JSC Syllabuses SL-EN Oct2016 PDF

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
JUNIOR SECONDARY PHASE
ENGLISH SECOND LANGUAGE

SYLLABUS
GRADES 8 & 9
For Implementation
Grade 8 in 2017
and
Grade 9 in 2018
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, Arts and Culture 2016

English Second Language Syllabus Grades 8 & 9
ISBN: 978 99945 2 171 5
Printed by NIED
Website: http://www.nied.edu.na
Publication date: December 2015

TABLE OF CONTENTS
1. Introduction .................................................................................................................1
2. Rationale ....................................................................................................................1
3. Aims ...........................................................................................................................2
4. Inclusive education .....................................................................................................2
5. Links to other subjects and cross-curricular Issues .....................................................3
6. Approach to teaching and learning..............................................................................4
7. End of phase competencies ........................................................................................5
8. Summary of the learning content ................................................................................6
9. Learning content .........................................................................................................7
9.1 Listening ....................................................................................................................7
9.2 Speaking .................................................................................................................11
9.3 Reading ...................................................................................................................17
9.3.1 Reading comprehension ..........................................................................................17
9.3.2 Literature .................................................................................................................21
9.4. Writing ......................................................................................................................26
9.4.1 Directed writing ........................................................................................................26
9.4.2 Creative writing ........................................................................................................28
9.5 Grammar and usage ...................................................................................................30
10 Assessment ..............................................................................................................50
10.1 Continuous assessment ..........................................................................................50
10.2 Formative assessment and summative ....................................................................50
10.3 Informal and formal methods ...................................................................................50
10.4 Evaluation ................................................................................................................51
10.5 Criterion-referenced grades .....................................................................................51
10.6 Grade descriptors ....................................................................................................51
10.7 Conducting and recording assessment ....................................................................52
10.8 Assessment objectives ............................................................................................52
10.9 Continuous assessment: detailed guidelines ..........................................................53
10.10 End-of-year examination: detailed guidelines..........................................................55
10.11 Promotion marks ....................................................................................................58
10.12 Specification Grid....................................................................................................59
10.13 Assessment rubrics ................................................................................................59
Annexe 1: Glossary of Terms ...........................................................................................60
1. Introduction
This syllabus describes the intended learning and assessment for English Second Language
in the junior secondary phase level. As a subject, English Second Language is within the
second language area/areas of learning in the curriculum, but has thematic links to other
subjects across the curriculum.
2. Rationale
In the Namibian curriculum, English has a dual purpose – as a subject taught from Grades 1
to 12 and a medium of instruction from Grades 4 to 12. As such, English plays the most
important key within the Namibian context.
As the official language of Namibia, English occupies an important position in our citizens’
lives. By virtue of its being the one language all Namibian learners will study, English
operates as an important language of national unity and identity. In the wider sphere it is an
access language to the international community and the worldwide information network. This
is reflected in the position of English as one of the compulsory subjects in the curriculum.
Through the curriculum and the efforts of teachers, the Namibian education system must
meet its constitutional obligation to “ensure proficiency in the official language”.
By the end of the Senior Primary Phase, learners should have developed the English
language literacy and communication competencies that form the basis for personal growth
and lifelong learning. English Second Language, like any other language, has the same
potential to act as a catalyst for personal growth and to assist in the development of broad
general knowledge, positive attitudes, critical thinking abilities, moral values and the
aesthetic sensibilities. This potential is enhanced by the rich and varied literary and scholarly
heritage that is a part of the English language.
English has an interdisciplinary role in supporting learning across the curriculum. As English
is the medium of instruction, conscious attention to language will be the concern of all
teachers, not only English teachers. English teachers, however, have a special responsibility
to assist their colleagues and learners so that they are able to use the language effectively in
all subjects.
The particular features of English Second Language at this phase are that:
 through wide experience of and exposure to English, learners will become

increasingly aware of correct and meaningful language and correct uses of
grammatical structures.
 it is important that all four language skills, including literature and language usage are
integrated during teaching and learning, in order to maximise growth and
development in the language.
 language under-grids the entire curriculum: the stories that learners read and listen
to, the topics they deliberate on, the role plays they perform, will all have cross-
curricular links with issues such as the environment, health (HIV and AIDS),
information and technology, human rights, the rights of children, personal and
community values including gender, social justice and democracy. They will learn to
understand and deal with these issues and develop values as they read, talk and
write about them.
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English Second Language Syllabus Grades 8 & 9, NIED 2015
3. Aims
The overall aim of teaching English as a second language is the development of the learners’
communicative skills for meaningful interaction in a multi-lingual and multi-cultural society.
English Second Language promotes the following general and specific aims in the
curriculum:
The syllabus promotes the following general aims:
 to support creativity and intellectual development

 to help learners develop self-confidence and a better understanding of the world in which
they live
 to develop positive attitudes, values and an understanding of local, social and cultural
issues
 to develop greater awareness of health and population issues, democracy and human
rights, information and technology, HIV and AIDS, the environment and individual
responsibilities regarding these and to enable learners to talk, read and write about them
The syllabus promotes the following specific aims:
 to enable learners to communicate effectively in speech and writing in their second

language
 to enable learners to express thoughts, ideas, experiences and values as an essential
part of personal development
 to develop proficiency in the medium of instruction
4. Inclusive Education
Ideally, learners with impairments get accommodated in special schools or classes.

However, due to the scarcity of special schools/classes in Namibia, many learners with
visual, deaf and learning difficulty impairments end up in mainstream schools. English
Second Language teachers should try to understand that learning impairment affects the way
that an individual takes in, retains, or expresses information. Different types of learning
impairments can impact spoken or written language, spelling, organisational skills and
memory, among others.
Nonetheless, it is imperative that the English Second Language teacher should uphold the
same high standards for a learner with visual or hearing impairments and or learning
difficulties as would for all of the learners in the class. Schools do not serve a learner with
visual or hearing impairments and or learning difficulties well by lowering expectations, but
rather by understanding the impairment as an aspect of such a learner’s identity. The child
with any form of impairment is above all a learner and in recognising this, English Second
Language teachers should ask not whether one can teach such a learner, but how to assist
and support him or her to learn.
Though many teachers in mainstream schools are unspecialised, English Second Language
teachers are expected to firstly try to identify the impairment some of their learners might
have and provide support for them by employing various strategies, methods and
approaches. Learners with visual or hearing impairment and or learning difficulties can
benefit from highly structured, multisensory, direct and explicit approaches that help them to
see and understand how the English Second Language is structured and provide ample
opportunity for practice in an accommodating environment.
Additionally, where learners with impairments are found in English Second Language
classes, teachers are expected to liaise with parents or guardians and speak to such
learners to find out how they were assisted and supported in the previous grades.
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Furthermore, English Second Language teachers should be aware of gender issues.
Learners and teachers confront gender inequities daily in schools. It is a reflection of sexist
and stereotypical attitudes and behaviours that exist in our society. School textbooks and
teacher attitudes may reinforce repressive sex-roles. For instance, teachers may encourage
boys to play rough noisy games while expecting girls to play passive ones.
English Second language instruction should be well suited to address gender issues. The
different ways males and females think about morals and values, their identities, feelings,
choices and conflict can be integrated into lessons, and learners can share perspectives and
learn to respect each other. For example, teachers can use role plays to counteract gender
stereotypes as prescribed by the syllabus. For example, boys can work in groups with girls
and reverse gender roles in order to learn more about the roles they each play in society.
Teachers can group learners: girls can role play engineers, mechanics, drivers, etc.; while
boys can role play nurses, typists, nannies, etc. All teaching/learning materials should be
analysed by teachers and learners to ensure that they promote gender equity.
5. Links to Other Subjects and Cross-curricular Issues
The cross-curricular issues including Environmental Learning; HIV and AIDS; Population
Education; Education for Human Rights and Democracy (EHRD), Information and
Communication Technology (ICT) and Road Safety have been introduced to the formal
curriculum to be dealt with in each subject and across all phases because each of the issues
deals with particular risks and challenges in our Namibian society. All of our learners need to:
 understand the nature of these risks and challenges
 know how they will impact on our society and on the quality of life of our people now
and in the future
 understand how these risks and challenges can be addressed on a national and global
level
 understand how each learner can play a part in addressing these risks and challenges
in their own school and local community
The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural
resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face if we do not adhere to Road Safety measures
 the challenges and risks we face from globalisation
Since some subjects are more suitable to address specific cross-curricular issues, those
issues will receive more emphasis in those particular syllabuses. In this syllabus the following
are examples of the links to cross-curricular issues for grades 8 and 9. It should be noted
that the cross-curricular issues should NOT be used as basis for the development of
schemes of work. The scheme of work must be designed based on the whole syllabus, but
more specifically on the content section of this syllabus.
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Cross- Topic – ACTIVITIES FOR EACH SKILL
curricular examples WRITING
issue only LISTENING SPEAKING READING (Read & DW &
Contin. Writing)
Environmental  Conservation  Listen to a texts  Discuss and  Read various  Write in
education and and do various debate on texts in response to
sustainability aspects of various issues on English on various tasks
of the environmental environmental various on
environment education and education issues aspects of environmental
answer environmental education
questions education aspects
Population  Population  Listen to  Discuss and  Read various  Write various
education and: various texts on debate on texts in short and
- food supply population and various aspects English on longer pieces
- life do various of population population on population
expectancy activities education aspects
- work, etc.
Information and  Ethical  Listen to stories  Discuss,  Read texts  Draw and or
communication aspects of ICT on ICT dramatise and and stories on write about
technology  Law and ICT debate ICT ICT issues various ICT
(ICT) issues issues issues
 Impact of ICT
Human rights  Promoting a  Listen to  Role play,  Read various  Write various
& democracy culture of various texts on discuss and texts on tasks based
peace rights and debates issues Human rights on Human
 Understanding responsibilities on Human and Rights and
culture and and complete Rights and Democracy Democracy
diversity different tasks Democracy and do the
 Rights & activities
responsibilities based on
them
HIV and AIDS  Various  Listen to  Talk, role play  Read and  Write different
aspects of HIV various texts on and debate respond to tasks on
and AIDS HIV and AIDS aspects on HIV tasks on various
and answer and AIDS various HIV aspects of HIV
questions and AIDS and AIDS
aspects
6. Approach to Teaching and Learning
The approach to teaching and learning is based on a paradigm of learner-centred education

(LCE) described in ministerial policy documents and the LCE conceptual framework. This
approach ensures optimal quality of learning when the principles are put into practice.
The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is the
fact that the learner brings to the school a wealth of knowledge and social experience gained
continually from the family, the community, and through interaction with the environment.
Learning in school must involve, build on, extend and challenge the learner’s prior knowledge
and experience.
Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to sense the needs of the learners, the nature of the learning to be done, and
how to shape learning experiences accordingly. Teaching strategies must therefore be varied
but flexible within well-structured sequences of lessons.
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The teacher must decide, in relation to the English Second Language learning objectives and
competencies to be achieved, when it is best to convey content directly; when it is best to let
learners discover or explore information for themselves; when they need directed learning;
when they need reinforcement or enrichment learning; when there is a particular progression
of skills or information that needs to be followed; or when the learners can be allowed to find
their own way through a topic or area of content.
Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task in hand. Co-operative and collaborative learning should be
encouraged wherever possible. In such cases, tasks must be designed so that pair or group
work is needed to complete it, otherwise the learners will not see any relevance in carrying
out tasks together. As the learners develop personal, social and communication skills, they
can gradually be given increasing responsibility to participate in planning and evaluating their
work, under the teacher’s guidance.
The teaching of English Second Language as a subject should draw on the cultural richness
of, and relate topics to the immediate environment. Only if learners feel secure in their
personal and linguistic identity, and value their own culture, will they be able to absorb
English and the globalisation it brings, without being alienated from their own language and
culture. Apart from textbooks and prescribed literature texts, various texts from newspapers,
documents, magazines and texts from content subjects (e.g. Geography, History, Life
Science, etc.) could be used to teach English Second Language as a subject. Cross-
curricular issues from such content subjects should be used to teach the different aspects of
language. For the sake of curriculum design, the English Second Language Skills in this
syllabus are separated. However, it is imperative that teachers integrate skills in their
lessons. Nonetheless, the focal objective and its competency for the day or week must be
taken from one specific skill.
7. End of phase competencies
Many of the competencies included in the Junior Secondary English Second Language
syllabus will have been introduced already in the same syllabus for the Senior Primary
Phase. In this phase, it is important that the teacher work towards the progressive
development of these competencies with the learners. In subsequent grades, learners will be
required to develop the competencies with growing levels of sophistication.
The learners who will just manage the minimum number of competencies must receive
learning support through adapted teaching approaches, adapted materials, and assistance
from teachers and the school management.
On completing the junior secondary phase of education in English Second Language,

learners are expected to be able to demonstrate that they have mastered competencies
below in each of the skills (see section 9 under learning content).
Skill Grade 8 & 9: Junior Secondary Phase

