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GCSEURDU(8648)

SpecificationFor teaching from September 2017 onwards For exams in June 2019 onwards

Version 1.0 6 April 2017

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Contents

1 Introduction 51.1 Why choose AQA for GCSE Urdu 51.2 Support and resources to help you teach 5

2 Specification at a glance 72.1 Subject content 72.2 Assessments 7

3 Subject content 113.1 Themes 113.2 Scope of study 123.3 Grammar 133.4 Communication strategies 173.5 Vocabulary 22

4 Scheme of assessment 1014.1 Aims and learning outcomes 1014.2 Assessment objectives 1024.3 Assessment weightings 1024.4 Paper 1: Listening 1034.5 Paper 2: Speaking 1044.6 Paper 3: Reading 1054.7 Paper 4: Writing 1064.8 Assessment criteria 108

5 General administration 1255.1 Entries and codes 1255.2 Overlaps with other qualifications 1255.3 Awarding grades and reporting results 1255.4 Resits and shelf life 1265.5 Previous learning and prerequisites 1265.6 Access to assessment: diversity and inclusion 1265.7 Working with AQA for the first time 1275.8 Private candidates 127

AQA GCSE Urdu 8648. GCSE exams June 2019 onwards. Version 1.0 6 April 2017

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1 Introduction1.1 Why choose AQA for GCSE Urdu

1.1.1 A specification designed for you and your studentsWe’ve worked with a range of teachers to create this specification. We have focussed on ensuringthat our assessments are clear, accessible and discriminate effectively.

Our objective is to enable students of all abilities to develop their Urdu language skills to their fullpotential, equipping them with the knowledge to communicate in a variety of contexts withconfidence.

1.1.2 Languages for lifeAt AQA we're passionate about the benefits that learning a language can bring. We stronglybelieve in languages as a skill for life and something students should enjoy and find rewarding.

We know you want a specification which you can enjoy teaching, and one which expands yourstudents' cultural knowledge whilst developing their language skills.

We are confident our assessments will deliver the right results for your students. We want to helpyou to attract students of all abilities to languages and to deliver the assessments and results youand your students deserve.

You can find out about all our Urdu qualifications at aqa.org.uk/languages

1.2 Support and resources to help you teachWe’ve worked with experienced teachers to provide you with a range of resources that will helpyou confidently plan, teach and prepare for exams.

1.2.1 Teaching resourcesVisit aqa.org.uk/8648 to see all our teaching resources. They include:

• sample schemes of work to help you plan for course delivery• training courses to help you deliver AQA Urdu qualifications• subject expertise courses for all teachers, from newly qualified teachers who are just getting

started to experienced teachers looking for fresh inspiration.

Preparing for examsVisit aqa.org.uk/8648 for everything you need to prepare for our exams, including:

• sample papers and mark schemes for new courses• Exampro: a searchable bank of past AQA exam questions• example student answers with examiner commentaries.



http://www.aqa.org.uk/languages

http://www.aqa.org.uk/8648



Analyse your students' results with Enhanced Results Analysis (ERA)Find out which questions were the most challenging, how the results compare to previous yearsand where your students need to improve. ERA, our free online results analysis tool, will help yousee where to focus your teaching. Register at aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and ourpost-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional developmentWherever you are in your career, there’s always something new to learn. As well as subjectspecific training, we offer a range of courses to help boost your skills.

• Improve your teaching skills in areas including differentiation, teaching literacy and meetingOfsted requirements.

• Prepare for a new role with our leadership and management courses.

You can attend a course at venues around the country, in your school or online – whatever suitsyour needs and availability. Find out more at coursesandevents.aqa.org.uk

Help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/8648

If you'd like us to share news and information about this qualification, sign up for emails andupdates at aqa.org.uk/keepinformed-computer-science

Alternatively, you can call or email our subject team direct.


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2 Specification at a glanceThis qualification is linear. Linear means that students will sit all their exams at the end of thecourse.

2.1 Subject contentTheme 1: Identity and culture (page 11)

Theme 2: Local, national, international and global areas of interest (page 11)

Theme 3: Current and future study and employment (page 12)

2.2 AssessmentsGCSE Urdu has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students musttake all four question papers at the same tier. All question papers must be taken in the sameseries.

Paper 1: Listening

What's assessed

Understanding and responding to different types of spoken language.

How it's assessed

• Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)• 40 marks (Foundation Tier), 50 marks (Higher Tier)• 25% of GCSE

(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulusis played.)

Questions

Foundation Tier and Higher Tier

• Section A – questions in English, to be answered in English or non-verbally• Section B – questions in Urdu, to be answered in Urdu or non-verbally




Paper 2: Speaking

What's assessed

Communicating and interacting effectively in speech for a variety of purposes.

How it's assessed

• Non-exam assessment• 7–9 minutes (Foundation Tier) + preparation time• 10–12 minutes (Higher Tier) + preparation time• 60 marks (for each of Foundation Tier and Higher Tier)• 25% of GCSE

Questions


The format is the same at Foundation Tier and Higher Tier, but with different stimulus questionsfor the Photo card and different stimulus materials for the Role-play. The timings are different too:

• Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)• Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)• General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher

Tier)

Paper 3: Reading

What's assessed

Understanding and responding to different types of written language.

How it's assessed

• Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)• 60 marks (for each of Foundation Tier and Higher Tier)• 25% of GCSE

Questions


• Section A – questions in English, to be answered in English or non-verbally• Section B – questions in Urdu, to be answered in Urdu or non-verbally• Section C – translation from Urdu into English (a minimum of 35 words for Foundation Tier

and 50 words for Higher Tier)



Paper 4: Writing

What's assessed

Communicating effectively in writing for a variety of purposes.

How it's assessed

• Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)• 50 marks at Foundation Tier and 60 marks at Higher Tier• 25% of GCSE

Questions

Foundation Tier

• Question 1 – message (student produces four sentences in response to a photo) – 8 marks• Question 2 – short passage (student writes a piece of continuous text in response to four

brief bullet points, approximately 40 words in total) – 16 marks• Question 3 – translation from English into Urdu (minimum 35 words) – 10 marks• Question 4 – structured writing task (student responds to four compulsory detailed bullet

points, producing approximately 90 words in total) – there is a choice from two questions –16 marks

Higher Tier

• Question 1 – structured writing task (student responds to four compulsory detailed bulletpoints, producing approximately 90 words in total) – there is a choice from two questions –16 marks

• Question 2 – open-ended writing task (student responds to two compulsory detailed bulletpoints, producing approximately 150 words in total) – there is a choice from two questions –32 marks

• Question 3 – translation from English into Urdu (minimum 50 words) – 12 marks






3 Subject content3.1 ThemesThe specification covers three distinct themes. These themes apply to all four question papers.

Students are expected to understand and provide information and opinions about these themesrelating to their own experiences and those of other people, including people in countries/communities where Urdu is spoken.

3.1.1 Theme 1: Identity and cultureTheme 1: Identity and culture covers the following four topics with related sub-topics shown asbullet points

3.1.1.1 Topic 1: Me, my family and friends• Relationships with family and friends.• Marriage/partnership.

3.1.1.2 Topic 2: Technology in everyday life• Social media.• Mobile technology.

3.1.1.3 Topic 3: Free-time activities• Music.• Cinema and TV.• Food and eating out.• Sport.

3.1.1.4 Topic 4: Customs and festivals in Urdu-speaking countries/communities

3.1.2 Theme 2: Local, national, international and global areas ofinterestTheme 2: Local, national, international and global areas of interest covers the following four topicswith related sub-topics shown as bullet points

3.1.2.1 Topic 1: Home, town, neighbourhood and region

3.1.2.2 Topic 2: Social issues• Charity/voluntary work.• Healthy/unhealthy living.




3.1.2.3 Topic 3: Global issues• The environment.• Poverty/homelessness.

3.1.2.4 Topic 4: Travel and tourism

3.1.3 Theme 3: Current and future study and employmentTheme 3: Current and future study and employment covers the following four topics

3.1.3.1 Topic 1: My studies

3.1.3.2 Topic 2: Life at school/college

3.1.3.3 Topic 3: Education post-16

3.1.3.4 Topic 4: Jobs, career choices and ambitions

3.2 Scope of study

3.2.1 Listening: understand and respond to spoken languageStudents are expected to be able to:

• demonstrate general and specific understanding of different types of spoken language• follow and understand clear standard speech using familiar language across a range of

specified contexts• identify the overall message, key points, details and opinions in a variety of short and longer

spoken passages, involving some more complex language, recognising the relationshipbetween past, present and future events

• deduce meaning from a variety of short and longer spoken texts, involving some complexlanguage and more abstract material, including short narratives and authentic materialaddressing a wide range of contemporary and cultural themes

• recognise and respond to key information, important themes and ideas in more extendedspoken text, including authentic sources, adapted and abridged as appropriate, by being ableto answer questions, extract information, evaluate and draw conclusions.

3.2.2 Speaking: communicate and interact in speechStudents are expected to be able to:

• communicate and interact effectively in speech for a variety of purposes across a range ofspecified contexts

• take part in a short conversation, asking and answering questions, and exchanging opinions• convey information and narrate events coherently and confidently, using and adapting

language for new purposes• speak spontaneously, responding to unexpected questions, points of view or situations,

sustaining communication by using rephrasing or repair strategies, as appropriate• initiate and develop conversations and discussion, producing extended sequences of speech• make appropriate and accurate use of a variety of vocabulary and grammatical structures,

including some more complex forms, with reference to past, present and future events



• make creative and more complex use of the language, as appropriate, to express and justifytheir own thoughts and points of view

• use accurate pronunciation and intonation to be understood by a native speaker.

3.2.3 Reading: understand and respond to written languageStudents are expected to be able to:

• understand and respond to different types of written language• understand general and specific details within texts using high frequency familiar language

across a range of contexts• identify the overall message, key points, details and opinions in a variety of short and longer

written passages, involving some more complex language and recognising the relationshipbetween past, present and future events

• deduce meaning from a variety of short and longer written texts from a range of specifiedcontexts, including authentic sources involving some complex language and unfamiliarmaterial, as well as short narratives and authentic material addressing relevant contemporaryand cultural themes

• recognise and respond to key information, important themes and ideas in more extendedwritten text and authentic sources, including some extracts from relevant abridged or adaptedliterary texts

• demonstrate understanding by being able to scan for particular information, organise andpresent relevant details, draw inferences in context and recognise implicit meaning whereappropriate

• translate a short passage from Urdu into English.

3.2.4 Writing: communicate in writingStudents are expected to be able to:

• communicate effectively in writing for a variety of purposes across a range of specifiedcontexts

• write short texts, using simple sentences and familiar language accurately to conveymeaning and exchange information

• produce clear and coherent text of extended length to present facts and express ideas andopinions appropriately for different purposes and in different settings

• make accurate use of a variety of vocabulary and grammatical structures, including somemore complex forms, to describe and narrate with reference to past, present and futureevents

• manipulate the language, using and adapting a variety of structures and vocabulary withincreasing accuracy and fluency for new purposes, including using appropriate style andregister

• make independent, creative and more complex use of the language, as appropriate, to notedown key points, express and justify individual thoughts and points of view, in order tointerest, inform or convince

• translate sentences and short texts from English into Urdu to convey key messagesaccurately and to apply grammatical knowledge of language and structures in context.

3.3 GrammarThe grammar requirements for GCSE Urdu are set out in two tiers: Foundation Tier and HigherTier.




GCSE students will be expected to have acquired knowledge and understanding of Urdu grammarduring their course. In the exam they will be required to apply their knowledge and understanding,appropriate to the relevant tier of entry, drawing from the following lists. The examples in bracketsare indicative, not exclusive. For structures marked (R), only receptive knowledge is required.

Students will be expected to develop and use their knowledge and understanding of this grammarprogressively throughout their course.

3.3.1 Foundation Tier

3.3.1.1 Nouns• Genderمرد،عورت،لڑکا،لڑکی• Singular, plural including common regulars آدمی،سینما،کرسی،کرسیاں،بیٹا،بیٹے• Declension آدمیوں،عورتوں،لوگوں

3.3.1.2 Articles• Definite and indefinite کسی/کوئی• Partitive لو کھا پھل تھوڑا/انڈےخریدے کچھ

3.3.1.3 Adjectives• Agreement لڑکی بڑی/لڑکا لمبا• Position• Comparative and superlative including common irregulars eg اچھا سے اچھا،سب اچھا،بہت• Demonstrative ان ،اس، ،یہ،یہاں،وہاں وہ• Indefinite: singular/plural usage eg شخص کوئی،بعض،کوئی بہت،کچھ،چند،کئی،ہر• Possessive eg کا،ہمارا کا،اس میرا،ان• Interrogative eg وقت لیے،کیسا،کس سا،کس ،کون یوں

3.3.1.4 Adverbs• Agreement لڑکی بڑی/لڑکا لمبا• Position• Comparative and superlative including common irregulars eg اچھا سے اچھا،سب اچھا،بہت• Demonstrative ان ،اس، ،یہ،یہاں،وہاں وہ• Indefinite: singular/plural usage eg شخص کوئی،بعض،کوئی بہت،کچھ،چند،کئی،ہر• Possessive eg کا،ہمارا کا،اس میرا،ان• Interrogative eg وقت لیے،کیسا،کس سا،کس ،کون یوں

3.3.1.5 Quantifiers/ intensifiers• Common expressions of quantity قدر،کتنا،کافی کس ،• Non-count nouns گنت شمار،ان کم،زیادہ،بے بہت

3.3.1.6 Pronouns• Personal all subject pronouns – all subject pronoun eg تم،آپ ،وہ،ہم میں،• Direct object pronouns eg ان،جن،تجھ،تو ، مجھ،اس• Indirect object pronouns eg مجھے،اسے،ہمیں،انھیں،تجھے• Combined forms of direct and indirect pronouns eg کو،جنھوں/سے نے،تم اس کو،/سے نے،مجھ انھوں

کو/سے نے،ہم



• Reflexive eg اپنے،اپنا خود،• Relative/correlative eg کا،وہاں،جہاں،کیسے،ایسے،جیسے• Disjunctive/emphatic egیہی،وہی،ہی،سا،بھی• Demonstrative eg کو میں،جس نے،جس ،جس جو• Indefinite eg شخص،کوئی چیز،کوئی بعض،کوئی/کوئی،کچھ ہر• Interrogative eg کون،کیا• Combined forms eg نہیں کوئی جیسا اس• Declension of pronouns اس،اس• Correlative جب،جہاں،جیسی،جو

3.3.1.7 Verbs• Regular and irregular forms of verb including reflexive verbs آنا،جانا،سونا،جاگنا• Infinitives eg کرنا،سوچنا سوچناجانا،کھانا،پڑھنا،دیکھنا،دوڑنا،سیکھنا،کام• All persons of the verb, singular and plural ہیں کھیلتے ہے،بچے پڑھتی ہے،لڑکی کھیلتا لڑکا• Modes of address آپ،تم،تو• Negative forms eg آیا نہیں تک گیا،ابھی نہ نہ،نہیں،وہ• Interrogative forms eg کہاں کیا،کیوں ،• Impersonal constructions eg ہے گیا چھا ہے،اندھیرا رہی ہو بارش• Verbs followed by infinitive, with or without preposition.• Imperative including polite form eg چل،کرو،اٹھو،جائیں،کریں،جائیے• Auxiliary verbs eg ہے،ہیں،ہوں ،• Imperative with regular form eg لیجیے،دیجیے،چلیے،بیٹھیے• Tenses:

• present eg آتی،سوتے،کھاتے ، جاتا• present perfect eg ہے دیکھا شیر ایک باہر نے میں• passive (present) eg ہے گیا بالیا مجھے• present participle eg کھاتا،جاتا،سوتا• present tenses: simple,/habitual, continuous, perfect eg تھا چکا جا/تھا رہا جا/ہے جاتا وہ• present perfect eg ہوں گیا بالیا• imperfect eg ہے جاتا اسکول وہ• present subjunctive/subjunctive mood eg جاؤں میں ہے سکتا ہو/کہوں میں/چلے وہ• other common verbs in the imperfect tense (R)• past tense: participle, continuous,perfect form eg تھا چکا جا/تھا رہا جا/گیا وہ• future tenses, participle,continuous,perfect,form eg ہو چکا جا/ہے جارہا/گا جائے وہ• immediate future ہوں رہا جا پاکستان کل میں• pluperfect (R) تھے گئے امریکہ ہم میں گرمیوں• imperative forms جاؤ ، ،کھاؤ الؤ• conditional eg تب،ورنہ ، اگر،تو

3.3.1.8 Negativeseg صرف نہیں،نہ نہیں،ابھی بھی نہیں،کچھ کبھی نہیں، ہی،کوئی نہ/تو باوجود،نہ کے نہ،نہیں،اس

• transitive/intransitive verb in past tense ہے۔ دیا کر شروع بھی نےکام اس اور ہے گیا آ وہ کہ ہے چال پتا

3.3.1.9 Prepositions• Contracted forms of preposition eg سے،تک،نیچے،پاس،سامنے،پر،کا،کی،کے میں،• Fixed case and dual case with accusative and/or dative with genitive (R)




• Duplicate line above: جاتا نہیں بوال سے مجھ/جاتا نہیں چال سے اس• Common compound postpositions پر،تک،کو کا،کی،میں،

3.3.1.10 Clause StructuresMain clause word order/subordinate clauses, including relative clauses.

3.3.1.11 ConjunctionsCoordinating and subordinating eg حال،چونکہ،جبکہ تک،بہر طرح،جہاں بھی،اور،جس

3.3.1.12 Number, quantity, dates and time• Ordinal and cardinal numbers eg . پہال،دوسرا،تیسرا/تین دو ایک• Common coordinating conjunctions سے،پھر،لیکن وجہ اس• Common subordinating conjunctions کیونکہ،اگرچہ،خواہ• Common quantities eg اکائی،دہائی،عدد،سینکڑہ،ہزار،الکھ،کروڑ،ارب،درجن• Time and date eg کر،ساڑھے ،بج میں منٹ،گھنٹہ،دوپہر،شام،بجنے ،

مہینہ،سال،صدی دوسری،آٹھویں

• Distributive pronouns گئے ہو جمع لوگ ہزاروں

3.3.1.13 Vowel points and other marksاستعمال کا زیر،زبر،پیش،تشدید،جزم،تنوین

3.3.2 Higher TierStudents entering for Higher Tier assessments will be required to apply all grammar and structureslisted for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier.

