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Punjabi Language & Culture (9-Year Program) Grade 4 - 12 (2006)

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This program of studies is intended for students who are beginning their study of Punjabi language and culture in Grade 4. It constitutes the Punjabi Language and Culture Nine-year (9Y) Program (Grade 4 to Grade 12).
Introduction
Global Citizenship

The learning of Punjabi, as any other language, develops awareness of, and sensitivity to, cultural and linguistic diversity. In addition to preserving cultural identity, learning Punjabi is a means of cultural enrichment. It is also an excellent means of fostering understanding and solidarity among peoples and countries. Furthermore, learning Punjabi gives the opportunity to identify, question and challenge one’s own cultural assumptions, values and perspectives and to contribute positively to society.

A Means of Communication

Punjabi is spoken as a first language by more than 100 million people in the world.1 The language originated in India and Pakistan. Today, Punjabi is a global language spoken in many countries, including India, Pakistan, Australia, Bangladesh, Canada, East Africa, Fiji, Malaysia, Singapore, Mauritius, New Zealand, the United Arab Emirates, the United Kingdom and the United States of America. Punjabi continues to be a rapidly growing language and culture within Alberta and other parts of Canada. In the 2006 Census, Punjabi was reported to be a widely spoken mother tongue, the fifth most spoken in Alberta, the sixth in Canada.2 Acquiring Punjabi as an additional language, therefore, opens up important doors for communicating with others. PoS difference

1. Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/. (Accessed March 5, 2010.)

2. Statistics Canada. Detailed Mother Tongue (148), Single and Multiple Language Responses (3) and Sex (3) for the Population of Canada, Provinces, Territories, Census Metropolitan Areas and Census Agglomerations, 2006 Census – 20% Sample Data (table). Statistics Canada Catalogue no. 97-555-XCB2006007. Ottawa, Ontario. Last updated January 6, 2010. Available on the Statistics Canada Web site at http://www.statcan.gc.ca. Click on “Census,” “2006 Census: Data products,” “Topic-based tabulations,” “Language,” “Mother tongue.” (Accessed March 5, 2010.) Mother tongue is defined by Statistics Canada as the first language learned at home in childhood and still understood by the individual at the time of the census. Both of these notes are only in the 10-20-30 Program

First Language Skills and Cultural Connections

For those students who already have some knowledge of Punjabi or a family connection to the culture, there is the opportunity to maintain contact with the language, culture and heritage. For some, learning Punjabi is an opportunity to renew and further develop their first language skills. PoS difference

Personal and Cognitive Benefits

There is significant evidence to suggest that learning another language contributes to the development of first language skills and enhances cognitive functioning. Learning another language increases the ability to conceptualize and to think abstractly, and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence. Learning another language also fosters cross-cultural understanding and appreciation of diversity. PoS difference

Economic Benefits

In today’s world, knowledge of a second language and culture in general, and Punjabi in particular, is an economic advantage for individuals, providing skills that enable them to communicate and interact effectively in the global marketplace and workplace.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Punjabi as a second or an additional language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition. This is true for students who have some knowledge of Punjabi and further develop their skills in the language. It is also true for students who come to the class with no knowledge of Punjabi, who are learning it as a second or an additional language. PoS difference
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Punjabi.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures associated with Punjabi.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully at the beginning of the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to negotiate meaning actively; that is, helping others understand and working to understand others. Interactive communication generally requires more speed but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.The above heading and 3 paragraphs are only in the 1-30 Program

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency) but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Punjabi in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Punjabi effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens.

Strategies [S]

  • Students will know and use strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

Students will use Punjabi in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to impart and receive informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with Punjabi; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the Punjabi language skills necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn Punjabi.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Language Competence Overview

Students will use Punjabi effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce oral textsLC-2.1 listening
LC-2.2 speaking
LC-2.3 interactive fluency
LC-3 interpret and produce written
and visual texts		LC-3.1 reading
LC-3.2 written production
LC-3.3 viewing
LC-3.4 representing
LC-4 apply knowledge of the
sociocultural context		LC-4.1 register
LC-4.2 idiomatic expressions
LC-4.3 variations in language
LC-4.4 social conventions
LC-4.5 nonverbal communication
LC-5 apply knowledge of how discourse
is organized, structured and sequenced		LC-5.1 cohesion/coherence
LC-5.2 text forms
LC-5.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of Punjabi and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under five cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there are strands for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Punjabi cultureGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 knowledge of Punjabi culture
GC-1.3 applying cultural knowledge
GC-1.4 diversity within Punjabi culture
GC-1.5 valuing Punjabi culture
GC-2 appreciating diversityGC-2.1 awareness of own language(s)
GC-2.2 general language knowledge
GC-2.3 awareness of own culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Punjabi language and culture
GC-3.2 cultural and linguistic diversity

PoS Difference in table above - Grade 10-12 text above

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Punjabi culture,” there are strands for accessing/analyzing cultural knowledge, knowledge of Punjabi culture, applying cultural knowledge, diversity within Punjabi culture and valuing Punjabi culture.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of additional cultures. Rather than simply developing a bank of knowledge about Punjabi culture, it is more important for students to develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the culture they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “appreciating diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.PoS Difference

Strategies Overview

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES
Language Learning Strategies

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of Punjabi
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of Punjabi and own language
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Punjabi or in own language
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids to support language learning; e.g., cassette recorders, computers
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify factors that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies

Interactive

  • use words from own first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Punjabi
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, pictures ਸਿਰ ਹਿਲਾਉਣਾ - shaking head to refuse or accept
  • indicate lack of understanding verbally or nonverbally; e.g., “Pardon,” “Sorry,” “I didn’t understand,” raised eyebrows, blank look (Formal: ਮਾਫ਼ ਕਰਨਾ, ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਈ ।
    Informal: ਕੀ ਕਿਹਾ ?)
  • ask for clarification or repetition when you do not understand; e.g., “What do you mean by …?” “Could you say that again, please?” (Formal: ਤੁਹਾਡਾ ਕੀ ਮਤਲਬ ਹੈ ? ਜ਼ਰਾ ਦੁਬਾਰਾ ਦੱਸਣਾ । ਕੀ ਕਿਹਾ ਤੁਸੀਂ ? Informal: ਕੀ ਕਿਹਾ ? ਫਿਰ ਦੱਸੀਂ ? [with raised eyebrows])
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • start again, using a different tactic, when communication breaks down; e.g., “What I’m trying to say is …” (Formal: ਮੇਰਾ ਕਹਿਣ ਦਾ ਮਤਲਬ ਹੈ ..; Informal: ਮੈਂ ਇਹ ਦੱਸ ਰਹੀ/ ਰਿਹਾ ਹਾਂ...)
  • use a simple word similar to the concept to convey, and invite correction; e.g., “fruit” for “banana” (ਫਲ for ਕੇਲਾ)
  • invite others into the discussion e.g., ਇਸ ਬਾਰੇ ਤੁਹਾਡਾ ਕੀ ਖ਼ਿਆਲ ਹੈ ?
  • ask for confirmation that a form used is correct; e.g., “Can you say that?” ਕੀ ਤੁਸੀਂ ਕਹਿ ਇਹ ਸਕਦੇ ਹੋ ?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., “Well, actually …” “Where was I?” (ਅਸਲ ਵਿਚ, ਮੈਂ ਕੀ ਕਹਿ ਰਹੀ / ਰਿਹਾ ਸੀ ?)
  • use circumlocution to compensate for lack of vocabulary; e.g., “the thing you use to serve with” for “serving spoon” (ਜਿਸ ਦੇ ਨਾਲ ਅਸੀਂ ਸਬਜ਼ੀ ਪਾਉਂਦੇ ਹਾਂ – ਕੜਛੀ)
  • repeat part of what someone has said to confirm mutual understanding; e.g., “So what you are saying is …” (ਸੋ, ਤੁਸੀਂ ਇਹ ਕਹਿ ਰਹੇ ਹੋ ...)
  • summarize the point reached in a discussion to help focus the talk; e.g. ਸਾਰੀ ਗੱਲਬਾਤ ਤੋਂ ਪਤਾ ਚਲਦਾ ਹੈ ਕਿ.... । ਜਿੱਥੇ ਤਕ ਮੈਨੂੰ ਸਮਝ ਆਈ ਹੈ ਕਿ.... ।
  • ask follow-up questions to check for understanding; e.g., “Am I making sense?” (ਕੀ ਮੈਂ ਠੀਕ ਕਹਿ ਰਹੀ/ਰਿਹਾ ਹਾਂ ?)
  • use suitable phrases to intervene in a discussion; e.g., “Speaking of …” (Formal: ਹਾਂ, ਮੈਨੂੰ ਹੁਣੇ ਯਾਦ ਆਇਆ...;
    Informal: ਸੱਚ ਮੈਂ ਕਹਿਣਾ ਸੀ...)
  • self-correct if errors lead to misunderstandings; e.g., “What I mean to say is …” (Formal: ਮੇਰੇ ਕਹਿਣ ਦਾ ਮਤਲਬ ਹੈ...;
    Informal: ਮੈਂ ਕਹਿਣਾ ਇਹ ਸੀ...)

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess own information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words that are visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing your own text
  • revise and correct final versions of texts
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • focus on and complete learning tasks
  • write down key words and concepts in understanding and enjoyment abbreviated form to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage own physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating your work
  • work with others to monitor own learning
  • take responsibility for planning, monitoring and evaluating own learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter, listening to instrumental music
  • use social interaction skills to enhance group learning activities
10-9Y, 20-9Y, 30-9Y

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive, metacognitive, social/affective
S-2 language useS-2.1 interactive, interpretive, productive
S-3 general learningS-3.1 cognitive, metacognitive, social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. In the early stages of language learning, when proficiency is low, learning outcomes deal with compensation and repair strategies. The learning outcomes that follow deal with language learning, language use and general learning strategies for young adult learners in later stages of language learning. Although people may use strategies unconsciously, the learning outcomes deal with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there is a single strand. Sets of examples that allow students to develop, choose and apply strategies from course to course are listed below. Each strand deals with three general categories of strategies. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are categorized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies.

Specific strategies for each general category or type are included as examples. The examples provided are not prescriptive, nor are they exhaustive,, but they are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Strategies for senior high school students are focused, encouraging student participation and active learning. They are personal, meaningful and relevant for students. Students will:

  • learn a new strategy
  • practise it
  • identify those strategies they consider most useful
  • become independent users of strategies that prove successful.

The teacher’s role is to model, advocate, guide, support and celebrate success. Teachers need to know and be able to demonstrate a broad range of strategies from which students are able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

Because senior high school students in the Punjabi Language and Culture Nine-year Program will have had experience with various strategies in previous years (grades 4–9), teachers will assist students in selecting strategies that are appropriate for their learning styles, skill levels and age.

By Grade 12, students will be able to use their preferred strategies appropriately and effectively to enhance their language learning, language use and general learning.

EXAMPLES OF STRATEGIES (10-9Y, 20-9Y, 30-9Y)
Language Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive language learning strategies:

  • listen attentively
  • incorporate new vocabulary or sentence patterns
  • commit to memory new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • associate new words or expressions with familiar ones
  • maintain a private language learning journal
  • perceive and note in a personal journal or dictionary any unknown words and expressions, noting also their context and function
  • use mental images to remember new information
  • look for patterns and relationships; e.g., structures, meaning
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—that have similar characteristics
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Punjabi and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • find information by using reference materials such as dictionaries, textbooks, grammars and online resources or by seeking out Punjabi speakers (family members, friends, community members)
  • use available technological and multimedia aids that support language learning
  • use induction to generate rules governing language use

Examples of metacognitive language learning strategies:

  • decide in advance to attend to the learning task
  • make a plan in advance about how to approach a language learning task
  • set realistic, achievable and appropriate goals
  • listen or read for key words
  • decide in advance to attend to specific aspects of input
  • know how strategies may enable comprehension of texts containing unknown elements
  • rehearse or role-play language
  • recognize the potential of learning through direct exposure to the language
  • seek opportunities inside and outside of class to practise and observe
  • check copied writing for accuracy
  • monitor speech and writing to check for and correct persistent errors
  • reflect on learning tasks with the guidance of the teacher
  • reflect on the listening, speaking, reading and writing process
  • evaluate your performance or comprehension at the end of a task
  • accept suggestions for improvement
  • reflect on the task at hand, identify potential problems that may hinder successful completion of the task, and brainstorm/create a list of possible solutions to use before working on the task and at various stages during the task
  • experience various forms of language acquisition, and identify one or more you consider to be particularly useful personally
  • make choices about how you learn best
  • understand that language learning is a lifelong process

Examples of social/affective language learning strategies:

