Form SW01

Faculty of Education

SCHEME OF WORK TEMPLATE

For Bachelor of Education Honours Secondary and Senior Primary Year 3 (Teaching methods)

Student Name MIKINI MUSI ROSENAH Student

Number_202168441__________________

Course Level Bachelor of Education Secondary___________________________________ Date__18 October 2023___________________

Subject _English Language___________________________ Grade/Level Prepared_9_____________________ Semester

1___________________________

Month/ Period Theme Learning objectives/general Basic competency/specific Lesson learning Assessments Teaching aids/
Week and objectives objectives activities/Teaching materials
Topics (Learners will) (Learners should be able to) methods
Day 1 Listeni share their enjoyment of listen to texts such as songs, Learners will Learners Handouts
Week 1 ng different types of texts poems, etc. and share what listen to a song will write a Radio
(like stories, ballads, they liked with peers and put missing class
etcetera) to which they answers on the activity
have listened, with others handouts given. about filling
in the
missing
answers on
a handout
Day 2 demonstrate the ability to use appropriate language for Learners will do a Learners Handouts
Speaki express themselves in introducing and greetings in role play activity. will
ng various situations. informal and formal demonstrate
situations e.g. - Speaker 1: in front of

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 Form SW01
“How do you do?” - Speaker the class on
2: Pleased to meet you. How how to
do you do? (Formal – greet each
Speakers are meeting for the other.
first time)
Day 3 Readin read aloud various texts to Demonstrate increased Learners will read Answer Handouts
g convey understanding of fluency, speed and accuracy aloud texts from questions Chalkboard
the text and to entertain. when reading handouts about the from the
weather text on the
handouts.
Day 4 Directe write a variety of produce different types of Leaners will write Write a Textbooks
d sentences accurately. sentences from various different story with
Writin visuals using basic writing sentences. correct
g conventions, (e.g., spelling and
punctuation and spelling). punctuation
.
Day 5 Gramm use and apply knowledge identify and use different Chalkboard
ar and of grammatical structures types of nouns (including Handouts
usage at phrase and sentence gerund) - gerunds (a noun
levels. formed from the present
participle of the verb), e.g., 
Shopping is fun
Week 2 Day 1 Listeni listen to demonstrate listen to various texts e.g., Learners will be Leaners Chalkboard
ng development of basic crime report about a burglary, put in groups and will discuss
comprehension of stock theft, car accident, etc. be asked to in front of
conversations. and dramatize the scenario discuss about a car the class
accident that they about what
witnessed they
witnessed
Day 2 Speaki demonstrate the ability to speak fluently and Learners will be Learners Chalkboard
ng express themselves in confidently, using appropriate put in pairs and be will do a
various situations. vocabulary in a range of asked to role play on
situations such as: - telephone demonstrate in how to
conversations class how to answer a

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answer a call and call and
how to end it how to end
it.
Day 3 Readin read and respond to plays, demonstrate and Learners will read Answer God of Women
g novels, stories and other understanding of and respond a book and answer questions Chalkboard
(Literat texts. actively to key aspects of question from the like who
ure) texts such as: - actions and text. were the
consequences. main
characters
and what
happened to
them.
Day 4 Creativ produce well-organised demonstrate knowledge of Learners will Write an Past question papers
e coherent pieces of writing. the process writing by: plan/ write an essay essay about
Writin pre-write, draft, revise, edit from the topic the
g and proofread written work given by teacher. unexpected
before publication journey
Day 5 Gramm use and apply knowledge use different pronouns in Learners will use Put the Textbooks
ar and of grammatical structures speech and in writing - different pronouns correct Chalkboard
usage at phrase and sentence personal pronouns (I, you, he, in speech, personal
levels. she, it, they, who, me, him, personal pronoun. pronoun in
her, them, whom) e.g.,  I the
gave him a gift sentence.
Week 3 Day 1 Listeni listen to identify and listen to demonstrate Learners will be Teacher Handout
ng summarise the main ideas. development of basic put in groups of 4 will read a
comprehension of to discuss and description
conversations come up with of Queens
ideas. Town and
leaners will
sketch a
map as they
listen.
Day 2 Speaki demonstrate the ability to speak fluently and Learners will do a Learners Chalkboard
ng express themselves in confidently, using appropriate role play. will be put