3.3.2.1 Nouns• Less common irregulars obstract nouns eg جذبات،خیاالت• Compound nouns eg ہوا و اعظم،آب ہند،وزیر و پاک صغیر بر• Complex and irregular plurals eg اساتذہ سے ،استاد مناظر سے منظر

3.3.2.2 Adjectives• Comparatives and superlatives including Arabic and Persian adjectives eg بہترین،کمترین• Irregular superlatives eg کا،بلند درجے اول• Pronominal ،اب،تب،کون کیسا،کیسے، کتنا

3.3.2.3 Adverbs• Comparative and superlative ہے چلتا آہستہ زیادہ• Repeated adverbs ہے بولتا سے زور زور وہ/گیا ہو بیمار کر کھا کھا وہ• Arabic adverbs تقریبا ،عموما

3.3.2.4 Pronouns• Indefinite eg شخص ایسا کوئی• Interrogatives eg ہے کون ایسا وہ بھی، نے کسی جس• Combinations of direct and indirect pronouns eg دو کو بچوں ان کتابیں یہ• Demonstratives oblique (R) eg ہے میں گھر ہے،جس پر میز جس



• Possessive (R)• Direct and indirect object after an infinitive۔• Relative pronouns eg کوئی جنہیں،جسے،جو• Position and order of object pronouns مجھے

3.3.2.5 Verbs• Infinitival agreement eg ہیں کرنے کام کئی مجھے• Participle constructions eg چلتے چلتے ہی، آتے• Obligation eg چاہیے/گا ہو کرنا گا، پڑے جانا• Present subjective/subjective mood eg جاؤں میں ہے سکتا کہوں،ہو چلے،میں وہ• Compound verbs eg دینا کہہ کچھ جاتے جاتے پڑنا، رو ہنستے ہنستے• Imerative with irregular forms eg ،دیجیے،بیٹھیے لیجیے

3.3.2.6 Passive Forms• Present perfect eg ہوں گیا بھجوایا/ہوں، گیا بالیا• Pluperfect eg تھا جاتا بھجوایا/تھا جاتا بلوایا• Future perfect eg گا ہو چکا جا بھجوایا/گا ہو چکا جا بالیا• Conditional verb forms eg جانتے ہم اگر/ہوتا وہاں میں کاش• Interrogative impressions eg / کرتا کیا میں اور جاتا ہو کیا• Present/past/future perfect continuous tenses eg گا ہو رہا جاتا/تھا رہا جاتا/رہا جاتا

3.3.2.7 ConjuctionsMore complex forms eg البتہ،اگرچہ،حاالنکہ

3.3.2.8 ConnectivesMore complex eg نہیں شک کوئی میں مثال،اس کہ یہ وہ ہے، ظاہر ہوئے، رکھتے نظر مد کو اس

3.3.2.9 Numbers• Cardinal numbers 1000+ those listed in general vocabulary• Ordinal numbers – 10+ commonly used impressions eg چاند کا سبق،چودھویں بارہواں

3.4 Communication strategiesWhilst it is useful for students to concentrate on a core of key language for any given topic, it isimpossible to predict all the linguistic elements they might meet when reading and listening toauthentic Urdu, or which they themselves might need to use.

For this reason, the student will need to develop communication strategies as part of the teachingand learning process, which will greatly increase their ability to cope successfully with unknownwords.

There are two main types of strategy: those that relate to understanding (reading and listening) andthose that relate to production (speaking and writing).




3.4.1 Strategies for understanding

3.4.1.1 Ignoring words which are not neededMany tasks contain words which are not essential for an understanding of the main points of thetext. What is important in the text is often presented more than once, in different ways: the studentmay not understand a point in one form of words and understand it fully in another.

3.4.1.2 Using the visual and verbal contextThe skilled reader can find many clues about the purpose and content of a text from a study of thelayout, the title, the length, the typeface and any related pictures.

When reading and listening, students can learn to infer the meaning of new words from the verbalcontext. For example, someone who did not know the word درخت/شجر might be able, after someappropriate practice, to deduce from the following context that it is some sort of tree:

ہے ہوتا دار مزے بہت پھل کا اس یا ہیں جاتے بنائے پلنگ میز،کرسیاں،اور سے لکڑی کی اس

ہے ہوتا دار مزے بہت

چھ کی اس آدمی ایک یا

تھا بیٹھا میں ں ؤ

کی]درخت [اس اور

تھا۔ رہا گا کر بیٹھ پر شاخ ایک

3.4.1.3 Making use of grammatical markers and categoriesStudents will be helped to master all these strategies if, when reading and listening, they learn touse such clues as the plural forms of nouns and verbs, the ways verbs change to form tenses,word order and other such features to help them to recognise to which category (verb, noun,adjective etc) an unknown word belongs. This can be a considerable help in making intelligentguesses about the meaning of the word.

پڑھی۔کتاب کتاب دلچسپ ایک نے ۔میں پڑھیں پڑھی۔کتابیں کتاب مثال

[ دلچسپ [فعل] پڑھی [اسم

ہے۔گیا۔جائے سےجاتا "جانا "ساخت۔فاعل۔مفعول۔فعل۔فعل کی جملے صفت

گا۔

3.4.1.4 Making use of the social and cultural contexAnother aid to the drawing of correct inferences is for the students to bear in mind that there areregularities in the real world which make it possible to anticipate what people may say or writeabout it. The ability to predict occurrences in the real world makes it possible sometimes toanticipate words and their meaning, in a given context. This is one reason why it is important for anUrdu course to develop awareness and understanding of countries and communities where Urdu isspoken.

3.4.1.5 Using common patterns within UrduKnowledge of the following patterns of word formation in Urdu can help to understand a text.Students will be expected to be able to make use of these patterns in both directions: so, the useof چوڑا should permit understanding of چوڑی چوڑے

Some more examples:



مثالیں مزید چندمالزمت۔نوکر۔نوکری۔اچھا۔اچھائی۔خوبصورت۔خوبصورتی۔نماز۔نماز۔/مالزم

ماز۔نماز۔

دار۔دیانت دار۔دیانت روزہ روزہ۔

داری۔وفادار۔وفاداری۔غریب۔غربت۔عبادت-

عبادتمناسب گزار۔سسست۔سسستی۔پریشان۔پریشانی۔کامیاب۔ناکامیاب۔مناسب۔نا

پیاسا۔پیاس۔بھوکا۔بھوک۔

3.4.1.6 Using common patterns between Urdu and EnglishThere are thousands of words in Urdu which, although not having exactly the same form as theEnglish word, can easily be understood with the application of a few, simple rules. When wordswhich can be understood using the rules below occur in context, students will be expected tounderstand them.

Strategies such as those outlined above will generally be more easily applied in reading than inlistening, as reading offers more opportunities to slow down, look at unknown items at some leisureand study the context. However, the general strategies for understanding listed above can be usedsuccessfully in listening to Urdu.

In order to hear accurately, students should have the relationship between the spoken and writtenlanguage brought to their attention. Words which look the same in Urdu and English may sounddifferent and conversely, words with similar sounds may be written very differently in the twolanguages.

3.4.1.7 DictionariesThe use of dictionaries is not permitted in the exam, but should be encouraged in class. Studentsneed to acquire good dictionary skills and to understand the limitations of dictionary use, egchoosing the wrong word from a list of definitions, confusion over parts of speech, the dangers ofword-for-word translations. Successful strategies for dictionary use include:

• understanding the meaning of terms and abbreviations used in a dictionary entry• recognising different parts of speech so as to be able to find the word required• recognising the word may be listed in a different form or may be required in a different form

from the one given in the dictionary. Students wishing to find the meaning of پوچھتی/پوچھتا میںپوچھنا)مصدر must first work out that this is a verb form in order to look up the meaning of ہوں )and conversely the infinitive found in the English-Urdu section will need to be changed inorder to express 'I ask ...'

• picking the correct word from a list of alternatives, if necessary checking back in the Urdu-English part of the dictionary to find the word with the appropriate meaning. A student lookingup the word 'jog', for example, may have to choose from: بھاگنا/دوڑنا . They must check thesewords in the Urdu-English part of the dictionary to ensure they have the correct meaning inthe context.

• recognising that word for word translation is often impossible eg expressions such as 'tomake fun of' اڑانا مذاق or 'to pull a fast one' چاالکی کرن cannot be translated literally.

3.4.2 Strategies for productionResearch and experience show that people who communicate effectively in a foreign languagetend to make good use of systematic efficient verbal and non-verbal strategies to get meaningacross, in spite of their imperfect command of the language.




Individual students may fail to learn – or forget – language items required by some tests, or theymay wish to attempt to go beyond the demands of the specification in completing the task set. Inthese circumstances, the following strategies can prove useful. They fall into two main categories:non-verbal and verbal.

3.4.2.1 Non-verbal strategies

Pointing and demonstration

This may be accompanied by some appropriate language eg

“ کہنا یا بتانا کرکے اشارہ سے انگلی” ہے۔ چیز جو میں ہاتھ میرے یا چیزہے وہ ہے، چیز یہ جیسی

Expression and gesture

This may be accompanied, where appropriate, with sounds (eg 'Oh!' which, with appropriateintonation, facial expression and gestures, can convey such attitudes and functions as pain,surprise, anger, fear, pleasure and admiration).

Mime

Mime, which again can be accompanied by appropriate sounds and language, can sometimes helpcommunication to be maintained when it might otherwise break down eg with a suitable mime ifone has forgotten words such as

مسکرانا and رونا

This strategy has obvious limitations in a speaking test which is recorded and assessed on thebasis of the recording.

Drawing

This can be an efficient strategy with some tasks (especially written) and can convey both attitudeand information (eg a diagram showing how to get from one point, such as a station, to another, forinstance a home.

3.4.2.2 Verbal strategies

Using a word which refers to a similar item

Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but forwhich he has forgotten the word

eg وقت for گھڑی

and خوشبو for عطر

This strategy is not always effective and its use would be assessed according to its effectiveness ina particular context.

Description of physical properties

This can be used to refer to something of which the name has been

]خربوزہ -مالٹا[ہے۔ پھل ایک وہ اور ہے پیال رنگ کا ہے۔اس گول وہ

The physical properties refer to colour, size, material, position and shape. The use of this strategyin an exam would be assessed according to its communicative effectiveness.



Requests for help

These can include requests for translation eg

ہیں۔ کہتے کیا میں انگریزی کو فرش اور دیوار

moon اور sky یا

ہیں سکتے مجھےبتا ہیں۔آپ کہتے کیا میں اردو کوہیں؟ کیا ہجے کے لفظ اس نہیں پتا مجھے یا ہے؟ کیا نام کا چیز اس کہ

It is clearly preferable to use such requests for help than for communication to collapse and theiruse will be assessed according to the context. When requests for help with specific problemsoccur, the teacher should maintain the role of a sympathetic native speaker and help accordingly.The teacher should avoid taking over from the student and carrying out the tasks set.

Simplification

This is when a student avoids the use of a form of which he is unsure eg

آؤں پھر کل میں تو ہو اچھا موسم اگر" بات یہ علم طاب اگراب میں" گا ۔ ہے کہتا یہ صرف اور سکتا کہہ نہیں"گے ملیں پھر ہوئی نہ بارش ہوں۔کل جاتا

A systematic use of simplified forms may reduce error, facilitate communication and increasefluency, but if overused, this strategy may result in students failing to make full use of theircapabilities.

Paraphrase

This is when a student avoids the use of a form of which he is unsure eg

دیتا پیسے کے اس اور" ہے رہتا میں کمرے ایک وہ" کہ ہے کہتا یہ جگہ کی اس اور ہے گیا بھول" دار کرایہ" لفظ علم طالب اگرہے۔ ہوئی نہیں شادی ابھی کی اس ہےکہ کہتا یہ صرف اور ہے گیا نکل سے ذہن کے علم طالب کنواری/کنوارا لفظ یا ہے

A systematic use of simplified forms may reduce error, facilitate communication and increasefluency, but if overused, this strategy may result in students failing to make full use of theircapabilities.

Reference to specific features

Reference to specific features eg

ہیں۔ منزلیں پانچ کی جس اور ہے ہوئی بنی کی مرمر سنگ جو عمارت وہ

یا

ہے۔ پہنتی لباس خوبصورت ہمیشہ جو اور ہیں لمبے بال کے جس لڑکی وہ

This strategy is often quite effective, and effective use would be assessed accordingly in an exam.

Reference to the function of an object

Reference to the function of an object and the actions that can be performed with it eg

تولیہ گرم کو آپ والے ہوٹل بعد کے کرنے ختم کھانا میں ہوٹلوں اچھےاپنا آپ سے جس ہیں دیتے

ہیں۔ کرتے صاف ہاتھ اور منہ

This is a commonly used strategy which is usually effective in communicative terms.

Another strategy sometimes used by language students is word coinage, the creation of wordsbased either on English or Urdu words. This strategy usually produces words which do not exist in




Urdu or if they do exist, have a different meaning from the one intended. The use of this strategy israrely effective in promoting communication and students would be well advised to use it only if allother strategies fail.

Another commonly used strategy is topic avoidance, when the student avoids or abandons a topicbecause of inability to deal with it. Use of this strategy in the examination will not allow the studentto be given full credit. Use of it in a learning situation will reduce opportunities for the developmentor expansion of the student’s repertoire. It is a strategy which should be discouraged. A basiccondition for communication strategies to have a potential learning effect is that they are governedby achievement, rather than avoidance, behaviour.

Evidence suggests that the availability of a range of strategies such as those outlined above, andflexibility in their use, represent an important advantage in overall communicative effectiveness. Italso appears that the most effective strategies demand some linguistic proficiency and that themore proficient speakers are also better at using communication strategies effectively.

The development of such strategies cannot be seen as encouragement not to develop linguisticknowledge. Strategic competence is not a substitute for vocabulary learning, but a usefulsupplement. Indeed, all language users make use of communication strategies, even in their firstlanguage, and really successful strategies usually pass unnoticed. It is an important part of theteaching and learning process.

3.5 VocabularyThe minimum core vocabulary lists are primarily intended as a guide for teachers to assist in theplanning of schemes of work.

The assessment tasks at Foundation Tier will require students to understand and respond tocommon or familiar words and/or forms of words that are not on the vocabulary list.

The assessment tasks at Higher Tier will require students to understand and respond to wordsand/or forms of words that are not on the vocabulary list and which are less common or familiarthan those used in relation to Foundation Tier assessments.

Vocabulary listed under a particular theme should be considered transferable, as appropriate, tothe other themes.

Students will be expected to be familiar with feminine forms of nouns/adjectives where these arenot given.

3.5.1 Rubrics and instructionsThe following is a guide to the sort of rubrics and instructions which will be used in Section B of theListening and Reading exams. The list is indicative, not exclusive.

Urdu English

کر استعمال مرتبہ زیادہ سے ایک حرف ہی ایک آپ – نوٹہیں۔ سکتے

NB You can use the same letter more thanonce.

لکھیں۔ نام کا شخص صحیح ہے؟ شخص سا کون یہ Which person is it? Write the name of thecorrect person.

لکھیں۔ نام کا شخص صحیح ہے؟ کون وہ/ یہ Who is it? Write the name of the correct person.



Urdu English

کریں۔ انتخاب کا جملوں) دو ( صحیح Choose (two) correct sentences.

کریں۔ انتخاب کا جواب صحیح Choose the correct answer.

کریں۔ مکمل …میں اردو Complete…in Urdu.

کریں۔ پر/ کریں مکمل خانے /گرڈ Complete the grid.

کے الفاظ گئے دیے میں فہرست نیچے کو عبارت ذیل درجکریں۔ مکمل ساتھ

Complete the following text with words from thelist below.

میں متن یا ہے )غ ( غلط ہے، ) ص ( صحیح یہ کہ بتائیںلکھیں۔ ؟ یا غ ، ۔ص)؟( نہیں

Tell if it is true (ص ), false (غ ) or not mentionedغ, ص Write .(؟) or ؟

)دیں۔ تفصیالت/ لکھیں باتیں) دو) Give (two) details.

سنیں۔ رپورٹ یہ/ انٹرویو یہ/ گفتگو یہ/ عبارت یہ Listen to this passage/this conversation/thisinterview/this report…

لکھیں۔ حرف صحیح میں خانے ہر Write the correct letter in each box.

لکھیں۔ حرف صحیح میں خانے Write the correct letter in the box.

لکھیں۔ حروف صحیح میں خانوں Write the correct letters in the boxes.

کریں۔ پہچان کی شخص صحیح Identify the correct person.

ہے۔ نہیں ضروری لکھنا میں جملوں پورے It is not necessary to write in full sentences.

…Read ...پڑھیے/ پڑھیں

لکھیں۔ نقصان / فائدہ/پہلو منفی/ پہلو مثبت ایک Mention one positive aspect/negative aspect/advantage/disadvantage

لکھیں ث لیے، کے رائے مثبتلکھیں ن لیے، کے رائے منفیلکھیں ن+ ث لیے، کے رائے منفی اور مثبت

For a positive opinion, write P

For a negative opinion, write N

For a positive and negative opinion, write P+N

ہے؟ کیا / سا کون جواب صحیح Which is the correct answer?

