Colloquial Mongolian

An Introductory Intensive Course

Jugderiin Lubsangdorji, Jaroslav Vacek

Charles University in Prague, Philosophical Faculty

Institute of South and Central Asian Studies,
Seminar of Mongolian Studies

2004

The publication of this textbook was financially supported by the Grant Agency
of the Czech Republic as a part of the grant No. 405/02/0820 "Ethnolinguistic and
sociolinguislic aspects of communication in Mongolian and their practical application', a project of the Institute of South and Central Asian Studies, Philosophical
Faculty, Charles University.

Reviewed by Prof. Dr. Ts. Shagdarsrng

and Assoc. Prof. Dr. B. Sarantuya
from the National University of Mongolia.
Published by Nakladatelstvi TRITON
in Prague in the year 2004.
1 edition.
Designed by Vaclav Sinevic, Studio Marvil
Typeset Studio Marvil, s. r. o.
J. Lubsangdorji and Jaroslav Vacek 2004

ISBN 80-7254-607-4

Contents

Introduction

| vii

ji

Our Classroom

|31

Getting Acquainted

j 57

Flat, Apartment House

The Family

| 79

1103

The Working Day

1129

Meals and Drinks, the Restaurant

1157

Shops, The Post Office

, ,

Library, Museum, Exhibition

|215
Theater, Cinema

1247

Sports

,
Hospital. Pharmacy

Services

1305

The Four Seasons

|281

1365

School and Education

1395

The City of Ulaanbaatar

1187

Introduction

We hereby offer the professional public of teachers and students of Mongolian a new
version of the textbook of colloquial Mongolian, which was originally published in
Czech in Prague in 1979, or twenty-five years ago. it is a sufficiently long time for
a language and also for its milieu to undergo some changes. That is why we have made
some necessary alterations in the contents of this textbook. We are pleased that our
textbook has been used by colleagues in various places around the world, in spite of
the fact that the original version was based on Czech for an explanation of grammar,
translation of words and the like. However, in practical terms the textbook represents
a collection of'teaching techniques material' and it was arranged in such a way that
the language medium was not an insurmountable obstacle and thus teachers knowing
Mongolian were able to use the book in teaching.
The arrangement of the textbook is motivated by the requirement of communication,
for which this textbook is primarily designed. In this respect the Czech version seems
to have served its purpose well. The present updated and enlarged version also reflects
our further experience in teaching the language over the years either in Ulaanbaatar
or in Prague. The need to communicate is reflected throughout the textbook, in its
overall arrangement, in the form of the individual syntactic patterns and the inclusion
of some exercises. This is why we have added some more colloquial forms in some
places, both as regards grammatical forms (and their pronunciation) and phrases and
also as regards a number of new idioms.

Method of teaching

The textbook is meant to be an introductory intensive course. Our experience tells

us that a systematic and rigorous method of teaching can bring good results within
one year (two semesters) in terms of efficient communicative abilities on the part of
the students, which can then be a solid basis for the further development of other
styles. It requires roughly two weeks (a minimum of eight teaching hours per week)
for one lesson, while the students have to spend at least the same amount of time (if
not more) in individual study. An ideal combination is that of two teachers, one of
them a mother-tongue speaker of Mongolian who keeps exclusively to Mongolian
from the very beginning and teaches at least six hours per week (possibly more, if
required). His/her task is to develop the language skills'of the students. He/she has
to have support from the
teacher in the sense that the local teacher explains
all the aspects of'intellectual' knowledge in the mother tongue of the students and
also tests their progress (something that is also done by the Mongolian teacher). The
two teachers should be permanently in contact and be informed about each others
teaching activities so that their'team' may work efficiently and economise in terms of
time.
vii

The arrangement of the textbook accords with the sequence of the teaching process.
The individual sections of the lessons are arranged in the order, in which they are most
probably learned and applied.
The first part of each lesson is informative. First comes the grammatical explanation,
which should provide theoretical knowledge, then comes vocabulary, which should
also be learned in the traditional way, the best way being multiple oral repetition and
re-writing of the words. Starting from Lesson 3,the Supplement includes Additional
words and phrases related either to the topic of the relevant lesson or providing frequent
phrases for the words occurring in the relevant lesson. This, however, is to be found in
the separate supplementary volume.
This is followed by practical application intended to develop certain habits, skills.
Thefirst in order are phonetic exercises, which present systematically the pronunciation
of individual sounds and require repeated listening and reproduction. From the very
beginning this requires supervision from an experienced teacher (preferably a native
speaker), who will not only explain the special features of the individual sounds and
phonemes, but will also actively correct the students' pronunciation and help them to
approximate to the correct pronunciation as much as possible. Though the phonetic
exercises are only a small section of the lessons, they are very important for the acquisition of proper skills and should in no way be underestimated or neglected. Next is the
section of sentence patterns, which are intended as a systematic practical application
of the various syntactical structures and should serve for intensive practical use. Most
of them are based on the principle of an elementary dialogue (stimulus and reaction)
and can be best practised among pairs of students as mini-dialogues. This creates an elementary skill in conversational style. Our experience has confirmed that these patterns
may be practised not only in class under the guidance of the teacher, but also during
out-of-class preparation, when students can help and support each other in pairs. The
aim should be to achieve the ability to react automatically and the ability to complete
any of the sentences, even if uttered only partially (e.g. the first three or four words).
Only thus can a solid basis for the later development of natural dialogue be created.
The third part presents the opportunity to verify what was learned before by way of
conversations and short texts. Here we advise the students again to spare no effort and
to practise these texts repeatedly (the conversations should also be repeated in pairs)
and to learn by heart some of the conversations and all the short texts at the end of
the section. We certainly do not support mechanical cramming', but we know from
years of experience that a certain percentage of coherent texts learned by heart creates
something like an ideal point of reference for further work with the language. And this
is the case even if the student forgets the text after some time. It is not only a matter
of knowledge of individual sentences but also of knowledge of the contextual use of
the sentences, the linking of sentences into paragraphs etc., which no grammatical
description can treat exhaustively. A certain percentage of texts learned by heart (even
if later forgotten) represents a 'hidden database upon which one draws (consciously or
subconsciously) for any later perception (and decoding) and active use of the language
in similar contexts.
The fourth part represents testing - a variety of individual exercises, translations etc.,
some of a more traditional nature, some to be performed orally (stimulus and reaction
according to certain models). Provided that the students have devoted sufficient care to

the preceding parts and have acquired both the necessary'knowledge and skills', this
part should be almost an entertainment and a 'reward' for their previous effort. They
will experience the feeling that learning can be fun and they will enjoy the process.

Grammar

It is not the aim of this textbook to offer a systematic descriptive grammar, but rather to
provide a commentary on the grammatical forms appearing in the individual lessons.
This grammatical part in fact arose as a result of direct description of the individual
lessons and discussions about the various forms and categories when the first draft of
the Czech version was prepared in Ulaanbaatar in the years 1975-77. Only gradually
were these findings able to provide a challenging comparison with the then existing grammars, which often appeared to be only selective. In the meantime there are
some more textbooks and grammatical descriptions, to which we refer in the Select
Bibliography in the Supplement and we recommend the student to make use of them.
Occasionally we also refer to some of the grammars in notes when dealing with less
thoroughly investigated grammatical phenomena (particularly if the present Khalkha
usage appears to be more complex or to differ from such descriptions).
The description of verbs is based on a systematic analysis of their formal properties
(cf. the Tables of verb classes in the Supplement). We use the identified basic forms
and their class specification in the vocabulary lists. In that we differ from the existing
dictionaries. This description is relevant particularly for the formation of various converbs. However, due to analogy the usage may occasionally differ from the systematic
arrangement. Therefore we mark important exceptions in the grammatical forms of
converbs. In the case of an unsystematic/exceptional form of converbum imperfecti
mentioned in the vocabulary list, we add an asterisk to it. It indicates the 'exception
to the regular forms in the vocalic class (one asterisk) or in the consonantal class (two
asterisks).
The individual lessons start with brief notes on grammar as the individual forms
and structures appear in the texts. Some phenomena are still treated in a gradual and
systematic way (cases, tenses etc.). And though the aim of this textbook is not necessarily
an 'intellectualised' knowledge of Mongolian, but rather a development of certain practical skills in spoken Khalkha, this does not prevent the student from creating the basis
for a systematic description of the grammar of this language. If students are inclined
to such a manner of learning, or rather need a systematic survey of the grammatical
forms and their application, they may be advised to make systematic excerpts from
the grammatical part of the textbook, compare them with some of the grammars and
create a separatefile of a systematic grammar of their own, to which they will gradually add new material from the individual lessons based on the relevant grammatical
categories. Such independent work will become a valuable aid and will help the student
to understand the principles of Mongolian grammar better and more deeply.

ix

Phonetics

In the first lesson we provide a survey of the basic principles of pronunciation. It

cannot be an exhaustive treatment of the phonetics of modern Khalkha and students
should refer to some other descriptions, though they are rather rare. However, each
lesson includes a block of words and/or phrases for practising the basic phonemes
and phonetic patterns of words, which is good material for oral training particularly
in class with the teacher. We do not mark the pronunciation of each and every word,
but in some cases we put the pronunciation, especially the colloquial pronunciation of
some grammatical forms and phrases, in square brackets. Occasionally we also specify
unusual or variant forms of pronunciation.

Manner of communication

Mongolian nomads are a nation closely linked with nature and this also affects the
manner of communication, often making use of metaphors and images from nature,
which they respect and with which they mostly live in close contact. Many of the formal aspects of communicative use of the language are also a product of this specific
condition. This concerns not only special idioms, repetition and reduplication of forms
and words (including repetition of synonyms), onomatopoeia and 'iconopeias', but
contextual meanings of various 'pro-words', and modality in general. If we want to
master the language properly, the next step is to see and use the language with respect
to all aspects of the ethnography of communication, not only its structure and the sum
total of its vocabulary. Not much of this could be taught in this textbook of colloquial
Khalkha, but we have introduced some idioms and forms of expression as a point of
departure for a later and systematic presentation of the specific style of the Mongolian
manner of communication.

Orthography

To a certain extent orthography may be a problem, because in the present written usage
of Mongolian there is a number of variants not only in the spelling of foreign words, but
also of some Mongolian words. These variants appear to be the result of a spontaneous
and not always regulated usage in various media (newspapers, books), though from the
point of view of the system not all the variants are necessarily correct. Though this is
not a universal phenomenon, as illustrated by the fact that variants appear in a small
percentage of the lexicon and grammatical forms, it is a phenomenon, which cannot be
overlooked. As far as possible in our textbook we try to keep just to one form. Some of
the graphic variants of words may be closer to the real pronunciation, which, however,
does not vary so much with Mongolian words as it does with borrowed words.

Supplement

To help students with cross-referencing we have added a grammatical index (grammatical suffixes and names of grammatical forms) in the small supplementary volume.
The Supplement also includes Additional words and phrases related to the topics of
the individual lessons, besides a full list of the vocabulary of the lessons arranged alphabetically. The Supplement further includes a Table of vowel harmony and a Table of
the verb classes as we have established them for purposes of describing the individual
grammatical processes (especially the formation of the various converbs) besides a key
to the translations into Mongolian and a list of select bibliography of grammars, textbooks and dictionaries.
*

By way of conclusion we should like to say that this textbook has accompanied several
generations of our students of Mongolian and that by presenting a new version in
English to the interested public we hope to satisfy a need for the introductory level of
teaching the language. The textbook is a result of many years of co-operation, long hours
of discussions, of many misunderstandings and occasional revealing understanding of
subtle points of the Mongolian manner of communication in contrast with European
ways. In other words, the textbook is the result of an almost lifelong trans-cultural
communication, in which the two of us have been participating with good will and the
hope that it would also help others, ever since we first met in 1975. Therefore we should
like to wish all the teachers and students using this textbook as much satisfaction and
feeling of doing useful work as we have experienced in preparing it and in teaching
Mongolian to our students.

Acknowledgements and thanks

Finally we should like to thank all those colleagues who have helped in various phases of
preparation of this textbook. Our former students and colleagues Dr. A. Oberfalzerova
and Dr. V. Zikmundova who have long experience of teaching Mongolian on the basis
of this textbook, kindly read an early version and offered suggestions for additions and
meaningful amendments. Mr. Z. Stebetak, M. A. has helped to compile much of the
Supplement to this textbook. Dr. M. Corners correction of the English explanations and
translations of the examples, etc. requires special thanks on our part. Last but not least,
we should like to express our gratitude to two Mongolian colleagues from the National
University of Mongolia (NUM), Prof. Dr. Ts. Shagdarsurung, Scientific Secretary of The
Centre for Mongol Studies, NUM, professor of the Dept. of Textology and Altaistics of
The School of Mongolian language and Culture, NUM, and Assoc. Prof. Dr. B. Sarantuya from the Dept. of Mongolian for Foreign Students of The School of Mongolian
language and Culture, NUM, for offering their valuable suggestions and corrections
after going through the textbook and for recommending the textbook for print.
Authors

xi

First Lesson

Our Classroom

Grammar

1. Pronunciation, Phonetics

Starting from the year 1941, Mongolian has been using the "New script" (.

),
currently called the Cyrillic script (
),
to which two letters have
been added for sounds, which are not available in the original Cyrillic (, ). Thus
it has 35 letters including , . When the script was first adopted, it did not suit the
Mongolian language very well, but it became a strong requirement of those days that it
should be adopted completely. Therefore there are instances where the script still fails
to represent the language properly and we have to give a number of rules concerning
the relation between the script and pronunciation.

Letter
Aa
6
BB
r

Ee


3

M
HH
Oo

Name of the letter

Pronunciation
[a]
[b,v]
Kb]
[y] with back vowels
[g] with front vowels
[d]
[je,j,j]
[p.j]

[i]
[e, i,a,j]
[k, kh]
[I]
[m]
[n,rj]
[]
[]

Letter

n
Pp
Cc

Xx

Name of the letter

, ()

, (
)

Pronunciation

[p.ph,f]
[r]
[s]
[t]
[u]
[]
[f.p]
[x] with back vowels,
[x 1 w l f h front vowels
Sometimes spelled as kh, h in
the Latin script
[ts]
[tf]

[/]

[Jtf]
[a, o, i]
[:]
[e,,i]

[e,i]
[ju.j]

[ja>j]

In this language course we emphasize a practical approach (listening, repetition with a

Mongolian teacher). For a theoretical description of the Mongolian system of sounds,
the student should look elsewhere. Our own approach confines itself to the most important features of present day Khalkha Mongolian pronunciation.
1.1. In terms of pronunciation, the difference between a voiced stop and voiceless
stop lies in the opposition of an (almost) voiceless lax stop to a voiceless aspirated
stop. All voiced stops have voiceless allophones before voiceless consonants or in the
final position.
1.2. , are pronounced [dz], [dj] respectively.
1.3. n has two allophones:
1.3.1.

[1] - in the environment of the back vowels (in the so called 'male words', i.e.
) it is pronounced by the tip of the tongue broadly spread on the back side of the
upper teeth in such a way that the teeth and the tongue are in contact practically around
the whole set of teeth between the molars. The air leaves at the sides around the molars.
cattle
man steppe
1.3.2. [1] - in the environment of the front vowels (in the so called 'female words", i.e.
), or if followed by , u> or a palatal consonant (> , ), it is palatalized. In this
2

case it is pronounced in a similar way, except that the middle part of the tongue is
spread on the alveolar ridge. The air leaves likewise around the molars.
moiib mirror; dictionary
similar
1.4. Similarly some (mainly final) consonants are palatalized if followed by , e.g. ,
, > pronounced as [t,,d,J>, n], or by ua, uo>e.g. mua, muoy pronounced [ta:,t'o:] etc.

volume

sheep
1.5. The velar voiced stop has two allophones, which are pronounced in an almost
voiceless manner. In 'female' words the allophone is simply a velar [g], in 'male words
the allophone is an uvular [y]. Intervocalically it is a voiced velar fricative, before voiceless consonants it is assimilated into a voiceless velar fricative:

[baexj] teacher
[xtf] having given
1.6. The dental nasal is pronounced as a dental if followed by a vowel even if the
vowel is not pronounced (short vowel at the end of a word), e.g. [n] price. Before
a velar , x or in an absolutefinal position in the word (without the mute short vowel),
it is pronounced as a velar nasal [r)]> e.g. on [oq] year.
1.7. The vowel system is completely different from any European language. Two rows
of vowels are differentiated:
- the front vowels , , (called >
i.e. 'female vowels')
- the back vowels a, o, y (called ,
i.e. 'male vowels')
The two series are mutually exclusive in any one word, i.e. only vowels of one series
may appear together in one word (vowel harmony) and the words are distinguished
as'female' () or'male () according to the vowels they contain.
The vowel u is neutral (

or ) and may appear in both types of

words.
The system of vowels may be represented as follows:
Y f]
[i]

y[ u ]
[]
[e]

o [o]
a [a]

The vowels o, uy , are also rounded.

1.8. [] - to be pronounced as a short variety of the English [u:] in e.g. ooze, choose';
the tongue is raised higher in the mouth cavity. In no case should this vowel be pronounced as the German (such pronunciation of this vowel is found in the Western
Mongolian dialects).
1.9. y [u] - to be pronounced as a short [u], almost like English 'put, look, should', or a
rather closed [o].The long [u:] is very similar to German'oben, grog'etc.

1.10. []- an open []> almost like English pot, shot, dot'
1.11. [] - a rounded central vowel, to be pronounced as a rounded short variety of
the English 'mixed vowel' in 'birth, dirt, shirt'.
1.12. [e] is a very closed vowel, which may occasionally be pronounced as [i], particularly in 'female' words, e.g.
[yidtie:] 'when.
1.13. All vowels can be short or long. Long vowels are written by two letters, e.g. aa,
, 00, yy, yy.
1.14. Short vowels are pronounced rather indistinctly in other thanfirst syllables and
are practically lost at the end of words, especially if followed by suffixes or particles
beginning with long vowels.
1.15. In suffixes [i:] is written in two different ways: , . The former (w) is written
in 'male' words, the latter (uu) in 'female' words and after -, -, -, - in 'male' words.
Besides that is written also in the roots of female words. They represent only two
conditioned graphic variants, though it may be maintained that the former () is
slightly centralised [i:].
Note: As for the grapheme w, it is in no way to be pronounced like the corresponding Russian grapheme. Hie Mongols call the grapheme
' \ which means'6,
a name only describing the written shape of the Cyrillic letter.
1.16. The vowel a has a palatalized allophone if surrounded by palatal consonants.
For lack of a better symbol we transcribe it as [ae]. But note that it is not as open as the
corresponding English phoneme transcribed by the same phonetic symbol.
1.17. In diphthongs, the second element is pronounced rather indistinctly. Thus
are pronounced as [a9] and [o] respectively.
In purely colloquial pronunciation, the second part of the diphthong (w, also called 'half
or
u) is sometimes pronounced as an indistinct long front or neutral vowel [a3 ],
3:
[o ], whereas with front vowels it is nearer to i\

[ba3:n] to be;

[sa3:i}] good;
[y:m3s] sock,
stocking;
[:] near, close;

[o\go&:] colon, large

[]:
worms,
intestine;
insects;

[:]
evening;

[u9:lax] to weep;

[xiiiiteq] cold;
[i:l] work, act
In other than first syllables is pronounced as a long vowel [e:]:

[xeregte:] necessary

[t:nte:] with that

[s:te:] with milk

1.18. There are no triphthongs in Mongolian. The sequence in

is disyllabic.
The vowel in the second syllable is rather indistinct (between i and o). In the phonetic
exercises we transcribe it as [of].
1.19. Phonetic value of some graphemes.
1.19.1.

The letter e is used for [je] or [j]:

ep 1. [jer] = ninety
ep 2. [jr] generally, in general

[jrqxi:] general, total

[jrtnts] world, universe

[jr:l] benediction, blessing

Sometimes it represents [j]:

ye [j] time, moment, period

[ji: 13] of the time

In combination with u it is used for [ij] or [i:]:

6ue [bij] body

[biji:ij] of the body

[bijlex, bi:lex] to assume

[bijl:lex> bi:l:lex] to fulfill,

a shape
accomplish
1.19.2.

The letter is used for [jo], or when in thefinal position for [j]:
[jos] principles and customs, tradition [goj] beautiful

In the imperative form of thefirst person is used

for [oj1]:

[bDdoj1] let me think

or for [ij']:

[sslij1] let me change

1.19.3.

In foreign words the letter is used for [j]:

-
[niu ijork] New York
.
[irdzi] George

[ijimei)] Yemen

1.19.3.

The letter is used for [ju] or [j]:

[jum] something, thing
[jumdzav] personal name
[jndeq] personal name
[jld] eczema, herpes

1.19.4.

The letters , , are used only in foreign words. In Mongolian words there
is a voiceless allophone [f] standing for before voiceless consonants. It is a purely
labial fricative (not labiodental):
[aftf] having taken

[afsai]] took

[afxgi] (does, do) not take

[ufs] local name

[xfsgl] local name

1.20. As far as the combinations of vowels according to vowel harmony are concerned,
cf. the Table of vowel harmony in the Supplement. Since the suffixes (morphemes) may
assume different shapes (allomorphs) according to the rules of vowel harmony - e.g. up to
four different vowels (a, , o, e) may alternate in them, we usually write a simple form with
the vowel a and add a numerical index, e.g. -xan\ which represents -, -, -} -.
5

1.21. Note on two extra letters , .

1.21.1. or

('hard sign, i.e. non-palatalizing or de-palatalizing

sign) only serves to indicate that some consonants before , , are not to be pronounced as palatalized consonants. An indistinct vowel [9] close to the prevailing vowel
of the respective word (mostly [a, o]): e.g.

[xaraj'] let me (us) see

[javaj1] let me (us) go
1

[bosaj ] let me (us) get up

[bodaj1] let me (us) think

[obj'] Jet me (us)

find
[acsj'] let me (us) load

[xasaj'] le me (us) shut off

[ocaj'] let me (us) come over, visit
(enclose)
[;'] let me (us) win, make

[garaju:] I (we) will go out

profit
(poetic form)
1.21.2. or

('soft sign, i.e. palatalizing sign) serves to palatalize a

preceding consonant. Before e it also serves to separate it from the preceding consonant
and is also pronounced as a short indistinct vowel [a] close to the prevailing vowel of
the respective word (mostly [i, e]): e.g.
Palatalizing effect:
[>;] horse

[1] sheep

[xasT's] skin, membrane

[aer Ss] skin, hide

[xDr'cfe] having shut in;
having prohibited
Separation of e from the preceding consonant:

[xelaj'] let me (us) say

[cksj1] let me (us) see

[gsj'] let me (us) give

[bicaj'] let me (us) write

[tegaj1] let me (us) do so

[bdjsj'] let me (us) dance (poetic
form)
1.22. Pronunciation of .
1.22.1. This letter represents either a combination [ja],or [ji]. In thefinal position the
second vowel becomes mute and the pronunciation is [j]:
[jas] bone
[ja:m] ministry
[ckaja:] destiny
[saj] recently

[sajxaq] quite
[baij1] let me be
recently
[ yuj] hip; hind leg of
[yujig] A cc. from

[yuja:r] Instr. from

sheep

1.22.2. For practical exercises of the pronunciation of [aj(3)] and

Cf. also the pronunciation of [ofj] let's sew; [ujaj] lets bind.

cf. L10.

2. Nouns

In Mongolian there is no formal grammatical difference between an adjective and

a substantive. Both may take case suffixes and both may be used as attributes before
nouns. The difference consists particularly in the semantic aspect - one designates
properties, the other refers to objects or possibly abstract notions etc. However, there
is one formal difference in the fact that adjectives do not distinguish singular / plural
(or rather the partial / generic number, see the following text).
Formally numerals belong to the same lexical class (they take case suffixes). They
differ only in some special forms (e.g. collective or distributive numerals).
For practical reasons, we shall still speak about nouns, adjectives and numerals in
the grammatical explanation that follows.
Mongolian does not use the 'plural' form of nouns so often as European languages.
Plurality is usually sufficiently expressed by a numeral or by a word designating quantity
(e.g. much, many), or it may be understood from the context. If the form of the 'plural' is used it usually designates a concrete or delimited amount from a given class or
a concrete set of objects or persons. This is why the term 'partial number' (
moo)
was proposed instead of'plural' and 'generic number' ( moo) instead of'singular'.

3. Cases

In this lesson we shall need two cases - the genitive (G.) and the dative-locative (D.-L.).
a) The genitive takes the suffixes:

- (-)
- (-) (after afinal nasal -)
-H (after a diphthong)
Thefinal nasal - may be a regular part of the nominative or it may'appear' only before
some case endings. Historically thisfinal nasal was a part of the stem and has been lost
in modern Khalkha. In such cases we write the nasal (4) in brackets after the word
in the vocabulary.
Irrespective of whether the word is 'male or 'female', final palatalized consonants
(-, -H, -, -- etc.) and -<? are followed by - while thefinal - is deleted.
Final short vowels are dropped before suffixes beginning with vowels.
After a long vowel -- is inserted before the genitive suffix (except those cases which
take -H-).
The genitive of pronouns will be explained below.
Examples:

---

()

---

---

The meaning of the genitive is similar to the English genitive.

7

b) The dative-locative takes the suffixes: -d (mostly after vowels, diphthongs, final
-H, ~> -n)
-m (in other cases)
With nouns marked with () the suffix -d is added after this -. If the final () appears
after a consonant, a vowel is inserted between the consonant and the final - in agreement with the rules of vowel harmony. After a final dental stop the vowel is inserted
before the suffix -d.
Examples:

() ---

() ---

[Note: In formal style the suffix -aaA may occasionally be used:

to you (honorific); xomnoo in the town]

The dative-locative designates direction (a dynamic aspect of the meaning = to, into,
towards' etc.) or location (a static aspect of the meaning = at, in, on etc.).
Furthermore it is used in a phrase representing the verb 'to have in European languages:

?
Does Dulma have a book?

.
Dulma has a book.
If two or more nouns follow each other in a coordinate noun phrase, the case suffix
appears only after the last noun; similarly a numeral appears after the final noun, cf.
Pattern No. 15 (further cf Nos. 5 and 14 below and Lesson 3, Grammar 10).
4. Suffix - 4

Adjectives can take this suffix, sometimes with a slight modification of the meaning:

-
clear, light

clean
>
-
rather clean, quite neat
big
>
moM-xoH somewhat large, big; larger
few, rare
>
-
few, scanty, very little
Sometimes this suffix can imply an increase in the quality expressed by the adjective
(cf. Lesson 9, Grammar lb).

5. Numerals

1 , +
2 ,
+
3

4 ,

5
+
+

If the numeral stands before a noun, it is used in the form marked here by +. Mongolian numerals may stand after nouns and then they function as nouns. In this position
they may also express the meaning and' (especially 'two' and 'three after two and three
nouns respectively).
one table

two chairs

live students

Dorji and Dulma

teacher and student
you and me

6. Demonstrative pronouns

/ this / that

1 / nap
2
/
3
/
4 / ;
/

these / those

The demonstrative pronouns are also used as personal pronouns of the third person.
Syntactically they can be used in place of the attribute, subject or nominal predicate. They do not distinguish grammatical gender. Pronouns are used less often than
in European languages when it is understood from the context, which person is
referred to.
In referring to people simple demonstrative pronouns are used less often. In the
singular the demonstrative pronoun may be combined with the word to designate
humans. Objects may also be referred to by the combination of a demonstrative pronoun and (thing, something) (cf. also Lesson 3, Grammar 8).
A numeral maybe added to the singular form of the pronoun to designate th e plural.
The forms listed above sub 1) are used to designate humans, the forms listed sub 2) and
3) are more appropriate for things and animals, but in modern colloquial usage they
may also be used about humans. The forms sub 4) are used in the written language for
both animate and inanimate.

.
.

this man
this thing
those two, the two of them
those three, the three of them
this book; this is a book
that book; that is a book
This is my book.
My book is this.

The stems of the demonstrative pronouns in the indirect cases are rather variable:
:
->
:
->
-,
:
:
The forms -, - are used in the written language. The forms / are used in modern spoken style.

/ -,

7. Personal pronouns

1
2
ma

I
you (sing., informal)
you (sing., honorific)

(),

ma ,
ma

(coll.)

(coll.)

we

you (pi.)
you (pi., honorific)

In the third person, demonstrative pronouns are used as personal pronouns (cf. No.
6 above). The personal pronouns do not distinguish grammatical gender. They distinguish number in thefirst and second persons and respectful or honorific forms in the
second persons.
In the indirect cases the personal pronouns have the following stems:
6U: MUH-, -, -> : -, ma: :
-

8. Possessive pronouns

1
my
2
your (informal)

your (honorific)
3
/

/
(
/ )

(incl.); (excl.
our
ma ;

your (pi.)

your (pi., honorific)
/

/
(
/ ;

/ )

The possessive pronouns are in fact genitives of the respective personal or demonstrative pronouns. They are used in the same way as it was specified above under Nos. 6 and
7. Thefirst person plural distinguishes the category of exclusiveness (we without you)
and inclusiveness (we together with you), which is a relict of an archaic grammatical
category. The forms in brackets in the third person are used in the written style.

10

9. Interrogative pronouns

The interrogative pronouns , 'who, what' are used to ask about the subject or
nominal predicate of the sentence.
whose, of whom / of what
to whom, in whom / to what, in what

G.: /
D.-L.:
/

What is that? - That is a book.

Who
is that? - That (man) is Dorji. He is
.
Dorji.

? .
What is here? - Here is a book.

?
.
Who is there? - There is a student. (There
are students).

? - .
? -

()

If reduplicated ( , ), the interrogative pronouns acquire a distributive

meaning: who all; what all'. A case suffix is added only to the second part of the reduplicated pronoun.
What various things are here?
.Here is a book a pen and an exercisebook.
Who (all) are here?

?

.Here is a teacher and a student.

?
, ,

... ?
... ?

Specifically whose books .... ?

Teacher of specifically what... ?

10. The verb of existence (to be)

The verb 'to be' is used in nominal sentences in Mongolian only if the object is seen, is
pointed at or foregrounded ('it is this and nothing else). Otherwise nominal sentences
do not use the verb of existence (examples above sub Nos. 6,9). The verb 'to be must be
used if we speak about the existence in a certain place. The verb of existence must also
be used in the past or future. Occasionally we put the verb of existence into brackets to
indicate that both forms are possible with the above-indicated difference of meaning.

().

().

This is a copybook.
This is not a copybook.

The root of the verb - 'to be takes the present tense suffix - (-, -, -, -; for
further details on verb forms cf. 2 Lesson, Grammar 6 etc.). The form
expresses
a general present and future (presens imperfecti) for all persons and both numbers. In
the third person a special form may be used. It expresses existence in a general
present. The difference is roughly this:
maybe used when the object is seen, while
11

 may be used when speaking about the existence of something not seen about whose
existence we know with certainty.
Some forms (e.g. negation) are based on the future verbal noun (nomen futuri). The
future verbal noun takes the suffix -x: e.g. + (is / are not'.
11. Nominal sentence

Nominal sentences are very frequent in Mongolian. On the use of the verb 'to be cf
No. 10 above and examples sub Nos. 6,9.

12. Question

A general question is formed by adding a special interrogative particle at the end of the
sentence: yy, yy / , 7. The 'male or 'female' forms are used according to the rules of
vowel harmony. The first two are added after consonants (or short vowels which are
not pronounced), the latter pair is added after long vowels or diphthongs.

yy?

yy?

yy?

?
yy?

Is this a book?
Is this a pen?
Is this a door?
Is this a pencil?
Is this a table?
This (one)?

The special question (wh-question) uses an interrogative pronoun and at the end of
the sentence there is usually another interrogative particle: / . The former () is
used after final -, -> -, -e, the latter () is used in all other cases. These particles are
obligatory only in short nominal sentences of the type 'What is this?"Who is this?' (cf.
No. 9 above) in which the predicate is not expressed by the verb of existence. After the
verb of existence ,
the particle may occasionally be dropped, particularly in
colloquial usage.

? -

?
=
?

12

()?

()?

What is this?
?
Where is Dorji?

What is this?
Whose book is this?
Whose pen is this?

13. Negation

Two particles are used to express negation: ,

13.1.
expresses an absolute negation, non-existence, non-realization of something etc. It has two forms:
a)
- an independent word at the beginning of a sentence ('no'); in colloquial usage it may also be pronounced as [gj], sometimes even with a brief almost inaudible
breathing in sounding roughly like [q] (voiceless velar, occasionally also with a slight
implosive tinge).
b) - - a negative suffix after a nominal form of the verb ('not'):
e.g.
(I, you, he, etc.) am, are, is not.
13.2. expresses a relative negation: something is not like that (it is different), it did
not happen like that (but in a different way) etc. It can be used both at the beginning
of a sentence (in this position its meaning differs only slightly from ),
and after a
nominal predicate (a noun, pronoun, numeral, adjective).

yy?
Is the teacher (here)?
- ,

().
- No, he is not.
()
yy?
Is this a book?
- (),
().
- No, (this is) a copybook.
- ().
- This is not a book.

()
yy?
Is this a copybook?
-
().
- Not a copybook.

14. An abbreviated enumeration (= etc.)

The word which stands for an enumeration is followed by > which may be
translated as 'etc/ This is a purely colloquial usage (there are other ways, which will be
taught later). The words may follow just one word or they may be placed after
the last word of a co-ordinate phrase. Case endings are added only to the last word of
the phrase .

HOM

Bat and the others

Dulma, Dorji and the others
books, exercise-books etc.

the books of Dulma, Dorji and others

13

Vocabulary

- 1. (1)

()

?
?

()

(..)

()

()

()

()
()

()

()
()

TOM
()

()

()

()
14

cloth, scarf; duster

class; group
question
teacher
to be, to exist
also, too; still
we
is, are, exist(s)
text
not
interrogative particle
interrogative particle
three
but; however
and so on; etc.
four
warm
exercise-book, copybook
our (excl.)
my
Mongolian
book
one
first
many, numerous
Russian (adj.); a Russian
student
blackboard
duster for the blackboard
chair
clear; light
school
ceiling
you (sg., honor.)
you (pi.)
five
your (pi.)
your (sg., honor.)
yes
dictionary; mirror
dictionary
big, large, tall
they
there
that (one)
of that, of him (her, it); his, her, its
electric switch
reading
interrogative particle
110

pen
interrogative particle
door

.
()
()

()

()

()

()
()

(oh)
^ ()
()

(r)
()

()

()
?

