Denmark it rains the most
2
Lesson 12
1
B: Ask A what the main crops in Denmark are
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p
B: Comment if you don’t agree, and ask A how many times a year it is possible to plant in
Denmark
B: Ask A whether it is possible to grow rice in Denmark B: Ask A whether people in Denmark eat rice and where it comes from
2
B: Reply
B: Reply
B: Reply
B: Reply
Lesson 13
1
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply
B: Reply and explain for how long2
B: Ask A whether s/he went to a private or public school
B: Answer and ask A for how many years s/he went to school
B: Answer and ask A which exam s/he has
B: Answer
Lesson 15
1
B: Reply
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p y
B: Reply
B: Reply
B: ReplyB: Reply
2
B: Ask A where s/he worked when s/he lived in Denmark
B: Answer and ask A what s/he would like to do when s/he gets back to Denmark
B: Answer and ask A whether it is difficult to get his/her kind of work in Denmark
B: Answer
3
B: Reply and return the questionB: Reply and return the question
B: Reply and return the question
B: Reply and return the question
LISTENING TEXTS
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d]/f] gfd 9f]kfn xf] , d]/f] b]z g]kfn xf] . jxfF sf] gfd 9!tf xf] . jxfF sf] b]z klgg]kfn xf] . d]/f] sfd lzIfs xf] , jxfF sf] sfd klg lzIfs xf] . of] d]/f] lstf" xf] , %of] jxfFsf] lstf" xf] . d]/f] b'O{ j)f lstf" 5 , dnfO{ 4fxf 5}g .
Mero naam gopal ho, mero desh Nepal ho. Wahaa ko naam gita ho wahaako desh pani Nepal ho.mero
kaam sikchhyak ho, wahaa ko kaam pani sikchhyak ho.Yo mero kitaab ho ,tyo wahaa ko kitaab ho.mero
dui waTaa kitaab kahaa chha, Malaai thaahaa chhaina.
f ;f]djf/ xf], d g]kfn! Dnf; \ "] fg] , 9]:) xf; df lrof 5'P! ;jf bz"] / ;jf $Mf/ "], nGr ;f] - "] 5 , lk*; 5'P! kfFr "] 5 .Aaja sombaar ho,ma nepali class 9 baje jaane,guest house maa chiyaa chhuTTi sawaa das baje ra sawaa
eghaara baje lunch saaDhe 12 baje chha.office chhuTTi paach baje chha.
dnfO{ bfn+ft $sbd dgk5{ t/ lk/f] bfn+fn dgkb} {g . f 6fgf ldf] 5 t/ln ln k!/f] 5 . dnfO{ ljo/ klg rlxG5 lbg'; , sfdf8f} sf] kfg! /fd3f] 5}g, d dfn]sf] kfg! df= 6fg] , ls 5 , @df slt +of] lng' '; .Malaai daalbhaat ekdam manparchha tara piro daalbhaat manpardaina .aaja khaanaa MiTho chha tara
aliali piro chha.malaai beer pani chaahinchha dinus , Kathmandu ko paani raamro chhaina, ma
umaaleko paani maatra khaane,Thik chha, jammaa kati bhayo linus .
d]/f] ljrf/df +f]ln "] "}s 9g' { k5{ lsg+g] fg] x?tf xfd3f] &]/} sfd 5 ,+f]ln ljlxjf/ tfl/6 xf] . k;!{ z'=*jf/ d]/f] sf] { "}s 5 %o;sf/f of] "}s
]l } { {
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+f]ln g} 9g' { k5{ .Mero bichaar maa bholi 2 baje euTaa baiThak( meeting ) garnu parchha kinabhane aaune haptaa
haamro dherai kaam chha , bholi bihibaar 2 taarikh ho parsi sukrabar mero arko baiThak chhatyaskaaran yo baiThak bholi nai garnu parchha.
lxf] xfd!x> kf]6/f 9of} # , %oxfF xfd!x>n] "}ssf] nfl9 sf]f / xf])n x]of} { ,fg] x?tf xfd3f] lk*; sf] $g'+n ldl) 5 , %o;sf/f xfd! nfO{ $)f 'nf];o gf ":g] /fd3f] sf]f rflxG5 . xfd3f] ldl) ltg lbg sf] x'G5 , b'O lbg
xfd!x> &]/} 5nk*n 95f} { / lGtd lbg xfd3f] 'nf] +f] x'G5 ,of] $sbd /dfOnf]x'G5 .Hijo haamiharu pokharaa gayau, tyahaa haamiharu le baiThak (meeting ) ko laagi koThaa ra hotal
heryau ,aaune haptaa haamro office ko annual meeting chha, tyaskaaran haami laai euTaa Thulo saya
janaa basne raamro koThaa chaahinchha.haamro meeting tin din ko hunchha, dui din haamiharu dherai
chhalphal garchhau ra antim din haamro Thulo bhoj hunchha, yo ekdam ramaailo hunchha.
g]kfnsf] "f)f] x> df 9f8! rnfg &]/} g} 9fKf] 5 lsg+g] oxfF sf] "f)f] x>;fF9'/f] 5g , ;"} ;8s sf] bfofF , jfofF lx8gsf] nfl9 k])! 5}g , fF fFdf"f)f]x> 6f78f 6'78! 5g .Nepal ko baaTo haru maa gaaDhi chalaauna dherai nai gaahaaro chha kinabhane yahaa ko baaToharu
hh b i D k k d b hiD k l i Ti hh i Th Th b T
f d "f/ fG5' . dnfO{ $)f s'tf{ ;'jf{nsf] nfl9 sk8f lsGg' 5 , sk8fdxF9f] 5 ls ;:tf] 5 dnfO{ 4fxf 5}g . $s f]/ stf{ ;>jfn sf] nfl9 kfFr ld)/
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dx9f 5 ls ;:tf 5 dnfO 4fxf 5g . $s f/ s'tf ;'>jfn sf nfl9 kfr ld)/sk8f rflxG5 xf]nf . dnfO{ &]/} nfdf] / sl;$sf] s'tf{ ;'>jfn dg kb} {g
%o;sf/f f d klxnf ;lsf/ sf] df fG5' / ;f]E5' . %o;kl5 "f/ 9$/sk8f lsG5' .Aaja ma bajaar jaanchhu. Malaai euTaa kurtaa suruwaal ko laagi kapaDaa kinnu chha , kapaDaa
mahango chha ki sasto chha malaai thaahaa chhaina , ek jor kurtaa suruwaal ko laagi paach miTar
kapaDaa chaahinchha holaa. Malaai dherai laamo ra kasieko kurtaa suruwaal man pardaina tyaskaaran
aaja ma pahile sujikaar ko maa janchhu ra sodhchhu.tyaspachhi bajaar gaera kapaDaa kinchhu.
g]kfnsf] ;"+Gbf /fd3f] dlxgf ;f] / sflt{s xf] . of] dlxgfdf xl/o} 8f8f ,lgnf] ;k*f fsfz , ;]tf] lxdfn b]l6G5 . of] df};d df g &]/} f8f] g &]/} 9d!{ $sbd /dfOnf] x'G5 . g]kfndf b'O ltg dlxgf &]/} f8f] x'G5 . slxn]sflx kfg!kg] { df};ddf lbg Eof/f] x'G5 , 98of 9'8' 95{ , lj'n! r@s!G5 / &]/} kfg!k5{ . g]kfn df gb! x> 5g t/ ;d'Gb3 5}g .Nepal ko sabbhandaa raamro mahinaa asoj ra kaartik ho.yo mahinaa maa hariyoi DaaDaa, nilo saphaaaakaas, seto himal dekhinchha.Yo mausam maa na dherai jaaDo na dherai garmi ekdam ramaailo
hunchha.Nepal maa dui tin mahinaa dhrai jaaDo hunchha ani dui tin mahinaa garmi aru baaki sabai
mahinaa haru maa mausam raamrai hunchha.kahilekaahi paani parne mausam maa din adyaaro
hunchha gaDyaang guDung garchha bijuli chamkinchha ra dherai paani parchha .Nepal maa nadi haru
chhan tara samudra chhaina.
n9fF5g . oxfF sf] df)f] dlnnf] 5 . sfdf8f} sf ls;fg x> 6]t f]%5g . t/fO{ df &]/} /fd3f] &fg , 9xW F , tf]/! %kfbg x'G5 . g]kfn sf ls;fg x> 9fO{ ":t' x>klg kf75g 9fO":t x> "f) xfd! x> b& / dn kfF5f}# . ls;fgx> 6]t! sf]
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klg kf75g , 9fO":t' x> "f) xfd! x> b'& / dn kf5f . ls;fgx> 6t! sf nfl9 9fO":t' sf] dn / s@kf]C) dn k3of]9 95{g .Nepal krisi ko desh ho, yahaa dherai maanis haru kheti garchhan, yahaa ko mukhya baali dhaan, makai,gahu, aalu ra aru dherai tarkaari haru ho.yahaa ek barsa maa tin paTak baali lagaainchha . yahaa ko
maaTo malilo chha.Kthmandu kaa kisaan haru khet khanchhan tara taraai kaa kisaan haru khet
jotchhan.taraai maa dherai raamro dhaan, gahu,tori utpaadan hunchha. Nepal kaa kisaan haru gaai bastu
haru pani paalchhan, gaaibastu haru baaTa haamiharu dudh ra mal paauchhau.kisaanharu kheti ko laagi
gaaibastu ko mal ra campost mal prayog garchhan.
f +f]ln g]kfndf &]/} :sW n x> 5g . s]lx ;/sf/! :sW n / s]lx "f]l8 :sW n x>. ;/sf/! :sW n df $s b]l6 bz ;@d x'G5 lg kfFr b]l6 df= O#ln; kfF5g t/"f]l8 :sW ndf $s b]l6 jfK Dnf; ;@d x'G5 / g;{/! b]l6 g} O#ln; kfOG5 .oxfFsf] :sW nsf] ;"+Gbf 'nf] fFr $;2$n2;!2 xf] . of] fFr bz sIff kl5 x'G5 .;"{ :sW nn] of] fFr $s} k)sdf lbg' k5{ . of] fFr kf; +$ kl5 df= g!x>
$Mf/ Dnf; kg kfF5g .Aajabholi Nepal maa dherai school haru chhan. Kehi sarkaari school ra kehi borDing school haru.
Sarkaari school maa ek dekhi das class samma hunchha ani paach class dekhi maatra English
paDhaainchha tara boarding school maa ek dekhi baara class samma hunchha ra nursery dekhi nai
English paDhaainchha. Yahaa ko school ko sabxbhandaa Thulo jaach S.L.C.ho. yo jaach das class
pachhi hunchha. Sabai school le yo jaach ekai paTak maa dinu parchha.yo jaach paas bhae pachhi
maatra uniharu eghaara class paDhna paauchhan
VERBS NEPALI - ENGLISH
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aaipugnu to arrive
aasaa garnu to hope
aaraam garnu to restaaunu to come
baDhaaunu to increase
baDhnu to improve, to increase, to grow
banaaunu to make, prepare
banda garnu to close
basnu to sit, to stay, to live
bhannu to say, to tell
bhar parnu to depend
bheTnu to meet
bichaar garnu to think
birsanu to forget
bolaaunu to call
bolnu to speak
bujhnu to understand
chaahanu to wantchaahinu to need
chhalphal garnu to discuss
chhunu to touch
chinnu to know, to recognize
Daraaunu to be afraid
dauDanu to run
jaanu to go
jotnu to plough
kaam garnu to work
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kaaTnu to cut
kamaaunu to earn
khaanu to eat
khannu to dig
khelnu to play
khojnu to find out, to search
kholnu to open
khulnu to open
kinmel garnu to shop
kinnu to buy
kosis garnu to trykuraa garnu to talk
laagnu to feel
laagu garnu to implement
laaunu to wear
lagaaunu to wear, to plant, to apply
lagnu to take along
lekhnu to writelinu to take
lyaaunu to bring
maajhnu to clean
maaph garnu to forgive, to excuse
maddat garnu to help (small things)
man parnu to like
saphaa garnu to clean
siddhinu to finish
sikaaunu to teach
ik l
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siknu to learn
siunu to sew
sodhnu to ask
sunnu to listen
suru garnu to start
sutnu to sleep
swiikaar garnu to agree
thaalnu to start
tirnu to pay
uDnu to fly
umaalnu to boil
VERBS ENGLISH - NEPALI
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to agree swiikaar garnuto arrive aaipugnu
to ask sodhnu
to be able to, can saknu
to be afraid Daraaunu
to be hunu
to boil umaalnu
to bring lyaaunu
to buy kinnu
to call bolaaunu
to clean maajhnu
to clean saphaa garnu
to close banda garnu
to come aaunu
to count gannu
to cover, to put purnuto cut kaaTnu
to dance naachnu
to depend bhar parnu
to dig khannu
to discuss chhalphal garnu
to do garnu
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to talk kuraa garnu
to teach paDhaaunu
to teach sikaaunu
t thi k bi h
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to think bichaar garnu
to touch chhunu
to try kosis garnu
to turn moDnu
to understand bujhnu
to urinate pisaab garnu
to use prayog garnu
to walk hiDnu
to want chaahanu
to wear laaunu
to wear, to plant, to apply lagaaunuto work kaam garnu
to write lekhnu
Basic Language Training: Part One
Vocabulary List
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Post positions
ko of, 's (possessive)
Peter ko desh Denmark ho Peter's country is Denmark
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maa at, in, on (location)
Kathmandu Nepaal maa chha Kathmandu is in Nepal
laai to, for (benefit) Indicates the indirect object
Malaai kalam dinus! Please give me the pen!
ko laagi for (purpose)
Yo kera phalphul salad ko laagi ho This banana is for fruit salad
(e)pachhi after5 minute pachhi ma pheri aauchhu I'll be back in 5 minutes
Paani umaalepachhi ma Termos maa raakchhu
After boiling the water I put it in the thermos
baaTa from (location)
Ma MS baaTa aae I came from MS
dekhi since, from (time)
Ma Nepaal maa 1998 dekhi baseko chhu
I have lived in Nepal since 1998
samma to, until
bhandaa than
Patan bhandaa Kathmandu Thulo chha
Kathmandu is bigger than Patan
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le by
The agentive case marker for the subject of transitive verbs in the past tense.
Peter le chhiya banaaunubhayo Peter made tea
The instrumental case marker for a thing used for some action.
Umaaleko paani le chhiya banaaunu parchha
You must make tea using boiled water
The causative case marker for subjects of causative verbs
Yo ausadhi le nindraa laagchhaThis medicine makes you sleepy
agaaDi in front of
Mero bicycle MS agaaDi chha My bicycle is in fron of MS
Aghi/agaaDi/pahile ago
Ek hapta agi haami Naamo Buddha gaayauOne week ago we went to Naamo Buddha
Bhaekole due to, beacuse of
BaaTo saanghuro bhaekole durghaTanaa hunchha
Beause the roads are narrow, there are accidents
sentence structure
Q ti ith i t ti
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Questions with interrogatives
subject interrogative verb
kitaabbook
kahaawhere
chhais
class
class
kati baje
what time
suru hunchha
starts
yo
this
ke
what
ho
is
yo kitaab
this book
kosko
whose
ho
istapaaiko desh
your country
kun
which
ho
is
keraa
bananas
kati rupiya
how many Rupies
parchha
cost
keraa
bananas
kasto
how
chha
are
tapaai
you
kahile
when
jaanu hunchha
go
tapaai
you
kina
why
jaanu hunchha
go
tapaai
you
kasari
how
jaanu hunchha
go
kati waTaa kera chahinchha
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Verb tenses: positive
Infinitive: garnu= to do (at goere)
* = add
nazalization
nutid fortid fremtid
present present past past past present past future
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progressive habitual progressive perfect perfect
does is doing did was doing was doing has done had done will do
goer er ved at goere gjorde plejede at
goere
var ved at goere har gjort havde
gjort
vil goere
person
ma/maile garchhu gardaichhu gare garthe gardai thie gareko
chhu
gareko
thie
garulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunchha
gardaihunu
hunchha
garnu
bhayo
garnu
hunthyo
gardai
hunuhunthyo
garnu
bhaeko
chha
garnu
bhaeko
thiyo
garnu
holaa
u/usle garchha gardaichha garyo garthyo gardai thiyo gareko
chha
gareko
thiyo
garlaa
haami(le)*
haamiharu(le)
*
timi(le) timiharu(le)
garchhau gardaichhau garyau garthyau gardai thiyau garekaa
chhau
garekaa
thiyau
garaulaa
/home/j/Nepalo/nepali/ICOC/Training Modules/Basic Language 1/Materials/BLT 1 160503.doc 17
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*
timi(le)
timiharu(le)
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uniharu(le) gardainan gardai
chhainan
garenan garnathe gardai thienan garekaa
chhainan
garekaa
thienan
/home/j/Nepalo/nepali/ICOC/Training Modules/Basic Language 1/Materials/BLT 1 160503.doc 17
Verb tenses: positive and negative
Infinitive: hunu = to be, to become (at vaere, at blive)
* = add chha ho
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nazalization description (with adjectives)
existence, location
identification (with nouns)
present past present past
positive negative positive negative positive negative positive negative
is is not was was not is is not became did not
become
er er ikke var var ikke er er ikke blev blev ikke
person
ma chhu chhaina thie thiina hu hoina bhae bhaina
tapaai(haru)
wahaa(haru)
hunu
hunchha
hunu
hunna
hunu
hunthyo
hunu
hunnathiyo/ hunu
hunthiena
hunu
hunchha
hunu
hunna
hunu
bhayo
hunu
bhaena
u chha chhaina thiyo thiena ho hoina bhayo bhaena
haami(haru)
*
timi(haru)
chhau chhainau thiyau thienau hau hoinau bhayau bhaenau
uniharu chhan chhainan thie thienan hun hoinan bhae bhaenan
/home/j/Nepalo/nepali/ICOC/Training Modules/Basic Language 1/Materials/BLT 1 160503.doc 17
Verb endings: positive & negative
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
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person
ma/maile chhu/dina dai
chhu/ chhaina
e/ina the/nathe dai
thie/thiina
eko
chhu/chhaina
eko
thie/thiina
ulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le
)
nu
hunchha/
hunna
dai
hunchha/
hunu
hunna
nu
bhayo/b
haena
nu
hunthyo/h
unna thyo
dai hunu
hunthyo/
hunnathyo
nu bhaeko
chha/chhaina
nu
bhaeko
thiyo/
thiena
nu
holaa
u/usle chha/
daina
dai
chha/
chhaina
yo/
ena
thyo/
nathyo
dai
thiyo/thiena
eko
chha/chhaina
eko
thiyo/
thiena
laa
haami(le)*
haamiharu(le)*
timi(le)
timiharu(le)
chhau/
dainau
dai
chhau/
chhainau
yau/
nau
thyau/
nathyau
dai
thiyau/
thienau
ekaa
chhau/
chhainau
ekaa
thiyau/
thienau
aulaa
uniharu(le) chhan/
dainan
dai
chhan/
e/
enan
the/nathe dai
thie/thienan
ekaa
chhan/
ekaa
thie/
laan
/home/j/Nepalo/nepali/ICOC/Training Modules/Basic Language 1/Materials/BLT 1 160503.doc 17
chhainan chhainan thienan
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Interrogatives, relative pronouns, negatives, demonstratives & adverbs
Interrogatives Relative pronouns:
definite
Relative
pronouns:
indefinite
Negatives:
always used with
the negative form
Demonstratives/
adverbs:
close
Demonstratives/
adverbs:
distant
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of the verb
Used in questions Used in statements
kun which jun which jun
pani
which
ever
kunai
pani
nothing
ke what je what je
pani
whatever kehi
pani
nothing
kahaa where jahaa where jahaa
pani
wherever kahi
pani
nowhere yahaa,
yahi
here tyahaa there
kataa to
where
jataa to wherever jataa
pani
to
wherever
kataai
pani
to no
where
yataa to
here
tyataa to there
kasari how jasari,
jaso
as jasari
pani
anyway kasari
pani
no way yasari,
yaso
in this
way
tyasari,
tyaso
in that
way
kahile when jahile when jahile
pani
whenever kahile
pani
never ahile/aba now tahile then, atthat
time
kati how
many
jati as much as,
approximatel
y
jati
pani
however
many
katii
pani
none yati this
much
tyati so much
kasto how jasto as, like jasto
pani
however kasto
pani
no way yasto such tyasto such,
thus
ko* who jo* who jo*
pani
anybody kohi*
pani
nobody yo* this tyo* that
* All these words change form in the oblique case (+ -laai, –le, or -maa):
kaslaai, jaslaai, etc
kasle, jasle, etc
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NUMERALS
10 20 30 40 50 60 70 80 90
0 sunna das bis tis chaalis pachaas saaThi sattari as(s)i nabbe
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1 ek eghaara ekkaais ektis ekchaalis ekaaunna eksaThThi ekahattar ekaasi ekaanabbe
2 dui baarha baais battis bayaalis baaunna ba(i)saThThi bahattar bayaasi bayaa(n)nabbe
3 tin terha teis tettis trichaalis/
triyaalis
tripanna trisaThThi trihattar triyaasi triyaa(n)nabbe
4 chaar chaudha chaubis chautis chawaalis chaunna/
chauwanna
chausaThThi chauhattar chauraasi chauraa(n)nabbe
5 paach pandhra pachchis paitis paitaalis pachpanna paisaThThi pach(a)hattar pachaasi panchaa(n)nabbe
6 chha sor(h)a chhabbis chhattis chhayaalis chhapanna chhaisaThThi chha(i)hattar chhayaasi chhayaa(n)nabbe
7 saat satra sattaais saitis satchaalis santaaunna satsaThThi sat(a)hattar sataasi santaa(n)nabbe
8 aaTh aThaara aThThaais aThtis aThchaalis anThaaunna aThsaThThi aTh(a)hattar aThaasi anThaa(n)nabbe
9 nau unnais unantis unanchaalis Unan(pa)chaas unansaaThi unansattari unaasi unaanabbe unaansae
100 sae
1000 hajaar
10.000 das hajaar
100.000 laakh1000.000 das laa
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Basic Language Training: Part Two
List of contents BLT 2
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Introduction, Aims and Objectives
SyllabusLesson plan
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Review 1
Lesson 20
Lesson 21
Lesson 22 ALesson 22 B
Lesson 23
Review 2
Lesson 24
Lesson 25
Lesson 26
Lesson 27
Review 3
Lesson 28Lesson 29
Lesson 30
Lesson 31
Review 4
2nd day dialogues: A’s version
2nd day dialogues: B’s version
Listening texts: Lesson 16 – 31
Introduction, Aims and Objectives
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Materials handed out
Course book
The material contains 16 lessons with homework assignments, 4 weekly review lessons, eight
appendices: vocabulary list, verb list, Combined Language Focus, list of Numerals, list of Interrogatives
etc, list of Post positions, a set of verb conjugation charts and sentence structure charts. Prefixed to the
material is a syllabus and aims and objectives for Basic Language Training: Part Two.
Learning contents flashcardsThe learning contents flashcards are intended to be used for practice activities during class and for
memorization practice outside of class
Devanagari flashcards
These were handed out during Basic Language Training: Part One. The Devanagari flashcards are
intended to be used by the participants outside of class for memorization practice
Numeral flashcards
These were handed out during Basic Language Training: Part One. The numeral flashcards are
intended to be used by the participants outside class for memorization practice
Devanagari poster
This was handed out during Basic Language Training: Part One The Devanagari poster is intended to
Course book: Lesson structure
Title
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The title of the lessons indicate which topic this particular lesson deals with. The language (language
functions, vocabulary and grammar) of each lesson is dependent on the topic.
Learning contents
The list of learning contents has been culled from the dialogue of the lesson. The intention is that the
participants memorize the learning contents as part of the homework.
Some of the learning contents are language functions (how to get things done with words: to offer
something to somebody, to invite somebody, to apologize, to insist, etc.), some are grammatical
structures, some are special vocabulary.
Tasks
Many lessons contain a Task to be performed by the participants outside the classroom, but usually
during class time. The Tasks are intended to be a practical way for the participants to actually use the
particular language learned each day with Nepali speaking people under more natural conditions. The
Tasks are carried out as part of the review of the previous day’s lesson in order for the participants to
have as great a chance as possible to be ready for the Task.
Culture
The cultural component of each lesson is in accordance with the lesson-topic
Review
Numerals: All the numerals learned in Basic Language Training: Part One, will be reviewed during
Basic Language Training: Part Two
Devanagari and thereby more effortlessly and quickly will begin to be able to decipher the most
common words, just like we do when we learn to read using other alphabets.
b l
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Vocabulary
After each dialogue/text there is a vocabulary list alphabetically organized. These lists are intended to
be used for practice activities and homework assignments.
Homework
Each lesson is followed by homework assignments. These assignments are of different types: oral
memorization of Learning Contents, sentence writing for practicing the new material, learning
Devanagari and numerals, and preparing for the Tasks. Some of the homework assignments are marked
with an * indicating that they are optional, or that the participants can choose between two different
types of assignments (sentence construction or translation for example)
2nd day dialogues
These dialogues are to be found at the very end of the core material, ie right after Review 4.
For 2nd day review of each lesson there is a dialogue divided into two parts: one for A and one for B.
These dialogues are intended to be used in class as pair work in order for the participants to practice the
material of the lessons in a more free and realistic way.
Listening texts
The texts read by the teacher in class every day for listening practice are to be found at the very end of
the core material, ie after 2nd day dialogues. These texts may profitably be read at home after the
participants have listened to them in class, but they should not be studied before being used in class.
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SYLLABUS
Lesson Topic Language focus Culture
16 P C j i d f D l k d
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16 Partner
Organization
Visit
Conjugations: present and present perfect
continuous, past, present perfect, past perfect,
future, injunctive, passiveImpersonal verb: laagyo
Post positions: pachhi, ko baaremaa, ko laagi,
baaTa, dwaaraa, bichmaa, dekhi
Interrogatives: kina, kahaa, ke, kasto
Development work and
development
organizations
17 Bank, Post
Office and
Pharmacy
Conjugations: imperative, past, future,
passive
Impersonal verb: parchha
Compound verb: -i dinu
Conditional clause: bhane
Post positions: dekhi … samma; (e)pachhi,
baaTa, ko laagi, sanga
Bureaucracy;
Money; banks and
alternatives to banks
18 Living
Arrangements
Conjugations: past, present perfect,
unconjugated past, imperative
Compound verb: -i dinu
Impersonal verb: parchha
Post positions: ko laagi, dekhi....samma
Relationships between
people:
employer/staff;
landlord/tenant
19 Communication Conjugations: past, present perfect,
unconjugated past, injunctive
Compound verb: -i dinu
Reported speech: re
Post positions: ko baaremaa, ko laagi
Telephone and office
conversations
22 A Democracy in
Nepal
Conjugations: present continuous, present &
past perfect, hunu past
Impersonal verbs: parchha,
Postpositions: ko laagi pachhi dekhi
Political systems and
politics
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Postpositions: ko laagi, pachhi, dekhi…
samma, baaTa, anusaar, ko biruddha, bhari
Superlative
22B Festivals Conjugations: present continuous, present
perfect, passive
Impersonal verbs: parchha, chaahinchha
Relative clause
Postpositions: ko laagi, (e)pachhi, dekhi…
samma, baaTa, sanga, anusaar, agaaDi,
waripari, baahira, bhitra
ComparativeSuperlative
Ordinal numbers
Possessive; with plural nouns: kaa
Religion and religious
life as expressed through
festivals
23 Cross Cultural
Comparisons
Impersonal verb: parchha
Post positions: baaTa; dekhi ...sama;
(e)pachhi; sangai
Family life;
social welfare; gender
Review
2
24 Gender Issues Conjugations: future, present continuous,
past, injunctive, passive
Impersonal verb: parchha
Post positions: anusaar ko baaremaa ko
Gender issues in Nepal
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LESSON PLAN
starting from the second day
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starting from the second day
1 Review of lesson from previous day:
1 Learning contents:20 minutes
Pair work
Practice the Learning Contents using the flash cards
Change roles
2 Vocabulary practice:
10 minutes
Pair work Go through the vocabulary lists after each dialogue/text
Change roles
3 2 nd day dialogues:
30 minutes
Pair work
Practice the 2 nd day dialogues (right after Review 4). Each pair has to decide who will
be A and who will be B. Preferably people continue to be A or B all through the course.Tea Break
4 Homework:
30 minutes
Pair work
Check homework
5 Li t i
5 Numerals:
Whole class & pair work
Practice old and new numerals
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Lunch break
6 Task: from previous day’s lesson:
30 minutes
Pair work
Preparation:
Prepare and practice the Task a few times, taking turns
Task:
• Go out – in pairs - to the office or somewhere else and do the Task
• Report back and discuss the Task
3 Practice:Whole class, pair work & individual work
1 Various activities aimed at both fluency and accuracy
2 Grammar explanations and practice
3 Devanagari presentation and practice
LESSON 16
P t O i ti Vi it S jh d th k bh
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Partner Organization Visit: Saajhedaar sansthaa ko bhrawan
In this lesson you will learn to:
1 talk about the past
tapaai dherai din pachhi aaunubhayo kina?/
You many days after you came why
ma aaphno saajhedaar sansthaa herna gaeko thie
I own partner organization see I had gone
2 talk about how you feel about something
tapaai laai aaphno kaam garne Thaau kasto laagyo?/ You to own work do place how it felt
ekdam raamro laagyo
extremely good it felt
3 talk about what you have discovered
mero sansthaa gair sarkaari ra gair raajnaitik rahechha
my organization non government and non political it appears
4 talk about the beneficiaries of something
tapaai ko sansthaa ko mukhya kaam ke ke ho?/
your organization’s main work what what is
yo sansthaa ko mukhya kaam ‘mukta kamaiyaa’ laai bibhinna kicim ko sahayog garnu ho
this organization’s main work ‘free Kamaayas’ to different types of support give it is
yo sansthaa 1995 maa sthaapanaa bhayo
this organization 1995 in established it became
10 t lk b t ti ti i th t hi h till i
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10 talk about continuous actions in the past which are still going on
yasle Thulo bhumikaa kheldai aaeko chha
this agentive marker big role it has been playing
11 explain what the full/abbreviated name for something is
yo sansthaa ko puraa/chhoTo naam X ho
this organization’s full/short name X it is
12 talk about what one believes in
yo sansthaa ‘sahabhaagitaa dwaaraa bikaas’ maa biswaas garchhathis organization ‘participation through development’ in it believes
= this organization believes in ‘development through participation’
13 explain what something is called in a specific language
nepali maa yaslaai ‘samabikaas kendra’ bhaninchha
nepali in this to ‘samabikaas kendra’ it is called
Culture:
Development work and development organizations
Review:
Memorise the numerals: 1-20
L D i All th l i i i
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Dialogue 1: News from the partner visit
gd:t] ;fyL, tkfO{ w]/} lbg kl5 cfpg' eof] lsg <A namaste saathi tapaai dherai din pachhi aaunubhayo kina?
