13 Nepali Basic Language Training

8/11/2019 13 Nepali Basic Language Training

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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



L 15


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



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



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.



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



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



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'



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



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



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



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



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

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

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

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



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



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



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 )



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 …..'



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 ?



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



LESSON 2

Class Activities


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



B: By …..

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



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



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



;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



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?



LESSON 2

Homework



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


5 Listen:

Listen to the radio/watch TV/listen to people anywhere and note down any words that you recognize



10 bajyo



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

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

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



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



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



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?



LESSON 3

Homework



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




9 kun



LESSON 4

Family


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

• 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?

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



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



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 garchhu = I do

'To be': hunu (ho (identification) & chha (existence & description)):

Identification: ho yo mero kalam ho

This is my pencil



LESSON 4

Homework



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:




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



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



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' .



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



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



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


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



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?



Lesson 5

Homework



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:



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



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';

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



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



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



Lesson 6

Homework



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



1 hunchha (universal fact)

2 -ko baaremaa

3 bichaar



=Do you have any money?/ I (don’t) have any money



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

;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?



"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

'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 .



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



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


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


2.p.L.

(you)

timiharu thiyau thienau bhayau bhaenau



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?



Lesson 7

Homework



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




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?

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?



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



saphaa clean

;f4!saathi friend

)fsf]Taauko head

t/tara but

%oxfFtyahaa there

df7g'

umaalnu to boildfn]sf]umaaleko boiled



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



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


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?



Lesson 8

Homework



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


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



Review 2:

Lessons 5-8

1 Review Lesson 8:1 Learning contents:

Pair work


Pair work

3 Homework:

Pair work

4 Listening:Listening text for Lesson 8

Whole class


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



LESSON 9

Shopping


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



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


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

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)



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

Dialogue 2: Having clothes made at the tailor’s

gd:t]A namaste

gd:t], fg'; s] l;g] xf]nf 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?



"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 } ]

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



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



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.



Lesson 9

Homework



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


6 Memorise Devanagari: all the retroflex consonants: Ta, Tha, Da, Dha, na



8 bhane

9 paainchha

Lesson 10

Weather & Nature


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

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;



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)



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



";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?



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



yastai like this

Language focus:

Verb conjugation: garnu: present continuous (am/is/are doing):


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



3 How does the way comparative and superlative is formed in Nepali compare with other

languages you know?



4 kahilekaahi



4 kahilekaahi

5 jastai



Lesson 11

Visiting Partner Organisations


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



Schools are emphatic particle though are , but very good it isn t

= Well… there are schools, but they are not very good


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 .



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

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



y g

xfjfhaawaa air, wind

xfjfkfg!haawaapaani climate6fg] lrl"rkhaane chijbij food stuff

6f]nfkholaa stream

nfg'laagnu to feel


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!

;" 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



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



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


1 Do other languages you know have a conjugation for present perfect?

2 If h d i i h h N li f ?



Lesson 11

Homework



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.


5 Memorise Devanagari: all the labial consonants: pa, pha, ba, bha, ma

6 Listen:




11 read and write in Devanagari: all the semi vowels: ya, ra, la, va

Culture: rural areas, farming, politeness, small talk

Task: Ask someone at the office

• what the main crops in the Kathmandu Valley are

• how many times a year it is possible to plant here

• how the soil is here

Practice dialogue

A: Can I ask you something about farming?

B: Please ask

A: What are the main crops here?

B: …..(wheat=gahu, corn=makai)

A: How many times a year do you plant?

B: ....