Listening The learner will be able to listen (observe) for information and pleasure to
texts [texts on every day issues, children’s literature and authentic
materials] appropriate for Second Language speakers and respond in
various ways.
The learner will be able to listen and employ a few listening strategies
through verbal and non-verbal actions.
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Skill Grade 8 & 9: Junior Secondary Phase
Speaking The learner will be able to communicate ideas, opinions and emotions
adequately and appropriately in various situations.
Reading The learner will be able to read and view for information, enjoyment and
understanding easy children’s literature and texts on every day issues,
literature and authentic materials and respond critically in various ways
The learner will be able to read and use simple vocabulary building and
reading strategies well.
The learner will be able to read and demonstrate knowledge of simple
research strategies.
Writing The learner will be able to use prompts and instructions to write various
short and longer texts in which language errors do not confuse meaning.
Grammar The learner will be able to know and use the English language to create
usage and interpret texts.
8. Summary of the Learning Content
The English Syllabus for Grades 8 & 9 consists of five essential skills that should be acquired
by all learners:
 Listening
 Speaking
 Reading (including Literature)
 Writing
 Grammar and Usage
The table below shows the areas of learning or activities in each of the four skills that should
be acquired:
Skills Area of Learning/Activities

Develop auditory skills; listen and respond to information heard; recognise
instructions and directions; comprehend feelings, intentions, emotions and
Listening
attitudes of speakers; develop awareness of the structure of language and
vocabulary.
Develop fluency in correct use of language structure; communicate
Speaking confidently and effectively using appropriate vocabulary convincingly in
different situations, showing a sense of audience and purpose.
Develop silent reading skills as well as skills for reading aloud; know and use
Reading,
reading strategies for enjoyment; understanding; extract information from a
including
variety of texts; use reference materials and know and use simple research
literature
strategies.
Write a variety of texts, showing a progressive knowledge of writing
Writing processes; a sense of audience and purpose, using sentence structures,
correct spelling and punctuation in well-structured paragraphs.
Write with progressively more accuracy in spelling, punctuation and
Grammar and
referencing, using appropriate vocabulary, idioms and parts of speech in a
usage
range of sentence structures.
These skills are dealt with separately for reasons of convenience and clarity but should not
be taught in isolation. In practice, language skills do not function in isolation and should
therefore be taught in an integrated and holistic way.
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9. Learning Content
9.1 Listening
In order to assess the learning development of listening skills, learners will have to respond either orally or in writing. The texts and questions/tasks
used in the different grades will vary in length and difficulty according to the grade. Enjoyment and appreciation of texts will follow from learners'
listening to, discussing and understanding a variety of oral texts.
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
Learners will: By the end of Gr. 8 learners should be able to: By the end of Gr. 9 learners should be able to:
1. listen for pleasure  listen to texts such as songs, poems, etc. and share  share their enjoyment of different types of texts (like
what they liked with peers stories, ballads, etcetera) to which they have listened,
with others
2. listen to demonstrate  listen to a conversation and dramatise a scenario heard  listen to various texts e.g. crime report about a
development of basic in a dialogue form e.g. a mother scolding her child for burglary, stock theft , car accident, etc. and dramatise
comprehension of dodging school, etc. the scenario
conversations  identify main ideas and supporting details in oral  listen to identify and summarise the main ideas
presentations e.g. identify what the presentation/text is  listen to and then paraphrase a given paragraph [see
about and why you say so section on glossary for differences between paraphrase
and summarise]
3. listen to show clear  interpret and appropriately act on oral instructions  interpret and appropriately follow instructions
understanding of a
variety of appropriate
instructions
4. listen attentively for a  demonstrate knowledge and understanding of active  demonstrate knowledge and understanding of active
sustained period to listening strategies such as: facing the speaker, listening strategies such as: asking questions for clarity,
show awareness, maintaining eye contact; nodding, being attentive, giving the speaker feedback, summarising to confirm
knowledge and summarising to confirm what has been heard what has been heard, paraphrase or restate the
understanding of active message, show empathy (you feel angry due to ...)
listening strategies
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9.1 Listening (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
5. listen actively and  predict outcome following the events in a listened text  predict end of texts partly listed to (e.g. predict how the
respond in a variety of (e.g. predict what will come next) text will end)
ways  listen and identify the gist or main ideas  use information heard to write clear responses
 give oral responses  identify main and supporting details in short oral
 respond appropriately to formal and informal speech presentations
e.g. “Good morning sir” (formal), “Hi guys” (informal)
6. use appropriate  show understanding of listening skills such as restating,  show understanding of listening skills such as
listening skills and encouraging (“umm-uhmm”; “oh”; “I understand”’; reflecting e.g. ‘This seems really important to you …’,
strategies to process “What happened next?”), and seeking clarity through and probing e.g. ‘What do you think would happen
meaning from texts questions next?’
listened to  distinguish between cause and effect e.g. “The boy  distinguish between cause and effect e.g. “The boy
missed the bus because he overslept”. “The boy missed the bus because he overslept”. “The boy
missed the bus (effect) because he overslept (cause)”. missed the bus (effect) because he overslept (cause)”.
Or “Since school was cancelled, we went to the mall”. Or “Since school was cancelled, we went to the mall”.
“Since school was cancelled (cause), we went to the “Since school was cancelled (cause), we went to the
mall (effect)”. mall (effect)”.
 make inferences (about purpose, intention, theme or  make inferences (about purpose, intention, theme or
message) using prior knowledge (knowledge of theme message) using prior knowledge (knowledge of theme
or familiar topic), phonological cues (such as tone, or familiar topic), phonological cues (such as tone,
volume, pitch, etc.) and contextual cues (such as topic, volume, pitch, etc.) and contextual cues (such as topic,
setting, visuals, etc.) setting, visuals, etc.)
 identify the story elements such as plot (story line),  identify the story elements such as plot (story line),
setting (place) and character (role players) in heard setting (place) and character (role players) in heard
texts texts
 identify the choice of words used to influence emotions  interpret the auditory or visual cues that enhance
e.g. “He passed on” versus “He died”. understanding of texts heard (e.g. actions, gestures,
 compare and contrast information heard etc.)
 make connections to real life  identify the choice of words used to influence emotions
 compare and contrast information heard
 make connections to real life
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COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
7. listen to and understand listen to a variety of texts such as stories, information listen to a variety of texts such as stories, information
a range of texts texts, weather reports from the radio broadcast, etc. to texts, weather reports from the radio broadcast, etc. in
extract general and specific information in order to: order to:
 locate general and specific information to respond to  locate detailed general and specific information and
questions e.g. true and false, multiple choice and respond verbally or in writing to structured questions
through brief responses  identify and describe differences between facts and
 answer comprehension questions opinions
 identify facts and opinions  paraphrase, orally or in writing in detail, what has been
 give oral responses / reports heard
 restate orally or in writing some items of what has been  provide brief responses
heard  rewrite some words or short paragraphs heard
 rewrite some words or short paragraphs heard  summarise, what has been heard in point and prose
 summarise what has been heard in point or prose form form
8. listen and show  explain literal meanings in texts e.g.  explain literal meanings in texts e.g.
understanding of the - The clown died on the stage. (In the literal meaning, - The clown died on the stage. (In the literal meaning,
literal meaning of texts the clown truly died. There is a difference with the the clown truly died. There is a difference with the
figurative sense, which would mean that the clown figurative sense, which would mean that the clown
struggled to entertain the audience.) struggled to entertain the audience.)
- I have thrown the story book out. (In the literal - I have thrown the story book out. (In the literal
meaning, the story book has actually been thrown meaning, the story book has actually been thrown
out as opposed to just being rejected.) out as opposed to just being rejected.)
 recognise the relationship between words, phrases and
sentences as shown by the grammatical structure or
connecting words e.g. “I like the red dress, however, it
is too big for me”.
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COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
9. listen to demonstrate  identify the speaker’s tone and attitude e.g. A father  orally assess a speaker’s opinions and attitudes
knowledge and talking to his son about his [son’s] alcohol abuse  explore how attitude and viewpoints are constructed in
understanding of oral texts
linguistic and  distinguish between formal and informal registers in  identify any dialect other than standard English
organisational oral texts structures and vocabulary in an oral text (e.g. “repeat
structure of spoken  identify intensifiers used in spoken texts (e.g. I was again” versus “repeat”, “return back” versus
texts angry versus I was really angry.) “return” or “This is more easier than that.”
 identify how intonation patterns, word and sentence (incorrect) versus “This is easier than that.”
stress are used to convey meaning e.g. PHOtograph, (correct))
phoTOgrapher, photoGRAPHic (word stress)  identify and explain the use of intensifiers in spoken
We DON'T WANT to GO to WORK at NIGHT. texts
(sentence stress)  identify how intonation patterns that convey meaning
and attitude e.g. “He’s a teacher.” (falling
intonation); “Is that father?” (rising intonation)
 list/ summarise in own words, the main points of  listen to identify main points for a summary task
argument in an oral text organise a short oral text in chronological order
10. evaluate the relevance  identify the purpose of the message (e.g. to educate,  identify the speaker’s feelings and attitude (e.g. elation
and soundness of the to inform, to persuade or encourage) or delight, frustration, apprehension or anxiety, etc.)
speaker’s arguments  identify the evidence for the argument e.g. “ The  assess the adequacy of evidence to justify the
and reasoning dictionary you can trust (argument), 30 million copies conclusion
sold” (evidence).
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9.2 Speaking
The teaching of speaking skills, like listening skills, is often neglected in the classroom or teachers assume it does not require instruction or
facilitation. English Second Language learners need to develop confidence in their oral communicative abilities. In order to communicate effectively
through speaking, learners must demonstrate fluency, clarity, and an awareness of audience. Such verbal communication skills are learned through
practice and observation of an effective speaker, such as the teacher. Teachers need to focus on skills and strategies that will help learners practise
and negotiate meaning and communicate effectively with other people by providing a variety of simulated communicative situations inside and outside
classroom situations.
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. demonstrate the ability  use appropriate language for greetings in informal and  use appropriate language for introducing and greetings
to express themselves formal situations, e.g. in informal and formal situations e.g.
in various situations - Speaker 1: “How do you do?” - Speaker 1: “How do you do?”
- Speaker 2: Pleased to meet you. How do you do? - Speaker 2: Pleased to meet you. How do you do?
(formal – Speakers are meeting for the first time) (formal – Speakers are meeting for the first time)
- Speaker 1: “How are you?” - Speaker 1: “How are you?”
- Speaker 2: “Fine, thank you, and how are you?” - Speaker 2: “Fine, thank you, and how are you?”
(formal) (formal)
- “hi”; “hello” (Informal) - “hi”; “hello” (Informal)
 speak fluently and confidently, using appropriate  speak fluently and confidently, using appropriate
vocabulary in a range of situations such as: vocabulary in a range of situations such as:
- telephone conversations - telephone conversations
- making appointments e.g. “Are you available next - making appointments e.g. “Are you available next
week?”; Are you free on the 20th? week?”; Are you free on the 20th?
- cancelling appointments e.g. “I am sorry I won’t be - cancelling appointments e.g. “I am sorry I won’t be
able to see the doctor today, can you please book able to see the doctor today, can you please book
me for tomorrow at 09:30?” me for tomorrow at 09:30?”
- placing orders - placing orders
- introducing people
- registering or filing a complaint:
I have a complaint to make. ... e.g. “I have a
complaint to make … This boy stole my money.”
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9.2 Speaking (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. demonstrate the ability - registering complaints Sorry to bother you but... e.g. “Sorry to bother you
to express themselves - making and receiving requests using borrow but … I have to see the doctor now.”
in various situations versus lend: I'm sorry to say this but... Like in “I’m sorry to say
(continued) you borrow from (you take from) someone e.g. this … but your hand-writing is unclear.”
“May I …/ Can I borrow your pen please?” - expressing sympathy or concern e.g.
you lend (you give) something to someone e.g. “I am sorry to hear about …”;
“Please lend me your pen!” “That is so sad …”;
- making apologies “I hope things get better soon …”
“Sorry” - participating in group discussions
“Excuse me please?” - expressing uncertainty (not sure/not certain)
- giving and receiving compliments using any of the e.g. “Definitely not…”
following expressions: “Certainly not …;
Speaker 1: You have beautiful hair. (compliment) “Of course not …”
Speaker 2: Thank you (response) - giving advice e.g.
Other phrases for complimenting: “If I were you, I would go to the school principal and
Wonderful … report it”;
Congratulations … “You should avoid eating sweets, they are not good
You look handsome / beautiful tonight! for your teeth before you go to bed.”
Wow, Fantastic … - giving warnings e.g.
That's great … “Watch out!...”
Well done… “Be careful …”
How beautiful you look. “Work hard otherwise you will fail your exams.”
Wow… beautiful … - making and receiving requests (using borrow
You look great … versus lend:
Good job … You borrow (you take) from someone e.g. “May I
…/ Can I borrow you pen please?”
you lend (you give) something to someone e.g.
“Please lend me your pen!”
12
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. demonstrate the ability - giving warning [A warning is usually in the form of - giving and receiving compliments using any of the
to express themselves an imperative, but it may occur with the modal following expressions:
in various situations "must" and "should"] Wonderful …
(continued) Congratulation …
Expression of warning : You look handsome / beautiful tonight!
You should/should not…. Wow, Fantastic …
You must/must not…. That's great …
Don't….! Well done…
Beware!
- giving warning [A warning is usually in the form of
Other examples of expressing warning: an imperative, but it may occur with the modal
"Mind the traffic!" "must" and "should"]
"Don’t touch the wire!"
"Keep away from the fire!" Expression of warning :
"Beware of the wild animals!" You should/should not….
You must/must not….
[more expressions not given here can also be practised] Don't….!
Beware!
Other examples of expressing warning:

"Mind the traffic!"
"Don’t touch the wire!"
"Keep away from the fire!"
"Beware of the wild animals!"
[more expressions not given here can also be practised]
13
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
2. demonstrate verbal  summarise the important points of a discussion  paraphrase or clarify points
participatory skills in pair
and group work
3. convey information,  speak fluently and confidently when making a range  speak fluently and confidently when making a range
opinions and ideas with of presentations e.g. of presentations e.g.
sense of audience - re-telling stories - chanting lyrics e.g. hip-hop or rap lyrics
- dramatising or role play - dramatising a short drama text (original or created)
4. interact effectively and  show knowledge and understanding of speaking  show knowledge and understanding of speaking
critically, using strategies e.g. turn-taking, rephrasing strategies e.g. turn-taking, rephrasing, providing
appropriate vocabulary in  show awareness of respecting others’ opinions, feedback and or redirecting a statement
social, cultural and suggestions and or feelings e.g.  participate in group discussions, conversations
academic contexts “I hear what you say, but I ….” related to social and cultural issues by:
"I concur with you, however, …” - contributing to group discussions as chair,
 participate in group discussions, conversations secretary, time keeper
related to social and cultural issues by: - using given expressions to agree or disagree
- contributing to group discussions as chair, (e.g. by stating: “Point of correction”, “I would like
secretary, time keeper etc. to disagree …”)
- using given expressions to agree or disagree  show awareness of respecting others’ opinions,
(e.g. by stating: “Point of correction”, “I would like suggestions and or feelings in social, cultural or
to disagree …”) academic contexts
 use appropriate language to describe, explain or  use appropriate language to describe, explain or
support an idea (e.g. I agree with you …; I support support an idea (e.g. I agree with you …; I support
this ….) this …. ; I can’t agree more … [meaning: you agree] )
 acknowledge other's opinions, suggestions and/or  participate in group discussions
feelings  acknowledge other's opinions, suggestions and/or
 give oral reports feelings
 give oral reports
14
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
5. develop effective public  show knowledge and understanding of public speaking  show knowledge and understanding of public speaking
speaking skills e.g. e.g.
- using a clear voice - using a clear voice
- presenting a speech that shows the different - presenting a speech that shows the different
stages e.g. beginning, middle and ending stages e.g. beginning, middle and ending
- give support to one’s ideas by providing reasons - give support to one’s ideas by providing reasons
 show knowledge and understanding of audience  show knowledge and understanding of audience
etiquette such as: etiquette such as:
- to listen carefully - to listen carefully
- to focus on the speaker/listener - to focus on the speaker/listener
- not talking and - not talking and
- asking relevant questions when appropriate - asking relevant questions when appropriate
 demonstrate use of gestures, facial expressions and  demonstrate use of gestures, facial expressions and
tone of voice (tone of voice can be humorous or tone of voice (tone of voice can be humorous or
serious) serious)
 apply various speech delivery methods such as  apply various speech delivery methods such as
manuscript speaking (reading aloud), impromptu or manuscript speaking (reading aloud), impromptu or
unprepared speech, or planned speaking unprepared speech, or planned speaking
 demonstrate knowledge and understanding of  demonstrate knowledge and understanding of
different types of speeches e.g. demonstrative, different types of speeches e.g. expository and
persuasive, expository and commemorative commemorative
 give oral speech on current issues such as human and  give oral speech on current issues such as human and
wild animal conflict; baby dumping or gender based wild animal conflict; baby dumping or gender based
violence and their causes and solutions violence and their causes and solutions
 adapt a speech for different purposes and audiences  adapt a speech for different purposes and audiences
15
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
6. show knowledge and  make meaningful contributions to debates  make meaningful contributions to debates
understanding of  show knowledge of debating skills:  show knowledge of debating skills:
debate - participate in debates on social and ethical issues - participate in debates on social and ethical issues
- share roles (e.g. chairperson, secretary, - share roles (e.g. chairperson, secretary,
timekeeper) timekeeper)
- interrupts politely to express and support one’s - interrupts politely to express and support one’s
opinion (e.g. 'I’d just like to say that … due …') opinion (e.g. 'I’d just like to say that … due …')
- articulate agreements (e.g. ‘You’re correct.’) and - articulate agreements (e.g. ‘You’re correct.’) and
disagreements (‘Fine, but …') disagreements (‘Fine, but …')
- present a case logically  present a case logically
 show knowledge of presenting a case appropriately  use persuasive language effectively
 interject appropriately during debates
challenge other’s views with politeness and respect
7. apply interview skills  interview a peer on any emerging issue e.g. baby  interview a prominent figure on a national issue (e.g.
effectively dumping interviewing the school principal, inspector, director,
 respond appropriately to interview questions constituency counsellor, headman/headwoman, etc.)
 Participate in mock interview for a job
16
9.3 Reading
A culture of reading in English Second Language should be encouraged through extensive and intensive reading of a variety of texts that can be
assessed informally and formally. The texts used in different grades will vary in length and difficulty according to the grade and should appeal to the
interest of the learners. The use of other texts across the curriculum is highly encouraged and should include the following cross-curricular issues:
HIV & AIDS, population education, environmental education, human rights and democracy. Enjoyment and appreciation of texts will follow from the
learners' reading, discussing and understanding a variety of texts. As learners progress through the grades they should gain increased skill in silent
reading techniques.
9.3.1 Reading Comprehension
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. read aloud various texts  demonstrate increased fluency, speed and accuracy  Demonstrate increased fluency, speed and accuracy
to convey when reading when reading
understanding of the  show improved use of correct word pronunciation,  show improved use of correct word pronunciation,
text and to entertain rhythm, intonation and stress e.g. rhythm, intonation and stress e.g.
- “Good Evening DEAR?” (rhythm) - “Good Evening DEAR?” (rhythm)
- “BEAUtiful WEAther we’re HAving now.” (rhythm) - “BEAUtiful WEAther we’re HAving now.” (rhythm)
- “Who is he?” (falling intonation), - “Who is he?” (falling intonation),
- “Is she here?” (rising intonation”) - “Is she here?” (rising intonation”)
- “a'way”, “im'portant” (word stress) - “a'way”, “im'portant” (word stress)
- “The DOCTOR will SEE you NOW.” (sentence  “The DOCTOR will SEE you NOW.” (sentence stress)
stress)
 demonstrate a group and personal interpretation of the  demonstrate critical understanding and a personal
text interpretation of the
read aloud text read aloud
 read aloud for enjoyment and to entertain  read aloud with emotion for enjoyment and to entertain
17
9.3.1 Reading Comprehension (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
Learners will: By the end of Gr. 8 learners should be able By the end of Gr. 9 learners should be able to:
to:
2. develop basic and critical  demonstrate ability to use word recognition  demonstrate ability to use word recognition and
comprehension of written and comprehension skills e.g. word structure comprehension skills e.g. word structure clues, sentence
texts clues or sentence clues, picture clues: clues, using the context:
word clues are: word clues are:
- prefixes e.g. un-, unnecessary; re-, - prefixes e.g. un-, unnecessary; re-, repositioning; in-,
repositioning; in-, inappropriate inappropriate
- suffixes e.g. -ful – hopeful; -ness – - suffixes e.g. -ful – hopeful; -ness –happiness; -est –
happiness; -est – happiest happiest
- inflectional endings e.g. -ed, -ing, -es - inflectional endings e.g.
 -ed: open – opened
 -ing: open – opening
 -es: company – companies
 demonstrate ability to use skills for word recognition and
comprehension:
- analogy clues e.g. companion words like
 horse & saddle
 house & home
 month & year
 mouth & cavity
- confusing words
 horse-house
 month-mouth
18
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
2. develop basic and critical  read and summarise content read in point and prose  read, summarise and paraphrase content read
comprehension of written form
texts (continued)  identify and describe the problem or resolution in a  define an issue and argue for or against it
literary text
 justify and confirm suitable inferences about a text  determine the author’s attitude on the: - topic/issue
based on personal experience and previous e.g. gender bias within a text
knowledge
 describe and or compare and contrast characters in a  trace the development of the main character(s) in a
literary text literary text
3. read silently from a variety of  read a variety of texts in order to:  read a variety of texts in order to:
prescribed and other - identify the topic of the text - identify the topic of the text
available texts - extract information - extract information
- skim for general information and convey - skim for general information and convey
understanding understanding
- scan for specific information and report details - scan for specific information and report details
provide a considered personal view
- find, select and collate information from more than
one source
4. use appropriate reading  demonstrate knowledge and understanding of using  demonstrate knowledge and understanding of using
strategies the pre-reading strategies to increase the pre-reading strategies to increase
comprehension of texts such as: comprehension of texts such as:
- establish a purpose (Why am I reading this?) - establish a purpose (Why am I reading this?)
- previewing a text before reading (e.g. use - previewing a text before reading (e.g. use
strategy called THIEVES: strategy called THIEVES:
Title Title
Headings Headings
Introduction Introduction
Every first sentence in a paragraph Every first sentence in a paragraph
19
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
4. use appropriate reading Visuals and vocabulary Visuals and vocabulary
strategies (continued) End of chapter questions End of chapter questions
Summary Summary
 use prior knowledge (What is it I know about the  use prior knowledge (What is it I know about the
topic/theme/title by brainstorming ideas; group topic/theme/title by brainstorming ideas; group
discussions and usage of mind maps) discussions and usage of mind maps)
 make predictions before reading (using the picture,  make predictions before reading (using the picture,
title) title)
 show knowledge and understanding of using the while-  show knowledge and understanding of using while-
reading strategies such as: reading strategies such as:
- read to confirm, revise and or reject predictions - clarify understanding (What does this
- form mental images of what is being read word/sentence/paragraph mean here?)
- determine important or main ideas and themes - identify organisational patterns in texts read
- ask questions about the topic, theme, arguments - connect what is read to self, own world/context and
used to other texts
- monitoring comprehension and use fix-up - draw inferences (What does this text imply? What
strategies (e.g. re-reading; connecting what is is it that I know that resembles what I am reading?)
being read to what has been read within the text - use content clues to get meanings of new
and asking questions of seemingly something not vocabulary
making sense anymore)
- use content clues to get meanings of new
vocabulary
 show knowledge and understanding of using post-  show knowledge and understanding of using post-
reading strategies such as: reading strategies such as:
- respond and share responses to various types of
- respond and share responses to questions questions
- making new predictions - outline, summarise and synthesise what has been
- summarising what has been read) read (e.g. identifying main ideas and then restating
- connect what has been read to self them in own words)
- use context to get meaning of new vocabulary
- connect what has been read to own context
20
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
5. read for information  follow and show understanding of informational texts  follow and show understanding of informational texts
e.g. an explanation of how a new kettle works e.g. how to make a cake / how to mend a bicycle
 reads and interpret simple diagrams, graphs and  reads and interpret diagrams, graphs and charts of
charts increasing complexity
6. analyse pictures in texts  identify the subject, context and audience  judge whether the photo is memorable and give
e.g. advertisements and reasons
newspapers (pictures can
be drawings, photographs
or paintings)
7. understand the literal and  demonstrate knowledge of using contextual clues to  demonstrate knowledge of using contextual clues to
inferred meaning of a text get meaning of difficult words get meaning of difficult words
 demonstrate the ability to find information such as  demonstrate the ability to find information such as
meaning, spelling, idiomatic usage in dictionaries meaning, spelling, idiomatic usage in dictionaries
 explain literal meanings in texts  work out the meaning of unfamiliar words using
contextual clues
 identify the relationship between words, phrases and  identify the relationship between words, phrases and
sentences as shown by the grammatical structure or sentences as shown by the grammatical structure
connecting words to enhance understanding of text overall
 infer meaning using language structures
8. identify, locate, gather,  demonstrate knowledge and a critical sense of  show an expanded knowledge of critical inquiry
store, retrieve and process inquiry by asking relevant questions e.g. asking the through mini-research questions asked on issues
information from a variety older generation questions on how people made fire within the community
of sources before the discovery of matches  compare and contrast information collated from a
range of sources
 summarise information gathered into a report using  use various ways of reporting e.g. posters, drama/role
tools such as posters and or brief essays plays, drawings, etc.
 present information clearly, logically and almost  present information clearly, logically and almost
accurately accurately
21
9.3.2 Literature
Texts can be classified into genres: prose; drama or poetry. Texts can also take various forms and structure. Though essay writing can be classified
into narratives, argumentative, expository, documents and descriptive, literary texts is, on the other hand, differentiated into narrative (story),
expository (information) and document (chats, diagrams and maps). Literary narrative (story), like poetry, can take a descriptive or narrative form and
structure. For example, we find descriptive poetry and narrative poetry. Please take note that you are required to build on what has been taught in
previous grades as well. What should differ is the degree of quality and quantity.
The term text in literature refers to and includes articles from newspapers, magazines, novels, drama, short stories and poetry.
LEARNING OBJECTIVE COMPETENCIES

