A Start in Ia.1 Panjabi

rt H. S. GILLAND

ti H. A. GLEASON,JR.

If A START IN IA.1 PANJABI

EDUCATION 81 WELFARE U.S. DEPARTMENTOF HEALTH, OFFICE OF EDUCATION

EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HASBEEN REPRODUCED OPINIONS ORIGINATING IT.POINTS flf VIEW OR PERSON OR ORGANIZATION OFFICIAL afICE OfEDUCATION STATED DO NOTNECESSARILY REPRESENT cc0 POSITION OR POLICY.

000 852 ASTARTINPANJABI

Harjeet Singh Gill

and

Henry A. Gleason, Jr.

The research reported herein was performed pursuant to a contract with the Office of Education, U.S . Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the con- duct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy.

Department of Linguistics

The Hartford Seminary Foundation,

Hartford, Connecticut, U. S. A.

1963 r,7 RA,',1,4`73Y.,7;;Isi'47-47:irir.777-'777737!":111"4"

PREFACE. . I . .

A Start in Panjabiit;writtenfora short course justprior to departure for India or Pakistan.It does not look forward to further 1 classroom instruction, but does expect that language studywill be sontinued, probably with a minimum of professional guidance,in Panjab.

It attempts to prepare the Audent for some effective, if limited, use 4. . . ;T. of the language very soon after arrival andtogive him a solid base on ... -'-' . which to carry forward his studies.It assumes that a native speaker of Penjabi will be available, either as instructor or as assistant.and Tapes should be used -::, that he will play the major rolein theteaching. ,.. onlyina clearly seconiary role.It is hoped that the grammatical .< .explanations will be adequate so that little clasp time will beneeded for ,discussion of language structure,The Penjabi-speskinginstruct:Art s 4 6 time should be devoted largely to direct Workwith spoken Punjabi.

. The language 'taught is 14fajhi dialect, the-moth widely accepted . , standard.In so far as possible, locutions havebeen used that are common . .

= to Bharat and Pakistan, In some classes it may bedesirable to make . modifications to fit the dialogs more specifically to oneof the two areas.

personal names can easily'. , --.-:',, . - : In this ease, introductory greeting formulas and ::., ;. -- %Ile the topics ot':,,.;::- ---"-- --..' '.. :.be, Very little else will. need modification. . ,. altered, ...,, l!',:a.-few dialogs arc of greater interest in one countrythen the other, thse,::,:::ir.:_.:..,:_;,.,.;,i;.:-.,it:-,-,..: . . . -'-':::,:,..,',---t': i . , !lenguage is sit far as possible general.The language isoolloquial, but .4- not highly informal.The analysis followed isthat in H. S. Gill and

1 :4! B. Gleason,Jr, 1962, A'Reference Grammar of Penjabi(Hartford Studies , . -in Linguistics, no.- 3). . : . : . .:: . of the Professor Daud Mbar, formerly of Lahore, provided some . - dialogs and checked others.Several other colleagues at theHartford . with suggestions end .',',-...:.::...,:.' ..''''il.-.'' i, :.--',':.,- '.' Seminaryary Foundation helped in various ways . , .. -,'..,... . ---., ...,:v,-:.....1,-.,...... -- ...... !...-, .. . oritiisisnis0 . ,..,"...... ---- ,,...,,.,-....,.:7. --..-''-,;;' . . .-. . , . . . , . ..- ,,,,,:,... to icontract: The research reported herein vas performed pursuant .,... .,: , .....- '- of Health, . with the United Staten Officeof Education, Department Education, and ffelfare, numberON14004. .0

LESSON ONE

21.2.4,931 s 1.1 man sing sotezriokal. son *sins sotsariokal. 1' ta mon sing ki' hale?.. s6n sing nooha, tusi . mOn sing mrbani.

2.2 ram lal nomoato. :: Mott nomoste. , '.. , s .. ram lal mt pioge? mots not,koitokiifna ke;141...-

rata lal not,koi tokliflie/. .

-moti : : 000ha,merbani.

solam

, solam. go,odorIto. kzwit ae? Agitmale waste.

oetpfogo? booha.

Usage .Notes, feot sariokal/ is the Usual greetingbetrioen Sikhs. e/ is the usualgreetinibettieei, hin us./aolam/ .is a usual and .-iniormalgreeting,' getiieon Muslims or Christians.If you are obeervant, 1 s' 11, d' -,sPF

TranglaV 1.1 Mohan Singh /setezriokals/ . 1 Bohan Singh /5(4 ezriOkal4 Hohait rive tIPAIS9 Bohan Singh Fine.How aboutyoU? Mohan Singh Fine, thank you.

1:? Ram Lal fnemeete./ Noti /nemeste./ ;" Ram Lai you havesoma tea?: ..01 Mott Nothankii.' Ram Lal It's ntitrouble, mitt: 'CIA., thanks.

3Din /solamif Beg Como in. What brings youhero? Din' 'Just to seeyou. Beg Have sometea?

S Din All right.

41110111110M0411WMAA0 under any A0 youwill mon learn,which is apprOpriato ofeach of *the greet of circumstances. The remainder dialogs 'abovecan be usedwitileny Of the:thr4e:Open might start With;11404i formulas; For example, you A with Al halet/s AfterOriotitii and continue , ", these T dialogs juit asthey are given,try making Combinations. ,

4y4

. 3

Dialog 1.1 is a typical briefinterchange as two . people moot, It can be used inalmost any place orin almost any situation. .1.2.and1.3 are typical greetingsall one person comes tovisit another in his 4o me. 1.3 might be used oven if thevisitor comes forsole serious busi- . nese. Etiquetto demands that thebusinciss should not be brought up until after- someexchange of pleasantries."Ail of those, of course, are short.4Frequently longer inter- changes will bo used.

Your instructor will demonstratefor you the gestures which commonly accompany thosegreetings. They are part of the total dialog, andshould be practiced alongwith the words. The gestures in use inPanjab differ in many ways from those in use in America. It is very nearly asimportant to learn to use and understandthe gestures asit is to learn the vocal language.'Make a habit of watching your instructor as hospeaks and imitatingblm.

If youdo not hear, orunderstand something; younay 'say Wei kiksaf or for short,just: kiIca?

Or evens ki?

In such a situation, allof these would meansomething

like 'What did yousay?' The longer fort isiof course,

more formal. Pronunciation

It/ is quite dif... 1.8. The Panjabi sound wetranscribe as feront from the English't.' This difference canbe easily..

heard by oomparins somePanAbi words with acmeroughlr the similar Englishwords.' tour instructor will pronounce'

following Panjabi words for you. One member of theclais:

should pronounce after eachPanjabi word theEnglish word

in the pair. Listen carefully for thedifference between

Panjabi /t/ and English't.' There will, of course;bo

differences in other parts ofthe words too; butin this

lesson you should concentrate onthe correctpronunciation

of /it. Dothe best you can with theother features b imitation* but do not worry aboutthe details just now.

'ton' /txn/ 'tin' . /ton/

/tol/ 'toll' /nit/ 'neat' /mit/ /sit/ 'seat'

The differences between/t /' and 't' are mainly two: English 't' is formed bytouching the tip of thetongue

to the guns just' aboveand behind the frontteeth,. Panjabi /t/ is formed by touching the tipof the tongue to theback

of the teeth. Panjabi /t/ is said tobe dental.. Lithe be careful to make yourtongue actually dialogs and drillsi

touch the teeth ratherthan the gums.At first it will take

a littlo extraconscious effort to forcethe tongue farther automitio* forward.' With practioe; thiswill become easy and

In EnglishIto! the moment the tongueis pulledaway

from the gums; alittle puff of breathis generally emitted. I.

This 000ure inwords withinitial 't,' liutnot in word!! At initial,1st.'This difference canbe demonstratedby hbl.lif When a Ing a narrowstrip of paperin front of tirlips. forward. word like'till' is said, thestrip suddenly. moves (It may When a word like'still' is said, itdoer not. take a ltttleexperimenting. to sot astrip of paperof 4ui4 the right*degree offlexibility to shoilthe difference clearly. ) The't' In is said to beasarated. Panjabi /t/ isalways unfispiisted.It may behelpful to .watch practice withpapers'Lrip, and perhaps amirror to it carefully.

Your instructorWill pronounce thefollowingwords, .1 at for you as amodel.Imitate him ineveildetaii, cdnint especially on/t /.Be sure topronounee itdent4.0 .Uhaspirated.

/tin/. /ton/ /tor/ /moil/ . /rat/ Air/ /tar/ /ti/ /pota/ /bat/ Itol/ /tap/ /tur/ hiti//lot/ Meanings are notgiven for thosewords, as, they are not to belearned now.They are givensolely forpro4ms .. nunciation practice. English.'p' 1.10 .Panjabi/p/ and /k/ differlittle from and 'k' in theposition of thetongue or . . ire &Os both areunaspirated,whereas Zngliah'p' and 'k' orally aspirated, exceptIncep'and.lik.1 Try the'Papa strip teatOn 'pin,''spin;' 'kin,' andIskino.'The test:': ehows the differencemost -clearlywith 'p, a because /-

. explosion is near thepaper.. The difference is just as

portant with 110even if 114r4er 0 see. .

Compare your instrtiotOrPs4iOnunciation of the

ins Etnjabi words with.that.ofone of.the class members.as

ho. reads the paired Engliah,wards.

1 /par/ par /OA/ 'purrs

/put/ 'pull' /Pie/ !peace'

/Pal/ 'pail' /pur/ 'poor'

. Agnif :'kin' : /kail 'call'. /ire/ 'kiss' /kar/ .'car1

/kil/ 'kill' /kam/ ' ea 1p 1

1.11. Practice the following words, imitatingyourin-

1 atructor's pronunciation. If you have difficulty with

aspiration, it may be helpful to practice witha paper strip and a mirror.

. /par/.ept/ /poi /me /ap/ /nap/ /Pa/ ANSif hoc/ /cup/ /jail /0xp/ /pal/ /per/ /peke/ /top/ /sop/ /alp/

/kat/ /kori/ Amyl /awl /telt/ /kap/ /kapi/ /k6/ /km,/ Aek/ /kot/ /kali/ /k61ii. /lok, /kaki/ /sak/

.1.12 Some of the words in ilia' dialog have normal tone and

some have hilt. Normal tone'is not markod in the transcrip-

tion. High tone is marked with an accent Pl. A word bearm

ing high tone has a higher pitch than the one with a normal

tone. It will require a great deal of practice beforeyou a n.

apourately and can hoar and reproduce,this difference practice". At this stage,the best thing todo is to . easily. paying the sentences of thedialog as whole seqenoes, whole, spoclalpttentAnn +al the"tune" of the sentence as a i and to its rhythm. thengelves) One word sentences(that is, words saidby k,. are not veryusual, but the tone.differences stand Out Ciontraot between -clearly.'The followingpairs shOwthe iditating yOur no..111.9,1 andMill...tone. Practice theta,

instructor,

. tenthuziasne /eV ... **tea' /ca /.,

"detacih' /la/ 'attach' ..

/bar/ 'farm' /biri 'outside' ,/ ,4 :Air/ .'buiinesil : /ar/ 'needle'.

., . chain' /nal/ 'property1: /Egli r /war/ 'turnf /vigil .'crowd' /kali 'draught': :Ail/ 'urgency'

'. grind' Idridie , /PI/ t' -,, ... I /pi/ /lo/ 'light' /14/ 'griddle' 'seal' /401. ' peacock' haclil bort/ 'hole' Adri/ 'leading' 'single.fold' /kart/ 'useful' Aim./ words at thistine. Do not learn themeanings of these difference in The meanings aregiven just toshow that a change the tone, slight asit may'seem to youat first, can that meaning of a Panjabiword drastically. It is crucial recognize andreproduce tonesaccurately, as . you learn to verse, you may otherwise you willriot be understood, or,

be misunderstood. it

1.13 A Panjabi sentence JAI said -,th anintonation, a pat.,

torn of pitch, prominence, andrhythm. This is an import-

ant feature of .the spokenlanguage. The intonation. helps ^pp Chn -flew of Anannh into nortiOn8 such as son-

tomes. =Differentintonations help to lark different

. r types of 'sentences. In the dialogs, some of thesentences areclearly distinguished by having differentintonations

than others. The most obvious intonationaldifference in

these lessons is that betweenquestions and answers.. Often

only intonation marks the difference.

Intonation and pitch interact inPanjabiin ways

that are very difficult todescribe. Fortunately, they

can be learned evenwithout a clear description. If you .

will practice the sentences ofthe dialogs carefully,until

you can say eachwith the proper pitch,prominence, and rhythm, you will von learnto hoar the intonationand

tones of the sentences. It you cannot now hear a con-

sistent difference betweenwords marked/7 and words not

so marked, donot worry about it. That will come in tine.

1.14 Throughout all your workwith Pan3abi,consider your instructor's pronunciationawthestandard Imitate him

as accurately as you can. Do not be satisfiedwith your

work until it sounds, bothto you and to hin,just like

the pronunciation of aPan3abi.

The transcriptions aregiven primarily to pointout

to you certain significantfeatures which you mustlearn

to hear in yourinformant's speech. Use them only as

guides in listening tohim and in imitating. Do not base ,te , .

9 f. your pranunciation on the dtranscriptions.

1.15 Sentences are ouch more importantunit's of speech

i :. % than are words:.Try to learn to pronounce-Whole dentences si nn n-Info4 Anyrkimintin flnwnofnpeannh,' Alvintonn

shown in he transcriptional but you may:not hear them in

speech. Do not pause whore they are shgwri. If you do,

your speechwill sound halting or artificial.

Do not worry over the meanings' of single words in the"

dialog sentences. That also will come later.. The

translations given are intended to indicate the moahinge

of whole sentences.Very often the internal structure of

the sentende is very different from that of any English

sentence.

. Under the head of "Pattern Practice," sentences will

be given in setwthat will permit you to see internal

structure. You can determine for yourself what certain'

parts of these sentences mean by comparing the sentences in

one set, and noting the please where their meanings differ.

In some cases, sentences in the Pattern Practice will

parallel and explain sentences in. the dialogs. Before the

course is finished, most of the sentences in the dialogs

will have become clear to you.

When sentences in the Pattern Practioos do parallel

those in the dialogs, they will permit you to vary the

dialogs a little. For example, you might change dialeis

1.2 by saying /mil ploge?/ instead of bet pfogeti. It

is more usual to offer tea, but one might offer coffee.

Or, you might say /oiliget/. It would be very strange

,....IN..xwP....,, AMM.MMIUMMINOWININI. V..AmmOIMIOMmI.MImMMIOEWmpdm..mmmmmo.

. 0. I- A

, 10 '.-1547r: to Say isobz.i. ldge?/, but only because y,lu would notor dinarily offer vegetablesto a visitor until you had eat down toa meal.

PjAtmalvactise, /c4 ploge?/ Willyoudrink lime tea?

pfoge?" Will you drink6.01:143 milk? . f4, fistirbotpfoge?/ you drink some fruit auice? Will, you drinksomecoffee?

Will youhave sometea? ifeld 140/ Will youhave somemilk? Will youhave Bongo/berf1/? ! /bora lige/ /sobzildge?/. Will youhave 8020vegetables? eZ. 1.18 /4kie?/ What is this? /6kie?/ What is that?

1.19 /ecae./ This is tea. /4d&1 e./ This is milk. fGIorbote./ This is fruitjuice. borfie./ This is lbortii.

ase../ Thatis tea. kafie./ That is coffee.

sobzi. That is vegetables.

dtid e./ That is milk.

1.21 /bort',is a kind of pastry, generally servedonly on special occasions. Like many other Panjabiconfections,

there is no English oquivaleat, andtherefore, no trans-

lation can be giveno You will certainly get acquainted

LILk.I = aI , "1,

with it when you Set to famlab,and probably you will likeit. Aforbottie a general tern for many :kindsof fruit P. drinks. .I#ruit PAW isreally not aviry good transla-

.4 Lion, as /4orbOt/ generallyis prepared 4n a moreelaborate

way than ifs impliedby 'fruit juice.' Plrhaps it would be,

better to have left ituntranslated as was done with /born/.But in anycaie, do not expect this or anyothe, It. 4 Panjabi wordto havea simple uniformEnglish translation. Very fewwill.Even /ott/ does not meanexactly the same as English'tea,' as you will learn when you areserved,

tea in Panjabi villages.

.1.22. Pay elose attention to theintonation of these pat- You should find thatthose in 1.18 are tern sentences. Y. quite different from those in1.16 and 1.17, even though

.4 they are all questions.Questions such as those in1.16

and 1o1vhave aohaiacteristio intonationviiibh marks e£ this. as questions: , . 1 " .,

£,

; _= 4 t

.£1 +s-

, 1;1

: LESSON TWO

Malmo 2.1 sundor lal nmnoste. ramopal mamoste. sundor lal io,and or ajio. 4na nu mili4

4; liemore*(108t, 'WMMal:

rie brus bonkor. omrikato asno. ram gopal kad5 ae? sundor lal dos din lme. ram gopal pon3ab posondaxial brus bonkor 31,bit.

.262 brus bonkor, sotsxriokal. ramafng sotsxriokal. tuar ongrezo? brus bonkor not3i,omrikon. ramafng ki kon kordeo? brus bonkor piskor viaa. , ramof* IA °oohs.'

st.

263 brus bonkoi. solam. mirza solam. eto31. ki hal e? ji log gxa? 12 13

brus bonknr ha ji, bit.

marza . koi ciz'Nadi e?

brus bonkor not ji, merbani.

112232.1M22 One English name has been introduced into thoPanjabi

dialog. Listen carefully to its pronunciation. Panjabi

pronunciation patterns are different in many details from

those of English.* Most Panjabi speakers will find it

difficult to pronounce 'Brune Bunker' or any other foreign

name in other than a Panjabi way whenembedded in a Pins.

jabi sentence. The result will sound strange to an

American. Of course, Americans speaking of Panjabis in , English will assimilate the name to English patterns in

the same way. The result will sound just as strange to aPanjabi. If you desire to use any English name in a Panjabi

sentence, be carefal to modify its pronunciation tobring Your instructor . it into accord with Panjabi patterns.

can provide a model. If you do not give a Panjabi prow likely to give an I nunciation to the name, you are very Englidh pronunciation to adjacent Panjabi words. That

might be very unfortunate for .your efforts to attain a

good Panjabi pronunciation.

At the beginning of your learning, atleast, when

you are trying to establish newspeech habits, you must

be sure that every word in any Panjabi sentenceis prom

nbunced in a Panjabi way.

'777-77-cf7W. ,

i Translations 2.1 Sunder Lel /nonoste/ Ram Gopal honoste/ Sunder Lai Come in,please. I'd like'you tomet somebody. This is myfriend, RamGopal. ..This is BruceBunker. Re has justarrived fromAmerica. Ham Gopal When did hecone? Sunder Tall Ten days ago.

Ram Gopal Do sou likePanjab? a Bruce Bunker Yea, very much. T1,

2.2 'Bruce Bunker/sotsariokal./ Ran Singh /sot- axriokal./ Are you anlnglishrian? v Bruce Bunker No, sir.I am anAmerican,. Ran Singh What do youdo? r s Bruce Bunker I an inthePeace-Corps. Ran Singh Wry good.

2.3 Bruce Bunker Aolam./ Mira % Aolam./ Come in.

Howareyou? Do you likeit here? Bruce Bunker Yes, sir. Verymuch. Mirza Do you needanything? Bruco Bunker No thank you. 4.

=amaalalign be indicated Punjabi has tenbasic vowels. Thou, will 11 tsou a u0/c in transcriptionby the tenletters e'esa

oodurred in thedialogs and . Eight of thosehave already

pattern practices.

like the threeEnglish vowels 2.6 ugare very nearly (Notice how thedoubling of of 'pit,''put,' and 'putt.' pronunciation the 't' does notindicate anythingabout the in thevowel.) of thoconsonant, but doesmark a difference

syitem of vowel . Like Panjabi,English has a verylarge ordinary spells*. sounds. All of these mustbe written in le with some helpfrom Ins with fiveletters 'a e i o of strategems: 'y w.' That forces the useof a variety characteristic These do thejob of givingeach word a nature of theEnglish vowel spoiling fairlywell, but the transoripticidwe system isconcealed. For our Panjabi letters because wewant to representthe , 'omit use extra accurately, butalso pronunoiation ofPanjabi not only

in a straightforwardway. words as youhave done Compare thefollowing pairs of will road aPanjabi word. Then before. Your instructor paired English one memberof the classwill read the differences inthe word.' You may hear somevery minor will be in the oonm. vowels, but mostof the differenoes that thesethree vowelswill sonants. You may consider imitate your give you notrouble, if youcontinue to Hard instructor's speech asmeticulously aspossible. problems withthese work at thiswill polish off any 16

three vowels easily. While you are working on these, be

vory careful about the tone or pitch ofthe word. More

than anything else, English pitch patternswill'Make

these words sound foroign. Most other miEttakes will be

minor if you master the Panjgbi tonesystliam.

bill 'bill' /pull 'pull' ,bos/ 'bus'

hznit 'gin' /ilk/ /rook' /k &1/ 'cull'

/kxs/ 'kiss' /julai/ ''July' /sob/ 'sub'

2. The four vowels /i o ou/eimmodiately suggest . .

English equivalents to most Americans. However, the

matches are inaccurate, and are likely to load totrouble.

Compare the following pairs of words:

/41V. 'cheese' /jun/ 'June' /bit/ 'beat' laud/ 'sued'

/lik/ 'leak' /nun/ 'noon'

hiez/ 'maize' /roil rose' ArA /tell 'tail' /ow/ 'chore' /ret/ 'rate' 46/ 'go' These four English vowels are alwaysdiphthongized.

This is most obvious in.ths.case of'o.' If you say a

word like 'go' slowly, you can foal yourtongue moving

upwards, and your lips rounding graduallyduring the

course of the vowel.. Yourneighbor can clearly see the

movement of the lips. The beginning and end of the,01

are very different. In Pan1abi, this diphthongization,

if present at all, is quite weak. 17

Tho other, Engliatvawels.lnthis list are also

diphthongized. In a word like 'gay,' you canfeel your

tongue rising, but the lips do mot move. It is a little follows, em in . harder to observe when a consonant

I Aftwr.AwAmArs4newo 104441 yreAunniatiOn 41:12*VW, WUVwwiaw-ww.r.sowso wow* P'l 4Ione of /I e o U /rot/ will show the difference clearly. 1 , are, diphthongized in Panjabithe way the'nearestEnglish

equivalents are. To pronounce Panjabi lith theEnglish- 6 type diphthongized vowels gives a veryffeeign sound which

oust beavoided carefully.

2.8 Panjabi vowels are affected bythe tones.As a gen..

oral rule, words with high tonehave shorter vowels than

words with noraal tone. In the following pairsof words listen for the differens of lengthof vowel.. Then

practicethenbeing careful to maintain theundiphthongizel. pronunciation while youpractice the slight differencein length. Acti /pi/ /pf/ Au/ AU/ "ik/ API/ /au/ /eV /tire//tfra/ /duja/ /airs/ /wi/ /wi/ /ter/ /ter/ bor/ /nor/ /ter/ Auer/ /mori/ /art/ /tel/ /341/ .. /00r/ /06b/ iseW /eed/ /sok/ /sod/ ' re`e r . ' - ," , ., 18

2.9 The vowel/a/givesiudh ices trouble than most of

the. others. It is very nearly like the vowel in'father.'

Any small differonoe.Oarilito'llOrkedout by imitating your

. instructor. However, Vie-same difference inlengthon

tone must bepraoticedi /ja/ /wet,/ /kar/ /jai/ hia/ /wig/ /kir/ /j0./

/la/ /oa/ /bar/. /real/ a,

/let/ /oa/ /bir/. /al/ 11W

latamlnulaut 2910 4 moredoet no.. ' He is my friend. This is my friend.

.4 ran gopalno. This is Ram Copal. 4 hordxalsingno. This is Hardial Singh.

mxrzano. This is Mirza. 4sita no. This is Sita. She is Sita. 6 mOn sfng no.- That. is Mohan Singh.

. ,. . 2.11 4nomeredost,..soki .ikis my friend,When, ...... :. .s,.. . -..

sfng. .. Si 4 ns more doat, mottThis is my friend, )ioti. 6ne meredost,. beg..That'ise myfriend, Beg.

'I 2.12 mera naram, lale.' My name isRam"Lal. meta naansing0. My nathe is Ebhan Singh. mera nadin 0. My nano is Din. 2.13 ci octidi? Do you want tea ?; kafi wadi? Do you want coff4e; A 11" koi. ciz. oiidi? Do you want anyt4ing?.

%. Do you want milkt .2.14 MI6' cada? 4

.. . gorb;)t ottida? . Do you want fruft. syrup?, .,.,-

, . , kur4 ;Aida? --' Do you wantanyihine,

.-= 2.15 dos' din hoe. Ten days ago. widin hoe. Twenty days ago. tf din hoe. Thirty days ago..

sentences have boon given two ,; ,'.2416 In 2.10 three of the r "

translations.All the others night have. In Panjabi,

we must use /4.3/ or/6/ according to the situation and

context. In comparable nglish sentences we must choose

between 'this,' 'that,'lho,' 'she,' and lit.' For ex-

ample, in the dialog 2.1, it seems mostnatural to sw

'This is my friend, Ram (opal.' It would be perfectly understandable if you said 'He is myfriend, Ram Copal :'

Still our custom is to prefer'this' in such a context.

In Panjabi, tho customsdetermining whether you should /i/ or Al/ are qUite different from anything inEnglish. % say In 4 situation like that indialog 2.10, /e/ is the proper

one. Ili some othercircumstance,/6/might be better..

To try to iescribethe usage would make it seen unduly observation will.lead you . complex, a little- practice and

to use these two wordscorrectly. At this time, only one pointneeds emphasis: the

distinctions betweeng/ and /6/ and those between'he,' ,

'she,' .littt 'this' and 'that'are different. It is 'not

possible to say sinply. "/4/ means 'this." 14/ might be

used where the best English equivalent wquld be any one

of 'ho,' 'she,' 'it,' vthis,' or 'that,' or even some

other entirely differerit expresdion. AS/mightbe used

whore English...would use any of them. Translation.

equivalence is very .complicated and confusing. The

Panjabi usage is much simpler. It will be ouch less

confusing if you do not concern yours.olf very much with

translations, but instead concentrate on observing the.

situations and contexts in which each Panjabi word is

used.

