1.

Professional Documents of a Teacher

Teachers utilize different documents during school teaching experience. These include the
official school curriculum, subject syllabus, scheme of work, lesson plans and records of
work.

1.1. Curriculum

This is a national document where a syllabus for a specific subject is derived. Teachers must
read and understand the curriculum at national level for them to link its content to what is in
the syllabus for their specific subject area. The curriculum is designed and developed by the
Ministry of Education and is therefore a policy document which schools are expected to
implement.

1.2. Syllabus

This is a national document where specific subject content in form of objectives and topics are
contained and these are usually in a suggested sequence based on logicality and levels of
difficulty. In the Zambian situation this document is designed and developed by subject
specialists commissioned by the Ministry of Education and is, therefore an official document
of the Ministry and the teachers are expected to follow it in their teaching.

1.3. Scheme of work

This is a plan of topics to be covered in a term for the purpose of orderly and systematic
teaching. It is extracted from the language syllabus detailing what to be taught in a term or
week. This plan is a product of the teacher, unlike the curriculum and syllabus. The
importance of the scheme of work is that it guides the teacher and department on what to
teach in which week. It also helps sections and departments to share components to teach and
in case of absence of a teacher, the substitute teacher is guided on how to proceed. It also
helps in establishing which components have been covered or not. The details of an ideal
scheme of work are given below:
wee Topic/subtopic outcome Teaching/ Teaching/learning reference
k s learning resources s
experiences
2 Tenses By the Explain how  Charts Ronald
 Ciindi caino end of each of these  Chalk Forerest
‘Present Simple Tense’ the tenses are  Text books Revision
 Ciindi caino week, formed. English
cizumanana. PSBAT: Question and
‘Present Continuous use answer
Tense, tenses Discussing
correctly
both in
spoken
and
written.
3 Kufwiinsya cibalo By the Note making  Chalk Sitwe
Summary end of  Board (2015)
 Note summary the Discussing  Chart Summary
 Prose summary week, Group showing Skills.
Kubala kawiiwi PSBAT: discussions stages of Lusaka:
Comprehension Write summary UNZA
 Reading both note Press.
comprehension and
prose
summary

Answer
both
inferenti
al and
factual
questions
Lesson plan

This is a plan of work to be covered or done in a particular lesson. It is extracted from the
scheme of work. The lesson plan is important because it helps the teacher to be organized and
run the lesson smoothly. It also helps the teacher to focus on the content to be covered and the
way it should be taught thus avoiding irrelevance

A lesson plan helps to prepare and assemble teaching and learning resources. It also helps to
contextualize in advance the teaching strategies and methods to be used in a particular lesson.
Lesson plans also help to select and design appropriate assessment methods. In the event that
one teacher has an emergency, another teacher can take over to teach the lesson using the
same plan.

In summary, advantages of a lesson plan include:

 It helps with sequencing and orderliness of lesson activities

 It helps with planning for lesson activities, techniques, methods to use in the lesson
 It helps with selection of lesson resources such as text to be books to be used
 It helps with planning and selection of teaching aids
 It helps enhance teacher confidence
 It helps with anticipating of potential difficulties that learners may encounter
 It helps with smooth teacher substitution in the event of the subject teacher being
absent.

The details found in a lesson plan are as follows:

a. Biographic data section (bio data section)

This section contains details of the school, teacher, subject, class, time, objectives,
references and materials to use in the lesson.

b. Introduction Section (Teacher expedition)

This is where the topic of the lesson is presented, and rule explanation and any other
concept related to the topic is explained. New concepts and phrases are explained
under this section. The lesson may start with revision where the previous topic is
related the new topic, or it may start straight with the new topic of the day by creating
a situation.
 c. Development Section
This is a practice stage for learners having understood the topic from the introduction.
Activities under this section may include group discussion, debate, oral exercise, quiz,
written exercise and homework. Anything that can help learners internalize the
teaching point by practicing falls under this section. In involves development of the
teaching point in the mind of the learners.

