ii
Spoken Kashmiri A Language Course
SPOKEN KASHMIRI: A LANGUAGE COURSE
© The Author
All rights reserved. No part of this book protected by this copyright notice may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without prior written permission from the copyright owner.
First Published 1987 Second Edition 2006
Omkar N. Koul Published by Indian Institute of Language Studies C-13 Greenview Apartments 33/ Sector 9, Rohini, Delhi 110085 www.iils.org
ISBN 81-86323-19-8
Indian Institute of Language Studies
Printed at: Radha Press 2465 Main Road, Kailash Nagar, Delhi- 110031
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SPOKEN KASHMIRI: A LANGUAGE COURSE
Transcription Vowels Front Unrounded Central Back Rounded
Contents Transcription ... Introduction .. Lesson 1 ... Lesson 2 ... Lesson 3 ... Lesson 4 ... Lesson 5 ... Lesson 6 ... Lesson 7 ... Lesson 8 ... Lesson 9 ... Lesson 10 ... Lesson 11 ... Lesson 12 ... Lesson 13 ... Lesson 14 Lesson 15 ... Lesson 16 ... Lesson 17 ... Lesson 18 ... Lesson 19 ... Lesson 20 ... Appendix (Classified Vocabulary of Kashmiri) References
4 1 6 12 17 22 26 30 35 40 45 50 56 61 67 71 76 82 86 90 95 100 104 118
High Mid Low
i e
Consonants Stops: VI. unasp VI. asp Vd. Unasp. Affricates: VI. unasp. VI. asp. Vd. Unasp. Nasals: Fricatives: VI. Vd. Lateral: Trill: Semi-vowels
i: e:
1 @ a
1: @: a:
u o O P.
B.
D.
R.
p ph b
t th d
tà tàh dà
ts tsh m
v
n s z I
u: o: O: V.
G
k kh g c ch j š
h
r y
Nasalization of vowels is indicated by the nasal sign over the vowels. The palatalization of consonants is indicated by an apostrophe sign after the consonantal letter: p’, b’ , etc. Abbreviations Abbreviations used are as follows: s. sg. (singular), p. pI. (plural), m. (masculine), f. (feminine), hon. (honorific) non-hon (non honorific), vl. (voiceless), vd. (voiced), unasp (unaspirated) asp. (aspirated), i. (intransitive), t. (transitive), B(bilabial), D(Dental),R (Retroflex), P (Palatal),V (Velar), G (glottal).
2
Introduction
Area and Speakers The Kashmiri language is called k@:šur or k@:šir zaba:n by its native speakers. It is primarily spoken in the Kashmir Valley of the state of Jammu and Kashmir in India. According to the 1981 census there are 30,76,398 speakers of the language. The census was not conducted in the year 1991. Keeping in view the rise of the population over last many years, the current number of its speakers will be around four million. Kashmiri is also spoken by Kashmiris settled in other parts of India, and other countries. The language spoken in and around Srinagar is regarded as the standard variety. It is used in literature, mass media and education. Classification and Dialects There is a general consensus amongst historical linguists that Kashmiri belongs to the Dardic branch of the Indo-Aryan family. Grierson (1919), Morgenstierne (1961), Fussman (1972) classify Kashmiri under Dardic group of Indo-Aryan languages. The term Dardic is stated to be only a geographical convention and not a linguistic expression. The classification of Kashmiri and other Dardic languages has been reviewed in some works (Kachru 1969, Strand 1973, Koul and Schmidt 1984) with different purposes in mind. Kachru points out linguistic characteristics of Kashmiri. Strand presents his observations on Kafir languages. Koul and Schmidt have reviewed the literature on the classification of Dardic languages and have investigated the linguistic characteristics or features of these languages with special reference of Kashmiri and Shina. Kashmiri has two types of dialects: (a) Regional dialects and (b) Social dialects. Regional dialects are further of two types: (i) those regional dialects or variations which are spoken in the regions inside the valley of Kashmir and (ii) those which are spoken in the regions outside the valley of Kashmir. Kashmiri speaking area in the valley is ethno-semantically divided into three regions: (1) Maraz (southern and south-eastern region),
SPOKEN KASHMIRI: A LANGUAGE COURSE
(2) Kamraz (northern and north-western region) and (3) Srinagar and its neighboring areas. There are some minor linguistic variations mainly at the phonological and lexical levels. Kashmiri spoken in the three regions is not only mutually intelligible but quite homogeneous. These dialectical variations can be termed as different styles of the same speech. Since Kashmiri, spoken in and around Srinagar has gained some social prestige, very frequent ‘style switching’ takes places from Marazi or Kamrazi styles to that of the style of speech spoken in Srinagar and its neighboring areas. This phenomena of style switching is very common among the educated speakers of Kashmiri. Kashmiri spoken in Srinagar and surrounding areas continues to hold the prestige of being the standard variety which is used in mass media and literature. There are two main regional dialects, namely Poguli and Kashtawari spoken outside the valley of Kashmiri (Koul and Schmidt 1984). Poguli is spoken in the Pogul and Paristan valleys bordered on the east by Rambani and Siraji, and on the west by mixed dialects of Lahanda and Pahari. The speakers of Poguli are found mainly to the south, south-east and southwest of Banihal. Poguli shares many linguistic features including 70% vocabulary with Kashmiri (Koul and Schmidt 1984). Literate Poguli speakers of Pogul and Pakistan valleys speak standard Kashmiri as well. Kashtawari is spoken in the Kashtawar valley, lying to the south east of Kashmir. It is bordered on the south by Bhadarwahi, on the west by Chibbali and Punchi, and on the east by Tibetan speaking region of Zanskar. Kashtawari shares most of the linguistic features of standard Kashmiri, but retains some archaic features which have disappeared from the latter. It shares about 80% vocabulary with Kashmiri (Koul and Schmidt 1984) . No detailed sociolinguistic research work has been conducted to study different speech variations of Kashmiri spoken by different communities and speakers who belong to different areas, professions and occupations. In some earlier works beginning with Grierson (1919: 234) distinction has been pointed out in two speech variations of Hindus and Muslims, two major communities who speak Kashmiri natively. Kachru (1969) has used the terms Sanskritized Kashmiri and Persianized Kashmiri to denote the two style differences on the grounds of some variations in pronunciation, morphology and vocabulary common among Hindus and Muslims. It is true that most of the distinct vocabulary used by Hindus is derived from Sanskrit and that used by Muslims is derived from Person-Arabic sources. On considering the phonological and morphological variations (besides vocabulary) between these two dialects, the terms used by Kachru do not appear to be appropriate or adequate enough to represent the two socio-
INTRODUCTION
3
dialectical variations of styles of speech. The dichotomy of these social dialects is not always clear-cut. One can notice a process of style switching between the speakers of these two dialects in terms of different situations and participants. The frequency of this ‘style switching’ process between the speakers of these two communities mainly depends on different situations and periods of contact between the participants of the two communities at various social, educational and professional levels. Koul (1986) and Dhar (1984) have presented co-relation between certain linguistic and social variations of Kashmiri at different social and regional levels. The sociolinguistic variations of the language deserve a detailed study. Unique Characteristics Kashmiri is closely related to Shina and some other languages of the North-West frontier. It also shares some morphological features such as pronominal suffixes with Sindhi and Lahanda. However, Kashmiri is different from all other Indo-Aryan languages in certain phonological, morphological and syntactic features. For example, Kashmiri has a set of central vowels /1 , 1:, @ and @:/ , and dental affricates /ts/ and /tsh/ which are not found in other Indo-Aryan languages. In a similar way, in Kashmiri the finite verb always occurs in the second position with the exception in relative clause constructions. The word order in Kashmiri, thus, resembles the one in German, Dutch, Icelandic, Yiddish and a few other languages. These languages form a distinct set and are currently known as Verb Second (V2) languages. Note that the word order generated by V-2 languages is quite different from Verb middle languages such as English. In a V-2 language, any constituent of a sentence can precede the verb. It is worth mentioning here that Kashmiri shows several unique features which are different from the above mentioned other V-2 languages. Script Various scripts have been used for Kashmiri. The main scripts are: Sharda, Devanagari, Roman and Perso-Arabic. The Sharda script, developed around the 10th century, is the oldest script used for Kashmiri. The script was not developed for writing Kashmiri. It was primarily used for writing Sanskrit by the local scholars at that time. Besides a large number of Sanskrit literary works, old Kashmiri works were written in this script. This script does not represent all the phonetic characteristics of the Kashmiri language. It is now being used for very restricted purposes (for writing horoscopes) by the priestly class of the Kashmiri Pandit community. The Devanagari script with additional diacritical marks is used for Kashmiri by
4
SPOKEN KASHMIRI: A LANGUAGE COURSE
writers and researchers in representing the data from Kashmiri texts in their writings in Hindi related to language, literature and culture. It is also used as an additional script (besides Perso-Arabic)or alternate script in certain literary works, religious texts including devotional songs written by Hindu writers outside the valley of Kashmir after their migration from the valley. It is being used by a few journals namely Koshur Samachar, Kshir Bhawani Times, Vitasta, and Milchar on regular basis. Certain amount of inconsistency prevails in the use of diacritic signs. The diacritic signs for writing Kashmiri in this script have recently been standardized and the computer software is available for it. It is not yet used in all the publications. The Roman script is also used for Kashmiri but is not very popular. The Roman script with phonetic diacritic signs is used in the presentation of data from Kashmiri in the linguistic and literary works related to the Kashmiri language and literature written in English. It is also used in instructional materials for teaching and or learning Kashmiri as a second/foreign language through the medium of English. However, there is no uniformity in the use of diacritic signs. The Perso-Arabic script with additional diacritical marks now known as Kashmiri script has been recognized as the official script for Kashmiri by the Jammu and Kashmir Government and is now widely used in publications in the language. It still lacks standardization (Koul 1996). The computer software is available for writing Kashmiri in this script. Learning of Kashmiri as a second/foreign language In recent years, there has been an increasing interest in learning Kashmiri as a second/foreign language. Kashmiri is being taught as a second language at the Northern Regional Language Centre (CIIL) Patiala since 1971. A limited number of pedagogical materials in the from of language courses and supplementary materials have been produced in Kashmiri so far. Kachru (1969,1973) has made first serious attempt in this regard. Koul (1985,1995) has prepared two textbooks for teaching basic and intermediate level courses in Kashmiri at the NRLC Patiala. They introduce all major structures of the Kashmiri language. Bhat (1982) and Raina (1995) have prepared readers in for teaching Kashmiri at the first two levels at the sochool level. They contain lessons on the Kashmiri script and some structures. Bhat (2001) has prepared an audio-cassette course in Kashmiri with a manual useful for the second language learners of Kashmiri. The present book is essentially a self-instructional course. It contains 20 lessons presenting basic structures of the Kashmiri language. Each lesson contains usually one major structure along with related patterns. All the lessons consist of text, mostly in the form of dialogues, followed by drills,
INTRODUCTION
5
exercises, vocabulary and notes on grammar. Texts are given with equivalent English translations. It is to be noted that these English translations have no one to one correspondence with Kashmiri, either structurally or stylistically but are intended, only to convey the general meaning. Drills are provided for the oral practice of the structure and teachable items introduced in each lesson. The types of drills introduced are: Substitution drill, Repetition drill, Transformation drill, and Response drill. The main types of exercises used in this book are: Fill in the blanks using suitable words, completion of sentences, answering of questions, using of words and phrases in sentences etc. The drills and exercise are designed to help the development of learners’ linguistic competence in the language systematically. The vocabulary section lists lexical items, which occur in the lesson for the first time. The English meanings given for the lexical items are generally restricted to the context they occur in the lesson. The notes on grammar are provided from the functional point of view and the use of technical terms is kept to the minimum. The learners may consult other sources (Kachru 1969, 1973, Koul 1977, 1985, Koul and Hook 1984, Bhat 1986, and Wali and Koul 1997) for more detailed grammatical descriptions. The appendix provides a list of classified vocabulary in Kashmiri.The learners who use this book as a self-instructional course must ensure that they practice drills and attempt exercises given in each lesson with the assistance of a native speaker of Kashmiri or from the lessons recorded, to be obtained from the publishers. This book was first published in 1987. It is reprinted with minor revisions. I would like to thank Mr Sunil Fotedar for making it available on net and encouraging me to bring out its second reprint.
Lesson 1 1. yi k’a: chu? yi chu me:z. yi chu ka:kaz. yi chu kalam.
What is this? This is a table. This is a paper. This is a pen.
2.
hu k’a: chu? hu chu darva:z1. hu chu pankh1 hu chu pard
What is that? That is a door. That is a fan. That is a curtain.
3.
yim k’a: chi? yim chi me:z. yim chi ka:kaz. yim chi kalam.
What are these? These are tables. These are papers. These are pens.
4.
hum k’a: chi? hum chi darva:z1. hum chi pankh1 hum chi pard1.
What are those? Those are doors. Those are fans. Those are curtains.
5.
yi k’a: cha? yi cha kita:b. yi cha k@mi:z. yi cha dava:th.
What is this? This is a book. This is a shirt. This is an inkpot.
6.
yim k’a: cha? yim1 cha kita:b1. yim cha k@mi:z1. yim1 cha dav@:ts.
What are these? These are books. These are shirts. These are inkpots.
7.
hO k’a: cha? hO cha g@r.
What is that? That is a watch.
LESSON1 7
8.
hO cha v@:j hO cha kursi: hum k’a: cha? hum cha gari. hum cha va:ji. hum cha kursiyi.
That is a ring. That is a chair. What are those? Those are watches. Those are rings. Those are chairs.
Drills I. Substitution drill (i) yi/hu chu —duka:n ‘a shop’ maka:n ‘a house’ p’a:l1 ‘a cup’ kul ‘tree’
(ii) yim/hum chi — duka:n ‘shops’ maka:n ‘houses’ p’a:l1 ‘cups’ kul’ ‘trees’
SPOKEN KASHMIRI: A LANGUAGE COURSE
8
hO cha —(window)
hum cha —(caps)
II. Answer the following questions yi k’a: chu? (darva:z) hu k’a: chu? (ko:tàh) hu k’a: chu? (p’a:l1) hO k’a: cha? (alm\:r’) hO k’a: cha? (kuz)
yi chu drava:z . hum k’a: chi? (kalam) hum k’a: chi? (pard1) hum k’a: cha?(tào:pi) hum k’a: cha? (ka:piyi)
III. Write down 20 sentences using words from the table below: yi, hu yim, hum hO, hum1
chu chi cha
kita:b, v@:j, kuz kuz1 , alma:ri pard , dav@:ts, d@:r, daji, p’a:l1 , tào:pi, da:ri, ka:piyi
Notes (iii) yi/hO cha —. kuz ‘key’ d@j ‘handkerchief’ tàu:p’ ‘cap’ b@niya:n ‘pullover’
(iv) yim /hum cha —kuz1 ‘keys’ daji ‘handkerchiefs’ tào:pi ‘caps’ b@niya:n1‘pullovers’
> > > > > > > >
yim chi kul.’ yim chi maka:n. hum chi p’a:l1. hum chi ko:tàh. yim1 cha da:ri. yim cha alma:ri. hum cha ka:piyi. hum1 cha citàhi.
Exercises I.
Fill in the blanks using Kashmiri equivalents of the words given in brackets yi chu —(pen) hu chu—(cup)
Dernonstrative pronoun Kashmiri has the following three term system of demonstrative pronouns in the nominative case.
II. Transformations drill yi chu kul. yi chu maka:n. hu chu p’a:l1 . hu chu ko:tàh. yi cha d@:r. yi cha alm@:r’. hO cha ka:pi:. hO cha cit?h’.
In this lesson, we lave introduced. pimple declarative and interrogative sentences using demonstrative pronouns, forms of the copular verb in the present tense and an interrogative word k’a: ‘what’.
hu chu —(tree) hum chi —(doors)
Prox Rem II. Rem. II
Masculine Sg. Pl. yi ‘this’ hu ‘that’ su ‘that’
Feminine Sg. Pl. yim yi humhO hum1 tim sO
yim1 tim1
These demonstrative pronouns can be used with both animate and inanimate subjects. The third category of demonstrative pronouns has not been used in this lesson. The term ti can also be used alternately with su or sO in case the subject is inanimate. The masculine plural forms yim, hum and tim are used for honorific singular subjects as well.
LESSON1
9
Word-order In Kashmiri, the verb usually comes in the second position. The surface word order of a simple declarative sentence is subject +verb+object. The word-order of a question word interrogative sentence is: subject + interrogative word + verb+ remaining constituents, e.g., yi chu me:z yi k’a: chu?
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SPOKEN KASHMIRI: A LANGUAGE COURSE
kul mo:l notà kotà
> > > >
kul’ m@:l’ n@tà’ k@tà’
‘trees’ ‘fathers’ ‘pitchers’ ‘boys’
(3) Palatal consonants do not change in plural forms: bo:y
‘This is a table.’ ‘What is this?’
‘tree’ ‘father’ ‘pitcher’ ‘a boy’
‘brother’
>
b@:y
‘brothers’
(4) The second vowel /u/ in disyllabic words changes to /a/ in plural forms:
Copular verb The copular verb agrees with the subject in both number and gender. Following are forms of the copular verb in present tense used with third person subject: Masculine Sg. Pl. chu cha
Feminine Sg. Pl. cha chi
Gender There are two genders in Kashmiri: masculine and feminine. All the inanimate nouns (as well as animate ones) are assigned to one of the two genders. Number There are two numbers: singular and plural. There are different types of rules for plural formation which apply according to the phonological structure of the words. Some of these rules are indicated below: (1) Most of the consonant ending and vowel // ending masculine nouns do not change in their plural form: me:z duka:n
‘table( s)’ ‘shop (s)’
kalam pard1
‘pen(s)’ ‘curtain(s)’
kOkur ‘cock’ batukh ‘duck’
> >
kOkar ‘cocks’ batakh ‘ducks’
(5) Most of the feminine plurals are formed by adding suffixes -1 or -i depending on the phonological structure of the word. After these suffixes are added, certain other changes may take place Sg. Pl. - kita:b ‘book’ + 1 > kita:b1 kami:z ‘shirt’ + 1 > k@mi:z1 kuz ‘key’ + > kuz1 -i ka:pi: ‘copy’ + i > ka:piyi g\r ‘watch’ + i > gari citàh’ ‘letter’ + i > citàhi tàu:p’ ‘cap’ + i > tào:pi (6) Besides certain changes in vowels, the consonants /th/, /tà / and /dà / change into /ts/, /c/ and /j/ respectively, e.g., ra:th dava:th p@tà l@ndà
‘night ‘inkpot’ ‘plank’ ‘branch’
> > > >
r\:ts dav@:ts paci lanji
‘nights’ ‘inkpots’ ‘planks of wood’ ‘branches’
(7) In one case there is a change of only vowel: (2) The vowels /o:/ and /o/ changes into /e:/ and /a/ respectively and the word final non-palatal consonants are palatalized:
ga:v ‘cow’ > g\:v ‘cows’ (8) The /i/ ending feminine nouns do not change in their plural forms, e.g., beni ‘sister(s).
LESSON1
11
Vocabulary yi hu yim humm hO hum chu chi cha cha k’a: me:z ka:kaz kalam beni l@ndà darva:z1 pankh1 pard kita:b k@mi:z dava:th g@r
m m f f m m f.s. f.p. m m m f m m m f f f f
this that/he these those that/she those is are is are what table paper pen sister branch door fan curtain book shirt inkpot watch
kursi: duka:n maka:n p’a:l kul kuz d\j tàu:p’ b\niya:n ko:tàh alm\:r’ citàh’ ka:pi: mo:l notà kotà bo:y kOkur batukh ra:th p@tà ga:v v@:j
f m m m m f. f. f. f. m. f. f. f. m m. m m f f f
chair shop house cup tree key handkerchief cap pullover coat almirah letter copy father pitcher boy brother cock duck night a plank cow ring
Lesson 2 1.
yi kus chu? yi chu dob. yi chu s1ts. yi chu cha:n. yi chu mozu:r.
Who is this? This is a washerman. This is a tailor. This is a carpenter. This is a laborer.
2.
hu kus chu? hu chu n@yid. hu chu d@sil. hu chu duka:nda:r. hu chu gru:s.
Who is that? That is a barber. That is a mason. That is a shopkeeper. That is a farmer.
3.
yim kam chi? yim chi dob’. yim chi s1ts. yim chi cha:n yim chi mozu:r.
Who are these? These are washermen. These are tailors. These are carpenters. These are laborers.
4.
hum kam chi? hum chi n@yid. hum chi d@sil. hum chi duka:nda:r. hum chi gr1:s’.
Who are those? Those are barbers. Those are masons, Those are shopkeepers. Those are farmers.
5.
yim kam chi? yim chi dàa:ktàar s@:b.
Who is this? This is a doctor.
LESSON 2
6.
7.
8.
yim chi ma:stàarji: yim chi v@ki:l s@:b. yim chi inji:niyar.
This is a teacher. This is an advocate. This is an engineer.
hum kam chi? hum chi dar s@:b. hum chi khan s@:b. hum chi r@:na: s@:b. hum chi mohanji:
Who is that? That is Mr. Dhar. That is Mr. Khan. That is Mr. Raina. That is Mohanji.
yim cha: ko:l s@:b? a:, yim chi ko:l s@:b yim cha: sohanji? na, yim chin1 sohanji: yim chi ša:mji:
Is this Mr. Koul? Yes, this is Mr. Koul. Is this Sohan? No, this is not Sohan. This is Sham.
hum cha: ma:stàarji:? na, hum chin ma:stàarji: hum chi dàa:ktàar. hum cha: n@rs1? a:, hum1 cha n@rs1.
Is that a teacher? No, that is not a teacher. That is a doctor. Are those nurses? Yes, those are nurses.
Drill I.
13
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SPOKEN KASHMIRI: A LANGUAGE COURSE
hu chu sipa:h. su chu mozu:r. su chu d@sil. sO cha n@r1s.
> > > >
hum chi sipa:h. tim chi mozu:r. tim chi d@sil. tim cha n@rs1.
Exercises I. Fill in the blanks using Kashmiri equivalents of the words given in brackets: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
yim chi dàa:ktàar, yim chin1 -yim chi mozu:r, yim chin1 -yi chun n@:yid, yi chu -yi chan1 n@r1s, yi cha -hu chu duka:nda:r, hu chun1 -hu chu kha:r, hu chun1 -sO cha dàa:ktàar, sO chan1 -sO cha dob’ba:y, sO chan1 -tim chi s1ts, tim chin1 -tim1 cha ma:stàarba:yi, tim1 chan1--
(lawyer) (masons) (carpenter) (teacher) (soldier) (goldsmith) (nurse) (tailor) (washermen) (nurses)
II. Answer the following questions:
Substitution drill 1.
yi/hu chu sOnur kha:r cu:k’dar
—‘goldsmith’ ‘blacksmith’ ‘chowkidar’
3.
yim/hum cha: —? me:jar ‘major’ sipa:h ‘soldier’ duka:nda:r
2. yim/hum chi —swan1r’ kha:r cu:k’dar 4. yim/hum chi — ma:stàarji: dàa:ktàar s\:b v@ki:l s@:b
II. Transformations drill yi chu sonur. > yi chu kha:r. > hu chu cu:k’dar. >
yam chi sorn1r’. yim chi kha:r. hum chi cu:k’dar.
1. yim cha: dàa:ktàar s@:b? 2. yim cha: v@ki:l s@:b? 3. yim china: mozu:r? 4. hum cha: n@rs1? 5. hum1 cha: ma:stàarba:yi? 6. tim cha: duka:nda:r?
(a:) a:, yim chi dàa:k tà ar s@:b. (na) (a:) (na) (a:) (na)
III. Write down 20 sentences using words from the table below: yi/yim hu/hum su/tim sO/tim1
chu/chun1 chi/chin1 cha/chan
gru:s/mozu:r cha:n/cu:k’dar n\r1s/ dàa:ktà ar ma:s tàarba:y
Notes In this lesson demonstrative pronouns and question words have been used
LESSON 2
15
for animate subjects, along with the forms of copular verb. Question words Following question words are used with animate subjects agreeing with the subject in number and gender: Masculine Sg Pl. kus kam
Feminine Sg. kOs
Pl. kam1
‘Yes-no’ answer type questions are formed by adding interrogative particle -a: to the (copular) verb. When this particle. is, added, the preceding vowel, if any, gets deleted, e.g., cha: cha: cha:
chun1 + a: = chuna: chin1 + a: = china: chan1 +a: = chana:
Short answers to such questions can either be a: ‘yes’ or na ‘no’. These short answers may optionally be followed by a complete statement as in the following examples: yi cha: dàa:ktàar? a:, yi chu dàa:ktàar. yim cha: v@ki:l? na, yim chin1 v@ki:l.
Is this a doctor? Yes, this is a doctor. Is this a lawyer? No, this is not a lawyer,
Negation The negative particle n1 ‘not’- is added after the copular verb in the negative statement, e.g., yim chi ma:stàar. yim chin1 ma:stàar.
