programa de inglÊs - ibe.unesco.org · de inglês ensino secundÁrio geral ... dos estudos como...

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Programa

de

INGLÊS

(8ª Classe)

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OBJECTIVOS, POLÍTICA, ESTRUTURA

I

REPÚBLICA DE MOÇAMBIQUE

MINISTÉRIO DA EDUCAÇÃOINSTITUTO NACIONAL DO DESENVOLVIMENTO DA EDUCAÇÃO

PLANO CURRICULAR DO ENSINO SECUNDÁRIO GERAL

Programa

1O CICLO

de

Inglês

ENSINO SECUNDÁRIO GERAL

2008

8a Classe

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FICHA TÉCNICA

Título: Programa de Inglês – I Ciclo – Ensino Secundário Geral (8ªClasse)

Edição: © INDE/MEC – Moçambique – 2008

Autor: INDE/MEC – Moçambique

Capa, Composição, Maquetização, Arte-final: Salvador Boaventura

Impressão: Editora Escolar

Tiragem: 1.000 exemplares

Nº de registo: ?INDE/MEC – /2008

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Ficha técnica

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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Prefácio

PrefácioCaro 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

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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Prefácio

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 implementaçãodestes programas, apelo ao estudo permanente das sugestões que elescontêm. Para que convoquem a vossa e criatividade e empenho paralevar a cabo a gratificante tarefa de formar hoje os jovens que amanhãengrossarão o contingente nacional para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

7

CONTENTS

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents

1. Introduction ...............................................................................................................................

1.1 - Secondary Education Curriculum Guidelines .............................................

1.2 - The Challenges for the School .............................................................................

1.3 - The role of the teacher .........................................................................................

2. First Cycle (grade 8 to 10) overview .....................................................................

2.1 - First cycle proficiency objectives ...................................................................... - Speaking......................................................................................................................... - Listening ............................................................................................................................... - Reading ............................................................................................................................... - Writing ...............................................................................................................................

2.2 - First cycle (8 – 10) content ................................................................................... - Functions ......................................................................................................................... - Topics and vocabulary .............................................................................................. - Grammar ......................................................................................................................... - Critical thinking.................................................................................................................. - Crosscutting issues ......................................................................................................

3. Grade 8...........................................................................................................................................

3.1 - Grade 8 proficiency objectives .................................../......................................... - Speaking objectives ...................................................................................................... - Listening objectives ...................................................................................................... - Reading objectives ...................................................................................................... - Writing objectives............................................................................................................

3.2 - Grade 8 contents ............................................................................................................ - Functions ......................................................................................................................... - Topics ............................................................................................................................... - Grammar .........................................................................................................................

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- Critical thinking ............................................................................................................ - Crosscutting issues ......................................................................................................

4. Scope and Sequence ............................................................................................................Unit 1 - Family and friends ........................................................................................Unit 2 - English in Mozambique ...................................................................................Unit 3 - School and Daily Activities ......................................................................Unit 4 - Occupations and professions...............................................................Unit 5 - Community....................................................................................................Unit 6 - Customs and traditions...........................................................................Unit 7 - Health ......................................................................................................Unit 8 - Agriculture ............................................................................................................Unit 9 - Entertainment ......................................................................Unit 10 - Shopping .....................................................................................................

5. Methodology General teaching approach Teaching suggestionsand tips ...........................................................................................................................................

6. Assessment ...............................................................................................................................

7. Bibliography ...............................................................................................................................

8. Appendixes ...............................................................................................................................


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9GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction

1. Introdução

A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processoque se enquadra no Programa Quinquenal do Governo e no Plano Estratégico daEducação e Cultura e tem como objectivos:

Contribuir para a melhoria da qualidade de ensino, proporcionando aosalunos aprendizagens relevantes e apropriadas ao contexto socioeconómicodo país.Corresponder aos desafios da actualidade através de um currículodiversificado, flexível e profissionalizante.Alargar o universo de escolhas, formando os jovens tanto para a continuaçãodos 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 estudose 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 linhasorientadoras que visam a formação integral dos jovens, fornecendo-lhes instrumentosrelevantes 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 integreuma componente pré-vocacional e por outro, permitir aos jovens a aquisição decompetências relevantes para uma integração plena na vida política, social eeconómica do país.

As consultas já efectuadas apontam para a necessidade de a escola responder àsexigências do mercado cada vez mais moderno que apela às habilidadescomunicativas, ao domínio das Tecnologias de informação, à resolução rápida eeficaz de problemas, entre outros desafios.

