Grade 5: Interpersonal Communication

Prescribed Learning Outcomes

It is expected that students will:

• use common expressions and vocabulary for familiar objects
• introduce themselves and others, using appropriate family relationship terms in the case of family introductions
• exchange simple greetings
• make and respond to simple requests
• respond to and give basic instructions

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

Suggested Instructional Strategies

For many students, this is their first exposure to a second language. Since Grade 5 sets the stage for years to come, it is important that the language-learning experience be non-threatening, rewarding, and enjoyable. Give students every opportunity to hear, repeat, and have fun with the language. Routinely give classroom instructions in Punjabi. Encourage students to use drawings and other visual aids to extend communication beyond their limited Punjabi.

• Model patterns for greetings in Punjabi. Have students sit or stand in a circle, and begin with (e.g., ).
  

  The next student repeats the greeting to the next person. Students mingle and practise these phrases.

• Use a similar approach to introduce information about age, birthday, address, phone number, and so on.
• Create a generic family tree to introduce vocabulary for family relations.
• As vocabulary for classroom objects is introduced, label them in Punjabi to reinforce word recognition.
• Have students create and maintain a picture dictionary.
• Use name tags as part of the daily greeting to reinforce the connection between written and oral language.
• Put a number of common objects on a table. In Punjabi, invite a student to take an object, give it to someone else, and then return it to the table. For example, ask:

  

Suggested Assessment Strategies

Taking risks is an important part of learning a language. To explore and practise their emerging language skills, students need to develop the confidence that comes from receiving encouragement and constructive feedback. They need to know that errors will be accepted as a necessary part of language learning. Teacher and peer assessment can help students practise their new skills effectively and gain confidence in them.

• As students participate in oral activities, use a checklist or class list to record notes. At times, consider focussing on a small group of students while others practise. Look for evidence of growth in students' abilities to:
  • listen and respond with ease and confidence
  • choose appropriate forms of address for the teacher and for peers
  • recognize and respond when someone greets or addresses them
  • repeat modelled phrases independently
  • respond to simple requests or instructions
  • self-correct (evidence of ability to listen to themselves)
• Assess the extent to which students are able to accurately match images and corresponding written or spoken words. For example, have they correctly matched labels and pictures in their picture dictionaries and organized them in a useful way (e.g., by initial letter or in categories according to meaning)?
• Self-assessment is an important part of language learning. As students develop and practise language skills, keeping track of what and how they are learning can increase their confidence and help them focus their efforts. For example, students can keep a list of things they have learned to do.

Recommended Learning Resources

Print Material

• Amardeep Punjabi Sulekh Mala, 2
• Oxford Picture Dictionary English-Punjabi
• The Panjabi Alphabet Guide Work Book (With Pictures)
• Panjabi Book 1, 2, 3
• The Panjabi Guide (Work Book)
• Panjabi Made Easy
• Panjabi Workbook
• A Pictorial Panjabi-English Dictionary
• Punjabi Posters
• Punjabi Rachna
• Star Children's Picture Dictionary
• Sumit Shabad Bodh

• Anandpursahib Lippi Fonts
• GurbaniLippi/Amrit Lippi Fonts
• Matra Primer
• Panjabi Kaida

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