BASIC URDU

Rajiv Ranjan
Michigan State University
Basic Urdu (Ranjan)
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TABLE OF CONTENTS
Licensing

Acknowledgment
About the Book

1: Urdu and Urdu Script

1.1: Urdu Script
1.2: Alif and Non-Connectors
1.3: be ‫ ب‬، Jim ‫ ج‬, and sin ‫ س‬Series
1.4: kaaf ‫ ک‬, gaaf ‫ گ‬, swad ‫ ص‬, zwad ‫ ض‬, fe ‫ ف‬, qaaf ‫ ق‬, toe ‫ ط‬, zoe ‫ظ‬
1.5: laam ‫ ل‬, mim ‫ م‬, nun ‫ ن‬, ain ‫ ع‬, ghain ‫غ‬
1.6: chhoti ye ‫ ی‬, baRi ye ‫ ے‬, do chashmi he ‫ ھ‬, chhoti he ‫ ہ‬, hamza ‫ء‬

2: Beginning Conversations
2.1: Review Concepts from Chapter 1
2.2: Greetings and Introductions
2.3: Informal Conversation
2.4: Formal Conversation
2.5: Study Abroad
2.6: Grammar- Gender and Number
2.7: Personal Pronouns with Verb "To Be"
2.8: 2.8 Cultural Notes and Extra/Optional Online Materials

3: Chapter 3. ‫" ﺧﺎﻧﺪان‬Family"

3.1: Review Concepts from Chapter 2
3.2: Reading/Listening 1- ‫ﻣﯿﺮا ﺧﺎﻧﺪان‬
3.3: Reading/Listening 2- ‫اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬
3.4: Study Abroad
3.5: Grammar- Adjectives
3.6: Apostrophe “S” (‘s) in Urdu
3.7: Degrees of Adjectives
3.8: “Wh–” Questions/Interrogative Sentence
3.9: Cultural Notes and Extra/Optional Online Materials

4: Describing Places
4.1: Review Concepts from Chapter 3
4.2: Reading/Listening 1- ‫ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬
4.3: Reading/Listening 2- ‫ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬
4.4: Reading/Listening 2- ‫ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬
4.5: Study Abroad
4.6: Post-Positions
4.7: Oblique Case
4.8: There Construction
4.9: Cultural Notes and Extra/Optional Online Materials

1 [Link]
5: Expressing Likes, Dislikes, Needs, and Possession
5.1: Review of Chapter 4
5.2: Reading/Listening I- ‫ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬
5.3: ‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬
5.4: Study Abroad
5.5: Verb "To be" in the Past Tense
5.6: Subjects with
5.7: ‫“ﭼﺎ ﯿ‬Need”
5.8: Expressing Possession in Urdu
5.9: Cultural Notes and Extra/Optional Online Materials

6: Giving Instructions and Making Requests

6.1: Review of Chapter 5
6.2: Reading/Listening 1- ‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬
6.3: Reading/Listening 2- ‫راﺳﺘ ﺑﺘﺎﻧﺎ‬
6.4: Reading/Listening 3- ‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬
6.5: Study Abroad
6.6: Verbs
6.7: Imperative Construction
6.8: Objects with ‫ ﮐﻮ‬and ‫ﺳ‬
6.9: Expressing Obligations and Suggestions
6.10: Cultural Notes and Extra/Optional Online Materials

7: Expressing Past, Present, and Future Actions

7.1: Review of Chapter 6
7.2: Reading/Listening 1- ‫دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬
7.3: Reading/Listening 2- ‫ﻣﯿﺮے ﺷﻮق‬
7.4: ‫ﺗﯿﻮ ﺎر‬
7.5: Study Abroad
7.6: Grammar- Tense and Aspect
7.7: Grammar- The Present and Past Habitual Tense
7.8: The Present and Past Progressive Tense
7.9: Grammar- Simple Future Tense
7.10: Cultural Notes and Extra/Optional Online Materials

8: Talking About the Past and Completed Actions

8.1: Review of Chapter 7
8.2: Reading/Listening 1- ‫ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬
8.3: Reading/Listening 2- ‫ﺧﻂ ﻟﮑﮭﻨﺎ‬
8.4: Reading/Listening 3- ‫ﻧﯿﮏ ﺧﻮا ﺸﺎت‬
8.5: Study Abroad
8.6: Grammar- Perfective Aspect
8.7: ‫ ﮐﺮ‬Construction
8.8: Conjunct Verbs
8.9: Subjunctive Mood
8.10: Cultural Notes and Extra/Optional Online Materials

Urdu Letters - Table Options

2 [Link]
Detailed Licensing

Image Credits

Detailed Licensing

3 [Link]
Licensing
A detailed breakdown of this resource's licensing can be found in Back Matter/Detailed Licensing.

1 [Link]
Acknowledgment
1
First of all, I would like to express my heartfelt gratitude to my students—the source of inspiration for this book. Their motivation
to learn Urdu, and their need for comprehensive online learning materials, encouraged me to start this journey.
Words fall short to express my deepest appreciation for Regina Gong and her team members, who work for Open Educational
Resources (OER) at Michigan State University Libraries. Without Regina and her team, this project would not be possible; they
have helped me at every stage in this book. I would also like to express my gratitude to the Dr. Delia Koo Endowment that the
Asian Studies Center at MSU awarded me to complete this book.
I acknowledge the support that I received from the Department of Linguistics, Languages, and Culture at MSU. I am forever
grateful to all my language teachers at MSU and elsewhere, who directly and indirectly have shaped and enriched my teaching
skill.
Last, but not least, I want to express thanks to: my family, who never stopped believing in me and have always been very
supportive; Urdu Fulbright Language Teaching Assistant Shadab Akhter, who helped me with Urdu transliteration; and Hindi
Fulbright Teaching Assistant Delilah Pacheco, who helped me with audio recordings of the conversations.

1 [Link]
About the Book
3
Basic Urdu is funded by the Dr. Delia Koo Endowment from the Asian Studies Center at Michigan State University. This resource
is an online, interactive theme-based textbook for true beginners in the Urdu language that promotes communicative, linguistic, and
cultural competence. It has a mixture of pedagogical approaches to fit all types of learning, and teaching, philosophies and styles to
achieve the intermediate low- to mid-ACTFL proficiency level within a semester.
The book has eight chapters: Chapter 1 is an introduction to the Urdu script and sound system. Chapters 2-8 are based on themes:
beginning conversation; family; describing places; expressing likes, dislikes, needs, and possession; giving instructions and making
request, expressing present, past, and future actions; and talking about past and completed actions.
Each chapter starts with a review of the vocabulary, grammar, and theme of the previous chapter. Each chapter has 2-3
“reading/listening carefully” activities tailored to fit the proficiency level of the intended learners. Each chapter also has a “study
abroad” section. Reading/listening and study abroad sections have both pre- and post-reading/listening activities to help learners
achieve interpersonal, interpretive, and presentational communication skills. The goal of the study abroad section is to mirror study
abroad experiences. Each chapter also has a grammar section which includes 3-4 grammatical items explained in a video and text
which are followed by interactive activities. Each chapter ends with cultural notes and a few additional online materials related to
the theme of the chapter.
The book caters to different learning and teaching styles, so learners can go through the reading/listening and grammar sections in
either order to develop the linguistic competence. Vocabulary in reading/listening includes the English meaning so learners can
infer other meanings and glean context. Activities in reading/listening and grammar are developed using h5p so learners can get
immediate constructive feedback.
Lastly, this book is the beginning of a journey and not the end of it. I promise to keep this book updated and revised based on users’
and experts’ feedback, so if you find any error, or just have a suggestion, please feel encouraged to write to rranjan@[Link].

1 [Link]
 CHAPTER OVERVIEW

1: Urdu and Urdu Script

Urdu and Hindi are sister languages and belong to the Indo-Aryan language family. The word “Urdu” is a Turkish word which
means “camp/barracks”. Urdu is recognized as a national language of Pakistan and one of the 22 officially recognized languages in
the constitution of India. Basic conversational Hindi and Urdu appear to be the same language along with their grammatical
structures. Gradually, effects of Arabic- and Persian-borrowing in Urdu, and Sanskrit-borrowing in Hindi, are very visible at the
lexical level. One major difference between Urdu and Hindi is script. Hindi uses Devanagari script, whereas Urdu uses Arabic
script with a few modifications to match Hindustani speech. Today, about 60 million people speak Urdu in Pakistan, India, and
elsewhere. If we combine the population of Urdu and Hindi speakers, it makes the second-largest spoken language in the world.
1.1: Urdu Script
1.2: Alif and Non-Connectors
1.3: be ‫ ب‬، Jim ‫ ج‬, and sin ‫ س‬Series
1.4: kaaf ‫ ک‬, gaaf ‫ گ‬, swad ‫ ص‬, zwad ‫ ض‬, fe ‫ ف‬, qaaf ‫ ق‬, toe ‫ ط‬, zoe ‫ظ‬
1.5: laam ‫ ل‬, mim ‫ م‬, nun ‫ ن‬, ain ‫ ع‬, ghain ‫غ‬
1.6: chhoti ye ‫ ی‬, baRi ye ‫ ے‬, do chashmi he ‫ ھ‬, chhoti he ‫ ہ‬, hamza ‫ء‬

This page titled 1: Urdu and Urdu Script is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

1
1.1: Urdu Script

Urdu Letters
‫ث‬ ‫ٹ‬ ‫ت‬ ‫پ‬ ‫ب‬ ‫ا‬

se Te te pe be alif
‫ڈ‬ ‫د‬ ‫خ‬ ‫ح‬ ‫چ‬ ‫ج‬

Daal daal xe baRi he che jim

‫س‬ ‫ژ‬ ‫ز‬ ‫ڑ‬ ‫ر‬ ‫ذ‬

sin zhe ze Re re zaal

‫ع‬ ‫ظ‬ ‫ط‬ ‫ض‬ ‫ص‬ ‫ش‬

ain zo to zuad suad shin

‫ل‬ ‫گ‬ ‫ک‬ ‫ق‬ ‫ف‬ ‫غ‬

lam gaaf (choTa) kaaf (baRa) qaaf fe ghain

‫ھ‬ ‫ہ‬ ‫و‬ ‫ں‬ ‫ن‬ ‫م‬

do chashmii he chhoTii he vao num ghunna nun mim

‫ے‬ ‫ی‬ ‫ء‬

baRii ye chhoTii ye hamza

1.1.1 [Link]
Practice writing these letters to memorize them: Chapter 1.1_Urdu script writing practice

Hindi Vowels in Urdu

Letter Sound Name
‫ا‬ a alif
‫أ‬ a alif zabar
‫آ‬ aa alif madda
‫إ‬ i alif zer
‫إی‬ ii alif zer + chooTii ye
‫ُا‬ u alif pes
‫ُاو‬ uu alif pes + vao
‫اے‬ e alif + baRii ye
‫أے‬ ai alif zabar + chhoTii ye
‫او‬ o alif + vao
‫أو‬ au alif zabar + vao
‫أن‬ un alif + nun

‫!ﺷﮑﺮﯾ‬

This page titled 1.1: Urdu Script is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan State
University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

1.1.2 [Link]
1.2: Alif and Non-Connectors

Alif ‫ا‬
Alif (‫ )ا‬is the first Urdu letter and a non-connector. It has only independent and final shapes. It appears with four different diacritics
as shown below.

Sound Letter Name

a ‫ا‬ alif

a َ‫ا‬ alif zabar

i ِ‫ا‬ alif zer

u ُ‫ا‬ alif pes

aa ‫آ‬ alif madda

Let’s see a few examples of these vowels with a letter be ( ‫) ب‬:

ab alif zabar be ‫اَب‬

ib alif zer be ‫اِب‬
ub alif pes be ‫اُب‬
aab alif madda be ‫آب‬

Alif and alif zabar have the same sound, /a/, because alif is a carrier of diacritics and when it does not appear with any other
diacritics, then it is by default considered as alif zabar /a/. Additionally, in a standard writing practice, people do not use zabar, zer,
and pes diacritics with alif and other letters as they represents short vowels—/a/, /i/, and /u/—and these short vowels are often
assumed. However, if there is a long (/aa/) vowel, then people do use alif madda (‫)آ‬.

daal ‫ د‬, re‫ ر‬group and wao ‫و‬

Sound Name Letter

d daal ‫د‬

D Daal ‫ڈ‬

Z zaal ‫ذ‬

r re ‫ر‬

R Re ‫ڑ‬

zhe zhe ‫ژ‬

z ze ‫ز‬

v,o wao ‫و‬

1.2.1 [Link]
Alif (‫ )ا‬and these letters in Urdu are non-connectors and do not join with following letters in words. However, alif (‫ )ا‬and these
letters will join with the preceding letters in words that you will see in the next chapter. Also, notice the difference in shapes of dal
and re groups.
As dal and re groups do not connect with following letter, they do not change their shapes in the initial, middle, and final positions.

Final Middle Initial Letter

‫اد‬ ‫ادا‬ ‫دا‬ ‫د‬

‫اڈ‬ ‫اڈا‬ ‫ڈا‬ ‫ڈ‬

‫اذ‬ ‫اذا‬ ‫ذا‬ ‫ذ‬

‫ار‬ ‫ارا‬ ‫را‬ ‫ر‬

‫اڑ‬ ‫اڑا‬ ‫ڑا‬ ‫ڑ‬

‫اژ‬ ‫ا ژا‬ ‫ژا‬ ‫ژ‬

‫از‬ ‫ا زا‬ ‫زا‬ ‫ز‬

‫او‬ ‫ا وا‬ ‫وا‬ ‫و‬

Wao ‫ و‬represents two distinct sets of sounds:

1. As a semi-vowel, it gives the sounds of “v” (as in English “vote”).
Examples: ‫وار آواز وارا‬
2. As a long vowel, it gives the sounds of “o” (as in English “role”), “u” (as in English “loot”/”boot”), and “au” (as in English
“moss”).

Examples Vao as Vowel Sounds Vao

‫ڈور‬ ‫زور‬ o (as in English “pole”) ‫و‬

‫دور‬ ‫دارو‬ uu (as in English “shoot”/”too”) ‫و‬

‫دور‬ ‫دوڑ‬ au (as in English “bought”/”caught”) ‫و‬

Practice
1.2 form a word
Please check your understanding with the activity below.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

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1.2.2 [Link]
1.3: be ‫ ب‬، Jim ‫ ج‬, and sin ‫ س‬Series
1

‫ ب‬Series
Sound Name Letter

b be ‫ب‬

p pe ‫پ‬

t te ‫ت‬

T Te ‫ٹ‬

s se ‫ث‬

All the letters of the ‫ ب‬series have similar shape in their independent, initial, medial, and final positions. They can only be
differentiated by dots and diacritics.

Initial Middle Final

‫ = ﺑﺎر‬+ ‫ ر‬+ ‫ ا‬+ ‫ب‬ ‫ ب = ﺳﺒﺐ‬+ ‫ ب‬+ ‫س‬ ‫ ب = ﺟﺐ‬+ ‫ج‬

‫ ر = ﭘﺎر‬+ ‫ ا‬+ ‫پ‬ ‫ ٹ = ﭼﮭﭧ‬+ ‫ پ‬+ ‫چ‬ ‫ پ = ﺟﭗ‬+ ‫ج‬

‫ ر = ﺗﺎر‬+ ‫ ا‬+ ‫ت‬ ‫ ا = ﺑﺘﺎ‬+ ‫ ت‬+ ‫ب‬ ‫ ت = رات‬+ ‫ ا‬+ ‫ر‬

‫ ب = ﭨﺐ‬+ ‫ٹ‬ ‫ ن = ﺑﭩﻦ‬+ ‫ ٹ‬+ ‫ب‬ ‫ ٹ = ﭼﺎٹ‬+ ‫ ا‬+ ‫چ‬

‫ ت = ﺛﺒﻮت‬+ ‫ و‬+ ‫ ب‬+ ‫ث‬ ‫ ل = ﻣﺜﻞ‬+ ‫ ث‬+ ‫م‬ ‫ ث = ﺣﺪﯾﺚ‬+ ‫ ی‬+ ‫ د‬+ ‫ح‬

Exercises: Please join the letters to form words. Join the letters to form words

Jim ‫ ج‬Group
Sound Name Letter

j jim ‫ج‬

ch che ‫چ‬

h he ‫ح‬

kh khe ‫خ‬

Urdu letters of the jim ‫ ج‬group look alike, but the placement of dots distinguishes them. Please learn the shape and the placement of
the dots. Letters of the jim ‫ ج‬series are also connectors. They join the following letters in words. Like other connectors, letters of the
jim ‫ ج‬series look different at the initial and middle positions. However, the final position and the full form of ‫ ج‬jim series look alike.

Final Middle Initial Letter

‫ﺣﺞ‬ ‫اﺟﺮ‬ ‫ﺟﺎ‬ ‫ج‬

‫ﺟﭻ‬ ‫آﭼﺮ‬ ‫ﭼﺎ‬ ‫چ‬

‫آح‬ ‫آ‬ ‫ﺣﺎ‬ ‫ح‬

‫ﭼﺦ‬ ‫آ ﺧﺮ‬ ‫ﺧﺎ‬ ‫خ‬

Exercises: Join the letters to form words

Sin ‫ س‬Group

1.3.1 [Link]
 s sin ‫س‬

sh shin ‫ش‬

These two letters “s” and “sh” have only one difference: “sh” (‫ )ش‬is written with three dots on the top of the “s” (‫)س‬. These are
connectors and like most connectors, letters in the Sin ‫ س‬group take the variant in the initial and medial positions, and the full form
in the final position.

Initial Middle Final

‫ ب = ﺳﺐ‬+ ‫س‬ ‫ ت = ﻣﺴﺖ‬+ ‫ س‬+ ‫م‬ ‫ س = ﺑﺲ‬+ ‫ب‬

‫ م = ﺷﺎم‬+ ‫ ا‬+ ‫ش‬ ‫ ر = ﺣﺸﺮ‬+ ‫ ش‬+ ‫ح‬ ‫ ش = ﮐﺎش‬+ ‫ ا‬+ ‫ک‬

Exercises:
1.3.3_Join the letters to form words
Please check your learning:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

This page titled 1.3: be ‫ ب‬، Jim ‫ ج‬, and sin ‫ س‬Series is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

1.3.2 [Link]
1.4: kaaf ‫ ک‬, gaaf ‫ گ‬, swad ‫ ص‬, zwad ‫ ض‬, fe ‫ ف‬, qaaf ‫ ق‬, toe ‫ ط‬, zoe ‫ظ‬
2

Kaaf ‫ ک‬and gaaf‫گ‬

Sound Name Letter

k kaaf ‫ک‬

g gaaf ‫گ‬

Kaaf and gaaf look similar except gaaf has two strokes connected to the right side. They are connectors, hence the different shapes
at the initial, middle, and final positions. They look a little different when combined with alif and laam. (‫)ﮐﺎم – ﮐﻞ‬

Initial Medial Final

‫ ر = ﮐﺎر‬+ ‫ ا‬+ ‫ک‬ ‫ ر = ﻓﮑﺮ‬+ ‫ ک‬+ ‫ف‬ ‫ ک = ﭨﺎک‬+ ‫ ا‬+ ‫ٹ‬

‫ ل = ﮔﻮل‬+ ‫ و‬+ ‫گ‬ ‫ ل = ﺑﮕﻞ‬+ ‫ گ‬+ ‫ب‬ ‫ گ = ﭘﺎگ‬+ ‫ ا‬+ ‫پ‬

Exercises:
Chapter 1.4.1_ Kaaf and gaaf

swad ‫ ص‬Group
Sound Name Letter

s swad ‫ص‬

z zwad ‫ض‬

Swad and zwad are similar-looking letters, except that zwad has a dot. Please also note that the letters ‫ س‬and ‫ ص‬are homophonous
and give the sound of “s” as in English sample. ‫ ض‬is also homophonous with ‫ ذ‬and ‫ ز‬and gives the sound of “zee” as in English
zero.

Initial Medial Final

‫ ف = ﺻﺎف‬+ ‫ ا‬+ ‫ص‬ ‫ ل = ﺣﺎﺻﻞ‬+ ‫ ص‬+ ‫ ا‬+ ‫ح‬ ‫ ص = ﺳﺨﺺ‬+ ‫ خ‬+ ‫ش‬

‫ ر = ﺿﺮور‬+ ‫ و‬+ ‫ ر‬+ ‫ض‬ ‫ ت = ﺣﻀﺮت‬+ ‫ ر‬+ ‫ ض‬+ ‫ح‬ ‫ ض = ﺑﯿﺎض‬+ ‫ ا‬+ ‫ ی‬+ ‫ب‬

Exercises:
Chapter 1.4.2_Swad and Zwad

fe ‫ ف‬Series
Sound Name Letter

f fe ‫ف‬

q qaaf ‫ق‬

Letters in the fe group have different full forms. The variants are identical and only distinguishable by the number of dots above the
letter.

Initial Medial Final

‫ م = ﻓﻠﻢ‬+ ‫ ل‬+ ‫ف‬ ‫ ظ = ﻟﻔﻆ‬+ ‫ ف‬+ ‫ل‬ ‫ ف = اﻟﻒ‬+ ‫ ل‬+ ‫ا‬

1.4.1 [Link]
 Initial Medial Final

‫ ب = ﻗﺮﯾﺐ‬+ ‫ ی‬+ ‫ ر‬+ ‫ق‬ ‫ ت =وﻗﺖ‬+ ‫ ق‬+ ‫و‬ ‫ ق = ﻓﺮق‬+ ‫ ر‬+ ‫ف‬

Exercises:
Chapter 1.4.3_fe and qaaf

toe ‫ ط‬and zoe ‫ظ‬

Sound Name Letter

t toe ‫ط‬

z zoe ‫ظ‬

‫ ط‬and ‫ ظ‬are each homophonous with different letters of the Urdu alphabets. They remain the same in all positions, but pay
attention with ali ‫ ا‬and laam ‫ ل‬.

Initial Medial Final

‫ ر = ﻃﻮر‬+ ‫ و‬+ ‫ط‬ ‫ ت = ﺳﻠﻄﻨﺖ‬+ ‫ ن‬+ ‫ ط‬+ ‫ ل‬+ ‫س‬ ‫ ط = ﻗﺤﻂ‬+ ‫ ح‬+ ‫ق‬

‫ م = ﻇﻠﻢ‬+ ‫ل‬+ ‫ ا‬+ ‫ظ‬ ‫ ر = ﻧﻈﺮ‬+ ‫ ظ‬+ ‫ن‬ ‫ ظ = اﻟﻔﺎظ‬+ ‫ ا‬+ ‫ ف‬+ ‫ ل‬+ ‫ا‬

Exercises:
Chapter 1.4.4_toe and zoe
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1.4.2 [Link]
1.5: laam ‫ ل‬, mim ‫ م‬, nun ‫ ن‬, ain ‫ ع‬, ghain ‫غ‬
3

Laam ‫ ل‬, mim‫ م‬, nun ‫ن‬

Sound Name Letter

l laam ‫ل‬

m mim ‫م‬

n nun ‫ن‬

‫ م‬, ‫ ل‬, and ‫ ن‬are three distinct letters. They do not belong to the same group. Variants of ‫ ن‬are similar to ‫ ب‬group variants and follow
the same rule. If nasalization occurs in the medial position of a word, the variants of ‫ ن‬are used. If nasalization occurs in the final
position of word, the Urdu letter ‫ ن‬is used without a dot ‫ ں‬. This letter, indicating nasalization, is known as nun ghunna.

Initial Middle Final

‫ ل = ﻣﺎل‬+ ‫ ا‬+ ‫م‬ ‫ ک = ﻧﻤﮏ‬+ ‫ م‬+ ‫ن‬ ‫ م = ﻧﺎم‬+ ‫ ا‬+ ‫ن‬

‫ ا = ﻟﻤﺒﺎ‬+ ‫ ب‬+ ‫ م‬+ ‫ل‬ ‫ م = ﻗﻠﻢ‬+ ‫ل‬+ ‫ق‬ ‫ ل = ﻣﺎل‬+ ‫ ا‬+ ‫م‬

‫ ک = ﻧﻤﮏ‬+ ‫ م‬+ ‫ن‬ ‫ ن = ﭼﻨﺪاں‬+ ‫ د‬+ ‫ ن‬+ ‫چ‬ ‫ ن = ﺧﺎن‬+ ‫ ا‬+ ‫خ‬

Exercises:
Chapter 1.5.1_laam, mim and nun

ain ‫ ع‬Group
Sound Name Letter

vowel letter ain ‫ع‬

gh ghain ‫غ‬

ain ( ‫ ) ع‬and ghain ( ‫ ) غ‬are similar-looking letters. However, ain gives vowel sounds where as ghain is a voiced velar fricative
consonant sound. Both have different shapes at initial, middle, and final position.

Initial Middle Final

‫ ت =ﻋﻮرت‬+ ‫ ر‬+ ‫ و‬+ ‫ع‬ ‫ م = ﻣﻌﻠﻮم‬+ ‫ و‬+ ‫ ل‬+ ‫ ع‬+ ‫م‬ ‫ ع = ﻣﻘﻄﻊ‬+ ‫ ط‬+‫ ق‬+ ‫م‬

‫ م = ﻏﻢ‬+ ‫غ‬ ‫ ہ= ﻣﻐﺎﻟﻄ‬+ ‫ ط‬+ ‫ ل‬+ ‫ ا‬+ ‫غ‬+ ‫م‬ ‫ غ = اغ‬+ ‫ ا‬+ ‫ب‬

Exercises:
Chapter 1.5.2_ain and ghain
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1.5.1 [Link]
1.6: chhoti ye ‫ ی‬, baRi ye ‫ ے‬, do chashmi he ‫ ھ‬, chhoti he ‫ ہ‬, hamza ‫ء‬
chhoti ye ‫ ی‬and baRi ye‫ے‬
Sound Name Letter

i, y chhoti ye ‫ی‬

ai baRi ye ‫ے‬

The letters ‫ ی‬and ‫ ے‬function as both long vowels and semi-vowels. Close attention needs to be paid to the variants of these two
letters, as they take different initial, middle, and final forms.

Initial Middle Final

‫ م = ﯾﻮم‬+‫ و‬+ ‫ی‬ ‫ ر = وزﯾﺮ‬+ ‫ ی‬+ ‫ ز‬+ ‫و‬ ‫ ی = ﭘﺎﻧﯽ‬+ ‫ ن‬+ ‫ ا‬+ ‫پ‬

‫ ا = اﯾﺴﺎ‬+ ‫ س‬+ ‫ ے‬+ ‫ا‬ ‫ ے = ﭼﻠﺘ‬+ ‫ ت‬+ ‫ ل‬+ ‫چ‬

Gives the sound of a vowel i (as in English peel) as well as the semi-vowel y (as in yak).

a vowel i ‫وزﯾﺮ‬ ‫ﻧﺎﻧﯽ‬ ‫ﺗﯿﻦ‬

b semi-vowel y ‫ﯾﻮم‬ ‫ﻧﯿﺎ‬ ‫ﯾﺎر‬

Gives the sound of two different vowels: e (as in English bay) and ai (as in ash).

a long vowel e ‫ﻧﯿﮏ‬ ‫دﯾﻨﺎ‬ ‫ﺑﯿﭻ‬

b long vowel ai ‫اﯾﺴﺎ‬ ‫ﮐﯿﺴﺎ‬ ‫ﭘﯿﺴﺎ‬

Exercises:
Chapter 1.6.1_chhoti and baRi ye

do chashmi he ‫ھ‬
Sound Name Letter

aspiration do chashmi he ‫ھ‬

As you all know, Hindi and Urdu are the same language with two different scripts. Hindi has separate letters for aspirated consonants,
but Urdu does not have separate letters. By using do chashmi he ‫ھ‬, we can make Urdu’s unaspirated consonants aspirated.

do chashmi he ‫ھ‬with non-connectors

‫ڑھ‬ ‫ڈھ‬ ‫دھ‬

Rh Dh dh

Please note that do chashmi he ‫ ھ‬joins with a following letter, even though it indicates aspiration for the previous letter.
Examples: ‫ دﮬﺮﺗﯽ‬, ‫ رادﮬﺎ‬, ‫ ﺳﯿﺪﮬﺎ‬, ‫آدﮬﺎ‬

do chashmi he ‫ھ‬with connectors

Examples of do chashmi he ‫ ھ‬with connecting letters ‫ ج‬, ‫ ب‬, and ‫ ک‬groups.

a. Aspiration for letters in the ‫ ب‬group is indicated as follows

bh ‫ﺑﮫ‬ ‫ھ‬+‫ب‬

ph ‫ﭘﮫ‬ ‫ھ‬+‫پ‬

1.6.1 [Link]
 th ‫ﺗﮫ‬ ‫ھ‬+‫ت‬

Th ‫ﭨﮫ‬ ‫ھ‬+‫ٹ‬
b. Aspiration in ‫ ج‬group is indicated as follows
jh ‫ﺟﮫ‬ ‫ھ‬+‫ج‬

chh ‫ﭼﮫ‬ ‫ھ‬+‫چ‬

c. Aspiration in ‫ ک‬group is indicated as follows
kh ‫ﮐﮫ‬ ‫ھ‬+‫ک‬

gh ‫ﮔﮫ‬ ‫ھ‬+‫گ‬

Exercises:
Chapter 1.6.2_do chashmi he

chhoti he ‫ہ‬
Sound Name Letter

h, a, e chhoti ye ‫ہ‬

chhoti he ‫ ہ‬shows both a consonant “h”, and vowels “a” and “e”. Please also see its very different shapes at the initial, middle, and
final positions.

Initial Middle Final

=‫ے‬+‫ہ‬ ‫ت=ﺑ ﺖ‬+‫ہ‬+‫ب‬ ‫ہ=ﮐ‬+‫ک‬

Exercises:
Chapter 1.6.3_chhoti he

hamzaa ‫ء‬
Sound Name Letter

— hamzaa ‫ء‬

hamzaa ‫ ء‬indicates the occurrence of two vowels in a sequence. Hamzaa is always placed on the second vowel except for certain
combinations. It is always “seated” above any of the variants of the ‫ ب‬group. In other words, hamzaa ‫ ء‬is written with the help of a
variant.
Exercises:
Chapter 1.6.4_hamzaa
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1.6.2 [Link]
 CHAPTER OVERVIEW

2: Beginning Conversations
 Learning Objectives
You will learn basic greetings in Urdu.
You will learn how to exchange introductions.
You will learn vocabulary related to household items, numbers (1-10), and names of fruits and vegetables.
In grammar, you will learn the gender of nouns and how to change nouns from a singular to plural form.
You will learn the verb “to be” with pronouns.
You will learn to form simple positive, negative, and yes/no questions, as well as “yes/no + negative” question sentences.

2.1: Review Concepts from Chapter 1

2.2: Greetings and Introductions
2.3: Informal Conversation
2.4: Formal Conversation
2.5: Study Abroad
2.6: Grammar- Gender and Number
2.7: Personal Pronouns with Verb "To Be"
2.8: 2.8 Cultural Notes and Extra/Optional Online Materials

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1
2.1: Review Concepts from Chapter 1
Review of Chapter 1
Review Worksheet: Please write these words in Urdu script. Chapter 2.1 Review of Chapter 1
Table 1: Answer to review worksheet, with English meaning of these words.
Table 1

‫ﻣﻌﻨﯽ‬ ‫زﺑﺎن‬ ‫اردو‬ ‫اوﻟﯿﺎ‬ ‫ن‬ ‫و‬

Meaning Language Urdu Sage Hindustan

‫اﺳﺴﻼم و‬
‫ﺑﮭﺎرت‬ ‫آداب‬ ‫ﻋﻤﺮ‬ ‫ﺧﻮﺷﯽ‬
‫ﻋﻠﯿﮑﻢ‬
India Hello, Bye Hello, Bye Age Happiness

‫ﺑﻮﻟﻨﺎ‬ ‫ﻟﮑﮭﻨﺎ‬ ‫ﺳﻨﻨﺎ‬ ‫ﻃﺎﻟﺐ ﻋﻠﻢ‬ ‫ﻃﺎﻗﺖ‬

To speak To write To listen Student Power

‫!ﺷﮑﺮﯾ‬

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2.1.1 [Link]
2.2: Greetings and Introductions

Greetings
Vocabulary 1. List of words for formal and informal greetings
English Transliteration Category Urdu
Hello Aadaab n.m ‫آداب‬

Peace be upon you assalaam alaikum ‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬

And peace be upon you wa alaikum assalaam ‫و ﻋﻠﯿﮑﻢ اﻟﺴﻼم‬

What kyaa pron. & adj. ‫ﮐﯿﺎ‬

Condition/Situation haal n.m ‫ﺣﺎل‬

How are you (informal) kyaa haal hai? ‫ﮐﯿﺎ ﺣﺎل ؟‬

All sab adj. ‫ﺳﺐ‬

Okay Thiik adj. ‫ﭨﮭﯿﮏ‬

All is well sab Thiik hai. ‫ﺳﺐ ﭨﮭﯿﮏ‬

And aur conj. ‫اور‬

You (Informal) tum pron. ‫ﺗﻢ‬

I main pron. ‫ﻣﯿﮟ‬

Too bhii adv. & conj. ‫ﺑﮭﯽ‬

To walk chalanaa [Link]. ‫ﭼﻠﻨﺎ‬

Again phir adj. ‫ﭘﮭﺮ‬

To meet/see milanaa [Link]. ‫ﻣﻠﻨﺎ‬

Instructor Video: Basic Greetings

Introductions
Vocabulary 2. Introduction
English Transliteration Category Urdu
Introduction Ta’aruf n.m ‫ﺗﻌﺎرف‬
Your (honorific/formal) Aapka adj. ‫آﭘﮑﺎ‬
Name naam n.m ‫ﻧﺎم‬

2.2.1 [Link]
English Transliteration Category Urdu

My Mera pron. ‫ﻣﯿﺮا‬

Where Kahan adj. ‫ﮐ ﺎں‬
From Se pp. ‫ﺳ‬
You (honorific/formal) aap pron. ‫آپ‬
How much/many Kitna adj. ‫ﮐﺘﻨﺎ‬
Year saal adj. ‫ﺳﺎل‬
‘s (of) Example. ‫ں‬ ‫“ ﻣﯿﮟ ﺑﯿﺲ ﺳﺎل ﮐﺎ‬I am ‘of’ 20
ki pp. ‫ﮐﯽ‬
years old.”
Age umar n.f ‫ﻋﻤﺮ‬
S/he, this ye pron. ‫ﯾ‬
Boy laRakaa n.m ‫ﻟﮍﮐﺎ‬
Who kaun adj. & pron. ‫ﮐﻮن‬
Good/well achchhaa adj. ‫ﭼ ﮭﺎ‬
ّ ‫ا‬
Thanks shukriya n.m ‫ﺷﮑﺮﯾ‬
To meet milna [Link] ‫ﻣﻠﻨﺎ‬
Happiness khushi n.m ‫ﺧﻮﺷﯽ‬
To me (dative case) mujhe pron. ‫ﻣﺠﮭ‬
English angrezi n.f ‫اﻧﮕﺮﯾﺰی‬
Political Science siyasiyaat n.m ‫ﺳﯿﺎﺳﯿﺎت‬
Economics Ma’ashiyaat n.m ‫ﻣﻌﺎﺷﯿﺎت‬

Reading: ‫“ ﺗﻌﺎرف‬Introduction”
Context: Izza walked in to her Urdu class on the first day and met Ruh and Peter.

English Transliteration Urdu

Hello/peace be upon you. aadaab/assalaam alaikum ‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬/‫ آداب‬:‫اﺿﺎ‬
Hello/And peace be upon you. aadaab/wa alaikum assalaam ‫و ﻋﻠﯿﮑﻢ اﻟﺴﻼم‬/‫ آداب‬:‫روح‬
What is your name? aapkaa naam kyaa hai? ‫ آﭘﮑﺎ ﻧﺎم ﮐﯿﺎ ؟‬:‫اﺿﺎ‬
My name is Ruh. And yours? meraa naam Ruh hai. aur aapkaa? ‫ اور آپ ﮐﺎ؟‬- ‫ ﻣﯿﺮا ﻧﺎم روح‬:‫روح‬
My name is Izza. meraa naam Izza hai. ‫ ﻣﯿﺮا ﻧﺎم اﺿﺎ‬:‫اﺿﺎ‬-
Where are you from? aap kahaan se hain? ‫؟‬ ‫ آپ ﮐ ﺎں ﺳ‬:‫روح‬
I am from Michigan. Where are you main Michigan se hoon. aap kahaan se
‫؟‬ ‫آپ ﮐ ﺎں ﺳ‬-‫ ﻣﯿﮟ ﻣﺸﯿﮕﻦ ﺳ ﻮں‬:‫اﺿﺎ‬
from? hain?
I am from Chicago. main Chicago se hoon. ‫ں‬ ‫ ﻣﯿﮟ ﺷﮑﺎﮔﻮ ﺳ‬:‫روح‬-
How old are you? aap kitane saal kii hain? ‫؟‬ ‫ آپ ﮐﺘﻨ ﺳﺎل ﮐﯽ‬:‫اﺿﺎ‬
main biis saal kii hoon. aapkii umr kitanii
I am 20. What is your age? ‫آپ ﮐﯽ ﻋﻤﺮ ﮐﺘﻨﯽ ؟‬-‫ ﻣﯿﮟ ﺑﺲ ﺳﺎل ﮐﯽ ﻮں‬:‫روح‬
hai?
I am 21. main ikkiis (saal) kii hoon. ‫ں‬ ‫ ﻣﯿﮟ اﮐﯿﺲ ﺳﺎل ﮐﯽ‬:‫اﺿﺎ‬-

2.2.2 [Link]
 English Transliteration Urdu

What is your major? aapkaa major kyaa hai? ‫ آپ ﮐﺎ ﻣﯿﺠﺮ ﮐﯿﺎ ؟‬:‫روح‬
My major is English. And yours? meraa major angrezii hai. aur aapakaa? ‫اور آپ ﮐﺎ؟‬- ‫ ﻣﯿﺮا ﻣﯿﺠﺮ اﻧﮕﺮﯾﺰی‬:‫اﺿﺎ‬
My major is Political science. meraa major siyasiyaat hai. ‫ ﻣﯿﺮا ﻣﯿﺠﺮ ﺳﯿﺎﺳﯿﺎ ت‬:‫روح‬-
Who is this boy? ye laRakaa kaun hai? ‫ ﯾ ﻟﮍﮐﺎ ﮐﻮن ؟‬:‫اﺿﺎ‬
He is Peter. ye Peter hai. ‫ ﯾ ﭘﯿﭩﺮ‬:‫روح‬-
Hello Peter! aadaab Peter! ‫ آداب ﭘﯿﭩﺮ‬:‫!اﺿﺎ‬
Hello! What is your name? aadaab! aapkaa naam kyaa hai? ‫ آداب ! آپ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬:‫ﭘﯿﭩﺮ‬
I am Izza. How are you? main Izza hoon. aap kaise hain? ‫؟‬ ‫ آپ ﮐﯿﺴ‬-‫ں‬ ‫ ﻣﯿﮟ اﺿﺎ‬:‫اﺿﺎ‬
I am well. And you? main achchhaa hoon. aur aap? ‫ اور آپ؟‬-‫ں‬ ‫ ﻣﯿﮟ اﭼﮭﺎ‬:‫ﭘﯿﭩﺮ‬
I am well too. Thanks! What is your main bhii achchhii hoon, Thanks! aapkii ‫ ﺷﮑﺮﯾ ! آپ ﮐﯽ‬-‫ں‬ ‫ ﻣﯿﮟ ﺑﮭﯽ اﭼﮭﯽ‬:‫اﺿﺎ‬
age? umr kitanii hai. ‫ﻋﻤﺮﮐﺘﻨﯽ ؟‬
I am 19 years old. What is your main unniis saal kaa hoon. aapakaa major
‫ آپ ﮐﺎ ﻣﯿﺠﺮ ﮐﯿﺎ ؟‬-‫ں‬ ‫ ﻣﯿﮟ اﻧﯿﺲ ﺳﺎل ﮐﺎ‬:‫ﭘﯿﭩﺮ‬
major? kyaa hai?
My major is English. And yours? meraa major angrezii hai, aur aapakaa? ‫ اور آپ ﮐﺎ؟‬، ‫ ﻣﯿﺮا ﻣﯿﺠﺮ اﻧﮕﺮﯾﺰی‬:‫اﺿﺎ‬
Mine too. meraa bhii. ‫ ﻣﯿﺮا ﺑﮭﯽ‬:‫ﭘﯿﭩﺮ‬
Nice to meet you. aap se milakar khushii huii. ‫ آپ ﺳ ﻣﻞ ﮐﺮ ﺧﻮﺷﯽ‬:‫اﺿﺎ‬-
Me too, Bye! mujhe bhii, khuda hafiz! ‫ ﺧﺪا ﺣﺎﻓﻆ‬،‫ ﻣﺠﮭ ﺑﮭﯽ‬:‫!ﭘﯿﭩﺮ‬
Bye! khuda hafiz! ‫ ﺧﺪا ﺣﺎﻓﻆ‬:‫!اﺿﺎ‬

Please watch the following video and listen to the above conversation and check your reading and pronunciation.
Instructor Video: ‫ﺗﻌﺎرف‬

Question & Answer

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Test Yourself
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! ‫ﺷﺮﮐﯿ‬
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2.2.3 [Link]
2.3: Informal Conversation
Reading

Informal Conversation Between Friends

Context: Imran and Ruh are friends and study together in a school. They saw each other in school before going to their class.

English Transliteration Urdu

Imran: Hello! Imran: aadaab! ‫ آداب‬:‫!ﻋﻤﺮان‬
Ruh: Hello! Ruh: aadaab! ‫ آداب‬:‫!روح‬
Imran: How are you? Imran: kyaa haal hai? ‫ ﮐﯿﺎ ﺣﺎل ؟‬:‫ﻋﻤﺮان‬
Ruh: All is well. And you? Ruh: sab thiik hai. aur tum? ‫ اور ﺗﻢ؟‬- ‫ ﺳﺐ ﭨﮭﯿﮏ‬:‫روح‬
Imran: I am well too. Imran: mai bhii thiik hoon. ‫ں‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬:‫ﻋﻤﺮان‬-
Ruh: Should we go to class? Ruh: class chalen ‫ ﮐﻼس ﭼﻠﯿﮟ؟‬:‫روح‬
Imran: Let’s go. Imran: chalo ‫ ﭼﻠﻮ‬:‫ﻋﻤﺮان‬
[After the class] class ke baad ‫ﮐﻼس ﮐ ﺑﻌﺪ‬
Ruh: See you again. Bye Ruh: phir milenge. khuda haafiz ‫ ﺧﺪا ﺣﺎﻓﻆ‬- ‫ ﭘﮭﺮ ﻣﻠﯿﻨﮕ‬:‫!روح‬
Imran: Okay, Bye! Imran: thiik hai. khuda haafiz ‫ ﺧﺪا ﺣﺎﻓﻆ‬- ‫ ﭨﮭﯿﮏ‬:‫!ﻋﻤﺮان‬

Listening: Please watch the following video and listen to the above conversation and check your reading and pronunciation.
Instructor Video: Informal Conversation
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[Link]

Informal Conversation

Asking for Phone Number & Email

Vocabulary 3. Learn Urdu Numbers 0-10
English Transliteration Urdu Name Urdu Number
0 sifar ‫ ﺻﻔﺮ‬٠
1 ek ‫ اﯾﮏ‬١
2 do ‫ دو‬٢
3 tiin ‫ ﺗﯿﻦ‬٣
4 char ‫ ﭼﺎر‬٤
5 paanch ‫ ﭘﺎﻧﭻ‬٥
6 Chhah/chhe ‫ ﭼﮭ‬٦
7 Saat ‫ ﺳﺎت‬٧
8 aaTh ‫ آﭨﮫ‬٨
9 nau ‫ ﻧﻮ‬٩
10 das ‫ دس‬١٠

2.3.1 [Link]
Reading: Informal Conversation—Asking for phone number and email address.
Context: The Urdu teacher assigns group work and puts Ruh and Peter in a group. Now Ruh and Peter need to exchange their
email address and phone number.

English Transliteration Urdu

Hello Peter! What’s going on? Hello Peter! Kyaa chal raha hai? ‫ﭘﯿﭩﺮ !ﮐﯿﺎ ﭼﻞ ر ﺎ ؟‬

Aadaab Ruh! Sab Thiik hai. Aap kaa

Hello Shilpa, all is well. How are you? ‫ آپ ﮐﺎ ﮐﯿﺎ ﺣﺎل ؟‬- ‫آداب روح ! ﺳﺐ ﭨﮭﯿﮏ‬
Kyaa haal hai?
All is well, okay، what is your email Sab thiik hai, achha, aap kaa email
‫ اپ ﮐﺎ ای ﻣﯿﻞ اﯾﮉرﯾﺲ ﮐﯿﺎ ؟‬،‫ﭼ ﮭﺎ‬
ّ ‫–ا‬ ‫ﺳﺐ ﭨﮭﯿﮏ‬
address? address kyaa hai?
My email Address is Mera email address peter@[Link] ‫ اور آپ‬- [‫ﮐﻮم‬.‫ﻣﯿﺮا ای ﻣﯿﻞ اﯾﮉرﯾﺲ ]ﭘﯿﭩﺮ@ج ﻣﯿﻞ‬
peter@[Link]. And yours? hai. Aur Aap kaa? ‫ﮐﺎ؟‬
Mera email address ruh@[Link]
My email Address is ruh@[Link]. [‫ﮐﻮم‬.‫ﻣﯿﺮا ای ﻣﯿﻞ اﯾﮉرﯾﺲ ]روح@ج ﻣﯿﻞ‬
hai.

What is your phone number? Aap kaa phone number kyaa hai? ‫آﭘﮑﺎ ﻓﻮن ﻧﻤﺒﺮ ﮐﯿﺎ ؟‬

My phone Number is 3322110044. Mera phone number 3322110044 hai.

‫ اور آپ ﮐﺎ؟‬، ٤٤ ٠٠١١٢٢٣٣ ‫ﻣﯿﺮا ﻓﻮن ﻧﻤﺒﺮ‬
And yours? aur aap kaa?

My phone number is 123… Mera phone number 123… hai. .…٣٢١ ‫ﻣﯿﺮا ﻓﻮن ﻧﻤﺒﺮ‬-

Thank you. See you again. Bye. Shukriya phir milenge. khuda hafiz. ‫ﭘﮭﺮ ﻣﻠﯿﻨﮕ –ﺧﺪا ﺣﺎﻓﻆ‬، ‫ﺷﮑﺮﯾ‬-

Okay, bye. Achha. bye. ‫ ﺑﺎے‬، ‫اﭼﮭﺎ‬-

Listening: Please watch the following video, listen to the above conversation, and check your reading and pronunciation.
Instructor Video: Asking for Contact Information

Test Yourself
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[Link]

Activities
In your classroom and/or outside the classroom, identify 2-3 Urdu learners/speakers. Introduce yourself, and ask questions in Hindi
such as name, major, age, where s/he is from, phone number, and email address. In addition to these 6 questions, please try to
create 2-4 more questions based on your own creativity. Chapter 2.3 Activity
‫شﮐﺮﯾﮧ‬

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2.3.2 [Link]
2.4: Formal Conversation
Reading

Formal Conversation with an Urdu Teacher

Context: After the class, Ruh sees her Urdu teacher.

English Transliteration Urdu

Ruh: assalaam alaikum, Ustad-e-
Ruh: Hello Sir! ‫ اﺳﺘﺎد ﻣﻮﺣﺘﺮم‬،‫ اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬:‫!روح‬
mohtaram!
Teacher: Hello Ruh sahiba! How are Ustaad: va alaikum assalaam, Ruh ‫ روح ﺻﺎﺣﺒ ! آپ ﮐﯿﺴﯽ‬،‫ و ﻋﻠﯿﮑﻢ اﻟﺴﻼم‬:‫اﺳﺘﺎد‬
you? sahiba! aap kaisii hain? ‫؟‬
Ruh: I am good. Thank you, How are Ruh: Main Thiik hun. Shukriya Aap
‫؟‬ ‫ آپ ﮐﯿﺴ‬، ‫ ﺷﮑﺮﯾ‬،‫ں‬ ‫ ﻣﯿﮟ ﭨﮭﯿﮏ‬:‫روح‬
you? kaise hain ?
Teacher: I am good too. See you again Ustaad: Main bhi Thiik hun. Phir
-‫ ﺧﺪا ﺣﺎﻓﻆ‬، ‫ ﭘﮭﺮ ﻣﻠﯿﻨﮕ‬-‫ں‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬:‫اﺳﺘﺎد‬
bye! milenge, Khuda hafiz!
Ruh: See you again Bye! Ruh: Ji phir milege , Khuda Hafiz! ‫ ﺧﺪا ﺣﺎﻓﻆ‬، ‫ ﺟﯽ ﭘﮭﺮ ﻣﻠﯿﻨﮕ‬:‫روح‬-

Video 3. Listening: Formal Conversation with an Urdu Teacher

Listening: Please watch the following video and listen to the above conversation and check your reading and pronunciation.
Instructor Video: Conversation with an Urdu Teacher

Test Yourself
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Activities
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! ‫ﺷﮑﺮﯾ‬

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2.4.1 [Link]
2.5: Study Abroad
Formal Conversation: Study Abroad
Jen is an Urdu student at one of the universities in America and is planning to go to India for three months to learn Urdu. In India,
she is going to stay with a host family. She is planning to send her host family a video introducing herself. Before she makes the
video, she wrote a script.

Vocabulary 4 and Reading

English Transliteration Category Urdu
Dear Azeez adj. ‫ﻋﺰﯾﺰ‬
Host Mezbaan adj. ‫ﻣﯿﺰﺑﺎن‬
Family khandaan n.m ‫ﺧﺎﻧﺪان‬
Twenty-Two Baais adj. ‫ﺑﺎﺋﯿﺲ‬
Year Saal n.m ‫ﺳﺎل‬
University Jamia n.m ‫ﺟﺎﻣ‬
Student (Female) Taliba n.f ‫ﻃﺎﻟﺒ‬
My Mera adj. ‫ﻣﯿﺮا‬
Major Majar n.m ‫ﻣﯿﺠﺮ‬
Music Mausiqui n.m ‫ﻣﻮﺳﯿﻘﯽ‬
State Suba n.m ‫ﺻﻮﺑ‬
But Magar conj. ‫ﻣﮕﺮ‬
To live Rahna [Link] ‫ر ﻨﺎ‬
People Log n.m ‫ﻟﻮگ‬
To meet Milna [Link] ‫ﻣﻠﻨﺎ‬
For X X ke liye pp. ‫ ﮐﯿﻠﺌ‬x
Very Bahot adj. & adv. ‫ﺑ ﻮت‬
Excited Khahismand adj. ‫ﺧﻮا ﺸﻤﻨﺪ‬
Yours Aapki adj. ‫آﭘﮑﯽ‬
Guest mehman n.m ‫ﻣ ﻤﺎن‬

‫ﻋﺰﯾﺰ ﻣﯿﺰﺑﺎن ﺧﺎﻧﺪان‬،

‫!اﺳﻼم ﻋﻠﯿﮑﻢ‬
‫ ﻣﯿﮟ اﻣﺮﯾﮑﺎ ﮐ وﺳﮑﻮﻧﺴﻦ ﺻﻮﺑ‬- ‫ ﻣﯿﺮا ﻣﯿﺠﺮ ﻣﻮﺳﯿﻘﯽ‬-‫ں‬ ‫ ﻣﯿﮟ اﯾﮏ ﺟﺎﻣ ﮐﯽ ﻃﺎﻟﺒ‬-‫ں‬ ‫ ﻣﯿﮟ ﺑﺎﺋﯿﺲ ﺳﺎل ﮐﯽ‬- ‫ﻣﯿﺮا ﻧﺎم ﺟﻦ‬
.‫ں‬ ‫ﺳ‬
‫ﮐﻮم‬.‫ ﻣﯿﺮا ای ﻣﯿﻞ اﯾﮉرﯾﺲ ﺟﻦ@ﺟﻤﯿﻞ‬- ٠٠٠ ‫ ﻣﯿﺮا ﻓﻮن ﻧﻤﺒﺮ‬-‫ں‬ ‫ﻣﮕﺮ ﻣﯿﮟ ﻧﯿﻮ ﯾﺎرک ﻣﯿﮟ ر ﺘﯽ‬-
‫ں‬ ‫ﻣﯿﮟ آپ ﻟﻮﮔﻮں ﺳ ﻣﻞ ﻧ ﮐ ﻟﺌ ﺑ ﺖ ﺧﻮا ﺴﻤﻨﺪ‬-
‫آپ ﮐﯽ ﻣ ﻤﺎن‬
‫ﺟﯿﻦ‬
Listening: Jen’s first letter to her host mother.

2.5.1 [Link]
Test Yourself

Question Answer
Based on the above reading about Jen, please answer the following questions.
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Speaking
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‫!ﺷﮑﺮﯾ‬

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2.5.2 [Link]
2.6: Grammar- Gender and Number
Gender
Instructor Video: Gender in Urdu
In Urdu, nouns can be divided into two types of gender, namely ‫“ ﻣﻮﻧﮑﺮ‬Masculine” and ‫“ ﻣﻮﻧﺲ‬Feminine”. Like English, Urdu
has social gender such as boy and girl/man and woman. However, unlike English, Urdu also has grammatical gender. For example:
Book, table, etc, are “feminine” nouns. Whereas, room, house, door, etc. are “masculine” nouns.
There are no certain rules to learn about gender assignment to particular noun in Urdu. Based on common observation, masculine
and feminine nouns can be further classified into two subcategories as shown in the following table (1).

Masculine Feminine

Marked (Type 1) Nouns that ends in -‫ہ‬/‫“ ا‬-aa”. Nouns that ends in -‫“ ی‬-i/ii”.

‫ ﻟﮍﮐﺎ‬laRakaa “boy” ‫ ﻟﮍﮐﯽ‬laRakii “girl”

‫ ﮐﻤﺮا‬kamaraa “room” ‫ ﺑﭽﯽ‬bachchii “girl child”
Examples
‫ ﺑﭽﺎ‬bachchaa “boy child” ‫ ﮐﮭﮍﮐﯽ‬khiRakii “window”
‫ دروازہ‬darawaazaa “door” ‫ ﮐﺮﺳﯽ‬kursii “chair”

Unmarked (Type 2) Nouns that do not end in -‫ہ‬/‫“ ا‬-aa”. Nouns that do not end in -‫“ ی‬-i/ii“.

‫ ﮔﮭﺮ‬ghar “home” ‫ ﮐﺘﺎب‬kitaab “book”

‫ ﭘﮭﻞ‬phal “fruit” ‫ ﻣﯿﺰ‬mez “table”
Examples
‫ ﺳﯿﺐ‬seb “apple” ‫ ﺗﺼﻮﯾﺮ‬taswiir “picture”
‫ ﮐﺘﺐ ﺧﺎﻧ‬kutubkhana “library” ‫ ﻗﻤﯿﺾ‬kamiiz “shirt”

Table 1. Sub-Categories of Masculine and Feminine Gender

These rules have multiple exceptions such as:

Nouns ending in -‫ہ‬/‫“ ا‬-aa”, but feminine.

‫ ﻟﺘﺎ‬lataa “leaf,”
‫ ﮔﮭﭩﺎ‬ghaTaa “cloud”
‫ دوا‬dawaa “medicine”, etc.

Nouns ending in -‫“ ی‬-i/ii”, but masculine.

‫ ﺳﺎﺗﮭﯽ‬saathii “Friend”.
hathii “Elephant”.

Test Yourself
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Number
Instructor Video: Singular to Plural Number in Urdu
Like English, Urdu has two numbers, namely, singular number and plural number. To change singular nouns into plurals in Urdu, it
is important to know the gender of the nouns and apply the following rules.
All marked masculine nouns (that end in -‫ہ‬/‫“ ا‬-aa”) change into -‫“ ے‬-e”.

2.6.1 [Link]
 Unmarked masculine nouns (that do not end in -‫ہ‬/‫“ ا‬-aa”) do not change their form in plural.
All marked feminine nouns (that end in -‫ﯾﯽ‬/‫“ ی‬i/ii”) change into -‫“ ﯾﺎں‬-iyan”.
Unmarked feminine nouns (that do not end in -‫ﯾﯽ‬/‫“ ی‬i/ii”) change into -‫“ ﯾﮟ‬-yen”.
The following table (2) summarizes these rules and shows examples.

Masculine Feminine

Marked (Type
Nouns that ends in -‫“ آ‬-aa” Nouns that ends in -‫ﯾﯽ‬/‫“ ی‬-i/ii”
1)

Rule for plural change -‫“ آ‬-aa” into -‫“ ے‬-e” change -‫ﯾﯽ‬/‫“ ی‬-i/ii” into -‫“ ﯾﺎں‬-iyan”

“boys” ‫ﻟﮍﮐﺎ – ﻟﮍکے‬ “girls” ‫ﻟﮍﮐﯽ – ﻟﮍﮐﯽاں‬

“rooms” ‫ﮐﻤﺮہ – ﮐﻤﺮے‬ “girl children” ‫ﺑﭽﯽ – ﺑﭽﯽاں‬
Examples
“boy children” ‫ﺑﭽ – ﺑﭻے‬ “windows” ‫ﮐﮭﮍﮐﯽ – ﮐﮭﮍکﯾﺎں‬
“doors” ‫دروازہ – دروازے‬ “chairs” ‫ﮐﺮﺳﯽ – ﮐﺮﺳﯽاں‬

Unmarked
Nouns that do not end in -‫“ آ‬-aa” Nouns that do not end in -‫ﯾﯽ‬/‫“ ی‬-i/ii“
(Type 2)

Rule for plueal No changes in form change into -‫“ ﯾﮟ‬-yen”

“homes” ‫ﮔﮭﺮ – ﮔﮭﺮ‬ “books” ‫ﮐﺘﺎب – ﮐﺘﺎبﯾﮟ‬

“fruits” ‫ﭘﮭﻞ – ﭘﮭﻞ‬ “tables” ‫ﻣﯿﺰ – ﻣﺞﯾﮟ‬
Examples
“apples” ‫ﺳﯿﺐ – ﺳﯿﺐ‬ “pictures” ‫ﺗﺼﻮﯾﺮ – ﺗﺼﻮﯾﺮﯾﮟ‬
“mangoes” ‫آم – آم‬ “shirts” ‫ﻗﻤﯿﺾ – ﻗﻤﯿﺾﯾﮟ‬

Table 2. Summary of rules for changing singular nouns to plural based on the sub-categories of masculine and feminine gender.

