Urdu for Children, Book 1: Part 2 9780773580565

Table of contents :
Cover
Contents
Preface
Acknowledgments
About This Book
Transliteration
Vocabulary: English-Urdu
Vocabulary: Urdu-English
Theme: Time
Morning
A Day in Tariq's Life
Days of the Week
Theme: Colours
Butterfly
Colourful Bubbles
Colours
Theme: Animals
Problem in the Forest
Firefly
The Hen and the Sparrow
Theme: Seasons
The Sky Is Falling Down
Winter
Spring Is Here
Summer Is Here
Theme: Clothing
Blue Vest
First Day of Swimming
Annual Function
Theme: Ecology
A Tin Can
Nilam, Pinky and Soni

Citation preview

CANADIAN URDU LANGUAGE TEXTBOOK SERIES

Urdu

for Children: Book One (Junior and Senior Kindergarten and Grade One)

Part Two Chief Editor & Project Director Dr Sajida S. AM Coordinators Farhat Ahmad & Ashfaq Hussain Writers Humaira Ansari, Firdaus Beg, Rashida Mirza, Hamda Saifi Illustrator Rashida Yousuf

McGill-Queen's University Press Montreal & Kingston • London • Buffalo

© Holder of the Chair in Urdu Language and Culture at the Institute of Islamic Studies, McGill University. 1997 ISBN 0-7735-1621-2 Legal deposit second quarter 1997 Bibliothèque nationale du Québec Printed in Canada on acid-free paper Publication of this book has been made possible by funding from the Department of Canadian Heritage, Multiculturalism Programs. McGill-Queen's University Press acknowledges the support received for its publishing program from the Canada Council's Block Grants program. Canadian Cataloguing in Publication Data Main entry under title: Urdu for children: book one (Canadian Urdu language textbook series) For junior and senior kindergarten and grade 1. ISBN 0-7735-1620-4 (v. 1)ISBN 0-7735-1621-2 (v. 2) 1. Urdu language - Textbooks for second language learners - English speakers - Juvenile literature. I. Alvi, Sajida S. (Sajida Sultana), 1941- II. Series PK1973.U74 1997 491.4'3982421 C97-900504-3 Layout and design: Shawn Graphics

CONTENTS

Preface Acknowledgments About This Book Transliteration Vocabulary English-Urdu Urdu-English Theme: Time LSubahKaWaqt 2. Täriq Kä Aik Din 3. Din

