The Tsolyani Primer
Tekumel Netbook #7
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Revision: 1
The Tsoly�ni Language Primer
by Curtis Scott
Dedication
To M. A. R. Barker: for giving us a jewel more prescious than the Petal Throne itself:
Tekumel.
Acknowledgements: I would like to thank Professor Barker for all of the help he gave me on this
work. I would also like to thank (in alphabetical order) Elizabeth Ewing, Joan Lamare, Anthony
Petit, Stephen Posey, Steven Schwartz and Donald Sivori for their helpful suggestions. Finally, I
would like to thank my wife, Mary, for her patience with me while I wrote this book.
Copyright 1982
2nd Release (Electronic Version): With Professor Barker, and Mary Scott s permission, we are
able to re-release The Tsolyani Primer in an electronic PDF version. This book is released as
shareware, please be sure to register it. If the registration page is not present, please get in touch
with Chris Davis: 45 Auburndale Drive, Creve Coeur, MO 63141 USA for details.
Dedication: 2nd Release
For Curtis Scott:
Who loved Tekumel
And who is a beloved memory now
For all who knew him...
Acknowledgements: Thanks are due to Chris Claydon, for retyping the entire text into word
processing files; Chris Davis, for converting the document to Adobe Acrobat format, Kenji
Schwarz for being the impetus behind the whole project; Mary Scott for her permission to reprint
Curtis work, and last but not least, Professor M.A.R. Barker, for his encouragement and support.
December 1997
Preface
In my experience, very few people read the preface of books. Therefore, to those reading this
passage, welcome!
The Tsoly�ni Language Primer is a short introductory course in the Tsoly�ni language, which is
spoken by the inhabitants of the Empire of Tsoly�nu on T�kumel. For those who have never
experienced T�kumel, suffice it to say that it is a world as filled with culture, drama, and interest
as any in fiction (or possibly in non-fiction). Professor M.A.R. Barker s Empire of the Petal
Throne and Swords and Glory games have introduced many people to the creatures, peoples, and
lands of T�kumel while providing hours of enjoyable adventures. Yet, like a jewel, T�kumel
shows more and more facets with every glimpse and fascinates all who deal with it.
One of the less commonly known publications about T�kumel, The Tsoly�ni Language
(Professor Barker, 1973), describes the language which is covered in this book. This work,
however, was essentially designed for the formal linguist, and provided little or no help to the
untrained student. Some people have managed to learn the language through perseverance, and to
those people I say  b�u! ( Bravo! ), for they are better men (or women) than I. Professor Barker
helped me in my studies of the language, and his patience and aid were invaluable to both my
own knowledge and this volume.
The Tsoly�ni Language Primer does not replace Professor Barker s work, but rather supplements
it, as a stepping stone for those whose interest in T�kumel leads them to become more and more
immersed in its intricacies.
How To Use This Book
1) Read all the Tsoly�ni sentences aloud! You will never learn to pronouce the
Tsoly�ni language if you read silently or mumble. If you are embarrassed, find a
small room off to the side where nobody will hear you and sing out!
2) Perform all of the exercises. Otherwise, you will find yourself referring back to
the previous lessons for things you should already have learned. If this happens,
you did not learn the earlier lessons thoroughly enough, and a review may
(make that, will) be in order.
3) Make up sentences on your own. As you learn more of the language, you will
be able to express more complex concepts. If you have friends who are also
learning the language, write letters to one another, since even a simple note
might teach your friend something he had not realised about the language.
4) Set aside some time each week and do one lesson. Don t try to learn the entire
language in one sitting. Spend the intervening week thinking about what you
have learned.
5) Above all, try! Don t give up because you  don t feel like it right now. Decide
to learn the language and DO IT!
Pronunciation
The Tsoly�ni language is written using a phonemic script called  v�sumikh hikólumel ( the
servant of the Emperor ), used throughout the Imperium and its protectorates. However, this
script is difficult to master for English-speaking students and, therefore, in this work the
phonemic alphabet designed by Professor Barker and published in The Tsoly�ni Language (op.
cit.) is used. For those individuals who may not have the latter work, the author has provided a
simplified pronunciation guide, with the technical linguistic pronunciation terms removed.
The phonemes of Tsoly�ni are broken into two parts: consonants and vowels. The consonants are
pronounced :
p as in  pin or  pond
b as in  ball or  boy
m as in  my or  mail
f as in  fish or  find
v as in  vine or  vapour
w as in  wine or  walk
t as in  table or  talk
d as in  dog or  duck
n as in  not or  nail
th as in  thigh or  thank
dh as in  thy or  this
ch as in  church or  change
j as in  judge or  job
y as in  yes or  yellow
k as in  king or  key
g as in  gun or  gold
kh  ch in German  Achtung! , or the Scottish  loch
This sound is sometime written  x by linguists.
gh as Arabic  ghayn , a sort of trilled  g
q as Arabic  q , a  k spoken further back in the throat
h as  hat or  hold
ng as  sing or  strong
! the  - in  uh-oh , or the  tt of the Cockney  Bottle ( Bo!le )
ts as  hats or  fits
tl as a steroetypical Charlie Chan accent saying  tr in  tree ( tlee )
s as in  sing or  salad
sh as in  shell or  ship
z as in  zoo or  zipper
zh as  z in  azure or  J in  Jaques
ss as Sanskrit  s
r as Spanish  pero
l as  leg or  lost
hl as  ll in Welsh  Llewellyn
The vowels of the language are pronounced as follows :
i as  machine (American long e)
a as  father
u as  flute or  crude (American long u)
o as  note or  float (American long o)
� as German  F�hrer
e similar to  face or  gate , without the y-like offglide
(i.e., not  fayce or  gayte )
au as  ou of  out
ai as  i in  nice (American long i)
oi as  oy of  boy
There are also several consonant pairs that have their own specific pronounciations. These are :
tr as  tree or  truck
mr as  m sound followed by an  r sound, but spoken as one consonant
dl a  voiced tl, a  d sound followed by an  l sound
In addition, a doubled consonant is simply held for longer than a single consonant, but they are
pronouced with the same sound. Any consonant may be doubled except  s , as  ss is a different
sound.
Occasionally, a hyphen ( - ) is used to separate parts of a word. This hyphen is a grammatical
convenience and is not pronounced. It is sometimes used to separate roots from their affixes and
also to separate certain consonantal pairs (such as  k-h ) when two consonants are intended, as
opposed to a single consonant with a two letter representation (such as  kh ).
Syllable division in Tsoly�ni is performed by a very simple rule. A syllable always begins with a
consonant (or consonant pair) followed by one or two vowels. Optionally, there can also be a
consonant following the vowel(s), but this will only be part of the syllable if there is another
consonant to begin the next syllable or this consonant is the last letter in the word. (Words which
begin with a vowel have an implied glottal stop ( ! ) which is not written.) For example, the
word  korśnkoi ( book ) is divided into syllables as  ko-rśn-koi , and the word  Butrśs (the
name of a city) is divided  Bu-trśs (consonant pairs are not separated).
The accent marks (   and  ` ) placd over the vowels in syllables denote primary and secondary
stresses of syllables in the word. They do not change the pronunciation of the vowel. For
example: the word  correct would be stressed  corr�ct ( cor-RECT ) by most speakers of the
English language.
Syllables in Tsoly�ni are all pronounced with the same length, regardless of stress. Unstressed
vowels are clearly pronounced, and not slurred into  uh s as in English.
This pronunciation guide is accurate as far as it goes. Those readers with some linguistic training
should see The Tsoly�ni Language (op. cit.) for the formal specification of the pronunciation of
these phonemes.
Lesson 1 - parsh�lin sijakk�nikh
m�sun zhśr gu�l?
What is this?
su!śrikh korśnkoi hruch�nmekh shantsśrikh vayśnlukh
pen book paper box key
m�sun su!śrikh gu�l, n�? ss�, m�sun su!śrikh gu�l.
Is this a pen? Yes, this is a pen.
m�sun shantsśrikh gu�l, n�? ss�, m�sun shantsśrikh gu�l.
Is this a box? Yes, this is a box.
m�isur korśnkoi gu�l, n�? y�, m�sun korśnkoi y� gu�l, v�l su!śrikh.
Is this a book? No, this is not a book, but a pen.
NOTE
Several important facts about the previous sentences should be pointed out:
1) The general form of these sentences (called  copula sentences) is :
Subject + Object + Verb
thus :  This is a pen. is written  This (a) pen is.
2)  m�sun and  m�isur are both forms of the English word  this .  m�sun is
used with ignoble nouns and  m�isur is used with noble nouns (see page 2).
When asking a question, like  What is this? ,  m�sun is generally used unless
the object is of obviously noble origin. The plural forms ( that ) are
 mssśran (plural ignoble) and  mssśri (plural noble).
3) There are no articles (a, an, the) in Tsoly�ni. Thus,  m�sun su!śrikh gu�l.
may mean  This is a pen. or  This is the pen.
4) The present tense of a Tsoly�ni verb such as  gu�l ( to be ) is always simply
the verb stem standing alone for all cases and genders.
5) When asking a question in Tsoly�ni, the order of the words in the sentence
does not change from that of a statement. However, if no interrogative words
(such as  zhśr ) are present in a  yes-or-no question, the word  n� is added
at the end. Its rough translation is  Isn t that so? .
NOTE
Nouns in Tsoly�ni are divisible into three groups : (a) noble, (b) ignoble, and (c) unclassifiable.
This division is basic to the language, and is the only fom of gender. This classification applies to
singular nouns only, all plurals (noble, ignoble, or unclassified) are treated alike. There are
suffixes to denote which nouns belong to which class (discussed below). These suffixes will not
appear in certain circumstances, but you will learn about these later.
The noble class includes noun stems denoting males, high-status terms, ranks, clan names,
Imperial buildings and works, predominantly male or noble pusuits, and other concepts which
posess positive status value. Nouns of this class are marked with the suffix  -koi. Of the nouns
we have covered so far, only  korśnkoi ( book ) is of this class.
The ignoble class includes noun stems denoting  non-noble beings and objects, including most
females (yes, the language is chauvinistic!), children, animals, inanimate things, abstractions,
low-caste occupations, etc. Nouns of this class, are marked with the suffix  -ikh. after noun
stems ending with a consonant, and  -kh. after noun stems ending in a vowel. Note that the
hyphen is not written except in the case where the noun stem ends in  i , in which case the
hyphen remains. (This is so we can remove the suffix easily when it does not appear (see above).)
Thus, for example, the noun stem  m�ni (meaning food) is written with its suffix as  m�ni-kh
not  m�nikh . All of the nouns we have learned so far (except  korśnkoi ) are of this class.
The  unclassifiable nouns are either too noble or too ignoble to require the defining suffix.
Proper names are also included in this class. These nouns have no suffix.
The plural form of any noun is denoted by the suffix  -yal. Thus,  korśnyal means  books and
shantsśryal means  boxes .
Your current picture of the form of a noun should now be :
NOUN STEM + Noble/Ignoble/Plural Suffix
This picture will become more complex as your studies continue.
kśpakhral�likh r�sikh tsónikh lodhślikh
chair table lamp door window
r�nm�kh taqśnikh kapr�ikh timśngikh
picture floor roof wall
m�sun r�sikh gu�l, n�? y�, m�sun r�sikh y� gu�l, v�l ral�likh.
Is this a lamp? No, it is not a lamp but a table.
m�sun zhśr gu�l? m�sun taqśnikh gu�l.
What is this? This is a floor.
m�sun lodhślikh gu�l, n�? y�, m�sun lodhślikh y� gu�l, v�l timśngikh.
Is this a window? No, this is not a window but a wall.
m�sun r�nm�kh gu�l, n�? y�, m�sun r�nm�kh y� gu�l, v�l tsónikh.
Is this a picture? No, this is not a picture but a door.
mssśri korśnyal gu�l, n�? ss�, mssśri korśnyal gu�l.
Are these books? Yes, these are books.
mssśran r�siyal gu�l, n�? y�, mssśran r�siyal y� gu�l, v�l kśpayal.
Are these lamps? No, these are not lamps but chairs.
prśn g�n b�n mr�n tlón
12345
l�n m�sun kula!�rin gu�l!
good It is done!
ng�ngmuru! brumaz�k!
Greetings! Goodbye! (lit.  in peace )
NOTE
 ng�ngmuru and  brumaz�k are used with social equals. Other greetings are used with nobles
and other social superiors, as well as social inferiors.
 ng�ngmuru brujutl� (lit.  greetings in humility is used when greeting a social superior.
 ng�ngmuru bruh�ya l�l brumaz�k (lit.  greetings in gloty and in peace ) is used when greeting
a noble person.  Oh�! (lit.  Hey! is used when meeting a social inferior.
 brujutl� (lit.  in humility ) is used to say goodbye to a social superior. When speaking to a
nobleman, one should use  tśsmid�limra bruh�ya (lit.  in your noble glory ). Social inferiors
are dismissed with  paz�ngli! (lit.  Stay! ).
Exercises
Write the following English sentences in Tsoly�ni by following the pattern of the examples.
m�sun su!śrikh gu�l, n�? Is this a pen?
Is this a box?
Is this a key?
Is this paper?
Is this a roof?
Are these pictures?
Are these chairs?
Are these windows?
m�sun hruch�nmekh gu�l. This is paper.
This is a book.
This is a roof.
This is a door.
This is a wall.
This is a pen.
This is a floor.
This is a lamp.
This is a table.
These are books.
These are pens.
These are lamps.
m�sun su!śrikh y� gu�l, v�l shantsśrikh. This is not a pen but a box.
This is not a chair but a table.
This is not a window but paper.
This is not a book but a lamp.
This is not a floor but a wall.
This is not a roof but a key.
These are not doors but pictures.
Lesson 2 - g�l sijakk�nikh
dh�lukh
Clothes
m�sun zhśr gu�l? m�sun tamss�rikh gu�l.
