While similar in method to the "activity-based learning" introduced in the first set of books, Urdu for Childr
228 62 9MB
English Pages 339 Year 2004
CANADIAN URDU LANGUAGE TEXTBOOK SERIES
Urdu for Children: Book Two (Grades II and III)
Let's Read Urdu Part Two Chief Editor and Project Director Dr Sajida S. Alvi
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 0-7735-2764-8 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
Urdu Section Sahaill Bujh Pahaill Bha'I Bhulakkar Pur-Asrar Hawaill Hamdardi Doston KI Ijad Pat-jhar Sohni Dharti Barsat Safi Miyan Ka Farm Ahmad Ka Bandar Kharidari Maryam Ka Darakht Garmi KI Chuttiyan Kashti KI Sayr Barf Ka Admi Amir Aur Michael Sarkas Ga'ey Motiyon Ka Har Billl Ka Anokha Bachcha SadhuKiDu'a BI Gilehri
Solve the Riddle, My Friend Forgetful Fellow The Mansion of Mystery Compassion Invention by Friends The Fall Our Beautiful World Rainy Season Little Safi's Farm Ahmad's Monkey Shopping Mary am's Tree (Adapted) Summer Holidays A Boat Ride Snowman Amir and Michael Went to the Circus The Pearl Necklace A Unique Kitten Sadhu's Prayer Ms. Squirrel
Zahida Murtaza Shan al-Haqq Haqql Zahida Murtaza 'Allama Muhammad Iqbal Rashida Mirza Farhat Ahmad Zahida Murtaza Isma'il MerathI Ashfaq Hussain Firdaus Beg Hamda Saifi Firdaus Beg Humaira Ansari Hamda Saifi Ashfaq Hussain Humaira Ansari Humaira Ansari Rashida Mirza Zahida Murtaza Rashida Mirza
5 10
14 19 22 25 28
33 36 39 43 49 43 53 62 65 70
75 80 85
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THE STORY BEHIND 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 storywriters 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
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 begi nning 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 Haqql, for his published poem, "Bha'I Bhulakkar. Sajida S. Alvi
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CONTRIBUTORS
1. SajidaS. 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.
ABOUT 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
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CANADIAN URDU LANGUAGE TEXTBOOK SERIES
Urdu for Children: Book Two (Grades II and III)
Let's Write Urdu Part Two 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 0-7735-2762-1 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 49i.4'398242i €2004-902666-6
CONTENTS
English Section The Story Behind This Project Acknowledgments Writing Practice
Urdu Section Sahaill Bujh Pahaill Bha'I Bhulakkar Pur-Asrar Hawaill Hamdardi Doston Kiljad Pat-jhar Sohm Dharti Barsat Safi Miyan Ka Farm Ahmad Ka Bandar Kharidari Maryam Ka Darakht GarmI KI Chuttiyan Kashti KI Sayr Barf Ka Adml Amir Aur Michael Sarkas Ga'ey Motiyon Ka Har Billl Ka Anokha Bachcha SadhuKlDu'a BI Gilehri
Solve the Riddle, My Friend Forgetful Fellow The Mansion of Mystery Compassion Invention by Friends The Fall Our Beautiful World Rainy Season Little Safi's Farm Ahmad's Monkey Shopping Maryam's Tree (Adapted) Summer Holidays A Boat Ride Snowman Amir and Michael Went to the Circus The Pearl Necklace A Unique Kitten Sadhu's Prayer Ms. Squirrel
Zahida Murtaza Shan al-Haqq Haqqi Zahida Murtaza 'Allama Muhammad Iqbal Rashida Mirza Farhat Ahmad Zahida Murtaza Isma'Il Merathi Ashfaq Hussain Firdaus Beg Hamda Saifi Firdaus Beg Humaira Ansari Hamda Saifi Ashfaq Hussain Humaira Ansari
5 9 13 17 21 25 28 32 37 41 46 51 55 59 63 68
Humaira Ansari Rashida Mirza Zahida Murtaza Rashida Mirza
73 77 80 84
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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 684, Canada, for "Maxine's Tree," and Shan al-Haqq Haqqi, 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 INSTRUCTION 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 WRITING 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 has also been introduced. and
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CANADIAN URDU LANGUAGE TEXTBOOK SERIES
Urdu for Children: Book Two (Grades II and III)
Stories and Poems Part Two 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
© Holder of the Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, 2004 ISBN 0-7735-2766-4 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. AM. (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 Sahaill Bujh Pahaill Bha'I Bhulakkar
Solve the Riddle, My Friend Forgetful Fellow
Zahida Murtaza Shan al-Haqq Haqql
Theme: Feelings Pur-Asrar Hawaill Hamdardi
The Mansion of Mystery Compassion
Zahida Murtaza 'Allama Muhammad Iqbal
ii 15
Boston Klljad
Invention by Friends
Rashida Mirza
i?