Morning A Day in Tariq's Life Days of the Week

Shafi' al-Dïn Nayyar 5 Firdaus Beg 7 Shafi' al-Dïn Nayyar 9

Theme: Colours 4. Titlï 5. Rang Barangë Bulbulë 6. Rang

Butterfly Colourful Bubbles Colours

KhalidBazmi 11 RashidaMirza 13 Anonymous 15

Theme: Animals 1. Jungle Men Mushkil 8. Jugnü 9. Murghï Aur Chiryä

Problem in the Forest Firefly The Hen and the Sparrow

Hamda Saifi 17 Farhat Ahmad 19 ShahlâShiblï 22

Theme: Seasons 10. Asman Gira l L Järä 12. Bahär Ä Ga'ï 13. Garmï A'ï

The Sky Is Falling Down Winter Spring Is Here Summer Is Here

Humaira Ansari Ismâ'ïlMerathi Humaira Ansari Humaira Ansari

24 26 28 31

Contents

Theme: Clothing 14. Nïlï Sadri 15. Tairâkï Kä Pehlä Din 16. Säläna Jalsa

Blue Vest First Day of Swimming Annual Function

Humaira Ansari 33 Humaira Ansari 35 Humaira Ansari 37

Theme: Ecology 17. Un Kä Dibba 18. Nilam, Pinky Aur Soni

A Tin Can Nilam, Pinky and Soni

Rashida Mirza 40 Farhat Ahmad 42

PREFACE

Urdu was introduced to Canadian students in a systematic fashion by Dr Muhammad 'Abd alRahman Barker, a McGill University professor, in 1967 when McGill-Queen's University Press published his pioneering textbook A Course in Urdu (3 volumes), which is still a standard in the field. Thirty years later, the same press is publishing Urdu for Children: Book One, another ground-breaking instructional resource material for teaching Urdu as a second or third language. The present work is the first of its kind in terms of the quality of its content, its sensitivity to the needs of children between the ages of 4-6 in the Canadian environment, and its eclectic combination of traditional and whole-language instructional methods. In addition to the two-volume textbook, the set includes a Workbook for learning the Urdu writing mechanics; a comprehensive Teacher's Manual, and two audio cassettes containing recordings of all forty stories/poems. The English-Urdu and Urdu-English vocabulary lists, alphabetized according to both Urdu (transliterated) and English and including the grammatical category of the word, will be helpful for parents who have some familiarity with the Urdu language. Urdu for Children is also noteworthy in that it was sponsored and funded by the Government of Canada. It is a testament to the Department of Multiculturalism's commitment to producing quality instructional materials for Canadian children of Indo-Pakistani origin. This series also proves that while the English and French languages represent the linguistic duality of this nation, there is a place for other international languages, including Urdu, in the rich Canadian mosaic. The development of proper instructional materials for the Urdu language shows the commitment of Canadians of Indo-Pakistani origin to sustaining their cultural heritage for future generations. There has been a rapid growth of the South Asian community in Canada. In the 1986 Census there were 266,800 Canadians of South Asian origin; by 1991 this number had risen to 420,295 - an increase of 57.5 percent. Factors such as the higher level of formal education of immigrants from South Asia and a predominantly middle- and upper middle-class socioeconomic background have contributed to parents' desire to pass their cultural heritage on to their children.* We hope that Urdu for Children: Book One and the other volumes to come in the series will help meet the needs of the rapidly growing Urdu-speaking community in Canada and in the United States.

* Pamela M. White and Atul Nanda, "South Asians in Canada," Canadian Social Trends (Autumn 1989): 7-9.

Preface

This publication is the first step towards helping children develop Urdu linguistic skills so that they may later enjoy the poetry of master poets such as Ghalib (d. 1869) and Iqbal (d. 1938), or qawwali music. It is also a small step toward fulfilling the spirit of multiculturalism in Canada by developing pride in diverse cultural identities. It is intended to help children grow up with well-integrated personalities to become proud and productive members of Canadian society. Sajida S. Alvi

ACKNOWLEDGMENTS

I was away from the Canadian scene for nine years while I taught at the University of Minnesota. Upon my return to McGill University in 1986 as the first appointee to the Chair in Urdu Language and Culture, Muin Muinuddin, a respected community leader and friend, mentioned to me that there was a great need for instructional materials for the Urdu language and that there was interest in developing such materials through the Canadian government's Heritage Languages Program under the auspices of the Department of Multiculturalism. Later Izhar Mirza, president of the National Federation of Pakistani Canadians, enthusiastically reinforced my interest in this area. Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill, sponsored jointly by the Federation and the Institute of Islamic Studies. Its purpose was to assess the need to develop instructional materials in Urdu and to look for people to work on this project. Since that time many institutions and individuals have worked on this project. Judy Young, erstwhile director of the Heritage Languages Programme in the Department of Multiculturalism, has remained an ardent supporter of the project. The Canadian government's generous grant through her department resulted in the inception and completion of the first phase of the project. The two other major partners in this venture are the North York Board of Education and the Institute of Islamic Studies at McGill University. The North York Board and those involved in the International Languages Programme supported the project's housing, administration and funding as well as hosting regular meetings of the writing team at the administration building. Among many individuals at the North York Board of Education, special thanks go to Carol Christie, Armando Cristinziano, Susan Deschamps, Lois Jempson, and Barbara Toye for their help and advice in the submission of progress reports, preparation of applications for funding, and careful preparation and implementation of the terms of various contracts signed by the project team members. Sandra Brown patiently typed several revisions of the Teacher's Manual and the Introduction. For the smooth field testing of the materials our thanks are due to the following Boards: in Metropolitan Toronto, the East York Region Board, Etobicoke, North York and Peel Boards, and in Ottawa, the Carleton Board of Education. Special thanks to these members of the Steering Committee: Irene Blayney (Carleton Board), Dr. Marcel Danesi (University of Toronto), Armando Cristinziano and Barbara Toye (North York Board), Izhar Mirza (National Federation of Pakistani Canadians), and Joseph Pizzolante (Etobicoke Board).

