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Título: Inglês, Programa da 12ª Classe

Edição: ©INDE/MINED - Moçambique

Autor: INDE/MINED – Moçambique

Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique

Arte final: INDE/MINED - Moçambique

Tiragem: 350 Exemplares

Impressão: DINAME

Nº de Registo: INDE/MINED – 6289/RLINLD/2010

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Prefácio

Caro Professor É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral. Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve a necessidade de

reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem

sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser

desenvolvidas e consolidadas neste novo ciclo de estudos.

As competências que os novos programas do Ensino Secundário Geral procuram garantir

compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que

permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia

cada vez mais moderna e competitiva.

Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos é

resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das

várias instituições de ensino e formação, quadros de diversas instituições públicas, empresas e

organizações, que colocaram a sua experiência neste exercício de transformação curricular e a quem

aproveito desde já, agradecer.

Aos professores, de que depende em grande medida a implementação destes programas, apelo ao

estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e

empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o

contingente nacional para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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Prefácio

Caro Professor

É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral.

Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade de

se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem

sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser

desenvolvidas e consolidadas neste novo ciclo de estudos.

As competências que os novos programas do Ensino Secundário Geral procuram desenvolver,

compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários para a

vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa

economia cada vez mais moderna e competitiva.

Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em

mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de

professores das várias instituições de ensino e formação, quadros de diversas instituições

públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da transformação

curricular e a quem aproveitamos desde já, agradecer.

Aos professores, de que depende em grande medida a implementação destes programas, apelamos

ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e criatividade e

empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã contribuirão

para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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CONTENTS

1. Introduction 1.1 Linhas Orientadoras do Currículo do ESG 1.2 Os Desafios da Escola 1.3 A Abordagem Transversal 1.4 As Línguas no ESG 1.5 O Papel do Professor

2. Grade 12

2.1 Grade 12 Proficiency Objectives

- Speaking Objectives - Listening Objectives - Reading Objectives - Writing Objectives

2.2 Grade 12 Proficiency Contents - Functions - Topics - Grammar - Critical Thinking - Crosscutting Issues

3. Scope and Sequence

Unit 1 – Famous People and Idols Unit 2 - Heroes Unit 3 – Entertainment Unit 4 – Business and Etiquette Unit 5 – Business Communication Unit 6 – Taxes Unit 7 – Flue Unit 8 – Self Employment Unit 9 – Literature Unit 10 – Law Unit 11 – Drugs Unit 12 – Religious and Beliefs Unit 13 – Life After School

Unit 14 – News Unit 15 - Life in 2025

4. Methodology General Teaching Approach Teaching Suggestions and Tips

5. Assessment

6. Bibliography

7. Appendixes

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1. Introdução A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se enquadra no Programa Quinquenal do Governo e no Plano Estratégico da Educação e Cultura e tem como objectivos:

• Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos aprendizagens relevantes e apropriadas ao contexto socioeconómico do país.

• Corresponder aos desafios da actualidade através de um currículo diversificado, flexível e profissionalizante.

• Alargar o universo de escolhas, formando os jovens tanto para a continuação dos estudos como para o mercado de trabalho e auto emprego.

• Contribuir para a construção de uma nação de paz e justiça social.

Constituem principais documentos curriculares:

• O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que contém os objectivos, a política, a estrutura curricular, o plano de estudos e as estratégias de implementação;

• Os programas de ensino de cada uma das disciplinas do plano de estudos; • O regulamento de avaliação do Ensino Secundário Geral (ESG); • Outros materiais de apoio.

1.1. Linhas Orientadoras do Currículo do ESG O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que continuem a aprender ao longo de toda a sua vida. O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências relevantes para uma integração plena na vida política, social e económica do país. As consultas efectuadas apontam para a necessidade de a escola responder às exigências do mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre outros desafios.

Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando uma

formação integral do indivíduo que assenta em quatros pilares, assim descritos:

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Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e formular os seus próprios juízos de valor que estarão na base das decisões individuais que tiver de tomar em diversas circunstâncias da sua vida; Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e naturais; Saber Fazer que proporciona uma formação e qualificação profissional sólida, um espírito empreendedor no aluno/formando para que ele se adapte não só ao meio produtivo actual, mas também às tendências de transformação no mercado; Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é, saber comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de diversas culturas, religiões, raças, entre outros. Agenda 2025:129

Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se organize em torno deles de modo a proporcionar aos jovens instrumentos para compreender o mundo, agir sobre ele, cooperar com os outros, viver, participar e comportar-se de forma responsável. Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas relevantes para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e como cidadãos responsáveis e úteis na família, na comunidade e na sociedade, em geral. 1.2. Os desafios da Escola A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se, assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os seus conhecimentos ao longo da vida.

Perante este desafio, que competências são importantes para uma integração plena na vida? As competências importantes para a vida referem-se ao conjunto de recursos, isto é, conhecimentos, habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto significa que para resolver um determinado problema, tomar decisões informadas, pensar critica e criativamente ou relacionar-se com os outros um indivíduo necessita de combinar um conjunto de conhecimentos, práticas e valores. Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também à sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a realidade do país. Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita,

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matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como cruciais para o desenvolvimento do indivíduo e necessárias para o seu bem estar, nomeadamente:

a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa; b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e

busca metódica de informação em diferentes meios e uso de tecnologia; c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e

apresentação dos trabalhos; d) Resolução de problemas que reflectem situações quotidianas da vida económica social do

país e do mundo; e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar

bem com os outros; f) Uso de leis, gestão e resolução de conflitos; g) Desenvolvimento do civismo e cidadania responsáveis; h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem

como em relação ao alcoolismo, tabagismo e outras drogas; i) Aplicação da formação profissionalizante na redução da pobreza; j) Capacidade de lidar com a complexidade, diversidade e mudança; k) Desenvolvimento de projectos e estratégias de implementação individuais ou em grupo; l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e

crianças.

Importa destacar que estas competências encerram valores a serem desenvolvidos na prática educativa no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo.

(...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de experimentar situações em que este valor é visível. O aluno só aprenderá a viver num ambiente limpo se a escola estiver limpa e promover o asseio em todos os espaços escolares. O aluno cumprirá as regras de comportamento se elas forem exigidas e cumpridas por todos os membros da comunidade escolar de forma coerente e sistemática.

