TYH Worksheets

7/30/2019 TYH Worksheets

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WORKSHEETS

FOR

TEACH YOU RSELF HINDI

Rupert SnellHINDI URDU FLAGSHIP, UNIVERSITY OF TEXAS AT AUSTIN

[email protected]

These worksheets are designed to complement the second edition of Teach Yourself

Hindi (2000), units 1–15. They can be used simply as additional exercise or homework

material when working through the units; but they have been designed primarily for

revision work, and are best done some time after the particular unit has been completed.

For example, an ideal time to do the worksheet for Unit 6 would be after completing

Unit 7.

Each worksheet ranges fairly freely over the grammar of the unit. Any vocabulary that

hasn’t appeared before will be found in the Glossary at the end of the book.

A very good way of coming to grips with new grammar is for the learner to try to analyse

and explain it for his or herself: the student becomes the teacher. With this in view,

several exercises involve identifying the grammatical construction of given sentences.

It’s a good idea to translate all the Hindi sentences, even when not specifically asked to

do so in a particular exercise.



2

UNIT ONE

Explain the difference in meaning between the following two sentences :

1 yh pMKa purana hE ≥ yah pankhå purånå hai.

2 yh purana pMKa hE ≥ yah purånå pankhå hai.

Translate:

3 yh me¿j bÂ\I hE ≥ yah mez ba®¥ hai.

4 yh bÂ\I me¿j hE ≥ yah ba®¥ mez hai.

5 yh kursI åçCI hE ≥ yah kurs¥ acch¥ hai.

6 yh åçCI kursI hE ≥ yah acch¥ kurs¥ hai.

7 These houses are very old.

8 These are very old houses.

9 Those cars are beautiful.

10 Those are beautiful cars.

Now go through the entry from Pratap’s diary in Exercise 1b (p. 27), and identify the

subject(s)and verb(s) in each sentence.

Answer the questions on dialogues 1a and 1b:

11 raj kE sa hE ? Råj kaiså hai?

12 ˚ya étap åÅ Äe¿j hE ? kyå Pratåp angrez hai?

13 ˚ya gaÂ\I japanI hE ? kyå gå®¥ jåpån¥ hai?

14 ˚ya kmre Coqe hE # ? kyå kamre cho†e ha ∞ ?

15 ˚ya ålmarI ¿KalI hE ? kyå almår¥ kh ål¥ hai?

16 ˚ya iKÂ\kI CoqI hE ? kyå khi®k¥ cho†¥ hai?

17 ˚ya kmra hvadar hE ? kyå kamrå havådår hai?

Explain how the following adjectives would show agreement with the nouns

ålmarI almår¥ (f.), ålmairyaÅ almåriy ∆ (f.pl.), kmra kamrå (m.), and kmre kamre (m.pl.).

18 Coqa cho†å

19 sa¿P såf

20 ¿KalI kh ål¥

21 su~dr sundar

22 bÂ\a ba®å



3

Change the following from tum tum to åap åp :

23 ˚ya tum ih~dußtanI ho ? kyå tum hindustån¥ ho?

24 tum bhut su~dr ho ≥ tum bahut sundar ho.

25 tum log QIk ho ? tum log †h¥k ho?

and from åap åp to tum tum:

26 åap paikßtanI hE # ≥ åp påkistån¥ ha ∞ .

27 ˚ya åap japanI hE # ? kyå åp jåpån¥ ha ∞ ?

28 ˚ya åap log åÅ Äe¿j hE # ? kyå åp log angrez ha ∞ ?

Now go through sentences 23 to 28, making them all negative.



4

UNIT TWO

Explain the different functions of the word ˚ya kyå in the following two sentences :

1 ˚ya yh x ∫dkox hE ? kyå yah ßabdkoß hai?

2 yh ya hE ? yah kyå hai?

Translate:

3 vh åadmI kOn hE ? vah ådm¥ kaun hai?

4 åaj mOsm bhut su~dr hE ≥ åj mausam bahut sundar hai.

5 yhaÅ iktne log hE # ? yah ∆ kitne log ha ∞ ?

6 ye iktabe # ka¿PI mhÅ gI hE # ≥ ye kitåb¢ kåf¥ mahãg¥ ha ∞ .

7 How many letters are there?

8 How are you today?

9 Are Pratap and Sangeeta both tall?

10 They are not very happy today.

Re-read Pratap’s postcard on page 35, then answer these questions:

11 xmaRjI kE se åadmI hE # ? ßarmå j¥ kaise ådm¥ ha ∞ ?

12 iktne iv•aTIR hE #? kitne vidyårth¥ ha ∞ ?

13 iktnI japanI lÂ\ikyaÅ hE # ? kitn¥ jåpån¥ la®kiy ∆ ha ∞ ?

14 ˚ya ve moqI hE # ? kyå ve mo†¥ ha ∞ ?

15 id¬lI kE sa xhr hE ? dill¥ kaiså ßahar hai?

16 åaj mOsm kE sa hE ? åj mausam kaiså hai?

Following the format of Pratap’s postcard, write one of your own — about your class,

and the town where you are at the moment.



5

UNIT THREE

Explain the grammatical case of the underlined words in the following sentences :

1 ˚ya étap åaj Gr pr hE ?kyå Pratåp åj ghar par hai?