?
()
:
Male ( ):

door
where
wall
pencil
answer
lesson
two
man
how much, how many
tongue; language, speech
who
who all
whose
window
bag, case
clean, pure
you (sg., informal)
lamp, light
floor
table
chalk
here
this (one)
emphasizing particle; cf.
what
interrogative particle
what all (things)
interrogative particle
conversation; talk

()

, ,

(r.iM.).

Female ( ):

,
,
(..).

, ,

[i]
[i:]
[]
[:]
[a]
[]
[:]
[]
[]

, ,

, ,

> , , , ,

, ,
,

, , ,
, ,
,
, , , ,
>
> ,
,

, , , >
,
,
,

Pronunciation

15

[u:]

yy?,

[]

yy?
,
, ,

yy?,

yy?

yy?,

, , , ,
?, ?,
, , ,
], ,

,
, ,
,
,
[oj(3)] , , , ,

?,

, , , ,
, , ,
,

, ,
,
,
,
, , , ,
,
,
,
,
,

00, , ,
, , 6,
, , ,
, , ,
, , ,
, , ,
, , ,
,,

, , ,
, , ,
, , ,
,
,
,

,, ,
,,,

, , ,
, , ,
, , ,

--,
--
-, --
-,
-,
-
-,
-,
-
----

16

yy?,

[Li:]
[0]
[]

[\]
[11
[]

yy?

Sentence Patterns

1.

()

()
()

().

2.

()
()

6?
(

?)

(
(
(
(
()
()
(

)
)
)
)

(.)

3.

?
?
?
?

(),
(),

()
()

().

17

()?

()
()

()
()

()
()

5.

()?

()
()
()
()
()
()

16

()
()

,
,

()
()
()
()
()
()

7.

()?

()
()
()
()
()
()

8.

?
?
()

()

().

()

?
?
?
?

()

()
()

10.

()

.
.
.

()

.
.
.

()
()

()

()

.
.
.
.
.
.

?
?
()

().

()
()

()

12.

?
?

()
()

().

()
()

().

13.

?
?

()
()

.
.
.

()

14.

()?

()
()

15.

22

()?

()
()
()
()
()

()

()
()

, ,

16.

()?

()
()
()
()
()

()
()

Conversations

1- ()
1. 2. -

()
?
()

()
?
()

()
?
()

()
?
()

()
?

().

?
.

().

.
()
?
().

3. 4. -

()
?
() ().
?
() .
?
() .
?
() .
?

- ()
2- ()

.
?
.
.

1. -

()?
()
.
?
()
.
?
23

2. 3. 4. -

() .
?
()
.

()?
() .
?
() .
?
() .
?
()
.

()?
() .
?
() .
?
( (
.
?
()
.
?

- ()
3- ()
1. 2. 24

?
().

?
().
?
, .
?
> () .

?
()
, .

?
, () .

?
> ()
,
.

?
, ()
.

?
[ge:], ()

.

?
.

3. -

.
?
. ( ).

?
.
(
).

?
.
?
.

4- ()

1. 2. 3. 4. -

?
.

?
( ).

?
()
.
?
()
.

?
, .
?
,
.

5. -

?
,
.

?
,
.

5- ()
1. 2. 3. -

()

()

()

?
, ()

?
, ()
6?

, ()

HOiM ,

.
-
?
- ()

.
6- ()

1. -
()?
- () ,
,

.
-
?
- ()

.
- ?
- ()
,
.
- ?
- ()
,

.
2. -
()?
- ()
.
-
()?
- ()

.
-

()?
- () , ,

()

.
-

()?
- ()

.
7- ()
1. 2. -

()

()?
.

()?

()?

()
.

()?
-

.
-

()?

-
()
.
-

()?
-

.
3. -

?
- ,

.
-

()?
-

.
4. -

()?
- .
( .)
-

?
- , .
8- ()

1. -

?
- , ()

.
- ?
- ()

.
2. -

?
- , ()

.
3. -

?
- , ()

.
- ?
- ()

.
4. -

?
- ()

.
- ?
- ()

.
5. -

?
- ()

.
- ?
25

- ()

.
6. -
()
?
-
.

7. -

?
- , .
8. -

?
- , ()

Text

.
.

.

(),

(),
().

, .

.
,

.

.

.
.

. .

.
.

().

Exercises
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.

...
?
...
?
...
?
...

?
...
?
..

?
...

?
... ?
... ?

2.

Fill in and converse in pairs.

-

... .
... .
... .
...
.
,...
.
, ...
.

.
... .
.. .

Fill in and say aloud.

... . ,
... . > ....
...
.
...
.
... .
... .
... . ...
. ,
...
. ... .
... .
...
.

... .
..
>

26

3.

()

()
.
()
. ()
4.

Replace interrogatives by numerals.

()

.
()

.

()

.
. ()
, ()

?
> .
, .
.
.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

?
?

5.

Answer according to the model.

Answer according to the model.

?
> .
, .

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

?
>

?

?

1.
2.
3.
4.
5.
6.
7.
8.

e a c i n g t e

A:
yy?
, .
,

?

?

?

?

?

9.
10.
11.
12.
13.
14.
15.
16.
17.

mel.

: ?
. .
. .

?

?

?

?
?

7.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

- >

.
- ,

,.
- ,

.
- ,

.
- ,

.
- ,

.
- .
.
- ,

.
- ,

.
-
.
- .
- >

,

.

... ?
... ?
... ?
... ?
... ?
... ?
... ?
...?
... ?
... ?
... ?
...?

Fill in the questions.

8.

(=
.

Spell the numerals in brackets.

(3)
.

(2)
.

(5)
.

(1)
.

(4)
.
9.
1.
2.
3.
4.
5.
6.
7.
8.
9.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Answer the questions.

?

?

?
?

?

?
?

?

6?
?

?

?
?

?
?

?

?
?

?
?

?

?

Homework
1.
2.
3. .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

30

, .

Learn the conversations by heart.

Write about your classroom.
Translate into Mongolian.

What is this? This is a pencil.

Where is the window? The window is there.
Is this a table? No, this is not a table, (it is) a chair.
Is that a blackboard? Yes, (that is) a blackboard.
Who is that? That is Dorji.
Is this a school? Yes, (this is) a school.
Is there a blackboard in our classroom? Yes, there is a blackboard in our classroom.
Who is in your classroom? The teacher is in our classroom.
Is there a table in your classroom? There are two tables in our classroom.
Where is the teacher? The teacher is in the classroom.
Is there chalk in the classroom? Yes, there is chalk in the classroom.
Where is the lamp? The lamp is there.
Is this a door? No, (this is) not a door.
Are you (pi.) students? Yes, we are students.
Where is the electric switch? The switch is there.

Getting Acquainted

Second Lesson

Grammar

1. Partial number

In this lesson we encounter the change of thefinal consonant - into -d:

>
guest, guests
(
>
lord; prince; Mr. in present-day official communication)
(
>
worker, workers)
(
>
old man, old men)

2. Case forms of nouns and pronouns

Note: Forms of pronouns in brackets are used in the written style,

a) Dative-locative to be found in this lesson: ,

Dative-locative of pronouns (on the use of the various forms of pronouns cf. LI, Gr. 6,7):
,

1 ()
2 /

,
3 ,
,
(,

>

,
;
(,

b) Accusative (question: -,
-)
The accusative takes the suffixes -, -, which are only graphical representation of
one suffix, viz. [-i:g]. The former is used in male words, the latter in female words and
after final -, -, -, - -, - regardless of the vocalic composition of the word. After
long vowels and after diphthongs, the suffix takes the form -.
Note the following change: before a suffix beginning in a vowel in words with more
than one syllable, the penultimate interconsonantal short vowel is elided:

>
but:
>

>

>
31

The accusative suffix is not always obligatory. Particularly with words denoting animals
and objects, it is used only when referring to a definite object, which is known from
the context or otherwise underlined. In other cases the accusative takes a zero suffix
(formally it is identical with the nominative). With words denoting animate objects
the suffix is obligatory.
Accusative of pronouns:
1
>
2
/

,
3 ,
,
(,

,
;
(,

c) Ablative (question: -,
-,
--)
The ablative denotes direction or separation from an object and also comparison (cf.
further No. 15). The suffix -aac4 (-ooc, -, -) is added to the stem, which is equal
to the nominative, only with nouns having () the suffix is added to the stem ending in
the nasal. Thefinal short vowel is dropped, while thefinal -u, - merge with the suffix
into -uac, etc. In words with more than one syllable the penultimate interconsonantal
short vowel falls out. After afinal diphthong and long vowel, which do not take (), a
hiatusfiller -- is inserted before the suffix.
ync
>

>
xom > xomooc

>
(*)

>

>

>

> --

> --

> --

> --

> --

> --

Ablative of pronouns:
1
,

2
/

3

,

,
(,

,
,
(,

;
,

d) Sociative (question: -,
-)
The sociative takes the suffixes -, -, - (the last one is also used with words
where according to the vocalic composition we would expect -e-). The sociative expresses association with an object, a joint action etc. and also possession (cf. L3, Gr. 11):
-,
-,
-.
32

Sociative of pronouns:
1
,

2 /

3 ,

(,
) ,

(.,
)

3. Independent forms of possessive pronouns

The independent forms of possessive pronouns are formed by the addition of the suffix
-x to the basic forms of the possessive pronouns and as such can be used without the
noun of which they are grammatical attributes. A similar independent form can also
be created from the genitive of proper names and nouns designating persons, states
and the like. The suffix -x changes the genitive into a nominative, which can be used as
subject or (nominal) predicate etc.
HOM .
My book is this.
HOM .
This book is mine.
.
Bats book is this.
.
This book belongs to Bat (lit.: This book is Bats).
4. Enclitic form of the 3 r d person pronoun

This enclitic form is used for both singular and plural. It means 'of his, of them, of her;
his, her, their, its' etc.
HOM
[]
his, her, their book

[tsrix^n]
his, her, their case (bag)

5. Cardinal numerals 6 - 1 0

6
7

()
()

8
9 ()

()

10 ;

6. Ordinal numerals 1 - 1 0

The ordinal numerals take the suffixes -,

-
according to the rules of vowel
harmony. Note the shortening of the stem with numerals six and seven:
1
5
8
2
6
9
3
1
10
4

7. Verb

The Mongolian verb distinguishes past, present and future tenses. It uses many nominal
forms, which can also take case suffixes or function as attributes. The verb form of the
respective tense remains the same for all persons and for both numbers.
We distinguish two principal verb classes (vocalic and consonantal) with further
subclasses, which are relevant for the derivation of the individual grammatical forms.
In the Vocabulary the verbs are given with a special designation of the class (cf. the
Table in the Supplement). It is especially important to note the forms of the imperfect
converb (converbum imperfecti, cf. below No. 10). Verbs are listed in the form of the
stem, which is also identical with the imperative.

8. Deverbal suffixes

Mongolian uses a number of suffixes, which are added to the root or stem of verbs and
which express various aspects of the verbal action.
Cooperative verbs (verba cooperativa) add the suffix -- to the root or stem. After
a final consonant a short vowel is usually added before this suffix:
--to study, to learn (in a group)
-to get acquainted (with s. o.)


.
These two (people) are talking (with each other).
Plural verbs (verbapluritativa) add the suffix -etc. They express an activity carried out by more participants: -to be (about more people). The form is not
obligatory, particularly in informal speech.

yy?
Hello. (Lit.: Are you [all] well?)
or: Ta
?
Ta

9. Simple present tense of the imperfect

(presens imperfecti)

The tense takes the suffix -\ which is added to the root or stem (as listed in the Vocabulary). This form belongs to the quasi-finite forms and does not take case suffixes.
This tense expresses an action occurring in a general present or in the future. Adverbs
or adverbials may specify its meaning more precisely, e.g. with odoo (now) it implies
immediate future.
-
is, am, are etc.
-
(I, you, we, they) know, will know; (he, she) knows, will know
-
(I, you, we, they) learn, will learn; (he, she) learns, will learn
-
(I, you, etc.) see, will see; (he, she) sees, will see
-
(I, you, we, they) come, will come; (he, she) comes, will come
-
(I, you, we, they) speak, will speak; (he, she) speaks, will speak
Occasionally (slow speech, hesitation, emphasis) the final vowel may be prolonged:

aa, ,
.
34

10. Composite tenses

a) Composite present tense

This form consists of the imperfect gerund (imperfective converb, converbum imperfect i) and the simple present of the verb of existence (- to be). The imperfect
converb takes the suffixes -, -. Their distribution may be seen in the Table in the
Supplement.
The tense refers to an action, which takes place at the moment of speech or in
a relative present (this year, etc.).

(I, you, we, they) know; (he, she) knows

(I, you, we, they) learn, (he, she) learns

(We, you, they) learn (together)

(I, you, we, they) live, sit, (he, she) lives, sits

(I, you, we, they) speak, (he, she) speaks

(I, you, we, they) look, read, (he, she) looks, reads
b) Composite past tense
Similarly the verb of existence (- to be) may take the form of nomen perfecti (see
the following paragraph) and the composite past tense refers to an action, which took
place simultaneously with another action in the past.

(I, you, we, they) was / were learning

(I, you, we, they) was / were sitting

11. Verbal noun of the perfect

(nomen perfecti)

This verbal noun is formed by the suffix -4 added to the verbal stem. It maybe used
as an attribute or as a nominal predicate and it can take case suffixes like any other
noun.
The form denotes an action completed in the past.
-
arrived; arrival (in the past)
cyy-can
lived; living (in the past)
-
was, were; being (in the past)
-
said; saying (in the past)

12. Verbal noun of the future

(nomen futuri)

This noun is formed by the suffix -x. The suffix is added to the stem form, which is
mentioned in the Vocabulary. There is always a vowel before this suffix, either a stem
vowel or, in case of a consonant stem, an added vowel (- changes into -u: - ).
The forms are written with all the verbs in the Vocabulary (for further reference cf. the
Table of verbal classes in the Supplement).
In some grammatical contexts this noun denotes the future (with some verbs describing states it also denotes the present). This form correlates with the simple present tense
of the imperfect (see No. 9 above) and is used in questions and in negative answers.
35

 ?
.
.

Will (he, she, etc.) come?

(He, she, etc.) will not come.
(He, she, etc.) will come.

The negative of the present (verbs describing states) should properly include the verb
4o be', but in colloquial speech it is often omitted. Thus the negative form of some verbs
may also indicate the present.

yy?
Is he, she; are they etc.?

().
He, she is not etc.

?
Do you know, does he know etc.?

().
I do not know, etc.

13. Verbal noun Indicating habitual action

(nomen usus)

This noun is formed by the suffix -\ which is added to the stem. The noun can be
used as an attribute or a nominal predicate and it can also take suffixes. It expresses a
general truth, a permanent state, a habitually or frequently performed action.
In this lesson we learn only the form of the verb - to say:

'it is said, it is called; called, said'.

Later we will also use this form of other verbs: -,

-,

14. Nominal sentences

The word ('thing, something') may often be used as a particle after the nominal
predicate in nominal sentences. The predicate thus enlarged is slightly emphasised
or it is contextually conditioned (from the point of view of the functional sentence
perspective). In an interrogative sentence the word expresses astonishment, with
an interrogative word it can be translated approximately as'how (then)','what (then)'
and the like (further cf. L3, Gr. 7,8).

().
That copybook is (really) good.

15. Comparison

The word, with which another word is compared, takes the form of the ablative. The
adjective remains unchanged.


.
This table is smaller than that one.

.
This table is smaller than that one.
Expressing comparison within a certain number of elements (comparative or superlative), the pair of compared elements (words) may be followed by a numeral in genitive,
while the interrogative or deictic pronoun is followed by .

36

Which of

thesetwo tables is better? (Lit.:

Of the two, this table and that table, which
one is good?)
(From among

these
two tables) this one is
better. (Lit.: Of the two, this table and that
table, this one is good.)

16. Order of words in a sentence

The Mongolian word order isfixed in the sense that the subject normally precedes the
predicate (S + P, i.e. Subject + Predicate) and the determining word precedes the determined one (determinans + determinandum or d + D). The direct object Immediately
precedes the predicate. In a neutral utterance the remaining elements of the sentence
usually appear in the following order:
time + place + object + predicate
In colloquial speech these rules are sometimes violated when in an emotionally loaded
utterance one word is to be foregrounded.
.
I came (arrived).

xomooc .
I came (arrived) from Prague.

xomooc .
I came (arrived) from Prague yesterday.

At present I study Mongolian in Ulaan

.
baatar.
17. The verb - to say

This verb is very often used as a linking verb in various syntactical functions. In this
lesson we learn the following expressions:

()?
What is your name? (Lit.: You [Acc.] who is said?)

.
My name is Yan. (Lit.: Me [Acc.] Yan is said.)

18. Particles

a) Mongolian has a number of particles expressing various semantic shades and

grammatical functions. A frequent particle is , which expresses mild emphasis,
connects two coordinate elements (also,and'),and is also often used with negation.
In this lesson the particle appears in the following phrases (it is not obligatory):
i

()
.

good,
bad.
Not so (so much)
big.
small.

37

b) The particle n has a limiting function ('only, just') and sometimes a mildly intensifying
function (further cf. L6, Gr. 21c):

.
Everything is O.K. (Lit.: It is only, just calm.)

19. Capital letters

The names of states and nations are usually written with capital letters at the beginning
of the word. If the word designating a nation appears as an adjective (e.g. in connection
with the word 'language), it is written in the lower case.

20. Manner of communication (quotation verb)

The quotation verb - 'to say' has many grammatical and syntactical uses in Mongolian.
Typologically this is analogical with many other languages following similar typological
principles. This is especially relevant in everyday communication and therefore it is
useful to learn some of the phrases almost as idioms.

(lit.: 'said, called-in-general')

(lit.: 'said, called in the past')

(lit.: [they] say)

(lit.: having said)

?

.

book

What word is this? (lit.: This what called word is?)

This word is'nom' (book), (lit.: This is the word
called'nom')
What
? does the word nom' say (mean)? (lit.: Having
said 'nom', what saying word is [it]?)
. The word nom' means 'book', (lit.: Having said
'nom' [it is ] a word saying book)

21. Idioms and phrases

COHUH

?
.

What is new? (Lit.: interesting)

Nothing new. (Lit.: interesting)

The sociative case expresses possession (what interesting [do you] have?) and it is
negated by the word - (further cf. L3, Gr. 11).

38

Vocabulary

()
()
(1)

1.
-()

/
(-)

[jrdi:i]]

<-> /, 1 ,
,

i.b
- (2.4)
(, , )

)'

- (2.2)
(, ,
)

()

()

name (honor.); fame

"easy, simple; easily
America, American
English
which
(to) what degree
(to) what degree
flat, apartment; residence
to be (about more individuals)
short
stop, place of stopping, station (bus, tram); landing
all, everything; complete(ly), fuil(y)
German
river
to say, speak (which is called)
suffix of ordinal number
middle, medium
upper, superior, highest
general, ordinary
little, small; a little, a few
year
small, little
young
guest(s)
hotel
grade, ranking, level
to come, arrive
big, large, great; very
University
kilometre
intensifying pel.; alone, only, just
very, very much
meter
bad; evil; of poor quality
to know, understand; to come to know
friend; mate
aged, elderly _
green
friend, comrade; husband
name
his, her, its; their (encl.) (sometimes:'your)
surname, fathers name; clan
. now, at present
students' hostel
colour
Polish
good, fine; well
nice(ly), beautiful(ly)
centimeter
(quite) recent(ly)
Korean

39

q/>
cyp-(2)
(, cypax, )
(2)
(,
,
)
- (1) (,,
)

(2.2)
(,
,
)
(-; 2.4)
(,
,
)
()
,

()
- (2.2)
(, ,
)

()
()
()

'V'

<>)

,^

. ^

1.

- (-; 2.4)
(, ,)
40

interesting; news; newspaper

to learn, study
to learn, study (in a group)
to sit; to live (in a place), stay
peace, calmness; peaceful, calm
to get acquainted with (with Soc.)
to know, be familiar with (with Acc.)
so (much)
Tibetan
very, extremely
red
people; country, state
long, length
mountain
to see, look at; to study, read
whence, from where?
a) black; b) unrefined, ordinary, common, secular
but; however
comparison
how, how much
how much; to what extent
town, city
advanced in years, old man (woman)
blue
old, ancient
respectful(ly)
brown
which number; which on (in a given order)
when
difficulty, hard
Chinese
Or white
emphatic or concessive pel: even, too, also
Czech ( - yfy)
yellow

new
French
woman; female
simple, ordinary
man, male
father
something; thing
nothing
with what
what, what kind of, what a
Japanese
to speak, talk

, ,
,
, ,
,
,
, ,

Some dan names:

,
,
, ,
,
,,
,
,
,
,
,
,
,
.

,
,
, ,

Pronunciation

[e]
[i]
[a]
[]
[:]
[]
[]
[:]
[u]
[:]
[]
[:]
[]

, , ,
,
,
,
,
> ,
,
,

, , , ,
,
,
,) )

, ,
>

, , , , > , , , ,

00, , ,
,
,

, , , ,
,
, ,

, ,

?, ?, ?
, , , ,
,
,
,

?, ?, ?, ?,
?

(,
),
,
,
,
,
,
,

[g]
, ,
, ,
,

and also:
, (,
),
(,
),
(),

(),

[g <> ] , ,

<> ,
,
;

[]]
, , , , ,
, ,
,
,
,
,

41

Sentence Patterns

1.

?
?

2.
1

42

(= ,
(= ,

(= ,

(= ,)

().
[gedgi:m]

3.

()

()

~
XOTjOOC

()

()

(
00

()

()

()

()?

()

5.

()?

()?

()
( )
( )
()

.
.

()?
()?

()
( )
( )
()

( )
()

-
~

.
.

7.

~
~

~
~

.
.
.

8.

.
.
.

()
()

6?
?

?
?
?

.
.
.
.
.

10.

,
>
>

?
?

.
.
.
.

()
()
()

()
()

.
.
,

.
.

, ?
, ?
,
?
,
?

,
?

. ~ TOM.
.
~ .
.
~ .
. ~ .
. ~ .
. ~ .

12.

(.)
(.)

()?

3.

-
~

~
~

~
~
~

/ ?
/ ?

?
?

()

~
~
--
~
-
-

().
().

()

~
~
-'

~
~
~

().
().

()

~
~
-

()

~
-
~

().
().

()

14.

Comparison

().
().

.
.

TOM.
.
.
.
.
.

16.

TOM

?
?

.
.

TOM

.
.
.
.
.
.

()
()
()

~
~
~

~
~
~

?
?

()
()

TOM ~ .

~ .
~ .

~ .

~ .

18.

(= )

TOM

()
()
()
()
()
()

?
?

().
().
().
().
().
().

?
?

19.

TOM

()
()

TOM

.
.
.
.
.
.
.

()
()

.
.

Conversations

1. ()

<<<<<<

(informal)

- ?
- >
- (

(
)
-
(=
)?
- ( ),
- .

?
).

<<<<<<

(
) (very informal)
- yy?
- , ?
- .
2. ()
-
-
-

(
(

?
,
.

<<<<<<

?
),
?

, ). -

(formal, polite) 6. ()

,
?
.

-
-
-

3. ()
-
-
-

5. ()

()?

-
-
-

?
.

?
,
.

<<<<<<

4. ()

-
(=

- , ?
- .

-

?
- ,

.
)?-
<<<<<<

()

?
51

-
-
7. ()
-

<<<<<<

6 ( )?

.

?

.

8.
-

6?

()
.
(!)

6?

()
.

6?

.

9.
-
() ?
-

.

?
-

.
10.
-

()
?
-

.
?
-

.
- ()

?
-

.
-

.
52

- 1
?
-
.
?
-
.

?
- ,

.
11.
-

()
?
-

.
-

6?
-
.

.
- ?
-

.
-

?
-
.
12.
- ()

?
-

.
- ?
-

.
-

?
- , >
.
-

?
- ,

.
-

?
- ,
.
13.
-
?
-
-
- ,
-
-
-

(
).

()
.

?
() .
?

()

 ( , , )
- ?
-
(, ,
-

.
)

Text

' "
I

.

.
(

).


.

(__}, Vi -
... -i-if-C
.

.

:.
'


.
^

.

"".
.

"".

1.
.

),
,

Exercises

Fill in interrogatives and answer the

questions.

y : 1
-
... .

... ^ ^?
'
^^^
... .
'
^
.

? \
. -
JjCid
... <
()

6?
~ ....
(... )
.
... 0^ ^ ^
...

?- ... .
.
...
^^1 1 ' - ..
- ...

.
< / X
IV
.
7. - . . .
? - ...
-
... .
8. - Ta
...
?
-
... .
9. - Ta

?
... .
10. -
...
? -
a
Fill in and say aloud.
2. .

1.
2.
3.
4.
5.
6.

....
... .

....
... .

... .
...
.

... .

... .

... .

... .
...
.

..

... . ... ,

.

...
? ...
.

....

53

3.

)
.

Put the words in brackets into correct

forms.

() .
() . () . ()

.
() ? ()
.
()

6? () ?

()

? () .

(-) .

(-).
(-) .

(-).

(-).
()

.
)

Replace the interrogatives in brackets by

suitable words.

()
.
()
.
() .

( )
.

()
.
()
.

()

.

()
.

() .
()

? () . ()

.
4.

Answer according to the model.

A:

? ()
.
(, , , , , , , , )

6? ()

.
(, , , , , , ,
, , )

:

? ( )
.
( , , , , , ,
)

5. .

? ()
.
(, , , , , , , , , ,
, , )
Translation.

6?

?
.

? ,

.

? .

54

.


. , .

? ,

.
6.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Answer the questions.

yy?

?

?

?

?

?


?

( / )
?

Homework

1.
2.
3.
4. .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

.
.

Speak about yourself.

Speak about your friend.
Learn the conversations by heart.
Translate into Mongolian.

Hello, whats new? Hello, nothing new, everything is O.K.

What is your name? My name is Dorji.
What do they call you? They call me Bat.
What is his name? His name is Rinchin.
What is your surname? My surname is Lamchin.
Where did you come from? I came from Mongolia.
From which town did you come? I came from Ulaanbaatar.
Where do you live now? Now I live in a students' hostel.
Are you a student? Yes, I am a student.
In which school do you study? I study at the University.
In which year do you study? I study in the second year.
What do you study? I study Czech.
Is Czech difficult? Yes, Czech is difficult, but Mongolian is easy.
55

14. Do you know Russian? Yes, I know Russian well.

15. Do you know English? I know English a little.
16. How (well) do you know English? 1 know English well.

56

Fiat, Apartment House

Third Lesson

Grammar

1. Collectives I

Independent possessive pronouns and genitives of personal proper names may also
be used in the sense we, our family','you, your family','the Dorjis','my elder brother's
family and the like. The form can also be used in the dative-locative. In that case the
suffix -x is dropped and the dative-locative suffix is added to this new stem (see further
L2,Gr. 3; L4, Gr. 2).

our family
your family
their family
the Dorjis
elder brother's

at our home, with us at home

at your home
at their home
at the Dorjis'
at the elder brother's

2. Postpositions

Postpositions are used in Mongolian to express finer nuances of grammatical relations.

The following postpositions are used with the genitive case:
besides, next to, at the side of
,

near the room

about

myxau

domop

(doop)

under, below

about Mongolia

under the bed sheet

in, inside

domop
in the ger
()
domop in the wardrobe

Besides the genitive case, some postpositions are used with the nominative case, which
may be considered as a zero suffix genitive. Stems ending in a dental nasal in some
57

forms (in the vocabulary the nasal is indicated in brackets) use the nasal (old nominative) before these postpositions.

on
()

on the shelf
()

on the chair
But

on the table
besides:

on the table

3. Vocative

The vocative case is expressed by the particle aawhich is placed after the respective
name. Its pronunciation is palatalised after palatal consonants. Words ending in velar
nasal or -p, lengthen the penultimate vowel in pronunciation. They are written either
with the particle aa4 or as they are pronounced.
Bam aa! [bata:]
Bat!
oo! [:]
Bold!
aa! [bax'Jae:]
oo! [0:]

Teacher!
Dorji!

! [sre:i]]
Sren!
oo! [d3lg3:r / dDlgDrD:]Dolgor!

4. Collective numerals

By adding the suffix ~[()]

/ -[()]
to numerals new forms are produced,
which mean 'the two of them, the two of us, both', all three of them, three of them' etc.
The final vowel is nasalised in colloquial speech [-a:ij, -e:i)], which is also indicated by
writing the final nasal. These forms are used in response to the question
()
'how many (people) together'.
2 ()
5 ()
8 ()
3 ()
6 ()
9 ()
4 ()
7 ()
10 ()
Inflected forms use the stem in -, -, which may also be used as the basic nominative form.
Genitive:
of both of them
Sociative:
with both of them
etc.

58

5. Imperative

The verbal stem (as it is found in the Vocabulary) may also be used as an imperative:
Op!
Come in!
!
Go!
!
Look!
!
Do!

6. Present tense of the perfect

(presens perfecti)

This tense is formed by adding the suffix -naaA to the stem (or root). It indicates an
action, which has taken place in recent past.

we have become acquainted

thank you (lit.: I have rejoiced)

7. Particle ('thing, something') in a nominal sentence

This word is used as a particle with the predicate in nominal sentences (cf. L2, Gr. 14). It
is also used after the nominal verb forms as a predicate (-, -). The basic meaning of
the utterance is not changed. The function of may be compared with the function of
the definite article in English, as if it were referring to the whole sentence and implying
mild emphasis. It may also indicate that the referent (action) is partly known or has
been mentioned before, and thus the use of the particle is contextually conditioned.
Sometimes the actualising (foregrounding) function of this particle may be expressed
in translation by and' or'but'. With regard to its slightly emphatic function, a foreigner
should not use this particle indiscriminately in his speech because in some situations it
may even be inappropriate (e.g. in official contacts, in contacts with a superior, teacher,
etc.). In sentences about humans, may alternate with .

.
Dorji (really) speaks well.

.
Dorji speaks well (lit.: Dorji is a well speaking
man).
Or better:
=
.
Dorji speaks really well (lit.: Dorji is a well speaking man + emphasis: , ).
The particle may often be used in questions. In wh-question it usually expresses an
emotion (astonishment, surprise, dislike, joy, etc.) - 'what (ever)', what (then)', and
what', etc. In the general question the use of this particle is usually conditioned by the
previous context (the subject was mentioned or is being discussed) and corresponds
approximately to and', and so', and thus'.

yy?
And (so) you have visited them?
bam

? In which room does Bat live, then?

?
In which class do you (does he, etc.) study, then?

?
What (types of) rooms do you (do they, etc.)
have, then?

In the answer the particle may or may not be used. The reasons are stylistic, rhythmical or contextual (familiar situation, slight emphasis etc.).
...

?
How many rooms do (you, they, etc.) have
then?
...
.
... four rooms.

...

>

What (types of) rooms do you (do they,

etc.) then have?

We (they) have (in fact, actually)

.. .a kitchen and a bathroom.

By adding the present tense of the verb of existence to the verb form in - + , the
meaning changes in the sense that the speaker has just learned about the respective fact
or has just seen it, perhaps with mild astonishment.
Ta

Oh, how well you (can) speak! You do

speak well!

Further, the particle is used with the future noun in answering a question related
to the future:

?
What (colour) will the wall of this room be?

.
The wall of this room will be white.
Colloquial pronunciation: in colloquial usage the particle merges with the verbal
noun suffixes:
-can
[-si:m]
-
[-dakji:m]

8. The particle in a nominal phrase

After adjectives, interrogative words and numerals, this word preserves the meaning
'thing, something.

what thing, what

one thing, something

various things (Pattern 12)

9. Word order

In a phrase comprising a genitive before a noun, the adjective may be placed after the
genitive, unless the phrase comprising a genitive is a technical term.
HOMbiu
a small bookshelf

second students' dormitory

Occasionally the adjective may appear both before the word in the genitive or after the
word in the genitive.
60

10. Pairing words

Mongolian often uses the syntactical device of pairing words or making longer chains
of words in coordinate phrases. In such cases the grammatical suffix is used only once
after the last word of the enumeration (cf. LI, Gr. 3), or it may also appear after each
word (cf. Pattern No. 5 below).
A particular case is pairing words (
) of similar, identical or also opposite
meaning. Sometimes such pairs stand for a new semantic unit (naming unit), which also
may usually be translated only by one word, whose meaning is more or less synonymous
with each of the words (except in pairs of words of opposite meaning). Sometimes the
pair represents an enumeration of a class of objects or phenomena. Pairing occurs
with all lexical classes (cf. also L4, Gr. 16; L9, Gr. 2; LI 1, Gr. 1; further cf. references in
Bibliography). In this lesson we encounter some pairs of nouns:

cyyu,

living quarters
dwelling, abode
residence, dwelling

food and drink

food
drink

cyyma
cae
cyyma

dishes, utensils
vessel
bucket

cup
spoon

kitchen
fire
stove

op
op

bed clothes etc.

bed
pillow

forks and spoons, cutler)7

Sometimes one word or its part is repeated to emphasise the meaning of the utterance
or of the respective word.
3a> op op.

Well, (do) come in.

?
.

Have you a balcony?

(Of course), we have a balcony.

11. Possession

Mongolian does not have a special verb to express possession. One manner of expressing possession uses the sociative case; its negation is expressed by the negative particle
replacing the sociative case suffix (both with real possession and with abstract nouns).
The tense is expressed by adding the relevant forms of the verb of existence.
Bu .
I have a lesson.
Bu .
I do not have a lesson.
.
.

I have a book (books).

I have no book(s).
61

Another possibility of expressing possession is to use the dative-locative case of the

personal pronoun or noun denoting the owner together with a form of the verb 'to be
(both positive and negative; cf. LI, Gr. 3b; L2, Gr. 2a). This manner is mainly used with
real possession of things (not abstracts).
.