Grade 8 Grade 9
1. read and respond to  demonstrate and understanding of and respond  demonstrate and understanding of and respond
plays, novels, stories actively to key aspects of texts such as: actively to key aspects of texts such as:
and other texts - plot - actions and consequences
- setting - characters and relationships
- broad content between characters
- sequence of events
- story line
- characters
 distinguish between fact and opinion  distinguish between fact and opinion
 determine cause and effect within texts read by taking  determine cause and effect within texts read by taking
note of signal words and phrases like: note of signal words and phrases like:
- since - consequently
- thus - this led to … so
- therefore - accordingly
- because of … - may be due to
- if … then - nevertheless
- as a result of … - not only … but, etc.
- in order to
- for this reason
- yet, etc.
22
9.3.2 Literature (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. read and respond to  compare and contrast ideas or information by taking  compare and contrast ideas or information by taking
plays, novels, stories note of words like: note of signal words and phrases like:
and other texts - but - however
(continued) - as well as - unless
- same as - although
- different from - compared with
- similar to - on the other hand , etc.
- instead of
- either … or
 figure out themes in texts read  figure out themes, opinions and perspectives in texts
read
 locate information that answers specific questions like  locate information that answers specific questions like
the: the:
- wh-questions - wh-questions
- comment on … - comment on …
- discuss - show how …
- show how, etc.… - compare …
- comment on …
- discuss. … etc.
 arrange and rearrange sentences, events, paragraphs  sequence events in texts into chronological order
into sequence/chronological order
 summarise texts read in:  summarise texts read in:
- bullet form - bullet form
- prose form - prose form
23
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
2. read, enjoy and  demonstrate and understanding of and respond  demonstrate an understanding of and respond to key
understand poems informally to aspects of poems such as: aspects of poems such as:
- content - content
- personification e.g. - emotions expressed in poems and aroused in the
 “Money is the only friend that I can count reader
on”. - language/diction
- metaphor e.g. - attitude of the poet
 “The goal keeper was a rock.” - repetition
- simile e.g. - personification
 “The goal keeper was as solid as a rock”. - metaphor
- rhyme e.g. - simile
 “There is a big fat cat.” - rhyme
 “The man is wearing a hat.”  “His red sports car is just a dream.”
- feelings/emotions  “It needs no gas, it runs on steam.”
- narrator/voice - rhythm e.g.
- alliteration e.g.
 “She sells sea-shells down by the sea-shore”
 “Peter Piper picked a peck of pickled peppers”
- assonance e.g.
 “Men sell the wedding bells” (assonance with
short vowel sound)
 “The early bird catches the worm” (assonance
with long vowel sound)
- onomatopoeia e.g. slam, splash, babble, warble,
swish, mumble
24
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
3. understand the literal  demonstrate the ability to find information such as  demonstrate the ability to find information such as
and inferred meaning of meaning, spelling, idiomatic usage in dictionaries meaning, spelling, idiomatic usage in dictionaries
a text  explain literal meanings in texts  work out the meaning of unfamiliar words using
contextual clues
 identify the relationship between words, phrases and  identify the relationship between words, phrases and
sentences as shown by the grammatical structure or sentences as shown by the grammatical structure
connecting words to enhance understanding of text overall
 infer meaning using language structures
 demonstrate knowledge of using contextual clues to get  demonstrate knowledge of using contextual clues to get
meaning of difficult words meaning of difficult words
 identify from whose point of view the picture has been  identify what has been left out of the picture and why
taken
25
9.4. Writing
By the Junior Secondary phase, learners should be capable of creating pieces of writing from scratch with support and guidance from the
teacher. However, this is usually not the case. It is thus vital that time be spent on building up the vocabulary and the language learners
will need to create their own texts. Learners at this level need to be given enough opportunities to practice writing various types of texts.
Please take note that teachers are required to build on what has been taught in the previous grades as well. What should differ is the
degree of quality and quantity of what learners are to write.
9.4.1 Directed Writing
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. write a variety of  produce sentences from visuals , (e.g. cartoons,  produce different types of sentences from various
sentences accurately pictures) using basic writing conventions such as visuals using basic writing conventions, (e.g.
punctuation and spelling punctuation and spelling)
2. write compound &  produce different types of sentences:  produce different types of sentences using correct
complex sentences - compound sentences (e.g. My mother was spelling, conjunctions and punctuation marks:
working in the field, so I went to fetch water.) - compound sentences (see Grade 8 for examples)
- complex sentences (e.g. “After 20 years - complex sentences
[dependent clause], she still walks around with her
doll.” [independent clause])
- questions using correct conjunctions and
punctuation marks
 use different parts of speech (subject-verb agreement)  use different parts of speech (subject-verb agreement)
appropriately in affirmatives and negatives e.g. appropriately in affirmatives and negatives
- “He drives a car.” (affirmative); “He (subject),
drives (singular verb) a car.” (car – object).
- He does not drive a car.” (negative)
3. write a variety of well-  write different short paragraphs:  write different short paragraphs:
structured paragraphs - introductions - introductions
- developmental - developmental
- conclusions using well-structured sentences - conclusions using well-structured sentences
26
9.4.1 Directed Writing (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
3. write a variety of well-  write different types of paragraphs:  write different types of paragraphs:
structured paragraphs - descriptive (writing in which one describes - descriptive(writing in which one describes
(continued) something) something)
- narrative (writing in which one tells a story) - narrative (writing in which one tells a story)
- argumentative (writing in which one argues for or - argumentative (writing in which one argues for or
against) against)
- expository or informational (writing in which the - expository or informational (writing in which the
writer informs readers using clarifying facts) on a writer informs readers using clarifying facts) on a
range of situations range of situations
4. complete a range of  complete short tasks e.g.  complete and or produce short coherent pieces of
tasks - agenda of meetings writing i.e.
- notes of meetings  agenda of meetings
- minutes of meetings  notes of meetings
- cartoons  minutes of meetings
- respond to e-mails  cartoons
- point-form summaries  comic strips
- prose summary  respond to emails
- form filling  write CV (curricula vitae)
 point-form summaries
 prose summary
 form-filling
 select relevant information from texts to respond  select relevant information from texts to respond
effectively to directed writing tasks effectively to directed writing tasks
27
9.4.2 Creative Writing
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. produce well-organised demonstrate knowledge of the process writing by: demonstrate knowledge of the process writing by:
coherent pieces of  plan/ pre-write, draft, revise, edit and proofread written  plan/ pre-write, draft, revise, edit and proofread written
writing work before publication work before publication
 link and develop ideas using grade appropriate  link and develop ideas in a logical convincing manner
vocabulary using advanced vocabulary
2. write creatively a variety  use the appropriate register in formal & informal  use the appropriate register in formal & informal
of formal and informal writing: writing:
texts, showing a sense - using formal language in a formal letter (e.g. letter - using formal language in a formal letter (e.g. letter
of audience and purpose of complaint, appreciation, request, application, of complaint, appreciation, request, application,
letter to the editor) letter to the editor)
- using informal conversation and first person (e.g. - using informal conversation and first person (e.g.
using informal conversational style and first person using informal conversational style and first person
in a friendly letter) in a friendly letter)
 compose an e-mail using the correct format and layout  compose an e-mail using the correct format and layout
 write long texts (essays) for different audiences, in  write longer texts (essays) for different audiences, in
different situations: different situations:
- autobiographies - autobiographies
- descriptive - biographies
- narrative, - descriptive
- argumentative - narrative
- expository or informational - argumentative
- imaginative - expository
- imaginative
28
9.4.2 Creative Writing (continued)
LEARNING OBJECTIVE COMPETENCIES

Learners will: Grade 8 Grade 9
By the end of Gr. 8 learners should be able to: By the end of Gr. 9 learners should be able to:
3. write creatively a variety  write short texts showing a sense of audience and - write short texts such as
of formal and informal purpose such as - letters (informal, formal, letter to the press)
texts, showing a sense - letters (informal, formal) - reports
of audience and - reports - diary entries
purpose - diary entries - articles
- articles - poems
- poems - dialogues
- dialogues - book reviews
- book reviews - brochures
- brochures - write CV (curricula vitae)
29
9.5 Grammar and usage
The correct use of grammatical structures should be emphasised through enough exposure to the language rather than teaching grammatical
terminology. It is very important that grammar be taught in context. Please take note that you are required to build on what has been taught in
previous grades as well. What should differ is the degree of quality and quantity.
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  identify and use different types of nouns  identify and use different types of nouns
knowledge of (including gerund) (including gerund)
grammatical structures - compound nouns ( compound nouns are words - gerunds (a noun formed from the present participle
at phrase and sentence written together; words that are hyphenated or of the verb), e.g.
levels separate words that go together by meaning): e.g.  Shopping is fun.
 classroom (noun + noun)  Loving is a pleasure.
 hairdryer (noun + noun)  Exercising is healthy, etc.
Other examples are:

 can opener (two words that go together by
meaning)
 swimming pool
 brother-in-law
 blood donor, etc.
- complex nouns (A complex noun is formed when a

noun is put together with another part of speech,
e.g.
 spoonful (noun + adjective)
 passer-by (noun + preposition)
30
9. 5 Grammar and usage (continued)
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply - augmentatives (a word using an affix, reinforcing - augmentatives (a word using an affix, reinforcing
knowledge of the idea of the original word; augmentatives can be the idea of the original word; augmentatives can be
grammatical structures created with the prefixes): created with the prefixes):
at phrase and sentence  over: e.g. overlord, overseer  over: e.g. overlord, overseer
levels (continued)  grand-: e.g. grandmaster, grandparent  grand-: e.g. grandmaster, grandparent
 super-: e.g. supermarket, superpower  super-: e.g. supermarket, superpower
 mega-: e.g. megastore, megastar  mega-: e.g. megastore, megastar
 arch-: e.g. arch-rival, archangel)  arch-: e.g. arch-rival, archangel)
 use different pronouns in speech and in writing  use different pronouns in speech and in writing
- personal pronouns (I, you, he, she, it, they, who, - personal pronouns (I, you, he, she, it, they, who,
me, him, her, them, whom) e.g. me, him, her, them, whom) e.g.
 I gave him a gift.  I gave him a gift.
 We love our country.  We love our country.
 The teacher appreciated them.  The teacher appreciated them.
 He met her yesterday.  He met her yesterday.
 It is raining.  It is raining.
 Did you go to school?  Did you go to school?
- possessive pronouns (yours, mine, his, hers, ours, - possessive pronouns (yours, mine, his, hers, ours,
theirs) e.g. theirs) e.g.
 That book is hers.  That book is hers.
 Your dog is old, mine is young.  Your dog is old, mine is young.
31
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  The smallest cup is yours.  The smallest cup is yours.
knowledge of  The car is ours not theirs.  The car is ours not theirs.
grammatical structures  They received your letter.  They received your letter.
at phrase and sentence  Did you receive theirs? etc.  Did you receive theirs? etc.
levels (continued)
- indefinite pronouns (anyone, anywhere, everyone, - indefinite pronouns (anyone, anywhere, everyone,
someone, somewhere, etc.) e.g. someone, somewhere, etc.) e.g.
 Someone must have seen something.  Someone must have seen something.
- reciprocal pronoun (each other, one another) e.g. - reciprocal pronoun (each other, one another) e.g.
 We emotionally supported each other.  We emotionally supported each other.
 They love one another.  They love one another.
- reflexive pronouns (myself, himself, herself, itself, - reflexive pronouns (myself, himself, herself, itself,
yourself, ourselves, themselves) e.g. yourself, ourselves, themselves) e.g.
 I looked at myself in the mirror.  I looked at myself in the mirror.
 You need to think about yourself.  You need to think about yourself.
32
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply knowledge  use different pronouns in speech and in writing  use different pronouns in speech and in writing
of grammatical structures at (continued) (continued)
phrase and sentence levels  They prepared themselves for the - demonstrative pronoun (These pronouns point to a
(continued) sports competition. thing or things in short distance/time or long
 He entertains himself by reading novels. distance/time)
 She bought a cup for herself.  short distance or time (this, these e.g. That is
heavy. ; Can you see these?)
- relative pronouns (who, whom, whose,  long distance or time: (that, those e.g. Do you like
which, that) e.g. that book? Those ones look attractive.)
 It is the boy who got first position in
class. - relative pronouns (who, whom, whose, which, that)
 The woman whom I met yesterday is e.g.
her cousin.  It is the boy who got first position in class.
 It is hard work that leads to success.  The woman whom I met yesterday is her cousin.
 It is the boy whose father is doctor.  It is hard work that leads to success.
 The car which I like is red. etc.  It is the boy whose father is doctor.
 The car which I like is red. etc.
 identify and use adjectives
- position of adjectives, e.g.  identify and use adjectives
 the fat cat (before a noun) - position of adjectives, e.g.
 The dog was aggressive (after a verb).  the fat cat (before a noun)
- adjectives ending in –ing, e.g.  The dog was aggressive (after a verb).
 interesting (The lesson was - adjectives ending in –ing, e.g.
interesting.)  interesting (The lesson was interesting.)
 boring  boring
 exciting  exciting
33
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  identify and use adjectives (continued)  identify and use adjectives (continued)
knowledge of - adjectives ending in –ed, e.g. - adjectives ending in –ed, e.g.
grammatical structures  interested (e.g. She has an interested look on  interested (e.g. She has an interested look on
at phrase and sentence her face.) her face.)
levels (continued)  bored (e.g. The child was bored).  bored (e.g. The child was bored).
 excited  excited
- numerical (e.g. one, two, three, first, second, third)
- demonstrative (this, that, such) e.g.
 I like this pen.
 There is such an interesting story in that book.
 relative (which, whatever, etc.) e.g.
 Which of the two do you like most?
 I will accept whatever God gives me.
 identify and use verbs  identify and use verbs
- action verbs: An action verb shows an action -- - action verbs: An action verb shows an action --
either physical or mental e.g. either physical or mental e.g.
 Mary catches the ball. (catches shows a  Mary catches the ball. (catches shows a
physical action) physical action)
 Mary imagines great things. (imagines shows  Mary imagines great things. (imagines shows
a mental action) a mental action)
 Mary is wearing good clothes. (is wearing  Mary is wearing good clothes. (is wearing
shows a physical action) shows a physical action)
- verbs of being (forms of be) - show a state of - verbs of being (forms of be) state of existence
existence  Nangula is strange. (is shows a state of
 Nangula is strange. (is shows a state of existence)
existence)  Nangula will always be my friend. (will be
Nangula will always be my friend. (will be shows a state of existence)
shows a state of existence)  Nangula has been here for a month. (has been
shows a state of existence)
 Nangula was away last month. (was shows a
state of existence)
34
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  Nangula has been here for a month. (has
knowledge of been shows a state of existence)
grammatical structures  Nangula was away last month. (was shows a
at phrase and sentence state of existence)
levels (continued) - auxiliary verbs (verbs that come before main verbs - auxiliary verbs (verbs that come before main verbs
in a verb phrase): in a verb phrase):
 be e.g. If all goes well, I will be going home  be e.g. If all goes well, I will be going home
today. today.
 shall e.g. We shall meet tomorrow in the  shall e.g. We shall meet tomorrow in the
afternoon and discuss the matter we left afternoon and discuss the matter we left
pending. pending.
 may e.g. We may go shopping anytime from  may e.g. We may go shopping anytime from
now because the rains have stopped. now because the rains have stopped.
 could e.g. He could sleep under a tree.  could e.g. He could sleep under a tree.
- regular verbs (A verb whose past participle and - regular verbs (A verb whose past participle and
past tense is obtained by adding –d or –ed or –t for past tense is obtained by adding –d or – ed or –
some.) t for some.)
 accept e.g. Mpule accepted the offer.  accept e.g. Mpule accepted the offer.
 arrive e.g. Queen has just arrived.  arrive e.g. Queen has just arrived.
- irregular verbs (A verb that does not usually follow - irregular verbs (A verb that does not usually follow
the rules for common verb forms. They usually do the rules for common verb forms. They usually do
not have the predictable –ed ending.) not have the predictable –ed ending.)
 get e.g. She got her business running at the  get e.g. She got her business running at the
right time right time.
35
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  go e.g. We went (go) home  go e.g. We went (go) home early.
knowledge of early.  come e.g. They came by bus on a Saturday
grammatical structures  come e.g. They came by bus on a Saturday morning.
at phrase and sentence morning.
levels (continued)  identify and use different verb tenses  identify and use different verb tenses
- simple present tense e.g. - simple present tense e.g.
 She plays netball every week.  She plays netball every week.
 I drive.  I drive.
- present continuous tense e.g. - present continuous tense e.g.

