Grade 10 : Interpersonal Communication

Prescribed Learning Outcomes

It is expected that students will:

• communicate needs, desires, and emotions appropriately
• describe events and experiences sequentially
• explain how to do an everyday activity or procedure
• recognize and use simple idiomatic expressions
• use Punjabi in a variety of authentic situations

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

Suggested Instructional Strategies

At this level, many students are willing to take more risks with language. They can use group work to expand their communication abilities by sharing and linking ideas.

• Have students brainstorm factors that affect health (e.g., diet, exercise, hygiene, adequate sleep, balance of work and leisure, positive interpersonal contact). Divide the class into groups and have each group:
  • choose an aspect of health and develop ideas on how to achieve it (e.g., devise a brief exercise program for younger students, devise and implement a plan for keeping the school clean)
  • prepare a written or oral summary of rules or procedures for maintaining health (e.g., a set of rules for waste disposal or recycling)
• Provide students with proverbs, some of which are related to health and lifestyle. Each student has one proverb on a card. In small groups, students read their proverbs to each other. As a group, students try to determine the meaning of each proverb and work out which ones are related to health and lifestyle. Discuss as a class and record the health-related proverbs on a chalkboard or an overhead.
• Divide the class into small groups and have each group:
  • select and review a simple recipe written in Punjabi
  • go on a field trip to buy the ingredients needed to prepare the recipe (shop in a place where Punjabi is spoken, if possible)
  Groups should then trade recipes and ingredients, and prepare the recipe.

Suggested Assessment Strategies

At this level, assessment focusses on the increasing control and fluency students show in their prepared work and in spontaneous interactions. Students need to know they will be supported when taking risks to experiment with and use newly acquired language. Making errors is a necessary part of language growth; students learn from their mistakes.

• Throughout the course, direct students' attention to criteria for effective oral interactions. These criteria can be the focus of teacher, peer, and self-assessments. For example, consider creating a checklist to record evidence that a student's communication features:
  • an understandable message or meaning
  • an increasing amount of important and relevant information
  • appropriate language for the task and relationship
  • active engagement
  • risk taking to extend language use and facility
  • pauses at the ends of phrases or ideas rather than after each word
• Specific activities have additional demands. Here are some ideas for assessing them:
  • for the theme of safety and health care, note evidence that students are using vocabulary related to the theme and to related careers
  • consider the extent to which students can read, comprehend, and write simple proverbs
  • assess the extent to which students are able to follow instructions in recipes, ask for and provide clarification of the recipes in Punjabi, write a recipe, and explain how to prepare a dish in correct sequence
• Provide frequent opportunities for students to review and reflect on what they have learned and to establish personal goals and action plans for increasing their Punjabi language skills. (These activities may be integrated with career and personal planning.)

Recommended Learning Resources

Print Material

• G. C. S. E. Panjabi
• Jaadu Di Soti-Magic Wand
• Oxford Picture Dictionary English-Punjabi
• Punjabi-English Dictionary
• Punjabi Posters
• Simple Punjabi Grammar

• Anandpursahib Lippi Fonts
• GurbaniLippi/Amrit Lippi Fonts

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