10 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction

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:

Saber Ser que é preparar o Homem moçambicano no sentido estético,espiritual e crítico, de modo que possa ser capaz de elaborarpensamentos autónomos, críticos e formular os seus próprios juízos devalor que estarão na base das decisões individuais que tiver de tomarem diversas circunstâncias da sua vida;

Saber Conhecer que é a educação para a aprendizagem permanentede conhecimentos científicos sólidos e a aquisição de instrumentosnecessários para a compreensão, a interpretação e a avaliação críticados fenómenos sociais, económicos, políticos e naturais;

Saber Fazer que proporciona uma formação e qualificação profissionalsólida, um espírito empreendedor no aluno/formando para que ele seadapte não só ao meio produtivo actual, mas também às tendências detransformação no mercado;

Saber viver juntos e com os outros que traduz a dimensão ética doHomem, isto é, que 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 educaçãose organize em torno deles de modo a proporcionar aos jovens instrumentos paracompreender o mundo, agir sobre ele, cooperar com os outros, viver, participar ecomportar-se de forma responsável.

Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticasrelevantes para que os jovens e os adolescentes sejam bem sucedidos comoindivíduos, e como cidadãos responsáveis e úteis na sua família, na comunidade e nasociedade, em geral.

� :1.2. Os desafios da Escola

A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significaque 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, biologiaou química, entre outros. Torna-se, assim, cada vez mais importante preparar oaluno para aprender a aprender e para aplicar os seus conhecimentos ao longo davida.

Perante este desafio, que competências são importantes para uma integração plenana vida?

As competências importantes para a vida referem-se ao conjunto de recursos, istoé, conhecimentos, habilidades e comportamentos que o indivíduo mobiliza paraenfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana.Isto significa que para resolver um determinado problema, tomar decisões informadas,pensar criticamente e criativamente ou relacionar-se com os outros um indivíduonecessita 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 consideradasimportantes, 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 decomunicação, leitura e escrita, matemática e cálculo, mas também, as competênciasgerais, actualmente reconhecidas como cruciais para o desenvolvimento do indivíduoe 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 usode tecnologia;

c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realizaçãoe apresentação dos trabalhos;

d) Resolução de problemas que reflectem situações quotidianas da vidaeconómica social do país e do mundo;

e) Desenvolvimento do espírito de tolerância e cooperação e habilidade parase 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;

12 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction

j) Capacidade de lidar com a complexidade, diversidade e mudança;k) Desenvolvimento de projectos estratégias de implementação individualmente

ou em grupo;l) Adopção de atitudes positivas em relação aos portadores de deficiências,

idosos e crianças.

Estas competências são relevantes para que o jovem, ao concluir o ESG estejapreparado para produzir o seu sustento e o da sua família e prosseguir os estudosnos 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 queexigem cada vez mais novas habilidades relacionadas com adaptabilidade, adopçãode perspectivas múltiplas na resolução de problemas, competitividade, motivação,empreendedorismo e a flexibilidade de modo a ter várias ocupações ao longo davida.

1.3. A Abordagem Transversal

A transversalidade apresenta-se no currículo do ESG como uma estratégia didácticacom vista um desenvolvimento integral e harmonioso do indivíduo. Com efeito, todaa comunidade escolar é chamada a contribuir na formação dos alunos, envolvendo-os em situações parecidas com as que se vão confrontar na vida.

No currículo do ESG prevê-se uma abordagem transversal das competências geraise dos temas transversais. De referir que, embora os valores se encontrem impregnadosnas competências e nos temas já definidos no PCESG, é importante que as acçõeslevadas a cabo na escola e as atitudes dos seus intervenientes sobretudo dosprofessores constituam um modelo do bem fazer, ser e conviver com os outros.

Neste contexto, toda a prática educativa gravita em torno das competências acimadefinidas de tal forma que as oportunidades de aprendizagem criadas no ambienteescolar e fora dele contribuam para o seu desenvolvimento. Assim, espera-se que asactividades curriculares e co-curriculares sejam suficientemente desafiantes eestimulem os alunos a mobilizar conhecimentos, habilidades e valores.

O currículo do ESG prevê ainda a abordagem de temas transversais, de formaexplícita, ao longo do ano lectivo. Considerando as especificidades de cada disciplina,são dadas indicações para a sua abordagem no plano temático, nas sugestõesmetodológicas e no texto de apoio sobre os temas transversais.


1.4 As Línguas no ESG

A comunicação constitui uma das competências considerada chave num mundoglobalizado. No currículo do ESG, são usados o Português, língua oficial, línguasMoçambicanas, o Inglês e Francês, línguas estrangeiras.

As habilidades comunicativas desenvolvem-se através de um envolvimento conjugadode todas as disciplinas e não se reserva apenas à disciplinas específicas de línguas.Todos os professores deverão assegurar que alunos se expressem com clareza eque saibam adequar o seu discurso às diferentes situações de comunicação. Acorrecção linguística deverá ser uma exigência constante nas produções dos alunos.

