/ 111 I Contents Contents Preface Introduction viii Dedication IX Xlll PARTONE ChapterOne 1.1 The Origin of the Alphabet 1.2 The letter A 1 1 1.3 The Four Vowels 1 1.4 The Letter Head 2 1.5 The Punctuation System 2 - 1.6 Ending a Sentence 2 1.7 The Order of Strokes 2 ? 1.8 The Thirty Consonants 4 1.9 Place of Articulation 4 1.10 Pronunciation 5 1.11Tibetanized Sanskrit Alphabet 7 .1.12 Combining Consonants withVowels 8 1.13 Examples 9 ,. 1.16 Reading Exercise 10 1.16.a The letter Ba 10 1.16.b Example 11 Exercise l.a (n , -l.b Drill 11 / ChapterTwo f 2.17 Consonantal Denominations 12/ 2.18 The Root Consonant 13 -' 2.19 The 10 Suffixes 13 2.29 Reading Exercise 16 2.31Post-Siffixes 17 Exercise 2.a 17 Exercise 2.b Drill 18 2.32 Prfixes 2.38 Drill 18 22 2.39 Passive Consonants 22 2.40 SubjoinedConsonant5 23 Exercise 2.c 26 Exercise 2.d Drill 26 2.46 SurmountedLetters 27 Exercise.2.e 30 Exercise 2./ Drill 30 Exercise 2.g 131 2.53Irregular Pronunciation 31 2.54 Chart of Prefixed Consonantal Denominations 33 ChapterThree 3.55 ArticIes 34 f'-3.59 Noun 35i f. .... .. PART ONE?"./ContentsContentsPrefaceIntroductionDedicationChapterOne1.1 The Origin of the Alphabet1.2 The letter A1.3 The Four Vowels1.4 The Letter Head1.5 The Punctuation System.1.6 Ending a Sentence1.7 The Order of Strokes1.8 The Thirty Consonants1.9 Place of Articulation1.10 Pronunciation1.11 Tibetanized Sanskrit Alphabet.1.12 Combining Consonants withVowels1.13 Examples1.16 Reading Exercise1. 16.a The letter Ba1.16.b ExampleExercise l.aE r ; e r c i ~ e l.b DrillChapterTwoVIIIixXIll1112222445789101011in, .111112.17 Consonantal Denominations 122.18 The Root Consonant 132.19 The 10 Suffixes 132.29 Reading Exercise 162.31Post-Siffixes 17EXlircise 2.a 17Exercise 2.b Drill 182.32 Prfixes 182.38 Drill 222.39 Passive Consonants 222.40 Subjoined Consonant5 23Exercise 2.e 26Exercise 2.d Drill 262.46 Surmounted Letters 27Exercise.2.e 30Exercise 2./Drill , 30Exercise 2.g , 1312.53 Irregular Pronunciation 312.54 Chart of Prefixed Consonantal Denominations 33ChapterThree3.55 Articles3.59 Noun3435f'.if.....~ _ ..IV3.60 Examples of Simple Nouns363.61 Examples Complex Nouns373.65 Ending in Special Suffixes393.66 Dimunitive Nouns393.67 Dissyllable Nouns403.68 Derived Noun Stems403.69 Nominal Compounds413.70 Synonymous Compound423.71 Abstract Noun Compound423.72 Number433.72 Gender433.77 Adjectives453.80 Degree of Comparison463.81 Adverbial Superlatives473.82 Prenominal Adjectives473.83 Numerals473.85 Ordinal Numbers493.86 Aggregative Numerals493.87 Fractional Numerals493.88 Multiplicative Numerals503.89 Approximate Numerals503.90 Measurements50Chapter Four4.91 Cases524.92 Nominative524.93 Accusative524.94 Instrumental534.95 Dative544.96 Ablative544.97 Genitive554.98 Locative554.99 Duration564.99.a 12 Lunar Months564.100. Vocative57PART TWOLesson One1.1 Consonant Drill601.2 Pronouns631.2.a Personal Pronouns631.2.b Possessive Pronouns63~ ...1.2.e Demonstartive Pronouns641.3 Auxiliary Verb651.4 The Infinitive651.4.a Examples651.5 Word Order661.6 Vocabulary661.7 Examples671.8 Exercises ofLesson One681.8.b Seven days of the Week68r1.8.c and d Exercises68\1.8.e Cardinal Numbers691.9 Some Useful Expressions70ili. ~ .' v LessonTwo 2.1VowelDrill 71 2.2Nouns 72 2.3Vocabulary 72 2.4 Auxiliary Verb iiia;'yin 73 2.4.a Examples 74 2.5 Exercises a,b,c ofLesson Two 75 The 12 GeneralMonths 76 The 12 Tibetan Months 76 Exercises e and f 77 2.7 Some UsefulExpressions 77 LessonThree I 3.1The surmounted andSubjoined Consonants Drill79 3.2 The Use of Combined Auxiliary Verbs 80 The Examples 80 ..... -: 3.4 Tibetan Verb 81 3.4.a Vobaculary Verbs 82 3.5 Vocabulary Nouns 82 3.6 Expressions ontheNotion of Time 84 3.7 Exercises ofLesson Three 87/ 3.8 Some Useful Expressions 88 ~ & ~ LessonFour 4.1Substitution Drill 89; : ~ - - 4.2 The Combined Auxiliary Verb "l'\'''''\' yod red89 4.3 The Combined Auxiliary Verb Ui,\rl.5,"1yod 'dug90 4.4 Negation 91 4.5 Examples of Affirmative andNegative Sentences91 4.6 Participation Drills 94 4.7 Vocabulary 94 4.8 Interrogative Negatives 95 4.9 Exercises ofLesson Four 96 4.10UsefulExpressions 98 LessonFive ,L'. 5.1Interrogatives 99 5.2 General Interrogative Pronouns 99 5.3 Participation Drills ofInterrogative Sentences 99 5.4 Vocabulary 102 5.5 Adjectives 103 5.6 Adjectival Interrogatives 103 5.7 Examples of Adjectival Interrogatives 104 ,,, 5.8 Exercises ofLesson Five 105 5,9 UsefulExpressions ~ 107 i .' . ~.'vLesson Two2.1 Vowel Dr;!!712.2 Nouns722.3 Vocabulary722.4 Auxiliary Verb "la;' yin732.4.a Examples742.5 Exercises a,b, c ofLesson Two75The 12 General Months76The 12 Tibetan Months76Exercises e andf772.7 Some Useful Expressions77Lesson ThreeI3.1 The surmounted and Subjoined Consonants Drill 793.2 The Use of Combined Auxiliary Verbs80The Examples80-,,"'3.4 Tibetan Verb813.4.a Vobaculary Verbs823.5 Vocabulary Nouns823.6Expressions on the Notion of Time843.7 Exercises ofLesson Three87/3.8 Some Useful Expressions88Lesson Four4.1 Substitution Drill89;:"- -4.2 The Combined Auxiliary Verb "l"''''''' yod red 894.3 The Combined Auxiliary Verb "i"'r:>.5,"1 yod 'dug 904.4 Negation914.5 Examples of Affirmative and Negative Sentences 914.6 Participation Drills944.7 Vocabulary944.8 Interrogative Negatives954.9 Exercises ofLesson Four964.10 Useful Expressions98Lesson Five,L' .5.1 Interrogatives995.2 General Interrogative Pronouns995.3 Participation Drills ofInterrogative Sentences995.4 Vocabulary1025.5 Adjectives1035.6 :Adjectival Interrogatives1035.7 Examples of Adjectival Interrogatives1045.8 Exercises ofLesson Five1055,9 Useful Expressions~107i.' LessonSix 6.1 The Seven ladonParticles 108 6.2 Examples of accusative,locative and datives108 6.3 The Use of Honorific Expression 110 6.4 Honorific Nouns 110 6.5 Monosyllabic Honorific Verbs 112 6.8 Vobaculary 113 6.9 Examples 114 6.10 Exercisesat Lesson Six 115 Tibetan quotations 116 6.11Useful Expressions-117 LessonSeven 7.1Tenses 7.2 The Simple Present Tense 7.3 The Simple Past Tense 7.4 The Simple Future Tense 7.5 The Present Perfect 7.6 The Past Perfect Tense 7.7 The Future Perfect Tense 7.8 The Conditional Perfect Tense 7.9 Table of Tense Terminations 7.11Kinship Terms 7.12Exercises at Lesson Seven 7.13Useful Expressions LessonEight 8.1Progressive 8.2 Present Progressive 8.3 Pas tProgressive 8.4 Future Progressive 8.5 Future Conditional Progressive 8.6 Present Perfect Progressive 8.7 Past Perfect8.8 Future Perfect Progressive 8.9 Conditional Perfect Progressive 8.10 Vocabulary 8.11Counting Over 100 8.12 Exercises of Lesson Eight 8.13 Elegant Sayings By Sakya Pandila LessonNine -------ormation of Adver. 9.1 ADverb of Place 9.2 Adverb of Manner 9.3 Adverb of Time 9.4 Vocabulary 9.5 Classical Tibetan 9.6 Verb to be inClassical Tibetan 9.7 Examples of Completive Terminations, 9,8 Classical Tibetan Reading 9.11Exercises of Lesson Nine 118 118 119 119 120 121 121 121 121 122 123 125 126 126 126 127 127 127 128 128 129 129 130 130 133 134 134 134 135 136 137 137 137 138 139 VI Lesson SixVI6.1 The Seven la don Particles1086.2 Examples of accusative, locative and datives1086.3 The Use of Honorific Expression1106.4 Honorific Nouns1106.5 Monosyllabic Honorific Verbs1126.8 Vobaculary1136.9 Examples1146.10 Exercises atLesson Six115Tibetan quotations1166.11 Useful Expressions-117

Lesson Seven7.1 Tenses7.2 The Simple Present Tense7.3 The Simple Past Tense7.4 The Simple Future Tense7.5 The Present Perfect7.6 The Past Perfect Tense7.7 The Future Perfect Tense7.8 The Conditional Perfect Tense7.9 Table of Tense Terminations7.11 Kinship Terms7.12 Exercises at Lesson Seven7.13 Useful ExpressionsLesson Eight8.1 Progressive8.2 Present Progressive8.3 Past Progressive8.4 Future Progressive8.5 Future Conditional Progressive Present Perfect Progressive8.7 Past Perfect 8.8 Future Perfect Progressive8.9 Conditional Perfect Progressive8.10 Vocabulary8.11 Counting Over 1008.12 Exercises ofLesson Eight8.13 Elegant Sayings By Sakya PanditaLesson Nine------ormation of Adver.9.1ADverb of Place9.2 Adverb of Manner9.3 Adverb of Time9.4 Vocabulary9.5 Classical Tibetan9.6 Verb to be in Classical Tibetan9.7 Examples of Completive Terminations,9.8 Classical Tibetan Reading9.11 Exercises ofLesson Nine118118119119120121121121121122123125126126126127127127128128129129130130133134134134135136137137137138139i.L

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','-.-" 9.12 Elegant SayingsbySakya Pandita141 LessonTen 10.1Conjunction 143 10.7 Disjunctive Conjunctions 144 10.8 Examples of Conjunctions of Contrast &Similarity145 10.9 Vocabulary 146 10.10 Classical Tibetan Reading 147 10.11 Exercises ofLesson Ten 147 10.12 Elegant Sayings By Sakya Pandita 150 LessonEleven 11.1 The Continuative Particles 11.5 Examples of Continuative Particles 11.6 Gerundial Terminations 11.8 Instrument of Reason 11.9 The Ablative of Reason 11.1 0 Vocabulary 11.11Classical Tibetan Reading (Life Of Buddha) 11.12 Exercises ofLesson Eleven 11.13 Elegant Sayings by Sakya Pandita LessonTwelve 151 152 153 154 155 156 157 158 161 12.1 Particle ;;;'.naEmphasizing a Special Point162 12.2 Express a Condition 162 12.3 Interrogative Reasoning 162 12.4 Express Contradiction 163 12.5 Making a Wish 163 12.6 Expresing a Doubt 163 12.7 Expression of Certainty 164 12.8 Emphatic Expression ni 164 12.9 Vocabulary 165 12.10 Classical Tibetan Reading (Life of Buddha)165 12.11Exercises ofLesson Twelve 166 12.12 Conversation Between the Prince &hisCharioteer167 LessonThirteen 13.1 Abilitative Forms 13.3 Expressions of Obligatory Forms 13.4 Permissive Expressions 13.5 Causative Expressions 13.6 Idiomatic Expressions of Genitive Datives 13.7 The Use ofdgos and 'dod 13.8 Benedictive Expressions 13.9 Vocabulary 13.10 Classical Tibetan Reading (Life of Buddha) 13.11 Exercises ofLesson Thirteen 13.12 Sayings of the Buddha 170 171 172 173 174 175 175 176 176 177 179 vii 9.12 Elegant Sayings by Sakya PanditaLesson Ten141vii,l10.1 Conjunction14310.7 Disjunctive Conjunctions14410.8 Examples of Conjunctions of Contrast & Similarity 14510.9 Vocabulary14610.10 Classical Tibetan Reading14710.11 Exercises ofLesson Ten14710.12 Elegant Sayings By Sakya Pandita150Lesson Eleven11.1 The Continuative Particles15111.5 Examples of Continuative Particles15211.6 Gerundial Terminations15311.8 Instrument of Reason15411.9 The Ablative of Reason15511.10 Vocabulary15611.11 Classical Tibetan Reading (Life Of Buddha) 15711.12 Exercises ofLesson Eleven15811.13 Elegant Sayings by Sakya Pandita161Lesson Twelve12.1 Particle ;;;'. na Emphasizing a Special Point 16212.2 Express a Condition16212.3 Interrogative Reasoning16212.4 Express Contradiction16312.5 Making a Wish16312.6 Expresing a Doubt16312.7 Expression of Certainty16412.8 Emphatic Expression ni16412.9 Vocabulary16512.10 Classical Tibetan Reading (Life of Buddha) 16512.11 Exercises ofLesson Twelve16612.12 Conversation Between the Prince & his Charioteer 167Lesson ThirteenL-.':

