GSEB Solutions Class 10 Sanskrit अभ्यास 1 पुनरावर्तन और क्रियापद-परिचयः

Gujarat Board GSEB Solutions Class 10 Sanskrit Grammar अभ्यास 1 पुनरावर्तन और क्रियापद-परिचयः Important Questions and Answers Notes Pdf.

Gujarat Board Class 10 Sanskrit Grammar अभ्यास 1 पुनरावर्तन और क्रियापद-परिचयः

GSEB Class 10 Sanskrit पुनरावर्तन और क्रियापद-परिचयः Textbook Questions and Answers

1. वर्तमानकालस्य क्रियापदानां स्थाने आज्ञार्थस्य
(लोट्लकारस्य) योग्यं क्रियापद लिखत।

1. जाया मधुमतीं वाचं वदति।
उत्तरम्:
जाया मधुमती वाचं वदतु।

2. त्वं स्थलान्तरं गच्छसि।
उत्तरम्:
त्वं स्थलान्तरं गच्छ।

3. बालः शुद्धं जलं पिबति।
उत्तरम्:
बालः शुद्धः जल पिबतु।

4. सुपुत्रः जनकं वन्दते।
उत्तरम्:
सुपुत्रः जनकं वन्दताम्।

5. छात्राः प्रातः पाठशालायां वर्तन्ते।
उत्तरम्:
छात्राः प्रातः पाठशाला गच्छन्तु।

2. शस्तन भूतकालस्य क्रियापदस्य अनुरूपं वर्तमानकालस्य क्रियापदं लिखत।
1. काले पर्जन्यः अवर्षत्।
उत्तरम्:
काले पर्जन्यः वर्षति।

2. तातः पुत्रं समादिशत्।
उत्तरम्:
तातः पुत्रं समादिशति।

3. सायं भोजनम् अभवत्।
उत्तरम्:
सायं भोजनं भवति।

4. जलाशयान्तरं मत्स्याः अगच्छन्।
उत्तरम्:
मत्स्याः जलाशयान्तरं गच्छन्ति।

3. सायं भोजनम् अभवत्।
उत्तरम्:
सायं भोजनं भवति।

4. जलाशयान्तरं मत्स्याः अगच्छन्।
उत्तरम्:
मत्स्याः जलाशयान्तरं गच्छन्ति।

5. छात्रा: आलस्यम् अत्यजन्।
उत्तरम्:
छात्रा: आलस्यं त्यजन्ति।

3. उदाहरणानुसारं प्रवत्तानां रूपाणां परिचयं कारयत।
उदाहरणम् – भवति – भू धातु, परस्मैस्पद, वर्तमानकाल, अन्यपुरुष, एकवचन
1. त्यजति
2. विनश्यति
3. गच्छ
4. वर्षतु
5. लभताम्
6. आचरेत्
उत्तरम्:
1. त्यजति– त्यज् धातु, परस्मैपद, वर्तमान काल, अन्य पुरुष, एकवचन।
2. विनश्यति- वि + नश् धातु, परस्मैपद, वर्तमान काल, अन्य पुरुष, एकवचन।
3. गच्छ्– गम्- गच्छ, परस्मैपद, आज्ञार्थ, मध्यम पुरुष, एकवचन।
4. वर्षतु- वृष् धातु, परस्मैपद, आज्ञार्थ, अन्य पुरुष, एकवचन।
5. लभताम्- लभ् धातु, आत्मनेपद, आज्ञार्थ, अन्य पुरुष, एकवचन।
6. आचरेत्- आ + चर् धातु, परस्मैपद, विध्यर्थ, अन्य पुरुष, एकवचन।

4. योग्य क्रियापदं चित्वा रिक्तस्थानानां पूर्तिः करणीयाः।
1. अहं तावत् जलाशयान्तरं …………। (गच्छेत, गच्छामि, गमिष्यति।)
उत्तरम्:
अहं तावत् जलाशयान्तरं गच्छामि।