d. Conclusion
This is where summing up of the content learnt in the lesson is done. Conclusion is
divided into cognitive closure and social closure. Under cognitive closure, the teacher
asks learners what they have learnt form the lesson and learners respond. Teachers
should avoid summarising the lesson on their own. Learners must be involved.
Under social closure, the teacher praises the pupils for their participation in the lesson
and encourages learners who had difficulties during the lesson so that they go home
motivated.

e. Evaluation
This is based on whether the objectives of the lesson were achieved or not. Details
should be included on whether the lesson was successful, or it should be retaught.

The following are samples of lesson plans:

 NAMALAWE SECONDARY SCHOOL
DEPARTMENT OF LANGUAGES
ZAMBIAN LANGUAGES SECTION

NAME: Ms Shambeta
DATE: 21st February 2022
CLASS: 9B Duration: 80 Minutes
SUBJECT: Chitonga No of Learners:
TOPIC: reading Comprehension
LESSON: Bukkale
REFERENCES: Bbuku lya Sichikolo Chitonga Giledi 9 Pegi 1
OBJECTIVES: Having been introduced to what constitutes Reading Comprehension, Pupils
Should Be Able To (PSBAT) answer both factual and inferential questions.
STAGE AND TEACHER ACTIVITY PUPIL ACTIVITY TEACHING
TIME TECHNIQUE/LEA
RNING AND
TEACHING AIDS
INTRODUCTION  Asks oral leading  Answer orally  Question and
 Situation questions Expected answers answer.
5 minutes Example: 1. Kupegwa zyina  Text books,
1. Ino kulya zyina lyamuntu chalk board,
caambanzi? wafwa. chalk.
‘what does name inheritance ‘Being given a name for
 mean? the deceased’
 Records answers on the
board.
2. Ino muntu uli buti
weelede kulya zyina 2. Mujwa naa
lyamufwu? mwana wa
‘who qualifies to inherit a name? mufwu.
 Write responses on the ‘a nephew/niece or
board. daughter/son to the
deceased.

LESSON  Writes topic on the

DEVELOPMENT board.
 TYPE OF LESSON:
Comprehension
e.g. TOPIC: Bukkale
 Step 1
Pre-reading Stage
Brainstorming on the content of
the passage, e.g. the passage is
about Mubekwabekwa who did
not want to inherit his uncle’s
name because he believed that
only a son had the right to
inherit his father’s name.
His action was against the Tonga
tradition.
 Step 2
 Ask learners to read the
passage silently.
 Emphasise on good
reading habits.
1. No movement of head
from one point to another
when reading.
2. No finger pointing at the
words being read.
3. No murmuring or
whispering when
reading.
4. No straining or bringing
the text being read too
close.
Tr moves around to ensure that
all the pupils are reading.
Give the class a specific time
frame in which they should
 finish reading the text.
Step 4 post reading activity
Tr leads the class in discussing
difficult vocabulary using the
context in which the words have
been used in the text e.g.
Kusowa – kwaambila muntu
ziteelede.
‘misleading someone’

Oral Presentation Step 5 Learners listen

Reading aloud attentively.
Tr reads passage aloud and
fluently.
Oral practise Step 6
Group work
Tr divides the class in groups.
 Gives an activity for
learners to work in their
groups.
Questions Expected Answers
1. Nkaambo nzi 1. Nkaambo
Mubekwabekwa ncaakali sikufwa
kukakila kulya zyina lya wakalijisi baba
zimizyaabo? bakwe.
‘why was ‘Because the
Mubekwabekwa refusing deceased had his
to inherit his uncle’s own children.
name?
2. Amunonomone mabala
kuzwa mucibalo aasola
kwaamba mbuli mabala
aaya.
‘which word in the
passage mean the same
as the following?
a. Kuyunga a. Kutyungilila
b. Lubanje b. Tulyabayuni
Class Discussion Tr and learners discuss answers Learners discuss
from the groups. answers from the
groups with the teacher.
Individual Witten Tr gives exercise for learner to
Exercise write individually in their Learners write an
exercise books exercise individually in
their exercise books