What is this? This is a hat.
w�shmakh vraithśrukh ny�ilukh galch�ikh ml�k�kh
cloak priestly robe tunic sandal kilt
raf�kh n�ulakh j�rdukh �mbukh charw�nikh
purse dress belt glove boot
m�sun w�shmakh gu�l, n�?
Is this a cloak?
ya, m�sun w�shmakh y� gu�l, v�l vraithśrukh.
No, this is not a cloak, but a priestly robe.
m�sun ra ny�ilukh ra galch�ikh gu�l?
Is this a tunic or a sandal?
y�, m�sun ny�ilukh ra galch�ikh y� gu�l, v�l raf�kh.
No, this is neither a tunic nor a sandal, but a purse.
m�sun ra n�ulakh ra j�rdukh gu�l, n�? m�sun n�ulakh gu�l.
Is this a dress or a belt? This is a dress.
gab�-n hrśn g�mi-n prśtlen tl�n
6 7 8 9 10
Exercises
m�sun ra ny�ilukh ra galch�ikh gu�l? Is this a tunic or a sandal?
Is this a book or a hat?
Is this a dress or a door?
Is this a kilt or a pen?
Is this a glove or a boot?
Is this a wall or a floor?
ss�, m�sun su!śrikh gu�l. Yes, this is a pen.
Yes, this is a cloak.
Yes, this is a hat.
Yes, this is a sandal.
Yes, this is a priestly robe.
Yes, these are purses.
Yes, this is a roof.
m�sun n�ulakh y� gu�l. This is not a dress.
This is not a tunic.
This is not a kilt.
This is not a belt.
This is not a purse.
This are not gloves.
y�, m�sun w�shmakh y� gu�l, v�l raf�kh. No, this is not a cloak but a purse.
No, this is not a hat but a sandal.
No, this is not a purse but a belt.
No, this is not a glove but a boot.
No, this is not a wall but a floor.
No, this is not a kilt but a hat.
No, this is neither a book nor a
dress, but a door.
Lesson 3 - b�n sijakk�nikh
r�nduyal
Colours
mik�run ab�sun k�rin n�ri-n zh�urun p�rav�n zhur�un tath�n
black white red blue green yellow brown grey
tamss�rikh mik�run gu�l. w�shmakh p�rav�n gu�l.
The hat is black. The cloak is yellow.
galch�ikh n�ri-n gu�l. �mbukh tath�n gu�l.
The sandal is blue. The glove is grey.
j�rdukh k�rin gu�l. n�ulukh zh�urun gu�l.
The belt is red. The dress is green.
korśnkoi zh�urun l�l p�rav�n gu�l.
The book is green and yellow.
ml�k�kh n�ri-n l�l ab�sun gu�l.
The kilt is blue and white.
galch�ikh ch�ngilin r�ndukh gu�l? galch�ikh mik�run gu�l.
What colour is the sandal? The sandal is black.
ny�ilukh ch�ngilin r�ndukh gu�l? ny�ilukh ab�sun gual.
What colour is the tunic? The tunic is white.
NOTE
The word  ch�ngilin means  which . It denotes selection from a limited list of
possible choices (such as colours).
vayśnlukh ch�ngilin r�ndukh gu�l? vayśnlukh mik�run gu�l.
What colour is the key? The key is black.
su!śrikh ch�ngilin r�ndukh gu�l? su!śrikh zhur�un gu�l.
What colour is the pen? The pen is brown.
korśnkoi ch�ngilin r�ndukh gu�l? korśnkoi mik�run gu�l.
What colour is the book? The book is black.
vraithśrukh ch�ngilin r�ndukh gu�l? vraithśrukh mik�run gu�l.
What colour is the priestly robe? The priestly robe is black.
ral�likh ch�ngilin r�ndukh gu�l? ral�likh zh�urun gu�l.
What colour is the table? The key is green.
vayśnlukh k�rin gu�l, n�? ss�, vayśnlukh k�rin gu�l.
Is the key red? Yes, the key is red.
su!śrikh zhur�un gu�l, n�? ss�, su!śrikh zhur�un gu�l.
Is the pen brown? Yes, the pen is brown.
korśnkoi ra zh�urun ra n�ri-n gu�l? korśnkoi n�ri-n gu�l.
Is the book greeen or blue? The book is blue.
�mbukh ra tath�n ra ab�sun gu�l? �mbukh tath�n gu�l.
Is the glove grey or white? The glove is grey.
vayśnlukh n�ri-n gu�l. su!śrikh n�ri-n gu�l.
The key is blue. The pen is blue.
m�sun k�rin vayśnlukh gu�l. m�sun zh�urun vayśnlukh gu�l.
This is the red key. This is the green key.
m�sun k�rin su!śrikh gu�l. m�sun zh�urun su!śrikh gu�l.
This is the red pen. This is the green pen.
m�sun k�rin korśnkoi gu�l. m�sun zh�urun korśnkoi gu�l.
This is the red book. This is the green book.
NOTE
To specify a particular item such as  this pen , simply add the demonstrative
prefix  m�sun- (singular) or  mssśran- (plural) to the noun. Thus, for
example,  m�sunsu!śrikh means  this pen and  mssśransu!śrikh means
 these pens .
To specify  that pen (referring to something that is a moderate distance
away), the prefix  m�sun�nul- (for  that ) or  mssśran�nul (for  those ) is
used. For objects a long distance away,  m�sunjąga- (for  that ) or
 mssśranjąga- for  those ) is used.
Thus, the current picture of a noun is :
Demonstrative + NOUN + Noble/Ignoble/Plural Suffix
Prefix STEM
m�sunvayśnlukh k�rin gu�l. m�sunvayśnlukh mik�run gu�l.
This key is red. This key is black.
m�sunhruch�nmekh ab�sun gu�l. m�sun�nulhruch�nmekh p�rav�n gu�l.
This paper is white. That paper is yellow.
m�sunvayśnlukh k�rin gu�l. m�sun�nulvayśnlukh mik�run gu�l.
This key is red. That key is black.
m�sunml�k�kh n�ri-n gu�l. m�sun�nulml�k�kh zh�urun gu�l.
This kilt is blue. That kilt is green.
su!śrikh mik�run gu�l, n�? ss�, m�sun mik�run gu�l.
Is the pen black? Yes, it is black.
y�, m�sun mik�run y� gu�l, v�l zh�urun.
No, it is not black but green.
korśnkoi ab�sun gu�l, n�? ss�, m�isur ab�sun gu�l.
Is the book white? Yes, it is white.
y�, m�isur ab�sun y� gu�l, v�l n�ri-n.
No, it is not black but green.
m�sun ab�sun hruch�nmekh gu�l. m�sun p�rav�n hruch�nmekh gu�l.
This is the white paper. this is the yellow paper.
ch�ngilin vayśnlukh m�sun gu�l? m�sun k�rin vayśnlukh gu�l.
Which key is this? This is the red key.
ch�ngilin ml�k�kh m�sun gu�l? m�sun zh�urun vayśnlukh gu�l.
Which kilt is this? This is the green kilt.
prśtlŁn g�tlŁn b�tlŁn mr�tl�n tl�tl�n
11 12 13 14 15
Exercises
tamss�rikh mik�run gu�l. The hat is black.
The hat is red.
The hat is blue.
The hat is brown.
The cloak is brown.
The cloak is white.
The book is green.
The books are red.
The book is black.
The book is red and blue.
The tunic is green and brown.
The tunic is yellow.
This tunic is yellow.
This tunic is blue.
That tunic is blue.
These tunics are red.
Those books are yellow.
This book is red.
The floor is black.
ch�ngilin vayśnlukh m�sun gu�l? Which key is this?
Which book is this?
Which cloak is this?
Which table is this?
vayśnlukh k�rin gu�l, n�? Is the key red?
Is the book black?
Is the book blue?
Is the table green?
Is the sandal yellow?
Is the paper white?
Is the paper red?
Is the paper brown?
Is the key brown?
Lesson 4 : mr�n sijakk�nikh
daqóryal
Shapes
mik�run su!śrikh ks�bi-n gu�l.
The black pen is long.
k�rin su!śrikh ks�bi-n y� gu�l. m�sun n�-n gu�l.
The red pen is not long. It is short.
mik�run su!śrikh ssśmin daqórikh gu�l? m�sun ks�bi-n gu�l.
What shape is the black pen? It is long.
k�rin su!śrikh ssśmimin daqórikh gu�l? m�sun n�-n gu�l.
What shape is the red pen? It is short.
p�rav�n shants�rikh ks�bi-n gu�l. mik�run shantsśrikh n�-n gu�l.
The yellow box is long. The black box is short.
Note on n�-n
The word  n�-n ( small ) also means  narrow ,  short , etc. It is used in place
of all of these English words, and its exact meaning is implied by context. In
addition,  ks�bi-n ( long ) also means  tall and  high .
p�rav�n n�ulakh n�-n gu�l, n�?
Is the yellow dress short?
p�rav�n n�ulakh ra n�-n ra ks�bi-n gu�l?
Is the yellow dress short or long?
ch�ngilin su!śrikh ks�bi-n gu�l, ra m�k�rukh ra k�rikh?
Which pen is long, the black one or the red one?
NOTE
The expression  the black one is an example of referring to an object by an
adjective describing the object. This is done in Tsoly�ni by using the adjective
in place of the noun, but using the noun ending ( -ikh ,  -kh or  -koi ) instead
of the adjectival ending ( -in or  -n ). Thus, for example, to say  the black
one about an ignoble object, one would say  mik�rukh , whereas if one where
speaking of a noble object, one would say  mik�rukoi . This general principle
holds for all adjectives. Thus,  ks�bikoi means  the long (noble object) .
mik�rukh ks�bi-n gu�l.
The black one is long.
k�rin korśnkoi n�-n gu�l.
The red book is short.
mik�run korśnkoi qad�min y� gu�l, v�l n�-n.
The black book is not wide, but narrow.
zhśraun korśnkoi ssśmimin daqórikh gu�l?
What shape is the brown book?
m�isur ra qad�min ra n�-n gu�l?
It it wide or narrow?
lodhślikh qad�min gu�l. tsónikh n�-n gu�l.
The window is wide. The door is narrow.
p�rav�n shantsśrikh ra n�-n ra qad�min gu�l?
Is the yellow box narrow or wide?
lodhślikh n�-n gu�l, n�? tsónikh qad�min gu�l, n�?
Is the window narrow? Is the door wide?
k�rin korśnkoi ssśmimin daqórikh gu�l?
What shape is the red book?
p�rav�n n�ulakh ssśmimin daqórikh gu�l?
What shape is the yellow dress?
ch�ngilin su!śrikh n�-n l�l n�-n gu�l?
Which pen is short and narrow?
zhśraun kórunkoi ks�bi-n l�l qad�min gu�l, cham�s m�isur dal�-n gu�l.
The brown book is long and wide, therefore is is large.
p�rav�n n�ulakh d�li-n gu�l, n�? mik�run shantsśrikh n�-n gu�l, n�?
Is the yellow dress large? Is the black box small?
lodhślikh ra d�li-n ra n�-n gu�l? ral�likh d�li-n gu�l, n�?
Is the window large or small? Is the table large?
Jak�lla d�li-n gu�l. Mrelś n�-n gual.
Jak�lla is large. Mrelś is small.
B�y S� n�-n gu�l, n�? y�, B�y S� n�-n y� gu�l, v�l d�li-n.
Is B�y S� small? No, B�y S� is not small, but large.
Avanth�r ssśmimin datl�nikh gu�l?
What size is Avanth�r?
Avanth�r n�-n y� gu�l, v�l d�li-n.
Avanth�r is not small, but large.
Tsoly�nu ra d�li-n ra n�-n gu�l?
Is Tsoly�nu large or small?
gab�tl�n hrłtl�n gąmitl�n prłtletl�n s�mrun
16 17 18 19 20
Exercises
mik�run su!śrikh ks�bi-n gu�l. The black pen is long.
The red pen is long.
The grey sandal is short.
The yellow dress is long.
The blue book is large.
The white book is small.
The brown book is large.
The blue box is narrow.
The green box is wide.
The small box is black.
The long box is black and white.
p�rav�n n�ulakh ra n�-n ra ks�bi-n gu�l. Is the yellow dress short or long?
Is the dress short or long?
Is the dress red or blue?
Is the hat red or blue?
Is the picture large or small?
Is the table tall or short?
Is the green table tall or short?
Is the red book wide or narrow?
Lesson 5 - tlón sijakk�nikh
m�isur h�rri gu�l?
Who is that?
b�srimkoi hum�dhikh
man woman
m�isur b�srimkoi gu�l, n�? m�sun hum�dhikh gu�l, n�?
Is this a man? Is this a woman?
m�isur horśkoi Kag�sh gu�l. m�sun Play�sha gu�l.
This is Lord Kag�sh. This is Playesha.
lśm Kasul� gu�l. lśm vusij�ktokoi gu�l, l�l tśsmi sij�ktokoi gu�l.
I am Kasul�. I am a teacher, and you are the pupil.
NOTE
The words for  I and  you (singular) in Tsoly�ni depend upon the status of
the person being spoken about. Thus, there are five common ways to say  I :
l�n lowest class, very ignoble
lś low class
lśm middle class
luk�n upper class
salśm noble class
kosalśm emperor or empress only
The following passages from Professor Barker s The Tsoly�ni Language (op.
cit.) explains the use of these far more clearly than the author could :
 Correct use of these pronouns implies a clear recognition of one s place in
Tsoly�ni society. This is almost always easy since visible insignia of rank, clan,
wealth, and social position abound. Slaves, peasant women and children and
certain very low classes of free men (e.g. latrine sweepers) employ  l�n .