.
I have books.
.

.
I have no books.
The difference between and

is similar to what was said above (LI, Gr. 10).

12. Verba vicaria

Mongolian has a set of verbs, which can be used like the English verb 'to do' to represent
any other verb. They have a full paradigm of grammatical forms like other verbs with
full lexical meanings.
a) The verb - 'to do so','to do in that manner' may replace the verb in the answer
if the question was about the circumstances (place, time). If the question concerns the
action of the verb itself, the original verb must be repeated (cf. Patterns Nos. 17-19).

yy?
Did (he, they, you) do that?
.
(He, they, I) did.

yy?
Did (he, they, you) come?
.
(He, they, I) did.
b) The verb - 'to do (become) in which way, to do (become) how,'to do (become)
what', etc., also has a full paradigm of forms. In this lesson we encounter the form
'what a ...' (lit.: 'how become').

()!
Oh, how interesting! What an interesting thing!

()!
What an interesting man!

moM ()!
Oh, how big (it is)!
But the verb may be used in various other forms: :

?
How is it to be done? How can I do it?

? [midix ve]
How can I found out? How can I know it?
How can I learn it?

13. Future noun

(nomen futuri)

The future noun may be used in a verbonominal phrase as a grammatical link between
two nouns - one noun is the object (the preceding noun) of the future noun, while
the future noun is an attribute of the last noun in the phrase. This is one of the very
frequent patterns, in which Mongolian verbal nouns of all tenses can be used. In this
lesson we encounter one phrase:

'place, where body is relieved' (lit.: 'body-adjusting-place',

i.e. lavatory)

62

14. Idioms and phrases

() ?
How many floors are there in your house
(then)?

.
Their house has five floors.
But it is also possible to say:

()
?
Do as you like.

Vocabulary

()

()

()

(encl.)

()
[=
()]

()

()

[= ]
[= ]
(G.)

(G.)

()

(G.)

(G.)

()
,
- (2.5)
(,
,
)

()

()

work, job
cup, bowl
agreeable, pleasant, nice
building, house
thank (you)!
good-bye
body; health
toilet, W.C.
writing, script
(writing) desk
divan
each, every
covering; bedspread
ink
place, locality; earth, land; office
fire
stove, fireplace
kitchen
the Mongolian yurt; a dwelling place
cloth, textile
storey, floor
divan
below, under
inside, within
number
pillow, pad
at, by, near, by the side of
on, upon, on top of
latrine, toilet
well, all right; yes
to repair, fix, improve
drawing room
correct(ly), proper(Iy)
picture, painting
television
stove
ordinary, common; 'quite all right'; free, gratis
hither, in this direction

63

 ()

[= ,|


()

- (2.4)
(, , )
()


()
1.
()
- (2.3)
(, , )
()

() 3.

()
()
()

()

()
TOOT

(G.)
- (2.4)
(, ,
)

()
- (2.3)
(, , )
()

(G.)

[= ]

()

()

()
- (1)
(, , )
()

()

()

()

()
()

()

()

64

tree; wood, piece of wood

number
book shelf
book-case
the other, that very one
to enter, go or come into; to move in
bed
bedspread
bed sheet
dwelling, abode
dwelling, housing; living quarters, apartment
to go to a place; to visit
room, chamber
yesterday
vessel, receptacle
utensils
bucket, pail
residence, living quarters
journal, magazine
stand, shelf
balcony
section, department; room
television
kettle
number
about, regarding
to do thus, in that manner
bedroom
to read, recite
water
at the side of, around
case; box
spoon
hot, warm
hot water; bath
bathroom
to do, make, act
food and drink
country, countryside; rural district
blanket; bed cover
clothes, dress
wardrobe
(radio) receiver
child
kids room
how much, how many; some, several
how many (people) together;'with how many
need; equipment; utensil
paper
flower


()
- (1)
(, , )
- (2.4)
(, , )

()

[i]
[i:]
[]
[:]
[a]
[:]
[]
[]
[:]
[:]
[]
[:]
[)]
[n]

wardrobe, chest of drawers

to do how, to do what (interrogative verb)
to go
kind, sort, type
diverse, all kinds of

Pronunciation

,
,
, , , ,
, , , , ,

,
,
,
,

, , , , ,

, ,,
,
, , ,
, ,
, , , ,
,

, , , , ,
,
, , , , ,
, , , ,
,
,
,
,
,
,
,
,
,
, ,
,
, , , ,
, , , , ,

,
,

65

Sentence Patterns
1.

Ta
Ta

~
~
~
~
-
~

~
~

~ -

.
~ .

. ~ .
.
~ .
.
~ .
.
~ .
.
~ .

2.

304

?
?

~
~
Ta ~

~
~
~

66

.
.

304

~
~ .
. ~ .
.
.

3.

~
~
~

-
~
~

.
.

4.

~
~
~

5.

,

,
,

,
, ,

6.

~

~

.
.
.

67

~
Ta ~ ~ -

?
?
?
?

~ 6 ~

,
,

.
.

8.

?
6?

.
.
.

9.

68

,
,
,

.
.
.
.
.
.

10.

?
?
?

.
.
(

.)

()

69

11.

?
?
?

.
.
(

.)

..

...

12.

70

()
()
()
()
()
()
()
()
()
()

()
()
()
()
()
()
()
()
()
()

.
.

.
.

13.

.
.

14.

?
?

?
?

71

.
.

()
()

().

.
.

15.

Ta ~ ~

?
?

-

-

~
-
~

()
()

().

16.

a)

17. ()

72

.
.
.

18.

19.

?

?

?

?

.
.
.
.
.

20.

().
.

21.

.
.
.

73

Conversations
1-p
:
:
:
:

>

,
?
.

2-
:
:
:
:
:
:

?
- .

.
-

?
()
,

?
- .

()

,

.
- ( )
?
-
,
,
, ,
,

3-
-

?
-
(),
,

(),

.
-

?
6?
- ( ) t o i v i .
,

-
>

?
-

()
.

4-
-

? , op .

!
, ?
,
.

.
, 1

.

,

.

() .

.
.
,

()
.

,
.
,
,

74

5-
-

?
.

( )?

( )?

...

.
.

6-
-

,
?
,

? Op .
.

?
, .

.

.

?
,

.

?
, .
. .
?

?
.

7-
-

>
. !
.

?
,
.

.
> >
?

.

?
.
.

?
, ,
.
.

()

Text

()

.
1

()

.

. ()
.

,
,

. .

,

.

,

.

:
,,
>,
... .

:
, ,

75

,
>
.
,
.
,
,
.

, ,

Exercises

1.
1.
2.
3.
4.
5.
6.
7.
8.

>

Fill in suitable adjectives.

... .

... .

....

... .

...,
... .

... .

...,
... .

...
.

...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...

??????????????????-

Fill in suitable interrogative sentences.

.
,

.

.

.

.
,

.
,
.

.

.
,
.

3.
()
()
76

2.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

Put the words in brackets into correct forms.

.
()

.
()

.
()
()
.

.
()



? ()
.

(6) .

() .
()
.

()
.

() ,

() .

() .

()
.
4.

Answer according to the model while using the words in brackets.

? ()
.
(, , , , , ,
, , , , )

5. .

Translation.

.
.

6.

7.

,
.

.
.


,

1.
.

Answer according to the model.

A:

? ()
.
(, , , , , , , )
:

? ()
.
(, , , , , , , )
:

()

? ()
.
(, , , , , , )
:

? ()
.
(, , , , )
:

()

? ()
.
(, , > , , )
.

1. ?
2.

>
3.

?
4.

?
5.

Answer the questions.

?
77

6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

?

?

6?

6?

Homework
1.
2.
3.
4. .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

78

.
.

Speak about your home.

Speak about the Dorjis' flat.
Learn the conversations by heart.
Translate into Mongolian:

How many rooms do you have? We have three rooms.

On whichfloor do the Dorjis live? They live on the fourth floor.
Do you have a bathroom? Yes, we have a small bathroom.
How manyfloors are there in your house? There arefive floor in our house.
Do the Dorjis live in a yurt? Yes, the Drojis live in a yurt.
How many rooms do the Dorligs have? The Dorligs have four rooms.
How many students are there in your class? In our class there are ten students.
Which is your school? Is it the new building? Yes, the big new building.
What (colour) are the walls in your classroom? Two walls are yellow and two walls
are white.
How many windows are there in this house? In this house there are nine windows.
What is on the shelf? On the shelf there are books and copybooks.
Is there a picture on the wall? No, there is a shelf on the wall.
What (all things) are on the table? There are copybooks, pencils and pens on the
table.
What is near (next to) the children's room? A bedroom? No, next to the children's
room is a living room.
Where is the small bookshelf? The small bookshelf is on the wall near the door.
When did you move into the newflat? We moved recently.
What (sort of) books do you have? I have Czech and Russian books.
Do you also have Mongolian books? Yes, I also have many Mongolian books.

Fourth Lesson

The Family

Grammar

1. The word

(people)

These nouns mean 'people and in colloquial language they are used as a partial number
correlation of the word . The appropriate form of the partial number of the word
is .

.
Dorji is young (lit.: a young man).

/
Your parents are young (lit.: young peo().
pie).

2. Collectives II

These forms are derived from the genitive of personal pronouns or proper names, and
also local names and names of institutions, by adding the suffix -xanA (cf. L2, Gr. 3;
L3, Gr. 1). These forms have a slightly broader meaning than those labelled Collectives
I (L3, Gr. 1).

ux

our family or our (social) surroundings

your family or your (social) surroundings
their family or their (social) surroundings
Bat and his family (or his people - village, at work etc.)
all people connected with a university (not necessarily only students
or graduates)
pupils in the same class

3. Postpositions

The postpositions -pyy / -pyy denoting direction are used in two vocalic forms (for male
and female words respectively). The initial p- of the postposition changes into - after
thefinal -p of the previous word: -nyy / - (cf. Patterns No. 16). In orthography these
four forms are summed up as ypyy.

79

4. Enclitic possessive pronouns

my

[ma:n] our
your

[tan/ten] your (pi, honor.)

[-Vn] his, her, its; their

The third person form is the most frequently used (L2, Gr. 4). These pronouns are
placed after the word they determine. The second person singular form is sometimes
used as a mere particle adding a mild emphasis or as a mere extension (most often after
the deictic pronoun: ).
In speech, vowel harmony also takes place with the
second person plural enclitic pronoun, which is pronounced with a front vowel after
female words: [e:d$ tan]
5. Possessive suffix -aa 4

This suffix1 is used after case forms or after the zero-ending accusative, but not after
the nominative (exception: ).
In other words we can say that this suffix does not
appear with the subject of the sentence, but marks the object as possessed by the subject of the sentence. It is rarely used after postpositions, except after those, which are
placed after the nominative case. After afinal diphthong the hiatusfiller -- is inserted,
-x- is inserted after thefinal -n of the genitive. In the last syllable an interconsonantal
vowel is elided.

of his (my, etc.) father (G.)

with (his, your, etc.) teacher (Soc.)

with (his, your, etc.) children (Soc.)

in front of (his, your, etc.) yurt (G. plus postposition)

yniul

!

!

Read your book!

He is at (his) home.
Write in (your) notebooks!
Climb on (your) yurt!
(He) did (his) homework.

In some cases this particle may imply a regular activity or an activity related to a profession, hobby and the like:
Bu
.
I am painting a picture (casual).
Bu
.
I am painting a picture. (I paint pictures) - as a painter.
Bu HOM . I am reading a book.
I am reading a book. (I read books.) - as a part of my
Bu .
profession (student, teacher).
1 Called also reflexive possessive suffix (Poppe 1970, p. 123) or reflexive suffix (Kullmann,Tserenpil 1996, p. 108). However, it may be suspected that its status is very close to that of a particle
(particularly with regard to the fact that it can follow postpositions).
80

6. Negative indefinite pronouns

Negative indefinite pronouns are formed from interrogative pronouns by adding the
particle and negation. The negation may be expressed by a particle immediately after
the pronoun, or it is linked with the verb of the sentence.
.
That is nothing.
.
He knows nothing.
.
He does not do anything.
Similarly negation is added to other pronouns: nobody
Bu
.
I will not go anywhere.
.
Nobody knows.

7. Numerals 1 0 - 1 0 0

10 >
+
20 , ^
30 (+)
40 (+)

50 , +
60 (+)
70 (+

80 (+)
90 (+)
100 (+)

The forms marked by + are used in connection with another numeral or with the
word they determine. The combination of simple numerals with the tens is seen in
Patterns Nos. 7 and 8. The numeral after tens has the form
before the words
it determines.
When followed by the words ax, , , numerals are used in the basic forms if the
phrase means 'older than, 'younger than. The phrases mean 'older or younger by one,
two, etc. years' (cf. Pattern No. 9).
In these phrases, the numeral in the basic form stands for a phrase
>

etc.
Grammatically, numerals are nouns and can take case suffixes. E.g. the sociative case
is used when specifying age:
Ta
?
What is your age?
Bu
.
I am nineteen.
Bu .
I am twenty.

8. Limiting the number

With numerals, limitation of number can be expressed by the particle , or by the suffix -xanA\ the latter has a quasi-diminutive function (cf. LI, Gr. 4) and in that sense
may express the feeling of dissatisfaction and/or other shades of meaning, which are
conditioned by the context.

only one, just one
,
only two, just two

only three, just three
81

07
only two books

only the two (of them, of us etc.)

.
I
bought only four books.
.
.
Only
two.
people came.

.
Let's.
talk just the two of us.

9. Prescriptive
The suffix -4
(but: -)
added to the verb stem expresses a wish, a suggestion,
or a mild injunction referring to the second person singular or plural. After afinal -
this suffix takes the form of -
/ -
and - is elided. After afinal long vowel
or diphthong of the stem, the hiatusfiller -- is inserted:

Go!

Take!

Enter!

Come!

Look! Have a look!

[
Give! Cf. L6: -]
[
Help! Cf. Lll:
--

Put! (< -)
Be! Stay!

10. Negation of the imperative and prescriptive

In colloquial speech the particle

is most often used:

,
!
Do not do!

op,
!
Do not enter!

11. Last syllable vowel of the verbal stem

The interconsonantal vowel in the last syllable may be elided, if the following suffix
begins with a vowel or if a vowel is inserted after the final consonant of the stem before
a suffix beginning with a consonant:
-,

->

82

12. Noun of the imperfect (nomen imperfecti)

This form takes the suffix -aa 4 which is added to the verb stem. After a final long vowel
or diphthong, the hiatus filler -z- is inserted. Final short vowels are elided (2.1.):
,
,
cyyzaa,
This form denotes an action, which began in the past and still continues or will continue (as from the moment it is being referred to in speech). This noun can be used
as an attribute or predicate. In this lesson we encounter the form of the verb To be' in
connection with the imperfect gerund. The time duration of this form is more limited
than that of the verbal noun indicating habitual action (nomen usus), but sometimes
their meaning may be identical.
6azaa
a man who does, makes

13. Negated

nomen usus

The particle - is added to the noun. It can be used as a predicate but also as an attribute.
...

a man, who does..., a man doing ...

a man, who works as a driver

.. .

a man, who does not do...

14. Verbal phrases

Mongolian often uses verbal phrases, in which two or more verbal forms are juxtaposed - only the last one takes the 'finite form or a verbal noun form. All the non-final
verbs in the chain take the forms of various converbs (or gerunds). This is the manner
of describing individual successive actions, which in most European languages would
be expressed by way of the conjunction and' (for examples see the following lessons).
Some pairs of verbs in such phrases may be almost idiomatic and they are often translated by one verb into European languages. Some verbs have a more general meaning,
resembling various modal or auxiliary verbs. In this lesson we encounter phrases with
the verbs - To be possible or permitted', and dyyc- cto finish, to complete.
?
Is it possible to do (this, that)? (Can I do? Can you do?)
.
It is possible to do (this, that).
.
It is not possible to do (this, that).
.
He finished (lit.: having done finished).

.
He is finishing (lit.: having done finishes).

83

15. Verbal noun of the future

(nomen futuri)

In a question, the nomen futuri may have the meaning of a gerundive (or participle of
necessity) and it may be translated as shall I + infinitive', etc.
Bu ?
Shall I have a rest?

?
Where shall I put it?

16. Pairing words

In this lesson pairing (cf. L3, Gr. 10) is used with kinship terms as a quasi-word-forming
device. By pairing certain kinship terms new concepts are created. However, we doubt
whether these pairs should be considered compounds.
,

parents (lit.: father-mother)

ax
brothers and sisters (lit.: elder brother - younger brother/
sister)
Repeating the same numeral may emphasise its meaning:

both of them

17. Numeral xoep after a pair of nouns ('and')

The numeral used after a pair of nouns (co-ordinate phrase) can express the meaning and'. If the phrase is to be inflected, the suffix is attached to the numeral.
Bu .
I have a daughter and a son.

18. Enclitic pronoun

Sometimes this pronoun is used even if a genitive precedes the respective noun. From
the point of view of a European language such occurrences may seem to be redundant.

Two of their children are girls, three of

,

.
them are boys.


...
The father and mother of Mr. Dorji
...(Lit.: Mr. Dorji's Father and Mother his...)

19. Emphasis

The particle baa4 expresses mild emphasis. Sometimes it may modify the emphasis of
another particle () and supply the utterance with a quiet friendly tone. According
to context it may be translated as 'well then, why don't you..and the like.
84

 !
Bu

Well then, have a rest (or: Why dont you have a rest.)
. But I have no relatives at all.

20. Idioms and phrases

The interrogative toy can ask about people when we ask about the functional positions
and not about the concrete persons (or names) in a social unit (family, department,
class, and the like).

()
What
? all people are there with you
(in your family)?

There

are my Father, Mother and two

.
younder brothers (sisters).

1. his, her father; 2. your father
:
.
Well, that would be it. I see, that is it.

aa ?
(= )
-(5)
(, ,
)

(2.4)
(*,
,
)

- (2.4)
(*,
,
)
(2.4)
(*,
,
)
(1)
(,
,
)

(= )
-(1)
(, ,
)
( )

(adv.)

Vocabulary
oh, is that so?
father
to take, to buy; to receive (from; with Abl.)
married woman; wife (coll.)
to bring
worker
family; household; group of yurts
to rest, to relax
to live
to ask
elder brother
brothers and sisters
grandson, granddaughter (sons child)
granddaughter
small, little
don't (prohibitive negative particle before imperative)
to become, to be
family, members of a family
young woman
man, male (used as attribute)
outside
alone, solitarily
85

rap-(2)
(,
,
)

() =

()
(,,
)

/
(encl.)
()
()
(2.4)
(, ,
)

()

/ (

(-;
2.4)
(,
,
)

(encl.)

(2.1)
(,
,
)
(1)
(,
,
)

- (2.2)
(,
>
)

()

(
)

(
)

86

to go out, to leave
Mr., Mrs. (honor.)
family, family members
an emphatic particle
task; homework
class, course
afterwards, then
afterwards, then
tofinish, to stop
younger brother or sister
driver
young; young man, youth
grandson, granddaughter (daughter's child)
engineer
college
company
course, class
herdsman

my
this way, in this direction
age; life (time)
to die
near, close
many, in great number (cf. 3L, Gr. 4)
daughter
ancestor; forefather
grandfather
large (family); having many children or relatives
orphan
ones own
self, one-self (myself, etc.)
to, towards
pupil
to put (down); to place
taxi
your
farmer, peasant
to play
to learn by heart
pension;financial assistance
to retire
to sleep, fall asleep
excuse me
where (to); in which direction
father-in-law
mother-in-law

(2.4)
(, xapax, )

xyy

()
()

()

[e]
fe:]
[a]
[]
[:]
[]
[]
[:]
[]
[:]
[]
[:]
[&]

to look at, to see

far (away)
phrase
son
how old
expression, phrase
all, everybody
few, in a little number
park, garden, flowergarden; kindergarten
equal age, same age
emphatic particJe
elder sister
physician, (medical) doctor
woman ancestor
grandmother
woman, female
man, male
parents
mother
wife, consort (honor.)
mother
how (asking about quality of action)

Pronunciation

, , ,
,

, ,
,
,
,
,

ax, , ,
, ,
,
,
,
1
,
,
,

, , ,
,

, , , ,

, , ,
,
,

, , , ,
, , ,
, , ,
, , ,

,
,
, ,

, , , , ,
,
,

Sentence Patterns

1.

~

| ~

~
~

~
~

-

?
?

.
.
.
.
.
.
.

.
.
.
.
.
.
.

2.

.
.
.
.

3.

,
,
>

.
.
.

88

>
,
,

,
,
,

,
,
,

.
.
.

5.

,
,

,

,

,
,

TOM

,

,

,

.
.
.
.

.
.

6.

-
Ax ~

-
~
~
~
~

()
()

?
?

~
-

~
~
~

~
-

~ ~
~

-
-

().
().

89

Ax ~ ~
~

ax ~ ~

-
~

~
~

.
- ~ - .

~
~
.

Ax ~ ~

~ .
~ .
~ .
~ .
~ .
~ .
~ .
- .

~ ~
..
~
~

~
~

~ .
.

8.

~ ~
~

~
~
~

.
.

~
~
~

~ .
~ .

.
~ .
~ .
.
~ .
- .
.
~
. - .
~ .
~ .
~ .
~ .
~ .
~ .
_

9.

90

~
~
~

?
?
?

,)

.
.

~
~

~
~

-
~

.
.

10.

()

~
~

.
.
.

.
.
.

11.

91

.
.
.

.
~ .
~ .
~ .
. ~ .
- .
~ .

12.

()

()

~
-
~

()

-
~
~

.
.

()
()
( )
( )
()

13.

()

()

~
~
~
~

~
~
~
~

~
~
~
-

()
()
( )
()
( )

()

~
~
~
~

.
.

1.

.
.

.
().

15.

?
?

()
( )
()

pyy ~

()
~

16.

()

?
?

93

().
().

()

17.

?

?

?

?

?

18.

?

?

?
?
?

.
.
.
.

Conversations

1-
-

.
?

.
()

?
(),
() ,

(
)

94

2-
-

()

?
.

?
.

?
( ) .

?

.
?

3-
-

?

.

?
.
()
.

?
?

.
()

.

4-
-

>
?
. .

.

?
.
.

5-
-

?
()
.


?
( )

.

,

?
(
)
.

.
,
?
> .

?
,
,

.


,

6-
-

?
(
)
.

?
,
.

?
( ) .
?
.

?
.
, .


?
.
, .

. .

?

,
.
, .
.

7-
-

?
( ) .

?
, ,
,
.

.

>
?
.

8-
- , . . ?

?
- ,
.

.
-

?
- .

?
-

.
96

?
?

.
> .

?
, ,

.
, .

.
, .
,
?
.

9-
: -

?
:
- .
: -

?
:
- .
: - .

:
-
,

.
.

Text

1.

(). .

.

.

.
.

.
, .

.
.

.

()
.

.
,

.
.

.
2.

.
.
,

.
. .

,
.

.

.

().
,

97

Exercises
1.

Fill in and say aloud.

... .
... .

... .

.
... .

.... ... .
2.
:

)
)
)
)
)
)
)
)
)
)

...

Answer according to the model.

Ta
yy? , () .
, () .
, .

ax
yy?

?

?

?

?

?

3.
.

... .

Use suitable words instead of the

interrogatives in brackets

()
() .

().

() .
()
.

().

() .
()

()
.

()
.

()
.
()
.

()
.
()
.
()
. ()

.
4.
)
)
)
)
)
)
)

98

Construct sentences from these words.

,
,

, .
, , ,
>
, .
,
,
,
, ,
.

,
, ,
,

,
, ,
,
, ,
.
, ,

, ,

, .
,
,
6, , , .

5.

TOO .

Use numerals instead of the

interrogatives in brackets.

()
.

()
()
,
()
.

.
(),
().

().

()
.
6.
)
)
)
)
)
)
)
)
)
)
)

Turn the sentences into questions.

,

.
.

.

.

.

.


.

.
.

7.

().
()
().

Read the sentences and answer the

questions.

A:

- ax .
.

.
1. , 6?
2.
?
3.
?
:

- .

.

.
1.
, ?
2.
?
3.

?
:

-
.

.

.
1.
,
?
2.
?
3.

?
:

1.

-
.

?
99

2.
3.

?
?

8.

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Use the model in order to change the

sentences.

.
()

.

.

.

.

.


.

9.

Fill in suitable interrogative sentences.

1. -

-
,
.
- ,

.
- .
- () ,
.
- , , .
- ,

.
6.
7.
-

.
8.
-
.
? -
9.

.
? .-
10.

,
,
? .-
11.

, .
? .-
12.

.
13. -. ? .-

.
14. -. .? .- .
.
15. -. ?. -

.
2.
3.
4.
5.

-.

10.
1.
2.
3.
4.
5.

Ta
?
Ta
yy?
Ta
Ta

100

Answer the questions.

?
?

6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

> ?
> ?

?

?


?

?


?

?

?

?

?

?

,

,

, ?

6?

?

?

?

?

?

1. ,

2.

?
3. .
1.
2.
3.
4.
5.

Homework
.

Learn the conversations by heart.

Speak about your family using the
following questions:

?
?

?
?

Translate into Mongolian:

What does you elder brother do? He attends secondary school.

Do you have a younger brother? I have two younger sisters and an elder brother.
What does your father do? My father is a driver (teacher).
What is your age? I am eighteen.
How many brothers and sisters do you have? I havefive elder brothers and one
younger sister.
101

6. Do you have a grandfather and a grandmother? I have a grandfather, but I have

no grandmother.
7. How old is your mother? My mother is fifty-three.
8. How many brothers and sisters does your father have? My father has five younger
brothers/sisters and one elder brother.
9. What does your younger brother do? He goes to school.
10. What work do you have (do)? I study Mongolian and Russian at the University.
11. What is the name of your younger sister? Her name is Dulma.
12. How old is your teacher? Our teacher is forty.
13. Does your teacher have children? Yes> our teacher has three children, two daughters
and one son.
14. How many bags have you got? I have two bags, one is small and one is big.
15. Our family is large. There are eight of us.

102

Fifth Lesson

The Working Day

Grammar

1. Formation of new lexical units

Mongolian often uses combinations of words to express new abstract notions. Strictly
speaking this is not 'word formation but rather formation of new 'naming units', which
are to be understood grammatically as syntagmas. Some words are used very frequently
in such syntagmas.
can storage, treasury;

can
lexicon (vocabulary)
(foundation of capital)
principle, regulation, law

grammar (law of language)

2. Partial number

In this lesson we encounter the following suffixes: -yyd / -yyd and -d for -p.

>
in the form

with the students

>
in the phrase

at (our, your, etc.) friends'

3. Instrumental case

The instrumental case takes the suffix -aap\ Final short vowels are elided,final -, -
merge with the suffix into -uap/-uop. After final long vowels or diphthongs the hiatus
filler -- (exceptionally --) is inserted.

with miLk

through a talk

by, with the class

But:
through tea, by tea, with tea

at the time of tea (break) (cf. also L13, Gr. 9. Idioms)

In this lesson the instrumental will have a temporal meaning:

during the break

()
during vacations, during leave
103.

Instrumental of personal pronouns:

1

2
()
,
3 ,
,
,

,
(,
)
,
(,

4. Postpositions

dapaa

after (temporal meaning, with genitive)

dapaa
after the lesson

dapaa
in a week
dapaa
in a year

dapaa
in a month

dapaa
in an hour

till, up to (this is a verbal form of xyp- 'to reach', which follows an accusative
without an ending)
depeen
till four o clock
ux

()
(walk) up to the University

The following postpositions indicate the meaning after or before a certain point in
time', if used with the ablative (cf. 7L, Gr. 2 for after G.):
:
xoiu
in the afternoon

after two o'clock

before two o'clock

5. Negation of the past tense

Negation in the past is expressed by the noun of the imperfect with the negative particle
(cf. L4> Gr. 12 and also L6, Gr. 8).
Ta
yy?
Did you do (it)? Have you done (it)?
.
I did not do, I have not done (it yet).

.

yy?
Did you translate (it)? Have you translated (it)?
I did not translate (it). I have not translated (it yet).

6. Negation of the present tense

The negation of the present tense is based on the same form as the negation of the past
tense (the noun of the imperfect with the negative particle) followed by the present
tense of the verb 'to be.
104


?

.

7. The converb of the perfect

What are you doing?

I am not doing anything.

(converbum perfecti)

This form takes the suffix -\ which is added according to the same rules as the nomen imperfecti (cf. L4, Gr. 12). It designates an action preceding another action, from
which it is separate:
having gone

having visited
having entered

having come

having given

having done
having taken

having done so (= then)

Ta

Bu

(
)
.

What do ?
you (usually) do after the lesson

(lit.: having finished the lesson)?
I ()
will visit them at six and sit and talk till
seven.

8. Verbal phrases

Verbal phrases use converbs for all the verbs except the last verb in a chain (which
consists mostly of two verbs, sometimes of three or more verbs). They describe successive actions or parallel actions. In most European languages the respective verbs
are usually linked by and' (cf. L4, Gr. 14). The two verbs need not follow each other
immediately.
... .
... will come and meet.
... .
... will sit and talk.
...

,
... get up in the morning, wash (my) face

.
and hands and make the morning exercise.
The converb of the imperfect of the verb - do how', is often used in verbal phrases
and is to be translated by the word 'how','in which way (as against , which asks
about quality of action; cf. L4).

?

How did you learn (about it)?

How is it done (to be done)? (or: How shall
I do it?)

105

9. Days of the week

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

()

()

()

()

()

()
()

()

(Moon)
(Mars)
(Mercury)
(Jupiter)
(Venus)
(Saturn)
(Sun)

The words based on the numerals are used in spoken language. Only Saturday and
Sunday are commonly spoken of as a 'half nice day ('half holiday) and a complete
nice day ('full holiday). The words mentioned in the second place are names of planets
and are more often used in official documents or announcements. Though the rules of
orthography require that names (including the names of planets and days of the week)
are written with initial capital letters, this rule is not always observed.
In modern written Mongolian the suffix -daki / -deki of classical Mongolian is
spelled variously - - / -, - /-.
It may be written both as a suffix and as
a separate word. Its pronunciation, however, follows the rules of vowel harmony - [>
, , ].

10. Months

Numerals are also used to designate the months. The dative-locative of the 'month'
means 'in.
cap(d)

cap(d)

cap(d)

cap(d)

cap(d)

cap(d)

(in) January
(in) February
(in) March
(in) April
(in) May
(in) June

()
(in) July

()
(in) August

()
(in) Septempber

()
(in) October

()
(in) November

()
(in) December

In spoken language the numerals usually have the form mentioned above, though
the ordinal numerals are supposed to be more correct (they are also used in spoken
language):

()
(in) January, etc.

11. Numerals

Another case form, in which numerals are often used, is the dative-locative. Its forms
slightly vary according to whether it designates the hour or room number as against
the day of the month (in the former we specify the pronunciation of some of the forms
which deviates from the spelling).

106

hour, room (at one, in

(* colloquial form)

room No. one etc.)

[ardvt]

day of the month (on thefirst etc.)

etc.

12. Time in hours

When specifying the time, the verb - 'to become, to be' is used.

?
() What time is it? Whats the time?
?
.
.
It is one oclock. It is one.

It is half past ten.

?
.

It is ten minutes to five.

.

?
.

At what time?
At ten (oclock).

13. Abbreviated enumeration

The word
'degree, grade, leveF is placed at the end of an enumeration and has the
meaning and others, and so forth' (Hangins dictionary, 1686, lists it as
2.d).

, ,
We have grammar, spoken language,
,

can

reading, lexicology and other lessons.

.

14. Subject indicating particle

The enclitic form of the third person pronoun may also be used with the subject of
the sentence. It has a slightly foregrounding or actualising function.

.
It is (in fact, exactly, actually) Wednesday.

107

15. Idioms and phrases

.
?
.

It is not so.
What shall I do?
Well, I understand (understood). I see.

Vocabulary

- (2.3)
(, ,
)
- ()
(, **,
,
)

rap

()
(2.2)
(,
,
)

(G.)

(2.1)
(,
,
)

l.b
(

- (2.2)
(, ,)
()

()

-(2.1)
(,
,
)

()
108

vacation, leave; rest, relaxation; spa

almost, nearly
to write
to get up; to rise
all, everybody; in all
whole, complete
Sunday
hand
day of the week; planet
to repeat
after
week
insufficient, incomplete; missing, short of
free time
(to be) free, (to have) free time
(having) no time, busy
intermission, break
to interrupt, make a break
sometimes
only, just
grade,level
a little)
to eat
cinema; motion picture
tomorrow
meat
minute
also, again
day after tomorrow
face
to call by name
evening; late
supper

(1)
(,
,
)

()

()

()
cap
cap ()
-,
()
(,
**,
/,
/)

()
- (2.4)
(, ,
)
()

(1)
(,
,
)

()

- 0 1 )
(, , )
()

()
(2.3)
(,
,
)

(-; 2.4)
(,
,
)

()

-(1)
(,
,
)
(
(.)

( )

(,
)

(*)
(2.1)
(,
,
)

to translate

morning
breakfast
day
today
month
Moon
to listen

learning, studies
milk
to end, to finish
potato, potatoes
then
to wash
reading
the day before yesterday
thread, wire; telephone
to speak by telephone
to drink
word(s)
vocabulary, lexicology
noon
in the afternoon
before noon
dinner, lunch
to go where
now and then, from time to time
half
Saturday
to return, to go back
day and night; twenty-four hours
meal
music
to make boil (milk)

to make milk boil)

till, until
which (day of the week)
grammar
hour; time
tea
to boil

109

 ()

(2.4)
(,
,
)

()

Pronunciation
[0]
[:]
[u]
[:]
[]
[:]
[]
[:]
[)]
[]
[d]
[t]
[1]
[]']
[:1]
[:1]
[au]

[:11]
[u]

110

soup
early
to begin, to start
spoken language

, HOM, ,
,
,

, ,
, , TOO,
, ,
,
,
,
,
,
,

, , , , ,
,

, , ,
, ,
, ,
,
,
,
,
, ,
,
,
, ,
,

,
,
, , ,
,
,
> , , ,

, , ,
,
, ,
, , , ,
,

, , ,
,
, ,
,
, , ,
, ,
, , , , ,
, ,
,
,
,
,
,
,
,
,
,
,

, , ,

, , , ,
,

, ,

, , , , ,
,

Sentence patterns

1.