Theme: Seasons Pat-jhar Sohm Dharti Barsat
The Fall Our Beautiful World Rainy Season
Farhat Ahmad Zahida Murtaza Isma'Il Merathi
21
Theme: Food Safi Miyan Ka Farm
Little Safi's Farm
Ashfaq Hussain
29
,
5 9
Theme: Science
24 27
Contents
Theme: Animals Ahmad Ka Bandar
Ahmad's Monkey
Firdaus Beg
31
Theme: Community Helpers Kharidari
Shopping
Hamda Saifi
35
Theme: Ecology Maryam Ka Darakht
Mary am' s Tree (Adapted)
Firdaus Beg
38
Humaira Ansari Hamda Saifi
43 48
Ashfaq Hussain Humaira Ansari
52 55
Humaira Ansari Rashida Mirza Zahida Murtaza Rashida Mirza
59 63 67 70
Theme: Incidents and Adventures Garmi Ki Chuttiyan Summer Holidays Kashtl KI Sayr A Boat Ride Theme: Recreation Barf Ka Adml Amir Aur Michael Sarkas Ga'ey
Snowman Amir and Michael Went to the Circus
Theme: Folktales, Fables, and Riddles Motiyon Ka Har The Pearl Necklace Billl Ka Anokha Bachcha A Unique Kitten Sadhu KI Du 'a Sadhu' s Prayer BI Gilehrl Ms. Squirrel
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 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
I. 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.
3-
4-
5-
Farhat Ahmad Retired teacher of English as a second language at the Ministry of Citizenship, Government of Ontario, Toronto 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 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. 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- Rashida Mirza 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. [O. 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 s ph z t
t z i
gh
f q
k kh
g gh 1 m n• n v or w h 5
y
th t• th • s j jh
ch ch h kh
d dh d»
dh • z r r•
rh
VOWELS AND DIPHTHONGS a o au u i i a e/ai/ay/ey u
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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
a drowning man catches at a straw marte kya nah karte (prov.) about to weep
rorii (adj. f.)
actor
adakar (s.m.)
address
pata (s.m.)
agility (see QUICKNESS) alarm
alarm (s./p.m.)
all around
ird-gird (adv.)
annual
salana (adj.)
anxiety (see THOUGHT) ascetic (see HOLY MAN) astonishment
hayrat (s.f.)
attention
tawajjoh (s.f.)
attire (see CLOTHES) autumn
pat-jhar (s.m.)
back
pith (s.f.)
bare
chatyal(adj.)
bargain
sauda (s.m.)
bark (of a tree)
chal (s.f.)
barren
banjar (adj.)
beat (of a drum)
thap (s.f.)
bed (see BEDDING) bedding
bistar (s.m.)
being irritated
jhalla kar (adv.)
benediction (see PRAYER) bicycle
bicycle (s.m.)
birds
parinde (p.m.)
books
kitaben (p.f.)
bottom
teh (p.f.)
bouquet
guldasta (s.m.)
boys
larke (p.m.)
braided hair
choti (s.f.)
breeze (see WIND) bubbles
bulbule (p.m.)
buffalo
bhaynsa (s.m.)
bush
jhari (s.f.)
bustle
chahal pahal (s.f.)
butter
makkhan (s./p.m.)
butterfly
titfi (s.f.)
buttermilk
lassi (s.f.)
cage
pinjara (s.m.)
camel
unt (s./p.m.)
camp
dera (s.m.)
canopy
sa'iban (s.m.)
caravan
qafila (s.m.)
castle (see FORT) cavity (see PIT) cheese
pariir (s./p.m.)
chest of drawers
kapron Id daraz (s./p.f.)
children (see OFFSPRING) climbers (see CREEPERS) clothes
poshak (s.f.)
clouds (dense black)
ghata (s.f.)
clown
maskhara (s.m.)
coast (see SHORE) colourful
rangm(adj.)
comb, large
kangha (s.m.)
comb, small
kanghi (s.f.)
compassion
hamdardi (s.f.)
complaint
shikayat (s.f.)
confusion
gar-bar (s.f.)
counting
ginti (s.f.)
covering
ghilaf (s./p.m.)
creepers
bailen (p.f.)
crocodile
magarmach (s.m.)
cup
piyali (s.f.)
dagger
khanjar (s./p.m.)
damned
mu'a(adj.)
dance
nach (s./p.m.)
darkness
andhera (s.m.)
deep
gahfi (adj. f.)
deer
hiran (s./p.m.)
defect
kharabl (s.f.)
deliberation
ghaur (s.m.)
delicate (see THIN) departure
kuch (s.m.)
desire
khwahish (s.f.)
desolation
wirarii (s.f.)
difficulty
diqqat (s.f.)
dignity
shan (s.f.)
direction (see SIDE) displeasure
narazgl (s.f.)
disposition (see TEMPERAMENT) ditch
khal (s.f.)