SPOKEN KASHMIRI: A LANGUAGE COURSE
names of persons for indicating respect or politeness. Whereas s@:b is added generally to the surnames of Hindus and Muslims, ji: is added to the first (and middle) names of Hindus only. dar s@:b mohanji:/mohanla:lji:
This is a teacher. This is not a teacher.
Honorific titles The honorific titles s@:b (Hindi-Urdu sa:hib) and ji: are added with the
‘Mr. Dhar’ ‘Mohanji/Mohanlalji’
Both s@:b and ji: are used with the professional titles of persons belonging to both communities, e.g., dàa:ktàar s@:b
Yes-no answer type questions.
chu + a: = chi + a: = cha + a: =
16
ma:stàar s@:b/ma:stàar ji:
Vocabulary kus kam kas kam1 dob s1ts cha:n mozu:r n@:yid d@sil duka:nda:r gru:s dàa:ktàar inji:niyar
m.s. m.p. f.s. f.p. m.s. m m m m
who who who who washerman tailor carpenter laborer barber mason shopkeeper farmer doctor engineer
ma:stàar n@rs sOnur kha:r cu:k’dar me:jar sipa:h a: na n1 s@:b ji: v@ki:l
m m m
teacher, master nurse goldsmith blacksmith chowkidar major soldier yes no not honorific title polite title lawyer
SPOKEN KASHMIRI: A LANGUAGE COURSE
18
yim1 cha ni:ji k@mi:z1.
These are blue shirts.
Drills
Lesson 3 A. B. A. B. A. B. A. B. A. B. A. B. A. B.
yim k@ts šur’ chi? yim chi z1 šur’. hum k@ts chi? hum chi tre šur’. hum1 k@ts ko:ri cha? hum cha tso:r ko:ri tim k@:t’a:h l@dàk1 chi? tim chi pã:tsh l\dàk1 yim1 cha: še zana:n1 na, yim1 cha sath. hum cha: @:tàh mar1d? na, hum chi nav. yim1 k@:tsa:h kursiyi cha? yim1 cha d@h.
How many children are these? These are two children. How many are those? Those are three children. How many girls are those? Those are four girls. How many boys are those? Those are five boys. Are these six women? No, these are seven. Are those eight men? No, those are nine. How many chairs are these? These are ten.
2.
yi chu akh ja:n ba:g. yi ja:y cha sa:ph. yi ja:y cha s’atàha: khu:bsu:rath. yim po:š chi saphe:d. hum po:š chi gul@:b’. ga:s1 chu sab1z. yim z1 kul’ chi ja:n. yi po:n’ chu sar1d. ca:y cha gar1m. ta:ph chu tot.
This is a good garden. This place is clean. This place is very beautiful. These flowers are white. Those flowers are pink. The grass is green. These two trees are good. This water is cold. The tea is hot. The sun is hot.
yi l@dàk1 chu tshotà. hum z1 l@dàk1 chin1 tshot’. yi ku:r cha tshotà. hum1 zana:n1 cha tshOci. yi chu n’u:l kapur. yim chi ni:l’ palav. yi cha ni:j k@mi:z.
This boy is short. Those two boys are not short. This girl is short (in height). Those women are short. This cloth is blue. These clothes are blue. This is a blue shirt.
3.
I.
Substitution drill (1) yim/hum kats --? yinsa:n l@dàk1 kul’ ja:nvar
(2) yim1/hum1 k\ts --? kita:b1 kursiyi zana:n1 ko:ri
(3) yi/hu šur chu -ga: tàul tshotà z’u: tà h z@:v’ul
(4) yi/hO ku:r cha -tshotà zi:tàh z@:vij ga:tà 1j
II. Transformations drill yi chu z’u:tàh kul. yi chu z@:v’ul kul. hu chu n’u:l po:š hu chu tshotà l\dàk1. hO cha ga:tà 1j ku:r. hO zana:n cha zi:tàh. su l\dàk1 chu ga:tà ul. su chu da:na:.
> > > > > > > >
yim chi zi:tàh’ kul’. yim chi z@:vil’ kul’. hum chi ni:l’ po:š. hum chi tshotà ’ l\dàk1. hum1 cha ga:tà1ji ko:ri. hum zana:n cha ze:chi. tim l@dk1 chi ga:tà 1l’. tim chi da:na:.
Exercises I.
Fill in the blanks using Kashmiri equivalents of the words given in brackets: 1. yim chi pã:tsh ...(boys) 2. yim chi sath ... (men) 3. hum1 chan1 d@h ...(women) 4. yi ba:g chu :…(beautiful) 5. yim po:š chi ...(white)
6. yim kul’ chi … (short) 7. humà1 ko:ri cha ... (slim) 8. ca:y chanà1 ... (cold) 9. po:š chinà1 ... (blue) 10. yimà1 ko:ri cha ... (tall)
LESSON 3
19
II. Answer the following questions: 1. yim k@:t’a:h chi? 2. yim k@ts maka:nà1 chi? 3. yi cha: z’u:tàh kul? 4. hu cha: saphe:d po:š? 5. yi ca:y cha: gar1m? 6. ta:ph cha: tot? 7. po:n’ chuna: sar1d? 8. ga:s1 chuna: sab1z? 9. yim china: sa:ph palav? 10. yim china: s’atà ha: ga:tà 1l’?
(d@h) (še) (a:) (na) (a:) (na) (na) (a:) (a:) (a:)
yim chi d@h.
II. Write down 20 sentences using words from the table below: yi/hu/hO yim/hum/humà1 su/sO tim/tim1
šur/šur’ chu/chun1 ba:g cha/chan1 maka:n1 chi/chin1 po:š ko:ri kul’
sa:ph ja:n z@:v’ul/z@:vil’ z’u:tàh/zi:tàh’ z@:vij/z@:viji zi:Th/ze:chi n’u:l/ni:l’/ni:j/ni:ji
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SPOKEN KASHMIRI: A LANGUAGE COURSE
Masculine Sg. n’u:l vOzul 1’odur kruhun z@:v’ul z’u:tàh v’otàh ga:tà ul tshotà tot
Pl. ni:l’ vOz1l’ ledà1r’ kr1h1n’ z@:v1l’ zi:tà h’ vetà h’ ga: tà 1l’ tshotà ’ t@t’
Feminine Sg. ni:j vOz1j led1r kr1h1n’ z@:vij zi:tà h v’\tàh ga:tà 1j tshotà t@ts
Pl. ni:ji vOzji ledri kr@hni z@:viji ze:chi vechi ga: tà1ji tshOci tats1
blue red yellow black slim tall fat wise short hot
Question word k\ts ‘how many’ The question word k\ts is used for both masculine and feminine objects. k\:t’a:h/ k\ts’ is used for masculine, and k\:tsa:h or k1:ts1 for feminine objects only, e.g., k@ts l@dàk1 /ko:ri k\:t’a:h/k\ts l\dàk1 k@:tsa:h/k1:ts1 ko:ri
‘How many boys/girls’ ‘How many boys’ ‘How many girls’
Vocabulary Notes Numerals In this lesson cardinal numerals from 1 to 10 have been introduced. All the numerals have been given in the appendix. Adjectival complements The copular verb a:sun ‘to be’ takes adjectival (adjectives/ adjective phrases) as complements besides nominal and adverbial. There are two kinds of adjectives: (1) those which are not inflected for number and gender of the. nouns they modify; and (2) those which are inflected. Adjectives like sab1z ‘green’, saphe:d ‘white’, gul@:b’, ‘pink’, ja:n ‘good’, sar1d ‘cold.’, da:na: ‘wise’ khu:bsu:rath ‘beautiful’ gar1m ‘hot’ etc. fall in the first category of adjectives. Following are the forms of some of the adjectives which are inflected for number and gender of the nouns they modify:
k@ts k@:t’a:h k@:tsa:h k@:t’a:h k1:ts1 khu:bsu:rath saphe:d ga:s1 sab1z kul po:š po:n’ sar1d ca:y tshotà n’u:l
m. f. m. f.
m m m f m m
how many how many how many how many how many beautiful white grass green tree flower water cold tea short blue
ja:n ja:y f sa:ph s’atàha: šur ku:r l@dk1 zana:n tot m mar1d akh z1 tre tso:r ba:gm pã:tsh
good place clean very child girl boy woman hot man/men one two three four garden five
LESSON 3
kapur palav da:na: ga:tàul z@:v’ul ja:nvar
m. m m.s. m.s. m.
cloth clothes wise wise slim bird
še sath @: tàh nav d@h gul@:b’
21
six seven eight nine ten pink
Lesson 4 1.
yi chu m’o:n pa:n. yi chu m’o:n kal1. yi chu co:n buth. yi chu co:n ath1.
This is my body. This is my head. This is your face. This is your hand.
2.
yim chi me:n’ ath1. yim chi me:n’ khOr. yim chi c@:n’ kan. yim chi c@:n’ netàh.
These are my hands. These are my feet. These are your ears. These are your thumbs.
3.
yi cha me:n’ nas. yi cha me:n’ õg1j. yi cha c@:n’ gardan. yi cha c\:n’ z’av.
This is my nose. This is my finger. This is your neck. This is your tongue.
4.
yimà1 cha m’a:ni õg1ji yimà1 cha m’a:ni bum1. yimà1 cha ca:ni zang1. yimà1 cha ca:ni @ch.
These are my fingers. These are my eyebrows. These are you: legs. These are your eyes.
5.
yi chu tuhund mas. yi chu tuhund kotàh. yi cha tuh1nz hO~gan’. yi cha tuh1nz yadà.
This is your hair. This is your knee. This is your chin. This is your belly.
6.
yim chi tuh1nd’ kotàh’. yim chi tuh1nd’ vutàh. yim cha tuhnz1 nari. yim cha tuh1nz1 @ch.
These are your knees. These are your lips. These are your arms. These are your eyes.
7.
yi chu t\m’sund necuv. This is his/her son. yim chi t\m’s1nd’ mo:l m@:j. These are his/her parents. yim1 cha t\m’s1nz1 ko:ri. These are his/her daughters.
LESSON 4
8.
yi chu tihund bo:y. yim chi tihà1nd’ @:šina:v yi cha tih1nz beni. yim1 cha tih1nz1 hamsa:yi.
This is his/her/their brother These are his/her/their relatives. This is his/her/their sister. These are his/her/their neighbors.
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24
4. 5. 6.
SPOKEN KASHMIRI: A LANGUAGE COURSE
yi chu tuhund … (thumb) 10. yim1 cha tuh1nz1 …(sisters) yi chu tuhund … (brother) hum chi tuh1nd’... (neighbor)
II. Answer the following questions: Drills I.
Response drill
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
yi cha: tuhund ath1? (a:) yi cha: tuh1nz n@r? (a:) yim cha: tuh1nd’ khOr? (a:) yi cha: m’o:n ph’ok? (no) yi cha: m’o:n kan? (na) yimà1 cha: tuh1nz1 õgji? (na) yi cha: tuhund necuv? (na) yi cha: tuh1nz beni? (a:) yim china: tuh1nd’ b@:y? (na) yi chana: tuh1nz ku:r? (na)
a:, yi chu m’o:n ath1. a:, yi cha me:n’ n@r. a:, yim chi me.n’ khOr. na, yi chun1 tuhand ph’ok. na, yi chun1 tuhund kan. na, yim1 chan1 m’a:ni õgji. na, yi chun1 m’o:n necuv. a:, yi cha m:e:n’ beni. na, yim chin1 me:n’ b@:y. na, yi chan1 me:n’ ku:r.
II. Transformations drill 1. yi chu m’o:n kan. > 2. yi chu co:n @:šina:v. > 3. yi cha tuh1nz n\r. > 4. yi cha tuh1nz zang. > 5. hu chu t\m’sund bo:y. > 6. hu chu t\m’sund do:s. > 7. yi cha t\m’s1nz ku:r. > 8. yi cha t\m’s1nz beni. > 9. hu chu m’o:n do:s. 10. hu chu co:n necuv. >
yim chi me:n’ kan. yim chi c\:n’ \:šina:v yim1 cha tuh1nz1 nari yim1 cha tuh1nz1 zang1. hum chi t\m’s1nd’ b@:y. hum chi t\m’s1nd’ do:s. yim1 cha t\m’s1nz1 ko:ri. yim1 cha t\m’s1nz1 beni. > hum chi me:n’ do:s. hum chi c\:n’ neciv’.
1. 2. 3.
Fill in the blanks using Kashmiri equivalents of the words given in brackets. yi cha me:n’… (nose) yi chan1 me:n’... (eye) yi chu co:n … (knee)
(do:s) yim chi me:n’ do:s. (@:šina:v) (na) (a:) (na) (a:) (m’o:n) (tuh1nd’) (me:n’) (tuh1nz1)
III. Write down 20 sentences using words given in the table below: yi/yim/yim1 hu/hO/hum/hum1 su/sO/tim/tim1
chu/chun1 m’o:n/co:n do:s chi/chin1 me:n’/c\:n’ mo:l m\:j cha/chan1 m’a:ni/ca:ni ko:ri/beni tuhund/tuh1nd’ @ch/kan tuh1nz/tuh1nz1 t\m’sund/t\m’s1nz
Notes Possessive Pronouns Possessive pronouns have the following forms agreeing with the subject in number (and status) and with object in both number and gender: Subject
Exercises I.
1. yim kam chi? 2. hum kam chi? 3. yim cha: tuh1nd’ hamsa:yi? 4. hum cha: tuh1nd’ b@:y? 5.yi cha: tuh1nz ku:r? 6. hO cha: tuh1nz beni? 7. yi k@m’sund bo:y chu? 8. hum k\m’s1nd’ do:s chi? 9. hO k\m’s1nz beni cha7 10. hum1 k\m’s1nz1 ko:ri cha?
7. yi chu tuhund … (friend) 8. yi cha tuh1nz … (mother) 9. yim chi tuh1nd’ … (parents)
Person 1st (sg) 1st (pl) 2nd (sg) 2nd (pl)
Masculine Sg. Pl.
Object Feminine Sg. Pl.
m’o:n so:n co:n tuhund
me:n’ s@:n’ c@:n’ tuh1nz
me:n’ s@:n’ c@:n’ tuh1nd’
m’a:ni sa:ni ca:ni tuh1nz1
3rd (sg.) prox. 3rd (sg) rem. 3rd (pl)prox. Rem. Inter.
(sg) (pl)
y\m’sund t\m’sund yimanhund yihund timanhund tihund k\m’sund k1hund
y\m’s1nd’ t\m’s1nd’ yimanh1nd’ yih1nd’ timanh1nd’ tih1nd’ k@m’s1nd’ k1h1nd’
y\m’s1nz t\m’s1nz yimanh1nz yih1nz timanh1nz tih1nz k@m’s1nz k1h1nz
y\m’s1nz1 t\m’s1nz1 yimanh1nz1 yih1nz1 timanh1nz1 tih1nz1 k@m’s1nz1 k1h1nz1
Lesson 5 1.
Vocabulary m’o:n me:n’ me:n’ m’a:ni co:n c@:n’ c@:n’ ca:ni tuhund tuh1nd’ tuh1nz tuh1nz1 t\m’sund tihund t\m’s1nd’ tih1nd’ t\m’s1nz tih1nz t@m’s1nz1 tih1nz1 k@m’sund k1hund k\m’s1nd’ k1h1nd’ k\m’s1nz k1h1nz @:šina:v
m.s. m.p. f.s. f.p. m.s. m.p. f.s. f.p. m.s. m.p f.s. f.p. m.s. m.s. m.p. m.p. f.s. f.s. f.p. f.p. m.s. m.s. m.p. m.p. m.s. f.s.
my k@m’s1nz1 my k1h1nz1 my pa:n my kal1 your buth your ath1 your khOr your kan your netàh your nas your z’av your õg1j his/her gardan his/her bum his/her zang his/her \ch his/her mas his/her kotàh his/her hO~gan’ his/her yadà whose vutàh whose n@r whose necuv whose beni whose mo:l m\:j whose hamsa:yi relatives
f.p. f.p. m.s. m. m. m. m. m. m. f. f. f. f. f. f. f. m. m. f. m. m. f.
whose whose body, self head face hands foot/feet ear/ears thumb(s) nose tongue finger neck eyebrow leg eye hair knee chin belly lip(s) arm son sister parents neighbor(s)
2.
yim chi dar s@:b. dar s\:b chi s\:n’ hamsa:yi. yi cha ru:pa:ji, dar s\:b1n’ a:šen’. yim chi dOšvay s’at tàha: š@ri:ph. dar s\:b chi dàa:ktà ar. rame:š chu yihund necuv. ši:l1 cha yih1nz ku:r. uma: cha rame:š1n’ zana:n. rame:š chu bank mane:jar. uma: cha ka:le:j lekcarar. sohn1 chu rame:šun do:s. su chu sark\:r’ mul\:zim. sohn1n’ beni rama: cha ši:l1n’ ves. yim1 cha dOšvay an1h\riši. sohn1n’ pita:ji chi akh tàhe:k1dar. tim chi s’atàha: \mi:r.
This is Mr. Dar. Mr. Dar is our neighbor. This is Rupaji, Mr. Dar’s wife. Both of them are very gentle. Mr. Dar is a doctor. Ramesh is his son. Shiela is his daughter. Uma is Ramesh’s wife. Ramesh is a bank manager. Uma is a college lecturer. Sohan is Ramesh’s friend. He is a government servant. Sohan’s sister Rama is Shiela’s friend.
dar sa:bun maka:n chu s’a tàha: bodà. maka:nuk paš chu tài:nuk.
Mr. Dar’s house is quite big. The roof of the house is (made) of tin. The doors of the house are strong. The windows of the house are made of glass. The rent of the house is sa:s sa:s five thousand rupees. Our house is small.
maka:n1k’ darva:z1 chi mazbu:t. maka:nci da:ri cha ši:šci maka:n1c kira:y cha pã:tsh rOp1yi. so:n maka:n chu lOkutà
Both of them are unmarried. Sohan’s father is a contractor. He is very rich.
LESSON 5
kul chi tso:r kamr1. co:k1 chu bodà. šra:n1 kutàh’ chi z1. maka:nuk ã:gun chu ja:n.
There are four rooms in all. The kitchen is big. There are two bathrooms. The compound of the house is good.
Drills I.
Transformation drill
yi chu maka:nuk darva:z1. yi cha maka:n1c d\:r. yi chu dar s\:bun do:s yi chu yihund hamsa:yi. yi chu sohnun bo:y.
> > > > >
yim chi maka:n1k’ darva:z1 yim1 cha maka:n1ci da:ri. yim chi dar sa:b1n’ do:s. yim chi yih1nd’ hamsa:yi. yim chi sohn1n’ b\:y.
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SPOKEN KASHMIRI: A LANGUAGE COURSE
II. Answer the following questions using cues: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
dar s\:b k1h1nd’ hamsa:yi chi? rame:š kuhund necuv chu? sohnl kus chu? rama: kOs cha? t?he:k1dar kam chi? rame:š k’a: chu? uma: kOs cha? uma: k1h1nz ves cha? sohn1 kuhund do:s chu rama: k1h1nz beni cha?
(me:n’) (dar s\:bun). (rame:šun necuv) (sohn1n’ beni) (kha:n s\:b) (lekcarar) (rame:š1n’ zana:n) (ši:l1n’) ( ramešun) (sohn1n’)
III. Write down 15 sentences using words from the table given below:
II. Response drill yi kuhnnd @:šina:v chu? (m’o:n) yi cha: tuhund hamsa:yi? (a:) yim cha: tuh1nd’ do:s? (a:) yi k1h1nz ku:r cha? (ra:mji:yin’) yim k1h1nd’ neciv’ chi? (dar s@:b1n’) yim1 k1hnz1 ko:ri cha? (ko:l s@:b1ni) maka:n1k’ m@:likh kam chi? (b1)
yi chu m’o:n @:šina:v a:, yi chu so:n hamsa:yi. a:, yim chi me:n’ do:s. yi cha ra:mji:yin’ ku:r. yim chi dar s@:b1n’ neciv’. yim1 cha ko:l s@:b1ni ko:ri. b1 chus maka:nuk m@:likh
rameš/sohn1 chu/chun1 rama:/uma: cha/chan1 dar s@:b chi/chin1tu
so:n/s\:n’ m’o:n/me:n’ hund/tuh1nd’
Notes Possessive nouns Following suffixes are added to the animate nouns changing them in possessive nouns agreeing with the object in number and gender:
Exercises I.
Fill in the blanks using Kashmiri equivalents of the words/phrases given in brackets: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
dar s@:b chi … hamsa:yi. ru:pa:ji: cha … a:šen’. ša:mji: chi … neciv’ rame:š chu … do:s. rama: cha … beni. … pita:ji chi s’atàha: @mi:r. .... chu š@ri:ph … cha n1 mazbu:t … chi t?he:k1dar. … chu so:n hamsa:yi.
(our) (Mr. Dar’s) (Mr. Raina’s) (Sohan’s) (Sohan’s) (Ram’s) . (owner of the house) (windows of the house) (my friend) (your friend)
rišt1da:r/d?a:dktàar hamsa:yi/v@ki:l do:s
Masculine Sg. Pl -un -in’
Feminine Sg Pl -in’ -ini
Examples: ra:mun necuv ra:m1n’ neciv’ ra:m1n’ g@r ra:m1ni gari
‘Ram’s son’ ‘Ram’s sons’ ‘Ram’s watch’ ‘Ram’s watches’
LESSON 5
29
Vocabulary a:šen’ dOšvay š@ri:ph yihund yih1nz yih1nd’ yih1nz1 bank manejar ka:le:j lekcarar sarka:r lOkutà kamr1 co:k1 ã:gun an1h@riš f.s. šra:n1 kutàh
m.s f.s. m.p. f.p. m. m. f m.s. m. m. m m.
wife both gentle his/her his/her his/her
\mi:r pita: bodà tà i:n darva:z1 mazbu:t
rich father m. big m. tin m. door m strong
his/her bank manager college lecturer government small room kitchen compound unmarried bathroom
d\:r paš ši:š1 kira:y sa:s rOp1yi mul\:zim do:s ves an1hu:r tàhe:k1dar
f. m. m. f.
Lesson 6 1.
A. B. A. B. A. B. A. B. A. B.
toh’ kam chiv? bi chus rame:š. toh’ chiva: k@:šir’? a:, b1 thus k@:šur. yim kam chi? yim chi ra:ke:š toh’ chiva: ba:r1n’? na, @s’ chi do:s. toh’ chiva: panj@:b’? na, b1 chus n1 panj@:b’, b1 chus bang@:l’. me:n’ zana:n cha panj@:b’.
What’s your name? I’m Ramesh. Are you a Kashmiri? Yes, I’m a Kashmiri. Who is this? This is Rakesh. Are you brothers? No, we are friends. Are you a Punjabi? No, I am not a Punjabi, I’m a Bengali. My wife is a Punjabi.
2.
A. toh’ kam chiv? B. b1 chas rama:. yi cha uma:. A. toh’ chava: ben1ni? B. na, \s’ cha ves1. b1 chas gujr@:t’. rama: cha k@:šir. A. b1 ti chas k@:šir me:n’ bartha: chi mar@:tàh’.
What’s your name? I’m Rama. This is Uma. Are you sisters? No, we are friends. I’m a Gujarati. Rama is a Kashmiri. I’m Kashmiri too. My husband is a Marathi.
3.
A. B. A. B.
What’s your name? I am Nazir. What’s your name? I’m Raja. This is Sara. Are you friends? No, we are sisters. Do you belong to a village? Yes, I am. Are you from the city? Yes, we belong to the city.
window roof glass rent thousand f rupees employee friend girl’s girl friend m.. unmarried contractor
A. B. A. B. A. B.
ts1 kus chukh? b1 chus n@zi:r. ts1 kOs chakh? b1 chas ra:j1. yi cha sa:r1. toh’ chava: ves1? na, \s’ cha ben1ni. ts1 chukha: ga:muk? a:, b1 chus ga:muk. toh’ chava: ša:hr1ci a:, @s’ cha ša:hr1ci.
LESSON 6
Drills I. Substitution drill 1.
3.
b1 chus… bang\:l’ k@:šur panj@:b’ gujr@:t’ ga:muk
2. @s’ chi … bang@:l’ k@:šir’ panj@:b’ gujr@:t’ ga:m1k’
b1 chas… k\:šir ga:m1c ša:hr1ci panj@:b’ bang\:l’
4.@s’ cha… ves1 ben1ni k@:širi ga:m1ci ša:hr1ci
II. Transformations drill b1 chus dàa:ktàar. b1 chus duka:nda:r. b1 chas inji:niyar. b1 chas v\ki:l ts1 chukh dob. ts1 chukh na:yid. ts1 chakh n\r1s. ts1 chakh ma:stàarba:y. su chu k@:šur. su chu panj@:b’. sO cha ga:m1c. sO cha ša:hr1c.
