1. Objective and Expected outcome

  • To enable students to be aware of the role of Urdu in society
  • To enable students to be aware of the different types of literary forms
  • To enable students to read different literary pieces in Urdu regarding the problems and issues which are identified by University of Delhi
  • To enable students that they can express their views on current topics
  • To enable students that they can speak confidently in Urdu

Every Semester, teaching will be spread over 16 weeks including two weeks for review.

Organization of Teaching

There are six units in the course speread over 14 weeks. There would be 56 teaching periods and 14 periods for students’ presentation in a semester and the total number of period will be 70 (56+14). The details of the Units / themes and their distribution of periods are given below. In addition two weeks for field work/ project work / trip – related activity as required by the course curriculum will be given.

2. Themes & Sub-themes

I. Self-Introduction (4 periods)
II. Introduction of Urdu Language (4 periods)
III. Nazm (12 periods)

  • Self-Introduction
  • Nazmein
    • Des Se Ane Wale Bata
    • Ae Shareef Insanoon
    • Peshen Goi

IV. Afsana/Kahani (12 periods)

  • Introduction
  • Afsane
    • Chothi Ka Joda
    • Dushmani (Hindi story)
    • Garam Kot

V. Mazmoon (12 periods)

  • Introduction
  • Mazameen:
    • Sehatmand Khandan Ki Tashkeel
    • Lal Qila

VI. Amali Qawaid Aur Inshaa (12 periods)

Teacher should write a paragraph and he should denote the following concepts

  • Ism, Zameer, Sifat, Fail, Tashbeeh, Isteaara, Mubalagha, Talmih
  • Mazmoon Nigari
  • Letter Writing
  • Afsana Nawisi/Story Writing
  • Nazm Nawisi

This section is to be based on an interactive session at the teacher’s discretion and is to be concerned with the various topics covered in the section like Qawwali, Ghazal Recitation
& Mono acting etc.

3. Project works

  • Mazmoon on environment, education, social problems and diseases
  • Project on situation of Urdu in Delhi & all over India
  • Afsana on the relevant social problems
  •  Afsana on linguistic problems
  • Nazam nigani on different aspect of student interest
  • Letter writing in Urdu to any government officer
  • Prepare a project on how to teach Urdu to a Child
  • Translate a page on google from English to Urdu and find the need to improve it
  • Role of film songs & Ghazals in development of Urdu


The assessment of the students’ performance will be through:

(i) A. Project work and presentation (35 marks)
B. Classroom participation.

(ii) Written examination (40 marks)

As per University norms for Foundation Courses

4. Reading List

Printed Material

Zabanon Ka Ghar Hindustan, by Ehtesham Hussain Published by NCPUL, pp. 13-17
O Des Se Aane Wale Bata (Patriotism & Ruralism) by Akhtar Sheerani (Inthikhab-e-Nav Edited by Department of Urdu, Delhi University, EPH, Aligarh, p. 74 to 77.)
Ae Shareef Insaano (War & Peace) by Sahir Ludhyanvi. Inthikhab-e-Nau Part – I, Edited by Department of Urdu, Delhi University, published by EPH, Aligarh, pp. 57 to 59.
Peeshen Goi (Socio Political Out Look ) Andhere Mein Sulagte Haroorf by Surjeet Patar, Sahitya Academy, pp. 112 to 115. (Punjabi Nazm)
Chothi Ka Joda by Asmat Chugtai Urdu ke Tera Afsane Ed. Ather Parvez, Educational Publishing House, Aligarh, pp. 161 to 168.
Dushmani by Ajay Yatesh (Story of Various Communities).
Muntakhib Dalit Kahaniyan, Ed. Ramnika Gupta Sahitya Academy, pp. 191 to 197. Garam Kot by Rajinder Singh Bedi (Human Relations). Rajinder Singh Bedi Aur Unke Afsane, Edited by Dr. Athar Parvez published by EPH, Aligarh, 1983. (Page No. 113-126). Sehatmand Khandan Ki Tashkeel by Syed Hamid (Family, Food & Health Problems). Fanoos ke Gardish by Syed Hamid published by Nai Kitab publishers, Jamia Nagar, Delhi pp. 20 to 32.
Lal Quila by Mohd. Mujeeb Translated by Mohd. Zakir (History & Culture. Hindustani Samaj par Islami Asar Aur Doosre Mazameen Translated by Mohd. Zakir, Delhi Kitab Ghar Jama masjid, Delhi- 110006 pp. 91 to 96.
Urdu Zaban O Qawaid Part-I by Shafi Ahmed Siddiqui pp-1 to 158.

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