INTRODUCTION

This teacher’s guide is designed for learners at the Upper Primary level of education within the
Basic Education programme. It is not intended for use as textbook or lesson plan, it is supposed
to be used as a guide to help the teacher with ideas of teaching Setswana.

Learners need exposure to lots of meaningful and understandable language. They need
opportunities to practice language with one another. Classroom activities should allow learners
to use natural and meaningful with their classmates.

The content of the syllabus intends to develop learner’s communication, observation and
research skills. It also intends to enhance vocabulary development. It caters for creativity and
self-assertiveness, therefore teaching should aim towards achieving these.

Unlike other subjects, the Setswana Teacher’s Guide has been organized according to topics.
Thus, all the objectives for each of the different skills have been put together into one topic, in
that way, ideas on how objectives can be integrated in the teaching are given. For example, all
the objectives should all be descriptive. It is just a suggestion and the teacher is free to choose
the most suitable way to use for a particular classroom situation.

TEACHING METHODOLOGIES

The methodology for teaching Setswana should be based on the communicative approach to
language teaching. In that way, the skills be treated in an interview way when they are being
developed. Although language skills are appropriately isolated and dealt with in the syllabus,
there is need to integrate them when teaching so that there is coherence. Grammar will be
taught in a more contextualized way where meaning will be highlighted.

Current policy is to use Breakthrough to Setswana (which is an adaptation of the British

Breakthrough to Literacy) in all Standard 1 classes but it should be noted that the method is
appropriate for all standards at primary level. The approach is most effective when used in the
teaching of Setswana because it is communicative, child centred and takes a holistic approach to
literacy. This way learners learn through communicative activities. The project Method is
another method that can be used at all levels of education. The nature of this method is that it
encourages all language skills to be developed together within a single project thereby
addressing them in an integrated manner. The Project Method therefore can complement quite
well any other methods used.

Although breakthrough to Literacy is for first language speakers, it can equally be applied to
second language teaching as well. Second language teaching approaches such as the Preview
Review Method and Co-operative learning are also recommended for teaching Setswana to those
learners whose first language is not Setswana.

The Preview-Review method will always work better if the teacher is fluent in the first language
of the learner and in Setswana. The method works as in the following example:

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 Preview the content of Setswana English Home Language Home
the lesson in: Language
Teach the lesson in: English Setswana Setswana English
Review the lesson in: Setswana English Home Language Setswana
Extend and reinforce English Setswana Home Language Setswana
through projects and
activities

The Preview Review method can be adapted to suit different language situations like when the
first language of the learner is not Setswana. The teacher should not code-switch during the
sections of the lessons, but should effectively utilize all the languages during the lesson. The
method is simple: You present the content of the lesson in the home-tongue. Then teach the
lesson in Setswana. The revision of the lesson then should be done in the Home Language. You
teach some more content/or give more examples that can strengthen and give support to what
you have already taught. In the case of teaching Setswana as a second language, the adapted
version will be as follows:

Preview the content of

the lesson in: Home Language Setswana Home Language Setswana

Teach the lesson in: Setswana Home Home Language Setswana

Language

Review the lesson in: Home Language Setswana Setswana Setswana

Extend and reinforce
through projects and Setswana Home Home Language Setswana
activities Language

NB: Home Language refers to the language spoken in the home of the learner e.g. Naro,
Sekalaka, Seherero, etc.

Co-operative Learning

Co-operative learning is a method for teaching not just language but other subjects as well. This
method encourages collaborative learning. Learners work as a team that is, working together. It
creates opportunities for learners to have oral interactions with one another and as a result the
target language is improved. The class should put in small groups and teams who will help one
another learn the material.

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Readiness Skills

The readiness skills are incorporated throughout the syllabus, therefore teachers are encouraged
to identify and handle them accordingly.

Teaching and Learning Procedures

It should be noted that within this teacher’s guide, skills are not treated in isolation. For each
topic, all skills have been addressed together in an integrated way for example, under the topic
Stories, the teacher will find that all objectives for stories under listening, speaking and writing
are addressed. This is an attempt to show how the skills could be integrated within a topic.

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TOPIC: INSTRUCTIONS AND DIRECTIONS

Objectives

1.1.1 Follow oral instructions to perform any activities required.

1.1.2 Follow verbal directions on how to get to a place anywhere in their town or village.

Content

• Instructions e.g. how to do something

• Directions e.g. where to find something, locating a place etc

Teaching/Learning Materials

• Textbook
• Simple map showing different places,
• A set of instructions and directions.

Suggested Teaching/Learning Activities

Plan the activities you want your pupils to perform. Write clear instructions that you want them
to follow in order to perform those activities. Your instructions should not be too long. Read out
the instructions which tell them what to do. Read them slowly and clearly so that the pupils can
understand them easily. Watch them perform the tasks/activities and correct them where they go
wrong.

Place different items in different places inside or outside the classroom. Give learners clear
directions on where to find those items. Watch them as they make attempts to locate the items.

Repeat and vary the exercises until they fully master the concept of following instructions and
directions.

Objective
2.1.1 Give clear oral instructions and directions for specific purposes.

Content

• Instructions e.g. how to do something

• Directions e.g. where to find something, how to locate a place etc.

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NB: These ms include how to play certain games, operating instruments, singing and dancing in
a certain way, e.g. hide and seek game, etc.

Teaching/Learning Materials
Textbook
Simple map showing different places
A set of instructions and directions

Suggested Teaching/Learning Activities

Ask learners to plan the activities they would like to engage in. Guide them on how to prepare
and plan the activities. Ask them to give one another instructions on how to do those activities.
Correct them where they are not sure of what to do. Ensure that the instructions they give are
simple and clear.

Ask learners to hide items at certain sports and then direct others to go and find them. They may
also direct each other to locate certain places on a simple map. Ensure that they are able to give
clear directions.

Objectives
3.1.1 Follow given instructions for specific purposes.
3.1.2 Interpret a map to locate different places.
3.1.3 Follow any written directions

Content

• Instructions e.g. how to do something

• Directions e.g. where to find something, how to locate a place etc

Teaching/Learning Materials

• Textbook
• Simple map showing different places
• A set of instructions and directions

Suggested Teaching/Learning Activities

Select the activities that you want your learners to engage in. Write simple instructions that you
want them to read and follow in order to do those activities. Where instructions are readily
available, use them to instruct learners to do those activities.

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Give learners a simple map. Give them a set of instructions requiring them to locate certain
places on the map. Check to see if they are able to locate the specified places, and assist and
guide them where they need assistance.

Vary the tasks they have to perform e.g. locating other places, retrieving hidden objects. Write
simple directions which they must read in order to perform those tasks.

Objectives
4.2.1 Write clear instructions and directions for specific purposes.
4.2.2 Draw a map to show a familiar place in their surroundings.
4.2.3 Give directions for applying First Aid and administering medicine.

Content
Instructions i.e. how to do something e.g.

• Applying First Aid

• Administering medicine
• Directions e.g. where to find something, how to locate a place . NB: These may include
games, dance, operating machinery, cooking something in a certain (special) way, locating a
place or object, etc.

Teaching/Learning Materials

• Textbook
• Simple map showing different places
• A set of instructions and directions

Suggested Teaching/Learning Activities

Ask learners to come up with various activities and tasks to be done. They can do this in groups
or individually. Inspect the activities they have come up with and assist them where necessary.
Ask them to write simple, clear instructions and directions on how to perform those tasks.
Ask them to draw their village and show their school and other existing features such as a river,
mountain//hill, a special/big tree etc. They may also draw their district map and show where their
village is located. Those living in towns/cities may draw maps of their towns/cities and show
their school, their location (area where their houses are located) and any other places of interest
that you may deem important.