13.1 Abilitative Forms13.3 Expressions of Obligatory Forms13.4 Permissive Expressions13.5 Causative Expressions13.6 Idiomatic Expressions of Genitive Datives13.7 The Use of dgos and'dod13.8 Benedictive Expressions13.9 Vocabulary13.10 Classical Tibetan Reading (Life of Buddha)13.11 Exercises ofLesson Thirteen13.12 Sayings of the Buddha170171172173174175175176176177179LessonFourteen 14.1 Various Auxiliaries 14.2 Exclamatory Expressions 14.4 The Imperative 14.5 Examples 14.6Adjectival andAdverbial Clauses 14.7 Alphabetical Notation 14.8 Vocabulary 14.9 Classical Tibetan Reading (Life of Buddha) 14.10 Exercises ofLesson Fourteen 14.11 Traditional Buddhist!Sayings LessonFifteen 180 181 182 182 183 184 184 185 186 188 15.1VerbalCompounds 189 15.2 Examples of VerbalCompounds 190 15.3 The Use ofS",tjbyedpaVerbal Compound191 15.4 The Verbs of Becoming 191 15.5 The Auxiliary Verb -5c.."I.myong ba 192 15.6lnfinitive ~ .rgyuand "'.ya 193 15.7 Beginning a sentence inClassical Tibetan 194 15.8 Completive Dual Syllables 196 15.9 Classical Tibetan Reading (Life of Buddha)196 15.10 Exercises ofLesson Fifteen 197 15.11 Elegant sayings bySakya Pandita 199 LessonSixteen 16.1Passive Voice 16.2 Relatives Clauses 16.3 Examples 16.4 Prenominal Adjectives 16.5 Examples 16.6 Derivation Word Classes 16.7 Examples PARTTHREE List of Verbs 200 200 201 201 201 203 204 205 viii Lesson Fourteen14.1 Various Auxiliaries18014.2 Exclamatory Expressions18114.4 The Imperative18214.5 Examples18214.6 Adjectival and Adverbial Clauses18314.7 Alphabetical Notation18414.8 Vocabulary18414.9 Classical Tibetan Reading (Life of Buddha) 18514.10 Exercises ofLesson Fourteen18614.11 Traditional BuddhisliSayings188Lesson Fifteen15.1 Verbal Compounds18915.2 Examples of Verbal Compounds19015.3 The Use ofS,,\tr byedpa Verbal Compound 19115.4 The Verbs of Becoming19115.5 The Auxiliary Verb .@c..tj' myong ba19215.6lnfinitive ~ . rgyu and "'I' ya19315.7 Beginning a sentence in Classical Tibetan19415.8 Completive Dual Syllables19615.9 Classical Tibetan Reading (Life of Buddha) 19615.10 Exercises ofLesson Fifteen19715.11 Elegant sayings by Sakya Pandita199Lesson Sixteenviii16.1 Passive Voice16.2 Relatives Clauses16.3 Examples16.4 Prenominal Adjectives16.5 Examples16.6 Derivation Word Classes16.7 ExamplesPART THREEList of Verbs200200201201201203204205!; t: / ;..,:-tB!

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f '_',;1 IX Preface . Subdue your fear by learning something new every day. ThisTibetan language course handbook 'A Primer of the Tibetan language' is designed for people .who want toacquire a good working knowledge of the language ina short time,andwho will probably be working at home without a teacher.It will enable those with nopreviousknowledge of Tibetan toreach the point where they can communicate effectively and can read, write andconverse on a range of topics.Originally written as a textbook for anintensive Tibetan language course, this handbook covers the essential elements of Tibetan grammar of both spoken and written Tibetan. I have used it for the various Tibetanlanguage classesI have conducted over the years andhave proved to be effective asteaching material for both class andindividual t,uition. 'A Primer of the Tibetan Language' begins with the Tibetan alphabet andthe soundsystem of the language, as far asthisispossible in print.A cassette tape togo with thisbook isbeing prepared for the benefit of those who cannot finda suitable teacher.In order tomaximise the enjoyment andyour endeavour, itis essential touse thisbookstage by stage according to the lessons.In each lesson, a of grammar are explained andillustrated;there are exercises with vocabulary lists anduseful expressions.A separate lists of verbs is also providedin thethree tenses andimperative so that so student can examine the pattern of spelling change causedbyconsonantal gender harmony called 'I)"'. rtag 'jug. Learning Tibetan language iskeytounderstandthe Tibetanpeople,their way of life, religion and history.Studying Tibetan willalso helptopreserve the Tibetan culture which is facing great threat under the repressive policy of the communist regimein Tibet.People who are interestedin Buddhism will findthe importance of Tibetan language andappreciate the rich Tibetan literature on Buddhism andrelated subjects.Grammatically there is no great difference between the spoken and writtenlanguage.Understanding the grammatical rules andtheir application in the spoken language willgive textual scholars a greater access tothe use of language as a spoken language.It is important to remindourselves that the scribal.convention wascreated to do service tothe spoken language,not a barrier to speak.Even if you know howtoreadRomanized Tibetan andknow few of its grammatical rules,youare not a Tibetan language scholar if you do not know howto speak the language as spoken among Tibetans.Numerous courseson'Classical Tibetan' aretaught at academic institutions aroundthe worldbypeople who donot speak or understandthe spoken language. Graduates of such courses are left frustratedandconfused asthey cannot speak and understanda language they supposedtohave studied several years atUniversity level.Unlike Sanskrit, Tibetan language isa living and progressive language whichisspoken inmany countries in the Himalayan region. Students who successfully complete this course will not put through such difficulties.I have written this manual because Tibetan ismymother tongue andI am well versed on the subject.I have hada thorough traditionaltraining in both school andmonastery under the tutelage of some of the leading Tibetan linguists, poets andgrammarians alive today.My teacher, His Eminence Chogay Trichen Rinpoche was on theboardof writers who designedthe Tibetan schooltext book under the auspices of the Council of Tibetan Education inDharamsala.I have been teaching Tibetan to non-Tibetans some years now andthisbook is an outcome of myown interest inteaching the language. This manual strictly followstheunique grammatical ruleswhich makes thislanguage so different fromany other language.There isnothing inthisbook thatthe so-called classical Tibetan courses would not have covered.The only difference isthat youwill know how tospeak, read, write and most important of all,you willbe able tofeelandthink in the language.Completing this course will bring you closer to the Tibetan people whenever they are aroundandyou willbecome part of their unique culture. This willprovide you with an eye into a new culture.Whenyou are not with the Tibetan people you will findbefore you a mine of Buddhist knOWledge andwisdompreservedinthe scriptures.While many learn Asian languages for financial reasons,learning Tibetan willhave a specialreason which only a keen student willbe able to feelwithin themselves. i;t:/1:;..,:-tBi0J,S::;;;)/1;}};',lr.vf:.:-,;1IXPreface. Subdue your fear by learning something new every day.This Tibetan language course handbook 'A Primer of the Tibetan language' is designed for people. who want to acquire a good working knowledge of the language in a short time, and who willprobably be working at home without a teacher. It will enable those with no previous knowledge ofTibetan to reach the point where they can communicate effectively and can read, write and converseon a range of topics. Originally written as a textbook for an intensive Tibetan language course, thishandbook covers the essential elements of Tibetan grammar of both spoken and written Tibetan. Ihave used it for the various Tibetan language classes I have conducted over the years and haveproved to be effective as teaching material for both class and individual t,uition.'A Primer of the Tibetan Language' begins with the Tibetan alphabet and the sound system of thelanguage, as far as this is possible in print. A cassette tape to go with this book is being prepared forthe benefit of those who cannot find a suitable teacher. In order to maximise the enjoyment and yourendeavour, it is essential to use this book stage by stage according to the lessons. In each lesson, aof grammar are explained and illustrated; there are exercises with vocabulary lists and usefulexpressions. A separate lists of verbs is also provided in the three tenses and imperative so that sostudent can examine the pattern of spelling change caused by consonantal gender harmony called ''1''''( l . ~ ' l J ' rtag 'jug.Learning Tibetan language is key to understand the Tibetan people, their way of life, religion andhistory. Studying Tibetan will also help to preserve the Tibetan culture which is facing great threatunder the repressive policy of the communist regime in Tibet. People who are interested inBuddhism will find the importance of Tibetan language and appreciate the rich Tibetan literature onBuddhism and related subjects. Grammatically there is no great difference between the spoken andwritten language. Understanding the grammatical rules and their application in the spoken languagewill give textual scholars a greater access to the use of language as a spoken language. It isimportant to remind ourselves that the scribal.convention was created to do service to the spokenlanguage, not a barrier to speak. Even if you know how to read Romanized Tibetan and know fewof its grammatical rules, you are not a Tibetan language scholar if you do not know how to speak thelanguage as spoken among Tibetans. Numerous courses on 'Classical Tibetan' are taught atacademic institutions around the world by people who do not speak or understand the spokenlanguage. Graduates of such courses are left frustrated and confused as they cannot speak andunderstand a language they supposed to have studied several years at University level. UnlikeSanskrit, Tibetan language is a living and progressive language which is spoken in many countries inthe Himalayan region.Students who successfully complete this course will not put through such difficulties. I havewritten this manual because Tibetan is my mother tongue and I am well versed on the subject. I havehad a thorough traditional training in both school and monastery under the tutelage of some of theleading Tibetan linguists, poets and grammarians alive today. My teacher, His Eminence ChogayTrichen Rinpoche was on the board of writers who designed the Tibetan school text book under theauspices of the Council of Tibetan Education in Dharamsala. I have been teaching Tibetan to non-Tibetans some years now and this book is an outcome of my own interest in teaching the language.This manual strictly follows the unique grammatical rules which makes this language so differentfrom any other language. There is nothing in this book that the so-called classical Tibetan courseswould not have covered. The only difference is that you will know how to speak, read, write andmost important of all, you will be able to feel and think in the language. Completing this course willbring you closer to the Tibetan people whenever they are around and you will become part of theirunique culture. This will provide you with an eye into a new culture. When you are not with theTibetan people you will find before you a mine of Buddhist knOWledge and wisdom preserved in thescriptures. While many learn Asian languages for financial reasons, learning Tibetan will have aspecial reason which only a keen student will be able to feel within themselves.iJ e: S9 ,Dedicationeo....

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Although this manual is the result of manymonths' hardwork, it was much easier than attending classes undertrees while missing my little sister who died on our wayin Mustang when we were escaping from Tibet in 1959.I .dedicate this book for her and many other youngTibetan children who died as the result ofcommunistoccupation of Tibet. My very existence and this bookcould not have appeared without the loving care,protection and guidance which I have received from myparents and His Eminence Chogay Trichen Rinpoche, Ihope that this is. the first drop of the fluidity of myrepaying of their kindness. Special thanks are also dueto my wife Mirabelle for her understanding, patienceand constant support in my work. I also express mygratitude to Merrill Cook and Ken Gardiner for theirhelp and to my students for their support andencouragement.