~
~

-
-

?
1 ?

()
()
( )

- ~

~...

.. .

-
-

~
~

.
.
.
.

~
~

~
-

2.

i
|

~
~

6?
?

()
()
()

-
~

.
.
.
.

~
-
-

3.

~
Ta ~

?
?

()
()
()
( )

6
~
6
-

6-

2- ~

6-

8-

~ 8

.
.
.
.
.
.

6?
?

()
()
( )

.
.
.
.
.
.
.

() ~

?
?

()~

().

()
()

6 ()
~ 2 ()
~ 1 ()
4 ~ 8 ~ 9 ~ 1 1 (
)
20 ()
~ 21 (
)

5.

( )
()
()
( )
(

6.

()
( )
()
( )

112

()
()

().

?
?
?

()
()

?
?

()
()

()
()
()
()

()
()

.
.
.
.

()
()

8.

()
()

?
?

()
()
()
()

()
()

9.

?
?
?

113

()
( )
()
()
()

.
.
.
.
.
.
.
.
.
.

~ .
~ .
~ .
~ .
~ .
~ .
~ .
~ .

10.

()
()
()

20

11.

-
~

114

() ?

12.

() ~ ()
() - ( )

()

()

()

.
.

?
?
?

()
( )
()
()

13. (present tense)

()?

(negation of present tense)

()
()
( )

14.

?
6?

?
?

115

~
~

().
().

~
~

15.

().

?
()?

() ?

().
().
()

().

16. :

?
?

()
()
()
()

~ ~
~

~
~

~
~

().

116

(),

~
~
-

-
~

-
-

().
().

17.

?
?

(6)
()
( )
( )

.
.
.

.
.

()
()
( )
( )

.
.
.
.

18.

~
~
~
~
~
~

~
~
~
~

?
?

(6)
()
( )
()

.
.
.
.
.
.

~ .
~ .
~ .
~ .
- .
~ .

~ .
~ .
~ .
~

()
()
( )
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117

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:

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118

()
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21.

()

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.
.

()
()
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Conversations

1-
1.
2.
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3.

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4.

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5.

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119

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120

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121

Text

1.

7 ()

()
.

9
.

4

.

. 7 ()

18 (
)

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,,

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15 (
)
,

11 (
)

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2.

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.
7

.

,
,
,
,
,

,
.
7

.

Exercises
1.

Answer according to the model while

using the words in brackets.

A:

? ()
.
( , , , ,
, , , (
), , )

? ()
()
.
(, , , , , , ,
> )

122

2.

Replace the interrogatives in brackets by

words denoting time.

(
)

.

()

.

(
)
.

()
.

(
)
.

()

()
HOiMbiH
. ()
.

,
()
.
3.

.
:

Use the model in order to construct one

sentence.

.
.

)
)
)
)

7
.

.
)

4.

Replace the interrogatives in brackets by

suitable words.

()
.
()
.
()
.
()

.
()
.
()

()
. ()
.

()
.

()
.

()
.
5.

?
(,

, ,
"

)
)
?
(,
,
,
, )

Answer the questions while using the

words in brackets.

"

123

6.

Use the model in order tofill in suitable

words.

.
HOM .
HOM .

A. . . .

.. .

. . .
.

5
5
5

B.

7.
.

...
...
...
...
...
...
.. .
...
...

...
...
...

...

...

...

Change the sentences into the negative,

.

.

.

.

.

.

.
8.
.

a)
).

45

124

Fill in suitable verbs.

:

7

15
... (,
,

... (,
).

... (,
).

15
... (,,).

... (>).

15

... (>).
... (,
).

6)
:

7

... (,
).

15
... (,
).

7 45

... (,
).

15
... (,
).

15

... (,
,
).

... (, ).

...
(, , ).
9. .

Translation.

, 10

18

.
.

.
10.

1.
2.
3.
4.
5.
6.
7.
8.

Answer using the mode!.

?
.
.
.
.

?
6

?


?

11.
1.
2.
3.
4.
5.
6.
7.
8.
9.

.
4 .

18

-...?- ...?- ...?- ...?-...?-...?- ...?-...?-...?-

Fill in interrogative sentences.

7
.
,6
.
,6
.
,
.
, .
,

.
, .
,

.
,

.
125

10.
11.
12.
13.
14.
15.
16.

- . . . ? - ,
- . . . ? -
-...?-
- . . . ? -
- . . . ? -
- . . . ? - ,
- . . . ? -

12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

.
, 6
.

.
.

.

.
,
.

Answer the questions.

?

?

?


?

,
?

, ?


?

?

9

.
?

Homework

1.

2.

3.

4. :
1.
2.
3.
4.
126

, ,

Learn the conversations by heart.

Speak about your working day.
Speak about the work of your parents or
friends.
Translate into Mongolian:

At what time do you get up in the morning? At half past six.

When do you leave for work? 1 leave at half past seven.
When does your work begin? It begins at eight.
How many hours a week do you work? I work 42 hours.

5. When does your work finish? My work finishes at 16 hours.

6. Do you also work on Saturdays and Sundays? No> I work only on Saturdays. I do
not work on Sundays, I take a rest.
7. How many days in the week do you work? I work five days a week - from Monday
till Friday.
8. Where will you go after work? I will go home after work.
9. What do you do after going home? I have a little rest and then watch TV. Sometimes
I read.
10. When (at what time) do you go to bed? I go to bed at 11 o'clock.
11. What did you do yesterday? Did you go to school? No, I did not go to school, I was
at home.
12. Did Dorji do the homework? He did not. Did he know about the homework? He
did not.
13. What did you do yesterday? 1 did not do anything yesterday. I took a rest.
14. Where will you go tomorrow (the day after tomorrow, on Sunday)? I will not go
anywhere, I will be learning Mongolian.
15. Will your elder brother be at home tomorrow? I will come to your house at five,
right? (May I come to your house tomorrow at five?)
16. It is not possible tomorrow, I am going to the cinema with my brother. Come to
see us the day after tomorrow.
17. Which day is it today? It is Monday today. It was Sunday yesterday.
18. Did you have a good rest yesterday? No, I did not have a rest. I was learning Mongolian the whole day.
19. Did you read the newspaper yesterday? Yes, I did. Did you read about the farmers?
I did.
20. I will have a rest tomorrow morning and in the afternoon I will translate it.

127


Sixth Lesson

,
Meals and Drinks, the Restaurant

Grammar

1. Nouns derived from adverbs

Adjectives or nouns may be derived from adverbs by the suffix -x (preceded by a linking vowel) with the meaning'being somewhere' (cf. also the derivation of Collectives,
L3, Gr. 1).
--
the thing (which is) there
--
the thing (which is) here

/
/

of the thing (which is) there

of the thing (which is) here

2. Reflexive pronoun

N.

... self

D.-L.

pi. ...
selves (written language)

(with the affix -aaA)

(spoken language)

to ... self

This pronoun can be used with personal pronouns ( ,

In colloquial language
can be used instead of ma, .

ma ,

3. Sociative

The sociative case may also be used in some special phrases:

meal on the plate, plate of (any) meal

a cup of tea

manx
bread and butter

129

etc.).

4. Voluntative

The voluntative takes the suffixes -, -e, - after thefinal long vowel or diphthong, or -,
-/-> -/-
after thefinal consonant. The latter two pairs can also be written as -,
- in male words. The suffix is pronounced [-(')j]/Pj]- Sometimes a long vowel (aa4)
according to vowel harmony may be added at the end. The voluntative expresses an intention or invitation for thefirst person (both singular and plural) to perform an action.
[av'j/ av*j]
let me (us) take

[cfe'j/ dz3j]
let me (us) see

[or'j/ orj]
let me (us) enter

let me (us) wait

1
3
let me (us) do like that
[teg ;/ teg j]
let me (us) wash
[uga:j]
[g'j/ g5j]
let me (us) give

let me (us) do, make

WU]
let me grasp
[bar'j]
let me mix
[
let me sew

m
let me tie (up)

m
5. Deverbal adjectives

The suffix -4 forms verbal adjectives, which express the meaning 'permitting or
recommending the action of the verb':

eatable, what may be eaten.

In connection

with the verb 'to

With the negative particle -

be the phrase corresponds to 'I want, you want', etc.:

I want to take
I want to enter
I want to eat
I want to give
I want to drink
the phrase corresponds to CI do not want to', etc.:
I do not want to drink

6. Verbal nouns as attributes

The verbal nouns (nomen perfecti, nomen futuri, nomen usus) may be used as attributes:

ordered meal

a meal to eat; a meal, which will be eaten
yyx
something to drink

a school in which a person studies

130

Such phrases correspond to English dependent clauses. The subject takes the form of the
genitive. The phrases may also have other sentence elements - the object, adverbials, etc.

the meal (which was) ordered by Dorji

the class where I teach the lesson

the student(s) who came from Mongolia

the book which I read yesterday

7. Nomen

imperfecti

of some verbs

In a few cases this form may also be used in the spoken language. The respective verbs
express duration (to be, to sit/live) or a process (to go/move). They are mostly used for
the third person in questions and answers to denote present duration or state (formation cf. L4, Gr. 12).

he left (is on the way; but also 'is, exists')

is, is found

sits, lives
In questions this form may also be used with other verbs and then it expresses a mild
surprise.

? =
yy?
(so) you have written?

8. Negation of the past tense

Negation of the past tense (cf. L5, Gr. 5) is formed by adding the negative particle to the
nomen perfecti. It expresses the idea that the action was possible or expected, and a slight
disappointment that it did not materialise is implied ('unfortunately,'disappointingly).
Bub

We wanted to have steamed dumplings

.
but they were not available.

9. Negation of the present tense

Besides the form described above (L5, Gr. 6), a negated form of the nomen futuri can
be used. It implies a slight unwillingness or reluctance.
Bu

.
I am not eating (a meal).

10. Postposition after nomen

perfecti

The postposition bapaa after nomen perfecti in the genitive corresponds to a temporal
clause in English - after having done, after having left', etc.

bapaa
after having done

bapaa
after having written
bapaa
after having left
131

11. Polite negative question

The negative form of the nomen futuri is used in a polite question. The answer uses
the voluntative.
Ta
?
Would you (not) do?
Ta
?
Would you (not) take?
12. Nomen

futuri

plus

This phrase implies the immediate future or intention:

Ta
?
Where are you going?

13. Nomen

futuri

plus ,

Ta dypma ?
Ta
dypma ?
Bu
opox ux dypma.

What do you like to eat?

What do you like to drink?
I like to go to the canteen very much.
It is necessary to do this.

14. Dative-locative of an object plus ,

Bu

dypma, OHdozond dypzy. I like meat, (but) I do not like eggs.

15. Dative-locative plus ,

Hadad
Tand xad3H candan
Tand xaddH candan

().
I need (do not need) this book.
?
How many chairs do you need?
? How many chairs do you need then?

16. Verbal phrases

Mongolian uses many phrases consisting of converbs followed by auxiliaries modifying

the lexical meaning of the semantically main verbs (converbs). N. Poppe distinguishes
between auxiliaries proper (to be, to become) and descriptive verbs. The degree of grammaticalisation of the auxiliaries varies in different phrases.
The phrase consisting of an imperfect converb and the verb - (to see) implies the
meaning 'to test s.th.> or'to have experience with s.th., and the like.
Ta nueo
?
Have you tried (to drink) beer?
Ta
uddM
?
Have you tried (to eat) the meat
dumplings?

132

The verb - (to give) implies the direction of the action towards the object. Note that
the verb is pronounced as [x] before a voiced consonant, as [k] before a voiceless
consonant.

...

.
The waitress ... will bring (you) the meal.
Ta

[xgi]
Would you [not] cook a meal for me?
?

17. Direct speech

Direct speech is expressed by a verb phrase consisting of the imperfect converb of the
verb - followed by another verb (usually'to say, speak, ask' etc.). In this lesson we
shall encounter the phrase with the verb 'to ask\ The literal meaning of the phrase is
'having said ask','having said speak', etc. This is in fact a quotative manner of referring
to what is said, and in that form it is close to direct speech in English. Since there is no
indirect speech in Mongolian, this form may be translated both by direct and indirect
speech, as the case may be.
Sometimes the verb - may also be used alone in its full grammatical form (cf. L7,
G. 14).
Bu ...
? .
I asked: 'Is (the place) occupied?'
(But also): I asked whether the place was
occupied.

18. Perfect converb of -

After words denoting intervals, the perfect converb of - means after, in' and can be
considered to fulfil the same function as postpositions:

...
in a few minutes, after a few minutes (have
passed/pass) ...

19. Expressing the cause

The postpositions ,
,
are placed after the nominal predicate (noun,
adjective, verbal noun). Literally such a phrase means 'for the reason that','by reason
of happening','because of happening', etc. In translation this is represented by a causal
clause. There is a difference in the order of the clauses. The Mongolian 'dependent
clause' always precedes the main clause.

Because our lessonfinishes at three ...
...
Bu

...
Because I have eaten at home ...

...
Because Dorji is hungry ...
...
Because (it is) far away ...

133

20. Repetition of numerals

Repetition of numerals implies the distributive meaning - 'two each','three each', etc.

.
Let's take five meat dumplings each.

21. Particles

a) Both in speech and in the written language the particle may be used after the
subject. It implies a slightly adversarial meaning (yet, on the other hand, but) (cf. L10,
Gr. 13a).

(But) in our family we like various meals

.
with vegetables.
b) The particle has the meaning of the coordinative conjunction 'and', with negation
'not even'.
... , ,
,
... (there) was neither curds, sour milk,
.
cream nor milk.
Cf. also:... , >
cyy ,
There was no water, let alone curds, sour
yc .
milk or milk...
If this particle is repeated, it means 'both ... and', in negation 'neither ... nor'.
Bu

I like both meat and diary products.

c) The particle has the restrictive meaning 'only, just' (L2, Gr. 18b).

.
Only Dorji knows this.
Bu
.
I speak only Czech.
In connection with temporal expressions this particle means 'only, not until'.

.
Dorji has come only today.
Bu

.
I will come infive minutes.

Vocabulary

()
()

()
()
(2.4)
(,
,
)
(2.1)
(,
,
)
134

curds from sour milk
mouth; mountain pass, narrow mountain valley
serviette
not to mention...; let alone...
meat dumpling

bar
to hold in the hand, grasp, seize
to be glad or happy; to be thankful to (with D.-L.)

()
()
-(1)
(,
,
)

()

()

()
()

(920)
()

(coll. variant:
)
()
(2.4)
(,
,
)
()
()

()

()

(2.1)
(,
,
)
- (
-)
- (6)
(, , )
-()
(, ,
/)

()

()
()

()
()

()

()

()

particle used after the foregrounded subject

though
because
grain; semolina
a kind of steamed meat dumpling
to boil
mainly, chiefly
canteen; restaurant
flour; noodles
salt
next, following; afterwards, later
teapot
liking, willing(ly) / dislike, unwilling(ness), unwilli
generally, in general
nine hundred and twenty
fruit
fruit juice, lemonade
fish
to order, place an order
food
coffee
cattle, livestock
money; silver
cashier
vegetable
treasurer, book-keeper
to understand, comprehend
to enter, go to (to go to the canteen, restaurant)
to give
to be hungry

egg
oneself
beer
restaurant
washer, scullery maid
chopsticks
fork
plate
bread
clabbered milk, sour milk
hen
cook
butter; grease; oil
monetary unit (tugrig)
then, in that case

- (2.2)
(, , )

(),
()
(2.2)
(,
,
)

(2.4)
(,
,
)

()

- I. (2.4)
(**,
,
)

()
- (2.4)
(**,
,
)
()

()

-(4)
(,
,
)
(32.1)
(,
,
)

()
()

- (2.4)
(, ,
)

()

136

situated there
the one who washes
to last, take time
before long, soon
before long, soon
beverage, drink
to meet s. o.
reason; (post.) because (also )
to serve; wait on, attend upon
serving person; waiter, waitress
bovine animal
together, jointly
sausage
sheep
menu
menu
to bubble, boil over
knife
to fry, roast, grill
chopped up and fried meat
fried meat pie
occupied / free
only a few, a handful
necessary, needed / not necessary, not needed
rice
vegetarian meal
to eat onesfill, satisfy ones hunger
to be thirsty
cream
vinegar
cleaning person
sugar; sweet(meat), candy
to roast
roasted
toothpick
first(ly)
or
why
goat


[]
[:]
[]
[:]
[]
[11:]
[]
[:]
[]
[J]
[}]
[1]
[1]
[]
[]
[]

Pronunciation

TOM, , , , ,

, ,
,
,
, , ,
,
, ,
, , , , , ,
, , ,
,
,
, , , , , ,
, , , , ,
,
, , ,
, ,

, ,
, ,
, , , , ,
, , ,
,
,
, , ,
, , ,
, ,
, , ,

, , ,
,

, ,
,
,
,
,
,
,
,

Sentence Patterns

1.

()

()?
?

~

~
.

2.

?
?

137

()
()
()
()

,
,

~
|
!

~
j

~
~

.
.

3.

,
,

1
,

~ (, ~ ,

~ , ~ ,

).

4.

,
(),

(6)
()
(

.
.

5.

138

BBdaBJi/BBf

bbjXX b b j m b t i

H3hHM(J

tfeet/ ooi/oox

hshbwbj/
11/

bbdb

xhhbbx

bbl/

eei/eehwx

i/bbdbi

vXAov 'L

hbfr

Hwodo

ootfHOi/oox

bbtfhbft
11

"JBtfXX

1/

x b w

XBW HMMdxA
l/

i/

ooxHwodo

Vhoi/oox

tfMBfr

(i/edejHAcHO)
( tf)
(

mbhbpnj)

()

1/

And ey

Hwodo

ootfhoi/oox

bbtfhbh

jbXX

jetfn

ooxHwodo

hoi/oox
tfmbh

i/edejHXmo
acdoff

vXAov "9
UBdBi ~

hosmii

- 1/

tfHei/ex

MBidXi? ()

tfHBXBW
tiHei/ex

- tiMBft

~ HwwdxA

JBI/BJHXX ~ dBX ~ 19

~ /MdXj

hoxoojoh

HBOdAXx ~ HBDBHBh ~ HBOdBITl

1

~ HMMdxA
b i k x ~ oodo

~ 1

1/

(hAx

dej[)

(HXOIO)
()
(9)

~ i/ojhow

Andex

.
.
.

.
.
.
.
.

8.

()
()
()
( )

.
.
.
.

.
.

9.

<=

140

()?

( )
(
)
( )

.
.

.
.
.
.

10.

()?

().
().

.
.

11.

141

()

()

,
,

()

>

12.

(),

,
,

142

()

?
?
?

.
.
.
.

.
.
.

13.

()

14.

().

15.

?
?

143

()
()

().

16.

6?
?

()

.
.

17.

144

(= )

()?

18.

?
?

()
()

.
.
.
.
.
.
.

19.

()

(= )
( - )
(= )

145


()
()
,
()
( )

()

.
.
.

()
()
()
( )

.
(=

.)

20.

(= )
(= )

(= )
(= )

?
?

(= )
(= )

[
,
(= )
[t)(si:m]
(=)_

(= )
(= )

>
(= )
Ige:]
(= )

146

Conversations

1-
-

Ta

?
()
7
.

.


.


?


,
>

.


,
?
.
.


?

(
).

?
.

()
.

?
?

2-
-

?
.

?
"
"

?
.
.

, ?
,
.

.

?

()
,
.
,

3-
-

.

.

.

?
?

4-
-
?
- .

()

?
147

-
,

- > , ,
- , ""
(
-

(
)
- (
)
- 2800 (

:)

().

?
).

5-
-

,
?

.

.
.
.

?
.

.
?
-
,

?
- .

6
.

6-
-

>


.

.
,

>
.

?
,
.

.

7-
-

(= )

?
,
>
?
.

.

6 .
.
?
,

?
.

148

8-
-

, ?
.
?
,

9-
-

?
.

.

(= ,

),

(= ,
),

, ,

,
,
,
,

.
,

?
, : ,
,
..
: , , ...

.


?
,
.
.
""

Text

1.

7
.

()
.

, .

,
.

.

3

()

(=
)
3

()

(= )
,
.

()

7
, 7
.
,

.
2.

(). ,

"
?"
149

 .
""
.

,

.

.
()
,

.
,

Exercises

1.

1.
2.
3.
4.
5.
6.
7.
8.

Answer using the model.

A: Ta
? ( -, -)
.

?
-, -, ^ -, -, -, -, -, -

1.
2.
3.
4.
5.
6.

: ? ( -, -)
.

?
-, TAP-, 0 4 0-, -, -, -, -

2.

Answer using the model.

: Ta

?
.
.
1.
2.
150

3.
4.
5.
6.
7.
8.

yy?

3.
)
)
)
)
)
)
)
)

..

..
..
>... .
... .
.

...

4 ....

,
... .

4.
rapra.
:

1.
2.
3.
4.
5.
6.
7.
8.

Ask questions about each word of the

sentence.

.
, , ?

,
.

.

.
, ,

.


.


.

.

5.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Complete the sentences.

Use the words in sentences.

>
, , >
,
,

?
, ,

,
, ,,
?
, ,

, , 6
,
,
,
,
,
>
, ,
,
?,
,
,
,,?

,
,
,
,

?,

151

6.

Replace words in brackets by suitable

words or forms.

()

(-).

()
,

(-).
, (
)

(-).

(),

(-).
() 6 (-).
()

(-).
7.

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Join the following sentences using the

model.

.
.
.
.

.

.

.
.

.

.
.

.

. .

. ,

8.

1.
2.
3.
4.
5.
6.

.
.

Change the sentences using the model,

9. .

Translation.

, .

,

.

,
,

.
152

""
(
).

? -

()

(
),
,
(
)
.
10.
1.
2.

3.
4.
5.
6.
7.
8.
9.
10.
11.-

12.

13.
14.
15.
16.

17.
18.

13.
14.
15.
16.

. Fill in interrogative sentences.

? ,

.
? ,

.
?
()
.
?

.
? ,
.
?
.
? ,
.
?

.
?

.
?
.
,

.
? ,

.
? ,

.
?

.
?

.
?
.
?

.
?

11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Answer the questions,

?

()

?

?

?

?

(
)
?

?
,

?


?

)?

153

17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

yy?

?

?

?


?


6?
>

?


?
,

?

?

Homework
1.
2.
3.
4. :

Learn the conversations by heart.

Speak about going to a restaurant.

Talk about meals with a colleague.

Translate into Mongolian:

1. At what time did you have your breakfast today? Today I had breakfast at half past
six.
2. Do you have breakfast at half past six every day? No, I mostly have breakfast at
seven. Only today, because I got up at six, I had breakfast a little earlier.
3. Do you also have lunch at home? I hardly ever have lunch at home. I have lunch at
home only on Saturdays and Sundays. From Monday till Friday I go to a canteen.
4. To which canteen do you go? To Tsagaan hool? Yes, yes, I go to canteen Tsagaan
hool almost eveiy day, only sometimes I go to the restaurant Mongol boov.
5. Mongol boov is a new restaurant (is it not)? What is the food there like, is it good?
It is quite good.
6. Have you been in the restaurant Mongol boov today? Yes, I have.
7. What did you have? First I had vegetable soup and meat (cut and fried) with potatoes. Then I had curds.
8. Did you eat well (yourfill)? Yes, I did (eat well).
9. Where are you going now? I am going to the canteen Tsagaan hool.
10. I also feel hungry now. Shall we go together? (Shall we have lunch together?) Yes,
O.K.
154

11. What will you have? I will have only soup with noodles.
12. (Because) I am hungry, I will have vegetable soup and meat with noodles. All right
(do so).
13. Is the table free? This chair is occupied, (only) there is one free chair.
14. Will you have hot tea with milk? Yes, I will have (drink) hot tea with milk.
15. What people work in a canteen? A cook, a waitress, a cleaning woman and washer
work in a canteen.
16. There is no cashier working in the canteen? Oh yes, a cashier also works there.

155

Shops,
The Post Office
.

Seventh Lesson

Grammar

1. Use of cases

Ablative used with the word 'different' (,

):
a different colour (than this one)
a different coat (than that one)

Instrumental used with some verbs of movement:

.
Let's go via the G.P.O. (i.e. drop in on the way).
Bu

.
Today I did shopping (I made a tour of the
shops).
Genitive used with goods of a certain price:
bread for two hundred and sixty

sweets for one thousandfive hundred

Dative-locative of numerals:

firstly, in thefirst place

secondly, in the second place

2. Postpositions

Postpositions used with the genitive:

in the middle of the (large) hall

:
around the department store

about one or two o'clock

:
in front of the university

two hours ago (cf. L5, Gr. 4 for

after Abl)
around this (large hall)

:
all
Postpositions used with the sociative:

together with you

Postposition
(cf. also L3, Gr. 2) appears also in some idiomatic phrases. As against
the dative-locative, it signifies a relatively short and non-functional presence in a place
(see further L15, Gr. 2a):
in the school (for a while)

on the staircase

in the post office (i.e. dropping in to buy s.th.)

But:

he is at school ( = studies there)

he is at the post office (= works there)

3. Numerals 100 - 1,000,000

100
110
200
500

()

1 000 ()
1 200
100 000

1 000 000

Numerals (except 'one', 'two') take the suffix - in two cases:

a) if they are used as attributes
b) if a higher numeral stands before a smaller numeral (except 1 000):
1977

in the year 1977

a thousand tugrigs

(1000 . [.])

4. Superlative

The meaning of the superlative is expressed by an analytical construction. The word

(of all, i.e. 'from among all') is followed by the basic form of the qualitative
word (adjective) or quantitative word:

the biggest (of all)

the highest floor (of all), the top floor

5. Causatives

Causative forms of verbs take the suffixes - /-

(according to the rules of vowel harmony). These suffixes are added to stems in the short vowel (2). The causative suffixes
- /- form verbal stems of the consonantal class (1) (further cf. LI 1, Gr. 3).
-to show (let see)
-to send (let go, cause to go)
-to have s. th. written (cause s. th. to be written)

!
158

6. Verbs derived from adjectives

These verbs are formed by the suffix -d} which implies two aspects of meaning (normal
and excessive quality), which are in most cases conditioned by the context. However,
they have two different forms of causative, which also means that the two belong to two
different verb classes,final consonant (4) andfinal vowel (2.2). Therefore it is useful
to distinguish them as two forms derived by two different suffixes (--1; -d-2):]
a) Verbs derived by adding the suffix -d-1 belong to the consonantal class (4). Their
meaning indicates the existence of the quality expressed by the respective adjective
without further implications. In Eastern dialects this suffix is represented by -c-. The
causative of this verb is formed by the suffix --4 (for which see LI2, Gr.4).
- (4) to be big
[caus. (2.1)to make big(ger)]

(4) to be long [caus. (2.1)

to make long(er)]
ypm
(4)to be small [caus. (2.1)
to make small(er)]

(4) to be much [caus. (2.1)to make much, more]

ux
- (4) to be big
[caus. (2.1)to make big(ger)]

etc.
b) Verbs derived by adding the suffix --2 belong to the vocalic class (2.2). This suffix
implies that the quality is undesirable, unpleasant, insufficient and the like. The causative of this verb is formed by the suffix -yyn / - ().
> - (2.2)
to be too big
(1)
to make too big
ypm > -(2.2)
to be too long (1) to make too long

> (2.2)
to be too small - to make
(1)too small
ux > (2.2)
to be too much caus. - to (1)
make too much

7. Preteritum

perfecti

This past tense takes the suffix -e after the stem or root. After a consonant, a vowel
is inserted according to the rules of vowel harmony. In spoken language this tense is
mainly used in questions concerning recent actions, while the answer is usually in the
present perfect (-4; L3, Gr. 6):
1 This may roughly correspond to Poppe's description (1951, p. 46), which distinguishes between two different suffixes: No. 2: suff. -da- and No. 3: suff. -d-. His No. 2 includes examples
of derivation only from substantives in the proper sense of the word. His examples in No. 3
only partly overlap with our description. He does not distinguish the two aspects of implication of'normal and excessive quality. Poppe's later statement (1970, p. 106, Nos 3 and 4) in
principle does not differ from his earlier description. However, he includes a paragraph on
'Verbs from adjectives' (p. 107), where sub. No. 2 he practically covers the aspect treated here
in section a) below, but without further implications either morphological (causatives) or semantic ('normal' or excessive quality). What we call the Eastern variant in section a), is included here as No. 1 (+s-) forming intransitive verbs from adjectives (Poppe, idib. p. 107). Street
(1963, p. 85) covers also our section a), but only the suffix -d. Kullmann, Tserenpil (1996, p.
54) have -daJ for both meanings.
159

>

? How much is it all together?

is 2100 tugrig all together.
It
?
opood .

Where have you been? (From where have

you come?)
I have come from the shop (lit.: having
entered the shop, I have come)
Has the teacher come?
He has come.

In a negative answer a nomen perfecti with the negative particle is used:

Ta yy?
Have you bought?
.
I did not buy.
Ta yy?
Have you gone away?
.
I did not go.

8. a) Duration in the past

Duration in the past is expressed by the combination of the imperfective converb with
the past tense of the verb 'to be'. It usually designates an action, which continued in the
past or took place simultaneously with another past action. The parallel action can also
be expressed by a case form of a verbal noun (cf. further par. 11 below).

was, were entering

was, were leaving

was, were entering and leaving

b) Repetition, regular action in the past

This is expressed by the combination of the nomen usus with the past tense of the verb
'to be:

(s.o.) used to go

(s.o.) used to do
This action can also be parallel with another past action.
9. Converbum

modale

This takes the suffix -, which is added directly to thefinal short/long vowel or diphthong. After a consonant, a vowel is inserted. In spoken language this form is used
mainly in standard phrases:

receiver, radio

buyer, customer
160

10. Verbal noun in - with negative particle

This form is used in a special phrase with implying certainly,'why not':

?
May I try (it) (put it on)?

!
Of course, you may.
()
?
Do you need it?

!
Don't I need it? I (certainly) do.

11. Nomen

futuri

in dative-locative

This form expresses an action, which takes place simultaneously with a past or future
action and corresponds to a temporal clause in English. The Mongolian form cannot
be considered a real clause. Rather it is a phrase, though it expresses predication.
As in other cases, where verbal nouns are used, the phrase can also have a subject. If
the subject of the verbal noun differs from that of the main clause, the subject takes an
accusative suffix. If the subjects are identical, the subject of the verbal noun is in the
nominative and the verbal noun takes the possessive suffix -aa4.
With two different subjects, the third person subject of the verbal noun requires that
the verbal noun is followed by the enclitic form of the third person pronoun. The
enclitic pronoun is facultative if the subject is lexically expressed before the verbal
noun. If the subject of the verbal noun is not lexically expressed, the enclitic pronoun
is obligatory.

,
When I was
at the secondary school,

.
Dorji was learning well.

, When
I was at the
secondary school,

.
I was learning English.
I am in Ulanbatar, I will learn

When

Mongolian.
.
When
Dorji
was here, I was learning

()

well.
.
he was here, I was learning well.

When
.
I was here, 1 was learning well.


When
.

12. Verbal nouns as attributes

These verbal nouns can take complements (nouns in various cases and also the subject). Such complex phrases correspond to English dependent clauses (cf. L3, Gr. 13;
L6, Gr. 6):
on the way to the department store (lit.: on
ux
...
the way going to the department store)
the hall where parcels are dispatched

the hall where (one) speaks over the

phone

161

self-service shop (lit.: the shop where one

serves oneself)
the shoes, which (will)fit me

13. Verbal phrases

Thefirst member of the verbal phrase is usually one of the converbs. A phrase with the
verb as- implies that the action is directed towards the subject:

to buy (for oneself)

The converb may be converbum imperfecti or converbum perfecti:
...
.
(I) want to try on (a dress, shoes etc.)
, ...
!
Try on (a dress, etc.).
?
Shall we go there?
.
Lets try (to go); or Lets go and see.
Many such phrases represent concrete descriptions of actions, which in a European
language maybe expressed by just one verb. Many of these phrases are rather idiomatic
and a beginner may be advised to learn them by heart.

?
Where have you been? (From where have
you come?) (lit.:
Where having gone have you come?)

?
Where have you come from?

opood .
I have come from the shop (lit.: having
entered the shop, I have come).

?
Would you not bring me your book? (lit.: your
book having taken, would you not come?)

.
Something to eat and drink.
The verb - be able is used with the converbum imperfecti of another verb:

.
I cannot buy (take).

14. The verb - in direct speech

a) Direct speech was mentioned above (L6, Gr. 17). In this lesson some more examples
of this verb in direct speech can be found:

:

Dulma
said: this coatfits you well. Or:
'
.
Dulma said that this coatfitted me well.
'

(I) asked:
is there not another colour
.
(than this)? Or: (I) asked whether there
was another colour (than this).

:..

The
shop assistant told me: there is no
.
other colour (than this). Or: The shop
assistant told me that they had no other
colour (than this).
162

:
'

Because Dulma told me: 'the coat does

.
not fit you, (I) did not buy (it). Or: Because Dulma told me that the coat did
not fit me, I did not buy (it).

b) Nomen futuri followed by the converb of verb another action (e.g. coming) (cf. Pattern No. 15):
Ta

expresses the aim or purpose of

?
Why (for what matter) have you come to
Mongolia?
cypax
I came to Mongolia in order to learn
Mongolian ( ... for reason of learning...)

c) Nomen futuri followed by

implies the meaning'to want, intend, need':
Bu

.
I need (want) to buy a coat.
Bu

I need (want) to send home a telegram.

.

15. Idioms and phrases

to walk cautiously (<

2. sense, consciousness)
all by oneself, completely alone

is neither too big nor too small.

(It)
.
How fine it is!

!
1. That's all right; 2. Let it be so.

(). .
(Lit.:'What to do?')
How does it fit me?
?
Does
it fit?

?
Here
you
are, here is your change.
,
.
What's
the
reason? What for? Why?
?
Let
me
have.
Let me see. Where? Which?
?