2 kmre me # iktne log hE # ? kamre m¢ kitne log ha ∞ ?

3 s bÂ\e kmre me # do me¿je # hE # ≥ is ba®e kamre m¢ do mez¢ ha ∞ .

4 tuµharI ålmarI me # kÈ cI¿je # hE # ÷ tumhår¥ almår ¥ m¢ ka¥ c¥z¢ ha ∞ !

5 tuµhare kpÂ\ e mere kmre me # hE # ≥ tumhåre kap®e mere kamre m¢ ha ∞ .

Give answers in Hindi to the following questions in English:

6 How many chairs are there in your room?

7 Are Prakash’s glasses in the bathroom?

8 Are there pictures on your walls?

9 How are you today?

Answer the following questions about the illustration on page 29:

10 dIvar pr iktnI tßvIre # hE # ? d¥vår par kitn¥ tasv¥r¢ ha ∞ ?

11 dU srI tßvIr me # ˚ya hE ? dËsr¥ tasv¥r m¢ kyå hai?

12 tßvIr me # iktne log hE # ? ve kOn hE # ? tasv¥r m¢ kitne log ha ∞ ? ve kaun ha ∞ ?

13 me¿j pr ˚ya ˚ya hE ? mez par kyå kyå hai?

[Repeat of ˚ya kyå indicates ‘what different things?’]

Choose the correct pronoun, explaining your choices:

14 mera / mere doßt ¨s / vh kmre me # hE ≥ merå / mere dost us / vah kamre m¢ hai.

15 yh / s lÂ\ka bhut hoixyar hE ≥ yah / is la®kå bahut hoßiyår hai.

16 mera / mere iptajI mera / mere kmre me # hE # ≥ merå / mere pitåj¥ merå / mere kamre m¢ ha ∞ .

17 vh / ¨s dra¿j me # ˚ya ˚ya hE ? vah / us daråz m¢ kyå kyå hai?

18 ye / n log ka¿PI su~dr hE # ÷ ye / in log kåf¥ sundar ha ∞ !

Translate:

19 ^s paQ (yU inq) me # kÈ mu i ≈kl cI¿je # hE # ≥ is på†h (yËni†) m¢ ka¥ mußkil c¥z¢ ha ∞ .

20 ^n ålmairyo# me # ˚ya ˚ya hE ? in almåriyõ m¢ kyå kyå hai?

21 varaNsI iks édex me # hE ? våråâs¥ kis pradeß m¢ hai? [édex pradeß m. ‘state’]

22 kracI iks dex me # hE ? karåc¥ kis deß m¢ hai ? [dex deß m. ‘country’]

23 ¨s gaÅ v me # iktne Gr hE # ? us g ∆ v m¢ kitne ghar ha ∞ ?



6

24 In our country there are many big cities.

25 There are chairs in all the rooms.

26 How many people are there in your room?

27 How many states are there in India?

28 How many books are there on your table?



7

UNIT FOUR

Rewrite Dialogue 3a (p. 39) in the past tense, removing the word åb ab from the last line.

Identify the possible implications of the word to to in the following:

1 mE # to QIk hU Å ≥ ma ∞ to †h¥k h .

2 tum QIk to ho ? tum †h¥k to ho?

3 kl to rmex Gr pr Ta ≥ kal to Rameß ghar par thå.

4 rmex to Gr pr Ta ≥ Rameß to ghar par thå.

5 ih~dI to ka¿PI åasan hE ≥ hind¥ to kå¥¥ åsån hai.

Answer the questions:

6 ˚ya Bart M©lE #\ se ¿∆yada bÂ\a hE ?

7.k (if you’re male) ˚ya åap åpne sbse åçCe doßt se lM be hE # ?7.K (if you’re female) ˚ya åap åpnI sbse åçCI shelI se lM bI hE # ?8 ˚ya taj mhl åapkw Gr se ¿∆yada purana hE ?9 ˚ya åapka Gr taj mhl se ¿∆yada su~dr hE ?10 åapkw pirvar me # sbse hoixyar √yiÃ kOn hE ?

6 kyå bhårat inglaiˆ ∂ se zyådå ba®å hai?

7.a (if you’re male) kyå åp apne sabse acche dost se lambe ha ∞ ?

7.b (if you’re female) kyå åp apn¥ sabse acch¥ sahel¥ se lamb¥ ha ∞ ?

8 kyå tåj mahal åpke ghar se zyådå purånå hai?

9 kyå åpkå ghar tåj mahal se zyådå sundar hai?

10 åpke parivår m¢ sabse hoßiyår vyakti kaun hai?

Identify the grammatical subject of each verb in the following:

11 muJko ¿jukam hE ≥ [transliterations for 11-16 on next page]

12 papa ko bu¿Kar Ta ≥

13 dadI jI ko ye nÈ i¿P¬me # bhut psMd hE # ≥

14 iksko malUm hE ik åaj kOnsa idn hE ?

15 ¨nko ¿KuxI TI ik åapko ih~dußtanI Kana psMd hE ≥

16 hmko yh bat malUm nhI# TI ik ve log iktne me hntI hE # ≥11 mujhko zukåm hai.