> > > > > > > > > > > >
@s’ chi dàa:ktàar. @s’ chi duka:nda:r. @s’ cha inji:niyar. @s’ cha v@ki:l. toh’ chiv dob’. toh’ chiv n@:yid. toh’ chav1 n@rs1. toh’ chav1 ma:stàarba:yi. tim chi k@:šir’. tim chi panj@:b’. tim1 cha ga:m1c1. tim1 cha ša:hr1c1.
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SPOKEN KASHMIRI: A LANGUAGE COURSE
32
5. ts1 chukh … (Bengali) 6. ts1 chakh …(Punjabi) 7. hu chu … (barber) 8. hO cha … (tailor) 9. su chu … (wise) 10. sO cha … (wise)
15. toh’ chav1 … (villagers) 16. toh’ chav1 … (sisters) 17. hum chi ... (barbers) 18. hum1 cha … (friends) 19. tim chi … (short boys) 20. tim1 cha … (tall girls)
II. Answer the following questions: 1. toh’ chiva: k@:šir’? 2. toh’ chiva: bang@:l’? 3. toh’ chiva: dàa:ktàar? 4. toh’ chiv: duka:nda:r? 5. b1 chusa: panj@:b’? 6. b1 chusa: v@ki:l? 7. b1 chasa: zi:tàh? 8. b1 chasa: v’@tàh? 9. ts1 chukhna: k@:šur? 10. ts1 chakhna: ga:tà1j? 11. su chuna: z’u:tàh? 12. sO chana: kr1h1n’ 13. tim china: panj@:b’? 14. tim1 chana: ja:n ko:ri?
(a:) a: b1 chus k@:šur. (a:) (a:) (a:) (na) na, toh’ chivn1 panj@:b’. (na) (na) (na) (na) na, b1 chusn1 k@:šur. (na) (na) (na) (na) (na)
III. Write down 20 sentences using words from the table below: b1/\s’ ts1/toh’ su/tim sO/tim1
chus/chas chiv/cha/chu chukh/chakh chiv/chav
k\:šur/k\:šir’/k\:šir/k\:širi panj\:b’/bang\:l’ ga:muk/ga:m1k’/ga:m1c/ga:m1ci ša:hruk/š:hr1k’/ša:hr1c/ ša:hr1ci
Notes Exercises I.
Fill in the blanks using Kashmiri equivalents of the words given in brackets: 1. b1 chus … (lawyer) 11. b1 chas… (Punjabi) 2. b1 chus … (carpenter) 12. b1 chas… (teacher) 3. @s’ chi … (Kashmiri) 13. toh’ chiv … (villagers) 4. ts1 chukh … (shopkeeper)14. toh’ chiv … (friends)
In this lesson personal pronouns have been introduced in the nominative case along with the forms of the copular verb in the present tense. Personal pronouns in the nominative case Masculine Sg. Pl. 1st per. b1 @s’ 2nd per. ts1 toh’
Feminine Sg. Pl. b1 @s’ ts1 toh’
LESSON 6
3rd per.(within sight) hu 3rd per. (out of sight) su
hum tim
hO sO
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hum1 tim1
Note that second and third person masculine plural forms of personal pronouns are used for honorific singulars as well. e.g., toh’ chiv dàa:ktàar. hum chi v@ki:l. tim chi k@:šir’.
You are a doctor. He is a lawyer. He is a Kashmiri.
Copular verb forms in the present tense Following are the forms of the copular verb ‘be’ in Kashmiri in present tense agreeing with the subject in person, number and gender: Masculine Sg. Pl. thus chi chukh chiv chu chi
1st per. 2nd per. 3rd per.
Feminine Sg: P1. chas chi chakh chav1 cha cha
It is to be noted that second and third person masculine plural forms are used for honorific singulars as well. Examples are already given above. Interrogative particle /-a: / The interrogative particle /-a:/ can be added to the negative copular verb form ending in -n1, e.g., b1 chusn1 k\:šur. b1 chusna: k\:šur.
I am not a Kashmiri. Am I not a Kashmiri?
Vocabulary b1 \s’ ts1 toh’ chus chas bang\:l’
s. p. m.s f.s.
I we you you am am Bengali
gujr\:t’ mar\:tàh’ do:s k\:šur m.s. bartha: ga:muk m šahruk m
Gujarati Marathi friend Kashmiri husband a villager belonging
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SPOKEN KASHMIRI: A LANGUAGE COURSE
chukh chakh chivp. chav1 k\:š1r
m.s f.s. f.p. f.s.
(you) are (you) are (you) are (you) are Kashmiri
ben1ni panj\:b’ k\:širi f.p. k\:šir’ m.p.
to a city sisters Punjabi Kashmiri Kashmiri
SPOKEN KASHMIRI: A LANGUAGE COURSE
36
B. na, sO @:s tasvi:r bana:va:n. A. ts1 k’a: o:sukh kara:n? B. b1 o:sus k@:m kara:n. Lesson 7 A. namaska:r. B. namaska:r. toh’ chiva: va:ray? A. ahan ma:hra: va:ray. B. toh’ k’a: chiv kara:n? A. bl chus kita:b para:n. B. ši:l1 k’a: cha kara:n? A. ši:l1 cha citàh’ le:kha:n? B. šur’ cha: ginda:n? A. vi:n1 cha re:dàiyo: bo:za:n. šan1 cha palav chala:n. B. mi:n1 kati cha? A. mi:n1 cha bat1 rana:n. B. k’a:zi? no:kar kati chu? A. su chu az be:ma:r. B. be:bi: kati cha? A. be:bi: cha TV vucha:n.
Namaskar (Greetings) Namaskar. How are you? I’m fine. What are you doing? I am reading a book. What is Shiela doing’? Shiela is writing a letter. Are children playing? Vina is listening to radio. Shana is washing clothes. Where is Meena? Meena is cooking food. Why? Where is the servant? He is sick today. Where is Baby? Baby is watching TV. *** Where were you going yesterday? I was going to the market. Where were you? I was purchasing a medicine. Where was Mr. Nazir? He was looking for some papers. What was Nasim doing? She was stitching her clothes.
A. toh’ kot @:siv1 gatsha:n ra:th? B. b1 o:sus ba:zar gatsha:n. toh’ kati @:siv1? A. b1 o:sus dava: heva:n. B. n\zi:r s\:b kati \:s’? A. tim \:s’ ke~h ka:kaz tshã:dàa:n. B. n\si:m1 k’a: \:s kara:n? A. sO @:s pan1n’ palav suva:n. A. ts1 osukha: bat1 kheva:n? Were you eating your food? B. na, b1 o:sus ca:y cava:n. No, I was taking tea. A. rama: \:sa: b\niya:n Was Rama knitting a sweater? vo:na:n?
No, she was drawing a picture. What were you doing? I was doing some work.
Drills I. Substitution drill 1.
b1 chus /chas… bat1 kheva:n ca:y cava:n kita:b para:n citàh’ le:kha:n
2.
@s’ chi/cha palav chala:n bat1 rana:n saph\:yi kara:n TV vucha:n
3.
ts1 chukh/chakh … re:dàiyo: bo:za:n ca:y bana:va:n ginda:n ba:zar gatsha:n
4.
toh’ chiv/chav1 .. ca.y bana:va:n b\niya:n vo:na:n palav suva:n palav chala:n
II. Transformations drill b1 chus kita:b para:n. b1 chas citàh’ le:kha:n. \s’ chi bat1 kheva:n. ts1 chukh ca:y cava:n. ts1 chakh b\niya:n vo:na:n. toh’ chiv palav chala:n. su chu re:dàiyo: bo:za:n. sO cha TV vucha:n. tim chi saph\:yi: ka:ra:n
> > > > > > > > >
b1 o:sus kita:b para:n. b1 @:s1s citàh’ le:kha:n. \s’ \:s’ bat1 kheva:n. ts1 o:sukh ca:y cava:n. ts1 \:s1kh b\niya:n vo:na:n. toh’ \:siv1 palav chala:n. su o:s re:dàiyo: bo:za:n. sO @:s TV vucha:n. tim @:s’ saph\:yi: kara:n.
Exercises I. Fill in the blanks using appropriate words: 1. b1 … kita:b … 2. toh’ … palav … 3. su … re:dàiyo:… 4. tim … ca:y …
6. ts1 … citàh’ … 7. toh’ …bat1… 8. sO … TV … 9. tim1 … ba:zar …
LESSON 7
5. rama: … palav …
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10. n\si:m1 … dava: …
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SPOKEN KASHMIRI: A LANGUAGE COURSE
Notice that certain phonological changes take place while forming infinitive forms in the second category of verbs.
II. Answer the following questions using cues: Present progressive 1. toh’ k’a: chiv kara:n? 2. toh’ k’a: chiv vo:na:n? 3. toh’ k’a: chiv cava:n? 4. ts1 k’a: chukh para:n? 5. ts1 k’a: chakh le:kha:n? 6. tim k’a: \:s’ heva:n? 7. toh’ kot \:siv1 gatsha:n? 8. toh’ k’a \:siv1 bana:va:n? 9. toh’ k’a: \:siv1 suva:n? 10. tim k’a: \:s’ tshã:dàa:n?
(reading) b1 chus para:n. (sweater) (tea) (book) (letter) (medicine) (market) (picture) (clothes) (papers)
The present progressive is formed by adding the suffix -a:n to the main verb roots and by using the present auxiliary verbs agreeing with the subject, in person, gender and number. Present auxiliary verbs Note that the present auxiliary verb forms and the copular verb forms of the copular verb be are the same. Past auxiliary verbs
III. Write down 20 sentences using words given in the table below: b1/\s’/ts1/toh’ su/tim/sO/tim1
chus/chas/chukh chakh/chu/chiv chi/cha/chav1 o:sus/\:s1s/\:s’ a:s1/o:sukh/\:s1kh \:siv1/a:s1v1/o:s
kita:b para:n citàh’ le:kha:n bat1 rana:n ca:y bana:va:n palav chala:n ginda:n/heva:n
Following are the forms of the past auxiliary verb a:s ‘be’ agreeing with the subject in person, gender and number.
1st Per. 2nd Per. 3rd Per.
Masculine Sg. Pl. o:sus \:s’ o:sukh \:siv1 o:s \:s’
Feminine Sg. Pl. \:s1s a:s1 \:s1kh a:s1v1 \:s a:s1
Notes Note that the second and third person masculine plural forms are used for honorific second and third person singular subjects respectively, e.g.,
Main verb roots In Kashmiri main verb roots are of two types : consonant ending roots and vowel ending roots. Most of the verbs have consonant ending roots and only a limited number of verbs (about seven) have vowel ending roots. Infinitives are formed by adding -un suffix to the roots:
1.
2.
Verb roots parkarle:khkheceni-
Infinitive parun ‘to read’ karun ‘to do’ le:khun ‘to write’ kh’on ‘to eat’ con ‘to drink’ n’un ‘to take’
toh’ @:siv1 citàh’ para:n. tim @:s’ kita:b para:n.
you (hon.) were reading a letter. He (hon.) was reading a book.
Past progressive Sentences with past progressive are constructed by adding the progressive suffix -a:n. to the main verb and by using the auxiliary form of the verb agreeing with the subject in person, number and gender.
LESSON 7
39
Vocabulary namaska:r
va:ray karun le:khun gindun bo:zun chalun re:dàiyo: kati bat1 ranun az bema:r TV vuchun k\:m
m m
m f
a term of greeting used by a Hindu for a Hindu. alright to do to write to play to listen to wash radio where food to cook to day sick television to see, to watch work
kot gatshun dava: m h’on ke~h ka:kaz m tshã:dàun panun m. suvun kh’on con vo:nun tasvi:r f bana:vun saph\:yi: f saph\:yi kar1n’
where to go medicine to buy some paper(s) to search own to stitch to eat to drink to knit picture to make cleanliness to clean
Lesson 8 A. B. A. B. A. B.
toh’ kati chiv ro:za:n? b1 chus ro:za:n siri:n@gr1. toh’ k’a: k@:m chiv kara:n? b1 chus ka:r1ba:r kara:n. kam’uk ka:r1ba:r? @s’ chi tsu:tàh’an hund ka:r1ba:r kara:n. asi chu akh duka:n ami:ra: k@dl1. toh’ k’a: chiv kara:n? A. b1 chus ma:stàar. B. toh’ kar chiv sku:l gatsha:n? A. b1 chus navi baji sku:l gatsha:n . B. va:pas kar chiv yiva:n? A. tso:ri baji. B. toh’ k’a: chiv par1na:va:n? A. b1 chus hisa:b t1 ãgri:zi: par1na:va:n. B. m’o:n necuv chu d@himi para:n. su chu sakh mehnath kara:n. me:n’ ku:r cha 1:t àhimi para:n. sO cha sil@:y ti hecha:n. sO cha s’atàha: ja:n geva:n. A. acha:? b1 ti o:sus geva:n. m’o:n lOkutà l@dàk1 chu ha:ki: ginda:n. su chu nav1 vuhur.
Where do you live? I live in Srinagar. What do you do? I am in business. Which business? We deal in apples. We have a shop at Amira Kadal. What do you do,? I am a teacher. At what time do you go to school? I go to school at 9 o’clock. At what time do you return? At 4 0’ clock. What subjects do you teach? I teach mathematics and English. My son studies in the tenth class. He works very hard. My daughter studies in the eighth class.She learns stitching (of clothes) too.She sings very well. Is it? I also used to sing. My younger son plays hockey. He is nine years old.
LESSON 8
2.
b1 chus pã:tsi baji nendri vOtha:n. b1 chus ath1 buth chala:n. b1 chus dOhay s@:r kara:n. b1 chus šeyi baji šra:n kara:n b1 chus @: tàhi baji ca:y cava:n b1 chus navi baji daphtar ne:ra:n. b1 chus d@hi baji daphtar va:ta:n. b1 chus šeyi baji gar1 yiva:n.
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I get up at 5 0’ clock. I wash my hands and feet. I go for a walk daily. I take a bath at 6 0’ clock. I have my tea at 8 0’ clock. I start for my office at 9 0’ clock. I reach my office at 10 0’ clock. I come home at 6 0’ clock.
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III. Transformation drill toh’ kati chiv ro:za:n? > b1 chus/chas ro:za:n ga:m1. > @s’ chi/cha ro:za:n ša:hr1. mohn1 chun1 ginda:n. tim chi sku:l gatsha:n tim1 cha geva:n.
> > > >
toh’ kati @:siv1 ro:za:n? b1 o:sus/@:s1s ro:za:n ga:m1. @s’ @:s’/a:s1 ro:za:n ša:hr1. mohn1 o:sn1 ginda:n. tim @:s’ sku:l gatsha:n. tim1 a:s1 geva:n.
Exercises I.
Drills
SPOKEN KASHMIRI: A LANGUAGE COURSE
Fill in the blanks using Kashmiri equivalents of the words given in brackets:
1. Substitutionl drill 1.
b1 chus/chas …ro:za:n. bambyi (Bombay) dili (Delhi) a:gra: (Agra) anantna:g1 (Anantnag) jemi (Jammu)
2.
3.
m’o:n necuv chu para:n.. 4. doyimi treymi tsu:rimi p1)::tsimi šeymi
toh’ chiv parna:va:n … hisa:b ãgri:zi: k@:šur ‘Kashmiri’ ko:nu:n ‘law’ saynas ‘science’
II. Response drill toh’ chiva: ka:r1ba:r kara:n? toh’ chiva: no:kri: kara:n? toh’ chiva: geva:n? toh’ chiva: siri:n@gr1 ro:za:n? tuhund necuv cha: ha:ki: ginda:n? tuh1nz ku:r cha: geva:n?
I. @s’ chin1 ga:m1 ….. 2. b1 chusn1 … kara:n 3. b1 chus … gar1 gatsha:n. 4 @s’ chi va:pas …yiva:n. 5. m’o:n lOkutà bo:y chu ….para:n. 6. me:n’ beni cha … hecha:n. 7. mohn1 chu …. vuhur. 8. b1 chus/chas …. kara:n. 9. @s’ chi ….. daphtar va:ta:n. 10. toh’ chiv ….. s@:r kara:n.
b1 chus/chas daphtar gatsha:n …. @: tàhi baji dahi baji kahi baji bahi baji
(a:) a:, b1 chus ka:r1ba:r kara:n. (a:) a:, b1 chus no:kri: kara:n. (na) na, b1 chusn1 geva:n. (na) na, b1 chusn1 siri:n@gr1 ro:za:n (a:) a:, su chu ginda:n. (a:) a:, sO cha geva:n.
(live) (business) (8 0’ clock) (10 0’ clock) (9th class) (stitching) (11) (working hard) (11 o’clock) (daily)
II. Answer the following questions: 1. 2. 3.
toh’ kati chiv ro:za:n? 4. toh’ k’a: k@:m chiv kara:n? 5. toh’ chiva: no:kri kara:n? 6.
toh’ k@ts v1lh1r’ chiv? toh’ k’a: chiv hecha:n? toh’ kar chiv nendri vOtha:n? 9. toh’ kar chiv daphtar/ sku:l gatsha:n? 10. va:pas kar chiv gar1 yiva:n?
7.
toh’ chiva: geva:n?
8.
toh’ k’a: chiv ginda:n?
LESSON 8
43
III. Write down 20 sentences using words given in the table below: b1/@s’ chus/chas/chi/o:sus/@:s1s kita:b ts1/toh’ chukh/chakh/chiv ha:ki: o:sukh/@:s1kh/@:siv1 su/sO chu/cha/o:s/@:s šra:n tim/tim1 @:s’/@:s1kh/a:s1v1 s@:r
para:n, le:kha:n, ginda:n,parlna:va:n hecha:n, gatsha:n kara:n, yiva:n va:ta:n, ne:ra:n daphtar
Notes Present and past indefinite construction The present and past indefinite constructions are formed by adding the suffix -a:n to the main verb, and by using the forms of present or past auxiliary verbs agreeing with the subject in person, gender and number. Adverbs of place The locative case markers -1 and -i are added to the consonant ending adverbs of place for indicating the location, e.g., siri:n@g1r+1 = siri:n@gr1 amira: kad1l +1= ami:ra:k@dl1: dil+ i = dili
‘in Srinagar’ ‘at Amira Kadal’ ‘in Delhi’
A zero suffix is added to the -a: ending adverbs of place: a:gra: +Ø = a:gra: Adverbs of time The suffix -i is added to all the constituents of adverbs of time phrases to indicate the definiteness, e.g., tre tso:r pã:tsh še
+i +i +i +i
baje + i baje + i baje + i baje + i
= treyi baji = tso:ri baji = pã:tsi baji = šeyi baji
‘at 3 o’clock’ ‘at 4 o’clock’ ‘at 5 o’clock’ ‘at 6 o’clock’
Notice that certain morphophonemic changes take place after these
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SPOKEN KASHMIRI: A LANGUAGE COURSE
suffixes are added: The semi-vowel /y/ is added after the final vowel of monosyllabic roots, and the final vowel of the disyllabic words is elided before the suffix -i is added to it. Coordinate conjunction morpheme t1 ‘and’ The coordinate conjunction morpheme t1 ‘and’ is used to conjoin two or more than two noun phrases, verb phrases or sentences which are of the similar structure, e.g., mohn1 t1 ra:j1 chi para:n. toh’ chiv k@:šur t1 ãgri:zi: para:n mohn1 chu z’u: tàh t1 ra:j1 chu tshotà .
Mohan and Raj are studying. You study Kashmiri and English. ‘Mohan is tall and Raja is short.
Vocabulary ro:zun ka:r1ba:r m ha:ki: f vuhur m. nend1r f vOthun ath1-buth dOhay s@:r m par1na:vun daphtar m ne:run va:tun gar1 m šra:n m
to live/stay business hockey years old sleep to get up hands and face daily a walk to teach office to start to reach home bath
hechun gevun tsu:tàh @mi:ra:k@d1l sku:l baje va:pas yun va:pas yun hisa:b ãgre:zi: sakh mehnath sil@:y šra:n karun
m m m
m m
to learn to sing apple Amira kadal school hour, o’clock return to come to return mathematics English very hard hard work stitching to take a bath
SPOKEN KASHMIRI: A LANGUAGE COURSE
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5. Lesson 9 1.
2.
3.
buth chal. k@:m kar. kita:b par. kalam an. citàh’ le:kh. sku:l gatsh. sabakh kar ya:d. ha:ki: gind.
Wash your face. Do your work. Read your book. Bring your pen. Write a letter. Go to school. Learn your lesson. Play hockey.
šra:n k@riv. akhba:r p@riv. ca:y ceyiv. ba:zar g@tshiv. sabzi: @niv. k@:m k@riv. palav badl@:viv. daphtar ni:riv.
Please take your bath. Please read the newspaper. Please take your tea. Please go to the market. Please bring vegetables. Please do your work. Please change your clothes Please start out for the office.
šo:r m1 k@riv, tshOp1 k@riv. ca:y m1 ceyiv, dOd ceyiv. TV m1 vuchiv, pan1n’ k@:m k@riv. tsu:tàh’ m1 kheyiv, bat1 kheyiv. re:dàiyo: m1 bu:ziv, g@tshiv p@riv.
Do not make noise, keep quiet. Do not drink tea, drink milk. Do not watch TV., do your own work. Do not eat apples, eat your meals. Do not listen to radio, go (and) study.
darva:z1 kart1 band. d@:r m1tsra:vt1. bijli: za:lt1. sabakh part1. nov mazmu:n le:kht1. n@v kath bo:zna:vt1. sku:l1c k@:m ha:vt1.
Close the door. Open the window. Switch on the light. Learn your lesson. Write down a new essay. Narrate a new story. Show your school assignment.
Do not waste time.
ba:zar g@tsh’tav. sabzi: @n’tav. tse:r mat1 k@r’tav jaldi: k@r’tav. m@:l1 palav ch@l’tav n@v’ palav tshun’tav. s@:r k@r’tav.
Please go to the market. Please bring vegetables. Please don’t be late. Please hurry. Please wash dirty clothes. Please put on new clothes. Please go for a walk.
varziš k@r’tav.
Please do physical exercises.
Drills I. Substitution drill (1) kita:b par (read) (see) (write) (buy) (bring) (3) tsu:tàh’ het1(buy) (see) (eat) (take) (bring)
(2) citàh’ li:khiv
(write) (bring) (see) (read) (take)
(4) ha:ki gind’tav (play) (see) (bring) (buy) (change)
II Transformation drill (1)
(2) 4.
vakh1t mat1 kart1 za:yi.
(3)
kita:b par. re:dàiyo: bo:z. TV vuch. tsu:tàh an. bat1 khe. k@:m kar. buth chal. sku:l ne:r. sabzi: ran. akhba:r par. tshOp1 k@riv. palav heyiv. b@niya:n vu:niv.
> > > > > > > > > > > > >
kita:b p@riv. re:dàiyo: bu:ziv. TV vuchiv. tsu:tàh’ @niv. bat1 kheyiv. ts1 kar k@:m. ts1 chal buth. ts1 ne:r sku:l. ts1 ran sabzi:. ts1 par akhba:r. toh’ k@riv tshOp1. toh’ heyiv palav. toh’ vu:niv b@niya:n.
LESSON 9
(4)
tasvi:r ban@:viv. šra:n k@riv. gar1 g@tshiv. ca:y cet1. tsu:tàh khet1. dOd ant1. bat1 rant1. k@mi:z chalt1.
> > > > > > > >
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toh’ ban@:viv tasvi:r. toh’ k@riv šra:n. toh’ g@tshiv gar1. ca:y ceytav. tsu:tàh kheytav. dOd @n’tav. bat1 r@n’tav. k@mi:z ch@l’tav.
Imperative constructions The imperative constructions are formed by using the imperative forms of the verbs and the second person subject can be dropped. Imperative verb forms are of two types: singular and plural. The singular non-honorific forms are derived by adding -Ø suffix to the verb root forms and the plural forms are derived by adding -iv suffix to the verb roots. Notice that in case the verb root ends in a vowel, /y/ glide is inserted between the two vowels. The plural forms are used for honorific singular person as well. The singular forms are thus used for non-honorific singulars alone. I lI Verb root Singular/Non- Plural/Honorific Sg honorific bo:z bo:z bu:ziv par par p@riv le:kh le:kh li:khiv khe khe kheyiv ni ni niyiv
I. Fill in the blanks with suitable words: tshOp1 kar, šo:r ....... kita:b par, re:dàiyo: m1 ....... pan1n’ ......... kar, TV m1 ........ daphtar m1 g@tshiv, gar1......... bat1........, ca:y m1 ........ tsu:tàh ........ dOd m1 .......... m@:l1 palav ........., sa:ph …… tshuniv. d@:r ........ band, darva:z1 ......... sabakh ....... ya:d, vakh1t mat1 ........... za:yi. ba:zar ............, n@v k@mi:z ...........
Notice that when the suffix -iv is added to the root the vowel of the stem is raised in height as a result of vowel harmony rule, e.g.,
II. Write down four types of imperative forms of the following verbs and use them in your own sentences: 1. kh’on 6. vuchun 10. ya:d karun 15. vo:nun 19. gindun karun 1. k@:m kar 3. k@:m kart1
1 kar
2. con 3. h’on 4. parun 5. le:khun 7. gatshun 8. anun 9. šra:n karun 11. tshunun 12. badla:vun14. ranun 16. ha:vun 17. chalun 18. bo:zun 20. m1tsra:vun 2 k@riv 2. k@:m k@riv 4. k@:m k@r’tav.
