Ur Ch03 04 Vol1 TXT Val Se

Urdu
Basic Course
Semester I
ChapterS 34
Students Edition
DLIFLC
DEFENSE LANGUAGE INSTITUTE
FOREIGN LANGUAGE CENTER
2015 Validation Edition
Volume 1
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Urdu
Basic Course
Semester I
Volume 1
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TABLE OF CONTENTS
CHAPTER 3
Greetings, Introductions & Self
3.1
Lesson 1: Greetings, Introductions, and Leave-Taking
3.3
Lesson 2: My State of Being
3.33
Lesson 3: My Personal Information
3.61
Lesson 4: My Calendar
3.95
Lesson 5: My Daily Schedule
3.131
CHAPTER 4
Myself, My Family, & My Friends
4.1
Lesson 6: My Appearance
4.3
Lesson 7: My Personality
4.41
Lesson 8: My Family
4.69
Lesson 9: My Inlaws
4.107
CHAPTER 3
Greetings, Introductions & Self
LESSON 1 Greetings, Introductions, and Leave-Taking

LESSON 2 My State of Being

LESSON 3 My Personal Information

LESSON 4 My Calendar

LESSON 5 My Daily Schedule

LESSON 1
Greetings, Introductions, and Leave-Taking
Lesson Objectives
Upon completion of this lesson, Urdu learners will be able to:
greet others appropriately for the time of day and social status;
rank greetings and leave-takings in order of formality;
use first person nominative pronouns to respond appropriately to formulaic

how questions;
correctly apply the second person nominative pronoun you in intimate, familiar
and respectful forms to determine relationships;
employ particles as social status markers in forms of address, including titles

and honorifics.
Urdu Basic Course Students Edition
3.3
LESSON 1: Greetings, Introductions, and Leave-Taking
Vocabulary Enabling
Objective
Recognize and identify key words/phrases/expressions used in self-introduction and

introducing others.
Learners will use their background knowledge to review and list previously studied words or
phrases used during the first encounter with a Pakistani.
1a. Schemata Building
What do you think of when you hear the phrase first encounter and greeting? How do
people usually greet one another in your culture?
1b. Recall
What Pakistani greeting expressions do you remember from your previous weeks of
studying Urdu?
1c. Review
Listen to the audio and practice pronouncing the words and phrases. Note which
001
ones are used in formal versus colloquial conversations.

Informal
Formal
As-salamu Alaykum
Wa-alaikum As-Salam
Good-bye.
Good-bye.
See you later.

May I go (leave)?
welcome
Please./Thank you.
Thank you.
Hello.
Am I permitted?
Good morning.
Good evening/night.
3.4
Language Note: Pakistani society is generally informal; therefore, the use of formal phrases
is not very common in everyday speech. Pakistanis also tend to respond less frequently with
thank you or
than Americans. While it is always important to be polite, you may find
that you are using thank you more than your Pakistani counterparts.
Culture Note
In greetings, a few Arabic words are commonly used. These include
blessing) and
( and Gods
( peace on you). You will also hear ( all praises to God) as an
answer. The following are frequently used phrases in daily conversation between friends and
strangers:
How (is your condition) are you?
How are you?

Are you OK?
How is your condition? (How are you?)
3.5
2a. Vocabulary Input

Practice pronouncing the words with your instructor. Play Charades and negotiate
002
the meaning of each word.
English
English
You
2b. Vocabulary Recognition

Choose the correct word to complete the statements.
1. He is in the Army. He is a
2. She studies at a university. She is a

.
3. He is someone who teaches a class.
4. When formally addressing a female,

you use
5. When formally addressing a male,

you use
3.6
2c. Vocabulary Production

Work in pairs and write down as many words or phrases from memory as you can.

Practice pronouncing the words with your instructor. Play Charades and negotiate the
meaning of each word.
English
English
who
3.7

Read the following sentences with your teacher and underline the words you
have learned.

Write down the words that you have learned and underlined.
3.8
4. Combined Receptive Vocabulary

Pronounce the words in the right column. Then select them within the sentences in the
left column, even if you dont understand the whole sentence. Practice the sentences
with your classmates or instructor until you are familiar with the words, their meaning
and usage.
5. Combined Vocabulary Production

Listen to the audio. Write each word you hear in the appropriate column in the
003
table below.
Greeting
Introduction
3.9
Leave-Taking
Culture Note
In Pakistani society,
can be used as a greeting at any time of the day; i.e., good
morning, good afternoon, or good evening. Its literal meaning is Peace be upon you.
As you know, around 95% of Pakistanis are Muslim, some more devout than others;
therefore, it is common to hear
after
, which means and blessings of
God, in addition to Peace be upon you.
Shaking hands with and embracing members of the same sex is normal, but not so for
those of the opposite sex.
sahib (Mr.) follows the persons name for males, whereas females are
addressed with respectful words like

names. The respectful word
at the end and
at the beginning of their
may also be used for males.
3.10
Global Reading and Listening

Objective
With the help of background knowledge about the topic, students will be able to provide a gist
and the main idea of the audio and text passages.
Learners will actively listen to a passage once to develop ambiguity tolerance, strengthen
their ability to use inference to make an accurate assessment regarding the participants in a
conversation, and build DLPT proficiency skills.
1a. Global Listening
004
Listen to the dialog once and provide a gist.

Gist/Main Idea:
3.11
1b. Complete these tasks based on the dialog in 1a.

1. Based on your global comprehension, how many participants are there in the
conversation?
a. two
b. three
c. four
2. Based on the formality level of the second person pronoun you, Nasir and Haroon
are most likely to be
a. family friends
b. strangers
c. siblings
3. Based on what you have gathered from the tone of the exchange, what is Azizs
demeanor toward Haroon?
a. rude
b. polite
c. indifferent
3.12
Learners will strengthen their ability to derive main ideas from one pass listening and
improve their global proficiency and tolerance for ambiguity in preparation for the DLPT.
2. Listening for the Gist
Listen to the dialog three times. On the first pass listen for the main idea about the
005
dialog. On the second pass choose the situation that it best fits, and on the third
pass check your answers.
Gist/Main Idea:
a. They are meeting.

b. They are introducing.
c. They are leaving.
d. All of the above
3.13
3. Global Understanding
Listen to several people talk. You will hear the audio twice. Based on your global
006
understanding, give an appropriate title to this interaction.

Title:
3.14
Intensive Reading and Listening

Skill-Focused Practice
Objective
Students will be able to collect details and supporting information other than the main idea
of the passage in audio clips and printed text.
Learners will strengthen their ability to focus on the Essential Elements of Information (EEI),
transcribe/translate text, and identify supporting details to prepare for job-related duties.
1. Global Listening
Listen to the dialog three times. During the first pass, listen for global
007
comprehension and select the correct option given below. On the second pass,
fill in the blanks with the words you hear. On the third pass, check your answers
and make corrections if necessary.
Best Title:
3.15
2. Global Listening
Listen to the dialog four times, adding to your understanding of details and
008
supporting information as you go.

Listening 1 Check the questions for which you heard answers and leave others blank.
Listening 2 Fill in as much missing information as you can.
Listening 3 Your instructor will go over your answers.
Listening 4 Verify the correctness of your answers.
Check
Question
Answer/Detail
Who is George?
Where is he from?
Who is Adnan?
Where is Adnan from?
3.16
3. Read the dialog in pairs, and then ask each other questions from the table.
Write your answers.
Person 2
Person 1
Question

Answer
How is person 2 feeling?

Where is person 2 from?
What does person 2 do?
Question
Answer
How is person 1 feeling?

Where is person 1 from?
What does person 1 do?
3.17
4a. Transcription
Read along as you listen to the monolog and fill in the blanks with the
009
appropriate information.
4b. Translating Transcriptions

Using your corrected transcription, provide a brief content-based (not word for word)
translation/summary of the monolog. What is the key information that your command
needs to know about this person?
3.18
5. Listening for a Relationship

Listen to the dialog three times. On the first pass note the relationship in the
010
conversation. On the second pass, choose the appropriate answers. On the third
pass, check your answers for accuracy/correctness. Indicate the key word that led
you to your choice.
1. Mr. Nasir and Mr. Haroon are _________.
a. brothers
b. friends
c. strangers
Why do you think so? ____________________________.
2. What did Mr. Haroon ask Mr. Nasir at the beginning of the conversation?
a. address
b. his well being
c. both of the above
3. What was Mr. Nasir response after meeting Mr. Haroon?
a. sad
b. happy
c. indifferent
3.19
NOTES
3.20
Grammar-Focused Practice
Objectives
Learn to use the following grammatical features:
The personal pronouns
The verb to be in the present tense conjugation:
Learners will improve their ability to isolate structural features of language, notice patterns
among them, and produce them in cloze contexts.
1a. Urdu Personal Pronouns: First and Second Person
Read the dialog, paying attention to the items in highlighted type. Do you see a pattern?
What part of speech do they represent?
3.21
Culture Note
Urdu has three words corresponding to the English pronoun you. These are
informal),
(familiar or semi-informal), and
(intimate or
( respectful or formal).
Urdu speakers generally dont use the least formal (informal) form of you,
, while speaking.
It is mostly used for the beloved and God in poetry and songs, etc. People in certain regions
do use it, however, for their intimate friends and children.
The informal (semi-informal) form of you,
is used in informal social settings, for friends and
for people who are younger.
is used for people who are older, senior in relations,

or not close friends. It is always safe to use when you have any doubt about which form
The formal or respectful form of you,
you should use.
are grammatically plural forms, they are used

for you (singular). For you (plural) Urdu speakers use or , which literally
Please note that even though both
and
mean, you people.
A pronoun takes the place of a proper noun. First person pronouns refer to the self (I/we).
Second person pronouns refer to direct receivers in the conversation (you in singular, plural,
and all levels of formality).
1b. Pronoun Declination
Singular
Plural
we
First person
Second person
you
you
3.22
1c. Examine the dialog and select all of the pronouns. Then write 1 or 2 based on whether it
is first or second person.
1d. Use the table to provide the appropriate personal pronoun in Urdu using the intimate
(informal), familiar (semi-informal) and respectful (formal) forms.
Example: Are you (least formal or
intimate) a soldier?
1. You (respectful) are a teacher.

2. You (informal) are a nurse.
3. I am from Lahore.
4. You (plural) are from Rawalpindi.
3.23
2a. The Urdu Verb to be: Present Tense Conjugation

is the Urdu equivalent of the verb to be. The present tense form of
agrees with
the person and number of the subject (noun or pronoun), just as it does in English: I am
and You are. Look at the Urdu examples.
Singular
Plural
First person
I am
we are
Second person
you are
you are
2b. Honorific/Respectful Plural

In Urdu, the plural can also be used to show politeness, and in this case, it is important
to pay attention to the context to determine whether the use of a plural verb indicates
plural subjects or a show of respect for a single subject. For example, the Urdu sentence,
could mean they are doctors, but it could also mean he/she
(honorific/respectful) is a doctor.
2c. Recognition
Select the word that makes the sentence grammatically correct.
3.24
2d. Recognition/Production
Read the dialog and select all of the pronouns. Underline and write down all of
the to be verbs. Then indicate whether the subject is singular (S), plural (P), or
both (B), depending on context.
Personal Pronoun
To Be

Singular
3.25
Plural
Both
3. Production
Fill in the blanks with to be verbs and the present conjugation, as demonstrated in the
tables on the previous page. For example:
)) ( (
)(
( )
( )
( )
( )
( )
4. Translation
Translate these sentences into Urdu using grammar and vocabulary appropriately.
Example: This is my brother.

1. I am a teacher.
2. We are students.
3. You (formal) are a doctor.
4. You (informal) are a soldier.
5. You (least formal) are a girl.
6. We (plural) are soldiers.
7. You (respectful) are Mr. Ahmad.
8. I am Ms. Salma.
9. You are Dr. Salma.
10. I am Muhammad.
3.26
Language Production and Application

Objectives
Students will be able to:
apply learned content, vocabulary and grammar in controlled speaking and writing activities
with the teachers feedback;
recombine forms to produce new information;
use new linguistic knowledge to complete a task.
Learners will use new words and phrases to respond appropriately to questions.
1a. Read the following sentences and write your responses in Urdu.
1. Hello/Hi
2. Im glad/happy/pleased to see you.
3. How are you?
4. I am Amir.
5. Good-bye.
6. Where are you from?
7. Are you from Pakistan?
8. Who are you (formal)?
3.27
1b. Answer the following questions in Urdu in complete sentences. Your teacher will
provide individual feedback.

1c. As your teacher asks a question individually, answer with a short sentence.