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A namaste saathi, tapaai dherai din pachhi aaunubhayo kina?
d cfˆgf] ;fem]bf/ ;+:yf x]g{ !sf] ly!" #B ma aaphno saajhedaar sansthaa herna gaeko thie
tkfO{sf] ;fem]bf/ ;+:yf sxf" 5 <A tapaaiko saajhedaar sansthaa kahaa chha?
d]/f] ;+:yf $lb{of l%&fdf 5 #B mero sansthaa Bardiya jillaa maa chha
;+:ysf] gfd s] xf] <A sansthaa ko naam ke ho?
$]( xf] B BASE ho
tkfO{fO{ cfˆgf] sfd g] { )fp" s:tf] f*of] <A tapaai laai aaphno kaam garne Thaau kasto laagyo ?
!sbd /fdf] f*of], d]/f] ;+:yf }/ ;/sf/L / }/ /f%g}lts /x]5 #B ekdam raamro laagyo, mero sansthaa gair sarkaari ra gair raajnaitik rahechha
tkfO{sf] ;+:yfsf] d'o sfd s] s] xf] <A tapaai ko sansthaa ko mukhya kaam ke ke ho ?
d]/f] ;+:yfsf] d'o sfd -d'.m sd}of fO{ l$le0g lsl;dsf] ;xof] g' { / pgLx1sf] 5f]/f 5f]/L x1 sf] fl:t/Lo l(2ff lbg' xf] #B mero sansthaa ko mukhya kaam ‘ mukta kamaiyaa ‘ laai bibhinna kicim ko sahayog garnu ra
uniharu ko chhoraa chhori haru ko laagi stariya sikchhyaa dinu ho
tkfO{sf] sfd lg <A tapaai ko kaam ni ?
d]/f] sfd kl/of]%gfsf] $f/]df c3oog g]{ sd{4f/Lx1 fO{ ;&fx lbg] tfld lbg] / sfof{osf] cgdg
gair raajnaitik Non political}/ ;/sf/Lgair sarkaari Non governmentalxtf/
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hataar hurry, haste
Ooflbityaadi e.t.c.l%&f jillaa Districtsfo{sdkaaryakram Programsd{4f/Lkarmachaari Staff d'omukhya Maind'.m sd}ofmukta kamaiyaa free Kamaiyaad'&of+sg g' {mullyaankan garnu to evaluatekl/of]%gfpariyojanaa Project;fem]bf/
saajhedaar Partner;xof] g' {sahayog garnu to support, to help;&fx lbg'sallaaha dinu to give advise;+:yfsanstha Organization
Saajhdaar sansthaa
JASC
(Jana aadarsa saamaajik Kendra)
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d]/f] ;+:yfsf] gfd %]7!7!;7;L7 xf] # %]7!7!;7;L7 eg]sf] %g cfb({ ;fdfl%s s]0b xf] # of] ;+:yf 899df :yfkgf eof] # o;sf] sfof{o slk:t' l%&f df 5 #mero sansthaa ko naam ‘ JASC’ ho. JASC bhaneko ‘ jana aadarsa saamaajik kendra ‘ho.yo sansthaa
1995 maa sthaapanaa bhayo.yasko kaaryaalaya kapilbastu jillaa maa chha.
of] ;+:yf ] fp" sf] /L$ / ;'lwfllxg ;d'bfox1sf] fl sfd 5{ # o;] 4t fgL sfo{sdfO{ klg %f] lb!sf] 5 # o;] l2ft ;d'xsf] ;fdfl%s / cfly{s k2f fO{ dfly p)fpg ;xof] 5{ #yo sansthaa le gaau ko garib ra subidhaabihin samudaaya haru ko laagi kaam garchha . yasle bachat
lagaani kaaryakram laai pani joD dieko chha. yasle lakchhit samuha ko saamaajik ra aarthik pakchhyalaai maathi uThaauna sahayog garchha..
Vocabulary JASC:cfly{saarthik Economic4t fgLbachat lagaani Savings and creditfp"gaau village/L$garib Poor%g cfb({ jana aadarsa namel%&f
sthaapanaa Established;'lwfllxgsubidhaabihin Disadvantagedo;]
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yasle=yo+le this (agent)
Saajhedaar sansthaa
BASE/Bardiya
( Backward Society for Education )
d]/f] ;+:yfsf] gfd ]( xf] # of] !p=f )'f] ;+:yf xf] # of] ;+:yf w]/} l%&fdf sfd 5{ # d]/f] sfd g] { sfof{o-$lb{of l%&fdf 5 # of] 2f]l>o sfof{o klg xf] #mero sansthaa ko naam BASE ho.yo euTaa Thulo sansthaa ho. yo sansthaa dherai jillaa maa kaam
garchha. mero kaam garne kaaryaalaya ‘Bardiyaa’ jillaa maa chha. Yo chhetriya kaaryaalaya pani ho.
of] ;+:yf] (f]l?ft / lklt { sf] fl sfd 5{ # sd}ofx1fO{ bf;tf $f= d'l.m g{ o;] )'f] e'ldsf 6]&b} cf!sf] 5 # d'.m sd}ofx1sf] 5f]/f 5f]/LfO{ :t/Lo l(2ff lbg] , $})sdf pgLx1sf] ;xefltf $@fpg], cfˆgf] xs /clwsf/ sf] fl 4]tgf $@fpg], }lAs s'/f fO{ $'emBg] / $'emfpg] cflb 77777yo sansthaa le soshit ra piDit barga ko laagi kaam garchha kamaiyaa haru laai daasataa baaTa mukta
garna yasle Thulo bhumikaa kheldai aaeko chha. mukta Kamaiyaa haru ko chhoraachhori laai stariyasikchhyaa dine, baiThak maa uniharu ko sahabhaagitaa baDhaaune, aaphno hak ra adhikaar ko laagi
chetanaa baDhaaune, Laingik kuraa laai bujhne ra bujhaaune aadi . .
Vocabulary BASE:
hak ra adhikaar Rightl%&f jillaa districtsfof{o
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kaaryaalaya Office
6]&g'khelnu to play}lAslaingik Genderd'.m sd}ofmukta kamaiyaa Free kamaiyaad'.mmukta Free;xefltfsahabhaagitaa participationl(2ffsikchhyaa Education(f]l?ft / lkltsoshit ra piDit exploited:t/Lostariya Quality
Saajhedaar Sansthaa
SSDC
( Siddaartha Social Development Center)
!;7!;7l7;L7 !d !; sf] ;fem]bf/ ;+:yf xf] # of] ;+:yfsf] k'/f gfd -l;Cfy{ ;fdfl%s lsf( s]0b xf] # of] ;+:yfl " ] ] L { ] + ] ] } l { ] ]
s]0bkendra Centerdfly p)fpg'maathi uThaaunu to uplift, to raise
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d'omukhya Maink'/fpuraa full;fdfl%ssaamaajik Social;fyLsaathi Friend;d'bfosamudaaya Community
;(l.ms/Hf g' {sasaktikaran garnu to empower:t/star Status, standard;'l$wfllxgsubidhaabihin Disadvantaged:fGgswaabalamban Self-help promotion
pD]Eouddhesya Objective
Saajhedaar Sansthaa
KYC
( Ki t Y kth Ch l )
garba Pridedf0otfmaanyataa Recognitiond'o
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mukhya main
k'/fpuraa full;:sItLsanskriti Culture;/sf/sarkaar GovernmentpD]Eouddhesya Objective
;fem]bf/ ;+:yfSaajhedaar Sansthaa
CWD
( naari utthaan kendra )
d]/f] ;:yfsf] gfd -;L7 J' L xf] # ;L J' L sf] g]kfL gfd -gf/L pKffg s]0b xf] # of] ;+:yf w]/} :f:gLdf05] x1sf] ;+:yf xf] # of] ;+:yf] /L$ / ;'lwfllxg :f:gLdf05]x1sf] %Lg :t/ $@fpg dDt 5{ / pgLx1sf]
cfdlge{/tf, 4]tgf / 2fdtf lgdf{Hf g{ klg ;xof] 5{ #mero sansthaa ko naam ‘ CWD ‘ ho. CWD ko nepali naam ‘ naari utthaan kendra ’ ho. yo sansthaa
dherai swaasnimaanchhe haru ko sansthaa ho. yo sansthaa le garib ra subidhaabihin swaasnimaanchhe
haru ko jiwan star baDhaauna maddat garchha ra uniharu ko aatmanirvartaa, chetanaa ra chhyamataa
nirmaangarna pani sahayog garchha.
Vocabulary CWD:
Saajhedaar Sansthaa
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Saajhedaar Sansthaa
WWA
( Women Welfare Association )
d]/f] ;+:yfsf] gfd -J' J' ! xf] # of] ;+:yf klE4d 2f]>sf] kf&kf l%&fdf 5 # of] klg :f:gLdf05]x1sf] ;+:yf xf] # of] ;+:yfsf] d'o pD]Eo fp"sf] /L$ :f:gLdf05]x1sf] ;fdfl%s / cfly{s :t/ dfly p)fpg ;xof] g' { xf] # of] ;+:yf ;xefltfCf/f lsf(df lEf; 5{ # of] ;+:yf] t&f] txsf] ;+:yfx1sf] ;+:yft lgdf{Hf / ;+:yft;b:ox1sf] 2fdtf IlC klg 5{ #mero sansthaa ko naam ‘WWA’ ho. yo sansthaa paschim chhetra ko Palpa jillaa maa chha.yo pani
swaasnimaanchhe haru ko sansthaa ho.yo sansthaa ko mukhya uddhesya gaau ko garib
swaaasnimaanchhe haru ko saamaajik ra aarthik star maathi uThaauna sahayog garnu ho.yo sansthaa‘sahabhaagitaa dwaaraa bikaas ‘maa biswaas garchha. Yo sansthaa le tallo taha ko sansthaaharu ko
sansthaagat nirmaan ra sansthaagat sadasya haru ko chhyamataa briddhi pani garchha.
Vocabulary WWA:cfly{saarthik Economiclsf(bikaas Developmentl:f; g' {biswaas garnu To believe2f]>chhetra area2fdtf IlCchhyamataa briddhi Capacity building
:t/star Status, standardt&f] txtallo taha Grass roots level
]
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pD]Eouddhesya Objective
Saajhedaar Sansthaa
EDC
Equitable Development Centre
d]/f] ;+:yfsf] 5f]=f] gfd O7L7;L7 xf], t/ k'/f gfd -OL=]$ ]ekd]0= ;]0=/ xf] # g]kfLdf o;fO{ ;dlsf(s]0b el0g5 # of] ;+:yf 899M df o'f blt ;d'x $f= :yfkgf e!sf] xf]# of] ;do b]l6 of] ;+:yf] blt / c1c&k ;d'xsf] ;dfg clwsf/sf] fl sfd b} { 5 # of] ;+:yf] N =f fp" lsf( ;ldtLdf sfd 5{ # of] ;+:yfsf]
d'o pD]Eo blt / c&k ;d'x x1fO{ ;(l.ms/Hf g] { / plgx1sf] ;fdfl%s / cfly{s :t/ dfly p)fpg] xf] #mero sansthaa ko chhoTo naam EDC ho, tara puraa naam ‘ Equitable Development Centre ‘ ho. nepali
maa yaslaai ‘samabikaas kendra’ bhaninchha. yo sansthaa 1997 maa ‘yuwaa dalit samuha ’ baaTa
sthaapanaa bhaeko ho. tyo samaya dekhi yo sansthaa le dalit ra aru alpa samuha ko samaan adhikaar ko
laagi kaam gardaichha . yo sansthaa le 3 waTaa gaau bikaas samiti maa kaam garchha. Yo sansthaa ko
mukhya uddhesya dalit ra alpa samuha haru laai sashaktikaran garne ra uniharu ko saamaajik ra aarthik
star maathi uThaaune ho.
Vocabulary EDC:cfly{saarthik Economicc&k ;d'xalpa samuha minoritiescsf] { c1arko/aru another/other
sasaktikaran garnu to empower:t/star Status, standard:yfkgf
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sthaapanaa establishedpD]Eouddhesya Objectiveo'fyuwaa Young
*Dialogue 2: A summary of the MS Annual Meeting 2000
7777777%L, of] $?f{ sf] cfg'o ldl=A df tkfO{x1] s] s] g' { eof] <A Monaji, yo barsa ko annual meeting maa tapaaiharu le ke ke garnu bhayo?
xfdLx1 oxf+$fP kf]6/f of} / of] lbg xfdL] xf]= / sf])fdf> x]of} { #B haamiharu yahaa baaTa pokharaa gayau ra tyo din haami le hoTel ra koThaa maatra heryau
/ cf/fd /of} { ldl=Asf] klxf] lbg l$xfg cfO{l%L] !s $?f{sf]ra aaraaam garyau.meeting ko pahilo din bihaana'Eigil ji le ek barsa ko
sfo{sdsf] $f/]df e0g'eof]# lbp;f] xfdf] ;d'x sf] sfd lyof] / $]'sf xfdL]kaaryakram ko baaremaa bhannubhayo. diuso haamro samuha ko kaam thiyo ra belukaa haami
lef6 lkm&d x]of} { #'laddaak’ film heryau.bf];f] lbg xfdLx1] ;f]]Bof/]=L / p./ bl2f2f cfbfgkbfgsf] $f/]df ;'0of} / /ftLdosro din haamiharu le 'solidarity' ra 'North south exchange' ko baaremaa sunyau ra raati
df>maatra onlyklxf]pahilo first
{ ]
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/dfO{f]ramaailo pleasantl;lwg'siddhinu to finish;'0g'sunnu to listent];f]tesro third
HOMEWORK
LESSON 16
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1 Memorise the learning contents of Lesson 16
*2 Translate the following sentences or do number 7:
1 Why did you go to your partner organization?
2 I felt very good about the staff at my new office
3 My partner organization believes in sustainable development
4 What is ‘standard of living’ called in Nepali?
5 We had a meeting about some problems at the office
6 In my work place there are two other foreigners3 Memorise the numerals 1 -20
4 Learn Devanagari: all the vowels: a, aa, i, i, u, uu, e, ai, o, au
all the vowel signs: kaa, ki, ku, ke, kai, ko, kau
5 Read Lesson 1: Dialogue
A: gd:t]B: gd:t]
A: d]/f] gfd l;f xf] #tkfO{sf] gfd s] xf] <
B: d]/f] gfd dfl/of xf] #d]/f] b]( ]gdfs{ xf] tkfO{sf] b]( s'g xf] <
A: d]/f] b]( klg ]gdfs{ xf] #
e laagyo
Lesson 17
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Bank, Post Ofifce & Pharmacy: Bank, hulaak ra ausadhi pasal
In this lesson you will learn to:
1 open a bank account
yahaa khaataa kholna ke ke garnu parchha? /
here account open what what do it is necessary
euTaa nibedan dinus ani duiTaa phoTo pani chaahinchha
one application give then two photos also it is needed
2 talk about making deposits
kati rupiyaa dharauTi raakhnu parchha?
how many Rps. deposit put it is necessary
3 talk about opening hours
bank kati baje khulchha? /
bank what time opens10 baje dekhi 5 baje samma
10 o'clock from 5 o'clock to
4 talk about withdrawals
bank baaTa paisaa jhikna ke ke garnu parchha /
b k hd h h d
OK it is, registered make for me = That’s OK, please send it registered for me
8 make conditional clauses with ‘if’
tara saamaan chha bhane, taulanu parchha /
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, p
but things there is if, weigh it is necessary
=but if it contains things, it is necessary to weigh it
9 talk about future actions
ma bholi pheri aaulaa
I tomorrow again I will come
Culture:
Bureaucracy, money, banks (are they trusted?), alternatives (private, loan sharks, co-operatives, etc)
Task:Ask someone in the office
when the banks, post offices and pharmacies are open
what the banks are like in Nepal
how long it takes for a letter to go from KTM to your duty station
Note down the answers and bring back to class
Review:
Memorise the numerals: 10 -100 (by the tens: 10, 20, 30, etc)Learn Devanagari: The velar consonants: ka, kha, ga, gha, nga
Read Lesson 2: Dialogue
Language focus: impersonal verb: parchha
verb congugations: imperative, past tense, future tense, passive, alternate
infinitive: -na
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A sajilo rahechha, dhanyabaad
Vocabulary 2
bolaaunu $f]fpg' to call
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' jhiknu lemg' to withdraw money, to take out
lekhnu ]g' to writeparkhanu k6{g' to wait
sajilo ;l%f] easy
Dialogue 3: Discussing bank statements and interest
d]/f] 6ftfdf %Gdf slt eof] x]l/lbg'; g #
A mero khaata maa jammaa kati bhayo heridinus natkfO{sf] 6ftf g+G$/ slt xf] <B tapaaiko khaataa nambar kati ho?
8STTA 1200
!sl5g, d x]5' { 77777%Gdf STTTT 5B ekchhin, ma herchhu….jammaa 20000 chha
df> ST,TTT, lsg Jof% cf!g <A maatra 20000, kina byaaj aaena ?
Jof% tLg dlxgf kl5 df> cfp5B byaaj tin mahinaa pachhi maatra aauchha
l)s 5, w0o$fbA Thik chha, dhanyabaad
V b l 3
Vocubalary 4
bhane eg] if
chiThi l4)L letter
jati %lt around
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jati %lt around
laagchha f*5 it takes
saadhaaran ;fwf/Hf general, regular
saamaan ;fdfg goods,things
tara t/ but
taulanu tf}g' to weigh
TikaT l=s= stamp
Dialogue 5: At the pharmacy
of] cf}?flw 5 xf]f <A yo ausadhi chha holaa?
!sl5g, d x]5' {B ekchhin, ma herchhu
cf}?fwL t 5 t/ w]/} 5}g, tkfO{fO{ slt =f 4flx05 <ausadhi ta chha tara dherai chhaina,tapaailaai kati waTaa chaahinchha?ST =BofJ]=
A 20 Tablet
d ;" 8T =BofJ= df> t/ c1 ef]L 8T $%] cfp5B ma sanga 10 Tablet maatra chha tara aru bholi 10 baje aauchhal)s 5, clx] 8T =f *5' ef]L km]/L cfpf
A Thik chha, ahile 10 waTaa lagchhu bholi pheri aaulaax;, lg';
B has, linusw0o$fb
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HOMEWORK
Lesson 17
1 Memorise the learning contents of Lesson 17
2 Prepare the Task
*3 Translate the following sentences or do number 8:
1 If you have a lot of money, you must put it in a bank
2 I talked with the people from the bank from 10 to 11 this morning
3 We will go to the pharmacy tomorrow to buy medicine
4 Stamps are bought at the post office
5 Please buy 5 stamps at the post office for me after work
6 What time will we go to the bank tomorrow?
4 Memorise the numerals: 10 -100 (by the tens: 10, 20, 30, etc)
5 Learn Devanagari: ka, kha, ga, gha, ng6 Read Lesson 2: Dialogue
A: 04 slt $%] x'05 <B: ;f@] 8S $%]A: clx] slt $Vof] <
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LESSON 18
Living Arrangements: Basaai bayabasthaapan/bandobasta
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In this lesson you will learn to:
1 do a job interview with house hold staff,
complain about problems in the house
ask about paying bills
2 talk about whom someone wants to see
kaslaai bheTna aaunubhayo? /
who to meet did you comema tapaailaai nai bheTna aaeko
I you to emphatic meet have come
3 explain who has sent someone to do something
Shiva le malaai yahaa paThaaunu bhayo
Shiva agent marker I to here sent
=Shiva sent me here4 talk about work experience
tapaai le ghar ko kaam garnu bhaeko chha? /
you agent house of work you have done
ho, Peter ko ghar maa 2 barsa gare
yes, Peter’s house at 2 years I did
8 initiate a telephone conversation
ko bolnubhaeko ho? /
who has spoken is it = who is speaking?
ma Mette boleko
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I Mette spoken = this is Mette speaking
9 Make and respond to a complaint
hernus na, hijo dekhi mero batti balena, ke garne? /
please look emphatic , yesterday from my light didn't come on, what do
Thikai chha, ma bholi maanche bolaaidinchhu
All right, I tomorrow person I call for you
10 ask someone to explain how to do somethingyo paani ko paisaa kahaa tirna jaane, bhanidinus na!
this water's money where pay go, please tell for me emphatic
11 talk about how often something must be done
kahile samma maa tirnu parchha? /
when up to in pay it is necessary = when is the deadline for paying?
ek ek mahinaa ko anTim maaone one month of last day in = the last day of every month
12 talk about knowledge/ability
malaai khaanaa pakaauna aauchha
I to food cook it comes = I know how to cook/I can cook
C l
A: Can you make Chinese food?
B: …
A: Every day you must …., and sometimes you must …., is that OK?
B: ….
A I h h l k f
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A: In that case, then please start work from ….
B: ….2
A: (Answering the phone) Hello
B: Is this Mr./Ms. A speaking?
A: Yes
B: This is B speaking. My hot water has not been working (=didn’t come) since yesterday, what
can be done?
A: OK, I’ll call someone for you tomorrow3
A: This money for water, where do I pay that? Please tell me!
B: ….
A: When do I have to pay?
B: The last day of every month
*Dialogue 1: Hiring a didi
s;fO{ e]=Bg cfpg'eof] <A kaslaai bheTna aaunubhayo?
d tkfO{fO{ g} e]=g cf!sf], d]/f] gfd 77777 xf] tkfO{sf] ;fyL] dfO{ oxf k)fpg' eof] #B ma tapaailaai nai bheTna aaeko, mero naam Tilsara ho, tapaai ko saathi le malaai yahaa
paThaaunu bhayo.
tkfO{] l$b];Lsf] W/df sfd g' { e!sf] 5 <
A namaste
Vocabulary 1
" ] L
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angreji c" ]%L English
banaaunu $gfpg' to prepare, to cook bheTnu e]=Bg' to meet
bideshi l$b](L foreigner
chinise 4fOlg% Chinese
dindinai lbglbg} daily
kahilekaahi slx]sfxL some times
kinmel garnu lsgd] g' { to do shopping
lugaa dhunu 'f w'g' to wash clothespakaaunu ksfpg' { to cook
paThaaunu k)fpg' to send
saphaa garnu ;kmf g' { to clean
suru garnu ;'1 g' { to start
tyaso bhae o;f] e! if that is so, in that case
Dialogue 2: Complaining about a problem to the landlord on the phone
l/X77777777l/X77777x]f]A ting……ting…..helo
W/k]l= $f]&g' e!sf] xf] <B gharpeTi bolnubhaeko ho?
xf]A ho
Dialogue 3: Inquiring about paying bills
lsg $f]fpg' eof]7777777%L <A kina bolaaunu bhayo Andersji?
] l L ] } " l { ] l l
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of] $l. / kfgL sf] k};f sxf" ltg{ %fg] < elglbg'; g #
B yo batti ra paani ko paisaa kahaa tirna jaane? bhanidinus na.$l.sf] fl l$%'L clkm; / kfgLsf] fl kfgL clkm; %fg' k5{
A batti ko laagi bijuli office ra paani ko laagi paani office jaanu parchha
slx] ;Gddf ltg' { k5{ <B kahile samma maa tirnu parchha?
!s !s dlxgfdfA ek ek mahinaa maa
l)s 5, d %f05'B Thik chha, ma jaanchhu
Vocabulary 3
batti $l. light
bhannu e0g' to tell
bijuli l$%'L electricity
bolaaunu $f]fpg' to call
paisaa k};f moneytirnu ltg' { to pay
HOMEWORK
Lesson 18
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1 Memorise the learning contents of Lesson 18*2 Translate the following sentences or do number 7 :
1) He has not paid the water bill this month
2) Plese buy some fruits and vegetables for me today
3) Is it necessary to wash cothes every day?
4) This milk is for tomorrow
5) Yesterday there was no water from 3 to 5 o’clock
6) They clean the house only once a month
7) She knows how to cook Indian food very well
8) Please tell me where to buy meat
3 Memorise the numerals 20-30
4 Learn Devanagari: cha, chha, ja, jha, na
5 Read Lesson 3: Dialogue
1 tkfO{fO{ s'g 6fgf 4flx05 <
2
dfO{ bfeft 4flx05 tkfO{fO{ gL1 dfO{ bfeft dgkb} {g t/sf/L cl cl lk/f] 5 #
2 tkfO{fO{ 4fpldg dgk5{ <
1 dgk5{
2 bfO{
2 lg';
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*6 Make sentences in the present positive tense with:
1 I
2 you
3 it
4
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4 we
5 they (low)*7 Make a sentence for each of the following words/expressions:
a -i dinu
b parchha
c -na infinitive
c ko laagi
d dekhi... samma
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10 relay reported speech
aajaa Nepal banda chha re
today Nepal band there is it is said that
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11 ask and answer questions about the purpose of a visitkina aaeko/
why have come/
aunus,tapaai ke kaam le aaeko//
come ,you what work instrumental have come = For what reason did you come?
ma saathi laai bheTna aaeko
I friend to meet have come
12 make a request for someone to do something for you
Lena laai bolaaidina saknuhunchha?
Lena to call for me can you
13 respond to a request to do something for someone
has/hunchha
OK/OK
14 make and respond to a suggestion to do something
aaja sangai lunch khaana jaaau na / Thik chha, jaaau!
Today together lunch eat let's go emphatic /OK let's go
Practice dialogues
1
A: (answering the phone)Hello
B: Who is talking?
A I
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A: I am ….
B: Will you call Mr./Ms. C…. for me?A: Just a moment
2
A: …., have you heard that the office is closed today?
B: I haven’t heard, thanks for the information
A: So let’s go out to eat lunch!
3
A: Good morning, can I help you?B: I have come to see Mr./Ms. X. Will you call him/her for me?
A: Please come, s/he says
Dialogue 1: Asking for someone at an office
gd:t]A: namaste
gd:t]
B: namastecfpg';, s] sfd ] cf!sf] <aaunus, ke kaam le aaeko?d ;fyLfO{ e]=g cf!sf], $f]fO{lbg ;g'x'05 <
A: ma saathi laai bheTna aaeko, bolaaidina saknuhunchha?x;, d $f]fp5'7777
B: has ma bolaauchhu
sxf"kahaa where?6fg'khaanu to eatlsg
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kina why?
dflymaathi upgl%snajika near;g'saknu to be able to, can;+}sangai together
Dialogue 2: Asking for someone on the phone
l=X7777l=X7777 x]f]A ting…ting…..hello
sf] $f]&g' eof]B ko bolnubhayo?
d l;$]y $f]]sf]A ma Lisbeth boleko
sfl/g%L x'g'x'05 B karin ji hunuhunchha ?
x'g'x'05 A hunuhunchha.
$f]fO{lbg; g !sbd %1/L 5
jaruri %1/L important
saathi ;fyL friend
suchanaa ;'4gf information
Dialogue 3: Relaying important information
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Dialogue 3: Relaying important information
gd:t], dw'%L x'g'x'05 <A namaste, Madhu.ji hunuhunchha?