Dialogue 1: Talking with a farmer about his fields and animals

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

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'



'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"

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



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'



'khannu to dig

6]tkhet wet field

lsl;dkicim type

s'gfkunaa corner

n9fg'lagaaunu to plant

df)f]maaTo soil

dnmal fertilizer


k*flng] lrl"phaaline chijbij things to be thrown out

k*]l/pheri again

k*'nphul flower

k3of]9 9g' {

tof/ x'g'

' '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} *



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' {



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



Lesson 12

Homework



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


6 Memorise Devanagari: all the semi vowels: ya, ra, la, va

7 rahechha



REVIEW 3:



REVIEW 3:

Lessons 9-- 12

1 Review Lesson 12:


Pair work


Pair work

3 Homework:

Pair work

4 Listening:

Listening text for Lesson 12Whole class


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



Lesson 13

Education


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 ?

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

+$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 /] 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

;"}

;"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 ?

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')



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



Lesson 13

Homework



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



8 kam

LESSON 14

Job Specific: Partner Organizations


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? /



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



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

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 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



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

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?

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



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



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



Homework


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



Job specific: MS-Nepal


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

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

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



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



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



: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



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



Homework


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:



Lessons 13-15

1 Review Lesson 15:

1 Learning contents:Pair work


Pair work

3 Homework:

Pair work

4 Listening:

Listening text for Lesson 15Whole class


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



Lesson 2

1

A: Answer and ask B when lunch is



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


Lesson 5

1

A: Ask B what s/he does in the morning



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




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





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





Lesson 10

1

A: Comment on B’s statement



A: Reply

A: Reply

A: Reply and explain



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 questionA: Reply and return the question

Lesson 14

1



Lesson 15

1

A: Ask B what kind of organization MS is



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




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



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



2

Lesson 2

1

B: Ask A when the tea break is



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


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







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



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




p y q


Lesson 91


B: Reply and return the question if relevant



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



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



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



LISTENING TEXTS



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 } { {



+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)/



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]



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



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



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



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



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



to talk kuraa garnu

to teach paDhaaunu

to teach sikaaunu

t thi k bi h



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



Post positions

ko of, 's (possessive)

Peter ko desh Denmark ho Peter's country is Denmark



maa at, in, on (location)

Kathmandu Nepaal maa chha Kathmandu is in Nepal

laai to, for (benefit) Indicates the indirect object

Malaai kalam dinus! Please give me the pen!

ko laagi for (purpose)

Yo kera phalphul salad ko laagi ho This banana is for fruit salad

(e)pachhi 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



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



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



Verb tenses: positive

Infinitive: garnu= to do (at goere)

* = add

nazalization

nutid fortid fremtid

present present past past past present past future



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



*

timi(le)

timiharu(le)



uniharu(le) gardainan gardai

chhainan

garenan garnathe gardai thienan garekaa

chhainan

garekaa

thienan


Verb tenses: positive and negative

Infinitive: hunu = to be, to become (at vaere, at blive)

* = add chha ho



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


Verb endings: positive & negative

* = add

nazalization


present present

progressive

past past

habitual

past

progressive

present

perfect

past

perfect

future



person

ma/maile chhu/dina dai

chhu/ chhaina

e/ina the/nathe dai

thie/thiina

eko

chhu/chhaina

eko

thie/thiina

ulaa

tapaai(le)

tapaaiharu(le)

wahaa(le)

wahaaharu(le

)

nu

hunchha/

hunna

dai

hunchha/

hunu

hunna

nu

bhayo/b

haena

nu

hunthyo/h

unna thyo

dai hunu

hunthyo/

hunnathyo

nu bhaeko

chha/chhaina

nu

bhaeko

thiyo/

thiena

nu

holaa

u/usle chha/

daina

dai

chha/

chhaina

yo/

ena

thyo/

nathyo

dai

thiyo/thiena

eko

chha/chhaina

eko

thiyo/

thiena

laa

haami(le)*

haamiharu(le)*

timi(le)

timiharu(le)

chhau/

dainau

dai

chhau/

chhainau

yau/

nau

thyau/

nathyau

dai

thiyau/

thienau

ekaa

chhau/

chhainau

ekaa

thiyau/

thienau

aulaa

uniharu(le) chhan/

dainan

dai

chhan/

e/

enan

the/nathe dai

thie/thienan

ekaa

chhan/

ekaa

thie/

laan


chhainan chhainan thienan




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



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





NUMERALS

10 20 30 40 50 60 70 80 90

0 sunna das bis tis chaalis pachaas saaThi sattari as(s)i nabbe



1 ek eghaara ekkaais ektis ekchaalis ekaaunna eksaThThi ekahattar ekaasi ekaanabbe

