Panjabi

    AQA
    GCSE

    Specification: 8683

    The AQA GCSE Panjabi specification covers 42 topics with 114 learning objectives (8683). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    Starting AQA GCSE Panjabi this term? The whole specification is below, unit by unit.

    This subject will help you develop key knowledge and skills required for exam success.

    42

    Topics

    114

    Objectives

    0

    Exam Tips

    0

    Pitfalls

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    About AQA GCSE Panjabi

    The AQA GCSE Panjabi specification is designed to develop your ability to communicate effectively in Panjabi across all four language skills: listening, speaking, reading and writing. You will study the language in the context of three broad themes: Identity and Culture, Local, National, International and Global Areas of Interest, and Current and Future Study and Employment. These themes are further broken down into engaging topics such as family and relationships, technology, free-time activities, customs and festivals, home and local area, travel and tourism, education and work.

    The course builds on the skills you have already developed at Key Stage 3, and it is assessed through four terminal examinations at the end of Year 11. The specification places a strong emphasis on practical communication, grammatical accuracy and cultural understanding, helping you to become a confident and independent user of Panjabi. Whether you are a heritage speaker or have learned Panjabi as a second language, the course offers a solid foundation for further study and real-world use.

    Assessment Structure

    The AQA GCSE Panjabi is a linear qualification assessed through four externally examined papers, all taken at the end of the course. Paper 1 (Listening) is worth 25% of the GCSE and lasts approximately 35 minutes (Foundation) or 45 minutes (Higher). Paper 2 (Speaking) is worth 25% and consists of a role-play, a photo card and a general conversation, conducted by your teacher and externally marked. Paper 3 (Reading) is worth 25% and lasts 45 minutes (Foundation) or 1 hour (Higher). Paper 4 (Writing) is worth 25% and lasts 1 hour (Foundation) or 1 hour 15 minutes (Higher). Each paper is marked out of 60 (Foundation) or 60 (Higher) for Listening and Reading, and 60 for Speaking and Writing, giving a total of 240 marks across the four skills. The speaking and writing papers are tiered, while listening and reading are also tiered, with Foundation and Higher tiers available.

    Why Choose AQA?

    • AQA is the most widely used exam board for GCSE Panjabi in the UK, meaning there is a wealth of past papers, mark schemes and revision resources available to support your preparation. The specification is well-established and recognised by colleges and employers.
    • The AQA Panjabi course offers a clear and logical structure with engaging topics that are relevant to your life and future aspirations. The assessment style is straightforward, with a balanced focus on all four skills, and the speaking exam is conducted by your own teacher, which can reduce anxiety for many students.
    • AQA provides excellent support for teachers and students, including detailed specifications, sample assessment materials and a range of published resources. The grade boundaries are consistent and transparent, helping you to track your progress and aim for your target grade.

    Frequently Asked Questions

    Specification Topics

    42 topics

    Themes

    The specification covers three distinct themes. These themes apply to all four question papers., Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where Panjabi is spoken.

    2 objectives2 subtopics

    Theme 1: Identity and culture - Topic 2: Technology in everyday life

    Social media., Mobile technology.

    2 objectives2 subtopics

    Theme 1: Identity and culture - Topic 3: Free-time activities

    Cinema and TV., Sport., Food and eating out. +1 more

    4 objectives4 subtopics

    Theme 1: Identity and culture

    Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points.

    1 objectives

    Theme 1: Identity and culture - Topic 1: Me, my family and friends

    Relationships with family and friends., Marriage/partnership.

    2 objectives2 subtopics

    Theme 2: Local, national, international and global areas of - Topic 3: Global issues

    Poverty/homelessness., The environment.

    2 objectives2 subtopics

    Theme 2: Local, national, international and global areas of

    interest Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points.

    1 objectives

    Theme 2: Local, national, international and global areas of - Topic 2: Social issues

    Charity/voluntary work., Healthy/unhealthy living.

    2 objectives2 subtopics

    Theme 3: Current and future study and employment

    Theme 3: Current and future study and employment covers the following four topics.