Vocabulary

1.(4)
(**,
,
)
2. (2.2)
(,
,
)

()

is not; no; there is no(t)

to be small
to be too small or little
goods, merchandize
building (i.e. house); construction
163

1. (4)
(**,
,
)
2. (2.2)
(,
,
)
()

1.

- (2)
(,
,
)

()

(2.2)
(,
,
)

(G.)

()

()

- (2.4)
(, ,
)

/
(-)
(2.2)
(,
,
)
2.

()>
(2.3)
(,
,
)
()

()

164

foil], [xel]

to be short
to be too short
pastry, cake
crumbled, crushed; small change (money)
gift, present
souvenir, small present
ready, prepared
to appear (goods in shops) (cf. L4)
adornments, costume jewelry, decoration
gram
street, lane
shoe(s),boot(s)
light, a beam of light
photograph
to encounter, run into one another
lower, bottom, subordinate
envelope
in the middle, between, among
memory, souvenir
shop, store, market
Mongolian long coat
better; superior
up(wards)
small articles; fancy goods; haberdasher's
porter, gate-keeper; person on duty
loose change
way, path
to sell
advertisement
to advertise
market
letter
tofit, suit (dress etc.)
something to drink and eat
such, so; thus
postcard
packet, parcel
department store
cash; booking office
kilogram
canned, tinned goods
Here! Take it! Here you are!
hat, cap
postage stamp

() 1.

(1)
(,
,
)

- ()
(, ,
)

()
(-)
(2.2)
(,
,

(2.4)
(**,
,
)
l.b

() [tamix]

- 1. (4)
(**,
,
)
- 2. (2.2)
(,,
)

)
1.(4)
(**,
,
)
2. (2.2)
(,
,
)

()
-(1)
(,
,
)
()

- (1)
(, , )

()

(G.)

kiosk
news, information; report, message
year (calendar year)
to become open, open up

open
other, another, different
around, in the neighbourhood
(G.) before, in front of; (Abl.) ago, prior to
to put on clothes, dress, wear
another, different
poste restante
advertisement
to advertise

overcoat
tofit (dress, size)
side, direction, part; l.c half
tobacco; (cigarette)
large hall, auditorium
to be big
to be too big (dress, shoes)
centre, middle; central
kiosk (quick refreshment)
to be long
to be too long
spacious, vast, wide
something to drink
to show, demonstrate
price, cost
having a certain price, expensive
to close, shut
shut, closed (off)
of which place (i.e. country, about goods)
being at the side, next to
small box
of all (in comparison)
address
after, later; behind; in the north

165

 (Abl.)

(2.2)
(,
,
)

()

()

()

1.

- (2.2)
(,
,
)

()
()

()

(G.)
-(1)
(,
,
)

after( wards); backwards

seller; shop assistant
to sell
to buy
to receive, accept
victuals
measure, size
matter, affair
things needed; appliances, equipment
cheep, inexpensive
watch; clock
shirt
electricity
electrical appliances
to be able
quality
(high-)quality
sweetmeat
stairs
post office
all around
to send, dispatch

exact(ly)
cigarette
telephone card

Pronunciation
[ae]
[a]
[]
[:]

, , ,
,

ax, , , ,,

,,
, ,,

, ,
, ,

, , ,

[]

[]
[:]
[:]
[]
[:]
[O'C]
[ J X]
["X']

, , , , ,
,
,
,
,

, ,
, ,

, , , , , ,
, , , ,

, , , , ,
, ,
,
>

,
,>
,

166

Sentence Patterns

1.

.
.

2.

?
(= ?)

()
()
()

,
.

.
.

167

~

~
~

~

~
~

.
.

~
~

()
()
( )

4.

()
( )
()

~
~

5.

168

,,

6.

7.

-
~

()

8.

169

()

()?

()

()

pyy ~

~
pyy ~

.
.

10.

()

.
.

11.

170

2.

/

/

/
- /-

/

/

/
- /-

13.

14.

HOiMblH

15.

6?

()
( )
()

()

171

(= )

6?

()
( )
()
()

16.

6?

()
( )
()

172

18.

.
.

19.

? ?

()
()

.
.
.
.

173

20.

.
.

..

.
.

22.

.
.

.

.

.

.

23.

()

.

.

.
.
6
.

.

24.

6?

.
.

*With these words -aa 4 is obligatory.

25.

()

.
.
.
.

175

Conversations
1-p
-
.

?
-

.
- ,
! ?
- .
-

.
-

2-
- ,
.

.
-

?
-
.
-

?
-

3-
-

?
, ,
,

(),

?

.
" "

.
?
.
""

.
"
" ?

.

4-
-

176

6?

.
?

- .

- . .

pyy

5-
-

>
.

.

?

.

.

?
,
.

?
-

6-
- ,

?
- .
- ,
,

,

.
-

?
-
.

.
-

?
-

.
-

7-
-

,
()

.

?
.
,
.

8-
-

?
.
.
.

177

9-
-

()

.

?

> .

10-
-

11-
-

.
?
.
,.
()
?
()

12-
-
?
- >.
-

?
-

13- :
-

().

?
>?
.

,
.

178

.
.

yy?
,

.
()

.
.

,
.
?
, .

? .

,
?

.

.
- .
.

Text

1.

,
,

,
()
.

()


.
,

.
,

. ,

()
.

.
:
"

"

:
"

"
.

.
:
"

,
,
.

"
.

6 ()
.
2.

.

""

.

.

.

, ,
,

()
,

,

.


.

()

179

.


,

""

Exercises

1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Fill in suitable words.

...
...
.

..
.

...
.

..

..

..

...

.
.
...
>
.

..
.

2.
.

()

?
.

.
.
()
3.

Use the correct forms of the words in

brackets.

.
()

.
()
() . ()
.

()
()

? ,

()
.

()
? , , ()
()
.
()
.
()
.

Answer using the model while using

words in brackets.

A: Ta ()

?
(, )
.
( > > , ,
, , )

:
? ()
.
(, , , , , , ,
, , )

180

:
? ( )
.
( -, -, -,
MAX -, -)

4.

Use the following words in sentences.

1. ,,
,
2. ,
,
,

,
, ,

3. ,
,
,

4. ,
,
,

5. ,,
,
,

6. , ,
,
, ,
,

7.
,

,
,
,
,

8. ,
,
,
,
5.
.
1.
2.
3.
4.
5.
6.
7.
8.

Construct interrogative sentences,

.
Max

.
,

6.
1.

2.

3.

4.

5.

6.

Answer using the model.

1994

?
1994

?
""

?
""

?
?
?
?

181

7.
.

Change the sentences using the model,

A:

?

.


.
1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1.
2.
3.
4.
5.
6.
7.

?

.

.

8
?

8.

Answer using the model.

A: Ta

yy?
.
.

?


?

182

8.

?
9.
?
10.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

?
.
.

?
, ?
?

9.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

:
?
.
.

()

?

?
?

?

?


?

1.
2.
3.
4.
5.
6.

Fill in interrogative sentences.

-...? ,

..? ,

.
-...?

.
-...?

.
-...? ,

.
-...?

.
-...? ,
.
-...? ,
.
-...? ,

.
-...? ,
.
-...?

.
-...?
.
-...?

.
-...?

15.
16.
17.
18.
19.
20.
21.

-...? ,

.
-...?

.
-...?

.
-...?

.
..?

-...?

.
-...?
()

()

10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

.
.

Finish the sentences.

..

..

..

..

..

..

..
>

..

..

..

..

..

..
..

..

Translation.

.
.

.
()

.
12.
1.
2.
3.
4.
5.
6.
7.

Answer the questions.

()

()

?
-
?

?
8.

?
9.

184

10.
11.
12.
13.
15.
16.
17.
18.
19.
20.
21.

(= )

?

(= )

( )?

?

()

?

Homework

1.
2. ,
.
3.

Learn the conversations by heart.

Speak about how you went shopping

(how you went to a post office).

Talk about the post office with

a colleague.

4. .

Translate into Mongolian:

1. There is a new department store in our town. Have you been there (to see it)? - I
went there (to see it) two days back (on Monday). It is very interesting, there are
very many sections inside.
2. Have you bought something there? - I have not bought anything. I just passed
through several departments and then I left.
3. Now (this week) they have nice coats there. Have you not seen (them)? - I have,
but they had only blue and black coats. Blue and black colours do not suit me.
4. Which colour do you like (best)? - I like brown (best). They had no brown coat.
Thus I have not bought any coat.
*

5. Have you bought milk this morning? - I have bought milk but I haven't bought
bread. I will get bread in the afternoon.
6. Would you also get one loaf for me? Since we have lectures all day, I cannot go to
the shop. - But of course. Do you need anything else?
7. I need nothing else.
*

8. Do you have (a loaf of) bread for 150 Tgr.? - Yes, we do, will you have it?
9. I will, and I should like to have 750 g of candies for 2500 Tgr. Can I get them
here? - You can. Here you are. Would you like anything else? (lit.: Will you have
anything else?)
185

10. I do not take anything else. Thank you.

*

11. I would like to get a pair of shoes. What type of shoes do you have? - We have
these black shoes and one pair of brown shoes. What is your size?
12. My size is 39. Will the brown (pair of) shoes fit me? - It will not, the brown shoes
are size 35. Will you have the black shoes?
13. I will not take the black shoes. When will you get brown shoes? - Come and ask
tomorrow.
*

14. I would like (lit.: I will have) 600 Tgr. stamps, have you nice stamps? - We do, have
a look. How many stamps will you have?
15. I will have ten 600 Tgr. stamps. I would also like (lit.: I will also have) ten postcards,
one envelope and one 150 Tgr. stamp. How much is it?
16. It comes to 8,000 Tugrigs altogether.

186

Eighth Lesson

Library, Museum, Exhibition

Grammar

1. Partial number

In this lesson we will encounter further examples of the use of partial number in the
sense of the delimitation of a certain number of items of a given class, or in a generalising function:

the books you have ordered

in the exhibition halls of Ulanbator

the youth

2. Postpositions

With the genitive:

on this side (closer to me), before

beyond, yonder, behind (on the other side than mine)
within, in the course of

behind the G. P. O.

this side of the children's park

on
within a month

With the ablative:

capaac

after (a term), beyond, farther

excepting, besides; (the) other than

(for a time) beyond one month, after one month

a day (or days) other than Sunday

187

3. Cases

The genitive is used in phrases designating time (not obligatory):

from eight in the morning

17
till 17 o'clock in the evening
but also:

from eight (in the) morning

The instrumental is used to designate period of time (term) and place:
capaap .
It may be borrowed for one month.

.
(It is) not possible to take (it) home.

()
for how much time (what term) (also sociative:
)
Sociative: The phrase -
-

means 'to obtain something:

to obtain a certificate

4. Numerals

The ablative of numerals without the inserted -- is used to designate the hours:
'from one o'clock','from two'etc. (cf. L5, Gr. 12 and L14, Gr. 2a):

5. Expressing a condition (converbum

conditionale)

In a nominal sentence after nouns and verbal nouns the particle is used. Verbs
take the suffix -4/-4
(converbum conditionale). The form with initial -6 is used
after final -> -, -.

if (he, she) goes, if (I, you) go, etc.

if (he, she) sees, if (I, you) see, etc.

if (he, she) enters, if (I, you) enter, etc.

if (he, she) gives, if (I, you) give, etc.

If the two clauses have the same subject, the subject takes the form of the nominative.
With two different subjects, the subject in the conditional clause is in the accusative:


.
If I come, I will give you money.

.
If you come, I will give you money.
188

To express a negative condition, the forj -

is used:
Bu
If I.
do not come, I will send you a letter.

If you do
not come, I will send you a letter.
.
Similarly the condition can be expressed in the past:

.
Had the book been published, it would be
there (lit.: it is there).

Had.
the book not been published (already),
it would have been published soon (lit.: it
will be published soon).
At the beginning of a conditional clause the word ,

may be used. Other

examples of the use of the particle or of the conditional verb forms may be seen in
Sentence Patterns 6-12,17-21.
Note: The form (Pattern 14) may appear to be an abbreviated form of aeax
.
But there is a slight semantic difference between the two forms. The particle
indicates the conditional in the proper sense, while
indicates a possible
inevitability, objective or situational need of the action, not ones own wish or consent
(cf. further Par. 10b).

6. Quick completion of an action (verba intensiva)

The suffix - is added to the root (stem) forming a new stem (which can be used as
the imperative), to which past suffixes (~\ -4, -/-)
can be added. The form
expresses an immediate or intensive completion of an action. In spoken language this
suffix is rather frequent.
.
Place (your) order.

.
Put your signature here.
Barn .
Bat has left (is away).
Note that in colloquial usage the pronunciation of the suffix is strongly reduced, sometimes there are two levels of reduction, one being general colloquial (first form), the
other (even shorter second form) being a very quick speech (for practice cf. the section
on Pronunciation):
- + -can4full pronunciation: 1. [tfixsar]2] for male words (a,o),
2. [tfixsei)2] for female words (, )
reduced pronunciation in: 1. [tfsV],2. [tstsV]
- + -4full pronunciation: 1. [tfixla:2] for male words (a,o)>
2. [tfixle:2] for female words (, )
reduced pronunciation in : [tfla:4]
- +-full pronunciation: [tfixc^e:], [^:]
reduced pronunciation in : 1. [^:],2. [tfid3]

189

7. Short and long duration of action

a) Short duration of the voluntative form (1st person) is expressed by the suffixes
-
[artxaj], -
[e:txej]> -
[o:txoj], -
[:txj].
Bu
().
Let me see (have a look).
Bu .
Let me write (quickly).
Bu .
Let me enter (drop in, pop in).
b) Prolongation of an action can be implied by placing the particle n between the
converb and the verb .


yy?
Does Nyamaa keep reading? Is Nyamaa still
reading?

yy?
Does Dorji keep sitting in a restaurant? Is
Dorji still sitting in a restaurant?
Note the pronunciation of the particle n in combination with converbs. After the final
[tf,d3] a 'linking' vowel-/- is inserted before the particle in spoken Mongolian. After the
final [d] a'linking' indistinct vowel [], perhaps sometimes perceived as is inserted
before the particle in spoken Mongolian. In purely colloquial pronunciation the particle
merges with the final [d] of the converb into [1], though it can be pronounced as fully
merging with thefinal dental in 'standard' spoken Mongolian [a:tl4]. The allophone of
the lateral is palatalised or nonpalatalised according to the vocalic environment.
-/-+
- +
8. The form -4

[djil, tfir)
[a:d9l4], [a:tl4] reduced: [a:!4]
as an attribute

a museum worth seeing

9. Composite form of verbs

Besides duration in the present (L2, Gr. 10) and past (L7, Gr. 8a), it is possible to express
duration with a recent action and with the imperative.


()?
In which hall have you been sitting?
Bu

I have been sitting in the public reading

.
hall.

Keep coming to our museum.

.

190

10. Nomen futuri

a) Followed by the word

'necessary, must':
(it) (certainly) must be

b) With the verb Son- 'to become, be, occur' (expressing future, further cf. LI 1, Gr. 5c)
ma

you will see

c) In connection with >

(lit.: just saying) the nomen futuri

implies'I intend, I am about to'.

.
I am about to go there.

11. Verbal phrases

The verb - 'to give' in a verbal phrase after a converbum imperfecti can imply the
meaning'to do something for somebody.

.
I will make out the licence (for you).
Ta

? Would you hang my coat (for me)?
Sometimes it may be difficult to distinguish, whether the verb 'to give is used in the
more grammaticalised sense, or whether it keeps (something of) its original meaning:
Ta COHUH>
,

Write down the name of the newspaper and/or magazine together with the shelf
(catalogue) number for me.
OR (because it is said by the librarian to the reader who orders the newspaper):
Write down the name of the newspaper and/or magazine together with the shelf
(catalogue) number and give it to me.

It is also possible to use the verb 'to take in this grammaticalised manner (L7, Gr. 13)
and it is not always easy to distinguish, whether it has preserved (some of) its lexical
meaning:
Bud... .
We have learnt many new things.


yy?
Is it possible to order (and take, obtain) the
book?
The phrase consisting of the verbs of movement 'to come, to go' etc. with the verb aehas a different meaning. It usually corresponds to the phrase 'come and take, come to
take' and the like.
Ta 15
.
Come to collect (your book) infifteen minutes.
Bu
,
.
I will come tomorrow to collect the certificate.
baa.
It is only now that I am coming to collect
(the certificate).
191

Some of the phrases are difficult to classify unequivocally and they must be translated
according to the context by one verb or by a phrase. This usually involves a description of a concrete action, which may be described by only one word in English (or in
another European language).
Bu
().
I will bring (lit.: having taken I will come).
Ta

up.
Write the shelf mark (catalogue number)
and come.
,
.
Well, I have written (and come).

.
It is possible to order and read your book.

.
Sit there and read (the book etc.).
Ta

You may order by writing this shelf mark

.
(catalogue number) on a card (lit.: having
written order).

You may go to the reading hall, take (the

.
book) yourself and read.
Bu

I have come from the reading room,

.
where I had been sitting (lit.: having sat
I left and came).

?
Shall we drop in to that exhibition (on the
way)? (lit.: having entered shall we leave?)

12. Particles and similar expressions

a) can would':
Bu

can.

I would (like to) order.

b) ()
'may be', 'perhaps'; this particle is used after nouns or verbal nouns:

.
It may be there.
.
He (she, etc.) may come.

.
He (she, etc.) may have come.
c)

'though' (lit.: even when said):

nicely.

Though (they are) young, they paint

d) after an interrogative = 'any (in a positive sentence):

.
(You) may take any time.
e) aa emphasis:

192

aa?
sitting?

In which reading hall (then) have you been

13. Idioms and phrases

over there at the door

in the meantime, meanwhile

(2.1)
(,
,
)
,

(G.)

2.

(1)
(>>
)

- (2.4)
(, ,
)

(2.1)
(,
,
)

(G.)

()

()

Vocabulary
talent, gift
people (the masses)
national artist (painter)
nature
natural
is it not?
ticket
education; training
the others, the rest; excepting, besides (Abl.)
product, work, creation
foreign; abroad
marvelus, admirable
alone; single, lonely; singular, only
signature
to make out, distinguish
again, anew
within, in the course of
fine arts
obliged to (after future verbal noun)
for example
pattern, mold; form; model
some, a certain
subscription, order
writing, literary creation
to compose, write

painter
to draw, paint
too much (many), excessive, extra
to do thus, in this way
lama, a Buddhist monk
museum
on this side, before (on this side)
public, social
library
librarian
really, indeed, truly
palace
(of) the present, contemporaneity; contemporaneous

193

(pel.)
(2.1)
(,
,
)
(1)
(,
,
)

(2.1)
(,
,
)

(
.)

(= )

()

()
()
- (2.5)
(,
,
)

- (2.4)
(, ,
)
/

(G.)
(.)
194

hanger; hook, peg; cloak room

passport
conditional particle
to seem, appeal to (a persons fancy)
to prolong (a term), postpone
textbook
temple, monastery
theme, topic, subject
to explain

excursion guide
hall (reading hall)
ticket
catalogue, register
key; also (= ) shelf mark, label
history
(University) department
slow(Jy)
politics
reader
reading room, hall
belles lettres
art, craft
intellect, reason
exhibiton
certificate, card, licence
truth
letter, character; writing
king
rare; scarce
relating to, on the topic of
between, in between
time-table
copy
revolution
time limit, deadline
sheet of paper; page
to wish, desire
hi, hey
girl, woman
press, publication; impression
when
any time
to speak, say, tell
if
beyond, yonder, behind (on the other side then mine)
farther, beyond, after

 (= )
- (2.2)
(, ,
)

()

- (2.4)
(*, ,
)

even, too, also

to barn, to be burned up
science
piece
shelf mark, label
night
drawer
manager, director
to hurry, hastem
especially, particularly

[a - a:]

[ - :]

[-:]

Pronunciation

- , - ,
-
- ,
- , -

- ,

- ,

- ,

- ,

-
- , - , -
- ,
- ,
-

~ ,

- ,

- ,

- ,

- ,

- , - >
-
- ,
- ,

- ,

- ,

- ,
- ,
-

Full pronunciation of the suffix -:

-4:
1. [tfixsar]2] for male words (a,o), 2. [tfixseq2] for female words (, )\
,
,
,
,

-4:

1. [tfixla:2] for male words (,), 2. [tfix^2] for female words (, )

,
,
.
,

-:

[^ixtfefi:], [^:]
,
,

195

Reduced pronunciation of the suffix -\

[,
]
[,
]
[,
]
[,
]
[,
]
Reduced pronunciation of the suffix -4:
[],
[],
[],
[],

1. [tfs'q4], 2. [tsts3i]4]

[tfla:4]
[]

Reduced pronunciation of the suffix -:

[],
[],
[],
[]>
[], [], [], [],
[]

1. [tfadjE:], 2. [tfidy
[]

Pronunciation of the particle after converbs:

- /- +
[djil^tfir]
-4 + n
[a:d3l4], reduced: [a:!4]
- 7i / - 4 7i
[c^il', tfil]

- 71 [a:tl4]
-4 = -4[:014],

196

[
[
[
[
[
[
[
[
[
[

]
]
]
]
]
]
]
]
]
]

reduced: [a:!4]
[,

]
[>
]
[,

]
[>

]
[,

]
[,

]
[,

]
[,

]
[,

]
[,

Sentence Patterns

1.

2.

()

()

()

()

() .

197

6?

( )
( )

()
()

1870
1935
1990
2000
2001
2003

.
.
.

4.

5.

198

.
.

6.

>

.
.
.

,
,
,
,

.
.

.
.

7.

().

,,

..

..

..

..

..

,
,

6
(= 6 )

.
.
.
.

9.

, .

10.

6>

200

.
.

11.

. = .

= .

= .

= .

12.

()

()

~
-
-
~

(6 .)
(6

.)

13.

201

1.

(
)

()
?

(
)

()

15.

(= )

( )
(
)
(
)
( )

.
.

16.

202

()
()
()

?
?
?
?

().
().

.
.

17.

(= )

(= )

,
,

,
,

(=

.
).

18.

,
,

19.

.
.
.
.
.

,
,

20.

,
,

,
6

()

.
.
.
.

203

21.

()

22.

,
,

( =
)

(= )

(= )

(= )

(=
)

()
.

23.

.
.
? ,
.
.

.
.

Conversations
1-
-

?
,
.

204

.
-

20
.

2-
-

.

?

()

.
,

?
.

.
1970

.
-

.
- ,
6

.
-

().

3-
-

. .

?
,
?

4 - :
-

?
,
?
.

?
,

.
, [

.
,
12-

.
,
.

()
?

1999 ""

.
- > .

5-
-
- .

?
()

?
205

.

- .

- .

.

?
-

.
305-

6-
-

? (
?)

.
.

.
,
,

.

?

.

, .
"
"

.

7-
-

!
?


?

.

()?

"

"

?
,
.

.

,
?
?

.
.
?

8-
-
?
-
.

.
-

()

?
- .

()
.
-
,

?
- ()

.
- >
.

.
-

?
206

-
-

.
()
.

9-
-

.
?
? ,

,
,

,
,

.
-

?
-
, 6
.

10-
-

?
.
, .
.

? (

?)

( 6

).
>

?
.

(
)
.

?

.

12-
31-
.

?
-

Text

1.

,

.
.

.


.

,
,

.


.

207

. ,

2. 5

()

().

-
.

cap

,

.

.


.

"

"
.

Exercises
I.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
II.
12.

Use the correct forms of the verbs in

brackets.

..
.
(-)

..
(-)

... (-)


... .
(-)
..

.
(-)

..
(-)
... 6
.
(-)
...
? (-)


... (-)

.
.

.

.
(-)
..
. (-)

208

(-)

2.

1.
2.
3.
4.
5.
6.
7.
8.

Choose the correct verb forms,

..
(, )
.

1974

..
. (, )

..
(> , )

...

. (', , )

..

.
(,
)

...
(,
)

...
.
(, ,
)
,
..
.
(, )
.

...
.
(, ,
)

3.

Use the following words in sentences.

1.
,
, ,
,
?
2. ,
, , >
,

3. , , ,

>

4. , ,
,

,
>
,

5. ,
,
,
,
,

6. ,
,
,

7. ,
(), , >
, ?
8. ,
, ,
,
9. ,
,
, , , ,

4.

.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Replace interrogatives in brackets by

suitable words.

()

.
()
.

( ) .
()

.

() .

()
.
()

()
.
()
,
()
.

()

.
()

209

5.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

.
.

(
).
( ).
( ).

).

).

.


.

.

.

6. "", -4,

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Change using the model,

.

.

.


.

.

.

.

.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

-4 -

Fill in the conditional particle or conditional converb suffixes.

yy.

-... .

.
.

..
.

..
.

-... .

,

-...
.

- ...

.
-...
, .

.

.

210

7.

.
:

Join the sentences using the model,

.
.

1.

.
2.
.

10

.
3.

.
4.
.

.
5.

.
6.
.

.
7.

.

.
8.

.
9. ()

.

.
10. .

()


.
8. .

Translation.

.



,

.

.
9.
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Construct interrogative sentences,

,
-, , ,
, > ,

,
, ,
,

,
>

, ,
,
,

,
-, , , ,

, , ,

,
,

, ,
,

,
,
,

, ,
,
,

211

10.
.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

212

Fill in interrogative sentences,

....?
,

.
....? ,

.
....?
,

.
....? -

.
....?

.
....?
.
....?

.
....?
.
....?

.
....?

.
....?

.
....? ,

.
....? ,

.
....?
()

.
....?

.
....? ,

.
....?

.
....? .


.
....?

.
....? >

.
....?

.
....?
.
....? ,

.
....? ,
.

11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Answer the questions.

?



?

?

,

,


?

16.

?
17.

?,

?
18.

(
,
)

Homework

1. , ,

Learn to speak about a library,

a museum, an exhibition by heart.

2. , ,

Talk about a library, a museum,

an exhibition with a colleague.

3.

Write a short essay about a museum or

an exhibition you have visited.
Translate into Mongolian:

4. .

1. Can I read a book about Mongolian in this library?

2. If you have a library card, you can (read).
3. Since I have arrived recently in Ulaanbaatar, I do not have a library card. How can
I obtain one?
4. If you want to obtain a library card, bring two photographs (of yourself).
5. Who will issue (lit.: write) the card for me?
6. I will issue (it) and the head of the library will sign (it) and put a stamp (on it).
7. Is it possible to take books home from your library?
8. Some books may be taken home, but old books may be read only here.
9. For what length of time is it possible to borrow books from your library?
10. (From our library) it is possible to borrow for one month (for the term of one
month). The term of loan may be extended.
*

11. Bat, yesterday I was in the Museum of History. It is very interesting.

12. What other museums have you seen in Ulaanbaatar?
13. I saw the Museum of Nature, the Museum of Nacagdorji and the temple museum
of Choijin Lam. But I have not seen the palace museum of Bogd Khan.
14. It is really worth seeing. Which section of the Museum of Nature did you like best?
15. I liked best the ethnographic section, there are Mongolian folk costumes, folk art
and many other interesting things.
16. Are you interested in modern paintings? They have now opened an exhibition of
the works of young Mongolian painters.
17. Can we go and see it together?
18. O.K. then. Let us talk about it more specifically tomorrow or the day after tomorrow.
213


Ninth Lesson

Theater, Cinema

Grammar

1. Derivation

a) The suffix -/-

(-xu), is used to form nouns from adverbs and from postpositions
(cf. L6, Gr. 1):

the life of our people before the revolution

the life of Mongolian people after the

victory of the revolution

b) The suffix -4 can also imply a higher amount of a quality (cf. LI, Gr. 4):
,

fairly large, rather large

2. Echo words

Repeating the same word with an altered initial syllable is a frequent manner of referring to an indefinite group of things related to a certain word (notion). In this sense
this is an analytical manner of forming new lexemes, which can be used with all word
classes. Such phrases may be translated with an additional p h r a s e . .and the like, and
such things'. The initial consonant usually turns into - an initial - or - turns into
3-. An initial - is added if the word starts in a vowel.

cinema and the like

chairs and similar furniture

meat and similar victuals

cattle and the like

cups and the like
HOM
books and the like

copybooks and the like

Dorji and people like him
In colloquial language, similar echo formations are also frequent with verbs. The first
member of the pair takes the form of imperfect converb in -/-, and the meaning of
the construction is roughly equivalent to -/- -.
215


=
to sing and the like

-
to play and the like

=
(he, she) keeps doing profiteering and the

like (pejorative)

= having
met (people) and the like
This being an emotionally loaded phrase, the combinations may also vary between
various temporal forms of the verbs:

to sing and the like

(he, she, etc.) sang and the like

(he, she, etc.) sings (permanently) and the

like
Some researchers and stylists do not accept these constructions, though the pairing of
words is an intrinsic part of the structure of all agglutinative languages.1

3. Partial number

In this lesson we encounter the form in final - for final -:

>

animals

4. Cases

a) The dative-locative is used with some words designating quality - 'good','bad':

good at Mongolian

bad at Mongolian
Furthermore, the dative-locative is used in special phrases, like 'playing the part of ..
or go and get':
Who?
played the part of Cogt Taiji?

.
He went to buy tickets.

.
He went to buy bread.
b) Mongolian uses'double cases', which correspond to subordinate clauses in English.
Their grammatical nature in Mongolian, however, will have to be defined later. Here
we encounter a combination of sociative and accusative.


.
I do not even know what is on.
c) The accusative case suffix -/-
followed by enclitic pronouns ,
etc. loses the final - and is used also after nouns ending in long vowels (with a linking

my father (Acc.)

1 For this cf. e.g. J. Vacek, B. Prev-Ochir, Lexical Pairs in Mongolian, Archiv Orientalni 55,4,
1987, pp. 370-386 (with further references).
216

his (her) mother (.)

his (her) mistake (Acc.)

In present-day texts, however, we can encounter the full accusative suffix before enclitic
pronouns, which is not in agreement with spoken usage and might even be considered
incorrect.

5. Postpositions

together, jointly (sociative):

as, like (with the nominative

cf. Patterns No. 21-22):

(together) with you

(together) with me
nouns or oblique of personal pronouns;

like the teacher

like the table

like me
like us
like you
like you (pi., hon.)

//
like him, like this (one)

//

like him, like that (one)

like them, like those (ones)

like the teacher

after (Abl.)
25-

after the twenty-fifth (note that in colloquial usage the postposition can be
omitted; cf. Sentence Pattern No. 1
below)

6. Numerals

Numerals may also stand after the noun, which they determine and then they take the
case suffixes. Grammatically this is to be understood as a phrase, where the numeral is
the head of the construction and the respective noun is the attribute'.

.
OR:

.
I will have (lit.: let me take) two tickets
for eight o'clock.

7. Precative

This form takes the suffix -4

help (please)

give (please)
8. Preteritum

and expresses a polite wish or request.

write (please)

enter (please)

imperfecti

This verbal form takes the suffixes -, - (cf. the table of verbal forms in the Supplement). Before interrogative particles or before other particles the form takes only
- -4. The form expresses past action, which proceeded for some time and which the
speaking person did not see with his own eyes or did not notice. Thus it may also include an action, which occurred in a more remote past1 (it often appears in fairy tales,
legends and similar narratives). It mostly refers to the third person, rarely to the first
and second persons. In purely colloquial language the short form without the long
vowel at the end can occur even without following particles.

!
You saw something nice!

.
They say that the Humberto Circus has come.

yy?
Has the announcement of it appeared?

9. Intensity or duration of an action

In this lesson (cf. also L8, Gr. 7b) we shallhave the combination of a converbum perfecti
with the particle n and the verb 'to be.

During
the projection (of the film)
.
several people kept talking.

It
is a nice concert I would like to
.
listen to (permanently).

10. Nomen

futuri

a) In connection with the third person enclitic pronoun (cf. also L6, Gr. 12) nomen
futuri sometimes expresses the immediate future. In pattern No. 20 below it implies the
meaning'is about to' and the speaker presumes that the addressed person is informed
(as against pattern No. 19 - that is also why the answers differ accordingly).
b) The connection of nomen futuri with can roughly corresponds to the phrase
'would like to':

can.
I would like to see (it) together with you.

1 N. Poppe (1951, p. 80, paragraph 160), however, has a different definition, which may have been
based on a different than the Khalkha dialect. Cf. also Kullmann, Tserenpil 1996, p. 185.
218

c) In connection with
(lit. 'with the intention' i.e. having the intention)
nomen futuri expresses the meaning'to intend to, to plan to':
...

.
Once I intend to go and see ...
d) Nomen futuri in dative-locative followed by

- 'to be glad':
I am glad the four of us will see it (together).

e) Nomen futuri as a predicate can be follwed by > which implies that the subject has
decided or intends to act, or that the action is sure to take place soon (cf. L6, Gr. 12;
further see Pattern No. 19 below). The phrase roughly corresponds to nomen futuri
followed by
(cf. L8, Gr. 10c).
Ta

?
Will you come tomorrow? (neutral
question)
Ta

?
Do you intend to come tomorrow?
11. Nomen

usus

Nomen usus in accusative corresponds to object clause in English:

.
I do not know exactly how many there are.
12. Nomen

perfecti

The patterns Nos. 8 and 9 specify two different phrases. In No. 8

is the
object and ma is the subject of the sentence. In No. 9 the whole phrase
is the subject of the sentence.

13. Postpositions after verbal nouns

a) The postposition
is used after the nominative of nomen futuri, nomen
perfecti, nomen usus and nomen imperfecti. With nomen imperfecti the word is
always used, while with the other nomina it is used if the situation is exactly defined
(e.g. in an answer to a question; more examples in patterns Nos. 16-20):

I felt like seeing the life of Mongolian

()
.
people.
b) The postposition 'before' is used with the genitive or ablative, while the meaning
of the phrase is the same. The use of -aa4 or follows the same rules as those specified
for the dative-locative of nomen futuri (L7, Gr. 11):

Just before the circus leaves, I intend to

.
see it once.
Ta

.
Ta

.
Do this before leaving.

219

14. Verbal phrases

In this lesson we willfind the following phrases:

.
Let me teach (you). Let me show (you).

yy?
Have you learnt to sing?
.
Let us agree thus.
The verb

can also be connected with the converbum perfecti:

.
Let me teach (you). Let me show (you).