Familiarise them with the basics of First Aid and the importance of taking medication according
to the directions on the leaflets. After that ask them to write simple directions on how to apply
First Aid for specified minor injuries. Check their work and assist them where necessary. After
that ask them to write directions on how to take medication for simple complaints like headache,
cough, flu and others. Check their work and satisfy yourself that they are doing the right thing.

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TOPIC: LANGUAGE USE

Objectives
1.2.1 Recognise figurative language used in daily speech including proverbs, idioms, similes,
metaphors etc.
1.2.2 Interpret the general meaning of figurative language used in daily speech in context.

Content
Figurative Language:

Proverbs(diane),idioms (maele), similes (tshwantshanyo) metaphors (tshwantshiso) etc.

Examples:

Goora motho go thebe phatswa (seane).

Go tlhanola direthe (leele).
O montle jaaka naledi (tshwantshanyo).
Monna yo tau (tshwantshisi).
Ana o setlhogo jang wena AIDS! (mothofatso).

Teaching/Learning Materials

• Textbook
• Any book on proverbs
• Idioms
• Similes and metaphors
• A prepared chart on figurative language

Suggested Teaching/Learning Activities

Give learners simple proverbs used in sentences. Ask your pupils to recognize and identify
proverbs used in sentences. Do the same thing with idioms. Repeat the exercise using various
proverbs and idioms until the learners are able to recognize and identify them easily.

Do the same with similes and metaphors. Note the difference between similes and metaphors.
Similes use such connecting words as jaaka, e kete etc. while metaphors do not.

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TOPIC: STORIES AND PLAYS

Objectives
1.3.1 Determine the bias and mood of a story and play.
1.3.2 Identify the main idea of stories and plays that they have heard.
1.3.3 I identify the main character of a story that they have heard.
1.3.4 Determine the cause and effect of a story and play.
1.3.5 Predict the end of a story and play.
1.3.6 Compare stories and plays that they have heard.

Content
Stories and plays:

• Bias and mood

• Main idea
• Main character
• Cause and effect
• Prediction of the end
• Comparison of stories to plays.

Teaching/Learning Materials

• Textbook
• Story books
• Plays
• Any other suitable books

Suggested Teaching/Learning Activities

Tell or read a story to the learners and ask them to tell you the bias of the story, i.e. the point of
view of the story or the way the story looks at things. Ask them to also tell you the mood of the
story i.e. does it depict happiness, anger etc. Do the same with a piece of play.

Ask them to tell you the main thing that the story or play is saying to them – is it teaching,
warning, advising or encouraging them; and what is it saying exactly? Ask them to identify the
main character in the story or play i.e the person or animal etc that features prominently in the
story or play. This is the person or animal around which the events of the story or play revolve.

Learners must be able to determine the cause and effect of the story or play. This is the most
important element of plot in a story or play; some events are caused by others or simply put,

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some actions are caused by others, and they have certain impact or result. Learners must be able
to say this happened because this/that happened. In other words, this made this to happen.

After listening to part of a story or play, learners must have an idea of how it will end. This is
what is called “predicting the end of a story or play”. They must be able to say, almost precisely,
how it will end.

Learners must be able to compare stories and plays, looking at the structure/format, use of the
language and presentation of the subject matter. You as their teacher are free to ask them to
compare stories and plays for other features and attributes as you see fit.

In each case, give them the necessary assistance and guidance.

Objectives
2.3.1 Participate in simple dialogues among themselves.
2.3.2 Re-tell stories that they have heard or read with appropriate intonation.
2.3.3 Discuss stories that they have read or heard.
2.3.4 Ask and answer questions about the details of a story that they have read or heard.
2.3.5 Determine elements of:

• cause and effect

• the correct sequence, the speakers mood, opinion and bias.

2.3.6 State why they like or dislike the main character.

2.3.7 State what they would like in dealing with different characters in the text.
2.3.8 Compose a coherent story using guidelines.
2.3.9 Participate in dramatic activities and choral recitations.

Content
Stories and plays:

• Bias, mood and opinion

• Dialogue
• Cause and effect
• Characters/characterization
• Participation in dramatic activities and choral recitations.

Teaching/Learning Materials

• Textbook
• Story books e.g. literature books
• Any other suitable books

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Suggested Teaching/Learning Activities

Divide learners into pairs or small groups; give them topics to discuss. Topics could be stories
they have heard or read or just general topics. Ask them to discuss the topics, and make sure that
each one of them participates. This should not be a debating session, but rather, a conversation
session or session where they simply exchange and share ideas. The role of the teacher is to
ensure that learners are able to hold a meaningful conversation.

Ask learners to tell stories, modern or traditional, they know. Concentrate on developing their
story telling skills/abilities. Tell them stories you know, or simply read some to them. Assign
some stories; this will include reading their literature books and then ask them to relate events of
those stories under your guidance. This will enhance their ability to remember and retell stories
from other sources.
After telling or re-telling stories, ask them to discuss them. Guide them on what to discuss.
They may also ask each others questions and take turns to provide answers.

Ask them to state events of the stories they have heard or read and say which events are
responsible for which ones and what happened as a result. They must also examine the stories
and determine their correct sequence. They must also be able to see in the story, the mood. If
the speaker is in a bad mood, e.g. angry or disgusted or in a good, pleasant mood, they must be
able to see that. It is also important that learners are able to see and identify the opinion and bias
of the speaker, whether the speaker is stating a fact or merely giving his/her opinion. They must
be able to determine the speakers inclination in terms of the way he/she thinks, i.e. if the speaker
is for or against a certain idea.
Learners must be able to evaluate the actions of the main character and be able to say whether
they like or dislike him/her and why. They must be in a position to examine the actions of other
characters and say how they would deal or interact with them and why.

Give learners an exercise in which they come up with their own original stories which they can
share with others. Help them where they need help.

Assign learners to act/dramatise the stories they know including the plays they already know,
and recite poems and verses they know. Expose them to many of these activities.

Objectives
3.5.1 Recognise figurative language used in a text.
3.5.2 Infer and deduce meaning of prose or any other text.
3.5.3 Deduce the character’s mood, opinion or bias.
3.5.4 Identify elements of prose and drama such as setting, plot and cause and effect.
3.5.5 Identify main and minor characters of a story, play and passage.
3.5.6 Compare the story to personal experience of life in general.
3.5.7 Explain the moral or theme of the story.

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Content

• Figurative Language
• Prose and Drama
• Characters: main and minor characters
• Setting
• Plot
• Cause and effect relevance of stories to real life
• Moral/Theme of stories.

Teaching/Learning Materials

• Textbook
• Literature books: stories and plays
• Traditional literature book
• Any other relevant books and materials

Suggested Teaching/Learning Activities

Select texts in which figurative language is used. Ask learners to identify the figures of speech
used.

Give learners new prose: texts or passages to read. Ask them to interpret them and tell you what
they are saying. Give them various texts to read for practice. Ask them to identify figurative
language used in those texts and passages.

Ask them to study the actions of characters in the books and texts they read as well as what the
characters are saying, and be able to say whether they are in good or bad mood. They must also
be able to say what the opinion of the characters is as well as what they favour, i.e. where they
stand in relation to the issues under discussion.

When they read prose, i.e. novels and texts as well as drama (plays), they must identify setting
i.e. when events in the book they are reading are taking place; the type of environment where
events are happening. They must also study the way events in the book they are reading follow
each other, the way they cause each other and the resultant actions or events.

They must be able to identify the main character and minor characters in the books and
texts/passages they read.

Learners must be able to explain the theme (message or lesson they get from the book they are
reading. NB: the book may be a novel/short story (prose) or drama (play). They must relate
events in the books they read to real life situations, using their experiences and say what they
learn from those books.