  • understand that making mistakes is a natural part of language learning
  • be willing to take risks and to try unfamiliar tasks and approaches
  • continue to explore ways to reduce anxiety and increase your level of comfort and self-confidence in using the language in a variety of situations
  • initiate or maintain interaction with others; e.g.,
    • – observe and imitate Punjabi speakers
    • – participate in shared reading experiences
    • – invite native speakers from the community to be guests in the class
    • – seek opportunities outside of class to interact with community members
    • – work cooperatively with peers in small groups
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • work with others to solve problems and get feedback on tasks
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • provide personal motivation by arranging your own rewards when successful
  • learn from/with peers
Language Use Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, ਸਿਰ ਹਿਲਾਉਣਾ – shaking head to refuse or accept
  • ask for clarification or repetition when you do not understand; e.g., “What do you mean by …?” “Could you say that again, please?” (Formal: ਤੁਹਾਡਾ ਕੀ ਮਤਲਬ ਹੈ ? ਜ਼ਰਾ ਦੁਬਾਰਾ ਦੱਸਣਾ । ਕੀ ਕਿਹਾ ਤੁਸੀਂ ? Informal: ਕੀ ਕਿਹਾ ? ਫਿਰ ਦੱਸੀਂ ? [with raised eyebrows])
  • ask follow-up questions to check for understanding; e.g., “Am I making sense?” (ਕੀ ਮੈਂ ਠੀਕ ਕਹਿ ਰਹੀ/ਰਿਹਾ ਹਾਂ ?)
  • indicate lack of understanding of Punjabi text/expressions through questions posed in Punjabi; e.g., Formal:  ਮਾਫ਼ ਕਰਨਾ, ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਈ । Informal: ਕੀ ਕਿਹਾ ?
  • use a simple word similar to the concept to convey, and invite correction; e.g., “fruit” for “banana” (ਫਲ for ਕੇਲਾ)
  • ask for confirmation that a form used is correct; e.g., “Can you say that?” (ਕੀ ਤੁਸੀਂ ਇਹ ਕਹਿ ਸਕਦੇ ਹੋ ?)
  • use circumlocution to compensate for lack of vocabulary; e.g., “the thing you use to serve food with” for “serving spoon” (ਜਿਸ ਦੇ ਨਾਲ ਅਸੀਂ ਸਬਜ਼ੀ ਪਾਉਂਦੇ ਹਾਂ – ਕੜਛੀ)
  • repeat part of what someone has said to confirm mutual understanding; e.g., “So what you are saying is …” (ਸੋ, ਤੁਸੀਂ ਇਹ ਕਹਿ ਰਹੇ ਹੋ ... ।)
  • use other speakers’ words in subsequent interactions
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • self-correct if errors lead to misunderstandings; e.g., “What I mean to say is …” (Formal: ਮੇਰੇ ਕਹਿਣ ਦਾ ਮਤਲਬ ਹੈ... । Informal: ਮੈਂ ਕਹਿਣਾ ਇਹ ਸੀ... ।)
  • invite others into the discussion; e.g., ies ਇਸ ਬਾਰੇ ਤੁਹਾਡਾ ਕੀ ਖ਼ਿਆਲ ਹੈ ?
  • summarize the point reached in a discussion to help focus the talk; e.g., ਸਾਰੀ ਗੱਲਬਾਤ ਤੋਂ ਪਤਾ ਚਲਦਾ ਹੈ ਕਿ.... । ਜਿੱਥੇ ਤਕ ਮੈਨੂੰ ਸਮਝ ਆਈ ਹੈ ਕਿ... ।
  • use suitable phrases to intervene in a discussion; e.g., “Speaking of …” (Formal: ਹਾਂ, ਮੈਨੂੰ ਹੁਣੇ ਯਾਦ ਆਇਆ... । Informal: ਸੱਚ ਮੈਂ ਕਹਿਣਾ ਸੀ... ।)
  • start again, using a different tactic, when communication breaks down; e.g., “What I’m trying to say is …” (Formal: ਮੇਰਾ ਕਹਿਣ ਦਾ ਮਤਲਬ ਹੈ ...। Informal: ਮੈਂ ਇਹ ਦੱਸ ਰਹੀ/ ਰਿਹਾ ਹਾਂ... ।)

Examples of interpretive language use strategies:

  • note gestures, intonation and visual supports that aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations and prediction strategies to aid reading comprehension
  • determine the purpose of listening, viewing or reading
  • listen or look for key words
  • listen selectively or read selectively based on purpose
  • use knowledge of the sound–symbol system to aid reading comprehension
  • use key content words or discourse markers to follow an extended text
  • infer probable meanings of unknown words or expressions from contextual clues
  • reread several times to understand complex ideas
  • use skimming and scanning to locate key information in texts
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • prepare questions or a guide to note information found in a text

Examples of productive language use strategies:

  • use nonverbal means to communicate
  • use songs, rhyming schemes, word games, tongue twisters, acronyms and poetry in fun ways
  • use familiar repetitive patterns from stories, songs or media
  • incorporate newly modelled words/expressions
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use knowledge of sentence patterns to form new sentences
  • use illustrations to provide detail when producing your own texts
  • take notes in Punjabi when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use a variety of resources to correct texts
  • use resources such as an English–Punjabi dictionary or a Punjabi dictionary to increase vocabulary
  • edit and proofread the final version of a text
  • use various techniques to explore ideas at the planning stage, such as brainstorming, word webs, flowcharts, or keeping a notebook or log of ideas
  • use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
General Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their attributes; e.g., sports played/watched, indoor/outdoor activities, types of summer jobs
  • connect what you already know to what is being learned
  • write down key words and concepts in abbreviated form
  • use previously acquired knowledge or skills to assist with a new learning task
  • identify patterns, e.g., grammar, sentence patterns, to create your own text (oral, written)
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • use mental images to remember new information
  • experiment with, and concentrate on, one thing at a time
  • formulate key questions to guide research
  • distinguish between fact and opinion when using a variety of sources of information
  • make inferences, and identify and justify the evidence on which these inferences are based
  • seek information through a network of sources, including libraries, online resources, individuals and agencies

Examples of metacognitive general learning strategies:

  • identify your needs and interests
  • take responsibility for planning, monitoring and evaluating your learning experiences
  • make a plan in advance about how to approach a task
  • divide an overall learning task into a number of subtasks
  • work with others to monitor your learning
  • develop criteria for evaluating your work
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect on learning tasks
  • reflect upon your thinking processes and how you learn
  • reflect on time management for effective learning
  • manage your physical working environment

Examples of social/affective general learning strategies:

  • follow your natural curiosity and intrinsic motivation to learn
  • choose learning activities that enhance understanding and enjoyment
  • be willing to take risks and to try unfamiliar tasks and approaches
  • be encouraged to try, even though you might make mistakes
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., positive self-talk or seeking advice/encouragement
  • use positive thinking and/or self-talk as a way to persevere on a difficult task
  • participate in cooperative group learning tasks
  • use social interaction skills to enhance group learning activities
  • seek help from others
  • take part in group decision-making processes
  • participate in and/or initiate group problem-solving processes
  • observe and imitate the successful learning strategies of others
  • use support strategies to help peers persevere at learning tasks
Grade 4
Applications (Gr. 4)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share basic information
  • b. identify key people, places and things in the immediate environment
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • b. express a personal response
  • A–2.2 share emotions, feelings
  • a. respond to and express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. give and respond to simple oral instructions or commands
  • c. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • b. ask or offer to do something
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to participate
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. recognize problem-solving situations in the immediate environment
  • A–5.4 explore opinions and values
  • a. listen attentively to the opinions expressed
  • b. respond sensitively to the ideas and products of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some simple words and phrases comprehensibly
  • b. recognize intonation to express meaning, with guidance
  • LC–1.2 orthography
  • a. recognize and name some high frequency letters of the alphabet and some vowel symbols
  • b. write their own name and some words
  • c. be aware of how text is oriented
  • LC–1.3 lexicon
  • a. use a range of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • self
    • family
    • school
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ
  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Nouns
    • singular and plural
      ਤਵਾ (singular/masculine)
      ਤਵੀ (singular/feminine)
    • adjective agreement (singular) ਪੀਲਾ ਕੇਲਾ
  • Pronouns
    • demonstrative
      ਇਹ, ਉਹ (oral )
      ਇਸ, ਉਸ (written)
    • personal (singular)
      ਮੈਂ, ਤੂੰ (ਤੁਸੀਂ), ਇਹ
  • Verbs
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
    • present tense (singular)
      ਮੈਂ ਖੇਡਦਾ ਹਾਂ । ਤੂੰ ਖੇਡਦਾ ਹੈਂ । ਉਹ ਖੇਡਦਾ ਹੈ ।
  • Adverbs
    • time (date) ਅੱਜ, ਕੱਲ, ਪਰਸੋਂ
    • adverbs of affirmation and negation ਹਾਂ ਜੀ । (ਜੀ ਹਾਂ ।)
    • ਨਹੀਂ ਜੀ । (ਜੀ ਨਹੀਂ ।)
  • Adjectives
    • numbers
      ਪੰਜ ਕਿਤਾਬਾਂ, ਇੱਕ ਦਿਨ
      ਡੇਢ, ਢਾਈ
      ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ

Note: In Punjabi a preposition is referred to as a postposition, the term governing a noun or pronoun that appears after the noun or pronoun, rather than before (ਰਸੋਈ ਘਰ ਦੇ ਅੰਦਰ ਹੈ ।).

The example in personal singular pronouns ਤੂੰ is followed by the word (ਤੁਸੀਂ) expressing a form of respect, not the plural form (ਤੁਸੀਂ).

1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand simple spoken sentences in guided situations
  • LC–2.2 speaking
  • a. produce simple oral words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand simple written words and phrases in guided situations
  • LC–3.2 written production
  • a. produce simple written words in guided situations
  • LC–3.3 viewing
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. speak at a volume appropriate to immediate environments
  • b. respond to tone of voice
  • LC–4.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–4.3 variations in language
  • a. experience a variety of voices
  • LC–4.4 social conventions
  • a. imitate simple, routine social interactions
  • b. use basic social expressions appropriate to the classroom
  • LC–4.5 nonverbal communication
  • a. understand the meaning of, and imitate, some common nonverbal behaviours used in Punjabi culture
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. imitate speech that uses simple link words
  • LC–5.2 text forms
  • a. experience a variety of oral text forms
  • b. recognize some simple oral text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns
Global Citizenship (Gr. 4)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. participate in activities and experiences that reflect elements of Punjabi culture
  • b. ask questions, using their first language, about elements of Punjabi culture experienced in the immediate environment
  • GC–1.2 knowledge of Punjabi culture
  • a. participate in activities and experiences that reflect elements of Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of Punjabi culture in the immediate environment
  • GC–1.4 diversity within Punjabi culture
  • a. experience diverse elements of Punjabi culture
  • GC–1.5 valuing Punjabi culture
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language and Punjabi
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by those around them
  • b. identify similarities among words from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and play cooperatively with others who are different from themselves
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. identify reasons for learning Punjabi language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 4) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance
  • S–2.3 productive
  • a. use simple productive strategies, with guidance
S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

Grade 5
Applications (Gr. 5)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask for and provide familiar information
  • b. respond to simple, predictable questions
  • c. identify people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things
  • b. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. identify emotions and feelings
  • b. express and respond to a variety of emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. seek, grant and withhold permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships
  • b. apologize and refuse politely
  • c. express and reciprocate thanks appropriately
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. identify a problem and choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. express their views on a variety of topics within their direct experience
  • b. gather opinions on a topic within their direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of the language
  • b. use comprehensible pronunciation, stress and intonation, with guidance, when producing familiar words or phrases
  • LC–1.2 orthography
  • a. recognize and name all letters of the alphabet and some vowel symbols
  • b. relate letters to the sounds they commonly make
  • c. copy familiar words, phrases and sentences
  • LC–1.3 Lexicon
  • a. use a range of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • clothing
    • food
    • weather
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ
  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Pronouns
    • personal (plural)
      ਅਸੀਂ, ਤੁਸੀਂ, ਉਹ
    • possessive
      ਮੇਰਾ, ਮੇਰੀ
      ਤੇਰਾ, ਤੇਰੀ
    • interrogative
      ਕੌਣ ?, ਕੀ ?, ਕਿੱਥੇ ?
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ, ਜਾਂ
  • Verbs
    • future tense
      ਮੈਂ ਜਾਵਾਂਗੀ ।
      ਉਹ ਜਾਵੇਗਾ ।
    • present tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹਾਂ ।
  • Adverbs
    • place
      ਹੇਠਾਂ, ਉੱਪਰ, ਅੰਦਰ, ਬਾਹਰ
  • Postpositions
    • ਅੰਦਰ, ਬਾਹਰ, ਉੱਪਰ, ਨਾਲ, ਵਿੱਚ

Note: In Punjabi a preposition is referred to as a postposition, the term governing a noun or pronoun that appears after the noun or pronoun, rather than before (e.g., ਰਸੋਈ ਘਰ ਦੇ ਅੰਦਰ ਹੈ ।).

The example in personal singular pronouns ਤੂੰ is followed by the word (ਤੁਸੀਂ) expressing a form of respect, not the plural form (ਤੁਸੀਂ).

