Urdu for Children, Book II, 3 Book Set, Part One : Part 1 Set of Books [1 ed.] 9780773580459, 9780773527850

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CANADIAN URDU LANGUAGE TEXTBOOK SERIES

Urdu

for Children: Book Two (Grades II and III)

Let's Read Urdu Part One

Chief Editor and Project Director Dr Sajida S. AM

Coordinators Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain

Writers Humaira Ansari, Firdaus Beg, Rashida Mirza, Hamda Sain, Zabida Murtaza

Illustrator Rupert Bottenberg

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

© Holder of the Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, 2004 ISBN 0-7735-2703-x

Legal deposit third quarter 2004 Bibliothèque nationale du Québec Printed in Canada on acid-free paper This book has been published with the help of funding from the Department of Canadian Heritage, Multiculturalism Programs. McGill-Queen's University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We also acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

National Library of Canada Cataloguing in Publication Urdu for children: book two / chief editor & project director, Sajida S. Alvi. (Canadian Urdu language textbook series) For grades 2-3. ISBN 0-7735-2765-6 (Stories and Poems part one) ISBN 0-7735-2766-4 (Stories and Poems part two) ISBN O-7735-2763-X (Let's read Urdu part one) ISBN 0-7735-2764-8 (Let's read Urdu part two) ISBN 0-7735-2761-3 (Let's write Urdu part one) ISBN 0-7735-2762-1 (Let's write Urdu part two) i. Urdu language - Textbooks for second language learners English speakers. I. Alvi, Sajida S. (Sajida Sultana), 1941II. Series. PK 1973.1:745 2004 49i.4'398242i 02004-902666-6

CONTENTS

English Section The Story Behind This Project Acknowledgments Contributors About This Book

Urdu Section Ä'ö Mailey Chalain Dost Kë Ghar Turn Bhï Bachchey, Ham Bhï Bachchey Äsiya Kä Iskül Khala'ï Jahäz Mera Dost, Computer Barf kä Tufan Subah Kï Ämad Saib Aur Paithey Kawwey Aur Säras Kï Kahäni Häzir Dimaghï Jab Ammï Ghusl- khäney Men Band Hü'in Apnä Ghar Anokhä Hädisa Woh Khwäb Nah Thä Ä'ö Khail Jamä'ain Home Run Bill! aur Chühey kï Dushmanï Kaysey Hu'ï? Khargosh Kï Dum Bujho To Jänain

Corne on, Let's Visit the Fair Visiting with a Friend We Are All Children

Rashida Mirza Hamda Saifi Zahida Murtaza

5 9 13

Asiya's School Space Ship My Friend, the Computer Snow Storm Crack of Dawn Apples and Pumpkins A Tale of Crow and Crane Quick Thinking When Mom Was Locked in the Bathroom Home Sweet Home Peculiar Accident That Was Not a Dream Come On, Let's Play Home Run How Did the Cat and the Mouse Become Enemies? Rabbit's Tail Riddle Me This, Riddle Me That

Firdaus Beg Hamda Saifi Rashida Mirza Hamda Saifi Isma'ïl Mërathï Firdaus Beg Humaira Ansari Hamda Saifi Humaira Ansari

16 20 24 27 30 33 38 42 45

Ashfaq Hussain Firdaus Beg Farhat Ahmad Anonymous Humaira Ansari Rashida Mirza

49 53 57 60 63 66

Zahida Murtaza Firdaus Beg

70 74

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THE STORY B E H I N D THIS PROJECT

The remarkable story of the Urdu Instructional Materials Development Project began in 1986 when I returned to McGill University as the first appointee to the Chair in Urdu Language and Culture after an absence of nine years from the Canadian scene. During the time I had taught at the University of Minnesota (1977-86), the concept of multiculturalism was developing roots and taking concrete shape through Canadian government policies. The government's Heritage Languages Program, under the auspices of the Department of Multiculturalism, began sponsoring the development of instructional materials in a variety of heritage languages. On my return to Canada, Izhar Mirza, then president of the National Federation of Pakistani Canadians, and the late Muinudin Muin, both community leaders and friends, drew my attention to the need to develop proper Urdu language instructional tools for children. Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill University, jointly sponsored by the Federation of Pakistani Canadians 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. A team of writers and coordinators was established. Thus began the arduous work of a group of individuals, divergent in their backgrounds and professional training but united by a deep sense of mission. Undeterred by difficulties of commuting from Montreal and Ottawa, and within Metropolitan Toronto, the Project team worked for long hours on the weekends and holidays for over seven years to produce two sets of books. In the initial stages of the project, I realized that the members of the writing team who joined the enterprise had the invaluable experience of classroom teaching in the public school system but no experience of writing and publishing. This did not discourage us, however. Through their sheer determination, motivation, and willingness to write several drafts of each story until everyone was satisfied, the team of full-time teachers in the Ontario Boards of Education was transformed into a team of proficient creative story writers and authors. This was a very gratifying experience for me. In August 1997, the Urdu Instructional Materials Development Project team members and various Boards of Education in Ontario involved in the project celebrated the Silver Jubilee of the multicultural policy of the Government of Canada with the publication of Urdu for Children: Book One. This groundbreaking work, which provides instruction in Urdu for children, is comprised of two volumes of texts accompanied by two audiocas-

The Story Behind This Project

settes, a workbook, and a teacher's manual. This work was the first of its kind in terms of the quality of its content, its sensitivity to the needs of children between the ages of four to six in the Canadian environment, and its eclectic combination of traditional and wholelanguage instructional methods. This publication was seen as a fitting testament to the commitment of the Department of Multiculturalism to producing quality instructional materials for Canadian children through the International Languages Programme. This programme demonstrates 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. For the Project team, it was also a way of joining in the celebration of the Golden Jubilee of the birth of Pakistan, where Urdu is the official language of a nation of over 140 million people. The current book in the series, Urdu for Children: Stories and Poems, while similar to the first in methodology, is designed to meet the needs of children between the ages of seven to eight and older. The students' level is based on their facility in reading, writing, and speaking the language rather than their chronological age. The scope of the topics is wider than in Book One, and the forty stories and poems (most of them original and some adapted) are more complex and longer, and the original artwork is richer and more varied. More details are given in the section "About This Book." The English-Urdu and UrduEnglish vocabulary lists are more comprehensive than for Book One. Two volumes of Let's Read Urdu have been added to help children enhance their reading skills. The two-part Let's Write Urdu workbook provides practice exercises in writing and reinforces the new vocabulary introduced in the texts. The Teacher's Manual is a comprehensive, activitiesbased guide for teachers and parents and provides detailed lesson plans for each Urdu text. Two carefully recorded CDs accompanying the two volumes of the textbook, ensure standard pronunciation of words and intonations in sentences, and infuse life into the stories. Original music was composed for the poems, with melodies created for children to sing to help memorize the poems. From the inception of this project, we have kept in mind the needs of children as well as the needs of those parents who have some familiarity with the Urdu language and who wish to be involved in helping their children learn the Urdu language. The Urdu for Children Textbook Series was envisioned as a model that could be adapted for other non-European heritage languages, especially for South Asian languages such as Hindi, Bengali, Punjabi and languages of predominantly Muslim regions such as Arabic, Dari, Persian, Pashto and Sindhi. The Project team sincerely hopes that this vision will be realized in the coming years by the next generation of teachers and policy-makers. It would be a small but significant step in furthering the spirit of multiculturalism by promoting pride in the many Canadian cultural identities. The development of proper instructional materials for the Urdu language shows the commitment of Canadians of Indo-Pakistani origin to safeguarding their rich cultural heritage for future generations. There has been a rapid

The Story Behind This Project

growth in the South Asian community in Canada, a majority of whom have come from the Indo-Pakistan subcontinent where Urdu/Hindi is used as a lingua franca. In the 1986 census, the number of Canadians of South Asian origin was 266,800;* by 1991, it was 420,295, an increase of 57.5 per cent. In the 1996 census, the number jumped to 670,585, an increase of 59.5 per cent; and in the 2001 census the number has jumped to 963,190, an increase of 43.6 per cent. We hope that Urdu for Children: Book One and Book Two will help meet the needs of a rapidly increasing younger generation of the Urdu/Hindi-speaking community in Canada, the United States, and Europe. The Urdu Language Textbook Series is the first step towards helping children develop Urdu linguistic skills so that they can keep the flame of their heritage and culture alive. In today's global village, knowledge of a third language, and particularly a non-European language such as Urdu, can certainly help Canadian children become proud and self-assured adults and a unique asset to Canadian society. Indeed, cultural and linguistic diversity can be a major source of enrichment in any social and political order. Thomas Homer-Dixon's warning that, in the current race for globalisation, languages and cultures are disappearing at an alarming rate is noteworthy. Such languages, he argues, should be protected and preserved because we need cultural and linguistic diversity to help solve our problems and resolve our conflicts, in the same way that we need varied ecosystems.** Sajida S. AM

* Pamela M. White & Atul Nanda, "South Asians in Canada," Canadian Social Trends (Autumn, 1989): 7-9. ** Thomas Homer-Dixon, "We Need a Forest of Tongues." The Globe and Mail, July 7, 2001.

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ACKNOWLEDGMENTS

Many institutions and individuals have worked on this project since its inception in 1990. Judy Young, the erstwhile director of the Heritage Languages Programme in the Department of Multiculturalism, ardently supported the project. The Canadian government's generous grant through her department resulted in the inception and completion of Urdu for Children: Book One and Book Two. Two other major partners in this venture are the former North York Board of Education (now part of the Toronto District School Board) 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 in addition to hosting regular meetings of the Project team members at the administration building. Among many individuals who worked at the North York Board of Education, special thanks go to Barbara Toye, Armando Cristinziano, and Susan Deschamps for their help and advice in the preparation of applications for funding to Ottawa, submission of progress reports, and careful preparation and implementation of the terms of various contracts signed by the Project team members. The Institute of Islamic Studies has given substantive and material support to this project since my appointment to the endowed Chair in Urdu Language and Culture in 1986. This included secretarial help, bulk photocopying, postage, long-distance telephone calls, etc., as well as enthusiastic support for the book launch upon the completion of Book One in the fall of 1998. My frequent travel to Toronto for meetings with the Project team became part of my routine at the Institute. The publication of Book Two would not have been possible without the Institute's generous financial support. This timely assistance is gratefully acknowledged. For the smooth field testing of the materials, our thanks are due to the following Boards of Education: in Metropolitan Toronto, York Region, North York, and Peel Boards, and in Ottawa, the Carleton Board. Special thanks go 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). On substantive matters, Marcel Danesi, professor of Italian studies, University of Toronto, and James Cummins, professor of education at the Ontario Institute for Studies in Education, made invaluable contributions. The team is especially appreciative of Professor

Acknowledgments

Danesi's enthusiastic support of the project and his specific suggestions on methodology. He helped the team prepare the first lesson plan (for Book One) that was used as a model and has taken a keen interest in the project through the years. Above all, I must acknowledge the unwavering commitment of the writing team members: Humaira Ansari, the late Firdaus Beg, Rashida Mirza, Zahida Murtaza, and Hamda Saifi. Their multiple roles did not deter them from putting in endless hours writing original stories and preparing creative lesson plans. The second phase was initiated in the beginning of 1993 while the work on the first phase was in its final stages. During the five-year period from 1993 to 1998, the entire group (the writing team, the project director, and the coordinators) spent long days together on weekends and holidays, evaluating and selecting the stories and revising, reviewing, and editing six or seven drafts of each story before field testing. Similarly, the lesson plans were also judiciously reviewed several times before their acceptance. A special note in memory of Firdaus Beg, an imaginative, compassionate, and conscientious member of the team who fought cancer very courageously during the second phase of the project. In between her frequent visits to the hospital, she made sure to attend the meetings and put her heart and soul into the stories she wrote and the lesson plans she prepared while she was on sick leave from her school. Firdaus lost her valiant fight against cancer on March 17, 2002. The Project team dedicates this set of books to her. She is sorely missed. Rupert Bottenberg, an artist in Montreal, showed the same commitment to the project as his counterparts in Toronto and Ottawa. Faruq Hassan's translations of the Urdu texts into English helped Rupert overcome the linguistic and cultural barriers, and he impressed the team with his creative and insightful interpretations of the stories through his art. Our special thanks to Rupert for the beautiful and detailed illustrations of the stories, poems, and flashcard vocabulary. Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain, the coordinators, were the anchors of our writing team. They ably supported the team in every aspect of the project. It was truly well-coordinated teamwork. In addition to my overall responsibility for the Project, Farhat Ahmad and I were intensely engaged in critiquing and editing the original Urdu stories by the team members and the lesson plans for the Teacher's Manual; Ashfaq Hussain and Faruq Hassan reviewed the stories, and typed them for field testing; Faruq Hassan compiled and typed the vocabulary lists; and Ashfaq Hussain spent endless hours in preparing camera-ready copy for McGill-Queen's University Press. Heart-felt thanks to them. Our deep appreciation is due to those who worked equally hard to impart and preserve an important dimension of children's culture and heritage through sound and music. Jawaid Ahmad Danish and Uzma Danish brought the text of thirty stories to life through their audio recording in narrative style, providing auditory experience to complement the written text. And Nadeem Ali, an accomplished composer and singer, created background music for the

.

Acknowledgments

stories and composed original music for the ten poems; he spent endless hours training a children's chorus for the musical versions of some poems, sang some poems solo, and also accompanied the children with sweet rhythms and melodies. Anwer Saeed Ansari's help is gratefully acknowledged for providing handwritten Urdu sentences and vocabulary for writing-practice exercises for field-testing, and for his help in the preparation of camera-ready copy of Let's Write Urdu and Let's Read Urdu. The long list of individuals who shaped and helped produce this work would not be complete without thanking the following: Saqib Mehmood, Institute of Islamic Culture, Lahore, for his assistance in getting the entire manuscript of the Urdu text computer-printed on short notice; Gavin Mclnnes for scanning the whole project (approximately 600 pages); Nargis Churchill for preparing disks of the camera-ready copy of all volumes except the Teacher's Manual, Robert Cameron for doing additional layout; Suroosh Alvi for giving advice on technical matters concerning printing and music recording, and for facilitating access to the artistic and technical talent available in Montreal; and Khadija Mirza for patiently typing several revisions of the Teacher's Manual and Introductory sections. Special thanks as well to the McGill-Queen's University Press and its staff for their keen desire to publish this unusual work. Philip Gereone, executive director, appreciated the significance and intrinsic value of this project all along. This was particularly evident when the Press did not receive the expected publication subsidy from the Department of Multiculturalism in Ottawa and Philip was obliged to raise funds for this publication from various sources. Susanne McAdam, production and design manager, ably steered the course of production, and Joan McGilvray, coordinating editor, edited the English sections of the project and provided helpful suggestions on format and content. The editor gratefully acknowledges permission to reprint the following copyrighted material: Orea Book Publisher, P.O. Box 5626, Postal Station B, Victoria, BC v8R 654, Canada, for "Maxine's Tree," and Shan al-Haqq Haqqï, for his published poem, "Bhâ'ï Bhulakkar. Sajida S. Alvi

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CONTRIBUTORS

1. Sajida S. AM Professor of Indo-Islamic History (medieval and modern periods), Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, Montreal 2. Farhat Ahmad Retired teacher of English as a second language at the Ministry of Citizenship, Government of Ontario, Toronto 3. Humaira Ansari Former teacher at Ottawa Islamic School (primary division); since 1982 has taught Urdu as a Heritage Language at Kehkashan Urdu School, currently under the sponsorship of Carleton Board of Education, Ottawa, Ontario 4. Firdaus Beg Teacher of English as a second language, Cherry Hill Public School, Peel Board of Education, Ontario. Former teacher of Urdu as a Heritage Language. 5. Faruq Hassan Lecturer in English, Dawson College, Montreal; part-time lecturer in Urdu at the Institute of Islamic Studies, McGill University; Urdu poet; literary critic, and translator of Urdu fiction and poetry into English, and English fiction into Urdu 6. Ashfaq Hussain Critic of modern Urdu Literature; writer and Urdu poet, Toronto, Ontario 7. RashidaMirza Teacher of English as a second language and special education, Highgate Public School, York Region District School Board York, Ontario. Former teacher and subject teacher of Urdu Heritage Language programme.

Contributors

8. Zabida Murtaza Grade teacher; teacher of English as a second language, Heritage Park Public School, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. 9. Hamda Saifi Programme leader, Parent and Preschooler Programme, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. IO. Rupert Bottenberg Commercial illustrator and music editor at the Montreal Mirror. Also a published comic artist who organizes the Montreal Comic Jams.

A B O U T THIS BOOK

This course is based on the premises that: 1. Language instruction is 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 Urdu language instruction of their child in particular, is important in motivating the child to learn the language. 4. 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 two levels, Grade Two and Grade Three. Students are placed in a level based on their facility in the language rather than their chronological age. Urdu for Children: Stories and Poems (two volumes) provides material for forty lessons built around topics such as community helpers, science, seasons, ecology, recreation, folktales and fables. These topics were chosen because children at this level are interested in them. Each lesson in the book contains a story or poem accompanied by comprehension questions. In the classroom setting, the language is presented as a meaningful whole. Each topic is introduced through a story or a poem. The children respond to the selection as a whole while also focusing on the meaning of the text. They experience the text in many ways: by listening to it, repeating it in unison, and reading it from the chart. The children then deal with smaller units, for example, by focusing on word attack skills, sentence structure, and grammar. Each volume includes two vocabulary lists, each containing the Urdu word, an English transliteration of it, its grammatical category, and its English translation. The lists are alphabetized according to both the Urdu script and the English translation. Each list covers only the vocabulary used in the texts ofthat volume. Common vocabulary is not repeated in both volumes so if a word is missing in one volume, it can be found in the other one. English meanings of the Urdu words are restricted to their usage in the text. These lists should be

About This Book

of great help to parents in assisting their children with learning Urdu at home or doing their homework. The CDs, which contain all forty stories and poems, are also an immensely useful resource for children and for parents who have some familiarity with Urdu. The methodology used in the course is that of "Activity-Based Learning" and is similar to methods used in courses for teaching language arts in the Canadian public school system. Children are encouraged to acquire language by becoming involved in meaningful activities related to a 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. The course assumes that children acquire literacy through exposure to written and oral language, by developing word recognition and through a grasp of the conventions of the written language. Thus in this course, learning to read and write Urdu does not begin with learning the alphabet. The children are, however, encouraged to develop fluency in the basic reading and writing skills. 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, no matter how simple the created art may be. Parents' appreciation of this work provides an added incentive for the child to continue the course. This course is designed to be used in the classroom but can also be used at home by parents to teach Urdu to their children. It is recommended that parents use the Teacher's Manual, where they will find detailed methodology for teaching the materials in the course. Urdu for Children includes an interesting collection of stories and poems, which they can read to their children. The children should be encouraged to enhance their reading skills by reading the stories in the Let's Read Urdu volumes to themselves, their parents, and their younger siblings. The children also need the Let's Write Urdu workbook to learn and practise writing skills. During the course, parents' co-operation will be solicited in a variety of ways and a positive response is very important. The children will be assigned homework that will require the parent's help. The Urdu teachers may also need their assistance because they often have limited resources for material and support. As well, and most importantly, a positive and encouraging attitude towards school activities provides encouragement and motivation to the child to learn. Urdu is part of the South Asian Heritage; through the efforts of both teachers and parents children can learn the Urdu language in a way that demonstrates its usefulness and encourages them to be proud of knowing it. Farhat Ahmad and Rashida Mirza

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CANADIAN URDU LANGUAGE TEXTBOOK SERIES

Urdu for Children: Book Two (Grades II and III)

Let's Write Urdu Part One Chief Editor and Project Director Dr Sajida S. AM

Coordinators Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain

Writers Humaira Ansari, Firdaus Beg, Rashida Mirza, Hamda Saifi, Zahida Murtaza

Illustrator Rupert Bottenberg

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

Holder of the Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, 2004 ISBN 0-7735-2761-3 Legal deposit third quarter 2004 Bibliotheque nationale du Quebec Printed in Canada on acid-free paper This book has been published with the help of funding from the Department of Canadian Heritage, Multiculturalism Programs. McGill-Queen's University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We also acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

National Library of Canada Cataloguing in Publication Urdu for children: book two / chief editor & project director, Sajida S. Alvi. (Canadian Urdu language textbook series) For grades 2-3. ISBN 0-7735-2765-6 (Stories and Poems part one) ISBN 0-7735-2766-4 (Stories and Poems part two) ISBN o-7735-2763-x (Let's read Urdu part one) ISBN 0-7735-2764-8 (Let's read Urdu part two) ISBN 0-7735-2761-3 (Let's write Urdu part one) ISBN 0-7735-2762-1 (Let's write Urdu part two) i. Urdu language - Textbooks for second language learners English speakers. I. Alvi, Sajida S. (Sajida Sultana), 1941II. Series. PK 1973.1:745 2004 491.4'3982421 02004-902666-6

CONTENTS

English Section The Story Behind This Project Acknowledgments Writing Practice

Urdu Section A'o Mailey Chalain Dost Ke Ghar Turn BhI Bachchey, Ham Bhi Bachchey Asiya Ka Iskul Khala'I Jahaz Mera Dost, Computer BarfkaTufan Subah Kl Amad Saib Aur Paithey Kawwey Aur Saras Kl Kahani Hazir Dimaghl Jab Amml Ghusl- khaney Men Band Hu'In Apna Ghar Anokha Hadisa Woh Khwab Nah Tha A'5 Khail Jama'ain Home Run Billl aur Chuhey ki Dushmam Kaysey Hu'I? Khargosh KI Dum Bujho To Janain

Come on, Let's Visit the Fair Visiting with a Friend We Are All Children

Rashida Mirza Hamda Saifi Zahida Murtaza

5 9 14

Asiya's School Space Ship My Friend, the Computer Snow Storm Crack of Dawn Apples and Pumpkins A Tale of Crow and Crane Quick Thinking When Mom Was Locked in the Bathroom Home Sweet Home Peculiar Accident That Was Not a Dream • Come On, Let's Play Home Run How Did the Cat and the Mouse Become Enemies? Rabbit's Tail Riddle Me This, Riddle Me That

Firdaus Beg Hamda Saifi Rashida Mirza Hamda Saifi Isma'Il Merathi Firdaus Beg Humaira Ansari Hamda Saifi Humaira Ansari

18 22 25 28 31 36 40 44 48

Ashfaq Hussain Firdaus Beg Farhat Ahmad Anonymous Humaira Ansari Rashida Mirza

53 57 61 65 69 74

Zahida Murtaza Firdaus Beg

79 83

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T H E STORY B E H I N D T H I S P R O J E C T

The remarkable story of the Urdu Instructional Materials Development Project began in 1986 when I returned to McGill University as the first appointee to the Chair in Urdu Language and Culture after an absence of nine years from the Canadian scene. During the time I had taught at the University of Minnesota (1977-86), the concept of multiculturalism was developing roots and taking concrete shape through Canadian government policies. The government's Heritage Languages Program, under the auspices of the Department of Multiculturalism, began sponsoring the development of instructional materials in a variety of heritage languages. On my return to Canada, Izhar Mirza, then president of the National Federation of Pakistani Canadians, and the late Muinudin Muin, both community leaders and friends, drew my attention to the need to develop proper Urdu language instructional tools for children. Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill University, jointly sponsored by the Federation of Pakistani Canadians 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. A team of writers and coordinators was established. Thus began the arduous work of a group of individuals, divergent in their backgrounds and professional training but united by a deep sense of mission. Undeterred by difficulties of commuting from Montreal and Ottawa, and within Metropolitan Toronto, the Project team worked for long hours on the weekends and holidays for over seven years to produce two sets of books. In the initial stages of the project, I realized that the members of the writing team who joined the enterprise had the invaluable experience of classroom teaching in the public school system but no experience of writing and publishing. This did not discourage us, however. Through their sheer determination, motivation, and willingness to write several drafts of each story until everyone was satisfied, the team of full-time teachers in the Ontario Boards of Education was transformed into a team of proficient creative story writers and authors. This was a very gratifying experience for me. In August 1997, the Urdu Instructional Materials Development Project team members and various Boards of Education in Ontario involved in the project celebrated the Silver Jubilee of the multicultural policy of the Government of Canada with the publication of Urdu for Children: Book One. This groundbreaking work, which provides instruction in Urdu for children, is comprised of two volumes of texts accompanied by two audiocas-

The Story Behind This Project

settes, a workbook, and a teacher's manual. This work was the first of its kind in terms of the quality of its content, its sensitivity to the needs of children between the ages of four to six in the Canadian environment, and its eclectic combination of traditional and wholelanguage instructional methods. This publication was seen as a fitting testament to the commitment of the Department of Multiculturalism to producing quality instructional materials for Canadian children through the International Languages Programme. This programme demonstrates 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. For the Project team, it was also a way of joining in the celebration of the Golden Jubilee of the birth of Pakistan, where Urdu is the official language of a nation of over 140 million people. The current book in the series, Urdu for Children: Stories and Poems, while similar to the first in methodology, is designed to meet the needs of children between the ages of seven to eight and older. The students' level is based on their facility in reading, writing, and speaking the language rather than their chronological age. The scope of the topics is wider than in Book One, and the forty stories and poems (most of them original and some adapted) are more complex and longer, and the original artwork is richer and more varied. More details are given in the section "About This Book." The English-Urdu and UrduEnglish vocabulary lists are more comprehensive than for Book One. Two volumes of Let's Read Urdu have been added to help children enhance their reading skills. The two-part Let's Write Urdu workbook provides practice exercises in writing and reinforces the new vocabulary introduced in the texts. The Teacher's Manual is a comprehensive, activitiesbased guide for teachers and parents and provides detailed lesson plans for each Urdu text. Two carefully recorded CDs accompanying the two volumes of the textbook, ensure standard pronunciation of words and intonations in sentences, and infuse life into the stories. Original music was composed for the poems, with melodies created for children to sing to help memorize the poems. From the inception of this project, we have kept in mind the needs of children as well as the needs of those parents who have some familiarity with the Urdu language and who wish to be involved in helping their children learn the Urdu language. The Urdu for Children Textbook Series was envisioned as a model that could be adapted for other non-European heritage languages, especially for South Asian languages such as Hindi, Bengali, Punjabi and languages of predominantly Muslim regions such as Arabic, Dari, Persian, Pashto and Sindhi. The Project team sincerely hopes that this vision will be realized in the coming years by the next generation of teachers and policy-makers. It would be a small but significant step in furthering the spirit of multiculturalism by promoting pride in the many Canadian cultural identities. The development of proper instructional materials for the Urdu language shows the commitment of Canadians of Indo-Pakistani origin to safeguarding their rich cultural heritage for future generations. There has been a rapid

The Story Behind This Project

growth in the South Asian community in Canada, a majority of whom have come from the Indo-Pakistan subcontinent where Urdu/Hindi is used as a lingua franca. In the 1986 census, the number of Canadians of South Asian origin was 266,800;* by 1991, it was 420,295, an increase of 57.5 per cent. In the 1996 census, the number jumped to 670,585, an increase of 59.5 per cent; and in the 2001 census the number has jumped to 963,190, an increase of 43.6 per cent. We hope that Urdu for Children: Book One and Book Two will help meet the needs of a rapidly increasing younger generation of the Urdu/Hindi-speaking community in Canada, the United States, and Europe. The Urdu Language Textbook Series is the first step towards helping children develop Urdu linguistic skills so that they can keep the flame of their heritage and culture alive. In today's global village, knowledge of a third language, and particularly a non-European language such as Urdu, can certainly help Canadian children become proud and self-assured adults and a unique asset to Canadian society. Indeed, cultural and linguistic diversity can be a major source of enrichment in any social and political order. Thomas Homer-Dixon's warning that, in the current race for globalisation, languages and cultures are disappearing at an alarming rate is noteworthy. Such languages, he argues, should be protected and preserved because we need cultural and linguistic diversity to help solve our problems and resolve our conflicts, in the same way that we need varied ecosystems.** Sajida S. Alvi

* Pamela M. White & Atul Nanda, "South Asians in Canada," Canadian Social Trends (Autumn, 1989): 7-9. ** Thomas Homer-Dixon, "We Need a Forest of Tongues." The Globe and Mail, July 7, 2001.

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ACKNOWLEDGMENTS

Many institutions and individuals have worked on this project since its inception in 1990. Judy Young, the erstwhile director of the Heritage Languages Programme in the Department of Multiculturalism, ardently supported the project. The Canadian government's generous grant through her department resulted in the inception and completion of Urdu for Children: Book One and Book Two. Two other major partners in this venture are the former North York Board of Education (now part of the Toronto District School Board) 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 in addition to hosting regular meetings of the Project team members at the administration building. Among many individuals who worked at the North York Board of Education, special thanks go to Barbara Toye, Armando Cristinziano, and Susan Deschamps for their help and advice in the preparation of applications for funding to Ottawa, submission of progress reports, and careful preparation and implementation of the terms of various contracts signed by the Project team members. The Institute of Islamic Studies has given substantive and material support to this project since my appointment to the endowed Chair in Urdu Language and Culture in 1986. This included secretarial help, bulk photocopying, postage, long-distance telephone calls, etc., as well as enthusiastic support for the book launch upon the completion of Book One in the fall of 1998. My frequent travel to Toronto for meetings with the Project team became part of my routine at the Institute. The publication of Book Two would not have been possible without the Institute's generous financial support. This timely assistance is gratefully acknowledged. For the smooth field testing of the materials, our thanks are due to the following Boards of Education: in Metropolitan Toronto, York Region, North York, and Peel Boards, and in Ottawa, the Carleton Board. Special thanks go 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). On substantive matters, Marcel Danesi, professor of Italian studies, University of Toronto, and James Cummins, professor of education at the Ontario Institute for Studies in Education, made invaluable contributions. The team is especially appreciative of Professor

Acknowledgments

Danes!'s enthusiastic support of the project and his specific suggestions on methodology. He helped the team prepare the first lesson plan (for Book One) that was used as a model and has taken a keen interest in the project through the years. Above all, I must acknowledge the unwavering commitment of the writing team members: Humaira Ansari, the late Firdaus Beg, Rashida Mirza, Zahida Murtaza, and Hamda Saifi. Their multiple roles did not deter them from putting in endless hours writing original stories and preparing creative lesson plans. The second phase was initiated in the beginning of 1993 while the work on the first phase was in its final stages. During the five-year period from 1993 to 1998, the entire group (the writing team, the project director, and the coordinators) spent long days together on weekends and holidays, evaluating and selecting the stories and revising, reviewing, and editing six or seven drafts of each story before field testing. Similarly, the lesson plans were also judiciously reviewed several times before their acceptance. A special note in memory of Firdaus Beg, an imaginative, compassionate, and conscientious member of the team who fought cancer very courageously during the second phase of the project. In between her frequent visits to the hospital, she made sure to attend the meetings and put her heart and soul into the stories she wrote and the lesson plans she prepared while she was on sick leave from her school. Firdaus lost her valiant fight against cancer on March 17, 2002. The Project team dedicates this set of books to her. She is sorely missed. Rupert Bottenberg, an artist in Montreal, showed the same commitment to the project as his counterparts in Toronto and Ottawa. Faruq Hassan's translations of the Urdu texts into English helped Rupert overcome the linguistic and cultural barriers, and he impressed the team with his creative and insightful interpretations of the stories through his art. Our special thanks to Rupert for the beautiful and detailed illustrations of the stories, poems, and flashcard vocabulary. Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain, the coordinators, were the anchors of our writing team. They ably supported the team in every aspect of the project. It was truly well-coordinated teamwork. In addition to my overall responsibility for the Project, Farhat Ahmad and I were intensely engaged in critiquing and editing the original Urdu stories by the team members and the lesson plans for the Teacher's Manual; Ashfaq Hussain and Faruq Hassan reviewed the stories, and typed them for field testing; Faruq Hassan compiled and typed the vocabulary lists; and Ashfaq Hussain spent endless hours in preparing camera-ready copy for McGill-Queen's University Press. Heart-felt thanks to them. Our deep appreciation is due to those who worked equally hard to impart and preserve an important dimension of children's culture and heritage through sound and music. Jawaid Ahmad Danish and Uzma Danish brought the text of thirty stories to life through their audio recording in narrative style, providing auditory experience to complement the written text. And Nadeem Ali, an accomplished composer and singer, created background music for the

Acknowledgments

stories and composed original music for the ten poems; he spent endless hours training a children's chorus for the musical versions of some poems, sang some poems solo, and also accompanied the children with sweet rhythms and melodies. Anwer Saeed Ansari's help is gratefully acknowledged for providing handwritten Urdu sentences and vocabulary for writing-practice exercises for field-testing, and for his help in the preparation of camera-ready copy of Let's Write Urdu and Let's Read Urdu. The long list of individuals who shaped and helped produce this work would not be complete without thanking the following: Saqib Mehmood, Institute of Islamic Culture, Lahore, for his assistance in getting the entire manuscript of the Urdu text computer-printed on short notice; Gavin Mclnnes for scanning the whole project (approximately 600 pages); Nargis Churchill for preparing disks of the camera-ready copy of all volumes except the Teacher's Manual, Robert Cameron for doing additional layout; Suroosh Alvi for giving advice on technical matters concerning printing and music recording, and for facilitating access to the artistic and technical talent available in Montreal; and Khadija Mirza for patiently typing several revisions of the Teacher's Manual and Introductory sections. Special thanks as well to the McGill-Queen's University Press and its staff for their keen desire to publish this unusual work. Philip Cercone, executive director, appreciated the significance and intrinsic value of this project all along. This was particularly evident when the Press did not receive the expected publication subsidy from the Department of Multiculturalism in Ottawa and Philip was obliged to raise funds for this publication from various sources. Susanne Me Adam, production and design manager, ably steered the course of production, and Joan McGilvray, coordinating editor, edited the English sections of the project and provided helpful suggestions on format and content. The editor gratefully acknowledges permission to reprint the following copyrighted material: Orca Book Publisher, P.O. Box 5626, Postal Station B, Victoria, BC v8R 654, Canada, for "Maxine's Tree," and Shan al-Haqq Haqql, for his published poem, "Bha'I Bhulakkar. Sajida S. Alvi

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W R I T I N G PRACTICE

OBJECTIVES

To help the children enhance their writing skills. To show the children the mechanics of writing in Urdu script. To make the children aware of words and spaces. STRATEGIES FOR THE I N S T R U C T I O N OF WRITING IN URDU SCRIPT IN THE CLASSROOM

• in the beginning of the fall term, review the letters of the Urdu alphabet and have students practise joining letters to form words. In subsequent sessions • Have the children sit at the desks with pencils and exercise books. • Choose five familiar words with the same initial letters or the same final letters from the current lesson. • Demonstrate how each word is written, one word at a time, on the chalkboard or on the chart. • Draw arrows to show the direction of each stroke. • After writing each word, ask the students to copy it in their exercise books. • When all five words have been copied, ask the children to write them three or four times. The above practice will help the children to do the homework assigned using the Let's Write Urdu workbook.

Writing Practice

STRATEGIES FOR W R I T I N G PRACTICE IN URDU AT HOME

• Encourage children to practise writing in Let's Write Urdu, one page at a time. • If the children have difficulty writing, make a larger copy of the words from Let's Write Urdu and ask them to trace over them and then copy them. • Give the students a few words at a time until they are comfortable with writing Urdu script. • Regular practice (at least 15 minutes, three times a week) will help develop fluency in writing Urdu script. Rashida Mirza

Note: In some Urdu words, the variation in spelling (as, for example, in the word and has also been introduced.

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CANADIAN URDU LANGUAGE TEXTBOOK SERIES

Urdu for Children: Book Two (Grades II and III)

Stories and Poems Part One

Chief Editor and Project Director Dr Sajida S. AM

Coordinators Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain

Writers Humaira Ansari, Firdaus Beg, Rashida Mirza, Hamda Saifi, Zahida Murtaza

Illustrator Rupert Bottenberg

c Holder of the Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, 2004 ISBN 0-7735-2765-6 Legal deposit third quarter 2004 Bibliotheque nationale du Quebec Printed in Canada on acid-free paper This book has been published with the help of funding from the Department of Canadian Heritage, Multiculturalism Programs. McGill-Queen's University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We also acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

National Library of Canada Cataloguing in Publication Urdu for children: book two / chief editor & project director, Sajida S. Alvi. (Canadian Urdu language textbook series) For grades 2-3. ISBN 0-7735-2765-6 (Stories and Poems part one) ISBN 0-7735-2766-4 (Stories and Poems part two) ISBN o-7735-2763-x (Let's read Urdu part one) ISBN 0-7735-2764-8 (Let's read Urdu part two) ISBN 0-7735-2761-3 (Let's write Urdu part one) ISBN 0-7735-2762-1 (Let's write Urdu part two) i. Urdu language - Textbooks for second language learners English speakers. I. Alvi, Sajida S. (Sajida Sultana), 1941II. Series. PKI973.U745 2004 49i.4'398242i 02004-902666-6

CONTENTS

English Section The Story Behind This Project Acknowledgments Contributors About This Book Transliteration Vocabulary English-Urdu Urdu-English

Urdu Section Theme: My Experiences A'o Mailey Chalain Dost Ke Ghar

Come on, Let's Visit the Fair Visiting with a Friend

Rashida Mirza Hamda Saifi

5 8

We Are All Children

Zahida Murtaza

12

Asiya's School

Firdaus Beg

14

Theme: Science Khala'I Jahaz Mera Dost, Computer

Space Ship My Friend, the Computer

Hamda Saifi Rashida Mirza

19 23

Theme: Seasons Barf ka Tufan Subah Ki Amad

Snow Storm Crack of Dawn

Hamda Saifi Isma'Il MerathI

28 33

Theme: Food Saib Aur Paithey

Apples and Pumpkins

Firdaus Beg

35

Theme: Feelings Turn BhI Bachchey, Ham Bhi Bachchey Asiya Ka Iskul

Contents

Theme: Animals Kawwey Aur Saras KI Kahani

A Tale of Crow and Crane

Humaira Ansari

40

Theme: Community Helpers Hazir Dimaghl Jab Amml Ghusl- khaney Men Band Hu'In

Quick Thinking When Mom Was Locked in the Bathroom

Hamda Saifi Humaira Ansari

44 47

Theme: Ecology Apna Ghar

Home Sweet Home

Ashfaq Hussain

50

Theme: Incidents and Adventures Peculiar Accident Anokha Hadisa That Was Not a Dream Woh Khwab Nah Tha

Firdaus Beg Farhat Ahmad

53 57

Theme: Recreation A'o Khail Jama'ain Home Run

Anonymous Humaira Ansari

61 64

Rashida Mirza

68

Zahida Murtaza Firdaus Beg

75

Come On, Let's Play Home Run

Theme: Folktales, Fables, and Riddles Billl aur Chuhey kl DushmanI How Did the Cat and the Mouse Kaysey Hu'I? Become Enemies? Khargosh KI Dum Rabbit's Tail Bujho To Janain Riddle Me This, Riddle Me That

T H E S T O R Y B E H I N D THIS P R O J E C T

The remarkable story of the Urdu Instructional Materials Development Project began in 1986 when I returned to McGill University as the first appointee to the Chair in Urdu Language and Culture after an absence of nine years from the Canadian scene. During the time I had taught at the University of Minnesota (1977-86), the concept of multiculturalism was developing roots and taking concrete shape through Canadian government policies. The government's Heritage Languages Program, under the auspices of the Department of Multiculturalism, began sponsoring the development of instructional materials in a variety of heritage languages. On my return to Canada, Izhar Mirza, then president of the National Federation of Pakistani Canadians, and the late Muinudin Muin, both community leaders and friends, drew my attention to the need to develop proper Urdu language instructional tools for children. Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill University, jointly sponsored by the Federation of Pakistani Canadians 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. A team of writers and coordinators was established. Thus began the arduous work of a group of individuals, divergent in their backgrounds and professional training but united by a deep sense of mission. Undeterred by difficulties of commuting from Montreal and Ottawa, and within Metropolitan Toronto, the Project team worked for long hours on the weekends and holidays for over seven years to produce two sets of books. In the initial stages of the project, I realized that the members of the writing team who joined the enterprise had the invaluable experience of classroom teaching in the public school system but no experience of writing and publishing. This did not discourage us, however. Through their sheer determination, motivation, and willingness to write several drafts of each story until everyone was satisfied, the team of full-time teachers in the Ontario Boards of Education was transformed into a team of proficient creative story writers and authors. This was a very gratifying experience for me. In August 1997, the Urdu Instructional Materials Development Project team members and various Boards of Education in Ontario involved in the project celebrated the Silver Jubilee of the multicultural policy of the Government of Canada with the publication of Urdu for Children: Book One. This groundbreaking work, which provides instruction in Urdu for children, is comprised of two volumes of texts accompanied by two audiocas-

The Story Behind This Project

settes, a workbook, and a teacher's manual. This work was the first of its kind in terms of the quality of its content, its sensitivity to the needs of children between the ages of four to six in the Canadian environment, and its eclectic combination of traditional and wholelanguage instructional methods. This publication was seen as a fitting testament to the commitment of the Department of Multiculturalism to producing quality instructional materials for Canadian children through the International Languages Programme. This programme demonstrates 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. For the Project team, it was also a way of joining in the celebration of the Golden Jubilee of the birth of Pakistan, where Urdu is the official language of a nation of over 140 million people. The current book in the series, Urdu for Children: Stories and Poems, while similar to the first in methodology, is designed to meet the needs of children between the ages of seven to eight and older. The students' level is based on their facility in reading, writing, and speaking the language rather than their chronological age. The scope of the topics is wider than in Book One, and the forty stories and poems (most of them original and some adapted) are more complex and longer, and the original artwork is richer and more varied. More details are given in the section "About This Book." The English-Urdu and UrduEnglish vocabulary lists are more comprehensive than for Book One. Two volumes of Let's Read Urdu have been added to help children enhance their reading skills. The two-part Let's Write Urdu workbook provides practice exercises in writing and reinforces the new vocabulary introduced in the texts. The Teacher's Manual is a comprehensive, activitiesbased guide for teachers and parents and provides detailed lesson plans for each Urdu text. Two carefully recorded CDs accompanying the two volumes of the textbook, ensure standard pronunciation of words and intonations in sentences, and infuse life into the stories. Original music was composed for the poems, with melodies created for children to sing to help memorize the poems. From the inception of this project, we have kept in mind the needs of children as well as the needs of those parents who have some familiarity with the Urdu language and who wish to be involved in helping their children learn the Urdu language. The Urdu for Children Textbook Series was envisioned as a model that could be adapted for other non-European heritage languages, especially for South Asian languages such as Hindi, Bengali, Punjabi and languages of predominantly Muslim regions such as Arabic, Dari, Persian, Pashto and Sindhi. The Project team sincerely hopes that this vision will be realized in the coming years by the next generation of teachers and policy-makers. It would be a small but significant step in furthering the spirit of multiculturalism by promoting pride in the many Canadian cultural identities. The development of proper instructional materials for the Urdu language shows the commitment of Canadians of Indo-Pakistani origin to safeguarding their rich cultural heritage for future generations. There has been a rapid

The Story Behind This Project

growth in the South Asian community in Canada, a majority of whom have come from the Indo-Pakistan subcontinent where Urdu/Hindi is used as a lingua franca. In the 1986 census, the number of Canadians of South Asian origin was 266,800;* by 1991, it was 420,295, an increase of 57.5 per cent. In the 1996 census, the number jumped to 670,585, an increase of 59.5 per cent; and in the 2001 census the number has jumped to 963,190, an increase of 43.6 per cent. We hope that Urdu for Children: Book One and Book Two will help meet the needs of a rapidly increasing younger generation of the Urdu/Hindi-speaking community in Canada, the United States, and Europe. The Urdu Language Textbook Series is the first step towards helping children develop Urdu linguistic skills so that they can keep the flame of their heritage and culture alive. In today's global village, knowledge of a third language, and particularly a non-European language such as Urdu, can certainly help Canadian children become proud and self-assured adults and a unique asset to Canadian society. Indeed, cultural and linguistic diversity can be a major source of enrichment in any social and political order. Thomas Homer-Dixon's warning that, in the current race for globalisation, languages and cultures are disappearing at an alarming rate is noteworthy. Such languages, he argues, should be protected and preserved because we need cultural and linguistic diversity to help solve our problems and resolve our conflicts, in the same way that we need varied ecosystems.** Sajida S. AM

* Pamela M. White & Atul Nanda, "South Asians in Canada," Canadian Social Trends (Autumn, 1989): 7-9. ** Thomas Homer-Dixon, "We Need a Forest of Tongues." The Globe and Mail, July 7, 2001.

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ACKNOWLEDGMENTS

Many institutions and individuals have worked on this project since its inception in 1990. Judy Young, the erstwhile director of the Heritage Languages Programme in the Department of Multiculturalism, ardently supported the project. The Canadian government's generous grant through her department resulted in the inception and completion of Urdu for Children: Book One and Book Two. Two other major partners in this venture are the former North York Board of Education (now part of the Toronto District School Board) 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 in addition to hosting regular meetings of the Project team members at the administration building. Among many individuals who worked at the North York Board of Education, special thanks go to Barbara Toye, Armando Cristinziano, and Susan Deschamps for their help and advice in the preparation of applications for funding to Ottawa, submission of progress reports, and careful preparation and implementation of the terms of various contracts signed by the Project team members. The Institute of Islamic Studies has given substantive and material support to this project since my appointment to the endowed Chair in Urdu Language and Culture in 1986. This included secretarial help, bulk photocopying, postage, long-distance telephone calls, etc., as well as enthusiastic support for the book launch upon the completion of Book One in the fall of 1998. My frequent travel to Toronto for meetings with the Project team became part of my routine at the Institute. The publication of Book Two would not have been possible without the Institute's generous financial support. This timely assistance is gratefully acknowledged. For the smooth field testing of the materials, our thanks are due to the following Boards of Education: in Metropolitan Toronto, York Region, North York, and Peel Boards, and in Ottawa, the Carleton Board. Special thanks go 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). On substantive matters, Marcel Danesi, professor of Italian studies, University of Toronto, and James Cummins, professor of education at the Ontario Institute for Studies in Education, made invaluable contributions. The team is especially appreciative of Professor

Acknowledgments

Danesi's enthusiastic support of the project and his specific suggestions on methodology. He helped the team prepare the first lesson plan (for Book One) that was used as a model and has taken a keen interest in the project through the years. Above all, I must acknowledge the unwavering commitment of the writing team members: Humaira Ansari, the late Firdaus Beg, Rashida Mirza, Zahida Murtaza, and Hamda Saifi. Their multiple roles did not deter them from putting in endless hours writing original stories and preparing creative lesson plans. The second phase was initiated in the beginning of 1993 while the work on the first phase was in its final stages. During the five-year period from 1993 to 1998, the entire group (the writing team, the project director, and the coordinators) spent long days together on weekends and holidays, evaluating and selecting the stories and revising, reviewing, and editing six or seven drafts of each story before field testing. Similarly, the lesson plans were also judiciously reviewed several times before their acceptance. A special note in memory of Firdaus Beg, an imaginative, compassionate, and conscientious member of the team who fought cancer very courageously during the second phase of the project. In between her frequent visits to the hospital, she made sure to attend the meetings and put her heart and soul into the stories she wrote and the lesson plans she prepared while she was on sick leave from her school. Firdaus lost her valiant fight against cancer on March 17, 2002. The Project team dedicates this set of books to her. She is sorely missed. Rupert Bottenberg, an artist in Montreal, showed the same commitment to the project as his counterparts in Toronto and Ottawa. Faruq Hassan's translations of the Urdu texts into English helped Rupert overcome the linguistic and cultural barriers, and he impressed the team with his creative and insightful interpretations of the stories through his art. Our special thanks to Rupert for the beautiful and detailed illustrations of the stories, poems, and flashcard vocabulary. Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain, the coordinators, were the anchors of our writing team. They ably supported the team in every aspect of the project. It was truly well-coordinated teamwork. In addition to my overall responsibility for the Project, Farhat Ahmad and I were intensely engaged in critiquing and editing the original Urdu stories by the team members and the lesson plans for the Teacher's Manual; Ashfaq Hussain and Faruq Hassan reviewed the stories, and typed them for field testing; Faruq Hassan compiled and typed the vocabulary lists; and Ashfaq Hussain spent endless hours in preparing camera-ready copy for McGill-Queen's University Press. Heart-felt thanks to them. Our deep appreciation is due to those who worked equally hard to impart and preserve an important dimension of children's culture and heritage through sound and music. Jawaid Ahmad Danish and Uzma Danish brought the text of thirty stories to life through their audio recording in narrative style, providing auditory experience to complement the written text. And Nadeem Ali, an accomplished composer and singer, created background music for the

Acknowledgments

stories and composed original music for the ten poems; he spent endless hours training a children's chorus for the musical versions of some poems, sang some poems solo, and also accompanied the children with sweet rhythms and melodies. Anwer Saeed Ansari's help is gratefully acknowledged for providing handwritten Urdu sentences and vocabulary for writing-practice exercises for field-testing, and for his help in the preparation of camera-ready copy of Let's Write Urdu and Let's Read Urdu. The long list of individuals who shaped and helped produce this work would not be complete without thanking the following: Saqib Mehmood, Institute of Islamic Culture, Lahore, for his assistance in getting the entire manuscript of the Urdu text computer-printed on short notice; Gavin Mclnnes for scanning the whole project (approximately 600 pages); Nargis Churchill for preparing disks of the camera-ready copy of all volumes except the Teacher's Manual, Robert Cameron for doing additional layout; Suroosh Alvi for giving advice on technical matters concerning printing and music recording, and for facilitating access to the artistic and technical talent available in Montreal; and Khadija Mirza for patiently typing several revisions of the Teacher's Manual and Introductory sections. Special thanks as well to the McGill-Queen's University Press and its staff for their keen desire to publish this unusual work. Philip Cercone, executive director, appreciated the significance and intrinsic value of this project all along. This was particularly evident when the Press did not receive the expected publication subsidy from the Department of Multiculturalism in Ottawa and Philip was obliged to raise funds for this publication from various sources. Susanne McAdam, production and design manager, ably steered the course of production, and Joan McGilvray, coordinating editor, edited the English sections of the project and provided helpful suggestions on format and content. The editor gratefully acknowledges permission to reprint the following copyrighted material: Orca Book Publisher, P.O. Box 5626, Postal Station B, Victoria, BC v8R 654, Canada, for "Maxine's Tree," and Shan al-Haqq Haqqi, for his published poem, "Bha'I Bhulakkar. Sajida S. Alvi

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CONTRIBUTORS

1. Sajida S. AM Professor of Indo-Islamic History (medieval and modern periods), Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, Montreal 2. Farhat Ahmad Retired teacher of English as a second language at the Ministry of Citizenship, Government of Ontario, Toronto 3. Humaira Ansari Former teacher at Ottawa Islamic School (primary division); since 1982 has taught Urdu as a Heritage Language at Kehkashan Urdu School, currently under the sponsorship of Carleton Board of Education, Ottawa, Ontario 4. Firdaus Beg Teacher of English as a second language, Cherry Hill Public School, Peel Board of Education, Ontario. Former teacher of Urdu as a Heritage Language. 5. Faruq Hassan Lecturer in English, Dawson College, Montreal; part-time lecturer in Urdu at the Institute of Islamic Studies, McGill University; Urdu poet; literary critic, and translator of Urdu fiction and poetry into English, and English fiction into Urdu 6. Ashfaq Hussain Critic of modern Urdu Literature; writer and Urdu poet, Toronto, Ontario 7. RashidaMirza Teacher of English as a second language and special education, Highgate Public School, York Region District School Board York, Ontario. Former teacher and subject teacher of Urdu Heritage Language programme.

Contributors

8. Zahida Murtaza Grade teacher; teacher of English as a second language, Heritage Park Public School, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. 9. Hamda Saifi Programme leader, Parent and Preschooler Programme, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. 10. Rupert Bottenberg Commercial illustrator and music editor at the Montreal Mirror. Also a published comic artist who organizes the Montreal Comic Jams.

A B O U T THIS BOOK

This course is based on the premises that: 1. Language instruction is 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 Urdu language instruction of their child in particular, is important in motivating the child to learn the language. 4. 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 two levels, Grade Two and Grade Three. Students are placed in a level based on their facility in the language rather than their chronological age. Urdu for Children: Stories and Poems (two volumes) provides material for forty lessons built around topics such as community helpers, science, seasons, ecology, recreation, folktales and fables. These topics were chosen because children at this level are interested in them. Each lesson in the book contains a story or poem accompanied by comprehension questions. In the classroom setting, the language is presented as a meaningful whole. Each topic is introduced through a story or a poem. The children respond to the selection as a whole while also focusing on the meaning of the text. They experience the text in many ways: by listening to it, repeating it in unison, and reading it from the chart. The children then deal with smaller units, for example, by focusing on word attack skills, sentence structure, and grammar. Each volume includes two vocabulary lists, each containing the Urdu word, an English transliteration of it, its grammatical category, and its English translation. The lists are alphabetized according to both the Urdu script and the English translation. Each list covers only the vocabulary used in the texts of that volume. Common vocabulary is not repeated in both volumes so if a word is missing in one volume, it can be found in the other one. English meanings of the Urdu words are restricted to their usage in the text. These lists should be

About This Book

of great help to parents in assisting their children with learning Urdu at home or doing their homework. The CDs, which contain all forty stories and poems, are also an immensely useful resource for children and for parents who have some familiarity with Urdu. The methodology used in the course is that of "Activity-Based Learning" and is similar to methods used in courses for teaching language arts in the Canadian public school system. Children are encouraged to acquire language by becoming involved in meaningful activities related to a 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. The course assumes that children acquire literacy through exposure to written and oral language, by developing word recognition and through a grasp of the conventions of the written language. Thus in this course, learning to read and write Urdu does not begin with learning the alphabet. The children are, however, encouraged to develop fluency in the basic reading and writing skills. 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, no matter how simple the created art may be. Parents' appreciation of this work provides an added incentive for the child to continue the course. This course is designed to be used in the classroom but can also be used at home by parents to teach Urdu to their children. It is recommended that parents use the Teacher's Manual, where they will find detailed methodology for teaching the materials in the course. Urdu for Children includes an interesting collection of stories and poems, which they can read to their children. The children should be encouraged to enhance their reading skills by reading the stories in the Let's Read Urdu volumes to themselves, their parents, and their younger siblings. The children also need the Let's Write Urdu workbook to learn and practise writing skills. During the course, parents' co-operation will be solicited in a variety of ways and a positive response is very important. The children will be assigned homework that will require the parent's help. The Urdu teachers may also need their assistance because they often have limited resources for material and support. As well, and most importantly, a positive and encouraging attitude towards school activities provides encouragement and motivation to the child to learn. Urdu is part of the South Asian Heritage; through the efforts of both teachers and parents children can learn the Urdu language in a way that demonstrates its usefulness and encourages them to be proud of knowing it. Farhat Ahmad and Rashida Mirza

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

gh

f q

k kh

g oh

1 m n• n v or w h

th s

j

jh ch ch h kh d dh d

dh « Z

r ? r• rh y • VOWELS AND DIPHTHONGS o a au u i a e/ai/ay/ey u

r

VOCABULARY English-Urdu

Abbreviations adj. p.f. p.m. s.m. f.m. id. phr.

adjectives noun, plural feminine noun, plural masculine noun, singular masculine noun, singular feminine idiomatic expression phrase

adv. v.t. v.i. v.n. int. prov.

adverbs verb transitive verb intransitive verbal noun interjection proverb

advertisement

ishtihar (s.m.)

agreeable

suhana (adj.)

alone

akaila(adj.)

ambulance

ambulance (s.f.)

animal

janwar (s./p.m.)

apple

saib (s./p.m.)

arrangement

intizam (s.m.)

at long last

khuda khuda kar ke (adv.)

attention

dhiyan (s.m.)

automatically (see OF ONE'S OWN ACCORD) autumn

khizan (s./p.f.)

bag

thayla (s.m.) (also see POUCH)

ball

gaind (s.f.)

barbecue

barbecue (s./p.m.)

barber

hajjam (s./p.m.)

barn

bam (s./p.m.)

basket

tokfi (s.f.)

bat

balla (s.m.)

bathroom (see WASHROOM) beak

chonch (s.f.)

bear

bhalu (s./p.m.)

being agreeable/pleasing

man bhana (v.n.)

belief

yaqln (s.m.)

binoculars

durbin (s.f.)

black

kale (adj.)

blanket

kambal (s./p.m.)

boat

kashti (s.f.)

body

jism (s.m.)

bone

haddl (s.f.)

box

dibba (s.m.)

branch

dafi (s.f.)

bravo

shabash (int.)

break

waqfa (s.m.)

breath

sans (s./p.m.)

bricks

Inten (p.f.)

bride

dulhan (s.f.)

bridegroom

dulha (s.m.)

brightness (see LIGHT) brown

bhure (adj.)

bucket

bait! (s.f.)

building

'imarat (s.f.)

bundle

gattha (s.m.)

bustle

raunaq (s.f.)

button

batan (s./p.m.)

call for prayer

azan (s.f.)

camping

camping (s./p.f.)

Canadian flag

Canada ka jhanda (s.m.)

cap (see HAT) car

gari (s.f.)

caretaker

nigran (s./p.m.)

carrot

gajar(s.f)

cash (see MONEY) cat

bilfi (s.f.)

certainty (see BELIEF) child

bachcha (s.m.)

children

bachchey (p.m.)

chirping

chahchaha (s.m.)

city

shehr (s./p.m.)

clapping

taliyan (p.f.)

client

gahak (s./p.m.)

coach

coach (s./p.m.)

cock-a-doodle-doo

murgh Id azan (s.m.)

coldness

khunki (s.f.)

common (see ORDINARY) complete

mukammal(adj.)

computer

computer (s./p.m)

concentration (see ATTENTION) concourse of people (see FAIR) condition

halat (s.f.) (also see STATE)

confused (see PERPLEXED) confusion (see PERPLEXITY) content

man bhafi (s.f.)

contentment

itmlnan (s.m.)

cottage

cottage (s./p.f.)

courage

himmat (s.f.)

cousin (paternal uncle's daughter)

chacha-zad behan (s.f.)

cow

ga'e (s.f.)

crane

saras (s./p/m.)

crossroads

choraha (s.m.)

crow

kawwa (s.m.)

crowd

majma1 (s.m.)

crown

taj (s./p.m.)

curly

ghunghriyale (adj. p.)

cushion

gadda (s.m.)

customer (see CLIENT) dacoits (see ROBBERS) danger

khatra (s.m.)

daylight

ujala (s.m.)

dear

piyara(adj. m.)

desk

desk (s.m.)

destination (see STOREY)

different

mukhtalif (adj.)

difficult

mushkil (adj.)

direction

rukh (s.m.); or (s.f./m.p.)

door

darvaza (s.m.)

doubt (see SUSPICION) drop of water/rain

bund (s.f.)

east

mashriq (s.f.)

easy

asan (adj.)

eggs

ande (p.m.)

electricity

bijfi (s.f.)

embarrassed

khisyana (v.n.)

emergency

hangami (adj.)

enclosure

darba (s.m.)

enjoyable

pur-lutf(adj.)

enmity

dushmani (s.f.)

ethnic group

nasl (s.f.)

examination

imtihan (s.m.)

excellence (see SKILLFULNESS) excitement

josh (s.m.)

excuse

bahana (s.m.)

extra

za'id

eyes

ankhen (p.f.)

fair

mela (s.m.)

fair-skinned (see WHITE) faucet

tontl (s.f.)

favourite

pasandida(adj.)

feelings

ihsasat (p.m.)

field

khait (s./p.m.)

fight

laral (s.f.)

fire

ag (s.f.)

firewood (see TIMBER)

fish

machli (s.f.)

flakes

gale (p.m.)

flashlight

tarch (s.f.)

flower

phul (s./p.m.)

fodder

chara (s.m.)

fork (see THORN) fortunate

khush-qismat (adj.)

frog

mendak (s./p.m.)

fruit

phal (s./p.m.)

game

Idhail (s./p.m.)

garden

bagh (s.m.)

gift

tohfa (s.m.)

glass

shlsha (s.m.)

glitter

chamak (v.n.)

glittering

jag-mag (adj.)

glove

dastana (s.m.)

gun

banduq (s.f.)

handle

dasta (s.m.)

hand-pump

nalka (s.m.)

hat

topi (s.f.)

heart

dil (s./p.m.)

heart lessness

bedili (s.m.)

helper

madadgar (s.m.)

hen

murghl (s.f.)

hidden

ojhal(adj.)

hole

surakh (s./p.m.)

hole in a tree

mokha (s.m.)

horse-driven carriage

ghora gari (s.f.)

hunger

bhiik(s.f.)

husk

chilka (s.m.)

ice-skate

ice iskate (s.m.)

in fact

waqel (adv)

in reality (see IN FACT) inner (see INTERNAL) interesting

dilchasp (adj.)

interior (see INTERNAL) intermission (see BREAK) internal

andrurii (adj.)

invisible (see HIDDEN) island

jazira (s.m.)

jersey

jarsl (s.f.)

jewelry

zewar (s./p.m.)

key

chabi (s.f.)

knife

chaqu (s.m.)

knock

dastak (s.f.)

ladder

slrhl (s.f.)

lake

jhil (s.f.)

lamp (see LIGHT) lantern

laltayn (s.f.)

lazy

sust (sdj.)

lean

duble (adj. p.m.)

left (hand or side)

ba'en (adv.)

leg

tang (s.f.)

library

library (s.f.)

life of luxury/pleasure

'aysh (s.m.)

light

raushnl (s.f); batti (s.f.)

light (in weight)

halkl (adj. f.)

lightning (see ELECTRICITY) lineage (see ETHNIC GROUP) lyrical song make-shift (see EMERGENCY) mirror (see GLASS)

git (s./p.m.)

mischief

shararat (s.f.)

mistake

ghalatl (s.f.)

moist (see WET) money

naqdi (s./p.f.)

mouse

chuha (s.m.)

need

zarurat (s.f.)

news

khabar (s.f.)

oar

chappu (s./p.m.)

occasion

mauq'a (s.m.)

of one's own accord

khud ba-khud (adv.)

opponent

mukhalif (adj.)

ordinary

ma'muli (adj.)

overcrowding

til dharne ki jagah (id.)

pair

Jon (p.f)

pale (see YELLOW) park (see GARDEN) passion (see EXCITEMENT) pearl

motl (s./p.m.)

peel (see HUSK) pen for fowls (see ENCLOSURE) penguin

penguin (s.f.)

perplexed

pareshan (adj.)

perplexity

paresharii (s.f.)

personal

zafi (adj.)

perspiration

paslna (s.m.)

pillow

takya (s.m.)

platter (metal)

thai (s.m.)

player

khilari (s./p.m.)

playing-field

maidan (s.m.)

pleasant (see AGREEABLE) police officer

police afsar (s.m.)

pond

talab (s./p.m.)

pouch

gathri (s.f.)

probably

ghaliban (adv.)

promise

wa'da (s.m.)

pumpkins

paithey (p.m.)

push

dhakka (s.m.)

question

sawal (s.m.)

rabbit

khargosh (s./p.m.)

ray

kiran (s.f.)

razor

ustra (s.m.)

reflection

aks (s.m.)

restlessness

be-chayrii (s.f.)

result

natlja (s.m.)

right (hand or side)

da'en (adv.)

robbers

daku (s./p.m.)

room

kamra (s.m.)

rooster

murgh (s.m.)

rope (see STRING) rose/flower garden

gulshan (s.m.)

ruler

raja (s.m.)

rustling

sarsarahat (s.f.)

sad

udas(adj.)

satifaction (see CONTENTMENT) satisfied (see CONTENT) scarf

gulu-band (s./p.m.)

scene

manzar (s.m.)

school

iskul (s./p.m.)

screen

jail (s.f.)

screw

paich (s./p.m.)

screw-driver

paich kash (s./p.m.)

seed

bij (s.p.m.)

segments (of fruit)

phanken (p.f.)

settlement

bastl (s.f.)

shawl (big)

doshala (s.m.)

side (see DIRECTION) sign

nishan (s.m.)

skating

iskating (s.f.)

skillfulness

maharat (s.f.)

skinny

patle (adj. p.m.)

slow (see LAZY) snout

thutham (s.f.)

snowing

barfbari (s.f.)

soap

sabun (s.m.)

Somali flag

Somaliya ka jhanda (s.m.)

song

gana (s.m.)

sound

awaz (s.f.)

space-centre

khalal markaz (s.m.)

space-ship

khalaT jahaz (s./p.m.)

sparrows

chiriyan (p.f.)

stair (see LADDER) state

'alam (s.m.)

storey

manzil (s.f.)

storm

tufan (s./p.m.)

strange

f

straws

tinke (p.m.)

strength

taqat (s.f.)

string

rassl (s.f.)

studies

partial (s.f.)

suspicion

shakk (s.m.)

sweet-meats

mithal (s./p.f.)

sweet -mear seller

halwal (s.m.)

ajib (adj.)

table

mez (s.f.)

tail

dum (s.f.)

target shooting

nishana-bazl (s.f.)

teacher (male)

ustad (s.m.); master sahib (s./p.m.)

teacher (female)

ustarii (s.f.)

tear

ansu (s./p.m.)

telephone

telephone (s./p.m.)

television

television (s./p.m.)

thin (see LEAN and SKINNY) thorn

kanta (s.m.)

throat

gala (s.m.)

throbbing of heart

dil dharakna (v.i.)

timber

lakriyan (p.f.)

time-table

waqt ka khaka (s.m.)

to act

'arnal karna (v.t.)

to act upon (see TO ACT) to amuse oneself

ji behlana (v.t.)

to apologize

mu'afi mangna (v.i.)

to applaud

dad daina (v.t.)

to attack

hamla karna (v.t.)

to be ashamed

sharminda hona (v.i.)

to be fed up (with)

jl uchat hona (v.i.)

to be overjoyed

phule nah samana (v.i.)

to be paralyzed through fear/shock

dhakrahjana(v.i.)

to be perplexed

ghabrana (v.i.)

to be startled

chaunk uthna (v.i.)

to be surprised

hairan hona (v.i)

to become (see TO GET ALONG) to commend (see TO APPLAUD) to console

tasalli daina (v.t.)

to crow

ka'en ka.'en karna (v.t.)

to disappear

gha'ib hona

to divert the mind (see TO AMUSE ONESELF) to doze off

ankh lagna (v.i.)

to dry

sukhna (v.i.)

to encourage

hausla barhana (v.t.)

to enjoy

lutf uthana(v.t)

to enter

dakhal hona (v.i.)

to expand (see TO MAKE SWELL) to fear

darna (v.i.)

to feed (see TO PECK AT) to fill belly

pait bharna (v.t.)

to form a circle

ghera bandhna (v.t.)

to form connection/alliance

rishtajorna(v.t.)

to gather together

ikathe karna (v.t.)

to get along

ban-na (v.i.)

to get angry

ghussa ana (v.i.)

to give way (see TO SINK [INTO]) to glance around

nazar daurana (v.t.)

to hide

chupna (v.i.)

to infuse life

jan phunkna (v.t.)

to jump

kudna (v.i.)

to leap over

phandna (v.t.)

to look in astonishment

ankhen phar kar dekhna (v.t.)

to make a firm resolve

pakka irada karna (v.t.)

to make noise

shor/ghul machana (v.t.)

to make swell

phulana (v.t.)

to move (see TO SHAKE) to peck at

chugna (v.t.)

to peep

jhankna (v.i.)

to rotate (see TO TURN) to rush in

ghusna (v.i.)

to scatter

bikhar jana (v.i.)

to scream

chikhna (v.i.)

to set

jamana (v.t.)

to shake

hilana (v.t.)

to shake hands

hath milana (v.t.)

to shrink from fear; to crouch

dabakna (v.i.)

to sing

gana (v.t.)

to sink (into)

dhansna (v.i.)

to touch

chuna (v.t.)

to try one's luck

qismat azmana (v.t.)

to turn

ghumana (v.t.)

to turn a deaf ear to

sum un-surii karna (v.t.)

to turn off the light

battl bhujana (v.t.)

to whirl around

chakkar khana (v.t.)

to waste

za'e karna (v.t.)

together with

samait (adv.)

uncommon

anokha(adj.)

uninformed

be-khabar (adj.)

unique (see UNCOMMON) upside down

aundha (adj. m.)

vehicle (see CAR) video game

video ka khel (s.m.)

voice (see SOUND) wallet

batuwa (s.m.)

warehouse

godam (s.m.)

washroom

ghusl-khana (s.m.)

watch

ghari (s.f.)

water-tank

tanld (s.f.)

wave

mauj (s.f.)

welcome

istiqbal (s.m.)

well

kunwan (s.m.)

wet

glfi (adj. f.)

white

gore (adj. p.m.)

window

khirki (s.m.)

wing

par (s./p.m.)

with a heavy sound (to fall)

dhram se (adv.)

with great enthusiasm

zor shor se (adv.)

world

jag (s.m.)

worms

kire (p.m.)

yellow

pile (adj. p.)

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VOCABULARY Urdu - English

Abbreviations adj. p.f. p.m. s.m. f.m. id. phr.

adjectives noun, plural feminine noun, plural masculine noun, singular masculine noun, singular feminine idiomatic expression phrase

adv. v.t. v.i. v.n. int. prov.

adverbs verb transitive verb intransitive verbal noun interjection proverb

asan(adj.)

easy

ag (s.f.)

fire

ansu (s./p.m.)

tear

ankh lagna (v.i.)

to doze off

ankhen (p.f.)

eyes

ankhen phar kar dekhna (v.t.)

to look in astonishment

awaz (s.f.)

sound; voice

ice iskate (s./p.m.)

ice skate

ujala (s.m.)

daylight

ihsasat (p.m.)

feelings

udas(adj.)

sad

azan (s.f.)

call for prayer

ustad (s.m.)

teacher (male)

ustanl (s.f.)

teacher (female)

ustra (s.m.)

razor

istiqbal (s.m.)

welcome

iskul (s./p.m.)

school

iskating (s.f.)

skating

ishtehar (s.m.)

advertisement

itmlnan (s.m.)

contentment; satisfaction

ikathe karna (v.t.)

to gather together

akela (adj.)

alone

imtihan (s.m.)

examination

intizam (s.m.)

arrangement

andrunl (adj.)

internal; inner; interior

ande (p.m.)

eggs

anokha (adj.)

uncommon; unique

qjhal(adj.)

hidden; invisible

or (s.f./m.p.)

direction; side

aundha(adj. m.)

upside down

ambulance (s.f.)

ambulance

inten (p.f.)

bricks

barbecue (s./p.m.)

barbecue

barn (s./p.m.)

bam

bagh (s.m.)

garden; park

baltl (s.f.)

bucket

ba'en (adv.)

left (hand or side)

battl (s.f.)

light; lamo

battl bujhana (v.t.)

to turn off the light

batan (s./p.m.)

button

batuwa (s.m.)

wallet

bijfi (s.f.)

electricity; lightning

bachcha (s.m.)

child

bachchey (p.m.)

children

barf bari (s.f.)

snowing

basfi (s.f.)

settlement

bikharjana(v.i.)

to scatter

balla (s.m.)

bat

bilfi (s.f.)

cat

banduq (s.f.)

gun; rifle

ban-na (v.i.)

to get along; to become

bund (s.f.)

drop of water/rain

bahana (s.m.)

excuse

bhalu (s./p.m.)

bear

bhure (adj.)

brown

bhuk (s.f.)

hunger

bij (s./p.m.)

seeds

be-chayrii (s.f.)

restlessness

be-khabar(adj.)

uninformed

be-dili (s.m.)

heart lessness

patle (adj)

skinny; thin

par (s./p.m.)

wing

pur-lutf (adj.)

enjoyable

pareshan (adj.)

perplexed; confused

paresham (s.f.)

perplexity; confusion

parhal (s.f.)

studies

pasandida(adj.)

favourite

pasma (s.m.)

perspiration

pakka irada karna (v.t.)

to make a firm resolve

penguin (s.f.)

penguin

police afsar (s.m./f.)

police officer

phandna (v.t.)

to leap over

phanken (p.f.)

segments (of fruit)

phal (s./p.m.)

fruit

phulana (v.t.)

to make swell; to expand

phul (s./p.m.)

flower

phule nah samana (v.i.)

to be overjoyed

piyara (adj. m.)

dear

pait bharna (v.t.)

to fill belly

paithey (p.m.)

pumpkins

paich (s./p.m.)

screw

paich kash (s./p.m.)

screw-driver

pile (adj.)

yellow

taj (s./p.m.)

crown

talab (s./p.m.)

pond

taliyan (p.f.)

clapping

tohfa (s.m.)

gift

tasalfi daina (v.t.)

to console

takya (s.m.)

pillow

til dharae kf jagah (id.)

overcrowding

tinke (p.m.)

straws

thai (s.m.)

platter (metal)

thuthm (s.f.)

snout

thayla (s.m.)

bag

tarch (s.f.)

flashlight

tang (s.f.)

leg

tanki (s.f.)

water-tank

topi (s.f.)

cap; hat

tokfi (s.f.)

basket

tontl (s.f.)

faucet

telephone (s./p.m.)

telephone

television (s./p.m.)

television

jail (s.f.)

screen

jan phunkna (v.t.)

to infuse life

janwar (s./p.m.)

animal

jarsl (s.f.)

jersey

jazira (s.m.)

island

jism (s.m.)

body

jag (s.m.)

world

jag-mag (adj.)

glittering

jamana (v.t.)

to set

jofi (s.f.)

pair

josh (s.m.)

excitement; passion

jhankna (v.i)

to peep

jtiil (s.f.)

lake

jl uchat hona (v.i.)

to be fed up with

jibehlana(v.t.)

to amuse oneself; to divert the mind

chabi (s.f.)

key

chara (s.m.)

fodder

chaqu (s.m.)

knife

chappu (s./p.m.)

oar

chacha-zad behan (s.f.)

cousin (paternal uncle's daughter)

chiriyan (p.f.)

sparrows

chakkar Wiana (v.t.)

to whirl around

chugna (v.t.)

to peck at; to feed

chamak (v.n.)

glitter

choraha (s.m.)

crossroads

chonch (s.f.)

beak

chaunk uthna (v.i.)

to be startled

chuha (s.m.)

mouse

chehchaha (s.m.)

chirping

chupna (v.i.)

to hide

chilka (s.m.)

husk; peel

chuna (v.t.)

to touch

chlkhna (v.i.)

to scream

halat (s.f.)

state; condition

hajjam(s./p.m.)

barber

halwaT (s.m.)

sweet-meat seller

hamla karna (v.t.)

to attack

hausla barhana (v.t.)

to encourage

hairan hona (v.i.)

to be surprised

khabar (s.f.)

news

khuda khuda kar ke (adv)

at long last

khargosh (s./p.m.)

rabbit

khizan (s./p.m.)

autumn

khatra (s.m.)

danger

khalaT jahaz (s./p.m.)

space-ship

khalaT markaz (s.m.)

space-centre

khunuki (s.f.)

coldness

khud ba-khud (adv.)

of one's own accord; automatically

khush-qismat (adj.)

fortunate

dakhal hona (v.i.)

to enter

dad daina (v.t.)

to applaud/commend

da'en (adv.)

right (hand or side)

dabakna (v.i.)

to crouch; to shrink from fear

duble (adj.)

lean;thin

darvaza (s.m.)

door

darba (s.m.)

enclosure; pen for fowls

dastana (s.m.)

glove

dastak (s.f.)

knock

dasta (s.m.)

handle; knob

dushmarii (s.f.)

enmity

dil (s./p.m.)

heart

dilchasp (adj.)

interesting

dil dharakna (v.i.)

throbbing of heart

dulhan (s.f.)

bride

dum (s.f.)

tail

dur-bln (s.f.)

binoculars

doshala (s.m.)

big shawl

dulha (s.m.)

bridegroom

dhram se (adv.)

with a heavy sound (to fall)

dhakka (m.s.)

push

dhakrahjana(v.i.)

to be paralyzed through fear/shock

dhansna (v.i.)

to sink (into); to give way

dhyan (s.m.)

attention; concentration

daku (s./p.m.)

robbers; dacoits

daH (s.f.)

branch

dibba (s.m.)

box

darna (v.i.)

to fear

desk (s.m.)

desk

zatl (adj.)

personal

raja (s.m.)

ruler

rukh (s.m.)

direction

rassl (s.f.)

rope; string

rishtajorna(v.t.)

to form connection/alliance

raushrii (s.f.)

light; brightness

raunaq (s.f.)

bustle

za'id (adj.)

extra

zor shor se (adv.)

with great ]enthusiasm

zaiwar (s./p.m.)

jewelry

saras (s./p.m.)

crane

sans (s./p.m.)

breath

sarsarahat (s.f.)

rustling

sust (adj.)

lazy; slow

samait (adv.)

together with

sum unsum karaa (v.t.)

to turn a deaf ear to

sawal (s.m.)

question

surakh (s./p.m.)

hole

suldma (v.i.)

to dry

suhana(adj.)

agreeable; pleasant

saib (s./p.m.)

apple

slrhl (s.f.)

ladder; stair

shabash (int.)

bravo!

shakh (s.f.)

branch

shararat (s.f.)

mischief

sharminda hona (v.i.)

to be ashamed

shakk (s.m.)

suspicion; doubt

shormachana(v.t.)

to make noise

shehr (s./p.m.)

city

shisha (s.m.)

glass; mirror

sabun (s.m.)

soap

Somaliya ka jhanda (s.m.)

Somali flag

za'e karna (v.t.)

to waste

zarurat (s.f.)

need

taqat (s.f.)

strength

tufan (s./p.m.)

storm

'alarn (s.m.)

state; condition

'ajib (adj.)

strange

'aks (s.m.)

reflection

'imarat (s.f.)

building

'amal karna (v.t.)

to act; to act upon

f

aysh (s.m.)

life of luxury/pleasure

ghaliban (adv.)

probably

ghayb hona (v.i.)

to disappear

ghusl-khana (s.m.)

washroom; bathroom

ghussa ana (v.i.)

to get angry

ghalatl (s.f.)

mistake

ghul machana (v.t.)

to make noise

qismat azmana (v.t.)

to try one's luck

cottage (s./p.f.)

cottage

kale (adj.)

black

kanta (s.m.)

thorn; fork

ka'en ka'en karna (v.t.)

to crow

kiran (s.f.)

ray

kashtl (s.f.)

boat

kambal (s./p.m.)

blanket

computer (s./p.m.)

computer

kamra (s.m.)

room

kun'wan (s.m.)

well

kawwa (s.m.)

crow

coach (s./p.m.)

coach

kudna (v.i.)

to jump

Idiirki (s.f.)

window

Idbisyana (v.n.)

embarrassed

khilan (s./p.m.)

player

khait (s./p.m.)

field

jkhail (s.m.)

game

kire (p.m.)

worms

camping (s./p.f.)

camping

Canada ka jhanda (s.m.)

Canadian flag

gajar (s.f.)

carrot

gari (s.f.)

car; vehicle

gale (p.m.)

flakes

gana (s.m.; also v.t.)

song; to sing

gahak (s./p.m.)

client; customer

ga'e (s.f.)

cow

gattha (s.m.)

bundle

gathri (s.f.)

pouch; bag

gadda (s.m.)

cushion

ghusna (v.i.)

to push oneself in

gala (s.m.)

throat

gulshan (s.m.)

rose/flower garden

gulu-band (s./p.m.)

scarf

godam (s.m.)

warehouse

gore (adj.)

white; fair-skinned

ghabrana (v.i.)

to be perplexed

ghari (s.f.)

watch

ghumana (v.t.)

to turn; to rotate

ghunghriyale (adj., p.)

curly

ghora-garl (s.f.)

horse-driven carriage

ghera bandhna (v.t.)

to form a circle

git (s./p.m.)

lyrical song

glfi (adj., f.)

wet; moist

gaind (s.f.)

ball

laltayn (s.f.)

lantern

library (s.f.)

library

laraT (s.f.)

fight

lutfuthana(v.t.)

to enjoy

lakriyan (p.f.)

timber; fire-wood

master sahib (s.m.)

teacher (male)

mithal (s./p.f.)

sweet-meats

majma' (s.m.)

crowd

machfi (s.f.)

fish

mukhalif(adj.)

opponent

mukhtalif(adj)

different

madadgar (s.m.)

helper

murgh (s.m.)

rooster

murgh Id azan (s.m.)

cock-a-doodle-doo

murghl (s.f.)

hen

mashriq (s.m.)

east

mushkil(adj.)

difficult

mu'afi mangna (v.i.)

to apologize

ma'muli (adj.)

ordinary; common

mukammal(adj.)

complete

man bhana (v.n.)

being ageeable/pleasing

man-bhafi (adj., f.)

content; satisfied

manzil (s.f.)

storey; destination

manzar (s.m.)

scene

moti (s./p.m.)

pearl

mauj (s.f.)

wave

mauq'a (s.m.)

occasion

mokha (s.m.)

hole in a tree

maharat (s.f.)

skilfulness; excellence

maidan (s.m.)

playing-field

mez (s.f.)

table

mela (s.m.)

fair; concourse of people

mendak (s./p.m.)

frog

nafija (s.m.)

result

nasl (s.f.)

ethnic group; lineage

nishan (s.m.)

sign

nishana-bazl (s.f.)

target shooting

nazar daurana (v.t.)

to glance around

naqdi (s./p.f.)

money; cash

nigran (s./p.m.)

caretaker

nalka (s.m.)

hand-pump

waqel (adv.)

in fact; in reality

video ka khel (s.m.)

video-game

wa'da (s.m.)

promise

waqt ka khaka (s.m.)

time-table

waqfa (s.m.)

break; intemission

hath milana (v.t.)

to shake hands

haddi (s.f.)

bone

hilana (v.t.)

to shake/move

halki (adj., f.)

light (in weight)

himmat (s.f.)

courage

hangaml (adj)

emergency; make-shift

yaqm (s.m.)

certainty; belief

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76

75

74

73

72

71

70

69

68

67

66

(coach) (ambulance)

65

(baseball)

64

63

62

61

60

59

(barbecue)

58

(camping)

57

56

(scouting)

55

(ice-skating)

(snow-shoeing)

54

(ice skate)

53

52

51

1-Penguin

2-Bob

3-Kelly 50

49

(operator)

48

(911)

47

46

(television)

45

44

43

42

41

40

39

(pie)

(jack-o'-lantern)

38

(sandwich)

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

(goal)

17

16

15

14

13

12

11

10

(barn)

9

8

(sale)

7

6

5

53 57

61

64

68

71

75

5 8 12 14

19 23

28 33

35

40

44 47

50

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