2.17 Patterns 2.10 and 2.11 are polite forms. There is

therefore a fundamental difference in construction be-

tween those and 2.12. How this works will become clear.

later when there are other patterns with which you can

pis compare these two.

2.18 Patterns 2.13 and 2.14 are very similar, except that certain nouns (e.g. MI kafi, sobz0 must be used

in 2.13 and certain other nouns in 2.14. For the present,

merely learn the patterns;.the explanation will cone later.

In both patterns, the crucial thing at the moment is

to practice the intonation pattern of the whole sentence. LESSON THREE

'1+ ` . A Dialogs

3.1ram. R nemesteji. zuSn nor:taste; sr go,kxwaao? 1 ram atnc;der axa?

. non notji. 6 kalxjgm. ran ecoha ji,

3.2 &alp sing satsnitekal. jdn sonel satBullekal. meranasan semi0.. *walla VCsag. d*lipsfng goji,ondor aado. .ogplogena? ginsonol notji,merbani. pi ko azg.

3.3sita nal:10sta. brala nemeste.

1 Elora nabralae. toap da? sita sita. kalxj

. biula eooha. .,..41Vriv:r.r 4'

. 22 Translations 3.1 Ram /nonostoji./

Mohan . /nomoste./ C0120 in.What can I do for you? Ran Did Sohan oome here? kohan No, he has gone to thecollege.'

Ram Thank you.

3.2 Dalip Singh /sotsir'okal./ John Snell /sotEarl°Ital. ray nave is John Snell. I am from America. Dalip Singh Come in, please. You will have some tea,won't you? John Snell No, thank you. I have Just hadsome.

3.3Sita /nomoste./ #44 bun:mate./ Simla .

MyHaan© isBlame What is yours? Sita Site. Lot.'s go to the college. Simla Fine. Usage Notes

A Introductions tend to bo verymuch more casual in Panjab than in America.In the villages, inpar.tioular, formal introductions are seldomgiven.Often a oon versation will go on for sonetime before the nameof a 1111.10111.1.1111111.1021ftwasaamarrm......

a I ,

A .R3 r ". visitor is mentioned. With foreigners, however,intriXAA

ductions are somewhat more eommon.

3.3 Tea is offered to guests at any time of day. It ,is .; , et. , t. . r

, good etisuotte to refuse it once. Generally you will -

.. V . .p, . / i, end up dpinking it anyway in spite of704rrefusal, which Will, of course, be taken only akpolitenossi

14 .12/9a9211112.4 3.6 ThePanjabi sounds /g 3 d b/ are voiced. This means that the vocal cords vibrate during their pronunciation.

This distinguishes them from A o t which are unvoiced,

,that is, there is no vibration of the vocal cords.

English. 'k oh t p' and 1g 3 d b' differ mainly in

that one set is usually aspirated and the other never. .

For some speakers Is j d b' are voiced. For others, they

are not. For tho latter, the major distinguishing features,' . are the lack of aspiration and the weaker pronunoiation.

o.4 Even when &11d) 18 j d are voiced, they arc usually

weakly voiced. We tend to start weak voicing in the middle of the first IV in 'bob' and to drop the voicing

gradually during the second 'be'

Such a pronunciation of' Panjabi is generally quite

unacceptable. The voicing of /g j db/ should b strong

and extend throughout the consonant. It will require pries

tice to get a sufficiently strong voicing in initial and

final /g 3 d b/. The following are some words forpritotioi Pronounce them after your Lastrwtor, taitatinghim

closektits 24 : ' /goligak gop gara sr gond serisortsod

Sind jor jali pill jos julajok jzs dur din di diart boll boki boo . der dusradeg dag bar boa bas boribari/ ,

/gag dag rog kaglag noglog nigog soj mij

sud sad 4 roj k &j binj sinj coj koj loj rij kod

nindronddondcond trod modihodlobsobrob o6b lib sib jeb seb ombi

The distinction betweon/g 3 d b/ and /k otp/ is

often a difficult onefor Americana to hear.1Maapirated

voiceless stops are generallyheard as/g 3 d b/. Part

of the reason is that wedo not rely veryheavily on .e.

voicing to distinguish soundsin English.

In addition, inPanjabi-the tones onthe following

Or the precedingvowels also change thevoicing of the ,.

stops slightly. It is thereforeimportant to practice'

oeS with words having bothtones.

Your instructorwill pronounce thofollowing pairs

of words, sometimes inthe order shownand sanstime in

thi9 opposite order. Listen carefully forthe

Then practice imitatinghis pronunciation.

/gar !car jor cor dal tal bol pol n. saksag or jor dond tond birpir

cukcug cep on tar dar pok bok gol kol jali oalikod, kot pall bali gol kol sus cue rotrod par bar/ fore, been free to be used for sone Panjabi sound which ;

ts has no close match in American English. This is a .

the very first dialog. The closest English equivalent,

sometimes called "rolled r," is a special sound occasions.

normal English 'r' in 'rub' or 'burr,' even this kind or ,

"rolled r" is not an entirely satisfactory equivalamt.f0p..;: Panjabi/r/.

structor' a pronunciation. The foliowSx43 ardgood 'itOrds-:.

3.9 Using a letter like r.for a Panjabi sound quite difo .. ,.

. ,

feivent from its usual English value is a quite normal :. :.,.

. .. procedure.We saw the same thing in Lesson 1 with

/k t p/, all of which are very different fromk t at 26

Actually, of course, no Panjabi sound pre'cisely matches

any English one: Some are close; some are fair appraniaam

tions; some just do not match at all. For example, there

la nothing in raajabi to nateh English Ith' eitkar in

'either' or in lether.I.We will later see additional

Panjabi sounds which are totally different from anything

in;lEnglish. But do not allow yourself to be so impressed

by the few which are obviously and radically different

that you forget that there are real and significant dif-

ferences betweln all Panjabi sounds and any similar English.

sounds.

'Why then do we attempt td transcribe Panjabi with

the familiar English alphabet at all? Simply beoauae

that is the easy way. It would be laborious to learn .a

set of totally new marks. The traditional ways of writ-

ing Panjabi (there are two different alphabets inuse)

will not serve our needs because they do not always in-

dicate the pronunciationexactly and straightforwardly. Some way of calling attention to features of pronunoia

Lion is useful, and transcription seems to.be the best.

Transcriptions in the English alphabet can beids»

loading if you forget one thing: They are not an attempt

to: show the pronunciation.of Panjabi sentencesin Engliah.

terms.' Use them only to remind you of what you have

hoard.Get the proper pronunciation bylistening to your

instructor and imitating him. Do not attempt to guest;

at it from the transcription untilall features of

Panjabi pronunciation have becomethoroughly familiar 27 1 ; and you are already able to speak accuratelyand fluently :"

There is, however, one way in which thesetransoripo

tions are very meaningful. Whenever a given letter, say .,

/r/, is used it always, means the sane sound not

physically the same, but functionally the sane. In a

Panjabi frame of referenael'every item transcribedwith

/r/, hasa functionally identicalsound in it. ivory d Panjabi /i/ is equivalent to every otherPanjabi /i/.

This is true whether the/r/s sound alike to an ear sic-.

custoned to American English or not. A Panjabi in would

fa not be functionally equivalent to anyEnglish sound, even

if it were physically precisely the same, sincethey work

in different ways in different systems. The transcription

is .designed solely to repretent Panjabiin its own terms,,,

note to make any comparisons withEnglish. The familiar

lette -forms are used merely as a matter .ofconvenience,

Pattern Practice

3.10 11 614 gza e. He has gone to the college. "I

o ss gza e. He has gone to the city.

ci odor gza e. He has gone this way.

o ondor gta G. He.bas gone Inside.

3.11 6kalzj czae? Hais he gone to thet.4.11.ege? sonkalzj gzae? Has Sohan gone to 'ilheoollege?

sonondor gza e? Hap Bohan goneinside?

3.12 odor a jio. COme here, please.

ondor a jio. Cone in, please. bir: a go. Cone outside, please. A

3.13 sonodor aza? Did Bohan come here? 0 odor an? Did he come here?

6 andor area? Did he come inside?

3.14 omrika to ax g.* I am from America.

ponjabto azi. I am from Panjab..

dillit6ash% I an from Delhi.

3:15 omrikato ae ne. Ho is from America.

ponjab ae no. He is from Punjab.

paksstant ae me. He is from Pakistan.

3.16 so, ear ohne. Let's go to the city.

goo ondor. Let's eo inside.

bir ante. Let's go outside.

3.17 The only difference between the patterns of 3.10

ana3.11 is in the intonation. Listen to this caretu14/

as,your instructor pronounces these sentences* and pratiticie

the intonation thoroughly. '0

LESSON FOUR

6 Dialsat 4.1 an6/4 thea',Viol. khano nal oft piol?

jgn ji. ldge? sin* phulka tior non . ji a jgn . an sini sqbzii

jin hg, kuj.' Obi? win sing. methi kz

jgn nethi.

4.2 ram lel khanakhgoge?

jgn nof.ji. khakeaxg. pfoge? ramlai og te, r fan ()cam.

khana tzar 11 4.3 mirza goo sag14gona?

jgn hg dal o. mIrza 4 mi di

nacho., kuj . dedx6. fan . . ntrza mas wi Jurog bitnab.

nooha ji. Jon.

29 i .... .,'; ...8.,ir.... . 7 . . 1' t .Y..;, yr 01",-. ' * ...14 -,1 %.'".." 30 '';'''''':t.':4'''', .. a'',Y fl: j SZat

, "Nt , -:, `t. 4.4 °kale 1 *, sontokh, sing sari 6 sot '.;t ,en sot sari ;

sontokh 4 merakaka tI hordxal.

khall3a ookule Banda e.

ena numxlo.

4 mere dostne, t omrika, ae ne.' I I jin kxskolaswxo? ^;

. . :- hordxs1 chew!vac. 't: r.. -is , jin sokulkarma ..our e

hordial tin mil.

kxw5Saida? ar .'" hordxal saliva te.

Usage ?iota r

, 4.5 In 4.4 note the contrast between/4 mera kaka e, h6dxal./ and the polite form le mere dost ne, Jin

. 2 somxth./. .*4 The staple food in most Panjabi families is some kind

of bread. /phiilka/ is neither the most ordinary nor the

. fanciest. With this is usually served some kind of

vegetable, collectively /Sebzt/. There are many kinds. to' Some like /gbi/ 'cauliflower' are familiar in AmericatH

though. often prepared soMeuhat differently. Oths.-3aliko.

/kethi/,a kind of greens; are not known in the. West.

/sag/ is another-vegetable preparation Unknown to

Aierican041Some kind of legume preparation is also

1." ":" ":`

, 1. Tranalatio m

4.1 Mohan Singh . Come in. Cone here..

. I, Will you have tea with your dinner?: .. John Yes, please.

cEbhan Singh. Will you haveanother/hhulkal?'

John No, thanks.

Mbhan Singh Vegetables? John Yes, a little.

Mohan Singh /meths./or cauliflower?

:John /methi/

. Rain Lal Will you have dinner?

John No, thank you.

( I have just eaten. You will have tea, of course? : Ham Lal John Yes.

Mirza Come; dinner Is ready. Will you have some/iagA, li Jghn Yea, indeed.

Mirza This is /mom dal /.

John Fine; give me a little. . r Mirza Have some meat, too.-. Thero isn'tmushohilli. John All right, thank you.

11 .4 SakokhSingh boat slxri okal./. bet suet okal./

t I

I 3

Santokh This is my son, Hardlal. He goes to theMaisel School.

I would like you to meethim.

This is my friend, JrinnSmith.

n , He is from America,

What class are yriu in? John , .

Sixth. '

4 John How far is thf school?

Hardial Three miles.

John How do you.grl Hardial By cycle

generally known as/dal /. commonly served. These are without ()aim= English There are manykinds, moet of them kind. Neat /mail is eaten names. /ing di. dal/ is one but of"courseMore often when there . only occasionally,

is company.

Pronunciation Similarsounds 4.7 Panjabi /k o tp/ are unaspirated. We will *1 followed by ratherstrong aspirationalsO occur. aspirated sounds, Write theaspiration /h/, and the

therefore, /khohthph/. English Panjbi 11th oh thph/ are more nearly like A oh t than are Panjabi/k o tp/. Remember, how- importantdiffer- ever, thatthere is alsoanother very the Panjabisound is once between/t/ and 't,' in that and thus differsstrongly. ductal. /th/ is also dental, In practicingwords from English't' in this respect. : .

33 , 4.. with /th/ be careful to force the tongueforward against .*-Nef,t

the back of the teeth.

VIA The difference between/k o t p/ and /kh oh th

very frequentlydistinguitihed words in Panlabis andmust :? T., therefore be carefullyobserved and maintained. The 4. lowing are a few such pairsof words. Listen to your in«, s. .t.

:..- structor pronounce them. After a bit of such listening , 7 ...I practice, ho will give you variouswords from this list ,t--.,,'

.; 'N.

': . ' to identify as aspirated orunaspirated. , F

' V /poi. 41hel tal that kot . ! khtt

.40 V p01 phol tok thok kar k3aar phis sat Beth lok lekh VV lep leph rat myth suit TAW , 411 After some practice listening,repeat these words p--. carefully imitating his pronunlia ` agter your instructor,

tion. Note that though English t p' are aspirated, the aegree of aspiration is not exactly the samef-Ninl'anjabia,'-

... V V V V V - Therefore, some care inimitation is needed. : , zt, ! :77 , The following ,wordsShould be used foradditional " 4,8 d practicewith A tp/ and /kh th ph/: 4 . , . I 14 . , .. -...., . . . pfial. phxr. ', pf phita.- : /pori . pol , -: :1":A ' . k -...... 4.. ,..

- pap , phupha. pita .-... pota/ :,. ,-.., po . . y.)he .y" .10, st I... . e , , N , i ' k ','...",' 'IT;j:47:',,, l ' ' 4 .4'. tol t fra .. thok. . ..,-,;. /Uri :thop. -, 1 .: : ,,...... , .,,,,,...,. 4 ,...

, , 41..C.4+3: ' , ,^, . , tik taj ,. for : tp' topa . 7 . .; ';''') \ .: 2 , A;*,! A: .;- ,..:,` I./ . -. '' ..v.:..... A. . 4 1 . . , . . khotom i. kita, Abm ketda khali', ko . , khol koi kar kheber kholi ;

, , ':

., st:

,,.34.

nepha napi tops, ...-%. /cup . pap rup - hoptixa :kopra kuiphi japxa iiepre dipa/ tithe /hoth satha jat sot jito rat sita Oth5 "teti bdt jzt/ sak t,f, , 4ok ..wekh 'lekb. . dukh ?,,,,, -,?,:.:,.; /sk 1 43okda oukai akhor kalokh elk . sukha .ii chs1 . cup chektI- 3' /car .oho e4wi . ._ cugf 4- CO chip chin elk iAt; cor .

: boo Jae Boo. /kup boo . wxch , ra3xa/ Inca hoehi soexa bacilli: pooxa

/w/ may have struck:'you-,-" 4.9 What we havetranscribed as less: as beingtwo differentsounds.One in more or other morenearly like , reminiscent ofEnglish 'v," the ,.,-.1, English 'w.' ..To anAmerican ear,these aresharply diis, 11 tinet, and -it.seeias, a bit ridiculousto transcribe th0 with the samesymbol..However, tormost speakers of Panjabi there is nosuch cleardistinction.Many, indeed, are totallyunaware thatthey use twodifferent considerable effort prinunoiations.It rmy take a very to, convince someIndians that theydo. Ys The reason forthis ratherpuzzling stateof affairs is in. may be seen assoon asthe.use of thetwo sounds speaker to an- vestigated.The detailsdiffer from one exactly as other, so yourinstruotor'a speech maynot be Before here describedbut thefollowing istypical. Before the vowels e ax/, the /w/ is'le-like. ti vorINNEION.1.11111MNIMENNINAmeaftems......

s'.

LESSON FINE

1.1.1,1,2a 5.1gilt rimester dukandar =nomostej 1 , .,, /toji ogida? .gtik kujcentre aide no. kiwi,'dittono? dukandar bdtBoatel'noji dorupred orj gik nof,ato bit me fngono dukandarcol() 'bus!ik rupxaoastpesode dx6 gak 000ha.

selk taze ombhasnoj i ? dukandarjiha, 03 I. seno.

sondurino,bdt000he. .

gak , kr.11;laono? dukandarsowsrupeekxllo.

getk mss toxkrupxadxinga.

k61one #23 leeson. dukandar°cellaji,apdi a

kelewekhaxo.

dukandar a lgS bdtconga ne. . gals kxviidxtte ? dukandarxkrupeederj on. 4 ...7..c--3,---",--r ,

4 te:bit meinge ne. ma topenjipose dzaga.

-dukandarl..celo ji, nebbe sof.

gdk settez 1dge?

dukandargotta.

In Patijab,shops areisenerally small and specialized.,.

These three.dialogs deal with fruit shops. Ordinarily vegetables will be sold indifferent shops. Moreover, it

is quite usual to have anumber of fruit shopstogether. f The vegetable shopswill also be together atanother place,

perhaps not far away. Grain merchants may be onanother

street. Some fruit sellers willbe in regular shops. Others will be in stallsin the fruit market, alarge and maintained by thecity. Afew c building usually put up simply do business fromthe street or sidewalk.

It is quite customaryto bargain a bit.Women tend to

.do so more than men,with the result that theshopkeeper

starts higher toallow more bargaining space. Bargaining

does not set the price. Rather it is something of abrief

ritual leading up, toagreement at a prettygenerally under-

stood going price in themarket at that season. Do not

overdo haggling in themarket. On the other hand,do not . Of '-acoept theshopkeeper's first price. Find out something

the local pricestructure at the time,and then, bargain

'until the price is inline. Shopping around from one '

seller to another willhelp give the neededInformation, 4111110111.41441.4110,41MMIN14.44441114

TranAations

V . - -54. Customer /MAmestca Shopkeeper /Memeste,/, sir.

1. Come in. What would youli#0

Customer I. want some oranges. , 1 ,1. ip; :.; What's the price? Mt. 1 How arethey givenfl

Shopkeeper They are very cheap, sir. ;4 Two rupees a dozen.

Customer No, they are too expensive.

14 e: Shopkeeper Well then, you may give me oneeri -

. . Customer. O.K.

.- Customer Do you have fresh mangoes?

Shopkeeper -Yea sir, they just came today.. These are Sanduris. Very good.

Oustdmer How are they sold?

Shopkeeper A rupee and a quarter a kilo:- ,

r Customer -. r will give only one rupee. Yesterday I bought somefor that *Oh

. .Shopkeeper All right, sir, 113 you please. Have these. ,, 1,

Show me those bananas. Customer t v, Shopkeeper Here they are. They are very good.

Otxstomor . How do you sell them? 11: l ''Shopkeeper One rupee a dozen. Oustamor Thatls veryexpensive.

I will give' fifth'*Jima. 43

Shopkeeper All right. Ninety is enough.

Customer Will you. take seventy?

Shopkeeper 0. K.

You will find a varietyof fruit in the marketsat 1.1 various seasons. Some will be familiar. Others, like United States. .-. mangoes/emb/, are occasionally seen in the Still others will be totallystrange.When you get to

Panjab go exploring in themarkets.Ask about anything

you see that youdon't know. It will be worthwhilegettin4 A, fruits and vegetablesin use. t:e. acquainted with all the There are two kinds of orangesin Pan3ab,/sentra/ . and /narangi/. Though they are quitedistinct, English . - A calls them both'oranges.' Most American oranges are

/narengi/ rather than/sentra /. isentre/peel more easily

and have a different,sweeter flavor.

There are manyvarieties of mangoes/emb/. The names

.:-vary from place-to place. They differ insize, color, shape

flavor, and of course,price. If you don't likethem the

first time you try them,try again. You. mayhave gotten oneof the poor varietiesthe firsttime! In the same way there are severalvarieties of bananas,some'qUite differ-

ent from that familiarin America:. Theyalso differ

greatly in price.

?, 4 P_ronunaiation

Panjabi has both singleand doubleconsonants. Double. - consonants are heldlonger than single. Somo'pairs of of a consonant. words'are distinguishedonly by the length

.* .5 is low There are not manySuch pairs. Nevertheless, it correctly, be- portant;to pronouncethe doubleconsonants recognized. cause otherwisethe word maynot be in spoken'Eng Double consonants arenot distinctive 7 rise exactly. In spellim;&Nib- lish, 'Nil' and F commonly to indicate ling of consonantlettdrs is used most 'hopping' something about thevowels. Thus'hoping' and Because you differ in thevowels, not in theconsonants. is easy to reading and.'ppl alike, it ;- are accustomed work on Panjabi. This to overlook thedifference when you hearing of thein- isAnother reason todepend on your reading the trans' structor's pronunciationrather than on Panjabi word with a soriptions. WhereVer we write a you tolisten carefullyfor. double consonant.it should warn unfamiliar to mostAmericans. :a featurewhich is be carefullypracticed. The followingwords should, t.. as. hereads First listento yourinstructor'a pronunciation pronunciation's. Hewill- the listthrough. Theninitate.his them onlyimmediately.after "'% provide amodel. At first say hearing 4112, , kommi .seddi kema '4`.1%'`, keoca 'Oukza cukkxa. kuca widu weddxa baki. bekki i, Kati jutti beta b4j3a 16b1 libh4, cabi oebbi kessi lepi loppi kasi 5.1/*. 'kuli kali/ .. ,

44 4 to 'al In 'man.' 5.7 . The vowel/w/ is rathersimilar, For. /0/ the closest English approximation issaw' in 'saw:!.! This is better in British ftglish thanin American. butnot really .close enough in either.Both'shOuld' receive practice.The following words will beuseful.* ..: e .. ' /km la tae .

1301" neer lair . two tar Ware. pAra pea , pEtli panel bando,, wart

/k6 00 no ,r6 j .. kor' per tor. cot dOr. 2 'Earl bet gel don c cdg 'tort; ... had si Pattern Practice 8sitsentra(aids e. I want one orange. skemb(nada0. I want one mango. skkelaciidae. I want one banana.

5.9kuj aentrooiidene.I want some oranges..; fl 0. kujembodideno. I want some mangoes., kujkale made no. Iwant some bananas. kujphel aide no. I want some fruit. Y.14 do rum. derjen. Two rupees a dozen. sewadorupeedorjen.Two and a quarter rupeesa dozork. -4 .7 714s. tm rupe k=ilo. Three rupees a kilo. .4'; 2

71 Those are reallytoo expensivol' 11 6- to oh moingo ne. = to btStseat°no. These are very cheap. . ,

/a oo u eu/, the /w/ ismore .1w1-likd. The two pro-. -

,nundiations cannot occur before the Bane vowel. It.is .

% therefore totally impossible' to find any two words that

... .

differ only in that one has a sound and the other ,.1.. 'v' -like ,..-N ... . . r , . ,,,...

.. '.:a 'w' -like. There is nothing in the Panjabi language' . -z.,':: - , makes it. worthwhile for a speaker to learn this dis- Unction. . This is exactly comparable to the situation in English

-than we have noted. English 'pin' and 'spin' have two very 4

V. ', a' I; different sounds. Yet any normal American will think of ," `; `.1 -then as one: 'p.' This is because, when initial in a

word, only /phi-like sounds occur, but when following an

'8,1 only 6/-like soundsoccur. If you examine all the

other places in English words, you will find that in each

41. place only one type ofp occurs. Thus, there cannot be

a pair of words in English differentiated only by thefact, -7. ';" .to that one has a /phbilike sound and the other a /Pf-like

, yo sound. Nothing forces the average American to learn to

, hear the difference, and he is therefore completely con-

. . i . , ''fident, that the 'p' in 'pin' and the 'p' in 'spin' are , , ,.''',exaotly the sane. Indeed, he tends to think it quite , ridiculous to raise the question at all. In a sense he is:

.. .2:;, ,.::' right: the two sounds are functionally exactly equivalent

...:, :..,.=fir in English, they are both 'pp' and that is what really '.,7 :V 'matters*

). It was for this reason that some special care had tO r:

be taken in practicing Panjabi words with/p/ and with .

t 4 , /p.114 This difference is crucial in Panjabit as may be ' "4"-"

seen from the existence of such pairs as/poll' and ' . 7 /phel/. Every Panjabi speaker.makes.this difference, haves

in learned it fairly early in life. He makes it as con..

°latently as he makes any other distinction. We must also ,

rittlres this flintinntinn if our Panjabi in to ROM(' riaht.

,-, andesometimes simply it we are to be understood at all.

It is not a question of either sound being a new one. Both, or very near approximationsto both,occur in

. The problem is rather that these two scunda are used quite

differently in the two languages, New sounds are often .

. . nowhere near as much trouble in the long run as new uses '`

, of old sounds. ,, For a Panjabi speaker learning English, the difference ,

. . between lit and 'w' is just as difficult as is that be-

4 tween/p/ and /ph/ for the American.It is not that

= F these sounds do not occur in Panjabi -fairly close ap-

proximations do -- but that these sounds are distinctive

English, but non-distinotive.in Panjabi.An Indian

, learning English will have to drill extensively with pairs

of words like 'vine' and 'wine,' 'vest' and'west,' etc.

t .. A Americans learning Panjabi will perhaps never get 1,1 ' , S 4.0; 10. 1,44, -"4 ... and 'w'-like r over hearing the difference between

'** er - z,..,t444'",, varieties of /w/, but they must learn to overlook it. It .

has no functional significance in the language. If it is .

4 ,. '0 ,ek, ,, not ignored, it merely imposes a profitless burden onthe

, . .hearer. Americans must also build up the habitof select- 4t. lug automatically the proper pronunciation offw/ for any

given context. Only praotioe imitation and drill oom 37

can.do this. But with enough drill, it can becomequite

natural.