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various situations vocabulary in a range of in pairs to
situations such as: making do a role
appointments e.g. “Are you play about
available next week?”; Are inviting
you free on the 20th? each other
to a party.
Day 3 Readin read aloud various texts to show improved use of correct Learners should Learners Handouts
g convey understanding of word pronunciation, rhythm, use the correct will read a
the text and to entertain intonation and stress e.g. - tone when short story
“Good Evening DEAR?” reading. in class.
(rhythm).
Day 4 Directe write compound & produce different types of Learners will Identify Chalkboard
d complex sentences. sentences using correct indicate whether a whether the Text books
Writin spelling, conjunctions and sentence is a sentence
g punctuation marks: - compound or provided is
compound sentences - complex. a compound
complex sentences or complex
sentence
Day 5 Gramm use and apply knowledge augmentatives (a word using Learners should Use the Handouts
ar and of grammatical structures an affix, reinforcing the idea be able to use following
usage at phrase and sentence of the original word; correct words to
levels (continued). augmentatives can be created argumentative. create a
with the prefixes): over: e.g., sentence:
overlord, overseer overlord,
overseer
Week 4 Day 1 Listeni listen to demonstrate listen to and then paraphrase Leaners should Write the Handouts
ng development of basic a given paragraph [see identify new important
comprehension of section on glossary for words when information
conversations. differences between listening.
paraphrase and summarise].
Day 2 Speaki demonstrate the ability to use appropriate language for Leaners will be Do a drama Chalkboard
ng express themselves in introducing and greetings in put into groups of about
various situations informal and formal 4/5 to do a drama. passing
(continued) situations e.g., expressing condolence

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 Form SW01
sympathy or concern e.g. “I s to a
am sorry to hear about … friend.
Day 3 Readin read and respond to plays, distinguish between fact and Learners will Learners Handouts
g novels, stories and other opinion. write the correct will write Past question papers
Literat texts answers by saying an activity
ure whether the giving
statement given is correct
a fact or an answers by
opinion. saying
whether the
statement
given is a
fact or an
opinion.
Day 4 Creativ produce well-organised link and develop ideas in a Learners should Write an Old question papers
e coherent pieces of writing. logical convincing manner be able to come up imaginative Handouts
Writin using advanced vocabulary. with imaginative essay.
g pieces of writings.
Day 5 Gramm use and apply knowledge identify and use adjectives Learners will Add and Chalkboard
ar and of grammatical structures (continued) - adjectives know the use of change the Textbooks
usage at phrase and sentence ending in –ed, e.g., interested ending adjectives. words by
levels (continued) (e.g., She has an interested adding ed
look on her face.) bored (e.g., to the end.
The child was bored). excited
Week 5 Day 1 Listeni listen to show clear interpret and appropriately Learners will Give Handouts
ng understanding of a variety follow instructions. understand and meaning to
of appropriate instructions. interpret the text the text
being read by the read by the
teacher. teacher.
Day 2 Speaki demonstrate the ability to use appropriate language for Know how to Learners Chalkboard
ng express themselves in introducing and greetings in introduce and will do a
various situations informal and formal greet informal and role play to
(continued). situations e.g., formal situations demonstrate
e.g., how to greet how they