Acknowledgments

On substantive matters, James Cummins, professor of education at the Ontario Institute for Studies in Education, and Marcel Danesi, professor of Italian studies, University of Toronto, made invaluable contributions. The team is especially appreciative of Professor Danesi's enthusiastic support of the project and specific suggestions on methodology. He helped the team prepare the first lesson plan which was used as a model. Lastly, I must acknowledge the unwavering commitment of the writing team: Humaira Ansari, Firdaus Beg, Rashida Mirza, and Hamda Saifi. Their multiple roles did not deter them from putting in endless hours writing original stories and preparing creative lesson plans. Rashida Yousuf, while living in Houston, Texas, showed the same commitment to the project as her counterparts in Canada. Thanks to her for illustrating the stories and the flashcard vocabulary. Farhat Ahmad, the coordinator, was the anchor of the team. She ably coordinated various components of the project, maintained productivity in long meetings, wrote progress reports, and kept minutes of the meetings. The writing team is indebted to the late Dr Iqbal Ahmad (a scholar, literary critic and fiction writer) for providing help in writing creative stories. Anwar Saeed Ansari volunteered to handwrite the entire Urdu text for field testing. Our warm thanks are also due to Ashfaq Hussain, the second coordinator. He joined the team when the project was almost complete, but without his generous volunteer help in getting the Urdu text composed in Pakistan, preparing the camera-ready copy for the press, and giving us technical and substantive assistance, this project would have taken much longer to reach the printing stage. Special thanks to Afshan and Sohail Rana who infused life into the poems and stories comprising the text by adding sound and music through the production of the audio cassettes. This long list of individuals who shaped and helped produce this work would not be complete without a special mention of Faruq Hassan who volunteered to type, among other things, parts of the Workbook, and the Urdu words in vocabulary lists and to coordinate them with their English equivalents. Enthusiastic thanks as well to the McGill-Queen's University Press and its staff for their interest in publishing this unusual work. Philip Gereone, the executive director, appreciated the significance of this project and convinced Ottawa to provide a subsidy for publication. Susanne Me Adam, production and design manager, ably steered the course of production, and Joan McGilvray, coordinating editor, provided helpful suggestions on the format and content. The editor gratefully acknowledges permission to reprint copyrighted material. The publishers' names are approximately in order of the amount of material. Ferozesons (Pvt.) Ltd., Publishers, Booksellers, Printers, Lahore, Pakistan. The collections from which the material has been drawn: Jhunjhunä, Bulbulë, Jhülne, Chai Mere Chore, Suno Piyare Bacho. Urdu Academy Sind, Creative Publishers, Karachi, Pakistan. Magi Publications, Hayes, Middx, U.K., for "A Brother for Celia." Western Publishing Company, Inc., Racine, Wisconsin, USA, for "To Grandmother's House We Go First." Sajida S. Alvi