12 påpå ko bu kh år thå.

13 dåd¥ j¥ ko ye na¥ film¢ bahut pasand ha ∞ .

14 kisko målËm hai ki åj kaunså din hai?

15 unko kh uß¥ th¥ ki åpko hindustån¥ khånå pasand hai.

16 hamko yah båt målËm nah ∞ th¥ ki ye log kitne mehnt¥ ha ∞ .



8

UNIT FIVE

What is the grammatical difference between these two sentences?

1 CoqU, ^s kmre ko sa¿P kro ≥ Cho†Ë, is kamre ko såf karo.

2 CoqU, yh kmra sa¿P kro ≥ Cho†Ë, yah kamrå såf karo .

Translate each of the following sentences in the same two ways as above:

3 Rishi, read this letter and then clean Sangita’s room.4 Please write his name in that book.5 Close the door.6 Make the food ready [use tEyar krna taiyår karnå ].

Why does ko ko have to be used in these two sentences?

7 ku–e ko yh kM bl dena ≥ kutte ko yah kambal denå.

8 su has ko btaåo ik sMgIta ToÂ\I nara¿j hE ≥ Suhås ko batåo ki Sang¥tå tho®¥ nåråz hai.

Translate:

9 Tell me that man’s name.

10 Give these books to my teacher.

From which of the following sentences can ko ko be removed, and why? What else

changes as a result?

11 åmrIk jI ko yh iktab dIij´ga ≥ Amr¥k j¥ ko yah kitåb d¥jiegå.

12 ^s p§ ko piÂ|´ ≥ is patr ko pa®hie.

13 étap ko n maro ÷ Pratåp ko na måro!

14 ^n sb cI¿jo# ko lIij´ ≥ in sab c¥zõ ko l¥jie.

Translate:

15 Give this milk to Raj.

16 Drink this tea.

17 Clean the windows.

18 Write a letter to my father.

Explain the meaning and grammar (case, gender, number, agreement etc.) of the

underlined words:

EXAMPLE: mere BaÈ ko japanI Kana psMd nhI# h E ≥ mere bhå¥ ko jåpån¥ khånå pasand nah ∞ hai .

mere mere “my”: 1st person possessive pronoun, agrees with BaÈ bhå¥

BaÈ bhå¥ “brother”: type 2 masculine noun, in oblique case before postposition ko ko

hE hai “is”: 3rd person singular of hona honå : agrees with the subject Kana khånå



9

19 sMgIta åOr ƒiz ko ¿KuxI hE ik kmla jI åaj Gr pr nhI# hE # ≥

20 åaj åÎyapk jI Gr pr hE # ˚yo# ik ¨~he # ToÂ\a bu¿Kar hE ≥

21 kl to s Coqe kmre me # nO log bEQe T e le ikn åaj is¿PR pM i\t jI vhaÅ bEQe hE # ≥

22 bçco , caca kI caibya Å lo ≥ ^~he # ¨nko do ≥

23 mere ¿ Kyal me # bçco# m e # s e ƒiz sbse hoixyar hE ≥

19 Sang¥tå aur R ∑ i ko kh uß¥ hai ki Kamlå j¥ åj ghar par nah ∞ ha ∞ .

20 åj adhyåpak j¥ ghar par ha ∞ kyõki unh¢ tho®å buËkhËår hai.

21 kal to is cho†e kamre m¢ nau log bai†he the lekin åj sirf paˆ ∂ it j¥ bai†he ha ∞ .

22 bacco, cåcå k¥ cåbiy ∆ lo. inh¢ unko do.

23 mere khyål m¢ baccõ m¢ se R ∑ i sabse hoßiyår hai.

Translate:

24 My father is pleased that these books weren’t very expensive.

25 Your uncle was angry because he didn’t know that my brother was here.26 Both the students are at home today because they have a fever.

27 The teachers didn’t know that you were ill too.

28 Read this book attentively and then write the answers to the questions.

Isolate the embedded question in each of the following sentences:

EXAMPLE: ƒiz se pU iC´ ik raj khaÅ hE ≥ (embedded question: “raj khaÅ hE ?”)

29 muJe nhI# malUm ik åaj kOnsa idn hE ≥

30 ékax ko malUm hE ik kmla ka ¿Kyal ˚ya hE ≥

31 étap ko malUm nhI# Ta ik “devr” ka mtlb ˚ya hE ≥

32 raj se pUCo ik ku–e ka kM bl kOnsa hE ≥

33 iksko malUm hE ik ¿KaÅ makR eq khaÅ hE ?

Embed each of the following questions into a sentence of the type given above:

34 “kM bl” ka mtlb ˚ya hE ?

35 “^Dr” åOr “yhaÅ ” me # ˚ya ¿PkR hE ?36 ^s nare ka mtlb ˚ya hE ?

37 åaj sMgIta Gr pr ˚yo# nhI# hE ?

38 kOnsa mkan åapka hE ?



10

UNIT SIX

Fill the gap with an appropriate subject (noun or pronoun):

1 .......... klk–e ke pas rhte hE # ≥

2 .......... isÄeq nhI# pItI# ≥3 .......... khaÅ rhte ho ?