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 Form SW01
your elders greet elders
Day 3 Readin read aloud various texts to demonstrate critical Use different ideas Discuss Handouts
g convey understanding of understanding and a personal to interpret the more about
the text and to entertain. interpretation of the text read text being read, the text that
aloud read with is being
meaning. read and
give
different
ideas
Day 4 Directe . write compound & use different parts of speech Learners will use Identify Handouts
d complex sentences (subject-verb agreement) different parts of affirmatives Textbooks
Writin appropriately in affirmatives speech. and
g and negatives. negatives in
the
sentences
below.
Day 5 Gramm use and apply knowledge use different pronouns in Learners will be Learners Textbooks
ar and of grammatical structures speech and in writing - given an activity will be Handouts
usage at phrase and sentence demonstrative pronoun to write the given an
levels (These pronouns point to a correct pronoun in activity to
thing or things in short the gaps found in write the
distance/time or long the sentences correct
distance/time)  short pronoun in
distance or time (this, these the
e.g. That is heavy.; Can you
see these?)
Week 6 Day 1 Listeni listen attentively for a demonstrate knowledge and Learners will Respond to Handouts
ng sustained period to show understanding of active listen to the questions
awareness, knowledge and listening strategies such as: teacher reading a being asked
understanding of active asking questions for clarity, text and ask by the
listening strategies. giving the speaker feedback, questions. teacher
summarising to confirm what from the
has been heard, paraphrase or text.
restate the message, show

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empathy (you feel angry due
to ...).
Day 2 Speaki demonstrate verbal paraphrase or clarify points. Leaners will be Saying the Handouts
ng participatory skills in pair put in groups of 4 important
and group work. or 5 and be given information
a handout of an in the
article and be article.
asked to
Paraphrase.
Day 3 Readin . read and respond to determine cause and effect Read while taking Identify the Story Book
g plays, novels, stories and within texts read by taking not of signal signalling
Literat other texts note of signal words and words and phrases words in a
ure phrases like: - consequently - like nevertheless. story.
this led to … so - accordingly
- may be due to - nevertheless
- not only … but, etc.
Day 4 Creativ . write creatively a variety compose an e-mail using the Learners will be Learners Old Question papers
e of formal and informal correct format and layout. given an activity will be
Writin texts, showing a sense of to write an email. given an
g audience and purpose. activity to
write an
email about
to a friend.
Day 5 Gramm use and apply knowledge use different pronouns in Identify the use of Write a Textbooks
ar and of grammatical structures speech and in writing. possessive class Handouts
usage at phrase and sentence possessive pronouns (yours, pronouns. activity
levels. mine, his, hers, ours, theirs) about
e.g.,  That book is hers.  picking
Your dog is old, mine is words that
young. are
possessive
pronouns in
sentences
Week 7 Day 1 Listeni listen actively and respond predict end of texts partly Learners will Learners Handouts

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 Form SW01
ng in a variety of ways. listed to (e.g., predict how the
complete will write
text will end). sentences by an activity
putting correct about gap
answers on the filling.
gaps provided.
Handouts Day 2 Speaki demonstrate the ability to speak fluently and Learners will tell a Tell a story Chalkboard
ng express themselves in confidently, using appropriate story in class. of choice
various situations. vocabulary in a range of and its
situations such as: interpretatio
participating in group n.
discussions.
Day 3 Readin read aloud various texts to read aloud with emotion for Read and Read a Story Book (The
g convey understanding of enjoyment and to entertain. understand the story aloud Pearl)
the text and to entertain. moral of a story. in class.
Day 4 Directe write a variety of well- write different short Learners will Learners Old question papers
d structured paragraphs. paragraphs: - introductions - write a speech. will write a
Writin developmental - conclusions homework
g using well-structured about
sentences delivering a
speech to a
wedding.
Day 5 Gramm use and apply knowledge use different pronouns in Learners will use Use the Handouts
ar and of grammatical structures speech and in writing: different pronouns following Chalkboard
usage at phrase and sentence indefinite pronouns (anyone, in speech and pronouns in
levels. anywhere, everyone, writing. sentences
someone, somewhere, etc.) (someone,
e.g.,  Someone must have somewhere,
seen something. anywhere
and anyone
Week 8 Day 1 Listeni listen actively and respond use information heard to Use the Complete Handouts
ng in a variety of ways. write clear responses. information heard sentences
to complete a task on handouts
form an opinion by listening
on what is heard. to the