ABOUT THIS BOOK

This course is based on the premises that: 1) Language instruction can be effective only if parents take an active role in their child's language acquisition process. 2) A rich language environment, where the child is exposed to a wide range of spoken and written Urdu, provides a solid foundation for language instruction in the classroom. 3) The interest parents show in Urdu in general, and in the language instruction of their child in particular, is important in motivating the child to learn. Parents are urged to speak Urdu with the child as often as possible. The home environment provides an important opportunity for children to see that Urdu can be used to communicate. The course is designed for three levels: Junior Kindergarten, Senior Kindergarten, and Grade 1. The student's placement in a level will be based on the child's facility with the language rather that his/her chronological age. This textbook contains forty lessons built around the theme "All About Me." This theme was chosen because children at the Kindergarten and Grade 1 levels show the greatest enthusiasm for things that relate to their personal needs, such as toys, clothing, food, and their immediate environment, such as home and school. Each lesson in the book has a literature section containing a story or poem accompanied by sample questions and an illustrated vocabulary. Each volume includes two lists of vocabulary words (English-Urdu and Urdu-English) that contain the Urdu word, an English transliteration of it, its grammatical category, and its English translation. The lists are arranged in either Urdu or English alphabetical order. These lists should be of great help to parents in assisting their children with their Urdu lessons. The audio cassettes containing all forty lessons are also an immensely useful resource for children and for parents who have some familiarity with the language. The methodology used in the course is that of "Activity-Based Learning," similar to the methodology used in courses for teaching language arts in the public school system. Children are encouraged to acquire language by becoming involved in meaningful activities related to a

About This Book

particular topic. For example, in the lesson on pets, children are asked to draw a picture of their favourite pet, and if possible, bring the pet to class to share with their classmates. This structure provides the children with an opportunity to interpret a given topic through creative expression in both the visual arts and the communicative arts. At the Junior and Senior Kindergarten levels, the art created may be very simple. However, the child can take his/her creations home and parents' appreciation of this work provides an added incentive to continue the course. This course assumes that children acquire literacy through exposure to written and oral language, through word recognition and recognition of the initial and final sounds in words, and through a grasp of the conventions of the written and oral language. Thus in this course, as in the teaching of English language in the public schools, learning to read and write Urdu does not begin with learning the alphabet. At an appropriate time in the course, however, the children will be taught the letter names of the Urdu alphabet. During the course, parents' co-operation will be solicited in a variety of ways and a positive response is very important. Not only will the children be assigned homework that will require the parent's attention and help but the Urdu teacher often has very limited resources for material and support at his/her disposal. As well, and most importantly, a positive and encouraging attitude towards school activities provides encouragement and motivation for the child to learn. Urdu is part of the South Asian Heritage; through the efforts of both teacher and parents children can learn the Urdu language and be proud of knowing it. Farhat Ahmad

TRANSLITERATION SYSTEM OF THE URDU ALPHABET z a zh b bh s sh P ph s z t th t z t• th 4

gfa

f q

k kh

g

oh

l m n• n v or w h

s j jh ch çh h kh d dh d dh • Z

r r• rh y VOWELS AND DIPHTHONGE o a au u -r i ai/ay/ey ä u 5

VOCABULARY English - Urdu

Abbreviations adj. p.f. s.f. v.t.

adjectives plural feminine singular feminine verb transitive

adv. p.m. s.m.

adverb plural masculine singular masculine

ache anger apple atmosphere automobile axe (small) back backpack ball balloons bananas barbeque basket bat (baseball) bathroom bazar bear bed beaver bell bells bench bicycle birds black blanket blouse blue books boot bottle bowl branch bricks

dard (s.m.) ghussa (s.m.) sêb (s.m.) fazä (s.f.) gap (s.f.) kulhan (s.f.) pïth (s.f.) basta (s.m.) gaind (s.f.) ghubarê (p.m.) këlë (p.m.) barbeque (s.m.) tokri (s.f.) baila (s.m.) ghusl-khäna (s.m.) bazar (s.m.) bhälü (s.m.) bistar (s.m.) beaver (s.m.) ghanG (s.f.) ghantián (p.f.) bench (s.m.) cycle (s.f.) parindë (p.m.) siyäh (adj.) kambal (s./p.m.) blouse (s.m.) riña (adj.) kitäben (p.f.) boot (s.m.) botal (s.f.) piyälä (s.m.) shäkh (s.f.) ïntên (p.f.)