 She is playing netball.  She is playing netball.
 I am driving.  I am driving.
- present perfect tense e.g. - present perfect tense e.g.

 She has played netball  She has played netball
 I have driven.  I have driven.
- present perfect continuous tense e.g. - present perfect continuous tense e.g.
 She has been playing netball.  She has been driving.
 I have been driving.  I have been playing netball.
- simple past tense e.g. - simple past tense e.g.

 She played netball.  She played netball.
 I drove.  I drove.
36
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  identify and use different verb tenses (continued)  identify and use different verb tenses (continued)
knowledge of - past continuous tense e.g. - past continuous tense e.g.
grammatical structures  She was playing netball.  She was playing netball.
at phrase and sentence  I was driving.  I was driving.
levels (continued) - past perfect tense e.g. - past perfect tense e.g.
 She had played netball.  She had played netball.
 I had driven.  I had driven.
- past perfect continuous tense e.g. - past perfect continuous tense e.g.
 She had been playing netball.  She had been playing netball.
 I had been driving.  I had been driving.
- simple future tense e.g. - simple future tense e.g.
 I will teach the Grade 9 class tomorrow.  I will teach the Grade 9 class tomorrow.
- future continuous tense e.g. - future continuous tense e.g.
 I will be teaching the Grade 9 class tomorrow.  I will be teaching the Grade 9 class tomorrow.
- future perfect tense e.g. - future perfect tense e.g.
 I will have taught the Grade 9 class tomorrow.  I will have taught the Grade 9 class tomorrow.
- future perfect continuous tense e.g. - future perfect continuous tense e.g.
The future perfect continuous tense is composed  I will have been waiting for him for one hour.
of three elements: the future perfect of the verb "to - concord (subject-verb agreement): e.g.
be" (will have been) + the present participle of the  My brother and my sister are coming for a
main verb (play + ing) + time reference: visit.
She will have been playing soccer since 2020.  My sister is coming for a visit.
37
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply knowledge of  identify and use adverbs correctly:  identify and use adverbs correctly:
grammatical structures at - Adverb of manner shows how something is done - Adverb of manner shows how something is done
phrase and sentence levels or happens. Most adverbs of manner end in –ly or happens. Most adverbs of manner end in –ly
(continued) such as badly, happily, sadly, slowly, quickly, such as badly, happily, sadly, slowly, quickly,
and others that include well, hard, fast, etc. and others that include well, hard, fast, etc.
Examples: Examples:
 The brothers were badly injured in the
 The brothers were badly injured in the
accident.
accident.
 They had to act fast to save the others
 They had to act fast to save the others
burning in the shack that was on fire.
burning in the shack that was on fire.
 At early age of 8, she played very well.
 At early age of 8, she played very well.
- Adverb of place indicates where something is
- Adverb of place indicates where something is
done or happens. It is used after the verb, object
done or happens. It is used after the verb, object
or at the end of a sentence. Adverbs of place
or at the end of a sentence. Adverbs of place
include words such as above, below, here,
include words such as above, below, here,
outside, over there, there, under, upstairs.
outside, over there, there, under, upstairs.
Examples:
Examples:
 We can stop here for lunch.
 We can stop here for lunch.  The schoolboy was knocked over by a
 The schoolboy was knocked over by a school bus.
school bus.  They rushed for their lives when fire broke
 They rushed for their lives when out in the floor below.
fire broke out in the floor below. - Adverb of time indicates when something is done
or happens. It is used at the beginning or at the
end of a sentence. It is used as a form of
emphasis when placed at the beginning.
Adverbs of time include afterwards, already,
always, immediately, last month, now, soon,
then, and yesterday.
38
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
Learners will: By the end of Gr. 8 learners should be able By the end of Gr. 9 learners should be able to:
to:
1. use and apply knowledge - Adverb of time indicates when Examples:
of grammatical structures something is done or happens. It is used  The cat collapsed and died yesterday.
at phrase and sentence at the beginning or at the end of a  Her factory was burned down a few months ago.
levels (continued) sentence. It is used as a form of  Last week, we were stuck in the lift for two hours.
emphasis when placed at the beginning.
Adverbs of time include afterwards, - Adverb of degree tells the level or extent that something is
already, always, immediately, last done or happens. Words of adverb of degree are almost,
month, now, soon, then, and much, nearly, quite, really, so, too, very, etc. Examples:
yesterday. Examples:  It was too dark for us to find our way out of the cave.
 The cat collapsed and died (Before adjective)
yesterday.  The referee had to stop the match when it began to
 Her factory was burned down a few rain very heavily. (Before adverb)
months ago.  Her daughter is quite short for her age.
 Last week, we were stuck in the lift
for two hours. - Adverb of frequency tells how often something is done or
happens. Words used as adverbs of frequency include
- Adverb of degree tells the level or extent again, almost, always, ever, frequently, generally,
that something is done or happens. hardly ever, nearly, nearly always, never, occasionally,
Words of adverb of degree are almost, often, rarely, seldom, sometimes, twice, usually, and
much, nearly, quite, really, so, too, weekly. Examples:
very, etc. Examples:  They were almost sixty when they got married.
 It was too dark for us to find our way  While overseas, she frequently phoned home.
out of the cave. (Before adjective)  We only write to each other very occasionally.
 The referee had to stop the - sentence modifiers (actually, certainly, definitely, naturally,
luckily, etc.) e.g.
 Naturally, nobody owned up to the deed.
39
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  match when it began to rain very heavily. - adverbial phrases (in an angry manner, the
knowledge of (Before adverb) following day, in this place, etc.) e.g.
grammatical structures  Her daughter is quite short for her age.  The school principal spoke to his learners in an
at phrase and sentence angry manner.
levels (continued) - Adverb of frequency tells how often
something is done or happens. Words used as
adverbs of frequency include again, almost,
always, ever, frequently, generally, hardly ever,
nearly, nearly always, never, occasionally,
often, rarely, seldom, sometimes, twice,
usually, and weekly. Examples:
 They were almost sixty when they got married.
 While overseas, she frequently phoned home.
 We only write to each other very occasionally.
- apply correct rules for direct and indirect/reported  apply correct rules for direct and indirect/reported
speech correctly (Many changes occur when we speech correctly (Many changes occur when we
convert a sentence from direct to convert a sentence from direct to indirect/reported
indirect/reported speech) speech)
present tense: present tense:
- present simple changes into past simple e.g. - present simple changes into past simple e.g.
 He said, “I write a letter.” (direct speech)  He said, “I write a letter.” (direct speech)
 He said that he wrote a letter.  He said that he wrote a letter.
(indirect/reported speech) (indirect/reported speech)
40
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply - present continuous changes into past - present continuous changes into past
knowledge of continuous e.g. continuous e.g.
grammatical structures  They said, “we are enjoying the weather.”  They said, “we are enjoying the weather.”
at phrase and sentence (direct speech) (direct speech)
levels (continued)  They said that they were enjoying the  They said that they were enjoying the
weather. (indirect/reported speech) weather. (indirect/reported speech)
- present perfect changes into past perfect e.g. - present perfect changes into past perfect e.g.
 They said, “we have not gone to Windhoek.”  They said, “we have not gone to Windhoek.”
(direct speech)  They said that they had not gone to
 They said that they had not gone to Windhoek. (indirect/reported speech)
Windhoek. (indirect/reported speech)
- present perfect continuous changes into past
- present perfect continuous changes into past perfect continuous e.g.
perfect continuous e.g.  They said to me, “we will send you gifts.”
 They said to me, “we will send you gifts.” (direct speech)
(direct speech)  They said to me that they would send you
 They said to me that they would send you gifts. (indirect/reported speech)
gifts. (indirect/reported speech)
41
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply past tense: past tense:
knowledge of - past simple changes into past perfect e.g. - past simple changes into past perfect e.g.
grammatical structures  He said to me, “you answered correctly.”  He said to me, “you answered correctly.”
at phrase and sentence (direct speech) (direct speech)
levels (continued)  He said to me that I had answered correctly.  He said to me that I had answered correctly.
- past continuous changes into past perfect - past continuous changes into past perfect
continuous e.g. continuous e.g.
 They said, “we were enjoying the weather.”  They said, “we were enjoying the weather.”
(direct speech) (direct speech)
 They said that they had been enjoying.  They said that they had been enjoying…
(indirect/reported speech) (indirect/reported speech
- past perfect changes into past perfect (tense - past perfect changes into past perfect (tense
does not change) does not change)
 She said, “She had visited a doctor.” (direct  She said, “She had visited a doctor.” (direct
speech) speech)
 She said that she had visited a doctor.  She said that she had visited a doctor.
future tense: future tense:

- future simple tense will changes into would e.g. - future simple tense will changes into would e.g.
 She said, “I will buy a  She said, “I will buy a computer.” (direct
speech)
 She said that she would buy a computer.
(indirect/reported speech)
42
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  computer.” (direct speech)
knowledge of  She said that she would buy a computer.
grammatical structures (indirect/reported speech)
at phrase and sentence
levels (continued) - future continuous tense will be changes into - future continuous tense will be changes into
would be e.g. would be e.g.
 I said to him, “I will be waiting for him.” (direct  I said to him, “I will be waiting for him.” (direct
speech) speech)
 I said to him that I would be waiting for him.  I said to him that I would be waiting for him.
- future perfect tense will have changes into - future perfect tense will have changes into
would have would have
 She said, “they will have passed the  She said, “they will have passed the
examination.” (direct speech) examination.” (direct speech)
 She said that they would have passed the  She said that they would have passed the
examination. (indirect/reported speech) examination. (indirect/reported speech)
43
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply - Question words: - Question words:
knowledge of 1) Insert the words if or whether after questions 1) Insert the words if or whether after questions
grammatical structures using question verbs e.g. using question verbs e.g.
at phrase and sentence  The children enquired, “Are there fun activities  The children enquired, “Are there fun activities
levels (continued) at this open market?” (direct speech) at this open market?” (direct speech)
 The children enquired if/whether there were  The children enquired if/whether there were
fun activities at the open market. fun activities at the open market.
2) if the first word of a question is a question 2) if the first word of a question is a question
word, use this word as the connecting word word, use this word as the connecting word
e.g. e.g.
 Teacher said to him, “what is your name?”  Teacher said to him, “what is your name?”
(direct speech) (direct speech)
 Teacher asked him what his name was.  Teacher asked him what his name was.
- Commands: If the sentence is a command, either