2. With your classmate, practice in Urdu:
a. greeting/introducing someone younger/lower in hierarchy.
b. greeting/introducing someone older/higher in hierarchy.
3. Your instructor will give each of you a flash card containing basic personal
information. You will pretend to be this person. Then, each of you will stand up and
introduce one another. Students not participating at the given time will listen and fill in
the following table.
Classmate
Name
City
1
2
3
3.28
4. You have been attending village negotiation meetings since your arrival in Pakistan.
You are being transferred to another unit, and your replacement is attending a few
meetings with you before you ship out. At the meeting you ask your replacement to
introduce himself and get to know the leaders.
Wikimedia
3.29
Lesson 1 Vocabulary
Click on any word to listen to it.
n, m, s
n, f, s
happiness
n, f, s
fine
n, m
fine
goodbye
in
n, m, s,
name
no
from
condition
n, s, m
Peace be upon
you.
Peace be upon
you, too.
See you later!
(idiomatic
translation)
student (male)
n, f, s
student (female)
n, m, s
Thank you.
adv, conj

3.30
then
what
adv
where
you (least
informal)
you (informal)
you (respectful)
n, f, s
respectfully used
before names
adj, m
Mister
adj, f

Key:
adj = adjective
adv = adverb
n = noun
m
f
n, m, s
n, f, s
respectfully used
after names
n, m, s
Mister/Honorable
= masculine
= feminine
Miss/Mrs.
vt = verb transitive
vi = verb intransitive
3.31
Sir/Mister
s = singular
pl = plural
LESSON 2
My State of Being
SCOLA
Lesson Objectives
greet others appropriately for the time of day and social status (review);
use vocabulary related to feelings, state of mind, and social status;
recognize and respond to how questions using personal information;
differentiate between words that can be directly translated and those that carry different
meanings (such as hot and cold);
use the correct SOV word order to describe themselves in short, first person sentences.
3.33
LESSON 2: My State of Being
Vocabulary Enabling
Objectives
Review vocabulary pertaining to greetings, introductions and leave-takings.
Recognize, identify and produce key words/phrases/expressions used in expressing states

of being.
1. Review Greetings
Make a list of the greetings that you remember from Lesson 1.
In the U.S., people use How are you? as a formulaic greeting. How do people usually
answer this question? Is it meant as a literal question? Do we expect a lengthy and
honest answer most of the time? What does it mean in Pakistani culture? What is the
expected response in Pakistan? Discuss this topic with your instructor.
3.34

You will hear some words spelled letter by letter. Listen and transcribe the word
001
as spelled. Then write down the English equivalent that the teacher provides.
English
Urdu
2b. Write five words from the above given list that describe your own personality.
3.35

Which qualities on the word list, in 2a, would Americans generally regard as positive,
and which would they regard as negative? Which could be both? Are there any cultural
differences between the U.S. and Pakistan? Briefly discuss this topic with your instructor
and list the words here.
Positive Quality
Negative Quality
3.36
Both
3a. Vocabulary Recognition

Match the adjectives from the list with the picture that fits best.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
All images are MS ClipArt
3b. Vocabulary Production

Sit facing one another, wearing your uniform hat. Your instructor will place a sticky
note with an Urdu word pertaining to state of being on your hat. Your classmates will
interact with you as if you are that word. You should guess the word in a full sentence,
i.e.,I am happy.
3.37
4. Combined Vocabulary Recognition and Production

Pronounce the words in the right column. Then circle them within the sentence.
Practice the sentences with your classmates and teacher.
5. Combined Vocabulary Production

Categorize the new words and rewrite them in the appropriate column.
Emotion
Social State
3.38
Physical State

Objectives
Make accurate assessments about the participants in a conversation.
Utilize background knowledge to provide the gist and main idea of the passages presented
in the form of audio and printed text.
Gain comfort and confidence with one-pass listening while increasing tolerance for
ambiguity.
Construct global meaning by connecting parts of understood information via inference.
1a. Global Listening

Listen to the dialog three times. On the first pass, write down in the box below the
002
words you have learned; on the second, write the main idea of the dialog; and, on
the third, verify the main idea with your teacher.
Gist/Main Idea:
3.39
1b. Use extra-linguistic knowledge to identify the best answer.

1. How many participants are there?
a. two
b. three
c. four
2. Based on formality, the participants are probably ______.
a. family friends
b. strangers
c. siblings
3. Based on tone, the relationship between the speakers seems ______.
a. neutral
b. polite
c. rude
2a. Listening for the Gist
Listen to the short dialog twice. On the first pass, grasp the main idea; on
003
the second pass write down the basic facts from the conversation to report
to your commander.
Gist/Main Idea:
Is there any information the commander should be concerned about?
3.40
2b. Listening for the Gist

Listen to the short exchange twice. On the first pass, grasp the main idea;
004
on the second, report the facts of the conversation to your commander.

Gist/Main Idea:
3.41
2c. Listening for the Gist

Listen to the short dialog twice. On the first pass, grasp the main idea; on
005
the second, report the facts of the conversation to your commander.

Gist/Main Idea:
3.42
3. Listening for the Gist

Listen two times to the short monologs about four individuals and jot down helpful
006
notes. Based on your understanding, write the name, state of being, and location of
the person next to the correct picture.
Name
State of Being
Location
U.S. Embassy Pakistan
fourreasonsnandita
Wikimedia
3.43
4. Use key words and global understanding to form an appropriate dialog with a logical
sequence by matching sentences in the opposite column.
(a)
(b)
(c)
(d)
(e)
3.44

Objectives
Strengthen text analytic skills to focus on details and supporting information in audio and
printed text.
Perform EEI related transliteration, transcription, translation and interpretation based on

text analytic understanding.
1. Listening for Details

Listen three times to the short monologs about four individuals. Take as many
007
notes as needed. In the left column of the table, write the name of the person that
matches the information in the right column.
3.45

Listen to three different people talking about themselves. You will hear each
008
person speak twice. On the first pass, listen for content and make notes if you
wish. On the second pass, mark true or false. On the third pass, verify your
answer and write down the word or phrase that you heard which led you to
this answer.
1. Farah is a teacher.
2. Shabana is a doctor.
T F
3. Aftab is a military officer.
4. Hafiz is a student.
T F
3.46
3. Read the following statements and translate them into English.
3.47

Listen to the dialog twice. First, choose the best answer to the questions that
009
follow; second, check your answers. Write the particular word or phrase that
indicates your answer.
1. Fahad and Kahlil are ______.
a. brothers
b. friends
c. strangers
How do you know? _________________________
2. What did the first speaker ask the second speaker about?
a. his address
b. his well-being
c. both of the above
How do you know? _________________________
3. How is the first speaker feeling?

a. sad
b. happy
c. angry
How do you know? _________________________
4. According to the second speaker, how is Hamid?

a. suspicious
b. excited
c. happy
How do you know? _________________________
3.48

You are in charge of monitoring the overall condition of civilians in a local
010
community. Listen to the dialog twice. First, listen for key words and extralinguistic clues to fill in the table; then listen a second time and check your
answers.
Person
Gender
Name
Emotion
Physical State
Social State
1.
2.
3.
3.49
Objectives

The verb to be in the present conjugation:
2nd and 3rd person pronouns:
Employ verb final word order to express ones state of being
1a. Urdu Personal Pronouns: Second and Third Person Pronouns and the Present
Tense Conjugation of the Verb to be
As you learned in Lesson 1, second-person pronouns refer to direct receivers in the
conversation (you in the singular, plural, and all levels of formality). Third person refers
to others who may or may not be involved in the conversation (he/she/it/they).
2nd person
you
you
3rd person
this
that
they/these
they/those
1b. Read the transcribed dialog, paying attention to the highlighted items.
3.50
Do you see a pattern? What is it? In your own words, state an informal rule based on the
pattern you see.
1c. Word Order in Urdu Sentences

A complete sentence has a subject (noun/pronoun) and a predicate (verb). The subject is
what or whom the sentence is about, and the predicate tells something about the state of
being or the action of the subject. Most sentences also contain various types of
objects/modifiers that explain more about the subject or the verb.
English is what we call an SVO language, meaning that in independent sentence clauses
with an object, the subject comes first, then the verb, and then the object/modifier.
Example: Ahmed eats rice. However, Urdu is an SOV language, meaning that the basic
word order in Urdu clauses and sentences is verb final. Example: Ahmed rice eats. The
table below shows the word order in an Urdu sentence.
Subject (S)
Ahmed
Object/Modifier (O)
rice
Verb (V)
eats
3.51
1d. Analyze the following sentences. Circle the subjects and underline the verbs.
Rearrange the sentences to reflect the correct SOV word order and rewrite them.

2a. Variable Adjectives
Most Urdu adjectives are nonvariable. Nonvariable adjectives generally end with
consonant letters. In a sentence, they always remain in their original form. For example
However, some adjectives that describe a
state of being (hungry, thirsty, lonely, dirty, angry, old, tired, etc.) change endings to
match the gender of the subject. These are called variable adjectives. In their original
form, variable adjectives end in a.
When the subject
of the sentence is masculine, the adjective ending does not change, so it still ends in (a).
However, when the subject of the sentence is feminine, variable adjectives take the
ending (ee).
3.52
2b. Examine the sentences. Pay attention to the adjective ending. From the adjective ending,
decide whether the subject of the sentence is masculine, feminine or indeterminate.
Enter M, F, or I in the blank.

3. Use the given adjectives and pronouns to complete the sentences. Fill in the blanks with
the vocabulary for the state of being given in the following list, while keeping the
language note above in mind.
) ( ) (
Example:
__________________
__________________
3.53
__________________
__________________
4. Use your understanding of the grammar and learned vocabulary to translate the following
sentences into Urdu. Focus on choosing correct word order.
Example: I am tired.
1. I am poor.
2. Ahmed is happy.
3. Younis is rich.
4. Ghalib is an old man.
3.54

Objectives
with the teachers feedback
recombine forms to produce new information
1. How are you? and What is your current status? Using vocabulary and grammar
learned from the lesson, write five statements about yourself.
a.
b.
c.
d.
e.
2. Trade sentences with a classmate. Your classmate will report about your current status in
the third person using correct SOV word order.
3. Describe someone in the class to your partner without disclosing his/her name. Can your partner
guess who it is?
3.55
Lesson 2 Vocabulary
adj
alive
n, s
angry
adj
clean
adj
adj
dead
adj, m s
dirty
adj
adj
adj
n,s
foreigner
adj
energized
adj
happy
adj
broken-hearted
adj, m, s
n, s

n, m, s
3.56
confused
disappointed
excited
weak
hungry
local/native
lonely
adj, n, m, s
adj, n, m, s
adj
adj
Key:
adj = adjective
adv = adverb
n = noun
adj, m, s
= masculine
= feminine
outsider
poor
powerful
sad
adj
m
f
old
adj
rich
adj
inhabitant
man
adj
n, m, s
n, m, s
adj, m, s
adj
n, m, s
3.57
sorrowful
scared
thirsty
tired
worried
young
s = singular
pl = plural
LESSON 3
My Personal Information
Lesson Objectives
recognize and respond appropriately to what and where questions using personal
knowledge;
accurately ask for and give basic bio data (name, address, origin/nationality, occupation,
phone number, etc.);
use the possessive form of the personal pronoun my and mine;
correctly use the present habitual tense of the verbs to be, to live, to work, and
to speak in the first, second, and third person.
3.59
LESSON 3: My Personal Information
Vocabulary Enabling
Objective
Recognize and identify key words/phrases/expressions used in sharing personal

basic information.
1. Schemata Building
Review greetings and states of being from Lessons 1 and 2. Predict the kinds of
information you think Pakistanis would ask you for when traveling in their country.
Look at the identification cards and listen to your teacher pronounce the words.
Write the English equivalent for new vocabulary next to the Urdu.
California ID (See your ID for details)
3.60
Vocabulary on a Pakistani ID Card
English
English
Vocabulary on a California ID Card

English
English
3.61
2b. Vocabulary Recognition/Production

List the words common to both ID cards in the table.

Study the following vocabulary and decide what information a soldier is required
to give. Write three words in Urdu.
rank
serial no.
officer
profession
workplace
soldier
fighter
sergeant
3.62

Sitting in pairs, read and practice this group of words and write down the words you
already know.
Spanish (language)
tribe
to speak
nationality
Punjabi
English (language)
Pashto
Islamic Republic of
Pakistan
United States of
America
Sindhi
American
mother tongue
3.63

Rewrite the new words in the boxes by category.
Personal Data
Professional Data
4a. Combined Vocabulary Practice

Read the sentences. Practice pronouncing the sentences with your teacher. Do not worry
about grammar yetyou will study that later in the lesson.
3.64
4b. Combined Practice

Listen to the dialog and fill in the blanks in the transcript with the missing
001
word/expression.
3.65
Culture Note
There is a system of social stratification among South Asian Muslims that has some
similarity to the Hindu caste system.
Religious, historical and sociocultural factors have helped define the bounds of
endogamous groups for Muslims in South Asia. There is a preference for endogamous
marriages based on the clan-oriented nature of the society, which values and actively seeks
similarities in social group identity based on several factors, including religious, sectarian,
ethnic, and tribal/clan affiliation. Religious affiliation is itself multilayered and includes
religious considerations other than being Muslim, such as sectarian identity (Shia or
Sunni, etc.) and religious orientation within the sect (Isnashari, Ismaili, Ahmedi, etc.).
Both ethnic affiliation (Sindhi, Baloch, Punjabi, etc.) and membership of specific biraderis
or Jat/quoms are additional integral components of social identity. Within the bounds of
endogamy defined by the above parameters, close consanguineous unions are preferred
due to a congruence of key features of group- and individual-level background factors as
well as affinities.
Wikipedia
3.66

Objective
and the main ideas of the passages presented in the form of audio and printed text.
Learners will strengthen their global listening proficiency, contextualization skills, and
inferencing abilities by making accurate assessments regarding the participants in a
conversation.
1. Global Listening
Listen to the three sentences in Urdu. Using the vocabulary you know, enter a check
mark () for the incorrect translation.
Set 1
002
How are they?

I work in a library.
My brother lives in Lahore.
003
Set 2
I am a doctor.
I work in Karachi.
Where does your brother live?
3.67
2. Global Listening
Listen to the monolog once and, using global comprehension and inference, answer
004
the questions.
1. Who is talking?
a. Nasir
b. Khalid
c. Aftab
2. What is the topic?
a. himself
b. his brother
c. his neighborhood
3.68
Learners will strengthen their ability to derive main ideas from one pass listening and
improve their global proficiency and tolerance for ambiguity.
3a. Listening for the Gist
Listen to the short dialog three times. On the first pass, grasp the main idea; on the
005
second pass choose the best title for it; and on the third pass check your answer.
Gist/Main Idea:
Best Title:
3.69

006
Listen to the following short dialog twice and write a gist.

Gist/Main Idea:
3.70
3c. Reading for Comprehension

Read the following dialog with a partner and answer the questions.
1. Who is from Peshawar?
2. What does Aamirs father do?
3. Who is the third person?
4. Who flies a fighter plane?
3.71
4. Listening to Biographical Information

Listen to three different people talking about themselves and fill in the table with
007
the information you hear.
Person
Name
Residence
Language
1.
2.
3.
5. Reading for Global Understanding

Read the sentences in the right column. Use your global understanding to form a logical
exchange, even if you do not recognize every word.
3.72

Objective
Students will be able to collect details and supporting information besides the main idea of
the passage in audio and printed text.
Learners will strengthen their ability to focus on the Essential Elements of Information
(EEI), transcribe/translate text, and identify supporting details to prepare for jobrelated duties.
1. Listening for EEIs
Listen to the following dialog twice. First, listen and answer the questions; then
008
listen and check your answers.

1. Who is Akarm?
2. Where is Akarm from?
3. What does Kamal do?
4. Where is Kamal from?
3.73
2. Read the short introductions of three people, and then indicate whether the sentences
below are true or false. Write down the word or phrase which led you to this answer.
1. Shabanas mother tongue is Pashto.
2. Sabas father is from Multan.
3. Zahids father is a nurse.
3.74
3. Listening for Transcription

Listen to the following dialog twice. First, listen and fill in the blanks in the
009
transcript; second, check your answers.