Higher categories of slaves, male peasants, labourers, and others use  lś . The
most common for is  lśm , since this is appropriate for middle class Tsoly�ni
such as merchants, soldiers, priests, officials of minor status, craftsmen,
wealthier peasants, etc.  luk�n is employed by wealthier persons: clan-chiefs,
senior merchants, upper-rank priests, military officers, minor nobility, etc.
 salśm is used by high priests, great nobles, generals, hereditary heads of
important clans, Imperial bureaucrats of the upper echelons, members of the
Imperial family, etc. The pronoun  kosalśm can be employed only by the
emperor or empress; misuse is a punishable offence.
 A person may wish to honour (or flatter) a listener of equal or superior rank
by choosing a pronoun lower than that which is appropriate for him. For
example, in a group of people where  lśm is proper for all, one speaker may
elect to use  lś for himself to show himself as humble. Similarly, a middle
class person may select  lś instead of  lśm when addressing a minor noble.
Persons for whom  lśm or even  luk�n would be proper may refer to
themselves as  lś or even  l�n when in conversation with a high noble like a
prince of the empire. All persons, without exception, employ  l�n when
addressing the Imperial presence in Avanth�r. It may be noted that the converse
of this practice is not found; a speaker never uses a pronoun higher that his
status permits in order to aggrandise himself; this would simply demonstrate his
stupidity and inability to recognise his proper social place. A speaker who is
entitled to  lśm therefore never uses  luk�n , unless his status in the society is
increased to the appropriate rank. Foreigners entering Tsoly�nu should use
 lśm in dealing with most people but should be prepared to employ  lś or
 l�n when confronted with persons of the upper or noble classes.
 A woman speaking to women employs the same system that men do. When
speaking of herself in the presence of male equals, however, she employs a
pronoun one rank lower than that appropriate to her status. A middle class
woman thus uses  lśm for  I when conversing with females and inferior
males, but when she speaks before men of her own class (i.e. males who use
 lśm ), she refers to herself as  lś . When a high noble lady speaks to high
noble males, she uses  luk�n or even  lśm . There are two exceptions to this :
(1) an Arid�ni woman (i.e. a woman who has legally declared herself
independant of clan and family strictures and assumed equal status with males)
uses the same pronouns as males do, and (2) an empress always uses
 kosalśm .
 Certain Eastern dialects, such as those around Thr�ya and Jaikalór, have
further forms for  I . Under the influence of Salarvy�ni, perhaps, these dialects
have developed two complete series : male-noble versus female-ignoble. The
male-noble series is the same as that given above. The female-ignoble set
consists of :  l�n (equivalent to both  l�n and  lś in the male set);  l�n
(equivalent to  lśm );  lutl�n (equivalent to  luk�n ); and  salutl�n
(equivalent to  salśm ).  kosalśm remains the same. The same cultural
considerations apply as in the west : e.g. a woman who uses  l�n to her female
equals and male inferiors uses  l�n before males of her own social class; an
upper class lady who uses  lutl�n to her female equals and to her male
inferiors employs  l�n before males of her own rank etc.
There are also four ways to say  you (singular) in common usage :
ts�m low class
tśsmi middle class
tśsmidąli high class
m�sritśsmidali noble class
Again, perhaps Professor Barker s discussion of the subject would be most enlightening :
 A person of the lower social orders (i.e. one who uses  l�n or  lś for  I )
addresses an equal, male or female, as  ts�m . He calls his superiors  tśsmi ,
 tśsmidąli or  m�sritśsmidali according to their status. A man of the middle
class speaks to inferiors as  ts�m , to equals as  tśsmi , and to those of higher
status as  tśsmidąli or  m�sritśsmidali as they require. Persons of the upper
and noble classes follow similar patterns. Men and women both use the same
status-pronouns for the same type of addresses e.g. a lady of middle status calls
her social equals  tśsmi just as her husband does.
 There is also the added dimension of familiarity. In the privacy of the
bedchamber even a high noble addresses his wife as  ts�m , and she may
respond in kind. Amongst intimate family members and retainers he may call
her  tśsmi , instead of  m�sritśsmidali , and she may reply with  tśsmi or
 tśsmidali in return. Close friends of both sexes often address one another as
 ts�m or  tśsmi irrespective of rank. The beginner must be cautious in
applying this principle, and it is proper to ask whether the other person minds
being treated as a familiar or not. Note also that while practice may be applied
to equals and inferiors, one cannot use it with superiors.
Many other honorific and subtly connotated second person pronouns are employed. These are
covered in The Tsoly�ni Language (op. cit. pp.17-18).
Kasul� hiVirid�me Tsoly�ni gu�l.
Kasul� hiVirid�me is Tsoly�ni
Zhś Kriyór Y�n Kory�ni gu�l. tśsmi Tsoly�ni gu�l, n�?
Zhś Kriyór is Y�n Kory�ni. Are you Tsoly�ni?
NOTE on Nationalities
The following is a list of kingdoms and nationalities in the Tsoly�ni area.
Kingdom Nationality
Tsoly�nu Tsoly�ni
Y�n Kór Y�n Kóryani
Mu!ugalavy� Mu!ugalavy�ni
Salarvy� Salarvy�ni
Livy�nu Livy�ni
lśm h�rri gu�l? tśsmi vusij�ktokoi gu�l.
Who am I? You are a teacher.
tśsmi h�rri gu�l? lśm sij�ktokoi gu�l.
Who are I? I am a pupil.
lśm horśkoi Kag�sh gu�l, n�? y�, tśsmi horśkoi Kag�sh y� gu�l.
Am I Lord Kag�sh No, you are not Lord Kag�sh.
tśsmi Play�sha gu�l, n�? y�, lśm Play�sha y� gu�l.
Are you Play�sha? No, I am not Play�sha.
m�sun h�rri gu�l? m�sun Play�sha gu�l.
Who is this woman? This is Play�sha.
Prłs�mrun gąs�mrun b�s�mrun mr�s�mrun tl�s�mrun
21 22 23 24 25
Exercises
For the following exercises, translate each sentence four times, once each as if
the subject were lower, middle, upper, and noble class respectively.
lś n�-n gu�l. I am short.
lśm n�-n gu�l.
luk�n n�-n gu�l.
salśm n�-n gu�l.
I am tall.
You are tall.
You are the teacher.
You are a man.
You are a woman.
I am a man.
I am short.
You are a student.
I am a student.
I am a tall student.
Lesson 6 - gab�-n sijakk�nikh
m�sun f�nul gu�l?
Where is it?
korśnkoi somral�l gu�l. tamss�rikh somkśpa gu�l.
The book is on the table. The hat is on the chair.
tamss�rikh f�nul gu�l? m�sun somkśpa gu�l.
Where is the hat? It is on the chair.
K�gesh f�nul gu�l? m�isur hatslodhśl gu�l.
Where is K�gesh? He is near the window.
NOTE
Prepositions and other indicators of  case in Tsoly�ni are designated by
locative prefixes attached to the object of the preposition. Some of the more
common prefixes of this class are :
hi- of
mik- from
tham- by, with, using
pag- with, accompanying
chalu- for, on behalf of
bru- in
som- upon, on, above
san- down upon, down to
dhu- under, beneath, below
gem- beside, next to
hats- near, close to
mol- to, towards
pas- across
ti- through
ssyi- like, resembling
gureng- in front of
dhi- behind
che- before, prior to
tu- after
ken- up to, until
jil- about, concerning
ngis- in exchange for
bek- in addition to
kar- in place of
When these prefixes occur, the Noble/Ignoble Suffix does not appear, unless the noun is plural.
Thus, your current picture of a noun should be :
Demonstrative Prefix + Locative Prefix + Noun Stem + Noble/Ignoble/Plural Suffix
su!śrikh f�nul gu�l? m�sun somruch�nme gu�l.
Where is the pen? It is on the paper.
hruch�nme f�nul gu�l? m�sun brukórun gu�l.
Where is the paper? It is in the book.
vayśnlukh f�nul gu�l? m�sun n�ri-n brushanstsśr gu�l.
Where is the key? It is in the blue box.
shantsśrikh f�nul gu�l? m�sun zh�urun m�sun�nuldhural�l gu�l.
Where is the box. It is under that green table.
k�rin korśnkoi f�nul gu�l? m�isur ab�sun somkśpa gu�l.
Where is the red book? It is on the white chair.
k�rin korśnkoi ab�sun mąsunsomkśpa gu�l.
The red book is on this white chair.
mik�run su!śrikh ab�sun thamhruch�nme zhur�un somral�l gu�l.
The black pen is with the white paper on the brown table.
lodhślikh gurenglśm gu�l. tsónikh dhilśm gu�l.
The window is in front of me. The door is behind me.
ral�likh gurengtśsmi gu�l. timśngikh dhitśsmi gu�l.
The table is in front of you. The wall is behind you.
ral�likh gurengtśsmi gu�l, ne? ss�, ral�likh gurenglśm gu�l.
Is the table in front of you? Yes, the table is in front of me.
kśpakh gurenglśm gu�l, n�? y�, kśpakh gurengtśsmi y� gu�l.
Is the chair in front of me? No, the chair is not in front of you.
lśm h�rri gu�l? tśsmi vusij�ktokoi gu�l.
Who am I? You are a teacher.
lśm f�nul gu�l? tśsmi dhiral�l gu�l.
Where am I? You are behind the table.
k�rin korśnkoi d�hlte gu�l. tath�n korśnkoi onótl gu�l.
The red book is here. The grey book is there.
k�rin korśnkoi f�nul gu�l? d�hlte.
Where is the red book? Here.
tath�n korśnkoi f�nul gu�l? onótl.
Where is the grey book? There
Kag�sh d�hlte gu�l, n�? y�, m�isur d�hlte y� gu�l.
Is Kag�sh here? No, he is not here
tśsmi f�nul gu�l? lśm hatstsónikh gu�l.
Where are you? I am near the door.
kśpakh gurengKag�sh gu�l, n�?
Is the chair in front of Kag�sh?
y�, kśpakh gurengm�isur y� gu�l, v�l dhim�isur gu�l.
No, the chair is not in front of him, but behind him.
h�rri dhuvusij�kto gu�l? Kag�sh dhim�isur gu�l.
Who is behind the teacher? Kag�sh is behind him.
Avanth�r bruTsoly�nu gu�l.
Avath�r is in Tsoly�nu.
Jak�lla bruSalarvy� gu�l, n�? y�, m�sun bruTsoly�nu gu�l.
Is Jak�lla in Salarvy�? No, it is in Tsoly�nu.
gab�s�mrun hrłs�mrun gąmis�mrun prłtless�mrun b�lun
26 27 28 29 30
Exercises
korśnkoi somral�l gu�l. The book is on the table.
The book is on the chair.
The book is in the box.
The book is near the box.
The pen is on the paper.
The pen is under the paper.
It is on the paper.
The blue pen is on the red table.
The red book is in front of the blue book.
The blue book is behind the red book.
The blue paper is in the red book.
The keys are in the yellow box.
The big red book is under the little brown
book.
The long blue pen is near the short red
pen.
The blue and brown key is in the wide
green and yellow box.
The blue key is there.
The yellow box is here.
The tall teacher is behind the short table.
Lesson 7 - hrśn sijakk�nikh
vusij�ktokoi zhśr moy�?
What does the teacher do?
vusij�ktokoi gath�m m�isur, tlakorśn.
The teacher takes the book.
vusij�ktokoi somkśpa kard�n m�isur, tlakorśn.
The teacher puts the book on the chair.
vusij�ktokoi vayśn m�isur, tlakorśn.
The teacher opens the book.
m�isur dhalśr m�isur, tlakorśn.
He closes the book.
NOTE
Unlike the copula sentences in the previous lessons, the sentences in this lesson
are structured :
Subject + (Adverb) + Verb + Direct Object
They are called transitive sentences. The direct object in these sentences is
marked with the locative prefix  tla- .
This kind of sentence also includes another new concept, the pronomial direct
object, which is the third person pronoun ( m�isur ,  m�sun ,  mssśri ,
 mssśran ) used with direct objects. This pronoun must agree in
nobility/ignobility and number with the direct object itself. For example,
 vusij�ktokoi gath�m m�isur, tlakorśn literally translates as  The teacher
takes it, the book. This pronoun is required with all direct objects which are
not in themselves pronouns. For example,  vusij�ktokoi gath�m tlam�sun
means  The teacher takes it . Because  m�sun is a pronoun on its own, this
sentence does not require a pronomial direct object. ( vusij�ktokoi gath�m
m�sun, tlam�sun is incorrect.)
You have been introduced to four new transitive verbs already. These are :
gath�m to take
kard�n to put
vayśn to open
dhalśr to close
vusij�ktokoi gath�m m�sun, tlasu!śr.
The teacher takes the pen.
vusij�ktokoi dhural�l kard�n m�sun, mik�run tlasu!śr.
The teacher puts the black pen under the table.
vusij�ktokoi mollodhśl gatham m�sun, tlakśpa.
The teacher takes the chair to the window.
m�isur gath�m m�sun, tlashantsśr, n�?
Does he take the box?
y�, m�isur y� gath�m m�sun , tlashantsśr.
No, he does not take the box.
vusij�ktokoi gath�m m�sun, tlasu!śr, n�?
Does he take the pen?
y�, m�isur gath�m m�isur, tlakorśn.
No, he takes the book.
vusij�ktokoi somral�l kard�n m�sun, tlashantsśr, n�?
Does the teacher put the box on the table?
ss�, m�isur somral�l kard�n m�sun, tlashantsśr.
Yes, he puts the box on the table.
m�isur somkśpa kard�n m�sun, tlasu!śr, n�?
Does he put the pen on the chair?
y�, m�isur somkśpa kard�n m�sun, tlasu!śr.
No, he does not put the pen on the chair.
vusij�ktokoi f�nul kard�n m�sun, tlasu!śr?
Where does the teacher put the pen?
m�isur dhural�l kard�n tlam�sun.