of two ways may be used, e.g.
 The teacher ordered, “Children, keep quiet!”
(direct speech)
 The teacher ordered the children to keep
quiet. or
 The teacher ordered that the children should
keep quiet.
Note: The tense of reported speech may not change if reported speech is a universal truth though its reporting verb belongs to past tense.
Examples:
direct speech: He said, “Mathematics is a science”
indirect speech: He said that mathematics is a science.
direct speech: He said, “Sun rises in east”
indirect speech: He said that sun rises in east. (Tense didn’t change because reported speech is a universal truth thought its reporting verb belongs to past tense.)
44
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  identify and use articles/determiners correctly  identify and use articles/determiners correctly
knowledge of - indefinite article, e.g. - indefinite article, e.g.
grammatical structures  a pen  a pen
at phrase and sentence  an ox, etc.  an ox, etc.
levels (continued) - definite article, e.g. - definite article, e.g.
 the book  the book
 the apples, etc.  the apples, etc.
 identify and use prepositions correctly (types of  identify and use prepositions correctly (types of
prepositions): prepositions):
- single-word/simple prepositions, e.g. - single-word/simple prepositions, e.g.
 at, during, from, on, etc.  at, during, from, on, etc.
- two-word/compound prepositions, e.g. - two-word/compound prepositions, e.g.
 ahead of, because of, instead of, near to, etc.  ahead of, because of, instead of, near to, etc.
- three-word/complex prepositions, consisting of - three-word/complex prepositions, consisting of
two prepositions separated by a noun, e.g. two prepositions separated by a noun, e.g.
 by means of, in front of, in addition to, etc.  by means of, in front of, in addition to, etc.
- preposition of time, place, movement, position, - preposition of time, place, movement, position,
manner, reason, etc. manner, reason, etc.
- prepositional phrases such as examples of certain - prepositional phrases such as examples of certain
recognised combinations: recognised combinations:
(1) adjectives + prepositions e.g. (1) adjectives + prepositions e.g.
I am… I am…
 afraid of  afraid of
 keen on  keen on
 different from etc.  different from etc.
(2) verbs + prepositions (2) verbs + prepositions
I… I…
 believe in  believe in
 approve of  approve of
 agree with  agree with
 wait for, etc.  wait for, etc.
45
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply  identify and use conjunctions correctly in speech and  identify and use conjunctions correctly in speech and
knowledge of writing (types of conjunctions): writing (types of conjunctions):
grammatical structures - coordinating conjunctions join two words or - coordinating conjunctions join two words or
at phrase and sentence ideas of the same kind, e.g. ideas of the same kind, e.g.
levels (continued)  and, but (I saw a car and a bus; fish and  and, but (I saw a car and a bus; fish and
chips; tired but happy) chips; tired but happy)
- subordinating conjunctions join a main clause to - subordinating conjunctions join a main clause to
a subordinating clause which are not of the same a subordinating clause which are not of the same
kind: although, if, since, unless, until, etc. e.g. kind: although, if, since, unless, until, etc. e.g.
 John will go to the cinema if you go with him.  John will go to the cinema if you go with him.
 John got to the house before the removal van  John got to the house before the removal van
arrived. arrived.
- correlative conjunctions always appear in pairs - correlative conjunctions always appear in pairs
and are used to link equivalent sentence elements and are used to link equivalent sentence element
e.g. e.g.
either . . . or either . . . or
 We can go to either Windhoek or Okahandja  We can go to either Windhoek or Okahandja
for our holiday. for our holiday.
 It’s my final offer – you can either take it or both . . . and
leave it.  Both rugby and football are popular in Tsumeb.
- not only . . . but also
both . . . and  Not only is he a professional footballer, but
 Both rugby and football are popular in he’s also a successful businessman.
Tsumeb. not . . . but
 Both English and Silozi are spoken in Katima  There are not two but three big cities in
Mulilo. Namibia: Windhoek, Swakopmund and Walvis
not only . . . but also Bay.
 Not only is he a professional footballer, but  In sport, what counts is not the winning but the
he’s also a successful businessman. taking part.
46
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply
knowledge of not . . . but neither . . . nor
grammatical structures  There are not two but three big cities in  Neither Thomas nor Swartbooi is in Oshakati.
at phrase and sentence Namibia: Windhoek, Swakopmund and Walvis  Marriage is neither heaven nor hell, it is
levels (continued) Bay. simply purgatory. (Abraham Lincoln)
 In sport, what counts is not the winning but
the taking part. whether . . . or
 Whether you love them or hate them, you
neither . . . nor have to admit that the Mushasho Boys are
 Neither Thomas nor Swartbooi is in Oshakati. very popular.
 Marriage is neither heaven nor hell, it is  I’m totally confused – I don’t know whether I’m
simply purgatory. (Abraham Lincoln) coming or going.
whether . . . or no sooner . . . than

 Whether you love them or hate them, you  No sooner had I finished watering the
have to admit that the Mushasho Boys are garden than it started raining.
very popular.
 I’m totally confused – I don’t know whether I’m
coming or going.
no sooner . . . than
- No sooner had I finished watering the
garden than it started raining.
- construct different types of sentences:
statements e.g.
 Peter is going to school.
47
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
1. use and apply - questions, e.g.  identify sentence classifications:
knowledge of  Where is Peter going? - Simple, e.g.
grammatical structures - exclamations, e.g.  Rita reads a book.
at phrase and sentence  This is unacceptable! - compound, e.g.
levels (continued) - commands/imperatives e.g.  Ingrid plays netball at school and sings in the
 Do not enter through the window. church choir.
- Identify sentence classifications: - complex, e.g.
- Simple e.g.  While we were walking through the bush, we
 Rita reads a book. suddenly saw a lion
- compound, e.g.  identify clauses in sentences:
 Ingrid plays netball at school and sings in the - main and subordinate clauses, e.g.
church choir.  The man jumped out of the car (main clause)
- complex, e.g. while the engine was running. (subordinate
 While we were walking through the bush, we clause)
suddenly saw a lion.
 identify and use active and passive voices correctly:  identify and use active and passive voices correctly:
 Beautiful giraffes roam the savannah. (active)  Sue changed the flat tire. (active)
 The savannah is roamed by beautiful giraffes.  The flat tire was changed by Sue. (passive)
(passive)
 identify and use  identify and use:
- degrees of comparison - degrees of comparison
- relative clauses - relative clauses
- modal verbs (such as can/could) - modal verbs (such as can/could)
48
COMPETENCIES
LEARNING OBJECTIVE
Grade 8 Grade 9
2. apply knowledge of - identify and use punctuation correctly  identify and use punctuation correctly
punctuation and - capital letters (Windhoek)  capital letters (Windhoek)
spelling - full stops (.)  full stops (.)
- commas (,)  commas (,)
- question marks (?)  question marks (?)
- exclamation marks (!)  exclamation marks (!)
- apostrophe (')  apostrophe (')
- hyphen (-)
 hyphen (-)
- dash(_)
 dash(_)
- colon (:)
- semi-colon (;)  colon (:)
- quotation marks (“ ”)  semi-colon (;)
- ellipsis (…)  quotation marks (“ ”)
- parenthesis/brackets ( )  ellipsis (…)
 exercise increasing accuracy in phonics and spelling  parenthesis/brackets ( )
 use generalisations to spell difficult and unfamiliar  exercise accuracy in phonics and spelling
words  use generalisations to spell difficult and unfamiliar
 use a variety of resources to confirm spelling words
 demonstrate an established confidence in using
different resources to confirm spelling of difficult and
less frequently used words
3. progressively exercise  use dictionaries and other available resource books for  use dictionaries and other available resource books for
more accuracy in spelling, meaning and additional information like spelling, meaning and additional information like
referencing and use a abbreviations, idiomatic expressions, parts of speech abbreviations, idiomatic expressions, parts of speech
wider variety of  use electronic resources (where available) for  use electronic resources (where available) for
reference materials referencing referencing
49
10 Assessment
A learner-centred curriculum uses a broad range of knowledge and skills which are relevant
to the knowledge-based society. The competencies in the syllabus state what understanding
and skills a learner must demonstrate as a result of a teaching-learning process, and which
will be assessed. However, it is intended that the curriculum be learning-driven, not
assessment and examination driven. Assessment and examination are to support learning.
For more information about differentiated assessment, please refer to the Promotion Policy
(NIED 2013).
10.1 Continuous assessment
In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s
progress and achievements in all subjects. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice.
Teachers must elicit reliable and valid information of the learner’s performance in the
competencies. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, where
they are doing well and why, where and how they need to try more. The parents should be
regularly informed about the progress of their child in all subjects, be encouraged to reward
achievements, and given suggestions as to how they can support their learning activities.
The learner’s progress in all subjects must be reported to parents on the school report.
10.2 Formative and summative assessment
Formative assessment is any assessment made during the school year in order to improve
learning and to help shape and direct the teaching-learning process. Assessment has a
formative role for learners if and when:
- it is used to motivate them to extend their knowledge and skills, establish sound
values, and to promote healthy habits of study
- assessment tasks help learners to solve problems intelligently by using what they
have learned
- the teacher uses the information to improve teaching methods and learning materials
Summative assessment is an assessment made at the end of the school year based on the
accumulation of the assessment marks of the learner throughout the year in a given subject,
together with any end-of-year examinations. The result of summative assessment is a single
end-of-year promotion grade.
10.2.1 Diagnostic Assessment
Barriers to learning, strengths, learning difficulties and gaps in learning can be determined
through diagnostic assessment, which takes place at any time during the learning process.
Diagnostic assessment should include inputs from the multidisciplinary support team. It
informs lesson planning and which learning and teaching methods should be used to support
the learners.
10.3 Informal and Formal Methods
The teacher must assess how well each learner masters the competencies described in the
subject syllabus and from this gain a picture of the all-round progress of the learner. To a
large extent, this can be done in an informal way through structured observation of each
50
learner’s progress in learning and practice situations while they are investigating things,
interpreting phenomena and data, applying knowledge, communicating, making value
judgements, and in their participation in general.
When it is necessary to structure assessment more formally, the teacher should, as far as
possible, use the same sort of situation as ordinary learning and practice situations to assess
the competency of the learner. The use of formal written and oral tests can only assess a
limited range of competencies and therefore should not take up a great deal of time. Short
tests in any subject should be limited to part of a lesson for the lower grades and a whole
lesson in higher grades. End-of-term tests should only be written in the first lesson of the
day, so that teaching and learning can continue normally for the rest of the time. No end-of-
term examinations may be written.
10.4 Evaluation
Information from informal and formal continuous assessment is to be used by the teacher to
know where it is necessary to adapt methods and materials to the individual progress and
needs of each learner. At the end of each main unit of teaching, and at the end of each term,
the teacher, together with the learners, should evaluate the process in terms of tasks
completed, participation, what the learners have learnt, and what can be done to improve the
working atmosphere and achievements of the class.
10.5 Criterion-referenced grades
When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how
well other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In
criterion-referenced assessment, each letter grade must have a descriptor for what the
learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade
descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be
reliable.
10.6 Grade Descriptors
The learner’s summative achievement in the specific objectives will be shown in letter grades
A to E, where A is the highest and E the lowest grade for learners achieving minimum
competency level. In cases where a learner has not reached the minimum level of
competency a U will be awarded. When letter grades are awarded, it is essential that they
reflect the learner’s actual level of achievement in relation to the specific objectives. The
relation between the letter grades and specific objectives is shown in the table below.
51
% Range
Grade Competency Descriptions
(Gr. 8 & 9)
A 80%+ Achieved Competencies exceptionally well. The learner is outstanding in
all areas of competency.
B 70-79% Achieved Competencies very well. The learner’s achievement lies
substantially above average requirements and is highly proficient in most
areas of competency.
C 60-69% Achieved Competencies well. The learner has mastered the
competencies and can apply them in unknown situations and contexts.
D 50-59% Achieved Competencies satisfactorily. The learner’s achievement
corresponds to average requirements. The learner may be in need of
learning support in some areas.
E 40-49% Achieved the minimum number of Competencies to be considered
competent. The learner may not have achieved all the competencies, but
the learner’s achievement is sufficient to exceed the minimum competency
level. The learner is in need of learning support in most areas.
U 0-39% Not achieved the minimum number of Competencies. The learner has
not been able to reach a minimum level of competency, even with extensive
help from the teacher. The learner is seriously in need of learning support.
10.7 Conducting and recording assessment
Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class activities, practical activities,
assignments, homework and short tests may be recorded for continuous assessment.
10.8 Assessment objectives
The assessment objectives for second languages are:
10.8.1 Listening and Responding

The learner should be able to:
1. listen to and comprehend information
2. recognise a speaker's main points and identify the supporting details and examples
3. use appropriate vocabulary to communicate effectively
4. participate effectively and critically in group discussions and debates
10.8.2 Reading and Responding