1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations2, the following grammatical elements:
  • Nouns
    • singular and plural
      ਤਵਾ (singular/masculine)
      ਤਵੀ (singular/feminine)
    • adjective agreement
      (singular) ਪੀਲਾ ਕੇਲਾ
  • Pronouns
    • demonstrative
      ਇਹ, ਉਹ (oral )
      ਇਸ, ਉਸ (written)
    • personal (singular)
      ਮੈਂ, ਤੂੰ (ਤੁਸੀਂ), ਇਹ
  • Verbs
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
    • present tense (singular)
      ਮੈਂ ਖੇਡਦਾ ਹਾਂ । ਤੂੰ ਖੇਡਦਾ ਹੈਂ । ਉਹ ਖੇਡਦਾ ਹੈ ।
  • Adverbs
    • time (date) ਅੱਜ, ਕੱਲ, ਪਰਸੋਂ
    • adverbs of affirmation and negation ਹਾਂ ਜੀ । (ਜੀ ਹਾਂ ।)
    • ਨਹੀਂ ਜੀ । (ਜੀ ਨਹੀਂ ।)
  • Adjectives
    • numbers
      ਪੰਜ ਕਿਤਾਬਾਂ
      ਇੱਕ ਦਿਨ, ਡੇਢ, ਢਾਈ
      ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ

2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short, simple oral texts in guided situations
  • LC–2.2 speaking
  • a. produce simple oral sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short, simple written phrases in guided situations
  • b. produce simple written phrases in guided situations
  • LC–3.2 written production
  • a. recognize and use some elements of the writing system
  • LC–3.3 viewing
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. distinguish between formal and informal situations
  • b. recognize that some topics, words or intonations are inappropriate in certain contexts
  • LC–4.2 idiomatic expressions
  • a. recognize and understand some simple idiomatic expressions, with guidance
  • LC–4.3 variations in language
  • a. acknowledge and accept individual differences in speech
  • LC–4.4 social conventions
  • a. use basic politeness conventions
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–4.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
  • b. recognize some nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. sequence elements of a simple story, process or series of events
  • b. link words or groups of words in simple ways
  • LC–5.2 text forms
  • a. recognize some simple oral and written text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond using simple social interaction patterns
Global Citizenship (Gr. 5)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations of Punjabi culture
  • b. seek out information about Punjabi culture from a variety of Punjabi sources
  • GC–1.2 knowledge of Punjabi culture
  • a. participate in activities and experiences that reflect elements of Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. identify elements of Punjabi culture in the school and community
  • GC–1.4 diversity within Punjabi culture
  • a. identify some elements that reflect diversity within Punjabi culture
  • GC–1.5 valuing Punjabi culture
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language and Punjabi
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • b. describe ways that languages can be taught and learned
  • GC–2.3 awareness of own culture
  • a. recognize similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community
  • b. recognize that culture is expressed through a variety of forms
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect different ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. listen respectfully to the opinions of others
  • b. engage in new relationships
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. identify some personal uses they have made of their knowledge of Punjabi language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 5) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance
S–3 general learning
  • S–3.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

Grade 6
Applications (Gr. 6)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. describe people, places and things
  • b. describe series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. inquire about, record and share personal experiences involving an emotion or a feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action
  • b. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make an offer and an invitation and respond to offers and invitations made by others
  • b. inquire about, and express, ability and inability to do something
  • A–3.3 manage group actions
  • a. encourage other group members to act appropriately
  • b. assume a variety of roles and responsibilities as group members
  • c. negotiate in a simple way with peers in small-group tasks
  • d. offer to explain or clarify
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves and respond to the talk of others by showing attention and interest
  • b. make and break social engagements
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore classification systems and criteria for categories
  • b. discuss relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. record observations
  • A–5.3 solve problems
  • a. participate in problemsolving situations
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values
  • b. recognize differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some critical sound distinctions that are important for meaning
  • b. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and name all vowel symbols
  • LC–1.3 lexicon
  • a. use a range of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • friends
    • sports/leisure
    • emotions/feelings
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ
  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Nouns
    • adjective agreement (plural)
      ਛੋਟੇ ਮੁੰਡੇ
      ਛੋਟੀਆਂ ਕੁੜੀਆਂ (informal/oral)
      ਛੋਟੀਆਂ ਲੜਕੀਆਂ (formal/oral/written)
  • Verbs
    • past tense (singular)
      ਮੈਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • past tense (plural)
      ਘੋੜੇ ਦੌੜਦੇ ਸਨ ।
  • Adverbs
    • manners
      ਹੌਲੀ ਬੋਲੋ । ਛੇਤੀ ਕਰੋ ।

    Note: In Punjabi a preposition is referred to as a postposition, the term governing a noun or pronoun that appears after the noun or pronoun, rather than before (e.g., ਰਸੋਈ ਘਰ ਦੇ ਅੰਦਰ ਹੈ ।).

    The example in personal singular pronouns ਤੂੰ is followed by the word (ਤੁਸੀਂ) expressing a form of respect, not the plural form (ਤੁਸੀਂ).

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations2, the following grammatical elements:
  • Pronouns
    • personal (plural)
      ਅਸੀਂ, ਤੁਸੀਂ, ਉਹ
    • interrogative
      ਕੌਣ ?, ਕੀ ?, ਕਿੱਥੇ ?
    • possessive
      ਮੇਰਾ, ਮੇਰੀ; ਤੇਰਾ, ਤੇਰੀ
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ, ਜਾਂ
  • Nouns
    • singular and plural
      ਤਵਾ (singular/masculine)
      ਤਵੀ (singular/feminine)
  • Verbs
    • future tense
      ਮੈਂ ਜਾਵਾਂਗੀ ।
      ਉਹ ਜਾਵੇਗਾ ।
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
    • present tense (singular)
      ਮੈਂ ਖੇਡਦਾ ਹਾਂ । ਤੂੰ ਖੇਡਦਾ ਹੈਂ । ਉਹ ਖੇਡਦਾ ਹੈ ।
    • present tense (plural)
    • ਅਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹਾਂ ।
  • Adverbs
    • time (date) ਅੱਜ, ਕੱਲ, ਪਰਸੋਂ
    • place
      ਹੇਠਾਂ, ਉੱਪਰ, ਅੰਦਰ, ਬਾਹਰ
  • Postpositions
    • ਅੰਦਰ, ਬਾਹਰ, ਉੱਪਰ, ਨਾਲ, ਵਿੱਚ

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently3, the following grammatical elements:
  • Nouns
    • adjective agreement
      (singular) ਪੀਲਾ ਕੇਲਾ
  • Pronouns
    • demonstrative
      ਇਹ, ਉਹ (oral )
      ਇਸ, ਉਸ (written)
  • Adverbs
    • adverbs of affirmation and negation
      ਹਾਂ ਜੀ । (ਜੀ ਹਾਂ ।)
      ਨਹੀਂ ਜੀ । (ਜੀ ਨਹੀਂ ।)
  • Adjectives
    • numbers
      ਪੰਜ ਕਿਤਾਬਾਂ, ਇੱਕ ਦਿਨ
      ਡੇਢ, ਢਾਈ,
      ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ
  • Pronouns
    • personal (singular)
      ਮੈਂ, ਤੂੰ (ਤੁਸੀਂ), ਇਹ

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 speaking
  • a. produce short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short, simple written sentences in guided situations
  • LC–3.2 written production
  • a. produce short, simple written sentences in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. experiment with, and use, informal language in familiar contexts
  • LC–4.2 idiomatic expressions
  • a. recognize, understand and use some simple idiomatic expressions, with guidance
  • LC–4.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in Punjabi
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • b. recognize simple social conventions in informal conversation
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. link several sentences coherently
  • b. use common conventions to structure texts
  • LC–5.2 text forms
  • a. use some simple text forms in their own productions
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Global Citizenship (Gr. 6)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare some elements of Punjabi culture with their own
  • GC–1.2 knowledge of Punjabi culture
  • a. explore and identify some elements of Punjabi culture
  • b. explore and identify some things they have in common with people their own age who live in the Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. identify similarities and differences between Punjabi culture and their own culture
  • b. apply knowledge to interpret similarities and differences between Punjabi culture and their own culture
  • GC–1.4 diversity within Punjabi culture
  • a. identify similarities and differences among diverse groups within Punjabi culture
  • b. apply knowledge of Punjabi culture to interpret similarities and differences among diverse groups within the culture
  • GC–1.5 valuing Punjabi culture
  • a. identify similarities between themselves and people of the Punjabi culture
  • b. express an interest in finding out about people their own age who speak Punjabi
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Punjabi
  • GC–2.2 general language knowledge
  • a. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize and identify similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • b. recognize the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. identify some careers for which knowledge of Punjabi language and culture is useful
  • b. identify some places that they could visit where Punjabi is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
  • b. identify some places where there is significant linguistic and cultural diversity
Strategies (Gr. 6) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies, with guidance, to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies, with guidance
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies, with guidance
  • S–2.3 productive
  • a. identify and use a variety of productive strategies, with guidance
S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies, with guidance, to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. provide information on several aspects of a familiar topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and disagreement, and approval and disapproval
  • A–2.2 share emotions, feelings
  • a. inquire about emotions and feelings in a variety of familiar contexts
  • b. express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of familiar situations
  • A–3.2 state personal actions
  • a. state personal actions in the future
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with peers
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • A–5.2 gather and organize information
  • a. compose questions to guide research
  • b. identify sources of information
  • c. gather information, using a prepared format
  • A–5.3 solve problems
  • a. define a problem and use the steps in the problem-solving process
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. identify and reproduce some critical sound distinctions that are important for meaning
  • LC–1.2 orthography
  • a. recognize and use the Gurmukhi Lippi syllables and Lagga Matra signs that correspond to high frequency sounds
  • b. apply some common spelling rules
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • traditions
    • people and places in my community
    • transportation
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ

Gurmukhi Lippi refers to the set of syllables associated with the basic Punjabi sounds; for example, ੳ ਅ ੲ ਸ ਹ

Lagga Matra refers to the signs added to syllables from the Gurmukhi Lippi to make additional sounds; for example, (Bihari) produces the sound of “ee” when it comes after a syllable, so ਸੀ is pronounced “see” (Sassay noon Bihari = See).

  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Adjectives
    • superlative and comparative
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Verbs
    • future tense (plural)
      ਅਸੀਂ ਜਾਵਾਂਗੇ ।
      ਉਹ ਜਾਣਗੇ ।
    • past tense (plural)
      ਘੋੜੇ ਦੌੜਦੇ ਸਨ ।
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
  • Adverbs
    • quality
      ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity
      ਘੱਟ, ਬਹੁਤ
  • Obliques
    • ਤੁਸੀਂ, ਮੇਰੇ ਨਾਲ ਆਵੋ ।

    Note: The personal singular pronoun ਤੂੰ is followed by the word ਤੁਸੀਂ, not the plural form ਤੁਸੀਂ, to express respect.

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations2, the following grammatical elements:
  • Nouns
    • singular irregular
      ਕਾਗਜ਼
    • plural irregular
      ਕਾਗਜ਼
  • Pronouns
    • personal (plural)
      ਅਸੀਂ, ਤੁਸੀਂ, ਉਹ
    • interrogative
      ਕੌਣ, ਕਿਵੇਂ, ਕਿੱਥੇ ?
    • possessive
      ਮੇਰਾ/ਮੇਰੀ, ਤੇਰਾ/ਤੇਰੀ, ਉਹਦਾ/ਇਹਦੀ
  • Verbs
    • future tense (singular)
      ਮੈਂ ਜਾਵਾਂਗੀ ।
      ਉਹ ਜਾਵੇਗਾ ।
    • present tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹਾਂ ।
      ਤੁਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹੋ ।
  • Adverbs
    • quality manners
      ਹੌਲੀ ਬੋਲੋ ।
      ਛੇਤੀ ਕਰੋ ।
    • place
      ਹੇਠਾਂ, ਉੱਪਰ, ਅੰਦਰ, ਬਾਹਰ
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ (ਕੇ), ਜਾਂ, ਤਾਂ, ਕਿਉਂਕਿ, ਨਾਲੇ, ਪਰ

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently3, the following grammatical elements:
  • Nouns
    • singular regular
      ਗੱਡੀ, ਰੇੜਾ
    • plural regular
      ਗੱਡੀਆਂ, ਰੇੜੇ
  • Verbs
    • present tense (singular)
      ਉਹ ਖੇਡਦਾ/ਖੇਡਦੀ ਹੈ।
  • Adverbs
    • time (date)
      ਅੱਜ, ਕੱਲ, ਪਰਸੋਂ

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of short, simple oral texts in guided and unguided situations
  • LC–2.2 speaking
  • a. produce a variety of short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple, routine interactions, with pauses for planning and self-correction
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short, simple written sentences in unguided situations
  • LC–3.2 written production
  • a. produce short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements and other forms of nonverbal communication in a variety of media in unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use some simple idiomatic expressions to enhance communicatione
  • LC–4.3 variations in language
  • a. recognize some common regional variations in Punjabi
  • LC–4.4 social conventions
  • a. recognize important social conventions in everyday interactions
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. organize texts, using common patterns
  • b. interpret simple references within texts
  • LC–5.2 text forms
  • a. recognize a variety of text forms delivered through a variety of media
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns
Global Citizenship (Gr. 7)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of Punjabi culture
  • GC–1.2 knowledge of Punjabi culture
  • a. explore and identify some elements of Punjabi culture
  • b. compare and contrast some elements of the Punjabi culture with their own culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Punjabi culture to interpret cultural behaviours that are similar to, and/or different from, their own
  • GC–1.4 diversity within Punjabi culture
  • a. apply knowledge of diverse elements of Punjabi culture in interactions with people and in interpreting texts
  • GC–1.5 valuing Punjabi culture
  • a. recognize cultural behaviour that is different from their own
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language and Punjabi
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • GC–2.3 awareness of own culture
  • a. identify how cultural influences affect individuals and their behaviour
  • b. make connections between individuals or situations in texts and their own personal experiences
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity about other languages and cultures
  • b. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. explore how their perspective is shaped by a variety of factors
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. identify aspects of Punjabi language and culture that are of personal interest
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of different cultures that are of personal interest
  • identify some places where there is significant linguistic and cultural diversity
Strategies (Gr. 7) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies
  • S–2.3 productive
  • a. identify and use a variety of productive strategies
S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. understand and use definitions, comparisons and exampless
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest or lack of interest, and satisfaction and dissatisfaction
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 state personal actions
  • a. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. state personal actions in the past
  • b. make a promise and express intention in a variety of situations
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communication
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore meaning in a variety of ways
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources
  • b. identify useful and reliable resources
  • c. organize and manipulate information
  • A–5.3 solve problems
  • a. describe a problem
  • b. gather information from a variety of sources to propose solutions to problems
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. reproduce, comprehensibly, the pronunciation of unfamiliar words
  • b. recognize medial, low and high tones
  • LC–1.2 orthography
  • a. recognize and use the Gurmukhi Lippi syllables and Lagga Matra signs that correspond to high frequency sounds
  • b. use basic spelling rules consistently in writing familiar words and phrases
  • LC–1.3 lexicon
  • a. use a range of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • fashion
    • shopping/money
    • cooking
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ

Gurmukhi Lippi refers to the set of syllables associated with the basic Punjabi sounds; for example, ੳ ਅ ੲ ਸ ਹ

Lagga Matra refers to the signs added to syllables from the Gurmukhi Lippi to make additional sounds; for example, (Bihari) produces the sound of “ee” when it comes after a syllable, so ਸੀ is pronounced “see” (Sassay noon Bihari = See).