_______________
_______________
_______________
_______________
3.75
_______________
_______________
_______________
4a. Listening for Transcription

Listen to the three monologs twice. First, fill in the blanks; second; check
010
your answers.
______________
______________
______________
- :
______________
______________
______________
3.76
______________
______________
______________
______________
4b. Translating Transcriptions

Provide a brief meaning-based (not word-for-word) translation of the audio.
4c. Listening for Details

Listen to the monologs again and enter a check mark () next to the word or phrase
011
that correctly completes each statement.
___________________
___________________
3.77
5. Reading for Details

Read the short statements one by one, and then with a partner, indicate whether the
sentences below are true or false.
1. Jamals mother tongue is Urdu.
2. Ayeshas younger brother works as a pilot.
3. Jamals mother tongue is Punjabi.
4. Jamal is from Baluchistan.
5. Ayesha is a doctor.
6. Murraad is a doctor.
7. Jamal lives in Multan.
3.78
Objectives
brief introduction to the present habitual tense to mention ones residence and occupation
the personal possessive pronoun my/mine
1. Urdu Personal Possessive Pronouns
Read the monolog, paying attention to the items in highlighted type. Do you see a
pattern? What is it? Can you state an informal rule based on the pattern you see?
Subject
I
Possessive
ours
you
yours
you
yours
you (respectfully)
yours
he/she
his/hers
they
( ) theirs
Possessive Changes To
my, mine
we
3.79
Possessive Pronoun | Singular
Pronoun | Singular
1st person
my, mine
1st person
mine (masculine
subject, younger/equal
in status)
mine (feminine subject

older or younger)
mine (subject is
masculine and higher
in status)
Habitual: Verb stem +
/ /
/ /
Present Habitual: Verb stem +
+ the verb to be in the present tense (as you
learned in Lesson 1).

NOTE:
The verbal phrase in the present habitual sentences agrees with the number and the gender
of the subject.
Verb
Present Habitual Form of the Verb

(for a singular masculine subject)
Verb Stem

Singular
Plural
masculine
feminine
3.80
Feminine Singular Masculine

1st person
2nd person
Feminine Plural Masculine
3rd person
Examine the usage of my/mine, according to the position of the noun in the sample
sentences below.
This is my book.
This book is mine.
This is my car.
This car is mine.
3.81
2. For the following English sentences, provide the appropriate personal pronoun in Urdu.
The pronoun my changes according to the gender of the person who is possessed by
the agent, keeping in mind the use of
and
Example: This is my brother.
1. My mother tongue is Urdu.

2. This is my younger brother.
3. My older brother works in a hospital.
4. My father lives in Lahore.
5. My friend lives in Karachi.
3. Present Habitual Tense

Read the dialog and find the pattern of inflections for the verbs to live and to do.
3.82
4a. Present Habitual Tense

For the following English sentences, provide the appropriate verb inflections for to live
and to do.
Example: We work in a hotel.
1. That boy lives in a city.

2. She works in an office.
3. We all live in one house.
4. My mother lives in my house.
5. I work in my mothers office.
4b. Present Habitual Tense

Listen to theses sentences and, with the help of verb inflection, enter a check mark
012
to indicate whether the subject is first, second, or third person singular or plural.
3rd Person
(S/P)
(M/F)
2nd Person
(S/P)
(M/F)
1st Person
(S/P)
(M/F)
3.83
Statement
5. Use your understanding of the grammar to translate the following sentences into Urdu.
Focus on choosing the correct possessive personal pronouns and inflections of the verbs
to live and to do.
1. We live in Karachi.

2. My mother works in the house.
3. My brothers work in an office.
4. My father lives in Kohat.
5. My younger brother works in a hotel.
6. Translation
013
Listen to the phrases and write their English translations.

1.
2.
3.
4.
5.
3.84

Objectives
with teachers feedback;
1a. Read the following sentences and write your responses in Urdu.
1. Where do you live?
2. What do you do?
3. What is your name?
4. What is your fathers name?
5. Where does your mother live?
6. What is your sisters name?
7. Where does she work?
8. Where does your younger brother live?
9. Do you live with your parents?
1b. Your teacher will ask a question, and you will answer in short Urdu sentences.
3.85
Learners will use new words and phrases to make inquiries.

2. Fill out the application form for enlistment in the Pakistan Army. When you have completed it,
give it to your classmate to read to the class. You will do the same with his/her information.
____________________
_______________ :
____________________
________________ :

________________
________________ :
________________
________________
________________ :
________________
________________ :
________________ :
________________: ________________ :
________________:
________________ :
________________ : ________________ :
________________ :
:
:
3.86
3a. Your instructor will give each of you a flash card containing basic personal information.
You will pretend to be the person whose data is on the card. Then, each of your
classmates (including you) will stand up and introduce him/herself. Listen and fill in the
table in Urdu.
Classmate
Name
Ethnicity
Mother Tongue
Occupation/
Rank
Address/
Phone Number
1.
2.
3.
4.
5.
6.
3b. Now introduce two or three imaginary people to your classmates, taking into
consideration the following, for appropriate selection of personal pronouns and verb
inflections:
a. their parents/grandparents
b. your teacher
c. your older siblings
3.87
4a. Using the information in the table below, choose one person and introduce him or her to
the class.
Name
1
Address
Ethnicity
Marital Status
Khalida
124 Waris
Lane, Lahore
Punjabi
single
Sana (woman)
332 Jinnah
Road, Karachi
Sindhi
married
Sher Khan
2/32 A, Street
5, Peshawar
Pathan
married
Kashmiri
single
Wikimedia
Wikimedia
Wikimedia
Bilal
32 sector G,
Islamabad
MS ClipArt
All images are Wikimedia.
Person
Detail
3.88
4b. Read your introduction to the class.

5. Examine the pictures of notable Pakistanis. Choose one and use it as an internet search
term to find the persons biography. Then, introduce the person to the class in as much
detail as possible.
AsmaJahang.ir
Wikipedia/a Ramkishan950
Jawad Zakariya
Wikimedia
6. Based on the information given in the table below, work with a classmate and take turns
describing the people listed.
3.89
/
/
/
/
Lesson 3 Vocabulary
n, m, s
n, m, s
family name
n, m, s
name
religion
alien/foreign
resident
nickname
n, m, s
n, m, s
n, m, s
n, m, s
n, m, s
tribe
address
n, m, s
adv
phone number
city
birthplace
n, m, s
hometown
n, m, s
homeland
n, m, s
adv
n, f, s
n, f, s
3.90
rank
workplace
nationality
ethnicity
n, f, s
n, m
n, m, s
n, f, s
Key:
adj = adjective
adv = adverb
n = noun
n, m, pl
parents
n, f ,s
m
f
= masculine
= feminine
female
province
male
n, f, s
single
married
mother tongue
n, m, pl
street
3.91
relatives
age
n, f, s
n, m, s
caste
identity card
s = singular
pl = plural
Related Cognates
Baloch (ethnicity)
Balochi
(language)
Balochistan
Khyber
Pakhtunkhwah
Pashto
(language)
Pathan (ethnicity)
Punjab
Saraiki
(language)
Urdu
3.92
Punjabi
(language)
Sindh
Sindhi (language)
Punjabi
(ethnicity)
LESSON 4
My Calendar
SCOLA
Lesson Objectives
use the present habitual verb tense to discuss things that happen regularly;
recognize and respond to when and how often questions using personal information;
use adverbs of frequency to state how often one participates in activities;
use ordinal numbers to match American and Pakistani holidays to Gregorian, Islamic and
local calendars.
3.93
LESSON 4: My Calendar
Vocabulary Enabling
Objectives
Recognize and produce the Urdu basic terms pertaining to calendar systems;
Review counting as the basis for understanding ordinal numbers.
1a. New Vocabulary

Practice pronouncing the following word list with your instructor. As you pronounce
each word, the instructor will point out the corresponding date on that day in a certain
row. When the teacher reads aloud the ordinal number from the calendar, you will
pronounce the respective day of the week.
3.94
1b. Word Recognition

The teacher will pronounce the name of a day in English. Find the corresponding day of
the week and state the dates that fall on that day of the week in the calendar.
Note:
Some of the days of the week have more than two names. Examples are
/
note that
. However, the standard usage is
and
, which will be used in our lessons. Also,
may mean the day of the week, which is Saturday, or it may mean the entire week.
Context clarifies how
is used most of the time.
3.95
1c. Word Production: Ordinal Numbers in Urdu

Read the ordinal numbers and examine the pattern.
Ordinal Number
Cardinal Number
Cardinal Number
one
two
three
four
five
six
seven
eight
nine
eleven
twelve
thirteen
fourteen
fifteen
ten
sixteen
eighteen
nineteen
seventeen
twenty
3.96
1d. Write the ordinal numbers from 21 to 30 in the table below.

21
22
23
24
25
26
27
28
29
30
2a. New Vocabulary

Read the adverbs of frequency. You may consult the dictionary for meaning as the
teacher pronounces each word slowly.
3.97

Examine the sentences and circle the adverbs of frequency, even if you do not
understand the whole sentence. Practice pronouncing the sentences with your instructor.
Do not worry about grammar explanations yetyou will study this later in the lesson.
2c. Word Recognition

Look at the words in the list below and pronounce them. Then listen to the short
001
sentences. Place a check mark () next to each word from the list that you hear.
There are more listed words than you will hear in the audio. Do not worry yet about
understanding everythingthe text will be used again for listening exercises.
( )
3.98
3. Word Recognition
Read the clues and choose the right word.
1. It is the weekend, but not Saturday on the
Gregorian calendar.
2. It is a month after the New Year begins on the
Gregorian calendar.
3. One of the hottest months in North America
4. It comes between August and the tenth month of

the year.
5. It is usually a busy day during the week.
6. It means sometimes, not always.
3.99
4. Word Recognition
Match the phrases in the left column with the corresponding term in the right column.
Write the letter of the correct meaning in the space provided. One has been done for you.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
3.100
5. Word Production
Use previously mastered material to write the appropriate words, sentence or phrase for
each picture.
Wikimedia
Wikimedia
MS ClipArt
MS ClipArt
MS ClipArt
3.101
Culture Note
The Islamic calendar is lunar-based and shorter than the Gregorian calendar by
approximately 12 days. It has 12 months:
It is called the Hijri
calendar from the word Hijrat, which in Arabic and Urdu
means migration. The calendar starts with the migration of the Prophet Muhammad
from his hometown of Makkah to the city of Medina in the year 622 AD.
Muharram
is the first month of the Islamic year, commemorating the massacre of
the prophet Muhammads grandchildren. Shia Muslims in particular arrange large

gatherings, processions, and nightly prayer sessions. Ramadan
is the ninth
month of the Islamic year. Muslims of all sects fast every day from dawn to dusk. People
traveling to Pakistan during this month will find restaurants closed during the day. Locals
cannot eat in public during the day, and foreigners should not eat openly. Sheval
is the month after Ramadan. On the first day of Sheval, Muslims celebrate and
congratulate each other on a successful month of fasting and spirituality. They give
thanks to God and charity to the poor. This celebration is called Eid-ul-Fitr. The month of
the Islamic pilgrimage to Makkah, Saudi Arabia, is referred to as the Zil Hajj
It includes a 10-day ritual attended by millions of Muslims from across the Islamic world.
This culminates in the sacrifice of an animal to commemorate Abrahams willingness to
sacrifice his son. This falls on the 10th of Zil Hajj and is called Eid al-Adha/Azha. The
month of Rabi-ul Avval
is significant because Prophet Muhammad (PBUH) was
born on the 12th day of this month. Even though it is not a religious holiday, in Pakistan
it is celebrated like a minor Eid. The religious procession and gatherings are conducted
and the cities and streets of Pakistan are decorated with lights and garlands.
Continued on the next page.
3.102
Culture Note, continued
Friday is a holy day for Muslims (as Sunday is for Christians and Saturday for Jews).
In Pakistan, Friday and Saturday are generally nonwork days.
is a word of Arabic
origin that means the blessed. Friday is considered to be a blessed day of the week
among Muslims; therefore, many use this word along with
to denote Friday. In
Pakistan, the next day begins at sundown, hence Thursday night is also considered holy.
Pakistan does not follow the Islamic calendar solely. Most day-to-day public and private
affairs are arranged according to the Western Gregorian calendar. The Islamic calendar is
used to mark Islamic events and important life events like births, marriages, and deaths.
Calendar conversions and corresponding prayer times can be found on the internet.
3.103

Objective
and the main idea of the passages presented in the form of audio and printed text. Learners
will strengthen their ability to derive main ideas from one-pass listening and improve their
global proficiency while effectively compensating for unfamiliar vocabulary in preparation for
the DLPT.
1a. Listening for Global Comprehension

Listen to the dialog twice. First, select the best title for the conversation; second, check
002
your answer.
Best Title:
3.104
1b. Listening for Global Comprehension

Answer the questions.
1. What is the relationship of the participants in the conversation?
a. friends
b. colleagues
c. coworkers
Why do you think so?
2. What is the topic of the conversation?

a. a death anniversary
b. a wedding anniversary
c. a birthday
3. What is mentioned in the dialog?
a. holidays
b. training
c. a business trip
4. How would you categorize Hamads tone?

a. angry
b. polite
c. authoritarian
2. Listening for Main Ideas
003
Listen to the short dialog once and enter an appropriate title for it.
Title:
3.105
3. Reading for Main Ideas

Read this short text and enter a suitable title.
Title:

004
Listen to the dialog twice and write the main idea of the text.
3.106
5. Listening to Map Information

Listen to the three short statements twice. First, place a check mark () indicating
005
who is attending each event; when each event takes place; and what characterizes
each event. Second, verify your answers. There are more options in the table than
you will need.
Majid
Hareem
Afsar
Independence Day
Defense Day
Ramadan
spring
autumn
feast
winter
white and green clothes
national anthem
August 14th
summer
3.107

Objective
Students will be able to collect details and supporting information in addition to the main idea
of the passage in audio and printed text. Learners will strengthen their ability to focus on the
Essential Elements of Information (EEI), transcribe/translate text, and identify supporting
details to strengthen their FLO performance and prepare for job-related duties.

