GCSE Specification
Bengali Full Course – for exams June 2011 onwards and certification June 2011 onwards Short Course – for exams June 2011 onwards and certification June 2011 onwards
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing of any changes to this specification. We will also publish changes on our website. The version of the specification on our website will always be the most up to date version, although it may be different from printed versions. Vertical black lines indicate a significant change or addition to the previous version of this specification. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH or you can download it from our website (http://www.aqa.org.uk) Copyright © 2008 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (number 1073334). Registered address AQA, Devas Street, Manchester M15 6EX.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Contents 1 Introduction
2
1.1
Why choose AQA?
2
1.2
Why choose Bengali?
2
1.3
How do I start using this specification?
3
1.4
How can I find out more?
3
2
Specification at a Glance
4
3
Subject Content
5
3.1
Contexts and purposes
5
3.2
Unit 1: Bengali listening 46351F; 46351H
6
3.3
Unit 2: Bengali reading 46352F; 46352H
7
3.4
Unit 3: Bengali speaking 46353
8
3.5
Unit 4: Bengali writing 46354
10
3.6 Grammar
13
3.7
15
Communication strategies
3.8 Vocabulary
18
4
Scheme of Assessment
48
4.1
Aims and learning outcomes
48
4.2
Assessment Objectives
48
4.3
National criteria
49
4.4
Prior learning
49
4.5
Access to assessment: diversity and inclusion
49
5 Administration
50
5.1
50
Availability of assessment units and certification
5.2 Entries
50
5.3
Private candidates
50
5.4
Access arrangements and special consideration
51
5.5
Language of examinations
51
5.6
Qualification titles
51
5.7
Awarding grades and reporting results
51
5.8
Re-sits and shelf-life of unit results
53
Appendices 54 A
Grade Descriptions
54
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development Economic and Cultural Issues, and Health and Safety Considerations
55
C
Overlaps with other Qualifications
56
D
Key Skills
57
1
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
1 Introduction 1.1 Why choose AQA? 1
AQA is the UK’s favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why is AQA so popular? AQA understands the different requirements of each subject by working in partnership with teachers. Our GCSEs: • • • • • •
enable students to realise their full potential contain engaging content are manageable for schools and colleges are accessible to students of all levels of ability lead to accurate results, delivered on time are affordable and value for money.
AQA provides a comprehensive range of support services for teachers: • access to subject departments • training for teachers including practical teaching strategies and approaches that really work presented by senior examiners • personalised support for Controlled Assessment • 24-hour support through our website and online Ask AQA • past question papers and mark schemes • comprehensive printed and electronic resources for teachers and students AQA is an educational charity focused on the needs of the learner. All our income goes towards operating and improving the quality of our specifications, examinations and support services. We don’t aim to profit from education – we want you to. If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you.
1.2 Why choose Bengali? • To develop language skills in a variety of contexts. • Flexible, unitised structure allows students to maximise achievement. • Choice of contexts and purposes in Writing and Speaking units.
2
• Assessments in Listening and Reading carry forward the structure of the existing specification, offering continuity for teachers, while removal of tiering in Writing and Speaking offers students of every level the chance to do the best they can. • Builds on the KS3 study and prepares students for further study, eg. Short Course leading to Full Course; Full Course to AS; then AS to A2 etc.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
1.3 How do I start using this specification? Already using the existing AQA Bengali specification?
Not using the AQA specification currently?
• Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php Information will be available electronically or in print, for your convenience. • Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website (http://www.aqa.org.uk/admin/p_entries.php).
• Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at
[email protected]
1
1.4 How can I find out more? Ask AQA
Teacher Support
You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www.aqa.org.uk/rn/askaqa.php
Details of the full range of current Teacher Support meetings are available on our website at http://www.aqa.org.uk/support/teachers.php
If the answer to your question is not available, you can submit a query for our team. Our target response time is one day.
There is also a link to our fast and convenient online booking system for Teacher Support meetings at http://events.aqa.org.uk/ebooking If you need to contact the Teacher Support team, you can call us on 01483 477860 or email us at
[email protected]
3
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
2 Specification at a Glance
Unit 1: Listening 46351F; 46351H
Bengali Short Course in Spoken Language 4636
2
Examination – 50% Either Foundation Tier: 30 minutes (+ 5 minutes reading time) or Higher Tier: 40 minutes (+ 5 minutes reading time)
plus
10–12 minutes Two tasks
Unit 2: Reading 46352F; 46352H
Bengali Short Course in Written Language 4637
Examination – 50% Either Foundation Tier: 30 minutes or Higher Tier: 50 minutes
Unit 1: Listening 46351F; 46351H Examination – 25% Either Foundation Tier: 30 minutes (+ 5 minutes reading time) or Higher Tier: 40 minutes (+ 5 minutes reading time)
Unit 3: Speaking 46353 Examination – 50%
plus
Unit 4: Writing 46354 Examination – 50% 1 hour Three pieces of writing
Unit 3: Speaking 46353 Examination – 25% 10–12 minutes Two tasks
Bengali Full Course 4638 Unit 2: Reading 46352F; 46352H Examination – 25% Either Foundation Tier: 30 minutes or Higher Tier: 50 minutes
Unit 4: Writing 46354 Examination – 25% 1 hour Three pieces of writing
Listening and Reading are tiered; candidates can enter for either Foundation or Higher Tier in any available series. Speaking and Writing are untiered. 4
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3 Subject Content 3.1 Contexts and purposes The Contexts and Purposes below apply to all four units, although for Speaking and Writing students may select from a choice of contexts and purposes. The purposes are presented according to the contexts and topics in which they may occur. It will be possible for students to carry out these purposes using the linguistic structures and vocabulary listed in the specification together with the communication strategies. The purposes are not defined by ability level and all purposes should be seen as available for all candidates, at differing levels of fulfilment. Some purposes assume situations where requirements and responses are generally predictable and use familiar language. Other purposes involve general issues and opinions which can be treated in more or less complex ways with different groups of learners and allow for differentiated levels of response from mixed ability groups. For all purposes, students will be expected, as they progress linguistically, to: • cope with a greater degree of unpredictability; • deal with a widening range of potential problems; • understand and use more accurately a widening range of vocabulary and structures, including some unfamiliar language; • understand issues and opinions; • discuss issues and give opinions; • give full descriptions and accounts. The purposes are described with respect to individual contexts (eg Lifestyle) and within particular topics (eg Relationships and Choices). Purposes should be considered transferable, as appropriate, to any other context or topic. Understand and provide information and opinions about these contexts relating to the student’s own Lifestyle and that of other people, including people in countries/communities where Bengali is spoken. Lifestyle Health • Healthy and unhealthy lifestyles and their consequences Relationships and Choices • Relationships with family and friends • Future plans regarding: marriage/partnership • Social issues and equality
Understand and provide information and opinions about these contexts relating to the student’s own Leisure and that of other people, including people in countries/communities where Bengali is spoken. Leisure Free Time and the Media • Free time activities • Shopping, money, fashion and trends • Advantages and disadvantages of new technology Holidays • Plans, preferences, experiences • What to see and getting around
3
Understand and provide information and opinions about these contexts relating to the student’s own Home and Environment and that of other people, including people in countries/ communities where Bengali is spoken. Home and Environment Home and Local Area • Special occasions celebrated in the home • Home, town, neighbourhood and region, where it is and what it is like Environment • Current problems facing the planet • Being environmentally friendly within the home and local area Understand and provide information and opinions about these contexts relating to the student’s own Work and Education and that of other people, including people in countries/ communities where Bengali is spoken. Work and Education School/College and Future Plans • What school/college is like • Pressures and problems Current and Future Jobs • Looking for and getting a job • Advantages and disadvantages of different jobs
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.2 Unit 1: Bengali listening 46351F; 46351H Students can be entered for either Foundation or Higher, but not both. 25% of the marks Foundation Tier
3
30 minutes
35 marks
The test will be pre-recorded using native speakers. Only material which is appropriate to the spoken language will be used in the tests. Each item will be heard twice. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. Students will be allowed to make notes during the test. Students will be given 5 minutes’ reading time at the beginning of the test, before the recording is played, to give them time to read the questions. The test will consist of items of varying length which will not place an undue burden on memory. Comprehension of announcements, short conversations, instructions, short news items and telephone messages will be required, together with some material which will be longer and may include reference to past, present and future events and some unfamiliar language. Students will be expected to identify main points and extract details and points of view. The use of dictionaries will not be permitted. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors.
6
Higher Tier
40 minutes
40 marks
The test will be pre-recorded using native speakers. Only material which is appropriate to the spoken language will be used in the tests. Each item will be heard twice. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. Students will be allowed to make notes during the test. Students will be given 5 minutes’ reading time at the beginning of the test, before the recording is played, to give them time to read the questions. The test will contain items common to those in Foundation and also material which will include some complex, unfamiliar language in a range of registers, together with non-factual and narrative material. Students will be expected to understand discussion of a wide range of issues. They will also need to understand gist and detail, identify and extract main points, use context and other clues to interpret meaning, draw conclusions and summarise what they have heard. The use of dictionaries will not be permitted. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard. The appropriate mark(s) will be awarded if the candidate has satisfactorily communicated his or her understanding, even though the response may contain some errors.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.3 Unit 2: Bengali reading 46352F; 46352H Students can be entered for either Foundation or Higher, but not both. 25% of the marks Foundation Tier
30 minutes
35 marks
Only material which is appropriate to the written language will be used in the test. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. The test will consist of short items testing comprehension of instructions, public notices and advertisements together with some longer extracts from brochures, guides, letters, newspapers, magazines, books, faxes, email and web sites which may include reference to past, present and future events and will include some unfamiliar language. A number of questions will be set on the material to test students’ ability to identify key points and extract specific details. The use of dictionaries will not be permitted. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors.
Higher Tier
50 minutes
45 marks
Only material which is appropriate to the written language will be used in the test. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. The test will contain items common to those in Foundation and also material which will include some complex, unfamiliar language in a range of registers, together with non-factual and imaginative material including narrative. Students will be expected to use their knowledge of grammar and structure in demonstrating understanding of specific points and of gist/the main message. They will also be expected to recognise points of view, attitudes and emotions and to draw conclusions. The use of dictionaries will not be permitted. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors.
7
3
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.4 Unit 3: Bengali speaking 46353 25% of the marks 10–12 minutes
40 marks
Students will attend one session of between 10 and 12 minutes. This test will be conducted by the teacher, recorded and marked by an AQA examiner.
3
The test will consist of two sections • Presentation and discussion based on a stimulus provided by the student and prepared prior to the date of the test. Students will be expected to speak for between 30 and 90 seconds and to answer questions on their presentation for a further 30 to 90 seconds (up to approximately 3 minutes in total). The topic of the presentation may be drawn from the contexts published in this specification. Alternatively, students may prefer to choose a context of their own. 20 marks • General conversation on 2 contexts of the candidate’s choice. These topics must avoid the topic chosen by the candidate for the presentation and discussion. The topics of the conversation may be drawn from the contexts published in this specification. Alternatively, students may prefer to choose contexts of their own. Students aiming
at Grade C or above will be expected to express personal opinions, present information and show an ability to deal with unpredictable elements and to use a variety of structures. 20 marks
Students may take into the examination room for this part of the test a cue card, containing a maximum of five short headings for each of the two contexts chosen by the student. There must be no conjugated verbs or full sentences on the card. As students will have done their have preparation beforehand, they do not need any preparation time before the test. Students must not have access to a dictionary during the test. No specified period will be timetabled for Speaking Tests and centres are free to conduct them at any time. All tests must be despatched to the AQA examiner on or before 15 May. Detailed instructions for the teacher-examiner will be issued prior to the examination.
Assessment Criteria Communication
Range of Language
Accuracy
Interaction and Fluency
Total
Presentation & Discussion
8
4
4
4
20
Conversation
8
4
4
4
20
Total
16
8
8
8
40
Marks
Communication (Presentation & Discussion and Conversation)
7–8
A good range of information and points of view are conveyed. Responses are developed/ explained with confidence. Can narrate events.
4–6
A fair amount of information and points of view conveyed. Responses are regularly developed beyond the minimum.
1–3
Some simple information and opinions conveyed. Some responses rarely developed beyond the minimum.
0
8
No relevant information conveyed
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Marks
Range of Language (Presentation & Discussion and Conversation)
4
A wide range of vocabulary, complex structures and a variety of verb tenses.
3
A range of vocabulary; some complex structures.
2
Limited vocabulary; sentences short and simple.
1
Very limited vocabulary – just isolated words and occasional phrases.
0
No recognisable words.
Marks 4
Accuracy (Presentation & Discussion and Conversation) All messages are clear and errors usually appear only in more complex structures. Accent and intonation consistently good.
3
Messages are clear in spite of some errors. Accent and intonation generally good but some inconsistency.
2
Most messages are communicated though errors are quite frequent. Accent and intonation sometimes delay communication.
1
Some messages are communicated but errors are very frequent. Accent and intonation make comprehension difficult.
0
No messages are communicated.
Marks
3
Interaction and Fluency
4
Responds readily and shows initiative. Conversation sustained at a reasonable speed, language expressed fluently.
3
Ready responses; some evidence of an ability to sustain a conversation; may sometimes take the initiative.
2
Some reaction. Sometimes hesitant, little natural flow of language.
1
Little reaction. Very hesitant and disjointed.
0
No language produced is worthy of credit.
• The marks awarded for Range of Language, Accuracy, Interaction and Fluency must not be more than one mark higher than the mark awarded for Communication.
• A mark of zero for Communication will automatically result in a zero score for the task as a whole.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.5 Unit 4: Bengali writing 46354 25% of the marks 1 hour
50 marks
Students will be required to write in Bengali • a short list or to complete a form, which demonstrates their ability to write words or phrases (Question 1) • a text, which offers the opportunity to use a variety of structures, expressing their personal opinions (Question 2) • a text which offers the opportunity to write descriptively or imaginatively, expressing and explaining ideas and points of view, eg. an article, a letter, publicity material (Question 3)
3
Students are offered a choice of contexts and purposes for Question 2 and for Question 3. Question 2 (a) is drawn from the context Lifestyle; 2 (b) is drawn from Work and Education. Students answer either 2 (a) or 2 (b). Question 3 (a) is drawn from the context Leisure; 3 (b) is drawn from Home and Environment. Students answer either 3 (a) or 3 (b). Students must have access to a dictionary in the Writing test. Stimuli will be in Bengali and suggested content points will be in English. Question 2 and Question 3 are likely to require approximately 100 words each. However, provided the task is completed, the number of words is not important.
Assessment Criteria Content
Range of Language
Accuracy
Total
Question 1
2
—
—
2
Question 2
14
5
5
24
Question 3
14
5
5
24
Total
30
10
10
50
Question 1 – Content Marks
10
Content
0
No understandable words.
1
1–2 words conveyed without ambiguity.
2
3–4 words conveyed without ambiguity.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
For Question 2 and Question 3 the following criteria will be used. Content Marks
Criteria
13–14
Very Good Fully relevant and detailed response to the task. Sound ability to convey information clearly, express and explain ideas and points of view. Well organised structure.
10–12
Good Mostly relevant response to the task and shows ability to convey a lot of information clearly, express and explain ideas and points of view.
7–9
Sufficient Response to the task is generally relevant with quite a lot of information clearly communicated. Points of view are expressed and ideas are developed.
4–6
Limited Limited response to the task with some relevant information conveyed. Simple opinions are expressed and there is some development of basic ideas.
1–3
Poor Very limited response to the task with little relevant information conveyed. No real structure.
0
3
The answer shows no relevance to the task set. A zero score will automatically result in a zero score for the answer as a whole.
Range of Language Marks
Criteria
5
Wide variety of appropriate vocabulary and structures. More complex sentences are handled with confidence and verb tenses are used successfully.
4
Good variety of appropriate vocabulary and structures used. More complex sentences are attempted and are often successful.
3
Some variety of vocabulary and structures used, including attempts at longer sentences using appropriate linking words which are sometimes successful.
2
Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.
1
Inappropriate vocabulary with little understanding of language structure.
0
No language produced which is worthy of credit.