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Objectives
4.7.1 Describe situations, occasions, events, experiences in well sequenced and coherent
paragraphs to form a story.
4.7.2 Use a variety of sentence patterns when writing to bring about the desired effect within
the reader.
4.7.3 Write short stories and plays on topics of their own choice.
4.7.4 Answer questions about details on the passage.
4.7.5 Present their ideas in print.

Content

• Essays
• Descriptions
• Short stories
• Variety of sentences,
• Answering comprehension questions as well as presenting own ideas.

Teaching/Learning Materials

• Textbook
• Literature books i.e. novels, stories and plays
• Any other relevant books and materials

Suggested Teaching/Learning Activities

At this point, learners are adequately familiar with stories and other forms of essays. Assign
them tasks to write descriptions of situations, occasions, events and experiences. In other words
ask them to describe to you in writing, what they know, what they have seen or witnessed or
experienced. The descriptions must be such that they present a clear picture of what they are
describing. In writing their descriptions, learners must learn to use a variety of sentences:
simple/short and complex/long sentences. This will bring about effective communication.

Give learners some topics to write short stories and plays on. After they become more
comfortable with the task, let them choose their own topics to write on. Check their work and
assist them where they need assistance until they produce satisfactory work.
Give your learners some texts, passages or stories to read. After that, test their understanding by
asking them questions from the stories they read and see how they perform. Give them the
guidance they need until they develop skills in answering comprehension questions.

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TOPIC: POEMS

Objectives
1.4.1 Identify the main idea of a poem that they have heard.
1.4.2 Distinguish between poems and recitations.
1.4.3 Discriminate rhythmic patterns in poems.

Content

• Main idea of a poem

• Difference between poems and recitations
• Rhythmic patterns in poems

Teaching/Learning Materials

• Textbook
• Poetry books
• Prepared poems and recitations
• Other relevant materials

Suggested Teaching/Learning Activities

Read a poem to the learners slowly, clearly pronouncing the words and putting stress on the
relevant parts. After that ask them to tell you exactly what the poem is and what the poem is
saying. The subject is what the poem is about e.g. river, baboon etc and the main idea refers to
the principal point it is telling us about the river or baboon. Make sure learners do not confuse
the two.

After that read to them poems and recitations. Ask them to compare them and say what the
difference is between the two. Note that the difference may be about structure and content. Help
them make that distinction. NH: Recitations have no definite message and form; poems do.
Read to them a number of poems slowly and clearly so that the endings of the different poems
come out clearly. Ask them to tell you how they rhyme. They can do this by comparing the way
the different poems end; therefore rhyme. Assist them to achieve this task.

Objectives
2.4.1 Distinguish poems from other texts.
2.4.2 Explain the poems.
2.4.3 Deduce the message of a poem.
2.4.4 Express the mood of a poem.

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2.4.5 Recite poems on emerging issues such as HIV/AIDS, POP/FLE, the Environment etc.

Content

• Poetry: distinguishing poems from other texts

• Explaining poems
• Reciting poems on HIV/AIDS, POP/FLE and Environment

Teaching/Learning Materials

• Textbook
• Poetry books,
• Story books
• Plays
• Any other relevant materials

Suggested Teaching/Learning Activities

Give learners poems, prose (stories and passages) and plays. Ask them to compare the way these
look like and ask them to tell you the differences they are able to see. Make sure they don’t
confuse poems and plays as they almost look alike. Note whatever differences they say they are
able to see and then go over the exercise with them correcting any mistakes they made. After
this exercise, address content. Ask them to tell you how content is presented in poetry, prose and
drama. Again, assist and guide them where they need assistance and guidance.

Give learners some poems (or you may read some to them) and allow them to discuss the poems
in class, explaining them and telling you and each other what the different poems are saying.
They must also state the mood of the different poems. Ask them to compose and recite poems
on HIV/AIDS, POP/FLE and the environment. Where some are readily available, let them recite
those. You are free to compose some, if you can, and ask learners to recite them.

Objectives
3.6.1 Identify figurative language in a poem.
3.6.2 Read short poems projecting the correct meaning and mood.
3.6.3 Predict the ending of a poem.

Content
Figurative language in a poem e.g. simile (tshwantshanyo) metaphor (tshwantshiso) and
personification (mothofatso), meaning and mood (maikutlo). Predicting ending of a poem.

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Teaching/Learning Materials

• Textbook
• Poetry books
• Prepared poems
• Any relevant materials

Suggested Teaching/Learning Activities

Introduce figurative language e.g. the use of similes, metaphors and personification and these can
be identified in poems. Show them how mood can be recognized in a poem. After that, give
learners some poems to read and identify figurative language (figures of speech) used. Ask them
to also determine the mood of the poem i.e. whether it praises, condemns and expresses disgust.
Ask them to predict the end of the poem by looking at the way it flows. Assist them where
necessary.

Objectives
4.8.1 Compose short poems on topics of their own choice.
4.8.2 Compose original poem which have:

- rhyme
- figurative language
- emotion

4.8.3 Appraise poems.

Content

• Composition of poems
• Use of rhyme, figurative language and emotion in poems
• Appraising poems

Teaching/Learning Materials

• Textbook
• Poetry books
• Prepared poems
• Any other relevant materials

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Suggested Teaching/Learning Activities

Introduce the topic by once again discussing rhyming, similes, metaphor, personification and
emotion in poetry. After that ask learners to compose poems using the above aspects. Assist and
guide them where necessary. Repeat the activity until learners know what to do.

Show learners how to evaluate and appraise poems. The points to look for in this exercise
include writing in stanzas, using figures of speech and showing emotion. These are essential
parts of poetry. If they are not used, a poem will not qualify to be called a poem. Show them
how to achieve this.

**********************************

TOPIC: REPORTS AND SPEECHES

Objectives
1.5.1 Recall oral descriptions of people and events.
1.5.2 Follow a speaker’s line of argument.
1.5.3 Recall the main points of what they hear in a variety of media.
1.5.4 Identify supporting points to the main ones.
1.5.5 Evaluate what they hear from reports and speeches.
1.5.6 Determine the speaker’s opinion and mood.

Content
Descriptions of people and events, speaker’s line of argument, main points, supporting points,
evaluation of reports and speeches, speaker’s opinion and mood.

Teaching/Learning Materials

• Textbook
• Prepared speeches
• Any other relevant materials

Suggested Teaching/Learning Activities

Prepare a short text describing a person, people or some events. Make it as interesting as
possible. Read it to your class. After that ask the same questions from the text to check their
understanding. The questions must be simple so that learners are not discouraged. Repeat the
task, varying the length and complexity of the descriptions. Ask learners questions that seek to
find out whether they are able to follow the speaker’s line of argument i.e. the way he/she argues
and his/her point of view.

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Assign them tasks to listen to specific programmes on TV and radio. Ask them questions to find
out if they follow. Ask them questions that will test if they are able to get the main points of
what they hear. In other words, try to find out if they can remember the core of what was being
said. After this has been achieved, ask them questions that test if they remember the supporting
points and details.

Tell or read to them a prepared text. After that allow them to discuss it in class, arguing it out.
They must examine and assess it and say what they think about it.

After going through the above experiences, learners must be able to determine and state the
speaker’s opinion and mood. They must be able to identify the speaker inclination as reflected in
his/her speech. They must also be able to say whether the speaker is in a good or bad mood.

Objectives
2.5.1 Comment on key features of what they hear in different media.
2.5.2 Explore and develop ideas from reports and speeches.
2.5.3 Report and describe events and observations accordingly.
2.5.4 Communicate appropriately to different audiences.
2.5.5 Express themselves clearly and confidently when giving a report/speech.
2.5.6 Follow arguments and ideas and extend them to clarify meaning.
2.5.7 Suggest the best title for a speech or news report.
2.5.8 Speak with clear diction and appropriate intonation.