1. read aloud to convey understanding of the text and to entertain
2. read silently from a variety of texts to extract specific information
3. read and respond to a variety of texts, including prescribed literary texts
10.8.3 Writing
1. write simple, complex and compound sentences
2. write well-structured paragraphs
3. write creatively a variety of formal and informal texts
4. show a sense of audience and purpose
52
10.8.4 Grammar and Usage
1. exercise accuracy in spelling, punctuation and grammar
2. use appropriate and imaginative vocabulary and idioms
3. use different parts of speech effectively
4. apply a variety of sentence structures
10.9 Continuous Assessment: Detailed guidelines
A specified number of continuous assessment activities per term should be selected, graded
and recorded. These continuous assessments must be carefully planned and marked
according to a marking scheme, marking criteria or memorandum. The criteria used to
assess activities other than tests should be given to the learner before the assessment
activity. Evidence of the work produced by candidates who achieved good, average and low
marks, as well as the written assignment and mark scheme, has to be kept at school until the
end of the next year. Teachers can choose to grade and/or record more than the required
continuous assessments if it is necessary for formative purposes. An end-of-year summative
grade will be based only on the assessment tasks described in the syllabus.
10.9.1 Listening and Speaking
Learners' listening comprehension should be assessed formally at least twice per term. For
this purpose teachers will have to set a listening test that should be answered in writing. The
test should be marked out of 10 and the marks recorded in the columns for Listening
Comprehension on the CA Record Sheet.
Learners' speaking proficiency should be graded at least twice per term. Teachers should
ensure that the marks recorded during the course of a year, include the assessment of
prepared as well as unprepared speeches. The marks should be recorded in the appropriate
columns on the CA Record Sheet.
10.9.2 Reading and Literature
The main aim of reading is comprehension. In order to understand print, a learner must be
able to decode the words on the page and to extract meaning. At the JS phase, learners
should have learnt how to decode. However, this might not be the case. Given the
complexity of comprehension, it seems likely that learners may fail to understand what they
have read for a variety of different reasons. Thus, a comprehensive assessment should
include measures of decoding accuracy and fluency, oral language, general cognitive
resources and working memory as well as reading comprehension. In addition, every effort
should be made to assess comprehension of extended text or discourse, not just word- or
sentence-level comprehension.
Reading (aloud) should be taught and assessed informally. The teacher may assess reading
comprehension by asking a few questions which the learner could answer orally. The formal
assessment of reading comprehension is done in the Reading and Directed Writing
exercises.
Learners' understanding of the prescribed literature texts should be assessed formally and
the marks recorded in the appropriate columns on the CA Record Sheet. At least one short
task/test on the prescribed literature should be marked per term. The formal assessments of
literature should be planned in such a way that it includes all different genres in the course of
the two years of the Junior Secondary phase.
The study of literature comprises mainly two components: poetry and prose (including
novels, short stories and drama).
53
Prose (either novel or short stories or short dramas)
The content should be studied as to characters and sequence of events, actions and
consequences. Written questions should be contextual. Learners should be able to work
out the answers themselves using the texts.
Poetry
Learners should be taught to appreciate and enjoy poetry. To actualise this, the learners
should understand the content of the poem. Poems should not be memorised. Learners
should rather be guided towards the ability to read with expression and interpretation of the
emotions involved. “Sing-song” chorusing must never be encouraged or permitted. The
love of poetry should be encouraged.
Minimum prescribed reading per grade:

Grade 8: 8 Poems and 2 short stories and a novel (all compulsory)
Grade 9: 9 Poems and a novel and a drama (all compulsory)
Recommended extensive reading per grade:
It is recommended that Grade 8 learners read a minimum of at least 4 texts (library books:
novels, dramas, or magazines, newspapers), while the Grade 9 learners read a minimum of
at least 5 texts per trimester (i.e. in addition to the prescribed texts).
Teachers can assess such activities in various ways, for example through a book review;
writing an essay on their most favourite or less favourite character; writing a new concluding
paragraph to a story and explaining why it should end that way; storytelling activities, etc.
The purpose is to activate a passion for reading which could in turn improve learners’
language proficiency through the expansion of vocabulary. These texts will not be part of the
literature paper.
10.9.3 Reading and Directed Writing
At least one task containing a reading text on which a variety of question types are set,
should be marked by the teacher and entered on the CA Record Sheet. These questions
may include questions testing knowledge of grammar. It is, however, important to note that
knowledge of grammar should be assessed within context. Questions should also assess
comprehension.
10.9.4 Continuous Writing
At least one essay and one shorter piece of writing should be marked per term and the
marks recorded on the CA Record Sheet. Learners will be expected to write essays of
approximately the following length:
NB: The statement “at least one task/test” (see 10.9.2 – 10.9.4 above) does not mean ONLY
one task/test per trimester. Teachers should give as many activities as they can where
possible; and then get the average for continuous assessment by adding the marks and
dividing it by total number of tasks given per trimester. Records of all the calculations done
must be kept safely as proof.
Compositions/essays:
Grade 8: 180-210
Grade 9: 210-250
Shorter tasks:
Grade 8: 120-150 words
Grade 9: 150-180 words
54
10.9.5 Summary of continuous assessment:
Skills Marks Total

1. Listening & Speaking
Listening Comprehension (x 2) 20
Everyday Interaction 10
Prepared Speech 10
Total: 40
2. Reading & Directed Writing
Reading & Directed Writing 20
Task
Total: 20
3. Literature
Task or Test (x 2) 20
Total: 20
4. Continuous Writing
Composition 10
Shorter Piece 10
Total: 20
TOTAL 100
10.9.6 End-of-term mark for the report
The CA marks for one term add up to 100. This mark should be used for the report at the
end of term 1 and 2. Schools wanting to organise a short end-of-term test series, can let the
learners write one Reading and Directed Writing task during the test series. The marks for
this task will then form part of the formal CA marks. It should be entered on the CA record
sheet and, along with the CA marks for the other components, will make up the report mark.
It is unacceptable to let the learners write essays and shorter pieces of continuous writing on
the last school day in an attempt to keep them at school until the last day. This practice is
not educationally sound, because it can lead to negative attitudes towards continuous
writing.
10.10 End-of-year examination: detailed guidelines
An end-of-year examination will be written in English Second Language. The purpose of this
examination is to assess the extent to which each learner has mastered the objectives for
that year. Preparing for and conducting this examination should not take up more than two
weeks altogether at the end of the year.
55
The end-of-year written examination will consist of the following four papers:
Paper 1 - Reading and Directed Writing DURATION MARKS

Paper 1 consists of two sections, which should have the same weighting.
Questions should be relevant to the given topic. A variety of passages
should be chosen from the following: descriptive, narrative,
argumentative, factual, expository and informative.
Section A - Reading Skills
Part 1: Reading text (350-400 words) requiring short answer
questions/gap filling/matching items testing learners' ability to skim read
the text. (4 marks)
Part 2: Reading text (500 words) with three multiple-choice questions
testing comprehension (3 marks) and short comprehension questions
requiring longer and shorter answers (7 marks) (Total: 10 marks)
Part 3: Reading text (350-400 words) with questions testing knowledge, 2 hours 20
understanding and application of various aspects of grammar (6 marks)
Section B - Directed Writing
Three questions will be set with different kinds of passages
Part 1: A text with 170-200 words: form filling exercise (10÷2 = 5 marks)
Part 2: Reading text of 450 words: summary writing (paragraph or note 20
form) of approximately 100 words (7 marks)
Part 3: A reading text of 450 words: directed writing response of Total: 40
approximately 150 words e.g. letter, article, report, paragraph, dialogue,
etc.) (8 marks)
Paper 2 - Continuous Writing
The learner will be expected to respond creatively, using his/her
imagination, to a variety of tasks, using appropriate style i.e. writing
essays, paragraphs, letters, reports, etc. There will be two sections:
Section A: longer piece of writing of 180-210 words (Gr. 8); 210 - 250 25
words (Gr. 9) from a choice of six topics, which should include 1 hour 30
descriptive, imaginative, expository, narrative and argumentative topics. minutes 15
(25 marks)
Section B: shorter piece of writing of 120 – 150 words. in Grade 8; 150- (40÷2)
180 words in Grade 9. There will be four topics to choose from. Topics Total: 20
should include four of the following types of writing: formal and informal
letters, reports, reviews. (15 marks)
56
PAPER 3 - Listening comprehension DURATION MARKS
The question paper consists of two sections. Texts read should be
between 300 and 500 words long. The total number of words for
Paper 3 should not exceed 1500.
Section 1:
Part 1: Five short statements with questions requiring one-word
answers (180-200 words in total) (5 marks)
Part 2: Text with 400 words. Five multiple-choice or true/false
questions will be asked. (5 marks)
Section 2:
Part 1: Text with 400 words. Learners will respond to questions
requiring short answers (5 marks) Approx. 30 min.
Part 2: Text with 400 words. Learners will respond to questions 20
requiring sentence-length answers including some application (5
marks)
GRADE 8 Paper 4 - Literature
This paper will consist of three parts (poetry, novel and drama) set on
the prescribed books. Each part will have two contextual questions of
20 marks each. Learners will be required to answer ONE question
from each section/book.
Part 1: Poetry
Two contextual questions of 20 marks each will be set on two different
poems (20)
Part 2: Novel 60÷3 =
1 hour 30 min
Two contextual questions of 20 marks each will be set on the 20
prescribed novel (20).
Part 3: Two Short Stories
Two contextual questions of 20 marks each will be set on each of the
two different short stories selected by the school. Learners will
choose and answer one (20).
Learners will be evaluated on their general understanding of broad

content, sequence of events, characters and their relationship, actions
and consequences, main theme and plot.
GRADE 9 Paper 4 - Literature
This paper will consist of three parts (poetry, novel and drama) set on
the prescribed books. Each part will have two contextual questions of
20 marks each. Learners will be required to answer ONE question
from each section/book.
Part 1: Poetry
Two contextual questions of 20 marks each will be set on two different
poems (20)
Part 2: Novel 60÷3 =
1 hour 30 min
Two contextual questions of 20 marks each will be set on the 20
prescribed novel (20).
Part 3: Drama
Two contextual questions of 20 marks each will be set on the
prescribed drama (20).
Learners will be evaluated on their general understanding of broad

content, sequence of events, characters and their relationship, actions
and consequences, main theme and plot.
57
10.11 Promotion marks
Continuous assessment will contribute 50% towards the final year grade and an end-of-year
examination will contribute 50%. [50 marks + 50 marks = 100].
The weighting of each assessment component is as follows:
Component Description Marks Weighting

Continuous Listening and speaking, reading and
100 50%
assessment writing, grammar and vocabulary
Written examination Paper 1 40 20%
Paper 2 20 10%
Paper 3 20 10%
Paper 4 20 10%
Total: 100 50%
58
10.12 Specification Grid
Assessment Objective Continuous Paper 1 Paper 2 Paper 3 Paper 4

Assessment
Listening & Responding 1 √ √
Reading & Responding 1 √
Reading & Responding 2 √ √ √
Reading & Responding 3 √ √ √
Writing 1 √ √
Writing 2 √
Writing 3 √ √
Writing 4 √ √ √
Grammar & Usage 1 √ √ √ √
10.13 Assessment rubrics
The glossary, assessment rubrics and assessment record sheet are provided in appendixes
1-6.
59
Glossary of Terms Appendix 1
Paraphrasing is re-writing another writer’s words or ideas in your own words

without changing the meaning. The paraphrase is about the same
length as the original since the purpose is to restate without
omitting anything, and not to shorten.
Summarising is putting down the main ideas of someone else’s work in your own
words. A summary is always shorter than the original since the
idea is to include only the main points of the original, leaving the
irrelevant. A summary is usually about one-third the length of the
original.
Now when should you paraphrase and when should you

summarise?
Paraphrase when:
- you want to use another writer’s words without plagiarising
- you want to use another writer’s words without the use of quotes
- the ideas of the other writer are more important than his/her style
- you think that the words of the other writer are too difficult for your
readers
Summarise when:
- you want to identify only the main ideas of the writer
- you want to give an overview of the topic (from several sources)
- you want to simplify a complex argument
- you want to condense the matter to suit your requirement
Whether paraphrasing or summarising, it is very important to

always cite the original work in order to give credit to the source.
Adapted from: http://www.word-

mart.com/html/paraphrasing_versus_summarizin.html
Categorising: classification
Chronological Order: the order in which events happened
Communicative: exchanging information, news, ideas in an interactive way
Competencies: the skills or knowledge learners should develop
Continuous the total mark accumulated in all four skills over the three
Assessment Mark: trimesters
Continuous Writing: longer and shorter pieces of writing such as compositions, letters,
reports, dialogues
Debate: formal discussion
Directed Writing: shorter pieces of writing, using a variety of sentence types based
on stimulus material
Extensively: widely
Final Examination the mark obtained for the internal or external examination/test at
Mark: the end of the year
Formal Continuous takes place during structured assessment under controlled
Assessment conditions
Humorous funny, amusing
Imaginary not real, something made up
60
Informal Continuous takes place during lessons and forms integral part of everyday
Assessment teaching
Internal Examination an examination set by the teacher and moderated by the Subject
Head or a member of the school management
Mixed ability classes classes with less able and more able learners
Onomatopoeia The word 'onomatopoeia' comes from the combination of two
Greek words, one meaning 'name' and the other meaning 'I make',
so onomatopoeia literally means 'the name (or sound) I make.'
That is to say that the word means mothing more than the sound it
makes. 'Boing' for example, means nothing more than what it
sounds like. It is only a sound effect.
Predict / Make to say/guess what is going to happen (e.g. before reading or
Predictions listening to text)
Promotion mark the average of the CA and the final examination mark
Reading strategies reading processes and skills
Scan to read a text quickly (to look for specific information)
Sequencing ordering a series of things to follow in a particular way
Skim read a text quickly looking for main points/general information
Summative when end-of-year test, together with the continuous assessment
Assessment marks are added and used for promotional marks
Trimester Mark the grand total for all the skills assessed during the course of the
trimester
61
Appendix 2:
CONTINUOUS ASSESSMENT RECORD SHEET: ENGLISH SECOND LANGUAGE
GRADE: ___________ CLASS: __________________________ YEAR: ___________________________________
SCHOOL: _____________________________________________ TEACHER: ________________________________
Reading.
Continuous
Listening & Speaking & Dir. Literature
Writing
EXAMINATION MARK
Writing
PROMOTION MARK
SUB-TOTAL (200÷2)
AVERGE CA MARK
TRIMESTER MARK
TOTAL CA MARK
Comprehension
Comprehension
Shorter Piece
Longer Piece
Interaction
Speaking
Everyday
Prepared
Listening
Listening
TRIMESTER
(300÷3)
TOTAL
TOTAL
TOTAL
TOTAL
TOTAL
Task 1
Task 2
Task
10 10 20 10 10 20 20 20 10 10 20 10 10 20 100 300 100 100 200 100
NAME
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
62
APPENDIX 3: ENGLISH SECOND LANGUAGE MARKING GRID FOR LONGER PIECES (ESSAYS) – CONTINUOUS ASSESSMENT
1 2 3 4 5
LANGUAGE USAGE Sentences show a variety Sentences are quite well Sentences are Sentences are poorly Virtually no
of appropriate structures. A structured. A range of satisfactorily structured. structured. Vocabulary is limited control of the
wide range of vocabulary vocabulary appropriately and Adequate use of and may be inappropriate. language.
used appropriately and accurately used. Few spelling, vocabulary. Some Serious spelling, punctuation Frequent and
accurately. Almost entirely punctuation and grammatical spelling, punctuation and and grammatical mistakes more serious
free of spelling, mistakes. Suitable use of grammatical mistakes. impede understanding. errors may force
punctuation and idioms. Register (style) is Idioms fairly used. Errors of idioms cause the reader to
grammatical mistakes. relevant to the task. Register (style) is partially confusion. Register (style) is infer/deduce
Creative use of idioms. relevant to the task. inconsistent. meaning. Register
Register (style) is totally (style) is
relevant to the task. inappropriate to
CONTENT AND ORGANISATION the task.
1 Essay is completely relevant to the topic: contains all the 9-10 8 7 6 5
elements. Detailed well-structured paragraphs: one main
idea per paragraph is evident with appropriate supporting
ideas; exceptional use of transitions, clear topic 17-20 15-16 13-14 11-12 9-10
sentences, smooth connections between paragraphs
arranged in convincing order. Fluent, coherent
development of topic.
2 Essay is fairly relevant to the topic: contains most of the 8 7 6 5 4
elements. Well-structured paragraphs with some detail
and development: one idea per paragraph with mostly
clear topic sentences and some appropriate supporting 15-16 13-14 11-12 9-10 7-8
ideas; good use of transitions, relatively smooth
connections between paragraphs.
3 Essay is partially relevant to the topic: contains some 7 6 5 4 3
elements. Paragraphs are evident, but not focused on
one main idea. Topic sentences are not well constructed. 13-14 11-12 9-10 7-8 5-6
4 Essay is not particularly relevant to the topic: contains 6 5 4 3 2
few elements. No paragraphs. Ideas are evident but not
developed. Content is limited. 11-12 9-10 7-8 5-6 3-4
5 Little understanding of the topic. Random, simple 5 4 3 2 1
ideas.
9-10 7-8 5-6 3-4 1-2
NB: IF A TASK IS COMPLETELY IRRELEVANT OR OFF TOPIC, AWARD 1MARK IRRESPECTIVE OF THE LANGUAGE.
Glossary:
 glean – get/work out the meaning
 idioms – fixed or common expressions e.g. It is raining cats and dogs/part and parcel of/to put up with
 impeded – interfere with Example: CS 3 = 4 or 8
 register – appropriate level of formality or informality LS 4 10 or 20
 syntax – (use of) a variety of different types of sentences e.g. simple/complex and compound sentences

APPENDIX 4: ENGLISH SECOND LANGUAGE MARKING GRID FOR LONGER PIECES (COMPOSITIONS) – EXAMINATION
1 2 3 4 5
LANGUAGE USAGE Sentences show a variety Sentences are quite well Sentences are Sentences are poorly Virtually no control of the
of appropriate structures. structured. A range of satisfactorily structured. structured. Vocabulary is language. Frequent and
A wide range of vocabulary appropriately and Adequate use of limited and may be more serious errors may
vocabulary used accurately used. Few vocabulary. Some inappropriate. Serious force the reader to
appropriately and spelling, punctuation and spelling, punctuation and spelling, punctuation and infer/deduce meaning.
accurately. Almost entirely grammatical mistakes. grammatical mistakes. grammatical mistakes Register (style) is
free of spelling, Suitable use of idioms. Idioms fairly used. impede understanding. inappropriate to the task.
punctuation and Register (style) is relevant to Register (style) is partially Errors of idioms cause
grammatical mistakes. the task. relevant to the task. confusion. Register (style)
Creative use of idioms. is inconsistent.
Register (style) is totally
relevant to the task.
CONTENT AND FORMAT (LAYOUT)

1 Essay is completely relevant to the topic: contains all 23-25 20-22 17-19 14-16 11-13
the elements. Detailed well-structured paragraphs:
one main idea per paragraph is evident with
appropriate supporting ideas; exceptional use of
transitions, clear topic sentences, smooth connections
between paragraphs arranged in convincing order.
Fluent, coherent development of topic.
2 Essay is fairly relevant to the topic: contains most of 20-22 17-19 14-16 11-13 8-10
the elements. Well-structured paragraphs with some
detail and development: one idea per paragraph with
mostly clear topic sentences and some appropriate
supporting ideas; good use of transitions, relatively
smooth connections between paragraphs.
3 Essay is partially relevant to the topic: contains some 17-19 14-16 11-13 8-10 5-7
elements. Paragraphs are evident, but not focused on
one main idea. Topic sentences are not well
constructed.
4 Essay is not particularly relevant to the topic: contains 14-16 11-13 8-10 5-7 2-4
few elements. No paragraphs. Ideas are evident but
not developed. Content is limited.
5 Little understanding of the topic. Random, simple 11-13 8-10 5-7 2-4 1
ideas.
Glossary:
 impede – interfere with
 infer
 layout/format – the way the information is presented or arranged e.g. where the address and salutation for a letter should be put; how well the writing and pictures on a poster have been
placed
 sense of audience/register - being aware of who you are writing to and using an appropriate level of formality or
Example: CS 3 Example: CS 3 = 8 / 9 /10
informality LS 4 LS 4 25
 task achievement – to complete the task required; to successfully communicate a message.

APPENDIX 5: ENGLISH SECOND LANGUAGE MARKING GRID FOR SHORTER WRITING PIECES/TASKS – CONTINUOUS ASSESSMENT
1 2 3 4 5
LANGUAGE USAGE Uses language and style Uses language appropriate Language usage Not very effective Language insufficient for
purposefully with clear for the task with an satisfactory with some language usage, with little task though
sense of audience and awareness of audience and awareness of audience. or no awareness of understandable in places.
appropriate register correct register although There are some audience. There are major Frequent serious errors
throughout. A wide range minor inconsistencies are inconsistencies in register. inconsistencies in register. force the reader to
of vocabulary is used evident. A range of The range of vocabulary is A limited range of infer/deduce meaning.
appropriately and vocabulary is used adequate but some errors vocabulary is present;
accurately. Spelling and appropriately and accurately; in word choice. Spelling word choice is faulty.
punctuation is very well occasional mistakes in word and punctuation is faulty at Spelling and punctuation
controlled. Hardly any choice. Spelling and times. Some mistakes. errors make understanding
mistakes. punctuation is well controlled difficult. Serious errors.
with occasional slips. Few
mistakes.
CONTENT AND FORMAT (LAYOUT)
1 Excellent achievement of task: content is completely 9-10 8 7 6 5
relevant to the task; fully developing all content points;
the format is fully observed; the purpose of the task is
clearly and fully presented. 17-20 15-16 13-14 11-12 9-10
2 Task achieved: content covers the requirements of 8 7 6 5 4
the task although points are partially developed; the
format is observed; the purpose of the task is clearly
presented. 15-16 13-14 11-12 9-10 7-8
3 Task partially achieved: content addresses the 7 6 5 4 3
requirements of the task but not all points are included;
the format is faulty at times; the purpose of the task is 13-14 11-12 9-10 7-8 5-6
presented but not very clear.
4 Task not satisfactorily achieved; content does not 6 5 4 3 2
cover the requirements of the task; content points are
attempted but many irrelevant details are included; the 11-12 9-10 7-8 5-6 3-4
format is faulty; the purpose for writing is missing.
5 Task only minimally achieved or not at all: the content 5 4 3 2 1

is not relevant to the task.
9-10 7-8 5-6 3-4 1-2
Glossary:
 infer
placed
Example: CS 3 Example: CS 3 = 4 or 8
informality LS 4 LS 4 10 20
APPENDIX 6: ENGLISH SECOND LANGUAGE MARKING GRID FOR SHORTER WRITING PIECES/TASKS – EXAMINATION
1 2 3 4 5
LANGUAGE USAGE Uses language and style Uses language appropriate for Language usage Not very effective Language insufficient for
purposefully with clear the task with an awareness of satisfactory with some language usage, with little task though
sense of audience and audience and correct register awareness of audience. or no awareness of understandable in places.
appropriate register although minor inconsistencies There are some audience. There are major Frequent serious errors
throughout. A wide range are evident. A range of inconsistencies in inconsistencies in register. force the reader to
of vocabulary is used vocabulary is used register. The range of A limited range of infer/deduce meaning.
appropriately and appropriately and accurately; vocabulary is adequate vocabulary is present;
accurately. Spelling and occasional mistakes in word but some errors in word word choice is faulty.
punctuation is very well choice. Spelling and choice. Spelling and Spelling and punctuation
controlled. Hardly any punctuation is well controlled punctuation is faulty at errors make understanding
mistakes. with occasional slips. Few times. Some mistakes. difficult. Serious errors.
CONTENT AND FORMAT (LAYOUT) mistakes.
1 Excellent achievement of task: content is completely 13-15 10-12 8-9 7 6
relevant to the task; fully developing all content points;
the format is fully observed; the purpose of the task is
clearly and fully presented.
2 Task achieved: content covers the requirements of 10-12 8-9 7 6 5
the task although points are partially developed; the
format is observed; the purpose of the task is clearly
presented.
3 Task partially achieved: content addresses the 8-9 7 6 5 4
requirements of the task but not all points are included;
the format is faulty at times; the purpose of the task is
presented but not very clear.
4 Task not satisfactorily achieved; content does not 7 6 5 4 3
cover the requirements of the task; content points are
attempted but many irrelevant details are included; the
format is faulty; the purpose for writing is missing.
5 Task only minimally achieved or not at all: the content 6 5 4 3 1-2

is not relevant to the task.
Glossary:
 infer
placed
Example: CS 3 Example: CS 3 = 4 or 8
informality LS 4 LS 4 10 20
The National Institute for Educational Development
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NAMIBIA
Telephone: +264 62 509000

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Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

ENGLISH SECOND LANGUAGE

© Copyright NIED, Ministry of Education, Arts and Culture 2016

ISBN: 978 99945 2 171 5

Publication date: December 2015

 through wide experience of and exposure to English, learners will become

The syllabus promotes the following general aims:

 to support creativity and intellectual development

The syllabus promotes the following specific aims:

 to enable learners to communicate effectively in speech and writing in their second

Ideally, learners with impairments get accommodated in special schools or classes.

5. Links to Other Subjects and Cross-curricular Issues

The main risks and challenges have been identified as:

6. Approach to Teaching and Learning

The approach to teaching and learning is based on a paradigm of learner-centred education

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

7. End of phase competencies

On completing the junior secondary phase of education in English Second Language,

Skill Grade 8 & 9: Junior Secondary Phase

8. Summary of the Learning Content

Skills Area of Learning/Activities

Other examples of expressing warning:

[more expressions not given here can also be practised]

9.3.1 Reading Comprehension

LEARNING OBJECTIVE COMPETENCIES

9.4.1 Directed Writing

LEARNING OBJECTIVE COMPETENCIES

Other examples are:

- complex nouns (A complex noun is formed when a

- present continuous tense e.g. - present continuous tense e.g.

- present perfect tense e.g. - present perfect tense e.g.

- simple past tense e.g. - simple past tense e.g.

future tense: future tense:

- Commands: If the sentence is a command, either

whether . . . or no sooner . . . than

10.1 Continuous assessment

10.2 Formative and summative assessment

10.2.1 Diagnostic Assessment

10.3 Informal and Formal Methods

10.5 Criterion-referenced grades

10.6 Grade Descriptors

10.7 Conducting and recording assessment

10.8 Assessment objectives

The assessment objectives for second languages are:

10.8.1 Listening and Responding

10.8.2 Reading and Responding

10.9 Continuous Assessment: Detailed guidelines

10.9.1 Listening and Speaking

10.9.2 Reading and Literature

Minimum prescribed reading per grade:

Recommended extensive reading per grade:

10.9.3 Reading and Directed Writing

10.9.4 Continuous Writing

Skills Marks Total

10.9.6 End-of-term mark for the report

10.10 End-of-year examination: detailed guidelines

Paper 1 - Reading and Directed Writing DURATION MARKS

GRADE: _ CLASS: YEAR: ___________________

SCHOOL: _____________ TEACHER: