Urdu for Children, Book II, 3 Book Set, Part Two : Part 2 Set of Books [1 ed.] 9780773580466, 9780773527867

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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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