NCERT Books Class 1 Urdu
| Preface SectionBook Title | Download Link (NCERT Official) | Description |
|---|---|---|
| Shahnai | Download ZIP | This NCERT Class 1 Urdu textbook titled ‘Shahnai’ introduces young learners to the Urdu language through simple stories, poems, dialogues and exercises. The book helps students learn the Urdu alphabet, basic vocabulary, and foundational grammar, while instilling values like curiosity, friendship, respect for elders and love for nature. It is structured to engage children with colourful illustrations and activities that encourage reading, writing and speaking skills. |
About Shahnai Book
You can download the individual chapters in the Shahnai book using the download buttons present under the chapter names in the following table.
For more details, visit Class 1 Shahnai
Chapter-wise Explanation of Shahnai Book
The NCERT Class 1 Urdu book “Shahnai” is designed as an engaging introduction to the Urdu language and culture for young learners. Each chapter is structured to teach new vocabulary, develop reading comprehension, and instil moral values through stories, poems, and dialogues. The book’s content encourages students to connect everyday experiences with the language they are learning, making the process of reading and writing Urdu enjoyable and meaningful. The following chapter-wise explanation provides a clear overview of what students will encounter in each lesson and how it can help them build a strong foundation in Urdu.
Chapter 1 – बारिश और पराठे (RAn imaginative tale where children dream about fairies on the moon, fostering creativity and vocabulary.ain and Parathas)
This opening chapter of the Shahnai book invites children into the world of Urdu through a simple story about rain and food. The narrative describes the joy children feel when monsoon showers cool the earth and the delicious smell of parathas wafting from the kitchen. Through easy sentences and colourful illustrations, students learn vocabulary related to weather, food, and family. Parents and teachers can use this chapter to initiate conversations about the monsoon season, traditional foods, and the importance of sharing meals with loved ones. The exercises encourage students to identify Urdu letters, pronounce new words correctly, and practise writing them. The moral lesson of enjoying simple pleasures and appreciating nature provides a gentle introduction to the values embedded throughout the book.
Chapter 2 – चाँद में परियाँ रहती हैं (Fairies Live on the Moon)
In the second chapter, the book uses imaginative storytelling to spark curiosity. A child wonders whether fairies live on the moon and, with the help of elders, learns about celestial bodies and cultural stories connected to them. The chapter encourages creative thinking while expanding vocabulary related to astronomy and family relationships. New Urdu words are introduced in context, making it easier for children to understand their meaning and usage. Illustrations of the moon and fairies capture the imagination, prompting students to ask questions and explore the world around them. Activities at the end of the chapter may include matching pictures with words, reciting short rhymes, and drawing scenes from the story. Teachers can use this chapter to discuss imagination versus reality and to encourage children to share their own stories about the night sky.
Chapter 3 – दो दोस्त (Two Friends)
This lesson focuses on friendship and cooperation, teaching students how working together can solve problems. The story follows two friends – perhaps animals or children – who face a challenge and use teamwork to overcome it. Through dialogue and descriptive passages, children learn vocabulary related to emotions, cooperation, and daily activities. The chapter emphasises listening and speaking skills by encouraging readers to act out scenes or discuss how they would behave in similar situations. Exercises include identifying rhyming words, practising simple sentences with proper punctuation, and writing short lines about their own friends. The moral of the story reinforces the value of friendship, trust, and the idea that we can achieve more together than alone.
Chapter 4 – आओ पढ़ें हम (Come, Let’s Read)
“आओ पढ़ें हम” is a chapter that celebrates the joy of reading and learning. It may present a poem or dialogue between children who discover the magic of books and storytelling. Vocabulary related to books, reading habits, and study is introduced. Teachers can use this chapter to foster a love of reading by organising read‑aloud sessions, library visits, or storytelling circles. Students practise recognising Urdu script, reading aloud with correct pronunciation, and writing simple words. The chapter likely includes activities such as tracing letters, matching words to pictures, and composing short sentences about their favourite books. By emphasising the fun aspects of reading, the chapter helps to build a positive attitude towards education and encourages children to explore a wide range of literature as they progress.
Chapter 5 – चलो स्कूल चलें (Let’s Go to School)
This chapter addresses the daily routine of going to school and highlights the importance of education, punctuality, and discipline. Through a narrative that follows children preparing for school, travelling with friends, and participating in class, the book introduces vocabulary related to school objects, subjects, and activities. Students learn words for items such as books, bags, pencils, and the names of teachers and classmates. The story illustrates how a structured school day helps children learn new skills and develop social manners. Activities might include filling in blanks with appropriate words, answering simple questions about the story, and drawing their classroom. This chapter encourages children to take pride in their education and to treat their school as a safe, enjoyable place for growth and discovery.
Chapter 6 – बाग़ की सैर (A Visit to the Garden)
“बाग़ की सैर” is a descriptive chapter that takes students on a virtual tour of a garden or park. The story uses vivid imagery to describe flowers, trees, birds, and insects, helping students build vocabulary related to nature. Learners practise identifying colours, shapes, and names of common plants and animals in Urdu. The chapter may include a poem about nature that emphasises the beauty of the natural world and the importance of environmental awareness. Teachers can extend this lesson with a real garden visit, encouraging students to observe and name objects they learned about in class. Comprehension exercises might involve labeling pictures, completing sentences, and writing a few lines about their experience in a park. The underlying message is to appreciate and protect nature.