He puts it under the table.
vusij�ktokoi vayśn m�isur, tlakórun, n�?
Does the teacher open the book?
ss�, m�isur vayśn m�isur, tlakórun.
Yes, he open the book.
vusij�ktokoi vayśn m�sun, tlatsón, n�?
Does the teacher open the door?
ss�, m�isur vayśn m�sun, tlatsón.
Yes, he open the door.
m�isur dhalśr m�sun, tlatsón, n�?
Does he close the door?
y�, m�isur y� dhalśr m�sun, tlatsón.
No, he does not close the door.
gath�mli m�isur, tlakórun, Kag�sh! gath�mli m�sun, tlasu!śr!
Take the book, Kag�sh! Take the pen!
somral�l kard�nli m�isur, tlakorśn, Kag�sh.
Put the book on the table, Kag�sh.
NOTE
The suffix  -li on a verb stem denotes the imperative form of the verb. This
form is used when a command is given, and the subject is an implied  you .
There are three forms of imperative, depending upon whom is being spoken to:
To say  Take it! to a
slave : gath�m tlam�sun!
person of low to middle class : gath�mli tlam�sun!
to a person of ligh class : gath�mlitłsmi tlam�sun!
Using the wrong form can be insulting, especially if a lower class form is used
with a higher class person. If further emphasis is desired, the proper form of
the second person pronoun ( you ) may be used (for example:  tśsmi gath�mli
tlam�sun ).
Your current picture of a verb should now be :
VERB STEM + Imperative Suffix
vayśnli m�sun, tlatsón. dhalśrli m�sun, tlatsón.
Open the door. Close the door.
n�-n zhur�un brushantsśr kard�nli m�sun, ks�bi-n n�ri-n tlasu!śr.
Put the long blue pen in the small brown box.
Exercises
vusij�ktokoi gath�m m�sun, tlasu!śr. The teacher takes the pen.
The teacher takes the book.
The teacher opens the book.
The teacher closes the book.
I take the book.
You take the book.
I put the book on the table.
I take the pen.
You take the book and the pen.
The teacher opens the red book.
The student takes the book from
the teacher.
The teacher puts the red book on
the green chair.
The teacher opens the book on
the chair.
gath�mli m�isur, tlakorśn! Take the book.
Take the pen.
Take the table.
Put the pen on the table, Lord Kag�sh.
Put the key in the box.
Put the key in the purse, Play�sha!
Open the box.
Close the box.
Lesson 8 - gam�-n sijakk�nikh
vusij�ktokoi f�nul mśle?
Where does the teacher go?
vusij�ktokoi moltsón mśle. vusij�ktokoi mollodhśl mśle, n�?
The teacher goes to the door. Does the teacher go to the window?
y�, m�isur mollodhśl y� mśle.
No, he does not go to the window.
NOTE
The verb  mśle (to go) is an intransitive verb. Sentences containing
intransitive verbs have a general form similar to the copulative sentences of
previous lessons, as the verb appears at the end of the sentence. These
sentences also do not have a direct object.
These sentences have a formal structure of :
Subject + (Adverb) + Verb
This word order is fairly fixed throughout the language, although other word
orders do occur (mainly in historical and religious texts).
m�isur f�nul mśle? m�isur moltsón mśle.
Where does he go? He goes to the door.
sij�ktokoi f�nul mśle? m�isur molsijakk�n mśle.
Where does the student go? He goes to the school.
Kag�sh molsijakk�n mśle, n�?
Does Kag�sh go to school?
y�, m�isur molsijakk�n y� mśle, m�isur moltsorok�n mśle.
No, he does not go to school, he goes to the inn.
shartókoi Kag�sh f�nul mśle? m�isur molkatak�n mśle.
Where does priest Kag�sh go? He goes to the temple.
h�rri brun�ti p�l dópal? vusij�ktokoi brun�ti p�l dópal.
Who is coming into the room? The teacher is coming into the room.
lśm moltśsmi p�l, n�? ss�, tśsmi mollśm p�l.
Do I come to you? Yes, you come to me.
Play�sha molJak�lla mśle dópal, n�?
Is Play�sha going to Jak�lla?
y�, m�sun molJak�lla y� mśle dópal, v�l molAvanth�r.
No, she is not going to Jak�lla, but to Avath�r.
NOTE
The word  dópal is an indicator of the  is ...ing (ongoing action) form of the verb. Thus,  lśm
moltśsmi p�l means  I come to you , and  lśm moltśsmi p�l dópal means  I am coming to you .
The same applies to all verbs.
 dópal is an example of the aspective, a verbal modifier placed immediately after the verb it
modifies. Aspectives describe the manner in which an action occurs, as opposed to the tense of the
verb. In English, these aspectives are usually represented as verbs with the action modified being the
object of the verb. Only one aspective may appear with any given verb at any one time. Some
examples of aspective are :
b�r� denotes habitual action. The subject is usually a person or an animate
object since inanimate objects and abstract nouns may only
metaphorically have habits. Example :  m�isur molsijakk�n h�gi-n mśle
b�r� means  He daily goes to school (going there is his regular habit) .
niy�s indicates an action which the speaker thinks is probable. When another
aspective is used with a verb, the adverb  nitólin ( probably ) is used.
Examples :  lśm mśle niy�s means  I probably go and  lśm nitólin
mśle lanmr�la means  I probably have to go.
tet�n denotes an action which is repeated intermittently, frequently, or
continually with pauses between the repetitions. Example,  m�sun
molsijakk�n mśle tet�n means  He goes to school intermittently.
hu!ś  to manage to ... . This form denotes being able to complete an action
by striving. This form is not common in spoken Tsoly�ni, although it
does appear in written form. Example :  lśm y� mśle hu!ś means  I
cannot manage to go.
k�ris  to be about to ... ,  on the point of ... . This aspective indicates that
the actor is just about to perform the action. Example :  lśm mśle
k�ris means  I am about to go . Note that this is not a tense per se, as
forms such as  He will be about to go are possible.
lanmr�la  to have to ... ,  must ... . This aspective shows compulsion on the part
of the actor to perform the action. Example :  lśm mśle lanmr�la
means  I must go.
tlay�sh expresses an action which can be performed :  to be able to ... ,  can... .
Note that  to be unable can be shown by negating a sentence with
 tlay�sh . Example :  lśm molsijakk�n mśle tlay�sh means  I can go to
school.
wor�l indicates that the action is being attempted;  to try to ... . Example :
 lśm molsijakk�n mśle wor�l means  I try to go to schoool.
otśn denotes an action which is beginning :  to start to ... ,  to begin to ... .
Example :  lśm vayśn otśn ma�sur, tlakórun means  I begin to open
the book.
tan� signifies the ending or completion of an action :  to finish ...ing ,  to
stop ...ing. Example :  lśm vayśn tan� m�isur, tlakorśn means  I
finish opening the book.
t�ino expresses a state resulting from an action, as distinguished from
performing the action itself. For example, in English,  I am sitting
means  I am in the act of sitting or  I have already completed the act
of sitting and am in the state of sitting. There is no simple way that this
distinction is made in English. For example, consider the difference
between  He will be sleeping and  He will be falling asleep or  They
will catch her and  They will be holding her.
lśm tsokó. tśsmi tsokó.
I sit. You sit.
lśm tsokó dópal. tśsmi tsokó dópal.
I am sitting. You are sitting.
lśm tsokó t�ino. tśsmi tsokó t�ino.
I am sitting (down). You are sitting (down).
lśm jl�kpe dópal. lśm jl�kpe t�ino.
I am standing. I am standing up.
tśsmi somral�l jl�kpe t�ino.
You are standing on the table.
tśsmi somkśpa tsokó t�ino.
You are sitting on the chair.
Exercises
lśm moltsón mśle I go to the door.
I go to the table.
You go to the table.
You go to school.
You go through the door.
You are going through the door.
You are going to school.
The teacher comes into the room.
The teacher comes from Jak�lla.
The teacher sits on the chair.
The teacher stands near the door.
The student sits on the table.
The student is sitting down on the table. ( state
resulting from action form)
The student is sitting on the table.
( is ...ing form)
I can sit on the chair.
You (habitually) go to the temple.
I begin to open the door.
She stops going to school.
He tries to open the door.
Lord Kag�sh is probably in Jak�lla.
Lord Kag�sh probably goes (habitually) to the
temple.
I manage to go to school (habitually).
Transformation Exercises
Transform the following sentences from the provided form into the other two
indicated forms. For example : If provided a sentence in the  is ...ing form,
convert it to the present tense and the imperative form.
tśsmi p�l dop�l. You are coming.
tśsmi p�l. Present tense.
p�lli! Imperative.
tśsmi mollśm p�l. You come to me.
is ...ing form.
imperative.
gath�mli m�isur, tlakorśn, vusij�ktokoi! Take the book, teacher!
to begin to ...
to try to ...
vusij�ktokoi somkśpa kard�n dópal m�isur, tlakórun.
The teacher puts the book on the chair.
habitual.
to be about to ...
Play�sha brushantsśr kard�n m�isur, tlakorśn.
Play�sha puts the book in the box.
imperative
to have to ...
m�isur y� gath�m m�sun, tlashantsśr. He does not take the box.
probably
can ...
Lesson 9 - prśtlen sijakk�nikh
h�shba dópal
Counting
s�dhin
0
prśn g�n b�n mr�n tlón
12 3 4 5
gab�-n hrśn g�mi-n prśtlen tl�n
6 7 8 9 10
prłtl�n g�tlŁn b�tl�n mr�tl�n tl�tl�n
11 12 13 14 15
gab�tl�n hrłtl�n gąmitl�n prłtletl�n s�mrun
16 17 18 19 20
prłs�mrun g�sŁmrun b�s�mrun mr�s�mrun tl�s�mrun
21 22 23 24 25
gab�s�mrun hrłs�mrun gąmis�mrun prłtless�mrun b�lun
26 27 28 29 30
s�min halón lats�n hrun�lin gam�lin
40 50 60 70 80
prutlen�lin mrikt�n
90 100
gąmrikt�n b�mrikt�n mr�mrikt�n tl�mrikt�n gab�rikt�n
200 300 400 500 600
hrłmrikt�n gąmimrikt�n prłtlemrikt�n taukn�lin
700 800 900 1000
tl�taukn�lin g�mrikt�n gam�lin
5280
h�shbali! lśm h�shba. tśsmi h�shba.
Count! I count. You count.
tśsmi mikprś molmr� h�shba. lśm miktl� moltl�tl� h�shba.
You count from one to four. I count from ten to fifteen.
lśm zhśr moy�? tśsmi h�shba.
What do I do? You count.
tśsmi zhśr moy�? lśm h�shba.
What do you do? I count.
mssśran qłrushantsśryal gual.
These are all the boxes.
h�shbali mmsśri, qłrutlakorśnyal.
Count all the books.
gath�mli mmsśri, zhątlakorśnyal.
Take some books.
brushantsśryal kard�nli mmsśri, qłrutlakorśntal.
Put all the books into the boxes.
l�mshantsśryal gu�l.
There are not enough boxes.
gath�mli mmsśri, mssłrantąitlakorśnyal.
Take a few of the books.
somral�l kard�nli mssśri, k�rin mssłranqłrutlakorśnyal.
Put all these red books on the table.
prśn l�l prśn g�n gu�l. g�n l�l g�n mr�n gu�l.
One and one are two. Two and two are four.
b�n l�l tlón d�ste gu�l? b�n l�l tlón g�mi-n gu�l.
How much are three and five? Three and five are eight.
tlón b�yal d�ste gu�l? tlón b�yal tl�tl� gu�l.
How much are five times three? Five times three are fifteen.
(lit. Five threes are how much?) (lit. Five threes are fifteen.)
d�ste korśnyal somral�l gu�l? gab�-n.
How many books are on the table? 6
d�ste su!śryal onótl gu�l? g�mi-n.
How many pens are over there? 8
d�ste kśpayal brunótl gu�l? tl�n.
How many chairs are in the room? 10
d�ste lodhślyal? d�ste tsónyal?
How many windows? How many doors?
d�ste ts�nyal mikJak�lla molAvanth�r gu�l?
How many ts�n is it from Jak�lla to Avanth�r?
m�isur h�shba. m�sun h�shba.
He counts. She counts.
miks�mru molb�lu h�shbali. tśsmi molos�n ssśmimin h�shba?
Count from twenty to thirty. From which number do you count?
m�isur molosśn ssśmimin h�shba?
Up to which number does he count?
mssśran ssśmimin os�nikh gu�l?
Which numbers are these?
b�n b�tl�n b�lun halón
3 13 30 50
prłkorśnkoi gąkorśnyal b�korśnyal
one book two books three books
prłkakh gąkśpayal b�kśpayal
one chair two chairs three chairs
NOTE
When referring to a number of  things the numbers can be used as prefixes (as above) with the
adjectival formant suffix ( -n or  -in ) removed. These suffixes are added to the ends of
numerals when they stand alone. The numerals can be used as separate adjectives for emphasis, if
desired. Thus,  gąkorśnyal and  g�n korśnyal both mean  two books , but the second has
more emphasis on the  two .
When the numerical adjectives are used as prefixes to a noun, they are part of the class of
prefixes known as quantifiers. Other members of this class include :
qłru- all
hl�n- any
hl�nil- very
błru- many, much
tąi- a few
zhą- some
l�m- too few, not enough
kąu- too many, too much
yąlu- none, no
These prefixes follow the demonstrative prefixes and precede the locative prefixes, this
 mmsurąnb�brukorśnyal means  in these three books . Thus your current concept of a noun
should be :
Demonstrative+ Quantifier + Locative + NOUN + (Ig)Noble/Plural
Prefix Prefix Prefix STEM + Suffix
Exercises
mikrprś molmr� h�shbali. Count from one to four.
Count from one to twenty.
Count from five to fifteen.
Count from one to one thousand.