Test Yourself
Chapter 2.6 Plural

Vocabulary 5. Names of Fruits and Vegetables

“Names of Fruits” ‫ﭘﮭﻠﻮں ﮐ ﻧﺎم‬

(m) apple ‫ﺳﺐ‬ (m) mango ‫ام‬ (m) banana ‫ﮐﯿﻼ‬

(m) orange ‫ﺳﻨﺘﺮہ‬ (m) watermelon ‫ﺗﺮﺑﻮز‬ (m) pineapple ‫اﻧﻨﺎس‬

2.6.2 [Link]
 (m) papaya ‫ﭘﭙﯿﺘﺎ‬ (m) pomegranate ‫اﻧﺎر‬ (m) grapes ‫اﻧﮕﻮر‬

“Names of Vegetables” ‫ﺳﺒﺰﯾﻮں ﮐ ﻧﺎم‬

(m) potato ‫آﻟﻮ‬ (m) onion ‫ﭘﯿﺎج‬ (m) tomato ‫ﭨﻤﺎﭨﺮ‬

(m) spinach ‫ﭘﺎﻟﮏ‬ (m) peas ‫ﻣﭩﺮ‬ (f) cauliflower ‫ﭘﮭﻮل ﮔﻮﺑﯽ‬

धिनया ‫دﮬﻨﯿﺎ‬ (f) cabbage ‫ﭘﺘﺎ ﮔﻮﺑﯽ‬ (m) egg plant ‫ﺑﯿﻨﮕﻦ‬

(f) bell pepper ‫ﺷﻤﻠ ﻣﺮچ‬ (m) lemon ‫ﻧﯿﻤﺒﻮ‬ (m) cucumber ‫ﮐﮭﯿﺮا‬

Test Yourself

True/False
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2.6.3 [Link]
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Vocabulary Test
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! ‫ﺷﮑﺮﯾ‬

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2.6.4 [Link]
2.7: Personal Pronouns with Verb "To Be"
Verb “To Be”
Instructor Video: Personal Pronouns and Verb “to be”

Plural pronouns and verb “to be”. Singular pronouns and verb “to be”.
English Transliteration Urdu English Transliteration Urdu
We are __. hum __hain — I am __. main __hoon ‫ں‬ — ‫ﻣﯿﮟ‬
You are __. tu __hai — ‫ﺗﻮ‬
You are __. tum __ho — ‫ﺗﻢ‬ You are __. tum __ho — ‫ﺗﻢ‬
You are __. aap __hain — ‫آپ‬ You are __. aap __hain — ‫آپ‬
They, These/Those S/he, This/That is
ye/we __hain — ‫ وہ‬/ ‫ﯾ‬ ye/wo __hai — ‫وہ‬/ ‫ﯾ‬
are __. __.

Table 3. List of personal pronouns with the forms of verb “to be”.

Summary
Examples Pronouns Verb “to be”
I am a student. main talib -e-ilm hoon. –‫ں‬ ‫ﻣﯿﮟ ﻃﺎﻟﺐ ﻋﻠﻢ‬ I ‫ﻣﯿﮟ‬ hoon ‫ں‬
You are a friend. tum ek dost ho. - ‫ﺗﻢ اﯾﮏ دوﺳﺖ‬ You ‫ﺗﻢ‬ ho
You are a boy. tu laRakaa hai. – ‫ﺗﻮ اﯾﮏ ﻟﮍﮐﺎ‬
This is a book. ye ek kitaab hai. – ‫ﯾ اﯾﮏ ﮐﺘﺎب‬
S/he, This, That ‫وہ‬/ ‫ﯾ‬/‫ﺗﻮ‬ hai
Peter is a friend. Peter ek dost hai. – ‫ﭘﯿﭩﺮ اﯾﮏ دوﺳﺖ‬
That is a table. wo ek mez hai. – ‫وہ اﯾﮏ ﻣﯿﺰ‬
We are students. hum chhaatr hain. – ‫ﻃﺎﻟﺐ ﻋﻠﻢ‬
You are good. aap achchhe hain. – ‫آپ اﭼﮭ‬
They are farmers. ye/we kisaan hain. – ‫وہ ﮐﺴﺎن‬/ ‫ﯾ‬
We/ you (honorific) / They/
These are vegetables. ye sabziyaan hain. – ‫ﯾ ﺳﺒﺰﯾﺎں‬ hain
These / Those ‫ وہ‬/ ‫ ﯾ‬/ ‫ آپ‬/
Those are fruits. we phal hain. – ‫وہ ﭘﮭﻞ‬
Kamran sahab is my teacher. Kamraan sahab mere ustaad hain. – ‫ﮐﺎﻣﺮان ﺻﺎﺣﺐ‬
‫ﻣﯿﺮے اﺳﺘﺎد‬

Table 4. List of verb “to be” with personal pronouns.

Positive Sentence and the Verb “to be”

Unlike English, the standard word order of Urdu is: Subject-Object-Verb (SOV).
Structure 1:

English Subject Verb Object

This is a pen

Urdu Subject Object Verb

This a pen is

‫ﯾ‬ ‫اﯾﮏ ﮐﻠﻢ‬

2.7.1 [Link]
Negative Sentence in Urdu and the Verb “to be”
Structure 2:

English Subject Verb Negative Object

This is not a pen

Urdu Subject Object Negative Verb

This a pen not is

‫ﯾ‬ ‫اﯾﮏ ﮐﻠﻢ‬ ‫ﻧ ﯿﮟ‬

Yes/No question and the Verb “to be”

In English, we move auxiliary verb at the beginning of a sentence to form a yes/no question. Whereas, in Urdu, the word ‫ ﮐﯿﺎ‬kyaa is
used at the beginning of a sentence to form a yes/no question. Please note that here the word ‫ ﮐﯿﺎ‬kyaa does not mean “what”.
Structure 3:

English Auxiliary verb Subject Object

Is this a pen

Urdu ‫ ﮐﯿﺎ‬kyaa Subject Object Verb

Kyaa this a pen is

‫ﮐﯿﺎ‬ ‫ﯾ‬ ‫اﯾﮏ ﮐﻠﻢ‬

Yes/No question + Negative and the Verb “to be”

Structure 4:

English Auxiliary verb (Negative) Subject (Negative) Object

Is (not) this (not) a pen

Isn’t this a pen? / Is this not a pen?

Urdu ‫ ﮐﯿﺎ‬kyaa Subject Object Negative Auxiliary Verb

kyaa this a pen not is

‫ﮐﯿﺎ‬ ‫ﯾ‬ ‫اﯾﮏ ﮐﻠﻢ‬ ‫ﻧ ﯿﮟ‬

Activities
Now, as you know how to change a simple Urdu sentence into a negative, yes/no question, and yes/no question + negative, please
fill the following table as instructed.
Chapter 2.7 Change sentences
Please fill in the blanks with suitable object to form five sentences with each pronoun given below. You can use the vocabulary list
in this chapter or dictionary for any help that you need to complete this activity.
Chapter 2.7 Activity Verb “To be.”

Test Yourself
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[Link]
! ‫ﺷﮑﺮﯾ‬

2.7.2 [Link]
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2.7.3 [Link]
2.8: 2.8 Cultural Notes and Extra/Optional Online Materials
Cultural Notes
Topics Explanation
“Assalaam alaikum/aadab” is used as “Hello” at any time of day
‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬ by Urdu speakers. It is culturally odd to shake hands, so when you
assalaam alaikum say Assalaam alaikum/aadab, just make the hand gesture.
‫آداب‬ However, in a business setting and bigger metropolitan cities, you
aadab will notice that people shake hands because of the effect of
western world.
Unlike English, Urdu has three different second persona, personal
pronoun “you”.
‫ ﺗﻮ‬tu: It is used with younger, intimate relations such as mother,
and God, and someone who is lower in socio-economic status. It is
a very informal way to say “You” in Urdu.
Personal Pronoun “You” ‫ ﺗﻢ‬tum: It is used with friends and with someone who is of equal
status. It is somewhat informal. It should be used carefully only
after confirming with the person you are speaking to.
‫ آپ‬aap: It is used with older and respected people of the
community. It is also used for someone who is of higher socio-
economic status. It is a very formal way to say “You” in Urdu.
Typically, in Urdu culture, you typically do not have to go on
introducing yourself to everyone. Culturally, you will be
introduced to other people by your host, a friend, and/or someone
who already knows you.
Introduction However, you should expect some very personal questions which
may be culturally odd for you in your first meeting with someone,
such as: are you married? how much money do you earn? etc.
Please know that the sense of privacy varies between different
cultures.
You learned in this chapter that you can simply add ‫ﮐﯿﺎ‬kyaa at the
beginning of a simple sentence to form a yes/no question.
For example: ‫؟‬ ‫ﮐﯿﺎ آپ اﻣﺮﯾﮑﯽ‬Are you an American?
Yes/No Question However, it is very common for the native speakers to pose a
yes/no question by using a simple sentence in a raised tone. It is
also very common in English.
For example: ‫؟‬ ‫آپ اﻣﺮﯾﮑﯽ‬You are an American?
In this chapter, you learned that all Urdu nouns have a grammatical
gender. However, you may hear native speakers use Urdu words
with incorrect gender during conversation. It is for two major
reasons: (a) Not everyone knows the gender of the noun a hundred
Gender
percent, (b) there are many dialects of Urdu which are mutually
intelligible, but do not have gender features. So, they claim to be
the native speaker of Urdu, but their L1/mother tongue is not
modern, standard Urdu.
‫اﻟﻠﻪ ﺣﺎﻓﻆ‬/‫ﺧﺪا‬
khuda/allah hafiz is used to say “good bye” in Urdu.
khuda/allah hafiz

2.8.1 [Link]
Extra/Optional Online Materials
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[Link]
‫!ﺷﮑﺮﯾ‬

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LibreTexts platform.

2.8.2 [Link]
 CHAPTER OVERVIEW

3: Chapter 3. ‫" ﺧﺎﻧﺪان‬Family"

 Learning Objectives
In this chapter, you will begin with a review of Chapter 2.
You will learn kinship vocabulary.
You will learn how to introduce your family members.
You will learn adjectives to describe your family members.
You will learn how to ask questions to learn more about family members.
In grammar, you will learn about adjectives.
You will learn how adjectives and nouns conjugate.
You will learn the degrees of adjectives.
You will learn possessive makers ‫ﮐ‬/‫ﮐﯽ‬/‫‘( ﮐﺎ‬s) in Urdu.
You will learn Wh- question words.
You will learn how to form a Wh- question sentence in Urdu.

3.1: Review Concepts from Chapter 2

3.2: Reading/Listening 1- ‫ﻣﯿﺮا ﺧﺎﻧﺪان‬
3.3: Reading/Listening 2- ‫اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬
3.4: Study Abroad
3.5: Grammar- Adjectives
3.6: Apostrophe “S” (‘s) in Urdu
3.7: Degrees of Adjectives
3.8: “Wh–” Questions/Interrogative Sentence
3.9: Cultural Notes and Extra/Optional Online Materials

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1
3.1: Review Concepts from Chapter 2
Vocabulary
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[Link]

Multiple Choice Questions on Gender, Number, and Verb “To Be”

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[Link]

‫ ﮔﻔﺘﮕﻮ‬Conversation
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‫!ﺷﮑﺮﯾ‬

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3.1.1 [Link]
3.2: Reading/Listening 1- ‫ﻣﯿﺮا ﺧﺎﻧﺪان‬
‫“ ﻣﯿﺮا ﺧﺎﻧﺪان‬My Family”

Vocabulary

Family Members and Relatives

Grammat
ical
English Urdu
Categorie
s

Family n.m. ‫ﺧﺎﻧﺪان‬

Relative n.m. ‫رﺷﺘ دار‬

Mother n.f. ‫واﻟﺪہ‬/‫اﻣﯽ‬

Father n.m. ‫واﻟﺪ‬/‫اﺑﻮ‬

Brother n.m. ‫ﺑﮭﺎﺋﯽ‬

Brother’s wife n.f. ‫ﺑﮭﺎﺑﯽ‬

Sister n.f. ‫ﺑ ﻦ‬

Sister’s husband n.m. ‫ﺑ ﻨﻮﺋﯽ‬

Paternal Grandfather n.m. ‫دادا‬

3.2.1 [Link]
 Grammat
ical
English Urdu
Categorie
s

Paternal Grandmother n.f. ‫دادی‬

Maternal Grandfather n.m. ‫ﻧﺎﻧﺎ‬

Maternal Grandmother n.f. ‫ﻧﺎﻧﻲ‬

Father’s brother n.m. ‫ﭼﭽﺎ‬

Father’s brother’s wife n.f. ‫ﭼﭽﯽ‬

Father’s sister n.f. ‫ﺑﻮا‬

Father’s sister’s husband n.m. ‫ﻓﻮﻓﺎ‬

Mother’s brother n.m. ‫ﻣﺎﻣﻮ‬/‫ﻣﺎﻣﺎ‬

Mother’s brother’s wife n.f. ‫ﻣﺎﻣﯽ‬

Mother’s sister n.f. ‫ﺧﺎﻟ‬

Mother’s sister’s husband n.m. ‫ﺧﺎﻟﻮ‬

Cousin brother/sister (kids of ‫ ﭼﭽﯽ‬-‫)ﭼﭽﺎ‬ n.m./f. ‫ﺑ ﻦ‬/‫ﭼﭽﯿﺮے ﺑﮭﺎﺋﯽ‬

Cousin brother/sister (kids of ( ‫ ﻓﻮﻓ‬-‫ﺑﻮا‬ n.m./f. ‫ﺑ ﻦ‬/‫ﻓﻮﻓﯿﺮے ﺑﮭﺎﺋﯽ‬

( ‫ ﻣﺎﻣﯽ‬-‫ ﻣﺎﻣﻮ‬Cousin brother/sister (kids of n.m./f. ‫ﺑ ﻦ‬/‫ﻣﻤﯿﺮے ﺑﮭﺎئ‬

Cousin brother/sister (kids of ‫ ﺧﺎﻟﻮ‬- ‫)ﺧﺎﻟ‬ n.m./f. ‫ﺑ ﻦ‬/‫ﺧﺎﻟﯿﺮے ﺑﮭﺎﺋﯽ‬

Half brother/sister n.m./f. ‫ﺑ ﻦ‬/‫ﺳﻮﺗﯿﻠ ﺑﮭﺎﺋﯽ‬

Pet dog/cat n.m./f. ‫ﺑﻠﯽ‬/‫ﭘﺎﻟﺘﻮ ﮐﺘﺎ‬

‫“ ﺷﺎدی ﮐ ﺑﻌﺪ رﺷﺘ دار‬Family After Marriage”

Grammatical
English Urdu
Categories
Husband n.m. ‫ﺷﻮ ﺮ‬
Wife n.f. ‫ﺑﯿﻮی‬
Son n.m. ‫ﺑﯿﭩﺎ‬
Daughter n.f. ‫ﺑﯿﭩﯽ‬
Daughter-in-law n.f. ‫ﺑ ﻮ‬
Son-in-law n.m. ‫داﻣﺎد‬
Mother-in-law n.m. ‫ﺳﺎس‬

3.2.2 [Link]
 Father-in-law n.f. ‫ﺳﺴﺮ‬
Brother-in-law (for a man) n.m. ‫ﺳﺎﻟ‬
Sister-in-law (for a man) n.f. ‫ﺳﺎﻟﯽ‬
Brother-in-law (for a woman) n.m. ‫دﯾﻮر‬
Wife of a brother-in-law (for a woman) n.f. ‫دﯾﻮراﻧﯽ‬
Sister-in-law (for a woman) n.f. ‫ﻧﻨﺪ‬
Husband of sister-in-law (for a woman) n.m. ‫ﻧﻨﺪوﺋﯽ‬

Test Yourself
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[Link]

‫“ ﺧﺎﻧﺪان ﮐ ﺑﺎرے ﻣﯿﮟ‬About the Family”

Context: Ruh and Peter are in the same Urdu class. Their teacher asked them to collect information about each other’s family
members. In this reading/listening, they are asking questions to each other.
Pre-reading Activity 1: Please respond to the following questions. Please write your response in Urdu in the given space.
Chapter 3.2 Prereading Activity
Pre-reading Activity 2: Based on the above information, please draw a family tree.

Reading
Please read the following conversation aloud with a partner or by yourself.

English Urdu

Salma: Hello Peter! How are you? ‫؟‬ ‫ آداب ﭘﯿﭩﺮ! ﺗﻢ ﮐﯿﺴ‬: ‫ﺳﻠﻤ‬

Peter: Hello Salma, I am well, thanks. And you? ‫ ﺷﮑﺮﯾ ۔ اور ﺗﻢ؟‬،‫ں‬ ‫ ﻣﯿﮟ ﭨﮭﯿﮏ‬، ‫ آداب ﺳﻠﻤ‬:‫ﭘﯿﭩﺮ‬

Salma: I am okay too. Thanks. Let’s start the work. ‫۔‬ ‫ ﮐﺎم ﺷﺮوع ﮐﺮﺗ‬،‫ں۔ ﺷﮑﺮﯾ ! ﭼﻠﻮ‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬: ‫ﺳﻠﻤ‬

Peter: Okay. Please tell me, where does your family live? ‫ ﭨﮭﯿﮏ ۔ ﺑﺘﺎؤ ﺗﻤ ﺎرا ﺧﺎﻧﺪان ﮐ ﺎں ر ﺘﺎ ؟‬:‫ﭘﯿﭩﺮ‬

Salma: My family lives in Chicago. And yours? ‫ ﻣﯿﺮا ﺧﺎﻧﺪان ﺷﮑﺎﮔﻮ ﻣﯿﮟ ر ﺘﺎ ۔ اور ﺗﻤ ﺎرا؟‬: ‫ﺳﻠﻤ‬

Peter: My family lives in Detroit. ‫ ﻣﯿﺮا ﺧﺎﻧﺪان ڈﯾﭩﺮاﺋﭧ ﻣﯿﮟ ۔‬:‫ﭘﯿﭩﺮ‬

Salma: What is your mother’s name? ‫ ﺗﻤ ﺎری اﻣﯽ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬:‫ﺳﻠﻤ ﺎ‬

Peter: My mother’s name is Liz. What is your mother’s name? ‫ ﻣﯿﺮی اﻣﯽ ﮐﺎ ﻧﺎم ﻟﺰ ۔ ﺗﻤ ﺎری واﻟﺪہ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬:‫ﭘﯿﭩﺮ‬

Salma: My mother’s name is Ruksana Praveen. What does your ‫ ﻣﯿﺮی واﻟﺪہ ﮐﺎ ﻧﺎم رﮐﺴﺎﻧ ﭘﺮوﯾﻦ ۔ ﺗﻤ ﺎری واﻟﺪہ ﮐﯿﺎ ﮐﺮﺗﯽ‬: ‫ﺳﻠﻤ‬
mother do? ‫؟‬

Peter: My mother is a school teacher. And your mother? ‫۔ اور ﺗﻤ ﺎری واﻟﺪہ؟‬ ‫ ﻣﯿﺮی واﻟﺪہ اﯾﮏ اﺳﮑﻮل ﭨﯿﭽﺮ‬:‫ﭘﯿﭩﺮ‬

Salma: My mother is a housewife. What is your father’s name? ‫۔ ﺗﻤﮭﺎرے واﻟﺪ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬ ‫ ﻣﯿﺮی واﻟﺪہ ﮔﮭﺮﯾﻠﻮ ﺧﺎﺗﻮن‬: ‫ﺳﻠﻤ‬

Peter: My father’s name is Adam, he is a doctor. What is your ‫۔ اور ﺗﻤﮭﺎرے واﻟﺪ‬ ‫ اور وہ اﯾﮏ ڈاﮐﭩﺮ‬، ‫ ﻣﯿﺮے واﻟﺪ ﮐﺎ ﻧﺎم اﯾﮉم‬:‫ﭘﯿﭩﺮ‬
father’s name and what does he do? ‫؟‬ ‫ﮐﺎ ﻧﺎم ﮐﯿﺎ اور وہ ﮐﯿﺎ ﮐﺮﺗ‬

Salma: My father’s name is Aftab Alam and he is a scientist. ‫۔‬ ‫ اور وہ اﯾﮏ ﺳﺎﺋﻨﺴﺪان‬، ‫ ﻣﯿﺮے واﻟﺪ ﮐﺎ ﻧﺎم آﻓﺘﺎب ﻋﺎﻟﻢ‬: ‫ﺳﻠﻤ‬

3.2.3 [Link]
 English Urdu

Peter: How many brothers and sisters do you have? ‫؟‬ ‫ ﺗﻤﮭﺎرے ﮐﺘﻨ ﺑﮭﺎﺋﯽ ﺑ ﻦ‬:‫ﭘﯿﭩﺮ‬

Salma: I have a brother, his name is Sahil. I have no sisters. And ‫ اس ﮐﺎ ﻧﺎم ﺳﺎﺣﻞ ۔ ﻣﯿﺮی ﮐﻮﺋﯽ ﺑ ﻦ ﻧ ﯿﮟ‬، ‫ ﻣﯿﺮا اﯾﮏ ﺑﮭﺎﺋﯽ‬: ‫ﺳﻠﻤ‬
how many brothers and sisters do you have? ‫؟‬ ‫۔ اور ﺗﻤﮭﺎرے ﮐﺘﻨ ﺑ ﻦ ﺑﮭﺎﺋﯽ‬

Peter: I am the only one. I have no brothers and sisters. ‫۔‬ ‫ں۔ ﻣﯿﺮے ﮐﻮﺋﯽ ﺑ ﻦ ﺑﮭﺎﺋﯽ ﻧ ﯿﮟ‬ ‫ ﻣﯿﮟ اﮐﯿﻼ‬:‫ﭘﯿﭩﺮ‬

‫ ﮐﯿﺎ ﺗﻤﮭﺎرے دادا دادی ﺑﮭﯽ ڈﯾﭩﺮاﺋﭧ ﻣﯿﮟ ﺗﻤﮭﺎرے ﺳﺎﺗﮫ ر ﺘ‬: ‫ﺳﻠﻤ‬
Salma: Do your grandparents live with you in Detroit?
‫؟‬

Peter: No, my grandparents do not live with us. They have their ‫ ﻣﯿﺮے دادا دادی رے ﺳﺎﺗﮫ ﻧ ﯿﮟ ر ﺘ ۔ ان ﮐﺎ اﭘﻨﺎ اﻟﮓ ﮔﮭﺮ‬،‫ ﻧ ﯿﮟ‬:‫ﭘﯿﭩﺮ‬
own separate house. Do your grandparents live with you? ‫؟‬ ‫۔ ﮐﯿﺎ ﺗﻤﮭﺎرے دادا دادی ﺗﻤﮭﺎرے ﺳﺎﺗﮫ ر ﺘ‬

Salma: Yes, in an Indian/Pakistani family, mother-father, brother-

،‫ ﺑﮭﺎﺋﯽ ﺑ ﻦ‬،‫ واﻟﺪﯾﻦ‬،‫ﭘﺎﮐﺴﺘﺎﻧﯽ ﺧﺎﻧﺪان ﻣﯿﮟ‬/‫ ں۔ ﻨﺪوﺳﺘﺎﻧﯽ‬: ‫ﺳﻠﻤ‬
sister, grand-parents, uncle-aunt, all live together in the same
‫۔‬ ‫ ﺳﺒﮭﯽ اﯾﮏ ﮔﮭﺮ ﻣﯿﮟ اﯾﮏ ﺳﺎﺗﮫ ر ﺘ‬، ‫ ﭼﭽﺎ اور ﺧﺎﻟ‬،‫دادا دادی‬
house.
Peter: Oh Wow! This is a very good thing. Okay, see you again,
‫ﺧﺪا ﺣﺎﻓﻆ‬، ‫ ﭘﮭﺮ ﻣﻠﺘ‬، ‫ واہ! ﯾ ﺑ ﺖ اﭼﮭﯽ ﺑﺎت ۔ ﭨﮭﯿﮏ‬:‫ﭘﯿﭩﺮ‬
bye.

Salma: Okay, Bye. ‫ﺧﺪا ﺣﺎﻓﻆ‬ ‫ ﭨﮭﯿﮏ‬: ‫ﺳﻠﻤ‬-

Listening
‫ﺧﺎﻧﺪان ﮐ ﺑﺎرے ﻣﯿﮟ‬

Activities
Please provide the following information about Salma and Peter. Please note that some answers may not be available in the text,
you can leave them blank.
Chapter 3.2 Post reading Activity
Family Tree: Based on the above reading/listening, please draw Salma’s and Peter’s family trees.

Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Complete the following conversation: Please choose the correct question/prompt for each answer/response in the following
conversation.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

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Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

3.2.4 [Link]
3.3: Reading/Listening 2- ‫اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬
‫اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان اور اﺳﮑ رﺷﺘ دار‬

“Anjum’s Family and Her Relatives”

Vocabulary

Anjum’s Family and Relatives

Anjum’s Family and Relatives
Gra
mm
atic
English al Urdu
Cat
egor
ies

My adj. ‫ﻣﯿﺮا‬

Our adj. ‫را‬

Your adj. ‫ﺗﯿﺮا‬

Your adj. ‫ﺗﻤ ﺎرا‬

3.3.1 [Link]
 Gra
mm
atic
English al Urdu
Cat
egor
ies

Your adj. ‫آﭘﮑﺎ‬

His/Her adj. ‫اُﺳﮑﺎ‬/‫اﺳﮑﺎ‬

Their adj. ‫اُﻧﮑﺎ‬/‫اﻧﮑﺎ‬

Whose (for singular) adj. ‫ﮐﺴﮑﺎ‬

Whose (for plural) adj. ‫ﮐﻨﮑﺎ‬

Small/Younger adj. ‫ﭼﮭﻮﭨﺎ‬

Big/Older adj. ‫ﺑﮍا‬

Lovely adj. ‫ﭘﯿﺎرا‬

Happy adj. ‫ﺧﻮﺷﺤﺎل‬

Sad adj. ‫اُداس‬

Clean adj. ‫ﺻﺎف‬

Pure adj. ‫ﭘﺎک‬

Dirty adj. ‫ﮔﻨﺪا‬

Skilled adj.

Unskilled adj. ‫ﻣﻨﺪ‬ ‫ﻏﯿﺮ‬

Engineer n.m. ‫اﻧﺠﯿﻨﺌﺮ‬

Simple/Easy adj. ‫آﺳﺎن‬

Difficult/Hard adj. ‫ﻣﺸﮑﻞ‬

Woman n.f. ‫ﻋﻮرت‬/‫ﺧﺎﺗﻮن‬

Man n.m. ‫ﻣﺮد‬

Good adj. ‫ﭼ ﮭﺎ‬

ّ ‫ا‬

Bad adj. ‫ﺑﺮا‬

Bad adj. ‫ﺧﺮاب‬

Female teacher n.f. ‫اُﺳﺘﺎﻧﯽ‬

Intelligent adj. ‫ر‬

Intelligent/Fast/Clever adj. ‫ﺗﯿﺰ‬

3.3.2 [Link]
 Gra
mm
atic
English al Urdu
Cat
egor
ies

Clever adj. ‫ﭼﺎﻻک‬

Foolish adj. ‫ﺑﯿﻮﻗﻮف‬

Beautiful adj. ‫ﺣﺴﯿﻦ‬

Beautiful adj. ‫ﺧﻮﺑﺼﻮرت‬

Ugly adj. ‫ﺑﺪﺻﻮرت‬

Ugly adj. ‫ﺑﯿﮑﺎر‬

Tall adj. ‫ﻟﻤﺒﺎ‬

Short (in height) adj. ‫ﭼﮭﻮﭨﺎ‬

Old (For animate nouns) adj. ‫ﺑﻮڑﮬﺎ‬

Old (For inanimate nouns) adj. ‫ﭘﺮاﻧﺎ‬

Member n.m. ‫رﮐﻦ‬

People n.m. ‫ﻟﻮگ‬

Festival n.m. ‫ﺗ ﻮار‬

Some adj. ‫ﮐﭽﮫ‬

Rich adj. ‫اﻣﯿﺮ‬

Poor adj. ‫ﻏﺮﯾﺐ‬

Fat/Big adj. ‫ﻣﻮﭨﺎ‬

Thin adj. ‫ﭘﺘﻼ‬

Honest adj. ‫اﯾﻤﺎﻧﺪار‬

Dishonest adj. ‫ﺑ اﯾﻤﺎن‬

Business man/woman n.m. ‫ﺗﺎﺟﺮ‬

Unmarried woman/man adj. ‫ﺑﯿﭽﻠﺮ‬/‫ﮐﻨﻮاری‬

Married adj. ‫ﺷﺎدی ﺷﺪہ‬

Hard-working adj. ‫ﻣﺤﻨﺘﯽ‬

Lazy adj. ‫ﺳﺴﺖ‬

Social adj. ‫ﺳﻤﺎﺟﯽ‬

3.3.3 [Link]
 ‫‪Gra‬‬
‫‪mm‬‬
‫‪atic‬‬
‫‪English‬‬ ‫‪al‬‬ ‫‪Urdu‬‬
‫‪Cat‬‬
‫‪egor‬‬
‫‪ies‬‬

‫‪Worker‬‬ ‫‪n.m.‬‬ ‫ﮐﺎرﮐﻦ‬

‫‪Famous‬‬ ‫‪adj.‬‬ ‫ﻣﺸ ﻮر‬

‫‪Female singer‬‬ ‫‪n.f.‬‬ ‫ﮔﺎﺋﯿﮑﺎر‬

‫‪Farmer‬‬ ‫‪n.m.‬‬ ‫ﮐﺴﺎن‬

‫‪Housewife‬‬ ‫‪n.f.‬‬ ‫ﮔﮭﺮﯾﻠﻮ ﺧﺎﺗﻮن‬

‫‪phra‬‬
‫‪in the time of happiness and sorrow‬‬ ‫ﺧﻮﺷﯽ اور ﻏﻢ ﮐ ﭘﻞ‪/‬ﻟﻤﺤ ‪/‬وﻗﺖ‬
‫‪se‬‬

‫‪To support‬‬ ‫‪v.t‬‬ ‫ﺳﺎﺗﮭﺪﯾﻨﺎ‬

‫‪Test Yourself‬‬
‫‪An interactive H5P element has been excluded from this version of the text. You can view it online here:‬‬
‫‪[Link]
‫‪An interactive H5P element has been excluded from this version of the text. You can view it online here:‬‬
‫‪[Link]

‫‪Pre-reading activity: Please respond to the following questions/prompts about your relatives. Please write your‬‬
‫‪response in Hindi in the given space.‬‬
‫‪Chapter 3.3 Pre Reading Activity‬‬

‫‪Reading‬‬
‫‪Please read the following text aloud.‬‬

‫!اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬
‫ﻣﯿﺮا ﻧﺎم اﻧﺠﻢ ۔ ﻣﯿﺮا ﭼﮭﻮﭨﺎ ﺳﺎ ﺧﺎﻧﺪان ﻣﯿﮟ ﺻﺎف ﺳﺘﮭﺮے ﻣﺸﯽ ﮔﻦ ﮐ اﯾﮏ ﺑﮍے ﺷ ﺮ ڈﯾﭩﺮاﺋﭧ ﻣﯿﮟ اﭘﻨ ﭘﯿﺎرے اور ﺧﻮش ﮐﻦ‬
‫۔ ﻣﯿﺮی واﻟﺪہ اﯾﮏ‬ ‫۔ ﻣﯿﺮی واﻟﺪہ اﯾﮏ ﺳﺎدہ ﭘﺎﮐﺴﺘﺎﻧﯽ ﺧﺎﺗﻮن‬ ‫ﻣﻨﺪ اﻧﺠﯿﻨﺌﺮ‬ ‫۔ ﻣﯿﺮے واﻟﺪ اﯾﮏ‬ ‫ﺧﺎﻧﺪان ﮐ ﺳﺎﺗﮫ ر ﺘﯽ‬
‫۔ ﻣﯿﺮی اﯾﮏ ﭼﮭﻮﭨﯽ ﺑ ﻦ ۔ وہ ﺑ ﺖ ﺧﻮﺑﺼﻮرت ﻣﯿﺮی‬ ‫۔ وہ اﯾﮏ ذ ﯿﻦ ﻃﺎﻟﺐ ﻋﻠﻢ‬ ‫۔ ﻣﯿﺮے اﯾﮏ ﺑﮍے ﺑﮭﺎﺋﯽ‬ ‫اﭼﮭﯽ ﭨﯿﭽﺮ‬
‫۔ ﻣﺠﻤﻮﻋﯽ ﻃﻮر ﭘﺮ‪ ،‬ﻣﯿﺮے ﺧﺎﻧﺪان ﻣﯿﮟ‪ ،‬ﺳﺎت‬ ‫ﺑ ﻦ ﻣﺠﮫ ﺳ ﻟﻤﺒﯽ ۔ ﻣﯿﺮے ﺑﻮڑﮬ دادا اور ﺑﻮڑﮬﯽ دادی ﺑﮭﯽ رے ﺳﺎﺗﮫ ر ﺘﯽ‬
‫۔‬ ‫اﻓﺮاد‬
‫ﻟﯿﮑﻦ رے ﺑﻌﺾ رﺷﺘ دار ﻏﺮﯾﺐ‬ ‫ﻣﯿﺮا ﺧﺎﻧﺪان ﺗ ﻮار ﭘﺮ رﺷﺘ داروں ﮐﻮ اﭘﻨ ﮔﮭﺮ ﺑﻼﺗﺎ ۔ رے ﺑﻌﺾ رﺷﺘ دار ﺑ ﺖ اﻣﯿﺮ‬
‫۔ ﻣﯿﺮے ﭼﭽﺎ اﯾﮏ اﯾﻤﺎﻧﺪار ﭘﻮﻟﯿﺲ‬ ‫۔ ﻣﯿﺮے ﭼﭽﺎ ﻣﯿﺮے واﻟﺪ ﺳ زﯾﺎدہ ﻣﻮﭨ‬ ‫۔ ﻣﯿﺮے ﺑﮍے ﭼﭽﺎ اور ﭼﺎﭼﯽ ﺷﮑﺎﮔﻮ ﻣﯿﮟ ر ﺘ‬ ‫ﺑﮭﯽ‬
‫۔‬ ‫ا ﻠﮑﺎر‬
‫۔ ﻣﯿﺮے ﻣﺎﻣﺎ اور ﺧﺎﻟ اﺑﮭﯽ‬ ‫۔ وہ اﯾﮏ ﻣﺤﻨﺘﯽ ﺳﻤﺎﺟﯽ ﮐﺎرﮐﻦ‬ ‫۔ ﻣﯿﺮی ﺑﻮآ اﺑﮭﯽ ﮐﻨﻮاری‬ ‫ر ﺗﺎﺟﺮ‬ ‫ﻣﯿﺮی ﭼﺎﭼﯽ اﯾﮏ‬
‫۔ ﻣﯿﺮے ﻧﺎﻧﺎ اﯾﮏ ﮐﺴﺎن ﺗﮭ ۔ ﻣﯿﺮی ﻧﺎﻧﯽ‬ ‫۔ ﻣﯿﺮی ﺧﺎﻟ اﯾﮏ ﻣﺸ ﻮر ﮔﻠﻮﮐﺎر‬ ‫۔ ﻣﯿﺮے ﻣﺎﻣﺎ اﯾﮏ ﻣﺸ ﻮر ﭘﺮوﻓﯿﺴﺮ‬ ‫ﭘﺎﮐﺴﺘﺎن ﻣﯿﮟ‬
‫ﻣﻨﺪ ﮔﮭﺮﯾﻠﻮ ﺧﺎﺗﻮن ﺗﮭﯿﮟ۔‬ ‫اﯾﮏ‬
‫۔‬ ‫ﺧﻮﺷﯽ اور ﻏﻢ ﻣﯿﮟ اﯾﮏ دوﺳﺮے ﮐﺎ ﺳﺎﺗﮫ دﯾﺘ‬ ‫رے رﺷﺘ دار‬
‫!ﺷﮑﺮﯾ‬

‫‪3.3.4‬‬ ‫‪[Link]
Listening
‫اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬

Activities
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

This page titled 3.3: Reading/Listening 2- ‫ اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

3.3.5 [Link]
3.4: Study Abroad

Study Abroad Reading/Listening Activity

3.4.1 [Link]
‫‪Context: In Chapter 2, Jen wrote a letter to her host family introducing herself. In this chapter, I am including a letter from her host‬‬
‫‪mother introducing her family.‬‬

‫‪Pre-Reading/Listening Activity‬‬
‫‪An interactive H5P element has been excluded from this version of the text. You can view it online here:‬‬
‫‪[Link]

‫”‪ “Fatima’s Letter‬ﻓﺎﻃﻤ ﮐﺎ ﺧﻂ ‪Reading:‬‬

‫ﻋﺰﯾﺰ ﺟﯿﻦ‪،‬‬
‫!اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬
‫‪ ،‬ﻣﯿﺮا‬ ‫‪ -‬اس ﺧﻂ ﻣﯿﮟ‪ ،‬ﻣﯿﮟ آپ ﮐﻮ اﭘﻨ ﺧﺎﻧﺪان ﮐ ﺑﺎرے ﻣﯿﮟ ﺑﺘﺎؤں ﮔﯽ‪ -‬ﺟﯿﺴﺎ ﮐ آپ ﺟﺎﻧﺘﯽ‬ ‫آپ ﮐﺎ ﺧﻂ ﻣﻼ اور ﭘﮍھ ﮐﺮ ﺑ ﺖ ﺧﻮﺷﯽ‬
‫ﺧﺎﻧﺪان ﻟﮑﮭﻨﺆ ﻣﯿﮟ ر ﺘﺎ ‪ -‬ﻟﮑﮭﻨﺆ اﺗﺮ ﭘﺮدﯾﺶ ﮐﺎ داراﻟﺤﮑﻮﻣﺖ‬
‫‪ -‬ﻣﯿﮟ اﭘﻨ ﺷﻮ ﺮ اور ان ﮐ ﺑﮍے ﺧﺎﻧﺪان ﮐ‬ ‫ﻣﯿﺮا ﺧﺎﻧﺪان ﺑ ﺖ ﺑﮍا اور ﻣﺠﮭ اﻣﯿﺪ ﮐ آپ ﮐﻮ ﻣﺸﺘﺮﮐ ﺧﺎﻧﺪان ﻣﯿﮟ ر ﻨ ﮐﺎ اﭼﮭﺎ ﺗﺠﺮﺑ‬
‫‪ ،‬اﯾﮏ ﻟﮍﮐﺎ ﻋﻤﺮان‪ ،‬اور‬ ‫‪ -‬ﻣﯿﺮے دو ﺑﭽ‬ ‫‪ ،‬اور اﯾﮏ ﺣﮑﻮﻣﺘﯽ دﻓﺘﺮ ﻣﯿﮟ ﮐﺎم ﮐﺮﺗ‬ ‫ﺳﺎﺗﮫ ر ﺘﯽ ں‪ -‬ﻣﯿﺮے ﺷﻮ ﺮ اﺧﺘﺮ ﻋﺎﻟﻢ ﭘﭽﭙﻦ ﺳﺎل ﮐ‬
‫‪ -‬ﻣﯿﺮی ﺳﺎس ﮐﺎ ﻧﺎم ﺷ ﻨﺎز ‪ -‬وہ اﯾﮏ ﮔﮭﺮﯾﻠﻮ اور‬ ‫اﯾﮏ ﻟﮍﮐﯽ ﺻﺒﺎ‪ -‬ﻣﯿﺮے ﺳﺴﺮ ارﺷﺪ ﻋﺎﻟﻢ ﮐﯽ ﻋﻤﺮ ﺗﻘﺮﯾﺒﺎ ً اﺳﯽ ﺳﺎل ‪ ،‬اور رﭨﺎﺋﺮ ﭼﮑ‬
‫‪ ،‬اور اﯾﮏ ﭼﮭﻮﭨﯽ ﻧﻨﺪ )ﺷﻮ ﺮ ﮐﯽ ﺑ ﻦ( ‪ -‬ﭼﮭﻮﭨ دﯾﻮروں ﮐ ﻧﺎم اﻓﺮوز ﻋﺎﻟﻢ اور‬ ‫‪ -‬ﻣﯿﺮے دو ﭼﮭﻮﭨ دﯾﻮر )ﺷﻮ ﺮ ﮐ ﺑﮭﺎﺋﯽ(‬ ‫ﻣﺬ ﺒﯽ ﻋﻮرت‬
‫‪ -‬ان ﮐﯽ ﺗﯿﻦ ﺳﺎل ﮐﯽ اﯾﮏ ﺑﯿﭩﯽ ﺑﮭﯽ ‪ -‬اﯾﻮب اﺑﮭﯽ ﭘﮍﮬﺎﺋﯽ‬ ‫اور ﺷﺎدی ﺷﺪہ‬ ‫‪ -‬اﻓﺮوز اﯾﮏ ﭘﺮاﺋﯿﻮﯾﭧ ﮐﻤﭙﻨﯽ ﻣﯿﮟ ﮐﺎم ﮐﺮﺗ‬ ‫اﯾﻮب ﻋﺎﻟﻢ‬
‫‪ -‬ﺳﻔﯿﻨ ﭘﭽﯿﺲ ﺳﺎل ﮐﯽ ﺧﻮﺑﺼﻮرت اور ﮐﻨﻮاری ﻟﮍﮐﯽ ‪ -‬ﯾ ﮐﺮﮐﭧ ﮐﯽ ﺑ ﺖ اﭼﮭﯽ ﮐﮭﻼڑی ‪ -‬وہ اﺗﺮ‬ ‫‪ -‬ﻣﯿﺮی ﻧﻨﺪ ﮐﺎ ﻧﺎم ﺳﻔﯿﻨ‬ ‫ﮐﺮ ر‬
‫ﭘﺮدﯾﺶ ﮐ ﻟﺌ ﮐﺮﮐﭧ ﮐﮭﯿﻠﺘﯽ‬
‫ان ﮐ ﻋﻼوہ ﻣﯿﺮے ﮔﮭﺮ ﻣﯿﮟ اﯾﮏ ﻣﻼزﻣ ﺑﮭﯽ ‪ -‬اس ﮐﺎ ﻧﺎم ﻧﺪا ‪ -‬ﻧﺪا ﮔﮭﺮ ﮐﯽ ﺻﺎف‪-‬ﺻﻔﺎﺋﯽ ﮐﺮﺗﯽ ‪ -‬رے ﭘﺎس اﯾﮏ ﭘﺎﻟﺘﻮ ﮐﺘﺎ ﺑﮭﯽ ‪-‬‬
‫‪-‬اﺳ ﭘﯿﺎر ﺳ ﭨﺎﺋﯽ ﮔﺮ ﺑﻼﺗ‬
‫ﺟﻠﺪ ﻣﻠﯿﮟ ﮔ‬ ‫‪-‬اﻣﯿﺪ‬
‫‪،‬آپ ﮐﯽ ﻣﯿﺰﺑﺎن اﻣﯽ‬
‫ﻓﺎﻃﻤ‬

‫‪Listening‬‬
‫ﻓﺎﻃﻤ ﮐﺎ ﺧﻂ‬

‫‪Activities‬‬
‫‪Based on the above reading/listening, please respond to the following questions/prompts.‬‬
‫‪Your response‬‬ ‫‪English‬‬ ‫‪Urdu‬‬
‫?‪Who is Jen‬‬ ‫ﺟﯿﻦ ﮐﻮن ؟‬
‫?‪Who is Fatimah‬‬ ‫ﻓﺎﻃﻤ ﮐﻮن ؟‬
‫?‪Where does Fatimah’s family live‬‬ ‫ﻓﺎﻃﻤ ﮐﺎ ﺧﺎﻧﺪان ﮐ ﺎں ر ﺘﺎ ؟‬
‫?‪Where is the capital of Uttar pradesh‬‬ ‫اﺗﺮ ﭘﺮدﯾﺶ ﮐﯽ داراﻟﺤﮑﻤﺖ ﮐ ﺎں ؟‬
‫?‪What is the name of Fatimah’s father-in-law‬‬ ‫ﻓﺎﻃﻤ ﮐ ﺳﺴﺮ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬
‫?‪What is the age of Fatimah’s father-in-law‬‬ ‫ﻓﺎﻃﻤ ﮐ ﺳﺴﺮ ﮐﯽ ﻋﻤﺮ ﮐﯿﺎ ؟‬
‫?‪What does Fatimah’s father-in-law do‬‬ ‫؟‬ ‫ﻓﺎﻃﻤ ﮐ ﺳﺴﺮ ﮐﯿﺎ ﮐﺮﺗ‬
‫‪What type of woman is Fatimah’s mother-in-‬‬
‫؟‬ ‫ﻓﺎﻃﻤ ﮐﯽ ﺳﺎس ﮐﯿﺴﯽ ﻋﻮرت‬
‫?‪law‬‬
‫?‪What is the name of Fatimah’s husband‬‬ ‫ﻓﺎﻃﻤ ﮐ ﺷﻮ ﺮ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬
‫?‪What is the age of Fatimah’s husband‬‬ ‫ﻓﺎﻃﻤ ﮐ ﺷﻮ ﺮ ﮐﯽ ﻋﻤﺮ ﮐﯿﺎ ؟‬
‫?‪What does Fatimah’s husband do‬‬ ‫؟‬ ‫ﻓﺎﻃﻤ ﮐ ﺷﻮ ﺮ ﮐﯿﺎ ﮐﺮﺗ‬
‫?‪How many children does Fatimah have‬‬ ‫؟‬ ‫ﻓﺎﻃﻤ ﮐ ﮐﺘﻨ ﺑﭽ‬
‫?‪How many brothers-in-law does Fatimah have‬‬ ‫؟‬ ‫ﻓﺎﻃﻤ ﮐ ﮐﺘﻨ دﯾﻮر‬

‫‪3.4.2‬‬ ‫‪[Link]
 What are the names of Fatimah’s brothers-in-
‫؟‬ ‫ﻓﺎﻃﻤ ﮐ دﯾﻮاروں ﮐ ﻧﺎم ﮐﯿﺎ‬
law?
How many sisters-in-law does Fatimah have? ‫؟‬ ‫ﻓﺎﻃﻤ ﮐﯽ ﮐﺘﻨﯽ ﻧﻨﺪﯾﮟ‬
What is the name of Fatimah’s sister-in-law? ‫ﻓﺎﻃﻤ ﮐﯽ ﻧﻨﺪ ﮐﺎ ﻧﺎم ﮐﯿﺎ ؟‬
What does Fatimah’s sister-in-law do? ‫ﻓﺎﻃﻤ ﮐﯽ ﻧﻨﺪ ﮐﯿﺎ ﮐﺮﺗﯽ ؟‬
Who is Tiger? ‫ﭨﺎﺋﯿﮕﺮ ﮐﻮن ؟‬

Family Tree: Based on the reading/listening to Fatimha’s letter to Jen, please draw Fatimah’s family tree.
Make Sentences: Please form a sentence with each word given below.
Chapter 3.4 Make Sentences
! ‫ﺷﮑﺮﯾ‬

This page titled 3.4: Study Abroad is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

3.4.3 [Link]
3.5: Grammar- Adjectives
Instructor Video: Adjectives in Urdu
Adjectives qualify nouns and pronouns. In Urdu, adjectives can be classified in two categories: (a) Marked and (b) Unmarked.

‫آ‬-(a) Marked Adjectives end in . A marked ‫آ‬- : ‫آ‬ending ‫ے‬-: ‫ےآ‬-changes in for ‫ی‬- : ‫آ‬changes
adjective changes its form according to theadjective is forplural nouns, and‫ی‬-in for
number and gender of the noun that it qualifies. masculine masculine honorific. feminine
singular. noun.
Examples:
“good boy” (m.) ‫“ اﭼﮭﺎ ﻟﮍﮐﺎ‬good girl” (f.) ‫“ اﭼﮭﯽ ﻟﮍﮐﯽ‬good children” (plu.) ‫اﭼﮭ ﺑﭽﭽ‬
“big house” (m.) ‫“ﺑﮍا ﮔﮭﺮ‬big wall” (f.) ‫“ﺑﮍی دﯾﻮاد‬big houses” (plu.) ‫ﺑﮍے ﮔﮭﺮ‬
“tall man” (m.) ‫“ ﻟﻤﺒﺎ آدﻣﯽ‬tall woman” (f.) ‫“ ﻟﻤﺒﯽ ﻋﻮرت‬tall people” (plu.) ‫ﻟﻤﺒ ﻟﻮگ‬
Exception: There are a few adjectives like ‫“ ﺑﮍﮬﯿﺎ‬good,” ‫“ زﻧﺪہ‬alive,” and ‫“ﻣﺎدہ‬female,” etc., that end in ‫آ‬- but do not change
their forms according to number and gender of the nouns that these adjectives qualify. Most of these adjectives are Persian-
Arabic loan words.

‫آ‬-(b) Unmarked Adjectives are adjectives that do not end in . Unmarked adjective does not change its
form according to number and gender of the noun that it qualifies.
Examples:
“smart boy” (m.) ‫“ﺗﯿﺰ ﻟﮍﮐﺎ‬smart girl” (f.) ‫“ﺗﯿﺰ ﻟﮍﮐﯽ‬smart children” (plu.) ‫ﺗﯿﺰ ﺑﭽﭽ‬
“strong house” (m.) ‫“ ﻣﻀﺒﻮط ﮔﮭﺮ‬strong wall” (f.) ‫“ﻣﻀﺒﻮط دﯾﻮار‬strong houses” (plu.) ‫ﻣﻀﺒﻮط ﮔﮭﺮ‬
“rich man” (m.) ‫“اﻣﯿﺮ آدﻣﯽ‬rich woman” (f.) ‫“ اﻣﯿﺮ ﻋﻮرت‬rich people” (plu.) ‫اﻣﯿﺮ ﻟﻮگ‬

Word order for adjectives: Adjectives can be used predicatively (following) and attributively (preceding).
For examples:

Predicatively Attributively
‫ﯾ ﮐﺘﺎب اﭼﮭﯽ‬- ‫ﯾ اﯾﮏ اﭼﮭﯽ ﮐﺘﺎب‬-
This book is good. This is a good book.
‫وہ ﻟﻮگ اﻣﯿﺮ‬- ‫وہ اﻣﯿﺮ ﻟﻮگ‬-
Those people are rich. They are rich people.
‫ر‬ ‫ﯾ ﻟﮍﮐﺎ‬- ‫ر ﻟﮍﮐﺎ‬ ‫وہ اﯾﮏ‬-
This boy is intelligent. He is an intelligent boy.

Use of ‫ ﺳﺎ‬With Adjectives

In Urdu, – ‫ ﺳﺎ‬is used with adjectives to add extra meaning.
(a) Adjective + ‫ﺳﺎ‬: It adds “looking, seeming”.
For example:
“fat looking man” ‫ﻣﻮﭨﺎ ﺳﺎ آدﻣﯽ‬
“seemingly good tea” ‫اﭼﮭﯽ ﺳﯽ ﭼﺎﺋ‬
“seemingly crazy children” ‫ﭘﺎﮔﻞ ﺳ ﺑﭽﭽ‬
(b) Quantitative Adjective + ‫ ﺳﺎ‬:
“a great deal”‫ﺑ ﺖ ﺳﺎ‬
“just a little” ‫ﺗﮭﻮڑا ﺳﺎ‬

3.5.1 [Link]
Activities
‫“رﻧﮕﻮں ﮐ ﻧﺎم‬Names of Colors”
Please read the following adjectives and decide whether the adjective is marked or unmarked adjective.

Marked/Unmarked English Urdu

Black ‫ﮐﺎﻻ‬

Blue ‫ﻧﯿﻼ‬

Brown ‫ﺑﮭﻮرا‬

Gray ‫ﺑﮭﻮرا‬

Green ‫ا‬

Orange ‫ﻧﺎرﻧﺠﯽ‬

Purple ‫ﺑﺎﺋﯿﻨﯽ‬

Red ‫ﻻل‬

White ‫ﺳﻔﯿﺪ‬

Yellow ‫ﭘﯿﻼ‬

Adjectives of Quality
Please read the following adjectives and decide whether the adjective is marked or unmarked adjective. Please also make a
sentence with each adjective.
Chapter 3.5 Adjectives of Quality

Activities
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Please choose the correct form of the adjective for the following nouns.
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[Link]
! ‫ﺷﮑﺮﯾ‬

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3.5.2 [Link]
3.6: Apostrophe “S” (‘s) in Urdu
Instructor Video: Apostrophe “S” in Urdu
In Urdu, genitive case/apostrophe “s” (‘s) is expressed by a post-position ‫( ﮐﺎ‬kaa). In English, we can say “car of Imran” or
“Imran’s car”, which mean the same thing. In Urdu, phrases like “car of Imran” are not possible. Hence, phrases like “Imran’s car”
is used to express both kinds of phrases.
The postposition ‫( ﮐﺎ‬kaa) comes after nouns/pronouns, and it changes them from nouns to adjectives. ‫ ﮐﺎ‬also changes its form
according to number and gender of the following noun.
For examples:
Imran’s home/home of Ram (m.) ‫ﮔﮭﺮ ﮐﺎﻋﻤﺮان‬
Imran’s car/car of Ram (f.) ‫ﮔﺎڑی ﮐﯽ ﻋﻤﺮان‬
Imran’s friends/friends of Ram (plu.) ‫دوﺳﺖ ﮐ ﻋﻤﺮان‬
Ruh’s room/room of Sita (m.) ‫ﮐﻤﺮہ ﮐﺎ روح‬
Ruh’s book/book of Sita (f.) ‫ﮐﺘﺎب ﮐﯽ روح‬
Ruh’s children/children of Sita (plu.) ‫ﺑﭽﭽ ﮐ روح‬
When ‫ ﮐﺎ‬comes after a noun/pronoun then that noun/pronoun changes in oblique case (see chapter 4 for oblique case in details).
For example:
boy’s brother/brother of a boy (m.) ‫ﻟﮍﮐ ﮐ ﺑﮭﺎﺋﯽ‬
boy’s sister/sister of a boy (f.) ‫ﻟﮍﮐ ﮐﯽ ﺑﮭﺎﺋﯽ‬
boy’s clothes/clothes for a boy (plu.) ‫ﻟﮍﮐ ﮐ ﮐﭙﮍے‬
room’s door/door to a room (m.) ‫ﮐﻤﺮے ﮐ دروازے‬
room’s window/window of a room (f.) ‫ﮐﯿﻤﺮے ﮐﯽ ﮐﮭﮍﮐﯽ‬
room’s curtains/curtains in the room (plu.) ‫ﮐﻤﺮے ﮐ ﭘﺮدے‬
Note: In above examples, ‫ ﻟﮍﮐ‬and ‫ ﮐﻤﺮے‬are in oblique form. They are not in the plural form, although the oblique and plural form
of ‫ ﻟﮍﮐﺎ‬and ‫ ﮐﻤﺮہ‬look alike.

Activity
Please fill in the blanks with the correct form of ‫ﮐﺎ‬.

