Conversational Gurung 0858831929

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PACIFIC LINGUISTICS Senie�

V

-

No.

13

CONVERSATIONAL GURUNG by Jessie R. Glover and Deu Bahadur Gurung

Department of Linguistics Research School of Pacific Studies THE AUSTRALIAN NATIONAL UNIVERSITY

Glover, J.R. and Gurung, D.B. Conversational Gurung. D-13, viii + 223 pages. Pacific Linguistics, The Australian National University, 1979. DOI:10.15144/PL-D13.cover ©1979 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.

PACIFIC LINGUISTICS is issued through the L�ngu�6t�e C��ete 0 6 Canbe��a and consists of four series: SERIES A - OCCASIONAL PAPERS SERIES B - MONOGRAP HS SERIES C - BOO KS SERIES V - SPECIAL PUBLICATIONS EDITOR:

S.A. Wurrn.

ASSOCIATE EDITORS:

D.C. Laycock,

C.L.

Voorhoeve,

D.T.

Tryon,

T.E. Dutton.

EDITORIAL ADVISERS: B. Bender, D.

J. Lynch,

University of Hawaii

Bradley,

University of Melbourne

University of Papua

New Guinea

A. Capell,

University of Sydney

K.A. McElhanon,

S. Elbert,

University of Hawaii

H. McKaughan,

K.

Franklin,

Summer Institute of

P. Mlihlhausler,

Linguistics W.W. Glover,

Summer Institute of

G.N.

O'Grady,

University of

Victoria, B.C.

University of Hawaii

M.A.K. Halliday,

A.K. Pawley,

University of

University of Hawaii

K. Pike, University of Michigan;

Sydney

Summer Institute of Linguistics

A. Healey,

Summer Institute of

E.C. Polome,

Linguistics L.

Technische

Universitat Berlin

Linguistics G. Grace,

University of Texas

University of Hawaii

Hercus,

Australian National

E. Uhlenbeck,

University N.D. Liem,

Texas

University of Leiden

J.W.M. Verhaar,

University of Hawaii

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subscriptions,

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concerning PACIFIC LINGUISTICS, including orders and

should be addressed to:

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PACIFIC LINGUISTICS, Department of Linguistic s , School o f Pacific Studies , The Australian National Univer sity , Canberra , A . C. T.

2 6 00.

Australia. Copyright

(§)

The Authors.

First published 1979. The editors are indebted to the Australian National University for help in the production of this series. This publication was made possible by an initial grant from the Hunter Douglas Fund.

National Library of Aus tralia Card Number and ISBN 0 85883 1 9 2 9

ACKNOWLEVGEMENTS

We grat e fu l l y acknow l e dge the encouragement and a c t ive intere s t o f D r S . B . Shakya , V i c e Chanc e l lor o f Trib huvan Univers i t y , and o f Dr . P . R . Sharma , Dean o f the I n s t i t u t e o f N e pal and A s ian Studi e s . We would like t o thank Mr . Davi d Me e c h and Dr . Aus t in Hale for c onsultat ion at various s tages in the deve l o pment o f t h i s c ours e , and Mr . Brot C oburn and Mr . R i c hard O ' De l l for c on s t ru c t i ve c r i t i c i sms on ear l i e r draft s .

Gramma t i c a l char t s u s e d in t h i s course are b a s ed

on t h o s e in W . W . G l over , 1 9 7 4 .

iii

TABLE OF CO NTENTS

Page Acknowledgements

iii

Index to Conversation Topics

v

Introduction

1

Aids to Conversation

5

Lessons 1 -80

7

Medical Lessons 8 1-93

167

Appendix 1 - Grammatical Tables

194

Appendix 2

-

Gurung Kinship

198

Appendix 3

-

The Twelve-Year Cycle

204

Appendix 4

-

Glossary

2 05 214

Bibliography

iv

INVEX TO CONVERSATION TOPICS

L e s son No . 1.

F i r s t Day s in the V i l lage 1, 2

Greet ings

2.

3.

About your c ount ry

5

About your home t own

9

How o l d are your c h i ldren ?

19

Why d i d you c ome t o our v i l lage ?

20

On st udying t he Gurung language

22

St rol ling around the v i l lage

28

Coming to live in t he v i l lage

36

F inding a c c ommodat ion in t he v i l lage

38

G e t t in g Foodstuff s O n buying eggs

6

rice

7

milk

8

wine

10

bananas

11

a fowl

12

kerosene

13

l ent i l s

14

mat c h e s

17

e ggs

18

Trave l ling Around A t r i p t o Pokhara

16

The fore i gn t rekkers

23

Going on a short j ourney

25

A v i s i t wit h Baidara

30

The v i l l age v i s it o r

37

V i s it ing a n ew v i l lage

41

See king d i r e c t ions on t he road

40

v

vi

Le s s on N o . 4.

5.

6.

7.

8.

V i l lage Act ivit i e s About a hoe

3

About a khukuri knife

4

Re pairing t he v i l lage wat er t ank

15

The lo s t l o c k and key

24

Looking for a l o st c h i l d

29

A n early mark from s c ho o l

35

H o w do you s pend y o u r d a y s in t he v i llage?

39

Borrowing money

53

C hurning but t e r

60

F e t c hing wat er

3 1 , 32

The hen and t he marten

43

Making sauerkraut

46

Wa shing our b o d i e s

62

O f t he Fore s t s O n eat i ng berri e s

26, 27

Pro t e c t ion o f t he cane fore st s

44

G e t t ing gra s s for the buffalo

48

Tying up bundle s o f wood

52

Bringing wood from t he forest

74

Rec reat ion Let ' s go t o t he s l e e ping house

54

Come sing a s ong to me

55

Ere c t in g a ferri s whe e l for Dasain

72

Sorrows Taking a s i c k c h i l d to Pokhara

79

About a dead c h i ld

80

Ceremon i e s A Brahmin wedd ing

9.

42

Arranging a marriage

56

Buying a s h e e p for Dasain

69

D i s c u s s ion regarding a wit c h a c c u s at i on

75

The po st funeral c e remony

76, 77, 78

Agr i c u lt ural D e t a i l s Taking r i c e t o b e pounded

33

The new r i c e - pounding m i l l

34

T h e c ane mat

45

Moving a c ow shelt er

47

Buying a buffalo

49, 50

vii

Le s s o n N o .

10.

A l o s t buffalo

51

Weaving a basket

57

Pro t e c t ion o f f i e ld s from c at t l e

58

Arranging a b o y t o c ut gra s s

59

V i l lage work in A pr i l /May

61

P lant ing r i c e and m i l l e t s e e d s

63

Arranging a work part y

6 4 , 6 7 , 68

Hoe ing c orn f o r t he s c hool garden

65

Wal ling t h e paddi e s

66

Thres hing t he mi l l e t

70, 71

Meal pre parat i on for r i c e harve s t e r s

73

Med i c a l Topi c s General

81 , 86 , 89

D i arrhoea

84 , 87 , 9 2

Cut l e g

82 , 9 0

Fever

83

Int e s t inal worms

85

Cough med i c in e

88

S ore eye

91

Sore t hroat

93

Glover, J.R. and Gurung, D.B. Conversational Gurung. D-13, viii + 223 pages. Pacific Linguistics, The Australian National University, 1979. DOI:10.15144/PL-D13.cover ©1979 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.

INTRODUCTION

REGARDING THE PURPOSE AND ORGANISATION OF THIS COURSE

Thi s c ourse i s for p e r s ons b eginning the s t udy of the Gurung language . It has been de s i gned w i t h the needs of anthrop ol og i s t s , s o c i a l s c i e n­ t i s t s , and f i e l d workers in mind .

The d i a l e c t repr e s ented i s primari ly

that of the S e t i Va l l e y v i l lages north - we s t of Pokhara . The first e i gh t y l e s s ons in t h i s c our s e are arranged in the form of short natural c onve r s at i ons , carefu l l y grade d for t h e s y s t emat i c pre sen­ t a t i on of new features and the review of old . supplement on med i c a l t op i c s .

Le s s ons 8 1 t o 9 3 form a

The c onversat i ons are i d i omat i c Gurung .

The Eng l i s h paraphra s e s provided are not l i t e ral trans lat i ons but are a t t emp t s rather t o c onvey the e f f e c t of the Gurung s en t e nc e s . The mat erial i s i nt ended for u s e by an individual s cholar working w i t h a Gurung language a s s i s t ant .

Mos t Gurkha s oldi ers are fami l i ar

w i t h t h e R oman t rans c r ip t i on of Nepa l i and thus should have no d i f f i ­ c u l t y in fol l owing the Roman t rans cript i on u s e d h e r e once t h e y have got t e n a c c u s t omed to the repre sentat i on of p i t c h , nas a l i sat i on , and breathine s s whi c h we have adop t e d here .

The s e features of the t ran­

s c ript i on are r e l a t i ve l y s imp le and c an be des c r i b e d as follows . Cap i t a l i s e d c on s onan t s are re troflexed . ised .

T h e symb ol ,

x,

C ap i t a l i s e d vow e l s are nas a l ­

repr e s ent s t h e breathy pronunc i at i on o f t h e s y l ­

lab l e i n whi c h i t i s found , whi l e the apos t r ophe ,

I,

repre s e n t s t h e

c lear h i gh p i t ch o f the s y l lable i n whi c h i t i s found .

T h e symb ol, h ,

fol l owing a c on s onant repre s e n t s a s p i rat i on ( s omewhat s imi lar t o the h in the Engli sh word , goatherd). b etween

a

and

aa

There i s no l e x i c a l c ontras t , evident ly ,

in word - fi nal p os i t i on , and the s p e l l i ng of words i n

the c ours e i s not c on s i s tent in t h i s respe c t .*

A d e s c r i p t i on o f t h e

phonology o f Gurung i s given i n W.W. G l over , 1 9 6 9 a , and t h i s and t h e pedagog i c a l g u i d e t o Gurung t one ( G l over a n d G l over 1 9 7 2 ) a r e nec e s s ary *

In the representation of Gurung used in this volume there is only a very slight visual 1 Ill, a lateral consonant and I Iii, a nasalised vowel. The reader should be alert to distinguish the two symbols. distinction between

1

Glover, J.R. and Gurung, D.B. Conversational Gurung. D-13, viii + 223 pages. Pacific Linguistics, The Australian National University, 1979. DOI:10.15144/PL-D13.1 ©1979 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative.

2

c ompanions t o t h i s volume .

Gramma t i c a l not e s are b a s ed on W.W. G lover ,

1974 . Rather ful l s e t s o f d r i l l s have been supp l i ed up t o and inc luding l e s s o n t h i rty .

From l e s s on thirty - one t o l e s s on forty only sub s t i t ut ion

and t rans form dri l l s have been inc luded and bui ld - up dri l l s where l onger c on s t r u c t i ons are u s ed .

Le s s ons forty- one to e i ght y , with a few e x c ep ­

t i on s , inc lude nothi ng o t h e r t han new v o c abulary l i s t ings and grammat i c a l not e s where relevant .

There are t w o reasons f o r t hi s .

F i r s t , i t was

f e l t that the field worker ' s mo s t intens ive language le arning w i l l t ake p lace i n the first two months o f his f i e l d work .

Subs equent t o t hat h i s

own s p e c i f i c area o f res earch wi l l more and more dominate h i s t ime and the area of focu s of h i s language learning .

S e c ond , as the s tudent

gains a thorough grasp o f a good bas i c invent ory o f gramma t i c a l s t ru c ­ t ure s , other patt erns c an b e as s imilated more e a s i l y w i t h out dependen c e on a heavy d r i l ling programme . RE GARDING LANGUAGE

LE ARNING

Some t h i ng should be said about the nature of language l e arning . C ont rary t o what s ome people b e l i eve , i t does not primar i ly involve learning l ong l i s t s of vocabu lary or o f memoris ing comp l i c at ed paradi gms . Language l e arning is not language analys i s , though of c ourse i f one c an d i s c ern s igni f i c ant syntac t i c pat t erns in the c ourse of one ' s e xp o s ure to the language t hat is all to the good .

But language learning does

involve the fol lowing a c t i vi t i e s : 1.

Listening c on s t ant ly t o mother - t ongue speakers talking t o one

another . 2.

Mimicking a mother - t ongue speaker unt i l y ou are i n d i s t ingu i shab l e

3.

Drilling unt i l the patt erns of the language b e c ome aut omat i c .

from him . 4.

Speaking wherever and whenever you c an .

5.

Thinking in the language .

6.

Participating in the c u l t ure .

7.

Evaluation of one ' s weakne s s e s and one ' s s t rengths .

8.

Tracking ,

fo l l owing tape rec orded s p e e c h two or t hree s y l la b l e s

behind . REGARDING THE USE OF THIS COURSE

In order t o obtain the max imum benefit from t h i s c our s e the s tudent should p lan to s pend each day two hours w i t h a b i l ingual t eacher u s ing the l e s s on mat e r i a l , one hour reviewing and dri l l i ng with a tape re­ c order , and as many hours as p os s ib l e immersed in the c u l t ure l i s t ening

3

t o the language and prac t i s ing the mat e r i a l already l e arned . During the two hours spent w i t h one ' s t e acher i t shou l d b e p os s ib le t o c omp l e t e two l e s s ons .

The hour devot ed t o a given l e s s on shou l d b e

broken down as fol lows : 1 5 minu t e s for the l e s s on int rodu c t i on , 3 0 minu t e s for dri l l s , 5 minut e s for memory review of the c onve rsat i on , and 1 0 minut e s for free c onversat i on , making u s e of the vocabulary and gramma t i c a l c on s t ruc t i ons learned in previou s l e s s ons .

LESSON INTROVUCTI0N The purpose of t h i s p ort i on of the l e s s on is for the s tudent t o hear the whole dia logue spoken by the t eacher as a s ingle l ingui s t i c uni t . The s t udent should l i s t en t o t h e rhyt hm of the s e nt en c e s and of t h e que s t i on a n d r e s p on s e forms , c oncentrat ing first on the overall i n t on­ at i on pat t erns b e fore worry i ng about individual s ounds .

The s t udent

should b e sat i s fi e d t o get the general g i s t of the d i a l ogue and not worry at t h i s s t age about the meanings of individual words .

After

hearing the t e acher render the wh ole d i a l ogue ora l ly , the s t udent shou l d repeat i t a f t e r h im u t t eran c e b y u t t eran c e .

I f t h e u t t eran c e s a r e t oo

l ong , as may b e the c a s e in t h e later l e s s ons , i t i s qui t e in order t o d o t h e b u i l d - up dri l l s be fore a c t ua l l y repeating the whole dia l ogue . The s tudent should t ake along t o h i s l e s s on what ever ob j e c t s are ment ioned i n the two l e s s ons for the day , and s hould e n c ourage t h e t e acher t o r e a d t h e d i alogue w i t h animat i on and e xpre s s i on a n d t o make u s e of t h e r e l e vant obj e c t s whenever appropriat e .

When , for examp l e ,

the c onve r s at i on deals w i t h the buy ing and s e l l i ng of food s t uffs , the a c t ual i t ems r e ferred to should b e made use of duri ng t h e l e s s on .

VRILLS There are u s u a l ly t hree types of dri l l s for each l e s s on in the c our s e .

Bui ld-up dri l l s break up t he sentences into sma l l e r , meaningful

uni t s for e a s i e r c omprehens i on and pronunc iat i on .

Sub s t i tu t i on dri l l s

are for dri l l ing grammat i c a l patt erns o f t h e language s o that they b e c ome t ot a l l y a s s imi lated , and they review vocabu lary i n these meaning­ ful frame s .

Trans format i on dri l l s prac t i s e re spon s e s w i t h i n t h e lan­

guage s truc ture and r e c ogn i t i on of pat t ern c hange s .

Dur i ng t h e s e dri l l s

i t i s p os s ib le for t h e s tudent t o pay more c arefu l a t t e nt i on t o t h e teac her ' s pronunc iat i on , l i s tening e s p e c i a l l y for t h e c ontras t s not found in t h e i r mother t ongue , s u c h as dental versus r e t rof lexed t and d , a s p i ra t e d versus una s p i rated c on s onant s , c lear versus breat hy manner of

4

art i culat ion , a c c e nt e d versus nona c c e nt e d .

REVIEW At the end of each l e s s on p e r i od the s tudent should repeat the d i a­ logue wi th a c o l league or one ' s language a s s i s tant from memory .

Th i s

i s a very valuable c on c l u s ion t o the l e s s on t ime and lays a s o l i d foundat i on o f known grammat i c a l patt erns on whi c h t o b u i l d fluency in s imi lar everyday s i t uations .

USE OF TAPE LOOPS A tape loop i s a sma l l p i e c e of tap e wh i c h i s s p l i c e d t o g e t her t o make a c omp l e t e c ir c l e and whi c h c an be u s ed o n a r e e l machine o r inserted i n t o a n emp t i e d c a s s e t t e encas ement .

It would be bene f i c i a l

f o r the u s er o f t h i s c ourse t o make t ap e loops o f grammat i c a l c onstruc­ t i ons as they are introduced throughout the c our s e .

The loops should

only have one gramma t i c a l pattern recorded on i t i n a c omp l e t e frame s u c h as are found in the Sub s t i t u t i on Dri l l s and Trans form Dri l l s , leav­ ing enough spare space on the loop to insert a rec ording o f mimi c ry of the patt ern . 1.

The advantages o f the sma l l loops are three - fold .

By p laying the loop , the gramma t i c a l patt erns c an be he ard over

and over for as long a s one wi shes thus providing repeated opportunity for tracking the u t t eranc e . 2.

By r e c ording one ' s own a t tempt at mimicry after the Gurung

e x amp le one can more eas i l y hear where m i s t akes in pronunc iat i on are b e ing made . 3.

By maki ng up indivi dual t ape loops in the f i e l d s i tuat ion any

d i a l e c t d i fferen c e s for a spe c i fi c area are automa t i c a l ly a c c ommodated .

VIARY OF VIFFICULTIES In general the s t udent needs t o be alert t o h i s own area of weakne s s and should d e v i s e ways o r remedying t h e weakne s s e s , and d i r e c t the l e s s on t ime a c c ordingly .

You c annot r e ly on your language a s s i s t ant ,

e s p e c i a l ly i f he i s not a trained t e acher , t o devi s e s p e c i a l dr i l l s for you .

For e xamp le when there is d i ff i c u l t y experienced in any area of

phonology then you c an ask the language a s s i s t ant to repeat l i s t s of words a s l i s t e d in the Gu�un9 Phonem�c Summa�y or Gu�de �o Gu�un9 Tone and t hereby focus more s p e c i fi c a l ly on the prob lem area .

A I DS TO CONVERSAT I ON

U S E F U L STARTERS ' Wha t i s t h i s ? '

cu '

to ' j aa ?

' Wha t i s t h a t ? '

ca '

to '

' P Z e a s e say i t again.

phe ' r i

' P Z e a s e s a y i t s Z ow Z y . '

nuj i l e b i d aa .

' Wha t are y o u do i ng ? '

jaa7 b i d aa .

kx i

to '

' Wh e r e are y o u g o i ng ? '

kx i

khan i '

' Wh a t i s he doing ? '

ca '

to '

' Where i s he g o i ng ? '

ca '

khan i '

' Wh a t do e s x m e an ? '

x maa n e to '

lala7 xya a m u ' 7

l a r i l a7 xya a m u ' 7 jaa7

O N THE ROAD. 1. a. b.

0 mxa I I i !

' He Z Z o t h e r e ,

xwe '

' Ye s ,

t x a j yO .

Second D a u g h t e r ! '

O Z der Bro t h er . '

( general t erm

of r e s p e c t for mal e s older than one­ self) . ' Where a r e y o u g o i ng ? '

a.

kx i

b.

t a k a E ' D u xya a ' m .

' I ' m g o i n g s tr a i g h t up t he r e . '

( or m a kyu r u xya a ' m . )

( or ' I 'm g o i ng s t r a i g h t down t h e re . )

khan i '

' A n d w h e re are y o u g o i ng ? '

khan i '

xya a m u ' 1

xya a m d i

kx i 7

' A s for m e ,

I ' m g o i ng to fe t c h wa t e r . '

a.

n g a m kyu '

b.

0 , 0 , xya a s i d i ' .

' Oh y e s , we Z Z , go t he n . '

a.

0 , xya a m u ' .

' Ye s .

a baa b u !

'0 Z i t t Z e o ne ! '

2. a. b.

xwe '

a.

kx i

lwhen

k h a a b a ' r i xya a ' m .

b x u J yu ' 7 k h a n i ' xya a l a ' 7

1

I ' m g o i ng .

' Ye s Gra n dmo t h er ? ' ' Where h a v e y o u b e e n ? '

meeting a person on a path within the village it is important to know where their

house is so that one can ask the appropriate question.

For example, if a person is

heading back in the direction of their own home then one should ask,

been ? '

as in the text, not

'Where are you going? '

5

'Where have you

as in the previous conversation.

6

b. a.

n AA ' s a J a r e g x u m d l l b l r l '

' Ha v i ng s t ro L L e d a round t h e v i L L a g e

yu ' I a .

I ' ve aome down . '

cu '

n AA ' s a s w a a b a mxAA r d i m

' Do y o u t h i n k t h i s vi L La g e i s n i a e o r no t ? '

u7 b.

s wa a b a n m u , b x u j yu ' .

' I t is i nde e d n i a e ,

a.

I u ' , b a a b u , xya a ' i

' We t t ,

n g a xya a ' m .

Tid o. b.

txu i .

s ta y ,

t hen.

You

I ' m g o i ng . '

Go t hen . '

' Ye s ,

xya a ' d xya a ' d .

0 , o.

Grandmo t h e r . '

L i t t t e o n e , I mus t go .

I N THE HOME /CO URTYARD. 1. a. b.

'0 Grandfa t her ! '

0 b a a je�

kha i waa , baabu?

xw e ' ?

You ' v e aome ,

' Ye s ?

have y o u ,

tittte

on e ? '

kx i

b a a je .

a.

kha i ,

b.

p h a ' kka r n a '

to l a l a ?

' I ' v e aome,

Grandfa t he r .

Wha t a r e

y o u doing ?

tid,

2. a. b.

kU n ,

baab u .

baadc i t a.

kU r i ba .

0 b a aje ,

ca U d i

kUn .

lale. l a l es i d i ' .

0 aa na�

xwe '

' Ju s t s i t t ing for no r e a s o n a t a L L Spread o u t a m a t ,

L i t t te one .

down .

L e t ' s have a a ha t . '

'O. K. ,

Grandfa t her,

Sit

tet 's . '

'0 E t der Si s t e r ! '

Thaagu .

kx i

kha n i '

phekha i ?

' Y e s , E t de s t Son . fo r ? '

( Li t :

Wha t h a v e y o u aome

' Where have you a rr i v i ng

a ome ? )

a.

k x i n e c yu g u t h i r i n g yu ' i b a r i

b.

tAA

' I ' v e aome to a s k y o u a sma t t m a t t e r . '

kha l au ' .

b i d , b i d , Thaagu .

kU n s i d i ' .

' Sp e a k , down . '

s p e a k , E L d e s t Son .

Do s i t

LESSONS 1-80

LESSON 1 1-

0 ka n c h i !

2.

haj u r .

'a,

L a s t - b o rn Daug h t er ! '

' Ye s . '

( Pol i t e r e s p on s e t o gre e t ings ,

addr e s s e d t o one ' s e lders . ) 3.

ka E c a i ' w a a 7

'Have

(you) eaten rice ? '

4.

cai ' .

' Ye s . '

5.

to ' Txaa ca i ' 7

' Wha t curry did ( y o u ) e a t ? '

6.

pa t tu ' Txaa ca i ' .

' ( I ) a t e wi L d a s p a ragus curry .

7.

I I ' na waa 7

' Wa s

8.

beser i

( Li t :

(it)

'I 've eaten. ' )

t a s ty ? '

' In d e e d (IJ found ( i t ) v ery t a s ty . '

I I ' n a ma e .

NEW VOCABULARY kanch i

' L a s t - born da ugh t e r '

to '

' wh a t '

haj u r

'yes '

Txaa

' curry '

ka E

' co o k e d r i c e '

cabaa '

' to e a t '

waa

' qu e s t i on p art i c l e '

pa t t u '

' w i L d a s p a ra gu s '

I I ' ba

' ta s ty '

bese r i

' v ery '

NOTES Line 1 :

The addr e s s t e rm for p e op l e i s almos t always a kinship t erm .

S e e the kinship table for a fu l l l i s t of kin t erms . Line 3 :

The i n t errogat ive part i c le w a a t urns an i n d i c a t i v e s en t e n c e

i n t o a que s t i on .

N ot e the ri s ing intonat i on at the end o f s u c h a

que s t i on s e n t e nc e .

De l e t i on - t h e omi s s i on of words whi ch the hearer

c an readi ly und e r s t and from the c on t e xt - is e x t en s i ve in Gurung c on­ versat i on .

kx i

and 6 , and c a '

' y o u ' is d e l e t e e d i n lines 3 and 5 , n g a ' th a t ,

i t ' in l i n e s 7 and 8 .

7

' I ' in l i n e s 4

8

Line 4 :

c a i ' The verb s t em ' to e a t ' i s c a - . The s t em 1 I '

ending i s a p a s t

( Se e Gramma t i c a l Tab l e 2 . )

t en s e ( final ) suff i x . Line 8 :

The - i '

-

' to b e t a s t y ' i s fol lowed by d i s c overy and

emphat i c a s p e c t part i c l e s :

I I ' na

' I fo und i t to be t a s ty ! '

1 I ' namae

' Inde e d I found it to b e t a s ty . '

BU I LD - U P D R I LLS 1.

ca i ' waa ?

' Ha v e y o u e a t e n ? '

k a E c a i ' wa a ?

'Have y o u e a t en r i ce ? '

2.

Txaa ca i ' .

' ( I ' v e ) e a t e n curry . '

pa t t u ' Txaa ca i ' .

' ( I ' v e ) e a t e n asparagus curry . '

3.

I I ' na .

, ( I ) fo und i t t a s ty . '

I I ' n a ma e .

' In d e e d ( I ) fo und i t t a s t y . '

bese r i

' Inde e d ( I ) fo und i t very t a s ty . '

1 1 ' namae .

TRAN S FORM D R I LLS Use of Transform Drills

To s t art w i t h , the l e ft hand c olumn of a t rans form dri l l c an b e prac t i s e d a s i f i t were a s imp le sub s t i t ut i on dri l l .

Then the same

proc edure c an be fol lowed for the r i ght hand c olumn .

Finally the dri l l

c an be pra c t i s e d s w i t ching from t h e f i r s t u t t erance in the l e ft hand c olumn to the first ut t erance in the r i ght hand c olumn paying s p e c i a l a t t e n t i on t o the pattern demon s t ra t e d in t h e t op b oxe s .

Then t h i s s ame

tran s f orm proce dure should be repeated r ight down the l i s t .

l.

Que s t i on

Answer

ca i ' w a a ?

cai ' .

' Ha v e y o u e a t e n ? '

' I ha v e e a t e n .

pa t t u ' Txaa c a i ' w a a ?

pa t t u ' Txaa ca i ' .

' Ha v e y o u e a t e n a sparagus ? ' I I ' na wa a ?

I I ' i .

' Is i t t a s ty ? '

ka E c a i ' w a a ? ' Ha v e y o u e a t en ri c e ? '

kaE ca

i '

.

,

9

2.

F u l l form (I-I d e l e tab le )

D e l e t e d form

I k x i l k a E c a i ' wa a 7

ka E e a i ' w a a 7

'you rice eaten ? '

to ' Txaa ea i ' 7

I k x i l to ' Txaa ea i ' 7 ' y o u wha t curry e a t e n ?

ea i '

Ingajil ea i ' 'I ate.

,

' ha v e e a t e n .

pa t tu ' Txaa ea i '

Ingaj i l pa t t u ' Txaa ea i ' ' I asparagus curry h a v e e a t e n .

,

' a t e a sparagus curry .

lea ' i 1 I ' na wa a 7

1 I ' na waa7

' t ha t t a s ty ? '

' ta s ty ? '

lea ' i b e s e r i

1 1 ' n a ma e

' t ha t v e ry t a s ty .

,

,

beser i

1 I ' n a ma e

' v ery t a s ty .

,

,

10

LESSON 2 1.

o ka n c h i !

'0 Las t -born Daug h t er ! '

2.

haj u r .

' Ye s . '

3.

k a E c a i ' wa a ?

'Have y o u e a t e n r i ce ? '

4.

ca i ' .

5.

ngada ' i axca '

A n d w h a t a b o u t y ou ? '

' ( I ' v e ) e a t e n.

kx i l a d i ' ? kx i d t o ' e T x a a

' A s for m e .

I haven ' t e a t en.

Wha t

kind o f curry di d y o u e a t ? '

ca i ' ? 6.

d a a l a Txaa ca i ' .

' (I ' v e ) e a t e n l e n t i l curry. '

7.

l l ' na waa?

' Wa s i t ta s ty ? '

l I ' n a ma e .

8.

O�

9.

kxema E e '

10 .

axyO ' .

' Ye s .

n AA ' s a r y O m m a a ? cu ' r kha e '

ma t t r e '

ca i ' .

Inde ed. I fo und i t t a s t y . '

' Is i t a v a i l a b l e in y o u r v i l l a g e ? ' I h a v e e a t en

'It i s not avai lab le.

i t on ly s i n c e c oming h e re . '

NEW VOCABULARY kx i

'you '

nga

'I '

daa l a

' lenti ls '

kxema E

'you ( pl ) '

nAA ' s a

' v i l lage '

yObaa '

' to be a v a i l ab l e '

cu ' r

' here '

kha baa '

' to come '

ma t t r e '

'on ly '

to ' e

' wha t kind of '

NOTES

da '

The pronoun ' I ' n g a is followed by an ergative part i c le

ngada ' i

L ine 5 :

and an emphat i c par t i c le - i .

for me ' .

The nega t i ve prefix a x - i ndu c e s a n ac cent o n low c lear verb 'eat '.

s t ems s u c h as c a The - e '

Line 9 :

'As

The who l e word c ould b e tran s l a t e d

'you (pl ) ';

giving a x c a ' .

suffix on k x e ma E i s a p o s s e s s ive part i c le .

k x e ma E e '

' yo u r ( p l ) ' .

l o c a t ive form meaning ' i n ' . The verb s t em y O -

'at ' .

The c l i t i c - r

i.e.

Kxema E

( - r i ) on n AA ' s a i s a

I t oc curs on nouns and noun phras e s .

' to be a v a i l ab l e ' i s here suffixed by the nonpas t

a s p e c t ( final ) form - m ( s ee Grammar Tab le 2 ) .

m a a is an a l t erna t i ve

que s t i on form t o w a a and fol l ows the nonpast ( fi nal ) forms of the verb , whereas w a a f o l l ows t h e p a s t ( fi nal ) form of the verb . Line 10:

N o t e the l o c a t i ve c a s e part i c le - r on c u '

meaning ' he r e '

(near) '

cu '

' th i s .

he.

she it

ca '

' t ha t .

he.

s h e i t ( fa r ) '

c u ' r kha i '

' t h i s ' to give t h e

( s e e Grammar Tab le 1 ) .

ma t t r e '

cai ' .

cu ' r

' he r e '

ca ' r

' t here '

The - i past t ense suffix c an a l s o a c t in a

c onj unc t ive role as i s the c a s e here w i t h the verb k h a c an a l s o b e s a i d w i t h a c onj unc t i on inc luded : ca i ' .

' to come ' .

cu ' r kha e '

It

b i r i ' ma t t r e '

Thi s very common constru c t ion i s u s ed t o j oi n s equent i a l c laus e s .

11

BUI LD-UP DR I LLS 1.

ca i ' 2.

' (I ' v e ) ea ten .

ca i ' .

' (I ' v e ) e a t e n .

kx i l a d i ' 1

.

axca ' . axca ' .

ngada '

n g a da ' i a xc a ' . n g a d a ' i a xc a ' . 3.

,

kx i d to ' e

A n d w h a t a b o u t y ou ? '

' (I ' v e ) n o t e a t e n .

,

' (I 've) not eaten .

,

' A s for m e ,

I 've not eaten.

' A s for me,

I ' ve not eaten.

,

Wha t

Txaa ca i ' 1

v e g e tab l e did y o u e a tr '

y O m maa 1

' Is

n AA ' s a r y O m ma a 1

' Is i t a v a i l a b l e i n t h e v i l l a g e ? '

n AA ' s a r y O m m a a 1

k x e ma E e '

( i t ) avai lab l e ?

' Is i t a v a i l a b l e in y o u r (pI) v i Z Za g e ? '

4.

axyO'.

' (I t i s ) no t a v a i l a b l e . '

axyO ' .

cu ' r kha i '

ca i '

( I t i s ) n o t a v a i lab l e .

axyO ' .

c u ' r k ha e '

ma t t r e '

.

S i n a e aoming

here I ' v e e a t e n ( i t ) . ' (I t i s ) no t a va i l ab l e . a o m i n g h e re have

ca i ' .

On l y s in a e

( I ) e a t en i t . '

SUBST I TUT I ON D R I LL S

ENGL I S H

GURUNG

Loc a t i on

Loc a t i on Loc . mk. Ve rb

P lace kxema E e '

n AA ' s a - r

y O m ma a 1

S ubj .

+

Ve rb Loc . wd . P l a c e

Is it avai lable i n

your vi Z Zage ?

dx I '

-r

h o us e ?

desa

-r

aoun try ?

bana

-r

fore s t ?

TRAN S F O RM D R I LL S

l.

P o s i t ive

Negative

ca i '

' ea t e n '

axca '

' no t e a t e n '

I l ' i

' ta s ty '

ax 1 I '

' no t t a s ty '

yO i '

' a v a i l ab l e '

axyO '

' n o t a v a i l ab l e '

kha i '

' aame '

axkha '

' n o t aome '

12

2.

Nonp a s t ( p re s ent )

P a s t ( fina l ) ca i '

' ea t e n '

cam

'eat '

yO i '

' w a s a v a i l ab l e '

yOm

' a va i l ab l e '

kha i '

' came '

kham

' c ome '

QUESTION FORMS

3. Past

4.

+

waa

Nonp a s t

+

c a i ' wa a 7

' Ha v e

(you) eaten ?

c a m ma a 7

' Do

(you) eat ?

yO i ' waa7

'was (it) availabZe ? '

y O m ma a 7

' Is

( i t ) a v a i l ab l e ? '

kha i ' waa7

' Ha v e

k h a m ma a 7

' Do

(you ) come ?

( y o u ) come ? '

Final P a s t CUi

kha i '

F i n a l P a s t in C onj unc t ive Sequenc e ' ( I ) came h e r e '

cu ' r kha i ' (I) a t e

cu ' r yO i ' h er e .

5.

maa

' ( I t ) was a v a i l a b l e

,

c u ' r yO i ' here

ca i '

' Ha v i ng come h e r e

(it) . '

ca i '

(I) a te

' Be i ng a v a i l a b l e , (it) .

Conj unctive Sequence without b i r i '

C onj unc t ive Sequence with b i r

cu ' r kha i '

cu ' r kha i '

ca i '

c u ' r yO i ' ca i '

cu ' r yO i '

bi ri ' bi ri '

ca i ' ca i '

i '

13

LESSON 3 ' A b o u t a Hoe ' , Wha t i s t h i s ? '

j aa?

l.

cu '

to '

2.

cu '

koda a l i '

yaa .

' Th i s i s a hand hoe. '

3.

cu '

ko d a a l i ' w a a ?

' Is t h i s a hand h o e ?'

4.

O.

ko d a a 1 i '

' Ye s .

5.

cu '

k h a b a ' d b a n i d i mu ?

ya a .

I t i s a hand h o e . '

' Who m a k e s t h e s e ? '

6.

k a mma E ' d b a n i d i m .

' The b 1.a c k smi t h ma k e s

7.

cu '

' Wh a t i s i t ma de o f ? '

8.

pa ' e l

9.

cu '

to ' l

ban i d i mu ?

' I t i s made of iron . '

ban i d i m .

' Wh a t i s i t n e e ded fo r ? '

t o ' e l xa a g i r c a i d i m u ' ?

10. c u ' d i

( t he m ) . '

t x a a b a ' e kxe '

' Wi t h t h i s

l am .

(we ) do h o e ing w o r k . '

NEW VOCABU LARY k a mma E

' b 1. a c k s mi t h '

pa ' e

' i ron '

' ha n d h o e '

lxa a g l r i

' purpo s e '

yaa

' is '

ca i d i ba '

' ne e ded '

0

'yes '

t xa a b a '

' ho e i n g '

khaba

' w ho '

kxe '

' wo r k '

b a n i d i ba

'make '

l a baa '

' do '

cu '

' t his '

j aa

'is '

koda a l i '

( interrogat ive )

NOTES Line 1 : forms :

The verb

' to b e '

( i n the e s s ive us age ) o f t h i s l e s s on take s two

j a a in the c ontent que s t i on form of l ine 1 , and t h e i n d i c at ive

form y a a o f l in e s 2 and 4 .

S e e W. G l over ( 1 9 6 9b ) for a ful l e r d e s c rip­

t i on o f the verb ' t o b e ' in Gurung . Line 5 :

k h a b a ' d:

the - d / - d i on the end of

' who ' i s an e rgat ive

part i c le wh i c h o c curs on the s ub j e c t o f t rans i t ive verb s .

See a l s o

L i n e 6 k a mm a E ' d , and line 10 , c u ' d i . Line 6 :

to ' 1 :

the - 1

e xpre s s e s s ub s tance . t h e response p a q e l Line 9 :

Hence

' wha t i s i t ma de o f ? '

Lines 5 , 7 , 9 :

'what '

N o t e s ame s u ff i x i n

b a n i d i m ' ma de of iron ' .

- e l xa a g i r ( i ) man i fe s t s the benefa c t i ve c a s e part i c le

s a k e /p urpo s e o f ' .

s t ems .

s u f f i x on the end o f t h e que s t i on word t o '

' fo r t h e

( Se e Gramma t i c a l Tab l e 1 . )

exhib i t the nonpas t , non final aspe c t s u f f i x on the verb

The a s p e c t o f nonfina l i t y is here denot ed b e c au s e t h e que s t ion

forms are i n c omp l e t e w i t hout the answer . Lines 5 , 9 : from Nepa l i : Line 1 0 :

b a nid i mu , c a i d i mu : banaau-

'make ' ,

t xa a b a ' e k x e '

the - d i

caa h i -

suffix mark verb s t ems borrowed

' he ne eded ' .

is a gerund ive phrase me aning ' ho e ing work ' .

14

BU I LD - U P D R I LLS 1.

2.

to '

jaa?

c u'

to '

cu ' 4. 5.

' Who m a k e s

( this,

t ha t ) ? '

( t h i s ) made o f ? '

' Wh a t i s

b a n i d i mu ? to ' l

tha t ) ? '

' Who m a k e s t h i s ? '

khaba ' d ban i dumu?

to ' l

( this,

' Wha t i s t h i s ? '

jaa?

khaba ' d ban i d i mu? cu '

3.

' Wha t i s

' Wha t i s t h i s made o f ? '

ban i d i mu?

to ' e l xaag i r?

' Fo r w h a t purpo s e ? '

to ' e l xa a g i r ca i d i mu ' ?

' Fo r w h a t purp o s e i s

kxe '

, ( We ) do w o r k . '

l am .

t xa a b a ' e k x e ' cu ' d i

( t hi s ) n e ede d ? '

, ( We ) do h o e i ng work . '

l am.

' Wi t h t h i s

t x a a b a ' e l xe '

(we ) do h o e i ng wo r k . '

SUBST I TU T I O N D R I LLS

1.

Top i c C omment

Cop . Verb

Top i c Cop . Verb C omment

cu '

yaa .

This

koda a l i '

a hoe .

is

daa l a

lenti ls .

pa t t u '

a s p a ra g u s .

pa ' e

iron .

kaE

ric e .

k x e ma E e '

nAA' s a

y o ur v i l la g e .

kxema E e '

daa l a

your lenti l s .

k x e ma E e ' T x a a

y o u r cu rry .

Verb

2. cu '

to ' e l xa a g i r c a i d i m?

Verb For w h a t purp o s e i s

( t h i s ) n e eded ?

cam?

eaten ?

yOm?

avai lab l e ?

b a n i d i m?

made ?

Q U E S T! O N - ANSWER 1.

2.

Q:

Q:

cu '

ca '

to '

to '

jaa?

jaa?

' Wha t i s t h i s ? ' A :

' Wh a t i s t ha t ? ' A :

cu '

ca '

kodaa l i ' yaa .

'This is a hoe . '

daa l a

lentils. '

pa ' e

iron . '

pa t t u '

y a a . 'That is asparagus . '

n AA ' s a y a a . kaE

y a a.

a vi l lage . ' cooked rice . '

15

3.

Q : cu '

to ' 1

koda a l l '

b a n l d l mu?

A:

' Wha t i s t h i s h o e made o f ? '

pa ' e l

b a nl d l m u .

' I t i s made of iron .

,

Txaa

(curry )

pa t t u '

( a sparagu s )

daa l a

( Lenti L s )

maa ' sa

( b L a c k L e n t il- s )

TRANSFORM DR I LLS l.

Que s t ion

Stat ement

cu '

cu '

ko d a a l e ' w a a ?

'Is this a hoe ? '

2.

koda a l i '

yaa .

'This is a hoe .

cu '

pat tu ' waa?

' a sparagu s ? '

cu '

pa t t u '

cu '

d a a l a wa a 7

' Lenti Ls ? '

cu '

daa l a yaa .

ca '

kaE yaa .

ca ' ka E waa 7 'Is this cooked rice ? ' c u rry ?

ca ' Txaa ca '

kxema E e '

,

yaa .

' Th i s i s c o o k e d r i c e .

ca ' Txaa yaa .

n AA ' s a

ca '

kxema E e ;

n AA ' s a y a a .

y o u v i H ag e ?

3.

Indep endent C laus e

Subj e c t

Gerundive phras e

Wi t h t h i s

Wi t h t h i s

(we ) do h o e i n g wor k .

cu ' d

t xa a ba ' e kxe '

(we ) hoe .

cu ' d txaam k h a ' Em

(reap )

kha ' Ebae

t ho ' m

(chop)

t ho ' ba e

Verb

1 am

,

16

LESSON 4 , A b o u t a Kukri Kn ife . ' 1.

c a ' AA s i ' w a a 7

' Is this a s i c k l e ? '

2.

axngx l ' .

3.

kxoj a d c h i

c a ' m k xo j a a ya a .

4.

axkhxa ' E , a x t a ' .

' No .

kha ' Em maa7

THA T i s a

k u k h r i knife . '

' Do y o u c u t g ra s s w i t h a

tho ' bae

'No,

s a ' e ma t t re ' .

i t is not right

wi t h a

k u k h r i knife ? '

( t o c u t gras s

k u k h r i ) . I t i s a chopping

t hing on l y . '

5.

t x u l ma E d b a n i d l l w a a 7

'Is i t made by t a i l o rs ? '

6.

axngx l '

' No .

7.

c h a b i ' yAA c u '

cu '

k a a ma E ' d b a n l d i m . to '

l a ma l e '

' In t h a t c a s e w h a t do y o u n e e d t hem

ca i d i m? 8.

51'

9.

cu ' l

10 .

0,

B la c k smi t h s make t h e s e . '

fo r ? '

t ho ' ba ,

p h a r g u t ho ' ba .

' Fo r c hopping wood, and chopping po l e s . '

p a ' e l A b a n l d l m ma a ?

' THIS i s made of i r o n ,

p a ' e l A ya a .

'Yes,

isn ' t i t ? '

i t i s of iro n . '

N E �I VOCABULARY AAs I '

, sma II s i c k l e '

axngx I '

'not so '

ca '

' t ha t '

kxoj a a

' k u k h r i knife '

ch i

' gra s s '

kha ' E ba

tho ' ba

' to c u t w i t h a downward c h opping ac t i on '

t x u l ma E 5 I '

' to c u t a t ground l e v e l ( w i t h a horizon ta l a c t i o n ) , t o reap '

' ta i l o r s '

sa ' e

' t hing '

'wood '

c h a b I' yAA

' t h a t b e i ng t h e c a s e '

pha rgu

' s t i ck,

s ta v e , p o l e '

ADD I T I ONAL VOCABULARY ja g a

' p lural '

NOTES

( on c u '

J"ine 2 :

c a ' m : - m i s an emphat i c suffix , a s i s - i

Li ne 4 :

t h o ' b a e i s a relat i ve c laus e , modifying the fol lowing s a ' e :

' ( t h i n g ) w h i c h c h o p s ' or

Line 5 :

' c hopping ( t h i n g ) ' .

j a g a i s a l s o u s e d t o p lura l i s e nouns .

l a ma l e ' :

the - ma l e '

i nd i c a t e s s imu l t aneous act i on : Line 8 :

in l i n e 9 ) .

The - m a e suffix in t x u l ma E d i s a p lural marker on animate

nouns only . Line 7 :

I

The -ba suffix on t h o '

suffix

' w hi l e '

( E a s t ern Gurung -ma n g e r e )

'whi l e doing w h a t do y o u n e e d ( t h e m ) ? ' .

i s a gerundive marker .

17

T H E V E R B ' to out ' In the Gurung language s everal d i s t i n c t verbs are u s e d in s i tuat ions where the Eng l i s h speaker would u s e t h e verb

' cu t ' .

Care mu s t b e t aken

t o use the c orre c t Gurung verb i n the appropr i a t e s i t uat i o n .

The mos t

general t erm , kyAA ' b a , i s l imi t e d t o s u c h areas as t h e c ut t i ng o f c l oth , paper , meat .

Another c ommon term,

t h o ' b a , i s l i mi t e d t o a downward

movement o f the hand and is c lo s e to the Eng l i s h c on c e p t o f chopp i ng . But chering an animal , c u t t ing b ranch e s from t r e e s requires t h i s verb . t h o ' b a i s a l s o u s ed in a figurat ive s e ns e , as i n c u t t ing one ' s pay , o r pur chas i ng t i c ke t s f o r a b u s trip or c inema show . kha ' E ba

' t o c u t crops

Other verb s i n c lude :

(wi t h a h o r i zo n t a L a c t ion of t h e s i c k L e ) a t ground

Leve L ' .

t hubaa '

' t o c u t h e a ds of g r a i n s ,

k r i ba a '

' to cut hair . '

t hObaa '

' t o open up,

to reap,

to c u t dry w o o d ! '

to punoh/c u t a ho L e . '

B U I LD-UP D R I LLS 1.

kxoj aa ya a .

' (It) i s a k u k h r i

ca '

' Tha t i s a k u k h r i knife . '

k x o j a a ya a .

' THAT i s a k u k h r

c a 'm k x o j a a ya a . axngxl ' . 2.

c a ' m k x o j a a ya a . tho ' bae sa ' e

'

THA T i s a k u k h r i

knife . '

' ( I t ) do e s n ' t c u t a t ground L e v e L . I t i s a chopping t h i ng on L y . '

ma t t r e . a x k h xa E .

knife . '

, It i s a chopping t h ing on Ly . '

t h o ' b a e s a ' e ma t t r e . a x k h xa ' E .

'No .

i

knife . '

t ho ' ba e

axtaa ' .

' ( I t ) do e s n ' t c u t a t ground L e v e L . Tha t ' s n o t righ t .

s a ' e ma t t r e .

It i s a chopping

t h i ng on L y . '

3.

l a ma l e ' 7

' Wh i L e do ing w h a t ? '

to '

l a ma l e '

' Whi L e doing w h a t i s

cu '

to '

to '

ca i d i m7

l ama l e '

c h a b i ' yAA c u '

ca i d i m7

to '

l a ma l e '

ca i d i m7

( t h i s ) n e e ded ? '

' Wh i L e doing w h a t i s t h i s n e e d e d ? ' ' In t h a t c a s e , w h i L e doing w h a t i s this needed?

OR

In that case what

do y o u n e e d t h em fo r ? '

4.

( i t ) made of iron ? '

pa ' e l l a ban i d i m maa7

' Is

cu '

' Is t h i s made of iron ? '

cu ' i

p a ' e l l a b a n i d i m ma a 7 p a ' e l l a b a n i d i m ma a 7

' Is THIS made o f iron ? '

18

SUBST I TUT I ON D R I LLS 1.

2.

Subj .

Obj e c t

Q.

Q.

Subj . Ob j e c t

ca '

AAs i '

waa7

Is

that

Subj .

a hand s i cHe ?

koda a l i '

hand hoe ?

pa ' e

iron ?

daa l a

l e n t il. s ?

pa t t u '

w i l d a s p a ra gu s ?

tho ' bae sa ' e

c hopping t h i ng ?

kha ' Ebae sa ' e

c u t t i n g t h ing ?

Verb

Obj e c t

Q.

b a n i d i m ma a 7

kamme ' d kxoj a

Verb Ob j e c t

Subj .

Q

D o e s a b l acksmi t h make k u k h r i s ?

Aas i '

hand s i c k l e s ?

koda a l i '

hand h o e s ?

Q U E ST I ON -ANSWER

1.

Q:

c a ' A A s i ' wa a 7 ' Is t h a t a c u t t i ng knife ? '

A: axngx I ' •

ca '

k xo j a a w a a 7

ca '

kha ' E bae sa ' e waa7

ca '

pa t t u '

c a ' m k x o j a a ya a .

' No THAT is a k u k h r i a

•

•

•

•

•

•

•

•

' No THA T i s a s i c k l e .

knife . ' ,

. . . . . . . 'No THA T i s a c hopping t h ing . '

. . .

. . . . . . ' No THA T i s l e n t il . curry .

. . . .

txaa wa a 7

TRANSFORM D R I LLS

1.

S i ngular

P lural

( a ) anima t e nouns t x u 1 i d 1 a i ' wa a 7

t x u l ma E d 1 a i ' w a a 7

' D i d t h e t a i l o r do i t ? '

' D i d t h e t a i l o r s do i t ? '

kam l d 1 a i ' waa7

kama E d 1 a i ' wa a 7

b x u j yu ' d 1 a i ' w a a 7

b x u j yu ma E d 1 a i ' w a a 7

baaj ed 1 a i ' waa7

b a a j e ma E d 1 a i ' w a a 7

( b ) i nanimate nouns kxoj a a d 1 a i ' wa a 7 AAs i d

1ai '

waa7

kodaa l i d 1 a i ' waa 7

kxoj a J a g a d 1 a i ' w a a 7 AAs i j a g a d 1 a i ' wa a 7 ko d a a 1 i j a g a d 1 a i ' w a a 7

,

19

2.

Lack o f Emp h as i s

Emp h as i s (-m )

ca '

c a ' m k xo j a a g a a .

kxo j a a y a a .

' Th a t i s a kukri knife . '

ca '

AAs i y a a .

c a ' m AA s i '

ca '

pa ' e yaa .

c a ' m pa ' e g a o

ca '

kodaa l i ' yaa .

c a ' m ko d a a l i

Note : 3.

ga o ga o

g a is an alt erna t i ve form o f y a a u s e d for emphas i s . Obj e c t

Subj e c t

Verb Subj e c t (present fi nal)

Gerundive phrase Verb

k xo j a d

5I '

t h o'm

k xo j a

t ho ' bae sa ' e

T h e kukh r i

knife chops

wo o d .

The kukh r i

knife is a chopping t h i n g

AAs i ' d

ch i

kha ' Em

AAs i '

kha ' E ba e s a ' e

ga

txaam

kodaa I i

txaaba ' e sa ' e

ga

ko d a a I i ' d b a a r i

4.

' THA T i s a k u k h r i knife . '

S imul t aneous a c t i on ma l e '

Purp o s ive - e I xa a g i r i

5I '

5I '

t h o ma l e '

ca i d i m

tho ' bae

I xa a g i r i

ga

ca i d i m

Whi Z e chopping w o o d i t i s n e e d e d .

For chopping wood i t i s n e e de d.

ch i

51'

kha ' E ba e

Ixa a g i r i

ca i d i m

I xa a g i r i

ca i d i m

Ix a a g i r i

ca i d i m

k h a E ma l e '

ca i d i m

baa r i

t x a a ma l e '

ca i d i m

baa r i

txaaba ' e

pha rgu

t h o ma l e '

ca i d i m

pha rgu

t hobae

20

LESSON 5 ' A b o u t Your Country '

l.

kx i e d e s a k h a n i ' r j a a 7

' Where i s your c o u n t ry ? '

2.

n g a ' e d e s a j a r ma n i g a o

'My coun try i s Germany. '

3.

kxi l aa mr l

4.

pxa s x i

mu u ,

' Do y o u h a v e a wife and c h i l dr e n o r

axxre ' 7

no t ? '

mu .

' Ye s . '

5.

pxa s x i

6.

cxa gx r i ' mu , cam I '

kad i '

7.

a a b a a , AAma mu u , a x x r e ' 7

' A r e y o u r fa t he r a n d m o t h e r l i v i ng ? '

8.

a a b a a , AAma a t A A n m u .

' Fa t her, m o t h e r b o t h are l i v i ng . '

9.

a l i , aadaa d i ' 7

' A n d y ounger and o l der b r o t h e r s ? '

l xe ' mu7

10 . a l i m u , a a d a i

ngx I ' mu .

n g a n ya a .

' How many c h i l dre n ? ' ' One s o n ,

two dau g h t e rs . '

' I h a v e a y ounger b ro t he r . A s for t h e o l der bro t h er t h a t ' s m e . '

NEW VOCABULARY desa

' coun try '

mr I axxre '

khan i '

'where ? '

' wife '

pxa s x i

'chi ld '

'not '

kad i '

' how many '

l xe '

' many '

mu

'is '

cxa

' son '

gxr i '

' one '

(E k r i )

cam l '

' daug h t er '

ngx l '

' two '

( E n gy0 1 0 )

aaba

' fa t he r '

AAma a

'mo t h er '

tAAn

'al l '

al i

' y ounger bro t he r '

aadaa

' o l d e r bro t h e r '

ADD I T I ONAL VOCABU LARY sO '

' three '

ng i '

, seven '

pIxi '

' four '

p rxe '

' eight '

ngxa '

' fiv e '

ku '

' n ine '

Txu '

' s ix '

cyu '

' t en '

AA n a a

'

Angaa

' y ounger s i s t e r '

0

lder s i s t e r '

NOTES Line 1 :

The - r s u f f i x on k h a n i ' i s a l o c a t i ve c a s e part i c l e s p e c i fy i ng

' a t where ' .

kx i e :

The - e suffix i s a p o s s e s s ive part i c le .

kx i

'you '

kx i e

'your '

nga

'I '

ngae

' my '

kxema E

'you ( p l ) ,

kxema E e

' y our ( p l ) ,

ngi

'we

ng i e

'our '

( e xc l ) '

21

kx i l a a

Line 3 :

a

noun o r pronoun in

Thi s could b e s t be trans lated

' Is t he r e or no t ? '

The - l a s u f f i x i s

a

p o s s e s s ive o n

sentence t op i c p o s i t ion . mu u axxre ' 7

Line 7 :

m u i s another form of the verb

' to b e ' whi c h a c t s in a way s imi lar t o

Whereas Ja a ,

the Nepal i ehha s t at i ng the e x i s t en c e o f a c e r t a in t h i ng .

g a , y a a funct i on s imi larly t o the Nepa l i h o i n equat ing or d e fining . The ne gat ive form of m u i s a x x r e ' . The d i ' part i c le a c t s a s d i s c ours e c onj unc t i on from the previous

Line 9 : que s t ion .

BU I LD - U P DR I LL S 1.

2.

3.

kha n i ' r j aa 7

' Where i s

desa kha n i ' r J aa 7

' Where i s t h e oountry ? '

(it) ? '

kx i e d e s a k h a n i ' r j a a 7

' Wh e re i s y our oountry ? '

ngae desa .

'My ooun try . '

j a r ma n i g a a .

, It i s G e rma n y . '

n g a e d e s a j a r ma n i g a a .

'My oou n t ry if Ge rmany . '

mu u axxre ' 7

' Is t h e r e

mrl

' Is t he r e a wife and ohi t dr e n

pxa s x i mu u a x x r e ' 7

kx i l a m r l

pxa s x i mu u axx re ' 7

01'

no t ? ' 01'

' Do y o u have a wife a n d ohi t dr e n

no t ? ' 01'

no t ? '

4.

' There i s a daug h t e r . '

ca m l ' mu . caml '

' Th e re are two dau g h t ers . '

n gx l ' mu .

' There i s a s o n . '

c xa m u . c xa g x r i

' Th e r e i s one s o n .

mu .

cxa g x r i ' mu .

caml '

n gx l ' mu .

' There is o n e s o n a n d two dau g h t e r s . '

S UBST I TUT I ON D R I LLS

lao

a a b a , AAma mu u a x x r e ' 7 cxa ,

lb .

ca m l '

' Do y o u have a m o t h e r and fa t h e r son

01'

y o unger

mr i ,

wife , ohi t dr e n

AAs i ' m u u axx re ' 7 koda a l i '

' Do y o u h a v e a s i ok t e

no t ? '

daug h t e r

a l i , aa da p xa s x i

01'

0 1'

0 1'

o t de r bro t h e r s

no t ? '

hoe

k xo j a

k u k h r i knife

daa l a

tenti ts

pa t t u '

a s p a ra g u s

22

2a.

2b .

pxa s x i

kad i '

' How many a h i l dren are t h e r e ? '

I xe ' m u ?

nAA ' s a

vi l l a g e s

desa

coun t r i e s

pha rgu

po l e s

kaE kad i '

I xe ' mu?

' How much a o o k e d rice is t he r e ? ' a u rry

Txaa

3.

daa l a

lenti ls

5J '

wood

kxe

work

c x a g x r i ' m u , c a mJ ' kodaa l i al i

mu .

' There i s 1 s o n and 2 dau g h t ers . '

n g xJ ' m u , AA s i ' sO ' mu .

n g xJ '

' Th e r e are 2 h o e s and 3 s i a k l e s . '

n g xJ ' m u , a a d a g x r i ' m u .

' There are 2 y o u n g e r and 1 o l der bro t h e r .

AA s i '

n g xa '

mu ,

k xoja n g xJ'

' There are 2 s i a k l e s and 2 k u k h r i knive s . '

mu . n AA ' s a n g i '

mu , d e s a p l x i '

mu .

' There a re 7 vi l l a g e s a n d 4 coun t ri e s . '

TRANSFORM D R I LLS

l.

' Th i s a ahopping t hing . '

cu '

2.

tho ' bae

sa ' e yaa

t h o'b a e

kha ' E ba e

kha ' Ebae

kyAA ' b a e

kyAA ' b a e

t xa a b a e

t xa a b a e

d e s a k h a n i ' r ja a ?

' Wh e r e i s

your

k x i e p xa s x i

aoun try ? '

ca ' r mu .

, Your a h i l d i s t h er e . ,

ca ' e A A s i ' ka mma E d b a n i d i i . ' H i s s i a k l e w a s made b y t h e b l a a ksmi t h . '

( exi s t s ) a ahopping thing

sae

mu .

Pos s e s s ive - I a ( - I )

P o s s e s s i ve - e kx i e

' Th e r e i s

xa '

desa

kxi I

' Th a t a o u n t ry i s

k x i la a p x a s x i

ga o yours .

,

mu u axx re ' ?

' Do y o u r a h i l dren exi s t o r no t ? '

. k a m ma E d b a n i d i b a e A A s i '

ca l

ga .

' The s i a k l e made by t h e b la a ksmi t h is his. '

23

QUES T I ON-AN SWER

l.

Q:

' Wha t i s t h i s ? '

cu '

to '

A:

j aa ?

' Th i s i s a a a t t 'l e s h e d uprig h t .

cu '

this what is

p hargu

,

yaa .

t h i s upri g h t i s 5I '

ch i pa ' e baa r i 2.

Keep on a s k i ng que s t ions us ing only the words whi c h have b e e n

l e arnt .

To as s i s t i n t h i s d i al ogue gather t ogether i t ems l i s t e d i n t h e

l e s s ons s o far .

e.g. cu '

ko d a a 1 i ' w a a ?

AA s i ' m u u a x x r e ' ? AA s i '

kad i '

l xe ' m u ?

cu '

to ' e l xa a g i r i c a i d i m?

cu '

kha bad ban i d i m?

kxoj a mu u a xx r e ' ?

24

LESSON 6 ' On Buying Egg s '

1.

n a ' g a p h U ' mu wa a ?

' Do y o u h a v e any eggs ? '

2.

mu

, ( We ) hav e . '

3.

t i ' phU l a a '

4.

t i ' p h U l a a ' m xo r i '

yaa .

5.

e h a b i ' y AA e y u ' p h U

pin 0' .

6.

0,

mx u i '

na ' , bod .

ta i '

.

7.

lu'

pa i s aa '

8.

tam.

' How much do e s o n e co s t ? '

k a d i ' ja a ?

'For o n e ,

ngxa '

i t c o s t s one mo h o r . '

, In t h a t c a s e , 'Yes,

here,

g i v e me t e n . '

take t h e m .

Tha t i s Hs .

5/- . , The r e take t h e money . '

kin.

'O. K. '

NEW VOCABU LARY na ' ga

' he n '

phU '

' egg '

p l baa '

' to g i v e '

mxo r i '

'one

bobaa

' to take '

na '

' he r e ! '

- ph U

' nume r i c a l c la s s i fi e r on

mxu i '

' ru p e e s '

e g g s and other sma l l ,

Iu'

' h ere ! '

round obj e c t s '

k l baa '

' to g e t '

pa i s a a '

moho r '

(50

p i e e)

'money '

NOTES Line 3 :

t i ' phU l aa ' :

appears as g x r i '

When c ounting obj e c t s the number one ( 1 ) rare ly

but t i '

followed by the nume r i c a l c la s s i fi e r appropri ­

ate t o t h e shap e , s i z e , or nature o f t h e obj e c t . Clas s i fi e r Chart , Gramma t i c a l Tab l e 4 . ) suffix i s a focus marker , Line 4 : =

( See nume r i c a l

I n t h i s sentence the - I a a '

' a s for ' .

A moho r i s a 5 0 p i c e c o in of the Nepa l e s e c urrenc y .

100 pice .

One rup e e

In the h i l l s , for amount s up t o Rs . 1 0 /- people often

c ount by mohors . Line 5 :

The impera t i ve - d / - n fol l ows the verb s t em .

o c curs on verb s t ems whi ch have nasal vowe l s .

The - n form

The - d form o c curs e l s e­

where . B U I LD - U P D R I LLS 1.

m u waa 7 phU '

mu waa 7

na ' ga phU ' 2.

' I s t h e re

mu w a a ?

, A re t h e re eggs ? ' 'Are t h e r e hen e g g s ? ' ' How much ( i s i t ) ? '

ka d i ' ja a ? t i ' phU l aa '

( s ome t h i n g ) ? '

ka d i ' ja a ?

' How mu c h fo r o n e

(egg) ? '

25

3.

pin

0

'

' P Z ea s e giv e . '

cyu ' phU

pin 0'

'Please give 1 0 . '

c h a b i ' y AA c y u ' p h U p i n 0 ' 4.

0,

na ' ,

mx u i '

bod .

n gxaa '

0 , na ' ,

' In t h a t c a s e , p l e a s e g i v e 1 0 . ' '0. K. ,

ta i .

bod .

mxu i '

n g xa a '

ta i .

here t a k e

(it ) . '

' Tha t i s Rs .

5/- .

' O . K.

t a k e t hem .

Here,

That i s Rs .

5 /- .

SUBST I TUT I ON D R I LLS 1-

t i ' phU p i n 0 ' .

' P l e a s e g i v e me o n e

sO ' phU

t hr e e

plx i ' p h U '

fo ur ten

cyu ' phU 2.

t i ' ph U l aa '

yaa .

mxo r i ' mxu i '

' One c o s t s o n e m o h o r . '

n g xa '

fiv e rupe e s six

mxu i ' Txu ' mxu i '

3.

seven

ng i '

mxu i '

pxre '

eight

mxu i '

ku '

nine

n a ' g a p h U ' m u wa a 7

' Do y o u h a v e a n y eggs ? '

a a b a AAma

a fa t h e r and mo t h e r ?

AAs i '

a sick l e ?

koda a l i '

a ho e ?

kxoj a a

a k u k h r i knife ?

daa l a

lenti l s ?

pa t t u '

wi l d a sp a ra gu s ?

TRAN S FORM D R I LLS

1-

( egg ) . '

two

ngxl ' phU

' Do y o u h a v e a n y e g g s ? '

' Is t h i s a n egg ? '

n a ' g a p h U ' m u wa a 7

cu '

mxo r i ' mxu i '

na ' gu phU ' waa7

26

2.

Indi cat ive ( p as t )

Imperative

, (I)

' Ta k e t h e mone y . ,

took the money '

Nasal s t em vowel pa i saa '

k 1 - 1'

na ' ga phU '

p1- 1 '

pa i s aa '

kl -n

na ' ga phU '

p l -n

Oral s t em vowel kxoj a b a n i d i - i

k xo j a b a n i d i - d

51 '

5i '

t ho ' - j

kaE ca- i '

t ho ' - d

kaE ca-d

27

LESSON 7 , On Buy ing R i c e ' ' Do you have any h u s k e d r i ce ? '

1.

m l xa s i ' mu w a a 7

2.

mu

3.

t l mn a ' l a a ka d i '

4.

t l mn a ' l a a mxo r s O ' b a g a o

, I t i s t h r e e m o h o r s for o n e m a n a . '

5.

n Og a l a i

, P � e a s e g i v e me o n e p a t h i . '

6.

n a ' , b xA A D o '

' ( We ) hav e .

jaa7

pyO ' no p i n

7.

l u ' , j xO n .

8.

na '

to ' d

' He r e ,

b a a r a a r u ' b yAA m u .

0 , tam. 10 . T i d 0 ' 7 0,

0,

h o � d o u t y o ur c o n t a in e r . '

' He r e , pour ( i t ) i n . '

mx u i ' ,

' H e r e i s t h e money .

It i s Rs .

1 2/- . '

'O. K. '

9.

11 .

I

' How muc h i s i t fo r o n e m a n a ? '

'Stay here,

chen l e xyaa d ' .

' Ye s .

O . K. ? '

Go we � Z .

NEW VOCABULARY m l as i '

' hu s k e d r i c e '

t I mna '

'one m a n a '

pyO ' no

( about one

'one pa th i '

( about one

gallon - 4 . 5 . l it re s )

pint )

to ' ba

' to h o � d o u t '

b xA A D o '

' c o n t a i ne r '

ru ' byAA

' rup€! e s '

jx O b a '

' to p o ur i n ,

chen l e

'we � � ,

T i ba a '

' to s ta y ,

xyaa b a '

' to go '

to p u t in '

dwe H '

( adv )

ADD I T I ONAL VOCABULARY muT h i

' mu t h i

mxa n a

' ma n a ( about � l i t re ) '

m l xa

' un h u s k e d r i c e '

( about a handful l ) '

pad i

' pa t h i

mxu r i

'mur i

( ab out 4 . 5 .

litres ) '

( ab out 1 0 0 l i t re s ) '

UN I TS O F VOLUME 1 0 mut h i 8 mana 2 0 pathi

1 mana 1 pathi ( 4 . 5 . l i t re s ) 1 muri

However the u s e o f c l a s s i fiers i n c ount ing frequen t ly d i s gu i s e s the Nepali loan words .

e . g. path i

t i ' mn a '

e k ' ma n a

pyO ' no

ngx l byO

2 pa t h i

sO ' byO

3

mxu r i

I

sO ' mr i

3 mu r i

muri

pa t h i

POL I TE FAR EWELLS The normal means of saying ' go o d b y e ' t o one another when depart ing from a house i s e xemp l i fi e d i n l i n e s 1 0 and 1 1 .

28

B U I LD-UP D R I LLS ' How much is i t ? '

jaa1

l.

kad i '

2.

pyO ' no p i n .

t i ' mn a a ' J a k a d i '

3.

j aa1

' How much is one ma n a ? ' ' Gi v e ( m e ) a

pa t h i .

nga J a i

pyO ' no p i n .

' Gi v e me a pa t h i . ,

baa raa

r u ' p Y AA m u .

'It is Rs .

na '

mxu i ' .

na '

mxu i ' .

b a a r a a ru ' pyAA mu .

1 2/- .

,

,

' Here

( i s ) t h e money .

' H e re

( i s ) t h e mone y .

I t i s Rs .

1 2/- . '

SUBST I TUT I ON DR I LLS 1.

t i m n a ' J a a mxo r s O ' bo g a o n g x l m n a J a a mx u i '

.2 .

, It i s t hree m o h o r s for one m a n a . '

sO ' .

Rs .

3/- for two m a n a .

s O m n a ' J a a mxo r k u ' b o .

n i n e m o h o r s for t hr e e ma n a .

p y O ' n o J a a mx u i ' T x u ' .

Rs .

nga J a i

pyO ' no p i n .

6/- for one p a t h i .

' p r e a s e g i v e me o n e p a t h i . '

n gx l ' byO

two p a t h i .

cyu ' byO

ten p a t h i .

e g h a ra pa t h i

e r even p a t h i .

mxu r i

one mu r i .

( tw e n t y

pa t h i )

TRAN S F ORMAT I ON D R I LLS

1.

Imperat i ve

Softened Imperative

Tid

Tid 0'

' Stay .

2.

,

' p r e a s e s tay . ,

to ' d

to ' d 0 '

xya a d '

xyaad 0 '

ca d

ca d 0 '

j xO n '

j xO n 0 '

pin

pin 0'

kin

kin 0'

Reque s t

Response

' p r e a s e g i v e (me ) t h e money . ,

pa i s aa '

pin 0' .

na ' ga p h U ' m J xa m J xas i '

'Here !

na '

Ta ke the money .

p a i s a a' k i n .

,

29

LESSON 8 ' On B u y i n g M i Z k '

1.

ngxe c U ' ba mu u ,

2.

to ' e ngxe7

' Wh i c h s o r t of mi l k ? '

3.

ma ' g i l a a .

' Buffa l o ' s .

4.

mu .

5.

t i mnaa ' l a a kad i '

6.

mxo r s O ' bo g a o

7.

ca U t h E '

8.

tam,

9.

mxu

a x rxe ' 7

' Do y o u s e l l mi l k or no t ? '

' We h a v e

i '

jaa7

' Gi v e me 3/4

•

p i syo ' . gxri '

pa i s a a ' .

( s ome ) . '

' How much i s a m a n a ? ' ' It i s t hr e e m o h o r s . '

pin 0'

sO'

(mi Z k ) '

'0. K. ,

se '

ngx i sxyu

naa ' .

(ma n a ) p leas e . '

I w i l l c e r ta i n l y g i v e . '

' He r e i s R s .

1 /2 0 .

Ta k e i t . '

kin.

N EW VOCABULARY n g xe

'mi l k '

c U ' ba

, s e l .l. ing

ma ' g i

' ( E ) m a a i buffa l o '

caUthE '

, 1/4 '

ngx l syu

'20 '

,

ADD I T I ONAL VOCABULARY e g xa a r a

'11 '

so raa

'16 '

ba r ra

'12 '

s a ta ra

'1 7 '

t e ' raa

'13'

aTha ra

'18 '

cauda

'14 '

unnaa i s

'19 '

pand ra

'15'

NOTES Line 8 :

P l s yo ' :

T h e s y o ' s u f f i x i s u s e d only in the 1 s t p e r s on a n d i s

a n emphat i c fut ure marker . Line 9 :

mx u i '

gx r i '

se '

n g x i s y u pa i s a .

The u s e o f s e ' a s a c onj un c t i o n

i s uni que t o numb er phras e s . B U I LD - U P DR I LLS 1.

2.

n gxe c U ' ba .

' Se H ing mi Z k . '

m u u a x x re ' 7

' Is t h e r e or no t ? '

n g xe c U ' b a mu u a x x r e ' 7

' Do y o u s e l l mi l k or n o t ? '

mxu i ' g x r i '

' One rup e e . '

mxu i '

.

gx r i '

s e n g x l s y u pa i s a '

gxr i '

s e ng x l s y u pa i s a '

' Th a t i s o n e r u p e e and 2 0 p i c e .

mu . mxu i ' mu .

na '

kin.

' Th a t i s o n e rup e e and 2 0 p i c e . Here,

take i t . '

30

SUBST I TUT I ON D R I LLS 1.

2.

n g xe c U ' ba mu u axx re ' ?

' I s mi � k s o � d or no t ? '

m l xa s i '

hus k e d r i c e

na ' ga phU '

hen eggs

daa l a

� en t i � s

mxu i '

g x r i ' s e n g x l s y u pa i s a '

' Tha t i s Rs .

1 /2 0 . '

mu . n g xa '

se sOj yu '

Rs .

5/30

pxre '

s e p a n d ra

Rs .

8/ 1 5

Rs .

9/20

ku '

se n g x l s y u

TRA N S FORM D R I LLS

l.

Non p a s t

Emphat i c future ( 1 s t p . s ing . )

ngad p l m. ' I wi n g i v e

ngad k i m.

ngad p i syu ' . (it) . '

' I wi n c e r t ai n � y g i v e ( i t ) . '

ngad k I syo '

•

kham .

k h a s yo ' .

ban i d i m .

b a n i d i s yo ' .

j xOm ' .

j xO s y o '

•

31

LESSON 9 ' A b o u t Your Home '

1.

dx l '

kha n i ' r j a a ,

kx i l a a ?

2.

nga ' e d x l '

3.

kad i '

4.

x a a wa a ' j x a a s a ' r x y a a d u '

' Wh e r e i s y our home ? '

a s T re l i yaa r mu .

d i n b a e g x y AA ' m u ?

' In A u s t ra l i a . ' ' How many day s trav e l i s i t ? '

b i y AA

' If y o u go in a p l a n e y o u a rri v e in

ngx i ga E sOga ' E r phenmu .

two or t h r e e day s . '

5.

l xe ' n x r E go m u n a a ' .

, I t ' s v e ry far t h e n . '

6.

0,

7.

l u ' d i , nga xyaa m ,

8.

0, O.

x r E gon mu .

' Ye s .

b i n d i mu .

, Yes.

xyaa d .

i t ' s far i n de e d . '

' We l l .

I 'm going. O. K.

G o o dby e . '

Go . '

N EW VOCABULARY ' ho u s e '

gxyAA '

' road '

xaawa a '

' air '

j xa a s a '

'vehicle '

phebaa '

' to arri v e '

xrEgo

, far '

- ga ' E

' numeral c la s s i fi e r

dx l '

(E)

tl

f o r day s ' ADD I T I ONAL VOCABULARY 'we

ng i

n g xyo '

( e x c lud i ng addr e s s e e ) , ' we

( E ) n g yO

( in c luding addre s s e e ) '

NOTES -du '

Line 4 : ' if ' .

b i y AA ( or - s y A A or - y AA ) i s a c ondit i onal a s p e c t part i c l e ,

phenmu :

The suffix - n ( or - n e ) fol lowing the s t em p h e i nd i c a t e s

that the ac t i on i nvo lve s

' go i n g ' as we l l .

e.g.

c x a a t h U ' - n e ' Go a n d

drink tea ' .

Line 5 :

l xe ' n :

The - n s u f f i x on l x e '

i s an emphat i c part i c le , as a l s o

on x r E g o i n l ine 6 . BU I LD - U P D R I LLS 1.

2.

dx l '

kha n i ' r j aa 7

dx l '

kha n i ' r j aa ,

' Wh e re i s t h e h o u s e ? '

kx i l a a 7

' Wh e r e i s y o u r hou s e ? '

a s T r e l i ya a r mu .

' I t i s in A u s t ra l ia . ,

dx l '

' The h o u s e i s in A u s t ra l i a . '

a s T r e l i y a a r mu .

n ga ' e d x l ' 3.

' Where is i t ? '

kha n i ' r j aa 7

a s T r e l i ya a r mu .

'My h o u s e i s in A u s t ra l i a . '

n gx l ga E s O g a ' E r phe nmu .

' ( Yo u ) a rr i v e in two or t h r e e day s . '

xyaa du '

' If y o u go y o u w i l l arri v e in two

b i y AA n g x l g a E s O g a E r

p henmu .

t h r e e day s . '

0 1'

32

xaawaa '

j xa a s a ' r xyaa d u '

b l y AA

ngx l ga E sOga E r phenmu . 4.

in two or t h r e e day s . ' ' Go o d - by e . '

b i n d i mu . nga xyaa m . lu'di .

' If y o u g o o n a p L ane y o u w i L L a r r i v e

, I 'm going .

b i n d i mu .

nga xya a m .

' We L L .

b i n d i mu .

Good-by e . '

I ' m g o i ng .

Go o d - b y e . '

SUBST I TUT I ON DR I LLS 1.

dxl '

' Where i s y o u r h o u s e ? '

k h a n i ' r j a a kx i l a a ?

coun try ?

desa

' vi L Lage ?

n AA ' s a 2.

3.

nga ' e d x l '

' My h o u s e i s in A u s tra L i a . '

a s T re l i y a a r mu .

kx i e

Your

ca ' e

His

k x e ma E e '

Your ( p I )

ng i ' e

Our ( inc l )

n g xyo ' e

Our ( e xc I ) ' I s e e i t i s very far away . '

l xe ' n x r E go munaa ' .

t a s ty .

1 I ' ba 4.

xaawa a '

j xa a s a ' r x y a a d u '

b i y AA

' Is is O . K .

if y o u go in an a e r o p L a ne . '

tam . T i du '

s ta y

j xO d u '

put

bodu '

bring

ba n i d i du '

make i t

( i t ) in

TRANSFORMAT I O N D R I LLS

1.

I nd i cat i ve + n e ca nem / ca nmu

Imperative + n e ' I wi L L go and e a t '

cxaa t h U ' nmu / t h U ' nem . , ( I ) a m g o i n g t o dri nk t e a .

cane

' Go and e a t '

cxaa t hU ' ne . ,

' Go a n d dri n k t e a .

,

n g xe c U ' nmu / c U ' nem .

n gxe c U n e o

, ( I ) am going to s e L L mi Z k . '

' Go and s e L L mi L k . '

(it)

33

LESSON 10 ' O n B u y i n g Wine '

1.

paa ' mu 7

2.

mu

3.

ka d i '

4.

' D o y o u have w i n e ? ' ' ( We ) h a ve . '

I I ' b mu7

' How t a s ty i s i t ? '

I I ' b a n mu .

bes e r i

n e e de d ? '

pi nd i .

ngx l de '

5.

bodo l

6.

na

7.

ka d i '

I xa u d i i 7

8.

bodo l

gx r i l aa '

9.

c h a b i ' y AA mxu i ' T x u '

I ,

na I ,

How much i s

' I t i s v e ry ta s ty .

kad i '

ca i d i i 7

' Gi v e me a b o u t two b o t t l e s . ' ' Th e r e ,

bod .

take

( them) . '

'How much do t h e y co s t ? '

mxu i '

sO '

yaa .

I xa i d i i .

kin.

' I t i s Rs .

3 / - for a b o t t l e . '

' The refo r e t h a t wi l l c o s t Rs . There,

6/- .

take i t . '

NEW VOCABULARY paa '

'wine '

bodo l

'bott le '

I xa u d i b a

' t o co s t '

- de '

' approxima t e l y '

NOTES Line 5 :

p l nd i :

-di

( or - s i d i , ) s u f f i x s o ftens the imperat ive .

BU I LD - U P D R I LLS 1.

' I t i s t a s ty . ,

I l ' b a n mu . beser i

I I ' ba n mu .

bese r i

I I ' ba n mu .

' I t i s v e r>y t a s ty . ,

ka d i '

needed? '

ca i d i i 7 2. 3.

' I t i s Rs .

mx u i '

sO '

bodo l

g x r i l a a ' mxu i '

na ' ,

yaa . sO '

yaa .

ki n.

mx u i ' T x u '

c h a b i ' y AA m x u i ' T x u '

na ' ,

kin.

I xa u d i i .

3/- . ,

' Fo r o n e b o t t l e i t i s R s . ' Th e r e ,

I xa i d i i .

How much is

' I t i s v e ry t a s t y .

take i t . '

' Tha t w i l l b e Rs . ' In t h a t c a s e , There,

3/- . '

6/- .

There,

t h a t w i l l be Rs .

take i t . ' 6/- .

take i t . '

SUBST I TUT I ON D R I LL S 1.

ka d i '

I I ' b a mu 7

many are t h e y ?

I xe ' 2.

Bodo l

n gx l de '

' How t a s ty is i t ? ' far

x r E go pindi .

' P l ea s e g i v e me a b o u t two b o t t l e s . '

sO ' de

three

n g xa de '

fi v e

pxrede '

eight

34

3.

bodo l

g x r i l aa ' mxu I '

sO ' yaa

' Fo r 1 b o t H e i t i 8 R8 .

3/- . '

ma n a

m l xa

t i mn a l a a '

1

m l xa

pyO ' no l a a '

1

pa t h i

t i phU l aa '

1

egg ( 0 1' sma Z Z round o b j e c t )

QUEST I ON - ANSWER DR I LL 1.

Q:

ka d i '

I I ' ba mu?

A:

beser i

I I ' b a n mu .

e r E go I xe '

TRAN S FORM D R I LLS

1.

Normal Impe rat i ve ( in s t ruc t i on ) Softened Imperat i v e s ( instructions ) -n / -d

-0 '

-di

-5 i

-5 i d i '

p l no '

p l nd i

p i n5 i

p i ns i d i '

cado '

ca d d i

cads i

cads i d i '

Nasal S t e m Vowe l pin kin j xOn cUn Ora l Stern Vowel ca d xya a d to ' d t ho ' d ban i d i d Tid

35

LESSON 11 ' O n Buy ing Banana s ' 1.

mx a j a a '

2.

mu .

3.

to '

4.

kxU D e mxaj a a '

5.

m xo r i ' l a a k a d i '

' Do y o u have banana s ? '

mu waa 7

, ( We ) ha v e . '

k i s i mba ' e mxaj a a ' mu7

' Wha t k i n d o f bananas d o y o u h a v e ? '

mu .

' We have m u n d e bananas . '

( a fat ,

s tumpty var i e t y ) . ko s a a '

p l mu 7

' How many do y o u g i v e for a m o h o r ? '

6.

ngx i gyO p l m .

7.

c h a b i ' y AA c y u ' g y O p i n .

, In t h a t c a s e g i v e me t e n . '

8.

0 , 0 , mxo r n g xa bo '

' 0 . K. ,

9.

naa '

10 .

nge ' !

' We g i v e two . '

l xa u d i i .

t ha t w i l l c o s t fi v e m o h o r s . '

, Here ' s t h e mon e y . '

pa i sa a ' .

'Oh! '

NEW VOCABU LARY mx a j a a '

' banana '

ko s a a '

' uni t s '

mxU De

' k . o , banana '

- gy O

' numeral c la s s i fi e r for long

nge '

'yes '

k i s i mb a ' e

' ki n d of '

( Oh ! I s e e )

( l ong t h i n obj e c t s )

t hin obj ect s ' - bo

' numeral c la s s i fi e r for m o h o r s and other sma l l round t hings '

BU I LD-U P D R I LLS 1.

to ' mu 7

2.

ka d i '

to '

' Wha t i s t h e re ? '

k i s i mb a ' e mxaj a a ' ko s a a '

mxo r i ' l a a k a d i ' 3.

mu7

' Wh a t kind of b a n a n a s do y o u have ? '

p l mu 7 ko s a a '

' Ho w many do y o u g i v e ? '

p l mu 7

' How many do y o u g i v e fo r a m o h o r ? '

cyu ' gyO p i n .

' Gi v e me t e n .

c h a b i ' y AA c y u ' g y O p i n .

, In t h a t c a s e g i v e me t e n .

(bananas ) ' ( b an a n a s ) '

NOT E S Line 3 :

to '

k i s i m b a ' e m xa j a a '

i s a variant form of t o ' e m x a j a a '

' Wha t

kind of bananas ? '

SUBST I TUT I ON D R I LLS 1.

to '

k i s i mb a ' e mxaj a a ' mu 7

' Wha t k i n d of bananas do y o u have ? '

daa l a

lenti ls

m l xas i '

unc o o k e d r i c e

dx I '

hou s e

g x y AA '

road

xaawa a '

j xa a s a '

p lane

36

2.

ngx l gyO '

' We g i v e 2

plm

( banana s ,

n gx l mn a '

2 ( ma n a s )

ngx l byO '

2

( pa t h i s )

ngx l ga ' E

2

( day s )

ngx l phU '

2

(eggs,

n g x l bo '

2

cigare t t e s ) ,

s ma l l fru i t ,

( mo h o r s ,

coins)

sma l l b ow l s ,

larger i t ems t h a n o b j e c t s u s ing - p h U ' )

TRANS FORM D R I LLS

' Wha t k i n d o f ? '

to ' e mxaj aa ' Txaa phU ' m 1 xa s i ' n g xe

mu1

to '

k i s i mba ' e mxaj a a '

mu1

37

LESSON 12 ' On Buy ing a Fow � '

1.

n a ' g a m u wa a 7

' D o y o u h a v e a fow � ? '

2.

bxaa l e '

u y O mAA ' 7

'A roo s t e r or he n ? '

3.

bxaa l e '

ba .

4.

mu .

5.

T h i ' k ka xya a ba a ' .

'Jus t a verage . '

6.

0'

'Is t h a t o n e O . K . ? '

7.

0 , c xo t h e b m u y AA '

ka d i ' ca '

'A ro o s t e r,

thebbrE '

ca i d i i 7

t a m ma a 7 tam .

sa ' e

' We hav e .

' Ye s ,

if t h e re i s o n e t h a t b i g i t

wou � d b e O . K .

kad i ' j a 7 8.

t e ' r a a r u ' byAA .

'Rs .

9.

tam,

'O. K. ,

10. 0 ,

na '

indeed. ' How b i g a o n e i s n e ede d ? '

pa i saaq .

khwe ' .

How much i s t h e p r i c e ? '

1 3/- . ' here ' s t h e mone y . '

' 0 . K. , give i t . '

NEW VOCABULARY bxaa l e '

' ro o s t e r '

y O mAA '

' fema � e '

t hebb r E '

'big '

Th i ' kka

' a verage,

sa ' e

' pr i c e '

c xo

' thus,

khwe '

' Gi v e i t ! '

ba

' in d e e d '

O . K. , right '

t ha t '

ADD I T I ONAL VOCABU LARY cyugu '

thi ri '

' sma � � , ' sma � � '

cisi ri ' NOTES Line 2 :

bxaa l e '

u y O mAA ' 7

The u part i c l e c harac t e r i s e s t h i s a s an

alt erna t i v e type que s t i o n ( J . Glover 1 9 6 9 : 4 0 - 1 ) . Line 3 :

ba :

Line 4 :

t hebb rE ' :

Another emphat i c form of the verb

' to be '

( cf .

oc curs a l s o on act ive s t ems t o denote hab i t ua l a c t i o n :

t h U ' b r E l am

i s rep e a t e d � y dri n k i n g ' .

SUBST I TUT I ON DR I LLS l.

bxaa l e '

ga , ya ) .

t h e - b r E s u f f i x i s c ommon on adj e c t ival s t ems , but

u y O mAA ' 7

daa l a u pa t tu ' 7 k a a m a ' E u t x u l ma E 7

' A roo s t e r o r a he n ? ' ' L e n ti � s or a s p aragus ? ' ' B � a c ksmi t h s or t a i � o r s ? '

koda a l i '

u AAs i ' 7

' A h o e or a s i c k � e ? '

kodaa l i '

u kxoj a 7

' A h o e o r a k u k h r i knife ? '

c xa u c a m l ' 7

' Son or daugh t e r ? '

AAma u a a b a 7

' Mo t her or fa t h e r ? '

'he

38

2.

0 c x o t h e b m u yAA '

, Y e s b e ing t h a t b i g i t i s o . K . '

tam .

1 I 'b

t a s ty

x r E go

far

c i s i r i / cyugu ' th i r i

sma H

TRA N S FORM D R I LL

l.

The u s e o f u bxaa l e '

u y O mAA ' .

' ro o s ter or h e n .

,

daa l a u pa t t u ' kodaa l i '

u AAs i '

k o d a a l i ' U k xo j a na ' ga p h U '

u ngxe

'or '

b x a a l e ' c U ' b a u y O mAA '

c U ' ba .

, s e H ing a roos t e r o r s e H ing a h e n . '

39

LESSON 13 ' On Buy ing Ke r o s e n e '

1.

' Do

te ' l mu waa?

2.

caba ' e te ' l

3.

m ro b a ' e t e ' l a a

4.

mu .

5.

ngx l mna '

ka d i '

6.

mx u i '

plxi ' na '

u , mroba ' e te ' l aa ?

' ( We ) h av e .

ca i d i i 7

0, 0,

t a m khwe ' .

9.

Tid 0' ,

10 .

0 , 0 , xyaad ' .

How much i s n e e de d ? '

' Gi v e me two ma n a s .

I xa u d i i .

7.

' Ea t ing o i L o r L i g h t i ng o i L ? ' ' Li g h t i n g o i L '

pIn.

8.

(you) have oi L ? '

' Tha t w i L L c o s t R s .

pa i saa ' .

'O. K. ,

4 /- . '

here ' s t h e mone y .

' 0 . K . , give i t . '

nga xyaam ' .

' S ta y h e r e , I 'm g o i n g . ' 'O. K. , go. '

NEW VOCABULARY mroba ' e

' L i g h t i ng '

te ' l aa

' oi L '

NOT E S Line 2 :

caba ' e te ' l

' ea t ing o i L ' :

c laus e , i ntroduc e d i n L e s s o n 3 .

another i l lu s trat i on o f t h e re lat ive

The fluctuat i o n o f final vowe l ( t e ' l

t e ' l a a ) i s very c ommon . BU I LD - U P D R I LLS 1. 2.

caba ' e te ' l

u7

' Ea t ing o i L o r (wha t ) ? '

ca ba ' e t e ' l

u m ro b a ' e t e ' 1 7

' Ea t i ng o i L o r L ig h t i n g o i L ? '

n g a xya a m ' .

' I 'm going.

T i d 0 ' , nga xyaa m ' .

'Stay,

,

O. K. ?

I 'm going .

SUBST I TUT I ON DR I LLS 1.

caba ' e t e ' l

u m ro b a ' e t e ' I a a 7

c a b a ' e s a ' e u m ro b a ' e s a ' e?

' Ea t i ng o i L o r L ig h t ing o i L ? ' ' Ea t ing t hing or a L i g h t ing t h i ng ? '

tho ' bae

chopping t hing ?

kha ' E bae

c u t t i ng t h i n g ?

R EV I EW 1.

As t h i s l e s s o n has no new gramma t i c a l i t ems in i t , t h e s t udent c an

u s e t h e opportunity for review of a l l the l e s s on s so far learnt .

In

preparat i on f o r the review the s t udent s h o u l d a s s emb le the n e c e s s ary prop s : L e s s on 1 , 2 .

Food s t u ffs .

/

LQ

Le s s on 3 , 4 .

Hoe , s i c kle , k u k h r i kni fe .

Le s s on 6 - 1 1 .

Eggs , r i c e , milk , bananas , wine .

Plus a good var i e t y of money . ;2 .

Go over each of the l e s s on s as a c t ion d i a logues w i t h y our t e acher .

You should by now have c ommi t t e d t h e les sons to memory . a t t e nt i on t o the int onat ion o f the u t t eranc e s .

Pay c areful

Try t o at t a i n the speed

natural t o Gurung speakers . 3.

U s ing the s ame props and l imi t i ng the vocabulary t o t hat introdu c e d

in the l e s sons and d r i l l s , c onverse w i t h y our t e a c her i n Gurung .

Take

part s , s u c h as shopkeeper and c u s t omer , and s imp ly talk t ogether nat­ urally .

Where t here is more than one s t udent i n the c l as s , have c on­

vers a t i on s b e tween s t udents i n Gurung . 4.

Try t o b e g i n c onversat ion w i t h greet ings t y p i c a l ly u s ed s u c h as i n

Le s s on s 1 and 2 and i n ' Conver s a t i onal Openers ' .

Inc lude i n y our c on­

vers at i on que s t ions about the fami ly of your language as s i s t ant . Enc ourage him t o a s k you about y ours .

41

LESSON 14 ' On Buying B Za a k L e n t i Z s '

1.

ma a ' s a m u w a a 7

' Do y o u h a v e any b Z a a k Z e n t i Z ? '

2.

mu .

' ( We ) hav e . '

3.

t i mna ' l a a ka d i ' j a a 7

' How muah i s i t fo r one mana ? '

4.

paa ' n s ugaa '

' I t i s fi v e s u k a s

5.

Txumna p l n o ' .

6.

o.

mx u i '

yaa .

(Rs .

1 . 25) . '

' F Z e a s e g i v e me s i x m a n a s . ' 'O. K. ,

n g i ' s e mxo r a a

tha t w i U a o s t R s .

7 /5 0 . '

1 xa i d i i .

7.

na '

8.

0, O.

s i d i ' , pa i saa '

, There,

kin.

p h e ' r i c a i d i yAAq kho '

0'7 9.

' O . K.

t a k e t h e money . ' If y o u n e e d more,

aome again

won ' t y ou ? '

ca i d i du '

, If I n e e d more I wi Z Z aome HERE . '

b i y AA n g a c u ' r n a

kha m .

NEW VOCAB U LARY ma a ' s a

' b Z a a k Z e n ti Z s '

kho '

, aome ( imp . ) '

paa ' n suga '

' fi v e s u k a s '

( Ne p a l i )

NOTES Line 4 :

paa ' n s u ga ' :

Thi s i s a Nepali numb er phrase .

I t should b e

o b s e rved t hat Nepali nume rals and numb er phra s e s are frequent ly u s e d i n the Gurung language .

There are four s u k a s t o the rupe e .

Line 8 :

kho ' :

Line 9 :

The - n a suffix on

An irregular imperat ive form o f k h a b a a ' CUi

' t o aome ' .

e xpre s s e s emphas i s .

BU I LD - U P D R I LL S 1.

pa i sa a ' na '

2.

kin.

sidi '

' Ta k e t h e mon e y . ' , Here,

pa i saaq k i n .

mx u i '

ng i '

mx u i '

n g i ' s e mxo r a a l x a i d i i .

O.

mxu i '

l xa i d i i .

' Th a t a o s t s s e v e n rup e e s . ' Th a t a o s t s s e v e n rup e e s , ' Ye s .

n g i ' s e mxo r a a

o n e mo h o r . '

Tha t w i Z Z a o s t s e v e n rup e e s

and one moho r . '

1 xa i d i i .

3.

t a k e t h e mone y . '

kho ' 0 ' 7

' Do aome, won ' t y o u ? '

p h e ' r i c a i d i y AAq k h o ' 0 ' 7

' If y o u n e e d some more aome a g a i n , won ' t yo u ? '

0 , o.

p h e ' r i c a i d i y AA ;

' O . K.

I f y o u n e e d s o m e m o r e a ome

a g a i n , won ' t y o u ? '

0'7 4.

kho '

nga kha m .

, I wi Z Z aome . '

nga cu ' rna kham .

' I w i Z Z a ome HERE. '

ca i d i du '

b i y AA n g a c u ' r n a k h a m . ' If I do n e e d Bome I w i Z Z aome HERE . '

42

SUBST I TUT I ON D R I LL S 1.

mx u i '

ngx l '

s e ' mxo ra l xa i d i i .

' I t c o s t s Rs .

n g xa '

se '

s u ka

5/2 5 .

gx r i '

se '

t i ' n s u ka

1/75.

t i ' n s kka eghaa ra ' mxu i '

ru ' byAA s e '

sO '

-/75.

mxo r i .

s e ' mx o r i .

1 1 /5 0 .

( or )

m xo r n 9 i ' b o . 2.

2/5 0 . '

ca i d i du '

3/5 0 .

b i y AA n g a c u ' r n a k h a m .

' If i t i s n e e de d I wi n come HERE. '

caq

he

n g xyoq

w e ( in c l )

ng i

we ( e xc l )

c a ' ma E

they

TRANSFORM D R I LLS

l.

A l t e rnate forms of ' if ' c on s t ru c t i on - y AA

- du '

c a i d i y AA '

kho ' 0 '

b i y AA '

ca i d i d u '

- s yAA '

b i y AA ;

kho ' 0 '

c a i d i s y AA ; k h o '

' If y o u n e e d ( i t ) p l e a s e c ome .

,

l x a u d i y AA ' t h o ' yA A ' c U ' y AA '

2.

Emphat i c - n a on nouns and pronouns , I w i l l come here . '

' I w i l l come HERE .

nga cu ' r i

nga cu ' rna kham.

kham .

ca ' r i

ca ' rna

dx I ' r i

dx I ' rna

n AA ' s a

nAA ' s a r n a

g x y AA ' r

g x yAA ' r n a

,

0' .

43

LESSON 15 ' Re p a i ring t h e Wa t e r Sy s t em '

1.

to ' e sa ' e j a , Thaagu7

' Wh a t k i n d of t h i n g i s t h a t , Fi r s t ­ Born- Son ? '

2.

cu '

aa7

' You m e a n t h i s ? '

3.

axngx l ' , yorba a ' .

' N o , w h a t y o u h a v e i n y o ur hand . '

4.

cu '

' I t i s a wire mes h . '

5.

kha n i ' r bomu 7

' Wh e r e a r e y o u t a king i t ? '

6.

t a T ya n g k i ' r i .

' Up to t h e t a n k . '

7.

j xO b a '

' To p u t i t in

8.

o.

j aa l i yaa .

u7

cu '

j xO d u '

b i y AA a x n xO .

' Ye s .

( t he t a n k ) o r w h a t ? '

If y o u p u t t h i s i n ,

i t won ' t

b re a k . '

9.

c h a b i ' y AA j x O ' t h E n .

d xa r m a '

' If t h a t b e t h e ca s e , p u t i t in .

You

w i H g a i n credi t ( r e Z i g i o us ) . '

kha m . 10 . 0 , j xO ' t h E n m u .

' I w i H go a n d p u t i t in . '

NEW VOCABULARY Thaagu

' F i rs t - Born Son '

ta

' up ( dire c t i onal ) '

yo

' hand '

t h E ba a '

' t o p u t down,

dxa rma '

' m e r i t ( re l i gi ous ) '

jaal i

' n e t me s h , man t L e

(of

p r e s s u r e L a n t e rn ) '

Tya ngk i ' to p La c e i n ' n x O b a

' ta n k ' ' t o brea k '

NOTES Line 7 :

j xO b a a '

d e l et e d .

u:

the s e c ond part o f the alt ernate que s t i on i s

The s p eaker i s o f t e n not sure of an a l t e rnat ive and there fore

l e ave s the que s t i on open e nded . Line 1 0 :

j xO ' t h E n m u :

i s an examp l e of a c ompound verb s t e m .

S ome t i me s ,

as i n t h e e xamp le in t h i s l e s s o n , s t ems are a lmo s t s ynonymous and t h e c omp ounding s imp ly gives emphas i s .

Otherw i s e a c lo s e chronolo g i c a l

s e quence i s b e ing e xpre s s e d e . g . c a k h o ' i n f i x i s the mot i o n s u f f i x

' go and . . . '

' come,

eat ' .

j xO ' t h E n m u the - n

( s e e Le s s on 9 ) .

B U I LD - U P D R I LLS 1.

to ' e sa ' e j aa7

' Wha t i s t h a t t h i ng ? '

to ' e sa ' e j aa Thaagu7

' Wha t i s t h a t t h i n g L a s t - b orn

0 , a xn xO .

' Ye s i t won ' t b re a k . '

Bro t h e r ? '

2.

0 , cu '

j xO d u '

b i y AA a xn x O .

' Ye s ,

if y o u p u t t h i s in i t won ' t

break. '

44

3.

' Do p u t i t in .

j xO ' t h E n .

' In t h a t c a s e .

c h a b i ' y AA j x O ' t h E n . c h a b i ' y AA j x O ' t h E n .

,

d xa r m a '

do p u t i t i n .

' In t h a t c a s e , do p u t i t i n .

You ' l l

g e t meri t . '

kham.

SUBST I TUT I O N DR I LLS 1.

cu '

' Th i s i s a wire m e s h . '

j aa I i yaa . ko d a a l i '

hoe .

AAs i '

sick l e .

kxoj a a

k u k h r i knife .

b xA A D o '

2.

c o n t a in e r .

pha rgu

an upright for a cattle shelter.

ma ' g i

a buffa lo .

bodo l

bo t H e .

m xa j a a '

banan a . ' Up there to t h e t an k . '

t a Tya n k i ' r i . desa r i '

coun try

dx I r i '

h o us e .

n AA ' s a r i 3.

0 , cu '

j xO d u '

( fo r e i g n ) .

vi l l a g e .

b i y AA a x n x O ' .

' Ye s ,

if ( y o u ) p u t t h i s i n .

i t won ' t

bre a k . '

kha ' E d u

cut

tho ' du

chop

tadu '

is O . K.

TRANSFORM D R I LLS

1.

A lt ernat e Que s t ion

Indi cat i ve/Negat ive

j xOm '

j xOm '

u7

' A r e y o u p u t t i n g i t in o r

u a xj xO ' 7

' A r e y o u p u t t i ng i t in or n o t

w ha t ? '

put ting i t i n ? '

cam u7 xya a m '

u7

l am u7

2.

Two Forms o f A l t ernat e Que s t i on u j xO b a '

u7

' A re y o u p u t t i n g i t i n o r wha t ?

j xO b a '

u ThEbe j aa7

' A re y o u p u t t i n g i t in or leaving it? '

cU ' baa u7

kl b

j aa 7

k l ba a '

u7

cU ' b

j aa 7

p l ba a '

u7

klb

j aa7

n xO b

j aa 7

ba n i d i ba u7

45

LESSON 16 'A Trip to P o kh a ra ' ' Wh e re h a v e you b e en ? '

1.

khan i '

2.

p u k h r u xyaa l a u ' .

xya a l aa ' 7

' I h a v e b e e n to Pokhara . '

3.

khoyO xyaa l aa ' 7

' Wh e n did y o u go ? '

4.

t i y AA ' m n g x a g a E t a i .

' To da y i t ' s fi v e day s

kxe r '

(ago) . '

' On wha t work d i d y o u g o ? '

5.

to '

6.

caj a k l ba ' r xyaa l a u ' .

xya a l a a 7

' To g e t s a l t . ' ' Wha t p r i c e w a s i t ? '

7.

t o e kO '

8.

m xo r n g xa b o '

9.

s i g reT k ha i l e m u n a a ' 7

' Wha t p r i c e

10 .

cu ra a Da a '

' There were no c i ga r e t t e s a t a l l . '

munaa ' 7

' Th e y s a i d fi v e

ro , pyO ' nO l a a .

m o h o r s, for a p a t h i . '

( l i t . how ) were

c i g a re t t e s ? '

ka ' t t i a xx r e ' .

NEW VOCABULARY khoyO

' wh e n '

t i y AA '

' to day '

ca j a

'salt '

kO '

' pr i c e '

s i g reT

' c igare t t e '

cu raaDaa '

' c igare t te '

kha i l e

' how '

ro

'repor t e d speech '

NOTES Line 1 :

- l aa q :

Thi s suffix on the verb rep r e s e n t s a p luperfe c t a s p e c t

expre s s i ng a c t i on c omp le t e d p r i o r t o s ome p a s t p oint o f t ime . forms o f this suffix are - 1 and - l a u ' .

A lt e rnate

The lat t er is only used in 1 s t

p er s on r e s p o n s e t o que s t i ons , Line 2 . Line 4 :

The - m s u f f i x on t i y AA ' gives empha s i s as shown i n Le s s on 4 .

Line 6 :

c a j a k l ba ' r

' to b u y s a l t ' :

the

- r

suffix on the verb e xp re s s e s

t h e purp o s e o f a part i c u lar a c t ion . Line 8 :

ro :

a part i c le whi c h marks reported spe e c h .

I t i s o f t en u s e d

b y t h e speaker t o d i s c laim pers onal respons i b i l i t y f o r a s t at ement . ' for 1

thi s s en t e n c e p y O ' n O l a a to c l ar i fy the meaning . p y O ' n O l a a m x o r n g xa b o ' Line 1 0 :

In

p a t h i ' has been added as an aftert hought

W i t h usual word order t h i s s e n t e n c e wou l d read ro o

ka ' t t i a x x r e ' ;

Here t h e que s t i on word k a ' t t i

' how much ' i s

n o t u s ed t o s eek informa t i on b u t rather t o e xpre s s emphas i s ( J . G l over 19 6 9 ) . BU I LD - U P D R I LLS 1.

n g xa g a E t a i .

' F i v e day s h a v e e l aps e d . '

t i y A A ' m n g xa g a E t a i .

' Today,

fi v e day s h a v e e l a p s e d . '

46

2.

'5 mo h o r s . '

m xo r n g xa b o ' . m x o r n g xa b o '

ro o

' Th e y s a i d ( i t w a s )

5 moh o r s . '

mxo r n g xa b o '

ro p y O ' n O l a a .

' They s a i d ( i t w a s )

5 m o h o r s for a

pa t h i . ' 3.

c u r a a Oa '

a xx re ' .

c u r a a Oa '

ka ' t t i

' Th e re were no cigare t t e s . '

axxre ' .

' Th e r e were a b s o l u t e l y no c i ga r e t t e s . '

SUBST I TUT I ON D R I LLS 1.

t i y A A ' m n g xa g a E t a i .

' Today

TxugaE

s i x day s

n g i ga ' E

s e v e n day s

t i ga ' E

one day

kuga ' E 2.

3.

to '

kxe r '

xy a a l a ' 7

n i n e day s ' In w h a t work d i d y o u go ? '

ca i d i ba

i s i t n e e de d .

bobaa

a r e y o u t a k ing i t .

caj a k l ba ' r xyaa l a a '

' I wan t t o buy s a l t .

n g xe c U ' ba r

s e l l mi l k .

j a l i j xO b a ' r

p u t in t h e m e s h .

ch i

kha ' Eba r

c u t gras s .

51 '

t ho ' b a r

chop woo d .

pha rgu t ho ' ba r

chop p o l e s .

ka E c a b a ' r na ' ga phU ' 4 .

fi ve day s h a v e e la p s e d . '

e a t rice .

k l ba ' r

mxo r n g x a b o ' pukh ru '

ro

g e t hen e gg s . ' They s a i d ( i t w a s )

xya a m '

5 moho r s . '

( t h e y were ) going to Pokhara.

paa ' n suga '

( i t was )

c a j a k l b a ' r xya a m

( t h e y w e r e ) going to buy salt.

5 s u k ka s .

Q U E ST I ON - ANSWER DR I LL S 1.

Q:

to '

A : c a j a k l ba ' r xyaa m .

l a b a ' r xy a a m 7

' For do i n g w h a t are y o u g o i ng ? '

' (I ' m ) g o i ng to buy s a l t . '

s i g reT

' c igare t te s '

ma a ' s a

'b lack l e n t i Z s '

TRA N S F O R M D R I LLS 1.

kha n i '

xya a l a a ' 7

' Wh e r e di d y o u go ? '

kl 1aa ' j xO l aa ' mrO l aa '

khyO xyaa l a a ' 7 ' Wh e n did y o u go ? '

47

2.

caja k 1 1 au '

c a j a k l ba ' r xyaa l a u '

' I bought s a t t . '

,I went to buy s a t t . '

ma a ' s a te ' l m xa j a a paa

3.

Rep ort e d S p e e ch

I nd i cat i ve ' It i s Rs .

5/- for a pa t h i

•

,

' It i s Rs .

5/- fo r a p a t h i ,

said. '

p y O ' n O l a a m x o r n g xa b o ' .

p y O ' n O l a a m xo r n g xa b o ' cu raaDa ' pukh ru '

ro o

ka t t i a x x r e ' xyaa l aa '

T y a n g k i ' r i b o rn t i mn a ' l a a p a a ' n s u ga a '

4.

P a s t Tense Final

P luperfe c t ' He w e n t to Pokhara .

pukh ru '

,

' He ' s g o n e t o Po k hara .

pukh ru '

xyaa l a a ' .

pa t t u '

ca l aa '

t i y AA '

kha l aa '

J

xy a a i .

,

they

Ij 8

ESSON 17 ' Bu y i n g Ma t c he s '

xyaam ' ,

ka n c h i 1

' Where are y o u go ing,

Young e s t S i s t e r ? '

1.

kha n i '

2.

d u gAAna r xyaam ' .

' To t h e s hop . '

3.

to '

' Wha t to do ? '

4.

sa l e '

k l ba ' r xyaam ' .

' To g e t m a t c h e s . '

5.

sa l e '

k h AA ' xy a a l ' w a a 1

' Th e Ma t c h e s are comp l e t e ly fi n i s h e d,

6.

0,

l a ba ' r xyaamu ' 1

a r e t h ey ? ' , Ye s ,

k h A A ' xy a a i ' .

7.

sa l e '

ma t t r e '

8.

sa l e '

n ego '

9.

m xa a r c h y u g u '

k l nmu u1

0 1'

turi

te ' l a k i m.

a xc a ' wa a 1

comp l e t e ly fini s h e d . '

' A r e y o u g o i n g to b u y on ly m a t c h e s (wha t ) ? '

' Ma t c h e s a n d mus tard o i L ' ' Do n ' t y o u e a t b u t t e r ? '

( Li t : g o l d

gh e e . ) ' ( I) don ' t e a t ( i t ) ,

10 . a xc a ' , a x t O ' .

( I ) don ' t l i k e

it. '

N EW VOCABU LAR Y d u g AA n a

' s hop '

k h AA ' b a mx a a r a

sa l e '

' ma tc he s '

' to fin i s h '

turi

'mus t a rd '

' g o l d ' hence y e l low

chyugu '

' c l a r i fi e d b u t t e r '

chyugu '

' b u t te r '

n e go '

tObaa '

' to l i k e '

( n e ro ' ,

nebae ' )

' and '

NOTES Line 5 :

k h AA ' xy a a b a ' ;

the j uxtap o s i t i on o f the verb xy a a b a '

' to g o '

in t h e c ompound verbal c ons truct ion i s u s e d as an emphat i c devi c e .

It

carr i e s a pas s ive meaning e xc e p t in t h e comb inat i on b o x y a a i ' where the j uxtapo s i t i on i s a l i t eral chrono l o g i c a l s equenc e .

Not a l l verbs can

b e emphas i s e d in thi s way - the s t udent w i l l need to o b s e rve the c on­ t e xt s in whi c h t h i s j uxtapo s i t i on is used i n t h i s part i cular d i a l e c t are a . Line 8 :

nego '

i s a c onj unc t i on j oi ni ng nouns o r noun phras e s .

It

should b e not e d that the c onj unc t i on c an b e omi t t e d i n t h e c o - ordinate noun phras e as in l i n e s 7 , 8, 9 of Le s s on 5 . b e c omes n e r o ' Line 1 0 :

Wi t h s ome spe akers , n e g o '

or n e b a ' e .

N o t e the d e l e t ion o f b o t h s ub j e c t and obj e c t in b o t h c lause s .

49

BU I LD - U P D R I LLS 1. 2.

turi

te ' l a k i m.

sa l e '

n e go '

tu r i

sa l e '

k l nmu u7

sa l e '

ma t t r e '

' I ' m b uy ing mus tard o i 'l . '

te ' l a k i m.

' I ' m b u y ing ma t c h e s a n d m u s tard oi L ' ' A r e y o u g o i n g to buy ma t c h e s

0 1'

(wha t ) ? '

k l nmu u7

' A re y o u g o i ng o n 'l y t o b u y m a t c h e s 0 1'

3.

(wha t ) ? '

a xc a ' wa a ?

' Don ' t

chyugu '

' Don ' t ( y o u ) e a t c 'l arifi e d b u t t er ? '

axca ' wa a ?

m xa a r c h y u g u ' a x c a ' w a a ?

' Don ' t

(you) ea t ? ' ( y o u ) e a t y e 'l 'l o w c 'la r i fi e d

butter ? '

S UB S T I TUT I ON D R I LLS 1.

' I ' m g o i n g to t h e s hop . '

d u gA A n a r xy a a m ' . dx I r i '

hous e .

desa r i '

co un try (Indi a ) . tank.

Tya ngk i ' r 2.

sa l e '

nego '

turi

te ' l a k i m.

' I ' m b u y i ng ma t c h e s and mus tard o i L '

na ' ga phU '

eggs .

maa ' sa

b 'la c k 'l en t i Z s . c i g a re t t e s .

c u ra a Da a ' 3.

m xa a r c h y u g u ' a x c a ' w a a 7

' Don ' t y o u e a t b u t t e r ? ' a s p a ra gus ?

pa t t u ' daa l a

'l e n t i Z s ?

kaE

cooked rice ?

mxaj a a '

banana s ?

TRAN S F O RM DR I LLS

1.

Minus emphas i s

P l u s - xy a a b a ( emphas i s )

, A r e t h e ma t c h e s fi n i s he d ? '

, A re t h e m a t c h e s comp 'l e t e 'l y

sal e '

k h AA I ' w a a 7

fi n i s he d ? '

sal e ' sa l e '

cU ' 1 waa7

sa l e '

bo i ' waa7

khAA ' x y a a i ' waa 7

50

2.

C o - ordinat e Noun Phra s e without n e g o ' ' I ' m b u y i n g ma t c h e s

( a n d ) mus tard

turi

te ' 1 a kim.

mrObae te ' 1 a n a ' ga p h U ' maa ' s a ca j a

' I 'm buying matches and m u s tard o i Z . '

oiL '

sa l e '

with n e go '

sa l e '

n e go '

tu r i

te ' 1 a k i m.

51

LESSON 18 ' Go ing to Ge t Eggs '

xyaa l a '

' Wh e r e h a v e y o u b e en ,

1.

kha n i '

ka n c h i 7

2.

na ' ga phU '

3.

yO l ' wa a 7

' Di d y o u g e t t h e m ? '

4.

0, yOI ' .

' Ye s ,

mx a e b a r i .

5.

ka d i '

6.

cyu ' phU ma t t re ' .

I xe '

7.

aa r go ' i k i m m a a 7

8.

t i y AA '

9.

pxa na

•

I go t t h e m . '

' A n d how many di d y o u ge t ? '

kI I di '7

' On l y t e n . ' ' Wi l l y o u b uy o th e rs a l s o ? '

c x a g a mu yAA ' l iUI

Young e s t S i s t er ? '

To l o o k for e g g s . '

tam.

' Be i ng t h a t many today,

i t ' s enough . '

' S h a l l I bring t hem in a few day s ? '

b xa m ' 0 ' 7

' Ye s , bring t h e m . '

1 0 . 0 , 0 b xa u ' . NEW VOCABULARY

b xa u '

' imp erat ive o f b x a b a '

' t h a t much '

a a r go '

' o ther '

' b e h ind,

pxa n a /pxa n a g a

' tomorrow '

UI

' in t h e di r e c t i o n o f '

mxa e b a

' to s earch,

l o o k for '

cxaga I i bxaba '

' to bring (from a l o w e r

beyond '

o r l e v e l a l t i t u de ) .

NOT E S Line 2 :

N o t e the de l e t i on o f x y a a l a ' u i n t h i s respons e .

Line 5 :

-di ' :

Line 8 :

- y A A ' on the verb

s e nt e n c e c onj unct i on ( c f . Le s s on 5 ) . ' t o b e ' c arr i e s a s imi lar c ond i t i onal a s p e c t

t o the - d u b i y A A o f L e s s o n 9 . ' s in c e I h a v e t h i s m a n y ,

Line 9 :

p xa n a I i U I :

Howe ver , h e r e i t i s b e s t t rans l a t e d

t ha t ' s e n o u g h ' .

Here the l i teral meaning i s

t rans l a t e d more fre e l y a s i n a few d ay s ' .

' b e y o n d t o morrow ' i s

The - U I o r - U l d i '

locative

c a s e part i c le c a n a l s o b e u s ed s p a t i a l l y a s we l l a s temporal ly . G . Tab le 1 . )

e . g.

dxl '

I i Ud i '

( Se e

' In t h e direc t i o n b e h i n d t h e h o u s e ' .

B U I LD- U P D R I LLS 1.

c xa g a m u y A A ' t i y AA '

' B e i n g t h a t many ,

tam.

c xa g a m u y AA '

tam.

t h a t ' s enough . '

' To - da y s in c e I h a v e t h a t man y , t ha t ' s e n o u gh . '

2.

' S ha l l I bring ( t h e m ) ? '

b xa m ' 0 ' 7 p xa n a l i U I

bxam ' 0 ' 7

' I ' l l bring ( th e m ) i n a few days time .

O. K . ? '

52

SUBST I TUT I ON D R I LLS 1.

ka d i '

l xe '

' How many/m u a h di d y o u b uy ? '

kl ldi '1 ca i d i ' 1

eat?

bo i d i 1

take ?

cU ' I d i 1

sen?

pl ldi '1

give ?

TRAN S F O RM DR I LLS

Locati on

l. ' a t,

in '

' beyond '

-ri

1 iUI

' I t i s in the hou s e . ,

' It i s b ey o n d t h e h o us e . ,

dxl '

dxl '

- r i mu .

1 iUI

mu .

Tyaa ng k i - r i mu . d u g AA n a - r i m u . g xy A A - r i '

mu .

I rregular Impera t i v e s

2.

, I ' 1. 1. bring t h em,

b xa m ' 0 ' 1

O. K . ? '

Bring t h e m . '

'Yes, y es .

' 0 , 0 , b xa u ' .

kham 0 ' 1

kho '

plm 0'1

khwe '

kIm 0'1

na '

( p I n also used )

( k I n a l s o u se d , s e e l e s son 1 4 , Line 7 )

I

53

LESSON 19 ' How O L d A r e Your Chi Ldren ? '

1.

k x i e c xa k a d i '

' How o L d is y o u r s o n ? '

ba rsa ta i ' ?

' Ni n e . '

2.

ku ' d l

3.

cam l ' d i ?

' A n d y o ur dau g h t e r ? '

4.

Txud l '

' Sh e ' s s i x . '

5.

c x a e I xo t o '

ta i . ta i .

' Wh a t y e a r ( o f t h e twe L v e - y ea r cyc L e )

j aa?

i s y o u r s on ' s ? '

6.

p r a l o y a a , y o g a a r a I xo .

7.

caml ' I

'He ' s the monkey y e a r . ' ' A n d y o ur daugh t e r ' s

di '?

8.

p ho l o y a a .

9.

c xa n e g o '

' Th e y e a r of t h e a n t e L o p e . '

p h o e I xo . cam l '

' How many y e a r s di ffe r e n t a r e y o ur

I xo k a d i '

s o n a n d dau g h t e r ? '

p h a ' ra g j aa ? 10 .

' Th r e e y e a rs diffe r en t . '

pha ' rag yaa .

I xo s O '

(year) ? '

' Oh ,

11 . 0 , O .

yes .

NEW VOCABULARY ba rsa

' y ea r '

-dl

' year num .

I xo

' y ea r s w i t h i n 1 2 y e a r

pha ' rag

' di ffer e n t '

pho

' de e r ( a n t e Lop e ) '

( See Appendix 2 . )

cy c L e '

c la s s i fi e r '

'monkey '

yogaa ra

NOTES Line 1 :

The u s e o f

t a ba ' I t a i '

' to b e ' .

use o f t h e verb

i n t h i s s e nt e n c e demons t ra t e s ano t h e r

The meaning i s

'How many y ea r s h a v e happ e n e d

t o y o ur s o n ' .

L ine 5 :

The I xo c y c le i s b a s e d on the 1 2 year c y c l e obs e rved by

Tibe t ans .

A Gurung a lways knows whi c h animal year he was b orn in and

t here fore i t is pos s ib le t o c a l c u l a t e the age of the v i l lager .

Some t ime s

i t i s d i ff i c u l t t o know whi c h part i cu lar c y c l e t o put p e op l e i n b ey ond e . g . A 4 0 year o l d man may p a s s for 2 8 , or may look

25 years o f age .

as o l d as 5 2 y ears . Line 5 and 7 :

The p o s s e s s ive part i c l e is mani f e s t e d as - I when the

p o s s e s s ed noun i s d e l e t e d . B U I LD - U P D R I LLS 1.

ka d i '

ba rsa ta i ' ?

k x i e cxa ka d i '

ba rsa ta i ' ?

' How many y e a rs h a v e h ap p e n e d ? ' ' How many y ea rs h a v e happ e n e d for y our s on ? '

2.

to '

' Wha t i s i t ? '

jaa?

c x a e I xo t o '

j aa7

' Wh a t y e a r ( of t h e 1 2 y r . y o ur s o n ? '

cyc L e ) i s

54

3.

ka d l ' l xo

pha ' ra g

ka d i '

exa

n e go '

exam l

pha ' rag

' How diffe r e n t i s i t ? '

J aa?

pharag

'How many y ears diffe rence is

j aa? l xo

ka d i '

t h e re ? '

' How many y e ars diffe r e n c e b e tw e e n y o u r s o n a n d your daug h t e r ? '

jaa?

SUBST I TUT I ON DR I LLS 1.

kx i e

exa

ka d i '

ba rsa

ta l ' ?

' How o L d is y o u r s o n ? '

a a ba

fa t h e r ?

AAma

mo t h e r ?

eaml '

daug h t e r ?

a a n ga '

y o un g e r s i s t e r ? o L der s i s t e r ?

aana aa

y o unger bro t h e r ?

1 I

o L der bro t h e r ?

aada

2.

praa

10

mub r u '

1

yaa .

t h e y e a r of t h e mon key . ' vu L t ure .

xo

l xo

sna k e .

exe

1

xo

bird.

ta

1

xo

hors e .

to

1

xo

tiger.

sab r

3.

'It is

I '

dl

ku ' -

' N i n e y e ars have happ e n e d . '

ta l

(He ' s n i n e y ears o L d . ) ng

seven two

p r xe ' -

eight

t

4.

I '-

ngxl ' -

I '-

kad

I '

one

barsa

ta

I

' ?

' How many y e ars have happ e n e d ? '

pha ' rag

diffe r e n t is

xrEgo

far i s i t ?

1 I

tas ty i s i t ?

' ba

it?

TRAN S FORM DR I LL

1.

Pas t

Non-past ' ( H e ) w i t t b e t h r e e y e ars o L d . ' sO ' d l

tam.

l xe '

Tim

pukh ru '

xyaa ' m

s l g r eT

kim

na ' ga

phU '

mxaem

' Th r e e y ears have happ e n e d . ' sO ' d l

ta

I '

.

55

LESSON 20 ' Why D i d You Come to Our Vi t ! a ge ? '

1.

b i nd i

mu .

'He t to . '

2.

b i nd i

mu .

' He t t o . '

3.

kxi cu '

n x e pa a l

biri '

ka d i '

4.

ti 'dl

ma t t re '

desa r kha i '

ba r s a t a i ?

'Onty one year. '

ta i ' .

5.

kx i

6.

k h a a ' ga e p rx u kxy u i ' t a m u u k xy u i '

1 ubaa ' ,

7.

kxi

kha l

8.

l ubaa ' , chaaba ' na .

' To t e arn a t i t t t e Nepa t i , t earn Gurung,

t i ke t ha t . '

' D i d o n t y y o u aome,

u , j a hAAn

and to

or have you

j a g a i b xa n g n g y U ' ?

b ro u g h t

n g a n e go '

' On t y I and my b r i d e - w i fe have a ome . '

ma t t r e ' 9.

' F o r w h a t h a v e y o u aome ? '

to ' e l xa a g i r k h a b j a ?

ma t t r e '

' How many y ea r s s i n a e y o u aame to Nepa t ? '

n ga ' e p rx E s y o '

kha i ' .

p xa s x i j a g a a x x r e ' w a a ?

10 . axxre ' ,

( y o u r ) fami t y ? '

ng i

ngx l '

'Don ' t y o u h a v e any a h i t dr e n ? '

ma t t r e '

gaa .

' No ,

t he r e ' s o n t y us two . '

NEW VOCABU LARY p r xu kxy u i '

' Nep a t i tanguage '

khaa ' ga e

'a titt te '

l ubaa '

, to t earn '

t a m u k xy u i '

' Gurung tanguage '

j a hAAn

' fami t y '

chaaba ' na

' that ' s a t t '

ngi

'we ( excl ) '

j aga

' p lura l '

p rx E s yo '

' wife

( b r i de ) '

NOTES - n g n gy U '

Line 7 :

/ - i my U ' / - mU i s a c omp le t i v e , perfe c t a s p e c t on the

N o t e the - i emphat i c part i c le on j a g a .

verb s t em .

I n t h i s c onversat i on t here are s ent enc e s whi c h are longer than t h o s e s o far enc ountere d .

Pay c areful a t t e n t i o n t o the int onat ion p a t t erns o f

t h e s e longer s entenc e s and try t o imi t at e . B U I LD - U P D R I LLS 1.

ka d i ' cu '

' How many y ea r s h a v e happe n e d ? '

ba rsa ta i ' ?

nxepaa l

ka d i ' kx i c u ' biri '

des a r kha i '

biri '

ba r s a t a i ' ? nxepaa 1 ka d i '

' S i n a e aoming to t h e aoun try of Nepa t , h o w many y ea r s h a v e happ e n e d ? '

desa r kha i '

barsa ta i ' ?

' S i n a e y o u have aome to t h i s aoun try o f Nepa t how many y e a r s h a v e happen e d ? '

2.

' Ju s t t ha t . '

chaaba ' na . tamu kxyu i '

1 ubaa '

c h a a b a ' na .

'Jus t for t e a rn i n g t h e Gurung t a n g u ag e . '

') 6

p r x u kxy u l ' kxy u i '

l ubaa ' .

l ubaa '

k h a a ' ga e p rx r u kxy u i ' t a mu kxy u i ; 3.

Gurung Language . '

1 ubaa ' .

l ub aa ' .

' Jus t for L e a rning a L i t t L e Nepa L i

c h a a b a ' n a . a n d Gurun g . '

k x i ma t t re '

kha l

u?

' Ha v e y o u come a L o n e or w h a t ? '

kxi

kha l

u j a hAAn

' Ha v e y o u come a L o n e o r h a v e y o u

ma t t r e '

j a ga i 4.

' Jus t for L earning t h e Nepa L i a n d t h e

tamu

chaaba ' na .

b r o u g h t y o u r fami L y ? '

b xa n g n g y U ' ?

n g a ma t t r e ' nga nego ' ma t t r e '

' I o n L y have come . '

kha i ' .

, I a n d my wife on Ly h a v e come . '

n ga ' e p rx E s yo ' kha i ' .

SUBST I TUT I ON D R I LLS

1.

kx i

' Wh a t i s t h e p u rp o s e of y o u r coming ? '

to ' e l xa a g i r k h a b j a a ? xyaa b '

going ?

Tib

s ta y i n g ?

cU ' b

s e B i ng ?

bob

t a king (it) ?

2.

k ha a ' g a e t a mu kxy u i ' p x r u kxy u i '

l ubaa '

•

' Jus t to L e a rn a L i t t L e Gurung a n d

1 u b a a ' . c h a a b a ' n a . Nepa L i . '

k h a a ' ga e n a ' ga p h U ' c U ' ba .

' Ju s t t o s e L L a few eggs and mi L k . '

n g xe c U ' ba . k h a a ' ga e k a E c a b a a ' .

daa l a

3.

kx i

ma t t r e '

j aga i

' Jus t to e a t a L i t t L e r i c e and Lenti Ls . '

cabaa ' .

kha l

u j a hAAn

' D i d on Ly you come o r have y o u b r o u g h t y o ur fami Ly a L s o ? '

bxangngyU ' ? pxa s x i

c h i L dren

aam

m o t h e r s ( a n d a un t s )

aab

fa t h e r s

aa 1 i

y o un g e r b ro t h e r s

( a n d unc l e s )

aada

o L der b r o t h e r s

aanga

y o unger s i s t e r s

aana

o L der s i s t e r s

57

TRANS FORM DR I LL

l.

P a s t ( fi n a l )

C omp l e t ive 'My famHy h a v e b e e n brough t .

j a hAAn j a ga i

b xa n g n g y U ' . ca i ngngyU ' xyaa ' n gngyU T i ngngyU

,

' My famH y w e r e brough t . '

j a hAAn j a ga i

b xa i '

.

58

LESSON 21 ' A b o u t a C h i a k e n - En a l o s i ng B a s k e t ' 1.

khan i '

2.

u b x a p r a d x a a n n gA A r i ' . ca '

xyaa l aa ' axgx l ' ?

to '

j aa ?

' Where have you b e en , E l de s t Bro t h er ? ' ' To t h e deputy May o r ' s hou s e . '

px i waa ?

' Wh a t i s t ha t ? ' No ,

A aarr y i n g b a s ke t ? '

axngx l ' ,

kurgu '

4.

cu ' r ch i

k h a ' E b wa a ?

' Do y o u a u t gra s s in t h a t ? '

5.

axngx l ' ,

n a ' ga c y u ' ba .

' No,

6.

cu '

ban i d i m?

' Of w h a t i s t h i s made ? '

to ' l

7.

mo ' l

8.

mo '

9.

b a na r yOm .

gaa .

it 's a kurgu. '

3.

i t ' s for enaaging t h e a h i a k en s . '

' Yo u ma k e i t of r a t tan . '

ban i d i m . khan i r yOm?

' Where i s r a t t a n a v a i l a b l e ? ' ' In t h e jung l e . '

NEW VOCABULARY axgx I '

' fi r s t b o rn

n g AA

' t he p la a e of- - '

ku r g u '

(oldest brother) ' u b x a p r a d x a a n

' op e n w e a v e b a s k e t for p enning ahiakens '

mo '

' d e p u t y mayor ( v i l l a g e leve l ) '

'rattan '

px i

' op e n w e a v e b a a k b a s ke t '

c y u ' ba

' to e n a l o s e ,

bana

' b u s h y hi l ly a r e a , jung l e ,

to p e n in '

for e s t . '

ADD I T I ONAL VOCABU LARY Thaagu

' firs t - b orn ma l e '

kanc h i

' l a s t - born young e s t fema l e '

( proper ly , y ounger

t xaa j yO

' o lder ( no t 1 s t - b orn )

t han Ego ) axgxE '

bro t he r '

' fi r s t - born s i s t e r '

cyO / c x i j yO

a n j yO

' o lder ( not 1 s t - b orn )

( o lder than Ego )

sis ter '

' l a s t - born y o u n ge s t

b orn s i s t e r )

( p roper l y , l a s t ­

ma l e '

naa ' n i

' fi r s t -born fema l e '

BU I LD - U P D R I LLS 1.

2.

khan i '

xyaa l a ' ?

' Where have y o u b e en ? '

khan i '

xyaa l a ' axgx l ' 7

' Where have y o u b e e n , E lde s t - ro t h er ? '

u b x a p r a d x a a n n gA A r i ' . u b xa p r a d x a a n n g AA r i ' .

' To t h e p la a e of t h e depu ty m a y o r .

ca '

to '

u b x a p r a d x a a n n gAA r i ' . jaa?

' To t h e p l a a e of t h e dep u ty may o r . Wha t i s t ha t ?

j aa ? px i waa ?

ca '

to '

' To t h e p la a e o f t h e dep u t y mayor . Wha t i s t ha t ? b a a k b a s ke t ? '

Is i t an open w e a v e

59

3.

axngx l

' No . '

I .

axngx l ' .

na ' ga cyu ' ba .

, No .

It i s for p e nn i ng c hi c ken s . '

S UBST I TUT I O N D R I LLS 1.

c u ' rn rno I I

' Th i s i s made of ra t ta n ? '

b a n i d i rn ?

i ron

pa ' e l

2.

5 I I I

wood

n g xe l

mi l k

khan i '

xyaa l a '

axgx l ' ?

' Wh e r e have y o u b e e n E l de s t - B r o t h er ? '

axgxE '

E lde s t - S i s t e r ?

naa ' n i

1 s t - b orn Young e r

cyO

L a s t - Born Yo u n g e r

Si s te r ? Bro t h e r ? L a s t - Bo rn Youn g e r

kanch i

sis t e r ?

anj yO

O l der Si s t e r ?

txaaj yO

O l de r Bro t h e r ?

Q U E ST I ON - ANSWER

l.

Q:

' Of w h a t i s t h i s made ? '

cu '

to I I

A:

' Th i s i s made of ra t tan . ,

cu '

b a n i d i rn 7

rno I I

b a n i d i rn . iron . wood. gras s . lenti l s . rice .

2.

Q:

' Wha t i s t ha t ?

A n open

ca '

to '

j aa7

A:

' No,

a c h i c k e n p enning b a s ke t . '

axngx l ' ,

w e a v e b a s ke t ? '

kurgu '

p x i wa a ? b xAA Do '

j aa I i

chyugu '

te I I a

kodaa l i

kxoj aa

rnxo r a

rn x u i I

gaa .

60

ESSON 22 ' The S t u d e n t of Gurung '

to ' ,

n AA ' s a r T i n g n g y U ' wa a 7

vi Z Z a g e ?

2.

O.

' Ye s .

khabd i '

cu '

Say , do you l i v e i n t h i s

b i n d i mu . nga c u '

kx i

' He l l o !

1.

n AA ' s a r n a ' T i m .

kx i 7

I l iv e in t h i s v i l l a g e .

And

w h o a r e y ou ? '

3.

ngam b i dyaa r t h i '

4.

kx i

5.

n g a m t a mU kxyu i '

t o ' e kxe '

' A s for me,

ga o di '7

1a1

l u ba ' e kxe '

I am a s t uden t . '

' Wha t kind of work did y o u do ? ' ' I am s tu dy ing t h e Gurung language . '

1 am.

6.

k x e ' T h a a l d i wa a ' d i 7

7.

O.

8.

sa ' j i 1 0 '

9.

l xe n '

' Ha v e y o u s ta r t e d y o u r wor k ? ' ' Ye s .

Thaa l d i i . mu u ,

ga a ro 7

I ' ve s ta r t e d . '

' Is i t e a s y ,

or diffi cu l t ? '

' I t ' s v e ry diffic u l t . '

g a a ro t a m .

N EW VOCABULARY b i dyaa rth i '

' s t u de n t '

saj i 1 0 '

' e a sy '

b i n d i mu

' gr e e t i ng '

T h a a l d i ba '

' t o b e g i n a p roj e c t '

ga a ro

' diffi cu l t '

( lit :

' t h e r e i s a requ e s t ' )

ADD I T I ONAL VOCABU LARY p rx i ba

' t o wri t e '

khe ' ba

' t o r e a d;

c E do '

'c lose,

to s tudy '

near '

NOTES Line 1 :

t o ' i s b e i n g u s e d here as a d i s c ourse introducer .

It is

freque n t l y u s e d when the d i s c ours e t op i c i s b e i ng change d . Line 6 :

The - w a a '

suffi x on T h a a 1 d i

is the verb w a a b a a '

u s e d t o give emp ha s i s i n a s imilar way t o xy a a b a ' -di

/ -j i

' to t hrow o u t '

i n l e s s on 1 7 .

The

s u f f i x is a p a s t t e n s e marker .

BU I LD- U P D R I LLS 1.

' He l l o ! '

b i n d i mu . b i n d i mu .

cu '

n AA ' s a r

b i n d i mu .

to ' ,

' He l l o !

(you)

l i v e in t h i s v i l l a g e

d o y ou ? '

T i n g n gy U ' waa 7 kx i

n AA ' s a r T i n g n g y U '

cu ' wa a 7

' He l l o ! e r . . .

You l i v e in t h i s

v i l lage d o y ou ? '

61

2.

3.

a.

cu '

' Ye s .

( I ' m ) s ta y i n g in t h i s vi H a g e . '

a.

nga c u '

n AA ' s a r n a ' T i m .

' Ye s .

I ' m s ta y i n g in t h i s v i H a g e . '

a.

nga c u '

n AA ' s a r n a '

T i m.

, Ye s .

I ' m s ta y i ng in t h i s v i 'l 'l ag e .

n AA ' s a r n a ' T i m .

khabd i '

kx i 7

n g a m kxe '

l am .

n g a m t a m U kxy u i '

And who are you ? ' ' I do work .

l u b a ' e kxe '

sa ' j i 1 0 ' mu u7 sa ' j i l o '

' I do t h e work of 'l ea r n i n g t h e Gurung Zanguage . '

I am. 4.

,

mu u gaa rno7

' Is i t e a s y

01'

(wha t ) ? '

' Is i t e a s y

01'

diffi c u 'l t ? '

SUBST I TUT I ON D R I LLS

1.

n ga m t a mU kxyu i '

l u b a ' e kxe '

l am.

2.

'As for me,

I do t h e work o f 'l ea rn ­

ing t h e Gurung 'l angua g e . ' 'l e a rn i n g t h e Nepa 'l i Zangua g e .

p rxu kxyu i '

l u b a ' e kxe '

t a mU k x y u i '

Pr xi bae

wri t ing t h e Gurung 'l anguage .

khe ' bae

r e a di n g

l am .

s a ' j i l o ' mu u gaa ro7 t he b b r E ' mu u Th i ' kka7

' Is i t e a s y big

0 1' 0 1'

di ffi cu Z t ? ' a v erage ?

x r E go

mu u c E do ' 7

far or n e a r ?

t hebb r E '

mu u cyugu ' t h i r i ' 7

'big

0 1'

s ma H ?

62

ESSON 23 ' The Fo � e i g n T�e k k e� s '

1.

j xa a d '

xyaa ba '

k h a bma ' E j a 7

' The p e o p l e going o v e � t h e � e , who a�e t h e y ? '

2.

g o r a a ma ' E b a a .

' Wh i t e m e n . '

( NB :

In Nepa l i g o r a a i s

a s omewhat deris ive t erm ) . 3.

khan i '

xya a b ro ' 7

4.

t a k a d a a ' s U r xy a a b r o ' .

' Up to t h e m o u n t a i n summ i t ,

5.

ka d i '

' How many p e op l e were t h e � e ? '

6.

s a a bma ' E m n gx l

' Where do t h e y say they are g o i ng ? '

j AA n a a m u l a a 7 ma t t r e ' m u .

' A s fo r t h e S a h e b s ,

they say .

t h e re a r e on l y

two . '

7.

b x a a r e ' ma E d i ' 7

' A n d ca��ie�a ? '

8.

b x a a r e ' m g x r i ' ma t t r e ' m u .

' A a fo� car�i e � a ,

the�e ia only one . '

NEI'I VOCABU LARY j xa a d '

' o v e � t h e �e '

g o r a a ma ' E

kadaa ' sU

' mo u n ta i n '

j AA n a a

saab

'we s t e �n e � ( � e s p e c tfu l ) '

b x a a r e ' ma E

' ca��ie�s '

' w h i t e s kinned p e op l e '

' numeral suffix i n c ount ing p e op l e '

NOTES Line 6 :

The func t i on o f the -m suffix on s a a b m a ' E c an well be t ra n s l a t e d

'as for the S a h e b s ' .

BU I LD - U P D R I LLS 1.

kha bma ' E j aa 7

' Wh a t s o � t of p e op l e a � e t h ey ? ' ' Wh a t c a s t e ? '

i.e. j xa a d '

xyaaba '

kha bma ' E j a a 7

' Wh a t a o r t of p e op l e a�e t h e y g�ing o ve � t h e �e . '

2.

ngx l

ma t t r e '

mu .

s a a bma ' E n gx l ' 3.

gx r i '

ma t t r e '

bxaa re '

gx r i

' The�e a�e o n l y two .

ma t t r e ' m u . mu . ma t t r e '

' The�e a�e o n l y two w e s t e�ne�a . ' There i a o n l y one .

ma t t r e ' m u .

bxaa re ' m gx r i '

mu .

, ,

,

' The�e is o n l y o n e ca��i e � . ' A s fo� t h e carri e � s , one .

,

t h e re i a on Z y

63

SUBST I TUT I ON D R I LLS

1.

b xa a r e ' m g x r i '

ma t t re '

mu .

' A s for t h e carri e r s t h e r e i s o n � y one . '

2.

s a a bma ' Em

w e s t erners

g o r a a ma ' E m

w h i t e - s ki n n e d p e op � e

k a mma ' E m

b � ac k s m i t h s

t x u l ma E m

t a i � ors

b i d y a a r t h i ' ma E m

s t ude n ts

t a k a d a a ' s U r x y a a b ro '

' Th e y s a i d t hey w e r e g o i n g up t h ere t o t h e moun tain . '

3.

Tya ngk i ' r

t an k .

d u g AA n a r

shop .

u b x a p r a d x a a n n gAA r i '

p �a c e of the deputy mayor.

dx I ' r i

ho u s e .

khan

i '

xy a a b r o '

' Where d i d t h e y say t h e y were g o i n g ? '

Tib

s ta y i n g ?

1u'b

s tu dy i n g ?

t xa a b

ho e i n g ?

khe ' b

reading ?

pxr i b

wri t i n g ?

TRANSFORM D R I LL 1-

Lack o f Emphas i s

Empha s i s - m

' There w e r e o n � y two s a he b s . '

' A s fo r t h e s a h e b s ,

s a a bma ' e n g x l

two .

ma t t r e ' m u .

s a a b ma ' E m n g x l b xa a r e ' ma ' E b i d y a a r t h i ma ' o g o r a a ma ' E

t h e r e w e re o n � y

,

ma t t r e '

mu .

64

LESSor� 24 ' Th e L o s t L o c k Key '

l.

0'

2.

xwe ' .

' Oh,

ka n c h i .

Kanchi . '

' Ye s . '

kuj i '

3.

sAAj u '

4.

sAAj u kuj i ' 7

, Lock and ke y ? '

5.

O.

' Ye s . '

5.

0'

7.

cxaa '

g.

a xxyon g n g y U .

' No .

9.

t a ' 1 e a x xy o l d i 7

' Why no t ? '

pi0i

ca '

10 . x y o l

kha n i ' r mu 7

' Where i s t h e l o c k and key ? '

khoba ' r mu .

' They are in t h a t v erandah n i c h e . '

x y o l a a a xx y o l a 7

y O yAA '

' Ha v e y o u made t e a or no t ? '

gadi ' .

I haven ' t made

(it) . '

' If I had b e e n fre e to c o o k , I wo u l d have made i t . '

11 .

to '

lal

di '

12 .

ngam cu '

togo '

' Wha t have y ou b e en doing up t o n ow ? '

s a mm a a ' 7

kha a g u n taa ' ne maa ' ne

1 aba ' d i .

' A s for m e ,

I h a v e b e e n doing a l l t h e

chores around here . '

r�EW VOCABULARY xwe ' ' re sp o n s e t o hai l i n g

' ke y '

s AA j u '

ca l l from one n o t o l de r

pi0i

' v e randa h '

t h a n one ' s s e l f '

cxaa '

' tea '

' "lo c k '

t o go '

' now '

khobaa '

' n i ch e in veranda h '

khaa ' gu

' surroundings '

ta ' 1 e

'why '

t a a ' n e ma a ' n e

' c hore s '

kuj i '

s a mm a a

I

lt y o b a

' up to ' ' t o c o o k by b o i "l ing i n water '

ADD I T I ONAL VOCABU LARY k h AA ' b a

' to b e ab l e t o '

p l u ' ba a

' to b o i l i n w a t e r '

i n o i l fi r s t and t h e n a dding

>: E b a

' to b o i l i n w a t e r for

fluid! '

txeba '

' to c o o k v e g e tab l e s b y fry ing

a l o n g time '

NOTES Line 3 :

sAAj u '

Line 7 :

cxaa '

kuj i ' :

Note the d e l e t ion o f the c onj unc t i on n e r o ' ' and ' .

x yo l a a a x x y o l a 7 :

� ar t i c le u omi t t e d .

An alt ernate que s t i on w i t h the que s t i on

Fu l l form i s .c xa a '

xyo l a a u a xxyo l a 7

I t i s mo s t ly

i n fas t s p e e c h that the d e l e t i on of u o c c urs . l ine 8 : v erb .

a xxyon g n g y U :

the suffix - n g n g y U marks c omp l e t i ve a s p e c t o f the

65

xyo I

Line 1 0 :

y O y AA ' :

frus trat i on .

y O ba a '

' to b e fre e t o ' .

func t i oning as

Thus ,

' to b e a v a i Z ab Z e ' i s an auxi l i ary verb

gad i ' :

a doub l e emphat i c , expre s s ing

' If I h a d b e e n fre e t o ,

I wou Z d h a v e c o o k e d t h e t e a ' .

The s a mm a a ' part i c le i s a l o c a t ive c as e part i c le u s e d i n

Line 1 1 :

spat i a l and t emporal c on t e x t s ( Grammat i c al Tab le 1 ) .

BU I LD - U P DR I LL S 1. 2.

plDi

4.

kuj i '

kha n i r mu?

' Wh e r e i s t h e L o c k a n d k ey ? ' , It / S in t h e n i c h e . /

khoba ' r mu .

, I t / S in t h e v e randah n i c h e . /

khoba ' r mu .

o ca '

3.

' Wh e r e i s i t ? '

kha n i ' r mu? sAAj u '

p l Di

to '

laldi'?

to '

laldi '

khoba ' r mu .

' Oh,

i t / s in t h a t v e randah n i c h e . '

' Wha t have y o u don e ? '

togo '

s a mm a a ' ?

' Wha t have y o u don e up to n ow ? '

n g a m t a a ' n e maa ' n e l a ba ' d i .

, I ' v e b e e n doing c h or e s . '

ngam cu '

' I ' v e b e e n doing t h e c h o r e s a r o u n d

k h a a g u n t a a ' n e ma a ' n e

here . '

I aba ' d i .

SUBST I TUT I O N D R I LLS 1.

sAAj u '

kuj i '

kha n i ' r mu ?

' Where i s t h e Z o c k and k e y ?

A A ma a a b a

m o t h e r and fa t h e r ?

pxi

open weave baske t ? and the

ku rgu '

c h i c k e n - p e n b a s ke t ?

2.

s i g reT s a l e '

c i g a r e t t e s and m a t c he s ?

AA s i '

s i c k Z e and k u k h r i

kxoj a

cxa a ' xyo l a a xxyo l a ?

' Ha v e y o u c o o k e d t h e t e a o r no t ? ' rice

ka E

3.

knife ?

Txaa t xe l a '

a x t xe l a ' ?

xyo l

ga d i ' .

y O y AA '

curry

' If I had b e e n ab Z e to c o o k them i t wou Z d have b e e n don e . /

khe ' l

read

pxri I

wri t e

I uI

Z e a rn

m xa e l

s e arch

b xa l

bring

66

TRA N S FORM D R I LLS

l.

' If I h a d b e e n fre e t o . . .

,

' If I had b e e n fre e t o a o o k ( i t ) I ' d have done

xyo l

y O yAA '

ga d i '

80.

.

,

' If I had b e e n ab l e t o . . .

,

' If I had b e e n a b l e t o a o o k ( i t ) I wou l d h a v e done

xy O l

80.

khAA ' yAA g a d i . '

khe ' l 1u1 xyaa 1 ' m xa e l

2.

A l t erna t i ve Que s t i on

' D i d y o u ma ke t e a or ( n o t ) ? '

D e l e t e d form - negat ive

D e l e t e d form - u

cxaa '

xyo l aa u ?

Txaa txe l a a '

u?

ka E xyo l a a u ? s AA j u '

yO l aa u ?

kxe ' T h a a l d i l a a u ?

cxaa '

xy o l a a a x xy o l a ?

67

LESSON 25 ' Go i ng on a S h o r t Journe y '

1.

0'

Thaagu .

2.

xw e ' ,

3.

k x i kha n i '

to '

' Oh,

b i l aa 7

' Ye s , w h a t d i d ( y o u ) s ay ? '

xyaamu ' 7

kx i

gx r i ' n wa a 7 4.

' Where are y o u g o i n g ?

You a r e a �o n e ,

are y ou ? '

nga gxr i na .

o.

Firs t - b o rn s on . '

t h u a xx r e ' .

' Ye s .

I don ' t have

I 'm by my s e � f .

a fri e n d .

5.

k hw i ' b u , b a a s T i b j a a 7

6.

a x kxo .

7.

t i y AA ' e k h a b u ma r n a ' T i b

, I s a i d,

j aa '

o r s ta y i n g o v e r n i g h t down b e � ow ' . '

to '

' A r e y o u re turning t o - da y o r s ta y i n g ? '

b i l aa7

' I don ' t unde r s tand ( y ou ) .

Wha t did

y ou s ay ? '

8.

bi lau.

a xT i ' .

' A r e y o u aoming b a a k t o da y ( I ' m ) aoming

' ( I ' m ) n o t s ta y i n g .

ekham.

b aa k . '

9.

l u ' , xya a d 0 ' .

'Oh.

We n go

10 .

0 , xyaam ' .

, Ye s ,

I 'm going . '

(now) . '

NEW VOCABU LARY thu

' fr i e n d '

' to r e t urn t h e s ame day

k hw i ' b a

baas

' to � o dge o v e r n i gh t '

eba

' t o re t urn '

ma

' � ow e r down '

from a j o urney '

kxoba

' t o unders t a n d '

ADD I T I ONAL VOCABU LARY p xa n xA A g a

' tomorrow '

U Iml '

' da y b e fo r e y e s t erday '

te l a '

' y e s t e rday '

n U I ' ma a

' day a f t e r t omo rrow '

NOTES L ine 3 :

g x r i ' n here means

Line 7 :

ma r n a '

marker ' , - n a '

' a �one ' .

I t ' s l i t eral meaning b e i ng ' o n e ' .

c ons i s t s o f three part s :

ma

' down ' ,

- r ' l o c a t i ve

' emphat i C ' .

BU I LD - U P D R I LL S 1.

kha n i '

' Where are

xyaamu ' 7

kx i

kha n i '

xy a a m u ' 7

kxi

khan i '

xyaamu ' 7

kxi

nga g x r i ' na .

Yo u ' re a � o n e ,

' I don ' t h a v e a fri e n d . '

t h u a xx r e ' . o.

' Wh e re a r e y o u g o i n g ? a r e y ou ? '

g x r i ' n wa a 7 2.

( y o u ) g o i ng ? '

' Wh e r e a r e y o u g o i ng ? '

thu axxre ' .

'Yes .

I ' m a �o n e .

I don ' t have a

fri e nd ( w i t h m e ) . '

68

3.

t i y AA '

ekhab u7

' A r e y o u r e turning t o - da y o r w h a t ? '

t i y AA '

e k h a b u ma r n a a ' T i b

'Are y o u r e t u rning t o - da y o r s ta y i n g

e k h a b u ma r n a a ' T i b

' I s a i d ' A r e y o u r e turning t o - da y o r

down b e l o w ? '

j aa 7 t i y AA ' j aa 7

b i 1au.

s ta y i ng down b e l o w ? "

SUBST I TUT I ON D R I LLS

l.

2.

k hw i ' b u b a a s T i b j a a 7

t i yAA '

'Are y o u r e turning or s t a y i n g o v er n i g h t ? '

ma r n a a '

s ta y i n g down b e l o w ?

ta rnaa '

s ta y i n g u p t h e r e ?

cu ' rna

s ta y i n g her e ?

ekham u baas T i b j aa 7

'Are y o u re turning toda y o r s ta y i n g ov erni g h t ? '

p x a n xA A g a

tomorrow

n u I ' rn a

day aft e r t omorrow

TRANSFORM D R I LLS

l.

Non - past

Past

' I am g o i n g today '

' I w e n t y e s terda y '

t i y AA ' x y a a - m ' .

t e l a ' xyaa - 1 a ' u .

pi

-m

txaa -m

2.

kha

-m

1a

-m

Direct Speech ' I s a i d I am s ta y i ng down ( there ) .

,

ma r n a ' T i b j a a b i 1 a u . xyaa b ' klb khe ' b t ho ' b

Indirect Speech ' Th e y s a i d tha t t h e y w e r e s ta y i n g down t h e r e .

rna r n a '

,

T i b jaa roo

69

LESSON 26 ' On E a t i n g Berri e s . '

1.

t i mm r u '

caba ' r xyaa l e ' 0 ' ,

' Le t ' s go t o e a t some t i mm r u b e rr i e s ,

Thaagu .

Fir s t - Born Son . '

2.

kha n i r i ' 7

' Wher e ? '

3.

banaUd i ' .

' Towards t h e jung l e . '

4.

t i l ' j 0 ro ' m I ' m ma ,

5.

o.

p a l AA

cudu ru

I ,

tAAn '

coro ' n m l ' m .

6.

kad i 1

x r E go xyaa l '

7.

5a a r

8.

xyaa l e ' 0 ' 7

9.

0,

x r E go

1

t i mm r u 7 1

I ,

t i mm r u

1

' A r e t i m m r u b e rr i e s r i p e t h e s e day s ? ' ' Ye s .

p a l a a n , c u d u r u , and t i mm r u

b e rr i e s a r e a l l r i p e now . '

txum7

' How far wi l l we h a v e to go ? '

xyaa l a a ' a x t xu .

, ( We ) won ' t ha v e t o go v ery far . ' ' Le t ' s go t h en ? '

0 , xyaa l e '

5idi

1

'O. K.

•

come on l e t ' s go . '

ND� VOCAB U LARY t i mmru '

' b erry '

t i l j 0 ro

coro '

' t h e s e day s '

m I ' ba

p a l AA '

' b erry

txuba

' t h e s e day s '

1

' to b e r i p e ,

(ye l low,

cooked of

foo d '

s trawb erry - l i k e ) ,

cuduru '

' b erry

'mu s t '

Ud i 1

' t owards '

/ UI '

(dark r e d/b l u e ) ,

ADD I T I ONAL VOCABU LARY p rxaba '

' to wa l k '

NOTES Line 1 :

- I e ' on the s t em x y a a

' to go ' i s a 1 s t p e r s on ( s g . or p l . )

hortatory a s p e c t . Line 6 :

txum

mai n verb .

'mus t ' i s an aux i l i ary verb indu c ing infi n i t i ve in - I

The Nepali loan p a r d i b a '

on

i s a l s o u s e d , p art i c u lary in E a s t

Gurung . B U I LD - U P D R I LLS 1.

xyaa l e '

0'

t i mm r u '

caba ' r xyaa l e ' 0 '

Thaagu .

, L e t ' s go,

Thaagu . 2.

1 s t - Born Son . '

' Le t ' s go to e a t t i m m r u b e rri e s ,

l s t­

Born Son . '

m I ' m ma t i mm r u ' 1

' Th e y ' re r i p e ,

are t h e y ,

the t i mm r u

b er r i e s ? '

ti I '

j o ro '

m l m ma 7

t i mm r u ' 7

' Th e s e day s t hey ' r e r i p e are t h e y , t h e t i mm r u b e rr i e s ? '

70

3.

xy a a l ' ka d

4.

' Do y o u have to go ? '

t x u m7 x r E go x y a a l '

i '

xyaa l aa '

' ( Yo u ) don ' t have t o go . ,

axtxu .

x r E go xyaa l aa ' saa r '

' How far do y o u h a v e t o g o ? '

t x u m7

' ( You ) don ' t have to go far . '

ax txu .

x r E go xyaa l a a '

ax txu .

' ( You ) don ' t have t o go v e ry far .

,

SUBST I TUT I ON D R I LLS

1.

2.

3.

t i mm r u '

c a b a ' r xya a l e ' .

' L e t ' s go for e a t i ng t i m m r u ' . '

p a l AA '

pa l aa n .

cudu ru '

cudu ru .

mxaj a '

banana s .

bana U d i '

' Towards t h e j u ng l e . '

d u gAAn a U d i '

s hop .

p i D i Ud i '

veranda h .

kadaa ' sUUd i '

moun t a i n .

Tya n k i ' U d i '

t an k .

saa r '

x r E go x y a a l a a '

ax txu

, ( We ) won ' t have t o go v ery far . '

bo l a a

take

T i l aa

s tay

ta l aa

be

p r xa l a a '

wa l k

(it)

TRANSFORM D R I LLS 1.

1 s t p e r s on Hort at ory

Non - past

' Fo r e a t i n g b erri e s l e t ' s

' Fo r e a t i n g b erri e s

go,

o. K. ? '

t i mm r u ' m xa j a ' ka E phU mxUDe

caba ' r xyaa l e '

t i mm r u ' 0'7

(I ' m ) going .

c a b a ' r xy a a m .

,

71

1 s t p e r s on Hort at ory

Non - p a s t

' Fo r dri n k i n g mi l k Z e t ' s g o ,

' Fo r dri n k i n g mi l k I 'm g o i n g .

n g xe t h U ' ba r xya a m .

O. K. ?

n g xe t h U ' ba r xyaa l e '

o'?

paa ' c x a jl s i g reT

2.

A l t ernat i ve Word Order ' T h e s e day s r ip e ? t i mm r u '

ti l '

j o ro '

m l ' m ma ,

t i mm r u ' ?

' T h e s e day s t i mm r u rip e ? '

ti l '

j o ro '

t i mm r u '

p a l AA ' cudu ru ' mxaj a ' mx U D e m l xa

3.

' How far mu s t

kad i '

(we ) go .

x rego xyaa I ' Til P rxa I '

bo l ta l

,

txum.

' Wh e n mu s t w e go .

' khOyO xyaa I '

,

txum.

m l ' m ma?

,

72

LESSON 2 7 , E a t i n g Berri e s A g a i n . '

l.

0'

2.

haj u ' r .

3.

khan i '

4.

b a n a r xy a a l a ' u .

Thaagu !

' Oh Firs t- Born Son ! ' ' Ye s . '

xyaa i ' yu ' l aa 7

' Where are y o u coming b a c k down from ? ' ' I w e n t to t h e j ung l e . '

l aba ' r xyaa l aa ' 7

5.

to '

6.

p a I AA ' . c u d u r u '

7.

T x a a a xmxa e l w a a 7

8.

TonDa a '

9.

pa t t u '

10 .

t i b e ' d j yAAU j yAAU l a i ' .

' Fo r what di d y o u go ? '

caba ' r i .

' Fo r e a t ing p a 1 AA and c u d u r u b e rr i e s . ' ' Yo u di dn ' t s e e k for e di b l e v e g e ta b l e s ? '

ma r e '

cyugu ' de thu i '

•

' I cut just a

l i t t l e b i t of T o n D a a

fe rn . '

cha ta i '

' Di dn ' t y o u l o o k for asparagus ? '

a xm x a e w a a 7

' The l e e c h e s were t h i c k .

b i r i ' a xm xa e .

So I di dn ' t

l o o k for i t . '

NEW VOCABU LARY ma r e '

' alternate form of ma t t r e ' . '

fern '

t i be '

' l eech '

cyugu ' de

'a little '

yu ' ba

, to come down '

j yAAU j yAAU

' congre g a t i o n - a s o f

' a type of e di b l e

TonDaa '

p e op l e ma s s e d t o g e t h e r; l e e c h e s in t h e fore s t ! '

NOTES N o t e the c onj unc t ive part i c le j o ining s equent i a l c laus e s ,

Line 3 and 1 0 :

with and wi thout b i r i ' . vi z :

x y a a i ' y u ' l a a and c h a t a i '

b i ri '

a x mxa e .

BU I LD - U P D R I LLS 1.

cudu ru ' p a l AA '

2.

ca b a ' r i . caba ' r i .

cudu ru '

cyugu ' de t h u i ' . TonDaa '

cyugu ' de t h u i ' .

Ton 0aa '

ma r e '

cy u 9 u ' d e t h u i ' .

' Fo r e a ting c u d u r u b e rri e s . ' ' Fo r e a ting p a l a a n and c u d u r u b e rri e s . ' ,I cut a

little. '

, I cut a

l i t t l e b i t of T o n D a a fe rn . '

' I o n l y c u t a l i t t l e b i t of T o n D a a fern . '

3.

j yAAU j yAAU l a i ' .

, (They ) congrega t e d e v erywhere . '

t i b e ' d j yA A U j y A A U l a i ' .

' Th e l e e c h e s were e v erywhe r e . '

t i b e ' d j yA A U j y A A U l a i ' .

' Th e l e e c h e s were e v e ry w h e r e t h e r e ­

chata i '

b i r i ' a x mx a e .

fore I di dn ' t s earch . '

73

SUBST I TUT I ON DR I LLS

1.

2.

3.

to '

l aba ' r xyaa l a ' ?

' Fo r w h a t p u rp o s e di d y ou go ?

mxae l a ?

s e arc h ?

kI Ia?

buy ?

ekha l a ?

r e t urn ?

Thaa l d i l a ' ?

begin ( i t ) ? '

t i b e ' d j yAAU j y AAU l a i .

' Th e Z e e c h e s w e r e t h i c k Z y congre g a t e d . '

b i d h y a a r t h i ' ma E d

s t uden t s

p xa s x i ma E d

c h i Z dr e n

b xa a r e ' ma E d

carriers

n a ' ga d

chickens

cha ta i '

biri '

a x mxa e .

' Tha t being the case I didn ' t seek (for them) . '

ax l a '

do ( i t )

axthu '

c u t ( them)

a x b xa '

bring ( t h e m )

TRAN S FORM D R I LLS 1.

Alt e rnate forms o f c onj unc t i ve part i c ip l e ' Ha v ing g o n e where have y o u

' Ha v ing gone w h e re have y o u come

come down ? '

down ? '

kha n i '

xy a a i '

yu ' l aa

k ha n i '

xy a a i '

bi ri '

yu ' l aa

bo i p x ra i ' b xa i '

2.

Y e s /N o Que s t i on ' Di d y o u not seek for vegetabZes ? ' 'Did you seek for vegetab Zes or not? '

T x a a a xm xa e l w a a ? yOI ca I xyo l k y AA ' 1 thul

Txaa mxae l aa

(u)

a xm xa e l a a·?

74

3.

N e gat i ve I n d i c at i ve

P o s i t ive Indi c at ive ' Th e r e fore I s e a rc h e d for ( t hem) .

c h a ta i I

bi

r

i I mxa e i

,

' Th e refore I didn ' t s e arch for ( them) .

,

cha ta i I thu i I 1ai I ca i I cU I I

bi

r

i I a xm x a e

75

LESSON 28 ' S tro l l ing A ro und '

1.

kha n i '

p r xa ' r i l a T h a a g u ?

' Wh e r e have y o u b e e n w a l king, Firs t ­ B o r n Son ? '

2.

p h a a ' ka r n a '

D u l d i r i ba ' .

' J u s t s t ro l l ing a b o u t for no s p e c i a l rea s o n . '

3.

kha n i '

4.

T u s ya a ' ,

j a r e p r xa i '

5.

t i y AA '

6.

axngx l ' .

di'?

kha i re ' j a re .

c h uTT i ' w a a ? c h u T T i ' m p x a n xA A g a

' Where a b o u t s di d y o u w a l k ? ' ' A round T u s y a and k h a i r e . ' To - da y i s y o u r ho l i da y i s i t ? ' ' No .

My ho l i day i s tomo rrow . '

yaa . 7.

p x a n xA A g a k h a n i '

xy a a m ' ?

' Where are y o u going to t om o rrow (morning ) ? '

8.

k h a n i r a ' i a xx y a a ' .

9.

ta ' 1 e?

10 .

b xO '

' Why ? ' ' I ' m g o i n g to r e s t . '

n xa m . nxa l

b xO '

11. 0 ,

, I 'm n o t going anywhere . '

t x um .

' Ye s , y o u s h o u l d r e s t . '

NEW VOCABULARY j a re

' w h e re ' ab o u t s '

c h uTT i '

' h o l i day '

Du l d i baa

' s tro l l i ng '

khan i ra '

' n o w h e re '

b xO '

, s treng t h '

n xa b a

' to k e e p , p r e s e r v e '

p h a a ' ka r n a '

' fo r no r e a s o n '

NOTES Line 1 :

pxra ' r i l a :

the suffi x , - r i , marks

' c on t i nuat ive a s p e c t ' .

s ame s u f f i x is u s e d i n Line 2 i n D u l d i r i b a a ' . Line 8 :

k h a n i ra ' i

khan i d a ' i .

' n ow h e re ' i s a l s o pronounced by s ome s peakers a s

The r a ' i

I d a ' i a r e b o t h emphat i c par t i c l e s whi ch , when

u s ed with the negat i ve verb give the meaning of ' nowhere ' . BU I LD - U P D R I LLS 1. 2.

kha n i '

p rxa i

di '?

' Where did y o u wa l k ? '

k h a n i ' j a re p x r a i d i ' ?

' Wh e r e a b o u t s di d y o u wa l k . '

axngxl ' .

'No. '

axngx l ' .

p xa n xAA g a y a a .

' No .

It i s t omorrow . '

axngx l ' .

c h u T T i ' m p x a n xA A g a

' No .

(My ) h o l i day i s t omorrow . '

yaa .

The

76

SUBST I TUT I ON D R I LLS 1.

axngxl I .

c h u T T i ' m p x a n xA A g a

' No .

T h e ho L i da y i s tomorrow . '

yaa . te l aa '

w a s y e s t e r da y

UI I mi I I

day b efor e y e s te rday

n u I I ma

is day aft e r t omorrow

t i y AA '

2.

3.

4.

0 , bxO '

n xa I

txum.

i s t o day

' Ye s ,

you s ho u L d re s t .

xyaa I I

go .

ca l

ea t .

Til

s ta y .

khe I I

read.

p rx i I

wri t e .

IuI

L earn .

k h a n i r a ' j a x xy a a I .

, I ' m n o t going anyw h e r e . '

k h a n i d a ' j a xx y a a ' .

, I ' m n o t g o i n g anywh e r e . '

to ' i

' I ' m n o t doing any t h i n g . '

axl a I .

p xa n xA A g a k h a n i

xyaa m ' 7

ta I I e

Why

khOyO ' kha n i ' kha j I e

' Where are y o u g o i n g t omorrow ? '

When

dana

Where a b o u t s How

77

TRANS FORM DR I LL S

l.

P luperfe c t Continuous ' Where have y o u been wa l k i n g ? '

Past C onj unc t i ve P ar t i c le ' Wh e r e ,

h a v i n g wa l ke d ,

h a v e come

down from ? '

khan i '

p rxa r i ' l a

khan i '

p rxa i ' y u ' I a

xyaa r i ' l a bo r i I a b xa r i ' l a ta r i I a ' Du l d i r i ba '

Q U E S T I ON -ANSWER

l.

Q:

' Where are y o u g o i ng ? '

khan i '

xy a a m ' l am Thaa l d i m xyom pxram '

A:

' I ' m n o t g o i n g anyw her e .

k h a n i r a ' i a x xy a a '

,

78

LESSON 29 ' Lo o king for a L o s t Chi l d . ' l.

0'

2.

xwe ' .

' Ye 8 . '

3.

s u r j e a xm r O ' w a a ?

' Yo u ' v e n o t 8 e en Surfe,

4.

m rO l a u .

, I ' v e 8een him. '

,)

.

naa ' n i !

' 0 Firs t - Born Daug h t er ! '

kha n i r i ' ?

h a v e y ou ? '

' Wher e ? '

pxr i r i .

t a ' 1 e mx a e l a a ?

6.

cu '

"7 .

ka E c a b a ' e t x i

Why are y o u 'l oo ki n g

' B e 'low her e . f o r h im ? '

tasyaabaa ' .

' It ' 8 time to e a t ric e . '

( Li t :

' the

r i c e e a t ing t i m e h a v i n g come i n . ' ) 13 .

j xu l e '

9.

j xu i l e '

10 . 0 ,

xu i ' t t i .

' Ca 'l 'l

t h e e m ma a ?

t heem.

xu i ' d .

( h i m ) from here . '

' wi 'l 'l he h e a r from h e re ? ' ' Ye 8 ,

(He ' H ) h e a r .

Ca H

(him) . '

N EW VOCABULARY mrObaa '

' to s e e '

p r x i r ba

' 'l ower a 'l t i t ude '

kxo r b a

' up p e r a 'l t i t u de '

t heebaa '

' to hear '

' t h i s way '

xu i ba '

' t o ca 'l 'l '

j xuba

'

.K U i b a '

' to ca 'l 'l '

NOT E S - s y a a b a a ' i s an alt ernate c onj unct ive part i c le to - i

Line 7 :

�rhi s c ou l d a l t e rnat i ve ly b e k a E c a b a ' e t x i - i l e ' /- l e '

Line 8 : ;< u i ' t t i

the

:

-

tai

biri ' .

biri .

' from ' are diale c t a l vari ant s o f the p o s tpos i t i o n .

t i s u f f i x s o ftens t h e imperat ive , x u i ' d ( l ine 1 0 ) .

BU I LD - U P D R I LLS 1.

' Why are y o u 'l o o k i n g for ( hi m ) ? '

t a ' 1 e mxa e 1 a a ? t a ' l e mxa e l a a ?

cu i

pxr i r i .

tx i

tasyaabaa ' .

' B e 'l ow here .

Why are y o u 'l o o k i n g

for ( hi m ) ? '

ka E c a b a ' e t x i

' Th e time has come ( li t :

tasyaabaa ' .

happ e n e d ' ) .

, The r i c e e a t i n g t i m e has come . '

SUBST I TU T I ON D R I LLS 1.

t a ' l e mx a e l a a ?

Where

khan i r kha n i '

' Why are y o u s e e k i n g h im ? '

dana

Were a b o u t 8

kha i 1 e

How

k hoyO '

' When

79

2.

J xu i l e '

' Ca H ( hi m ) from t h i s direc t i o n . '

xu l ' t t l .

j xaa l e '

t h a t dire c t io n .

taa l e '

up h i g h e !' .

maa l e '

Z owe!' down .

TRAN SFORM D R I L LS

l.

' Th e r i c e e a t i n g time having come . . .

' The r i c e e a t in g t i m e h a s c ome .

,

kaE caba ' e t x i

t a s yaabaa ' .

cudu ru '

t h u ba ' e

pukh ru '

xyaaba ' e

Ton O a a '

t h u ba ' e

b xo n xa b a ' e

kaE caba ' e tx i

tangngyU ' .

,

80

LESSON 30 ' A Vi s i t wi t h B a i da ra ' l.

Thaagu !

' Firs t - B orn Son ! '

2.

haj u ' r .

' Ye s . '

3.

kha n i ' xyaa

4.

b a i d a r a a a n g AA r i ' .

kha l a a ?

i '

1 aba ' r xyaa l aa ' ?

5.

to '

6.

cyugu '

cyu gu '

tAA j a ' ga

' Where are y o u c oming b a c k from ? ' ' ( From ) t h e p ta c e of Ba idara . ' ' Wha t did y o u go t he r e t o do ? ' ' To a s k a few t h in g s

(ma t t e rs ) .

n gy u ' i ba r i . 7.

t a mu kxy u i '

8.

0,

9.

khAA ' l

10 .

' (A b o u t ) Gurung or (wha t ) ? '

u?

t a mu kxy u i ' . bi ri '

' Ye s ,

k h a l wa a ?

0 , AA n a .

( a b o u t ) Gurun g . '

' Ha v i n g fi n i s h e d ( t he w o r k ) y o u ' v e come,

have y ou ? '

' Ye s ,

E t de r- S i s t e r . '

NEW VOCABULARY tAA

' ma t t e r s '

ngyu ' i ba

' to a s k '

k h AA ' b a

' to fin i s h '

cyugu '

cyugu '

' a few, a t i t t t e '

ADD I T I ONAL VOCAB U LARY bxu i ba

' t o b r i n g from h i gh e r a t t i tude '

:BU I LD - U P DR I LLS 1.

tAA j a ' g a n g y u i b a r i .

' To a s k some ma t t e r s . '

cyug u '

' To a s k a few s ma t t ma t t e r s . '

cyugu '

tAA j a ' ga

n g yu i ba r i . 2.

' Yo u ' v e come ,

kha l waa 7 khAA ' i

biri '

kha l waa7

have y o u ? '

' Ha v i n g fini s h e d y o u ' v e come ,

have

you ? '

S UBST I TUT I ON D R I LLS 1.

cyug u '

cyugu '

tAA j a ' ga n gy u ' i b a r i .

' To a s k a few sma t t ma t te rs . '

l xe '

a L o t o f ma t t e r s .

bana rba ' e

a b o u t t h e jung t e .

d u g AA n a r b a ' e

t h e s hop .

Tya n g k i ' rbae

t h e t an k .

81

2.

3.

kha n ! ' xyaa ! '

khAA ' I

bi

r

i '

kha l a

' Ha v i n g g o n e w h e r e h a v e y o u come ?

yu ' 1 a

come down ?

b xa l a '

brought i t ?

bxu i ' 1 a '

brought it down?

kha 1 waa?

'Ravi n g fin.i s h e d (it) y o u ' v e come have y ou ? '

ta i '

comp Z e t e d ( i t )

kI I '

bought

cU ' 1

soZd (it)

ca i '

ea ten

(it)

R EV I S I ON EXERC I S E S Thi s l e s s on has no new gramma t i c a l feature s . the opportunity t o review the l e s s ons 1 4 - 3 0 .

T h e s t udent should t ake

If tapes are ava i lab le

spend extra t ime t racking the c onversat i ons pay ing p art i c ular a t t e n t i o n t o the i nt onat i on patt erns over the var i ous u t t e ran c e s .

82

LESSON 3 1 ' F e t ch i n g Wa t e r '

1.

khan i '

xy a a m u ' 7

2.

kyu '

khaaba ' r xyaam ' .

' To fe t a h wa t e r . '

3.

ky u '

a xx y u ' .

' The w a t e r ' s n o t flowing down .

4.

xo7

tel a ' m yu ' l d i !

' Wh e re are y o u g o i n g ? '

to '

tae7

Wha t

c o u l d have happ en e d ? ' ' R e a l ly ?

It w a s a e r t a i n l y f l o w i ng

y e s t e rday ! '

5.

t a r a t a ' 1 e b i y AA n A A ' t a s e ro '

a x xy u ' .

cya a ' !

kha i

baa D i

' B u t if y o u s h o u l d a s k w h y ,

sinae

( th e time ) rain came in a f l o o d t h e wa t e r h a s n ' t aome down . '

6. 7.

mu ' l a r na '

8.

k xa e l a a .

9.

dxI r'

1 ab n9e ' 7

xyaa 1 '

t x u ma E n ' .

' B l ow i t !

Wha t i s to be done ! '

' To t h e spring y o u ' l l probab l y h a v e to go . ' 'It ' s late . '

ky u '

ka ' t t i a xx r e ' w a a 7

' Is t h e r e n o t w a t e r a t a l l in y o u r h o us e ? '

10 . a x x r e ' .

kha i

l abaa ' .

' None a t a l l .

Wha t t o do !

N EW VOCABULARY khaaba '

' t o fe t c h w a t e r '

mu ' 1 a

' spring '

nge '

' to be '

k xa e b a

' t o b e de l a y e d '

nAA '

, rain '

t a ra

'but '

baa D i

' fl o o d '

tel a '

' y e s t e rday '

cyaa '

' e xpre s s i on of d i s gust '

NOTES Line 3 :

to '

tae7

the - e ending on the verb s t em t a indi c a t e s a

que s t i oning aspe c t . Line 5 :

t a ' l e b i y AA more frequent ly fun c t i ons as a ' b e a a us e ' c on s t ruc-

t ion h owever i t is us ed i n a more l i teral sense i n t h i s l e s son . s e ro '

i s a s ource c a s e part i c l e whi c h func t i ons in t emp oral and l o c a t i ve

c o n s t ru c t i ons . Line 7 :

- ma E n '

Line 6 , 1 0 :

Here the t ime s equence is in focus . fun c t i ons as a probab i l i t ive a s p e c t on the verb .

kha i

' how ' ? i s u s e d in rhet o r i c a l que s t i ons , l i ke

' to '

'what ? ' .

:BU I LD - U P D R I LLS 1.

to ' ky u '

' Wh a t ao u l d have happ ene d ? '

tae7 a xx y u ' .

to '

tae7

' Th e w a t e r i s n o t aoming down . a o u l d have happ e n e d ? '

Wha t

83

2.

n AA '

baaD I

t a s e ro '

' Si n o e t h e �ain oame i n a f L o o d ( t he

a xxy u ' .

wa t e � ) h a s n ' t come down . ' 'But if you shouLd a s k

t a r a t a ' l e b i y AA n AA ; b a a D i t a s e ro '

axxyu ' .

'why ' - Since

t h e �ain came in a f Z o o d.

t h e wa t e �

h a s n ' t come down . '

SUBST I TU T I O N D R I LLS 1.

ky u '

khaaba ' r xyaam '

,

( I ' m ) g o i ng to fe t c h wa t e � . '

t AA j a g a n g y u ' l b a r

a s k a few t h i ng s .

s u r J e m xa e b a r

Z o o k fo � Surj e .

n AA s a r D u l d i b a ' r

s t�o Z Z a�ound i n t h e v i L Z a g e .

cuduru '

e a t c u d u r u b e �� i e s .

caba ' r

Txa a mxa e b a r

2.

nAA '

b aa D i

Z o o k for edib L e v e g e tab Z e s .

t a s e ro ' a xxy u '

' Si n c e t h e rain came in a f L o o d . water)

h a s n ' t come down . '

k a d a a ' s U xya a s e ro '

'Since

( h e ) w e n t to t h e m o u n t a i n ( h e ) . . . '

baas T i s e ro '

' Si n c e

( h e ) s ta y e d t h e n i g h t ( h e ) . . . '

t a khaagun t a a ' ne maa ' ne

' Since

( h e ) did a Z L t h e c h o r e s up t h e re

(he) . . .

l a s e ro '

3.

mu ' l a rna '

xy a a l '

t x u ma E n '

(he) . . .

'

' ( Yo u ' L L ) p�o b a b Ly h a v e to go to t h e spring.

s yO ' rna '

rive�.

Tya n g k i rn a '

tank .

bana rna '

fo re s t .

TRANSFORM D R I LLS 1.

( t he

Probab i lat i ve

Non - p a s t ( fina l )

' Yo u ' L L p �obab Z y have t o g o t h e spring .

,

mu ' l a r n a '

' Yo u w i H h a v e to g o t o t h e s p �i n g .

xya a I ' mx a e l bxO ' xu i I '

t x u ma E n ' . t x u ma E n '

nxa l

t x u ma E n '

t x u ma E n '

,

mu ' l a rna '

xyaa I '

txum.

84

LESSor� 32 ' F e t c h i n g Wa t e r A g a i n '

ka n c h i

1.

0,

2.

xw e ,

3.

c hyo '

' Oh ,

nAAn i .

Young e s t Daug h t er '

'Yes,

kyu khaaba ' r waa ' 7

E l de s t Daug h t e r '

' Le t ' s g o , a r e n ' t y o u g o i n g up to get w a t e r ? '

4.

xyaamu ' .

l xa u j x u i n a '

5.

n ga l a i m l '

ky u ' y u n a a khaa bxu i '

kho ' .

' I 'm going,

indeed.

Come o n ,

come

(and s i t h e r e ) . '

b i n g n gy U . b i rge ' d i .

7 .

c h yo ' s i d d i , xya a l e ' . t ha i du ' ,

c h i n d r i m kU ' n s i . nga cu '

' L e t t h em s a y i t . ' Come on,

ko l o

' Wa i t ,

k h r u ' t h E m u ' , d a a i xya a m . 9.

c h a b i ' y A A xy a a m ' . kxa e i

10 .

kx i

11 . 0 , 12 .

' G o ge t

water quick ly ' ! '

6. 8.

' B u t t o me t h e y h a v e s a i d

S i t down a min u t e . '

l e t ' s go . '

I w i l l w a s h t h i s c h i l d and

s e t t l e him and then go . ' ' In t h a t c a s e I ' m going .

ngami

ja.

A s fo r m e ,

I 'm la t e . ' , If y o u are l a t e ,

kxa eyAA xya a s i d i ' . n g a m xy a a m ' .

0 , 0 xya a d ' .

'Yes .

!... w i l l go . '

'O. K. ,

O. K.

t h e n go . '

go . '

N EW VOCABULARY j xu i na '

' o f t h i s di r e c t ion ' ,

ch i nd r i

' a momen t '

emp . o f j x u b a '

tha i du '

'wai t ! '

yunaa

'quick l y '

b xu i ba '

, to b r i n g down '

bxu i ba '

, to b r i n g down '

ADD I T I ONAL VOCABULARY neba '

' to p u t a c h i l d to b e d '

kw E

' c l o th e s '

kh i ba '

' to wear c l o t h e s '

NOTES :Line 5 : down ' .

k h a a b x u i ' a c ompound verb , l i t . S e e a l s o i n Line 8 :

kh r u ' t h Emu ' ,

' fe t c hing t h e w a t e r , bring i t ' ha v ing w a s h e d him, I ' l l

.3 e t t l e h i m ' .

Line 6 :

b i rge ' d i

� h e verb i s - r g e .

' l e t them say ' :

the t hird p e r s on hort at ory asp e c t o f

The - d i s u f f i x i s a n emphat i c part i c le .

1 s t pers on hortatory

bile

' l e t us s p e a k '

;?nd p e r s on

bid

' (you) speak '

3rd pers on

b i rge '

, l e t ( him,

Line 8 :

kh r u ' t h E mu :

them) speak '

c ompounds w i t h - t h E b a a '

a t t en t i on to the ob j e c t - hence

'settle '.

'p l a c e ' denote c are and

85

S UBST I TUT I ON D R I LLS 1.

n ga l a i m l '

ky u '

yunaa khaabxu i '

' To me they s a i d fe t c h and bring the water quick l y .

b i n g n gyU . Txaa yunaa t h ubxu i '

p l u c k and b r i n g t h e edib l e v e ge t a b l e s q u i c k l y .

cudu ru'

p l u c k and b ri n g

yunaa

the c u d u r u ' quick l y .

t h u b xu i '

g e t and bring the

s AA j u ' y u n a a k l b x u i ' key quick l y .

2.

cu '

ko l o k h r u ' t h E m u '

' I wi n wash this chi l d and s e t t l e

daa i

him and then go .

xya a m .

3.

kx i

ne thEmu '

b e d down

kw E k h i t h E m u '

c l o th e

w a a t h E mu '

leave

' If y o u a r e l a t e ,

k x a e yAA xy a a s i d i ' . xyaa I

,

t hen g o .

,

mus t g o ,

t x u y AA

are O. K . ,

t a yAA

TRAN S F O RM D R I LL S 1.

Que s t i on

S t a t e ment ' I ' m g o i n g t o fe t c h wa t e r .

ky u '

,

tonDaa '

' A re y o u n o t g o i ng t o fe t c h wa t e r ?

ky u '

k h a a b a ' r xya a m '

k h a a b a ' r a xxya a ' waa 7

m xa e b a r

tAA n gy u ' i b a r t a mU k x y u i '

2.

I uba ' r

U s e o f d a a i c onj unc t i on . ' I w i n w a s h and s e t t l e t h i s c h i l d a n d t hen g o .

cu '

ko l o '

,

kh r u ' t hEmu '

' Ha v i n g w a s h e d and s e t t l e d t h i s c h i l d I ' n go .

daa i

xy a a m . neth Emu ' kw E k h i t h E m u ' w a a t h E mu '

U s e o f c onj unc t i ve part i c l e .

cu '

t

ko l o k h r u ' t h E I '

b i r i ' xyaa m .

86

3.

3rd p e r s on hortat ory . , L e t t h e m s ay i t .

b i rge ' . kU ' rge ' T i rge ' xyaa rge ' kxae rge ' mrO rge '

,

2nd person hortat ory . 'Sa y i t ! '

bid.

( imp . )

87

LESSON 33 ' Ta k ing R i c e to be Pounded '

to '

' Wha t is t ha t ? '

1.

ca '

jaa?

2.

m l xa y a a .

' Un hu s ked r i c e . '

3.

kha n i ' r bob j a a ?

' Where are y o u t a k i n g i t ? '

4.

dxOba ' r bobaa .

' I ' m t a king i t to p o und i t . ' ' A t t h e mi n ? '

5.

mi la ' r u?

6.

axngx l ' ,

7.

t a ' l e m i l a ' r a xbo?

8.

cxa g a i

' N o , a t t h e r i c e p o under . '

ku n i r i ' .

to '

' Why don ' t y o u t a k e i t t o t h e mi � � ? '

l a ba ' r bobaa .

' For t h a t � i t t � e amoun t , why s h o u � d I take i t . '

9.

' A t w h o s e r i c e - p o under wi � � y o u g o

k h a b a ' e ku n i r dxOnmu ' ?

to pound i t ? '

10 . mx i j a g a e ku n i r dxOnmu ' .

' I wi � � go and p o und i t a t some o n e e � s e ' s pounde r . '

N EW VOCABU LARY ' r i c e - h u s king p o under '

kun i

m l xa

'rice,

unhusked '

dxOba '

' t o pound '

mi 1a '

' r i c e h u s king mi � � '

( op erated by foot ) k h a ba ' e

' wh o s e '

ADD I T I ONAL VOCABULARY kha i 1 e

' how '

NOTES Line 1 0 : pronoun

mx i j a g a -

' o t h er p e op l e ' ,

SUBSTITUTION

1.

2.

' p e op � e ' i s u s ed frequen t l y l i ke an i nd e fini t e ' someone ' .

DRI L L S

khan i ' r b o b j aa7

' Wh e r e are y o u t a k ing i t ? '

ta ' 1 e

Why

kha i 1 e

How

khOyO '

When

ta ' l e m i l a ' r a xbo7

' Why do you not t a ke it t o the mi � � ? '

a xj xO ' 7

p u t i t in

axthE ' 7

p �a c e it in

a xxyaa ' 7

go to

88

TRAN S F OR M D R I LLS l.

Gerundive

Que s t i oning A s p e c t

' Where a r e y o u t a king i t ? '

' Where m i g h t ( t h e y ) b e t a k i ng i t ? '

kha n i ' r bob j a a 7

kha n i ' r boe?

1 ub j a a ?

d xO b '

j aa ?

n gyu ' i b j a a ? p r xa b ' j a a 7

2.

C ontent Qu e s t i on

Y e s /N o Que s t i on

' Why are y o u n o t t a k i n g i t

'Aren ' t y o u t a k ing i t t o t h e mi Z Z ? '

t o t h e mi Z Z ? '

m i l a ' r axbo waa 7

t a ' 1 e m i l a ' r a xbo? kun i r ky u ' a x k h a a ' 7

89

LESSor� 34 ' The New R i c e Pounding Mi L L '

1.

kxi

khan i ' xyaa l aa ' 7

' Wh e r e have y o u b e en ? '

2.

mi l

n gxyoba r xya a l a ' u .

' I w e n t to

3.

k ha i ba ' e khaa l e bxa n a ' 7

L o o k a t t h e mi L L '

' Wh a t kind did y o u d i s c o v e r t h a t t h e y brough t ? '

4.

p l gyaa mu .

5.

khan i U l e '

' I t i s gre en . '

bxae '

' Where m i g h t t hey have broug h t i t

xwa a ' 7

from ? '

6.

b xa i r a b a U l e '

bxa l

'It i s said t h a t they brought i t

ro o

from Bhair uwa . '

7.

ka d i '

8.

s wa a b a ' n m u .

9.

khoyO '

10 .

p x a n xA A g a s e r o '

' How good did y o u find i t ? '

s wa a b m u n a ' 7

' I t ' s good . '

s e ro '

' From when w i L L i t b e opera t ing do

ca l i d i m ro7

t hey s ay ? '

ca l i d i m ro o

' Th e y s a y t he y ' L L b e opera t i ng i t from t omorrow . '

NEW VOCABULARY n g xy o b a

' to Look a t '

s wa a b a

' g o od,

khaa l

' k ind,

ca l i d i ba '

' t o opera t e , u s e '

p l gyaa

' gr e e n '

v a ri e t y '

nice '

ADD I T I ONAL VOCABULARY n i ' ra

'b Lue '

o l gyaa '

'red '

u rgyaa

' y e L L ow '

m l Ogyaa

' b Lack '

ta rgyaa

'whi t e '

SUBST I TUT I ON D R I LLS

1.

mi l kyu '

2.

n g xy o b a r xy a a l a ' u .

' I w e n t to

L o o k a t t h e mi L L '

to g e t w a t e r .

khaaba ' r

m l xa d x O b a ' r

t o pound r i c e .

t AA j a g a n g y u ' i b a r

to a s k some ma t t er s .

khoyO '

s e ro '

ca l i d i m ro7

' From w h e n do t h e y

( i t ) w i L L o p e ra te ? '

dxOm '

( t hey ) w i n p o u n d (it) ?

b xu i m '

( t h e y ) w i n bring ( i t ) down ?

khaam

( t h e y ) wi n bring water?

90

3.

b xa i r a b a U l e '

bxa l

ro o

' I t i s s a i d t h a t t h e y b r o u g h t i t from Bha iruwa .

pukh ru ' U l e '

4.

Pokhar a .

kadaa ' sUU l e '

t h e moun t a i n .

d u g AA n a U l e '

t h e s h op .

khobaU l e '

t h e n i e h e in t h e wa H . '

p l gyaa mu .

' I t i s green .

n i ' ra

b Zu e .

m l Ogyaa

b Zaek.

t a r gy a a

whi te .

u rgyaa

y e How .

o l gyaa '

red.

TRAN S FORM D R I LLS

l.

D i s c overy

Que s t i oning

' Wh a t kind di d y o u fi n d t h a t

' Wh a t kind m i g h t t h e y have broug h t ? '

t h e y brough t ? '

k h a i b a ' e k h a a l e b xa n a ' 7

2.

J

kha i ba ' e k h a a l e bxae7

k l na ' 7

b o u gh t ?

dxOna '

p o un de d ?

thuna ' 7

p ie k e d ?

xyo n a 7

eooked?

Futur e

Past

' From when wi H i t b e opera t i n g ? '

' From when ha s i t b e e n operating? '

kyoyO '

khoyO s e ro '

s e ro '

ca l i d i m7 Du l d i m Thaa l d i m g xumd i ' m

ca l d i l a 7

91

LESSON 35 ' A n Ear l y Mark from S a ho o l '

1. 2.

0'

'Hey,

ko 1 ma ' E �

k i ds ! '

' Ye s . '

xwe ' . kxema E t a ' l e y u n a y u ' i 7

' Why have y o u aome down e a r l y t o day ? '

3.

t i y AA '

4.

ma s T a r ma ' E d x y a a d b i b a d a a i

' Th e t ea c h e rs s a i d "Go " and w e come

yunan yu ' i .

ear l y . '

5.

t a ' l e ro , y u n a a p i ' ba 7

' D i d t h e y s ay w hy t h e y dismi s s e d y o u

6.

k h e ma E l a a '

early ? '

a p h i s a r kxe ' m u r o o

cha ta i ' yunan p i ' ba . 7.

ma a s T a r k a d i ' m u ,

' Th e y s a i d t h e y h a v e work in t h e offi c e .

kxema E e

skul a r i ' 7

So t h e y dismi s s e d u s e a r ly . '

' How many t e a c h e rs a r e t h e r e ,

in y ou r

s c h oo l ? '

8.

sO '

9.

pa i l e ' m ngx l

mu .

10 .

t i l

' Thre e . '

j o ro '

ma t t r e ' m u l d i .

' Be fo r e ,

indeed,

t h e re w e r e o n l y two . '

' Th e s e day s i t ' s i n c re a s e d . '

t h a b d i n g n gy U .

' Oh . '

11 . xe .

NEH VOCABULARY ' c h i ldren '

aph i sa

' o ffi c e '

xwe '

' re s p o n s e to haiUng caZZ '

p i ' ba

' t o l e a v e to be d i s mi s s e d '

m a a s Ta r

' s c ho o l teac hers '

s ku l a

' s c h oo l '

k h e ma E

' t h e y thems e l v e s

t ha b d i ba '

' to increa s e ,

ko 1 m a ' E

to a dd t o '

( re f l e x i ve ) SUBST I TUT I ON D R I LLS

1.

k h e ma E l a a '

a p h i s a r kxe '

mu .

' Th e y had work in t h e offi c e . ' ho u s e .

dx I r '

2.

s ku l a r

schoo l .

mi 1 a' r

mi l l .

pa i l e ' m ngx l '

mat t re ' mu l d i .

, B e fore i n d e e d t he r e w e r e on l y two . '

ng i '

s e v en .

n g xa a '

fi v e .

p rxe '

eight.

ku '

ni n e .

pixi '

fo u r .

I

92

3.

ti l

j o ro '

t ha b d i ngngyU .

' Th e s e day s i t ' s b e en incre a s e d . '

t h a a l d i n g n gy U .

b e g un .

m l ' n g n gy U .

rip e .

ca l i d i n g n gy U .

b e e n opera t i n g .

93

LESSON 36 ' Coming t o L i v e i n t h e Vi L Lage '

l aba '

s u ru '

' Ha v e y o u s ta r t e d working ? '

l.

kxe '

2.

Ia i ' .

l a i ' wa a 7

' Ye s . '

3.

kx i

' Wh e r e do y o u L i v e ? '

4.

n g a t i ' s y a a k a a T h a ma n d u r

k h a n i ' r T i mu ' .

T i mu ' .

daa i

I iUdi '

kh a i '

sad ngx l ' ,

' F o r a L i t t L e w h i Z e I a m s ta y i n g i n

sO ' .

b i r i ' cu ' r T i m.

Ka t hmandu .

Then I w i Z Z aome aft e r

t w o o r t h r e e w e e k s and s ta y h e r e . '

5.

e , n g i ' e n AA ' s a r i ' 7

' Oh ,

6.

0,

' Ye s ,

7.

cu '

8.

0 , ekaa i s

( 2 1 ) saa ' l a r kha l a a .

, Ye s ,

9.

ca '

kha n i ' r T i l aa 7

' Wh e r e did y o u Z i v e a t t h a t t i me ? '

k x e m a E n AA ' s a a i . bxandaa ' txi r i

pa i l e ' ?

in our vi Z Zage ? ' in your v i Z Zage . '

' ( Ha v e y o u aome ) b efor e t h i s ? ' I had aome i n t h e y e a r

1 0 . rn a b x a a T i ' r T i l a a .

' Down a t t h e inn . '

11 . O x , O x .

' Oh . '

'21. '

N EW VOCABU LARY t i ' syaa

'a L i t t L e w hi L e '

( see

pa i I e '

' fi r s t ,

' a ompa r e d w i t h '

numeral c las s i fi er s )

b xa n d a a '

sad

'week '

bxaaT i '

' i nn '

saa ' I a

' y ea r '

daa i

' then '

b efor e forme r Ly '

NOTES Line 4 :

' an d t hen '

The c onj unc t i on d a a i

( and j xa a l e , j x a a l e p h e r i )

func t i on t o c onne c t s en t e n c e s in d i s c ours e . Line 7 :

cu '

b xa n d a a '

pa i l e '

l i t e ra l ly b e t rans lat e d ,

is a c omparat ive e xpre s s ion .

' a ompared w i t h t h i s ,

I t c ou l d

h a v e y o u a o m e b efor e ? '

SUBST I TUT I ON D R I LLS

1.

2.

kxe '

l a ba '

sad ngx l ' Txu ' sO '

s u ru '

l a i ' waa 7

' H a v e y o u b e gun working ? '

khO I waa ?

en t e r e d i n t o

k h AA I w a a 7

fin i s h e d

sO '

I i Ud i ' T i m .

ng i ' pIxi '

' A f t e r two or t h r e e we e k s I w i Z Z s ta y . ' s i x or s e v e n t hr e e o r four

gxr i '

n gx l '

one or two

p rxe '

ku '

eight or nine

94

3.

cu '

b x a n da a '

pa l l e '

kha l waa?

'Have

( y o u ) come b efore t h i s t im e ? '

n gxyo l

"l o o ke d a t ( i t )

ca I I d I I

o p e ra t e d ( i t )

mrO I

seen (it)

pxra I

I

w a Z ked

thee l

h e a rd

TRA N S FORM D R I LLS

l.

3rd Person Hort at ory

Non - p a s t fina l . ' Ha v i n g come

( I ' H ) s tay . ,

kha I I

kha l ' b l r l I T i m . s u ru '

2.

, Having come,

"l e t ( hi m ) s tay . ,

b I r i I T I rge I . s ta r t

I am

d xOm '

pound ( i t )

b xu l m '

bring ( i t )

Dri l l t h e sentence u s i n g the d a a l c onj unc t i on , t hen s ub s t i tut ing j xa a l e ' . ' I Z i v e i n Ka t hmandu, and t h e n h a v i n g come here I ' H s ta y / Z i v e . '

k a a T h ma n d u r T I m u I .

,

daa l

( j xaa I e I )

cu ' r kha I

I

b Ir I

I

T i m.

b xa a T I I r nAA l s a ' r khadaa ' su r dxI I r b a na r

3.

P luperfe c t

Non - p a s t

' I s ta y e d in the inn down t he r e ' .

' I w i H s ta y down a t t h e inn . ,

ma b x a a T I

ma b x a a T I I r T i m .

I

r T I I aa . n gxyo l a a d xO l a a D u l d l r l l aa

95

LESSON 37 ' Th e Vi Z Za g e Vi s i t o r '

1.

kx i e d x l '

2.

n ga ' e d x l ' a me r i ka a y a a .

k h a n i ' r j a a , saabaa ' 7

3.

t i y AA '

khan i U l e '

4.

t i y AA '

nga pukh ru ' U l e kha l aa .

5.

t a a d kadaa ' s U U d xyya b '

'My home i s in A mer ica . '

kha l a a kx i 7

n AA ' s j a r e ma t t r e '

' Where h a v e y ou c om e from t oday ? '

u , cu '

g x u md i ' b

' Today I have c ome from P o k ha r a . ' ' A re y o u g o i n g up to t h e moun t a i n o r j u s t s tro Z Z in g a r o u n d t h i s

j aa7 6.

' Where i s y o u r home . S a h i b ? '

v i Z Z ag e ? '

n g a k a d a a ' s U U d a xx y a a ' . nAA ' s j a re ma t t r e '

7.

kx i l a i

8.

0,

ka j u '

' I ' m n o t g o i ng up t h e m o u n t a i n .

I ' ZZ

j u s t s tro Z Z around t h i s v i Z Z a g e . '

k h a i b a a ' mxAA d i i , c u '

'How do e s t h i s v i Z Za g e of Ghac h o k

n AA ' s a 7

cu '

mu .

cu '

g x u md i ' m .

app e a Z t o y o u ? '

n AA ' s a b e s e r i c h y A A b

n ga 1 a i

beser i

' Oh .

s wa a b

t h i s v i Z Za g e i s v e ry n ic e .

It

s e ems v ery n i c e to me . '

mxAA d i i . 9. 10 .

kx i

ka d i '

cu '

n AA ' s a r i ' 7

nga 1 a i

d i n s a mmaa ' T i md i ' ,

i n t h i s v i Z Z a ge ? '

thaa a x rxe ' .

sOga ' E T i l 11 . 0 , 0 t a m .

' A n d how Z ong a r e y ou g o i ng to s ta y .

ngx i gaE

' I don ' t know .

txu 1 a a s e ' . nga xyaam ' .

I s ha Z Z prob a b Z y s ta y

a b o u t two or t hr e e day s . '

b i nd i

'I see.

O. K.

I 'm g o i n g .

Good-by e .

mu . 12 . b i n d i mu .

' By e . '

N EW VOCABULARY g x u md i ' b a

' to s tr o Z Z a round '

kha i baa '

' how '

rn x A A d i b a

'appea Z '

c h y AA b a

'nice.

kaj u

' Gh a c ho k '

good '

ADD I T I ONAL VOCABULARY ha p t a

'we ek '

NOTES L ine 3 , 7 , 9 : sentenc e .

N o t e a l t ernate ordering o f c ertain c omp onent s o f the

t i y AA '

kx i

khan i U l e '

k h a l a a 7 would be the normal ordering of

line 3 , but in t h e t e xt the pronoun k x i o c c u p i e s final p o s i t i on , as if an after t hought .

L ikewi s e , i n L ine 7 c u '

t hought , and i n line 9 ; c u ' Line 5 : Line 1 0 :

note t h e use of u txu l aase ' :

ka j u '

n AA ' s a is an after

n AA ' s a r i ' . ' or ' t o j oi n quite lengthy sentenc e s .

the - l a a s e '

suffix marks dub i t at ive a s p e c t on

the verb , produ c ing a s imilar Engl i s h g l o s s t o - ma e n aspe c t '

( Le s son 3 1 ) imp ly i n g uncertaint y .

' probab i l i t ive

96

BU I LD- U P DR I LLS 1.

t a a d ka d a a ' s U U d x y a a b u 7

' A r e y o u g o i n g up t here towards t h e

t a a d kadaa ' s UUd xyaa b u . c u '

' A re y o u g o i n g up t here towards t h e

m o u n t a i n or (wha t ) ? '

n AA ' s j a r e ma t t r e '

g x u md i ' b

m o u n t a i n or j u s t s tro l l i n g around

jaa7 2.

this v i l lage ? '

n g a k a d a a ' s U U d a xxya ' .

' I ' m n o t g o i n g up towards t h e mou n tain . '

cu '

n AA ' s j a r e m a t t r e '

' I ' m j u s t s tro l l i n g around t h i s

gxumd i ' m . 3.

ka d i '

d i n s a mm a a ' T i m d i ' 7

' A n d how long are y o u s ta y i ng ? '

kx i

ka d i '

d i n s a mma a ' T i md i '

' A n d how l ong are y o u s ta y i ng,

n AA ' s a r i ' 7

cu ' 4.

v i Z Za g e . '

kx i

t h i s v i Z Zage ? '

n ga l a i

t ha a a x x r e ' .

n ga l a i

thaa axxre ' .

sOga ' Ede T i l

in

, I don ' t know . '

n gx l ga E .

' I don ' t know .

I ' l l probab l y s ta y

a b o u t t w o or three day s . '

txu l aase ' .

SUBST I TUT I ON D R I LLS

1.

t i yA A '

kha n i U l e '

kha l aa 7

' Where have y o u come from today ? '

te l a '

y e s t erday ?

uI 'mi i '

day b e fore y e s terda y ?

2.

taad kadaa ' s UUd xyaab ' n AA ' s j a r e m a t t r e '

u cu '

gxumd i ' b

vi H a g e ? '

j aa7

3.

kx i

' A r e y o u g o i n g up to t h e m o u n t a i n or j u s t s tro l l i n g around t h i s

ka d i '

p r xa r i ' b

wa l k i n g

Du I d i ' b

s tro l l ing

n g xy o r i b

l o o king

d i n s a mma a ' T i m d i ' .

' A n d up to how many day s a r e y o u s taying in t h i s v i l l a g e ? '

hapta

weeks

mxa i n a

mon t h s

saa ' I a

y ears

97

4.

n g x l ga E s O ' ga E T i l

txu l aase ' .

' I s h a H p robab �y s tay a b o u t two or t h r e e day s . '

hapta ngx I ' de SO ' de

two or three weeks .

mxa l n a n g x l ' l

sO ' l a

two or t hr e e mo n t h s .

saa ' l a n gx l de sO ' de

two or three y ears .

5.

khan l ' l e '

kha l aa ?

' Wh e r e d i d y o u come from ? '

kha I I e '

How did y o u come ?

ta ' I e

Why

khoyO

When

TRANSFORM D R I LLS

l.

Non-past ( emphat i c )

Dub i t i ve

' How � ong are y o u g o i n g to

' How �ong w i H y ou p robab � y h a v e t o

s tay ? '

s ta y ? '

kad I '

d i n s a ma a ' T I m d I ' 7

ka d I '

d i n s a ma a ' T I I

txu l aa s e ' ?

IaI

txu l aase ' ?

I amd I ' n g y u ' l md l ' xyomd I '

2.

A l t e rnate Orderings ' From where came

khan l U l e ' kx I I a I cu ' kx l

kha l baa ' kaj u '

ka d I '

cu '

' y ou from where came ? '

you ? '

kx l

kha l aa kx l ?

kxII a I

mxAA d l I .

n AA ' s a 7

d i n s a m ma a ' T I m d I '

n AA ' s a r l ' ?

kha l aa ?

khan l U l e ' cu '

kaj u '

n AA ' s a k h a l b a a '

mxAA d I I ? •

cu '

n AA ' s a r l '

T I md 1 ' 1

kx l

kad I '

d i n s a mm a a '

98

LESSON 38 ' Fi n di n g A ccommoda t i o n in the Vi l la g e ' 1.

cu '

n AA ' s a r k a E c a b a ' e h o T e ' 1

m u u , a xx r e ' ? 2.

hoTe ' l a a xx r e ' .

t a r a n AA ' s a

j a ren yOm. 3.

t i cho l aa '

' Is t h e re a h o t e l p r o v i di n g m e a l s in t h i s v i l l a ge ? ' ' There ' s no h o t e l , b u t

(mea l s ) a r e

a v a i lab l e a r o u n d t h e v i l l a g e . '

ka d i '

r u ' byAA

' How many rup e e s for a me a l ? '

pa r d i mu ' ? 4.

m x o r n g i ' b o , mx u i '

pxl i ' ,

' S e v e n mo h a r , four rup e e s ,

c h a ba ' n pa r d i ' ma E n .

i t costs

t h a t much probab l y . '

5.

j xa a l e '

6.

r o ' b a e k h l x y o l a a mx u i '

r o ' b a e k h l xy o l a a d i ' ? gx r i '

'And as for a p la c e to s l e ep ? ' ' One rup ee for a p l a ce to s l e e p . '

gaa . 7.

n g i xy a a d u '

b i y AA T i b a a '

kha i

tam? 8.

' If we g o ,

how do we g e t a p la c e t o

s tay ? '

T i b a ' e l xa a g i r i

kha n i ' r b i l e

' Wh e r e v er y o u ask a p la c e is a v a i l a b l e for s ta y i ng . '

yOm.

(1.e.

' A p la c e t o s ta y

i s a va i l a b l e anywhere y o u a s k . , )

I'� EW VOCABU LARY hoTe ' 1

'hote l '

-cho

' numeral c l a s s i fi e r for mea l s '

pa rd i ' ba

' to c o s t , mu s t '

j xa a l e '

' and '

ADD I T I ONAL VOCABULARY I xa u d i ba

, to require '

flOT ES Line 8 :

k h a n i ' r . . . . . . l e expre s s e s a ' w h e re v e r ' constru c t i on .

BU I LD - U P D R I LLS 1.

cu '

n AA ' s a r h o T e ' 1

cu '

n AA ' s a r k a E c a b a ' e h o T e ' 1

mu u a x x r e ' ?

t h i s v i H a ge ? '

mu u a xx r e ' ? �' .

' There i s no h o te l . '

h o T e ' l a a xx r e ' . h o T e ' l a a xx r e ' .

t a r a n AA ' s a

' There i s n o t h o t e l .

Bu t y o u ' l l

fin d (mea l s ) around t h e v i H a g e . '

j a ren yOm. 3.

' Is t here a h o t e l in t h i s v i l l a g e ? ' ' Is t h e r e a ho t e l for e a t ing r i c e in

c h a a ba ' n pa rd i ' ma E n .

' I t wi l l p o s s i b l y c o s t round a b o u t

mxo r n g i ' b o . mx u i '

' S e v e n mo h o r s , four rup e e s ,

t h a t muc h . '

pxl i '

c h a a b a ' n p a r d i ' ma E n .

it wi l l

c o s t round a b o u t t h a t muc h . '

99

4.

T l baa

' kha l

' Ho w i s i t fop s ta y i n g ? '

t a m?

n g i xya a d u '

b i y AA T i b a a '

kha i

' If we s h o u l d go t h e p e how w i l l i t b e fop s l e ep i ng ? '

t a m?

SUBST I TUT I ON D R I LLS

l.

t i c ho l a a '

r u ' byAA

kad i '

pa rd i l aas e ' ?

2.

r o ' b a e k h l xy o l a a

s l e eping p la c e ?

n g x l c ho l a a

two rice m e a l s ?

baa s l aa

s ta y o v e rn i g h t ?

T i ba '

I xa a g l r i

kha n l ' r

b i I e yOm .

3.

' How much m i g h t i t c o s t for one r i c e mea l ? '

' Wh e r e v er y ou a s k a p la ce for s ta y i n g is a v a i lab l e . '

x ya a l e '

go

p r xa l e '

wa l k

phen l e

arri v e

khan i ' r xyaa l e '

a xy O ' .

' Wh e r e v e r y o u go i t i s n o t a v a i l ab l e . '

to ' i

IaIe

Wha t e v e r y o u do

kha i

lale

Howe v e r y o u do i t

kh O l '

lale

Whe n e v e r y o u d o i t

TRANSFORM D R I LLS

l.

A ffirmat i on

Negat ion

' I t ' s a v a i l a b l e round t h e

' I t ' s n o t a v a i l a b l e round t h e

vi l l a g e . '

v i l la g e . '

n AA ' s a j a r e n y O m .

n AA ' s a j a r e n a xy O .

Tim baas T i m n g xy o m

2.

Que s t i on - Answer in Unc ertainty Aspe c t s ' How many rup e e s m i g h t i t c o s t ? '

kad i '

r u ' b y AA p a r d i e ? I xa u d i e ? ca i d i e?

' I t w i l l p robab ly c o s t four rupees .

' mx u i '

pIxi '

p a r d i ' ma E n .

,

100

LESSON 39 'HoW Do You Spend Your D a y s i n the Vi l l a g e '

1. 2.

kx i e n AA ' s a r k h a i l e d i n

' How do y o u spend ( li t : c u t ) your

tho ' mu ?

day s in t h e v i l lage ? '

n xA A k k a r n a '

ri i biri '

' I g e t up e a r l y and w a s h my fac e . '

I i '

k h ru ' m . 3.

j xa a l e ' ?

4.

k a E c a b b xa n d a a ' 0 5 0 ' kxe '

' A n d t h en ? '

mrO ' r

' B efore e a ting r i c e I work in t h e

l am.

w e t fi e ld . '

5.

e,

n xA A g a r k x e '

6.

0,

mrO ' r i

7.

to '

8.

ca i da r i '

l am maa?

ba a r i r i '

' Dh , y o u work in t h e morning,

kxe '

l am.

k ha i b a ' e kxe '

l am?

'Yes,

do y ou ? '

I work in t h e w e t fi e l d a n d

t h e dry fi e l d . '

txi ri

' A nd wha t time do y o u do wha t kinds of wor k ? '

ma k hA ' E , a a l u ' j x O m .

naa re ' lam.

rU l m.

j xa a l e a r u k x e '

k x ema E e '

' In t h e mon t h of c a i t (March-Apri l ) w e p la n t corn and p o t a t o e s .

d a a i j eT h , a s a a r a r i m l xa , n AA ' s a r d i ?

Then in

j eT h (Ma y - Ju n e ) and a s a a r (June -Ju l y ) we transp l a n t r i c e and mi l l e t . w e do o t her wor k .

Then

A n d in y our

v i Z Z ag e . ? '

9.

n g i ' e n AA ' s a r a ' m c h a a b a ' e

' A s for our v i l l a g e , we don ' t do a

kxe '

l o t of t h a t s o r t of w o r k . '

I xe ' a x l a a ' .

N EW VOCABULARY n xA A k k a r n a '

' ear l y i n t h e morn ing '

r i baa '

' to g e t up '

k h r u ' ba

' t o wa s h '

I i '

' fa c e '

050 '

' b efor e ,

ma k h A ' E

' corn, m a i z e '

m l xa

'rice '

.i x O b a '

' t o p l ant '

r U l baa '

' t o tran s p l a n t n e w p la n t s '

naare '

'm i l l e t '

chaaba ' e

' t ha t s ort of '

mrO ' in fro n t of ' a a l u '

' ri c e paddy ' 'potato es '

ADD I T I ONAL VOCABULARY p r u ' ga E

, snack '

mxu I s a

' n i gh t '

NOTES Line 4 :

c a b b xa n d a a ' 0 5 0 ' :

Here the c omparat i ve b x a n d a a ' i s u s ed in a

t ime c on s t ru c t i on b xa n d a a 0 5 0 ' b e u s e d here .

' b efore ' .

c a b bxa n d a a '

p a i I e ' c ould a l s o

101

BU I LD - U P D R I LLS 1.

' How do y o u a u t t h e day s ?

kha i l e d i n tho ' mu?

(How do

y o u spend y o ur day s ? ) '

kx i e '

n AA ' s a r k h a i l e d i n

' In y o u r v i l l a g e h ow d o y o u s p e nd ? '

t h o ' mu ? 2.

I i '

' ( I ) w a s h (my ) faa e . '

khru ' m .

nxAAka rna '

ri i

biri '

' E a r l y in t h e morn i n g after r i s ing

I i '

I wash my fa a e . '

khru ' m . 3.

m rO ' r kxe '

' I work in t h e pa ddy fi e l d . '

l am .

k a E c a b b xa n d a a ' 0 5 0 ' kxe ' 4.

mrO ' r

l am.

' B efore e a ting r i a e I work in t h e paddy fi e l d . '

c a i da r i m a k ha E ' , a a l u '

j xOm .

' In c a i d r a

(Marah-Apri l ) we p la n t t h e

a orn and p o t a to e s . '

ca i d a r i '

ma k h a ' E , a a l u ' J xO m .

' In c a i d r a

(Ma r a h-Apri l ) we p la n t t h e

d a a i j eT h , a s a a ' r a r i m l xa ,

a orn and p o t a t o e s .

naa re '

June ) a n d a s a a r (Jun e - Ju ly ) w e

rU l m .

In j eT h

(Ma y ­

tran sp l a n t t h e r i a e and mi l l e t . '

c a i da r i '

ma k h a ' E , a a l u ' j xO m .

' In c a i d r a we p la n t t h e aorn and Then i n j eT h and a s a a r

d a a i j eT h , a s a a ' r a r i m l x a ,

p o t a t oe s .

naa re '

w e tran s p l a n t t h e r i a e and mi l l e t .

kxe '

rU 1 m.

j xaa I e '

a ru

A n d t h e n w e do o t h e r work . '

l am.

S UBST I TUT I ON D R I LLS 1.

ri i ' I i '

biri ' kh ru ' i

I i '

' Ha v i n g r i s e n I w a s h (my ) faa e . ,

kh r u ' m .

b i r i ' m r O ' r kxe '

' H a v i ng w a s h e d m y fa a e I work in the pa ddy . '

l am. m rO ' r kxe '

lai '

bi ri '

ka E c a m .

, Hav ing worked i n t h e p a ddy I e a t ri a e . ,

ka E ca i ' 2.

biri '

a r u kxe '

ka E c a b b x a n d a a ' 0 5 0 ' kxe '

aru

' Ha v i n g e a t e n r i a e I do o t her work . ' ' B e fore e a t ing riae I do o t h e r wor k . ,

l am . , B e fore e a t i n g a s n a a k . . . . '

pru ' gaE

3.

l am.

n e s a ' r ba kaE

, Before e a t ing t h e e ve n i n g riae meaL . . '

ro ' b

, Before s l e ep i n g . . . '

n xA A g a r n a '

kxe '

l am?

' Yo u work in t h e morning do y ou ? '

n xAA k k a r n a '

e a r l y in t h e morn i n g

t x i yAA r n a '

a t m i dday . . .

nesa ' rna

in the evening

mxu l s a r na '

in the night . . .

102

TRAN S F O RM D R I LLS

l. ,

Be fore ( eat ing . . . )

After ( e ating . . . )

' B efore e a t i n g r i c e I w a s h

' A ft e r e a t ing rice I wash my fa c e .

my fac e .

,

k a E c a b b xa n d a a ' 0 5 0 ' kh r u ' m . ro ' b . . . pukh ru '

xya a b ' . . .

Du 1 d i b . . .

k a E c a b b xa n d a a ' 1 i '

1 i Ud i '

1 i '

,

kh r u ' m .

103

LESSON 40 ' Se e ki n g D i r e c t i o n s on t h e Roa d '

1.

AA n a .

' E l. der Si s t e r ! '

2.

haj u ' r 7

' Ye s ? '

3.

bxu rj u n g kho l a a xya a b a ' e

' Wh i c h i s t h e road t h a t g o e s to

g xy AA '

kha n i ' r j aa 7

Bhurjung Ri v e r ? '

4.

j xu l e '

xya a l '

t xu m T h a a g u .

' Yo u s h o u l. d g o t h i s way Firs t - B orn­

c h a l e xy a a d .

Son .

5.

cAA k h a n i ' r d a n a mu d i ' 7

6.

cAA c u '

c h a l e xya a d .

Go in t h a t mann e r . '

' A n d in w h a t dire c t i o n is t h e b amboo b r i dge ? '

7.

p x r i rn a mu .

j xu l e '

xyaa 1

txum.

ka t i '

gxanTa ' de l xa ud i l a a s e 7

' The bamb o o bridge i s b e l. ow h e r e . You ' n h a v e to go in t h i s dire c t i o n . ' ' A pproxima t e l.y how many hours do y o u t h i n k i t w i l. l. t a ke ? '

8.

gxanTa '

9.

xyaa i '

gxr i de ' biri '

l xa u d i ma E n .

ekha l

k h AA ' m u

a x k h xAA ' 7 10 .

ka d i '

'Approximat e l. y o n e hour probab l.y . ' ' Ha v i n g g o n e i s i t p o s s i b l. e to re turn (in t h e same day ) ,

batt i i

or no t ? '

' Wh a t time i s i t now ? '

togo ' 7

( Li t :

' How

muc h has s truc k ? ' ) ' Th r e e

11.

(3)

12.

c h a b i ' yA A s a ' n j a n k h AA ' m .

t i ' n batt i i .

0

' c l. o c k . '

' In t h a t c a s e

( y o u ' l. l. ) be ab l. e

re turn ) b y e v e n i ng . '

N EW VOCABULARY kho l aa

' ri ver '

cAA

' bamboo b r i dge '

dana

, dire c t i o n '

gxanTa '

' hour '

' Wh a t time i s i t ? '

sa ' nj an

' e v en i n g '

ka d i '

batt i i

NOTES Line 3 :

The gerundive phras e k h o l a a xy a a b a ' e g xy A A '

l i t er a l l y trans lated as the Line 5 :

c ou l d be more

' r i ver g o i n g road ' .

k h a n i r d a n a i s an alt ernate que s t i on form t o k h a n i r U l d .

SUBST I TUT I ON D R I LLS 1.

b h u r j u n g k h o l a xy a a b a ' e g xy A A '

' Wh i c h i s t h e r o a d t h a t g o e s t o

khan i r j aa7

B h urjung r i v e r ? '

pukh ru '

P o k hara ?

ka d a a ' s U

t h e moun t a i n ?

cAA

t h e bamboo bridg e ?

hoTe ' l

h o t e l. ?

(to

104

2.

3.

j xu l e '

ka t i '

xy a a l '

' Yo u ' 'l 'l h a v e t o go in t h i 8 dire a t i o n . '

txum.

pxra 1 '

wa H

mx a e l

8 earah ' A b o u t how many h o ur8 wi 'l 'l it probab 'ly

g x a n T a ' d e l xa u d i l a a s e ?

t a ke ? ' day 8

d i nde h a p t a de

week8

mxa i na d e

month8

saa ' l de

year8

TRA N S FORM D R I LLS

l.

Negat i ve not S t a t e d

Ne gat i ve S t ated ' H a v i n g gone are y o u ab 'l e to re turn

n o t ab l e ? '

0 1'

xyaa i ' b i r i ' ekha l

khAA ' m u

' H a v i n g gone a r e y o u a b 'l e t o r e t urn 0 1'

( n o t ab l e ) ? '

xyaa i '

b i r i ' e kh a l

khAA ' m u ?

a x k h AA ' ? baas T i l khw i ' 1 hoTe ' l yOm u axyO ' ?

2.

One Approxima t i on 'It w i H probab l y t a k e a b o u t one h o u r .

,

gxanTa gxr i de ' hapta mxa i n a t i l saa ' 1

gxr i de '

t i ga E d e

Two Approximat i ons ' I t w i H probab ly t a k e a b o u t o n e two hour8 .

l xa u d i ma E n .

0 1'

,

g xa n t a g x r i d e '

n g x l ' d e l xa u d i ma E n .

105

LESSON 41 ' Vi s i ting a New Vi l l age ' ' Where i s y o ur h o u s e ? '

1.

kx i e d x l '

2.

n g a ' e d x l ' m y O ' j g u i xa r i ' .

3. 4. 5.

kha n i '

kha n i ' r j aa 1

' My h o u s e i s o v e r towards Yanj a k o t . ' ' A n d for w h a t r e a s on h a v e y o u come

phekha i ' d i , cu '

n AA ' s a r i 1

t o this v i l l a ge ? '

xyu l

' To come to l o o k a t t h e di s tri c t . '

n gxyoba r kha l u .

ta ' l e1

kx i

cu '

n AA ' s a r k h O l '

axkha ' n gyU u to j aa 1 6.

0,

khO l '

axkha ' l aa .

n AA ' s a r c a b a a ' ,

' Ye s .

ba l l aa

pa i l e ' ba e l a a yaa .

Is i t w h a t y o u ' v e n e v e r come

ro ' ba

I ' v e n e v e r come h e r e .

l a s t t h i s i s t h e fi rs t time

cu ' l xa a g i r

come ) .

At (I ' ve

Is t h e r e a p la c e for e a t i n g

and s l e e p ing a va i l a b l e or no t ? '

k h l x y o y O m u , a xy O ' 1 7.

' Why ?

to this vi l l a g e or w ha t ? '

to ' i

' I t ' s a v a i lab l e ,

yOm, c i baa ' .

kxi

nxU

no ' l a a a x t x u ,

to ' ndo r i n yOm.

Sir .

You don ' t h a v e

t o w o rry a b o u t a n y t h i ng .

Every t h i n g

is avai lab l e . ' ' A s for t h e e a t ing,

ro ' b a e

how i s i t ; a n d

8.

caba ' l a a kha i l e mu , k h l xy o l a a k h a i l e m u ?

for t h e s l e e p i n g p la c e ,

9.

c a b a ' l a a d a a l a a k h u ' n e ka E

' Fo r e a t i n g :

how i s t h a t ? '

i f y o u e a t l e n t i l s o up

mu .

w i t h y our r i c e i t c o s t s t h r e e rup e e s .

t a r a n a ' g a s e n e ka E c a d u '

B u t i f y o u e a t c h i c k e n m e a t w i t h y o ur

b i y AA m x u i '

rice it c o s t s fi v e rup e e s . '

cadu '

b i y AA m x u i '

sO '

n g xaa '

mu .

' O . K.

10 . 0 , c h a b i ' d u b i y AA d a a l a a k h u ' n e ka E c a m . kha n i ' r j aa 1

ca '

ca ' e m l

to ' j aa ?

g a a r a a a xm x A A d i l I e s e b x l n '

In t h a t c a s e I w i l l e a t l e n t i l

s o up w i t h t h e ri c e .

dxl ' 01

h o us e ?

Where i s t h a t

Wha t i s h i s name ?

Please

don ' t b e offe nded b u t p l e a s e t e l l m e , O . K. ? ' ' Ye s ,

11 . 0 , 0 t a m .

yes,

t h a t ' s O . K. '

NEW VOCABULARY ' di s t r i c t , a re a '

xa r i '

' t owa rds '

xyu l a

khO I '

'never '

ba I I aa

' fina l ly '

no ' ba

' t o carry '

c i baa '

, s ir,

s ebaa '

' to te l l '

se

' m ea t '

nxU

' w orry '

' time,

to ' ndor i n

' e v e ry t h i ng '

l aa / l aa r i

occa s i on '

ADD I T I ONAL VOCABULARY b a a ra

' da y of the w e e k '

chief

( t e rm o f r e s p e c t )

106

NOTES Line 3 :

phekha i ' d i :

' aoming ' t o give there

The s t em p h e

' a rr i v i n g here ' .

' to arri ve ' i s c onj oined w i t h k h a b a a '

phene i

in Le s s on 9 meaning ' a r r i v e

( g o i n g away ) ' .

- n e ' w i t h ' i s a comi ta t i ve c a s e part i c le , expres s ing a c c ompani­

Line 9 : ment . Line 1 0 :

The - b x l n suffix on s e b a

' t o t e l l ' i s a b en e fac t i ve part i c le

i mp ly i n g that an act ion i s done on behalf of another . has the p luperfe c t - I sebx l n

I f the main verb

( I a ) ending b x l b a ' has a permi s s i ve s e n s e :

' p l e a s e t e l l me ' ;

sel

b x l n p l e a s e a l l ow me to t e l l ' .

g a a r a a a xm x A A d i l I e i s a phrase whi c h i s frequent ly u s e d when a reque s t ' n o t a o u n t i n g i t diffi a u l t ' but

i s b e ing made .

I t means l i t erally

l o o s e ly means

' don ' t b e offende d ' or

' don ' t b e annoy e d ' .

SUBST I TU T I ON D R I LLS

l.

2.

khu

- n e kaE cam.

daa l a

-ne

' Wi t h a urry j u i a e I e a t ri a e . l en ti l s

pa t t u ' Txaa - n e

a sparagus a urry

aa l u Txaa

-ne

p o t a t o aurry

n a ' ga s e

-ne

a h i a ken m e a t

ma ' g i

-ne

b u ffa lo m e a t

se

, I w e n t wi t h m o t h e r . '

AAma

- ne baa l un xyaa i .

aaba

-ne

n AA ' n i

-ne

e l de s t s i s t e r .

axgx l '

-ne

e l de s t bro t her .

a xgxE '

-ne

e l de s t s i s t e r . y o unger bro t h e r .

fa t h e r .

aa I i

-ne

AA n a

-ne

e lder s i s t e r .

Angaa '

-ne

y o unger s i s t e r .

107

TRANS FORM D R I LLS

l.

Arriv i n g , G o i n g

Arr i ving , Coming ' When di d y o u a r r i v e ( h e r e ) ? '

phekha i ' d i 7

khOyO '

2.

' Wh e n d i d y o u a r r i v e ( t h e re ) ? '

khOyO '

phene i ' d i 7

kha i I e

When

kha bne

Who w i t h

to '

On w h a t day

baa ra r i

Benefac t ive

Permi s s i ve

' Do n ' t b e offended but p L e a s e

' Don ' t b e offended b u t p L e a s e L e t

t e n me .

,

me t e L l. . '

g a a r a a a x mxAA d i l I e s e b x l n .

g a a r a a a xm xA A d i l l e s e l

b i b x l n ( sp e a k ) U l b x l n ( s ho w ) n o ' b x l n ( carry )

bx l n .

108

LESSON 42 , A Brahmin Wedding '

to '

' Wha t a r e t h e y p la y i n g l i ke t h a t for ? '

l a b j a a c ha l e x r a a b a 7

1.

ca '

2.

b y a a l a ba a ' .

' Of what a a s t e i s t ha t ? '

ma E I j a a 7

3.

to '

4.

b o m ma E l a a .

' Of t h e Brahmi n s . '

5.

t a m u m a ' E l a a x r a a m u a x r xa a 7

6.

a x rxaa .

7.

ta ' l e axtaa ' 7

8.

x r a a d u b i y AA c h u D i d i '

axtaa '

w e ddi n g . '

,A

' D o t h ey p lay for Gurungs or no t ? ' 'No .

ro.

It i s n o t approp r i a t e t h ey say .

' Why i s i t n o t appropri a t e ? ' ' If t h ey p la y ,

xy a a m

ro I .

divorae,

9.

I i Ud aa7

' L a t er ? '

10 .

0,

l i Ud i ' .

, Yes,

( t h e aoup l e ) wi l l

i t i s said. '

l a t er . '

N EW VOCABU LARY x r a a ba

' to p lay an i n s trumen t '

ma E

byaa

' wedding '

c h uD i d i ba '

' p e op l e ' ' to s epara t e ,

to run

away '

NOTES T h i s l e s s on does not inc lude

any

new gramma t i c a l pat t ern s .

Opport uni t y s hould be t aken t o r e v i ew previous l e s s ons and t o c onc en­ t r a t e on dri l li ng c onstruc t i ons whi ch have not as yet b e en a s s imi lated .

109

LESSON 43 ' The Hen a n d t h e Mar t e n '

1.

ca '

n a ' ga t a ' i e kodob j aa 7

2.

d xU r i '

k h a ma E ' n .

3.

d xU r i '

b i ba a t o '

' Why i s t h a t h e n c a c k l i n g ? ' ' P erhaps a m a r t e n i s coming . ' Wh a t i s a mar t e n ? '

j aa 7

4.

kx i d a x s e n gy U ' w a a 7

' You don ' t know ? '

5.

a x s xe ' ,

' No , w h a t i s i t Z i ke ? '

6.

khaa ' ga e n i mu d O b y O b t a m .

kha i ba '

t a ra ca ' l a a m i n i m u b xa n d a a '

tam7

' I t Z o o k s s omewha t Z i k e a ra t .

b U bU xya a b a ' , te'

7.

ca '

8.

0 , n a ' g a j xa g a '

n a ' g a ma t t r e '

thebrE '

tam.

I xa a m u 7

J a u ma t t r e '

i n i t s ca s e ,

But

t h e t a i Z g o e s fZuffy ,

(and) i t ' s a b i t b i g g e r than a ra t . ' ' Do e s it hunt o n Z y fow Z s ? ' ' Ye s ,

i t c a t c h e s o n Z y baby c hi c k e n s . '

kxa a m . 9.

dxU r i '

10 .

b AA n u k h U ' r i , khU '

kha n i ' r T i m7

thO I

n xO '

' Where d o e s a mar t e n Z i ve ? '

k a l l AA ' r i

' In h o Z e s in t h e s to n e wa t t ,

(and)

in t h e t errace wa Z Z s i t ma k e s h o Z e s

T i m.

a n d Z i v e s t he r e . '

NE�� VOCABU LARY ' t o cac k Z e of a h e n ' t h O b a a '

' to m a k e a h o Z e '

dxU r i '

' mar t e n '

jau

' ( c r . j a g a ) p lura l '

b U b U xy a a b a '

' to b e fZ uffed up '

kxa a ba

' to c a t c h ,

te '

' a t i t t Ze '

b AA n u

, s t one wa Z Z '

khU '

'hoZe '

kodoba

' to h u n t ,

I xa a b a j x aj a '

to dr i v e

seize '

out '

n xO '

' fZ a t p Zo t of p a ddy fi e Z ds '

' o ffspr i n g - o f

k a I I AA '

' paddy wa t t '

anima Z s '

ADD I T I ONAL VOCABU LARY x r l gyo

' Zo n g '

ranTh i '

' s ho r t '

NOTES Line 6 :

n i mudO byOb t a m :

s imi l ari ty .

- d O b y O b a is a c o n s t ru c t i o n expre s s ing

llO

SUBST I TUT I ON D R I LLS

l.

n i mu

- dO b y O b t am .

, It i s j u s t t i ke a ra t . ' hen .

na ' g a - dO

2.

AAma

- dO

mo t h e r .

a a ba

- dO

fa t h e r .

aa 1 i

- dO

y o u n g e r bro t h e r .

n i mu b xa n da a '

te '

thebrE '

' Compared w i t h a r a t i t i s a l i t t l e larg e r . '

tam. cisi ri '

sma l l e r .

x r l gyo

long .

ranTh i

s h or t .

111

LESSON 44 'Pro t e c t i o n of t h e Cane Forr e s t s '

l.

5 a a r 9 i ' ma E 1 a i

2.

0,

b i md i

mo '

' Th e y ' v e s e i z ed t h e l e a t h e r workers '

p x E wa a i

axngx l '

N o t o n l y t h e l e a t he r w o r k e r s

' Ye s ,

its said.

prxi Uba ' e

ro o

Is t h a t s o ? '

cane t h ey s ay .

xwa a ' ?

s a a r g i ' m a E l a i ma t t r e ' ro .

t a mU ma ' E 1 a a d i ' y a a p x E wa a i

It ' s said that they ' v e a lso

s e i z e d t h e cane of t h e lower ( dw e l l i n g ) Guru n g s t o o . '

3.

I

xO , n g a d a ' m a x s x e ' , mx i j a g a d

' Re a l ly ?

bii

heard i t o n l y from o t he r p e o p l e .

ga t h ee l a a ,

ta ' l e pxEe?

I didn ' t know t ha t .

Why wou l d t h e y b e s e i z ing i t ? '

4.

c a ' m ma l d a b c h a l e d i ' , mo '

' The meaning i s l i k e t h i s .

x r I gyo r a n T h i '

cutting cane,

kha i ba '

phe ' r i

c h a a b a ' n t h o ' wa a i ' . d i n d i n u x y a a b a ' , mo ' n uwaa i '

c ha ta s i

roo

yOmu , t AA n '

long o r s h o r t ,

however t h e y fo und i t .

They w e r e just

Again,

in

g e t t ing i t e v ery d a y t h e c a n e w a s

p x E w a a i ' , fi n i s h e d t he y s a i d .

Because of that

t he y s e i z e d i t . 'Oh.

Now I unde r s t a n d .

( know t h e

5.

0 , b a l l a a ma l d a b t h a a s e i .

6.

t i y AA ' m s a a r g i ma ' E d a m

' To da y t h e l e a t he r workers have p u t

panj yeda ' r da rkhaa s taa

in a p e t i t i o n to t h e counci l . '

m e an i ng ) . '

j xO n g n g y U ' . 7.

j xO ' r g e we , n g xyo ' l a i

8.

d i l en to '

' Le t t h em p u t i t i n .

to '

to us ? '

t a r i mu ? to '

'Anyway w ha t e v e r i s s a i d l e t ' s g o

b i bmanaa '

and hear O . K . ? '

t heeba ' r xyaa l e ' o ' ? 9.

Wha t i s t h a t

theen l e s i d i ' .

kha i

' L e t ' s go and h e a r .

kh a i

b e done

l a mma n a a ' . biri '

kx i

n ga a r

How s h a l l i t

(resolved) . '

' Ha v ing e a t e n r i ce ,

10 .

n g a ka E ca i ' kham aa?

house O . K. ? '

11 .

0 , 0 tam.

' Ye s ,

yes O . K.

I ' l l come t o y o u r

'

N EW VOCABU LARY saa r g i

' l e a t he r worke r '

mo '

'rat tan ' ' to ' h e a r '

px E ba

' to s n a t c h away '

t heeba

ma l d a b / m a d l a b

' m e an i n g '

d i n d i nu

' da i ly '

nubaa '

' t o fi ni s h '

panj yeda '

' v i l l a g e counc i l '

da r khaa s ta a

'peti tion '

d i 1 en

' anyway '

NOTES Line 1 :

p x E wa a i

Line 8 :

d i l en

' snatched ' ,

waabaa '

in the c ompound verb gives emphas i s .

' anyway ' i s a sentence c onj unc t i on .

112

LEssotl LIS ' Th e Cane Ma t ' ' Is t h i s a p x y o ? '

1.

cu '

p xy o w a a ?

2.

a x n g x l ' , b x a g a a ' r i yAA .

' No ,

3.

k h a n i r bomu , c u '

' Where are y o u t a k i n g i t ,

4.

kha l aa ' r i .

5.

t a ' 1 e bo 1

6.

k h a l a ' r t i b a ' e l xa a g i r i .

7.

kha l a ' r t i i '

bxagaa ' r i ?

it 's a bxagaa r i . ' this

bxagaa r i ? ' ' To t h e t hr e s hing f Z o o r . ' ' Why do y ou have to t a k e i t ? '

txu i ? to '

' To spread i t a t t h e t hr e s hing f Z o o r . ' ' Hav ing s p r e a d i t o u t w h a t w i Z Z y o u

l amu?

do ? ' ' Thre s h t h e r i a e

8.

m l xa xo b a a ' .

9.

b x a g a a ' r i a x t i ' y AA t o '

tam?

(by b e a t i ng ) . '

' If y o u don ' t spread a b x a g a a r i w h a t wi n happen ? '

10 .

, I t ge t s d i r t y . '

p hoxo r t a m .

NEW VOCABU LARY p xy o

' m a t woven of fi n e r a t tan b x a g a a ' r i

' m a t of Z e s s fin e r a t tan

( ab out 2 . 5 x 1 . 5 metre s ) '

( about 4 x 1 . 2 met r e s ) '

kha l aa '

' t h r e s hing fZoor '

xo b a a '

' to thre s h b y b e a t i n g '

t i ba '

' to s p r e a d o u t '

p hoxo r

' dir t '

BU I LD - U P D R I LLS 1.

' Where are y ou t a king i t ? '

khan i ' r bomu? k h a n i ' r bomu , c u '

bxagaa ' r i ?

' Where are y o u t a ki n g i t ?

This aane

ma t ? '

2.

to '

' Wha t wi Z Z happe n ? '

tam?

b xa g a a ' r i a x t i ' y AA t o '

tam?

' If y ou don ' t spread o u t a b a k a a r i w h a t w i Z Z happ e n ? '

3.

to '

' Wh a t do y o u do ? '

l amu?

kha l a ' r t i i '

to '

l amu ?

'Having s p r e a d i t on t h e t hr e s h i n g w h a t d o y ou do ? '

113

SUBST I TUT I ON D R I LLS

1.

2.

cu '

pxyo w a a ?

' Is t h i s a fin e l y w o v e n ma t ? '

koda a l i '

hoe ?

AAs i '

sick l e ?

kxoj a a

k u k h r i knife .

pi0i

v e ra n da h .

px i

open w e a v e carry i n g b a s k e t ?

ku r g u '

open w e a v e c h i c k e n p en n i n g b a s ke t ?

b xa g a a ' r i

a x t i ' y AA t o t a m ?

' If y ou don ' t spread t h e m a t wha t wi l t happ e n ? '

ma E a x t h U ' y AA

dri n k t h e m e d i c i n e

s AA j u '

find t h e l o c k and k e y

tonDaa '

k h u j i ' axyO ' yAA a x t h u ' yAA

t AA a x n g y u ' i yA A

c o l l e c t t h e fern ask a b o u t t h e ma t t e r

114

LESSON 46 ' Ma k ing Saurkrau t '

1.

l abu '

pxo p l i l waa ,

2.

0,

3.

ta ' l e tAAn '

4.

gUndru l ab b i i

k a n e h i" ?

' Ha v e y o u t a k e n off t h e radi s h l. e a v e s , younge s t s i s t er ? '

n AA ' n i .

' Ye s , Fi r s t - b orn s i s t e r . '

pl i l d i ' ? p l i l au .

' Why did y o u t a k e i t a l. l. ? ' 'Saying,

"I w i l. l. make saurkra u t " I

p i c k e d t hem . '

5.

t i l na ' m te ' ehen l e

' Nowada y s i t ' s no t qui t e fu l. l. grown . '

a xe i ' n g n g y U . 6.

tu ' s i d i ' .

7.

t i l na '

8.

xO?

n g a d ' m p l i wa a i d i .

' I don ' t know !

A s for m e , I h a v e

t a k e n t hem o ff . '

p l i ba ' m g U n d r u

n x O xy a a m .

t h e s aurkrau t . '

e h a b i ' yAAm exa g a n p l i l

txu i . 9.

. ' If y o u t a k e t hem now y o u wi l. l. spo i l. ' Oh ?

If t h a t i s t h e c a s e ,

I s h o u l. d

o n l. y t a k e t h i s much ( i s i t ? ) .

e x a g a n p I i d , n x O xy a a m .

' Ta k e o n l. y t h i s m u c h ,

( o t h e rwi s e )

i t ' H s p oi z. . '

10 .

e hAAn l a l

t xu i .

' I ' l. l. h a v e to do i t t h a t way . '

N EW VOCABU LARY l abu '

' ra di s h '

gUndru

' saurkrau t '

pxo

, l. e a v e s '

e i baa '

'mature,

pI iba'

' t o t a k e off '

nxOba

' to b r e a k ,

of p l. an t s ' s p oi l. '

115

LESSON 47 ' Mo v i n g a Cow S h e d '

1.

kha n i '

' Wh e r e a r e y o u g o i n g ? '

x y a a mu ' ?

2.

p h a r g u t h o ' b a r xy a a m ' .

' I ' m g o i n g t o a u t some uprigh t s . '

3.

ba a r t h u ' b u Taa l d U '

' Fo r p u t t i n g up a fen a e or m a k i n g a

4.

mxe ' e p x r O Taa l d U '

l a baa ' ?

a a t t l. e s ta H ? '

baa ' . 5.

mxe '

l a ba a '

p x r O ku '

syO

t i ' r a r b o ma u .

ri v e r . '

khoyO '

' Wh e n did t h e y announae

p l n g n gy U ' , p x rO ku ' b a e

d i nam i ? 6. 7.

, Fo r mending a aow s ta l l .

I 'm taking

t h e aow s h e d t o t h e edge o f t h e

( Li t : g i v e )

t h e day for m o v i n g aa t t l e s h e ds ? '

k y a 2 0 n g x i s y u x y a a ' ma l e b a e

' Th e y ' v e s a i d to m o v e t h em on Friday

s u ' k ra b a a ra '

20th. '

n xA A k k a r n a '

ku ' d b i n g n gy U . ku ' d

ro u ?

' D i d t h e y s a y to move t hem e a r l y in t h e morning o r ( w ha t ) ? '

8.

axngxl ' . tx i

t x i y AA p r e ' b i

seba ' e

khaau ku ' d b i n gngyU . kx i l a a ?

' No .

Round a b o u t s un r i s e t hey s a i d

to m o v e t h e m . ' ' Who i s y our aow he rdsman ? '

9.

p r xOc h a E k h a b mud i ' ,

10 .

t a p a k h a ' r b a e b o m a E ko l o '

' I ' v e emp l o y e d t h e B ra hman a h i l. d w h o

gx r i '

L i v e s u p t he r e in t h e graz i n g fi e lds . '

j xO n g n g y U ' .

'Oh.

11 . 0 , 0 xe .

Ye s . '

NEW VOCABU LARY chaE

' herdsman,

thu ' ba

' to p u t up a s ar e e n ,

s he p h e rd '

baa r

' fena e '

Ta a l d U '

' to mend, r e p a i r '

barrier o r p a r t i t i on ' mxe '

' a ow '

pxrO

' aa t t l e s h e l t e r '

syO

' ri v e r ,

t i ' ra

' e dge o f r i v e r o r

ku ' ba

' to move ,

s tream ' ' Fr i day '

p re ' ba

' to s h i n e '

kya

' gr a z i n g fi e l ds

' t ha t ,

o v e r t he r e ,

spa t i a l. a n d t empora l. '

khaa u / khaagu

' ro u n d a b o u t

(spatial

a n d t empora l. '

a b o v e v i l. lage '

p r xO c h a E

s hift,

transpor t '

s u ' k ra b a a r a a ' pakhaa ' r

s tream '

' h e rdsman '

NOTES Line 8 :

t x i yAA p r e ' b i

seba ' e t x i :

that s omething i s ab out to happen . ' t o e n t e r ' i s u s e d s imi l arly .

-bi

s e b a i s an aux i l i ary e xp re s s ing

- b a k h O ' ma l e ' u s i n g the verb k h O ' b a

116

TRAN S FORM D R I LLS

l.

A l t e rnate forms o f ' ab o u t t o . . .

,

' A t t h e time when t h e s un i s a b o u t t o s e t .

t x i yAA p r e ' b i gUndru 1 ab i p xo p I i b i

seba ' e t xi r i

seba ' e t xi r i

bxagaa ' r t i b i mo '

p xE b i

seba ' e t xi r i

seba ' e t xi r i

s eba ' e tx i r i

C ons truc t i on ,

t x i y AA p r e b a r k h O ma l e '

117

LESSON 48 ' Ge t t i n g Gra s s for t h e Buffa lo '

1.

chi

t a ' l e cxaga bx u i l a a ' ?

' Why did y o u bring ( on l y )

t h i s much

gra s s ? '

2.

beser i

nAA '

yu ' i

ch i

t ho ' l aa

' It r a i n e d a l o t and I cou ldn ' t

a xy O ' . 3.

naa '

4.

0,

( c h o p ) c u t gras s . ' ' Di d i t rain in t h e j u ng l e ? '

b a n a U d a ' i y u ' i wa a ?

bes e r i yu ' i .

n AA ' s a r d i ?

' Ye s ,

i t rained a l o t .

A n d in t h e

v i l lage ? '

k h a a ' g a e ma t t r e '

j xu d a ' i

taa d a ' m bes e r i

7.

ta ' 1 e tAAn c h a a ba ' e c h i

' Why did y o u bring a l l t h i s s o r t of

bxu i l aa ' ?

gra s s ? '

baaD i

yu ' i .

' Th i s s i de i t on ly came a l i t t l e . '

5. 6.

ta i .

' Up t h e r e t ho u g h ,

i t g o t v e ry heavy

( l i t : b e came a f l o o d ) . '

8. 9.

n g i ' e ma ' g i d a ' m c h a a b a n b a a e k

' A s for o u r buffa l o ,

a r u a xc a ' .

any o t h e r k i n d . '

s h e won ' t e a t

' She d o e s n ' t eat o t h e r gra s s ? '

a r u c h i a xc a ' w a a ?

'No. '

10 . a xc a a ' . N EW VOCABULARY ma ' g i

' buffa l o '

baaek

' excep t for '

a r u / a r ko/a r go

' o t h er '

ADD I T I ONAL VOCABU LAR Y khobaa '

' to like '

NOTES Line 8 :

The u s e of b a a e k in an ' e xc ept for ' c onstruct i on .

TRAN S F OR M D R I LL 1.

Wi thout exc ept i on c l au s e . ' A s for o u r buffa l o ,

' A s for o u r buffa l o ,

she

won ' t e a t any t h i n g e l s e .

W i t h e x c ep t i on c laus e .

,

n g i ' e ma ' g i d a ' m a r u a x c a ' .

sort,

exc e p t for t h i s

s h e won ' t e a t any t hi n g e l s e .

n g i ' e ma ' g i d a ' m c h a a b a n b a a e k a r u axca ' .

axthU '

(drin k )

a xkho '

( like )

a x mxa e ( s e e k )

118

LESSON 4 9 ' Bu y i n g a Buffa Z o '

1.

k x i e ma ' g i

saa '

2.

a xxya a n g n g y U ' ,

3.

cU ' m mu i

4.

se caba ' r u ,

5.

sae i '

xy a a i w a a ' ?

' Your buffa Z o has m a t e d ,

has i t ? '

' N o , w hy ? '

ta ' I e?

' Wondering ( Li t : s a y i n g ) m i g h t y o u

u , b i s yaa l aa .

s e Z Z i t o r ( no t ) ? '

6.

n gxe t i ' b rA p l l na mu .

t i l na '

n g xa a r a b wa a ' ?

,

' Yo u s e e i t ' s g i v i n g a U t H e b i t o f mi Z k .

•

t i w a a r s a mm a '

o r t o k e ep ( t he anima Z ) ? '

' To kH Z and e a t i t o f cours e .

cab taj o ' n .

a xcxU ' 7.

'To eat meat,

nxaba?

I won ' t s e H i t t oday . '

' I t ' H proba b Z y dry up by t h e fe s ti v a Z of T i h a r , won ' t i t ? '

8.

tu ' 5 i ,

kha i

9.

e x a m s a mma '

' 1 don ' t know,

l a m? n g x a a r y AA ng i I a i

pin 0'? 10 .

w h a t w i Z Z i t do ? '

' If i t dri e s up by t h en p Z e a s e g i v e it to us. '

n g x a a r y AA p l b a a d i .

' If i t dri e s up I ' Z Z g i v e i t , c e r t a i n Zy . '

N EW VOCABULARY saa ' ba

' to ma t e '

nxaba

' to k e e p ,

tu ' 5 i

, I don ' t know '

Z o o k after '

n g xa a r b a

' to dry up '

saeba

' t o ki Z Z '

NOT E S Line 5 :

tajo ' n :

The - j o ' n suffix i s an emphat i c c ertaint i ve part i c l e .

'rhe s ame mean i ng could have been e xpr e s s ed as s a e i c a j o ' n . Line 6 : the gloss

The u s e o f - n a

' di s c overy aspe c t ' on the verb

' t o g i v e ' gives

' � s e e i t ' s gi ving a Z i t t Z e mi Z k ' .

TRA N S FORM D R I LLS 1.

A l t ernat e U s e o f - j o ' n for Emphas i s ' Ha v i n g ki Z Z e d i t t o e a t i t o f c o u r s e ! '

sae i ch i

sae i

cab taJo ' n kha ' E I

caj o ' n

b xu i b t aj o ' n

' (Hav i n g c u t t h e gra s s t o bring i t down of c o u r s e ! ) '

p xo p i i i j xO b '

taj o ' n .

' (Having p i c k � d t h e Z e a v e s to put t hem in of c o u r s e ! ) '

b xa g a a ' r i

ti i '

xob t a j o ' n

' (Ha v i ng spread t h e mat t o t h r e s h o f c o u r s e ! ) '

119

LESSON 50 ' Bu y i n g a Buffa L o '

kad i '

2.

n g a rna x U n b y AA s i j a r e xy a a d o

' I ' m t hin king to go down round

n g xAAs y a a b a .

Hunba s s i . '

3.

x r E gobae sa a i du '

ta ' l e? xya a l '

j aa 7

' How far are y o u g o i ng ? '

1.

t x u b a e kxe '

mu

waa? 4.

0,

' Why ?

Do you have work you have to

do there ? '

n g x e t h U ' b a e ma ' g i

gxr i de '

O y AA g r a

'Yes,

s a y i ng p e rhaps I w i L L L o o k fo r

o n e t h i n mi L king b uffa L o ( l i t : mi L k

m xa e n e u b i y a a b a a .

dri n k i ng ) .

5.

n gxyo l a a ' ma ' g i

6.

0,

dx l r '

n gxe p l b a ' e

axxre ' waa ' ?

gx r i '

mu l a a .

our h o u s e ? '

ca l m

' We L L t h e r e was o n e b u t i t has dri e d

n g x a a r xy a a d e .

cha ta i '

a a r go '

mxa e u

gxr i de '

' Is t he r e no mi L k- gi v ing b u ffa L o in

biri '

up .

T h e r e fore I am t h i n king to L o o k

for another one . '

b i syaabaa ' . 7.

xe .

'Oh.

cha b i ' yaam gxr i m '

ca i d i j o ' n . 8.

0,

chab i ' i

xo 9 i '

In t h a t aa s e ,

o n e i s ne eded o f

cours e . '

biri '

a xy O '

yu ' l d i .

yOm ,

' Ye s ,

having s a i d t hu s I h a v e come

(from a b o v e ) .

xo ?

Wi L L t h e r e b e o n e

a va i L ab L e or no t ? '

9.

xyaa=sya yOm gxr i m ' yOmaen c ha l e .

10.

to'

' Having gone t h e r e y o u w i l t probab Ly fin d one t o b e a v a i L a b Le . '

xo ?

to'

xy a a d ' 0 ' 11 . 0 ,

O.

1 u'di ,

xod i ' ?

' Wha t w i l t happ en ? We H , y o u go t h e n .

•

' Ye s , y e s .

c h e n l e xy a a d ' .

Wha t wi l t happ e n ? ,

Go w e L L

,

N EW VOCABU LARY saa i du

' de p a r t u r e on a j o urney '

xo / t a b a a '

' to b e '

OyAAg ra n g xAA b a

' t hin ' ' t o t hi n k ,

fe e L '

NOTES Line 2 :

x y a a d o n g xAA b a i s ac c on s t ruc t i on t o e xpre s s that one was t hink­

ing o f doing s ome thing .

When a 3rd p e r s on c on s t ru c t i on i s b e i ng u s e d

t h e n i t b e c ome s x y a a m d o n g xAA b a . Line 3 :

b i yaabaa :

Line 6 :

n g x a a r xya a d e :

t en s e

-

Line 8 :

vari ant of b i s y a a b a a . the - d e s u f f i x i s an emphat i c form o f p a s t

i . xo g i '

a xy O ' xo borrows t h e Nepal i h o k i ?

Gurung c on s t ruc t ion , y O m n g e ' Line 1 0 h o i s us e d .

u a xy O '

nge

A l t ernat ively the

c ou l d b e u s e d .

S imilarly i n

120

TRANSFORM D R I LLS

1.

Thinking that . . . 3rd p e r s on

1 s t p e r s on ' I wa s t hi n k i ng t o go .

,

x y a a m d o n g xAA i

x y a a d o n g xAA i chi

' I was t h in k i n g he wou Zd go . '

b x u i d o n g xAA i

( b r i n g grass down )

ma ' g i

s a e d o n g xAA i

(KH Z a b u ffa Z o )

ko l o '

g x r i j x O d o n g xAA i

( emp Zoy a c h i Z d)

2.

A l t ernate form o f C onj unc t ive Part i c ip l e ' Th i n k i n g I ' d go . . . '

using - s y a a b a xy a a d o n g xAA s y a a b a

u s ing b i r i ' .

•

.

k a E c a d o n g xAAs y a a b a ( I ' d e a t ri c e )

t h e e d o n g xAA s y a a b a (I ' d hear)

g U n d r u l a d o n g xAA s y a a b a ( I ' d make saurkra u t )

x y a a d o n g xAA i b i r i xy a a d o n g xAA i

bi ri

.

.

•

121

LESSON 51 'A L o s t Buffa lo '

1.

kha n i '

xy a a l a a '

' Where have y o u b e e n ,

cx i j yO?

l i t t l e Young e s t ­

Son ? '

2.

ma ' g i m x a e b a r x y a a l a ' u .

, I ' ve b e en to

3.

ma ' g i

' Is t h e buffa l o l o s t ? '

4.

0,

m x a xy a a i ' w a a ?

phugaa r ca rge b i i

kha n i '

xyaa i ?

p i ' I aa

kha n i '

xya a i ' ?

l o o k for t he buffa l o . '

' Ye s , Ha v i n g s a i d " L e t i t gra z e in t h e fa l low fi e l ds " I l e t it l o o s e . Where h a s i t go ne ?

Where h a s i t gon e ? '

t a l aa ' na cu kha a g u kha l aa .

' Befor e ,

togo ' m a xm r o ' .

now,

6.

kha n i ' r mrO l aa ?

' Where di d y o u s e e i t ? '

7.

0'

8.

n g a l ma t t re '

5.

i t came around her e .

A s for

I haven ' t s e e n i t . '

, In t h a t p addy . '

ca mrO ' r i . u , aa rgo '

maE l a i

'Mine o n l y ,

or were t h e r e o t he r

p e op l e ' s a l s o ? '

mu l a a ? 9.

kxi l

n e ro '

10 .

ngx l na '

ba i daa ra l

ngxl n '

mu l a a .

b a a l u n m u wa a ?

' Yours and B a i dara ' s were t h e re . ' ' The two were t o g e t h e r , w e r e t h ey ? ' ' Ye s ,

11 . 0 , mu .

t h ey wer e . '

NEW VOCABU LARY phuga a r

' gra z ing avai lab l e on e d g e s

ta l aa

' ear l i er ,

of har v e s t ed, p r e v i o u s l y

baa l u/baa l un

' to g e t h er '

enc l o s ed,

b efo re '

fie l ds '

NOTES n gx l na '

Line 1 0 :

ngxl n '

the suffi x - n a ' . . . sOn ' . . .

' t he two t o g e t he r , b o t h ' : when u s e d on numb e r s

- n ' emphas i s e s a c omb ined group in g .

' t h e t hr e e t o g e t he r ,

verb s ( x y a a n a '

a l l t hr e e ' .

e.g.

x y a a n ' ) to denot e prot rac t e d a c t i o n :

.

n gx l na '

ngxl n '

n g xa a n '

n gxaana ' p l x i na ' sOna '

b a a l u ' n mu l a .

plxin'

sOn

' The two were t o g e t h e r . , A l l fi ve A l l four A l l t hr e e

.

, g 0 7- n g g 0 7- n g . . . ,

SUBST I TUT I ON D R I LLS

1.

sO ' na '

Thi s s u f f i x a l s o oc curs on

122

2.

xyaa n a '

xyaa n '

g x yAA mxa x y a a i .

' Go ing a n d g o i n g t h e y Z o s t t h e i r way . '

pxrana '

pxran '

pO ' na pO ' n ' tAA l a n a '

I an

Wa Z k i n g a n d wa Z k ing Ta Z k i ng and t a Z ki n g Cha t t ing and aha t t ing

123

LESSON 52 ' Ty i ng Up Wood B u n d t e s ' ' Oh,

mxo .

1.

0

2.

xwe ' a a s y O .

3.

to '

l a r i l aa 7

4.

to '

1 abaa ' ,

1 xa u

kU ' kho '

5.

nge '

mxo .

b r o t h e r - i n - law (=Younger

S i s t e r ' s Husband) . ' Ye s ,

b r o t h e r- i n - taw (=Wife ' s

Bro t h e r ) .

a x p hw i '

' Wha t are y o u do i n g ? '

cha l e n kU ' r i l a u .

' Wha t am I doing ?

Jus t s i t t i n g .

Come o n , aome a n d s i t . '

•

kx i 1 a m 5 I '

p hw i ' i

mxo7

'O. K. ,

b r o t h e r - i n - t aw .

Have y o u

t i e d u p t h e fi rewood or n o t ,

brother­

i n t aw ? '

6.

a x p hw i ' n g n g y U ' a a s y O .

7.

k h o y O j a ' r e p h w i ' md i 7

' I ' v e n o t t i ed ( t h em) bro t h er - in - t aw . ' ' A p p roxima t e ty w h e n w i t Z y o u t i e i t t h en ? '

8.

d xe ' ro n g x i g a E s O g a E

1 i Ud

phw i ' en . 9.

nga l a ' m U l na '

10.

xo ,

phw i ' se k u l

kx i 1 a m U l na '

syu ' gu l

k h AA ' 1 w a a ' 7 syu ' gubx l de '

' A s fo r m e , I fin i s h e d t y ing up and moving it a w h i Z e ago . '

k h AA ' I .

1l . 0 ,

' I ' t Z probab Z y t i e i t up two o r t hr e e day s from n ow . '

' Oh,

y o u b e fore fin i s h e d t h e w o o d

aarting, ' Ye s ,

•

sxajo ' nd i .

12 .

c h a b i ' y AA l xe n '

13 .

1 u'di

14 .

n g y e ' , c h e n l e xy a a d '

15 .

0, O.

' In ,

did y o u ? '

I ' ve aarried i t a Z Z , t h a t aas e ,

fo r t h em . '

y o u are in a v e ry

good s ta t e . '

mxo , n g a m x y a a m ' . 0

'

•

' We t Z ,

b r o t h e r - i n - taw,

' 0 . K. ,

go w e l L '

'O. K. ,

O. K. '

I 'm going .

NEW VOCABU LARY mxo

aasyO

p hw i b a

' to t i e up '

t aw ( hu s b a n d o f y o unger

d xe ' ro

' from now on '

s i s t e r or da ug h t e r ) ,

UI

' a few day s ago '

' br o t h e r - i n - l aw ,

son-in-

' b r o t h e r - i n - law ( w i fe ' s brother) ,

syu ' guba

' to aarry '

NOTES Line 9 :

the - e n s u f f i x on p hw i b a i s t h e 1 s t p e r s on form of the

p�o babila�i ve a s p e c t , of w h i c h 3rd p e r s on form ( le s s on 3 1 ) i s - ma E n ' .

124

TRAN S FORM D R I LLS

l.

1 s t p e r s on probab i 1at i ve , I w i H p ro b ab l y t i e t h em up

after three day s . '

sOgaE

1 i Ud

' He wi l l probab ly tie them up aft e r t h r e e day s . '

p hw i ' e n xya a e n '

3rd p e r s on probab i 1a t i ve

sOgaE

1 i U d p h w i ' ma E n '

(go)

c a i d i e n (n e e de d ) caen (eat) t i e n ( sp r e a d o u t )

2.

1 s t person probab i 1at i ve , A f t e r t h r e e day s I ' H

1 s t person cert aint i ve ' A f t e r t h r e e day s I ' H c e r ta i n l y

probab l y t i e t h e m up . ,

t i e t h e m up . '

s O g a E 1 i U d phw i ' e n

sOgaE

k u ' e n ( s hi f t ) n u e n ( fi n i s h ) p l e n (give) l ae n (do)

1 i U d p hw i ' s y o

125

LESSON 53 ' B orrowing Money ' '

0

2.

haj u ' r ,

,

' Oh,

mxA I 1 i !

1.

t xa a j yO .

n x O U kU '

kho ' .

phekha i ,

khO ' 1

1 xa u '

d xI '

Second born dau g h t er ! '

' Ye 8 ,

Unc l e / O l der bro t h e r .

i n 8 ide and s i t down .

khan i ' a xk h a ' ba e mx i 7

Come

Wha t do y o u

wan t , y o u w h o n e v e r c o m e her e ? ( Li t : w h e r e have y o u come t o ? ) '

3.

ngam kxe '

gx r i '

pa r d i i '

bi ri '

4.

bisidi ' .

5.

n g a l a ' m ko l o ' tad i ' . pa i saa ' cha ta i

6.

' Sp e a k .

to ' j a 7 na ' i

biri '

saa r

some work having a r i 8 e n ,

Wha t i8 i t ? '

wo u l d h a v e t a k e n i t to Pokhara

t i ' phU I

I h a v e n o t one 8 i ng l e p i c e .

biri '

axxre ' .

kx i n e p r i '

I

' My c h i l d has b e c ome very i l l .

pukh ru ' r boma l ' a .

(bu t )

So I 've

come wondering w h e t h e r i t m i g h t b e

p a i s a a ' c xa u d e k h i ' b y O m u ,

p 0 8 s i b l e o r n o t to b orrow a l i t t l e

bi i

money from y o u . '

biri

kho ' i ,

kha l aa .

t x a a j yO ,

l xe ' a x r x e ' .

n g a n e m pa i s a a '

mxw i '

n gxaj y u ' d

7.

cxa g a n b i l e p i no .

8.

na ' d i

khAAj o ' l a bx l n ' 0, 0,

ta i . 0

'

,

5 0/- w o u ld b e e n o u g h , A 8 for

I 'm b r o k e . ' b u t p l e a 8 e r e t urn i t in a

l i t t l e t ime won ' t y o u . '

daa i

ngadna '

' Ce r t a i n l y I wi l l do i t .

x o s y a a n g a m b e l e g U n bring i t my 8 e l f . 1u1 u'

mxA I l i T i d

n ga m xya a m .

10 . 0 , 0 ,

I f R8 .

' Th e r e ,

.

mxAAd i i j a . 0

me,

l a b x l s yo ' .

s a ' kha m .

money .

I do n o t h a v e a l o t o f

' Then j U 8 t g i v e me t h a t much .

ngam

t a r a t i ' s y a a ma l e ' '

' We l l Unc l e , t a k e t ha t . '

y u ' m b i y AA b o d u .

9.

' A 8 for m e , I ' v e come . '

kha l a a .

I ' m very g r a t e fu l .

We l l ,

dau g h t e r s ta y here,

I am g o i n g . '

' Ye s Una l e ,

t xa a j yO xya a d ' .

I wi l l

Thank y o u inde e d . 8 econd­

t h en g o . '

N EW VOCABU LARY nxO

' in 8 ide '

nep r i ' kh i ' ba

'with ' ' to l e n d,

c xa u d e

' j u 8 t s uc h a l i t t l e '

yu ' ba

' to b e s u ffic i e n t '

gUn

' gr a t i tude '

khAAj 0

' e xpre s s ion o f j oy and

s a ' d E ba

xOsyaa

to b orrow ( w i t h o u t

i n t e re 8 t ) , '

' n e e d,

laak '

' to e s a o r t '

relie f '

NOTES Line 5 :

p u k h r u ' r boma l a ' :

a c on trary t o fact s i t uat i on .

The - ma l a '

s u f f i x marks

' unrea l ' aspe c t ,

' I wou l d have t a k e n him to Po khara ( b u t

I didn ' t b e a a u 8 e I had no mone y ) ! '

- n e p r i i s an a l t ernate form o f t h e

126

c omitat i ve c a s e - n e ( les son 4 4 ) .

Other forms are - n e b a a l u and m a n e .

' a ft e r a w h i t e ' ;

t i ' s y a a ma l e '

Line 8 :

n AA '

a c t i on ' when a verb suffi x :

- ma l e '

y u ' ma l e '

' a f t e r ' marks

nga ca '

' c on c urrent

k h l xy o r m u l a a

' Wh i t e

i t w a s r a i n i ng I was i n t h a t p ta c e . '

s a ' k h a m i s a c ompound verb .

Line 9 : s a ' d E ba

' to e s c o r t ' .

The first part t o deri ved from

In the c ompound ing w i t h k h a b a '

' to come ' part o f

the s tem i s e l ided . BU I LD- U P D R I LLS 1.

khan i '

phekha i ,

khO ' I

' Wha t do y ou wan t ,

a x k h a ' b a e mx i 7 I xa u '

d x l ' n xO U k U '

kha n i '

y o u who n e v e r

c o m e h e re ? '

phekha i ,

kho ' .

' Come i n s i de and s i t down .

khO ' I

y o u wan t ,

Wha t do

y o u w h o n e v e r come h e re ? '

a x k h a ' b a e mx i 7 haj u ' r ,

txaa j yO .

nxOU kU '

kho ' .

phekha i ,

khO ' I

I xa u '

dxl '

kha n i '

'Yes,

Unc t e ?

down .

axkha ' bae

Come i n s ide a n d s i t

Wha t do y o u wan t ,

you who

n e v e r c o m e h e re ? '

mx i 7 2.

pa i saa ' bi i

cxaude kh i ' b yOm u

biri '

kh a l aa .

' I ' v e come, wonde ring w h e t h e r i t m i g h t b e p o s s i b t e or n o t t o b orrow j u s t a t i t H e b i t of money . '

kx i n e p r i '

pa l s aa '

kh i ' b yOm u b i i

c xa u d e

' I ' v e come, wondering w h e t h e r i t

b i ri '

m i g h t b e p o s s i b t e or n o t t o bo rrow

kha l aa . pa i sa a '

from you j u s t a t i t t l e b i t o f m o n e y . '

t i ' phU I

cha ta i

biri '

pa i sa a ' u bi i

n g a l a ' m ko l o ' tad i ' .

kx i ne p r i ' kha l aa . na ' i

biri '

t i ' phU I biri '

pa i saa ' biri

p o s s i b l e or n o t t o b orrow from y ou j u s t a t i t t l e b i t of m o n e y . '

saar

axxre '

kx i n e p r i '

cxaude kh i ' b yOm u , kha l aa .

So I ' v e

c o m e , wondering w h e t h e r i t m i g h t b e

p u k h r u ' r b o ma l ' a .

pa i saa '

bi i

' I have n o t o n e s i n g l e p i c e .

c xa u d e k h i ' b y O m

biri '

cha t a i

axxre ' .

'My c h i l d h a s b e come v e ry i l l .

I

wou l d have t a k e n i t to Pokhara (but) I have not one single pice . So I ' v e come , wonde ring w h e t h e r i t migh t b e p o s s i b l e o r n o t t o b orrow from y o u a l i t t l e mone y . '

127

TRANSFORM D R I LLS

l.

Unr e a l Aspe c t

P a s t A s pe c t ' I t o o k h i m to P o k h a ra .

,

P u k h r u ' r bo l aa . T i l a a ( 8 tay ) y O l a a (avai lab l e ) p h w i ' l a a ( t i e up ) ku ' I aa

' I w o u l d ha v e t a k e n h i m t o P o k h a ra . '

P u k h r u ' r b o ma l a a .

(mo v e )

128

LESSON 54 ' L e t ' s Go to t h e S l e eping H o u s e '

1.

c hyo '

ro d l r xya a l e ' .

' Come !

L e t ' s go t o t h e s l e ep i n g

h o us e . '

2.

kha n i ' r .

a xxya a ' .

3.

c a U 1 U n AA ' s a r xe .

' Where ?

n xa r y u ' i .

( I ' m ) n o t g o i ng .

(I 'm)

tired . '

naa ' j a i

s e ' b r o t i y A A ' m i , xy a a l e 0 ' 7

' Yo u know !

They say t h e y are g o i n g t o dan c e Come on,

t o da y .

4.

tu ' s i d i .

1 a b n ge ,

kha i

n xa r u

yu ' ba 7 5.

ch i ' nd r i daa i

l e t ' s go . '

' I don ' t know - w h a t to do ?

I am

tired . '

s e ' b n g xy o b g a a .

ro ' r i l e s i .

a x t a ' waa 7

c h a l e t a ma ' l a a .

t a r a pxa na

' ( The i de a ) i s to w a t c h t h e dance fo r a l i t t l e w h i l e and t h e n we s h o u l d s l e ep .

6.

T o Chyang l ung v i l l age .

Isn ' t t h a t O . K . ? '

' I g u e s s t h a t wou l d b e a l l r i gh t .

n xAA g a r k x a e d u b i y AA d x l mm a ' E d B u t i f I ' m l a t e t omorrow morning t h e xaud i m.

kha i

p e op l e of t h e h o u s e w i l l b e angry .

l abaa ' 7

Wha t t o do ? '

7.

n xA A k k a r n a ' t x u ma n .

ri i '

biri '

kha l

cha l e .

' We l l , w e ' l l j u s t have t o ge t up e a r l y in the morning and c ome .

Like

t ha t . '

8.

0 , yuman r i i '

khaga '

n g xAA m .

t a r a n xa r u m l E ' D o x y a a d u '

' Ye s ,

I want t o r i s e and come e a r l y

b u t if I o v e r s l e ep I w i l l b e l a t e . '

b i yA A k x a e xy a a m . 9.

ca '

d x l r b a ' e mx i n e b a a l u " 0 '

b x uj y u ' , bi l 10 .

n g i l a i y u ma n r i w a a d "

t x u ma n .

' In t h a t c a s e we ' l l have to a s k t h e p e o p l e of t h a t h o u s e " 0 Grandm o t h e r p l e a s e wake us up e a r l y " .

c h a b i ' y AA c h y o '

sidi '

xya a l e ' .

' In t h a t c a s e ,

come l e t ' s go . '

NEW VOCABULARY rod I nxa r yu ' ba

' s l e ep i n g h o us e ,

n )(a r

'wearines s '

t e enagers ' dormi t o ry '

ch i ' nd r i

' a s h o r t wh i l e '

' t o b e t i red '

se ' ba

' danc e '

( Li t :

w e a ri n e s s coming down ) ' xa u d i b a

kxaeba

' to s c o l d '

' t o b e la t e '

NOTES Line 3 :

The use of xe fun c t i ons s imi l arly t o

' y o u know ' in Eng l i s h

d i s c ours e - seeking affirma t i on or rec ogn i t ion from t h e hearer . Line 5 :

ror i l es i

' w e s h o u l d s l e ep ' :

the - r i

suffi x , in a hortat ory

verb , c onve y s an anxi ety to avoi d o ffence ( e . g . x y a a r i d 0 ' , n g a

1 i l i

129

kham

' P Z e a e e go o n , I ' Z Z fo Z Zow . ' ) .

The - s i suffix l i kewi s e c onve y s a

p o l i t e reque s t , or advi c e ( e . g . c h a a n b i s i Line 8 :

khaga '

' y o u e h o u Z d s a y t hu s ' ) .

n g xA A m repr e s en t s a c on s t ruc t ion e xpre s s ing the d e s ire

t o do s omet h i ng .

The s t em of the verb i s repeat e d w i t h v o i c ing t aking

p lace on t h e c on s onant o f the repeated s t e m , p lus n g xA A b a e . g .

thU ' dU

n g xA A m ' I w a n t t o dri n k ' . Line 9 :

The - ma n s u f f i x on t x u b a i s an emphat i c c e r t aint i ve a s p e c t

whi ch i s o n l y u s e d i n a n apo l o ge t i c type d i s c ours e , t h u s

' In t h a t ca s e

w e ' Z Z HA VE TO ' .

TRAN S FORM D R I LLS

l.

Want i ng t o . . .

Thinking t o . . .

' Wa n t ing t o come . ,

' Th i n k i n g I ' d c ome . ,

kha ga '

k h a d o n g xA A m .

caj a '

k g xA A m .

,

( ea t )

t h U ' d U ( dr i n k ) xya a xya a '

(go)

p O ' b O ( ta Z k )

2.

A p o l o ge t i c

I nd i c a t i ve

' In t h a t c a s e w e ' Z Z h a v e to

' We ' Z Z have to s a y . . . ,

say . . . ,

bi 1

bi 1

t xuma n (seek)

m xa e l phw i ' 1

( ti e up )

kha l

(come)

i 1

( g e t up)

r

txum

130

LESSON 55 ' Come !

Sing a Song fo r Me '

1.

lu'

kxwe '

2.

ngadna

I

p r l ' nd i .

a xx r a .

3.

swa a l l e '

4.

k h a ba ' t b i l a a 1

p r l ' m b i md i .

5.

t h eedo ' n p r l ' s e ro ' m i .

' Come,

s ing a s o ng ! '

' I don ' t know how to s i ng . ' They s a y y o u s i n g b e a u t i fu l ly . ' ' Why say s s o ? ' ' I ' v e heard i t s in c e y o u ' v e b e e n s i ngi n g . '

6.

b i r i d o ' n p h a ' k ka r i .

7.

p r l ' n a m , a x ro r i d .

8.

axxra .

k r xo s e n a I .

9.

prI 'n.

to ' i axb i l I e .

' Oh t h e y ' r e j u s t s a y i n g i t . ' 'Ptease sing. ' I can ' t .

Don ' t t i e down . '

Tru ty ! '

' Come s i n g .

S t op ma king excu s e s

( Li t : s a y i n g n o t h i ng ) . ' 10 .

c h a b i ' y AA p r l ' l e w a a 1

' In t h a t c a s e I ' t t s i ng .

11 .

0, prI ' n.

' Ye s .

O . K. ? '

S i ng ! '

N EW VOCAB ULARY k xw e

I

p r l ' ba

,

s o ng '

' t o s i ng '

xraba

' to know how to '

k r xo s e n a

' tr u t y ,

h o n e s t ty '

131

LESSON 56 'Arranging a Ma rriage ' 1.

0 '

2.

xwe '

p h oj y O .

' Oh . A u n t ( Younge s t s i s t e r o f fa t h e r ) . '

mxA l l i .

I xa u '

kU ' n .

0, O.

ca '

kha n i '

phekha i ?

' Ye s s e cond born daug h t e r . you come ? arri v e d )

3.

k r i s h n a a ' ma e m xA I I '

nga ' e Thaagu l a i

xr i bx l ns i ' .

'Yes,

5.

kho ' i

mxA I I i !

j o ro ' b a e

mx i d i

p x r E s yo x r i ba r xyaa d u '

ti l '

Com e ,

yes .

sit. '

P l e a s e b e g on my b e ha l f

t h e s e cond s i s t e r o f K r i s h n a for my fir s t s o n

4.

Why have

( Li t : Where have you

(for marriage ) . '

' We l l s e cond b o rn daugh t e r .

These

day s if y o u go to b e g a bridge h e

b i y AA ma I aa i ' wa a l e ' r o ,

s a y "Le t ' s g i v e h e r t o a ( s o l d i e r of)

j xa a l e '

Ma l a y a " and a g a i n "A l o t o f j ewe l l e ry

ph e ' r i

g xA A n a ' i y a a I abd i ' ?

mu l u g a ' n b i mu .

kha i

k h AA ' n s a mm a a '

bese r i

bid.

l a s e a x p i b ma n a a '

to ' , k h a i

b i d u b i y AA t o '

( i s n e e de d ) , " t h e y say .

Wha t to do ? '

' P l e a s e s p e a k a s p e r s u a s i v e ly as p o s s ib l e .

Goodn e s s !

If t h e y s ay

"Under no circums t a n c e s w i l l we g i v e " .

l abd i ?

Wha t t o do ! '

6.

g xA A n a a '

n i ' sca i

I xe n '

b i md i .

'For s ure t h e y w i l l a s k for a l o t of j ewe l l ery . '

7.

b i ma n

I xe n a a '

k h e ma E d a a m i .

' In t h a t c a s e t h e y t h ems e l v e s wi l l indeed a s k a l o t . '

8.

9.

s a a r o ' n g xAA n a '

I xe '

b i du

b i y AA n g i d p l l a a a x k h xAA '

grea t amoung of j ew e l l e ry w e won ' t be

to '

l a baa ' ?

ab l e to g i v e i t .

t i l

j o ro '

b a e s a ma E r i

j agad i byaa l abaa '

Dxa a g r e '

b e l e g a a ro

daa i gaa kha i l e byaa

Wha t t o d o ? '

'Rea l l y i t i s v e ry diffi c u l t t h e s e day s fo r non- s o l d i e r s to g e t marr i e d . Wha t a p i ty ! '

t a i j a a o c h E ma ' E . 10 .

' A nd if t hey a s k for an extreme ly

l a baa ' ,

' Th e r e fo r e how can o n e a rrange a marriage . '

baabae .

NEW VOCABULARY phoj yO

' A un t ( Fa t h e r ' s

Thaagu

' fi r s t born s o n '

Yo un ge s t S i s t e r ) '

p x r E s yo

' b r i de ' - ' go l d '

x r i ba

' to b e g '

g xA A n a '

ma l a a i

' Ma l a y a '

n i ' sca i

' c e r t a i n l y , fo r s ure '

samaE

' t ime,

Dxaa g r e '

' c i v i l a i n ( n on - s o l d i e r ) '

bel e/bese r i

' v ery ' ' e xpre s s i on o f

baabae

occa s i o n '

de spai r '

o c h E /o c h E ma ' E

' e xpre s s i on of sympathy or sorrow ! '

132

NOTES L ine 3 :

Note the benefac t i ve u s e o f - b x l b a '

Line 4 :

kha i

l abaa ' ?

( c f . Le s s on 4 1 ) .

' How to do i t ? ' i s here u s ed in a rhet ori c al

sense imp ly ing t hat i t c an ' t b e done . Line 5 : to ' .

k h AA ' n s a mma '

kha i

l ase

' a s much as p o s s ib Z e ' i s l i t e r a l ly

' a b i Z i ty up

' Howe v e r i t i s done ' i s generally b e s t t rans lated

' w h a t e v e r happe n s ' or

' under any circums tance s ' .

133

LESSON 57 ' We a v i n g a B a s k e t '

1. 2.

to '

ku ' b j aa 7

pxi

ro ' ba !

l ab '

' Wh a t are y o u m o v i n g ? Ma k i n g s u c h a

c xo t h e b a ' e

b i g b a s ke t ! '

ku ' ba ' e px i

' I ' m making a b a s k e t for m o v i n g

I ab

Zeav es . '

b i syaaba ' . 3.

t i d l ma m l a b o '

k h u l a a a xb x I '

b i m d i , xwxa a '

chaa waa7

' T h i s y ea r t he y won ' t a Z Z ow Z e a v e s t o b e ga t h ered,

don ' t t hey s ay ?

Isn ' t t h a t s o ? '

4.

tu ' s i d i .

k h u l aa a xb x l '

t a r a xy o ' i

bi ri

b i mu

a Z Z ow ( t hem) t o b e ga t h e r e d b u t s ome

b xw i m ,

h a v i n g s t o Z e n ( t h e m ) and bring them down. '

ku ' i d i . 5.

0,

k h u l a a a xb x l '

b i mu ,

s y a a ' d u b i yA A k u ' i

ta ra

ku ' i d i

7.

U,

' Ye s ,

t h e y say t h e y won ' t a Z Zow t h e m

t o b e ga t h er e d and i f y o u are c a u g h t s ome wi Z l t a k e t h em a w a y from y ou . '

p x E wAAm . 6.

They s a y t h a t won ' t

' I don ' t know .

u y AA ' n a p x E w a a i '

ro b i l d i ,

'Yes !

Ha v e y o u heard i t s a i d t h a t

t AA t h e a i ' w a a 7

some were snatched away

pxEwa a d e ' .

' They did i n d e e d confi s c a t e t hem .

ngada i mrO I aa .

s aw i t .

cha t a i ' ga a s a e i d i ' . 0,

ti l '

j o ro '

to ' ndo r i

ka D i

k a D a a u b a ' e s a ma ' E k h a i ' .

I

T h e r e fore i t has i n d e e d

b ec ome diffi c u Z t

8.

a few day s a go ? '

( Li t : i t h a s ki Z Z e d ) .

' T h e s e day s t h e s e a s on of many

k h a i r e s tric t i o n s has come .

Wha t to do ? '

l abaa ' 7 9·

c h a b i ' y AA b i g a a s a r b a ' e

' Th e r e fore we mus t b r i n g t h e deve Z ­

b xa l '

opmen t

t xu j o n d i .

10. bxaba ' m i xrOsa e '

t a ma ' l a a ,

t o ' d b xa b a ' 7

' I t w o u Zd have b e e n g o o d to b r i n g i t

t a ra

pa i s a a ' a xx r e ' chata i '

( L e. chemica l ) fer t i l i z e r . '

s e ro ' biri '

to ' ndor i n sa ' e rna gaa ro ta i ' .

b u t w i t h n o m o n e y wi t h w h a t w o u Z d one bring i t ?

In t h o s e w a y s i n

e v ery t h i n g i t has b e c ome very diffi c u l t . '

N EW VOCABU LARY ro ' b a khubaa xyo ' ba

' to weave '

l abo'

' Zeaves '

' to gather

t i d l ma

' this year '

t o g e t he r '

k u ' i / kw i

' s ome

' to thieve '

ka D i

' re s t r i c t i o n s ,

gaaro

' di ffi c u Z t '

b i ga a s a r b a ' e ma ' l

' chemica Z fe r t i Z i z e r '

ka D a a u

( p e op Z e ) ' laws '

134

NOTES Line 7 : cu

'

' i ndeed ' an emphat i c , often fun c t i on s as an equat ive verb :

- gaa

yOj gw i n g a a .

sae i d i ' :

' T h i s i s indeed Yanj a ko t . '

The verb

' to ki l l ' i s here u s e d in a met ap hor i c a l s e n s e mean­

ing t hat t he r e s t r i c t i on on ge t t ing t he l e av e s has made i t very d i f f i ­ c u l t f o r t hem . Line 1 0 :

The use o f the unreal a s p e c t - ma l a i s here u s e d in an emphat i c

sense a s man i fe s t ed by t he - m i suffix o n t he verb b xa b a '

' t o bring ' .

TRAN S F O RM D R I LLS

Unreal A s p e c t

l. W i t h Empha s i s

' I t wou ld i n d e e d h a v e b e en

W i t hout Empha s i s ' I t w o u l d h a v e b e e n g o o d t o bring

g o o d t o bring i t . '

it. '

bxaba ' m i

bxaba '

ro ' bam i p r l ' ba m i ro ' bami kh i ' ba m i

t a ma ' l a . (wea v e ) (sing) ( to s l e e p )

( t o l end w i t h o u t in t e r e s t )

t a ma ' l a .

135

LESSON 58 'Pro t e c t ing F i e t ds from Ca t t t e '

1.

c u ' ma E t a ' l e p x O b j a a 7

2.

k h y o d o l xa a l AA b i i

' Why are t h e s e p e o p t e arguing ? '

biri '

roo

' H e s a i d t ha t h e ' d d i s c o v e r e d t h a t h i s ca t t t e had b e e n dri v e n ou t . '

3.

khyodo baa r i r i

khO ' n a r o waa ' 7

' D o e s he

( t he other one ) say t ha t he

di s c o v ered t h e ca t t t e g o t i n t o t h e d r y fi e t d ? '

4.

axkhO ' . l xa a l

t a r a k h O ' m u n g xAA I

' No ,

b u t he s a y s he dro v e i t away

b e c a u s e he wonde r e d wh e t he r i t wo u td

ro o

g e t in or n o t ? '

5.

c h a l e l xa a b a r a i

ta ' l e cha l e

p xO e d i 7

' Why w o u t d t h ey b e arguing t i ke t h a t j u s t for a t hing t i k e dr i v i n g o u t ( t he c a t H e ) ? '

6.

c o ro ' mu .

b a e j u g s a ma E k a D a a ' xrOsaE baa r i r khO ' yaa

ma t t r e l xa a l

yOm ,

ta ra a rue '

b a a r i r l xa a b a e x a ' k a x x r e ' .

' In t h e time t h a t has come now t h i n g s are tough .

On t y if i t g e t s i n t o y our

own fi e td can y o u c ha s e it away ,

but

y o u have no right t o c ha s e it out of o t h e r fi e t ds . '

7.

0,

chaami chaana .

l a b a r p xO r i e '

t a ra to '

b i ba a 7

' Ye s ,

t ha t ' s t h e way i t i s inde e d .

B u t w h a t d o t h ey s a y t h e y w i t t d o b y arguing ? '

8.

c a ' m n g xy o ' p u r aa n u '

to '

se ' .

k h e ma E e '

x r i s m u ma E ' n .

' A s for t h a t , w h a t c a n w e ( inc 1 . ) know .

I t ' s proba b Z y a n o Zd q u a rr e t

of t h e i r own . '

9.

0 , c hAAn mu l a a s e ' .

' Ye s ,

10.

n g a ' e s a E r c h a n g xAAm .

' It s e em s t ha t way in my m i n d . '

i t ' s proba b t y t ha t . '

N EW VOCABU LARY pxO ba

' t o argue '

l xa a b a

' t o dri v e o u t '

khyodo

j u g s a ma E / s a ma E / t x i ' t ime,

p u ran u '

o c c a s i on '

' o td '

'catt te '

ba a r i

' dry fi e t d '

kaDaa '

' di fficu Hy '

xa ' k

' a u t ho r i t y '

n g xAA b a

' to wonder a b o u t '

NOT E S l x a a b a i s another form o f t he d i s c overy

Line 2 :

The - l AA suffix on

aspe c t .

The more usual form i s - n a .

Both forms are u s e d in t h i s

l e s son in l in e s 2 and 3 . Line 4 :

k h O ' m u n g xAA I :

Here n g xAA b a i s u s e d t o e xpre s s

It c an a l s o mean ' t hi n k ' or

' w a n t t o ' a s an aux i l i ary :

'wondering ' .

1 36

khO ' m

u

n g xAA I

' wondering w h e t h e r i t m i g h t e n t e r or n o t ' .

k h O ' m d o n g xAA I

, t h i n k i ng i t wou l d en t e r . . .

k h O ' g O n g xAA I

' w a n t i n g to e n t e r ' .

'

In l ine 1 0 t he verb n g xAA b a i s u s e d as an independent verb and here i s t rans la t e d ' to s e em t o o n e ' . Line 8 :

' know ' i s the bare root - an unu sual u s e .

se '

More normal

would be s e ' b a , t he gerund . TRA N S F O RM D R I LLS

l.

khO ' m rx i m

2.

' Th i n king i t wo u ld e n t e r . ,

' Wondering w h e t h e r i t wo u l d e n t e r or no t .

,

' k h O ' m d o n g xAA I .

n g xAA I .

u

(beg)

u

xya a m '

u

pxEm

(snatch)

u

(go)

b xa m '

u

(bring)

kh i ' m

u

( l e nd)

' Wa n t i n g t o en t e r '

' Wondering w h e t he r i t w ou l d e n t e r t he dry fi e ld or no t .

b aa r i r khO ' m p hw i ' m

n g xAA I .

u u

( ti e u p )

m x a e m u ( s e e k for ) n g xyom

u

( look)

pxram '

u

(wa l k )

,

b a a r i r k h O ' g O n g xAA I

137

LESSON 59 ' A rranging for a Boy to C u t Gra s s ' 1.

kx i e cxa gx r i '

2.

ta ' l e ,

3.

to '

ngad i '

n ga l a i

l a baa '

ma ' g i

gx r i '

t a ra n ga ' e d x I r i '

4.

mx i

a xx r e ' .

ko l o '

gx r i '

k l bxa l a a '

ca i d i i .

kho ' i '

kha i

F o r doing w h a t ? '

' I b o u g h t and bro u g h t o n e b u ffa l o b u t

k h a ' E b a e in m y h o u s e t he r e i s no gra s s a u t t in g

c h a t a ma n g a l a i

kx i e cxa p l l

' G i v e me one o f y o ur s o n s ! ' ' Why ?

ch i

nga l a i cu '

p l nc h i ' !

r07

c h a t a ma

person .

Therefore I n e e d a a h i l d .

Therefore

( y o u ) mu s t g i v e me y o u r s on .

txu i i .

l a baa ' 7

ko l ma ' E a x x r e d u '

n ga l a i n a '

' We l l ,

b i y AA

t h e s e a h i l dren are n o t h e r e w h o wou l d

how t o do i t !

nga ' e khaa ' gae muba ' e

d o m y sma l l farm j o b s ?

k h ed i '

to do i t ? '

paad i '

j a ga k h a b a ' d

We Z Z !

if

How

kha i

k ho ' i !

l xa i d i b a .

To me a l s o ,

l a ba a ' 7 5.

a xn g x l ' . daa i

k x i l a m l xe n ' mu d i ' .

cu '

gxr i '

-

y o u have many s o n s

Even i f you

give t h i s o n e t o m e t h e others w i Z Z do

n ga l a i

p l n a a ' b i l e yAA c u '

, No,

a a r g o ma E d n a

(your work) . '

s a a ro ' n

' O . K.

l a ma n . 6.

tams i d i ' . k h AAj

kx i l a i

p a r d i y AA '

gx r i '

p l syo '

I f y our n e e d i s s o g r e a t I

wi Z Z a e r t a i n l y g i v e o n e . ,

5idi ' .

7.

ban i

ka d i '

ka bo l

l am7

bid.

' T h e s a lary,

how muah w i l l we ma ke

t h e a o n t ra a t ?

8.

n g a d c xa g a a a x b i . daya a d i

ka d i '

P l e a s e s ay . '

' I w i l l n o t s p e a k t hu s .

kx i e

to y our m e r a y ,

pi le pin.

A aa o rding

however muah y o u g i v e ,

g i v e ( t ha t mua h ) . '

9.

c h a b i ' y AA b a r s a r b a e mx u i '

' In t h a t a a s e .

n gx i b raa ta i 0 ' 7

year O . K. ?

s a E kxom u

tadO ' nd i

2 0 0/- for t he

o r no t ? '

a x kx07 10.

Is R s .

Do y o u a a a e p t t h a t pri a e

kx i d cxau b i sero.

' T ha t ' s O . K . t h a t wa y .

l u ' d i , n g a m xya a i ' .

Sinae you ' v e spoken in

We Z Z I mus t g o .

( Li t : I

have gon e . ) '

11 .

' Ye s ,

0 , 0 c h e n l e xy a a d .

y e s go w e l l . '

NEW VOCAB U LARY khed i '

paad i '

' au l t i v a t e d p r o p e r t y ' b a n i

ka b o l

' aon traa t '

dayaa

ba rsa

' y ear '

- b ra a

kxom

' to a a a e p t , s a t i sfi e d '

be

' y e a r l y s a l a ry ' 'meray '

' numeral c la s s i fi e r on group s of 1 0 0 '

138

NOTES Line 4 :

n ga l a i na ' :

Not e t he emphat i c - n a '

suffi x .

Here giving t he

meaning ' t o me a l 8 o ' . Line 5 :

The - n a a ' b i l e yAA i s an ' e v e n i f

p l n a a ' b i l e yAA :

.

.

. ' c on s t r u c ­

t i on . BU I LD - U P D R I LLS 1.

c h a t a ma n g a l a i

kx i e cxa p l l

' Th e r e fo r e y o u m U 8 t g i v e me y o u r 8 o n . '

ko l o '

' T h e refore I n e e d a a h i l d . '

txu i . c h a t a ma n g a l a i

gxr i '

ca i d i i . n ga ' e d x l r i ' axxre ' .

ch i

c h a t a ma n g a l a i

gxr i ' ca i d i i . kx i e c xa p l l ngad i '

k h a ' E b a e mx i

ma ' g i

ko l o '

c h a t a ma n g a l a i

gx r i '

k l - b xa l a a ' ch i

ca i d i i .

ko l o '

' I b o u g h t and brought o n e b u ffa lo a u t t i ng p e r8 o n .

gx r i '

c h a t a ma n g a l a i

k x i e c xa p l l

The refo r e I n e e d

The refore y o u mU 8 t g i v e

b u t i n my hou8e there i8 no gra 8 8

k h a ' E b a e m x i a x r xe ' . c h a t a ma n g a l a i

a u t t i n g p e r 8 on . a ahild.

me y o ur 8 o n . '

t xu i .

t a ra n ga ' e d x l r i '

' In my home I don ' t h a v e a gra 8 8

a ahi ld.

Therefore I n e e d

Therefo r e ( y o u ) mU 8 t

g i v e me y o u r B on . '

txu i i .

SUBST I TUT I ON D R I LLS

1.

n ga l a i

p l n a a ' b i l e yAA c u ' a r g o '

ma E d n a l a m a n . bonaa '

'Even if y o u g i v e

(him) the8e

o t he r o n e 8 w i l l d o i t . '

b i l eyAA

take

(him)

n xa n a a b i l e yAA

k e ep ( h im)

k l n a a b i l e yAA

get

( him)

139

TRANSFORM D R I LLS

l.

' If '

' Ev e n i f ' 'Even i f you give o n e w i t l do i t

(him)

this

( t he w o rk ) . '

p l n a a b i l e yAA c u ' d l a m .

' If y o u g i v e ( h im)

t h i s o n e wi t l

do i t . '

p l yAA c u ' d l a m .

c U ' n a a b i l eyAA (se Z Z ) x r i n a a b i l eyAA (beg) xw i n a a ' b i l e yAA ( a a Z Z ) k h AA ' n a a b i l e y A A ( a an do i t )

2.

' If ' C o n s t ruc t ion

A l t e rnate forms o f , If y o u mus t have

( i t ) I ' Z Z a e r t a i n ly g i v e .

p a r d i yAA '

p l s yo '

c a i d i y AA '

( i t i s n e e de d )

I xa u d i y AA '

( I mus t )

I x a i d i y AA '

( i t a o s t s tha t muah)

,

p a r d i d u ' b i y AA p l s y o '

140

LESSON 60 ' Churning B u t t e r '

1-

ko l a a '

2.

0,

3.

'Yes .

ta ra chyugu ' to '

kha l a a a xn g l ' . to '

' Yo u ' r e churning b u t t e r are y o u ? '

I xu i ' waa?

I xu l aa ' .

ta i ' ?

I ' m c h urning b u t t h e b u t t e r

won ' t come .

Wha t ' s happ e n e d ?

Wha t ' s

happ e n e d ? '

ta i ' ?

k y u ' l a a kwa a l a a i '

b i r i ' j xO l '

' D i d y o u h e a t t h e w a t e r b e fo r e y o u p u t i t i n ? ( Li t : H a v i n g h e a t e d w a t e r

waa ' ?

h a v e y o u p u t i t in ? ) '

4.

0,

I xe n ' .

c ha ' l l e l a a i '

biri '

j xO l a u ' . 5.

xe ,

c h a b i ' y AAm k y u '

cwa a d o ' n .

I aad

cha ta i ' ga chyugu '

a xkha ' d i . 6.

' Ye s , a l o t .

Having done i t t h a t way

I ' v e p u t i t in . ' 'Oh!

In t h a t c a s e t h e h o t wa t e r h a s

consumed ( the b u t t e r ) .

For t h a t

r e a s o n t h e b u t t e r has n o t come . '

0 , c hAAn t a i '

u to ' ?

,Yes,

t ha t ' s

w ha t h a s happ e n e d

0 1'

what ? '

7.

t i l ' j o ro ' cha ta i '

ga r m i

b i ri '

t a n gngyU ' .

ky u '

l a a l aa '

' T h e s e day s i t h a s b e come h o t ;

that ' s

why y o u don ' t have t o h e a t wa t e r . '

axtxu . 8.

a x l a a ' l l e kyu '

s I n j xO y A A '

T h i ' g t a mm u l e s y A A m u . ba ' i

ngada ' m bese r i

kh a n i

l aa i '

d xe ' ro , j xO I

I x u ma ' l e '

biri '

me !

Dear

And here I have b e e n p u t t i ng

v e ry h o t w a t e r i n ! '

j xO r i ' b a . 9.

' If I h a d p u t co l d w a t e r in i t p robab ly wo u l d have b e e n O . K .

I xu l '

ky u ' s l n

' From now o n , when y o u are c hurning you s ho u l d p u t in c o l d water for

txu i .

churn i n g . '

10.

0, O.

dxe ro '

I xu l '

txuj o n .

p i ru cha l en

'Yes, yes.

From now o n I mus t

i n d e e d do i t t h a t way . '

N EW VOCABULARY ko l a a '

, b u t t e r mi l k '

I xu b a '

' t o churn '

kyu '

'water '

kwa a l a a b a '

, to h e a t f l u i ds '

l aaba

' to h e a t '

cwaa b a '

' to c o n s ume '

5 1

'co ld '

d x e ' r o p i r u / d xe ' r o

, from n ow on '

kha n i

ba ' i

' de a r me ! '

NOTES Line 2 :

kha l aa axng l '

' I t won ' t come ' l i t e ra l ly

One might t hink o f it a s ' i t re s i s t s coming ' .

' I t won ' t o b e y to come ' .

It i s o ft en u s e d o f a

stain or dirt whi c h re s i s t s c leaning , x y a a l a x n g l ' , or T i l

axng l '

of a

c h i l d who won ' t s t ay somewhe re . Line 8 :

t a mm u l e s yA A m u :

' De a r me ! '

t ra t i on .

( l it :

' w o u l d probab ly have b e e n O . K . ' :

kha n i ba ' i

' o f w h e re ? ' ) i s u s e d s imp ly a s an e x c lamat ion o f frus­

141

LESSON 61 ' Vi l lage Work in Apri l - May

1.

t l l ' j o ro ' kxe '

2.

cu '

n AA ' s a r i

sI '

kuba a "

(Ba i sa kh) '

to '

I am?

v i H ag e . '

t I I ' j 0r0 '

rna ' I

t xa a b a ' , c h a b a ' n I a m . n AA ' s a r k h O l '

' Th e s e day s comp o s t ,

k u b a a ' r , a a s a r e ' ma k h a ' E cu '

' Th e s e day s w h a t work i s done in t h e

kx i

axkha ' i waa

( t hey ) carry wood,

h o e the Ju Zy c o rn - t h ey do

t h o s e sort o f t h in g s .

Have you never

b e e n to t h i s v i l l a g e b efor e ? '

u to ' ? 3.

0,

khO l '

axkha ' n gaa ngyu ' i d i

baa bae ,

daa i .

ga r m i

t a ma E '

5.

t x i yAAda m b e s e r i

kh rOdo ' n .

to '

c ha ' i

l abdi ' .

txl

bii

I ' ve never been

t ha t ' s w h y I ' m a s ki n g .

Goodn e s s !

xwa a ' ? 4.

' Tha t ' s r i g h t . here,

Isn ' t i t ho t ! '

' I t i s burning h o t t oday . do ?

Wha t t o

I f y o u di dn ' t work b ec a u s e t h e

k x e ' a x l a ' d u b i y AA k h a b a ' d

s u n w a s burning who wou l d wor k ?

l a baa ' 7

MUST do y o ur own work . '

xrOsadna

c hA A n a k u j i ' . j xO d i ' ,

kxe '

lal

txujon .

a g u mx i j a g a l a b b xa n d a '

x r i bae sa ' e I xe '

' Ye s t ha t ' s s o . peop l e

x r i ba , mx i m

( bu t )

I emp l o y e d o t he r

t h ey j u s t b egged t h i n g s

r a t her t ha n work i n g .

A s for p e op l e ,

k u ' c h u i l e n a x k h AA ' .

o n e canno t afford ( Li t :

6.

ku ' nch i ,

' Come .

7.

xyaam ' ,

s i da ' i

maa r d i ' l e .

Si t !

, I 'm g o i n g .

ngam bese r i

You

t o uc h ) t h em . '

L e t s enjoy t h e s ha de . ' I ' m v ery l a t e . '

k xa e n g n g y U . 8.

t a ' l e , x r E g o xy a a b ' wa a ?

9.

ca '

k h l x i mj i

xyaa I '

n AA ' s a r s a mm a '

t x u b a e kxe '

10.

e k xa e y a a m .

11 .

0 , xyaa l '

' Why ?

A r e y o u g o i n g a l ong way ? '

' I h a v e to go for work in t h a t vi Z Z a g e ca H e d k h I i m j i . '

mu .

xyaa s i d i ' 0 ' 7

txu i .

' Ye s ,

y o u are Z a t e .

' Ye s ,

I mus t g o . '

Then go . '

N EW VOCABU LARY cha ' ba s i da ' I agu

maa r d i ' ba

' to exp e r i e n c e ,

hot o b j e c t ) '

kh rOba

, to burn '

, s h a de '

kuj i '

' e xc l ama t i on o f agreement '

baabae

' e xpr e s s i on of d e sp a i r '

' to b urn

' o t her '

(of sun,

( alt .

0 1'

aa rgo ' ,

enjoy '

a ru)

NOTES Line 4 :

- d o ' n and - j O n are t wo emphat i c suffixes u s e d on verb s and

seem to serve s imi lar fun c t ions .

14 2

B U I LD - U P D R I L L S

1.

k x i c u ' nAA ' s a r k h O l ' a x k h a ' l waa u t o ' ?

'Have you never been to this

vi l l a g e

or w h a t ? '

t i l ' j o ro ' 5 1 '

k u b a a ' , ma ' l

k u b a a ' , a s a r e ' ma k h a ' E

' Th e s e day s c o mp o s e ,

t xa a b a ' , c h a a b a ' n l a m .

kx i

c u ' n A A q s a r a x k h a ' l waa u

they move wood, hoe

move

t h e J u l y corn .

wha t t h e y do .

That ' s

Have y o u n e v e r b e e n

t o t h i s v i Z l a g e or w h a t ? '

to ' ? 2.

x rOsadna 1 a I txujon .

, Inde ed y o u m u s t do y o u r own w o r k . '

t x l cha ' i b i r i '

' Wi t h t h e s u n b ur n i n g w h o w o u l d wor k ?

kxe ' a x l a ' d u

b i y AA k h a b a ' d l a b a a ' ? xrOsa dna 1 a 1

Inde e d y o u m u s t d o y o u r own w o r k . '

txujon .

t x i yAA d a m b e s e r i k h r O d o ' n .

, Inde e d t h e s u n

to '

' Wh a t

l a bd i ' .

t x l cha ' i b i r i '

k x e ' a x l a ' d u b i y AA k h a b a ' d l a baa ' ? 3.

x rOsa dna l a l

t xu j o n .

m x i m k u ' c h u i l e a x khAA ' .

to do ?

is

burning h o t . '

Wi t h t h e s u n b u r n i n g

w h o wou l d work ?

Inde e d y o u m u s t

do y o u r o w n w o r k . ' ' It i s n o t p o s s ib l e

to g e t p e o p l e

to

work. '

kxe '

l a b bxanda ' x r i bae sa ' e

l xe ' x r i b a .

mx i m k u ' c h u i l e n

a x k h AA .

' R a t h e r t ha n w o r k i n g t h e y j u s t b e g l o t s of t h i n g s .

It i s not p o s s i b l e

t o g e t p e op l e t o work . '

c h AAn k u j i ' . j xO d i ' kxe '

a g u mx i j a g a l a b b xa n d a '

' Ye s .

Tha t ' s r i g h t .

I emp l oy e d

o t h e r p e o p l e b u t t h e y j u s t b eg g e d

x r i bae sa ' e l xe ' xr i ba .

t h i n g s r a t h e r t han w o r k .

mx i m k u ' c h u i l e n a x k h AA .

p o s s i b l e t o g e t p e op l e t o w o r k . '

It i s n o t

S UBST I TUT I O N D R I LLS

1.

2.

c u ' n AA ' s a r i '

t l l ' j o ro ' 5 1 '

to ' k x e '

l a m?

, Wha t work do y o u do in

tAA l a m

ma t t e r s do t h e y d i s c u s s .

ma E l a m

m e d i c i n e i s do n e .

kubaa '

' Th e s e day s t h e y m o v e w o o d . '

c h i kha ' E ba 51 '

3.

ta ' l e?

this vil lage ? '

c u t gra s s .

t ho ' ba

c h op wo o d .

mo ' k u ' b a

sp l i c e r a t t a n .

to ' i a x l a '

don ' t do any t h i n g .

x r E go xyaab ' waa?

' Why ?

A r e y ou g o i n g a

l o n g way ? '

cEdo '

short

kya r

o v e r t h e re

cu ' j a re

in

t h i s area

14 3

LESSON 62 ' On B a t h i n g ' 1.

khan i '

2.

nga s e

xyaamu '

j yu

beser i

kwE l y a a khru ' nmu

x y a a ma ' u .

kebaa ' ,

kx r i

' Wh e r e a r e y o u g o i ng ? '

kx i 7

k h r u ' ba r

phe ' r i

ta baa ' .

b i i

daa i

' I 'm going

i s i t a hing a fi l t hy .

out

3.

tel se

uyAA '

to '

k h r u ' ba r

l a l d i '

t i yA A '

lot,

My f l e s h

m y a lo t he s a r e

T h er e fo r e s a y i n g

t o wa s h . "

txOkha l a u .

to wa s h my b o dy .

"I 'm going

( Lit :

I ' v e aom e .

( o f v i l l a g e /h o u s e )

emerging

aam e ) . '

' Wh a t were y o u do i n g y e s t e rday a n d t h e day b e fo r e t ha t y o u a o m e fo r

khabaa ' 7

w a s h i n g t h e f l e s h t o day ? ' 4 .

tel

u y AA '

kxe ' m i . p l xu '

l a l

phu rsa t kxen '

to ' ndo r i

txuba ,

l a r i sero ' m

chata i

n gxyona

hoe ing

aorn,

to do

tOphyaa ' r

p l a n t ing s e e d s .

e v e ry t hi n g my s e lf i n

kuj i ' .

phu rsat

j yu

ba l l a

khru ' l a t i l '

khru '

Having

t h a t w a y I had

l e i sure . '

' S i n a e y o u work a n d w o r k , aon tinuous,

n gxyon bi r i

' My work has b e e n b e y ond r e a k o n i n g y e s t e rday and t h e d a y b e fo r e ,

no

xe ' .

c ha t a baa ' ,

axyO ' n

n 9a ' e

t xa a b a '

axyO ' ba d i ' .

taxyaa m '

6.

kh0 ' ba

t hEbaa ' .

xrOsan

5.

to' r

ma k h a ' E

i t beaomes

indeed. '

' Y e s t ha t ' s how i t i s i n d e e d . not

been a b l e

B o u g h t for a

to wa s h ,

Having

t h o ug h I

l e i s u r e mom e n t ,

I

e v e n tua l l y had to a om e for wa s h i ng

k h a ba ' d i .

today . '

7.

ngam jyu

phu r s a t kx r i

chyu ' D i

8.

0,

yO l a i

taser i ' m xya a b r E '

dxe r o '

nga i

axyO ' l a i k h r u ' ba r

I amau .

c hAAn

lal

' Wh e t h er I ha v e

l e i sure

or n o t w h e n

I ' m d i r t y I a lways s n e a k o u t f o r a wa s h . ' ' Y e s from n o w on I m u s t do

l i kewi s e . '

t xu d e .

9.

c ha a khO

a x l a ' bdem

I '

phu rsada '

' If y o u don ' t do i t t h a t way y ou ' l l n e v e r FIND

a xy O ' .

l e i s ure . '

N EW VOCABULARY jyu

' b ody '

se

'flesh '

kebaa '

' to i t a h '

kwE

' a lothes '

kxr i

' di r t '

t xO b a

' t o e m e rg e ,

' u na e a s i n g ,

phu r s a t

' l e i sure,

to ' r

' mu l t i p l i e d,

t O p hy a a ' r

a on t in u o u s ' chyu ' D i

xyaaba '

' t o run e l op e ,

off, e s aape '

khO ' ba

rea koning '

aome o u t of '

spare

time '

b e y ond

144

NOT E S Line 5 :

lari

s e ro ' m

The - r i suffix here repre sent s t he c ont inuat i ve

a sp e c t - u s e d a l s o in l e s sons 2 8 and 4 4 . Line 6 :

- n a . . . - n deno t e s ' protra c t e d act i on '

j y u k h r u ' l a a xy O ' n b i r i '

( d i s c u s se d in l e s s on 5 1 ) .

' n o t b e i ng a b l e t o w a s h my b o dy ' c an alt er­

nat e l y be e xpre s s e d a s j y u k h r u ' l a a x y O s e r o '

' s in o e I w a s not a b l e to

wash my b o dy ' .

Line 7 :

y O l a i a x y O ' l a i , or more frequen t l y y O l e a x y O ' l e , man i fe s t s a

' w h e t h e r ' c on s t ruc t i on i . e .

xyaa b r E '

l a ma u

' w h e t h e r i t ' s a v a i lab l e or n o t . . ' .

The - b r E l a m repre sent s a hab i t uat i ve a s p e c t on t he

verb , b e s t t rans la t e d by

' a lway s . . '

.

145

LESSON 63 ' P l a n t i ng R i a e and Mi l l e t

1.

p l xu '

2.

to ' e p l xu ' ?

( J e s T h , May - June ) ' ' H a v e y o u p l a n t e d ( L i t : p la a e d ) y o u r

t h E l ' wa a ?

s e eds ? '

naa re ' l

' Wh i a h s e eds ?

u

Of mi l l e t o r of r i a e ? '

m l xa l a a ? 3.

naa re ' l aa baa ' . t i l naa '

4.

to '

' Of mi l l e t .

m l xa l a m

t h Ej o ' n b a a ba e .

n AA '

Wha t !

P la n t ing r i a e

s e eds n ow ? '

t h E ba a ' ? yu ' bae

' I am i n d e e d p la n t i n g .

Goodn e s s me !

m x a a l a r p a r d i b a a c h a l e n k a ' b l a Wi t h t h e rain a o m i n g time upon u s , I di d t h e p lan t i ng anyway , w i t h o u t

ku ' b l u l e l a t h Ede .

proper p r e p ar a t i o n . '

5.

daa i gaa kuj u ' i .

n AA ' l

yu ' i

' Y e s i n de e d .

When t h e r a i n do e s aome

bi ri '

yu ' l aa axxraba , cae i

it d o e s n ' t know how t o aome prop e r l y ,

biri '

c a e l aa a xx r a ba .

when it eases,

i t d o e s n ' t know how t o

e a s e off prop e r l y . ' ' Ha v e y o u p u t y o urs in y e t ? '

6.

kx i 1 a m t h E I '

7.

n g a l a ' m u y AA ' n a n t h E s e .

wa a d i ?

' I p u t m i n e in s ome t ime a g o .

dxero ' m mxaa r s i m l xae b y a a O a a

I have a a h a n a e to prepare t h e ma r s i

casd i l

r i a e s e e d b e d I mus t p u t i t i n t h i s

yOd u '

b i yAA c u '

mxA l n a

n g x i s y u baa i s j a r e t h E 1 8.

No") i f

nga l a ' m ba l l a naa re ' l

t x u d e . mon t h round a b o u t 2 0 t h - 2 2n d . '

thEl

k h AA ' d i , m l x a p l x u l a ' m t o ' i

' A s for m i n e ,

I h a v e j u s t fi n a l ly

fi n i s h e d p la n t ing t h e mi l l e t .

A s for

s a a ' r s u ' r a i a x t xe n g n g y U ' .

t h e r i a e s e ed,

I ' v e n o t done any

to '

prepara t i o n s .

Wha t s o r t of m a r s l i s

mxaa r s i j a a ?

kx i l aa 1

yours ? '

9.

kaaThe ' mxaa r s i

baa .

kx i l a a

'Mine i s k a a t h e m a r s i .

And yours ? '

di '? 10.

n g a l a ' m d a r m a a l e j uw a a r i

11 .

0, o.

'Mine i s d a r m a a l e j u w a a r i .

t a dO ' n . ' Oh,

yes . '

NEW VOCABULARY p l xu '

' seed '

naa re '

'mi l l e t '

nAA '

' ra i n '

mxaa 1 a r

' t ime"

ka ' b l a k u ' b e u l e

c a s d i ba '

byaaOaa

' seed bed '

w i t h o u t proper

' ro u g h l y , p o o r l y ,

caeba a '

' to e a s e off- of rain '

prepara t i o n '

t hEbaa '

' t o p la n t '

' t o prepare s e e d bed '

s aa ' r s u ' ra i

'prepara t ion s '

down ' )

( Li t :

' to p u t

146

NOTES Line 8 :

thE l

' fi n i 8 h e d p La n t ing '

k h AA ' d i

indicat ing t hat t he act i on is c omp le t e .

The k h AA ' d i

is a modal verb

Compare with such c on s t ru c t i on s

as thE l

yOd i

' p o s 8 i b L e t o p La n t '

thE l

t xu d i

'mu 8 t p La n t '

thEl

xra d i

' know how t o p La n t '

The modal k h AA ' b a can a l s o be u s e d t o indicate abi l i t y t o d o s ome t hing i.e.

thE l

' I 'm ab L e t o p La n t ' .

k h AA ' d i

Only t he c ont ext c an d i s t ingu i s h

t he meaning in foc u s . TRAN SFORM DR I LLS

l.

2.

Opport uni t y t o . . . .

F i n i s he d . . . .

' If i t ' 8 p 0 8 8 i b L e t o p La n t

'If I ' ve fi n i 8 h e d p La n t ing t h em

( t h e m ) I ' H do i t . '

I ' H do i t . '

thE 1

thE I

y O d u ' b i y AA l a m

kh ru ' 1

( wa 8 h )

1 xu I '

( a hurn b u t t e r )

ro ' l

(wea v e )

pr I ' 1

(8ing)

Finished . . . .

A l l owe d t o . . . .

' I h a v e fin a H y fi n i s h e d p u t t i ng m i n e i n .

,

nga l a ' m ba 1 1 a t h E I 1a1

' I have fi na H y b e e n a H owed to p u t mine in .

k h AA ' d i

,

n ga l a ' m b a 1 1 a t h E l

bxl d i

(doing)

ro ' l

( 8 L e ep i n g )

t xO l

(aome o u t )

kh ru ' 1

3.

k h AA ' d u b i y AA l a m

(wa s hi n g )

Knows how to . . .

Must do . . .

' If ( i t ) knows how to aome down i t wi H a ome down .

,

yu ' l

rxa yAA y u ' m

se ' l

se ' m

pr I ' 1

p r I ' m (sing)

ro ' l

ro ' m

1 xaa 1

l xa a m ( dr i v e o u t )

kh ru ' 1

k h r u m (wa s h )

' If ( i t ) mu s t aome down, a ome down . '

yu ' l ( dan a e ) (wea v e )

t x u y AA y u ' m

i t wi H

147

LESSON 64 'Arranging a Work Party '

1.

n O9 u r Th a a I d i I e ' 5 i

t h u ma ' E

' L e t u s b e g i n a work p a r t y fri ends .

dxe ro ' m makhA ' E t x a a b a ' e t x i

The aorn h o e i n g time h a s aome . '

txud i ' . 2. 3.

kho ' i !

Thaa l d i l e b i ba a

' We Z Z !

khaba ' i

axkha

" Z e t ' s begin " . '

n g xy o '

n gx l de ' , s O ' den ka d i '

t a mu c xa g a n T h a a l d i l e s i 4.

0 , Thaa l d i b gaa ' .

5.

'

.

n g xy o l a ' m

makha ' E s a a ro ' n b i d i kha i

0

xya a i ' .

l a ba ' ?

chata i

' We Z Z Z e t us two o r t hr e e however many t h e r e b e begin, ' Ye s i n de e d .

O. K. ? '

L e t ' s begin .

has b e e n b adZy n e g Z e a t ed .

Our aorn Wha t t o

do ? ' ' I t ' s for t h a t r e a s o n I s a i d "L e t

g a a n O g u r y U n AA

Thaa l d i I e '

Nob ody aomes if y o u s ay

u s b e g i n t h e work p a r t y e a r Zy . " . '

b i ngngyUd i .

6.

c h a b i ' y AA k h o y O ' T h a a l d i l e d i ?

7.

nU ' 1 m j a re Tha a l d i l e '

0

'

.

' In t h a t a a s e w h e n s h a Z Z w e b e g in ? ' ' From a b o u t t h e day aft e r tomorrow Z e t us b e g i n . '

8.

khaba ' e baa r i r Thaa l d i l e ' ?

9.

kx i e ba a r i r T h a a l d i l e

10.

0, O.

0

'

,

' In w h o s e fi e Zd s h o u Z d w e b e g i n ? ' ' L e t u s b e g i n in y our fi e Zd,

Zast­

b o rn daugh t e r . '

kanch i ? c h a b i ' y AA n g i ' e p a D a

b a a r i r xy a a b a ' e .

' O . K.

I n t h a t a a s e Z e t u s go t o o u r

( e xc l . ) garden i n p a D a . '

NEW VOCAB ULARY nO g u r

' w ork p a r t y '

n U ' I ma

' da y a f t e r t omorrow ! '

bidi

xyaaba '

Lit :

' to die '

NOTE S Line 3 :

n g x l d e ' , s O ' d e n i s another e xamp le o f how appro ximat ion i s

e xp re s s e d . Line 7 :

See a l s o Le s sons 1 0 and 4 0 .

Note t he use o f j a r e i n a t emp oral phrase .

w a s u s e d in a l o c at ive phrase , a s in Le s son 3 7 a l s o .

In Le s s on 2 8 i t

148

LESSON 6 5 ' Ho e i n g Corn for t h e Soho o t Garden ( Ma y - Ju n e J e s T h J '

1.

ma k h a ' E t x a a m m a a ' 7

, H o e i n g o o rn ? '

2.

axngxl ' , skul

, No, I ' m going to s o h oo L '

xyaam ' .

3.

t a r a yo r i '

4.

c u ' m s k u l a ' r b a e ma k h a ' E

kodaa l i '

mu7

t xa a b a ' .

, B u t t h e r e ' s a h o e in y o ur h a n d . ' ' A s for t h i s ,

i t ' s to h o e t h e o o rn

a t sohoo L '

5.

ma a s T a r ma ' E I

6.

axngx l '

7.

skul

8.

0,

9.

0 , xo ,

10.

ti 'dl

ngi

u7 skul

' Th e t ea o h e r ' s ? '

paaT i ' l a .

paaT i l aa 7

our s o h o o t o ta s s ' s . '

'The sohoo t o ta s s ' s ? '

s a d a n s a d a n l a mu . khoyO '

'No,

s e ro l a i 7

s e r� ' .

N EW VOCABU LARY skul

' sohoo t '

sadan

' a group of p e op te '

'Yes,

e v e ry o t a s s do e s i t . '

' ah o ,

s in o e w h en ? '

, For a y e a r . '

149

LESSON 66 ' Wa l l i n g t h e Paddy s '

kx i l a m bAA n u j xO n g n g y U ' w a a ,

' ( They ) ha v e p u t a s to n e wa l Z for y ou

mrO ' r i ?

in t h e paddy ,

2.

0 , j xO n g n g y U ' .

'Yes,

3.

s a a r g i ma E '

' T h e Sarki s

4.

0,

1.

u?

s a a r g i ma ' E n b a a .

'Yes,

h a v e t h ey ? '

( t hey ) hav e . ' ( c obb l e r c a s t e ) ? '

i t w a s t h e Sar k i s i nde e d . '

5.

naa ' b band i

u , j elar jaa?

' B y m e a s ur e me n t ,

6.

naa ' b band i

lalau.

, We arran g e d i t by m e a s u r emen t . '

7.

kru l aa '

8.

mxo r n g i ' b o r o o

' They s a i d s e ven m o har (Rs 3/ 5 0 ) . '

9.

ka d i '

' How many p e o p l e w e r e t he r e ? '

10.

Txu d e '

to ' e da r j aa?

or by day wage s ? '

' Wha t w a s t h e ra t e for o n e cubi t ( 4 5 cm ) ? '

j AA n a m u . ng i ' d e mu .

' A b o u t s ix o r s e v e n . '

N EW VOCABU LARY ' o n e cub i t '

b AA n u

' s t o n e wa l l '

kru

naa ' b

' m e a s uremen t '

da r

' r a t e of w a g e s '

j el a

' da i l y wage s '

naa ' b ban d i

' p i e c e ra t e c o n t r ac t '

150

LESSON 67 ' A rranging a Work Party '

1.

n g a l a i ma k h a ' E t xa a b a e n O m a ' E pxrede '

k u ' d e mxa e b x l n '

0 ' .

' Wo u Zd y o u s e e k for e i g h t o r n i n e p e op Ze to work for me in h o e i n g corn p Zeas e ? '

2. 3.

0,

t a r a khoyOba ' e I xa a 9 i r i ?

kya a a i t a ba a r ,

sObaa r j a re

'Yes,

b u t for when ? '

'For round a b o u t t h e coming Sunday and Monda y . '

baa . 4.

tam 5 i d i '

5.

mxi

6.

0 , mrO '

7.

rn a b x U n e ' r i

.

b a r u k a d i ' j AA n a a

'O. K.

A n d how many p e op Z e wou Zd y o u

r a t h e r I s e e k for ? '

mxa e b j a a ? c y u ' d e m xa e s i

0

'

.

to khan i ' r jaa?

' S e a r c h for abou t 1 0 . ' 'And w h e r e i s t h e rema ining p addy work to be done ? '

kho ' .

baa .

te ' yunan

n O s a ' e kad i ' mu r l ' ma E l a a m i .

8.

mxu i s O '

9.

muyUma ' E l aa d i ' ?

10.

mxa r d a ma E l a m m x u i ' mxu i ' abu i !

Come e a r Z y .

How muc h i s i t for Zabourers t h e s e day s ? '

t i l j o ro ' ?

ll .

' I t ' s down a t Bhuneri .

pIxi '

' R s 3 /- for fema Z e s . ' 'And for men ? '

n gxaa ' ,

ro o

0 , 0 tam.

' For ma Z e s Rs 5/- or Rs 4/- t h e y say . ' ' O h ' my !

O. K. '

N EW VOCABU LARY tee'

'a ZittZe '

yunan

' ea r Z y ' 'men ' 'work remaining t o b e done '

r I ' rna ' E

' fema Z e s '

muy Uma ' E

mxa r d a

'ma Z e '

to

abu i !

' e xc l ama t i on of s urpri s e '

151

LESSON 68 'A rranging Wor k Part i e s '

1.

t i d l ma n g a ' e n O g u r a t h E l

t xu i .

' Th i s y ear,

I ' Z Z have to p u t in a

work p a r t y . '

2.

ta ' 1 e1

' Why ?

n o axsyu i I waa1

Haven ' t y o u p u Z Z e d o u t t h e

w e e ds ? '

3.

nom n O g u r k l l

bi ri

I

' A s for t h e w e e ds ,

syu i ' m .

I ' Z Z hire a work

p a r t y and p u Z Z t hem o u t . '

4.

k x i e kxo n O t o '

5.

kx i '

' A n d w h a t w i Z Z y ou r work exchange

l amd i q 1

p a r t y do ? '

6.

' Th e y w i H c u t t ha t c h . '

kha ' Eb a d i ' .

t i d l ma a d x l '

' Th i s y e a r i s t h e t ime for ro ofing

s y u i ba ' e pa l u '

the house ? '

wa a 1 t i d l ma a s y u i l

'Yes,

txub yaa .

this year we ' Z Z have t o put

7.

0,

8.

kha b saa ' l a r sy u i l aa 1

9.

n a i d i ' ma a s y u i l a a .

' Ye a r b efore Za s t . '

10.

x e , c h a b i ' y AAm t i d l ma a p a l u '

' O h,

ma n a a .

has i n d e e d come . '

o n a n e w roof. ' ' In w h a t y e a r did y o u Z a s t p u t on a new roof? ' in t h a t c a s e t h i s y e a r t h e t ime

NEW VOCABULARY no

' w e eds '

kxonO

, ( s ma Z Z ) work p a r t y ,

s y u i ' ba based syu i b a a '

' t urn '

n O g u ra

' ( Z a r g e ) work p a r t y ,

' t o roof a h o u s e , a o v e r a c o u r t y a r d w i t h fZagging

on exa hange of Z a b o ur '

pa l u '

' to upro o t '

s to n e '

n a i d i ' ma

' y e a r b e fore Z as t '

w o r k i n g i n Srawan for hire '

NOTES The verb for

' uproo ting ' in Line 3 s y u i ' m and for

' ro ofi ng ' in l ine 6

s y u i b a a ' are i dent i c a l e xc e p t for t he p i t c h/ac c ent d i s t inct ion repr e s en t e d by t h e ap o st rophe ( ' )

.

152

LESSON 69 ' B u y i ng a S h e e p for Da sA I '

1.

k h a s i ' mx a e l l e

d a s a E khad i ' . c hyo ' .

2.

c h yo ' s i d i '

3.

ax,

4.

kx i e kxy u '

kha n i ' r xya a l e ' 7 ngi lai

t xu i ,

pl l

kha b j a a 7

kho ' i

7.

o ' -ca ' lai .

8. 9.

b e s e r i c i g O ' mu . kha s i ' e sa ' e7

Show i t to u s . '

It was c a s tra t e d

I t ' s v e ry o l d . '

' How much i s t h e price for t h i s Come now ! s p e a k ! '

sheep.

n g x i b r a s e k u ' j y u p l m b i y AA

' If y o u say "I ' l l g i v e Bs 2 9 0/- " t h e n

b o d u c x a g a j x O l a a ' a x k h AA '

take it.

lu'

ngad

T h i ' kka b a e s a ' e l a d .

ng i d i

n g x i b r a s e n g i ' j y u s e n g xa ' plm.

tam u , axtaa ' 7

tam s i d i '

bod .

w a a l a a a x k h AA ' .

I f y o u say "I can ' t p u t

down t h a t much " t h e n don ' t t a k e i t . T h a t ' s my word . '

b i ba cxagana .

11.

' Tha t v ery on e . l a s t y ear .

bid.

b i d u b i y AA a x b o r i d . 10.

Bu t can y o u

' There i s indeed o n e .

' We l l , w h i c h s h e ep ?

tEnd i .

n a i d i ' mAA k h a s i '

ga o

ka d i ' d i , c u ' Iu'

y o u mu s t g i v e ( o n e

xo7

a x k h AA ' 6.

' 0 c h i ef s h e p herd,

( p l . ) p a y t h e p r i c e o r no t ? '

k h AA ' m x o g i '

s a ' e j xO l '

l e t ' s go o v er to t h e s he epfo l d . '

o f ) y o u r s he e p t o u s . '

t a r a kxema e d

mu b a a ' m i mu .

Where s ha l l we go ? '

' L e t ' s go . ' Oh,

kyuP rO ' j a r e xyaa l e .

kyusA ' E c i ba ' . 5.

L e t ' s go and s ea r c h

' D a s e ra has come .

for a cas tra t ed s h e ep/go a t . '

kxema E b a j a n bod .

' G i v e an average

( fa i r ) pri c e .

We wi l l g i v e Bs 2 7 5/- .

Is t h a t O . K .

o r no t . ' 'O. K.

then.

I can ' t refu s e ( Li t :

t hrow o u t ) y o u r word.

Take i t . '

N EW VOCABU LARY 'Nepa l e s e fe s t i va l of

kha s i '

' c a s tra t e d s he ep or g oa t '

Da s a i n '

kyusA ' E

' s h e p h erd '

kyuP rO '

' s he epfo l d '

c i gO '

' o l d- of anima l s '

c i ba

' s e n i or p e rs o n '

t E ba

' t o s how '

baj a n

' word '

o ' -ca

' t ha t v e ry

dasaE

( p o i n t i ng ) '

153

LESSON 70 ' Th r e s hing t h e Mi l l e t '

1.

' Wh a t a r e y o u d o i n g , Firs t - b o rn

t o l a l a a n AA ' n i ?

daugh t er ? '

2.

naa re '

tAAg r a ' xo l a u ' .

' I 'm b e a ti n g t h e mi l l e t g r a i n s and b e an s . '

3.

na a re '

' Ye s , w e h a v e t rodden ( t hem ) . '

nxe i .

4.

0,

5.

pxa 1 i d nxe l u ?

6.

a xngx I ,

Txumr i d e t a n a ' ma e .

'No,

the oxen trod i t . '

' How muah di d i t aome t o ? '

tana?

ka d i '

8.

10.

' D i d y ou t r e a d i t b y foo t ? '

k h l xya a d n xe l aa ' .

7.

9.

' Ha v e y o u trodden o u t t h e mi l l e t ? '

nxe i waa ?

kxi 1 aa

' I t a ame to a b o u t s i x muri

n x e i ' wa a ?

l i tr e s ) .

n g a l a ' m p xa l i d n a n x e i .

' A s fo r m i n e ,

xo .

'Oh. '

(540

Have y ou trodd e n y ou r s o u t ? ' we t r o d i t by fo o t . '

N EW VOCABU LARY tAAn g g ra '

' b e an s '

n x e ba

' to tread o u t grains w i t h t h e fe e t,

kh l xyaa '

' ox '

to knead w i t h t h e fe e t '

154

LESSON 71 ' Thres hing t h e Mi l l e t ' 1.

2.

cu '

naa re '

axngx I '

p l xu '

u,

to ' j aa ?

'No,

baabu , pachoDe '

t hu l a u . 3.

50 ' 1

4.

0 , cha

' I s t h i s s e e d mi l l e t l i t t l e on e .

1

or w h a t ? '

I have harv e s t ed

a l a t e vari e ty . '

bi ri '

i g u r l e ' n xo l ' w a a 7

' A ft e r dry ing i t y o u b e a t i t once for a n ? '

l a y AAq

i gu r tab

' Y e s , i f y o u do t h a t i t wi n b e once

m a n a a ' ma e .

for a l l . '

5.

nga l a i

6.

kuj i ' , cyagaa ' cha

c h A A n l a l a s wa a b t a ma u .

7.

k h AA ' 1

8.

0,

9.

n g a l a ' m t hAAn t h U ' n

' I t ' s fi n i s h e d .

dxe ro ' m i 7

d x e r o ' m k h AA ' 1

i t i s good to do t hu s . '

to do i t t hu s . '

l a b a ' n s xama u . xwa a '

' A s for m e ,

' We n , for a l i t t l e b i t i t ' s g o o d

cyugu ' m

' Ye s ,

baabu .

Now,

isn ' t i t ? '

now i t ' s fi n i s hed,

l i t t l e on e . '

' A s for m e , I ' v e g o t a l l t he harv e s t

lai .

in . ' 10.

xe , t h a n g a d i ' l

11 .

0,

k h AA ' I 7

' O h,

i s t h e s toring away a l l fin i s he d ? '

' Ye s ,

khAA ' I .

i t ' s fin i s he d . '

N EW VOCABU LARY pachoDe '

' late

( o f a var i e ty ) '

i gur l e '

' fina l ly ,

s O ba

' to dry ,

conc l u s i v e l y ' c y u g u ' u s u a l ly in

t h e sun '

t ha n ga d i ba

cyagaa ' cyugu

'just a litHe '

khaagae t hAAn t h U ' n

' to s t ore away '

' ha rv e s t and s t orage '

baa bu

l The seed millet when harvested,

cyugu '

'}

' li t t l e one '

is stored c arefully, not put on the ground, to

avoid its going black and deteriorating.

155

LESSON 72 ' Erec t in g a Ferri s Whee l ' '

' O h,

baaj yu

1.

0

2.

xwe '

ba a bu to '

Grandfa t he r '

, Ye s ,

b i l aa7

t i t t l e one .

Wha t i s i t ( Li t :

w h a t have y o u s a i d ) ? '

3.

k x i e s i ma a l a a ' pin

0

'

4.

ta ' l e ,

5.

ku ' d i

dxU '

ng i l a i

' P l e a s e g i v e u s y o ur s i ma a l a a q t r e e . '

.

to '

' Why , wha t are y o u doing ? '

l amu7

t xo l a b b i s y a a b a a ' .

' Sa y i n g " ( We ) wi l l ma ke an upri g h t for a swing " . . . '

6.

ax,

ku ' d i axthaa ' d ,

7.

to '

tamu ,

baaj yu7

8.

cu '

baa l i

u i ra r i ' m ku ' d i

b a a b u ma ' E .

' O h, don ' t b u i l d a s w i n g , y oung p e op l e . '

t ha a d u '

b i y AA x a l l a '

c h a t a s e ro ' t h a a ba ' 9.

cu '

' Wha t w i l l happ e n ,

tam.

t usyu ' yu ' m.

biri '

' If y o u p u t i t up a t harv e s t t i m e t h ere w i l l b e s tr i fe .

T h a t b e ing

t h e case hai l wi l l come .

It is not

r i g h t t o p u t i t up . '

axtaa ' .

d a s a E s O g a ' E ma t t r e '

m xa e i

Grandfa t he r ? '

' I s i t n o t r i g h t to p la y o v e r t h e s e

p h u wa a m , a x t a ' wa a 7 t h r e e day s o f D a s a i n ?

And then

disman t l e i t . '

10.

0,

11 .

0 , 0 , c hAAn l a m .

k x e m a E d c h a l a m b i y AA t h a a d .

' O . K. , ' Ye s ,

if y o u wi t t do t h a t , b u i l d i t . ' O . K . , we w i l l do t ha t . '

NEW VOCABULARY ' w h e n fi e l ds are deep

dxU '

' tr e e '

ku ' d i

' sw i n g , fer r i s w h e e l '

y e l low,

' m a i n uprigh t '

b efore reaping '

t xo t haaba a '

bad i

about 1 2 day s

' t o c o n s t r u c t , a s of

xa 1 1 a '

' s trife ,

n e s t or,

t usyu '

' ha i l '

p h uw a a b a

' t o co l l ap s e ,

in t h i s ca s e ,

p l ay equipmen t '

s i ma a l a a '

u i ra

' s i l k - c o t ton- tree '

co nfus i o n ' disman t l e '

156

LESSON 73 ' Me a L Prepara t i o n for Riae Harv e s t e r s '

1.

koda a r to ' e s a ' e cxu l a a ?

' Wha t t h i n g s are y o u g e t t i ng r eady in t he firep L a a e ? '

2.

s e x r i ba xE l a a u .

3.

se xr i bane to '

, I ' m b o i L i n g m e a t and bone s . '

kOngn gyU ' ?

' Wh a t did y o u mix w i t h t h e m e a t and bones ? ' ' I mixed b e a n s wi t h i t . '

4.

boD i

5.

l xe x e n a d i .

kO n g n g y U ' .

' You have b o i L e d a L o t . '

6.

kxe '

' It is

7.

to '

8.

m l x a k h a ' E b ma E m u .

' They are t h e r i a e reaper s . '

9.

t i y AA ' m l xa k h a ' E n g n g y u wa a ?

' A re y o u reaping r i a e t o day ? '

10 .

0 , cxa u d e kha ' E l 0 .

' Ye s , w e have a u t a L i t t L e . '

l a bma ' E e Txaa

l a ba yaa .

to ma ke r i a e a a a o mpanime n t

for t h e worker s . '

l a n g n gyU ' ?

' Wh a t are t h ey do i ng ? '

N E W VOCABU LARY koda a r

' firep L a a e '

boD i

' beans '

cxuba

'prepar e '

xebaa

' to a o o k by a L o n g p r o a e s s

kOba

' to mix '

o f b o i l ing '

157

LESSON 74 ' Bringing Wood from t h e B u s h '

1.

oxo ,

kha n i '

bobae 5 1 ' j aa ,

ca '

g a n g g y u r J xO '

ca '

pukh ru ' r bobae 5 1 '

b xw i b a ' ?

' O h , where a r e t h e y t a king t h a t w o o d, t h a t (wood) b e i n g b r o u g h t down and p u t in t h e gorge ? '

2.

ro o

' Tha t i s w o o d b e ing t a k e n t o Po khara he s a i d . '

3.

kha n i ' r to ' i

biri '

b xw i e ' ?

' Where m i g h t t h e y have a u t and brought it from ? '

4.

t a m r x l s t h E ma E e '

5.

k h a b a ' d b xw i b j a a ' ?

6.

cu '

t ho '

b xw i b a '

' A n d who i s bringing i t down ? '

gaa .

The ' kdaa radna '

'A w h i l e b a a k a man of M r i s a had a

b xw i I a a ' ,

k h AA ' I .

ta ra

daa i cu ' d

b xw i i . 8.

0 , cu ' I xe '

a o n t r a a t for bringing s ome down, h e h a s fi n i s h e d t a king i t .

but

Now t h i s

o n e i s bringing (wood) down . '

mxU Da n g xyOd '

k l baa '

a xy O '

' Ye s .

I s i t p o s s i b l e for u s

( inc l )

t o buy t h i s l o g o r no t ? '

y O m u , a xy O ' ? 9.

'A aon traa t o r from P o k h a r a i s bring­ ing it down . '

uyAA ' na mxr l s t h E ca ' I aa bol

' From t h e j ung l e b e l o n g i ng to t h o s e p e op l e u p t he r e a t M r i s a he s a i d . '

ro o

pukhru ' thE The i kdaa rad

b xw i b ' 7.

banaU l e '

t a ra p l x i de '

n g xa d e ' m a t t r e ' y O m . kad i '

b i mu , ca ' e

m u y AA '

gxr i I I a '

'A

l o t wou l dn ' t b e a v a i l a b l e ,

only

4 o r 5 w o u l d b e a v a i lab l e . ' ' How muah do t h e y s ay o n e i s ,

10.

gxr i l aa '

11.

dxU b b r E '

ekaa i s r u ' byAA ro o

2 1 /- ,

12 .

0, 0,

' Ye s .

its

pri a e ? '

sa ' e?

ta i .

' If i t i s t h i a k ,

i t w i l l a o s t Rs

t hey s a y . ' O. K. '

N EW VOCABU LARY ganggyu

' gorge '

t h E ma E

' r e s i de n t s o f a vi l l a g e '

T h e ' kdaa ra

, aon traa t o r '

mxU D a

' l og '

dxUbb rE '

' thiak '

158

LESSON 75 ' Discuss ion in Wi tch Accusa t i on '

1.

c u ' r t a ' i e j a a mx l k h u b a ?

' Why are a l l these peop le gat hered together here ? '

2.

ka j u r l '

3.

to ' e I x a a g l r l ?

4.

l a b ro ' .

u y AA ' mx I n a ' I

' To have a discussion they say . ' ' What for ? '

ro .

pu t l ba ' e txE l a l k h e ma E e '

daa I roo

daa l

t a g a a ra r txE

s I I I d I I AA '

'A whi l e ago a man was sick i t i s said.

Then t h e y did t he p u t I b a *

ceremony .

ro .

Then t hey ( t he sick p e op l e )

brought t h e appea s ement offering t o these peop l e ' s ga t e they said ( here ) . '

5.

ca ' r txE s i l l d l ba '

to'

ta l '

ro ' d l ? 6. 7.

'And wha t do es i t ma t t er. do they say that they brought the offering there ? '

p h e ' r l s a n g k h a t k h e ma E l a l b l l

' These peop le are thinking that ( t he

do '

sick peop l e ) suspec t them . '

n g xAA s y a a d i .

0 , t l l j o ro ' b a e s a ma E '

'Yes.

chaa bmu .

They came bringing the app easement

c a ' ma E d l ' t x E c u ' r

s l l I d i ' kha ba ' .

that ' s the way i t is these day s .

c h a t a l kh ema E offering here .

So. they 're having a

l a a l b a u s a p u m s y o b l l a a a xyO '

discuss ion say ing peop le s hou ld n o t

b l l ka j u r l '

ca l l t hem wi tche s. are they ? '

l a b a a ' xwaa ' ?

8.

0 , chata syad l ' .

' Ye s .

9.

c h a b l ' y AA tAAe ' c h a ' i p h a ' l

'And wha t has eventuated as a res u l t

kha l 10.

ta l d l ?

Tha t ' s how it is . '

o f t h e di s c u s s i on ? '

t u ' s l , ngam yunan c hyu ' D I

' I don ' t know.

yu ' d i .

Wha t ' s happ ened?

kha l k h a l t a l , n g a l a l

I came down ear ly . I don ' t know . '

t haa axrxe ' . NEW VOCABULARY ka j u r i '

'me e t ing. di scussion ' t xe

t a gaa ra

, ga t e po s t '

s a n g kha t

, s uspicion '

certain p lace at end of

bausa

'ma le witch '

rite '

' r i t e . offering '

s i l l d I ba

' to discard offering at a

c h a ' l p ha ' l

' discuss ion '

pumsyo

' fema le wi tch '

t l ba

' to smash ' ( s ee not e

pu

' earthern container '

be low ) NOTE * A rite to di spel the curse of the wit ch by which food stuffs inc luding grain s . chicken meat . rice are gathered together and put int o an eart hen­ ware cont a iner C p u ) and left out s ide .

A short distance away the p u j y u

hides and when he s e e s an animal coming t o eat t h e o ffering h e sneaks up and breaks ( t l b a ) the container and kills the animal , since it i s con­ sidered that the wit ch has come to eat the grains in the form of t he animal .

159

LESSON 76 ' Th e P o s t - Fu n e ra L C e r emony '

1.

ca '

l a mma E e ' k h i b a e p a e k h o y O

' Wh e n wi L L t h e o L d l.ama ' s p o s t fun e ra L

mue ' ?

c e r emony p ro b ab Ly b e ? '

2 .

c u ' mxA l n a n g x i s y u g a t e

' T h e y s ay i t w i L L b e o n Friday

s ubaa raa

20th of this

3.

kya kw i nAA ' s a r b a e d i ?

'And what about t h e one a t

(Nepa l i )

the

mo n t h . ' t ha t

kw i

vi "L L ag e ? '

4.

ca ' r a i n g x i s y u r n a b i l

t h ee l a a .

' Th a t a L s o i s o n t h e 2 0 t h I h e a r d i t said. '

5.

oxo c h a b i ' y AAm n g xyom '

' Oh .

khan i rde ' n g xyobd i .

the

cu ' rde

n g x y o b u ky a r n g xyo b a . 6.

ky a r i ' c u ' r i d o xo r a n n g x y o b

at

In t h a t c a s e w h e r e s ha L L we do Loo king .

S ha l. l we wa t c h h e r e o r

that one ? '

' L e t us w a t c h b o t h t h e re and h e r e . '

gaa 5 i . 7. 8.

0 , ph e ' r i

t i cya a rnaa i x r l

'Yes,

b u t if t h e na i l p u t t i ng c e r emony

t x E d u b i yAA?

i s at

the

t i cyaa rna '

' If t h e y a r e a t t h e s am e

l a mu d i .

t x E d u b i y AA t o ' r E

khan i rbaa ' syaa ' mu

ca ' r b a n n g xyob a a d i 9.

same

t i me ? '

wherever we are

time

then

L e t u s w a t c h t h e re . '

•

n g a m p u j y u ma ' E l l A n g x y o n e m u .

' I 'm g o i n g

p u j y u ma ' E l a b e s e r i

c e r e mony of a

tx i rmu .

pries t ' s

to w a t c h a p o s t fun e r a l

p u j y u ( s haman ) .

(ceremoni e s )

The

a r e v e ry

p l easan t . '

1 0 . n g a i n a p u j y u ma ' E l 1 A n gxyon e m .

' I a l s o am g o i n g t o w a t c h t h e shama n ' s ( c e remony ) . '

N EW VOCABULARY

l a mma

' B uddh i s t p r i e s t '

kh i ba a '

pae

' p o s t fun e r a L c e remony '

s u ba a raa '

' Fr i day '

d o xo r

'both '

t i cyaa rnaa '

' s i mu l ta n e o u s l y ,

xr I

txEba

pujyu '

' o L d man '

s am e

' n ame of imp o r t a n t

time '

c e remony during p o s t -

to ' r E

' n e v e r mind '

fun e r a l c e remony '

t x i r ba

' t o b e p L easant '

' i n d i g e n o u s s h aman '

at the

160

LESSON 77 ' The P0 8 t - Funera � Ceremony ' 1.

'Has the p 0 8 t - funera � ae remony

pae 1 i ' i waa7

fini 8he d? '

2.

a x l i n g n gyU ' .

ba l l a togo '

b xa k h a ' r s e ' 9 r a a 1 i ' i 3.

•

' No .

Now at � a 8 t the ahanting

has j U 8 t fini8hed. '

c h a b i ' y AA k x o ky u t h u ky u ' k h a i

' If that ' 8 the aa8e, what have they

lai7

done to the 8aarifiaia � 8 heep and i t s friend? '

4.

to ' i a x l a n g n g y U .

' They haven ' t done any thing . '

5.

d xe ' ro l a e ' n x w a a ' 7

' They probab �y wi � � now, won ' t they ? '

6.

0 , d xe ' r o c y u l u '

ko ' b a r

' Ye8,

they have begun to fe ed them

d e � iaaai e 8 . '

khon g n gyU . 7.

ca '

8.

c h a l e kxy u ' l a i ko ' d u b i y AA

' It i8 8aid tha t if you feed i t to

cy u l u '

t a ' l e ko ' b j a a 7

' Why do they feed them de �i aaai e8 ? '

s i b a ' e mx i d y O m ro o

the 8 heep the dead man g e t 8 i t . '

9.

k h a b d i ' c h a b i ' m7

' Who 8ay8 thu8 ? '

10 .

p u j y u ma ' E d i .

' The 8 haman8 . '

N EW

VOCABULARY

1 i ' ba

' to fini8h - of a aeremony ' kxo

s e ' g raa

' a hant ing of p u j y u s at

cy u l u '

' de � iaaaie8 '

dea t h or P 0 8 t funera �

ko ' b a

' to feed 8 o � i d8 to

aeremony '

' 8aarifiaia � offering '

8omeone '

kxyu ' , kyu

' 8 heep '

161

LESSor� 78 ' T h e Po s t -Funera l Ceremony '

1.

' H a v e t h e y prepared t h e p o s t - fu n e r a l

p a e c x u i ' wa a 7

o e r emony ? '

2.

cxu i ' .

3.

to '

, Yes . ' ' In w h a t y e ar of t h e cy c l e di d t h ey

l xo r c x u i ' 7

prepare i t ? ' , In t h e y e ar of t h e de e r . '

4.

p h o l xo r c x u i ' .

5.

k h a n t h E k h l xy e b r i j a a 7

' Of w h a t vi l la g e i s t h e k h l x y e b r i ( on e c a s t e o f Gurung s haman s ) ? ' ' They s a y he i s from T o m n e . '

6.

t O mn e '

7.

p a j y u ' ma E '

8.

p a j y u ma ' E m c u ' r b a n y a a .

t h E ma E b i m d i .

'And t h e p a j y u

di7

(ano t her c a s t e of

Gurung s hamans ) ? ' ' The p a j y u i s l o c a l man ( Lit : o f here i n d e e d ) . '

9.

paa '

p h U m l a ' ma a n g AA r y u ' l

' Di d t h e y s a y w h e t h e r t h e wine and eggs

bi 1di7

(gift ) come down to t h e l ama ' s

( Buddhi s t pri e s t ) p la c e ? '

10.

yu ' l a a ,

t a r a s E ' wa a i

ro o

' They had come down. it.

11.

b u t he r e turned

they say . '

ma ' g i

s a e b a ' e k h l xyo r p a e

'Don ' t t hey say t hey wi l l do t h e p o s t ­

ax l a '

r o waa 7

fun era l c e remony a t t he buffa l o ki l l ­ ing p l a c e . '

12 .

c hAAn b i i

n g x e ma E ' n .

, Tha t ' s w h a t t hey s a i d. probab l y . '

N EW VOCABULARY kh 1 x y o

'p lace '

saeba

' to ki l l '

s Eba

' to r e t urn s ome t hing '

NOTES Line 5 : of ' .

k h a n t h E i s a c ombinat ion o f k h a n i ' r

The c ompound form mean s

' w h e r e ' p lu s t h E

' n a t i v e of w h a t v i l l a g e ? '

'native

162

LESSON 79 ' Ta k i n g the Sick chi t d t o P o k ha ra '

1.

kha n i ' xyaamu ' 7

' Where are y o u g o i ng ? '

2.

pukh ru ' r i .

' To Pokhara . '

3.

to '

4.

to ' i axk l ' .

' Wha t a r e y o u g o i n g to g e t /b uy ? '

k l ba ' r xyaamu ' 7

d a a i ma E

CU

I

ko l o '

n a ' ba

l a ba ' r bom .

' (I a m ) n o t b u y i n g any t hing .

Thia

c h i t d i a a i c k s o I 'm t a k ing him for medica Z a t t e n t i o n . '

5.

aspata ' la r u ,

phaa l Du '

6.

tu ' s i ,

kha n i r bob tam7

' I don ' t know, where i s i t r i g h t t o

kha n i '

b o yAA T h i ' k t a l a s e ' 7

take him?

' To t h e h o ap i t a t ,

k h l xyo r i 7

01'

to aome o t h e r

( L i t : apare ) p tac e ? ' Where i f I t a k e him, w i t t

i t probab Zy b e O . K . ?

Where a ho u t d I

t a k e him for i t to b e O . K . ? '

7.

a s pa ta ' l a r b o l

t x u ma E ' n ,

' Yo u a h o u t d probab t y t a k e him to t h e

t a l l e b i y AA c a ' r i c h e n l e

h o s p i t a t , b e c a u a e t he r e y o u g e t g o od

susaar yOm,

care,

to '

b e t ha a mu l e

(and) w h a t e v e r di a e a a e i t i a

t haa yOm .

t h ey know a b o u t i t . '

8.

l u ' , nga xyaam 0 ' 7

' We t t , I ' t t be going,

9.

0,

' Ye a .

t h u a xx r e ' waa 7

1 0 . a x x r e ' , n g a a xn g x I .

, No,

O. K. ? '

Don ' t y o u have a comp a n i o n ? ' I ' m n o t fri g h t e n e d . '

N EW VOCABU LARY aspata ' l

' ho a p i t a t '

phaa l Du '

' ap a r e ,

susa a r

, care '

Th i ' k

' O . K. '

ngx l ba

' t o fear '

bethaa

' i t tneaa '

o t he r '

ADD I T I ONAl VOCABU lARY Digri

l a baa '

' to exami ne w i t h a t e t h os c op e

(and t h e rmom e t e r ) ,

1'4 OT E S

Line 7 :

to ' . . . . . - l e

Thi s morpheme i s b e s t t ran s l at e d ' wh a t e v e r ' .

BU I LD - U P D R I llS 1.

' I 'm n o t b u y i n g any t hing . '

to ' i axk l ' . to ' i axk l ' .

CU I

ko l o '

n a ' ba .

' I ' m n o t b u y i n g any t h i n g . ia sick.

to ' i axk l ' . d a a i ma E

CU I

ko l o '

l a ba ' r bom .

n a ' ba

Thia chi td

,

' I ' m n o t b u y i n g any t hing .

Thi a c h i t d

i s s i c k and I 'm t a k i n g h i m for medici"n e . '

2.

tu ' s i .

kha n l ' r b o b t a m?

' I don ' t kno w .

tu ' s i .

kha n i ' r bob tam?

' I don ' t know .

Where i s i t O . K .

to

Where i s i t O . K .

to

t a k e him ? '

kha n i ' r boyAA T h i ' k t a l a s e ' ?

t a k e him ?

Whe r e ,

i f I take him

wi L L i t probab Ly b e O . K . ? '

3.

a s p a t a ' i a r bo l

t x u ma E n .

aspata ' i a r bol

t x u ma E n ,

' Yo u s h o u L d probab L y t a k e

( him)

to

( hi m )

to

t h e h o sp i ta L '

ta ' i e

b i y AA c a ' r i c h e n l e s u s a a r

t h e h o sp i ta L b e c a u s e t he r e good care i s a v a i L a b L e . '

yOm . a s pa t a ' i a r bo l b i yA A c a ' r i yOm .

' You s h o u L d probab L y t a k e

to '

t x u ma E n ,

ta ' i e

chen l e susaa r

b e t ha a mu l e t ha a

' Yo u s h o u L d proba b L y t a k e

to

t h e h o s p i t a L b e c a u s e t he r e good care i s a v a i L a b L e . n e s s y o u ha v e

yOm .

( hi m )

Wha t e v e r s i c k -

( t hey ) know a b o u t i t . '

SUBST I TUT I ON D R I LLS

1.

2.

3.

' Im n o t b u y i n g any t h i n g . '

to ' i axk l ' . axl a '

doing

axU I '

s howing

a xn gxyo

L o o king at

axthU '

drinking

' Where wou L d it b e O . K .

k h a n i ' r b o b t a m?

to '

to take him ? '

ta l ase '

proba b Ly b e O . K .

tae

p o s s i b Ly

b e t h a mu l e t h a a yOm .

' Wh a t e v e r s i c k n e s s you have t hey know about i t . '

ma E

m e d i c i n e i s a v a i Lab L e .

susaar

care .

Digri

lab

exam i n a t i o n w i t h a s t e t ho s c op e .

164

LESSON 80 ' A b o u t a Dead Chi l d '

ko l a '

l.

ca '

2.

O.

s i xya a i '

3.

to '

na ' r i l aa7

4.

to '

n a ' ba ,

khOyO '

s i xy a a i ' w a a 7

' Ye s i t di e d .

achE .

t c h ! tch ! '

' Wha t w a s t h e i l l n e s s ? '

to '

' Wh a t i l ln e s s !

n a ' ba d i ,

t o ' n na ' ba ,

na ' ba .

'Has t ha t c h i l d d i e d ? '

khOyO '

Wha t i l l n e s s !

Som e ­

t o ' n t i m e s i t hurt wi t h s ome s i c kne s s .

cha l e n x r u g ud i r i l do '

s i xya a i ' .

Some t i m e s i t hurt w i t h ano t h e r s i c k ne s s .

In t h a t way i t b e came w e a k and

died. '

5.

waab bxyObaa '

to ' i

l a l aa ,

' D i d they t hrow t hings out

ax l a ' l aa 7 to ' ndo r i a x s xa ' ,

not

(offe rings t o app e a s e e v i l s p i r i t s 0 1'

6.

0 1'

l a dO ' n cha l e . to ' i

ta ra

maa ' n e axcxu .

witch) ? '

' Th e y did e v ery t h i n g l i k e t h a t b u t i t s t i l l wasn ' t h e a l e d .

N o p u rp o s e

w a s a c h i e v e d by t h e m . '

7.

p u k h r u ' r bo i u , axbo7

' D i d t h e y t a k e i t to Pokhara,

0 1'

no t ? '

8.

p u k h r u ' r a m b o ba a m i

bo l aa ,

' Ye s t h e y did i n d e e d t a k e i t t o

t a r a c a ' m i mma e a s p a t a a ' l a r

Pokhara b u t n o t t o t h e m e m s a h e b ' s

axbo ro o

h o sp i t a l ,

mat t re '

p r a k a a s h n g AA r bo i

ro o

cya ' . biri '

m i ' mm a E a s p a t a a ' l a r b o i D a a kT o r n e t xo i b i r i '

c h e n l e n g y u ' i d u b i y AA ' txum to '

10.

lal

Ju s t t o t h e

p la c e of Pra k a a s h ( a chemi s t in Po khara )

9.

t h e y s ay .

to '

t h e y say . '

' Go o dn e s s !

If t h e y had t a k e n i t t o

t h e h o s tp i ta l and me t t h e doc t o r and

l a l a s k e d w h a t s h o u l d t h e y do and g i v e ,

txum c h e n l e

t h e Dr . wou l d have g i v e n good

s a ' 1 1 a p i ma ' 1 a a .

con s u l ta t i o n . '

p l ma ' l d i ,

' Ye s i t w o u l d have b e e n g i v e n .

kho ' i , ca ' r axxyaa ' .

( t h e y ) di dn ' t go t he r e .

to ' l a b a a .

But

Wha t to do !

NEW VOCABU LARY ochE

' exc lamat i on o f

xr ugud i ba

sympathy '

' to b e come chronica l ly ill '

maa ' ne

' p urp o s e , meaning '

s i ba '

' to die '

khOyO . . . khOyO

, sometimes '

waaba '

' t o throw o u t '

b x y O ba a '

' to t hrow o u t '

to ' n dor i

'a l l,

m i ' mma E

'memsah e b s '

D a a kT o r

' do c t o r '

t xo b a

' t o me e t '

sa ' 1 1 a

' c on s u l ta t i on '

e v e ry t h i n g '

165

NOTES Note t he use o f x y a a b a ' here in t he verbal c ompound s i xy a a b a '

Line 1 :

giving emp ha s i s in an intran s i t i ve verb .

( Lit :

In a s imi l ar way w a a b a a '

' t o t hrow o u t ' ) i s u s e d w i t h tran s i t ive verb s .

Line 4 :

khOyO '

to ' n

as k h O y O '

. . . ,

khOyO '

to ' n

. . .

k h O y O ' norma l l y means

times that . . . ' .

' Some t im e s t h i s . . . ' ,

' So m e ­

' when ' , but repe a t e d t hu s , or

' s ome t ime s ' .

k h O y O ' , i t mean s

BU I LD - U P D R I LLS 1.

to '

na ' ba ?

to '

na ' ba d i ?

' Wha t w a s t h e s i ckn e s s ?

Wha t w a s t h e

sickness ? '

to '

n a ' ba t o '

na ' ba d i ?

to ' n na ' ba .

khOyO '

khOyO ' to ' n

n a ' ba .

' Wha t was t h e s i c kn e s s ?

Wha t w a s t h e

s i c kn e s s ?

Some t i m e s i t w a s some

s i c kne s s ,

s ome t i m e s it was a n o t h e r

s i c kn e s s . '

to '

na ' ba to '

na ' ba d i ?

to ' n na ' ba . n a ' ba .

khOyO '

khOyO ' to ' n

cha l en xrugud i r i l do '

s i xy a a i ' .

' Wha t w a s t h e s i c kn e s s ?

Wha t w a s t h e

s i c kn e s s ?

Some t i m e s i t w a s s ome

s ickness .

Some t i m e s it was a n o t h e r

s icknes s .

In t h a t way h e b e c ome

c hr o n i c a l ly i l l and d i e d . '

2.

to ' n do r i

l a dO ' n cha l e .

t o ' n do r i

' Th e y did e v e ry t hing Z i ke t ha t .

l a dO ' n cha l e t a ra

(he)

wasn ' t h e a Z e d . '

a xs xa ' . to ' n do r i

did e very t hing Z i ke that but

They

' They did e v e ry t hing Z i ke t h a t b u t

l a dO ' n cha l e ta ra to ' i

a x s xa ' .

maa ' n e axcxu .

( h e ) wasn ' t h e a Z e d .

N o p u rp o s e w a s

a c h i e v e d by t he m . '

3.

pukhru ' ram bobaa m i

bo l aa .

' Th e y did i n d e e d t a k e him to Pokhara . '

pukh r u ' ram boba a m i

bo l a a .

' They di d i n d e e d t a k e him to Pokhara,

t a ra ca '

m i mma e a s p a t a a ' l a r

a xb o ro o

to t h e mems a he b ' s h o sp i ta L '

pukh r u ' ram boba a m i t a ra ca '

' Th e y did i n d e e d t a k e him to Po khara,

bo l a a .

m i mma e a s p a t a a ' l a r bo i

but t he y s a y they didn ' t t a k e him t o t h e m e m s a he b ' s h o s p i t a Z .

p r a k a a s h n g AA r

a x b o ro . ma t t r e '

but t hey say t h e y didn ' t t a k e him

They

say t hey t o o k him t h e p Z a c e of

ro o

P r e ka a s h . '

4.

, ( Th e y ) w o u Z d have g i v e n g o o d advi s e . '

c he n l e s a ' 1 1 a p l ma ' l a a . c h e n l e n g y u i ' d u b i y AA t o ' t xum?

to '

lal

t x um7

5 a ' 1 1 a p I ma ' 1 a a .

lal

chen l e

' If ( t hey ) had a s ke d carefu Z Zy w h a t s h o u Z d b e don e ? do ?

Wha t s h o u Z d w e

( t h e y ) w o u Z d h a v e g i v e n good

advi ce . '

166

SUBST I TUT I ON D R I LLS

1.

p u k h r u ' r a m boba a m i

bo l a a .

' Th e y did indeed t a k e

( t he m )

to

Pokhara . '

p rxaba ' m i l a baa ' m i

p r xa l a a ' lala

ngyu ' i bam i s x a ba ' m i

2.

a s pa t a a ' l a r bo i

ngyu i ' l a

s xa l a a '

bi ri '

D a a kT o r

n e t xoma l a . pukh r u '

xy a a i

wa � k t o do i t in ask in g e t h e a � ed in

' Ha v i n g t a k e n him to t h e h o sp i t a � t hey wo u � d have m e t wi t h t h e doc t o r . '

b i r i ' ma E y O ma ' l a

' Hav ing gone to Po khara t h ey wou � d have g o t medi c in e . '

g o r a a ma ' e n e x y a a i

biri '

yOma ' 1 a ma E c a i

biri '

susaar

'Having gone to t h e for e i gn er s t he y wou �d have had good care . '

s xa ma ' l a

' Ha v i n g e a t en m e d i c i n e t hey wou �d have b e e n h e a � e d . '

MED I CAL LESSONS 81-93

LESSON 81 ' Gi v i n g Med i c i n e in T u s y a '

1.

0'

2.

xa j u ' r .

3.

kha n i '

4

rna E

•

'Hey,

ka n c h i !

Young e s t - s i s t er ! '

' Ye s . ' ' Where are y o u g o i n g ? '

xyaamu ' 1

1 aba ' r i .

t u ' 5 i ", m i

a xsxe ' .

n go

' To g i v e medi c in e .

( Lit : t o do

m e d i c in e ) Dear me,

I don ' t know

( t he i r ) name . '

5.

' Do

T u s y a a ' wa a 1

' Ye s .

Tusyaa ' r i .

6.

o.

7.

j a r kha ba '

8.

a x n g x l ' , ma a 5 i '

9.

e,

u,

( they)

to '

na ' ba 7

t a ba ' ro .

In TUSYA . '

' D o e s fe v er come, 'No.

Diarrhoea,

' O h, y e s ,

0, o.

l i v e in TUSYAA ? ' or wha t hur t s ? ' they say . '

I see . '

N EW VOCABULARY 'medicine '

tu' 5 I

' I don ' t know '

ml

'name '

ngo

' know l e dge '

-seba '

' t o know '

jar

'fever '

na ' ba

' s i c kn e s s ,

ma a s i '

'diarrhoea ( w i t h muc u s ) ,

ma E

hurting '

NOT E S Line 4 :

t u ' s i i s u s e d fre quent l y t o introduce a t o p i c whi c h mi ght be

s l i ght l y embarra s i n g .

In t h i s c a s e t he fore i gner i s embarr a s s e d t hat h e

h a s forgo t t e n t he name o f h i s p a t i ent . t h a a a x s xe ' ,

In o t her u sage t u ' s i ,

n g o a x s xe ' ,

t h a a a x x r e ' are u s ed a lmost i n t e r c hangeably t o mean ,

'I

don ' t know. '

Line 8 :

' to happ e n ,

t o b ecome ' i s anot her s e n s e o f t h e verb t a b a a '

' diarrhoea has happ e n e d ' .

167

168

BU I LD - U P D R I LL S 1.

tu ' s i , m l

' We Z Z . . . er . . .

n g o a x s xe ' .

I don ' t know ( t h e i r )

n am e B . '

ma E

l aba ' r i .

a xs xe ' 2.

n go

tu ' s i , m l

' I ' m g o i n g to g i v e medici n e . er . . .

•

maas i '

t a b ro o

a xn 9x I '

.

We Z Z . . .

I don ' t know ( t h e i r ) name B . '

' They B a i d i t i B diarrho e a . '

rna a 5 i '

t a b r0

'

•

' No .

They B a i d i t i B diarr hoea . '

SUBST I TU T I ON D R I LLS

axngx l '

maas i '

t a b ro o

, No .

They Bay t h e y have mUCUB in t h e B tO O Z B . '

j a r kha b '

a fe v e r haB come .

yo na ' b

t h e hand hur t B .

169

LESSON 82 ' The Cu t L e g '

1.

kha n i '

xyaa i '

yu ' l aa kanch i ?

' Where a r e y o u coming b a c k down from, y o unge s t daugh t e r ? '

2.

kammEe d x l r i ' .

' The b la c k smi t h ' s hou s e . '

3.

ma E l a b a ' r x y a a l ' w a a ' ?

' Yo u w e n t to do medic i n e ,

4.

0 , ma E

' Ye s ,

5.

a x s xa n g n g y U ' w a a ?

' Sh e ' s n o t h e a l e d ? '

6.

c h e n l e a x s xa n g n g y U ' .

' No t comp l e t e l y h e a l e d . '

l a ba ' r xya a l a a ' .

7.

kha n i ' r dana t ho ' na ?

' In w h a t p la c e i s i t c u t ? '

8.

pxa l i

, In t h e s h i n . '

9.

s a a r l e ' n t ho ' na do ' ?

DAA D a r i .

10 . 0 , bese r i

saa r l e '

t ho ' na .

'It ' s badly cut then, ' Ye s ,

di d y ou ? '

I w e n t to g i v e m e d i c i n e . '

is i t ? '

v e ry s e v e r e l y cu t . '

NEW VOCABULARY 5 xa ba '

' to h ea l '

dana

' di r e c t ion, p l ace '

p xa 1 i

, leg '

DAA Da

' s hin,

do '

' emp ha t i c '

saa ro

' serious,

s t em,

hi l l ! '

e x t r eme '

BU I LD - U P D R I LLS 1. 2.

khan i '

xyaa i '

kanch i ?

' Where did y o u go l a s t - b o rn dau g h t e r ? '

khan i '

xy a a i '

yu ' l a kanch i ?

' Where are y o u coming b a c k down from ? '

saa r l e ' 0.

' I see i t is badly cut . '

t ho ' na .

bese r i

saa r l e '

t ho ' na .

, Y e s I s e e i t i s v e ry b a d ly cu t . '

SUBST I TUT I ON D R I LLS

1.

c h e n l e a xs xa n g n gy U ' .

' I t i s n o t h e a l e d comp l e t e ly '

a x p x r a n g n gy U .

' (H e ) do e s n ' t wa l k we l l . '

a xm x a e n g n g y U .

' ha v e n ' t s o ug h t t ho r o ug h ly . '

a xxyon g n gy U .

' ha s n ' t b o i l e d we l l . '

a x t h E ' n gn gyU .

' ha s n ' t p u t i t in proper l y . '

a xm r o ' n g n gy U .

' ha s n ' t l i t w e l l . '

170

2.

ma E

l a ba ' r xyaa l ' waa ' ?

' You w e n t t o do medicine di d y ou ? '

t AA n g y u i b a ' r

to a 8 k a b o u t a ma t t e r .

s u rj e l a i xu i ba ' r

to c a n Surje .

TonDaa '

thuba ' r

to p i c k T o n D a a q .

caba ' r

to e a t c u d u r u b e rr i e 8 ?

cuduru ' p a l AA ' t i mm r u '

caba ' r ca ba ' r

t i mru t o 8 e e k a fri e nd .

t h u m xa e b a r t a mU kxyu i '

pa l a a n

l u ba ' r

to l e arn the Gurung l anguage .

171

LESSON 83 'Medi cine For F e v e r '

1.

n g a l a i ma E p i n d i .

2.

to '

' P Z e a s e g i v e me m e d i c in e . '

ma E 7 k r a n a ' b a u 7

' Wh a t s o r t of medic i n e ? a c h e s or

3.

a x n g x l ' , j a r kha ba .

4.

mu .

5.

nga l a i

ka d i '

ka d i '

'No,

c a i d i m7

t ha a a xx r e ' ,

ka d i '

For h e a d­

(wha t ) ? '

for fe v e r . '

' We have t h e m .

How many are n e eded ? '

' I don ' t know .

How many a r e n e e d e d ? '

c a i d i m7

6.

khoyO '

s e re '

7.

t i y AA '

sO 9a ' E t a i ' .

8.

c h a b i ' y AA mx u i '

' S i n c e when has i t b e e n h u r t i n g ? '

na ' i 7

' T o - da y t hr e e day s have e Zap s e d . '

gxr i l '

' In t ha t c a s e a rup e e ' s w o r t h i s

ca i d i m.

n e eded . '

9.

pin sidi ' .

' P Z e a s e g i v e t hem t h e n . '

10.

0, 0,

11 .

tam.

nAA '

kin.

'Here,

take them. '

' O . K. '

N EW VOCABU LARY ' h e ad,

k ra

hair '

s e re '

' from,

since '

ADD I T I ONAL VOCABULARY -la

' num . c la s s i fi e r on mont hs '

NOTES Line 5 :

ka d i '

c a i d i m i s u s e d in t h i s utt eran c e as a rhe t o r i c a l

que s t i on me aning ' I don ' t k n o w h o w many are n e e de d ' . BU I LD - U P D R I LLS 1.

ka d i ' n ga l a i

' How much n e e de d ? '

c a i d i m7 t haa axxre ' .

ka d i '

' I don ' t know much i s n e ede d ? '

ca i d i m7 2.

mxu i '

gxr i l '

ca i d i m .

c h a b i ' y AA m x u i ' ca i d i m .

gxr i l '

'A rupe e ' s w o r t h i s n e e de d . ' ' In t h a t c a s e , o n e rup e e ' s w o r t h i s n e e de d . '

172

SUBST I TUT I ON D R I LLS

1.

t l y AA '

sOga ' E t a i .

' Today i t i 8 3 daY 8 . '

TxugaE

6 daY 8 .

k u ga ' E

9 daY 8 .

sad r i '

1 wee k .

sad ngxl ' mxa I n a t i

2.

2 wee k8 . Ia

1 mon t h 8 .

mxa l n a s O ' l a

3 mon t h 8 .

c h a b i ' y AA m x u i '

'

gxr i I ' ( a )

ca i d i m .

'In t ha t c a s e 1 rup e e ' s w o r t h i s n e e de d . '

mxor s O ' bo l ( a )

3 mo h o r ' s

mxo r k u ' b o l ( a )

9 moho r ' s

mxu i '

7 rupe e ' 8

n g i ' l (a )

173

LESSON 84 ' The Diarrhoea P a t i en t '

1.

baa bae .

n ga m c h e r d i ' i

bi ri '

saa r ta i . 2.

' Go o dn e s s me !

Hav ing had diarrh o e a ,

i t has now b ecome s eri o u s . ' ' Ha v e y o u n o t t a k e n ( Lit : don e )

ma E a x l a ' i w a a ?

medicin e ? '

3.

' Who w o u l d t a k e me to Pokhara ? '

kha b d i '

bobx l bd i '

4.

pukh ru '

xyaa l aa ' a xtxu .

5.

c u ' ram kha n i '

6.

g o r a a ma ' E n e n y O m d i .

' Wi t h t h e We s t e rn e r s i t i s a va i lab l e . '

7.

xO , c h a b i ' y AA c a ' r n a x y a a l '

'Re a l ly ,

8.

c a ' r n a xy a a d ' .

9.

pa i saa '

10.

I xe '

pukh ru ' ?

' You don ' t have t o go t o Pokhara . ' 'And where wou l d i t b e a va i l a b l e

y O md i ' ?

here ? ' in t h a t I s h o u l d go t he r e . '

txu i . ka d i '

' Go t h e re . ' 'And how much money m i g h t b e n e eded ? '

ca i d i b mue?

a xca ' i d i .

' N o t a l o t is n e e d e d . '

N EW VOCAB U LARY baabae

' e x c l amat ion '

- bx l ba '

' bene fac t ive auxil iary '

c h e r d i ba '

' t o h a v e l o o s e bowe l motions '

NOTES Line 3 :

bobx l b d i :

t i ve sens e . Line 6 :

C ompounded with anither verb s t e m give s a bene fac ­

Henc e t he g l o s s

g o r a a ma E n e n

'who wou l d t a k e me to P o k h a ra ? '

The - n e n suffix i s an ac c ompaniment part i c le whi c h

i s b e s t t rans lat e d ' w i t h ' . Line 9 :

mue

The - e suffix on m u indicat e s a que s t i o n in g , unc ertainty

a s p e c t hence t he t ran s lat i on

' ho w m u c h money m i g h t b e n e ede d ? '

B U I LD - U P DR I LL S 1.

baabae ngam saa r ta i ' . baaba e !

ngam che rd i ' i

biri '

c a ' rna xyaa l ' x0 7

txu i .

c h a b i ' y AA c a ' r n a x y a a l '

ka d i '

ca i d i b mue?

pa i sa a '

' Oh de a r !

S i n c e h a v i n g diarrhoea I

, I s h o u l d go there . ' ' R e a l ly ?

In t h a t c a s e I s h o u l d go

t he r e . '

txu i . 3.

I ' m s e r i ou s l y i l l . '

have b e c ome s e r i ou s ly i l l . '

saa r ta i ' . 2.

' Oh dea r !

ka d i '

ca i d i b mue ' ?

' How much migh t be n e eded ? ' ' How muc h money m i g h t b e n e ede d ? '

174

SUBST I TU T I ON D R I LLS

1.

ngam cherd i ' i

biri '

saa r ta i ' .

' Ha v i n g had diarrho e a I have b e come s er i o u s ty i t t . '

j a r kha i ' k ra na ' i pxa l i

a fe v e r

biri '

t h o ' wa a i

maas i '

2.

biri '

ta i '

a headache

b i ri '

bi ri '

g o r a a ma ' E n e n y O m d i ' . b x a a r e ' ma E n e n

' Wi th t he We s t erners . ' c arri ers . s tuden t s

u b x a p r a d xa a n n e n

dep u ty mayor

k h a a g u b a ' e mx i

kammE '

nen

nen

pa i saa '

t h e p e op t e round here b Zacksmi t h s

t x u l ma E

tai tors

ka d i '

ca i d i b mue ' 7

k h a n i ' r xy a a b '

mue ' 7

' How much money m i g h t b e n e e d e d ? ' ' Wh e r e m i g h t ( t hey ) be g o i n g ? '

to ' cab mue ' 7

' Wha t m i g h t t h e y b e e a t ing ? '

khab l a i

' Who m i g h t t h e y b e s e e ki n g ? '

ka d i '

4.

mucus i n s too t s

b i d h y a a r t h i ' ma E n e n cu '

3.

c u t my foo t

mxa e b m u e ' 7

x r E go mu ' e ' 7

khabd i '

bob x l b d i ' 7

' How far m i g h t i t b e ? '

' Who wo u Z d t a k e me ? '

l abxl bd i ' 7

do i t for me ?

ngyu ' i

a s k for me ?

bxl bd i ' 7

xyo b x l b d i ' 7

c o o k ( i t ) fo r me ?

khe '

r e a d ( i t ) for me ?

bx l bd i ' 7

175

LESSON 85 ' In t e s t i n a l Worm Med i c in e '

ma E m u u , a xx r e ' 7

' Do y o u h a v e worm m e d i c i n e o r n o t . '

1.

pxebee '

2.

mu .

3.

t

4.

c h a b i ' y AA b a a r o D a c a i d i m .

' In t h a t c a s e y o u n e e d 1 2 . '

5.

b a a r o D a m u y AA '

' If y o u h a v e 1 2 t h a t w i l l h e a l .

6.

a x s xa d u '

7.

b a a roDa 1 xa a 9 i r p a i s a a '

k h a b a ' e 1 xa a 9 i r i c a i d i i 7

u ' s i , kad i '

to ' i

ca i d i m .

n ga l a i

' We h av e .

Who i s i t n e e d e d fo r ? '

' I don ' t know .

t h a a a xx r e ' .

How m u c h i s n e e d e d .

I don ' t know . '

sxam maa ' 7

Wi H i t ? '

b i y AA a a r g o '

' If y o u a re n o t h e a l e d y o u w i l l h a v e

ca l

txum.

t o e a t more

ka d i '

' Fo r 1 2 ,

(medicine ) . '

how muc h money i s n e e ded ? '

ca i d i m7 8.

l xe ' a x l xa u d i , m x o r i ' ma t t r e '

' Yo u don ' t n e e d a l o t .

gaa .

1 moho r . '

9.

c h a b i ' yAA mxu i '

10.

0,

gxr i 1

pin

0 '

•

It is jus t

' In t h a t c a s e p l e a s e g i v e me o n e r up e e ' s w o r t h . '

pa i l e '

a xs x a d u '

mxo r i ' l

ca d u ,

b i y AA p h e ' r i

ca l en

tam.

'O. K.

Firs t e a t a mo h o r ' s w o rt h .

Then i f y o u are n o t h e a l ed t h e n i t is O. K.

t o e a t i t again . '

phe ' r i

' o t her,

NEW VOCAB U LARY ' in t e s t i n a l worm '

pxebe

more,

again '

NOTE S N o t e t he - e ' part i c ip ia l s u f f i x on p x e b e .

Line Line 1 0 : Line 3 :

- e n s u f f i x c a b a i n d i c at e s manner of performing a c t i on . N o t e t he use o f t u ' s i in t h i s line as a t o p i c i n t ro duc e r t o

bring up a t o p i c whi c h c ou l d be s l i gh t l y embarra s s i n g . BU I LD - U P D R I LLS 1.

tu ' s i ,

ka d i '

c a i d i m7

tu ' s i ,

kad i '

ca i d i m .

to ' i 2.

a a rgo '

ca l

3.

b i y AA a a r g o '

b i y AA p h e ' r i

' We l l i f y o u are n o t h e a l e d y o u w i l l

ca l e n

' If y o u a r e n o t h e a l e d i t i s O . K .

to

eat it a g a i n . '

mxo r i ' l

a x s xa d u ' tam.

How much i s n e e de d .

have t o e a t more . '

tam. o pa i l e '

' I don ' t know !

' Yo u w i l l h a v e to e a t more (medi c i n e ) . '

txum.

txum.

a x s xa d u '

How much i s n e e de d ? '

I don ' t know 'any t h i n g . '

t h a a a xx r e ' .

t u ' s i a xs xa d u ' ca l

nga 1 a i

' I don ' t know .

cadu ' ,

b i y AA p h e ' r i c a l e n

'Yes .

Firs t e a t a mo h o r ' s w o r t h

( t h e n ) i f y o u a r e n o t h ea l e d i t i s O. K.

to e a t it again . '

176

SUBST I TUT I ON D R I LLS l.

a x s xa d u '

b i y AA a a r g o '

tam .

2.

ca l en

' If y o u a p e n o t h e a l e d i t w i zz. b e O. K.

t o e a t o t hep (medici n e ) . '

axtO ' du

If y ou don ' t "l i k e i t . . .

a x t xe ' d u '

If y o u don ' t don ' t c o o k i t . . .

a xk l ' d u . . .

If y o u don ' t buy it . . .

phe ' r i tAAn '

ca l e n t a m . sa ' e

TonOa a '

Txaa

mxa a r c h y u g u '

, It i8 O . K .

t o e a t mop e . ' a zz. t hing8 .

TonOaaq veg. y e zz.ow g he e .

177

LESSON 86 'Medi c i n e For a Sore Fo o t ' 1.

s u r y e m a ' e a a b m a ' E d ka E e a i '

' Ha s s u rj e ' s fami ly e a t e n r i c e ,

waa '

b orn s on ? '

eyO?

2.

axea ' ngngyU baa j y u .

ta ' l e?

3.

n g a ' e p xa l i r ma E p h o ' b

4.

a x e a n g n g y U , xy o b a r k h O n g n g y U .

5.

e h a b i ' y AA t o g o ' n x y a a l '

'No,

Grandfa t h e r .

last­

Why ? '

' I was t h i n king to g e t m e d i c i n e t o

b i syaabaa ' .

p u t o n m y fo o t . ' ' Th e y haven ' t e a t e n .

They h a v e

s ta r t e d c o o k i n g . '

txu i

6.

' In t ha t ca s e I had b e t t e r go

(to

t h em ) n ow ? '

do ' ? xya a ' s i d i ' , p l e ' n .

to '

ta i ' ,

pxa 1 i ?

'Go,

t hey wi l l proba b ly g i v e i t .

What happ e n e d t o y o u r fo o t ? '

7.

kh i n gxaa '

8.

khOyO '

9.

t i y AA ' m s a d r i

10.

xO .

'A s o r e came of i t s e l f . '

tabaa ' .

, S i n c e w h en ? '

s e ra ' ? de '

' To day i t ' s a b o u t a w e e k . '

ta i .

, Inde e d . '

N EW VOCABU LARY ma ' e

' p o s s e s s iv e '

pho ' ba

' to app l y ,

kh i n

to pay

baaj yu

' grandfa t h e r '

khO ' ba

' t o e n t er,

exp e n s e s '

gxaa '

' s or e

' b y i t s e lf '

sad r i

' o n e we e k '

to be a b o u t t o '

(n. ) '

NOTES - ma ' e i s p o s s e s s i ve marker for kin t erms .

Line 1 :

s u r y e ma ' e a a b a :

Line 6 :

p l eq n

Line 4 :

khO n g n gyU

The verb

anot her verb mean s

' ab o u t to

The - e ' n suffix indi c at e s a probab i li t y aspe c t . ' t o e n t e r ' , when u s e d a s an auxi l i ary t o

Alt ernat e l y . . . .

-bi

sengngyU

i s a l s o u s e d in t he same way . BU I LD - U P D R I LLS 1.

ka E e a i ' w a a ' , e y O ?

' Ha v e

( t he y ) e a t e n r i c e ,

l a s t - b orn

s on ? '

s u r y e m a ' e a a b ma ' E k a E e a i '

rice,

wa a ' , e y O ? 2.

'Have Surj e ' s fa t h e r ' s p e op l e e a t e n l a s t - b orn s on ? '

xyob a r k h O n g n g y U .

' ( They ) a r e a b o u t to coo k . '

a xea ' n g n g y U .

, ( Th e y ) haven ' t e a t e n .

khO ' ng ngyU .

xyo b a r

about t o c o o k . '

( They ) are

178

3.

xyaa ' s i d i I

' Go t h e n .

plein.

(They ' Z Z ) proba b Zy g i v e

(it) . '

xyaa ' s i d i I .

plein.

to l

pxa 1 i ?

ta i I .

' Go then .

(They ' Z Z ) probab Z y g i v e

( i t ) what happ e n e d ( t o y o u r ) fo o t ? '

SUBST I TUT I ON D R I LLS

1.

2.

3.

s u r y e ma l e a a ma k h o ' i ?

' Where i s m o t h e r o f Surj e ? '

dx I '

t h e h o u s e of

naa ' n i

fir s t - b orn s i s t er

n AA ' s a

v i l lage .

j a xAA n

fami Zy

baa j y u

grandfa t her

xyoba r khO ' n g n gyU .

' (They ) are about t o c o o k . '

caba ' r

ea t .

xu i ba ' r

ca Z Z .

1 a ba I r

do i t .

bxaba I r

bring i t .

xya a ' s i d i '

plein

' Go t h e n t h e y w i Z Z probab Z y give it. '

p rx i e n

wri t e

pho ' en

app Zy

l ae ' n

do i t

thee ' n

hear

( i t - m e di c i n e )

TRAN S F O RM D R I LL 1-

xyoba r k h O n g n g y U

' Th e y are a b o u t t o coo k . '

2.

xyo l

' Th e y have fin i s h e d c o o k i n g . '

khAA I I

3.

xyo l yO I I

4.

xyo l

5.

xyo b x l m '

txum

' Th e y are a b Z e to coo k . ' ' They mu s t coo k . ' ' They c o o k for ' t he b e n e fi t of o t he r s . '

179

LESSON 87 'Medi c i n e for B l o od and Muc u s i n S t o o l s '

1.

n ga l a i

ma E p l n d i .

mu u ,

a xx r e ' 7 2.

to '

' P l ea s e g i v e me m e di c i n e ."

Do y o u

h a v e i t o r no t ? '

na ' bae maE ca i d i i 7

' Wha t s or t of hur t ing i s t h e m e d i c i n e n e eded for ? '

3.

r a ' g a t ma a s i '

4.

mu .

t a b s x a b a ' e ma E .

t a r a t u g y U ' m b a b xa n d a '

mxAA g u ' m u . 5. 6.

' M e d i c i n e t o h e a l b lo o d in t h e s t o o l s . ' ' We ha v e .

T h o u g h comp a r e d w i t h l a s t

y e ar it i s exp e n s i v e . '

n a ' b s x a d u ' b i y AA m xAA g o '

' If i t g i v e s h e a l i n g to t h e p a i n i t

mu l e n t a m .

d o e s n ' t ma t t er i f i t i s exp e n s i ve . '

na '

' He r e .

cu '

c x a g a l a m x o r n g xa b o '

T h i s much c o s t s 5 mo h o r s . '

I xa u d i i . 7.

0,

s xa d u ' b i y AA m x u i '

cyu '

b i I en p l m . 8.

c u ' d a xs xa d u ' a a r go '

ca l

b i y AA p h e ' r i

t xu m .

9.

t a m a x s xa d u '

10.

ma E p u r a a '

11 .

( I ) wou ld g i v e

(it) . '

' If t h i s do e s n o t h e a l y o u w i l l have 'O. K.

If I am n o t h e a l e d I wi l l

come a g a i n O . K . ? '

a x c a ' d u b i y AA

' If y o u don ' t e a t a l l t h e medic i n e , h e a l in g w i n b e diffi c u l t . '

g a a ro t a m .

sU pr i I

i f i t g i v e s h e a l ing e v e n i f y o u

t o eat o th e r (medicin e ) . '

b i y AA p h e ' r i

kham aa7 s xa b a '

' Ye s ,

a s k e d Rs 1 0/-

' S ho u l d I refrai n from e a t ing s ome

t xum u , a x t x u 7

t hings o r not

( Li t : I s the m o u t h

forbi dden or no t ? ) '

12 .

s e j a ' ga p r i l

t xum .

aru

' Yo u s hou l dn ' t e a t me a t .

Other wise

i t i s n o t n e c e s sary t o di e t . '

a x t x u ma E n .

NEW VOCABU LARY ' la s t y e ar '

b xa n d a '

' comp a r e d w i t h '

mxAA g u '

' exp e n s i v e '

r a ' g a t ma a s i '

' b l o o d and m u c u s i n

puraa '

' c omp l e t e ly '

p r i ba

' to res trict certain

sU

'mouth '

fo o ds from t h e di e t '

a r u , aa rgo '

, o t he r '

t u g y U ' mb a

s tools '

ADD I T I ONAL VOCABU LARY n a i d i ' ma

' y e a r b e fo r e l a s t '

n xe pa a l

, Ka t hmandu '

NOTES Line 4 :

t u g y U ' m b a b xa n d a '

' comp a r e d wi t h l a s t y ea r ' .

mo s t c ommon c omparat i ve c on s t ruc t i on in Gurung .

b xa n d a ' i s t he

180

sU p r i !

Line 1 1 :

t x u m u a x x t u Gurungs b e l ieve t hat c e rt ain foo d s t uffs

should b e forb i dden during c e rt ain i l lne s s e s and t he re fore frequen t l y �sk whet her t he y should n o t e a t c e r t a in foods i f t he y are s i c k and c ome for me d i c a l h e lp .

BU I LD- U P D R I LLS 1.

' Th e y are exp e n s i v e . '

m xA A g u m u . t u g y U ' mb a b x a n d a ' mxAA g u '

mu .

' Compared w i t h Z a s t y ea r t h e y a r e exp e n s i v e . '

mu .

t a r a t u g y U ' mba b xa n d a '

mxAA g u ' 2.

mxAA g u '

y e ar t h ey are e xp e n s i v e . '

mu .

'It ' s O . K.

mu ! en t a m .

n a ' b s xa d u ' b i y AA mxA g u ' m u ! e n s xa b a '

e v en

, It i s diffi cu Z t t o h e a L '

g a a ro t a m .

ma E p u r a a ' s xa b a ' 4.

i f i t i s exp e n s i v e . '

' If i t h e a Z s t h e n i t i s O . K . if it is expen s i v e . '

tam. 3.

' We have s ome b u t comp a r e d w i t h Z a s t

a xc a ' d u b i y AA

' If y o u do n o t e a t a Z Z t h e medicine i t i s diffi cu Z t to h e a L '

gaa ro t a m .

s e j a ' ga p r i !

txum .

s e j a ' ga p r i !

txum.

' Yo u s h o u Z dn ' t e a t m e a t s . '

aru

' You s hou Zdn ' t e a t m e a t s b u t I don ' t t h i n k y o u have t o r e s tri c t o t h e r

a x t x u ma E n .

fo ods . '

S UBST I TUT I ON D R I LLS 1.

2.

r a ' g a t ma a s i '

'Medicine for h e a Zing mucus in stooZs. '

t a b s x a b a q e ma E .

k ra n a ' b

h e a da c h e

pxebe tab

worms

j a r kha b

fe v e r

che rd i b

diarrhoea

a x s xa d u '

b i y AA p h e ' r i

kham waa 7

' If I ' m n o t h e a Z e d I s ho u Z d come again,

shouZd I? '

cam

e a t more

pho ' m

app Zy more

yu ' m

come

( from h i g h e r

a Z t i t u de )

3.

t u g y U ' m b a b xa n d a ' mxAA g u ' m u .

'Compared with Zast year it is expensive. '

n a i d i ' rna

y e ar b e fo r e Z a s t

p u kh r u '

Pokha ra

nxepa a !

Ka t hmandu

181

LESSON 88 ' Co u g h Me d i c i n e '

1.

to '

2.

s u rye l a i

' Wha t a r e y o u doing Z a s t - b orn dau gh t e r ? '

l a l aa kanch i 7 khe ' b l u b x l ' r i l a u .

kU ' n . 3.

axkU '

x y a a ma ' u .

ko l ma ' E b e s e r i

p xy U d e .

5.

kha i

ka d i '

ba rsabae j aa 7

gx r i '

n g xa d l ' b a e ,

nA ' , c u ' to '

c h i Z dren are c o u g h i n g a Z o t .

My

Wha t to

' How o Z d are t h ey ? ' ' On e i s fi v e y e a r s .

gx r i '

ma E b o d u ,

tx i r t l ' l

One i s four

y ea r s . ' ' He r e t a ke t h i s m e d i c in e .

daa i

d i na rba ' e sOb l e t l ' l 7.

I wi Z Z be g o i n g .

do ? '

p l x i d l ' ba e mu . 6.

Si t . '

'I ' Z Z not s i t .

n ga ' e

I a ba ' 7 4.

' I ' m g i v ing reading i n s truc t i on t o Surj e .

txum.

Then g i v e

i t to t hem three times a day . ' 'At what time shouZd I give it to

t xum7

t hem ? '

8.

n xAA g a r t i b I e , j xa a l e ' tI ' I

t x i y AA r t i b l e ,

nesa ' r t i b l e .

txum .

cha l e

p xy U b a e m a E t i thu thU ' ba ,

ngx i t h u t a m .

thU ' ba l a

t i thu cabaa ' .

ca ba ' i a Ta b l e D

ky u ' g y u t a m . yaa . 9.

' Gi v e once i n t h e morning,

once in

t h e day , and t h e n once i n e ve n i n g . In t h a t way y o u s h o u Z d g i v e i t t o them.

T h e r e are two k i n ds o f c o u g h

medi c i n e .

One k i n d i s f o r e a t i n g .

T h e drinking k i n d i s a t h i n Z i q ui d . The e a ting kind i s a tab Z e t . '

c h a b i ' y AA k y u ' g y u p i n 0 ' 7

' In t h a t c a s e g i v e me t h e Z iq u i d, O . K. ? '

10.

tam,

pa i saa '

pin.

' O . K . , g i v e me t h e money . '

N EW VOCABU LARY kU ' ba

' to s i t '

ko l o '

' ch i Z d '

pxyUba

' to cough '

t I ' ba

' to fe e d f Z u i ds

tx i

' t ime '

' c hi Z dr e n ' )

( ko l ma q E

( t o a chi Zd,

u s u a Z Zy ) ,

-ble

' t ime s '

n xA A g a

' morning '

nesa '

' e v en i n g '

t x i yAA

' m i dday '

cha l e

' in t h a t way '

j xa a l e '

' and t h e n ( c onj ) '

t h U ' ba

' t o drink '

' t hu

' k i n ds '

Tab l eD

' ta b Z e t '

kyu ' gyu

' thin Ziqui d '

-dl

' numeral c la s s i fi e r for year s '

ADD I T I ONAL VOCABU LARY c i TTh i '

' Ze tter '

182

NOTES Line 2 :

khe ' b l u - b x l ' - r i - l a u .

In t he phrase

' I am g i v i n g r e a ding

i n s t ru c t i on t o Surj e ' we have an unu sua l l y c omp l e x ve rbal const ruct ion . 1 au ribxl ' l ukhe ' - b gerund t ea c h bene fac t i ve c ont in o past t en s e read

Line 3 :

kha i

l a b a ' ? ( Lit :

here t o i n d i c a t e despair .

' How t o d o i t ? ) i s u s e d in a rhe t o r i c a l s e n s e

to '

l a b a ' ? i s a l s o u s e d in a s imilar way .

BU I LD - U P D R I LLS 1.

axkU ' .

xy a a ma u ' .

a xkU ' .

x y a a ma u ' .

ko l ma E '

' I won ' t s i t I am g o i n g .

nga ' e

ko l ma E '

bese r i

' I won ' t s i t .

pxyUde kha i

kaba ' ? 2.

gx r i '

p l x i d l ' ba e mu .

' On e i s fo ur y e ars of age .

gxr i '

ngxad l ' bae , gxr i '

' On e i s fi v e y e ars o f a g e ,

nA ' .

cu ' maE bod u .

nA ' .

cu '

ma E b o d u , d a a i

j xa a l e ' tl ' l

nesa ' r t i b l e .

cha l e

t xum .

j xa a l e '

nesa ' r t i b l e .

txum.

' He r e !

Take t h i s medicin e . '

'Here !

T a k e t h i s medicine t hen fe e d

i t t o ( t hem)

t hr e e t i m e s a day . ,

' Once in t h e morning, day,

once a t mid­

t h e n once in the e v e n i n g .

t h a t way y o u fe e d i t to

t x i y AA r t i b l e ,

n xAA g a r t i b l e , tl ' l

t x um .

t x i yAA r t i b l e ,

n xA A g a r t i b l e ,

c ha l e

' On e in t h e morn ing,

t i t h u t hU ' ba .

t i t h u ca baa ' .

In

( them) . '

once a t m i dda y ,

t h e n once in t h e e v e n i n g . way y o u fe e d i t t o ( th e m ) .

p xy U b a e m a E

n gx i t h u tam.

one is

four y ea r s of a g e . ,

d i na rba ' e sOb l e t l ' 1 4.

My

I am g o i n g .

c h i 'l dr e n are couhging a 'l o t . Wha t t o do ? '

p l x i d l ' ba e mu . 3.

My

I am g o i n g .

c h i 'l dren are coughing a 'l o t . '

n ga ' e

x y a a ma u ' .

a u kU ' .

' I won ' t s i t .

pxyUde .

bes e r i

In t h a t There

are two kinds of cough medic i n e . One kind i s a dri n k ing ( ki n d ) . One kind is an e a t i ng ( k ind) . '

t x i y AA r t i b l e ,

n xAA g a r t i b l e , j xa a l e ' tl ' l

nesa ' r t i b l e .

txum.

n gx i t h u tam. t i thu cabaa ' . k y u ' gy u t a m . yaa .

cha l e

p x y U b a e ma E t i th u t h U ' ba , t h U ' ba cabaa ' Tab l eD

' On c e in t h e morning,

once a t midda y ,

t h e n once in t h e e v e n i n g . way y o u fe e d i t to

( th e m ) .

In t h a t There

are two k inds of cough medic i n e . One kind i s a dri n k i ng ( k ind) .

One

kind is a n e a t ing ( ki n d ) .

The

dri n k i n g ( ki n d ) i s swe e t .

The e a t ­

i n g ( kind) a r e t a b 'l e t s . '

183

SUBST I TUT I ON D R I LLS

1.

s u ry e l a i

khe ' b l ub X I ' r i l a u .

' I w a s g i v ing r e a di n g i n s truc t i o n t o Surj e . '

ma E p h o ' b x l q r i l a u

app Z y i n g medicine for Surj e .

c i TT h i '

wri t i n g a Z e t t e r for Surj e .

c xa a '

p rx i bx l ' ri lau

xy o b x l ' r i l a u

ma king t e a for Surj e . penning the chickens .

na ' ga cyu ' bx l ' r i l a u

2.

gxr i '

bae gxr i '

n g xa d I '

t i ' d l ba ' e

.

p rxed l ' b a e

' One is fi v e y e a r s of a g e , fo ur y e ars of a g e .

p l x i d l ' bae mu . •

.

•

.

.

sO ' d l baqe

1 y ea r .

.

.

. . . 3 years

.

.

.

•

.

ku ' d l baqe

8 y ea r s . .

.

. . . 9 y ea r s

Txud l ' bae . . . . . . ng i ' d l bae

3.

one is

,

d i na rba ' e sO ' b l e t l ' I

t xu m .

.

6 y ea r s . . . .

' Yo u s h o u Zd fe e d i t t h r e e t i m e s a day . '

tible

once

ngx i b l e

two t im e s

plxible

fo ur t i m e s

.

. 7 y ears

(to him)

184

LESSON 89 ' Th e Fa l l from t h e Paddy Wa l l '

1.

sa ' nj a axta ' waa ,

2.

0,

cyO ,

te l aa '

baaj yu?

' Yo u are n o t w e l l Grandfa t h e r ? '

ka l l A ' U l e '

' Ye s ,

kxu r i xyaa i .

l a s t - b orn - s on,

y e s t erday I

fe H from a p a ddy wa H . '

3.

k h a n i r b a ' e ka l l A ' ?

4.

cu '

b a a r i r b a ' e ka l l A ' U l e '

5.

ne '

my O ' 1

6.

o.

cu ' yo bese r i

7.

x r i b a m t o ' i a x t a ' ma E n w a a ' ?

' The b o n e i s n ' t hurt t hough i s i t ? '

8.

tu ' s i ,

' I don ' t know .

' Wh e r e was t h a t p addy wa l l ? '

yaa .

u?

kha i

'Oh.

na ' i .

ta i ' ?

kha i

olel

D o y o u have a n i nj ury or w h a t ? '

' Ye s .

ta i ' ?

t h a a a x s xe ' . 9.

' I t w a s t h e p a ddy wa l l of t h i s fi e l d . ' T h i s arm h u r t s a l o t . ' Wha t ' s happ e n e d ?

Wha t ' s happ e n e d ?

tam, axtaa ' ?

I don ' t know . '

' A r e y o u a b l e to move

( i t ) around or

no t ? '

10.

ka ' t t i a x t a ' , j xu i '

xa r i ' l e

'Not a t a l l .

ro ' b a a x t a ' .

It i s n o t p o s s i b l e t o

U e on t h i s s i de . '

N EW VOCABULARY sa ' nj a

' we l l b e ing '

kxu r i b a

' t o fa H down,

x r i ba

' b one '

ro ' ba

' t o s le ep '

s t umb l e '

ka 1 1 A '

' p addy w a l l '

mxyO ' ba

' t o brui s e ,

o l eba

' to move around,

hurt ' t o s t ir

( o f fo od) ,

NOTES Line 9 :

tam , axtaa ' ?

Line 1 0 :

Cont rac t ion in fast s p e e c h o f t a m u a x t a a ' ?

xa r i ' l e roq b a a x ta q :

t he - l e suffix on t he x a r i ' i s a suffix

o f manner . BU I LD - U P D R I L LS 1.

te l aa '

ka l l A ' U l e '

k x u r i xy a a i ' .

' Ye s t erday

(I) fe l l from t h e paddy

wa H . '

O . cyO .

t e l aa '

ka l l A ' U l e '

k x u r i xy a a i ' . 2.

tu ' s i . tu' si

ta i ' ?

kha i

thaa

a xx r e ' . 3.

axta ' .

ro ' ba a x t a ' .

(I)

' I don ' t know .

I don ' t know . '

' I don ' t know .

How did i t happ e n ?

How did i t happ en ?

ka ' t t i a x t a ' . ka ' t t i

Ye s t erday

fe H from t h e p a ddy wa H . '

t h a a a xx r e ' . kha i

' Ye s l a s t - b orn s o n .

I don ' t know . '

'Not a t a l L '

j xu i ' xa r i ' l e

' No t a t a l l .

It i s n o t p o s s i b l e t o

s l e e p on t h i s s i de . '

185

S UBST I TUT I ON D R I LLS

1.

cu '

b a a r i r b a ' e ka l l A ' U l e

' From t h e wa H o f t h i s fi e l d . '

ca '

t h a t fi e l d .

ma r b a ' e

l o w e r fi e ld .

ta rba ' e

upp e r fi e l d .

j xa a b a ' e

fi e l d in t ha t dire c t i on .

j xuba ' e

2.

x r i b a m t o ' i a x t a ' ma E ' n w xa a ' 7

t h i s dire c t i o n .

' Probab ly n o t h i n g has happ e n e d t o your bone,

k ram

head

pxa l i m

fo o t

yom

hand

p xa I i

3.

olel

DAA D a m

tam axtaa ' 7

shin

' Is i t O . K .

to m o v e around

0 1'

Du I d i I

s tro H around

Thaa l d i l

begin

t xa a I '

hoe

j xu i

no t ? '

wa Z k

p rxa l

4.

has i t ? '

xa r i ' l e ro ' ba a x t a ' .

( a proj e c t )

' I t i s n o t p o s s i b l e t o s l e e p on t h i s s i de . '

j xaa i '

t h a t s i de .

I i i

the back.

186

LESSON 90 ' T h e B a d ly Cu t L e g '

1.

s u r y e ma ' e A A m a !

' 0 m o t her of Surje ! '

2.

xaj u ' r .

, ( Ye s )

3.

chyo ' , ng i ' e d x l ' r

'Le t ' s go.

xyaa ' bx l nd i .

for me . '

4.

ta ' l e? to '

5.

n ga ' e ca m i '

l a ba ' r i ? telaa'

' Why ?

ba n a r

pxa l i

t h o ' wa a i .

P l ea s e go to o u r hous e

For doing w h a t ? '

' Y e s t erday my dau g h t e r w e n t t o t h e

xya a l a a ' , d i na kxu r i xyaa i ' biri '

sir.

maE

j ung l e howe v e r h a v i n g fa l l e n s h e a u t P l ea s e app l y some m e d i a i n e

her leg .

l abx l n ' s i .

for h e r . ' ' When did s h e fa l l ? '

6.

k hoyO '

7.

te l aa ' .

k x u r i xy a a i ' ?

8.

0, O.

' Y e s t e rday . '

c hyo '

xyaa l e ' .

ngad

'O. K.

let ' s go.

I ' l l look.

O. K. ? '

n g xy o m a a ? 9.

tam.

1 abx I n ' .

l xa u d i l e '

pa i s aa '

kad i '

n g a d p ho ' m .

' Y e s p l e a s e do i t for me . muah m o n e y wi l l b e n e eded.

How e v e r I wi l l

pay . ' 10.

kho ' i , ka d i '

gxaa ' U I ' nd i . saa r l e '

c hyaa . 1 aad

11 .

0,

t ho ' na .

oxo a xm x u l

kyu ' l a a xa ' l a xu ' l i

' We l l ! sore . aut .

Where i s i t ? Oh.

Show me t h e

How badly i t has been

Warm s ome wa t er . '

0 ' .

l aa s yo .

' O . K.

I wi l l a e r t a i n l y d o i t . '

!'l EW VOCABU LARY c h yo '

' l e t ' s go '

d i na

ngxyoba

' to look '

kho ' i

I ' ba

' t o s how '

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