brush bubbles bucket burger burn bus butter butterflies butterfly cabbage cabinet, closet cage cake calf candle cantaloupe card caretaker carrot cat catch cauliflower cheeta chicken leg clothes clouds coat corn cornflakes (cereal) courtyard cow crane daughter dirty dishes

burash (s.m.) bulbulê (p.m.) bälG (s.f.) burger (s.m.) jalänä (v.t.) bus (s.f.) makkhan (s.m.) titliyän (p.f.) titilï (s.f.) band gobhî (s.f.) almarï (s.f.) pinjra (s.m.) cake (s./p.m.) bachrä (s.m.) mom-batff (s.f.) kharbüza (s.m.) card (s./p.m.) nigarän (s./p.m./f.) gäjar (s.f.) billï (s.f.) pakarnä (v.t.) gobhi (s.f.) chîtâ (s.m.) murghî kï tang (s.f.) kaprê (p.m.) badal (s./p.m.) coat (s./p.m.) maka'ï (s.f.) cornflakes (p.m.) ängan (s.m.) gä'e (s.f.) crane (s.f.) befi (s.f.) ganda (adj.) bartan (s./p.m.)

ditch doctor doll door dove dress-gown for girls/women drops drum duck ear earth eggs eight o'clock elbow elephant enclosure eye eyes face factory father feet fire fire engine fish flag flies flower fodder fountain four o'clock Friday frock, girls' dress fruit garbage

garha (s.m.) doctor (s./p.m./f.) guriyä (s./p.f.) darväza (s.m.) fakhta (s./p.f.) pishväz (s.f.) qatrê (p.m.) dholak (s.m.) battakh (s.f.) kan (s./p.m.) zamïn (s.f.) ande (p.m.) athbajë (adj.) kohnî (s.f.) hathî (s./p.m.) janglä (s.m.) ânkh (s.f.) änkhen (p.f.) chehrä (s.m.) kär-khäna (s.m.) abbü (s.m.) payr (s/p.m.) äg (s.f.) äg bujhäne valí gäri (s.f.) machlï (s.f.) jhandä (s.m.) makkhiyän (p.f.) phül (s./p.m.) chärä (s.m.) fawära (s.m.) chär bajé (adj.) Jum'a (s.m.) frock (s.f.) phal (s./p.m.) kürä (s.m.)

garbage-can garbage truck garden gift girl gloves grandfather (maternal) grandmother (maternal) grapes grass green ground (see earth) hair hand happy hat hen hen-sparrow hole horse hospital hot house ice cream jelly jungle kitchen kite knees land (see earth) leaf letter lettuce librarian lifesaving jacket

kure ka dibba (s.m.) kure kä truck (s.m.) bägh (s.m.) tohfa (s.m.) larkî (s.f.) dastânë (p.m.) nänä (s.m.) nanï (s.f.) angûr (s./p.m.) ghäs (s.f.) sabz (adj.) bäl (s/p.m.) hath (s./p.m.) khush (adj.) topï (s.f.) murghï (s.f.) chiriyä (s.f.) suräkh (s.m.) ghorä (s.m.) haspatäl (s./p.m.) garni (adj.) ghar (s.m.) ice cream (s.f.) jelly (s.f.) jungle (s.m.) bavarchî-khana (s.m.) patang (s.f.) ghutnê (p.m.) patta (s.m.) khatt (s.m.) salad (s.f.) librarian (s./p.m/f.) hifazatT jacket (s.f.)

lion loaf of bread mango maple market meat medicine milk mirror Monday monkey moon mother moustache mouth, face nest night nine o'clock nose orange orange colour overcoat, traditional owl paper parrot peanut butter peas peel picnic table pipe place for religious festival porridge potato prayer principal

sher (s.m.) dabal roS (s.f.) am (s.m.) maple tree (s.m.) bazar (s.m.) gösht (s.m.) davä (s.f.) düdh (s.m.) a'ïna (s.m.) pïr (s.m.) bandar (s.m.) chänd (s.m.) amnfl (s.f.) münchain (p.f.) munh (s.m.) ghonslä (s.m.) rät (s.f.) ñau baje (adj.) näk (s.f.) narangï (s.f.) näranji (adj.) shêrvanî (s.f.) ullü (s.m.) käghaz (s./p.m.) tota (s.m.) peanut butter (s.m.) matar (s./p.m.) chilkä (s.m.) picnic kî mêz (s.f.) pipe (s.m.) 6 ïd-gâh (s.m.) daliya (s.m.) älü (s.m.) namäz (s.f.) principal (s./p.m./f.)

