REPUBLIC OF BOTSWANA

BOTSWANA GENERAL CERTIFICATE

OF
SECONDARY EDUCATION

TEACHING SYLLABUS

ENGLISH LANGUAGE

Ministry of Education
Department of Curriculum Development and Evaluation
 FOREWORD
Critical to the success of our secondary
education programme is the recognition of
The Ministry of Education is pleased to individual talents, needs and learning styles.
authorise the publication of this senior Hence, the role of the teacher in the classroom
secondary syllabus which marks a watershed in has changed. S/he must be a proficient
the development of the public education manager and facilitator; a director of learning
system in Botswana and signals another activities. S/he should be conscious of
milestone of progress in fulfilment of the goals students’ needs to take on board a measure of
set by the Revised National Policy on accountability and responsibility for their own
Education, Government Paper No. 2 of 1994. learning. S/he must also take into account the
widening range of ability of the student body
In this era of widespread and rapid and the different levels of achievement which
technological change and an increasingly inter- they aspire to. This means active participation
dependent global economy, it is essential that for all and the creation of rich and diverse
all countries foster human resources by learning environments.
preparing children adequately for their future.
Survival in the coming millennium will depend It is important then that we value the students’
on the ability to accommodate change and to own experiences, build upon what they know
adapt to environmental needs and emerging and reward them for positive achievement. At
socio-economic trends. It is the wish of the same time, we must be prepared to offer
government to prepare Batswana for future them guidance and counselling at all levels;
growth and adaptation to ongoing change in assisting them to make the best decisions in
the socio-economic context; specifically the keeping with their own interests, career
transition from an agro-based economy to the prospects and preferences. In that way we shall
more broadly based industrial economy which prevail in nurturing at the roots of our system,
we are aiming at. the national ideals of democracy, development,
self-reliance, unity and social harmony.
The senior secondary programme builds on the
Ten Year Basic Education programme and This syllabus document is the outcome of a
seeks to provide quality learning experiences. great deal of professional consultation and
It aims to prepare our students for the world of collaboration. On behalf of the Ministry, I
work, further education and lifelong learning. wish to record my appreciation and thank
However, secondary education must also pay sincerely those who contributed to and were
attention to the all round development of the involved in the production of this syllabus.
individual. It should provide not only for the
acquisition of those skills needed for
economic, scientific and technological
advancement. It should also provide for the P. T. Ramatsui
development of cultural and national identity Permanent Secretary
and the inculcation of attitudes and values Ministry of Education
which nurture respect for one’s self and for
others.

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 ACKNOWLEDGEMENTS

The Curriculum Development Division wishes to express its thanks to all colleagues who contributed in any way
to the planning, development and production of this senior secondary English Language syllabus.
Particular thanks must go to all members of the original working party, the Senior Secondary English Task Force
(whose names are listed below) and its sub-committee.

Mr K. Phaswana (Chairperson) Teacher Training and Development

Ms B. Molefe Curriculum Development Division
Mr A. King Curriculum Development Division
Mrs M.E. Masendu Department of Secondary Education
Mrs B.H. Kupe Department of Secondary Education
Ms F.M. Mamabolo Seepapitso Secondary School
Mrs B. Jeremiah Kagiso Secondary School
Mrs L. Goitsemang Francistown Secondary School
Mr F. Mwape Lotsane Secondary School
Mrs J.F.M. Kiekopf Selebi Phikwe Secondary School
Ms L.S. Laletsang Molefi Secondary School
Mr P.M. Conteh Maun Secondary School
Mr W.K. Malama Gantsi Secondary School
Ms P. Moanakwena Teacher Training and Development
Mr R. Lock Tonota College of Education
Mr J. Crosby Molepolole College of Education
Mrs J. Sokota Molepolole College of Education
Dr Leloba S. Molema Department of English, UB
Mr L. Nkosana Communications & Study Skills Unit, UB
Mr M. Moni Lekhubu Private Education Centre
Mrs J. Gaobakwe Examinations, Research and Testing Division
Mr T. Thutoetsile Examinations, Research and Testing Division
Mr M. O. Mogapi Examinations, Research and Testing Division
Mr T. L. Magetse Department of Non-formal Education
Mr S. Lesedi Teacher Training and Development
Mr O. Moyambo Teacher Training and Development
Mrs C. Molelo Teacher Training and Development
Mr V. Maika Teacher Training and Development
Ms B.L.G. Kgabi Teacher Training and Development

Thanks are also due to all the education officers - from Examinations, Research and Testing Division; the
Department of Non-formal Education; the Department of Secondary Education and the Department of Teacher
Training and Development, particularly the secondary in-service section - who co-operated with this division
from the early planning stages.
Special thanks are due to the representatives from the University of Botswana, the English Departments of
Molepolole and Tonota Colleges of Education and the four primary Colleges of Education who participated fully
in the development of the syllabus and made many helpful contributions.

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Our thanks also go to the heads of senior secondary schools (both government and private) who encouraged the
participation of colleagues from their respective English departments. We also thank the teachers of English who
participated in the two consultative workshops held in Gaborone and Francistown and who represented their own
views and those of school colleagues so articulately. Thanks are also extended to those persons who made
individual submissions.
The division feels that this English Language syllabus document reflects the outcomes of a genuinely
collaborative discourse across a broad educational spectrum and re-iterates its thanks to all who contributed in
any way to guide the process and shape the document.

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 TABLE OF CONTENTS

Content Page

Introduction......................................................................................... i
Subject Statement................................................................................ i
Teaching Methodology........................................................................ i
Assessment Procedures ....................................................................... ii
Access ................................................................................................. ii
Information Technology ...................................................................... ii
Rationale ............................................................................................. ii
Aims of Senior Secondary Programme ................................................ ii
Subject Aims for English Language .................................................... iii
Subject Content ................................................................................... iii
General and Specific Objectives.......................................................... iv

Listening ............................................................................................. 1
Speaking ............................................................................................. 2
Reading ............................................................................................... 4
Writing ................................................................................................ 6

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Introduction

The senior secondary English Language programme is designed to follow on from the three year junior secondary
English programme.
Thus, it is intended for students who should normally have completed the ten years of basic education in
Botswana or have equivalent experience. It provides the English language skills necessary for employment, the
world of work and adult life. It also provides a language foundation for continuing education as offered by
tertiary institutions within Botswana and elsewhere. The subject is one of the core subjects within the framework
of the entire senior secondary programme, but it is also available as a single subject for those wishing to obtain a
recognised language qualification in English.

Subject Statement

While the subject aims at a high level of proficiency in the use of Standard English, the teaching methodology
acknowledges that English is not the first language of the majority of the learners.

The features of the course are as follows : -

• The subject is skills based, focusing on the development of the basic language skills of Listening, Speaking,
Reading and Writing with the emphasis on developing the communicative competence of learners in real life
situations.
• These skills are taught in an integrated way to bring about the development of positive attitudes, values
and an extension of knowledge.
• Grammar is taught as an integrated component of the subject and not in isolation.
• The subject caters for a wide range of ability, providing equality of opportunity for all so that learners are
able to realise and fulfil their potential.
• The content is drawn from other subjects and a variety of sources in order to facilitate learning and provide
meaningful and creative experiences in all aspects of language.
• Language development is supported by an extensive reading programme that demands the use of the library
as a major resource centre.

Teaching Methodology

The teaching methodology is based on a COMMUNICATIVE approach.

Features of this approach include : -

• Integration of the basic language skills
• Using the language without ‘code switching’
• Using the language in real life situations
• Teaching grammar in context
• Use of authentic teaching materials in supporting the curriculum
• Use of varied learner-centred communicative activities including : -
- Simulations and role play
- Project work
- Creative activities such as drama
- Information gap & opinion gap activities
- Information transfer activities
- Problem solving
- Varied language stimuli in the learning environment
- Use of multi media technology e.g. audio tapes, videos, films and computers
- Promotion of a reading culture
- Pair and group activities to promote interaction
- Use of differentiated materials in recognition of different learning needs and preferred learning styles.

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Assessment Procedures

The importance of appropriate assessment procedures reflecting the teaching methodologies is recognised. A
balance between school-based assessment (coursework) and external tests will be drawn. Both are desirable and
there is a place for each. All four skills will be tested when the facility for this is available. Ultimately, school-
based assessment, particularly coursework in writing and oral proficiency, will count towards a terminal mark.

Access

The programme of study should be taught to the learners in ways appropriate to their abilities, whether physical
or cognitive. Adequate provision will be made by the various relevant departments of the Ministry of Education
for the use of special aids or equipment and for those learning out of school.

Information Technology

Students should be given opportunities where appropriate, to develop and apply their information technology (IT)
capabilities in their study of the language.

Rationale

The role of English in Botswana is a necessary and very important one.

English is an official language in the country and a medium of instruction in schools as well as institutions of
higher learning. It is a major language of communication within the country, the region, the continent of Africa
and throughout the world. It is also an access language in technology and information services facilitating
acquisition, creation and documentation of knowledge. It is the language through which a great deal of learning
takes place and thus has a significant and prominent place in the curriculum.

Aims Of The Senior Secondary Programme

On completion of the 2 year Senior Secondary programme, learners should have : -

• acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and
be realistic in choosing appropriate career/employment opportunities and/or further education and training.
• developed skills to assist them in solving technical and technological problems as they relate to day-to-day
life situations.
• developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is
protective, preserving and nurturing.
• acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and
responsibilities as good citizens of Botswana and the world.
• developed information technology skills as well as an understanding and appreciation of their influence in
day-to-day activities.
• acquired knowledge, attitudes and practices that will ensure good family and health practices, including
awareness and management of epidemics (such as HIV/AIDS), that prepare them for productive life.
• developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt
and attitudes and values developed to practical life situations in the world of work.
• developed an understanding of and acquired basic skills in business, everyday commercial transactions and
entrepreneurship.
• developed foundation skills such as problem solving, critical thinking, communication, enquiring, team work
/ interpersonal skills to help them to be productive and adaptive to survive in a changing environment.
• developed study skills required for further study and training.

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Subject Aims For English Language

The aims set out below describe the educational purposes of the English Language course at senior secondary
level, enabling the students to : -

1. develop the ability to use English for effective communication.

2. develop knowledge of the structure and form of the language as used in a range of situations.
3. facilitate access to knowledge and conceptual awareness in relation to other subjects across the curriculum.
4. establish a sound base for the language skills required for further study and employment.
5. develop positive attitudes of responsibility and co-operation through discussion, enquiry and groupwork.
6. develop self-confidence through use of the language in adapting to real life situations.
7. develop attitudes and skills, including study skills, that are necessary for independent learning and the
acquisition of knowledge.
8. develop a more personal involvement with the language leading to increased proficiency which will promote
independent and creative thinking.
9. develop skills in thinking, enquiring, problem solving, creating, performing, judging, evaluating and
communicating.
10. prepare for their personal, social and economic future so that they can make a full contribution to a
democratic society.
11. understand and appreciate a range of literature for pleasure.
12. develop an interest in using English.

Subject Content

(i) The subject content is drawn from a range of sources and addresses the basic language skills of Listening,
Speaking, Reading and Writing, which are interactive.

Grammar and usage are to be taught in an integrated way rather than in isolation and thus, they are infused into
the General and Specific Objectives for the language skills and not itemised separately.

(ii) Teachers are encouraged to use resource materials in their teaching which are drawn from broad areas of
experience such as : -

• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world
• The world of Science and Technology

Resource materials should also address current and emerging issues such as : -

• HIV/AIDS
• Population and Family Life Education
• Human Rights
• Environmental issues
• Awareness of prejudice and bias (e.g. gender, race, age and disability)

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(iii) The subject will involve the students in a variety of skills-based tasks and activities which include but are
not limited to the following: -

Listening and Speaking

Narration and Speechwork
- listening to stories, reading aloud and telling stories, informal discussions, asking and answering questions,
asking for and giving directions & instructions, dialogues, speeches, role play and dramatisation; voice
projection and clarity of speech.

Conversation and Debate

- expressing opinion, listening & responding to the views of others, summarising.

Group activities
- problem solving, information gap & opinion gap tasks, language games, project work and oral presentations.

Reading
Research and Study skills
- use of the dictionary, library skills, reference skills.

Wider reading to include a range of texts and genres

- fiction and non-fiction, biography, newspapers, magazines and pamphlets.

Comprehension and Summary

- main ideas, key points, specific details, opinion and vocabulary.

Interpretation of graphic information

- charts, tables, diagrams, maps and manuals.

Writing
Composition
- narrative, descriptive, factual, argumentative, speculative and situational writing to include specialised forms
such as : - formal and informal letters, articles, reports, speeches, notices, reviews, CVs, memos, note-making
and summaries, presentations of individual and group projects.

General And Specific Objectives

In taking account of individual differences in levels of achievement, it is expected that every student should aim
to reach the highest level of performance of which s/he is capable in every aspect of language use represented in
the lists of General and Specific Objectives which follow.

The objectives are listed in categories under the headings of the four basic language skills of listening, speaking,
reading and writing. These do not necessarily represent a sequence for teaching. In any given lesson or unit of
work, objectives would be addressed from all four skills areas and from several different topics, either
simultaneously or in a natural teaching sequence.

All skills, “topics” and objectives must be practised continually on a cyclic and spiral basis - i.e. at increasing
levels of difficulty, complexity and proficiency. From time to time, teachers may wish to lay particular emphasis
on specific objectives.

The purpose of the lists is to ensure that all the necessary skills will have been developed by the end of the two
year programme. The exact sequence and combination will vary according to the needs and interests of the
students; the availability of materials and resources; and, to some extent, the schemes of work and programmes
of study undertaken by English departments and individual teachers.

It is understood that language activities will cover several objectives placing emphasis on the integration of skills.

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 LISTENING

Topics General Objectives Specific Objectives

Learners should:- Learners should: -
Active listening Listen actively to information - ask questions and make comments to demonstrate
for a variety of purposes understanding
- ask questions for clarification or confirmation
- identify sequence
- identify cause and effect
- apply information heard (such as in following
directions or completing a table)
- interpret and synthesise information (such as in
establishing similarities and differences, advantages
and disadvantages)
- predict likely outcomes in spoken text
Comprehension Distinguish between different - respond to both objective and open ended questions
types of questions and appropriately
respond appropriately - respond to ‘Yes’ or ‘No’ questions & question tags
appropriately
- respond precisely and relevantly to questions that
require further information (such as illustrations,
analogies, examples, explanations, arguments, etc.)
- recognise rhetorical questions
Identifying gist Identify the gist of a speech - take notes of what they are listening to
or discussion - recall the main points of an oral presentation (such
as a radio broadcast or a sermon)
- select relevant key points
Evaluation Evaluate what they hear - infer what a speaker is implying
- make deductions based on what is heard
- distinguish between important and less important
information in what is heard
- form an opinion about what they hear
- justify an opinion based on aural evidence
Social Interaction Listen sensitively and - demonstrate empathy with a speaker as appropriate
attentively to maintain to the communication
communication - use body language appropriate to the situation
- interject at an appropriate time in a discussion
- focus listening to obtain specific information
Discussion and Listen to an exchange of ideas - follow the thread of an argument
debate and opinions to respond - recognise the strengths and inconsistencies in
appropriately argument or discussion

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 SPEAKING

Topics General Objectives Specific Objectives

Learners should:- Learners should: -
Communication Communicate information - convey information and facts clearly
and ideas - develop ideas in a logical way
- present ideas in a coherent manner
Articulation, Speak clearly using - project the voice when speaking to other people
Intonation and stress appropriate intonation and - use pronunciation of words and the rhythm of
word stress speech to make meaning clear
- express mood through the use of correct intonation
and word stress
Vocabulary Use appropriate vocabulary in - use a wide range of vocabulary
different situations - explain words and phrases in context
Awareness of Adapt speech for different - use Standard English in official or formal situations
audience purposes and audiences (such as talking to authorities, at ceremonies and in
interviews)
- use informal English in appropriate situations (such
as conversing with family or friends)
- use language registers appropriate to the situation or
environment (such as medical terms in a hospital or
clinic)
Relevancy Make appropriate verbal - ask relevant questions to clarify what has been
responses in different heard
contexts - respond appropriately in a dialogue or conversation
- express a point of view on a discourse
Presentation Develop skills of oral - use appropriate body language and eye contact for
presentation effective delivery
- speak clearly and audibly as appropriate
- use appropriate pitch, tone and speech in all forms
of oral communication (such as in telling a story,
role play & drama)
- deliver a short speech before a group (such as
classmates, club members, etc.)
- deliver a speech in a more formal situation (such as
in debate or at school assembly)
- give an impromptu talk on a given topic
Discussion and -Resolve issues through - articulate ideas in discussion
debate discussion and debate - ask for necessary information or explanation
- introduce a topic
- defend an opinion
- challenge a viewpoint
- conclude an argument
- explore solutions to real or simulated problems

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Negotiation -Use negotiation skills - express one’s own views clearly
- restate accurately other people’s views to show
understanding
- suggest alternative views where appropriate
- acknowledge other people’s opinions
- synthesise views and suggestions to reach
agreement or compromise
Grammar and usage -Use grammatical structures - use articles correctly
correctly in speech - use pronouns appropriately
- use singular and plural subjects with the correct
verb form
- use correct verb tenses
- use appropriate prepositions
- use adjectives and adverbs correctly
- use conjunctions and connectives correctly in
compound and complex sentences
- use elisions, contractions, repetitions and
interjections as appropriate in speech

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 READING

Topics General Objectives Specific Objectives

Learners should:- Learners should: -
Instructions and Follow written instructions and - follow written directions & instructions
directions directions - perform tasks as per written instructions
Comprehension Understand what is read - determine the overall meaning of a text
- identify specific details in context
- infer the meaning of words & phrases in different
contexts
- recognise what is explicitly stated
- interpret correctly information presented in
tabulated, diagrammatic or graphic form
- infer what is implied in a text
- predict likely outcomes in a text
- visualise situations in a text
- recognise style through diction, imagery, figures of
speech and idiomatic expressions
Extensive reading Develop a culture of wider - read and understand a range of material for pleasure
reading (such as novels, short stories, newspapers,
magazines, pamphlets, etc..)
- read for specific information and general
knowledge
- give feedback on material read (such as storyline,
characters, message & setting.)
- show understanding of the basic elements of
different genres
- distinguish aspects of cultural similarities and
differences
Critical reading Read critically materials from - distinguish between information which is true, false
different sources or a matter of opinion
- form an overall impression of what is read
- analyse text read and advance logical, constructive
argument
Flexible reading Apply specific reading skills - skim texts for gist and general understanding
speeds for different purposes - scan texts for specific information
- recognise and interpret discourse markers for
improved understanding (such as linking words,
punctuation & graphics)
Reference Use reference material - use a dictionary for a variety of purposes (such as
effectively for definitions, checking spelling, understanding
idioms)
- use encyclopaedia for general knowledge and
specific information
- use a thesaurus to find synonyms and alternative
expressions
- locate appropriate material in the library

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Language registers Recognise the difference - distinguish between spoken and written language
between formal and informal - distinguish between colloquial and formal writing
register in any text
- differentiate between formal and informal register
- differentiate between different types of formal
writing
- differentiate between different types of informal
writing

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 WRITING

Topics General Objectives Specific Objectives

Learners should:- Learners should: -
Spelling and Spell and punctuate - use basic punctuation marks correctly (such as full
punctuation competently stops, commas, speech marks, question marks,
exclamation marks, apostrophes and capital letters)
- use colons, semi-colons, dashes and hyphens
appropriately and correctly to punctuate advanced
writing
- use punctuation marks appropriately to achieve
effect
- use correct spelling in their writing
Grammar and Use appropriate grammatical - use articles correctly
usage structures in writing - distinguish between proper and common nouns
- use pronouns appropriately
- use the correct form of the verb with singular &
plural nouns and pronouns
- apply the correct verb tense as appropriate
- use the Active or Passive voice as appropriate
- use different prepositions correctly
- use and place adjectives and adverbs correctly
- structure and use phrases and simple sentences in
writing
- use conjunctions and connectives correctly to write
compound and complex sentences
Cohesion and Develop and organise ideas - use sentences in a paragraph to describe or explain
coherence into coherent sentences, a particular idea or theme
paragraphs and whole texts - write paragraphs which reflect a logical
development of a narrative, thought or argument
- structure and develop a piece of writing
Vocabulary Use appropriate vocabulary in - use vocabulary which is direct and unambiguous
different contexts and - use appropriate vocabulary for a variety of personal,
situations social and academic purposes
- use rich and varied vocabulary to describe, explain
and argue
- use technical terms and specialised vocabulary for
specific purposes
Style Differentiate between written - use contracted forms of writing in appropriate
and spoken forms situations(such as in a friendly letter)
- apply stylistic devices in writing (such as using
quotations/citations, in the layout of a
dialogue or poem, or in short stories or articles)

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Clarity and Demonstrate the ability to - give factual information in writing (such as in
conciseness express fact, feeling and completing forms or questionnaires)
opinion with clarity and - express thoughts and feelings using different types
precision of register
- express and defend ideas and opinions in a logical
and convincing manner
- use skills of analysis and interpretation in
responding to text read
Writing for specific Write appropriately for a wide - adapt form, style and vocabulary for different
purposes range of purposes, situations purposes
and audiences - use figurative language and imagery where
appropriate
- show a sense of purpose and awareness of audience
in their writing
- interpret numerical, pictorial & graphical
information in continuous writing
- write letters, speeches, notices, memos and CVs for
formal and informal purposes as appropriate
- write different types of reports (such as a witness
statement, a newspaper report/article, a press
release, a report of a club’s activities or a report to
authorities)
- write a project presentation resulting from research
- write compositions to include narrative, descriptive,
speculative, factual, argumentative and situational
styles of writing
- write stories, dialogues and poems to express
creativity
- make notes as an aid to learning or for research
purposes
- summarise in continuous prose the main points in a
piece of writing
- select and summarise specified information in
continuous writing
- present written information so as to highlight key
points
- respond succinctly in written form to open and
closed questions