.
OR:

I will tell (you).

The verb - agree follows the converbum imperfecti only in the above colloquial
phrase or -. Otherwise it is connected with the instrumental
of nomen futuri:
Bub


So we have agreed to meet at nine in the

?
evening, haven t we? (or: It appears that
we have agreed ..., does it not?)
In colloquial speech the phrase

is contracted to .

15. The verb -

a) Some forms of this verb in certain contexts may be translated as'they say, reportedly:

Further cf. No. 8 above.

.
see.

They say that Dulma and Jargal will (go and)

They say that today the program includes

,...
trained animals,...
.

b) The form
is used as a quotation
word in conditional clauses, e.g.:

ma ...
, If
you decide to listen to . . y o u can listen

.
today (lit.:'if saying: I will listen)

16. Conditional clauses

If the two clauses have different subjects, the subject in the conditional clause is in the
accusative case. With inanimate subjects the accusative suffix is used only if the subject
is exactly defined (cf. also L8, Gr. 5):

ma
yy?
If a Mongolianfilm is on, will you see it?

ma
? If this Mongolianfilm is on, will you see it?
220

17. Comparison

Comparison can also be expressed by way of the form

(after Acc.) 'if considering'
(free translation'in comparison with'). In colloquial speech this form is less frequent,
the colloquial usage seems to prefer the ablative (cf. L2, Gr. 15).

ux
As compared with yesterdays film, it is
.
more interesting.

You are better at Mongolian than me

.
(lit.: As compared with me ...)

18. 'Object clause'

As in other cases of'dependent clauses' the subject of'object clauses' depending on

main clauses with the verbs 'to know, to think, to hear' takes the form of the accusative,
if it is different from the subject of the'main clause'.

I have heard that you do not see anything

.
much.

Still I think you like the circus.

.
The respective independent clauses are as follows:

.
You do not see anything much.
dypma.
You like the circus.

19. Particles

a)
is an interrogative particle implying that the person asking the question has
already heard about the matter, but has forgotten the exact circumstances or cannot
remember (cf. pattern No. 7).
b) aa is a particle having mainly an emphasizing function, but can also express astonishment:

Oh, that is a film with a historical topic?

KUHO

aa?

20. Idioms and phrases

(= )

during the (film) performance

several, a few
here and there
I, me (lit.: his, your friend) (intimate
expression)
221

I have no time to do ... (lit.: No time to do

() .
... is available.)

I still go
and see something (lit.: In

.
comparison with a man who sees nothing,
I do see something; i.e. it is not that I do
not see anything at all)

!
Oh, how fine!
!
D o n t mention it, not necessary to speak
about it. (That's how it is.)

!
id.

!
id.

.
It may as well be seen. We (I) may as well
see it (I do not really mind/desire seeing,
but I leave it to the other person; sometimes
it implies resignation).
...

Vocabulary
()

-(2.3)
(, , )
()

()

-(2.2)
(, ,
)

(end.)

" (2.2)
(, ,
)

(encl.)

(2.4)
(,
,
)
2.a
2.

(= )

222

palm of hand
to clap ones hads, aplaud
mistake, error
Jife
animal; living creature
part (of a film)
people; the masses
melody, (also: pronunciation)
documentary
to be happy, glad
to think, reflect
each,every
and (lit. 'having become')
and (lit. 'having become')
to go back, return
dance
ballet
ballet dancer; dance
all, each
wonderful, astonishing
idealize, paint in glowing colours
centre, middle, (core, nucleus; the aorta)
mam, chief, central, pivotal, essential (for 2.b cf. L12)
a seat in the middle
but, however
but, however


( )

- (2.2)
(,
,
)
()
- (2.4)
(, ,
)

()

1.

(2.1)
(,
,
)

[eliv, iliv]

()

(1)
(,
,
)

-(1)
(, , )

(2.2)
(,
,
)
2.

()

unfortunately, I am afraid...
dramatic theatre
to mention

song
to sing; to hear
opera
singer
movie screen
earth, world
real, proper
for example
play (in theatre)
actor, actress
for certain, must
poster; announcement
administration, authority, government
to eat, drink (honor.)
summer; in summer
magic; sleigh of hand
comedy
for the most part
screenplay, script
to shoot a film
cinema
communist regime
concert
flute
a string instrument (of the size of a cello)
specialization
to produce, direct (a film)
producer, director
number (of a program)
bending
recently
tofind, obtain
special
to participate, take part in
country; territory
past, bygone; last
high, tail
palace, residence (also name of a cinema)
intending to (after future verbal noun in -x)
cosmos, material world (name of a cinema)
culture

(2.2)
(,
,
)
,

()

- (2.4)
(, , )

,
()

(2.1)
(,
,
)
,

-(1)
(,
,
)

(Soc.)

()

()

- (2.4)
(, , )

224

performing animals (with training)

last,final; the latest, recent
recent (lit.: of recent time)
seat
performance
to settle, stop; decide, agree
somewhat large, big, larger, fairly large
comfortable
useless, unnecessary
ten thousand
sea, lake (name of a cinema)
time, instance; times (after numerals)
conductor (in music)
to invite
time, moment, period
spectacle, show
spectator, audience, (spectators)
industry
to produce, manufacture

love, affection
ensemble, music band
to show, demonstrate

programme
puppet, doll
puppet theatre
circus
together with, jointly
ensemble (dance and music)
demand, requirement
a musical instrument /with three strings)
like, similare to
row
tragedy
initial
to conquer, defeat; win
victory
drama
zither, harp

Pronunciation

[i - i:]

- , - , - , - , - ,
- ,

- ,

[ - :]

- , - , - ,

- ,
- ,

[ - :]

-, - ,
- ,

[u - u]

[, , 1]

[, > t]

- ,
- ,

- ,

-
- ,

- ,
- ,

- ,

- ,

,
,

- ,
- ,
,
,

- ,

,
,

- ,

- >

- ,

- ,

- ,

Sentence Patterns

1.

?
?

()

25-
25-

().
().

225

2.

()?

().

()

3.

>
,

25-

()

25-

4.

226

(=

?
?
6?

?)

().
().

()
()

15

15

5.

?
(= ?)

?
?
(= ?)

()
()

()

.
.

6.

?
?

227

()
()

().

7.

?
6?
?

()
()

().

8.

6?
()

6?

()

228

.
.

.
.

?
(

?)

.
.

10.

10-

.
.
.

11.

229

().

12.

.
.
.
.
.
.

?
?

230

13.

.

.

.
.

14.

6

(= )

.
- .
.
~ .
. ~ .
. ~ .
. - .

!
!

?
?
? ,

.
.


(

.

.

.

.

).

231

1.

?
( 6?)

16.

?
?

()

17.

232

?
?
?

1.

19.

?
?

.
.
.
()
()
()

.
.
.

?
?
?

?
?

21.

//
//

20.

.
.
.
.
.
.
.
.
.

?
.

?
.
.

233

22.

//
//

!
!
!
!

()
()

23.

.
.

().

.
.

.
.

24.

.
( .)
?

18

/

/

234

18

25.

.
.
.

26.

()
()
( )

()

Conversations

1-
- ,
""

()

?
-

.

.
-

?
-

(= ).
-

.
- ,
.
, "
"
-

.
?
- ,

?
-
?

1921

>

().
235

-

.
.
-

""

.
6

2-
-

>

? ? .

,
.
-

,
.

?
.

, )

3-
-
?
-
()

.
-

.

-

.
-

6?
-

().

?
-
.

4-
-

?
- .
()

,
-
()

>

.
-

?
-
()
,
,
,

() .
- -

?
- "

"

- ?
,

.
~

.
(= )
.

.
- ( )

?
()

.
-

.

,

.
- .
()

236

5-
-

.
?

.
.

?

(
).

.

,

()
.

?
, ,
,
.

?
?
,


.
,
.

.
.

.

(=
)
?

( )

.
,

.

6-
- ,
?
-

?
- ,


.

.
-

.
-

.
- >

.
()



!
7-
-

(=
).
- ,

.

?

(
)-

.

cap
.
-

.

?

?
- ,
.

,

.
237

-
(
)
?
- .
(
)
.

.
-
.



.

()
.
8-
-

.
- >
>
>
>

() .
-

?
- .
.

.
-


?
- ,

.
-

?
- (
).

9-
-

?
-

>

.

()

.
- ?
-

"

"

9-
-

?

.

.

?
.

6,

,

.
,
.

238

?
.

Text

,
>
.

(= ) ,
"",
"", "",
""

(= )
.

(
)

()

,
(),
(),

().

>

,
)
,

1.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Exercises

..
(,-)

Complete the sentences using the model.

...
(,-)
...
(, -)
,

... (-, )

...
( -)

..
( -)
..
( , -)
...
(, -)

... (-,-)

... (-, )

..
( , ,

.
( -)

2.

1.
2. >

"-"
.

...
..

Fill in the verb -

-)

in three tenses,

239

3.
4.
5.
6.
7.
8.
9.
10.

...


...


...

..

...

...

...

...

3.

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Join the sentences using the model,

.
.

.

.

.

.

.

.

.


.

().

4.

.
:

1.
2.
3.
4.
240

Join the sentences using the model,

.
(=
= )

.
()
.

.
.

.

.

5.
6.
7.
8.
9.
10.

.
>

1\
.

().

5.

.
:

.
.

Join the sentences using the model

.
.
( ) .

1.
(= )
.

.
2.

.
3. .

.
4.
.

.
5. .
.
6.
.

.
7.
.

.
8.

.
9.
.

.
10.
.

.
6.

Change the sentences using the model,

.
.
.
.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

.
.
.

.
.

.
.
.
241

13.
.
14.
.
15.

.
7.

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Join the sentences using the model,

pyy yy?
.
.

?
?

.


?

8.

?
?

.
?

.

.
?

.

Join the sentences using ie model

A: . yy?
?

1.

.
?
2. ?

.
3.

.
.
4.

?
.
5.

?
.
6.
?

.
7.
.

.
8.

.
.
9.

.
10. ""

.
11.

(=)

.
12.

?
.
13

. .
14.

.


.
15.

.

242

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

.

?

?
.

.
.

.

.

.
.

.

.

.
""

.

.
.

6 .

.

.

9.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

: .
?
?

Fill in interrogative sentences.

... ? ,

.
...?


.
...?

.
...?

.
... ?

.
... ?

.
... ?

.
...?

.
...?

.
...?

.
...?
.
...? .
.
...?

.
...?

.
...?

.

16. - ...?

(=

10. .
Translation.

,
,

,
,

243

.


.

.
11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

>

Answer the questions.

Ta

,

?
" "

?


,
?

Homework

1.

2.

3.

Speak about various shows.

Talk about a show with a colleague.

Write a short essay on the various

"shows".

4. .

Translate into Mongolian:

1.
2.
3.
4.
5.
6.
7.

Whatfilms do you like?

I am very fond of historical and documentary films.
Would you go with me to the cinema tonight?
Whatfilm is on?
Historicalfilm 'Transparent Tamir\ Have you not seen it?
I have not. Is it worth seeing? What is thefilm about?
First it shows the life of Mongolian people before the revolution and then the victory of the revolution.
8. Then I will go and see it.
9. O.K., then I will buy two tickets.
*

244

10. What sort of theatres are there in your town?

11. In our town there is a theatre, an opera house, a puppet theatre and several other
theatres.
12. Which dance do you like best? Modern or classical dance?
13. I like classical dance better than modern dance.
*

14.
15.
16.
17.

Have you (ever) heard Mongolian folk music?

I have. I like to listen to Mongolian folk songs.
Have you also heard the 'long songs, or not?
I heard the'long songs several times (once or twice). They have (had) a very beautiful melody.
*

18. What sort of acts (lit.: numbers) are performed in the circus?
19. Mostly they present performing animals, a magic (act), (an acrobatic display of)
'bending and various other acts.

245

,
Sports

Tenth Lesson

Grammar

1. Postpositions

Some verbal forms may fulfil the syntactical function of postpositions (cf also L6, Gr.
18: ).
The converbum module or converbum perfecti of the verb may be used in this function (with AbL; referring to both time and space). The verb
- 'to take' can be used with the same meaning with a more colloquial tinge.
,

starting from (Abl.)

starting from the early times

starting from me
,

start'

starting from (Abl.)

starting from the early times
starting from me

Further note the phrase with postposition :

competition

thirty minutes before the beginning of the

2. Numerals

Numerals between tens following each other in coordinate phrases can be used in
full (including the word for the respective 'ten), or they can be abbreviated without
repeating the'ten':

(or:
eleven and (to) twelve
)
17-18 (

(or:

17-18 year old man

247

3. Potential

The form takes the suffix - and refers to the 1st. pers. sg. It expresses the subjective
or objective expectation or qualification that the speaking person will do s.th.

(I will) surely come> (I) intend to come

4. Doubts about a past action

The forms of presensperfecti in -4 may also be used in questions (with an interrogative). If an interrogative particle follows the form, thefinal -aaA is dropped. This appears
to be a shorter variant of the form -can yy? (further cf. Par. 13b below).
Ta
?
Where was it that we met?
Ta
?
Have you met me before?
In an indicative sentence, however, the meaning of the form is different in that it refers
to the recent past (cf. L3, Gr. 6):
Bu .
I have learnt (about it) recently. I have found
out recentlv.

5. Converbum

terminate

This converb expresses an action, which is afinal deadline of another action. It takes
the suffix -4. As for the use of the possessive suffix -> the enclitic pronoun
and the use of the accusative form as the subject of the clause, the rules are the same
as with other nominal forms of verbs (cf. L7, Gr. 11).

.
Wait until I come

.
We may play till the night comes.

.
The man will sit here till he goes home.

.
I will (let me) wait till Dorji comes.
.
I will wait till he comes.
6. Nomen

imperfecti

This verb form may also be used to describe a past action with a consequence in the
present (by way of its result or the like):

?
Many (people) have got medals, haven't
they?

.
?
Many (people) got medals, didn't they?

248

7. Converbum

abtemporale

This verb form takes the suffix -4. It describes an action constituting a limit,
from which another action starts to develop. It roughly corresponds to'since the time
when..., after having done s.th.\

yy?
Have you been long in Mongolia (after coming)? Lit.: Since coming to Mongolia have
you stayed (long)?
The same temporal relation can be expressed by the converbum perfecti, although with
less accentuation of the exact'time limit ab quern .

?
What competitions have you seen after
coming here?

?
When did the competition finish?

.
Two days ago. (Lit.: After having finished,
two days have passed.)

8. Nomen

futuri

a) In connection with the wod it can imply a general action (like the form in -']),
only there is an emphasis on the action:

This Dashdondog just keeps watching

.
wrestling.
b) Phrase explained earlier:

. . .
a competition, in which the champion will
be selected; i.e. a championship

c) Nomen futuri in D.-L. can also have the meaning of purpose: 'in order to'

?
What is required (in order) to be healthy?
d) Nomen futuri with possessive - aa4 as an object of another verb:

.
I forgot to go to the cinema. Lit.: I forgot
(my) going to the cinema.

249

9. 'Negative dependent clause'

The form corresponding to this type of clause is based on the negative nomen futuri of
a negative verbal noun in -. The verb in the 'main clause expresses a general future or
a general permanent action.

.
.

That man does not study and keeps watching wrestlers. Lit.: That man having not done
his lessons (without doing his lessons), would watch (keeps watching) wrestlers.

10. Nomen

usus

+ -

This phrase usually expresses a permanent change and corresponds to start to.. /:
Bu
.
I got to know (started to know). Lit.: I became (permanently) knowing.

11. Verbum

vicarium

The verb 'to do thus, in this manner can also be used before another verb in a
verb phrase:
Bu
.
I have also heard it in this way.

12. Predicate for a rational subject

If the subject of a nominal predicate is a rational being, the predicate may have the
word instead of . It may have an additional meaning of wondering or astonishment.

?
What are you doing? Lit.: What doing man
are you?
Ta
?
What are you doing then? Lit.: What doing
(quasi impersonal noun) are you?

,

Our foreman is a distinguished sports

.
master.

250

13. Particles

a) The particle 6on is sometimes incorrectly called the particle of the subject' but it can
also follow the direct or indirect object. It has a 'foregrounding' function, sometimes
slightly adversarial: as for; but, as against that'.

ux
But (on the other hand) I am not very
coHupxdozzy .
interested in volleyball.

But in particular I can ski well. (As for
(=)
.
skiing in particular, I can ski well.)
b) In questions the particle
(
in a question without an interrogative word)
expresses uncertainty or makes the question polite by implying that the speaker has
heard about the matter and only wants to be reminded (cf. L9, Gr. 19). It can also imply
mild astonishment.
Ta

So you have seen the international

?
wrestling match (I have heard, they say)?

?
What is the title you have got? (I suggest
that I know he/she has got one.)
()?
Oh, that is it!?
In an indicative sentence the particle (colloquially pronounced as [le:]) has a different
meaning. The speaker implies that he has seen or experienced the described action:

[bainle:].

[bainle:].

There are many Mongolian wrestlers,

Many people obtain medals,

c) In colloquial language the particle aaA can appear in interrogative sentences finishing
in \ The pronunciation of the two longfinal vowels is only slightly longer than the
pronunciation of a single long vowel. The melody is slightly rising.

ma
?
Then what did you say (at that time)?

14. Idioms and phrases

zap (coll.) =
zap (official)
right hand

()
zap (coll.)
left hand
=
zap
(official)
Note: The above colloquial forms ( /
zap) are usually used in the context of
giving or 'receiving' s.th. by the respective hand. Polite manner is to use the right
hand for such acts. The word
refers to left-handed persons.

zapaa

Go keeping you your right / left.

251

Official (written) style

:
on my, your, Dorji's right/left side
, >

/

Drivers speech:

/
()/
to turn to ones right/left...

()
:
Popular (nomadic) speech:
to turn to one's right/left.

/
()/

Just do it. Go on, do it.

It may as well be done. We (I) may as well
do it (I do not really mind/desire doing, but
I leave it to the other person; sometimes it
implies resignation; cf. L9, Gr. 20).

Vocabulary
,

()

()

(2.4)
(,
,

)
(2.1)
(,
,
)

()

(2.1)
(,
,
)

rap ()

252

champion
air, atmosphere
gold
success
(for) the first time
athleticcs
foreman, team leader
sports team
to win a place
to occupy (a place)
right (hand, leg)
festivity, celebration; joy
sport, physical training
sports palace
boxing
lower part of the body
ball
the shot (for shot put)
wrestler; strong, robust
muscle
wrong; error, mistake
to prepare
preparation
volleyball
gymnastics

(2.1)
(,
,
)

( )
- (1)
(> , )

(2.4)
(*,
,
)

1.

- (2.2)
(,
,
)

()

()

,
()

()

(2.2)
(,
,
)
()

()

(2.2)
(,
,
)

1.

to glide; to skate
skating (figure skating)
to run
run, race
draughts
coach, trainer
bicycle; wheel
forehead
to spread, develop
proper, right, correct(ly)
left (hand, leg)
rank; title; degree
discus
to forget

automobile, car
medal
horse
motor sport
motorcycle
shoulder
as, like; such as
game, festival, celebration
considerably
eye
table tennis
table for table tennis
international
to be busy with, to try; to participate in
knee
basketball
left side of the body; left-handed (person); awkward
to be interested in
sports master (title)
leather thong (archers target)
to study; practice, train
not too good, mediocre
steppe, plain; level space
bodily strength, energy
sportsman, ahtlete
play, game, entertainment
head
elbow
kind, sort, species; birth
of all kinds
assortment, set

to be first, win a race

(2.4)
(,
,
)
match, competition

skates

contest, competition, race

flow, stream, current

up

mountaineering

love (in love; not liking)
(,)
nose

jump(ing), leaping

cheek

to win (in a game)

- (2.3)
(, , )
to loose
(2.2)
(,
,
)
hockey

- (2.1)
to pass the night
(, ,
)

throat

- (with D.-L.) to be a fan

a fan

to prosper, develop
- (2.3)
(,
,
)

foot
football

()
eyebrow

()

light (not heavy)

()
finger
neck

()
heavy, difficult

bronze

garden; institute

()
strength, power
()
strong

ski

tide, rank

few, little

amusement park
()
chest, breast

chest, rib-cage
()
ear
to examine, check, verify; select
(1)
(,
,
)

()
cheek(s)

chess
()
shin, shank

judge; umpire, referee

(2.4)
to occupy, take possession of
(,
,
)

254

(2.1)
(,
,

to turn, revolve, move round

)
early; former, ancient
chin
health; healthy
organ (of the body)
shore, bank, coast

()

1.

Pronunciation

[O - O:]

TOC- , - ,
,
-
- ,

[ - :]

-,
-,
-,

[3]

, ,
, ,

[aj(3)]
[]
[oj(a)]

, -
-

, , ,
, ,

, , ,

, , ,
, ,

, ,
,
,

[] plus liquids and/or consonant groups (front vowels)

[i]
, ,
,
,
,
,
,
,
,
,
,
, ,
, ,

[]

,
,
,
,
,
,
,
,
,
,
,
,

[]

, ,
, ,

,
,
,
,
,

,
,

255

Sentence Patterns

1.

()
()

()

cap

2.

cap

()
()
(
()

.
.


cap

(=)

3.

256

.
.

,
,

.
.
.

>

,

,

4.

().

5.

257

6.

7.

8.

258

?
?

.
.

.
.

9.

()

.
.

10.

?
?
?
?

(),
(),

259

11.

15

.
.

.
.

12.

15

().

15

().
.
.

.
13.

.
.

260

?
?

14.

?
?

.
.

.
.

261

1.

?
?
?

(1-)
(2-)
(3-)

.
.
.

(1-)
(2-)
(3-)

()

?
?

16.

.
.
.

(1-)

(2-)

(3-)

17.

262

!
!
!

18.

263

.
.
.

()

19.

20.

?
?
?
?

264

[bififde:].

?
?
?
?

21.

]
1

?
?

22.

.
.

265

.
.

.
.

.
.

.
.

23. :

266

.
.
.

.
.

.
.

24.

.
.
.
.
.
.

()

()

()

.
.
.

.
.

.
.
.

6) ,

(

=
).
(

=
).
(

=
).

267

25. :

( )

6
> , , -

.


> ,
,

(
)

, .

____

(
)
( )
( ) >

) = , = =

()

.
:

()

(
)

Speech of nomads: geographical

directions

/ :

)
)

But:

...

268

Down the stream of the river

.
,

Conversations

1-

-

?
- .

?
-

.

.

.

.
-

.
,

?
-

.
-

?
- .

.
-

?
-
.
-

.
- .

.
-
.

?
-

. 17

?
- .
,
?
-
,

.
-
!

?
-
.

2-
-

()

?
, , .

.
()

?

.
.

.

?
.
()
.


?

()

(
)
.

?
.

.
, .

3-
-

269

- 10 ()

[bainle:].

.
-

?
-
.
-
1-
()
?
-
1-
().
- .

()
?
-

.

5 , 2

.
-

?
-
.

4-
-

(
- .

4 ,
1- ,
2 ,
2-
-
?
-

.
- .

?
- 2-
.
.
-

?
-

.
-

?
-
.
,
-

?
-
.

)?
.

5-
-

( )?
?
,

.

()

() ?

?
?

!
.

?

(
)
.
100

.

.
.

(= ) .

.
-
.

- .

(
)
>

?
-
.
270

6-
-

!
,

?
- (
)

)!
-

()

(
)

- .

7-
-

.

?

?

(,
.

?
,
.

8-
- >
.
- .
-

.

?
-

(
)

.
- ?
.

().

?
-
.

""

(
)!
9-
-

,
?
.

?


.

...
?
.
, 6 ..

?

...

271

- Aa , .
- .

- .

Text

.

?

?
.
.

,
-

?

.

>

,
.

()
.
-

?
-

.
: ,

-,

,
,

,
,
..
-

?
- ()
,

.
:

()
,

,
,
,

().
-

?
- ,
-
.
- -

?
- -

,
, ,
,

.
- -

?
- -

,

.
-
?
-

, ,

.
-

?
-
,
,

.
-

6?
-

.
, ,

()
.

7-
11-13- (

)
1921
.

)
.

""
.
-

?
-
,

.

.
272

: ,
,
,
, , , , ,
,
,
.

: , , ,
,
, ,
.
:
> , ,
, , ,
,
,
, >
, .

Exercises

1.
.
:

1.
2.
3.
4.
5.
6.
7.
8.

1.
2.
3.
4.
5.

Explain the sentences using the model,

.
,
.
.
.

.

.

,
.

2.

Join the sentences using the model,

A:
10 .

.
10 .

.

.

.

.
1984 .

.

.


.

.

:
.


.

1.
2.
3.

.

.
.
.

4.
5.
6.
7.
8.

.


.

.
.

.
.

.

.


.

1.
2.
3.
4.
5.
6.

:
.

6 .
() .

:
?
, .

React using the model,

.


.
30

4.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Join the sentences using the model,

.


.

.

6

.

6
.

.
.

.

.
.

1.
2.
3.
4.
5.

Join the sentences using the model.

.
.

.
.
.

.

.

.

.


?

.

.

.

.

274

5.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

...

...


...

...
1984
...
12
...

...

...

...

6. ,

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Complete the sentences.

, ,
, ,

...

Fill in postpositions.

. . .

. . . .
] . . . ,

2
. . . .

. ..

. . .
.

. . . .

. . . .

. . .
.

. . . .

. . . .

. ..

.

. . . .

. . .
.

7.

-4,

,
.

Make conditional or temporal clauses,

1.
2.
3.
4.
5.
6.
7.

?

.

? .
.

.

.
.

.

.

.

.

.
8.

275

8.

-
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Fill in temporal or conditional converbs.

Change the sentences into phrases using

the model.

.
.

.

.

.


.

.

.
.

10.
.
:

1.
2.
3.
4.
5.

-man 4>

-...
.

- . . .
.

-.
..
.
- . . . .

- . . . .
9 -...
.
9 10
- . ..

- . . . 6 .

. . . .

.
-...

9.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

'-^-4,
.

Join the sentences using the model,

cap .
CAP .

2 .

.

30
.


.

.

.

.

.



().

276

.
()

.
()
.

1.
2.
3.
4.
5.
6.

.

.

.

.

.


.

.
7.

8.
11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

. Fill in interrogative sentences.

.. . ?

.
. . . ?

.
. . . ?

.
. . . ?
.
. . . ?

.
. . . ? >

.
. . . ?

.
. . . ? >

.
. . . ?

6 1.
. . . ? ,

.
. . . ? ,
.
. . . ? , , ,

.
. . . ?

.
. . . ? .
.
. .. ?

.
. . . ? ,

().
. . . ? >

.
. . . ? .
. . . ? .
1984
.
. . . ?

3

.
. . . ? ,

()

.
22. - .. . ? ,

.
23. - .. . ?
.

277

.

.
>

,
,

1
.

>

13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Answer the questions.

Ta

?


?

?

?

Homework

1.

.
2.

3.
.
4. .

Speak about sport,

Talk about sport with a colleague,

Write a short essay about sport,

Translate into Mongolian:

1. Do you like sports? Which sports do you like?

2. I like sports. I go in for light athletics a bit. Do you like sports?
3. I like (them) very much. A few years ago I took part in running competitions.
278

4. Do you also go in for sport at present?

5. I do almost nothing. Because I have very little leisure, I play ping-pong occasionally.
*

* x-

6. Have you seen Mongolian wrestlers?

7. I have not seen Mongolian wrestlers, I have only heard about wrestlers. I want to
see (them).
8. It is a Mongolian national sport. One of the 'three manly sports'.
9. Where is it possible to see them?
10. In the Sports Palace it is possible to see them almost every week. The greatest
competition takes place at the time of the Nadam.
11. When does the Nadam take place?
12. The Nadam takes place during the days of the Mongolian revolution of July 11-13,
1921.
13. What are the'three manly sports?
14. The 'three manly sports are three types of Mongolian national sports: wrestling,
archery and horse-racing.
*

15.
16.
17.
18.
19.
20.
21.

Where did your team come? (Lit.: Which place did your team occupy?)
Our team is in the second place.
Which team has won?
The team of the University has won.
It is a really good team. There are two sports masters' in it.
The competition took place in the stadium. Were there many peple there?
Oh no, no. It took place in the University Sports Centre. There were so many
people. Only students came.

279


Eleventh Lesson

,
Hospital, Pharmacy

Grammar

1. Pair words

In pairing words it is also possible to combine words of opposite meanings, which often
results in a lexical unit with an abstract meaning. It is also possible to make coordinative
phrases of words of similar meaning.
height (<high+ low)

nationalities

temperature)
(.

2. Postpositions

not only (but also); the posposition is used

after a noun or a verbal noun
.. . not
only the colour of skin but also of eyes...

3. Causatives

We have seen the form in -/-

(cf. L7, Gr. 5)> which is added to verbs of the vocalic
class. In this lesson we shall see another form in -\ which is added to verbs ending
in a long vowel of diphthong (1) and the suffix creates verbs of the class 2 (cf. the
table of verb classes in the Supplement):
xuto do
to have s.th. done
With most verbs, whose stem or root finishes in a consonant, the causative suffix is
-4:
xypto reach, arrive
to send, deliver
Special formation:
(1)

to have s.th. taken

281

4. Elision of the predicate

Converbum perfecti can be used without thefinal verb as a colloquial form. The question
'why didnt he come?' would be answered without thefinal verb (did not come):

. . . (=
)
(Because) he had toothache...
5. Nomen

futuri

a) Nomen futuri can be an object of a verb (L10, Gr. 8d). If the subject is the same for
both clauses -aaA is added. If there are two different subjects the nomen futuri takes
the accusative case suffix.
...

.
Lit.: ...(he) says, by which doctor he will
have his medical check-up done.
...

.
.

Lit.: ... (it) is written, in which room he

will have the check-up.

b) Nomen futuri in Abl. followed by the postposition

apart from, besides :
...

... Lit.: ... besides there being doctors for

...
.
all diseases, there are many sections.
c) Nomen futuri followed by the verb - expresses the future (written language; cf.
also L8, Gr. 10b):

.
The human body will be healthy.
If nomen futuri is followed by the form ,
the phrase means 'it is (usually) necessary (also a colloquial form):
...

.
... sometimes it is necessary to have an
operation.

6. Presens

imperfecti

This form can also have the meaning of a general tense 'it is done in that way, and the
like.

()
.
This medicine is taken once a day.
7. Nomen

perfecti

a) In the answer to a question nomen perfecti can be followed by the 3 rd person enclitic
pronoun , which implies a choice between more possibilities:

.
It is better to go to the hospital (be hospitalised).
282

b) Nomen perfecti followed by the particl has the meaning'even if:

.
Even if I were ill, I would not take such
medicine.
yy
.
Even if Dorji told me to take it, I would not
take it.
c) In the accusative form the nomen perfecti represents a phrase, from which the
determined concrete noun was omitted. Thus it means: 'what was written, done, said,

I have understood what you said.

8. Verba vicaria

The interrogative verb - can also be used as a quasi-imperative to ask about the
imperative of the full verb:

?
What does the doctor tell you to do? Lit.:
The doctor tells you 'do what'?

.
The doctor tells me to stay in bed. Lit.: The
doctor tells me'lie (in bed)'.
9. Verbal phrases

a) Converbum imperfecti +

'perhaps, probably, may be':

(he, she, it, etc.) may be
(he, she, it, etc.) may (might) go

b) The verb 'to begin in the form of converbum imperfecti usually precedes the main
verb, but sometimes a more idiomatic form of expression may omit the verb 'to begin
completely:

?
When did it start to ache?

?
Since when has it been aching?

10. Accusative plus the verb 'to say'

In the phrase 'to tell s.o.' or cto say s.th. about s.th.'the noun is in accusative:

. The doctor said I should stay in bed. Lit.:

The doctor told me (Acc.) to stay in bed.

.

. The doctor said that the medicine is (was)
a good one. Lit.: The doctor said this medicine (Acc.) (to be) very good.

283

11. Particles

a) as an interrogative particle implies a polite question. It can be followed by

another particle doo> which makes the question more relaxed (or leisurly):

boo?
What is the matter? What happened?
With the verb of existence the question would be rather abrupt or would imply surprise.
It may be offensive and therefore we do not recommend students to use it, though it
is useful to know the difference:

?
What is the matter? What happened?
b) after an interrogative pronoun in a positive sentence implies any...' (cf. also L8,
Gr. 12d):

(<
oo).
It is possible to enter a n y w h e r e .

(<
oo). It is possible to speak to anybody.
Note the mildly emphasising final particle aa 4 , whose pronunciation is only slightly
longer than the pronunciation of the respective short vowel, and which usually also
has a reassuring or quietening overtone (cf. also L9, Gr. 19b).

12. Idioms and phrases

.
Bud ,.. .

So that is a relief (I feel relieved).

Well, concerning us..., As for us.... (hesitation, embarrassment)

Vocabulary
-(1)
(,
,
)

(2.4)
(,
,
)
(1)
(,
,
}

()

(2.4)
(*,
,
)
(1)
(,
,
)
284

to have s.th. taken, removed

out-patients clinic
to breathe
to open (the mouth)
skin
race;'having the skin (white, black etc.)'
firmly closed, shut (also about full nose)
to be closed, obstructed, stopped up
to have s.th. written

(2.1)
(,
,
)
()
- (2.4)
(*,
,
)

- (2.2)
(,
,
)

()

(Abl.)

(2.1)
(,
,
)

()

(G.)
()

- (2.2)
(,
,
)

(2.4)
(*,
,
)

()

(2.2)
(,
,
)

2.

-(4)
(, >)

to fill (the tooth)

kidney
to diminish, decline
large, big; gross, rough
large intestines
to consist of, be made up of
all, whole
waist
apart from, besides
not (too) bad, tolerable; tolerably
to take out, release
bitter
stomach, abdomen; intestines
damage, injury; defect; section of injuries
light; X-ray apparatus
urinary bladder
according to
pressure
internist
to call; summon
(hot) water bottle (
)
medical prescription, recipe
space,gap, interval
having space, distant
to approve, permit, agree to
item, article; kind, sort; category
heart
card
card-index, files
to fill (teeth)
possibly, perhaps
operation
consciousness; feeling
low, deep; calm
fine, delicate; thin
small intestine
ali; total; society; the public
powder (also medicine)
colon, large intestine (obsolete)
to be ill; be painful
illness, disease
sick, ill
patient(s)

285

() 2.