!sl5g, d x]5' {B ekchhin, ma herchhu
gd:t], sf] $f]&g'eof] <C namaste, ko bolnubhayo?
d p&km x' " , !p=f %1/L $})s $f]fpg' kZof] {, s] g] { <A ma Ulf hu, euTaa jaruri baiThak bolaaunu paryo, ke garne?
s] sf] $f/]df <C ke ko baaremaa ?
xfd ]f sfd sf] $f/]dfA haamro kaam ko baaremaa
sxf", slx] / sf] sf] <C kahaa, kahile ra ko ko ?
cf% d]/f] clkm;df / d]/f] l$efsf] ;$} ;fyLx1
A aaja mero office maa ra mero bivaag ko sabai saathiharu.slt $%]<C kati baje?
[ $%], tkfO{klg cfpg'k5{ gLA 4 baje, tapaai pani aaunu parchha ni
l)s 5, d cfp"5'C Thik chha ma aauchhu
HOMEWORK
Lesson 19
1 M i th l i t t f L 19
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1 Memorise the learning contents of Lesson 19
*2 Translate the following sentences or do number 7:
1) The banks are closed tomorrow, someone said
2) Let’s go to the meeting about sustainable development now!
3) Will you tell my didi to make food for 3 people tonight?
4) They didn’t bring money for the food
5) I will write the information about the meeting using the computer
6) You must tell her this important information
3 Memorise the numerals 30 - 40
4 Learn Devanagari: Ta, Tha, Da, Dha, na
5 Read Lesson 4: Dialogue:
1 lxf eof] <
2 eof], d]/f] \Ldfg w'l6]df 5 tkfO{sf] lg <
1 e!sf] 5}g tkfO{sf] 5f]/f 5f]/L 5 <
2 5, !s %gf 5]f/f / !s %gf 5]f/L
1 5]f/f 5]f/L slt $?f{ <
2 ] ] L
d. …ko laagi
e. -i dinus
f. instrumental le
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Review 1
Lessons 16-19
1 R i L 19
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1 Review Lesson 19:
1 Learning contents:
Pair work
2 2 nd day dialogues:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 16-19:
1 Listening
The teacher reads the listening texts from Lessons 16 - 18
Students listen
Checking for understanding
2 Speaking
Role play:
Talking about the partner visit and partner organizations
3 Numerals
LESSON 20
Transportation and roads: yaataayaat ra saDakharu
In this lesson you will learn to:
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In this lesson you will learn to:
1 talk about means of transportationNepal maa kun kun yaataayaat ko saadhan haru chhan?
Nepal in which which transportation of means there are
2 talk about destinations
Janakpur maa euTaa saano train chha India boarder jaana ko laagi
Janakpur in one little train there is India border go for
=there is a small train in Janakpur for going to the Indian boarder
3 ask for more information
Dungaa, paani jahaaj ni ?
boats ferries how about
4 give explanations by connecting two sentences with 'because'
paani jahaaj chhaina, kinabhane samudra chhaina ferries there aren’t, because ocean there isn't
5 ask for further details
kasto kicim ko ghaTanaa ?
how type of incidents
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10 ask why some action has not been taken
kina nayaa marmat na-gareko ?
why anew have not repaired
11 make a guarded reply
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11 make a guarded reply
chha na ta chha, tara KTM ko laagi chhainais emphatic though is, but KTM for isn't
=well, you could say there is, but for KTM there isn’t
12 explain what something is called
tyo kholaa paari ‘1 no. khajuraa’ bhaninchha
that stream other side ‘1 number Khajuraa’ it is called
13 make a temporal clause with ‘when’
jahile ghar haru chhainan, tyahaa baaTa daayaa tira hernus
when houses there are not, there from right direction please look
Culture:
Driving and public transportation (what is appropriate)
Task:
Ask someone in the office
how he/she comes to work
how long it takes
whether he/she can ride a bicycle/motorbike
whether he/she has a bicycle/motorbike
Practice dialogues
1
A: What means of transportation exist in Nepal?
B:
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B: ....
A: What about ferries?B: There are no ferries, because there are no oceans
A: Are there no trains in Nepal?
B: There is a train to the Indian border in Janakpur
A: How are the roads in Nepal?
B: The roads are narrow and full of pot holes, and there are many incidents
A: What type of incidents?
B: AccidentsA: In that case, the cars should drive slowly maybe
B: That is so true
2
A: Please give me a ticket to …..!
B: Here you are
A: Where is the bus to ….?
B: Over there
Dialogue 1: Means of transportation in Nepal
g]kfdf s'g s'g oftfoftsf] ;fwg x1 5g <A Nepal maa kun kun yaataayaat ko saadhan haru chhan?
$;, =Bof;L, =BofGkf], l/;f, ;fOs / xfO{%xf% 5gB bus, taxi, tempo, riksaa, saaikal ra hawaaijahaaj chhan
Dialogue 2: Road conditions in Nepal
g]kfsf] $f=f]x1 s:tf] 5<A Nepal ko baaTo haru kasto chha?
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A Nepal ko baaTo haru kasto chha?
g]kfsf] $f=f]x1 ;f'/f] / W'dfp/f] 5gB Nepal ko baaTo haru saaguro ra ghumaauro chhan
g]kfsf] k'{ klE4d /f%df{ s:tf] 5 <A Nepal ko purba paschim raaj maarg kasto chha?
/fd ]f 5, t/ w]/} W=gfx1 x'05gB raamro chha, tara dherai ghaTanaa haru hunchhan
s:tf] lsl;dsf] W=gfA kasto kicim ko ghaTanaa ?
$f=f] ;f"'/f] / W'dfp/f] e!sf]] $]f $]fdf b'W{=gf x'05B baaTo saanguro ra ghumaauro bhaekole belaa belaa maa durghaTanaa hunchha.
o;f] e! fL l$:tf/} 4fpg' k5{ xf]fA tyasobhae gaaDi bistaarai chalaaunu parchha holaa
xf], !sbd l)s s'/fB ho, ekdam Thik kuraa.
Vocabulary 2baaTo $f=f] road
belaa belaa maa $]f $]fdf from time to time
bhaekole e!sf]] because of
bistaarai l:tf/} slowly
chalaaunu 4fpg' to drive, to conduct
B tyo counter maa jaanus ra Tickat linus
x;,w0o$fb77777kf]6/f sf] fl !p=f l=s= lbg'; g bfO{A has,dhanyabaad….pokharaa ko laagi euTaa tickat dinus na daai
k5flsf] l;=df> 5, s] g{ ] <C pachhaaDi ko sit maatra chha, ke garne?
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$f=f] /fd ]f 5 ls g/fd ]f 5 <A baaTo raamro chha ki naraamro chha?
clxf] /fd ]f 5C ahile raamro chha
l)s 5 o;f]e! lbg';A Thik chha tyasobhae dinus
lg';C la linus
slt 1k}of <A kati rupiyaa?
STC 250
w0o$fbA dhanyabaad
Vocabulary 3
baaTo $f=f] road
pachhaaDi k5fl back, behind
pachhaaDi ko seat k5flsf] l;= seat on the last row
tyasobhae o;f] e! if that is so
rukh baaTa baayaa tira ko moTar baaTo sojho jaanus, baaTo ko daayaa, baayaa ghar haru chhan
jahile ghar haru chhainan ra khulaa khet haru dekhinchha tyahaa baaTa daayaa tira hernus
euTaa pakki ghar dekhinchha tyo CWD ko kaaryaalaya ho..
cf] # tkfO{fO{ w]/} w0ofb c$ d %fg ;5' xf]f #A oh! tapaailaai dherai dhanyabaad aba ma jaana sakchhu holaa.
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Vocabulary 4:$f=baaTa from$f=f]baaTo road
$fof"baayaa left4f}$f=f]chaubaaTo four way intersection4f]schok open yard, squarebfof"daayaa right
W/ghar house%lx] jahile when%lt jati approximatelysfof{o
B kinabhane yo dherai puraano baaTo ho
lsg gof" d/dt g/]sf] <A kina nayaa marmat nagareko ?
o;sf] fl w]/} k};f 4flx05 B tyasko laagi dherai paisaa chaahinchha
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lsg ;/sf/;+ k};f 5}g /<A kina sarkaar sanga paisaa chhaina ra?
5 g t 5 t/ sf)dfHf}sf] fl 5}gB chha na ta chha tara KTM ko laagi chhaina
lsg <A kina ?
lsgeg] sf)dfHf} $flx/ w]/} )fpdf $f=f] g} 5}g $gfpg' k5{B kinabhane KTM baahira dherai Thaau maa baaTo nai chhaina banaaunu parchha.
!777o;f]e! l)s 5A e…tyasobhae Thik chha
Vocabulary 5
baaaTo $f=f] road
baahira $flx/ outside
banaaunu $gfpg' to make
khaalDaa khulDi 6f&f6'&L full of pot holesmarmat garnu dd{t g' { to repair
nai g} emphatic particle
nayaa gof" new, anew, recently
puraano k'/fgf] old
saaguro ;f'/f] narrow
k ;/sf/ t
HOMEWORK
Lesson 20
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1 Memorise the learning contents of Lesson 20
2 Prepare the task
*3 Translate the following sentences or do number 8:
1. Did you buy a ticket for the airplane going to Pokhara?
2. Because of the good roads many people drive very fast in Denmark
3. Many cars are made in Japan4. They are staying with friends on the the other side of the river
5. All the DWs study Nepali, when they come to Nepal
6. He doesn’t need much money, because he uses public transportation
7. There are not many busses in Denmark outside of the big cities
4 Memorise the numerals 40-50
5 Learn Devanagari: ta, tha, da, dha, na
6 Read Lesson 5: Dialogue 2:
1 xl/%L gd:t]
2 gd:t]
d) holaa
e) sanga
f) saknu
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LESSON 21
Religion: dharma
In this lesson you will learn to:
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y
1 talk about religious beliefsNepal maa kun kun dharma maaninchha?
Nepal in which which religion is believed in
2 talk about religious practice
hindu dharma maa ke ke garinchha? /
Hindu religion in what what is done
hindu dharma maa mandir maa pujaa garinchha Hindu religion in temple in is worshipped
3 talk about religious festivals
sabbhandaa Thulo chaaDparba kun ho?
most big festival which is
4 talk about differencessabai chaaDharu euTai kicim ko hunchha? /
all festivals same type of it is
sabai pharak pharak hunchhan
all different different they are
impersonal verb: parchha
Practice dialogue
A: Which religions do people believe in in Denmark?
B: ….
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A: Where do Christians worhip?B: In churches
A: What is the biggest festival in Denmark?
B: ….
A: Are all the festivals of the same type?
B: No, they are all different
A: How old are Danes when they marry?
B: ….
Dialogue 1: Different religions in Nepal
g]kfdf s'g s'g wd{ dflg05 <A Nepal maa kun kun dharma maaninchha?
$' C wd{, lx0Bb' wd{, lslEog wd{, d'lEd wd{ O0ofbLB buddha dharma, hindu dharma,cristen dharma, muslim dharma ityaadi
lx0b' wd{ / $f} C wd{df s] s] l/05 <
A hindu dharma ra buddha dharma maa ke ke garinchha?lx0b'wd{df dl0b/df k'%f l/05 / $f} C wd{df 'G$fdf kfy{gf l/05
B hindu dharma maa mandir maa pujaa garinchha ra buddha dharma maa gumbaa maa
praarthanaa garinchha.
lx0b'x1 klg 'G$f %f05g <A hindu haru pani gumbaa jaanchhan ?
}
b(} / ltxf/ oxfsf] /fl?= Bo 4f xf], o;$fx]s $'lC?=x1 sf] f];f/, yf1x1sf] dfWL, lslE=og x1sf] lsEd;)'f 4f x1 x'g
B dasai ra tihaar yahaa ko raasTriya chaaD ho, tyasbaahek Buddhist haru ko losaar, thaaru haru ko
maaghi, christen haru ko chrisms Thulaa chaaD haru hun.
;$} 4fx1 !p=} lsl;dsf] x'05 <A b i h D h T i ki i k h hh ?
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A sabai chaaD haru euTai kicim ko hunchha?
;$} km/s km/s x'05 t/ /dfO{f x'05g#B sabai pharak pharak hunchhan tara ramaailaa hunchhan.
Vocabulary 2
chaaD 4f festival
chaadparba 4fk${ festival
chrisms l>m;d; Christmas
dasai b(} + DasaineuTai kicim ko!p=} lsl;dsf] of the same type
losaar f];f/ Losar
maaghi dflW Maghi
pharak km/s different
raasTriya /fl?=B o national
ramaailo /dfO{f] pleasant
thaaru yf1 Tharutihaar ltxf/ Tihaar
tyasbaahek o;$fx]s except for that
Dialogue 3: Customs throughout a person’s life
g]kfdf %0d b]l6 dIo';Gdsf] 4f4g s] s] 5 <
B chhoraale aamaa baa ko laagi ek barsa seto lugaa lagaaunu parchha,chhori le terha din maatra
juTho maa basnu parchha.
4f4gx1 w]/} /x]5gA chaalchalan haru dherai rahechhan.
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Vocabulary 3
bachchaa $^4f small child, baby
bihaa lxf wedding
bratabandha $t$0w thread ceremony
chaalchalan 4f4g custom
chhaiTi 5}=L six days after birth: fate writing ceremony
chhiTo l5=f] early, soon
Dhilo l@f] late
Gaau fp" village
guphaa raakhnu 'kmf /fg' to put in a cave
janma %0d birth
juTho %')f] unclean state, impure state
lagaaunu fpg' to wear
marnu dg' { to diemrityu dIo' death
nwaaraan 0f/fg eleven days after birth: name giving ceremony
paasni kf:gL six or seven months after birth: rice feeding ceremony
shahar (x/ city
seto lugaa ;]tf] 'f white clothes
HOMEWORK
Lesson 21
1 Memorise the learning contents of Lesson 21
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*2 Translate these sentences or do number 7:
1. Our house is cleaned 2 times a week
2. For a wedding you must wear nice clothes
3. She goes to work after worshipping at the temple
4. Children go to school from the age of 7 to the age of 17
5. Christianity is believed in in Denmark, isn’t it?
6. The biggest festival in the US is Thanksgiving
3 Memorise the numerals 50 - 60
4 Learn Devanagari: pa, pha, ba, bha, ma
5 Read Lesson 6: Dialogue:
1 77777%L,
2 e0g';1 !p=f ldl=X g' {k5{, tkfO{sf] l$4f/df slx] /fd ]f x'05 xf]f
2 csf] { xYtfsf] l$xL$f/ s:tf] x'05 tkfO{fO{ <
1 csf] { llx$f/ s'g tfl/6 xf] <
2 8 tfl/6
c. (e)pachi
d. dekhi …samma
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Lesson 22 A
Nepal and Democracy
Nepal ra Prajaatantra kf / k%ft0 >
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In this lesson you will learn to:1 talk about periods of time
2007 (1950) saal dekhi 2017(1960) saal samma maa
2007 (1950) year from 2017 (1960) year to in
= during the period between 2007 and 2017
2 place an event in a particular year
2007( 1950 ) saal maa Thulo kraanti bhayo
2007 (1959) year in big revolution it became
3 place the responsibility for an event
raajaa, janataa ra aru dherai netaa haru ko netritwa maa Thulo kraanti bhayo
king, people and other many leaders’s leadership in big revolution it became
4 talk about how something comes about
yi sabai sahid haru ko balidaan baaTa Nepal maa prajaatantra aayothese all martyrs’s sacrifice from Nepal in democracy it came
=democracy in Nepal arose from the sacrifice of all these martyrs
5 talk about the implementation of something
nepal bhari aantarik sambhidhaan laagu bhayo
this system against people agent voice they raised
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11 talk about making decisions
‘sudhaarieko panchaayati byabasthaa’ waa ’ bahudaliya byabasthaa’
‘improved panchhaayat system’ or ‘multi party system’
euTaa chhaanna ko laagi ‘ janamat sangraha’ bhayo
one choose for referendum it became
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= a referendum was passed for choosing between the ‘improved panchhaayat system’ or ‘multiparty system’
12 talk about trying to create an effect on something
yaslaai baliyo ra digo banaauna haami sabai le dherai nai prayaas garnu parchha
this to strong and sustainable make we all agent very emphatic try it is necessary
= we must all try very hard to make this strong and sustainable
Culture:
The political system and situation in contemporary Nepal
Task:
Ask someone in the office:
what effect the royal massacre in 2001 had on democracy
what effect the Maoists have had on democracy
what his/her views are on democracy in Nepal
note down and bring back to class
Review:
Numerals: Memorise the numerals 60 - 70
Devanagari: Learn Devanagari: the semivowels: ya, ra, la, va
Read dialogue Lesson 7: dialogue
Language focus: verb conjugations: present, present continuous, past, present & past perfect,
t t f h
Text: A history of the political development in Nepal from 1846 - 2003
l7 ;7 89TN Q8_[PR sf] sf]tk{ kl5 g]kf df 8T[ ?f{ /fHff (f;g eof] # o;df 9 %gf /fHff kwfg d0>L ] (f;g /] # o;kl5 STTM Q89TR ;f df /f%f , %gtf / c1 w]/} g]tf xf1 sf] g]tIdf )'f] >mf0tL eof], of] >mf0tL sf] fl w]/} g]tf x1 (lxb e! # oL (lxb x1 sf] $lbfg $f= g]kfdf k%ft0> cfof] #
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Bi. sa.1903( 1846 ) ko ‘ kotparba’ pachhi Nepal maa 104 barsa ‘raanaa saasan’ bhayo.yasmaa 9 janaaraanaa pradhaan mantri le saasan gare.tyaspachhi 2007( 1950 ) saal maa raajaa, janataa ra aru dherai
netaa haru ko netritwa maa Thulo kraanti bhayo, yo kraanti ko laagi dherai netaa haru sahid bhae .yi
sabai sahid haru ko balidaan baaTa Nepal maa prajaatantra aayo.
STTM Q89TR ;f b]l6 ST8M Q89PTR ;f ;Gd df g]kf df w]/} g} ;fdfl%s ;'wf/x1 sf] sfde!sf] lyof] %:t} FU g]kf el/ cf0tl/s ;lGwfg f' eof] , :s'x1 6'] , %gtf $f= kwfg d0>L
e! , klxf] k`4 l?f{o of]%gf $0of] , ;+;lbo ao:yf sf] cfd lf{4g eof] Ooflb #2007( 1950) saal dekhi 2017( 1960) saal samma maa Nepal maa dherai nai saamaajik sudhaar haru ko
kaam bhaeko thiyo, jastai:- nepal bhari aantarik sambhidaan laagu bhayo,school haru khule, janataa
baaTa pradhan mantri bhae, pahilo pancha barsiya yojanaa banyo, samsadiya byabasthaa ko aam
nirbaachan bhayo, ityaadi.
o;kl5 ST8M Q89PTR ;f df /f%f dx]0b ] ;+;lbo ao:yffO{ x=f!/ bx1 fO{ klt0w f! /
k+4fotL ao:yf &of! # of] ao:yfdf /f%fsf] lgHf{o g} ;$} e0bf )'f] lyof] # %gtfsf] cf% pgLx1;'0b}gy] # l:tf/}, l:tf/} , of] ao:yfsf] l1C %gtfx1] cf% p)f! o;kl5 STNP Q89M9R ;fdf /f%f l/]0b $f= ;'wfl/!sf] k+4fotL ao:yf f x'blo ao:yf !p=f 5f0gsf] fl %gdt ;+xeof] # %gdt ;+x sf] kl/Hffd cg';f/ ;'wfl/!sf] k+4fotL ao:yf f' eof] #tyaspachhi 2017 (1960) saal maa raajaa mahendra le sansadiya byabasthaa laai haTaaera, dalharu laai
pratibanda lagaae ra, ‘ panchaayat byabasthaa’ lyaae.yo byabasthaa maa raajaa ko nirnaya nai
bivinna dal haru le dherai prajaataantrik abbhyaas gare, tara ajhai janataa haru le soche anusaar ko
upalabdhi paaekaa chhainan.
xf]f , d'&of+sg sf] fl of] ;do cl 5f]=f] 5 t/ oL lbgx1df xfdLx1] s]lx /fdf] s'/f klg kf!sf] 5f} + %:t} F $f]&g] / ]g] :t0>tf / s]lx g/fdf] s'/f klg kf!sf] 5f} + %:t} e?=f4f/ #
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holaa, mulyaankan ko laagi yo samaya ali chhoTo chha, tara yi dinharu maa haamiharu le kehi raamrokuraa pani paaeko chhau, jastai bolne ra lekhne swatantrataa, ra kehi naraamro kuraa pani paaeko
chhau, jastai bhrasTaachaar.
xfdf] b]( df k%ft0> cem} w]/} s^4f 5 o;fO{ $lof] / lbf] $gfpg xfdL ;$} ] w]/} g} kof; g' { k5{ # g]kfL x1 fO{ k%ft0> w]/}, w]/} dgk5{ #haamro desh maa prajaatantra ajhai dherai kachchaa chha, yaslaai baliyo ra digo banaauna haami sabai
le dherai nai prayaas garnu parchha.nepali haru laai prajaatantra dherai, dherai manparchha.
Vocabulary:
aaabaj uThaaunu to raise the voice
aabaaj voice, sound
aam nirbaachan general election
aantarik internal
abbhyaas practice, exercise, study
ajhai still
anusaar according tobahudaliya byabasthaa multi party system
balidaan sacrifice
baliyo strong
bannu to make/to build
bhari all over all through
laagu implementation
lyaaunu to bring
maanis people, man
mahendra King Mahendra
mullyaankan evaluation
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nai emphatic particlenetaa leader
netritwa leadership
nirnaya decision
paaunu to get
pahilo pancha barsiya yojanaa first five-year plan
panchaayat byabasthaa panchaayat system
parinaam result
pradhaanmantri prime ministerprajaataantrik democratic
prajaatantra democracy
patibandha lagaaunu to ban
prayaas garnu to try
raajaa king
raanaa saashan raanaa regime
saal yearsaamaajik sudhaar social reform
saashan garnu to rule
sahid martyr
samaya time
sambidhaan constitution
HOMEWORK
Lesson 22 A
1 Memorise the learning contents of Lesson 22 A
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2 Prepare the Task
*3 Translate these sentences or do number 8:
1. Democracy is not very strong in Nepal
2. But the Nepali people want democracy very much
3. They are trying to make democracy strong and sustainable
4. People raised their voices against the ‘panchaayat’ system5. These days there is a multi party system and a king in Nepal
6. Much good has come from the years of democracy in Nepal
7. The Maoist problem did not help make democracy strong
8. Many development organizations in Nepal work for democracy
4 Memorise the numerals 60 - 70
5 Learn Devanagari: ya, ra, la, va
6 Read Lesson 7: Dialogue 2:
8 7777=Bof;LS %fg] xf] x%'/ <
LESSON 22 B
Festivals: ChaaDparbaharu
In this lesson you will learn to:
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1 list actions in a temporal sequence using ‘-epachhi’debi durgaa le ‘mahisaasur’ laai bijaya garepachhi yo chaaD suru bhaeko ho
goddess agent demon to defeat after this festival begun it is
=this festival started after the goddess had defeated the demon
2 list actions in a sequence using ‘-era’
nadi baaTa baaluwaa lyaaera tyasmaa jau lagaainchha
river from sand bring and it in barley is planted
3 explain what something is called
yas laai nawa raatri bhaninchha
this to nine night is called
4 make relative clauses
1 parades gaeko haru pani ghar aauchhanabroad gone plural also home they come
= those who have gone abroad also return home
2 yo din Durga le ‘Mahisasur’ laai maareko din ho
this day goddess agent demon to killed day it is
= this is the day when the goddess killed the demon
3 bib hi hil h bib h l k l l hh
6 make comparisons
aaphu bhandaa Thulo ko ghar maa jaanu parchha
self compared to big’s house at go it is necessary
= you must go to the house of someone older than yourself
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7 explain what something meansdipaawali bhaneko batti ko chaaD ho
‘dipaawali’ said lights’s festival it is = ‘dipaawali’ means festival of lights
8 explain at what time of the year something takes place
‘tij’ bhadau mahinaa maa parchha
‘Tij’ Bhadau month in it occurs
9 use the expression ‘not even’
tara bholipalTa dinbhari uniharu paani pani khaadainan
but next day all day they water also they are not drinking
= but all day the following day they don’t even drink water
Culture:
Religion and religious life as it is expressed through festivals
Task:
Ask someone in the office
what his/her favorite festival is
why this is his/her favorite festival
whith whom he/she celebrates this particular festival
when the next festival in Nepal is and what it is called
A: That seems very nice, thanks for the interesting information
The following texts are descpriptions of various major festivals celebrated in Nepal.
You may pick one to read, or you may read them all
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Durga pujaa (dasai )
b(} g]kfLx1 sf] ;$e0bf )'f] 4f xf] # of] W=:yfkgf b]l6 8 lbg ;Gd x'05 # 0o' d'g b]l6 km' d'g ;Gd b'f{] dlx;f;'/fO{ l%of /]kl5 of] 4f (1 e!sf] xf] # of] 4fs]f s]lx d'o lbgx1 Udasai nepali haru ko sababhandaa Thulo chaaD ho.yo ‘ ghaTasthaapanaa’ dekhi 15 din samma
hunchha.New moon dekhi Full moon samma.debi durgaa le ‘ mahisaasur’ laai bijaya garepachhi yo
chaaD suru bhaeko ho.yo chaaD ko kehi mukhya din haru-
W=:yfkgf of] b(}sf] klxf] lbg xf] # of] lbg b]l6 b]L b'f{ sf] k'%f ('1 x'05, gbL$f= $f'f &of!/ o;df %f} fO05 / gf} lbg ;Gd 5f]k]/ k'%f l/05 / b(dL Ql=sfR sf] lbg %d/f / l=sf fO05 #ghaTasthaapanaa- yo dasai ko pahilo din ho.yo din dekhi debi durga ko pujaa suru hunchha, nadi baaTa
baaluwaa lyaaera tyasmaa jau lagaainchha ra nau din samma chhopera pujaa garinchha ra dasami
(Tikaa ) ko din tyo jamaraa ra Tikaa lagaainchha.
g /f>L U o;df gf} /ft g b'f{ b]Lsf] )'f] k'%f l/05 # ;$} %gf g b'f{sf] dl0b/ %f05g, $L lb05g , of] gf} lbg ;Gd ;w} x'05 , o;fO{ g /f>L elg05 #nawa raatri- yasmaa ‘nau raat’ naba durgaa debi ko Thulo pujaa garinchha.sabai janaa naba durgaa ko
mandir jaanchhan pujaa garchhan, bali dinchhan , yo nau din samma sadhai hunchha, yas laai nawaraatri bhaninchha.
km'kftL U of] b(}sf] dxk'Hf{ lbg xf] # of] lbg (fx /f%fx1 sf] k'/fgf] f]6f{ b/f/ $f= s( / km'kftL &of!/='l6]df /f%ffO{ lbO05 / of] km'kflt xg'dfg @f]sfdf &of!/ /fl605 #phulpaati – yo dasai ko mahatwapurna din ho. yo din saaha raajaa haru ko puraano gorkhaa darbaar
baaTa kalash ra phulpaati lyaaera ‘TunDikhel’ maa raajaa laai diinchha ra tyo ‘ ‘phulpaati’ hanumaan
harek barsa yo chaaD le haami haru laai samjhaauchha, raamro kaam gara naraamro kaam nagara, naba
durgaa sanga haami sabai yahi aasirbaad maagchhau.yo din Durga le ‘Mahisasur ‘ laai maareko ra Ram
le ‘raavan’ laai maareko din ho.
Vocabulary Dasai:cfkm e0bf )f]
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' 'aaphu bhandaa Thulo older than one selfcfl(f{baasirbad Blessingcf)f} +aaThau eighth$f"Bg'baaDnu to share$f'fbaaluwaa sandL lbg'bali dinu to sacrificel%o g' {bijaya garnu to win victory over, to defeat4fk{ 4fchaaDparba /chaaD Festival5f]Yg'
chhopnu to coverb(dLdasami tenth day of the festivalb]L b'f{debi durga goddess!s csf] {dfk k E h h
s]lxkehi some6f]&g'kholnu to openfp"g'lagaaunu to plant, to wear
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'flugaa clothes&ofpg'lyaaunu to bringdf*g'maagnu to ask for, to pray for, to begdfg' {maarnu to kill
dfofmaayaa Lovedxk'Hf{mahatwa purna Importantdlx(f;'/mahisaasur Demondl0b/mandir Templed'omukhya maing b'f{ b]Lnaba durgaa debi Goddess of powergbLnadi Rivergf} +
puraano old/f%fraajaa King/fg'raakhnu to put/fHf
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raavan demon/fdRam name of a god/dfOf] g' {ramaailo garnu to have a good time, to enjoy oneself (fxsaaha Shah dynasty;w} +
sadhai always;Gemfpg'samjhaaunu to remind('1 x'g'suru hunu to start, to beginl=sf fpg'Tikaa lagaaunu to put ‘Tikaa’ on the foreheadolx
yahi in this very place
Bhaai Tikaa ( tihaar )
of] 4ffO ltxf/ / lbkfL klg elg05 # lbkfL eg]sf] $l.sf] 4f xf] # of] g]kfLsf] bf];f] )'f] 4f xf] # of] 4f km' / $l.sf] xf] # of] 4f kf"4 lbg dgfO05 # o; fO od k`4s klg elg05 #yo chaaD laai ‘tihaar’ ra ‘dipaawali’ pani bhaninchha.dipaawali bhaneko batti ko chaaD ho.yo Nepali ko
dosro Thulo chaD ho.yo chaaD phul ra batti ko ho.