4.16 In )anjabi vowels may be eithernasalized or non-.

nasalized. There are many pairs of words wherethis is .

the only distinguishing. factor. The following will i1'.

lustrate. First listen to your instructor'spronunciation.. Later carefully imitate until you can make the difference

-easily and accurately. /la lg to to

ja jg ka kg was was lu la ha hi so sO/ The following are additional words for practice'. Be

particularly careful to .get the tones' right as you

practice nasalized vowels.

jita sits : /tori lok! tola kiti

.pito nit& nndr5 2,5 ra jaI

la bier) sath'd pura diva al! tf eel igf suti 15I jutti jutti hall hal! tera teral

ZaILEAILEDWIE2 4.11 sobzihor ldge? Will you have more vegetables? a horldge? Will you havemoretea?

. . dudhorldge? Will you have more milk?:

4.12 039'. Itz (hid? Tea or milk? , kxkafi? Tea or coffee?

gObi 114 methi? Cauliflower or inethtf? r , - "" r " , (" -' immis.w...=,...... 1111110411.110.1011011.1.111011010111111

. 38

4.13 kha.ke axe. I have eaten.,.

pike axe, I have drunk

tam ke axe. I came on foot.

4.14 a to idolise? You will have tea, of course?

dtld to ploge? You will have milk, course?

: t

khanato khioge? You will have dinner, of °curse? ,

4.15 mxrce bit nof, . Not much chill. (),

gormi bitnaf. It's not very hot. .- .-

. dtid bit nof. There's not much milk. .,

4.16 khalaakalxj Jandae. He goes to Khalsa , - sokule Bandaa. He goes to school. e,, 4 ,tk , %,":1' biz, Janda. cal,' He goes outside. ,

4.17.bazar jandi e. She goes to the bazar.

cekule jandi e. She &es to school.

I4rjandi o. She goes to the oity.

4AS Note the variety of translations given for 4.13 and

t4 4.15. /genii bitnof./might be translated rather lit-

orally as 'There is not much heat,' but we would be very

, much.more likely to say 'It's not very hot.' 'Atha ke ax./might be translated literally as 'Having eaten!

,' came,' However, we would never say it that way. Perhaps v.

the c/Csest would be something like II ate just before ,

.. flame.' In many situations 'I have already eaten.' or

. . V(,, . something like that would be the natural thing to say , . 4- wheir one might say /kha ke axii./ in Panjabi. If /kha/ ' 39:. means 'eat' and /pi/means 'drink,' what would you guess as to the literal meaning ofiturl?

4.19 Notice the difference between /Oi to pioge?/ and foe pfoge?/. They have boon translated differently, but r

that is mtt much real help.Each of them could have been

. translated several differentways. Indeed, both could

have bees translated exactly alike and stillbe quite .4: correct. The real clue to the difference is in the . dialogs. In 1.2 A.plgiseii is usedas the first invita-

tion. Att to ploge?twouldnot normally be used, in this .7

sittation. In 4.2 John !las Just turned downan invitation

to eat. (Notice that /khans khdoge?,/ is parallel inform ... to fc pfoge?/.) Ram Lal than says Ai to pfogo?/ setting . . the second invitation off against the first refusal.

taps the idea is best gislyin bya long paraphrase: 'Well then, if you won t eat, yoa certainly will drink, won't

. you?' Except that, this paraphrase suggests impatience

4.41 bordering on impoliteness whereas /ci to gorge/ is quite polite.

4 .u3 4.20 Patterns 4J.6 and 4.17 are Used either of actual present'-' or of habitual actiond 'He goes to school' or 'He is vim .;* 4

, to school' will both translate isokule Janda e,/ depondft. 'curse, on the context and situation,

, "w%1 , DVIC;A?iCt) 0 et.. no.ty010:13047 door CI''0 te'0;0

44.4444444.441114414,1144414,144,4141MIMIMM144M114

3.12, mm to tk rupzadlinga. I will give only one rupee.

12 le te setterposedtinga. I will, give only seventy palate.

neete pose dzings. I will give only forty paisas: no tonebbepesodxinga. I will give'only ninety petals*

' 5.13 no to °sal xese dxgngi. I will give only eightypalace:

m totf pmaedxingl. I will giye onlythirty paisss..

neeto sewstin rups I will give only three and dangi. quarter rupees.

Patterns 5.11, 3.12, and 5.13 allcantata Aei. All

ofthem areto be used only when these sentences areset off against sone other.statement: Compare /ix%sesta ne

ji./ and /Pilaf, 4 tobit nmingeno./in dialog 501. Practice these same patterns with/te/ omitted.

Pattern 5.12 would be usedby amale speakers Pattern:-

5.13 would be used by a female-speakers The two are others,. . (-:-;wise exactly identical. rir-

5 ,>

"4.

..*- 5 - ;

'er .A L.+ re:

sli

,..rp A :;? A 'A r -. 0;

4 ; M

' 401=0.4%;

,47 ""4"t

LESSON SIX .

Dialoal - -, , r s 3. milt nemesta. ,

helwai. ' nemeste, ji. i Ls . go ji, kiogida?,

..... ''..t.: jelebtN kmw5 no?. gals 1,

",, - .ti . rupm kzilo.i helwai. ,.sawa

'' to tmrfi?

4 . ^ :.'1 halwai side tin rupee *Tr .^^^,st- ; ,..,,, ':' :'-',7'r a . ., 4, :

. ' i ' ; ,,, ,, -^---",i4 .. 1., :7.t ",. - tazia ne? *, ," ....1' le, ...... ,::. k helwai 31, hunekeddi ne. ik kzllodui.

.14 1'%. tokrivac padi6.

helwai eeeha ji.

g ledducenge ne? 3i, k& tense Bei.

kalakendwi tazi

4 it krwg e?

helwai tin rupee killo. gik to b6t mangi e.

helwai .034d bitmeinga e 16. . gik ponetin lm helwat eecha, :jug di Alai0 ''d.1.._

t, 104 Vt1 16 um. ''64,111 isurzinder metkaai wi .. 3 oceolia. 47 ... 61. 1. .4 m

.4- % .s .. ' 1 i 4. %. 4-4-* Ta surpdor . epetha0. a Aaer ap benaxae.

14+. mrfAhlt Az emu. . urznder to '1 metthig nemok waligne. ,. * wIan 4thikno. surzndor panilige?

sa +4 , :"'' ... ,,,,i4 ...4 4 4 . - .4% bitthanda. e. 6 ''-. - Ji.

Lamp Note The dialog, in 6.3 begins in a way that indicatesit

6. 4 , , to be the continuation of sone previous. ctonversationIf. % 4 9 ,, I : it were starting fresh, Surindar.iidlUsoie have,' - - :, .4% ;. ; - .;"

, I , 4 , 4 i.'` 4; e 4., ,. .. 4,4 I '4'1. " 44, .. P ` 'A e 1, 1.1 ; 4'

. 4" .44 . . . 4. 4 4 . 4 1

.44 a4),, I r tr.,.3 . 4 a ` t% ,, ., , ( ` s .I'' s, . ..6 g.4.7 'k , i i' V' 'I"' ":I: ... '' i4 1. 1, * .. 4. : !; , 4.0' e I ' 4.4

"/. 1,1' % .4'. "1 ' a, . `to

.1 1. , .' 4. 7 t; A' ' 1 ". ) . =

. ,

S a

.4 MW.7,7,F41171;;;;FFi.;,

Translations

6.1Customer /n9mpste,/

Confectionerinomaste/, sir.

Yes sir, what do you want ?.

Customer How much are the /plebigh

Confectioner A rupee and a quarter a. kilo:.

Customer And the i1rrfi/7

Confectioner Three and a half rupees. , Customer Are the 4jelebig/ fresh?

Confectioner Yes, I just prepared r. . : ?r ""t' Customer :Fine. Give me a kilo.

Put it in the basket.

Confectioner Yes sir.

Are these /loldul good? ,

Confectioner. Yost they were made iesterday.,

The/knlakeind/is alsOlbresh... 'a How much is it?

Confectioner Three rupees a kilq.

Customer .That's too much.

Confectioner The milk is very high, sir.

Customer No, I'll give two and three-quarters.

Confectioner 0.8., just as you please.

1 6.3 Surindar. Have some sweets. also.

John Thanks.

Surindar This is hetha/.

...We made it ourselves.

John It is very sweet. ;

3urindar And these are/Mqtthig/. They are salty.

John They are very good.

Surindar Will you have some water?. It is very cold.

John Yes, thank you.

Pronunfiation

6.5. Panjabi It d n/ are retroflexsounds. This means

that they are pronouncedwith the tip of the tongue

turned slightly back andtouching the roof of the-mouth a

little behind the gums. Panjabi /t/ is slighly farther

back than English't.' /A/ and /a/ are pronounced with

the same tongue position as/V. All of these vary a

little, of course, from word toword.

English 't d n' arecommonlyretroflex when they fol-

low 'r' as in 'Burt birdburn.' Pronounce each of these

and hold the final tongueposition so that you can observe hoard in English m4. carefully. Because retroflex sounds are

only after 'r,' Americanssometimes think they hear an

.1r1-like sound before d n/. (Of course,thiscould

4ot be /rig becausethis is not.1/11-like.)

The following wordswill be useful for practice.

First your instructorwill pronounce the list acouple of A retroflex and . times.Liiten for the differences between

11, dental sounds. Then pronouncethe 'words,carefully imitating his model. ) 51

/mot,.'. moti modi midi , moni mini aiti sfli sadi sadi Soria sOni p'ta pea poda pida cana perm kiti kent kgda ketda kana kana

jot jet . jqd jedi jani jai bita b4tua bendi bendi bani bani lot let led lenda lani lani/ t 6.6 /1/ also has an aspirated counterpart,ith/.This makes it necessary, of course, to pronounce/if quite Unaspirated.The following words will beuseful for practice. /thok thok thep thep than, than eathi paths hathi .kathi petthi phi loth leth hgth hqh coth cithi

it ik thik tok thok tep 140P kokhi rS pati pathi lati lathi soti

Cc Celh het heth ket kekb/ aittern Practice sestie. It is cheap. F

berfisestie. ; /berfi/ is cheap. ge'bi.sestie. Cauliflowerfit cheap. narengitazie. The orange is fresh. kelakend meingi0. jkelakendt/ 10 expensive. = 2--d -W

3 69 ;z: ;:: oj ' - unting 'v:: thefollow. 8.1? Cortain fractious areexpreaBecl by use of / F ;f ( inwora: r' ) /aewa/ 'orie quartermoz'e'

' , 1, /edcf ono half itoz'e ' f ,- t01j0 /poiio/ quarter 1oBe

. : & Forexample:

3 , :j1 three and aquarter' : /s9wa tril/

$ I r txn/ 'throo and a half' /sage . - :r ! j ::' :- /poe three andtliree-cauarteret ,

: :

. c) : There are two exceptions .,

_y' L /d tone and ahalt' . ' (

: : /j;,& i/ t tw o and a halt ' , l S k tollowe: t 7; Fx'actlone 1esthanone areexpreased as , :

c_ : 'one half' /dda/ S S S /pona/ 'three quarters' frct, Practioe thesenunbers inuitab1e sentences praotiooa. dialoe and pattern -. , the p ._,. 5 -;. s. . .5 i'iiL1. C . .t .5 3 .3. 'S -S 5. 5'., l -. 4 4 Sc

S 'S *

- r

S c'S

Is 4

5- 44

3 : 5'

'- S .SS, 'S,5S_ ---.- 5-. 'S-S. SS....SS.,5 'c.53 S. - .S,s,Ss.j, .c-- - 1 ' 4 4 -S - .5 ---: -S. '_ 5 ,4 - . - 5 &

4 55.3 J S. - -&e 55 3 3 __5 1. - 4- 4 A S '5- is I S S t) I1' S 554 1 1

4 4 *s

' 'I - .4

5S55

5' S-5- '5 S

S S -. ',C- - -, -S 5 ' S S 5 '' - --5- 5, 5. S ---S S . 5 5 S

-. , 5'_ . 5 5 S 5-. - '

S - ,

5 'S 5 =61111tistolorMaltiolo611006

.X...'3,."""r""',.fr.r.dr,'. ..r Of 1M 0 Sv "ti

r 4

.4,( LESSON NINE

Dialoxs.

jin set sirs oksl.

dukandar e at sIri okal. asji,kiogida

.4.- an kuj ph9l lane ne.

dultandar r'! jo jiega. j :

. ',44 0. centre,emb,seb,naspat 24ever. +: 4 , tenrizd ettgur ,", 4, . `Ar1;;;;; ..,.,, ,.. jan ., .., natipatitimstthig not'-''''' <1 ' ir1 .. ...,. V. .. .rr V 44or. '., < Jj , . . . ' '-j> dukandarr,i:''N' hg.ji, ...... , -,..t, .. Jan. , .,..J.u., ki pane?

- .... , I ,:' s4 dukandar.. :,...;/.. lkruon kzllo . ,..,, . . Jan .. --' to 413b kawg no? dukandar borew4diane

.r4 . kfilrupee ktllo r7 , sendurine. .-Jan sob kzwg no? 14".4-4, 1 1 . 6 It

4 dukandar boremiLtheno. 6 kokiri no. tin" rupee

, .

, Jan onemoingo7 .8

dukandadr hail novano. r: , Jan . oocha, zk kingei4itozkkz11.0 s7 sobdodzcS kznnepage hoe!.

. t dukandir IS 115 71

oar mpg hoe.. . side I . :Imre 4' Jan rucrbanl.

set sxri ekal.

dukandar aRt tart ekal

"*. ,

e Translations,

9.1John /sat ezri ekal./

Shopkeeper /setEarl ekal./

Come in, Olease. What would you like? S. Jnlin would 11730 some fruit.

Shopkeeper You will get anything youask for: Oranges, mangoes, apples" pears,bananas, t. guavas, grapes.

John Are the pears sweet?

- Shopkeeper Yes, sir.

John How much?

fs. Shopkeeper A rupee a kilo. :John And how are themangoes? Shopkeeper They are very good. A rupee and ahalf a kilo.

These are Sabduri.

John How are the apples?

,Shopkeoper They are very sweet. Sti . They are fromKaahmir.

Three rupees akilo.

John,. 'That's too much.

Shopkeeper They are from the newcrop. John Well then, give me .akilo oadh of mangoes and apples.

How much is that? ,

C Shottkeeper Here they are. All togetherb'fourand a half rupees.

on .7 - , -, :7/.6 7."

.; -,;'" '' ( """;". ..'"'''" 1 . ;: . ',. .5 ''' . '', f , '....,-''' .., . ri. ., ..,, f ' ..., . -,473_ . , .'' 'A f ..! John Thank you. /Sotantikal./ 1 r Shopkeeper /setszriekale/ -; , '4 1.s ,

A ',.. '',.. Pronunciation ! ..t' 4.. 902 Pan.jabl is a retroflex lateral. Practice' the k-.1 .': , // P. 0. C'', . 4. t.4.. 74.J. ., ,. 't 42:.'.-t ' following words:, :,: .L.- ,,... I. . ". -. y ., .. /sada , sara sala ...... , ret, '" - ,-. .' : , .-. -. . :.: ,.._" ::. ,. ,, ,,;,_.. moda -,.,: .: mara -, mala maUi" ... ,.. .t-;.::,:- -.-:,,, :,. ,.:. .;c.. .,, ... ,;,0.-''-', ,- . --$1 . . -.:, kada .,. , kara .,.. ..".% kala 3 ., 3 3 .4 . 4t:e A- ,. i':.r '7.'* I .:t, :._ ... , ...,,,. .1. :4 e. '- A pfdi , piri ',°' peeli pacli .,. ..t,,- , : %.' '' :;; .... A..' A. ... : ksddi -.- kgr i .kgli kali *. , . , .... . t ;i'' .:, .,...,.. ;:, 4 . . .; pfdi .$.:?.4, : par i '7 1...... ioli ,.: poll 1, ,-...,.., ..., .. .. _ -. ,...,-... ,,,...- , = pfri pill pzlli

v.:. , .f. 4 ..

on gods ., . seri - ..., kOli,. .c.. kA., ...... y 14'`. ; . 4- ,r ,!,-, .0r::.-...,-0,1, 6.11.1/ ., .:V;. .. , .4r iii, ,,At ,. ; A., . , A .: ,I A s. t ' :%:. -.7. "..; '. A -.4 IV .. ' "e / -, . ,, t .,' 'par sadi. kali tali kgri. nal ..--,-. --A-...:; .1. ...,. Af e- - .: , Mfdi ' Soiri war par poll dol ,:,,,,..... godi Esoli hi jend au ... , . rodi phadl .wadi rogi kogi

=. e 0 )"7 '9.5 The following sentencesare for practicing tones in ,',..,, 4 , . .. -.. ; r- - '3: '3'.I. 4 ..A ,A. ., . ,. ,., .. :. 1:. . '1.".' .' ,A ...; .. ',: .k. --- ...... -,.'-, :_,.,..,,,,, context: :,-,,.., .- . , .., ,.. '"4-' ',

,, .; . , ,. , 40 , . .''-4,v. ,,,,, - , .., '.', . ,. . ' o He came to our homo sade .A.,keraza.' ,;;','I':: ,2,...... '5, . 41 ;::;;;:- le - ...-5' I 4. ,,,c * 1\'' i ;.i -,t; - i -: . .- -'0*, - '' ..1 )''' ,: ` 4. V. ,, -_ :,';A ".,1%.4.- 4 '..4,:.; .. :L.osadeOM pznd~MO asa: ;,c He came to our village 5 .7 S4S ' 1' . r , .. , i ' . - ositg,eFira:a. . *'' He cabs to our 'city'. ,. . , .. e .', . . = , .. ., t: ,' . ; . ; 41' - 6 E .. . S.. t . S. I, k" , '{, ' S'.. .. D, z. , I , 4 6 ;' I.4. :A.,. a , V .7, i't / . A .:i "3,.. I 4.. 5,5 4 555 35 , f /'' . . ..t 4 , '4

," 474

6bar axe,. He came outside.

ma birars. I came outside.

palbir aut. Brother came outside.

send psi kol a. The ball is with brother..

gondmere Ica' 0. The ball is with no.

send 6d0kol e. The ball is with him.

6Bala e, He is in a hurry.,

6 kale a. That is. black.

6 para o. That is haavy.

6 cidqr gxa. He wont there..

6- ender eta. He went inside.

6 per gza. That :is

Pattern Practice .

phulka °gift o. I want bread.

khanacgida o. I want food.

cenga arab caida e. 'I want a good mango.

. thondapani cgida e. I want some cold water.

9.5kelakend cgidi o. I want some A31akond/.

..t. taziberfi cgidi o. I want some fresh /born/. , . consi Iokri cgidi e.. I want a good basket.

hor dal wadi e. I want more /dal /.

" 9 4D,6 ; rossulle°gide neg. Iwant porno hosguile/. + canse emb cgideno. I want some good bananas.

taze esntre cgide ne.I want some fresh oranges.

sit derjen kale cgide ne. / want a dozen bananas. ini`N.Tc;715,,T,q.

9.'narengigogidigno. I want oranges.

tazig naspatig cgidiEne. I want some fresh pears.

cengigjelebig ogidig no. I want some goOd /jelebig

9.8 kuj phellane no. I would like some fruit.

kuj metthigIoniano. I would like some imetthigi.

xk seblona e. I would like one apple.

nahati Imni e. I would like a pear.

9.9koi .ciznifcgidi. I don't want anything. .

hor barfi nefcgidi. I don't want any more /berf1/.

gerbetnefcgida. I don't want any fgerbet/.

hor phel not cgide. I don't want any more fruit.

9.10. Certain verb forts vary according to the number and gender of the object.

All the sentences in this sot of pattern practices

have boon translated with 'I' as subject.Actually, there

is no subject expressed in the Panjabi. This must be

to supplied from the context or situation. Here the sentences

. are given with neither. As a result, a number of translais,

tions are possible: 'He wants bread.' 'We want bread,'

etc.

Coung.n 9.11 Many of the following numbers are already familins

However:the.whole sot should rloeive more practice in

various frames. 5.

'6 I ex 5. tent

.'twentyl

'forty'

/1.1, feci

'sixty1 (ooripare /ant/sevoni J. ,.* r. , seventy'

I eighty' \

'hundred'

15,

1.34%01.441ftielA 9.12 /doso/ -talk; Ut.A.Lautaw. /tzn so/ 'three hundrod' 'four hundred' ' /oarso/

/penj so/ : 'five hundred' 'six hundred' .4 Ahc sot.' last 'seven hundred' . '45"s', IS, 'eight hundred' /914 80,/ /no so/ 'nine hundred' .3; iheztir/ 'thousanal

itA 4 4 %, fr; .4 -r

;;;- . e ' -5 ,tr ' =.

cat t, ",-- , =

-.t

..e

"t ..

tt_ !....'...--z; -4-1 .ftliano...... 11%11110.011111,

LESSON TEN

Laal2s2 10.1 jegirsing 4 derbar sib e.

jin isde sunAri gumbed bit sons los& 'time wi .serower jRgirsing . ji, to enada perchawg

lac bit sunder legda e.

jin 4 Imre beim si?

jegirsing car so sal hoe.

is di niguru ramdas no rekkhi ai. fan toto s bitpuraga 0.

ji. . 3 egir sing hg per soneda kwa mirdja regjit sins

ne Items= si.

jin isnu hRri menderwikeIndene na?

jegir Sins A.

ao, ondRr

jin' s Iii ga re4no?

jegir sins 4 kirtonkerre4ne.. smith sib de gebd- ss no.

j4n bit sOnasondene. .

jegir\sins .hg ji, 4bit. censerasi ne.

Elder merenal O.

perIad

jin eccha ji. jegir sins derbar sib pesend Etta?

fan ha ji, bh. Raasollaka 10.2 The Darbar Sahib or Golden Temple is the leading Sikh

shrine. It is located on an island in a lake in the center.,

of the city of Amritsar. Tho oity is named from the

iteinvOa, Ams,44eniolo rimeivt4..ne. fT"Un.1~416%. ^40 Vi 4.14.0W1~4,Maw+ava f

Before partition, Amritsar and Lahore wore together

the central cities of Panjab. The border, however, now

separates thou. Lahore is the chief city of Pakistani

Panjab, and Amritsar of Indian. Amritsar has long been

the most important Sikh center. There are a number of

shrines in the area.Khalsa College in Amritsar is the oldest Sikh institution of.higherlearning. Randal was the fourth Guru.He led the Sikhs from

1574 to 1531.

si Ranjit Singh was Maharaja in the Panjab from 1799 to 4 1839.

The Granth Sahib is a collection of hymns and other

religious writinds.compiled.by the Sikh Gurus.

rYs..- A /kirten/ is a musical recitation of religious poetry. a

hergad/ isa preparation of flour, ghee, and sugar .

which is passed to the worshipers during certain services.

.0' ,

,3 ',4 4

r 1

'1.11,= vs

21122111= 10.1 Jagir Singh This is Darbar'Sahib.

John Its ;olden domes are very pretty.

Jaslr Singh Yes. And their reflection in the'lake,

AY4 also very hentitifillz l' John When was it built?

Jagir Singh About four hundred years ago.

Guru Randas laid its foundationstone.'

IV John :,,Then it is quite old.

Jagir Singh Yes. But Maharaja Ranjit Singh had

this gold work done.

John It is also called Hari Mandir, isn't it?.

Jagir Singh. :Ye El.

Let us go'ia. . 4 *John What are they singing?

Jagir Singh They ar© performing theKirtan. They are singing hymns from the Granth

Sahib.

John They sing very nioely.

Jagir Singh Yes, they are very good singers. .

COME)here withme. ; , Take Parshad. t 1"4. . , John All right.

Jagir Singh Did you like Darbar Sahib? ee, John 0 yes, very much. .

.1 80

Pronunciation

10.3 There aro no new sounds in this lesson. . However,

practicing the following words will give you fluency in

the.mcre difficult sounds of Panjabi. Concentrate especially on the retroflex (underlined) soundn.

, /kana pone sada sgde tiara saga

Jana ona 114ddi wcddi tart cgri

pani .' chgni tldi leddu . Berk reek 14 'rona Ona. tadi 'And Uri. AnA

raenka ronek MOda txnd kiki. hATA ,:. pan tani pbd ched para ,klrit

1Q.14 Lore tone -practice in frames:

6ludxane jdosa. He will go to Ludhiana.

anrzts4r jiega. He will go to Amritsar.

ojel4nder jetega. He will go to Jullundur.

, esrludxane jgwanse. We will go to Ludhiana,

es!onrxtser j4wange. We will go to Amritsar.

a es!jolender, jgwanse. We will go to Jullundur.

ma) ludxane sg. ryas at Ludhiana.

; ; ., " ,.11D emrxtser.bg. I was at Awritsar.

4 jelelnder sa I was at Jullundur.

ludxanc see .sg *ear. We went to Ludhiana.

emrxtsorgee sg ear. We went to Amritsar.

*4 I jelfinder see oa Os!: We went to Jullundur. 81

oBade nalludxane gm. He went to Ludilianawith

7774, '6 slide nal amrxtser gxa. He wont to Amritsarwith 4 41 .t Mti with u osalenal j elgInd er gxa . He wont to Jullundur

Pattern Practice

1(0 emr,11,914 nAnn The domes look pretty.

gumbedbet sons Ind()ne. The domeslook very.pretq.

isunArigumbed seine legde The golden doomslook prett'

.ne.

sede gumbed sons legde Its doves look pretty.

ne.

'10.6 perchawil sunderlogde o. The reflectionlooks beautt

botsundarlogdaThe reflection'looks very

N .,- :t%,: G. beautiful. ,., ...... , perchawg- sunder. Their reflection looks ,.., Ina da

,,. ,-,. :.. lesda. 0. beautiful. The reflection inthe'poo. +A perchaw5sarower wxo

sunder lagda e. lOoksbeautitul..'.