2. पश्चात् घटोत्कचोऽहम् …………|(अभिवादये, अभिवादयति, अभिवदयसि।)
उत्तरम्:
पश्चात् घटोत्कचोऽहम् अभिवादये।

3. प्रत्युत्पन्नमतिः सुखम् ………….| (एधेते, एधते, एधन्ते)
उत्तरम्:
प्रत्युत्पन्नमतिः सुखम् एधते।

4. तेन भवान् काष्ठानि (आहार, आहरतु, आरन्तु)
उत्तरम्:
तेन भवान् काष्ठानि आहरतु।

5. सः विधिवदुपयम्य स्वनगरम् …………|(अनयत्, नयामि, नयन्तु)
उत्तरम्:
सः तां विधिवदुपयम्य स्वनगरम् अनयत्।

5. अधोलिखितेषु वाक्येषु प्रयुक्तस्य आज्ञार्थस्य क्रियापदस्य अर्थं लिखत।
1. सर्वे भवन्तु सुखिनः।
उत्तरम्:
भवन्तु – let them be

2. व्यायामम् आचर।
उत्तरम्:
अचार – practise

3. स्मर नाम हरेः सदा।
उत्तरम्:
स्मर – remember

4. शतं जीव।
उत्तरम्:
जीव – live

5. जनकः भोजने फनानि खादेत्।
उत्तरम्:
खादेत् – be should eat.

GSEB Class 10 Sanskrit पुनरावर्तन और क्रियापद-परिचयः Additional Important Questions and Answers

1. अधोलिखत क्रियापदेषु आत्मनेपदे लङ्लकारस्य क्रियापदानि रेखाकितानि कुरुत
अचिन्तयत् – अचिन्तयत – अपालयत्
अपालयत – अनयत – अवर्तत
अलभत – असेवत – अमोदत
उत्तरम्:
अचिन्तयत्, – अपालयत, – अनयत
अवर्तत, – अलभत, – असेवत
अमोदत

2. एतेषाम् वाक्यानाम् वर्तमानकालत: भूतकाले परिवर्तनं क्रियताम्
1. शिष्यः गुरुम् न मति।
2. त्वं कार्यं करोषि।
3. शिक्षकः असत्वादिने छात्राय क्रुध्यति।
4. बालाः नीतिशास्त्रं शृव्वन्ति।
5. पितरौ स्नेहेन पुत्रस्य अंगानि स्पृशतः।
उत्तरम्:
1. शिष्यः गुरुम् अनमत्।
2. त्वं कार्यं अकरोः।
3. शिष्यः असत्वादिने छात्राय अक्रुध्यत्।
4. बाला: नीतिशास्त्रं अशृव्वन्।
5. पितरौ स्नेहेन पुत्रस्य अंगानि अस्पृशताम्।

3. योग्य क्रियापदं चित्वा रिक्तस्थानानां पूर्तिः करणीया –

सः नायकः ………… (अस्ति/आसीत्/भविष्यति/अस्तु)
कालिदासः रघुवंशम् ………… ।(अरचयत्/रचयतु/अरचताम्/रचयेत्)
सा तत्रैव …………….| (आगच्छत्/आगच्छति/आगच्छतम्/आगच्छम्)
रमा ………….| (अवदत:/अवदतम्/अवदम्/अवदत्)
तत्र किम् “……………| (भवत्/अभवः/अभवत्/भविष्यति)
त्वम् किम् “………….| (पश्य:/अपश्य:/पश्यसि/पश्येत्)
रामः रावणम् “………….| (अहनः/अहनत्:/हन्यात्/हन्तु)
त्वम् ह्यः कुत्र “………….| (आसीत्/आस्त:/आसी:/आस्म)

उत्तरम्:

आसीत्
अरचयत्
आगच्छत्
अवदत्
अभवत्
अपश्यः
अहनत्
आसी:

4. उदाहरणानुसार प्रदत्तानां रूपाणां परिचयं कारयत –
उदाहरण – हसेत् → हस् धातु → परस्मैपद → प्रथम पुरुष → एकवचन

उत्तरम्:

5. एतत् सम्भाषणम् पठित्वा रेखाङ्कित-क्रियापदानि अधोनिर्दिष्टेषु स्तम्भेषु वर्गीकृत्य लिखत –
गीता – ह्यः त्वम् किमर्थम् विद्यालयं आगच्छः?
माला- ह्यः अहम् मातुल-गृहम् अगच्छम्।
गीता – त्वया सह के के अगच्छन्?
माला – सर्वे कुटुम्बसदस्याः एव अगच्छन्।
गीता – किम् तत्र विशेषकार्यक्रमः आसीत्?
माला – तत्र गृह-प्रवेशोत्सवः आसीत्। अतः वयं सर्वे तत्र अगच्छाम।
गीता – त्वं तत्र किम् किम् अकरोः?
माला – मम माता यत् यत् आदिशत् तत् तत् अहम् अकरवम्।
गीता – तव माता भगिनी च किम् किम् अकुरुताम्?
माला – ते अतिथीन् अभ्यवादयताम् सर्वान् च मिलित्वा प्रासीदताम्।
उत्तरम्:

पुनरावर्तन और क्रियापद-परिचयः पुनरावर्तापम्

Read the following sentences:

1. अंशः क्रीडनकानि क्रीडति।
2. नित्या प्रात:काले विद्यालयं गच्छति।
3. दिव्यः हस्ते चषकम् आदाय जलं पिबति।
You have studied the above type of sentence-construction in the IX^th standard. Before considering the next type of construction of sentence than this one let us go for a little revision. In the above sentence
1. क्रिड़ाति
2. गच्छति
3. पिबति
are the three verbs. These three verbs क्रीड्, गम् > गच्छ and पा > पिब् – are the present tense of the root of the first Gana and in third person singular.

With these verbs in the first sentence आश: nominative case (first case) and क्रीड़नकानी objective case (second case) are used. (This way there are only three words here in the sentence.) In the second sentence with गच्छति verb नित्य nominative case (the first case) प्रातः कालो: locative case (seventh case) and विद्यालय accusative case (second case) are used. (Thus, in the sentence there are four words.) In the third sentence with पिबति verb दिया: nominative case (first case), हस्ते locative case (seventh case) and अव्यया (sub-verb) अव्यया (indeclinable) are there. चषका is an accusative case of पिबति the main verb and so that is used as a second case. In the same way जलम is the accusative case of the subordinate verb अदया and so that is also placed in the second case. (Thus, here in this sentence there are six words).

Thus, with every verb its case – family remains attached. In short, it can be said that in the sentence-construction of the primary stage mostly with one verb certain or all the case words form nominative, accusative, instrumental, dative, ablative and locative are used. Sometimes with all the case words genitive case is also used. Thus, there are six Karakas and seven case already studied by you in the IXth standards.

Now read the following sentences:
1. (क) स: वेदं पठति।
(ख) त्वं वेदं पठसि।
(ग) अहं वेदं पठामि।

2. (क) सः वेदम् अपठत्।
(ख) त्वं वेदं अपठः।
(ग) अहं वेदम् अपठम्।

3. (क) सः वेदं पठिष्यति।
(ख) त्वं वेदं पठिष्यसि।
(ग) अहं वेदं पठिष्यामि।

In these sentence groups of the above in the sentence of (क) groups (स:) as nominative and (वेदम्) as accusative words used are similar, while verb पठ् even being of the same verb-root is different like पठति, अपठत् and पठिष्यति. The same you can see in the sentence of (ख) group and (ग) group. The reason for this is the tense used for पठ् verb. However, even when the similar tense is used in the sentence of (क) group, (ख) group and (ग) group in the form of पठति, पठसि, and पठामि, their forms are different. The reason for this is the difference in persons. Here a serially third person, second person and first person are used and so forms are also different.