    1 objectives

    Listening: understand and respond to spoken language

    deduce meaning from a variety of short and longer spoken texts involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes, identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events, follow and understand clear standard speech using familiar language across a range of specified contexts +3 more

    6 objectives6 subtopics

    Speaking: communicate and interact in speech

    make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view, initiate and develop conversations and discussion, producing extended sequences of speech, Students are expected to be able to: +6 more

    9 objectives9 subtopics

    Reading: understand and respond to written language

    understand and respond to different types of written language, recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts, demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate +5 more

    8 objectives8 subtopics

    Writing: communicate in writing

    communicate effectively in writing for a variety of purposes across a range of specified contexts, write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information, translate sentences and short texts from English into Panjabi to convey key messages accurately and to apply grammatical knowledge of language and structures in context. +5 more

    8 objectives8 subtopics

    Grammar

    Students will be expected to develop and use their knowledge and understanding of this grammar progressively throughout their course., The grammar requirements for GCSE Panjabi are set out in two tiers: Foundation Tier and Higher Tier., GCSE students will be expected to have acquired knowledge and understanding of Panjabi grammar during the course. In the exam, they will be required to apply their knowledge and understanding, appropriate to the relevant tier of entry, drawing from the following lists. The examples in brackets are indicative, not inclusive. For structures marked (R), only receptive knowledge is required.

    3 objectives3 subtopics

    Gender

    Direct and oblique case forms., Single and plural forms.

    2 objectives2 subtopics

    Adjectives

    ‘Black’ (inflecting) and ‘red’ (invariable) adjectives Attributive and predicative use of adjectives Demonstrative- proximal ਇਹ and distal ਉਹ Indefinite ਕੋਈ Possessive: ordinary possessive adjectives and ਆਪਣਾ interrogative (ਕਕਹ ੜਾ, ਕਕ ਸਦਾ)

    1 objectives

    Adverbs

    Interrogative (ਕਕੱਥੇ, ਕਕਵੇਂ, ਕਕਉਂ) Adverbs of time and place (ਕਕਵੇਂ, ਕਕੱਥੇ) Relative and correlative pairs (ਕਕਵੇਂ...ਕਕਵੇਂ...) (R) Common adverbial phrases Particles ਹੀ, ਵੀ ਤਾਂ (R)

    1 objectives

    Verbs

    Personal forms Subjunctive (ਜਾਵਾਂ, ਕਰਾਂ) Ordinary imperative (ਜਾਹ, ਕਰ), ‘Polite’ imperative (ਜਾਈਂ , ਕਰੀਂ) (R) Adjectival forms Imperfect participle (ਜਾਂਦਾ, ਕਰਦਾ) Perfect participle (ਕਿਆ, ਕੀਤਾ) Potential participal (ਜਾਣਾ, ਕਰਨਾ) Mixed forms Subjective + ਿਾ (‘future tense’) (ਜਾਵਾਂਿਾ, ਕਰਾਂਿਾ) Nominal forms Gerund (ਜਾਣਾ) Conjunctive participle; stem + ਕੇ (ਜਾ ਕੇ) Use of adjectival forms of verbs as adjectives eg ਕਵਦਾ ਪਾਣੀ, ਟੁੱ ਕਟਆਲਾਸ (R) Tense forms of (ਹੈ, ਸੀ) Auxiliary verbs ਦੇ, ਲੈ, ਸਕਦੇ, ਚੁੱਕ, ਹੋ, ਰਕਹ Causative forms (ਕਰਨਾ – ਕਰਾਉਣਾ – ਕਰਵਾਉਣਾ) Imperfect forms of stem + ਈ (ਕਰੀਦਾ, ਜਾਈਦਾ, ਨੱਠੀਦਾ) (R) Simple serial verb constructions eg ਜਾਂਦਾ ਸੀ, ਜਾ ਕਰਹਾ ਸੀ, ਜਾ ਕਰਹਾ ਹੋਵੇਿਾ Simple passive structures with perfect participle + ਜਾ (ਕੀਤਾ ਜਾਣਾ, ਪਕੜਹਿਆ ਜਾਂਦਾ, ਰੱਕਿਆ ਜਾਵੇਿਾ) Agreement of the verb with the subject or the object or no agreement, Use of adjectival forms of verbs as adjectives eg ਵਿਦਾ ਪਾਣੀ, ਟੁੱਕਟਆ ਿਲਾਸ ‘Polite’ imperative (ਜਾਈਂ, ਕਰੀਂ) Use of the potential participle to convey imperative meaning Imperfect form of stem + ਈ (ਕਰੀਦਾ, ਜਾਈਦਾ, ਨੱਠੀਦਾ) Durative/iterative forms with ਈ (ਕਰੀ ਜਾਓ, ਪੜਹਿੀ ਕਿਆ) Auxiliary verbs ਆ, ਜਾ, ਰੱਿ, ਛੱਡ Use of the imperfect participle to present ‘contrary to fact’ situations eg ਜੇ ਤੂੰ ਕਮਹਨਤ ਕਰਦਾ, ਤਾਂ ਪਾਸ ਹੋ ਜਾਂਦਾ Longer serial verb constructions (ਜਾ ਕਰਹਾ ਹੋਵੇਿਾ, ਬਣਦਾ ਜਾ ਕਰਹਾ ਸੀ, ਕਲਕਿਆ ਕਪਆ ਸੀ, ਬਣਾਏ ਜਾਂਦੇ ਰਹੇ ਹਨ) (R) Passive structures with perfect participle + ਹੋ (ਕੀਤਾ ਹੋਇਆ, ਧੋਤਾ ਹੋਇਆ, ਰੱਕਿਆ ਹੋਇਆ) (R) Quasi-verb forms (ਬੈਠੇ- ਕਬਠਾਏ, ਚਲਕਦਆਂ-ਕਰਕਦਆਂ, ਕਰਕਦਆਂ ਹੋਇਆਂ) (R) Complex sentences More complex constructions involving the use of subordinators and relative pronounds, eg ਕਕਉਂਕਕ ਿੱਡੀ ਜਾ ਚੁੱਕੀ ਸੀ, ਇਸ ਕਰਕੇ ਮੈਨੂੰ ਟੈਕਸੀ ਫੜਨੀ ਪਈ; ਕਜਸ ਦੇ ਸਭ ਤੋਂ ਵੱਧ ਨੰਬਰ ਆਉਣਿੇ ਉਸ ਨੂੰ ਇਨਾਮ ਕਮਲੇਿਾ ।