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" PART ONE CIBIAnlElR.}/ 4 1.8THE THIRTYCONSONANTS The thirty consonants of the Tibetan alphabet known as.. rqilgsal byed sum bcuare classified into seven andhalf groups of four.The order inwhich the fourlettersare arrangedin eachgroupareverysignificantintermsof theTibetanphonology.ThusTibetanalphabetis traditionally written sequentially in four columns in seven andhalf horizontal rows as given below. Grammatically these groups are named after the firstletters of each group pa and hence the fIrStgtroup iscalled ka sdeor kagroup etc. Columu1Column2Column3Column4 Rowl1kafkha"'Iga nga Row2 \'5caa:,chae:.ja '?nya Row 3 7. ta Iltha '"da "ina Row 4 .qpa I.'a "j ha aI PalatalI" ca E' ja"I zhaI '? nyaya I DentalI'5 ta .\j tha'\ daI : "I' ::'a,the suffix of .ilil:'me'iis the medial letter between the vowel eand i. There isno real dipthong in Tibetan in the strict sense of vowels but only when there isa medial suffix'a. Practicecombiningthevowelswiththeconsonantsshownaboveonceyoupronouncingtheconsonantsclearly.Someonewhohastaughtthemselveshowtoreadand understand Tibetan manuscripts may feelthat learning how toread and spellTibetan the way it is traditionallytaught is a verytiring process.However,if one wishesto learnto speak thelanguage properly thereisno short cut that willhelpyou communicate inthe spokenlanguage otherthan learning itin the traditional sequence. 1.14We have already seen the Tibetanized Sanskrit alphabet and have noticedthe similarities and disimilarities betweenthe Sanskrit and the Tibetan alphabet.It is very important for any student who wishes to learn the Tibetan language to see the unique relationship between the two languages andremember the additional charactersin the Tibetan alphabetwhich do not exist in the Sanskrit alphabet. The six characters that were added solely for the classical and spoken Tibetan language are: "(ca),a;(cha),e.(ja),1"1(zha), >landr.>.('a ). 1.15 There are also six reversedletters logscyig-drug ( )which are chiefly used for transliterating Sanskrit into Tibetan but theyare not usually countedaslegitimate members of the Tibetan alphabet - there are almost no Tibetan words where these are used.In Tibetan,the sounds of these reversed letters are created bysubjoined consonantswhich we will see shortly. Tibetan 1."ItjOl 2.flar-3. 4. c..ar-5. a:;'Zi' 6''''OJ' 7. t;;Zi 8.S.ij 9.1.16READINGEXERCISE I Spelling lw-pa-la-gi-gu=Zi= kha-na-ro=kho-tsha-na-ro=tsho= ga-sa-ga-la= nga-tsha-na-ro=tsho= tsha-pa-na-ro-po= da-la-na-ro=Za= da-na-ro=do-pa-na-ro=po= ba-zhabs-kyu=bu-ma-na-ro=mo= ra-gigu=ri-1rU1-naro=rrw Pronunciation ka-pa-li kho-tsho ga-sa-ga-Ia nga-tsho tsha-po da-Io do-po bu-mo ri-mo 1.16.aTHELETTERBA English skull they everywhere we hot this year baggage girl painting When the letter"ba" (.t:r)appears asthe secondsyllable of a two syllable or three syllable word, it is generallypronounced"va" instead of "ba". As seen above r.>: 'a, the suffix of .iJil:. me'i is the medial letter between the vowel e and i.There is no real dipthong in Tibetan in the strict sense of vowels but only when there is a medialsuffix 'a.Practice combining the vowels with the consonants shown above once youpronouncing the consonants clearly. Someone who has taught themselves how to read andunderstand Tibetan manuscripts may feel that learning how to read and spell Tibetan the way it istraditionally taught is a very tiring process. However, if one wishes to learn to speak the languageproperly there is no short cut that will help you communicate in the spoken language other thanlearning it in the traditional sequence.1.14 We have already seen the Tibetanized Sanskrit alphabet and have noticed the similaritiesand disimilarities between the Sanskrit and the Tibetan alphabet. It is very important for any studentwho wishes to learn the Tibetan language to see the unique relationship between the two languagesand remember the additional characters in the Tibetan alphabet which do not exist in the Sanskritalphabet. The six characters that were added solely for the classical and spoken Tibetan language are:" (ca), a; (cha), e. (ja), l"I (zha), >l and r:>. ('a ).1.15 There are also six reversed letters logscyig-drug () which are chiefly used fortransliterating Sanskrit into Tibetan but they are not usually counted as legitimate members of theTibetan alphabet - there are almost no Tibetan words where these are used. In Tibetan, the sounds ofthese reversed letters are created by subjoined consonants which we will see shortly.1.16 READING EXERCISETibetan1. "Iz:nij2. flar-3. "l'll"lor4. c:i'5. a:;Zi6 "i'ai'7. 8. S.ij9.ISpellingIw-pa-la-gi-gu=li=kha-na-ro=kho-tsha-na-ro=tsho=ga-sa-ga-la=nga-tsha-na-ro=tsho=tsha-pa-na-ro-po=da-la-na-ro=la=da-na-ro=do-pa-na-ro=po=ba-zhabs-kyu=bu-ma-na-ro=mo=ra-gigu=ri-ma-naro=rrwPronunciationka-pa-likho-tshoga-sa-ga-Ianga-tshotsha-poda-lodo-pobu-mori-moEnglishskulltheyeverywherewehotthis yearbaggagegirlpainting1.16.a THE LETTER BAWhen the letter "ba" ( z:r) appears as the second syllable of a two syllable or three syllable word,it is generally pronounced "va" instead of "ba".,i / t !....i t .. _,/ t '> - -..'= some. 2.26.a Furthermore'a isa very special suffixas it isalso usedin transliteratingthe long form of Sanskritvowels in Tibetan scriptures byadding asmallA'aorchung.A'achung is. fixedatthefootof aletter tolengthenthevowelof asyllable.For instancethewordAcaryais written in Tibetan as Il'landis". 2.27THESUFFIXRA "I .... 'j'" a; .... 'J 1l ... 'J ga-ra= ga-zhabs-kyu gu- gura = cha-ra=char-pa = tha-ra=lhar-pa = gardance gurtent char-parainfall thar-paliberation 1l.' ga-'o-za-'a=is pronounced zah(planet). ga-'a-ya-sa =is pronouced yay (right-side). Ya is modified by the prefix ga which is theonly prefix that is applicable and no surmounted and subjoined letters occur with ya."I4i1i' ga-'o-sha-gi-gu=shi-na = is pronounced shin (death). Sharetains its sound without goingthrough any changes caused by other consonantal denominations.ga-'o-sa-zhabs-kyu=su-nga =is pronouncedSoong(speech, honorific). Saisnotmodifiable by any prefix or other consonantal compounds.,--r,--0:" / .::,-,

or..-';:

" (}t 's":; ,,:?,

.;.[ ;;;;-.l'rel1xedlia NoChangei5ea1)ta;:;tsasaJrna,they are spelled and pronounced in the following manner: 1. !!l ka-ya-btags=is pronounced kya.ka-ya-btags=kya-'greng-po=kye-mais pronounced kye-ma, Alas! 2.19kha-ya-btags=ispronouncedkbya egoB kha-ya-btags=khya-gi-gu=ispronounced kbyi,dog. 3.5ga-ya-blags =ispronouncedgya 4.!:!pa-ya-blags =ispronouncedintothatofiscaasin porc!l 5.:Jpha-ya-btags =ispronouncedintothat of ibcha asincheese rMother is not at home. This is me and my father's shop.23

2.39 PASSIVE CONSONANTSThe twenty consonants which do not occur as suffixes, prefixes and post suffixesin forming aTibetanwordiscalledmi Jugming gzhi. This I havefreelytranslatedthemas'passive consonants', This means that there can be no two passive consonants written together atanytime to formone syllable except ya and va which can be subjoinedto number of the passiveconsonants. If any of thepassive consonants occur in a Tibetan word, itisnecessarilythe rootconsonant of the syllable. They formthebasisto which other consonantal denomination can beprefIxed, suffixed, surmounted and subjoined as we have seen some and will see more. The passiveconsonants are:1. "I ka, 2. F lilia, 3. is ca, 4. ib cha, 5. f. ja, 6. '?nya, 7. ') ta, 8. lil tha, 9. Q,pa,10. 1 '>-IUl9' '>-.. e-.."" _ -.'''\'..ljt:.'Q'ra-ka-btags=ka-nga=kang pa = kang-pa, leg. 'lira-ga-btags =is pronounced gha,ra-ga-btags=gha-na-ro=gho-da=gho-ma= ghll-ma, a mare. /:.ra-nga-btags =is pronounced(high pitch) nga, /:"jjt:..ra-nga-btags=ngl1-ma-na-ro=mo-nga=mong=nga-mong, a camel. -... _ e-.. _ e-.. -l"n59'r:l,""ft:.''''I' lj[1j'-... --.... -

c.... _ e-... _ w e-.. _ e-.. eo... ''''I',,\S'f1J'S9'ql)c-'q'UlCliIv '"-2.46 SURMOUNTEDLETTERSThe root consonant of a Tibetan syllable, accompanied by a prefix, a suffix, a subjoined letter, asurmounted letter and a vowel is positioned in the center of all the characters, This is why I prefer totranslate the wordming gzhi 'root consonant' instead of 'initial' as other grammarians havedone, Literally translated as basis the name ming gzhi is not necessarily the first letter of a syllableand it is the basic or root letter to which.all the other consonantal denominations make connectioninorder to develop a collective sound based upon the root consonanl. Therefore mgo can letters aresurmounted upon the root consonant ofa syllable. The three last letters of the ten suffixes namely,... ra, r>J la and "ll sa occur as surmounted letters. They are called mgo can gsum. .. !0?'-l-/ 2,46,a The effect of a mgo-canor) brtsegs, the stacked is similar to that of the prefixes. where it raise.s..t ..he. t..oniC. pi.tCht.o emphasize the sound of the root consonan. I. prefixanda surmounted letterpresent,..the.mod.ificalion.QLthe prnuunS;!.l!Jion..m.tlJe rootconsonant, . the soundand,. .. have alreadyI (MiL\->"M>vJ - . S . ! : ; . b . / k .I f f . t 1 . b . 1 u ( b I S . P ; ' ! ; : . @ 1 : ; J . : i ' ' i ' . b . l 1 It J I H( l f i r . I i i . t i l I i : : . / k/ t : \ b . l n . i b . l t J i n . b 3 " e J.S N O I . L V N I W O N 3 U ' l V . L N V N O S N O J S f l O r n V A " 3 : 0 . > 1 U 3 S f lS 3 X U f f i I d . > 1 0 . L U V H Jbp o . 1 _ " , I > S ' Zi ' ' ' t J " r . I l : ! . t t J I n . ; ; " t J . ; ; " t J . f i r. . . . , - . . . . . . , -1 1 > ! l . f . . l t J . ' r . t l . t l II

1 1 i i . ! i 1 I i : : . @ ( I : i ' ' i ' . ' : : l . b . ! 1 I\f fl I i l i . l i i . t i l 1 / 1 > . S . f i . b . l k . I f f . t 1 . b . L t ( bI S . P ; " ; : . @

1 : ; J . : i '' i ' . b . ! 1 I t lI H ( l ! l r . I i i . t i l I i : : . l k / t : \

b . l n . i b . l t J i n . b 3 ' c J S N O I . L V N I W O N 3 U ' l V . L N V N O S N O J S f l O r n V A ' H O . > l U 3 S f lS 3 X U 3 ' H d . > 1 0 . L ' H V H Jb P "1 _ " , ! : , S Zi ' ' ' t J ' r . 1 l : d t J I n . ; ; ' t J . ; ; ' t J .f i r" . , ; ) - . . . . . . , - %' /

"

CHAPTER THREE 3.55ARTICLES In Tibetan, articles are not used as commonlyasin English,but in order to fullyunderstand Tibetan grammar we will briefly discuss the two types of particles: 1. !1"i'''It1iJi'''iJ r:>. ... [1J (and all Vowels)1'\"1

4"13.59 JJt::: tlJ NOUNTibetan substantives appear very frequently inmonosyllabic words which are formed of twoor more letters and consist of one morpheme and this will be called a simple noun stem. This. includes nouns in single consonant, nouns in one or more consonants followed by a vowel andnounsin one or more consonants ending in either of the ten finals or ending in a vowel.mingdenotes the meaning of a word which nominates either a label btags-ming) anobject or an actual namedngos-ming) of an object; common or proper name of ananimate or inanimate object. A noun must have at least two letters to nominate an object whetherit is an actual name or a labelled name. An actual name is given to an object which has a relevantfunction denoted by the actualname; for instance an object which is hot and burning is called'fire', anda creature who is dignifiedandproud like a king and who doesnot mix with otherbeasts is called 'a lion'. Btags-ming is a name given to an object which resembles an objectthat has an actual name and therefore labelled after it eg., a small fly which has a mere fire-likeappearance in the night is called 'firefly' , and a Brahmin's son who has big eyes, flat nose andwith a big mouth is also called 'lion' (faced).;< -.-. -., --'" ~ ~ " f,r / There isalsocomplexnounstemswhich arecomposedof anounrootandaformative or additive particle affixedasa suffix thusmaking the complex noun stems polymorphemic with twoor moresyllables.Tibetan reliesheavilyoncombinations of morphemesasameansof creating wordsandhasalarge number of compoundnoun stems whichareconstitutedof at., least two morphemes where each constituent isattestedasa free formand can occur asa simple noun stem and aswellas complex if a formative particle isadded toit.It is not to be confused with the nominal compounds as we shall see their differencesinthe examples. Aderivationalsuffixisaffixedtoa simple nounstemtoforma derivednoun stem which expresses the meaning connected with a person's occupation or what he doeswith himself. There are also nominal compounds in Tibetan which are composed of noun stems standing in a specific relationship which can be in cO-l zanettle "l yaanodd ... ragoat OJ lahill '1shameat '>l saland B.MONOSYLLABICNOUNSCOMBINEDWITHVOWELS ~ khujuice F kheprofit [ii khohe ( ngoface ~ cobrother ~ chriwater [ jobrother51tholist jj l.j phomale Sbusonrniperson~ mutogether ,;j mefire Ji moshe ~ tshelife ~ zhocurd ~ ~ ~1za nettleUlya an odd...ra goatOJla hill'1 sha meat'>lsa land~ ~ "B. MONOSYLLABICNOUNS COMBINEDWITHVOWELS~khujuiceFkhe profitfiikho he(ngo face~co brother~chriwater[jo brother 51 tho listJJ '4pho maleS bu son mi person ~mu together,;jme fireJimo she~tshe life~zho curd~~~ :.'''1 ber ga stick