In the same way read some other following sentence:

1. (क) सः वंदं पठति।
(ख) तौ वेदं पठतः।
(ग) ते वेदं पठन्ति।

2. (क) सः वेदम् अपठत्।
(ख) तौ वेदं अपठताम्।
(ग) ते वेदम् अपठन्।

3. (क) सः वेदं पठिष्यति।
(ख) तौ वेदं पठिष्यतः।
(ग) ते वेदं पठिष्यन्ति।

All the verbs used in these sentences are of पठ् verb-root. The verb of (क) group in the sentence of the first group is on third person singular while the verb of (ग) group even being in third person is dual and in the same way the verb of (ख) group is of third-person plural. Thus, the sentences of first group even being similar to a viewpoint of tense and person differ from one another. The reason for this is the difference in the person of the verb.

Thus, in such a sentence having this kind of each verb the expected change takes place in the forms of the verb according to the tenses, persons, and numbers. You have already learned these rules which work at the time of such a change. You know that when a verb is used in the Sanskrit language first of all we have to know the verb-root of that verb and then certain affixes are to be added in that verb-root. While adding such affixes, we have to take into consideration all these three: 1. tense 2. person and 3. number.

For example, in the sentence ‘Rushi reads Veda’, while translating into Sanskrit, first of all we have to know the verb-root पठ् to say the act of reading and then we have to know which gana, tense, person and number are to be used. After getting all this information we have to use in the sentence the form of the verb-root accordingly.

Here verb-root पठ् is of first gana and of 1. Present tense 2. third person 3. singular. And so now with पठ् verb-root अ as facut विकरण of first gana and ती of present tense third-person singular (both together form the suffix अति) and adding this अति suffix, verb is used in the form of पठति. In the same way when this पठ् verb-root is to be used in simple future tense, first person and singular then पठिष्यामि verb has to be used. This way you have studied the forms of different tenses.

1. क्रियापढ़ा – परिचय: Introduction of verb
After the revision, you have also to study the आज्ञार्थ (लोट् लकार) imperative mood and विध्यर्थ (लिडंलाकार) potential mood of certain fixed verb-roots.

पुनरावर्तन और क्रियापद-परिचयः आज्ञार्थ (लोट् लकार)
Read the following sentences:
1. हे बाल! त्वम् आलस्यं त्यज। (O boy, give up laziness.)
2. हे प्रभो! काले पर्जन्यः वर्षतु। (O God, shower rain at the proper time.)
3. हे बालक! त्वं शतं जीव। (O boy, live for hundred years.)

All the underlined words in the above sentence are verbs. These verbs do not denote the meaning of tenses but they are used to give the meaning of order, request and blessings serially. In the first sentence हे बाल! त्वम् आलस्यं त्यज। (O boy, give up laziness). some elder person is giving order to a boy of less age than him. In the second sentence हे प्रभो! काले पर्जन्य वर्षतु। O God, shower rain at proper time.) some devotee is praying God while in the third sentence God, shower rain at the proper time.) some devotee is praying God while in the third sentence (हे बालक! त्वं शतं जीव। O boy, live for hundred years.) Some elder person is giving a blessing to the boy of less age.

It is to be noted that for conveying the meaning of order (like order, request and blessing etc.) a definite meaning, person and number, these three are to be kept in mind. Thus, for conveying the meaning of order, request and blessing in Sanskrit language imperative mood is used and so when order etc. is to convey with reference to the verb, the verb of the imperative mood is to be used. (Thus, as the meaning of order comes first, the verb is recognized as imperative mood (लोट् लकार)]

The suffixes which are used with different verb-root of Parasmaipada and Atmanepada for imperative mood (लोट् लकार) are as follows:
The Suffixes of Parasmaipanda Imperative mood (लोट् लकार) (परस्मैपद)

Imperative mood (लोट् लकार) (आत्मानोपद) suffixes and Atmanepad

While adding the root suffixes with the verb-root the fact suffix of third Gana is also to be added between the verb-root and the above suffixes, as – खाधा + अ + तू = खादंतु (You have learnt in the exth standard that there are ten Ganas of verb-root and विकरण suffixes are according to the Gana. You have to learn here the forms of the verb-roots of first, fourth, sixth and tenth i.e., only four Ganas (conjugations). You have, therefore, to keep in mind the विकरण suffixes of these four Ganas, as for first Gana अ fourth Gana य, sixth Gana अ and tenth Gana अय).