Sahib 10.' derbarsib -kad5 benxa si?When was the .Darbar built?.

embed ked3 bone son? When were the domesbuilt?

sone dakom .kedakerwaxa When was -thegold work done P' yid: Si 7 xs. 41of kod3- rokkh16i?Whan wasits*rnerftstone .S laid? , doing ?. 10084'kJ. karre4 ne? .Whatarethey what are,thoy 4 ki.fkh41re4 no? jogir sfrigki karrd.e? What is JagirSingh.doing? sprit .korki.garefe? What is AzirktKau?, ingins

16.'9 kikarda. e? What is hedoing? kisondeno? What are theysinging? male kikhedde no? What are theboys playing?. Wig kigondig no? What are thegtris-paay

ap dikafiArsondat. I liked yoUrcoffee. ap deangur.. pasondae. I liked your grapes. ap digjoleoig pasandaxe. Iliked .yourholeb14 4c'

ranee such asyou haveboon using. /sag/ 'sixteen' begat 'seventeen' Margit 'eighteen' /mu 'nineteen' You can now countas far astwenty, andby tens A? fraotiopi one hundred. You also knowhowto express 83.

to stop withthat. nupbers. For the presentit is better complex and notfrequently Ito remainingnumbers are rather

used. is one ofthe For example,4enjottor/ 'seventy-five' condensation of more transparent ones. It looks like a of figuring /pen14 and Aottqr/. But there is no easyway the oar waywould be to out what theford should be, so

. ^ less obvious: /gab/ .memorize the whole'set. Some aro much like/pond/ and/POW. sixty-five'does not look much -fluency inPanjabi,you. After you haveacquired greater For thepreDoilt;:- may.aesiie to.learn some morenumerals. them. as far aspossible. . 3t is betterto avoid ' s v ''';`'Nky:ttAl",-*7 kY4)...4 . ss : . 4k

,:, e z

.ssq

t . , LESSON ELEVEN

( A Tale

1 1. si orrito sksi kg.

A AreN rrnan 1act2G. C. uwwv Av.*. aby

r, '3. oxri nopanda oolg da dans,

4. tokg ne lnda mo,khgda dana.

5. oxri !is baler): leggi.

6. One kg nu kxd. , s I. kawgkawg, jikhdtopani 41'

8. kg ne to pantle ands +VW

9. owi ne la nukri.

4 e. 10. 4 pant thOra .

11. ji hor .e VS 12. kg pani loon cola gra.

13. .prooh6orri no khrorirain' ke khs

14 to oekkidegondwro luk gei#

15..',jed3 kg pant lie keaza, si. S.' 16. to lorri Othe koi not * 17. OderOder wekhdxg da Vunja

18. kg neeg wro Bolsitbtti 14' r 19. to oxride pdnjewxodo artAii..

20. orrileggi Olen, .

21; or or meraydnja sem.

22. kg MAegg3 kap 23. ka peraxakhrooerkh6a.

24. (co mari bat, to Mb: pm 134 rat 84 85. t'T limusaalt 11A Thin is a my familiar folk tab in Para jab. It be distinctly worth memorizing,since you may have ()Ivor-

tunity to tell a tale. A familiar one iscertain* the

best for a beginner!

Line "1 is a very usual openingformula for a tale of slightly from tale to -: this sort. It is, of course, varied

tale: /xksi rajato ak sirani./ 'There once was

a king and aqueen.' etc. A sentenceof.this type marks

that follows as a tale in muchthe same way as doesEnglieh

'once upon a time there was a sparrow and acrow.'

Line 2!i is a standard way ofclosing a folk tale. It

has some of the same functions asEnglish 'And so they

lived happily ever after.' Neither of these formulaswould'

be used with other kinds ofnarrative:

Line 23 is a well knownproverb. It usesAchumer

instead of the more usual/khxcril. Being a proverb, it

would not do to changeit, of course. /Pima peraikhzoxi khidid would, however, mean exactlythe same thing.

11.3 Athscri/ is a dish made of rice andsomething else ;": cooked together. The other ingredientis most often some

kind of /dal/. This is -the case hare; /moth/ is a kind of of /dal/. The wordikhxcri/ is also used metaphorically anything mixed, e.g./klacripaga/ mixed language,'

Panjabi, English, Urdu and what-notmixed together.

11.4 Village people grindflour from their owngrata. For this purpose they use a/oekki/. This consists of,

lplyaaLiagaNil '04 ;t1 Olt 1211 oao NIA '44 t,,,,,

is station.* two stones one abovethe other. The lower one of a/hetthil ary; the upper one can beturned by means the upper stone (Capare /heth/ 'hand'). In the center of $ is poured alittle is a hole/ma/ into which the grain at a +4na- Tt pasases between the two asthe upper, one,is "15, : turned and °tomes outaround the edge asflour...

. - 1

. 7" = . s . -, te. "' .

4 ; S." ,40,401 e. t s' . . :

4'F ''4 SI tc ii 4 " 0 , .4' 4°4 '

SA t.o '4 t

, ' 7°

, 4

, ;%... I4 ..) , .4 44 ,4. , . , . . .. tr, 4, ,

0 S" ' ^.11

14' 4.. : ft 4 . .* sa. ,. . -. if'

.1 1. 0, 4 .

, ., 4. : 4 s -e 4

4 ti,'ke`"V 44 51; : '--- (..

, : . ':

,y, T

. . . e ': ,' y :

: ' 4e4 1. There was a aparrow and a oz'ow.

- \ z : ;-.'v 2. They toGether began tocook I' - 4, 4 I : 3. The aparz'ow brought a 'atn O rQ? ' :: JL ArA thA øl'OW brouttht a grain ot/mOj2/. . 5. .. - . S z::: ;

: : The epaz'row bean to matett,e.

'\ :l 4

. -' .y kc:: 1' 6. 8he said to the orow

S *5 I . . 0 orow , 0 oiow , o and brlfl3 ;: : j :

SS t½ 8. The ox'ow brought waterfrom t , . : c 1 S ' The sparrow said tothe crow - S555 S : 9. . S S :. " .. A *S I 1 ;; 10 Th21 a water i a I itt i.e . : ;'., % ;;1 11. Go and brine BOIO iiore . :

S S : . S 55 :: : S :-4 ''12. The crow went to brinethe water. - 13. After this the sparrowcookcd the/khzci/ and

ate it. * 1f'*5* 55 45 5 5 14. And hid herae1in the hole of the rindir$WhSö3.or* with water, -& 15. When the crow z'e turned

5* 16. The sparrow waan' t there any iore.

17. Looking around, he sawthe aparrow'3

18. The crow heated aneedle in the fire,

19 And pushed it In thetail of the aparrow. ,' ., JsH S 20. The BparrowbeSantoory I '' 21. /oT oT/, my' tail is burninB. (s * S :' 0 - 55 22. T1'ae orow replied

S S S 0 5 23, Why did she eat anotherperson' a /khzoo/?.

24. This is my tale and thenight is late.

S 5 L_____,S S 5 .

Pronunciation to 11.5 The following is a convenient summary of all the sounds of Pan jabs:

Retro , Velar Palatal flexDeital. Labial ,,;

,2.,, .,,,,,, Stops, voiceless k o t t p

.. aspirated kh oh th th Ph.,.., ,. ,... ,...:: voiced S j- d .4 b .: . ., Nasals 0 if. n 4 .. n m , 1' 4 Flap and trill Laterals 1 1

4 \ Fricati;fesvoiceless 8 ,'8 voiced . e Semivowels y Glottal Nasalization Tones M Vowels isossou set:

pa% The labels given are technical phonetic terms.A fei were introduced in the first tenlessoni.The remainder r. are introduced here for the convenielloeof students who have studied phonetics.If you are not already familiar

with them, there is no need to learn them.They will. . not be made use of in the. 'remaining lessons.

11.6, Certain of the sounds listed require some cmmen,t41 There'is a clear contrast in Panjabi between/rabi and /mit /nd/ and /n/, andhaw and lateThis is shown by suoh pairs of words as the following:.

.; 89

/korai)/ Itremblet /ken/ 'work' /sena/ 'tool' /son/ 'year' /kencl/ 'back' iked 'froth' In the speech of mostPanjabis, there isalso a distin00: less tionbetween/rig/and 4/. However, this is'verymuch .important. There is a'great deal ofvariation. Some say

both. .::;;;!;,N' /ward/ Iliket; others say/Way./, stillothersuse Be- tthose who say/war)/ usually say haw/'trick.' t. ause of suchvariation, it is impossibleto transcribe

the difference in a waythat would accuratelyreflect the

pronunciation of all those whomight serve asinstructors

using these lessons. But it is hardly necessary,since

the distinction isof little significance. For convenience,

we. have written both as/ng/. (This is possible because

Panjabi /n/ never occursbefore/g/.) Thus/Wang/repre-';''

senta either/war)/or/war)g/,while/vixens/represents only /wxemil. 'If youimitate your instructor, yourpro-

nunciation of thesewords will be entirelyacceptable,

ukl though perhapsslightly different from thatof another

person trainedunder a differentinstructor.

stiller. .11.7 The situation withAV is 'in some ways There are very fewwords with/ri/ where this is not im- is mediately followed by/0/ or /j/. The onlycommon one mn/ or 4n1 /efiana/'child.' On the other hand,neither simpler occurs before/0/ or /j /. We.can, therefore, use a transcription and write/no/ and /n j/ instead of the more. There is nopossibility: A strictly correct/no/ and /Mil. 4 90 r4, would not behelped by the of a mistake,and the beginner ro, added specification.

not distinguishedfrom ;;.' 11.8 In some partsof Panjab, is words than isindicated /1/. In others,41/ is used in fewer pronunolation, there- in these leszonao YourinetructorP.s 'shown. In any fore, may notcoincide exactlywith that If you do so,you will case,imitate hispronunciation, Panjabis who be understoodin any part ofthe Panjab. . tohearing dialects. distinguish'Ai and /1/ are accustomed distinction in acommunity that do not. If you make the difficulty, and yourspeech that does not,there can be no for it. .nay evenbe consideredslightly superior

make a cleardistinction betweenAV , 11.9 . Not all Panjabis 0/11 (which is muchrarer). (which is rathercommon) and Word, some peoplewill pro- In certainpositions in the Thedistinction is nounce bothmuch likeEnglish /f.1 Educated, mostly likely tobe made ininitial position. a -e than un- people are morelikely to makethe distinction practice is toimitateyOur educated. Again, the best a verygood instructor. His speechprobably represents acceptable anywhere. type of Panjabithat should be

most often inwords bor.. 11.10 /z/ is a sound that occurs is very.Mudh more common rowed 'fromUrdu. As such, it

. Its pronunciation in PakistaniPanjabi than inIndian. Americans, being verymuch presents nodifficulty for give troublefor some like 1z1 in 'zoo.' But it does frequently hear/j/ substituted, Panjabis. You will particularly inrural areas. Thus, you mayhoar /fart

be prepared to hor andunderstand /il.

There are three tones inPaujsbi. Every word has

''.tone is very much themet freqUent. For this reasonitt

is convenient to leave itunmarked exoopt when it occurs ie.

5 ' notwritten, the tone is still tobe pronourieed. Eve ."janjabi word has a tans. The following indicatethe

1 syllable 2 syllables 3 .syllables

0,1tio 92 . 4. infrequent, but Four syllableand longer words are 1, follow the sanepatterns. PattojiPracti brought a grainofA /1:12 oxrinocolg da The sparrow rinn, aana Aiauua. kg nepanileanda. The crow broughtwater. needle. 6ne selai He. brought a ., ' - , . . fruit. . nophel He brought .0'

to make afire. kg eg be.len legga. The cmwbegan The boy beganto work. munda kern kernleggao The girl beganto work. kuri kart kernleggio. I :'' to bringwateo' kurig pani lmn. loggias. The girls born

I . tt The sparrow wentto build a :11414 '..oxri. egbaleh .oeli

ei. to cookAchxorii4 , kg khxoririnen oela The crow went

. , xa.

. et water. la gong The girlswent to .Y . kurig pani c:;,4 . . ..-- ,geiSo went to work. .munder kaukerneels goeThe boys

; -.:2.,.* needle into the ptinje wxo deHe put the ..4. o1$= oSaie selai tail. .,-.i,- :, . :' r. - - Z dxttio , 1$1," .".- '' .4.4, '. .''' '''' ".*.$ --` ..'-c',., 1: , in the hand.. ,-- ' $--' _ . : :,..1. de He put the money .. -- one pmsaheth wxc el 'ler .1:1' .;;Ve:14 'a '' . e , ,, . ,, dxtta.

4 i2:4'.: t 'f'S ,,4 ;I ..: ... . her the waters , ' e ttnu de The crow gave 1, : '{.',.: :''' ,kgnepani ' ,- S .. .. d2tta. the crow 'oxri nokg nu kincri The sparrow gave /khaorif. 1 de dxtti.

.1.1.1111.111110

4F141. 93

from.the W031 . 11.16jge khd t5 pani lzao. Go and Get water frOm jgobegar t5sebzilzao. Go and Get vogetetles the market.

jgokhzeri l'ao. Go and Get/khzori/0 rice. jet° horcol lzao. Go and get more

r The crow said tothe sparrOw.'. 11.17kg neczri nukig. , .. shopkeeper. Onedukandar nuka. He said to the , .

The confectionersaid to him..1.* ne Onukat) -

ens Onu kzg. He said to her. She said to him.

= etc. He said to him. . ,) ;, a, %

have seen many 11.18 The pattern in11.15 is one that you command or - times beforo. It istheusual way of making a

request in thosituations of most ofthodialoge.given will find most, in these lossons. It is the form that you

frequently. proper in yourcontacts. with Panjabipeople. comparison with sen- It is given hereto provide a

, commands of tences 7 and 11in the store._These are also be addressed to a lesspolite kind. Such commands might but. children or undercertain circumstancesto servants,

not ordinarilyto adultacquaintances.

to such sequencesof 11.19 Ala/ is parallel in function /Znuis are written words as/kg no/. /one /, gne/, and only one tone., as singlewords because eachis said with /4 ne/ would Each Panjabi wordhas a tone. To write *0

imply a second. tone,/4 n5/, but such apronunciation

is not use 1. 9!1

t t /kern/ is .to /kor/ as /lean/ is to/Ice/ or /Anon/ is 11.20. .04

to /rfn /. The ending here is/.n/ after /i/, /el/ after 4

vowels, and /-eil after mostconsonants.

.. , 11.21 Compare the order of wordsin 11.7 with lino3in

11.1. Conpare 11.8 withlino20. Th pattern practices givewhat is usuallyconsidered

as the normal order. In colloquial Panjabi,however,

there are many departures fromthis "standard." Perhaps . . the commonest differs byonly one.change: one word or and put at.., ,: agroup of closelyrelated words is taken out t the. and of the sentence afterthe verb. Sentences of

this kind have appeared manytines before in these

lessons. For example, in 2.1:

.` /©nemere dost, ramsopal./

Compare/4 more dost, ram gopal,ne./ /Mere dost, ram gopal/ is such a groupof closely related t unit, even if it does con.' :.words that act as a single (

stitute more than half thesentence.

% ,

14 4.

. LESSON TWELVE

4 Legend, 1./xk were digel o. kn.° pArd goo, 2. gurunanek. tomerdana ona da bora. ader 3. elth6 dxg lokg no

4. guru ji . nokx4. jae. 5. 4'mid ujjer dupre pxnd goo. 6. phtr guruji to merdana da boraimeder kite. 7. Otha dig lokg ne Eina dztti. 8. guru jinoesis

9. 4 pxndwesdarod.

10. merdane nopucchla.

11. 4 kin dxtta. 12. guru ji ne utter

uj j er j &go , 13. j e Congolok

.0., cengiai nal lie 14. jxtthewi jEinge, apni conga0./ r wxo i rain to 15. 'Arolok apnepxnd

abound in Panjab. typical of tholegends that 12.2 This is famous man,particularly of re- They aretold of ovary

ligious loadors. founder of theSikh Guru Nanak(1469-1538) was the

movomcnt. 'It is thebppaning /xk wore di gele./, literally opening fortales and of onetimept is aconventional

legends. 95 -96

Translation

12.1 1. Once upon a.timo.'

2. Guru Nanak and Mardana went to acortan village.

3. The people of that place paidthem mull) respect.

4. The guru said,

5. "May this village 'be scattered."

6. Later the Guru and Mardana went toanother village.

7. The people of that place treatedthem verydisiei. .

4, spectrally.

8. The Guru blessed them,

9. "Pay this village.prosper.."

10. Mardana asked,

11. "Why is this?"

12. The Guru gave answer,

13. "If good people will scatter,

14. Then wherever they will go,they will take with them . 1.4 their goodness.

15. But it is better for badpeople to remain in their

own village."

Grammar

12.3 The pattern practices inthe first eleven lessons. have giVan you a number of hintsat Panjabi grammars

You have seen, for example,that certain nouns havedire.

forent.forms for singular and plural(e.g. /sentra

sentren and others aro alike (e.g./omb emb/).* It is

now time to organize someof these facts. If this can

be done it should makeclear some of the underlying

principles of Panjabi sentencestructure, and help greatly as you toof a further command of the languaso.

it "srammai."Amlricans are often conditioned to think of

grammar as merely a Ions list of definitions and a nurabc:or.:-

of rather pointless rules. That is a mistake. The

terminology is really rather unimportant and formal

definitions are often beside the point. Rules are much

less important than undorstandtns. 4

r A few technical terms will have to be used, of course.%2-' '' ;

back through past dialogs and pattern practices. You

will find many examples of every principle that is nano

tioned in the grammar notes. The notes will, for the

most part, merely systematize things that you already

have some informal acquaintance ylth.

There is one very important reason for calling your

are quite different from English patterns. They will be ,

hard to master unless you see how they are different.

Not everything in Panjabi is obviously logical, any more

than is the case with English. However, many of the

patterns are much more reasonable when you are able to

see their organization in Panjabi terms rather than in

English. The grammar notes are designed to call your at

tontion to the system of Panjabi grammar and to show how' 98 12.4 Panjabi expresses. certain relationshipsby means

nostpositions. 'Theseare words li!te:

ivisc/ 'with' /41/ i,

/to/ 'from' . /da/ 'of

inu/ Ito' rAi"

h11 of these haveoccurred in pitist lessons,some of them many times.

"Translations" have beimgiven for five of the six.

With any kind Of'Word,one -word °meanings"are notoriously,

treacherous. With postpositionfithey are worse than

average. Sentences containing'iwie/can often be trans-.

lated by aontoncOitcontaining tin.' This is probably

-more often the case thannot, but thereare instances where 'in' simply willnot work. So to say "Ano/moans

'in'" can bemost misleading. Withsome others, the

situation isoven worse. Probably more sentenceswith

/nu/can bo translated by sentences with.'to'than with- any other English word. '4 'To,' therefore,is probably the best one-word "translation"for /nu /. But there are

very many ways in which sentencescontaining /nu/ can be

.translated, and theuse of 'to' is only. one of themany.

'To' isunsatisfactory in more instancesthan it is

satisfactory. We gave it merelybecause nothing is better.

With /ne/, the problem isso difficult that it is'

certainly bettor not toattempt to giveany single-word

"meaning" at all. That does not mean thatwe can give

no guidance on the use of /no/. It is used in very

specific ways, and itcan and should be described.But 99

a translation is not aworkable way of describing thou.

/nil is used in 'certain very definite places incertain

specific Panjabi sentence patterns. Those patterns can

be described. This grammatioal descriptionwill say }. Aftel."~,,U4Inn, wnrthwhila to aay about the V I j Iliaa&60tlint it in really , $J' 4.4 ,..5 use of /no/. A "translation" will beable to add nothing

at all. Similarly with /nu/ a grammaticaldescription of

certain patterns will toll us a greatdeal more than any,

translation as 'to.' Indeed, it will tell useverything

ocirroot of what the translation might tell us.

With any "small words" likeine/ and /nu/ the im-

portant thins is'the patterns inwhich they are used.

Those will become clear in duocourse--perhaps you have

already surmised a great deal of ithem. The translation, ,

is unimportant.

12.5 Postpositions are used in several ways. The most 1 important one is immediatelyfollowing a noun in such a

way that the noun andthe poutposition form a phrase.

That is, they form a unit ---aetlbassembly --which operates

as a single entityin larger patterns. This is true of

. all those poatpositions. The choice from the listis largely a matter of the relationship ofthis phrase to

other words in the sentence.

For example,/da/ usually relates to another noun.

/da/ precedes the other noun. - r Usually the phrase with It thus works very muchlike English 1-2s,1 whichalso

follows nouns, and joins them tofollowing nouns. 100 /ramda p;1/ 'Ran's village' '2"f "t;= t;-: *' If wetranslate/Aa/ by'of' (andthisis a common praotioe), we mustramaaber that the orderis entirely. different: /ran da pule 'the village ofRam'

12.6 /da/ is unique among Panjabi postpositionsin that it agrees with the following nounin much the same way as does an adjective. bacindasentra/ 'Mohan' s orange /congasentra/ 'a good *orange' Aidndinarengi/Iliohan's orange' /cengi narengi/ 'a good orange'.

, ./ande sontre/ ' Mohan.' s oranges'

/censesentre/ . 'good oranges I janedignarongig'Mohan' a oranges' /censiiinarangig/ good oranges' *.

12.7 Before postpositions , some nounshave a distinctive r ;.44,41.$ form. /mvnda/ 'the boy' /mun.dodadost/'theboy's friend' /munde/ 'boys' /mundzildadost/ 'the boys' friend' Those special formsare traditionallyreferredto as being in the ,oblicue, case.It is convenient tolabel' all tors

occurring in this position, evenwhen they are not . visibly different from thenoninEAt.ve.

C 101 On this basis,most nouns aredescribed as having four. important forms.factually no more thanthree of these are overvisibly, different.All feminine nounsfolios-, low ono pattern.Mascii line nouns followtwo, one forall

masculine nouns endingto /a/ in thesingular nominative,.r The followingare typical ex; and one for all others. , maples:. ; . masculine I masculine, II feminine .r 'boy' washerman! 'girl! 4"V , is nominative /munda.. tObi .. kuri singular oblique monde tObi kuri .' : singular 's tObi kurig nomine.ti vo monde ". 4;3.. plural C, oblique nundza tbbirt kurig plural If you will go overthe material youhave learned singulars and plurals, 'V. you willfind examples of 34: nominatives andobliques, and allthroe types ofnouns. Seeing or hearingthem in use willoften tell youwhich . group any nounbelongs to.

.1 PattornPractice, 12.9 ranpindgxa. Ram wontto the village. sitapind 0 Sita went to thevillage. The boys Wentto the village.. mundopxndgeei 44.5. to the village.: .kurigptnd geig. The girls went

44, :4, ..; 4

5'. 102

12.10 guru ji no esis ditti.. The Guru gave blessings..

lokgnokemkita. The people worked.

merdaneno sewalkita. Mardana asked a question.

merdanonogelkiti. . Mardana said. nundxg noador kita. The boys treated them with respect.

kurig ne nxrader kite. The girls treated them with disrespect.

12.11 pxnd dxglokg no ader The village people were

kita. respectful.

pinddig kurig no kern 'The village girls worked.

kite. non dedost na utter Mohan's friend said.

dztta. ar dxg dostg noken Mohan's friends worked.

kite.

12.12 min dakerpxnd waa 0. Mohan's house is in the village.

ranramde dost r wxo no. Ram's friends are in the city. mxrze. digcizg kAr wxc Mirzals things are in the

no. house.

eida saikelkalzjwxc e. His cycle is in thecollege.

12.136 kurinal si. She was with the girl.

6 morenal si. He was with me. 6 mundlg nalbmtha si. Ho was sitting withthe boys.

6 kurig nalbmthi si. She was sitting with the girls.

- 4.-.-k_ksarkko.. , 103

John is from America. 12.14jgnomrikat3 o. .

*717%.) "4, ." odillit3aza, He oamo fromDelhi. mundepangEb t6 ae. The boysoamo'From Panjab.. pakzetan to aig, They came fromPakistan.

/kerda 12.15 The verbAter/ 'do,' with its present tense phrases withT and the past/kits/ occurs very frequently in anoun, o.g./613/ 'work.' These phrases oftenhave. idiomatic meanings andshould be thought of asunits..

- 4.7.% - 4 a'

v e'

r., . . 0 o, 111111111: 1111Hilti 11 It: ,,,,,, \ 4144444.-4.41bipmen44***,,,,,,,,,,,-

LESSON THIRTEEN

. .. . Liaall vacmenai jandi e. 13.1 1 /ATwalisaro .11ZIret -; guru hundi \: 2. Ode nal sxaldi ,rut sejondone. 3.* lok apnekerg nu saf.kerde to kaddeno. 4. helwai newigmethxaig , leddu, kelakend, berfip. 5. jelebig, pero, . - 4. fab ku;benonde ne. 3 1. . , . phxrde ne. 6. chotemundepetako lei ....

hundi s... . 7.* dxwalidirat nuker Om dip mala - 8.. EA pas()berig ronkghundig no.

9.'ke)Inde ne. , ji sita nu wapes 10,; es dxn rambender

ejliddia as son.

, e./ U. dxwali us khugiwxomenaijandi

celebration of Hinduorigin, but for 13.2 Diwali is a 041 significance, andgeneral4 '4 mankr1eop3e oflittle religious 4, ;

*IY celebrated byall communities. . of the kid.- The Ramayanais thelegendary history har eventual napping by Ravanaof Sitar wifeof Rama, and this is probably rescue andreturn° Throughout India story. It is less oftentold ,- the moatwide1.7 familiar Ty

A the incidents arenevertheless in Pakistan,but many of

widely known. ," 104 "." " ' "." " ^," "--",; -1,5 ir+:3? et >**7;:':

/ram .. Rama is known by anumber of differentnames.

cendqr/ is a rather common one.

'a Garland oflamps,' 13.3 /dip nala/ is literally recently Originally smallclay lamps wereused, but

candles or eleotriclights have tendedto supplant then.

Translation

13.1 1. Diwali is celebratedall over India.