()

(2.4)
(,
,
)

() 2.

- (-)
(2.4)
(,
,
)
()
(,
,
)

(postp.)
(2.4)
(,
,
)

()
(1)
(,
,
)

()
()

(2.4)
(*,
,
)

()
(2.1)
(,
,
)

()
(2.1)
(,
,
)

-(2)
(, ,
)
(2.2)
(,
,
)
(1)
(,
,
)

286

height
opposite
womb, uterus
wind
to catch cold (in the wind)
nurse
to undress; untie
injection, inoculation
to inoculate, inject
to sow, plant; inoculate
to get inoculated
clear, specific, concrete
not only
to help, aid
help, assitence
useful
quick, rapid
ambulance, first aid
zero
liquid medicine
lungs
to show; undergo medical check-up
nationality, race
hair
operation
temperature
thermometer (only when taking human temperature)
to have a fever
of no concern, does not matter
cough, influenza
to cough
vision, sight
to have s.th. done
dry
to reach, arrive at
to lie down, lie upon
to make lie down; put s.o. in bed
to stick out one's tongue

(1)
(,
,
)
(2.1)
(,
,
)
-(1)
(,
,
)
()
()

(2.4)
(,
,
)

(1)
(,
,
)
()

(2.4)
(*,,
)
(1)
(,
,
)

()
2.

()

()

(2.4)
(,
,
)
(1)
(,
,
)

()

(G.)

()

()

to measure
to use, apply
to let hit, beat
bile
blood
light blue, pale blue
to learn by heart
silent, noiseless
to take an examination; undergo a (medical) checktooth
to extract a tooth
to have a tooth extracted
dentist
to recover from illness; heal up
to cure, heaJ
liver
medicine
to take medicine
pharmacy, dispensary
pharmacist
medical treatment
hospital; medical treatment; medicine a science
to cure, treat medically
to undergo treatment (by a medical doctor, )
health; healthy
against
hasty, urgent(ly)
difference, distinction
different
bone
race, people

Pronunciation
[a - a:]
[ - :]

-,
-,
-
-,
-*
-,
-,
-,
-
,
,
,
,
>

>
,
,
,
,
,
,

->
-,
-,
-,
-,
-
-,
-,
-,
-1,
-,
-,
,

[u - :]
[ - :]
[ - :]
[s -:]

[a, , , , r] >
,
,
[i, , , g> , r] ,
,
,
,

,
,

>
>,
,
,
>
,

,
,
,
,
,
,
,
,
,
,

Sentence Patterns

1.

()

288

(Ta)
()

>
,

2.

.
.
.
.

?
?

<=

3.

3-

289

()

?
(
6?)
?

Ta

'

5.

.
.

.
.

290

6.

'

?
?

.
.
.
.
.
.
.
.

7.

291

?
?

?
6?

()
()
()
()
(

.
.

.
.
.

9.

,
,
,

?
?
(

?)

.)

10.

292

?
?
?
(

?)

.
.
.
( .)

11.

()?

HOiMfl

12.

?
?
?

.
.
.

293

1.

()
()

()
()

?
?

().

14.

()

.
.

.
.

15.

()
()
()

294

1.

>
>

?
?

()

()
.

( ).
.
.

17.

.
.

18.

, (
,)

().

295

19. ( )

.
.

?
?
__

?

?

(,
),
(

(,

).
,
, (

, , .

,
(
).

).

).

20.

?

()
?^

296

.

.
,

.

Conversations

1- :

( )

.

()

()
.
,

.
- , .

?
-
> 103 ( )

.
2 :

-
?

.
-
.

?
.

? (

?)
- , ,

.

.
- , .

11
14-

.
3- :

-
? .
- ,
? .
- .

(
.)
- !

!
! ,
!
!
!
.

?
- , ,
,

.
- , .

?
- .
-
?
-

()
.
297

- , .

-
.
-
().


.
- ,
.
4- :
-

?
().

?
-.
?
-.
, .

.

.
.

?

.
>

()
.
.

?
,

.
,
.

5- :
-
-
-
.
-
-

.
.

(
)?

.
.

()
.
6

?
.

()

().

.

?
.

?
.

.

?
,
.

?

, .

298

6- :

- ,

.)

. (,

7- .
-

38 .

.
()

?
,

(, )

,
,
.

().
()
?
>

?
!
, .

Text

1-

,
,
,
,
,
,
,

2,3-
.

, ,

,

,
,

1-

,
.

.

,
,
,
,
,
.

.
:
, ,
,
,

(),
, ,
.

, ,
, ,

.

,
,

,
,

.
:
, ,
,

, , ,

299

1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Join the sentences using the model.

Ta
.

.
.

.

.
.

.

.

.

.
,

.
.

.

.

.
.

3.
"- ,
-, -
,
-4, -4,
-, - "

.
1.
2.
3.
4.
5.
6.
7.

Fill in suitable words.

... .

...
?
...
?
... ?

...
.
...
.
...

.
... .

... .

... .
...
.
...
?
... ?

... .

2.

1.
2.
3.
4.
5.
6.
7.
8.
9.

()
()
()

()

300

Fill in suitable verbal forms,

()
... ().
... ().

...
.

...
.

... ^
.
,
... .

... .

8.
9.
10.

... .
()

...
.

4.
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

-4,

-marfy

-caap4, (-4)

Use correct verbal forms,

Join the sentences by way of suitable

converbs.

.

?
.
.

.

.

.
.
.

.

.


.

6.

.
:

1.
2.
3.
4.
5.
6.

(-)


(-)

(-)

(-)

(-)


(-)

(-, -)

(-)

, >

(-)



(-)

5.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

... .

Join the sentences using the model,

.
.
.

.

?

.

?

.

.

.

.
301

7.
8.
9.
10.

7.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Fill in interrogative sentences.

- . ..? ,

.
- . ..?
.
- . ..? ,

.
- . ..?
.
- . ..?
.
- . ..?

.
- . ..?

.
- . .. ? ,

.
- . ..?
.
- . ..? .
.
- . ..?
- . ..?

.
- . ..?

.
- . .. ?

.

8.
.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Join the sentences using the model,

.
.
.
.

.
.
.

.

.

.

.
.

.
.

1- .
.

.
.

.

9. .

Translation.

302

10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Answer the questions.

?

6?

()

?


?

?

?

?
?

?

?

?

,

?

Homework

1.
2.
3.
4. .

Learn the conversations by heart.

Write a text about the hospital.

. Write a text about the human body.

Translate into Mongolian:

1.
2.
3.
4.
5.
6.
7.
8.

Is there a hospital in your town?

(In our town) there are two hospitals.
You are healthy? When were you last ill? Are you ill sometimes?
I am healthy (O.K.). If I fall ill occasionally, I go and see the doctor.
What do you do if you fall ill?
If necessary, I stay in bed, but I mostly stay at home and take medicine.
When you stay in the hospital, do you pay for it in your country?
If you have health insurance, your stay (lit.: when you stay) in the hospital, is free
of charge.
9. If you fall seriously ill, do you stay in bed at home or do you go to the hospital?
10. It is better to go to the hospital.

303

11.
12.
13.
14.
15.

When did your stomach start to ache?

(It started to ache) in the morning the day before yesterday.
Why did you not come on that very day? Now you are in bed, aren't you?
If you teli me to stay in bed, I will stay in bed.
Here I will write a prescription for you. It is a good treatment (lit.: medicament)
for stomach ache. Stay in bed and do not do anything. Let me see you (lit.: come
and show [it]) the day after tomorrow.
16. Thank you, doctor.
17. If one has no health insurance, this treatment can be very expensive.

304

Services

Twelfth Lesson

Grammar

1. Partial number

In this lesson we will encounter further forms of partial number:

barber, barbers, headdressers

-
watchmaker, watchmakers

-
repairman, repairmen

-
Note on colloquial pronunciation: In colloquial language the nouns infinal -n and -()
seem to merge due to analogy and the colloquial pronunciation of the above words
often includes ~g< [stjing:d], [tsagtjingu.d], [dzasvartfingu:d]. Very formal variant:
.

2. Numerals

In the phrase a picture of 3 x 4cm', the numerals have the following form:

3. Causatives

a) Formation of causatives (see L7, Gr. 5 and LI 1, Gr. 3 and the Table of Verbs in the
Supplement):
Suffix -aa4 is used with the stems in short vowels:
- (2.4) > (1)
to wake up - to wake s.o. up
Suffix -4, ~4:
- (2.1) >(2.1)

(1) /-

Suffix -4 with consonantal stems:

xyp- (2) > (2.1)

to fall - to drop, let fall

to reach, arrive - to send, deliver

305

(1) > -

(2.1)

to become - to make or turn s.th. into s.th.

Suffix - after a long vowel or diphthong:

- (1)
(2.1)
- (1)
(2.1)

to do - to have s.th. done

to teach - to have s.th. explained, shown,
learn (from s.o.)

b) In many cases causatives have the meaning4o cause an action. The direct object is
in Acc., the indirect object is in D.-L.:
Bu
.
I showed this to Dorji.
Bu
.
I woke up father.
c) Besides that causatives have often the meaning 'to have s.th. done, to let s.th. be done.
In that case the actor takes the form of the instrumental:
Bu

.
I had my beard shaved by Dorji.

4. Verbs derived from adjectives

The suffix -d-\ which originally had a vocalic ending (2.2.), implies that the respective
quality is not pleasant or suitable (see L7, Gr. 6).
Besides that there are two suffixes -d-\ -c-, which were not followed by a vowel and
which are neutral with regard to the evaluation of the quality expressed by the verb (i.e.
they do not express discomfort). Verbs formed in this way belong to the consonantal
class. Their causatives are formed by the suffix -\ before which -d- > -m-\
(2.1)
to make small (er)
-,
(2.1)
to make short(er)
-,
(2.1)
to make narrow(er)
-,
(2.1)
to make broad(er)
-,
(2.1)
to make big(ger)
-,
(2.1)
to make long(er)

5. Passive voice

The passive is formed by the suffix --, which originally had a vocalic ending. In the
colloquial style this form is used especially with verbs of perception. This roughly corresponds to an impersonal statement:
it is seen, it looks like
...

it is heard
...

You will look nice.

Ta

.
Barbers are seen anointing perfume...

. ..

...
With other verbs passive voice is formed especially if one is unable to do s.th., or is
exposed to s.th.:

306

. . .

Further suffixes:
--mon- (1)

-(5)
6. Verba

they were defeated (from - to win)

after -after -p-, --, --, -- (these last suffixes mostly in written language)
to
find
odour, smell
to take

- (2.2)
(2.2)
- (2.2)

to be found
to smell
to be taken

deminutiva

The suffix -- (2.1) creates special forms of verbs, which express a short or momentary action:
!
Wait (a little)!
!
id.

Would you wait a little?

7. Prohibition, refusal

Besides the form explained in L4, Gr. 10, prohibition can also be expressed by way of
a verbal noun in - followed by a negative particle. This is a mild form, which can
also be linked with thefirst person. The meaning is very close to that of the analytical
construction of the converbum perfecti + :

it is not necessary to put oil (on my hair),

I do not want to apply oil

.
It is not necessary to put oil (I do not wish it)
(for more examples cf. Pattern No. 22)

8. Perfective action

Verba intensiva (see L8, Gr. 6), formally resulting from a combination of the basic
verb and of the verb opxu- (2.1) 'to leave, abandon, have a perfective meaning and
languages having the respective forms can use perfective verbs in translation. In very
distinct and slow speech the original phrase may also emerge (cf. Exercise No. 5). An
intensive verb can take the suffixes of past tenses:

(I) forgot
<

(it) broke
<

(I) dropped
<

(I) dropped
<

307

9. Deverbal adjectives

Deverbal adjectives are formed by the suffix -!-

and their meaning is
suitable for','necessary, usable and the like. In predicate and attribute the meaning of
this form is close to that of the forms in -4:

(worth) making acquaintance with

which should be

worth seeing

10. Benedictive

In written language the benedictive is formed by the suffix ~/-

is that of a polite instruction (direction and the like):

you may sit, (kindly) sit

and its meaning

11. Immediate future

Besides meaning the recent past, the suffix -4 can also mean the immediate future:

, .
I am pressing it, finished.

12. Imperative forms for an action of short duration

The imperative of the second person of a verb expressing short duration (see L8, Gr.
7a) takes the suffix -aadax4 [< -aab4 + opxu- (2.1) 'to leave, abandon]:

xapaabax

find out

have a look

13. Nomen

perfecti

In connection with a postponed pronoun of the 2 nd person () the noun takes the
meaning of a temporal clause:'when s.th. happened', s.th. happened., and then...'and
the like. This form at the same time implies a mild astonishment, accidental event, occurrence of an impediment and the like. This form is explicitly colloquial:

I dropped (it) and the glass (lit.: its glass)
.
broke.
Bu

I came to your house yesterday and no
.
body was there. (When I came to your
house yesterday, nobody was there.)

308

14. Verbal phrases

a) The prepositional phrase 'in two days, in three days' etc. is best rendered into
Mongolian by a verbal phrase: 'having spent two days etc.

Come to try it on in seven days.

.
b) Attaching the linking verb
(and', lit.: 'having been) to the verbal noun
predicate:

yc >.
..
Barbers are seen cutting hair... colouring

. . . .
and ... smearing.
In the written language
and'.

can also stand between two nouns in the sense of

15. Noun in an adverbial function

...

...

the watch went wrong...

16. Adjective (qualitative noun) in sociative case as a predicate

(Are there) many people?

(There are) many people.

17. Idioms and phrases

! ( )

. (
.)

Enough! No more! Not necessary!

. It is possible at any time.
2000
I will give 2000 Tg. as an advance.
2000

The watch went (lit.: having gone) wrong

and.
it is not possible (bearable),
among people
as a souvenir; in rememberance of
/ (a present, gift)

309

Vocabulary
(2.3)
(,
,
)
(2.1)
(,
,
)
(2.4)
(*,
,
)

(2.1)
(,
,
)

(2.1)
(,
,
)
- (2.2)
(,
,
)
(2.1)
(,
,
)
2.
- (2.4)
(, ,
)

()
,

(2.4)
(,
,
)

(1)
(,
,
)
() 1.
(2.4)
(,
,
)

()

()

()
(2.2)
(,
,
)
- (1)
(, ,)
310

to remove, carry away
to frighten, scare
to pay attention, bear in mind
back,rear
barely, scarcely; not quite; not yet (+ neg.)
to make smaller
permanent(ly), regular(ly)
typewriter
rather short
to make or turn s.th. into s.th.
to paint, dye
to let down, cause to come down; to lower; to unload
axle, axleshaft; spindle (for 2.a, c, cf. L9)
to press down, squeeze; oppress
square (geom. form); rectangular
tape recorder
ordinary, black-and-white (photograph)
slanting, oblique; obliquely
to dismantle (an instrument)
heel (of a shoe)
repair(s)
repairman
to have s.th. repaired
edge, border, outskirts, suburb; collar
to cut into shape (hair); trim
photographer
needle; hand (of a watch)
pocket (coll.)
suit of clothing
to work, cut with a machine
to paste, glue; stick

- 02.1)
(, , )

- (2.1)
(, ,
)
-(1)
(,
,
)

()

(1)
(,
,
)

()

(2.1)
(,
,
)

(2.4)
(,
,
)
(2.1)
(,
,
)
(1)
(,
,
)
-(1)
(,
,
)
(2.4)
(*,
,
)
-(1)
(,
,
)
(1)
(,
,
)

-(1)
(,
,
)

()

() 1.

2.
()
-(1)
(,
,
)
2.
-

to sew
tailor
to leave, abandon
to have s.th. hung
having colour; colourful
broad; wide; width, breadth
coat, jacket
eraser
obstacle; difficulty; disturbance
grey
to hinder, dealy, prevent; disturb
morocco leather made from goatskin; saffian leather
comb
to comb

beard
to change, exchange, substitute
to choose, elect, select
to wake s.o.
to have s.th. placed, fixed
to cut off, clip
to have s.th. cut
to introduce s.o., to acquaint s.o. with

coupon, receipt
to have (a shoe) soled
side; hip joint
button
brief, short, abridged
grease, ointment, oil (also for hair)
to smear, apply grease
help, aid, assistance
to render assistance, help

 (1)
(,
,
)
(2.2)
(,
,
)
(1)
(,
,
)
- 1. (2.1)
(, , )
(2.1)
(,
,
)
(2.1)
(,
,
)
(G.)
()
- (2.4)
(*,
,
)
()
()

(2.4)
(*,,
)
()
(2.4)
(,
,
)
()
(2.1)
(,>
)

(2.4)
(,
,
)
(2.2)
(,
,
)

(2.4)
(\
,
)
(2.1)
(,
,
)

312

id.

id.
to hand in (money), pay
to smear, anoint
to develop (a film)
to fall, fall down
to drop, make fall
id.
in front of; (south, in the south)
advanced payment
to meet, be confronted
service(s)
fox
odour, smell
perfume
barber
to break, fall to pieces

scissors
to cut, shear
film (negative); (skin; membrane; husk; shell)
to provide, furnish, supply
sleeve
to be seen, visible
to have a relation with, connection to
chemical
back, rear; northern
cotton
for long objects to break (in two pieces)

to pay, give payment

(2.5)
(,
xycax, )

to shave
whiskers
to send, deliver

(2.1)
(,
,
)

()
()

()

()
(2.4)
(,
,
)
()
(2.4)
(,
,
)

(2.4)
(*,
)
(2.1)
(,
,
)

measure, size; standard, extent

meed(s); necessity
part, portion
to copy photographs
watchmaker
electric apparatus, appliance
cleaning (service)
reality, actuality; exactly (before interrogatives)
glass; bottle
to rarefy, thin out (hair)
hide, skin (of great cattle)
to cut short (hair)
inconvenient, inappropriate
to break down, fall to pieces
to have s.th. done how

Pronunciation

b-u]

- ,

b:-u:]

oop - ,

[-]

- ,

[: - d:]

- ,

[-u]

- , - ,

[: - u:]

- ,

op - ,

- ,

- ,

- ,

- ,

- ,

- ,

- ,

- ,

- TOO,

- ,

- ,

- ,

- ,

- ,

- ,
- ,

- ,

- ,

- ,

- ,

- ,

-
-

313

Sentence Patterns

1.

()

6?

2.

?
?

()
()
()

.
.
.
.

3.

314

?
?

()
( )
()
()
( )

.
.

4.

?
?

()
()
()
()
()
()

.
.

5.

6?

()

()
()

()

.
".
.
.
.
.
.
.
.
.

315

6.

.
.
.
.
.
.
.
.

7.

316

?
?
?

6?

()
()
( )

.
.
.

8.

?
?
?

?
?
?

()

.
.
.
.
.
.

317

.
.
.

9.

()

?
?

().
().

10.

, .

318

1 .

?
?
?

()

()

.
.
.

12.

13.

319

ozz

jowBd
jiqdAXjBBdAx AXtf

JHHJBfr

hdwBi

Jiqi/XED
^

g iveoAx
(00j)0Ht/Bd
(BB)dAXjBBdAx AAtf

"/

( B B ^ H m B W 49
()

( 9)

K<LI/AAI/30X

"Hq.i/XXdMBi

/
/

ViveoAx tT
doooooH

deednm
1

HBJI/BW
'/
/

tfwe
oxqi/BLi
i/eetf
ftWBtl

dBMXQBD

dBBj/(X8BBtf

I/OJHOW

Hedmn
I/OJHOIA!
AAa BBtf

( 3)

()

.
.
.
.
.
.

(6)

15.

16.

321

|
I

17.

18.

15-

322

.
.
.
.

.
.
.

1.

()

?
?

)
6)

.
.

.
.
.

.
.

20.

!
!
!
!
!
!

?
?

) !
!
6)
)

.
!
!

21.

!
!
!
!
!

323

!
!
.
, .
, .
!

)
)
)
)
)

?
?

22.

. . . . ...
.
(

!)

!)

(
!)

)
)
)
)

6) ().

324

(
(!),

1),

.
.
.
.
.
.
.

23.

)
6)

?
?

().

24.

325

i)L
)
)

I
!
[ja:xi:ij]

!
!
!
!
!

25. !

(=
)
?

(=
)

(=
)

.

(=
)
.

(-
).

,
)

( = ,
)

()

(- ,
)

()
(= ,)

()

(=
)
.
()

(= ,
)
()

.
.
.

(= ) ?
(= ) ?
(= )

?
(= ,
)
()

(= ,

326

Conversations

1- :
-

?
?
,
?

?
,

?

.

.
,
?
?
.


?

?

.
() 5

,>
.

2- :
-

5-
?
> .

?

.

?
>

()
?
.

?
.

?

.

?
,
.

.

?
.

-
. .
- ()
?
-
, !
( !)
-

?
- > .
.
.
3- :

).

()

-
?
- ,
-

?
?

327

)
-

- .

?
-

.
-

?
- ,

4- :
-

-
-

-
.
- ,

-
5- :

?
.

?
)

?
-

?
-

.

.
-

? ( )
( ,

).
-
?

.
-

.
-

.
-

.
-
>

.
- ,
.
-

?
- ,

?
- ,
()

.
.
-
.
6- :

-
?

- , .
.
-

328

- Ta

-
.

( >

).
-
.

. , , ,
,

.
(

).
- .
7- .
-

6?

.

8-
-

?
.

()

?
()

400 .
,

.
-

- ,
5

.

!

?
!

?
).

9- :
-

?
.
?

?
3x4 (
)

.

?
450
.
, . ,
!
! .

?
, .
()

10

.
10

?
, 10 .

329

10-
-

[xaragdz:xi:q]!
()

[afsi:rj]?
-

[xi:legsi:r]] .
-
[xi: :n] !

[ojsi: )]?
-

()

[xi: d$:n].
!
-

?
-
35 .

[tld5:si:mda:].

Text

1.

,
,

,
,
,

.
,

,
,

>

.
2.

. ,
,
,

>

>

.

,

,

>

()
.

330

Exercises

1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

...

?

... ?
... .

... .

... .
... .
... .
... .

... .

... .

....
...

.

...

...

.

... .

2.
'6-
-

.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Fill in suitable verbal forms,

....

....

....

....
....

... ?

....

....

...

3.

1.
2.
3.
4.
5.

Fill in suitable words.

....

Answer the questions using the model.

A: Ta
yy?
.
( ).

Ta

yy?
Ta ()

Ta

331

6. Ta
7. Ta

1.
2.
3.
4.
5.
6.
7.
8.

yy?
yy?

: Ta ?

?

?

()
?

4.

?
Answer the questions using the model.

A:

, .
, .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

?


?
,

?

?


?

1.
2.
3.
4.
5.
6.
7.
8.
9.

yy?

? (
?)
, . ()
> . ()

332

5. + -, -

+ --
.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

.
.
.
.

.
.
.
.
?

.
.

.

.

.

?


?

>
, .

!


?

6. + -4 -

+ -4

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Replace the verb forms using the model.

Replace the verb forms using the model,

,
.
, .

.
.

, 6
.
,
.

.

!

>

!


?

7.
,

Use a suitable word in the brackets,

1.

...
. (,)
2.

...
.
(,
)

333

3.
4.
5.
6.
7.
8.

... .

. (,
)

... .
(,
)

... .
(,
,
)
... .


? (,
,
)

... .

.
(,
)

,...

.
(,

,
)

8.
,

.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

...

... .

...

...
!

... !

.
(, )
()

()

)
...

...

Use a suitable word in the brackets,

? (,)
(, , )
...
? (, )
(, )
(, )
.

...

.
...

(,

...

(,

)
.

(,

? (, )
.
(, )

9.

(A, , B

).

Join the sentences using the model

(compare the models A and B).

A (

.
- Sentences with one subject/
actor.)


.

.
.
1.

.

.
2.

.

.
3.

.
4.

.
5.

.

.
6.

.

.
7.

.
8.

.
334

.
- Sentences with two subjects/actors.)

.
.
,

1.
2.
3.
4.
5.
6.
7.

.
.

.

.

.

.

.


.

.

.

.

.
8.
.

.
9.

.
10.

( ,

- Sentences with two subjects / actors and possessive suffix)

.

.
.

1.

.
2.

.

.
3.

.
4.

.

.
5.

.

.
6.

.
10.
.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Fill in interrogative sentences,

-.
-.
-.
-.
-.

.?
.
Ta op !
.?
>
.
.?

.
.? , 6 cap

.
.? !
.? ,
!
- . .?

- . .. ?

.
- . .. ?

335

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

...? 4x6 -

.
... ? .
...?
.

...? ,

...? ,

... ? , .

.
...? ,

.
...?

...? ,

...? .

1500

...? .

2000

11. .

.
.

.
.
().

().

Translation.

>

()
.
12.

Answer the questions.

1. Ta

?
2.
?
3.

?
4.

?
5.

?
6.

?
7.

?
8.

?
9.


?
10.

?
11.

?
12.

6?
13.

?
14.

?
15.

,
?
16.
, ?
17.
,

?
18.

?
19.

,
?

336

Homework

1.

.
2.

Learn the texts by heart.

Learn the conversations by heart.

3.

Write a short essay about "services" in

your town.

4. ,

Prepare a conversation about the

barber's shop, shoe repair shop and
watch repair shop.

Translate into Mongolian:

5. .

1. Where is the barber's? - The barbers is in the area of the Centre of Services.
2. How much is a haircut? - If you have your hair trimmed a little, two hundred
tugrigs, but it can also be more expensive.
3. Would you trim my hair to the length of two fingers? - Certainly.
4. My hair is too thick. - Would you make it a little thinner? - O.K.
5. Will you want me to apply grease on your hair? - O.K., but I will not have perfume.

6.
7.
8.
9.

The glass of my watch has broken. Would you repair it? - Let me see.
Your watch must be repaired. The axle has also broken. - Can it be repaired?
Oh yes (it is possible). - Then I will have it repaired.
When can I come and obtain it? (You may come) any time tomorrow or the day
after tomorrow.
10. Thank you, goodbye. - Goodbye.
*

11. I would like to order trousers. Do you have the material? - We do, you can choose
from that material.
12. When will the trousers be ready? - Come for a fitting in a week. Two days later the
trousers will be ready.
*

13. Do you make coloured pictures here? - Certainly. (Why should we not?)
14. I want to have two photographs made of these children, size 9 x 1 2 . - (Kindly) wait
a bit. When a customer (lit.: person) leaves, you can have their pictures taken.

337

The Four Seasons

Thirteenth Lesson

Grammar

1. Independent forms of the genitive

It is formed by adding the suffix -x to the genitive case. In this manner a new nominative
arises and therefore the form can stand independently. If this form occurs in another
case, the final suffix -x is preserved (even in the D.-L., as against the forms used in the
sense'our family etc., see L3, Gr. 1):
-
the one of tomorrow (Nom.)
--
the one of tomorrow (Acc.)
--
in the one of tomorrow (D.-L.)
--
the one of today (Acc.)

2. Derivation of adjectives

a) Doubling the first syllable with an added -e intensifies the quality expressed by the
adjective (mainly with colours):


ye ynaan
tuue
But: mac xap, xae xap

completely green, bright green

completely white, snow white
completely red, scarlet red
completely new, brand new
completely black, pitch black

b) The quality can also be increased by the suffix -emap4:

rather warm, somewhat warm

rather short, somewhat short

339

3. Cases

The instrumental in its temporal meaning (L5, Gr. 3) can also imply an approximate
period of time:

yeb ()
at the time of the New Year, around the New
Year
Special form:
in the morning, sometimes in the forenoon
4. Temporal clause

The verbal forms in -4

(converbum successivum according to Poppe) have in
particular a temporal meaning: as soon as, when. The possessive suffixes / particles aaA
and are used with this form according to the same principles explained above (L7,
Gr. 11). In purely colloquial language, however, it is possible to use the form -
,
which has the same meaning:

.
Lets meet, when the lesson finishes.
In colloquial language the form -4
is sometimes simplified to -xaap4 (converbum
comparativum according to Poppe), which expresses purpose. Due to this mingling,
even the converbum successivum can be used to express purpose in colloquial language. It is perhaps not advisable to imitate this use of language, but it is necessary to
understand it.

5. Nomen

perfecti

Nomen perfecti in the accusative (see also LI 1, Gr. 7c) has the function of an object
clause:
Bu
.
I did not know it was snowing.
Bu
.
I did not know that the car had come.
Bu

.
I did not know that Dorji had come.

.
I knew he had come.

.
He told me he had arrived yesterday.

6. Increasing the degree or the quality

In Mongolian there are two words ,

(written language) and

each, which are placed after words expressing degree or quality. The respective phrase
corresponds to English 'the more... the more', etc. Sometimes the above words can also
be placed after verbs and the phrases are translated by the respective verbal or noun
phrases (day by day, and the like):
.
It is getting warm day by day.
340


.The warmer it is, the more the snow melts.
The more the wind blows, the better.

.
The more the better.

.
7. Syntactic differences of the converbum

perfecti

and converbum

imperfecti

The difference of these two forms is more conspicuous in a sentence finished by a negative verb form. Converbum perfecti shares the negative meaning of the final verb, while
converbum imperfecti preserves its positive meaning:
Sometime it is snowing and (but) it does

not get cold.

.
Sometimes it is not snowing, neither does

it get cold.
.
Compare also the following:
Sometimes it does not get cold even

()
though it is snowing.

.
Sometimes

,
it isnot snowing, neither does

.
it get cold.

8. a) Phrases with postponed

This word is placed after a word in G. in a phrase appearing as an object in the sentence.
In that case
takes the form of the accusative. In colloquial usage,
is
followed by (with the corresponding change in the form of the accusative suffix)
(cf. Pattern No. 22 B).

I know some (a few) of these many stu.

dents.
b) Phrases with postponed ,

These two words are placed after the main word in an object phrase and the Acc. suffix
is added to each member of the phrase in the written style. In the spoken style, however,
can be added after ,

(with a corresponding change in the form of the

accusative suffix) (cf Pattern No. 22 ).
Bu

.
Bu

I know all of these many students.

.

9. Idioms and phrases

.
Ta .

What a relief! (see also LI 1, Gr. 12)

Good-bye (Lucky journey).

341

Ta

.
.

Good-bye (may you sit/live [here] well).

I wish you all the best. Good luck.
through snow, by snow, with snow
at the time of snowfall
through rain, by rain (as an object, by which
s. th. is done)
at the time of rainfall (cf. L5, Gr. 3)

Vocabulary

(2.1)
(,
,
)

(2.1)
- (32.1)
(,,
)
(2.1)
(,
,
)

(2.4)
(*,
,
)

()
- (1) (, , )

(2.4)
(*,
,
)

(2.4)
(*,
,
)
(2.2)
(,
,
)

()
- (2.5)
(,
,
)

()
()
342

slowly, gradually
character, temperament, manners
having a certain character; ill-tempered, ill-mannered
economy
to speak respectfully
peace, quiet; well-being, good health; leisure
peace; well-being
salute respectfully, send greetings (also through s. o.)
to greet
to greet
quite good, excellent
rich
to ripen

to descend; to settle down, encamp; dismount (horse), get off

(bus etc.)
sultriness; sultry
pasture, grazing grounds
the world, earth
to feel cold, shiver
praxis
to warm up (weather)
to warm oneself (e.g. by the fire - )
average; (middle size)
thunder; (sound, noise)
to pass the summer
summer camp; summer cottage
ice

()

(2.3)
(,
,
)
()
(2.4)
(*,
,
)
(2.5)
(,
,
)

- (1)
(, , )

()

(2.3)
(,
,
)

()
()

(2.4)
(,
,
)

()

() 1.
(2.2)
(,
,
)

-(1)
( , ,
)

- (1)
(, , )

(
)

()
- 2. (32.1)
(, , )
(2.1)
( ,
,
)

leaf, foliage; petal

calm, quiet; pleasant, relaxing
autumn
to pass the autumn

sun
to turn green, become green
to sleep (honor.)
homeland, domicile; pastures
to nomadize, migrate
movement from place to place, nomadism
airplane; (vessel, boat)
peculiarity, feature
winter
to pass the winter
winter quarters, campgrounds
grass; hey
shop, store; firm
to blow (the wind)
cedar nut
thought, thinking; idea
tail; end; last, final
grain, crop
to settle, stop; (about snow) to remain (on the
newborn young animal
to have (let) cattle produce young
each; the more ... the more
each; the more ... the more
to collect, to pick (fruit)
temperature
sky, heaven; weather
season, quarter of a year
saddle animal(s); means of transport
to ride, mount (a horse, etc.)
to grow, sprout
plant, vegetation
crop, harvest
evening (less frequent in colloquial)

(2.3)
(,
,
)
()
(2.4)
(,
,
)

()
(2.4)
(,
,
)
(2.4)
(,
,
)

()
- (2.2)
(,
,
)
(2)
(,
,
)

(1)
(,
,
)

(2.4)
(*,
,
)

()

()

l.b

(2.1)
(,
,
)
-(2.2)
(,
,
)

()

()

- (2.1)
(,,)

344

really, in fact, as a matter of fact

seed, grain; fruit
spring
to pass the spring
spring quarters of camp
to plough or till the land; (to break, smash)
haymaking
to thaw, melt, dissolve
to feel hot, suffer from the heat (man)
to reduce, diminish; subtract; minus
enclosure, court, yard
to freeze, be frozen
to change
precipitation, rain or snow
to collect, harvest
cold, frost, cool
to cool off, become cold
food (attrib.), related to food
as usual, unchanged (in the original form)
degree (unit of measurement)
weather
snow
lightning
all, everything
clear, bright, cloudless
to become yellow
to sublimate (about snow)
bird, fowl
storm, blizzard
harmony, agreement, friendship
women
to seek, look for; to beg, request; to inquire after s.o.
because (lit.: 'if you say wh/)
fine, good (exclamation expressing satisfaction)

Pronunciation

[
[:
[
[:
[
[:

- u]
- u:]
- ]
- :]
- d]
- :]

"> -,
-,
-,
->
-
-,
- -,
-,
-
-, -,
-,
-,
-,
-, -
-, -,
-,
-,
-
-> -,
-,
-,
-,
-
-,
-,
-,
-,
-

Sentence Patterns

1.

.
.

?
?
?

345

?
?

?
?

()
()

()
( )
()
()

.
.

.
.

3.

()

()

4.

346

()
()

()
()

5.

6!

347

!
!

7. (
)

()

Target

()

Direction

.
.

8.

348

9
9

.
.

9.

!
!

)
)

(
()
(

10.

.
.

().

349

11.

= ().

12.

().

!
!
!

.
.

.
.

13.

14.

350

.
.

15.

16.

17.

iMapraam

.
.

351

18.

.
.

(!)

(!)

.
.

19.

6- cap

20.

352

.
.

21.
A:

()

- -

.
.

=()
=()

22.

.
.

.
.

()
()

.
.
.

.
.
.

353

Conversations

1-p
-

6?

?
.

(
)

(
)

?
>
,

,
.

,

.

.
.

2-
-

?
.
,

?

.

?
?

.
.
()

3-
-

,
!
,
?


,

?

,

>

?
()

?
,
.
9-
.

354

4-

Ta

..

.
.

?

.
?
,

.
.
, .

?
?

5
-

?
.

.
.

.
.

.
.

,
.

6-
-

?
- . 12,1,2-

.

11-
3-
()

.
-

?
-

.
()

.
-

?
- .

.
-

6?
-
,

355

7-
-

.

?
.

.
,
6!

, .
.
?

.
.

(.)

8-
-

!

>
!

, ,

.
()
.

> .

.
-

- .

9-
-

?
,

.

?

.
?

?
.

.

.
.

10-
-
?

11-
-

- ,
356

.
?

- ,
- ,

).

.
.

(=)

(=

Text

,
, ,

.
,

()

,
,

.
,
,

(30-35) .
, .

.

.


,

,
.
, ,

.

.


.
, ,
()
.

25-30 (

/ )
.

1.
.

Exercises

Fill in suitable words,

... .
...

...
.

... .
... ,..
.

.... ,

... .

... .
,,

...
.

... .

... .

...

....
... ,...
...

.
...
.
2.
:

Answer the questions using the model.

?
( ) .

1.
2.

?
?

?
,

?

357

3.

?
4.

?
5.

6.

>

7.

8.

?
3.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

>

?
?

?
?
,

?
.

Answer the questions using the model.

?
.

?

?

4.

.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Use a suitable form of the verb in the

brackets.

(-).

-.

(-).

(-).
(-).

(-) .

(-).

(-) .

(-) .

(-).

(-).

(-) .

(-),
(-) .

(-) .

(-).

(-).
(-),
(-),
(-).

(-) .

(-)

(-)
.

(-).

(-)
.
13. ,

(-)>
(-).
14.
(-).

(-).
15.
(-).
(-).
358

>

5.

1.
2.
3.
4.
5.
6.

HOB
( ).
( ).

( ).
map ( ).

( ).
( ).

1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

Use the following words in sentences.

-).
(
-).
(
-).
(

-).
(

-).
(
-).

6.

Join the sentences using the model

A:

.
.

.
.
.
.

.

.

.

:



.

.

.

1.

2.

3.

4.

6
.

.
6
.

.
6
.
6
.

.
.

359

7.

Divide the sentences into two using the

model.

:

.
1. .
2. .

1. .
2. .

1.
2.
3.
4.
5.
6.
7.
8.

.

.

iMapraam

.

.

8.

1.
2.
3.
4.
5.
6.

A:
.

.
.

Join the sentences using the model,

pyy .
.

.

.

.

.
.

6 .

.

1.
2.
3.
4.
5.
6.

:
.

.
.

360

.
.

9.

1.
2.
3.
4.
5.
6.

A:
.

:
.

10.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Join the sentences using the model,

pyy .
.

"" .

.

.
.

.

.

1.
2.
3.
4.
5.
6.

.
.

"" .

Answer using the model.

? ()
.
. .

? ()

? ( )

? ( )

? ()

? ()

? ()

? ()

6? ()

? ()

11.
:

Answer using the model.

1.
2.

? ( )
.
? ( )
6? ( )

3.
4.
5.
6.

? ( )

? ( )

? ( )

6? ( )

12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Add interrogative sentences.

..?

.
..?

.
..?

.
..?

.

.
..?

.
..? ,

.
..?

.
..?

6
.
..?

.
..? .
.
..?

.
..?

.
..?
2

.
..?

.
.
..?

.
..?

.
..? ,

.

.
..?

?
..?

.
..? .
( ).
..?
10 .
..?

13. .

Translation.

: ,,
,.

.
,

.
,

.

.

,
.

.
:
(

.)
(Translate with the help of a dictionary.)

.
362

HaiM

.
-(1)

(=)
14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.

love, lover
short, temporaty love
tender, sweet love
love of the (whole) life
permanent love
to make a mistake, to err
here: was
Answer the questions.

6?

6?


?

?



?

?

()

Homework

1.

2.

3.

.
4.
.

Learn the text about the four seasons.

Talk about the four seasons with your

colleague.

Write about your public holidays.

Learn to sing the above Mongolian folk

song.

5. .

Translate into Mongolian:

1. Good morning, have you slept well? - I have (thank you). And you have slept
well?
2. I have (slept well). There was a storm at night. Did you notice it? - I did not know
that it was raining. At what time did it rain?
3. It was raining between two and four.
*

4. What is spring in Mongolia like? Is it (usually) warm? - No> it is not very warm.
The wind blows, but it gets warm slowly.
5. What is the spring weather like? - The spring weather is changeable.
6. Do you know what jobs are done in the spring? - It is the time of ploughing sowing and planting vegetables.
7. Is it warm in summer? - In summer it is usually warm* (but) sometimes it rains
a lot.
8. What do the Mongols call the autumn? - They call it the relaxing (peaceful) autumn.
9. Why do they call it that? - Because the autumn sky is beautifully clear and sunny.
Seeds and crops are ripening and the harvest is brought in.
10. Is it usually cold in winter? - Very cold. The average winter temperature in Mongolia is -35C and sometimes the frost reaches -50C.
11. It is very cold. Can people and animals go out in such cold? - But of course (how
could they not do so?).

364

Fourteenth Lesson

School and Education

Grammar

1. Postpositions

(with genitive)
for, for the sake of, instead of
Ta
ux .
You have done a lot for me (instead of me).
2. Numerals

a) Declination of numerals with a nasal added to the stem: this form is used for the
date (day of the month). The ablative has the meaning starting from
from the
first, second...'

Note that ,

implies other entities than 'date', e.g. hours, persons.

b) Approximate numerals are expressed in various ways. One is the use of the words

(several), .

(exceeding),
(over, beyond),
after the word for the respective 'ten'.

a bit over ten

a bit over twenty

over ten (colloquial language)

over ten (written language)

approximately ten

approximately twenty
Another form is adding the suffix -aad4 to the word for'ten.

not whole ten, nearly ten

xopuod
not whole twenty, nearly twenty

not whole thirty, nearly thirty

365

(about, near)

3. Converbum

modale

Sometimes this form (see L7, Gr. 9) may be translated as an adverb:

(-) (to repeat) jointly < (2)

to unite, join

4. Concessive

This is formed by the suffix -. In colloquial language it is rather rare and appears in
fixed expressions:
!
Let it be! So be it!
!
Let it happen!
!
Let it be (happen) so!
!
Just let it be (happen) so!

5. Parallel action

The verbal form taking the suffix-4

has the meaning of an action running parallel
with another action. It is used when both clauses have the same subject.

when (while) doing, doing

when (while) looking, looking

During cooking I am learning English

conversation. (Lit.: While doing (my)
cooking, I am learning....)

6. Immediately preceding action

The verbal form taking the suffix -/-

designates an action, which took place
(will take place) immediately before another action. It may be translated'(immediately)
as, as soon as'. This form can have one subject: -/-,
or two different
subjects: -
()/-
().

.
As soon as the meal starts boiling, let me
know.

.
As soon as he wakes up, I will ask (him).

.
As soon as (the moment) you come, let me
know.

.
As soon as (the moment) he comes, let me
know.

366

7. Purpose

The most popular form in colloquial language is the one using the clause with forms
of the verb To say. The written language can make finer distinction by various grammatical cases of verbal nouns, to which it may also add postpositions.
Bu
cypax .
I.
came to learn Mongolian (in order to


learn).

ux

In order
to learn a foreign language, one
()
must speak a lot. (If one wants to learn...
one must...)

Bud
ux .
We do much so that we may be healthy
Bud

()
()
(in order to be...).
.

8. 'Either - or'

This syntactic relation is expressed by way of a combination of various words with the
particle before both parts between which we are supposed to choose:

> , ()
,

Either I will make tea or I will make
.
a meal.
These phrases can be used in any combination. In the spoken language an older form
can also appear, viz. ,
pronounced as [esve:s, esegveis].

9. Notes on colloquial style

The word
should appear before the determined word in this form, but in colloquial style it can also be used in the form ,
which according to the grammatical
rules is an independent form.
In ordinary speech some syntactic links are not formally expressed and words are
simply juxtaposed:

()
...

...
The health of that man is poor.

367

10. Idioms and phrases

.

!

long before, already long before

May it happen (according to the wish).
It is not much at all (what I did, and the like).
! It is not too bad at all.

Vocabulary

(G.)
( 2.1)
(,
,
)
( 2.4)
(,
,
)

( 1)
(,
,
)

/
()

( 2.4)

-(
1)
(,
,
)

(G.)
-(
1)
(,
,
)

( 2.2)
(,
,
)
368

to do work, perform work (office jargon)
science of medicine; medicine
thanks to, owing to
to utilize, make use of
to confirm
to provide education
(following the qualified word) not; (is) not
complete(ly), fully
incomplete
train
certificate, (school) report
chief, director, manager
diploma
thesis (e.g. for M.A.)
mark (at school); sum, total
(good) wishes
rules, order, principle
report; paper
to read a paper
Manchu
and also
addition; supplement
to provide; to grant; to pay out
special, extraordingary; excellent
very good
article, essay
for, for the sake of, instead of
to spend time
Technical University
branch, section; sector; faculty
(student's) record book
seminar
to exchange

(G.)
( 3)
(,
,
)
( 2.1)
(,
,
)

()

(G.)

- ( 2.4)
(, ,
)
,
(G.)

- ( 3)
(, **,
,
)

( 2.4)
(,
,
)

()

( 2.2)
(,
,
)

( 2.1)
(,
,
)

( 1)
(,
,
)

- ( 1)
(, , )
( 2.1)
(,
,
)

study, learning
to study, perform the study (slightly formal)
with regard to, concerning
to come to an end, finish
to finish s.th., complete
plan
for the sake of; in order to
railway
to be born
for, for the sake of; in order to
the given; this very; this same
each, everyone
special, particular; separate
to be equal to something
generally speaking
state examination
competition; (public) competition (for a post)
meeting, rendezvous
evening party
to originate, spring from
doorkeeper, gateman
to defend (also e.g. a thesis), protect
together, jointly
co-operation
communication(s); also: connection, tie; union, association
programme, plan
meeting, session
education
humanities
linguistics
to discuss
gathering, assembly
to examine (students)
examination
to undergo an examination (a student)
research, investigation
to examine for a credit, to give a credit
to pass an examination for a credit

369


( 2.4)
(,
,
)

- ( 2.5)
(,
,
)

1.
()
-
()
() 2.

credit (of University courses)

to criticise, discuss, debate

economy
admission, enrolement
admission examination
to enrol, enlist, join
scientific, research (as attribute)
right, privilege; authority
either - or
beginning; source; origin
original writing, original literature
on foot
on foot
trouble; stop it! enough!

Pronunciation

[g - y]

-,
-,
-,

[t - d]

-,
-,
-,
-,
-,
-,
-,
-

[-i:]

, ,
, ,
,
,
,
,
,
,

370

-,
-,
-,
-,
-,
-,
-,
-,
-,
-

-,
-,
-, -,
-,
-,

-,
-,

-,
-, -,
-,

, ,
,
,

Sentence Patterns

1.

6?

?
?

()
(
(

)
)

()

.
.
.

.
.

2.

?
?

.
.

04

371

?
?

4.

()

()
()
()

5.

372

.
.

)
)
)
)

, .
, 6
!
().

( , ) ().

6.
()

()

7.

373

.
.
.

8.

9.

10.

374

1 .

.
.

12.

,
,
,

.
.

13.

?
?

()

.
.
.

375

()

! .
j

.
.

14.
[

6?
?

A
!

.

.

.
.

376

Ta

.
.
.
.

()
()

.
.
.
.

.
.
.

.
.

16.

()

?
?

377

,
,
,
,

()

.
.
.
.
.
.

17.

()

?
?

,
,
,

()

.
.

.
.

18.

6?

1
()
()
()
()

()
()
()
()

()

378

.
.
.

1 .

.
.

)
)
)

/ .

20.

?
?

()
()
( )

.
.
.
.

.
.

21.

(
)

(
)
?
6?

(
)

(
)

(
)?

(
)
6?

(
)?

(
)
?

379

.
.
.
.
.
.
.
.

22.

()

6?

6?

5
4
3
2

().
.

23.

.
.
.
.

.
.
.
().

380

.
.
.
.

oo, [cbrdp:]

aa, [dulma:]

aa, [damdia:r|]

, [sre:i)]

aa, [sambo:]
, [Jarx:]

?
?

Permission

().
().
().

()

().

().
6)

immediate and willing permission

!
)

Permission with mixed feelings

'anything is possible')

, (

.
.
.
.
.

Hesitation

?)

381

Refusal

e)

! [gje:]
! [gje: gj]
!

382

Sharp refusal

Conversations

1-p
-

?

12-
15-,

1-
4- .

2 >
3 .


?

8

,

.

?

?
,
,

,
,

.
1

?

1-
25- .
(

25-.)

2-
-

(
)?
.
()
.

).

.
()

?
() 1,2-
.
() 3-
()
?
()
.
()

?
,

?


.

383

3-
:
:
:

? ( ?)
:

().
:

.
: 1-

.
:

?
:
...
: ,

. 2>3-

: .
:

?
:

: .

.
:

?
: ()

.
: ,

().
: (
).
: , . .

4-
-

?
.

.
()
.
,

?

?
,

,
,

?
.

4 .
5 .

3
, 4 .

6
.
>

? (

?)

(
).

4

.

4

(
)

1,5-2
.

384

5-

~
-

Ta
.
?

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.

4-

.
, .
,

.
.

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-

,

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.


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.
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.

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-

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Text

1.

,
,

,
,

.

.
,
2000

2007
.

.

,

.
,
,

,
,
,

,
,,

.
385

2.
(
,

2-3

. - ,
,

()


.
.

.
- 10 000

Exercises
1.

Fill in suitable words or phrases.

..
.

... ..
.

..
.

1-
20- ... 1
...

.
...

.

...
.
..

...
.

... .

...
.

...
.

... .
...

... ()
.

... .
2.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Answer the questions using the model.

xaa
? ()
XAA . .

? ( )

? ()

? ()

? ( )

? ()

? ()

? ( )

? ()

? ( )

386

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

? ()

?()

? ()


? ()

cap

? ( )

? ( )

? ()

? ()

? ( )

? ( )

3.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

5.
6.
7.
8.

Answer the questions using the model.

xaa

? ()
.
,
.

? ()

? ()

? ()

? ()

-1

? ()

6? ( )

? ()

? ()

? ( )

? ()

? ( )

? ()

4.

1.
2.
3.
4.

React using the model.

( )

.
...

.
()

.
( )

.
()

.
(
)

.
( )

.
()

.
()


.
()
387

9.

.
()
10.

.
(
)
11.

.
( )
12.

.
( )
13.

.
( )
5.
.

.

.

Join the sentences using the model,

1.

.
2.

.

.
3.

.
4.
.

.
5.

.

.
6. ,

.
.
6.

Change the written forms into colloquial

forms.

opoc

.

.

1.
2.
3.
4.

.



?
, 6

.
5.

.
6.

7.

Use the suitable words in brackets,

1.

...
.
(>
,
2.
...
.
(,
,
388

)
)

3.
4.
5.
6.
7.

...
.
(,
,
)

...

.
(,
,
)

...
.
(,
)

... .
(,
)

...
.
(,
,
)
8. ...

.
(,
)
9.
...

( ,

,
)
10.

...

.
(,
,
)
8.
.
:

Change the sentences using the model,

.

.
()
, ()
.

1.

.

.

.
2.
,

.
3.

.
4.

.


.
5.
.
.


.
6.

.
.

.
7.
.

.
8.
.
.
.
9.

.

.
9.

.
:

Join the sentences using the model,

(
)
.

1. ~
2.

3.

.
.
.
389

7.
8.
9.

13.

,
,

.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

? (

6? (
)

? (
,

)
)

Fill in suitable forms of the verb "to

come".

...
.

...
.
...

...

...
.

...
.

...
.

...

... .

...

.

...
.

...
.

14.

Translation.

.

.

.

,

.
15.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Answer the questions.

?


?

4.
5.
6.
7.
8.

.

,

.


.

10.

.
:

1.
2.
3.
4.
5.
6.
7.
8.

.
.
.

Join the sentences using the model

.

.
.
.
.
.
.

.
.

Answer using the model.

6? ( , )

.
.

? ( , )

? ( , )

? ( , )

? ( )

? ( )

? ( )

? ( , )

6? ( )

12.
.
1.
2.
3.
4.
5.
6.

.
.
( )

11.

1.
2.
3.
4.
5.
6.
7.
8.

Answer and use the words in brackets,

Ta

? ( )

6? (
)

? ( )

? (
)

? (
)

6? ( ,

15.
16.
17.
18.
19.
20.
21.

,


?

6?

Homework
.

2.

4. .

Learn the conversations by heart.

Talk about school and examinations

with your colleague.
Write about your University.

Translate into Mongolian.

1.
2.
3.
4.
5.
6.
7.
8.

Have your examinations begun?

They will start on 3rd January.
Do you have many exams?
I have four exams and one state exam.
A state exam in what?
We will take a state exam in early Mongolian literature.
How do you prepare for your exams?
Sometimes I sit alone and read the textbook. Sometimes I read the original literature
and talk with friends.
9. Did you have many credits? Did you obtain them all?
10. We had five credits. 1 obtained them all.

11.
12.
13.
14.

Did you know your questions?

1 did not know the questions well. I answered one question rather incompletely.
Did the teacher ask you an additional question?
Yes, I knew that question well.

15. How many faculties, departments, teachers and students does your University
have?
16. Our University has almost (not full) ten faculties, over fifty departments, about
(approximately) a thousand teachers and over ten thousand students.

392

1.

3.

17. Are you learning new words while cooking?

18. Yes. Would you watch the dish? As soon as it starts boiling, let me know.
*

19. I will either go to the cinema or visit the Dorjis.

20. Either you do this work or you return home.

393

The City of Ulaanbaatar

Fifteenth Lesson

Grammar

1. Cases

a) The ablative is used in the following phrases:

far from here

close to her (lit.: from here)

cyyto sit (on the bus) at the stop...(lit.: from

the stop...)
b) The sociative is used similarly in some phrases:

close to (with) this

close to (with) this building

c) The instrumental can have a distributive meaning:

(moving) through busy places

Approximate temporal meaning:
capbtn

()

d) Double case (D.-L. + Instr.):

()

()

by the beginning of January

by the end of January
by the middle of January

about the tenth (of a month)

about the tenth (of a month)

2. Postpositions

a) The postposition 'on, in often has a meaning close to that of D.-L., but implies
a non-functional presence at the given place, while D.-L. implies participation in the
activity of the respective institution etc. (see also L7, Gr. 2):

in the monastery (as a visitor)

at the monastery (participation in the meeting, and the

like)
395

xypand cyyBut:

at the meeting (encountering s.b., talking to s.b.)

to sit at a meeting (active participation in its proceedings)
-

to get off at a station

b) The postposition xaeuap (G.) around, in the vicinity of, close to' has both a temporal
and local meaning. The postposition
(G.) around, close to' has only the local
meaning (see Patterns Nos. 1-3).

3. Numerals

Mongolian occasionally makes use of older numerals for the values ten thousand and
more:
()
10 000 =

100 000 =

1 000 000 =

10 000 000 =

100 000 000 =

1 000 000 000 =

4. Optative

This is formed by the suffix -aaca4 (but: -)

and expressed (mostly impracticable)
wishes, sometimes regret ('if only...') and the like:

.
I wish you came quickly
.
I wish he were here.

5. Perfectum

futuri

This is formed by the particle -aw 4 , or ,

responds to'would like to' (see L9, Gr. 10b):
can

396

can

can

added to nomen futuri. It roughly cor-

(I) would like to go

(I) would like to do

6. Conditional

This is formed by the combination of nomen futuri with the past tense of the verb'to be.
()
.
I would have shown.
(Bu)
.
I would not have said.
(Bu)
.
I would have said.

.
Bu
maud
.

7. Verbal noun +

yy?

(colloquial

Had you come, I would have met (you).

Had I known it, I would have told you.

yy?)

This phrase expresses hesitation or doubt concerning a present or future action:

if my wife remembers me (misses

I wonder

me).

?

,
.

I wonder if we can come (i.e. do we have

permission?).
We can come (we have permission).
We cannot come (we do not have permission).
I wonder whether we will meet.
We may meet and

we may not (possibility

at a non-specified time).

Note the difference:

Bu

8. Nomen

? (

Shall I come (do 1 have the obligation)?

?)
may come and you need not come.
You

futuri

a) Nomen futuri in D.-L. expresses purpose:

From which station shall I go (sit), in order
cyyx 63?
to reach the hotel?

Which means of transport shall I take, in

?
order to reach the stadium?
b) Nomen futuri can also be used as object of the verbs - 2.4 to stop, cease and - cto
stop doing something . In that case it can either have the accusative suffix (the two verbs
have different actors), or the possessive suffix -aaA (the two verbs have the same actor):
...

()
(he, she etc.) stopped coming
...

()
(he, she etc.) stopped somebody coming
397

9. The word

This word is placed after a verbal noun in the predicate and expresses confirmation of
the statement, approximately: 'does he/she/it not?, would he/she/it not?' (in the sense:
certainly yes).

.
Would she not remember (miss) you? How
could she not miss you? (i.e. She certainly
misses you.)
10. Specification of direction, place and the cardinal points

The words designating the cardinal points are very important in Mongolian to determine position, because normally position is not determined relatively with regard to
the speaking person (to the right, left), but absolutely from the point of view of the
cardinal points. However, the meanings of the cardinal points seem to be derived from
the words designating relative position, probably with regard to the position of the yurt
(and man leaving it?). The yurt's door faces'south'or'the front'so the'east'is to the'left,
the'west' is to the'right' and the'north' is'behind','in the back'). The words designating
positions are semanticaUy veryfinely differentiated with regard to the speaking person,
direction of movement, relative position to other objects and the like.
a) Position in relation to the cardinal points:

in the north; at the back of, behind

xom
northern; back, rear
,
southern; being in front

western; being on the right

eastern; being on the left

()

on the southern side; in front of

on the northern side; at the back of
on the western side; on the right
on the eastern side; on the left

The words can also have attributive forms:

northern; rear
ap >
/
southern; front

western; right (being on the right)

eastern; left (being on the left)

at the side, being at the side

b) Movement in a direction (as if moving in a circle):

(through) this way

(through) that way

behind (e.g. when passing behind)

in front of (e.g. when passing in front of)

398

along the southern side

along the northern side
along the eastern side
along the western side

c) Movement in a direction (moving straight):

,
to the north
,

to the south
,

to the east
,

to the west
If the direction is the subjects direction, the word may be followed by the possessive aa4:
Go to the north (lit.: to your north)
()
.
Go to the south (lit.: to your south)
()
.
...the yard (enclosure) with a gate facing
...

north

From there you turn to (your) south and

()

then go straight on (lit.:'in your direction').

.
If the direction is unequivocally related to the persons body or in relation to the person,
the possessive aa4 is used obligatorily:

!
Look back (lit.: look to your back side)

!
Move slightly back (to your back side)

!
Move slightly forward (to your front side)
d) The closeness of the position is expressed by the suffix -xan4 (originally diminutive
suffix, see LI, Gr. 4):
xaaxan
where (exactly, approximately)
xoiixon
close behind (to the north)

close in front (to the south)

close behind (from the speakers point of

view)

close in front (from the speaking person's

point of view)

11. Idioms and phrases

5 This form appears only superficially like a

formerly; in old times

at present
any part (= each part)
right here, directly here, very close
in the heart of Central Asia
iative case, it is probably derived from *

>

399

(<
)

the way leading to the restaurant '

Which (bus line) is it?

I cannot remember (it does not occur to me).
It is up to you to decide (lit.: you yourself
decide).
I do not know / 1 really do not know,
interjection, expressing frustration or regret
you know, surely (coll.: introductory phrase
in the beginning of a sentence, almost always followed by )

Vocabulary

()

()

(G.)

-2. (1)
(,,)
,

(2.4)
(,
,
)

()

(G.)

(2.4)
(*
, ,
)
(G.)

()
(2.5)
(,
,
)
- (2.4)
(, ,
)

telephone booth
Academy
office; authority (also: official building)
(it is) not necessary
(it is) necessary
long ago
storeroom
at the back side of; to the north of
barman, waiter
to stop, cease
organisation, institution
possibly, very likely
to stop doing something
1. the Buddha; 2. a statue of the Buddha; 3. a deity
(rather) quick(ly), rapid(ly)
republic
in total, completely, as a whole
bridge
the so-called
along, alongside of; according to
sea, ocean
to go bankrupt
above, higher than; up(wards)
president
government office, the seat of government
administration, management
to stop, come to a halt
to pass by, go past; to be at variance


(2.2)
(,
,
)

(2.2)
(,
,
)

(2.2)
(,
,
)

- ()
(, **,
,
)

//

,
- (2.3)
(, ,
)
(2.4.)
(*,
,
)
(2.3)
(,
,
)

-(2.4)
(, ,
)

- (2.4)
(*,
,
)

,
()

()

()

lawn, green meadow

to be parallel to, to be on the same level
sure(ly), certain(ly)
to long for, miss

information, report
to become friends, establish friendly relations with
capital (city)
to fly; travel by air
the airport
s.b. coming from the same country (more official style)
nomad(s)
to be in, exist, be located
to pass (about time), elapse
to expand, widen, spread, increase
to spread, expand
minister
stupa, pagoda, tomb
(public) square
to turn; to go round
firewood and fuel (pair word)
the national assembly, Grand Khural
to the south
front (direction); south, in the south
water reservoir, pool
beautiful, handsome; scenic
(in the) neighbourhood; near
charity (present), donation
monastery
the northern part of the yurt (opposite the entrance)
to the north
to ones back side (e.g. turn, look etc.)
district, suburb
city administration
busy (street)
valley; cavity; hollow
monument, stele
grocery, food store

to reach, arrive at; to amount to

-(2)
(, ,
)

()
(32.1)
(,
,
)

()

(2.1)
(,
,
)
()

- (2.2)
(, ,
)


(2.3)
(,
,
)

(32.1)
(,
,
)

(32.1)
(,
,
)

()
()

enclosure; yard; monastery

to print, publish
printing office
policeman
the police (station)
electric power station
direction; straight (direction)
to move toward, head toward; to resolve, decide
straight on (in ones own direction)
direction, orientation
taxi going along a specific route
religion
straight, direct
to worship, to believe in
object(s), thing(s)
religious objects
to occupy, take possession of, possess
ambassador
to turn, to turn or move about
necessarily, inevitably, must
to esteem, consider important, respect
end, conclusion
final, last stop; terminal
ministry; office (e.g.

. - embassy)
tugrig (or any other currency; colloquial)

Pronunciation

[t - d ]

-,
-,
-,
-,
-,
-,
-,
-,
-,
-,
-

[ - aj (0) ]

-,
-,

- Dj(5)]

402

-,
-,

-,
-

-,
-,
-,
,
-,
-

-,
-,
-,

-,

-,

-,

()

S e n t e n c e Patterns

1.

(
)
()
()
()
()
()

(?)

.
.
.

2.

()

()

403

()

a)

6)

()
()

.
.

4.

404

().
().
().

?
?

6?

6.

.
.

6?

.
.

405

()

!
!
!
!

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).

8.

>

.
.
.

9.

406

.
.

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1.

)?

.
( ,

.)

.
(
,
.)


...
(

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.

...

...

:
: .

.
:
:
.

1.
().

11.

12.

().

407

13.

().

|
().
().

14.

.
.

04

15.

408

16.

6?
?

()

()

()

().

17.

.
.
.
.
.

.
.
.
.
.

.
.
.
.
.

409

18.

?
( ?)

()
( )
( )
()

,
,

19.

410

()
()

?
?

.
.

(:-

16

>

04

!
!

(:-/ \)

04

!
!

20.

00?
?

411

()
()

04

21.

()

,
,
,
,
,

.
.
.

.
.

22.

15-

412

()?

().

15-

23.

24.

Geographic directions
()
()

()
()

Conversations

1-
-
?

?
- .
.

,
-

?
- .

.
.

2-
-

()

.
413

12-
-

3-
-

? (
?)
-
.
.
.
.
-

?
-
.

12-

4-
-

.
?

.

.

5-
-

-
,

- 7

.
-
?
-
.

6-
-

?
?
.

?
.

15

?
.
.

.
, .
?
?
.
.
.

414

7-
-

?
.

, ?
.
.

8-
-

.

.

?
?

9-
- ,

>

()?

10-
-

- ,

).

11-
(
:)
-

().
( :)
-

?
-
.

.
-

().
- .


?
-

.
-

?
- 1.

.
-

?
-

, .

Text

.
.

()

1.

1300 (

,
- (

)
.

1649
.

,
,

>

.
1924

.

,
,
,

. 800 000 (
)
.

,

.

,
,
>

,

,

.

,

,
,
.

,
,

, 3,4,10- ,

,

,

-,


.

,
,

()

, , ,
,

.
2.

()

1 -2
(
)

( ,

)
,

, ,

416

.
10-20

.
1970-

.

,

.
0,7

(

)

("")

>

1.

Exercises

Fill in suitable words or phrases.

...
.
... ...

.

... .
... .

... .

... .

... .

....

...
.
1924
...
.

.
... .
... ?
2.
:

.
?

Answer the questions using the model.

1.

?
,

?
2.

?

,

?
3.
-

?
4.

?
5.

?
,

?
6.

?

,

?
7.

?
8.

?
9.

?
417

10.
>

3.

1.
2.
3.
4.
5.
6.

A:
10
. .
10 .

.
().

1.

.


.
2.

.
3.
9

.

9

.
4.

.
5.

.

.

Join the sentences using the model,

.
.

.
.

.
.

.
.

. .

:
.

, ]

.
().

1.
.

.
2. .

.
3.

)
.
4.

()

().
5. ()

.
.

:
()
.

1.
2.
3.
418

.
.
.

4.
5.

.
.

. ,
?
? ( ?)
1.
2.
3.
4.
5.

. > ?


. ,
?
15
. ,
?


.
,
?


.
> ?

1.
2.
3.
4.
5.
6.
7.

.
.

.
.

.
.

.
.

.
.

.

.

.
.

.
.

4.
:

Use the suitable verb forms in brackets.

... ? (,
?

, )

1.
...
? (, > )
2.

... (, )
3.

... (, ,
) .
4.

... (,)
5.

. ... (, ).
6.
... (> , ) .
7.

... ( , ,
) .
8.

... ( } ,
) .
9.
... (, ).
10.

... (, )
11.
... ( ?, ?)
12.

... (, )
.
419

13.
5.

... (> ) .
.

Fill in suitable verb forms.

1.
9

... .
... .
2.

...
3. ,

4. 10

.

...
5.

...
6.

..
.
7.

... .
8.

1924
9.

... .
6.

.
:

1.
2.
3.
4.
5.
6.
7.
8.
9.

?

... ?

...

Join the sentences using the model,

Split the complex sentences and explain

them using the model.

A:

.
. . (
)

.
.
.

.

.

.
...
... .
.
10

6
.

.

.

.

.

.

.
.
.

.

.
.
.

.

.
.

.
.
6 .

420

.

.

7.

1.
2.
3.
4.
5.
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1.
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10.

Change the sentences using the model,

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9.

Change the sentences using the model,

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421

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422

Fill in interrogative sentences.

...? - 1300

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...? - 1649 .
...?- 1924 .
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12.

Answer the questions.

1.

2.

1924
3.

4.
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7.
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10.
11.
12.
13.
14.
15.
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1.

Homework
.

2.

3.

4.

Learn the conversations by heart.

Talk about Ulaanbaatar.

Write a short text about Ulaanbaatar.

Talk about Ulaanbaatar with your

colleague.

5.

Talk about your own town.

6. .
Translate into Mongolian:
1. Ulaanbaatar is the capital of the Mongolian Republic located in the heart of Central
Asia.
2. This city is the political, economic, cultural and scientific centre of the Mongolian
Republic.
3. In the middle of the city there is a great square. This square is called the Square of
Suhebaatar.
4. Ulaanbaatar lies 1300 m above sea level.

5. Around the Square of Suhebaatar there are various office buildings.

6. To the north of the square there is the government palace.
7. In the government palace the President, the State Assembly, its president, and the
Prime Minister work.
8. Ulaanbaatar is a busy city. At present it has about 800,000 people.
X **
9. What is there in the northern part of the city?
10. In the northern part of the city there are mostly residential areas (districts with
enclosures and houses).
11. What buildings are there in the western part of the city?
12. In the western part there is the Trade Unions' Central Palace of Culture.
13. In the southern part there is the Agricultural University in the broad valley of the
Bogd Mountain.
14. Our family purchases all food from the 'Dalai Edge' market. The victuals there are
very fresh and of good quality.
15. Mongols call the great (Buddha) statue Megzed Janraisag. It is in fact a Tibetan
name of the Bodhisattva Avalokiteshwara.
16. There is no office there, there are (always) only the kiosks of market traders.
17. Formerly there was the Cultural Palace of Workers in the Building Industry. What
is there now?
18. It seems that now there is the "Chingis" beer factory.

424