In Nepali, many common verbs carry more than one meaning depending on the context in which they are used. Understanding these dual meanings is essential for natural, fluent conversation. This lesson introduces 20 key verbs, each with two distinct meanings, followed by example sentences to show how each meaning works in everyday speech.
Study each verb and its two meanings. Try to think of a sentence using each meaning before moving on to the practice section.
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#
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Romanized Nepali
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Meaning 1
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Meaning 2
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1
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Laagnu
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To feel | Cost |
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2
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Chalnu
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To walk | To work / function |
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3
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Khanu
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To eat | To receive (negative) |
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4
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Hernu
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To watch | To take care |
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5
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Rakhnu
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To put | To keep / save |
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6
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Basnu
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To sit | To live |
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7
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Uthnu
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To get up | To rise / increase |
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8
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Dinu
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To give | To allow |
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9
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Khelnu
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To play | To perform |
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10
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Paaunu
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To get | To be allowed |
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11
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Lagaaunu
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To wear | To apply |
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12
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Bolnu
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To speak | To call |
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13
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Taannu
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To pull | To attract |
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14
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Faalnu
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To throw | To remove |
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15
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Pugnu
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To reach | To be enough |
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16
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Saknu
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To finish | To be able |
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17
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Bhetnu
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To meet | To find |
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18
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Chhutnu
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To miss | To separate |
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19
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Kaatnu
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To cut | To spend (time) |
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20
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Chalaaunu
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To drive | To operate |
Read each sentence pair. Notice how the same verb carries a different meaning depending on context. The verb is highlighted in each Nepali sentence.
Look back through the sentences. Can you find two verbs that have almost identical forms in both meanings? What context clues help you decide which meaning applies?
Four principles to remember when working with dual-meaning Nepali verbs.
The same verb form can carry entirely different meanings. Always read the full sentence before deciding on meaning.
Who is acting and on what object tells you which meaning applies — especially with verbs like Khanu and Dinu.
Many second meanings are figurative extensions of the first — Taannu (pull → attract) and Uthnu (rise → increase) follow this pattern.
Memorising word lists is not enough. Write your own example sentences using both meanings to build fluency and confidence.
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