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GCSEURDU(8648)
SpecificationFor teaching from September 2017 onwards For exams in June 2019 onwards
Version 1.0 6 April 2017
Copyright © 2016 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 are permitted 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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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
Visit aqa.org.uk/8648 for the most up-to-date specification, resources, support and administration 3
Are you using the latest version of this specification?• You will always find the most up-to-date version of this specification on our website at
aqa.org.uk/8648• We will write to you if there are significant changes to the specification.
4 Visit aqa.org.uk/8648 for the most up-to-date specification, resources, support and administration
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.
AQA GCSE Urdu 8648. GCSE exams June 2019 onwards. Version 1.0 6 April 2017
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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.
T: 01423 534 381
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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
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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
Foundation Tier and Higher Tier
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
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• Section C – translation from Urdu into English (a minimum of 35 words for Foundation Tier
and 50 words for Higher Tier)
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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
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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.
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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
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• 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.
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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
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• 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)
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• 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
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• 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).
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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:
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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.
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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.
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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
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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.
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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.
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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
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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
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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
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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
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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
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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?
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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)
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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).
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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
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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.
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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.
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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:
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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.
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4.8.2.1.3.1 Communication
Level Mark 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.
0 0 Communication does not meet 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.
4.8.2.1.3.2 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.
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Level Mark Range and accuracy of language
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.
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Level Mark Spontaneity and fluency
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:
Mark Knowledge and use of language
5 Very good knowledge and use of language.
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Mark 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.
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.
4.8.2.2.3 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.
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4.8.2.2.3.1 Communication
Level Mark 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
Level Mark 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.
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Level Mark Range and accuracy of language
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
Level Mark 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.
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Level Mark Spontaneity and fluency
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.
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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.
4.8.4.1.2 Question 2 (16 marks)
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.
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4.8.4.1.3 Question 3 (10 marks)
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.
0 0 The language produced does not meet the standard required forLevel 1 at this tier.
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.
4.8.4.1.4 Question 4 (16 marks)
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.
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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.
0 0 The content does not meet the standard required for Level 1 at thistier.
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.
4.8.4.1.4.2 Quality of language
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.
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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.
0 0 The language produced does not meet the standard required forLevel 1 at this tier.
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
4.8.4.2.1 Question 1 (16 marks)
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.
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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.
0 0 The content does not meet the standard required for Level 1 at thistier.
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.
4.8.4.2.1.2 Quality of language
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.
0 0 The language produced does not meet the standard required forLevel 1 at this tier.
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.
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4.8.4.2.2 Question 2 (32 marks)
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.
0 0 The content does not meet the standard required for Level 1 at thistier.
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.
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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
(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 accuracy. Apart from that,the content mark does not limit the mark for accuracy.
4.8.4.2.3 Question 3 (12 marks)
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.
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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.
0 0 The content does not meet the standard required for Level 1 at thistier.
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.
0 0 The language produced does not meet the standard required forLevel 1 at this tier.
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.
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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.
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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
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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]
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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.