dollhouse
guriya ghar (s.m.)
domesticated
paltu(adj.)
dressing (of a wound or sore)
marham pattl (s.f.)
dressing table
singhar mez (s.f.)
drum
dhol (s./p.m.)
ducks
battakhen (p.f.)
ear-rings
bunde (p.m.)
earth
dhartl (s.f.)
earthen lamp
diya (s.m.)
elephant
hath! (s./p.m.)
end (see EXTREMITY) event
waqi'a (s.m.)
exercise
warzish (s.f.)
exhibition
numa'ish (s.f.)
existing at birth (see INBORN) extremity
intiha (s.f.)
fairy
pafi (s.f.)
faithfulness
wafadafi (s.f.)
farm
farm (s./p.m.)
farmer
kisan (s./p.m.)
feet
pa'on (s./p.m.)
fence
jangla (s.m.)
festival
jashan (s./p.m.)
festivity (see BUSTLE) finger-ring
anguthi (s.f.)
firefly
jugnu (s.m.)
fireplace
atishdan (s./p.m.)
firmness
mazbutl (s.f.)
First Nations people
asli bashinde (p.m.
fist
mutthi (s.f.)
flat
chapfi (adj. f.)
flat-bread
rofi (s.f.)
flower-beds
kiyariyan (p.f)
flowerpots
gamle (p.m.)
flute
bansfi (s.f.)
foot of a mountain
daman (s.m.)
forest
jangal(s.m.)
fort
qal'a (s.m.)
friend
dost (s.m.)
friend (woman's female)
saheli (s.f.)
friendship
dostl (s.f.)
frill
jhalar (s.f.)
gate
phatak (s./p.m.)
gentlemen (those present)
hazarat (p.m.)
giraffe
zarafa (s.m.)
girl
larki (s.f.)
glass
kanch (s.f.)
gold coin
ashrafi (s.f.)
golden
sunahfi (adj.)
grain
dana dunka (s.m.)
grains (see PARTICLES) grass
ghas (s.f.)
green
sabz (adj.)
green vegetation
sabza (s.m.)
grief
gham (s./p.m.)
grove
jhund (s./p.m.)
happening
majra (s.m.)
help
madad (s.f.)
herbs
jafi-but! (s.f.)
hide (see LEATHER) hill
paharl (s.f.)
holy man
sadhu (s./p.m.)
horse
ghora (s.m.)
hospital
haspatal (s./p.m.)
house
ghar (s./p.m.)
human being
insan (s./p.m.)
husband
shauhar (s.m.)
hut
jhonparl (s.f.)
iguana
iguana (s./p.m.)
immersed
magan(adj.)
inborn
paida'ishi (adj.)
incident (see EVENT) insects
kire makore (p.m.)
inside-out
ulta (adv.)
jerk
jhatka (s.m.)
jewels
jawahirat (p.m.)
job
naukri (s.f.)
juggler
madafi (s./p.m.)
keepsake
nisharii (s.f.)
king
badshah (s./p.m.)
ladies
khawafin (p.f.)
lamas
lamey (p.m.)
lament
zafi (s.f.)
lantern (see TORCH) lap
gaud (s.f.)
leather
chamra (s.m.)
left (see INSIDE-OUT) leaves
pattey (p.m.)
list
fehrist (s.f.)
long scarf for girls/women
dopatta (s.m.)
loop
halqa (s.m.)
majesty
shaukat (s.f.)
mango
am (s./p.m.)
mansion
hawaifi (s.f.)
melodious
surifi (adj. f.)
melody
sur (s./p.m.)
mermaid
jalpafi (s.f.)
milk
dudh (s./p.m.)
milky white
dudhiya(adj.)
monkey
bandar (s./p.m.)
moon
chand (s./p.m.)
morning
subha (s.f.)
mountain
pahar (s./p.m.)
moustaches
munchain (p.f.)
musical note (see MELODY) journey (see VOYAGE) natural
qudrafi (adj.)
neck
gardan (s.f.)
necklace
bar (s./p.m.)
nest
ashiyan (s.m.)
night
rat (s.f.)
nightingale
bulbul(s.f)
number
t'adad (s.f.)
numbering (see COUNTING) oak
shah balut (s.m.)
ocean
samandar (s./p.m.)
offspring
awlad (p.f.)
old age
burhapa (s.m.)
orange
sangtara (s.m.)
orange-coloured
naranji (adj.)
overcoat, traditional men's
shairvam (s.f.)
oyster shell
sip (s.f.)
pace (see STEP) palace
mahal (s.m.)
park
park (s./p.m.)
parrot
tota (s.m.)
part
hissa (s.m.)
particles
zarray (p.m.)
peaceful
pur-skim (adj.)
pictures
taswirain (p.f.)
pine-tree
sanobar (s.m.)
pit
khadda (s.m.)
plan
tarkib (s.f); mansuba (s.m.)
platter
tashtri (s.f.)