3 kart1
SPOKEN KASHMIRI: A LANGUAGE COURSE
Notes
Exercises
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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4 k@r’tav
bo:z + par +
iv iv
= =
bu:ziv p@riv
Jussiv imperatives In Kashmiri, besides the simple imperative forms indicated above, there are additional two forms of jussive imperative forms which are formed by adding the suffix -ti to the verb roots in their singular (non-honorific), and -ytav to the verb roots for forming the plural or honorific singular forms, e.g., I II Verb root Singular/Non-honorific Plural/Honorific parbo:zle:khnihe-
part1 bo:zt1 le:kht1 nit1 het1
p@r’tav bu:z’tav li:kh’tav niytav heytav
LESSON 9
49
Notice that the initial /y/ of the suffix results in the palatalization of tine stem final consonant. It also causes the raising of the vowel of the stem in height. Semantically, jussive imperative forms carry extra emphasis, request or definiteness of the proposed action. Lesson 10
Conjunct verbs A noun (or an adjective) and a verb are conjoined to form conjunct verbs. In this case the main verb takes all the inflexions required. Examples of the conjunct verbs introduced in the present lesson are as follows: šra:n karun ya:d karun
‘to take a bath’ ‘to memorize/to remember’
The negative particles m1 and mat1 The negative particle m1 ‘don’t’ is used with simple imperative forms of the verbs and the negative particle mat1 with the jussive imperative forms. These morphemes precede the imperative forms of verbs, e.g., kita:b m1 par. citàh’ m1 li:khiv. philim mat1 vucht1. re:dàiyo: mat1 bu:z’tav.
Don’t read the book. Don’t write the letter. Don’t watch the film. Don’t listen to radio.
Vocabulary sabakh m bijli: f ya:d m ya:d karun d@:r f vakh1t m za:yi m za:yi karun tse:r m tse:r karun jaldi: f varziš f jaldi: kar1n’ tshOp1 f tshOp1 kar1n’
lesson electricity memory to memorize window time waste to waste late to be late hurry exercise to hurry quiet to keep quiet
m1tstra:vun za:lun mazmu:n m bo:z1na:vun sabzi: anun band karun badla:vun band panun šo:r šo:r karun m@:l1 tshunun
to open to burn, to light essay to narrate f vegetable to bring to close to change closed m.s. self m noise to make noise dirty to wear
A. tOhi k’a: gatshi? B. me diyiv p@~:s1. b1 hem1 k?h sa:ma:n. A. k1:t’ p@~:s1? B. hath rOp1yi diyiv. ba:k1y p@~:s1 an1 va:pas. A. toh’ k’a: k’a: @niv? B. b1 an1 tomul, t1 masa:l1. A. asi cha: ti:l? B. ti:l chu. ba:k1y ci:z chin1. maslan nu:n, madre:r, ca:y, ka:phi: vag@:r1.
What do you want? Please give me money. I will purchase some articles. How much money? Give me 100 rupees. I’ll bring back the balance. What would you bring? I’ll bring rice and spices. Do we have oil? Yes, we have. We do not have other things like salt, sugar, tea coffee etc.
A. tse k’a: gatshiy? B. me gatshi dava: ra:mas k’uth. A. t@mis k’a: chu? B. t@mis chu kalas do:d. A. dàa:ktàar s@:bas pr1tsh. B. dàa:ktàar s@:b chin1 duka:nas p’atàh. timan ti chun1 t@biyath tàhi:kh. A. acha:. yim ni zi ph@l’ dava:. yim dava: ph@l’ kheyi su ca:yi s1:t’. su gatshi ša:m ta:m tàhi:kh. ša:man gatshi su dàa:ktàaras niš.
What do you want? I need medicine for Ram. What is the matter with him? He has a headache. Ask the doctor. The doctor is not at his shop. He is also not feeling well. O.K. Take these two tablets. He will take these tablets with tea. He will be alright by evening. He will go to (see) the doctor in the evening. ***
A. kamras manz kam chi? B. kamras manz chi šur’. A. tim k’a chi kara:n? B. mohn1 chu k\mi:zi baTan la:gan. ši:li cha palvan
Who are in the room? There are children in the room. What are they doing? Mohan is fixing buttons in his shirt.Shiela is ironing clothes.
LESSON 10
A. B. A. B. A. B.
kud’ kara:n. yi k’a: chu me:zas p’atàh? yi chu akh lipha:ph1. ath manz k’a: chu? ath manz chi p@~:s1. yath kursi: tal k’a: chu? kursi: tal chu gila:s.
What is this on the table? This is an envelope. What is in it? There is money in it. What is under this chair? There is a glass under the chair.
Drills I. Substitution drill 1. me diyiv p@~:s1 (d’un) heyiv (h’on) h@:viv (ha:vun) @niv (anun)
2. me k’a: gatshi (me) gatshiy (tse) gatshiv1 (tOhi) gatshi (t@mis)
3. me chun1 t@biyath tàhi:kh (me) 4. ra:mas di kita:b (ra:m) tse chuyn1 (tse) (ra:ji) tOhi chun1 (tohi) (ši:l1) t@mis chun1 (tamis) (sa:r1) timan chun1 (timan) (ku:r) II. Transformation drill 1. 3. 4. 5.
me diyiv akhba:r tse k’a: gatshiy? t@mis chu kalas do:d l@dàkas di p@~:s1. ko:ri an palav.
> > > > >
asi diyiv akhba:r tOhi k’a: gatshiv1? timan chu kalas do:d. l@dàkan di p@~:s1. ko:r’an an palav.
III. Response drill 1. duka:nas p’atàh kam chi? (dàa:ktàar s\:b) duka:nas p’atàh chi dàa:ktàar s@:b. 2. da:ri p’atàh k’a: chu? (pard1) 3. mezas tal k’a chu? (tomul) 4. kita:bi tal k’a: chu? (kalam) 5. darva:zas niš k’a: chu? (sandu:kh) 6. kursiyi niš k’a: chu? (lipha:phl)
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52
7. ba:gas manz kus chu? 8. na:vi manz kus chu?
(ba:gva:n) (h@~:z)
Exercises I. Fill in the blanks using Kashmiri equivalents of the cues given in brackets. 1. tOhi k’a: . . . .? (want) 2. me . . . tem’s1nz kita:b. (give) 3. asi . . . @z’uk akhba:r. (bring) 4. tse . . . n@v g@r. (want) 5. tOhi . . . . yi kursi:? (want)
6. t@mis cha: …? (headache) 7. timan . . . kus chu? (near) 8. .. . p’atàh kus chu? (shop) 9. . . manz kam chi? (house) 10. gila:s chu . . . tal. (chair)
II. Answer the following questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
tuh1ndis kalas p’atàh k’a: chu? tuh1ndis athas manz k@ts õgji cha? tuh1ndis maka:nas manz k@ts kamr1 chi? tOhi niš kam chi ro:za:n? me:zas tal k’a: chu? tuh1ndis garas niš k’a: chu? tuh1ndis garas manz kam karn chi’? tOhi s1:t’ kam chi ro:za:n? toh’ k’a: @niv me k’uth? tOhi cha: t@biyath tàhi:kh?
III. Write down sentences using the following words and phrases: manz, p’atàh, niš, k’uth, tal, s1:t’, ke~h, va:pas anun, t@biyath, kud’ kar1n’, batàun la:gun. III. Write down the dative case forms of the following nouns: gar1, darva:z1, mo:l, šur, d@:r, ku:r, kursi:, kita:b, ši:l1, dàa:ktàar.
LESSON 10
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kita:b kursi:
Notes
+i +i
= =
kita:bi kursiyi
Personal pronouns in dative case Notice that -as is added to the -1 vowel ending or the consonant ending masculine nouns preceded by low vowel. The suffix -is is added to the consonant ending masculine nouns which are preceded by a high or mid back vowel. The suffix -i is added to all other feminine nouns. As a result of adding of these suffixes, certain morphophonemic changes occur.
Personal pronouns in dative case are as follows: Mas./Fem. Sg. Pl. 1st Person me asi 2nd Person tse tOhi 3rd Person t@mis timan
Postpositions Notice that the second and third person plural forms are used for honorific singulars as well. The pronouns do not change for gender. Demonstrative pronouns in dative case Following are the forms of the demonstrative pronouns used with inanimate and animate objects in date case:
Prox. Rem I (within sight) Rem II(out of sight)
Inanimate Sg. Pl. yath yemis hOth human tath timan
Animate Sg. Pl. yiman yiman homis human t@mis timan
In Kashmiri postpositions are of two types: (1) Those which follow the nouns in dative case, and (2) those which follow the nouns in ablative case. In this lesson, we have used the postpositions: manz ‘in, inside’, tal ‘under’, niš ‘near, nearby’ p’atàh ‘on’, s1:t’ ‘with’ and k’uth ‘for’. All these postpositions follow the subjects in dative case: me:zas p’atàh/tal/niš/ /s1:t’/, /k’uth/ etc. kita:bi p’atàh/tal/niš/ s1:t’ /k’uth/ etc. In case postpositions follow a subject noun phrase containing a determiner and noun, both the constituents of the phrase take the dative case form:
The plural forms are used for honorific singulars as well. Dative case The subjects in dative case are formed by adding -as or -is suffixes to the masculine nouns and the feminine nouns which end in -i. The suffix -i is added to the feminine nouns: darva:z1 akhba:r ši:l1 kul šur mo:l ku:r zana:n
+ as = + as = + as = + is = + is = + is = +i = +i =
darva:zas akhba:ras ši:las kulis šuris m@:lis ko:ri zana:ni
akh l\dàk1 m’o:n bo:y yi šur yi gar1 hO ku:r hO g@r
= = = = = =
@kis l\dàkas me:nis b@:yis yemis šuris yath garas homis ko:ri hOth gari
Future forms of verbs The following suffixes are added to the consonant and vowel ending main verb roots for forming the future forms agreeing with the subject in person and number.
LESSON 10
Person Consonant ending Sg. Pl. 1st -1 -av 2nd -akh-iv -kh 3rd -i -an
55
Vowel ending Sg. Pl. -m1 -may -yiv -yi -n
Lesson 11
Examples: b1 kar1 @s’ karav. ts1 karakh. toh’ k@riv. su/sO kari. tim karan.
‘I will do’.
b1 dim1 ‘I will give’. @s’ dimav. ts1 dikh. toh’ diyiv. su/sO diyi. tim/tim1 din.
want, desire money things hundred rupees remaining to bring back rice spices oil for example salt sugar coffee for headache to ask on, at
tàhi:kh acha: phol s1:t’ ša:m ta:m niš manz batà un h@~:z la:gun kud’ kar1n’ tal lipha:ph1 gila:s ba:gva:n na:v t@biyath
Vocabulary gatsh p@~:s1 sa:ma:n hath rOpyi ba:k1y va:pas anun tomul masa:l1 ti:l maslan nu:n m@dre:r ka:phi: k’uth kal1 do:d m pr1tshun p’atàh
m m m f
m m m m m f
m m
m m
m m m f m
well alright tablet with evening up to near in, inside button boatman to fix to iron under envelope glass gardener boat health
A toh’ kar g@tshiv dili? B. b1 gatsh1 paga:h. toh’ kar yiyiv? A. b1 yim1 k@:l’k’ath. B. tOhi s1:t’ kam gatshan? A. rameš a:si me s1:t’. t@mis chu @kis do:stas khã:dar. B. toh’ g@tshiva: basi (k’ath) kin1 re:li? A. @s’ gatshav basi. va:pas yimav re:li. B. az cha s’atàha: garmi:. maka:nas andar chu dam h’uh. p@kiv, nebr1 kani behmav. A. vOn’ gatshi tse:r. b1 ne:r1. paga:h vun’k’an @:siv toh’ dili. B. a:, @s’ ne:rav sub1han @: tàhi baji. dili va:tav še baje: ša:m ta:m. A. ra:me:š kati a:si vun’k’an? b1 so:z1 t@mis šech. B. tim a:san gari. toh’ k@riv timan tàeli:pho:n. A. acha:ji. tOhi s1:t’ sapdi vOn’ dili mula:ka:th. tOhi cha: m’o:n pata: dili hund? B. me chun1 pata:. toh’ li:khiv yath dàayri: p’atàh. A. tOhi brõh kani k’a: chu?
When will you go to Delhi? I’ll go tomorrow. When will you come? I’ll come day after tomorrow. Who will accompany you? Ramesh will accompany me. A friend of his is getting married. Will you go by bus or by train? We’ll go by bus. We’ll come back by train. It is very hot today. It is suffocating inside the house. Come on, let us sit outside. Now it will be late. I’ll leave. You’ll be in Delhi tomorrow at this time. Yes, we’ll start at 8 o’ clock in the morning. We’ll reach Delhi by 6 o’clock in the evening. Where will be Ramesh at this time? I’ll send him a message. He’ll be at home. Ring him up. Alright. I’ll now see you in Delhi. Do you have my address in Delhi? I do not know. (Please) write in this diary. What is in front of you?
LESSON 11
B. yi chu akh sandu:kh. A. ath andar k’a: chu? B. yath manz chi ke~h zaru:ri: ka:kaz. A. tOhi d@chin’ kin’ k’a: cha? B. yi cha alm@:r’. ath manz cha kita:b1. A. me:zas kho:v1r’ kin’ k’a chu? B. yi chu akh dàab1. A. dàabas tal1kani k’a: chu? B. yi chu tavliya:. A. me:zas pat1 kani k’a chu? B. yi chu šra:puc.
This is a box. What is inside it? There are some important papers inside it. What is on your right hand side? It is an almirah. There are books inside it. What is on the left hand side of the table? It is a box. What is under the box? It is a towel. What is behind the table? It is a knife.
Drills I. Substitution Drills 1. toh’ kar g@tshiv gar1? v@:tiv (va:tun) yiyiv (yun) ni:riv (ne:run) ban@:viv (bana:vun)
2. b1 a:s1 paga:h dili. @s’ a:sav (@s’) ts1 a:sakh (ts1) toh’ @:siv (toh’) su a:si (su)
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Exercises I. Fill in the blanks using suitable words: 1. 3. 5. 6. 7. 8. 9.
toh’ kar…. gar1? 2. gari k’a: ….? me …. a:san me:n’ do:s. 4. @s’ … paga:h dili. b1 … re:li, va:pas … basi. tOhi …. sapdi paga:h … yath al1ma:ri …. kani k’a: chu? kursiyi …. kani chu me:z. s@:nis maka:nas …. kani chu ba:g.
II. Answer the following questions using cues: 1. 2. 3. 4. 5: 6. 7. 8. 9. 10.
toh’ kar yiyiv va:pas? (paga:h) b1 yim1 va:pas paga:h. tOhi s1:t’ kam yin? (me:n’ do:s) toh’ kith1 k1n’ g@tshiv? (ka:ri manz). toh’ kati @:siv paga:h vun’ka’n? (gari) tOhi s1:t’ kar sapdi mula:ka:th? (k quiet.:l’k’ath) tuh1ndis garas brõh kani k’a: chu? (sku:l) tuh1indis daphtaras pat1 kani k’a: chu? (ba:g) tuh1nd’ do:s kar a:san yeti? (ša:man) tOhi cha: m’o:n pata:? (a:) b1 kar yim1 tuhund gar1? (paga:h)
3. maka:nas brõh kani chu ba:g. pat1 kani d@chin’ kin’ kho:v1r’ kin’ nebr1 kani
III. Use the following words/phrases in sentences:
II. Response drill
Auxiliary verb in presumptive or future tense
l. 2. 3. 4. 5.
Following are the forms of the auxiliary verb a:s ‘be’ in presumptive or future tense agreeing with the subject in number and person in the nominative case:
tOhi brõh kani k’a: chu? (me:z) me brõh kani chu me:z. tOhi pat1 kani k’a: chu? (darva:z1) tOhi d@chin’ kin’ k’a: cha? (d@:r) tOhi kho:v1r’ kin’ k’a: cha? (kursi:) me:zas tal1 kani k’a: chu? (sondu:kh)
paga:h, k@:l’k’ath, khã:dar, basi k’ath, garmi:, tse:r gatshun, vun’k’an, šech so:z1n’, mula:ka:th sapdun, zaru:ri: Notes
1st person 2nd person 3rd person
Sg. a:s1 a:sakh a:si
Pl. a:sav @:siv a:san
LESSON 11
Examples: b1 a:s1 para:n @s’ a:sav paka:n. ts1 a:sakh para:n. toh’ @:siv paka:n. su/sO a:si para:n. tim/tim1 a:san paka:n.
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I will be reading. We will be walking. You will be reading. You’ll be walking. He/she will be reading. They will be walking.
The second and third person plural forms are used for honorific singular subjects as well. In case the subject is in dative case, following are the forms of the verb a:s ‘have’ agreeing with the subject in person and with object in number: Person 1st 2nd (sg) 2nd (pl.) 3rd Examples: me a:si/a:san asi a:si/a:san tse a:siy/a:snay tOhi a:siv1/a:snav t@mis a:si/a:san timan a:si/a:san
Sg. a:si a:siy a:siv1 a:si
Pl. a:san a:snay a:snav a:san
‘I’ll have’ ‘We will have’ ‘You will have ‘You will have ‘He will have’ ‘They will have’
The coordinate conjunction morpheme kin1 ‘or’. The coordinate conjunction morpheme kin1 is used to conjoin two sentences of similar structure after the deletion of repeated elements in the second sentence. Examples: 1. 2. 3.
toh’ g@tshiva: basi k’ath? toh’ g@tshiva: re:li k’ath? toh’ g@tshiva: basi k’ath kin1 re:li?
Adverbs In this lesson certain adverbs indicating direction like brõh kani ‘in front’ d@chin’ kin’ ‘right hand side’, kho:v1r’ kin’ ‘left hand side’, tal1 kani ‘underneath’, pat1 kani ‘behind’ have been used. When these adverbs are
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used (as postpositions), the subject noun or noun phrase which immediately precedes them is put in the dative case using the dative case markers. Vocabulary paga:h k@:l’k’ath khã:dar m bas f. kin1 re:l f. garmi: f. tse:r gatshun vun’k’an šech f so:zun tàeli:pho:n m kho:v1r’ kin’ pata: m
tomorrow day after tomorrow marriage bus or rail hot to be late at present message to send telephone towards left address
dàab1 pakun tal1kani tavliya: pat1 kani šra:puc bihun dam nebr1 kani dàayri: brõh kani sondu:kh zaru:ri: mula:kath sapdun
m.
f. m. m f. m. m
box to walk underneath towel behind knife to sit suffocation outside diary in front box important meeting to happen
SPOKEN KASHMIRI: A LANGUAGE COURSE
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mazmu:n akhba:r1 kh@:tr1. sub1han k@r me ba:gas manz k@:m. tOhi k’a: korv1? Lesson 12 A. B. A. B. A. B. A.
tOhi porva: akhba:r? a:, me por. k’a: cha n@v khabar? kha:s n1 ke~h. toh’ ti p@riv. acha: diyiv. r@tàiv. azkal chu ša:hras manz s@rk1s. tOhi vuch1va:? B. šur’av vuch. me m’u:l n1 vakh1t. A. tOhi h’otva: nov maka:n1 m@l’? B. na, vuni ni. me vuch u:tri akh, magar yi chu drog. A. B. A. B.
A. B.
A. B.
ko:ta:h k1:math chus? lagbag vuh lach rOp1yi. maka:n ko:tah bodà chu? maka:n chun1 z’a:d1 bodà. ath manz chi tre kamr1, akh b@:tàhakh, co:k1 t1 z1 šra:n1kutà h’. maka:nci da:ri t1 darva:z1 chi ja:n l@kri h1nd’. ã:gun cha:? a:, akh lOkutà ã:gun ti chus t1 gara:j ti. maka:n a:v me pasand. tOhi k’a korv1 az? az @:s chutài:. me k@r va:riya:h k@:m. me on ba:zr1 sa:ma:n. me ch@l’ palav. me le:chi ke~h citàhi do:stan. me 1’uk:h akh
Did you read the newspaper? Yes, I read. What is new (Any new news)? Nothing in special. Read it. OK. Give it to me. (Please) take it. There is a circus in the city these days. Did you see it? The children saw it. I could not get time. Did you purchase the new house? No, not yet. I saw one day before yesterday, but it is expensive. How much is the price? About twenty lakh rupees. How big is the house? The house is not very big. It has three (bed) rooms and a sitting (drawing) room, a kitchen and two bathrooms. The windows and doors of the house are made of good timber. Is there a compound? Yes, it has a small compound and a garage too. I liked the house. What did you do today? It was a holiday today. I did a lot of work. I purchased (certain) things from the market. I washed clothes. I wrote some letters to friends.
I wrote an article for the newspaper. I worked in the garden in the morning. What did you do? I went for a walk in the morning. I came back at me 8 o’clock. I wrote a letter to a friend. I drew money from the bank. Sarla and I went to market at 11. We purchased cloth for clothes. (We) gave the cloth to the tailor. I went to Rashid’s house. He was not at home.I came home and slept for an hour. I woke up at 4 o’clock. I had tea and came to see you here. Where will you go from here? I’ll return. home. Sarla will be waiting for me.
A. sub1han go:s b1: s@:ras. va:pas a:s @:tàhi baji. me li:ch @kis do:stas citàh’. k\òd ’ bank1 manz1 p@~:s1. sarl1 t1 b1 g@yi ba:zar kahi baji. asi h’ot palvan k’uth kapur. kapur d’ut s1tsas. b1 go:s r@ši:dun gar1. su o:s n1 gari. b1 a:s gar1 t1 šõgus @kis gantàas. b1 go:s hušiya:r tso:ri baji. me ceyi ca:y t1 t1 a:s tOhi niš yo:r. B. yeti p’atàh1 kot g@tshiv? A. b1 gatsh1 va:pas gar1. sar:l1 asi me pra:ra:n. Drills I. Repetition drill 1.
me por akhba:r. me p@r’ akhba:r. me p@r kita:b. me pari kita:b1.
2.
me l’u:kh mazmu:n. me li:kh’ mazmu:n. me li:ch ciTh’. me 1echi ciThi.
3.
tse onuth akh me:z. tse @nith z1 me:z. tse @nith kursi:. tse an’ath kursiyi. tOhi cholv1 buth. 6. tOhi ch@liv1 palav. tOhi ch@jiv1 d@j. tOhi chajiv1 daji.
4.
tse h’otuth kapur. tse hetith palav. tse hets1th g\r. tse hetsath gari. tOhi n’uv1 akh akhba:r. tOhi niyiv1 palav. tOhi niyiv1 k@mi:z. tOhi niyiv1 k@mi:z1.
5.
LESSON 12
II. Substitution drill 1.
b1 go:s gar1 (gatshun) a:s (yun) tsa:s (atsun) dra:s (ne:run)
2. b1 g@yas ba:zar. a:yas tsa:yas dra:yas
3.
@s’ g@yi daphtar. a:yi tsa:yi dra:yi
4. ts1 go:kh sku:l. a:kh tsa:kh dra:kh
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6. 7. 8. 9. 10.
t@m’ …. citàh’? (parun) su …. gar1? (gatshun) sO …. daphtar? (yun) tim …. ba:zar? (ne:run) timav … akhba:r? (h’on)
II. Answer the following questions using cues:
5. toh’ g@yivi gar1. a:yiv1 tsa:yiv1 dra:yiv1
6. su gav gar1. a:v tsa:v dra:v
7.
8. tim/tim1 g@yi gar1. a:yi tsa:yi dra:yi
sO g@yi gar1. a:yi tsa:yi dra:yi
toh’ kot g@yiv1? (gar1) toh’ kar a:yiv1? (ra:th) ts1 kar a:kh? (u:tr1) ts1 kar g@yakh? (sub1han) su kot gav? (dili) sO kot g@yi? (gar1) tim kar dra:yi? (ša:man)
(ra:th) b1 a:s ra:th. (u:tri) (akhba:r) (mazmu:n) (palav) (kapur) (pankh1) (s@rks) (daphtar) (@:tàhi baji)
III. Use the following words/phrases in sentences: 1. khabar 2. azkal 5. lagbag 6. chutài: a:s1n’ 9. hušiya:r gatshun
III. Response drill 1. 2. 3. 4. 5. 6. 7
1. ts1 kar a:kh? 2. ts1 kar a:yakh? 3. tOhi k’a: porv1? 4. tOhi k’a: 1’u:khv1? 5. tOhi k’a: ch@liv1? 6. tOhi k’a: h’otv1? 7. tOhi k’a: on1vi? 8. tOhi k’a: vuch1v1? 9. toh’ kot g@yivi? 10. toh’ kar šõgiv1?
b1 go:s/g@yas gar1. b1 a:s/a:yas ra:th. b1 a:s/a:yas u:tr1 b1 g@yas sub1han. su gav dili. sO g@yi gar1. tim dra:yi ša:man.