Content

• Comments on media reports,

• Development of ideas from reports and speeches,
• Description of events and observations,
• Communicating to different audiences,
• Giving clear reports/speeches,
• Give best title for speech or views report,
• Use clear diction and appropriate intonation.

Teaching/Learning Materials

• Textbook
• Prepared speeches
• Newspaper and magazine articles

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Suggested Teaching/Learning Activities

Bring to class short articles/reports from newspapers and magazines. Read them to your class
and then ask them questions to find out if they are:

• able to explore and develop ideas from what they heard. They will do this by showing clear
understanding of what is being said, commenting logically on what the report/speeches say.
• give clear reports and descriptions of events and their own observations; they must be able to
describe the way they see things.

Give them the opportunity to communicate with each other outside their class. Check if they
express themselves clearly and confidently. They should not hesitate to say what they want to
say. In exchanging their views, they should show that they follow what others are saying, they
should not guess. When they speak they must pronounce words properly (correct diction) and
use the high intonation – the rise and fall of the voice, showing stress where it should be shown.

Give them a text and ask them to suggest the best title for it. Compare the different titles they
give with your own and choose the most reasonable ones. Note that there may be a number of
reasonable titles suggested, examine them with your class and agree on the best, giving reasons
for doing so. This will be fully achieved over a period of time.

Objectives
3.9.1 Suggest the best title of a report and speech.
3.9.2 Analyse the purpose of written speeches and reports.
3.9.3 Analyse the main points of news reports and speeches.

Content

• Reports
• Speeches
• Suggestion of the best title
• Analysis of the purpose of written speeches and reports news reports and speeches
• Analysis of the main points

Teaching/Learning Materials

• Textbook
• Prepared reports and speeches
• Any other relevant materials

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Suggested Teaching/Learning Activities

Give learners an untitled text/ story to read. Ask them to suggest the title that suits it.
Remember, a number of suggestions will be made. They can do this orally or in writing.
Carefully examine their suggested titles and with them, choose the one that you think is the best.
Repeat the exercise until you are fully satisfied that they have mastered the task.

Give them a speech/report to read and ask them to tell you the purpose it serves. The purpose in
this case may be to:

• inform
• advise
• warn
• educate, etc.

They must also identify and analyse the main points of speeches and reports to get their
intention.

Objectives
4.9.1 Evaluate their own and others reports and speeches.
4.9.2 Take and make notes from news or speeches.
4.9.3 Compile data from different media for their project.
4.9.4 Paraphrase what they have heard or read in their own words.
4.9.5 Summarize in their own words a short speech and/or report that they have heard.

Content

• Evaluation of own reports and speeches

• Taking and making notes
• Compilation of data from media
• Paraphrasing
• Summarization of reports and speeches

Teaching/Learning Materials

• Textbook
• Books on reports
• Speeches and summary
• Sample reports
• Speeches and summaries

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Suggested Teaching/Learning Activities

Give learners short reports and speeches to read. Ask them to write brief evaluations of those
reports and speeches saying how they are and what their purposes/intentions are. After that ask
them to write short notes from them or other news items. They should start by writing in note or
point form and then elaborate briefly by putting the necessary details.

Assign them a task to do; it could be to report on something e.g. a process or operation. Give
them some papers to read. Show them how to select the points they are going to use to complete
this project or task. Ask them to use that information to write the report they are assigned to
write. First, check the information or points they have collected to see if it will be useful for the
project. Give them guidance where you feel they need it.

Give learners a short story to read or simply tell them one. After that ask them to write the same
story in their own words. Check their work to ensure that they do not omit important
information.

Show learners how to summarize a text. Show them the difference between paraphrasing and
summarizing so that they do not confuse the two. Note that paraphrasing means/is telling the
same story in one’s own words while summarizing is shortening the story but retaining the main
meaning it contains. Note that in a summary the words also will be mostly different, but the
main interest is to make it short but complete in meaning or what it says.

After making this explanation, assign them tasks to summarize texts and short stories. Check
their work and guide them where necessary.

**********************************

TOPIC: KINSHIP

Objectives
5.2.1 Explain the Kinship terms for members of a lelwapa.
5.2.2 Explain the interrelationship between malwapa a kgotla in a traditional setting.
5.2.3 Explain what makes kgoro e tona mo kgotleng and its relationship to other dikgotla and
ultimately the main kgotla.

Content

• Kinship terms of members of lelwapa,

• Interrelationship between malwapa a kgotla,
• What makes kgoro e tona mo kgotleng, its relationship to other dikgotla and the main
kgotla.

20
Teaching/Learning Materials

• Textbook
• Culture book
• Prepared structure of traditional authority
• Starting with the home

Suggested Teaching/Learning Activities

Ask learners to tell you the titles/terms they use in their families to refer to one another, starting
with their parents e.g. father, mother, father’s elder and younger brothers and sisters, mother’s
elder and young brothers and sisters and their children. Here you are most likely to get a variety
of terms used, depending on the region the different children come from e.g. nkgonne/nkonne,
aubuti, ausi etc. Do not be hard on anybody because that is the terminology they use. What is
important is whether they can explain what they mean and how they relate.

In a traditional set up, families are not of equal statuses, some are senior to others. Even in the
same family some are senior to others e.g. borremogolo and their children are senior to
borrangwane and their children. The senior rremogolo in a particular kgoro becomes Ralekgotla
or senior elder. These malwapa add up to/make a kgotla (ward). A senior elder (in statuses)
becomes the headman of the ward or kgotla. A number of dikgotla make the main kgotla ya
motse. Note that even dikgotla are not equal in statuses, some are more senior than others.

Ask learners to tell you the set up in their respective areas or even villages if they come form
different villages.

**********************************

TOPIC: SPELLING AND VOCABULARY

Objectives
2.2.1 Choose vocabulary according to different contexts.
2.2.2 Distinguish between spoken and written vocabulary.
2.2.3 Recognise how language varies according to context and purpose.

Content

• Vocabulary
• Distinguishing between spoken and written vocabulary
• Language according to context and purpose

21
Teaching/Learning Materials

• Textbook
• Any language book prepare examples

Suggested Teaching/Learning Activities

Explain to learners the importance of using proper language when they speak. This involves
careful selection of words to be used in communication. They must choose the words that will
clearly express the idea/ideas they want to put across. After that assign them a task or tasks
where they discuss either in pairs or small groups. Monitor the way they use the language, the
way they choose their words/vocabulary and assist and guide them properly.

Tell learners that when they speak in formal situations, they must be careful in the way they use
the language; their language must be formal. Explain to them that oral language can be modified
easily, while written language cannot. So, it is important that written language/vocabulary must
be precise. Remember, oral speech has no laws, while written speech has; it has to conform to
conventions and regulations e.g. orthography.
Check the way they speak and the way they write and give them proper guidance. Let them
know that language will differ depending on what it wants to achieve and how it wants to
achieve it.

Objectives
4.4.1 Record new and figurative words and phrases they have learnt from daily interactions.
4.4.2 Recognise the meaning, use and spelling of common prefixes and suffixes.
4.4.3 Spell words with inflectional endings correctly.
4.4.4 Recognize silent sounds from a dictation.
4.4.5 Make personal vocabulary notebooks of unfamiliar words and phrases acquired from
reading and oral information.

Content

• Recognition of new and figurative words and phrases

• Meaning
• Use and spelling of common prefixes and suffixes
• Spelling of words with inflectional endings
• Recognizing silent sounds
• Making personal vocabulary note book

Teaching/Learning Materials

• Textbook

22
 • Setswana dictionary and phrase book
• Any grammar book
• Prepared lists of phrases and figurative language

Suggested Teaching/Learning Activities

Put up the prepared list of figurative language and phrases where every pupil can see it. Show
them sentences and phrases in figurative language is used e.g. Monna yole tau (O bogale thata),
Mosetsana yole sethunya (O montle thata), O ne a tlhanola direthe ( a siya), Mosimane yole o
sengangatlela (o manganga) etc.