pleasant
khushgawar(adj.)
portion (see PART) prayer
du'a (s.f.)
precious
qimfi (adj.)
present
hazir (adj.)
price
dam (p.m.)
printed cloth (to eat on)
dastar-khwan (p.m.)
problem
mas'ala (s.m.)
queen
malika (s.f.)
quickness
phurtl (s.f.)
quiet (see STEALTHY) quietly (see SILENT) quietness
khamoshl (s.f.)
railing (see FENCE) rainy season
barsat (s.f.)
rays
kirnain (p.f.)
red
surkh (adj.)
remaining
baqi (adj.)
reptiles (see INSECTS) riddle
pahaili (s.f.)
ringleader
ringleader (s.m.)
rings
challey (p.m.)
rivulets
nale (p.m.)
road
rasta (s.m.)
robot
robot (s.m.)
roundness
golal (s.f.)
row
qitar (s.f.)
running around
bhag daw (s./p.f.)
sand
rait (s.f.)
satin
atlas (s.f.)
scarf (for men)
muflar (s.m.)
school bag
basta (s.m.)
scissors
qainchl (s.f.)
scream
chlkh (s.f.)
scurrying (see RUNNING AROUND) sea-horses
daryal ghore (p.m.)
seat
nashast (s.f.)
security guard
chauld-dar (s./p.m.)
shade
cha'on (s.f.)
sheath
khol (s./p.m.)
shell (see SHEATH) shirt
qamlz (s.f.)
shock (see JERK) shoe
juta (s.m.)
shop
dukan (s.f.)
shop-keeper
dukan-dar (s.m.)
shopping plaza
shopping plaza (s.m.)
shore
kinara (s.m.); sahil (s./p.m.)
side
su (s.f.)
sigh
ah (s.f.)
sign (see ADDRESS) silent
chup-chap (adj.)
skeleton
dhancha (s.m.)
sky
asman (s./p.m.)
small garden
baghicha (s.m.)
snow
barf (s.f.)
snowman
barf ka adrril (s.m.)
sock
mauza (s.m.)
soil
mittl (s.f.)
somersault
qalabazl (s.f.)
sound
ahat (s.f.)
south
dakkan (s.m.)
spare-parts
purzey (p.m.)
sparrow
chirya (s.f.)
spectators
tamash-bm (s./p.m.)
speed
raftar (s.f.)
spoon
chamcha (s.m.)
squirrel
gilahfi (s.f.)
stealthy
dabe pa'on (adj.)
step
gam (s./p.m.)
stone
patthar (s./p.m.)
stranger
ghayr (s.m.)
stream
naddi (s.f.)
strings (of flowers, pearls)
lariyan (p.f.)
subjects
ra'aya (s.f.)
suddenly
achanak (adv.)
sun
suraj (s./p.m.)
sweet
mlthl (adj. f.)
swing
jhula (s.m.)
sympathy (see COMPASSION) temperament
mizaj (s.m.)
tent
khayma (s.m.); shamiyana (s.m.)
tent (cone-shaped of animal hide)
tipl (s.m.)
The King, may he live long!
badshah salamat (phr.)
thick
ghana (adj.)
thin
bank (adj.)
thirst
piyas (s.f.)
thought
soch (s.f.)
to amuse
dilbahlana(v.t.)
to announce
a'lan karna (v.t.)
to ask leave
rukhsat laina (v.t.)
to be acceptable
qubul hona (v.i.)
to be amused
dil bahalna (v.i.)
to be entangled (see TO GET STUCK) to be highly pleased
dil bagh bagh hona (v.i.)
to be immersed in
magan hona (v.t.)
to be in bloom (see TO MOVE or BEND) to be of use
kam ana (v.n.)
to be relieved
jan main jan ana (v.i.)
to be revived (see TO BE RELIEVED) to be separated
juda hona (v.i.)
to be startled
chaunkna (v.i.)
to be tired
thak jana (v.i.)
to be wide-eyed with astonishment ankhen phati reh jana (v.i.) to become intimate
ghul mil jana (v.i.)
to call aloud
pukarna (v.t.)
to chase (see TO FOLLOW) to cheer (see TO SOOTHE) to chirp
chahakna (v.i.)
to comb (one's hair)
kangha phairna (v.t.)
to conclude
nipt ana (v.t.)
to create an uproar
dhum machana (v.t.)
to decline (the day)
dhalna (v.i.)
to decorate
sajana (v.t.)
to divert (see TO AMUSE) to do something remarkable
kamal karna (v.t.)
to drink
plna (v.t.)
to drown
dub jana (v.i.)
to echo
giinjna (v.i.)
to embrace
gale lagana (v.t.)
to escape
chutna (v.i.)
to feel
mahsus hona (v.i.)
to find something suspicious
dal main kala hona (v.i.)
to follow
picha karna (v.t.)
to get stuck
atakna (v.i.)