2. With this thewinter season begins. decorate them. 3. 'People cleantheir houses and

4. Confectioners make freshsweets. berth, 5. helebig, pore, loddu, kelakend, they prepareeverythinG,

6. Small boys carryfirecrackers. house lamps arelit. 7. On the nightof Diwali in every

8. Everywhere there areGreat celebrations.

9. It is said to Ouddia. 10. "thisday Rana broughtSits balk and came

,41 11. Diwali is'oolobratodin this joyL

Gramnar have soon, on Sentences inPanjabi are.built, as you contain a vorbphrase a numberof patterns.Most of then contain a numberof other and a subject. They-may also of a singleword elements. The verb phrasenay consist subject may consistof or ofseveral. Similarly, the phrase and thesubject, word or many. After the verb element is theobject. This the mostfrequent sentence

also may consistof any numberof words. 106'

subject object vorb phrase

4 helWai nowig nethxaigkddde no. phxrde ne. 6 chotemunde pftako lei Contrary to Englishconventions, the subjectis oem. indicated monly omitted. In this instanceit is generally

*to be identical withthatiof the precedingsentence: benonde no. 5 fholwail st=tb kuj would generally beindicated by using a . In English this

pronoun for thesubject.

called present . .13e, One type of Panjabivorb phrase is A. The exanples justabove aro of thiskind. Tho

nark of the presenttense is a suffix(/"da/ or /-nda/)

followed by an auxiliary(corinonly /el or/no/). This

always agrees with thesubject. In fact the subject can. with:Whidh be identified asthat part of thesentende

the present tenseverbphrase(ihowsagreement. plur) lad-do ne. 4 : helwai (masc. .ja-ndi e. 1 -dxwali (fem.sing.) ht-ndig no. 8 ... big ronkg (fen.plur)..

There are two setsof auxiliaries inPanjabi. Both 13:6 . . the are given here,though only thefirst is used in

present tense:

singular first person g sg

second person 5

.. third person e at 107 ;;C plural

first person g sg 1 second person o so third parson ne son is /-da/attar 13.7 Tho suffixused in.thepresent tense with the consonants, and/-nda/ after vowels°It agrees subject inexactly the same wayas doadjectives.The following are theforms of thepresent tensefor two verbs.Pronoun subjects arogiven. masculine /racekerdaEC./'I do. /meJanda. as./II go.' 'You do.' /tifjanda5 ./ 'You go. /ta kerda5./ 'He does.' /6Jandasa./ 'He goes.'/6kerdae./ E./ 'We do.' /ea!jandeff../ 'We go..' /es! kerde 'You do.' /tax!Janieo./'You go.' Aus! kordeo./ no./'They do.' /6jandeno./'They go.'/6 korde feminine kerdiI./'I do.' 41/ujandig./ '11 go." 'You go.' jandi5./'You go.' /ti.1kerdi5./ o./ I She does.. /6jandi.e./ I She goon.'/6 kerdi N../ 'We do.' les!jandig./ 'We go.' /e s! kerdig o./ 'You do.' Ave jandio./'You go.'Auer kerdig 'They do. I /6 jandino./'They go.'/6 kardignee/ like. The formswith/till are relatedto sentences 13.8 in /ji k uta As such they areseldom used the speaking to achanceacquaintance, orin most of in Panjab. situations whoreyou willfind yourself 108

Auelt is preferred oven when speaking' to a Tingle porson.

It" ome4ns grammatically plural, of course. Auer/ is

related to sentences like /jdokhdto peal l'ao.r

(See 11.18) That is, Auer,/ is used in the sane situa-

tions as./jdo/ and it'd/ in the same situations as/W.

Pronunciation

I. 13.9 The present tense gives rise to contain sequencesof

consonants that are difficult for English speakingpeople.

The following are examples. Th ©y have boon given in the

masculine singular form. It will be useful to practice .

then in the other forms also. They can all be practiced

in such a context as /6 e./ or /di ned

/kedda cerda cetda uthda

udda -kdrda ketda nothda

wddda p4rda putda .nathda

khcridda rurda kutda bmthda/

Pattern Practice

13.10lok apnek4rg nu sat The people clean their bousea

kerdene.

ortgapne kAlrg nu The women decorate their

sejondigno. houses.

orot apne Ornu saf The woman cleans her house.

kerdi e.

6 mereOr nu oaf He cleans ny house.

korda e. '* 109 1

13.11 ftwali nalsxaldirut The winter seasonstarts 4 guru hundi e. with Diwali. gam nu khedguru hundi The game begins igthe even- inG.

ratnu. dukanbqnd hundiThe shop closes atnight.

ratnu dip malahundie. At'nightlamps are lit.

celebrated 13.12 mela uskhuNi wlononaxa The festival is

Janda e. on accountof that happiness.

horsaldxwall mnai Diwali is celebrated every

jandi e. year. b4t molemonae jande ne, Many festivals arecelebrated. Pakistan. id pakistan wxcmonai Id is celebrated in

10. jandi e.

eating. theirdinner, `13.13 6rotikhandene. They are .1 am sitting inthe house." 1293 kerwic bmthaa. We are Going to thecity. Garglair coils iC.

pinde *o?. What are youdrinking? tust ki a

13.14, 6rotikhandignee They are eatingdinner. I' am Pitting in thehouse. meliter vacbethi E. We are going tothe ci4. ost star oollig a. tust kipindig o? What are youdrinking?

tea. 13.15 mec4pxnda sit. I was drinking dinner. oarrotikhande sg. We were eating You were playingthere. tuna 6thekhedde so. 6kom korde son. They were working. LESSON FOURTEEN.

14.1 1. idgdo hundig neo

2. xk Dhoti to xkwoddi.

3. choti id *damoza zxada

4. a id rozokhotqm honto ondi e.

5. pxdhle sal, idwale dzn nos for wxc sg.

6. jod6 new conc4rxa,

7. lokg no xkdusrenu nubarkgdzttig. pae. 8. dusredzntorke uthkmlokg ne now kopre gee. 9. adninosjxd wzonomazpSrncole

10. to ortg k;r rofg.

11. gugndig no xk dusrenusewig pekake dzttig.

12. sore boccxg nu idi tixli.

13. khig donokor-cakor wi idi lmn so.

14. dakio nu wi idimxli. kern cole spe. ;,4s 15. k©ilokbagg wxc smr

16. koi thawgto idde mole logge.

17. lbrwxo bora "OAto da nela losga.

14.2 6. Soda nowgcon arda e,

7. lok xk dusrenunubarkg dendene. no. 8. dusodxntorhe uth kenow kopre panda ne. 9. admimosjxdwzo nomazpSrn cola jande

10. to 'ortg relndigne.

11. gugndi tkdusre nusewig pekakd dende no.

12. care booca nu idimxldi e.' 110 111

ne. 13. k4rg denokqr-caker wi idi tanonde

14. dakienuwi idi mrldi e. ne. 15. kei lok bag. wzc sap. kqrn oele Sande

16. keithaws to id do male legde ne. e. 17. lbrwzo berawadda. uhludamelalegda

Notes

14.3 Ramadan (in Panjabi/rqmzani) is a month in the Muslim calendar in whichfasting is enjoined. Because

the calendar is lunar,it comes at a differenttime in our solar calendar everyyear. Id comes at the end of

Ramadan. when fasting canbe discontinued. In the descrip-

tion Ramadan is notmentioned directly, butfroze khetei

holt' 'when the days haveended' is a reference toit. isewiS/ is a sweet dish made of akind of noodles..

It is made at othertimes also, but it isespecially

associated with Id. /la/ is some 'small gift given atId. /Vru/is the name of thefair held on thesecond day of Id.

compounds consisting of acomaon 14.4. Panjabi often forms word and a similar butslightlyldifferent word. The

latter may be a word usedelsewhere, or justsomething

suggested by the first. /nokor-cakqr/ is an example.

It can perhapsbe translated as'servants and peop73 'water and like that.' /panitilni/ means something like Such forms are morecommon in lessformal ' Translation

14.1 1. There are two Ids._

2. A small one and agreat one. interesting. 3. The small one isthe more fastirml balm (tometo 4. Id is held when thedays (of

an end. day of Id. 5. Last year I wasin Lahore on the When the new moon arose, . 6.

7. the people greetedeach other. , early in themorning 8. The nest day thepeople got up and put on newclothes.

9. The men went tothe mosque for prayers.

10. And the womenremained at home. /sewig/ to eachother.., 11. The neighborscooked and gave

12. //di/ was given to all thechildren. also came toreceive 13. The seraInts ofthe household

/1d1/.

14.. The postman wasalso given/idiot. went to .theparks for astroll. 15. Some of the people ,. held. 16. At severalplaces, Id fairs were A6ru/ fair was held. 17. In Lahore, agreat

14.2 6. When the new moon comesup, greetings.* 7. the people giveeach other have gotten up 8. On the secondday, after they early, they put on newclothes.

9.. The menGointo the mosqueto recite prayers.

10. Put the women wayhome. 113

11. The neighbors cooksewig/ and then give them to

each other.

12. Small Gifts are givento all thechildren.

13. The household servantsalso come for Gifts.

14. The postman also getsGifts.

15. Some people go to takewalks in the parks.

16. Id fairs areheld at many places. second day. 17. In Lahore a Greatfair is held for the

of Id.

Panjabi, and sometimes serveto signal thatinformality.

Aubiarok/, a common 14.5 /Mubarkg/ is the plural of word of greetinG amongMuslims. The formation is com-

parable toAra/ 'women,' plural of/orot/ 'woman.'

Grammar description of a In Lesson Thirteen,there was a phrases in familiar festival,piwali. This used verb

the present tense. Written in this way,it describes the

customary activities _atDiwali. In 14.1, anotherPanjabi

festival is described. This starts out in muchthe same

way. .Sentences1 to 4 Give some Generalinformation

about.Id.All this applies equallywell to Id in any

year. Sentence 5, however, sinGlesout a specific celebration of the feqtival,that in the preceding year,'

and let us know' that thespeaker is an eye-witnessof the

event. The rest of what he saystells about the specific 114

in Lahore. From sentence things thathappened that year of the tense, the. 6 onward, thenarration makes use ma story of apast usual type ofverb phrasefor relating a

ocourranee. the generaldescription If pentence5 is omitted, In this case might be continuedin the presenttense. form shownin 14.2. f told the remainderwould take the description of Idin Generalwithout . in thiS way,it is a single celebration. Present any specificreference to any description, asopposed tense is themost usualform for

to narration. that thediffer- The twoforms havebeen given so tenses, both inform and in use, ences betweenthe two carefully compared, can be seen. The twoshould be t sentence bysentence.

in of the pasttense is a.suffix which 14.7,' The marker the form/-a/. This shows the masculinesingular takes way asdo adjectives. Thus, s, much the same ,A1 agreement in t. sentences 17is/logga/p masculine theveil, phrase in In 16 itisiloggei, singular to agreewithAwls/. /Mele/. In someother masculine pluralto agreewith as/leggi/ or/loggia/. context, the sameverb might appear with whichthe present That part ofthe sentence If have calledthe subject. tense 'verbform agrees we 14.1, you of 14.2 with.those of .you comparethe sentences sometimesalso *agree will see thatthe pasttense verbs 13, 14,15, 16, subject (asin 6, 9,10, 12, . with the with theobjec.'t (as in 17). Butsometimes they agree that is, thus,different from 7, 8, 11), The pattern 115

with the present tense. It is convenient totake the

patterns. of the present asstandard and contrastthose of

the past with them.

the past 14,8 In nOrin nnann; when sentence is changed to

tense /ne/ is inserted* afterthe subject:*In Other cases

the subject is unchanged. IfIne/ is not used, the past tenseverb aees with

the subject: (Exam ples are taken from12.1.)

2 Acura nan ©kto merdana kxsepxndgee./ .

Compare /guru nanek to merdanakxse pxndjande no,/ If /ne/ is used, the pasttense verb agrees withthe

object, if there is one,

12 /Guru jino utt ©r dxtta./

.Compare /guru ji utterdende no./

3 ilokif neaderkita./

Compare /lok ader kordene./

In 12/dxtta/ is masculine singular,agreeing withhttor/.: /donde ne/ agrees with/guruji/, being masculine plural

for respect. In 3 /kita/ is masculinesingular, agree,

; inwith laden/. /korde ne/ is masculine plural, agree-

in with Aoki. (/ne/ in/kerdene/is the auxiliary,quite different from /be/ in/lokir ne/. The two should notbe confused,

since they are used in verydifferent places insentences.)

If /ne/ is used the verbcannot agree with thesub-

jeot. If there is no objectwith which, it would agree,

the verb is alwaysmasculine singular. 116 .

10 imordane no pucchxa./

1 /Mordanapuchda0./

/pucchxati( is masculine singular because there is no ob-

ject. Apchda0/agrees withAnordana/. Before/ire/(a postpoaition) a noun must be in the oblique case. Compare imordanei with imordana/ and /194/

withhlokiin theexamplesjust given. /Guru ji/ in

sentence 12 is also oblique, but /guru/ is one of the

many nouns in which there is no visible difference be-

tween the two cases in the singular.

14.9 No hard and fast rules can be given as to when/ne/

is used and when not, except that it is only used with 0

past tense verbs, and only when the verb is third person.'

In some sentences hie/ is never used. In some there is

some variation. In others it is always used. It is a

fairly safe rule to use /ne/ in all sentences that con-

tarn an object. But better than any rule is observation..

ot3 and practice. You have already learned many sentences with past tense verbs. They can provide a useful model.

As you learn more, the usage will gradually become

familiar.

14.10 Past tense verbs may sometimes be followed bran

auxiliary. The difference in meaning is subtle. Some-

times the auxiliary makes the time a little more definite.

When the auxiliary is /g/ it sometimes fuses with the

verb., A few sentences that have appeared in dialogs have.

contained this construction. For example Athake &ad 117

'1 have just eaten.' in 4.2. This is shortened frost

/kha ke. axe E./ Do not use this construction except

where you.hear it. This note is given only to explaln

nantcannna whin), ynn lnArnpA ftstrligarz.

14.11 There are two sets of third person pronouns, both of which have occurred repeatedly in the lessons./4/re-

fers to the nearer, and /6/ to the more remote. They are,.

therefore, sometimes equivalent to 'this' and 'that' re-

spectively. Howeier, in most instances they are best .

translated by 'he,' 'she,' or 'it.' There is no visible

difference in gender. Verbs used with these pronouns may

show either masculine or feminine forms: /6sza.for /41sza./ 'He went.' /6 soi./ goi./ 'She went .' /4/ is thocommoner of the two, and is used when no

point is to be ,rude of the difference between nearer and

more remote.

When /6/ or /IV precede fne/ they are combined into

one word: /6nedrtta./or/4ne- dztta./ 'He Gave.' or 'She gave.'

14.12 /4/ and Mitre also used for plurals. In this case they mstbe-tranelated 'those,' 'these,' or 'they.'

/6see./ . or/4see./ 'They went.' /6soil./ /4 -sag./ 'They went.' When plural, /6/ and /4/ take different forms before 41'

118

/dna ne dxtta:/ orAlna nedxtta./ 'They gave.

ASna/ and /4ma/ are normal plural obliqueforms, and are

used with other postpositions aswell.

In the singular,/6/ and /4/ combine with two otheV

postpositions to form single words. That is, the pronoun

and the pootpositionhave only a single tonebetweenthem.

,ne Onuditta./ 'Mohan gave it tohim.": Jo 'Mohan gave it toher.'

ISOn ne emudxtta./ 'Sohan gave it tohim.'' 'SOhan gave it to her.",'

/ram ne6na nu dxtta./ 'Ram gave it to them /beg ne &a nu ditta./ 'Beg gave it to them '

-gda Om/ this house' or 'herhouse'

/ode kcl.r wxo/ .11nhis house'(oblique) twat 'his tea' or 'her a /Odimg/ 4 r gna da leir/ 'theirhouse' /4da pxd/ 'his village' ana de px21/ 'their village'

Pattern Practice in Lahore.', 14.14. may od5 llr wto sg. It that time I was

-4 oarod5 kir wzc 'sa. At that tine we werein the house.

pxahle sal d dilliwxe Last year he was inDelhi.

sill

S pakxstan on the day of Idthey were 5.1 id vale dzn 44 ,. wxo son. in Pakistan. 119 .g7

14.15 pichiesal MAllakopre Last year now clothes weremad9t bone. 0 ,-,. 06 6kOcetoavar At that tine he was getting iii9 fiki MI@iielgie , ., oda 6 kOretosi. itt that tline horse: Jen' nowkOr beim, When the new house wasbuilt,:

ins3 dx1li wtcsg. I was in Delhi.

14.15 lokg nemubarkgdxttig. The peoplegavegreetings,...

A mereguindinesewig My neighbor gave/sewig/.

/bora/. Gukstndigne borfidztti. The neighbors gave 6na nosewigpekaig They cooked/swig/.

14.16 lok nomazpfCrncolaGoo. The peoplewent to say prayers. admi Iconkorntolegoe.The men went to work. , ortgstarkr4rnoolig' goig. The women went for astroll. mundefutbal kadnn (soleThe boys went toplay foots. 4^ gee. .ball.

14.17 cmEdedolt nunslia.. I net his friend. 6ruinnu lull., She met Moban dda' bocca idi nano Hischildren were givenMkt. Onadzig ,booca :nuleddufloddu/were given to their mile.'' 'children. '

.4 LESSON FIFTEEN

Lohri

15.1 I. honwori wxo. 16rigegi.

2. .sarenundekurig .xkottheho ko VatOwe..

3. k;rol kcIri jake16ri angoaGe.

4. lok4na nu phullemorig dOnge.

5. gurdigpelig widendene.

6. dirat nuoG ballAzle e. 7. dddi rattar munde kurig mode to gende

8. woddekolbeethewekhde awe.

9. sarekhuritt nonage.

10. estort. Moeda gondxg16ri dirat14n6

15.2 1. jonwori wxo lori ondi.e. onde 2. saremondekt isxketthe ho ke .git

3. laro ja ke 16rinengdene. 0

4. IokOne .nuphullarxorig dende nee, 4,4 5. koi gurdig pelig widendene.

6. 16ridirat nu og bali jandi e. te- gAnde 7. 4ddi rattarnundekurig nd3ode refndeno.

1. 8.woddekol bathe wekhdfl rerodene.

9.'Bare.khalif menonde ne. rat:14 '10. ea tort hesde Gonda16ri di

jandt e. % o

120 121 honM/

25.3 11. ponj.b kxsang da des e.

't. ,' 12. Alla digzoning borig zorkhezne. 4 13. to 1.ok boo meat nee I.

1, 14. halland° to kqakg bijde ne.

15. rojw!rotikha penjdbdo kxsan take

panda no. .

16. melxgwxo jako ponjdbi gbrup&agEa pond°no. ,,-

17. saws/ .wxo kurig khdgto ja ka:*pfne addig .,.

. , =

18. mundekeboddikhedde nso* .

,.. , ..- ' 19. koi tbawgte kOl hunde ne.

jande ,ne.

21. panjdbikxsan khd wondeto paniLondeno.

es tord 6 khetgwxo mine refndeno.

Usaro Notes

15.4 /En/ is the dark brown sugar produced bysimply boiling

down sugar cane juice. It usually appears as large

solid cakes. /ixari/ is a confection made of /gut/ and sesame seeds.

-15.5- Certain pairs of words that areconventionally associated arecommonly,joined by mere juxtapositionwith-. . out /to/ 'and.', There are three examples in15.1:

/aunde kurig/ 'boys and girls, I /phullerxozig/ 'pop-

corn and/rxorights /hesde gonde/ i'laughing and singins.'

15.6 /pOngEgt/ is a dance for men may. It is common

only in rural areas. 122

The traditional Hinducalendar has twelve monthsin r. the thti pow, It in nolar liko theWostorn calgndar, but divisions do not coincide. The month of/awon/ falls

in July and August. There are four Sundays inthe month,

Utol^t.riftOft/OnWelii Tnres in A small hilea1 4/ on each each4164,44,UWalicoralfurameeuere of these An most villages. /sawmg wxc/ means literally

on these festival days,but sometimes is usedless definitely

of the Whole month. Swinging is a traditional part of

,these festivals.Everyone is expected to swing atleast

once, but, of course,it is the younger people that make

the most of it.

tikelanddi/ is a same played by two groups of boys.

One boy crosses over to the otherside, tags someone

and trios to escape to his ownside of the line; His op., t.' ponont tries to hold him.All this is done during one .

breath, the player saying/keboddi, kobeddi ../ as long

as he can. It may be played at anytime .of the year,

but is commonest in/Bewail/. At this time the crop has 4,4 been harvested, the landplowed, but not yet planted.

/kobciddi/ is played in the fields in connectionwith

the /saws/ festival. /kW, wrestling matdhei, are alsoespecially common

at this same season. It is the slack seasonin farm

work. 123'

Translation,

1.v. 15.1 1. In January Lohri will. come.

k 2. All the boys and girls will gather together and sing.

A 4 3. Going from house to house they will ask for lohri..

4. The people give them popcornand,bizorigi. , ,- ., , . ,. . . ' - .,,i:r

, . , They 0111 also give some cakes Qf/se. 5. 1 ..

. i' ! A'..-',,, ;....., 6. On th4 night of Lohri, a fire willb0 lit. .'' -::-,i w., ' , , ' k,t,,,. : :..; ..., ,,. .

(landing :.,...'!.f,'''':3/4.4'.-- ....' i'P',,s-,''''','.:: 7. The boys and girls will go ah'singinig and . ; ., i.,., 4,,,- .... .o;: ...., . ,. until midnight. ,-%).41,,,-.4:' .ff' ..- -,.."..' =', ,I . The older people will sit nearby and watoh. . 9. Everybody will be happy.

' 30. In this way, the night of Lohri will be passedin =. r I, i , t," X 4 ./ 70:. .,...,,, ,:. ,..a,, , , .. laughing and singing. ... N , , , i l 1 ."7: i. ' .: i,,i

,,:- -' ' ,,.:' '; 1. ..% ..:' ,'.,..',. : ,',.... ." ,,, . ;,, , 1.1. ' %.,. .' ' .. , . P 4: ...1'.- '-%15:3:.' 11. Punjab is a land of farmers. ..,,,.. . ;. . ."; ,. :

.,.

l2.: The land is very fertile. , .,,i,, . , , .

e,.. :, . .!,,,,;,. ... ,...,..,...." ,-;. . . : 13. And the people are veryhard'iorking. . '74 . ,. . .

, ,., 1...:. , . . 614. Theyplow and plant wheat. v., ,,,

o' 15. Because they eat richto0d, the farmers of-Panjab '" ,..4'. ":-.,,,,,,.. .. are strong. ,=. ,.:-..1=...,' ::::_----:_ --'2-:. ^f : 16. When they go to a fair, thetainjabiyoung Men dance :,,,,, . ,;, ...... , . t h . ,,,, . .1 v.. , the /p6miii. is . t 4 , .,1. 1 I II , ; .. 17. In the month of/sawen/ the girls go to the well and .. , swing on theswings.

. t 18. Thd boys playYkeboddi/. they'havevrestling matches. . 19. In various places

. %,;. 20. When they brow up,many'oethe'boys enlist in the army.

21. The Panjabi 'farmers operate thewells and lead the

water (over 'the land). ..

22. In this way they arekept'busi in thefields.: 124

Grammar

15.7 lost of the verbs in 15.1 are in the future lem19.

For comparlsont.the same description has been repeated ,in

l 15.2 in the present tense. The latter, is a much More

usual form of presentation. The future tense verbs will'

be seen always to agree with the subject, that is with

the sane noun phrase as the present tense verb.

35.8 The forms of the future tense are as follows:

go 'say' 'remain'

-Masculine subjects:

'I will jdugga bOlunga retinga

'you will ...I jdenga bOlenga reienga

'he will jgega bOlega r&ega

'we will ...' jawange bOlange rdiange

'you will ...1 lkse bellogo r4woge

'they will ...I jingo bOlonge rainse .

Feminine subjects:

p,4 I I Will ' jdungi bOlungi reUngi 'you. will ...' .jdengi bOlengi r4wensi

1 .jdegi bOlegi rowegi

'we will ...I jdwangig bOlangig.r4Wangig

. 'you will jactia bOlogig rdwogig

'they will jdngig bkongig

There is no need to memorize these lists. They are

given primarily to explain the forms that have appeared

from time to time in this and past lessons. 'Note that

the feminine forms are exactly ,like the masculine except, 125

and/..0/. that/-i/ and /-11/ aresubstituted for/a/

sentences ., TheoonstrUction with/ke/ that appears in i. 1549- . . t.'. 1 . .1 . and 20 is onethathas'occurred before....,-. ., 2.9* 3;15, 16, 17, . # . , It..h,s.been. ti,anslatedin awide-variety or ways, and stille othprs'atepossible.Translation,therefore, may

be even lershelpful 'thanusual: i This ponstruotionalways indicates.that:one ,action, ' - ,-e, *; ' 1,,4- viewed moreor;iles' ,.4w. follows after another.The first ,is ,4 , , :; . '''' ...... :*,A..,ta?-iasanattendantant circumstance.circumstance, . 4- before I aame. /pikeerg./ (3.2) I drank just 7,7.4:: rin ke .khalot./(11.1) .). 4444 ne khxcri 4 'After. the sparrowcooked the/khz,5ri/ she ateit.l

panilaykeaxa./(11.1 ar 'The crow got water'and came.,t': i The parallelism canbe shown by arather forcediranslitiOni... .'I, havingdrunk, came.' ` pa ^ cooked Aihzoril, ate. a ,t# 'The sparrow, having 'The crow, havinggot water, came.' will I Theyhaving gone'from. house to house, ask for/16r1 /.'(15.1) (that is a 15.10 The construction'ends with a verb stem verb without any tensemarking suffix)followid by"kW. It There may beother words,.mosi frequently objects. remainder of thes'enteno3' , this constructionis removed, the a .;., generally isquite acceptable.,* ate'.' /0 n inekhaloll/ , 'The sparrow

. 126

15.11 Tie verb stem as it is Aeenbefore Ace/ is con- voniantly\ thought of as thebase from which all other

verb forms can be made. Various endings can be addedto

it. When this is done, many verbstems make nochange.at.

all. Others make only very minorchanges. All verb stems with normaltone change to high tone 1.

in the fuituree This is the only changefor many. /oup/,:

'suck' is'an example of this sort. The presenttense is.

Aupda e/, the past tense isbupia,/, the future is

Aapunga/. Other changes are minimal. In /bol/'say,' some

forms have /21: /bolda e/, /bolxa /,/bcfaunga/./bol/

was selected inthis lesson to illustratethe most aimple

and regular set of futureforms.

In a few the changes are moreextensive. /i4/1live,

remain' has/refnda 0/, /ruff,Aletinga/, and the stem . does not remain the samethroughout the future. This

verb was selected toillustrate the extremeof complexity

In the future. It is not irregular,however, es other

stems endingin /0/ are subject to all the samechanges.

in example is/lte/ 'take' with/iodnGa/, lawest/o/lainge/

and all other futureforms parallel tothose of/ii/..

The present and the past are/leinda e/ and /1xat.

One verb stem is veryirregular,changing completely 'goy in the past. /ja/ has the forms/Janda e/, hiunga/. But the onlyirregularity is in thepasti.

That is no trouble,because,the verb is sofrequent.that

it is quickly learned. ir >54'4-. 9

127 * look like tr- 13.12 There are a fewother details that Pr

,e regularities, but really arenot. For examplev if we model, we mightexpect take/b6lange/ 'we will speak' as a /*env/. This is /jetant-se/ 'we will ao.' 15.8 lists . e

perfectly regular..There are a fenregular patterns that

apply whqn certaincombinations ,ofsoundfwould occur. .

One is to insert/w/ between two/a/. These are puzzling

at first, but willquickly become naturaland automatic.

of irregularity 15.13 As we have noted,the one extreme case is in the _past tenseform /gxa/'went.' (Note that this tool) 16 the one really.strange past tensein English

There are a numborof other past tenseforms that are ." unpredictable, though not asstrange asAxat. Most of 71. these are very commonvorbs: /do/ 'give' /dztta/,/Icor/

: 'dot /kita/,/rin/ 'cook' /rfdda/,/kha/ 'eat' Ahlida/,

/pi/ 'drink' /pita/. That is not thewhola list, butitt will is not really a verylong one. Moat of them you

learn 'fairly soon.

Pattern Practice

15.14 muds kuriff.sekul nu The boysand girls walk to I .5 4. ture jande ne. school. to the fields. kxsan khetti,nu cele gee,. The farmers went here tomorrow. . They will come es 1[41 &thealime. The woman went tothe well .cretnokh ba jake

, got water. pani lxa. 1 , S,

51. 128

15.15lok6na nu16ri .denge. The people will give them lohri. mzrzene beg nupmnsti Mirza gave Beg, a pencil.

dztti.

kzsanlokg nukherbUze The farmers are giving the

.dende nee people melpns.

lok6nanu idi de ke The people gave them Adilf

khuN hunde no. and were happy.

15.16 'man 16'1 bitkem Tomorrow the farmer will

larega. work hard.

rand digortgnelarg The village women clekned

nu saf kite. the houses.

wedde lokbag wzc sear The older people are walki

kerdene. in the park.

ortg neIarg nu safkorThe women, having 'cleaned

ke dalrfddi. the houses, cooked. /dal/.

15.17 One col ,rinke kheide. She cooked and ate ricee

'4v 6 mztthecol Tinnesi. . She will cook sweet rice.

ortg .rozdalrindigne. The women cook dal every day.;

bano ne berzanirfddi. Banc) cooked Aeriani/.

-15.18ram rot'khanda e. Ram is eating dinner.

bocce Nam nus,ntre The dhildren will eat oranges

kb4nge. in the evening.

. beNir sekul t5 ake When Bashir comes home fray rots kaega. school he will eat dinnei. es! bora jelebig khadia. We ate a lot ofholebilf 4 129

15.19boccechidpindene. Children drink Milk. meredoltactange. My friends will drinktea. =Ada negeibet The boys and girls drank pita. fruit syrup. as pikekerass. After I had tea I came home.

15.20 mundekern kerijandene. The boys go froia houseto houi;e fakirpsndo jande Fakirs go from village to

nee , village. Ur()&Sriagilegee. They went from one .'city to another.-:

. , 4 - .;

. it ."

` rY

, v.

"te z

. s

vi R

LESSON SIXTEEN

211125: 16.1 .dolipsing set szri ekal.

jdn set szri ekal.

delipsing sunao ii.

kJ: hal-oal.e?

jin sebthik e. Um! apna sunio.

delipsing kei. dxnhogee nss, mfnefput..

feslgaukkig peig no.

;lin neer wzo pani nei aia?

delipsing egle hofte gega. mm khetg nuoellzga.

merakhd wegda e. °Slot mw ,winaloeldart mtkI mekalbijiakmnet?

,44N delip hg, thOri jef, doakar.

bakiZemin wzokonkbiji a.

khd to th6ri jef cabalwi la/ 6;1.

jgn ki kilazae?

delipsing meter, a1u, iremater, keddu to 1134

betaa. AI WAX kherbuze nef bijne? sing zk wigakherbuzzg to terbuzi

1)i rekkhzaa. .130 fAV...

4 133. Notes 16.2.- /hal-oal/ is another pompound like bokersoaker/ ,. It means very nearly the same. as /hal/, but!carries a . , connotation of .less formality. tl

% The best onee.word,equivalent for /khil/ would be swell,' tut its meaning isa good deal broaden,At one 'lolaoe in he dialog it obviously means the equipment

. : *.. --.:used tO diaw water up out. of thewell,This is most likely a Persian wheel, a device consisting of buckets ..., on an endless ohatn.The machine is operated by . power. 'In another placeikhd/ obviously means the land

e right around the wellDalip Singh saysthat be has, planted veptablearlitorally,.!ma the well.'

' t . 4. . - 0- P1:...11t. C . 1, : . ,, ... ..,,,,.,'-%:-1:'.,.' ...... : .z.. ...: . 16.4, ..- t half an acre...- ..i:-.. A. /wW a/, IS-a. measure..measure: of. land, .abgti.. / . , . - :...!;.;:-. -,44 , --...... -...... , ,,....!. :. :- ":7. - -,....:,,::-;. , . ,,.,.; ,,...,.....,...,?,,cv,:;.,,,..(4....t,....(1,...., .. ; ;` . ,. ; :;' ; . :. . . 'F''-- . . 8 ., ...1-,.s..,. - e i:;.-'';. i'.:: .., ,i.: ;;,..:C., . r .2 .:-... .1 I , .t,,'1.: tr. ., :.1., 't ...... 6. ,t V-. . .,, tI ,(7. i I , . ,1:...1., *; .1..' 4.,,. : e -,t'.. '.: ... , ..;, ,"...:.:.. :.1. 2 4'..,:. ...t, ..., ' ; .',', ,. s...ii :2' 7; -.::::' . ''. .'.. aft'' , . ....:1,. ...:.:. ,..:7'.'''-:; -,-::.. t' .. . ' ...4 4 .,:.- ..; : ,. -'.. , ' ..: : '.... ., - ,/. 4.'...:- ". '..S.. ':i .:'.. '''..7.t . `, , I '..:',' 4 s. . V" ,.... 't. ' .. _ :.,.:'..k"...;: `... 1: : 11: (;.' :;."...:: .:' .* . .4 4 - : 2 ,:.14:- *" ''''' .-....:...,.;-'!"....,i..,1't,t..y...., -' .4 , .. r '. :. ' -. "'.','": ;.;..':;'. i''''-4..4- 4 ." -. ". h',..-' '' 4 3; .% L:. \ I "?.' \ !..14,.1, ..:4_, ,, ',..4... ^4:1 4.4, I r; / i:. . :..;4`.., 4`..1.1.7 ", ..i:;;;.la.r.:- , ,:,., ,,,,-;;J:: - st- .: . . r " - .4.. a. c.4 :' d''-, I. Iv:..:....;.., , / : .04, .t.:..:" . 0,,,,,:i'l!' ...." ,\i,.,,,.i...-.5..1 ..... r.. 7 ,. I ,. ...- 'I- , :., ..:'".41' -,...1. ;4:r (. , .. :. ; ':i.'.'a. .. ,- 'I-- ...','....- ..'! ..-:', , et ;7'.'. : .-- 1 4 : `. ...s".r,t::. i,..1' - ...1,: .;::.... `,:i :- t .1 ^ 4 . ,....4.": 1 ' ''''. . , - i.,' ' .' .. : - 4 - F ...... , 7 ./: 44 :., .,:" 4. . t a ' 1 ..., " : " '. . . I ' . f 4 ;i . ; 1 i 4 . 1-:. err 11; '' I. 1. 1 -: 4 r,... .1...... ye .'' 2.: -. 3 : . :'.i. ; q ir4 . V :-; . 11 ,, -: 1 ' "' ''+ 1.., 1 - -ii *. :-..,'4.fr .:1,''"'..C,-,; "'" ' . .1:,-;;.:::?. .:;..,.....,;,....---.: ..": . ..., ::::: .,:";,:4-, '',,,:. ,1,-,e:'" . : i;; , C 1. -- ' ' ;, ; ., ' ; 1,,.: It . l :, . -,"',, '- C. ' ,, I.-i,. :,,!-'"` .i4.:' s,.,.,..,:,.'?';:,-...... 1:.%.* ,1:G'....`,....., ". ' ;:i. ..'le *:,,, ' :i -:. i '... ;- 1,; .....%,'. , t,.', .i...- :!;7,*'''-'-', - s :I.:: ' ^'' ',. t ..-:.r.,' Z.' ' ' .... t' ...... ",' I .4..,.:',1'-'4., 4..1' .:i :.. ' :' ',!..:.4',' .... '.. t '', ;...'...s-+)., i : .: ' :,,' ... ',....,e... .,.1:4 : ...... : .... mf....1....' : i:f.....2. :'I .: _. ..;" :. ,:::,:i. .. ..].. ... : .'...... ' 1.,, :,t; :.,: :Is! .,0' 4 , ' i i:,.: f.,i,: I.....! ,. ,.. %.1,.r ..' . 'r.f...,_ .. : :,.:' , r ; 1; , . ., '' SS 1 (t '-*C 1 r ..::: w A , '' ...:... z i ' . .4% ,. ,.. ,.' ., - .v. -..t. 4 "to't .7'' .' ), .,, .;74,,i.,,, ,'.....: St z . '. ': fl ( - ...i, '1,--..--:::-..,.:11 ;1.*1'.:*"t ...t',.2. :4,, ,, . 1;.:,.,;, ,,,: , t:, '.- .'f .. . 2 ,,; ,e,.., .: ,...:,,;.,,,,. t i .- ,,.)...... ' c e . 4; :'....", ' " %''' : . .,,, . sy 4,f...ft....,,, .si.1.12..1,,,, i a . e 7 . :%.... ., ':; ' 1,.I. .`-4 ' '4 "., ,. %,-... `,, 1.,* ,..` .,, .. I.t ? --1 .: - . ';"...',/ '. ::. I, .. : . e' .. ,, t 4 ' tf ,,,,..; , .,... :4 ..;;:. 1 -- ':,:',, . .:-,, .,T -1, ':: -: : 1'.... ' 4 ...t I i ; .- 'Sr,' - -..f ht. ?' -4: ''' - e .0 : t . 1. 1 .t. 4.',4 A ''' -" 'Arr ; .1 . ir . .4 .:44 r . % .7 , . , *. . . I.... ; .t., I r.. :, ,, g. e 3.' . ..' ...... , . zrQ . I: 7 c , .,, : ..::

, 132

Translation

16.1Dalip Singh /sot sXri ekalj

John /set sxri ekal./

. Dalip Singh Say, how are you?

John Everything is fine.

And you?

Dalip Singh It is several days since it has rained.

The crops are dry.

John 'ten't there any water in the canal?

Dalip Singh It will come next week. I am gars to my fields.

My/ithiliis running.

John Let's go. Icll go with you. Have you planted vorn this year?

Dalip Singh :Yes, a little, two is sown in the rest of the land.

Also, I have planted vegetables near the

/khd/. #4 John= What did you plant?

Dalip Singh Peas, potatoes, tomatoes, puipkin, and

some eggplant.

John Won't you plant melons this year?

Dalip Singh Yea. I have saved -me/visa/ for melons and watermelons.

Grammar

Questions that expect a yes-or-no answer aremost

commonly formed in exactly the same way asstatements,

but with a different intonation pattern. Questions of 133

lessons since thebeginning this kind haveappeated in the

and art certainlyfamiliar by thistime. just varied They may be given alittle emphasis, or Ole is to. add to avoid monotony,by severaldevices. Both of these are /na /. Another is to add/kx net /.

similar In generaleffect to.a numberof: devices in . added at theend. English,\qsn't it,' 'aren't they,' eto.

ofsentences. ituef allow na?/ 'You will go,won't you?' didn't he?v gma si na?/ 'He went, /od pfoge na?/ 'You will drink sometea, won't you?'

didn't he?' gxa si kxsoft/ 'Did he go or won't you?' Auer dogelanef?/ 'Will you come or didn't he?' /Onekom kitasi 'Did he work or kx not ?/

usually made by means 16.6 Other types ofquestions are 4i inserted in the of a number ofquestion words. These aro Most of them sentence in place of somesentence element.

begin with/k/. Amongthem are thefollowing: 'What is this?' Yid/ 'what?' /4 kie?/ /kon axa?/ 'Who came?' /10/1( ' who?' . 'Whose isthis?' /kfda/ 'whose?' kfda e?/ /nil Ae a subjectin a sentencerequiring eV 'Who gave it?' /kInne/ 'who?' /kinne *Etta. 134 As the oblique case ofeither /kV orlkozji: /kxs/ 'who? what?' /kxsmondekolsend sid 'Which boy* had the ball?'"

Acivthe,/ 'where?' /ionkftthee?/.'Where i$ Afdderk 'whither ?.' Afddergta7/ 'Where did be W. 'Where did he /kftta/ > 'whence ?' Acitth5axa7/ comefrom?' 'How is the . /ktwg/ how ?' /borfi law5 e? /borfifll 'lliow many are Asnna/ 'how much ?',. /k=neelie?! there?' 'why?' /kx5 kita ?/ 'Why did he do it?'

./ited5/ 'when?' koda axa?/ : 'When did he come ?. /Icicle/ and /kinna/ agree with nouns inthat same way as do adjectives.

16.7 Most adjectives agree withthe noun in number,gender,

and ease. la /eoohast;ntra/ good oratel /eoohe sontre/ 'good oranges' /occhi narongi/ 'a good orange' /ecchig narongig/ 'good oranges4

/000heleervac/ in a good house' ! /occhigkerb&vac./ 'in good houses' /occhisoli sac/ lin a good street' bochig golig vac/ in good streets' Sometillies when a noun doesnot clearly indidate thenumber or °awl,the adjectivewill: /e0cha qmb/ 'a goodmango' /odcheomb/. 'goodmangoes'i

Verkfrequently, / espscially incolloquial Panjabi, the masculineplural oblique is foundwith:adjeotives ending This isa departure from strictagreement, and the form with Asxg/is always possitile,.butoften.a., bit sti1414. °TA AmihS lemgwxo/ oe 'in goodhouseil

16.8' ThlrOlaresome adjectives whichdo notchange. /bdtf ';'441;: age*. uj/arecommon examples.

sontre/ 'many oranges' /11 narengig/ 'many oranges'

pzndg wc/. 'inmany villages' /k0 mugs,/ 'some boys' /44 kurig/ 42. 'some girls' .9 Aft/ and Agri/are used inways that suggest U by r-g!) They.areboth adjectives,and /bort/pat ,agree withthe noun. ./iSt occhasontra/or Aora ocoha contra/

: . 1. a very good orange' Ibdt occthi naiongif /bori . occhi narongif ea very good orange'

4 . , .0.lti .136

16.13kon silt si khti te? Who .were those .people who oani to

the well?

khd to kon axo si? Who came to, the well?

- . kon si tado nal? Who was that you were with?

konkonaxa? Who were .all those people that

came?

16.11. 4kfdi. mokoi e? Whose corn is this? .(a field of own: kfdiSohellig ne? Whose corn is that? (piokedorn)

kfdia mokni? Whose corn is this? .

6kfdeklrgut si? Whose house did he go to?

16.12 4 kxwg hosekda e? How can this be?

5 Onu .kxwgpotalagga?How did he come to know?

o .kxwg axa? What did he come for? kxwg howe,meinu ki?However it is, what's that to me?

10.13boZir kitthe e7 Where is Bashir?

sundor kxtthil axa si? Where did Sunday oome from?

ji motikiddercolaGxa? Where has Moti gone? kfddor welaixa si? .In what direction did you seelitm?:

16.14 .6nanu 4Inno. soddxa si? Who invited him? . kinne kxiX si .tanu? Who told you?

tea= kxaotzdi lor a?What thing do you need?'.

6 kxs toed gm? How did he Go? (e.g. bycycle?)

16.15dx111hall kxnnidure? How much farther is it toDelhi?:

kxnnewoje ne? What time is it?

lama diid paws? How nuoh milk should'I pour?

kznne pease? How muoh?.

. , , 0,-7'7 37. ./7717'. `", , " '

137

Why, what's thematter? 16.16 Iciat kJ. SA a? k15? Why this? OR So what? moinuki? What's it to me? Ona nuki hose? What happened tohim?

When will theyreturn? 16.176 koda wapes drige? 6 kod6 korda si? When did heever dlo it? to study? a kod5.paionsa?. When are you going time since helet. 6 kodB idacolagut?It is a long

t several years eine.he koisal ho seeno, It 1166 been 6 pxndno am. has cow to thevillage. hofte ho geeno, It hasbeen severalweeks.since I

have gone tothe bazar. ^11' mat bezar no r qeveral.things havebeen accomplish* koi kern hogoo ne. des dxn ho geeno. Ton days have soneby.

The corn isdried up. 16;19 inekei suliki poi e. rang rejjig poig ne.The buffalo arewell fed.

4 ne. Thegirls are asleep. 44S kureigEnAtig his way. 6ondapxa e. He to on

The well ranall night. 16.20 sariratkhd wogdarxi. water runningto? pant kxtthowegda e? Where is the canal is notrunninge oi ridzbno wnsdis Today the well will be khtt ogle heftssagega? Next week the working?' .

i ' LESSON SEVENTEEN Dialog

4 m ft A -. 1 A_ 4-i___ A ! 4 ....1 4)...... 1 -a A 1 ik X Qii A AV oar m , JO XAO 9 WWI ASAris-4111.

bira 'laza9 bapuj 1. &lipstilt; tioj it' bath°. San eocha

4 ejpani . kitthelazae?

delip an . kcmad nulazaa.. mekei dig ohellig khioge? jin P.. delipsing byre,jitkuj°he'll)/pen1z1.

. oengigcengig1zaT0 bira °oohsji. delip an esbal keoengitea. plc do. bira icznnigplmna? . delipsing plinde,penisat.

. Jill 1ohellig bozig mod no. i'0 ' delipsing hgj I.. horlb,esob tad°leino. menj 1tooengi teabajgh.A). bortthgpete vf

jin . koinotji. mu thikg. delipsing biro, jetbola nu hzka. khelo .geeno.

bira . maJana, bapuji* .138 139 , K Notes deal of v% 17.2 During the crop keasonthe men spend a. great time out in the fields awayfrom thevillage center where They often have a the houses are builtcloee together. , ;

crude temporary hut nkarthe A.W. Bitlinierag It la

raining they sleep andvisit in the open underthe trees* two on which theysit. There is usually a cot or -:- -

Corn is commonly roasted asa snack between.meals,

Sppecially'when someone comes tovisit during the season. .

It is not eaten as a partof a regular meal.

Most of the farm workis done by bullock power. As :

the crops maturetheir chief employmentis walking round.

and round operating thePersian wheel thatlifts water 041,

of the wells into aditch that leadsit to the fields. :

owall boys to , It is Commonly theresponsibility of the

watch the bullocks andkeep them working. The boys are

also sent on varioussmall errands. ",., .,- .

17.3. Sikh men generallybear namescontaining/e4g/. These names areassumed when theybecome adult. 'Boys Airs/ willperhaps become/mar : have shorter name. Similar patterns arefc-And tn otheroommunities.

, or bp For exariple, aHindu boy may beknownasjiamur. J 1 of t1ø% maybeoome /rain lalip /ram°ender/9 or something'

Sort.IA Muslim boy known as/ilda/miibt'assunie'1,110

- . , . s

, , ,

, , . ,

" I I .,° 41. " , ,. .

. ;,.. a 1' I -.*-

b :1.40 :. % : . :

ns1at1on ' I - -C

e' 37.1DalipSinGh Bhira, o and ot cot tor hiL.: ' ,' ..-

it, Father, ' , Bhlra I 'ta ettin I '

: DQltpaz Oonie on alt down. ..

v_ : . . '. . .. . ' ._,__ v,iu& t . .%U'&& . .- ? ' : .

: . I 4; t . I - (J ; ' Where 2a the wateroin toay? i S 'I jc - : To 1hO auar cane. 4 Dalip3thh ;_ 4 : - ' ' ,t : Won'tOU have eomecorr? , ; ''

I I Jobn Pine. ? I : DalipSinh Bhira, o and pick some eara. - ..: : . : :. : . .: . M (. I b et i -. 2 P'' NakesurethattheyareOOd. , _, : - (% Z - .. ' r -. - - . : . ,

: ' Yea, sir. -:: Bhira I *__. % well. )ake a fire and roaat thei 1. Dalip inSt b )

4 .. : t Ehira Row many should Iroast? , :: :: :1

t:t DalipD2.nh : RoaatabouthaltadOzefl.

- - J I '

t 4 John This corn is VO1'$ deliotcue. .i I ' ...... s.. .

. ,

; ? Dalip3in3h Thank you. :

( .1

:: r Have sone more. These are al] for yott. ., , :'

-, 4 I j4) Make yourselr coitotab1e onthe oot. : ( p : / '': I_ tf j 4 There's lots of room. 4 :, .. : ! ; ' $ : I '- B O.K. - . John S ? *5 . - , ( ft 4' .t I C. ; ( . . ' -1 . t '. ) .' , f , I'm tine. * J' It

l ' & , I Da3.ip82.nh m,iz'a, o atartthebuliOokB. :' ': ;.1 . :: . . . : " :" ...... ' 4 /.r - \ - -. .. ' -4 h. ..i k ' Theytve OtOppOdc

'-. 3' ' I tL, S°flB. Father. ; 4, Dhir&

, 4 - :'.;;:'. I

,., 4

I 4 1

I t 4 p1

p. . , '. .. 4, .4 4 I 4 p ' ,.

4, 0 '.' """ p 1

!L 4 141

Grammar The 17.4 Panjabi has a singular and aplural inaga417e. forms are as follows: singular plural

lboi/ 'speak' /bol/ /1361o/

/pi/ 'drink' /pi/ /pro/

/ja/ 'go' /jgo/

ilek/ 'take' /40/ /10

.The-siniplar imperative isgenerally identical withthe

sii0libare stem. In two common verbs,.however, it takes.

"high.tonts, /jg/ 'go' and/khg/ 'eat.' The plural always

has high tone if the barestem has normal orhigh tone.

In addition it has the ending"-ID/. There are a number'

of forms like/14/ which seem to be exceptions, butthese

are contractions from moreregular formsfleiwo/ 'take.'

Much less frequent is anotherpair of forms which sometimes indicate a less immediatecommand.

singular plural

/bol/ 'speaks /bolt/ /bolxO/

/ja/ 'go' /jaI/ haus/

17.5 Commands, or perhaps betterrequests, can also be.. .expressed by means of theinfinitive, the stem plus the than :"ending /-na/(biina/ after /r/). These are less strong

commands using the imperative.

/khdnuJana./ 'Please go'to the

The strongest possible commandis expressed by the in-

finitive followed by the futureform/p4wega/.

Achd nu Janap4wega./1Go to the well, or01801/-- tr. 142

This form should be used verysparingly. It is extremely,. . impolite in mostoirounistanciee s demanding, and would be quite

17.6 There is an alternative form of thepresent tense used only in the firstperion which is easily confused

(by Americans!) with the infinitive. In the lastline 0

the dialog: /isJana, bapuji./ 'I am going,Father.'

Notice that this has thedental nasal, theinfinitive

usually has the retroflexnasal,

folv., 17.7 Sombthing akin to a commandis expressed by the lowing forms: Mite/'let's speak,'hiie/ 'let's go,' /lee/ 'let's take,'/collie /':let's go,' etc.

It 17.8 The. second perSon singularhas restricted use. -includes such forms asthe singularimperativehi/ and

such verb forms asto Janda6/, 'you are going,' and all uses /iajEtenga/'you will come.' It also includes 4' Theso of the pronounsAV /tera/ 'your' etc . and forms are used inspeaking to. children,to servants, They to particularlyclosefriendi of long acquaintance. Instead the ere not usedin addressing mostadults. 0/ 'you are going plural.forms h4o/ 'go!' /tusk jande Auer jiogei, tads/'your,' etc, are used.

In the dialogin this lesson,Dalip Singh uses, forms to his singular forms to his son,Bhira, but plural

: ' visitor, John. This is the usualand only correct

,praotioe in such asituation.

worm. rt. ",'-':' 7 143

17.9 Children, in addressingtheir elders, areexpected to

usehi/ rather frequently. It cannot betranslated

directly in many casesp.butits effect is much the same

as the use of'Sir' and 'Madam' in English. /ji/ is also used, but not quite sofrequently, by one adultspeaking

to another. In thisdialog, both Dalip Singh and John

use it. By itself,/ji/ is a polite way of expressing

ascent or agreement. /ji/ cannot be used with second personsingular forms.

/a ji/ seems. very strange, evencontradictory. go ji/ is

just a little more 'politethan /go/. hi/ is also appended to the names ortitles of re-

spected persons. /bapu ji/ or /ebbs ji/ (thelatter

chiefly amongMuslims) is a respectful addressto one's father, or to a respectedelder in the village. Other

senior kin are addressedin the same way: ham jii called 'Uncle.! A holy man or areligious teacher is

/guru jii 'Master.' In Bharat, M. K.Graidhiis generally

ti known asAtindi ji/; this snows a mixture of respect obnd

affection,

respect is shown by 17.10 In speaking of a third person, using the masculineplural. This is the easeWhen eveakft

ins of either men or women. It is quite usUalwhen ref

ferrinit to any one older thanthe speaker or anyonein lade any position ofdignity whatever. By courtesy the applied in speaking ofmost strangers* ti . usage is 4.! 144

17.11 The first and second person pronouns withtheir

A corresponding possessives are as follows: TA.

firet singular, AM/ II/ /mere/ ImyI

first plural /e s!/ 11101 /saga/ I our'

AAA/MI/ha..24.mmemlftwa lea / I MPrillt CIOUWLIM 4.1.44.014.11.1710.1.- I%Ms/ j ACIT.Sti -

I. .i. 'you/ .:,;- . second plural /tus!/ .'you' /tads/ds/ 4 . Y The possessives agree with nouns in the same way asads , ,

.jeotives:

/sera sentra/ 'my orange' /Merl narangli'my mar

1712 All postpositions except Ale/*/nu /, and /t3/ are used with the possesSive forms of pronouns. The'latter

are generally masculine oblique. /dere nal/ 'with me' isadelei/ 'for us' /ne/ is not used at all with first or second person*

.and to/ fuse with the pronouns to givespecial forms*

Por these see 17.14 and 17.15* :

Pattern Prast122. ,"

17.13 .4 mere nalkhd nu gm* He went with me to thewell.

peritara salekol bertha Pritam was sitting near us.

si*

es!tere nal ;ter allange. We will go with you to the

city.

ramnetade kolona e. Barn will Come to you

beg Ona vac ei. Beg was among them* 1.

firoz dill nal .sg. 'I wag with Perot Din.

I,-4:77-5,11 14is

17.14 onemeinuphel dztte. He gave me fruit.

bapu iino sanu pease Father gave as .money.

dzttee

uue tsinu dxtta si. I did give you milk.

nrn ne t/11.01 ki. kiff. What did theyopal toyou?

semirane &a nu t;ocidxa. Saraira called tbm. sI hardzal nu doss= si.WSdid tell. Hardial.

meOnu I spoke to her.

171, Onemeith3puodhxa. He asked me.

bersir negiedt3 pucchxa.Bashir askedAhmad. blro nesath3 juab mengxs" Mirawanted an answertr us.

beg neteith3- kimenszaWhat did Beg wantfrom yOu? i? enstuath3 sun= al. He heard this from you.

meode to pucchza. I asked him. ram neonatoken karaxasRam had thewdo it.

14 O. 17.16 bateccha ji, estJane g.Very well,air, we will

phzr axo,*me rotskhans gCone back again,Itm eating . 4nner.

phzr -azo,.me* rotikhan/ e. Come backagain, I baveto ea 1A bialooks mmbed:nu bait ona I am goading tbs ft 1$

LESSON EIGHTEEN

Dllaiorc

18.1 perltom ni jito, mot jikitthe ne?

jito 6 corkh: ketde. pee ne.

perltem kor te. mop' kikmidle?

jlto 6 =la! undi e. . peritom kor bapu ji ker a gee no?

jito nef ji, 6hall khdto i nee'

9j holwegdene.

poritou kor kamxg nurotacellgel

Tito hg, wir laa gra al.

hun to p6ncsta. hcna.

perlton kor,. 'tusr t9ndur taxa at ej?

jito hg, tondurelalg Sen.

peritem kor sada tendur hallthik5.12ef'hoxa;

Tito sadatondur wela i e.

,. tithe la 16.

parity= kor °cella. nae lxtni E qta.

jito eoch,a9

18.2jlto boraata slidda e?

poritorn kor hap wadewi oj hel wegde

jito kinne .ne?

I peritem kor txn Bade' to do ging det.

jito to to dopuplone p&p.

porltom kor ha, eggs idor ho oe hall udikdehone ne. aiinimmbrevLM

.147 4

Jito rotiElake konjgega? I

poritem kor Ma 1

horto koinaf,

Notes

. 18.3 lring the busy season: the men stay out in tho fields

$ which may be some distance from the village center. The

women Generally stay at homeg, cooking and doing other

housework. Meals are pent out to the men.

It is customary for farmers to help each other with

the larger operations. In this instance, the Gill family

has sent two plows with bullocks and the plowmen to

operate them. Pritam Kaur must feed the whole group. On

such an occasion she would prepare a fairly elaborate meal.

1804 hoti/ isa special type of breadbaked in small

thin discs. Since it is the most usual food in rural

Panjab, /roti/ is also used more generally tomean 'meal,

dinner.'

Village houses have two kin f stoves. The /041a/ I.

is a small.mud stove with a sheet of metalon the top. is cooked on the top of the /ctilaf. The hendur/

.is a much larger cylindrical structure,open at the top.

. . It is heated and then /roti/ is baked on the inside. At

the times when the men are busy in the field, the itenditirt

N.1 1 .

555% is preferred because it, is quicker and easior to prepare

, a large quantity. Women from several households commonly

e ; meet together and bake in one itonduri. This gives 004#

casion for visiting. The Aandur/, therefore, has much 148

the same place in the social life of the villagewomen ,a

the jkhtij has for themen.

L8.5, Short names like /jii,o/ are Generally borne My un-"

married girls still living at home.When Jito marries

and leaves home, she willassume some longer name, perhaps.

/surjit ken/. Thewomen in the dialog are Sikhi3. /Icor/

is characteristic in much thesame may as /sins/ is for

the men. In other corulAnities, however, the patternsare .!,often similar. For example, aMuslim girl might be called . /sibo/ at home,but becomes /nosib begom/ when she is married.

Pritam Kaur is a marriedwoman from another houedhold

as is evident from her name. Jito uses respecu forms in ,

speakin5 to Pritam Kaur, but not as consistentlyas she

would if Pritam Kaurwore a much older woman. Both use

respect forms in speaking of the aunt. (Pritam iaur sayi ,

/cacti si Jito,/6 o orkha kotdepae nod). Oompaie .

the reference to Nejos prestimably another unmarried girl

in ;Ito's family: nala undi e./

When visitors come into the home it is eitherthe

oldir women or the young unmarried girls that speak to thei.,

Particularly if the visitor isa man, the young married

women avoid participating in'the conversation. -iitoto

mother, if present, would say very little. If her mother were present, she would probablyhavecarried: of the conversation.

41'

4 to t,' A.41 !.. ,,,,,. v ,11' v ;. v . X '1"..?' .;A:.,4t;"A'tt'l'ft :4;"'

:s s ,'. ;,- 1' ' `1".:" .., 4.17hAVVVVV .0 , 00 Translation 1'4.7'

= e 18.1Pritam Kaur 0 Jito, where is youraunt? ;. 4.

VV VV4VV4V VV , She's spinning. - . Jito - ; s *4, ;.,,:;-:,'4,!i4.;1=',,11.:Y., ;'!.1,;',,...,.=^ . Pritam Kaur And what is Mbjo doing?

-; She's weaving a /naiad/ ' .. . --- ".- 'Tito . (,,..,,,...- .1:.,;,,...... f.,,, i .. . . ,,,,t,, ----iti'-0`..r 1.-4.z.-?t, ...'-:`=k0' ..t ,. ' F 4.-,1,1'..m. -,4, *Isfsy,v, ,. , .,-,-,.-.._;,,,, 5.;,,,o.-0.-.:e. .1 34, ,, 7., f-'':4,4... .i %. , -.?;,...,,:,..,.1.12,,,,...N:,.., ....,,,,.., . . , Has your father come homot . . Pritan Kau . , 4 1',. -ift',4,...,...,.%,,,t`.' . .. +...!;.Z '-'f In' :iterW i -'. 4... ,, r . v', , . I, :'"'', ' ' 1 ,'*''' '1%. Jito . No ma am, he is still at the well: 4: ..1 '

'.. ''' . ,-. _ - ,,-.',`- ',..r ". ... ' ,,. . . . Today they are plowinG. .- - .,,,,..1-4i , . 1. . tr-,!... I.'', A v = , -'..--',,,...:-.v...74-,:e:,-;,- the workers? = -i:'t-;,i, .,, ..i;*;;-4 Pritam, Kaur' Has dinner been sent to ..4

- Jito Yes, brother took it. ,= : He must have gotten there by now. ,

VVtVVJ '; v ; , 7.. , : Pritem Kaur Did you heat your itandur/ today? . te, . a Jito s'r- Ycooked/rota/ in the /tendurb

7 1:`, , .., ,` 7' ' , "Pritari Kaur Our itenduri is not yet in , . , .

,trL' Jito Our /tondur/ is not being used. ,1 .* , t VVVVS , . You are welcome to cook hero.-

F 0 `. e- Pritam Kaur All right, brine some flour.. : ' .:..."--:--'',1,-` - ,.;' .. "-. ; - .' , ...... ,...,.'..'.-:5:,... '...... Jito Fine. , ; . , -, _,. :_.,\ , ..,.. :7, ti;, ;SI? A. v , ! , .: . . 4..4,.:e+.4:;:11`,:r4;i V

. - 18 ':'' You have kneaded a lot of flour? ...,.:.2, ,,, ...-. ii 2 Jito ,,, V. ..,-Nif...... -.,,,,,,....., ,,t.,,,J.,.,..:-.,-,.... $.,,.4.., . .. c..4._;-.,1,.. ,,,,,:;.; with us, too, they are plowing. todt! 1,:,,,,,,,,,,,,,s4 ...., . ...:y.,-.., Pritara Kaur .i.:.',. Yes, ,,,,,--,v,..:.,.. ,. , _,-....,:..._;,...,,,,,,..:-...... ,. . s . . ..., ..,i--;.'",:':..--:_:' '-,-.k.1;....**-...,-Jito:'': -,,,i,. How many? . ,...... -,, !,1-1 '^,; %rt. V ' : =4,,',=.,, %. t " ',' vv,v ` Pritara Kaur. Throe of our plows and two ofthe, , ,. !;")e,.,1, I* 11 )11 alto Well then, you 11111will have to dotwo,bakings04 5 4 t . . .44,` v..., ,,. ,,, . 41' 1 ,,, t .,,-;,2, Pri tam gaur .: Yes, it's already Gettinglate, ?:.,1:.",:t, ..., .- 4* '''.'''' 'v ,. i i' C...' ''' ,,,::' ' v-i.,'' 1, .F.3 5.' P.,.' v. .e , A, -1 ,' ?.. Ai *" '1s t '1, , 1 g , The plowmen must be waiting. ...",,-',.',',.'-% '',f-,, .t4, . l , %<,,, ;,,,-,. . ...,....v , v4, I

! - , . "'": "/' to....thOm t.,-'14(v.. Jito Who will so and take the food i?.14 e '41L , : ss , , ., .; 11e fl: 'N. ''/; 'Priteri .Kaur- I suppose I wi.1.1 Go.;

There's nobody else at home.' 6 A' ,t'?

1,',. ". ; 4 .- . 0.4 1041 ; e,3 et- 71. t' . e' 5:-

:r 150-

Grammar indicates the,tentie The end of aPanjabi verb phrase Fit 18.6 . eimilare. or various othercategories which arein some ways They can be Nest of these haveoccurred in thelessons s' summarized as follows:

R. Present:

7 "5,' other Janda9./'He is going there.' or'He goes general descr there. This is used bothto express of , tion or habitual act(compare the description idtwali/ in lesson 13), or tostate, oftensomewhat

loosely, current fact(e.g. /6rails' undi e.01 in

. this lesson). !He goes there &the Janda.,/ 'He is going there.' or Very much the same asthe above. In some contexts a

little less definite asto time. H9 Wen Othe Janda si./ was.going there.' or

r meanings as the first .there.' The same range of In above, but around somepast point ofreference. some;.` effect, /6&the 'Janda si./ suggests that'at

past time it wouldhave been appropriateto have "piseseito6in said /6Othe Jandaed. A sort of . e

the past.

-Past: The usual formin' 6&theGxa./ 'He went there.' of e' narrating pastevents (compare the description , , specific /id/ inlesson. 14)./6 6the gxa.1 dose'

imply either thathe has sincereturned OrAbat 1.

3 Woni,t,: is necessarilystill there,simply thai he . , t nothing' more. 151

oche gxae./ 'He has gone there.' Very much

the last but often with animplication that he is still there, i.e. that the effect of thepast action f;.

continues. In some contexts merely moredefinite in P A time reference than the last.

Othe exa si./ '}e had gone there.! A "past-in- the-past," indicating that at some past timehe had

earliprgone. It does not imply that theeffect coo;

tinues to the present. Indeed, in Many contexts it

suggests quite the opposite.At the past reference

point the effect continued, but atpresent it doed notm -,

,Future:

/O the Jgega./ 'Ho will so there.' The usual exprei

sion of all future actions. /ma Othe Jana./ 'I am just about to go there.' The emphasis is on immediacy anddefiniteness. 'This is

the infinitive.

commands, Requests, and Suggestions:.

/Othe Jgo./ 'Go there!' The usual way of expressing'

simple commands. t

/6the- Jana./'You must go there.' or You are to go

there.' An expression of necessity orobligation. Less directly a command, butoften just asforceably,.'

4thecollie./ 'Let's go.' The usual way ofmaking -a suggestion that includes thespeaker. hgis/ is J possible, but/collie/ is much more frequent. tea.' /6111u oft wadi./ 'He wants tea.' or life needs

This is the one verbwith which this form isreally

'741?7: 4 152

6OmmOW.. iiost Olica aiitometii

person. with/mninu/ omitted /ci '1 want'

tea.' and in questions in secondperson, withitanu onited /od odidiV 'Do you want tea?'

Subordinated: gym &he jakeItem kitaj 'Having gonethere, he

'worked.' This is the commonestway.of.subordinating

,:one verb phrase to another. It generally impliesthat'

the action expressed by the subordinatedverb preced0d

and was prerequisite to the other. As/ is not Cn

auxiliarybut parallels auxiliaries'inn markirggi

Many of the above verb phraseshave negative Counters..

tarts. The word order, however,may be different86 they

.must be listed.

.Othe notJanda./ 'He isn't goingthere.' or,4He

doesn't go there.' This is the negativeoounterpari

of both /6.Othe pandaeel and /6 Othe Janda./,

The distinction cannotbo made in thenegative.

Othe not si *Andel,/ 'He wary .not goingthere.'

The counterpart of/OOthe panda sit,/

Past: it Othe not sxad 'Hedidn't go there.' or 'He has

gone there.' The counterpartof/6 cithe sIa

Othenot sigia./ 'He had not gone there,

counterpart ofAlOthe igasi./ Future:

/6 thenot jgega./ 'He will not go there.' The

counterpart of /6 tithe jttega./

The counterpart of /raai&the jana./ . YN. i , ' Commands, Requests, andSuggestions:

Wthena jio/'Don't go there!' The eountorpart of t Pithsjio./ Note the use of /nil/ rather thaninef/

with the imperative.

/tithe not jana./ 'You are not supposed to go there

The counterpart ofgthe jana,/

/6thena 011ie .../ is the counterpart of, /6t4.0

t. 1. .7 but would not be outside SOMQ longer'

context, e.g. /6the .na i collietgconga./ lits-1 4 . would be better if we didn't Go there.'

/gnuca not wadi./'He doesn't want tea.' The

counterpart of /6riu ca

Negative forms withAce/ are very 'rare and occur only

in very special contexts. 4.4

8r Many verb phrases contain two verbs, thatis two real;

verbs, not simply a verb and an auxiliary. In this case,

the first can be almost any verb in thelanguages but the

second must be one of a short list containingonly a few

dozen verbs. The special characteristicsof-such phrases

depend on the second verb. Some of them havecleais,-easili*,

defined meanings.At the other extreme, somehardly

more than slightly strengthenthe meaning of the first 154 %. !.* 4

verb. Often the effect is so subtle that it cannotbe *1-4",,

conveyed in translation.

Some of/those second verbs occur withanyfirst verb,

.1' others aee restricted to a few combinations.Most can te 4. found in any tense; a few have restrictions. Ma a few comas

binations, the tense meanings are altered../6 larut e.f

p- is definitely present in its meaning,though past in its

forme 4 .4. , '''' '51 11 , *,1 7 ..., % ./ 7 , ,,,.. , The following are some of the comloner andmore'inict ''i-,...,:: ..., 1 3 4 .. . a 4... .,j.: .-1- ., . g 1.- 4' . . portant. . ..! ..., .,,,..; ., . . .

I , ,4. /sok, be able, can' The first verb is a bare stem.

*j.:4 .

gHe can go there. . 6the ja aokdae./ . I , /lag../ 'begin' The first verb has theending kin ..,- ', ''-' ,:2., , 'He started to go there.' :., ;'t , /66theJanlegga./ ,....-1... .,, . ,.. ,.., A. , . . "

. A The first verb is a bare stem. . .. iim/ Ifinieht . . .,,. `7..,`:' , . , .T a. 4.1-,',.,:- . , . .. , .':' : --' : ' /One laa lid./ 'He tookit away.' $ /pm/ 'have to' The first verb has theending/-a/.

- .

/Emu 6the Janapdwega./'He will have to go there.' . 4 4'\

This is very much stronger than/Sne 6the .

/pa/ adds some emphasis. The first verb has the ondinsAm !

/66the Janda pza a./ 'He is going there.'

/rill/ 'continue, be in process of.' When the first verb is ..., ; ...... 1.:

7 , ... ,e,t .. the bare stem, the indicationis of present time. , '.:.!. .

This is the clearest way toindicate that sanothins %.. ..

is goins on at the moment of speaking. With adesigna 1' tion of time included in the sentenceit may indicsat!',

the immediate future. %;,1 ,

. fr ' /6 &he ja rig0./ 'He is just now goingthem': /6 rat nu 6the jarig 'He is going there tonight,' 0./

, ..n. . , .!' , tiosmolto1011/NowlYtmillitamilifiNimimalmblo.ort.

15, fs

When the first verb has the endingA-da/, the indlealo

,t uf , ,"..., tion is of continuous activity in the past. -,1.,.. . D /6Othe Janda rad 1Ho was continuously gotag

there.'

/ho/ 'used to, but no longer.' Both verbs have/....da/ an

the auxiliary is/i1/0

/6Othe Jandahunda 'no used to so there.'

AA/ IIan sure that it isso.' The first verb was the ending Ma/ and /ho/ is either an infinitive or a

future.

AS (Stile Janda bona./ 'He must be going there. /Jatand /de/ both give slight strengthening. The sentence

R. emphasis is always on the verb phrase. This shift vf st. emphasis commonly results in subtle differaaces of

connotation between the first verb alone and thefirst

w verb plus ha/ or/de/. These differences vary wi

thd nature of the verb concerned and with thecontext

Only certain verbs combine with each. The firit'verb

is the bare stem.

/6 &the a Jiesa./ 1He will core here.'

/One Othepaditta./ 'He put it there.' oombinationi, what Notice that in a few of the above 4 4 i . , ClA 44 4'' 0 tik / ,,.. er :. English would be thesubjectis expressed by/one/ . 444 .O.4 4 ..ke

1, ': 44 .'' . 1 '. ,..'t ''I'lscii. , tt 7* .,. ,`fit 11 ! ir, t > 1:

"t. s o- , e

4 156

18.9 sae/jiocirkhakoton Auntiebesan to spin. lessene.

, One outkot 3.= e. She has finished spinnin 31- 14 F. : " nap.cnrof8. Nbjo is maid:pa a/was/. .,,,. One swa3torundxtta: She knitted sweater. . 4.4 1

, i.'F,'-18.10kiktiara dm healwosde Yesterday the plows worked

"A4 a s , day. e Si` roe. ' sadekoidlng. ta, hol We haven't splowed forseveral not worse: days. hallkhetg W20 eindeThey are still in the 2

,110. hallkheti vieroindenee The plowmen arein the fieldi.

e 48.11 wir1ejiesa. Brother will take it. joldi Onejeiesi. Shewill get there soon. ) jeldikSroader hojiegi. Hurry up, it's getting, late. ev; wirudikda h6eGa. Brother must be

sr. '118.1.2. es! jtondurnof tam. Wo haven'theated' our /tondurt today. sadatondurthik ho Goa e. Our/tondur/ isall rfrslit now. rv3 3a hole Their/tonduri i_s busy. . es Onadatondur ,-.;'11"4 0. mado' purlaleene. I have baked twobatohes.:

18 surindornot asokda. Surindar cannot come.

. ramlal.jal ,nei ja Ram Lal willnotbeable t ;Ace*, gotomorrow. 1,7

beg 'alrotinotat khaBeg was not41eto eat Beim. yesterday.

eth .ri Eakonge. They will be e'ale to stay liere.

18.14 porem ,4 pinllesa e. Prom is just pegianingto have his tea.

O.o r alogda e. That looks good.

boritbploggi e. The sun is very bright.

komad nu pani logga o. The sugarcane is being watered.

X8.15toinu 4 kom kornapelwega.You will have to finish this work.

aro rotikhandi poi Bhiro was eating dinner.- khd wog ra sl. The well was running.

bxmla Bondihundi si. Birala used tosing.

18.16 ibad ne saikolrokkhxa Ahmad put away the oyole.

'beg noholrokh dxtta sl. Beg put away theplow. . There is a slightly greater implication ofcompletion 41 in the second.

One holwai nu' passeditteale gave the confectioner money.

. . One dukandar nupesode He gave the merchant money.

The second perhaps implies thatho paid off a debt

18417 rotikhgo. same, have dinner.

goo roti kha jgo. Come and eat. The seoond implies impatience ormild insistence...

p 158

6nekmmkita. He did his work. He did his work. 6 ksm kor sta. r. ; One koz kor lxa. He finished 114.0 work.

They second suggests moredefiniteZy Vat ho .didit'

'.. all sand went on to otherLaiii445C t Saar*".."e.l1. puts .. ; - . mare; emphasis on thenotion of finishingthan on

that of doing.

18.18sarirat khd wegdarut. The well ran allthat night. sariratkhd wosda e. The well runs allnight. all night', sari ratkhd wegda hunda The well used to run

.' The first suggests thatit ran all night on some

specific occasion. The second is ageneral statement'

that it commonly runsat night, presumably on any

, ; ;; The third suggests thatit used to run at -% night. , .: might, but no longer does. . . ' the even A18.19gam khd. :wegega.. The. Veil win- run.. in 7

, .

4 . .55 lam nu- khtts wors. .The wellwiWrun,this.evening

A e. The well runs evenings. , can 'nu.1chli 'wogda at some unspecifiedfuture' ' The first suggests that *. ! .41 . , perhaps once or perhaps on 4 time the well will run, M1e.1 5 ft many evenings. The second, if saidearlier in the

a. future applying tothe . . day, would be an immediate . 4 ; 5. coming evening only. The last is ageneral desorip-

. . 555 .5 tive.statement, the wellusually runs in theevening. 50'1 t' s 5;. V.4 :a ...t j 51:1.51

{, g , :01.746 1...5

4 . -" M . t . .,, . .+-

LESSON NINETEEN .4

1.21-8.4.1°S nesin bozar g. more nalcaloge? ruth hg,paswikujcizglaanis ne rozsebzileanbozarjana panda* noairi Othe. her ..; t judoosrpindvacsg, apnisebzihundisi. ruth 6tobitcengihundiheNtegi.. main hgji,tazisebziworgikoii312110i. osT keikujlaxahosasit meter,temater,koddu,torig,alu,beta, ruth tgtoboremazeh6age. nosim hgji. tithetoher cizmefrigie.

es!onepesonetkhorosokdo9 ruth ji,

nosim tonal°. l'e#52, vs()tazisobzi wito net Inasokdi. ruth

.2dukandar aoji,ki041.dae? nesim coada,tobitkuj0. tautkodduhieno? .dukandarhgji,njiaene. 4welkho,

maim 1E114 no? dukandarpenjECpeaselull°. 159 maim onemofnge?

rioter kipane?

M. dukandar4call pease kxllo. ; to 6setter pease kxllo.

noein her congioiz moingi e.

me *Ina nuki korna.

dna de ponjg pease dewange dukandarcilo bibi ,ji, tuatil5 644 LaoliNanse.. cocha,zitkzllodempi topinaitors.kzwiT .dztti

dukandarbert so sti o. A. penjipose kzlio nesim phxr6 i ...teri ciz mofngie. dukandar...',0410ji,tusTcallpeese..de tyst. sadi puranegako. .nosini occhaozkkxllopa clic:1i' ''''dukandara 135 ji sarazkrupxahorn. eosin ocoha.

. v , Notes This dialog containsmuch sharper bargainingthan the earlierones. /tors / is a general term forseveral kinds of vege-

tables, all long andslender. /pindi tort/ is just one tranelited /tort kind. For lack of a betterterm we have

as 'okra,' butthe meaning is, ofconrsetqwider than this. ..; `I

163

Translations

19.1 Nasim 1 I am Going to the bazar. Will you Go with me?

Ruth Yes, X want to set afew things tOo. ,. net Wasia this place I have to goto thcf bazar to vegetables every day.

When we were in thevillage,

we used to have ourown vegetables.

Ruth 'That must have been veryGood. Yes indeed, thereis nothing likefresh vosetablei.:

We used to plantall kinds of.things:.

. peas, tomatoes,squash, okra,potatoes, essplan

Ruth That must be alot of funs

Nasim It sure is Here everything isexpensive..

We pan't afford tospend this much.

Ruth No.. Pity yoi Nasim And on top ofeverything else, in the can't get fresh vegetables anyway.

Ruth How right youare!

like. 19.2Shopkeeper. Cone in.What would you

Nasim Well, I really wantall kinds of things.' You wouldn'thave fresh squash,would you

Shopkeeper Yes ma'am. They canejust. today: e Look at them. A

Nasim How mach? . Shopkeeper Fifty paisa akilo. .- 162 ,t'` ' ` n' , ". -. ' Nasin So expeasive? , . . , e , ,,.1.k, ' , ? ' I% , e ' 4 Aw--1° ' ' ..., , , ,'- '' ' ' '...' 22,1'4 . , , ,....-.., ,.!...,..%,,.. :,.,,i-,,.:;;;..., c, I . What's the price on the peas? ., . , - , . .t-- , i .'f .:,'' '.4.,';', 4 , 1 , , ,- C.: A ' - P ,...... ,sii.:P $ Shopkoep9r -'. These are forty paisa a kilo. r- ...... 't.;k -- ."!.....,' .(r , . I. ,. ,. ,;,.:.',.*.;., .f";. .;_

;,.:-- , _. i;' ' ' ".'; ,' i. And these are seventy. f

;* Nast!) Every good thing is expensive.