The forms of verb-roots according to Gana are as follows:
पठ् to read (First Gana) Imperative mood (लोट् लकार) Forms of Parasmaipada

लभ् to gain (First Gana) आज्ञार्थ (लोट् लकार) forms of Atmanepada

In thsi way we should understand the forms of another verb-roots of first gana (the fixed verb roots are- (Parasamipada) पठ्, हस्, चल्, खेल, खाद्, पा, गम्, भू, दृश, स्था, वस्, जीव्। Atmanepada) लभ्, भाष्, रम्, वन्द, मुद्, शुभ्।)

नृत् to dance (Fourth Gana) Imperative mood (लोट् लकार) Forms of Parasmaipada)

विद to become (Fourth Gana) Imperative mood (लोट् लकार) Forms of Atmanepada)

In this very way the forms of another verb-roots of fourth Gana are to be understood. The fixed verb-roots are (Parasmaipada) कृप्, नश्, नृत्, क्रुध, द्रुह्। (Atmanepada) बुध्, मन्, युध्,, विद्।)

लिखो to write (Sixth Gana) imperative mood (लोट् लकार) Forms of Parasmaipada

मिल् to meet (Sixth Gana) Imperative mood (लोट् लकार) (Atmanepada)

Thus the forms of another verb-roots of Sixth Gana are to be understood. (Prescribed roods are Parasmaipada लिख्, प्र + विश्। (Atmanepada) मुच्, मिल्, विद्, क्षिप्।)

कथ् to say (tenth Gana) Imperative mood (लोट् लकार) Forms of Parasmaipada

कथ् to say (Tenth Gana) Imperative mood (लोट् लकार) Forms of Atmanepada

This way the forms of another verb-root of tenth Gana are to be understood. (The fixed verb-roots are Parasmaipada – Atmanedpada – कथ्, गण, रच्, स्पृह, पूज्।

The forms of parasmaipada of कु and असा verb-roots are also important along with the forms of the above verb-roots because the forms of these two verb-roots are used much. And so they are given here for the knowledge:

In the first sentence, the teacher (गुरु) is giving orders to his disciple to recite Mantras in the Morning.

कु to do, temperative mood (लोट् लकार) Forms of Parasmaipada

पुनरावर्तन और क्रियापद-परिचयः विध्यर्थ (लिङ् लकार)

Read the following sentences:
1. प्रातः मन्त्रान् पठेत। (Recitation of Mantras should be done in the morning)
2. अतिथि: मध्याह्ने तक्रं पिबेत्। (The guest (perhaps) may drink butter-milk at noon)
3. जीवेम शरदः शतम्। (Let us hope to live till hundred winters-Sharad)

The verb used in the above sentences are of potential mood (लिङ् लकार)). In the first sentence, the teacher (गुरु) is giving orders to his disciple to recite Mantras in the morning. In the second sentence by making use of potential mood (लीडा लकार). the possibility is being expressed that the guest (perhaps) will drink butter-milk at noon. In the third sentence the request is being made for living a hundred years.

Thus, this potential mood (विध्यर्थ-लिङ् लकार) is also used like the meaning of order, possibility and request (as imperative mood (लोट् लकार). (Though this way the meaning of order, etc. is similar in both लकार but one thing has to be remembered with reference to blessings is that the forms for saying blessing in (लिङ् लकार) are different forms those used for the meaning of order

etc. To show clearly this change in the difference of forms for saying the meaning like order, request or possibility the series of forms is known as (विधिलिङ्लकार) and for saying the meaning of blessing as (आशीर्लिङ्लकार). Thus, विधिलिङलकार and आशीर्लिङ्लकार are two types of forms. You have to learn the (विधिलिङ्लकार) forms of only विधिलिङ्लकार for saying the meaning of order etc. and not the forms of rice आशीलिङ्लकार. Here we shall see first the forms of Parasmaipada of fixed verb-roots of विधिलिङ्लकार and then those of Atmanepada.

विधिलिङ्लकार Potential mood Suffixes of Parasmaipada