to groan
karahna (v.i.)
to guess
andaza lagana (v.t.)
to harass
nak main dam karna (v.t.; prov.)
to have an estimation
andaza hona (v.i.)
to invite
da'wat daina (v.t.)
to join the company of
sath ho laina (v.i.)
to jump
chalang lagana (v.t.)
to jump up
uchalna (v.i.)
to keep an eye on
nazarrakhna(v.t.)
to kick with leg
lit marna (v.t.)
to lend a hand
hath bat ana (v.t.)
to make an effort
koshish karna (v.t.)
to make rough estimate (see TO GUESS) to memorize (see TO THINK OF SOMEONE) to move or bend
lahlahana (v.i.)
to move as in waves
lehrana (v.i.)
to neigh
hinhinana (v.i.)
to perceive (see TO FEEL) to point to
ishara karna (v.t.)
to practise
mashq karna (v.t.)
to propose
tajwlz karna (v.t.)
to push
dhakailna (v.t.)
to repeat
duhrana (v.t.)
to roll (see TO PUSH) to rub gently
sahlana (v.t.)
to rush forth (upon)
lapakna (v.i.)
to rush in
ghusna (v.i.)
to scream
chillana (v.i.)
to search everywhere
chan marna (v.t.)
to set (the sun or the moon)
ghurub hona (v.i.)
to shake (see TO SHIVER) to shiver
larazna (v.i.)
to shove
dhakka daina (v.t.)
to sing (birds) (see TO CHIRP) to slip/slide
phisaljana (v.i.)
to soothe
chumkarna (v.t.)
to stumble
thokar lagna (v.i.)
to support
Sahara daina (v.t.)
to sway to and fro
jhumna (v.i.)
to swing
jhulna (v.t.)
to think of someone
yadkarna(v.t.)
to turn back
lautna (v.i.)
to turn back
palatna (v.i.)
to turn (in bed, from side to side)
karwat badalna (v.t.)
to undulate (see TO MOVE AS IN WAVES) top of a mountain/hill (see BRAIDED HAIR) torch
mash'al (s.f.)
totem pole
totem pole (s./p.m.)
touring
sayr-o siyahat (s.f.)
toys
khilauney (p.m.)
track (see TRAIL) trail
pagdandi (s.f.)
travelling (see TOURING) tray (see PLATTER) tree
darakht (s./p.m.); pair (s.m.); darakht (s./p.m.)
trick
kartab (s./p.m.)
trousers, traditional baggy
shalvar (s.f.)
trunk (elephant's)
sund (s.f.)
tune
dhun (s.f.)
utensils
bartan (s./p.m.)
valley
wadi (s.f.)
velvet
makhmal (s.m.)
village
ga'on (s./p.m.)
villager
dehati (s.m./adj.)
volunteer
razakar (s./p.m.)
voyage
safar (s./p.m.)
waist-sash
kamar-band (s.m.)
waves
lahrain (p.f.)
way (see ROAD) whistle
sit! (s.f.)
whistling (of wind)
sansanahat (s.f.)
width
chaural (s.f.)
wind
hawa (s.f.)
wire-loops (see RINGS) wisdom
'aqalmandi (s.f.)
with the left foot
ulte pa'on se (adv.)
with the right foot
sidhe pa'on se (adv.)
woman
'aurat (s.f.)
wood
lakri (s.f.)
woolen
urn (adj.)
world
jahan
wounded
zakhml (adj.)
wrist
kalari (s.f.)
yellow
zard(adj.)
zebras
zaibre (p.m.)
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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
atishdan (s./p.m.)
fireplace
asman (s./p.m.)
sky
ashiyan (s.m.)
nest
am (s./p.m.)
mango
ankhen phatl reh jana (v.i.)
to be wide-eyed (with astonishment)
ah (s.f.)
sigh
ahat (s.f.)
sound
atakna (v.i.)
to get stuck; to be entangled
achanak (adv.)
suddenly
uchalna (v.i.)
to jump up
adakar (s.m.)
actor
ird-gird (adv.)
all around
ishara karna (v.t.)
to point to
ashrafi (s.f.)
gold coin
asli bashinde (p.m.)
First Nations people
atlas (s.f.)
satin
a'lan karna (v.t.)
to announce
iguana (s./p.m.)
iguana
alarm (s./p.m.)
alarm
ulta (adv.; adj.)
inside-out; left (hand or side)
ulte pa'on se (phrase)
with the left foot
intiha (s.f.)
extremity; end
andaza lagana (v.t.)
to guess; to make rough estimate
andaza hona (v.i.)
to have an estimation
andhaira (s.m.)
darkness
insan (s./p.m.)
human being
anguthi (s.f.)
finger-ring
awlad (p.f.)
offspring; children
unt (s./p.m.)
camel
urii (adj.)
woolen
badshah (s./p.m.)
king
badshah salamat
The king, may he live long!