3. vakh1t me:lun 7. s@:ras gatshnn 10. pra:run.
4. drog a:sun 8. šO~gun
Notes Past tense In this lesson both intransitive and transitive verbs are used in simple past tense.
Exercises
Intransitive verbs in the past tense
I.
Fill in the blanks using appropriate form of the verbs given in brackets:
The forms of verbs agree with the subject in person, gender and number. Following are the forms of some intransitive verbs:
1. 2. 3. 4. 5.
Person Masculine 1st Sg. yun a:s gatshun go:s šõgun šõgus
tOhi k’a: ….? (parun) tse k’a: ….? (le:khun) tse …. kita:b? (anun) tse …. akhba:r? (vuchun) t@m’ …. mazmu:n? (le:khun)
Pl. a:yi g@yi šõg’
Feminine Sg. a:yas g@yas šõjis
Pl. a:yi g@yi šO~ji
LESSON 12
p’on va:tun 2nd
3rd
p’o:s vo:tus a:kh go:kh šõgukh p’o:kh vo:tukh a:v gav šõg p’av vo:t
peyi v@:t’ a:yivi. g@yiv1 šõgiv1 pey1v1 v@:tiv1 a:yi g@yi šõg’ peyi v@:t’
peyas v@:ts1s a:yakh g@yakh šõjikh peyakh v@:ts1kh a:yi g@yi šõj peyi v@:ts
65
peyi va:ts1 a:yivi g@yivi šO~jiv1 peyiv1 va:ts1v1 a:yi g@yi šO~ji peyi va:ts1
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SPOKEN KASHMIRI: A LANGUAGE COURSE
kh’o:th co:th porv1 1’u:kh1v1 on1v1 kor1v1 ho:v1v1 vuchiv1 kh’o:v1 co:v1
2nd Per (pl/hon. sg)
kheyath ceyath p@riv1 li:khiv1 @niv1 kariv1 h@:yiv1 vuchiv1 kheyiv1 ceyiv1
kheyath ceyath p@rv1 li:chiv1 @niv1 k@r1v1 h@:v1v1 vuchiv1 kheyiv1 ceyiv1
kheyath ceyath pariv11 le:chiv1 aniv1 kariv1 ha:yiv1 vuchiv1 kheyiv1 ceyiv1
Vocabulary Transitive verbs in the past tense In case the subject is Ist or 3rd person, the forms of transitive verbs agree with the object in gender and number. Following are the forms of some transitive verbs: Object Person Masculine Feminine 1st /3rd Sg. Pl. Sg. Pl. parun por p@r’ p@r pari le:khun 1’u:kh li:kh’ li:ch 1e:chi anun on @n’ @n’ ani karun kor k@r’ k@r kari ha:vun ho:v h@:v’ h@:v ha:vi vuchun vuch vuch vuch vuchi kh’on khev kheyi kheyi kheyi con cav ceyi ceyi ceyi In case the subject is in second person, forms of verbs agree with it in number and/or status, and with the object in gender and number:
2nd Per (sg/non-hon)
Masculine Sg. P1. poruth p@rith l’u:khuth li:khith onuth @nith koruth k@rith ho:vuth h@:vith vuchuth vuchith
Feminine Sg. Pl. p@rIth pareth li:chith le:chath @nith aneth k@r1th kareth h@:v1th ha:veth vuch1th vucheth
akhba:r nov n@v kha:s d’un ratàun šra:n1 kutàh l@k1r yo:r gara:j pasand yun
m newspaper m.s. new f.s. new special to give to hold/catch m bathroom f timber here m garage to like
k1:math m lach m p’atàh1 z’a:d1 b@:tàhakh f azkal s@rk1s m me:lun m@l’ h’on vun’ u:tr1
gantà1 magar drog ko:ta:h pra:run p’on
m
hušiya:r m chutài: f va:riya:h kh@:tr1 subuh m šõgun
hour but m expensive m. how much to wait to fall
price lakh from more living room now-a-days circus to get to purchase right now day before yesterday awake holiday a lot for morning to sleep
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Lesson 13 A. B. A. B. A. B.
A. B.
A. B.
A.
tOhi k’a: chu na:v? me chu na:v r@hma:n. toh’ k’a: chiv kara:n? b1 chus ka:r1ba:r kara:n. kam’uk ka:r1ba:r? asi chi z1 duka:n. akh chu k@:širen dastka:ren hund. t1 b’a:kh chu me:vun hund. toh’ kam ci:z chiv k1na:n? @s’ chi k@:šir’ k@:li:n, ša:l, ri:šmi: do:ti, dus1, pe:par m@:ši h1nd’ ci:z k1na:n. yim s@:ri: ci:z chi k@ši:ri bana:n. me:v1 duka:nas manz kam ci:z chi? @s’ chi z’a:d1tar tsu: tàh’, dàu:n’ t1 ba:da:m k1na:n. bak1y mu:smi: me:v1 ti chi @s’ thava:n. maslan gila:s, tàang, tse:r1, o:luv bukha:r1, dach vag@:r1. ami ala:v1 chi @s’ k@h khOšik me:v1 yane: na:rji:l, kh@z1r, kišmiš, ka:ju: vag@:r1 ti k1na:n. acha:, tOhi vonlv1 n1 ki toh’ k’a: chiv kara:n? b1 chus sark@:r’ no:kri: kara:n. b1 chus puli:sas manz. b1 chus so:po:r1 ro:za:n. m’o:n lOkutà bo:y ti chu duka:nda:r. su chu
What’s your name? My name is Rahman. What do you do? I am in business. What do you deal in? We have two shops. In one of the shops we sell Kashmiri handicrafts, and fruits in the other. Which items do you sell? We deal in Kashmiri carpets, shawls, silken saris, blankets, and papier mache items. All these are made in Kashmir. Which items are there in the fruit shop (for sale)? We sell apples, walnuts and almonds mostly. We keep other seasonal fruits as well. For example, cherry, pears, appricots, plums grapes etc. Besides these, we sell some dry fruits like coconuts, dates, raisin, cashew nuts etc. Alright, you didn’t tell me about your profession. I am in government service. I am in police (department). I live at Sopore. My brother too is a shopkeeper He sells grocery. Please
SPOKEN KASHMIRI: A LANGUAGE COURSE
kirya:ni k1na:n. toh’ diyiv me panun pata: b1 yim1 tuh1ndis duka:nas p’atàh. me chi k@h ci:z hen’ @kis nebrimis do:stas Kith’valley). B. zaru:r li:hiv pata:. toh’kar yiyiv? address.
give me your address.I will visityour shop. I have to buy certain items for my friend from outside (the Certainly.Please write down the
When will you come? A. b1 anan panun do:s ti pa:nas I’ll bring my friend also. s1:t’. acha: diyiv me OK. Please permit me yija:zath. me chu daphtar gatshun. to leave. I have to go to the office. B. b\dàiv, khOda:yas hava:l1 ! Please go. May God protect you! Drills I.
Substitution drill 1. b1 chus ka:r1ba:r kara:n. no:kri: k@:m duka:nd@:ri 3.
4.
2. @s’ chi ša:l k1na:n. k@:širi dastka:ri l@kri h1nd’ ci:z kiriya:n1
k@ši:ri chi dus1 t1 ša:l bana:n ri:šmi: do:ti pe:par m@:ši: h1nd’ ci:z dastka:ri me chi ci:z hen’. (ci:z hen’) k@:m kar1n’ ša:l k1n1n’ me:v1 an1n’
II. Transformation drill me chu akhba:r parun. me chu mazmu:n le:khun. asi chu maka:n vuchun. asi chu me:z k1nun tOhi chuv patlu:n suvun. me cha kita:b par1n’. me chi g@r hen’.
> > > > > > >
me chi akhba:r par1n’. me chi mazmu:n le:kh1n’. asi chi maka:n vuch1n’. asi chi me:z k1n1n’. tOhi chiv patlu:n suv1n’. me cha kita:b1 par1ni. me cha gari heni.
LESSON 13
tOhi chav va:j an1n’. tOhi chav k@mi:z chal1n.’ timan cha citàh’ le:kh1n. III. Response drill
> > >
tOhi chav va:ji an1ni. tOhi chav1 k@mi:z1 chal1ni. timan cha citàhi le:kh1ni.
toh’ k’a: chiv k1na:n? (kiriya:n1) b1 chus kiriya:n1 k1na:n toh’ k’a: chiv kara:n? (no:kri:) tOhi kot chu gatshun? (gar1) tOhi s1:t’ kam chi? (me:n’ do:s) tOhi k’a: chu h’on ba:zr1? (dastka:ren h1nd’ ci:z) tOhi k1man kith’ chi yim ci:z? (do:stas kith’) Exercises I. Fill in the blanks using suitable words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
toh’ kam’uk . . . . chiv . . . .? asi chu akh . . . . me:van hund t1 . . . . kiriya:nuk. @s’ chi . . . . h1nd’ t1 . . . . hind’ ci:z k1na:n. yim s@:ri: . . . .chi k@ši:ri . . . . @s’ chi . . . . manz k@:m . . . . me cha do:stas citàh’ . . . . tOhi cha: panun maka:n1 . . . .? me chun1 akhba:r . . . ., me cha citàh’ . . . . tOhi cha: kita:b1 m@l’ . . . . . kin1 . . . . yija:zath . . . . , me chu daphtar . . . .
II. Answer the following questions: 1. 2. 3. 4. 5. 6.
toh’ k’a: k@:m chiv kara:n? toh’ kati chiv k@:m kara:n? k@:širi dastka:ri k’a: k’a: cha? k@ši:ri manz kam kam me:v1 chi a:sa:n? k@ši:ri kam kam dastka:ri cha bana:n? khOš1k me:van h1nd’ na:v li:khiv.
IV. Use the following words/phrases in sentences: 1. ka:r1ba:r 2. k@:širi dastka:ri 3. me:v1 4. kiriya:n1 5. nebrim 6. yija:zath d’un 7. z’a:d1tar 8. no:kri: kar1n’.
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Notes Verbs in infinitive from In this lesson, infinitive forms of verbs are used along with the subject nouns or pronouns in dative case. The forms of the verb a:sun ‘to have’ agree with the subject in person, gender and number. Vocabulary na:vm ci:z m dastk@:r’ f. b’a:kh kam kam k1nun k@:li:n m. ša:l m. ri:šim f. du:t’ f. dus1 m. ya:ne: kh@z1r m. me:v1 m z’a:d1tar nebrim dàu:n m. ba:da:m m. khOda: m mu:sim nebar badàu n pe:par m@:ši: f.
name thing(s) handicraft other,second which ones to sell carpet shawl silk sari stole like, as date(s) fruit mostly of outside walnut almond God season outside to move papier mache
thavun gila:s tàang tse:r o:luv bukha:r1 dach vag@:r1 ala:v1 ami ala:v1 na:rji:l khOš1k banun yija:zath d’un kišmiš kaju: acha: vanun ha:va:l1 puli:s lOkutà panun pa:n kirya:nl
m. m. f. m. m
m.
m. m.
m m.s m.s m
to keep cherry pear appricot plum grape (s) etc. extra besides this coconut dry to be available to permit raisin cashew nut(s) alright to say custody, care police young, small self grocery
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k@ši:ri @:s s’atàha: t1:r ti:k’a:zi ba:lan p’atàh o:s ši:n p’o:mut. k@:ši:ri: manz cha vandas s’atàha: t1:r a:sa:n. sõ:tas manz ti chu ru:d peva:n, magar ret1k@:lis manz chu mu:sim s’atàha: ja:n a:sa:n. garmi: chan1 a:sa:n. va:riya:h s@:l@:ni: chi o:r gatsha:n ret1ka:li.
Lesson 14
A. B. A. B.
toh’ chiva: k@ši:ri g@:m1t’? a:, b1 chus go:mut. toh’ kar chiv g@:m1t’? b1 o:sus ka:leji para:n, yeli b1 gOd1ànici latài k@ši:ri go:s. @s’ g@yi ka:leji p’atàh s@:r karni. @s’ a:s’ kul d@h l@dàk1. s@:n’ profesar s@:b @:s’ asi s1:t’. @s’ ru:d’ k@ši:ri d@han dOhan. A. tOhi k’a: k’a: vuch1v1 k@ši:ri? B. @s’ g@yi gulmarag, son1marag, pahalga:m ve:rnag, t1 kOkarna:g. asi siri:n@gr1 sa:rey ja:yi, kha:s kar mOgal ba:g: ša:l1ma:r, niša:t, casm1š@:hi: t1 nehru: pa:rk vag@:r1. mOgal ba:g chi p@z’ p@:tàh’ khu:bsu:rath. asi kor dàal ji:las manz ti na:vi s@:r. @s’ ru:d’ dOn dOhan hav1s bo:tàas manz, asi a:yi k@ši:r s’atàha: pasand. doyimi latài chus b1 go:mut do:st1 s1ndis khã:dras p’atàh. me:n’ k@h ba:k1y do:s ti @:s’ khã:dras p’atàh k@ši:ri a:m1t’. yi o:s harduk mu:sim.
Have you visited Kashmir? Yes, I have gone. When have you gone? I was studying in college, when I went to Kashmir for the first time. We went from the college on tour. We were in all ten students. Our professor was with us. We stayed is Kashmir for ten days. Which places did you visit in Kashmir? We went to Gulmarg, Sonmarg, Pahalgam, Verinag and Kokarnag. We saw all places in vuchi Srinagar, especially Mughal gardens: Shalimar, Nishat Cashmashahi, and Nehru Park etc. The Mughal gardens are indeed very beautiful. We went for a boat-ride in Dal. We stayed in a houseboad for for two days. We liked Kashmir very much. The second time I have gone @kis (to Kashmir) on the occasion of the wedding ceremony of a friend of mine. Some of my other friends had also come to Kashmir at this wedding. It was autumn. It
SPOKEN KASHMIRI: A LANGUAGE COURSE
was very cold in Kashmir, because it had snowed on the mountains. The winter is very cold in Kashmir. It rains in spring as well, but the weather remains good during the summer. The summer is not hot. A numer of tourists visit Kashmir during Kashmir during summer.
Drills I. Repetition drill 1.
2.
3.
b1 chus go:mut. @s’ chi g@:mit’. b1 chas g@:mits. @s’ cha gamts1. b1 chus a:mut. @s’ chi a:m1t’. b1 chas a:m1ts. @s’ cha a:m1ts1. b1 chus vothmut. @s’ chi v@th’m1t’. b1 chas v@tshm1ts. @s’ cha vatshmats1.
4.
5.
6.
b1 o:sus dra:mut. @s’ @:s’ dra:m1t’, b1 @:s1s dra:m1ts, @s’ a:s1 dra:mts1. b1 o:sus vo:tmut. @s’ @:s’ v@:t’m1t’. b1 @:s1s v@:tsm1ts. @s’ a:s1 va:ts1mats1. b1 o:sus šõgmut. @s’ @:s’ šõg’m1t’. b1 @:s1s šõjm1ts. @s’ a:s1 šO~jimats1.
II. Substitution drill 1.
3.
ts1 chukh a:mut. (yun) ts1 chukh go:mut.(gatshun) ts1 chukh vo:tmut.(va:tun). ts1 chukh šõgmut.(šO)gun) su chv dra:mut. (ne:run) su chu šõgmut. (šO)gun) su chu p’o:mut. (p’on) su chu vo:tmut. (va:tun)
2.
4.
toh’ chiv a:m1t’. (yun) toh’ chiv dra:m1t’. (ne:run) toh’ chiv v@:t’m1t’. (vatun) toh’ chiv g@:m1t’. (gatshun) tim chi dra.m1t’. (ne:run) tim chi a:m1t’. (yun) tim chi g@:m1t’ (gatshun) tim chi v@:t’m1t’ (va:tun)
LESSON 14
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III. Use the following words/phrases in sentences:
III. Transformation drill b1 chus a:mut. b1 chas a:m1ts. @s’ chi g@:m1t’. ts1 chukh vo:tmut. ts1 chakh v@:tsm1ts. toh’ chiv dra:m1t’. su chu šõgmut. sO cha šõjm1ts. tim chi g@:m1t’.
> > > > > > > > >
b1 o:sus a:mut. b1 @:s1s a:m1ts. @s’ @:s’ g@:m1t’. ts1 o:sukh vo:tmut. ts1 @:s1kh v@:tsm1ts. toh’ @:siv1 dra:m1t’. su o:s šõgmut. sO @:s šõjm1ts. tim @:s’ g@:m1t’.
Exercises I.
SPOKEN KASHMIRI: A LANGUAGE COURSE
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Fill in the blanks using appropriate forms of the verbs given in brackets: 1. toh’ chiva: yo:r . . . .? (yun) 2. b1 chusn1 to:r . . . . . (gatshun) 3. @s’ chi gar1 . . . . (ne:run) 4. toh’ kot . . . . gari p’atàh1? (gatshun) 5. toh’ kar . . . . yo:r? (va:tun) 6. @s’ @:s’ k@ši:ri dOyi latài . . (gatshun) 7. @s’ @:s’ dahi baji ka:le:j . . . .? (va:tun) 8. tim @:s’ kahi baji daphtar . . . . (yun) 9. tOhi k’a: k’a: . . . . k@:ši:ri? (h’on) 10. toh’ kot kot chiv . . . .? (gatshun)
II. Answer the following questions: 1. toh’ chiva: k@ši:ri g@:m1t’? 2. toh’ kar chiv g@:m1t’? 3. toh’ kot kot chiv k@ši:ri manz g@:m1t’? 4. toh’ k1:tis ka:las chiv k@ši:ri ru:d’m1t’? 5. tOhi kam kam b@dà‘ šahar chiv vuchm1t’? 6. tOhi kus kus šahar chuv pasand? 7. vandas manz k’uth mu:sim chu k@ši:ri a:sa:n? 8. ret1k@:lis manz k’uth mu:sim chu ro:za:n? 9. k@ši:ri p’atàh1 kar a:yiv1 toh’ va:pas? 10. toh’ kot g@tshiv yeti p’atàh1?
1. 4. 7. 10. 13.
gOd1ànici latài dàal ji:l harud ret1ko:l ba:k1y
2. 5. 8. 11. 14.
doyimi latài pasand yun vand1 ši:n p’on tik’a:zi
3. 6. 9. 12. 15.
s@:r karni khã:dar sõ:th ba:l garmi:
Notes Present perfect tense Sentences with the present perfect tense are formed by using present forms of the auxiliary verb and by adding the following suffixes to main verb roots agreeing with the subject in number and gender in subjectival constructions (where main verbs are intransitive). Mas. Sg. Pl. -mut -m1t’
Fem. Sg. -m1ts
b1 chus a:mut. ts1 chukh gomut
@s’ chi a:m1t’. toh’ chiv g@:m1t’.
Pl. -mats1
Past perfect tense In the construction of sentences with the past perfect tense, the past forms of the auxiliary verb a:sun ‘be’ are used. b1 o:sus go:mut
@s’ @:s’ g@:m1t’.
Vocabulary k@ši:r mOgal gOdà1n’uk latàh dOh gul1marg son1marg pahalga:m
f.
Kashmir Mughal m.s. first’ turn m. day m Gulmarg m Sonamarg m Pahalgam
poz p@z’ p@:tàh’ ba:l dàal ji:l hav1sbo:t à doyum vand1 harud
m m m m m m. m.
true really mountain(s) Dal lake houseboat second winter autumn
LESSON 14
kokarna:g ve:rna:g siri:n@g1r kha:s kar ša:l1ma:r ni:ša:t cašmaša:hi: ja:n a:sun
m m m m m
Kokarnag Verinag Srinagar especially Shalimar Nishat Chashmashahi to be good
s@:l@:ni: t1:r tik’a:zi ši:n sõ:th ru:d ret1ko:l nahru: pa:rk
m. f m. m. m. m. f
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tourist(s) cold because snow spring rain summer Nehru Park
Lesson 15
A. tOhi chava: yi kita:b p@rm1ts? B. na, vuni n1. yi k1mav chi li:chm1ts? A. yi cha mi:r s@:ban li:chm1ts. yi cha k@ši:ri mutalakh. yath manz chi k@ši:ri: h1nz mOkhsar siy@:si: t@:ri:kh. yath manz chu k@ši:ri manz vuchanas la:yakh sa:rin1y ja:yan hund ti zikir. B. me chu yemi kita:bi hund riviv kath ta:m akhba:ras manz pormut. toh’ yel1 mOkl@:yiv p@rith, pat1 diz’av me parn1 kh@:tr1. A. paga:h chu yeti akh k@:šur dàra:ma:. B. a:, me chu pata:. me:n’ @k’ do:stan cha tàiktà1 hetsmats1. toh’ ti vuchiva:? A. me chu yOhay dàra:ma: parus vuchmut. k@:m karan v@:l’ ti chi timay. agar me phursat me:li, b1 ti vuch1 duba:r1. ada:ka:rav cha ath manz ja:n k@:m k@rm1ts. B. azkal cha akh ja:n ãgri:zi: film ti cala:n. A. a: me ti chi amik’ t@:ri:ph bu:z’m1t’. @s’ vuchav yi philm yik1vat1 k@:l’keth.
Have you read this book? No, not yet. Who has written it? Mr. Mir has written it. It is about Kashmir. It presents brief political history of Kashmir. It also mentions all the worth seeing places of Kashmir. I have read the review of this book in some news paper. After you have read it, please lend it to me to read. A Kashmir pay will be staged over here tomorrow. Yes, I know about it. One of my friends has purchased tickets. Will you also watch it? I have seen the same play last year.The performers too are the same. If I get time, I’ll see it again. The artists have done a good work in it. There is a good English movie being shown these days. Yes, I have heard its praise. We will watch this film together day after tomorrow.
LESSON 15
B.
ti chu tài:kh, philim vuchith gatshav @s’ rame:šun gar1 ti, t@m’sund gar1 chu n@zdi:kh tati p’atàh1. A. toh’ yiyiv daphtar1 yith so:n ša:man šeyi baji. b1 a:s1 taya:r. B. acha: me gav tse:r. me chu ba:zar gatshun: me cha ba:zr1 sabzi: an1n’. sabzi: @nith chu me haspata:l ti gatshun. A. ad1s@: teli samkhav paga:h ša:man. toh’ k@r’zev ku:šiš vakhtas p’atàh yin1c.
That is good. After watching the film, we will visit Ramesh’s house. From there, his house is close by. Please come to my house on return from the office at 6 o’clock. I will be ready. Alright. I am late. I have to go to market. I have to bring vegetables from the market. After bringing vegetables, I have to go to hospital. OK. We’ll meet tomorrow in the evening. You should try to come on time.
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II. Transformation drill me cha yi philim vuchm1ts. me chu dàra:ma: 1’u:khmut. me cha yi khabar bu:zm1ts. asi chu maka:n1 k1n1mut. tse chuth bat1 ron1mut. tse chith mo:z1 het’m1t’. tse chath b@niya:n tshunim1ts. tOhi chuv1 kal1 cholmut. tOhi chiv p@~:s1 @n’m1t’. tOhi chav1 g@r ši:rm1ts. t@m’ chu bu:tàh šu:rmut. timav cha ka:r @n’m1ts.
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me @:s yi philim vuchm1ts. me o:s yi dàra:ma: 1’u:khmut. me @:s yi khabar bu:zm1ts. asi o:s maka:n1 k1n1mut. tse o:suth bat1 ron1mut. tse @:sith mo:z1 het’m1t’. tse @:s1th b\niya:n tshunim1ts. tOhi o:s1vi kal1 cholmut. tOhi @:s1v1 p@~:s1 @n’m1t’. tOhi @:s1v1 g@r ši:rm1ts. t@m’ o:s bu:tàh šu:rmut. timav @:s ka:r @n’m1ts.
Exercises I. Fill in the blanks using suitable words:
Drills I. Substitution drill 1. me cha yi kita:b p@rm1ts. (parun) (h’on) (anun) (le:khun)
2. tse chuth nov ko:tàh suvmut. (suvun) (tshunun) (bana:vun) (h’on)
3. tOhi chiv palav het’m1t’. (h’on) (vuchun) (k1nun) (bana:vun)
4. timav o:s mazmu:n 1’u:khmut (le:khun) (parun) (vuchun) (d’un)
5. b1 gatsh1 gar1 k@:m k@rith. (k@m kar1n’) (kita:b par1n’) (citàh’ le:kh1n’) (khabar bo:z1n’)
1. tOhi chuva: yi dàra:ma: . . . .? 2. tOhi kar chav yi kita:b . . . . .? 3. yi kita:b cha: k@ši:ri . . . . .? 4. k@ši:ri manz cha vuchanas. . . . va:riya:h. . . . 5. yi k@:m. . . . yiyiv so:n gar1. 6. yi akhba:r. . . . g@tshiv ba:zar. 7. me diyiv kita:b . . . . . . kh@:tr1. 8. rne cha yi philim parus . . . . . 9. tOhi chava: n@v ka:r . . . .? 10. b1 yim1 tuhund gar1, agar me phursat . . . .. II. Answer the following questions using cues: 1. tOhi cha: n@v’ palav suv’m1t’? (a:) 2. tOhi cha: yi mazmu:n pormut? (a:) 3. tuh1nd’ do:stan cha: yi dàra:ma: vuchmut? (a:) 4. tOhi cha: ka:lij1c k@:m k@rm1ts? (na) 5. yim k@m’ chi palav ch@l’m1t’? (ši:lan) 6. tuh1nd’ do:stan cha: nov saykal h’otmut? (na) 7. tOhi chava: pan1n’ k@:m mokl@:vm1ts? (na) 8. s1tsan cha: n@v’ palav suv’m1t’? (na) 9. tOhi kar mOkl@:viv ki:ta:b p@rith? (paga:h)
LESSON 15
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3rd (within sight) (out of sight)
10. tOhi cha: yeti panun makam bano:vmut? (a:). III. Use the following words/phrases in sentences:
Person
Notes Present and perfect tense In this lesson, sentence constructions with the present and past perfect tenses have been used in objectival constructions (using transitive verbs). In case main verbs are transitive, the forms of auxiliary verb a:sun ‘be’ are used in ergative. The present and past forms of the auxiliary verb are used in the present and past perfect constructions respectively.
Following are the present and past forms of the auxiliary verb in the ergative agreeing with the subject in person, and with object in gender and number: Present
1st /3rd 2nd (non-hon sg.) 2nd (pl./hon. sg.)
Masculine Sg. Pl. chu chi chuth chith chuv chiv
Feminine Sg. cha chath chav
Pl. cha chath chav1
1st/3rd 2nd (non-lion. sg.) 2nd (pl./hon. sg.)
o:s o:suth o:slv1
@:s @:s1th @:s1v1
a:s1 a:sath a:s1v1
Past
Personal pronouns in ergative Following are the forms of the personal pronouns in ergative:
1st 2nd
Masculine Sg. P1. me asi tse tOhi
Feminine Sg. me tse
Pl. asi tOhi
humav timav
Pl. yimav humav timav
Feminine Sg. yemi homi tami
Pl. yimav humav timav
Nouns in ergative case The following suffixes are added to the nouns in ergative case: Masculine Sg. Pl. -an -av
Auxiliary verbs in ergative
Person
Masculine Sg. yem’ hom’ t@m’
Proximate Remote (within sight) (out of sight)
a:s’ @:sith @:siv1
humav homi timav tami
Demonstrative pronouns in ergative
1. mutlakh 2. siy@:si: 3. zikir 4. mOkla:vun 5. phursat me:l1n’ 6. ada:ka:r 7. t@:ri:ph 8. n@zdi:kh 9. tse:r gatshun 10. samkhun. 11. ku:šiš kar1n’
Person
hom’ t@m’
Feminine Sg. Pl. -i -av
Examples l@dàk1 +an l@dàk1+av ku:r +i ko:ri +av
= = = =
l@dàkan l@dàkav ko:ri ko:r’av
(yem’ l@dàkan p@r yi kita:b.) (yimav l@dàkav p@r yi kita:b.) (yemi ko:ri p@r yi kita:b.) (yimav ko:r’av p@r yi kita:b.)
Vocabulary mutalakh m mokhsar siy@:si: t@:ri:kh f zikir m riviv m kath ta:m mOkla:vun tàikatàh f yOhay bu:tàh m phursat f phursat me:l1n’ duba:r1
about brief political history mention review some to complete ticket the same shoes leisure to get time second time
ka:r yik1vat1 n@zdi:kh so:n taya:r taya:r a:sun pata: a:sun dàrama: sabzi: haspata:l ad1s@: teli samkhun ku:šiš
f
car together near, close by m.s our ready to be ready to know m play f vegetable(s) m hospital OK. then to meet f try
LESSON 15
ada:ka:r philim calun t@:ri:ph še:run suvun
f f
artist film to be on praise to repair to stitch
ku:šiš kar1n’ bat1 m mo:z1 m parus saykal m
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to try flood socks last year cycle
Lesson 16
A. r@:na: s@:b kati chi? B. timan chun1 az t@biyath tàhi:kh. timan o:s sub1han taph. beyi @:s1kh tsa:s yiva:n. ami kin’ hek’ n1 yo:r yith. A. tim g@ya: dàa:ktàars niš? B. a: tim g@yi. dàa:ktàar s\:ban d’ut timan dava:. tim karan dOhas a:ra:m. A. me ti chu kalas do:d. b1 hek1n1 az k@:m k@rith. B. dava: kheyiv. jal1d g@tshiv tàhi:kh. me o:s ra:th zuka:m. me kh’av dava: t1 go:s tàhi:kh. A. azkal chun1 yeti mu:sim tàhi:kh. aksar chi lu:kh bema:r peva:n. B. tOhi onva: sa:ma:n m@l’ ba:zr1? A. me het’ ke~h ci:z. ci:z @:s’ gob’. me hek’ n1 yo:r @nith. B. tOhi k’a: k’a: h’otv1? A. me h’ot tomul, o:tà , m@dre:r, masa:l1, nu:n, ti:l, beyi kapur vag@:r1. B. b1 gatsh1 ša:man ba:zar. me ti chi ke~h ci:z an1n’ gar1 kith’. A. teli gatshav @s’ yik1vat1 daphtar1 yith.
Where is Mr. Raina? He is not feeling well today. He had fever in the morning and was suffering from cough. Therefore; he could not come here. Did he go to the doctor? Yes, he did. The doctor gave him medicine. He will take rest for the day. I too have headache. I cannot work today. Take medicine. You will be alright soon. I had badcold yesterday. I took medicine and got well. The climate over here is not good these days. People be become sick mostly. Did you buy things from the market? I bought a few things. They were heavy (in weight). I could not bring them here. What items did you buy? I bought rice, flour, sugar, spices, salt, oil, and cloth etc. I’ll go to the market in the evening. I too have to bring a few things for home. Then we will go together after coming from the office.
LESSON 16
B. acha: bihiv. ca:y ceyiv. A. na, me gatshi tse:r. b1 heki n1 panun daphtar vakhtas p’atàh v@:tith. B. acha: b1 pra:r1 tOhi ša:man.
OK. Please sit down. Have (a cup of) Tea. No,.I’ll be late. I cannot reach my office in time. OK. I’ll wait for you in the evening.
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III. Response drill toh’ hekiva: az yith? (na) tsi hek1kha: n@tsith? (na) toh’ hekiva: gar1 g@tshith? (na) so hek’a: te:z du:rith? (na) tim hekna: yi citàh’ p@rith? (na) tim1 hekna: ga:dà1 t@lith? (na)
na, b1 hek1n1 (yith). na, b1 hek1 n1 (n@tsith). na, @s’ hekav n1. na, su heki n1. na, tim hekan n1. na, tim1 hekan n1.
Drills Exercises I. Repetition drill I. Fill in the blanks using suitable words: 1.
2.
b1 hek1 gar1 g@tshith. @s’ hekav yi k@:m k@rith. ts1 hekakh yo:r yith. toh’ hekiv yi kita:b p@rith. sO heki citàh’ li:khith. tim hekan palav ch@lith. b1 chus/chas heka:n k@:šur p@rith. @s’ chi heka:n akhba:r p@rith. ts1 chukh/chakh heka:n bat1 r@nith toh’ chiv heka:n ka:r cal@:vith. su chu heka:n g@r ši:rith. sO cha heka:n b@niya:n vu:nith. tim chi heka:n ca:y ban@:vith. tim1 cha heka:n palav suvith.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
II. Answer the following questions:
II. Transformation drill. b1 chus heka:n yo:r yith. @s’ chi heka:n gar1 g@tšith. ts1 chukh heka:n saph@:yi: k@rith: ts1 chakh heka:n tsOci ban@:vith. toh’ chiv/chav1 heka:n n@tsith. su chu heka:n du:rith. sO cha heka:n ts@lith. tim chi heka:n kulis kh@sith. tim1 cha heka:n ga:d1 r@tàith.
me chun1 az ….. tàhi:kh. b1 ….. daphtar ge~tshith. tOhi chav tsa:s ….. toh’ g@tshiv ….. niš. me o:s ….. dàa:ktàar s@:ban ….. me dava: toh’ k@riv ….. a:ra:m, toh’ hekiv n1 k@:m… tOhi cha: kalas …..? dava: … sa:ma:n1 o:s gob. me ….. tulith. b1 ….. az ša:man ….. g@tshith. toh’ g@tsh’va:? tOhi gov1v1 tse:r. toh’ ….. daphtar vakhtas … v@:tith? toh’ pr@:riv. b1 ….. ša:man va:pas … @s’ … yik1vatà1 … g@tshith?
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b1 o:sus heka:n … @s’ @:s’ heka:n … ts1 o:sukh heka:n … ts1 @:s1kh heka:n … toh’@:sivi/a:s1v1 … su o:s heka:n . sO @:s heka:n … tim @:s’ heka:n …. tim1 a:s1 heka:n ….
1. 2. 3. 4. 5. 6. 7.
toh’ chiva: heka:n gevith? toh’ chiva: heka:n n@tsith? toh’ chiva: heka:n bat1 r@nith? toh’ chiva: heka:n vakhtas p’atàh daphtar g@tshith? toh’ chiva: heka:n palav suvith? toh’ chiva: heka:n te:z du:rith? toh’ chiva: heka:n ka:r cal@:vith?
III. Use the following words/phrases in sentences: 1. amikin’ 2. a:ra:m 3. te~hi:kh gatshun 4. mu:sim 5. bema:r p’on 6. k’uth 7. vakhtas p’atàh 8. taph a:sun 9. kal1 do:d 10. zuka:m a:sun.
LESSON 16
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Notes The modal verb ‘hekun’ In this lesson the modal verb hekun ‘can, be able to’ is used in different types of sentences. When the modal verb hekun is used, the suffix -ith is added to the main verb stem. The verb hekun takes all the person, gender, number, and tense markers, like all other verbs in different types of constructions, e.g., b1 chus heka:n yith. me h’ok yith. tse h’okuth yith. t@m’ h’ok yith.
I am able to come. I could come. You could come. He could come.
The modal verb hekun can be used with the subject in nomi-native or dative/ergative. Vocabulary taph m tsa:s f tomul m hekun khasun a:ra:m m a:ra:m karun do:d m natsun jal1d tàhi:kh gatshun pra:run zuka:m m aksar talun do:run tsalun
fever cough rice to be able to to climb rest to rest pain, ache to dance soon to be ok to wait bad cold mostly to fry to run to run away
ke~h amikin’ m@l’ anun o:tà m@dre:r masa:l1 nu:n ti:l beyi kapur ratàun ga:dà1 ka:r cala:vnn bema:r p’on lu:kh tsotà
m m m m m m f f
f f
some therefore to purchase flour sugar spices salt oil and cloth to catch fish car to drive to be ill people bread
Lesson 17 A. yimtiha:n chu n@zdi:kh. tOhi paziv1 sakh mehnath kar1n’. tOhi paziv1 n1 vakh1t za:yi karun. B. me chu pata:. b1 chus yatsha:n magar me chun1 z’a:d1 vakh1t me:la:n. A. toh’ chivn1 dil diva:n parnas manz. tuh1nz lagi n1 šara:rath kar1n’. toh’ chiv vOn’ sam1jda:r. B. b1 chusn1 šara:rath kara:n. kã:h chun1 yatsha:n yimtiha:nas manz phe:l gatshun, ya: kam nambar n’un. A. teli k’a: d@li:l cha? B. tOhi chun1 pata: so:n gar1 chu yeti p’atàh1 s’a:tàha: du:r. me chu peva:n pã:tsh mi:l dOhay saykalas p’atàh yun. A. toh’ kath mazmu:na manz chiv kamzo:r? B. b1 chus hisa:bas manz kamzo:r. ãgri:zi, t@:ri:kh, jagra:phi t1 hendi vag@:r1 mazmu:nan chi me ja:n nambar yiva:n. A. agar tOhi hisa:b chun1 pu:r1 pu:ri yiva:n, tuhund gatshi me pr1tshun. B. acha. me h@:viv toh’ muškil muškil sava:1. bak1y tagan
The exams are not far off. You should work very hard. You should not waste time. I know it. I want to study, parun, but I don’t get much time. You are not paying attention to your studies. You should not do mischief. You are wise. I am not doing mischief. No one wants to fail in examination, or obtain low marks. Then what is the matter (with you)? You don’t know. Our house is far away from here. I have to travel five miles by bicycle daily. In which subject are you weak? I am weak in mathematics. I get good marks in English, history, geography, Hindi etc.
If you do not know maths well, you should ask me. Alright. Please help me in difficult questions, the rest I
LESSON 17
me pa:nay kar1n’. b1 a:s1 tOhi niš dOhay yiva:n. tOhi peyivi takli:ph karun. A. kã:h phikir chan1. azkal chan1 me pan1n’ z’a:d1 k@:m. b1 chus yatsha:n toh’ g@tshiv ja:n nambar nin’. agar n1 azkal mehnath k@riv, pat1 peyiv1 pachta:vun. badà’an kala:san manz chun1 a:s@:ni: sa:n d@:khl1 me:la:n. B. b1 kar1 s’atàha: mehnath. toh’ m1 b@riv parva:y.
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can do myself. I will be coming to you daily. You will have to take trouble (for my sake). Don’t worry at all. I don’t have much work of my own these days. I want you to obtain good marks. If you’ll not work hard these days, you’ll have to repent later on. It is not easy to get admission in higher classes. I’ll work very hard. Please don’t worry (for me).
Drills I. Repetition drill 1.
2.
3.
4.
me pazi mehnath kar1n’. asi pazi k@:m kar1n’. tse paziy gar1 gatshun. b1 chus/chas yatsha:n ba:zar gatshun. @s’ chi yatsha:n maka:n bana:vun. ts1 chukh/chakh yatsha:n šõgun. me/asi lagi tihund gatshun. tse lagiy n1 tsi:r’ yun. lagiv1 n1 šara:rat kar1n’. t@mis/timan lagi yo:r yun. me/asi gatshi kath van1n’. me/asi gatshan p@~:s1 hen’. tse gatshiy rOpay d’un. timan gatshan kita:b1 dini.
tOhi paziv1 yo:r yun. t@mis pazi maka:n h’on. timan pazi va:pas yun. toh’ chiv yatsha:n asun. su chu yatsha:n natsun. sO cha yatsha:n do:run. tim chi yatsha:n gevun. tim1 cha yatsha:n tsalun. me/asi peyi ba:zar gatshun. tse peyiy paydal gatshun. tOhi tOhi peyiv1 pa:nay yun. t@mis/timan peyi yo:r yun. tOhi gatsh1nav palav din’. t@mis gatshi kita:b din’. tse gatshnay palav a:s1n’.
II. Transformation drill b1 chus yatsha:n yun. @s’ chi yatsha:n gatshun.
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b1 o:sus yatsha:n yun. @s’ @:s’ yatsha:n gatshun.
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toh’ chiv yatsha:n k@:m kar1n’. su chu yatsha:n saph@:yi: kar1n’. tim chi yatsha:n kita:b le:kh1n’. sO cha yatsha:n citàh’ vuch1n’. tim1 cha yatsha:n yimtiha:n d’un.
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toh’ @:sivi yatsha:n .... su o:s yatsha:n .... tim @:s’ yatsha:n .... sO a:s yatsha:n ... tim1 a:s1 yatsha:n ...
Exercises I. Fill in the blanks using suitable words: 1. 2. 3. 4. 5. 6. 7. 8. 9.
tOhi paziv1 gar1 ….. tOhi ….. tse:r. timan ….. pan1n’ k@:m ….. vakh1t gatshi n1 za:yi ….. @s’ chi yatsha:n kita:b ….. asi gatshi ….. me:l1n’. tim ….. yatsha:n citàh’ ….. timan chun1 ….. me:la:n. tOhi ….. peva:n paydal ….. tuhund ….. chu du:r. me ….. peva:n ba:zar ….. b1 chus sayklas p’atàh ….. tuhund gatshi sava:l ma:stàaras ... .. me gatshi pan1n’ kita:b ….. me tagan yim sava:l …..
II. Answer the following questions: 1. 2. 3. 4. 5. 6. 7. 8.
tOhi k’a: pazi karun? toh’ k’a: chiv yatsha:n karun? tOhi lag’a: šara:rath kar1n’? tOhi cha: taga:n k@:šur parun? tOhi cha: peva:n daphtar paydal gatshun? tOhi paz’a: vakh1t za:yi karun? toh’ chivna: yatsha:n ja:n k@:m kar1n’? tOhi pazina: vakhtas p’atàh k@:m kar1n’?
III. Use the following words/phrases in sentences: 1. n@zdi:kh 5.paydal 8. pr1tshun 11. pachta:vun
2. mehnath 6. šra:rath 9. takli:ph karun 12. a:s@:ni: sa:n
3. za:yi karun 4. dil d’un 7. kamzo:r 10. phikir kar1n’ 13. parva:y barun.
LESSON 17
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Notes Modal verbs The modal verbs pazi, gatshi, p’on, yatshun and tagun have been introduced in this lesson. When these modal verbs are used, the main verbs are put in infinitive form. They take the gender, number, person and tense markers, and the main verb in infinitive agrees with the object in gender and number. Vocabulary yimtiha:n m nambar nin’ pazi sakh phikir f mehnath f mehnat kar1n’ takli:ph m yatshun pa:n m sava:1 m dil m dil d’un lagun šara:rath f sam1jda:r vOn’ kã:h phe:l m pach1ta:vun karun tagun
examination to obtain marks should hard, strong worry hard work to work hard pain, trouble to want self question heart to show interest should mischief wise now any (one) fail to repent to be able to do
phe:l gatshun kam nambar m d@li:l f du:r m mi:l m kamzo:r hisa:b m t@:ri:kh f jagra:phi: f hendi: m parva:y m tagun d@:khl1 m parva:y barun pu:r1 gatshi muškil m pat1 kala:s m a:sa:n
to fail less marks matter far away mile weak maths history geogrphy Hindi worry to know admission to worry complete should difficult later on class easy
Lesson 18
A. toh’ k@:t’a: zi: tàh’ chiv? B. b1 chus pã:tsh phutà t1 še inc. toh’ k@:t’a: chiv? A. b1 chus tuh1ndi khOt1 z1 inc tshotà. toh’ chiv m’a:ni khOt1 vetàh’ ti. tOhi ko:tah chu vazan? B. b1 chus satath kilo. toh’ @:siv pã:ts1h@: tàh kilo. A. na, b1 chus tsuh@:tàh kilo. mohanji: cha: tOhi zitàh’ kin1 k1~:ts’? B. tim chi me akh v@ri: k1~:ts’, magar tim chi me zitàh’ ba:sa:n. A. toh’ chiv t@m’s1ndi khOt1 z@:vil’. t@m’s1nz1 beni ši:l1 t1 rama: cha hišay šakli. B. mohan1 ti chu timn1y h’uh. rama: cha sa:r1v1y khOt1 lOk1tà . sO cha ca:la:kh ti s’atàha:. sO cha hame:š1 pan1nis kala:sas manz sa:riv1y khOt1 z’a:d1 nambar h@:sil kara:n. A. tuhund su:tàh chu m’a:ni su:tà1 khOt1 drog. tuh1nz g@r ti cha m’a:ni gari khOt1 droj.
What’s your height? I am six feet and six inches (tall). How about you? I am shorter than you by two inches. You are fatter than me. How much do you weigh? I am seventy kilos. You will be sixty-five kilos. No, I am sixty-four kilos. Is Mohanji elder to you or younger? He is younger to me by one year, but looks older to me. You are slimmer than him. His sisters Shiela and Rama look alike. Mohan is also like them. Rama is youngest of all. She is very clever too. She always obtains highest marks in her class.
B. me cha tuh1nz tsa:dar pasand. yi cha saphe:d ši:n hiš.
I like your blanket. It is as white as snow.
Your suit is more expensive than mine.Your watch also is more expensive than mine.
LESSON 18
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Drills
II. Sustitution drill
I.
Repetition drill
1.
1.
b1 chus tuh1ndi khOt1 bodà. toh’ chiv m’a:ni khOt1 lOk1tà’. b1 chus tuh1ndi khOt1 z’u:tàh. toh’ chiv m’a:ni khOt1 tshotà’. b1 chus tuh1ndi khOt1 z@:v’ul.
b1 chus tuh1ndi khOt1 z’u: tàh. z@:v’ul v’otàh g@ri:b
2. toh’ chiv m’a:ni khOt1… ca:la:kh da:na: ga:tà1l’
3.
ra:m1 chu ša:mni khOt1… da:na: š@ri:ph ca:la:kh mehnti:
4. ši:l1 cha kã:tni khOt1… pr@n’ ga:tà1j khu:bsu:rath @mi:r
V.
Respons drill
2.
3.
4.
5.
ra:m1 chu mohnas h’uh i:ma:nda:r. ši:l1 chan1 rama:yi hiš ca:la:kh. ra:j1 chu aslamas h’uh mehnti: sa:r1 cha pha:tas hiš z@:vij. ša:m1 chu r@hi:mas h’uh ak1lmand. yi tsa:dar cha saphe:d ši:n hiš. hO tsa:dar cha kr1h1n’ k1tà1ka:l hiš. yi tsu:tàh chu vOzul na:r h’uv. hO tse:r cha ni:j ka:ts hiš. su chu 1’odur kO~g h’uh. yi sangtar chu modur kand h’uh. ra:m1 chu mohn1ni khOt1 ga:tàul. ši:l1 cha kã:tni khOt1 pr@n’. ra:j1 chu aslamni khOt1 da:na:. sa:r1 cha pha:t1ni khOt1 khu:bsu:rath. ša:m1 chu r@hi:mni khOt1 z’a:d1 be:vku:ph. sarl1 cha ra:da:yi h1ndi khOt1 ga:tà1j. toh’ chiv sa:riv1y khOt1 ja:n. ra:m1 chu sa:riv1y h1ndi khOt1 ga: tàul. mohn1 chu sa:riv1y h1ndi khOt1 hušiya:r. ši:l1 cha sa:riv1y khOt1 ja:n geva:n. ra:da: cha sa:riv1y khOt1 z’a:d1 ja:n natsa:n. mohn1 chu sa:r1v1y khOt1 mehnath kara:n.
toh’ chiva: m’a:ni khOt1 zi:tàh’? na, b1 chus tuh1ndi khOt1 tshotà. toh’ chiva: ša:mni khOt1 z@:vil’? ša:m1 cha: mohn1ni khOt1 bodà? ši:l1 cha: kã:tni khOt1 te:z? toh’ chiva: sa:riv1y khOt1 tshotà‘? toh’ chiva: sa:riv1y khOt1 @mi:r?
(tshotà’) (v’otàh) (lOkutà) (š@ri:ph) (z’u:tàh) (g@ri:b)
B. Exercises I.
Fill in the blanks using suitable words.
1. 2. 3. 4. 5. 6. 7. 8.
b1 chus . . . khOt1 z’u: tàh. b1 chusn1 tuh1ndi . . . tshotà. ts1 chukh m’a:ni . . . . v’otàh, ts1 . . . . m’a:ni . . . . toh’ chiv . . . . khOt1 @mi:r, toh’ . . . .m’a:ni khOt1 . . . . ra:m1 . . . . mohn1ni . . . . z’u:tàh, su chun1 t@m’s1ndi . . . . mohn1 . . . . ra:m1ni . . . . bodà, su . . . . tas1ndi . . . . ši:l1 . . . kã:tni . . . . zi:tàh, sO . . . . tshotà. kã:t1 . . .ši:lni . . . pr@n’, sO .... khu:bsu:rath. mohn1 . . . . sa:riv1y . . . . ga:tàul, . . . . chun1 be:vku:ph.
lI.
Answer the following questions:
1. 2. 3.
toh’ k@:t’a: zi:tàh’ chiv? toh’ k@ts ba:r1n’ chiv? toh’ chiva: sa:riv1y khOt1 zitàh’?
LESSON 18
4. 5. 6. 7. 8.
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toh’ chiva: pan1nis lOktàis b@:y s1ndi khOt1 zi:tàh’ kin1 tshotà’? tuh1ndis daphtaras manz kam chi sa:riv1y khOt1 vetàh’? tuh1ndis garas manz kam chi sa:riv1y khOt1 z@:vil’? tuh1ndis daphtars manz kam chi sa:riv1y khOt1 z’a:d1 š@ri:ph? toh’ chiva: garas manz sa:riv1y khOt1 zitàh’ kin1 k1~:s’?
III. Use the following words/phrases in sentences: 1. 4. 8.
m’a:ni khOt1 2. z’utàh kin1 ku:s sa:riv1y khOt1 5. h’uvuy. saphe:d ši:n 9. kr1hun k1tà1ka:l
3. z’u:tàh kin1 tshotà 6. hišay 7. h@:sil karun 10 n’u:l ka:ts.
Notes Comparatives Sentences with comparative degree constructions are formed by adding -i suffix to the genitive or possessive forms of the subject noun or pronoun with whom the comparison is made, which is followed by the comparative morpheme khOt1 . When the suffix is added the forms undergo some morphophonemic changes. Examples are given below. m’o:n + i = m’a:ni khOt1 (toh’ chiv m’a:ni khOt1 zi:tàh’.) co:n + i =ca:ni khOt1 (b1 chus ca:ni khOt1 z@:v’ul.) mohnun + i= mohn1ni khOt1 (toh’ chiv mohn1ni khOt1 ca:la:kh.) ra:mun + i = ra:m1ni khOt1 (su chu ra:m1ni khOt1 bodà) l\dàk1 sund+ i = l\dàk1 s1ndi khOt1 (toh’ chiv yemis l\dàk1 s1ndi khOt1 zi:tàh’) ko:ri hund+ i = ko:ri h1ndi khOt1 (sO cha yemis ko:ri h1ndi khOt1 zi:tàh.) Superlatives Sentences with superlative degree of comparison constructions are formed by adding the suffix -v1y to s@:riy ‘all’ or by adding genitive marker hund to sa:rin1y which is followed by khOt1. sa:ri: sa:rin1y hund
+ +
v1y = i =
sa:riv1y khOt1 sa:rin1y h1ndi khOt1
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toh’ chiv sa:riv1y khOt1 š@ri:ph. toh’ chiv sa:rin1y h1ndi khOt1 š@ri:ph. Interrogoitve pro-adjective ku:t ‘how much’ Following are the forms of the interrogative pronoun ku:t ‘how much’ agreeing with the subject in gender and number: Mas. Fem. Sg. Pl. Sg. Pl. ku:t/ko:ta:h k1:t’/k@:t’a:h k1:ts k1:ts1/k@:tsa:h ts1 ku:t/ko:ta:h z’u:tàh chukh? toh’ k1:t’/k@:t’a:h zi:tàh’ chiv? ts1 k1:ts zi:tàh chakh? toh’ k1:ts1/k@:tsa:h ze:chi chav1? The masculine plural forms are used for honorific singulars as well. Vocubulary z’u:tàh phutà inc khOt1 modur kand sangtar h@:sil karun su:tàh drog tsa:dar pasand a: v@ri: ba:sun h’uv ni:j ni:j ka:tas kruhun hušiya:r vOzul na:r pron
m.s. tall sa:riv1y kwhat1 m foot/feet ca:la:kh m m inch s@:ri: in comparison hame:š1 m sweet vazan m m a sweetener satath m orange kilo m to obtain pã:ts1h@:tàh m suit tsuh@:tàh m.s expensive z’utàh m.s f. blanket ku:s m.s. sun to like v’otàh m.s m year kO~g m to appear z@:v’ul m.s m.s like 1’odur m.s f.s blue be:vku:phm unripe (y)i:ma:nda:r m. black kltàlka:l alert ak1lmand m. red šar1mda:r m fire vOzul na:r m fair complexioned
of all clever all always weight seventy kilogram sixty-five sixty-four elder younger fat suffron slim yellow idiot honest jet black wise shy deep red
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Lesson 19
so:n ša:har chu lOkutà. kul a:b@:di: cha lagbag akh lach tsatji: sa:s. yeti chu akh re:lve: stàe:šan. yeti chi tre b@dà’ sark@:ri: ka:le:j.z1 l@dàkan h1nd’ t1 akh ko:r’an hund. yimav ala:v1 chi z1 g@:r sark@:ri: ka:le:j ti, yeti chi va:riya:h soku:l yeti chi va:riya:h sark@:ri: daphtar ti. yiman manz chi dàa:kh kha:n1, ta:rgar, tàeli:pho:n m@hkam1, haspata:l, bank, puli:s m@hkam1, t@hsi:l ada:lath š@:mil. yath šahras manz chi ke~h lOk1tà’ ‘mOk1tà’ ka:rkha:n1 ti. yeti chi ke~h dastaka:ri ti bana:n. yetici vu:ni b@niya:n1, ša:l t1 kaml1 cha maš1hu:r. yath ša:hras manz chi ro:za:n mukhtaliph mazhaban h1nd’ lu:kh. yiman manz chi hend’, musalma:n, sikh, t1 yis@:y š@:mil. yeti chi mandar, masjid1, t1 girja:gar. lu:kh chi pa:n1v@:n’ amn1 t1 mil1tsa:r1 sa:n ro:za:n. yi ša:har chu khu:bsu:rath t1 sa:ph. yeti chi z1 ja:n ba:g. yo:r chi va:riya:h saya:h ti yiva:n. so:n gar1 chu ba:zras n@zdi:kh. so:n gar1 chu
Our city is small. Total population is about one lakh forty thousand. There is a railway station. There are three big collages Two for boys and one for girls. Besides these, there are two private colleges. There are a number of schools. There are many government offices over here. They include post offices, telegraph office hospitals, banks, police department, tehsil, court etc. There are some small factories in this city. Some handicrafts are also made here. The woollen sweaters, shawls and blankets of this place are famous. People belonging to different religions live in this city. They include Hindus, Muslims, Sikhs and Christians. There are temples, mosques, temples, gurdwaras and churches here. The people live (here) with peace and amity. This city is beautifiul and clean. There are two good gardens. Many visitors too visit this city. Our house is near the market. Our
na z’a:d1 bodà t1 na z’a:d1 lOkutà. @s’ chi kul še b@:ts yath garas manz ro:za:n. @s’ chi mohnas athi ba:zr1 sabzi: t1 ba:k1y ci:z an1na:va:n. s@:nis garas n@zdi:kh chi z1 duka:n. akh chu s1ts1 sund t1 b’a:kh chu dob’ sund. @s’ chi s1tsas athi palav suv1na:va:n. dobis athi chi palav chal1na:va:n. yeti cha ba:k1y suhu:liy@ts ti maysar.
house is neither too big nor too small. We are total six members living in this house. We make Mohan bring vegetables and other things from the market. There are two shops near our house. One is of a tailor and the other of a washerman. We get our clothes stitched by the tailor. We get our clothes washed by the washerman. There are all other facilities available over here.
Drills I. Repetition drill 1.
b1 chus/chas tOhi athi k@:m kar1na:va:n. b1 chus/chas timan athi citàh’ le:kh1na:va:n. toh’ chiv me athi sa:ma:n an1na:va:n. toh’ chiv timan athi palav suv1na:va:n. tim chi me athi šech so:z1na:va:n. tim chi tOhi athi bat1 ran1na:va:n.
2.
me an1na:v1no:v tOhi athi sa:ma:n1. asi an1na:v1no:v su saykal. tse le:kh1na:v1no:vuth t@mis athi mazmu:n. tOhi so:z1n@:viv1 t@mis athi p@~:s1. t@m’ d’a:v1na:v1na:vi me sa:rey kita:b1. timav do:r1na:v1no:v su s’atàha: te:z.
3.
b1 an1na:v1 t@mis athi dOd. @s’ an1na:vav t@mis athi ka:kaz. ts1 kar1na:vakh kamr1 sa:ph. toh’ kar1n@:viv t@mis athi s@:r1y k@:m. su kh’a:v1na:vi tOhi bat1. tim ca:v1na:van tOhi tre:š.
LESSON 19
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II. Answer the following questions:
I.
Substitution drill
1.
b1 chus tOhi athi k@:m kar1na:va:n.
2.
toh’ @:siv1 me athi b@niya:n vo:n1na:va:n. (vo:n1n’ ) (k1n1n’ ) (m@l’ hen’) (an1n’) (chal1n’)
(k@:m kar1n’) (sa:ma:n anun) (ca:y bana:v1n’) (palav chal1n’) (citàh’ par1n’)
1. 2. 3. 4. 5. 6. 7. 8.
toh’ chiva: ga:m1 ro:za:n kin1 šahr1? tuh1ndi ga:m1c/ šahr1c a:b@:di: k@:tsa: chi? toh’ k@ts b@:ts chiv kul garas manz? toh’ k@mis athi chiv gar1c k@:m kar1na:va:n? toh’ ke~mis athi chiv palav suv1na:va:n? tuh1ndis ša:hras manz kam kam sarka:r’ daphtar chi? tuh1ndis ša:hras/ga:mas manz kam kam ka:rkha:n1 chi? toh’ kati p’atàh1 chiv sa:ma:n an1na:va:n?
III. Use the following words/phrases in sentences: 1. lOkutà mOkutà 5. mil1tsa:r 9. ca:v1na:vun
VI. Transformation drill b1 chus palav chala:n. @s’ chi citàhà i le:kha:n. su chu maka:n bana:va:n. toh’ chiv sabzi: ana:n. su chu k@mi:z suva:n. sO cha bat1 rana:n. tim chi saph@:yi: kara:n.
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> > > > > > >
b1 chus palav chal1na:va:n. @s’ chi citàhi le:kh1na:va:m. su chu maka:n bana:v1na:va:n. toh’ chiv sabzi: an1na:va:n. su chu k@mi:z suv1na:va:n. sO cha bat1 ran1na:va:n. tim chi sapha:yi kar1na:va:n.
Notes Causal constructions The causative suffixes –1na:v and -1na:v1na:v are added to ‘the verb stem for forming the first and second causative forms respectively.
Exercises
Verb
I.
an le:kh kh’a:v ca:v
Fill in the blanks using suitable words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
sa:ni šahr1c . . . . cha . . . . lach t1 . . . . sa:s. yeti chi variya:h sark@:r’ . . . . yeti chi ke~h lOk1tà’ . . . . yeti chi . . . . mazhaban h1nd’ lu:kh . . . . lu:kh chi amn1 t1 . . . . sa:n . . . . ba:zar chu na z’a:d1 bodà t1 .... @s’ chi dobis athi palav . . . . t1 s1tsas athi palav . . . . toh’ chiv me . . . . citàh’ . . . b1 chus tOhi . . . . šech . . . . me . . . . t@mis athi saph@:yi.
2. lagbag 3. dastka:ri 4. mukhtaliph maz1hab. 6. chal1na:nvun 8. kar1na:vun 10. kh’a:v1na:vun.
‘bring’ ‘write’ ‘feed’ ‘give to drink’
1st causal
2nd causal
an1na:v le:kh1na:v kh’a:v1na:v ca:v1na:v
an1na:v1na:v le:kh1na:v1na:v kh’a:v1na:v1na:v ca:v1na:v1na:v
In case the postposition athi ‘through’ is used the causative agent is put in dative case, e.g., @s’ chi s1tsas athi palav suv1na:va:n. In case the postposition -z@riyi ‘through’ is used, the causative agent is put in ablative case, e.g., @s’ chi mohn1ni z@riyi sa:ma:n an1na:va:n.
LESSON 19
99
Vocabulary šahar a:b@:di: vu:ni: kamal maš1hu:r m mukhtaliph maz1hab h’ond saya:h š@:mil suhu:liyath masjid gurdva:r1 pa:n1e~:n’ miltsa:r
m f f
m m m f f m m
city banun population lach woollen sa:s blanket re:lve: famous stàe:šan different sark@:ri: religion musalma:n Hindu sikh visitor(s) yis@:y included mandar facility b@:ts mosque maysar gurdwara girj1 mutual am1n togetherness
m m m m m m m m m m m
to be available lakh thousand railway station of government Muslim Sikh Christian temple members of family available church peace
Lesson 20
A. yus l\dàk1 bema:r o:s, su kot gav? B. su gav haspata:l dava: an1n1 kh@:tr1. A. yes ku:r tsi:r’ a:yi, sO kati cha? B. sO g@yi gar1 va:pas. A. yim šur’ šo:r @:s’ kara:n, tim kati chi? B. tim chi kala:sas manz. A. yim1 ko:ri yeti para:n cha, tim1 cha: sa:rey ho:stàalas manz ro:za:n? B. na, sa:rey chan1 ho:stàalas manz ro:za:n. ke~h cha gari p’atàh1 yiva:n. A. toh’ kot kot g@tshiv? B. yot yot toh’ g@tshiv, b1 ti gatsh1 tot tot. A. mohnun saykal cha: tuh1ndis saykalas niš? B. yet’an m’o:n saykal chu, tat’an chun1 mohnun. A. me:n’ palav kath alma:ri manz chi? B. yath alma:ri manz me:n’ palav chi, tath alma:ri manz chin1 tuh1nd’. A. toh’ kap@:r’ g@tshiv cakras? B. yap@:r’ toh’ cakras g@tshiv, b1 gatsh1 n1 tap@:r’. A. yem’sund yi duka:n chu, t@m’sund gar1 kati chu?
Where is the boy who was: sick? He has gone to hospital for bringing medicine. Where is the girl who came late? She returned home. Where are the children who were making noise? They are in the class. Do all the girls, who study here, reside in the hostel? No, all of them do not stay in the hostel. Some of them come from their homes. Where will you go? Wherever you go, I will also go over there. Is Mohan’s bicycle near your bicycle? Mohan’s bicycle is not at that place where mine is. In which almirah are my clothes? Your clothes are not in the same almirah in which my clothes are. In which direction will you go for a walk? I will not go for a walk in the direction you’ll go . Where is the house of the person who owns this shop?
LEESON 20
B. me chun1 pata: ki yi k@m’sund duka:n chu. b1 kar1 mo:lu:m. A. toh’ kar yiyiv duba:r1 yo:r? B. yuthuy toh’ šech su:ziv, b1 yim1 tithuy.
I don’t know whose shop this is. I will find it out. When will you come here again? The moment you will send (me) a message, I will come at the same moment.
Drills I. Repetition drill 1. 2. 3. 4. 5. 6. 7.
yus suli a:v, su gav gar1. yOs tsi:r’ a:yi, sO cha yetiy. yim1 ko:ri para:n cha, tim1 gatshan pa:s. yemis duka:nda:ras me p@~:s1 dit’, t@mis ditiv1 tOhi ti. yem’sund yi maka:n chu, t@m’sund chu hu duka:n ti. yap@:r’ toh’ gatshiv, b1 ti gatsh1 tap@:r’. yet’ath tuhund me:z chu, tat’ath chun1 m’o:n.
III. Transformation drill la. mohn1 chu m’o:n do:s. lb. mohn1 chu dili ro:za:n. 1. mohn1, yus dili chu ro:za:n, chu m’o:n do:s. 2a. m’o:n do:s yiyi az. 2b. m’o:n do:s chu dàa:ktàar. 3a. yim šur’ chi šo:r kara:n. 3b. yim šur’ chi kala:sas manz 4a. salm1 g@yi haspata:l. 4b. salm1 @:s bema:r. 5a. yi alm@:r’cha me:n’. 5b. yath alma:ri manz chi palav. 6a. yi maka:n1 chu m’o:n. 6b. yi maka:n1 chu bodà. III. Response drill 1. 2. 3. 4. 5. 5. 6. 7.
101
yOs ku:r bema:r cha, sO kati cha? (gari) sO cha gari. yOs ku:r natsa:n cha, sO kati cha? (ba:gas manz) yus šur šara:rti: chu, su kati chu? (kala:sas manz) yus l@dàk1 dili p’atàh1 a:mut chu, su kati chu? (ba:gas manz) yim l@dàk1 phe:l gatshan, tim k’a: karan? (yimtiha:n din) yim šur’ šo:r @:s’ kara:n tim kati chi? yim1 ko:ri geva:n cha, tim1 kati cha? (para:n) yim1 zana:n1 van1na:van, tim1 kati cha? (ca:y bana:va:n)
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Exercises I.
Fill in the blanks using sutiable words: 1. 2. 3. 4. 5. 6. 7. 8.
yOs ku:r gar1 g@yi ….. chan1 ….. yim l@dàk1 k@:m chi kara:n ….. kati …..? yim yath ….manz ro:za:n chi ….. cha s@:riy ….. yot yot toh’ g@tshiv ….. gats1 ….. ti.. yap@:r’ yap@:r’ b1 go:s ….. a:yiv1 toh’ ti. yem’sund yi me:z chu ….. chu yi sondu:kh ti. …. toh’ šech su:ziv, tithuy yim1 b1. yath maka:nas manz b1 chus ro:za:n …. n@zdi:kh chun1 kã:h … 9. yet’an tuhund gar1 chu … chun1 … 10. yeti toh’... ro:za:n ... chu m’o:n do:s ti… IV. Complete the following sentences using co-relative pronouns: 1. 2. 3. 4. 5.
yithuy toh’ to:r g@tshiv .... yet’an toh’ bihith chiv ..... yap@:r’ toh’ g@tshiv ..... yath kulis me:v1 chi ..... yem’sund yi kalam chu ....
III. Use the following correlative pronoun forms in sentences : 1. yus ….. su 2. yOs ….. sO 3. yim ….. tim 4.yim1 ….. tim1 5. yus yus ….. su su 6. yas yas ….. sO sO 7. yim yim ….. tim tim 8. yim1 yim1 ….. tim1 tim1.
Notes Relative clause constructions. Relative clause constructions are formed by the use of relative and correlative pronouns : yus . . . su, yim . . . tim, yOs . . . sO, yim1 . . . tim1, yath . . . . tath etc. as examplified above. The relative forms are used in the first clause and the correlative in the second.
LESSON 20
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Vocabulary va:pas gatshun kap@:r’ ho:stàal m niš tap@:r’ mo:lu:m karun šara:rti: tithuy
to return which direction hostel near the same direction to enquire mischievous at that moment
yeti s@:ri: yap@:r’ yet’an tat’an pa:s gatshun duba:r1 yithuy suli
here all this direction where at there at to pass next time, again the moment early
APPENDIX Classified Vocabulary in Kashmiri Nouns 4.1 Parts of body @ch @:s ath1 õg1j kal1 kan kamar kotàh khOrm. gal gardan gõ:tsh zang z’av tu:n d@:r dand dema:g dil
f. m. m. f. m. m. m. m. f. f. f. f. f. m. f. m. m. m.
‘eye’ ‘mouth’ ‘hand’ ‘finger’ ‘head’ ‘ear’ ‘waist’ ‘knee’ ‘foot’ ‘cheek’ ‘neck’ ‘moustache’ ‘leg’ ‘tongue’ ‘navel’ ‘beard’ ‘teeth’ ‘brain’ ‘heart’
n@r nam nas netà h dà‘ak1 pa:n ph’ok buth bum mas manz ath1 mOm1 yadà vach vutà h ša:n1 hots hotà hO~gan’
f. m. f. m. m. m. m. m. f. m. m. m. f. m. m. f. m. m. f.
‘arm’ ‘nail’ ‘nose’ ‘thumb’ ‘forehead’ ‘body’ ‘shoulder’ ‘face’ ‘eyebrow’ ‘hair’ ‘palm’ ‘breast’ ‘belly’ ‘chest’ ‘lips’ ‘back’ ‘wrist’ ‘throat’ ‘chin’
patlu:n pOša:k pheran b@niya:n makhmal ma:l malmal
m. m. m. f. m. f. m.
‘pants’ ‘dress’ ‘a dress’ ‘sweater’ ‘velvet’ ‘garland’ ‘muslin’
1.2. Clothes and Ornaments ãgo:c1 k@mi:z kapur kambal kor ko:tàh kurt1
m. f. m. f. m. m. m.
‘towel’ ‘shirt’ ‘cloth’ ‘blanket’ ‘metal bracelet’ ‘coat’ ‘loose shirt’
APPENDIX
g@hn1 gunus gulo:band p@:ja:m1 tavliya: dasta:r du:t’ nor tsa:dar
m. m. m. m. f. m. f. m. f.
‘ornaments’ ‘bracelet’ ‘muffler’ ‘trousers’ ‘towel’ ‘turban’ ‘saree’ ‘sleeve’ ‘blanket’
mo:z1 ye:r ri:šim ruma:l v@:j šilva:r ša:l sa:ph1 phira:k
m. m. m. m. f. m. m. m. m
‘socks’ ‘wool’ ‘silk’ ‘hanky’ ‘ring’ ‘trousors’ ‘ shawl’ ‘turban’ ‘frock’
1.3. Jewels, Metals and Minerals gandukh c@~:d’ tra:m ti:n mOkht1 la:l
m. f. m. m. m. m.
‘sulphur’ ‘silver’ ‘copper’ ‘tin’ ‘pearls’ ‘ruby’
lOy ši:š1 šašt1r sartal sOn hi:r1
f. m. m. f. m. m.
‘bronze’ ‘glass’ ‘iron’ ‘brass’ ‘gold’ ‘diamond’
tul1r to:t1 dã:d poz bro:r m@ch m@:š mo:r ra:t1mOgul rey ru:s’k@tà vu:tàh s1h so:r ha:put hã:gul hos h@:r
f. m.
‘butterfly’ ‘parrot’ ‘bull’ ‘monkey’ ‘cat’ ‘fly’ ‘buffalo’ ‘peacock’ ‘owl’ ‘ant’ ‘deer’ ‘camel’ ‘lion’ ‘pig’ ‘bear’ ‘stag’ ‘elephant’ ‘maina’
1.4. Animals, birds and insects katàh m. ka:v m. kã:tàur n. k’om m. kOkur m. ko:tur n. kukil f. khar m. khargo:š m. g@~:tàh f. ga:v gur gagur g@:dà f. ts@r f. tsar m. tsha:vul m. g@b f
‘sheep’ ‘crow’ ‘sparrow’ ‘insect’ ‘roost, cock’ ‘pigeon’ ‘cuckoo’ ‘donkey’ ‘rabbit’ ‘eagle’ ‘cow’ ‘horse’ ‘mouse’ ‘fish’ ‘sparrow’ ‘bed-bug’ ‘goat’ ‘sheep’
m. m. f. f. m. m. f. f. m. m. m. m. m. m. f.
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1.5. Flowers gula:b guliaphta:b came:li: ja:ph1r’po:š
m. m. f. m.
‘rose’ ‘sun-flower’ ‘jasmine’ ‘marigold’
pampo:š po:š yamb1rzal
m. m. f.
‘lotus’ ‘flower’ ‘narcissus.’
f. m. f. m. f. m. f. m. m. f. m. f. m m
‘ginger’ ‘potato’ ‘bottle gourd’ ‘bitter gourd’ ‘carrot’ ‘onion’ ‘turnip’ ‘beet root’ ‘tomato’ ‘coriander’ lotus root ‘spinach’ ‘green garlic’ ‘cucumber’
ruhun m. pud1n1 m. phua gu:bi: m. band gu:bi: m bindài: f. matàar m. marts1vã:gun m. muj f. ra:zma:h m. ruv1vã:gun m. vã:gun m. šakarkand m. ha:kh m.
‘garlic’ ‘mint’ ‘cauliflower ‘cabbage ‘ladyfinger’ ‘peas’ ‘chilli’ ‘radish’ ‘beans’ ‘tomato’ ‘brinjal’ ‘sweetpotato’ ‘sweeds’
m. f. m. m. m. m. m. m. m. m. m. f. m. m. m.
‘plum’ ‘mango’ ‘black plum’ ‘guava’ ‘cashewnut’ ‘raisin’ ‘banana’ ‘date’ ‘melon’ ‘coconut’ ‘jambo’ ‘appricot’ ‘apple’ ‘pear’ ‘walnut’
tul d@:n dach na:rji:l n’om papi:t1 pist1 ba:da:m mO~g1phol munk1 yenji:r l@:r sangtar1 sup@:r’ hend1vend
‘mulbery’ ‘pomegranate’ ‘grapes’ ‘coconut’ ‘lemon’ ‘papaya’ ‘pistachionut’ ‘almond’ ‘ground nut’ ‘raisin (big)’ ‘big’ ‘cucumber, ‘orange’ ‘betal nut’ ‘watermelon’
1.6. Vegetables adrakh o:luv k@:šir al kare:l1 ga:z1r gãdà1 gOg1j cukandar tàama:tàar da:nival nadur pa:lakh pra:n l@:r 1.7. Fruits @:r amb o:luvbukha:r amru:d ka:ju: kišmiš ke:l1 kh@z1r kharbuz khu:pr1 ja:nun tse:r tsu:tàh tàang dàu:n
m. m. m. m. m. m. m. m. m. m. f. m. m. f. m.
APPENDIX
1.8. Eatables and Spices @:l f. ã:ca:r m. o:tà m. k1n1kh m. kaba:b m. kulici m. kOrm1 m. kO?g m. khir m. g’av m. can1 m. ca:y f. tsa:man f. tsotà f. tsa:man f. za:mut dOd m. tàhu:l m. dàabal tsotà f. ti:l m. tembar hendi: f. tomul m. th@n’ f. da:l f.