    3 objectives3 subtopics

    Postpositions

    Simple postpositions (ਤੋਂ, ਨੂੰ, ਦਾ) Use of adverbs of place as postpositions (ਉੱਤੇ, ਹੇਠਾਂ, ਸਾਹਮਣੇ) Compound postpositions (ਦੇ ਹੇਠਾਂ, ਦੇ ਸਾਹਮਣੇ) Emphatic use of compound postpositions (ਦੇ ਉੱਤੇ) Case form of ਦਾ Case forms and various uses ਵਾਲਾ Coordinating conjunctions (ਅਤੇ, ਪਰ) Subordinators (ਕਕਉਂਕਕ, ਜਦ, ਜਦੋਂ) Numbers (cardinal and ordinal), quantity, dates and time Fractional numbers ਡੇਢ, ਢਾਈ, ਸਵਾ..., ਪੌਣੇ..., ਸਾਢੇ... (R)

    1 objectives

    Higher Tier

    Students entering for Higher Tier assessments will be required to apply all grammar ad structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier.

    1 objectives

    Particles

    ਤਾਂ

    1 objectives

    Communication strategies

    There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing)., Whist it is useful for students to concentrate on a core of key language for any given topic, it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic Panjabi, or which they themselves might need to use., For this reason, the student will need to develop communication strategies that can be used to cope successfully with unknown words.

    3 objectives3 subtopics

    Ignoring words which aren’t needed

    Many texts contain words which are not essential for an understanding of the main points of the text. What is important in the text is often presented more than once, in different ways: the student may not understand a point in one form of words and understand it fully in another.

    1 objectives

    Using a word which refers to a similar item

    Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but for which he has forgotten the word eg ਕਕੰਨੇ ਘੰਟੇ for ਕਕੰਨੇ ਵਜੇ. This strategy is not always effective and its use would be assessed according to its effectiveness in a particular context.

    1 objectives

    Description of physical properties

    This can be used to refer to something of which the name has been forgotten eg ਉਹ ਿਾਈਦਾ ਹੈ; ਬਹੁਤ ਵੱਡਾ ਸਾਰਾ ਿੋਲ ਹੁੰਦਾ ਹੈ; ਬਾਹਰੋਂ ਹਰਾ ਤੇ ਕਵੱਚੋਂ ਲਾਲ ਜਾਂ ਿੁਲਾਬੀ ਕਜਹਾ ।., The physical properties refer to colour, size, material, position and shape. The use of this strategy in an exam would be assessed according to its communicative effectiveness.