bank (adj.)
thin; delicate
baghlcha (s.m.)
small garden
baqi (adj.)
remaining
bansfi (s.f.)
flute
bicycle (s.m.)
bicycle
bartan (s./p.m.)
utensils
barsat (s.f.)
rainy season
barf (s.f.)
snow
barf ka adml (s.m.)
snowman
burhapa (s.m.)
old age
bistar (s.m.)
bedding;bed
basta (s.m.)
school bag
battakhain (p.f.)
ducks
bulbul (s.f.)
nightingale
bulbule (p.m.)
bubbles
banjar(adj.)
barren
bandar (s./p.m.)
monkey
bunde (p.m.)
ear-rings
bhag-daur (s./p.f.)
running around; scurrying
bhaynsa (s.m.)
buffalo
bailen (p.f.)
creepers; climbers
park (s./p.m.)
park
paltu (adj.)
domesticated
pan'on (s./p.m.)
feet
pat-jhar (s.m.)
autumn
pata (s.m.)
address; sign
patthar (s./p.m.)
stone
pattey (p.m.)
leaves
purzey (p.m.)
spare-parts
pur-sukun(adj.)
peaceful
parindey (p.m.)
birds
pan (s.f.)
fairy
pukarna (v.t.)
to call aloud
pagdandi (s.f.)
trail; track
palatna (v.i.)
to turn back
pinjara (s.m.)
cage
pamr (s./p.m.)
cheese
poshak (s.f.)
clothes; attire
pahar (s./p.m.)
mountain
pahan (s.f.)
hill
pahaili (s.f.)
riddle
phatak (s.m.)
gate
phurtl (s.f.)
quickness; agility
phisaljana(v.i.)
to slip/slide
piyas (s.f.)
thirst
piyafi (s.f.)
cup
pith (s.f.)
back
plcha karna (v.t.)
to follow; to chase
paida'ishl (adj.)
inborn; existing at birth
pair (s.m.)
tree
plna (v.t.)
to drink
titfi (s.f.)
butterfly
tajwlz karna (v.t.)
to propose
tarkib (s.f.)
plan
taswirain (p.f.)
pictures
t'adad (s.f.)
number
tamash-bin (s./p.m.)
spectators
tawajjoh (s.f.)
attention
tab (s.f.)
bottom
thap (s.f.)
beat (of a drum)
thakjana(v.i.)
to be tired
^ totem pole (s./p.m.)
totem pole
thokar lagna (v.i.)
to stumble
tipl (s.m.)
tent (cone-shaped, of animal hide)
jan main jan ana (v.i.)
to be relieved; to be revived
juda hona (v.t.)
to be separated
jan but! (s.f.)
herbs
jashan (s./p.m.)
festival
jugnu (s.m.)
firefly
jalparl (s.f.)
mermaid
jangal (s.m.)
forest
jangla(s.m.)
fence; railing
jawahirat (p.m.)
jewels
juta (s.m.)
shoe
jahan (s.m.)
the world
jhari (s.f.)
bush
jhalar (s.f.)
frill
jhatka (s.m.)
jerk; shock
jhalla kar (adv.)
being irritated
jhund (s./p.m.)
grove
jhula (s.m.)
swing
jhulna (v.t.)
to swing
jhumna (v.i.)
to sway to and fro
jhonpari (s.f.)
hut
chand (s./p.m.)
moon
chaptl (adj.; f.)
flat
chup-chap (adj.; adv.)
silent; quietly
chatyal (adj.)
bare
chirya (s.f.)
sparrow
chillana (v.i.)
to scream
chamcha (s.m.)
spoon
chamra (s.m.)
leather; hide
chumkarna (v.t.)
to soothe; to cheer
choti (s.f.)
braided hair; top of a mountain/hill
chaural (s.f.)
width
chauki-dar (s./p.m.)
security guard
chaunkna (v.i.)
to be startled
chahakna (v.i.)
to chirp; to sing (birds)
chahal-pahal (s.f.)
bustle; festivity
chal (s.f.)
bark (of a tree)
chan mania (v.t.)
to search everywhere
cha'on (s.f.)
shade
shalang lagana (v.i.)
to jump
challey (p.m.)
rings; wire-loops
chutna (v.i.)
to escape
chlkh (s.f.)
scream
hazir(adj.)
present
hissa (s.m.)
part; portion
hazarat (p.m.)
gentlemen (those present)
halqa (s.m.)
loop
hawaifi (s.f.)
mansion
hayrat (s.f.)
astonishment
khamoshl (s.f.)
quietness
kharabl (s.f.)
defect
khanjar (s./p.m.)
dagger
khawafm (p.f.)
ladies
khwahish (s.f.)
desire
khushgawar (adj.)
pleasant
khol (s./p.m.)
sheath; shell
khayma (s.m.)
tent
dai main kala hona (v.i.)
to find something suspicious
dam (p.m.)