Questions
1. Twaambilwa kuti EXPECTED
mulubeta oolu, ANSWERS
Mubekwabekwa 1. Libeta lwakali
 taakaliko pe. Ino lwa bapati.
nkaambo nzi?
2. Kwiinada mukubala 2. Bajwa
cibalo coonse eeci, ino
mbantunzi beelede kulya
zyina lyamufwu?
3. Nomoona babala kuzwa a. kumbele
mucibalo aasola
kwaamba mbuli mabala b. Kwiingula
aya:
a. Kumpela c. Ambebo
b. Kuvwiila
Marking c. Andime
Tr collects books for marking
CONCLUSION  Tr asks learners what Learners answer
 Cognitive they have learnt today in teacher’s lessons.
closure this lesson.
 Tr emphasises main Learners listen
points covered in the attentively.
lesson

 Social  Tr praises and thanks the Learners clap for

closure learners for participating themselves.
actively during the lesson

 Asks learners to clap for

themselves.
EVALUATION
 Prepared by J Pali
DALICE

KABULAMWANDA SECONDARY SCHOOL

DEPARTMENT OF LANGUAGES
ZAMBIAN LANGUAGES SECTION

SUBJECT: Chitonga DATE: 22nd February, 2023

TEACHER: Ms Lwanja DURATION: 40 minutes
CLASS: 8A NO OF CHN:
TYPE OF LESSON: Structure
TOPIC: Ciindi Caino Cizumanana
‘Present Continuous Tense’
OBJECTIVE: Having been introduced to what constitutes Present Continuous Tense,
followed by rule explanation and examples, pupils should be able to (PSBAT) construct
correct sentences in this tense orally and in writing.
REFERENCES: Bbuku lya Sicikolo, Chitonga , giledi 9
TEACHING AIDS: Manila paper, chalk, chalk board, pupils, broom, duster
STAGE & TIME TEACHER ACTIVITY PUPIL ACTIVITY MATERIALS &
CLASS
TECHNIQUES
INTRODUCTION  Ask three pupils  Some learners  Chalk,
 Situation to perform are performing broom,
  5 minutes different different dusters
activities. One is activities while  Question and
sweeping, one is others are answer
writing, the last following.
two are cleaning
the board. Expected Answers
 While each 1. Mutinta
activity is ulakukula
happening, ask ‘Mutinta is sweeping.’
the class to 2. Monde ulalemba.
explain what the ‘Monde is writing.’
other pupils are 3. Masowe a
doing. Buumba
 Write their balasalazya a
responses on the boodi.
board. ‘Masowe and Buumba
 Ask learners what are cleaning the board.’
is common in all Expected Answers
the sentences on u – la
the board. ba - la

 Ask learners what

is common in all
the sentences on
the board.

Write Topic on the

Board
TOPIC: Ciindi Caino
Cizumanana
‘Present Continuous
Tense’
RULE  Emphasize that  Learners listen Chart
EXPLANATION the present attentively.
continuous tense
is characterized
by -la-
 When we talk
about events that
are happening
now, we use the
present
continuous tense.
‘ciindi caino cizumanana’
 Mukonzyanyo
‘example’
a. Ucita nzi lino?
‘What are you doing
 now?’
b. Ndilakukula.
‘I am sweeping’  Learners, one
after another,
 Display a chart read the
Presenting different sentences.
situations where present  Some take part in
continuous tense is used. the dialogue and
 Ask two different the rest are
learners at a time following and
to read different listening.
sentences
reflecting
different  Some learners
situations on the take part in the
chart or dialogue dialogue while
script. the rest are
following and
Examples of sentences listening.
on the chart:
a. Ucita nzi lino?
b. Ndilayaka.

a. Ino inga
ulakotoka ciindi
nzi kuzwa
kumilimo?
b. Ndilakotoka
kumazuba.