  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Pronouns
    • neutral
      ਅਸੀਂ, ਤੁਸੀਂ
    • interrogative
      ਕਿਉਂ ?
      ਕਦੋਂ ?
      ਕਿਵੇਂ ?
      ਕਿੰਨੇ ?
      ਕਿੰਨਾ ?
  • Adverbs
    • numbers
      ਇੱਕ ਇੱਕ, ਕਈ ਵਾਰੀ
    • quantity
      ਬਹੁਤਾ, ਥੋੜ੍ਹਾ, ਘੱਟ

    Note: The personal singular pronoun ਤੂੰ is followed by the word ਤੁਸੀਂ, not the plural form ਤੁਸੀਂ, to express respect.

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations2, the following grammatical elements:
  • Postpositions*
    • ਅੰਦਰ, ਬਾਹਰ, ਉੱਪਰ, ਨਾਲ, ਵਿੱਚ, ਹੇਠਾਂ
  • Adjectives
    • superlative and comparative
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Verbs
    • future tense (plural)
      ਅਸੀਂ ਜਾਵਾਂਗੇ ।
      ਉਹ ਜਾਣਗੇ ।
    • past tense (singular)
      ਮੈਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੂੰ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਸ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • past tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੁਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਹਨਾਂ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
      ਤੂੰ ਜਾ । ਤੁਸੀਂ ਜਾਵੋ ।
  • Adverbs
    • quality
      ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity
      ਘੱਟ, ਥੋੜ੍ਹਾ, ਬਹੁਤ, ਬਹੁਤਾ
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ (ਕੇ), ਜਾਂ, ਤਾਂ, ਕਿਉਂਕਿ, ਨਾਲੇ, ਪਰ
  • Obliques
    • ਤੁਸੀਂ ਮੇਰੇ ਨਾਲ ਆਵੋ ।

    * In Punjabi, a preposition is referred to as a postposition. A postposition appears after a noun or pronoun rather than before it; e.g., ਰਸੋਈ ਘਰ ਦੇ ਅੰਦਰ ਹੈ ।

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently3, the following grammatical elements:
  • Pronouns
    • personal (plural)
      ਅਸੀਂ, ਤੁਸੀਂ, ਉਹ
    • possessive
      ਤੇਰਾ/ਤੇਰੀ, ਮੇਰਾ/ਮੇਰੀ, ਉਹ ਦਾ/ਇਹ ਦੀ
  • Verbs
    • present tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹਾਂ ।
      ਤੁਸੀਂ ਰੋਟੀ ਖਾਂਦੇ ਹੋ ।
    • future tense (singular)
      ਮੈਂ ਜਾਵਾਂਗੀ ।
      ਉਹ ਜਾਵੇਗਾ ।
  • Adverbs
    • place
      ਹੇਠਾਂ, ਉੱਪਰ, ਅੰਦਰ, ਬਾਹਰ
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ (ਕੇ), ਜਾਂ, ਤਾਂ, ਕਿਉਂਕਿ, ਨਾਲੇ, ਪਰ

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short, simple oral texts on unfamiliar topics in guided situations
  • LC–2.2 speaking
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions with ease, using pauses for planning and self-correction
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short written texts on familiar topics in guided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of multiple visual elements and other forms of nonverbal communication in a variety of media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify socially appropriate language in specific situations
  • LC–4.2 idiomatic expressions
  • a. use some simple idiomatic expressions to enhance communication
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in Punjabi
  • LC–4.4 social conventions
  • a. recognize the use of social conventions encountered in oral and simple written texts
  • LC–4.5 nonverbal communication
  • a. recognize nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. organize texts to indicate steps in a procedure or directions to follow
  • LC–5.2 text forms
  • a. analyze and identify the organizational structure of a variety of text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns
Global Citizenship (Gr. 8)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. use basic research skills to find out about Punjabi culture
  • b. identify and use a variety of sources of information to find out about Punjabi culture
  • GC–1.2 knowledge of Punjabi culture
  • a. explore and identify some elements of Punjabi culture
  • b. compare and contrast some elements of the Punjabi culture with their own culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Punjabi culture in interactions with people and in interpreting texts
  • GC–1.4 diversity within Punjabi culture
  • a. apply knowledge of diverse elements of Punjabi culture in interactions with people and in interpreting texts
  • GC–1.5 valuing Punjabi culture
  • a. participate in, and contribute to, activities and experiences that reflect Punjabi culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language that have been borrowed from Punjabi or from other languages
  • GC–2.2 general language knowledge
  • a. identify how and why languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify some relationships between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. explore and examine representations of their own culture created by members of another culture
  • b. recognize stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. explore personal reasons for learning Punjabi language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
Strategies (Gr. 8) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies
  • S–2.3 productive
  • a. select and use a variety of productive strategies
S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • A–2.2 share emotions, feelings
  • a. inquire about emotions and feelings in formal situations
  • b. express emotions and feelings in formal situations
A–3 to get things done
  • A–3.1 state personal actions
  • a. make and respond to suggestions or requests in informal situations
  • A–3.2 state personal actions
  • a. state personal actions in the past, present and future
  • b. accept or decline, with an explanation, an offer or invitation
  • A–3.3 manage group actions
  • a. clarify another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments appropriately
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing
  • A–5.2 gather and organize information
  • a. prepare a format to gather information
  • b. organize, manipulate and transform information
  • A–5.3 solve problems
  • a. analyze a problem by extracting and manipulating key elements
  • A–5.4 explore opinions and values
  • a. provide reasons for their position on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • b. identify medial, low and high tones
  • LC–1.2 orthography
  • a. recognize and use the Gurmukhi Lippi syllables and Lagga Matra signs that correspond to high frequency sounds
  • b. use basic mechanical conventions
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • travel
    • entertainment
    • social events
    • any other lexical fields that meet their needs and interests

Note: The Punjabi alphabet has six bindi letters – ਸ਼ ਖ਼ ਗ਼ ਜ਼ ਫ਼ ਲ਼
The orthography and pronunciation of these letters may cause confusion and should be used with caution particularly in the use of borrowed words of Persian and Farsi descent; for example, oral pronunciation of the letters f and ph would be articulated as:

  • f = ਫ਼
  • ph = ਫ

Gurmukhi Lippi refers to the set of syllables associated with the basic Punjabi sounds; for example, ੳ ਅ ੲ ਸ ਹ

Lagga Matra refers to the signs added to syllables from the Gurmukhi Lippi to make additional sounds; for example, (Bihari) produces the sound of “ee” when it comes after a syllable, so ਸੀ is pronounced “see” (Sassay noon Bihari = See).

  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations1 the following grammatical elements:
  • Adverbs
    • emphasis
      ਬਿਲਕੁਲ, ਜਰੂਰ
    • causes
      ਕਿਉਂਕਿ, ਇਸ ਕਰ ਕੇ
    • comparative and superlative
      ਰਾਮ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
      ਸ਼ਾਮ ਉਸ ਤੋਂ ਵੀ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।

    Note: The personal singular pronoun ਤੂੰ is followed by the word ਤੁਸੀਂ, not the plural form ਤੁਸੀਂ, to express respect.

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations2, the following grammatical elements:
  • Pronouns
    • neutral
      ਅਸੀਂ, ਤੁਸੀਂ
    • interrogative
      ਕਿਉਂ ?
      ਕਦੋਂ ?
      ਕਿਵੇਂ ?
      ਕਿੰਨੇ ?
      ਕਿੰਨਾ ?
  • Verbs
    • past tense (singular)
      ਮੈਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੂੰ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਸ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • past tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੁਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਹਨਾਂ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
  • Adverbs
    • numbers
      ਇੱਕ ਇੱਕ, ਕਈ ਵਾਰੀ
    • quantity
      ਬਹੁਤਾ, ਥੋੜ੍ਹਾ, ਘੱਟ, ਜ਼ਿਆਦਾ
  • Obliques
    • ਤੁਸੀਂ ਮੇਰੇ ਨਾਲ ਆਵੋ ।

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently3, the following grammatical elements:
  • Nouns
    • singular irregular
      ਕਾਗਜ਼
    • plural irregular
      ਕਾਗਜ਼
  • Postpositions*
    • ਅੰਦਰ, ਬਾਹਰ, ਉੱਪਰ, ਨਾਲ, ਵਿੱਚ, ਹੇਠਾਂ
  • Pronouns
    • interrogative
      ਕੌਣ ?, ਕਿਵੇਂ ?, ਕਿੱਥੇ ?
  • Adjectives
    • comparative and superlative
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Noun–Adjective Agreement
    • singular
      ਛੋਟਾ ਮੁੰਡਾ, ਛੋਟੀ ਕੁੜੀ
    • plural
      ਛੋਟੇ ਮੁੰਡੇ, ਛੋਟੀਆਂ ਕੁੜੀਆਂ
  • Verbs
    • future tense (plural)
      ਅਸੀਂ ਜਾਵਾਂਗੇ ।
      ਉਹ ਜਾਣਗੇ ।
    • past tense (singular)
      ਮੈਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੂੰ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਸ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • past tense (plural)
      ਅਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਤੁਸੀਂ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
      ਉਹਨਾਂ ਨੇ ਰੋਟੀ ਖਾਧੀ ਸੀ ।
    • imperative
      ਚੁੱਪ ਕਰੋ । ਮੇਰੇ ਵੱਲ ਵੇਖੋ । ਰੌਲਾ ਨਾ ਪਾਉ ।
      ਤੂੰ ਜਾ । ਤੁਸੀਂ ਜਾਵੋ ।
  • Adverbs
    • quality
      ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity
      ਘੱਟ, ਥੋੜ੍ਹਾ, ਬਹੁਤ, ਬਹੁਤਾ
    • quality (manners)
      ਹੌਲੀ ਬੋਲੋ ।
      ਛੇਤੀ ਕਰੋ ।
  • Obliques
    • ਤੁਸੀਂ ਮੇਰੇ ਨਾਲ ਆਵੋ ।
  • Conjunctions
    • ਤੇ (ਅਤੇ), ਕਿ (ਕੇ), ਜਾਂ, ਤਾਂ, ਕਿਉਂਕਿ, ਨਾਲੇ, ਪਰ

* In Punjabi, a preposition is referred to as a postposition. A postposition appears after a noun or pronoun rather than before it; e.g., ਰਸੋਈ ਘਰ ਦੇ ਅੰਦਰ ਹੈ ।

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 speaking
  • a. produce a variety of short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty, asking for repetition or clarification when necessary
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in unguided situations
  • LC–3.3 viewing
  • a. derive meaning from multiple visual elements in a variety of media in unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of multiple visual elements and other forms of nonverbal communication in a variety of media in unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use some simple idiomatic expressions to enhance communication
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in Punjabi
  • LC–4.4 social conventions
  • a. interpret and use appropriate social conventions in daily interactions
  • LC–4.5 nonverbal communication
  • a. understand nonverbal behaviours that are considered impolite in certain contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. use a variety of conventions to structure texts
  • b. interpret and use references within texts
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions
Global Citizenship (Gr. 9)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Punjabi culture in a variety of ways
  • GC–1.2 knowledge of Punjabi culture
  • a. explore and identify some elements of Punjabi culture
  • b. compare and contrast some elements of the Punjabi culture with their own culture
  • GC–1.3 applying cultural knowledge
  • a. identify different perspectives on Punjabi culture and explore and reflect on their origins
  • GC–1.4 diversity within Punjabi culture
  • a. identify different perspectives on diverse elements of Punjabi culture and explore and reflect on their origins
  • GC–1.5 valuing Punjabi culture
  • a. examine their own perceptions of Punjabi language and culture, including stereotypes
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of own culture
  • a. examine common stereotypes about their own culture held by the Punjabi-speaking world
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. appreciate the value of different perspectives
  • GC–2.6 intercultural skills
  • a. examine the consequences of stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. identify some careers that use knowledge of Punjabi language and culture
  • b. identify some personal benefits of learning Punjabi language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures
  • b. identify personal reasons for learning international languages
Strategies (Gr. 9) 

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning
S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies
  • S–2.3 productive
  • a. select and use a variety of productive strategies
S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

Further examples of strategies are available in the Strategies Overview section.