‘cardamom’ ‘pickles’ ‘flour’ ‘wheat’ ‘minced meat’ ‘a breadcake’ ‘a mutton dish’ ‘saffron’ ‘a sweet dish’ ‘purified butter ‘gram’ ‘tea’ ‘cheese’ ‘a thin bread’ ‘cheese’ ‘curd’ ‘egg’ ‘bread’ ‘oil’ ‘tamirind’ ‘rice’ ‘butter’ ‘pulses’
dOd neni na:tà1 nu:n pa:n bat1 m@dre:r ma:z masa:l1 mar1ts ma:ch mitàh@:y yakh1n’ rOng 1ed1r 1@s’
m. f f m. m. m. m. m. m. m. m. f. f m. f. f
šO~:tàh sabzi: s’un hOga:dà1 hedàar da:lci:n
m. f. m. f. m. f
‘milk’ ‘meat’ ‘meat’ ‘salt’ ‘betal leaf’ ‘cooked rice’ ‘sugar’ ‘mutton’ ‘spices’ ‘pepper’ ‘honey’ ‘sweets’ ‘a meat dish’ ‘cloves’ ‘turmeric’ ‘a beverage of milk/curds’ ‘ginger’ ‘vegetable’ ‘mutton’ ‘dry fish’ ‘mushrooms ‘cinnamin’
citàh’ co:k1 ch@t1r’ chat tàhe:11 dàab dàab1 t@:v ta:r tasvi:r ta:s tham tha:l d@:r
f. m. f. m m. f. m. f. f. f m. m. m. f.
‘letter’ ‘kitchen’ ‘umbrella’ ‘roof’ ‘bag’ ‘balcony’ ‘ ‘box’ ‘iron pan’ ‘wire’ ‘picture’ ‘playing cards’ ‘pillar’ ‘plate’ ‘window’
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kursi: kuz kho:s g@r gab1 gar1 gila:s ca:rpa:y cas p@~:s1 paš pankh1 p’a:l1 batàun ba:l ba:g ba:zar ba:nl bijli: me:z bistar bohgun brã:dà m@:da:n maka:n
SPOKEN KASHMIRI: A LANGUAGE COURSE
f. f. m. f. m. m. m. f. m. m. m. m. m. m. f. m. m. m. f. m. m. m. m. m. m.
‘chair’ ‘key’ ‘a cup’ ‘watch’ ‘woollen carpet’ ‘home’ ‘tumbler’ ‘cot’ ‘chess’ ‘money’ ‘roof’ ‘fan’ ‘cup’ ‘button’ ‘ball’ ‘garden’ ‘market’ ‘vessel’ ‘electricity’ ‘table’ ‘bedding’ ‘a vessel’ ‘varandah’ ‘an open field’ ‘house’
darva:z1 duk@:r dava:h de:va:r duka:n namd1 na:r notà
m. f. m. m. m. m. m. m.
mi:l raz@:y l@r le:ph lu:r lipha:ph1 vaguv vath ši:š1 šra:puc sat1r@ndà sandu:kh sadàak sa:ma:n s1tsan he:r
f. f. f. f. f. m. m. f. m. m. f. m. f. m. f. f.
‘door’ ‘scissors’ ‘medicine’ ‘wall’ ‘shop’ ‘a carpet’ ‘fire’ ‘earthern pitcher’ ‘ink’ ‘quilt’ ‘house’ ‘quilt’ ‘stick’ “envelope’ ‘mat’ ‘way, path’ ‘glass’ ‘knife’ ‘cotton carpet’ ‘box’ ‘road’ ‘goods’ ‘needle’ ‘staircase’
po:n’ paha:dà ba:l ret1ko:l reth ra:th ra:m ra:m b@dr1n’ du:n’ ru:d v@ri: v@hra:th van vand1
m. m. m. m. m. f.
‘water’ ‘mountain’ ‘mountain’ ‘summer’ ‘month’ ‘night’
f. m. m. f. m. m.
‘rainbow’ ‘rain’ ‘year’ ‘rainy season’ ‘forest’ ‘winter’
1.9. Household articles 1.10. Nature, time and seasons @:n1 @:nakh akhba:r alm@:r’ k@:li:n kamr1 kap kalam kanguv ka:pi: ka:kaz kita:b kuluph k’ul
m. m. m. f. m. m. m. m. m. f. m. f. m. m.
‘mirror’ ‘spectacles’ ‘newspaper’ ‘almirah’ ‘carpet’ ‘room’ ‘cup’ ‘pen’ ‘comb’ ‘copy’ ‘paper’ ‘book’ ‘lock’ ‘nail’
aphta:b asma:n a:b a:bša:r obur kul k@:l’keth
m. m. m. m. m. m.
kOl khOphtan ga:š ga:s1 jangul
f. m. m. m. m.
‘sun’ ‘sky’ ‘water’ ‘waterfall’ ‘clouds’ ‘tree’ ‘day after tomorrow’ ‘stream’ ‘dusk’ ‘light’ ‘grass’ ‘forest’
APPENDIX
tse:r z@mi:n zu:n zu:n1ga:š digar ta:rukh ta:ph t1:r d@riya:v d1h dOh dup1h@:r nab harud hava:h
m. m. f. m. m. m. m. f. m. m. m. m. m. m. m.
‘late’ ‘land’ ‘moon’ ‘moon-light’ ‘afternoon’ ‘star’ ‘sunshine’ ‘cold’ ‘river’ ‘smoke’ ‘day’ ‘noon’ ‘sky’ ‘autumn’ ‘air’
vuz1mal vunar šabnam šab ša:m ši:n sahar sabza:r samandar sõ:th siriyi subuh sul hapht1 sO~zal
f. f. m. m m. m. m. m. m. m. m. m. f. m. f.
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‘lightning’ ‘mist’ ‘dew’ ‘night’ ‘evening’ ‘snow’ ‘dawn’ ‘greenery’ ‘ocean’ ‘spring’ ‘sun’ ‘morning’ ‘early’ ‘week’ ‘rainbow’
1.11. Occupations aphsar aktàar (y)inji:nar kal@:rk kamišnar kã:dur k@:r’gar kuli: kha:r gra:kh g@dài:sa:z ga:dài vo:l gru:s ‘capr@:s’ cu:k’dar cha:n dàa:ktàar dàa:k1vo:l til1vo:n’ tha:n1da:r
m. ‘officer’ ‘actor’ ‘engineer’ ‘clerk’ ‘commissioner m. ‘bakeryman’ m ‘artisan’ m. ‘coolie,porter’ m. ‘blacksmith’ m. ‘customer’ m ‘watch maker’ m ‘vehicle driver’ m. ‘farmer’ m. ‘peon’ m. ‘watchman’ m. ‘carpenter’ ‘doctor’ m. ‘postman’ m. ‘oilman’ m. ‘police officer’
duka:nda:r dob n@:yid no:kar ’phe:rivo:l ba:gva:n ba:p@:r’ m@:likh m@:li: mozu:r mul@:zi v@:zi:r v@zi:ri az1 va:tul va:z1 vOsta:d s1ts sOnur h@ki:m hal1vo:y
m. ‘shopkeeper’ m. ‘washerman m. ‘barber’ ‘servant’ m. ‘hawker’ m. ‘gardener’ ‘businessman’ m. ‘master’ m. ‘gardener’ ‘labourer’ m ‘employee’ ‘minister’ m ‘prime minister m. ‘cobbler’ ‘cook’ ‘teacher’ ‘tailor’ m. ‘goldsmith’ ‘Unani doctor’ m. ‘sweets seller’
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1.12. Relationships ku:r ‘daughter, girl’ kOlay ‘wife’ khã:da:r ‘husband’ badà1bud’ bab ‘great grandfather’ benth1r ‘sister’s son’ beni ‘sister’ sister’s husband’ zana:n ‘wife’, za:m ‘husband’s sister’ za:m1tur ‘son-in-law’ zur ‘grandson’/ ‘granddaughter’ tr1y ‘wife’ do:s ‘friend’ dušman ‘enemy’ druy ‘husband’s brother’ necuv ‘son’ na:n’ ‘grandmother’ nOš ‘daughter-in-law’ pit1r beni. ‘father’s brother’s daughter’ pitur bo:y ‘father’s brother’s son’ pet1r ‘paternal uncle’
b@yka:kan’ ‘brother’s wife’ badà1na:n’ ‘ great grand mother’ khã:da:ren’ ‘wife’ kha:vand z@:mi:
‘husband’ ‘husband’s
be:m1
‘sister’s husband’ ‘brother’ ‘father’ ‘mother’ ‘mother’s sister’ ‘mother’s sister’s husband’
bo:y mo:l m@:j ma:s ma:suv
ma:stur bo:y ‘mother’s sister’s son’ ma:st1r beni ‘mother’s sister’s daughter’ ma:m ‘mother’s brother’
ru:n l@dàk1 ves vo:r1 beni pecan’ ‘paternal aunt’ vo:r1 m@:j pOph ‘father’s sister’ vo:r1 mo:l pOphuv ‘father’s sister’s vo:r1 bo:y daughter’ v:or1 necuv pOpht1r beni ‘father’s sister’s daughter’ pOphtur bo:y ‘father’s sister’s son’ potsh ‘guest’ vo:r1 ku:r bartha: ‘husband’ šur ba:p@th1r ‘brother’s son’ sa:l haš ‘mother-in-law’ h@har
‘husband’ ‘boy, son’ ‘girl’s girl friend’ ‘step sister’ ‘step mother’ ‘step father’ ‘step brother’ ‘step son’
‘step daughter’ ‘child’ ‘wife’s sister’ ‘wife’s brother’
APPENDIX
1.13 Days of the week ts@nd1rva:r bomva:r bOdva:r brasva:r
f. f. f. f.
‘Monday’ ‘Tuesday’ ‘Wednesday’ ‘Thursday’
šok1rva:rf. juma:h batà1va:r a:th1va:r
‘Friday’ m. ‘Friday’ f. ‘Saturday’ f. ‘Sunday’
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maza:kh madath mandar masjid mohbath
m. m. m. f. m.
‘joke’ ‘help’ ‘temple’ ‘mosque’ ‘love’
šo:kh šra:n sava:l saph@:yi: haspata:l
m. m. m. f. m.
‘we’ ‘what ‘some, a few’ ‘who’ ‘somebody’ ‘your’ ‘you’ his, her’ ‘he, they’ ‘his/her, their’ ‘his/her,their’ ‘your’
panun b1 m’o:n yi yus so:n su sO hu hum hum1 f.
‘strange’ ‘rich’ ‘last’ ‘easy’ ‘wet’ ‘half’ ‘less’ ‘weak’ ‘single’ ‘whole’ ‘expensive’ ‘unripe, raw’ ‘black’ ‘empty’ ‘bad’ ‘special’ ‘open, loose’ ‘left’
bad badšakal band be:vku:ph bodà m. tà’otàh m. tàhandà1 tàhi:kh dà‘ol ta:z1 te:z turun thod dochun drog namki:n nar1m nov
‘fondness’ ‘bath’ ‘question’ ‘cleanliness’ ‘hospital’
2. Pronouns 1.14. Months of the year vayakh ze:tàh ha:r šra:vun b@:d1r @:šid
m. m. m. m. m. m.
April-May May-June June-July July-August August-Sept. Sept-Oct.
katakh rnOnjiho:r pOh ma:g pha:gun tsith1r
m. m. m. m. m. m.
Oct-Nov. Nov-Dec. Dec.-Jan. Jan-Feb. Feb-March Mar.-April
1.15 Miscellaneous aphsu:s ada:lath a:ra:m k1:math kira:yi khabar khoši: kha:h gam galti: ga:m tama:š1 dar1m dOkh do:kh1 duniya:h nema:z
m f. m. m. f. f. f. m. m. f. m. m. m. m. m. m. f.
neth1r pu:za: bOchi maksad maz1
m. f. f. m. m.
‘regret’ ‘court’ ‘rest,comfort’ ‘price’ ‘rent, fare’ ‘news’ ‘happiness’ ‘field’ ‘sorrow’ ‘mistake’ ‘village’ ‘show’ ‘religion’ ‘grief’ ‘fraud’ ‘world’ ‘prayer of Muslims’ ‘marriage’ ‘worship’ ‘appetite’ ‘aim’ ‘pleasure’
java:b tsa:s zaba:n zil1 tala:kh t@hsi:l t@:ti:l t@:ri:ph. takdi:r takli:ph taph muškil mus@:phir mi:l yazath ya:d yintiza:r šukriya: yela:j vakh1t varta:v šahar šika:yath
m. f. f. m. m. m. m. m. m. m. m. f. m. m. m. m. m. m. m. m. m. f.
‘answer, reply’ ‘cough’ ‘language’ ‘district’ ‘divorce’ ‘tehsil’ ‘holiday’ ‘praise’ ‘luck’ ‘pain’ ‘fever’ ‘difficulty’ ‘traveller’ ‘mile’ ‘respect’ ‘memory’ ‘wait’ ‘thanks’ ‘treatment’ ‘time’ ‘behaviour’ ‘city’ ‘complaints’
@s’ k’a: ke~h kus kus ta:m co:n ts1 t@m’sund‘ tim timan hund tihund tuhund
‘one’s own’ ‘I’ ‘my, mine’ ‘this, it, he, she’ ‘who/that’ ‘our’ ‘he,that’(out ofSight) ‘she,that’(out of Sight) ‘he,that’(within sight) ‘he (hon), they’ ‘they’
3. Adjectives @ji:b @mi:r @:kh1ri: a:sa:n odur odà kam kamzo:r kun kul k1:mti: koc kruhun kh@:li: khara:b kha:s khul1 kho:vur
m.
m.
m.
m. m.
‘bad’ ‘ugly’ ‘closed’ ‘fool’ ‘big’ ‘bitter’ ‘cold’ ‘correct’ ‘loose’ ‘fresh’ ‘sharp, fast’, ‘cold’ ‘high’ ‘right’ ‘expensive ‘salty’ ‘soft’ ‘new’
APPENDIX
g@ri:b gand1 gar1m galath gob gon go:l gul@:b’ z@:v’ul zakhmi: z’a:d1 z’u:tàh rut la:jv@r’ 1’odur lOkutà modur motà mul@:yim va:riya:h vultà1
‘poor’ ‘dirty’ ‘hot, warm’ ‘wrong’ ‘heavy’ ‘dense, thick’ ‘round’ ‘pink’ ‘slim, thin’ ‘wounded’ ‘much, more’ ‘tall’, long’ ‘good’ ‘purple’ ‘yellow’ ‘small’ ‘sweet’ ‘fat’ ‘soft’ ‘many’ ‘opposite’
n’u:l patl1 pop pu:r1 pro:n ca:la:kh ja:n tsok vOzul s@hi: sakh1t saphe:d sab1z sast1 sa:d1 s’od m. sOndar hokh m. hol m. halk1 hava:da:r
‘blue’ ‘thin’ ‘ripe’ ‘complete’ ‘old’ ‘clever’ ‘good’ ‘sour’ ‘red’ ‘correct’ ‘hard’ ‘white’ ‘green’ ‘cheap’ ‘simple’ ‘straight’ ‘beautiful’ ‘dry’ ‘bent, crooked’ ‘light’ ‘airy’
2. z1 6. še 10. d@h 14. tsOda:h 18. arda:h 21. z1to:vuh 26. šat1vuh 30. tr1h 34. tsOyitr1h 38. ar1tr1h 42. dOyit@:ji: 46. šeyit@:ji: 50. pantsa:h 54. tsuvanza:h 58. arvanza:h
3. tre 7. sath 11.ka:h 15. panda:h 19. kun1vuh 23. tro:vuh 27. sato:vuh 31. aktr1h 35. pã:tstr1h 39. kun1t@:ji: 43. teyit@:ji 47. sat1t@:ji: 51. akvanza:h 55. pã:tsvanza: 59. kunh@: tàh
4. tso:r 8. @:tàhà 12. ba:h 16. šura:h 20. vuh 24. tso:vuh 28. atàho:vuh 32. dOyitr1h 36. šeyitr1h 40. tsatji: 44. tsOyit@:ji: 48. ar1t@:ji: 52. duvanza:h 56. švanza:h 60. še: tà h
4. Numerals 4.1 Cardinals 1. akh 5. pã:tsh 9. nav 13. truva:h 17. sada:h 21 ak1vuh 25. p1~ts1h 29. kun1tr1h 33. teyitr1h 37. sat1tr1h 41. ak1t@:ji: 45. pã:tst@:ji: 49. kunvanzah 53. truvanza:h 57. satvanza:h
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61. ak1h@:tàh 62. duh@:tàh 63. truh@:tàh 64. tsuh@:tàh 65. pã:ts1h@:tàh 66. šuh@:tàh 67. sat1h@:tàh 68. arh@:tàh 69. kun1satath 70. satath 71. ak1satath 72. dusatath 73. trusatath 74. tsusatath 75. pã:ts1satath 76. šusatath 77. sat1satath 78. ar1satath 79. kun1ši:th 80. ši:th 81. ak1ši:th 82. dOyiš1:th 83. treyiši:th 84. tsOyiši:th 85. pã:ts1ši:th 86. šeyiši:th 87. sat1ši:th 88. ar1ši:th 89. kun1namath 90. namath 91. ak1namath 92. dunamath 93. trunamath 94. tsunamatli 95.pã:tsnamath 96. šunamath 97. sat1namath. 98. ar1namath 99. namnamath 100. hath 101 akh hath t1 akh 100,000 lach 1000 sa:s 1,000,000 dah lach 1001 lakh sa:s t1 akh 10,000,000 karo:r 10,000 d@h sa:s 4.2. Ordinals @ki:m doyim treyim tsu:rim p1~:tsim šeyim s@tim 1: tàhim n@vim d@him
‘first’ ‘second’ ‘third’ ‘fourth’ ‘fifth’ ‘sixth’ ‘seventh’ ‘eighth’ ‘ninth’ ‘tenth’
k@him b@him truv@:him tsOd@:him pand@:him šur@:him sad@:him ar1d@:him kun1vu:him vuhim
4.3. Fractions pa:v odà sO:d sO:d1 z1 du:n du:n1 z1 dàOdà dàa:yi sa:dà1 tre sa:dà1 tso:r
‘quarter’ (¼) ‘half’ (½) ‘one and a quarer’ (1¼) ‘two and a quarter (2 ¼) ‘three quarters (¾) ‘one and three quarters’ (1¾) ‘one and half’ (1 ½) ‘two and half’ (2 ½) ‘three and half’ (3 ½) ‘four add half’ (4 ½)
‘eleventh’ ‘twelfth’ ‘thirteenth’ ‘fourteenth’ ‘fifteenth’ ‘sixteenth’ ‘seventeeth’ ‘eighteenth’ ‘nineteenth’ ‘twentieth’
APPENDIX
5. Verbs asun a:sun anun a:lav karun a:vra:vun k@~:pun kadàun kama:vun karun k1nun khasun kho:lun kh’on g@~zrun g’avun ga:brun guza:run grakun grak1na:vun con chalun cha:pun chupun prazlun prazna:vun pr1tshun phatàu n phe:run phutà u n phutà1ra:vun b@:gra:vun barun baca:vun badàa:vun bana:vun basun bihun budàu n bo:zun
i. t.
i. i.
i. t.
‘to laugh’ tsalun ‘to be’ tsa:pun ‘to bring’ tsu:r kar1n’ ‘to call’ tshã:dàun ‘to cover’ tshnuun ‘to shiver’ za:nun ‘to take out’ za:lun ‘to earn’ ze:nun ‘to do’ to:lun ‘to sell’ tulun ‘to climb tra:vun ‘to open’ daba:vun ‘to eat’ dazun ‘to count’ d’un ‘to sing’ do:run ‘to be afraid’ ne:run ‘to spend (time)’ tàh@hrun ‘to boil’ dàe:~ shun ‘to boil pakun ‘to drink’ parun ‘to wash’ p’on ‘to print’ pišun ‘to hide’ tsatàu n ‘to shine’ yun ‘to recognise’ ranun ‘to ask’ ratàun ‘to sink/drown’ ra:van ‘to turn, travel’ ro:zun ‘to be broken’ ladàun ‘to break’ lamun ‘to distribute’ labun ‘to fill’ la:yun ‘to save’ vanun ‘to increase’ valun ‘to make/build’ vasun ‘to inhabit’ vOthun ‘to sit’ vuchun ‘to become old’ vuphun ‘to listen’ še:run
‘to run away’ ‘to chew’ ‘to steal’ ‘to look for’ ‘to wear’ ‘to know’ ‘to burn’ ‘to win’ ‘to weigh’ ‘to lift’ ‘to leave’ ‘to press down’ ‘to burn’ ‘to give’ ‘to run’ ‘to get out’ ‘to stay’ ‘to see’ ‘to walk’ ‘to read/study’ ‘to fall’ ‘to grind’ ‘to cut’ ‘to come’ ‘to cook’ ‘to catch/hold’ ‘to loose’ ‘to reside’ ‘to quarrel’ ‘to pull’ ‘to get/acquire’ ‘to beat’ ‘to say’ ‘to wrap’ ‘to get down’ ‘to stand up’ ‘to see’ ‘to fly’ ‘to serve/set right’
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ma:h karun m@šra:vun mašun marun ma:run mangun ma:nun yatshun
i.
‘to kiss’ ‘to forget ‘to forget’ ‘to die’ ‘to kill’ ‘lo ask for’ ‘to admit’ ‘to desire’
samjun so:zun sõ:cun suvun ha:run hechun h’on yi:run
‘to understand’ ‘to send’ ‘to think’ ‘to stitch’ ‘to loose’ ‘to learn’ ‘to buy’ ‘to flow’
6. Adverbs @:kh1r aksar aca:nakh az azkal k@:l’k’ath kar kati kith1k1n’ gOdà1 jal1d tshOp1 k@rith tik’a:zi teli du:r n@zdi:kh be:šakh nebar zaru:r paga:h pat1 pat1kani
‘after all’ bilkul ‘often,generally’ bOn ‘suddenly’ brõh ‘to day’ brõh kani ‘now-a-days’ manz ‘day after manz1 tomorrow’ ‘when’ yeti ‘where’ yeli ‘how’ yith1k1n’ ‘in the beginning’yu:t ‘quickly’ ra:th ‘silently’ va:riya:h ‘because’ va:r1 va:r1 ‘then’ vun’ ‘away.’ vOn’ ‘near’ ša:yad ‘of course’ s’atàha: ‘outside’ siriph ‘certainly’ hame:š1 ‘tomorrow’ heri ‘after’ h’or ‘behind’ hoti
‘quite’ ‘down’ ‘before’ ‘in front of ‘among’ ‘sometimes’
‘if’ ‘hence, so’ ‘that’
‘and’ ‘but’ ‘or’
‘here’ ‘when’ ‘in this way’ ‘as much as’ ‘yesterday’ ‘plenty’ ‘slowly’ ‘just now’ ‘now’ ‘perhaps’ ‘much, enough’ ‘only’ ‘always’ ‘above’ ‘upward’ ‘there’
7. Cojunctions agar amikin’ ki
beyi magar ya:
APPENDIX
b@l’ki contrary’
‘but, on the kin1
ya..ya:.. ‘or’
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‘either.. or’
8. Postpositions @ndr1 andar tal tal1 p’atàh1 niš
‘from within ‘in, inside’ ‘under from bottom’ ‘near’
niši p’atàh p’atàh1 manz manz1
‘from’ ‘on’ ‘from’ ‘in, inside’ ‘from within’
References Bailey, T.Grahme 1937. The Pronunciation of Kashmiri London: Royal Asiatic Society. Bhat, Roop Krishen 1986. A Descriptie Study of Kashmiri. New Delhi: Amar Prakashan. Grierson, George A. 1911. Standard manual of the Kashmiri language. 2 Vols. Oxford; Reptd. Rohtak: Light and Life Publishers, 1973. Grierson, George A. 1919. The Linguistic Survey of India. vol. VIII, Part II. Calcutta: Royal Asiatic Society. Reptd., Delhi: Motilal Banarsidas 1968. Hook, Peter Edwin and Omkar N Koul (forthcoming). Kashmiri:A Study in Comparative Indo-Aryan. Tokyo: IAAS. Kachru, Braj B. 1969. A Reference Grammar of Kashmiri.Urbana: Univer sity of Illinois. Kachru, Braj B. 1973. An Introduction to Spoken Kashmiri. Urbana: University of Illinois. Koul, Omkar N. 1977. Linguistic Studies in Kashmiri. Delhi: Bahri Koul, Omkar N. 1985. An Intensive Course in Kashmiri. Mysore: CIIL. Koul, Omkar N 1994. An Intermediate Course in Kashmiri Mysore: CIIL. Koul, Omkar N. 2003. Kashmiri. In Cardona, George and Dhanesh Jain (eds.) The Indo-Aryan Languages. London:Routledge. Koul, Omkar N 2000. Kashmiri Language, Linguistics and Culture:An Annotated Bibliography. Mysore: CIIL. Koul, Omkar N. 2005. Studies in Kashmiri Linguistics. Delhi: IILS Koul, Omkar N. and Ruth L. Schmidt 1983. Kashmiri: A Sociolinguistic Survey. Patiala: IILS. Koul, Omkar N. and Peter Edwin Hook (Eds.) 1984. Aspects of Kashmiri Linguistics. New Delhi: Bahri Publications. Koul, Omkar N. and Kashi Wali 2006. Modern Kashmiri Grammar. Springfield: Dunwoody Press. Wali, Kashi and Omkar N Koul 1997. Kashmiri: A Cognitive-Descriptive Grammar. London, New York: Routledge.
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
SPOKEN KASHMIRI: A LANGUAGE COURSE