Examine the explanations below, and then listen to the list of words twice. After
006
listening the second time, match each word to a relevant explanation by writing the
number of that word next to the explanation. Listen a third time to verify your answers.
Your birthday
Defense Day
Religious celebration for Muslims
The day spring is celebrated
Independence Day
3.108
2. Listening to Match Main Ideas with Supporting Details

Preview the questions and listen to the dialog three times. First, listen for general
007
meaning; second, listen for details and answer the questions. Verify your answers after
you have listened for a third time to provide details and supporting information.
1. What is the dialogs theme?
2. Who is speaker no. 1? Predict through the context.
3. According to Alex, what happens on July 4th? List at least three facts.
4. What does Alex do with friends?
5. Why did Alex mention the month of May?
3.109
3a. Listening for Word Transcription

008
Listen to the dialog and fill in the blanks.
________________
_________________
_________________
_________________
3.110
_________________
3b. Applying Information from Transcripts

Use the words you transcribed and match them to the correct description.
1. another word for year
2. another term for day
3. something that happens very
often
4. this comes before Tuesday
5. the day of your birth
6. the number after thirty-nine

Read the short introductions about three people and then determine whether the
statements that follow are true or false. Write down the word or phrase that led you to
your answer.
3.111
1. Majid does all the shopping on Chand Raat

for the Eid festival on the first of the month.
5. In December Afsar celebrates his wedding anniversary. T
2. Majid fasts for the whole month of Ramadan.

3. Hareem celebrates Independence Day on the
14th of September every year.
4. Afsar celebrates spring season every year.

009
Listen to the following dialog and answer the questions.

1. What are two things Irfan inquires about?
2. What does Mark inquire about?
3. What two things happen on Eid?
3.112
6a. Reading for Details

Provide details about each statement.

1. List at least four facts about what Majid does during Ramadan.
2. List at least five facts about Independence Day celebrations.
3.113
3. List at least four facts about Mr. Afsar.
6b. Reading on the Job

Provide a brief meaning-based translation (not word-for-word) of the monologs. You
will have three minutes (one for each person) to provide a brief verbal report of the
information to your supervisor. You may take notes.
3.114
Objectives
Learners will use the following grammatical features:
the present habitual verb tense;
adverbs of frequency.
Learners will improve their ability to isolate structural features of language, notice
patterns among them, and produce them in cloze contexts.
1. Grammar Input: Present Habitual Verb Tense
Read the dialog, paying attention to the highlighted words. You have learned about
this form in a previous lesson. Do you recognize a pattern in it? State the pattern in
your own words.
3.115
/ /
Present Habitual Verb stem +
+ the verb to be in the present tense (also known
as present auxiliary).
Note:
The verbal phrase in present habitual sentences agrees with the number and the gender of the
subject.
Verb
to speak

Verb Stem
speak
speaker
Singular
Plural
masculine
The boy speaks.
feminine
1st person
Singular
Masculine
You (m) speak. You (f) speak.
3rd person
He speaks. She speaks.
The girls speak.
I (m) speak. I (f) speak.
2nd person
The boys speak.
The girl speaks.

Feminine
3.116
Feminine
Plural
Masculine
We (m) speak. We (f) speak.
You (m) speak. You (f) speak.

You (m, h) speak. You (f, h) speak.
They (m) speak. They (f) speak.
2. Grammar Recognition
Read the monolog and circle the present tense habitual verbs. Then, in the left column,
write the singular and plural forms along with their genders.
3. Grammar Production
Provide the verb inflections for the English phrases, according to the subject.
Example Sentence
Verb
Example:
Maria (f, s) goes.
1. You (2nd person, m, s) eat.

2. We (3rd person, m, p) read.
3. She watches TV.

4. He dances.
5. They (3rd person, f, p)

celebrate.
3.117
4. Grammar Consolidation
Listen to these sentences and, with the help of verb inflection, enter a check mark () to
010
indicate whether the subject is first, second or third person singular or plural.
3rd Person
(S/P) (M/F)
2nd Person
(S/P) (M/F)
1st Person
(S/P) (M/F)
Statement
m/p
5. Grammar Input
Read the dialog carefully, paying attention to the highlighted words, which are adverbs
of frequency. Common adverbs of frequency are:
3.118
Note:
The use of frequency adverbs in Urdu is similar to its use in English. Because they modify a
verb, no inflection is required according to the subjects gender or number. Like English,
Urdu places the frequency adverb right after the subject. I always sing. However, because
Urdu is verb final, the adverb is often placed further away from the verb than is common in
English due to the placement of the object. I always song sing. It is also possible to place
the adverb before the subject, such as Always the girl song sings. Adverbs in Urdu also
modify the adjectives.
Verb
Object
Adverb of Frequency

sings
Subject
song
often
the girl
song
always
the girl

sings
Examine the monolog and circle the adverbs of frequency. Then compose a sentence in
which you use that adverb of frequency.
3.119
For each English phrase, provide the appropriate adverb(s).
Example: I never eat at night.
1. I usually go to a restaurant.
2. I pay the rent every month.
3. We always go to the gym.
4. I never dance with my friends.
5. He always prays at home.
8. Grammar Consolidation
Answer the questions by composing full answers in Urdu, using appropriate adverbs and
inflections of the verbs in the habitual present tense.
3.120

Objectives
with teachers feedback;
1. Read the questions and write your responses in Urdu (using the adverbs of frequency
you learned earlier).
1. What do you do on the first of the month?
2. How often do you play cricket?
3. When do you celebrate your birthday?
4. How often do you go to the library?
5. Where do you go every week?
3.121
2a. Your teacher will ask a question, and you will answer in short Urdu sentences.
2b. Use these questions to learn more. Choose the correct adverbs of frequency and verbs in the
habitual present tense by placing a check mark () in the appropriate column. Pair up with a
classmate and write your findings in the table.
3.122
3a. Due to time constraints, you can only participate in two activities per week in addition to
studying Urdu. Prioritize the following activities, and then write a statement about each one,
using the given adverbs of frequency in full Urdu sentences.
Celebrate a birthday; attend a Defense Day parade; celebrate the spring festival;
participate in shooting practice; work out; conduct a military drill; make a library visit;
attend a dance.
3b. Now, compare your list with those of two other students. Based on their answers and activity
priorities, determine who would be the better roommate.
Student 1
Student 2
3.123
4. Your teacher will assign five dates to each student. Write down five important school/workrelated tasks and five celebrations or activities in which you participate in the space provided
below the dates. Your teacher may provide the vocabulary you need for new activities for the
list for your respectively assigned dates. Then the whole class will consolidate their dates
onto a master company calendar. Modify your Gregorian calendar to make it understandable
to the local Islamic population in Pakistan.
5. You are in charge of community relations for your military base in Islamabad. It is important
to have the religious leaders in the community as your allies. You often hold public events as
a goodwill gesture and invite local clerics. Use the website
http://www.islamicfinder.org/index.php to convert Gregorian dates into Islamic ones.
3.124
Lesson 4 Vocabulary
s, f
m, s

dance
date
food
firing (for
celebration
purposes)
3.125
vt
pl
adv
to give
holidays
Independence
Day
m
adv
feast
festival
s, f
to celebrate
s m,
birthday
m, s
birth
s, m
always
vt
adv
month
never
often
m
f
Eid-ul-Azha
m, s
sometimes
spring
m, s
sf,
m, s
to run
spring festival
workout
year
m, s
m, s
summer
m, s
winter
adv
continuously
= masculine
= feminine
f, s
adv

Key:
adj = adjective
adv = adverb
n = noun
Eid-ul-Fitr
(a religious
festival)
public holiday
f, s
vi
prayer
m,
f, s
3.126
autumn
s = singular
pl = plural
Days of the Week
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Calendar Month
January
February
June
July
3.127
August
September
April
May
March
October
November
December
LESSON 5
My Daily Schedule
DLIFLC, Siddique Salman
Lesson Objectives
recognize and respond appropriately to what time questions with personal

information;
use the postposition at to report on events;
use the present habitual verb tense with additional verbs (review);
use the adverbs of time and sequence before, after, then/next, and last;
use military and local time conventions to schedule and sequence personal and
professional events.
3.129
LESSON 5: My Daily Schedule
Vocabulary Enabling
Objective
Recognize and produce the Urdu basic terms pertaining to time.
1. New Vocabulary
Listen to the Urdu words and repeat them. Enter the English equivalents, based on prior
001
study. You may then consult a dictionary or your classmates to complete the table.
half past two
3.130
2. Vocabulary Recognition
Practice saying the phrases. Based on your existing knowledge of numbers, see if you can
guess which clock matches each phrase. After conferring with your instructor, copy the
correct phrase beneath each clock.
3.131
3. Vocabulary Production
002
Listen to the sentences one-by-one and draw the corresponding time on each clock face.
3.132
4a. New Vocabulary

Listen to the words and repeat them. Fill in the English equivalents, based on prior
003
study. You may then consult a dictionary or your classmates to complete the table,
which you will use in 4b.
English
Urdu
English
Urdu
3.133

Listen to these short sentences one-by-one (there will be a pause after each sentence).
004
Each sentence contains at least one new word. Place a check mark () next to each new
word from 4a that you hear. Do not worry about understanding everythingthe text
will be used again for listening exercises.

Enter the words from the list in Activity 4a in the appropriate category.
Clock Time
Day
Time of Day
3.134
Adverb of Sequence
Practice pronouncing the list of words and phrases below with your instructor. Fill in the
English meaning of each word in the table.
English
Urdu
English
Urdu
3.135
Enter the correct vocabulary word for each picture.
3.136
Pair up with another student, choose five words and compose sentences. Share them with
your class.
1.
2.
3.
4.
5.
3.137
Culture Note
The day
is divided into morning
, afternoon
, evening
, and night
Since Pakistan has a Muslim majority, it is also common to refer to parts of the day
according to the corresponding appropriate prayer timings. There are five: Fajr
before sunrise; Zohr
afternoon; Asr
after sundown; and Isha
late afternoon; Maghrib
just
immediately
after nightfall.
Punctuality
Pakistani culture tends to be time-independent. Guests may arrive up to one hour late
when invited to a party or gathering. Punctuality in business meetings is also not
expected; however, trends in punctuality have changed in recent years. Whereas people
were accustomed to arriving late at gatherings and expected to wait if they were on time,
now they appreciate timeliness and make an effort to be punctual, especially in
professional settings. Private gatherings are still expected to be relatively laid back, and
so is the environment in many public offices. If you arrive on time, you should be
prepared to wait. The Pakistani military uses the 2400-hour clock time format, and
nonmilitary time uses the a.m./p.m. format. Therefore, if its: it is 1500 hours; in Urdu it
would NOT be:
; rather, it would be:
3.138

Objective
and the main idea of the passages presented in the form of audio and printed text.
Learners will strengthen their inferencing (inference) abilities and ambiguity tolerance while
making accurate assessments regarding the participants in a conversation.
They will also strengthen their ability to derive main ideas from one-pass listening and improve
their global proficiency.

Listen to the dialog twice. First, choose the best title for it; second, confirm that your
005
choice is suitable.
Best Title:
3.139
2. Reading for Global Information

Arrange the activities Hamid performs on a weekday in chronological order by
numbering them in the space provided, even if you do not understand every word of the
sentence. Use key vocabulary and your knowledge of routines and schedules to help you.
3a. Listening for Main Ideas

006
Listen to the dialog and choose the best title.
Best Title:
3.140
3b. Listening for Main Ideas

007
Listen to the dialog twice and enter its main idea.

Gist/Main Idea:
3.141
3c. Listening for Main Ideas

008
Listen to the dialog and choose the title that does not belong.
Best Title:
3.142
4. Listening to Map Information

Listen to the three short monologs twice. Enter a check mark () for the activity each
009
participant engages in. The participants may engage in more than one activity.
wakes up
eats breakfast
watches TV
returns home
works out
cooks dinner
goes to bed
works
changes clothes
reads the newspaper
3.143

Objective
Students will be able to collect details and supporting information, strengthen their ability
to focus on Essential Elements of Information (EEI), transcribe/translate text, and identify
supporting details to strengthen their FLO performance and prepare for job-related duties.

010
Listen to these sentences one-by-one and transcribe the missing words and phrases.
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
3.144
1b. Using Information from Transcripts

Match the transcribed words in Activity 1a with an appropriate definition, as in
the example.
Example: This is 1700 on a 24-hour clock.

1. Two hours before six-thirty in the evening
2. One hour after five oclock in the evening
3. It is 1900 on a 24-hour clock.
4. The last meal of the day
5. It totals 120 minutes.
6. That is what you say when asking for the time of day.
7. To get out of bed in the morning
2. Listening to Match Detailed Information

Listen to the words and phrases. Match each one with its equivalent written expression.
011
Write the number of the word or phrase next to the expression, as in the example.
3.145
3. Reading to Match Main Ideas with Supporting Information

Preview the questions and read the text three times. First, read for general meaning;
second, read for details and answer the questions. Verify your answers after you have
read for a third time to provide details and supporting information.

1. What time of the day does Zahida cook?
2. What does Zahida do in the evenings?
3. What does Zahida do at night?
4. What else does she usually do before going to bed at night?
3.146
4a. Read the text and provide details about the information.
1. List at least four facts about what Majid does during a day.
2. List at least five facts about Hareems day.
3.147
3. List at least four facts about Humas schedule.
4b. Reading on the Job

Read the information again. Provide a brief meaning-based translation (not word-forword) of the conversation for your security officer.
3.148
5. Listening for Detailed Information

Listen to the three short monologs twice and decide if the statements are true or
012
false. Listen to them a third time and write down the words or phrases that helped
you determine your answers.
Monolog 1
1. Majid wakes up at quarter past six and works
out for half an hour.
2. Majid does not prepare dinner at home at night.
F _______________
_______________
_______________
F _______________
_______________
_______________
Monolog 2
3. Hareem reads the newspaper at 8:45 a.m.
4. Hareem returns home at 2:30 in the afternoon
and rests.
Monolog 3
5. Huma works out after she gets back from work.
6. Huma listens to music at 7:00 p.m. and eats her
dinner at 8:30 p.m.
3.149
6. Listening for Detailed Information

Listen to the dialog twice. First, answer each question; second, check your
013
answers for accuracy.

1. What is Shahid inquiring about?
2. What does Hamid do early in the morning?
3. Does he go out to play in the evening?
4. What three things does he do at home between the afternoon and the evening?
3.150
Objectives
Learn to use these grammatical features:
the postposition at to report on events;
the present habitual verb tense (review) with more verbs;
the adverbs of time and sequence: before, after, then/next, and last.
1. Grammar Input
Read the text. Pay attention to the highlighted items. Do you see a pattern? What is it?
Can you state an informal rule, based on the pattern you see?
3.151
Present Habitual Tense (Review)

Habitual: Verb stem +
/ /
Present Habitual: Verb stem +
/ /
+ the verb to be in the present tense
(also known as the present auxiliary).

NOTE:
The verbal phrase in a present habitual sentence agrees with the number and the gender of the
subject.
Verb

Verb Stem

Singular
masculine
feminine
1st person
2nd person
3rd person
Plural
Feminine Singular Masculine
Feminine Plural Masculine
3.152
Read the sentences. Each sentence has one error in the present tense inflection. Write the
corrected sentences in the left column.
Corrected Sentence
Sentence to Be Corrected
3.153
For the English phrases, provide the verb inflections according to the subject.
Verb
Example: Maria (f, s) goes.
1. You (2nd person, m, s) cook food.
2. We (1st person, m, p) watch TV.

3. He takes a shower.
4. He changes (gets dressed).
5. They (3rd person, f, p) clean the room.
6. I (f) wash my face and hands.
7. You wake up at 6:30 a.m.
8. He goes to bed at 8:00.

9. I (m) swim.
10. They (m, pl) run.
3.154
4. PostpositionsThe Postposition At
Postpositions are the Urdu equivalents of English prepositions. Unlike English
prepositions that come before the noun (= pre position), Urdu postpositions are placed
after the noun or pronoun (= post position).
The postposition
(on and at) is mostly used to determine location, as well as pre-
determined time. In this lesson you will learn the usage of at in the context of time.
Please note, when only the full hour is mentioned, there is no need to use the
postposition.
I go to school at 10:20 a.m.
I go to school at 8 o'clock.
5. Grammar Input
Read the text. Pay attention to the highlighted items. Do you see a pattern? What is it?
3.155
Read the sentences and write their English translations in the space provided, paying
attention to making a correct translation of the grammar form.
3.156
Translate the sentences.
Example: I eat dinner at
6:20 p.m.
1. I go to work at 9:45 a.m.

2. We (1st person, m, p)
watch TV.
3. He takes a shower.
4. He changes (gets dressed).
Answer the questions in full Urdu sentences, using appropriate postpositions, if
necessary, and inflections of the verbs in the habitual present tense.
3.157

Objectives
Learners will use new words and phrases to write about their activities along with the
time of occurrence.
1. Read the following sentences and write your responses in Urdu.
1. What do you do at eight in the morning?
2. At what time do you play cricket?
3. At what time is your birthday party this Friday?
4. At what time do you go to the library?
5. At what time in the evening do you read books before going to bed?
6. At what time do you go swimming every Saturday?
3.158
2. Your teacher will give you a flash card with five questions on it. Take turns asking each
other the questions. The teacher will ask the same questions randomly to the whole class.
3. Ask your teacher questions about his or her daily schedule, and then complete the table by
entering the weekly schedule in Urdu.
3.159
4a. Ask your classmate about his or her schedule and write the information in the left column.
4b. Write about your classmates schedules.
3.160
5. The military enters into contracts with local farmers to provide fresh food and other supplies
that are impractical to ship from the U.S. Two farmers who provide food to your military
dont get along, cant be there at the same time, and must deliver their goods when the
receiving clerk is in the office. Since provisions will spoil by afternoon, they must be
delivered as early in the day as possible. Create a calendar/timetable that schedules timely
vendor deliveries to the base.
3.161
6. Your teacher will give you a copy of a TV schedule and let you know when and how much
time you can spend watching TV each week. Pair up and go over the TV schedule to
determine the shows you want to watch. Then, fill in the table in Urdu.
Favorite Show
Start Time
End Time
3.162
Total Run Time
Lesson 5 Vocabulary
adv
adv
begin
adv
early
adv
n, f, s
n, f, s
end
end of class/
leave/day off
adv
evening
half past
adv
adv
late
lunch break
midnight
n, f, s
n, f, s
night
n, f, s
noon
adv
now
before striking
(time only) e.g.,
ten to eight
after striking
(time only) e.g.,
ten past eight
adv

3.163
morning
adv
oclock
one thirty/one
and a half
quarter past
vi
vi
vi
vi
vi
vi
vi
comp vi
two thirty/two
and a half
change clothes
clean
comb/set hair
eat food
quarter to
house chores
listen
play
read
vi
return
run/jog
vi
sleep
vi
swim
vi
wake up
vi
wash
comp vi
watch TV
comp vi
workout
3.164
Key:
adj = adjective
adv = adverb
n = noun
m
f
= masculine
= feminine
3.165
s = singular
pl = plural
CHAPTER 4
Myself, My Family, & My Friends
LESSON 6 My Appearance

LESSON 7 My Personality
LESSON 8 My Family
LESSON 9 My In-laws

LESSON 6
My Appearance
Wikimedia
Lesson Objectives
use color vocabulary (review) and apply that information to descriptive situations;
recognize and respond to how questions about appearance, using personal information;
list aspects of physical appearance, using noun + adjective combinations;
apply the rules of variable and nonvariable adjectives to describe the appearance of oneself,
family, friends and others.
4.3
LESSON 6: My Appearance
Vocabulary Enabling
Objective
Recognize and produce the basic Urdu terms and their use in describing the physical
appearance of acquaintances.
1. Review the words for colors that you learned in the Sound and Script. List all the colors you
remember and share them with your classmates. Make a final list of the collective words.
2. New Vocabulary
As you examine the pictures of a human body, your instructor will pronounce the name
of particular anatomical features. A volunteer will point to each anatomical feature to
assist you in determining an answer.
3a. Word Recognition
Practice pronouncing the words in the list with your instructor. As you pronounce each
word, the instructor will point out the corresponding word on the diagram.
4.4

Label the diagram by copying the words.
Patrick J. Lynch
Mikael Hggstr

Listen to a brief description of another persons physical appearance. Place a
001
check mark () next to each word that you hear. Do not worry yet about
understanding everythingthe text will be used again for listening exercises.
Physical Appearance
Physical Appearance
4.5
4b. Word Production

Use the words from the table in 4a and enter them in the correct categories.
Anatomical Feature
Appearance
Color

Examine the picture. Copy seven noun + adjective combinations from the word bank
that best describe it. Example: thick eyebrows

MS ClipArt
4.6

Read the sentences, and with the help of your teacher, practice your vocabulary by
circling the words for anatomical features and/or physical characteristics. Practice
pronouncing the sentences with your instructor. Do not worry about grammar
explanations yetyou will study these later in the lesson.

MS ClipArt
4.7
Culture Note
With the influx of Western cultural
influences on Eastern societies through
movies and cable TV, many cultural
differences between the East and the
West have either vanished or been
blurred. Pakistani culture has not
remained immune to this onslaught, and
SCOLA
the Pakistani people, in many aspects, are mostly resilient at keeping their cultural identity;
at the same time, they also appear to be more tolerant toward the Western lifestyle. When
trying to describe someone in Pakistan you may find that it is not different from how you
would describe someone in America. There are, however, some things that you might want
to remember.
Describing Women: Remember to never describe a woman by her figure or by her weight.
In fact, if you must describe a woman, try not to be very descriptive and focus less on
physical characteristics and more on mannerisms and character. A modest woman, for
example, can be described as someone who is pious or observes pardah; i.e., segregation
from men by remaining covered and staying away from strange men. Observations wherein
one notices
that she is wearing eyeglasses and a cloak or overcoat are acceptable. One may also
comment about positive mannerisms such as studiousness or kindness. In other words,
when describing a woman, it is wise to avoid, as much as possible, comments about
physicality.
Continued on the next page.
4.8
Culture Note, continued

Describing Men: When describing men, it is OK to talk about skin tone and complexion. In
describing skin color, you will often hear the term wheatish, which is just a way of saying
not too light or dark. For both men and women, it is OK to talk about clothing, again, being
careful not to mention excessive details about female garb.
Describing Oneself: When describing oneself, self-deprecation shows humility. It also
demonstrates an understanding of language and culture.
Height and Weight: In Pakistan, height is measured in feet, and the weight is calculated in
kilograms or Kg. Although people are becoming more and more health conscious, it is still
common in certain circles to refer to someone who is overweight as being healthy, and
someone who is wiry and slim as being skinny.
4.9

Objective
Students will use background knowledge and inference skills to provide a gist and the main
idea of the passages presented in the form of audio and printed text. They will strengthen
their inferencing abilities and gain tolerance for linguistic ambiguity by making accurate
global assessments based on quick reading and one-pass listening.
1. Listening for Global Information

Listen to the dialog twice. First, select the best answer from the options provided,
002
providing justification; second, check your answers.

1. How many people are talking?
a. four
b. two
c. three
2. Bano is Asmas ________.
a. husbands sister
b. friend
c. sister-in-law
3. About whom is Asma talking?
a. her own family
b. her two friends
c. herself
4.10

003
Listen to the short dialog and choose the best title for it.
Best Title:
4.11

Listen to the short dialog twice. First, write the main idea; second, check your answers
004
and make changes if needed.

Gist/Main Idea:
4.12

Listen to the monolog twice. First, identify the main idea of the text; second,
005
check your answer and make changes if needed.

Gist/Main Idea:
4.13
5. Reading to Map Information

Read the following descriptions of three people. Based on your global understanding,
match the description with the photograph that fits best by writing the persons name in
the space provided. Be aware that there are more photographs than descriptions. Also
write what is the main reason for your selection?
MS ClipArt
Michael Jastremski at Openphoto
MS ClipArt
MS ClipArt
4.14
6. Reading to Map Ideas

Read the exchange and rearrange the lines to form a logical sequence.
4.15

Objective
Learners will strengthen their ability to understand details and supporting information, focus
on Essential Elements of Information, transcribe/translate/summarize and work with

numbers to strengthen their FLO performance and prepare for job-related duties. Students
will be able to collect details and supporting information in addition to the main idea of
passages from audio and printed text.

Read the sentences and translate them into English.
4.16

Preview the reading text, paying attention to the missing words. Listen to the monolog
006
three times. First, note which words are being said where there are blanks to fill;
second, fill in the missing words; third, verify your answers.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
2b. Reading for Details

Using the completed transcript, translate the information into English. Be as precise as
possible with the transcribed descriptive words.
4.17
3a. Listening for Supporting Details

Listen to the dialog twice. First, provide details and supporting information as indicated
007
in the graphic organizer; second, check your answers.
Main Idea
Detail 1
Detail 2
4.18
Detail 3
3b. Listening for EEIs

008
Listen to the dialog again and answer the questions.

1. What is the dialog about?
2. Who is Farhat?
3. How old is Farhat?
4. Write at least three facts about Farhat.
4.19
4a. Reading to Map Details

Read the three short statements, and then enter check marks () in the table, based on
details about each person in the article.

Fauzia
Nasir
Sajid
chubby
tall
dark complexion
round face
long black hair
light brown eyebrows
sharp features
mustache and beard
wide forehead
long nose
small eyes
fair complexion
4.20
4b. Reading for Details

Determine whether the statements are true or false, based on information in the text.
Write the word or phrase that prompted you to answer as you did.
1. Fauzia is chubby.
2. She has a fair complexion.
3. Nasir is tall and skinny.
4. Nasir has a wide forehead and a round chin.
5. Sajids complexion is dark.
4.21

009
Listen to the dialog once and answer the questions in Urdu.

1. Who is Ayaz talking about?
2. What do you know about his brothers complexion?
3. Write at least three physical features of Ayazs brother.
4.22

Read the text and provide details about each statement.
1. List at least four facts about Zaheer.
2. List at least five facts about Rehana.
4.23
3. List at least four facts about Mirza Sahib.
4.24
Objectives
Learn to use the grammatical features to:
review Urdu word order in sentences and properly place adjectives in Urdu sentences;
differentiate between variable and nonvariable adjectives;
use the phrase how does X appear? to ask about appearances.
1a. Urdu Adjectives and Word Order

Read the monolog, paying attention to the highlighted items. Do you see a pattern?
What is it? Can you state an informal rule based on the pattern you see?
Adjectives are used to describe nouns.

In English, nouns usually follow adjectives, as in these examples: red hair (She has red hair.)
old man (He is an old man.) , tall girl (Her sister is a tall girl.). In Urdu, nouns also usually
follow adjectives, as in:
)"
" ( ) ( " ")
However, some adjectives also follow nouns in Urdu, as in:
( ) ( )
4.25
Verb
Object
is
is
are
Adjective
Subject
thin
he
round face
eyes
small
his
has
nose
sharp
are
his/her
he
hair
long and curly
his
Another use of adjectives that is more common in Urdu than in English is that of collective
emphasis. In this case, the adjective will be repeated twice as in:
to emphasize
the nature of the object, which is always plural. This structure can be applied to adjectival phrases
as well as complete sentences.
4.26
1b. Grammar Recognition

Read the sentences, and then circle all the noun + adjective combinations.
1c. Grammar Production

For the English phrases, provide the Urdu noun + adjectives phrases. Then use the
adjective phrase as a verb compliment, (i.e., long hair: She has long hair.) remembering
the correct word order. Examples:
big nose
long arms
round face
1. long hair: ___________________________________
2. brown hair: __________________________________
3. big eyes: ____________________________________
4. wide forehead: _______________________________
5. big ears: ____________________________________
4.27
2. Variable and Invariable Adjectives

Read the statement, paying attention to the highlighted items. Do you see a pattern?
What is it? Can you state an informal rule based on the pattern you see?
Just as some nouns in Urdu have a suffix that indicates gender and number, some adjectives also
follow this pattern. These are referred to as variable adjectives. Invariable adjectives do not
inflect for gender or number.
Variable Adjectives
tall girl
long hair
tall boy
Invariable Adjectives
beautiful girl
beautiful hair
beautiful house
4.28
3a. Grammar Recognition

Read the sentences and circle the adjectives. Underline all nouns. Noting the adjectives
inflections and using contextual cues, enter a check mark () to designate the noun as
masculine/feminine and singular/plural.
Singular
Plural
Masculine
Feminine
4.29
3b. Grammar Production

Fill in the blanks with appropriate adjectives. You may need to change the adjective to
reflect gender and number inflections. Do not use the same adjective more than twice.
______________
______________
______________
______________
______________
______________
_____________
_____________
_____________
_____________
_____________
_____________
4.30
Examine the pictures and answer the questions in complete Urdu sentences. Try to
compose more than one sentence in response to each question.
4.31
Use your understanding of the grammar to translate the sentences into Urdu. Focus on
choosing correct adjectives and word order.
Example: Asif is fat and ugly.
1. Hameeda is beautiful.
2. Fareeha is chubby.
3. Ameen is tall.
4. Rizwan is a strong man.
5. Her eyes are big and beautiful.
6. Anwers skin is wheatish.
7. Nadeems shoulders are big and wide.
8. Sadias ears are small and angular.
9. Her fingers are long and thin.
4.32

Objectives

1. These two people are missing. Write bullet descriptors for use in a radio announcement.
Inflect adjectives appropriately, based on gender and number.
Example: dark hair
Both images are MS ClipArt.
4.33
2a. You were enjoying a soda at a corner store

in Lahore when a man came in and robbed
the store owner. The robber took his mask
off as he was leaving, and you were the
only person on the scene who got a good
look at him. Give a written statement to the
police, using simple descriptive sentences
in the present tense.
2b. You are talking to some Pakistani soldiers

about movies. You cant remember the
name of a certain movie star. Describe the
woman to them.
Wikimedia/Rani_Mukerji
4.34
3. Your base is working with provincial police to reduce crime. They have warned you of
a potential terrorist. You want to circulate a picture on post, but they cannot release a
photo to you. The officer agrees to describe the suspect, while you make a sketch for
distribution. The person playing the officer should use the mug shot provided by your
instructor from the police files. The person playing the soldier/artist should make the
sketch in accordance with the description. To conclude, compare the mug shot with
your sketch.
Terror Alert: Have You Seen This Individual?
MS ClipArt
4.35
4. Listening for Physical Descriptions

Your unit is assisting a Red Cross relief team. You have just arrived in a village that has
010
been devastated by a natural disaster. Many people are trying to find loved ones, but the
relief team does not speak Urdu. Listen to the people as they give physical descriptions.
Translate the information into English and enter it into the database.
Person 1
Person 2
Person 3
Person 4
Person 5
Name
Age
Height
Face
Complexion
Nose
Arms
Hair
Eyes
Ears
Shoulders
Facial hair
Forehead
4.36
NOTES
4.37
Lesson 6 Vocabulary
adj
m, s
adj
chubby/fat
clean
curly
cute
adj, m, s
dark
m, s, p
ear(s)
fair complexion
forehead
glasses
m, s, p
adj
4.38
eyes
face
m, s
chin
adj, m, s
cheek
adj, m, pl
beard
brown
m, s, pl
hair
height
in appearance
nose
adj
round
m, pl
adj.
m, s, pl
adj, m, f
adj. m, f
adj, m
f,s
m, s
m, s
m, s
4.39
skinny/thin
short
sparkling/shiny
strong
adj, f
sharp features
shoulders
adj, m
adj, m, f
neck
adj, m, f
mustache
f, pl
adj, m, pl
lip(s)
m, pl
teeth
thick
ugly
wheat-like
(complexion)
wide
finger
knee
thumb
ankle
Key:
adj = adjective
adv = adverb
n = noun
m
f
= masculine
= feminine
4.40
s = singular
pl = plural
LESSON 7
My Personality
Wikimedia
Lesson Objectives
recognize and respond appropriately to how questions using personal information;
describe their own and others personality traits and characteristics;
use comparative and superlative adjectives to compare and contrast themselves with others.
4.41
LESSON 7: My Personality
Vocabulary Enabling
Objective
Recognize and produce basic Urdu terms and use them to describe personality traits.
1. Using vocabulary from yesterdays lesson, describe a classmates physical appearance.

Make notes in Urdu, and then give your description verbally.
2. How do you see yourself? What positive and negative personality traits do you have?
In English, list the personality traits you consider important in a good friend.
4.42
3a. Practice pronouncing the word list with your instructor and consult the dictionary
for deeper meaning and understanding. Select the words that most closely match
your characteristics.
English
Urdu
English
Urdu
English
Urdu
3b. Based on your opinion, categorize the list by positive and negative traits.
Positive Trait
Negative Trait
4.43
3c. Learn more words. Pronounce each one with your teacher. You may consult a dictionary
or your instructor for deeper meaning and understanding.
English
Urdu
English
Urdu
English
Urdu
3d. Based on your opinion, categorize the list by positive and negative traits.
Positive Trait
Negative Trait
4.44
4a. Read the sentences carefully. Locate the words that you have learned, even if you dont
understand the whole sentence. Circle positive traits and underline negative ones.
4b. Listen and read the monologue simultaneously, twice. After the audio ends,
001
circle the vocabulary words that you know from this lesson.
4.45
4c. Write the circled words in the right column in Urdu, matching them with the
appropriate explanation given.
boisterous
well-mannered
intelligent
courageous
outgoing, gregarious
kind
talkative
responsible
truthful
compassionate
4.46

Objective
Learners will strengthen their inferencing abilities and ambiguity tolerance while making
accurate assessments of participants in a conversation with the help of background

knowledge about the topic. Students will be able to provide a gist and the main ideas of the
passages presented in the form of audio and printed text.
Learners will strengthen their ability to derive main ideas from one-pass listening and improve
their global proficiency while effectively compensating for unfamiliar vocabulary in
preparation for the DLPT.
1. Listening for the Main Idea
Listen to the dialog three times. On the first pass, grasp the main idea; on the
002
second pass choose the best title for it; and on the third pass check your answer.
Gist/Main Idea:
Best Title:
4.47
2a. Listening for the Main Idea

Listen to the short dialog twice; first, to grasp the main idea; second, to check
003
your answers.
Gist/Main Idea:
4.48

Listen to the short dialog twice; first, to grasp the main idea; second, to check
004
your answers.
Gist/Main Idea:
2c. Listening for the Gist

005
Listen to the monolog once to determine the main idea.

Gist/Main Idea:
4.49
3. Listening for Meaning

Listen to the three brief statements one-by-one. There will be a short pause between
006
each. Take as many notes as you need, and then complete the checklist to indicate
personal traits.
Sajida
Shazia
Ayaz
Jameel
lazy
arrogant
untruthful
hardworking
dishonest
polite
ethical
illiterate
dutiful
organized
clean
corrupt
disorganized
truthful
cheerful
4.50
4. Read the exchange and match each question to the most logical response.
4.51

Objective
In audio and print, students will collect details and supporting information other than the
main idea.
Learners will strengthen their ability to focus on Essential Elements of Information (EEI),
transcribe/translate text, and identify supporting details to strengthen their FLO
performance and prepare for job-related duties.
1. Read the sentences, note the highlighted words and guess what they mean in context.
Contextual Meaning
Urdu Word
4.52
2. Listening for Meaning

Listen to the three short monologs and match the trait(s) with the person.
007
4.53
3. Listen and Answer the Questions

008
Listen to the dialog twice. First, answer the questions, and then check your answers.
1. Whom is Majid talking about?
2. What are two traits of Anwar's friend?
3. What are two of Akrams traits?
4.54
4. Read the text and provide details about each monolog.
1. List at least three facts about Sajida.
2. List at least three facts about Shazia.
3. List at least two facts about Ayaz.
4.55
Objective
Learn to use the comparative and superlative degrees of adjectives.
Learners will improve their ability to isolate structural features of language, notice
patterns among them, and produce them in cloze contexts.
1a. Urdu Comparative
Read the text with which you should be familiar and pay attention to the highlighted
words. Do you see a pattern? If so, state an informal grammar rule.
4.56
Note:
In English, the comparative is formed by using the suffix er, or in some cases, the modifier
more [than]. In Urdu, the comparative of most adjectives is formed by using the postposition
s
plus the adjective, as in these examples:
In English, adjectives with three or more syllables (such as difficult) do not take -er in the
comparative. Instead, they are modified by more [than]. Urdu is more difficult than English.
In Urdu, the number of syllables does not matter. The use of more [than]
( ) has to do
with whether or not there is a concrete comparison between two people or things. If we say
Urdu is hard, and then in a separate statement we say Persian is harder, then we simply
use se -
. However, if we directly compare them by saying Persian is harder than Urdu,
this calls for the use of
. In this case, the comparative form (harder) comes before the
absolute form (hard). Study the examples below:
Some words of Persian/Arabic derivation use tar
in the same manner and tar is a suffix
in Urdu grammar, as in these examples:
At this level, you will not see these words very often. The use of tar is usually reserved for
words that are used in higher level Urdu, since literary Urdu often derives from Persian or
Arabic. None of the adjectives in this chapter take tar .
4.57
1b. In summary, the Urdu comparative can be formed in one of three ways, as illustrated
in the table:
English
Example
than
more (than)concrete
comparison
less (than) concrete

comparison
1c. Pronounce the sentences. Identify and underline the use of
4.58
1d. Fill in the blanks with the appropriate comparatives.
____________________
____________________
____________________

____________________
____________________
____________________
2a. Urdu Superlative

Look at the text you are already familiar with and pay attention to the highlighted words.
Do you see a pattern? If you can, state an informal grammar rule here.
Note:
as a superlative marker can be expressed by using

or
as in these examples:
either
The idea of
Urdu is the most difficult language of them all.
4.59
2b. In summary, the Urdu comparative can be formed in one of three ways, as illustrated
in the chart:
English
Examples
than
more (than)concrete
comparison
less (than) concrete

comparison
2c. Pronounce the sentences. Identify and underline the use of
4.60
2d. Fill in the blanks with the appropriate comparatives.
____________________
____________________
____________________
____________________
____________________
____________________
3a. Fill in the blanks with appropriate personality traits.
_______________

_______________
_______________
4.61
_______________
_______________
_______________
3b. For the English phrases, provide the appropriate comparative and superlative degrees of
adjectives.
Example: taller than Ahmed

1. the most sensitive of all
2. more serious than Aasia
3. more dishonest than Faheem
4. the most caring of all
5. the shortest girl
4. Use your understanding of the grammar and translate the sentences into Urdu. Focus on
the comparative and superlative degrees.
Example: Asif is the most intelligent of all.
1. Hameeda is more talkative than Aasia.

2. Nasreen is smarter than Haleema.
3. I am the most organized girl of all.
4. Fareeha is the most dishonest girl.
5. Ameen is the most irresponsible of all.
6. Rizwan is less disciplined than Faheem.
7. She is less kind than her friend.
8. She is the most cheerful person in
the house.
9. Naveen is the cleanest of all.
4.62

Objectives

1a. Write separate sentences in which you describe the personality traits of your:
parents
best friend
commanding officer
landlord
worst enemy
1b. For each sentence you wrote, think of a person who exhibits that trait to a greater degree.
Write five sentences comparing him/her to the people you know.
4.63
1c. Add a superlative statement to each comparison, for seven to ten sentences.
2a. Pair up and take turns describing your favorite persons personality traits to your partner.
2b. Compose sentences that include the negative traits of your friend and use as many
comparative and superlative degrees of adjectives as you can.
4.64
2c. Describe the pictures, keeping in mind the vocabulary and grammar you have learned. Share
your results with a classmate, and then present a combined description to the others.
SCOLA
Wikimedia
SCOLA
4.65
Lesson 7 Vocabulary
adj, s
adj, s
adj, s
brave
adj, s
careful
affectionate
adj, s
adj, s
adj, s
adj, s
adj, s

adj, s
adj, s
adj, s
adj, s
adj, s
adj, s
4.66
dishonest
adj, s
cheerful
civilized
adj, s
adj, s
sympathetic
clean/tidy
careless
active
disorganized
dumb
educated
honorable
quarrelsome
ill-mannered
illiterate
intelligent
adj, s
adj, s
lazy
adj, s
mean
adj, s

Key:
adj = adjective
adv = adverb
n = noun
adj, s
adj, s
open-minded
organized
orderly
adj, s
adj, s
sensitive
ad, s
serious
adj, s
adj, s
adj, s
quiet
religious
shy
smart
talkative
adj, s
adj, s
disorganized
adj, s
loyal/faithful
= masculine
= feminine

m
f
narrow-minded
adj, s
adj, s
kind
adj, s
irresponsible
truthful/honest
4.67
s = singular
pl = plural
LESSON 8
My Family
SCOLA
Lesson Objectives
talk about the composition of their family;
use the concept of patrilineage to identify relatives who are considered immediate family;
create and report on a simple family tree;
use first-person possessive pronouns to describe relationships in the immediate family

(marked singular/plural, gender, my);
describe and introduce immediate family members.
4.69
LESSON 8: My Family
Vocabulary Enabling
Objective
Recognize and produce Urdu basic terms and their use in describing kinship relations in a
Pakistani family.
1. Briefly discuss the following with your instructor:

a. How does the role of the family in contemporary life in the United States differ from
that in Pakistan?
b. Who is considered immediate family, in the United States and in Pakistan?
c. What kind of information is appropriate/inappropriate to share about family affairs in
each culture?
4.70
LESSON 8: My Family
2. A Pakistani Family
Pronounce the word list on the right with your instructor. As you pronounce each new
word, the instructor will point out the corresponding persons name on Jaans family
organizing chart.
4.71
LESSON 8: My Family
3. Discussing Families
Briefly scan the three exchanges. Circle the kinship terms, even if you do not understand
the whole sentence. Do not worry about grammar explanations yetyou will study these
later in the lesson.
4.72
LESSON 8: My Family
4. Describing Families
Listen to the brief description of somebodys family. Place a check mark () next
001
to each word that you hear. Do not worry yet about understanding everythingthe
text will be used again for listening exercises.
4.73
LESSON 8: My Family
5. Discussing My Family
Read the clues and choose the correct kinship term.
1. He is your dads father.
a.
b.
c.
2. She is your dads sister, not yours.

a.
b.
c.
3. She is a mom, but your dads, not yours.
a.
b.
c.
4. He is your brother, not your moms.

a.
b.
c.
5. He is the son of your grandfather.

a.
b.
c.
4.74
LESSON 8: My Family
6. My Family
Use your knowledge of Urdu vocabulary to complete the sentences with personal
information. Use your family members given name and transcribe it in Urdu. Read the
completed sentences aloud to tell your classmates about your family.
Example: My paternal uncles name is Akram.
____________________
(father) ____________________
( sister) ____________________
____________________
( brother) ____________________
____________________
____________________
(mother) ____________________
(parental grandma) ____________________
4.75
____________________
LESSON 8: My Family
7. Relationship Mapping
Using the chart, find the names of Shazias relatives and fill in the blanks.
:
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
4.76
LESSON 8: My Family
Culture Note
In most Pakistani families, men do not introduce or discuss female members of the
family with someone unless they have a deep friendship with the person.
Urdu has multiple titles, which will be discussed later in the lesson, for correctly
addressing family members. For example: Fathers father is
Mothers father is
. Mothers mother is
. Fathers mother is .
. Understanding relationships is the key to
socializing in target-language areas.
Some honorific Urdu words like
, and
are also used as suffixes with
the titles. Some examples are:
4.77
LESSON 8: My Family

Proficiency-Based Global Reading
Objective
With the help of some background knowledge, students will be able to provide the gist and
main ideas of the passages presented in the form of audio and printed text, thereby
strengthening their inferencing abilities and ambiguity tolerance while making accurate
assessments regarding the participants in a conversation.
1. Listening for the Best Match

Listen to the three sentences in Urdu. Using the vocabulary you know, enter a
002
check mark () for the most accurate translation.

Set 1
My grandfather works in a factory.
My sister is a lawyer.
My brother is a dentist.
Set 2
My grandmother is sick.
My brother is military officer.
My uncle is from Sialkot.
Set 3
My brother is a student.
My mother is a housewife.
My sisters name is Naseema.
4.78
LESSON 8: My Family
2. Listening for the Best Title

Listen to the dialog once. Select the most appropriate title for the conversation from
003
the options given.
Best Title:
4.79
LESSON 8: My Family
3. Listen for Theme

Listen to the three short dialogs. You will hear them once. Generate an appropriate
004
English title for each dialog.

Conversation 1
Best Title:
Conversation 2
Best Title:
Conversation 3
Best Title:
4.80
LESSON 8: My Family
4. Skim for information about the families of three people. Based on their statements and
the people mentioned, enter a check mark () in each appropriate box in the table.
You will have 90 seconds for each statement.
Shabana
Haleema
Shakir
married
brothers
sisters
nephews
nieces
brother-in-law
grandparents
fathers older brother
uncles children
aunts children
4.81
LESSON 8: My Family
5. Match the elements of the conversation to form logical exchanges. Write the correct
letters in the space provided.
(a)
(b)
(c)
(d)
4.82
LESSON 8: My Family

Objective
Learners will strengthen their ability to focus on Essential Elements of Information (EEI),
transcribe/translate text, and identify supporting details in order to strengthen FLO
performance and prepare for job-related duties.
1. Listen for Meaning

Preview the definitions written in the left column. You will hear a list of sentences
005
once. Think about which definition goes with each sentence. You will then hear
each sentence three times. Write the number of the sentence across from the
corresponding definition.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
4.83
LESSON 8: My Family

Listen to the dialog three times. First, listen to identify the words that go in the
006
blanks; second, fill in the words; and third, confirm what you heard and make any
necessary changes.
Speaker 2
Speaker 1
_________________
_________________
_________________
_________________ _________________
_________________
_________________
_________________
_________________
2b. Rewrite the transcribed words in Activity 2a, matching them to the definitions.
1. Your male siblings
2. stay at home
3. your female siblings
4.84
LESSON 8: My Family
3a. Listening for Details

Preview the statements. Then listen to the dialog three times. First, listen for the
007
general content. Second, enter the correct words to complete the statements
according to the information. Third, check your answers.
__________________
__________________
__________________
3b. Listening for EEIs

007
Listen to the dialog again and answer the EEI questions.

1. What relationship does Salman and Saleema has?
2. How many siblings does Salman have?
3. How many of his siblings are married?
4. Where do Salmans brothers live?
4.85
LESSON 8: My Family
4a. Listening for Information

Listen to the three short monologs. You will hear each one three times. Indicate
008
whether the sentences are True or False. Write the word or phrase that led you to
your answer.
Monolog 1
1. All of Halimas siblings are unmarried.
2. Halima has five nieces and nephews.
Monolog 2
3. Shabanas fathers sister has three sons.
Monolog 3
4. Two of Shakirs brothers are unmarried.
4.86
LESSON 8: My Family
4b. Listening for Information

Listen to each monolog again. After each one, you will have one minute to provide
008
a brief summary in English for your commander. Write in colloquial English and
provide the main talking pointsnot a word-for-word translation. Based on the
information, which persons family do you think would be of most interest to your
command group? Why?
1.
2.
3.
4.87
LESSON 8: My Family
SCOLA
5. FLO Practice
Preview the questions. Then listen carefully to the dialog twice. Match the
009
answers on the right with the questions on the left. Write the correct letters in the
space provided.
(a) How many uncles and
aunts does Shanaz have?
(b) How many cousins does
she have?
(c) How many nieces and
nephews does Shanaz have?
(d) How many nieces and
nephews does Ifran have?
4.88
LESSON 8: My Family
Culture Note
In Pakistan, it is customary for friends and their parents and other family members to show a
great deal of interest in your family members and their professions. At times, their questions
might sound intrusive, irritating, or offensive. It is best to stay calm and take it in stride.
Those questioning you may consider it impolite if you resist their enthusiasm for information
about your family background. If you ask questions, be tactful. People do not mind answering
such questions about themselves, but during the initial phase of any acquaintance you must
strictly avoid asking questions about the female members of someones family. Talking about
female members of the family is not a taboo, but in order to make sure that you do not cross
the line, you need to develop a sound understanding of the culture in general and, in
particular, of the family you are interacting with.
If you are introduced to a young female member of a family, never ask Do you have
a boyfriend?
Do not enter someones house without permission or without knocking, and do not peep
into a house.
Because of the influence of the Indian caste system, menial jobs such as being a janitor
have the lowest status. Cobblers, carpenters, barbers, farmers, etc., also have low status.
On the other hand, soldiers enjoy high status.
4.89
LESSON 8: My Family
Objectives
singular and plural nouns
possessive forms of pronouns
among them, and produce them in close contexts.
1a. Urdu First Person Possessive PronounMy
Look at the list of sentences from the vocabulary section. The possessive
pronoun my is highlighted in each sentence. Is it the same in every sentence?
What are the differences? Can you see what the difference is linked to?
4.90
LESSON 8: My Family
In English, my can be used to describe possession of things of any number or

gender, as in My uncle is nice. My aunt is rich. My nephews are mischievous. My
nieces are funny. However, in Urdu, possessive pronouns are inflected according to
number and the gender of the noun.
Plural
Singular
Animate
1b. Read the text. Circle all forms of my. Then indicate whether the noun it modifies is
masculine or feminine, and whether it is singular or plural.

1c. Provide the appropriate Urdu possessive pronouns according the number and gender of
the noun.
Example: Jamal is my brother.
1. My aunt (fathers older brothers wife)

2. My brother
3. My younger sisters
4. My uncle (fathers sisters husband)
5. My aunts (mothers brothers wives)
4.91
LESSON 8: My Family
2a. Noun Gender in Urdu

Read the monolog. Pay attention to the highlighted items. Do you see a pattern? What is
it? Can you state an informal rule based on the pattern you see?
The highlighted items demonstrate the concept of noun gender. Urdu nouns are
categorized as masculine or feminine. This is true for both people as well as objects
things are also classified as masculine or feminine items. Urdu has no neutral gender.
Nouns ending with the suffixes , a and ya are usually masculine; for
example,
Nouns ending with i are usually feminine; for example,

Some nouns, such as
(sister), do not end with these suffixes. These are called
unmarked nouns because their grammatical gender is not indicated by the spelling of
the word. There are four grammatical categories of nouns in Urdu, as shown here.
Marked
Masculine
Feminine
Unmarked
Paternal
grandfather
Mother
4.92
Moms brother
sister
LESSON 8: My Family
For the purpose of this lesson, the gender of nouns related to family members aligns
with the persons actual genderthus, the noun for a male relative is masculine and
the noun for a female relative is feminine. However, these nouns are not always
marked nouns. (This is more of a problem when dealing with the gender of nouns that
name inanimate objects.)
NOTE:
Some nouns that look like marked nouns actually are not. They lack suffixes or constitute
exceptions; for example,
. Many such words are derived from Arabic. It is therefore
possible that some words ending in what appear to be a feminine ending are masculine and
vice versa. It is always important to note and learn the gender of a noun as part of the
vocabulary.
2b. Read the text. Circle the marked masculine nouns. Underline the marked feminine nouns.
Make a list of the unmarked nouns in the space provided.
4.93
LESSON 8: My Family
3a. Plural of Marked Nouns

To form the plural in English, nouns simply take s, with some exceptions. However,
the gender marking of Urdu nouns makes plural formation more complicated. In the case
of marked nouns, there is a relatively straightforward pattern of either adding plural
endings or systematically transforming the suffix.
Usually the marked masculine noun endings and a change to to form

the masculine plural. (from
to
and from
to
) The masculine marker
aya is the same in both the singular and plural.
The marked feminine noun ending adds to form the feminine plural
(from
to
).
The marked feminine noun ending is replaced by

plural (from to
).
The marked feminine noun ending is replaced with

plural (from
to form the feminine
to
Plural Form
to form the feminine
).
Singular Form
English
child
nephew
aunt
mother
mothers sister
4.94
LESSON 8: My Family
3b. Look at the text. Circle all the plural markers. Then, based on the plural form, determine
the gender of each noun.
3c. Look at the list of plural forms. Based on the transformation rules, write the singular.
Singular Form
Plural Form
4.95
LESSON 8: My Family
3d. Look at the Urdu sentences. Underline the kinship terms. Provide the plural form.
4. Translate the English sentences into Urdu. Use honorific terms where appropriate.
1. Ron is my father.
2. Kathy is my mother.
3. My grandfather is funny.
4. What is the name of my dads sister?
5. My daughter is cute.
6. My maternal grandfather is sad.
7. My maternal grandmother is in Karachi.
4.96
LESSON 8: My Family

Objectives
apply learned content, vocabulary, and grammar in controlled speaking and writing activities
1a. Fill in the simple family tree or design your own using your fictitious information.
Label each relationship using the persons name and the kinship term as it relates to you.
Then, using proper names (not pronouns), write eight statements, including one about
yourself, that describe the relationships. Example: My sister is Rabia.
1.
2.
3.
4.
5.
6.
7.
8.
4.97
LESSON 8: My Family
1b. Expand the information to include statements about your relations physical
characteristics and personality traits. Example: Rabia is my sister. She is tall. She
is smart.
1.
2.
3.
4.
5.
6.
7.
8.
4.98
LESSON 8: My Family
2. For his grandfathers birthday, Aslam wants to prepare a family tree. Pair up and play
the roles of Aslam and his friend Jamal. Aslam will provide the names of his relatives
and tell how they are related, and Jamal will write the information (in pencil) on the
family tree. When you are done, switch roles and repeat the activity.
4.99
LESSON 8: My Family
3a. You have been deployed to a Pakistani village and are responsible for mapping
010
the areas family relationships. Listen to the description of a persons family and
draw the corresponding family tree for your commanders use.
4.100
LESSON 8: My Family
3b. Pair up. Your unit needs to do follow-up interviews with people regarding some details
that you did not get when you diagrammed the family trees. With your partner, practice
asking and answering the following Urdu questions, using your fictitious information.
Give the name or the appropriate yes/no response.
4.101
LESSON 8: My Family
4a. Your unit is partnering with a Red Cross relief team in a village devastated by a natural
disaster. Your team is setting up a database. As people come and tell you about their
missing relatives, enter the appropriate information into the database.
Person 5
Person 3
Person 1
Person 4
Person 2
:
:

Database
Person
Name
Relationship
Age
Identifying Feature
1
2
3
4
5
4.102
LESSON 8: My Family
4b. Pair up. One of you will play the role of a soldier on an accompanied post with the
U.S. Embassy in Islamabad. After a natural disaster, your family is missing. You suspect
that they fled into the surrounding countryside. As you enter the village, an elder offers
assistance. He gathers some men together, and you describe your family to them.
Your partner will represent the village elder and the men. After you act out the scenario,
switch roles.
4.103
LESSON 8: My Family
Lesson 8 Vocabulary
n, f, s
aunt (fathers
older brothers
wife)
n, m, s
brother
n, f, s
brothers daughter
n, m, s
brothers son
n, f, s
brothers wife
m, pl
children
n, f, s
daughter
n, m, s
n, m, s
m, adj, s
elder
family
n, m, s
father
father
n, m, s
husband
n, m, s
maternal
grandfather
n, f, s
maternal
grandmother
n, f, s
n, m, s
n, f, s
Urdu Basic Course Teachers Edition
1st person s,
possessive
pronoun
4.104
mother
mothers brother
mothers sister
my
LESSON 8: My Family
paternal
grandfather
n, m, s
n, f, s
n, f, s
sister
n, m, s
son
adj
total
n, m, s
uncle (fathers
older brother)
n, m, s
uncle (fathers
sisters husband)
n, f, s
aunt (fathers
sister)
n, m, s
uncle (fathers
younger brother)
Key:
adj = adjective
adv = adverb
m
f
= masculine
= feminine
4.105
paternal
grandmother
s = singular
pl = plural
LESSON 8: My Family
LESSON 9
My In-Laws
SCOLA
Lesson Objectives
recognize and respond to how many questions using personal information;
describe relationships among in-laws and extended family, including the wider social
community;
quantify family members using singular and plural forms and masculine and feminine forms.
4.107
LESSON 9: My In-Laws
Vocabulary Enabling
Objective
Recognize and produce basic Urdu terms and their use in describing kinship relations in a
Pakistani family.
Learners will use their background knowledge to review and list previously studied words or
phrases used to share/exchange information about their in-laws.
1. Pakistani Family
Review the kinship terms for the joint family from Lesson 8, Activity 2 (Vocabulary
and Enabling). Remember that the relationships are from Jaans perspective. Write the
Urdu word for each indicated relationship.
4.108
2a. Pakistani In-Laws

Pakistani in-laws are any relations who are not part of the joint household. While sons
bring their wives into the patriarchal joint family, daughters marry out to other
households. The relatives created by these marriages constitute an extended network
of in-laws that primarily revolve around female lines.
Practice pronouncing the new word list with your instructor. As you pronounce each
word, the instructor will point out the corresponding person on the family organizing
chart. Draw a line from each word to the appropriate person. This is Aishas (Jaans
sister, who has now married and has her own children) in-laws family chart.
4.109

Place each word in the family chart in 2a in the correct category below.
Words for the Female Relatives
Words for the Male Relatives
3. Pakistani In-Laws
Fill in the table with the English equivalent and names of your in-laws.
My Family Member
Urdu Word
My Family Member
mother-in-law
(husbands or wifes
mother = Alice)
Urdu Word
4.110
Scan these sentences. With the help of your teacher, practice your vocabulary by
identifying the relationships, even if you dont know all the words in the sentences. Do
not worry about grammar explanations yetyou will study these later in the lesson.
Preview the vocabulary list and then listen to a brief description of Hameedas
001
family. Place a check mark () next to each word that you hear. Do not worry yet
about understanding everythingthe text will be used again for listening exercises.
Not all words listed are in the text.
In-Laws
In-Laws
4.111
6. Word Recognition
Read the English definition and choose the answer.
1. He is my husbands brother, not mine.
a.
b.
c.
2. She is your wifes sister, not yours.
a.
b.
c.
3. She is the spouse of your husbands older brother, not of his younger brother.
a.
b.
c.
4. Your wifes father is your...

a.
b.
c.
5. She is your daughter in law. What is you to her?
a.
b.
c.
4.112
6. He is your wifes brother.

a.
b.
c.
4.113
7. Word Recognition
Refer to the family chart in 2a. Based on the relationships, complete each sentence with
the appropriate word.
____________
____________
____________
____________
____________
____________
____________

____________
4.114
____________
____________
____________
____________

Objective
With the help of some background knowledge about the topic, students will be able to
provide the gist and main ideas of the passages presented in the form of audio and
printed text. Urdu learners will strengthen their inferencing abilities and ambiguity
tolerance while making accurate assessments regarding the participants in a
conversation, deriving main ideas, improving global proficiency, and effectively
compensating for gaps in information to prepare for the DLPT.
Learners will strengthen their global listening proficiency, contextualization skill,

and inferencing abilities by making accurate assessments regarding the participants
in a conversation.
1. Global Listening
Listen once to the three sentences in Urdu. Using the vocabulary you know, and
002
relying on key words to make an educated guess, enter a check mark () for the
most accurate English equivalent.
Set 1
Her mother cooks every day.
He has two cows.
His father-in-law has a shop.
Set 2
Has he gone abroad?
What does he do after his class?
Where is your sister-in-law from?
Set 3
Where is Salinas?
What type of weather is outside?
How many brothers-in-law do they have?
4.115
2. Listening for the Main Idea

Listen to the dialog once. Use your global understanding to determine the
003
main idea. Write in English.

Gist/Main Idea:
4.116
3a. Listening for the Best Title

004
Listen to the short exchange once. Choose the best title from the options given.
Best Title:
4.117
3b. Listening for the Main Idea

Listen to the short exchange. Based on your global understanding, determine the
005
main idea. Write in Urdu.

Gist/Main Idea:
4.118
3c. Listening for the Main Idea

Listen to the short exchange. Based on your global understanding, determine the
006
main idea. Write in Urdu.

Gist/Main Idea:
4.119
4a. Read the three brief family descriptions.

Family 1
Family 2
Family 3
4.120
4b. Decide which family the chart refers to and select the correct answer.
a. Family 1
b. Family 2
c. Family 3
5. Listening for a Purpose
Listen to the dialog. Based on the information provided, what would be the next
007
logical topic of this conversation?

Next Topic
4.121

Objective
Students will be able to collect details and supporting information other than the main
idea of the passage in audio and printed text, strengthen their ability to focus on
Essential Elements of Information (EEI), transcribe/translate text, and identify supporting
details in order to strengthen their FLO performance and prepare for job-related duties.
1. Read the text in Urdu. Analyze the three choices carefully and choose the best
English meaning.

a. Khalid has two parents-in-law.
b. All the brothers of Khalids wife are married.
c. Khalids wife is a housewife.

a. Ayeshas sister-in-law has two daughters.
b. Ayeshas husbands older brother is married.
c. One of Ayeshas sisters-in-law does not work.
a. Zaras husband has five siblings.

b. Zaras father-in-law lives in Lahore.
c. Only one of Zaras sisters-in-law is married.
4.122

Listen to the exchanges three times each. On the first pass, pay attention to the
008
question-and-answer exchange. On the second, transcribe the missing words.

On the third, check your answers and make any needed changes. There will be
a pause between each set of three repetitions.
______________
______________
______________
______________
______________
______________

______________
______________
4.123
2b. Listening for Details

Rewrite the transcribed words in Activity 2a, matching them to the definitions.
1. your spouses dad
2. husbands older brother
3. husbands younger brothers wife
4. husbands younger brother
5. spouses mother
Preview the statements and listen to the three short monologs three times each.
009
Then, match the topic of each monolog to one of the statements. Second, indicate
whether the statements are True or False. Third, verify your answers and write the
word or phrase that led you to each answer.
About Haleemas In-Laws
1. All of Haleemas brothers-in-law are unmarried.
T F
2. Haleema has three grandchildren.
3. Haleemas parents-in-law live in Lahore.
4.124
About Shabbirs In-Laws

4. Shabbirs daughters parents-in-law live in Multan.
T F
5. Shabbir has six grandchildren.
6. Mr. and Mrs. Shakir live in Karachi.
7. Mr. and Mrs. Shakir have two daughters-in-law.
T F
8. They have four grandsons (sons children).
About Haleemas In-Laws
4.125
4. Translation
Haleema is a person of interest. Listen again to the first monolog in 3, and provide
009
a brief translation in colloquial English (not word for word) to an analyst for
follow-up.
.
Listen to the dialog twice and complete the outline based on your understanding.
010
Provide two details that support the main idea.

Topic: Saeedas In-laws
1. Saeeda is giving information about her husbands siblings.
a.
b.
c.
4.126
5b. Listening for Details

010
Listen to the dialog again twice and answer the questions.

1. Who is Saeeda?
2. How many siblings does Saeedas husband have?
3. How many older siblings does her husband have?
4. How many of his siblings are married?
4.127
6. Reviewing Numbers
Preview the numbers that are written to the right of the questions. Then listen to
011
the dialog three times. On the first pass, locate the number needed to answer
each question. On the second, circle the correct answers. On the third, verify
your answers.
1. How many parents-in-law does Shanaz have?
2. How many brothers- and sisters-in-law does she have?
3. How many grandchildren does Shanaz have?
4.128
Objectives
singular and plural nouns (irregular forms)
possessive forms of pronouns
1. Singular and Plural Forms of Unmarked Nouns

Read the text. Pay attention to the highlighted items. These are instances of singular and
plural marked and unmarked nouns from your reading and listening texts.

Unmarked nouns are those for which the gender of the noun cannot be determined by
spelling, such as the words
from the text example. For this
reason, it is important to memorize the grammatical gender of a noun.

You may recall that in Urdu, nouns take grammatical gender (masculine and feminine) and
may be marked or unmarked. Pair up and answer the questions below.
1
Which endings do marked masculine nouns usually take?
2. Which endings do marked feminine nouns usually take?

3. What kind of words are most likely to be exceptions to these rules?
4. How do you make a marked masculine noun plural?
5. How do you make a marked feminine noun plural?
4.129
Many nouns that express in-law relationships are unmarked.
Expressing unmarked nouns in the plural is relatively straightforward. The plural for
an unmarked masculine noun remains the same as that for a singular unmarked
masculine noun.
(
(
) ________________. Unmarked feminine nouns take the suffix

) ________________ .
Plural Form
Singular Noun
Meaning
husbands older brother
husbands father
husbands younger brother
sons wife
2. Form Recognition
Read the text, circle all the unmarked masculine nouns, and underline all the unmarked
feminine nouns.
4.130
3. Form Production
For each English sentence, identify the kinship term and provide its plural in Urdu.
Example: These are my wifes brothers.
1. I have three sisters-in-law

(husbands sisters).
2. You have three brothers-in-law
(husbands younger brothers).
3. They have two brothers-in-law
(husbands older brothers).
4. My father-in-law has three grandsons
(sons sons).
5. My friend has two mothers-in-law.
4. Second- and Third- Person Possessive Pronouns Your, Her, His, Their
Examine the exchange and note that just as in the case of first-person my, second- and
third-person possessive pronouns agree with what they modify in gender and number.
4.131
The agreement pattern for second- and third-person possessive pronouns is illustrated in
the table.
Possessive Pronoun
Pronoun
Singular
Singular
2nd person
your/yours
2nd person
3rd person
his/her/hers/
of that
3rd person

Plural
Plural
2nd person
your/yours
2nd person
3rd person
3rd person
4.132
5. Form Recognition
Read the text, and then circle all the second-person possessive pronouns. Underline all
the third-person possessive pronouns. Finally, determine whether each noun is
masculine/feminine and singular/plural, based on the form of the pronoun.
6. Form Production
Change the pronouns in the phrases in the right column into the forms designated in the
left column.
Example: 2nd person plural
1st person plural
1st person singular
2nd person singular
3rd person plural
2nd person plural
1st person plural
4.133
7. Fill in the blanks with the missing pronouns.
_______________
_______________
_______________
_______________
_______________
_______________
_______________
8. For each English sentence, provide the appropriate possessive pronoun according to the
gender and number of the object.
Example: How many brothers-in-law do
you (2nd person plural/informal) have?
1. What is your wifes sisters name?

2. Her husbands older brothers name
is Waheed.
3. Najma is his (2nd person honorific)
sister-in-law.
4. Hamid is her (2nd person informal)
husbands father.
5. Their (2nd person singular) motherin-law has three granddaughters.
4.134
9. The Urdu Possessive Postposition of

In Urdu, phrasal vocabulary words that indicate extended family relationships are often
based around the possessive postposition of to describe the relationship between
possessor and possessed. Example: The sister of my husband.
(
). Examine the text and note the highlighted possessive
pronoun/postposition combinations.
Possessive Pronoun

Preposition
Pronoun
Singular
Singular
3rd person
his/her/hers/of
that
Plural
3rd person
Plural
3rd person
3rd person
4.135
10. Form Recognition

Read the text and circle each instance of the postposition of. Draw an arrow to the
object that it modifies.
11. Form Production

Read the sentences. Based on the form that the postposition of takes, enter an
appropriate second- or third-person postposition in the space provided.
_______________
_______________
_______________
4.136
_______________
______________
_______________
_______________
12. Provide the appropriate possessive pronoun according to the gender and number of
the object.
Example: What is their son-in-laws
name?
1. our mother-in-law
2. Your brother-in-law (sisters husband)
works in a hospital.
3. their younger sister-in-law
4. our brother-in-law (husbands sisters
husband)
5. her daughters mother-in-law
13. Rewrite each sentence to correct its mistake.
4.137
14. Translate the sentences into Urdu. Pay attention to gender, number, and person.
Use honorific terms where appropriate.
1. Ron is your (honorific) father-in-law.
2. Kathy is their mother-in-law.
3. Your granddaughter (sons daughter) lives in Quetta.
4. The name of your (3rd person singular) husbands sisters are Saima and Naima.
5. His daughters-in-law (2nd person singular) have two kids each.
6. The names of her grandsons are Jamal and Kamal.
7. My daughters in-laws live in Islamabad.
4.138

Objectives
apply learned content, vocabulary, and grammar in controlled speaking and writing activities
recombine forms to produce new information and use linguistic knowledge to complete a task.
1a. Fill in the simple family tree or design your own using your in-laws information. Label each
relationship using the persons name and the kinship term as it relates to you. Then write
eight complete Urdu sentences that describe the relationships, using first-person pronouns.
Example: Rabia is my sister-in-law.
1.
2.
3.
4.
5.
6.
7.
8.
4.139
1b. Exchange your work in 1a with a classmate. Rewrite your classmates first-person
sentences in the third person. Example: Rabia is his sister-in-law. Describe your
classmates in-laws in the third person.
1.
2.
3.
4.
5.
6.
7.
8.
4.140
2. You have been invited to a Pakistani wedding, where you will be among two huge
families in the village. A friend of the bride and groom is going over the list of their inlaws with you. Draw a diagram that will help you identify the people who will be there.
4.141
3. The village elder has accused you and your unit of being insensitive, stating that you
dont even know the structure of the major families in the area. Fortunately, you have
been studying his family tree. Based on the chart, make statements in the second person
(your). Remember to use gender and number correctly.
Example:
4.142
Lesson 9 Vocabulary
f, s
daughters
daughter
m, s, pl
daughters
husband
m, s
daughters son
m, s, pl
father-in-law
f, s
husbands older
brothers wife
m, s, pl
husbands older
brother
f, s
m, s, pl
husbands fathers
sister
husbands fathers
sisters husband
f, s
m, s, pl
husbands sisters
husband
m, s, pl
husbands
younger brother
f
f, s
f, s
m, s, pl

husbands sister
daughter-in-law
mother-in-law
sister-in-law
sisters husband
f, s
sons daughter
m, s
sons son
m, s
wifes brother
4.143
f, s
m, s
wifes sister
wifes mothers
brother
f, s
wifes mothers
brothers wife
f, s
wifes mothers
sister
m, s
wifes mothers
sisters husband
n, m, s
Sons/daughters
father in law
n, f, s
Sons/daughters
mother in law
m
f

Key:
adj = adjective
adv = adverb
= masculine
= feminine
4.144
s = singular
pl = plural

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Urdu

2015 Validation Edition

This publication is to be used primarily in support of instructing military personnel as

Greetings, Introductions & Self

Lesson 1: Greetings, Introductions, and Leave-Taking

Lesson 2: My State of Being

Lesson 3: My Personal Information

Lesson 5: My Daily Schedule

Myself, My Family, & My Friends

LESSON 1 Greetings, Introductions, and Leave-Taking

LESSON 2 My State of Being

LESSON 3 My Personal Information

LESSON 5 My Daily Schedule

rank greetings and leave-takings in order of formality;

use first person nominative pronouns to respond appropriately to formulaic

employ particles as social status markers in forms of address, including titles

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

Recognize and identify key words/phrases/expressions used in self-introduction and

ones are used in formal versus colloquial conversations.

See you later.

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

than Americans. While it is always important to be polite, you may find

( peace on you). You will also hear ( all praises to God) as an

How (is your condition) are you?

How are you?

How is your condition? (How are you?)

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

2a. Vocabulary Input

the meaning of each word.

2b. Vocabulary Recognition

2. She studies at a university. She is a

3. He is someone who teaches a class.

4. When formally addressing a female,

5. When formally addressing a male,

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

2c. Vocabulary Production

3a. Vocabulary Input

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

3b. Vocabulary Recognition

3c. Vocabulary Production

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

4. Combined Receptive Vocabulary

5. Combined Vocabulary Production

Urdu Basic Course Students Edition

LESSON 1: Greetings, Introductions, and Leave-Taking

can be used as a greeting at any time of the day; i.e., good

, which means and blessings of

God, in addition to Peace be upon you.

addressed with respectful words like

Urdu Basic Course Students Edition

at the end and

at the beginning of their

may also be used for males.

LESSON 1: Greetings, Introductions, and Leave-Taking

Global Reading and Listening

Listen to the dialog once and provide a gist.

Urdu Basic Course Students Edition