10-9Y
Applications (10-9Y)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in formal situations
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to accolades and congratulations, expressions of sympathy and regret, and empathy
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics
  • A–5.2 gather and organize information
  • a. identify key ideas and summarize and paraphrase information
  • A–5.3 solve problems
  • a. analyze problems and generate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. understand the concept of perspective and examine differing perspectives on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (10-9Y)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of the language with guidance
  • LC–1.2 orthography
  • a. use the Gurmukhi Lippi syllables and Lagga Matra, Lagakhar and pair-ch akhar * signs
  • b. apply mechanical conventions
  • c. recognize and correctly spell familiar words
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • media
    • personal identity
    • relationships**
    • any other lexical fields that meet their needs and interests

* Lagga Matra = ਲਗਾ ਮਾਤਰਾ , Lagakhar = ਲਗਾਖਰ, pair-ch akhar = ਪੈਰ’ਚ ਅੱਖਰ

** the topic of relationships requires caution and sensitivity on the part of the teacher.

  • LC–1.4 grammatical elements
  • a. use, in modelled situations3 the following grammatical elements:
  • Pronouns
    • relative pronouns (causal); e.g., ਜੋ, ਜਿਹੜੇ, ਜਿਨ੍ਹਾਂ, ਉਹ, ਉਹਨਾਂ
  • Verbs
    • present and past perfect tense (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਚੁੱਕਾ ਹਾਂ । (sm) present
      ਮੈਂ ਖੇਡ ਚੁੱਕੀ ਸੀ । (s/f) past

      ਅਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹਾਂ । (p/m) present
      ਅਸੀਂ ਖੇਡ ਚੁੱਕੀਆਂ ਸੀ/ਸਾਂ । (p/f) past

      ਤੂੰ ਖੇਡ ਚੁੱਕਾ ਹੈਂ । (s/m) present
      ਤੁਸੀਂ ਖੇਡ ਚੁੱਕੇ ਸੀ । (s/p/m) past

      ਉਹ ਖੇਡ ਚੁੱਕਾ ਹੈ । (s/m) present
      ਉਹ ਖੇਡ ਚੁੱਕੇ ਸਨ । (p/m) past
      ਉਹ ਖੇਡ ਚੁੱਕੀ ਹੈ । (s/f) present
      ਉਹ ਖੇਡ ਚੁੱਕੀਆਂ ਸਨ । (p/f) past

  • Adverbs
    • emphasis; e.g., ਬਿਲਕੁਲ, ਜ਼ਰੂਰ, ਤਾਂ ਵੀ/ਵੀ
    • causes; e.g.,
      ਕਿਉਂਕਿ, ਕਿਉਂ, ਜੋ, ਤਾਂ, ਜੋ, ਤਾਂ ਹੀ, ਇਸ ਕਰ ਕੇ, ਜਿੱਥੇ, ਜਦੋਂ, ਕਦੋਂ, ਉਦੋਂ, ਕਦੀ-ਕਦਾਈਂ, ਜਿੱਧਰ, ਉੱਧਰ, ਜਿਵੇਂ, ਤਿਵੇਂ ਆਦਿ ।
      ਜਿੱਥੇ ਮੈਂ ਰਹਿੰਦੀ ਹਾਂ, ਉੱਥੇ ਬਹੁਤ ਭੀੜ ਹੈ ।
  • Numbers
    • fractions; e.g.,
      ਸਵਾ, ਡੇੜ੍ਹ/ਡੇਢ, ਢਾਈ, ਪੌਣਾ, ਸਾਢੇ
  • Adjectives
    • comparative and superlative; e.g.,
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Postpositions
    • directional (e.g., into/out of/towards) and locational/ positional (e.g., in/inside, out/on/ beside); e.g.,
      ਦੇ ਵਿੱਚ, ਵਿੱਚੋਂ, ਨੂੰ
      ਘਰ ਦੇ ਵਿੱਚ, ਘਰ ਦੇ ਵਿੱਚੋਂ
      ਘਰ ਦੇ ਬਾਹਰ, ਘਰ ਦੇ ਨਾਲ
  • Interjections
    • to praise/show admiration; e.g.,
      ਸ਼ਾਬਾਸ਼ ! ਬੱਲੇ ! ਖ਼ੂਬ ! ਅਸ਼ਕੇ ! ਸ਼ਾਵਾ ! ਸਦਕੇ !
  • Synonyms; e.g.,
    • ਜਲ–ਪਾਣੀ
      ਉੱਤਰ–ਜਵਾਬ
      ਔਖਾ–ਮੁਸ਼ਕਲ
      ਠੀਕ–ਸਹੀ
      ਗਰਮ–ਤੱਤਾ
  • Sentence Structure
    • sentences with relative pronouns;
      e.g., ਜਿਹੜੇ ਮਿਹਨਤ ਕਰਦੇ ਹਨ, ਉਹ ਚੰਗੇ ਨੰਬਰ ਲੈ ਕੇ ਪਾਸ ਹੁੰਦੇ ਹਨ ।
      ਜਦੋਂ ਮੈਂ ਸਕੂਲ ਪਹੁੰਚਿਆਂ ਤਦ ਘੰਟੀ ਵੱਜ ਚੁੱਕੀ ਸੀ।
    • sentences with interjections: – to praise; e.g.,
      ਸ਼ਾਬਾਸ਼ ! ਤੁਸੀਂ ਬਹੁਤ ਵਧੀਆ ਕੰਮ ਕੀਤਾ ਹੈ ।

    3Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations4, the following grammatical elements:
  • Nouns
    • abstracts; e.g.,
      ਸੱਚ, ਗ਼ਮੀ, ਮਿਠਾਸ
  • Pronouns
    • interrogatives
      ਕੌਣ/ਕਿਸਨੂੰ/ਕਿਸਦਾ ?
      ਕੀ ?
      ਕਿਉਂ ?
      ਕਦੋਂ ?
      ਕਿਵੇਂ ?
      ਕਿੰਨਾ ? (singular)
      ਕਿੰਨੇ ? (plural)
      ਕਿੱਥੇ ?
      ਕਿੰਨਾ ਵੱਡਾ ?
      ਕਿਹੋ ਜਿਹਾ ?
  • Verbs
    • past continuous (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਮੈਂ ਖੇਡ ਰਹੀ ਸੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਰਹੇ ਸੀ/ਸਾਂ । (p/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਸੀ/ਸਾਂ । (p/f)

      ਤੂੰ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਰਹੇ ਸੀ । (s/p/m)

      ਉਹ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਉਹ ਖੇਡ ਰਹੇ ਸਨ । (p/m)
      ਉਹ ਖੇਡ ਰਹੀ ਸੀ । (s/f)
      ਉਹ ਖੇਡ ਰਹੀਆਂ ਸਨ । (p/f)

    • future continuous (singular and plural, masculine and feminine); eg.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਹੋਵਾਂਗਾ । (s/m)
      ਮੈਂ ਖੇਡ ਰਹੀ ਹੋਵਾਂਗੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਰਹੇ ਹੋਵਾਂਗੇ । (p/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਹੋਵਾਂਗੀਆਂ । (p/f)

      ਤੂੰ ਖੇਡ ਰਿਹਾ ਹੋਵੇਂਗਾ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਰਹੇ ਹੋਵੋਗੇ । (s/p/m)

      ਉਹ ਖੇਡ ਰਿਹਾ ਹੋਵੇਗਾ । (s/m)
      ਉਹ ਖੇਡ ਰਹੇ ਹੋਵਣਗੇ । (p/m)
      ਉਹ ਖੇਡ ਰਹੀ ਹੋਵੇਗੀ । (s/f)
      ਉਹ ਖੇਡ ਰਹੀਆਂ ਹੋਵਣਗੀਆਂ/ਹੋਣਗੀਆਂ । (p/f)

  • Adverbs
    • using numbers; e.g., ਇੱਕ-ਇੱਕ, ਸਾਰੇ ਜਾਣੇ, ਇੱਕ-ਇੱਕ ਕਰਕੇ
  • Adjectives
    • colours; e.g., ਨੀਲਾ, ਲਾਲ, ਪੀਲਾ, ਕਾਲਾ
    • comparative and superlative; e.g., ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Modifiers (Adjectival/Adverbial)
    • quality; e.g., ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity; e.g., ਘੱਟ, ਥੋੜ੍ਹਾ, ਬਹੁਤ, ਬਹੁਤਾ, ਜ਼ਿਆਦਾ
  • Numbers
    • ordinal; e.g., ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ
  • Using Obliques; e.g.,
    • ਮੁੰਡੇ ਨੇ (ਮੁੰਡਾ)
    • ਮੁੰਡਿਆਂ ਨੇ (ਮੁੰਡੇ)
    • ਮੈਨੂੰ, ਮੈਥੋਂ (ਮੈਂ)
    • ਸਾਨੂੰ, ਸਾਥੋਂ (ਅਸੀਂ)
    • ਇਹਨੂੰ, ਇਸ ਨੂੰ, ਇਹਤੋਂ (ਇਹ)
  • Conjunctions
    • for the reason that; e.g., ਇਸ ਕਰ ਕੇ
      ਮੇਰੇ ਮਾਤਾ ਜੀ ਬਿਮਾਰ ਸਨ ਇਸ ਕਰ ਕੇ ਮੈਂ ਕੱਲ ਸਕੂਲ ਨਹੀਂ ਆਇਆ ।
  • Interjections
    • to obtain listener’s attention; e.g., ਸ਼ਾਬਾਸ਼ ! ਬੱਲੇ ! ਖ਼ੂਬ ! ਅਸਕੇ ! ਸ਼ਾਵਾ ! ਸਦਕੇ !
  • Opposites;; e.g.,
    • ਦਿਨ–ਰਾਤ
    • ਮੋਟਾ–ਪਤਲਾ
    • ਔਖਾ–ਸੌਖਾ
    • ਸੱਚ–ਝੂਠ
    • ਗਰਮੀ–ਸਰਦੀ
  • Gender
    • masculine → feminine by adding ਕੰਨਾ, ਕੰਨਾ ਤੇ ਣੀ, ਕੀ at the end of the word; e.g.,
      ਅਧਿਆਪਕ–ਅਧਿਆਪਕਾ
      ਨੌਕਰ–ਨੌਕਰਾਣੀ
      ਢੋਲ–ਢੋਲਕੀ
    • masculine → feminine by replacing ਬਿਹਾਰੀ with ਣ, ਨ, ਨੀ at the end of the word; e.g.,
      ਪੰਜਾਬੀ–ਪੰਜਾਬਣ
      ਸ਼ਹਿਰੀ–ਸ਼ਹਿਰਨ
      ਪਤੀ–ਪਤਨੀ
    • masculine → feminine; e.g.,
      ਪਿਤਾ–ਮਾਤਾ
      ਭਰਾ–ਭੈਣ
      ਪੱਤ–ਧੀ
      ਗੱਭਰੂ–ਮੁਟਿਆਰ
      ਫੁੱਫੜ–ਭੂਆ
    • masculine → feminine (singular); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਿਹਾ ਹੈ ।
      ਮੁਟਿਆਰ ਗਿੱਧਾ ਪਾ ਰਹੀ ਹੈ ।
    • masculine → feminine (plural); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਹੇ ਹਨ ।
      ਮੁਟਿਆਰਾਂ ਗਿੱਧਾ ਪਾ ਰਹੀਆਂ ਹਨ ।
  • Sentence Structure
    • sentences with comparative structures; e.g.,
      ਮੇਰਾ ਘਰ ਵੱਡਾ ਹੈ, ਮੇਰੇ ਭਰਾ ਦਾ ਘਰ ਉਸ ਤੋਂ ਵੀ ਵੱਡਾ ਹੈ, ਪਰ ਮੇਰੀ ਭੈਣ ਦਾ ਘਰ ਸਭ ਤੋਂ ਵੱਡਾ ਹੈ ।
    • clauses joined by and/or/but; e.g.,
      ਗੁਰਕਿਰਨ ਅਤੇ ਹਰਪਾਲ ਤੇਜ਼ ਦੌੜਦੇ ਹਨ, ਪਰ ਏਕਮ ਉਹਨਾਂ ਤੋਂ ਵੀ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
    • sentences with interjections to obtain listener’s attention; e.g.,
      ਓਏ ਮੁੰਡਿਓ !
      ਨੀ ਕੁੜੀਏ !

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently3, the following grammatical elements:
  • Nouns
    • noun–adjective agreement (gender, number) for common familiar nouns; e.g.,
      ਚਾਰ ਸੁਹਣੀਆਂ ਕੁੜੀਆਂ ਗਿੱਧਾ ਪਾ ਰਹੀਆਂ ਹਨ ।
  • Verbs
    • present continuous (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਹਾਂ । (s/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਹਾਂ । (p/f)
  • Adverbs
    • place; e.g.,
      ਹੇਠਾਂ, ਉੱਪਰ, ਅੰਦਰ, ਬਾਹਰ, ਨਾਲ, ਵਿੱਚ, ਸਾਹਮਣੇ ਆਦਿ ।
    • manner; e.g.,
      ਹੌਲੀ ਬੋਲੋ ।
      ਛੇਤੀ ਕਰੋ ।
  • Numbers; e.g.,
    • ਇੱਕ ਇੱਕ, ਕਈ ਵਾਰੀ
  • Conjunctions; e.g., ਤਾਂ, ਕਿਉਂਕਿ, ਨਾਲੇ, ਪਰ
  • Sentence Structure
    • simple affirmative and negative (present and past)
    • imperative (affirmative and negative); e.g.,
      ਚੁੱਪ ਕਰੋ ।
      ਮੇਰੇ ਵੱਲ ਵੇਖੋ ।
      ਰੌਲਾ ਨਾ ਪਾਉ ।

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand the main points and some supporting details of oral texts on familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand key details in written texts on familiar topics
  • LC–3.2 written production
  • a. produce short written texts on familiar topics
  • LC–3.3 viewing
  • a. propose several interpretations of the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. explore, in guided situations, a variety of ways that meaning can be expressed through the visual elements of a variety of media
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. understand learned idiomatic expressions and sayings (proverbs) and use them appropriately in new contexts; e.g.,
    … ਅੱਖ ਦਾ ਤਾਰਾ… ।
    ਅੰਤ ਭਲੇ ਦਾ ਭਲਾ ।
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in Punjabi
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., forms of address:
    ਮੈਨੂੰ ਕਿਤਾਬ ਦਿਉ/ਦੇਵੋ ਜੀ ।
    ਕਿਰਪਾ ਕਰਕੇ, ਮੈਨੂੰ ਕਿਤਾਬ ਦਿਉ/ਦੇਵੋ ਜੀ ।
  • LC–4.5 nonverbal communication
  • a. understand and apply a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform interactions and transactions
Global Citizenship (10-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. put forth their own ideas about Punjabi culture
  • b. identify and use a variety of sources of information to investigate the validity of their own ideas about Punjabi culture
  • GC–1.2 knowledge of Punjabi culture
  • a. explore, identify and analyze some elements of Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Punjabi culture, derived from a variety of sources, to interpret actions and texts
  • GC–1.4 diversity within Punjabi culture
  • a. apply knowledge of diverse elements of Punjabi culture, derived from a variety of sources
  • GC–1.5 valuing Punjabi culture
  • a. identify and use opportunities to enter into contact with members of Punjabi culture
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. identify aspects of their personal style in formal and informal language use
  • GC–2.2 general language knowledge
  • a. describe ways languages evolve over time and identify reasons for their evolution
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in texts from their own culture
  • GC–2.4 general cultural knowledge
  • a. describe some causes of breakdown in communication and of misunderstanding when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from other cultures
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with breakdowns in communication and with misunderstandings when encountering an unfamiliar culture
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. explore careers in which knowledge of Punjabi language and culture can be applied
  • GC–3.2 cultural and linguistic diversity
  • a. explore careers in which knowledge of additional languages and cultures can be applied
Strategies (10-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. identify and use interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Further examples of strategies are available in the Strategies Overview section.

20-9Y
Applications (20-9Y)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask and answer questions about an informative text read, heard, viewed or experienced
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express and explain preferences
  • A–2.2 share emotions, feelings
  • a. explore the expression of strong emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a complex sequence of instructions
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans, goals and aspirations
  • A–3.3 manage group actions
  • a. contribute to the assessment of group activities by providing constructive feedback to group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. clarify misunderstandings and/or make suggestions to handle conflict situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways
  • A–5.2 gather and organize information
  • a. synthesize information from several sources
  • b. evaluate the usefulness and reliability of sources
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (20-9Y)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of the language where rehearsal is possible
  • LC–1.2 orthography
  • a. use the Gurmukhi Lippi syllables and Lagga Matra, Lagakhar and pair-ch akhar* signs
  • b. spell some words with uncommon spelling patterns and words with irregular spelling
  • c. apply mechanical conventions consistently
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • arts and literature
    • current events
    • environment, peace and human rights
    • any other lexical fields that meet their needs and interests

* Lagga Matra = ਲਗਾ ਮਾਤਰਾ , Lagakhar = ਲਗਾਖਰ, pair-ch akhar = ਪੈਰ’ਚ ਅੱਖਰ

  • LC–1.4 grammatical elements
  • a. use, in modelled situations3 the following grammatical elements:
  • Pronouns
    • indefinite pronouns; e.g.,
      ਸਭ, ਬਹੁਤੇ, ਅਨੇਕ, ਕਈ, ਕੋਈ, ਸਾਰੇ, ਬਹੁਤ ਸਾਰੇ, ਕੁਝ, ਕੁਝ ਹੋਰ, ਵਿਰਲੇ, ਥੋੜ੍ਹੇ, ਸਰਬੱਤ
  • Verbs
    • future perfect tense (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਚੁੱਕਾ ਹੋਵਾਂਗਾ । (s/m)
      ਮੈਂ ਖੇਡ ਚੁੱਕੀ ਹੋਵਾਂਗੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹੋਵਾਂਗੇ । (p/m)
      ਅਸੀਂ ਖੇਡ ਚੁੱਕੀਆਂ ਹੋਵਾਂਗੀਆਂ । (p/f)

      ਤੂੰ ਖੇਡ ਚੁੱਕਾ ਹੋਵੇਂਗਾ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹੋਵੋਗੇ । (s/p/m)

      ਉਹ ਖੇਡ ਚੁੱਕਾ ਹੋਵੇਗਾ । (s/m)
      ਉਹ ਖੇਡ ਚੁੱਕੇ ਹੋਣਗੇ/ਹੋਵਣਗੇ । (p/m)
      ਉਹ ਖੇਡ ਚੁੱਕੀ ਹੋਵੇਗੀ । (s/f)
      ਉਹ ਖੇਡ ਚੁੱਕੀਆਂ ਹੋਣਗੀਆਂ/ ਹੋਵਣਗੀਆਂ । (p/f)
  • Postpositions
    • ਨੂੰ
    • ਮੈਂ ਘਰ ਨੂੰ ਜਾ ਰਹੀ ਹਾਂ ।
  • Adverbial Expressions
    • in complex sentences; e.g.,
      ਜਿੱਥੇ, ਜਦੋਂ, ਕਦੋਂ, ਉਦੋਂ, ਕਦੀ-ਕਦਾਈਂ, ਜਿੱਧਰ, ਉੱਧਰ, ਜਿਵੇਂ, ਤਿਵੇਂ
  • Interjections
    • scold/rebuke; e.g.,
      ਦੁਰ ! ਧਿਰਕਾਰ ! ਫਿੱਟੇ ਮੂੰਹ !
    • warning; e.g.,
      ਖ਼ਬਰਦਾਰ ! ਠਹਿਰ ਜ਼ਰਾ/ਜਾ ! ਸੁਣੋ ਜੀ ! ਹਟੋ ਜੀ ! ਹੈਂ !
  • Sentence Structure
    • sentences with indefinite pronouns; e.g.,
      ਕਈ ਆਉਂਦੇ ਹਨ ਤੇ ਕਈ ਜਾਂਦੇ ਹਨ ।
      ਉਸ ਨੂੰ ਸਭ ਚਾਹੁੰਦੇ ਹਨ ।
      ਬਹੁਤ ਸਾਰੇ ਲੋਕ ਮੇਲਾ ਦੇਖਣ ਗਏ ।
    • complex sentences with adverbial expressions; e.g.,
      ਜਿੱਥੇ ਮੈਂ ਰਹਿੰਦੀ ਹਾਂ, ਉੱਥੇ ਬਹੁਤ ਭੀੜ ਹੈ ।

    3Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations4, the following grammatical elements:
  • Nouns
    • abstracts; e.g.,
      ਸੱਚ, ਗ਼ਮੀ, ਮਿਠਾਸ
  • Pronouns
    • relative pronouns (causal); e.g.,
      ਜੋ, ਜਿਹੜੇ, ਜਿਨ੍ਹਾਂ, ਉਹ, ਉਹਨਾਂ
  • Verbs
    • future continuous (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਹੋਵਾਂਗਾ । (s/m)
      ਮੈਂ ਖੇਡ ਰਹੀ ਹੋਵਾਂਗੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਰਹੇ ਹੋਵਾਂਗੇ । (p/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਹੋਵਾਂਗੀਆਂ । (p/f)

      ਤੂੰ ਖੇਡ ਰਿਹਾ ਹੋਵੇਂਗਾ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਰਹੇ ਹੋਵੋਗੇ । (s/p/m)

      ਉਹ ਖੇਡ ਰਿਹਾ ਹੋਵੇਗਾ । (s/m)
      ਉਹ ਖੇਡ ਰਹੇ ਹੋਵਣਗੇ । (p/m)
      ਉਹ ਖੇਡ ਰਹੀ ਹੋਵੇਗੀ । (s/f)
      ਉਹ ਖੇਡ ਰਹੀਆਂ ਹੋਵਣਗੀਆਂ । (p/f)

    • present and past perfect tense (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਚੁੱਕਾ ਹਾਂ । (sm) present
      ਮੈਂ ਖੇਡ ਚੁੱਕੀ ਸੀ । (s/f) past

      ਅਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹਾਂ । (p/m) present
      ਅਸੀਂ ਖੇਡ ਚੁੱਕੀਆਂ ਸੀ/ਸਾਂ । (p/f) past

      ਤੂੰ ਖੇਡ ਚੁੱਕਾ ਹੈਂ । (s/m) present
      ਤੁਸੀਂ ਖੇਡ ਚੁੱਕੇ ਸੀ । (s/p/m) past

      ਉਹ ਖੇਡ ਚੁੱਕਾ ਹੈ । (s/m) present
      ਉਹ ਖੇਡ ਚੁੱਕੇ ਸਨ । (p/m) past
      ਉਹ ਖੇਡ ਚੁੱਕੀ ਹੈ । (s/f) present
      ਉਹ ਖੇਡ ਚੁੱਕੀਆਂ ਸਨ । (p/f) past

  • Adverbs
    • using numbers; e.g.,
      ਇੱਕ-ਇੱਕ, ਸਾਰੇ, ਜਾਣੇ, ਇੱਕ-ਇੱਕ ਕਰਕੇ
    • emphasis; e.g.,
      ਬਿਲਕੁਲ, ਜ਼ਰੂਰ, ਤਾਂ ਵੀ/ਵੀ
    • causes; e.g.,
      ਕਿਉਂਕਿ, ਕਿਉਂ, ਜੋ, ਤਾਂ, ਜੋ, ਤਾਂ ਹੀ, ਇਸ ਕਰ ਕੇ, ਜਿੱਥੇ, ਜਦੋਂ, ਕਦੋਂ, ਉਦੋਂ, ਕਦੀ-ਕਦਾਈਂ, ਜਿੱਧਰ ਉੱਧਰ, ਜਿਵੇਂ, ਤਿਵੇਂ ਆਦਿ ।
      ਜਿੱਥੇ ਮੈਂ ਰਹਿੰਦੀ ਹਾਂ, ਉੱਥੇ ਬਹੁਤ ਭੀੜ ਹੈ ।
  • Adjectives
    • comparative and superlative; e.g.,
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Modifiers (Adjectival/Adverbial)
    • colours; e.g.,
      ਗੂੜ੍ਹਾ ਹਰਾ, ਬਦਾਮੀ, ਸੂਹਾ, ਟਮਾਟਰੀ
    • quality; e.g.,
      ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity; e.g.,
      ਘੱਟ, ਥੋੜ੍ਹਾ, ਬਹੁਤ, ਬਹੁਤਾ, ਜ਼ਿਆਦਾ
  • Numbers
    • ordinal; e.g.,
      ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ
    • fractions; e.g., e.g.,
      ਸਵਾ, ਡੇੜ੍ਹ/ਡੇਢ, ਢਾਈ, ਪੌਣਾ, ਸਾਢੇ
  • Using Obliques; e.g.,
    • ਮੁੰਡੇ ਨੇ (ਮੁੰਡਾ)
    • ਮੁੰਡਿਆਂ ਨੇ (ਮੁੰਡੇ)
    • ਮੈਨੂੰ, ਮੈਥੋਂ (ਮੈਂ)
    • ਸਾਨੂੰ, ਸਾਥੋਂ (ਅਸੀਂ)
    • ਇਹਨੂੰ, ਇਸ ਨੂੰ, ਇਹਤੋਂ (ਇਹ)
  • Postpositions
    • directional (e.g., into/out of/towards) and locational/ positional (e.g., in/inside, out/on/beside); e.g.,
      ਦੇ ਵਿੱਚ, ਵਿੱਚੋਂ, ਨੂੰ,
      ਘਰ ਦੇ ਵਿੱਚ, ਘਰ ਦੇ ਵਿੱਚੋਂ
      ਘਰ ਦੇ ਬਾਹਰ, ਘਰ ਦੇ ਨਾਲ
  • Conjunctions
    • for the reason that; e.g., ਇਸ ਕਰ ਕੇ
      ਮੇਰੇ ਮਾਤਾ ਜੀ ਬਿਮਾਰ ਸਨ ਇਸ ਕਰ ਕੇ ਮੈਂ ਕੱਲ ਸਕੂਲ ਨਹੀਂ ਆਇਆ ।
  • Interjections
    • to praise/show admiration; e.g.,
      ਸ਼ਾਬਾਸ਼ ! ਬੱਲੇ ! ਖ਼ੂਬ ! ਅਸ਼ਕੇ ! ਸ਼ਾਵਾ ! ਸਦਕੇ !
  • Opposites; e.g.,
    • ਦਿਨ–ਰਾਤ
    • ਮੋਟਾ–ਪਤਲਾ
    • ਔਖਾ–ਸੌਖਾ
    • ਸੱਚ–ਝੂਠ
    • ਗਰਮੀ–ਸਰਦੀ
  • Synonyms; e.g.,
    • ਜਲ–ਪਾਣੀ
    • ਉੱਤਰ–ਜਵਾਬ
    • ਔਖਾ–ਮੁਸ਼ਕਲ
    • ਠੀਕ–ਸਹੀ
    • ਗਰਮ–ਤੱਤਾ
  • Gender
    • masculine → feminine (singular); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਿਹਾ ਹੈ ।
      ਮੁਟਿਆਰ ਗਿੱਧਾ ਪਾ ਰਹੀ ਹੈ ।
    • masculine → feminine (plural); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਹੇ ਹਨ ।
      ਮੁਟਿਆਰਾਂ ਗਿੱਧਾ ਪਾ ਰਹੀਆਂ ਹਨ ।
  • Sentence Structure
    • sentences with comparative structures; e.g.,
      ਮੇਰਾ ਘਰ ਵੱਡਾ ਹੈ, ਮੇਰੇ ਭਰਾ ਦਾ ਘਰ ਉਸ ਤੋਂ ਵੀ ਵੱਡਾ ਹੈ, ਪਰ ਮੇਰੀ ਭੈਣ ਦਾ ਘਰ ਸਭ ਤੋਂ ਵੱਡਾ ਹੈ ।
    • clauses joined by and/or/but; e.g.,
      ਗੁਰਕਿਰਨ ਅਤੇ ਹਰਪਾਲ ਤੇਜ਼ ਦੌੜਦੇ ਹਨ, ਪਰ ਏਕਮ ਉਹਨਾਂ ਤੋਂ ਵੀ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
    • sentences with interjections – to praise; e.g.,
      ਸ਼ਾਬਾਸ਼ ! ਤੁਸੀਂ ਬਹੁਤ ਵਧੀਆ ਕੰਮ ਕੀਤਾ ਹੈ ।

