BSEH Secondary Urdu study plan

Identify and correctly label all major parts of speech (ism, fe'l, harf) in 20 Urdu sentences

Explain the difference between ism-e-khas and ism-e-aam, and between fe'l-e-lazim and fe'l-e-muta'addi, with two examples each

Conjugate 10 common verbs across past, present, and future tenses in all three persons

Memorize and use correctly the rules of gender (mu'annas/muzakkar) for 30 frequently confused nouns

Apply the rules of izafat, tarkeeb, and compound formations (murakkab-e-izafi, murakkab-e-isfahi) to construct 15 correct phrases

Correct 25 sentences containing common errors in number, gender, and case agreement

Distinguish and correctly use 20 pairs of commonly confused words (e.g., words differing by aspirated consonants or short vowels)

Punctuate 10 unpunctuated paragraphs correctly, including the Urdu full stop (khatma), comma, and quotation marks

Summarize the life, major works, and stylistic contribution of at least four classical poets (e.g., Wali Dakkani, Mir Taqi Mir, Mirza Ghalib, and one more of your choice)

Identify and explain the structure of a ghazal: matla, maqta, radif, qafiya, and beher

Scan and name the beher of five ghazal couplets by counting arkan

Describe the themes and narrative features of one classical prose work (e.g., a dastan such as Bagh-o-Bahar or a work of Fort William College prose)

Outline the literary movements (Sir Syed's reformist prose, Romanticism/Progressive Writers' Movement, and modernism) and place six writers within them

Compare the thematic concerns of two modern poets (e.g., Iqbal's philosophical verse and Faiz or Faraz's ghazal) in a short written analysis

Summarize the contribution of at least three modern prose writers or fiction writers (e.g., Premchand, Krishan Chander, Qurratulain Hyder, Bano Qudsia)

Explain the role of literary devices (tashbeeh, isti'ara, majaz) with one example each from a text you have read

Write three lesson plans (one each for grammar, prose, and poetry) using a stated objective, activity, and assessment structure

Design a 15-minute listening activity and a 15-minute speaking activity with clear success criteria

Demonstrate a guided-reading sequence (pre-reading, while-reading, post-reading) for a short Urdu passage

List five strategies for teaching writing (process writing, model texts, peer editing) and apply one to a sample paragraph

Match three learning theories (behaviourism, constructivism, socio-cultural) to concrete Urdu classroom practices

Explain formative and summative assessment and construct a 10-item test blueprint mapped to learning objectives

Map the prescribed Urdu curriculum's strands (reading, writing, listening, speaking, grammar, literature) across the secondary grades

Analyze a textbook chapter and identify how it addresses each strand, noting any gaps

Identify three ways to adapt an Urdu lesson for students with hearing, visual, or learning difficulties

Plan and describe one ICT-integrated Urdu lesson (e.g., using audio recordings, digital dictionaries, or a presentation tool) with a stated learning purpose

Evaluate two digital resources for accuracy and suitability for secondary Urdu learners

Draft an inclusive assessment accommodation list for reading and writing tasks

Complete two full-length timed practice papers and score them against answer keys

Review every missed item and write a one-line rule or fact for each error

Re-drill the 20 grammar rules and 30 vocabulary items you flagged as weakest across weeks 1-2

Rehearse explaining three assessment concepts aloud in under two minutes each