    2 objectives2 subtopics

    Requests for help

    The teacher should avoid taking over from the student and carrying out the task., These can include requests for translation eg ਕੰਧ ਜਾਂ ਫਰਸ਼ ਨੂੰ ਅੰਿਰੇਜੀ ਕਵੱਚ ਕੀ ਕਕਹੰਦੇ ਹਨ? ਮੂਨ ਤੇ ਸਕਾਈ ਨੂੰ ਪੰਜਾਬੀ ਕਵੱਚ ਕੀ ਕਕਹੰਦੇ ਹਨ? ਕੀ ਤੁਸੀਂ ਇਸ ਚੀਜ਼ ਦਾ ਨਾਮ ਮੈਨੂੰ ਦੱਸ ਸਕਦੇ ਹੋ? ਮੈਨੂੰ ਪਤਾ ਨਹੀਂ ਕਕ ਇਸ ਦੇ ਸ਼ਬਦ-ਜੋੜ ਕਕਵੇਂ ਕਰਾਂ । It is clearly preferable to use such requests for help than for communication to collapse, and their use will be assessed according to the context. When requests for help with specific problems occur, the teacher should maintain the role of a sympathetic native speaker and help accordingly.

    2 objectives2 subtopics

    Simplification

    A systematic use of simplified forms may reduce error, facilitate communication and increase fluency, but if overused, this strategy may result in students failing to make full use of their capabilities., This is when a student avoids the use of a form of which he/she is unsure (eg ਜੇ ਕੱਲਹਿ ਨੂੰ ਮੌਸਮ ਿਰਾਬ ਨਾ ਹੋਇਆ ਤਾਂ ਮੈਂ ਜ਼ਰੂਰ ਆਵਾਂਿਾ/ਆਵਾਂਿੀ ।) by using a form he/she finds simpler (eg ਕੱਲਹਿ ਨੂੰ ਠੀਕ ਕਰਹਾ ਤਾਂ ਫੇਰ ਆਵਾਂਿਾ ।).

    2 objectives2 subtopics

    Paraphrase

    This is where the student uses words and messages in acceptable Panjabi, avoiding the use of words which he/she has forgotten, eg when he/she cannot remember the word ਕਕਰਾਏਦਾਰ and instead says ਉਹ ਇੱਕ ਕਮਰੇ ਕਵੱਚ ਰਕਹੰਦਾ ਹੈ ਅਤੇ ਇਸ ਦੇ ਪੈਸੇ ਕਦੰਦਾ ਹੈ । or when he/she cannot recollect the word ਕੁਆਰਾ and says ਉਸ ਦਾ ਹਾਲੇ ਕਵਆਹ ਨਹੀਂ ਹੋਇਆ । When used well, this strategy communicates the message effectively to a sympathetic native speaker and such use in an exam would be assessed accordingly.

    1 objectives

    Reference to specific features

    Reference to specific features (eg ਉਹ ਇਮਾਰਤ ਜੋ ਲਾਲ ਪੱਥਰਾਂ ਦੀ ਬਣੀ ਹੋਈ ਹੈ ਕਜਸ ਦੀਆਂ ਚਾਰ ਮੰਜ਼ਲਾਂ ਹਨ , ਜਾਂ, ਉਹ ਮੁੰਡਾ ਕਜਸ ਨੇ ਨੀਲੀ ਪੱਿ ਬੰਨਹਿੀ ਹੈ ਅਤੇ ਕਾਲੀਆਂ ਐਨਕਾਂ ਲਾਈਆਂ ਹੋਈਆਂ ਹਨ ।) is often quite effective and its use would be assessed accordingly in an exam.

    1 objectives

    Reference to the function of an object

    Reference to the function of an object and the actions that can be performed with it (eg ਚੰਿੇ ਹੋਟਲਾਂ ਕਵੱਚ ਿਾਣਾ ਿਾਣ ਤੋਂ ਬਾਅਦ, ਇੱਕ ਿਰਮ ਤੌਲੀਆ ਵੀ ਕਦੱਤਾ ਜਾਂਦਾ ਹੈ । ਇਹ ਿਰਮ ਪਾਣੀ ਕਵੱਚੋਂ ਕੱਕਢਆ ਹੁੰਦਾ ਹੈ ਅਤੇ ਹੱਥ ਮੂੰਹ ਸਾਫ ਕਰਨ ਲਈ ਹੁੰਦਾ ਹੈ) is a commonly used strategy which is usually effective in communicative terms., Another strategy sometimes used by language students is word coinage, the creation of words based either on English or Panjabi words. This strategy usually produces words which do not exist in Panjabi or, if they do exist, have a different meaning from the one intended. The use of this strategy is rarely effective in promoting communication and students would be well advised to use it only if all other strategies fail., The development of such strategies cannot be seen as encouragement not to develop linguistic knowledge. Strategic competence is not a substitute for vocabulary learning, but a useful supplement. Indeed, all language users make use of communication strategies, even in their first language, and really successful strategies usually pass unnoticed. It is an important part of the teaching and learning process. +2 more