price
daman (s.m.)
foot of the mountain
dana-dunka (s.m.)
grain
dabe pa'on (adj.)
stealthy; quiet
darakht (s./p.m.)
tree
daryal ghore (p.m.)
sea-horses
dastar-khwan (s.m.)
printed cloth (to eat on)
du'a (s.f.)
prayer; benediction
da'wat daina (v.t.)
to invite
diqqat (s.f.)
difficulty
dakkan (s.m.)
south
dil bagh bagh hona (v.i.)
to be highly pleased
dilbahlana(v.t)
to amuse; to divert
dil bahalna (v.i.)
to be amused; to be diverted
dopatta (s.m.)
long scarf for girls/women
dudh (s./p.m.)
milk
dudhiya(adj.)
milky white
dost (s.m.)
friend
dostl (s.f.)
friendship
dukan (s.f.)
shop
dukan-dar (s.m.)
shop-keeper
duhrana (v.t.)
to repeat
dhartl (s.f.)
earth
dhakka daina (v.t.)
to shove
dhakailna (v.t.)
to push; to roll
dhun (s.f.)
tune
dhum machana (v.t.)
to create an uproar
diya (s.m.)
earthen lamp
dehafi (s.m. / adj.)
villager
dubjana(v.i.)
to drown
dhancha (s.m.)
skeleton
dhalna (v.i.)
to decline (the day)
dhol (s./p.m.)
drum
daira (s.m.)
camp
zarray (p.m.)
particles; grains
rat (s.f.)
night
rasta (s.m.)
road; way
rukhsat lain! (v.t.)
to ask leave
raza-kar (s./p.m.)
volunteer
ra'aya (s.f.)
subjects
raftar (s.f.)
speed
ringleader (s.m.)
ringleader
rangln (adj.)
colourful
robot (s.m.)
robot
rotl (s.f.)
flat-bread
rorii (adj.)
about to weep
rait (s.f.)
sand
zari (s.f.)
lament
zakhnii (adj.; s.m.f.)
wounded
zarafa (s.m.)
giraffe
zard(adj.)
yellow
zaibre (p.m.)
zebras
sahil (s./p.m.)
shore; coast
sath ho lena (v.i.)
to join the company of
sadhu (s./p.m.)
holy man; ascetic
salana(adj.)
annual
sa'iban (s.m.)
canopy
sabz (adj.)
green
sabza (s.m.)
green vegetation
sajana (v.t.)
to decorate
sur (s./p.m.)
melody; musical note
surkh (adj.)
red
surili (adj. f.)
melodious
safar (s./p.m.)
voyage; journey
samandar (s./p.m.)
ocean
sansanahat (s.f.)
whistling (of wind)
singhar mez (s.f.)
dressing table
sangtara (s.m.)
orange
sunahri (adj.)
golden
su (s.f.)
side; direction
soch (s.f.)
thought; anxiety
sauda (s.m.)
bargain
suraj (s./p.m.)
sun
sund (s.f.)
trunk (elephant's)
Sahara daina (v.t.)
to support
sahlana (v.t.)
to rub gently
sahaili (s.f.)
friend (woman's female)
sip (s.f.)
oyster shell
slfi (s.f.)
whistle
sldhe pa'on se (phrase)
with the right foot
sayr-o siyahat (s.f.)
touring; travelling
shopping plaza (s.m.)
shopping plaza
shamiyana (s.m.)
tent
shan (s.f.)
dignity
shah balut (s.m.)
oak
shajar (s.m.)
tree
shikayat (s.f.)
complaint
shalvar (s.f.)
traditional baggy trousers
shaukat (s.f.)
majesty
shauhar (s.m.)
husband
shairvanl (s.f.)
men's traditional overcoat
subha (s.f.)
morning
sanobar (s.m.)
pine-tree
tashtn (s.f.)
platter; tray
tota (s.m.)
parrot
'aqlmandl (s.f. )
wisdom
'aurat (s.f.)
woman
ghurub hona (v.i.)
to set (the sun or moon)
ghilaf (s./p.m.)
a covering
gham (s./p.m.)
grief
ghaur (s.m.)
deliberation
ghayr (s.m.)
stranger
farm (s./p.m.)
farm
fehrist (s.f.)
list
qafila (s.m.)
caravan
qubul hona (v.i.)
to be acceptable
qudratl (adj.)
natural
qitar (s.f.)
row
qala-bazi (s.f.)
somersault
qal'a (s.m.)
fort; castle
qamlz (s.f.)
shirt
qlmtl (adj.)
precious
qainchi (s.f.)
scissors
kam ana (v.n.)
to be of use
kanch (s.f.)
glass
kapron Id daraz (s./p.f.)
chest of drawers (for clothes)
kitabain (p.f.)
books
karahna (v.i.)
to groan
kartab (s./p.m.)
trick
kirnain (p.f.)
rays
karwat badalna (v.t.)