2 dui baarha baais battis bayaalis baaunna ba(i)saThThi bahattar bayaasi bayaa(n)nabbe

3 tin terha teis tettis trichaalis/

triyaalis

tripanna trisaThThi trihattar triyaasi triyaa(n)nabbe

4 chaar chaudha chaubis chautis chawaalis chaunna/

chauwanna

chausaThThi chauhattar chauraasi chauraa(n)nabbe

5 paach pandhra pachchis paitis paitaalis pachpanna paisaThThi pach(a)hattar pachaasi panchaa(n)nabbe

6 chha sor(h)a chhabbis chhattis chhayaalis chhapanna chhaisaThThi chha(i)hattar chhayaasi chhayaa(n)nabbe

7 saat satra sattaais saitis satchaalis santaaunna satsaThThi sat(a)hattar sataasi santaa(n)nabbe

8 aaTh aThaara aThThaais aThtis aThchaalis anThaaunna aThsaThThi aTh(a)hattar aThaasi anThaa(n)nabbe

9 nau unnais unantis unanchaalis Unan(pa)chaas unansaaThi unansattari unaasi unaanabbe unaansae

100 sae

1000 hajaar

10.000 das hajaar

100.000 laakh1000.000 das laa


Basic Language Training: Part Two

List of contents BLT 2




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




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



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


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



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.



SYLLABUS

Lesson Topic Language focus Culture

16 P C j i d f D l k d



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



Post positions: ko laagi, dekhi....samma

Relationships between

people:

employer/staff;

landlord/tenant

19 Communication Conjugations: past, present perfect,

unconjugated past, injunctive


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



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


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


Post positions: anusaar ko baaremaa ko

Gender issues in Nepal



LESSON PLAN





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


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



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



Partner Organization Visit: Saajhedaar sansthaa ko bhrawan


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



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

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?

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/



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)



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;]



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



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



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



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



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

]



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

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

{ ]



/dfO{f]ramaailo pleasantl;lwg'siddhinu to finish;'0g'sunnu to listent];f]tesro third

HOMEWORK

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



Bank, Post Ofifce & Pharmacy: Bank, hulaak ra ausadhi pasal


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 /



, 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



A sajilo rahechha, dhanyabaad

Vocabulary 2

bolaaunu $f]fpg' to call

' 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] 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

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

HOMEWORK

Lesson 17


2 Prepare the Task


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] <



LESSON 18

Living Arrangements: Basaai bayabasthaapan/bandobasta




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



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

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

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

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

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';



*6 Make sentences in the present positive tense with:

1 I

2 you

3 it

4



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



10 relay reported speech

aajaa Nepal banda chha re

today Nepal band there is it is said that



11 ask and answer questions about the purpose of a 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

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



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

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

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



Review 1

Lessons 16-19

1 R i L 19



1 Review Lesson 19:


Pair work


Pair work

3 Homework:

Pair work

4 Listening:

Whole class


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





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



10 ask why some action has not been taken

kina nayaa marmat na-gareko ?

why anew have not repaired

11 make a guarded reply




chha na ta chha, tara KTM ko laagi 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:

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?

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?

$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.

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

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




2 Prepare the task


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



LESSON 21

Religion: dharma




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: ….

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 ?

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.