sengge lion ,\"1' a, dagcha spelling 8'l":3 aru myrobalan Br: khye'u infant

byi'u bird gzhonnu youth "I,\t:. 'If"! gdengska hood "lor"l yal ga branch

rnuge famine Q"I'a, brag cha echo '1':3 baru myrobalan "\S'>:"j'l stonkhadbyar kha autumn summer ok:"1iiit:. long gago nga bellycollar i'i:: cho ngekuco lamentationnoise or a, lacha seal wax

skyuru olive "-1"1' a, lag cha tool

byu ru coral

gter kha mine sgonga egg Twaco horn kha che Muslim ::-bse ru rhinoceros '11.>:.'''1 star ga walnut dbyugu the 9thmonth

glacha wages "1'3 Gau amulet box cJ;.r1j cho 10 dice 3.66DIMUNITIVENOUNS sge'u ginger iilr: le'u chapter phrugu child Ja;"l''3 ll!.>J' '3 QC:SgrobuI gling bu rnchanbu snam busprang bu bongbubellyflute footnote feltbeggar-boy donkey ril budgrabo chubo gtebo dobo nubopillenemy river gang leader loadyounger brother-3.64ENDINGINFORMATIVEPARTICLE MAAND MOv"'ilI [!l'.>J 5'.>J skrarnakhrarna grogrna rgyarna rngarna snye rnastarspite antscale tail fern .ll'" .>JS'.>J Jil\r.>.' ill

gter rnathur rna sderrna drirna nurna rnna' rnatreasure spoon. plate smell breast bride ill S'.>J1ll'.>J ,,'.>Jll'l'ilIis' .iJsnasrna bye rna blarna rarna arna khyirnoyarnsand teacher goat (she) motherdog (she)L / . [, t-Jf'l"'l'" i:,'" bshumkhanrtsommkhanmkhaspasgerparngapa copiercomposerscholarprivatedrummer '?'''f'l'r1J' " 'l},\'.li'q ct"'l' " i gcodpanyapakha10paltadmOibachospa Chod studentfishermandriverspectatorreligious person v " .l'j'.>Jr>l'" J'Il' " thamalpabodparnal'byorpasbragspakhamspa ordinaryTibetanYogipostmanKhampa 3.67 DISYLLABLENOUNSTEMSThere are several notable differences between complex noun stems and disyllabic noun stemsin the following ways: In the disyllable noun stem, the bare root of the simple noun need not tobe the first constituent but can be either the first or the last without definite reasonsprovided.The dropping of non-noun root will not maintain the meaning of the disyllable stems of the nounbut will often modify itintoanunrelatedsimple noun. Disyllable nounstemsare generallybound and are not free:""J-,"-'Ilj"in<

dkargyol skubsteg dgergan grongkhyer rgyal sgoporcelain chair tutor town gateet"'!' -'"-vUlOJ'''lq'",!'5'''lt:.chos ra ba so ral gri yal ga hayangmonastic class ivory sword branch aluminium3.68 DERIVEDNOUNSTEMSDerived noun stems are connected with animate nouns who are nominated by the things theydo, andmost appropriatelybytheir occupation. The 'doer' noun derives fromverbsandisformedby adding a derivational suffixto the simple noun stemwhich expresses the meaning'connectedwith mkhan or belonging to '" pa. There are number of categories ofderived noun stems which are addedto the distinctive simple noun stemsas we shall discusshere, There is also derived noun stems from verb stems by adding an agentive suffix either tosimple or compound verb or noun stems:"1'

rkumkhan grumkhan ngumkhan beol mkhan nyomkhanthief boatman cner investor buyera:Jl'lili It:.'a:Jl'liliv

"l t:. 'a:J1'l ili'brimkhan thsongkhang rdzamkhan bzomkhan yongmkhanauthor seller potter manufacturer comerq-:ra:Jl'lili 8'.>1' a:Jl'lili a:J1'l"'!'" i:,'"bshumkhan r150mmkhan mkhas pa sgerpa rngapacopier composer scholar private drummer

'f" 1'l'r1J'"'l},\,gj'qet"'!' "igcodpa nya pa kha10 pa ltadmOjba chospaChad student fisherman driver spectator religious personv .l'l'a:Jnl'qto denote a decade,There are other suffixes anda;which are put after alltens,hundredsandthousands, Generally the prefix 9is dropped and also the root letter Qischanged into'" fromwhen it isusedtocount higher < 3.81 ADVERBIALSUPERLATIVESThere are adjectives which are formed inyto comparative and superlative by puttinmg numberof adverbial particles before the positive. They can be rendered into Enmglish coparative andsuprelatives which are formed by putting more and most. There are several choice ofsuperlative forms for one comparative form...q.

S U P E R L A T I V E Sq"c:l.l...xJ;2\I' x"ic'\I"2\1" xxgood_very goodextremely xeminently xentirely xcompletely x"I2\I(lj"l.l... xJ;2\I" x

xxClearVery clearextremely x eminently xentirely xcompletely x3.82PRONOMINALADJECTIVES'j"'i

"1C"UlC

0."10.allsomeonewhateverwhicheversome'ljC'"IC''\''I "Id "t"1 those whowhateverwhosoeverwhatsoeverthese o."lo."UlC

--Q"t'\"lsomesome alsowhateveranythingany

"1t'\"'i

(lj"(ljonlyotheranother thingwhosoeversomeone

,

...>-'someonewhosoeverhowever manyjust asuntil

q2\l""'iuptoaccordinglythereforethereforethereupon ...

likewisein this waythusthuswith regard to -...... ...... ....

,\sq(W"i immediatelythat is soeven sohoweversimilarly3.83'1It:...l:;l NUMERALSNumerals occur in the same position as number suffixes in a noun phrase. Tibetsn numeralscan be sub-classified is follows: a) cardinals, b)ordinals, c) l"1l1ll.la:; .-aggregatives, d) fractionals, e)multiplicatives f)approximatives and g)2\1

3.84 J.lt:...,?t:.. CARDINALNUMERALS

The Tibetan cardinal numbers are simple to count with the exception of some spellingirregularities. Fifteen and eighteen do not sharebut are said and written andq;s.q::J'\respectively. The tens are also suffixed with .Ij.>l'l.l to denote a decade. There are other suffixes and.t which are put after all tens, hundreds and thousands. Generally the prefiX "1 isdropped and also the root letter Qis changed into a; fromwhen it is usedto count highert '-"-

I' ft:f" L, llij'

,,-,-> 1>::':; W.J /

numbers above one hundred,The elision of prefix"Iappliesto andforhigher numbers,Each scores of tenhas a separate particle corresponding totyinEnglish which isput between the ten andthe unitsupto ninety nine, , 1one11eleven " 'I 2 two12 twelve''I 'I 3three13 thirteen

14 fourteene qil'ql'j 4four p"" '" 5 five15 fifteen p"-

" "I6six16 sixteen p"q,,'!'i"l

pJ q,\"i 7 seven17 seventeen ,pJ

""

8 eight' 18 eighteen '"" .S"l

175973 One hundred and seventy five thousand nine hundred seventy three.'ll'''l a million. S'Qten millions.'Sc:..;:t..., a hundred million. ij...r:>.8a:J a thousandmillions. 4Y ij,,o.Si.>l-Oj" .>liij- ili.q- "-,\1 It will take about six years. He will be returning home from work at about 5 o'clock_ Ihave moneytobuy about four sheep_ Iwill meet those students approximately before sun rise_ About nine of us will be renting a house together. The cat was in the garden just before it rained_ It appears that there were about 100 cavalries. Ihada headachejust before the class finished. 3.90MEASUREMENTS Measurement of length, height, width and distance were carried out with small and large units of the body.The following terms were used by traditional artists for the study of Tibetan Buddhist iconometry and architecture as well as by common people to measure things_The preferred term for one measurement is "Ie:.although the cardinalis also used.

finger-width "F" legone-fourth of ais called a leg .,. "i"l-grain A half of aleg_if,-d'I and indefinite article 1'\"1 it formsapproximate numeral in Tipetan. When a speaker is uncertain of the approximate,;>d'I'1'\"I can beaugmented by '4rl1'.t"" (almost) before the numeral.t./_.. Examples=(Locative of time denotes the time, period or duration when a action takes place, It takes all thecase signs of locative, In order to use the locative of time case signs some notion of time inTibetan will prove useful. Tibetanlunar calendar has a technical name for each month whichare only used in literary works but most commoners identify the twelve months in their-ordinals, Not long ago the twelve months were simply called ci!'Q'"r::.'!.I etc, but since theTibetans became exposed to the Euopean calendar, it has been prefixed and abbreviated into i'l,,\'ci!'"r::.,qfor the first Tibetan month and for January, Hence the case sign for. the loe;ativeof time is suffixed to the ordinals of month and hour, and cardinals for other notions of time, Ifone were to use the tes;hnical ,names of the month instead of the ordinals then the case sign issuffixed to ci!'.q, the month, thus it will be i/.j-li'ci!'Q" (in Magha), Location of time is not alwaysexpressed with the above case signs, For instance when mentioning date it takes after thedate.4,99.a NAMESOFTHE12LUNARMONTHSTibetan Sanskrit COJloquial Translation..' 'a (and vowel endings)//0;;.;>]--.fucT

fir:."\q.",'

it r.fOj'5'Oj"l'

r:.'"'Fr:.'fl'iiir:.' ,is,, is'),nga'imgokho'i dpung pamo'i rgyug shadkhong gi sku dparkhyod kyi debkhyed kyi gsung1.2.d Plural'di tsho'i ljid khogde tsho'i lhag rnapha gi tsho'i ca lagya gi tsho'i skudpama gi tsha'i pha manga tsho'i za khangkho tsho'i sngo tskalkhong tsko'i ckibs pakhyod tsho'i mokrakhyed tsho'i sku mched(my head)(his ann)(her comb)(hislher photograph han.)(your book)(your saying han.)5 Genitive signsOJ' gikyigyi0: 'i iij' yl(the weight of these)(remainder of those)(luggage of those)(thread of those up there)(parent of those down there)(our restaurant)(their vegetables)(their horse han.)(your motor car)(your relatives han.)b41.2.e Demonstrative Pronouns. Wordswhichsubstitute for nounsandalsofunctiontopoint out:i:\::r

r.fOj'UfOj'OJ'Oj'Singular'di (this)'di ru (here)pha ru (there)de (that)pha gi (that)ya gi (that up there)ma gi (that down there) "IX

Plural'di tsho (these)de tsho(those)pha tsho (those)iya tsho (those up there)ma tsho (those down1.2. RelativePronounsWordswhichrelateto,andsubstitutefor,previouslymentioned nouns,This is formedby adding .>;c,'rang meaning "self" toother forms of pronouns,In the plurals, rang isadded between the pronoun andplural.suffix: SingularPlural c,' .>;c,' ngarhng (myself) c,' .>;c,'' ngarang tsha(ourselves) I .>;c,'gus rang(myself) .>;c,'g. gus rang tsho(ourselves) [ii' .>;c,' kho rang (himslef) [ii',>;c,' g;-kho rang tsho(themsleves) .>;c,' rno rang(herself) [ii'.>;c,'l' khorang tsho(themselves) 0.) [iic,',>;c, , khang rang (he, she polite)fc.'.>;c,'l'khong rang tsho(themselves) -El'"-';c,' khyadrang (yourself) is,,' ,.:.r:: l' khyod rang tsho(you) is,,' .>;c,' khyed(you,polite) is,,' .>;c,' , khyed rang tsho(you, pi) 1.3Auxiliaryverb Auxiliary verb assists the main verb of the sentence.Verbs andauxiliary verbs come atthe end of the sentence,Simple sentences with the auxiliary verb to be :;e.'[ii' .>;e.' [iie.'.>;e. '

is,,.>;e.'Singularngarhng (myself)gus rang(myself)kho rang (himslef)rno rang(herself)khong rang (he, she polite)khyodrang (yourself)khyed{you,polite)e.' .>;e.,g,I .>;e.,a;-[ii'.>;e. ,a;-

fc.' .>;e.,g;,i"'.>:.r:,,g;,6",,>;!:.'l'Pluralngarang tsho(ourselves)gus rang tsho (ourselves)kho rang tsho (themsleves)khorang tsho (themselves)khong rang tsho (themselves)khyod rang tsho (you)khyed rang tsho (you, pI)1.3Auxiliary verbAuxiliary verb assists the main verb of the sentence. Verbs and auxiliary verbs come at the end ofthe sentence, Simple sentences with the auxiliary verb to be :I. bodmi-bodskad 3. J'"gza' mig limarzaah mig-marTuesday(Mars) 4."1'1(:('21"1''1' gza'lhagpazaah-lhak-paWednesday(Mercury) S ."I-'lQ'S"'S'gza' phur-buzaah-pur-buThursday(Jupiter) gza' pa SOllgSzaah-pa-sungFriday(Venus) 7.gza'spenpazaah-pem-paSaturday(Saturn) 1.8.c Translate the following into Tibetan andwrite in Roman characters and express: 1.This ismy school. 2.That isa bookstore. 3.Those are his oranges. 4. Thisismy ink. S.Those are our horses. 6.These are four deers. 7.Today isMonday. 8.He isa farmer. 1.8.d Write down the correct possesive (genitive) case signs according tothe above chart: 1.'l!"I ........ stag...... lpagspatiger skin 2.,;:;Oi.>J .. .. c; q' tsha10rna ......khubaorange juice 3. ,;:; .......snagtsha ...... mdogink colour 4. deb...... rinbook price S.,,!:;, ....... rang....semsone'smind 6.Ji ........rna.....skraher hair 7. !:;, ...... Il'l'Jf nga.....arnamy mother 8. su....khangpawhose house 9tl1J,f ...... -'1-:,jrflJ">flJcJ,.{ 'IJ,.{c:. "1'1'11c:.(>I;c:. J,.{c:.1; po">(>(>1pc:. 1;0 pJ,.{