  • c. use, independently and consistently3, the following grammatical elements:
  • Pronouns
    • interrogatives
      ਕੌਣ/ਕਿਸਨੂੰ/ਕਿਸਦਾ ?
      ਕੀ ?
      ਕਿਉਂ ?
      ਕਦੋਂ ?
      ਕਿਵੇਂ ?
      ਕਿੰਨਾ ? (singular)
      ਕਿੰਨੇ ? (plural)
      ਕਿੱਥੇ ?
      ਕਿੰਨਾ ਵੱਡਾ ?
      ਕਿਹੋ ਜਿਹਾ ?
  • Verbs
    • past continuous (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਮੈਂ ਖੇਡ ਰਹੀ ਸੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਰਹੇ ਸੀ/ਸਾਂ । (p/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਸੀ/ਸਾਂ । (p/f)

      ਤੂੰ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਰਹੇ ਸੀ । (s/p/m)

      ਉਹ ਖੇਡ ਰਿਹਾ ਸੀ । (s/m)
      ਉਹ ਖੇਡ ਰਹੇ ਸਨ । (p/m)
      ਉਹ ਖੇਡ ਰਹੀ ਸੀ । (s/f)
      ਉਹ ਖੇਡ ਰਹੀਆਂ ਸਨ । (p/f)

  • Interjections
    • to obtain listener’s attention; e.g.,
      ਉਏ ! ਅੜਿਆ ! ਅੜੀਏ ! ਕੁੜੀਓ ! ਨੀ ! ਓ ਬੀਬਾ ! ਵੇ !
  • Gender
    • masculine → feminine by adding ਕੰਨਾ, ਕੰਨਾ ਤੇ ਣੀ, ਕੀ at the end of the word; e.g.,
      ਅਧਿਆਪਕ–ਅਧਿਆਪਕਾ
      ਨੌਕਰ–ਨੌਕਰਾਣੀ
      ਢੋਲ–ਢੋਲਕੀ
    • masculine → feminine by replacing ਬਿਹਾਰੀ with ਣ, ਨ, ਨੀ at the end of the word; e.g.,
      ਪੰਜਾਬੀ–ਪੰਜਾਬਣ
      ਸ਼ਹਿਰੀ–ਸ਼ਹਿਰਨ
      ਪਤੀ–ਪਤਨੀ
    • masculine → feminine; e.g.,
      ਪਿਤਾ–ਮਾਤਾ
      ਭਰਾ–ਭੈਣ
      ਪੱਤ–ਧੀ
      ਗੱਭਰੂ–ਮੁਟਿਆਰ
      ਫੁੱਫੜ–ਭੂਆ
    • masculine → feminine (singular); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਿਹਾ ਹੈ ।
      ਮੁਟਿਆਰ ਗਿੱਧਾ ਪਾ ਰਹੀ ਹੈ ।
    • masculine → feminine (plural); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਹੇ ਹਨ ।
      ਮੁਟਿਆਰਾਂ ਗਿੱਧਾ ਪਾ ਰਹੀਆਂ ਹਨ ।
  • Sentence Structure
    • interrogative sentences; e.g.,
      ਤੁਹਾਡਾ ਕੀ ਨਾਮ ਹੈ ?
      ਤੁਸੀਂ ਕਿੱਥੇ ਰਹਿੰਦੇ ਹੋ ?
    • sentences with interjections to obtain listener’s attention

3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand the main points and some supporting details of lengthy oral texts on a variety of familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce oral texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. sustain interactions comprehensibly, with pauses for planning and self-correction
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand the main points and some supporting details of written texts on familiar topics
  • LC–3.2 written production
  • a. produce lengthy written texts on familiar topics in guided situations
  • LC–3.3 viewing
  • a. identify the purposes, intended audiences, messages and points of view in a variety of visual media, in guided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. understand learned idiomatic expressions and sayings (proverbs) and use them appropriately in new contexts; e.g.,
    ਸਿਰ ਦੇਣਾ… ।
    ਲੋੜ ਕਾਢ ਦੀ ਮਾਂ ਹੈ ।
  • LC–4.3 variations in language
  • a. identify some common regional or other variations in Punjabi
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g.,
    ਮੈਨੂੰ ਜਾਣਕਾਰੀ ਦੇਣ ਦਾ/ਲਈ ਬਹੁਤ–ਬਹੁਤ ਧੰਨਵਾਦ ।
  • LC–4.5 nonverbal communication
  • a. understand and apply a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. use a variety of references within texts
  • LC–5.2 text forms
  • a. recognize a variety of extended text forms in a variety of media
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex interactions and transactions
Global Citizenship (20-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. explore and analyze information about elements of Punjabi culture
  • GC–1.2 knowledge of Punjabi culture
  • a. explore, identify and analyze some elements of Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Punjabi culture to enhance interpersonal relations in familiar contexts
  • GC–1.4 diversity within Punjabi culture
  • a. apply knowledge of diverse elements of Punjabi culture to enhance interpersonal relations in familiar contexts
  • GC–1.5 valuing Punjabi culture
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within Punjabi culture
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Punjabi are similar and different
  • GC–2.2 general language knowledge
  • a. describe factors that influence the status of languages
  • GC–2.3 awareness of own culture
  • a. examine ways in which their own culture and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. examine some of the ways and reasons why the concept of culture changes
  • b. identify some of the ways that cultures change over time
  • GC–2.5 valuing diversity
  • a. recognize contributions to society made by people from a variety of cultures
  • GC–2.6 intercultural skills
  • a. analyze and reflect upon a situation from different perspectives
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. explore opportunities for further education related to Punjabi language and culture
  • b. identify opportunities that facilitate contact with people and places within Punjabi language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (20-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. select and use appropriate interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Further examples of strategies are available in the Strategies Overview section.

30-9Y
Applications (30-9Y)
General Outcome for Applications

Students will use Punjabi in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. explain factual information for a variety of audiences
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. exchange and compare opinions in a variety of situations
  • A–2.2 share emotions, feelings
  • a. analyze and discuss the expression of emotions and feelings in a variety of media
A–3 to get things done
  • A–3.1 guide actions of others
  • a. persuade others
  • A–3.2 state personal actions
  • a. speculate on and predict their own future actions
  • A–3.3 manage group actions
  • a. contribute to group activities by clarifying task goals, negotiating roles and suggesting procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in social exchanges in formal and informal situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates
  • A–5.2 gather and organize information
  • a. organize information to demonstrate relationships of logic
  • A–5.3 solve problems
  • a. evaluate real-life problems and apply problem-solving skills to their resolution
  • A–5.4 explore opinions and values
  • a. explore underlying values in a variety of mass media
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoymentt
Language Competence (30-9Y)
General Outcome for Language Competence

Students will use Punjabi effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak clearly and comprehensibly in a variety of situations
  • LC–1.2 orthography
  • a. use the Gurmukhi Lippi syllables and Lagga Matra, Lagakhar and pair-ch akhar* signs
  • b. spell words with uncommon spelling patterns and words with irregular spelling
  • c. apply mechanical conventions consistently
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • career and future plans
    • rites of passage and life cycle practices
    • history and culture
    • any other lexical fields that meet their needs and interests

* Lagga Matra = ਲਗਾ ਮਾਤਰਾ , Lagakhar = ਲਗਾਖਰ, pair-ch akhar = ਪੈਰ’ਚ ਅੱਖਰ

  • LC–1.4 grammatical elements
  • a. use, in modelled situations3 the following grammatical elements:
  • Nouns
    • role/function (direct, oblique, in adverbial/prepositional phrases, direct address); e.g.,
      ਕਾਕਾ ਜੀ, ਬੀਬੀ ਜੀ, ਸ਼੍ਰੀਮਾਨ ਜੀ
  • Interjections
    • grief/sorrow; e.g.,
      ਉਫ਼ ! ਹਾਏ ! ਹਾਏ ਮਾਂ ! ਹਾਏ ਰੱਬਾ ! ਆਹ !
    • respect; e.g.,
      ਆਓ ਜੀ ! ਜੀ ਆਇਆਂ ਨੂੰ ! ਧੰਨ ਭਾਗ ! ਆਈਏ ਜੀ !
    • blessing; e.g.,
      ਖ਼ੁਸ਼ ਰਹੋ ! ਜੁਆਨੀਆਂ ਮਾਣੋ ! ਭਲਾ ਹੋਵੇ !
    • wish; e.g.,
      ਹੇ ਵਾਹਿਗੁਰੂ ! ਜੇ ਕਦੇ !
  • Word Formation (Suffix)
    • noun → adjective; e.g.,
      ਸੱਚ–ਸੱਚਾ
      ਸ਼ਰਮ–ਸ਼ਰਮਾਕਲ
      ਅਸਮਾਨ–ਅਸਮਾਨੀ
      ਨਮਕ–ਨਮਕੀਨ
      ਲਾਡ–ਲਾਡਲਾ
    • adjective → noun; e.g.,
      ਖ਼ੁਸ਼–ਖ਼ੁਸ਼ੀ
      ਸਰਦ–ਸਰਦੀ
      ਤੇਜ਼–ਤੇਜ਼ੀ
      ਸੁੰਦਰ–ਸੁੰਦਰਤਾ
      ਪਾਗਲ–ਪਾਗਲਪਣ
    • verb → noun; e.g.,
      ਲੜ–ਲੜਾਈ
      ਪੜ੍ਹ–ਪੜ੍ਹਾਈ
      ਘਬਰਾ–ਘਬਰਾਹਟ
  • Modifiers (Adjectival/Adverbial)
    • comparatives and superlatives; e.g.,
      ਰਾਮ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
      ਸ਼ਾਮ ਉਸ ਤੋਂ ਵੀ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
      ਪਰ ਹਰਨੇਕ ਸਭ ਤੋਂ ਵੱਧ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
  • Word Formation
    • prefixes (common)
      ਅ, ਅਣ, ਖ਼ੁਸ਼, ਸੁ, ਕੁ, ਦੁਰ, ਨਿਰ, ਮਹਾ/ਮਹਾਂ, ਲਾ; e.g.:
      − ਅ (ਨਾਂਹਵਾਚਕ, ਬਿਨਾਂ, ਹੀਣ)–ਅਸਹਿ, ਅਹਿੰਸਾ, ਅਸੱਤ, ਅਰੋਗ
      − ਅਣ (ਨਾਂਹਵਾਚਕ, ਨਿਖੇਧਕ)–ਅਣਜਾਣ, ਅਣਪੜ੍ਹ, ਅਣਸੁਣਿਆ
      − ਖ਼ੁਸ਼ (ਚੰਗਾ)–ਖ਼ੁਸ਼ਕਿਸਮਤ, ਖ਼ੁਸ਼ਦਿਲ, ਖ਼ੁਸ਼ਖ਼ਬਰੀ, ਖ਼ੁਸ਼ਬੂ
      − ਪੜ (ਇੱਕ ਦਰਜਾ ਪਰੇ)–ਪੜਦਾਦਾ, ਪੜਪੋਤਾ, ਪੜਨਾਨਾ, ਪੜਦੋਹਤਾ
      − ਬੇ(ਬਿਨਾਂ)–ਬੇਅੰਤ, ਬੇਚੈਨ, ਬੇਅਕਲ, ਬੇਇੱਜ਼ਤ, ਬੇਸ਼ਰਮ, ਬੇਈਮਾਨ, ਬੇਕਾਰ
    • abstracts (substituting a single word for a group of words); e.g.,
      ਪੰਜਾਬ ਦਾ ਰਹਿਣ ਵਾਲਾ = ਪੰਜਾਬੀ
      ਜਿਹੜਾ ਰੱਬ ਵਿੱਚ ਵਿਸ਼ਵਾਸ ਰੱਖੇ = ਆਸਤਕ
  • Sentence Structure
    • sentences with prefix/suffix; e.g.:
      − ਬਲਪ੍ਰੀਤ ਨੇ ਚੰਗੇ ਨੰਬਰ ਲੈ ਕੇ ਪਾਸ ਹੋਣ ਦੀ ਖ਼ੁਸ਼ਖ਼ਬਰੀ ਆਪਣੇ ਪੜਦਾਦਾ ਜੀ ਨੂੰ ਸੁਣਾਈ ।
      − ਲਿੰਡਜ਼ੀ ਆਪਣੇ ਮਾਤਾ ਪਿਤਾ ਦੀ ਲਾਡਲੀ ਕੁੜੀ ਹੈ, ਪਰ ਉਹ ਬਹੁਤ ਸ਼ਰਮਾਕਲ ਹੈ ।
    • complex affirmative and negative sentence word order; e.g.,
      ਮਨਪ੍ਰੀਤ ਨੇ ਬੀ. ਏ. ਪਾਸ ਕਰ ਲਈ ਹੈ ਤੇ ਉਹ ਨੌਕਰੀ ਦੀ ਭਾਲ ਵਿੱਚ ਹੈ, ਕਿਉਂਕਿ ਉਸ ਦੇ ਪਿਤਾ ਜੀ ਉਸ ਨੂੰ ਉਚੇਰੀ ਪੜ੍ਹਾਈ ਲਈ ਖਰਚ ਨਹੀਂ ਦੇ ਸਕਦੇ ।