After that ask them to give their own examples and ask them to identify figurative
language/words and phrases. Correct them where they go wrong and give them the necessary
guidance.

Give them a set of words that change the ending to form a different word or meaning or tense,
e.g. gama>gamisa or gamana, opela>opedisa, tsamaya>tsamaile, tsamaisa, tsamaela, ja>jela,
jesa>jetse, kgomo>kgongwana, podi>potsane, pitse>petsana.

In each case show them how the focus of the meaning changes with the new version of the word.
Ask them to give their own examples. Make sure the examples they give are correct.

Show them the use of prefixes and suffixes. Show them that prefixes come at the beginning of
words e.g. mo-tho, se-lepe, mo-sima, ma-simo, mo-lapo and that suffixes come at the end of
words e.g. mothoana>mothwana, selepe>seletswana, mosima>mosimana,
masimo>masingwana, molapo>molatswana

Give them exercises in which they spell words with prefixes and suffixes.

As you introduce new words/vocabulary in class, ask your pupils to each have a notebook in
which they write these new words and their meanings. These will form their newly acquired
vocabulary. Ask them to independently add to these words until the notebook is full. When they
read books and they come across new words they must add them to the words in their notebooks.
Check their entries to see if they are done correctly. As this is an ongoing activity, keep on
checking their work at reasonable intervals.

23
TOPIC: MEILA

Objectives
5.1.1 State meila concerning decent behaviour for boys and girls.
5.1.2 Identify meila that discourage idleness.
5.1.3 State meila pertaining to child upbringing.
5.1.4 Recognise the relevance of meila to themselves.

Content

• Meila concerning decent behaviour.

• Meila that discourage idleness.
• Relevance of meila to the learners themselves.

Teaching/Learning Materials

• Textbook
• Culture book
• List of meila prepared by the teacher
• Any other relevant materials

Suggested Teaching/Learning Activities

Explain what meila are e.g. statements which prescribe what people, young and old should and
should not do. Explain also the purpose for this prescription. After this explanation, give them
some meila that you have prepared. Explain the purpose of each moila. Ask learners to give you
their own examples of meila. These will be general examples. Note that this is a culture topic,
and cultural practices vary from one region to another. So accept all examples as long as they
sound convincing.

After this exercise, narrow it down to specific meila e.g.

1. Meila concerning decent behaviour e.g. O se ka wa feela bosigo.

2. Meila that discourage idleness e.g. O se ka wa tlhaba mainane motshegare, o tlaa timela.
3. Meila pertaining to child upbringing e.g. O se ka wa tsamaya ka setlhako se le sengwefela, o
futsa mmago

After that ask them to tell you how relevant meila are to them individually and severally. Assist
them where necessary.

24
TOPIC: DISCUSSION AND DEBATE

Objectives

2.6.1 Make varied contributions according to the purpose of the talk.

2.6.2 Discuss the strengths and weaknesses of a given topic.
2.6.3 Participate in class debates about topics from their worn personal experiences.

Content

• Making contributions to discussions.

• Analysis of topics to find strengths and weaknesses.
• Participation in class debates

Teaching/Learning Materials

• Textbook
• Book on public speaking
• Any other relevant materials

Suggested Teaching/Learning Activities

Give learners a simple topic to talk about. The topic should be about something they know such
as the career they want to follow. Ensure that every pupil makes a meaningful contribution.
Assist those who struggle to make a contribution. Vary the subjects you want them to talk about
until everyone is comfortable to contribute.

Give them some topics to analyse and show their strengths and weaknesses. Listen carefully to
establish if what they are saying is convincing enough. Keep on varying the topics until your
pupils know exactly what to do. Again assist those who struggle to make a meaningful
contribution.

After that give them an opportunity to debate some topics. At this level the topics must be
simple and familiar. Divide them into groups, normally two. One group should be for the topic
while the other one opposes it. Guide them as they continue with their debate. Vary the topics
as they become more and more comfortable with the exercise.

25
TOPIC: ORTHOGRAPHY

Objectives
Use correct pronunciation noting the correct orthography.
Distinguish between letter clusters and sound patterns
Distinguish between phrases, clauses, sentences and their articulation.
Derive meaning from figurative language as used in context.

Content
• Correct pronunciation and orthography.
• Difference between letter clusters and sound patterns.
• Difference between phrases, clauses, sentences and their articulation.
• Meaning of figurative language in context.

Teaching/Learning Materials

• Textbook, orthography pamphlet (1981).

• Prepared examples, Setswana dictionary.
• Any other relevant materials.

Suggested Teaching/Learning Activities

Give learners a list of words to pronounce. At this stage they are building on what they did in
lower classes, in this case, in standards one and two, where they were pronouncing sounds like
t/tl, s/s tlh/th tsh/tsh,le/lo etc. At this stage they are reinforcing by revisiting pronunciation,
looking at words. They may have done this exercise in previous classes, but let them repeat it for
reinforcement. Let them correctly pronounce words like tamo, tlala, selepe, sapa, thaba, tlhapa,
tshimo, thaba, logong, lesaka. Make sure that they pronounce the words according to the
combination of the letters making them. For instance it will be wrong to pronounce tlala as tala.
It will also be wrong to pronounce tlhaola as thaola. Make sure that they pronounce them
correctly regardless of their dialect. Note that they will have no excuse to pronounce them
wrongly because they are looking at them and at this level, they are expected to know the sounds
produced by letter combinations. When they speak freely, that is understandable, but not when
they are reading, where they are looking at the letters. The teacher must lead by example.

Give them cluster or combinations of letters and ask them to observe the sounds they produce
e.g. tl>tla,tli,tlo; tlh>tlha, tlho;ts>tsa, tso, tsu;tsh>tsha, tsho, tshu etc.

They first have to pronounce the sounds without the vowels and then with the vowels. Repeat
the exercise at certain intervals for reinforcement.

26
Give learners a list of mixed sentences such as phrases (diejana), clauses (diele tse di ikaegileng
ka tse dingwe) and sentences (diele). Explain to them what phrases are e.g. small groups of
words which form short sentences which do not have complete sense/meaning or messages e.g.
ene yole, ka bomo, fa ba ne ba le mmogo, e seng tseo, ba boletse etc. As you can see, they do
not convey any messages to us.

Give them some clauses e.g.

Mathata ke gore o sekopo.

Ba ka bob a tsamaile mmogo.
Nka ba bona ke tlaa ba bolelela.

When we look at the above examples we find that the sentences are clearly understandable, but
the message they convey is not complete. They seem to be taking their sense/message from
some other communication/sentences on which they depend in order to convey a complete
message/communication. These are called clauses (subordinate clauses) or dependent sentences.
After that give them normal, complete sentences e.g.

Ke tlaa go bona ka moso.

Re kopane le ene mo tseleng.
O nthekele legapu fa o na le madi.
Dikgomo tsa bone di bolailwe ke mogau.

Show them the difference between phrases, clauses and sentences. Ask them to give their own
examples and assist them where necessary until they fully master the topic.