/PPpI;flJP">">P">PflJP"c:.P'IP"P(>

P(zPP101;(>J-lJ,.{2.7 Some Useful Expressions:%.f"C.>''!t-',"fiQ:-&IT'1)."".c'-'1.zim yag po khoog song nyay2.

lak nyee yag po khoog chung3. dzin dra tshook ren song4. yag po jay sen rok nang5. nga la jay dhoe nang rok nang6.yang kyar chik soong rok nanggzim yagpo khug song ngasDid you sleep well ?lags gnyidyagpo khug byungYes, I slept well.'dzin grwa tshug ran songThe class is about to start.yagpo byas gsan rogs gnangPlease listen carefully.nga la rjes zlos gnang rogs gnangPlease repeat after me.yang skyar gcig gsung rogs gnangPlease repeat it once again (for me).> 1 / p U e l S l Q P U n 1 . U p ! P I ' o N: i i u o s / J U I o : i i v l J s : i i 1 J [i , l ! P U e l S 1 Q P U n n O h P ! Gs v : i i u : i i u o s o : i i / J 1 fl l U O S l l W 0 8 e q g i l l 0 8h e l l U l l U O S 0 8 e l j L7. ' 5 ' ~ " " i " - ' " - "l"1ha go song ngay8. Ol"l'll','ilj""r"i"-'!lag ha go rna songha go song ngasDid you understand it?lags ha go rna songNo, I didn't understand.11)LESSONTHREE -mq'3.1TheSurmountedandSubjoinedConsonantsDrill TibetanTranslit.ProDunciationEnglish

dkrugspaTrook-pa to shake Il."'l.l''khrugpaTook-pa toquarrel

dkrogpaTrok-pa to rattle

sgrogspaDrok-pa to announce bkrashisTra-shi auspicious / j!3i1J' khromTom market ;j' skraTra hair J!l'khraThra hawk grvapaDra-pa monk sgrasnyanDram-nyenguitar

gruDru boat ;Jr:;.' sgrung Droong story - skyidpokyeet-po happy &"i"s" sgyedbugyet-pu oven 'khyer bakhyer-wa to take .... q. skyer bakyer-wa a wood skyo bakyo-wa to be sad 6""fkhyo gakhyo-gahusband skyur mokyoor-mo sour rgyidpagyit-patendon ;. (j'2jt:;' pivangpi-wanglute .rik phabongpha-wongboulder

rgyaspagyay-pa to increase brgyadgyet eight spyangkichang-ki jackal phyugpochyook-parich

byamspajam-pa love Il.l;

6. khoe shing cho kyi re7. khoe yi ge dri wa re8. khoe chu thoong zhin dook9.moe ba chook jo ya re10. khong tsho yang drab dook11.zhi mi dhee sha za gi re12.taag dey look soe pa rekhas shing gcad kyi redHe will cut the wood. (Future)khos yi ge 'bri ba redHe writes letters. (present Habitual)khas shing thu bzhin 'dugHe is fetching wood. (Present Progressive)mas ba phyug 1a ya redShe'll be milking cow. (Future Perfect)khang tslw yong grabs 'dugThey are about to come. (Future)zhi mi 'dis sha za gi redThis cat will eat meat. (Future)stad des lug bsodpa redThe tiger kills sheep. (present Habitual)13. ra dhee tsa za zhin dook 14. kho poe la dro ya re 15.chu dhi khol drab dook ra'disrlsa za 'bzhin'dug This goat is eating grass. kho bod fa'groya red Hewill be going to Tibet. chu 'Iii khol grabs 'dug This water isabaut toboil. nga tsho sang nyin rlung 'plzrinnyan gyi yin nga tsho sang nyin loong trin nyen gyi yinWe will listen to the radio tomorrow. 17.e:.' ct nga ISho poe ke jang gi yoe q'r>.1[ 'u:j"il nga dong pa tm zhin yoe 19. nga ISho zhay tang yayin 20. nga IShomar doe drab yoe 21. jile:. '''I!lJ.l" ."i"l nyoog gukhonggi kang p;i hog ladook spre 'ude mar mehong gi red The monkey will jump down. ra de khang pa'i thog kha la 'dug The goat is on the roof of the house. smyu gu khong gi kLl!pa'i 'og la'dug My penisunder hisfoot. 86 '-,'" _.,: 13..>;' r>.,!.'S"Ira dhee tsa za zhin dook14. kho poe la dro ya re15. chu dhi khol drab dookra 'dis rtsa za 'bzhin'dugThis goat is eating grass.kho bod la'groya redHewill be going to Tibet.chu 'Iii khol grabs 'dugThis water isabaut to boil.86

nga tsho sang nyin loong trin nyen gyi yinnga tsho sang nyin rlung 'phrin nyan gyi yinWe will listen to the radio tomorrow,17.nga Isho poe ke jang gi yoe18.nga dong pa tm zhin yoe19. nga Isho zhay tang ya yin20.nga Isho mar doe drab yoe21. jiir:..'''I!lJ.l" khong zim choong nang la dook22.lsi lsi khang pai teng la dook23. nga nyee gyok po yong gi yin24. jiir:..' g'F'''l''l'

khog tsho kha lag za zhin dooknga tsho bodskad sbyang gi yodWe study Tibetan language.nga gdongpa 'khru bzhin yodI am washing face.nga ts/zo gzhas btang ya yinWe will be singing.nga tsho mar bsdod grabs yodWe are about to sit down.khong gzim chung nang la 'dugHe is in the bedroom.tsi tsi khang pa'i steng la 'dugThe rat is on the roof,nga gnyis mgyogs po yong gi yinTwo of us will come quickly.khong tsho kha lag za bzhin 'dugThey are eating food.'-,'-:,25,r:..'nga Isho do ghong !shag par log gi yin26.tre'u de mar chong gi re27.ii"fF"Ofr>.'S"Ira de khang pai thog kha la dook28. nyoog gu khonggi kang p;i hog la dooknga tsho do dgong tshag par /dog gi yinTonight we will read newspaper.spre 'u de mar mehong gi redThe monkey will jump down.ra de khangpa'i thog kha la 'dugThe goat is on the roof of the house.smyu gu khong gi kOl pa'i 'og la'dugMy pen is under his foot.';0;:"(a) Write the subjoined and surmounted consonants which are pronounced same as:ca cha jl nya tta tha dra(b) Write the four labial consonants which take the subjoined ya.(c) Write down the suffixes which modifies the sound of the root letter.(d) Write down the consonants which can not be modified by prefixes or surmounted letters andexplain why. .(e) Write down the consonants which take subjoined lao(1) Translate into Tibetan:1. We have seven dogs.2. He has one deer.3. They are eating food.4. I will be going there.5. My book is on the table.6. Yesterday was Tuesday.7. She will go tomorrow.8. I will read this book tonight.9, The girl has a headache.10. I am learning Tibetan.(g) Express and memorize the following Tibetan names:K'.i;'.{'Gt;."i-1. Tashi Tshering2. Dondrup Gyatsho- :;.>- 4"1' ",' .>;t;,.;;;OiJIg.

bkra shis tshe ring (m.)dan 'grub rgya mtsho (m.)3. Kunga Khedrup 4.NyatriTsernpo 5. Songtsen Garnpo 6.Perna Jungnay 7. llamo Dolkar 8. Ngodrup Wangmo 9. Migrnar Dolrna 10. Yangchen Butree 'j"i"""Ir.>."

"e:"qc.',;f "f "9C.3.8UsefulExpressions 1.c..a;.nga tsho tshang rna nyam po 10k tho 2. ::ili"l""I"ic."c., kbye rang chik pu 10k nang dang 3.'''''1 gongdak 4."I"iil'o>J"ga ye je kyi rna re 5."Iii:lili"l"I"ic."c., ga Ie 10k nang dang 6.dhi nay 10k nang dang 7. sen nang rna song ngey 8. c.ngey yang kyar 10k chok kung dga' mkhas grub (m.) gnya' khri btshan po (m.) srong blsan sgam po (m.) pad ma 'byung gnas(m.) Ihamo sgroi dkar (f.) lingos grub dbang mo (f.) mig dmar sgrolma (f.) dbyangs canbu'khrid (f.) nga tsho tshang mamnyam po !dog do Let us all read it together. khyed rang gcig pu !dog gnang dang Please say italone by yourself. dgongdag I am sorry. (purify your thoughts) ga ye byed kyi rnared It doesnot matter. ga Ie !dog gnang dang Please read slowly. 'di nas!dog gnang dang Please read from here. gsan gnang ma song ngas Didn't you hear me (han.)? ngas yang skyar klog chog I can readit again (for you). ISIS :". 3. Kunga Khedrup4. Nyatri Tsernpo5. Songtsen Garnpo6. Perna lungnay7. llamo Dolkar8. Ngodrup Wangmo9. Migrnar Dolrna10. Yangchen Butree'j"i"""Ir:>." q;5""i'llI"J'q''''I''iZ\j'

"e: "qc.',;f .mi dhi la laa tsi yoe doog kho nang layoe doog gay EOa;' ij' ja dhi tsha po re doog gay 4.4Negation nyi ma sang nyin yong gi yod red Nyima is coming tomorrow, gnamLa skar rna kha shas 'dug There are some stars inthe sky. khyodLasorgdublnga'dug You, have five rings, khyod la dngul sil ma 'dug gas Do youhave some change? mi 'diLagLartsi yod 'dug It seems thai this man has (some) musk, kho nang la yod 'dug gas Is he at home? ja 'di tsha po red 'dug gas Is thistea hot? 91 Known asdgag sgrain Tibetan, there are mainly four negative particles usedin Tibetan as oppossed tothe four affirmativeauxiliary verbs we have already discussed.There are two negatives .JJmaand mithat are prefixed to the auxiliary verbs or placedbetween the main verb and the auxiliary verb andthe other two, j'j"i'minand,j)r.:;'medare postpositined to verbs,There are other negatives but these four will sufficeforthe time being, AffirmativeAuxilariesNegativeAuxiliaries -"'-'\' Ul"i'.Ji"i' A5"1 Mr>.5"1

,j)r.:;' 4.5ExamplesofAffirmativeandNegativeSentences e. 'ru"1'nga lob took yin nga ge ghen min nga la due tshoe yoe nga slob phrug yin Iam (a) student. nga dge rgan min I amnot (a) teacher. nga Ladus tshod yod Ihave (some) time, 4.5 Examples ofAffirmative and Negative Sentences4.4 NegationKnown asdgag sgra in Tibetan, there are mainly four negative particles used in Tibetan asoppossed to the four affirmative auxiliary verbs we have already discussed. There are two negatives,;j maand mi that are prefixed to the auxiliary verbs or placed between the main verb and theauxiliary verb and the other two, j'j"i' min and.j)r.:;' medare postpositined to verbs. There are othernegatives but these four will suffice for the time being./'"KS/-

. ..-..-,.J-'" Of"l"l"l\!!'" khong tsho la yak nga gya yoe re

nyi rna sang nyin yong gi yoe re"I"i"'OjllI...,;j'f'l' "'1"l'r>.5"1naam la kar rna kha shay doog[r.:;w2r>.5"1khyoe la sor doob nga doog[r.:;'Oj'r.:;sOJ' ,;j'r>. 5"1'''1"llkhyoe la ngoo see rna doog gay mi dhi la laa tsi yoe doog"ic;.OJ' 5"1'"I"llkho nang la yoe doog gayga;'ij'ja dhi tsha po re doog gayAffirmative Auxilaries:isUl"i'1'1.5"1

nga lob took yinj'j"i'nga ge ghen min nga la due tshoe yoekhong tsho la gyag lnga brgya yod redThey have five hundred Yaks.nyi ma sang nyin yang gi yod redNyima is coming tomorrow.gnam la skar rna kha shas 'dugThere are some stars in the sky.khyod la sor gdub lnga 'dugYou, have five rings.khyod la dngul sil ma 'dug gasDo you have some change?mi 'til la gla rtsi yod 'dugIt seems that this man has (some) musk.kho nang la yod 'dug gasIs he at home?ja 'til tsha po red 'dug gasIs this tea hot?Negative Auxiliaries

Mr>.5"1.j)r.:;'nga slobphrugyinI am (a) student.nga dge rgan minI am not (a) teacher.nga ladus tshod yodI have (some) time,91"\ t:. 'or '.SIlj khong la nga tshoipar mi doog f"-WlJ"lIlj;:jUi"ir:>. SIlj khong la cha lag nying payag po yoe doog It seems there are many letters foryou. khyod la brngall pa yod mi 'dug It seems there isno gift foryou. khOllg sol grva'i dge rgan red He is(a) school teacher. khong sol grva'i dge rgan gsar pa ma red He isnot (a) new school teacher. khong la nga tsho'i par 'dug He has our photographs. khong la nga tsho'i par mi 'dug He doesnot have our photographs. khong la ca lag rnying pa yag po yod 'dug It seems he has goodquality antiques. khong ta ca lag rnyingpa yagpo yod mi 'dug 93 khong la cha lag nying pa yag poyoe mi doogIt seems he doesn't have goodquality antique.

khong la achor yoe f"-WJi"il khong la zhook sa me khong ngai tsha vo re f"-"-f.\ ,:b,,;:jJjil)1 khong ngai tshap po min f"- il)'lJ'khong troong sa khamnay yim pa re f"- "'illil)'lJ' 6l' khong gya gar wa yim pa rnare f"-r>.jlJ,,"lUi,, r:>. 'S"I khong la pe shak yaar ya yoe doog

khong la pe shak yaar ya yoe mi doog khong la a char yod I have (a) towelfor him. khong la bzhugs sa med I have noplace for him (her) to stay, khong nga'i tsha bo red He ismy nephew. khong nga'i tshab po min He is not myrepresentative. ,khong 'khrungs sa khams nas yin pa red I gather /lisbirth-place isKham (region). i khong rgya gar ba yin parna red He (she) mustn't be anIndian. khong lapad shag gyar ya yod'dug It seems he has the money tolend. khong lapad shag gyar ya yod mi 'dug It seems he doesnot have the money to lend. khong la ca lag rnyingpa yag po yodmi 'dugkhong la cha lag nying pa yag po yoe mi doog It seems he doesn't have good quality antique,/'tiw-iii,;;khyoe la yi ge mang po yoe doog6,\'(lfQtil\'.q'Ui,\' Jj'r:>.Slljkhyoe la ngem pa yoe mi doog khong lob drai ge ghen re .Slljkhong la nga tshoi par mi doogf"-'[1J' .q'''lllj';:j'Ui''ir:>.Slljkhong la cha lag nying pa yag po yoe doog khong la achor yoef"-'[1J' .ii"ilkhong la zhook sa me khong ngai tsha vo ref"-'"-f.\' ihQ';:jJjil\1khong ngai tshap po minf"- il\khong troong sa kham nay yim pa ref"- Q'Ulil\'.q',;;'khong gya gar wa yim pa rna ref"-'[1J'"I'""l'Ui,,r:>. 'S"Ikhong la pe shak yaar ya yoe doogf"- W "I'" Jj'r:>.S"Ikhong la pe shak yaar ya yoe mi doogIt seems there are many letters for you.khyod la brngan payod mi 'dugIt seems there is no gift for you,khong sol grva'i dge rgan redHe is (a) school teacher.khong sol grva'i dge rgan gsarpa ma redHe is not (a) new school teacher.khong la nga tsho'i par 'dugHe has our photographs.khongLa nga tsho'i par mi 'dugHe does not have our photographs,khong la ca lag rnyingpa yagpo yod 'dugIt seems he has good quality antiques.khong La a char yodI have (a) towel for him.khong la bzhugs sa medI have no place for him (her) to stay,khong nga'i tsha bo redHe is my nephew.khong nga'i tshab po minHe is not my representative.,khong 'khrungs sa khams nas yin pa redI gather /lis birth-place is Kham (region).ikhong rgya gar ba yin parna redHe (she) mustn't be an Indian,khong lapad shag gyar ya yod'dugIt seems he has the money to lend.khong lapad shag gyar ya yod mi 'dugIt seems he does not have the money to lend.934,6ParticipationDrills Affirmative "- -- -.. r:l. z:;;.' a;' _Co..-..1 z:;;. 'lIjOolllj 'lIj' e:: arc...c...eo......,; "... t::.. ' a,jllj' .3i 'lIj' r:l. z:;;.lIj " t::..' __Y'_"'-_ t::..' t::.. '@j' a,j'_co.... __c...eo...z:;;.1:mz:;;.' ... jIlt::..' "... S' r:l. z:;;.' (lj' 7Tj t::.. '1:.1' Ool z:;;. ,r:l. z:;;.lIj'lIj " eo..-..c...-... r:l. z:;;. 'lIj1;1a,j' z:;;. ,r:l.'lIj "" ......... jIlt::.." ___.......c.......... z:;;.'L,rTranslation These are mules, That isYak tail. The cat is outside. r have a headache. We have money. We are going tonight. r am from America. These are my books. He is sick. This birds seem tohave legs. This spoon seems tobe made of gOld. I have torch for him. They are officials. 4,7Vocabulary Nouns: ldumra thab mangpo gnam garden stove many sky Negative "'- -

'lIjOolllj'lIj'e;.' a,j' a,j' JJ' S't1'illjW JJ' r:l. " ...".C'\()co... t::..''lIj' a,j'r:l." ---t::..' __v__ c...-... t::..'a,jz:;;., t::.. '@j' a,j' .......C\.,.....-!"-" z:;;. a; 't::..r:l.'... jIlt::..'a,j'r:l.z:;;.lIj "... S'r:l. z:;;.'f'll' 7Tjt::.. '1:.1' Ool z:;;.' a,j' r:l. " ""'- ......eo.........eo... a,j'...... jIlt::.. a,jz:;;., "

These are not mules. That is not Yak tail. The cat isnot outside, r do not have a headache. We do not have money. We are not going tonight. r am not from America. These are not mybooks, He isnot sick, " This bird doesnot seem to have legs. This spoon does not seem to be made of gold. I do not have torch for him They are not official. .ilLJ'r.>.snod nang la zho gog lei La gnyis tsam'dugnoe nang la zho gok ki 10 nyee tsam doogThere are approximately 2 kilos ofpotatoes in this pot. gza' nyi ma'i nyin dreg rtsis yinzaah nyi mai nyin drek tsee yinI am planning to mow it on Sunday.I.r;0iQ'\"I';:j' , tshaLa ma 'di tshoLa bdagpo mi 'dugtsha10 rna dhi tsho la dak po mi dook .These oranges have no owner.a;' ehu tshod dgu dang phyed lea redchu tshoe ghoo dang che ka reThe time is 9.30.t::..i' g". J.'l0 q0r.>. 'S"l nga'i ang rtsis dge rgan sgrigs dam po 'dug My math teacher is strict. ql1 "1"10 .>l0 r.>.r.>.E..>l00 r.>. 'S "1 bzhugs grum'di'jam po a'u rtsi'dug This carpet isquite softo ij"10 .>lij,\.>lil)0 !FI -thog mtho dmanItargyu rna byung I didnot check the height. e:. "10 gB.lll'\"l'l! ,;J'\I ngas ne tso'i skad yag po nyan med I didnot listen to their sound properlyo e:.0 lie:.Iie:.o ilJije:. 0 01nga'i khyim mtshes kyi shing sdong ring lod 'dugkhyim mtshes kyi shing sdong mthong ma byunf; How tall is my neighbour'stree?I didnot see the neigbour's treeo S.SExercisesofLessonFive (a)Translate into Tibetan.: 1.I will chop the muttono 20How hot isthe sweet tea? 30My math teacher is a clever mano 40These trees are not longo 50The firein the stove isnot hot. 60Those parrots are beautiful. 70How farisyour neighbour? 80My neighbour isnot far frommyhouseo 90My mother hasfive new carpetso 100I do not have a new carpet. (b)Express andmemorize TibetanTranslitoPronoun. 4:(.0 sharshar

lholho nubnoob !:F byangjang !F4:(.0 byangsharjang shar lhosharlho shar lho nubIho noob

byangnubjang noob English east south west north north east south east south west north west t,,}1/;:-.."",.,;'i&.'t/

[,;o...

6. '\' khyod rang gi ang rtsis dge rgan yag lad 'dugHow good is your math teacher?

grum rtse'di 'jam lad 'dugBow soft is this carpet?8.,,\iljil\''r.>.'S'flC; ..ii"l' dgon pa'i 'du khang de thog mtho lad 'dugHow high is the monastery's assembly hall?g"'l'

ne tsoya tsho skadsnyan lad 'dugHow melodious are those parrots up there?1 'Ifc;':4:'iii,,\'!.)"lnga'i ang rtsis dge rgan sgrigs dam po 'dugMy math teacher is strict.

bzhugs grum'di 'jam po a'u rtsi'dugThis carpet is quite soft,.ii"l'JJij,,\JJil\'JJ' -thog mtho timan Ita rgyu rna byungI did not check the height.e;,gr:>,'llI"\'''l'l\',;J"\Ingas ne tso'i skadyagpo nyan medI did not listen to their sound properly,e;,'Ifr::ilJijc;' Jfkhyim mtshes kyi shing sdong tnthong ma byunt;I did not see the neigbour's tree.

iB/is;;,\'i.t.;

Tibetan Translit. Pronoun. English4:(.' shar shar east

lho lho south nub noob westSI;,:byang jang north byangshar jang shar north east

lhoshar lho shar south east lho nub lho noob south westbyangnub jang noob north west

stengtengupward 'oghogdownward phyogs bcuchogchuten directions phyogs bzhichogzhifour directions

mtshambzhiISham zhifour intennediate directions (c)Complete the following sentences with the appropriate auxiliary verbs and translate: 1;.' jiie:.' gE./UFilj o>J .......... , '11"1'a::e:.''ClJ' .fr .......... .. .. .. , 6,\.J (:'it:. '\''Ii' -.l nga tsho zhing kha la'gro gi .khong tsho ja'thung gi ma .stag phrug de tshang nang la mi ..spu gu'di10 bcu gsum .khyed rang ga nas yong ba ..de,.smyugu sut .nga rkang pa na gi .pha gi bod kyi gyag .de nga'i gosthung ma .drung yig lags daIta bzhugs'dJ.lg .......(d) Write down the comparative and superlative fonns of the following adjectives:1.2. JJt:.....Jj.3. JJjf'q"4. 5. 6. 7. '\JJ....J'1"!'''9Oj'rnigshelspyan shelspectacleMskra'is';j' dbuskrahair

rna 'phyagsenfingernailrl"! khragskukhrag blood 6.4.b Honorific by Nature.. This is formed mainly by focusing on the nature of the object for which an honorific is required byprefixing it with an honorific verb to express the use of the object:'OJ' nyalchas "I3J.>1'gzim chasbedding skyes yul 'khrungs yulbirth-place',;::c!.iQ1'",.>1' 'Orzampaphebszambridge

0l.;J" gdan lam 6.4.cHonorificofOrigination I4l'17. 18. j!j'19. "l'iili'20. '&,i:}' ..;;l.-::.'): .. i;;6.7 Monosyllabic Honorific VerbsOrdinaryHonorificEnglish/1;j'Q'zaba bzhespato eat .ljl:.'Q'thungbabzhespato drink

rilili'.. 'S",'I - .-'di gus la khong gis gnang byung 115 'di nga la khos sprad byung dhi ngala khoi trey joongdhi gue lakhong gi nang joongHe gave me this to me. 10.de kho'i rta sga red de khoi ta gha re

de khong gi chib sga red de khong gi chib gha reThat ishis horse saddle. 6.10ExercisesforLessonsix (a)Translate into Tibetan I 1.I have two long legs. 2.'He hasno cows. 3.They have twenty seven pigs. 4.Who has a better camera? 5.I have the film foryou. 6.This isthe biggest dog in the shrine. 7.We will go to America in March. 8.She will show this photograph tomy mother. 9.I will not go to China in December. 10.Where are the bigger oranges? (b) Fill the blanks of the sentences andtransliterate into Tibetan: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ........... ....khromla'grogimin khongkhalagzagi ma ........... .. ngaLadebbzhiyod pa .............. . khyod spyi zLadang por yang gi yin ....... . .. ........... nga'iamaLagsma......... . khongtshobalyuLla......................... .. bod.........gyagmangpo.............. . ...........sangnyinmchonggi............ . shoggudekhonggi yin............. . chutshod'dikhyod rang .......yin ?-o, 5.kyod ja 'thung gaskhyo ja thoong gay115EJ"i"I.ijr,rE.. "l'"Iili"-."I"llkhyed gsol ja bzhes gnang gaskhye sol ja zhay nang gay Will you drink some tea.6.da nga 'gro gi yinda nga dro ki yin7.tog tsa bsdad long medpastog tsa day long me pay"i''j''l'.o:.t:. da gus rang dgongpa zhu gi yinda gu rang gongpa zhu gi yin ';j139"l'nic::' j),,'sku khyug tsam bzhug long medpasku quook tsam zhug long me payCan't you stay for a little while?Now I will go,8. i'ii':i:r>l"l'.'1"1kho'i lag pa ring po 'dugkhoi lag pa ring po doog9.'di nga la khos sprad byungdhi nga la khoi trey joong :i"l'::.'i"lkhong gi phyag lag ringpo 'dugkhong gi chak ring po doog His hand is long.r:>.'S"-'I- .-'di gus la khong gis gnang byungdhi gue la khong gi nang joong He gave me this to me.10.de kho'i rta sga redde khoi ta gha re6.10 Exercises for Lesson six de khong gi chib sga redde khong gi chib gha re That is his horse saddle.?-o,(a) Translate into TibetanI1. I have two long legs.2.. He hasno cows.3. They have twenty seven pigs.4. Who has a better camera?5. I have the film for you.6. This is the biggest dog in the shrine.7. We will go to America in March.8. She will show this photograph to my mother.9. I will not go to China in December.10. Where are the bigger oranges?(b) Fill the blanks of the sentences and transliterate into Tibetan:l.2.3.4.5.6.7.8.9.10................ khromla'grogi minkhongkhalag za gi ma ..nga ladebbzhi yod pa .khyod spyi zla dang por yang gi yin .... nga'i amalagsma ..khongtshobal yul la .bod gyagmangpo ............ sangnyin mchonggi .shoggudekhonggi yin ..chutshod 'di khyod rang yin" /, ... _-

...- ...-6,"iI:.' S'\'f'lll:.' J,j''I -.< 7,1Ij'-9S """... Ul9' " new newer newest I old older oldest thick thicker thickest big bigger biggest short shorter shortest good better best high higher highest It is very good, Excellent. What is the meaning of this? What is the meaning of this in Tibetan? Please spell this(for me), Did you do your homework? I did not have time to do my homework, How are those apples? TIley are very good, Excellent. 117 " 4. .;)"1 mlg 8. rtsampa117(e) Make ten sentences by using the following adjectives: gsarpanew

newer Igsarshosnewestft:."l" rnymgpaI oldft:.c:: rnyingnga older rnyingshos oldestIl"l'Zl' thugpo thick

thug ga thickerthug shos thickest

chen po bigj;'q'cheba bigger-cheshos biggestIlt:..\F thungthung short_.....Il"-'t:.. thungnga shorter

Ilt:. thung shos shortest

- good"""I'll' . yagpo"""I',,!yaggabetter"""I' yag shos bestmthonpo highmthobahigher--mtho shos highest"Ill' 6.11 Useful Expressions., ...- "C>...C>........ -- "i.:t.,'",,_..... -.:t.,'1l1,,_..... - 9"iI:.'1_ e-.. _ -"il:....-...-6,".r'I -..j.q.r:>.Q"I'q'iQa;C::'qqgiQ'l,f

r:>.{.q'1st person

2nd & 3rd person

5.q...nga tsho gza' pa sangs rragpar dgon pa la 'gro gi yod nga !Sho zah pa sang tag par gam par dro ki yoe Every Friday we go to the monastery. /t L . nga zhok kay tag par lob dra la dro ki yoe2; .j"rt'il,,\!r:>.j'.flr::.'J

ilJc:.q'Ui", "1"1'''1',,\' g;",Ui,\!tl'J'jr:>.'1"1

"iljz;r

'i!.,\' q' jj' r:>.rs,"I"Ic:..q,r:>.'i'llv '5' / r: .. v,s-: .. w;. ";;} Uf: 4.r< 'i"l "l"ll "l"ic 9r.>. '\"I"I"l1 "l. q- .,,\"l (b) Repeat the following sentences by filling inthe Tibetan equivalents of the English words. - g 1.I'K.. .............."',\1 merchants Indian Nepalese students fishermen 2............combs pocket knives hand gloves fruits prayer books 3. .............. see sleep bear read copy 4.school hospital bookstore restaurant student (c) Transform the followingsentences into' negative. I 1. 2. c3.4.5. " (d)TranslatethefollowingsentencesintoEnglishandtransformthemintosimplepastin Tibetan. 1. ... 2. 3. -,-....., !,-';) (0"..

"f!t&4.

"l0\c:. '''I"r.>.'\"I'''I''i1

"i'q-.&b .lil'tJ.tu.'::l'r. -- "........,..- - - '- -.- ..-,....."-"-Z '- - .....,,- '- '::lie.'::l "..:>,....".,.......,.....,,... (mq gV.1llt! wnq,) gpg VA vs (umq,201p) 2!:J2 gV.llJd lUnq, (vd UlDlJl !.11pf 21lp) mq 2v.1lJd gu01s fJn.1pv2u mq v2Ul vtffJ.1q SJAUguo1s g!lJ:J fJuols 2l1p, gp2 gV.1lJd guols "-llem.m.lil'tJ.&'1 .....,- -"""'-0000001 .rt't:tJ.b'f000001 00001 -l.'::lleb.&b'r.&bl'7.'rl'zb,tu.!''tu.i>:zDl'7,Ie.'tJ- '- '-; - -'tJ.ib.'rI;.lqB".'eJD .'F.Ie.let;.tu.'::lie.du.!''OI....., '- .....,,,.. ....., .....,- I......... ---....., - '6l&l'z '::l'r,.... .....,,.... ...... -,...- ..- '::lm.'::lb.&tu.b'eJ.l'z.'::l%.'8'-",... ....., '="..... "-

'- _...... "" "-"- "-m.ib.'r b'tJ.b:b.bPi.1e Ie.tiI'tJ.&Ie b.'::l .'::l.L.,.........,........., ..- "... '::l'r.lefO.1e.tb'tJ.&Ie .&I''b--.....,... .... .....,...... ,..... "-.&!'';P!''.&-.tum.tub.';I?'::l '9....., -- ,.... ,....."- "-l. '::l11.!''.b.- ...... _-.....,...."- "- '::l&.Ie.tufO

"- "- 'eJ.tu.b;P. '::lbJb. '- - .....,.....,. ......"- 'v-,.;- .......,... ,.....&b'r.1ii'tJ......,- ....., .....,,....,.....b.!'' .&b'r,1l;'tJ.tu.'::l'r 'f:"... ".. ....., ..- - -

'- -.- ..-,.... ." . -"-Z'- - ....., ,-- '::lie. '::l"..:>,.... ".,.. ....., ...... ,..."-llem.m.lbtJ.&'1....., - -""" '-TrT(mq 3v.1l(dwnq,) 3pg VA vs(umq, 2ol(: 2!:>2 gV.1lJd wnq,(vdWDl(l !J1[Jf 21l(: mq 2v.1lJdgu01s2n.1p v2u mq v2Ul vtfiJ.1q S!AU guols g!lJ:>guOls 21l(:>' gp2 gV.1lJdguols .rt'tltJ.b'i'

.b'i'- - .,b,!,000000100000100001 0001,. , "'""' ", ,:, J' a;r:::f1l'RE(f1l' q , The kitten entered the house. 2.'",'Jj'''S'! My gloves are notinside the box, 3.We willnot go toChina. 4, They willnot go that side. 9.2Adverbof Manner kittenthe house of inside enter did my gloves the box of inside not are we China to go will not they that side to gowill not Adverbialexpression of mannerare usually placed after anadjective andbefore averb.In spoken Tibetan the phrase 9"1'.'\-"1 '-I' "''\1Suddenly my friend died.6. c.S'If At this very time I am going outside.he eat house in always come Ilot doeswe tomorrow early city to go willtime always guru to refuge in takeiI here at late except come will notmy friend suddenly die did1 now very outside to go will do'--- "', .;' l..il'(J' "l' l' S'.q "" -"flz;;r:rq",' S' .qr:l: !j"" l;l'J,fa; "" "i "" S'fll "i' ';;' .q' " _c-..."'"__Co...-...c-.......... ....-"-...c-... ';;r.{''7' '1:lJ' a:.)'fll' S'fll' 'r.{ ,,'.q ""r.{ '" "i "'I a; m.q'7' ';;' -..;:. ......, .............. -...---..."....... .....-S .qC')"i' ';;' ';;'l;l' ';;f " " Semi-LiteralTranslation Previously- India- South of- city big - Vamna - so-called- at /landlord- rich-ato-son not having -always- godto- praying through- months -ten- (time)- wife tothe- son- son - was born / itsname- Mahadeva - was given,Itsbirthcelebration- lavishly- inorder to do- the father - tothesea - jewelsbring- inorder to- went-through- ontheroad- years-twelve - it this as to perfect ofpath isl'Everything he (she) has said is true,

other's purpose for virtue practise doI (we) shall practise virtue for the benetit of others, ''''11:;' '\"1' Qr.;:'C1l.;'Ulc:.'

e-.. C'..."" C'-. _ISc:.' q' ':;)' ibql'l"\'r:l.fl->;!;;. ..,,,-If one has qualities, everybody will come (to you) by themselves,Even if one does not gather them together,Even though the fragrant flower is far awayin the distanceThe bees will swarm around it like cluster of clouds.,

'Ic.... c.... c... eo...l:i'I'l""1'J'"'.>J',\.>J'..>JiiJ"ON[lj.>J'"l.>J'and')"l' expresses'or','or else','either. ....or'and'neither.....nor'.Theyareusedtoenlistparticulars oj a specific catagory, express a doubt and forminterrogatives: 1.J:i"l'''I''l1organ five there are lryie,nose, ear,tongue and body together are There are five organs. ,They consist of eyeS,nose, ears, tongue and body. 2. C?l"'l'''l.>JIt:: "I"I.>JI"1,\'door three there are body,speechand mind together are The three doors consist of body, speech andmind. 3.q'SqA.>JIJ1 JI'\3'"l' Q' doctrineexponent fourthereare particular exponder,Sutra group,mind only group and middlt together are The four (Buddhist) schools are: The Particularist, Sutra, Mind-Only and Middle way. 4. '\' Q,\'fll' "l' JI you Tibet in lived having Tibetanlanguage properly know did how Having livedin Tibet, didyoulearnto speak Tibetan well? ..l ......-lOA '\"'. which expresses the notion of time:1,teacher arrive as soon as meet scarfoffer didI offered the scarf as soon as the Lama arrived,2. rainfall as soon as umbrella openUse the umbrella as soon as it starts raining.10.5 ,\1::: which expresses order or command:1.,\""1Listen to the lecture carefully.2.-- -Cut this apple with that knife.speech saidproperly listen doapple this knife the cut do,10.611l used simply to join words and ideas:1.he by I to give that which present the light and big one isThe present that he gave to me is light and big,2. Cii"l""J. "I.>J' "'.>J' ,\.>J',J' .>Jiij' ON11l.>J' "/.>J', and')iij'expresses'or', 'or else', 'either..... or' and'neither..... nor'. Theyareusedtoenlist particulars oja specific catagory, express a doubt and form interrogatives:1, J:l"l'''Iiij/organ five there are lry!e, nose, ear, tongue and body together areThere are five organs. ,They consist of eyeS, nose, ears, tongue and body.2. ,?!"""'.>JI "-"I,,/.>JI "1'\'door three there are body, speechandmind together areThe three doors consist of body, speech and mind.3. q' 'iiI S' qP,.>J1J1J/ '\3'iij' '-1'doctrineexponent fourthereare particular exponder, Sutra group, mind only group and middlttogether areThe four (Buddhist) schools are: The Particularist, Sutra, Mind-Only and Middle way.4. '\'Q,\'I1l'"'. JIyou Tibet in lived having Tibetan language properly know did howHaving lived in Tibet, did you learn to speak Tibetan well?;- . --l k.c-{,. ""I: (\: /. ";;

iii l.i L.

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5. qQ'our cat baby the house of outside at iswhat Isour killen qutside thehouse? 6. teacher by today rainfall will it how say did 'The teacher is saying whether it willrain or not today. 10.8Examplesofconjunctionsofcontrastandsimilarity 145 andsignify'bu. t''still''yet''however''too''also''though''any''inspite ..J ,,'.,,'.', of,'however'and'nevertheless'.Astheybelongtothedependentparticles,thefollowingapply: . "I " Q "l "':;"1 '" JI " III

Q JlfP-,il"QC:: L-. -his uncle's torch the down fall although break not is His uncle'stOfJ::hfelldown butit didnot break. 2,'j"l"l' '1lI"I' Q"lJl''" my friend this as to knowledge span small but sincerity great a have is This friendof mine knows very little,buthe isa very sincere person. 3. --[ by market at face know who ever see not did I did not see any body inthemarket who I know. 4, his sponsor also stay time not have say did His sponsor also said that hehas no time tostay. 5,"l'q'p' JJ' Jj'p.5,"1 baby this by how suck ever milk come not do In spite of how muchthisinfantsucked, there isno milk forthcoming. 6."l':ij"'.r;,,,' ij. S"l'", "l' -'jQJin ""I - - [ by voice loud doing by explain even then grand-father hear able not is Even though I explained itloudly grand-father did not hear it.. 7. .tOj'''I g", J' Z;;;''''!Z;;;' c>J' qt') ilil 1J,j' ''''!t:. 'I ......c..... ......"'-1Z;;;'",!'f!'Z;;;Ilj' iE>ili ''''!ili 1 . The crafty who displays a good conduct and speak gently Should not be trusted until he has been examined. Although the peacock has a beautiful form and melodious voice, It lives on great poisonous foods, "'- ...,.,....... '" ili'',?Z;;;. 1:.r"'!ilil '" L,rz;;; -Iqz;;; If one thinks,'I have tricked the others with a lie,' Then one has indeed, cheated oneself Aman who has once told a lie,I Will cast doubts (in other's mind) even (when)he tells the truth. '"- 1 qz;;; Ilj' t;,j'I1' "'!t:. 'I Iiljt:. ilil Even if the OWfler of the land is wrathful One should happily live in his accord, Just as,ifone's feet slip on the ground 1 Z;;;IljD.''"'" ili' qiJili'l:.J' ql1ilil One has to (nevertheless) support oneself on the ground itself; 150 -, -.":: t;ili ''''liliI

The crafty who displays a good conduct and speak gentlyShould not be trusted until he has been examined.Although the peacock has a beautiful form and melodious voice,It lives on great poisonous foods."'- ...,., .......

lf11ili'Ilj'5Ilj' ili'.r" ili'.'?".J;.j"'lilil - Iq"ili' -;.::If one thinks, 'I have tricked the others with a lie,'Then one has indeed, cheatedoneselfAman who has once told a lie, IWill cast doubts(itz other's mind) even (when) he tells the truth.

I q"Ilj'l;,j'I1''''It:. '1Ii1jt:..ili!

I"IljP-' .

ili'qiJili' J;.j' ql1ilil;:c.Even if the OWfler of the land is wrathfulOne should happily live in his accord,Just as, ifone's feet slip on the groundOne has to (nevertheless) support oneselfon the ground itself;t;.JJij'q' 'il::. '.JJij'q' 'il::.'.1'''1::.' q''I''!"i;jq"l'q ..... ,.Lama andmeeting mindjoyfully restful becameWhile meeting the Lama, (he) became happy and restful.1 O. 41:;, 'ilj' learned by intelligence wich hlOwing able is study not with fool by realise no able This can be understoodbya wise person with intelligence and understanding but it cannot be realized by foolswho have not studied. 11.8InstrumentofReason 154 Although the instrumental case itself isdealt in a different section, we will discuss here the instrument of reason which issomewhat similartothe continuative and gerundial particles we have just seen in this lesson.The two specific particlesusedfor instrument of reasons are andThey are usedboth in spoken and classical Tibetan andprimarily signify: because, due to,by,through, since and therefore when they are affixedtothe past and perfect participle form. When affixed to nouns and pronouns they also express comparative. !

i ! "I ') qJ"l i I:;,r:>.- w a;1:;,' JW .i'j-.E.'1-. -JW.i'j-.E. '1-:',.f:[::,W,:;-

,.9. . t t J . ' 1 : . & ' . ' : : l g . ' : r S . ' : : l f r .. . . . . , . . . . , . . . . . " ' - . ; > b b . & ' I . . & b ' : r . b l n . & ' f .' l ' : r b . b I g . ' c J l ' : r . & t z l l ' f > . t t J . " i D . 1 ' ' b . ' t J l ' : r . b ' : r . 1 ' . . . . . . , . . . . . . , . . . . ; > . . . . . . . . . . . " . . . . . . . . , . . . . . , . . . . . , j ' . l ' : t . b ; : J l ' f > . ' c J l ' : r .. I ' t z l l ' f > . t t J , & ' c J t : : b . l ' : r . k l b I s .' - - . . . : > . . " " . . . . . , . . . . . . . . . . , . . . . . , . . . . . , . . . . ." " " " ". ' : J t o . ' : r b . ' : r f h ' c J . 1 7' c J b . ' : r & b . ' c J t t J . ' : r t z l ' t J . . I ' b . t i ? h l . ' : J I ' . ' . ' : J G , S . b ' : r . I ' r ; ;. . . . . . . . . . , " X I , . . . . . . . . . . . . . . , . . . . . , . 1 ' 1 ' f > ' f . l ' : r . & t z l l ' f > . t t J . l ' r t . t : : . I ' f > D J t t J & b .s : . b l b . b ' : J 6 - . & ' : J f i 1 ' t J. . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . ," " " ". I e b b . ' b ' c J . 1 ' f > . b l ' : r . b s . 1 ' f > . t t J . t t J 6 - . ' c J b . ' : r t r . ' : r .. I ' f > b : : r k J b ' : J 6 - . & I ' f > r t b- ' - ' . . . . . , . . . . . ' - . . . . . . . . . . , . . . . . . . . . . . . . & S : t r . . I ' r t . ' c J b . ' : r 5 ' I ' f > . ' : J . b t r . 1 ' f > . & b t : : b . ' : r t z l l ' f >; 3 ' c J . &. t t J . b k J . b . l t J l n. . . . . , . . . . . . . . . . , . . . . . , . . . . . , . b . ' : J 6 - .. l u 5 ' . l ' f > t o . I ' ' fI ' f ' c J l ' : r. . . . . , " ' 0 . . . . . ' - . . . . . . . . . . , . . . . . , . . . . . , I . . . . . . ' - . . . . . . . . . . , . . . . . . ,.. l ' l ' f > r t b . l ' : t. l ' : r . bI b . b . ' : r l ' : r ' : J 1 ' f > . 1 ' ' f . I ' l n b . I l : l . ' c J 1 ' f >" . . . . . , . . . . . . . . . . . . , . . . . . . . . . , . ' c J l ' : r . ' : J t .. ' P 1 ' f > . ' : r l u b . t t J t f . ' P b . ' : J 1 l : l 1. . . . . . . . . . , . . . . . . . . . . , . . . . . " . . . . . , " - . . . . . . . , . . . . l ' f . l ' : r . b' c J l ' : rI ' t J l ' : r . . . . . , . . . . . , . . . . . , . . . . . , . . . . . , . . . . . , , . . . . . . . . . , " - ' c J l ' : r . & I ' f > t l , . t - - : . - ; ;b b . ' - . . . . . . . . . . , . . . . . , . . . . . , . . . . . , I . ' : l b . . f i I . l ' : r . l ' b t : : b . t t J . b . ' : r b . I > 1 ' c J . ' : r' : J I H . G . . . . . . . . . . , . . . . . , - - , . . . . , . . . . . . . . . , . . . . . , - . . . : . . . . . ". l ' b t : : b . f i I . l ' : r . & b t : : b . & ' f . &' c J b b l ' f . l ' : r . b' c J b . 1 > 1 ' c J . & ' f . , I B . . . . . . , . . . . . , . . . . . , . . . . , . . . . . , " . . . " . . . . . . . . . ,I b ' : r . b . ' : J 5 ' . . & 6 - .' : l &. . . . . , . . . . . . . . . . . , , . . . . ' - . . . . . . . . . . ,I . ' : l ' f b . & b ' : r . ' f & b . & ' f . & G . l ' : r . b l n. ' : r t f . 1 ' f > ' : l &; . . . . , . . . . . . . . . , . . . . . , . . . . . , , . . . . . . . . ," - " -. 1 ' ' : l . & b . ' : r t : : . & b ' : r ' : : 1 . ' : l ' : r . b I 5 ' . b t ; . b I g I I ! .. . . . . . . . . . . . . . . . . , , . . . . . . . . . , . . . . . , , . . . . . - . . . . , - . . . . . . . . . .L C ; II2 u D j - J O W 1 0 J g q l u l - x l s q l l M - : l j S O l - : l l l q M - j U B q d : l I 3 : : l q l 0 1 S B - P : l : l p - u O l j d : l : m o O ) - U !q W O M - S , l g q l o w - P U O O : l S - J O g A F i M l - s p : l : l Q ' p : l A l : l S q O - 0 1 : l A I J - : l S : l q l - l A g p e A B W - l : l q l o w -p u e - J O J [ O B J : l q l l o o q l l A \ - U O ! l e l g U : l 2 : l p - : l U o q - p U B - l e A O l - : l O ) e l p u e - e d ! A p o q w e f - P U B [ - p u e -P ! l J u o o - B l : l : : l A l J U O I 1 B A l : l S q O - : l q l 0 1 S \ f ' P I p : l q - p u ; ) O ) s g p - : l l : l q - w I e ; u u e w o q - e d ! A p o q w e f- U : l : l j B j J g p t i o 2 U ! A e q - : l A g - U O l j B A l : l S q O - W 0 1 J U J I B : l l B A g p - B l ! q s 0 l , : 0 1 S B - J O s p : l : l p - P U : l : : > S g p- B l l q S O l , U J 0 1 J - j S l g - J O : l A I : l M l - S p g : l Q ' : l l e : l p [ d U J O O ) - : l p I S U ! - : l A [ : l M l - S P : l g p - s g U O l U B j l O d U J !j S o U J - A q d B 1 2 0 ! q - S , B q p p o g . : l S B : l [ d - U : l j S ! I - A U O P 1 B J . l ! : l l I 1 ! M - B - ] ; ) ! l q - A q d e 1 2 0 ! q- s , B q p p o g - : l W A q - p g : J j S B s e M - I I : l j - A 1 0 1 S : l U O - l U : l P O j S : l U O - : l U J 0 1 - A e p O l - S l U : l P O j S l l l . l ; / m - ! W a s' : J 1 n . ' f k J b .. ; ! , " c J . & . I ' : 1 . ' f i U . . . ' f s. l b . ' f s : . t r . ' . b t t l . G : 6 - . ' f l t ; " c J . ' f k J t r . I ' f ' r. . . . . - . . . : . - , -. . . . . . , . . . . . t t l . 1 ' : 1 . & b ' ; ' I . ' : J h . t t l ( ' : J ' . l ? l ' . e . ; s . b s : . ' F D . ' : J h; . . 0 - . . . . . . . . . . . . , . . . ' . : > < l: r o . I ' : 1 . & b & . t t J . ' G . F D . ' . ' k l b . " c J G : 6 -. t t J r . & f h . r t z l " c J . " c J l ' . e . . . . . . . . . . . . . . . . . . . , . . . . , . . . . . , . . . . . , . . . . . .. . . . . . - . . " , , . . . .. & t z l l ' f ' . t t l . ' / : . & ' .' : J g . r S . ' : J f r ., . . . . , . . . . , . . . . . . . . . . .

b h . & ' I . ' : J s . . & b r . b l n . & ' f .. & t z l l ' f ' . t t J . " i D . 1 ' ' b . " c J 1 ' : 1. . . . . . , . . . . . . , . . . . ; > . . . . . . . . . . . . . . . . . v . . . . . . , , . . . . ,. s . j ' . h . h ; : J I ' f ' . " c J I ' : 1 . . I ' t z l l ' f ' . t t l . & t : : b . 1 ' : 1 . k l b; : J 1 ' f ' 1 I s . . . . . . . . . . . . . - . " " . . . . . , . . . . . . . . . . . , . . . " , . . . . . , -"" " " ". ' : J t o . rf h " c J . 1 7 R i b . t z l u. I ' b k J b . S . . t i ? h l . ' : J s . . 1 ' : 1' : J I ' . ' . ' : J G . S . b r . I ' r ; ;. . . . . . . . . . . " . . . . . . , . . . . . . . . . . . . . , . . . . . , . 1 ' 1 ' f ' ' f . 1 ' : 1 . & t z l l ' f ' . t t l . I ' r t . t : : . I ' f ' D l t t J & b .1 ' f ' . 1 ' s : . b l b . r ; ; . J : : : r J n . ' : J l : t - . & ' : J f i 1 " c J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . ." " . I e S . b . ' h b s . " c J . 1 ' f ' . b s . 1 ' f ' . t t J . t t l 6 - . " c J b . r t r . r . ' s . t r . 1 ' : 1 . I ' f ' b . r k J b' : J l : t - . & I ' f ' r t , b- - . . . . . , - - . . . . . . . . . . , . . . . . . . . . . . . . . & S : t r . ' : J h . l ' f ' . h . l ' r t . " c J bI ' f ' . ' : J . b k . 1 ' f ' . & b t : : b . r t z l l ' f '; 3 " c J . & . t t l . b k J . b . h J l n. . . . . , . . . . . , . . . . , , . . . . , . . . . . . ,

. b . ' : J 6 - . . t t l ' ; '. I ' f ' t o . & ' fl ' f" - . . . : I . . . . . . . . . . . . _ . . . . . . , . . . . , . . . . . . , . . . . , 1 _ ' - , 0 - . " " . . . . . . . .. " - " -. l ' l ' f ' r t b . h; : I N ? 1 1 s . . h ; : J 1 ' f ' . r l ' : 1 . & b k J . s . . t t J ' : J I ' f ' . 1 ' ' f . l ' l n b . I l : i . " c J 1 ' f '" . . . . . , . . . . . . . . . . . . , . . . . . . . . . .. . " c J 1 ' : 1 . ' : J t . . ' . l ? r - e . r l u h . t t l k . ' . l ? b . ' : J 1 l : i 1. . . . . . . . . . . , . . . . . . . . . . , . . . . . . " " " " " - . . . . . . . , . . . . " -] ' f . I ' : 1 . h ; : J 1 ' f ' 1 1 " c J 1 ' : 1 . l ' b t : : b . t t l . " i D . h . 1 ' f