4 .......... bhut sßta hota hE ≥

5 malUm hota hE ik .......... ih~dI BI janta hE ≥

Fill the gap with the appropriate form of the given verb:

6 malUm .......... [hona] ik ve log xu ¡var ko nhI# .......... [åana] ≥

7 åpnI \ayrI me # sMgIta .......... [ilKna] ik “mE # su has se πyar .......... [krna]” ≥

8 ¨skw dono# BaÈ ßkUl me # .......... [pÂ|na] ≥

9 sMgIta kI shelI .......... [janna] ik sMgIta åpnI maÅ se .......... [\rna] ≥

10 sMgIta .......... [khna], “iptajI åpnI tibyt ka Îyan nhI# .......... [rKna]” ≥

Explain why åpna is used in the following sentences:

11 mE # å˚sr åpnI shelI ko ¿Kt ilKtI hU Å ≥

12 åpna Kana Kaåo åOr iPr åpna saman tEyar kro ≥

13 dono# lÂ\kw åpne doßto# kw saT xrab pIte hE # ≥

14 dadIjI åpne beqe se khtI hE # ik raj åpna Kana QIk se nhI# Kata ≥

15 mE # jantI hU Å ik vh åpna kam bhut Îyan se krta hE ≥

Explain why åpna is not used in the following sentences:

16 hm jante hE # ik hmarI beqI ˚ya krtI hE ≥

17 ƒiz pUCta hE ik “mera BaÈ khaÅ hE?” le ikn ¨ska doßt jvab nhI# deta ≥

18 mE # janta hU Å ik mere mailk sahb bhut åçCe åadmI hE # ≥19 raj åOr ska BaÈ dono# isnema jate hE # ≥20 cacajI ko nhI# malUm Ta ik ¨nkI caibyaÅ khaÅ hE # ≥



11

Translate, taking care when to use åpna and when not to:

21 Suhas lives in his friends’ house.

22 I speak my language but I don’t speak yours.

23 My friend and my brother both drink.

24 I work in my brother’s company.

25 I often think about my childhood but I don’t tell my children about it.

Translate:

me¿j kw nIce Gr kI tr¿P merI tr¿P ikskw il´ ? ¨nkw saT

kl kw bare me # merI trh hmarI trh tuµhare il´ åpne il´

tere åage Gr kw åMdr ram kw yhaÅ mere yhaÅ åaj kw phle

Translate:

for you [åap] for you [tum] about this after me after tomorrow

towards you for them near her inside the house outside the door

about them behind him under this under the blanket towards the door



12

UNIT SEVEN

Change the tense from past to present or vice versa:

1 terI shelI mere BaÈ se πyar krtI hE ≥2 maÅ soctI TI# ik ivdexI log QIk se nhI# nhate Te ≥

3 vh √yM©y se khta Ta ik haÅ , åÎyapk jI ih~dI kw åadmI hE # ≥

4 malUm hota hE ik tum åkelapn bhut mhsU s krtI ho ≥

5 étap ko ih~dI åatI TI; vh hmexa åpna nam devnagrI me # ilKta Ta ≥

Translate:

6 I don’t know where your friend and his wife live.

7 At [say ‘in’] that age we used to like samosas a lot.

8 I used to ask the most difficult questions and he used to reply.

9 He reads a lot of books but he doesn’t think much.

10 Grandmother always used to say that there’s a big difference between good and bad.

Explain the following uses of k&C and koÈ/ iksI, noting function, case and number :

11 koÈ purana gana ga^´ ≥

12 merI ^s tIsrI ålmarI me # kuC nhI# hE ≥

13 hmare d¿∏

tr me # koÈ ds-barh mu slman Te ≥

14 iksI se pUCo ik tuµhare paÅ cve # spne ka mtlb ˚ya hE ≥

15 cOTe geq kw bahr koÈ gaÂ\I KÂ\I TI le ikn ¨skw åMdr koÈ nhI# Ta ≥

16 gaÅ v me # BI kuC dukane # hE #? nhI#, ^s gaÅ v me # to koÈ dukan nhI# hE ≥

Translate:

17 He knows about five or six languages.

18 Some foreigner is sitting in that other room.

19 She says she doesn’t know anybody.

20 In today’s dream some woman was sitting outside the gate of heaven.

21 After some time someone or other always asks me this question.

22 Nobody understands my Hindi.



13

Identify the grammatical subject in each of the following sentences:

23 åÎpapk jI ko nya c≈ma caih´ ≥

24 BEya ko kuC n´ kpÂ\o# kI ¿j>rt TI ≥

25 ˚ya tuJe BI pE se caih´ ?

26 xayd étap ko hErI paA qr kI nÈ iktab nhI# caih´ TI ≥

27 muJe é ißén kI s¿t ¿j>rt hE ≥

Translate, using caih´ :

28 Who needs this newspaper?

29 Do you need something, my old friend?

30 No, I don’t need anything at all.

31 Did you need something yesterday?

32 Yes, I needed all three books but I didn’t know where they were.

33 I need these things right now because the shops shut at six o’clock.

Translate, using kI ¿j>rt :

34 I needed some clean clothes.

35 They say they need both cars today.

36 Some of my friends [say ‘my some friends’] used to say that they needed some help [mdd f.].

37 The door is open, so we don’t need the key.

38 Even in the summer you need a light blanket.

39 Who needs heavy clothes in this weather?

xabax ÷



14

UNIT EIGHT

Change the verb from imperfective to continuous:

1 mE # åçCa pE sa kmata hU Å ≥2 å<N åpnI gaÂ\I nhI#, åpne BaÈ kI gaÂ\I clata Ta ≥

3 dono# BaÈ muJe bhut ¿∆yada tMg krte hE # ≥

4 xam ko hm log bahr jate hE # ≥

5 raj tum mera isr ˚yo# Kate ho ?

Change the verb from continuous to imperfective:

6 mE # ih~dußtanI Kana bna rhI hU Å ≥

7 hrIx ka doßt iksI ivdexI kMpnI me # kam kr rha Ta ≥

8 étap åpnI maÅ kw p§o# ka jvab de rha hE ≥

9 dadIjI ßvgR kw spne deK rhI hE # ≥

10 ˚ya tum BI ih~dI pÂ| rhe Te ?

Translate:

11 Your uncle was saying that Sangeeta dislikes me.

12 How do you know what Khanna ji is doing today?

13 My parents were asking us about Pratap’s friends.

14 Some mechanic was fixing someone’s car outside our house (mechanic imß§I m; to fix QIk krna ).15 We used to live in Delhi but these days we’re living in Uttaranchal (¨–raMcl m).

Explain the choice of ‘possession’ expression in the following:

16 iksI kw pas paÅ c <pye Te, iksI kw pas ds ≥

17 mera koÈ BaÈ nhI# le ikn merI tIn bihne # hE # ≥

18 mere pas bhut sarI iktabe # hE # le ikn tuµharI ih~dI kI iktab nhI# hE ≥

19 mere doßt kw BaÈ ke ku–e kI is¿PR ´k åaÅ K hE ≥ 20 ¨s puranI dukan kw n¿jdIk hmarI BI ´k dukan TI ≥

Translate into Hindi, then answer in Hindi:

21 How many brothers and sisters do you have?

22 Do you have a car?

23 Do you have a cold today?



15

24 How many hands does Shiva have? [answer: 4]

25 Where do you live these days?

26 What time do you usually get up?

27 What’s today’s date? And what was yesterday’s?

28 What do you do in the afternoon?



16

UNIT NINE

Change the verb from present to future:

1 hm ~he # kuC pE sa Bejte hE # ≥2 mE # tuµhare il´ kuC Kana tEyar krtI hU Å ≥

3 merI bihn isÄeq nhI# pItI ≥

4 hm åpne kpÂ\e ¿Kud Dote hE # ≥

5 tum su bh ko åpne bçco# ko iktne bje jgatI ho ?

Complete the following sentences with a future-tense verb:

6 sMgIta su has ko davt me # nhI# .......... [ bulana ] ≥

7 ˚ya sMgIta étap kw ipta ko .......... [ phcanna ] ?

8 ƒiz åOr raj dono# i¿P¬mI gane .......... [ gana ] ≥

9 pta nhI#, dadI jI su has ko psMd .......... [ krna ] ik nhI# ≥

10 mE # sMgIta åOr su has ko åpne Gr .......... [ bulana ] ≥

Translate:

11 Rishi’s very lazy, he won’t shift from his chair.

12 Pinki says that her family will bore Sangeeta.

13 You will reach home by ten o’clock. [Translate using tU, tum and åap]

14 We will tell you what we need.

15 Someone will be coming by train tomorrow morning.

16 They must/will be opening our letters.

17 You must be thinking that I’m crazy.

18 The children must be asking for new toys.

Complete the following in such a way as to bring out the emphasis that hI brings to eachsentence:

19 mE # hI åÅ Äe¿jI smJtI hU Å , ............ nhI# smJtI ≥

20 mE # åÅ Äe¿jI hI smJtI hU Å , ............ nhI# smJtI ≥

21 mE # åÅ Äe¿jI smJtI hI hU Å , ............ nhI# ≥



17

Translate:

22 What’s the point in telling me this?

23 We’re going to Germany to make money.

24 There’s no need to bring any food, we’ll all go to eat at Ram’s place.

25 I can drive a car but I can’t swim.

26 Tomorrow night we’ll all go to see some film.



18

UNIT TEN

Change the imperative verb to a subjunctive verb:

1 åap kl rat tk vaps åa^´ ≥

2 hmare il´ BI kuC Kana tEyar kIij´ ≥

3 gaÂ\I bhut savDanI se cla^´ ≥

4 åpna kam bhut Îyan se kro ≥

5 ^s dIvar pr kuC n ilKna ≥

Complete the following sentences with a subjunctive verb:

6 sMBv hE ik kl rat tk étap BI vaps . . . ≥ [ åana ]

7 mere åÎyapk cahte hE # ik mE # ¨~he # p§ ih~dI me # . . . ≥ [ ilKna ]

8 ˚ya mE # tuµhare il´ ve nÈ iktabe # ^Mqrneq se . . . ? [ mÅ gvana ]

9 mumikn hE ik mere pit so rhe . . . ≥ [ hona ]

10 mE # cahtI hU Å ik tum muJse ßqexn pr hI . . . ≥ [ imlna ]

Translate, using subjunctives for all the italicised verbs:

11 May I go with you too?

12 Please don’t sit on that old chair.

13 Why does she want us to eat with a fork?14 You are requested not to smoke .

15 If Suhas comes here today, tell him I love him.

Complete the following:

16 ågr s ∫¿jI-vala åa´, to . . .

17 ågr tum merI bat nhI# smJtI ho . . .

18 ågr dadI jI so rhI ho# . . .

19 ågr bIcvalI tßvIr tuµhe # psMd hE . . .

20 ågr vh åBI janevala ho . . .

Translate the following pairs of sentences:

21 I want to go home. She wants me to go home.

22 She wants to work today. They want her to work today.

23 We want to talk to you. Do you want us to talk to you? [ Use bat krna ]24 They want to give you this money. She doesn’t want them to give you this money.

25 You [ tum ] want to rest. I don’t want you to rest.



19

UNIT ELEVEN

What do the verbs agree with in the following sentences?

EXAMPLE: su has ne sMgIta kI icÛI pÂ|I ≥ ‘Suhas read Sangeeta’s letter’ —

feminine singular pÂ|I agrees with feminine singular icÛI.

1 sMgIta ne åpne Ba^yo# kw bare me # ixkayt kI ≥

2 ipMkI åOr sMgIta davt kw idn isnema deKne gÈ TI# ≥

3 hm cahte hE # ik åap yU inq 11 ke sare x ∫d sIKe # ≥

4 iksI ne muJe btaya Ta ik tuµhe # BUto# ka \r hE ≥

5 ku MB me # n jane kw il´ mE #ne åpne gu<jI se ma¿PI maÅ gI ≥

6 kl CufiI TI ^sil´ sMgIta ne soca ik Gr pr rhU Å ≥

7 ¨Qne ke bad mE #ne åaj kw åOr kl kw å¿Kbaro# ko pÂ|a ≥

8 åapne ih~dI kb sIKI ?

Complete the following sentences with a perfective verb:

9 mE #ne . . . ik ih~dI sIKne me # hme # bhut åanMd . . . ≥ [ khna; åana ]

10 åapke doßt ne hme # åpne pirvar kw bare me # kÈ idlcßp bate # . . . ≥ [ btana ]

11 yh toh¿Pa ¿KrIdne kw il´ mE #ne iksI se kuC pE se ¨Dar . . . ≥ [ lena ]

12 sMgIta ne ipMkI se . . . ik tuµhe # ye sare toh¿Pe iksne . . . ≥ [ pUCna; dena ]13 mE #ne . . . ik åaj sare iv•aTIR QIk smy pr . . . hE # ≥ [ deKna; åana ]

14 pu ilsvale ne muJse kÈ é≈n . . . .≥ xu> me # ¨sne . . . ik yh duGRqna kb . . . TI ≥

[pUCna; pUCna; hona ]

Translate:

15 What time did you get up this morning?

16 Who gave you those clothes?

17 Rishi asked his father about Suhas.

18 I have bought some things for you.

19 I asked her why she arrived late yesterday but she didn’t answer.

20 Someone sent me a letter about this.

21 Who told you that I needed money?

22 I read both books very carefully.

23 They have brought some friends to meet us.

24 I saw that your brothers had taken my money.



20

UNIT TWELVE

Connect the paired sentences with a conjunctive (jakr etc.), as in the example.

Explain the form of all the verbs, both before and after the conversion.

EXAMPLE: Gr jaåo ≥ Kana tEyar kro ≥ > Gr jakr Kana tEyar kro ≥

1 merI bat main´ ≥ muJe ma¿P kIij´ ≥

2 mE #ne åpnI gaÂ\I becI ≥ mE #ne nÈ saîkl ¿KrId lI ≥

3 hmne ipCle h¿∏te ka paQ ¿K†m ikya ≥ hm isnema deKne g´ ≥

4 ¨~ho#ne ¿PE s ko pÂ|a ≥ ve vhI# ¿PxR pr hI so gÈM ≥

5 dukandar ne åpna saman inkala ≥ ¨sne hme # kuC su Mdr ¿jevr idKa´ ≥

6 tuµhe # pu ils ke pas jana caih´≥

tuµhe # ixkayt krnI caih´≥

7 kpÂ\e kI dukan kw pas ba´Å muÂ\na ≥ sÂ\k ko par krna ≥

8 tum prIœa doge ≥ tuµhe # koÈ åçCI nOkrI |U Å Â| lenI caih´ ≥

9 hm iKÂ\kI ko Kolna cahte hE # ≥ hm bahr deKna cahte hE # ≥

10 mE # Kana bna dU Å * ? mE # papa åOr dadI jI ko bulaËÅ ? *[Drop compound in conjunctive.]

Answer the questions:

11 åBI iktne bje hE # ?

12 åaj åap iktne bje ¨Qe / ¨QI# ?13 åaj rat ko åap iktne bje so ja´Å ge / so ja´Å gI ?

14 hmarI somvar kI ˚las iktne bje xu> hotI hE, åOr åap iktne bje phu Å cte hE # / phu Å ctI hE # ?

15 idn me # åap iktne GMqe pÂÂ|aÈ ka kam krte hE # / krtI hE # ? kb se kb tk ?

16 åBI iktne bje hE # ?

Make the underlined verb into a compound verb, choosing jana, dena or lena to suit the context;

and explain any changes of meaning and grammar ( e.g. regarding ne construction!).

17 mE #ne km se km paÅ c smose Ka´ Te ≥

18 sMgIta ne iksI ko btaya hoga ik su has kOn hE ≥

19 åap ToÂ\I ih~dI smJte hE # ?

20 ^s iglas ko ¨Dr rKo åOr muJe vh botl do ≥

21 mE #ne prso# ka “nvBart qa^µs” pÂ|a ≥ tb soya ≥



21

22 åaj ka paQ sIKo åOr ¨skw bad åpne kmre ko sa¿P kro ≥

23 mE #ne ¨~he # koÈ toh¿Pa nhI# idya ≥ [ Why is no compound possible here? ]

24-29 Make up three sentences using skna and three using pana, in various tenses.



22

UNIT THIRTEEN

Complete the sentences:

1 jb BI mera Coqa BaÈ hmare yhaÅ åata hE . . .

2 jb tk tum me hnt nhI# kroge . . .3 jb åap \akU kI trh bolte hE # . . .4 . . . vE se hI étap ka bap kmre me # åaya ≥5 . . . tb tk tuµhe # Gr pr hI rhna caih´ ≥

6 . . . tb se ¨nkI koÈ icÛI nhI# åaÈ hE ≥

What does the verb agree with?

7 jb åap ih~dußtan ja´Å ge to åapko åpnI tibyt ka Îyan rKna caih´ ≥

8 åaj muJe ve kam krne hE # ij~he # mE #ne kl nhI# ikya -- Kana bnana hE, iKÂ\ikyaÅ sa¿P krnI hE #,dadI jI kw il´ dukano# pr jana hE ≥

9 tuµhe # ^s trh ka gMda Kana nhI# Kana caih´ ≥ s ∫¿jI hI KanI caih´ ≥

10 hmne prIœa pas kr lI hE mgr hme # nhI# malUm ik åBI ˚ya krna caih´ ≥

11 iksI ne ¨se btaya hoga ik ¨se sare Gr kI s¿PaÈ krnI hE ≥

Translate:

12 You should not sleep here, you should go home.13 Do you think we should complain about this?14 You shouldn’t open the windows when it’s raining.15 You’ll have to work hard tomorrow.16 They called me so I had to run.17 We have to learn at least 80 words every week.

Complete the sentences:

18 jo åadmI tuµhare Gr kw åage bEQa hE, . . .

19 ijn logo# kw pas kµπyUqr nhI# hE, ¨~he # . . .

20 jo kpÂ\e mE #ne åapkI dukan pr ¿KrIde, . . .21 . . . nke il´ BI Kana tEyar krna caih´ ≥

22 . . . ve mere saT nepal åa´ Te ≥

23 . . . nkw bare me # tumne ˚ya kha ?



23

Explain all verb agreements, and answer the questions:

24 ˚ya l~dn me # åçCa ih~dußtanI Kana imlta hE ? khaÅ pr ?

25 ijs kmre me # åap bEQe hE #, vh åapko kE sa lgta hE ?

26 ijs idn åapko ßkUl ya kaA lej nhI# åana pÂ\ta, åap ˚ya krte / krtI hE # ?

27 ˚ya åapko ih~dI me # bat krne ka mO¿ka [chance, opportunity] imlta hE ? kb ?

28 åapko yh paQ krne me # iktna smy lga ?

29 ˚ya åap Tk g´ hE # / Tk gÈ hE # ? åapko åBI åaram krne ka mO¿ka imlega ?



24

UNIT FOURTEEN

Explain the form of the verb:

1 yh paQ der se ilKa ja rha hE ≥

2 ^skw bare me # ixkayte # kI ja rhI hE # ≥

3 ^skw bare me # k&C ikya jana caih´ ≥

4 jo il¿Pa¿Pa mE #ne tuJe idya Ta, ¨sko khaÅ rKa gya hE ?

5 ˚ya bI0 bI0 sI0 kI ¿Kbro# pr iv≈vas ikya ja skta hE ?

6 mere caca jI ko nepal Bej idya ja rha hE ≥

Translate:

7 Hindi is understood wherever Urdu is spoken.

8 People who cross the road here will be killed.

9 Lots of new books are being written about Hinduism these days.

10 These new buildings were built (‘made’) last year by some rich shopkeepers.

11 Where should the luggage be put?

12a The students were told that they should complete this lesson by Monday.

12b The students will be told that . . .

12c The students are being told that . . .

12d The students should be told that . . .

Re-work the sentences in the passive, dropping the ‘doer’, as in the example:

EXAMPLE mE #ne ¨se btaya ≥ ˘ ¨se btaya gya ≥

13 srkar ne ¨n logo# ko nya Gr ¿KrIdne ka mO¿ka idya Ta ≥14 yh iktab mE #ne ipCle sal ilKI TI ≥

15 iksI ne bçco# ko \aÅ qa hoga ≥16 åaj su bh hmne ba¿jar jakr ta¿ja s ∫¿jI lI TI ≥

17 ¨sko ^ske bare me # bta do ≥ [use subjunctive to give the sense ‘should be told’]

18 åÎyapk ne hme # kone me # ibQa idya ≥

Replace the passive transitive verb with an active intransitive verb (see page 180):

19 ^s dukan me # hr trh kI iktabe # becI jatI hE # ≥20 jhaÅ phle mi~dr KÂ\a Ta vhaÅ n´ ¿∏lEq` s bna´ ja´Å ge ≥21 drva¿je ko su bh kw sva åaQ bje Kola jata hE ≥22 sarI iKÂ\ikyaÅ toÂ\I ja´Å gI ≥



25

23 hmare kpÂÂ\e DobI hI Do´ga ≥

Add a ‘Let me/us...’ sentence, as in the example:

EXAMPLE mE # BI tuµhare saT i¿P¬m deKna cahtI hU Å ≥ muJe deKne do ≥

24 hm åapkw saT ku<œe§ åana cahte hE # ≥ . . .25 πyarI, mE # BI tere saT ba¿jar jana cahta hU Å ≥ . . .26 hm log dU R BI sIKna cahte hE # ≥ . . .27 ipMkI, mE # sMgIta se bat krna cahta hU Å ≥ . . .28 hm n logo# ko kuC pE sa dena cahte hE # ≥ . . .

Complete the sentence with a ‘began to’ expression, using the indicated verb + lgna :

29 jb mE #ne ¨ska ce hra deKa to mE # . . . [hÅ sna]30 jE se hI sMgIta ne ¿Pon ¨Qa ilya vE se hI ipMkI . . . [ic¬lana]

31 jb BI mere dono# BaÈ yh gana sunte hE # to ve . . . [rona]32 ∆yo# hI mE # Gr se inklkr ßqexn kI tr¿P clne lga to panI . . . [pÂ\na]33 jb åap re i\yo ko bMd kre #ge to dada jI . . . [ixkayt krna]



26

UNIT FIFTEEN

Convert to ‘keep on doing’ construction by adding rhna or jana, as in the example:

EXAMPLE ƒiz muJe gailyaÅ deta hE ≥ ˘ ƒiz muJe gailyaÅ deta jata hE ≥

1 sMgIta cpaityaÅ KatI hE ≥2 ipMkI hr cI¿j kw bare me # ixkayt krtI TI ≥

3 CoqU ko nhI# pta hE ik K˛a jI ˚yo# ic¬lata hE ≥4 mM§I jI åapko DoKa dene kI koixx krte ho#ge ≥5 ¨nkI n sarI bato# kw bare me # soco ≥

Convert to the habitual past construction (perfective participle + krna), as in the example:

EXAMPLE iksI smy su has lMdn me # rhta Ta ≥ ˘ iksI smy su has lMdn me # rha krta Ta ≥

6 ¨n idno# dadI jI åkwlapn bhut mhsU s krtI TI# ≥7 mE # lta jI ka koÈ n koÈ purana gana gata Ta åOr tU suntI TI ≥

8 jb BI vh tuJe åpne yhaÅ bulata Ta to tU jane se ^nkar krtI TI ≥

9 mE # to kalej kw bhut pas rhta Ta ^sil´ ro¿j pEdl jata Ta ≥10 somvar ko K~na jI ka mU\ hmexa ¿Krab hota Ta ≥

Translate:

11 He keeps looking at me [say ‘in my direction’]. What should I do?12 If you go on making this mistake I won’t forgive you! You should think about this.13 They told me that they used to live in London. [Use perf. participle + krna]14 My house was far from my office so I used to go to work by train. [ditto for ‘go’]15 Whenever you get the chance do come to our house. [ditto for ‘come’]

Explain all the grammatical constructions in these varied sentences:

16 mare \r kw ƒiz åOr ¨skw BaÈ se kuC bola n gya ≥17 isva åapkw mera ´k BI doßt nhI# hE ≥18 jE se ik mE # kÈ bar kh cukI hU Å , tumko iksI se iqkq kw pE se maÅ gne caih´ Te ≥19 tuµhare jE se åmIr åadmI kw il´ Gr ¿KrIdne me # koÈ ¿Kas mu i ≈kl nhI# honI caih´ ≥

20 ¨nkI bçce kI sI bato# ko sunkr mE # socne lga ik yh åadmI to pagl-sa lgta hE ≥21 hmara k iv•aTIR hE jo Bart jakr iksI mM§I ya ´m0´l0´0 ke saT kam krna cahta hE ≥22 hmse ^s trh ka Kana nhI# Kaya ja´ga; nOkr ko kho ik vh ta¿ja Kana bnakw la´ ≥

23 panI me # rhkr mgr se vEr nhI# krna caih´ mgr mE # to mgr nhI# hU Å ÷ muJse \rne kI ¿j>rt nhI# ÷24 jb tk tum ^n sare x ∫do# ko nhI# sIKoge tb tk QIk se bolna tuµhare il´ åsMBv hoga ≥25 jb mE #ne deKa ik hme # iktna kam idya ja rha hE to mE # åaÅ Ke # bMd krkw Bgvan se invedn krne

lga ik he Bgvan ÷ merI mdd tU hI kr skta hE ÷

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