PCESG:27

Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade, humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor próprio, o amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum, deverá estar ancorado à prática educativa e estar presente em todos os momentos da vida da escola.

As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja preparado para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis subsequentes.

Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a uma economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias ocupações ao longo da vida.

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1.3. A Abordagem Transversal A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista um desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade escolar é chamada a contribuir na formação dos alunos, envolvendo-os na resolução de situações-problema parecidas com as que se vão confrontar na vida. No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos temas transversais. De referir que, embora os valores se encontrem impregnados nas competências e nos temas já definidos no PCESG, é importante que as acções levadas a cabo na escola e as atitudes dos seus intervenientes sobretudo dos professores constituam um modelo do saber ser, conviver com os outros e bem fazer. Neste contexto, toda a prática educativa gravita em torno das competências acima definidas de tal forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele contribuam para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e co-curriculares sejam suficientemente desafiantes e estimulem os alunos a mobilizar conhecimentos, habilidades, atitudes e valores. O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao longo do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações para a sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre os temas transversais. O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que permite estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as actividades a realizar no âmbito da planificação e implementação de projectos, envolvam professores, alunos e até a comunidade e constituam em momentos de ensino-aprendizagem significativos. 1.4 As Línguas no ESG A comunicação constitui uma das competências considerada chave num mundo globalizado. No currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas estrangeiras (Inglês e Francês). As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os professores deverão assegurar que alunos se expressem com clareza e que saibam adequar o seu discurso às diferentes situações de comunicação. A correcção linguística deverá ser uma exigência constante nas produções dos alunos em todas as disciplinas. O desafio da escola é criar espaços para a prática das línguas tais como a promoção da leitura (concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões para a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades culturais em datas festivas e comemorativas, entre outros momentos de prática da língua numa situação concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer comentários sobre elas e seus autores, a escrever sobre temas variados, a dar opiniões sobre factos ouvidos ou lidos nos

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órgãos de comunicação social, a expressar ideias contrárias ou criticar de forma apropriada, a buscar informações e a sistematizá-la. Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no caso da língua oficial e das línguas moçambicanas, o estudo de obras de autores moçambicanos constitui um pilar para o desenvolvimento do espiríto patriótico e exaltação da moçambicanidade. 1.5. O Papel do Professor O papel da escola é de preparar os jovens de modo a torná-los cidadãos activos e responsáveis na família, no meio em que vivem (cidade, aldeia, bairro, comunidade) ou no trabalho.

Para conseguir este feito, o professor deverá colocar desafios aos seus alunos, envolvendo-os em actividades ou projectos, colocando problemas concretos e complexos. A preparação do aluno para a vida passa por uma formação em que o ensino e as matérias leccionadas tenham significado para a vida do jovem e possam ser aplicados a situações reais.

O ensino - aprendizagem das diferentes disciplinas que constituem o currículo fará mais sentido se estiver ancorado aos quatro saberes acima descritos interligando os conteúdos inerentes à disciplina, às componentes transversais e às situações reais.

Tendo presente que a tarefa do professor é facilitar a aprendizagem, é importante que este consiga:

• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos, habilidades e valores para encontrar ou propor alternativas de soluções;

• Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento de competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de outras áreas do saber;

• Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los e corrigi-los durante o processo de trabalho;

• Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo e transformá-lo;

• Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa perspectiva formativa.

Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à profissão, aos alunos e colegas de outras disciplinas. Com efeito, o sucesso deste programa passa pelo trabalho colaborativo e harmonizado entre os professores de todas as disciplinas. Neste sentido, não se pode falar em desenvolvimento de competências para vida, de interdisciplinaridade se os professores não dialogam, não desenvolvem projectos comuns ou se fecham nas suas próprias disciplinas. Um projecto de recolha de contos tradicionais ou da história local poderá envolver diferentes disciplinas. Por exemplo:

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- Português colaboraria na elaboração do guião de recolha, estrutura, redacção e correcção dos textos;

- História ocupar-se-ia dos aspectos técnicos da recolha deste tipo de fontes; - Geografia integraria aspectos geográficos, físicos e socio-económicos da região; - Educação Visual ficaria responsável pelas ilustrações e cartazes.

Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa, de análise, de pesquisa, de resolver problemas e a auto-estima, contribuindo assim para o desenvolvimento das competências mais gerais definidas no PCESG.

As metodologias activas e participativas propostas, centradas no aluno e viradas para o desenvolvimento de competências para a vida pretendem significar que, o professor não é mais um centro transmissor de informações e conhecimentos, expondo a matéria para reprodução e memorização pelos alunos. O aluno não é um receptáculo de informações e conhecimentos. O aluno deve ser um sujeito activo na construção do conhecimento e pesquisa de informação, reflectindo criticamente sobre a sociedade.

O professor deve assumir-se como criador de situações de aprendizagem, regulando os recursos e aplicando uma pedagogia construtivista. O seu papel na liderança de uma comunidade escolar implica ainda que seja um mediador e defensor intercultural, organizador democrático e gestor da heterogeneidade vivencial dos alunos.

As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de conceber e utilizar conceitos; maior capacidade de trabalho individual e em grupo; entusiasmo, espírito competitivo, aptidões e gostos pessoais; o gosto pelo raciocínio e debate de ideias; o interesse pela integração social e vocação profissional.

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2. Grade 12 2.1 Grade 12 Proficiency Objectives By the end of this cycle learners:

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization; Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party; Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options:

• Communicate with some confidence on familiar routines and non routines matters related to his or her interests;

• Exploit a wide range of simple language to deal with most situations likely to arise in everyday interactions;

• Enter unprepared into conversation; • Express personal opinions and exchange information on topics that are familiar of

personal interest or pertinent to everyday life.

Speaking Objectives: Interact with a degree of: Fluency and spontaneity that makes regular interaction with native speakers quite possible; Take an active part in discussion in familiar and academic contexts, accounting for and Sustaining own views; Present clear, detailed descriptions on a wide range of subjects related to own field of interest. Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options; Tell stories, entertain and persuade; Use some figurative styles and idiomatic. Listening Objectives: Understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar; Understand most TV and radio news and current affairs programmes; Understand the majority of Films in Standard English and accents. Reading Objectives: Read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Understand contemporary literary prose and narrative.

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Writing Objectives: Write clear, detailed text on a wide range of subjects related to own interests; Write an essay or reports passing on information or giving reasons in support of or against a particular point of view; Write letters highlighting the personal significance of events and experiences; Follow the five-step writing process. 2.2 Grade 12 Proficiency Contents Throughout the grade 12 the following contents will be covered: Functions:

• Accepting ; • Agreeing and disagreeing politely; • Apologizing; • Arguing /explaining ; • Asking and answering; • Asking for and giving information; • Asking for and giving reasons; • Asking for something in different

contexts; • Classifying; • Comparing and contrasting; • Complaining and giving reasons; • Confirming and denying; • Defining activities/events; • Describing processes daily

activities/places/symptoms…; • Explaining; • Expressing likes and dislikes; • Expressing opinions and view points;

• Expressing preferences and giving reasons;

• Giving advice ; • Giving instructions; • Giving suggestions; • Greeting; • Identifying; • Inquiring about …; • Interrupting politely; • Inviting, accepting and refusing; • Leading a discussion; • Making inquiries (at the hospital,

airport …); • Making predictions; • Ordering and booking; • Persuading ; • Planning and giving a speech; • Reporting events; • Supporting ideas; • Writing warning notices;

Topics and Vocabulary

• Famous People and Idols; • Heroes; • Entertainment; • Business and Etiquette; • Business Communication; • Taxes; • Health and Flu; • Self Employment;

• Literature; • Law; • Drugs; • Religious and Beliefs; • Life After School; • News; • Life in 2025.

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Grammar • Adjectives; • Adverbials; • Clause and Sentence structure; • Comparison; • Determiners; • Modals; • Mood; • Nouns;

• Possession; • Prepositions; • Pronouns; • Tenses; • The passive; • Transitivity; • Verb complementation.

Critical Thinking

• Analyse and describe characters in a story; • Analyse narrative techniques in an essay; • Analyse problems and propose solutions; • Analyse relationships between words; • Analyse sensitive language referring to

disabilities; • Analyse storytelling techniques; • Analyse strategies speakers use to support

their opinions; • Analyse survey results; • Analyse the advantages and disadvantages

of ... ; • Analyse use of rhyme in a poem; • Challenge stereotypes; • Classify information from the text; • Compare and contrast city and country

life; • Compare and contrast definitions ; • Compare and contrast past and current

childrearing practices; • Compare and contrast points of view; • Compare and contrast two life histories; • Compare and contrast two types of dress; • Compare and contrast types of corruption; • Compare cultural norms of dress; • Compare family histories; • Compare past and current family roles; • Compare past and current gender roles in

Mozambican families; • Compare personal preferences in humour; • Compare sources of news; • Correlate an individual example with

broad trends; • Correlate examples with abstract

principles; • Critique corruption; • Critique magazine and television

advertisements; • Deliberate cases using information from

the readings; • Develop arguments for and against an

issue;

• Evaluate information according to criteria set forth in a text;

• Evaluate one's susceptibility to corruption; • Evaluate persuasiveness of arguments; • Evaluate situations according to criteria set

forth in a text. • Evaluate the advantages and disadvantages

of tourism; • Evaluate the quality of arguments; • Express opinions about different types of

storytelling; • Frame contrasting points of view on

disability issues; • Hypothesize outcomes; • Hypothesize point of view; • Identify cause and effect; • Identify intended market of advertisements; • Identify personal obstacles; • Identify personal values and assumptions; • Identify point of view in a text; • Identify salient features of an advert; • Identify the advantages and disadvantages

of Information and Communication Technology (ICT) ;

• Infer information not explicit in the interview;

• Infer information not explicit in the listening;

• Infer information not explicit in the text; • Infer word meaning from context ; • Interpret a diagram and maps; • Interpret a cartoon, photograph and picture; • Interpret meaning from text; • Interpret quotations; • Interpret statistics; • Interpret the significance of how a person

dresses; • Interpret word usage; • Make judgments; • Match actions to their consequences; • Rank the value of personal qualities;

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• Draw logical conclusions; • Evaluate advantages and disadvantages;

• Recognize personal assumptions about …

Crosscutting Issues

• Cultural issues; • Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases, such

as cholera, malaria. Traditional medicine, care with medicine and medical instructions and prescriptions;

• Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.); • HIV-AIDS (Stigma, prevention and care); • Drugs, alcohol and other addictions; • Agriculture: sustainable development, improving animal and crop farming • Small business – self employment; • Environmental issues – protection of forests, vegetation, erosion prevention, floods and droughts; • Human Rights (children and women): gender and handicapped equity.

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3. Scope and Sequence

Unit 1 – Famous People and Idols

Unit 2 - Heroes

Unit 3 – Entertainment

Unit 4 – Business and Etiquette

Unit 5 – Business Communication

Unit 6 – Taxes

Unit 7 – Flue

Unit 8 – Self Employment

Unit 9 – Literature

Unit 10 – Law

Unit 11 – Drugs

Unit 12 – Religious and Beliefs

Unit 13 – Life After School

Unit 14 – News

Unit 15 - Life in 2025

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UUnniitt 11:: Famous people and Idols LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIES Students will be able to …

ASSESSMENT STANDARDS Students can:

• Talk about celebrities in the world, country, and region. (Arts and sports);

• Talk about high achievers in science and technology;

• Talk about achievers

with disabilities (Stevie Wonder, Isau Menezes, Fernando Honwana);

• Discuss good quotations

and thoughts of famous people (Mandela, Mahatma Ghandi, Samora Machel ….);

• Talk about personalities who have made a difference in the politics of the region;

• Talk about their idols.

Functions: o Describing people; o Comparing people/things; o Expressing preferences; o Comparing and contrasting; o Expressing opinion; o Presenting; o Listing; o Defining activities/events; o Describing actions and things.

Topics and subtopics:

o Famous people in the world; o Famous people in Mozambique; o Achievers in science and technology;

in Mozambique and the world; o Idols and role models.

Vocabulary:

o Analogies; o Context clues o Definitions o Figurative language o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Grammar: Revision of:

• Ask and answer questions about famous people in Arts and sports in the country/region;

• Name and describe the works of high achievers in science and science and technology (e.g. Bill Gates, Neil Armstrong ...) ;

• Name and describe the deeds of

famous people in their community in different fields (Art, sports…);

• List their idols; • Compare and contrast behaviour

and attitudes of different idols; • Express opinion on idols and

famous people.

• Describe the deeds of famous people;

• List the names of idols and famous people;

• Express opinion on idols

and famous people;

• Compare and contrast behaviour and attitudes of different idols;

• Present a short biography

and main ideas or deeds of famous people.

16

o Past simple; o Tag questions o Past continuous: affirmative,

negative, interrogative; o Reflexive pronouns; o Passive voice; o Connectors: (not only…but also,

both…and, either…or, neither…nor); o Adverbials - Nearly, almost, not yet,

already, ever.

Skills: Speaking

o Debate; o Present; o Discuss; o Express and defend opinions; o Use an outline to organize an

argument. Listening

o Listen and take notes; o Listen for details.

Reading o Articles; o Read for details; o Read personal profile; o Extensive reading; o Adverts.

Writing • Application letter; • Reports; • Adverts;

17

UUnniitt 22:: Heroes LEARNING OBJECTIVES Students will…



• Discuss the role heroes played in the community;

• Discuss the national heroes’ deeds;

• Talk about heroes in

different spheres; • Talk about living heroes

Functions: o describing people; o comparing people/things; o Expressing preferences; o Comparing and contrasting o Expressing opinion; o Presenting; o Listing o Describing actions and things; o Giving advice; o Reporting events.

Topics and subtopics: -National heroes

o Heroes in the different spheres of life; o What makes a heroes; o Personal heroes

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language; o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Grammar:

o Past simple;

• Name the heroes of their community/country;

• Write articles/ composition about the heroes;

• Identify reliable indicators of

a hero;

• Identify living heroes;

• Describe life and deeds of a national hero;

• Express opinion of life and

deeds of heroes;

• Make presentation on life and deeds of local or national heroes.

• Compare life experiences of heroes;

• Describe life and deeds of a

national hero;

• Name local, national and international heroes;

• Explain why people are

considered heroes;

• Express opinion of life and deeds of heroes;

• Make presentation on life

and deeds of local or national heroes;

• Write article on national

heroes.

18

o Past perfect; o Sequence markers; o “Used to” and “Would; o Impersonal passive.

Skills: Speaking

o Debate; o Present; o Discuss.

Listening o Listen and take notes; o Listen for details.


Writing • Description of peoples and events;

Reports; • Adverts;

19

UUnniitt 33:: Entertainment LEARNING OBJECTIVES Students will…



• Talk about the role of entertainment for healthy living. (music, dance, games...);

• Talk about the influence

of Media on entertainment;

• Talk about different

types of entertainment in the country/community;

• Talk about the

importance of literature and theatre in the community.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Classifying (something, family …); o Comparing and contrasting; o comparing people/things.

Topics and subtopics: -Entertainment:

o Plays; o Writers; o Actors; o And other related professionals.

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Grammar:

o Present Perfect; o Present Perfect Continuous Tense; o Every / each; o Passive voice.

• Name the advantages of entertainment for the well-being of community;

• Compare and contrast types of

entertainment in the city and in the countryside;

• Name and explain the existing types of entertainment in their communities;

• Identify writers, performers and

directors in the country.

• Explain the advantages of entertainment for the well-being of the people;

• Name the different professions related to theatre;

• Compare and contrast the

different types of plays;

• Retell a story from the play;

• Write a critique of a book or novel;

• Relate the plot of

book/play and describe their reactions.

20

Skills: Speaking




Writing • Posters; • Compositions; • Adverts.

21

UUnniitt 44:: Business and Etiquette LEARNING OBJECTIVES Students will…



• Talk about culture and good manners in business;

• Discuss different

procedures in business;

• Talk about the

importance of etiquette in business promotion;

• Talk about the

importance of principles in doing business;

• Talk about the

importance of language in doing business;


ways people do business.

Functions: o Apologizing; o Arguing /explaining ; o Asking and answering questions; o Asking for and giving information; o Asking for and giving reasons; o Asking for something …; o Classifying (something, family …); o Comparing and contrasting; o Interrupting politely; o Inviting, accepting and refusing.

Topics and subtopics:

o Types of business; o International trade; o Etiquette. o How to do business; o Corruption; o Business as social responsibility.

Vocabulary:


• List/Name and explain good manners in business;

• Explain the advantages of good manners in business promotion ;

• Describe Mozambican etiquette; • Describe how different cultures

do business; • Explain the importance language

in business.

• Initiate and maintain a discourse naturally in a business situation;

• Explain procedures and

etiquette in doing business in Mozambique;

• Compare and contrast ways of

doing business in Mozambique and other parts of the world;

• Write a business letter.

22

Grammar: • Modals of obligation and advice

(should, should not); • Have to, Had better); • 2nd and 3rd conditionals.

Skills: Speaking




Writing • Composition; • Reports; • Adverts.

23

UUnniitt 55:: BBuussiinneessss CCoommmmuunniiccaattiioonn LEARNING OBJECTIVES Students will…



• Talk about ways of making effective telephone calls;

• Discuss and practise

ways of making effective presentations;

• Analyse and write

business reports; • Analyse and write

business letters; • Talk about the use visual

aids to make business presentations.

Functions: o Making telephone calls; o Analysing; o Describing processes and state; o Persuading; o Agreeing and disagreeing; o Apologizing; o Arguing /explaining; o Asking for and giving reasons; o Comparing and contrasting; o Interrupting politely; o Inviting, accepting and refusing; o Planning and giving a speech.

Topics and subtopics: -Business Communication

o Dress code; o Body language; o Oral skills; o Written presentations; o Visuals; o ICTs; o Charts.

Vocabulary:

o Analogies o Context clues o Definitions

• Make and answer business calls; • Use formal greeting formulae; • Make effective oral presentations; • Make effective presentations

using visual aids; • Write business letters; • Write reports.

• Use appropriate telephone language;

• Initiate, sustain and end a short formal conversation on various familiar topics;

• Make presentations using visual

aids; • Write business letters (of

persuasion, explaining, complaining).

24

o Figurative language o Idiomatic expressions o Phrasal verbs o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Grammar:

• used to + infinitive ; • be/get used to + ing form; • ago and for; • Passive (present, past).

Skills: Speaking




Writing • Letter writing; • Reports; • Adverts.

25

UUnniitt 66:: TTaaxxeess LEARNING OBJECTIVES Students will…



• Talk about taxes in the development of the country;

• Discuss how taxes can

change the living standards of their communities;

• Talk about tax evasion in

the country; • Discuss taxes in small

and big business in their communities.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Asking for and giving reasons; o Comparing and contrasting; o Complaining and giving reasons; o Describing; o Explaining; o Expressing likes and dislikes o Giving advice; o Persuading; o Supporting ideas

Topics and subtopics: -Taxes

o Types of taxes o Taxes and development.

Vocabulary:


Grammar: -Revision:

• Name and describe kind of income taxes in Mozambique;

• Explain how taxes can improve the living standards of their communities;

• Name and explain the

problems/impediments the taxes evasion brings to the country;

• Describe penalties incurred for tax

evasion.

• Compare and contrast taxes in big and in small business;

• Describe how taxes can improve

the standards of living in their communities;

• List the impediments caused by

taxes evasion; • Explain how taxes contribute in

the development of the country; • Describe penalties incurred for

tax evasion.

26

o Modal verbs (Must, should, and have to) ;

o Conditionals.

Skills: Speaking

o Debate; o Present; o Discuss;



Writing • Application letter; • Reports; • Adverts;

27

UUnniitt 77:: HHeeaalltthh -- FFlluu LEARNING OBJECTIVES Students will…



• Talk about common viral diseases in their communities;

• Talk about symptoms of

commons diseases; • Discussion ways to

prevent common diseases in their communities;

• Discuss treatment and

cure of common diseases;

• Discuss HIV and AIDS.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Asking for and giving information; o Asking for and giving reasons; o Classifying; o Describing; o Giving advice; o Giving instructions; o Making predictions; o Writing warning notices.

Topic and subtopics:

-Health o Symptoms and cure o Causes o HIV/AIDS o Other viral diseases.

Vocabulary:


• Name the common viral diseases in their communities;

• Describe the symptoms of the

common diseases in their communities;

• Name and explain ways to

prevent common diseases in the communities;

• Describe the treatment and cure of

common diseases in their communities.

• List the common diseases in their communities;

• Explain ways to prevent the

common diseases in their communities;

• Describe the symptoms,

treatment and cure of common diseases in the community.

28

Grammar: Revision of:

o will ; o Should (advice and suggestions) ; o Reported speech; o Reporting verbs.

Skills: Speaking



Reading o Articles; o Read for details o Read personal profile; o Extensive reading; o Adverts.

Writing • Application letter; • Reports; • Adverts.

29

UUnniitt 88:: SSeellff EEmmppllooyymmeenntt LEARNING OBJECTIVES Students will…



• Talk about local business activities;

• Discuss local business initiatives;

• Talk about

entrepreneurship in their communities;

• Discuss the importance of

self employment in the family sustainability;

• Talk about the contribution

of self employment in the economic development of the country.

Functions: o Applying; o Arguing /explaining; o Asking and answering questions; o Asking for and giving information; o Asking for and giving reasons; o Comparing and contrasting; o Describing; o Expressing opinions; o Giving suggestions; o Making future plans.

Topic and subtopics: o small hold fish farming; o keeping business records.

Vocabulary:


Grammar:

o Review Tenses; o irregular verbs; o Reflexive pronouns (each other,

• Name the local business initiatives;

• Design and describe small

business projects for the development of their communities;

• Explain how self employment can

contribute to the sustainability of the family;

• Illustrate the role of self

employment in the socio-economic development of the country;

• List the existing self employment

in their communities.

• Name the existing self employment in their communities;

• Explain the impact of self

employment in the national socio-economic development;

• Illustrate how self employment

contributes to the sustainability of the family;

• Describe small business

project for local development.

30

one another…). Skills: Speaking


Listening

o Listen and take notes; o Listen for details.



31

UUnniitt 99:: LLiitteerraattuurree LEARNING OBJECTIVES Students will…



• Talk about Modern African Writers;

• Talk about Mozambican writers;

• Discuss Mozambican

literature (books/chapters written by Mozambican writers);

• Talk about traditional

storytelling; • Talk about Mozambican

poetry.

Functions: o Asking and answering questions; o Asking for and giving information; o Asking for and giving reasons; o Asking for something (bookshop,

market, shop ….); o Classifying; o Comparing and contrasting; o Describing; o Supporting ideas.

Topics and subtopics: -Literature

o Fiction; o Factual; o Poetry; o Storytelling.

Vocabulary:


Grammar:

o Reported speech;

• Name Modern African writers;

• List and explain the titles and books of Modern African Writers;

• Identify and describe the main

characters in a story; • Distinguish between fiction and

factual; • Retell Mozambican traditional

stories; • Name and describe Mozambican

poets.

• List the modern African writers;

• Differentiate between fiction and factual;

• Retell Mozambican stories; • Name Mozambican writers and

their works.

32

o Preposition + participle; o Pronouns with quantifiers.

Skills: Speaking

o Debate; o Present; o Discuss;




33

UUnniitt 1100:: LLaaww LEARNING OBJECTIVES Students will…



• Discuss sources of conflict and ways to prevent conflicts;

• Discuss ways of resolving conflicts;

• Discuss rules regulations

at school; • Talk about crime and

punishment; • Discuss what prisons are

for; • Discuss the role of

rehabilitation programs in a country;

• Talk about deterrent and

preventive measures; • Discuss types of crime

and sentences in their communities.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Asking for and giving reasons; o Asking for something (bookshop); o Comparing and contrasting; o Complaining and giving reasons; o Expressing opinions; o Giving suggestions.

Topic and Subtopics:

o Conflict: source, prevention and management;

o School and community norms and regulations;

o Crime & punishment; o Legal cases; o Human rights.

Vocabulary:

o Analogies; o Context clue; o Definitions; o Figurative language; o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

• Name common sources of conflicts;

• Describe ways of preventing or

resolving conflicts; • Explain the importance of

dialogue in conflict resolution; • Explain the importance of abiding

by the law; • Describe the norms and

regulations and school and other social bodies;

• Name common crimes in their

communities; • Express their view points on

reason for prison in their communities;

• Name and explain deterrent and preventive measures in their communities and in the country;

• Relate the type of crime and the

punishment applied (lynch mob, small theft, murder…).

• Describe ways of preventing or resolving conflicts;

• Explain the importance of

dialogue in conflict resolution; • Explain the importance of

abiding by the law; • List the common crime in their

communities; • Compare and contrast the types

of crime and the punishment; • Express their view points on the

reason for reason in their communities and in the others;

• Propose deterrent and

preventive measures for their communities;

• Describe ways and institutions

that can help in conflict resolution.

34

Grammar: • Reported speech; • Conditionals 3rd • (if She had not broken…she would..); • Used to + infinitive; • Used to + gerund.

Skills: Speaking





35

UUnniitt 1111:: DDrruuggss LEARNING OBJECTIVES Students will…



• Talk about drug addiction in young people;

• Talk about the effects of

different drugs such as cigarettes, alcohol, marijuana etc. ;

• Discuss the role of the

society, parents in the drug prevention;

• Discuss the influence of

Media on drug abuse in adolescents;

• Discuss the effect of

drugs on crime in the society;

• Discuss the effect of

drug on the local and national economy;

• Discuss how to help or

get help in case of drug addiction.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Asking and answering questions; o Comparing and contrasting; o Describing; o Giving advice; o Giving suggestions; o Identifying.

Topic and Subtopics:

o Helpful drugs; o Harmful drugs; o Conflict and conflict resolution; o Offence and crimes; o Crime prevention.

Vocabulary:


Grammar:

o Adjectives – prefixes (unhappy).

• Name and explain the negatives effects of drug abuse in the society;

• Describe the past and current

situation of drug abuse in their school and community;

• Name ways to help prevention of

drug addiction in adolescents; • List and explain the damages

drugs cause to the local and national economy;

• Debate how avoid or reduce drug

abuse at school; • Make survey on drug use in

school and family.

Can: • Name and explain the effects of

different common drugs; • Make presentation on drug use

in school and community; • Express opinion on how to

prevent and cure drug abuse; • Make posters about effects of

drugs; • Write letters of complaint.

36

Skills: Speaking





37

UUnniitt 1122:: Religions and Belief LEARNING OBJECTIVES Students will…



• Discuss different beliefs within modern religions;

• Discuss relationship

between beliefs and the truth;

• Talk about existing

religions in the world and in the country;

• Talk about

childhood beliefs;

• Talk about African/ traditional religions and beliefs;

• Discuss the

importance of respect and peaceful co-existence between different cultures, religions and beliefs.

Functions: o Agreeing and disagreeing; o Arguing /explaining; o Asking for and giving reasons; o Classifying; o Comparing and contrasting; o comparing people/things; o Describing; o Expressing opinions; o Giving advice; o Giving instructions; o Inviting, accepting and refusing.

Topic and subtopics:

o Main religions in the world; o African/traditional religions; o Respect and tolerance among

religions; o Main teachings of the main religions.

Vocabulary:

o Analogies; o Context clues ; o Definitions; o Figurative language o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

• Name and explain beliefs within Christian, Moslem and other modern Religions;

• Correlate beliefs with the truth; • Describe existing religions in

their communities; • Describe African/traditional

religious practices in their communities;

• Explain the importance of

tolerance and co-existence between the various religious groups;

• Compare and contrast the key

beliefs of the various religions.

• Describe his belief;

• Describe the most common religions in Mozambique;

• Explain the importance tolerance

and co-existence between the various religious groups.

38

Grammar: • Should and have to; • Revision Passive.

Skills: Speaking



Reading o Articles; o Read for details; o Read personal profile; o Extensive reading; o Adverts


39

UUnniitt 1133:: Life After School LEARNING OBJECTIVES Students will…



• Discuss challenges to face after school;

• Talk about the

relationship between the courses and the situation in the field;

• Discuss different

initiative to earn their living in the independent world;

• Discuss

entrepreneurship initiatives for their survival in the real world.

Functions: o Applying; o Describing; o Explaining; o Presenting; o Identifying; o Discussing; o Agreeing and disagreeing; o Asking for and giving reasons; o Comparing and contrasting; o Expressing opinions; o Expressing preferences; o Giving advice; o Making predictions; o Making future plans.

Topic:

o School subjects and fields of study; o Self employment; o Entrepreneurship.

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language; o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions. o Word formation.

• Describe the subjects they learn at school, their importance and relevance to day to day life;

• Correlate the courses to their real survival situation;

• Name and explain initiatives for their survival in real world;

• Explain how their knowledge can improve the living standard of the community;

• Design and present project for local development;

• Describe the skills and attitudes necessary for successful further studies;

• Describe the skills and attitudes necessary for employment or self employment;

• Write CV;

• Write letter of application.

• Describe the subjects they learn at school, their importance and relevance to day to day life;

• Present a project on how their knowledge can contribute to the improve living standards of their community;

• Write CV;

• Write letter of application

40

Grammar: o Might and Will ; o Infinitive ( To + Verb) to say why we

do things; o Present Perfect vs Past simple; o Modals (advice obligation and

permission) ; o Future tenses.

Skills: Speaking




Writing • Letter of application; • Reports; • Adverts.

41

UUnniitt 1144:: News LEARNING OBJECTIVES Students will…



• Discuss the National and world news;

• Talk about the

current issues in their communities;

• Talk about the

national Media (Newspaper, Radio and Television…);

• Talk about press

freedom in the world and in the country;

• Talk about press

ethics;

• Talk about different news source;


parts of newspaper.

Functions: o Describing; o Agreeing and disagreeing; o Reporting; o Agreeing and disagreeing; o Arguing /explaining; o Classifying (something, family …); o Comparing and contrasting; o Complaining and giving reasons; o Defining activities/events; o Discussing; o Expressing opinions; o Expressing preferences; o Reporting; o Supporting ideas.

Topic:

o News; o Media; o ICT; o Internet.

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language; o Idiomatic expressions; o Phrasal verbs;

• Compare broadcast (TV, Radio) and the written news (Newspaper, Magazine…);

• Compile and report the main

current issues in their communities;

• Describe the main role of the

Media in their communities;

• List the advantages of press freedom in the world;

• Distinguish facts from

opinions;

• Express their opinions on

press ethics;

• Relate freedom of press to individual rights;

• Read and summarise news

items;

• Read and summarise an article;

• Listen and take notes of

news items;

• Name and describe professions related to media;

• Read and summarize

information from different sources;

• Make presentation on issues

related to freedom of press, media.

42

o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Grammar:

o Word order; o That (as subject and as object); o Would rather + infinitive; o Should + have.

Skills: Speaking





• Name and describe professions related to media.

43

UUnniitt 1155:: Life in 2025 LEARNING OBJECTIVES Students will…



• Discuss Science and Technology development in different fields;

• Speculate about future climate changes in the world;

• Discuss the future

of fuel as source of energy;

• Talk about the

cure for the currently incurable diseases (HIV, cancer …);

• Speculate how

Mozambique will be the future in terms of politics, economy, culture and physical appearance.

Functions: o Discussing; o Agreeing and disagreeing; o Comparing and contrasting; o Describing; o Discussing; o Explaining; o Expressing opinions; o Giving opinions; o Giving reasons; o Making future plans ; o Making predictions; o Supporting ideas.

Topic:

o Science and technology; o Medicine; o Economy; o Culture; o Politics.

Vocabulary:


• Describe the current and future trends of climate changes;

• Correlate the current climate changes with the future of agriculture, wildlife…;

• Identify and explain the effects of

pollution in the world; • Describe the big changes in

science and technology in the two last decade;

• Identify and explain alternatives

for future source of energy in the country/community.

• Use language to speculate about future;

• Write an essay about the distant future;

• Present and support his ideas

about the distant future.

44

Grammar: o Future forms (be); o Going to + future continuous; o Future time clauses (when, if , as soon

as…).

Skills: Speaking





45

4. Methodology

The general teaching approach adopted for both primary and secondary education in

Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is,

therefore, based upon this approach.

To allow teachers´ flexibility, the teaching methods, procedures and techniques will be

selected according to the specific goals, conditions and resources available to the teacher and

students. Considering that our classrooms are heterogeneous, it is also accepted that the same

lesson can be taught using different procedures and techniques by different teachers.

The syllabus contains some innovations such as the introduction of projects and portfolio

(appendix 1) as both teaching and assessment tools that foster learner’s independence.

Aiming at achieving the general and specific unit objectives and basic competencies, each

unit contains suggestions for activities, critical thinking and crosscutting issues, which can be

explored by the teacher in the classroom. It is therefore urged that teachers implement them.

Some activities are specific to a certain unit but others are repeated in every unit.

The balance of skills and activities in this grade should be 60 percent oracy (Listening and

Speaking) and 40 percent writing (Reading and writing).

5. Assessment

Assessment can be defined as the formal or informal process of collecting evidence about

students’ progress, analyzing and evaluating progress, communicating about progress, and

adjusting teaching practice based on reflection on a teacher’s practice. There are various

forms of assessment, including formal measurement tools such as tests. Informal assessment

can occur throughout the school year, and includes evaluating data from multiple sources,

such as exercises, portfolios, homework or assignments that enable you to measure student

progress.

There are two main ways in which assessment is important in learning - formative and

summative.

46

Formative Assessment is an assessment carried out by teachers during the learning process

with the aim of using the results to improve the learning and teaching process. It relates to

how the student has been learning. It can use both formal (tests) and informal measurement

tools – whether group work, projects, portfolios etc

Summative Assessment is carried out in predetermined periods and at the end of term or

school year –often for purposes of providing aggregated information on learning outcomes to

educational authorities and parents. It relates to what and how much the student has learnt.

This is usually done through tests, quizzes and exams (ACSs and ACPs).

The New Curriculum emphasizes formative assessment, which gives scope for the inclusion

of informal assessment also known as classroom assessment The inclusion of classroom

assessment is also in line with the general teaching philosophy of the constructivist approach

to learning.

Formative assessments, includes the evaluation of any activity related to learning process

such as participation, homework, pair and group work, portfolio, projects, presentations and

posters. This type of assessment allows the student to be an active participant in the process of

learning and assessment. The aim of this type of assessment is to involve the students in

thinking about how they learn and encourage them to take control of their learning. Thus, by

assessing all the above aspects will not only provide data on the quantitative knowledge but

also the qualitative aspects.

As put forward by this new syllabus, teachers are strongly recommended to include and use

formative assessment to cater for the qualitative aspect. Assessment is an important part in the

teaching and learning process and it cannot be disassociated from the activities, procedures,

methods and learning materials used in the classroom.

47

6. Bibliography MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique Council of Europe (2001) The Common European Framework of reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, UK MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo – Mozambique. MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo – Mozambique. INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos de Estudos e Estratégias de Implementação. Maputo – Moçambique INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas, Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique Ministry of Education and Vocational Training. (2007). English academic Syllabus for Diploma in Secondary Education – Tanzania

48

7. Appendixes

• Portfolio • Lesson Plan Model / Format

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Appendix 1

Portfolio Student Portfolios: Classroom Uses What is it? Portfolios are collections of student work representing a selection of performance. A portfolio may be a folder containing a student’s best pieces and the student’s evaluation of the strengths and weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting, and revision. More teachers have recently begun using portfolios in all subject areas. Portfolios are useful as a support to the new teaching approaches that emphasize the student’s role in constructing understanding and the teacher’s role in promoting understanding. For example, in teaching writing, portfolios can function to illustrate the range of assignments, goals, and audiences for which a student produced written material. In addition, portfolios can be a record of the activities undertaken over time in the development of written products. They can also be used to support cooperative teaming by offering an opportunity for students to share and comment on each other’s work. Portfolios are valued as an assessment tool because, as representations of classroom-based performance, they can be fully integrated into the teaching. And unlike separate tests, they supplement rather than take time away from teaching. Moreover, many teachers, educators, and researchers believe that portfolio assessments are more effective than “old-style” tests for measuring academic skills and informing educational decisions. Why try it? Portfolios capitalize on students’ natural tendency to save work and become an effective way to get them to take a second look and think about how they could improve future work. As any teacher or student can confirm, this method is a clear departure from the old write, hand in, and forget mentality, where first drafts were considered final products. How does it work? Although there is no single correct way to develop portfolio programs, in all of them students are expected to collect, select, and reflect. Early in the school year, students are pressed to consider: What would I like to reread or share with my parents or a friend? What makes a particular piece of writing a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on