purple pyjamas, tight rabbit rainbow red religious festival rice ring to sound river rod roof room sad salad Saturday scarf scarf, long for girls/women school seat seed secretary shirt, traditional sing siren six o'clock slide smell snow snowman soap socks soft son song spinach

jamm (adj.) tang päjäma (s.m.) khargosh (s.m.) dhanak (s.f.) 151 (adj.) 6 (s.f.) ïd chaval (s./p.m.) bäjäna (v.t.) daryä (s.m.) dandä (s.m.) chat (s.f.) kamra (s.m.) ranjïda (adj.) salad (s.f.) hafta (s.m.) muffler (s./p.m.) dopatta (s.m.) iskül (s.m.) nishast (s.f.) bïj (s.m.) secretary (s./p.f./m.) kurtä (s.m.) gänä (v.t.) siren (s.m.) cheh baje (adj.) phisal-bandâ (s.m.) sünghnä (v.t.) baraf (s.f.) baraf kä admî (s.m.) säban (s.m.) mozë (p.m.) narm (adj.) bêta (s.m.) gana (s.m.) pälak (s.f.)

squirrel stars stairs sticks stone strawberry string sun Sunday sunglasses swan sweater sweetmeat swimming suit swing taste teacher teacher ten o'clock tent three o'clock throw Thursday time tin can tomato towel toys tractor tree trousers, baggy truck Tuesday turban turtle

gilahn (s.f.) tare (p.m.) sirhiyän (p.f.) lakriyän (p.f.) patthar (s./p.m.) strawberry (s.f.) rassï (s.f.) süraj (s.m.) itvär (s.m.) dhüp la 'aynak (s.f.) räj-hans (s.m.) sweater (s.m.) halvä (s.m.) tairakï ka libas (s.m.) jhülä (s.m.) chakhnä (v.t.) ustäd (s./p.m./f.) ustäni (s.f.) das bajé (adj.) khaima (s.m.) tin bajé (adj.) phenknä (v.t.) jum'e-rät (s.f.) waqt (s.m.) Gn kä dibba (s.m.) timätar (s./p.m.) tauliya (s.m.) khelaunë (s./p.m.) tractor (s.m.) darakht (s.m.) shalvär (s.f.) truck (s.m.) mangal (s.m.) säfa (s.m.) kachu'ä (s.m.)

twelve o'clock two o'clock umbrella vermicelli vest wake someone up wall warm clothes wash watermelon Wednesday week wheat wheel window wolf world yellow yogurt

bara baje (adj.) do baje (adj.) chatn (s.f.) sivayyan (p.f.) sadn (s.f.) jagänä (v.t.) dïvar (s.f.) garai kaprê (p.m.) dhona (v.t.) tarbuz (s.m.) budh (s.m.) hafta (s.m.) gëhûn (s.m.) pahiya (s.m.) khirkï (s.f.) bheriyä (s.m.) dunyä (s.f.) pila (adj.) dahî (s.m.)

VOCABULARY Urdu - English

Abbreviations adj. p.f. s.f. v.t.

adjectives plural feminine singular feminine verb transitive

adv. p.m. s.m.

adverb plural masculine singular masculine

ath baje (adj.) äg (s.f.) äg bujhäne väli gäri (s.f.) älü (s.m.) am (s.m.) änkh (s.f.) änkhen (p.f.) ängan (s.m.) ice cream (s.f.) ä'ina (s.m.)

eight o'clock fire fire engine potato mango eye eyes courtyard ice cream mirror

abbu (s.m.) itvär (s.m.) ustäd (s.m./f.) ustänl (s.f.) strawberry (s.f.) iskül (s.m.) almän (s.f.) ullü (s.m.) ammi (s.f.) ande (p.m.) angür (s./p.m.) ïntën (p.f.)

