Grade 7: Interpersonal Communication

Prescribed Learning Outcomes

It is expected that students will:

• communicate with others to complete a task
• discuss personal likes, dislikes, and interests
• exchange information about day-to-day situations, events, and activities
• use formal and informal forms of address as appropriate
• use Punjabi to participate in classroom activities

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

Suggested Instructional Strategies

At this level, students are building on the repeated expressions and language they have learned, and can begin to express ideas in complete messages or short interactions. Writing can involve some simple sentence construction.

• As a class, brainstorm and list on the board all the extra-curricular activities that students and the teacher are involved in each week. Students can then use the list to create personal week-at-a-glance schedules. Have them share with a partner and compare their weekly activities.
• As a small-group activity, have students count how many in their group are doing the same or similar activities each day.
• Students can use a grid to record and share likes, dislikes, and interests in extra-curricular activities. Findings should be reported back to the class.
• To initiate a study of a celebration such as Vaisakhi, have students brainstorm a list of things they already know and what they think might be interesting to find out about this celebration (try to have students express personal viewpoints as part of the brainstorm). Alternatively, identify some features of Vaisakhi that students could learn more about. These might include the significance of Sikhs' use of the names Singh  male) and Kaur  (female), food associated with the event, or the five Ks:

  sword bracelet hair undergarment comb

• At this level, personal dictionaries can be extended to include the Punjabi alphabet. At this level, assessment focusses on students' abilities to interact using words and structures they have practised. Students show their increasing fluency and confidence by using Punjabi to complete a larger range of classroom activities.

Suggested Assessment Strategies

• As students engage in class and group activities, look for evidence that they are increasingly able to:
  • understand what the teacher and other students say
  • make themselves understood
  • participate in simple, short interactions with little teacher prompting
  • risk using Punjabi in classroom activities
  • use simple, familiar vocabulary and structures (e.g., short statements, one- or two-word answers, simple questions formed with the five question words)
• Periodically review students' personal dictionaries and journals to assess and support their efforts to:
  • match labels and pictures
  • write simple, understandable messages
  • form an increasing number of recognizable letters and words
  • form phrases and sentences by sequencing words appropriately
• Encourage students to set personal daily or weekly goals for using Punjabi in and out of school. At the end of each class or week, they can review their goals and decide how they are progressing. Teachers may provide sample goal statements in Punjabi. Here are a few examples:
  • I am going to talk to _______ about _______.
  • I am going to speak at least _______ times in class today.
  • I am going to use two new words today: _______ and _______.
  • I am going to write a message about _______ to _______.

Recommended Learning Resources

Print Material

• G. C. S. E. Panjabi
• Oxford Picture Dictionary English-Punjabi
• Panjabi Book 1, 2, 3
• The Panjabi Guide (Work Book)
• Panjabi Made Easy
• Panjabi Workbook
• A Pictorial Panjabi-English Dictionary
• Punjabi Alphabet--Part One
• Punjabi Posters
• Punjabi Rachna
• Star Children's Picture Dictionary
• Sunder Sulekh Pustak
• Tamak Toon

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

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