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their work, so these discussions need to be well guided and structured. The earlier the discussions begin the better. The content in portfolios is built from class assignments and as such corresponds to the classroom. Often, portfolio programs are initiated by teachers, who know their classroom syllabus best. They may develop portfolios focused on a single syllabus area-such as writing, posters, reading,-or they may develop portfolio programs that integrate more than one area, such as writing and reading. The age/grade level of students may determine how portfolios are developed and used. For example, in developing criteria for judging good writing, older students are more likely to be able to help determine the criteria by which work is selected, perhaps through brainstorming sessions with the teacher and other students. Younger students may need more directed help to decide on what work to include. Older students are generally better at keeping logs to report their progress on readings and other recurrent projects. Administrative contexts also influence the structure and use of portfolios. While the primary purpose of portfolios for most teachers is to engage students, support good curricula and instruction, and improve student teaming, some portfolio programs are designed to serve other purposes as well. Portfolios may also be used to compare achievement across classrooms or schools. When they are used for this purpose, fairness requires that standards be developed to specify the types of work that can be included and the criteria used to evaluate the work.

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Appendix 2 Lesson Plan Model /Format

Topic Content

And Language

Objectives Skills covered Cross Cutting Stages Activities Homework

Teacher Student English in Mozambique

Major Languages English French Spanish Functions: - Asking for and giving answers - expressing opinion Vocabulary - languages - Geography - climate Grammar - articles connectors wh-questions -past tense

To identify major languages and places they are spoken To talk about importance of English in Mozambique

Speaking and reading Writing

Communicating with foreigners Use English in small business

Presentation - Map of Mozambique

- Asks students to mention 3 major languages spoken in the world. -Provides feedback Fixes the map of Mozambique on the board and tells the students to locate bordering countries and languages spoken -gives feedback -introduces a text about the importance of English in Mozambique and pre-teaches key vocabulary tells students to read the text in silence and identify importance of English in Mozambique

- in pairs students discuss and report to class -in pairs look at the map and locate the countries and discuss the languages Read the text in silence and identify the importance of English in Mozambique - report what they have identified as the importance of English in Mozambique

Draw and locate English and French speaking countries on the map of Africa

Practice

Gives open ended dialogue for completion (countries and languages spoken

In pairs students complete the dialogue orally - ask and answer questions about text (with Wh-questions)

Production Tells students to draw a map of Mozambique and locate the bordering countries and languages spoken

- draw map of Mozambique and inset bordering countries and languages spoken - asking and give opinion about importance of English in Mozambique

Follow-up

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Lesson Plan Model /Format

Topic Content And

Language

Objectives Skills covered Cross Cutting Stages Activities Homework

Teacher Student

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Appendix 3

LESSON PLAN FORMAT/MODEL

Name of the school Teacher Material Unit Topic Duration of the lesson Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language, functions, forms, skills, vocabulary and so on. . STAGES Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do during the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game, questions and answers, story telling, revision of previous lesson, etc. Presentation: (State time allowed and activities T and Ss will do during this stage and/or sub-stages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on communication and differentiation between forms (e.g. tenses) and functions (e.g. express opinions/points of view). Elicitation – Invite Ss to answer voluntarily questions put by the Teacher. The questions should guide Ss towards the discovery of main points to be learnt. Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt issues, etc. Practice: (State time allowed and activities T and Ss will do during this stage and/or sub-stages). Students are asked to work on activities to practice language forms (e.g. grammar points, vocabulary – old and new, pronunciation) presented by the Teacher in stage 2. This could be controlled or free practice. Controlled practice – The teacher guides and controls the kind of expected responses; Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can be achieved through improvisation, communicative actives, presentations, writing, homework, portfolios and so on. Observations:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________

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LESSON PLAN FORMAT/MODEL Name of the school Teacher Grade Unit Topic Duration of the lesson Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each unit.). The objectives state what ss should be able to do by the end of the lesson in terms of language, functions, forms, skills, vocabulary and so on. ..

STAGES SUB-STAGES

TEACHER’S ACTIVITIES

STUDENTS ACTIVITIES TIME

Warm up

Presentation Elicitation

Explanation

Practice Controlled practice

Free practice

Observations:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________

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Appendix 4

LESSON PLAN MODEL/FORMAT

Lesson Nº: ______________ Unit: _________________________________________________________________________ Topic: ________________________________________________________________________ Duration of lesson: ______________________________________________________________ Material: ______________________________________________________________________ Skills: ________________________________________________________________________ Objectives: __________________________________________________________

TIME STAGES ACTIVITIES minutes TEACHER STUDENTS __ min __ min __min __min __ min

1:Warm-up • Revision • Home-work correction • Song • Story • Game • …

2: Presentation • Tr. Provides new information

(language) • Tr. Elicits new language through

visual aids, realia, sentence • Explanation

3: Controlled Practice • Choral repetition • Individual repetition/work • Pair work

4: Less controlled practice • Group work • Pair work

5: Production • Summary • Composition • Role plays • Dialogues • …

Appendix 5

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LESSON PLAN MODEL/FORMAT

Reading and Grammar

Objectives:

(i) To practise reading for gist and detailed information

(ii) To extract a set of phrasal verbs from a text and develop students' inferring skills

(iii) To provide controlled and less controlled practice of the phrasal verbs

Topic: Marriage traditions

Skills covered: Reading and speaking

Content covered: Vocabulary and grammar

Crosscutting: Gender equity

Time total: 90 minutes

Stages 1 – 7: 45 minutes

Stages 8 – 10: 45 minutes

Stages:

1. Introduction

2. Creating interest in the reading text;

3. Pre-teaching key vocabulary items;

4. Reading for gist;

5. Feedback;

6. Reading for detailed information;

7. Follow up discussion;

8. Presentation of phrasal verbs (within the reading text);

9. Checking of meaning form and pronunciation;

10. Controlled practice.

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