English Noun ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ Noun

room’s curtains ‫( ﭘﺮده‬.m. plu) ‫ﮐﻤﺮہ‬
room’s door (m. sing.) ‫دروازھ‬ ‫ﮐﻤﺮے‬
room’s windows (f. plu.) ‫ﮐﮭﮍﮐﯽ‬ ‫ﮐﻤﺮے‬
Baba’s brother (m. sing.) ‫ﺑﮭﯽ‬ ‫ﺑﺎﺑﺎ‬
Baba’s sister (f. sing.) ‫ﺑ ﻦ‬ ‫ﺑﺎﺑﺎ‬
Baba’s father (m. sing./hon) ‫اﺑﻮ‬ ‫ﺑﺎﺑﺎ‬
Baba’s toys (m. plu.) ‫ﮐﮭﻠﻮﻧﺎ‬ ‫ﺑﺎﺑﺎ‬
Salma’s husband (m. sing./hon) ‫ﺷﻮ ﺮ‬ ‫ﺳﻠﻤ‬
Salma’s mother-in-law (f. sing.) ‫ﺳﺎس‬ ‫ﺳﻠﻤ‬
Salma’s sisters-in-law (f. plu.) ‫ﻧﻨﺪے‬ ‫ﺳﻠﻤ‬
Salma’s children (m. plu.) ‫ﭽ‬
ّ ‫ﺑ‬ ‫ﺳﻠﻤ‬
Salma’s father-in-law (m. sing./hon) ‫ﺴﺮ‬
ُ ‫ﺳ‬ ‫ﺳﻠﻤ‬

3.6.1 [Link]
Pronouns with ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬
Possessive pronouns/adjectives are formed by adding ‫ﮐ‬/‫ﮐﯽ‬/‫ ﮐﺎ‬with personal pronouns. These pronouns change in oblique forms as
shown in the table below.
Table: List of possessive pronouns/adjective

English Urdu ‫ﮐ‬/‫ﮐﯽ‬/‫ ﮐﺎ‬+ Urdu English

My ‫ﻣﯿﺮا‬/ ‫ﻣﯿﺮی‬/ ‫ﻣﯿﺮے‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﻣﯿﮟ‬ I
Our ‫را‬ /‫را‬ /‫را‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ We
Your ‫ آپ ﮐﺎ‬/ ‫ آپ ﮐﺎ‬/ ‫آپ ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﺗﻮ‬ You
Your ‫ آپ ﮐﺎ‬/ ‫ آپ ﮐﺎ‬/ ‫آپ ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﺗﻢ‬ You
Your ‫ آپ ﮐﺎ‬/ ‫ آپ ﮐﺎ‬/ ‫آپ ﮐﺎ‬ ‫ﮐ‬/‫ﮐﯽ‬/‫ ﮐﺎ‬+ ‫ﺗﻢ‬ You
His/her ‫اس ﮐﺎ‬/‫اس ﮐﺎ‬/‫اس ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﯾ‬ S/he (near)
His/her ‫اس ﮐﺎ‬/‫اس ﮐﺎ‬/‫اس ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫وہ‬ S/he (far)
Their ‫ان ﮐﺎ‬/‫ان ﮐﺎ‬/‫ان ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﯾ‬ They (near)
Their ‫ان ﮐﺎ‬/‫اس ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫وہ‬ They (far)
Whose ‫ ﮐﺲ ﮐﺎ‬/ ‫ ﮐﺲ ﮐﺎ‬/ ‫ﮐﺲ ﮐﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﮐﻮن‬ Who (Singular)
Whose ‫ﺟﺲ ﮐﺎ‬/‫ﮐﻨﮑﯽ‬/‫ﮐﻨﮑﺎ‬ + ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬ ‫ﮐﯿﮟ‬ Who (plural)

Test Yourself
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3.6.2 [Link]
3.7: Degrees of Adjectives
Instructor Video: Degree of Adjective
In Urdu, there are three degrees of an adjective: (a) positive, (b) comparative, and (c) superlative. For comparative ‫ ﺳ‬X “X se” is
used, where X is a noun to whom/which comparison is being done. For the superlative degree, ‫“ ﺳﺐ ﺳ‬sab se” is used.
For examples:

Superlative Comparative Positive Adjective

‫–ﺷﮑﺎﮔﻮ ﺳﺐ ﺳ ﺑﮍاﺷ ﺮ‬ ‫ﺷﮑﺎﮔﻮ ﻻﻧﺴﻨﮓ ﺳ ﺑﮍا ۔‬ ‫ﺷﮑﺎﮔﻮ اﯾﮏ ﺑﮍا ﺷ ﺮ ۔‬ ‫ﺑﮍا‬
Chicago is the biggest city. Chicago is bigger than Lansing. Chicago is a big city. Big
‫ں۔‬ ‫ﻣﯿﮟ ﺳﺐ ﺳ ﻟﻤﺒﺎ‬ ‫ﻣﯿﮟ اﭘﻨ ﺑﮭﺎﺋﯽ ﺳ اوﻧﭽﺎ ں۔‬ ‫ں‬ ‫–ﻣﯿﮟ ﻟﻤﺒﺎ‬ ‫ﻟﻤﺒﺎ‬
I am the tallest. I am taller than my brother. I am tall. Tall
‫ﻣﯿﺮی ﺑ ﻦ ﺳﺐ ﺳ ذ ﯿﻦ ۔‬ ‫ر ۔‬ ‫ﻣﯿﺮی ﺑ ﻦ ﻣﺠﮫ ﺳ زﯾﺎدہ‬ ‫ر ۔‬ ‫ﻣﯿﺮی ﺑ ﻦ‬ ‫ر‬
My sister is the most intelligent. My sister is more intelligent than me. My sister is intelligent. Intelligent
‫ﻗﻤﯿﺾ ﺳﺐ ﺳ ﻣ ﻨﮕﯽ ۔‬ ‫ﻗﻤﯿﺾ ﭘﺎﺟﺎﻣ ﺳ زﯾﺎدہ ﻣ ﻨﮕﯽ ۔‬ ‫ﻗﻤﯿﺾ ﻣ ﻨﮕﯽ ۔‬ ‫ﻣ ﻨﮕﺎ‬
Shirt is the most expensive. Shirt is more expensive than pajama. Shirt is expensive. Expensive
‫ﯾ ﺗﺼﻮﯾﺮ اس ﺳ زﯾﺎدہ ﺧﻮﺑﺼﻮرت ۔‬
‫ﯾ ﺗﺼﻮﯾﺮ ﺳﺐ ﺳ ﺧﻮﺑﺼﻮرت ۔‬ ‫ﯾ ﺗﺼﻮﯾﺮ ﺧﻮﺑﺼﻮرت ۔‬ ‫ﺧﻮﺑﺼﻮرت‬
This picture is more beautiful than
This picture is the most beautiful. This picture is beautiful. Beautiful
that.

Use of ‫ذرا‬/ ‫“ ﮐﭽﮫ‬A Little” and ‫ﮐﺎﻓﯽ‬/ ‫“ زﯾﺎدہ‬A Lot”

In comparative sentences, ‫ذرا‬/‫ﮐﭽﮫ‬and ‫ﮐﺎﻓﯽ‬/‫زﯾﺎدہ‬are used to further emphasize the meaning.
For example:
This book is a little thicker than that book. ‫ﯾ ﮐﺘﺎب اس ﮐﺘﺎب ﺳ ﺗﮭﻮڑی ﻣﻮﭨﯽ ۔‬
This room is a little bigger than that room. ‫ ﺗﮭﻮڑا ﺑﮍا ۔‬/‫ﯾ ﮐﻤﺮہ اس ﮐﻤﺮے ﺳ ﺗﮭﻮڑا‬
This book is a lot thicker than that book. ‫ﯾ ﮐﺘﺎب اس ﮐﺘﺎب ﺳ زﯾﺎدہ ﻣﻮﭨﯽ ۔‬
This room is a lot bigger than that room. ‫ﺑ ﺖ ﺑﮍا ۔‬/‫ﯾ ﮐﻤﺮہ اس ﮐﻤﺮے ﺳ ﺑﮍا‬

Activities
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3.7.1 [Link]
3.8: “Wh–” Questions/Interrogative Sentence
Instructor’s Video: Interrogative Sentences in Urdu
Uses English Urdu

To find out the object of a verb What ‫ﮐﯿﺎ‬

To find out the subject (human) of a verb Who ‫ﮐﻮن‬

To find out the beneficiary in a sentence Whom ‫ﮐﺲ ﮐﻮ‬

For possession Whose ‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺲ ﮐﺎ‬

To select one Which ‫ﺳ‬/‫ﺳﯽ‬/‫ﮐﻮن ﺳﺎ‬

For a time When ‫ﮐﺐ‬

For a place Where ‫ﮐ ﺎں‬

For a reason Why ‫ﮐﯿﻮں‬

For a situation/condition and quality How ‫ﮐﯿﺴ‬/‫ﮐﯿﺴﯽ‬/‫ﮐﯿﺴﺎ‬

For quantity How many/much ‫ﮐﺘﻨ‬/‫ﮐﺘﻨﯽ‬/‫ﮐﺘﻨﺎ‬

Test yourself
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[Link]

Formation of “Wh-” Questions Sentences

In Urdu, to form a “wh-” question sentence, we should simply replace that part of a sentence with an appropriate question word.
For example:

“Wh-” Question Sentence Positive Sentence

What is this? ‫ﯾ ﮐﯿﺎ ؟‬ This is a fruit. ‫ﯾ اﯾﮏ ﭘﮭﻞ‬
Who is my brother? ‫ﻣﯿﺮا ﺑﮭﺎﺋﯽ ﮐﻮن ؟‬ Rakesh is my brother. ‫راﮐﯿﺶ ﻣﯿﺮا ﺑﮭﺎﺋﯽ ۔‬
Where am I from? ‫ں؟‬ ‫ﻣﯿﮟ ﮐ ﺎں ﺳ‬ I am from India. ‫ں‬ ‫ﻣﯿﮟ ﺑﮭﺎرت ﺳ‬
Whose brother is Rakesh? ‫راﮐﯿﺶ ﮐﺲ ﮐﺎ ﺑﮭﺎﺋﯽ ؟‬ Rakesh is my brother. ‫راﮐﯿﺶ ﻣﯿﺮا ﺑﮭﺎﺋﯽ ۔‬
How are you? ‫؟‬ ‫آپ ﮐﯿﺴ‬ You are okay. ‫ﺗﻢ ﭨﮭﯿﮏ‬
How many students are here? ‫؟‬ ‫و ﺎں ﮐﺘﻨ ﻃﺎﻟﺐ ء ﻋﻠﻢ‬ Ten students are here. ‫۔‬ ‫ﯾ ﺎں دس ﻃﺎﻟﺐ ﻋﻠﻢ‬

Activity
Please change the following positive sentences into wh-question/interrogative sentences.
Chapter 3.8 Question Sentences

Test Yourself
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Please read the following conversation and click on the question words.

3.8.1 [Link]
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[Link]
Please match the following.
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Please choose the correct response of the following prompts.
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3.8.2 [Link]
3.9: Cultural Notes and Extra/Optional Online Materials
Cultural Notes
Explanation
# Topic
Traditionally in a South Asian country, a
family consists of ‫دادی‬-‫(دادا‬Grandparents),
‫(واﻟﺪﯾﻦ‬parents), ‫ﺑ ﻦ‬-‫ﺑﮭﺎﺋﯽ‬
1. Family
(brothers/sisters), ‫ﭼﺎﭼﯽ‬-‫ﭼﺎﭼﺎ‬
(uncles/aunts), ‫(ﺑﻮا‬father’s sister), ‫ﭼﭽﯿﺮے‬
‫ﺑ ﻦ‬-‫(ﺑﮭﺎﺋﯽ‬cousins).
Traditionally in a South Asian country,
male members of the family make all the
decisions. However, as women are
2. Decision-making
becoming more empowered, it is not
unusual to see their participation in
decision-making these days.
After marriage, brides go to a groom’s
family. She has to stay with his family. It is
3. After marriage considered bad if a bride demands to live
separately, especially in the same
village/city.
“You gained weight” is considered an insult
in America, but it can be considered a
compliment in South Asian countries. It
4. Gaining Weight
simply means that you have been eating
well and taking care of yourself. It is also a
sign of your financial well-being.

Extra/Optional Online Materials

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‫!ﺷﮑﺮﯾ‬

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platform.

3.9.1 [Link]
 CHAPTER OVERVIEW

4: Describing Places
 Learning Objectives
In this chapter, you will learn vocabulary related for a home, room, and city/town.
In this chapter, you will learn how to describe places such as a home, room, city/town, school, market, etc.
In this chapter, you will learn about Urdu post-positions.
In this chapter, you will learn about the oblique case in Urdu.
In this chapter, you will learn about the “there construction” in Urdu, and how to use it to describe places.
In this chapter, you will also learn about some cultural aspects of homes, towns, and other spaces in India, Pakistan, and
other South Asia regions.

4.1: Review Concepts from Chapter 3

4.2: Reading/Listening 1- ‫ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬
4.3: Reading/Listening 2- ‫ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬
4.4: Reading/Listening 2- ‫ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬
4.5: Study Abroad
4.6: Post-Positions
4.7: Oblique Case
4.8: There Construction
4.9: Cultural Notes and Extra/Optional Online Materials

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1
4.1: Review Concepts from Chapter 3
Vocabulary
Please match the following and then form a sentence with each word describing your family. Please write/record your sentences.
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Speaking
Please audio-record your sentences here:
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Grammar Review
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Reading and Listening Comprehension

Please read/listen to the following text.

‫ﻣﯿﺮا ﻧﺎم ﻣﺤﻤﺪ ۔ ﻣﯿﮟ ﮔﮭﺮ ﮐﺎ ﺳﺐ ﺳ ﺑﮍا ﺑﯿﭩﺎ ں۔ ﻣﯿﺮے واﻟﺪ ﭘﭽﺎس ﺳﺎل ﮐ‬
، ‫۔ ﻣﯿﺮے ﭼﮭﻮﭨ ﺑﮭﺎﺋﯽ ﮐﯽ ﻋﻤﺮ ﺑﯿﺲ ﺳﺎل‬ ‫۔ ﻣﯿﺮی واﻟﺪہ ﭘﯿﺘﺎﻟﯿﺲ ﺳﺎل ﮐﯽ‬
‫ ﻣﯿﺮے واﻟﺪ ﭘﺎﻧﭻ‬، ‫اور ﻣﯿﺮی ﺑ ﻦ اﭨﮭﺎرہ ﺳﺎل ﮐﯽ ۔ ﻣﯿﺮا ﭼﮭﻮﭨﺎ ﺑﮭﺎﺋﯽ ﭼﮫ ﻓﭧ ﮐﺎ‬
‫ اور ﻣﯿﮟ ﭘﺎﻧﭻ ﻓﭧ ﭘﺎﻧﭻ اﻧﭻ ﮐﺎ ں۔‬، ‫ﻓﭧ آﭨﮫ اﻧﭻ ﮐ‬
‫ﻣﯿﺮے ﮔﮭﺮ ﻣﯿﮟ ﻣﯿﺮی ﺑ ﻦ ﺳﺐ ﺳ ﺧﻮﺑﺼﻮرت ۔ ﻣﯿﺮا ﺑﮭﺎﺋﯽ ﺳﺐ ﺳ ذ ﯿﻦ ۔‬
‫۔ ﻣﯿﮟ ﺳﺐ ﺳ ﻣﺤﻨﺘﯽ ں۔ ﻣﯿﺮی واﻟﺪہ ﺳﺐ ﺳ‬ ‫ﻣﯿﺮے واﻟﺪ ﺳﺐ ﺳ ﻣﻀﺒﻮط‬
‫۔ ﻣﯿﺮی ﺑ ﻦ ﻣﺠﮫ ﺳ زﯾﺎدہ ﻣﺬ ﺒﯽ ۔‬ ‫زﯾﺎدہ ﻣﺬ ﺒﯽ‬
‫ﯾ ﻣﯿﺮا ﭼﮭﻮﭨﺎ ﺳﺎ ﺧﺎﻧﺪان ۔‬
! ‫ﺷﮑﺮﯾ‬
Listening

‫ﻣﺤﻤﺪ ﮐﺎ ﺧﺎﻧﺪان‬
Comprehension Test
Please respond to the following questions in Urdu.

Your response in Urdu English Urdu #

In Muhammad’s family, who is ‫ﻣﺤﻤﺪ ﮐ ﺧﺎﻧﺪان ﻣﯿﮟ ﺳﺐ ﺳ ﺑﮍا ﺑﯿﭩﺎ ﮐﻮن‬
.1
the eldest son? ‫؟‬
In age, who is the oldest? ‫ ﺳﺐ ﺳ ﺑﮍا ﮐﻮن ؟‬،‫ ﻋﻤﺮ ﻣﯿﮟ‬.2

4.1.1 [Link]
 Your response in Urdu English Urdu #

In the family, who is the tallest? ‫ ﺳﺐ ﺳ ﻟﻤﺒﺎ ﮐﻮن ؟‬،‫ ﺧﺎﻧﺪان ﻣﯿﮟ‬.3
In the family, who is the most
‫ ﺳﺐ ﺳ ﺧﻮﺑﺼﻮرت ﮐﻮن ؟‬،‫ ﺧﺎﻧﺪان ﻣﯿﮟ‬.4
beautiful?
In the family, who is the
‫ ﺳﺐ ﺳ ﻣﻀﺒﻮط ﮐﻮن ؟‬،‫ ﺧﺎﻧﺪان ﻣﯿﮟ‬.5
strongest?
In the family, who is the hardest-
‫ ﺧﺎﻧﺪان ﻣﯿﮟ ﺳﺐ ﺳ زﯾﺎدہ ﻣﺤﻨﺘﯽ ﮐﻮن ؟‬.6
working?
In the family, who is the most
‫ ﺧﺎﻧﺪان ﻣﯿﮟ ﺳﺐ ﺳ ذ ﯿﻦ ﮐﻮن ؟‬.7
intelligent?
In the family, who is the most
‫ ﺧﺎﻧﺪان ﻣﯿﮟ ﺳﺐ ﺳ زﯾﺎدہ ﻣﺬ ﺒﯽ ﮐﻮن ؟‬.8
religious?
In the family, who is more
‫ ﺧﺎﻧﺪان ﻣﯿﮟ ﻣﺤﻤﺪ ﺳ زﯾﺎدہ ﻣﺬ ﺒﯽ ﮐﻮن ؟‬.9
religious than Muhammad?

‫!ﺷﮑﺮﯾ‬

This page titled 4.1: Review Concepts from Chapter 3 is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.1.2 [Link]
4.2: Reading/Listening 1- ‫ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬
Imran’s House ‫ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬

Vocabulary

‫دروازہ‬ ‫ﺑﯿﭩﮭﮏ‬ ‫ﺑﺎورﭼﯽ ﺧﺎنا‬

(n.m.) Door (n.m.) Living Room (n.f.) Kitchen

‫را ﺪاری‬ ‫ﭘﮍﮬﺎﺋﯽ ﮐﺎ ﮐﻤﺮہ‬ ‫ﻓﺮش‬

(n.m.) Corridor/Hallway (n.m.) Study Room (n.m.) Floor

4.2.1 [Link]
 ‫ﺳﯿﮍﮬﯽ‬ ‫ﺳﻮﻧ ﮐﺎ ﮐﻤﺮہ‬ ‫ﮐﮭﮍﮐﯽ‬
(n.f.) Staircase (n.m.) Bedroom (n.f.) Window

‫ﭼﮭﺖ‬ ‫ﭼﮭﺞا‬ ‫ﺑﺎغ‬

(n.m.) Roof (n.m.) Balcony (n.m.) Garden

‫ﺑﯿﺖ اﻟﺨﻼء‬ ‫ﻏﺴﻞ ﺧﺎﻧﻪ‬ ‫ﮐﮭﺎﻧﺎ ﮐﮭﺎﻧ ﮐﺎ ﮐﻤﺮہ‬

(n.m.) (Toilet) (n.m.) (Shower/Bathroom) (n.m.) (Dining Room)

Test Yourself
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Reading/Listening
Context: Salma is visiting Imran’s home for the first time. Imran is giving Salma a tour of his home.

Pre-Reading Activities:
(a) Please collect photos of the several parts of your home and, on the back of each photo, please write its name in Urdu. It should
look like a flash-card, but with photos.
(b) Please think about your home and your friends’ homes. Make a list of the parts of a home that theirs has and yours does not, and
vice-versa.

Reading
Speake
English Urdu
r
Door-bell rings and Imran opens the door. ‫اور ﻋﻤﺮان دروازہ ﮐﮭﻮﻟﺘﺎ ۔‬ ‫دروازے ﮐﯽ ﮔﮭﻨﭩﯽ ﺑﺠﺘﯽ‬
Oho! It is Salma. Hello, how are you? ‫ آداب! ﮐﯿﺎ ﺣﺎل ؟‬، ‫ ﺳﻠﻤ‬، ‫ﻋﻤﺮان اﭼﮭﺎ‬:
Hello, all is well. How are you? ‫؟‬ ‫ ﺗﻢ ﮐﯿﺴ‬. ‫ ﺳﺐ ﭨﮭﯿﮏ‬، ‫ﺳﻠﻤ‬:
.I am okay, too. Come, come inside ‫ ﭼﻠﻮ اﻧﺪر آؤ‬-‫ں‬ ‫ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬- ‫ﻋﻤﺮان‬:
Thanks, your home is very beautiful. ‫ﺷﮑﺮﯾ ! ﺗﻤ ﺎرا ﮔﮭﺮ ﺑ ﺖ ﺧﻮﺑﺼﻮرت ۔‬ ‫ﺳﻠﻤ‬:
Thanks. Let’s go, I will show you my whole house. ‫ں۔‬ ‫ ﻣﯿﮟ ﺗﻤ ﯿﮟ ﭘﻮرا ﮔﮭﺮ دﮐﮭﺎﺗﺎ‬،‫ﻋﻤﺮان ﺷﮑﺮﯾ ! ﭼﻠﻮ‬:

4.2.2 [Link]
 Speake
English Urdu
r
Okay, Let’s go. ‫ ﭼﻠﻮ‬، ‫ﭨﮭﯿﮏ‬ ‫ﺳﻠﻤ‬:
This is the door of our house. After that, there is a corridor. After ‫رے ﮔﮭﺮ ﮐﺎ دروازہ ۔ اس ﮐ ﺑﻌﺪ اﯾﮏ را ﺪاری ۔‬ ‫ﯾ‬
the corridor, there is another door. After that door, there is our ‫را ﺪاری ﮐ ﺑﻌﺪ اﯾﮏ اور دروازہ ۔ اس دروازے ﮐ ﺑﻌﺪ ری‬
living room. On the left side of the living room is our kitchen and ‫ﺑﯿﭩﮭﮏ ۔ ﺑﯿﭩﮭﮏ ﮐ ﺑﺎﺋﯿﮟ ﺟﺎﻧﺐ را ﺑﺎورﭼﯽ ﺧﺎﻧﺎ اور‬
:‫ﻋﻤﺮان‬
dinning room. On the right side of the living room, there is a study ،‫ اﯾﮏ ﭘﮍﮬﻨ ﮐﺎ ﮐﻤﺮہ‬،‫ڈاﺋﻨﻨﮓ روم ۔ ﺑﯿﭩﮭﮏ ﮐ داﺋﯿﮟ ﺟﺎﻧﺐ‬
room, worship room, and a guest room, too. In the living room ‫ اور اﯾﮏ ﻣ ﻤﺎن ﮐﺎ ﮐﻤﺮہ ﺑﮭﯽ ۔‬،‫اﯾﮏ ﻋﺒﺎدت ﮐﺎ ﮐﻤﺮہ‬
itself, there is a staircase. ‫اﯾﮏ ﺳﯿﮍﮬﯽ ۔‬ ‫ﺑﯿﭩﮭﮏ ﻣﯿﮟ‬
And what is on the top floor? ‫اور اوﭘﺮ ﮐﯽ ﻣﻨﺰل ﭘﺮ ﮐﯿﺎ ؟‬ ‫ﺳﻠﻤ‬:
‫۔ ﮐﻤﺮے ﻣﯿﮟ اﯾﮏ‬ ‫اوﭘﺮ ﮐﯽ ﻣﻨﺰل ﭘﺮ ﺗﯿﻦ ﺳﻮﻧ ﮐ ﮐﻤﺮے‬
On the top floor, there are three bedrooms. In each room, there is a
‫ﻋﻤﺮان ﭨﻮاﺋﻠﭧ اور اﯾﮏ ﻏﺴﻞ ﺧﺎﻧﻪ ۔ اوﭘﺮ ﮐﯽ ﻣﻨﺰل ﭘﺮ اﯾﮏ ﺑﺎﻟﮑﻮﻧﯽ‬:
toilet and shower. There is also a balcony on the top floor.
‫ﺑﮭﯽ ۔‬
Is there no toilet on the bottom floor? ‫ﮐﯿﺎ ﻧﯿﭽ ﮐﯽ ﻣﻨﺰل ﭘﺮ ﺑﯿﺖ اﻟﺨﻼ ﻧ ﯿﮟ ؟‬ ‫ﺳﻠﻤ‬:
Yes, there is one toilet and shower on the bottom floor, too. ‫ ﻧﯿﭽ ﮐﯽ ﻣﻨﺰل ﭘﺮ ﭨﻮاﺋﻠﭧ اور ﺑﺎﺗﮫ روم ﺑﮭﯽ ۔‬،‫ﻋﻤﺮان ﺟﯽ ں‬:
Imran, your house is very good, clean, and airy, too. Is there any ‫ا دار‬ ‫ ﺻﺎف ﺳﺘﮭﺮا اور‬،‫ ﺗﻤ ﺎرا ﮔﮭﺮ ﺑ ﺖ اﭼﮭﺎ‬،‫ﻋﻤﺮان‬
‫ﺳﻠﻤ‬:
garden in your house? ‫ﺑﮭﯽ ۔ ﮐﯿﺎ ﺗﻤﮭﺎرے ﮔﮭﺮ ﻣﯿﮟ ﮐﻮﺋﯽ ﺑﺎغ ؟‬
Behind the house, there is a small garden. This is my mother’s ‫ﮔﮭﺮ ﮐ ﭘﯿﭽﮭ اﯾﮏ ﭼﮭﻮﭨﺎ ﺳﺎ ﺑﺎغ ﺑﮭﯽ ۔ ﯾ ﻣﯿﺮی اﻣﯽ ﮐﯽ‬
‫ﻋﻤﺮان‬:
favorite place. ‫۔‬ ‫ﭘﺴﻨﺪﯾﺪہ ﺟﮕ‬
‫ارے واہ ! ﻣﺠﮭ ﺑﮭﯽ ﺑﺎغ ﺑ ﺖ ﭘﺴﻨﺪ ۔ اور ﺗﻤ ﺎرا ﮐﻤﺮہ‬
Oh Wow! I, too, like gardens a lot. And where is your room? ‫ﺳﻠﻤ‬:
‫ﮐ ﺎں ؟‬
My room is on the top floor. Right now, my room is dirty. I will ‫ﻣﯿﺮا ﮐﻤﺮہ اوﭘﺮ ﮐﯽ ﻣﻨﺰل ﭘﺮ ۔ ﻣﯿﺮا ﮐﻤﺮہ اﺑﮭﯽ ﮔﻨﺪا ۔‬
‫ﻋﻤﺮان‬:
show you my room later. ‫ﻣﯿﮟ ﺗﻤ ﯿﮟ اﭘﻨﺎ ﮐﻤﺮہ ﺑﻌﺪ ﻣﯿﮟ دﯾﮑﮭﻮﻧﮕﺎ۔‬
Okay. ‫ﭨﮭﯿﮏ‬ ‫ﺳﻠﻤ‬:

Listening

‫ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬
True/False
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Drawing: Based on the above description of Imran’s house, please draw a picture of the bottom floor of Imran’s house.

Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

4.2.3 [Link]
 ‫!ﺷﮑﺮﯾ‬

This page titled 4.2: Reading/Listening 1- ‫ ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.2.4 [Link]
4.3: Reading/Listening 2- ‫ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬
“Imran’s Room” ‫ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬

Vocabulary

‫( ﻗﺎﻟﯿﻦ‬n.f.) Rug ‫( ﺑﺴﺘﺮ‬n.m.) Bed ‫( ﮐﺮﺳﯽ‬n.f.) Chair

‫( ﻣﯿﺰ‬n.f.) Table ‫(ﺳﻮﻓﺎ‬n.m.) Sofa ‫(اﻟﻤﺎری‬n.f.) Wardrobe

‫(ﮐﺘﺎب‬n.f.) Book ‫(ﭘﻮدﮬﺎ‬n.m.) Plant ‫(ﺗﺼﻮﯾﺮ‬n.f.) Picture

‫( ﭘﺮدہ‬n.m.) Curtain ‫( ﺑﺘﯽ‬n.f.) Light Bulb ‫( ﭘﻨﮑﮭﺎ‬n.m.) Fan

4.3.1 [Link]
 ‫(ﮔﻠﺪان‬n.m.) Flower Vase ‫(ﮔﮭﮍی‬n.f.) Clock/Watch ‫(آﺋﯿﻨ‬n.f.) Mirror

Test Yourself
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Reading/Listening
Context: Salma comes back to Imran’s home. This time, Imran shows her his room.

Pre-Reading Activities
Please collect photos of several things in your room. Then, on the back of each photo, please write its name in Urdu. It should look
like a flashcard, but with photos.

Reading
English Urdu Speaker

Come Vidya. Today, I’ll show you my room. ‫ آج ﻣﯿﮟ ﺗﻤ ﯿﮟ اﭘﻨﺎ ﮐﻤﺮہ دﮐﮭﺎؤں ﮔﺎ۔‬، ‫ﻋﻤﺮان آو ﺳﻠﻤ‬:

Let’s go. ‫ﭼﻠﻮ‬ ‫ﺳﻠﻤ‬:

‫ اﯾﮏ‬،‫ اﯾﮏ ﻣﯿﺰ‬،‫ ﻣﯿﺮے ﮐﻤﺮے ﻣﯿﮟ اﯾﮏ ﺑﺴﺘﺮ‬- ‫ﯾ ﻣﯿﺮا ﮐﻤﺮہ‬
This is my room. In my room, there is one bed, one table,
‫اﯾﮏ‬ ‫۔ ﺑﺴﺘﺮ ﮐ ﺳﺎﺗﮫ‬ ‫ﮐﺮﺳﯽ اور اﯾﮏ ﭼﮭﻮﭨﺎ ﺳﺎ ﺻﻮﻓ‬
one chair, and one small sofa, too. On that table, there is an ‫ﻋﻤﺮان‬:
‫ اﯾﮏ ﮔﻠﺪان‬،‫ اﯾﮏ اﻟﯿﮑﭩﺮک ﺑﻠﺐ‬،‫ﭼﮭﻮﭨﯽ ﺳﯽ ﻣﯿﺰ ۔ اس ﻣﯿﺰ ﭘﺮ‬
electric bulb, a flower vase, and one clock, too.
‫اور اﯾﮏ ﮔﮭﮍی ﺑﮭﯽ‬

What is on the study table? ‫ﭘﮍﮬﺎﺋﯽ ﮐﯽ ﻣﯿﺰ ﭘﺮ ﮐﯿﺎ ؟‬ ‫ﺳﻠﻤ‬:

On the study table, there is a computer, a few books, and a ‫ ﮐﭽﮫ ﮐﺘﺎﺑﯿﮟ اور ﮐﺎﻓﯽ ﮐﺎ اﯾﮏ ﮐﭗ‬،‫اﺳﭩﮉی ﭨﯿﺒﻞ ﭘﺮ اﯾﮏ ﮐﻤﭙﯿﻮﭨﺮ‬
‫ﻋﻤﺮان‬:
coffee cup. ‫۔‬

What is in this almirah? ‫ اس اﻟﻤﺎری ﻣﯿﮟ ﮐﯿﺎ ؟‬: ‫ﺳﻠﻤ‬

In this almirah, there are my clothes and shoes. Look, there ‫۔ دﯾﮑﮭﻮ اس دﯾﻮار ﭘﺮ‬ ‫اس اﻟﻤﺎری ﻣﯿﮟ ﻣﯿﺮے ﮐﭙﮍے اور ﺟﻮﺗ‬
are beautiful pictures on that wall. There is a mirror behind ‫۔ دروازے ﮐ ﭘﯿﭽﮭ اﯾﮏ آﺋﯿﻨ ﺑﮭﯽ‬ ‫ﻋﻤﺮان ﺧﻮﺑﺼﻮرت ﺗﺼﻮﯾﺮﯾﮟ ﻟﮕﯽ‬:
the door too. ‫۔‬
The curtain of your room is very beautiful. It seems that fan ‫ﮐ‬ ‫ﺗﻤ ﺎرے ﮐﻤﺮے ﮐﺎ ﭘﺮدہ ﺑ ﺖ ﺧﻮﺑﺼﻮرت ۔ اور اﯾﺴﺎ ﻟﮕﺘﺎ‬
: ‫ﺳﻠﻤ‬
is new. ‫ﭘﻨﮑﮭﺎ ﺑﮭﯽ ﻧﯿﺎ ۔‬

Yes. New fan and new rug too. ‫ ﻧﯿﺎ ﭘﻨﮑﮭﺎ اور ﻧﯿﺎ ﻗﺎﻟﯿﻦ ﺑﮭﯽ۔‬،‫ں‬ ‫ﻋﻤﺮان‬:

Your room is very big and airy too. ‫ا دار ﺑﮭﯽ ۔‬ ‫ﺗﻤ ﺎرا ﮐﻤﺮہ ﺑ ﺖ ﺑﮍا اور‬ ‫ﺳﻠﻤ‬:

Thanks! Will you also show me your room and house? ‫ﻋﻤﺮان ﺷﮑﺮﯾ ! ﮐﯿﺎ ﺗﻢ ﺑﮭﯽ ﻣﺠﮭ اﭘﻨﺎ ﮐﻤﺮہ اور ﮔﮭﺮ دﮐﮭﺎؤ ﮔﯽ؟‬:

Yes, indeed, why not? ‫ ﮐﯿﻮں ﻧ ﯿﮟ؟‬،‫ں ﺿﺮور‬ ‫ﺳﻠﻤ‬:

Listening

‫ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬
Activity
Please make a list of at least 10 things in Imran’s room. Then, do the same with your own room.
Chapter 4.3 Imran’s and My room

4.3.2 [Link]
Drawing: Based on the above description of Imran’s room, please draw a picture Imran’s room.

Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 4.3: Reading/Listening 2- ‫ ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by
Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.3.3 [Link]
4.4: Reading/Listening 2- ‫ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬
“Peter’s Hometown” ‫ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬

Vocabulary

Road (n.f.) ‫ﺳﮍک‬ Highway (n.m.) ‫وے‬ Bus Station (n.m.) ‫ﺑﺲ اڈہ‬

4.4.1 [Link]
Railway Station (n.m.) ‫رﯾﻠﻮے ﺳﭩﯿﺸﻦ‬ Airport (n.m.) ‫اڈہ‬ ‫ا‬ River (n.f.) ‫درﯾﺎ‬

Pond (n.m.)‫ﺗﺎﻻب‬ Lake (n.f.) ‫ﺟﮭﯿﻞ‬ Mountain (n.m.) ‫ﭘ ﺎڑ‬

Cinema (n.m.) ‫ﺳﻨﯿﻤﺎ ل‬ Bank (n.m.) ‫ﺑﯿﻨﮏ‬ Sports Field (n.m.) ‫ﻣﯿﺪان‬

Market (n.m.) ‫ﺑﺎزار‬ Shop (n.f.) ‫دﮐﺎن‬ Restaurant (n.m.) ‫رﯾﺴﺘﺮاں‬

Hotel (n.m.) Building (n.f.) ‫ﻋﻤﺎرت‬ Hospital (n.m.) ‫ل‬

Office (n.m.)‫دﻓﺘﺮ‬ Post office (n.m.) ‫ڈاک ﺧﺎﻧ‬ Police Station (n.m.) ‫ﺗﮭﺎﻧ‬

Zoo (n.m.) ‫ﭼﮍﯾﺎ ﺧﺎﻧ‬ Library (n.m.) ‫ﮐﺘﺐ ﺧﺎﻧ‬ Museum (n.m.) ‫ﻋﺠﺎﺋﺐ ﮔﮫر‬

4.4.2 [Link]
 Bridge (n.m.) ‫ﭘﻞ‬ Shopping Mall (n.m.) ‫ﻣﺎل‬ School (n.m.) ‫ﻣﺪرﺳ‬

University (n.m.) ‫ﺟﺎﻣﻌ درس ﮔﺎہ‬ College (n.m.) ‫ﮐﺎﻟﺞ‬ Gas Station (n.m.) ‫ﭘﭩﺮول ﭘﻤﭗ‬

Test Yourself
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Reading/Listening
Context: Imran is talking to Peter about his home town, Iowa City.

Pre-Reading Activities
Please read the following words and write the meaning in English. Then respond to the prompts.
Chapter 4.4 Prereading Activity

Reading
English Urdu Speaker

Brother Imran, where are you from? ‫؟‬ ‫ آپ ﮐ ﺎں ﺳ‬،‫ ﻋﻤﺮان ﺑﮭﺎﺋﯽ‬:‫ﭘﯿﭩﺮ‬

I am from Lahore, Pakistan. Where are you from? ‫ں۔ آپ ﮐ ﺎں ﺳ‬ ‫ﻋﻤﺮان ﻣﯿﮟ ﭘﺎﮐﺴﺘﺎن ﮐ ﻻ ﻮر ﺳ‬:

I am from Iowa City, a small town. Lahore is the capital of ‫ ﻻ ﻮر‬-‫ں‬ ‫ﻣﯿﮟ اﯾﮏ ﭼﮭﻮﭨ ﺳ ﺷ ﺮ اﯾﻮا ﺳﭩﯽ ﺳ‬
‫ﭘﯿﭩﺮ‬:
Punjab, isn’t it? ‫ﭘﻨﺠﺎب ﮐﯽ داراﻟﺤﮑﻮﻣﺖ ﻧ ؟‬

Yes, I am a Lahori. What is the population of Iowa City? ‫ں۔ اﯾﻮا ﺷ ﺮ ﮐﯽ آﺑﺎدی ﮐﺘﻨﯽ ؟‬ ‫ں ﻣﯿﮟ ﻻ ﻮری‬ ‫ﻋﻤﺮان‬:

‫۔ اور ﻻ ﻮر‬ ‫ ار ﻟﻮگ ر ﺘ‬75 ً ‫اﯾﻮا ﺷ ﺮ ﻣﯿﮟ ﺗﻘﺮﯾﺒﺎ‬

Approximately 75,000 people live in Iowa City. And in Lahore? ‫ﭘﯿﭩﺮ‬:
‫ﻣﯿﮟ؟‬
Approximately 110,000,000 people live in Lahore. Perhaps Iowa ‫۔‬ ‫ﻻ ﻮر ﻣﯿﮟ ﺗﻘﺮﯾﺒﺎ ً اﯾﮏ ﺳﻮ دس ﻣﻠﯿﻦ ﻟﻮگ ر ﺘ‬
‫ﻋﻤﺮان‬:
City is a very small town. ‫ اﯾﻮا ﺷ ﺮ اﯾﮏ ﺑ ﺖ ﭼﮭﻮﭨﺎ ﺷ ﺮ ۔‬،‫ﺷﺎﯾﺪ‬
‫ اﯾﻮا ﺷ ﺮ اﯾﮏ ﺑ ﺖ ﭼﮭﻮﭨﺎ ﺳﺎ ﻟﯿﮑﻦ ﺧﻮﺑﺼﻮرت‬،‫ﺟﯽ ں‬
Yes, Iowa City is a very small, but very lovely town. ‫ﭘﯿﭩﺮ‬:
‫ﺷ ﺮ ۔‬

Is there an airport there? ‫اڈہ ؟‬ ‫ا‬ ‫ﻋﻤﺮان ﮐﯿﺎ و ﺎں ﮐﻮﺋﯽ‬:

‫ اﯾﻮا‬- ‫اڈہ‬ ‫ ﻣﮕﺮ ﻗﺮﯾﺐ ﮐ ﺷ ﺮ ﻣﯿﮟ اﯾﮏ ا‬،‫ﻧ ﯿﮟ‬

No, but there is an airport in a nearby town. Even the railway
‫ و ﺎں اﯾﮏ ﺑﺲ‬- ‫ رﯾﻠﻮے ﺳﭩﯿﺸﻦ ﺑﮭﯽ ﻧ ﯿﮟ‬،‫ﭘﯿﭩﺮ ﺷ ﺮ ﻣﯿﮟ‬:
station is not there in Iowa City. There is just a bus station.
‫اڈہ‬
How many schools, colleges, and universities are there in Iowa ‫ ﮐﺎﻟﺞ اور ﯾﻮﻧﯿﻮرﺳﭩﯿﺎں‬،‫ ﮐﺘﻨ اﺳﮑﻮل‬،‫اﯾﻮا ﺷ ﺮ ﻣﯿﮟ‬
‫ﻋﻤﺮان‬:
City? ‫۔‬
In my town, there are two schools, one college, and one ‫ اﯾﮏ ﮐﺎﻟﺞ اور اﯾﮏ‬،‫ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ دو ﺳﮑﻮل‬
‫ﭘﯿﭩﺮ‬:
university. ‫ﯾﻮﻧﯿﻮرﺳﭩﯽ ۔‬
‫ ﺳﻨﯿﻤﺎ‬،‫ ﻋﺠﯿﺐ ﮔﮭﺮ‬، ‫ﮐﯿﺎ آپ ﮐ ﺷ ﺮ ﻣﯿﮟ ﮐﺘﺐ ﺧﺎﻧ‬
Is there a library, museum, cinema, or zoo in your town? ‫ﻋﻤﺮان‬:
‫؟‬ ‫ل اور ﭼﮍﯾﺎ ﺧﺎﻧ‬

4.4.3 [Link]
 English Urdu Speaker
،‫ اﯾﮏ ﻋﺠﯿﺐ ﮔﮭﺮ‬، ‫ں ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ دو ﮐﺘﺐ ﺧﺎﻧ‬
Yes, in my town there are two libraries, one museum, and one
‫ﭘﯿﭩﺮ اور اﯾﮏ ﺳﯿﻨﻤﺎ ل ۔ ﻟﯿﮑﻦ و ﺎں ﮐﻮﺋﯽ ﭼﮍﯾﺎ ﺧﺎﻧ‬:
cinema, but there is no zoo.
‫ﻧ ﯿﮟ ۔‬
‫ ﺗﺎﻻب‬،‫ ﺟﮭﯿﻞ‬،‫ ﮐﯿﺎ اﯾﻮا ﺷ ﺮ ﻣﯿﮟ ﮐﻮﺋﯽ درﯾﺎ‬، ‫ﭨﮭﯿﮏ‬
Okay. Is there a river, lake, pond, or mountain in Iowa City? ‫ﻋﻤﺮان‬:
‫؟‬ ‫اور ﭘ ﺎڑ‬
In my town, there is a river and a few ponds. There is no mountain ‫۔ ﻟﯿﮑﻦ‬ ‫ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ اﯾﮏ درﯾﺎ اور ﮐﭽﮫ ﺗﺎﻻب‬
‫ﭘﯿﭩﺮ‬:
there. ‫ﮐﻮﺋﯽ ﭘ ﺎڑ ﻧ ﯿﮟ ۔‬

In your town, is there a post office, police station, etc? ‫؟‬ ‫ اور ﺗﮭﺎﻧ وﻏﯿﺮہ‬، ‫ﻋﻤﺮان ﮐﯿﺎ آپ ﮐ ﺷ ﺮ ﻣﯿﮟ ڈاک ﺧﺎﻧ‬:

Yes, in my town there is one post office and one police station, ‫ں ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ ڈاک ﺧﺎﻧ اور ﺗﮭﺎﻧ ﺑﮭﯽ ۔ ﻻ ﻮر‬
‫ﭘﯿﭩﺮ‬:
too. What is there in Lahore? ‫؟‬ ‫ﻣﯿﮟ ﮐﯿﺎ ﮐﯿﺎ‬

‫ اب‬. ‫ ﺑﻌﺪ ﻣﯿﮟ ﺑﺎت ﮐﺮﯾﮟ ﮔ‬،‫ﻻ ﻮر ﮐ ﺑﺎرے ﻣﯿﮟ‬

Let’s talk about Lahore later. Now it is time for class. ‫ﻋﻤﺮان‬:
‫ﮐﻼس ﮐﺎ وﻗﺖ ﮔﯿﺎ ۔‬

Okay, no problem. ‫ ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ۔‬، ‫ﭘﯿﭩﺮ ﭨﮭﯿﮏ‬:

Listening
‫ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬

Activities
(a) Please write 10-15 sentences describing your own home town.
(b) Based on the above conversation, please write 10 sentences in Urdu describing Iowa City.
(c) Imagine that you are Peter. You are planning to ask Imran at least 10 questions about Lahore in Urdu. Please make a list of your
questions.
Write 10 questions about Lahore in Urdu.
‫” ﻻ ﻮر ﮐ ﺑﺎرے ﻣﯿﮟ ﺳﻮاﻻت‬Questions about Lahore“
.١
.٢
.٣
.٤
.٥
.٦
.٧
.٨
.٩
.١٠

Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

4.4.4 [Link]
This page titled 4.4: Reading/Listening 2- ‫ ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.4.5 [Link]
‫‪4.5: Study Abroad‬‬
‫‪Study Abroad Reading/Listening Activity‬‬

‫‪Reading‬‬
‫‪Context: In Chapter 3, you read a letter from Fatima (Jen’s host mother from India) to Jen in which she describes her family. In‬‬
‫‪this chapter, Jen is writing a letter back to Fatima describing her family and her city.‬‬

‫‪،‬ﻋﺰﯾﺰ ﻣﯿﺰﺑﺎن اﻣﯽ‬

‫!اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬
‫‪ -‬اس ﺧﻂ ﻣﯿﮟ‪ ،‬ﻣﯿﮟ آپ ﮐﻮ اﭘﻨ ﺧﺎﻧﺪان اور ﺷ ﺮ ﮐ ﺑﺎرے ﻣﯿﮟ ﺑﺘﺎؤں ﮔﯽ‬ ‫آپ ﮐﺎ ﺧﻂ ﻣﻼ – آپ ﮐ ﺧﺎﻧﺪان ﮐ ﺑﺎرے ﻣﯿﮟ ﺟﺎن ﮐﺮ ﺑ ﺖ ﺧﻮﺷﯽ‬
‫‪ -‬ﻣﯿﺮا اﯾﮏ ﭼﮭﻮﭨﺎ ﺑﮭﺎﺋﯽ ‪ -‬وہ اﺑﮭﯽ اﺳﮑﻮل ﻣﯿﮟ ﭘﮍﮬﺘﺎ ‪-‬ﻣﯿﺮے واﻟﺪ اور‬ ‫ﻣﯿﺮا اﯾﮏ ﭼﮭﻮﭨﺎ ﺳﺎ ﺧﺎﻧﺪان اور ﺳﺐ ﻧﯿﻮ ﯾﺎرک ﺷ ﺮ ﻣﯿﮟ ر ﺘ‬
‫واﻟﺪہ دوﻧﻮں ﯾﻮﻧﯿﻮرﺳﭩﯽ ﻣﯿﮟ ﭘﮍﮬﺎﺗ ﯿﮟ‪-‬ﻣﯿﺮے ﭘﺎس اﯾﮏ ﭘﺎﻟﺘﻮ ﺑﻠﯽ ﺑﮭﯽ ‪ -‬اس ﮐﺎ ﻧﺎم ﮔﻮری‬
‫‪ -‬ﯾ ﺎں دو ﺑﮍے‬ ‫ﻧﯿﻮ ﯾﺎرک اﯾﮏ ﺑ ﺖ ﺑﮍا ﺷ ﺮ ‪ -‬ﯾ اﻣﺮﯾﮑ ﮐﺎ اﻗﺘﺼﺎدی داراﻟﺤﮑﻮﻣﺖ ‪ -‬اس ﺷ ﺮ ﻣﯿﮟ ﮐﺌﯽ ﺣﮑﻮﻣﺘﯽ اور ﻏﯿﺮ ﺣﮑﻮﻣﺘﯽ دﻓﺎﺗﺮ‬
‫اور ﭘﺎﮐﺴﺘﺎﻧﯽ ﻟﻮگ ﺑﮭﯽ‬ ‫‪ -‬ﯾ ﺎں و‬ ‫ﻣﻠﮏ ﮐ ﻟﻮگ ر ﺘ‬ ‫‪ -‬اس ﺷ ﺮ ﻣﯿﮟ دﻧﯿﺎ ﮐ‬ ‫ﯾﻮﻧﯿﻮرﺳﭩﯽ اور ﺑ ﺖ ﺳ ﮐﺎﻟﯿﺞ اور اﺳﮑﻮل‬
‫‪ -‬ﻧﯿﻮ ﯾﺎرک ﻣﯿﮟ اﯾﮏ درﯾﺎ ﺑﮭﯽ ‪-‬ﮐﺴﯽ ﺑﮭﯽ ﺑﮍے ﺷ ﺮ ﮐﯽ ﻃﺮح اس ﺷ ﺮ ﻣﯿﮟ ﺑﮭﯽ ﺳﺐ ﮐﭽﮫ ﻟﯿﮑﻦ ﻗﺪرﺗﯽ ﺧﻮﺑﺼﻮرﺗﯽ زﯾﺎدہ ﻧ ﯿﮟ‬ ‫ﺑ ﺖ‬
‫ن آ ر ﯽ ﻮں‪-‬ﺟﺐ ﻣﻠﯿﮟ ﮔﯽ ﺗﻮ آپ ﮐﻮ اﭘﻨ ﺷ ﺮ ﮐ ﺑﺎرے ﻣﯿﮟ ﻣﺰﯾﺪ ﺑﺘﺎؤں ﮔﯽ‬ ‫و‬ ‫ﻣﯿﮟ اﮔﻠ‬
‫آپ ﮐﯽ ﺑﯿﭩﯽ‬
‫ﺟﯿﻦ‬

‫‪Listening‬‬
‫ﺟﯿﻦ ﮐﺎ ﺧﻂ‬

‫‪4.5.1‬‬ ‫‪[Link]
Activities
(a) Make a sentence with each word given below.
Make a sentence with each word.
Sentence English Urdu
Host (n.m.) ‫ﻣﯿﺰﺑﺎن‬
Letter (n.m.) ‫ﺧﻂ‬
Both (adj.) ‫دوﻧﻮں‬
Government (adj.) ‫ﺣﮑﻮﻣﺘﯽ‬
City/Town (n.m.) ‫ﺷ ﺮ‬

(b) Click on all the post-positions in the text below. (Look at the grammar section before doing this activity.)
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 4.5: Study Abroad is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.5.2 [Link]
4.6: Post-Positions
Instructor Video: Postpositions in Urdu
English has a class of words called “prepositions”. Prepositions are the words that precede a phrase and indicate a relationship
between the phrase and another word in the sentence. Urdu has a similar class of words known as “post-positions”. As the name
implies, post-positions come after the word.
Simple Post-Positions
Simple post-positions consist of a single word.
Examples:

Examples English Post-positions

English Urdu

In my town ‫ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ‬ in ‫ﻣﯿﮟ‬

On a table ‫ﻣﯿﺰ ﭘﺮ‬ on, ‫ﭘﺮ‬

At home ‫ﮔﮭﺮ ﭘﺮ‬ at

From India ‫نﺳ‬ ‫و‬ from ‫ﺳ‬

By train ‫ﭨﺮﯾﻦ ﺳ‬ by

With a pen ‫ﮐﻼم ﺳ‬ with

Since childhood ‫ﺑﭽﭙﻦ ﺳ‬ since

Bedroom ‫ﺳﻮﻧ ﮐﺎ ﮐﻤﺮہ‬

House’s window (window of a house) ‫ﮔﮭﺮ ﮐﯽ ﮐﮭﮍﮐﯽ‬ ‘s ‫ﮐ‬/ ‫ﮐﯽ‬/‫ﮐﺎ‬
House’s people (people of a house) ‫ﮔﮭﺮ ﮐ ﻟﻮگ‬

To a boy ‫ﻟﮍﮐ ﮐﻮ‬

to ‫ﮐﻮ‬
To you ‫آﭘﮑﻮ‬

Compound Post-Positions
Urdu has many compound post-positions as well. Compound post-positions consist of two or more words. Most compound post-
positions begin with the post-position ‫ﮐﯽ‬/ ‫ﮐ‬or ‫ﺳ‬.
Examples:

Examples English Post-Positions

English Urdu

For house ‫ﮔﮭﺮ ﮐ ﻟﯿ‬ for x X ‫ﮐ ﻟﯿ‬

About town ‫ﺷ ﺮ ﮐ ﺑﺎرے ﻣﯿﮟ‬ about x X ‫ﮐ ﺑﺎرے ﻣﯿﮟ‬

Because of you ‫آپ ﮐﯽ وﺟ ﺳ‬ because of x X ‫ﮐﯽ وﺟ ﺳ‬

Far from home ‫ﮔﮭﺮ ﺳ‬ far from x x ‫ﺳ دور‬

Near home ‫ﮔﮭﺮ ﮐ ﻗﺮﯾﺐ‬ near x X ‫ ﻧﺰدﯾﮏ‬/‫ﮐ ﭘﺎس‬

4.6.1 [Link]
 Before school ‫اﺳﮑﻮل ﺳ ﭘ ﻠ‬/ ‫اﺳﮑﻮل ﺳ ﭘ ﻠ‬ before x X ‫ﮐ ﭘ ﻠ‬/ ‫ﺳ‬

Outside home ‫ﮔﮭﺮ ﮐ ﺑﺎ ﺮ‬ outside x X ‫ﮐ ﺑﺎ ﺮ‬

Inside the home ‫ﮔﮭﺮ ﮐ اﻧﺪر‬ inside the x X ‫ﮐ اﻧﺪر‬

After school ‫اﺳﮑﻮل ﮐ ﺑﻌﺪ‬ after x X ‫ﮐ ﺑﻌﺪ‬

above/ on/ on top of

Above/on/on top of home ‫ﮔﮭﺮ ﮐ اوﭘﺮ‬ X ‫ﮐ اوﭘﺮ‬
x

under/ beneath/
Under/beneath/below roof ‫ﭼﮭﺖ ﮐ ﻧﯿﭽ‬ X ‫ﮐ ﻧﯿﭽ‬
below x

Toward you ‫آپ ﮐﯽ ﻃﺮف‬ towards x X ‫ﮐﯽ ﻃﺮف‬

In front of you ‫آﺳﻤﺎن ﮐ ﻧﯿﭽ‬ in front of x X ‫ﮐ ﺳﺎﻣﻨ‬

Behind you ‫آپ ﮐ ﭘﯿﭽﮭ‬ behind x X ‫ﮐ ﭘﯿﭽﮭ‬

Ahead of you ‫آﭘﮑ آﮔ‬ ahead of x X ‫ﮐ آﮔ‬

together with/ with/

Together with/with/along with you ‫آﭘﮑ ﺳﺎﺗﮫ‬ X ‫ﮐ ﺳﺎﺗﮫ‬
along with x

Between school and home ‫اﺳﮑﻮل اور ﮔﮭﺮ ﮐ ﺑﯿﭻ‬ between x and y X ‫ اور‬Y ‫ﮐ ﺑﯿﭻ‬

Test Yourself
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Fill in the blanks with the suitable post-position.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 4.6: Post-Positions is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

4.6.2 [Link]
4.7: Oblique Case
Instructor Video: Oblique Case in Urdu
Case is a property of a word which indicates its uses within a phrase or sentence. In Urdu, based on form, there are two types of
case: (a) Direct Case and (b) Oblique Case.
(a) Direct Case: The direct case is used with a nominal phrase is not followed by a post-position. (b) Oblique Case: The oblique case
is used with a nominal phrase is followed by a post-position. Nouns, pronouns, adjectives, and verbs change in oblique case form
when followed by a post-position. Note: Please note that when a nouns, pronouns, adjectives, and verbs are in oblique case form,
they do not change their meanings. It is just a grammatical form which has nothing to do with the meaning of those words. This is
why, typically, Hindi learners struggle to acquire this very crucial, but meaningless, feature of Hindi language.

Oblique Noun
Masculine Singular Oblique Nouns
Only singular masculine nouns that end in-‫ آ‬change into -‫ ے‬to the oblique case form. Others (singular masculine that do not end in-‫آ‬
and singular feminine) do not change.
For Example:
(-‫ آ‬changes into -‫“ ) ے‬boy’s name” ‫ ﻟﮍﮐ ﮐﺎ ﻧﺎم‬-‫ﻟﮍﮐﺎ‬
(no change) “man’s name” ‫ آدﻣﯽ ﮐﺎ ﻧﺎم‬-‫آدﻣﯽ‬

Feminine Singular Oblique Nouns

When a feminine singular noun is followed by any post-position, it does not change its form.
For Examples:
(No change) “girl’s name” ‫ ﻟﮍﮐﯽ ﮐﺎ ﻧﺎم‬-‫ﻟﮍﮐﯽ‬
(No change) “book’s name” ‫ ﮐﺘﺎب ﮐﺎ ﻧﺎم‬-‫ﮐﺘﺎب‬

Plural Oblique Nouns

All plural nouns (masculine and feminine) change into ‫“ وں‬o” in their oblique case forms.
For Examples:
“Boys’ names” ‫ ﻟﮍﮐﻮں ﮐ ﻧﺎم‬- ‫ﻟﮍﮐ‬
“Cities’ names” ‫ ﺷ ﺮوں ﮐ ﻧﺎم‬-‫ﺷ ﺮ‬
“Girls’ names” ‫ ﻟﮍﮐﯿﻮں ﮐ ﻧﺎم‬-‫ﻟﮍﮐﯿﺎں‬
“Books’ names” ‫ ﮐﺘﺎﺑﻮں ﮐ ﻧﺎم‬-‫ﮐﺘﺎﺑﯿﮟ‬

Oblique Nouns Summary

Masculine Feminine

Singular Type I Type II Type I Type II

-‫ آ‬changes in -‫ے‬ No change No change No change

‫ ﻟﮍﮐ ﮐﺎ‬-‫ﻟﮍﮐﺎ‬ ‫ ﮔﮭﺮ ﭘﺮ‬-‫ﮔﮭﺮ‬ ‫ ﻟﮍﮐﯽ ﮐﻮ‬-‫ﻟﮍﮐﯽ‬ ‫ ﮐﺘﺎب ﻣﯿﮟ‬-‫ﮐﺘﺎب‬

‫ ﮐﻤﺮے ﻣﯿﮟ‬-‫ﮐﻤﺮہ‬ ‫ ﻣﮑﺎن ﻣﯿﮟ‬-‫ﻣﮑﺎن‬ ‫ ﮐﮭﮍﮐﯽ ﭘﺮ‬-‫ﮐﮭﮍﮐﯽ‬ ‫ ﻣﯿﺰ ﭘﺮ‬-‫ﻣﯿﺰ‬
Plural Type I Type II Type I Type II

All masculine and feminine plural nouns change into ‫“ وں‬o”.

