NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Urdu
The Wider World
[HIGHER]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Urdu.
Learning and Teaching Scotland makes every endeavour to ensure the accuracy and currency
of translation in documents. The Urdu translations in this resource have been provided and
quality assured by independent, qualified translators.
© Learning and Teaching Scotland 2008
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
ISBN: 978-184399-158-8
2
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
Contents
Reading exercise: Does the east end of Glasgow have anything for
tourists?
4
Reading exercise: Loch Lomond
11
Reading exercise: Stirling
17
Listening exercise: Skiing in Scotland
22
Listening exercise: Transport
26
Listening exercise: The west coast of Scotland
31
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
3
READING EXERCISE: GLASGOW
Reading exercise
Does the east end of Glasgow have anything for tourists?
a
a
a (Glasgow)
a a‫وہ‬a‫ ں؟‬a
! a‫ وں‬a
a
a a
a‫رش‬
(East ‫ا‬a
‫ا‬a a
a
a
a ‫اس‬a‫ ۔‬a
a
a
a
a
a
a
a
a‫ چ‬a
a
a a‫ ر‬a‫ں‬
a‫و ں‬a a a
a ‫ ! وہ‬a a a‫د غ‬a‫ ور‬a a
a a‫ م‬a
a
a a‫ت‬
a a‫ ف‬a ‫ا‬a ‫ر‬a a‫ ح‬a‫؛‬
‫د‬a ‫اور‬a
a
a ‫آ‬a a ‫اس‬a ،
a a
a a ‫ ن‬a‫ ن‬a a
‫د‬a
‫ ۔‬a‫ ے‬a a a‫و ں‬a
a
a a
a‫ں‬
a a
a‫ے‬
a
a
a‫ر‬
a
a a ‫رو‬a ‫روزی‬a
a a ‫ م‬a ‫وا‬a
a End)
a‫ا ازہ‬a
a a‫اس‬a a
‫دو‬
a a‫اس‬a a a ‫اور‬a، a
a a
‫د‬a ‫ا‬a ‫ا‬a
‫ا‬a a a
a a
a
a a
!
a
a‫آ ن‬a a‫ی‬
a !
a
a a a a
a a a a، a‫ت‬
a ‫د‬a
a‫اور‬a
a‫ ر‬a‫اس‬
a (Glasgow Green)
a
a ‫ ۔‬a ‫ا‬a a
a‫ت‬
a
a
a a a، a
a
a a‫ا از‬a a a a
a a (Trafalgar)
‫ ا‬a a a
a
a a‫ ۔‬a‫ رک‬a‫ہ‬
a
a‫واﻻ‬a
a a
a
a
a a
a ‫اور‬a a ‫ ۔‬a
‫او‬a ‫وہ‬a a
a
a‫ د ر‬a
a ‫ دہ‬a
a‫ں‬
a‫اور‬a‫ و ام‬a a
a a
a
a a
a‫ل‬
a‫ ی‬a ‫ا‬a ‫ا‬a‫ ؛‬a ‫ا‬a ‫وا‬a a
‫ گ‬a a a a
:
a a
a‫ر‬
‫ا‬a a
a ‫وا‬a a‫۔‬
a
a‫ت‬
a a a‫ ں‬a‫اور‬
a‫ ۔‬a ‫وا‬a
a
a
a a‫ زی‬a ‫آ‬a a ‫در‬a
‫ا‬aa a‫رات‬a Guy Fawkes
،‫رت‬
a
a
a
(Venetian a
a
a
People’s Palace : a
a ‫ ز‬a a‫ع‬
a a
‫ز‬a a
a a ‫اور‬
a
a ‫اس‬a ‫ اور‬a ‫ ۔‬a ‫واﻻ‬a
‫د‬a ‫ت‬
a
a ‫ رے‬a
a
a ‫اور‬a ‫ا‬
a ‫ا‬a a a ‫ ز‬a a
‫و‬a a ‫( – اس‬Templeton Business Centre)
‫ ۔‬a ‫د‬a‫ م‬a a‫ر ں‬
a
a‫ر‬
a a ‫د‬a ‫ا‬a façade)
a a ‫ا‬a a
a‫ں‬
a a‫ں‬
a a a
a
a
a‫د ں‬a
‫ا‬a‫دو‬a a
a a
a‫ٹ‬
‫ا‬a a a
a a
a،
a
a
‫۔‬
a
a a
a a a
4
a‫م‬
a‫ ف‬a‫ روں‬a‫اور‬a a‫ ت‬a
a ‫وا‬a
a‫ گ‬a‫ ۔‬a
a a
a a‫ں‬
a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a
a a‫دل‬a
a‫و ہ‬a‫ں‬
a
a
‫ا‬a‫ ل‬a
a‫ل‬
a a
a
‫و‬a
a‫اس‬
a a‫ ں‬a‫۔‬
a‫و‬a a‫اور‬a ‫ا‬
(Barras) ‫ اس‬a a
a‫ری‬
aa
a
a‫ں‬
a‫آپ‬
READING EXERCISE: GLASGOW
a
a
a
a
a ‫ رے‬a
a a ‫ا ار‬a a – a
a
a
a
a ‫ا‬a
Barras a ‫آپ‬a
a
a
a ‫ ار‬a ‫ م‬a ‫ ری‬a
‫ا‬a
a‫ورت‬
a
a
a
a
a
a ‫و ہ‬a ‫ں‬
a
a
a
a‫ٹ‬
(Barrowlands) – ‫ز‬
‫ و‬a a ‫آپ‬a ‫اور‬a ‫۔‬
‫ ۔‬a
‫ا‬a a‫ ر‬a
a a
a
a
a
‫۔‬
‫ا‬a
a
a‫وہ‬a
a
a
a a‫ ں‬a
a‫ت‬
‫ا‬
a
a
a،‫ل‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
5
READING EXERCISE: GLASGOW
Stage 1: Comprehension
Bilal tells us what there is to do and see in the East End of Glasgow. Here are
some words to help you.
•
•
to show to advantage, to highlight
good-natured atmosphere
Answer the following questions:
1.
(a)
(b)
2.
Read the section entitled ‘Friday’.
(a)
(b)
(c)
(d)
(e)
3.
Why do you think the title of this article is in the form of a
question?
What answer do you think is expected?
What task has Bilal’s boss given him?
What does Bilal think has happened to his boss?
What is his attitude to the area?
How does he express the strength of his feelings about it?
How is he going to set about his task?
Now read the section ‘Monday’.
(a)
(b)
What is Bilal’s general reaction now to the area?
Write notes on what he has to say about:
(i)
(ii)
(iii)
(iv)
(v)
(c)
(d)
(e)
4.
Glasgow Green
The May Festival
Guy Fawkes
The People’s Palace
Templeton Business Centre.
What does he say about the nearby football stadium?
What can you get to eat in the area?
What evening activity does he mention?
What answer would now be expected to the question in the title?
Check your answers
6
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: GLASGOW
Stage 2: Language
Translate the following into English.
‫۔‬
‫۔‬
a
‫آر‬a
a
a a‫د غ‬a a
a‫ ے‬a‫ور‬
‫ ۔‬a a
a ‫رو‬a‫روزی‬a
a a‫آ ن‬a
a a‫ی‬
a
a
Stage 3: Discussion
Bilal didn’t know this area of Glasgow too well and he discovered lots of
interesting things. Discuss the following questions with your friends.
a‫دے‬a ‫رہ‬
a
‫ا‬a
a a a‫ں‬
‫ ؟‬a
a‫؟‬
a
a
a
a
‫ ں؟‬a
a
a
a
‫وا‬a a a ‫اس‬a a
a a‫آپ‬a a a‫ان‬a‫؟‬
a
a‫آپ‬a a‫اور‬a
‫د‬a
a
a‫وف‬
a‫ں‬
a
a a
a a
a
‫؟‬
‫ ؟‬a
a
a‫ ح‬a
a
a
a ‫وا‬a‫آپ‬a
a ‫اس‬a
aa
a
‫د‬a
a a
a
‫ر‬
/
a
/
a‫ت‬
a a
a
‫د‬a
‫ا‬a ‫آپ‬a
a‫وہ‬a
a‫ د ر‬a‫وہ‬a ‫وا‬a a‫آپ‬a
‫ ؟‬a ‫ر‬
a
a‫ ہ‬a‫وب‬
a a
a
a
a a‫اور‬a
a
a
/ ‫راں‬
‫ر‬a
‫ا‬a‫آپ‬a
a
a
a‫آپ‬a
a a a‫ں‬
a‫آپ‬a
Stage 4: Writing
Some friends are visiting you from abroad for the weekend. Write a short
letter in which you tell them what you intend to do with them over the
weekend.
Show this work to your teacher
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
7
READING EXERCISE: GLASGOW
Self assessment
Stage 1
1.
(a)
Why do you think the title of this article is in the form of a
question?
• You may have suggested various reasons – discuss your answer
with your teacher. Perhaps it is because Bilal questions it in his
own mind.
(b)
What answer do you think is expected?
• The answer expected is no, it does not have interest for
tourists.
2.
Read the section entitled ‘Friday’
(a)
What task has Bilal’s boss given him?
• to highlight the tourist attractions of the east end of Glasgow
(b)
What does Bilal think has happened to his boss?
• he’s gone mad
(c)
What is his attitude to the area?
• it is a sinister area
(d)
How does he express the strength of his feelings about it?
• he wouldn’t take anyone to visit it
(e)
How is he going to set about his task?
• have a trip around the area to get an idea of what goes on
3.
Now read the section ‘Monday’.
(a)
What is Bilal’s general reaction now to the area?
• he could never have imagined that it could be so interesting/so
many things to see and do – incredible!
8
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: GLASGOW
(b)
Write notes on what he has to say about:
(i)
Glasgow Green
•
(ii)
Glasgow Green is a superb park: the obelisk was the first
monument erected to celebrate Nelson’s victory at
Trafalgar
The May Festival
•
very enjoyable, good-natured atmosphere, free concerts,
shows for adults and children
(iii) Guy Fawkes
•
he has heard that there is a splendid firework display in
November for Guy Fawkes
(iv) The People’s Palace
•
(v)
Templeton Business Centre.
•
(c)
very colourful, allows you to participate, very instructive
about Glasgow
its Venetian facade is one of the most beautiful in the
world
What does he say about the nearby football stadium?
• it belongs to one of the two most important teams in Scotland
• it has an incredible atmosphere with the songs of the
supporters and the festive mood
(d)
What can you get to eat in the area?
• seafood – best in Glasgow near the Barras
(e)
Which evening activity does he mention?
• a concert at the Barrowlands
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
9
READING EXERCISE: GLASGOW
4.
What answer would now be expected to the question in the title?
• most emphatically, yes! The East End of Glasgow has much to offer
tourists.
10
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: LOCH LOMOND
Reading exercise: Loch Lomond
a
a ‫اور‬a ، a a ‫ں‬
a a
a ‫وا‬a
a ‫ا‬a a
‫ز‬a ‫ ی‬a
a ‫ ی‬a a ‫ ؤ‬a ‫اور‬a
a‫ زہ‬a، a a‫وں‬
a a a a
‫ ا‬a a
‫ڈ‬a a
a a‫ ام‬a ‫د‬a a‫ د‬a a
a‫م‬
‫ا‬
a a‫ ے‬a a
…
a‫د‬
a
a ‫ا‬a a ‫ﻻ‬a ‫ ز‬a‫ و‬a
a‫رو ں‬a‫اور‬a
a
a
a‫ا‬
a‫اور‬a‫ ا ں‬a a،
a a‫ ن‬a، a
a a
a ‫ا‬a‫ ف‬a‫ ر‬a ‫ ر‬a a،
a‫دور‬a‫ز دہ‬a
… a‫د‬
a
a
a a‫ ا‬a‫زہ‬
a ‫ا‬a a a
a
a a‫د‬
a‫ز ے‬a
(Munros) ‫وس‬
a‫اور‬a a ‫( او‬
900
a‫ان‬a‫آپ‬a a‫ ۔‬a
a
a‫ن‬
a‫ ؤں‬a
a‫ ۔‬a ‫د‬a‫ر د‬
a
a‫اور‬a‫ ڑ‬a‫ ر‬a a‫ں‬
a‫ر‬
a
a a‫اور‬a a
a (Loch Lomond)
a‫ ک‬a a
a‫اس‬a a
a a
a a
a a a ‫ ا‬a ‫ ا‬a a ‫ ڑوں‬a ‫ ک‬a ‫ ۔‬a ‫ م‬a
)a
3000 a‫ں‬
a‫ی‬a‫ ڑ‬a‫وہ‬a
–
a a ‫ر‬a
ٍ◌
‫ا‬a a a‫ ل‬a a‫ت‬
a a
a
‫ر‬a
a a a loch
a a‫ د‬a a a
a‫ ر‬a
a‫آپ‬a a a a a
a a
a
a a
a‫ زہ‬a‫ د‬a a‫ رڈوں‬a
a a
a‫ر‬
a‫د ت‬a a‫ ں‬a
‫۔‬
a a a ‫د‬a
a a ‫ر‬a‫ ے‬a a a‫ روں‬a
‫ ک‬a ٍ◌
a‫ا اد‬a
a a a ٍ◌
a a a
a ‫ا‬a ‫اور‬a a
a
a a‫ں‬
a ‫رت‬
a a ‫ ؤں‬a a
a (Luss)
a‫ں‬
a
a ‫د ں‬a a ‫ ر‬a ‫ ۔‬a
a
a‫ ش‬a a‫ی‬
a
‫د‬a
a ‫وہ‬a a a
‫ ۔‬a ‫د‬a a
a‫ ر‬a a
a a‫ر‬
a‫اس‬a
a
a‫اور‬a‫زرد‬a a‫ں‬
a ‫آرا‬
a‫اور‬a ‫ د‬a
a ‫اور‬a a ‫ا‬
a a ‫ا‬a a‫آپ‬a
a‫ل‬
a a
a a
a
a‫وہ‬a a a‫آپ‬a‫۔‬
a
a ‫وا‬a
a a ‫( دو ں‬
a a‫ م‬a
a‫ن‬
a ٍ◌
a a ‫ اب‬Loch Lomond ،
a
a a‫ ڑوں‬a ‫ا‬a
a‫ ۔‬a ‫وا‬a a‫دوری‬a a‫دو ے‬a ‫ا‬a‫اور‬a
a
‫ا‬a
a a
a ‫ا‬a a a a ‫رو‬a ‫آپ‬a a
a ‫ رے‬a loch a ‫ا‬a ‫ اور‬a
a‫( چ‬pennies) …
a
a‫ ف‬a a‫آپ‬a a a
a a‫د‬
a‫ا ن‬
)a
a a a
a ‫آ‬a
a a
a
a
a
‫ا‬a a ‫گ‬
! a
a a a a‫ ہ‬aa a‫ اؤں‬a
‫ا‬a‫ص‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
11
READING EXERCISE: LOCH LOMOND
Stage 1: Comprehension
1.
Read quickly through the article and write down the type of ‘tourist’
that the writer has in mind.
2.
Read the first paragraph again and answer the following questions:
(a)
(b)
(c)
(d)
(e)
(f)
3.
Read the second paragraph and answer these questions.
(a)
(b)
(c)
(d)
(e)
4
State two things that the less energetic can do.
What makes the village particularly attractive in spring?
Read the last paragraph and answer the following questions.
(a)
(b)
(c)
(d)
12
What is Loch Lomond ideal for?
Describe the surroundings of the loch.
What activity is possible here?
What reward is in store for those who make the necessary effort?
In what respect does the scenery here resemble Switzerland?
Read the third paragraph again and answer the following.
(a)
(b)
5.
What kind of life does the writer suggest Glaswegians have?
What do these people want to do?
How long is this change to last?
Which two aspects of their being are going to be renewed?
Where can this happen?
State in English the two phrases that sum up what awaits them
there.
What ensures that the Loch Lomond area remains a peaceful one
for tourists?
For some types of tourist, two activities may hold little attraction.
What are they?
What do you think the writer’s view is of these activities?
What suggestion is made for such people?
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: LOCH LOMOND
Stage 2: Language
You are going to be asked to prepare some material stressing the advantages
of an area of Scotland known to you. Naturally, you want to make your points
very positively. It will not attract attention and convince people if you say
or
‫ د‬. The writer of this article has described the
that a place is ‫رت‬
peaceful charms of Loch Lomond in very warm terms.
Go through the article and pick out phrases that you think would be useful for
your own work. You may like to select phrases suggesting an idyllic peaceful
place, describing beautiful things to see, useful verbs that say what activities
can be carried out, etc.
Show your work to your teacher
Stage 3: Discussion
With a partner or in a small group, discuss what you think are the stresses of
life in a big city.
a
a a
‫و‬a‫رہ‬
a a
a‫اور‬a‫ ڑ ں‬a
‫ر‬a‫وہ‬a،
a‫رک‬a a
a
‫آ د‬a
–‫ت‬
a‫ ا‬a
a
‫و‬a
a
a
:
a‫ر‬
a‫و‬a
a ‫ذرا‬
‫آ ۔‬
a‫ رج‬a
a‫ں‬
a ‫وا‬a
a a‫ں‬
a
‫ ر۔‬a a‫ ڑ ں‬a
a ‫آ‬
Stage 4: Writing
Now write a description in Urdu of an area of Scotland that you know. Use
some of the expressions you have noted in Stage 2 and try to make the area
appeal to city dwellers whose problems you have thought about in Stage 3.
Show this work to your teacher
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
13
READING EXERCISE: LOCH LOMOND
Self assessment
Stage 1
1.
Read quickly through the article and write down the type of ‘tourist’
that the writer has in mind.
• the city-dweller looking for a complete change of surroundings
2.
Read the first paragraph again and answer the following questions:
(a)
What kind of life does the writer suggest Glaswegians have?
• a life with too much pressure
(b)
What do these people want to do?
• to change their whole way of life
(c)
How long is this change to last?
• for a weekend
(d)
Which two aspects of their being are going to be renewed?
• their lungs and their mind/spirit – physical and mental
(e)
Where can this happen?
• not far from the city, an hour’s drive
(f)
State in English the two phrases that sum up what awaits them
there.
• a haven of peace
• a real gem of greenery and pure air
3.
Read the second paragraph and answer these questions.
(a)
What is Loch Lomond ideal for?
• for renewing your strength
14
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: LOCH LOMOND
(b)
Describe the surroundings of the loch.
• the loch is surrounded by mountains; some of them are
Munros, i.e. over 3000 feet
(c)
What activity is possible here?
• hill-walking with a view of the loch
(d)
What reward is in store for those who make the necessary effort?
• an unrestricted view
(e)
In what respect does the scenery here resemble Switzerland?
• an abundance of mountains and lakes/lochs
4.
Read the third paragraph again and answer the following.
(a)
State two things that the less energetic can do.
• idle by the lochside
• explore the pretty little streets of Luss
(b)
What makes the village particularly attractive in spring?
• the yellow and purple shades of the flower-bedecked lanes
5.
Read the last paragraph and answer the following questions.
(a)
What ensures that the Loch Lomond area remains a peaceful one
for tourists?
• sporting or leisure complexes are few and far between
(b)
For some types of tourist, two activities may hold little attraction.
What are they?
• walks in the mountains
• wandering along the banks of the loch
(c)
What do you think the writer’s view is of these activities?
• the writer is clearly enthusiastic about such activities: this is
shown in her descriptions, and in her choice of language
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
15
READING EXERCISE: LOCH LOMOND
(d)
What suggestion is made for such people?
• that they go and buy an ice cream or one of the many Scottish
delicacies on sale locally
16
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: STIRLING
Reading exercise: Stirling
‫۔‬
a
a
a
a
a ‫وں‬
‫ا‬a ‫اور‬a ‫ٹ‬
a‫دو ں‬a‫اور‬a ‫ ر‬a‫ں‬
(Robert a ‫ وس‬a ‫ٹ‬
(William a
‫وا‬a
a‫ر‬
a
a‫ ب‬a‫ رے‬a
‫ا‬a
a ‫ ر‬a
‫ا‬a
a
a ‫او‬a a
a a ‫ ڑی‬a
a
a‫دو‬a‫دوران‬a a‫ ت‬a‫ ری‬a a‫ں‬
‫را‬a
a ‫ا ٹ‬a ‫ہ‬
a a ‫ ا‬:
‫و‬a ‫اور‬a a
a
a a
‫ا‬a ‫ہ‬
‫ا‬a
a
‫ا‬
(Stirling)
‫ا‬a
a a ‫اور‬a ‫ ن‬a ‫ ی‬a a
a a ‫اس‬
a‫ان‬a‫ ۔‬a‫ اہ‬a a‫ں‬
a a‫در ن‬
a
a a ‫آزادی‬a a
a‫ا ٹ‬
a a
a ‫اس‬a
‫ا‬a
Bruce)
‫ ۔‬Wallace)
a
a (Stirling Bridge) a ‫ ج‬a
‫ا‬a a a a ‫ دت‬a a ‫ ج‬a
‫ا‬a ‫اس‬a a
‫ا‬a
a
‫ ) وا‬a‫رت‬
a‫ د ری‬a ‫ا‬a a‫ د‬a a‫ان‬a‫ ۔‬a‫ ی‬a‫ ف‬a a‫ں‬
a‫ی‬
‫ا‬a a
a‫ ۔‬a‫ ن‬a a‫راہ‬a a‫آزادی‬a
‫ز‬a ‫ا‬a a‫اس‬a a
a
a a ‫و‬a‫( اس‬Wallace Monument)
a‫دی‬a ‫ا ا‬a ‫ا‬a a a
a ‫ ے‬a a ‫و‬a a ‫ اری‬a a
a ‫دو ے‬a ‫ا‬a a a a
‫۔‬
a‫دی‬a‫ ر‬a‫ دن‬a a‫اس‬a a a ‫ و‬a
a a
‫ا‬a‫آف‬a
a‫اور‬a
(
a‫ں‬
a‫ڑ‬
a a
a‫ ان‬a a (Bannockburn) a‫ ن‬a
‫ا‬a a a‫ ج‬a (Edward II) a a‫ا ورڈ‬a‫اہ‬
a‫ار‬
a
‫ا‬a a‫ وس‬a‫را ٹ‬a a
) Scots Wha Hae
a a‫ں‬
a a
a a‫آپ‬a a
a
a
a
‫۔‬
a
: a
a ‫ا‬a‫اور‬a ، a
a a
a a‫ں‬
a
a‫ں‬
a
a
‫ ا‬a
‫آد‬a
a
a a
a
a‫ ار‬a‫ ش‬a
‫ ۔‬a
a
‫د‬a
‫ا‬a
a
a a‫ وہ‬a
a
a
a
a‫ م‬a
a
a
‫در‬a
a
a
a
a
a‫ا ٹ‬a‫آف‬a
a a‫اس‬a
‫ا‬a ‫ا ر‬a a ‫ ت‬a ‫ا‬a a ‫اس‬a a
a a
(
a a‫ وس‬a‫را ٹ‬a
‫ا ن‬a ‫( اور‬Perth) a
a ‫اور‬a a
a a ‫اڈ ا‬a a
a‫ا ٹ‬a
: a a ‫ادا‬a ‫ دار‬a ‫ا‬a
a ‫ ر‬a a
a‫ٹ‬
a
a
a
Scone
a a‫ں‬
‫ د‬a‫ م‬a a
a a
a
a‫رت‬
a‫ د ری‬a‫اس‬
a 1314 a‫ وس‬a‫را ٹ‬
‫ ۔‬a ‫د‬
a
a
a
a a
a
a ‫را ٹ‬a ‫د ۔‬a a
a a‫آد ں‬a ‫ا‬a
a
a
a
a a
‫د‬a
a ‫ رہ‬a a ‫دو ں‬a a ‫ری‬
a
a a‫آپ‬a a ‫ا‬a‫ ک‬a
‫ر‬
‫د‬
‫ا‬
a
‫ا‬a
a ‫ ع‬a ‫و‬a
a a
‫ا‬
‫ا‬a a a ‫دو ں‬a ‫ان‬a ‫اور‬a a a (Scone)
a ‫ا ٹ‬a ‫اور‬a a
‫ا‬a ‫دار‬a
a a
‫۔‬
(Highlands) ‫ں‬
a ‫ڑی‬
‫ ۔‬a a‫آ ز‬a
a
a
a
a‫ٹ‬
a ‫ا‬a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
‫ا‬a
a
‫ا‬
17
READING EXERCISE: STIRLING
Stage 1: Comprehension
Read the text and answer the following questions:
1.
What assertion does the writer make at the beginning of the passage?
2.
Write notes under the following headings:
3.
(i)
(ii)
(iii)
(iv)
(v)
Stirling Castle
The two dominant personalities connected with Stirling
The achievement and fate of William Wallace
The achievement of Robert the Bruce
The connection with Robert Burns
(a)
Apart from the historical aspect, what claim does the writer make
about the town itself?
What can the tourist do there?
What facilities are on offer?
(b)
(c)
4.
What roles did Perth and Scone play in Scottish history?
5.
What other advantages does Stirling offer to tourists?
6.
In your opinion, does the text justify the writer’s initial assertion?
Check your answers
Stage 2: Language
1.
Complete the paragraph below.
'
2.
Find the Urdu for:
•
•
•
•
•
•
The castle witnessed many struggles
two people stand out
the latter led the Scottish army
with a handful of men
the former capital
tourists who want to discover the Highlands
Check your answers
18
a‫م‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a
a
… … ‫وہ‬
a
a‫' اس‬
READING EXERCISE: STIRLING
Stage 3: Discussion
How important are historical considerations for the tourist? Discuss the
following questions with your classmates.
‫؟‬
‫؟‬
a
a
a‫ں‬
a
‫ر‬a
‫د‬a
‫د‬a
a ‫ ر‬a
‫؟‬
a‫اور‬a
‫ر‬
a‫ د ر‬a
‫ ر‬a a‫ں‬
a
a
‫ر‬a‫ د‬a
a
a
a
a
a
a
a
a‫ٹ‬
a‫ٹ‬
‫رو‬a
a‫ع‬
‫ا‬a
a‫ٹ‬
‫ا‬a
‫ا‬a‫اور‬a‫وں‬
‫؟‬
a
a
a‫ رے‬a
a‫ت‬
‫وا‬a
‫ ر‬a a‫اس‬a
a a
a
‫ ر‬a‫آپ‬a‫ں‬
a
© Learning and Teaching Scotland 2008
a
a
a
a‫ل‬
a a
a
a
a‫ رے‬a
a ‫ ا‬a
‫؟‬
a
•
‫ا‬a a‫ں‬
a‫ں‬
‫د‬a‫ہ‬
‫وا‬a‫وہ‬a
•
‫ا‬a
•
a‫ان‬a‫وہ‬a
a‫ت‬
•
a a‫• آپ‬
‫و‬a
‫و‬
a a‫آپ‬a a‫ں‬
a a a‫آپ‬a
•
THE WIDER WORLD (HIGHER, URDU)
19
a
a‫آپ‬a a a
‫ ؟‬a a ‫ا‬a
READING EXERCISE: STIRLING
Self assessment
Stage 1
1.
What assertion does the writer make at the beginning of the passage?
• that Stirling on its own stands for a whole chapter in Scottish history
2.
Write notes under the following headings:
(i)
Stirling Castle
• situated proudly on top of a hill, has seen many struggles
between Scotland and England
(ii)
The two dominant personalities connected with Stirling
• two champions of Scottish independence – Bruce and Wallace
(iii) The achievement and fate of William Wallace
• Wallace – opposed the English army at Stirling Bridge, gave
his life for that cause of independence, was betrayed, tortured
and hanged for defying the English king
(iv) The achievement of Robert the Bruce
• Bruce – routed the army of Edward II at Bannockburn with a
small band of men. This victory confirmed his authority as
king of Scotland
(v)
The connection with Robert Burns
• Burns poem ‘Scots wha hae’ celebrates this battle, Robert the
Bruce’s speech to his men before the battle
3.
(a)
Apart from the historical aspect, what claim does the writer make
about the town itself?
• it’s worth going out of your way to see
(b)
What can the tourist do there?
• stroll along the cobbled streets looking at the craft shops
20
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
READING EXERCISE: STIRLING
(c)
What facilities are on offer?
• plenty of restaurants
4.
What roles did Perth and Scone play in Scottish history?
• Perth – former capital
• Scone Abbey – where the Scottish kings were crowned
5.
What other advantages does Stirling offer to tourists?
• excellent starting point for tourists wishing to visit the Highlands
6.
In your opinion, does the text justify the writer’s initial assertion?
• Yes! Both by the details of the two famous battles and by pointing
out its proximity to other famous places in Scottish history.
Stage 2: Language
a‫ اہ‬a a‫ں‬
a
a
a‫دت‬
a
a
a
a‫ ج‬a
a
‫ ا‬a
a
a
‫در‬a
(‫ز‬
a
) a‫ں‬
a
a‫ڑی‬
a‫ں‬
a
a
‫ا‬a
•
a
•
‫ا‬a‫دار‬a
•
a‫ٹ‬
‫• ا‬
‫آد‬a
a
•
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
.2
a‫• دو‬
a a‫ں‬
‫ا‬a a
a
‫ح‬
a
21
LISTENING EXERCISE: SKIING IN SCOTLAND
Listening exercise: Skiing in Scotland
‫؟‬
a
‫د‬a‫ت‬
a
a
a a‫آپ‬a
a
a‫ٹ‬
‫ا‬a‫ں‬
a
a، ‫ زا‬a،
‫ ا‬: (Tahir)
a
a a
(Highlands) ‫ں‬
a‫ ڑی‬a، a‫ ل‬a a
a‫ ی‬a
a،‫ ں‬: (Farzana) ‫زا‬
a a ‫د‬a a a a ‫آپ‬a a‫ت‬
a
a‫اور‬a a
a ‫د‬a‫ن‬
a
a a
a
a‫ﻻ‬a ‫آپ‬a a
a‫س‬
a a a ‫آ پ‬a ‫اور‬a ، a
a a ‫آ‬a
a‫ ں‬a
a a ‫اس‬a
a ‫وا‬a‫س‬
‫ا‬a a
a
a
a ‫وا‬a
a‫و ں‬a، a‫ ے‬a‫در ن‬a a
a
a
a ‫…و ں‬a ‫ ۔‬a
a
a
(ski)
‫ا‬a
‫اور … ا‬a a ‫ ۔‬a ‫ ار‬a ‫ش‬
‫ ں۔‬a
a a‫ ر‬a‫دو‬a‫ ل‬a‫اس‬a a‫ … ۔‬a
a a
‫؟‬
a
a
‫ا‬a
(Easter)
a
a
‫ا‬a
‫؟‬
a…a
a
a‫ ڑی‬a ‫ں‬
a a‫رے‬
a
a a
a
a
a
a
a‫ل‬
a
a
a
‫آ‬a
a‫وری‬
a
a
a
a a ‫اس‬a a ‫آپ‬a a a a
a‫ں … آ ن‬
a‫ ں‬a ‫ ۔‬a
a a
aa a ‫ ا‬a
a a‫ رے‬a aa a
a a
‫ا‬a a
‫ ا۔‬a a‫ چ‬a
a
a a‫آپ‬a
a‫ رے‬a
a
a‫ٹ‬
‫ا‬a
a
‫ ار‬a ‫ت‬
a
(skiing) a
‫ا‬a
a
a a a … a a ‫ر‬a a
a a
a
a a
‫ا‬a
a
a
a …a a
a
a
a a
a
‫ا‬a
a ‫ رپ‬a
a… a
a a
‫آ‬a
a a‫اس‬a a a a
a
a
‫؟‬
a a
‫ا‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a ،‫ ر‬a
a a‫دن‬a‫ر ۔‬
‫ا‬a a ‫ت‬
a a‫ ری‬a‫ف‬
a
‫ا‬a
(skiing) a
a
a
(skiing) a
a
‫ ا‬a‫اور‬
‫وا‬a
a
a‫ا ں‬
a
a‫آپ‬a‫اور‬
a ، a ‫آ ن‬a
a a
a‫آپ‬a ،
a ٍ◌
a a‫ ن‬a ‫دو‬a ‫ا‬
a
a
a a‫اس‬
‫آ‬a ‫ ہ‬a
a‫ ۔‬a
a a‫ں‬
a
a
a
a
a
(skiing) a
‫ ر ؟‬a‫ا ی‬a
22
a‫ں‬
a ‫ ری‬a ‫ ف‬:
a a ‫دو ں‬a ،
(Glencoe) a
‫ا‬a a a
a‫ ۔‬a
a ‫ر‬a
a‫ ف‬a‫ ف‬a a a
‫وا‬a ،‫و ں‬a ‫اور‬a a
a a
(Aviemore) ‫ ر‬a ‫ی‬
‫ ۔‬a
a a a a
a‫ا ٹ‬a a‫آپ‬a
a a a ‫ن… ا‬
a‫ ا‬a a
a‫ ا‬a
a‫ﻻ ۔‬a‫ن‬
a‫و‬a‫ ز‬a‫م‬
‫؟‬
a
a‫را‬
a ،‫ں‬
:
: ‫زا‬
:
: ‫زا‬
:
: ‫زا‬
a ‫اری‬
‫ا‬
‫او‬a
a‫ں‬
a a
a‫م‬
a
a …‫ں‬
‫ ۔‬a
a
‫د‬a‫آپ‬a‫اور‬
:
… a‫ارے‬
: ‫زا‬
LISTENING EXERCISE: SKIING IN SCOTLAND
…‫ں‬
a
a‫۔‬
a
‫۔‬
a (skiing)
‫د‬a
a
a
‫ا‬aa
a
a
a (skiing)
a
‫؟‬
a‫ ری‬a‫ ف‬a
a‫۔‬
‫ر‬a
a
a‫د ں‬a
‫ ۔‬a
a‫ڑ‬
a a‫ ا‬a‫و‬a‫آب‬a
a‫ ف‬a‫ ل‬a‫اس‬a‫ل‬
a a
a a
a a‫ز دہ‬a‫و ں‬a،
‫ا‬a a‫ ا ں‬a
a‫ ا‬a
a
a‫۔‬
‫آ‬a
a
a
a
a
‫ا‬a
‫د‬a a
a‫ل‬
a‫ے‬
:
‫وا‬
a
a
a ‫ا‬a
…‫ں‬
‫ ا‬a a ‫د ں‬a‫ز دہ‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
: ‫زا‬
:
: ‫زا‬
23
LISTENING EXERCISE: SKIING IN SCOTLAND
Stage 1: Comprehension
Listen to the text and answer the following questions:
1.
What does Farzana like about the Highlands?
(2)
2.
What was her experience of skiing at Glencoe?
(1)
3.
What does she say about the snow on her subsequent visit to
Aviemore?
(1)
(a)
How do you go about getting equipment?
(1)
(b)
Why did Farzana not have to use these services?
(1)
4.
5.
Farzana somewhat reluctantly points out some of the drawbacks of
skiing in Scotland. What does she say about:
(i) the mountains
(ii) the types of skiing possible
(iii) the climate?
(1)
(2)
(1)
Check your answers
Stage 2: Discussion
What are the attractions of skiing for tourists? Discuss the following
questions with your friends.
‫؟‬
a
‫ا‬a‫ ت‬a
a‫ ن‬a
a‫ رے‬a
a‫ت‬
‫دوڑ ؟‬a‫ز دہ‬a
a
a‫ن‬
‫ڈ‬a
a‫ڑ‬
a ، ٍ◌
a ،‫ن‬
‫؟‬
‫ا‬a a
‫ا‬a a‫ں‬
a
a
‫• ا‬
a (skiing) a
a،‫ ف‬a‫ز دہ‬a
a
(skiing) a
‫ا‬a a ‫م‬
‫د‬a‫اور‬a
a
‫ا‬a، (skiing) a
•
‫ا‬a
‫ا‬a‫ف‬
‫؟‬
‫؟‬
‫؟‬
a
a a
‫ ا‬a
a
a‫ٹ‬
‫ا‬a a‫ں‬
a
‫ ا‬a
a
a
a
a
a
•
a
a
a (skiing) a
a
‫• ا‬
‫• ا‬
‫• ا‬
After listening to the recording and discussing the points above, write a short
paragraph in Urdu (about three or four sentences) outlining the attractions of
skiing for tourists.
24
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
LISTENING EXERCISE: SKIING IN SCOTLAND
Self assessment
Stage 1
1.
What does Farzana like about the Highlands?
(2)
• it is wild, some places seem never to have been visited before/you
feel you are the first people to go there
2.
What was her experience of skiing at Glencoe?
(1)
• the snow was not very good: at the end of the day it was melting all
around them
3.
What does she say about the snow on her subsequent visit to
Aviemore?
(1)
• it was the best you could find in Scotland
4.
(a)
How do you go about getting equipment?
(1)
• you hire it as you come into the resort
(b)
Why did Farzana not have to use these services?
(1)
• a friend who is mad about skiing got the equipment for her (so
she did not have to pay)
5.
Farzana somewhat reluctantly points out some of the drawbacks of
skiing in Scotland. What does she say about:
(i)
the mountains
(1)
• they are not very high
(ii)
the types of skiing possible
(2)
• just downhill skiing, not cross-country
(iii) the climate?
(1)
• the snow does not last very long/it lasts longer in the Alps
Total (10)
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
25
LISTENING EXERCISE: TRANSPORT
Listening exercise: Transport
Listen to Tahir and Farzana discussing problems caused by transport and then
answer in English the questions that follow.
a a
‫۔‬
‫د‬a
a ‫ ر‬a
a a
a a
a‫اور‬a
‫ز‬a‫ر‬
a‫ں‬
a
a
‫۔‬
‫ ر‬a
a
a
‫ز‬a‫ر‬
‫ا‬a
a‫۔‬
a‫ل‬
a
a ‫ ڑے‬a
a ‫وا‬a
a ‫وا‬a
a
a a ‫زدہ‬a ‫د‬
a‫ ں‬a
a‫ اد‬a
a
a‫ل‬
a a‫دن‬a‫وہ‬a‫ں‬
a a a
a
a a‫ و ں‬a
a
a
a
a
‫و‬a
a
a‫اور‬a
‫ر‬a‫ ھ‬a‫آ دی‬a a
a
a
a
a
a a
a
a a
a‫وں‬
a‫ ے‬a a‫آج‬
‫آ ۔‬a
a
a a
a a‫اس‬a،‫ ں‬a
a‫ رے‬a a‫اس‬a
a،‫ں‬
a a a
a
a
a a ‫آپ‬a a ‫ ؟‬a
a‫آرام‬a‫ز دہ‬a a
a a‫ ر‬a a
a‫ں‬
a
a
a
‫ا‬a ‫آپ‬
a‫ر‬
‫ا‬
a
‫ا‬a a a a ‫ ل‬a ‫ ا‬a a ‫اری‬
‫ا‬a ،
a
a ‫آ د‬a a a ‫ گ‬a
‫ا‬a ‫ ۔‬a a ‫د‬a a ‫ن‬
a‫ ر‬a a‫ ڑ ں‬a a a a
‫ا‬a a a
a‫روز‬a a‫ں‬
‫آ‬a ‫ ر‬a ‫اس‬a
a
a a a
a ‫آپ‬a a ‫ ۔‬a
a
a
a ‫ا اض‬a
a
a‫ل‬
‫ا‬a a ‫و ں‬a
a
a
a
a aa a‫ ں‬a‫ان‬a‫اور‬a‫ ؟‬a ‫ر‬a‫ے‬
a‫ ں‬a‫اور‬a‫ڑ ں‬
‫ا‬a ‫آﻻت‬a
a‫ص‬
a
a ‫اور‬a ، a ‫ ا‬a
a‫ ن‬a
a a
a‫ م‬a
a‫ں‬
a‫ ے‬a a ‫ گ‬a
‫ا‬a ٍ ◌
‫ ۔‬a ‫ر‬a
a
a a‫آوازوں‬a a‫ڑ ں‬
a ‫ا‬a a
a a a
a ‫اس‬a ‫ ۔‬a
‫در‬a ‫ ت‬a a ‫آپ‬a
a ،‫ں‬
‫ا‬a‫اور‬a
a‫ل‬
‫ا‬a‫ ر‬a a‫ ر‬a‫ک‬
a‫ گ‬a ‫وا‬a
‫ر‬a‫ ر‬a a a
‫ ۔‬a‫ ں‬a‫ ون‬a a
a a ‫آ د‬a‫وہ‬a‫ ح‬a‫اس‬a‫اور‬a
a a
a‫ رے‬a a
a
a
a a‫آ ہ‬a
‫ ل‬a a a a
a ‫ذر‬a ‫ ا‬a a
a
a
a ‫ ۔‬a ‫ ں‬a ‫دار‬a
a‫ ری‬a
a a
26
a‫د‬
a
a‫ت‬
a
‫؟‬
a a ‫آرام‬a
a a ‫وں‬
a a
a‫ دی‬a
a ٍ◌
a a a
a،‫ ں‬a
a a‫ ح‬a
a
a‫اور‬a
a‫او ت‬a
a a a
a a‫پ‬
a
a‫ ف‬a
a a‫ن‬
a‫ا ات۔‬a‫اب‬
a ‫ا اج‬a
‫ذ‬a a
a ‫اس‬a ‫۔‬
a‫آپ‬a
a‫۔‬
a‫ رے‬a‫اس‬a
a a‫ں‬
a‫ں‬
a
a ‫ا‬a a ‫ں‬
a ‫ر‬a a
a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a‫ل‬
a
‫ا‬a
a a a‫ں‬
a‫ل‬
a a‫آپ‬a‫۔‬
a
a‫ ؤس‬a
a a‫ ر‬a‫ ص‬a
‫ز‬a ‫ذرا‬a a
a ‫و‬a a
a ‫ ؤس‬a
a
a ‫ا د‬a
a
a a
‫ اا‬a ‫ا‬a
a
a
a
a
a
a‫ ری‬a‫ر‬
a
a a 2010
‫ ر‬a a a‫ں‬
a‫ ف‬a ‫ا‬
‫ ۔‬a a ‫د‬
:
: ‫زا‬
:
: ‫زا‬
:
: ‫زا‬
:
LISTENING EXERCISE: TRANSPORT
‫۔‬
a‫ ف‬a‫ روں‬a ‫ا‬a‫اور‬a a
a a a a‫ ۔‬a
a
a a a‫ م‬a a
a‫ د‬a
‫ ۔‬a
a
a‫ز دہ‬a‫اور‬a a‫ وں‬a ‫د‬a‫ڑ‬
a‫ ہ‬a
‫ر‬a ‫ ی‬a ‫د‬a ‫ا‬
a a‫ض‬
a‫ رے‬a
a‫ذرا‬a a
a‫ ر‬a‫د‬
a a
a
a
a‫ ل‬a‫ ا‬a‫و‬a‫آب‬a
a‫ ر‬a ‫ا‬a a
a a ‫ وں‬a
a
‫ا‬a
: ‫زا‬
a‫ د‬a
a‫ا ن‬a a a
a a
a
a
a‫آرام‬a ‫ا‬a‫ ف‬a a‫ و د‬a a
a
a ‫ا‬
‫ا‬a
a،
a a
a a a
a‫ م‬a‫ان‬a
a a
a a a a‫ ی‬a a
a‫ان‬a ٍ ◌
a‫آج‬a‫۔‬
a a
a‫ا ق‬a
a‫ل‬
a‫ ت‬a
‫ا‬a
‫ ۔‬a
‫ ۔‬a‫ وں‬a
‫؟‬
a
a
a
a
‫و‬a
a
a‫اس‬a
‫۔‬
‫ا‬a
a
a
a‫آپ‬a
a ‫ا‬a
a
a
a
a‫اور‬
a‫آپ‬a
a
a‫اس‬a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
:
: ‫زا‬
:
: ‫زا‬
:
27
LISTENING EXERCISE: TRANSPORT
Questions
1.
According to Farzana, what do the number of cars and buses on the
road demonstrate?
(2)
2.
What two methods of transport does Tahir recommend?
(2)
3.
Why does Farzana think the car is the most convenient way to
travel?
(1)
4.
(a)
(b)
5.
6.
(2)
What sectors of the population are especially affected by
each of these problems?
(2)
According to Farzana, how could car owners help to reduce
pollution?
(a)
(b)
7.
What two health problems caused by traffic does Tahir
mention?
(2)
According to Tahir which particular environmental problem
does transport contribute to?
(1)
What does he say is predicted for the year 2010?
(3)
What criticism does Tahir make regarding the attitude of human
beings in the face of so many environmental problems?
(2)
8.
What changes are Farzana and Tahir going to make in their lives?
(2)
9.
What do they think could happen as a result of their efforts?
(1)
Total (20)
28
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
LISTENING EXERCISE: TRANSPORT
Self assessment
1.
According to Farzana, what do the number of cars and buses on the
road demonstrate?
(2)
• the population is increasing
• quality of life is increasing
2.
What two methods of transport does Tahir recommend?
(2)
• going by bike
• walking
3.
Why does Farzana think the car is the most convenient way to
travel?
(1)
• don’t have to wait for hours at the bus stop
4.
(a)
What two health problems caused by traffic does Tahir
mention?
(2)
• lung disease
• hearing problems/problems caused by noise
(b)
What sectors of the population are especially affected by
each of these problems?
(2)
• elderly and children – have breathing problems
• people who work in big cities/exposed to traffic all day – have
hearing problems
5.
According to Farzana, how could car owners help to reduce
pollution
(2)
• they could car share
• give their neighbours a lift
6.
(a)
According to Tahir what particular environmental problem
does transport contribute to?
(1)
• greenhouse effect
(b)
What does he say is predicted for the year 2010?
(3)
• transport will be the greatest source of greenhouse gases in EU
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
29
LISTENING EXERCISE: TRANSPORT
7.
What criticism does Tahir make regarding the attitude of human
beings in the face of so many environmental problems?
(2)
• we are very selfish
• only think of our own comfort/convenience
8.
What changes are Farzana and Tahir going to make in their lives?
(2)
• leave the car at home
• use their bikes more
9.
What do they think could happen as a result of their efforts?
(1)
• the climate will change
Total (20)
30
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
Listening exercise: The West Coast of Scotland
‫؟‬
a ‫آ‬a‫م‬
a
a‫ٹ‬
‫ا‬a‫آپ‬a
a a
a
!
‫ زر‬: (Tasneem)
a a ‫ ا‬a
‫دو‬a ‫ ے‬a ‫اور‬a
a a
a‫م‬
‫ا‬a
a ٍ◌
… a ‫ ڑا‬a ‫ ں‬: (Zarina)
a، (Inveraray) a ‫ا ارے‬a ‫ رے‬a
a a a، a
a
a
a ‫د‬a a a ‫ر‬
a a‫اس‬a‫ذرا‬aa a‫۔‬
a (Fort William) ‫و‬a‫ رٹ‬a a a‫اور‬a
a a (Oban) ‫او ن‬
a
a a (Mallaig)
a‫ رے‬a‫ رے‬a
‘Road to the Isles’
‫آ‬a
‫آ ۔‬a‫ ٹ‬a
a a a a ‫آ‬a ‫وا‬a ‫و‬a‫ رٹ‬a‫۔‬
a ‫وا‬a a‫و ں‬a a‫اور‬a
‫؟‬
a
a
a
a
a‫ز دہ‬a
a
a a‫آپ‬a‫دوران‬a
a
a‫اس‬a‫اور‬
:
a‫ م‬a a‫ … اس‬a ‫ا‬a
a
a‫ ۔‬a
‫د‬a
a‫ت‬
a‫ م‬a a a a a
a ، a ‫ار‬
a
a‫ت‬
a
a،
‫د‬a
a ‫و ں‬a a
a ،‫ا ارے‬a ٍ ◌
a a ‫د ن‬a a
a ‫ا‬a a a ‫ ک‬a ‫در ن‬a a ‫او ن‬a ‫اور‬a ‫ا ارے‬a a ‫اور‬a a
‫ر‬
a
a a ‫ا م‬a ‫د‬a ‫اور‬a
a
a ‫و ں‬a ،
a
a ‫ ؤس‬a
‫ا‬a ‫ا‬a
a a ‫ر‬
a a ‫او ن‬a a ‫اور‬a ‫ ۔‬a
a ‫ا‬a
a
‫وا‬a a ‫ ۔‬a
a
a‫ں‬
a
a
a a‫آ د‬a
a
a a
a ‫آ‬a‫ ہ‬a
a a (‘Pulpit Hill’) a‫◌ ِ ٹ‬
a‫ س‬a
a‫ گ‬a
a a
a
‫د‬a a
a ‫وہ‬a ‫اور‬a
a ‫ ری‬a a ‫او ر … و ں‬
a a ‫او ن‬a a a
a ‫ ل‬a a ‫ ح‬a ‫ا‬a a ‫ ۔‬a
a (‘McCaid’s Folly)
a
a ، ‫آ‬a
a a
‫د‬a
a a‫ ں‬a
a
a
a ‫اور‬a a
a ‫او‬a a
a a a
a ، a a ‫اس‬a ‫ ۔‬a‫واﻻ‬a
a
a
a
a a‫اس‬a‫اور‬a‫د ت‬a a‫ے‬
a‫ رے‬a
(Ben Nevis) a
a a a‫ ں‬a
a ‫روا‬a a a ‫و‬a‫ رٹ‬a a، a
a‫ ڑ‬a a
a a a
a‫ اب‬a
a ‫وا‬a
a‫۔‬
a a
a ‫ا‬a a‫ا ں‬
a‫س‬
‫ا‬a a
a a‫اس‬a ‫ … اور … وا‬a‫آ د‬a
… a ‫آ‬a a
‫ ر‬a‫ز دہ‬a‫اور‬
a‫آپ‬a، a‫ ف‬a ‫وا‬a a
Mallaig … a
a‫ذرا‬a‫ رہ‬a
a‫ ۔‬a a‫ا‬
a a ‫ا س‬a ‫ ۔‬a ‫ ے‬a
a (Caribbean) a
a ‫آپ‬a a
a‫س‬
a ‫ا‬a
a a‫اس‬a،
a a
a
‫د‬a a
a
a a a
‫ا‬a a
a a
a‫دی‬
a‫ ں‬a
a
a ‫وا‬a a‫… اور‬
a
a ‫ ر‬a‫و اﻻ‬a
a a‫ ں‬a ‫وا‬a
a‫درے‬a
Glencoe ‫وہ‬a a ‫وا‬a
a
a‫ز دہ‬a a
a
a a a
a ‫…آ‬
a aa a
a ‫ ر‬a ‫…ا‬
a‫ ل‬a‫ ے‬a ‫وا‬a a a‫ ۔‬a
‫وا‬a‫ ری‬a a a
‫۔‬
a a a
a‫اور‬a
a a‫آپ‬
‫؟‬
a
a‫ں‬
a
a
a
a
a
a‫ رے‬a
a
a a
a
a‫آ ن‬a a