    3Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations4, the following grammatical elements:
  • Pronouns
    • relative pronouns (causal); e.g.,
      ਜੋ, ਜਿਹੜੇ, ਜਿਨ੍ਹਾਂ, ਉਹ, ਉਹਨਾਂ
  • Verbs
    • present and past perfect tense (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਚੁੱਕਾ ਹਾਂ । (sm) present
      ਮੈਂ ਖੇਡ ਚੁੱਕੀ ਸੀ । (s/f) past

      ਅਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹਾਂ । (p/m) present
      ਅਸੀਂ ਖੇਡ ਚੁੱਕੀਆਂ ਸੀ/ਸਾਂ । (p/f) past

      ਤੂੰ ਖੇਡ ਚੁੱਕਾ ਹੈਂ । (s/m) present
      ਤੁਸੀਂ ਖੇਡ ਚੁੱਕੇ ਸੀ । (s/p/m) past

      ਉਹ ਖੇਡ ਚੁੱਕਾ ਹੈ। (s/m) present
      ਉਹ ਖੇਡ ਚੁੱਕੇ ਸਨ । (p/m) past
      ਉਹ ਖੇਡ ਚੁੱਕੀ ਹੈ । (s/f) present
      ਉਹ ਖੇਡ ਚੁੱਕੀਆਂ ਸਨ । (p/f) past

    • future perfect tense (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਚੁੱਕਾ ਹੋਵਾਂਗਾ । (s/m)
      ਮੈਂ ਖੇਡ ਚੁੱਕੀ ਹੋਵਾਂਗੀ । (s/f)

      ਅਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹੋਵਾਂਗੇ । (p/m)
      ਅਸੀਂ ਖੇਡ ਚੁੱਕੀਆਂ ਹੋਵਾਂਗੀਆਂ । (p/f)

      ਤੂੰ ਖੇਡ ਚੁੱਕਾ ਹੋਵੇਂਗਾ । (s/m)
      ਤੁਸੀਂ ਖੇਡ ਚੁੱਕੇ ਹੋਵੋਗੇ । (s/p/m)

      ਉਹ ਖੇਡ ਚੁੱਕਾ ਹੋਵੇਗਾ । (s/m)
      ਉਹ ਖੇਡ ਚੁੱਕੇ ਹੋਣਗੇ/ਹੋਵਣਗੇ । (p/m)
      ਉਹ ਖੇਡ ਚੁੱਕੀ ਹੋਵੇਗੀ । (s/f)
      ਉਹ ਖੇਡ ਚੁੱਕੀਆਂ ਹੋਣਗੀਆਂ/ ਹੋਵਣਗੀਆਂ । (p/f)

  • Adverbs
    • using numbers; e.g.,
      ਇੱਕ-ਇੱਕ, ਸਾਰੇ, ਜਾਣੇ, ਇੱਕ-ਇੱਕ ਕਰਕੇ
    • emphasis; e.g.,
      ਬਿਲਕੁਲ, ਜ਼ਰੂਰ, ਤਾਂ ਵੀ/ਵੀ
    • causes; e.g.,
      ਕਿਉਂਕਿ, ਕਿਉਂ, ਜੋ, ਤਾਂ, ਜੋ, ਤਾਂ ਹੀ, ਇਸ ਕਰ ਕੇ, ਜਿੱਥੇ, ਜਦੋਂ, ਕਦੋਂ, ਉਦੋਂ, ਕਦੀ-ਕਦਾਈਂ, ਜਿੱਧਰ ਉੱਧਰ, ਜਿਵੇਂ, ਤਿਵੇਂ ਆਦਿ ।
      ਜਿੱਥੇ ਮੈਂ ਰਹਿੰਦੀ ਹਾਂ, ਉੱਥੇ ਬਹੁਤ ਭੀੜ ਹੈ ।
    • in complex sentences; e.g.,
      ਜਿੱਥੇ, ਜਦੋਂ, ਕਦੋਂ, ਉਦੋਂ, ਕਦੀ-ਕਦਾਈਂ, ਜਿੱਧਰ, ਉੱਧਰ, ਜਿਵੇਂ, ਤਿਵੇਂ ਆਦਿ ।
      ਜਿੱਥੇ ਮੈਂ ਰਹਿੰਦੀ ਹਾਂ, ਉੱਥੇ ਬਹੁਤ ਭੀੜ ਹੈ।
  • Modifiers (Adjectival/Adverbial)
    • quality; e.g.,
      ਚੰਗਾ, ਮਾੜਾ, ਵਧੀਆ, ਘਟੀਆ
    • quantity; e.g.,
      ਘੱਟ, ਥੋੜ੍ਹਾ, ਬਹੁਤ, ਬਹੁਤਾ, ਜ਼ਿਆਦਾ
  • Numbers
    • ordinal; e.g.,
      ਦਸਵਾਂ ਹਿੱਸਾ, ਦਸਵੇਂ ਥਾਂ
  • Using Obliques;e.g.,
    • ਮੁੰਡੇ ਨੇ (ਮੁੰਡਾ)
    • ਮੁੰਡਿਆਂ ਨੇ (ਮੁੰਡੇ)
    • ਮੈਨੂੰ, ਮੈਥੋਂ (ਮੈਂ)
    • ਸਾਨੂੰ, ਸਾਥੋਂ (ਅਸੀਂ)
    • ਇਹਨੂੰ, ਇਸ ਨੂੰ, ਇਹਤੋਂ (ਇਹ)
  • Postpositions
    • directional (e.g., into/out of/towards) and locational/ positional (e.g., in/inside, out/on/beside); e.g.,
      ਦੇ ਵਿੱਚ, ਵਿੱਚੋਂ, ਨੂੰ, ਘਰ ਦੇ ਵਿੱਚ, ਘਰ ਦੇ ਵਿੱਚੋਂ, ਘਰ ਦੇ ਬਾਹਰ, ਘਰ ਦੇ ਨਾਲ
  • Interjections
    • scold/rebuke; e.g.,
      ਦੁਰ ! ਧਿਰਕਾਰ ! ਫਿੱਟੇ ਮੂੰਹ !
    • warning; e.g.,
      ਖ਼ਬਰਦਾਰ ! ਠਹਿਰ ਜ਼ਰਾ/ਜਾ ! ਸੁਣੋ ਜੀ ! ਹਟੋ ਜੀ ! ਹੈਂ !
  • Synonyms;
    • e.g.,
    • ਜਲ–ਪਾਣੀ
    • ਉੱਤਰ–ਜਵਾਬ
    • ਔਖਾ–ਮੁਸ਼ਕਲ
    • ਠੀਕ–ਸਹੀ
    • ਗਰਮ–ਤੱਤਾ
  • Sentence Structure
    • sentences with postpositions (of location); e.g.,
      ਮੈਂ ਘਰ ਨੂੰ ਜਾ ਰਹੀ ਹਾਂ ।

    4Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently5, the following grammatical elements:
  • Nouns
    • abstracts
  • Verbs
    • future continuous (singular and plural, masculine and feminine); e.g.,
      ਮੈਂ ਖੇਡ ਰਿਹਾ ਹੋਵਾਂਗਾ । (s/m)
      ਅਸੀਂ ਖੇਡ ਰਹੀਆਂ ਹੋਵਾਂਗੀਆਂ । (p/f)
  • Adjectives
    • comparative and superlative; e.g.,
      ਵੱਡਾ, ਉਸ ਤੋਂ ਵੱਡਾ, ਸਭ ਤੋਂ ਵੱਡਾ
  • Modifiers (Adjectival/Adverbial)
    • colours; e.g.,
      ਗੂੜ੍ਹਾ ਹਰਾ, ਬਦਾਮੀ, ਸੂਹਾ, ਟਮਾਟਰੀ
  • Numbers
    • fractions; e.g.,
      ਸਵਾ, ਡੇੜ੍ਹ/ਡੇਢ, ਢਾਈ, ਪੌਣਾ, ਸਾਢੇ
  • Conjunctions
    • for the reason that; e.g., ਇਸ ਕਰ ਕੇ
      ਮੇਰੇ ਮਾਤਾ ਜੀ ਬਿਮਾਰ ਸਨ ਇਸ ਕਰ ਕੇ ਮੈਂ ਕੱਲ ਸਕੂਲ ਨਹੀਂ ਆਇਆ ।
  • Interjections
    • to praise/show admiration; e.g.,
      ਸ਼ਾਬਾਸ਼ ! ਬੱਲੇ ! ਖ਼ੂਬ ! ਅਸ਼ਕੇ ! ਸ਼ਾਵਾ ! ਸਦਕੇ !
  • Gender
    • masculine → feminine (singular); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਿਹਾ ਹੈ ।
      ਮੁਟਿਆਰ ਗਿੱਧਾ ਪਾ ਰਹੀ ਹੈ ।
    • masculine → feminine (plural); e.g.,
      ਗੱਭਰੂ ਭੰਗੜਾ ਪਾ ਰਹੇ ਹਨ ।
      ਮੁਟਿਆਰਾਂ ਗਿੱਧਾ ਪਾ ਰਹੀਆਂ ਹਨ ।
  • Sentence Structure
    • clauses joined by and/or/but; e.g.,
      ਗੁਰਕਿਰਨ ਅਤੇ ਹਰਪਾਲ ਤੇਜ਼ ਦੌੜਦੇ ਹਨ, ਪਰ ਏਕਮ ਉਹਨਾਂ ਤੋਂ ਵੀ ਤੇਜ਼ ਦੌੜਦਾ ਹੈ ।
    • simple and complex sentences with:
      • − comparative structures; e.g.,
        ਮੇਰਾ ਘਰ ਵੱਡਾ ਹੈ, ਮੇਰੇ ਭਰਾ ਦਾ ਘਰ ਉਸ ਤੋਂ ਵੀ ਵੱਡਾ ਹੈ, ਪਰ ਮੇਰੀ ਭੈਣ ਦਾ ਘਰ ਸਭ ਤੋਂ ਵੱਡਾ ਹੈ ।
    • interjections; e.g.,
      • ਸ਼ਾਬਾਸ਼ ! ਤੁਸੀਂ ਬਹੁਤ ਵਧੀਆ ਕੰਮ ਕੀਤਾ ਹੈ ।
      • ਓਏ ਮੁੰਡਿਓ ! ਤੁਸੀਂ ਇੱਥੇ ਕੀ ਕਰਦੇ ਹੋ ?
      • ਨੀ ਕੁੜੀਏ ! ਹੌਲੀ–ਹੌਲੀ ਨੱਚ ।

5Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce oral texts on a variety of familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. converse on familiar topics
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. uunderstand a variety of written texts
  • LC–3.2 written production
  • a. produce lengthy written texts on a variety of familiar topics
  • LC–3.3 viewing
  • a. identify some of the techniques and conventions used in a variety of visual media
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media in unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. adjust language to suit audience and purpose
  • LC–4.2 idiomatic expressions
  • a. explore and interpret idiomatic expressions and sayings (proverbs) in a variety of contexts; e.g.,
    …ਸਿਰ ਖਾਣਾ... ।
    ... ਸਿਰ ਉੱਚਾ ਰੱਖਣਾ... ।
    ਨੀਮ ਹਕੀਮ ਖ਼ਤਰਾ ਜਾਨ ।
  • LC–4.3 variations in language
  • a. experiment with some variations in Punjabi
  • LC–4.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–4.5 nonverbal communication
  • a. understand and apply a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/ coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts
  • LC–5.2 text forms
  • a. analyze the way different media and purposes lead to differences in the way texts are organized and presented
  • LC–5.3 patterns of social interaction
  • a. use a wide range of simple social interaction patterns flexibly to deal with interactions and transactions
Global Citizenship (30-9Y)

General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Punjabi culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. analyze and evaluate sources of information on Punjabi culture
  • GC–1.2 knowledge of Punjabi culture
  • a. explore, identify and analyze some elements of Punjabi culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Punjabi culture to enhance interpersonal relations in a variety of contexts
  • GC–1.4 diversity within Punjabi culture
  • a. apply knowledge of diverse elements of Punjabi culture to enhance interpersonal relations in a variety of contexts
  • GC–1.5 valuing Punjabi culture
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within Punjabi culture
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Punjabi are similar and different
  • GC–2.2 general language knowledge
  • a. make generalizations about the systematic nature of language
  • GC–2.3 awareness of own culture
  • a. analyze ways in which their own culture and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that individuals acquire a national identity
  • GC–2.5 valuing diversity
  • a. recognize the intrinsic value of cultural and linguistic diversity for themselves and for the global society
  • GC–2.6 intercultural skills
  • a. identify and use a variety of strategies for enhancing interactions with people from a different culture
  • b. identify ethnocentric perspectives in a text or an event and explain their origins
GC–3 personal and career opportunities
  • GC–3.1 Punjabi language and culture
  • a. explore applications of Punjabi language and culture in the global workplace
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global community
Strategies (30-9Y)

General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance language learning
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use interactive, interpretive and productive strategies appropriately and effectively in a variety of situations to enhance language use
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance general learning

Further examples of strategies are available in the Strategies Overview section.





Resources to support: