Table Of Content®
Teach
Yourself
COMPLETE
Ask for directions Greetings
and feminine Plural
adjectives ......, __. _ ·~··..._•'""'" Accept invitations
Take a taxi
Tell the time
future tense Visit the
old bazaar Check m
at the airport Call a
doctor Families Test yourself ft
and learn more online ~\V
teachyourself.com) ,_..t.\l ~t\ t.~
, ..
':,\\ffO~
2 x 70-minute audio COs (MP3 compatible)
Level4
"Global scale" of the Common European Framework of Reference
for Languages: learning, teaching, assessment (CEFR)
Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,
"u' reconstructing arguments and accounts in a coherent presentation.
........... Can express him/herself spontaneously, very fluently and precisely,
~~
differentiating finer shades of meaning even in more complex situations .
>-'
~~
>-w
1-U
Can understand a wide range of demanding, longer texts, and recognise
implicit meaning. Can express him/herself fluently and spontaneously
..
u without much obvious searching for expressions. Can use language
I-.l.>l.".......'. Cfleaxni bplryo adnucde e cffleeacrt,i vweelyll -fsotrr uscotcuirael,d a, cdaedteamileicd atenxdt porno fceosmsipolneaxl spuubrpjeocstes,s .
>-' showing controlled use of organisational patterns, connectors and
~ft
>-w cohesive devices.
1-U
Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without
strain for either party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the advantages
and disadvantages of various options.
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area where the
language is spoken. Can produce simple connected text on topics which
are familiar or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions and briefly give reasons and explanations
for opinions and plans.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate
in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in
areas of immediate need.
Can understand and use famili r everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
:;;: introduce him/herself and others and can ask and answer questions
................. about personal details such as where he/she lives, people he/she knows
-> and things he/she has. Can interact in o simple way provided the other
>-' person talks slowly and clearly and is prepared to help.
~ff
>-w
1-U
<0 Council of Europe. www.coe.int/lang.
Extract reproduced with the permission of the Council of Europe, Strasbourg
•
Teach
Yourself
Complete Urdu
David Matthews
and
Mohamed Kasim Dalvi
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Contents
Meet the authors vii
Only got a minute? viii
Only got five minutes? X
Introduction x/1
Reading and writing Urdu XV
1 ~'f-IJI/Ju~.~Y,f-'(JJ.)J Hello! Where Is Vidorla Road? 1
Greeting people, saying hello and goodbye, asking for
directions, identifying people, exchanging personal details
and telephone numbers
2 ?.~..JJ/:f:-JJ..Jj_?-f:-f Please come In and take a seat 19
Introducing yourself, making polite conversation, formal
and respectful expressions, describing your family, talking
to children
3 ~'f-~~1/jt:/'~/'T' f Do you like Pakistani food? 42
Accepting invitations, expressing your needs, likes and
dislikes, taking a taxi, ordering a meal in a restaurant
4 ~~•v iu1J..t; Life Is not so badl 63
Expressing possession, describing relationships, talking
about origins, expressing your age, the geography and
people of Pakistan
5 ~v.! L.f1 /J"'A'T' f What do you do every dayl 83
Talking about your work and daily routine, asking others
about what they do, telling the time, the days of the week
{J ''vL.~JY By the seaside 105
Leisure activities, some customs of Pakistan, schooling in
Pakistan, identifying 'who?: 'whose?: 'someone' and
'someone's: talking about the weather, months and dates
Contents iii
7 .•:: ....v.fJ!"'~"vL.•: -.~Irl We don't have a reservation 123
Describing what you are doing and going to do, booking rail
tickets, using the telephone, finding hotels in another city
8 if:.J'-:"1.,?~ Can we have the blll1 140
Talking about future plans, checking out of a hotel,
settling bills, hiring porters at the station
9 fi.)Jvl/~1.5~ Where Is my wlfe7 156
Talking about the past, boarding trains, making comparisons,
more directions, life in Pakistan, arriving in a new city
10 r'f-J,vr..t~b't' What a splendid hotell 173
Asking permission and making requests, being hungry and
thirsty, visiting the old bazaar, the history of Lahore
11 (IJ$~1.)$("'/'Y' fl.)! I'll show you my village 190
Describing what you used to do, discussing the weather,
village life in Pakistan, the points of the compass, more
ways of expressing dates, the 'Great Mughals'
'f-"irJ)f
12 I.)J We're off to Delhi 201
Saying what you have been doing, more on the telephone,
excusing yourself for impoliteness, accepting hospitality
13 f~..t~cJLI.-J}L'Y' i Did you pack the luggage yourself? 227
Checking in at the airport, telling the time more precisely,
fractions, dealing with talkative people, some religious
observances
v../J
14 ~V:.If'ml Let'stalk only In Urdu 246
Arriving in India from Pakistan, addressing Hindus and
Sikhs, calling a doctor, coping with minor ailments, stating
your date of birth
iv
\'V,T tf.y;t:JJ~Lrr L rJJ/"f" f How long have you been
15
inDelhl7
Announcing yourself to strangers, coping with requests,
using the post office, students and colleges
16 ~'I', I:Jfli 1T Ladles and gentlemen 283
Making a formal speech, saying what you have to do,
saying 'perhaps' and 'although: problems faced by Asians
abroad
d
17 ./:.( Bring down the prlcel 298
Saying if you had done something, saying things keep
happening, buying clothes in the bazaar, weddings
Taking it further 316
Urdu-English vocabulary 319
English-Urdu vocabulary 352
Answer key 370
Appendix 1: numbers 420
Appendix 2: relations 423
Grammatical index 424
v
Credits
Front cover: © Mike Bousquet/iStockphoto.com
Back cover and pack:© Jakub SemeniukliStockphoto.com, © Royalty-Free/
Corbis, © agencyby/iStockphoto.com, © Andy CookliStockphoto.com,
© Christopher Ewing/iStockphoto.com, © zebicho - Fotolia.com, © Geoffrey
Holman/iStockphoto.com, © PhotodisdGetty Images, © James C. Pruitt/
iStockphoto.com, © Mohamed Saber-Fotolia.com
Pack: © Stockbyte/Getty Images
vi
Meet the authors
Having taken my first degree in Classics at University College London, I went to
Cambridge University to research into the connections of Greece with the Ancient
Near East. For this, I was required to study a number of Semitic languages, principally
Babylonian and Assyrian. In 1965 I was appointed to a lectureship in the phonetics of
Indian languages at ·the School of Oriental and African Studies in London University.
In the following year I transferred to the Department of South Asia, where for the next
40 years I taught Urdu and Nepali. During this time I was able to spend lengthy periods in
the subcontinent, which I still visit frequently. For my doctoral thesis, I made a study of the
early Urdu literature, which had been produced under the patronage of the Deccan Sultans
between 1500 and 1700 AD. I have published extensively on aspects of Urdu and Nepali
language and literature and have been invited to address conferences in many pares of the
world. For several years I served as Chief Examiner for the International Baccalaureate and
have received many international awards for my services to Urdu literature. In 2009 I was
awarded the Sitara-~ lmtiyaz ('Star of Distinction') by the Government of Pakistan. Apart
from Urdu and Nepali, I also speak fluent French and Russian, in both of which I have
published a number of works.
I was born in 1932 at Dabhil, some 100 miles from Bombay (Mumbai) and had my entire
education in Bombay, acquiring my first degree in English and Urdu literature at St Xavier's
College, University of Bombay. I also have post-graduate degrees in geography, Urdu
and Farsi. Following teacher training at St Xavier's Institute of Education, specializing
in teaching English as a foreign/second language, I began teaching in Bombay, reaching
the position of principal of a high school. Moving to Dar es Salaam, Tanzania, I was
appointed head of the Aga Khan High School and later became headmaster ofA ga Khan
Mzizime Higher Secondary School. During my stay in East Africa, I learnt Swahili. I also
speak Gujarati, Hindi and Marathi fluently.
I arrived in the United Kingdom in the spring of 1981 and began teaching English
and Urdu at Leyton Senior High School in London. I soon became Head of Urdu
and subsequently Co-ordinator of Community Languages and Deputy Head of
the Multicultural Development Service in Waltham Forest and, finally, Head of the
Bilingual Education project of the borough.
I retired in 1996, but soon after retirement I began teaching Urdu at the Language
Centre, SOAS, University of London. I was a member of the steering committee for
graded assessment in modern foreign languages, Chief Examiner, Chief Moderator and
Chair of Examiners for GCSE and A level Urdu examinations for the University of
London school examinations council (now Edexcel).
Meet the authors vii
atlc»mu language of Pakistan, and, in India,
of Jammu and Kashmir, is widely
spoken in the subcontinent and also functions as a
convenient means of communication among Indians
and Pakistanis in the diaspora. Urdu first developed
in and around Delhi after the Muslim conquests of
India in the 13th century AD. It is written in an adapted
form of the Arabic script and has acquired a large part
of its vocabulary from Persian, which for a long time
remained the language of the royal courts. Linguistically,
it belongs to the Indo-European family and is thus
related to English and many other European languages.
Its literature goes back to the end of the 15th century AD
and its poetry, in particular, has always been popular.
Indeed, many'Bollywood'film songs reflect the long
poetic tradition of Urdu and some of the best known
lyrics have been composed by famous Urdu poets.
viii