Objectives
4.5.1 Construct sentences using standard orthography for example, the use of f/g/h, t/tl, th/tlh,
elê, olô, s/sh, tšh/ch.
4.5.2 Write names of objects or items found in their environment using the correct
orthography.
4.5.3 Use conjunctive and disjunction writing effectively

Content
• Construction of sentences using standard orthography
• Writing names of objects/items using standard orthography
• Effective use of conjunctive and disjunctive writing

Teaching/Learning Materials

• Textbook

27
 • Orthography booklet (1981)
• Examples prepared by the teacher
• Any grammar book, any other relevant materials

Suggested Teaching/Learning Activities

Introduce the topic by telling your pupils that, generally, all the sounds listed above are used in
Setswana, and that the purpose of this topic is to examine how they are and should be used in
Setswana as a National Language, infact each time you write Setswana. Please note that speaking
has no rules while writing has rules. That is why we talk of standard orthography. This is a set
of rules that we have to follow when we write Setswana.

f/g/h: All these three sounds will inevitably be found in the writing of Setswana. What is
important is that each one of them must be placed where it belongs. Please follow this little
formula to remind yourself of how to use them.
f: Strengthens (o thatafalela) to ph-when writing nouns e.g. fula>phulo: Dikgomo di nonne ka
gore phulo e ntsi.
fa>mpho: Ke amogetse mpho ya koloi.
fifala>phifalo: Go tlaa nna le phifalo ya letsatsi ka moso.

There are many examples that can be given. So, using /h/ in this case would be totally wrong.

g: Strengthens to kg-when writing nouns e.g.

goga>kgogo
gana>kgano
gowa>kgoo etc.

h: Strengthens to kh-when writing nouns e.g

hupa>khupo
huma>khumo
huhunela>khuhumelo

There are many examples that can be given. What is important is that the use of /f/ in this
particular case would be wrong.

t: tamo (dam)
tala (colour; blue/green)
tota (increase)
tuma (become famous)
tamola (squeeze out)

tl: tlala (hunger or become full)

tlola (jump up/jump over)

28
 tlisa (bring/bring over)
tlamparela (hold fast)

th: thaba (mountain)

thiba (block, obstruct)
thota (an area/a raised area
thuma (swim)

tlh: tlhaba (pierce, slaughter)

tlhama (compose)
tlhotsa (limp)
tlhatloga (ascend, go up)

e: ele, elama, e sele etc.

ê: êla, êmêlêla, êpa, êpêla.
o: oma, okola, okama, ogola
ô: ôma, ômana, ôlêla,ôpêla, ôpêlêla, ôra etc.
s: sapa (swim, beat)
sema, sesabo, sankodisa etc.
sh: Normally for proper nouns (names that we cannot change) e.g. Shashe, Shashe Mooke,
Shimane, Sholo etc.
tsh: tshaba, setshaba, tshoba,
motshine, tshampa.

ch: Normally for proper nouns (names that we cannot change e.g. Dichaba, Changate, Chadibe
etc, we write them as their owners write them.

Put up the poster on which you have written the examples that you want your pupils to see.
Explain them step by step until you are satisfied that they understand. Use as many examples as
you may be able to come up with. Allow your pupils time to come up with their own examples.
Check them carefully and correct them where they go wrong. Make sure that you are on the alert,
make sure that dialects do not interfere with the learning/writing of the National Language.

As orthography is an instrument they will require each time they write, check whether they use it
correctly each time you mark their work. This will give them time to practise continuously. The
teacher must be thoroughly conversant with the standard orthography and therefore lead by
example.

29
TOPIC: PUNCTUATION

Objectives
3.3.1 Use punctuation marks effectively when reading.

Content

• Correct and effective use of punctuation marks e.g.

• Full stop (.)
• Comma (,)
• Question mark (?)
• Colon (:)
• Exclamation mark (!)

Teaching/Learning Materials

• Textbook
• Any grammar book
• Examples prepared by the teacher
• Any other relevant materials

Suggested Teaching/Learning Activities

Introduce the topic by outlining the importance of punctuation marks.

Show them how they are used in sentences. Note, don’t try to cover them all at the same time,
do them over a number of periods until your pupils understand them. Give them a good number
of punctuation exercises. Assist them where necessary. In this topic they mainly identify correct
use of these punctuation marks.

Objectives
4.3.1 Use small and capital letters effectively in their writing
4.3.2 Use punctuation marks correctly in their writing.
4.3.3 Accurately punctuate passages to give them meaning

Content

• Effective use of small and capital letters.

• Use of punctuation marks.
• Punctuation of passages.

30
Teaching/Learning Materials

• Textbook
• Any grammar book
• Examples prepared by the teacher
• Any other relevant materials

Suggested Teaching/Learning Activities

Explain to the pupils when to use small letters and when to use capital or big letters. Tell them
that capital letters are used:

1. when starting a new sentence.

2. in proper names of people and places e.g. Motsamai, Dimpho, Selemogo, Gabane,
Kumakwane, Francistown, Kamenakwe etc.
3. In proper names of other creatures such as animals e.g. Bantomo, Tlelabore, Tšalemeisi
etc. (cattle) Mmakhukhwana, Magono etc. (goats) Semetshe, Bolo, Danger, Phamola etc
(dogs). Other animals like Cats have proper names. These should also be written in
capital letters. In the rest of the situations small letters should be used.

Give them mixed names, some proper, others general e.g. koko, kgomo, david, mogomotsi,
dineo etc. Ask them to tell you which ones should be written in capital letters and which ones
should remain in small letters. Assist them where necessary. After that give them sentences and
paragraphs to do the same. Make sure that they do the right thing.

Introduce the use of punctuation marks e.g. full stop, comma, question mark, colon, exclamation
mark, etc. Show them where to use a full stop e.g. at the end of a complete sentence, in
abbreviations and peoples initials i.e. short versions of peoples names. A comma indicates a
pause, but not complete stop. It is also used in listing things e.g. dikgomo, dipodi, dinku le
ditonki. A question mark is used in direct questions e.g.
Ba kae? O tlaa tsamaya le bomang? A o tlaa mpha madi? But not in indirect question/reported
questions e.g.

O ne a botsa gore o tlaa tsamaya le bomang? Ba batla go itse gore a o a tsamaya?

The above two examples show the wrong use of a question mark.

The colon shows that certain things follow, e.g. Answer the following question:
On the other hand an exclamation mark shows that emotions rise, it shows an expression of
surprise e.g. Ao! Nyaa! Ijo, a metlholo!. Give them exercises to use these punctuation marks.
Assist them where they need assistance.

31
TOPIC: CONTINUOUS WRITING

Objectives
4.10.1 Plan and develop their idea into written text.
4.10.2 Make improvement in their draft.
4.10.3 Make clear and neat final draft.
4.11.1 Develop sentences into paragraphs which will links into continuous writing.
4.11.2 Write various messages for different situations such as investigations, greetings, thank
you message.
4.11.3 Write and respond to a personal letter using appropriate language and format.
4.11.4 Write to communicate their ideas to different audiences.
4.11.5 Write compositions correctly to include introduction, body and conclusion.
4.11.6 Write about interests and personal experiences using any of the following:

• argument
• narrative
• dialogue
• reports

Content

• Planning and development of their idea.

• Development of their drafts, making final drafts.
• Writing messages, development of sentences and paragraphs.
• Writing/responding to a personal letter.
• Writing compositions.
• Writing the following types of continuous writing:
• argument
• narrative
• dialogue
• reports

Teaching/Learning Materials

• Textbook
• Composition and letter writing book
• Sample compositions and letters
• Other relevant materials

32
Suggested Teaching/Learning Activities

Show learners how to plan the text they want to develop/write. Show them how to write the
main points and how to write sentences from those main points. Show them how to link/join the
sentences to develop a draft text.

Assign them the work to plan a text on a given topic. Check their plans and assist them where
necessary. Ask them to write complete sentences. Again check what they have done to ensure
that they do the right thing. Help edit the drafts and produce refined, final drafts.

Introduce letter writing to them, concentrating on the personal letter, e.g. address, date,
salutation, introduction, development and conclusion. Show them examples of what you are
talking about. Give them work to write a proper friendly/personal letter. Check their work and
assist them where necessary. After that give them an assignment to write a response to a
personal letter. Repeat the tasks until you are satisfied that they know what they are doing.