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y p
yo chaaD paach din manaainchha.yas laai ‘yama panchak’ pani bhaninchha.
sf ltxf/ U ltxf/ sf] klxf] lbg sf k'%f l/05 , lsgeg] sf od/f%sf] ;'4gf fxs xf] #kaag tihaar--tihaar ko pahilo din kaag pujaa garinchha, kinabhane kaag yamaraaj ko suchanaa baahak
ho.
s's'/ ltxf/ U bf];f] lbg s's'/ k'%f l/05 lsgeg] s's'/ od/f%sf] @f]sf kf] xf] # s's'/ e}/$ sf] klg fxg xf] #kukur tihaar--dosro din kukur pujaa garinchha kinabhane kukur yamaraaj ko Dhokaa paale ho.kukur
bhairab ko pani baahan ho.
2dL k'%f U t];f] lbg lxfg fO{ k'%f / $]'sf 2dL k'%f l/05 # 2dL k'%fdf $]'sf kffdf w]/} $l.x1 $fl05/ W/ lemlldL $gfO05 clg :f:gLdf05] / s]=f s]=Lx1 W/ W/df !/ gf4 fg /]/ e}f] / b]p;L f!/ k};f /pkxf/ df*5gB # of] !sbd /dfO{f] x'05 #laxmi pujaa-- tesro din bihaana gaai puja ra beluka lakchmi pujaa garinchha.laxmi pujaa maa belukaa
paalaa ma dherai batti haru baalinchha ra ghar jhilimili banaainchha ani swaasnimanchhe ra keTaakeTi
haru ghar ghar maa gaera, naach gaan garera bhailo ra deusi gaaera paisaa ra upahaar maagchhan.yo
ekdam ramaailo hunchha.
Gx k'%f U 4f}yf] lbg lxfg f]/wg / f]1 k'%f l/05 / $]'sf g]f/ %ftLx1] Gx k'%f 5{gB # Gx k'%fdf pgLx1cfˆgf] (/L/fO{ cfkm} k'%f 5{g # o;df pgLx1sf] )'f] ef]% x'05 # of] lbg g]f/ x1sf] gof" ?f{ klg xf] o;sf/HfpgLx1 c1 klg w]/} sfo{sdx1 5{gB # mha pujaa--chautho din bihaana gobardhan ra goru pujaa garinchha ra belukaa newaar jaati haru le
‘mha pujaa’garchhan.’mha pujaa maa uniharu aaphno sarir laai aaphai pujaa garchhan. yas ma uniharu
ko Thulo bhoj hunchha. yo din newar haru ko nayaa barsa pani ho tyaskaaran uniharu aru pani dherai
kaaryakram haru garchhan
$]'sfbelukaa eveningefObhaai younger brothere}f] b]p;Lbhailo/deusi blessing song
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e}/$bhairab name of a Gode0g'bhannu to tell, to callef]%bhoj Feast4fchaaD Festival
4f}yf]chautho fourthbf%'efOdaajubhaai brothers@f]sf kf]Dhokaa paale door watch manbf];f]dosro second!s csf] {dfek arkomaa Each others]=fs]=LkeTaakeTi ChildrenfO{gaai Cowfpg'
maagnu to ask for, to pray for, to beg fordgfpg'manaaunu To celebrateGx k'%fmha pujaa Worship to own self gf4fg g' {
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naachgaan garnu to sing and dancegof" ?f{nayaa barsa New yearkf"4f" }paachau fifthkffpaalaa clay pot for lightsklxf]
pahilo Firstk};f df*g'paisaa maagnu to ask for moneykm'phul flowerkfy{gf g' {praarthanaa garnu to prayk'%f g' {pujaa garnu to worship;f=Bg'saaTnu to exchange(/L/sarir Body;' '4gf fxssuchanaa baahak Messenger
)'f] 4f xf] # lt% ebf} dlxgfdf k5{ # O+l; of]H/ cg';f/ of] 4f c:=U;]Y=]G$/Thulo chaaD ho’tij’ bhadau mahinaa maa parchha. English calender anusaar yo chaaD Aug- Sep
dlxgfdf k5{ # of] 4f df lflxt :f:gLdf05]x1 ] cfˆgf] \Ldfgsf]mahinaa maa parchha. yo chaaD maa bibaahit swaasni maanchhe haru le aaphno srimaan ko
fdf] pd]/sf] fL / clflxt ] cfˆgf] x'g]ff \Ldfg /fdf] kfp"gsf] fl of] $tlaamo umer ko laagi ra abibaahit le aaphno hunewaalaa srimaan raamro paauna ko laagi yo brata
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l05gB # g]kfL 4g cg';f/ , of] 4f sf] lbg ;$} :f:gLdf05]x1 /ftf] 'flinchhan. Nepali chalan anusaar, yo chaaD ko din sabai swaasnimaanchhe haru raato lugaa
fp"5gB , lflxt dlxfx1 lfxdf f!sf] 'f fp"5gB , w]/} kf]t] /lagaauchhan , bibaahit mahilaa haru bibaaha maa lagaaeko lugaa lagaauchhan, dherai pote ra
xgfx1 fp"5gB , clflxtx1 klg /ftf] / c1 /Asf] 'f fp"5gB #gahanaa haru lagaauchhan, abibaahit haru pani raato ra aru rang ko lugaa lagaauchhan.
tL% sf] !s lbg cfl b/ 6fg] elg05 # of] lbg ;$} dlxfx1 cfˆgf] cfdfsf] W/
tij ko ek din agaaDi ‘dar khaane’ bhaninchha tyo din sabai mahilaa haru aaphno aamaa ko ghar%f05gB # oxf" l$le0g lsl;dsf] 6fgfx1 $gfp"5gB # /ftL ;Gd 6fgf 6f05gB jaanchhan tyahaa bivinna kicim ko khaanaa haru banaauchhan,raati samma khaanaa khaanchhan
/ /dfO{f] 5{gB t/ ef]L k&= lbge/L pgLx1 kfgL klg 6fb}ggB , dl0b/ %f05gB ,ra ramaailo garchhan tara bholi palTa dinbhari uniharu paani pani khaadainan, mandir jaanchhan,
l(sf] k'%f 5{gB , gf4 fg /]/ /dfOf] 5{g # of] lbg dlxfx1 :t0>shiva ko pujaa garchhan, naach gaan garera ramailo garchhan. Yo din mahila haru swatantra
x'05gB # ef]L k&= $Lxfg df> k'%f /]/ kfgL / 6fgf 6f05gB # of] 4f x]g{
hunchhan. bholipalTa bihaana maatra pujaa garera Paani ra khaanaa khaanchhan.yo chaaD hernal( dl0b/ %fg' k5{ #shiva mandir jaanu parch.
Vocabulary Tij:clflxt
dar khaane special eating day for womenlbge/Ldinbhari the whole day!p=f g !p=feuTaa na euTaa at least onexgf
h O
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gahanaa Ornamentx/]sharek Everyx'g]ff \Ldfghunewaalaa srimaan Future husbandls;Ldkicim Typesfpg'
lagaaunu to wear'flugaa clothesdlxfmahilaa womandlxgfmahinaa Monthdl0b/mandir Templegf4fg g' {naachgaan garnu to sing and dancekfpg'paaunu to getkg' {parnu to occur, to fall
Tibetan Losar:
of] lt$]t]g f];f/ 4f $'lC%d ;" ;G$l0wt 5 # of] f];f/ $'lC%d wd{ df0g] x1sf] )'f] 4f{ xf] # f];f/ eg]sf] gof" ?f{ xf] # lt$]t]g of]H/ ] 8S ?f{ sf] 4s df5{ / of] %gf/sf] gfd$f= x'05 # of] ?f{ QSTTNR -f=/ l;k
{
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?f{ S8NT xf] #yo ‘Tibeten losar’ chaaD Buddhism sanga sambandhit chha. yo ‘Losar’ Buddhism dharma maanne haru
ko Thulo chaaD ho . losaar bhaneko ‘nayaa barsa’ ho.Tibetan calender le 12 barsa ko chakra maanchha
ra yo janaawar ko naam baaTa hunchha. yo barsa (2003) Tibetan ‘Water sheep’barsa 2130 ho.
of] 4f sf] tof/L , k'/fgf] ?f{sf] cl0td dlxgfsf] cl0td tf/L6 sf] lbg ;'1 x'05 # of] yo chaaD ko tayaari,puraano barsa ko antim mahinaa ko antim taarikh ko din suru hunchha.tyo
lbg W/ / W/ sf] f/Lkf/L ;$} ;kmf /]/ kmf]x/ W/ $flx/ kmf&g' k5{ # /ftL dfdin ghar ra ghar ko waripari sabai saphaa garera phohor ghar baahira phaalnu parchha. raati maa
kf:tf :=Lp ksfpg' k5{ # o;df gf} ld:g] $:t' 4flx05 , t$ ;fgf] ,‘ pasta stew’ pakaaunu parcha. tyasmaa kamti maa nau misne bastu chaahinchha, taba saano,
;fgf] , kL)f]sf] le> g'g , 6';f{gL , sf]Of , skf , l4gL cflb e/L05 / :=Lp dfsaano,piTho ko Dallo bhitra nun, khursaani, koilaa, kapaDaa, chini aadi bharinchha ra‘stew maa
ld;fO05 #missaainchha.
%$ /ftL of] :=Lp kl/f/ fO $f"l05 x/]s kl/f/ sf] ;b:o fO of] kL)f] sf] jaba raati tyo ‘ Stew’pariwaar laai baaDinchha harek pariwaar ko sadasya laai tyo piTho ko
&f] lb05g , skf] /fdf] d'=' ;'4Lt 5{ , g'g ] lt6f] l%$f] ;'l4t 5{ ,Dallo diinchha, kapaDaa le raamro mutu suchit garchha, nun le tikho jibro suchit gaarchha,
sf]Of] sff] d'=' ;'l4t 5{ , l4gL ] ld)f] l%$f] ;'l4t 5{ Ooflb #koilaa le kaalo muTu suchit garchha, chini le miTho jibro suchit garchha ityaadi.
f];/ sf] klxf] lbg kl/f/x1 ] !s csf] { fO{ ('e sfdgf lb05g # of] lbg kl/f/sf]losar ko pahilo din paribar haru le ek arko laai subha kaamanaa dinchhan tyo din pariwaar ko
efg fO{ cff] 4@fp5g # of] c1 ;$} sf] fl klg x]g{ / ef lg !sbdbhagbaan laai aago chaDhaauchhan. yo aru sabai ko laagi pani herna ra bhaag lina ekdam
/dfOf] lbg xf] # cl0tddf ;$} %gf fgL efg $' C sf] kfy{gf 5{g /ramaailo din ho. antim maa sabai janaa gyaani bhagbaan Buddha ko praarthanaa garchhan ra
cfpg] gof" ?f{sf] fl xf"fO{ w0ofb lb05g #aaune nayaa barsa ko laagi wahaalaai dhanyabaad dinchhan.
] l
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of] 4f ftf/ 8 lbg ;Gd dgfO05 #yo chaaD lagaataar 15 din ( Full moon ) samma manaainchha.
Vocabulary Losar:cff] 4@fpg'aago chaDhaaunu Fire offeringscl0tdantim the last$fBg'baaDnu to Serve$flx/baahira Outside?f{barsa Yearef lg'bhaag linu to participate
efgbhagabaan Godeg' {bharnu to Fillle>bhitra Inside
jaba When%gf/ janaawar animal%] /] klg je gare pani Whatever they do%])f]
j Th Eld
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jeTho Elderl%$f] jibro Tonguesfdgfkaamanaa wish, desiresf05f]kaanchho YoungerslGtdf
kamtimaa at leastskfkapaDaa cloth6';f{gLkhursaani Chillysf]Ofkoilaa Coalftf/lagaataar continuouslydf0g'maannu to follow, to believe indlxgfmahinaa Monthdgfpg'manaaunu to celebrate, to hold a feast
lkpg'piunu to drink /dfOf]ramaailo pleasantkfy{gf g' {praarthanaa garnu to pray
]
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k'/fgf]puraano old/ftLraati Night;b:osadasya Member;G$l0wtsambandhit Related;"sanga With;kmf g' {saphaa garnu to clean('esubha good, felicitous, happy;'l4t g' {suchit garnu to indicate('1 x'g'suru hunu to start, to begintfl/6taarikh date according to the western calendart$taba Thentof/L
garchhan.tyo din Nepali army haru le TuDikhel maa ghoDaa dauDaauchhan ra aru bivinna
sfo{sdx1 5{g # of] sfo{sd x]g{ xfdf] /f%f / /fgL klg %f05g # of] lbgkaaryakram haru garchhan. yo kaaryakram herna haamro rajaa ra raani pani jaanchhan.yo din
;/sf/L sfof{o / :s' x1 lbf x'05 #sarkaari kaaryaalaya ra school haru bidaa hunchha.
V b l Gh D j t
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Vocabulary GhoDejaatraa:ef]%bhoj Feastlbfbidaa holidayl$le0gbivinna different$f]fpg'
bolaaunu to callf}fpg'dauDaaunu to make run, to raceWf]fghoDaa Horse%ftL jaati people, ethnic group, caste%f>f
jaatraa/chaaD Festivalsfof{okaaryaalaya Officesfo{sdkaaryakram Programdgfpg'
HOMEWORK
Lesson 22 B
1 Memorise the learning contents of Lesson 22 B
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2 Prepare the Task
*3 Translate these sentences or do number 8:
1. Dasain is the biggest festival in Nepal
2. Dasain is bigger than Tihar
3. Losar is the biggest festival for the Tibetans who follow Buddhism
4. People go to the temple of the goddess and worhip5. After they have worshipped at the temple, they go home to eat with their family
6. Those who follow Hindu religion don’t celebrate Christmas
7. They didn’t even go home for Dasain this year
4 Memorise the numerals 60 - 70
5 Learn Devanagari: ya, ra, la, wa
6 Read Lesson 7: Dialogue 2:8 7777=Bof;LS %fg] xf] x%'/ <8 xf], dfO{ 7777777777777777777777%fg' 5 #S !777of] stflt/ k5{ dfO{ yfxf 5}g8 w]/} =f@f 5}g gl%s 5 %fp, d tkfO{fO{ b]6fp5', ;f]emf] %fg'; c$ dl0b/ $f= $fof" lt/, km]/L
] ] ] ] ] ] ] l ] L "l ] ]
LESSON 23
Cross cultural comparisons: Sanskritik bhinnataa
In this lesson you will learn to:
1 talk about family life
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1 talk about family lifeNepali pariwaar ko jiwan kina gaahaaro chha? /
Nepali family 's life why difficult it is
kinabhane Nepali pariwaar Thulo hunchha
because Nepali families big are
2 talk about social welfare
sarkaar baaTa subidhaa chha? /
government from facility is
chhaina, sabai aaphai garnu parchha
it isn't, all self do it is necessary
3 ask about qualities (how big, etc)
Nepali pariwaar kati Thulo hunchha? /
Nepali families how big are
10 dekhi 20 janaa samma ko hunchha10 from 20 person to of are
4 ask about who is responsible for what
ghar ko kaam kasle garchha ? /
h f k h k d
Language focus: question/answer with why/because: kina/kinabhane
self/own: aaphai/aaphno
asking for quality (how + adjective): kati + adjective
post positions: baaTa; ...dekhi ...sama; (e)pachhi; sangai
impersonal verb: it is necessary, must: parchha
agent marker: le
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agent marker: leverb conjugation: present tense
classifier for people: janaa
Practice dialogue:
A: How is family life in Nepal?
B: It is hard
A: Why?B: Because families are very big
A: Who does the house work?
B: Mostly the women do the house work
A: Where do children over 18 years live?
B: They live with their family
A: Are there any government facilities?
B: No, you must do everything yourself
Dialogue 1: Nepali family life
g]kfL kl/f/sf] %L$g s:tf] 5 <A Nepali pariwaar ko jiwan kasto chha ?
g]kfL kl/f/sf] %L$g clcl fxf/f] ] 5B N li i k ji li li h hh
B pariwaar sangai baschhan.
g]kfdf s/ ltg' { k5{ <A Nepal maa kar tirnu parchha ?
g]kfdf s/ ltg' { k5{ t/ ;'l$wf kfO{b}gB Nepal maa kar tirnu parchha tara subidhaa paaidaina.
!777x; t w0o$fbA e has ta dhanyabaad
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A e…has ta dhanyabaad.
Vocabulary 1
aaphai cfk} m one self
baahira $flx/ outside
basnu $:g' to stay
dheraijaso w]/}%;f] mostlydubai b'$} both
gaahaaro fxf/f] ] difficult
jiwan l%g life
kar s/ tax
lognemaanchhe f] ] } ] ] ] ]*g]df05] man
sabai ;$} all
sangai ;+} together
sarkaar ;/sf/ government
subidhaa ;'l$wf facility, amenities
swaasnimaanchhe :f:gLdf05] woman
tirnu ltg' { to pay
Di l 2 C i N li d D i h f il lif
bhinnataa le0gtf differences
dheraijaso w]/}%;f] mostly
dubai b'$} both
eklai !} alone
jiwan %L$g life
kar s/ tax
t i df>} l ( ith h i )
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maatrai df> only (with emphasis)
sabai ;$} all
sarkaar ;/sf/ government
subidhaa ;'l$wf facility, amenities
tirnu ltg' { to pay
HOMEWORK
Lesson 23
1 Memorise the learning contents of Lesson 23
2 Prepare the Tasks
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2 Prepare the Tasks*3 Translate the followin sentences or do number 8:
a) In Denmark I do the house work myself
b) How big is your house in Denmark?
c) Women in Nepal must live with their husband’s parents
d) She bought flowers for her 3 sisters
e) After going to the shop, he worked outside from 3 to 5
f) Parents think that daughters don’t need to go to school
g) Nepali men live with their own parents
4 Memorise the numerals 70 - 80
5 Learn Devanagari: sa, sha, sa, ha
6 Read Lesson 8: Dialogue:
8 gd:t], f=/S gd:t], cfpg';, $:g';, tkfO{fO{ s] eof] <8 dfO{ lx%f] b]6L w]/} k]= b'of] / clcl =fpsf]klg b'of] #
S lx%f] s] s] 6fgf 6fg' eof] <8 lx%f] ;fyL;+ /]:='/]0= ! / oxf 6fgf 6f! clg /ftL b]6Lg} k]= b'of] #S !,77777sf4f], ;fb klg 6fg'eof] <8 xf], lsg )'f] xf]=df klg sf4f] " ;fb ;kmf x'b}g <S d]/f] l$4f/df x" 'b}g8 c$ s] g]{ <
REVIEW 2
Lessons 20- 23
1 Review Lesson 23:
1 Learning contents:
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1 Learning contents:Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 20-23:
1 Listening
The teacher reads the listening texts from Lessons 20 - 22
Students listen
Checking for understanding
2 Speaking
Role play:
Discussing differences between Denmark and Nepal
3 Numerals
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10 express a wish to continue doing something at a later time
yo chhalphal ta ajhai bholi garnuparchha holaa
this discussion though further tomorrow make it is necessary maybe
11 talk about events in the past
dherai barsa pahile haamro desh maa pani mahilaa ko sthaan Thulo thiyoi l ’ hi h i
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dherai barsa pahile haamro desh maa pani mahilaa ko sthaan Thulo thiyomany years ago our country in also women’s status high it was
12 use ‘of’ ( ko/kaa)with nouns in plural
tyo samaya kaa mahilaa haru …
that time of women plural …. = women of that time
Culture:
Gender issues in Nepal
Task:
Ask someone in the office
What differences there were in the upbringing of them and their sisters/brothers
Whether they live with their own family, that of their spouse or without any parents
Who does the cooking, shopping and other housework in their family
(if talking to a man) whether his wife has an education and is working
Whether they are bringing up their own sons and daughters on an equal basisReview:
Numerals: 80 - 90
Devanagari: special conjunct characters: ksa, jna, sra, tta, tra, dya
Read dialogue 1: Lesson 9
Language focus: verb conjugation: passive: future, present continuous, past, injunctive (‘let
Dialogue 1: School attendance
tkfO{sf] :s'df slt %gf s]=f, slt %gf s]=L, k@5g <A tapaai ko school maa kati janaaa keTaa, kati janaaa keTi, paDhchhan ?
8T %gf s]=f / T %gf s]=LB 150 janaa keTaa ra 50 janaa keti.
lsg s]=L T %gf df> <A kina keTi 50 janaa maatra ?
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lsg s=L T %gf df> <A kina keTi 50 janaa maatra ?
9 8T f; k']kl5 w]/} s]=Lx1] :s' 5f]B5gB 9/10 class pugepachhi dherai keTi haru le school chhoDchhan
lsg <A kina ?
lsgeg], pxfsf] cfdf $f sf] l$4f/df 9 8T f; k@]kl5 k'*5B kinabhane, wahaa ko aamaa baa ko bichaar maa 9/10 class padhepachhi pugchha
lsg <A kina ?
5f]/Lsf] l5=f] l$x] g{ clg 5f]/LfO{ W/sf] sfd l;sfpgB chhori ko chhiTo bihe garna ani chhori laai ghar ko kaam sikaauna.
of] l$4f/ fp"df df> ls (x/df klg 5 <A yo bichaar gaau maa maatra ki sahar maa pani chha ?
fp"df ce} m w]/} 5 t/ (x/df cf%ef]L km/s 5B gaau maa ajhai dherai chha tara sahar maa aajabholi pharak chha.
Vocabulary dialogue 1
aajabholi cf%ef]L now a days
ajhai ce} m still, even
bihe l$x] marriage
l ] {
A yahaa mahila ra purusko baarema chhalphal gardaichhau, tapaai ko bichaar pani bhannus na
d]/f] l4f/ df lsf( sf] fl dlxf / k'1?f b'} sf] e'ldsf ;dfg x'g' k5{ #B mero bichaar maa bikaas ko laagi mahilaa ra purus dubai ko bhumikaa samaan hunu parchha
d]/f] l4f/ df klg , of] ;dfg x'g' k5{ , xfdf] b]( df dlxf / k'1?f sf] A mero bichaar maa pani, yo samaan hunu parchha, haamro desh maa mahilaa ra purus ko
e'ldsf ;dfg 5 t/ oxf" lg <bhumikaa samaan chha tara yahaa ni ?
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bhumikaa samaan chha tara yahaa ni ?5 g t 5 t/ ;:sItL cg';f/ km/s 5 #
B chha na ta chha tara sanskriti anusaar pharak chha
s;/L km/s 5 <A kasari pharak chha?
xfdf] b]( df 5f]/f / 5f]/L fO{ x'sf{pg] ;":sItL g} km/s 5 , 5f]/L] {B haamro desh maa chhoraa ra chhori laai hurkaaune sanskriti nai pharak chha jastai; chhori
lxf /]kl5 csf] { W/df %fg] sfd l;g' k5{ t/ 5f]/f cfˆgf] W/ dfbihaa garepachhi arko ghar maa jaane kaam siknu parchha tara chhoraa aaphno ghar maa
$:g] sdfpg' k5{ o;sf/Hf w]/} k@Bg' k5{ # x]g' {; , of] b'O{ km/sbasne kamaaunu parchha tyaskaaran dherai paDhnu parchha. hernus ,yo dui pharak
e'ldsf , dlxfsf] W/ le> , k'1?fsf] e'ldsf W/ $flx/ c$ o;fO{bhumikaa.mahilaa ko bhumikaa ghar bhitra, purus ko bhumikaa ghar baahira aba yaslaai
s;/L ;dfg g] { < of] xfdf] clx]sf] ;d:of xf] # o;sf] fl xfdLx1] xfdf] kasari samaan garne ? yo hamro ahile ko samasyaa ho.yasko laagi haamiharu le haamro
;fdfl%s @f"4f df g} kl/t{g g' { k5{ #saamaajik Dhaachaa maa nai pariwartan garnu parchha.
cf] s:tf] 4f6f*bf] s'/f , of] 5km t cem} ef]L g' {k5{ xf]fA oh! kasto chaakhlaagdo kuraa, yo chhalphal ta ajhai bholi garnuparchha holaa
x'05 , d ef]L km]l/ cfp"f , cf% W/ df w]/} sfd 5 , %fp" x} gd:t] #B hunchha, ma bholi pheri aaulaa, aaja ghar maa dherai kaam chha, jaau hai namaste.
dubai both
W/ghar House
x'sf{pg'hurkaaunu to raise, to bring up
sdfpg'kamaaunu to earn an income
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kamaaunu to earn an incomedlxfmahilaa Woman
kl/t{gpariwartan change
k'1?fpurus Man
;fdfl%ssaamaajik Social
;dfgsamaan Equal
;":sItLsanskriti Culture
Text: Gender Issues ( Langik bibaad); a historical view
g]kf !p=f /L$ / lsf;l( b]( xf] # cf%ef]l b](df ;$}lt/ lsf(sf] gf/f 5 ,Nepal euTaa garib ra bikaashil desh ho.aajabholi desh maa sabai tira bikaas ko naaraa chha,
g]kfsf] lsf(sf] fl w]/} b]( x1 ] ;xof] lbb}5g t/ of] lsf( k'1?f $f=Nepal ko bikaas ko laagi dherai desh haru le sahayog didaichhan tara yo bikaas purus baaTa
Vocabulary, text:cfbLaadi etccf%ef]Laajabholi Now a days
cl$sl;t
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cl$sl;tabikasit under developedclwsf/adhikaar right$/f$/baraabar equal?f{barsa Year
lle0gbibhinna Differentlsf((Lbikaasshil developingls(Ltbikasit developedl:tf/}bistaarai rather slowly
4]tgf %fpg]chetanaa jagaaune awareness raisingb'}dubai both
Gaargi, Maitri, Bhrikuti 3 famous Nepali women}/ ;/sf/L ;+:yf
kl/t{gpariwartan changek'1?fpurus Man/f%lgltraajnitigya politician
;xefltfsahabhaagitaa Participation
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;xefltfsahabhaagitaa Participation;xof] lbg'sahayog dinu to support, to help;l%f]sajilo easy;dfg xssamaan hak equal rights;dosamaya Time;+Gesambhab Possible;} +sangai together (with)l(2fLtsikchhit Educated:yfg
sthaan Statuslt/tira direction
HOMEWORK
LESSON 24
1 Memorise the learning contents of Lesson 24
2 P th T k
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2 Prepare the Task
*3 Translate these sentences or do number 8:
1. The roles of men and women are not equal in many countries
2. Some people think that only women should help their families
3. In some developing countries women don’t have to study
4. In Denmark both men and women have to earn an income5. The status of men and women should be equal
6. It is necessary to raise the awareness about gender issues of both men and women
7. Parents think that daughters don’t need to go to school
4 Memorise the numerals 80 - 90
5 Learn Devanagari: kchhya, sha, sra, tta, tra, dya
6 read dialogue 1: Lesson 9
8 of] cf}?flw 5 xf]f <S !sl5g, d x]5' {
cf}?fwL t 5 t/ w]/} 5}g, tkfO{fO{ slt =f 4flx05 <8 8T =BofJ]=S d;" 8T =ofJ]= df> 5 t/ c1 ef]L 8T $%] cfp5
LESSON 25
Nepal
In this lesson you will learn to:
1 talk about the geographical and administrative units of a country, occupations, population
and ethnic groups
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g p
2 ask whether somebody knows something
tapaai laai thaahaa chha,Nepal maa kati anchal ra kati jillaaharu chhan?
you to knowledge is, Nepal in how many zones and how many districts there are
3 talk about divisions according to something
haawaapaani anusaar Nepal laai kati bhaag maa baaDna sakinchha?climate according to Nepal to how many parts in divided it can be
4 talk about occupation
Nepal ko mukhya pesaa ke ho?
Nepal 's main occupation what is
5 talk about population
Nepal ko janasankhyaa kati chha?