What would I do with *these?

. .4, For those I will Give you fifty

" *: +'it. ;Y " Shopkeeper O.K., Miss,from you I will take,:sixty. : '4,4 %"," tZ ; , ;' , , 4 .,, ; 44'-.., Nasim 1 Well, you can Give me a kilo. . + e. ute , t s ,' .. 11 '..:. '`.1!.4:: e,-',., --- 4'''''';'":itrsle ''''' And how do you sell the okra? . 4

- ..e.y., ,.i.,--,::- .: 4 ,; . ;.,,,- -. .J Shopkeeper . Very cheap. , .,.., , . - ..%..,, ' ' , ,.i't 4,1' e, , kV":4'"". . ;.; a kilo. Fiftypatsy i X t ' . , . 2:Y4'1:S: , - i____,) - . ,- ,,,. .4:4... . Again its just the sane oldthing ..,. Nasim ,. - . .'. r, . Everything you've got iwhigh0 r

Shopkeeper . Well, then. You just give me forty' Paisa.= .,.. :.;...: :., ,''t

You are one of our old customers. ::-,.;., ,

. .. ,:. .

e . . . , . , ;

i . in one kilo. Nasim , . . t ; , ;7, ma'am.. '..-%. . , Shopkeeper Here you are, All together one rupee.

-Nasim Thanks.

GraII II .1

.114.4 Panjabi has a couple of dozen smallwords which can

be .called emphatics They are very easily overlooked,bed*

cause it is possibleto say almost anythingwithout them. , I However, they contribute greatlyto the expression of the

finer nuarles and to making speechreally idiomatic.

It is not worthwhile to tryand define translation

"meaninds" for most of these words. Sentences containing

' AT, 163

them are translated in various ways depending on context)

But it is possible to describe how they are used and how !.;.-11. they function in a sentence and in a longer discourse.' t t Below We Give brief partial descriptions Par some of the e T, a .11-- _ale 4 ren...A. CoMMOn.opes. inutsuy.LOS,40ves. tha ums ux04.068. ailas, ass

r 4 this lesson has a considerable number of them, but most of

the earlier dialogs have them too. The dialogs will::thow

them in contexts longer than single sentenCes. Short con.

texts seldom reveal the full significance of an emphatic. Etphatid, words do not operate by themselved..They are part of a system that includes certain other elements.

4.:

...,7 29.5 Emphasis can be shown by Antonation. The following

4'4 simple sentence can be said at least four ways. The first , is natter-of-fact. The other three have additional

prominence on one of the words. This is inditAted by

underlining. It consists of higher pitch and slight

increase of stress.

/an Bair gia si./ 'Mohan went to the city.'

/an Nalr Gxa si./ 'Mohan went to the city.'

/an NAr Gut si./ 'Mohan wont to the city.'

an reargut si./ 'Hoban went to the city.'

This intonational emphasis is comparable in general

to the intonational emphasis we use in English and which

is indicated in the translation by underlining. It is,

of course, different in many details. For one thing, .

Panjabi has not only intonation but also tone.What we

have indicated by underlining is perhaps to be thought of

as a higher base-line from which tone is to be computed. 164

the tiret There will be adifference in pitch on

of the followingtwo sentences: /an ggrGlasi./

../ran star gzasi./ filso a difference This difference isdue to'tone. There is following: in the pitch on thefirst syllablebetween the

/ream ggrsxa

/ram sear Gxa si./ What youactually This differenceis due tointonation. combination of tonedifferences hear is always theresult of 3

t. and intonationdifferences:

be shown bychanges in wordorder, 19.6. Emphasis can also An especially of wordorder combinedwith intonation. /"sir/ cen be had bythe following s..,evenstronger emphasis on

arrangement: AtirGia si an./ the sentence; 6 is first in In general, theplace of emphasis intonation or someotherdevice. but only whensupported by The very Note Nasim'Sfirst reply to theshopkeeper. (the .most . unusual word .order,combined withintonation on natural way to saythis would putintonational emphasis strong oven:. iedida/) and /te/, makesthis sentence carry this case a littlebit of despairand sarcasm: . tones, in to get 'I really want a lotof things, butI don't expect

7 anything here.'

emphatic wordsi$ /i/: It 10 19.7 The most frequentof the For reinforco theemphasis ofintonation. . used to further

example,

111111141010111701101.111 , -

r i6

S. . /66nNair sa esswaXit /i/: /an can be given'further emphasis byinserting rar sa ui,/It is not easy toshow thedifference by

tranalatin(3. fr Is there is no use . English squivalents, so t.1 intonational emphasis . ittunually follows the word with , when a word isfollowed. by ! * imraedlate4, Once and 'a while

A postposition or somesimilar smallelement, this Can Come t a .t This Lett/eon the emphasisand /i/. Nothing else ever can. i. Bol/ canonly tells us that such asentence as/phir 6

/phxr 6 i gal/ ..' . be read as ,§. ,,.' 04 f:.' ., ,-- - , a than once in anysentence. It .,* : P never occurs more .; 4 .' , , lif . . . i:V ,, .,. early in thesentence, thoughit can --. _ ,. , usually comes fairly A .. ., . :-'.' - not come first. It never is last. , , - ItAdhard to describejust what/i/ does, since it - F .,, .

, ,. ,, ; ..k, ... talking . - .bargaining by varies with context. Nasim opens her 6

i V squash in a way. . rather disparagingly. She asks for fresh he will 4" 1 doesn't expect that , (irhOthat sue ate that she , -. . .' ."I. . /oj i aeno./ Eh- . . .::' '- have them. The shopkeeper answers they are phasizing, inopposition toNasid2 s remark that

just as fresh asthey could be.

S 4

the sane way as/1./. It 4. :-1.a /wi/ is used in very much , . It ., intonationally emphasizedword or phrase. follows an . 4.. . ., ,. , . .Y , , i . , , t.. occurs only oncein a sentence. ,..,_, . ...

. . ,,r.,. !-4: ' ..., Nasimls invitation to goto the market, .. : ., ,-, ,.,. . . In reply to vi kujciz itig nos/ 21 want afew . $' Ruth says/ram sentence 0108017 thins too.' The /wi/associates this

with what Nasimhas said. 166

/wil is the easiest of all the emphatics to translate

It comes very close in meaning to English. 'also' or 'iootws el Occasionally 'even' is better. In one plea° in the dialog

'anyway' seemed boat.

. 10.9 /to/ is also used to reinforce intonational emphasis. N But /to/ can either immediately follow or immediately prow

cede the emphasized word or phrase.

Nasim's opening remark to the shopkeeper relies for

its effect largely on word order and intonation, but /te/

is used to point this up just a little more.

/te/ is not quiteas strong as/i/ andcan be used.

to Give a second weaker emphasis in the same sentence.

There is no good example in the dialogs, 'but consider the

following:

fxst5ogge to goddine Jana i nefsi./

'The train was not supposed to go any farther.'

The chief emphasis is on /nof si jana/ 'was not to go.''

Note that /1/ causes the order to be shifted drastically;

4 /2.; cannot stand at the end of the sentence. There is a

'looser emphisis on /xst3ogge/ 'forward from here.'

/te/can combine with /i/ or/WI/ to give a little

further emphasis. Nasim in her last remark to Ruth says

The strong emphasis indicates something of her state of

mind about vegetables as she approaches the market, and

explains something of her manner of bargaining.

The emphatic word /te/ must be distinguished from the

postposition /te/ 'on' and from the connector/te/ 'and.' 167

/te/ 'and' can stand at the beginning ofsentences, a place --2A r. where the emphatic isimpossible, and normally standsbe"

tween two similar elements. /te/ Ion' normally follows 'a

noun in theoblique case. The emphatic wor4 oanalso, but 'As'z

is more likely after otherkinds of words.

1;19.10 In Nasin's openingremark in the market she says

r /tazekoddu has ne?/. /hm/ is a rather infrequent

, for this place. It gives yust . emphatic, but exactly right

a touch of doubt,enough in view of thepreceding sentence

o to make her implicationquite clear: she neither likes nor

trusts vegetable dealers,but she has to makethe best of

it, so here she is. , 4f

There are a numberof others that youwill run. into

fi om time to time. Most of them are verydifficult to describe, but only a fewexperiences with any onein good

connectod discourse willgive you some feel fortheir

function.

In the city I haveto Go to 19.11 Neer wxohor roz sobzi liendukan to Jana poinda. store toget vegetables every day.

hor hoftephol leo Every week X haveto buy fruit.

poinde. village it is not ptnd 'wic sobzi lean bozar Inthe to the.narket nod aida. necessary to Go for fruit.

the 'market ht n rozrozbozar .jana Now. I have to go to

poinda. every day. I 168

villige, 19.12 3ad8 m pxnd wxo sg, When I was in the of bit sobzi hundi at. there was plenty vegetables.

When we were there,it rained judoosX litho sg, bit

mf poinda si. a lot. nobody was here: joda6axa, the koi When he came,

not ,si. told me, I left. jcd6Eno kat mmcola gut. When he

AGA. He must be working alot. 19.13 6 tobit kern korde oyad kordi h6wegi. She must remember. having dinner. sellm rottkhandah6Wega. Salim must be b000s khedde'Age. The childrenmust be playing.

19.14 Ode worga koi'admi not. There is no manlike him.

k 16 worga koiNoir 44. There is no citylike Lahore. oong worga koidormnqi.There is no river likethe Chonab. There is nothinglike speakino sac beam worgi koi

nof. the truth.

In the city youcan't. Get 19.1,sir wxo comp pholnot mul sokde. good fruit. good dtha bit000hokale mrl ,Here youoan Get very

sokde no. . bananas. there is a eadukhn wxobittorig In this village lot of /tori/. mxlsoling ne. will be able to ponjgb wxctugnu 000he 'In Pan jab you phol mul lakanGe. Get Good fruit. LESSON TWENTY

These lessons were designed for Americanswho would

have a short period of language study just beforegoing .!

out to Panjab. In the .time allotted for training in the

United States it is seldom possible to reallylearn

Panjabi. But it is possible to get a good start, sothat

the process can be continued as you work. Without some . .%

on-going effort, the tine spent in studying thelanguage

11- will be largely wasted. Study in the field should beconf

sidered as part of the work of the course. Therefore, I. ^

we give, not as an appendix but asLesson Twenty, a few ; ;

suggestions for that continued study.

20.1 Your.first few days in Pantiab may be a discouraging

experience. As you leave the .olassroom.you have begunto

.. feel a little confidence in your Panjabi. You can

r "

1. actually communicate with your instructor and with your o .1-its classmates. When you roach Panjab, you will hoarPanjabi

all around you. You will understand very little, farless

7, than you expected. If you were uninterested in the language, you could shrug it off y and go find someonewith

whom you can talk English. But you will want to understand

'feel you ought. to understand, and it will befrustrating

not to. There is a treatment for this, and youshould avail

yourself of it. As soon as possible after youarrive, 169

< 170

(4 go out and seek some opportunity to use your Panjabi ina

situation of your own choosing where you have a reasonable

chance of success. Work at it until you do sucoeed. Con -

vines yourself that you can use the language, if only in

one area. Then you will know that you will be able to

learn to handle others In time.

An inordinate amount of the dialogs in these lessons

has been on one rather unimportant theme: making small .

purchases. They have varied between fruit stores, con-

fectioners, and the veg etable market, but the basic dialog

is much the same. Strike out /keddu/ and put in/kola/ and you have changed one situation into another.Much of

'the same kind of language has been put into other lessons,

in bargaining fOr a rickshaw, for example. This has been .v done deliberately. This will prepare-you relatively well

'in at least one area where you will be able to use your

Panjabi immediately. Marketing is a particularly good one .

It-will be easy enough to find the opportunity-- wherever

you go there will be merchants eager to talk with you and

quite.willing to be patient with your struggles. It is easy,

..to.start -- you 'just walk in. And you will know when you

have succeeded. Indeed, you are very likely to succeed

the first time, though probably not brilliantly.

So, your first assic.p ent in field language study is

to go to the market and buy a dozen bananas or something

comparabli. Perhaps you will meet someone who will take

you the first time and show you how it is done once. But

once is enough; Go off from him and try it yourself. 171

The first time youwill have difficulties,of course.

You may pay just alittle too much, but itwill be worth.

it; charge it up to educational expense.You may evenget

some poor bananas. (They. will be dtfferant enoughfrom

the variety you get inAmerica that you willbe a poor

judge of quality atfirSt.) You may riot needbananas, but

.bUy them anyway. Try again the next day,and the next.

In a very few days it willbe easy and naturalfor you

in the . ).2 The following sentenceswill be useful to you In market. Many of them have appearedin the dialogs.

some cases they aregiven here unaltered. Inotb'ers, minor

changes have been made. They are grouped bybroad mean -

ings, but individualtranslations are generallythought.

tulnecessary. Parts of sentencesenclosed in 0 can be

used or not as desired.

What do you want?

(go ji), ki'Aida?

ki Lena (ji)?

ki dews? What may I give you?

want some

kuj sc'ntro °gide (no).

kuj rosgullelmno (ne).

(conge) kelp

(tazig) ,4ftlebig denig. xk kxlloorab done" :-7.14 .1:401P/PROMIVIIIWIMPAUNIINE.=

172

D* you have ?

(tazo) o'ib (hay) ne (3i)?

tuado kol kola no?

oj sentrehm no? (1101MM1;;' I contr./4 hm ne tirade kol?

(nowrg) sob ao no?

tonarongig?

Are the ? jelebig tazig ne?

.4 g lodduoonGono? 4 bovti *ongA e2

occheno?

kxwg no?'

How much? . kxwg dxtte (no)? kxwaleene?

jolobigkxwe no? kolakond 3=4 dxtti?

kmno pisese?

kxnnel

The price

dO rupee dorijon. rum kali°.

ado txn rupee,

east pone sod, Only eighty paten. tuade kola pony ,pmse From you onlyfifty

i sof. paisa. ..lar

173 , # tuath5do rupmle From youI willtaketwo liwansee rupees. . :

bit sostono (j1), . Very oheapi ninetyl paisa. -; nobbe pease. 3 ,. A '

That's top much. = *4= '7 . .L 6 (to) b0t mefnge

, Gni mnfnsi? "I* sr : , ,;» , '# to tit e. ,4i-1'; kuj kOt *,* :

, (bit) zxada ne.

, ..,, :. , ..,,"- -',..;:''L,',,':.,-,;','":-, . I will give you only... 4 , , ., ,..;.

. . .,,,...

ma) (te) xk rupxa dxanga. ! (or /,dint./) -,, .. ,,,-s . ,

penji pease dxgriga. ,,..

.,. .. -: :, ,, .

setter lige*? . .'-, :::. Will you take settea'4!tiy:,..,.:: . . .,,,, N. c , , ''. : , fl,t . > : -: ' -, '" - '-;. ,.,:. nor, pone txnlie 10. . , .... ,4 .. ., t''

t...,*'- :' Anything more? 1 ,.

k hor kuj?

hor ki°gift?

,44 '#

hor ki Una? ,z 40.;,: kuj hor dews?, May I give you something more? J

o o . --. :, ,.('. - i ..- . : . hor ki pawl? '. ,y,. . i 4 . 4 4 ,,,' , e , . '.. 4,, ." , : s,4 '.0,, , , 1 44 , . . . , teki? ''','^'4'

Nothing. '

koi ciznef,

koi no f.

r . kuj not. ,

hornof. 41^ 174

How much altogether?

kxnne (pease). hoe?

serekxnne pewee?

kinne posedela?

kxnnepeso?

20.3 As you live and work in Panjab, you will hoar Panjabi,

spdken all around you. After a while yoU will begin to

pick up fragments of what you hear. As the topics of con-

versation will be various, the sentences you learn will be

.quite miscellaneous. Some will prove very useful, and

every little bit learned is helpful. However, unless you . are most fortunate, the bits and plebes will not fittoe

.gether. They will be hard to use. It may be difficult to organize them in your mind and see the patterns.

This random learning is not very efficient. In ad-

dition, you must do some concentrated work on the conversa-

tion appropriate to some selected situation. Stick with

';,.4 one until you have not only fluency but also some

flexibility. You will naturally want to.be able to talk

about a large number of subjects, and Panjabis will want

to talk to yaa about even more. But it will be better to

bo able to talk well about a few than very poorly and

haltingly about a number. Work hard to bring one. subject

up to appreciable usefulness, and thenattack another. Perhaps if you are systematic about it, you can keep two

or three going together. But do not scatter your efforts

over more. Be thankful for whatever you learn incidentally, l7, but concentrate your efforts in one vr a very few places. \. ., It might be well to continue working on marketing

qty!' 5' for a while until this becomes easy and natural, and until you are lible to function effectively in a variety of types of stores and under a range of conditions. You have a head start here. It is'an easy area to get ahead in.

Dialogs with merchants are seldom complex, so there is less to learn before you can really make use of it. the follow- . ing are a few suggestions:

Ask questions. Learn the names of all the fruits and vegetables in the market. Don't worry about their English names. Many of the fruits and vegetables will be pew to you. Why bother learning two new words The Panjabi names will be much more useful.*At first le ki ei/ willget you much of the information you need. After a while you will learn a number of other useful questions that will t. help you Get more difficult things.

Listen. Go into a Way 'storey Eavesdrop while another. customer is shopping. Wander around the market just listening to what- people are sayinge At first, you will get very little of it. lot.only is the language more varied than you heard in the classroom, but.the hearing conditions are poorer. any people are talking all at once and there are many. other sources of noise: But if you keep at it, you will learn to hear. After a while you will begin to pick' up familiar bits. Then you will come to the point where you can follow the drift of the whole conversation, even if, you miss some of it. The missed pieces will gradually diminish. Even before you are able to hear everything you 176

will begin to pick up new oentences and he able to guess

(roughly at first) what they mean. Once you reach that

level, you will begin to learn much more rapidlythan you

realize. Before long your own command of bazar language

will be adequate to cope with any situation.

Watch. A good deal of communication is in mannerisms

and gestures. Observe how a Panjabi behaves in the market.

Try to associate the gestures you see and the words you

hear. This will help you immensely in learning the .

meaningi of both.

20.4 Very soon you will want to get started learning.

Panjabi in some field more directly connected with your

work. You must use much the same tactics, but here you

may have to start. from scratch. It may be very difficult

to learn the first few sentences.But just as with the

market language, it will get easier asyou go along. The ;

hard part is at the beginning when you donot yet catch

enough of what is said to follow the thread ofthe con-

versation. This makes it difficult or impossible topick

up new things. But if you persist through thedifficult

days and weeks at the beginning, youwill find your progress

. accelerating. Let's assuage that you are an agriculturist and will

be working in a village. You have a small start from

dialogs 15 and 16. But this is much less thanwhat you

have already learned about marketing,and conversations

t. with farmers about their lands and cropswill be mudh' ,. ;7-.7.- 7- - . -

177

more complex. It will certainly be moredifficult° But

it. " the same advice holds: ?V..

Askquestions. Learn the names of all the crops. A AI% .... Many of them will be new to you. Learn what you can about

them. Learn about the agricultural implements,their

names, the names of their parts,their uses. Learn what t

verbs are appropriate to use with them. In the dialogs

you have had/oj hol wogde ned and/mere Ichtiwogda

Of what other things is it appropriate to usethe verb

iwog,/? Just what does it mean in each case?If youaak

questions about each of the tools you willslowly learn.

Do not try to take a short out byasking abstruse

questions, however. Ask only simple direct questionsabout

simple easy matters until your Panjabi is verygood. It

will be up to you to fit the pieces togetherand try to

get the General picture. Panjabis won't be able totell . you, because some of the thingsthat puzzle you seem so

self-evident to them that they will neverrealize what is 2";

troubling you. There may be some people in thevillage who speak sOme.ofiour questions before you - . English and can answer

are ready to ask them inPanjabi. They will probably be

glad to bslp you lf you do not make nuisance ofyourself.,

Remember that for many of them theirEnglish will be very r r limited. Soma perhaps have had only a.few yearsin school. (Remember your own ability in French fromhigh school!)

Some may be very highly educated andspeak English,well.

But even these may never havehad opportunities totalk 178 about crops, agriculturalimplements, or villagelife in

English. They may not understand evensimple questions on such subjects even though..they could discussEnglish. literature with ease. Above all, don't askanybody a

Awn uwseman mold-boarel in Panimtbi?

When you see a Panjabi plow youwill know why, if youknoW; what a mold-board is on an Americanplow. Instead, ask hin to give you the namesof the parts bypointing to then on a plow. But if you do that, you will nothave to ask in English: /4ki e7/ will do most of the work.

Listen. Go out to the/khd/ When the men gather and There are sit with them. It will be difficultat first. few things that are harderthan listening to aconversation As when you understand almostnothing. But keep atit.

time goes on you willhear more and more. In time you will be ablo to understandtheir interests andtheir view- language, but tolearn points. . Listen not just for the farmer can some of theiragricultural wisdom. The Panjabi

teach you a Great dealthat you can neverget in an aari,.. cultural college, and that youwill never Get fromex-

perience on an Americanfarm. system.. Watdh. You will have tolearn a new Gesture

This is just asimportant as.the language comaunicating.,

The two should belearned together. In lddition,you will You must have to learn awhole now system ofetiquette. and learn where to sitand how (some waysthat are easy

natural l'or you arehighly insulting!),when you should and When to cone and when youshould Go, when 'to say yes . I 119 t

say no, how to eat if you aregiven food, and how tohold a, 41,t t ,.

4 Only observation %:4.t,' tea cup. These things are important! , .

, . will teach you many of the things that youmust know. ,... , deep records. Nails lists of usefulsentences. .The list in 20.2 is a model. There will always bealternative 1 ways of saying things.'Collect them. The kind-of tran-

scription we have used in this bookwill serve very well.

Even when you are not quite surewhat you heard, recordit

and mark oo indicate yourdoubt.Build yourself alittle vocabulary of theimportant terns you need. Draw piotures Panjabi,' and label them. Ftr exempla -the following aro ,. , : " ; "plow parts: ,,

1 s

.. , ,''. ; t :L

*. j..ri . wt

. . '

t. Obviously you can not goaround with a notebookand

pencil writing furiouslyall the time. Nor is itneceesary.

Watt till you get backto your room and thenwrite what When you have gottenwell. acquainted, P,* youcan.rememlier. v But : you can take noteswhen you are askingquestions. ;dot= take noteswhen you are listeningin onconversation!

i 11

l 180

20.5 Panjabi people speak a different languagethan Amaricans

That 14yobvious.enough, but it is likely todivert your

attention from another important difference: they talk

about different things, and when they talk aboutthe same

things, they say different things about them. You will

have to learn not only how to say things, but whatto say.

For example, Americans talk a greatdeal about the

weather. Panjabis do so ouch loss often. Most American.

discussion of the weather is of no moment. It is a safe

topic that you can always discuss with a strangerwhen it

seems necessary to talk. For a Panjabi farmer, however,

weather is vital. He talks about it when he isconcerned.

You must learn not to switch to the weatherwhen you can

think of nothing else to talk about.

There will be times when Panjabipeople will just sit.

You will feel uncomfortable becauseAmerican etiquette

would require you to converse. The patterns of good

American manners are long established anddeep seated, and 143 you will be uneasy aboutgoing against then. But Panjabi.,

patterns are different. You must learn in this, asin

other things, to follow Panjabietiquette. Talk when

Panjabis would talk,about the things theywould talk about,

and in the way.thoy would.

20.6 Perhaps it will be possible to makearrangements for Panjabi. For this . regular language instruction from some

you will want to payhim, of course. If you do make such

an arrangement, makefull use of it by beingregular and 181

systematic about it. There is no use in paying tor'cassia

instruction when you can. 'set plenty of that free!

Do not let your instructor talk but Panjabi. Very *,

few' people in Panjab can do so in a way that will be.help-

ful to you. His .job is to talk in Panjabi. Ask him now to

say things, what tosay inasituation, but do not ask him

why.

Have him help you build a collection of usefulsentences:

First ask him to say a sentence a couple of times. Then

have him say it and you repeat it after him. Until you

have practiced this way a few times do not try to say,any-

thins new unless he has just said it for a model. Be sure

he listens carefully and corrects any mistake. Encourage

him to be strict with you. His natural tendency will be

to be polite, and this often means to be too easy. .After

you have practiced a sentenceseveral times, write it down,.

and write dOwn some indication of what itmeans' or when it

is used.

Do your work with your instructor off byyourselves..

It will be much harder for him to correct, you in thepresence

of others. Find a quiet place where you can bothhear well

and where you will not beinterrupted.(At least not very

much. Absolute privacy in a village is a rarething!)

20.7 The language in these lessons is Nhjhidielact, spoken

around Amritsar and Lahore. It is widely acknowledged as

the standard variety of the language. Moreover, an effort

has been made to avoid forms that are notwidely used

Panjab. But do not expect the dialect to beexactly like 182

this wherever you Go. Even within the Majhi areathere

will .1.3e minor variations.'We hope that what youhave

already learned will beunderstood anywhere,but it will

not be exactly like what youwill hear.

Remember that dialectdifferences will soundmuch

greater to you than to Panjabis. They have aflexibility

in hearing their language that youwill not have for years.

Two people from verydifferent areas canunderstand each

other with little difficulty. But you may haveGreat dif-

ficulty with the dialect fromtwenty miles away. Do not

worry too much thatthey will not understandyou. It will

be far easier for them tounderstand you thanfor you to

understand them. patterns of your You will naturallypick up the speech genuine area. That will be quiteall right. Any kind of PanjabiPanjabi is better than an artificiallanguage that Learn to speak you mightlearn by trying to dootherwise. as.nearly like the people you areworking with as youcan.

one in '20.8 Panjabi is written in twoquite different ways, Bharat and one inPakistan. You may want tolearn to read thing and write. Zfter a while it mightbe an excellent road is to do. But do not start tooearly! To learn to immensely difficult for onewho does notspeak thelanguage much easily. If you have somefluency, it will be very spoken easier. Wait until you arequite at home in C.

Panjabi. But then, by all means,try it.