Count from one to five hundred twent-
five.
mssśran shantsśryal gu�l. These are the boxes.
These are all the boxes.
These are some of the boxes.
There are books in some of the blue
boxes.
Put all of the books into the boxes.
How many books are there?
There are many books.
There are too many books.
There are no green books.
Lesson 10 - tl�n sijakk�nikh
b�tekh
The body
tómikh shaol�kh tsąhl�kh sśmikh k�hlmri-kh k�yi-kh
head hair nose mouth shoulder eye
lyśkh paw�nikh y�dhikh hm�kh �p�kh chópekh
ear foot hand tooth cheek finger
póishmakh kayókhdh�kh k�!zakh p�mikh
forehead neck back chest arm
dich�rin y�dhikh fay�rin y�dhikh
right hand left hand
mssłrankorśnyal ch�ngilin r�ndukh gu�l? mssśri k�rin gu�l.
Which colour are these books? They are red.
mssłranshantsśryal t�then gu�l, n�? y�, mssśran t�then y� gu�l.
Are these boxes grey? No, they are not grey.
h�rri mąsunb�srimkoi gu�l? m�isur Kag�sh gu�l.
Who is this man? He is Kag�sh.
h�rri mssłranb�srimyal gu�l? mssśri Kag�sh l�l Kasul� gu�l.
Who are these men? They are Kag�sh and Kasul�.
h�rri mąsunhum�dikh gu�l? m�sun Play�sha gu�l.
Who is this woman? This is Play�sha.
h�rri mssłranhum�dyal gu�l? mssśran Play�sha l�l S� gu�l.
Who are these women? They are Play�sha and S�.
tlśmiyel Tsoly�ni gu�l, n�? ss�, lśmama Tsoly�ni gu�l.
Are you (plural) Tsoly�ni? Yes, we are Tsoly�ni.
tlśmiyel Y�n Kory�ni gu�l? y�, lśmama Y�n Kory�ni y� gu�l.
Are you Y�n Kory�ni? No, we are not Y�n Kory�ni.
NOTE
Plural first and second person pronouns differ from their equivalent singular
forms (see Lesson 5). For example, there are two forms of the first person
plural pronoun ( we ). The form used depends on whether the person spoken
to is included in the group being spoken about :
we (inclusive) lśmi
we (exclusive) lśmama
These forms are used regardless of the class of the speaker and his party. As
Ti!śnme hiChakotl�kka says in his treatise  Atl�sudhąliyal hiDarits�nsadhąli
hiKolum�babąr (The Beauteous Pronouns of the Powerful and Elegant
Language of the Imperium) :
 In the singular, a man may see himself and know his own rank and
status relative to others. In the plural, however, men may join together
and act, and they may be of various ranks and classes. Shall we then
have one pronoun for a group of five men of the middle classes and one
of noble rank, versus another for four men of the former and two of the
latter? To permit diversification would make speech impossible!
Canto XXXVII, verses 94 - 98
Translation by M. A. R. Barker
In the second person ( you ), there are three forms of the plural pronoun. The
pronoun to be used depends upon the class of the people spoken about :
tlśmi low class
tlśmiyel middle class
tśsmidali high class
m�sritśsmid�li noble class
Note that the high class and noble class forms of  you (plural) are the same as
the corresponding forms of  you (singular). For example :  tśsmidali p�l
dópal means either  You (high class, singular) are going or  You (high class,
plural) are going .
m�sun lśmmra tamss�rikh gu�l. mssśran lśmmra �mbuyal gu�l.
This is my hat. These are my gloves.
m�sun tśsmimra j�rdukh gu�l. mssśran tśsmimra galch�yal gu�l.
This is your purse. These are your sandals.
ch�ngilin tamss�rikh lśmmra gu�l? m�sun.
Which hat is mine? This one.
ch�ngilin ssyśkoi tśsmimra gu�l? m�isur.
Which sword is yours? This one.
NOTE
As you have probably gathered from the preceding examples, the suffix  -mra
is used as the possession indicator, very similar to the English suffix  - s .
This type of suffix is totally new to our concept of the noun. We shall
therefore add it, thusly :
Demons. + Quantifier + Locative + NOUN + Possessive + (Ig)Noble/Plural
Prefix + Prefix + Prefix + STEM + Suffix + Suffix
ch�ngilin korśnkoi sij�ktomrakoi gu�l? m�isuronul.
Which book is the student s? That one.
ch�ngilin su!śryal tśsmimra gu�l? mssśranonul.
Which pens are yours? Those.
m�sun h�rrimra tamss�rikh gu�l? m�sun Kag�shmra gu�l.
Whose hat is this? It is Kag�sh s.
ch�ngilin korśnyal sij�ktomrakoi gu�l? mssśrionul.
Which are the student s books? Those.
mssśran h�rrimra kśpayal gu�l?
Whose chairs are these?
mssśran tamss�ryal Play�shamra l�l S�mra gu�l.
These are Play�sha s and S� s hats.
m�isur Kag�shmra korśnkoi gu�l. m�isur korśnkoi hiKag�sh gu�l.
This is Kag�sh s book. This is Kag�sh s book.
(lit.  This is the book of Kag�sh. )
mssśran Play�shmra l�l S�mra tamss�ryal gu�l.
These are Play�sha s and S� s hats.
mssśran tamss�ryal hiPlay�sha l�l hiS� gu�l.
These are Play�sha s and S� s hats.
(lit.  These are the hats of Play�sha and S�. )
Exercises
m�sun su!śrikh lśmmra gu�l. This is my pen.
This is my book.
This is my head.
This is my box.
This is your box.
This is your arm.
This is Kag�sh s hand.
These are our (inclusive) legs.
This is Play�sha s box.
(Use  box of ... form)
Lesson 11 - prłtl�n sij�kkanikh
molsij�kkan mśle dópal
Going to school
lśm molsij�kkan mśle dópal
I am going to school.
lśm molsij�kkan m�l gu�l mśle.
I will go to school.
lśm molsij�kkan zhślin m�l śl gu�l mśle.
I will go to school tomorrow.
tśsmi molsij�kkan h�gi-n m�lyal śl gu�l mśle b�r�.
You will go to school daily.
NOTE
The phrase  m�l śl gu�l indicates the future tense of the verb ( will ... ). It is
used with all verbs. When the action will be repeated more than once in the
future, the form  m�lyal śl gu�l is used.
lśm molsij�kkan zhślin m�l śl gu�l tlats�r.
I will run to school tomorrow.
lśm molsij�kkan zhślin m�l śl gu�l mśle.
I will walk to school tomorrow.
NOTE
As you probably noticed (at least I hope you noticed), the sentence for  I will
walk to school in Tsoly�ni is the same as the sentence for  I will go to
school. The verb  mśle means both  walk and  go . This is because there
are no riding animals in Tsoly�nu and the only forms of vehicle are the litter
(very expensive) or the Chl�n-cart (very slow). Thus, the assumed mode of
travel is walking.
lśm molsij�kkan zhślin m�l śl gu�l mśle.
I will go to school tomorrow.
lśm molsij�kkan zhślin m�l śl mśle.
Let me go to school tomorrow.
NOTE
The  Let me ... or  Let us ... tense of a verb is called the hortative tenses of
the verb. This form is indicated in Tsoly�ni by preceding the verb with the
phrase  m�l śl . This is different from the future tense ( m�l śl gu�l ), which
could be translated as  Let it be that ...
lśmi brusij�kkan sij�k kaid�n l�l sśrim dópal.
We are learning to read and write in school.
lśmi m�l śl gu�l sij�k sśrim mssśran, lśmimra tlakhatśnyal.
We will learn to write our names.
NOTE
The verb  sij�k ( to learn ) is the root for a number of other words which we
have already learned. This allows us to illustrate a few new formative affixes.
The first of these words is  sij�ktokoi ( student ). This verb illustrates the
suffix  -to which may be appended to any verb and means  the person who
performs the action as a profession . Thus,  sij�ktokoi means  a professional
learner . (The noble suffix  -koi is appended because learning is considered a
noble profession. If an ignoble profession were being considered, the ignoble
suffix ( -ikh or  -kh ) would be used.)
The second,  vusij�ktokoi ( teacher ) illustrates the verbal prefix  vu- . This
prefix means  to cause to ... , thus  vusij�k means  to cause to learn or  to
teach , and  vusij�ktokoi means  a person who teaches (causes to learn) as a
profession or  a teacher .
The third word,  sij�kkanikh illustrates the  -kan suffix. This suffix, like  -
to , converts the verb it is appended to into a noun, but the meaning of the
noun is  the place where the action is performed . This,  sij�kkanikh means
 the place where learning is done or  school .
Given these three suffixes, try to figure out how the following words were created:
kaid�kanikh reading-room
sśrimtokoi scribe
sśrimkanikh writing-room
vayśntokh gate-guard, doorman
lśm sśrim m�sun, lśmmra tlakhatśn.
I write my name.
lśm sśrim dópal m�sun, lśmmra tlakhatśn.
I am writing my name.
lśm m�l śl gu�l sśrim m�sun, lśmmra tlakhatśn.
I will write my name.
sśrimli m�sun, tśsmimra tlakhatśn.
Write your name.
lśm kaid�n dópal m�sun, tlakashk�ru hiHrśggadąlisa.
I am reading the Epic of Great and Might Hrśgga.
NOTE
If you analyse the word,  hiHrśggadąlisa in the previous sentence, you will
probably notice that the portion  -d�lisa is unfamiliar to you. This is made up
of two suffixes  -dąli and  -sa . These suffixes are called general attitude
suffixes. There are several of these in the language, including :
-dąli big, large (from d�li-n,  big ,  large in Lesson 4)
-sa powerful, mighty
-dhąli beautiful, pretty
-ga hated
-ni small
-nikŁl ever-living
-la good, excellent
-ra contemptible, despicable or female
The suffix  -ra deserves more discussion. For example,  sij�ktokoi
( teacher ) becomes  sij�ktorakoi ( female teacher or  despicable teacher ).
The difference in meanings can only be determined by context.
The suffixes may be repeated for emphasis. This  b�srimsakoi means  the
powerful man , and  b�srimsasakoi means  the very powerful man . In
addition, more than one of these suffixes may be used in a given noun phrase,
such as  b�srimdąlisakoi ( the great and powerful man ). Thus, our new
picture of the noun phrase is as follows :
Demons. + Quant. + Loc. + NOUN + General + Posess. + (Ig)Noble/Plural
Prefix + Prefix + Pfx. + STEM + Attitude + Suffix + Suffix
Suffix
Kag�sh b�srimdąlikoi gu�l. Play�sha hum�dhdhali-kh gu�l.
Kag�sh is a large man. Play�sha is a beautiful woman.
Exercises
Transformation Exercises
Transform the following sentences into the future tense.
Example
lśm mśle. I go
lśm m�l śl gu�l mśle. I will go.
lśm molsij�kkan mśle. I go to school.
lśmi moltsón mśle. We (inclusive) go to the door.
vusij�ktokoi dhalśr m�sun, tlatsón. The teacher closes the door.
sij�ktokoi molsij�kkan zhślin mśle. The student goes to school.
Lesson 12 - gątl�n sij�kkanikh
taj�i dópal mssśran, tlapurd�llu
Buying weapons
Charg�sh hipurd�llugashŁn bruhaud�r mśle dópal.
Charg�sh is going to the weaponshop in the bazaar.
Charg�sh : purd�llugashukh! lśm panj�ng taj�i m�isur tlassyś.
Charg�sh : Weaponer! I want to buy a sword.
purd�llugąshukh : lśm m�n m�sun, tlassyśdhąlisasa.
Weaponer : I have a very beautiful and strong sword.
Charg�sh : m�isur d�ste gu�l?
Charg�sh : How much is it?
purd�llugąshukh : gab�tl�n k�itaryal.
Weaponer : Fifteen K�itars.
Charg�sh : mssśri k�un gu�l! g�mi-n k�itaryal.
Charg�sh : That is too much! Eight K�itars.
purd�llugąshukh : ch�gukh! lśm chaluh�ssi vuss�ing lanmr�la.
Weaponer : Please! I must feed my family.
(lit.  I must cause my family to eat. )
Charg�sh : tl�n k�itaryal, sr�n.
Charg�sh : Ten K�itars, perhaps.
purd�llugąshukh : prłtl�n, l�l lśm chaluyalash�n moltśsmi m�l śl gu�l fazh� m�sun,
tlasarelq�.
Weaponer : Eleven, and I will give you the sword-clip for nothing.
Charg�sh : shr�ithukh!
Charg�sh : Agreed!
(lit.  Agreement! )
NOTES
Several comments may be made on the preceding dialogue :
1) The word  chegśkh literally means  kindness . However, idiomatically
it means  Please ,  Thank you , and  May I help you? .
2) The suffix  -lu when appended to a verb means  the object with which the action
is performed . For example,  purd�llukh is made up of the verb  purd�l ( to fight ) and the
suffix  -lu (with an ignoble suffix added on for form). Can you now figure out how
 vayśnlukh was derived?
3) The suffix  -g�shu when added to a noun means  seller of (object) . For
example,  purd�llugąshukh means  seller of weapons , and  korśngg�shukh means
 seller of books . (Note that when this suffix is appended to a word ending in  n , the sound
is not  n +  g , but  ng +  g .
4) The suffix  -gash�n when added to a noun stem indicates  place where the
object is sold. For example,  purd�llugashŁnikh means  weaponshop and
 korśnggashŁnikh means  bookshop . (As above, when this suffix is
appended to a word ending in  n , the sound is  ng +  g .)
5) The following new nouns were introduced :
ssyśkoi sword
haud�rikh bazaar
h�ssi-kh family
sarelq�kh sword-clip
shr�ithukh agreement
6) The following new verbs were introduced :
taj�i to buy
panj�ng to want
m�n to have
vuss�ing to feed
(from ss�ing to eat
fazh� to give
hl�zakh talm�rikh d�mlalukh kalólikh zhśkatlikh
dagger scimitar mace club morning star
ch�ingikh pa!�nikh tlark�shkoi tr�tlukh
flail axe two-handed sword halberd
ghśttukh h�pekh n�ikh lśttakh hajk�likh
pole-axe javelin spear staff pike
siśsalukh qoh�kh chr�ghakh siśsadąli-kh
sling bullet bolas staff-sling
paj�likh su!�shikh hapaj�likh dhichśtlikh tur�kh
bow composite bow crossbow arrow quarrel
dhśnimikh tsuk�hlmri-kh angókh qadl�likh dlarum�kh
helmet gorget and breatplate vambrace scabbard
shoulder guard
qal�ngikh jódukh gaiz�nikh ssóchnekh
greave small targe medium shield large pavise
Kag�sh thamssyś d�mlal m�isur, tlab�srim.
Kag�sh hit the man with the sword.
Kag�sh thamdhichśtl j�rsh� m�isur, tlab�srim.
Kag�sh hit the man with the arrow.
NOTE
There are two forms on the verb  to hit in Tsoly�ni. One ( d�mlal ) is used
when the  subject hits the  direct object directly (with his hand, a melee
weapon, etc.). The ( j�rsh� ) is used when the  subject uses a missile to hit the
 direct object .
gh�rukh j�fukh nikh�likh gśshtrakh doqólukh
rope pole spike stake mallet
hlat�likh r�sidąli-kh chiq�yanikh r�sikh km�kh hihl�n
torch lantern flint and steel lamp flask of oil
(for lamps)
lauzhślukh bómukh b�zukikh kub�inikh chr�ikh
compass pouch backpack blanket bed-mat
dh�igalukh v�kh sepag�llukh m�ni-kh izhśkh
razor soap mirror food water bottle
hum�likh allg�sikh
water/wine skin pot
Exercises
lśm panj�ng taj�i m�isur, tlassyś. I want to buy a sword.
I want to buy a dagger.
I want to buy a shield.
I want to go to school.
I want to buy some rope.
I want to open the door.
I want to close the book.
I want to open the backpack.
I want to take the bed-mat.
I want to have the compass.
I want to hit the man with the sword.
I want to hit the man with an arrow.
You want to open the book.
Do you want to eat some food?
Do you want to take the blue pen?
lśm m�n m�isur, tlassyś. I have a sword.
I have a hat.
I have a head.
He has a club.
She has a crossbow.
You have a backpack.
Lesson 13 - b�tl�n sij�kkanikh
gadalesh�nikh
Religion
horśkoi Kag�sh molkatak�n hiThśmisdąlidąlisa mśle dópal.
Lord Kag�sh is going to the temple of Thśmis.
Kag�sh : ng�ngmuru. luk�n pagsh�rto panj�ng hesdóm.
Kag�sh : Greetings. I want to speak with a priest.
sh�rtokoi : ng�ngmuru brujśtle. lśm sh�rtokoi gu�l. chegśkh, horśkoi?
Priest : Greetings. I am a priest. May I help you, Lord?
Kag�sh : luk�n molThśmisdąlidąlisa panj�ng k�ta mssśri, zhątlapśrdiyal.
Kag�sh : I want to sacrifice some fruit to great and powerful Thśmis.
sh�rtokoi : netl�ka. somkasr�r kard�nlitśsmi tlamssśri.
Priest : Certainly. Put them on the altar.
sh�rtokoi : molThśmisdąlidąlisa gal�ilitśsmi!
Priest : Pray to great and powerful Thśmis.
Kag�sh : luk�n panj�ng tśsmi vuchrany�l tlag�pru hiluk�n.
Kag�sh : I want you to revivify my friend.
(lit.  I want you to cause my friend to live. )
sh�rtokoi : m�sunmra shad�kikh tlŁtaukn�lin k�itaryal m�l śl gu�l gu�l!
Priest : That will cost ten thousand K�itars!
(lit.  Its price will be ten thousand K�itars! )
Kag�sh : luk�n m�l śl gu�l tlśr tlam�sun.
Kag�sh : I will pay it.
sh�rtokoi : pagts�m kard�thalitśsmi tlam�isur.
Priest : Leave him with me.
Kag�sh : jilmitl�nyal parsh�lli tlaluk�n.
Kag�sh : Tell me about the gods.
sh�rtokoi : mitl�nyal tongg�n tlatlom�tlanyal l�l tlatlok�riq�luyal.
Priest : The gods are divided into the Lords of Stability and the Lords of
Change.
tlón tlom�tlanyal gu�l.
There are five Lords of Stability.
parsh�lin Hn�lladąlidąlisanikel, tik�koi hij�r, gu�l.
The first is great, powerful, and ever-living Hn�lla, Master of Light.
g�n Av�nthedalidhąli, thi�lakoi hidhalish�n, gu�l.
The second is great and beautiful Av�nthe, Maiden of Beauty.
b�n Karak�ndąlidąlisasa, tik�koi hiqad�rdąli, gu�l.
The third is great and powerful Karak�n, Master of War.
mr�n Thśmisdąlidąlisa, tik�koi hipenga-s�n, gu�l.
The fourth is great and powerful Thśmis, Master of Knowledge.
tlón Belkh�nudąlidąlisa, tik�koi hich�llu, gu�l.
The fifth is great and powerful Belkh�nu, Lord of the Excellent Dead.
tatl�n tlón tlok�riq�luyal gu�l.
There are also five Lords of Change.
parsh�lin Hr�!�gaganikel, tik�koi hichusś, gu�l.
The first is despicable and everliving Hr�!�, Master of Darkness.
g�n Vimśhladąlidąliga, tik�koi hihlats�l, gu�l.
The second is great, despicable Vimśhla, Lord of Flame.
b�n Ks�ruldąligaga, tik�koi n�ri-n hin�ti, gu�l.
The third is great and despicable Ks�rul, Lord of the Blue Room.
mr�n S�rkudąligaga, tik�koi hirihślyal, gu�l.
The fourth is great and despicable S�rku, Lord of Worms.
tlón Dlam�lishdhąliga, tik�rakoi hithroz�gayal, gu�l.
The fifth is beautiful and despicable Dlam�lish, Lady of Sins.
NOTES
The preceding dialogue includes some new words and forms :
1) In case you had not noticed, Lord Kag�sh used the  upper class ( luk�n )
form of the first person pronoun ( I ), and was in turn called  tśsmidąli
(upper class second person pronoun) by the priest (see lessons 5 and 10). This
is an example of a conversation in which the class distinction between upper
and middle class is evident. It is very important that the proper forms be used
to avoid insulting the individual to whom you are speaking. If any question
arises, guess  high (towards upper class) when speaking of others, and  low
(towards lower class) when speaking of yourself. This will usually be mistaken
for politeness, instead of ignorance or insult.
2) The following new verbs were introduced :
hesdóm to speak with, converse
k�ta to sacrifice
gal� to pray
tlśr to pay
vuchany�l to revivify
(from: chany�l to live)
kard�tha to leave, abandon
3) The following new nouns were introduced :
gadalesh�nikh religion
pśrdhikh fruit
kasr�rikh altar
shad�kikh price
g�prukoi friend
m�tlanyal gods
tlom�tlanyal Lords of Stability
tlok�riq�luyal Lords of Change
tik�koi lord, master, ruler, overlord
j�rikh light
thi�lakh maiden (noble if referring to a god)
dhalish�nikh beauty
qad�rdąlikoi war
pengats�nikh knowledge
ch�likh corpse, dead man
chusśkh darkness
hlats�lkoi flame (noble - Sacred Flame)
riyślikh worm
throz�kh sin
All the new words listed above follow the rules we have learned for words of their type. Thus,
 lśm k�ta dópal means  I am sacrificing , and so on. No irregular words appear in these lists. In
fact, the Tsoly�ni language has very few irregular words at all! So don t worry about all of this
new vocabulary. Special notes will indicate any irregularities.
Exercises
Answer the following questions (in Tsoly�ni, of course) about the dialogue in the previous
lesson.
1) f�nul molkatak�n mśle dópal?
2) m�isur ch�ngilin molkatak�n mśle dópal?
3) m�isur brukatak�n zhśr moy� dópal?
4) ch�ngilin m�tlankoi tik�koi hihlats�l gu�l?
Lesson 14 - mr�tl�n sij�kkanikh
hiril�ktekh
The Hiril�kte Arena
NOTE
The Hiril�kte Arena is a place where gladiatorial spectacles occur for the amusement of the crowds,
and where a warrior may gather honour through glorious combat. Betting between patrons is quite
frequent, although there are no  house bets.
Kag�sh l�l Kasul� hihiril�kte mśle dópal.
Kag�sh and Kasul� are going to the Hiril�kte Arena.
Kasul� : sh�v�nlukh hihiril�kte d�ste gu�l.
Kasul� : How much is the ticket to the Hiril�kte Arena?
Kag�sh : sh�v�nlukh chaluhorśyal y� gu�l.
Kag�sh : There are no tickets for noble persons.
Kasul� : marak�l pśrdalmoyal hespśrdal?
Kasul� : When do the fights start?
(lit.  When do the gladiators start fighting one another? )
Kag�sh : tłpeh�gi-n.
Kag�sh : At noon.
Kasul� : lśm fad�lin l�l aijómin gu�l. lśmi taj�i tlay�sh m�sun, tlahly�thu, n�?
Kasul� : I am hot and thirsty. Can we buy something to drink?
Kag�sh : netl�ka. kuid�rikh, mollśmama fazh� mssśran, gatlang�luyal.
Kag�sh : Certainly. Peddler, give us two (bottles of) wine.
Kasul� : p�! pśrdalmoyal sh�v�n dópal hihiril�kte.
Kasul� : Look! The gladiators are entering the arena.
Kag�sh : tśsmi sanmssśri panj�ng burd�ng mssśran, zhątlak�itaryal, n�?
Kag�sh : Do you want to bet some money on them?
Kasul� : lśm burd�ng mssśran, mriktąk�itaryal p�r ks�bi-n pśrdalmokoi m�l śl
gu�l hitl�sh m�isur, tlapśrdal.
Kasul� : I bet one hundred K�itars that the tall gladiator will win the fight.
Kasul� : lśmmra pśrdalmokoi zh�gu t�ino.
Kasul� : My fighter has fallen.
Kag�sh : m�isur missśmin gu�l niz�l mun�. tlśrli m�sun, tlaburd�ng.
Kag�sh : He has just been killed. Pay the bet.
Kasul� : lśm chaw�nin gu�l. lśmi molv�shu m�l śl mśle.
Kasul� : I am tired. Let s go home.
NOTES
The previous dialogue contains a number of new language elements that need discussion :
1) A number of words in the dialogue were derived from the root word  pśrdal
( to fight ). These words are :
hespśrdal to fight one another
pśrdalikh fight
pśrdalmokoi gladiator
2) The prefix  hes- on a verb denotes the reciprocative form of the verb. This
form means  action upon one another . Thus,  hespśrdal means  to fight one
another and  hesd�mlal means  to hit one another .
3) The word  mun� signifies an event which took place just once in the past or on
just one occasion. For example,  lśm mśle mun� means  I went (once).
4) The word  niz�l denotes an action which has recently ceased ( just ...ed ). For
example :  lśm mśle niz�l mun� means  I just went . It is not precisely a past
tense, as one can use it in such forms as  m�isur m�l śl diml�l niz�l tlam�isur.
meaning  He will have just struck him.
5) The interrogative  mar�zal means  when? or  what time? .
6) Some new verbs were used in the dialogue. These were :
burd�ng to bet hitl�sh to win
tlśr to pay zh�gu to fall
7) Some new nouns were also used in the dialogue. These were :
sh�v�nlukh ticket kuid�rikh peddler
ng�lukh wine burd�ngikh bet
v�shukh home
8) Some new adjectives were used in the dialogue :
tłpeh�gin at noonfad�lin hot
aijómin thirsty missśmin killed
chaw�nin tired
Exercises
lśm molsij�kkan mśle tlay�sh. I can go to school.
I can open the door.
I can close the book.
You can give the book to me.
You can sit.
He can count.
She can come to you.
We (inclusive) can stand.
lśm vayśn niz�l m�sun, tlakorśn. I just opened the book.
You just closed the door.
We just went to school.
She just paid me for the keys.
We (inclusive) just went to the Hiril�kte
Arena.
Lesson 15 - tl�tl�n sij�kkanikh
th�kukh tiJak�lla
A trip through Jak�lla
ng�ngmuru brujśtle. lśmi tiJak�lla q�mi-n m�l śl gu�l th�ku p�gal mssśran, tlap�gmodhąlidhąli.
Greetings. Today we will travel through Jak�lla to see the very beautiful sights.
lśmi hatskhotó his�kbe molJaikalór th�ku otśn.
We begin to travel near the gate of the S�kbe-road to Jaikalór.
k�takandąlidhąliyal qłruhim�tlanyal gash�n somp�sle higaim�tsu moy� m�sun, tlamatlan�i.
Large and beauteous temples of all the gods line both sides of the avenue.
(lit.  Large and beauteous temples of all the gods form a line on both sides of the avenue. )
varkśng-� mssśri, tlak�takanyal, lśmi hin�ng m�sun, tlan�uma hih�ngga him�tlanyal.
Having passed the temples, we reach the Bridge of the Splendour of the Gods.
luy�nikh hifatl�ryal brufay�r gu�l.
The Foreigner s Quarter is on the left.
pagm�itsu mikk�takan hiS�rkudąlidąlisa m�nikoi hif�tlanyal gu�l. fatl�ryal molm�isur�nul mśle
k�ris mśil mssśri nosh�v�n m�isur, tlaTsoly�nu.
Across the avenue from the temple of the great and powerful S�rku is the Palace of Foreign Lands.
Foreigners must go there when they enter Tsoly�nu.
gemm�ni hif�tlanyal n�umakh hihitl�sh hikólumel gu�l. pasm�sun m�nikoi hit�kanikel, Chirinnga,
jaithul�nkoi hiJak�lla gu�l.
Beside the Palace of Foreign Lands is the Bridge of the Victory of the Emperor. Across it is the
Palace of the Ever-living Lord, Chirinnga, Governor of Jak�lla.
th�kung� kenqól, lśmi p�gal m�sun, tlanraggash�n hiSiridl�nu, d� błrunr�gayal brum�sun h�gi-n
dhuf�n gu�l b�r�.
Having travelled for a while, we see the Siridl�nu Slave-market, where many slaves are sold daily.
qadl�nai molmash�q, lśmi p�gal m�sun, tlahiril�kte, d� pśrdalmoyal brum�sun hespśrdal nok�im
mssśran, tlajuthm�yal.
Turning east, we see the Hiril�kte Arena, where gladiators fight to please the crowd.
j�zu mikhiril�kte khotókh molsav�l hich�l gu�l. yag�in błrudhśmineyal hikólumelsayal
mąsunónulbrusav�l gu�l.
Beyond the Hiril�kte Arena is the gate to the City of the Dead. Many ancient tombs of powerful
emperors are in that city.
NOTES
1) The following new nouns were introduced ;
th�kukh trip pagmókh sight
khotókh gate s�kbekh S�kbe-road
p�slekh side gaim�tsukh avenue
n�umakh bridge h�ngganikh splendour
lśyanikh quarter fatl�rikh foreigner
m�nikoi palace fatl�nikh foreign land
hitl�shikh victory kólumel emperor
jaithul�nkoi governer nraggash�nikh slave-market
nr�gakh slave mash�qikh east
dhśminekh tomb
juthm�yal crowd (always plural)
2) The following new verbs were introduced :
th�ku to travel varkśng to pass
hin�ng to reach dhśfan to sell
qadl�n to turn nok�im to please
(from  k�im -  to like )
3) The following new adjectives were introduced :
q�mi-n today gash�n both
kenqól a while
4) The suffixes  -� (for verbs ending in consonants) and  -ng� (for verbs ending
in vowels) translate as  having ...ed , i.e. An action performed by the subject of
the sentence, but performed before the main verb. In English, this is
idiomatically expressed by two verbs connected by  and ; i.e.  He goes home
and sleeps. Native speakers of Tsoly�ni consider connecting two verbs by  l�l
inelegant and prefer :  Having gone home, he sleeps.
5) The suffixes  -ai (for verbs ending in consonants) and  -dai (for verbs ending
in vowels) translate as  while ...ing . This form denotes an action performed by
the subject or the object of the main sentence, but performed simultaneously
with the main verb. For example :  seyśdai, m�sun mśle dópal means
 Laughing, she is walking along . ( seyś means  to laugh ), and  m�isur
pag�l tlatsh�m, d�mlalai m�sun, tlhum�dh means  He sees you hitting the
woman.
6) The verbal prefix  no- transforms a basically intransitive verb stem into a
transitive one. For example :  notsokó ( to seat ) is transitive as opposed to
 tsokó ( to sit ), and  nok�im ( to please ) is transitive as opposed to
 k�im ( to like ).
Exercises
lśm molsij�kkan mśle otśn. I begin to go to school.
I begin to sit on the chair.
I begin to laugh.
Having closed the door, he began to read
a book.
Turning to the left, she began to walk
along the avenue.
tśsmi molsij�kkan mśle k�ris. You are about to got to school.
She is about to sit in the chair.
He is about to fall.
I was about to go to school.
Opening the door, he was about to exit
the room when I entered. (Note : The
conjunction  when is written  mu�l .)
Lesson 16 - gab�tl�n saij�kkanikh
sh�v�n dópal m�sun, tlatsuru!śm
Entering the Underworld
juthats�nikh hib�srimkeyal sh�v�n dópal m�sun, tlatsuru!śm.
A party of brave men enters the Underworld.
mssśri m�ra thum�sudąli-kh l�l qurnśngin ch�nuyal.
They seek great wealth and powerful magical items.
mssśri parsh�n fa!�r m�sun, tladl�qodąli.
First, they meet a huge Dl�qo-beetle.
b�lashkoi thamb�lash hiq�msa hibar�dne zh�in nosrod�m tlam�sun.
The sorcerer easily defeats it with a spell of Zoic Domination.
zhamrśryal gatl�-n hang�i tlamssśri, mal�l mssśri thamś!un tuqad�rni nosrod�m hu!ś
tlamssśran.
Next some Mrśr (zombies) attack them, but they (the party) manage to defeat them after a long
battle.
mrśryal nl�sh niz�l mśni mssśran, bimr�ktatlak�itaryal l�l hayalśn tlak�yila.
The Mrśr were guarding three hundred K�itars and an Excellent Ruby Eye.
b�srimyal miktsuru!śm m�sunpagkum�su mis�n.
The men leave the Underworld with this treasure.
NOTES
1) The following new nouns were introduced :
tsuru!śm underworld juthats�nikh party, group
thum�sekh wealth chenśkh item, thing
dl�qokh Dl�qo-beetle b�lashikh spell
b�lashkoi sorcerer bar�dnekh wild animal
q�msakh control qad�rnikh battle
mrśrikh zombie
k�yikh Eye (a type of magico-technological artifact)
kum�sukh treasure
2) The following new verbs were introduced :
m�ra to seek fa!�r to meet
nosrud�m to defeat srod�m to be defeated
hang�i to attack nl�sh to guard
mis�to to depart, to leave
3) The following adjectives were introduced :
qurnśngin magically powerful, strong
parsh�n first zh�in easily
gatl�-n next, following hayalśn ruby
thamś!un long (time)
4) No new verbal affixes were introduced in this lesson. However, a new general
attitude suffix,  -ke (meaning  brave ) was mentioned.
Exercises
Answer the following questions about the above story (in Tsoly�ni).
1) h�rri sh�v�n mun� m�sun, tlatsuru!śm?
2) mssśri d�pu sh�v�n mśni tlam�sun?
3) mssśri parsh�n fa!�r mśni tlazhśr?
4) mssśri gatl�n fa!�r mśni tlazhśr?
5) mssśri gath�m tlazhśr?
Lesson 17 - hrłtl�n saij�kkanikh
f�shdri-kh
The Letter
The following is a letter from a father to a daughter (both of high clan). The daughter has gotten into
trouble with the Copper Tomb Society (she robbed the wrong tomb) and has had to leave town. Her
father took care of disposing of the loot.
tłplanng�sakh,
s�lum lyśtha mśra tlatśsmi sal�s mśra l�l tśsmidali y� ts�lchob�n dópal. s�lum
nr�idhu m�sun, tlath�ku y� nochaw�n tlatśsmi.
s�lum nodish�n mśra m�sun, m�suntlaf�shdri, zhąbrusurtl�yal shorśnin cham�s
s�lum y� tim�n m�sun, tlasóngmu hidhśmine him�ss m�l śl gu�l hm�n tlayesh
tlam�sun. bśrunggalun su!�-kh, d�t�lyal l�l br�sin ch�nuyal ts�ldhuf�n mśra
(z�iman chalushad�k gayśn). dl�nt�koi m�n m�sun, tlahatsn�lu.
s�lum, chiwąimungg� hits�ipi, p�lm� lanmr�la m�sun, tlahasś hitśsmi
chalusad�k hichrany�l. fa!ark�nikh bruJ�kalla moltśsmi hl�nugatl�ru m�l śl
gu�l fazh� mssśran, tauknŁltlak�itaryal. mssśran war�n hu!ś tlatśsmi.
s�lum lyśtha mśra m�sun, tlatśsmi m�l śl gu�l kaid�n pagKolg�k hiKolm�rik
hikatak�n hiKs�rul. m�isur błruchenal�nyal vusij�ktokoi hisalśm gu�l d�imi.
m�isur nitólin y� hr�is dópal, ch�mas molm�isur jilsalśm dómlitłsmi.
tśsmimra mrish�nkoi,
Chugrin
The English translation of this letter is as follows :
Beloved Daughter,
I have heard that you have arrived and you are not harmed. I hope the trip did
not tire you.
I have hidden this letter in some common documents, therefore I do not believe
the Copper Tomb Society wll be able to track it. Most of the glass, jewellry and
other things have already been sold (for a cheap price, unfortunately). The clan-
elder has a letter of credit.
I, because of the possibility of discovery (lit.  finding ), must decrease your
living allowances (lit.  your money for the price of living ). The clanhouse in
Jakk�la will give you 1000 K�itars each month. This should support you.
I hear you will be studying with Kolg�k hiKolm�rik of the temple of Ks�rul. He
was my teacher many years ago. He probably does not not remember me,
therefore speak about me to him.
Your father,
Chugr�n
NOTES
1) Did you have trouble with this lesson? If you had more trouble than usual, then
you have been depending too much on the English translations beneath each
sentence. Practice your Tsoly�ni without the English translations for a while to
improve your proficiency.
2) The following new nouns have been introduced :
f�shdri-kh letter
ng�sakh daughter
surtl�kh paper, document
sóngmukh society
dhśminekh tomb
m�ssikh copper
sóngmukh hidhśmine him�ss -- Copper Tomb Society
su!�-kh glass
d�t�likh jewellery (piece)
dl�nt�koi clan-elder
hatsn�lukh letter of credit
ts�ipakh discovery (fr :  tsa�pa  to find )
fa!ark�nikh clanhouse
gatl�rukh month
chenal�nikh year
3) The following new verbs have been introduced :
lyśtha to hear, listen
nr�idhu to hope
nochaw�n to cause to tire
nodish�n to hide (something)
from : dish�n to hide (yourself)
tim�n to believe, obey, undestand
hm�n to track (prey)
p�lm� to decrease
war�n to keep, maintain, support
hr�is to remember
4) The following new adjectives have been introduced :
shórunin common br�sin other
z�iman cheap gayśn unfortunately
5) Notice that the father uses  salśm (noble clan) for himself, and  tśsmi for his
daughter. This is true for two reasons.
First, the daughter is female, and females use a pronoun one level lower than
that of their class (see lessons 5 and 10). This circumstance applies to females
both when they are referring to themselves and when males refer to them.
Secondly, the father is claiming the respect due to him as an elderly individual
in the clan as well as this girl s father. Respect for one s elders is as much a part
of Tsoly�ni culture as it is of ours.
6) This lesson completes our studies. As a reward for persevering this far, there
are no exercises for this lesson. You now have a sound base in Tsoly�ni
language elements. Extend your studies through The Tsolyani Language (op.
cit.) You have scratched the surface of a beautiful culture, and have achieved a
level of proficiency you can be proud of.
BEFORE LOOKING AT THIS ANSWER KEY READ THIS NOTE!!
Please do not look at these answers until you have at least tried to do the problems yourself.
There are enough examples in the text to illustrate all of the principles taught. Use the exercises
as exercises, not more examples!
Lesson 1 :
Problem Set 1 :
a) m�sun shantsśrikh gu�l, n�? b) m�sun vayśnikh gu�l, n�?
c) m�sun hruch�nmekh gu�l, n�? d) m�sun kapr�ikh gu�l, n�?
e) m�sun r�nm�yal gu�l, n�? f) m�sun kśpayal gu�l, n�?
g) m�sun lodhślyal gu�l, n�?
Problem Set 2 :
a) m�isur korśnkoi gu�l. b) m�sun kapr�ikh gu�l.
c) m�sun tsónikh gu�l. d) m�sun timśngikh gu�l.
e) m�sun su!śrikh gu�l. f) m�sun taqśnkh gu�l.
g) m�sun r�sikh gu�l. h) m�sun ral�likh gu�l.
i) mssśri korśnyal gu�l.
Problem Set 3 :
a) m�sun kśpakh y� gu�l, v�l ral�likh.
b) m�sun lodhślikh y� gu�l, v�l hruch�nmekh.
c) m�sun korśnkoi y� gu�l, v�l r�sikh.
d) m�sun taqśnikh y� gu�l, v�l timśngikh.
e) m�sun kapr�ikh y� gu�l, v�l vayśnlukh.
f) mssśran tsónyal y� gu�l, v�l r�nm�yal.
Lesson 2 :
Problem Set 1 :
a) m�sun ra korśnkoi ra tamss�rikh gu�l?
b) m�sun ra n�ulakh ra tsónikh gu�l?
c) m�sun ra ml�k�kh ra su!śrikh gu�l?
d) m�sun ra �mbukh ra charw�nikh gu�l?
e) m�sun ra timśngikh ra taqśnikh gu�l?
Problem Set 2 :
a) ss�, m�sun w�shmakh gu�l. b) ss�, m�sun tamss�rikh gu�l.
c) ss�, m�sun galch�ikh gu�l. d) ss�, m�sun vraithśrukh gual.
e) ss�, mssśran raf�yal gu�l. f) ss�, m�sun kapr�ikh gual.
Problem Set 3 :
a) m�sun ny�ilukh y� gu�l. b) m�sun ml�k�kh y� gu�l.
c) m�sun j�rdukh y� gu�l. d) m�sun raf�kh y� gu�l.
e) mssśran �mbuyal y� gu�l.
Problem Set 4 :
a) y�, m�sun tamss�rikh y� gu�l, v�l galch�ikh.
b) y�, m�sun raf�kh y� gu�l, v�l j�rdukh.
c) y�, m�sun �mbukh y� gu�l, v�l charw�nikh.
d) y�, m�sun timśngikh y� gu�l, v�l taqśnikh.
e) y�, m�sun ml�k�kh y� gu�l, v�l tamss�rikh.
f) y�, m�sun ra korśnkoi ra n�ulakh y� gu�l, v�l tsónikh.