۔ کریں پر جگہ خالی Fill in the blanks.

لکھیں۔ جواب کے سوالوں ان Answer these questions.

)لکھیں۔ جواب میں اردو) کے سوالوں ان Answer (the questions) in Urdu.

The following is a guide to the sort of rubrics and instructions which will be used in the Writingexam. The list is indicative, not exclusive.




Urdu English

…کریں بیان Describe…

…لکھیے/ لکھیں Write…

لکھیں۔ میں اردو الفاظ 40 تقریبا Write approximately 40 words in Urdu.

کے پوانٹ بلٹ / نکتے ایک لکھیں۔ہر میں اردو الفاظ 90 تقریباکچھ میں بارے

لکھیں۔

Write approximately 90 words in Urdu. Writesomething about each bullet point.

لکھیں۔ میں اردو الفاظ 150 تقریبا Write approximately 150 words in Urdu. Writesomething about both bullet points.

لکھیں۔ میں اردو جملے چار میں بارے کے تصویر/ فوٹو Write four sentences in Urdu about the photo.

... کریں ذکر / بتائیں Mention...

3.5.2 General vocabularyStudents will be expected to use and understand the general vocabulary listed below. Thisvocabulary is not restricted to specific settings and can occur in any of the themes listed in thespecification.

3.5.2.1 Comparisons

Urdu English

جلتا ملتا similar

مختلف different

مخالف/الٹا opposite

برابر/جیسا ایک same, equal

بہت/سا ذرا very little

بہترین بہتر، ، اچھا good, better, best

کہ جیسا as … as

سکے ہو جتنا/سکے ہو تک جہاں as much/many … as

فرق difference

زیادہ کم، much/more, less

کرنا موازنہ to compare



Urdu English

موازنہ comparison

بدترین بدتر، ، بد/برا bad, worse, worst

نہیں کافی not much

کم سے کم at least

3.5.2.2 Conjunctions and connectives

Urdu English

جب when

کہ گویا as if/whether

پہلے before

تک جب until

کیونکہ as, because

تاکہ so that, in order that

چونکہ as, since

۔۔۔۔۔یا۔۔۔۔ یہ چاہیے either ... or ...

میں بعد after, afterwards

نہیں۔۔۔۔بلکہ ہی یہ صرف not only … but also

اگرچہ although/even if

لیے اس therefore

پس۔۔تب so ... that

اور and

تک جہاں as far as

جبکہ while

ہی نہ تو۔۔ نہ neither ... nor

عالوہ کے اس apart from this




Urdu English

کریں فرض assuming that

ازیں عالوہ/عالوہ کے اس besides, apart from

کے بجائےاس/باوجود کے اس instead of

بعد کے اس afterwards

کہ جیسے that is (ie)

باوجود کے اس/حال بہر nevertheless/anyway/in any case

لیے اس/ سے وجہ کی اس therefore, because of that

ہے ظاہر obviously

بھی پھر after all

کے اس سوائے except

واقعی /میں حقیقت actually, really

پہلے/اول firstly

تاہم/صورت بہر however

قسمتی بد unfortunately

بالشبہ شک، بے of course, naturally

مگر/لیکن but

آخرکار eventually, in the end, finally

ورنہ otherwise, or else

کہ جیسے as, like

شاید probably

بشرطیکہ provided that

پہلے سے سب (at) first

سے اتفاق/اتفاقا by chance

دوئم/بات دوسری secondly



3.5.2.3 Prepositions

Urdu English

سے from

کو at, to

پر on, at

کے at, of

نزدیک near, at

ذریعے کے/سے میں through

ساتھ کے along/next to/with

/بھگ لگ تقریبا against, at about, around

پیچھے behind

بیچ کے/درمیان کے in the middle of

طرف کی towards

بغیر without

اوپر کے/اوپر over, above

اردگرد around

نیچے under, below

تک by

سامنے in front of

دوران during

سے وجہ کی because of

کے at, of

درمیان between




3.5.2.4 Negatives

Urdu English

نہیں گز ہر not at all

صرف نہ not even

نہیں اب/نہیں بھی کبھی no longer

نہیں کچھ nothing

نہیں کبھی never

نہیں ابھی not yet

نہیں کوئی nobody/no one

نہیں/نہ no/not

نہیں تک ابھی still not

بلکہ نہیں یہی صرف not only that but also

3.5.2.5 AlphabetStudents are expected to know the letters of the alphabet and appropriate accents/sounds.

Urdu English

حرف letter

کرنا ہجے to spell

لفظ word

3.5.2.6 NumbersStudents are expected to know the cardinal numbers 0–1,000 and the word for 1,000,000 (Million,die).

They are also expected to know the ordinal numbers first–tenth eg 1st = 2 ;پہالnd = 3 ;دوسراrd =

.etc تیسرا

Other number expressions

Urdu English

درجن dozen

گنتی counting



Urdu English

جوڑا pair

نمبر/ہندسہ عدد، number, digit

Money

Urdu English

نقد cash

روپیہ a 1/2/5 rupees coin

نوٹ کا روپے 50/20/10 a 10/20/50 rupees note

نوٹ note

سکہ coin

ریزگاری small change

کرانا جمع to deposit

خرچ جیب pocket money

بدلوانا to change

3.5.2.7 Asking questions

Urdu English

کب؟ When?

کیوں؟ Why?

کیسا؟ What sort/type of...?

کیا؟ What?

کونسا؟ Which?

کون؟ Who?

عرصہ؟ کتنا تک؟ دیر کتنی How long?

کتنے؟/کتنا How much/many?

کیسے؟ How?




Urdu English

کر؟ کیوں کیوں؟ Why? How come …?

کہاں؟ Where?

سے؟ کہاں Where from?

تک؟ کہاں Where to?

ساتھ کے کس What with?

3.5.2.8 Greetings and exclamations

Urdu English

ساتھ کے خواہشات نیک All the best/best wishes

گے ملیں پھر تو اچھا See you later

افسوس/کرنا معاف Excuse me/Sorry

مبارک عید/مبارک کرسمس Merry Christmas/Eid Mubarak

نہیں بات کوئی Don’t mention it

آمدید خوش Welcome

ہو مبارک Congratulations

رہو خوش Cheers

گزریں اچھی چھٹیاں کی آپ Have a good/nice holiday

ہو نصیب کامیابی کو آپ Good luck

آداب علیکم۔ السالم Alslam O Elakum - Adaab

مہربانی براہ/کرکے مہربانی Please!

حافظ خدا/حافظ ہللا Goodbye

3.5.2.9 Opinions

Urdu English

شک خیال، idea, suspicion

دلچسپ/مزاحیہ amusing, funny



Urdu English

خوشگوار pleasant, agreeable

ہوا سہما/ہوا ڈرا to be afraid/scared

مند فکر /پریشان anxious, apprehensive

شاندار excellent

دہ آرام comfortable

یقینا definite(ly)/certain(ly)

گھٹیا/سستا cheap

احمق /وقوف بے stupid

کار بے فضول، nonsense, rubbish

شرارتی naughty

ہونا متفق (to be) in favour of something

کرنا مخالفت (to be) against/opposed to something

نہیں بات کوئی it doesn’t matter

کرنا خیال/سوچنا to think

پریشان depressed

مہربان kind

یقین قابل believable

واال کرنے متاثر impressive

سادہ simple, simply, easy

خوفناک terrible, awful

نہیں ٹھیک یہ that’s (not) right/correct

لگا اچھا یہ مجھے I like it (it pleases me)

ہے۔۔۔کہ منحصر پر بات اس یہ it depends on …, whether …

چاہنا/کرنا خواہش to want




Urdu English

ہونا خوش happy, glad, pleased

کرنا پیار to love

کرنا پسند to like, to please

امن پر/سکون پر peaceful

اٹھانا لطف to enjoy

کرنا یقین to believe

کرنا نفرت to hate

شاندار/اعلی بہت marvellous, magnificent

کرنا امید to hope

لینا دلچسپی to be interested in

ہونا نہ علم to have no idea/no clue

اچھا بہت brilliant, great

پیچیدہ complicated

جانا اکتا to be bored/to be fed up

آسان easy/effortless

پیارا kind, lovely

نیا جدید، modern, new

باش خوش/مکھ ہنس lively

کرنا شک to doubt/suspect

رائے opinion

گھٹیا نکما، rotten, lousy

ممکن possible

ٹھیک بالکل very well

محنتی بہت very hard working



Urdu English

مند فائدہ/کارآمد/مفید useful

ناکارہ/مفید غیر useless

خوب بہت great, fantastic

ہونا خفا to be cross, annoyed

ہے بات کی افسوس it’s a shame/pity

برا بہت terrible, horrible

مشکل difficult

حساس sensitive

محفوظ sure, safe

حاالنکہ even

خوب بہت/عمدہ/بڑا great

قیمتی ، مہنگا expensive, dear

سا عام typical(ly)

کن حیران surprising/wonderful

یقین ناقابل unbelievable

ناممکن impossible

پرانا old

شاید perhaps

پر طور مکمل completely

دینا ترجیح to prefer

غالبا probably

ضروری/اہم important

اصلی real

کشش پر attractive




Urdu English

خوبصورت بہت ، حسین gorgeous, very beautiful

کرنا خواہش/چاہنا to wish

مطمئن content, happy

کرنا اتفاق ہونا، رضامند to agree

3.5.2.10 Expressions of time

Seasons

Urdu English

رت موسم، season

برسات rainy season

بہار spring

گرما summer

خزاں autumn

جاڑا/سرما winter

Months of the year

Urdu English

برس/سال year

ماہ/مہینہ month

ہفتہ week

سوموار /پیر Monday

منگل Tuesday

بدھ Wednesday

جمعرات Thursday

جمعہ Friday

سنیچر /ہفتہ Saturday



Urdu English

اتوار Sunday

The clock

Urdu English

ٹھیک بالکل، exactly

آدھا/ساڑھے half

دوپہر midday

شب نصف/رات آدھی midnight

ہونا آہستہ/ہونا سست to be slow

پابند کا وقت/پر وقت ٹھیک punctual, on time

تاخیر/سے دیر late

گھنٹہ hour (length)

گھڑی clock, watch

کب وقت، کس at what time, when?

،پونے سوا quarter, quarter to

ہونا تیز to be fast

ہے بجا کیا what time is it?

ہے ہوا وقت کیا what time is it?

وقت time

ڈیڑھ half past one

اڑھائی/ڈھائی half past two

Other expressions of time

Urdu English

کبھار کبھی now and again

شام evening




Urdu English

کو شام ہر in the evenings

آغاز/شروع beginning, start

پل/لمحہ moment, instant

میں آخر at the end

جلد بہت soon

دنوں ان/تب then, in those days

تاریخ date

زیادہ بہت/کافی so much

پچھال/پہال former

بار ایک/دفعہ ایک once

میں آخر finally

دوران اس during

تقریبا almost, nearly

سویرے early

حال present (time, tense)

صرف just/only

)ہوا گزرا (کل yesterday

پر طور عام/عموما usually, normally

فورا immediately, in a minute

ج آ today

دنوں ان/کل آج nowadays, these days

پیشگی/ہی پہلے in advance/before (hand)

ہمیشہ always

باربار again and again



Urdu English

تک دیر اتنی in the meantime

صدی century

اب now

میں ہی حال recently, lately

آہستہ slow(ly)

آخری last

میں دیر تھوڑی shortly

اوقات times

اوقات بعض sometimes

کو پیر ہر on Mondays

)واال آنے (کل tomorrow

صبح morning

صبح کل tomorrow morning

کو صبح ہر/وقت کے صبح in the mornings, every morning

بعد دیر کچھ /میں بعد afterwards/later

پہر سہ afternoon

اگال next

شب/رات night

کو رات ہر at night

پہلے دیر تھوڑی recently, the other day

رپھر با ایک once again, once more

اکثر often

اچانک suddenly

باقاعدہ regular




Urdu English

سے جلدی quickly

سے ہی پہلے already

کر لے سے تب since, for (length of time)

ہی شاید/کم بہت seldom, rarely

روز ہر/روزانہ daily

پرسوں the day after tomorrow

)زمانہ(ماضی past (time, tense)

پہلے دیر تھوڑی (until) recently

پرسوں the day before yesterday

دوبارہ again

وقت اسی عین point in time

کرنا ختم/خاتمہ to come to an end, to finish

)زمانہ (مستقبل future (time, tense)

3.5.2.11 Location and distance

Urdu English

باہر outside

مشرق east

ٹھہرنا to stay

وہاں یہاں، here, there

باہر کے گھر outside

اندر کے گھر inside, indoors

طرف اس over there

کونا corner

دور distant, (far) away



Urdu English

سیدھے بالکل straight ahead

دائیں right

بائیں left

مغرب west

شمال north

جنوب south

کہیں یہیں somewhere

ہونا واقع to lie, to be situated (in)

میل mile

میں وسط/میں درمیان in the middle of

قریب/نزدیک near/nearby/close

نہیں کہیں nowhere

اوپر above, up

جگہ place

طرف side

جگہ ہر everywhere

نیچے at the bottom, below, down

آگے forwards

کھال ، وسیع wide, far

پچھال/پیچھے back

3.5.2.12 Colours

Urdu English

سیاہ/کاال black

ہرا/سبز green




Urdu English

سفید white

سرخ/الل red

پیال/رد yellow

نیال blue

بھورا brown

جامنی purple

نارنجی orange

سنہری golden

گالبی pink

3.5.2.13 Weights and measures

Urdu English

سارا /تمام all, all the

جانا ہو ختم سب to be all gone, to have run out (of)

کچھ سب/چیز ہر everything

کوئی اور/دوسرا other, different

دونوں both

چوڑا wide, broad

موٹا thick, fat

چیز thing

ترازو pair of scales/balance

دبال/پتال thin

سا تھوڑا a little

ایک چند a few, a couple

زیادہ بہت a lot of, lots



Urdu English

کچھ some, a few

ایک صرف single

/بھگ لگ تقریبا about, roughly

بوتل bottle

چوڑائی width

کافی enough

میں مقدار کافی enormously

وزن weight

ناپ/سائز size

تنگ narrow

ڈبہ کا گتے cardboard box

ڈبہ box, case, crate

سے مشکل/کم بہت hardly

خالی empty

ہلکا light

پیمائش measure

شمار بے/کئی several

ناپنا/ماپنا to measure

درمیانہ medium-sized

میزان balance/total

رسید receipt

پڑیا/پیکٹ packet, pack

پارسل parcel

پونڈ pound




Urdu English

کس فی/ایک ہر per

اونچا high

قاش/ٹکڑا slice/piece

وزنی/بھاری heavy

طول /لمبائی length

تھیال bag

اونچائی height

ہوا بھرا full

کم بہت little, not much

تولنا/کرنا وزن to weigh

3.5.2.14 Shape

Urdu English

دائرہ circle

گول round

مربع/چوکور square

تکونی/تکون triangular

3.5.2.15 Weather

Urdu English

ہونا ابرآلود مطلع/چھانا بادل overcast, cloudy

بجلی آسمانی lightning

)کی بادل (گرج thunder

ہے رہی چمک بجلی it’s lightning

موسم weather

باری ژالہ/پڑنا اولے to hail



Urdu English

گیال damp/wet

جانا جم to freeze

تازہ fresh

بارش طوفانی thunderstorm

حرارت درجہ degree

شدید زیادہ، بہت heavy, severe

گوار خوش/روشن bright, fine, clear

سمان آ sky

ہوا و آب climate

ٹھنڈ cool

ہونا سرد/گرم to be hot/cold

کہر/دھند fog/mist

دھندال foggy

حرارت temperature/mist

ہوا تیز wind

ہونا بارش to rain

سایہ shadow

واال چھاؤں/دار سایہ shady

بارش ہلکی/پھوار shower

چمک shine

باری برف/پڑنا برف to snow

آندھی/طوفان storm

طوفانی stormy

خشک dry




Urdu English

گوئی پیشن/حال کا موسم weather forecast

بادل cloud

برف ice, snow

3.5.2.16 Access

Urdu English

ہونا کھال to be open

کھولنا to open

راستہ کا نکلنے باہر exit

مصروف occupied, engaged

داخلہ entry, entrance

جگہ کی ہونے داخل entrance (building)

خالی vacant, unoccupied

مفت free

بند closed

کھال open

کرنا بند to close

ممنوع/منع forbidden

ہونا بند to be closed

3.5.2.17 Correctness

Urdu English

غلط false, wrong, incorrect

بھول غلطی، mistake, error

ہونا صحیح to be right

ٹھیک درست، صحیح، right, correct



Urdu English

ہونا غلط to be wrong

کرنا بہتر/کرنا تصحیح to correct, to improve

اصالح /درستی correction, improvement

3.5.2.18 Materials

Urdu English

سوت/سوتی cotton

سونا gold

لوہا iron

لکڑی wood

چمڑا leather

گتا cardboard

ریشم silk

کپڑا material

اون wool

3.5.2.19 Common abbreviations / titles

Urdu English

پونڈ £ = pound sterling

جناب ، صاحب ، مسٹر Mr

محترمہ محترم، Sir, Madam

ڈاکٹر doctor

وغیرہ وغیرہ etc

مثال eg = for example




3.5.3 Theme based vocabulary (Foundation Tier)

3.5.3.1 Identity and culture

Me, my family and friends

Urdu English

اکیال alone

عمر age

بچی/بچہ child

جوان young

بوڑھا old

تعارف introduction

جیسا ایک to look like

کارڈ شناختی identity card

داڑھی beard

مشہور famous

مالقات visit

ایماندار honest

پوچھنا to ask

دوست قلمی pen-friend

عینک spectacles, glasses

مہربان kind

مرد man

پوتی/پوتا grandchild (son’s son/daughter)

نواسی/نواسا grandchild (daughter’s son/daughter)

دینا اجازت to allow

سنجیدہ serious

سہیلی/دوست friend (m/f)



Urdu English

فرد کا خاندان member of the family

شرارتی cheeky

دوستی friendship

کرنا محسوس to feel

کھالنا کھانا to feed

ہونا پیدا born (on)

بچپن childhood

پیدائش تاریخ date of birth

پیدائش جائے place of birth

ابا/ باپ father/dad

امی/ماں mother/mum

باجی/بہن sister

بھیا/بھائی brother

بیٹا son

بیٹی daughter

/دادا دادی father’s father/mother

نانی/نانا mother’s father/mother

تایا father’s elder brother (uncle)

چچا father’s younger brother (uncle)

ماموں mother’s brother (uncle)

خالہ mother’s sister (aunt)

پھوپھی father’s sister (aunt)

بدصورت ugly

مددگار helpful




Urdu English

اچھا nice

صورت خوب pretty

وجہ reason

مزاحیہ humorous, witty

ہے پسند بہت مجھے I like... (very much)

نہیں پسند بالکل مجھے I can’t stand .../I don’t like...