11
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Accuracy Marks
3
Criteria
5
Largely accurate, although there may still be some errors especially in attempts at more complex sentences. Verbs and tense formations are secure.
4
Generally accurate with errors occurring in attempts at more complex sentences. Verb and tense formations are usually correct.
3
More accurate than inaccurate. Verb forms and tense formations are sometimes unsuccessful. The intended meaning is clear.
2
Many errors which often impede communication. Verb forms are rarely accurate.
1
Limited understanding of the most basic linguistic structures. Frequent errors regularly impede communication.
0
No language produced which is worthy of credit.
• The mark awarded for Range of Language must not be more than one band higher than the mark awarded for Content. (See table below). • The mark awarded for Accuracy must not be more than one band higher than the mark awarded for Content. (See table below) • If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language and for Accuracy. • If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of Language and for Accuracy.
12
Content Mark
Marks for each of Range of Language and Accuracy
0
0
1– 3
1–2
4– 6
1–3
7– 9
1–4
10 –12
1–5
13 –14
1–5
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.6 Grammar GCSE students will be expected to have acquired knowledge and understanding of the Bengali grammar during their course. In the examination they will be required to apply their knowledge and understanding in tasks appropriate to the tier for which they are entered, drawing from the following lists which are divided into Foundation and Higher Tier.
Foundation Tier Nouns: Cases: nominative, accusative (-ke), genitive (-r/er), locative-instrumental (-e/te), plural forms for personal nouns (-ra/era; -der) Articles: Definite article: ordinary and diminutive; singular and plural (-ta/ti; -gulo/guli) Indefinite article (-ekta/ekti) Use of –jon Adjectives: Ordinary adjectives Demonstrative adjectives: ordinary and diminutive; singular and plural; here, there and elsewhere (e…ta, se…ti, o…gulo, etc.) Repetition of adjectives to express plurality Use of ceye/sobceye; theke/sobtheke to express comparisonss Interrogative adjectives (ki, kon, koto, kota etc.) Indefinite adjectives (kono, kichu etc.)
Verbs: Zero verb and negative of zero verb (noi, noy etc.) Use of ach- in present and past, for location, possession, well-being (bhalo achen), states (bose ache etc.) Use of thaka as a future for achTenses: future, simple present, present continuous, simple past, perfect, past perfect, past habitual, past continuous; familiar and polite forms Use of -na and –ni Imperatives: present and future; use of affirmative and negative na Infinitive and verbal noun Use of para, paoya, caoya, cesta kora and other common verbs requiring an infinitive before them Participles: past (rekhe etc.) and conditional (dekhle etc.) Common extended (non-causative) verbs (ghumono, pathano etc.) Compound verbs (phire asa, rag kora, berate yaoya etc.) Common impersonal constructions expressing like/dislike (laga), need (laga, dorkar), convenience/ inconvenience (subidha/osubidha), anger, illness etc. Obligation constructions: must/have to (korte hobe etc.); ought/should (ucit) Verbal noun + yaoya construction (dekha yay etc.) Postpositions: Following genitive case (kache, upor etc.) Following nominative case (poryonto, theke, diye etc.) Use of somoy to express appointments (tinter somoy etc.),
Adverbs:
Conjunctions:
Formation of adverbs from adjectives using kore, bhabe etc. Special adverbs (tara-tari etc.) Interrogative adverbs (keno, kemon, kothay etc.) Adverbs of time and place (ekhon, ekhane, okhane etc.)
Ar, ebong , kintu, yodi (but not express hypothetical conditions), tobe, tahole, etc.
Quantifiers/Intensifiers: (khub, beshi, ektu, onek etc.) Pronouns: Demonstrative pronouns: ordinary and diminutive; singular and plural; here, there and elsewhere (eta, oti, segulo etc.) Personal pronouns: singular and plural, familiar and polite; nominative, accusative and genitive case Interrogative pronoun (ki, ke, kar, kara etc.) Use of kichu Reflexive pronoun (nije, nijer etc.)
Particles: Idiomatic uses of -i, -o (= ‘also’) and to Number, quantity, time: Numbers up to 20, plus 25, 30, 40, 50, 60, 70, 75, 80, 90 and 100 Use of numbers with and without articles Use of kota baje, with sooya, sare and poune
Higher Tier All grammar and structures listed for Foundation Tier plus: Articles: Use of -khana/-khani
13
3
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Adjectives:
Postpositions:
Adjectival postpositions (tomar samner tebilta etc.) Adjective + definite article (chotota etc.) Certain feminine adjective forms (priya, sundori etc.)
Double postpositions (bhitor diye, kach theke etc.)
Pronouns: Use of very familiar pronoun tui Indefinite pronouns (keu, karo) Relative pronouns and co-relatives such as ye…seta, ya…ta, yini…tini etc. Verbs:
3
Repetition of infinitive to express a present participle (korte korte) Extended (causative) verbs in all tenses and forms Contracted extended verb participle, especially when combined with deoya (jvele deoya, pouche asa etc.) Combining verbs with deoya , neoya, thaka, phela etc. Use of hooya to express the passive Use of na before a participle or infinitive, or before the verb in yodi-clauses Use of past habitual tense to express hypothetical conditions Use of katha with a verbal noun to express ‘supposed to’ Use of verbal noun with somoy to express ‘while’ (yaoyar somoy etc.) Genitive and locative of verbal noun (korar/korbar, korate/koray etc.)
14
Conjunctions: Pairs of conjunctions such as yokhon…tokhon, yoto…toto, yekhane…sekhane etc. Use of yodi…tobe/tahole to express hypothetical conditions Use of yodio…tobu to express ‘although’ Number, quantity, dates and time: Remaining numbers Ordinal numbers up to ‘tenth’ Time in minutes using beje and bajte Dates (English and Bengali months, year) Note on spelling: Candidates should be made aware of variations in Bengali spelling, particularly in the use of –okar. In general, words employing difficult conjuncts will not be used at Foundation Tier; at Higher Tier, recognition (though not necessarily active use) of most conjuncts will be expected.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.7 Communication strategies While it is useful for learners to concentrate on a core of key languages for any given topic, it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic Bengali, or which they themselves might need to use. For this reason, they will need to develop communication strategies that can be used to cope successfully with unknown words. There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing).
Strategies for Understanding a) Ignoring words which are not needed for a successful completion of the task set. Many texts contain words which are not essential for an understanding of the main points of the text. Furthermore, what is important in the text is often presented more than once, in different ways: the learner may not understand a point in one form of words and understand it fully in another. Learners can be trained to read and listen in positive ways, seeking out in the text only the information they need to answer questions and to complete communication tasks and ignoring the rest. b) Using the visual and verbal context. The skilled reader can find many clues about the purpose and content of a text from a study of the layout, the title, the length, the type-face and any related pictures. This is why texts are presented in the examination in their original format. When reading and listening, students can learn to infer the meaning of new words from the verbal context. So, for example, someone who did not know the word †R¨vwZweÁvb could, after some appropriate practice, be expected to understand from the following context that it is some sort of academic subject: evOvwj wkÿvwe`iv †hme evsjv cvVkvjv cÖPjb K‡iwQ‡jb, Zv‡Z fvlv wkÿv, f‚‡Mvj, †R¨vwZwe©Ávb, MwYZ Ñ meB covi e¨e¯’v K‡iwQ‡jb| or that mv¤cvb is a means of transport in a sentence like: Ab¨w`‡K wWwO †bŠKv, cvbwm †bŠKv, mv¤cvb BZ¨vw` gvj en‡bi R‡b¨ e¨eüZ nq| or we can deduce from ¯^cb Avgvi cÖv‡Yi eÜz that ¯^cb is a name. c) Making use of grammatical markers and categories. Learners will be helped to master all these strategies if, when reading and listening, they learn to use such clues as
noun cases or verb endings, tenses and word order and other such features which will help them to recognise word classes (nouns, verbs, adjectives etc) and the sentence structure. This can be a considerable help in making intelligent guesses about unknown words or parts of the sentence. For instance, the verb form at the end of a sentence suggests what the subject is even if the subject has been omitted: A‡Üi g‡Zv Zuv‡K AbymiY Ki‡Z jvMjvg| †evKvi g‡Zv K_v ej‡Qv †Kb? d) Making use of the social and cultural context. Another aid to correct inferencing is for the pupils to bear in mind that there are regularities in the real world which make it possible to anticipate what people may say or write about it. The ability to predict occurrences in the real world makes it possible sometimes to predict the words, and the meaning of the words, that represent these occurrences. This is one reason why it is important for a Bengali course to develop knowledge and understanding of countries and communities where Bengali is spoken. Work along these lines would help learners to identify the social context of speech, for instance whether people use uvym or ahpyn to address one another. e) Using common patterns with Bengali. Knowledge of the following patterns of word formation in Bengali will be assumed. (1) non-finite verb forms: wM‡q, †M‡j, †h‡Z from hvIqv w`‡q, w`‡j, w`‡Z from †`Iqv †L‡q, †L‡j, †L‡Z from LvIqv G‡m, G‡j, Avm‡Z from Avmv Pvwj‡q, Pvjv‡j, Pvjv‡Z from Pvjv etc (2) causative verbs from simple verbs: Rvbv‡bv from Rvbv †evSv‡bv from †evSv †`Lv‡bv from †`Lv jvMv‡bv from jvMv Kiv‡bv from Kiv emv‡bv from emv (3) negative or intensifying prefixes: A: wkwÿZ > AwkwÿZ; wbqg > Awbqg Ab: Dchy³ > Abychy³; Av`i > Abv`i wb: `viæY > wb`viæY; eviY > wbeviY wbi&&: †`vl > wb‡`©vl; †fRvj > wb‡f©Rvj we: †`k > we‡`k; jyß > wejyß
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Strategies Specifically for Reading and Understanding There are many English words which have been accepted in Bengali and are frequently used in written Bengali. Learners will be expected to understand and say these words with the correct pronunciation. For example, hospital is written in Bengali like this nvmcvZvj and is pronounced differently. There are many other English words which fall into a similar category. A few of them are listed below: we¯‹zU biscuit †Uwej table Awdm, Avwcm office †evZj bottle †i‡¯Íviuv restaurant
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For Bengali learners who are growing up in a British environment, there are quite a few more English words which are in common use and are often quite difficult to read because the sequence of letters is unusual for Bengali words. These words ought to be prepared and practised in class. Examples are: KwgDwbwU †m›Uvi Kw¤cDUvi Uz_ †c÷ Gqvi‡cvU© wUDe †÷kb wRwmGmB
Strategies Specifically for Listening and Understanding It is expected that strategies such as those outlined above will generally be more easily applied in reading than in listening, as reading offers more opportunities to slow down, to look at unknown items at some leisure and to study the context. In order to hear accurately candidates should have the specific differences of the spoken language brought to their attention, such as the difference in sound between unaspirated and aspirated consonants K > L; M > N; P > Q; R > S; U > V; W > X; Z > _; ` > a; c > d; e > f. However some of the general strategies for understanding listed above can, with practice, be used successfully in listening, namely: • Ignoring words which are not needed for a successful completion of the task set; • Using the (visual and) verbal context; • Making use of the social and cultural context; • Using patterns common in Bengali.
Strategies for Production Research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and 16
non-verbal strategies in order to get meaning across in spite of their imperfect command of the language. Students who use communication strategies which help them successfully to express themselves will be given credit. Individual students may fail to learn, or forget language items required by some test items, or they may wish to attempt to go beyond the demands of the specification in completing the task set. In these circumstances, the following strategies can prove useful. They fall into two main categories: non-verbal and verbal. The non-verbal strategies described below are clearly of limited value in the speaking tests of this examination; they may, however, prove useful to the learner. Non-Verbal Strategies a) Pointing and demonstration, accompanied by some appropriate language eg. GUv; wK GUv?; wRwbmUv; H †h, H †jvK; I, I¸‡jv; G¸‡jv; Rvwb bv, H w`‡K; Iw`‡K etc b) Expression and gesture, accompanied where appropriate with sounds (e.g. ‘Oh!’ which, with appropriate intonation, facial expression and gestures can convey such attitudes and functions as pain, surprise, anger, fear, pleasure and admiration). nvq; †i; `~i; wQ, †Mv, ûu; evn&; I gv; evev c) Mime, which again can be accompanied by appropriate sounds and language, and can sometimes help communication to be maintained when it might otherwise break down eg. wK Avevi? wK ej‡Z cvwi? wK Ki‡Z cvwi? or with a suitable mime if one has forgotten words such as mgm¨v and mvnvh¨ This strategy has obvious limitations in an oral test which is recorded and assessed on the basis of the recording. d) Drawing can be an efficient strategy with some tasks (especially written) and can convey both attitude and information (eg. J or L; or a diagram showing how to get from one point (eg. a station) to another (eg. a home). Verbal strategies a) Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but for which he/she has forgotten the word eg. wRwbmUv for Nwo, djUv for Avbvim etc This strategy is not always effective and its use would be assessed according to its effectiveness in a particular context. b) Description of physical properties to refer to something of which the name has been forgotten eg. †Uwe‡ji Dci hv Av‡Q H †Mjv‡m hv Av‡Q The physical properties refer, for example, to colour, size, material, position and shape. Again, the use of this strategy in an examination would be assessed according to its communicative effectiveness.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
c) Requests for help can include requests for translation eg. GUv evsjvq wK? evsjvq GUv wK e‡j? GUvi gv‡b wK?\
f) Reference to specific features or to the function of an object eg. hv‡Z ivbœv Kiv nq for Pzjv or cÖavb bvix PwiÎ for bvwqKv
Use of this strategy in the examination will not allow students to be given full credit. However, it is clearly preferable to use such requests for help than for communication to collapse and its use will be assessed according to the context. When requests for help with specific problems occur, the teacher should maintain the role of a sympathetic native speaker and help accordingly. The teacher should, of course, avoid taking over from the student and carrying out the tasks set. d) Simplification, when a learner avoids the use of a form of which he/she is unsure eg. †m †`‡k Ny‡i †eov‡”Q| he says only this †m †`‡k †Nv‡i When such simple forms are used correctly and appropriately they will be awarded high marks. Correct and appropriate use of more complex forms will also be rewarded. A systematic use of simplified forms may reduce error, facilitate communication and increase fluency, but if overused, this strategy may result in pupils failing to make full use of their capabilities. e) Paraphrase, where the learner uses words and messages in acceptable Bengali, avoiding the use of words which he has forgotten. (eg. when he cannot remember the word `„k¨ and instead says †`Lvi wRwbm or when he cannot recollect the word cÂg and says cuvP b¤^i) When used well, this strategy communicates the message effectively to a sympathetic native speaker and such use in an examination would be assessed accordingly.
This is a commonly used strategy which is usually effective in communicative terms. Another commonly used strategy is topic avoidance, when the learner ignores or abandons a topic because of inability to deal with it. Use of this strategy in the examination will not allow the candidate to be given full credit. Use of it in a learning situation will reduce opportunities for the development or expansion of the learner’s repertoire. It is, therefore, a strategy which should be discouraged, as a basic condition for communication strategies to have a potential learning effect is that they are governed by achievement, rather than avoidance, behaviour. Approaches which lay more stress on correctness than on communication will tend to encourage the use of avoidance strategies. The evidence suggests that the availability of a range of strategies such as those outlined above, and flexibility in their use, represent an important advantage in overall communicative effectiveness. It also appears that the most effective strategies demand some linguistic proficiency and that the more proficient speakers are also better at using communication strategies effectively. The development of such strategies cannot, therefore, be seen as encouragement not to develop linguistic knowledge as much as possible. Strategic competence is not a substitute for vocabulary learning, for example, but a useful supplement. Indeed, all language users make use of communication strategies, even in their first language, and really successful strategies usually pass unnoticed.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3.8 Vocabulary The minimum core Vocabulary Lists are primarily intended as a guide for teachers to assist in the planning of schemes of work. The Listening and Reading assessment tasks at Foundation Tier will be based on the Foundation List and the General Vocabulary List; students should also expect to encounter some unfamiliar vocabulary, but they will not be tested on it.