a‫ن‬
a
‫ذر‬a
a
a
a‫ت‬
a ‫ از‬a a‫ ل‬a‫رت‬
a a‫ت‬
a‫آ د‬a
a‫آ د‬a
a‫آپ‬a ‫… ا‬
a
a a
a‫م‬
a‫ان‬a
a‫آپ‬a‫اور‬
a a‫ ل‬a‫ا‬
a‫… ا ٹ‬
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
‫زر‬
:
‫زر‬
:
‫زر‬
:
31
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
a
a
a
a‫ز دہ‬a ‫آپ‬a
a
a
…
a‫اس‬a
…
a a‫ ں‬a
a
a
‫ر‬a a‫ں‬
32
a
a
،
a
a
a
a
a a a a
a ‫ ڑی‬a ‫ر‬a ‫ف‬
‫ر‬a ‫آرام‬a ‫ز دہ‬a
a
a a ‫ ر‬a a ‫ د‬a ‫ا‬a
a
‫د‬a ‫او ت‬a ‫ م‬a a ‫ان‬a ،‫ر‬
‫ا‬a a ‫ ں‬a ‫… آپ‬
a a a
a‫ر‬
‫ا‬a‫ں‬
a a‫… … رش‬
a a‫ن‬
a
‫را‬a a
a‫و‬a a a a‫ ل‬a‫ا‬
a‫ا دہ‬a‫دور‬a
a a
a
a a a
a
a a‫ ر‬a
‫۔‬
a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a a a ‫آپ‬
a ،‫ ں‬a ‫۔‬
a
a ‫آزاد‬
a‫ دی‬a
a‫ و د‬a
…
a
a
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
Stage 1: Comprehension
Listen as far as '
a
a a
a‫اور‬a
a a‫آپ‬a a
a‫ی‬
a
‫ ' ا‬and answer the
following questions.
1.
When did Zarina make the trip?
(1)
2.
How did she travel?
(1)
3.
Who was with her?
(1)
4.
What has she to say in general about the towns she visited?
(1)
5.
What did she do in Inveraray?
(1)
6.
What produce did they sample when they stopped between Inveraray
and Oban?
(1)
7.
What was her opinion of Pulpit Hill and McCaig’s Folly?
(1)
8.
Where did they sleep in Fort William?
(2)
9.
What was the effect of the weather at Fort William?
(1)
10.
Why could you have thought you were in the Caribbean at Mallaig? (1)
11.
In what way do photos not tell the full story?
(1)
12.
What was Zarina’s impression of Glencoe?
(1)
Check your answers
Listen to the last part of the recording.
13.
What is the topic under discussion here?
(1)
14.
Why does she think it is easier to travel in Scotland than in Pakistan? (2)
15.
What are the four disadvantages she mentions of not having your own
car?
(4)
Total (20)
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
33
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
Stage 2: Discussion
Discuss with your friends if it is easy to get around isolated areas in Scotland.
‫؟‬
a‫م‬
a‫و‬a
‫ا‬a a a
a ‫ذرا‬a
a‫؟‬
a‫ورت‬
a
a ‫و‬a
‫ ا‬a
a
a
a
a‫آپ‬a
a ‫ذرا‬a
a‫ ؟‬a
a‫ل‬
a
a
a
‫ ا‬a
a‫ں‬
a‫ اد‬a
a‫ز‬
‫ا‬a‫ ر‬a
a
‫د‬a
‫؟‬
34
a
a
‫ر‬a
a a a‫ ر‬a
a a ‫دراز‬a ‫دور‬a
a ‫ ا‬a‫اور‬a‫ں‬
a
‫ا‬a،
a
a
a
a
a‫ں‬
a ‫ا ٹ‬a a
a ‫ ل‬a a ‫آپ‬
a،‫ ڑ ں‬a ‫ر‬a،
a a‫ ؟‬a‫ل‬
‫ ؟‬a
a‫ل‬
‫ا‬a a
‫ا‬a a‫آپ‬a a a
a a‫ں‬
a‫ ڑی‬a a‫ ر‬a
‫ ؟‬a
a‫ روان‬a a a‫ ک‬a
a a‫ ؟‬a
a‫ا ور‬a‫ت‬
a
‫د‬a‫ز دہ‬a
a‫س‬
a‫آزادی‬a‫ز دہ‬a a‫آپ‬a a
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
a
‫و‬a‫اس‬a‫آپ‬a
a a
a a‫ل‬
‫ا‬a a a
a‫ل‬
a
a
a a‫آپ‬
‫ر‬a a
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
Self assessment
Stage 1
1.
When did Zarina make the trip?
(1)
• last weekend
2.
How did she travel?
(1)
• in a car she hired
3.
Who was with her?
(1)
• friends
4.
What has she to say in general about the towns she visited?
(1)
• the towns were very interesting, pleasant
5.
What did she do in Inveraray?
(1)
• she visited the castle
6.
What produce did they sample when they stopped between Inveraray
and Oban?
(1)
• tasted salmon and other smoked fish
7.
What was her opinion of Pulpit Hill and McCaig’s Folly?
(1)
• she liked Pulpit Hill which stands above the town and overlooks the
bay and she found the view impressive
8.
Where did they sleep in Fort William?
(2)
• at the foot of Ben Nevis, in a youth hostel
9.
What was the effect of the weather at Fort William?
(1)
• the bad weather made the mountain all the more impressive/misty
10.
Why could you have thought you were in the Caribbean at Mallaig? (1)
• the water was so clear
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008
35
LISTENING EXERCISE: THE WEST COAST OF SCOTLAND
11.
In what way do photos not tell the full story?
(1)
• photos don’t show how cold it was
12.
What was Zarina’s impression of Glencoe?
(1)
• most impressive, a landscape not to be found elsewhere
13.
What is the topic under discussion here?
(1)
• access to these isolated places
14.
Why does she think it is easier to travel in Scotland than in Pakistan? (2)
• because there is not only a train service, but also a bus service,
which is relatively cheap
15.
What are the four disadvantages she mentions of not having your own
car?
(4)
•
•
•
•
you
you
you
you
have
have
have
have
to
to
to
to
wait for buses
check timetables
spend hours in the cold
wait for hours and hours in the rain
Total (20)
36
THE WIDER WORLD (HIGHER, URDU)
© Learning and Teaching Scotland 2008