لڑکا boy

لڑکی girl

جاننا کو کسی to know (a person)

کرنا پہچان جان to get to know

عجیب strange, odd

کرنا بھال دیکھ to look after

چومنا/لینا بوسہ to kiss

رہنا to live

محبت پیار love

طبیعت خوش lively

اکیال single

لوگ people

عورت woman

انسان human being

رکھنا نام to name

کرنا پریشان کو کسی to get on someone’s nerves

کان ear

ستھرا صاف tidy, neat



Urdu English

شخص person

پاسپورٹ passport

خاموش quiet, calm

ہونا شرمندہ to be/feel ashamed

دینا طالق to divorce

مونچھیں moustache

شرمیال shy

آنکھیں eyes

نام پہال first name

سوتیلی/سوتیال step (relation)

سگی/سگا real (relation)

کرنا جھگڑا/ لڑائی to quarrel

مزاج سخت strict

باتونی chatty, talkative

خواب dream

اداس sad

ہونا/کرنا منگنی to get engaged

شخص person

شادی wedding/marriage

کرنا شادی to get married

کرنا معاف to forgive

تعلق / رشتہ relationship

شدہ شادی married

ہونا/کرنا الگ to separate




Urdu English

خاوند husband

بیوی wife

انگوٹی انگوٹھی ring

تعارف کرانا تعارف to introduce oneself

چالنا رونا to cry

سسر father in law

ساس mother in law

جگہ کی رہنے place of living

رہنا ساتھ بغیر کے شادی civil partnership

اکٹھے/ ساتھ ایک together

کرنا نبھا to get on with

Technology and everyday life

Urdu English

چھاپنا / کرنا پرنٹ to print (out)

کرنا فون to call, to ring (phone)

کرنا استعمال to use

بتانا میں بارے اپنے to describe (oneself)

کرنا داخل میں کمپیوٹر ڈیٹا to enter data into computer

کمرہ کا کرنے چیت بات / شپ گپ chat room

کرنا وصول to receive

النا میں عمل /بنانا to develop

ترقی development

کرنا کام to work, to function

خطرہ danger/risk



Urdu English

ہونا ملکیت کی to belong (to)

کرنا منتقل یا اتارنا ڈیٹا/ لوڈ ڈاؤن download

چڑھانا ڈیٹا/ لوڈ اپ upload

آواز کی گھنٹی ringtone

معلومات information

مٹانا to delete

ذریعے/ میڈیا media

استعمال جائز نا abuse

کرنا استعمال غلط to abuse

پیغام message

ڈھونڈنا to look for

ورک نیٹ network

شرمناک embarrassing

)ڈاک(باکس میل mail box (email)

خطرناک dangerous

نقصان disadvantage

ٹاپ لیپ laptop

بھیجنا to send

آگے forward

احتیاط / حفاظت protection

بھیجنا پیغام کر لکھ to send an SMS/text message

فائی وائی Wi-Fi

کرنا محفوظ ڈیٹا پر کمپیوٹر to save data on computer

صفحہ تعارفی/صفحہ مرکزی homepage (internet)




Urdu English

بانٹنا /شیئرکرنا to share

عبارت/ تحریر text

Free time activities

Urdu English

مشغلہ hobby

اٹھانا لطف to have fun, to enjoy oneself

کہانی story

کرنا شروع to start, begin

پکڑنا مچھلی to fish

آلہ واال کرنے ریکارڈ آواز recorder

سینا to sew

لباس کا تیرنے swimming costume/suit

تاالب/ حوض کا تیرنے swimming pool

موسیقی music

اخبار news paper

کرنا شکایت to complain

باغبانی / کرنا باغبانی gardening

کرنا ادا پیسے to pay

خبریں news

چڑھنا پر پہاڑوں mountain climbing

کھیلنا تاش to play cards

کلب یوتھ / کلب کا نوجوانوں youth club

کرنا عمل پر بات کی کسی / کرنا پیچھا to follow

دوڑنا بھاگنا to run



Urdu English

شوق interest

فیس داخلہ admission fee

ٹکٹ داخلہ (admission) ticket

ہنسنا to laugh

گیت / گانا song

کرنا تجویز to recommend/suggest

لینا دلچسپی to be interested in

قلفی / کریم آئس ice cream

انناس pineapple

روٹی ڈبل bread

انڈا egg

خربوزہ melon

سرکہ vinegar

گوشت کا گائے beef

روٹی / چپاتی chapatti

لوبیا beans

ناشپاتی pears

مالٹا /سنگترہ orange

گوبھی cauliflower

خانہ شراب pub

کھیرا cucumber

دلیہ porridge

گوشت کا بکرے / بھیڑ mutton

سخت hard




Urdu English

کھانا خاص main course

بیرا waiter

آم mango

کوفتے meat balls

کھانا پھلکا ہلکا snack

سالن curry

آنا خرچ to cost

لسی yogurt drink

رس کا پھلوں fruit juice

دودھ milk

کافی ، چائے tea, coffee

آلو potato

پنیر cheese

سیب apple

بسکٹ biscuits

مچھلی fish

بطخ duck

پکانا کھانا cooking

گوشت کڑاہی Karayie goshat ( fried meat)

گوشت بھنا roast meat

نمک salt

کرنا خدمت to serve

پیاز onions

مٹر peas



Urdu English

چینی sugar

لیموں lemon

زردہ sweet rice dish

حلوہ pudding

گاجر carrots

بریانی savoury rice dish

گوشت کڑاہی karayie goshat ( fried meat)

دار ذائقے tasty

اسکرین بڑی big screen

فلم والی محبت پیار film with a love story

مور peacock

فرد member

خبریں news

کھانا میٹھا dessert

مٹھائی sweet meats

سویاں noodles, pasta

میوے دار گری nuts

پھل fruit

تیل oil

مرچ کالی pepper

آڑو peach

بخارا آلو plum

کھمبی mushroom

ڈبہ کا چاکلیٹ chocolate (in a box of chocolates)




Urdu English

چکھنا to try, to taste

مرغ فیل/ٹرکی turkey

کھانا meal

سونگھنا to smell

لڑنا کشتی to wrestle

دہی yogurt

کچا raw

چاول rice

چالنا چپو /چالنا کشتی to row

رس juice

باالئی/ مالئی cream

کرنا اکٹھا to collect

کھانا کے بھر جی to be full up, have had enough (to eat)

شطرنج chess

مصالحےواال مرچ spicy

کھالڑی player/athlete

چالنا گولی to shoot

کرنا ناپسند to dislike

جگہ کی کھانوں پھلکے ہلکے snack bar

کشتی sailing boat

کرنا سفر بحری to sail

کرنا سواری گھڑ horse riding

اٹھانا چیزیں ہی خود self-service

پروگرام programme



Urdu English

تیراکی swimming

سلسلہ لگاتار series

نشست/جگہ کی بیٹھنے seat

بیٹھنا to sit

تیرنا gardening

مکھن butter

ہال/کمرہ کا کھانے dining hall, dining room

کھلونے toy(s)

پالک spinach

کھیل sport

لگانا چھالنگ to jump

جگہ یا میدان بڑا کا کھیل/اسٹیڈیم stadium

ترکاری/سبزی vegetables

آواز voice

بننا to knit

شوربہ/یخنی soup

میٹھا sweet

کھانا خاص کا دن dish of the day

مینیو کا دن menu of the day

لگانا غوطہ to dive

پکڑنا مچھلیاں to fish/fishing

کرنا پار to cross

لباس کا کھیلوں track suit

ٹرینرز/ جوتے والے کھیلوں sport shoe, trainers




Urdu English

ملنا سے کسی to meet (someone)

دینا بخشش یا انعام کو بیرے tip (for waiter/waitress)

لینا حصہ میں کود کھیل to do gymnastics

کرنا چیت بات to have a chat

تفریح entertainment

کھانے والے سبزیوں vegetarian dishes

جانا ہار to lose

گیت/ موسیقی لوک folk music

کرنا تجویز to suggest

کھانا کا شروع starter (on menu)

کرتب jugglery/performance

چلنا پیدل to walk

نرم soft

گوشت واال ہڈی بغیر meat cutlet (boneless)

انگور grapes

آٹا flour

کھٹا sour

ڈھول drum

پھینکنا to throw

مقابلہ competition

دفتر office

کرنا ادا پیسے to pay

قیمہ mince meat

رسالہ magazine



Urdu English

اخبار newspaper

چیزیں stuff, things

کھینچنا pull

تماشائی spectator

Customs and festivals in Urdu-speaking countries/communities

Urdu English

گلدستہ کا پھولوں bouquet of flowers

کرنا روشنی to light/switch on

بجانا گانا to sing

کرنا حاصل/لینا to get, to receive

کرنا ادا شکریہ to thank

کرنا/ دینا دعوت to invite

روزہ fast/fasting

رمضان Ramadan (fasting month)

منانا خوشی to celebrate

چھٹی عام public holiday

تہوار festival

پٹاخے/ کھیل کے آگ fireworks/bangers

رکھنا امید to look forward to

اڑانا پتنگ flying kite

مہمان guest

میزبان host

تحفہ present

رات چاند new moon night




Urdu English

عید نماز Eid prayer

جمعہ نماز Friday prayer

تماشہ show

بتی موم candle

مذہبی religious

پراٹھا/ پوری fried chapaati

عیدالفطر Eid-ul fiter

عیدالضحی Eid-ul adha

)دن (سال نیا New Year’s Day

میلہ عید Eid mela/ fair

مسلمان Muslim

سکھ Sikh

ہندو Hindu

عیسائی Christian

سجانا to decorate

کالم مذہبی یا حمد /نعت religious poem

قربانی sacrifice

یہودی Jew

تقریب celebration/occasion

سالگرہ birthday

جلوس street procession

دن کا محبت پیار St Valentine’s Day

مسجد mosque

وضو ablution



Urdu English

کرسمس Christmas

تہوار کا رنگوں/ ہولی Holy (colours festival)

تہوار کا روشنیوں / دیوالی Diwali (festival of lights)

کرنا عبادت to worship

کرنا دعا to pray

3.5.3.2 Local, national, international and global areas of interest

Home, town, neighbourhood and region

Urdu English

الئٹس ٹریفک / بتی کی ٹریفک traffic light

کرنا پیش to offer

خانہ ڈاک offer

دیکھنا کر پہن کپڑے to try on (clothes)

دواخانہ pharmacy/chemist

چیزیں/ سامان apparatus, appliance

کرنا صفائی to tidy (up)

کرنا خرچ پیسے to spend (money)

بجھانا/ کرنا بند to turn/switch off

بیچنا پر قیمت رعایتی /سیل sale

ہوا بکا sold out

دکان کی نانبائی baker’s

تندور oven

کرنا غسل /نہانا to have a bath

ٹب کا نہانے bathtub

جھونپڑی farm house/hut




Urdu English

کھیت farm/field

ٹہنی/شاخ branch

پیڑ/ درخت tree

پہاڑ mountain

تصویر picture

پھول flower

تلنا to fry

پل bridge

الئبریری / خانہ کتب library

دکان کی کتابوں book shop

راستہ پکا / گزر راہ pavement

چھت roof

بجلی electricity

کمبل blanket

فاصلہ distance

کمرہ بڑا / ہال hall

گھر گرجا cathedral/church

اسٹیشن پولیس / نہ تھا police station

کمرہ room

عمارت building

کا خود / اپنا own

دھونا to wash

کرنا خریداری to shop

تھیال/ ٹوکری کی خریداری shopping basket



Urdu English

لباس dress

شور noise

لپیٹنا to wrap (up)

والے رہنے / ولے بسنے inhabitant/ resident

دکان کی کےسامان بجلی shop for electrical goods

منزل نچلی ground floor

منزل floor, storey

چارپائی / پلنگ bed/cot

فیکٹری factory

ٹکٹ ticket (eg for bus)

دان روشن ventilator

گھر عجائب museum

دکان کی گوشت/ قصاب butcher’s shop

دریا river

دکان کی حجام hairdresser’s

فرش floor

والے چلنے پیدل pedestrian

کانٹا fork

چولہا کا گیس gas cooker

عمارت building

عالقہ region, area

مناسب reasonable

گھر چڑیا zoo

بندر monkey




Urdu English

شیر loin/tiger

ہاتھی elephant

گھرانہ household

باڑ والی جھاڑی hedge

ٹوپی والی کرنے حفاظت کی سر helmet

چولہا cooker, stove

عمارتیں اونچی بنی سے فلیٹوں high rise block of flats

پہاڑی hill

دکان سنارکی / زیورات jewelers

پھوٹا ٹوٹا / ہوا ٹوٹا broken

جگہ کی ادائیگی کی پیسے till, cash point

اسٹور ڈیپارٹمنٹل/دکان کی چیزوں مختلف department store

گاڑی گھوڑا / تانگہ horse-carriage

دکان کی کپڑوں clothes shop

بجانا گھنٹی to ring (bell)

کھٹکھٹانا دروازہ to knock (door)

پکانا کھانا to cook

الماری کی کتابوں book shelf

دکان کی مٹھائی confectioner’s

تکیہ pillow

مفت free of charge

چوراہا crossroads

گاہک customer

دار دکان shopkeeper



Urdu English

دکان shop

دیہات countryside/village

نقشہ/ منظر کا زمین landscape

دکان کی )اشیاء غذائی (پنساری grocer’s

کرنا خالی to empty

رکھنا / لگانا to lay, to put

روشنی / بتی light

پہنچانا to deliver

چمچ/ چمچہ spoon

کاٹنا گھاس to mow

وقت کا کھانے meal time

سہولتیں facilities

بازار/منڈی market place

ر دیوا wall

چھری/چاقو knife

بیٹھک sitting room/lounge

کرایہ rent

لینا پر کرائے to rent, to hire

تندور کا بجلی microwave/ electric oven

سائیکل موٹر motor bike

گھرجانا going home

راستہ کا جانے طرف کی اوپر upstairs

راستہ واال آنے طرف کی نیچے downstairs

ہمسایہ/پڑوسی neighbour




Urdu English

شہر city

الماری والی ساتھ کے بستر bedside cabinet

راستہ کا نکلنے باہر میں صورت ہنگامی emergency exit

دکان کی سبزی green grocer’s

کہنا لیے کے النے کچھ/ دینا حکم order

جگہ کی کرنے کھڑی گاڑی parking place

بوٹا / پودا plant

خانہ غسل bathroom

جگہ place

بھاؤ/قیمت price

کرنا صاف to clean

وصولی/ رسید receipt

فاصلہ distance

تاال lock

گھر ہوئے جڑے ساتھ ایک terraced house

چادر sheet

اسکیلیٹر/ سیڑھی کی بجلی escalator

سامان thing, stuff

گلی street

گاڑی ریل تیز fast railway

کرنا نظارہ کا دکان سے کھڑکی باہر shop window

ہونا کھڑے میں قطار to queue

چابی key

الماری cupboard



Urdu English

دکان کی کتابوں/ سٹیشنری stationery/book shop

دراز drawer

پیشکش/ رعایت خاص special offer

آئینہ/ شیشہ mirror

میدان کا کھیلنے play ground

عالقہ قریبی کا باہر کے شہر outskirts of a town

کرنا کم to reduce

کرنا کھڑا to put, to place (upright)

کپ / پیالی cup

چمچی teaspoon

تھالی plate

قالین carpet

تولیہ towel

میزپوش table cloth

پتیال / دیگچہ pan

سیڑھیاں stairs

مینار tower

ٹیوب / گاڑی والی چلنے نیچے کے زمین underground train, tube

ہوا گھرا surrounded by

عالقہ کا گرد ارد surrounding area

کرنا تبدیل گھر to move (house)

پردے curtain

جھاڑی shrub

گلدان vase




Urdu English

جنگل ، لکڑی wood, forest

دروازہ door

اجاال / روشنی light

ٹب کا دھونے ہاتھ منہ wash basin

جگہ کی چرنے گھاس/ چراگاہ meadow

کمرہ / گھر شیشہ conservatory

باغیچہ small garden

غنچہ bud

گلشن / چمن / باغ garden

بنگلہ bungalow

Social issues

Urdu English

کرنا کم وزن to lose weight

رگ vein

جگہ کی رہنے کے لوگوں بوڑھے old people's home

گمنام anonymous

سانس breath

دینا چھوڑ/ جانا مان ہار to give up

کرنا منع/کرنا بند to stop

ملکی غیر foreigner

کرنا خبردار to warn

میں حالت کی نشے/شرابی drunk, intoxicated

ورزش exercise

ہوش بے unconscious



Urdu English

ہونا میں ہوش consciousness

کھانسی cough

خون blood

ہونا بیمار to be sick, to break

چیز والی نشے drug

واال بیچنے چیزیں والی نشے drug dealer

عادی کا نشے drug addict

مہاجر immigrant

سستانا /کرنا آرام to relax

خوراک/غذا food, nutrition

امداد طبی First Aid

نہیں ٹھیک/ ہوں ٹھیک میں I am fine, well/not well

موٹا fat/obese

چکنا /واال چربی fatty

عملہ واال بجھانے آگ fire brigade

سے مرضی اپنی voluntarily

والنٹیر volunteer

پھوٹا ٹوٹا broken

مند صحت healthy

صحت health

وزن weight

جیتنا to win

برابری equality

رکھنا قائم to hold, to keep




Urdu English

رنگ کا جلد colour of the skin

کرنا مدد to help

دل heart

امداد/ مدد help

مجبور helpless

ہونا میں حالت ٹھیک/اچھی to be in form/in (good) shape

بیمار ill

خانہ شفا / ہسپتال hospital

بیماری illness

سرطان / کینسر cancer

کلیجہ / جگر liver

معدہ stomach

دوائی / دوا medicine

ہمدردی sympathy

تحفہ prize

نسل race

بھال دیکھ care

واال کرنے بھاؤ بھید نسلی racist

نصیحت advice

پینا سگریٹ to smoke

سکون peace, tranquility

واال پہنچانے نقصان damaging, harmful

تکلیف/ درد pain, ache

ہونا تکلیف / درد to have …ache



Urdu English

پریشانی worry

کرنا بھال دیکھ / رکھنا خیال to care for, to look after

دینا چندہ to donate

ٹیکہ حفاظتی/ ٹیکہ injection/vaccination

مرنا to die

عادت addiction/habit

دورہ کا دل heart attack

جگہ حفاظتی کی جانوروں animal shelter

مردہ dead

جانا پڑ بیمار feeling ill/sick

حادثہ accident

سانپ snake

حادثہ کا ٹریفک traffic accident

جانا ہو زخمی to be/get injured

چوٹ injury

پہنچانا تکلیف to hurt

خیرات charity

وار قصور guilty

کام خیراتی charity work

جانا بڑھ وزن/ بڑھانا وزن to put on weight

Global issues

Urdu English

کرکٹ کوڑا rubbish, waste

ڈبہ کا کوڑے rubbish bin, litter bin




Urdu English

دھواں کا گاڑی /گیسیں زہریلی poisonous/exhaust fumes

عزت respect, esteem

کرنا حملہ to attack

کاغذ ردی waste paper

بڑھانا / اگانا to grow

روزگار بے unemployed

غریب poor

انصاف justice

دھمکانا ڈرانا to threaten

بھکاری/ فقیر beggar

آبادی population

روزانہ daily

قرضہ debt, loan

ایندھن fuel

چور thief

بھاؤ بھید discrimination

تنہا lonely

پھینکنا کوڑا to dispose of (waste, refuse)

لگنا سردی سخت to freeze to death

گلی/راستہ کا سائیکل bicycle track/lane

ہونا کھڑا بھاگ to flee

واال لینے پناہ refugee

استعمال usage

خطرناک dangerous



Urdu English

معاشرہ/ سوسائٹی society

ظلم cruelty

شدید violent/severe/intense

کرنا گرم to heat

باہر/ بیرونی outside

مچھر mosquitoes

ہونا نہ ٹھکانا مستقل to have no fixed abode

کوئلہ coal

گھر بجلی power station

جنگ war

چیزیں مصنوعی man-made/synthetic material

شرابا شور noise

زندگی life

ہوا air

گندگی air pollution

ضرورت need

گھر بے homeless

زلزلہ earthquake

عام کھلے publicly

ہو ہوا ظلم پر جس/ مظلوم victim

سوراخ میں تہہ کی) گیس آکسیجن (اوزون hole in the ozone layer

تہہ کی آکسیجن کی قسم خاص ایک ozone layer

کرنا ضائع to waste

امیر rich




Urdu English

گدال / گندا polluted

ستھرا صاف clean

)گیس (آکسیجن oxygen

بارش تیزابی acid rain

پہنچانا نقصان to damage, to harm

سیالب flood

دہ نقصان harmful

چھلکا skin (fruit), peel (potato)

گندہ dirty

کرنا بچاؤ to protect

کمزور weak

توانائی گئی کی حاصل سے روشنی کی سورج solar energy

سپورٹ انکم/ بھتہ income support

فلیٹ کا کونسل council flat

کرنا بچت / کرنا جمع to save, to conserve

مضبوط strong

کرنا چوری to steal

فضا گرم ہوئی بڑھتی greenhouse effect/global warming

آبادی زیادہ بہت over-populated

شعائیں کی سورج ultra-violet rays

ماحول environment

دہ نقصان لیے کے ماحول environmentally hostile

بہتر لیے کی ماحول environmentally friendly

دینا سہارا to support



Urdu English

دینا مار / مارنا to hit/kill

کھپت / خرچ consumption

جرم crime

مجرم criminal

آمدورفت ذرائع/ ذریعے کے ٹرانسپورٹ means of transport

لپیٹنا / باندھنا کو سامان packaging

کرنا گدال / کرنا گندہ to pollute

جانا ہو غائب to disappear

کرنا خارج to drive out, to expel

چکی پن/ کرنا پیدا بجلی سے طاقت کی پانی چلتے hydroelectric power

ہونا گندہ کا پانی water pollution

دینا پھینک to throw away

دنیا پوری worldwide

کرنا برباد to destroy

مکان ، گھر home, house

Travel and tourism

Urdu English

ہونا روانہ to leave, to depart

جانا لینے / اٹھانا to collect, to pick up

پہنچنا to arrive

ایشیا Asia

پھرنا گھومنا / تفریح excursion

کرنا پر to fill in

ملک کا باہر foreign country




Urdu English

نظارہ view

اترنا نیچے to alight, get off (bus)

فارم پلیٹ platform

پہچانا جانا known

پھرنا گھومنا / جانا پر جگہوں to sightsee, to visit

رکنا / ٹھہرنا to stay

نقشہ map

ناؤ / کشتی boat

بکس لیٹر /ڈبہ کا ڈالنے چٹھیاں letter box

ٹکٹ کا ڈاک postage stamp

قلعہ castle

جگہ کی لگانے کیمپ campsite

عرب سعودی Saudi Arabia

کمرہ لیے کے لوگوں دو double room

ہونا سوار to get in/on

کمرہ لیے کے شخص ایک single room

لگوانا مہر to stamp/validate a ticket

داشت یاد memory

کرنا تجربہ to experience

رعایت / کمی reduction

جہاز سمندری/کشتی بڑی والی کرانے پار ferry

مشین کی نکالنے ٹکٹ سفری ticket machine

دفتر / گھر ٹکٹ ticket office

کرایہ fare



Urdu English

لینا پر کرائے سائیکل bicycle hire

سفر journey

پرواز flight

اڈہ ہوائی airport

جہاز ہوائی plane

گھٹا dark clouds

کیمرہ camera

سامان سفری luggage

یونان Greece

کرنا سفر ادھر ادھر to travel around

ہوسٹل کا نوجوانوں youth hostel

صندوقچہ/ اٹیچی suitcase

عطر / خوشبو cologne, scent

ساحل coast

سمندر sea

روم Rome

دبئی Dubai

انگلستان England

راستہ کا نکلنے میں صورت ہنگامی emergency exit

اوقات کے کھلنے opening times

مقامی local

دریا river

جانا ہو خراب گاڑی breakdown

مسافر passenger




Urdu English

خانہ مسافر travel inn

پاکستان Pakistan

ٹرپ / سفر journey, trip

کرنا سفر to travel

واال کرنے سفر traveller

چیک سفری traveller’s cheque

تھیال سفری travel bag

منزل destination

فرانس France

طرف / سمت direction

دورہ round trip, tour

بھارت India

تجوری locker

محل castle, palace

جھیل lake

نہر canal

آنا متلی میں سفر سمندری sea sick

قابل کے دیکھنے worth seeing

مرکز کا توجہ کی سیاحوں tourist attraction, sight

پیٹی حفاظتی safety belt, seat belt

سینکنا دھوپ to sunbathe

ہوا جال سے روشنی کی سورج sunburn

گاڑی والی سامان کے پینے کھانے dining car, restaurant car (train)

گھومنا ادھر ادھر میں شہر stroll through town,tour



Urdu English

بھیڑ کی ٹریفک traffic jam

سمندر ساحل beach

نقشہ کا سڑک road map

کرنا تالش to look for, search

کرنا پار سمندر crossing (sea)

ٹھہرنا بھر رات to stay overnight

ناشتہ اور) کمرہ (بستر B&B

پارکرنا سڑک to cross (road, sea)

بدلنا ذریعہ کا سفر to change (means of transport)

میں راستے on the way

چھٹی holiday

گزارنا وقت to spend (time)

کرنا یاد to miss

تاخیر / دیر delay

انتظام مکمل / پورا full board

کرنا انتظار to wait (for)

گاہ انتظار waiting room (eg station)

پرے / دور away

پاتھ / راستہ way, path

ہونا روانہ پر سفر to leave, to travel away

جانا چلے کہیں to leave, to go away

رکھنا جاری سفر to travel on

دوبارہ again

روانگی departure




Urdu English

قافلہ caravan

خیمہ tent

3.5.3.3 Current and future study and employment

My studies

Urdu English

استانی / استاد teacher (m/f)

مضمون subject

زبان کی ملک دوسرے foreign language

مناسب ، ٹھیک fair, just

ذہین / ہوشیار clever, intelligent

سکھانا /پڑھانا to teach

پرنسپل / ٹیچر ہیڈ head teacher, principal

سبق lesson

غلط / مناسب نا unfair

Life at school/college

Urdu English

خوب / اچھا بہت very good

بخش تسلی satisfactory, fair

کافی sufficient

ناکام / فیل fail

خراب ہی بہت extremely poor, inadequate

سرٹیفکیٹ کا چھوڑنے اسکول school leaving certificate

تراش پنسل pencil sharpener

جواب answer



Urdu English

پہننا کپڑے to get dressed

گرمی سر activity

دینا توجہ to pay attention

ٹھ اٹھنا / جانا ا to get up

جانا جاگ / جاگنا to wake up

کرنا تبدیل / بدلنا exchange

حاضر present

مثال example

ہونا کامیاب / پاس to pass (exam/test)

رہنا غائب سے اسکول / کترانا سے کام to skip work, to play truant

حساب mathematics

آخری last/final

کامیابی success

کامیاب successful

بتانا کے کھل / کرنا تشریح to explain

کرنا بیان / بتانا to tell, to narrate

سست lazy

حاضر غیر to be missing, absent

چھٹیاں holidays

محنتی hard working

سوال question

کرنا / پوچھنا سوال to ask

مدرسہ / اسکول school

جانا مل / لینا پا to found




Urdu English

مدرسہ / اسکول ابتدائی / پرائمری primary school

انگریزی English

مدرسہ/ اسکول ثانوی / سیکنڈری secondary school

کرنا نقل to copy

قمیص / قمیض shirt

پتلون trousers

مدرسہ / اسکول رہائشی boarding school

عربی Arabic

قلم pen

لباس dress/costume

مستقبل future

کرنا درست / کرنا ٹھیک to correct

شاگرد pupil

لیبارٹری / گاہ تجربہ laboratory

کمرہ کا اساتذہ staff room

ruler )لیے کے ماپنے ( پیمانہ

بھرنا رنگ to paint

وقفہ کا کھانے کے دوپہر lunch break

زبانی orally

ملنا سزا to have a detention

درجہ grade

تعلیم مذہبی religious education

وقفہ break

کرنا چیت بات to chat, to talk



Urdu English

امتحان exam

بنانا داڑھی to shave

جماعت کمرہ class room

کرنا حل / نکالنا سوال to calculate, to do sums

اردو Urdu

تاریخ history

دوپٹہ scarf

سنورنا بننا to put on make-up

ہوا لکھا written

طلبا/ علم طالب student/students

میدان کا کھیل playground

کتاب book

صفحہ page

پرونا سینا / سالئی sewing

بیٹھنا to sit down

کہنا دوبارہ / دہرانا to repeat

زبان language

قینچی scissors

سفید / سیاہ تختہ black/white board

کرنا مشق to practise

ورزش / مشق exercise

کمرہ کا کرنے تبدیل کپڑے changing room

بدلنا کپڑے to get changed, change clothes

کرنا پڑھائی / پڑھنا to read/study




Urdu English

کرنا تحریر / لکھنا to write

ہونا اکٹھے / اسمبلی assembly

سمجھنا to understand

کرنا کوشش to try

چننا to choose

دھونا ہاتھ منہ to have a wash

جاننا to know

لغت / ڈکشنری dictionary

برش کا کرنے صاف دانت toothbrush

پیسٹ کی کرنے صاف دانت toothpaste

بنانا تصویر to draw

رپورٹ کی اسکول school report

سننا to listen

Education post-16

Urdu English

واال لینے تربیت / ٹریننگ apprentice, trainee

برابر کے لیول اے A-level equivalent

تجربہ کا کام work experience

ٹریننگ / تربیت کی کام job training

جگہ خالی لیے کے کام vacancy

واال دینے مشورہ صالح لیے کے چننے پیشہ careers adviser

نوکری/کام / پیشہ profession/career

دینا درخواست to apply for

عرضی / درخواست application



Urdu English

چٹھی / خط letter

مالک boss

کرنا فیصلہ to decide

تجربہ experience

تعلیم education

الئسنس کا چالنے گاڑی driving licence

موقع opportunity

واال کرنے کام ساتھ / ساتھی colleague

نصاب / کورس course

تفصیالت ذاتی curriculum vitae (CV)

شاگردی / تربیت کی کام apprenticeship

تنخواہ wage

تنخواہ کم سے کم minimum wage

مشورہ / نصیحت advice

حصہ ایک کا سال کے پڑھائی term

جگہ لیے کے تعلیم میں یونیورسٹی university place

پڑھائی studies

کمانا پیسہ / کمانا to earn

Jobs, career choices and ambitions

Urdu English

مالزم employee

ساز دوا pharmacist

اوقات کے کام work hours

نانبائی baker




Urdu English

معمار building/construction worker

کرنا تعمیر / بنانا to build

کسان farmer

مالزم سرکاری civil servant

مالزمت / نوکری job, occupation

ہونا پر کام (to be) in work

ہونا مصروف to be busy

کرنا فیصلہ to decide

ہونا مالک خود to own

مالک owner

دینا پیسے / ادائیگی payment

ڈاکیا postman

دفتر office

کرنا پورا to fulfill

واال بجھانے آگ fire fighter

قصائی / قصاب butcher

نائی / حجام hairdresser

دن سارا all day

واال کرنے باغبانی gardener

تنخواہ salary

عورت گھریلو housewife

میں فضا کھلی / باہر outside, in the open air

کام / پیشہ career

واال گانے / گلوکار singer



Urdu English

باورچی / خانساماں chef, cook

نرس nurse

واال چالنے الری lorry driver

واال کرنے سجاوٹ / روغن رنگ painter, decorator

سنار goldsmith

پادری parish priest, vicar

فوجی soldier

سپاہی policeman

واال پانے وظیفہ / پنشن pensioner

اداکار actor

کرنا کام میں حصوں مختلف کے دن shift work

لگانا پتا / کرنا تالش to look for, to search

کرنا کام ) ٹائم پارٹ ( لیے کے گھنٹوں کچھ part time job

تاریخ date

ترکھان / بڑھئی carpenter

مددگار میں دکان shop assistant

کرنا کام وقت سارا full time work

انٹرویو لیے کے کام job interview

خواہش wish

3.5.4 Theme based vocabulary (Higher Tier)

3.5.4.1 Identity and culture

Me, my family and friends

Urdu English

اکلوتا single child




Urdu English

مختار خود independent

بال گھنگھریالے curly hair

کرنا نگہبانی to look after

قومیت / شہریت nationality

کار واقف acquaintance

پرست سر guardian

نوجوان youth

بالغ adult, grown up

لڑکپن adolescence

حاسد jealous

کرنا کفالت to raise (family)

باز دھوکے conceited

سالی / ساال wife’s brother/sister

شخصیت personality

رشتے ازدواجی جنسی ہم same-sex marriage/partnership

دل فراخ/ فیاض generous

کنواری ۔ کنوارا bachelor, virgin

طبع خوش lively/jolly

اٹھانا اذیت to suffer

بالغ نا (to be a) minor, under legal age

مسکراہٹ smile

رسیدہ عمر elderly

اختالفات differences

جول میل socialising



Urdu English

کرنا تعلق قطع to break up

کرنا صلح to reconcile

زندگی ازدواجی marriage life

شادی شدہ طے arranged marriage

کرنا دلجوئی to console

ہونا خفا to get angry

مغرور arrogant

مخلص sincere

مندی رضا willingness

جہیز dowry

جائیداد property/asset

وارث heir

فہمی غلط misunderstanding

بدنامی disgracefulness

ملنسار outgoing/friendly

غرض خود selfish

حیات شریک life partner

)مرد / عورت ( جنس sex/gender (m/f)

بیوی میاں husband and wife

احباب دوست friends/colleagues

بہنوئی brother-in-law (sister’s husband)

نند sister-in-law (husbands’ sister)

سسرال in-laws

اعتمادی خود self-confident, self-assured




Urdu English

نکاح wedding (ceremony)

وفادار faithful, loyal

منگیتر fiancé(e)

شدہ طالق divorced

تعلقات relationships

اقارب و عزیز relations/relatives

کرنا درگزر to forgive

پہنچنا کو بلوغت سن (to be) of age

ہونا تعجب to become astonished

اعتبار قابل reliable

کرنا شبہ و شک to doubt

Technology and everyday life

Urdu English

وسائل/ استعمال ذریعہ applications

صارفین users

ترتیب / ترکیب settings

خیاالت تبادلہ exchange of ideas

تدابیر حفاظتی safety measures

معلوماتی informative

ایجاد invention/innovation

رابطے سماجی social network/media

رکھنا بحال رابطہ to stay in contact



Free time activities

Urdu English

کرنا بند قلم / لینا کر محفوظ to record

جوش پر/جوشیال exciting

پیمائی کوہ mountain climbing

سیاح tourist

مانس بن gorilla

کرنا / ہونا آغاز to begin

تھکن / تھکاوٹ tiring

نمائش exhibition

سرگرمیاں تفریحی leisure activities

مشاعرہ محفل / شاعری و شعر poetry/poetry reading

ہنس راج goose

ستار violin

خیز ہنگامہ / خیز سنسنی thrilling

کردار role/character

اداکاری acting

رومانوی romantic

شخصیت نامور celebrity

ڈراؤنی horror

معیار اعلی high standard

لطف پر/ اندوز لطف entertaining

بانسری flute

گاہ ورزش gym

بچھانا خوان دستر to lay the table

دوستی قلمی pen friendship




Urdu English

عنوان ذیلی subtitle

قدمی چہل stroll

متوقع غیر surprise/unexpected

عنوان ذیلی subtitle

خودکار automatic

مستی موج fun, enjoyment

Customs and festivals in Urdu-speaking countries/communities

Urdu English

تقریب event

نوازی مہمان hospitality

جلوس procession

آزادی یوم Independence day

عقیقہ child birth ceremony (tonsuring)

بازی آتش fireworks

حنا رسم henna ceremony

شہنائی clarion (music)

بارات wedding procession

ولیمہ after wedding ceremony

نامہ دعوت invitation

سنورنا سجنا to adorn

پاک قران تالوت recitation of holy Quran

النبی میالد عید Eid melad ul Nabi

سحری pre-dawn meal before fasting

افطاری meal (breaking a fast)



Urdu English

نذرانہ present (to superior)

تبلیغ preaching

بارات شب night of blessings

کرنا تواضع خاطر to entertain

تعزیت condolences

ہونا رنجیدہ/ منانا سوگ to grieve

3.5.4.2 Local, national, international and global areas of interest

Home, town, neighbourhood and region

Urdu English

کمرہ کا اندوزی ذخیرہ storeroom

دان آتش fire place

چمچے اور کانٹے چھری cutlery

کنواں well (water well)

گلی طرفہ یک one way street

خانہ باال attack

دارالخالفہ/مقام صدر capital city

عالقے نواحی surrounding areas

اوزار / آالت appliance

کشادہ / وسیع roomy, spacious

برتن کے چینی crockery

خانہ تہہ cellar

ہریالی green area, park

باشندے inhabitants

جزیرہ island




Urdu English

امکانات possibilities

آمدورفت عام public transport

ہونا مفلس to be skint

ناقص faulty

رعایت discount

کوچہ/گلی بند cul-de-sac

بچت (savings) bank

عالقہ/محلہ part of the town

ضلع district, part of the town

یادگار monument

مشروبات drinks

سلف سودا goods, things bought

بندرگاہ harbour, port

زینہ staircase

کار بے/بےسود in vain

کرنا مکانی نقل move, moving (house)

عمارتیں باال بلندو sky-scraper

Social issues

Urdu English

حامی کے منشیات ترک teetotal

کرنا انحصار to be dependant on

دشواری میں لینے سانس breathing difficulties

مند حاجت somebody in need

کرنا ارتکاب to commit, to perpetrate



Urdu English

مچانا تباہی/ فسادکرنا دنگا to vandalise

کرنا حرکت و نقل to move about

سینٹر اصالحی لیے کے بازوں نشہ advice centre for drug addicts

مختارانہ خود / اعزازی honorary, voluntarily

قدرتی / بنیادی biological

لینا سانس گہرا to breathe in

شمولیت integration

جبر و زور/ تشدد violence

نوشی شراب alcoholism

مدہوشی intoxication

بیماریاں مہلک fatal illnesses

ذہن / دماغ brain

زندہ alive

مبتال میں پن دبلے anorexic

خوراک / غذا food

ونما نشو nourishment

پرستی نسل / تعصب نسلی racial prejudice,racism

مالوٹ impurity

دینا گواہی to witness

اشیاء آور نشہ / نشہ drug, narcotic

پہنچانا ایذا to damage, to harm

فعل قانون خالف / مجرمانہ criminal offence, act

کرنا تعاون to co-operate/support

لینا دوا زیادہ سے مقدار مقررہ overdose




Urdu English

موٹاپا overweight

رہنا باز/ کرنا پرہیز to avoid

Global issues

Urdu English

کٹائی کی جنگالت deforestation

گیسیں زہریلی poisonous gases/fumes

مند حاجت needy

کھاد fertiliser

صنعتی industrial

مساوات/برابری equality

سالی خشک draught

کرنا رفع کرکٹ کوڑا waste disposal

حالی تنگ/غربت poverty

ٹھکانہ کا لوگوں بےگھر hostel for homeless people

یافتہ ترقی developed

جانا گزر سے حد to exceed

کرنا آلودہ to pollute

روزگاری بے unemployment

پاک سے سیسے lead free

النا میں استعمال دوبارہ to recycle

شدہ استعمال used

ہڑتال strike

مجبور / الچار helpless

بحالی / خوشحالی prosperity



Urdu English

وسائل resources

گردی دہشت terrorism

گزین پناہ مہاجر، immigrant, refugee

Travel and tourism

Urdu English

نشانی/چیز یادگار souvenir, memento

ڈالنا نظر سرسری to have a look at something

برطانیہ United Kingdom

قیام stay

معلومات information

لینا پر کرائے گاڑی car rental

کرنا جلدبازی / کرنا عجلت to hurry

دینا/ ہونا ساتھ to accompany

کرنا تصدیق to confirm

الملوک سیف جھیل Lake Saif ul Malook

کشتی والی بھاپ / دخانی steam boat

استقبالیہ کا ہوٹل hotel reception

کرنا دریافت to discover

کرنا حفظ / رکھنا یاد to remember

وسطی مشرق Middle East

معلوم نا unknown

سفر/مسافت journey

کتابچہ brochure, leaflet

رہائش accommodation




Urdu English

تعلق / رابطہ connection

دفتر معلوماتی کا سیاحوں tourist information office

رواج و رسم customs

وصولی / ادائیگی مزید extra charge, surcharge

3.5.4.3 Current and future study and employment

My studies

Urdu English

مددگار میں سکھانے زبان language assistant

مطالعہ study

کیمیا علم chemistry

سرگرمیاں نصابی غیر extra-curricular activities

طبیعات علم physics

Life at school/college

Urdu English

محافظ/ نگران caretaker

انتخاب choice

تلفظ pronunciation

ہونا دہ جواب to be answerable

ہونا ناکام to fail (exam/test)

کرنا گچھ پوچھ to enquire

نتائج / نتیجہ result, outcome

راہداری corridor

کامیابی/نمایاں کار achievement

ریاضی mathematics



Urdu English

بالغاں تعلیم adult education

اوقات time table

کرنا ناغے سے اسکول to play truant

سزا punishment

تعلیم اعلی higher education

Education post-16

Urdu English

لینا داخلہ to enroll

]متعلق کے فن خاص[ کالج تکنیکی technical college

سائنس گھریلو home economics

مضامین الزمی compulsory subject

علوم معاشرتی social studies, politics

مضمون اختیاری optional subject

تعلیم کاروباری business studies, economics

سیاست politics

زراعتی agricultural

Jobs, career choices and ambitions

Urdu English

مالک/آجر employer

جلسہ / اجالس meeting, gathering

تشویش concern

کرنا معطل/ کرنا برطرف سے نوکری to sack someone

کرنا بندوبست / کرنا انتظام to arrange

کار شریک partner/colleague




Urdu English

بخش اطمینان / مند فائدہ rewarding

وقتی جز ، وقتی کل fulltime, part-time

آمدنی income

رکھنا مالزم / کرنا بھرتی to recruit, to employ

ساالنہ annual

تقرری appointment



4 Scheme of assessmentFind past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete allassessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2019and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Urdu include questions that allow students to demonstrate their ability to:

• draw together their knowledge, skills and understanding from across the full course of study• provide extended responses.

4.1 Aims and learning outcomesCourses based on this specification should encourage students to develop their ability andambition to communicate with native speakers in speech and writing. The study of Urdu shouldalso broaden their horizons and encourage them to step beyond familiar cultural boundaries anddevelop new ways of seeing the world.

Courses based on this specification must encourage students to:

• develop their ability to communicate confidently and coherently with native speakers inspeech and writing, conveying what they want to say with increasing accuracy

• express and develop thoughts and ideas spontaneously and fluently• listen to and understand clearly articulated, standard speech at near normal speed• deepen their knowledge about how language works and enrich their vocabulary to increase

their independent use and understanding of extended language in a range of contexts• acquire new knowledge, skills and ways of thinking through the ability to understand and

respond to authentic spoken and written material, adapted and abridged as appropriate,including literary texts

• develop awareness and understanding of the culture and identity of the countries andcommunities where Urdu is spoken

• make appropriate links to other areas of the curriculum to enable bilingual and deeperlearning, where the language may become a medium for constructing and applyingknowledge

• develop language learning skills both for immediate use and prepare them for furtherlanguage study in school, higher education or employment

• develop language strategies, including repair strategies.



http://www.aqa.org.uk/pastpapers


4.2 Assessment objectivesAssessment objectives (AOs) are set by Ofqual and are the same across all GCSE Urduspecifications and all exam boards.

The exams will measure how students have achieved the following assessment objectives.

• AO1: Listening – understand and respond to different types of spoken language.• AO2: Speaking – communicate and interact effectively in speech.• AO3: Reading – understand and respond to different types of written language.• AO4: Writing – communicate in writing.

4.2.1 Assessment objective weightings for GCSE Urdu

4.2.1.1 Foundation and Higher Tiers

Assessment objectives(AOs)

Component weightings (approx %) Overallweighting(approx %)Paper 1:

ListeningPaper 2:Speaking

Paper 3:Reading

Paper 4:Writing

AO1 (Listening) 25 25

AO2 (Speaking) 25 25

AO3 (Reading) 25 25

AO4 (Writing) 25 25

Overall weighting ofcomponents

100

4.3 Assessment weightingsThe marks awarded on the papers will be scaled to meet the weighting of the components.Students’ final marks will be calculated by adding together the scaled marks for each component.Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks areshown in the table below.

4.3.1 Foundation TierComponent Maximum raw mark Scaling factor Maximum scaled mark

Paper 1 (Listening) 40 x3/2 60

Paper 2 (Speaking) 60 x1 60

Paper 3 (Reading) 60 x1 60

Paper 4 (Writing) 50 x6/5 60

Total scaled mark: 240



4.3.2 Higher TierComponent Maximum raw mark Scaling factor Maximum scaled mark

Paper 1 (Listening) 50 x6/5 60

Paper 2 (Speaking) 60 x1 60

Paper 3 (Reading) 60 x1 60

Paper 4 (Writing) 60 x1 60

Total scaled mark: 240

4.4 Paper 1: ListeningStudents may be entered for either Foundation Tier or Higher Tier but they must enter at the sametier for all four skills.

25% of the marks

Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time)

Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time)

• The test will be studio recorded using native speakers speaking in clearly articulated,standard speech at near normal speed.

• The recording will be provided to schools and colleges in an appropriate audio format at thesame time as the dispatch of the question papers.

• Different types of spoken language will be used, using familiar language across a range ofcontemporary and cultural themes.

• Students will be given five minutes’ reading time at the beginning of the test to give them timeto read the questions.

• An example will be provided in the question paper only where it is necessary to indicate tostudents how a particular question should be answered.

• Each item will be heard twice and pauses for students to answer will be built into the test.• Students will be allowed to make notes at any time during the test.• Access to dictionaries is not permitted at any time during the test.

4.4.1 Foundation Tier and Higher TierIn Section A, students’ understanding of spoken language will be tested by a range of questiontypes in English, requiring non-verbal responses or responses in English. In Section B, students’comprehension will be tested by a range of question types in Urdu, requiring non-verbal responsesor responses in Urdu. The tests will contain some items which are common to both tiers.

The responses will be assessed according to a detailed mark scheme; the appropriate mark(s) willbe awarded if the student has satisfactorily communicated his or her understanding, even thoughthe response may contain some errors in the quality of language used.

The test at both tiers will consist of a variety of short and longer spoken pieces of language,involving some more complex language later in the test, which will not place an undue burden onmemory at any time.

Students will be required to identify the overall message, key points, details and opinions fromitems such as announcements, short conversations, instructions, news bulletins and telephonemessages, together with some material which will be longer and will include reference to the




relationship between past, present and future events. These items will include authentic sources,suitably adapted and abridged. They will also be required to deduce meaning from more abstractmaterial, including short narratives. They will hear more extended spoken text where they willrecognise and respond to key information, themes and ideas by answering questions, extractinginformation and evaluating and drawing conclusions.

4.5 Paper 2: SpeakingStudents may be entered for either Foundation Tier or Higher Tier but they must enter at the sametier for all four skills.

25% of the marks

A window of up to five weeks will be timetabled for the test, during which schools/colleges will befree to test their students at any time. The window will be timetabled to run in April and May. Theteacher may open the speaking test materials up to three working days in advance of the first dayof the specified test period in order to prepare for conducting the tests. The Teacher’s booklet willcontain a Speaking test sequence chart which will show which Role-play and Photo card eachstudent must be allocated and which themes will be covered in the General conversation part ofthe test.

Detailed instructions for the teacher will be issued prior to the test period. Online training will alsobe available to ensure teachers are wholly familiar with the requirements and format of the tests.

The confidentiality of the test materials must be strictly maintained prior to and during the period ofthe tests.

Access to dictionaries is not permitted at any time during the test or the supervised preparationtime.

Instructions for the test are in English. All questions are in Urdu.

Students will be allowed to make notes, on an Additional answer sheet, during their supervisedpreparation time and take them into the exam room to use during the test. There is no restrictionon the number of words or the material (eg conjugated verbs) which the notes may contain. Theymust hand the notes in to the teacher-examiner immediately before the general conversation partof the test. The notes must be stored under secure conditions until results day, after which theymust be disposed of.

The test is conducted and audio-recorded by the teacher and marked by an AQA examiner.

4.5.1 Foundation Tier and Higher Tier60 marks

Foundation Tier: students will attend one session of 7–9 minutes (and supervised preparation timeof 12 minutes).

Higher Tier: students will attend one session of 10–12 minutes (and supervised preparation time of12 minutes).

The format of the test will be the same for each tier and will consist of three parts.

4.5.1.1 Role-play (15 marks)Based on a stimulus card, to be prepared by the student immediately before the test during theirpreparation time. Students will carry out one role-playing situation (approximately two minutes atFoundation Tier and two minutes at Higher Tier).



The Role-play card will allow students to answer questions and convey information, using andadapting language for new purposes. Students will respond to unexpected questions and userepair strategies to sustain communication. They will also ask a question.

4.5.1.2 Photo card (15 marks)Based on a stimulus card, to be prepared by the student immediately before the test in thesupervised preparation time. Students will discuss one Photo card (approximately two minutes atFoundation Tier and three minutes at Higher Tier). Teachers will ask five prescribed questionsbased on the Photo card. Three of these five questions will be printed on the student’s card.

4.5.1.3 General conversation (30 marks)The teacher will conduct a conversation based on the two themes which have not been covered onthe Photo card (between three and five minutes at Foundation Tier and five and seven at HigherTier). A similar amount of time should be spent on each theme. The student will choose the firsttheme; the second theme is the remaining theme which has not been covered in the Photo cardpart of the test. This ensures that aspects of all three themes are covered in the Speaking test.

The general conversation allows the student to take part in a conversation, asking and answeringquestions and exchanging opinions. The student will also convey information and narrate eventscoherently and confidently and use and adapt language for new purposes. They will be able tospeak spontaneously, responding to unexpected questions, points of view or situations and sustaincommunication by using repair strategies. They will initiate and develop conversations anddiscussion to produce extended sequences of speech. They will make creative and more complexuse of language, as appropriate, to express and justify their own thoughts and points of view.

All three parts of the test will allow students to demonstrate appropriate and accurate use of avariety of vocabulary and grammatical structures, including some more complex forms, withreference to past, present and future events. They will also allow students to use accuratepronunciation and intonation so as to be understood by a native speaker.

See the Speaking test assessment criteria.

4.6 Paper 3: ReadingStudents may be entered for either Foundation Tier or Higher Tier but they must enter at the sametier for all four skills.

25% of the marks

Foundation Tier 60 marks; 45 minutes

Higher Tier 60 marks; 1 hour

• Different types of written language will be used, including relevant personal communication,public information and factual and literary texts.

• An example will be provided in the question paper only where it is necessary to indicate tostudents how a particular question should be answered.

• Access to dictionaries is not permitted at any time during the test.

4.6.1 Foundation Tier and Higher TierIn Section A, students’ understanding of written language will be tested by a range of questiontypes in English, requiring non-verbal responses or responses in English. In Section B, students’comprehension will be tested by a range of question types in Urdu, requiring non-verbal responses




or responses in Urdu. In Section C, there will be a translation from Urdu into English (a minimum of35 words at Foundation Tier and 50 words at Higher Tier). The tests will contain some items whichare common to both tiers.

Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will beawarded if the student has satisfactorily communicated his or her understanding, even though theresponse may contain some errors in the quality of language used.

The test will consist of a variety of short and longer written texts, involving some more complexlanguage later in the test. Students will be required to identify the overall message, key points,details and opinions from items such as instructions, public notices and advertisements, togetherwith some material which will be longer, such as extracts from brochures, guides, letters,newspapers, magazines, literary texts, email and websites. These will include reference to therelationship between past, present and future events. These items will include authentic sources,suitably adapted and abridged. Literary texts will include a mix of contemporary and historicalsources.

Students will also be required to deduce meaning from a variety of written texts, including someunfamiliar language and short narratives. They will be presented with longer texts where they willbe required to recognise and respond to key information, themes and ideas. They will demonstrateunderstanding by being able to scan for particular information, organise and present relevantdetails. They will draw inferences and recognise implicit meaning.

4.7 Paper 4: WritingStudents may be entered for either Foundation Tier or Higher Tier but they must enter at the sametier for all four skills.

25% of the marks

• Access to dictionaries is not permitted at any time during the test.• All instructions are in English. All questions are in Urdu.

4.7.1 Foundation Tier50 marks; 1 hour

Students are required to write in Urdu.

4.7.1.1 Question 1 (8 marks)A message which demonstrates students’ ability to write short sentences using familiar language ina familiar context.

4.7.1.2 Question 2 (16 marks)A short passage which demonstrates students’ ability to write a short text, using simple sentencesand familiar language accurately, to convey meaning and exchange information. Students areexpected to write approximately 40 words but, provided the tasks set are completed, thenumber of words is not important.

4.7.1.3 Question 3 (10 marks)A translation from English into Urdu, requiring a minimum of 35 words. This demonstratesstudents’ ability to convey key messages accurately and to apply grammatical knowledge oflanguage and structures.



4.7.1.4 Question 4 (16 marks)A structured writing task which demonstrates students’ ability to produce clear and coherent text ofextended length, to present facts and express ideas and opinions. They also make accurate use ofa variety of vocabulary and grammatical structures, including some more complex forms, todescribe and narrate with reference to past, present and future events. They are required tomanipulate the language, using and adapting a variety of structures and vocabulary, usingappropriate style and register. The requirement to use formal or informal address will vary year onyear.

Students are expected to write approximately 90 words but, provided the tasks set arecompleted, the number of words is not important. They choose either Question 4.1 or 4.2. Thisquestion is common to Higher Tier Question 1.

4.7.2 Higher Tier60 marks; 1 hour 15 minutes

Students are required to write in Urdu.

4.7.2.1 Question 1 (16 marks)A structured writing task which demonstrates students’ ability to produce clear and coherent text ofextended length, to present facts and express ideas and opinions. They also make accurate use ofa variety of vocabulary and grammatical structures, including some more complex forms, todescribe and narrate with reference to past, present and future events. They are required tomanipulate the language, using and adapting a variety of structures and vocabulary, usingappropriate style and register. The requirement to use formal or informal address will vary year onyear.

Students are expected to write approximately 90 words but, provided the tasks set arecompleted, the number of words is not important. They choose either Question 1.1 or 1.2. Thisquestion is common to Foundation Tier Question 4.

4.7.2.2 Question 2 (32 marks)An open-ended writing task which demonstrates their ability to make independent, creative andmore complex use of the language, as appropriate, to note down key points, express and justifyindividual thoughts and points of view, in order to interest, inform or convince. They should useappropriate style and register. The requirement to use formal or informal address will vary year onyear.

Students are expected to write approximately 150 words but, provided the tasks set arecompleted, the number of words is not important. They choose either Question 2.1 or 2.2.

4.7.2.3 Question 3 (12 marks)A translation from English into Urdu, requiring a minimum of 50 words. This demonstratesstudents’ ability to convey key messages accurately and to apply grammatical knowledge oflanguage and structures.

See the Writing test assessment criteria.




4.8 Assessment criteria

4.8.1 ListeningSee the mark scheme published each year for details of how marks are awarded for this questionpaper.

4.8.2 SpeakingMarks will be allocated in the following way at both Foundation and Higher Tier:

Communication

Knowledgeand use oflanguage

Range andaccuracy oflanguage

Pronunciation andintonation

Spontaneityand fluency

Total

Role-play 10 5 15

Photo card 15 15

Conversation 10 10 5 5 30

Total 35 5 10 5 5 60

4.8.2.1 Foundation Tier

4.8.2.1.1 Part 1: Role-play (15 marks)

There are five tasks for the Role-play, each of which will be awarded up to 2 marks forcommunication. There will then be an overall assessment of the student’s knowledge and use oflanguage in the Role-play. Up to 5 marks will be available for this assessment.

For each task:

Mark Communication

2 The message is conveyed without ambiguity.

1 The message is partially conveyed or conveyed with some ambiguity.

0 No part of the message is conveyed.

Notes

(a) Students who do not understand a question may show repair strategies in seeking clarification.If they are then able to respond to the question successfully, they should be awarded the samemark as if they had understood it originally.

(b) Where students are required to give two responses or details in one task, failure to convey anunambiguous message in reply to one of them means that the message is partially conveyed andone mark is awarded.

(c) The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain howmuch detail the student is expected to give per task. However, some students may still go beyondthe minimum requirement of the task. When this happens, as soon as the task is accomplished,any further incorrect information given by the student is ignored for assessment purposes, for bothcommunication and for knowledge and use of language.

For the Role-play overall:



Mark Knowledge and use of language

5 Very good knowledge and use of language.

4 Good knowledge and use of language.

3 Reasonable knowledge and use of language.

2 Limited knowledge and use of language.

1 Poor knowledge and use of language.

0 No language produced is worthy of credit.

4.8.2.1.2 Part 2: Photo card (15 marks)

The student’s responses to the five questions are assessed for communication only, as specified inthe criteria below.

Level Mark Communication

5 13–15 The speaker replies to all questions clearly and develops mostanswers. He/she gives and explains an opinion.

4 10–12 The speaker replies to all or nearly all questions clearly anddevelops some answers. He/she gives and explains an opinion.

3 7–9 The speaker gives understandable replies to most questions anddevelops at least one answer. He/she gives an opinion.

2 4–6 The speaker gives understandable replies to most questions butthey may be short and/or repetitive.

1 1–3 The speaker replies to some questions but the answers are likely tobe short and/or repetitive.

0 0 Communication does not meet the standard required for Level 1 atthis tier.

Notes

(a) At least one question on each Photo card asks students to give and explain an opinion.

(b) Students who do not understand a question may show repair strategies in seeking clarification.If they are then able to respond to the question successfully, they should be awarded the samemark as if they had understood it originally.

4.8.2.1.3 Part 3: General conversation (30 marks)

The General conversation is based on the two themes not covered in the Photo card. AtFoundation Tier, the conversation should last between three and five minutes. It is assessed forcommunication, range and accuracy of language, pronunciation and intonation and spontaneityand fluency, as specified in the criteria below.

A zero score for communication means that the mark in the other three categories must also bezero but, apart from that, the communication mark does not limit the marks in the other categories.




4.8.2.1.3.1 Communication


5 9–10 A speaker who usually gives quite short responses but occasionallygives extended responses. Occasionally narrates events brieflywhen asked to do so. Usually gives clear information but lacks clarityfrom time to time. Gives opinions, some of which are explained.

4 7–8 A speaker who tends to give quite short responses, but withoccasional attempts at longer responses. He/she has only limitedsuccess in narrating events. There may be a few occasions whenhe/she is unable to answer successfully or where responses arevery unclear. Gives opinions.

3 5–6 A speaker who gives short responses. Attempts at longer responsesor at narrating events require an effort of concentration to beunderstood and some responses may be unintelligible. Gives atleast one opinion.

2 3–4 A speaker who is able only to give very short responses. Anyattempts at slightly longer responses or at narrating events tend tobe very unclear or even unintelligible. There may be occasionswhere the speaker is unable to respond.

1 1–2 A speaker who is able to communicate very little, either becausemost of the time he/she is unable to respond, and/or because mostof what is said is unintelligible.


Notes

Students are required to ask the teacher/examiner a question in the general conversation sectionof the speaking test. Students who do not fulfil this requirement will incur a deduction of 1 markfrom their mark for communication in this section. For example, a student who would have received8 marks out of 10 for communication, had he/she asked a question, will actually receive a finalmark of 7. There is no impact on the marks awarded for the other categories for the generalconversation.

4.8.2.1.3.2 Range and accuracy of language

Level Mark Range and accuracy of language

5 9–10 Generally good language which involves mainly simple linguisticstructures and vocabulary, with some repetition, but with attempts touse more complex linguistic structures and more varied vocabulary.There is some success in making reference to past and future, aswell as present, events. Although there may be errors they do notgenerally impede comprehension.

4 7–8 Reasonable language which uses simple structures and vocabularyand may be repetitive at times. Any attempts to make reference topast or future events may have only limited success. There may befrequent errors, which may occasionally impede communication.




3 5–6 Basic language which uses simple structures and vocabulary andmay often be repetitive. There is little or no success in makingreference to past or future events. There are likely to be frequenterrors, which sometimes impede communication.

2 3–4 Limited language which uses very simple structures and vocabularyand is likely to be repetitive. There is little or no success in makingreference to past or future events. There are likely to be frequenterrors which regularly impede communication.

1 1–2 Very poor language which may show little understanding of how thelanguage works. There are likely to be errors in the vast majority ofsentences, or there may be so little said that it is impossible to makea judgement.

0 0 The language does not meet the standard required for Level 1 at thistier.

4.8.2.1.3.3 Pronunciation and intonation

Level Mark Pronunciation and intonation

5 5 Generally good but some inconsistency at times.

4 4 Pronunciation generally understandable with some intonation.

3 3 Pronunciation is understandable, with a little intonation, butcomprehension is sometimes delayed.

2 2 Pronunciation very anglicised with almost no intonation, makingcomprehension difficult at times.

1 1 Pronunciation is only just understandable making comprehensiondifficult.

0 0 Pronunciation and intonation do not meet the standard required forLevel 1 at this tier.

4.8.2.1.3.4 Spontaneity and fluency

Level Mark Spontaneity and fluency

5 5 Generally good exchange in which the speaker shows somespontaneity, but also relies on pre-learnt responses. Sometimeshesitates and may not be able to respond to some questions.

4 4 Reasonable exchange in which the speaker shows a littlespontaneity, but much of what is said involves pre-learnt responses.The flow is often broken by hesitation and delivery can be quite slowat times.

3 3 Basic exchange in which the speaker shows little or no spontaneityand relies heavily on pre-learnt responses. The flow is broken byhesitations, some of them long, and delivery is quite slow.





2 2 Limited exchange in which the speaker may show no spontaneityand all successful responses may be pre-learnt. Hesitatesfrequently, and often at length, before answering questions. Slowdelivery means that the conversation lacks any flow.

1 1 Poor exchange in which the speaker hesitates at length beforeanswering most questions, which makes the conversation verydisjointed. Often cannot answer questions, while at other times theremay be pre-learnt responses.

0 0 Spontaneity and fluency do not meet the standard required for Level1 at this tier.

Notes

Students who do not understand a question may show repair strategies in seeking clarification. Ifthey are then able to respond to the question successfully, this will not have a negative impact onthe overall mark, unless it happens regularly and affects fluency.

4.8.2.2 Higher Tier

4.8.2.2.1 Part 1: Role-play (15 marks)

There are five tasks for the role-play, each of which will be awarded up to 2 marks forcommunication. There will then be an overall assessment of the student’s knowledge and use oflanguage in the role-play. Up to 5 marks will be available for this assessment.

For each task:

Mark Communication

2 The message is conveyed without ambiguity.

1 The message is partially conveyed or conveyed with some ambiguity.

0 No part of the message is conveyed.

Notes

(a) Students who do not understand a question may show repair strategies in seeking clarification.If they are then able to respond to the question successfully, they should be awarded the samemark as if they had understood it originally.

(b) Where students are required to give two responses or details in one task, failure to convey anunambiguous message in reply to one of them means that the message is partially conveyed andone mark is awarded.

(c) The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain howmuch detail the student is expected to give per task. However, some students may still go beyondthe minimum requirement of the task. When this happens, as soon as the task is accomplished,any further incorrect information given by the student is ignored for assessment purposes, for bothcommunication and for knowledge and use of language.

For the Role-play overall:


5 Very good knowledge and use of language.




4 Good knowledge and use of language.

3 Reasonable knowledge and use of language.

2 Limited knowledge and use of language.

1 Poor knowledge and use of language.

0 No language produced is worthy of credit.

4.8.2.2.2 Part 2: Photo card (15 marks)

The student’s responses to the five questions are assessed for communication only, as specified inthe criteria below.


5 13–15 The speaker replies to all questions clearly and develops mostanswers. He/she gives and explains an opinion.

4 10–12 The speaker replies to all or nearly all questions clearly anddevelops some answers. He/she gives and explains an opinion.

3 7–9 The speaker gives understandable replies to most questions anddevelops at least one answer. He/she gives an opinion.

2 4–6 The speaker gives understandable replies to most questions butthey may be short and/or repetitive.

1 1–3 The speaker replies to some questions but the answers are likely tobe short and/or repetitive.


Notes

(a) At least one question on each Photo card asks students to give and explain an opinion.

(b) Students who do not understand a question may show repair strategies in seeking clarification.If they are then able to respond to the question successfully, they should be awarded the samemark as if they had understood it originally.

4.8.2.2.3 Part 3: General conversation (30 marks)

The general conversation is based on the two themes not covered in the Photo card. At HigherTier, the conversation should last between five and seven minutes. It is assessed forcommunication, range and accuracy of language, pronunciation and intonation and spontaneityand fluency, as specified in the criteria below.

A zero score for communication means that the mark in the other three categories must also bezero but, apart from that, the communication mark does not limit the marks in the other categories.




4.8.2.2.3.1 Communication


5 9–10 A speaker who consistently develops responses in extendedsequences of speech. Narrates events coherently when asked to doso. Conveys information clearly at all times, giving and explainingopinions convincingly.

4 7–8 A speaker who regularly develops responses in extendedsequences of speech. Usually narrates events when asked to do so.Almost always conveys information clearly, giving and explainingopinions.

3 5–6 A speaker who develops some responses in extended sequences ofspeech. Sometimes narrates events when asked to do so. Usuallyconveys information clearly, giving and often explaining opinions.

2 3–4 A speaker who usually gives quite short responses but occasionallygives extended responses. Occasionally narrates events brieflywhen asked to do so. Usually gives clear information but lacks clarityfrom time to time. Gives opinions, some of which are explained.

1 1–2 A speaker who tends to give quite short responses, but withoccasional attempts at longer responses. He/she has only limitedsuccess in narrating events. There may be a few occasions whenhe/she is unable to answer successfully or where responses arevery unclear. Gives opinions.

0 0 Communication does not reach the standard required for Level 1 atthis tier.

Notes

Students are required to ask the teacher/examiner a question in the general conversation sectionof the speaking test. Students who do not fulfil this requirement will incur a deduction of 1 markfrom their mark for communication in this section. For example, a student who would have received8 marks out of 10 for communication, had he/she asked a question, will actually receive a finalmark of 7. There is no impact on the marks awarded for the other categories for the generalconversation.

4.8.2.2.3.2 Range and accuracy of language


5 9–10 Excellent language with a wide variety of linguistic structures and awide range of vocabulary. References to past and future, as well aspresent, events are made confidently. There are few minor errorsand other errors occur when complex structures and/or vocabularyare attempted.

4 7–8 Very good language with some variety of linguistic structures and arange of vocabulary. References to past and future, as well aspresent, events are generally successful. Any errors are only minoror occur when complex structures and/or vocabulary are attempted.




3 5–6 Good language with some attempts at more complex structureswhich are usually successful. References to past and future, as wellas present, events are made and are sometimes successful. Theremay be minor errors and occasional more serious ones, but they donot generally impede comprehension.

2 3–4 Generally good language which involves mainly simple linguisticstructures and vocabulary, with some repetition, but with attempts touse more complex linguistic structures and more varied vocabulary.There is some success in making reference to past and future, aswell as present, events. Although there may be errors they do notgenerally impede comprehension.

1 1–2 Reasonable language which uses simple structures and vocabularyand may be repetitive at times. Any attempts to make reference topast or future events may have only limited success. There may befrequent errors, which may occasionally impede communication.

0 0 The language does not meet the standard required for Level 1 at thistier.

4.8.2.2.3.3 Pronunciation and intonation

Level Mark Pronunciation and intonation

5 5 Consistently good pronunciation and intonation throughout.

4 4 Good pronunciation and intonation with only occasional lapses.

3 3 Generally good but with some inconsistency in more challenginglanguage.

2 2 Generally good but some inconsistency at times.

1 1 Pronunciation generally understandable with some intonation.

0 0 Pronunciation and intonation do not reach the standard required forLevel 1 at this tier.

4.8.2.2.3.4 Spontaneity and fluency


5 5 Excellent exchange in which the speaker reacts naturally to thequestions asked and has an air of spontaneity. Responds promptlyand speaks with some fluency, though not necessarily with that of anative speaker.

4 4 Very good exchange in which the speaker usually reacts naturally tothe questions asked and is often spontaneous. Usually respondspromptly and there is some flow of language.

3 3 Good exchange in which the speaker sometimes reacts naturally tothe questions asked, but may at times rely on pre-learnt responses.There may be some hesitation before a reply but the deliverygenerally has a reasonable pace.





2 2 Generally good exchange in which the speaker shows somespontaneity, but also relies on pre-learnt responses. Sometimeshesitates and may not be able to respond to some questions.

1 1 Reasonable exchange in which the speaker shows a littlespontaneity, but much of what is said involves pre-learnt responses.The flow is often broken by hesitation and delivery can be quite slowat times.

0 0 Spontaneity and fluency do not reach the standard required for Level1 at this tier.

Notes

Students who do not understand a question may show repair strategies in seeking clarification. Ifthey are then able to respond to the question successfully, this will not have a negative impact onthe overall mark, unless it happens regularly and affects fluency.

4.8.3 ReadingSee the mark scheme published each year for details of how marks are awarded for this questionpaper.

4.8.4 Writing

4.8.4.1 Foundation TierMarks will be allocated in the following way at Foundation Tier:

Communication Content Quality oflanguage

Conveyingkeymessages

Applicationofgrammaticalknowledgeof languageandstructures

Total

Question 1 8 8

Question 2 10 6 16

Question 3 5 5 10

Question 4 10 6 16

Total 8 20 12 5 5 50

4.8.4.1.1 Question 1 (8 marks)

Students are required to write four sentences. Each sentence is marked according to the followingcriteria.

Mark Communication

2 The relevant message is clearly communicated.



Mark Communication

1 The message is relevant but has some ambiguity and causes a delay incommunication.

0 The message is irrelevant or cannot be understood.


There are four compulsory bullet points, assessed for content (10 marks) and quality of language(6 marks), as specified in the criteria below. The student is expected to produce approximately 40words over the whole question. The number of words is approximate; examiners will mark all workproduced by the student.

4.8.4.1.2.1 Content

Level Mark Response

5 9–10 A full coverage of the required information. Communication is clear.

4 7–8 A good coverage of the required information. Communication ismostly clear but perhaps with occasional lapses.

3 5–6 A reasonable coverage of the required information. Communicationis generally clear but there are likely to be lapses.

2 3–4 A partial coverage of the required information. Communication issometimes clear but there are instances where messages are notconveyed.

1 1–2 A minimal coverage of the required information. Communication isoften not clear and there may be frequent instances wheremessages are not conveyed.

0 0 The content does not meet the standard required for Level 1 at thistier.

4.8.4.1.2.2 Quality of language

Level Mark Response

3 5–6 Uses a variety of appropriate vocabulary and grammaticalstructures. Generally accurate.

2 3–4 Vocabulary and grammatical structures generally appropriate to thetask, with some attempt at variety. More accurate than inaccurate.

1 1–2 Vocabulary and structures used may be limited, repetitive orinappropriate. There may be frequent errors.

0 0 The language produced does not meet the standard required forLevel 1 at this tier.

Notes

A mark of zero for content automatically results in a mark of zero for quality of language, but apartfrom that, the content mark does not limit the mark for quality of language.





The translation is assessed for conveying key messages (5 marks) and application of grammaticalknowledge of language and structures (5 marks), as specified in the criteria below. When awardingthe marks, the student’s response across all five sentences should be considered as a whole.

4.8.4.1.3.1 Conveying key messages

Level Mark Response

5 5 All key messages are conveyed.

4 4 Nearly all key messages are conveyed.

3 3 Most key messages are conveyed.

2 2 Some key messages are conveyed.

1 1 Few key messages are conveyed.

0 0 No key messages are conveyed.

4.8.4.1.3.2 Application of grammatical knowledge of language and structures

Level Mark Response

5 5 Very good knowledge of vocabulary and structures; highly accurate.

4 4 Good knowledge of vocabulary and structures; generally accurate.

3 3 Reasonable knowledge of vocabulary and structures; more accuratethan inaccurate.

2 2 Limited knowledge of vocabulary and structures; generallyinaccurate.

1 1 Very limited knowledge of vocabulary and structures; highlyinaccurate.


Notes

A mark of zero for conveying key messages automatically results in a mark of zero for applicationof grammatical knowledge of language and structures, but apart from that, the conveying keymessages mark does not limit the mark for application of grammatical knowledge of language andstructures.


There are four compulsory bullet points, assessed for content (10 marks) and quality of language(6 marks), as specified in the criteria below. The student is expected to produce approximately 90words over the whole question. The number of words expected is approximate; examiners willmark all work produced by the student.



4.8.4.1.4.1 Content

Level Mark Response

5 9–10 A very good response covering all aspects of thetask.Communication is clear and a lot of information is conveyed.Opinions are expressed.

4 7–8 A good response covering all aspects of the task. Communication ismostly clear but perhaps with occasional lapses. Quite a lot ofinformation is conveyed. Opinions are expressed.

3 5–6 A reasonable response covering almost all aspects of the task.Communication is generally clear but there are likely to be lapses.Some information is conveyed. An opinion is expressed.

2 3–4 A basic response covering some aspects of the task.Communication is sometimes clear but there are instances wheremessages break down. Little information is conveyed. An opinion isexpressed.

1 1–2 A limited response covering some aspects of the task.Communication is often not clear and there may be frequentinstances where messages break down. Very little information isconveyed. There may be no opinions expressed.


Notes

There may be some imbalance in the coverage of the four compulsory bullet points but, provided atleast some coverage of all bullet points is evident, students will have access to full marks wherethe other criteria are met.


Level Mark Response

3 5–6 A variety of appropriate vocabulary is used. Complex structures andsentences are attempted. There are references to three time frames,which are largely successful. Errors are mainly minor. Some moreserious errors may occur, particularly in complex structures andsentences, but the intended meaning is nearly always clear. Thestyle and register are appropriate.

2 3–4 Some variety of appropriate vocabulary is used. There may be someattempt at complex structures and sentences. There are referencesto at least two different time frames, although these may not alwaysbe successful. There may be some major errors, and more frequentminor errors, but overall the response is more accurate thaninaccurate and the intended meaning is usually clear. The style andregister may not always be appropriate.




Level Mark Response

1 1–2 The range of vocabulary may be narrow, repetitive and/orinappropriate to the needs of the task. Sentences are mainly shortand simple or may not be properly constructed. There may befrequent major and minor errors. Little or no awareness of style andregister.


Notes

(a) A major error is one which seriously affects communication.

(b) A mark of zero for content automatically results in a mark of zero for quality of language. Apartfrom that, the content mark does not limit the mark for quality of language.

4.8.4.2 Higher TierMarks will be allocated in the following way at Higher Tier:

Content Quality oflanguage

Range oflanguage

Accuracy Conveyingkeymessages

Application ofgrammaticalknowledge oflanguage andstructures

Total

Question 1 10 6 16

Question 2 15 12 5 32

Question 3 6 6 12

Total 25 6 12 5 6 6 60


There are four compulsory bullet points, assessed for content (10 marks) and quality of language(6 marks), as specified in the criteria below. The student is expected to produce approximately 90words over the whole question. The number of words expected is approximate; examiners willmark all work produced by the student.

4.8.4.2.1.1 Content

Level Mark Response

5 9–10 A very good response covering all aspects of the task.Communication is clear and a lot of information is conveyed.Opinions are expressed.

4 7–8 A good response covering all aspects of the task. Communication ismostly clear but perhaps with occasional lapses. Quite a lot ofinformation is conveyed. Opinions are expressed.

3 5–6 A reasonable response covering almost all aspects of the task.Communication is generally clear but there are likely to be lapses.Some information is conveyed. An opinion is expressed.



Level Mark Response

2 3–4 A basic response covering some aspects of the task.Communication is sometimes clear but there are instances wheremessages break down. Little information is conveyed. An opinion isexpressed.

1 1–2 A limited response covering some aspects of the task.Communication is often not clear and there may be frequentinstances where messages break down. Very little information isconveyed. There may be no opinions expressed.


Notes

There may be some imbalance in the coverage of the four compulsory bullet points but, provided atleast some coverage of all bullet points is evident, students will have access to full marks wherethe other criteria are met.


Level Mark Response

3 5–6 A variety of appropriate vocabulary is used. Complex structures andsentences are attempted. There are references to three time frames,which are largely successful. Errors are mainly minor. Some moreserious errors may occur, particularly in complex structures andsentences, but the intended meaning is nearly always clear. Thestyle and register are appropriate.

2 3–4 Some variety of appropriate vocabulary is used. There may be someattempt at complex structures and sentences. There are referencesto at least two different time frames, although these may not alwaysbe successful. There may be some major errors, and more frequentminor errors, but overall the response is more accurate thaninaccurate and the intended meaning is usually clear. The style andregister may not always be appropriate.

1 1–2 The range of vocabulary may be narrow, repetitive and/orinappropriate to the needs of the task. Sentences are mainly shortand simple or may not be properly constructed. There may befrequent major and minor errors. Little or no awareness of style andregister.


Notes


(b) A mark of zero for content automatically results in a mark of zero for quality of language. Apartfrom that, the content mark does not limit the mark for quality of language.





There are two compulsory bullet points, assessed for content (15 marks), range of language (12marks) and accuracy (5 marks), as specified in the criteria below. The student is expected toproduce approximately 150 words over the whole question. The number of words expected isapproximate; examiners will mark all work produced by the student.

4.8.4.2.2.1 Content

Level Mark Response

5 13–15 An excellent response which is fully relevant and detailed, conveyinga lot of information. Communication is clear with little or noambiguity. Opinions are expressed and justified.

4 10–12 A very good response which is almost always relevant and whichconveys a lot of information. Communication is mostly clear butthere are a few ambiguities. Opinions are expressed and justified.

3 7–9 A good response which is generally relevant with quite a lot ofinformation conveyed. Communication is usually clear but there aresome ambiguities. Opinions are expressed and may be justified.

2 4–6 A reasonable response with some relevant information conveyed.Communication is sometimes clear but there may be instanceswhere messages break down. An opinion is expressed.

1 1–3 A basic response which conveys a limited amount of relevantinformation. Communication may not be clear and there areinstances where messages break down. An opinion may beexpressed.


Notes

There may be some imbalance in the coverage of the two compulsory bullet points but, provided atleast some coverage of both bullet points is evident, students will have access to full marks wherethe other criteria are met.

4.8.4.2.2.2 Range of language

Level Mark Response

4 10–12 Very good variety of appropriate vocabulary and structures. Morecomplex sentences are handled with confidence, producing a fluentpiece of coherent writing. The style and register are appropriate.

3 7–9 Good variety of appropriate vocabulary and structures. Morecomplex sentences are regularly attempted and are mostlysuccessful, producing a mainly fluent piece of coherent writing withoccasional lapses. The style and register are appropriate.

2 4–6 Some variety of appropriate vocabulary and structures. Longersentences are attempted, using appropriate linking words, oftensuccessfully. The style and register may not always be appropriate.



Level Mark Response

1 1–3 Little variety of appropriate vocabulary. Structures likely to be shortand simple. Little or no awareness of style and register.

0 0 The range of language produced does not meet the standardrequired for Level 1 at this tier.

Notes

A mark of zero for content automatically results in a mark of zero for range of language. Apart fromthat, the content mark does not limit the mark for range of language.

4.8.4.2.2.3 Accuracy

Level Mark Response

5 5 Accurate, although there may be a few errors especially in attemptsat more complex structures. Verbs and tense formations are secure.

4 4 Generally accurate. Some minor errors. Occasional major errors,usually in attempts at more complex structures. Verbs and tenseformations are nearly always correct.

3 3 Reasonably accurate. There are likely to be minor errors and theremay be some major errors, not only in complex structures. Verb andtense formations are usually correct.

2 2 More accurate than inaccurate. The intended meaning is generallyclear. Verb and tense formations are sometimes correct.

1 1 There may be major errors and frequent minor ones, and theintended meaning is not always clear. There is only limited successwith verb and tense formations.

0 0 The accuracy does not meet the standard required for Level 1 at thistier.

Notes


(b) A mark of zero for content automatically results in a mark of zero for accuracy. Apart from that,the content mark does not limit the mark for accuracy.


The translation is assessed for conveying key messages (6 marks) and application of grammaticalknowledge of language and structures (6 marks), as specified in the criteria below. When awardingthe marks the student’s response across the passage will be considered as a whole.

4.8.4.2.3.1 Conveying key messages

Level Mark Response

6 6 All key messages are conveyed.

5 5 Nearly all key messages are conveyed.

4 4 Most key messages are conveyed.




Level Mark Response

3 3 Some key messages are conveyed.

2 2 Few key messages are conveyed.

1 1 Very few key messages are conveyed.


4.8.4.2.3.2 Application of grammatical knowledge of language and structures

Level Mark Response

6 6 Excellent knowledge of vocabulary and structures; virtually faultless.

5 5 Very good knowledge of vocabulary and structures; highly accurate.

4 4 Good knowledge of vocabulary and structures; generally accurate.

3 3 Reasonable knowledge of vocabulary and structures; more accuratethan inaccurate.

2 2 Limited knowledge of vocabulary and structures; generallyinaccurate.

1 1 Very limited knowledge of vocabulary and structures; highlyinaccurate.


Notes

A mark of zero for conveying key messages automatically results in a mark of zero for applicationof grammatical knowledge of language and structures, but apart from that, the conveying keymessages mark does not limit the mark for application of grammatical knowledge of language andstructures.



5 General administrationYou can find information about all aspects of administration, as well as all the forms you need, at aqa.org.uk/examsadmin

5.1 Entries and codesYou only need to make one entry for each qualification – this will cover all the question papers,non-exam assessment and certification.

Every specification is given a national discount (classification) code by the Department forEducation (DfE), which indicates its subject area.

If a student takes two specifications with the same discount code:

• further and higher education providers are likely to take the view that they have onlyachieved one of the two qualifications

• only one of them will be counted for the purpose of the School and College Performancetables – the DfE's rules on 'early entry' will determine which one.

Please check this before your students start their course.

Qualification title Option AQA entrycode

DfE discountcode

AQA GCSE in Urdu FoundationTier

8648F TBC

Higher Tier 8648H TBC

This specification complies with:

• Ofqual General conditions of recognition that apply to all regulated qualifications• Ofqual GCSE qualification level conditions that apply to all GCSEs• Ofqual GCSE subject level conditions that apply to all GCSEs in this subject• all other relevant regulatory documents.

The Ofqual qualification accreditation number (QAN) is 603/1119/8.

5.2 Overlaps with other qualificationsThere are no overlaps with any other AQA qualifications at this level.

5.3 Awarding grades and reporting resultsThe qualification will be graded on a nine-point scale: 1 to 9 – where 9 is the best grade.

A student taking Foundation Tier assessments will be awarded a grade within the range of 1 to 5.Students who fail to reach the minimum standard for grade 1 will be recorded as U (unclassified)and will not receive a qualification certificate.



http://aqa.org.uk/examsadmin


A student taking Higher Tier assessments will be awarded a grade within the range of 4 to 9. Astudent sitting the Higher tier who just fails to achieve grade 4 will be awarded an allowed grade 3.Students who fail to reach the minimum standard for the allowed grade 3 will be recorded as U(unclassified) and will not receive a qualification certificate.

5.4 Resits and shelf lifeStudents can resit the qualification as many times as they wish, within the shelf life of thequalification.

5.5 Previous learning and prerequisitesThere are no previous learning requirements. Any requirements for entry to a course based on thisspecification are at the discretion of schools and colleges.

5.6 Access to assessment: diversity and inclusionGeneral qualifications are designed to prepare students for a wide range of occupations andfurther study. Therefore our qualifications must assess a wide range of competences.

The subject criteria have been assessed to see if any of the skills or knowledge required presentany possible difficulty to any students, whatever their ethnic background, religion, sex, age,disability or sexuality. Tests of specific competences were only included if they were important tothe subject.

As members of the Joint Council for Qualifications (JCQ) we participate in the production of theJCQ document Access Arrangements and Reasonable Adjustments: General and Vocationalqualifications. We follow these guidelines when assessing the needs of individual students whomay require an access arrangement or reasonable adjustment. This document is published at jcq.org.uk

Students with disabilities and special needsWe're required by the Equality Act 2010 to make reasonable adjustments to remove or lessen anydisadvantage that affects a disabled student.

We can make arrangements for disabled students and students with special needs to help themaccess the assessments, as long as the competences being tested aren't changed. Accessarrangements must be agreed before the assessment. For example, a Braille paper would be areasonable adjustment for a Braille reader.

To arrange access arrangements or reasonable adjustments, you can apply using the onlineservice at aqa.org.uk/eaqa

Special considerationWe can give special consideration to students who have been disadvantaged at the time of theassessment through no fault of their own – for example a temporary illness, injury or seriousproblem such as family bereavement. We can only do this after the assessment.

Your exams officer should apply online for special consideration at aqa.org.uk/eaqa


http://www.jcq.org.uk/

http://www.aqa.org.uk/eaqa

http://www.aqa.org.uk/eaqa


For more information and advice visit aqa.org.uk/access or email [email protected]

5.7 Working with AQA for the first timeIf your school or college hasn't previously offered our specifications, you need to register as anAQA centre. Find out how at aqa.org.uk/becomeacentre

5.8 Private candidatesThis specification is available to private candidates.

A private candidate is someone who enters for exams through an AQA approved school or collegebut is not enrolled as a student there.

A private candidate may be self-taught, home schooled or have private tuition, either with a tutor orthrough a distance learning organisation. They must be based in the UK.

If you have any queries as a private candidate, you can:

• speak to the exams officer at the school or college where you intend to take your exams• visit our website at aqa.org.uk/privatecandidates• email [email protected]



http://www.aqa.org.uk/access


http://www.aqa.org.uk/becomeacentre

http://www.aqa.org.uk/privatecandidates



Get help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/8648

You can talk directly to the Urdu subject team:


T: 01423 534 381

aqa.org.ukCopyright © 2019 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA arepermitted to copy material from this specification for their own internal use.AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales(company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.



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