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The Listening and Reading assessment tasks at Higher Tier will be based on the Foundation and Higher Lists and the General Vocabulary List; in addition students should also expect to encounter some unfamiliar vocabulary, and may be tested on it, provided that it can be accessed through communication strategies.
Students will be expected to understand words which have the same or very similar form in the language as in the English, provided that such words have essentially the same meaning in both languages. Such words are not listed in the minimum core Vocabulary Lists. Students will be expected to be familiar with feminine forms of nouns/adjectives where these are given.
General Vocabulary Students will be expected to use and understand the general vocabulary listed below. The vocabulary is not restricted to specific settings and can occur in any of the topic areas listed in the specification.
Vocabulary listed in the Grammar Section can also be tested but it is not listed in the minimum core Vocabulary Lists.
General Notions Comparisons †P‡q, PvB‡Z, †_‡K AviI me‡P‡q mevi †P‡q Gi †P‡q Kg wKQz GKUz Lye †ewk A‡bK g‡Zv Zvi g‡Zv mgvb cwigvY wfbœ, wewPÎ
myZivs Kv‡RB bv n‡j nqÑbv nq ZvB Z‡e Zey Zvici (2) subordinating conjunctions †h †hb hv‡Z hw`
(1) coordinating conjunctions
(3) correlative conjunctions hv Zv †h †m hLb ZLb h‡Zv Z‡Zv †hgb †Zgb †hLv‡b †mLv‡b †hfv‡e †mfv‡e etc
I Ges AviI A_ev ev bv wKbv wKš‘ KviY e‡j
(4) interrogatives (question words) †K (Kv‡K, Kvi, Kviv, Kv‡`i, Kv‡`i‡K) wK (wK‡mi, wK‡m) †Kb †Kgb †Kgb K‡i †Kv_vq wKfv‡e wK iKg
Conjunctions
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K‡Zv K(q)Uv KLb K‡e †Kvb †KvbUv Postpositions m‡½, mv‡_ R‡b¨ weiæ‡× mvg‡b wcQ‡b (†cQ‡b) cv‡k Dc‡i (Ic‡i) wb‡P Kv‡Q g‡a¨ gv‡S wfZ‡i (†fZ‡i) evB‡i Av‡M c‡i webv Qvov †_‡K KvQ †_‡K ch©šÍ cwie‡Z© e`‡j Øviv w`‡q wb‡q
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
n‡q m¤^‡Ü m¤c‡K© D‡Ï‡k Negatives bv (wb for perfect tenses with verb form in simple present) b (bB, bI. bq, bb) in equational sentences †bB KL‡bv bv †Kv_vI bv †KD bv wKQz bv GL‡bv bv †gv‡UB bv GKUzI bv The important verbs nIqv AvQ_vKv Kiv Quantifiers wKQz †Kv‡bv K‡Zv G‡Zv GKUz LvwbK A mvgvb¨ gvÎ ïay †Kej A‡bK †ewk eû cÖPzi e‡ov GKUv K‡qK cÖwZ cÖ‡Z¨K me mviv cyiv/cy‡iv m¤c~Y© The Numbers GK `yB wZb Pvi
cuvP Qq mvZ AvU bq `k GMv‡iv ev‡iv †Z‡iv, †PŠÏ, c‡b‡iv †lv‡jv m‡Z‡iv AvVv‡iv Dwbk wek/Kzwo GKzk evBk †ZBk PweŸk cuwPk QvweŸk mvZvk AvVvk DbwÎk wZwbk ... Pwjøk cÂvk lvU mËi Avwk beŸyB GK †kv nvRvi jvL, Ava(v), †`o, AvovB, mv‡o wZb mIqv, †cŠ‡b, †Rvov All ordinal numbers cÖ_g wØZxq ZzZxq PZz_© cÂg lô mßg Aóg beg `kg cqjv, †`vmiv †Zmiv †PŠVv cuvPB Dwb‡k we‡k Common questions KLb K‡ZvÿY K‡Zv mgq wK iO
wK evi †Kv_v †_‡K †Kv_vq †Kvb ZvwiL/K‡Zv ZvwiL †Kvb w`K †_‡K Greetings and Exclamations AbyMÖn K‡i Awfb›`b GB †h Kj¨vY †nvK Kvj †`Lv n‡e wK Lei? †Kgb Av‡Qv/Av‡Qb †Lv`v nv‡dR `qv K‡i `ytwLZ †`Lv n‡e ab¨ev` bv ... ch©šÍ A‡cÿv Ki‡Z cviwQ bv we`vq gvd Ki‡eb hvÎv ïf †nvK wkMwMi †`Lv n‡e ïf Rb¥w`b! ïf beel© ïf mܨv ï‡f”Qv mycÖfvZ †mvgevi †`Lv n‡e ¯^vMZg nu¨v/wR n¨v‡jv
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Opinions AwbwðZ Abyf‚wZ A™¢zZ Awek¦vm¨ AvaywbK Avb›` Avkv Kiv Drmvnx nIqv DwØM è DcKvix Dc‡fvM Kiv GKgZ Lye fv‡jv N„Yv Kiv PgrKvi PvIqv `yó aviYv Kiv 19
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bZzb wbðq cQ›` Kiv cy‡iv‡bv cÖwZÁv Kiv wcÖq ejv wei³ nIqv wek¦vm Kiv we¯§q †ewk `vg/`vgx †evKv fv‡jvevmv gRvi g‡b Kiv g‡b nIqv g‡bvgy»Ki ivwR nIqv my›`i Days of the week †mvgevi g½jevi eyaevi e„n¯cwZevi ïμevi kwbevi iwe/‡iveevi The seasons emšÍ Kvj MÖx®§Kvj/Mi‡gi mgq †ngšÍ Kvj kxZKvj (el©v Kvj, kir Kvj) Months of the year ˆekvL ˆR¨ô Avlvp kªveY fv`ª Avwk¦b KvwZ©K AMÖnvqY/ANÖvb, †cŠl gvN dvêyb ˆPÎ The Clock Ava GK †m‡KÛ GK wgwbU
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GK NÈv Kg ... wgwbU GwM‡q Av‡Q ... wgwbU wcwQ‡q Av‡Q wVK wVK mgq `ycyi cÖvq/AvbygvwbK ivZ `ycyi mIqv/†cŠ‡b mv‡o Other Time expressions Acivnè/weKvj Awej‡¤^/GÿzwY AvMvgx AvMvgx Kvj AvMvgx ciï Av‡M/c~‡e© Av‡Mi Av‡MKvi AvR ivZ AvR mKv‡j AvR mܨvq MZKvj BwZg‡a¨ FZz/mgq/Kvj GLb GB gyn‚‡Z© GKevi GK wgwb‡Ui g‡a¨ GKB m‡½ G‡Zv Gi g‡a¨ KL‡bv KL‡bv MZ ciï MZ iv‡Z R‡b¨ Zv n‡j Zvici ZvwiL ... †_‡K ... ch©šÍ w`b/evi †`wi‡Z `ªæZ c‡i c‡ii c‡ii w`b cÖwZ ... w`‡b cÖwZ gv‡m cÖZ¨n/†ivR cÖvq cÖvqB eQi/ermi
weKvj/mܨv weij †fv‡i/mKv‡j g‡a¨ gv‡Sg‡a¨/g‡a¨ g‡a¨/gv‡Sgv‡S gvÎ gvm gyn‚Z© ivZ †ivR/cÖwZw`b kZvãx/kZK wkMwMi ïiæ‡Z †kl †kl ch©šÍ †k‡l mwZ¨ mwZ¨ mwZ¨ mßvn mßvnvšÍ/kwb-iweevi mgqg‡Zv m¤cÖwZ mvaviYZ ¯^vfvweKfv‡e nVvr Location and distance A‡bK `~‡i Aew¯’Z DËi Dˇii Dci Dc‡i GKw`K †_‡K Ab¨w`‡K G‡Kev‡i Kv‡Q GLv‡b ILv‡b Kv‡Q/wbK‡U Kv‡QB wK‡jvwgUvi †K›`ª †Kv_vI †Kv_vI bq †Kv_vq †Mvovq, Zjvq RvqMv/¯’vb wVK evB‡i wVK mvg‡b/†mvRv mvg‡b Wvb Wv‡b Zjvq _vKv
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
†_‡K/n‡Z ... w`‡K ... ch©šÍ/Aewa -†Z, -G `wÿY `wÿ‡Y cwðg cwð‡gi/cwðgv cv‡k wcQ‡b cye cy‡ei cÖwZ w`K †_‡K eivei evB‡i evg/evu ev‡g/euv‡q weei‡× wfZ‡i/g‡a¨ gvSLv‡b †h‡Kv‡bv RvqMvq kniZjx‡Z me RvqMvq/me©Î mew`K †_‡K mv‡_/m‡½ mvg‡b mvg‡bi w`‡K †mLv‡b Colour Kgjv iO Kv‡jv Mvp/Nb †Mvjvcx ˆ`N©¨-cÖ¯’ a~mi bxj ev`vgx †e¸bx jvj meyR mv`v njy` nvj&Kv Weights and measures A‡bK Aci/Ab¨ Ava/Avav/A‡a©K DuPz GKUz IRb Kiv wKQzB bv
LÐ/...Uv †Qv‡Uv Zey wbPz cvZjv cyie cy‡iv †cvUjv cÖPzi/Lye cÖvq e‡ov/weivU/wekvj ev· †eu‡U, Lv‡Uv g‡Zv gvSvwi/ga¨g gvc gvcv †gvUv h‡_ó j¤^v j¤^v-PIov mie wmwK wgUvi †mw›UwgUvi 100 MÖvg wK‡jvMÖvg wjUvi ... wgUvi PIov .... wgUvi j¤^v †ivMv/cvZjv Auv‡Uv e‡Çv †ewk/AwZwi³ †Zvgvi mvBR/gvc K‡Zv? Shape AvKvi †PŠ‡Kv †Mvj wZb‡KvYv Weather AvKvk AvenvIqv AvenvIqvi c~e©vfvm Kzqvkv Mig _vKv Qvqv Rjevqz So †Sv‡ov VvÐv _vKv VvÐvq R‡g hvIqv
wWwMÖ ZvcgvÎv Zzlvi Zzlvi cvZ eRª eid eid cov evZvm , nvIqv e„wó e„wó nIqv fv‡jv/Lvivc AvenvIqv _vKv †fRv †gN †gNjv/†g‡N XvKv †iv` ïK‡bv/†iv‡`jv mvMi m~h© wng
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Access †Lvjv wbwl× cÖ‡ek cÖ‡ek g~j¨ duvKv eÜ eÜ/†KD Av‡Q mviv/cy‡iv Correctness Aï× wVK wVK nIqv fzj fzj nIqv wg_¨v ï× mZ¨ Materials Kuv‡Pi KvM‡Ri Kv‡Vi Pvgovi Zzjvi ckgx cøvw÷‡Ki iƒcvi / iƒcvwj †ikgx †jvnvi myZvi mywZ †mvbvi 21
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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Aa¨vcK Aa¨vwcKv †PŠiv¯Ív Rbve $ (UvKv) Wvt (Wv³vi) †_‡K bs (b¤^i) †cÖiK eivei wet`ªt (we‡kl `ªóe¨) iv¯Ív ivRc_ kªx kªxgZx moK
Foundation Tier LIFESTYLE Health Ag‡jU AmyL AmyL Kiv Amy¯’ AvOzi AvOzj AvUv Av‡cj Avbvim Avwdg Avg Avivg Kiv Avjy A¨vmwcwib Bb‡RKkb †`Iqv Bwjk GKgvÎ G·U¨vwm G¤^y‡jÝ Ilya Ilya LvIqv Ily‡ai †`vKvb Kwd Kgjv Kjv Kó cvIqv KuvPv KuvUv Kuva KvU‡jU Kvb 22
Kvwk wKwPb †KK †Kwg÷ †KvK †Kv‡Kb K¨vbvwem K¨vÝvi μ¨vK †Kv‡Kb μxg/wμg K¬všÍ ÿwZ Kiv fvZ fv‡jv/fvj f¨vwbjv gRv`vi gRvi g` g` bv LvIqv gq`v giwdb giv g‡i hvIqv gwiP gvLb gvQ gv_v gv_v aiv gv_v e¨_v gv`K LiP Kiv LvIqv LvIqvi cvwb Lvevi Lvivc nIqv Lvwj wL`v/wL‡` wL‡` cvIqv †L‡Z †`Iqv MÜ †kuvKv Mig Mig _vKv Mig jvMv Mjv MuvRv MuvRv‡Lvi MvRi wM‡j LvIqv †Mvk&Z wMÖj Nyg Nyg cvIqv
Nygv‡bv †NvlYv PK‡jU P‡j hvIqv Pkgv Pv PvcvwZ PvgP Pv‡qi PvgP Pvj wPswo wPwKb wPwb wPcm wPiæwb PxR Pzj †P‡L †`Lv †Póv †Pnviv †PvL gvsm gvkiæg wgwó gyL i³ iwOb ewo iïb ivMv‡bv iv‡Zi Lvevi iv›¥v iæB iæwU †i÷z‡i›U/†i‡¯Íviuv jeY wj÷ †jey †jg‡bW †jwUm Qvov Qzwi †Q‡o †`Iqv RwMs Kiv Rj RjcvB R¨vg R¡i Svj U‡g‡Uv Uq‡jU wUb Uz_ eªvk
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Uzbv U¨ve‡jU UªvDU †UªBwbs/†Uªwbs VvÐv VvÐv jvMv Wv³vi Wvj Wvwjg wWg wWg fvRv †Ww›U÷ ZiKvix ZigyR ZvwjKv †Zj _vKv _vgv `B `uvZ `uvZ gvRv `uv‡Zi Wv³vi `ya †auvqv bL big bvK w`‡q †bIqv bvkZv byb †bIqv k³ kixi kixi fv‡jv ivLv kmv kvK kvK-mewR ïK‡bv mKv‡ji bvkZv mewR m‡i hvIqv mw`© mv`v Kwd mvjv` mvnvh¨ wmMv‡iU wmg wmwiqvj myc †bkv Kiv †bŠKv Pvjv‡bv cov/c‡o hvIqv cuvD iæwU
cv cv‡qi cvZv wcV †cU Lvivc †cU cøv÷vi d¬y e`nRg weQvbvq hvIqv †e`bv wec` wec`RbK e¨_v e¨_v cvIqv e¨_v Kiv cvwb cv¯Ív wcuqvR wcrmv cxP †cqvi †cvjvD dj d‡ji im dzj Kwc e`f¨vm eid euvav Kwc evK&m/ev· evb iæwU weKv‡ji bvkZv wew¯‹U/we¯‹zU †e¸b †evqvj e¨vqvg e¨vqvg Kiv fq cvIqv fiv fvRv my¯^v`y †÷K ¯c¨v‡MwU ¯^i ¯^v` ¯^v` †bIqv ¯^v¯’¨ ¯^v¯’¨Ki m¨vÛDBP nIqv nmwcUvj nvZ nvU©
nvjKv Lvevi nvmcvZvj †n‡ivBb Relationships and choices AwZw_ Ab¨‡`i K_v †kvbv Ab¨`i cÖ‡qvRb Ajm Avb›` Kiv AvZ¥xq AvZ¥xq-¯^Rb AveŸv Av¤§v GK‡Î _vKv/evm Kiv Kb¨v Kgeqmx Kgeqmx †Q‡j‡g‡q KvKv KvwRb Kvb KvbœvKvwU Kiv KzKzi †KuvKov Pzj Li‡Mvk Lv‡Uv Lvivc Lvjv Lywk nIqv wMwbwcM N¨vbN¨vb Kiv Pkgv PvPv PvPv‡Zv PvPx PvwiwÎK ˆewkó¨ Pzj †Pbv †Pnviv †Q‡j †Q‡j‡g‡q †Q‡ji eD †Qv‡Uv Rb¥-ZvwiL Rb¥w`b RvZxqZv Rvbv RvqMv †`Iqv RxeRš‘ WvKv `qvjy `iKvi `wjj
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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`vwo `v`v `v`x `v`y `yjvfvB `yó †`L‡Z Lvivc †`Lv Kiv †`Lv‡kvbv Kiv †`ei ab¨ev` ab¨ev` †`Iqv bvK bvMwiK bvZwb bvwZ bvbv bvbx bvg bvix wb‡Ri civ cwievi cwiev‡ii m`m¨ cvIqv hvq cvwL cvm‡cvU© cyÎ cyiæl †cvlv cvwL/cÖvYx cÖwZ‡ekx cÖvY-fiv dzcv‡Zv dzdz eD eQi eqm nIqv e‡ov e‡ov‡jvK eÜz evÜex eqm ei ev”Pv evev evev-gv weovj weevn we‡q we‡q Kiv we‡q †f‡O hvIhv we‡qi AvOwU we‡q nIqv 24
eyov eywo ey‡ov eyw×gvb †eu‡U †evb †eŠ f`ªgwnjv f`ª‡jvK fvB fvex fv‡jv gRvi gb Lvivc g›` gwnjv gv gvbyl gvd Kiv gv-evev gvwb‡q Pjv gvgv gvgv‡Zv gvgx gyL gyLgÐj †g‡q †g‡q‡jvK ivMx j¤^v †jLv †jvK †jvKRb kvjv kvïox wkï ïKbv k¦ïi mB Kiv mw½bx m½x mšÍvb mv_x myLx my›`i my›`ix †mvbvwj gvQ †mvRv Pzj ¯¿x ¯^vgx nvwmLywk n¨vg÷vi
LEISURE Free Time and the Media Aemi mgq AvIqvR AvBm-wμ‡gi †`vKvb AvBm-†¯‹wUs A¨vW‡fbPvi wdj¥ A¨v_‡jU A¨v_‡jwUKm Avc‡jvW Avmv BD‡iv B-†gBj B›Uvi‡bU GK `vg GK m‡½ Ggwc w_ª †cøqvi IqvUvi ¯‹x I‡qemvBU KbmvU© Kw¤cDUvi Kw¤cDUvi †cÖvMÖ¨vgvi Kv‡bi `yj Kvco-†Pvc‡oi wefvM Kvc‡oi †`vKvb KvwW©Mvb KvU©yb wK K‡i Kx-†evW© †K‡Ki †`vKvb †Kbv †KbvKvUv Kiv †KvU K¨v‡giv K¨vk KvD›Uvi wμ‡KU †μwWU KvW© LiP Kiv Lei Le‡ii KvMR Lvev‡ii †`vKvb †Ljv †Lvjv Mnbvi †`vKvb Mvb muvZvi KvUv mvBR mviv w`‡bi R‡b¨ eÜ mvnvh¨ wmMv‡i‡Ui †`vKvb wmwW
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
myBU kc Mvb Kiv Mvb-evRbv Mv‡bi Avmi MvqK/MvwqKv wMUvi †Mvj †`Iqv MÖæc NUbv †Nvovq Pov †PK P¨vU iƒg P¨vU mvf©vi Qwe Qwe †Zvjv Qwei M¨vjvwi QzwUi mgq eÜ †Qv‡Uv †Qv‡Uv Mí Rvgv Rv¤cvi wRbm wRg wRgbvw÷Km RyZv R¨v‡KU UvB UvBUm UvKv UvKvcqmv UvKvi _wj Uvbv wU kvU© wUwKU/wU‡KU wUwf †Uwjwfkb †Uwbm †Uej †Uwbm Uªwj UªvDRvi wUªc WKz‡g›Uvwi WvDb‡jvW WvKNi wWwfwW wWmKvD›U myBwgs cyj mycvigv‡K©U myi †mBj ¯‹vd© ¯‹x Kiv
†¯‹wUs wWm‡Kv WªvB wK¬bvm© †Wªm †XvKvi c_ _vKv `iKvi `vg `vg †`Iqv `vgx †`Iqv †`Lv †`Lv Kiv †`wi Kiv †`vKvb †`vKvb`vi †`vKv‡bi Rvbvjv †`Šov‡bv av°v †`Iqv wbDR G‡R›U †bIqv cQ›` cQ‡›`i cov cqmv cvDÛ cvRvgv/cvqRvgv cvm© cv‡m©j cvVv‡bv cyjIfvi †cv÷ Awdm c¨vw›U wcÖq †cÖg d‡ji †`vKvb dvg©vmx wdj¥ dzUej dz‡ji †`vKvb ej d¨vkb eB-LvZvi †`vKvb eB‡qi †`vKvb ejv evB‡i hvIqv evRv‡bv evm‡KU ej ¯‹¨vU© †÷kbvwii †`vKvb †÷wWqvg †¯cvU©m m¨v‡UjvBU m¨v‡Ûj
my¨U wewμ weM eªv`vi wefvM eyPvi eyU wej †eBKvix †ei nIqvi c_ †eë e¨vsK e¨vsK †bvU eøM eøvDR f‡qi Qwe fwjej fv‡jvevmv gvDm gvQ aiv gv‡Qi †`vKvb wgwói †`vKvb †g¤^vi †gvRv g¨vMvwRb hvIqv ivMwe †iKW© Kiv †iwR÷vi Kiv †iwWI †ivg¨vw›UK jM Ab jwÛª jvBb jvB‡eªwi wjdU wj÷ kL kwcs †m›Uvi kã kã k¯Ív ïiæ k¨v¤cy m‡½ †bIqv mewRi †`vKvb mgq Kiv miæ nvZ-e¨vM †nqvi †Wªmvi †nvg †Wwjfvwi nwK nuvUv nuvU‡Z hvIqv
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
n¨vU n¨vÛej
3
Holidays AW©vi †`Iqv Aw÷ªqv Aw÷ªqvb AvBwik Avwd«Kv Avwd«Kvb Avevi Av‡gwiKv/A¨v‡gwiKv Av‡gwiKvb/A¨v‡gwiKvb Avqvij¨vÛ Avi wKQz bv Avmv BBD BD‡ivc BD‡ivcxqvb BD‡ivcxqvb BDwbqb Bsj¨vÛ Bswjk Bswjk P¨v‡bj BwÄb BUvwj BUvwjqvb Bbdi‡gkb Awdm Drme Dc‡`k G.wm. G·‡cÖm Gqvi‡cvU© G‡iv‡cøb Gwkqv Gwkqvb I‡qwUs iƒg I‡qjk I‡qjm Kg `v‡gi wUwKU KvR Kiv Kv‡Ri w`b Kv÷gm K¨v¤cmvBU K¨vivf¨vb LiP Kiv Lyu‡R †bIqv MvBW Mvwo Pvjv‡bv Nyi‡Z hvIqv wPwoqvLvbv Qwe †Zvjv QvZv QzwU 26
QzwU‡Z hvIqv †Q‡o hvIqv RvnvR UvI‡qj wUwKU Awdm Uz_‡c÷ UªvwdK jvBU †UªBb Wvej iƒg WªvBwfs jvB‡mÝ Z_¨‡K›`ª ZvovZvwo †Zvqv‡j _vKv `vg `vg †`Iqv `vg jvMv †`wi w`‡bi †miv Lvevi †`L‡Z hvIqv †`Lv bvP wbivcËv †eë †bŠKv c_ cixÿv Kiv cvIqv hvq cvi nIqv cvK© Kiv cv‡k wcrmvwiqv †cUªj cÖ_g †Kvm© cÖavb †Kvm© cø¨vUdg© wdiwZ wUwKU dzUej †dwi †dv‡UvMÖvd e`j Kiv evB‡i evsjv‡`k evsjv‡`kx evZvm ev_iƒg evm we‡`k we‡`kx eyK Kiv eywKs ey‡d †eov‡Z hvIqv
†ei nIqvi c_ †ejwRqvb †ejwRqvg e¨vjKwb fvov fvov Kiv fviZ fviZxq †fwbm †gjv †gkv‡bv ixwZ myBrRvij¨vÛ myBm ¯‹Uj¨vÛ †¯cb ¯c¨vwbk my¨U‡Km nj¨vÛ †nv‡Uj g‡b Kiv †gvUiI‡q †gvUi evBK †gvUi mvB‡Kj hvIqv-Avmvi wUwKU ivZ ivwkqv iv¯Ív iv¯Ívi g¨vc iæk †ijMvwo †i÷z‡i›U jÛb jwi kvIqvi mKv‡ji bvkZv mgq †bIqv mgy`ª mvMi mvb-wμg mvevb wm‡½j iƒg ¯‹Uj¨vÛ ¯‹x Kiv ¯‹x eyU †÷kb mvBW wWk ÷vU©vi HOME AND ENVIRONMENT Home and local area Ask Ab Kiv
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Ad Kiv Amyweav A¨vjvg© Nwo AvwKKv AvÛviMÖ¨vDÛ Avqbv Avg© †Pqvi BD_ K¬ve C` C÷vi Dc‡i hvIqv GKZjv GjvKv I‡fb IqvUvi †¯cvU©m Iqvkvi K¤^j Kwi‡Wvi Kvc Kvco civ Kvco e`jv‡bv Kvi cvK© Kv‡c©U K¨vw›Ub wμmgvm K¬K UvIqvi Lvevi Ni MvQ MvQcvjv †Mvjvc †Mvmj Kiv M¨v‡iR M¨v‡mi Pzjv/Pz‡jv MÖvg Nwo Ni (iƒg) Nvm Nyg †_‡K IVv Nygv‡Z hvIqv Nygv‡bv myBP wU‡c Pvjy Kiv myBP wU‡c eÜ Kiv myBwgs cyj myweav †Nvovq Pov PIov Pvwe Pviv PvP© †Pqvi Qwe Qwe AvuKvi †d«g
Qv` †Qv‡Uv †Qv‡Uv †iwWI Rvbvjv Rxeb †Rjv Uq‡jU Uq‡jU †ccvi UvDb UvDb nj UvIqvi wUwf †Uwej †Uwej K¬_ †Uwej b¨vcwKb †Uwej cwi®‹vi Kiv †Uwe‡j Lvevi †`Iqv †U‡im †U‡i÷ nvDm †Uwj‡dvb †Uwj‡dvb Kiv †Uwjwfkb U¨vK&wm Uz¨wi÷ Awdm †UªBb Uª¨vg WvKNi wWbv‡ii mgq wWkIqvkvi wW‡¯‹v †W¯‹ Wªqvi †Wªmvi †XvKv Zjv mvnvh¨ Kiv †÷kb †mwg-wWUvPW †mjvi ˆZwi Kiv `iKvix `iRv `ycy‡ii Lvevi †`Iqvj/†`qvj †`Iqvwj †`Lv‡bv †`k †`vZjv †avqv bK Kiv bvkZv wb‡P hvIqv
covi Ni cvZv cvZvj‡ij cvK© cvwU© cvnvo wcqv‡bv cyiv‡bv c~Rv †cB›U ej †cv÷ Awdm †cv÷ †KvW †cv÷vi cø¨vKvW© dzUcv_ dzj dzj`vbx wd«R wd«Rvi eB‡qi ZvK eb eb-R½j emvi Ni evMvb ev¼ †eW evRvi evwo evwZ evwjk evm †mvdv †÷wiI †÷vi iƒg mœvb Kiv evm ÷c evmv weKv‡ji bvkZv weQvbv weQvbv XvKvi Pv`i weQvbvi cv‡ki †Uwej weevn/we‡q †evwjs e¨vsK weªR fvov wfwWI †iKW©vi gw›`i gmwR` gvB‡μvI‡qf gvwU gvV gvwëwgwWqv GjvKv
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
†gjv †gvUiI‡q †gvevBj †dvb hvIqv ivLv iv‡Zi Lvevi iv¯Ív iv¯ÍvNvU iv¯Ívi g¨vc iƒg/iæg †ijMvwo jvB‡eªwi jvbP Kiv jvb‡Pi mgq k³ kwcs †m›Uvi kni kvIqvi kvIqvi †bIqv †kqvi Kiv †kvevi Ni mKv‡ji bvkZv wmU wmwW †cøqvi wmj&K nvZgyL †avqv nv‡Zi Zvjy nvj&Kv Lvevi ûfvi ûfvi Kiv Environment Aw·‡Rb A¨vwjDwgwbqvg I‡Rvb ¯Íi K‡ji cvwb KuvP KvMR KvW© Kve©b Wvq·vBW K¨vb MÖxbnvDm G‡d± †Møvevj Iqwg©s Quy‡o †djv wUb Uª¨vwdK †Z‡ji U¨vsKvi cwi‡ek `~lY †c‡Uªvwjqvg cø¨vw÷K cø¨vw÷K e¨vM wdëvi Kiv eqjvi 28
evBmv‡K‡ji c_ evqz `~lY †evZj †gvo‡Ki KvMR ivwek web widvBbvwi wimvB‡Kj kã `~lY wmGdwm †¯cÖ K¨vb WORK AND EDUCATION School/College and Future Plans A¼ AvBwUwm AvÛviMÖ¨vDÛ Avi. Gm. AviI †jLvcov AvU© BDwbdg© BDwbfvwm©wU B‡Kvbwg· Bs‡iwR Bswjk BUvwjqvb BwZnvm DËi DËi †`Iqv D`vniY KwVb Kw¤cDUv‡ii mvnv‡h¨ Kqvi Kjg K‡jR KvMR KvR †Kwgw÷ª K¨vw›Ub K¨vjKz‡jUi K¬vm K¬¨vwmKvj Lvivc †Ljv †Ljvayjv †Ljvi Ni †Ljvi cÖwZ‡hvwMZv †Ljvi gvV †Lvjv MÖ¨vgvi ¯‹zj MÖxK Nywm PK PvKwi
Pzc Kiv QvÎ QvÎx e¨emv †gKvwbK †h Awd‡m A‡bK K¤cvwb KvR K‡i Rvg©vb wRÁvmv Kiv wRgb¨vw÷Km UvBg‡Uej Uvg© wUPvi †UªBwbs wWKkbvwi wWwMÖ wWwfwW †`Lvi RvqMv `iKvix †`Lv b¤^i cvIqv cov cixÿv cixÿv †`Iqv cvV cvZv cvU©-UvBg KvR wc. B. †cbwmj cÖkœ cÖvB‡fU ¯‹zj cÖvBgvwi ¯‹zj cÖvBgvwi ¯‹y‡ji wUPvi djvdj wdwR· wdj‡gi KvR †dë wUc Kjg †d«Â eÜ Kiv ejv ev‡qvjwR evm weÁvb we‡`kx fvlv weiwZ welq †e †ei Kiv †evwW©s ¯‹zj †eªK eø¨vK‡evW© fwel¨r †hvMv‡hvM Kiv iOKvi/†h iO †`q
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
jwi PvjK †jvK †bIqv fq †`vLv‡bv fv‡jv fvlv f‚‡Mvj gvK© gvwëwgwWqvi KvR ivevi iæjvi iæk fvlv †iKW©vi †jLv †jLvcov Kiv †jLvi LvZv †jmb j¨vwUb kã ïiæ Kiv †kLv †kLv‡bv †kl Kiv †kvbv mbv mgm¨v miKvix ¯‹zj mnR mvB‡Kj mv`v †evW© mv`v †ev‡W©i Kjg mv‡qÝ †m‡KÛvwi ¯‹zj ¯‹zj cvjv‡bv ¯‹z‡ji c‡ii KvR ¯‹z‡ji e¨vM ÷vd iƒg ¯c¨vwbk ¯§vU© †evW© nuvUv nj †nW wUPvi †nvgIqvK© wkd‡U KvR †kl nIqvi ZvwiL m¤¢e m‡½ †bIqv Current and Future Jobs Aek¨B Avq Kiv B-†gBj BDwbdg© BbwRwbqvi
Drmvn IqvK© G·‡cwi‡qÝ I‡qUvi I‡q‡Uªm Kbdv‡iÝ KvR KvR Kiv Kv‡Ri mgq M¨v‡iR PvKwi wWkIqvkvi WªvBfvi wPwV †UwjMÖvg †Uwj‡dvb Kiv WU WvKwUwKU `iLv¯Í `iLv¯Í Kiv bvm© †bvwUm c‡KU cvVv‡bv cv‡m©j cywjm/cywjk †cBRvi †cv÷KvW© dvg© dvg©vwm÷ †dvb WvB‡i±wi d¨v· evwo evwo I Awdm †_‡K evwo †_‡K KvR Kiv weR‡bm weÁvcb †eBKvi †ewe mxUvi †m‡μUvwi nIqv n¨v‡jv
Higher Tier LIFESTYLE Health AÁvb Aemv` Amy¯’ A¯^xKvi Kiv AvL‡ivU Avivg Kiv Avnvi
Djøvm Dò Ilya we‡μZv K¬všÍ K¬vwšÍKi ÿwZKi ÿzavZ© ÿzavZ© nIqv LwbR cvwb Lv`¨ Lvivc Af¨vm Lvivc nIqv MÜ †kuvKv Miæi gvsm NUv NÖvY wPwKrmK wPwbhy³ RjLvevi †Rviv‡jv ZvwjKv Zv‡j Zv‡j †Zóv `gKj Kg©x `yN©Ubv `„wó †`n agbx a~gcvb a~gcvb Kiv a~gcvqx a~gcvqxi Kvwk bvK wmuUKv‡bv bvkZv †bkv †bkv‡Lvi _vKvi RvqMv Lyu‡R †bIqv `Lj Kiv `wi`ª `wjj `vwi`ª¨ †`qv‡ji †jLv †`k‡cÖg bZzb eD †bkv Kiv abx cowk c`ex civ/cwiavb Kiv cwiPq cwiPq Kwi‡q †`Iqv cwiPqcÎ
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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cwiev‡ii m`m¨ cvwievwiK eÜb wcZv wcZvgn cvjb Kiv cyÎ †bvbZv cwbi cvK¯’jx cvb Kiv cvc cvjs kvK wcQ‡j hvIqv wccvmv wccvmv jvMv c~Y© cÖ‡ivwPZ Kiv cÖwkÿY cÖv_wgK wPwKrmv dzmdzm e`f¨vm evZvex †jey evû weiwZ wekªvg Kiv †eKvi †eûuk e¨ZxZ e¨vqvg Kiv †fovi gvsm gMR g`-Avm³ g`Iqvjv cvbxq gkjvIqvjv/gkjvhy³ gw¯Í®‹ wgwó- (wgwó Lvevi) gvZvj gv`K we‡ivax †K›`ª †gvi‡Mi gvsm †hvM e¨vqvg Kiv iM ivwR bv nIqv iv‡Zi Lvevi ivbœvNi ivmvqwbK †jvf Kiv †jvf †`Lv‡bv kixi PP©v kvixwiK cwikªg cyÎea~ †cbkbcÖvß †cvlvcÖvYx 30
cÖvYešÍ cÖvßeq¯‹ cÖvqB esk bvg e`‡gRvRx eÜzZ¡c~Y© eqm eqmx eq¯‹ eY©ev` eY©‰elg¨ evjK evwjKv evm¯’vb weL¨vZ weevn we‡”Q` weevn nIqv weevwnZ we‡q wVK nIqv k~b¨ k¦vm †bIqv msiÿY moK `yN©Ubv mgvavb Kiv wmK©v myuP †XvKv‡bv myc my¯’ my¯’ †eva Kiv my¯^v`y my¯’ †eva Kiv †mev ¯^i/Kɯ^i ¯^v` †bIqv ¯^v¯’¨ ¯^v¯’¨ fv‡jv ivLv ûuk nIqv ûuwkqvi ürwcÐ ü`&‡ivM Relationship and Choices ALywk nIqv AwZw_ Acgvb AcgvwbZ Ae`vb ivLv AemicÖvß Awfevmx AmyLx Av‡Mi K_v g‡b cov AvMÖn AvMÖne¨ÄK
AvNvZ Kiv AvwZ‡_qZv AvZ¥xq-¯^Rb Av`k© ¯¿x Av`k© ¯^vgx Avgš¿Y Avjvcx GKv wcZv/gvZv K‡b eyw×gvb ˆelg¨ e¨w³ e¨e¯’vcbv fvecÖeYZv fxZz g‡bv‡hvM gwnjv gvZvwcZv gvZvgn gvd Kiv gvwjKwenxb KzKzi wgwjZ nIqv gyLgÐj †gRvR hgR ivMx †ivMvcvZjv j¾v jvRyK †jvKRb kw³kvjx KZ©v KΩx KvKv KvKx wK‡kvi wK‡kvix KzrwmZ ÿgv Kiv †ÿvf Lvc LvIqv‡bv M¤¢xi Mwie Mf©eZx ¸Ðvwg M„nnxb †Muvd NUv‡bv Nveov‡bv Nve‡o hvIqv PwiÎ PvKwii m¤¢vebv
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
PvwiwÎK ˆewkó¨ PvjvK PzcPvc Pzgy/Pz¤^b †Pnviv P¨vwiwU kc QvocÎ RbwcÖq Rš‘ Rb¥ Rb¥ ZvwiL Rb¥ †bIqv Rb¥¯’vb Rixc RvwZ we‡Øl Rv‡bvqvi RvgvB SzuwKc~Y© wVKvbv WvK †kvbv ZK© Kiv ZvjvKcÖvß _vKvi RvqMv kvšÍ kvmb wkï mB Kiv mr †evb mr fvB mšÍvb mej mgvR m¤cK© mwnsm NUbv mvgvwRK mvg¨ myLx my›`i/my›`ix †mvRv Pzj ¯^vÿi ¯^vfvweK †¯^”Qv‡meK ûgwK †`Iqv LEISURE Free Time and the Media AZxZ A™¢zZ Abygvb Kiv Abyôvb AšÍe©vm A‡cÿv Kiv
Aewkó A_© A_©‰bwZK AvIqvR AvZi Av‡gv`cÖ‡gv` Avi¤¢ Avjvc Av‡jv Avmevec‡Îi †`vKvb Avmj mgq Dcnvi Dcnvi †`Iqv Dj&wK DcMÖn Ily‡ai †`vKvb KgwZ Kvco‡Pvco KvwiMi †Kbv †KvYv μq Kiv μxov μxovwe` †μZv L‡Ïi Le‡ii KvMR Le‡ii KvM‡Ri †`vKvb LyPiv †Ljbv †Ljvayjvi †K›`ª †L‡jvqvo Mig Rvgv MvIqv Mv‡bi Avmi †MwÄ †Mi¯’vwj wefvM MÖnY Kiv MÖvnK PgrKvi PjwZ bvg PjšÍ wmuwo QvqvQwe Qzu‡o gviv †Qv‡UvMí Rqx nIqv †RZv SuywK UvKvcqmv †Uwjwfkb WvKNi Z_¨wPÎ
ZviKv ZvwjKv _wj `j `wjj `vev `v¯Ívbv `„wó †`Iqv †`Šo cÖwZ‡hvwMZv aviYv †avcvi †`vKvb bM` bvbv wRwb‡ki †`vKvb bvwc‡Zi †`vKvb wbeÜb Kiv wbgš¿Y Kiv wbw`©ó g~j¨ cQ›`mB cwÎKv cÎcwÎKv civgk© cwigvY ch©‡eÿY Kiv cvIbv †gUv‡bv cvV cvVK cvVvMvi cvwVKv †cQ‡b †d‡j hvIqv †cvkvK cÖwZ‡hvwMZv cÖ`k©b cÖ‡ekc_ †cÖg †cÖ‡gi Qwe †diZ †diZ Avmv dg© c~iY Kiv †duvov‡bv e`‡j †bIqv el©vwZ evwK evQvB evRv‡ii ZvwjKv ev‡R weμq weÁvbwfwËK webv cqmvq webvg~‡j¨ webvg~‡j¨ cÖ‡ek wefvM we‡kl
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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we‡kl `v‡g weiwZ †eZvi †ebvgx e¨e¯’v Kiv e¨enviKvix gvb gvc f³ f½yi f‡qi Qwe fvZv fvix gvs‡mi †`vKvb gvs‡mi wefvM wgZe¨q wgZe¨qx gyw`i †`vKvb gy`ªv g~j¨ g~j¨evb hš¿ iwm` iæwUi †`vKvb iægvj †ivgvÂKi Qwe kã wkÿvg~jK m½xZ msev` msev`cÎ mr mZ¨ m`m¨ mdi mfv m¤¢vebv myMÜxi †`vKvb myi ¯’vbxq †`vKvb mœv‡bi Kvco ¯ck© Kiv nviv‡bv Holidays AwZ `ªæZMvgx †Uªb AwZμg AbymiY Kiv AvKvk †`Šo AvMgb AvMgb Kiv Av‡gwiKvb/A¨v‡gwiKvb BD‡ivcxq
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B”Qv K‡i Bs‡iR Drme DcK‚j Dc‡`k GK †e‡Wi iƒg GKgy‡Lv Kg©Pvix †Lvjv AvKvk MwZ Kgv‡bv ¸”Q wUwKU †MvmjLvbv PvjK †PŠiv¯Ív Qwe Qvov QvÎvevm †Q‡o hvIqv Rjw` R¡vjvbx Z_¨ `ßi Zxi Zuvey †Zvqv‡j Z¨vM Kiv _vgv `yB †e‡Wi iƒg `~iZ¡ `„k¨ †`wi‡Z wظY `ªæZMvgx `ªæZMvgx †Uªb beel© bvP c_ c_ cÖ`k©K civgk© †`Iqv ch©Ub cvbxq cv_©K¨ cybivq cyiv `v‡g c~iY c„w_ex cø¨vUdg© divwm wdiwZ wdiwZ wUwKU †d‡j hvIqv gvjcÎ ewg evOvjx
eviv›`v we‡`k we‡`kx wegvb wegvbe›`i weevn evwl©Kx wej¤^ wej‡¤^ we‡klZv wekªvg Ni eywS‡q ejv e¨e¯’v Kiv e¨q Kiv fvov Kiv ågY ågY Kiv ågYKvix ågYKvjxb ewg åg‡Y hvIqv gvjcÎ ewnM©gb wgwó Lvevi g„Zz¨ evwl©Kx hvÎv hy³ivR¨ hy³ivóª †hvMv‡hvM iv¯Ív iv¯Ívi g¨vc †iLv †i‡L hvIqv †iv` †cvnv‡bv †iv‡` _vKv †iŠ`ª mœvb wkíKg© kxZKvjxb †Ljvayjv kxZvcZ-wbqwš¿Z ïé †kªYx ms‡KZ moK mwZ¨ mwZ¨/mwZ¨Kvi mgqg‡Zv mgy‡`ª Amy¯’Zv mgy‡`ªi `„k¨ mvMi cvwo mvg‡b hvIqv †mev mœvbNi ¯^vaxbZv w`em ¯§iY Kiv ¯§iY kw³
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
HOME AND ENVIRONMENT Home and local area AÂj AwZw_kvjv Awaevmx AbœcÖvmb A¨vjvg© Nwo AvwKKv AvNvZ Kiv Avjgvwi Av‡jv Av‡jv R¡vjv‡bv Avmb †bIqv Avmev`cÎ Bw¯Íwi Kiv C` GK Zjv GKwÎZ HwZnvwmK IVv KovB Kvbvq Kvbvq c~Y© KviLvbv Kv‡c©U Kzqv †Kvievwb ÿz`ª Lvevi ˆZwi Kiv Lvevi †`Iqv Lvgvi Lvj †Lvjv evZvm †Lvjv‡gjv MwVZ Mvwo ivLvi RvqMv Mv‡bi Avmi MxR©v ¸iæZ¡c~Y© †Mvmj Kiv N‡ii evB‡i PZ¡i R½j Rv`yNi †Rjv PgrKvi evwZj Ilya evqz `~lY wec¾bK †evZj Pv`i Pvi w`K †Niv Pviv wP‡j †KvVv
†PŠgv_v Rb¥w`b RvqMvq emv Sibv †Svc wUjv †UvKv †`Iqv WvKNi Z_¨ ZvK ZvovZvwo Kiv ˆZwi Kiv _vjv `vjvb `yM©v c~Rv `„k¨ †`ivR †`ivR-Avjgvwi Øxc ayjv ayjv Svov bRi bv †`qv b`x beel© bv-†`Lv bvgv wbivc` wbðq ˆbk K¬ve cwi‡mev c`©v ce©Z cjøx GjvKv cuvPRb K‡i cvBb MvQ cvwbi †Ljv cvwievwK Drme cyiv cyivZb wewfbœ ¯Í‡ii msMÖn weï× f‚c„ô wg‡_b c„w_ex †cqvjv cÖK…wZ cÖ‡ek Kiv cÖ‡ekc_ cÖ‡`k cÖk¯Í cÖvmv` †div
eB‡qi ZvK e›`i ev”Pv‡`i †`Lv‡kvbv Kiv evowZ Ni evm Kiv evmb‡Kvmb †avqv weQvbv Kiv weQvbvq hvIqv †eov †`Iqv ˆe`y¨wZK ˆe`y¨wZK Pzjv e¨w³MZ fvM K‡i †bIqv wfjv gd¯^j gvbwPÎ wgbvi Nwo gy‡L fvZ ivRavbx iv¯Ív cvi nIqvi RvqMv †jK kniZjx kvšÍ wkK wkí †kvqv moK mgZj Qv` mi¯^Zx c~Rv muvZvi KvUv muvZiv‡bv mvs¯‹…wZK KvRKg© mvRv‡bv mvwie× evwo iÿv Kiv †ivRKvi LiP ivmvqwbK wkí kã `~lY †mZz my‡hvMmyweav †mŠa mœvb Kiv nvZNwo nvZjIqvjv †Pqvi nv‡Zi Zvjy nvj&Kv Lvevi n«`
3
Environment AbyNUK AveR©bv I‡Rvb ¯Í‡ii wQ`ª Kqjv 33
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
K‡ji cvwb KxUbvkK †Kvjvnj ÿ‡q hvIqv e¨vUvwi †Lvmv †Mvjgvj †Mvj‡g‡j Nb-emwZ †Quvov Rb-cwienY RxevYy ˆRe eR©¨ R¡vjvbx ˆZwi Kiv `¯Ívgy³ †c‡Uªvj `~lY `~wlZ Kiv †bvsiv †bvsiv Kiv cwi‡ek c_Pvix GjvKv cwi‡e‡ki mgm¨v cwi®‹vi Kiv cvÎ cybivq e¨envi Kiv c„w_ex Ry‡o †cvov R¡vjvbx eb-R½j aŸsm evov‡bv wkí cÖwμqv mvi nvwi‡q hvIqv ûgwK †`Iqv WORK AND EDUCATION School/College and Future Plans Aÿ‡ii wb‡P `vM Abycw¯’Z Abyev`K Acgvb Kiv Awdm Kg©Pvix Awfavb Awf‡bZv Awf‡bÎx A_©bxwZ AmvgvwRK AvPiY AvBb Avevi Kiv Avevi ejv AvevwmK ¯‹zj Avm‡Z cvwi?
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Bs‡iwR BwZnvm Cgvg DwKj Dc‡`k DciIqvjv Dcw¯’Z Dcw¯’Z nIqv G †j‡f‡ji mgvb Kov Ki‡Z evav Kg©KZ©v KkvB Kv‡Ri AwfÁZv Lvg †Ljvayjv MwYZ Mvn©¯’¨ weÁvb M¨vivw›U †`Iqv Nb Nb evwni nIqv †NvlK wPwVi ev· wPšÍv wPwšÍZ Qwe AvuKv QvÎ/QvÎx QvqvQwei KvR Reve †`Iqv Rxewe`¨v Rywbqi ¯‹zj `„óvšÍ ag© wbqg c`v_© weÁvb civgk© cÖwZôvb cixÿv Kiv cvVμ‡gi evB‡ii KvR cvV¨eB cvZvj †ij c„ôv/cvZv †ckv`vix cÖwkÿY cÖavb wkÿK/wkwÿKv cÖwkÿY cÖ¯‘Z cÖvavb¨ †`Lv‡bv cÖv_©x divwm fvlv djvdj evK¨ evwYR¨ †gjv evZ©v weÁvb
we‡`kx fvlv we‡bv`b we‡bv`bg~jK wewbgq weiwZ wek¦we`¨vjq welq we¯ÍvwiZ ˆeÁvwbK f‚‡Mvj †gŠwLK fq †`Lv‡bv iPbv imvqb jvw_ kvixwiK fq †`Lv‡bv wkKvi wkÿv wkíKg© †kªYx mgm¨v m¤cv`Kxq m¤¢vebv mvsevw`K mvsevw`KZv mvs¯‹…wZK KvRKg© mvßvwnK mdi †m‡KÛvwi ¯‹zj ¯^vaxbZv nuvUv nviv‡bv Current and Future Jobs AskMÖnY A¯’vqx KvR D‡Ïk¨ D‡ØM DbœZ Kiv `ywðšÍv KviLvbv LyPiv LyPivwe‡μZv M„wnYx PvjK wPÎKi QvÎ/QvÎx wVK Kiv `gKj Kg©x `uv‡Zi Wv³vi †`vKvb mnKvix †`vKvb`vi †`vfvlx ag©NU bgbxq Kv‡Ri mgq wb‡qvM KZ©v
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
wb‡qvMKvix wbe©vPK c_cÖ`k©K cwiPvjK cïi Wv³vi cv`ªx wcqb cyiæZ c~Y©Kvjxb †cvkvK cÖkvmK cÖkvmb mnvqK †diZ †Uwj‡dvb eveywP© weÁwß weÁvcb we‡klÁZv †eZb e¨vL¨v fwel¨r gvwjK gy‡LvgywL gywbe †h-¯^vgx evwo‡Z KvR K‡i ivwR nIqv iæwUi †`vKvb jwi PvjK wjwLZ cixÿv †jLK †jwLKv †jvK †bIqv kixiPP©v kZ© wkÿK/wkwÿKv wkÿvMZ †hvM¨Zv kªwgK mwPe m½xZ mZZv m‡¤§jb mnKg©x mvsevw`K mvwnZ¨ †meK †mweKv wb‡qvM Alphabetical Vocabulary List – Foundation Tier Aw·‡Rb Ask A¼ AwZw_ Ab Kiv
Ab¨‡`i K_v †kvbv Ab¨`i cÖ‡qvRb/`iKvi Ad Kiv Aek¨B Aemi mgq Ag‡jU AW©vi †`Iqv Ajm AmyL AmyL Kiv Amyweav Amy¯’ Aw÷ªqv Aw÷ªqvb A¨vW‡fbPvi wdj¥ A¨v_‡jU A¨v_‡jwUKm A¨vjvg© Nwo A¨vwjDwgwbqvg A¨vmwcwib AvBwUwm AvBwik AvBm-wμ‡gi †`vKvb AvBm-†¯‹wUs AvIqvR AvwKKv AvOzi AvOzj AvUv AvZ¥xq AvZ¥xq-¯^Rb Avb›` Kiv Avbvim AvÛviMÖ¨vDÛ Avc‡jvW Av‡cj Avwdg Avwd«Kv Avwd«Kvb Avevi AveŸv Avg Av‡gwiKv/A¨v‡gwiKv Av‡gwiKvb/A¨v‡gwiKvb Av¤§v Avq Kiv Avqbv Avqvij¨vÛ Avi wKQz bv Avi. Gm. AviI †jLvcov Avivg Kiv
AvU© Avg© †Pqvi Avjy Avmv BBD BD_ K¬ve BDwbdg© BD‡iv BD‡ivc B‡Kvbwg· Bs‡iwR Bswjk Bswjk P¨v‡bj Bsj¨vÛ BUvwj BUvwjqvb BwZnvm BbwRwbqvi Bb‡RKkb †`Iqv Bbdi‡gkb Awdm BD‡ivcxqvb BD‡ivcxqvb BDwbqb B›Uvi‡bU B-†gBj Bwjk C` C÷vi Drmvn D`vniY Dc‡`k Dc‡i hvIqv G wm GK `vg GK m‡½ GKZjv GK‡Î _vKv/evm Kiv GKgvÎ G·U¨vwm G¤^y‡jÝ Ggwc w_ª †cøqvi G‡iv‡cøb GjvKv Gqvi‡cvU© Gwkqv Gwkqvb I‡Rvb ¯Íi I‡fb IqvUvi †¯cvU©m IqvUvi ¯‹x Iqvkvi I‡qUvi I‡q‡Uªm
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35
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
I‡qemvBU I‡qjk I‡qjm Ily‡ai †`vKvb Ilya Ilya LvIqv KwVb Kbdv‡iÝ KbmvU© Kb¨v Kwd Kg `vgx wUwKU Kgeqmx Kgeqmx †Q‡j‡g‡q Kgjv K¤^j Kw¤cDUvi Kw¤cDUvi †cÖvMÖ¨vgvi Kw¤cDUv‡ii mvnv‡h¨ cvV Kqvi Kwi‡Wvi Kjg Kjv K‡jR K‡ji cvwb Kó cvIqv KuvP KuvPv KuvUv Kuva KvMR KvR KvR Kiv KvwRb Kv‡Ri w`b Kv‡Ri mgq KvU‡jU Kvb Kv‡bi `yj KvboevKvwU Kiv Kvc Kvco civ Kvco e`jv‡bv Kvc‡oi †`vKvb Kvco-†Pvc‡oi wefvM Kvi cvK© KvU©yb KvW© KvwW©Mvb Kv‡c©U Kve©b Wvq·vBW Kvwk 36
Kv÷gm wK K‡i wKwPb Kx-†evW© KzKzi †KK †K‡Ki †`vKvb †Kbv †KbvKvUv Kiv †Kwg÷ †KuvKov Pzj †KvK †Kv‡Kb †KvU K¨vb K¨vbvwem K¨vw›Ub K¨vÝvi K¨v‡giv K¨v¤cmvBU K¨vivf¨vb K¨vjKz‡jUi K¨vk KvD›Uvi wμ‡KU μxg/wμg †μwWU KvW© μ¨vK †Kv‡Kb K¬K UvIqvi K¬všÍ K¬vm K¬¨vwmKvj ÿwZ Kiv Lei Le‡ii KvMR Li‡Mvk LiP Kiv LvIqv LvIqvi/Lvevi cvwb Lv‡Uv LvZv Lvevi Lvevi Ni Lvev‡ii †`vKvb Lvivc Lvivc nIqv Lvjv Lvwj wL`v/wL‡` wL‡` cvIqv Lyu‡R †bIqv Lywk nIqv †L‡Z †`Iqv
†Ljv †Ljvayjv †Ljvi Ni †Ljvi cÖwZ‡hvwMZv †Ljvi gvV †Lvjv MÜ †kuvKv Mig Mig _vKv Mig jvMv Mjv Mnbvi †`vKvb MuvRv MuvRv‡Lvi MvBW MvQ MvRi Mvwo Pvjv‡bv Mvb Mvb Kiv MvqK/MvwqKv wM‡j LvIqv wMUvi †Mvj †`Iqv †Mvjvc †Mvk&Z †Mvmj Kiv M¨v‡iR M¨v‡mi Pzjv/Pz‡jv MÖvg wMÖj MÖxK MÖxbnvDm G‡d± MÖ¨vgvi ¯‹zj MÖæc †Møvevj Iqwg©s NUbv Nwo Ni (iƒg Nvm) Nyg Nyg †_‡K IVv Nyg cvIqv Nygv‡bv Nygv‡Z hvIqv Nyi‡Z hvIqv Nywm †Nvovq Pov †NvlYv N¨vbN¨vb Kiv PIov PK PK‡jU
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
P‡j hvIqv Pkgv Pv PvKwi PvPv PvPv‡Zv PvPx PvcvwZ Pvwe PvgP Pv‡qi PvgP Pviv PvwiwÎK ˆewkó¨ PvP© Pvj wPwKb wPswo wPwV wPwb wPwoqvLvbv wPcm wPiæwb PxR Pzc Kiv Pzj †PK †P‡L †`Lv †Pbv †Pqvi †Póv †Pnviv †PvL P¨vU iƒg P¨vU mvf©vi Qwe Qwe AvuKvi †d«g Qwe †Zvjv Qwei M¨vjvwi Qvov QvZv QvÎ QvÎx Qv` Quy‡o †djv QzwU QzwU‡Z hvIqv QzwUi mgq eÜ Qzwi †Q‡o †`Iqv †Q‡o hvIqv †Q‡j †Q‡ji eD
†Qv‡Uv †Qv‡Uv †iwWI †Qv‡Uv Mí RwMs Kiv Rb¥w`b Rb¥-ZvwiL Rgv‡bv Rj RjcvB RvZxqZv Rvbv Rvbvjv Rvgv Rv¤cvi RvqMv †`Iqv Rvg©vb RvnvR wRÁvmv Kiv wRbm wRg wRgb¨vw÷Km RxeRš‘ Rxeb RyZv †Rjv R¡i R¨v‡KU R¨vg Svj Sv‡gjv U‡g‡Uv Uq‡jU †ccvi UvB UvBUm UvBg‡Uej UvDb UvDb nj UvIqvi UvI‡qj UvKv UvKvcqmv UvKvi _wj Uvbv Uvg© wU kvU© wUwKU/wU‡KU wUwKU Awdm wUPvi wUb wUwf Uz_ eªvk Uz_‡c÷
Uzbv †U‡im †U‡i÷ nvDm †UªBb †UªBwbs/†Uªwbs †Uwbm †Uej †Uwbm †Uwej †Uwej K¬_ †Uwej b¨vcwKb †UwjMÖvg †Uwj‡dvb †Uwj‡dvb Kiv †Uwjwfkb Uªwj U¨vK&wm U¨ve‡jU Uz¨wi÷ Awdm UªvDRvi UªvDU Uª¨vwdK UªvwdK jvBU Uª¨vg wUªc VvÐv VvÐv jvMv WKz‡g›Uvwi WU WvDb‡jvW WvKNi WvKwUwKU Wv³vi Wvej iƒg Wvj Wvwjg wWKkbvwi wWwMÖ wWbv‡ii mgq wWwfwW wWwfwW †`Lvi RvqMv wWg wWg fvRv wWkIqvkvi wWm‡Kv wWmKvD›U †Ww›U÷ †W¯‹ Wªqvi WªvB wK¬bvm© WªvBfvi WªvBwfs jvB‡mÝ †Wªm
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37
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
†Wªmvi †XvKv †XvKvi c_ Z_¨‡K›`ª ZiKvix ZigyR Zjv ZvovZvwo ZvwjKv †Zj †Z‡ji U¨vsKvi ˆZwi Kiv †Zvqv‡j _vKv _vgv `B `qvjy `iKvi `iKvix `iLv¯Í `iLv¯Í Kiv `iRv `wjj `uvZ `uvZ gvRv `uv‡Zi Wv³vi `vwo `v`v `v`x `v`y `vg `vg †`Iqv `vg jvMv `vgx `vjvb w`‡bi †miv Lvevi `ya `ycy‡ii Lvevi `yjvfvB `yó †`Iqv †`Iqvj/†`qvj †`L‡Z Lvivc †`L‡Z hvIqv †`Lv †`Lv Kiv †`Lv‡bv †`Lv‡kvbv Kiv †`ei †`wi †`wi Kiv †`k 38
†`vKvb †`vKvb`vi †`vKv‡bi Rvbvjv †`vZjv †`Šov‡bv av°v †`Iqv †auvqv †avqv bK Kiv b¤^i cvIqv big bvK bvK w`‡q †bIqv bvMwiK bvP bvwZ bvZwb bvbv bvbx bvg bvix bvm© bvkZv wbDR G‡R›U wb‡P hvIqv wb‡Ri wbivcËv †eë byb †bIqv †bkv Kiv †bvwUm †bŠKv †bŠKv Pvjv‡bv c‡KU cQ›` cQ‡›`i cov cov/c‡o hvIqv covi Ni c_ cqmv civ cwievi cwiev‡ii m`m¨ cwi‡ek `~lY cixÿv cixÿv Kiv cixÿv †`Iqv cv cuvD iæwU cvDÛ cvIqv hvq
cvwL cvRvgv/cvqRvgv cvVv‡bv cvZv cvZvj‡ij cvwb cv‡qi cvZv cvi nIqv cvK© cvK© Kiv cvU©-UvBg KvR cvwU© cvm© cv‡m©j cv‡m©j cvVv‡bv cvm‡cvU© cv‡k cv¯Ív cvnvo wc.B. wcuqvR wcV wcrmv wcrmvwiqv wcqv‡bv cxP cyÎ cyiv‡bv cyiæl cyjIfvi cywjm/cywjk c~Rv †cBRvi †cB›U ej †cU †cU Lvivc †c‡Uªvj †c‡Uªvwjqvg †cbwmj †cqvi †cvjvD †cvlv cvwL/cÖvYx †cv÷ †KvW †cv÷ Awdm †cv÷KvW© †cv÷vi c¨vw›U cÖwZ‡ekx cÖ_g †Kvm© cÖavb †Kvm© cÖkœ cÖvB‡fU ¯‹zj
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
cÖvBgvwi ¯‹zj cÖvBgvwi ¯‹y‡ji wUPvi cÖvY-fiv wcÖq cø¨vKvW© cø¨vUdg© cø¨vw÷K cø¨vw÷K e¨vM cøv÷vi dj djvdj d‡ji †`vKvb d‡ji im dvg© dvg©vmx dvg©vwm÷ wdwR· wdiwZ wUwKU/hvIqv-Avmvi wUwKU wdëvi Kiv wdj¥ wd‡j¥i KvR dzUcv_ dzUej dzcv‡Zv dzdz dzj dzj Kwc dzj`vbx dz‡ji †`vKvb †dwi †dë wUc Kjg †dv‡UvMÖvd †dvb WvB‡i±wi d¨v· d¨vkb wd«R wd«Rvi †d«Â d¬y eB-LvZvi †`vKvb eB‡qi ZvK eB‡qi †`vKvb eD eQi eqm nIqv e‡ov e‡ov‡jvK e`f¨vm e`j Kiv e`nRg eb eb-R½j
eÜz eqjvi eqm ei eid ej ejv emvi Ni euvav Kwc evB‡i evB‡i hvIqv evBmvB‡K‡ji c_ evK&m/ev· evMvb evsjv‡`k evsjv‡`kx ev¼ †eW ev”Pv evRv‡bv evRvi evwo evwo †_‡K KvR Kiv evwo Ges Awdm †_‡K KvR Kiv ev_iƒg evb iæwU evev evev-gv evwZ evZvm evÜex ev‡qvjwR evwjk evqz `~lY evm evm ÷c evm‡KU ej evmv weKv‡ji bvkZv wewμ weQvbv weQvbvq hvIqv weQvbvi Pv`i weQvbvi cv‡ki †Uwej weR‡bm weÁvb weÁvcb weovj we‡`k we‡`kx we‡`kx fvlv wec` wec`RbK
weevn/we‡q wefvM we‡q we‡q Kiv we‡q †f‡O hvIhv we‡q nIqv we‡qi AvOwU weiwZ wej welq wew¯‹U/we¯‹zU eyK Kiv eywKs eyPvi eyU eyov eywo ey‡ov eyw×gvb ey‡d †eu‡U †eBKvi †eBKvix †e¸b †e †eov‡Z hvIqv †e`bv †ewe mxUvi †ei nIqvi c_ †eë †ejwRqvb †ejwRqvg †evZj †evb †evqvj †evwW©s ¯‹zj †evwjs e¨_v e¨_v Kiv e¨_v cvIqv e¨emv e¨vsK e¨vsK †bvU e¨vM e¨vqvg e¨vqvg Kiv e¨vjKwb weªR †eªK eøvDR eø¨vK‡evW© f`ª‡jvK
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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f`ªgwnjv fwel¨r fq †`vLv‡bv fq cvIqv f‡qi Qwe fiv fwjej fvB fvRv fvov fvov Kiv fvZ fvex fviZ fviZxq fv‡jv/fvj fvlv wfwWI (†iKW©vi) f‚‡Mvj †fwbm f¨vwbjv gRv`vi gRvi g` g` bv LvIqv gb Lvivc g‡b Kiv g‡i hvIqv g›` gw›`i gq`v giv giwdb gwiP gmwR` gwnjv gv gvB‡μvI‡qf gvDm gvLb gvsm gvQ gvQ aiv gv‡Qi †`vKvb gvwU gvV gv_v gv_v aiv gv_v e¨_v gv`K gvwb‡q Pjv gvbyl 40
gvd Kiv gv-evev gvgv gvgv‡Zv gvgx gvK© gvkiæg gvwëwgwWqv GjvKv gvwëwgwWqvi KvR wgwói †`vKvb gyL gyLgÐj †gKvwbK †g¤^vi †g‡q †g‡q‡jvK †gjv †gkv‡bv †gvRv †gvUi evBK †gvUi mvB‡Kj †gvUiI‡q †gvo‡Ki KvMR †gvevBj †dvb g¨vMvwRb hvIqv †h Awd‡m A‡bK¸‡jv K¤cvwb KvR K‡i †hvMv‡hvM Kiv i³ iO-`vi/†h iO †`q iwOb ewo iïb ivLv ivMwe ivMv‡bv ivMx ivZ ivboev ivevi ivwek web ivwkqv iv¯Ív iv¯ÍvNvU iv¯Ívi g¨vc iv‡Zi Lvevi widvBbvwi wimvB‡Kj ixwZ iæB iæwU iæjvi
iæk fvlv iƒg/iæg †iKW© Kiv †iKW©vi †iwR÷vi Kiv †iwWI †ijMvwo †i÷z‡i›U/†i‡¯Íviuv †ivg¨vw›UK jÛb jwÛª jeY j¤^v jwi jwi PvjK jvBb jvB‡eªwi jvbP Kiv jvb‡Pi mgq wjdU wj÷ †jLv †jLvcov Kiv †jLvi LvZv †jwUm/†jUzm †jey †jg‡bW †jmb †jvK †jvK †bIqv †jvKRb j¨vwUb k³ kL kwcs †m›Uvi kã kã `~lY kixi kixi fv‡jv ivLv kmv k¯Ív kni kvIqvi kvIqvi †bIqv kvK kvK-mewR kvjv kvïox wkd‡U KvR wkï ïKbv/ïK‡bv ïiæ
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
ïiæ Kiv †kLv †kLv‡bv †kqvi Kiv †kl Kiv †kl nIqvi ZvwiL †kvbv †kvevi Ni k¦ïi k¨v¤cy mB Kiv mKv‡ji bvkZv mw½bx m½x m‡½ †bIqv mbv mšÍvb mewR mewRi †`vKvb mgq Kiv mgq †bIqv mgm¨v mgy`ª m¤¢e miæ m‡i hvIqv mw`© miKvix ¯‹zj mnR muvZvi KvUv mvB‡Kj mvBR mvBW wWk mvMi mv_x mv`v †ev‡W©i Kjg mv`v †evW© mv`v Kwd mvb-wμg mvevb mv‡qÝ mviv w`‡bi R‡b¨ eÜ mvjv` mvnvh¨ mvnvh¨ Kiv wmGdwm wmMv‡iU wmMv‡i‡Ui †`vKvb wm‡½j iƒg wmU wmwW wmwW †cøqvi
wm‡bgv wmg †ikg wmwiqvj myBP wU‡c Pvjy Kiv myBP wU‡c eÜ Kiv myBU kc myBrRvij¨vÛ myBwgs cyj myBwgs cyj myBm myLx my›`i my›`ix myc mycvigv‡K©U myweav myi my¯^v`y †mBj †m‡KÛvwi ¯‹zj †m‡μUvwi †mwg-wWUvPW †mvRv Pzj †mvbvwj gvQ †mvdv ¯‹Uj¨vÛ ¯‹vd© ¯‹x Kiv ¯‹x eyU ¯‹zj cvjv‡bv ¯‹z‡ji c‡ii KvR ¯‹z‡ji e¨vM †¯‹wUs ¯‹¨vU© ÷vd iƒg ÷vU©vi †÷K †÷wWqvg †÷wiI †÷kb †÷kbvwii †`vKvb †÷vi iƒg ¯¿x moevb Kiv †¯cb ¯c¨v‡MwU ¯c¨vwbk †¯cÖ K¨vb †¯cvU©m ¯^i ¯^v` ¯^v` †bIqv
¯^vgx ¯^v¯’¨ ¯^v¯’¨Ki ¯§vU© †evW© m¨v‡UjvBU m¨v‡Ûj m¨vÛDBP my¨U my¨U‡Km nIqv nwK nj nj¨vÛ nmwcUvj nuvU‡Z hvIqv nuvUv nvZ nvZ-e¨vM nvZgyL †avqv nv‡Zi Zvjy nvU© nvmcvZvj nvwmLywk nvj&Kv Lvevi ûfvi ûfvi Kiv †nW wUPvi †nqvi †Wªmvi †n‡ivBb †nv‡Uj †nvg †Wwjfvwi †nvgIqvK© n¨vU n¨vÛej n¨v‡jv
3
Alphabetical Vocabulary List – Higher Tier Aÿi Aÿ‡ii wb‡P `vM ALywk nIqv AskMÖnY AÂj AÁvb AwZ `ªæZMvgx †Uªb AwZμg AwZw_ AwZw_kvjv AZxZ A™¢zZ Awaevmx AbyNUK Abycw¯’Z 41
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
Abyev`K Abygvb Kiv AbymiY Kiv Abyôvb AšÍe©vm AboecÖvmb Acgvb Acgvb Kiv AcgvwbZ A‡cÿv Kiv Awdm Kg©Pvix Ae`vb ivLv Aewkó AemicÖvß Aemv` Awfavb Awf‡bZv Awf‡bÎx Awfevmx A_© A_©bxwZ A_©‰bwZK AmvgvwRK AmyLx Amy¯’ A¯^xKvi Kiv A¯’vqx KvR A¨vjvg© Nwo AvBb AvIqvR AvKvk †`Šo AvwKKv AvL‡ivU AvMgb AvMgb Kiv Av‡Mi K_v g‡b cov AvMÖn AvMÖne¨ÄK AvNvZ Kiv AvPiY AvZi AvwZ‡_qZv AvZ¥xq-¯^Rb Av`k© ¯^vgx Av`k© ¯¿x AveR©bv Avevi ejv Avevi Kiv AvevwmK ¯‹zj Avgš¿Y Av‡gwiKvb/A¨v‡gwiKvb Av‡gv`cÖ‡gv` 42
Avi¤¢ Avivg Kiv Avjgvwi Avjvc Avjvcx Av‡jv Av‡jv R¡vjv‡bv Avm‡Z cvwi? Avmb †bIqv AvmevecÎ Avmevec‡Îi †`vKvb Avmj mgq Avnvi BD‡ivcxq Bs‡iR Bs‡iwR B”Qv K‡i BwZnvm Bw¯Íwi Kiv C` Cgvg Drme DwKj D‡Ïk¨ D‡ØM DboeZ Kiv DciIqvjv DcK‚j DcMÖn Dc‡`k Dcnvi Dcnvi †`Iqv Dcw¯’Z Dcw¯’Z nIqv Dwé Djøvm Dò G †j‡f‡ji mgvb GK Zjv GK †e‡Wi iƒg GKwÎZ GKgy‡Lv GKv wcZv/gvZv HwZnvwmK I‡Rvb ¯Í‡ii wQ`ª IVv Ilya we‡μZv Ily‡ai †`vKvb Kov KovB K‡b KgwZ
Kqjv Ki‡Z evav KZ©v KΩx Kg©KZ©v Kg©Pvix K‡ji cvwb KkvB KvKv KvKx Kv‡Ri AwfÁZv Kvbvq Kvbvq c~Y© Kvco‡Pvco KviLvbv KvwiMi Kv‡c©U wK‡kvi wK‡kvix KxUbvkK KzrwmZ Kzqv †Kbv †KvYv †Kvievwb †Kvjvnj K¬všÍ K¬vwšÍKi μxov μxovwe` μq Kiv †μZv ÿwZKi ÿgv Kiv ÿ‡q hvIqv e¨vUvwi ÿz`ª ÿzavZ© ÿzavZ© nIqv †ÿvf L‡Ïi Le‡ii KvM‡Ri †`vKvb Le‡ii KvMR Lv`¨ Lvc LvIqv‡bv Lvevi ˆZwi Kiv Lvevi †`Iqv Lvg Lvgvi Lvivc Af¨vm Lvivc nIqv Lvj LwbR cvwb LyPiv
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
LyPiv LyPivwe‡μZv †Ljbv †Ljvayjv †Ljvayjvi †K›`ª †L‡jvqvo †Lvjv AvKvk †Lvjv evZvm †Lvjv‡gjv †Lvmv MwVZ MwYZ MwZ Kgv‡bv MÜ †kuvKv M¤¢xi Mig Rvgv Mwie Miæi gvsm Mf©eZx MvIqv Mvwo ivLvi RvqMv Mv‡bi Avmi Mvn©¯’¨ weÁvb MxR©v ¸”Q wUwKU ¸Ðvwg ¸iæZ¡c~Y© M„nnxb M„wnYx †MwÄ †Mi¯’vwj wefvM †Muvd †Mvjgvj †Mvj‡g‡j †Mvmj Kiv †MvmjLvbv M¨vivw›U †`Iqv MÖnY Kiv MÖvnK NUv NUv‡bv Nb Nb evwni nIqv Nb-emwZ Nveov‡bv Nve‡o hvIqv N‡ii evB‡i †NvlK NÖvY PZ¡i PgrKvi PwiÎ PjwZ bvg
PjšÍ wmuwo PvKwii m¤¢vebv Pv`i Pvi w`K †Niv Pviv PvwiwÎK ˆewkó¨ PvjK PvjvK wPwKrmK wPwVi ev· wPÎKi wPwbhy³ wPšÍv wPwšÍZ wP‡j †KvVv PzcPvc Pzgy/Pz¤^b †Pnviv †PŠgv_v †PŠiv¯Ív P¨vwiwU kc Qwe Qwe AvuKv QvocÎ Qvov QvÎ/QvÎx QvÎvevm QvqvQwe QvqvQwei KvR Qzu‡o gviv †Q‡o hvIqv †Quvov †Qv‡UvMí R½j RbcwienY RbwcÖq Rš‘ Rb¥ Rb¥ ZvwiL Rb¥ †bIqv Rb¥w`b Rb¥¯’vb Reve †`Iqv Rqx nIqv Rixc RjLvevi Rjw` RvwZ we‡Øl Rv`yNi Rv‡bvqvi RvgvB RvqMvq emv
RxevYy Rxewe`¨v Rywbqi ¯‹zj †RZv †Rjv ˆRe eR©¨ †Rviv‡jv R¡vjvbx Sibv SuywK SzuwKc~Y© †Svc UvKvcqmv wUjv †Uwjwfkb †UvKv †`Iqv wVK Kiv wVKvbv WvK †kvbv WvKNi Z_¨ Z_¨ `ßi Z_¨wPÎ ZK© Kiv ZuvZ Zuvey ZvK ZvovZvwo Kiv ZviKv ZvjvKcÖvß ZvwjKv Zv‡j Zv‡j e¨vqvg Kiv Zxi †Zóv ˆZwi Kiv †Zvqv‡j Z¨vM Kiv _wj _vKvi RvqMv _vKvi RvqMv Lyu‡R †bIqv _vgv _vjv `Lj Kiv `gKj Kg©x `wi`ª `j `wjj `¯Ívgy³ †c‡Uªvj `uv‡Zi Wv³vi `vjvb `v¯Ívbv
3
`vev 43
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
`vwi`ª¨ `yB †e‡Wi iƒg `yM©v c~Rv `yN©Ubv `ywðšÍv `~iZ¡ `~lY `~wlZ Kiv `„k¨ `„óvšÍ `„wó `„wó †`Iqv †`qv‡ji †jLv †`ivR-Avjgvwi †`wi‡Z †`k‡cÖg †`n †`vKvb mnKvix †`vKvb`vi †`vfvlx †`Šo cÖwZ‡hvwMZv wظY Øxc `ªæZMvgx `ªæZMvgx †Uªb abx agbx ag© ag©NU aviYv ayjv ayjv Svov a~gcvb a~gcvb Kiv a~gcvqx a~gcvqxi Kvwk †avcvi †`vKvb bM` bRi bv †`qv bZzb eD b`x beel© bgbxq Kv‡Ri mq bv-†`Lv bvK wmuUKv‡bv bvP bvbv iKg wRwb‡ki †`vKvb bvwc‡Zi †`vKvb bvgv (wb‡P) wb‡qvM wb‡qvM KZ©v wb‡qvMKvix 44
wbðq wbeÜb Kiv wbgš¿Y Kiv wbqg wbivc` wbw`©ó g~j¨ wbe©vPK †bkv †bkv Kiv †bkv‡Lvi ˆbk K¬ve †bvbZv †bvsiv †bvsiv Kiv cowk cQ›`mB cÎcwÎKv cwÎKv c_ c_Pvix GjvKv c_cÖ`k©K c`ex c`v_© weÁvb cwbi civ/cwiavb Kiv civgk© civgk© †`Iqv civgk© cÖwZôvb cwiPq cwiPq Kwi‡q †`Iqv cwiPqcÎ cwiPvjK cwi‡ek cwi‡e‡ki mgm¨v cwiev‡ii m`m¨ cwigvY cwi‡mev cwi®‹vi Kiv cixÿv Kiv c`©v †`ivR ce©Z ch©Ub ch©‡eÿY Kiv cjøx GjvKv cïi Wv³vi cvBb MvQ cvIbv †gUv‡bv cuvPRb K‡i cvK¯’jx cvV cvVK cvVμ‡gi evB‡ii KvR
cvVvMvi cvwVKv cvV¨eB cvZvj †ij cvÎ cvÎx cv`ªx cvb Kiv cvwbi †Ljv cvbxq cvc cvwievwK Drme cvwievwiK eÜb cv_©K¨ cvjs kvK cvjb Kiv wccvmv wccvmv jvMv wcQ‡j hvIqv wcqb wcZv wcZvgn cyÎ cyÎea~ cybivq cybivq e¨envi Kiv cyiæZ cyiv cyiv `v‡g cyivZb c~iY c~Y© c~Y©Kvjxb c„w_ex c„w_ex Ry‡o c„ôv/cvZv †cQ‡b †d‡j hvIqv †cbkbcÖvß †cqvjv †ckv`vix cÖwkÿY †cvov R¡vjvbx †cvkvK †cvlvcÖvYx cÖK…wZ cÖwZ‡hvwMZv cÖ`k©b cÖ‡`k cÖavb wkÿK/wkwÿKv cÖ‡ek Kiv cÖ‡ekc_ cÖ‡ivwPZ Kiv cÖk¯Í
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
cÖkvmK cÖkvmb mnvqK cÖwkÿY cÖ¯‘Z cÖvYešÍ cÖvßeq¯‹ cÖv_©x cÖv_wgK wPwKrmv cÖvavb¨ †`Lv‡bv cÖvqB cÖvmv` †cÖg †cÖ‡gi †cÖ‡gi Qwe cø¨vUdg© divwm divwm fvlv dg© c~iY Kiv djvdj wdiwZ wdiwZ wUwKU dzmdzm †diZ †diZ Avmv †diZ †Uwj‡dvb †div †d‡j hvIqv gvjcÎ †duvov‡bv eB‡qi ZvK esk bvg e`‡gRvRx e`‡j †bIqv eb-R½j aŸsm e›`i eÜzZ¡c~Y© ewg eqm eqmx eq¯‹ eY©ev` eY©‰elg¨ el©vwZ ewnM©gb evwK evK¨ evOvjx ev”Pv‡`i †`Lv‡kvbv Kiv evQvB evRv‡ii ZvwjKv ev‡R evov‡bv evowZ Ni
evwYR¨ †gjv evZvex †jey evwZj Ilya eveywP© evqz `~lY eviv›`v evZ©v evjK evwjKv evm Kiv evm¯’vb evmb‡Kvmb †avqv evû weμq weL¨vZ weQvbv Kiv weQvbvq hvIqv weÁwß weÁvb weÁvbwfwËK weÁvcb we‡`k we‡`kx we‡`kx fvlv webv cqmvq webvg~‡j¨ webvg~‡j¨ cÖ‡ek wewbgq we‡bv`b we‡bv`bg~jK wec¾bK weevn evwl©Kx weevn we‡”Q` weevn nIqv weevwnZ wefvM wewfboe ¯Í‡ii msMÖn wegvb wegvbe›`i we‡q wVK nIqv weiwZ wej¤^ wej‡¤^ weï× we‡kl we‡kl `v‡g we‡klÁZv we‡klZv wek¦we`¨vjq wekªvg Kiv wekªvg Ni welq
we¯ÍvwiZ eyw×gvb eywS‡q ejv †eKvi †eov †`Iqv †eZb †eZvi †ebvgx †eûuk ˆeÁvwbK ˆe`y¨wZK ˆe`y¨wZK Pzjv ˆelg¨ †evZj e¨w³ e¨w³MZ e¨ZxZ e¨e¯’v Kiv e¨e¯’vcbv e¨enviKvix e¨q Kiv e¨vL¨v f³ f½yi f‡qi Qwe fwel¨r fvM K‡i †bIqv fvov Kiv fvZv fvecÖeYZv fvix wfjv fxZz f‚‡Mvj f‚c„ô †fovi gvsm ågY ågY Kiv ågYKvix ågYKvjxb ewg åg‡Y hvIqv gMR g`-Avm³ g`Iqvjv cvbxq g‡bv‡hvM gkjvIqvjv/gkjvhy³ gd¯^j gw¯Í®‹ gwnjv gvs‡mi †`vKvb gvs‡mi wefvM gvZvwcZv
3
45
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
3
gvZvgn gvZvj gv`K we‡ivax †K›`ª gvb gvbwPÎ gvc gvd Kiv gvjcÎ gvwjK gvwjKwenxb KzKzi wg‡_b wgbvi Nwo wgwjZ nIqv wgwó- (wgwó Lvevi) wgwó Lvevi wgZe¨q wgZe¨qx gyLgÐj gy‡L fvZ gy‡LvgywL gy`ªv gyw`i †`vKvb gywbe g~j¨ g~j¨evb g„Zz¨ evwl©Kx †gRvR †gvM‡ii gvsm †gŠwLK fq †`Lv‡bv hš¿ hgR hvÎv hy³ivR¨ hy³ivóª †h-¯^vgx evwo‡Z KvR K‡i †hvM e¨vqvg Kiv †hvMv‡hvM iÿv Kiv iM iPbv imvqb iwm` ivMx ivRavbx ivwR bv nIqv ivwR nIqv iv‡Zi Lvevi ivboevNi ivmvqwbK ivmvqwbK wkí iv¯Ív iv¯Ív cvi nIqvi RvqMv 46
iv¯Ívi g¨vc iægvj iæwUi †`vKvb †iLv †i‡L hvIqv †ivMvcvZjv †ivRKvi LiP †iv` †cvnv‡bv †iv‡` _vKv †ivgvÂKi Qwe †iŠ`ª mœvb j¾v jvRyK jvw_ jwi PvjK wjwLZ cixÿv †jK †jLK †jwLKv †jvK †bIqv †jvKRb †jvf Kiv †jvf †`Lv‡bv kw³kvjx kã kã `~lY kixi PP©v kZ© kniZjx kvšÍ kvixwiK cwikªg kvixwiK fq †`Lv‡bv kvmb wkK wkKvi wkÿK/wkwÿKv wkÿv wkÿvMZ †hvM¨Zv wkÿvg~jK wkí wkí cÖwμqv wkíKg© wkï kxZKvjxb †Ljvayjv kxZvcZ-wbqwš¿Z ïé k~b¨ †kvqv k¦vm †bIqv kªwgK †kªYx mB
m½xZ ms‡KZ msev` msev`cÎ msiÿY mwPe moK moK `yN©Ubv mr mr †evb mr fvB mZZv mwZ¨ mwZ¨/mwZ¨Kvi m`m¨ mšÍvb mdi mej mfv mgZj Qv` mgqg‡Zv mgm¨v mgvR mgvavb Kiv mgy‡`ª Amy¯’Zv mgy‡`ªi `„k¨ m¤cK© m¤cv`Kxq m¤¢vebv m‡¤§jb mi¯^Zx c~Rv mnKg©x mwnsm NUbv muvZiv‡bv muvZvi KvUv mvMi cvwo mvs¯‹…wZiK KvRKg© mvsevw`K mvsevw`K mvsevw`KZv mvRv‡bv mvßvwnK mdi mvg‡b hvIqv mvgvwRK mvg¨ mvi mvwie× evwo mvwnZ¨ wmK©v myuP †XvKv‡bv myLx myMÜxi †`vKvb mZ¨
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
myc my›`i/my›`ix my‡hvMmyweav myi my¯’ my¯’ †eva Kiv my¯^v`y †m‡KÛvwi ¯‹zj †mZz †meK †mev †mweKv †mvRv Pzj †mŠa ¯’vbxq †`vKvb
mœvb Kiv mœvbNi mœv‡bi Kvco ¯^i/Kɯ^i ¯^vÿi ¯^v` †bIqv ¯^vaxbZv ¯^vaxbZv w`em ¯^vfvweK ¯^v¯’¨ ¯^v¯’¨ fv‡jv ivLv †¯^”Qv‡meK ¯§iY Kiv ¯§iY kw³ ¯ck© Kiv
nuvUv nvZNwo nvZjIqvjv †Pqvi nv‡Zi Zvjy nviv‡bv nvwi‡q hvIqv nvj&Kv Lvevi ûuk nIqv ûuwkqvi ûgwK †`Iqv ürwcÐ ü`‡ivM n«`
3
47
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
4 Scheme of Assessment 4.1 Aims and learning outcomes GCSE specifications in Bengali should encourage learners to derive enjoyment and benefit from language learning, and be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. Learners should recognise that their linguistic knowledge, understanding and skills help them to take their place in a multilingual global society and also provide them with a suitable basis for further study and practical use of Bengali. GCSE specifications in Bengali should prepare learners to make informed decisions about further learning opportunities and career choices.
GCSE courses based on this specification should encourage candidates to: • develop understanding of Bengali in a variety of contexts • develop knowledge of Bengali and language learning skills • develop the ability to communicate effectively in Bengali • develop awareness and understanding of countries and communities where Bengali is spoken.
4.2 Assessment Objectives (AOs) The assessment units will assess the following assessment objectives in the context of the content and skills set out in Section 3 (Subject Content).
4
AO1
Understand spoken language
AO2
Communicate in speech
AO3
Understand written language
AO4
Communicate in writing
Quality of Written Communication (QWC) In this specification quality of written communication in English will not be assessed.
Weighting of Assessment Objectives for GCSE Short Course The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short Course units. Unit Weightings (%) Assessment Objectives Unit 1 or 2 AO1 or AO3
50
AO2 or AO4 Overall Weighting of Units (%)
48
Unit 3 or 4
50
Overall Weighting of AOs (%) 50
50
50
50
100
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Weighting of Assessment Objectives for GCSE Full Course The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Course units. Unit Weightings (%) Assessment Objectives Unit 1 AO1
Unit 2
Unit 3
25
AO2
25 25
AO3
25 25
AO4 Overall Weighting of Units (%)
Unit 4
25
Overall Weighting of AOs (%)
25
25
25 25
25
25
100
4.3 National criteria This specification complies with the following. • The Subject Criteria for Bengali including the rules for Controlled Assessment • Code of Practice • The GCSE Qualification Criteria
• The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and Northern Ireland: Common Criteria • The requirements for qualifications to provide access to Levels 1 and 2 of the National Qualification Framework.
4
4.4 Prior learning There are no prior learning requirements. However, any requirements set for entry to a course following this specification are at the discretion of centres.
4.5 Access to assessment: diversity and inclusion GCSEs often require assessment of a broader range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. The revised GCSE qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any candidates regardless of their ethnic origin, religion, gender, age, disability or sexual orientation. If this was the case, the situation was
reviewed again to ensure such competences were included only where essential to the subject. The findings of this process were discussed with groups who represented the interests of a diverse range of candidates. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Further details are given in Section 5.4.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
5 Administration 5.1 Availability of assessment units and certification Examinations and certification for this specification are available as follows: Availability of Certification
Availability of Units Unit 1
Unit 2
Unit 3
Unit 4
Short Course
Full Course
✔
✔
✔
✔
✔
✔
January 2010 June 2010 January 2011 June 2011 Onwards
5.2 Entries Please refer to the current version of Entry Procedures and Codes for up to date entry procedures. You should use the following entry codes for this qualification.
5
Unit 1 – 46351F; 46351H Unit 2 – 46352F; 46352H Unit 3 – 46353 Unit 4 – 46354 GCSE Short Course: spoken language certification – 4636 GCSE Short Course: written language certification – 4637 GCSE certification – 4638
5.3 Private candidates This specification is available to private candidates. Private candidates should write to AQA for a copy of Supplementary Guidance for Private Candidates.
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QCA’s 40% terminal rule means that 40% of the assessment must be taken in the examination series in which the qualification is awarded. This rule is not dependent on the size of the qualification. Therefore, all GCSE candidates, whether taking short course, single and double awards, must have 40% of their assessment taken at the end.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
5.4 Access arrangements and special consideration We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administering this specification. We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This is published on the JCQ website (http://www.jcq.org.uk) or you can follow the link from our website (http://www.aqa.org.uk).
Access arrangements We can make arrangements so that candidates with special needs can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with a visual impairment.
Special consideration We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination. Applications for access arrangements and special consideration should be submitted to AQA by the Examinations Officer at the centre.
5.5 Language of examinations We will provide units for this specification in English only.
5.6 Qualification titles
5
Qualifications based on this specification are: • AQA GCSE Short Course in Bengali: spoken language, • AQA GCSE Short Course in Bengali: written language, • AQA GCSE in Bengali.
5.7 Awarding grades and reporting results The GCSE and GCSE short course qualifications will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. Candidates who fail to reach the minimum standard for grade G will be recorded as U (unclassified) and will not receive a qualification certificate.
We will publish the minimum raw mark for each grade, for each unit, when we issue candidates’ results. We will report a candidate’s unit results to centres in terms of uniform marks and qualification results in terms of uniform marks and grades.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
For each unit, the uniform mark corresponds to a grade as follows. Each unit (maximum uniform mark = 100) Grade
Uniform Mark Range
A*
90–100
A
80–89
B
70–79
C
60–69
D
50–59
E
40–49
F
30–39
G
20–29
U
0–19
We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert this total uniform mark to a grade as follows. Short Course (maximum uniform mark = 200)
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Full Course (maximum uniform mark = 400)
Grade
Uniform Mark Range
Grade
Uniform Mark Range
A*
180–200
A*
360–400
A
160–179
A
320–359
B
140–159
B
280–319
C
120–139
C
240–279
D
100–119
D
200–239
E
80–99
E
160–199
F
60–79
F
120–159
G
40–59
G
80–119
U
0–39
U
0–79
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
5.8 Re-sits and shelf-life of unit results Unit results remain available to count towards certification within the shelf life of the specification whether or not they have already been used. Candidates may re-sit a unit once only. The better result for each unit will count towards the final qualification provided that the 40% rule is satisfied. Candidates may re-sit the qualification an unlimited number of times.
Candidates will be graded on the basis of the work submitted for assessment. Candidates must take units comprising at least 40% of the total assessment in the series in which they enter for certification.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Appendices A Grade Descriptions Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be balanced by better performances in others. Grade
Description Candidates show understanding of a variety of spoken language that contains some complex language and relates to a range of contexts. They can identify main points, details and points of view and draw simple conclusions.
A
They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and points of view, and produce extended sequences of speech using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The message is clear but there may be some errors, especially when they use more complex structures. They show understanding of a variety of written texts relating to a range of contexts. They understand some unfamiliar language and extract meaning from more complex language and extended texts. They can identify main points, extract details, recognise points of view, attitudes and emotions and draw simple conclusions. They write for different purposes and contexts about real or imaginary subjects. They express and explain ideas and points of view. They use a variety of vocabulary, structures and verb tenses. Their spelling and grammar are generally accurate. The message is clear but there may be some errors, especially when they write more complex sentences. Candidates show understanding of different types of spoken language that contain a variety of structures. The spoken material relates to a range of contexts, including some that may be unfamiliar, and may relate to past and future events. They can identify main points, details and opinions.
C
They take part in conversations and simple discussions and present information. They express points of view and show an ability to deal with some unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciation and intonation are more accurate than inaccurate. They convey a clear message but there may be some errors. They show understanding of different types of written texts that contain a variety of structures. The written material relates to a range of contexts, including some that may be unfamiliar and may relate to past and future events. They can identify main points, extract details and recognise opinions. They write for different contexts that may be real or imaginary. They communicate information and express points of view. They use a variety of structures and may include different tenses or time frames. The style is basic. They convey a clear message but there may be some errors. Candidates show some understanding of simple language spoken clearly that relates to familiar contexts. They can identify main points and extract some details.
F
A
They take part in simple conversations, present simple information and can express their opinion. They use a limited range of language. Their pronunciation is understandable. There are grammatical inaccuracies but the main points are usually conveyed. They show some understanding of short, simple written texts that relate to familiar contexts. They show limited understanding of unfamiliar language. They can identify main points and some details. They write short texts that relate to familiar contexts. They can express simple opinions. They use simple sentences. The main points are usually conveyed but there are mistakes in spelling and grammar.
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development Economic and Cultural Issues, and Health and Safety Considerations AQA has taken great care to ensure that any wider issues, including those particularly relevant to the education of students at Key Stage 4, have been identified and taken into account of in the preparation of this specification. They will only form part of the assessment requirements where they relate directly to the specific content of the specification and have been identified in Section 3: Content. Understanding of spiritual, moral, ethical and social issues can be developed through the following contexts and topics: Lifestyle; Health; Relationships and Choices. It will not, however, be assessed. Understanding of economic issues can be developed through the following contexts and topics: Leisure: Free Time and the Media. It will not, however, be assessed. Understanding of cultural issues can be developed through the study of all contexts and topics. It will not, however, be assessed.
European Dimension AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen units.
Environmental Education AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report “Environmental Responsibility: An Agenda for Further and Higher Education” 1993 in preparing this specification and associated specimen units. Understanding of environmental issues can be developed through the following contexts and topics: Home and Environment: Environment. It will not, however, be assessed.
Avoidance of Bias AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind.
B
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
C Overlaps with other Qualifications There are no overlaps with other qualifications at Levels 1 and 2 of the qualifications framework.
C
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
D Key Skills – Teaching, Developing and Providing Opportunities for Generating Evidence Introduction The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of Communication, Application of Number and Information and Communication Technology. The Wider Key Skills of Improving own Learning and Performance, Working with Others and Problem Solving are also available. The acquisition and demonstration of ability in these ‘wider’ Key Skills is deemed highly desirable for all candidates. The units for each Key Skill comprise three sections: • What you need to know • What you must do • Guidance. Candidates following a course of study based on this specification for Bengali can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of: • • • • • •
Areas of study and learning that can be used to encourage the acquisition and use of Key Skills, and to provide opportunities to generate evidence for Part B of units, are provided in the Teachers’ Resource Bank for this specification. The above information is given in the context of the knowledge that Key Skills at levels 1 and 2 will be available until 2010 with last certification in 2012. Key Skills Qualifications of Communication, Application of Number and Information and Communication Technology will be phased out and replaced by Functional Skills qualifications in English, Mathematics and ICT from September 2010 onwards. For further information see the AQA website: http://web.aqa.org.uk/qual/keyskills/ com04.php
Communication Application of Number Information and Communication Technology Working with Others Improving own Learning and Performance Problem Solving.
D
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GCSE Bengali for teaching from September 2009 onwards (version 1.5)
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GCSE Bengali Teaching from 2009 onwards Qualification Accreditation Number: 500/4668/8, 500/4658/5 (SC Written) and 500/4652/4 (SC Spoken) Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 5930. Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes. To obtain free specification updates and support material or to ask us a question register with Ask AQA: www.aqa.org.uk/ask-aqa/register
Copyright © 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.
MIG0332.08
Support meetings are available throughout the life of the specification. Further information is available at: http://events.aqa.org.uk/ebooking