Nepal 's population how many is
6 compliment and thank someone for his/her knowledge
Nepal ko baaremaa tapaailaai dherai kuraa thaahaa rahechha, dhanyabaad
Review:
Numerals: Memorise the numerals: 90 - 100
Devanagari: Read dialogue: lesson 9
Language focus: Expressions: 'in your opinion ...?': tapaaiko bichaar maa ..
'do you know ...?': tapaailaai thaahaa chha ...
'oh, it seems ....!': .... rahechha
‘X seems good!’: X raamro chha jasto chha
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X seems good! : X raamro chha jasto chha
post positions: 'according to': anusaar, 'about': ko baaremaa, ‘for’: ko laagi,
‘because of’: bhaekole
verb conjugation: passive: V-inchha,future, alt. infinitive: V root + -na
modal verb: ‘be able to’: saknu
comparison: ...bhandaa
Practice dialogue
A: Do you know how many zones and districts there are in Nepal?
B: ….
A: According to climate, how many parts is Nepal divided into?
B: 3 parts
A: What is the main occupation in Nepal?
B: ….
A: How big is Nepal’s population?B: ….
A: Nepal’s population seems large
B: Yes Nepal’s population is larger than Denmark’s
A: Thanks for the information, it seems you know a lot
em0} b'O{ s/fB jhandai dui karoD
xf]77777;fgf] b]( t/ w]/} df05]A oh…saano desh tara dherai maanchhe.
xf]B ho
g]kfsf] $f/]df tkfO{fO{ w]/} s/f yfxf /x]5, w0o$fb
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gkfsf $f/df tkfOfO w/ s'/f yfxf /x5, w o$fbA Nepal ko baaremaa tapaailaai dherai kuraa thaahaa rahechha, dhanyabaad
Vocabulary 1
anchal c+4 administrative zone
anusaar cg';f/ according to
baaDnu $f"Bg' to divide
bhaag ef parthaawaapaani xffkfgL climate
himaali lxdfL mountain region
janasankhyaa %g;+of population
jhanDai emH} approximately
jillaa l%&f district
karoD s/f] ten million
krisi sI?fL agriculture
mukhya d'o main
pahaaDi kxfL hilly region
peshaa k](f occupation
taraai t/fO{ Terai region
Di l 2 Eth i
Vocabulary 2:
c0bf%Landaaji aroundcflbaadi etc.le>
bhitra inside
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4f6f*bf]chaakhlaagdo interesting
/fd ]f 5 %:tf] 5 Raamro chha jasto chha it seems interesting
5 %:tf] 5 chha jasto chha it seems like that2f]>chhetra areaw]/}%;f]dheraijaso mostly, mainly/L$garib poor'1Xgurung etc names of ethnic groups
%ftL jaati ethnic group, people%g%ftL janajaati ethnic people
%g;+of janasankhyaa population%:t}
cf] 7777sf] xffkfgL e0bf 7777sf] xffkfgL km/s /x]5 B- oh..KTM ko haawaapaani bhandaa DK ko haawaapaani pharak rahechha
xf], 777df 7777777df w]/}%;f] l4;f] xff f*5, lxp k5{ / lbg c3of/f]A- ho, DK maa 'winter' maa dheraijaso chiso haawaa laagchha,hiu parchha ra din adhyaaro
x'05 hunchha
!7777lsg l4;f] xff f*5 <
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!7777lsg l4;f xff f 5 <B- e…..kina chiso haawaa laagchha?
;d'0b e!sf]] l4;f] xff f*5, 777df ;d'0b 5 lxdf 5}gA- samudra bhaekole chiso haawaa laagchha, Dk maa samudra chha himal chhaina
g]kfdf lxdf 5 ;d'0b 5}g, xf]Og tB- Nepal maa himal chha samudra chhaina,hoina ta
Vocabulary 3:cfwfaadhaa half c3of/f]adhyaaro dark lsgeg]kinabhane because of
l4;f]chiso coldw]/} %;f]dheraijaso mostly, mainly
xffhaawaa wind
xffkfgLh i li
HOMEWORK
Lesson 25
1 Memorise the learning contents of Lesson 252 Prepare the Tasks
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2 Prepare the Tasks
*3 Translate these sentences or do number 7:
a) What is the nicest part of Nepal in your opinion?
b) Do you know what the population of Denmark is?
c) The hilly part of Nepal seems very pleasant
d) According to the radio, it is very cold in Terai these days
e) Because of the hot weather some people don’t like Terai
f) It is interesting to learn about Nepal’s ethnic groups
g) Nepal is much smaller than India
h) Some flowers in Nepal can be eaten
4 Memorise the numerals: 90 - 100
5 Read Lesson 9: Dialogue 2:
8 ;fx'%L, tkfO{sf] k;df /fdf] ;'tL skf kfO05 <
S ;'tL skf s] sf] fl <8 s'tf{ ;'1fsf] flS x]g' {;, w]/} /fd ]f ;'lt skfx1 5g #8 777of] dfO{ /fdf] f*of] t/ cl kftf] /x]5 cl $ff] b]6fpg'; gS of] x]g' {;, $ff] klg /fd ]f klg 5 #8 of] ld=/sf] slt <
LESSON 26
Occupations: Pesaa haru
In this lesson you will learn to
1 talk about ongoing actions
ke banaaudai hunuhunchha?what are you making
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what are you making
2 talk about occupations
tapaaiko mukhya pesaa ke ho ?
your main occupation what it is
3 talk about differences jaatigat pesaa ra aru pesaa maa ke pharak chha?
caste occupations and other occupations in what difference there is
4 talk about continuous actions which have been going on and are still going on
uniharu ko dherai pusta le yo kaam gardaiaaekaa chhan
their many generations agent this work they have been doing
5 talk about actions in a temporal sequence
sikera garchhan, tara anubhab kam hunchha.
learn and they do, but experience less it is
=They do (this work) after learning, but they have less experience
Review:
Numerals: 1000, 10.000, 100.000, 1000.000
Devanagari: Read Lesson 9: dialogue 3
Language focus: Verb conjugations: present continuous, past, injunctive (let me), present
perfect, past perfect, alternate infinitive: verb root + -na, present participle: verb
root + -era
present perfect continuous: verb root + -dai+ -aaeko + conjugation ending
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j g g
Post positions: baaTa, kaa (= ko), ko baaremaa, pachhi, bhane (’if’)
Agent marker: le
Impersonal verbs: chaahinchha, paainchha
Present perfect progressive tense: garnu (has been working):
Positive Negative
Singular
1. p. (I) maile gardai aaeko chhu gardai aaeko
chhaina
2. p. (you) tapaaile gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
2. p. LOW(you) timile gardai aaeko chhau gardai aaeko
chhainau3. p. (he/she) wahaale gardai aaunu
bhaeko chha
gardai aaunu
bhaeko chhaina
3. p. low (it) usle /yole /tyole gardai aaeko chha gardai aaeko
chhaina
Pl l
B: I don’t think so
Dialogue 1: Occupations in Nepal
g]kfdf slt ls;Ldsf k](fx1 5g <A Nepal maa kati kicim kaa pesaa haru chhan?
s]lx %fltt k](fx1 / c1 w]/} k](fx1 5gB kehi jaatigat pesaa haru ra aru dherai pesaa haru chhan
l ] ] ]
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%fltt k](f / c1 k](fdf s] km/s 5 <A jaatigat pesaa ra aru pesaa maa ke pharak chha?
%fltt k](fdf cg'e$ w]/} x'05 B jaatigat pesaa maa anubhab dherai hunchha
lsg <A kina ?
lsgeg] pgLx1sf] w]/} k':tf] of] sfd b} {cf!sf] x'05, %:t} sfdL, ;'gf/, s'df], ;fsL{, bd} cflbsf] sfd #B kinabhane uniharu ko dherai pustaa le yo kaam gardaiaaeko hunchha, jastai kaami, sunaar,
kumaale, saarki, damaai aadi ko kaam.
t/ c1 k](fdf <A tara aru pesaa maa ?
l;s]/ 5{g t/ cg'e sd x'05B sikera garchhan tara anubhab kam hunchha.
Vocabulary 1aadi cflb etc
anubhab cg'e$ experience
damaai bdfO{ traditional tailor
jaatigat pesaa %fltt k](f caste occupation
j i } h
d clx] 8T f;df k@Bb} 5' , cfpg] ?f{ !; ! ;L lb05' <B ma ahile 10 class maa paDhdaichhu, aaune barsa SLC dinchhu
tkfOsf] !; ! ;L kl5 klg k@Bg] l4f/ 5 <A tapaai ko SLC pachhi pani paDhne bichaar chha?
xf] , d]/f] w]/} k@Bg] l4f/ 5 lsgeg] dlxf / k'1?f b'} df]=/sf] b'O kfXB/f x'g # !p=f kfXB/f l$ Lof] eg] df]=/ 4&b}g , k'1?f sf] lsf(sf] fl dlxf sf] klg lsf( 4lx05 # !p=f dlxf l(l2ft eof] eg] ;$}
kl/f/ l(l2ft x'05 o;sf/Hf dlxfsf] fl l(2ff w]/} %1/L 5 #B ho, mero dherai paDhne bichaar chha kinabhane mahilaa ra purus dubai moTar ko dui paangraa
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'B ho, mero dherai paDhne bichaar chha kinabhane mahilaa ra purus dubai moTar ko dui paangraa
hun euTaa Paangraa bigriyo bhane moTar chaldaina, purus ko bikaas ko laagi mahilaa ko pani
bikaas chaahinchha.euTaa mahilaa sikchhit bhayo bhane sabai pariwaar sikchhit hunchha
tyaskaaran mahilaa ko laagi sikchhyaa dherai jaruri chha’
$lxgL] of] !sbd /fdf] s'/f g' { eof] # !; ! ;L kl5 tkfOsf] of]%gf s] 5 < A bahini le yo ekdam raamro kuraa garnubhayo, SLC pachhi tapaai ko yojanaa ke chha ?
dfO fp"sf] /L$ bf%' efO , lbbL $lxgL sf] ;]f g{ , pgLx1sf] fl l(2ff lbg , 4]tgf %fpg] sfd
g{ !sbd dgk5{ #B malaai gaau ko garib daajubhaai,didibahini ko sewaa garna , uniharu laai sikchhyaa dina,
chetanaa jagaaune kaam garna ekdam manparchha.
of] t lgs} /fdf] l4f/ xf] , tkfOfO{ e]=]/ w]/} 6'(L f*of] , x; t $lxgL clx] d %f05' #A yo ta nikai raamro bichaar ho,tapaai laai bheTera dherai khusi laagyo,has ta bahini ahile ma
jaanchhu
x; , gd:t] #B has,namaste.
Vocabulary 2:cfpg] ?f{aaune barsa the coming yeareg]
kfXB/fpaangraa Wheelk@Bg] l4f/paDhne bichaar a wish or plan to studyk@Bg'paDhnu To studyk'1?fpurus man
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p;]f g' {sewaa garnu to helpl(l2ftsikchhit Educatedl(2ffsikchhyaa Educationo;sf/Hftyaskaaran thereforeof]%gfyojanaa Plan
*Dialogue 3: Talking with a pottery maker
bfO{ s] $gfpb} x'g'x'05 <A daai, ke banaaudai hunuhunchha?
d df=f]sf] eff $gfpb}5' B ma maaTo ko bhaaDaa banaaudaichhu.
tkfO{sf] d'o k](f s] xf] <A tapaaiko mukhya pesaa ke ho ?
gaagri f L water pot
gamalaa df flower pot
jaatigat pesaa %ftLt k](f caste occupation
kohi sf]xL some
kumaale s'df] pottery maker
maaTo df=f] soil, clay
makal ds pot for cooking on a firekh i
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mukhya d'o main
pesaa k](f occupation
saamaan ;fdfg things, goods
yahi olx+ right here, this place
*Dialogue 4: Talking with a farmer
d}] tkfO{;+ sIl?fsf] $f/]df w]/} /fd ]f s'/fx1 ;'g] c$ clcl ;d:ofA- maile tapaai sanga krisi ko baaremaa dherai raamraa kuraa haru sune aba aliali samassyaa
sf] $f/]df s'/f /f} x'05 <ko Baaremaa kuraa garau hunchha?
x'05 gLA- hunchha ni
tkfO{x1 cfk} m" 6]tL g' {x'05 <A- tapaaiharu aaphai kheti garnu hunchha?
xfdL b'O{%gf df> 5f}, slx]sfxL c1 df05] klg 4flx05 #B- haami dui janaa maatra chhau ,kahilekaahi aru maanchhe pani chaahinchha
lsg tkfO{sf] 5f]/f 5f]/L dDt b} {ggB <A- kina, tapaai ko chhoraa chhori maddat gardainan?
pgLx1 77777df k@b}5g #B ih KTM Dhd i hh
c$aba now
df05]maanchhe People
Jo$:yfbyabasthaa management
fxf/f] ]gaahaaro difficult
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gaahaaro difficultsI?fLkrishi farming;'0g'sunnu to listen, to hear6]tL g' {kheti garnu work the fields
slx]sf"xLkahilekaahi sometimes6]tsf] sfd g] { df05]khet ko kaam garne maanchhe field worker
6f]Vg'khojnu to find out, to search
s'f]kulo canal, channel
s'/fkuraa talk &ofpg'lyaaunu to bringdDt g' {maddat garnu to help
HOMEWORK
Lesson 26
1 Memorise the learning contents of Lesson 26
2Prepare the Task *3 Translate the following sentences or do number 7:
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g
1. What is the difference between occupations in Denmark and Nepal?
2. MS has been doing development work in Nepal for many years
3. They work after studying, and then the experience comes
4. If there was hot water every day, it would be nice
5. If you go to Bhaktapur, you can buy pottery
6. Drinking unboiled water, I got a stomach ache
7. Many different types of pots are available at a potter’s shop
4 Memorise the numerals: 1000, 10.000, 100.000, 1000.000
5 Read Lesson: 9, dialogue 3:
8 gd:t] S gd:t], cfpg'; s] l;pg] xf]f <8 d]/f] fl !s %f]/ s'tf{ ;'1f l;O{lbg'; g
S x'05, skf slt &ofpg'eof] <8 ;f@] 4f/ ld=/S cl yf]/} &ofpg'eof], 5 ld=/ 4flx05 t/ cfpg'; d gfY
5', slt fdf] / slt 6's'f] 4flx05 <8 dfO{ w]/} fdf] s'tf{ dgkb} {g, l)s}sf] fdf] / $fpf cl 6's'f] 4flx05S ;1f lg <
Lesson 27
Administration: Prasaasan
In this lesson you will learn to:
1 talk about development needs
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yo gaau maa charpi chhaina?
this village in latrines there aren’t
2 talk about reasons for lack of development
charpi kina na-banaaunu bhaeko? /
latrines why have not built
haami dherai garib chhau, charpi banaauna sakdainauwe very poor we are, latrines build we can't
3 talk about government support in development
gaau bikaas samiti le charpi banaauna maddat gardaina?
village development committee agent latrines build it doesn't help
4 talk about administrative responsibilityga. bi. sa. le kun kun kaam maa maddat garna sakchha? /
v. d. c.agent marker which which work in help it can
niji kaam ko laagi ga. bi. sa. le maddat gardaina,
private work for v. d. c.agent marker it doesn't help
hik k k l i li li dd k hh
gaau bikaas ko laagi raamro bajeT aauchha
village development for good budget it comes
9 talk about administrative responsibility for development
yo sabai gaau samiti ko uttardaaitwa maa parchha,
this all village committee 's responsibility in it involves
= this is all part of the village committee’s responsibilities
ji.bi.sa. laai sodhnu pardaina
di i d l i k i i
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district development committee to ask it is not neccessary
10 make a suggestion
jaaau ta nibedan dina
let's go then application make
12 describe one action taking place within the time of another actionma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when , water management in work I used to do
13 describe a habitual action in the past
ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
Culture: Administration, bureaucracy, politeness
Review:
Devanagari: Read dialogue: Lesson 5
Language focus: verb conjugation: present perfect, past, future, present continuous, past
Past habitual tense: garnu (used to work):
Singular Positive Negative
1. p. (I) ma garthe gardinathe
2. p. (you) tapaai garnuhunthyo garnuhunnathyo
2. p. low(you) timi garthyau gardainathyau
3. p. (he/she) wahaa garnuhunthyo garnuhunnathyo3. p. low (it) u/yo/tyo garthyo gardainathyo
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3. p. low (it) u/yo/tyo garthyo gardainathyo
Plural
1. p. (we) haami(haru) garthyau gardainathyau
2. p. (you) tapaaiharu garnuhunthyo garnuhunnathyo
2. p. low (you) timiharu garthyau gardainathyau
3. p. (they) wahaaharu garnuhunthyo garnuhunnathyo
3. p. low (they) uniharu/yi/ti garthe gardainathe
Practice dialogue
A: Why are there no latrines in this village?
B: We are poor therefore we can’t build latrines
A: Can’t the v.d.c. help to build latrines?
B: The v.d.c. doesn’t help with private work
A: Which work can the v.d.c. help with?B: It can only help with community work
A: In that case, ask for help from local organizations
Dialogue 1: Development responsibilities
] " L{ } <
Vocabulary 1
$f=f] , $f=fbaaTo, baaTaa road, roads$gfpg'
banaaunu to makel%L
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l%'Lbijuli electricity4kL{charpi latrinefp" lsf; ;ldltgaau bikaas samiti village development committee/L$
garib poordDt g' {maddat garnu to helpdf*g'maagnu to ask for
d'omukhya mainlg%L
niji private;fd'lxssaamuhik community;+:yfsansthaa organization:yflgo
bajeT budget5fgfchhaanaa roof fp" lsf; ;ldltgaau bikaas samiti village development committeexf&g'
haalnu to fixl l ;Ld d di i d l i
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d.d.c. district development committeelg'linu to take&ofpg'lyaaunu to bringld&g'milnu to join together
lg]bg lbg'nibedan dinu to give an application=f@fTaaDhaa fartof/ 5 tayaar chha it is readyp./bflouttardaaitwa responsibility
Dialogue 3: Water management in village areas
of] fp"df kfgL sf] ao:yf s:tf] 5<A- yo gaaau maa paani ko byabasthaa kasto chha?
l)s} 5 ;/sf/L wf/fdf kfgL !sbd yf]/} ;do cfp5 t/ of] fp"df w]/}
Vocabulary 3:
cg'e$anubhab experience
ao:yfkgbyabasthaapan management
5km g' {chhalphal garnu to discusswf/f
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wf/fdhaaraa tap%ff] jaaDo cold
6]tLkheti farming
lsg g;g' <kina na-saknu why can’t you?df};dmausam weather
kms{g'pharkanu to return
k'*g'pugnu to be enough
;g'saknu to be able to, can
;d:ofsamasyaa problem
;dosamaya time
Lesson 27
Homework
1 Memorize the learning contents of Lesson 27
*2 Translate the following sentences or do number 5:
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a) When I was staying in Kathmandu, I was learning Nepali
b) They make an application and build latrines
c) Let’s all join together and build a school for this village
d) Please make an application for the v.d.c. for me!
e) A DW can help you write an application
f) It is necessary to talk about the water management in this area
3 Read Lesson 5: dialogue 2
8 xl/%L gd:t]S gd:t]8 d tkfO{fO{ s]xL ;f]3g 4fx05' #S l)s 5 , ;]f3g'; g8 tkfO{ l$xfg b]l6 $]'sf ;Gd s] s] sfd g' {x'05 <
S d l$xfg klx] clkm; 6f]&5', o;kl5 ;$} sf])fx1 ;kmf 5{ ', kfgL pdf]/ yd{; / lkm&=/df /f5'clg o;kl5 $%f/ %f05' / clkm;sf] fl ;fdfgx1 &ofp5'8 lbp;f] df gL <S lbp;f] df c1 sfdx1 5{ ', / $]'sf km]/L clkm; ;kmf g' { k5{8 cf], tkfO{sf] w]/} sfd /x]5 #
REVIEW 3
Lessons 24- 27
1 Review Lesson 27:
1 L i t t
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1 Learning contents:
Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:Whole class
2 Review Lessons 24-27:
1 Listening
The teacher reads the listening texts from Lessons 24 - 26
Students listen
Checking for understanding
2 Speaking
Role play:
Discussion about gender issues
LESSON 28
Bureaucracy: Adhikaari prathaa
In this lesson you will learn to
1 explain what a word means
‘b ’ bh k li ‘ dhik i h ’ h
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‘bureaucracy’ bhaneko nepali maa ‘adhikaari prathaa’ ho
bureaucracy said Nepali in ‘adhikaari prathaa’ it is
= bureaucracy means ‘adhikaari prathaa’ in Nepali
2 express that some action is done for the purpose of something else
yaslaai haTaauna haamiharu le yo ‘adhikaari prathaa’ laai paribartan garnu parchha
this to remove we agent this bureaucracy to change it is necessary= in order to remove this we must change this bureaucracy
3 talk about bureaucracy
sarkaari kaaryaalaya maa kaam kina Dhilo hunchha?
governmental office in work why slow it is
4 provide a list of reasons for somethingtyahaa dherai kaaran haru chhan jaastai: X,Y, ityaadi
there many reasons are such as: X, Y, etc.
5 ask for someone's opinion
10 ask for what reason someone has come
ke kaam le aaunubhayo
what work instrumental marker did you come
11 talk with a bureaucrat about the progress of an administrative case
yo kaam bhayo ki bhaena holaa heridinu hunchha ki? /
this work became or didn't become maybe, you look for me or
Will you please check for me whether this work was done or not?
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= Will you please check for me whether this work was done or not?
khai, yo kaam mero antargat parena, u ...tyo koThaa maa jaanus!
well, this work my responsibilty did not involve,it .. that room in please go
12 make a guarded reply
khai, yo kaam mero antargat parena
well, this work my responsibility didn’t involve
13 say you don’t quite understand something
kuraa raamro bujhiena
thing well it was not understood
14 express surprise about something
nibedan ta aaipug-e-chhaapplication though it appears it has arrived
15 talk about the need for further paper work
arko euTaa nibedan paThaauna bhanidinus!
impersonal verb: parchha
instrumental: le
compound verb: -i dinu
composite nouns
postpositions: bichmaa (‘between’),sangha (‘with’), baaTa (‘from’)
Practice dialogues
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1
A: Can bureaucracy be improved upon?
B: In my opinion it can be improved
A: How?
B: If you give good salaries and training, then the work will be quick
A: That is a good idea
2A: Good morning, why have you come?
B: I turned in an application, can you see for me whether that is finished (=became)?
A: I’ll see for you. It is not. Something wasn’t understood well, you must write another
application
B: Can you help me?
A: Well, I can’t, because this work isn’t (=didn’t involve) my responsibility
B: Where do I go, do you know?A: Go over there
Text 1:Reasons for bureaucracy in Nepal
Jo/f]>mof;L eg]sf] g]kfLdf clwsf/ kyf xf] # g]kfsf] ;$} )fp"df of] clwsf/ kyf 5 t/ ;/sf/L sfof{ox1df of]
l4dfbichmaa BetweenwgLdhani Rich/L$garib Poorx=fpg'haTaaunu to remove%:t}
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%:t jastai such asdfcf]fbLmaaobaadi Maoismkl/t{g g' {paribartan garnu to changekmf;f
phaasalaa GapkEgprasna question;$}sabai all;d:ofsamasyaa Problem;/sf/L sfof{o
sarkaari kaaryaalaya Government office)fp"Thaau Place
B sakinchha
s;l/ <A kasari?
sfdsf] klsof 5f]=f] $gfpg], /fdf] t$ lbg], tfld lbg], p./bfO{x1 $fg] clg sfd l5=f] x'05B kaam ko prakriyaa chhoTo banaaune,raamro talaab dine, taalim dine, uttardaaitwa haru baaDne,
ani kaam chhiTo hunchha.
!sbd /fd ]f l$4f/A ekdam raamro bichaar.
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Vocabulary dialogue 1
baadnu $fg' to share, to divide
banaaunu $gfpg' to make
byabasthaa Jo$:yf system
chhiTo l5=f] fast, earlychhoTo 5f=f] short
Dhilo l@f] slow, late
ityaadi OofbL e.t.c.
jaagir %fL/ job, employment
kaaran sf/Hf reason
kaaryaalaya sfo{fo office
kami sld lack
laamo fdf] longprakriyaa ksIof process
sarkaari ;/sf/L governmental
sthaai :yfO{ permanent
sudhaar garnu ;'wf/ g' { to improve
l
C has, basnus ekchhin…..tapaai ko nibedan ta aaipugechha, tara kuraa raamro bujhiena,
o;sf/Hf csf] { !p=f lg]bg k)fpg elglbg'; , %:t} sxf" sfd g] { , slt ?f{ eof] cf!sf] , c$ sltdlxgf s] sfdsf] fl $:g] , Ooflb #tyaskaaran arko euTaa nibedan paThaauna bhanidinus, jastai kahaa kaam garne, kati barsa
bhayo aaeko, aba kati mahinaa ke kaam ko laagi basne, ityaadi.
x; , oL ;$} s'/f df lk cf] fO{ elglb05' , xf" ] 6$/ g' { x'05 #
A has, yi sabai kuraa ma PO laai bhanidinchhu, wahaa le khabar garnu hunchha.
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Vocabulary 2:
cfOk']5 aaipugechha it appears to have arrivedcfOk'*g'aaipugnu to arrivec0t/t
antargat responsibility$@fpg'baDhaaunu to extend, to increasekmfOfile fileOoflbityaadi etc.%:t}
jastai such assd{4f/Lkarmachaari staff 6$/ g' {khabar garnu to inform6} 6f]O
A namaste, mero kehi saamaan haraayo, yo suchanaa dine Thaau kahaa chha , tapaai laai thaahaa
chha ?olx xf] , $:g'; g , s] x/fof] <
B yahi ho, bhannus na, ke haraayo ?x]g' {; g , lx%f] d kl/f/ ;" :Ge' W'Gg !sf] ly!" , d]/f] 6&tL$f= k;{ g} x/fof] , kfs]= df/]5 #
A hernus na, hijo ma pariwaar sangha swayambu ghumna gaeko thie, mero khalti baaTa purse nai
haraayo, pockeT maarechhak;{df s] s] lyof] <
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k;df s s lyof <B purse maa ke ke thiyo?
1k}of" w]/} ly!g , t/ d]/f] kf;kf]={ ,%1/L sf% k> , ;f"4f] lyof] # s] g] { w]/} ;d:of 5 , dDt g{ ;g'x'05 ls <A rupiyaa dherai thiena, tara mero pasport, jaruri kaagaj patra, saacho thiyo. ke garne, dherai
samasyaa chha, maddat garna saknuhunchha ki ?x'05 , xfdL sf]l(( 5f} { + # tkfOsf] gfd , )]fgf , kmf]g g+7 , ;$} lbg'; #
B hunchha , haami kosis garchhau. tapaai ko naam , Thegaanaa, Phone no,sabai lekhidinus.x; , d ]l6lb05' , w0ofb #
A has, ma lekhidinchhu, dhannyabaad.
Vocabulary dialogue 3:W'Gg'ghumnu to stroll, to walk aroundx/fpg'
haraaunu to get lost, to disappear%1/L jaruri Importantsf%k>kaagajpatra papers6&tL
)]fgfThegaanaa AddressoxL+yahi right here
HOMEWORK
Lesson 28
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1 Memorise the learning contents of Lesson 28
*2 Translate the following senteces or do number 5 or 6 :
1. What is the biggest problem in Nepal at the moment?
2. Please tell your friend from me to go to the information place
3. Bureaucracy can be improved on, but it is slow and difficult4. Who can help me with this application?
5. My keys got lost yesterday in a taxi, therefore I have to stay with a friend
6. There is a big gap between rich countries and poor countries
3 Read Lesson 2: dialogue 2
8 cfpg] ('s$f/ s] g] {S kf) l/o' g] { clg $flx/ %fg]8 l/o' slx] g] { S lxfg8 04 6fg $flx/ %fg] xf] <S xf]Og, 04 kl5 $flx/ %fg]
]
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LESSON 29
(x/ L ;d:o f
City Problems: Sahari samassyaa
Environment, Water & Electricity: Baataawaran, paani ra bijuli
In this lesson you will learn to:
1 informally ask someone what's up
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1 informally ask someone what s up
ke chha?
what is it
2 talk about why things are the way they are
aajabholi kina yasto bhaeko?
these days why like this has become
3 express agreement
ekdam Thik kuraa garnubhayo
extremely good talk you did
4 talk about regular occurrence
haptaa maa tin din dui ghanTaa maatra paani aauchhaweek in 3 days 2 hours only water comes
5 ask why things are in a certain way
kina holaa tyasto ?
Language focus: verb conjugation: present tense, present continuous, unconjugated past,
imperative, passive
alternate infinitive: verb root + -na
participle + -ra
modal verb: parchha ‘it is necessary’
'even though' clause: (na-)verb root + -etaapani
post positions: baaTa, baahek, pachhi, ko laagi
instrumental: le
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instrumental: le
compound verb: verb root + -i dinu
'impersonal' verb: chaahinchha (it is needed)
agent marker: le
composite noun: verb root + -ne + noun
Practice dialogues
1
A: What’s up?
B: These days the air in Kathmandu is not good, why has it become like this?
A: There are many people and many old cars, therefore the city is dirty, and the air is bad
B: What can be done?
A: The government must help clean up the city
B: That sounds good2
A: Water comes only 4 days a week for 2 hours, why is it like that?
B: Because the water management in this city is not good
A: Even though the water doesn’t come, is it necessary to pay?
B maanchhe le ghar maatra banaauchhan rukh ropdainan ani ke garne?
xf], of] t sf)dfHf} )'f] ;d:of 5 #A ho, yo ta KTM maa Thulo samasyaa chha
lbglbg} df05] $@b}5 clg km]fx/klg $@b}5 #B dindinai maanchhe baDhdaichhan ani phohar pani baDhdaichha
xf], k'/fgf] fLsf] w'f] ;f; k] mg{ fx ]f x'05, clg =fpsf] b'5 cf6f b'5
A ho,puraano gaaDi ko dhuwaale saas pherna gaahaaro hunchha,ani Taauko dukhchha aakhaadukhchha.
L } ] ] {
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c$ ;/sf/ / xfdL ;$}] 4]tgf %f*ffpg' k5{#B aba sarkaar ra haami sabai le chetanaa jagaaunu parchha
!sbd l)s s'/f g' {eof], ;kmf ftf$/Hfg} /fd ]f :f:y xf] #A ekdam Thik kuraa garnubhayo, saphaa baataawaran nai raamro swaastha ho.
Vocabulary 1
aajabholi cf%ef]L now a days
aakhaa cf"6f eyes
baataawaran ftf$/H environment
baDhnu $@g' to increase, to grow
banaaunu $gfpg' to build
biraami l$/fdL sick chetanaa 4]tgf awareness
dhuwaa w'f exhaust, smokedindinai lbglbg} daily
dusit b'l?ft polluted
gaaDi fl car
gaahaaro fxf/f] ] difficult
L
A hernus, yo kaagaj sabai jalaai dinus
clg c1 t/sf/Lsf] $f]sfx1 s] g] { <B ani aru tarkaari ko bokraa haru ke garne?
sGkf]?= d cfkm} $gfpg]A campost mal aaphai banaaune
of] s;/L $gfpg] xf] < dfO{ l;sfO{lbg'; g
B yo kasari banaaune ho? malaai sikaaidinus naof] t !sbd ;l%f]5, W/sf]!p=f s'gfdf !p=f !s ]@ lkm=sf] 6f 60g'; clg
A t kd jil hh h k T k T k D Dh fit k kh lD kh i
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A yo ta ekdam sajilo chha, ghar ko euTaa kunaa maa euTaa ek DeDh fit ko khaalDo khannus ani
Yfl:=s $fx]s c1 ;$} kmf&g] l4%l%x1 %:t} t/sf/Lsf] $f]sfx1, Wf";kft ;$}plastic baahek aru sabai phaaline chijbij haru jastai tarkaari ko bokraa haru, ghaas paat, sabai
of] 6f&f]df xf&g'; / df=f]] k'/Llbg';, 8H 8 lbg kl5 6g]/ x]g' {; /fdf] d tof/ x'05 tyo khaalDo maa haalnus ra maaTo le puri dinus, 10 /15 din pachhi khanera hernus raamro mal
tayaar hunchha
of] d s] s] sf] fl /fdf] x'05 <B yo mal ke ke ko laagi raamro hunchha?
t/sf/Lx1, kmkm' cfbL, cf%ef]L o;fO{ k/dfs&4/ elg05 #A tarkaariharu , phulharu aadi, aajabholi yaslaai' parmaculture 'bhaninchha,
o;df /f;folgs d sf] kof] l/b}gyasmaa raasaayanik mal ko prayog garidaina
!777of] t /fd ]f s'/f xf], x; w0o$fbB e…yo ta raamro kuraa ho, has dhannyabaad
Vocabulary 2
l
ghaaspaat grass and leaves
xf&g'haalnu to pour
%fpg' jalaaunu to burn
%:t}
jastai such assf%k j
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kaagaj paper
6f&f]khaalDo ditch
60g'khannu to dig
s'gfkunaa cornerdmal fertilizer, manure
df=f ]maaTo dirt, soil
kmflg] l4%l$%phaaline chijbij things you throw out, garbage
kmf&g'phaalnu to throw
kmf]x/phohar garbage, dirty
km'phul flower
A bahini tapaai ko dhaaraa maa paani aauchha?
xYtfdf tLg lbg b'O{ W=fdf> cfp5B haptaa maa tin din dui ghanTaa maatra aauchha
d]/f] 2f]>df t kfgL g} cfpb}gA mero chhetra maa ta paani nai aaudaina
lsg xf]f o:tf] <
B kina holaa tyasto ?xfd ]f k(f;gsf] Jo:yfkg l)s 5}g, s] g] {
A haamro prasaasan ko byabasthaapan Thik chhaina ke garne
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A haamro prasaasan ko byabasthaapan Thik chhaina, ke garne
kfgL gcf!klg k};f ltg' { k5{ <B paani naaaetaapani paisaa tirnu parchha ?
6f]O{, kfgL cf!tfklg gcf!tfklg x/]s dlxgf k};f ltg' { k5{A khoi, paani aaetaapani naaaetaapani harek mahina paisaa tirnu parchha
clg kfgL sxf $f= &ofpg' x'05 <B ani paani kahaa baaTa lyaaunu hunchha ?
]0kGk $f=, s] g] {, kfgL ld)f] 5}gA hand pump baaTa, ke garne,paani miTho chhaina
Vocabulary 3
byabasthaapan Jo$:yfkg management
chhetra 2f]> area
dhaaraa wf/f tap-etaapani !tfkgL even if
ghanTaa WH=f hour
hapta xYtf week
harek mahinaa x/]s dlxgf every month
kh i 6f]O ll
s;/L <A kasari ?
hHf ltg' { k5{ B rin tirnu parchha.
Vocabulary 4
belaa belaa maa $]f$]fdf from time to timebijuli l$%'L electricity
L
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dhani wgL rich
jalasrot %\f]t water resources
jhan dherai emg w]/} much more
maddat gaarnu dDt g' { to help
parichaalan garnu kl/4fg g' { to mobilize
pugnuk'*g'
to be enough
rin tirnu hHf ltg' { to pay a loan
srot ;f]t resources
utpaadan pkfbg production
HOMEWORK
Lesson 29
1 Memorise the learning contents of Lesson 29
2 Prepare the Task
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p
*3 Translate the folowing sentences or do number 6:
a) It is necessary to clean up Kathmandu, I think
b) Even though he doesn’t live in a village, he makes compost himself
c) A lot of garbage can be seen in the streets of Kathmandu
d) She eats everything except for fishe) After living in Kathmandu, Denmark seems to be a very clean country
f) There are no places for garbage in this area
g) You can buy very nice writing paper in the shops in Kathmandu
h) Tempos run on electricity or gas, therefore they are good for the environment
4 Read Lesson 1: dialogue 2
8 /fd %LS x%'/8 of] tkfO{sf] lstf$ xf] <S xf] #8 d]/f] lstf$ sxf+ 5 oxf 5 <
LESSON 30
Foreign Aid: Baidesik sahayog
In this lesson you will learn to:
1 talk about knowledge of foreign aid
tapaailaai bideshi sahayog ko baarema thaahaa chha? /
you to foreign aid about knowledge there is
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y f g g
aliali suneko chhu
a little I have heard
2 talk about utilisation of foreign aid
Nepal maa yo sahayog raamro upabhog bhaeko chha?
Nepal in this aid well it has been utilised
3 express uncertainty in terms of answering a question
khoi, yo prasna ali gaahaaro chha
Well, this question a little difficult it is
4 ask someone to say what is on his/her mind
tapaai ko bichaar bhannus na your opinion please say emphatic
5 express an unreal conditional situation
sabai upabhog bhaeko bhae, Nepal maa dherai bikaas hunthiyo
Task:
Ask someone at the office
how he/she feels about foreign aid
what foreign aid should be used for
Note down and bring back to class
Review:
Devanagari: read Lesson 1: dialogue 3
Language focus: verb conjugation: present and past perfect, past, passive
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impersonal verb: parchha
post positions: ko baaremaa; dwaaraa; baaTa
composite nouns: verb root + ne + noun (dine sahayog)
unreal conditional clause (if ...): 1st. clause: verb root + eko + bhae
2nd. clause: verb in the past tense
interrogative: kasari
verb which is associated with possessive: ... ko bhar parnu
Practice dialogue
A: In your opinion, how is foreign aid?
B: I think it is good, but it has not been utilized well in Nepal
A: I don’t understand
B: If it had been utilized well, there would be more development in NepalA: Why is there less development in Nepal?
B: Well, this question is difficult
A: Is there not a benefit from foreign aid in Nepal?
B: Well there is, but Nepal has many problems and its development is very slow
B kina?
lsgeg] ;$} pkef] e!sf] e! g]kfdf w]/} l$sf; x'0yLof] A kinabhane sabai upayog bhaeko bhae Nepal maa dherai bikaas hunthiyo.
s'/f l)s xf]#B kuraa Thik ho.
Vocabulary 1bideshi sahayog l$b](L ;xof] foreign aid
bik l$sf; d l t
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bikaas l$sf; development
dhani wgL rich
gaahaaro fxf/f] difficult
garib l/$ poor
khoi vf ]O{ an expression of doubt (‘well)
prasna kEg questionsahayog ;xof] help, aid, support
sunnu ;'0g ' to hear
upayog hunu pkof] x'g' to be utilized
Dialogue 2: Talking about different ways of giving aid
l$b](L ;xof]sf] d'o pDEo s] xf]<A bideshi sahayog ko mukhya uddhesya ke ho ?
cl$sl;t b](x1sf] l$sf;B abikasit desh haru ko bikaas
of] ;xof] s;/L l/05 <A yo sahayog kasari garinchha?
kl$lws l$, tfldx1, 5f>$lt, / k};f Cf/f l/05
sadhai ;w" } always
taalim tfld training
uddhesya pD ]Eo objective
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HOMEWORK
Lesson 30
1 Memorise the learning contents of Lesson 30
2 Prepare the Task
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*3 Translate the following sentences or do number 6:
1. What is your opinion of foreign aid?
2. The main objective of foreign aid is the development of poor countries
3. There is a big difference between poor and rich countries
4. Funding for Danish development work comes from taxes
5. Foreign aid is both beneficial and not beneficial to developing countries6. Many countries give aid to Nepal and other developing countries
4 Read Lesson 1: Dialogue 3:
8 lk=/%L, sd lbg'; #S k] ml/ e0g';, d}] $'lemg
8 sd lbg';S lg';
*5 Make sentences in the past habitual positive tense with:
1 I
2
LESSON 31
Cooking: Paakya saastra (khaanaa pakaai)
In this lesson you will learn to:
1 talk about cooking and recipies
Nepali khaanaa kasari banaaune? Nepali food how cook
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2 talk about learning
tapaai kun kun Nepali khaanaa banauna siknuhunchha?
you which which Nepali food cook you learn
3 express instrumentalitydaal laai paani le dhunos
lentils to water instrumental wash
= wash the lentils with water
4 talk about unspecified amounts
taato paani kati chaahinchha pressure cooker maa haalnus
hot water how much it is needed pressure cooker in pour = pour as much hot water as is needed into the pressure cooker
5 talk about cooking techniques
gas maa raakhidinus
Task:
Ask someone at the office which dishes
he/she usually prepares and why
he/she especially likes to prepare and why
he/she prepares for guests and why
Note down and bring back to class
Review:
Language focus: interrogative: kasari
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verb conjugations: participle, alternate infinitive, infinitive
compound verb: verb root + idinu
instrumental: noun + le
post positions: (e)pachhi; ko laagi; bhitra
qualifying mass amounts: alikati
composite nouns: verb root + ne + noun
Practice dialogue
A: How do you make boiled potatoes?
B: You wash the potatoes with water, then you pour the potatoes and as much water as is needed in
the pressure cooker, then you put it on the gas
A: What do you do after that?
B: After 15 minutes you can eat the potatoesA: And what about carrots?
B: Make them like the potatoes, but boiling time is only 10 minutes
A: Thank you for the interesting information
c4f/ w]/} lsl;dsf] x'05# f]e" ]fsf] c4f/sf] fl klx] f]e" ]f sf=g';, clg ;'g, cb'f, wlgof ;fgf];fgf] ='sf sf=g';, o;kl5 k mfO{Yofgdf clslt t] xf&g';, clg ;'g / cb'f !sl5g ei =g';, clgf]e]f xf&g';, clg g'g, $];f/ xf]/ 8T ldg= ksfpg'; # c4f/ tof/ x'05 #achaar dherai kicim ko hunchha. golbheDaa ko achaar ko laagi pahile golbheDaa kaaTnus, ani
lasun, adhuwaa, dhaniyaa saano saano tukraa kaaTnus, tyaspachhi frypan maa alikati tel
haalnus, ani lasun ra adhuwaa ekchhin bhuTnus, ani golbheDaa haalnus, ani nun, besaar,haalera 10 minut pakaaunus. achaar tayaar hunchha.
df]df]sf] fl /f=Lsf] %:t} lk)f] d5g;, !sl5g /fgf];, clg df]df]sf] fl t/sf/L ls df; !sbd ;fgf]
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dfdfsf fl /f=Lsf %:t lk)f d'5g';, !sl5g /fgf;, clg dfdfsf fl t/sf/L ls df;' !sbd ;fgf='sf sf=g';, / ksfpg';, clg lk)f]sf] /f]=L $]&g';, of] /f=LfO} !p=f ;fgf] *f;] f]f] ='sf $gfpg';,clg o;df of] t/sf/L sL df;' /fg';, / o;fO{ /f]=L] 5f]Ygf];, clg of] df]df]sf] f]ffO{ df]df] ksfpg]eff] le> /fgf];, clg lsf] {] 5f]kL lbg';, 8 ST ldg=df df]df] tof/ x'05 #momo ko laagi roTi ko jastai piTho muchnos, ekchhin raakhnos, ani momo ko laagi tarkaari ki
maasu ekdam saano Tukraa kaaTnus, ra pakaaunos, ani piTho ko roTi belnus, tyo roTi laai
euTaa saano glass le golo Tukraa banaaunos, ani tyasmaa tyo tarkaari ki maasu raakhnus, ra tyaslaai roTi le chhopnus, ani tyo momo ko golaa laai momo pakaaune bhaaDo bhitra raakhnus, ani
birko le chhopi dinus, 15 / 20 mineT maa momo tayaar hunchha
xf]77777of] t w]/} sfd /x]5, t/ d l;5'A oh….yo ta dherai kaam rahechha, tara ma sikchhu.
Vocabulary
achaar c4f/ picklesaadhaa cfwf half
aduwaa cb'f ginger
alikati clslt a little
belnu $]&g' to roll
b ] i
paTak k=s time(s)
pharkaaunu kmsf{pg' to turn over
phulnu km'&g' to puff up, to become filled with air
piTho lk)f] flour
pyaaj Yof% onion
raakhnu /fg' to put
taarnu tfg' { to frytaatnu tfg' to heat
taawaa tff frying pan
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taawaa tff frying pan
tayaar hunu tof/ x'g' to be ready
tel t] oil
Tukraa ='sf piece
HOMEWORK
Lesson 31
1 Memorize the learning contents of Lesson 31
2 Prepare the Task
*3 Translate the following sentences or do number 5:
a) Some people make bread using milk
b) H d k h ?
5 bhitra
6 alikati
7 verb root + era
8 verb root + nos
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REVIEW 4
Lessons 28-31
1 Review Lesson 31:
1 Learning contents:Pair work
2 2 nd day dialogue:
Pair work
3 Homework:
Pair work
4 Listening:
Whole class
2 Review Lessons 28-31:
1 Listening
The teacher reads the listening texts from Lessons 28 - 30
S d li
Dialogues for 2nd day
A’s version
Please don’t look at B’s version if you are AIf you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask B to repeat his/her questions
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Tell B you don’t understand
Ask B to speak slowly
Ask B what the words you don’t understand mean
In case B has problems:
Repeat the questions Speak slowly
Try to keep to Nepali – except:
Translate words which B says s/he doesn’t understand
Lesson 16
1
A: Reply and return the question
A: Reply and return the questionA: Reply and return the question
A: Reply and return the question
2
A: Ask B where his/her partner organization is
A: Answer and ask B when his/her partner organization was established
Lesson 18
1
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question
A: Reply and return the question2
A: Ask B whether s/he has worked in Denmark
A A d k B hi h j b /h h d i D k
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A: Answer and ask B which job s/he had in Denmark
A: Answer and ask for how long s/he worked there
A: Reply
Lesson 19
1
A: Ask B whether s/he has heard that the office is closed tomorrowA: Give some reason
A: Reply
2
A: Answer in the affirmative and ask why
A: Tell B that you will do that. Ask B what the important information is
Lesson 20
1
A: ReplyA: Reply
A: Reply
A: Reply
A: Reply and explain why
2
2
A: Ask B when the constitution was put into practice in Denmark
A: Comment if necessary, and ask B how important the queen’s decision is in Denmark
A: Comment if necessary
Continue the discussion keeping to the topic of the political system in Denmark
Lesson 22 B
1A: Answer and elaborate
A: Answer
2
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2
A: Ask B which Danish festivals are official holidays (bidaa)
A: Ask B why we celebrate Christmas and Easter
A: Ask B how s/he celebrates at New Year
A: Answer and ask B whether s/he has celebrated any Nepali festivals
A: Answer
Lesson 23
1
A: Ask B how big his/her family is
A: Answer and ask B who his/her family consists of
A: Answer and ask who B lives with
A: Answer and ask who does the housework
A: Answer and ask B how old s/he was when s/he started living alone
A: Answer and ask B whether s/he gets any facilities from the government
A: Answer and ask B whether s/he pays taxesA: Reply
2
A: Reply
A: Reply
A: Reply
A: Ask B after how many years that exam is
A: Ask B whether boys go to school longer than girls in Denmark
A: Make a reply
2
A: Reply and return the question
A: Reply
A: Reply
A: Reply
A: Reply and ask B why s/he asked you that question
Lesson 25
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Lesson 25
1
A: Ask B what s/he thinks of Denmark
A: Answer and ask B whether s/he knows how many districts (‘amter/kommuner’) there are in Denmark
A: Reply if it is necessary. Ask B what the main occupation in Denmark is
A: Ask B what the population in Denmark is
A: Make a comment about the size of Denmark and its population2
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
A: Reply
3A: Ask B which month s/he likes most in Denmark
A: Answer and Ask B why s/he likes this month the best
A: Answer and ask B whether there is monsoon in Denmark
Lesson 26
Lesson 28
A: Answer
A: Answer
A: Answer
A: Answer
Lesson 29
1A: Ask B what s/he thinks of the environment in Kathmandu
A: Answer and ask B why Kathmandu’s environment is like this
A A d k h t B thi k i ht b d b t it
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A: Answer and ask what B thinks might be done about it
A: Answer and ask B how the environment in Copenhagen is
A: Answer and ask B whether s/he has any health problems caused by the bad environment
A: Reply
2
A: Reply
A: Reply and return the questionA: Reply and return the question
A: Reply and return the question
A: Reply and return the question
3
A: Ask B whether there is always electricity and water in Denmark
A: Ask B where s/he gets water from
A: Ask B who is responsible for electricity and water in Denmark
A: Ask B where the money comes from
A: Ask B when you have to pay the bills for water and electricityA: Ask whether water and electricity is expensive in Denmark
A: Ask B where the electricity comes from in Denmark
A: Ask B whether Denmark can produce its own electricity
A: Ask B how the water resources are in Denmark
A: Ask whether Denmark has to pay loans to other countries
A: Reply
2
A: Explain the various steps to B
3
A: Ask B to teach you to cook something (think of a simple dish yourself)
A: Thank B
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Dialogues for 2nd day
B’s version
Please don’t look at A’s version if you are BIf you have extra time after finishing each lesson you may switch roles of course
In case you have problems:
Ask A to repeat his/her questions
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Tell A you don’t understand
Ask A to speak slowly
Ask A what the words you don’t understand mean
In case A has problems:
Repeat the questions Speak slowly
Try to keep to Nepali – except:
Translate words which A says s/he doesn’t understand
Lesson 16
1
B: Ask A where s/he has beenB: Answer and ask A what his/her partner organization is called
B: Answer and ask A how s/he feels about his/her partner organization
B: Answer and ask A how many people work in his/her office
B: Answer
2
Lesson 18
1
B: Ask A what house work s/he does
B: Answer and ask A how many times a day s/he prepares food
B: Answer and ask A how many times a week s/he washes clothes
B: Answer and ask A how many times a week s/he cleans the house
B: Answer and ask A whether s/he knows how to cook Nepali food
B: Answer and ask A how many times a week s/he buys food
B: Reply
2
B: Reply and return the question
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B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
Lesson 19
1
B: Reply and ask whyB: Ask who told A the news
B: Thank A for the information
2
B: Ask A if s/he will talk to your friend C today
B: Reply and ask A to tell your friend C that you have some important information for him/her
B: Tell A and thank him/her
Lesson 20
1B: Ask A which means of transportation there are in Denmark
B: Ask A why there are no Tempos in Denmark
B: Ask A how the public transportation system is in Denmark
B: Ask A how the roads are in Denmark
B: Ask A whether there are many accidents on the roads in Denmark
2
B: Reply
B: Reply
Continue the discussion keeping to the topic of the political system in Denmark
Lesson 22 B
1
B: Ask A whether all people in Denmark adhere to Christianity
B: Ask A which Islamic festival is the biggest
B: Ask A how people celebrate this festival
2
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2
B: Answer
B: Answer
B: Answer and return the question
B: Answer and return the question
Lesson 231
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2B: Ask A how big families are in Denmark
B: Ask who works outside the home in Denmark
B: Ask if children work in Denmark
B: Ask at what age children are allowed to work in Denmark
B: Ask what types of jobs children have in Denmark
2
B: Reply and return the question
B: Reply
B: Reply
B: Reply
B: Reply and ask A why s/he asked you that question
Lesson 25
1
B: Reply and return the question
B: Reply (if you don’t know, then ask A whether s/he knows)
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B: Reply (if you don t know, then ask A whether s/he knows)
B: Reply
B: Reply
B: Respond
2
B: Ask A which ethnic groups live in Denmark
B: Ask A what the largest non-Danish ethnic group in Denmark isB: Ask A whether there are organizations for the different ethnic groups
B: Ask A where the funding for ethnic group work comes from
B: Ask A what types of programs there are
B: Ask A if different ethnic groups is a problem in Denmark
B: Ask whether the different ethnic groups in Denmark fight
3
B: Reply and return the question
B: Reply and return the question
B: Reply
Lesson 26
1
B: Ask A what his/her occupation is
B: Answer and ask A how long s/he went to school
Lesson 28
B: Ask A whether there is bureaucracy in Denmark also
B: Comment if you don’t agree and ask A what the biggest problem (in general) in Denmark is
B: Comment if you don’t agree and ask A why this problem arose in Denmark
B: Comment if you don’t agree and ask A what can be done to change the situation
B: Comment if you don’t agree
Lesson 29
1
B: Reply and return the question
B: Reply and return the question
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B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
2
B: Ask A whether there are areas for garbage in Copenhagen
B: Ask A whether s/he makes compost in Denmark B: Answer and ask A why s/he does or doesn’t
B: Ask A whether s/he burns paper
B: Answer and ask why A does or doesn’t burn paper
B: Reply
3
B: Reply
B: Reply
B: Reply
B: ReplyB: Reply
B: Reply
B: Reply
B: Reply
B: Reply
Lesson 31
1
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
B: Reply and return the question
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p y q
B: Reply and return the question
2
B: Ask A to teach you to cook something (think of a simple dish yourself)
B: Thank A
3
B: Explain the various steps to A
LISTENING TEXTS
]kf 'sf] $ f /]df
Nepal ko baaremaa
g]kf !p=f ;fgf] / /fdf] b]( xf] # xffkfgL cg';f/ o;fO{ ltg efdf
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! ' O$fBg ;ls05 , lxdfL ef , kxfL ef , t/fO{ ef # lxdfL ef dflxp" k5{ , kxfL efdf l)s}sf] df};d x'05 clg t/fO{ efdf w]/} dL{ x'05#
Nepal euTaa saano ra ramaailo desh ho.Haawaapaani anusaar yaslaai tin bhaagmaa baaDna sakinchha, himaali bhaag, pahaaDi bhaag, taraai bhaag.Himaali bhaag maa
hiu parchha ra dheai jaaDo hunchha, pahaaDi bhaag maa Thikai ko mausam hunchha ani
taraai bhaag maa dherai garmmi hunchha.
g]kfdf 8[ c`4 / M l%&f x1 5gB # g]kfsf] d'o k](f sI?fL xf] #oxf"sf] %g;+of b'O s/f] e0bf klg w]/} 5 # lxdfL ef df w]/} 6]tL x'b}g , oxf"
sf] %g;+of klg sd 5 , oxf"sf] dflg; x1 %gf/ x1 kf&5g , oxf" sf] %Lgcl fjf] 5 , kxfL ef df c1 6]tL Qds}, sf]bf], cf' , t/sf/L R /fdf] x'05t/ wfg 6]tL w]/} /fdf] x'b}g , t/fO{ ef df ;$} 6]tL /fdf] x'05 o;sf/Hf t/fO{ fO{ g]kfsf] c0g e0f/ elg05 #
ityaadi tyaskaaran aajabholi sabai maanchhe haru taraai ki kaThmandu
aaudaichhan.uniharu ko bichaar maa yahaa jiwan sajilo hunchha kinabhane school chha
aspataal chha kaam paainchha tara mero bichaar ma yahaa ko jiwan pani sajilo chhaina
yahaa maanchhe dherai chhan tara ek arko maa maddat chhaina,dhaaraa chha tara paani
chhaina aspataal chha tara raamro upachaar chhaina,Thulo ghar haru chhan tara saphaa
haawaa chhaina, ke garne? Jiwan yastai chha
d]/f] l4f/ df ;$} )fp"df ;d:ofx1 5g t/ ;d:ofx1 km/s km/s 5g #
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d/f l4f/ df ;$ )fpdf ;d:ofx1 5g t/ ;d:ofx1 km/s km/s 5g #Mero bichaar maa sabai Thaau maa samasyaa haru chhan tara samasyaa haru
pharak pharak chhan.
sd{4f/L t0>
Karmachaari tantra
kf df STSS =f d0>f o x1 5 B # o L d0>f ox 1df w] /}
ls l; dsf sd {4f/ L x1 5 B # s ]l x sd {4f/ L w ] /} c 'eL 5 B , s] lx
sd {4f/ L Odf 0bf / kl 5 B # t/ kl ;$} sd {4f/ Lx 1 p:t} 5} B #
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;$ }sf l 4f/ df ;/ sf/ L sfofo df sfd l@f ] x '0 5 ls <
ls e o; sf w ]/ } sf /Hf x1 5 B , %:t} F sf dsf f df k sIof ,
p t/ bflo sf sl d , y f/ } t , tf l dsf s ld , :yfo L % fl / ,
tx ao:yfk O ofl b # oL ;$ } s f/Hf x 1 ] sf d l @ f x '0 5 #
Nepal maa 20/22 waTaa manTraalaya haru chhan . Yi mantraalaya haru maadherai kicim kaa karmachaari haru chhan. Kehi karmachaari dherai anubhabi chhan,
kahi karmachaari imaandaar pani chhan tara pani sabai karmachaari haru ustai chhainan.
Sabai ko bichaar maa sarkaari kaaryaalaya maa kaam Dhilo hunchha kina ? kinabhane
yasko dherai kaaran haru chhan, jastai: kaam ko laamo prakriyaa, uttardaaitwa ko kami,
thorai talab, taalim ko kami,sthaai jaagir, taha byabasthaa ityaadi. Yi sabai kaaran haru le
kaam Dhilo hunchha.o;fO{ ;'wf/ g{ xfdLx1] ;$e0bf klx] sfdsf] ksIof 5f]=f] $gfpg' k5{ , sd{4f/Lx1fO{ /fdf] t lbg' k5{ , clg gof" , gof" tfld klg lbg' k5{ , sfd sf] pt/bflo x1 klg !s csf] { df $fBg' k5{ clg df> sfd l5=f]
marmat garna sakdainan, phohar laai jalaauna ki purna sakinchha tara yo phohar
jathaabhaabi phaalidinchhan ani ke garne? yaskaaran aajabholi sabai Thaau maa phohor
, dhuwaa, sabaijanaa biraami, baataawaran raamro chhaina.
fp" e0bf (x/ w]/} kmf]x/ 5 lsgeg] (x/ df xfdLx1 w]/} Yfl:=s sf] kof] 5f} { / oxf" fLsf] w'f w]/} 5 clg xl/of] 16 l1f yf]/} 5 / sf)dfHf} sf]
lkpg] kfgL klg ;kmf 5}g o;sf/Hf oxf" w]/} df05] x1 l/fdL x'05g #gaau bhandaa sahar dherai phohar chha kinabhane sahar maa haamiharu dherai
plastic ko prayog garchhau ra yahaa gaaDi ko dhuwaa dherai chha ani hariyo rukh
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plastic ko prayog garchhau ra yahaa gaaDi ko dhuwaa dherai chha ani hariyo rukh
biruwaa thorai chha ra kathmandu ko piune paani pani saphaa chhaina tyaskaaran yahaa
dherai maanchhe haru birami hunchhan.
sf)dfHf} sf] ftf/Hf ;'0b/ $gfpg xfdfL ;$} ] cfˆgf] W/ cfL 16
x1 /f]Yg' k5{ , kmf]x/ fO{ %fOlbg] of k'/L lbg' k5{ , fL x1sf] b'l?ft w'f /f]gsf] fl ;/sf/ $f= sf lgod $gfpg' k5{ , oL ;$} s'/f x1 g{ ;of} + eg]df> xfdf] ftf/Hf ;kmf x'05 # of] ;/sf/ $f= df> ;Ge 5}g , o;sf] fl;$} ] 4]tgf %fpg' k5{ #
kathmandu ko baataawaran sundar banaauna haami sabai le aaphno ghar agaaDi rukh haru ropne parchha, phohar
laai jalaaidine yaa puri dinu parchha, gaaDi haru ko dusit dhuwaa rokna ko laagi sarkaar baaTa kaDaa niyam banaaunu
parchha,yi sabai kuraa haru garna sakyau bhane maatra haamro baataawaran saphaa hunchha.yo sarkaar baaTa maatra
sambhab chhaina, yasko laagi sabai le chetanaa jagaaunu parchha.
l b (L ; xof ]
Bideshi sahayog
lb](L ;xof] eg]sf] wgL b]( ] /L$ b]( fO{ lbg] ;xof] xf] # ;xof]
lle0g ksf/sf x'05g %:t} F k};fsf] ;xof] , kfllws ;xof] , L J'sf];xof] , ;fdfgx1sf] ;xof] , tfldx1sf] ;xof] Ooflb # xfdf] b]( df klg] } { l ] L l ] L ] L ] ]
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w]/} $?f{ clW b]6L k(:t lb](L ;xof] x1 cf!sf 5g t/ oL ;xof]x1 xfdf] b](df /fdf] ;" kof] eof} ls e!g of] !p=f )'f] kEg 5 <
bidesi sahayog bhaneko dhani desh le gariab desh laai dine sahayog
ho.sahayog bibhinna prakaar kaa hunchhan jastai; paisaa ko sahayog, praabidhik
sahayog, DW ko sahayog, saamaan haru ko sahayog , taalim haru ko sahayog
ityaadi.haamro desh maa pani dherai barsa aghi dekhi prasasta bideshi sahayog
haru aaekaa chhan tara yi sahayog haru haamro desh maa raamro sanga prayog
bhayo ki bhaena yo euTaa Thulo prasna chha?
ol b oL ;$} ;x of x1 xf df b ](d f ; lx kof ] e!sf e!
kf df w ]/ } l sf( x' 0Kof ] #
yadi yi sabai sahayog haru haamro desh maa sahi prayog bhaeko bhae Nepal
%]/L , :f/L , fdf]xg , /;/L ,k'/fgbfgf , f/f , 4=fd/L oL 4fk{sflb](L 6fgf x1 x'g # o; $fx]s fp"x1df lbglbg} W/df $gfpg ;lsg]6fgf x'g ds} , e=df; , l4p/f , ;'y'gL, lkf' Ooflb # oL ;$} 6fgf x1xfdL W/ d} $gfpg ;5f} t/ cf%ef]l g]kfL x1 fO{ c1 b]( sf] km/skm/s 6fgf x1 klg 6fg dgk5{ %:t} F df]df] , 4fpldg , f];f OBL ,;df];f , ksf}f Ooflb #Nepali khaana dherai prakaar kaa chhan jastai daal, bhaat, DhiDo,roTi,tarkaari,
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achaar yo nepali haru ko dindinai ko khaanaa ho tara yo baahek pani aru dherai khaanaa
haru chhan jastai sel,arsaa,anarsaa,Dhakani, khir, puri, maalpuwaa, haluwaa,,jeri
swaari,laalmohan,rasbari phurandaanaa, baaraa, chaTaamari yomari yi chaaDparba kaa
bisesh khaanaa haru hun yas baahek gaauharu maa dindinai ghar maa banaauna sakine
khaanaa hun makai, bhaTmaas, chiuraa, suThuni, piDaalu,ityaadi. yi sabai khaanaa haruhaami ghar mai banaauna sakchhau tara aajabholi nepali haru laai aru desh ko pharak
pharak khaanaa haru pani khaana manparchha jastai; momo, chaauchaau, dosaa iDli,
samosaa, pakauDaa ityaadi.
g]kfdf lle0g %ftL x1 5g , ;$} %ftL x1sf] l(]?f 4fk{x1 5g /
;$} 4fk{ cg';f/ sf] lb](L 6fgf x1 klg 5g , of] w]/} 4f6f*bf] 5 #Nepal ma bibhinna jaati haru chhan, sabai jaati haru ko bisesh chaaDparba haru
chhan ra sabai chaaDparba anusaar ko bisesh khaanaa haru pani chhan, yo dherai
chaakhlaagdo chha.
tyaspachhi hiDdaa 10/12 ghanTaa jati laagchha. tyahaa jaane moTar baaTo chhaina taraai
baaTa hiDera jaadaa 3 din laagchha, dherai hiDnu parchha tara tyo saano gaau dherai
ramaailo chha.
of] fp" $f= /Lk/L xl/of] ff / ;]tf] ;/dfyf lxdf b]6L05 , oxf" sf]
xffkfgL klg !sbd /fdf] 5 # of] fp"df !p=f ;fgf] xl:k= , !p=f;/sf/L :s' / ;fgf] $%f/ klg 5 #tyo gaau baaTa waripari hariyo DaaDaa ra seto sagarmaathaa himal dekhinchha
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tyo gaau baaTa waripari hariyo DaaDaa ra seto sagarmaathaa himal dekhinchha,
tyahaa ko haawaapaani pani ekdam raamro chha.tyo gaau maa euTaa saano hospital,
euTaa sarkaari school ra saano bajaar pani chha.
oxf" s'g}klg :yflgo ;+:yf x1 5}ggB # of] fp" w]/} lk5fl!sf] 5 # clx] ;Gd klg oxf" l%'L 5}g , $f=f] 5}g , 4]tgf %fpg] s'g}klg sfo{sd 5}g, ;$} ;dfgx1 w]/} dx"f] 5 lsgeg] ;$} ;dfg $f]s]/ &ofpg' k5{ , oxf" sf] dflg; x1 sf] l%g !sbd fjf] 5 , o;sf/Hf ;$} dflg; x1 l:tf/} ,t/fO lt/ %fb}5g #tyahaa kunaipani sthaaniya sansthaa haru chhainan. yo gaau dherai pichhaDieko
chha kinabhane ahile samma pani tyahaa bijuli chhaina, baaTo chhaina, chetanaa jagaaune kunaipani kaaryakram chhaina,sabai saamaan haru dherai mahango chhan
kinabhane sabai saamaan bokera lyaaunu parchha, tyahaa ko maanis haru ko jiwan
ekdam gaahaaro chha, tyaskaaran sabai maanis haru bistaarai, bistaarai, taraai tira
km/s ; :sItL l 4sf le 0 tfx 1
Pharak sanskriti bich kaa bhinnataaharu
g]kfL k/Lf/sf] %Lg / ]gL; k/Lf/sf] %Lg df w]/} le0gtf x1 5g #
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gkfL k/Lf/sf %Lg / gL; k/Lf/sf %Lg df w/ le0gtf x1 5g #%:t} F g]kfL k/Lf/ )'f] x'05 , ;$} k/Lf/ ;"} $:5g , W/sf] sfd :f:gLdf05] ] 5{g , 5f]/f 5f]/L x1 ;w} + cfdf , $f ;"} $:5g , t/ L7 s]7 df k/Lf/ ;fgf]x'05 W/sf] sfd dlxf k'1?f b'$} ] 5{g , 5f]/f 5f]/L x1 8_ ?f{ e!kl5 !} $:5g #
Nepali pariwaar ko jiwan ra Danish pariwaarko jiwan maa dherai bhinnataa haru
chhan.jastai:nepali pariwaar Thulo hunchha, sabai pariwaar sangai baschhan, ghar ko
kaam swaasnimaanchhe le garchhan,chhoraa chhori haru sadhai aamaa, baa sangai
baschhan, tara DK maa pariwaar saano hunchha ghar ko kaam mahilaa ra purus dubai le
garchhan, chhoraa chhori haru 18 barsa bhaepachhi eklai baschhan.
L7s]7df PT s/ ltg' { k5{ t/ ;/sf/ $f= ;$} ;'lwf 5 %:t} F l(2ff , cf}?fwL ,
c:ktf , $'@f $@Lsf] fl $:g] )fp" Ooflb # g]kfdf s/ ltg' { k5{ t/ ;'lwf
samasyaa haru chhan jastai paarpaachuke, eklopan, sikchyaa rokne samasyaa, rojgaari
ityaadi.
Ps dlxgfsf] e|d0f
Ek mahinaa ko bhraman:-
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Ek mahinaa ko bhraman:-
xfdf] ;fem]bf/ ;+:yfsf] edHf w]/} /dfOf] lyof] # lsgeg] ;fem]bf/ ;+:yfdfxfdLx1 ] gof" ;fyL x1 e]=Bof} , sfd sf] s'/f of} { + , W/ x]of} { + , !sbd /fdf] eof] #Haamro saajhedaar sansthaa ko bhraman dherai ramaailo thiyo. Kinabhane
saajgedaar sansthaa maa haamiharu le nayaa saathi haru bheTyau, kaam ko kuraa garyau,
ghar heryau, ekdam ramaailo bhayo.
d]/f] ;+:yf /L$ / ;'lwf llxg sf] fl sfd 5{ # of] dfO{ !sbd /fdf] f*of] # d of] ;+:yfdf s]lx ?f{ sfd 5' { # xfdf] sfd g] { 2f]> )'f] 5 #xfdL f7l7;7 df sfd 5f} { + , !s f7l7;7df dlxf ;d'x ;" sfd 5f} { , pgLx1 fO{ tfld lb05f} + , csf] { f7l7;7df s]=f s]=L x1 ;" , pgL x1
{ ] l l }+ ]{ l ] l }{+
k](fx1
Peshaaharu:-
g]kf !p=f ;$} %ftL x1 sf] km'f/L xf] # %ftL cg';f/ k](f klg km/s]l l ] ]l ] ]l ]l
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km/s 5g , s]lx %fltt k](f x1 / s]lx c1 k](f x1 5g # cf%ef]l s]lx%fltt k](f x1 c1 df05] x1 ] klg l;b}5g %:t} FU 'f l;pg] , %'.f$gfpg] , kmfdsf] sfd g] { , eff $gfpg] cflb Ooflb %fltt k](f sf]
df05] x1 klg c1 sfd l;b}5g , l(2ffsf] sfd , sfof{osf] sfd t/ w]/} yf]/} #Nepal euTaa sabai jaati haru ko phulllbari ho.jaati anusaar peshaa haru pani pharak pharak
chhan, kehi jaatigat peshaa haru ra kehi aru peshaa haru chhan.aajabholi kehi jaatigat peshaa
haru aru maanchhe haru le pani sikdaichhan jastai:- lugaa siune, juttaa banaaune, phalaam ko
kaam garne, bhaaDaa banaaune aadi tyastai jaatigat peshaa ko maanchhe haru pani aru kaam
sikdaichhan, sikchhyaa ko kaam, kaaryaalaya ko kaam tara dherai thorai.
cf%ef]l %fltt k](f sf]lx l;5g sf]lx l;b}gg lsgeg] df05] fO{ k/L{tg 4flx05 , s]=f s]=L x1 :s' %f05g w]/} k@B5g eg] pgLx1 fO{%fltt k](f dgkb} {g , pgLx1 fO{ f=/ , Ol0%lgo/ , kf]km];/ x'g
!d !; s f $f/]df
MS ko baarema
d]/f] ;+:yfsf] gfd !d !; xf] # of] eg]sf] xf] # of] ;+:yf 89_P df
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d/f ;:yfsf gfd !d !; xf # of egsf 777777xf # of ;:yf 89_P df:yfkgf eof] # o;sf] sfof{o sf)dfHf} l%&f df 5 #Mero Sansthaa ko naam MS ho. Yo bhaneko DAIC ho yo Sansthaa 1986 maa
Sthaapanaa bhayo yasko kaaryaalaya KTM jilla maa chha.
of] ;+:yf ] fp"sf] /L$ / ;'lwfllxg ;d'bfo x1 sf] fl sfd 5{ #o;] 4t fgL sfo{sd fO{ klg %f] lb05 # o;] l2ft ;d'xsf] ;fdfl%s / cfly{s k2f fO{ dfly p)fpg ;xof] 5{ #Yo Sansthaa le gaau ko garib ra Subidhaabihin Samudaaya haru ko laagi kaam
garchha. Yasle bachat lagaani kaaryakaram laai pani jod dinchha. Yasle lakchhi Samuha
ko Saamaajik ra aarthik Pakchhya laai maathi uThaauna Sahayog garchha.
oftfoft sf $f/ ]df
kxfL 2f]> df w]/} oftfoftsf] ;fwgx1 5g %:t} F $; , fL , xfO%xf%, =Bof;L , =]Gkf] , ;fOs cflb # t/ s]lx )fp"df w]/} ;fwgx1 5g s]lx)fp" df yf]/} ;fwg x1 5g #PahaaDi chhetra maa dherai yaataayaat ko saadhan haru chhan jastai:- bus,
gaaDhi, hawaaijahaaj, Taxi, Tempo, saaikal, aadi tara kehi Thaau maa dherai saadhan
haru chhan kehi Thaau maa thorai saadhan haru chhan.
t/fO{ 2f]> df oftfoft sf] ;fwg x1 w]/} 5g lsgeg] oxf" sf] $f=f] x1 /fdf]
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t/fO 2f> df oftfoft sf ;fwg x1 w/ 5g lsgeg oxf sf $f=f x1 /fdf / km/flsf] 5g , o;sf/Hf oxf" w]/} l/;f ;fOs / ff x1 5g #Taraai chhetra maa yaataayaat ko saadhan haru dherai chhan kinabhane tyahaa ko
baaTo haru raamro ra pharaakilo chhan, tyaskaaran tyahaa dherai riksaa saaikal ra
gaaDhaa haru chhan.
g]kfdf ;d'b 5}g # oxf" glb / 6f]f x1 df> 5g # o;sf/Hf oxf"kfgL%xf% 5}g 'Af df> 5 #
Nepal maa samudra chhaina yahaa nadi ra kholaa haru maatra chhan tyaskaaran
yahaa paani jahaaj chhaina Dungaa maatra chha.
g]kfdf !p=f ;fgf] = ]g %gsk'/df 5 O0Lof $f]{/ %fgsf] fl df> #Nepal maa euTaa saanoTrain Janakpur maa chha India boarder jaana ko laagi
maatra.
g]kfsf] $f=f] x1 ;f"'/f] e!sf] ] $]f $]fdf b'W{=gf x'05 # o;sf/Hf
‘masjid ‘jaanchhan ra praarthanaa garchhan, issi haru’girjaaghar’ jaanchhan ra praarthanaa
garchhan. Sabai nepali haru sabai dharma laai aadar garchhan.
g]kfsf] /fl?=o 4fk{ b(} / ltxf/ xf] # o;$fx]s $'lC?= x1 sf] f];f/ ,yf1x1sf] dfWL , O;fO{x1sf] l>m?d; )'f] 4f x1 x'g # ;$} 4f x1 km/s km/s/ /dfOf 5g #
Nepal ko raastriya chaaDparba dasai ra tihaar ho.tyasbaahek buddhisT haru ko losaar thaaruharu ko maaghi issi haru ko crismas Thula chaaD haru hun. Sabai chaaD haru pharak pharak ra
ramaailaa chhan.
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kfsf 4f 4 x1
Nepal ko chaalchalan haru
g]kfdf $^4f %0d]kl5 P lbg df 5}=L l/05 # 88 lbg df 0f/g l/05 #0f/g eg]sf] gof" $^4f fO{ gfd lbg] lbg xf] clg P dlxgf kl5 kf:gL g' { k5{ , kf:gL eg]sf] gof" $^4ffO{ eft 6'fpg] lbg xf] # o;kl5 s]=fsf] fl $t$0w l/05 / s]=Lsf] fl 'kmf /fl605 , clg o;kl5 lxf sf] ;do cfp"5 # fp" df l5=f] lxf 5{g t/ (x/df l@f] 5{g #Nepal maa bachaa janmepachhi 6 din maa chhaiTi gaarinchha. 11 din maa
nwaaraan garinchha.nwaaraan bhaneko nayaa bachaa laai naam dine din ho ani 6
mahinaa pachhi poaasni garnu parchha, paasni bhaneko nayaa bachaaa laai bhaat
dlx f / k1 ?fsf el dsf
Mahilaa ra Purus Ko Bhumika
g]kf !p=f clsl;t b]( xf] , b]( lsf( g{sf] fl dlxf / k'1?f b'} sf]
e'ldsf ;dfg x' 'g'k5{ , dlxf ;xefltf 5}g eg] k'1?f $f= df> lsf( ;Ge5}g , !p=f dlxf l(2fLt 5 eg] ;$} kl/f/ x1 l(2fLt x'05g #Nepal euta abikaasit desh ho, desh bikash garna ko laagi mahilaa ra Purus dubai ko
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p , g g
bhumika samaan hunuParchha, mahilaa Sahabhaagitaa chain bhane Purus baaTa maatra
bikaas Sambhab chhaina, eutaa mahilaa sikchhit chha bhane sabai pariwaar haru sikchhit
hunchhan.
fp" df cem} 5f]/f fO{ w]/} l(2fL lbg] 5f/L fO{ W/sf] sfd l;sfpg] l/05, o;fO{ s;/L ;dfg g] { of] g} cf%sf] ;d:of xf] <Gaau maa ajhai chhoraa laai dherai sikchhyaa dine chhori laai ghar ko kaam
sikaaune garinchha, yaslaai kasari samaan garne yo nai aaja ko samassyaa ho?
cf% ef]l w]/} }/ ;/sf/L ;+:yf x1 ] fp" df lle0g 4]tgf %fpg] sfo{sd x1 b} {5g , of] !sbd %1/L 5 lsgeg] 4]tgf g} lsf(sf] kfOf xf] ,
dlxf / k'1?f b'}] of] kfOf ;"} 4f&g' k5{ clg df> lsf( ;Ge x'05 #aaja bholi dherai gair sarkaari sansthaa haru le gaau maa bivinna chetnaa jagaaune
kaaryakaram haru gardaichhan, yo ekdam jaruri chha kinabhane chetanaa nai bikaas ko
paailaa ho, mahilaa ra Purus dubai le yo paaila sangai chaalnu Parchha ani maatra bikaas
cfdf fO ;f f l 4L
Aamaa laai saano chiThiclx] d g]kfdf $:5' , d]/f] kl/f/ l7s]7 df $:g'x'05 , w]/} lbg eof]
l7s]7 $f= d]/f] kl/f/sf] l4L cf!g lsg xf]f , dfO{ cl b6 f*of] #ahile ma Nepal maa baschhu, mero pariwaar DK maa basnuhunchha, dherai din
bhayo DK baata mero Pariwaar ko chithi aaena kina holaa; malaai aliali dhkha laagyo
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cf% d, d]/f] cfdf fO{ !p=f l4L ]5' , g]kfsf] $f/]df # g]kf !p=f;fgf] /dfOf] b]( xf] , d t/fO{df sfd 5{ ' # d]/f] l%&f sf] gfd slk$:t' xf] #of] l%&f $' C sf] %0d )fp" xf] # of] )fp" !sbd /dfOf] 5 # d] , %'g df oxf" w]/}
dL{ x'05 #aaja ma, mero aamaa laai eutaa chithi lekchhu, Nepal ko baaremaa. Nepal eutaa saano ramaailo desh ho, ma
‘taraai’ maa kaam garchhu mero jillaa ko naam ‘Kapilvastu’ ho yo jilla ‘buddha’ ko ‘janma Thaau’ ho. Yo thaau ekdam
ramailo chha may jun maa yahaa dherai garmi hunchha.
d %]7!7!;7;L7 df sfd 5' { , of] ;+:yf] fp" sf] /L$ ;d'bfo x1sf] flsfd 5{ , of] ;+:yf] ;'l$wfllxg ;d'bfo x1 fO{ dfly p)fp"g ;xof] 5{ #dfO{ of] sfd w]/} dgk/Bof] # o;sf/Hf d of] ;+:yfdf S ?f{ sfd 5' { #
Ma ‘JASC’ maa kaam garchhu, yo sansthaa le gaau ko garib samudaaya haru ko
l i k hh th l bidh bihi d h l i thi Th
, 6fgf ksfpg , 'f w'g , W/ ;kmf g{ cfp"5 ls cfp"b}g , xf"fO{ of] sfd cfp"5 eg] ;'1 g' { x'05 #Hijo ma euTaa saathi ko ghar gae tyahaa haamro baithak thiyo, baaithak paachhi
haami le lunch khaayau, khaanaa ekdam mitho thiyo malaai angreji ra chaaunij khaana
bhandaa Indian ra Nepali khaanaa manParchha. Khaanaa khaaepachhi ma chhiTo ghar
gae kinabhane mero ghar maa aaja ek janaa didi kaam ko laagi aaunuhunchha, wahaalaai ma sodhchhu, khaanaa Pakaauna, lugaa dhuna, ghar Saphaa garna aauchha ki
aaudaina, wahaalaai yo kaam aauchha bhane suru garnu hanchha.
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cf% d]/f] W/ df !s %gf lbbL sfd sf] fl cfpg'x'05 xf"fO{ d]/f] ;fly] k)fpg' eof] # xf" w]/} lsl;d sf] 6fgf $gfpg ;g'x'05 /] , xf"] S ?f{
lb](Lsf] W/df sfd g' {eof] # o;sf/Hf xf" fO{ km/s, km/s, 6fgf x1ksfpg cfp"5 /] # dfO{ c"%L / 4LgLof" 6fgf e0bf Ol0og / g]kfL6fgf !s bd dgk5{ #Aaja mero ghar maa ek jaana didi kaam ko laagi aaunuhunchha wahaalaai mero
saathi le pathaaunu bhayo, wahaa dherai kicim ko Khaanaa haru banaauna saknuhunchha
re, wahaale 2 barsa bideshi ko ghar maa kaam garnubhayo tyaskaran wahaa laai Pharak,
Pharak kahaanaa haru Pakaauna aauchha re. Maalaai angreji ra chinile khaanaa bhandaaIndian ra Nepali khaanaa ekdam manparchha.
lbbL d]/f] W/ df sfd g{ cfpg'x'05 eg] dfO{ w]/} 6'(L f*5 , lsgeg]d]/f] W/ df w]/} sfd 5 , 6fgf ksfpg] , 'f W'g] , sf])f x1 ;kmf g] { / lsgd]
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Sabai ChaaD haru maa Pariwaar haru ekai Thaau maa jammaa hunchhan, Pardes
gaeko haru pani ghar aauchhan, ek arko maa maaya baaDchhan ra ramaailo garchhan,
ani dherai mitho khaanaa khanchhan.
s]=f s]=L sf] fl oL ;$} 4f k{ x1 w]/} /dfOf x'05g lsgeg] pgLx1
gof" 'f fp"5g ld)f] 6fgf 6f05g , ;fyL x1 e]=B5g lkX 6]&5g Ooflb #KeTaa KrTi haru ko laagi yi Sabai ChaaD Parba haru dherai ramaailaa hunchhan
kinabhane uniharu nayaa lugaa lagaauchhan mitho khaanaa khanchhan, saathi haru
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bheTchhan Ping khelchhan ityaadi.
4f k{ x1 df s]lx s'/f x1 klg 5g , s]lx g/dfOf] s'/f x1 klg 5g
%:t} FU/f df s' /fx 1 FU ;fyLx1 e]=Bg] , kl/f/ x1 e]=Bg] , df05]x1 w]/} sfd 5{g eg]s]lx cf/fd klg 4flx05 , o;sf/Hf slx] sf"xL 4f k{ l)s 5 #
ChaaD parba haru maa kehi raamro kura haru Pani chhan, kehi naraamro
kura haru pani chhan jastai:
raamro kura haru:- Saathi haru bhetne, Pariwaar haru bhetne, maanchheharu dherai
kaam garchhan bhane kahi aaraam Pani Chaahinchha, tyaskaaran kahile kaahi ‘ChaaDParba’ thik chha.
t/ / fdf ] s '/f x1 kl 5 F U /L$ df05] x1 sf] fl slx] sflx 4fk{ cl cl ;d:of klg 5 lsgeg] 4fk{ sf] fl w]/} k};f 4flx05 # k};f 5}g
Verbs Nepali - English
aaipugnu to arrive
aasaa garnu to hope
aaraam garnu to rest
aaunu to come
baDhaaunu to increasebaDhnu to improve, to increase, to grow
banaaunu to make, prepare
banda garnu to close
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banda garnu to close
basnu to sit, to stay, to live
bhannu to say, to tell
bhar parnu to depend
bheTnu to meet
bichaar garnu to think
birsanu to forget
bolaaunu to call
bolnu to speak
bujhnu to understand
chaahanu to want
chaahinu to need
chhalphal garnu to discuss
chhunu to touch
chinnu to know, to recognize
Daraaunu to be afraid
dauDanu to run
dekhaaunu to show
dekhnu to see, to look, to watch
di i
khojnu to find out, to search
kholnu to open
khulnu to open
kinmel garnu to shop
kinnu to buy
kosis garnu to try
kuraa garnu to talk
laagnu to feel
laagu garnu to implementlaaunu to wear
lagaaunu to wear, to plant, to apply
lagnu to take along
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ag u to ta e a o g
lekhnu to write
linu to take
lyaaunu to bring
maajhnu to clean
maaph garnu to forgive, to excuse
maddat garnu to help (small things)
man parnu to like
marmat garnu to repair
moDnu to turn
naachnu to dance
naapnu to measure
paalnu to raise (kids, animals)
paaunu to get, to have, to find, to receive
paDhaaunu to teach
paDhnu to study
paani parnu to rain
pharkanu to return
phohor garnu to make dirty
pisaab garnu to urinate
Verbs English - Nepali
to agree swikaar garnu
to arrive aaipugnu
to ask sodhnuto be able to, can saknu
to be afraid Daraaunu
to be hunu
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to boil umaalnu
to bring lyaaunu
to buy kinnu
to call bolaaunu
to clean maajhnu
to clean saphaa garnuto close banda garnu
to come aaunu
to count gannu
to cover, to put purnu
to cut kaaTnu
to dance naachnu
to depend bhar parnu
to dig khannu
to discuss chhalphal garnu
to do garnu
to dream sapanaa dekhnu
to drive (ex car) haaknu
to earn kamaaunu
kh
to make laugh hasaaunu
to make, to prepare banaaunu
to measure naapnu
to meet bheTnu
to milk duudh duhunu
to need chaahinu
to open kholnu
to open khulnu
to pay tirnuto play khelnu
to plough jotnu
to put raakhnu
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p
to put, to pour haalnu
to rain paani parnu
to raise (kids, animals) paalnu
to reach pugnu
to repair marmat garnu
to rest aaraam garnu
to return pharkanu
to run dauDanu
to say, to tell bhannu
to see hernu
to see, to look, to watch dekhnu
to sew siunu
to shit disaa garnu
to shop kinmel garnu
to show dekhaaunu
to sing gaaunu
to sit, to stay, to live basnu
to sleep sutnu
to speak bolnu
Basic Language Training: Part Two
Vocabulary List
Post positions
ko of, 's (possessive)Peter ko desh Denmark ho Peter's country is Denmark
maa at in on (location)
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maa at, in, on (location)
Kathmandu Nepaal maa chha Kathmandu is in Nepal
laai to, for (benefit) Indicates the indirect object
Malaai kalam dinus! Please give me the pen!
ko laagi for (purpose)
Yo kera phalphul salad ko laagi ho This banana is for fruit salad
(e)pachhi after
5 minute pachhi ma pheri aauchhu I'll be back in 5 minutes
Paani umaalepachhi ma Termos maa raakchhu
After boiling the water I put it in the thermos
baaTa from (location)
Ma MS baaTa aae I came from MS
dekhi since, from (time)Ma Nepaal maa 1998 dekhi baseko chhu
I have lived in Nepal since 1998
samma to, until
Kathmandu baaTa Pokhara samma kati samaya laagchha?
Umaaleko paani le chhiya banaaunu parchha
You must make tea using boiled water
The causative case marker for subjects of causative verbs
Yo ausadhi le nindraa laagchha
This medicine makes you sleepy
agaaDi in front of
Mero bicycle MS agaaDi chha My bicycle is in fron of MS
Aghi ago
Ek hapta agi haami Naamo Buddha gaayau
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One week ago we went to Naamo Buddha
Bhaekole due to, beacuse of
BaaTo saanghuro bhaekole durghaTanaa hunchha
Beause the roads are narrow, there are accidents
Anusaar according toHaawaapaani anusaar Nepal laai tin bhaag maa baaDna sakinchha
Nepal can be divided into 3 parts acconding to climate
Baahira outside
Kathmandu baahira dherai Thaau maa baaTo chhaina
Many places outside Kathmandu have no roads
Dwaaraa through
Bidesi sahayog taalim haru dwaaraa garinchhaForeign aid is given through training
Bhitra Momo ko golaa laai momo pakaaune bhaaDo bhitra raakhnus
Put the momo balls into the the momo cooking pot
sentence structure
Questions with interrogatives
subject interrogative verb
kitaab
book
kahaa
where
chha
isclass
class
kati baje
what time
suru hunchha
starts
yo ke ho
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yo
this
ke
what
ho
is
yo kitaab
this book
kasko
whose
ho
is
tapaaiko desh your country
kunwhich
hois
keraa
bananas
kati rupiya
how many Rupies
parchha
cost
keraa
bananas
kasto
how
chha
are
tapaai
you
kahile
when
jaanu hunchha
go
tapaai
you
kina
why
jaanu hunchha
go
tapaai
you
kasari
how
jaanu hunchha
go
sentence structure
Declaratives & questions without interrogatives
Time Indirect
object +
post- position
Subject Place +
post-
position
Object/
Predicate
Verb
ma
I
jaanchhu
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I go
ma
I
bidyaarthi
student
hu
am
Nepal
Nepal
raamro
good
chha
iskitaab
book
mech maa
chair on
chha
is
mero chhora
chhori
my children
chha
exist
ma sanga
me with
kitaab
book
chha
exists
malaai
me to
keraa
bananas
manparchha
please
ma
I
keraa
bananas
khaanchhu
eat
Language focus
From BLT 1 & 2
Lesson 1
Possessive pronouns:Singular Plural
1. person Mero
My mine
Haamro
Our ours
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My, mine Our, ours
2. person Tapaaiko
Your, yours
Tapaaiharuko
Your, yours
2. person LOW
for children
Timro
Your, yours
Timiharuko
Your, yours
3. person WahaakoHis, her, hers
WahaaharukoTheir, theirs
3. person LOW
for things, children and animals,
and for people not present
Usko/yasko/tyasko
Its, his, her, hers
Uniharuko
Their, theirs
Identification verb:
Positive: Negative:Ho
It is (something)
Eg: Yo kitaab ho = this is a book
Hoina
It is not (something)
Eg: Yo kalam hoina = this is not a pencil
Existence/location verb:
Positive NegativeChh Chh i
Interrogatives:
Note: All interrogatives start with the consonant 'k-'
ke what
kun which
kahaa where
ko who
kasko whosekasto how (is something)
kasari how (to do something)
kahile when
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kina why
kati how many
kataa where (with direction)
Possessive: ko (of, 's):
Peter ko desh Denmark ho
Peter’s country Denmark is
Possessive is marked by adding -ko to the noun/pronoun
Note: mero, hamro, usko, timro
Post-positions: maa (on, at, in):
MS-Nepal Kathmandu maa chha
MS-Nepal Kathmandu in is MS-Nepal is in Kathmandu
Post positions are like prepositions, but they follow the word they 'belong' to:English/Danish: on the table
Nepali: the table on = tebul maa
Imperatives: verb root (=the verb without –nu) + -nus:k l di ( di )
Classifier for things: waTaa:
nau waTaa kalam dinus
9 pieces pen give Please give me 9 pens
When counting things (9 pens) or asking about the number of something (how many pens? = kati
waTaa kalam) the classifier waTaa is obligatory before the noun
Note:
euTaa = one itemduiTaa = two items
tinTaa = three items
Not:* ek waTaa *dui waTaa *tin waTaa
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Not: ek waTaa, dui waTaa, tin waTaa
Word order
You will note that Nepali word order is almost the exact opposite of English/Danish:
Tabul maa 5 waTaa kitaab chhaTable on 5 pieces books are = There are 5 books on the table
Lesson 2
Time:
A: Lunch kati baje hunchha?
Lunch how many strokes it is What time is lunch?
B: 12 baje
12 o'clock At 12 o'clock
Kati baje... = Hvad tid er X?
12 baje = Kl. 12
A: Ahile kati bajyo?
Now how many did it strike What time is it now?
B: 12 bajyo
Lesson 3
Impersonal verbs: manparchha & chaahinchha:
Malaai keraa manparchha/manpardaina
I to banana please/displease I like/dislike bananas
Wahaalaai daal chaahinchha/chaahidaina
He to daal is needed/isn't needed He needs/doesn't need daal
Impersonal verbs are always in the 3rd. person singular. The subject is the thing 'liked' or 'needed'. The person 'liking' or
'needing' something is in the oblique case (laai)
Chaahinchha/chaahidaina is actually the passive form of a verb
Pronouns:
Si l Pl l
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Singular: Plural:1. person I ma we haami
2. person you tapaai you tapaaiharu
2. person
LOW
you timi you timiharu
3. person he/she
LOW it/he/she
this/that
wahaa
u
yo/tyo
they
LOW they
these/those
wahaaharu
uniharu
yi/ti
Experiencer of impersonal verbs: + laai:
Tapaai-laai ke manparchha?
You -to what it pleases
Experiencer + postpos. Subject Verb What do you like?
-laai ('to, for', a postposition) is added to the experiencer (the person/entity who likes/needs something) of an impersonal
verb.
The subject of the impersonal verb is the thing that is ‘liked/needed’
Description verb: chha:
Adverbs:
Syaau aliali amilo chha
Apple a little sour it is = the apple is a little sour
The adverb aliali is placed before the adjective
Lesson 4
Classifier for people: janaa:
Mero dui janaa chhori chha
My 2 people daughters exist (I) have two daughters
The claasifier janaa must be used whenever people are counted just as waTaa is always used when counting things
Verb conjugation: present tense: hunu=to be (am/is/are):
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Verb conjugation: present tense: hunu=to be (am/is/are):
Existence/description
(Chha)
Identification
(Ho)
positive negative positive negative
singularI ma chhu chhaina hu hoina
You tapaai hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timi chhau chhainau hau hoinau
He/she wahaa hunuhunchha hunuhunna hunuhunchha hunuhunna
It/he u chha chhaina ho hoina
plural We hami(haru) chhau chhainau hau hoinau
You tapaaiharu hunuhunchha hunuhunna hunuhunchha hunuhunna
You LOW timiharu chhau chhainau hau hoinau
They wahaaharu hunuhunchha hunuhunna hunuhunchha hunuhunna
They uniharu chhan chhainan hun hoinan
1. p.(I) ma garchhu gardina
2.p.(you) tapaai garnuhunchha garnuhunna
2.p.LOW (you) timi garchhau gardainau
3.p. (he/she) wahaa garnuhunchha garnuhunna
3.p. low (it, this, that) u/yo/tyo garchha gardaina
Plural 1. p.(we) hami(haru) garchhau gardainau
2. p.(you) tapaaiharu garnuhunchha garnuhunna
2.p.LOW(you) timiharu garchhau gardainau
3. p.(they) wahaaharu garnuhunchha garnuhunna
3 p Low(they) uniharu garchhan gardainan
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3.p.Low(they) uniharu garchhan gardainan
Infinitive: verb root + na:Ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The –na form of the infinitive is used when a verb functions as the object of another verb. The verb in the –na form is
usually followed by a conjugated verb
Modal verb: chaahanu (want):Ma tapaai laai kehi sodhna chaahanchhu
I you to something ask I want I want to ask you something
The verb chaahanu is always preceded by another verb in the verb root + –na form. Chaahanu is conjugated in accordance
with the subject for person, number and tense.
The emphatic particle: nasodhnus na
ask emphatic particle= just ask!The particle na or nai is placed after the word on which the emphasis is put
Post positions: dekhi….samma, –ko laagi & pachhi:bihaana dekhi belukaa samma
morning from evening to from morning to evening
Participle: verb root + e + ra:Paani umaalera Thermos maa raakhchhu
water boiled and thermos in I put
= I boil water and put it in the thermos OR: having boiled water I put it in the thermos
When enumerating several actions in a temporal sequence, all but the final verb may be put in the 'participle form' -e
The -ra is actually the word 'and'
Modal verb, impersonal: parchha (it is necessary, must):
office saphaa garnu parchhaoffice clean make it is necessary It is necessary to clean the office
Parchha follows the infinitive form (-nu) of another verb. Parchha is always in the 3rd. person singular, and it resembles the
impersonal verbs in this way, but parchha is always preceded by another verb.
The person/entity that must do something is in the oblique form (-laai) or the agentive form (-le)
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The person/entity that must do something is in the oblique form ( laai) or the agentive form ( le) Malaai/maile Nepaali paDnu parchhaI to/ I agent marker Nepali study it is necessary
= It is necessary for me to study Nepali / I must study Nepali
Plural form of nouns: -haruDiuso aru kaamharu garchhu
Afternoon other work I do
The plural form of the noun is constructed by adding –haru after the noun. It is not obligatory to add this ending, the
singular form of the noun may also function as a plural
Lesson 6
Verb expressing universal fact: hunccha:haatti Thulo hunchha
Elephant big is elephants are big
Positive response: has (high form)/hunchha (low form):A: raamro chha? Is that good?
B: has/hunchha/hudaina Yes, indeed/Yes, OK, No, it is not OK
Post position: ko baaremaa:
Verb conj. past tense:hunu (was/were/became)
Hunu: existence
(chha)=was/were
Hunu: identification
(ho)=became
singular positive negative positive negative1.p.(I) ma thie thiina bhae bhaina
2.p.
(you)
tapaai hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
2.p.
(you)
LOW
timi thiyau thienau bhayau bhaenau
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3.p.
(he/she
wahaa hunuhunthiyo hunuhunnathiyo/
hunuhunthiena
hunubhayo hunubhaena
3.p.(it)L
ow
u/yo/tyo thiyo thiena bhayo bhaena
Plural 1.p.
(we)
hami(haru thiyau thienau bhayau bhaenau
2.p.
(you)
tapaaiharu hunuhunthiyo hunuhunnathiyo
/hunuhunthiena
hunubhayo hunubhaena
2.p.L.
(you)
LOW
timiharu thiyau thienau bhayau bhaenau
3.p.(they)
wahaaharu hunuhunthiyo hunuhunnathiyo/hunuhunthiena
hunubhayo hunubhaena
3.p.L.
(they)
uniharu thie thienan bhae bhaenan
Asking permission: Verb root + u + hai:aau hai?
come OK? May I come in?
This is an informal way of asking permission. It is actually the injunctive: 'let me come in!' , but adding hai changes the
meaning to an informal request.
The plural – ‘let’s go!’ – is formed by adding –au to the verb root: jaaau
Verb + postposition: Verb root + e + pachhi:
Khaa-e-pachhi paDhnu parchhaeat after study it is necessary After eating it is necessary to study
The post position (-e) pachhi can be used to link two actions together in a temporal sequence
Composite nouns: Verb root + ne + noun:Jaa ne baaTo
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Jaa-ne baaTo
Go road road
Khaa-ne tebul
Eat table dining table
Composite nouns are formed by combining a verb in its -ne form with a noun
Possession of moveable (= smallish) objects: post position: sanga/sitaa:ma sanga/sita kalam chha
I with pen exists I have a pen with me
But:
mero chhora chha
my son exists I have a son
Lesson 8
Verb conjugation past tense:garnu (did)Singular Positive Negative1. p. (I) maile gare garina
2. p. (you) tapaaile garnubhayo garnubhaena
2 p LOW(you) timile garyau garenau
Subject of transitive verbs in the past tense: + le:tapaai le ke garnu bhayo?
you agent marker what you did What did you do?
The subject (=the person or thing doing the action) of a transitive verb in the past tense must always be followed by –le
A transitive verb is a verb which takes an object (what did you do?: what is the object of do)
Verb for feeling pain: dukhnu:mero peT dukhyo
my stomach hurt (past tense) My stomach hurtsThe verb dukhnu ‘to hurt’ is generally used in the past tense to denote a present condition
The subject of the verb dukhnu is the part of the body which hurts
Verb for other feelings: laagnu:Malaai nindraa laagyo
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Malaai nindraa laagyo
I to sleepy it felt (past tense) I feel sleepy
The verb laagnu ‘to feel’ is generally used in the past tense to denote a present condition
The verb laagnu is an impersonal verb
It is always in the 3rd. person singular and in the sense ‘to feel’ always in the past tense
The person experiencing the feeling is in the oblique form (-laai)
Past participle: verb root + eko:
umaleko paani maatra khaanus
boiled water only drink drink only boiled water
The past participle is used among other things to change verbs into adjectives just like in Danish and English
Causative use of laagnu:ausadhi le nindraa laagchha
Medicine agent marker sleepy it makes feelThe medicine makes you feel sleepy
The subject of the verb laagnu may be the thing causing the feeling
The subject of a causative verb (the person or thing causing the action) is followed by the particle le
Conditional phrase (if ...): bhane:i d l bh dhi kh
Questions with ki (or):Jaanchhau ki?
We go or Are we going?
Adding ki ‘or’ to the end of a sentence will turn it into a less direct question than if the rising tone alone is used to indicate
that this is a question
Lesson 9
Verb conjugation: future tense (will do):Singular: Plural:1.p. (I) ma garulaa (we) hami(haru) garaulaa
2.p. (you) tapaai garnuholaa (you) tapaaiharu garnuholaa
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2.p.LOW (you) timi garaulaa (you)LOW timiharu garaulaa
3.p. (he/she) wahaa garnuholaa (they) wahaaharu garnuholaa
3.p.LOW (it) u garlaa (they) LOW uniharu garlaan
Both…and: X pani Y pani:Yo raamro pani sasto pani chha
This good both cheap both is This is both good and cheap
Pani follows the words that are linked in this way
Qualification of an adjective: Adj. + -ai:Thikai chha
OK'ish it is It is all right
Adding -ai to an adjective changes the meaning of that adjective to 'somewhat X'
Further qualification of an adjective: Thikai ko + adj:
Yo tarkaari Thikai ko piro chhaThis vegetable curry OK ‘s spicy is
This vegetable curry is just the right degree of spicy
Adding Thikai ko in front of an adjective changes the meaning of that adjective to 'just the right degree of' ...'
Verb meaning 'think', 'to appear', 'to seem', 'to find': rahechha:
1.p.(I) ma gardaichhu gardaichhaina
2.p.(you) tapaai gardaihunuhunchha gardaihunuhunna
2.p.LOW (you) timi gardaichhau gardaichhainau
3.p.(he/she) wahaa gardaihunuhunchha gardaihunuhunna
3.p.Low (it) u gardaichha gardaichhaina
Plural 1.p.(we) hami(haru) gardaichhau gardaichhainau
2.p.(you) tapaaiharu gardaihunuhunchha gardaihunuhunna
2.p.LOW(you) timiharu gardaichhau gardaichhainau
3.p.(he/she) wahaaharu gardaihunuhunchha gardaihunuhunna
3 p Low(they) uniharu gardaichhan gardaichhainan
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3.p.Low(they) uniharu gardaichhan gardaichhainan
Verb conjugation: passive: verb root + inchha:Seto himaal dekh-inchha
White mountains are seenThe passive form of the verb in the 3. person singular is formed by adding –inchha (positive) /-idaina (negative) to the verb
root
Comparative: post position: bhandaa:tyo suntala bhandaa yo guliyo chha
that orange compared with this sweet is
This orange is sweeter than that one
The comparative is constructed by using the post position bhandaa meaning ‘than’, 'in comparison with'. Bhandaa is
placed after the item of comparison
Superlative: sab(ai)bhandaa:Yo mahiina sabbhandaa jaaDo hunchha
This month most cold is This is the coldest month
The superlative is constructed by placing sab(ai)bhandaa ‘most’, ‘more than all’ in front of the adjective
Lesson 11
Verb conjugation: present perfect (garnu has/have done):
positive: negative: singular:
maile (I) garekochhu gareko chhaina
tapaaile (you) garnubhaeko chha garnubhaeko chhaina
timile LOW (you) garekaa chhau garekaa chhainau
wahaale (he/she) garnubhaeko chha garnubhaeko chhaina
usle (it) gareko chha gareko chhaina
plural:
haami(haru)le (we) garekaa chhau garekaa chhainau
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( ) ( ) g g
tapaaiharule (you) garnubhaeko chha garnubhaeko chhaina
timiharule LOW (you) garekaa chhau garekaa chhainau
wahaararule (they) garnubhaeko chha garnubhaeko chhaina
uniharule (they) garekaa chhan garekaa chhainan
Modal verb: parchha:maile tapaai lai maddat garnu parchha
I –agent marker you to help it is necessary I must help you
The particle le is an agent marker. It is added to the person who must do something, especially if there are more than one
person in the sentence
Verb meaning: ‘take (time)’: laagnu:yahaa baaTa kati samaya laagchha?
here from how much time it takes
how long does it take (to get there) from here?
Questions with both positive and negative verb: ho ki hoina/chha ki chhaina:Yahaa swaastha chauki chha ki chhaina?
Here health post is or isn't Is there a heath post here?
Both the positive and negative verb can be added to a question in order to make it more open
Purpose (in order to): verb root + -na + main verb phrase:Sabai kaam khojna sahar jaanchhan
All work seek city they go They all go to the city to seek work
A verbal purpose ('in order to ...') is produced by adding -na to the verb expressing the purpose
The 'purpose' (in order to seek work) is placed before the main verb (they go (to town))
Conditional clause (unreal) (if ...): verb root + -eko + bhae:Yahaa paaeko bhae, sajilo hunthiyo
Here gotten it became, easy it was If we could get it here, it would be easierAn unreal conditional clause (if ...) is formed by adding -bhae ('became') to the perfect participle form of the verb
expressing the unreal condition (if we could get it here, ...)
The conditional phrase is followed by the rest of the sentence ending in a verb in the past tense
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Lesson 13
Verb conjugation: past perfect tense: garnu ('had done')
Positive Negative
Singular
1.p.(I) maile gareko thie gareko thiina
2.p.(you) tapaaile garnubhaeko thiyo garnubhaeko thiena
2.p.LOW (you) timile garekaa thiyau garekaa thienau
3.p.(he/she) wahaale garnubhaeko thiyo garnubhaeko thiena
3.p.Low (it) usle gareko thiyo gareko thiena
Plural
1.p.(we) haamile /haamiharule garekaa thiyau garekaa thienau
2.p.(you) tapaaiharule garnubhaeko thiyo garnubhaeko thiena
2.p.LOW(you) timiharule garekaa thiyau garekaa thienau
3.p.(he/she) wahaaharule garnubhaeko thiyo garnubhaeko thiena
3.p.Low (they) uniharule garekaa thie garekaa thienan
Conjunction used for reported speech ('X said that '): ki:
Demonstratives, adverbs, interrogatives, relative pronouns and negatives
See appendix for a combined chart!
Demonstratives and adverbs:
Demonstratives/adverbs: close Demonstratives/adverbs: distant
yo* this tyo* that
yahaa here tyahaa there
yataa to here tyataa to there
yaso in this way tyaso in that wayyasari in this way tyasari in that way
ahile/aba now Tahile/taba then, at that time
yati this much tyati so much
yasto such tyasto such thus
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yasto such tyasto such, thus
Interrogatives, relative pronouns & negatives:
Interrogatives Relative pronouns:
definite
Relative pronouns:
indefinite
Negatives:
always used with the negative form of the
verb (double
negative)
Used in questions Used in statements
kun which jun which jun pani which ever kunai pani nothing
ko* who jo* who jo pani anyboby kohi pani nobody
kahaa where jahaa where jahaa pani wherever kahi pani nowhere
kataa to where jataa to where jataa pani wherever kataa pani no where
kasari how jasari as jasari pani any way kasari pani no way
kahile when jahile when jahile pani whenever kahile pani never
kati how many jati as many jati pani whatever kati pani not at all
kasto how jasto how jasto pani however kasto pani no way
Lesson 26
Present perfect progressive tense: garnu (has been working):
Positive Negative
Singular
1. p. (I) maile gardai aaeko chhu gardai aaeko chhaina
2. p. (you) tapaaile gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
2. p. LOW(you) timile gardai aaeko chhau gardai aaeko chhainau3. p. (he/she) wahaale gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
3. p. low (it) usle /yole /tyole gardai aaeko chha gardai aaeko chhaina
Plural
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Plural
1. p. (we) haami(haru)le gardai aaekaa chhau gardai aaekaa
chhainau
2. p. (you) tapaaiharule gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina2. p. low (you) timiharule gardai aaekaa chhau gardai aaekaa
chhainau
3. p. (they) wahaaharule gardai aaunu bhaeko
chha
gardai aaunu bhaeko
chhaina
3. p. low (they) uniharule /yile /tile gardai aaekaa chhan gardai aaekaa
chhainan
Lesson 27
Time phrase ('when.../while....'): verb root + daa(kheri):
Ma Denmark basdaa, paani byabasthaapan maa kaam garthe
I Denmark live when, water management in work I used to do
When I was living in DK, I used to work in water management
A time phrase ('when /while ') is formed by adding -daa(keri) to the verb root
Verb tenses: positive
Infinitive: garnu= to do (at goere)
* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
does is doing did was doing was doing has done had done will do
goer er ved at goere gjorde plejede at
goere
var ved at goere har gjort havde gjort vil goere
person
ma/maile garchhu gardaichhu gare garthe gardai thie gareko
chhu
gareko
thie
garulaa
tapaai(le)
ih (l )
garnu
h hh
gardaihunu
h hh
garnu
bh
garnu
h h
gardai
h h h
garnu
bh k
garnu
bh k
garnu
h l
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tapaaiharu(le)
wahaa(le)
wahaaharu(le)
hunchha hunchha bhayo hunthyo hunuhunthyo bhaeko
chha
bhaeko
thiyo
holaa
u/usle garchha gardaichha garyo garthyo gardai thiyo garekochha
garekothiyo
garlaa
haami(le)*
haamiharu(le)
*
timi(le)
timiharu(le)
garchhau gardaichhau garyau garthyau gardai thiyau garekaa
chhau
garekaa
thiyau
garaulaa
uniharu(le) garchhan gardaichhan gare garthe gardai thie garekaachhan
garekaathie
garlaan
Verb tenses: negative
infinitive:
garnu = to do (at
goere)
* = add
nazalization
nutid fortid
present present
progressive
past past habitual past
progressive
present
perfect
past
perfectdoes not is not doing did not was not doing was not doing has not done had not
done
goer ikke er ikke ved at
goere
gjorde ikke plejede ikke at goere var ikke ved at goere har ikke gjor t havde ikke
gjort
person
ma/maile gardina gardai
chhaina
garina gardinathe gardai thiina gareko
chhaina
gareko
thiina
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tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le)
garnu
hunna
gardai
hunuhunna
garnu
bhaena
garnu
hunnathyo
gardai
hunuhunnathyo
garnu
bhaeko
chhaina
garnu
bhaeko
thiena
u/usle gardaina gardai
chhaina
garena gardainathyo gardai thiena gareko
chhaina
gareko
thiena
haami(le)*
haamiharu(le)
*
timi(le)
timiharu(le)
gardainau gardai
chhainau
garenau gardainathyau gardai thienau garekaa
chhainau
garekaa
thienau
uniharu(le) gardainan gardai
chhainan
garenan gardainathe gardai thienan garekaa
chhainan
garekaa
thienan
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Verb tenses: positive and negative
Infinitive: hunu = to be, to become (at vaere, at blive)
* = add
nazalization
chhadescription (with adjectives)
existence, location
hoidentification (with nouns)
present past present past
positive negative positive negative positive negative positive negativeis is not was was not is is not became did not
become
er er ikke var var ikke er er ikke blev blev ikke
person
ma chhu chhaina thie thiina hu hoina bhae bhaina
i(h ) h h h h h h h h
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tapaai(haru)
wahaa(haru)
hunu
hunchha
hunu
hunna
hunu
hunthiyo
hunu
hunnathiyo/
hunu
hunthiena
hunu
hunchha
hunu
hunna
hunu
bhayo
hunu
bhaena
u chha chhaina thiyo thiena ho hoina bhayo bhaena
haami(haru)
*
timi(haru)
chhau chhainau thiyau thienau hau hoinau bhayau bhaenau
uniharu chhan chhainan thie thienan hun hoinan bhae bhaenan
Verb endings: positive & negative* = add
nazalization
nutid fortid fremtid
present present
progressive
past past
habitual
past
progressive
present
perfect
past
perfect
future
person
ma/maile chhu/dina dai
chhu/
chhaina
e/ina the/dinat
he/nnathe
dai
thie/thiina
eko
chhu/
chhaina
eko
thie/
thiina
ulaa
tapaai(le)
tapaaiharu(le)
wahaa(le)
wahaaharu(le
nu
hunchha/
hunna
dai hunu
hunchha/
hunu
hunna
nu
bhayo/b
haena
nu
hunthyo/h
unna thyo
dai hunu
hunthyo/
hunnathyo
nu bhaeko
chha/chhaina
nu
bhaeko
thiyo/
thiena
nu
holaa
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(
)
u/usle chha/
daina
dai
chha/
chhaina
yo/
ena
thyo/
dainathyo
/nathyo
dai
thiyo/thiena
eko
chha/chhaina
eko
thiyo/
thiena
laa
haami(le)*
haamiharu(le)*
timi(le)
timiharu(le)
chhau/
dainau
dai
chhau/
chhainau
yau/
nau
thyau/dai
nathyau/
nathyau
dai
thiyau/
thienau
ekaa
chhau/
chhainau
ekaa
thiyau/
thienau
aulaa
uniharu(le) chhan/ dai e/ the/dainat dai ekaa ekaa laan
dainan chhan/ chhainan enan he/nathe thie/thienan chhan/ chhainan thie/ thienan
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Interrogatives, relative pronouns, negatives, demonstratives & adverbs
Interrogatives Relative pronouns: definite Relative pronouns:
indefinite
Negatives:
always used with the
negative form of the
verb
Demonstratives/
adverbs:
close
Demonstratives/
adverbs:
distant
Used in questions Used in statements
kun which jun which jun
pani
which ever kunai
pani
nothing
ke what je what je pani whatever kehi
pani
nothing
kahaa where jahaa where jahaa
pani
wherever kahi
pani
nowhere yahaa,
yahi
here tyahaa there
kataa to where jataa to wherever jataa
pani
to wherever kataai
pani
to no
where
yataa to here tyataa to there
kasari how jasari,
jaso
as jasari
pani
anyway kasari
pani
no way yasari,
yaso
in this
way
tyasari,
tyaso
in that
way
kahile when jahile when jahile whenever kahile never ahile/aba now tahile then, at
h i
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pani pani that time
kati how
many
jati as much as,
approximately
jati
pani
however
many
katii
pani
none yati this
much
tyati so much
kasto how jasto as, like jasto
pani
however kasto
pani
no way yasto such tyasto such,
thus
ko* who jo* who jo*pani
anybody kohi*pani
nobody yo* this tyo* that
* All these words change form in the oblique case (+ -laai, –le, or -maa):
kaslaai, jaslaai, etc
kasle, jasle, etc
NUMERALS
10 20 30 40 50 60 70 80 90
0 sunna das bis tis chaalis pachaas saaThi sattari as(s)i nabbe
1 ek eghaara ekkaais ektis ekchaalis ekaaunna eksaThThi ekahattar ekaasi ekaanabbe
2 dui baarha baais battis bayaalis baaunna ba(i)saThThi bahattar bayaasi bayaa(n)nabbe
3 tin terha teis tettis trichaalis/
triyaalis
tripanna trisaThThi trihattar triyaasi triyaa(n)nabbe
4
chaar chaudha chaubis chautis chawaalis chawnna/
chauwanna
chausaThThi chauhattar chauraasi chauraa(n)nabbe
5 paach pandhra pachchis paitis paitaalis pachpanna paisaThThi pach(a)hattar pachaasi panchaa(n)nabbe
6 chha sor(h)a chhabbis chhattis chhayaalis chhapanna chhaisaThThi chha(i)hattar chhayaasi chhayaa(n)nabbe
7 saat satra sattaais saitis satchaalis santaaunna satsaThThi sat(a)hattar sataasi santaa(n)nabbe
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7