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


*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


4 Learn Devanagari: pa, pha, ba, bha, ma


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



Lesson 22 A

Nepal and Democracy

Nepal ra Prajaatantra kf / k%ft0 >



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



11 talk about making decisions

‘sudhaarieko panchaayati byabasthaa’ waa ’ bahudaliya byabasthaa’

‘improved panchhaayat system’ or ‘multi party system’

euTaa chhaanna ko laagi ‘ janamat sangraha’ bhayo

one choose for referendum it became



= a referendum was passed for choosing between the ‘improved panchhaayat system’ or ‘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] #



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/ #



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



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

2 Prepare the Task


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


5 Learn Devanagari: ya, ra, la, va


8 7777=Bof;LS %fg] xf] x%'/ <

LESSON 22 B

Festivals: ChaaDparbaharu



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



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:


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



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]



' '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



'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



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.



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



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' {



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



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



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

{



?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



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



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

]



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



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

2 Prepare the Task


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


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


1 talk about family life



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

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



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 )



maatrai df> only (with emphasis)

sabai ;$} all

sarkaar ;/sf/ government

subidhaa ;'l$wf facility, amenities

tirnu ltg' { to pay

HOMEWORK

Lesson 23


2 Prepare the Tasks

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


5 Learn Devanagari: sa, sha, sa, ha


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:





Pair work

3 Homework:

Pair work

4 Listening:

Whole class


1 Listening


Students listen


2 Speaking

Role play:

Discussing differences between Denmark and Nepal

3 Numerals



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

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:


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 ?

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 ?

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



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



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



;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


2 P th T k

2 Prepare the Task


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


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


1 talk about the geographical and administrative units of a country, occupations, population

and ethnic groups



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



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



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

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 <

!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

2 Prepare the Tasks


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



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



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

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 ] ] ]

%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

'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

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

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



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


2Prepare the Task *3 Translate the following sentences or do number 7:

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


1 talk about development needs



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



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):


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

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



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

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

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

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




Pair work


Pair work

3 Homework:

Pair work

4 Listening:Whole class


1 Listening


Students listen


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



‘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?



= 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


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!


instrumental: le

compound verb: -i dinu

composite nouns

postpositions: bichmaa (‘between’),sangha (‘with’), baaTa (‘from’)

Practice dialogues



1

A: Can bureaucracy be improved upon?

B: In my opinion it can be improved

A: How?

B: If you give good salaries and training, then the work will be quick

A: That is a good idea

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}

%: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.



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.

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] <

k;df s s lyof , ;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

*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


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]

]



LESSON 29

(x/ L ;d:o f

City Problems: Sahari samassyaa

Environment, Water & Electricity: Baataawaran, paani ra bijuli


1 informally ask someone what's up



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



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 } ] ] {

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

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

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

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 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



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


2 Prepare the Task

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


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


1 talk about knowledge of foreign aid

tapaailaai bideshi sahayog ko baarema thaahaa chha? /

you to foreign aid about knowledge there is



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




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

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



HOMEWORK

Lesson 30


2 Prepare the Task




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


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)


1 talk about cooking and recipies

Nepali khaanaa kasari banaaune? Nepali food how cook



2 talk about learning

tapaai kun kun Nepali khaanaa banauna siknuhunchha?

you which which Nepali food cook you learn

3 express 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



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]



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



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


a) Some people make bread using milk

b) H d k h ?

5 bhitra

6 alikati

7 verb root + era

8 verb root + nos



REVIEW 4

Lessons 28-31

1 Review Lesson 31:



Pair work

3 Homework:

Pair work

4 Listening:

Whole class


1 Listening


S d li


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


Ask B to repeat his/her questions



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


Translate words which B says s/he doesn’t understand

Lesson 16

1




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 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



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



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

A: Reply

A: Reply

A: Reply and ask B why s/he asked you that question

Lesson 25



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



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




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




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


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


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







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



2

B: Answer

B: Answer



Lesson 231








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

B: Reply

B: Reply

B: Reply and ask A why s/he asked you that question

Lesson 25

1


B: Reply (if you don’t know, then ask A whether s/he knows)



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

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









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












p y q


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



! ' 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 #



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 #

;$ }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



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 ] ]

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,



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



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 #



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:-



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



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



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]



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.



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

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



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.



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]



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



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





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



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



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



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


Vocabulary List

Post positions

ko of, 's (possessive)Peter ko desh Denmark ho Peter's country is Denmark

maa at in on (location)



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



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



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 +

postposition

Subject Place +

post-

position

Object/

Predicate

Verb

ma

I

jaanchhu



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



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



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



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



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





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



3.p.Low(they) uniharu garchhan gardainan

Infinitive: verb root + na:Ma tapaai laai kehi sodhna chaahanchhu


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


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)



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


2.p.

(you)

LOW

timi thiyau thienau bhayau bhaenau



3.p.

(he/she

wahaa hunuhunthiyo hunuhunnathiyo/

hunuhunthiena


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


2.p.L.

(you)

LOW

timiharu thiyau thienau bhayau bhaenau

3.p.(they)

wahaaharu hunuhunthiyo hunuhunnathiyo/hunuhunthiena


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



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



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



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



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



( ) ( ) 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



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


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



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)


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



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


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



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



tapaai(le)

tapaaiharu(le)

wahaa(le)

wahaaharu(le)

garnu

hunna

gardai

hunuhunna

garnu

bhaena

garnu

hunnathyo

gardai

hunuhunnathyo

garnu

bhaeko

chhaina

garnu

bhaeko

thiena

u/usle gardaina gardai

chhaina

garena gardainathyo gardai thiena gareko

chhaina

gareko

thiena

haami(le)*

haamiharu(le)

*

timi(le)

timiharu(le)

gardainau gardai

chhainau

garenau gardainathyau gardai thienau garekaa

chhainau

garekaa

thienau

uniharu(le) gardainan gardai

chhainan

garenan gardainathe gardai thienan garekaa

chhainan

garekaa

thienan



Verb tenses: positive and negative

Infinitive: hunu = to be, to become (at vaere, at blive)

* = add

nazalization

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



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


present present

progressive

past past

habitual

past

progressive

present

perfect

past

perfect

future

person

ma/maile chhu/dina dai

chhu/

chhaina

e/ina the/dinat

he/nnathe

dai

thie/thiina

eko

chhu/

chhaina

eko

thie/

thiina

ulaa

tapaai(le)

tapaaiharu(le)

wahaa(le)

wahaaharu(le

nu

hunchha/

hunna

dai hunu

hunchha/

hunu

hunna

nu

bhayo/b

haena

nu

hunthyo/h

unna thyo

dai hunu

hunthyo/

hunnathyo

nu bhaeko

chha/chhaina

nu

bhaeko

thiyo/

thiena

nu

holaa



(

)

u/usle chha/

daina

dai

chha/

chhaina

yo/

ena

thyo/

dainathyo

/nathyo

dai

thiyo/thiena

eko

chha/chhaina

eko

thiyo/

thiena

laa

haami(le)*

haamiharu(le)*

timi(le)

timiharu(le)

chhau/

dainau

dai

chhau/

chhainau

yau/

nau

thyau/dai

nathyau/

nathyau

dai

thiyau/

thienau

ekaa

chhau/

chhainau

ekaa

thiyau/

thienau

aulaa

uniharu(le) chhan/ dai e/ the/dainat dai ekaa ekaa laan

dainan chhan/ chhainan enan he/nathe thie/thienan chhan/ chhainan thie/ thienan



Interrogatives, relative pronouns, negatives, demonstratives & adverbs

Interrogatives Relative pronouns: definite Relative pronouns:

indefinite

Negatives:

always used with the

negative form of the

verb

Demonstratives/

adverbs:

close

Demonstratives/

adverbs:

distant


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


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



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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13 Nepali Basic Language Training

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