Professional Documents
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FOR
TEACH YOURSELF HINDI
Rupert Snell
HINDI URDU FLAGSHIP, UNIVERSITY OF TEXAS AT AUSTIN
rupertsnell@mail.utexas.edu
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
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.
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 khål¥
21 su~dr sundar
22 bÂ\a ba®å
3
Change the following from tum tum to åap åp:
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 mhÅgI hE# ≥ ye kitåb¢ kåf¥ mahãg¥ ha∞.
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 :
Translate:
19 ^s paQ (yUinq) me# kÈ mui≈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 ? våråˆas¥ 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 gaÅv 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.
UNIT FIVE
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].
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# hE ≥ 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
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.
EXAMPLE: ƒiz se pUiC´ 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 kMbl kOnsa hE ≥
33 iksko malUm hE ik ¿KaÅ makReq khaÅ hE ?
Embed each of the following questions into a sentence of the type given above:
UNIT SIX
Fill the gap with the appropriate form of the given verb:
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
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 muslman Te ≥
14 iksI se pUCo ik tuµhare paÅcve# spne ka mtlb ˚ya hE ≥
15 cOTe geq kw bahr koÈ gaÂ\I KÂ\I TI leikn ¨skw åMdr koÈ nhI# Ta ≥
16 gaÅv me# BI kuC dukane# hE#? nhI#, ^s gaÅv 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
xabax ÷
14
UNIT EIGHT
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 imߧI m; to fix QIk krna).
15 We used to live in Delhi but these days we’re living in Uttaranchal (¨–raMcl m).
UNIT NINE
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.
Complete the following in such a way as to bring out the emphasis that hI brings to each
sentence:
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
UNIT ELEVEN
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 sa^ikl ¿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 suMdr ¿jevr idKa´ ≥
6 tuµhe# puils 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 |UÅÂ| lenI caih´ ≥
9 hm iKÂ\kI ko Kolna cahte hE# ≥ hm bahr deKna cahte hE# ≥
10 mE# Kana bna dUÅ * ? mE# papa åOr dadI jI ko bulaËÅ ? *[Drop compound in conjunctive.]
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!).
24-29 Make up three sentences using skna and three using pana, in various tenses.
22
UNIT THIRTEEN
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.
UNIT FOURTEEN
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 \aÅqa hoga ≥
16 åaj subh 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´Åge ≥
21 drva¿je ko subh kw sva åaQ bje Kola jata hE ≥
22 sarI iKÂ\ikyaÅ toÂ\I ja´ÅgI ≥
25
23 hmare kpÂÂ\e DobI hI Do´ga ≥
Complete the sentence with a ‘began to’ expression, using the indicated verb + lgna :
29 jb mE#ne ¨ska cehra deKa to mE# . . . [hÅsna]
30 jEse hI sMgIta ne ¿Pon ¨Qa ilya vEse 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 rei\yo ko bMd kre#ge to dada jI . . . [ixkayt krna]
26
UNIT FIFTEEN
Convert to the habitual past construction (perfective participle + krna), as in the example:
EXAMPLE iksI smy suhas lMdn me# rhta Ta ≥ ˘ iksI smy suhas lMdn me# rha krta Ta ≥
6 ¨n idno# dadI jI åkwlapn bhut mhsUs 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’]