DEVELOPMENT  Tr divides the  Pupils choose Group discussions

 Group class into groups. their chairpersons
discussions  Asks the learners and secretaries.
10 minutes to write three  They discuss and
different write down
sentences, using answers
the present
continuous tense
in their groups.
 Tr goes around  Others look at
the class to check them and give
 Oral Practice and advise where critique
5 minutes necessary.
 Ask secretaries to
present their
answers in front
of the class.
 Come in where
 necessary.
WRITTEN  Give an activity Exercise books
EXERCISE for learners to
10 Minutes write individually,
in their exercise
books.
CAKUCITA Expected answers
Kubelesya maciti 1. Mutinta ulaseka
atobela, lemba twaambo lino.
tuli muciindi caino 2. Lwiindi ulalya
cizumanana. zyiindi zyinji.
1. Seka 3.
2. Lya
3. Jata
4. Tyungilila
CONCLUSION  Ask learners what  Answer orally
 Cognitive they have learnt  Listen
closure today in this attentively.
 2 minutes lesson.
 Emphasise main
points covered in
the lesson.
 Social closure  Praise and thank  Listen attentively
 2 minutes the learners for
participating and
being good
throughout the  Clap for
lesson themselves.
 Ask them to clap
for themselves.
EVALUATION

CHOOMBWA SECONDARY SCHOOL

DEPARTMENT OF LANGUAGES
ZAMBIAN LANGUAGES SECTION

SUBJECT: Chitonga DATE: 23rd March 2019

TEACHER: Ms Koswe DURATION: 80 minutes
CLASS: 8D NO OF CHN:
TYPE OF LESSON: Composition
TOPIC: Bubotu bwa zisamu
OBJECTIVES: Having introduced to what constitutes composition, PSBAT develop three
more paragraphs in addition to the introductory paragraph.

REFERENCE: teacher’s own work

TEACHING AIDS:
STAGE & TIME TEACHER ACTIVITY PUPIL ACTIVITY MATERIAL
AND CLASS
TECHNIQU
ES
INTRODUCTION  Ask learners to  Answer orally
 situation outline importance Expected answers
of trees. 1. Kuyaka
Bubotu bwa zisamu 2. Kubamba njanji
3. Michelo
4. Kubamba mato
5. Kuyota
 Tr records answers 6. Kubamba majoko
on the board. 7. Nciyubilo
 Makes a mind map cabayuni
with the learners 8. Nzimvwule
9. Kubamba
misamu
10. Magesi
11. Kusambala
12. Kubamba
misamu isilika
13. Kubamba zyuuno
DEVELOPMENT Tr displays chart with mind
map.
 10 minutes Tr discusses the mind map
with the learners.
 Tr and learners  Learners copy the
come up with the paragraph in their
introductory exercise books.
paragraph.
Zisamu zilaamilimo
minjiminji. Zisamu
silabelesegwa kuyaka
maanda, kubamba njanji
 alimwi akubamba mageesi.
Zisamu zilabesegwa
akubamba majoko, mato,
mane akubambu zyuuno a
malo. Kuyungizya, zisamu
zilatupa micelo, mane
akubamba misamu isilika.
Bayuni bakkala muzisamu,
kwamana nzimvule ciindi
nokupya. Cisi ca Zambia
cilajana mali kuzwa
mukuuzya zisamu
zyakubamba mageesi
antobolo.
(GLOSS)
Homework
Tr gives homework for
learners to develop three
more paragraphs.

CONCLUSION  Gives a summary

 Cognitive of the lesson and
closure emphasises on
important points.
 Social closure  Thanks the learners
for being very
attentive during the
lesson.
EVALUATION