Grade 9: Interpersonal Communication

Prescribed Learning Outcomes

It is expected that students will:

• express opinions and preferences, giving reasons
• exchange information related to activities, people, and things
• ask for and give assistance and information
• use Punjabi in a variety of authentic situations
• use vocabulary related to needs and emotions

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

Suggested Instructional Strategies

By Grade 9, many students have acquired a range of strategies, structures, and vocabulary that enables them to communicate about activities they enjoy.

• Bring two or three samples of traditional and contemporary Punjabi music for the students to listen to. Ask students to express some opinion about the music (whether or not they like it, and their reasons). Present information about the music (e.g., date, era, purpose, performer, composer).
• In subsequent lessons, have students bring to class a piece of music they like. They should be prepared to do a two-minute oral presentation (e.g., including composer and performer, date, theme, reason for preference).
• Students role-play shopping in a music store. Scenarios could include the following:
  • Two friends are shopping for music as a gift for another friend. They disagree and only have enough money for one CD.
  • A group of students are planning a school dance and must agree on the music. The school has given them a fixed budget to buy CDs or tapes.
• Students create a questionnaire about music preferences.
• Have students develop regular journal entries.

Suggested Assessment Strategies

At this level, students are expected to talk and write about increasingly complex ideas and information. Assessment emphasizes the extent to which they are able to convey meaning in classroom interactions and prepared presentations. Students continue to rely on language they have practised. They are also beginning to develop individual repertoires of vocabulary and structures that they can use to communicate personally meaningful ideas and information.

• When students make oral presentations, including role plays, they can provide feedback to each other by focussing on criteria such as:
  • meaning is clear and comprehensible
  • presentation includes appropriate and relevant details
  • vocabulary and structures are varied and appropriate for the purpose and context
  • delivery is fluid, with most pauses at the end of phrases or sentences
  • body language, intonation, and visuals support meaning
• In written presentations, look for evidence of features such as:
  • clear and relevant information
  • varied vocabulary; more specific word choice
  • appropriate structures; simple sentences with increasing detail
  • risk taking (some attempts to go beyond vocabulary and structures practised in class)
  • surface features (e.g., letter formation, spelling) do not obscure meaning
• Setting their own goals for participation in oral activities can help students to take risks and gain confidence. For example, provide a minute or two at the beginning of each class for students to decide on one thing they will work on (e.g., a student may decide to answer at least one question or to use a particular word or structure). At the end of the class, check whether or not students were able to accomplish their goals.

Recommended Learning Resources

Print Material

• G. C. S. E. Panjabi
• Jaadu Di Soti-Magic Wand
• Oxford Picture Dictionary English-Punjabi
• Panjabi Book 1, 2, 3
• Panjabi Made Easy
• Panjabi Workbook
• A Pictorial Panjabi-English Dictionary
• Punjabi Alphabet-Part One
• Punjabi Posters

• Anandpursahib Lippi Fonts
• GurbaniLippi/Amrit Lippi Fonts

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