father Sunday teacher teacher strawberry school cabinet, closet owl mother eggs grapes bricks

badal (s./p.m.) barbecue (s.m.) bära bajé (adj.) bazar (s.m.) bägh (s.m.) bal (s./p.m.) bälff (s.f.) bâvarchî-khâna (s.m.)

clouds barbecue twelve o'clock bazar garden hair bucket kitchen

bajana (v.t.) bachrä (s.m.) budh (s.m.) bartan (s./p.m.) burash (s.m.) baraf (s.f.) baraf ka admï (s.m.) burger (s.m.) bus (s.f.) bistar (s.m.) basta (s.m.) battakh (s.f.) baila (s.m.) blouse (s.m.) bulbule (p.m.) billï (s.f.) bandar (s.m.) band gobhí (s.f.) botal (s.f.) boot (s.m.) bhälü (s.m.) bheriyä (s.m.) bêta (s.m.) bëtï (s.f.) bïj (s.m.) bench (s.m.) beaver (s.m.)

ring to sound calf Wednesday dishes brush snow snowman burger bus bed backpack duck bat (baseball) blouse bubbles cat monkey cabbage bottle boots bear wolf son

palak (s.f.) pipe (s.m.)

spinach pipe

patang (s.f.) patta (s.m.) patthar (s./p.m.) parindë (p.m.)

kite leaf stone birds

daughter seed bench beaver

principal (s./p.m./f.) pishväz (s.f.) pakarnä (v.t.) picnic kî mëz (s.f.) pinjra (s.m.) pahiya (s.m.) phisal-bandä (s.m.) phal (s./p.m.) phül (s./p.m.) phenknä (v.t.) pith (s.f.) piyâla (s.m.) pïr (s.m.) pÏÏa (adj.) peanut butter (s.m.) payr (s./p.m.)

principal dress-gown for girls/women catch

tare (p.m.)

stars

titlï (s.f.) titliyân (p.f.) tohfa (s.m.) tarbuz (s.m.) tang pâjâma (s.m.) tauliya (s.m.) tairakï ka libas (s.m.) tin bajé (adj.)

butterfly butterflies

truck (s.m.) tractor (s.m.) timâtar (s.m.) topï (s.f.) tokn (s.f.) tïh kâ dibba (s.m.)

picnic table cage wheel slide fruit flower throw back bowl Monday yellow peanut butter feet

gift watermelon pyjamas, tight towel swimming suit three o'clock

truck tractor tomato hat basket tin can

jamm (adj.) jagänä (v.t.) jalänä (v.t.) jum'e-rät (s.f.) jum'a (s.m.) jungle (s.m.) jungla (s.m.) jhandä (s.m.) jhülä (s.m.) jelly (s.f.)

purple wake someone up burn Thursday Friday jungle enclosure

chara (s.m.) chär bajé (adj.) chänd (s.m.) chaval (s./p.m.) chiriyä (s.f.) chakhnä (v.t.) chehra (s.m.) che bajé (adj.) chat (s.f.) chatri (s.f.) chilkä (s.m.)

fodder four o'clock moon rice hen-sparrow taste face six o'clock roof umbrella peel

hifazati jacket (s.f.) halvä (s.m.)

lifesaving jacket sweetmeat

kharbuza (s.m.) khargösh (s.m.) khatt (s.m.) khush (adj.)

cantaloupe rabbit letter happy

flag swing jelly

khaima (s.m.)

tent

darakht (s.m.) dard (s.m.) darvâza (s.m.) daryä (s.m.) das bajé (adj.) dastanê (p.m.) daliya (s.m.) davä (s.f.) do baje (adj.) dopatta (s.m.) düdh (s.m.) dunyä (s.f.) dahï (s.m.) dhup kTaynak (s.f.) dhonä (v.t.) dhanak (s.f.) dïvar (s.f.)

tree ache door river ten o'clock gloves porridge medicine two o'clock long scarf for girls/women milk world yogurt sunglasses wash

doctor (s./p.m./f.) dandä (s.m.) dabal roff (s.f.) dholak (s.m.)

doctor rod loaf of bread drum

rät (s.f.) räj-hans (s.m.) rassï (s.f.)

night swan string

ranjïda (adj.)

sad

zamin (s.f.)

earth, land, ground

rainbow wall

cycle (s.f.) siren (s.m.) sabz (adj.) salad (s.f.) suräkh (s.m.) süraj (s.m.) sünghnä (v.t.) sivayyän (p.f.) sweater (s.m.) siyäh (adj.) sëb (s.m.) secretary (s./p.m./f.) sïrhiyan (p.f.)

bicycle siren green lettuce

shakh (s.f.) shalvär (s.f.) shër (s.m.)

branch baggy trousers lion

shêrvâriï (s.f.)

traditional overcoat

saban (s.m.) safa (s.m.) sadri (s.f.)

soap turban vest

tota (s.m.)

parrot

'ïd (s.f.) 'ïd-gah (s.m.)

religious festival place for rel. fest.

hole sun smell vermicelli sweater black apple secretary stairs

ghubare (p.m.) ghusl-khäna (s.m.) ghussa (s.m.)

balloons bathroom anger

fakhta (s./p.f.) frock (s.f.) fazä (s.f.) fawära (s.m.)

dove girls' dress atmosphere fountain

qatre (p.m.)

drops

kar-khana (s.m.) card (s./p.m.) cornflakes (p.m.) käghaz (s./p.m.) kän (s./p.m.) kaprê (p.m.) kitâbên (p.f.) kachu'ä (s.m.) kurtâ (s.m.) crâne (s.f.) kulhâri (s.f.) kambal (s./p.m.) kamra (s.m.) coat (s./p.m.) kürä (s.m.)

factory card cornflakes (cereal) paper ear

kûrê kä truck (s.m.) kurê kä dibba (s.m.) kohnî (s.f.) khirkï (s.f.) khelaunë (s./p.m.) cake (s./p.m.)

garbage truck garbage can elbow

clothes books turtle traditional shirt crane axe (small) blanket room coat garbage

window toys cake

kele (s./p.m.)

bananas

gäjar (s.f.) gap (s.f.) gana (s.m./v.t.) gä'e (s.f.) ghutnë (p.m.) garni (adj.) garai kaprë (p.m.) garhä (s.m.) guriyä (s./p.f.) gilahrî (s.f.) ganda (adj.) gobhï (s.f.) gösht (s.m.) ghas (s.f.) ghar (s.m.) ghanfi (s.f.) ghantiän (p.f.) ghorâ (s.m.) ghonslä (s.m.) gaind (s.f.) gëhun (s.m.)

carrot automobile song; to sing cow knees hot, warm warm clothes ditch doll squirrel dirty cauliflower meat grass house bell bells horse nest ball wheat

lai (adj.) librarian (s./p.m./f.) larkï (s.f.) lakriyän (p.f.)

red librarian girl

matar (s./p.m.)

peas fish hen

maçhlï (s.f.) murghî (s.f.)

sticks

murghi ki tang (s.f.) muffler (s./p.m.) makkhan (s.m.) makkhiyän (p.f.) maka'ï (s.f.) mangal (s.m.) munh (s.m.) mozê (p.m.) mom-battï (s.f.) münchain (p.f.) maple (s.m.)

chicken leg scarf butter

naranji (adj.) narangï (s.f.) näk (s.f.) nänä (s.m.) nanî (s.m.) narm (adj.) nishast (s.f.) nigarän (s./p.m./f.) namäz (s.f.) ñau baje (adj.) nïla (adj.)

orange colour orange nose maternal grandfather maternal grandmother soft seat caretaker prayer nine o'clock blue

waqt (s.m.)

time

hath (s./p.m.) hâthî (s./p.m.)

hand elephant hospital

haspatäl (s./p.m.) hafta (s.m.)

flies corn Tuesday mouth, face socks candle mustache maple tree

Saturday, week

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