    5 objectives5 subtopics

    Using the visual and verbal context

    The skilled reader can find many clues about the purpose and content of a text from a study of the layout, the title, the length, the typeface and any related pictures., ਇਸ ਦੀ ਲੱਕੜੀ ਨਾਲ ਮੇਜ਼ ਕੁਰਸੀਆਂ ਅਤੇ ਦਰਵਾਜ਼ੇ ਬਣਾਏ ਜਾਂਦੇ ਹਨ । or ਇਸ ਦਾ ਫਲ ਬਹੁਤ ਕਮੱਠਾ ਹੁੰਦਾ ਹੈ । or ਇੱਕ ਆਦਮੀ ਇਸ ਦੀ ਛਾਂ ਹੇਠਾਂ ਬੈਠਾ ਸੀ । or ਹਰ ਰੋਜ਼ ਬਹੁਤ ਸਾਰੇ ਪੰਛੀ ਇਸ ਉੱਤੇ ਆ ਕੇ ਬੈਠਦੇ ਹਨ ।, When reading and listening, students can learn to infer the meaning of new words from the verbal context. So, for example, someone who did not know the word ਦਰਖਤ might be able, after some appropriate practice, to deduce from the following context that it is some sort of tree:

    3 objectives3 subtopics

    Making use of grammatical markers and categories

    Students will be helped to master all these strategies if, when reading and listening, they learn to use such clues as the plural forms of nouns and verbs, the ways verbs change to form tenses, word order and other such features to help them to recognise to which category (verb, noun, adjective etc) an unknown word belongs. This can be a considerable help in making intelligent guesses about the meaning of the word., ਕਜਵੇਂ – ਕਕਤਾਬ ਪੜਹਿੀ, ਕਕਤਾਬਾਂ ਪੜੀਆਂ, ਮੈਂ ਇੱਕ ਕਦਲਚਸਪ ਕਕਤਾਬ ਪੜਹਿੀ । ਕਕਤਾਬ – noun, ਪੜਹਿੀ – verb, ਕਦਲਚਸਪ – adjective Similarly, tense recognition – verb: ਜਾਣਾ ਜਾਂਦਾ ਹੈ/ਜਾਂਦੀ ਹੈ (present) ਕਿਆ ਜਾਂ ਿਈ (past) ਜਾਵੇਿੀ ਜਾਂ ਜਾਵੇਿਾ (future)

    2 objectives2 subtopics

    Making use of the social and cultural context

    Another aid to the drawing of correct inferences is for the students to bear in mind that there are regularities in the real world which make it possible to anticipate what people may say or write about it. The ability to predict occurrences in the real world makes it possible sometimes to anticipate words and their meaning, in a given context. This is one reason why it is important for a Panjabi course to develop awareness and understanding of countries and communities where Panjabi is spoken. Work along these lines would help students who have listened to a recording of a Panjabi speaking person using a plural form of the verb merely to show respect, to understand that, despite the use of plural verb, the subject is singular eg ਮੇਰੇ ਕਪਤਾ ਜੀ ਇੱਕ ਦਫਤਰ ਕਵੱਚ ਕੰਮ ਕਰਦੇ ਹਨ, ਪਰ ਮੇਰੇ ਮਾਤਾ ਜੀ ਸਾਰਾ ਕਦਨ ਘਰ ਹੀ ਰਕਹੰਦੇ ਹਨ । ਕੀ ਤੁਸੀਂ ਮੇਰੇ ਕਪਤਾ ਜੀ ਦੇ ਕਮੱਤਰ ਹੋ ?

    1 objectives

    Using common patterns with Panjabi

    Students should be able to make use of these patterns in both directions. The use of ਚੌੜਾ should permit understanding of ਚੌੜੀ, ਚੌੜੇ, ਚੌੜੀਆਂ, ਚੰਗਾ, ਚੰਗੀ, ਚੰਗੇ, ਚੰਗੀਆਂ, ਆਸ, ਬੇਆਸ +8 more

    11 objectives11 subtopics

    Strategies specifically for reading and understanding

    ਝਾੜ / ਚਾਰ; ਸੱਠ / ਸੱਟ / ਸੱਤ; ਪੜਹਿਨਾ / ਪਰਨਾ ਪੜਹਿਾਈ / ਪਰਾਈ; ਭੁੱਲ / ਪੁਲ; ਜਾਣ / ਜਾਨ; ਝੜਨਾ / ਝਰਨਾ / ਚਰਨਾ; ਪਰ / ਭਰ A useful strategy for dealing with this kind of problem would be to present students with a list of words which cause such a difficulty., ਜਨਵਰੀ ਫਰਵਰੀ ਮਾਰਚ ਅਪ੍ਰੈਲ ਮਈ ਸਤੰਬਰ ਅਕਤੂਬਰ ਨਵੰਬਰ ਜੁਿਰਾਫੀਆ, ਰੌਕਟ, ਪਸਤੌਲ For Panjabi students growing up in a British environment, there are some special Panjabi letters and sounds which are difficult to read and pronounce. For example, ਕਰ / ਘਰ; ਘੋਰਾ / ਘੋੜਾ / ਕੋਰਾ;, There are many English words which have been accepted in Panjabi and which are frequently used in written Panjabi. Students will be expected to understand and say these words with the correct pronunciation. For example, hospital is written in Panjabi as ਹਸਿਤਾਲ and is pronounced differently. There are many other English words which fall into a similar category. A few of these are listed below:

    3 objectives3 subtopics

    Strategies specifically for listening and understanding

    Strategies such as those outlined above will generally be more easily applied in reading than in listening, as reading offers more opportunities to slow down, to look at unknown items at some leisure and to study the context., using the (visual and) verbal context, In order to hear accurately students should have the specific differences of the spoken language brought to their attention. For students there are some Panjabi words which sound similar heard on a recording or when people use them. For example, the difference between the sound of ਤੇਰਾ and ਤੇਰਾਂ, ਸੱਤ and ਸੱਠ, and ਕਸਹਤ, ਸਕਹਤ or ਸਾਕਹਤ is not easily detectable. +4 more

    7 objectives7 subtopics

    Strategies for production

    In these circumstances, the following strategies can prove useful. They fall into two main categories: non-verbal and verbal., Research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and non-verbal strategies to get meaning across, in spite of their imperfect command of the language., Individual students may fail to learn – or forget – language items required by some test items, or they may wish to attempt to go beyond the demands of the specification in completing the task set.

    3 objectives3 subtopics

    Pointing and demonstration

    This may be accompanied by some appropriate language (eg ਉਂਿਲ ਨਾਲ ਇਸ਼ਾਰਾ ਕਰਕੇ ਜਾਂ ਹੱਥ ਲਾ ਕੇ ਕਕਹਣਾ - ਆਹ, ਔਹ, ਇਹ ਚੀਜ਼, ਕਜਵੇਂ ਔਹ ਹੈ, ਇਹੋ ਕਜਹਾ ਹੋਵੇ, ਕਬਲਕੁਲ ਉਸ ਵਰਿਾ, ਇੰਨਾ ਕੁ ਵੱਡਾ ਆਕਦ।)

    1 objectives

    Expression and gesture

    This may be accompanied, where appropriate, with sounds (eg ‘Oh!’ which, with appropriate intonation, facial expression and gestures, can convey such attitudes and functions as pain, surprise, anger, fear, pleasure and admiration). ਹਾਏ, ਹੈਂ, ਵਾਹ ਆਕਦ ।.

    1 objectives

    Mime

    Mime, which again can be accompanied by appropriate sounds and language, can sometimes help communication to be maintained when it might otherwise break down eg ਕੀ ਮੈਂ ਤੁਹਾਡੀ ਮਦਦ ਕਰਾਂ? or with a suitable mime if one has forgotten words such as ਰੋਣਾ and ਮੁਸਕਰਾਹਟ ਜਾਂ ਸੰਿਣਾ. This strategy has obvious limitations in a speaking test which is recorded and assessed on the basis of the recording.

    1 objectives

    Drawing

    This can be an efficient strategy with some tasks (especially written) and can convey both attitude and information (eg a diagram showing how to get from one point, such as a station, to another, for instance home).

    1 objectives

    Vocabulary

    The minimum core vocabulary lists are primarily intended as a guide for teachers to assist in the planning of schemes of work. The assessment tasks at Foundation Tier will require students to understand and respond to common or familiar and/or forms of words that are not on the vocabulary list. The assessment tasks at Higher Tier will require students to understand and respond to words and/or forms of words that are not on the vocabulary list and which are less common or familiar than those used in relation to Foundation Tier assessments. Vocabulary listed under a particular theme should be considered transferable, as appropriate, to the other themes.

    1 objectives

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