Introduce the idea of writing a speech/address targeting a specific group of people e.g. children,
youth or adults. Explain to them that it is important to know your audience. When you write a
speech/an address or a simple communication. This will help you to select appropriate material
to include in your speech/address as well as the language to use. If it is children like themselves
and younger, their language will be simpler. On the other hand, if it is adults, the language will
be solid. The material will also be solid. Give them work to write speeches addressing specific
audiences. Check their work and guide them accordingly.

Introduce composition writing. Show them the different parts of a composition e.g. heading/title,
introduction, development and conclusion. Tell them the importance of adopting the correct
format as well as using appropriate language. Explain to them that they will write different types
of compositions e.g. narrative, argumentative etc. Introduce writing a dialogue as well as
reports. Assign them work to write compositions on given topics and dialogues and reports as
directed. Check their work and assist them where necessary. Repeat the tasks at intervals until
they master what they are supposed to do.

33
TOPIC: LANGUAGE USE

Objectives
Identify singular and plurals correctly in phrases and sentences.
Recognise the use of structure and grammar in Setswana sentences.

Content
• Singular and plurals in Setswana phrases and sentences.

Teaching/Learning Materials

• Textbook
• Grammar book
• Prepared examples
• Any other relevant materials

Suggested Teaching/Learning Activities

Give learners a list of singular words and ask them to change them into plurals. Show them that
in Setswana plurals are denoted by prefixes that change words from singular to plural. Most, if
not all of the words will be nouns e.g.

kgomo>di + kgomo>dikgomo
selepe>di + selepe>diselepe> dilepe
monna>ba + monna>bamonna> banna.

As you can see, in some cases some parts of the original noun have to be left out (elided) when
forming plurals as in the case of selepe>dilepe and monna>banna. It can also be said that the
original prefix changes to a different one when forming plurals. Note also that the plural prefix
largely depends on the noun used. The common prefixes are di- for most of the things – animals
and other things and ba- for people in general. However, when you use people’s names the
prefix becomes bo- e.g. boKabo, boNeo, boDavid, boAdam etc. Note also that these are,written
conjunctively as a prefix cannot be separated from its word (noun). Let the pupils give as many
examples as they can. Correct them where they go wrong.

Give them another group of words in plural and ask them to change them into singular. This is
basically a reverse process. Check their work and make sure that they are doing the right thing.
Give them as many practice exercises as possible for reinforcement.

34
After they have mastered singular and plural in nouns, introduce them to singular and plural in
phrases and sentences e.g. dikgomo tsa gagabo (phrase) dipodi tseo (phrase). Basimane ba
gaeno ba gorogile (sentence). Dikoloi tsa gompieno di siana thata (sentence).

Note carefully; there is nothing like “Kgomo tsa gagabo” Kgomo is singular and ‘tsa’ is a plural
concord. So it will be wrong to use a singular noun with a plural concord. Similarly, it will be
wrong to say: Podi tseo instead of dipodi tseo.

Koloi tsa gompieno di siana thata instead of saying Dikoloi tsa gompieno di siana thata. There
should be agreement between the noun and the concord(s) used. Let the pupils construct their
own sentences. Assist them where necessary.

Introduce the basic structure of the Setswana sentence. Use simple sentences so that they can
understand easily e.g.

Letsatsi le a tswa.
Batho ba gorogile.

When we look at the above examples we find that the sentences start with a noun, followed by a
concord and then the verb which denotes the action taking place. Nouns can also be represented
by pronouns e.g.

Lone le a tswa.
Bone ba gorogile.

As we can see, the basic structure is not affected. As they master this, you can gradually
increase the complexity of the sentences. Give them enough practice.

Objectives
4.6.1 Use nouns, pronouns and adjectives correctly in sentences.
4.6.2 Combine base words with appropriate word parts e.g. prefixes, formatives and suffixes to
form new words.
4.6.3 Use given parts of speech in the correct number such as singular and plural.
4.6.4 Select the correct component of a compound word and join them to from new words.
4.6.5 Use the correct synonym, homonym or antonym for a given context.
4.6.6 Explain different parts of speech.
4.6.7 Write the correct structure of sentences using the subject, predicate and object.
4.6.8 Use clauses and phrases in sentences linking into paragraphs.
4.6.9 Write sentences using the correct tense of the verb such as present, past, continuous and
future.
4.6.10 Use direct and indirect speech correctly in sentences and paragraphs.

35
Content

• Correct use of nouns, pronouns and adjectives

• Use of prefixes, formatives and suffixes
• Formation of singulars and plurals
• Formation of compound words, using synonyms, antonyms and homonyms, explanation
of different parts of speech, correct structure of sentences
• Use of clauses and phrases to form paragraphs, using tenses in sentences
• Use of direct and indirect speech in sentences and paragraphs

Teaching/Learning Materials

• Textbook
• Grammar book
• Examples prepared by the teacher
• Any other relevant materials

Suggested Teaching/Learning Activities

Introduce the topic by giving learners a list of nouns (names). Tell them that these are the words
used to call things – people, animals birds and other objects. Use their names, and names
showing gender e.g. boy, girl etc so that they can understand quickly. After that ask them to give
their examples. Accept any name e.g. motho, katse selepe, loselo, Moitshepi, Amos, John etc.

After that introduce pronouns, building on their knowledge of nouns. Show them that pronouns
stand for nouns or simply names. Use the names you used as examples and the ones they
themselves used e.g. yônê, sônê, ônê, ênê etc. After that engage them in an exercise in which
they give nouns and their pronouns e.g.

kgomo>yônê
motho>ênê
ngwana>ênê
selepe>sônê
nonyane>yônê

Ensure that they all contribute.

After they master this topic introduce adjectives e.g. yo montle, yo motonona, e tona, tse ditona
yo moleele, se. sentsho Ask them to give their own examples. Assist them where they need
assistance.

Make sure they don’t confuse adjectives with relatives e.g.

Adjectives Relatives
yo montle yo o buang

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se sentle se se bogale
yo moswaana yo o opelang

show learners how different parts of words are joined together to form complete words e.g. mo
+ tho>motho,
mo + sadi>mosadi, se + lepe>selepe, ga + ngwe>gangwe, lesaka + ana > lesakana, koko +
ana>kokwana

Again, ask them to generate their own examples. Ask them to give examples of words, any
words, and their plurals.

They can later give plural words and their singulars. e.g.

kgomo>dikgomo
lee>mae
phokoje>bophokoje
dinama>nama
dilepe>selepe
mesima>mosima

Introduce the topic synonyms, antonyms and homonyms e.g. that: synonyms are words that have
the same meaning. Antonyms are words that have opposite meaning. Homonyms are words that
are spelt the same but have different meanings., etc.

Examples: Synonyms; taboga/siana, koba/leleka/alola/patika, futshe/kuane, etc.

Antonyms; mosetsana/mosimane, siana/iketla, ema/nna, etc.

Homonyms; kala (branch or weigh), kgwedi (month or moon) etc. Ask them to use these words
in original sentences to show that they understand them.

Give learners a brief explanation of parts of speech (dikarolo tsa puo). Do this by showing their
function in the language e.g. noun (leina) is to call a person object or thing e.g. Mosadi, Naledi,
noga, seboko, etc. Pronounce (leemedi/leemedi tota) e.g. ênê, yônê, sônê etc. Do this with all
parts of speech. Give them exercises to check their understanding and assist them where
necessary.

Give them some work to generate well constructed sentences using different parts speech.
Check whether their sentences comply with the demands of the parts of speech used. After that
assign them the task of using parts of speech in original sentences and paragraphs e.g. paka ya
jaanong (present tense) ke a ja, ba a bina, paka e e fetileng (past tense) ke ne ke eja, ba ne ba
bina, paka tsweletso (continous tense) ke sa ntse ke e ja, ba sa ntse ba bina, paka e e tlang
(future tense) ke tlaa ja, ba tlaa bina.