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 Form SW01
teacher.
Day 2 Speaki demonstrate the ability to speak fluently and Learners will do a Learners Old question papers
ng express themselves in confidently, using appropriate drama, and they will do a Handouts
various situations. vocabulary in a range of will be put in drama, and
situations such as: giving groups of 4. they will be
advice e.g. “If I were you, I put in
would go to the school groups of 4
principal and report it”; and 1 will
act as a
learner
being
bullied
while the 3
will be the
friends who
will advise
her to
report it
Day 3 Readin read and respond to plays, compare and contrast ideas or Learners will learn Read a Poetry handouts
g novels, stories and other information by taking note of how to contrast selection of
Literat texts signal words and phrases and compare poems from
ure like: - however - unless - ideas. different
although - compared with - sources to
on the other hand, e compare
them.
Day 4 Creativ write creatively a variety use the appropriate register in Learners will Learners Handouts
e of formal and informal formal & informal writing: - write an informal will write a
Writin texts, showing a sense of using formal language in a letter requesting homework
g audience and purpose. formal letter (e.g., letter of an admission to informal
complaint, appreciation, grade 10 to letter
request, application, letter to proceed with their requesting
the editor) studies. an
admission
to grade 10

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 Form SW01
to proceed
with their
studies.
Day 5 Gramm use and apply knowledge identify and use adjectives: Learners will Put the Handouts
ar and of grammatical structures demonstrative (this, that, identify and use following Textbooks
usage at phrase and sentence such) e.g. I like this pen. adjectives in adjectives
levels There is such an interesting different in sentences
story in that book. relative sentences. (this, that,
(which, whatever, etc.) e.g. such)
Which of the two do you like
most? I will accept whatever
God gives me
Week 9 Day 1 Listeni listen actively and respond identify main and supporting Leaners will They write CD Player
ng in a variety of ways. details in short oral receive old an Old question papers.
presentations. question papers. activity,abo
ut will fill
in the
missing
words in
sentences
Day 2 Speaki demonstrate the ability to speak fluently and Learners will do a Play a role Chalkboard
ng express themselves in confidently, using appropriate role play about play about a
various situations: vocabulary in a range of filling a report to stolen
situations such as: the police about a phone how
registering or filing a stolen phone. it was
complaint: I have a complaint stolen and
to make. ... e.g. “I have a what was
complaint to make … This the
boy stole my money.” solution?
Day 3 Readin develop basic and critical demonstrate ability to use Leaners will be Leaners Textbooks
g comprehension of written word recognition and able to identify will write Handouts
texts. comprehension skills e.g., and demonstrate an activity
word structure clues, the ability to use about
sentence clues, using the suffixes, prefixes adding

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context: word clues are: - and inflectional suffixes,
prefixes e.g., un-, endings. prefixes and
unnecessary; re-, inflectional
repositioning; in-, endings to
inappropriate - suffixes e.g. - words
ful – hopeful; -ness – provided by
happiness; -est – happiest - the teacher
inflectional endings e.g.  -
ed: open – opened  -ing:
open – opening  -es:
company – companies
Day 4 Directe write a variety of well- write different types of Learners will Learners Chalkboard’
d structured paragraphs paragraphs: - descriptive write a descriptive will write a Handouts
Writin (writing in which one essay from topic homework
g describes something). given by the about a
teacher. place to be.

Day 5 Gramm use and apply knowledge identify and use verbs - Learners will Learners Chalkboard
ar and of grammatical structures action verbs: An action verb write an activity will write Handouts
usage at phrase and sentence shows an action -- either of identifying the an activity
levels. physical or mental e.g., Mary type of verbs used of
catches the ball. (Catches in a sentence identifying
shows a physical action) whether its an the type of
Mary imagines great things. action verb or verbs used
(Imagines shows a mental verb of being in a
action) Mary is wearing good sentence
clothes. (Is wearing shows a whether it’s
physical action). verbs of an action
being (forms of be) state of verb or verb
existence  Nangula is of being.

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strange. (is shows a state of
existence)  Nangula will
always be my friend. (will be
shows a state of existence)
Week 10 Day 1 Listeni use appropriate listening show understanding of Use the Learners Handouts
ng skills and strategies to listening skills such as information heard will write
process meaning from reflecting e.g. ‘This seems to complete a task an activity
texts listened to. really important to you …’, form an opinion to form an
and probing e.g. ‘What do on what is heard. opinion on
you think would happen what is
next?’ heard.

Day 2 Speaki convey information, speak fluently and Learners will play Learners God of women
ng opinions and ideas with confidently when making a a short drama will do
sense of audience. range of presentations e.g. - from the book of short drama
chanting lyrics e.g., hip-hop God of women. from Act
or rap lyrics - dramatizing a two and
short drama text (original or three in the
created). Book of
God of
women.

Day 3 Readin read and respond to plays, figure out themes, opinions Learners will read Learners Poetry Books
g novels, stories and other and perspectives in texts read. a poem aloud in will have to
Literat texts. groups (My identify
ure grandmother is things like
love). Ryme and
Simile in
the poems

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 Form SW01
Day 4 Creativ write creatively a variety write longer texts (essays) for Learners will Learners Magazines
e of formal and informal different audiences, in write an will be Newspapers
Writin texts, showing a sense of different situations: - autobiography given a
g audience and purpose. autobiographies. about themselves. homework
to write an
autobiograp
hy for
example
where they
were born
and where
they started
school.
Day 5 Gramm use and apply knowledge morning.  identify and use Learners will be Learners Chalkboard
ar and of grammatical structures different verb tenses - simple given an activity will write a Handouts
Usage at phrase and sentence present tense e.g.,  She to change class
levels plays netball every week.  I sentences into activity
drive. - present continuous simple present about
tense e.g.,  She is playing tense, present changing
netball.  I am driving. - continuous, sentences to
present perfect tense e.g.,  present perfect, past simple,
present perfect present
She has played netball  I
continuous. continuous.
have driven. - present perfect
continuous tense e.g.,  She
has been driving. simple past
tense e.g.  She played
netball.  I drove
Week 11 Day 1 Listeni use appropriate listening distinguish between cause Learners will Learners Handouts
ng skills and strategies to and effect e.g. “The boy write an activity will write Chalkboard
process meaning from missed the bus because he about identifying an activity Old Question papers
texts listened to overslept”. “The boy missed the cause and about
the bus (effect) because he effects in identifying
overslept (cause)”. Or “Since sentences. the cause

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 Form SW01
school was cancelled, we and effects
went to the mall”. “Since in sentences
school was cancelled (cause), (why did
we went to the mall (effect)”. Mary get
sick).
Day 2 Speaki interact effectively and show awareness of respecting Learners will do a Learners Chalkboard
ng critically, using others’ opinions, suggestions debate of about will present
appropriate vocabulary in and or feelings in social, the good and bad their debate
social, cultural and cultural or academic contexts. about following in class
academic contexts. cultural beliefs. about the
positive and
negative
effects of
following
cultural
beliefs.
Day 3 Readin develop basic and critical demonstrate ability to use Use different tone Indicate and Books
g comprehension of written skills for word recognition when mentioning use a
texts. and comprehension: - some words. different
analogy clues e.g., tone when
companion words like  reading
horse & saddle  house & some
home  month & year  words.
mouth & cavity - confusing
words  horse-house 
month-mouth.
Day 4 Direct complete a range of tasks. complete and or produce Learners will Learners Handouts
Writin short coherent pieces of write an activity will write a Old question papers
g writing i.e. point-form on point form point form
summaries summary. summary
on how to
get your
studies

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 Form SW01
sorted
before
exams
Day 5 Gramm apply knowledge of  identify and use Learners will Learners Chalkboard
ar and punctuation and spelling. punctuation correctly  complete will write Textbooks
Usage capital letters (Windhoek)  sentences by an activity
full stops (.)  commas (,)  putting the correct on
question marks (?)  punctuation mark. punctuation
exclamation marks (!)  marks.
apostrophe (')  hyphen (-) 
dash(_)  colon (:)  semi-
colon (;)  quotation marks (“
”)  ellipsis (…) 
parenthesis/brackets ( ) 
exercise accuracy in phonics
and spelling

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