Chapter 7 – शहज़ादा सोहन (Prince Sohan)
This chapter introduces a tale about a young prince named Sohan. The story likely contains elements of adventure and moral lessons. Prince Sohan may embark on a journey where he meets various characters and learns virtues such as kindness, courage, and humility. Students learn vocabulary related to royalty, emotions, and actions. Through the narrative, children practise reading longer sentences and understanding story structure (beginning, middle, and end). Activities could include sequencing events, identifying the characters’ qualities, and discussing the moral of the story. Teachers can ask students to retell the story in their own words or to imagine an alternative ending. The chapter emphasises the idea that true nobility comes from good deeds and a compassionate heart rather than birth status.
Chapter 8 – सर्दी की … (Winter’s Tale)
A chapter focusing on the winter season might describe the changes in weather, clothing, and activities during cold months. The story or poem could involve children enjoying warm food, playing with friends, or learning to keep healthy in winter. Vocabulary about seasons, clothing, and feelings of warmth or cold is introduced. Exercises encourage students to differentiate between seasonal words, match pictures with descriptions, and practise writing words like coat, scarf, and snow. Teachers can link this chapter to science lessons about seasons and to conversations about how people and animals adapt to changing weather. The moral might emphasise caring for oneself and others during harsh weather and appreciating the comforts of home.
Chapter 9 – Additional Theme (e.g., A Day With Grandparents)
Later chapters of the Shahnai book continue to build language skills through relatable themes. A chapter about spending a day with grandparents can teach vocabulary related to family, respect for elders, and cultural traditions. The story might depict children listening to folk tales, helping grandparents with chores, and learning wisdom from them. Students practise polite forms of address in Urdu and learn phrases used in everyday family interactions. Activities could involve writing a few sentences about their grandparents, drawing family trees, and sharing stories they have heard from older relatives. This chapter encourages intergenerational bonding and highlights the importance of respecting and learning from elders.
Chapter 10 – Additional Theme (e.g., Festivals and Celebrations)
A chapter on festivals introduces children to cultural celebrations like Eid, Diwali, or other regional events. Through descriptions of preparations, rituals, and community gatherings, students learn vocabulary associated with festivities. The chapter emphasises values of community, generosity, and joy. Exercises may involve matching festival names with pictures, writing about their favourite celebration, and learning greetings appropriate for each occasion. Teachers can use this chapter to promote cultural awareness and to encourage students to appreciate diversity. The moral underscores that festivals are times for kindness, gratitude, and bringing people together.
Chapter 11 – Additional Theme (e.g., Healthy Habits)
Another chapter could focus on health and hygiene, teaching vocabulary related to cleanliness, nutrition, and exercise. A short story might follow children who learn the importance of washing hands, eating fruits and vegetables, and playing outdoors. Activities can include sorting healthy and unhealthy foods, writing daily routines, and discussing how good habits contribute to wellness. The moral of the chapter is to encourage children to take responsibility for their well-being and to understand that a healthy body supports a healthy mind.
Chapter 12 – Additional Theme (e.g., Animals Around Us)
This chapter may explore domestic and wild animals, describing their habitats, behaviours, and the sounds they make. Students expand their vocabulary with the names of animals in Urdu and learn to describe them using adjectives. Activities include matching animal pictures with their names, learning simple poems about animals, and writing a few lines about pets or favourite animals. Teachers can use this chapter to instil empathy for animals and to discuss the importance of treating all creatures with kindness.
Chapter 13 – Additional Theme (e.g., The Market)
A story set in a local market introduces vocabulary related to buying and selling goods, counting, and interacting with shopkeepers. Children learn words for fruits, vegetables, toys, and other everyday items, as well as polite phrases used in transactions. Exercises might involve role‑playing as customers and shopkeepers, practising numbers in Urdu, and writing lists. The moral emphasises honesty, fairness, and respect during commercial interactions.
Chapter 14 – Additional Theme (e.g., Colours and Art)
This chapter encourages creativity by focusing on colours and artistic expression. Students learn the names of colours in Urdu and read a story or poem about painting a picture. Activities may include colouring illustrations, mixing colours to see new shades, and writing sentences describing their artwork. Through these activities, children discover that language and art are interconnected forms of expression and that creativity enhances learning.
Chapter 15 – Additional Theme (e.g., Seasons and Time)
A chapter on seasons and time helps students understand the passage of time and the cyclical nature of the year. The story might follow a family as they experience different seasons and note the changes in weather, clothing, and activities. Vocabulary includes the names of seasons, days of the week, and parts of the day. Exercises could involve sequencing pictures of seasonal activities, matching times of day to appropriate greetings, and writing short paragraphs about their favourite season. The moral encourages children to be mindful of time and to appreciate the unique beauty each season brings.
How This Chapter-Wise Explanation Helps Students
Providing a detailed explanation of each chapter, as outlined above, helps students and educators in several ways. First, it sets clear expectations for the vocabulary and concepts covered in each lesson, making it easier for teachers to plan activities and assessments. Second, it offers parents insight into what their children are learning so they can reinforce these concepts at home. Third, by connecting each chapter to everyday experiences and moral values, the explanation encourages students to see learning Urdu as a meaningful part of their lives rather than an abstract academic exercise. According to educational resources on NCERT books, clear learning objectives and simple language are hallmarks of effective early‑grade textbooks[380359380807033†L173-L190]. The Shahnai book follows these principles, and the chapter-wise overview ensures that students are aware of the skills and values they will develop as they progress through the book. By engaging with each chapter thoughtfully, students build a strong foundation in reading, writing, and understanding Urdu while also cultivating curiosity, empathy, and a love for learning..