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Check their work to ensure that they are doing the right thing.

Building on the above, ask learners to generate sentences and paragraphs using direct and
indirect speech. Examples Direct Speech: Re a opela, di a fula etc.
Indirect Speech: Ba re ba opela, gat we di a fula etc.

Check their work and provide the necessary guidance.

TOPIC: HANDWRITING

Objectives
4.1.1 Transcribe sentences legibly and neatly.
4.1.2 Shape letters correctly in print and joined writing.

Content

• Neat handwriting
• Printing and joined writing

Teaching/Learning Materials

• Textbook
• Handwriting book
• Examples prepared by the teacher

Suggested Teaching/Learning Activities

This is a practical topic. The idea is that learners should write legibly, they should write in such
a manner that what they write can be read without any difficulty. Give them sentences to copy
on to their books either printing or writing in a joined manner. Guide them accordingly.
Reinforcement of this skill will come automatically when they write other assignments.

TOPIC: TRANSLATION

Objectives
2.7.1 Give accurate oral translation of Setswana praragraphs to English and vice versa.
2.7.2 Give accurate oral translation of short speeches.

Content

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 • Translation from Setswana to English and vice versa.
• Translation of short speeches.

Teaching/Learning Materials

• Textbook
• Book on translation
• Sample translations

Suggested Teaching/Learning Activities

Tell learners that translation means/is passing on a message from one language to another.
While words will also change, the main focus is on the passing on of a message in a different
language. Show them the sample translations you have made. After that give them short
paragraphs, preferably in English, to translate to Setswana. Repeat the exercise by giving them
sentences written in Setswana and ask them to translate them to English, again orally.

After they acquire enough skills give them short speeches to translate, first from English to
Setswana and then from Setswana to English. Assist them where they need assistance until they
are fully conversant with what they are required to do.

Objectives
4.13.1 Translate sentences into Setswana and English.
4.13.2 Translate short paragraphs/messages into Setswana and English.

Content

• Translation of sentence into Setswana and English

• Translation of short paragraphs/messages into Setswana and English

Teaching/Learning Materials

• Textbook
• Book on translation
• Sample translations

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Suggested Teaching/Learning Activities

This time learners should be more familiar with translation as they have just finished oral
translation. They should be able to cope with written translation because the principles are the
same. Give them a number of sentences written in English and ask them to write them/translate
them to Setswana. When you are satisfied with their progress, give them sentences written in
Setswana and ask them to write them in English.

When you feel they have satisfactorily accomplished this task, give them a variety of paragraphs
and messages to translate, first from English to Setswana and then from Setswana to English.
Repeat the tasks at intervals until they fully master them.

**********************************

TOPIC: REFERENCE SKILLS

Objectives

4.12.1 Use the alphabet for various tasks such as ordering information.
4.12.2 Recognise the organization of dictionaries including:

• heading
• abbreviation and other conventions

4.12.3 Use a Setswana/English dictionary to find out the meaning of words.

Content

• Use of alphabet
• Organisation of dictionaries
• Finding meanings of words

Teaching/Learning Materials

• Textbook
• Setswana dictionary
• English/Setswana dictionary
• Prepared examples

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Suggested Teaching/Learning Activities

Remind learners of the letters of the alphabet A,B-Z. Pick a few words from the examples you
have prepared. Order those words according to their letters of the alphabet, showing which one
comes first, followed by which one until the last one. Then use their names, picking four or five.
Order them in like manner. Give them a little exercise to see if they understand.

After that go to the dictionary and show them that the words in the dictionary are arranged
according to the letters of the alphabet. Open a dictionary. If there are several copies let them
share them so that when you call a word they will be able to see it. It there are enough copies for
each pupil, the better. This exercise will also give them the much needed training on how to
open and look up a word in the dictionary.

After that go to a Setswana/English dictionary. Ask them to find the equivalent in another
language, either Setswana or English, of the words you will give to them. They should also find
out the meanings. Assist those who need assistance until the task is accomplished in full.

**********************************

TOPIC: EXTENDED READING

Objectives
3.7.1 Read for pleasure, interest and information.
3.7.2 Select independently more challenging and demanding texts.
3.7.3 Share their reading with others.
3.7.4 Read with understanding a variety of texts.

Content

• Reading for pleasure, interest and information

• Selection of challenging and demanding texts
• Sharing information
• Reading with understanding

Teaching/Learning Materials

• Textbook
• Novels
• Plays and short stories
• Any relevant materials

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Suggested Teaching/Learning Activities

Give learners a variety of novels, plays and short stories. Ask them to choose the most
interesting one which they must read for pleasure. Ask them to tell you what interest them in
those books. After that ask them to read other books after which they must answer the questions
you will ask them.

Give them more challenging books to read and then share the information they got from them.
Monitor their work to ensure that they are doing the right thing.

**********************************

TOPIC: PICTORIAL INFORMATION

Objectives

3.10.1 Use maps, graphs, charts and pictures to answer specified information.

Content

• Discussion and answering questions on maps, graphs, charts and pictures

Teaching/Learning Materials

• Textbook
• Atlas
• Picture book

Suggested Teaching/Learning Activities

Examples prepared by the teacher.

Give learners some pictures to talk about. Start with pictures because all of them are generally
familiar with pictures, so it will be fairly easy for them to talk about them. They may talk about
individual pictures of peoples, things and scenes, their backgrounds, the environment or even
compare them.

They can then talk about maps, answering the questions you will ask them. The questions may
address countries features and anything that you may consider important. The important thing is
that they must be able to interpret certain aspects of the map.

After that give them simple tables and charts to interpret. The intention is not for them to
calculate but to talk, they must answer the questions you want them to answer.

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TABLE : Thekiso ya dikoko le mae ya madirelo a ga Mme Tsogang

1996 1997
Dikoko 10 000 9 500
Mae 100 000 120 000

TABLE 2: Kgolo ya leruo la ga Rre Mabua.

1999 2000 2001

Dikgomo 1000 880 1020
Dipodi 700 1200 1500
Dinku 800 1015 1600
Dipitse 40 37 66

Let the class discuss the above scenarios. Ask probing questions and correct them whenever
they go astray.

PALO YA BAITHUTI

500

400

300
Boys
200 Girls

100

0
2001 2002 2003

Baithuti ba sekolo sa Nageng mo dingwageng tse tharo. Ask learners questions to see if they can
interpret the above chart. Assist those who struggle to make sense out of what they see.

**********************************

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TOPIC: TRADITIONAL ATTIRE

Objectives
5.3.1 Contrast traditional dress used by dancers and poets.
5.3.2 Recognise the importance of wearing traditional dress.
5.3.3 Show their own traditional dress that is readily available and practical.
5.3.4 Perform traditional dance and songs.
5.3.5 Compose praises about themselves and their peers for various purposes.
5.3.6 Compose their own traditional songs.

Content

• Traditional dress for dancers and its importance

• Traditional dance and sons, praise poem about self and peers

Teaching/Learning Materials

• Textbook
• Poetry books
• Book of songs
• Culture book
• Sample poems and songs

Suggested Teaching/Learning Activities

Tell learners that traditional dancers and poets normally wear clothes that distinguish them from
the rest of the people. Ask them to tell you and the rest of the class the type of traditional dress
or dresses they know. You are likely to notice a number of variations depending on where the
different pupils come from. They should be able to tell you the type of traditional dress used in
their respective communities.

Ask them to demonstrate how they perform their traditional dance and songs. As time goes on,
ask them to compose praise poems about themselves, peers or parents. They can even compose
such poems about their teacher or school. Let them also compose their own traditional songs.
Note that this is a culture topic which should be covered over a period of time. Guide them to
achieve this objective.

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