‫ ﻟﮍﮐﻮں ﮐﻮ‬- ‫ﻟﮍﮐ‬ ‫ ﮔﮭﺮوں ﮐ‬-‫ﮔﮭﺮ‬ ‫ ﻟﮍﮐﯿﻮں ک‬-‫ﻟﮍﮐﯿﻮں‬ ‫ ﮐﺘﺎﺑﻮں ﻣﯿﮟ‬-‫ﮐﺘﺎﺑﯿﮟ‬

‫ ﮐﻤﺮوں ﻣﯿﮟ‬-‫ﮐﻤﺮے‬ ‫ ﻣﮑﺎﻧﻮں ﻣﯿﮟ‬-‫ﻣﮑﺎن‬ ‫ ﮐﮭﮍﮐﯿﻮں ﭘﺮ‬-‫ﮐﮭﮍﮐﯿﺎں‬ ‫ ﻣﯿﺰوں ﭘﺮ‬-‫ﻣﺰﯾﻦ‬

4.7.1 [Link]
Oblique Adjectives
As we know, Urdu adjectives can be classified into marked and unmarked adjectives. Marked adjectives (that ends in -‫ ) آ‬change to
-‫ ے‬for oblique adjective form. For Example:
“good boy’s name” ‫ اﭼﮭﺎ ﻟﮍﮐﺎ — اﭼﮭ ﻟﮍﮐ ﮐﺎ ﻧﺎم‬-‫اﭼﮭﺎ‬
“in sweet fruits” ‫ ﻣﯿﭩﮭﺎ ﭘﮭﻞ — ﻣﯿﭩﮭ ﭘﮭﻠﻮں ﻣﯿﮟ‬-‫ﻣﯿﭩﮭﺎ‬
Unmarked adjectives (that do not end in आ ) do not change in oblique adjective form.
For Example:
(No change) “beautiful girl’s name” ‫ ﺧﻮﺑﺼﻮرت ﻟﮍﮐﯽ — ﺧﻮﺑﺼﻮرت ﻟﮍﮐﯽ ﮐﺎ ﻧﺎم‬-‫ﺧﻮﺑﺼﻮرت‬
(No change) “In an airy room” ‫ادار ﮐﻤﺮے ﻣﯿﮟ‬ — ‫ادار ﮐﻤﺮہ‬ -‫ادار‬

Summary of Oblique Adjectives

Oblique Adjectives

Marked Unmarked

Rules -‫ آ‬changes into -‫ے‬ No change

‫ اﭼﮭﺎ ﻟﮍﮐﺎ — اﭼﮭ ﻟﮍﮐ ﮐﺎ‬-‫اﭼﮭﺎ‬ ‫ ﺧﻮﺑﺼﻮرت ﻟﮍﮐﯽ — ﺧﻮﺑﺼﻮرت ﻟﮍﮐﯽ ﮐﺎ ﻧﺎم‬-‫ﺧﻮﺑﺼﻮرت‬
Examples
‫ ﻣﯿﭩﮭﺎ ﭘﮭﻞ — ﻣﯿﭩﮭ ﭘﮭﻠﻮں ﻣﯿﮟ‬-‫ﻣﯿﭩﮭﺎ‬ ‫ ادار ﮐﻤﺮہ — ادار ﮐﻤﺮے ﻣﯿﮟ‬-‫ادار‬

Oblique Verbs
We will learn more about verbs in the next chapters (5 and 6). Here, please know that all the verbs in Hindi end in‫ آ‬-, to be specific,
‫ ﻧﺎ‬- . For Example:
“To eat” ‫ﮐﮭﺎﻧﺎ‬
“To read” ‫ﭘﮍﮬﻨﺎ‬
“To sleep” ‫ﺳﻮﻧﺎ‬
Rule for changing direct verbs to oblique verbs: , -‫ آ‬changes into . -‫ ﻧﺎ‬For Example:
“in order to eat/to eat” ‫“ — ﮐﮭﺎﻧ ﮐ ﻟﺌ‬to eat” ‫ﮐﮭﺎﻧﺎ‬
“by reading” ‫“ — ﭘﮍﮬﻨ ﺳ‬to read” ‫ﭘﮍﮬﻨﺎ‬
“before sleeping” ‫“ — ﺳﻮﻧ ﺳ ﭘ ﻠ‬to sleep” ‫ﺳﻮﻧﺎ‬

Oblique Pronouns
Urdu pronouns also change into oblique case form when followed by a post-position.
Examples of Pronouns with Post-Position Pronouns in Hindi Pronouns in English
‫ ﺳ‬+ Pronouns ‫ﮐﻮ‬+ Pronouns Oblique Direct
‫ﻣﺠﮫ ﺳ‬ ‫ﻣﺠﮭﮑﻮ‬/ ‫ﻣﺠﮭ‬ ‫ﻣﺠﮫ‬ ‫ ﻣﯿﮟ‬I
‫ﺳ‬ / We
‫ﺗﺠﮫ ﺳ‬ ‫ﺗﺠﮫ ﮐﻮ‬/ ‫ﺗﺠﮭ‬ ‫ﺗﺠﮫ‬ ‫ ﺗﻮ‬You
‫ﺗﻢ ﺳ‬ ‫ﺗﻢ ﮐﻮ‬/‫ﺗﻤﮭﯿﮟ‬ ‫ﺗﻢ‬ ‫ ﺗﻢ‬You
‫آپ ﺳ‬ ‫آپ ﮐﻮ‬ ‫آپ‬ ‫ آپ‬You
‫اس ﺳ‬ ‫اﺳﮑﻮ‬ ‫اس‬ ‫ ﯾ‬S/he (near)
‫اس ﺳ‬ ‫اﺳﮑﻮ‬ ‫اس‬ ‫ وہ‬S/he (far)
‫ان ﺳ‬ ‫اﻧﮑﻮ‬ ‫ان‬ ‫ ﯾ‬They (near)
‫ان ﺳ‬ ‫اﻧﮑﻮ‬ ‫ان‬ ‫ وہ‬They (far)
‫ﮐﺲ ﺳ‬ ‫ﮐﺴﮑﻮ‬ ‫ﮐﺲ‬ ‫ ﮐﻮن‬Who (Sing.)
‫ﮐﻦ ﺳ‬ ‫ﮐﻨﮑﻮ‬ ‫ﮐﻦ‬ ‫ ﮐﻮن‬Who (Plu.)

4.7.2 [Link]
 Examples of Pronouns with Post-Position Pronouns in Hindi Pronouns in English
‫ﮐﺲ ﺳ‬ ‫ﮐﺴﮑﻮ‬ ‫ﮐﺲ‬ ‫ ﮐﯿﺎ‬What (Sing.)
‫ﮐﻦ ﺳ‬ ‫ﮐﻨﮑﻮ‬ ‫ﮐﻦ‬ ‫ ﮐﯿﺎ‬What (Plu.)

Test Yourself
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‫!ﺷﮑﺮﯾ‬

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4.7.3 [Link]
4.8: There Construction
Instructor Video: There Construction
English is not a pro-drop language, in other words, you cannot have an English sentence in which the subject is not available. This
is why, we need “dummy” subjects like ‘there’ and ‘it’ in English.
For example:
There is a car.
There are ten students.
Unlike English, Urdu is a pro-drop language, hence subject can be dropped or is not needed in “there” or “it” sentences. In these
sentences, the verb agrees with the object.
For Example:

In my town, there is a museum. English

My town in + (there) + a museum + is Urdu Word order .1
‫ﻣﯿﺮے ﺷ ﺮ ﻣﯿﮟ )——( اﯾﮏ ﻋﺠﯿﺐ ﮔﮭﺮ‬- Urdu
In my room, there are ten books. English
My room in + (there) + ten books + are Urdu Word order .2
‫ں‬ ‫ﻣﯿﺮے ﮐﻤﺮے ﻣﯿﮟ )——( دس ﮐﺘﺎﺑﯿﮟ‬- Urdu
There is a computer on my desk. English
My desk on + (there) + a computer + is Urdu Word order .3
‫ﻣﯿﺮی ﻣﯿﺰ ﭘﺮ )——( اﯾﮏ ﮐﻤﭙﯿﻮﭨﺮ‬- Urdu

Activities
Using “there construction”, please form five sentences for describing the places given below.
Chapter 4.8 There sentences
‫!ﺷﮑﺮﯾ‬

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4.8.1 [Link]
4.9: Cultural Notes and Extra/Optional Online Materials
Cultural Notes
# Topics Explanation
Typically, Indian and South Asian cities and
towns are very crowed and houses do not
1 City/Town
have front and back lawns. Villages have
comparatively more open space.
Public transportation is easily available in
India and South Asian cities. Though, all
2 Transportation the buses, trains, and airports are very
crowed and can be intimidating for
someone new.
Given that families up to three generations
3 Private Space live in one house, there is not much
private/personal space.
In typical Indian and South Asian houses,
the bathroom and toilet are not in the same
room as in America. They are built
separately. However, in a bigger city, and in
4 Bathroom/Toilet
apartment complexes, you will find the
bathroom and toilet in one space. Please
also note that South Asian toilets are
squatting toilets.
Typically, in a bigger house, there would be
5 Worship Room
a separate worship room.
Typically, Indians and South Asians do not
allow shoes in the house. Everyone takes
6 Shoes NOT in the House
off their shoes outside the house in a
corridor or near the entry door.
Indian and South Asian houses/apartments
do not have open kitchens attached to the
living room like in American
7 Kitchen houses/apartments. Indian and South Asian
kitchens are not visible to the guests. As a
guest, you should ask permission to enter
your host’s kitchen.
In India and South Asia, smaller markets
are everywhere. You can find smaller
grocery stores in your own alley. Every
neighborhood has small stores for regularly
used things such as: medical supplies,
8 Market
groceries, mobile phones, vegetables and
fruits, etc. However, in a village, it is not
the case so much and typically there is a
weekly village market. Villagers also visit
nearby/local towns or cities for shopping.

4.9.1 [Link]
Extra/Optional Online Materials
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‫!ﺷﮑﺮﯾ‬

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4.9.2 [Link]
 CHAPTER OVERVIEW

5: Expressing Likes, Dislikes, Needs, and Possession

 Learning Objectives
You will learn vocabulary related to situations like those in a vegetable market or at a restaurant.
You will learn how to change sentences in the past tense using the verb “to be” in the past.
You will learn dative subjects (subject with -ko) in Urdu.
You will learn how to express likes.
You will learn how to express dislikes.
You will learn how to express needs.
You will learn how to express possession.

5.1: Review of Chapter 4

5.2: Reading/Listening I- ‫ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬
5.3: ‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬
5.4: Study Abroad
5.5: Verb "To be" in the Past Tense
5.6: Subjects with
5.7: ‫“ﭼﺎ ﯿ‬Need”
5.8: Expressing Possession in Urdu
5.9: Cultural Notes and Extra/Optional Online Materials

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platform.

1
5.1: Review of Chapter 4
Vocabulary
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Grammar
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Reading

‫ﻣﯿﺮااﺳﮑﻮل‬
‫۔ ﻣﯿﺮے اﺳﮑﻮل ﻣﯿﮟ اﯾﮏ ﺑﺎغ اور دو ﮐﮭﯿﻞ ﮐ‬ ‫ﺳﮑﻮل ۔ ﻣﯿﺮے اﺳﮑﻮل ﻣﯿﮟ ﺗﻘﺮﯾﺒﺎ ً اﯾﮏ ﺳﻮ ﮐﻤﺮے‬ ‫ﻣﯿﺮے اﺳﮑﻮل ﮐﺎ ﻧﺎم ﻻﻧﺴﻨﮓ‬
‫۔ ﻣﯿﺮے‬ ‫۔ ﻣﯿﺮے اﺳﮑﻮل ﻣﯿﮟ اﯾﮏ ﻻﺋﺒﺮﯾﺮی اور اﯾﮏ آڈﯾﭩﻮرﯾﻢ ﺑﮭﯽ ۔ ﻣﯿﺮے اﺳﮑﻮل ﻣﯿﮟ ﺗﻘﺮﯾﺒﺎ ً ﺑﺎرہ ﺳﻮ ﻟﮍﮐ اور ﻟﮍﮐﯿﺎں‬ ‫ﻣﯿﺪان‬
‫۔ ﻣﯿﺮا اﺳﮑﻮل‬ ‫۔ ﻣﯿﺮے ﭘﺮﻧﺴﭙﻞ ﮐﻮ ﻧﻈﻢ و ﺿﺒﻂ ﭘﺴﻨﺪ ۔ اﺳﮑﻮل ﻣﯿﮟ ﺗﻤﺎم ﻣﻀﺎﻣﯿﻦ ﭘﮍﮬﺎﺋ ﺟﺎﺗ‬ ً
‫اﺳﮑﻮل ﻣﯿﮟ ﺗﻘﺮﯾﺒﺎ ﺑﯿﺲ اﺳﺎﺗﺬہ‬
‫ﺷ ﺮ ﺳ ﺑ ﺖ دور ۔ ﻣﯿﮟ روز ﺳﺎﺋﯿﮑﻞ ﺳ ﺳﮑﻮل ﺟﺎﺗﺎ ں۔‬
‫آپ ﺑﮭﯽ ﻣﺠﮭ اﭘﻨ اﺳﮑﻮل ﮐ ﺑﺎرے ﻣﯿﮟ ﺑﺘﺎﺋﯿﮟ۔‬
! ‫ﺷﮑﺮﯾ‬

Listening
‫ﻣﯿﺮا اﺳﮑﻮل‬

Check Your Comprehension

Based on the above reading and listening, please answer the following questions.
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Speaking
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‫!ﺷﮑﺮﯾ‬

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5.1.1 [Link]
5.2: Reading/Listening I- ‫ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬
‫پﮬﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬

Vocabulary
English Grammatical Categories Urdu
Elder brother n.m. ‫ﺑﮍے ﺑﮭﺎﺋﯽ‬
Need v.i. ‫ﭼﺎ ﺌ‬
X has phrase ‫ ﮐ ﭘﺎس‬x
What all phrase ‫ﮐﻮن ﮐﻮن ﺳﯽ‬
Vegetable n.f. ‫ﺳﺒﺰی‬
Potato n.m. ‫آﻟﻮ‬
Onion n.m. ‫ﭘﯿﺎز‬
Tomato n.m. ‫ﭨﻤﺎﭨﺮ‬
Cauliflower n.f. ‫ﮔﻮﺑﮭﯽ‬
Radish n.f. ‫ﻣﻮﻟﯽ‬
Spinach n.m. ‫ﭘﻠﮏ‬
Bitter gourd n.m. ‫ﮐﺮﯾﻼ‬

5.2.1 [Link]
 English Grammatical Categories Urdu
Eggplant n.m. ‫ﺑﯿﮕﻦ‬
Pea n.m. ‫ﻣﭩﺮ‬
Sorry phrase ‫ﻣﻌﺎف ﮐﯿﺠﺌ‬
If conj. ‫ﻣﮕﺮ‬
These days adv. ‫آﺟﮑﻞ‬
Weather n.m. ‫ﻣﻮﺳﻢ‬
Therefore conj. ‫اﺳﻠﺌ‬
No worries phrase ‫ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ‬
How much phrase ‫ﮐﺘﻨﺒ ﮐﺎ‬
X feels that phrase X ‫ﮐﻮ ﻟﮕﺘﺎ‬
Expensive adj. ‫ﻣ ﻨﮕﺎ‬
Very adv. ‫ﺑ ﺖ‬
Cost n.m. ‫دام‬
Import n.m. ‫درآﻣﺪ‬
State n.m. ‫ﺻﻮﺑ‬
Market n.m. ‫ﺑﺎزار‬
Where will I get X? phrase X ‫ﮐ ﺎں ﻣﻠ ﮔﺎ‬
Half adj. ‫آدﮬﺎ‬
Fruit n.m. ‫ﭘﮭﻞ‬
Dozen adj. ‫درﺟﻦ‬
Banana n.m. ‫ﮐﯿﻼ‬
Apple n.m. ‫ﺳﯿﺐ‬

Test Yourself
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Pre-Reading/Listening Activities
(a) Please review the vocabulary of fruits and vegetables from the previous chapter.
(b) Please make a list of your favorite fruits and vegetables.
(c) Please ask your friends about their favorite fruits and vegetable.

Reading

‫ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬

Context: Salma is in a market shopping for fruits and vegetables.

English Urdu Speaker

Hello, Elder brother ‫م ﻋﻠﯿﮑﻢ ! ﺑﮍے ﺑﮭﺎﺋﯽ‬

ُ ‫ اﻟﺴﻼ‬: ‫ﺳﻠﻤ‬

5.2.2 [Link]
 English Urdu Speaker

Hello, Yes, What do you want? ‫ آپ ﮐﻮ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬، ‫ ﺟﯽ وﻋﻠﯿﮑﻢ اﻟﺴﻼم‬:‫دﮐﺎﻧﺪار‬

What types of vegetables do you have? ‫؟‬ ‫ آپ ﮐ ﭘﺎس ﮐﻮن ﺳﯽ ﺳﺒﺰﯾﺎں‬: ‫ﺳﻠﻤ‬

I have potato, tomato, onion, cauliflower, ‫ ﭘﺎﻟﮏ اور ﮐﺮﯾﻼ وﻏﯿﺮہ ﺳﺒﺰﯾﺎں‬،‫ ﻣﻮﻟﯽ‬،‫ ﺑﻨﺪ ﮔﻮﺑﮭﯽ‬،‫ ﭘﯿﺎز‬،‫ ﭨﻤﺎﭨﺮ‬،‫ﻣﯿﺮے ﭘﺎس آﻟﻮ‬
:‫دﮐﺎﻧﺪار‬
radish, spinach, and bitter gourd, etc. ‫۔‬

I do not like bitter-gourd and radish. Do you ‫؟ ﻣﺠﮭ‬ ‫ﻣﺠﮭ ﮐﺮﯾﻼ اور ﻣﻮﻟﯽ ﭘﺴﻨﺪ ﻧ ﯿﮟ۔ ﮐﯿﺎ آپ ﮐ ﭘﺎس ﺑﯿﻨﮕﻦ اور ﻣﭩﺮ‬
: ‫ﺳﻠﻤ‬
have eggplant and peas? I like peas a lot. ‫ﻣﭩﺮ ﺑ ﺖ ﭘﺴﻨﺪ‬

Yes, I have eggplant. Sorry, but, this is not the

‫ ﻣﭩﺮ ﮐﺎ ﻣﻮﺳﻢ ﻧ ﯿﮟ ۔ اس‬،‫ آج ﮐﻞ‬،‫ ﻟﯿﮑﻦ‬،‫ ﻣﯿﺮے ﭘﺎس ﺑﯿﻨﮕﻦ ۔ ﻣﻌﺬرت‬،‫ں‬
season for peas. This is why I do not have :‫دﮐﺎﻧﺪار‬
‫ﻟﯿ ﻣﭩﺮ ﻧ ﯿﮟ ۔‬
peas.

No problem. What is the cost of eggplant? ‫ ﺑﯿﻨﮕﻦ ﮐﺘﻨ ﮐﺎ ؟‬،‫ ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ‬: ‫ﺳﻠﻤ‬

Eggplant is 50 rupees per kilo. ‫ روﭘ ﮐﻠﻮ ۔‬50 ‫ ﺑﯿﮕﻦ‬:‫دﮐﺎﻧﺪار‬

I think it is quite expensive. ‫ ﯾ ﺑ ﺖ ﻣ ﻨﮕﺎ ۔‬، ‫ﻣﯿﺮے ﺧﯿﺎل ﺳ‬ ‫ﺳﻠﻤ‬:

No, the price is absolutely right. Do you know /‫ﯾ ﺎں دوﺳﺮی رﯾﺎﺳﺘﻮں‬ ‫ﮐ‬ ‫ ﻗﯿﻤﺖ ﺑﺎﻟﮑﻞ ﭨﮭﯿﮏ ۔ ﮐﯿﺎ آپ ﺟﺎﻧﺘ‬،‫ﻧ ﯿﮟ‬
:‫دﮐﺎﻧﺪار‬
that we import eggplants from other states? ‫؟‬ ‫ﺻﻮﺑﻮں ﺳ ﺑﯿﮕﻦ درآﻣﺪ ﮐﺮﺗ‬

Okay brother, where can I get peas in this

‫ اس ﻣﻨﮉی ﻣﯿﮟ ﻣﭩﺮ ﮐ ﺎں ﻣﻠ ﮔﺎ؟‬،‫ اﭼﮭﺎ ﺑﮭﺎﺋﯽ‬: ‫ﺳﻠﻤ‬
market?

You will not get peas in this market anywhere. ‫ آپ ﮐﻮ ﻣﭩﺮ ﮐ ﯿﮟ ﻧ ﯿﮟ ﻣﻠ ﮔﺎ۔‬،‫ اس ﺑﺎزار ﻣﯿﮟ‬:‫دﮐﺎﻧﺪار‬

Okay, no problem. Please give me half a kilo

‫ آدﮬﺎ ﮐﻠﻮ آﻟﻮ اور اﯾﮏ ﮐﻠﻮ ﭨﻤﺎﭨﺮ دے دﯾﺠﺌ ۔‬،‫ اﭼﮭﺎ ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ‬: ‫ﺳﻠﻤ‬
of potato and one kilo of tomato.

Okay. Anything else? ‫ اور ﮐﭽﮫ؟‬- ‫ ﭨﮭﯿﮏ‬:‫دﮐﺎﻧﺪار‬

Do you have fruits too? ‫ ﮐﯿﺎ آپ ﮐ ﭘﺎس ﮐﻮﺋﯽ ﭘﮭﻞ ؟‬: ‫ﺳﻠﻤ‬

Yes, I have all seasonal fruits. What fruits do

‫۔ آپ ﮐﻮ ﮐﻮن ﺳﺎ ﭘﮭﻞ ﭼﺎ ﯿ ؟‬ ‫ں ﻣﯿﺮے ﭘﺎس ﺗﻤﺎم ﻣﻮﺳﻤﯽ ﭘﮭﻞ‬ :‫دﮐﺎﻧﺪار‬
you want?

Please give me one dozen banana and one kilo

‫ اﯾﮏ درﺟﻦ ﮐﯿﻠ اور اﯾﮏ ﮐﻠﻮ ﺳﯿﺐ دﯾﺠﺌ ۔‬: ‫ﺳﻠﻤ‬
apple.

Okay. Please take half kilo potato, one kilo

‫ اﯾﮏ درﺟﻦ ﮐﯿﻠ اور اﯾﮏ ﮐﻠﻮ ﺳﯿﺐ ﻟﯿﺠﺌ ۔‬،‫ اﯾﮏ ﮐﻠﻮ ﭨﻤﺎﭨﺮ‬،‫ آدﮬﺎ ﮐﻠﻮ آﻟﻮ‬، ‫ ﭨﮭﯿﮏ‬:‫دﮐﺎﻧﺪار‬
tomato, one dozen banana, and one kilo apple.

How much? ‫ا؟‬ ‫ﮐﺘﻨﺎ‬ ‫ﺳﻠﻤ‬:

115 rupees. ‫ اﯾﮏ ﺳﻮ ﭘﻨﺪرہ روﭘ‬:‫دﮐﺎﻧﺪار‬

5.2.3 [Link]
 English Urdu Speaker

Okay, please take your money. Bye ‫ ﺧﺪا ﺣﺎﻓﻆ‬، ‫ اﭘﻨ ﭘﯿﺴ ﻟﯿﺠﺌ‬. ‫ﭨﮭﯿﮏ‬- : ‫ﺳﻠﻤ‬

Bye. ‫دﮐﺎﻧﺪار ﺧﺪا ﺣﺎﻓﻆ‬:

Listening
‫ﭘﮭﻞ ور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬

Post-Reading/Listening Activities
(a) Please answer the following questions based on your reading/listening.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please ask these questions to three classmates or friends and find out who has similar likes and dislikes. Chapter 5.2_Activity B
! ‫ﺷﮑﺮﯾ‬

This page titled 5.2: Reading/Listening I- ‫ ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts
platform.

5.2.4 [Link]
5.3: ‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬
‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬

Vocabulary
English Grammatical Categories Urdu

To come v.i. ‫آﻧﺎ‬

Restaurant n.m. ‫رﯾﺴﺘﻮراں‬

Welcome n.m. ‫ﺧﻮش آﻣﺪﯾﺪ‬

To sit v.i. ‫ﺑﯿﭩﮭﻨﺎ‬

Thanks v.m. ‫ﺷﮑﺮﯾ‬

Window v.f. ‫ﮐﮭﮍﮐﯽ‬

Near X pp. X ‫ﮐ ﻗﺮﯾﺐ‬

Available adj. ‫ﺧﺎﻟﯽ‬

Outside of X pp. X ‫ﮐ ﺑﺎ ﺮ‬

Scene n.m. ‫ﻣﻨﻈﺮ‬

5.3.1 [Link]
 English Grammatical Categories Urdu

To see v.t. ‫دﯾﮑﮭﻨﺎ‬

To like v.t. ‫ﭘﺴﻨﺪ ﮐﺮﻧﺎ‬

Water n.m. ‫ﭘﺎﻧﯽ‬

Other than X pp. X ‫ﮐ ﻋﻼوہ‬

To take v.t. ‫ﻟﯿﻨﺎ‬

Green adj. ‫ ا‬/

Vegetable n.f. ‫ﺳﺒﺰی‬

Delicious adj. ‫ﻣﺰﯾﺪار‬

For X pp. X ‫ﮐ ﻟﯿ‬

Test Yourself
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Pre-Reading/Listening Activities
(a) Please make a list of your favorite South Asian food.
(b) After making a list of your favorite Indian/Pakistani food, please ask your friends and try to find out who else has similar
favorite foods.
(c) Please try to find out Indian/Pakistani food menu from any Indian/Pakistani restaurant in your area.

Reading

‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬
Context: Imran and Mumtaz are in an Indian restaurant ordering food.

Spea
English Urdu
ker
Please come sir, you are welcome in this restaurant,.
‫ ﯾ ﺎں ﺑﯿﭩﮭﺌ ۔‬،‫ اس رﯾﺴﺘﻮراں ﻣﯿﮟ ﺧﻮش آﻣﺪﯾﺪ‬،‫ﺑﯿﺮا آﺋﯿ ﺟﻨﺎب‬:
Please sit here.
Thanks! Is there any table available near a window? I ‫ﻋﻤﺮا ﺷﮑﺮﯾ ! ﮐﯿﺎ ﮐﮭﮍﮐﯽ ﮐ ﻗﺮﯾﺐ ﮐﻮﺋﯽ ﺧﺎﻟﯽ ﻣﯿﺰ ؟ ﻣﺠﮭ ﺑﺎ ﺮ ﮐﺎ ﻣﻨﻈﺮ‬:
like to see outside. ‫ن دﯾﮑﮭﻨﺎ ﭘﺴﻨﺪ ۔‬
Yes sir, it is available. Please come sit there. - ‫ آﺋﯿ ﯾ ﺎں ﺑﯿﭩﮭﺌ‬، ‫ ﺟﯽ ﺟﻨﺎب ﯾ ﺧﺎﻟﯽ‬:‫ﺑﯿﺮا‬
‫ﻋﻤﺮا‬:
Very well brother, thanks! ‫ ﺷﮑﺮﯾ‬،‫! ﺑ ﺖ اﭼﮭﺎ ﺑﮭﺎﺋﯽ‬
‫ن‬
[After sitting] [‫]ﺑﯿﭩﮭﻨ ﮐ ﺑﻌﺪ‬
Here is the drink and food menu. What else do you ‫ آپ ﮐﻮ ﭘﯿﻨ ﮐ ﻟﺌ ﮐﯿﺎ‬،‫ﭘﺎﻧﯽ اور ﮐﮭﺎﻧ ﮐﺎ ﯾ ﻣﯿﻨﻮ ﻟﯿﺠﺌ ۔ ﭘﺎﻧﯽ ﮐ ﻋﻼوہ‬
‫ﺑﯿﺮا‬:
want to drink other than water? ‫ﭼﺎ ﺌ ؟‬
I really like your “sharbat”. Mumtaz what do you ‫ﻋﻤﺮا‬:
‫ﻣﺠﮭ ﯾ ﺎں آپ ﮐﺎ ﺷﺮﺑﺖ ﺑ ﺖ ﭘﺴﻨﺪ ۔ ﻣﻤﺘﺎز ﺗﻤﮭﯿﮟ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬
want? ‫ن‬

5.3.2 [Link]
 Spea
English Urdu
ker
‫ﻣﻤﺘﺎ‬:
I want lassi. I really like mango lassii. ‫ ﻣﺠﮭ آم ﮐﯽ ﻟﺴﯽ ﭘﺴﻨﺪ ۔‬- ‫ﻣﺠﮭ ﻟﺴﯽ ﭼﺎ ﯿ‬
‫ز‬
[After a while] [‫]ﮐﭽﮫ وﻗﺖ ﮐ ﺑﻌﺪ‬
There is your “sharbat,” and madam, here is your ‫ ﯾ آپ ﮐﯽ آم ﮐﯽ ﻟﺴﯽ۔ آپ ﻟﻮگ‬،‫ اور ﻣﯿﻢ ﺻﺎﺣﺐ‬،‫ﯾ ر ﺎ آپ ﮐﺎ ﺷﺮﺑﺖ‬
‫ﺑﯿﺮا‬:
mango lassii. What food would you like? ‫ﮐﮭﺎﻧ ﻣﯿﮟ ﮐﯿﺎ ﻟﯿﮟ ﮔﯿﮟ؟‬
I want chicken curry, two breads, and one plate of ‫ﻋﻤﺮا‬:
‫ دو روﭨﯿﺎں اور اﯾﮏ ﭘﻠﯿﭧ ﭼﺎول ﭼﺎ ﯿ ۔‬،‫ﻣﺠﮭ ﭼﮑﻦ ﮐﺮی‬
rice. ‫ن‬
‫ﻣﻤﺘﺎ‬:
I want palak paneer and two breads. ‫ اور دو روﭨﯿﺎں۔‬، ‫ﻣﺠﮭ ﭘﺎﻟﮏ ﭘﻨﯿﺮ ﭼﺎ ﯿ‬
‫ز‬
Anything else? ‫ﺑﯿﺮا اور ﮐﭽﮫ ؟‬:
‫ﻣﻤﺘﺎ‬:
Yes, I need one plate of green vegetable salad. ‫ ﻣﺠﮭ اﯾﮏ ﭘﻠﯿﭧ ﺳﺒﺰ ﺳﺒﺰﯾﻮں ﮐﺎ ﺳﻼد ﺑﮭﯽ ﭼﺎ ﯿ ۔‬،‫ں‬
‫ز‬
Very well. ‫ﺑ ﺖ اﭼﮭﺎ‬- ‫ﺑﯿﺮا‬:
[After eating the food] [‫]ﮐﮭﺎﻧﺎ ﮐﮭﺎﻧ ﮐ ﺑﻌﺪ‬
Did you like the food? ‫ﺑﯿﺮا ﮐﯿﺎ آپ ﮐﻮ ﮐﮭﺎﻧﺎ ﭘﺴﻨﺪ آﯾﺎ؟‬:
‫ﻣﻤﺘﺎ‬:
Yes, it was delicious. ‫ ں ﮐﮭﺎﻧﺎ ﺑ ﺖ ﻟﺬﯾﺬ ﺗﮭﺎ‬-
‫ز‬
Thanks madam! What would you like for dessert? ‫ﺑﯿﺮا ﺷﮑﺮﯾ ﻣﯿﻢ ﺻﺎﺣﺒ ! آپ ﮐﻮ ﻣﭩﮭﺎﺋﯽ ﻣﯿﮟ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬:
‫ﻋﻤﺮا‬:
I like kulfi. And Mumtaz, what do you want? ‫ﻣﺠﮭ ﻗﻠﻔﯽ ﭼﺎ ﯿ اور ﻣﻤﺘﺎز ﺗﻤﮭﯿﮟ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬
‫ن‬
‫ﻣﻤﺘﺎ‬:
I like kulfi too. ‫ﻣﺠﮭ ﺑﮭﯽ ﻗﻠﻔﯽ ﭘﺴﻨﺪ ۔‬
‫ز‬
Very well. I will bring that right away. ‫ں۔‬ ‫ ﻣﯿﮟ اﺑﮭﯽ ﻻﺗﺎ‬،‫ﺑﯿﺮا ﺑ ﺖ اﭼﮭﺎ ﺟﻨﺎب‬:
And yes brother, please bring the bill too. We are ‫ﻋﻤﺮا‬:
‫رﯽ ۔‬ ‫ﻓﻠﻢ ﮐ ﻟﯿ دﯾﺮ‬ ‫ﮐﮭﺎﻧ ﮐﺎ ﺑﻞ ﺟﻠﺪ ﭼﺎ ﯿ ۔‬ ‫اور ں ﺑﮭﺎﺋﯽ‬
getting late for a movie. ‫ن‬
Sure sir. ‫ﺑﯿﺮا ﺑﺎﻟﮑﻞ ﺟﻨﺎب۔‬:
[After a while] [‫]ﮐﭽﮫ وﻗﺖ ﮐ ﺑﻌﺪ‬
Here is your kulfi and bill. ‫ ﯾ ﻟﯿﺠﺌ ﺟﻨﺎب اﭘﻨﯽ ﮐﻠﻔﯿﺎں اور ﮐﮭﺎﻧ ﮐﺎ ﺑﻞ۔‬:‫ﺑﯿﺮا‬
‫ﻋﻤﺮا‬:
What is the total amount? ‫ﮐﻞ ﺑﻞ ﮐﺘﻨﺎ ؟‬
‫ن‬
180 rupees, sir. ‫ روﭘ ﺟﻨﺎب‬١٨٠- ‫ﺑﯿﺮا‬:
‫ﻋﻤﺮا‬:
Please take 200 rupees. 20 rupees for you. ‫ روﭘ ﺗﻤﮭﺎرے ﻟﺌ‬٢٠ ، ‫ روﭘ‬٢٠٠ ‫ﯾ ﻟﻮ‬-
‫ن‬
Many, many thanks sir. ‫آپ ﮐﺎ ﺑ ﺖ ﺷﮑﺮﯾ ﻣﺤﺘﺮم‬- ‫ﺑﯿﺮا‬:

Listening
‫رﯾﺴﺘﻮراں ﻣﯿﮟ‬

5.3.3 [Link]
Post-Reading/Listening Activities
(a) Check your comprehension
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Based on the above conversation, please prepare an imagined conversation between you and a server at an Indian/Pakistani
restaurant.
(c) Please prepare a skit “at a restaurant” with your two other friends.
‫!ﺷﮑﺮﯾ‬

This page titled 5.3: ‫ رﯾﺴﺘﻮراں ﻣﯿﮟ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

5.3.4 [Link]
5.4: Study Abroad
Study Abroad Reading/Listening Activity

Reading
Context: After reaching India, Jen moved in with her host family. Her host mother, Fatima, and Jen are talking about Jen’s needs,
likes, and dislikes in the following conversation.

Speake
English Urdu
r
Daughter Jen, you are most welcome in our home. This is your ‫ ﯾ ﺗﻤ ﺎرا ﮐﻤﺮہ‬- ‫رے ﮔﮭﺮ ﻣﯿﮟ ﺧﯿﺮ ﻣﻘﺪم‬ ‫ ﺗﻤ ﺎرا‬،‫ﺑﭩﯽ ﺟﯿﻦ‬
‫ﻓﺎﻃﻤ‬:
room.

Thanks Fatima sahiba, this room is very big and beautiful. ‫ ﯾ ﮐﻤﺮہ ﺑ ﺖ ﺑﮍا اور ﺧﻮﺑﺼﻮرت‬، ‫ﺷﮑﺮ ﯾ ﻓﺎﻃﻤ ﺻﺎﺣﺒ‬- ‫ﺟﯿﻦ‬:

5.4.1 [Link]
 Speake
English Urdu
r
- ‫ﺳﺎل اﭘﻨ اﻣﺮﯾﮑﯽ ﻣ ﻤﺎن ﮐﻮ دﯾﺘ‬ ‫ں ﺑﯿﭩﯽ ﯾ ﮐﻤﺮہ‬
Yes daughter, we offer this room to our American guest every year.
‫ﮐﻤﺮے ﮐﻮ ﭨﮭﯿﮏ ﺳ دﯾﮑﮫ ﻟﻮ اور ﻣﺠﮭ ﺑﺘﺎؤ اﮔﺮ ﺗﻤ ﯿﮟ اور ﮐﭽﮫ‬ ‫ﻓﺎﻃﻤ‬:
Please look at this room and let me know if you need anything.
‫ﭼﺎ ﯿ ؟‬

Mother, the room is very good. I need curtains on these windows. ‫ ﻣﺠﮭ ان ﮐﮭﮍﮐﯿﻮں ﭘﺮ ﭘﺮدے ﭼﺎ ﯿ‬- ‫ ﮐﻤﺮہ ﺑ ﺖ اﭼﮭﺎ‬،‫اﻣﯽ‬ ‫ﺟﯿﻦ‬:

There are curtains on these windows. But right now, they were
‫ ﻟﯿﮑﻦ اﺑﮭﯽ اﻧ ﯿﮟ دﮬﻮﻧ ﮐ ﻟﺌ ﻧﮑﺎﻻ‬- ‫ﮐﮭﮍﮐﯿﻮں ﭘﺮ ﭘﺮدے‬ ‫ﻓﺎﻃﻤ‬:
taken down to be washed.

Great! I also need a table lamp. ‫ ﻣﺠﮭ اﯾﮏ ﭨﯿﺒﻞ ﻟﯿﻤﭗ ﺑﮭﯽ ﭼﺎ ﯿ‬،‫اﭼﮭﺎ‬ ‫ﺟﯿﻦ‬:

Very well. I will get you a table lamp in your room. What else do ‫ﺗﻤ ﺎرے ﮐﻤﺮے ﻣﯿﮟ ﭨﯿﺒﻞ ﻟﯿﻤﭗ ﻟﮕﻮا دوں‬ ‫ ﻣﯿﮟ آج‬، ‫ﭨﮭﯿﮏ‬
‫ﻓﺎﻃﻤ‬:
you need? ‫ ﮐﯿﺎ ﺗﻤ ﯿﮟ ﮐﺴﯽ اور ﭼﯿﺰ ﮐﯽ ﺿﺮورت ؟‬-‫ﮔﯽ‬

Nothing at all. Thanks. ‫ ﺷﮑﺮﯾ‬-‫ﻧ ﯿﮟ اور ﮐﭽﮫ ﻧ ﯿﮟ‬ :‫ﺟﯿﻦ‬

Okay daughter, do you like Indian food? ‫ﮐﮭﺎﻧﺎ ﭘﺴﻨﺪ ؟‬ ‫و‬ ‫ ﮐﯿﺎ ﺗﻤ ﯿﮟ‬،‫اﭼﮭﺎ ﺑﯿﭩﯽ‬ ‫ﻓﺎﻃﻤ‬:

Yes, I like Indian food very much. ‫ﮐﮭﺎﻧﺎ ﺑ ﺖ ﭘﺴﻨﺪ‬ ‫و‬ ‫ ﻣﺠﮭ‬،‫ﺟﯽ ں‬ :‫ﺟﯿﻦ‬

Okay. Do you like tea or coffee in the morning? ‫ﺻﺒﺢ ﭼﺎۓ ﭼﺎ ﯿ ﯾﺎ ﮐﺎﻓﯽ؟‬-‫ اور ﺗﻤ ﯿﮟ ﺻﺒﺢ‬،‫اﭼﮭﺎ‬ ‫ﻓﺎﻃﻤ‬:

What do you all drink? ‫؟‬ ‫آپ ﻟﻮگ ﮐﯿﺎ ﭘﯿﺘ‬ ‫ﺟﯿﻦ‬:

We drink tea. But we have a coffee machine in the house, too. ‫ ﻟﯿﮑﻦ ﮔﮭﺮ ﻣﯿﮟ ﮐﺎﻓﯽ ﻣﺸﯿﻦ ﺑﮭﯽ‬، ‫ﻟﻮگ ﺗﻮ ﭼﺎۓ ﭘﯿﺘ‬ ‫ﻓﺎﻃﻤ‬:

‫ﺻﺒﺢ ﭼﺎۓ ﭘﯿﻨﺎ ﭼﺎ ﺘﯽ‬-‫ ﻣﯿﮟ آپ ﻟﻮﮔﻮں ﮐ ﺳﺎﺗﮫ ﺻﺒﺢ‬،‫ﺑ ﺖ اﭼﮭﺎ‬

Very well! I would like to drink tea in the morning with you all. ‫ﺟﯿﻦ‬:
‫ں‬

‫ﮐﺮ رات ﮐ‬ ‫ اب ﺗﻢ آرام ﮐﺮو اور ﺳﺎت ﺑﺠ ﺗﯿﺎر‬،‫ﺑ ﺖ اﭼﮭﺎ‬

Very well! Now you rest and come out at 7:00 p.m. for dinner. ‫ﻓﺎﻃﻤ‬:
‫ﮐﮭﺎﻧ ﮐ ﻟﺌ ﺑﺎ ﺮ آ ﺟﺎؤ‬

Okay mother, where are the other members of your family? ‫؟‬ ‫ اور آپ ﮐ ﺧﺎﻧﺪان ﮐ دﯾﮕﺮ اﻓﺮاد ﮐ ﺎں‬،‫اﻣﯽ‬ ‫ﭨﮭﯿﮏ‬ ‫ﺟﯿﻦ‬:

Right now, they are busy. I will introduce you to the others at the ‫ رات ﮐ ﮐﮭﺎﻧ ﮐ ﺑﻌﺪ ﻣﯿﮟ ﺗﻤ ﯿﮟ ﺳﺐ‬، ‫اﺑﮭﯽ ﺳﺐ ﻣﺼﺮوف‬
‫ﻓﺎﻃﻤ‬:
dinner. ‫ﺳ ﻣﻠﻮاؤں ﮔﯽ‬

Okay. Thanks to you. ‫ آپ ﮐﺎ ﺑ ﺖ ﺷﮑﺮﯾ‬، ‫ﭨﮭﯿﮏ‬ ‫ﺟﯿﻦ‬:

Listening
‫ﻓﺎﻃﻤ اور ﺟﯿﻦ‬
Post-Reading/Listening Activities
(a) Please talk to a native speaker of Urdu and find out things that you might need to live three months in India or in Pakistan.
(b) If you have ever lived in India/Pakistan please make a list of the things that you needed there.
! ‫ﺷﮑﺮﯾ‬

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5.4.2 [Link]
5.5: Verb "To be" in the Past Tense
Instructor Video: Verb “to be” in the Past
In the previous chapter, we learned that the verb “to be” in Urdu has four different forms in present tense. We also learned the uses
of those four forms. See the table below for a quick review.

Forms of Verb “to be” Uses

‫ں‬ with ‫(ﻣﯿﮟ‬I).

with ‫(ﺗﻢ‬familiar you).

with ‫(ﺗﻮ‬informal you), ‫( ﯾ‬This, s/he), ‫( وہ‬That, s/he), and singular subjects.
with (we), ‫(آپ‬formal you), ‫(ﯾ‬These, They), ‫(وہ‬Those, They), and with plural and honorific
subjects.

Today, we are going to learn about the past tense forms of the verb “to be” in Urdu. There are four forms of the verb “to be” in the past
form. Please see the table below for forms and their uses.

Forms of Verb “to be” Uses

‫ ﺗﮭﺎ‬with masculine singular subjects.

‫ ﺗﮭﯽ‬with feminine singular subjects.

‫ ﺗﮭ‬with masculine plural and honorific subjects.

‫ﺗﮭﯿﮟ‬ with feminine plural and honorific subjects.

Examples:
‫اس ﮐﻤﺮے ﻣﯿﮟ اﯾﮏ ﻟﮍﮐﺎ ﺗﮭﺎ‬- “There was a boy in this room.”
‫اس ﮐﻤﺮے ﻣﯿﮟ اﯾﮏ ﮐﺮﺳﯽ ﺗﮭﯽ‬- “There was one chair in this room.”
‫اس ﮐﻤﺮے ﻣﯿﮟ دو دروازے ﺗﮭ‬- “There were two doors in this room.”
‫اس ﮐﻤﺮے ﻣﯿﮟ ﺑ ﺖ ﮐﺘﺎﺑﯿﮟ ﺗﮭﯿﮟ‬- “There were many books in this room.”
‫اﺣﻤﺪ ﺳﮑﻮل ﻣﯿﮟ ﺗﮭﺎ‬- “Ahmad was in school.”
‫ﻣﯿﺮے دوﺳﺖ ﺑﺎزار ﻣﯿﮟ ﺗﮭ‬- “My friends were in the market.”
‫ﺳﻠﻤ ﮐ ﺎں ﺗﮭﯽ‬- “Where was Salma?”
‫ﻣﯿﺮی ﺑ ﻨﯿﮟ ﺑﺎغ ﻣﯿﮟ ﺗﮭﯿﮟ‬- “My sisters were in the garden.”

Activity
Please choose the correct past form of the verb “to be” to fill in the blanks.
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[Link]
‫!ﺷﮑﺮﯾ‬

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5.5.1 [Link]
Welcome to the Humanities Library. This Living Library is a principal hub of the LibreTexts project, which is a multi-institutional
collaborative venture to develop the next generation of open-access texts to improve postsecondary education at all levels of higher
learning. The LibreTexts approach is highly collaborative where an Open Access textbook environment is under constant revision
by students, faculty, and outside experts to supplant conventional paper-based books.

1 [Link]
5.7: ‫“ﭼﺎ ﯿ‬Need”
Instructor Video: ‫ﭼﺎ ﯿ‬
As in English, “need” is a modal verb that is different from “to want”. Likewise, ‫“ ﭼﺎ ﯿ‬need” acts like a modal verb (it does not
change its form based on the subject/object) and different from ‫“ ﭼﺎ ﻨﺎ‬to want”.
Similar to ‫“ﭘﺴﻨﺪ‬like” and ‫“ ﻧﺎﭘﺴﻨﺪ‬dislike”, ‫“ﭼﺎ ﯿ‬need” also requires a subject with ‫ﮐﻮ‬. However, ‫“ ﭼﺎ ﯿ‬need” as a modal verb
does not agree with either with the subject or the object of a sentence, it remains the same.
It is used to express need and desire.
Example:

Explanation English Urdu

The subject is marked with ‫ﮐﻮ‬, and, hence, out of the

agreement. is masculine, but ‫ﭼﺎ ﯿ‬is a modal verb and not I need water. ‫ﻣﺠﮭ ﭘﺎﻧﯽ ﭼﺎ ﯿﺌ‬-
changing its form either according to the subject or the object.

‫“ﮐﯿﺎ‬what” is unknown here, so we can’t decide the number and

gender of .‫ ﮐﯿﺎ‬However, ‫ﭼﺎ ﯿ‬will not change its form in any What do you need? ‫آﭘﮑﻮ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬
case.

Here, ‫“ﻣﯿﺮی ﺑ ﻦ‬my sister” is feminine and marked with ‫ﮐﻮ‬,

and ‫“ﮐﺘﺎب‬book” is feminine too. But ‫ ﭼﺎ ﯿ‬will not change its My sister needs a book. ‫ﻣﯿﺮی ﺑ ﻦ ﮐﻮ اﯾﮏ ﮐﺘﺎب ﭼﺎ ﯿ‬-
form according to feminine ‫“ﮐﺘﺎب‬book”.

Here, ‫“ﻣﯿﺮے دوﺳﺖ‬my friend” is masculine and marked with

‫ﮐﻮ‬, and ‫“ﮐﭽﮫ ﭘﯿﺴ‬some money” is masculine plural. But,
My friend needs some money. ‫ﻣﯿﺮے دوﺳﺖ ﮐﻮ ﮐﭽﮫ ﭘﯿﺴ ﭼﺎ ﯿ‬-
‫ﭼﺎ ﯿ‬will not change its form according to feminine ‫ﮐﭽﮫ ﭘﯿﺴ‬
“some money”.

Activities
Please write at least two sentence about what you need in several situations that are given below. After doing filling your part,
please ask these questions to three of your friends/family members and then audio-record yourself.
Chapter 5.7_Activity 1

Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Other Nouns/Adjectives/Verbs that need Subjects with ‫ﮐﻮ‬

Example Sentences English Words

‫“ﻣﺠﮭ ﻟﮕﺘﺎ ﮐ‬I feel that…” ‫ﮐ آج ﺑﺮﯾﺸﺞ‬ ‫“ﻣﺠﮭ ﻟﮕﺘﺎ‬I feel that
To feel ‫ﻟﮕﻨﺎ‬ .١
it will rain today.”
‫ی ﺑﮭﻮت آﺳﺎن زﺑﺎن‬ ‫“ﻣﺠﮭ ﻟﮕﺘﺎ ﺣﺠﯽ ﮐﯽ‬It seems to me that Hindi is
To seem
an easy language.”
‫اروں ڈاﻟﺮ ﻟﮕﺘ‬ ‫ن ﺟﺎﻧ ﻣﯿﮟ‬ ‫“ و‬It takes thousands of dollars
To take
for us to go to India.” ‫ ﮔﮭﻨﭩ ﻟﮕﺘ‬٤ ‫“ﺷﮑﺎﮔﻮ ﺟﺎﻧ ﻣﯿﮟ ﻣﺠﮭ‬It takes me
money/time
four hours to go to Chicago.”

5.7.1 [Link]
 Example Sentences English Words
‫“ﻣﺠﮭ ﺗﯿﺮﻧﺎ آﺗﺎ‬I know how to swim.” ‫ﭼﻼﻧﯽ آﺗﺎ‬/ ‫“ﻣﺠﮭ ﮔﺎڑی ﭼﻼﻧﺎ‬I
To know how to ‫آﻧﺎ‬ ٢.
know how to drive a car.”
… ‫“ﻣﺠﮭ ﻣﻌﻠﻮم ﮐ‬I know that…” ‫ﻣﺠﮭ ﻣﻌﻠﻮم ﮐ آپ ﮐ ﺎں ر ﺘ‬
“I know where you live.” ‫“ﻣﺠﮭ ﻣﻌﻠﻮم ﮐ اﻣﺮﯾﮑ ﮐﺎ ﺻﺪر ﮐﻮن‬I know To be aware of ‫ﻣﻌﻠﻮم‬ ٣.
who is the president of America.”
… ‫“ﻣﺠﮭ ﺧﻮﺷﯽ‬I am happy that…” ‫ﮐ آپ اردو ﺳﯿﮑﮫ‬ ‫ﻣﺠﮭ ﺧﻮﺷﯽ‬
Happiness ‫ﺧﻮﺷﯽ‬ ٤.
‫“ر‬I am happy that you are learning Urdu.”
… ‫“ ﻣﺠﮭ اﻓﺴﻮس ﮐ‬I am sorry that…” ‫ﮐﯽ ﻣﯿﮟ آﭘﺴ‬ ‫ﻣﺠﮭ اﻓﺴﻮس‬
‫ﻧ ﯿﮟ ﻣﻞ ﺳﮑﺎ‬
/‫اﻓﺴﻮس‬
“I am sorry that I could not meet you.” Regret/Sad ٥.
‫ ﻏﻢ‬/‫دﮐﮫ‬
‫ﻏﻢ ﮐ آﭘﮑﯽ داڈی ﻧ ﯿﮟ ر ﯿﮟ‬/‫ﻣﺠﮭ دﮐﮫ‬
“I am sorry that your grandmother has passed away.”
.… ‫“ ﻣﺠﮭ اﻣﯿﺪ ﮐ‬I hope that…” ‫ﮐﯽ آپ ﮐﺎﻣﯿﺎب‬ ‫ﻣﺠﮭ اﻣﯿﺪ‬
“I hope that you will be successful.”
Hope ‫اﻣﯿﺪ‬ ٦.
‫ﻣﺠﮭ اﻣﯿﺪ ﮐ اﯾﮏ دن آپ ی ﻣﯿﮟ ﺑﺎت ﮐﺮﯾﮟ ﮔ ۔‬
“I hope that you will converse in Hindi one day.”
‫“ﻣﺠﮭ وہ اﯾﮏ دﮐﺎن ﻣﯿﮟ ﻣﻼ‬I happen to meet her in a shop.” ‫ﻣﺠﮭ ﺑﺎغ ﻣﯿﮟ‬ happen to meet
‫“ﺳﻮ ڈاﻟﺮ ﻣﻠ‬I found one hundred dollars in a garden.” ‫ﻣﯿﮟ اﭼﮭﯽ ﭼﺎﺋ‬ someone/to
‫ﻣﻠﻨﺎ‬ ٧.
‫ﮐ ﺎں ﻣﻠ ﮔﯽ‬Where will I find good tea?” ‫“ﻣﺠﮭ ﮐﻢ ﺗﻨﺨﻮاہ ﻣﻠﺘﯽ ۔‬I find/to get/to
receive/get less salary.” receive
‫ﮐﯿﺎ آپ ﮐﻮ ﻣﯿﺮا ﻧﺎم ﯾﺎد ؟‬
“Do you remember my name?”
remember ‫آﻧﺎ‬/‫ﯾﺎد ﻮﻧﺎ‬ ٨.
‫ ﻣﺠﮭ اﻧﮑﺎ ﻓﻮن ﻧﻤﺒﺮ ﯾﺎد آﯾﺎ‬،‫ ں‬-
“Yes, I remember his phone number.”

Activities
Please write 5 sentences with each of the following words given below. Please use subject with ‫ﮐﻮ‬for each sentence. After writing
these sentences, please record your sentences and send it to your friends/family members.
Chapter 5.7_Activity 2

Speaking
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[Link]
‫!ﺷﮑﺮﯾ‬

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5.7.2 [Link]
5.8: Expressing Possession in Urdu
Instructor Video: Possession in Urdu
In English, we use “to have” to express possession.
For Example:
I have a car.
I have two sisters.
I have a fever.
This book has several chapters.
In Urdu, there are four different ways to express possession “to have” and it depends on the thing being possessed.
Different ways to express “to have”
Examples Uses In Urdu
It is used to express possession of inanimate
‫۔‬ ‫“ ﻣﯿﺮے ﭘﺎس ﺑ ﺖ ﮐﺘﺎﺑﯿﮟ‬I have many books.” ‫ﮐﯿﺎ ﺗﻤ ﺎرے ﭘﺎس‬ things that are tangible, movable, or material
‫ﮐ ﭘﺎس‬
‫“ﮐﭽﮫ رﻗﻢ ؟‬Do you have some money?” objects of which the ownership is not necessarily
permanent.
‫ﮐ‬/‫ﮐﯽ‬/‫ﮐﺎ‬are used to express possession of kin,
‫“ ﻣﯿﺮا اﯾﮏ ﺑﮭﯽ‬I have a brother.” ‫“آﭘﮑﯽ دو ﺳﻨﺪر آﻧﮑﮭﯿﮟ‬S/he
limbs of the body, and also permanent/legal ‫ﮐﯽ‬/ ‫ﮐ‬/‫ﮐﺎ‬
has two beautiful eyes.”
possessions such as land, etc.
‫ﮐﻮ‬is used to show possession of abstract entities
‫“اﺳﮑﻮ ﺗﯿﺰ ﺑﺨﺎر‬S/he has high fever.” ‫“ﻣﺠﮭ ﺑﮭﻮت ﮐﺎم‬I have such as: (a) Physical ailments like a fever, cold,
‫ﮐﻮ‬
lots of work.” cough, headache, etc. (b) Free time or work, and
(c) Needs.
‫۔‬ ‫“ﻣﯿﺮے ﮔﮭﺮ ﻣﯿﮟ ﭼﺎر ﮐﻤﺮے‬My home has four rooms.” ‫ﻣﯿﺮے‬ ‫ ﻣﯿﮟ‬is used to show possession of an integral part
‫ﻣﯿﮟ‬
‫۔‬ ‫“ﺳﮑﻮل ﻣﯿﮟ ﭘﭽﯿﺲ اﺳﺎﺗﺬہ‬My school has 25 teachers.” of a whole in Urdu.

Activity
Please choose the correct form of the subject to express possession in Urdu.
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‫!ﺷﮑﺮﯾ‬

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5.8.1 [Link]
5.9: Cultural Notes and Extra/Optional Online Materials
Cultural Notes
# Topics Explanation
In America, we typically go to a
supermarket and/or farmer’s market to buy
fresh fruits and vegetables. But in India and
South Asia, each small town/city/village
Fruit and Vegetable shops in India and has many small fruits and vegetables. Some
1
South Asia towns have designated areas for these small
shops. Unlike America, you need to talk to
the shopkeeper to ask for the price and
negotiate the price before buying it, so
conversation is a must.
Effects of globalization are very visible
when it comes to restaurants in India and
South Asia. However, there are still many
smaller food stalls and restaurants which
are still old-fashioned. In these restaurants,
2 At a restaurant in India and South Asia
they typically do not have menu cards with
a price list. There is a typical server who
will come to you with a glass of water and
tell you what the available items are and
their prices.
In English, there is a big difference between
“to want” and “to need”. However, in Urdu,
native speakers use ‫“ﭼﺎ ﯿ‬to need” for
3 ‫ ﭼﺎ ﯿ‬and ‫ﭼﺎ ﻨﺎ‬
everything they want/need. ‫“ ﭼﺎ ﻨﺎ‬to want”
is typically used in constructions like:
‫“…ﻣﯿﮟ ﭼﺎ ﺘﺎ ں ﮐ‬I want that…”
Native speakers do not use direct statement
such as:
”- ‫“ﻣﺠﮭ ……… ﭼﺎ ﯿ‬
to express desire/need. Instead, they ask
indirectly using a question sentence and/or
4 Expressing desire/need subjunctive. For example:
‫( ﮐﯿﺎ ﮐﮭﺎﻧﺎ ؟‬Is there food?) = ‫ﻣﺠﮭ ﮐﮭﺎﻧﺎ‬-
‫(ﭼﺎ ﯿ‬I need food.)
‫( ﮐﯿﺎ آپ ﮐ ﭘﺎس ﻗﻠﻢ ؟‬Do you have a
pen?) = ‫ﻣﺠﮭ آپ ﮐﯽ ﻗﻠﻢ ﭼﺎ ﯿ‬-(I need
your pen.)

Extra/Optional Online Materials

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[Link]
‫!ﺷﮑﺮﯾ‬

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5.9.1 [Link]
platform.

5.9.2 [Link]
 CHAPTER OVERVIEW

6: Giving Instructions and Making Requests

 Learning Objectives
You will learn Urdu verbs.
You will learn how to give instructions.
You will learn how to make a formal request.
You will learn how to ask for/give directions.
You will learn how to ask for/explain food recipes.
You will learn how to ask for/give suggestions.
You will learn objects with -ko and -se in Urdu.

6.1: Review of Chapter 5

6.2: Reading/Listening 1- ‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬
6.3: Reading/Listening 2- ‫راﺳﺘ ﺑﺘﺎﻧﺎ‬
6.4: Reading/Listening 3- ‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬
6.5: Study Abroad
6.6: Verbs
6.7: Imperative Construction
6.8: Objects with ‫ ﮐﻮ‬and ‫ﺳ‬
6.9: Expressing Obligations and Suggestions
6.10: Cultural Notes and Extra/Optional Online Materials

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Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

1
6.1: Review of Chapter 5
Vocabulary
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Grammar
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[Link]

Reading/Listening

‫ﻣﻮﺑﺎﺋﻞ ﻓﻮن اﺳﭩﻮر ﭘﺮ‬/‫ﺟﯿﺐ ﺳﻢ ﮐﺎرڈ‬

Context: Jen needs a SIM card to use in Pakistan during her study abroad. She goes to a phone/SIM card shop and buys a SIM
card.

Speake
English Urdu
r
Aadaab! Do you have an Airtel SIM card? ‫ﺟﯿﻦ آداب! ﮐﯿﺎ آپ ﮐ ﭘﺎس اﯾﺮﭨﯿﻞ ﮐﺎ ﺳﻢ ﮐﺎرڈ ؟‬:
Yes. Here you will find SIM cards of all the
‫ ﯾ ﺎں آپ ﮐﻮ ﺗﻤﺎم ﮐﻤﭙﻨﯿﻮں ﮐ ﺳﻢ ﮐﺎرڈ ﻣﻠﯿﮟ ﮔ ۔‬،‫دﮐﺎﻧﺪار ﺟﯽ ں‬:
companies.
I just need one Airtel SIM card. ‫ﺟﯿﻦ ﻣﺠﮭ اﯾﺮﭨﯿﻞ ﮐﺎ ﺳﻢ ﮐﺎرڈ ﭼﺎ ﯿ ۔‬:
Okay. Do you have a photo identity card? ‫؟‬ ‫ ﮐﯿﺎ آپ ﮐ ﭘﺎس ﻓﻮﭨﻮ اور ﺷﻨﺎﺧﺘﯽ ﮐﺎرڈ‬، ‫دﮐﺎﻧﺪار ﭨﮭﯿﮏ‬:
Yes, I have my passport. ‫ ﻣﯿﺮے ﭘﺎس ﭘﺎﺳﭙﻮرٹ ۔‬،‫ں‬ ‫ﺟﯿﻦ‬:
Very good, do you have a photo? ‫دﮐﺎﻧﺪار ﺑ ﺖ اﭼﮭﺎ ﮐﯿﺎ آپ ﮐ ﭘﺎس آپ ﮐﯽ ﮐﻮﺋﯽ ﺗﺼﻮﯾﺮ ؟‬:
Yes, my host mother said that I should bring my ‫ ﻣﯿﺮی ﻣﯿﺰﺑﺎن واﻟﺪہ ﻧ ﮐ ﺎ ﮐ ﻣﺠﮭ ﻓﻮﭨﻮ ﺳﺎﺗﮫ ﻟ ﺟﺎﻧﺎ ﭼﺎ ﯿ ۔ ﯾ‬،‫ں‬
‫ﺟﯿﻦ‬:
photo. Here is my photo. ‫ﻣﯿﺮی ﺗﺼﻮﯾﺮ ۔‬
Wonderful! This is good. How much money do you
‫۔ آپ ﮐﻮ ﺳﻢ ﮐﺎرڈ ﻣﯿﮟ ﮐﺘﻨ ﭘﯿﺴ ﭼﺎ ﯿ ؟‬ ‫ واہ! ﯾ اﭼﮭﺎ‬:‫دﮐﺎﻧﺪار‬
need in your sim card?
I don’t know. Can you tell me more about it? ‫؟‬ ‫ﺟﯿﻦ ﻣﯿﮟ ﻧ ﯿﮟ ﺟﺎﻧﺘﯽ ﮐﯿﺎ آپ ﻣﺠﮭ اس ﮐ ﺑﺎرے ﻣﯿﮟ ﺑﺘﺎ ﺳﮑﺘ‬:
Sure. Generally, people get a recharge of 300 rupees.
،‫۔ اس ﮐ ﻋﻼوہ‬ ‫ روﭘ ﮐﺎ رﯾﭽﺎرج ﺣﺎﺻﻞ ﮐﺮﺗ‬300 ‫ ﻟﻮگ‬،‫ﻋﺎم ﻃﻮر ﭘﺮ‬
Other than that, they also get and internet pack of 200 :‫دﮐﺎﻧﺪار‬
‫۔‬ ‫ روﭘ ﮐﺎ اﻧﭩﺮﻧﯿﭧ ﭘﯿﮏ ﺑﮭﯽ ﻟﯿﺘ‬200
rupees.
Okay. I need both of these. ‫ ﻣﺠﮭ ﺑﮭﯽ ﯾ دوﻧﻮں ﭼﺎ ﯿ ۔‬، ‫ﺟﯿﻦ ﭨﮭﯿﮏ‬:
Very well. Here is your SIM card. ‫ ﯾ ر ﺎ آﭘﮑﺎ ﺳﻢ ﮐﺎرڈ‬،‫ﺑ ﺖ اﭼﮭﺎ‬- ‫دﮐﺎﻧﺪار‬:
How much money? ‫؟‬ ‫ﺟﯿﻦ ﮐﺘﻨ ﭘﯿﺴ‬:
550 ‫دﮐﺎﻧﺪار ﭘﺎﻧﭻ ﺳﻮ ﭘﭽﺎس‬:
Oh brother, is it not 500 rupees only? ‫ ﻧﺎ؟‬، ‫ ﺻﺮف ﭘﺎﻧﭻ ﺳﻮ روﭘ‬،‫ﺟﯿﻦ ارے ﺑﮭﺎﺋﯽ‬:
No madam, 50 rupees is the service charge to activate
‫ روﭘ ﺳﻢ ﺷﺮوع ﮐﺮﻧ ﮐﺎ ﭼﺎرج ۔‬50 ،‫دﮐﺎﻧﺪار ﻧ ﯿﮟ ﻣﯿﮉم‬:
the SIM card.
Okay, alright. Please take this 550 rupees. ‫ ﯾ ﻟﯿﺠﺌ اﭘﻨ ﺳﺎڑﮬ ﭘﺎﻧﭻ ﺳﻮ روﭘ ۔‬، ‫ﭨﮭﯿﮏ‬ ‫ﺟﯿﻦ ﭨﮭﯿﮏ‬:
Very good, thanks! ‫ ﺷﮑﺮﯾ‬،‫دﮐﺎﻧﺪار !ﺑ ﺖ اﭼﮭﺎ‬:

6.1.1 [Link]
Listening
‫ﻣﻮﺑﺎﺋﻞ ﻓﻮن اﺳﭩﻮر ﭘﺮ‬/‫ﺟﯿﺐ ﺳﻢ ﮐﺎرڈ‬

Post-Reading/Listening Activities
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 6.1: Review of Chapter 5 is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

6.1.2 [Link]
‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ ‪6.2: Reading/Listening 1-‬‬

‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬

‫‪6.2.1‬‬ ‫‪[Link]
Pre-Reading/Listening Activities
a) Please share your favorite Indian/Pakistani food with your friends and ask your friends their favorite food.
b) Make a list of two common favorite foods and watch their recipe videos on the internet.
c) Discuss with your friends/family about common ingredients in Indian food. Make a list of five common ingredients in
Indian/Pakistani food that people use.

Reading

‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬

Context: Umer and Ayesha are talking about their favorite foods during their lunch break. Umer tells Ayesha about his favorite
food and its recipe.

Speake
English Urdu
r
How are you Umer? ‫ ﻋﻤﺮ ﺻﺎﺣﺐ؟‬، ‫آپ ﮐﯿﺴ‬ ‫ﻋﺎﺋﺸ‬:
I am fine, thanks. How are you? ‫؟‬ ‫ ﺷﮑﺮﯾ ! آپ ﮐﯿﺴﯽ‬-‫ں‬ ‫ﻋﻤﺮ ﻣﯿﮟ ﭨﮭﯿﮏ‬:
I am good as well, thanks. What is in your lunch box
‫ ﺷﮑﺮﯾ ! آج آپ ﮐ ﻟﻨﭻ ﺑﺎﮐﺲ ﻣﯿﮟ ﮐﯿﺎ ؟‬-‫ں‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬: ‫ﻋﺎﺋﺸ‬
today?
I have bread and vegetables in my lunch box today. ‫ﻋﻤﺮ آج ﻣﯿﺮے ﻟﻨﭻ ﺑﺎﮐﺲ ﻣﯿﮟ روﭨﯽ اور ﺳﺒﺰی ۔‬:
Is this your favorite food? ‫ﮐﯿﺎ ﯾ آپ ﮐﺎ ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ ؟‬ ‫ﻋﺎﺋﺸ‬:
No, I like khichdi a lot. ‫ ﻣﺠﮭ ﮐﮭﭽﮍی ﭘﺴﻨﺪ ۔‬،‫ﻋﻤﺮ ﻧ ﯿﮟ‬:
Whoah! I too like khichdi, but I don’t know how to cook
‫واؤ! ﻣﺠﮭ ﺑﮭﯽ ﮐﮭﭽﮍی ﭘﺴﻨﺪ ۔ ﻟﯿﮑﻦ ﻣﺠﮭ ﮐﮭﭽﮍی ﺑﻨﺎﻧﺎ ﻧ ﯿﮟ آﺗﺎ۔‬ ‫ﻋﺎﺋﺸ‬:
it.
This is very easy. ‫ﻋﻤﺮ ﯾ ﺑ ﺖ آﺳﺎن ۔‬:
Can you tell me the recipe of it. ‫؟‬ ‫ﮐﯿﺎ آپ ﻣﺠﮭ اﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ ﺑﺘﺎ ﺳﮑﺘ‬ ‫ﻋﺎﺋﺸ‬:
Sure, To cook khichdi, you need rice, lentils, tomato,
،‫ ﻣﭩﺮ‬،‫ ﭘﯿﺎز‬،‫ ﭨﻤﺎﭨﺮ‬،‫ دال‬،‫ آپ ﮐﻮ ﭼﺎول‬، ‫ ﮐﮭﭽﮍی ﺑﻨﺎﻧ ﮐ ﻟﯿ‬، ‫ﺑﻼﺷﺒ‬
onion, peas, ghee, red chili, green chili, ginger, garlic,
‫ ﮔﺮم‬،‫ ی‬، ،‫ زﯾﺮہ‬،‫ ﻟ ﺴﻦ‬،‫ ادرک‬،‫ ی ﻣﺮچ‬،‫ ﻻل ﻣﺮچ‬،‫ ﮔﮭﯽ‬:‫ﻋﻤﺮ‬
cumin, asafoetida, turmeric, garam masala, coriander, and
‫ دﮬﻨﯿﺎ اور ﻧﻤﮏ ﭼﺎ ﯿ ۔‬، ‫ﻣﺴﺎﻟ‬
salt.
I think all these things are available at home. Now, tell me ‫۔ اب اﺳ ﺑﻨﺎﻧ ﮐﺎ‬ ‫ ﯾ ﺳﺐ ﭼﯿﺰﯾﮟ ﮔﮭﺮ ﻣﯿﮟ‬، ‫ﻣﯿﺮے ﺧﯿﺎل ﺳ‬
‫ﻋﺎﺋﺸ‬:
the recipe. ‫ﻃﺮﯾﻘ ﺑﺘﺎﺋﯿ ۔‬

6.2.2 [Link]
 First of all, add ghee, cumin, two red chilies and ‫ دو ﻻل ﻣﺮچ‬،‫ ﭘﮭﺮ زﯾﺮہ‬، ‫ﺳﺐ ﺳ ﭘ ﻠ ﭘﺮﯾﺸﺮ ﮐﮑﺮ ﻣﯿﮟ ﮔﮭﯽ ڈاﻟﺌ‬
asafoetida in a pressure cooker. After frying that for two ،‫ ﻣﭩﺮ‬،‫ ﭨﻤﺎﭨﺮ‬،‫ڈاﻟﺌ ۔ دو ﻣﻨﭧ ﺑﮭﻮﻧﻨ ﮐ ﺑﻌﺪ اس ﻣﯿﮟ ﭘﯿﺎز‬ ‫اور‬
minutes, add the onion, tomato, peas, ginger, garlic, and ‫ ﻟ ﺴﻦ اور ﻧﻤﮏ ڈال ﮐﺮ ﺗﯿﻦ ﺳ ﭼﺎر ﻣﻨﭧ ﺗﮏ ﭘﮑﺎﺋ ۔ اس ﮐ‬،‫ادرک‬
salt and cook for three to four minutes. After that, add ‫ اور ﮔﺮم ﻣﺴﺎﻟ ڈاﻟﺌ ۔ ﺟﺐ ﭘﯿﺴﭧ ﺗﯿﺎر ﺟﺎﺋ ﺗﻮ‬،‫ﺑﻌﺪ اس ﻣﯿﮟ ی‬
:‫ﻋﻤﺮ‬
turmeric and garam masala. When it is ready, add the rice ‫اس ﻣﯿﮟ دال اور ﭼﺎول ڈال دﯾﺠﺌ ۔ اﺳ اﭼﮭﯽ ﻃﺮح ﻣﮑﺲ ﮐﯿﺠﺌ ۔‬
and lentils. Mix it well. Add four to five cups of water and ‫ﭘﮭﺮ ﭘﺮﯾﺸﺮ ﮐﮑﺮ ﻣﯿﮟ ﭼﺎر ﺳ ﭘﺎﻧﭻ ﮐﭗ ﭘﺎﻧﯽ ڈال ﮐﺮ اس وﻗﺖ ﺗﮏ‬
cook it till five whistles. After that, open the pressure ‫ﭘﮑﺎﺋ ﺟﺐ ﺗﮏ ﮐ ﭘﺎﻧﭻ ﺳﯿﭩﯿﺎں ﻧ ﻟﮓ ﺟﺎﺋﯿﮟ۔ ﭘﮭﺮ ﭘﺮﯾﺸﺮ ﮐﮑﺮ ﮐﮭﻮل‬
cooker and serve the khichdi with yogurt. ‫ﮐﺮ ﮐﮭﭽﮍی ﮐﻮ د ﯽ ﮐ ﺳﺎﺗﮫ ﺳﺮو ﮐﯿﺠﺌ ۔‬
This is very easy. I will try to cook it today. ‫ ﯾ ﺗﻮ ﺑ ﺖ آﺳﺎن ۔ ﻣﯿﮟ آج اﺳ ﺑﻨﺎﻧ ﮐﯽ ﮐﻮﺷﺶ ﮐﺮوں ﮔﯽ‬: ‫ﻋﺎﺋﺸ‬
Okay Ayesha, what is your favorite food? ‫ آپ ﮐﺎ ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ ﮐﯿﺎ ؟‬، ‫ ﭨﮭﯿﮏ‬:‫ﻋﻤﺮ‬
I like chicken curry a lot. ‫ﻣﺠﮭ ﭼﮑﻦ ﮐﺮی ﺑ ﺖ ﭘﺴﻨﺪ ۔‬ ‫ﻋﺎﺋﺸ‬:
Can you tell me the recipe of the chicken curry? ‫؟‬ ‫ ﮐﯿﺎ آپ ﻣﺠﮭ ﭼﮑﻦ ﮐﺮی ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ ﺑﺘﺎ ﺳﮑﺘﯽ‬:‫ﻋﻤﺮ‬
Yes, why not? But not today, tomorrow. ‫ں ﮐﯿﻮں ﻧ ﯿﮟ؟ ﻟﯿﮑﻦ آج ﻧ ﯿﮟ ﮐﻞ‬ ‫ﻋﺎﺋﺸ‬:
Okay, see you again. ‫ ﭘﮭﺮ ﻣﻠﯿﮟ ﮔ‬، ‫ ﭨﮭﯿﮏ‬:‫ﻋﻤﺮ‬
Bye. ‫ﺧﺪا ﺣﺎﻓﻆ‬- ‫ﻋﺎﺋﺸ‬:

Listening

‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬

Post-Reading/Listening Activities
(a) Please check your comprehension.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) List the ingredients of your favorite Indian food.
(c) Please write the recipe of your favorite Indian food.
(d) Please make a video of cooking your favorite Indian food, and share it with class/your friends.
‫!ﺷﮑﺮﯾ‬

This page titled 6.2: Reading/Listening 1- ‫ ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬is shared under a CC BY 4.0 license and was authored,
remixed, and/or curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the
LibreTexts platform.

6.2.3 [Link]
6.3: Reading/Listening 2- ‫راﺳﺘ ﺑﺘﺎﻧﺎ‬

‫“ راﺳﺘ ﺑﺘﺎﻧﺎ‬Giving Directions”

Pre-Reading/Listening Activities
(a) Learn/review these phrases.

To turn right ‫داﺋﯿﮟ ﻣﮍﻧﺎ‬ To tell the direction ‫راﺳﺘ ﺑﺘﺎﻧ‬

At a little distance ‫ﺗﮭﻮڑےﻓﺎﺻﻠ ﭘﺮ‬ To go straight ‫ﺳﯿﺪﮬ ﺟﺎﻧﺎ‬
In a little while ‫ﺗﮭﻮڑی دﯾﺮ ﻣﯿﮟ‬ To turn left ‫ﺑﺎﺋﯿﮟ ﻣﮍﻧﺎ‬

(b) Please go to Google Maps (or any map that you use) and find your favorite place in your city/town. Write the directions to that
place from your school, and then try to say that in Hindi and make notes of your challenges.

Reading

‫راﺳﺘ ﺑﺘﺎﻧﺎ‬
Context: Peter is at an Indian restaurant and asks Farheen to join him for lunch. Farheen does not know the place, so Peter gives
her the directions on a phone call.

Speake
English Urdu
r

Hello Farheen. ‫ﻓﺮﺣﯿﻦ‬ ‫ﭘﯿﭩﺮ‬:

6.3.1 [Link]
 Speake
English Urdu
r

Hello Peter, what is the matter? Where are you? ‫؟‬ ‫؟ ﺗﻢ ﮐ ﺎں‬ ‫ﭘﭩﺮ ﮐﯿﺎ ﺑﺎت‬ ‫ﻓﺮﺣﯿﻦ‬:

I am at an Indian restaurant. This is a great place. If you ‫۔ اﮔﺮ ﺗﻢ‬ ‫ﻣﯿﮟ اﯾﮏ اﻧﮉﯾﻦ رﯾﺴﺘﻮراں ﻣﯿﮟ ں۔ ﯾ ﺑ ﺖ اﭼﮭﯽ ﺟﮕ‬
‫ﭘﯿﭩﺮ‬:
are available, we can eat lunch together. ‫۔‬ ‫ﺗﻮ اﯾﮏ ﺳﺎﺗﮫ ﮐﮭﺎﻧﺎ ﮐﮭﺎ ﺳﮑﺘ‬ ‫ﺧﺎﻟﯽ‬

Yes, I am available. But I don’t know the directions to that

‫ں۔ ﻟﯿﮑﻦ ﻣﺠﮭ و ﺎں ﮐﺎ راﺳﺘ ﻧ ﯿﮟ ﻣﻌﻠﻮم۔‬ ‫ ﻣﯿﮟ ﺧﺎﻟﯽ‬،‫ں‬ ‫ﻓﺮﺣﯿﻦ‬:
place.

Where are you right now? ‫؟‬ ‫ﭘﯿﭩﺮ ﺗﻢ اس وﻗﺖ ﮐ ﺎں‬:

I am in Wells Hall right now. ‫ ﻣﯿﮟ اﺑﮭﯽ‬Wells Hall ‫ں‬ ‫ﻓﺮﺣﯿﻦ ﻣﯿﮟ‬:

Okay, come out of Wells hall, turn left, and walk straight ‫ ﺳﺐ ﺳ ﭘ ﻠ وﯾﻠﺲ ل ﺳ ﺑ ﺎر آؤ اور ﺑﺎﯾﮟ ﺟﺎﻧﺐ ﻣﮉو‬، ‫ﭨﮭﯿﮏ‬
down Red Cedar Road. After a while, take a left turn on ‫ ﺷﻮ ﻟﯿﻦ ﭘﺮ ﺑﺎﯾﮟ‬،‫ ﺗﮭﻮڈی دﯾﺮ ﺑﻌﺪ‬-‫اور رﯾﮉ ﺳﮉر روڈ ﭘﺮ ﺳﯿﺪﮬﺎ ﭼﻠﻮ‬
Shaw Lane. After a little distance, take a right turn on ‫ﻣﮉو – ﮐﭽﮫ دور ﭼﻠﻨ ﮐ ﺑﻌﺪ ﻓﺎرم ﻟﯿﻦ ﭘﺮ دا ﻨ ﺟﺎﻧﺐ ﻣﮉو اور ﺳﯿﺪﮬﺎ‬
Farm Lane and go straight. Then, turn left onto Mt. Hope ‫ ﻣﺎؤﻧﭧ پ روڈ ﭘﺮ ﺑﺎﯾﮟ ﺟﺎﻧﺐ ﻣﮉو – اس ﮐ ﺑﻌﺪ‬، ‫ﭘﯿﭩﺮ ﭼﻠﻮ – اس ﮐ ﺑﻌﺪ‬:
Road. After that, turn right on Hagadorn Road. After ‫ڈورن روڈ ﭘﺮ ﺗﯿﻦ ﻣﯿﻞ‬ – ‫ڈورن روڈ ﭘﺮ دا ﻨ ﺟﺎﻧﺐ ﻣﮉو‬ ،
going on Hagadorn for three miles, turn left on Jolly Road. ‫ﮐ ﺑﻌﺪ ﺟﻮﻟﯽ روڈ اے ﮔﺎ – ﺟﻮﻟ روڈ ﭘﺮ ﺑﺎﯾﮟ ﺟﺎﻧﺐ ﻣﮉو – اﯾﮏ ﻣﯿﻞ ﮐ‬
After a mile, you will find this restaurant. ‫ ﺗﻤ ﯿﮟ ﯾ رﯾﺴﺘﻮراں ﻣﻠ ﮔﺎ‬،‫ﺑﺎد‬

Very well. I come there in a little bit. ‫ ﻣﯿﮟ ﺗﮭﻮڑی دﯾﺮ ﻣﯿﮟ و ﺎں ﭘ ﻨﭻ ﺟﺎؤں ﮔﯽ۔‬، ‫ﻓﺮﺣﯿﻦ ﺑ ﺖ اﭼﮭﺎ‬:

Okay, I am waiting for you. ‫ں۔‬ ‫ ﻣﯿﮟ ﺗﻤ ﺎرا اﻧﺘﻈﺎر ﮐﺮ ر ﺎ‬، ‫ﭘﯿﭩﺮ ﭨﮭﯿﮏ‬:

Listening
‫راﺳﺘ ﺑﺘﺎﻧﺎ‬

Post-Reading/Listening Activities
(a) Please read/listen to Peter’s directions to an Indian restaurant in the above conversation and draw it on a paper and match that
with the above map.
(b) Review the directions-related phrases.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 6.3: Reading/Listening 2- ‫ راﺳﺘ ﺑﺘﺎﻧﺎ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

6.3.2 [Link]
6.4: Reading/Listening 3- ‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬

‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬

Pre-Reading/Listening Activities
a) In a group of three or four friends, please share which social media you use and why.
b) Please write five words that explain social media in Urdu. Seek help if you cannot.
c) Please discuss/debate virtues and vices of social media. Please write your points in Urdu as much as possible. Please ask your
friends/teacher for help.

Reading
Context: Peter is informing Ayesha about Facebook and gives her instructions to open a Facebook account.

English Urdu Speaker

Peter, what do you keep doing on your phone? ‫؟‬ ‫ آپ اﭘﻨ ﻓﻮن ﭘﺮ ﮐﯿﺎ ﮐﺮﺗ ر ﺘ‬،‫ﭘﯿﭩﺮ‬ ‫ﻋﺎﺋﺸ‬:

I keep checking my Facebook. ‫ں۔‬ ‫ﭘﯿﭩﺮ ﻣﯿﮟ اﭘﻨﺎ ﻓﯿﺲ ﺑﮏ ﭼﯿﮏ ﮐﺮﺗﺎ ر ﺘﺎ‬:

What is this Facebook? ‫ﯾ ﻓﯿﺲ ﺑﮏ ﮐﯿﺎ‬ ‫ﻋﺎﺋﺸ‬:

‫ﻓﯿﺲ ﺑﮏ اﯾﮏ ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ۔ آپ اس ﭘﺮ دوﺳﺖ ﺑﻨﺎ ﺳﮑﺘﯽ‬

Facebook is a social media. On Facebook, you can make
‫ اور دوﺳﺮے ﺷ ﺮوں‬، ‫ اﭘﻨﯽ ﺗﺼﻮﯾﺮ ﺷﺎﻣﻞ ﮐﺮ ﺳﮑﺘﯽ‬،
friends, post your photos, and make friends from other ‫ﭘﯿﭩﺮ‬:
‫۔ ﮐﯿﺎ آﭘﮑﺎ‬ ‫اور ﻣﻤﺎﻟﮏ ﻣﯿﮟ دوﺳﺘﻮں ﺳ ﺑﺎت ﮐﺮ ﺳﮑﺘﯽ‬
towns and countries. Do you have a Facebook account?
‫ﻓﯿﺲ ﺑﮏ اﮐﺎؤﻧﭧ ﻧ ﯿﮟ ؟‬

6.4.1 [Link]
 English Urdu Speaker
‫ آج ﻣﯿﮟ ﭘ ﻠﯽ ﺑﺎر اس ﻓﯿﺲ ﺑﮏ ﮐ ﺑﺎرے ﻣﯿﮟ ﺳﻦ ر ﯽ‬،‫ﻧ ﯿﮟ‬
No, today, I am learning about Facebook for the first time.
‫ں۔ ﮐﯿﺎ آپ ﻓﯿﺲ ﺑﮏ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨ ﻣﯿﮟ ﻣﯿﺮی ﻣﺪد ﮐﺮﯾﮟ‬ ‫ﻋﺎﺋﺸ‬:
Will you help me to open a Facebook account?
‫ﮔ؟‬

Yes, indeed, do you have an email address? ‫ ﮐﯿﺎ آپ ﮐ ﭘﺎس ای ﻣﯿﻞ اﯾﮉرﯾﺲ ؟‬،‫ ﺿﺮور‬،‫ں‬ ‫ﭘﯿﭩﺮ‬:

Yes, I have an account on Gmail. ‫ ﻣﯿﺮا ﺟﯽ ﻣﯿﻞ ﭘﺮ اﮐﺎؤﻧﭧ ۔‬،‫ﺟﯽ ں‬ ‫ﻋﺎﺋﺸ‬:

‫ اب اﭘﻨ ﻓﻮن ﻣﯿﮟ ﻓﯿﺲ ﺑﮏ ڈاٹ ﮐﻮم ﭘﺮ ﺟﺎﺋﯿ اور ﻧﯿﺎ‬، ‫ﭨﮭﯿﮏ‬
Okay, Now you go to [Link] on your phone and
‫ ای ﻣﯿﻞ ﯾﺎ‬،‫اﮐﺎؤﻧﭧ ﺑﻨﺎﺋﯿﮟ ﭘﺮ ﮐﻠﮏ ﮐﯿﺠﺌ ۔ اس ﮐ ﺑﻌﺪ اﭘﻨﺎ ﻧﺎم‬
click on “create new account”. After that, put your name,
‫ اور ﺟﻨﺲ درج‬،‫ ﭘﯿﺪاﺋﺶ ﮐﯽ ﺗﺎرﯾﺦ‬،‫ ﭘﺎس ورڈ‬،‫ﻓﻮن ﻧﻤﺒﺮ‬
email or phone number, password, date of birth, and ‫ﭘﯿﭩﺮ‬:
‫ﮐﯿﺠﺌ ۔ اس ﮐ ﺑﻌﺪ ﺳﺎﺋﻦ اپ ﭘﺮ ﮐﻠﮏ ﮐﯿﺠﺌ ۔ اس ﮐ ﺑﻌﺪ ای‬
gender. After that, click on sign up. After that, confirm
‫ اور آپ ﮐﺎ اﮐﺎؤﻧﭧ ﮐﮭﻞ‬، ‫ﻣﯿﻞ ﯾﺎ ﻓﻮن ﻧﻤﺒﺮ ﮐﯽ ﺗﺼﺪﯾﻖ ﮐﯿﺠﺌ‬
your email or phone number and your account will open.
‫ﺟﺎﺋ ﮔﺎ۔‬

Oh wow! This is so easy. Then what do I have to do? ‫وہ واؤ ! ﯾ ﺗﻮ ﺑ ﺖ آﺳﺎن ۔ ﭘﮭﺮ ﻣﺠﮭ ﮐﯿﺎ ﮐﺮﻧﺎ ؟‬ ‫ﻋﺎﺋﺸ‬:

‫اس ﮐ ﺑﻌﺪ آپ اﭘﻨﯽ ﭘﺮوﻓﺎﺋﻞ ﻣﯿﮟ اﭘﻨﯽ ﺗﺼﻮﯾﺮ اور دﯾﮕﺮ‬

After that, you can update your profile photo and other
‫اور دوﺳﺘﻮں ﮐﻮ ﻓﺮﯾﻨﮉ‬ ‫ﭘﯿﭩﺮ ﻣﻌﻠﻮﻣﺎت ﮐﻮ اﭘﮉﯾﭧ ﮐﺮ ﺳﮑﺘﯽ‬:
information and can send friend requests to your friends.
‫۔‬ ‫رﯾﮑﻮﯾﺴﭧ ﺑﮭﯿﺞ ﺳﮑﺘﯽ‬

Very well! Today, I will open a Facebook account and will ‫ﺑ ﺖ اﭼﮭﺎ ! ﻣﯿﮟ آج ﻓﯿﺲ ﺑﮏ ﭘﺮ اﯾﮏ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻮں ﮔﯽ اور‬
‫ﻋﺎﺋﺸ‬:
send you a friend request. ‫آپ ﮐﻮ ﻓﺮﯾﻨﮉ رﯾﮑﻮﯾﺴﭧ ﺑﮭﯿﺠﻮں ﮔﯽ۔‬

Very well, then we will chat on Facebook. ‫ﻓﯿﺲ ﺑﮏ ﭘﺮ ﺑﺎت ﮐﺮﯾﮟ ﮔ ۔‬ ‫ ﭘﮭﺮ‬، ‫ﭘﯿﭩﺮ ﭨﮭﯿﮏ‬:

Listening
‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬

Post-Reading/Listening Activities
a) Please check your vocabulary.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
b) Imagine you are working in a rural part of India/Pakistan with villagers. You want them to open a Gmail account, but they don’t
know English. Please prepare a list of instructions in Urdu to open a Gmail account for them.
c) Imagine that you are helping someone do a project in the area of your major. Please create a small project and write a list of
instructions to complete the project.
! ‫ﺷﮑﺮﯾ‬

This page titled 6.4: Reading/Listening 3- ‫ ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨﺎ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts
platform.

6.4.2 [Link]
6.5: Study Abroad
Study Abroad Reading/Listening Activity

Pre-Reading/Listening Activities
a) In a group of three or four friends, please discuss what do you want to learn if/when you are are in India/any other South Asian
country.
b) In a group of three or four friends, please discuss different beverages that people drink in the morning in India/South Asia and in
America.

Reading
Context: Jen wakes up early in the morning and saw her host mother, Fatima, making chai “tea” for the family and wants to learn
how to make Indian chai.

Spea
English Urdu
ker
Good morning, mother, what are you making? ‫؟‬ ‫ آپ ﯾ ﮐﯿﺎ ﺑﻨﺎ ر ﯽ‬،‫ﺟﯿﻦ ﺻﺒﺢ ﺑﺨﯿﺮ اﻣﯽ‬:

Good morning, Jen, you are awake so early today. I am making ‫ ﻣﯿﮟ ﺧﺎﻧﺪان ﮐ ﻟﺌ‬- ‫ آج ﺗﻢ ﺑ ﺖ ﺟﻠﺪی ﺟﺎگ ﮔﯿﺌﯽ‬،‫ﻓﺎط ﺻﺒﺢ ﺑﺨﯿﺮ ﺟﯿﻦ‬:
chai for the family. ‫ﻣ ﭼﺎۓ ﺑﻨﺎ ر ﯽ ں‬

This is great. I want to learn how to make chai. ‫ں‬ ‫ ﻣﯿﮟ ﭼﺎۓ ﺑﻨﺎﻧﺎ ﺳﯿﮑﮭﻨﺎ ﭼﺎ ﺘﯽ‬- ‫ﺟﯿﻦ ﯾ ﺑ ﺖ اﭼﮭﺎ‬:

To make chai is very easy. First, take water, milk, tea leaves, ‫ اور ﭼﺎۓ‬،‫ ﭼﺎۓ ﭘﺘﯽ‬،‫ دودھ‬،‫ ﭘﺎﻧﯽ‬، ‫ ﺳﺐ ﺳ ﭘ ﻠ‬- ‫ﻓﺎط ﭼﺎۓ ﺑﻨﺎﻧﺎ ﺑ ﺖ آﺳﺎن‬:
and tea spice in a saucepan and boil them. ‫ﮐﺎ ﻣﺴﺎﻻ اﯾﮏ ﺑﺮﺗﻦ ﻣﯿﮟ ﻟ ﮐﺮاﺑﺎل ﻟﻮ‬ ‫ﻣ‬

(After a while. . .) ‫ﮐﭽﮫ دﯾﺮ ﺑﻌﺪ‬

This is boiling now. ‫ﺟﯿﻦ ﯾ اﺑﻞ ر ﺎ‬:

6.5.1 [Link]
 Spea
English Urdu
ker
‫ﻓﺎط‬:
Now please lower the heat and let it cool down a little bit. ‫دو‬ ‫اپ ذرا آﻧﭻ ﮐﻮ ﮐﻢ ﮐﺮ دو اور اﺳ ﺗﮭﻮڈی دﯾﺮ ﮐ ﻟﺌ ﭨﮭﻨﮉا‬
‫ﻣ‬
(After a while. . .) ‫ﮐﭽﮫ دﯾﺮ ﺑﻌﺪ‬

Fatimah, it’s a little cooler. ‫ﮔﯿﺎ‬ ‫ اب ﯾ ﺗﮭﻮڑا ﭨﮭﻨﮉا‬،‫ﺟﯿﻦ اﻣﯽ‬:

Okay, now please strain the tea leaves and tea spices using a ‫ اب ذرا ﭼﺎۓ ﮐﯽ ﭘﺘﯿﻮں اور ﭼﺎۓ ﮐ ﻣﺴﺎﻟﻮں ﮐﻮ اﺳﭩﺮﯾﻨﺮ ﺳ‬، ‫ﻓﺎط ﭨﮭﯿﮏ‬:
strainer. ‫ﻣ ﭼﮭﺎن ﻟﻮ‬

Done. ‫ﮔﯿﺎ‬ ‫ﺟﯿﻦ‬:

Now add sugar to this according to your taste. Your tea is ‫ﻓﺎط‬:
‫ ﺑﺲ ﺗﻤ ﺎری ﭼﺎۓ ﺗﯿﺎر‬-‫اب اس ﻣﯿﮟ اﭘﻨ ذاﺋﻘ ﮐ ﻣﺒﺎﺑﻖ ﭼﯿﻨﯽ ڈال دو‬
ready. ‫ﻣ‬

This is the first tea that I have made on my own in my life. ‫ﺟﻮ ﻣﯿﮟ ﻧ اﭘﻨﯽ زﻧﺪﮔﯽ ﻣﯿﮟ ﺧﻮد ﺑﻨﺎﺋﯽ‬ ‫ﺟﯿﻦ ﯾ ﭘ ﻠﯽ ﭼﺎۓ‬:
‫ﻓﺎط‬:
Wow! If you want, you can make tea for the family every day. ‫روز اس ﺧﺎﻧﺪان ﮐ ﻟﺌ ﭼﺎۓ ﺑﻨﺎ ﺳﮑﺘﯽ‬ ‫واؤ! اﮔﺮ ﺗﻢ ﭼﺎ ﻮ ﺗﻮ‬
‫ﻣ‬
If I get up this time every day. ‫روز اس وﻗﺖ اﭨﮫ ﺳﮑﯽ ﺗﻮ‬ ‫اﮔﺮ ﻣﯿﮟ‬- ‫ﺟﯿﻦ‬:

(Both laugh and enjoy their tea.) ‫اور ﭼﺎۓ ﮐﺎ ﻣﺰہ ﻟﯿﺘ‬ ‫دوﻧﻮں‬

Listening
‫ﭼﺎۓ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬

Post-Reading/Listening Activities:
a) Please match the following:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
b) Please try to follow the instruction given above and try to make a cup of chai for yourself.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 6.5: Study Abroad is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan State
University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

6.5.2 [Link]
6.6: Verbs
Instructor Video: Verbs in Urdu
Verbs are action words. Like all languages, Urdu verbs can be classified into three categories.
a) Intransitive verbs: Verbs that require only one noun. A noun can be the subject or object of a sentence. For example: Walk,
Swim, Sleep, etc.
b) Transitive verbs: Verbs that require two nouns. One acts as a subject and other as an object. For example: Eat, Drink, Read, etc.
c) Di-transitive verb: Verbs that require three nouns. Nouns act as a subject, indirect object, and direct object in a sentence. For
example: Give, Send, Receive, etc.

List of Commonly Used Verbs

English Verb Type Urdu English Verb Type Urdu
To do tran. ‫ﮐﺮﻧﺎ‬ To learn tran. ‫ﺳﯿﮑﮭﻨﺎ‬

To go intran. ‫ﺟﺎﻧﺎ‬ To converse tran. ‫ﮔﻔﺘﮕﻮ ﮐﺮﻧﺎ‬

To come intran. ‫آﻧﺎ‬ To laugh intran.

To turn intran. ‫ﻣﮍﻧﺎ‬ To cry/weep intran. ‫روﻧﺎ‬

‫ﻣﺤﺴﻮس‬
To reach intran. ‫ﭘ ﻨﭽﻨﺎ‬ To feel tran.
‫ﮐﺮﻧﺎ‬
‫اﺳﺘﻤﻌﺎل‬
To return intran. ‫ﻟﻮﭨﻨﺎ‬ To use tran.
‫ﮐﺮﻧﺎ‬
To run intran. ‫دوڑﻧﺎ‬ To wait tran. ‫اﻧﺘﻈﺎر ﮐﺮﻧﺎ‬
To practice tran. ‫ﻣﺸﻖ ﮐﺮﻧﺎ‬ To remember tran. ‫ﯾﺎد ﮐﺮﻧﺎ‬
To exercise tran. ‫ﮐﺴﺮت ﮐﺮﻧﺎ‬ To end tran. ‫ﺧﺘﻢ ﮐﺮﻧﺎ‬
To eat tran. ‫ﮐﮭﺎﻧﺎ‬ To clean tran. ‫ﺻﺎف ﮐﺮﻧﺎ‬
To make food tran. ‫ﭘﮑﺎﻧﺎ‬ To open tran. ‫ﮐﮭﻮﻟﻨﺎ‬
To drink tran. ‫ﭘﯿﻨﺎ‬ To shut down tran. ‫ﺑﻨﺪ ﮐﺮﻧﺎ‬
‫وﺿﺎﺣﺖ‬
To die intran. ‫ﻣﺮﻧﺎ‬ To explain ditran.
‫ﮐﺮﻧﺎ‬
To stand up intran. ‫ﮐﮭﮍا‬ To buy ditran. ‫ﺧﺮﯾﺪﻧﺎ‬
To sit down intran. ‫ﺑﯿﭩﮭﻨﺎ‬ To sell ditran. ‫ﺑﯿﭽﻨﺎ‬
To sleep intran. ‫ﺳﻮﻧﺎ‬ To see/watch tran. ‫دﯾﮑﮭﻨﺎ‬

6.6.1 [Link]
 English Verb Type Urdu English Verb Type Urdu

To wake up intran. ‫ﺟﺎﮔﻨﺎ‬ To wash tran. ‫دﮬﻮﻧﺎ‬

To rest tran. ‫آرام ﮐﺮﻧﺎ‬ To want tran. ‫ﭼﺎ ﻨﺎ‬
To read/study tran. ‫ﭘﮍﻧﺎ‬ To receive tran. ‫ﭘﺎﻧﺎ‬
To teach tran. ‫ﭘﮍﮬﺎﻧﺎ‬ To plan tran. ‫ﻣﻨﺼﻮﺑ ﺑﻨﺎﻧﺎ‬
To write tran. ‫ﻟﮑﮭﻨﺎ‬ To keep tran. ‫رﮐﮭﻨﺎ‬
To speak tran. ‫ﺑﻮﻟﻨﺎ‬ To tour tran. ‫دورہ ﮐﺮﻧﺎ‬
To ask ditran. ‫ﭘﻮﭼﮭﻨﺎ‬ To ride tran. ‫ﺳﻮاری ﮐﺮﻧﺎ‬
To say ditran. ‫ﮐ ﻨﺎ‬ To take ditran. ‫ﻟﯿﻨﺎ‬
To listen tran. ‫ﺳﻨﻨﺎ‬ To give ditran. ‫دﯾﻨﺎ‬
To answer tran. ‫ﺟﻮاب دﯾﻨﺎ‬ To forgive tran, ‫ﻣﻌﺎف ﮐﺮﻧﺎ‬

Activity
Please match the following:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 6.6: Verbs is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan State
University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

6.6.2 [Link]
6.7: Imperative Construction
Instructor Video: Imperative in Urdu
Imperative sentences are sentences that express requests, commands, order, instructions, etc. Like in English, the subject “you” is
dropped. However, unlike English, Urdu has three different forms of the pronoun ‘”you”, which are used in three different sociocultural
contexts, as explained below.

English Urdu Uses

is used for someone who is younger in age ‫ﺗﻮ‬
and/or in a lower socio-economic class. It is
You ‫ﺗﻮ‬ also used with someone who is very intimate
to the speaker such as a friend, mother, and
.God
‫ ﺗﻢ‬is used for someone who is of the same
You ‫ﺗﻢ‬
age group and/or same socio-economic class.
‫ آپ‬is used for someone who is older in age
and/or higher socio-economic class. It is
You ‫آپ‬
used for anyone to whom you want to show
respect.

Forms of Imperative Construction Based on Three Different Forms of “You”

The forms for “‫ ”ﺗﻮ‬and “‫ ”ﺗﻢ‬are used for instructions and commands. Whereas the form for “‫ ”آپ‬is used for requests.

”‫“ﺗﻮ‬Drop the -‫ﻧﺎ‬part of the ”‫“آپ‬Drop the -‫ﻧﺎ‬part and add

Verbs ”‫“ﺗﻢ‬Drop the -‫ﻧﺎ‬part and add ”‫“و‬
verb ” ‫“ﺋ‬

‫” ﮐﮭﺎﻧﺎ‬To eat“ ‫ﮐﮭﺎ‬ ‫ﮐﮭﺎؤ‬ ‫ﮐﮭﺎﺋ‬

‫“ ﺟﺎﻧﺎ‬To go” ‫ﺟﺎ‬ ‫ﺟﺎؤ‬ ‫ﺟﺎﺋ‬
‫“ آﻧﺎ‬To come” ‫آ‬ ‫آؤ‬ ‫آﺋﯿ‬
‫“ ﭘﮍﮬﻨﺎ‬To read/study” ‫ﭘﮍھ‬ ‫ﭘﮍﮬﻮ‬ ‫ﭘﮍﮬﺌ‬
‫“ ﻟﮑﮭﻨﺎ‬To write” ‫ﻟﮑﮫ‬ ‫ﻟﮑﮭﻮ‬ ‫ﻟﮑﮭﺌ‬
‫“ ﺳﻮﻧﺎ‬To sleep” ‫ﺳﻮ‬ ‫ﺳﻮو‬ ‫ﺳﻮﺋ‬
‫“ ﺑﻮﻟﻨﺎ‬To speak” ‫ﺑﻮل‬ ‫ﺑﻮﻟﻮ‬ ‫ﺑﻮﻟﺌ‬
‫“ ﺳﻨﻨﺎ‬To listen” ‫ﺳﻦ‬ ‫ﺳﻨﻮ‬ ‫ﺳﻨﺌ‬
‫“ ﺑﯿﭩﮭﻨﺎ‬To sit” ‫ﺑﯿﭩﮫ‬ ‫ﺑﯿﭩﮭﻮ‬ ‫ﺑﯿﭩﮭﺌ‬
‫“ ﺑﻨﺎﻧﺎ‬To make” ‫ﺑﻨﺎ‬ ‫ﺑﻨﺎؤ‬ ‫ﺑﻨﺎﺋ‬

Some Irregular Imperative Forms

Verbs “ ‫“ﺗﻮ‬ ”‫“ﺗﻢ‬ ”‫“آپ‬

6.7.1 [Link]
 Verbs “ ‫“ﺗﻮ‬ ”‫“ﺗﻢ‬ ”‫“آپ‬

‫“ ﮐﺮﻧﺎ‬To do” ‫ﮐﺮن‬ ‫ﮐﺮو‬ ‫ﮐﯿﺠﺌ‬

‫“ ﻟﯿﻨﺎ‬To take” ‫ﻟ‬ ‫ﻟﻮ‬ ‫ﻟﯿﺠﺌ‬

‫“ دﯾﻨﺎ‬To give” ‫دے‬ ‫دو‬ ‫دﯾﺠﺌ‬

‫“ﭘﯿﻨﺎ‬To drink” ‫ﭘﯽ‬ ‫ﭘﯿﺌﻮ‬ ‫ﭘﯿﺠﺌ‬

Giving Instructions and Commands

To give instructions and commands in Urdu, the ”‫ “ﺗﻮ‬and ”‫“ﺗﻢ‬forms of the verb are used.
For example:
‫آؤ‬/‫ﯾ ﺎں آ‬- “Come here.”
‫ﺟﺎؤ‬/‫ﮔﮭﺮ ﺟﺎ‬- “Go home.”
‫ﻻؤ‬/‫ﻣﯿﺮی ﮐﺘﺎب ﻻ‬- “Bring my book.”
‫ﮐﺮو‬/‫ﻣﺠﮫ ﺳ ﺑﺎت ﮐﺮ‬- “Talk to me.”
‫ﺑﯿﭽﻮ‬/‫ﺟﺎن ﮐﻮ اﭘﻨﯽ ﮐﺎر ﺑﯿﭻ‬- “Sell your car to John.”

Making Requests
To make requests in Urdu, the ”‫ “آپ‬form of the verb is used.
For example:
‫ﯾ ﺎں آﺋ‬-“Please come here.”
‫ﮔﮭﺮ ﺟﺎﺋ‬- “Please go home.”
‫ﻣﯿﺮی ﮐﺘﺎب ﻻﺋ‬- “Please bring my book.”
‫ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮﮐﯿﺠﺌ‬- “Please talk to me.”
‫ﺟﺎن ﮐﻮ اﭘﻨﯽ ﮐﺎر ﺑﯿﭽﺌ‬- “Please sell your car to John.”

Use of ‫ذرا‬
In Urdu, formal imperatives do not necessarily imply “please”. Just as in any language, the tone of voice, context, and personal
relationships affect politeness.
The adverb ‫(ذرا‬just, a little)/ ‫(ﻣ ﺮﺑﺎﻧﯽ ﮐﺮ ﮐ‬kindly) is used to make a command milder/extra polite.
For example:
‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮﮐ ﯾ ﺎں آﺋ‬/‫ذرا‬- “Please come here.”
‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮﮐ ﮔﮭﺮ ﺟﺎﺋﯿ‬/‫ذرا‬- “Please go home.”
‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮﮐ ﻣﯿﺮی ﮐﺘﺎب ﻻﺋ‬/‫ذرا‬- “Please bring my book.”
‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮﮐ ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﮐﯿﺠﺌ‬/‫ذرا‬- “Please talk to me.”
‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮﮐ ﺟﺎن ﮐﻮ اﭘﻨﯽ ﮐﺎر ﺑﯿﭽﺌ‬/‫ذرا‬- “Please sell your car to John.”

Negation of Imperative Construction

In order to make negative imperative commands and negative requests in Urdu, words like ” ‫ “ﻧ‬and ”‫“ﻣﺖ‬can be used.
For example
‫ﻣﺖ آؤ‬/ ‫ﯾ ﺎں ﻧ‬- “Do not come here.”
‫ﻣﺖ ﺟﺎؤ‬/ ‫ﮔﮭﺮ ﻧ‬- “Do not go home.”
‫ﻣﺖ ﻻﺋ‬/ ‫ﻣﯿﺮی ﮐﺘﺎب ﻧ‬- “Please do not bring my book.”
‫ﻣﺖ ﮐﯿﺠﺌ‬/ ‫“ –ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﻧ‬Please do not talk to me.”
‫ﻣﺖ ﺑﯿﭽﺌ‬/ ‫ﻣ ﺮﺑﺎﻧﯽ ﮐﺮ ﮐ ﺟﺎن ﮐﻮ اﭘﻨﯽ ﮐﺎر ﻧ‬/‫ذرا‬- “Please do not sell your car to John.”

6.7.2 [Link]
Note: Use of ” ‫“ﻧ‬post-verb in an imperative construction will make it a request and not a negative sentence.
For example:

” ‫ “ﻧ‬before verb for negation ” ‫ “ﻧ‬before verb for request

‫ﯾ ﺎں ﻧ آﺋ‬-“Please do not come here.” ‫ﯾ ﺎں آﺋ ﻧ‬-“Please come here.”

‫ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﻧ ﮐﯿﺠﺌ‬-“Please do not talk to me.” ‫ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﮐﯿﺠﺌ ﻧ‬-“Please talk to me.”

‫ﻣﯿﺮی ﺑﺎت ﻧ ﺳﻨﺌ‬-“Please do not listen to me.” ‫ﻣﯿﺮی ﺑﺎت ﺳﻨﺌ ﻧ‬-“Please listen to me”

Activities
a) Please write ten sentences of instructions and ask your friend to enact them, and vice-versa.
b) Make a list of ten things that you want your parents to do for you. Please use the ”‫ “آپ‬form of the imperative construction.
c) Please choose the correct form of the pronoun “you”.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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6.7.3 [Link]
6.8: Objects with ‫ ﮐﻮ‬and ‫ﺳ‬
Instructor Video: Object with ‫ ﮐﻮ‬and ‫ﺳ‬

‫ﮐﻮ‬
In the previous chapter, we learned that the post-position ‫ﮐﻮ‬is used with the subject (a) when the subject is not an active doer of an
action, but an experiencer; (b) to express internal feelings and sensation; (c) with the words like ‫“ﭼﺎ ﺌ‬need”, ‫“ﻟﮕﻨﺎ‬feel”, ‫“ آﻧﺎ‬know
how to”, ‫“ﻣﻌﻠﻮم‬aware”, etc.
For example:
‫اﺣﻤﺪ ﮐﻮ اﯾﮏ ﮐﺘﺎب ﭼﺎ ﺌ‬- “Ahmad needs a book.”
‫ﻣﺠﮭ ﺑﺨﺎر‬- “I have a fever.”
‫اﺳ ﻟﮕﺘﺎ ﮐ آج ﺑﺎرش‬- “He feels that it will rain today.”
‫ﻣﺠﮭ ﮐﮭﺎﻧﺎ ﺑﻨﺎﻧﺎ آﺗﺎ‬- “I know how to cook food.”
‫دوﺳﺖ‬ ‫ﺳﺐ ﮐﻮ ﻣﻌﻠﻮم ﮐ‬- “Everyone knows that we are friends.”

Uses of Post-Position ‫ﮐﻮ‬

(a) With an inanimate definite object (not with inanimate indefinite object). Typically, the object with ‫ﮐﻮ‬also needs demonstrative
pronouns such as ‫“ﯾ‬this”, ‫“وہ‬that”, etc. in the oblique form as they are followed by post-position ‫ﮐﻮ‬.
For example:
‫اس ﮐﺘﺎب ﮐﻮ ﭘﮍﮬﺌ‬- “Please read this book.”
‫اس ﭼﯿﺰوں ﮐﻮ ﻣﺖ ﭼﮭﺌ‬- “Please do not touch these things.”
‫ان ﺗﮭﺎﻟﯿﻮں ﮐﻮ دﮬﻮﺋ‬- “Please wash those plates”
‫اس ﻗﻠﻢ ﮐﻮ ﺧﺮﯾﺪﺋ‬- “Please buy that pen.”
(b) With an animate direct object.
For example:
‫ﺟﺎﻧﻮروں ﮐﻮ ﻣﺖ ﻣﺎرو‬- “Do not kill animals.”
‫ﺟﺎن ﻧ ﻣﯿﺮی ﮐﻮ ﮐﺲ ﮐﯿﺎ‬- “John kissed Mary.”
‫ﺑﭽﻮں ﮐﻮ ﻣﺖ ﭘﯿﭩﻮ‬- “Do not beat the children.”
(c) With an indirect object.
‫ﺑﭽﻮں ﮐﻮ ﻣﭩﮭﺎﯾﺎں دﯾﺠﺌ‬- “Please give sweets to the children.”
‫اﭘﻨﯽ اﻣﯽ ﮐﻮ ﺧﻂ ﻟﮑﮭﻮ‬- “Write a letter to your mother.”
‫دوﺳﺘﻮں ﮐﻮ ﺗﺤﻔ ﺑﮭﯿﺠﻮ‬- “Send gifts to friends.”
‫ﻃﻠﺒﺎء ﮐﻮ ﮐﺎم دو‬- “Give work to students.”

‫ﺳ‬
(a) Post-position ‫ﺳ‬is used with objects of the verbs for speaking, telling, etc.
For example:
‫ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﮐﯿﺠﺌ‬- “Please talk to me.”
‫اﺳﺘﺎد ﺳ ﺳﻮال ﭘﻮﭼﮭﺌ‬- “Please ask a question to the teacher.”
‫ﻃﻠﺒﺎء ﺳ ﮐ ﺌ ﮐ ﻣﺠﮫ ﺳ اردو ﻣﯿﮟ ﮔﻔﺘﮕﻮ ﮐﺮﯾﮟ‬- “Please ask students to talk to me in Urdu.”
‫اس ﻧ ﻣﺠﮫ ﺳ اردو ﻣﯿﮟ ﺑﻮﻻ ﮐ ﻣﯿﮟ اﯾﮏ اﭼﮭﺎ آدﻣﯽ ں‬- “He said to me in Urdu that I am a good man.”
(b) Postposition ‫ﺳ‬is used with an object of verbs that require an instrument: an equal active participant of an action.
‫ﻣﯿﺮے ﺑﮭﺎﺋﯽ ﺳ ﻣﻠﺌ‬- “Please meet my brother.”
‫اﻣﯽ ﺑﭽﻮں ﺳ ﻣﺤﺒﺖ ﭘﯿﺎر ﮐﺮﺗﯽ‬- “Mother loves children.”
‫ﻣﯿﮟ آپ ﺳ ﻣﺤﺒﺖ ﮐﺮﺗﺎ ں‬- “I love you.”

6.8.1 [Link]
Activity
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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6.8.2 [Link]
6.9: Expressing Obligations and Suggestions
Instructor Video: Suggestion and Obligation in Urdu
In previous chapter, you have learned that ‫“ﭼﺎ ﺌ‬need” is used to express the need. ‫“ﭼﺎ ﺌ‬need” always takes subjects with ‫ﮐﻮ‬.
For example:
‫ﻣﺠﮭ ﮐﺘﺎﺑﯿﮟ ﭼﺎ ﯿ‬- “I need books.”
‫“ آپ ﮐﻮ ﮐﯿﺎ ﭼﺎ ﯿ ؟‬What do you need?”
‫ﺳﺐ ﮐﻮ ﭘﯿﺴ ﭼﺎ ﯿ‬- “All need money.”
However, when ‫“ ﭼﺎ ﯿ‬need” comes with a verb, it expresses suggestions and obligations.
For example:
‫آپ ﮐﻮ اﭘﻨﺎ ﮐﺎم ﮐﺮﻧﺎ ﭼﺎ ﯿ‬-“You should do your work.”
‫ﺳﺐ ﮐﻮ اردو ﻣﯿﮟ ﮔﻔﺘﮕﻮ ﮐﺮﻧﺎ ﭼﺎ ﯿ‬- “All should converse in Urdu.”
‫آپ ﮐﻮ اﭘﻨ واﻟﺪﯾﻦ ﮐﺎ اﺣﺘﺮام ﮐﺮﻧﺎ ﭼﺎ ﯿ‬- “You should/ought to respect your parents.”
‫اب ﻣﺠﮭ ﮔﮭﺮ ﺟﺎﻧﺎ ﭼﺎ ﯿ‬- “Now, I should go home.”

Activities
(a) Imagine that you and your friends are planning a trip to a tourist place. Please make a list of 10 things that you need and 10
things that you should do. (Hints: Please use “noun + ‫ ”ﭼﺎ ﯿ‬for things that you need, and “verb + ‫ ”ﭼﺎ ﯿ‬for things that you should
do.)
(b) Imagine that you met a freshman who wants to know what to do and what not to do in college level classes. Please make a list
of five things that you think s/he should or should not do.
(c) In a group of two or three friends who are learning Urdu, please discuss how you can further improve your Urdu language
skills. Please make a list of 10 suggestions that you and your friends should be doing to improve your Urdu language skills.
‫!ﺷﮑﺮﯾ‬

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6.9.1 [Link]
6.10: Cultural Notes and Extra/Optional Online Materials
Cultural Notes
# Topics Explanation
It is very important for all Urdu language learners to learn the proper uses of ‫ آپ‬and ، ‫ ﺗﻢ‬، ‫ﺗﻮ‬. Typically, people
1. ‫ آپ‬،‫ ﺗﻢ‬،‫ﺗﻮ‬ learn about students’ cultural competence based on their uses of these three variants of the pronoun “you”. As it is
explained in the chapter, you should use them appropriately.
As you learned in this chapter, the ‫ﺗﻮ‬and ‫ﺗﻢ‬forms are used for giving instructions and commands. Urdu native
2. Giving orders speakers hardly use this with strangers. So, if you meet any strangers, please use the ‫آپ‬form and try not to give
instructions and commands.
Please use this ‫آپ‬form to make a request. However, it is important to keep in mind that native speakers may use
3. Making requests
the subjunctive to express requests and not the imperative forms of . ‫آپ‬
Unlike America, in India and South Asia, traditionally people learn to cook by either participating in cooking or
4. Cooking
observing. Reading a cookbook and/or following written recipes is not part of the culture.
In India and South Asia, people use landmarks for giving directions because towns/cities are not well-planned
5. Giving directions
and, hence, no one really knows the names of streets other than the main streets and roads.
Indians and South Asians always give advice and suggestions even though you didn’t ask for it. It may sound like
a violation of privacy for non-Indians/South Asian to receive unsolicited suggestions. However, this is the way
Giving they show that they care and express their love for you. Please observe this culture and participate in it.
6.
suggestions Additionally, older people may use the imperative construction to give suggestions/advice rather than the ( ‫ﭼﺎ ﯿ‬+
verb) construction, which might sound rude, but this is how they emphasize that you should do what s/he is
suggesting.

Extra/Optional Online Materials

One or more interactive elements has been excluded from this version of the text. You can view them online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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platform.

6.10.1 [Link]
 CHAPTER OVERVIEW

7: Expressing Past, Present, and Future Actions

 Learning Objectives
You will learn time expressions.
You will learn how to express your habitual actions.
You will learn how to express your daily routine.
You will learn how to express general and universal truths.
You will learn how to narrate a story and express a series of events.
You will learn how to express temporary and permanent actions.
You will learn how to express your future plans.

7.1: Review of Chapter 6

7.2: Reading/Listening 1- ‫دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬
7.3: Reading/Listening 2- ‫ﻣﯿﺮے ﺷﻮق‬
7.4: ‫ﺗﯿﻮ ﺎر‬
7.5: Study Abroad
7.6: Grammar- Tense and Aspect
7.7: Grammar- The Present and Past Habitual Tense
7.8: The Present and Past Progressive Tense
7.9: Grammar- Simple Future Tense
7.10: Cultural Notes and Extra/Optional Online Materials

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1
7.1: Review of Chapter 6
Vocabulary
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Grammar
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Reading/Listening
Pre-Reading/Listening Activities
(a) With your friends, please make a list of documents that you need to open a bank account.
(b) Make a list of personal information that you need to fill out an application to open a bank account. (Hint: Please go online and
look for an application to open a bank account.)
(c) Discuss with your teacher or an Indian/Pakistani person about things that you need to open a bank account here versus in
India/Pakistan.

Reading
‫ﺑﯿﻨﮏ ﻣﯿﮟ ﮐﮭﺎﺗ ﮐﮭﻮﻟﻨﺎ‬
English Urdu Speaker

Brother Peter, namasté, how are you? ‫؟‬ ‫ آپ ﮐﯿﺴ‬، ،‫ﭘﯿﭩﺮ ﺑﮭﺎﺋﯽ‬ ‫ﻓ ﯿﻢ‬:

‫ ﺳﺐ ﭨﮭﯿﮏ ۔ ﻟﯿﮑﻦ ﻣﺠﮭ آپ ﮐﯽ ﻣﺪد‬،‫ﻓ ﯿﻢ ﺑﮭﺎﺋﯽ‬

Namasté, brother Faheem. All is well, but I need your help. ‫ﭘﯿﭩﺮ‬:
‫ﮐﯽ ﺿﺮورت ۔‬

Tell me, how can I help you? ‫ں؟‬ ‫ ﻣﯿﮟ آپ ﮐﯽ ﻣﺪد ﮐﯿﺴ ﮐﺮ ﺳﮑﺘﺎ‬،‫ﻣﺠﮭ ﺑﺘﺎﺋﯿﮟ‬ ‫ﻓ ﯿﻢ‬:

‫ﻣﺠﮭ ﺳﮑﺎﻟﺮﺷﭗ ﻣﻞ ﮔﯿﺎ ۔ ﻟﯿﮑﻦ ﻣﯿﺮا ﺑﯿﻨﮏ ﻣﯿﮟ اﮐﺎؤﻧﭧ‬

I have received a scholarship, but I do not have my bank account. ‫ﭘﯿﭩﺮ‬:
‫ﻧ ﯿﮟ ۔‬

‫ﻣﯿﮟ ﺑﯿﻨﮏ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨ ﻣﯿﮟ آپ ﮐﯽ ﻣﺪد ﮐﺮوں‬ ‫ﻣﺒﺎرک‬

Congratulations! I will help you open a bank account. ‫ﻓ ﯿﻢ‬:
‫ﮔﺎ۔‬

7.1.1 [Link]
 English Urdu Speaker

Okay, thank you. What will I have to do? ‫ﮔﺎ ؟‬ ‫ ﻣﺠﮭ ﮐﯿﺎ ﮐﺮﻧﺎ‬- ‫ ﺷﮑﺮﯾ‬، ‫ﭨﮭﯿﮏ‬ :‫ﭘﯿﭩﺮ‬

‫ﮐﻞ آپ ﺑﯿﻨﮏ ﺳ اﮐﺎؤﻧﭧ ﮐﮭﻮﻟﻨ ﮐﺎ درﺧﻮاﺳﺖ ﻓﺎرم ﻟ ﮐﺮ‬

Bring an application to open a bank account tomorrow. :‫ﻓ ﯿﻢ‬
‫آﺋ ۔‬

Okay. What else will I need? ‫؟‬ ‫ ﻣﺠﮭ اور ﮐﻦ ﭼﯿﺰوں ﮐﯽ ﺿﺮورت‬، ‫ﭨﮭﯿﮏ‬ ‫ﭘﯿﭩﺮ‬:

‫ اور اﯾﮏ ﮔﺮاﻧﭩﺮ ﮐﯽ‬،‫ ﺳﻨﺎﺧﺘﯽ ﮐﺎرڈ‬،‫آپ ﮐﻮ دو ﺗﺼﻮﯾﺮﯾﮟ‬

You need two photos, identity card, and a guarantor. ‫ﻓ ﯿﻢ‬:
‫ﺿﺮورت ۔‬

I have photos. But I am a foreigner. I do not have an Aadhar ‫ں۔‬ ‫۔ ﻟﯿﮑﻦ ﻣﯿﮟ اﯾﮏ ﻏﯿﺮ ﻣﻠﮑﯽ‬ ‫ﻣﯿﺮے ﭘﺎس ﺗﺼﺎوﯾﺮﯾﮟ‬
‫ﭘﯿﭩﺮ‬:
card. ‫ﻣﯿﺮے ﭘﺎس ﺳﻨﺎﺧﺘﯽ ﮐﺎرڈ ﻧ ﯿﮟ ۔‬

No worries, bring your passport. ‫ اﭘﻨﺎ ﭘﺎﺳﭙﻮرٹ ﻟ آﺋ ۔‬،‫ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ‬ :‫ﻓ ﯿﻢ‬

Okay, but who will be the guarantor? ‫؟‬ ‫ ﻟﯿﮑﻦ ﮔﺮاﻧﭩﺮﮐﻮن‬، ‫ﭨﮭﯿﮏ‬ :‫ﭘﯿﭩﺮ‬

I have a bank account. I can be your guarantor. ‫ں۔‬ ‫ﻣﯿﺮا ﺑﯿﻨﮏ ﻣﯿﮟ اﮐﺎؤﻧﭧ ۔ ﻣﯿﮟ آپ ﮐﺎ ﮔﺮاﻧﭩﺮﺑﻦ ﺳﮑﺘﺎ‬ ‫ﻓ ﯿﻢ‬:

7.1.2 [Link]
 English Urdu Speaker

‫درﺧﻮاﺳﺖ ﻓﺎرم‬ ‫واؤ ! ﯾ ﺑ ﺖ اﭼﮭﯽ ﺑﺎت ۔ ﻣﺠﮭ آج‬

Wow! This is great. I should bring the application today. ‫ﭘﯿﭩﺮ‬:
‫ﻻﻧﺎ ﭼﺎ ﺌ‬

Okay. We will meet tomorrow. ‫ﮐﻞ ﻣﻠﯿﮟ ﮔ ۔‬ ، ‫ﭨﮭﯿﮏ‬ ‫ﻓ ﯿﻢ‬:

Listening
‫ﺑﯿﻨﮏ ﻣﯿﮟ ﮐﮭﺎﺗﺎ ﮐﮭﻮﻟﻨﺎ‬

Post-Reading/Listening Activities
(a) Please check your vocabulary.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) In a group of two or three, please look for an application form to open a bank account. After finding the application form,
please translate the form to Urdu. After translating the form into Urdu please fill out all the information that the form required.
‫!ﺷﮑﺮﯾ‬

This page titled 7.1: Review of Chapter 6 is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.1.3 [Link]
7.2: Reading/Listening 1- ‫دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬
‫“دن ﮐﺎ ﻣﻌﻤﻮل‬Daily Routine”

7.2.1 [Link]
7.2.2 [Link]
Pre-Reading/Listening Activities
(a) Complete the table with the things you do at the given time on a typical day.
Chapter 7.2_Your routine Prereading Activity
(b) Please learn the following vocabulary.

English Urdu English Urdu

Morning ‫ﺻﺒﺢ‬ 1:15 a.m./p.m. ‫ﺳﻮا‬

Afternoon ‫دوﭘ ﺮ‬ 1:30 a.m./p.m. ‫ڈﯾﮍھ‬
Evening ‫ﺷﺎم‬ 2:30 a.m./p.m. ‫ڈﮬﺎﺋﯽ‬
Night ‫رات‬ 2:15 a.m./p.m. ‫ﺳﻮا دو‬
Day ‫دن‬ 3:30 a.m./p.m. ‫ﺳﺎڑﮬ ﺗﯿﻦ‬
Sunday ‫اﺗﻮار‬ 03:45 a.m./p.m. ‫ﭘﻮﻧ ﭼﺎر‬
Monday ‫ﭘﯿﺮ‬ Before X x ‫ﮐ ﭘ ﻠ‬
Tuesday ‫ﻣﻨﮕﻞ‬ After X x ‫ﮐ ﺑﻌﺪ‬
Wednesday ‫ﺑﺪھ‬ Week

Thursday ‫ﺟﻤﻌﺮات‬ Weekend ‫ﮐ آﺧﺮ ﻣﯿﮟ‬

Friday ‫ﺟﻤﻌ‬ Month ‫ﻣ ﯿﻨ‬
Saturday Year ‫ﺳﺎل‬
o’clock ‫ﺑﺠ‬ At what time ‫ﮐﺘﻨ ﺑﺠ‬
/ ‫آپ — ﺑﺠ ﮐﯿﺎ ﮐﺮﺗ‬
‫ﺗﯿﻦ ﺑﺠ‬
What do you do at X
It is 3 o’clock.
o’clock?
‫ﮐﺮﺗﯽ‬

Reading

‫دن ﮐﺎ ﻣﻌﻤﻮل‬
Context: Aneesha and Peter are talking about what they do during the different times of the day.

Speak
English Urdu
er

Hello Peter, what are you doing? ‫؟‬ ‫ ﮐﯿﺎ ﮐﺮ ر‬،‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ ﭘﯿﭩﺮ‬ ‫اﻧﯿﺸﺎ‬:

Hello Aneesha, I am studying right now. Generally, I study at ‫ں۔ ﻣﯿﮟ ﻋﻤﻮﻣﺎ ً ﺷﺎم‬ ‫ ﻣﯿﮟ اﺑﮭﯽ ﭘﮍھ ر ﺎ‬،‫وﻋﻠﯿﮑﻢ اﻟﺴﻼم اﻧﯿﺸﺎ‬
‫ﭘﯿﭩﺮ‬:
3 o’clock in the evening. What are you doing? ‫؟‬ ‫ ﺑﺠ ﭘﮍﮬﺘﺎ ں۔ آپ ﮐﯿﺎ ﮐﺮ ر ﯽ‬3 ‫ﮐﻮ‬

7.2.3 [Link]
 Speak
English Urdu
er
I am watching a film right now. When do you get up in the
‫؟‬ ‫ﺟﺎﮔﺘ‬/ ‫ں۔ آپ ﺻﺒﺢ ﮐﺐ اﭨﮭﺘ‬ ‫ﻣﯿﮟ اﺑﮭﯽ ﻓﻠﻢ دﯾﮑﮫ ر ﯽ‬ ‫اﻧﯿﺸﺎ‬:
morning?

I get up at 5 o’clock in the morning everyday. And you? ‫ں۔ اور آپ ؟‬ ‫ ﺑﺠ اﭨﮭﺘﺎ‬5 ‫روز ﺻﺒﺢ‬ ‫ﻣﯿﮟ‬ ‫ﭘﯿﭩﺮ‬:

I get up at 6 o’clock. When do you eat breakfast? ‫؟‬ ‫ں۔ آپ ﻧﺎﺷﺘ ﮐﺐ ﮐﺮﺗ‬ ‫ ﺑﺠ اﭨﮭﺘﯽ‬6 ‫ﻣﯿﮟ‬ ‫اﻧﯿﺸﺎ‬:

After waking up, I work out. After my work out, I bathe and ‫ﻣﯿﮟ ﺟﺎﮔﻨ ﮐ ﺑﻌﺪ ورزش ﮐﺮﺗﺎ ں۔ ﻣﯿﮟ ورزش ﮐ ﺑﻌﺪ ﺷﺎور ﻟﯿﺘﺎ‬
after that, around 7:15, I eat breakfast. When do you eat ‫ ﺑﺠ ﻧﺎﺷﺘ ﮐﺮﺗﺎ ں۔ آپ ﻧﺎﺷﺘ ﮐﺐ‬7:30 ً ‫ اس ﮐ ﺑﻌﺪ ﺗﻘﺮﯾﺒﺎ‬،‫ں‬ ‫ﭘﯿﭩﺮ‬:
breakfast? ‫؟‬ ‫ﮐﺮﺗﯽ‬
I eat breakfast 8 or 8:15 o’clock. What do you do at 4 o’clock ‫ں۔ ﺷﺎم ﭼﺎر ﺑﺠ آپ ﮐﯿﺎ‬ ‫ﻣﯿﮟ آﭨﮫ ﯾﺎ ﺳﻮا آﭨﮫ ﺑﺠ ﻧﺎﺷﺘ ﮐﺮﺗﯽ‬
‫اﻧﯿﺸﺎ‬:
in the evening? ‫؟‬ ‫ﮐﺮﺗ‬

I study from 3 to 6 o’clock. And you? ‫ں۔ اور آپ ؟‬ ‫ ﺑﺠ ﺗﮏ ﭘﮍﮬﺘﺎ‬6 ‫ ﺑﺠ ﺳ‬3 ‫ﻣﯿﮟ‬ ‫ﭘﯿﭩﺮ‬:

I read 3 to 4 o’clock. After that, I rest a little. When do you ‫ اس ﮐ ﺑﻌﺪ ﻣﯿﮟ‬-‫ں‬ ‫ ﺑﺠ ﮐ درﻣﯿﺎن ﭘﮍﮬﺘﯽ‬4 ‫ ﺑﺠ ﺳ‬3 ‫ﻣﯿﮟ‬
‫اﻧﯿﺸﺎ‬:
sleep? ‫ﮐﭽﮫ آرام ﮐﺮﺗﯽ ں۔ آپ ﮐﺐ ﺳﻮﺗ‬

I sleep around 10 o’clock. And you? ‫ں۔ اور آپ ؟‬ ‫ ﺑﺠ ﮐ ﻗﺮﯾﺐ ﺳﻮﺗﺎ‬10 ‫ﻣﯿﮟ رات‬ ‫ﭘﯿﭩﺮ‬:

I sleep around 11 o’clock. Are you available this Saturday or ‫ﯾﺎ اﺗﻮار ﮐﯽ‬ ‫ں۔ ﮐﯿﺎ آپ اس‬ ‫ ﺑﺠ ﮐ ﻗﺮﯾﺐ ﺳﻮﺗﯽ‬11 ‫ﻣﯿﮟ‬
‫اﻧﯿﺸﺎ‬:
Sunday evening? ‫؟‬ ‫ﺷﺎم ﺧﺎﻟﯽ‬
Yes, generally I am available on weekends. Why, what’s the ‫ں۔ ﮐﯿﻮں‬ ‫ﮐ آﺧﺮ ﻣﯿﮟ ﺧﺎﻟﯽ‬ ‫ ﻣﯿﮟ‬،‫ ﻋﺎم ﻃﻮر ﭘﺮ‬،‫ں‬
‫ﭘﯿﭩﺮ‬:
matter? ‫ﮐﯿﺎ ﺑﺎت‬
I want to watch a film. If you are available, we can watch a ‫اﯾﮏ ﻓﻠﻢ‬ ‫ﺗﻮ‬ ‫ں۔ اﮔﺮ آپ ﺧﺎﻟﯽ‬ ‫ﻣﯿﮟ اﯾﮏ ﻓﻠﻢ دﯾﮑﮭﻨﺎ ﭼﺎ ﺘﯽ‬
‫اﻧﯿﺸﺎ‬:
film. ‫۔‬ ‫دﯾﮑﮫ ﺳﮑﺘ‬

Wow/Great! This is good plan. ‫۔‬ ‫واؤ ! ﯾ ﺑ ﺖ اﭼﮭﺎ ﻣﻨﺼﻮﺑ‬ ‫ﭘﯿﭩﺮ‬:

Okay. ‫ﭨﮭﯿﮏ‬ ‫اﻧﯿﺸﺎ‬:

Listening
‫دن ﮐﺎ ﻣﻌﻤﻮل‬

Post-Reading/Listening Activities
(a) Check your vocabulary
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Based on the above reading/listening, please complete the following table.
(c) Based on your own daily routine (that you have done in pre-reading/listening activity), please talk to a friend and make a list of
her/his daily routine. Please find out where your routine matches with her/him.
Chapter 7.2_Activity B and C
‫!ﺷﮑﺮﯾ‬

This page titled 7.2: Reading/Listening 1- ‫ دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.2.4 [Link]
7.3: Reading/Listening 2- ‫ﻣﯿﺮے ﺷﻮق‬

‫“ﻣﯿﺮے ﺷﻮق‬My Hobbies”

Pre-Reading/Listening Activities:
(a) Please make a list of your hobbies.
(b) Make a list of things that you do during the weekend, but not on weekdays.

Reading
Context: Saba and Sana talk about their weekends and their hobbies.

English Urdu Speaker

How are you, Sana? I heard that you and Peter went to
‫ﮐ آپ اور ﭘﯿﭩﺮ ﻓﻠﻢ دﯾﮑﮭﻨ ﮔﺌ ﺗﮭ ۔‬ ‫ﺳﻨﺎ؟ ﺳﻨﺎ‬ ‫ ﮐﯿﺴﯽ‬:‫ﺻﺒﺎ‬
watch a movie.
I am well. Thank you! Yes, last Saturday, we watched a ‫ﻧ اﯾﮏ ﻓﻠﻢ‬ ‫ ﮔﺰﺷﺘ‬،‫ﻣﯿﮟ ﭨﮭﯿﮏ ں ﺷﮑﺮﯾ ! ﺟﯽ ں‬
‫ﺳﻨﺎ‬:
movie. What do you do on weekends? ‫؟‬ ‫ﮐ آﺧﺮ ﻣﯿﮟ ﮐﯿﺎ ﮐﺮﺗﯽ‬ ‫دﯾﮑﮭﯽ۔ آپ‬
In my available time, I read books and paint. What do you ‫ں اور ﭘﯿﻨﭧ ﮐﺮﺗﯽ‬ ‫ ﻣﯿﮟ ﮐﺘﺎﺑﯿﮟ ﭘﮍﮬﺘﯽ‬،‫اﭘﻨ ﻓﺎرغ وﻗﺖ ﻣﯿﮟ‬
:‫ﺻﺒﺎ‬
do? ‫؟‬ ‫ آپ ﮐﯿﺎ ﮐﺮﺗﯽ‬.‫ں‬
I watch movies and play table tennis. And, yes, I do yoga ،‫ں۔ اور ں‬ ‫ﻣﯿﮟ ﻓﻠﻤﯿﮟ دﯾﮑﮭﺘﯽ ں اور ﭨﯿﺒﻞ ﭨﯿﻨﺲ ﮐﮭﯿﻠﺘﯽ‬
‫ﺳﻨﺎ‬:
too. ‫ﻣﯿﮟ ﯾﻮﮔﺎ ﭘﺮﯾﮑﭩﺲ ﺑﮭﯽ ﮐﺮﺗﯽ ں۔‬

7.3.1 [Link]
 English Urdu Speaker

Wow! You pay attention to your body. Shilpa, tell me the ‫ ﻣﺠﮭ ﻓﻠﻢ‬،‫۔ ﺳﻨﺎ‬ ‫واؤ ! آپ اﭘﻨ ﺟﺴﻢ ﭘﺮ ﺑ ﺖ زﯾﺎدہ ﺗﻮﺟ دﯾﺘﯽ‬
:‫ﺻﺒﺎ‬
story of a movie. ‫ﮐﯽ ﮐ ﺎﻧﯽ ﺑﺘﺎﺋ ۔‬
Story of which movie? ‫ ﮐﺲ ﻓﻠﻢ ﮐﯽ ﮐ ﺎﻧﯽ؟‬:‫ﺳﻨﺎ‬
The film that you and Peter had gone to watch. ‫ﺻﺒﺎ وہ ﻓﻠﻢ ﺟﺴ آپ اور ﭘﯿﭩﺮ دﯾﮑﮭﻨ ﮔﺌ ﺗﮭ ۔‬:
‫ ﯾ اﯾﮏ دﻟﭽﺴﭗ ﻓﻠﻢ ﺗﮭﯽ۔ اس ﻓﻠﻢ ﻣﯿﮟ اﯾﮏ ﻟﮍﮐﺎ اﯾﮏ‬، ‫ﭨﮭﯿﮏ‬
Okay, this was an interesting film. In this film, a boy
‫ﻟﮍﮐﯽ ﺳ ﭘﯿﺎر ﮐﺮﺗﺎ ۔ ﻟﯿﮑﻦ ﻟﮍﮐﯽ دوﺳﺮے ﻟﮍﮐ ﺳ ﻣﺤﺒﺖ‬
loves a girl, but the girl loves some other boy. After a
‫ﺳﻨﺎ ﮐﺮﺗﯽ ۔ اﺳ ﺑﻌﺪ ﻣﯿﮟ ﭘﺘ ﭼﻠﺘﺎ ﮐ وہ ﺟﺲ ﻟﮍﮐ ﺳ ﭘﯿﺎر‬:
while, she learns that he is not a good man. Then she
‫ﮐﺮﺗﯽ وہ اﭼﮭﺎ آدﻣﯽ ﻧ ﯿﮟ ۔ ﭘﮭﺮ ﻟﮍﮐﯽ اس ﻟﮍﮐ ﺳ ﺷﺎدی‬
marries the boy who loves her.
‫ﮐﺮ ﻟﯿﺘﯽ ﺟﻮ اس ﺳ ﭘﯿﺎر ﮐﺮﺗﺎ ۔‬
Wow! This seems like a love triangle. ‫ واؤ! ﯾ ﺗﻮ‬love triangle ‫ﻟﮕﺘﺎ‬- :‫ﺻﺒﺎ‬
‫ں۔ ﮐﯿﺎ آپ ﻣﺠﮭ ﭘﯿﻨﭧ ﮐﺮﻧﺎ‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﭘﯿﻨﭧ ﮐﺮﻧﺎ ﭼﺎ ﺘﯽ‬،‫ﺻﺒﺎ‬
Saba, I do want to paint. Can you teach me painting? :‫ﺳﻨﺎ‬
‫؟‬ ‫ﺳﮑﮭﺎ ﺳﮑﺘﯽ‬
Yes, of course, come to my home next Sunday and we
‫اﮐﭩﮭ ﭘﯿﻨﭩﻨﮓ ﮐﺮﯾﮟ ﮔ ۔‬ ، ‫ اﮔﻠ اﺗﻮار ﮐﻮ ﻣﯿﺮے ﮔﮭﺮ آﺋ‬،‫ں ﺑﺎﻟﮑﻞ‬ ‫ﺻﺒﺎ‬:
will paint together.
Great. ‫اﭼﮭﺎ‬- :‫ﺳﻨﺎ‬

Listening
‫ﻣﯿﺮے ﺷﻮق‬

Post-Reading/Listening Activities
(a) Check your vocabulary
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Based on the above reading/listening, make a list of Saba and Sana’s hobbies. Additionally, ask two of your friends about their
hobbies.

٢ ‫دوﺳﺖ‬ ١ ‫دوﺳﺖ‬ ‫ﺳﻨﺎ‬ ‫ﺻﺒﺎ‬ ‫ﺳﻮق‬

.١
.٢
.٣

(c) You read/listened above to how Sana narrated the story of a film. Please recollect the story of a movie that you have watched
and write the story of that movie, then record it below and share this with your instructor for feedback.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

This page titled 7.3: Reading/Listening 2- ‫ ﻣﯿﺮے ﺷﻮق‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.3.2 [Link]
7.4: ‫ﺗﯿﻮ ﺎر‬
Festival

This page titled 7.4: ‫ ﺗﯿﻮ ﺎر‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan State
University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.4.1 [Link]
7.5: Study Abroad
Study Abroad Reading/Listening Activity

7.5.1 [Link]
Pre-Reading/Listening Activities
(a) Please make a list of places where you want to travel in America and in India.
List five places you’d like to visit in America and five places in India.
‫ﮐ ﺎں ﺳﻔﺮ ﮐﺮﻧﺎ‬-‫ آپ ﮐ ﺎں‬،‫ن ﻣﯿﮟ‬ ‫و‬ ‫ﮐ ﺎں ﺳﻔﺮ ﮐﺮﻧﺎ ﭼﺎ ﺘ‬-‫ آپ ﮐ ﺎں‬،‫اﻣﺮﯾﮑ ﻣﯿﮟ‬
‫؟‬ ‫ﭼﺎ ﺘ‬ ‫؟‬
“What are the places you want to tour in “What are the places you want to tour in
India?” America?”

1.

2.

3.

4.

5.

(b) As you plan to go five places in India, please make a list of 15-20 items in Urdu that you think you would need to pack to visit
these places.
(c) As you decided to go to five different places in India, please briefly (1-3 sentences) write why you want to visit each place.
Grid to write 1-3 sentences about why you’d like to visit each of your five selected places in India.

‫ﺟﮕ ﮐ ﻧﺎم‬ ‫؟‬ ‫ﭼﺎ ﺘﯽ‬/ ‫آپ و ﺎں ﮐﯿﻮں ﺟﺎﻧﺎ ﭼﺎ ﺘ‬

“Name of the place” “Why do you want to go there?”

1.

2.

3.

4.

5.

Reading
English Urdu

Hello mother, how are you and what are you doing right ‫ﺟﯽ‬:
‫؟‬ ‫اور اس وﻗﺖ ﮐﯿﺎ ﮐﺮ ر ﯽ‬ ‫ آپ ﮐﯿﺴﯽ‬،‫اﻣﯽ‬
now? ‫ن‬

Hello daughter, I am fine and I am packing right now. I

‫ ﻣﯿﮟ ﮐﻞ ﺻﺒﺢ‬-‫ں اور اﺑﮭﯽ ﺳﺎﻣﺎن ﭘﯿﮏ ﮐﺮ ر ﯽ ں‬ ‫ ﻣﯿﮟ ﭨﮭﯿﮏ‬،‫ﺑﯿﭩﯽ‬ :‫ﮐﯽ‬
am coming to India on a morning flight tomorrow. How
‫ ﺗﻢ ﮐﯿﺴﯽ اور ﮐﯿﺎ ﮐﺮ ر ﯽ ؟‬-‫ن آ ر ﯽ ں‬ ‫و‬ ‫رن ﮐﯽ ﻓﻼﺋﭧ ﺳ‬
are you and what are you doing?

7.5.2 [Link]
 English Urdu

:‫ﺟﯽ‬
I am well too, mother. I am making our travel plan. ‫ں‬ ‫ری ﺳﻔﺮی ﻣﻨﺼﻮﺑ ﺑﻨﺎ ر ﯽ‬ ‫ ﻣﯿﮟ‬-‫ں اﻣﯽ‬ ‫ﻣﯿﮟ ﺑﮭﯽ ﭨﮭﯿﮏ‬
‫ن‬

I am also very excited about the India tour. Tell me about ‫ ﻣﺠﮭ اﭘﻨ ﺳﻔﺮی ﻣﻨﺼﻮﺑ‬-‫ں‬ ‫ن ﮐ ﺳﻔﺮ ﮐ ﻟﺌ ﺑ ﺖ ﭘﺮﺟﻮش‬ ‫ ﻣﯿﮟ و‬:‫ﮐﯽ‬
the travel plan. ‫رن ﮐ ﺑﺎرے ﻣﯿﮟ ﺑﺘﺎؤ‬

Okay. I will meet you at the international airport in Delhi.

‫دو دن‬ -‫اڈے ﭘﺮ ﻣﻠﻮں ﮔﯽ‬ ‫ ﻣﯿﮟ آپ ﺳ دﻟﯽ ﺑﯿﻨﺎﻻﻗﻮاﻣﯽ ا‬، ‫ﭨﮭﯿﮏ‬ ‫ﺟﯽ‬
We will stay in Delhi for two days and will visit Red Fort
‫دﻟﯽ ﻣﯿﮟ ر ﯿﮟ ﮔﯽ اور ﻻل ﻗﻠﻌ اور ﻗﻄﺐ ﻣﯿﻨﺎر دﯾﮑﮭﯿﮟ ﮔﯽ‬ ‫ن‬
and Qutab Minar.
:‫ﮐﯽ‬
Will we visit Jama Masjid too? ‫ﺟﺎﻣﻊ ﻣﺴﺠﺪ ﺑﮭﯽ ﺟﺎ ﯿﮟ ﮔﯽ؟‬ ‫ﮐﯿﺎ‬
‫رن‬
:‫ﺟﯽ‬
Yes, Jama Masjid is near the Red Fort. ‫ ﺟﺎﻣﻊ ﻣﺴﺠﺪ ﻻل ﻗﻠﻌ ﮐ ﻗﺮﯾﺐ‬،‫ﺟﯽ ں‬
‫ن‬
‫ﮐﯽ‬:
Very well. Where will we go after that? ‫ﮐ ﺎں ﺟﺎ ﯿﮟ ﮔﯽ؟‬ ،‫ دﻟﯽ ﮐ ﺑﻌﺪ‬،‫ﺑ ﺖ اﭼﮭﺎ‬
‫رن‬

After Delhi, we will go to Jaipur and Udaipur. In Jaipur ‫ و ﺎں ﺑ ﺖ ﺳ ﻗﻠﻌﻮں ﮐﺎ‬-‫ ﺟ ﭘﻮر اور ادےﭘﻮر ﺟﺎ ﯿﮟ ﮔﯽ‬،‫دﻟﯽ ﮐ ﺑﻌﺪ‬
‫ﺟﯽ‬:
and Udaipur, we will visit many forts, eat Rajasthani food ‫ اور ﺧﺮﯾﺪاری ﺑﮭﯽ ﮐﺮﯾﮟ‬،‫ اور راﺟﺴﺘﮭﺎﻧﯽ ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﮟ ﮔﯽ‬،‫دورہ ﮐﺮﯾﮟ ﮔﯽ‬
‫ن‬
and do shopping, too. ‫ﮔﯽ‬

:‫ﮐﯽ‬
I have heard that Rajasthani handicraft is very famous. ‫ﮐ راﺟﺴﺘﮭﺎﻧﯽ دﺳﺘﮑﺎری ﺑ ﺖ ﻣﺸ ﻮر‬ ‫ﻣﯿﮟ ﻧ ﺳﻨﺎ‬
‫رن‬

Yes mother, we will go to Punjab from Rajasthan and will ‫اور‬ ‫و‬ ‫ راﺟﺴﺘﮭﺎن ﺳ ﭘﻨﺠﺎب ﺟﺎ ﯿﮟ ﮔﯽ اور و ﺎں‬،‫ ﺟﯽ ں اﻣﯽ‬:‫ﺟﯽ‬
see a parade by Indian and Pakistani soldiers. ‫ﭘﺎﮐﺴﺘﺎﻧﯽ ﻓﻮﺟﯿﻮں ﮐﯽ ﭘﺮﯾﮉ دﯾﮑﮭﯿﮟ ﮔﯽ‬ ‫ن‬

:‫ﮐﯽ‬
Wow! I have heard that the parade is very dramatic. ‫ﮐ وہ ﭘﺮﯾﮉ ﺑ ﺖ ڈراﻣﺎﺋﯽ‬ ‫واؤ! ﻣﯿﮟ ﻧ ﺳﻨﺎ‬
‫رن‬
Yes, we will have so much fun. After that, we will go to
‫ﮔﻮﻟﮉن ﭨﯿﻤﭙﻞ ﮐﺎ دورہ ﮐﺮﯾﮟ‬ ،‫ اس ﮐ ﺑﺎد‬-‫ ﺑ ﺖ ﻣﺰہ ﮐﺮﯾﮟ ﮔﯽ‬،‫ ﺟﯽ ں‬:‫ﺟﯽ‬
visit the Golden Temple in Amritsar and will return to
‫ﮔﯽ اور دﻟﯽ واﭘﺲ آﺋﯿﮟ ﮔﯽ‬ ‫ن‬
Delhi.

This is such a good plan. Do you need anything from :‫ﮐﯽ‬

‫ ﮐﯿﺎ ﺗﻤ ﯿﮟ اﻣﺮﯾﮑ ﺳ ﮐﭽﮫ ﭼﺎ ﯿ ؟‬- ‫ﯾ ﺗﻮ ﺑ ﺖ اﭼﮭﺎ ﺳﻔﺮی ﻣﻨﺼﻮﺑ‬
America? ‫رن‬

No mother, I do not need anything, but please do not bring ‫ ﻟﯿﮑﻦ آپ ﮐﻮﺋﯽ ﮔﺮم ﮐﭙﮍے‬- ‫ ﻣﺠﮭ اﻣﺮﯾﮑ ﺳ ﮐﭽﮫ ﻧ ﯿﮟ ﭼﺎ ﯿ‬،‫ ﻧ ﯿﮟ اﻣﯽ‬:‫ﺟﯽ‬
warm clothes. It is the summer season in India these days. ‫ن ﻣﯿﮟ ان دﻧﻮں ﮔﺮﻣﯽ ﮐﺎ ﻣﻮﺳﻢ‬ ‫ و‬- ‫ﻣﺖ ﻻﺋ‬ ‫ن‬

:‫ﮐﯽ‬
Okay daughter, I will see you at the Delhi airport. ‫اڈے ﭘﺮ ﻣﻠﻮں ﮔﯽ‬ ‫ا‬ ‫ ﻣﯿﮟ ﺗﻤ ﯿﮟ دﻟﯽ‬،‫ﺑﯿﭩﯽ‬ ‫ﭨﮭﯿﮏ‬
‫رن‬

Listening
Study Abroad

Post-Reading/Listening Activities
Please match the following:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
Speaking:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

7.5.3 [Link]
This page titled 7.5: Study Abroad is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan State
University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.5.4 [Link]
7.6: Grammar- Tense and Aspect
Tense
Instructor Video: Introduction to Tense and Aspect
Tense is the time of an action. In all languages, tense is categorized in to three types, namely: (a) present tense, (b) past tense, and
(c) future tense.
In Urdu, tense is marked with auxiliary verbs and/or morphemes attached to the verb stem, as shown below.

Past Tense Present Tense Future Tense

‫ ﺗﮭﯿﮟ‬،‫ ﺗﮭﯽ‬، ‫ ﺗﮭ‬،‫ ﺗﮭﺎ‬:Auxiliary verbs ، ، ،‫ں‬ :Auxiliary verbs ، ،‫ۓ‬ ، :Auxiliary verbs
“It was raining yesterday.” “It is raining today.” “It will rain tomorrow.”
‫ﮐﻞ ﺑﺎرش ر ﯽ ﺗﮭﯽ‬- ‫آج ﺑﺎرش ر ﯽ‬- ‫ﮐﻞ ﺑﺎرش‬-
“Last year, I was going to Pakistan.” “I am going to Pakistan.” “I will go to Pakistan next year”
‫ ﻣﯿﮟ ﭘﺎﮐﺴﺘﺎن ﮔﯿﺎ ﺗﮭﺎ‬،‫ﭘﭽﮭﻠ ﺳﺎل‬- ‫ﻣﯿﮟ ﭘﺎﮐﺴﺘﺎن ﺟﺎ ر ﺎ ں‬- ‫ ﻣﯿﮟ ﭘﺎﮐﺴﺘﺎن ﺟﺎؤں ﮔﺎ‬،‫اﮔﻠ ﺳﺎل‬-

Aspect
Aspect shows the manner of an action. Grammatical aspects are categorized into two types, namely: (a) imperfective aspect and (b)
perfective aspect. Imperfective aspect shows that the action is not completed. Perfective aspect shows that the action is complete.
Imperfective aspect is further categorized into two types, namely: (a) habitual and (b) progressive/continuous.
All grammatical aspects in Urdu are marked as morphemes with verb stem, as shown below.

Imperfective Aspect Perfective Aspect

Habitual Progressive/Continuous
Morphemes: - ‫ﺗ‬- ،‫ﺗﯽ‬- ،‫ﺗﺎ‬- - ‫ر‬- ،‫ر ﯽ‬- ،‫ر ﺎ‬- -‫ﯾﮟ‬- ،‫ی‬- ،‫ے‬- ،‫آ‬-
‫ں‬ ‫ﻣﯿﮟ ﮐﺘﺎﺑﯿﮟ ﭘﮍﮬﺘﺎ‬- ‫ﻣﯿﮟ ﮐﺘﺎب ﭘﮍھ ر ﺎ ں‬- ‫ﻣﯿﮟ ﻧ ﮐﺘﺎب ﭘﮍﮬﯽ‬-
“I read books.” “I am reading a book.” “I read a book.”
‫ﺳﻨﺎ ﮐﺮﮐﭧ ﮐﮭﯿﻠﺘﯽ‬- ‫ﺳﻨﺎ ﮐﺮﮐﭧ ﮐﮭﯿﻞ ر ﯽ‬- ‫ﺳﻨﺎ ﻧ ﮐﺮﮐﭧ ﮐﮭﯿﻼ‬-
“Sana plays cricket.” “Sana is playing cricket.” “Sana played cricket.”
‫ﻟﮍﮐ ﮐﻤﺮے ﺻﺎف ﮐﺮﺗ‬- ‫ﻟﮍﮐ ﮐﻤﺮے ﺻﺎف ﮐﺮر‬- ‫ﻟﮍﮐﻮں ﻧ ﮐﻤﺮے ﺻﺎف ﮐﺌ‬-
“Boys clean rooms.” “Boys are cleaning rooms.” “Boys cleaned rooms.”

Activity
Please read these sentences carefully and identify the tense and aspect.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 7.6: Grammar- Tense and Aspect is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

7.6.1 [Link]
7.7: Grammar- The Present and Past Habitual Tense
Instructor Video: Habitual Construction in Urdu

Structure
Habitual Aspect
Past Tense Present Tense Verb Stem
Marker
‫ ﺗﮭﯿﮟ‬، ‫ ﺗﮭ‬،‫ ﺗﮭﯽ‬،‫ﺗﮭﺎ‬ ، ، ،‫ں‬ ‫ﺗ‬- ،‫ﺗﯽ‬- ،‫ﺗﺎ‬- ‫ ﺟﺎ‬،‫ﮐﮭﺎ‬
‫ﻣﯿﮟ ام ﮐﮭﺎﺗﺎ ﺗﮭﺎ‬- ‫ں‬ ‫ﻣﯿﮟ ام ﮐﮭﺎﺗﺎ‬-
I used to eat mangos. I eat mangos.
Example
‫وہ آﭨﮫ ﺑﺠ اﺳﮑﻮل ﺟﺎﺗﺎ ﺗﮭﺎ‬- ‫وہ آﭨﮫ ﺑﺠ اﺳﮑﻮل ﺟﺎﺗﺎ‬-
We used to go to school at 8 o’clock. He goes to school at 8 o’clock.

Use of Habitual Aspect Marker with Different Subjects

Habitual markers (- ‫ﺗ‬-/‫ﺗﯽ‬-/‫ )ﺗﺎ‬are used based on the number, person, and gender features of the agreeing subject.

Habitual Markers Habitual Markers

Plural Pronoun Singular Pronoun Person
Masculine/Feminine Masculine/Feminine

-‫ﺗﯽ‬-/ ‫ﺗ‬ “We” – ‫ﺗﯽ‬-/‫ﺗﺎ‬ ‫“ﻣﯿﮟ‬I” 1st

NA – ‫ﺗﯽ‬-/‫ﺗﺎ‬ ‫“ ﺗﻮ‬You” 2nd
-‫ﺗﯽ‬-/ ‫ﺗ‬ ‫“)ﺗﻢ )ﻟﻮگ‬You” – ‫ﺗﯽ‬-/ ‫ﺗ‬ ‫“ﺗﻢ‬You”
-‫ﺗﯽ‬-/ ‫ﺗ‬ ‫“)آپ )ﻟﻮگ‬You” – ‫ﺗﯽ‬-/ ‫ﺗ‬ ‫“آپ‬You”
‫وہ‬/ ‫“ ﯾ‬They” and ‫وہ‬/ ‫“ﯾ‬S/he” and singular
-‫ﺗﯽ‬-/ ‫ﺗ‬ – ‫ﺗﯽ‬-/‫ﺗﺎ‬ 3rd
plural nouns noun

Note: When subject of a sentence is of mixed gender please use plural masculine aspect marker.

Negation of Habitual Aspect

In order to change habitual aspect sentences in to negative, we use the word ‫ ﻧ ﯿﮟ‬right before the verb. When habitual sentences
appear in the negative, generally, the verb “to be” in the present ( ، ، ،‫ ) ں‬is dropped. However, in the past form of the verb
“to be” (‫ ﺗﮭﯿﮟ‬، ‫ ﺗﮭ‬،‫ ﺗﮭﯽ‬،‫ )ﺗﮭﺎ‬is not dropped.
Examples:
‫ﻟﮍﮐﯿﺎں ﻓﭧ ﺑﺎل ﮐﮭﯿﻠﺘﯽ‬- “Girls play football.”
‫ﻟﮍﮐﯿﺎں ﻓﭧ ﺑﺎل ﻧ ﯿﮟ ﮐﮭﻠﺘﯿﮟ‬- “Girls do not play football.”
‫آپ دن اﭘﻨﺎ ﮐﻤﺮہ ﺻﺎف ﮐﺮﺗ ﺗﮭ‬- “You clean your room everyday.”
‫آپ دن اﭘﻨﺎ ﮐﻤﺮہ ﺻﺎف ﻧ ﯿﮟ ﮐﺮﺗ‬- “You do not to clean your room everyday.”
Note: Please notice the extra nasal dot in negative sentences with the subject ‫“ﻟﮍﮐﯿﺎں‬girls”. As we drop the verb “to be”, the dot
indicates the plural feminine subject in contrast to a singular feminine subject.

Uses of Habitual Aspect

(a) To express routine actions.
Examples:
‫ں‬ ‫ﻣﯿﮟ ﭼﺎر ﺑﺠ ﺟﺎﮔﺘﺎ‬- “I get up at 4 o’clock.”
‫ں‬ ‫ﻣﯿﮟ ﭘﺎﻧﭻ ﺑﺠ ﭼﺎۓ ﭘﯿﺘﺎ‬- “I drink tea at 5 o’clock.”
‫ں‬ ‫ﻣﯿﮟ آﭨﮫ ﺑﺠ اﺳﮑﻮل ﺟﺎﺗﺎ‬- “I go to school at 8 o’clock.”

7.7.1 [Link]
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.

Examples Negative Past Tense

1.

2.

3.

4.

5.

(b) To express habitual actions.

Examples:
‫ﺻﺒﺎ ﮐﺘﺎﺑﯿﮟ ﭘﮍﮬﺘﯽ‬-“Saba reads books.”
‫ﻋﻤﺮان ﮔﭩﺎر ﺑﺠﺎﺗﺎ‬- “Imran plays guitar.”
‫اﺣﻤﺪ ﺳﮕﺮﯾﭧ ﭘﯿﺘﺎ‬-“Ahmed smokes.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.

Examples Negative Past Tense

1.

2.

3.

4.

5.

(c) To express permanent actions.

Examples:
‫ﭘﯿﭩﺮ ﻣﺸﯽ ﮔﻦ ﻣﯿﮟ ر ﺘﺎ‬- “Peter lives in Michigan.”
‫ﺟﯿﻦ ﯾ ﺎں ﮐﺎم ﮐﺮﺗﯽ‬- “Jen works here.”
‫ﻣﯿﮟ اﭘﻨ اﺳﺘﺎد ﮐﯽ ﻋﺰت ﮐﺮﺗﺎ ں‬- “I respect my teacher.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.
Grid to write five examples of sentences expressing permanent actions and then change them to negative and past tense.
Examples Negative Past Tense

1.

2.

3.

4.

5.

(d) To express general/universal truth.

7.7.2 [Link]
Examples:
- ‫“ زﻣﯿﻦ ﺳﻮرج ﮐ ﮔﺮد ﮔﮭﻮﻣﺘﯽ‬The earth revolves around the sun.”
- ‫ ﮔﻼب ﻻل‬، ‫“ ﻋﺎم ﻃﻮر ﺳ‬Generally, roses are red.”
- ‫“ ﻣﺸﯽ ﮔﻦ ﻣﯿﮟ ﺑﺮﻓﺒﺎری‬It snows in Michigan.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.
Grid to write 5 examples of sentences expressing /general universal truth and then change them to the negative and past tense.
Examples Negative Past tense

1.

2.

3.

4.

5.

(e) To narrate a story and to express series of events:

When narrating a story, background information is generally expressed using habitual (imperfective aspect) construction. Whereas,
the foreground information is expressed using perfective aspect. Habitual construction (background information) in the story below
is highlighted.
Example:
-‫ اﯾﮏ دن ﺷﯿﺮ ﭼﻮ ﺳ ﮐ ﺘﺎ ﮐ ﻣﯿﮟ ﺗﻤﮭﯿﮟ ﮐﮭﺎ ﺟﺎوﻧﮕﺎ‬-‫ اﯾﮏ ﭼﻮ ﺎ ﺑﮭﯽ ر ﺘﺎ ﺗﮭﺎ‬،‫ اﺳﯽ ﺟﻨﮕﻠ ﻣﯿﮟ‬-‫اﯾﮏ ﺟﻨﮕﻞ ﻣﯿﮟ اﯾﮏ ﺷﯿﺮ ر ﺘﺎ ﺗﮭﺎ‬
‫ اس ﻃﺮح ﭼﻮ ﺎ ﺷﯿﺮ ﮐﯽ ﻣﺪد ﮐﺮﺗﺎ‬- ‫ اﯾﮏ دن ﺷﮑﺎری ﺷﯿﺮ ﮐﻮ ﺟﺎل ﻣﯿﮟ ﭘﮭﺴﺎﺗﺎ ﺗﺐ ﭼﻮ ﺎ ﺟﺎل ﮐﺎﭨﺘﺎ‬- ‫ﭼﻮ ﺎ ﮐ ﺘﺎ ﮐ ﻣﺠﮭ ﻣﺖ ﮐﮭﺎﺋﯿ‬

“A lion lived in a forest. In the same forest, there also lived a rat. One day, the lion says to the rat, “I will eat you.” The rat says,
“Please don’t eat me.” One day, a hunter traps the lion in a net. Then, the rat chews the net. This is how the rat frees the lion.”
(f) To express impersonal sentences
Examples:
‫ﮐ‬ ‫“ … ﻟﻮگ ﮐ ﺘ‬People say that…”
‫ اردو ﻣﯿﮟ‬flower ‫؟‬ ‫“ ﮐﯿﺴ ﮐ ﺘ‬How do you say “flower” in Urdu?”
‫ﯾ ﺎں اﭼﮭﯽ ﭼﺎۓ ﻣﻠﺘﯽ‬- “Good tea is available here.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.
Grid to write impersonal sentences and then change them to the negative and past tense.
Examples Negative Past Tense

1.

2.

3.

4.

5.

(g) To express immediate future action by adding adverbs like ‫“اﺑﮭﯽ‬right away” and ‫“ﭼﻠﺌ‬let’s”.
Examples:

‫آ‬

7.7.3 [Link]
 ‫ں‬ ‫ﻣﯿﮟ اﺑﮭﯽ آﺗﯽ‬- “I will come right away.”
‫ اﯾﮏ ﻓﻠﻢ دﯾﮑﮭﺘ‬، ‫ﭼﻠﺌ‬- “Let’s watch a film.”
‫ اﻣﯽ اﺑﮭﯽ ﺗﻤﮭﯿﮟ ﮐﮭﺎﻧﺎ دﯾﺘﯽ‬،‫رو ﻣﺖ‬- “Don’t cry, mother will give you food right away.”

Uses of the Past Habitual Tense

(a) The past habitual tense is generally used to express past habits, routines, and permanent actions.
Examples:
‫ دس ﺑﺠ اﺳﮑﻮل ﺟﺎﺗﺎ ﺗﮭﺎ‬،‫ﻣﯿﮟ ﭘﭽﮭﻠ ﺳﺎل‬- “I used to go to school at 10 o’clock last year.”
‫“ آپ ﭘﺎﮐﺴﺘﺎن ﻣﯿﮟ ﮐ ﺎں ر ﺘﯽ ﺗﮭﯿﮟ؟‬Where did you used to live in India?”
‫ ﻣﯿﺮا ﺑﮭﺎﺋﯽ دن ﻣﺠﮫ ﺳ ﮔﻔﺘﮕﻮ ﮐﺮﺗﺎ ﺗﮭﺎ‬،‫ﭘﭽﮭﻠ ﻣ ﯿﻨ ﺗﮏ‬- “My brother used to talk to me everyday, until last month.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.
Grid for sentences using the past habitual tense and then change them to the negative and past tense
Examples Negative Past Tense

1.

2.

3.

4.

5.

Activities
(a) Please choose the correct form of the habitual aspect marker, based on the subject of the sentence.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please write your daily routine of this semester/year. After writing your daily routine, compare it with last semester/year. (Hint:
Please use present habitual for current daily routine and use past habitual for last semester/year.)
(c) Please ask your friends about their hobbies and enlist them here. (Hint: Use: ‫؟‬ ‫ﮐﺮﺗﯽ‬/ ‫“آپ ﺧﺎﻟﯽ وﻗﺖ ﻣﯿﮟ ﮐﯿﺎ ﮐﺮﺗ‬What do
you do in your free time?” to ask their hobbies.)
(d) Please watch a short film and write the story in Urdu. After writing, please record yourself here and share your story with the
instructor/any native speaker for the feedback.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts
platform.

7.7.4 [Link]
7.8: The Present and Past Progressive Tense
Instructor Video: Progressive in Urdu

Structure
Progressive
Past Tense Present Tense Verb Stem
Aspect Marker
‫ ﺗﮭﯿﮟ‬،‫ ﺗﮭﯽ‬، ‫ ﺗﮭ‬،‫ﺗﮭﺎ‬ ، ، ،‫ں‬ -‫ر ﯽ‬- ، ‫ر‬- ،‫ر ﺎ‬ ‫ ﺟﺎ‬،‫ﮐﮭﺎ‬
‫ﻣﯿﮟ ﮐﺎم ﮐﺮ ر ﺎ ﺗﮭﺎ‬- ‫ں‬ ‫– ﻣﯿﮟ ﮐﺎم ﮐﺮ ر ﺎ‬
“I was working.” “I am working.”
Examples
‫– وہ اﺳﮑﻮل ﺟﺎ ر ﺎ ﺗﮭﺎ‬ ‫وہ اﺳﮑﻮل ﺟﺎ ر ﺎ‬-
“He was going to school.” “He is going to school.”

Use of Progressive Aspect Marker with Different Subjects

Progressive markers ( ‫ ر ﯽ‬، ‫ ر‬،‫ )ر ﺎ‬are used based on the number, person and gender features of the agreeing subject.

Habitual markers Habitual markers

Plural pronoun Singular Pronoun Person
Masculine/Feminine Masculine/Feminine
‫ر ﯽ‬/ ‫ر‬ “We” ‫ر ﯽ‬/‫ر ﺎ‬ ‫“ﻣﯿﮟ‬I” 1st
NA ‫ر ﯽ‬/‫ر ﺎ‬ ‫“ﺗﻮ‬You” 2nd
‫ر ﯽ‬/ ‫ر‬ ‫“)ﺗﻢ )ﻟﻮگ‬You” ‫ر ﯽ‬/ ‫ر‬ ‫“ﺗﻢ‬You”
‫ر ﯽ‬/ ‫ر‬ ‫“)آپ )ﻟﻮگ‬You” ‫ر ﯽ‬/ ‫ر‬ ‫“آپ‬You”
‫وہ‬/ ‫“ﯾ‬They” and ‫وہ‬/ ‫“ ﯾ‬S/he” and singular
‫ر ﯽ‬/ ‫ر‬ ‫ر ﯽ‬/‫ر ﺎ‬ 3rd
plural nouns nouns

Note: When subject of a sentence is of mixed gender please use plural masculine aspect marker.

Negation of Progressive Aspect

In order to change progressive aspect sentences in negative, we use the word ‫ ﻧ ﯿﮟ‬right before the verb. When progressive
sentences appear in negative, generally, the verb “to be” in present ( ، ، ،‫ ) ں‬is dropped, but not in the past ‫ ﺗﮭﯽ‬، ‫ ﺗﮭ‬،‫)ﺗﮭﺎ‬
(‫ﺗﮭﯿﮟ‬. Negative of past tense keeps the past form of the verb “to be”.
Examples:
‫ﻟﮍﮐﯿﺎ ﻓﭧ ﺑﺎل ﮐﮭﯿﻞ ر ﯽ‬- “Girls are playing football.”
‫ﻟﮍﮐﯿﺎ ﻓﭧ ﺑﺎل ﻧ ﯿﮟ ﮐﮭﯿﻞ ر ﯿﮟ‬- “Girls are not playing football.”
‫آپ اﭘﻨﺎ ﮐﻤﺮہ ﺻﺎف ﮐﺮ ر ﺗﮭ‬- “You were cleaning your room.”
‫آپ اﭘﻨﺎ ﮐﻤﺮہ ﺻﺎف ﻧ ﯿﮟ ﮐﺮ ر‬- “You were not cleaning your room.”
Note: Please notice the extra nasal dot ”‫ “ر ﯿﮟ‬in negative sentences with subject ‫“ﻟﮍﮐﯿﺎں‬girls.” As we drop the verb “to be”, the
dot indicates the plural feminine subject, in contrast to a singular feminine subject.

Uses of Progressive Aspect

(a) To express action happening at the time of speaking.
Examples:
‫ﺑﺎرش ر ﯽ‬- “It is raining.”
‫ﺳﺐ ﻟﻮگ ﺳﻮ ر‬- “Everyone is sleeping.”
‫ﺻﺒﺎ ﺳﻨﺎ اﯾﮏ ﻓﻠﻢ دﯾﮑﮫ ر ﯽ ﺗﮭﯿﮟ‬- “Saba and Sana were watching a film.”

7.8.1 [Link]
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative and past tense.
Grid to write action sentences and then change them to negative and past tense.
Examples Negative Past Tense

1.

2.

3.

4.

5.

(b) To express temporary action. Generally, adverbs like ‫“آج ﮐﻞ‬these days” and ‫“اﺑﮭﯽ‬right now” are used.
Examples:
‫روح اﺑﮭﯽ ﮐﺘﺎب ﭘﮍھ ر ﯽ‬- “Ruh is reading a book right now.”
‫ﻋﻤﺮان آﺟﮑﻞ ﮔﭩﺎر ﺑﺠﺎ ر ﺎ‬- “Imran is playing a guitar these days.”
‫اﺣﻤﺪ اﻣﺮﯾﮑﺎ ﻣﯿﮟ رہ ر ﺎ ﺗﮭﺎ‬- “Ahmed was living/staying in America.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences in negative and past tense.
Grid to write temporary action sentences, and then change them to negative and past tense.
Examples Negative Past tense

1.

2.

3.

4.

5.

(c) To express planned future action. The sentences must have future adverbs of time.
Examples:
‫ﭘﯿﭩﺮ اﮔﻠ ﻣ ﯿﻨ ﭘﺎﮐﺴﺘﺎن ﺟﺎ ر ﺎ‬- “Peter is going to Pakistan next month.”
‫ﺟﻦ ﮐﻞ ﮐﺎم ﮐﺮ ر ﯽ‬- “Jen is working tomorrow.”
‫اﯾﮏ ﻓﻠﻢ دﯾﮑﮫ ر ﯽ ں‬ ‫ﻣﯿﮟ اﮔﻠ‬- “I am watching a film next week.”
Note: To express planned future action using progressive aspect is only possible in present tense. Past tense of progressive aspect
cannot express planned future action.
Activity:
Please add five more examples here. After writing your examples, please change your sentences in negative and past tense.
Grid to write planned future action sentences, and then change them to negative and past tense.

Examples Negative Past Tense

1.

2.

3.

7.8.2 [Link]
 4.

5.

Activities
(a) Please choose the correct progressive aspect markers based on the subject of the sentence.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please write 5 sentences explaining what you were doing last weekend.
Space to write five sentences explaining what you were doing last weekend.
– ‫ﺗﮭﯽ‬/‫ ﻣﯿﮟ ____________ ﺗﮭﺎ‬، ‫ﭘﭽﮭﻠ‬ .١
.٢
.٣
.٤
.٥

(c) Please write 5 sentences explaining what you are doing next week.
Space to write five sentences explaining what you are doing next week.
.
‫ں‬ _________________ ‫ ﻣﯿﮟ‬، ‫اﮔﻠ‬-
١
.
٢
.
٣
.
٤
.
٥

‫!ﺷﮑﺮﯾ‬

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7.8.3 [Link]
7.9: Grammar- Simple Future Tense
Instructor’s Video: Future Tense in Urdu

Structure
Verb Stem + Future Marker

Use of Future Markers with Different Subjects

Future markers are used based on the number, person, and gender features of the agreeing subject.

Habitual Markers Habitual Markers

Plural Pronoun Singular Pronoun Person
Masculine/Feminine Masculine/Feminine
-‫ﯾﮟ ﮔﯽ‬-/- ‫ﯾﮟ ﮔ‬ “We” – ‫وں ﮔﯽ‬-/‫وں ﮔﺎ‬ ‫“ ﻣﯿﮟ‬I” 1st
NA -‫ے ﮔﯽ‬-/ ‫ے‬ ‫“ﺗﻮ‬You” 2nd
-‫و ﮔﯽ‬-/ ‫وﮔ‬ (‫“ﺗﻢ )ﻟﻮگ‬You” -‫و ﮔﯽ‬-/ ‫وﮔ‬ ‫“ ﺗﻢ‬You”
-‫ﯾﮟ ﮔﯽ‬-/- ‫ﯾﮟ ﮔ‬ (‫“ آپ )ﻟﻮگ‬You” -‫ﯾﮟ ﮔﯽ‬-/- ‫ﯾﮟ ﮔ‬ ‫“آپ‬You”
‫وہ‬/ ‫“ﯾ‬They,” and ‫وہ‬/ ‫“ﯾ‬S/he,” and
-‫ﯾﮟ ﮔﯽ‬-/- ‫ﯾﮟ ﮔ‬ -‫ے ﮔﯽ‬-/ ‫ے‬ 3rd
plural nouns singular noun

Note:
(a) When the subject of a sentence is of mixed gender, use the plural masculine aspect marker.

Negation of Progressive Aspect

In order to change progressive aspect sentences to negative, we use the word ‫ﻧ ﯿﮟ‬right before the verb.
Examples:
‫ﻟﮍﮐﯿﺎں ﻓﭧ ﺑﺎل ﮐﮭﯿﻠﯿﮟ ﮔﯽ‬- “Girls will play football.”
‫ﻟﮍﮐﯿﺎں ﻓﭧ ﺑﺎل ﻧ ﯿﮟ ﮐﮭﯿﻠﯿﮟ ﮔﯽ‬- “Girls will not play football.”
‫آپ اﭘﻨﺎ ﮐﻤﺮا ﺻﺎف ﮐﺮﯾﮟ ﮔ‬- “You will clean your room.”
‫آپ اﭘﻨﺎ ﮐﻤﺮا ﺻﺎف ﻧ ﯿﮟ ﮐﺮﯾﮟ ﮔ‬- “You will not clean your room.”

Uses of Future Tense

(a) To express future actions.
Examples:
‫ﮐﻞ ﺑﺎرش‬- “It will rain tomorrow.”
‫ﺳﺐ ﻟﻮگ ﮔﮭﺮ ﺟﺎﯾﮟ ﮔ‬- “Everyone will go home.”
‫ﭘﯿﭩﺮ اور ﺳﻨﺎ اﯾﮏ ﻓﻠﻢ دﯾﮑﮭﯿﮟ ﮔ‬- “Peter and Sana will watch a film.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative.
Grid to write examples of future action sentences and their negatives
Examples Negative

1.

2.

3.

4.

7.9.1 [Link]
 5.

(b) To express assumption/presumption.

Examples:
‫ﺷﺎﯾﺪ ﮐﻞ ﺑﺮﻓﺒﺎری‬- “Perhaps it will snow tomorrow.”
‫ ﻣﯿﮟ ﭘﺎﮐﺴﺘﺎن ﺟﺎؤں ﮔﯽ‬،‫اﮔﻠ ﺳﺎل‬- “Next year, I will go to Pakistan.”
‫ﭘﯿﭩﺮ اور ﺳﻨﺎ ﮐﻞ ﻣﺠﮭﺴ ﻣﻠﯿﮟ ﮔ‬- “Peter and Sana will meet me tomorrow.”
Activity:
Please add five more examples here. After writing your examples, please change your sentences to negative.
Grid to write five examples of assumptions/presumptions, and then change them to the negative.
Examples Negative

1.

2.

3.

4.

5.

Activities
(a) Please choose the correct form of future markers based on the subject of the sentence.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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7.9.2 [Link]
7.10: Cultural Notes and Extra/Optional Online Materials

Cultural Notes
# Topics Explanation

In Urdu, there are not separate words for

lunch and dinner. ‫“ﮐﮭﺎﻧﺎ‬food” is used for
1. Food habits
both lunch and dinner. Typically, for both
lunch and dinner, people eat a full meal.
‫ ﭼﺎۓ‬is one of the drinks that Indians and
South Asians love to drink in the morning
and in the evening with snacks.
2. ‫ﭼﺎۓ‬
Additionally, ‫ﭼﺎۓ‬is often served in the
office and is a drink for breaks during work
or study.
Literally, it means “What is ‫ﮐﯿﺎ ﭼﻞ ر ﺎ ؟‬
3. ‫ﮐﯿﺎ ﭼﻞ ر ﺎ ؟‬ moving?” But this is used to express
”?“What’s up?” or “What is going on
In America, people generally go to work at
8 in the morning. In India and South Asia,
work starts at 10. This gives enough time in
4. School and Office hours.
the morning for morning rituals such as
making breakfast, eating breakfast, and
packing lunch.
When you ask about daily routines to
Indian and South Asian people, they may
5. Daily Routine
just talk about their work/study. They may
say how long they work and study.

Extra/Optional Online Materials

One or more interactive elements has been excluded from this version of the text. You can view them online here:
[Link]
One or more interactive elements has been excluded from this version of the text. You can view them online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

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curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts
platform.

7.10.1 [Link]
 CHAPTER OVERVIEW

8: Talking About the Past and Completed Actions

 Learning Objectives
You will learn vocabulary related to travelling.
You will learn how to write a letter in Urdu.
You will learn how to express completed actions.
You will learn how to form long sentences using “kar” construction.
You will learn how to express uncertain future plans, blessings, curses, and good/bad wishes.

8.1: Review of Chapter 7

8.2: Reading/Listening 1- ‫ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬
8.3: Reading/Listening 2- ‫ﺧﻂ ﻟﮑﮭﻨﺎ‬
8.4: Reading/Listening 3- ‫ﻧﯿﮏ ﺧﻮا ﺸﺎت‬
8.5: Study Abroad
8.6: Grammar- Perfective Aspect
8.7: ‫ ﮐﺮ‬Construction
8.8: Conjunct Verbs
8.9: Subjunctive Mood
8.10: Cultural Notes and Extra/Optional Online Materials

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1
8.1: Review of Chapter 7
Vocabulary
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Reading/Listening and Grammar

An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Listening
‫ﺗﺎج ﻣﺤﻞ‬
Answer the following questions based on on the above reading/listening.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

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8.1.1 [Link]
8.2: Reading/Listening 1- ‫ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬

‫ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬
“After the Vacation”

8.2.1 [Link]
Pre-Reading/Listening Activities
(a) Please recollect the memories of your last trip and make a list of the places you went, food that you ate, and things that you did.
(b) Please share your vacation details with your friend, and ask hers/his.

Reading
Context: Shahnaz, Peter, and Roshan meet in school after the summer vacation.
Shahnaz, Peter, and Roshan meet in school after the summer vacation.

English Urdu Speaker

Hello Shahnaz, how are you? ‫؟‬ ‫ آپ ﮐﯿﺴﯽ‬،‫ﺷ ﻨﺎز‬ :‫ﭘﯿﭩﺮ‬

I am well. How are you? ‫؟‬ ‫ آپ ﮐﯿﺴ‬،‫ں‬ ‫ ﻣﯿﮟ ﭨﮭﯿﮏ‬:‫ﺷ ﻨﺎز‬

I, too, am well. How was your summer vacation? ‫ں۔ آپ ﮐﯽ ﮔﺮﻣﯿﻮں ﮐﯽ ﭼﮭﭩﯿﺎں ﮐﯿﺴﯽ ر ﯽ‬ ‫ﭘﯿﭩﺮ ﻣﯿﮟ ﺑﮭﯽ اﭼﮭﺎ‬:

My summer vacation was very good. I went to Hyderabad ‫ﻣﯿﺮی ﮔﺮﻣﯿﻮں ﮐﯽ ﭼﮭﭩﯿﺎں ﺑ ﺖ اﭼﮭﯽ ﺗﮭﯿﮟ۔ ﻣﯿﮟ اﭘﻨ ﺧﺎﻧﺪان ﮐ‬
‫ﺷ ﻨﺎز‬:
with my family. ‫ﺳﺎﺗﮫ ﺣﯿﺪرآﺑﺎد ﮔﯿﺌﯽ۔‬

Oh wow! What did you do in Hyderabad? ‫ﭘﯿﭩﺮ ارے واہ ! آپ ﻟﻮﮔﻮں ﻧ ﺣﯿﺪرآﺑﺎد ﻣﯿﮟ ﮐﯿﺎ ﮐﯿﺎ؟‬:

We stayed there for a week. We saw the city. We went to the ‫ ﮔﻮﻟﮑﻨﮉہ‬،‫و ﺎں ر ۔ ﻧ ﺷ ﺮ دﯾﮑﮭﺎ۔ ﭼﺎر ﻣﯿﻨﺎر‬ ‫اﯾﮏ‬
Charminar, Golconda Fort, and Ramoji Film City. We ate ‫ﻓﻮرٹ اور راﻣﻮﺟﯽ ﻓﻠﻢ ﺳﭩﯽ ﮔﺌ ۔ ﻧ ﻣﺨﺘﻠﻒ ﻗﺴﻢ ﮐﯽ‬
‫ﺷ ﻨﺎز‬:
different types of biryani. Where did you go on summer ‫ﺑﺮﯾﺎﻧﯽ ﮐﮭﺎﺋﯽ۔ آپ ﮔﺮﻣﯿﻮں ﮐﯽ ﭼﮭﭩﯿﻮں ﻣﯿﮟ ﮐ ﺎں ﮔﺌ اور ﮐﯿﺎ‬
vacation and what did you do? ‫ﮐﯿﺎ؟‬

I went to my parent’s house in Goa. I spent some time with ‫ ﮔﻮا ﮔﯿﺎ۔ ﻣﯿﮟ ﻧ ان ﮐ ﺳﺎﺗﮫ ﮐﭽﮫ وﻗﺖ‬،‫ﻣﯿﮟ اﭘﻨ واﻟﺪﯾﻦ ﮐ ﮔﮭﺮ‬
‫ﭘﯿﭩﺮ‬:
them and helped them fix their house. ‫ﮔﺰارا۔ ﻣﯿﮟ ﻧ ﮔﮭﺮ ﮐﯽ ﻣﺮﻣﺖ ﻣﯿﮟ ان ﮐﯽ ﻣﺪد ﮐﯽ۔‬

Oh wow! Roshan, what did you do during summer

‫ آپ ﻧ ﮔﺮﻣﯿﻮں ﮐﯽ ﭼﮭﭩﯿﻮں ﮐ دوران ﮐﯿﺎ ﮐﯿﺎ؟‬،‫ﺷ ﻨﺎز واہ ! اور روﺷﻦ‬:
vacation?

I was at home. I learned how to cook. ‫ ﻣﯿﮟ ﻧ ﮐﮭﺎﻧﺎ ﭘﮑﺎﻧﺎ ﺳﯿﮑﮭﺎ۔‬-‫روﺷﻦ ﻣﯿﮟ ﮔﮭﺮ ﭘﺮ ﺗﮭﺎ‬:

‫رے ﻟﺌ ﮐﮭﺎﻧﺎ ﺑﻨﺎ ﺳﮑﺘﺎ‬ ‫واہ ! ﯾ ﺑ ﺖ اﭼﮭﯽ ﺑﺎت ۔ اب روﺷﻦ‬

Oh wow! That is great. Now Roshan can cook food for us. ‫ﭘﯿﭩﺮ‬:
‫۔‬

8.2.2 [Link]
 English Urdu Speaker

Yes, why not? ‫ں ﮐﯿﻮں ﻧ ﯿﮟ ؟‬ ‫روﺷﻦ‬:

Listening
‫ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬

Post-Reading/Listening Activities
(a) Check your vocabulary:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Speaking:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

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Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.2.3 [Link]
8.3: Reading/Listening 2- ‫ﺧﻂ ﻟﮑﮭﻨﺎ‬
‫“ ﺧﻂ ﻟﮑﮭﻨﺎ‬Letter Writing”

Pre-Reading/Listening Activity
(a) In a group, please share your letter writing experience. Please also share who you want to write a letter today, and what you
want to write about.
(b) In a group, please discuss how mode of communication changes due to new technological developments like facebook, twitter,
and emails, etc.

8.3.1 [Link]
‫‪(c) Please learn the following vocabulary‬‬

‫‪English‬‬ ‫‪part of speech/Urdu‬‬ ‫‪English‬‬ ‫‪part of speech/Urdu‬‬

‫‪Toward X‬‬ ‫ﮐ ﺟﺎﻧﺐ ‪pp. x‬‬ ‫‪Friend‬‬ ‫دوﺳﺖ ‪n.m./f.‬‬
‫‪Fast‬‬ ‫ﺗﯿﺰی ﺳ ‪adv.‬‬ ‫‪Hope‬‬ ‫اﻣﯿﺪ ‪n.f.‬‬
‫‪To run‬‬ ‫دوڑﻧﺎ ‪v.i.‬‬ ‫‪Special‬‬ ‫ﺧﺼﻮﺻﯽ ‪adj.‬‬
‫‪To save‬‬ ‫ﺑﭽﺎﻧﺎ ‪v.t.‬‬ ‫‪Reason‬‬ ‫وﺟ ‪n.m.‬‬
‫‪To lift‬‬ ‫اﭨﮭﺎﻧﺎ ‪v.t.‬‬ ‫‪Return‬‬ ‫واﭘﺲ ‪adv.‬‬
‫‪To run away‬‬ ‫ﺑﮭﺎﮔﻨﺎ ‪v.i.‬‬ ‫‪To spend‬‬ ‫ﺑﺘﺎﻧﺎ ‪v.i.‬‬
‫‪Leg‬‬ ‫ﭘﯿﺮ ‪n.m.‬‬ ‫‪Out‬‬ ‫ﺑﺎ ﺮ ‪adj.‬‬
‫‪To be stuck‬‬ ‫ﭘﮭﺴﻨﺎ ‪v.t.‬‬ ‫‪To roam around‬‬ ‫ﺳﯿﺮ ﮐﺮﻧﺎ ‪v.t.‬‬
‫‪To fall‬‬ ‫ﮔﺮﻧﺎ ‪v.i.‬‬ ‫‪Last‬‬ ‫ﭘﭽﮭﻼ ‪adj.‬‬
‫‪To lie down‬‬ ‫ﭘﮍﻧﺎ ‪v.i.‬‬ ‫‪Paternal uncle’s daughter‬‬ ‫ﭼﭽﯿﺮی ﺑ ﻦ ‪n.f.‬‬
‫‪Safe‬‬ ‫ﻣﺤﻔﻮظ ‪adj.‬‬ ‫‪Marriage‬‬ ‫ﺷﺎدی‪/‬ﻧﮑﺎح ‪n.f.‬‬
‫‪Pain‬‬ ‫درد ‪n.m.‬‬ ‫‪Happy‬‬ ‫ﺧﻮش ‪adj.‬‬
‫‪To feel‬‬ ‫ﻣﺤﺴﻮس ﮐﺮﻧﺎ ‪v.t.‬‬ ‫‪Preparation‬‬ ‫ﺗﯿﺎری ‪n.f.‬‬
‫‪Hospital‬‬ ‫ل ‪n.m.‬‬ ‫‪Grandeur‬‬ ‫دﮬﻮم دﮬﺎم ‪adj.‬‬
‫‪To arrive‬‬ ‫ﭘ ﻨﭽﻨﺎ ‪v.t.‬‬ ‫‪To buy‬‬ ‫ﺧﺮﯾﺪﻧﺎ ‪v.t.‬‬
‫‪Bone‬‬ ‫ی ‪n.f.‬‬ ‫‪An Indian snack‬‬ ‫ﮔﻮل ﮔﭙﭙ ‪n.m.‬‬
‫‪Break‬‬ ‫ﭨﻮﭨﻨﺎ ‪v.i.‬‬ ‫‪To see‬‬ ‫دﯾﮑﮭﻨﺎ ‪v.t.‬‬
‫‪To give treatment‬‬ ‫ﻋﻼج ﮐﺮﻧﺎ ‪v.t.‬‬ ‫‪Small‬‬ ‫ﭼﮭﻮﭨﺎ ‪adj.‬‬
‫‪Rest‬‬ ‫آرام ‪n.m.‬‬ ‫‪Child‬‬ ‫ﺑﭽﭽﺎ ‪n.m.‬‬
‫‪To instruct‬‬ ‫دﯾﻨﺎ ‪v.t.‬‬ ‫ا‬ ‫‪Road‬‬ ‫ﺳﮍک ‪n.f.‬‬
‫‪To take care‬‬ ‫ﺧﯿﺎل رﮐﮭﻨﺎ ‪v.t.‬‬ ‫‪To cross‬‬ ‫ﭘﺎر ﮐﺮﻧﺎ ‪v.t.‬‬

‫‪Reading‬‬
‫ﮐﺎﻧﭙﻮر‬
‫ﺟﻨﻮری ‪2022‬‬
‫ﻋﺰﯾﺰ دوﺳﺖ ﻋﻤﺮان‪ ،‬ﺻﺒﺎ اور ﭘﯿﭩﺮ‬
‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬
‫ﮐ ﻣﯿﮟ‬ ‫۔ ﺧﻂ ﻟﮑﮭﻨ ﮐﯽ ﺑﻨﯿﺎدی وﺟ ﯾ‬ ‫ں ﮔ ‪ ،‬اور آپ ﮐﯽ ﮔﺮﻣﯿﻮں ﮐﯽ ﭼﮭﭩﯿﺎں اﭼﮭﯽ ﮔﺰری‬ ‫اﻣﯿﺪ ﮐ آپ ﻟﻮگ ﺧﯿﺮﯾﺖ ﺳ‬
‫اس ﺳﻤﺴﭩﺮ ﻣﯿﮟ واﭘﺲ اﺳﮑﻮل ﻧ ﯿﮟ آﺳﮑﺘﯽ۔‬
‫ﻧ ﺑ ﺖ اﭼﮭﺎ ﮐﮭﺎﻧﺎ‬ ‫ﻣﯿﮟ ﮔﺮﻣﯽ ﮐﯽ ﭼﮭﭩﯿﻮں ﻣﯿﮟ ﮐﺎﻧﭙﻮر ﻣﯿﮟ اﭘﻨ ﮔﮭﺮ آﺋﯽ ﺗﮭﯽ ۔ ﻣﯿﮟ اﭘﻨ ﺧﺎﻧﺪان ﮐ ﺳﺎﺗﮫ اﭼﮭﺎ وﻗﺖ ﮔﺰار ر ﯽ ﺗﮭﯽ ۔‬
‫ﺳﺐ ﺑ ﺖ ﺧﻮش ﺗﮭ ۔ ﭘﻮرا ﺧﺎﻧﺪان اﮐﭩﮭﺎ ﺗﮭﺎ اور‬ ‫ﻣﯿﺮی اﯾﮏ ﮐﺰن ﮐﯽ ﺷﺎدی ﺗﮭﯽ اور‬ ‫ﮐﮭﺎﯾﺎ‪ ،‬اور ﭼﻨﺪ ﺑﺎر ﺳﯿﺮ ﮐ ﻟﯿ ﻧﮑﻞ ﮔﺌ ۔ ﭘﭽﮭﻠ‬
‫ﺑﮍے دﮬﻮم دﮬﺎم ﺳ ﺷﺎدی ﮐﯽ ﺗﯿﺎرﯾﺎں ﮐﺮ ر ﺗﮭ ۔ﺷﺎدی ﺳ دو دن ﭘ ﻠ ﻣﯿﮟ ﮐﭽﮫ ﮐﭙﮍے ﺧﺮﯾﺪﻧ ﺑﺎزار ﮔﺌﯽ۔ ﺷﺎﭘﻨﮓ ﮐ ﺑﻌﺪ ﻣﯿﮟ ﮔﻮل‬
‫ﮔﭙ ّ واﻟ ﮐ ﭘﺎس ﮔﻮل ﮔﭙ ّ ﮐﮭﺎ ر ﯽ ﺗﮭﯽ۔ ﻣﯿﮟ ﻧ دﯾﮑﮭﺎ ﮐ اﯾﮏ ﭼﮭﻮﭨﺎ ﺑﭽ ﺳﮍک ﭘﺎر ﮐﺮ ر ﺎ اور اﯾﮏ ﻣﻮﭨﺮ ﺳﺎﺋﯿﮑﻞ اس ﮐﯿ ﺟﺎﻧﺐ ﺗﯿﺰی‬
‫ﺳ آر ﯽ ۔ ﻣﯿﮟ اﺳ ﺑﭽﺎﻧ ﮐ ﻟﯿ ﺑﮭﺎﮔﯽ۔ ﻣﯿﮟ ﺑﭽ ﮐﻮ اﭨﮭﺎ ﮐ ﺑﮭﺎﮔﯽ ﻟﯿﮑﻦ ﻣﯿﺮی ﭨﺎﻧﮓ ﻣﯿﮟ ﮐﻮﺋﯽ ﭼﯿﺰ ﭘﮭﻨﺲ ﮔﺌﯽ اور ﻣﯿﮟ ﮔﺮ ﮔﯿﯽ۔‬
‫ل ﭘ ﻨﭽﯽ ﺗﻮ‬ ‫دوﻧﻮں ﺳﮍک ﮐ ﮐﻨﺎرے ﭘﮍے ﺗﮭ ۔ ﺑﭽ ﻣﺤﻔﻮظ ﺗﮭﺎ‪ ،‬ﻟﯿﮑﻦ ﻣﯿﮟ ﻧ اﭘﻨﯽ ﭨﺎﻧﮓ ﻣﯿﮟ درد ﻣﺤﺴﻮس ﮐﯿﺎ۔ﺑﻌﺪ ﻣﯿﮟ ﺟﺐ ﻣﯿﮟ‬
‫دی ۔ اب ﻣﯿﮟ ﮔﮭﺮ ﭘﺮ‬ ‫ﭘﺘ ﭼﻼ ﮐ ﻣﯿﺮی دا ﻨﯽ ﭨﺎﻧﮓ ﮐﯽ ی ﭨﻮٹ ﮔﺌﯽ ۔ ڈاﮐﭩﺮ ﻧ ﻣﯿﺮا ﻋﻼج ﮐﯿﺎ اور ﻣﺠﮭ ﺗﯿﻦ ﻣ ﯿﻨ آرام ﮐﺮﻧ ﮐﯽ ا‬
‫ں۔ ﻣﯿﮟ ﻧ اﺳﺘﺎد ﮐﻮ ﺑﮭﯽ ﺧﻂ ﻟﮑﮫ دﯾﺎ ۔ اب ﻣﯿﮟ ﺗﻢ ﻟﻮﮔﻮں ﺳ اﮔﻠ ﺳﻤﺴﭩﺮ ﻣﯿﮟ ﻣﻠﻮں ﮔﯽ۔‬ ‫ں اور ﺧﯿﺮﯾﺖ ﺳ‬
‫اﭼﮭﺎ اب ﻣﺰﯾﺪ ﮐﯿﺎ ﻟﮑﮭﻮں؟ آپ ﻟﻮگ اﭘﻨﺎ ﺧﯿﺎل رﮐﮭﻨﺎ اور ﻣﺠﮭ ﺧﻂ ﻟﮑﮭﺘ ر ﻨﺎ۔‬

‫‪8.3.2‬‬ ‫‪[Link]
 ‫ﺗﻤ ﺎری دوﺳﺖ‬
‫روح‬

Listening
‫ﺧﻂ ﻟﮑﮭﻨﺎ‬

Post-Reading/Listening Activities
(a) Please check your vocabulary.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please answer the following questions based on the above letter.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(c) Please follow the pattern of the above letter and write a letter to your friend explaining one recent incident that you witnessed.
‫!ﺷﮑﺮﯾ‬

This page titled 8.3: Reading/Listening 2- ‫ ﺧﻂ ﻟﮑﮭﻨﺎ‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.3.3 [Link]
8.4: Reading/Listening 3- ‫ﻧﯿﮏ ﺧﻮا ﺸﺎت‬

‫“ ﻧﯿﮏ ﺧﻮا ﺸﺎت‬Well Wishes”

Pre-Reading/Listening Activities
(a) Please search for and make a list of national holidays that are celebrated in South Asian countries and in America.
(b) Please discuss how you wish each other on national holidays and try to learn those well-wishes in Urdu.
(c) Please learn the following vocabulary:

English Part of speech/Urdu English Part of speech/Urdu

Because य िक conj. ‫ﮐﯿﻮﻧﮑ‬ Congratulations n.f. ‫ﻧﯿﮏ ﺧﻮا ﺸﺎت‬

National रा ीय adj. ‫ﻗﻮﻣﯽ‬ To celebrate v.t. ‫ﻣﻨﺎﻧﺎ‬

Festival योहार n.m. ‫ﺗ ﻮار‬ A few/some pron., adj., & adv. ‫ﮐﭽﮫ‬

Entry n.m. ‫داﺧﻠ‬ Historical adj. ‫ﺗﺎرﯾﺨﯽ‬

Regional adj. ‫ﻋﻼﻗﺎﺋﯽ‬ Place n.m. ‫ﺟﮕ‬

Republic Day n.m. ‫ﯾﻮم ﺟﻤ ﻮرﯾ‬ Perhaps adv. ‫ﺷﺎﯾﺪ‬

Happiness adj. ‫ﺧﻮﺷﯽ‬ To tell v.t. ‫ﺑﺘﺎﻧﺎ‬

8.4.1 [Link]
 English Part of speech/Urdu English Part of speech/Urdu

Birthday n.m. ‫ﯾﻮم ﭘﯿﺪاﺋﺶ‬ Someone pron. & adj. ‫ﮐﻮﺋﯽ‬

Congratulations adj. ‫ﻣﺒﺎرک‬ Plan n.m. ‫ﻣﻨﺼﻮﺑ‬

Independence Day n.m. ‫ﯾﻮم آزادی‬ To rest v.t. ‫آرام ﮐﺮﻧﺎ‬

Hearty adv. ‫دل ﺳ‬

Reading

‫“ﻣﺒﺎرﮐﺒﺎد‬Well Wishes”
Context: Kaleem, Najma, and Peter are talking, on Independence Day, about national holidays in India.
Conversation between Kaleem, Najma and Peter about national holidays in India
Speake
English Urdu
r

Assalaam alaikum, Kaleem, happy Independence Day! ‫ ﯾﻮم آزادی ﻣﺒﺎرک‬،‫ ﮐﻠﯿﻢ‬،‫ !اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬:‫ﭘﯿﭩﺮ‬

Wa alaikum assalaam brother Peter, Thanks. Happy

‫ آپ ﮐﻮ ﺑﮭﯽ ﯾﻮم آزادی ﻣﺒﺎرک‬- ‫ ﺷﮑﺮﯾ‬،‫وﻋﻠﯿﮑﻢ اﻟﺴﻼم ﭘﯿﭩﺮ ﺑﮭﺎﺋﯽ‬
Independence Day to you too! How will you celebrate :‫ﮐﻠﯿﻢ‬
‫! آپ ﯾﻮم آزادی ﮐﯿﺴ ﻣﻨﺎﺋﯿﮟ ﮔ ؟‬
Independence Day?

I am just coming from the India Gate after watching the ‫ﻣﯿﮟ اﺑﮭﯽ اﻧﮉﯾﺎ ﮔﯿﭧ ﺳ ﯾﻮم آزادی ﮐﯽ ﭘﺮﯾﮉ دﯾﮑﮫ ﮐﺮ آﯾﺎ ں۔ اس‬
Independence Day parade. After this, me and a few of my ‫ﮐ ﺑﻌﺪ ﻣﯿﮟ اور ﻣﯿﺮے ﮐﭽﮫ دوﺳﺖ د ﻠﯽ ﮐ ﺗﺎرﯾﺨﯽ ﺟﮕ ﻮں اور‬
:‫ﭘﯿﭩﺮ‬
friends will go visit some historical places and buildings. ‫ ﺷﺎﯾﺪ ﺑﺎ ﺮ رات ﮐﺎ‬،‫ﻋﻤﺎرﺗﻮں ﮐﻮ دﯾﮑﮭﻨ ﺟﺎﺋﯿﮟ ﮔ ۔ اس ﮐ ﺑﻌﺪ‬
After that, perhaps, we might eat out. What will you do? ‫ آپ ﮐﯿﺎ ﮐﺮﯾﮟ ﮔ ؟‬- ‫ﮐﮭﺎﻧﺎ ﮐﮭﺎ ﺳﮑﺘ‬

What do I say? I have no plans. Perhaps, I might go home ‫ﮐﯿﺎ ﮐ ﻮں؟ ﻣﯿﺮا ﮐﻮﺋﯽ ﻣﻨﺼﻮﺑ ﻧ ﯿﮟ ۔ ﺷﺎﯾﺪ ﻣﯿﮟ ﮔﮭﺮ ﺟﺎ ﮐﺮ ﺳﻮ‬
:‫ﮐﻠﯿﻢ‬
and sleep. ‫ﺟﺎؤں‬

If you want, you can come with us. ‫۔‬ ‫رے ﺳﺎﺗﮫ ﭼﻞ ﺳﮑﺘ‬ ‫ اﮔﺮ آپ ﭼﺎ ﯿﮟ ﺗﻮ‬:‫ﭘﯿﭩﺮ‬

No friend, I will rest today. But tell me why you are all ‫ﻧ ﯿﮟ دوﺳﺖ آج آرام ﮐﺮوں ﮔﺎ۔ ﻟﯿﮑﻦ ﯾ ﺑﺘﺎؤ ﮐ آج ﺗﺎرﯾﺨﯽ‬
:‫ﮐﻠﯿﻢ‬
going to visit historical places today. ‫؟‬ ‫ﺟﮕ ﻮں اور ﻋﻤﺎرﺗﻮں ﮐﻮ دﯾﮑﮭﻨ ﮐﯿﻮں ﺟﺎ ر‬

Because entry is free at all these places on national

‫۔‬ ‫ﻗﻮﻣﯽ ﺗ ﻮار ﻣﯿﮟ ان ﺟﮕ ﻮں ﭘﺮ داﺧﻠ ﻣﻔﺖ‬ ‫ﭘﯿﭩﺮ ﮐﯿﻮﻧﮑ‬:
festival/holidays.

Oh wow! What are the other national festivals in India. ‫؟‬ ‫ن ﻣﯿﮟ ﮐﻮن ﺳ دوﺳﺮے ﻗﻮﻣﯽ ﺗ ﻮار‬ ‫و‬ ! ‫ﮐﻠﯿﻢ واؤ‬:

There are many regional festival/holiday, but there are only

‫ ﻟﯿﮑﻦ ﺻﺮف ﺗﯿﻦ‬، ‫ن ﻣﯿﮟ ﺑ ﺖ ﺳ ﻋﻼﻗﺎﺋﯽ ﺗ ﻮار‬ ‫و‬
three national festivals/holidays: Independence Day (15
26) ‫ ﯾﻮم ﺟﻤ ﻮرﯾ‬،(‫ اﮔﺴﺖ‬15) ‫ ﯾﻮم آزادی‬- ‫ﭘﯿﭩﺮ ﻗﻮﻣﯽ ﺗ ﻮار‬:
August), Republic Day (26 January), and Gandhi’s birthday
(‫ اﮐﺘﻮﺑﺮ‬2) ‫ اور ﮔﺎﻧﺪﮬﯽ ﺟﯿﻨﺘﯽ‬،(‫ﺟﻨﻮری‬
(2nd October).

Very well! Perhaps I, too, will go to these places on 2nd

‫ اﮐﺘﻮﺑﺮ ﮐﻮ ان ﺟﮕ ﻮں ﭘﺮ ﺟﺎؤں ﮔﺎ۔‬2 ‫ ﻣﯿﮟ ﺑﮭﯽ‬،‫ﮐﻠﯿﻢ ﺑ ﺖ اﭼﮭﺎ ! ﺷﺎﯾﺪ‬:
October.

8.4.2 [Link]
 Speake
English Urdu
r

Najma, why are you looking sad today? Are you not happy ‫؟ ﮐﯿﺎ ﺗﻢ ﯾﻮم آزادی ﭘﺮ ﺧﺶ‬ ‫ﻧﺠﻤ ﺗﻢ آج اداس ﮐﯿﻮں ﻟﮓ ر ﯽ‬
‫ﭘﯿﭩﺮ‬:
on Independence Day? ‫ﻧ ﯿﮟ‬

No, No. It is not like that. But today is my birthday, too, and ‫ﯾﻮم‬/‫ﻧ ﯿﮟ ﻧ ﯿﮟ اﯾﺴﯽ ﮐﻮﺋﯽ ﺑﺎت ﻧ ﯿﮟ ۔ ﻟﯿﮑﻦ آج ﻣﯿﺮی ﺳﺎﻟﮕﺮہ‬
every one is wishing me happy Independence Day, and not ‫ﭘﯿﺪاﺋﺶ ﺑﮭﯽ اور ﮐﻮﺋﯽ ﻣﺠﮭ ﺳﺎﻟﮕﺮہ ﮐﯽ ﻧ ﯿﮟ ﺑﻠﮑ ﯾﻮم‬ ‫ﻧﺠﻤ‬:
happy birthday. ‫آزادی ﮐﯽ ﻣﺒﺎرﮐﺒﺎد دے ر ﺎ ۔‬

Today is your birthday? Happy birthday Najma! Let’s ‫آج آپ ﮐﯽ ﺳﺎﻟﮕﺮہ ؟ ﺳﺎﻟﮕﺮہ ﻣﺒﺎرک ﻧﺠﻤ ! آﺋﯿ ﺳﺐ آج آپ‬
‫ﮐﻠﯿﻢ‬:
celebrate your birthday together. ‫ﮐﯽ ﺳﺎﻟﮕﺮہ ﻣﻨﺎﺋﯿﮟ۔‬

Happy birthday Najma! ‫ ﻧﺠﻤ‬، ‫ﭘﯿﭩﺮ !ﺳﺎﻟﮕﺮہ ﻣﺒﺎرک‬:

Thanks! Happy Independence Day to you all. ‫۔‬ ‫ﺷﮑﺮﯾ ! آپ ﻟﻮﮔﻮں ﮐﻮ ﺑﮭﯽ ﯾﻮم آزادی ﻣﺒﺎرک‬ ‫ﻧﺠﻤ‬:

Listening
‫ﻣﺒﺎرﮐﺒﺎد‬

Post-Reading/Listening Activities
(a) Check your vocabulary.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please answer the following questions:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(c) Writing/Speaking
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

This page titled 8.4: Reading/Listening 3- ‫ ﻧﯿﮏ ﺧﻮا ﺸﺎت‬is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv
Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.4.3 [Link]
8.5: Study Abroad
Study Abroad Reading/Listening Activity

Pre-Reading/Listening Activities
(a) In a group, please discuss your experience of study abroad. If you have not participated in any study abroad programs, then
please discuss where you want to go and what you would plan to do in your dream study abroad.
(b) In a group, please discuss the importance of study abroad in your overall education at the college level. Please make a list of 7-
10 benefits. Additionally, if in the discussion some negative point comes up, please also list them.
(c) Please learn the following vocabulary
Vocabulary
Part of Urdu Part of
English English Urdu
speech speech

8.5.1 [Link]
 Part of Urdu Part of
English English Urdu
speech speech

To feel/appear v.i. ‫ﻟﮕﻨﺎ‬ Respected adj. ‫ﻗﺒﻞ اﺣﺘﺮام‬

To understand v.t. ‫ﺳﻤﺠﮭﻨﺎ‬ Mother n.f. ‫واﻟﺪہ‬/‫اﻣﯽ‬

Heart n.m. ‫دل‬ Hope n.f. ‫اﻣﯿﺪ‬

To try v.t. ‫ﮐﻮﺳﺲ ﮐﺮﻧﺎ‬ Well, Efficient adj. ‫ﻣﺆﺛﺮ‬

Historical adj. ‫ﺗﺎرﯾﺨﯽ‬ Ahead adv. ‫آﮔ‬

Religious adj. ‫ﻣﺬ ﺒﯽ‬ Letter n.m. ‫ﺧﻂ‬

Tourism n.f. ‫ﺳﯿﺎﺣﺖ‬ Special adj. ‫ﺧﺼﻮﺻﯽ‬

Place n.f. ‫ﺟﮕ‬ Reason n.f. ‫وﺟ‬

Travel n.m. ‫ﺳﻔﺮ‬ Study n.f. ‫ﭘﮍﮬﺎﺋﯽ‬

Diversity n.m. ‫ﺗﻨﻮع‬ To be completed v.i. ‫ﻣﮑﻤﻞ‬

Different/Separate adj. ‫اﻟﮓ‬/‫ﻣﺨﺘﻠﻒ‬ To return v.i. ‫واﭘﺲ آﻧﺎ‬

Unique adj. ‫ﻣﻨﻔﺮد‬ When….then… conj ‫ ﺗﺐ‬.… ‫ﺟﺐ‬

To suppose/To agree v.t. ‫ﻣﺎﻧﻨﺎ‬ First time adv. ‫ﭘ ﻠﯽ ﺑﺎر‬

Country n.m. ‫ﻣﻠﮏ‬ Language n.f. ‫زﺑﺎن‬

Generally adv. ‫ﻋﺎم ﻃﻮر ﭘﺮ‬ Culture n.m. ‫ﺛﻘﺎﻓﭧ‬

Multilingual adj. ‫ﮐﺜﯿﺮﻟﺴﺎﻧﯽ‬ About x pp. x ‫ﮐ ﺑﺎرے ﻣﯿﮟ‬

Sweets n.f. ‫ﻣﭩﮭﺎﺋﯽ‬ Information n.f. ‫ﻣﻌﻠﻮﻣﺎت‬

Festival n.m. ‫ﺗﯿﻮ ﺎر‬ Much/Very adv. ‫ﺑ ﺖ‬

Cloth n.m. ‫ﮐﭙﮍا‬ Fortunate adj. ‫ﺧﻮش ﻗﺴﻤﺖ‬

Perhaps adv. ‫ﺷﺎﯾﺪ‬ With x pp. x ‫ﮐ ﺳﺎﺗﮫ‬

Soon adv. ‫ﺟﻠﺪی‬ To stay v.i. ‫ﭨﮭ ﺮﻧﺎ‬/‫ر ﻨﺎ‬

Certainly adv. ‫ﺑﻠﮑﻞ‬ To get an opportunity v.i. ‫ﻣﻮﻗﻊ ﻣﻠﻨﺎ‬

To tell v.t. ‫ﺑﺘﺎﻧﺎ‬ To help v.t. ‫ﻣﺪد ﮐﺮﻧﺎ‬

Bye phrase ‫ﺧﺪا ﺣﺎﻓﻆ‬ To leave v.t. ‫ﭼﮭﻮڑﻧﺎ‬

Love n.m. ‫ﭘﯿﺎر‬ A little adj. ‫ﺗﮭﻮڑا‬

Daughter n.f. ‫ﺑﯿﭩﯽ‬ Difficult adj. ‫ﻣﺸﮑﻞ‬

8.5.2 [Link]
Reading
Context: Jen has complete her study abroad in India and is now planning to go back to America. Her teacher asked her to write a
letter to her mother in Hindi explaining her experience and her travel plan.
‫دﻟﯽ‬
٢٠٢٢ ‫ ﺟﻨﻮری‬١٧
‫ﻋﺰﯾﺰ اﻣﯽ ﺟﺎن‬
‫!اﺳﻼم ﻋﻠﯿﮏ‬
‫ﮐ ﯾ ﺎں ﻣﯿﺮی ﭘﮍﮬﺎﺋﯽ ﻣﮑﻤﻞ‬ ‫ﻣﺰﯾﺪ ﺧﻂ ﻟﮑﮭﻨ ﮐﯽ ﺧﺎص وﺟ ﯾ‬/ ‫ آﮔ‬-‫ں‬ ‫ ﻣﯿﮟ ﺑﮭﯽ ﺧﯿﺮﯾﺖ ﺳ‬-‫ں ﮔﯽ‬ ‫اﻣﯿﺪ ﮐ آپ ﺧﯿﺮﯾﺖ ﺳ‬
‫ﮔﺌﯽ اور اب ﻣﯿﮟ ﮔﮭﺮ واﭘﺲ آ ر ﯽ ں‬
‫ ﻟﯿﮑﻦ ﻣﯿﮟ ﺑ ﺖ ﺧﻮش‬-‫ن آﺋﯽ ﺗﮭﯽ ﺗﺐ ﻣﺠﮭ ﯾ ﺎں ﮐﯽ زﺑﺎن اور ﺛﻘﺎﻓﺖ ﮐ ﺑﺎرے ﻣﯿﮟ زﯾﺎدہ ﻋﻠﻢ ﻧ ﯿﮟ ﺗﮭﺎ‬ ‫ﺟﺐ ﻣﯿﮟ ﭘ ﻠﯽ ﺑﺎر و‬
-‫ ﻓﺎﻃﻤ اور ان ﮐ ﺧﺎﻧﺪان ﻧ ﻣﯿﺮی ﺑ ﺖ ﻣﺪد ﮐﯽ‬-‫ﻗﺴﻤﺖ ﺗﮭﯽ ﮐ ﻣﺠﮭ ﻓﺎﻃﻤ ﺻﺎﺣﺒ اور ان ﮐ ﺧﺎﻧﺪان ﮐ ﺳﺎﺗﮫ ر ﻨ ﮐﺎ ﻣﻮﻗﻊ ﻣﻼ‬
‫ ﻣﯿﮟ ﻧ اردو ﮐﯽ ﭘﮍﮬﺎﺋﯽ ﮐﯽ اور ﯾ ﺎں ﮐﯽ ﺛﻘﺎﻓﺖ ﮐﻮ‬،‫ن ﻣﯿﮟ‬ ‫ و‬- ‫اب اﻧ ﯿﮟ ﭼﮭﻮڈ ﮐﺮ اﻣﺮﯾﮑ واﭘﺲ آﻧﺎ ﺗﮭﻮڑا ﻣﺸﮑﻞ ﻟﮓ ر ﺎ‬
‫ن ﮐﺎ ﺗﻨﻮع‬ ‫ و‬-‫ ﻣﺬ ﺒﯽ اور ﺳﯿﺎﺣﺘﯽ ﺟﮕ ﻮں ﮐﺎ دورہ ﺑﮭﯽ ﮐﯿﺎ‬،‫ ﻣﯿﮟ ﻧ ﺑ ﺖ ﺳ ﺗﺎرﯾﺨﯽ‬-‫ﺳﻤﺠﮭﻨ ﮐﯽ ﭘﻮرے دل ﺳ ﮐﻮﺷﺶ ﮐﯽ‬
‫اﻟﮓ اور ﻣﻨﻔﺮد‬/‫اور رﯾﺎﺳﺖ ﮐﯽ اﭘﻨﯽ ﻣﺨﺘﻠﻒ‬ ‫ﺻﻮﺑ ﻣﯿﮟ ﮐﺌﯽ زﺑﺎﻧﯿﮟ ﺑﻮﻟﯽ ﺟﺎﺗﯽ‬/‫ ﯾ ﺎں ﮐﯽ رﯾﺎﺳﺖ‬- ‫ﻣﺠﮭ ﺑ ﺖ ﻣﺘﺎﺛﺮ ﮐﺮﺗﺎ‬
‫ ﺗ ﻮار اور‬،‫ﻣﭩﮭﺎﺋﯿﺎں‬ ‫و‬ ‫ ﻣﺠﮭ‬- ‫ﻋﺎم ﻃﻮر ﭘﺮ ﮐﺜﯿﺮ ﻟﺴﺎﻧﯽ‬ ‫ و‬- ‫ﻣﺎﻧﻮ اﯾﮏ اﻟﮓ ﻣﻠﮏ‬/‫ رﯾﺎﺳﺖ ﮔﻮﯾﺎ‬- ‫ﺛﻘﺎﻓﺖ‬
‫ن آؤں‬ ‫ ﻣﯿﮟ دوﺑﺎرہ و‬،‫ ﺷﺎﯾﺪ‬- ‫ﮐﭙﮍے ﺑ ﺖ ﭘﺴﻨﺪ‬
‫ ﻣﺠﮭ ﺑ ﺖ‬-‫ ﮔﮭﻨﭩ ﻣﯿﮟ ﭘﻮرا ﮐﺮوں ﮔﯽ‬٢٠ ‫ اور ﭘﯿﺮس ﺳ ﺷﮑﺎﮔﻮ ﮐﺎ ﺳﻔﺮ‬،‫ ﻣﯿﮟ دﻟﯽ ﺳ ﭘﯿﺮس‬- ‫ ﺟﻨﻮری ﮐﯽ‬٢٥ ‫ﻣﯿﺮی اﻣﺮﯾﮑ ﮐﯽ ﭨﮑﭧ‬
‫ﭼﯿﺰ ﭼﺎ ﯿ ﺗﻮ ﻣﺠﮭ ﺿﺮور ﺑﺘﺎﺋﯿﮟ‬ ‫ اﮔﺮ آپ ﮐﻮ ﮐﻮﺋﯽ و‬-‫ﺧﺸﯽ ﮐ ﻣﯿﮟ آپ ﺳ ﺟﻠﺪ ﻣﻠﻮں ﮔﯽ‬
‫ واﻟﺪ ﺻﺎﺣﺐ ﮐﻮ ﻣﯿﺮا ﺳﻼم اور ﭼﮭﻮﭨﯽ ﺑ ﻦ ﮐﻮ ﭘﯿﺎر‬،‫آﮔ ﮐﯿﺎ ﻟﮑﮭﻮں‬-
‫آپ ﮐﯽ ﺑﯿﭩﯽ‬
‫ﺟﯿﻦ‬

Listening
‫اﻣﯽ ﮐﻮ ﺟﯿﻦ ﮐﺎ ﺧﻂ‬

Post-Reading/Listening Activities:
(a) Please check your vocabulary.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(b) Please answer the following questions.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
(c) Based on the above pre-reading/listening discussion and letter by Jen, please write a letter to one of your family members
talking about your experience of your study abroad, or a place you want to go for study abroad.
‫!ﺷﮑﺮﯾ‬

This page titled 8.5: Study Abroad is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.5.3 [Link]
8.6: Grammar- Perfective Aspect
Instructor Video: Perfective Aspect in Urdu

Use of Perfective Markers with Different Subjects

Future markers are used based on the number, person and gender features of the agreeing subject.
Future Markers
M
a
sc
ul
in
Masculine/ e/ Perso
Examples Plural pronoun Examples Singular Pronoun
Feminine F n
e
m
in
in
e
‫آﯾﮟ‬/‫اے‬ ‫آی‬/‫ آﯾﺎ‬/‫آ‬
‫ﯾﮟ‬/‫ے‬ ”We“ ‫” ﻣﯿﮟ‬I“ 1st
‫ﻟﮑﮫﯾﮟ‬/‫ﻟﮑﮫے‬ ‫ﻟﮑﮫی‬/‫ی ﻟﮑﮫا‬
‫آی‬/‫آﯾﺎ‬ /‫آ‬
“You” ‫ ﺗﻮ‬2nd
‫ﻟﮑﮫی‬/‫ﻟﮑﮫا‬ ‫ی‬
‫ے‬
‫آی‬/‫اے‬ ‫آی‬/‫اے‬
‫ی‬/‫ے‬ (‫” )ﺗﻢ( )ﻟﻮگ‬You“ / ‫” ﺗﻢ‬You“
‫ﻟﮑﮫی‬/‫ﻟﮑﮫے‬ ‫ﻟﮑﮫی‬/‫ﻟﮑﮫے‬
‫ی‬
‫ے‬
‫آﯾﯽ‬/‫اے‬ ‫آﯾﮟ‬/‫اے‬ /
‫ﯾﮟ‬/‫ے‬ (‫” )آپ( )ﻟﻮگ‬You“ ‫” آپ‬You“
‫ﻟﮑﮫﯾﮟ‬/‫ﻟﮑﮫے‬ ‫ﻟﮑﮫﯾﮟ‬/ ‫ﻟﮑﮫے‬ ‫ی‬
‫ں‬
‫آﯾﯽ‬/‫اے‬ ‫آی‬/‫آﯾﺎ‬ /‫آ‬
‫ﯾﮟ‬/‫ے‬ “They,” and plural nouns ‫وہ‬/ ‫ﯾ‬ ‫وہ‬/ ‫” ﯾ‬S/he and Singular Noun“ 3rd
‫ﻟﮑﮫﯾﮟ‬/‫ﻟﮑﮫے‬ ‫ﻟﮑﮫی‬/‫ﻟﮑﮫا‬ ‫ی‬

Irregular Verbs in Perfective Aspect

‫ﯾﮟ‬ ‫ی‬ ‫ے‬ ‫آ‬ Verb
‫ﮔﺌﯿﮟ‬ ‫ﮔﺌﯽ‬ ‫ﮔﺌ‬ ‫ﮔﯿﺎ‬ ‫” ﺟﺎﻧﺎ‬To go“
‫ﮐﯿﮟ‬ ‫ﮐﯽ‬ ‫ﮐﺌ‬ ‫ﮐﯿﺎ‬ ‫” ﮐﺮﻧﺎ‬To do“
‫ا‬ ”To be/happen“
‫ﻟﯿﮟ‬ ‫ﻟﯽ‬ ‫ﻟﺌ‬ ‫ﻟﯿﺎ‬ ‫” ﻟﯿﻨﺎ‬To take“
‫دﯾﮟ‬ ‫دی‬ ‫دﯾ‬ ‫دﯾﺎ‬ ‫” دﯾﻨﺎ‬To give“

Perfective Aspect with Intransitive Verbs

We have learned that the main verb can be classified into three categories: (a) intransitive verb, (b) transitive verb, and (c)
ditransitive verb. The structure of the perfective aspect for intransitive verbs is different from the structure of transitive and
ditransitive verbs.

8.6.1 [Link]
We also learned that an intransitive verb is a verb that requires only one noun/pronoun in a complete sentence and that the
noun/pronoun can be either the subject or the object of that complete sentence.
Verb agreement: The intransitive verb requires only one noun/pronoun that can act like a subject or object. The verb agrees with the
subject or object, whichever is available in a sentence.

Perfective aspect with Intransitive Verbs in Three Tenses

Perfective aspect with Intransitive Verbs in Three Tenses
Remarks Future Perfect Present Perfect Past Perfect Simple Perfect
Subject-Verb Agreement: ‫“وہ‬He” and
‫“آپ‬You” are the subjects of these
‫وہ دوڑا‬- ‫وہ دوڑا‬- ‫وہ دوڑا ﺗﮭﺎ‬- ‫وہ دوڑا‬-
sentences. If you ask a question like
‫آپ ﺳﻮی‬- ‫آپ ﺳﻮی‬- ‫آپ ﺳﻮی ﺗﮭﯿﮟ‬- ‫آپ ﺳﻮﯾﮟ‬-
“Who ran?” or “Who slept?”, what you
receive as an answer is a subject.
Object-Verb Agreement: “Train” and
“Leaves” are the objects of these
‫ﭨﺮﯾﻦ ﭘ ﻨﭽﯽ‬- ‫ﭨﺮﯾﻦ ﭘ ﻨﭽﯽ‬- ‫ﭨﺮﯾﻦ ﭘ ﻨﭽﯽ ﺗﮭﯽ‬- ‫ﭨﺮﯾﻦ ﭘ ﻨﭽﯽ‬-
sentences. If you ask a question like
‫ﭘﺘ ﮔﺮے‬- ‫ﭘﺘ ﮔﺮے‬- ‫ﭘﺘ ﮔﺮے ﺗﮭ‬- ‫ﭘﺘ ﮔﺮے‬-
“What” arrived?” or “What fell?”, you
will receive an object as an answer.

Activity 1
Please write two sentences in perfective aspect using the following intransitive verbs.

Sentences Intransitive Verbs

١. “To go” ‫ﺟﺎﻧﺎ‬
٢.
١. “To come” ‫آﻧﺎ‬
.٢
.١ “To sit” ‫ﺑﯿﭩﮭﻨﺎ‬
.٢
.١ “To sleep” ‫ﺳﻮﻧﺎ‬
.٢
.١ “To stroll” ‫ﭨ ﻠﻨﺎ‬
.٢
.١ “To fall” ‫ﮔﺮﻧﺎ‬
.٢
.١ “To run” ‫دوڑﻧﺎ‬
.٢
.١ “To be broken” ‫ﭨﻮﭨﻨﺎ‬
.٢
.١ “To cry/weep” ‫روﻧﺎ‬
.٢
.١ “To laugh”
.٢

8.6.2 [Link]
 .١ “To arrive” ‫ﭘ ﻨﭽﻨﺎ‬
.٢

Perfective Aspect with Transitive and Ditransitive Verbs

We have learned that a transitive verb is a verb that requires two nouns/pronouns in a complete sentence where one noun/pronoun
has to be the subject and other noun/pronoun has to be the object of a complete sentence.
A ditransitive verb is a verb that requires three nouns/pronouns in a complete sentence where one noun/pronoun has to be the
subject and the other noun/pronoun has to be the indirect object; yet another noun/pronoun has to be the direct object of a complete
sentence.

Use of ‫ﻧ‬
When transitive and ditransitive verbs appear in the perfective aspect, the ergative case marker - ‫ ﻧ‬comes with the subject of the
sentence. The subject of the transitive and ditransitive verbs in the perfective aspect has to be in oblique form because of the
appearance of the ergative case marker - ‫ﻧ‬.

Oblique Form of Hindi Pronouns with Ergative Case Marker - ‫ﻧ‬

Oblique Form of Pronouns Oblique Form of Pronouns
Direct Pronoun Direct Pronoun
with - ‫ﻧ‬ with - ‫ﻧ‬
‫ﻧ‬ “We” ‫ﻣﯿﮟ ﻧ‬ “I” ‫ﻣﯿﮟ‬
‫ﺗﻢ ﻧ‬ “You” ‫ﺗﻢ‬ ‫ﺗﻮ ﻧ‬ “You” ‫ﺗﻮ‬
‫اس ﻧ‬ “S/he, This” ‫ﯾ‬ ‫اپ ﻧ‬ “You” ‫آپ‬
‫اﻧ ﻮں ﻧ‬ “They, These” ‫ﯾ‬ ‫اس ﻧ‬ “S/he, That” ‫وہ‬
‫ﮐﺲ ﻧ‬ “Who (singular)” ‫ﮐﻮن‬ ‫اﻧ ﻮں ﻧ‬ “They, Those” ‫وہ‬
proper noun ‫ﻧ‬ proper noun ‫ﮐﯿﻨ ﻮں ﻧ‬ “Who (Plural)” ‫ﮐﻮن‬

Note: There are a few transitive verbs that do not use the subject with - ‫ ﻧ‬marking. These verbs are ‫“ ﻻﻧﺎ‬to bring”, ‫“ ﺑﮭﻮﻟﻨﺎ‬to forget”,
and ‫“ﺑﻮﻟﻨﺎ‬to speak”.

Verb-Agreement of Transitive and Ditransitive Verbs in the Perfective Aspect

Object-Verb Agreement
As the subject of transitive and ditransitive verbs in the perfective aspect has to have the ergative case marker - ‫ ﻧ‬, it blocks
the subject-verb agreement, so the verb agrees with the object.
For example:
‫ﻣﯿﮟ ﻧ ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﺎ‬- “I ate food.” (Here, ‫ﮐﮭﺎﯾﺎ‬is agreeing with the object ‫ﮐﮭﺎﻧﺎ‬which is masculine singular.)
‫ﺻﺒﺎ ﻧ‬-‫“ ﮐﭙﮍے ﺧﺮﯾﺪے‬Saba bought clothes.” (Here, ‫ ﺧﺮﯾﺪے‬is agreeing with the object ‫ﮐﭙﮍے‬which is masculine plural.)
‫ﻋﻤﺮان ﻧ‬- ‫“ روﭨﯽ ﮐﮭﺎی‬Imran ate some bread.” (Here, ‫ ﮐﮭﺎﯾﯽ‬is agreeing with the object ‫ روﭨﯽ‬which is feminine
singular)
‫اﻧ ﻮں ﻧ ﺳﻨﺎ ﮐﻮ‬-‫“ ﭘﮭﻮل دﯾﺎ‬They gave Sana a flower.” (Here, ‫دﯾﺎ‬is agreeing with the object ‫ﭘﮭﻮل‬which is masculine
singular. Also note that the indirect object ‫ﺳﻨﺎ‬is also marked with -‫ﮐﻮ‬, and hence cannot agree with the verb.)
‫ﭘﯿﭩﺮ ﻧ اﺣﻤﺪ ﮐﻮ‬-‫“ ﮐﺘﺎﺑﯿﮟ دﯾﮟ‬Peter gave books to Ahmed.” (Here, ‫ دﯾﮟ‬is agreeing with the object ‫ ﮐﺘﺎﺑﯿﮟ‬which is
feminine plural. Please also note that the indirect object ‫اﺣﻤﺪ‬is also marked with -‫ﮐﻮ‬and hence cannot agree with the
verb.)

Default Agreement
When the subject and the object both are marked by case markers ‫ﻧ‬and ‫ﺳ‬/‫ﮐﻮ‬respectively, the verb of a sentence does not
have any noun/pronoun to agree with. In this case, the verb will always take a third person, singular masculine perfect aspect
marking, which is also called default marking.

8.6.3 [Link]
 For example:
‫ﺻﺒﺎ ﻧ ﺳﻨﺎ ﮐﻮ‬-‫“ ﻣﺎرا‬Saba beat up Sana.” (Here, ‫ﺻﺒﺎ‬and ‫ﺳﻨﺎ‬are both feminine, but the verb ‫ﻣﺎرا‬is in 3rd person
singular masculine form because of the default agreement.)
‫ﺳ‬ ‫اﺳﺘﺎد ﻧ‬-‫“ ﮐ ﺎ‬Teacher spoke to us.” (Here, ‫اﺳﺘﺎد‬is 3rd person singular honorific and is masculine plural, but
the verb ‫ﮐ ﺎ‬is in 3rd person singular masculine form, because of the default agreement.)
‫ﻟﻮﮔﻮں ﻧ ﭼﻮر ﮐﻮ‬-‫“ ﭘﮑﮍا‬People caught a thief.” (Here, ‫ﻟﻮﮔﻮں‬is 3rd person plural and ‫ﭼﻮر‬is masculine singular, the verb
‫ﭘﮑﮍا‬is in 3rd person singular masculine form because of the default agreement, not because of . ‫)ﭼﻮر‬

Activity 2
Please write two sentences in perfective aspect using the following transitive and ditransitive verbs.

Sentences Transitive Verbs

.١ “To eat” ‫ﮐﮭﺎﻧﺎ‬
.٢
.١ “To study/read” ‫ﭘﮍﮬﻨﺎ‬
.٢
.١ “To write” ‫ﻟﮑﮭﻨﺎ‬
.٢
.١ “To ask” ‫ﭘﻮﭼﮭﻨﺎ‬
.٢
.١ “To teach” ‫ﭘﮍﮬﺎﻧﺎ‬
.٢
.١ “To say” ‫ﮐ ﻨﺎ‬
.٢
.١ “To tell” ‫ﺑﺘﺎﻧﺎ‬
.٢
.١ “To open” ‫ﮐﮭﻮﻟﻨﺎ‬
.٢
.١ “To break” ‫ﺗﻮڑﻧﺎ‬
.٢
.١ “To think” ‫ﺳﻮﭼﻨﺎ‬
.٢
.١ “To watch/see” ‫دﯾﮑﮭﻨﺎ‬
.٢

Negative of Perfective Aspect

In order to change the perfective aspect sentences to negative, we use the word ‫ ﻧ ﯿﮟ‬right before the main verb.
Examples:
“I did not go to school.” ‫ﮔﯿﺌﯽ‬/‫ﻣﯿﮟ اﺳﮑﻮل ﻧ ﯿﮟ ﮔﯿﺎ‬-
“We did not eat food.” ‫ﻧ ﮐﮭﺎﻧﺎ ﻧ ﯿﮟ ﮐﮭﺎﯾﺎ‬ -
“Mother did not give sweets to the children.” ‫اﻣﯽ ﻧ ﺑﭽﻮں ﮐﻮ ﻣﭩﮭﺎﺋﯿﺎں ﻧ ﯿﮟ دﯾﮟ‬-

8.6.4 [Link]
 “Teacher had taught nothing to us.” ‫ﮐﭽﮫ ﻧ ﯿﮟ ﭘﮍﮬﺎﯾﺎ ﺗﮭﺎ‬ ‫اﺳﺘﺎد ﻧ‬

Uses of the Perfective Aspect

Use of Simple Perfective Aspect
Unlike the habitual past tense which expresses the routine, habitual, and permanent actions in the past, the simple perfective aspect
expresses one completed action. The past adverb of time can be used in a simple perfective aspect sentence.
For examples:
“Yesterday, I ran 10 kilometers.” ‫ﮐﻞ ﻣﯿﮟ دس ﮐﻠﻮﻣﯿﭩﺮ دوڑی‬-
“Last month, father bought a radio.” ‫ ﻣﯿﺮے واﻟﺪ ﺻﺎﺣﺐ ﻧ اﯾﮏ رﯾﮉﯾﻮ ﺧﺮﯾﺪا‬، ‫ﭘﭽﮭﻠ ﻣ ﯿﻨ‬-
“Last year, she went to India.” ‫ن ﮔﯿﺌﯽ‬ ‫و‬ ‫ وہ‬،‫ﭘﭽﮭﻠ ﺳﺎل‬-

Activity 3
Please write 5 Urdu sentences explaining what you did yesterday in the simple perfective aspect.
.1
.2
.3
.4
.5

Use of the Present Perfective Tense

The perfective aspect in the present tense is used to express a recently completed action, the effect of which may still be continuing.
Please note that the past adverbs of time cannot be used in the present perfective tense sentences.
For examples:
“Today, I have run 10 kilometers.” ‫ں‬ ‫آج ﻣﯿﮟ دس ﮐﻠﻮﻣﯿﭩﺮ دوڑی‬-
“Today, my father has given me some money.” ‫آج ﻣﯿﺮے اﺑﻮ ﻧ ﻣﺠﮭ ﮐﭽﮫ ﭘﯿﺴ دﯾ‬-
“I have done yoga this morning.” ‫ ﻣﯿﮟ ﻧ ﯾﻮﮔﺎ ﮐﯿﺎ‬،‫آج ﺻﺒﺢ‬-

Activity 4
Please write 5 Urdu sentences explaining what you did today in the present perfective tense.
.1
.2
.3
.4
.5

Use of the Past Perfective Tense

The perfective aspect in the past tense is used to express a distant past completed action, the effect of which may not be continuing
at all. Please note that the past adverbs of time can be used in the past perfective tense sentences.
For example:
“Today, I have run 10 kilometers.” ‫ﮐﻞ ﻣﯿﮟ دس ﮐﻠﻮﻣﯿﭩﺮ دوڑی ﺗﮭﯽ‬-
“Today, my father has given me some money.” ‫ﭘﭽﮭﻠ ﻣ ﯿﻨ ﻣﯿﺮے اﺑﻮ ﻧ ﻣﺠﮭ ﮐﭽﮫ ﭘﯿﺴ دﯾ ﺗﮭ‬-
“I have done yoga this morning.” ‫ ﻣﯿﮟ ﻧ ﯾﻮﮔﺎ ﮐﯿﺎ ﺗﮭﺎ‬،‫ﺑﭽﭙﻦ ﻣﯿﮟ‬-

8.6.5 [Link]
Activity 5
Please write 5 Urdu sentences explaining what did you do when you were a child (during your childhood) in the past perfective
tense.
.1
.2
.3
.4
.5

Use of the Future Perfective Tense

In English, the future perfective tense is used to show a completed action by a particular time in future. In Urdu, we simply use
Simple future tense to express those actions.
In Urdu, the perfective aspect in the future tense is used to express assumption that some action must have been completed by a
particular time.
For example:
“The children must have fallen asleep by now.” ‫اب ﺗﮏ ﺑﭽ ﺳﻮ ﮔﺌ‬-
“Father must have reached the office by 10 o’clock.” ‫ ﺑﺠ ﺗﮏ دﻓﺘﺮ ﭘ ﻨﭻ ﮔﺌ‬١٠ ‫اﺑﻮ‬-
“Mother must have cooked the food by the evening.” ‫اﻣﯽ ﻧ ﺷﺎم ﺗﮏ ﮐﮭﺎﻧﺎ ﭘﮑﺎ ﻟﯿﺎ‬-

Activity 6
Please write 5 Urdu sentences assuming what your friends must have done by now using the future perfective tense.
.1
.2
.3
.4
.5

Activity 7
Please read the following paragraphs and click on the verbs which are in the perfective aspect.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Activity 8
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]

Activity 9
Please read the following sentences carefully and decide if the sentences are grammatical or ungrammatical.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
! ‫ﺷﮑﺮﯾ‬

This page titled 8.6: Grammar- Perfective Aspect is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.6.6 [Link]
8.7: ‫ ﮐﺮ‬Construction
Instructor Video: ‫ ﮐﺮ‬Construction
In Urdu, ‫ ﮐﺮ‬is used to combine two or more actions which happen subsequently and the subject is the same in all these sentences.
When we combine two or more verbs by using ‫ ﮐﺮ‬, the aspect markers on the verbs is replaced by ‫ ﮐﺮ‬and only the last verb keeps
its aspect and agreement markers. When multiple sentences are combined by using the ‫<ﮐﺮ‬strong construction, the subject should
be used just once.
For example:

‫ں‬ ‫ﻣﯿﮟ ﺻﺒﺢ اﭨﮭﺘﯽ‬-

‫ں‬ ‫ﻣﯿﮟ ﮐﺎﻓﯽ ﭘﯿﺘﯽ‬-
‫ں‬ ‫ﻣﯿﮟ اﺳﮑﻮل ﺟﺎﺗﯽ‬-
‫ں‬ ‫ﻣﯿﮟ ﺻﺒﺢ اﭨﮭﮑﺮ ﮐﺎﻓﯽ ﭘﯿﮑﺮ اﺳﮑﻮل ﺟﺎﺗﯽ‬- :Construction ‫ﮐﺮ‬

‫وہ اﺳﮑﻮل ﺟﺎﺗﯽ‬-

‫وہ اردو ﭘﮍﮬﺘﯽ‬-
‫وہ ﮐﮭﺎﻧﺎ ﮐﮭﺎﺗﯽ‬-
‫وہ اﺳﮑﻮل ﺟﺎﮐﺮ اردو ﭘﮍﮬﮑﺮ ﮐﮭﺎﻧﺎ ﮐﮭﺎﺗﯽ‬- :Construction ‫ﮐﺮ‬

‫ ﮐﺮ‬with ‫ﮐﺮﻧﺎ‬Conjunct Verb

When ‫ ﮐﺮ‬comes with the ‫‘ ﮐﺮﻧﺎ‬to do’ verb, it changes to ‫ﮐ‬.
For example:

‫ں‬ ‫ﻣﯿﮟ ﮐﺎم ﮐﺮﺗﺎ‬-

‫ں‬ ‫ﻣﯿﮟ ﮐﻤﺮا ﺻﺎف ﮐﺮﺗﺎ‬-
‫ں‬ ‫ﻣﯿﮟ آرام ﮐﺮﺗﺎ‬-
‫ں‬ ‫ﻣﯿﮟ ﮐﺎم ﮐﺮﮐ ﮐﻤﺮا ﺻﺎف ﮐﺮﮐ آرام ﮐﺮﺗﺎ‬- :Construction ‫ﮐﺮ‬

‫ﮐﺮ‬in Perfective Aspect

In perfective sentences, the use of - ‫ﻧ‬with a subject depends on the last verb which comes with its perfective aspect and agreement
markers.
For example:

‫ﻣﯿﮟ اﭨﮭﺎ‬-
‫ﻣﯿﮟ ﻧ ﮐﺎﻓﯽ ﭘﯽ‬-
‫ﻣﯿﮟ اﺳﮑﻮل ﮔﯿﺎ‬-
‫ﻣﯿﮟ اﭨﮭﮑﺮ ﮐﺎﻓﯽﭘﯿﮑﺮ اﺳﮑﻮل ﮔﯿﺎ‬- :Construction ‫ﮐﺮ‬

‫ﻣﯿﮟ اﭨﮭﺎ‬-
‫ﻣﯿﮟ اﺳﮑﻮل ﮔﯿﺎ‬-
‫ﻣﯿﮟ ﻧ ﮐﺎﻓﯽ ﭘﯽ‬-
‫ﻣﯿﮟ ﻧ اﭨﮭﮑﺮ اﺳﮑﻮل ﺟﺎﮐﺮ ﮐﺎﻓﯽ ﭘﯽ‬- :Construction ‫ﮐﺮ‬

8.7.1 [Link]
‫‪Activity 1‬‬
‫‪ construction:‬ﮐﺮ ‪Please combine the following sentences by using‬‬

‫=‬ ‫‪-‬ﺻﺒﺎ آرام ﮐﺮﺗﯽ‬ ‫‪+‬‬ ‫‪-‬ﺻﺒﺎ ﮐﺎم ﮐﺮﺗﯽ‬

‫=‬ ‫‪-‬ﺗﻢ ﮔﮭﺮ ﺟﺎوﮔﺊ‬ ‫‪+‬‬ ‫‪-‬ﺗﻢ ﮐﮭﺎﻧﺎ ﺧﺎوﮔﺊ‬
‫=‬ ‫‪-‬ﺗﻢ ﻧ ﭘﺎﻧﯽ ﭘﯿﺎ‬ ‫‪+‬‬ ‫‪-‬ﺗﻢ دوڑے‬
‫=‬ ‫‪-‬اﺧﺘﺮ ﺳﻮﯾﺎ‬ ‫‪+‬‬ ‫‪-‬اﺧﺘﺮ ﻧ ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﺎ‬
‫=‬ ‫‪-‬ﭘﯿﭩﺮ ﮔﮭﺮ آﯾﺎ‬ ‫‪+‬‬ ‫‪-‬ﭘﯿﭩﺮ ﻧ ﮔﺎڑی ﭼﻼﯾﯽ‬
‫=‬ ‫‪-‬اس ﻧ ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﺎ‬ ‫‪+‬‬ ‫‪-‬اس ﻧ ﮐﮭﺎﻧﺎ ﭘﮑﺎﯾﺎ‬
‫=‬ ‫ن ﺟﺎﯾﻨﮕ‬ ‫و‬ ‫‪-‬‬ ‫‪+‬‬ ‫اردو ﭘﮍﮬﯿ ﮕ‬ ‫‪-‬‬
‫=‬ ‫‪-‬وہ ﺳﻮﻧ ﮔﯿﺎ‬ ‫‪+‬‬ ‫‪-‬اس ﻧ ﻓﻠﻢ دﯾﮑﮭﯽ‬
‫=‬ ‫‪-‬ﺗﻢ ﮐﯿﺎ ﮐﺮوﮔﯽ‬ ‫‪+‬‬ ‫‪-‬ﺗﻢ ﯾ ﺎں اوﮔﯽ‬
‫=‬ ‫‪-‬اس ﻧ ﻧﺎﺷﺘ ﮐﯿﺎ‬ ‫‪+‬‬ ‫‪-‬وہ ﻧ ﺎﯾﺎ‬

‫‪Activity 2‬‬
‫‪ construction.‬ﮐﺮ ‪Please separate these sentences which are combined by using‬‬

‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ ﺻﺒﺢ اﭨﮭﮑﺮ ﻣ دﮬﻮﯾﺎ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﭘﺎﻧﯽ ﭘﯿﮑﺮ دوڑﻧ ﮔﯿﺌﯽ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ ﮔﮭﺮ آﮐﺮ ﻧﺎﺷﺘ ﮐﯿﺎ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ اﺳﮑﻮل ﺟﺎﮐﺮ دوﺳﺘﻮں ﺳ ﻣﻠﮑﺮ ﮐﻼس ﻣﯿﮟ ﮔﯿﺌﯽ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ ﮐﻼس ﮐﺮﮐ ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﺎ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ ﮔﮭﺮ آﮐﺮ آرام ﮐﯿﺎ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ روﭨﯽ ﭘﮑﺎﺋﯽ اور ﮐﮭﺎﻧﺎ ﮐﮭﺎﯾﺎ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻧ ﮐﮭﺎﻧﺎ ﮐﮭﺎﮐﺮ ﻓﻠﻢ دﯾﮑﮭﯽ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﻓﻠﻢ دﯾﮑﮫ ﮐﺮ ﺳﻮﻧ ﮔﯿﺌﯽ‬
‫‪.٢‬‬
‫‪.١‬‬
‫‪-‬ﻣﯿﮟ ﮐﻞ ﺻﺒﺢ اﭨﮭﮑﺮ ﭘﮭﺮ ﺳ ﯾ ﯽ ﮐﺮوﻧﮕﯽ‬
‫‪.٢‬‬

‫!ﺷﮑﺮﯾ‬

‫‪ Construction is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan‬ﮐﺮ ‪This page titled 8.7:‬‬
‫‪State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.‬‬

‫‪8.7.2‬‬ ‫‪[Link]
8.8: Conjunct Verbs
Instructor Video: Conjunct Verbs in Urdu
In English, one can use a noun or an adjective like a verb. To use a noun or adjective as a verb in Urdu, one can combine verbs
such as ‫ ﮐﺮﻧﺎ‬and <strong with them. These combinations cannot be used to create a verb which already exists. However, Urdu
does not always have a single verb equivalent to English verbs: such as “to close” (‫)ﺑﻨﺪ ﮐﺮﻧﺎ‬.

Adjectival Conjunct Verb Nominal Conjunct Verb

Forms Adjective + ‫ﮐﺮﻧﺎ‬ Noun + ‫ﮐﺮﻧﺎ‬
Conjunct verbs with ‫ﮐﺮﻧﺎ‬act like a transitive verb and, hence, the subject must appear with the -ne (- ‫)ﻧ‬marker
when the conjunct verb comes in the perfective tense (or express a completed action). Conjunct verbs with ‫ﮐﺮﻧﺎ‬
focus on the doer of an action.
Negative sentence: To form a negative conjunct verb, the word ‫ ﻧ ﯿﮟ‬should be placed between the noun/adjective
Properties
and the verb ‫ ﮐﺮﻧﺎ‬in a standard word order.
Agreement system: In a conjunct verb, the noun/adjective part of the conjunct verb remains unchanged and the
verb ‫ ﮐﺮﻧﺎ‬agrees with the potential subject/object in the sentence. Based on the agreement, the verb ‫ ﮐﺮﻧﺎ‬changes
its form.

Examples of Adjectival Conjunct Verbs

“I cleaned my room.” ‫ﻣﯿﮟ ﻧ اﭘﻨﺎ ﮐﻤﺮا ﺻﺎف ﮐﯿﺎ‬-
“You make your house dirty.” ‫ﺗﻢ اﭘﻨﺎ ﮔﮭﺮ ﮔﻨﺪا ﮐﺮﺗ‬-
“They are preparing for the program.” ‫وہ ﭘﺮوﮔﺮام ﮐﯽ ﺗﯿﺎری ﮐﺮ ر‬-

Examples of Nominal Conjunct Verbs

Nominal conjunct verbs can be further divided into two categories:

(a) one that requires a connecter such as ‫ﮐﯽ‬/‫ ﮐﺎ‬.

Examples of nouns that require connectors:
“We helped him/her.” ‫ﻧ اس ﮐﯽ ﻣﺪد ﮐﯽ‬ -
“Imran fixed the car.” ‫ﻋﻤﺮان ﻧ ﮔﺎڑی ﮐﯽ ﻣﺮﻣﺖ ﮐﯽ‬-
“Students are practicing Hindi.” ‫ﻃﻠﺐ ﻋﻠﻢ اردو ﮐﺎ ﻣﺸﻖ ﮐﺮ ر‬-
“Rahul cleaned a house.” ‫اﺧﺘﺮ ﻧ ﮔﮭﺮ ﮐﯽ ﺻﻔﺎﺋﯽ ﮐﯽ‬-

(b) one that does not require any connector.

Examples of nouns that do not require connectors:
“Imran forgave me.” ‫ﻋﻤﺮان ﻧ ﻣﺠﮭ ﻣﻌﺎف ﮐﯿﺎ‬-
“Children are making noise.” ‫ﺑﭽ ﺷﻮر ﮐﺮ ر‬-
“I called my mother.” ‫ﻣﯿﮟ ﻧ اﭘﻨﯽ اﻣﯽ ﮐﻮ ﻓﻮن ﮐﯿﺎ‬-

Conjunct Verb with

Conjunct verbs with are intransitive verbs and, hence, the subject must not appear with the -ne (- ‫ )ﻧ‬marker when the conjunct
verb comes in the perfective tense (or expresses a completed action). All the conjunct verbs with ‫ﮐﺮﻧﺎ‬also have a construction with
, in which the doer of the action is usually not expressed.

Adjective +
Examples of adjectival conjunct verbs:
“My room got cleaned.” ‫ا‬ ‫ﻣﯿﺮا ﮐﻤﺮا ﺻﺎف‬-

8.8.1 [Link]
 “His house became dirty.” ‫ا‬ ‫اﺳﮑﺎ ﮐﻤﺮا ﮔﻨﺪا‬-
“Preparation for the program is taking place.” ‫رﯽ‬ ‫ﭘﺮوﮔﺮام ﮐﯽ ﺗﯿﺎری‬-

Noun +
Like ‫ ﮐﺮﻧﺎ‬conjunct verbs, nominal conjunct verbs with can also be further divided into two categories.

(a) one that requires connecters such as ‫ﮐﯽ‬/‫ﮐﺎ‬.

Examples of nouns that require connectors:
“His/her help happened (literally)./S/he was helped.” ‫اس ﮐﯽ ﻣﺪد‬-
“The fixing of the car happened (literally)./The car was fixed.” ‫ﮔﺎڑی ﮐﯽ ﻣﺮﻣﺖ‬-
“Practice of Urdu is happening (literally)./Urdu is being practiced.” ‫رﺎ‬ ‫اردو ﮐﺎ ﻣﺸﻖ‬-

(b) one that does not require any connector.

Examples of nouns that do not require connectors:
“A program is happening here.” ‫رﺎ‬ ‫ﯾ ﺎں ﭘﺮوﮔﺮام‬-
“The program ended.” ‫ﮔﯿﺎ‬ ‫ﭘﺮوﮔﺮام ﺧﺘﻢ‬-
“The mistake happened.” ‫ﮔﯿﺌﯽ‬ ‫ﺑﮭﻮل‬-

Activity 1
Please write two sentences with each of the following conjunct verbs.

.١
“To decide” ‫ﻓﯿﺼﻠ ﮐﺮﻧﺎ‬
.٢
.١
“To clean” ‫ﺻﺎف ﮐﺮﻧﺎ‬
.٢
.١
“To return” ‫واﭘﺲ ﮐﺮﻧﺎ‬
.٢
.١
“To finish” ‫ﺧﺘﻢ ﮐﺮﻧﺎ‬
.٢
.١
“To reduce” ‫ﮐﺮﻧﺎﮐﻢ‬
.٢
.١
“To fix up” ‫ﭨﮭﯿﮏ ﮐﺮﻧﺎ‬
.٢
.١
“To prepare” ‫ﺗﯿﺎر ﮐﺮﻧﺎ‬
.٢
.١
“To start” ‫ﺷﺮوع ﮐﺮﻧﺎ‬
.٢
.١
“To repair” ‫ﻣﺮﻣﺖ ﮐﺮﻧﺎ‬
.٢
.١
“To help X” x ‫ﮐﯽ ﻣﺪد ﮐﺮﻧﺎ‬
.٢
.١
“To wait for X” x ‫ﮐﺎ اﻧﺘﻈﺎر ﮐﺮﻧﺎ‬
.٢
.١
“To try X” x ‫ﮐﯽ ﮐﻮﺷﺶ ﮐﺮﻧﺎ‬
.٢

8.8.2 [Link]
 .١
“To practice X” x ‫ﮐﺎ ﻣﺸﻖ ﮐﺮﻧﺎ‬
.٢

Activity 2
Please write a response of these following personalized questions and then record yourself.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 8.8: Conjunct Verbs is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan (Michigan
State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.8.3 [Link]
8.9: Subjunctive Mood
Instructor Video: Subjunctive Mood
Subjunctive verb forms are generally used to convey desirability, possibility, probability, uncertainty, or a wish about some future
action or event.

Structure
If we delete the suffix ، ‫ﮔ‬، ‫ﮔﺎ‬or, ‫ﮔﯽ‬from the future verb forms, then the subjunctive verb form is remaining.

Future Subjunctive
‫ﻣﯿﮟ ﺑﺎزار ﺟﺎؤں ﮔﺎ‬- ‫ﺷﺎﯾﺪ ﻣﯿﮟ ﺑﺎزار ﺟﺎؤں‬-
“I will go to the market.” “Perhaps I might go to the market.”
‫ ﺑﺎزار ﺟﺎﺋﯿﮟ ﮔ‬- ‫ﺷﺎﯾﺪ ﺑﺎزار ﺟﺎﺋﯿﮟ‬-
“We will go to the market.” “Perhaps we might go to the market.”
‫وہ ﺑﺎزار ﺟﺎﺋ ﮔﺎ‬- ‫ﺷﺎﯾﺪ وہ ﺑﺎزار ﺟﺎﺋ‬-
“He will go to the market.” “Perhaps he might go to the market.”

Notes:
The subjunctive form of a verb remains the same regardless of whether it refers to a masculine or a feminine subject.
Three verbs that are irregular forms in future ‫ )ﻟﯿﻨﺎ‬to take, ‫دﯾﻨﺎ‬to give, and to be) are also have irregular in the subjunctive
case.

Subjunctive Future Pronoun

‫دﯾﻨﺎ‬ ‫ﻟﯿﻨﺎ‬ ‫دﯾﻨﺎ‬ ‫ﻟﯿﻨﺎ‬
‫دوں‬ ‫ﻟﻮں‬ ‫ں‬ ‫دوں ﮔﺎ‬ ‫ﻟﻮں ﮔﺎ‬ ‫وں ﮔﺎ‬ ‫ﻣﯿﮟ‬
‫دﯾﮟ‬ ‫ﻟﯿﮟ‬ ‫ں‬ ‫دﯾﮟ ﮔ‬ ‫ﻟﯿﮟ ﮔ‬ ‫ںﮔ‬
‫دے‬ ‫ﻟ‬ ‫دے ﮔﺎ‬ ‫ﻟ ﮔﺎ‬ ‫ﮔﺎ‬ ‫ﺗﻮ‬
‫دو‬ ‫ﻟﻮ‬ ‫دوﮔ‬ ‫ﻟﻮﮔ‬ ‫ﺗﻢ‬
‫دﯾﮟ‬ ‫ﻟﯿﮟ‬ ‫ں‬ ‫دﯾﮟ ﮔ‬ ‫ﻟﯿﮟ ﮔ‬ ‫ںﮔ‬ ‫آپ‬
‫دے‬ ‫ﻟ‬ ‫دے ﮔﺎ‬ ‫ﻟ ﮔﺎ‬ ‫ﮔﺎ‬ ‫ﯾ‬
‫دے‬ ‫ﻟ‬ ‫دے ﮔﺎ‬ ‫ﻟ ﮔﺎ‬ ‫ﮔﺎ‬ ‫وہ‬
‫دﯾﮟ‬ ‫ﻟﯿﮟ‬ ‫ں‬ ‫دﯾﮟ ﮔ‬ ‫ﻟﯿﮟ ﮔ‬ ‫ںﮔ‬ ‫ﯾ‬
‫دﯾﮟ‬ ‫ﻟﯿﮟ‬ ‫ں‬ ‫دﯾﮟ ﮔ‬ ‫ﻟﯿﮟ ﮔ‬ ‫ںﮔ‬ ‫وہ‬

For examples:
“Perhaps he/she will go to Delhi tomorrow.” ‫ﮔﯽ‬/‫ﺷﺎﯾﺪ وہ ﮐﻞ دﻟﯽ ﺟﺎۓ ﮔﺎ‬-:Future
“He/She may go to Delhi tomorrow.” ‫ﺷﺎﯾﺪ وہ ﮐﻞ دﻟﯽ ﺟﺎۓ‬- :Subjunctive
“I will study Urdu next year, too.” ‫اﮔﻠ ﺳﺎل ﺑﮭﯽ ﻣﯿﮟ اردو ﭘﮍﮬﻮ ں ﮔﺎ‬-:Future
“Perhaps I may study Urdu next year.” ‫اﮔﻠ ﺳﺎل ﺑﮭﯽ ﻣﯿﮟ اردو ﭘﮍﮬﻮ ں‬-:Subjunctive

Negation of Subjunctive
The negative particle used with the subjunctive is always ‫ﻧ‬.
“Perhaps s/he may not go to Delhi tomorrow.” ‫ﺷﺎﯾﺪ وہ ﮐﻞ دﻟﯽ ﻧ ﺟﺎﺋ‬-

‫آ‬

8.9.1 [Link]
 “Perhaps it may not rain today.” ‫ﺷﺎﯾﺪ آج ﺑﺎرش ﻧ‬-

Subjunctive Case in Imperfective and Perfective Aspects

In order to use subjunctive case in imperfective and perfective aspect, a subjunctive form of is added as an auxiliary to the
habitual, progressive, or perfective forms of the main verb.

Simple Subjunctive
“Perhaps we may go to Delhi.” ‫دﻟﯽ ﺟﺎ ﯿﮟ‬ ‫ﺷﺎﯾﺪ‬-
“Perhaps children may play cricket.” ‫ﺷﺎﯾﺪ ﺑﭽ ﮐﺮﮐﭧ ﮐﮭﯿﻠﯿﮟ‬-

Subjunctive Habitual
“Perhaps he learned/used to learn Urdu in lockdown.” ‫ﺷﺎﯾﺪ وہ ﻟﮑﮭﻨﺆ ﻣﯿﮟ اردو ﭘﮍﮬﺘﺎ‬-
“Perhaps she studies whole night.” ‫ﺷﺎﯾﺪ وہ ﺳﺎری رات ﭘﮍﮬﺎﺋﯽ ﮐﺮﺗﯽ‬-

Subjunctive Progressive
“Perhaps we may be going to Delhi.” ‫ں‬ ‫دﻟﯽ ﺟﺎ ر‬ ‫ﺷﺎﯾﺪ‬-
“Perhaps my friends may be watching some movie.” -‫ں‬ ‫ﺷﺎﯾﺪ ﻣﯿﺮے دوﺳﺖ اﺑﮭﯽ ﮐﻮﺋﯽ ﻓﻠﻢ دﯾﮑﮫ ر‬

Subjunctive Perfective
“Perhaps s/he may have worked there.” ‫ﺷﺎﯾﺪ اس ﻧ و ﺎں ﮐﺎم ﮐﯿﺎ‬-
“Perhaps s/he may have said something to you.” ‫ﺷﺎﯾﺪ اس ﻧ ﺗﻢ ﺳ ﮐﭽﮫ‬- ‫ﮐ ﺎ‬

Uses of Subjunctive Case

To express desirability.
“Let’s go out somewhere today.” ‫ﭼﻠﻮ آج ﮐ ﯿﮟ ﺑﺎ ﺮ ﭼﻠﯿﮟ‬-
“Let’s talk in Urdu today.” ‫ﭼﻠﻮ آج اردو ﻣﯿﮟ ﺑﺎت ﮐﺮﯾﮟ‬-

To express advice/permission (may, should).

“May I come in?” ‫ﻣﯿﮟ اﻧﺪر آوں‬-
“May I go home?” ‫ﻣﯿﮟ ﮔﮭﺮ ﺟﺎؤں‬-

Let’s Constructions
“Let’s go for a walk.” ‫ﭼﻠﯿ ﮔﮭﻮﻣﻨ ﭼﻠﯿﮟ‬-
“Let’s eat food.” ‫ﭼﻠﺌ ﮐﮭﺎﻧﺎ ﮐﮭﺎﺋﯿﮟ‬-

Most polite form of request.

“Please come with me.” ‫آپ ﻣﯿﺮے ﺳﺎﺗﮫ اﯾﮟ‬-
“Let’s eat now.” ‫اب ﮐﮭﺎﻧﺎ ﮐﮭﺎ ﺋﯿﮟ‬-

To express probability/uncertainty.
“Perhaps it may rain today.” ‫ﺷﺎﯾﺪ آج ﺑﺎرش‬-
“Perhaps s/he may come here tomorrow.” ‫ﺷﺎﯾﺪ ﮐﻞ وہ ﯾ ﺎں اے‬-

To express wishes/blessings/curses.
“Wish you a happy birthday!” ‫!ﺳﺎﻟﮕﺮہ ﻣﺒﺎرک‬
“Wish you a happy new year!” ‫!ﻧﯿﺎ ﺳﺎل ﻣﺒﺎرک‬

8.9.2 [Link]
Complex Sentences: Uses of Subjunctive in Subordinate Clauses
The subjunctive case can be used in a subordinate clause to express desire and possibility.
For example:
‫ﮐ‬ / / /‫ں‬ ‫ﭼﺎ ﺘﯿﮟ‬/ ‫ﭼﺎ ﺘ‬/‫ﭼﺎﮬﺘﯽ‬/‫ وہ ……… ﭼﺎ ﺘﺎ‬/‫آپ‬/‫ﺗﻢ‬/‫ ﻢ‬/‫ ﻣﯿﮟ‬..………
“I want you to study Urdu.” ‫ں ﮐ آپ اردو ﭘﮍﮬﯿﮟ‬ ‫ﻣﯿﮟ ﭼﺎﮬﺘﯽ‬
“Mother wants me to become a doctor.” ‫ﮐ ﻣﯿﮟ ڈاﮐﭩﺮ ﺑﻨﻮں‬ ‫اﻣﯽ ﭼﺎ ﺘﯽ‬
‫ﮐ‬ ‫ اﻧﮑﯽ ﺧﻮا ﺶ‬/‫اﺳﮑﯽ‬/‫آﭘﮑﯽ‬/‫ﺗﻤ ﺎری‬/‫ ﻣﯿﺮی‬..………
“My mother wants me to go to India.” ‫ن ﺟﺎؤں‬ ‫و‬ ‫ﮐ ﻣﯿﮟ‬ ‫ﻣﯿﺮی اﻣﯽ ﮐﯽ ﺧﻮا ﺶ‬
“S/he wants us to eat sweets.” ‫ﻣﭩﮭﺎﺋﯽ ﮐﮭﺎﯾﮟ‬ ‫ﮐ‬ ‫اﺳﮑﯽ ﺧﻮا ﺶ‬

More Expressions
Examples Expressions #
“It would be great if she came back!” ‫ﮐ وہ واﭘﺲ اے‬ ‫ﮐﺘﻨﺎ ﺑ ﺘﺮ‬ ‫ﮐ‬ ‫ … ﮐﺘﻨﺎ ﺑ ﺘﺮ‬1
“If only today was a holiday.” ‫ﺟﺎﺋ‬ ‫ﺧﺎش ﮐ … آج ﭼﮭﭩﯽ‬ ‫ … ﮐﺎش ﮐ‬2
“You ought to/should help the poor.” ‫ﺗﻤﮭﯿﮟ ﭼﺎ ﺌ ﮐ ﺗﻢ ﻏﺮﯾﺒﻮں ﮐﯽ ﻣﺪد ﮐﺮو‬ x ‫ … ﮐﻮ ﭼﺎ ﺌ ﮐ‬3
“It is necessary for us to help the poor.” ‫ﻏﺮﯾﺒﻮں ﮐﯽ ﻣﺪد ﮐﺮﯾﮟ‬ ‫ﮐ‬ ‫ﯾ ﺿﺮوری‬ ‫ﮐ‬ ‫ … ﯾ ﺿﺮوری‬4
“I think you should not go anywhere today.” ‫ﮐ آج ﺗﻢ ﮐ ﯿﮟ ﻧ ﺟﺎؤ‬ ‫ﻣﯿﺮا ﺧﯿﺎل‬ ‫ﮐ‬ ‫ … ﻣﯿﺮا ﺧﯿﺎل‬5
“It is possible that they will go to Pakistan.” ‫ﮐ وی ﻟﻮگ اﮔﻠ ﺳﺎل ﭘﺎﮐﺴﺘﺎن ﺟﺎ ﯿﮟ‬ ‫ﻣﻤﮑﻦ‬ ‫ﮐ‬ ‫ … ﯾ ﻣﻤﮑﻦ‬6
“It may be that she will come tomorrow.” ‫ﮐ ﮐﻞ وہ اے‬ ‫ﺳﮑﺘﺎ‬ ‫ﮐ‬ ‫ﺳﮑﺘﺎ‬ ‫ …ﯾ‬7

Other constructions requires subjunctive with Conjunctions

(so that) …… ‫ﺟﺲ ﺳ ﮐ‬/ ‫ﺗﺎﮐ‬
“Learn Urdu so that you can speak Urdu in Pakistan.” ‫ ﺟﺲ ﺳ ﮐ ﭘﺎﮐﺴﺘﺎن ﻣﯿﮟ اردو ﺑﻮل ﺳﮑﻮ‬/ ‫اردو ﭘﮍﮬﻮ ﺗﺎﮐ‬
The subjunctive of possibility is common in conditional (if…..then construction).
“If you ask, then I will also come with you.” (‫اﮔﺮ ﺗﻢ ﮐ ﻮ ﺗﻮ ﻣﯿﮟ ﺑﮭﯽ ﺗﻤﮭﺎرے ﺳﺎﺗﮫ ﭼﻠﻮں )ﮔﺎ‬
In the sentence with ( ‫)ﺟﺐ ﺗﮏ …… ﻧ‬, the subjunctive form is generally used (if the reference is to a future action).
“Don’t come in until I call you.” ‫ )ﺗﺐ ﺗﮏ( اﻧﺪر ﻧ آﻧﺎ‬، ‫ﺟﺐ ﺗﮏ ﻣﯿﮟ ﻧ ﺑﻼؤں‬
The subjunctive is used in “as if/as though” clauses that indicate supposition or imagined actions or situations, particularly
after expressions such as “it seems as if/as though….” or “it appears as if/as though.”
“It seemed to us/we felt as if we were strangers there.” ‫ں‬ ‫و ﺎں اﺟﻨﺒﯽ‬ ‫اﯾﺴﺎ ﻟﮕﺎ ﺟﯿﺴ‬
“She is as pretty (that you would think of her) as though she were a rose.” ‫ﻣﺎﻧﻮ ﮔﻼب‬ ‫وہ اﺗﻨﯽ ﺧﻮﺑﺼﻮرت‬

Activity 1
Activity 1. Please write two subjunctive sentences in Urdu for each category to express a) desirability b) advice/permission c) “let’s” construction
d) polite form of request e) probability/uncertainty and f) blessing/curse/wishes.
Please write two
subjunctive
sentences in Urdu
that express:
.١
desirability (a)
.٢
.١ advice/permission (b)

8.9.3 [Link]
 .٢
.١
“let’s” construction (c)
.٢
.١ polite form of
(d)
.٢ request

.١ probability/uncertai
(e)
.٢ nty

.١ Blessing/Curse/Wis
(f)
.٢ hes

Activity 2
(a) Food Recipe: Please write a recipe of your favorite Indian/South Asian food. You have done this before using imperative
sentences. Here, you have to write the recipe using subjunctive sentences.
(b) Giving Direction: Imagine that you have invited a friend to your house for a party. Your friend does not know the direction
from her/his house to your house. Please write directions in Urdu. (Hint: Please use subjunctive sentences).
(c) Good wishes:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 8.9: Subjunctive Mood is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Rajiv Ranjan
(Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts platform.

8.9.4 [Link]
8.10: Cultural Notes and Extra/Optional Online Materials
Cultural Notes
Topics Explanations

Good Morning/Good In English, we generally wish each other good morning, good afternoon, good evening, good
1
Afternoon/Good Evening/ Good night, and good day. But in India and South Asian, native speakers, generally speaking, do not
.
Night greet each other in these ways. People generally say ‫ آداب‬،‫ ﺳﻼم‬،‫اﻟﺴﻼم ﻋﻠﯿﮑﻢ‬, etc.
Generally, when you learn Urdu, your instructor—including me—teaches you to use ‫ آپ‬form of
imperative construction to express polite requests/instructions. However, when you travel to India
2
Instruction and Polite Requests and South Asia, native speakers typically use the subjunctive form to express polite
.
requests/instructions. You can observe by watching any recipe video by a native Urdu speaker. All
the written instructions on the roadside and elsewhere in Urdu are also written in subjunctive.
In this chapter, you learned about conjunct verb. You learned how we can take a
noun/adjective/adverb and add / to form a conjunct verb. However, these days, the
3
Conjunct Verb influence of English on the Urdu language is significant. You may hear native speakers using
.
conjunct verbs with English “‫ ﮐﺮﻧﺎ‬+ nouns/adjectives/adverbs”.
For example: ‫ ﮐﺮﻧﺎ‬+ text/message/phone/email/Google”
Letter writing was very prominent in India and South Asia. However, after the new development
4
Letter Writing in technologies, and telecommunication boom, people bought mobile phones and now the letter
.
writing does not happen very much.
Indian and South Asian festivals can be divided in two parts, namely, national festivals and
regional festival. National festivals are Independence Day and Republic Day. On these
5
Festivals public/national festivals, the whole country enjoys a break from work. All the offices, colleges,
.
schools, and other institutions are closed. Indian and South Asia also celebrate a few regional
festivals. On regional festival days, certain regions of the country observe a break from work.

Extra Optional/Online Materials

Hindi-Urdu song that uses subjunctive:
One or more interactive elements has been excluded from this version of the text. You can view them online here:
[Link]
‫!ﺷﮑﺮﯾ‬

This page titled 8.10: Cultural Notes and Extra/Optional Online Materials is shared under a CC BY 4.0 license and was authored, remixed, and/or
curated by Rajiv Ranjan (Michigan State University Libraries) via source content that was edited to the style and standards of the LibreTexts
platform.

8.10.1 [Link]
Urdu Letters - Table Options
ORIGINAL
‫ث‬ ‫ٹ‬ ‫ت‬ ‫پ‬ ‫ب‬ ‫ا‬

se Te te pe be alif

‫ڈ‬ ‫د‬ ‫خ‬ ‫ح‬ ‫چ‬ ‫ج‬

Daal daal xe baRi he che jim

‫س‬ ‫ژ‬ ‫ز‬ ‫ڑ‬ ‫ر‬ ‫ذ‬

sin zhe ze Re re zaal

‫ع‬ ‫ظ‬ ‫ط‬ ‫ض‬ ‫ص‬ ‫ش‬

ain zo to zuad suad shin

‫ل‬ ‫گ‬ ‫ک‬ ‫ق‬ ‫ف‬ ‫غ‬

lam gaaf (choTa) kaaf (baRa) qaaf fe ghain

‫ھ‬ ‫ہ‬ ‫و‬ ‫ں‬ ‫ن‬ ‫م‬

do chashmii he chhoTii he vao num ghunna nun mim

‫ے‬ ‫ی‬ ‫ء‬

baRii ye chhoTii ye hamza

OPTION A
Letters in Urdu script and their transliteration
Urdu script transliteration

‫ا‬ alif

‫ب‬ be

‫پ‬ pe

‫ت‬ te

‫ٹ‬ Te

‫ث‬ se

‫ج‬ jim

‫چ‬ che

‫ح‬ BaRi he

‫خ‬ xe

‫د‬ daal

‫ڈ‬ Daal

‫ذ‬ zaal

etc etc

1 [Link]
OPTION B
Urdu script transliteration

‫ا‬ alif

‫ب‬ be

‫پ‬ pe

‫ت‬ te

‫ٹ‬ Te

‫ث‬ se

‫ج‬ jim

‫چ‬ che

‫ح‬ BaRi he

‫خ‬ xe

‫د‬ daal

‫ڈ‬ Daal

‫ذ‬ zaal

etc etc

Option C
Urdu Letters and Their Transliteration
‫ ث‬se ‫ ٹ‬Te ‫ ت‬te ‫ پ‬pe ‫ ب‬be ‫ ا‬alif

‫ ڈ‬Daal ‫ د‬daal ‫ خ‬xe ‫ ح‬baRi he ‫ چ‬che ‫ ج‬jim

2 [Link]
ETC ETC

3 [Link]
Detailed Licensing
Overview
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5.7: ‫“ﭼﺎ ﯿ‬Need” - CC BY 4.0
2.7: Personal Pronouns with Verb "To Be" - CC BY
5.8: Expressing Possession in Urdu - CC BY 4.0
4.0
5.9: Cultural Notes and Extra/Optional Online
2.8: 2.8 Cultural Notes and Extra/Optional Online
Materials - CC BY 4.0
Materials - CC BY 4.0
6: Giving Instructions and Making Requests - CC BY 4.0
3: Chapter 3. ‫" ﺧﺎﻧﺪان‬Family" - CC BY 4.0
3.1: Review Concepts from Chapter 2 - CC BY 4.0 6.1: Review of Chapter 5 - CC BY 4.0
3.2: Reading/Listening 1- ‫ ﻣﯿﺮا ﺧﺎﻧﺪان‬- CC BY 4.0 6.2: Reading/Listening 1- ‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ‬
3.3: Reading/Listening 2- ‫ اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬- CC BY ‫ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬- CC BY 4.0
4.0 6.3: Reading/Listening 2- ‫ راﺳﺘ ﺑﺘﺎﻧﺎ‬- CC BY 4.0
3.4: Study Abroad - CC BY 4.0 6.4: Reading/Listening 3- ‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ‬
3.5: Grammar- Adjectives - CC BY 4.0 ‫ ﮐﮭﻮﻟﻨﺎ‬- CC BY 4.0
3.6: Apostrophe “S” (‘s) in Urdu - CC BY 4.0 6.5: Study Abroad - CC BY 4.0
3.7: Degrees of Adjectives - CC BY 4.0 6.6: Verbs - CC BY 4.0
6.7: Imperative Construction - CC BY 4.0

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 6.8: Objects with ‫ ﮐﻮ‬and ‫ ﺳ‬- CC BY 4.0 8: Talking About the Past and Completed Actions - CC
6.9: Expressing Obligations and Suggestions - CC BY BY 4.0
4.0 8.1: Review of Chapter 7 - CC BY 4.0
6.10: Cultural Notes and Extra/Optional Online 8.2: Reading/Listening 1- ‫ ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬- CC BY 4.0
Materials - CC BY 4.0 8.3: Reading/Listening 2- ‫ ﺧﻂ ﻟﮑﮭﻨﺎ‬- CC BY 4.0
7: Expressing Past, Present, and Future Actions - CC BY 8.4: Reading/Listening 3- ‫ ﻧﯿﮏ ﺧﻮا ﺸﺎت‬- CC BY 4.0
4.0 8.5: Study Abroad - CC BY 4.0
7.1: Review of Chapter 6 - CC BY 4.0 8.6: Grammar- Perfective Aspect - CC BY 4.0
7.2: Reading/Listening 1- ‫ دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬- CC BY 4.0 8.7: ‫ ﮐﺮ‬Construction - CC BY 4.0
7.3: Reading/Listening 2- ‫ ﻣﯿﺮے ﺷﻮق‬- CC BY 4.0 8.8: Conjunct Verbs - CC BY 4.0
7.4: ‫ ﺗﯿﻮ ﺎر‬- CC BY 4.0 8.9: Subjunctive Mood - CC BY 4.0
7.5: Study Abroad - CC BY 4.0 8.10: Cultural Notes and Extra/Optional Online
7.6: Grammar- Tense and Aspect - CC BY 4.0 Materials - CC BY 4.0
7.7: Grammar- The Present and Past Habitual Tense - Back Matter - Undeclared
CC BY 4.0 Urdu Letters - Table Options - CC BY 4.0
7.8: The Present and Past Progressive Tense - CC BY Index - Undeclared
4.0 Glossary - Undeclared
7.9: Grammar- Simple Future Tense - CC BY 4.0 Detailed Licensing - Undeclared
7.10: Cultural Notes and Extra/Optional Online Image Credits - CC BY 4.0
Materials - CC BY 4.0 Detailed Licensing - Undeclared

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Image Credits
2

Cover Images
Cover design provided by MSU Libraries Publishing Services student intern Srividhya Pallay.
Man Sitting Inside a Store by Aa Dil on Pexels under the Pexels License.
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Women in Black Hijab Praying by RODNAE Productions on Pexels under the Pexels License.
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Facade of an Old Building Designed with Colorful Mosaic Tiles by Aa Dil on Pexels under the Pexels License.
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Men in Traditional Clothes Walking on Soil with Green Grass by Adnan Nughal Photographer on Pexels under the Pexels License.
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Green Lake Surrounded by Mountain by Kamran Sabir on Pexels under the Pexels License.
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Detailed Licensing
Overview
Title: Basic Urdu (Ranjan)
Webpages: 94
All licenses found:
CC BY 4.0: 88.3% (83 pages)
Undeclared: 11.7% (11 pages)

By Page
Basic Urdu (Ranjan) - CC BY 4.0 3.8: “Wh–” Questions/Interrogative Sentence - CC
Front Matter - Undeclared BY 4.0
TitlePage - Undeclared 3.9: Cultural Notes and Extra/Optional Online
InfoPage - Undeclared Materials - CC BY 4.0
Table of Contents - Undeclared 4: Describing Places - CC BY 4.0
Licensing - Undeclared 4.1: Review Concepts from Chapter 3 - CC BY 4.0
Acknowledgment - CC BY 4.0 4.2: Reading/Listening 1- ‫ ﻋﻤﺮان ﮐﺎ ﮔﮭﺮ‬- CC BY 4.0
About the Book - CC BY 4.0 4.3: Reading/Listening 2- ‫ ﻋﻤﺮان ﮐﺎ ﮐﻤﺮہ‬- CC BY
1: Urdu and Urdu Script - CC BY 4.0 4.0
1.1: Urdu Script - CC BY 4.0 4.4: Reading/Listening 2- ‫ ﭘﯿﭩﺮ ﮐﺎ ﺷ ﺮ‬- CC BY 4.0
1.2: Alif and Non-Connectors - CC BY 4.0 4.5: Study Abroad - CC BY 4.0
1.3: be ‫ ب‬، Jim ‫ ج‬, and sin ‫ س‬Series - CC BY 4.0 4.6: Post-Positions - CC BY 4.0
1.4: kaaf ‫ ک‬, gaaf ‫ گ‬, swad ‫ ص‬, zwad ‫ ض‬, fe ‫ ف‬, 4.7: Oblique Case - CC BY 4.0
qaaf ‫ ق‬, toe ‫ ط‬, zoe ‫ ظ‬- CC BY 4.0 4.8: There Construction - CC BY 4.0
1.5: laam ‫ ل‬, mim ‫ م‬, nun ‫ ن‬, ain ‫ ع‬, ghain ‫ غ‬- CC 4.9: Cultural Notes and Extra/Optional Online
BY 4.0 Materials - CC BY 4.0
1.6: chhoti ye ‫ ی‬, baRi ye ‫ ے‬, do chashmi he ‫ ھ‬, 5: Expressing Likes, Dislikes, Needs, and Possession -
chhoti he ‫ ہ‬, hamza ‫ ء‬- CC BY 4.0 CC BY 4.0
2: Beginning Conversations - CC BY 4.0 5.1: Review of Chapter 4 - CC BY 4.0
5.2: Reading/Listening I- ‫ﭘﮭﻞ اور ﺳﺒﺰی ﮐﯽ دﮐﺎن ﭘﺮ‬
2.1: Review Concepts from Chapter 1 - CC BY 4.0
- CC BY 4.0
2.2: Greetings and Introductions - CC BY 4.0
5.3: ‫ رﯾﺴﺘﻮراں ﻣﯿﮟ‬- CC BY 4.0
2.3: Informal Conversation - CC BY 4.0
5.4: Study Abroad - CC BY 4.0
2.4: Formal Conversation - CC BY 4.0
5.5: Verb "To be" in the Past Tense - CC BY 4.0
2.5: Study Abroad - CC BY 4.0
5.6: Subjects with - Undeclared
2.6: Grammar- Gender and Number - CC BY 4.0
5.7: ‫“ﭼﺎ ﯿ‬Need” - CC BY 4.0
2.7: Personal Pronouns with Verb "To Be" - CC BY
5.8: Expressing Possession in Urdu - CC BY 4.0
4.0
5.9: Cultural Notes and Extra/Optional Online
2.8: 2.8 Cultural Notes and Extra/Optional Online
Materials - CC BY 4.0
Materials - CC BY 4.0
6: Giving Instructions and Making Requests - CC BY 4.0
3: Chapter 3. ‫" ﺧﺎﻧﺪان‬Family" - CC BY 4.0
3.1: Review Concepts from Chapter 2 - CC BY 4.0 6.1: Review of Chapter 5 - CC BY 4.0
3.2: Reading/Listening 1- ‫ ﻣﯿﺮا ﺧﺎﻧﺪان‬- CC BY 4.0 6.2: Reading/Listening 1- ‫ﻣﯿﺮا ﭘﺴﻨﺪﯾﺪہ ﮐﮭﺎﻧﺎ اوراﺳ‬
3.3: Reading/Listening 2- ‫ اﻧﺠﻢ ﮐﺎ ﺧﺎﻧﺪان‬- CC BY ‫ ﺑﻨﺎﻧ ﮐﺎ ﻃﺮﯾﻘ‬- CC BY 4.0
4.0 6.3: Reading/Listening 2- ‫ راﺳﺘ ﺑﺘﺎﻧﺎ‬- CC BY 4.0
3.4: Study Abroad - CC BY 4.0 6.4: Reading/Listening 3- ‫ﺳﻮﺷﻞ ﻣﯿﮉﯾﺎ ﭘﺮ اﮐﺎؤﻧﭧ‬
3.5: Grammar- Adjectives - CC BY 4.0 ‫ ﮐﮭﻮﻟﻨﺎ‬- CC BY 4.0
3.6: Apostrophe “S” (‘s) in Urdu - CC BY 4.0 6.5: Study Abroad - CC BY 4.0
3.7: Degrees of Adjectives - CC BY 4.0 6.6: Verbs - CC BY 4.0
6.7: Imperative Construction - CC BY 4.0

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 6.8: Objects with ‫ ﮐﻮ‬and ‫ ﺳ‬- CC BY 4.0 8: Talking About the Past and Completed Actions - CC
6.9: Expressing Obligations and Suggestions - CC BY BY 4.0
4.0 8.1: Review of Chapter 7 - CC BY 4.0
6.10: Cultural Notes and Extra/Optional Online 8.2: Reading/Listening 1- ‫ ﭼﮭﭩﯿﻮں ﮐ ﺑﻌﺪ‬- CC BY 4.0
Materials - CC BY 4.0 8.3: Reading/Listening 2- ‫ ﺧﻂ ﻟﮑﮭﻨﺎ‬- CC BY 4.0
7: Expressing Past, Present, and Future Actions - CC BY 8.4: Reading/Listening 3- ‫ ﻧﯿﮏ ﺧﻮا ﺸﺎت‬- CC BY 4.0
4.0 8.5: Study Abroad - CC BY 4.0
7.1: Review of Chapter 6 - CC BY 4.0 8.6: Grammar- Perfective Aspect - CC BY 4.0
7.2: Reading/Listening 1- ‫ دﯾﻦ ﮐﺎ ﻣﻌﻤﻮل‬- CC BY 4.0 8.7: ‫ ﮐﺮ‬Construction - CC BY 4.0
7.3: Reading/Listening 2- ‫ ﻣﯿﺮے ﺷﻮق‬- CC BY 4.0 8.8: Conjunct Verbs - CC BY 4.0
7.4: ‫ ﺗﯿﻮ ﺎر‬- CC BY 4.0 8.9: Subjunctive Mood - CC BY 4.0
7.5: Study Abroad - CC BY 4.0 8.10: Cultural Notes and Extra/Optional Online
7.6: Grammar- Tense and Aspect - CC BY 4.0 Materials - CC BY 4.0
7.7: Grammar- The Present and Past Habitual Tense - Back Matter - Undeclared
CC BY 4.0 Urdu Letters - Table Options - CC BY 4.0
7.8: The Present and Past Progressive Tense - CC BY Index - Undeclared
4.0 Glossary - Undeclared
7.9: Grammar- Simple Future Tense - CC BY 4.0 Detailed Licensing - Undeclared
7.10: Cultural Notes and Extra/Optional Online Image Credits - CC BY 4.0
Materials - CC BY 4.0 Detailed Licensing - Undeclared

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