to turn from side to side (in bed)
kisan (s./p.m.)
farmer
kalal (s.f.)
wrist
kamal karna (v.t.)
to do something remarkable
kamar-band (s.m.)
waist-sash
kinara (s.m.)
shore
kangha (s.m.)
large comb
kangha phairna (v.t.)
to comb (one's hair)
kanghi (s.f.)
small comb
kuch (s.m.)
departure
koshish karna (v.t.)
to make an effort
Idi^i (s.f.)
ditch
khadda (s.m.)
cavity; pit
Mlilauney (p.m.)
toys
kiyariyan (p.f.)
flower-beds
kire-makore (p.m.)
insects; reptiles
gam (s./p.m.)
step; pace
ga'on (s./p.m.)
village
gardan (s.f.)
neck
gar-bar (s.f.)
confusion
guriya-ghar (s.m.)
doll-house
guldasta (s.m.)
bouquet
gilahfi (s.f.)
squirrel
gale lagana (v.t.)
to embrace
gamle (p.m.)
flowerpots
gintl (s.f.)
counting; numbering
gaud (s.f.)
lap
gola'i (s.f.)
roundness
gunjna (v.i.)
to echo
gahri (adj.; f.)
deep
ghas (s.f.)
grass
ghata (s.f.)
clouds (dense black)
ghar (s./p.m.)
house
ghusna (v.i.)
to rush in
ghul-miljana(v.i.)
to become intimate
ghana (adj.)
thick
ghora (s.m.)
horse
lit mania (v.t.)
to kick with leg
lamey (p.m.)
lamas
lapakna (v.i.)
to rush forth (upon)
larazna (v.i.)
to shiver; to shake
larki (s.f.)
girl
larke (p.m.)
boys
lariyan (p.f.)
strings (of flowers, pearls)
lassl (s.f.)
buttermilk
lakrl (s.f.)
wood
lautna (v.i.)
to turn back
lehrana (v.i.)
to move as in waves; to undulate
lahrain (p.f.)
waves
lahlahana (v.i.)
to move or bend; to be in bloom
majra (s.m.)
happening
mitti (s.f.)
soil
mutthl (s.f.)
fist
mahsus hona (v.i.)
to feel; to perceive
mahall (s.m.)
palace
makhmal (s.m.)
velvet
madafi (s./p.m.)
juggler
madad (s.f.)
help
marte kya nah karte (prov.)
a drowning man catches at a straw
marham-patti (s.f.)
dressing (to a wound or sore)
mizaj (s.m.)
temperament; disposition
maskhara (s.m.)
clown
mas'ala (s.m.)
problem
mash'al (s.f.)
torch; lantern
mashq karna (v.t.)
to practise
mazbufi (s.f.)
firmness
muflar (s.m.)
muffler; scarf (for men)
makkhan (s./p.m.)
butter
magar-mach (s.m.)
crocodile
magan(adj.)
immersed
magan hona (v.t.)
to be immersed in
malika (s.f.)
queen
mansuba (s.m.)
plan
mu'a(adj.)
damned
mauza (s.m.)
sock
munchain (p.f.)
moustaches
mithl (adj. f.))
sweet
nach (s./p.m.)
dance
narazgi (s.f.)
displeasure
naranji (adj.)
orange-coloured
nak main dam karna (v.t.; prov.)
to harass
nale (p.m.)
rivulets
nipt ana (v.t.)
to conclude
nadi (s.f.)
stream
nisharii (s.f.)
keepsake
nashast (s.f.)
seat
nazarrakhna(v.t.)
to keep an eye on
numa'ish (s.f.)
exhibition
naukri (s.f.)
job
wadi (s.f.)
valley
waqi'a (s.m.)
event; incident
warzish (s.f.)
exercise
wafadari (s.f.)
faithfulness
wlrarii (s.f.)
desolation
hath batana (v.t.)
to lend a hand
hathi (s./p.m.)
elephant
bar (s./p.m.)
necklace
hiran (s./p.m.)
deer
haspatal (s./p.m.)
hospital
hamdardl (s.f.)
compassion; sympathy
hinhinana (v.i.)
to neigh
hawa (s.f.)
wind; breeze
yad karna (v.t.)
to think of (someone); to memorize
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72
71
70
69
68
67
66
(stage) ^orchestra)
65
64
63
62
61
60
59
58
(ringleader)
[hoops)
57
(trailer)
(Parade_
56
55
54
53
52
51
(sea ioguana)
50
(dinosaur)
49
48
47
46
45
(Calagary)
(first nation people)
(tipis)
(totem Poles)
44
43
42
41
40
39
(Vancover)
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
(disk)
19
(battery)
18
(garage) (robiot
17
16
15
14
13
12
11
10
9
8
7
(Picenic
(maple
6
5
43 48
52 55
59 63 67 70
5 9
11 15
17
21 24 27
29
31
35
38
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