Lesson 3 :
Problem Set 1 :
a) tamss�rikh k�rin gu�l. b) tamss�rikh n�ri-n gu�l.
c) tamss�rikh zhur�un gu�l. d) w�shmakh zhur�un gu�l.
e) w�shmakh ab�sun gu�l. f) korśnkoi zhur�un gu�l.
g) korśnyal k�rin gu�l. h) korśnkoi mik�run gu�l.
i) korśnkoi k�rin l�l n�ri-n gu�l. j) ny�ilukh zh�urun l�l zhur�un gu�l.
k) ny�ilukh p�rav�n gu�l. l) m�sunny�ilukh p�rav�n gu�l.
m) m�sunny�ilukh n�ri-n gu�l. n) m�sun�nulny�ilukh n�ri-n gu�l.
o) mssśranny�iluyal k�rin gu�l. p) mssłran�nulkorśnyal p�rav�n gu�l.
q) m�sunkorśnkoi k�rin gu�l. r) taqśnikh mik�run gu�l.
Problem Set 2 :
a) ch�ngilin korśnkoi m�isur gu�l? b) ch�ngilin w�shmakh m�sun gu�l?
c) ch�ngilin ral�likh m�sun gu�l?
Problem Set 3 :
a) korśnkoi mik�run gu�l, n�? b) korśnkoi n�ri-n gu�l, n�?
c) ral�likh zh�uran gu�l, n�? d) galch�ikh p�rav�n gu�l, n�?
e) hruch�nmekh ab�sun gu�l, n�? f) hruch�nmekh k�rin gu�l, n�?
g) hruch�nmekh zhur�un gu�l, n�? h) vayśnlukh zhur�un gu�l, n�?
Lesson 4 :
Problem Set 1 :
a) k�rin su!śrikh ks�bi-n gu�l. b) tath�n galch�ikh n�-n gu�l.
c) p�rav�n n�ulakh ks�bi-n gu�l. d) n�ri-n korśnkoi d�li-n gu�l.
e) ab�sun korśnkoi n�-n gu�l. f) zhur�un korśnkoi d�li-n gu�l.
g) n�ri-n shantsśrikh n�-n gu�l. h) zh�uran shantsśrikh qad�min gu�l.
i) n�-n shantsśrikh mik�run gu�l.
j) ks�bi-n shantsśrikh mik�run l�l �basun gu�l.
Problem Set 2 :
a) n�ulakh ra n�-n ra ks�bi-n gu�l?
b) n�ulakh ra k�rin ra n�ri-n gu�l?
c) tamss�rikh ra k�rin ra n�ri-n gu�l?
d) rinm�kh ra d�li-n ra n�-n gu�l?
e) ral�likh ra ks�bi-n ra n�-n gu�l?
f) zh�urun ral�likh ra ks�bi-n ra n�-n gu�l?
g) k�rin korśnkoi ra qad�min ra n�-n gu�l?
Lesson 5 :
Problem Set 1 :
a) lś ks�bi-n gu�l.
lśm ks�bi-n gu�l.
luk�n ks�bi-n gu�l.
salśm ks�bi-n gu�l.
b) ts�m ks�bi-n gu�l.
tśsmi ks�bi-n gu�l.
tśsmidąli ks�bi-n gu�l.
m�sritśsmidąli ks�bi-n gu�l.
c) ts�m vusij�ktokoi gu�l.
tśsmi vusij�ktokoi gu�l.
tśsmidąli vusij�ktokoi gu�l.
m�sritśsmidąli vusij�ktokoi gu�l.
d) ts�m b�srimkoi gu�l.
tśsmi b�srimkoi gu�l.
tśsmidąli b�srimkoi gu�l.
m�sritśsmidąli b�srimkoi gu�l.
e) ts�m hum�dhikh gu�l.
tśsmi hum�dhikh gu�l.
tśsmidąli hum�dhikh gu�l.
m�sritśsmidąli hum�dhikh gu�l.
f) lś b�srimkoi gu�l.
lśm b�srimkoi gu�l.
luk�n b�srimkoi gu�l.
salśm b�srimkoi gu�l.
g) lś n�-n gu�l.
lśm n�-n gu�l.
luk�n n�-n gu�l.
salśm n�-n gu�l.
h) ts�m sij�ktokoi gu�l.
tśsmi sij�ktokoi gu�l.
tśsmidąli sij�ktokoi gu�l.
m�sritśsmidąli sij�ktokoi gu�l.
i) lś sij�ktokoi gu�l.
lśm sij�ktokoi gu�l.
luk�n sij�ktokoi gu�l.
salśm sij�ktokoi gu�l.
j) lś ks�bi-n sij�ktokoi gu�l.
lśm ks�bi-n sij�ktokoi gu�l.
luk�n ks�bi-n sij�ktokoi gu�l.
salśm ks�bi-n sij�ktokoi gu�l.
Lesson 6 :
Problem Set 1 :
a) korśnkoi somkśpa gu�l. b) korśnkoi brushantsśr gu�l.
c) korśnkoi hatsshantsśr gu�l. d) su!śrikh somhruch�nme gu�l.
e) su!śrikh dhuruch�nme gu�l. f) m�sun somhruch�nme gu�l.
g) n�ri-n su!śrikh k�rin somral�l gu�l.
h) k�rin korśnkoi n�ri-n gurengkorśn gu�l.
i) n�ri-n korśnkoi k�rin dhikorśn gu�l.
j) n�ri-n hruch�nmekh k�rin brukorśn gu�l.
k) vayśnluyal p�rav�n brushantsśr gu�l.
l) d�li-n k�rin korśnkoi n�-n zhur�un dhukorśn gu�l.
m) ks�bi-n n�ri-n su!śrikh q�dimin k�rin hatssu!śr gu�l.
n) n�ri-n l�l zhur�un vayśnlukh qad�min zh�urun l�l p�rav�n brushantsśr gu�l.
o) n�ri-n vayśnlukh onótl gu�l.
p) p�rav�n shantsśr d�hlte gu�l.
q) ks�bi-n vusij�ktokoi n�-n dhiral�l.
Lesson 7 :
Problem Set 1 :
a) vusij�ktokoi gath�m m�isur, tlakorśn.
b) vusij�ktokoi vayśn m�isur, tlakorśn.
c) vusij�ktokoi dhalśr m�isur, tlakorśn.
d) lśm gath�m m�isur, tlakorśn.
e) tśsmi gath�m m�isur, tlakorśn.
f) lśm somral�l kard�n m�isur, tlakorśn.
g) lśm gath�m m�sun, tlasu!śr.
h) tśsmi gath�m mssśran, tlakorśn l�l tlasu!śr.
i) vusij�ktokoi vayśn m�isur, k�rin tlakorśn.
j) sij�ktokoi mikvusij�kto gath�m m�isur, tlakorśn.
k) vusij�ktokoi zh�uran somkśpa kard�n m�isur, k�rin tlakorśn.
l) vusij�ktokoi somkśpa vayśn m�isur, tlakorśn.
Problem Set 2 :
a) gath�mli m�sun, tlasu!śr.
b) gath�mli m�sun, tlaral�l.
c) somral�l kard�nli m�sun, tlasu!śr.
d) brushantsśr kard�nli m�sun, tlavayśnlu.
e) bruraf� kard�nli m�sun, tlavayśnlu.
f) vayśnli m�sun, tlashantsśr.
g) dhalśrli m�sun, tlatsón.
Lesson 8 :
Problem Set 1 :
a) lśm molral�l mśle.
b) tśsmi molral�l mśle.
c) tśsmi molsij�kkan mśle.
d) tśsmi titsón mśle.
e) tśsmi titsón mśle dópal.
f) tśsmi molsij�kkan mśle dópal.
g) vusij�ktokoi brun�ti p�l.
h) vusij�ktokoi mikJak�lla p�l.
i) vusij�ktokoi somkśpa tsóko.
j) vusij�ktokoi hatstsón jl�kpe.
k) sij�ktokoi somral�l tsóko.
l) sij�ktokoi somral�l tsóko t�ino.
m) sij�ktokoi somral�l tsóko dópal.
n) lśm somkśpa tsóko tlay�sh.
o) tśsmi molkatak�n mśle b�r�.
p) lśm vayśn otśn m�sun, tlatsón.
q) m�sun molsij�kkan mśle tan�.
r) m�isur vayśn wor�l m�sun, tlatsón.
s) horśkoi Kag�sh bruJak�lla gu�l niy�s.
t) horśkoi Kag�sh molkatak�n notólin mśle b�r�.
u) lśm molsij�kkan mśle hu!ś b�r�.
Problem Set 2 :
a) tśsmi mollśm p�l dop�l.
p�lli mollśm!
b) vusij�ktokoi gath�m otśn m�isur, tlakorśn.
vusij�ktokoi gath�m wor�l m�isur, tlakorśn.
c) vusij�ktokoi somkśpa kard�n b�r� m�isur, tlakorśn.
vusij�ktokoi somkśpa kard�n k�rin m�isur, tlakorśn.
d) kard�nli brushantsśr m�isur, tlakorśn, Play�sha!
Play�sha brushantsśr kard�n lanmr�la m�isur, tlakórun.
e) m�isur y� gath�m niy�s m�sun, tlashantsśr.
m�isur y� gath�m tlay�sh m�sun, tlashantsśr.
Lesson 9 :
Problem Set 1 :
a) mikprś mols�mru h�shbali.
b) miktló moltlótlŁ h�shbali.
c) mikprś moltaukn�li h�shbali.
d) mikprś moltl�mriktattl�s�mru h�shbali.
Problem Set 2 :
a) mssśran shantsśryal gu�l.
b) mssśran qłrushantsśryal gu�l.
c) mssśran zhąshantsśryal gu�l.
d) korśnyal n�ri-n zhąbrushantsśryal gu�l.
e) brushantsśryal kard�nli mssśri, qłrutlakorśnyal.
f) d�ste korśnyal gu�l?
g) błrukorśnyal gu�l.
h) kąukorśnyal gu�l.
i) zh�urun yąl�korśnyal gu�l.
Lesson 10 :
Problem Set 1 :
a) m�isur korśnkoi lśmmra gu�l.
b) m�sun tómikh lśmmra gu�l.
c) m�sun shantsśrikh lśmmra gu�l.
d) m�sun shantsśrikh tśsmimra gu�l.
e) m�sun p�mikh tśsmimra gu�l.
f) m�sun y�dhikh Kag�shmra gu�l.
g) mssśran r�inyal lśmimra gu�l.
h) m�sun shantsśrikh hiPlay�sha gu�l.
Lesson 11 :
Problem Set 1 :
a) lśm molsij�kkan m�l śl gu�l mśle.
b) lśmi moltsón m�l śl gu�l mśle.
c) vusij�ktokoi m�l śl gu�l dhalśr m�sun, tlatsón.
d) sij�ktokoi molsij�kkan zhślin m�l śl gu�l mśle.
Lesson 12 :
Problem Set 1 :
a) lśm panj�ng taj�i m�sun, tlahl�za.
b) lśm panj�ng taj�i m�sun, tlagaiz�n.
c) lśm panj�ng molsij�kkan mśle.
d) lśm panj�ng taj�i m�sun zhątlagh�ru.
e) lśm panj�ng vayśn m�sun, tlatsón.
f) lśm panj�ng dh�lur m�isur, tlakorśn.
g) lśm panj�ng vayśn m�sun, tlab�zuk.
h) lśm panj�ng gath�m m�sun, tlachr�i.
i) lśm panj�ng m�n m�sun, tlalauzhślu
j) lśm panj�ng thamssyś diml�l m�isur, tlab�srim.
k) lśm panj�ng thamdhichśtl j�rsh� m�isur, tlab�srim.
l) tśsmi panj�ng vayśn m�isur, tlakorśn.
m) tśsmi panj�ng ss�ing m�sun, tlam�ni, n�?
n) tśsmi panj�ng gath�m m�sun, n�ri-n tlasu!śr, n�?
Lesson 13 :
Problem Set 1 :
1) horśkoi Kag�sh molkatak�n mśle dópal.
2) m�isur molkatak�n hiThśmisdąlidąlisa mśle.
3) m�isur molThśmisdąlidąlisa panj�ng k�ta mssśri, zhątlapśrdiyal.
4) Vimśhladąlidąliga tik�koi hihlats�l gu�l.
Lesson 14 :
Problem Set 1 :
a) lśm vayśn tlay�sh m�sun, tlatsón.
b) lśm dhalśr tlay�sh m�isur, tlakorśn.
c) tśsmi mollśm fazh� tlay�sh m�isur, tlakorśn.
d) tśsmi tsóko tlay�sh.
e) m�isur h�shba tlay�sh.
f) m�sun cha;uvayśnlu tlśr niz�l.
g) lum�ma molhiril�kte mśle niz�l.
Lesson 15 :
Problem Set 1 :
a) lśm somkśpa tsóko ótun.
b) lśm seyś ótun.
c) dhalśrng� m�sun, tlatsón, m�isur kaid�n ótun m�isur, tlakorśn.
d) qadl�nai fay�rikh, m�sun pasmatl�nai mśle ótun.
Problem Set 2 :
a) m�sun somkśpa tsóko k�ris.
b) m�isur zh�gu k�ris.
c) lśm molsij�kkan mśle k�ris.
d) vayśnng� m�sun, tlatsón, m�sun m�sin k�ris niz�l mu�l lśm sh�v�n mśni.
Lesson 16 :
Problem Set 1 :
1) juths�nikh hib�srimkeyal sh�v�n mśni m�sun, tlatsuru!śm.
2) mssśri m�ra thum�sudąli-kh l�l qurnśngin ch�nuyal.
3) mssśri fa!�r m�sun, tladl�qodąli.
4) mssśri fa!�r mssśran, zhatlamrśryal.
5) mssśri gath�m bimr�ktatlak�itaryal l�l hayalśn tlak�yila.