O desafio da escola é criar espaços para a prática das línguas tais como a promoçãoda leitura (concursos literários, sessões de poesia), debates sobre temas de interessedos alunos, sessões para a apresentação e discussão de temas ou trabalhos depesquisa, exposições, entre outros momentos de prática da língua numa situaçãoconcreta. Os alunos deverão ser encorajados a ler obras diversas e a fazercomentários sobre elas e seus autores, a escrever sobre temas variados, a dar opiniõessobre factos ouvidos ou lidos nos órgãos de comunicação social, a expressar ideiascontrárias ou criticar de forma apropriada, a buscar informações e a sistematizá-la.

Particular destaque deverá ser dado à literatura representativa de cada uma daslínguas e, no caso da língua oficial e das línguas moçambicanas, o estudo de obrasde autores moçambicanos constitui um pilar para o desenvolvimento do espirítopatriótico e exaltação da moçambicanidade.

1.5. O Papel do Professor

O papel da escola é preparar os jovens de modo a torná-los cidadãos activos eresponsáveis na família, no meio em que vivem (cidade, aldeia, bairro) ou no trabalho.

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

14

At this stage learners should be able to cope linguistically in a range ofeveryday situations, which require a largely predictable use of language.They should be able to communicate and handle basic text at work, publicand academic situations. Understanding at this stage goes beyond merelybeing able to pick out facts and may involve opinions, attitudes, moods andwishes.

Speaking

Deal with general situations of oral communication. Enter unprepared intoconversation on topics that are familiar, of personal interest or pertinent to eve-ryday life (e.g. family, hobbies, work, travel and current events).

Connect phrases in a simple way in order to describe experiences andevents, own dreams, hopes and ambitions. The learner can briefly give reasonsand explanations for opinions and plans as well as narrate a story or relate theplot of a book or film and describe own reactions, e.g. local and traditionalstories.

Listening

Understand the main points of clear standard speech on familiar mattersregularly encountered in work, school, leisure (songs, local and traditional sto-ries), etc. Understand the main point of many radio or TV programmes on cur-rent affairs or topics of personal or professional interest when the delivery isrelatively slow and clear.

Reading

Understand texts that consist mainly of high frequency everyday andjob related language. Understand the facts, description of events, feelingsand wishes in personal letters, simple poems and stories (local and tradi-tional).

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview

2 - FIRST CYCLE (GRADE 8 TO 10) OVERVIEW

2.1 - FIRST CYCLE PROFICIENCY OBJECTIVES

15

Throughout the cycle the following contents will be covered:


Functions:

• Accepting• Agreeing and disagreeing• Apologizing• Arguing /explaining• Asking and answering• Asking and telling time• Asking for and giving information• Asking for and giving reasons• Asking for something (bookshop,

market, shop ...)• Booking (table, room …)• Classifying (something, family …)• Comparing and contrasting• Complaining and giving reasons• Confirming and denying• Defining activities/events• Describing activities/events/objects/

daily activities/places/symptoms…• Explaining• Expressing likes and dislikes• Expressing opinions

• Expressing preferences• Giving advice• Giving instructions• Giving reasons• Giving suggestions• Greeting• Identifying• Inquiring about …• Interrupting politely• Inviting, accepting and refusing• Leading a discussion• Making inquiries (at the hospi-

tal, airport ...)• Making predictions• Ordering and booking• Persuading• Planning and giving a speech• Predicting• Reporting events• Supporting ideas• Writing warning notices

Topics and vocabulary

• Family, Friends and Community• Health and Nutrition• Modern and Traditional Medicine• Mozambican Society, Culture and

Economy• Human Rights (including chil-

dren’s) and Gender

• Professions and Occupations• Sustainable development• Industry, Commerce and Business• International trade and Diplomacy• Education in Mozambique and im-

portance of English• Science, Technology and Innovation

Writing

Write simple connected texts on topics that are familiar or of personalinterest. Write personal letters describing experiences and impressions. Writeinvitations, business letters and simple stories.

2.2 - FIRST CYCLE (8 – 10) CONTENT

16

Critical thinkingCritical thinking

GrammarGrammar


• Agriculture and Fishing• Tourism and Wildlife• Environment

• Means of Transport and Communi-cation

• Entertainment and Sports

• Analyse and describe characters ina story

• Analyse narrative techniques in an es-say

• Analyse problems and propose so-lutions

• Analyse relationships betweenwords

• Analyse sensitive language referringto disabilities

• Analyse storytelling techniques• Analyse strategies speakers use to

support their opinions• Analyse survey results• Analyse the advantages and disad-

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

try life• Compare and contrast definitions• Compare and contrast points of view• Compare and contrast two life histories• Compare and contrast two types of dress• Compare and contrast types of cor-

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

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

ruption• 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 ad-

vertisements• Deliberate cases using information

from the readings• Develop arguments for and against

an issue• Draw logical conclusions• Evaluate advantages and disadvantages• 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

17

Crosscutting issues


• Cultural issues• Health and hygiene: symptoms, causes, cures, and prevention of the

most common diseases, such as cholera, malaria. Traditional medi-cine, care with medicine and medical instructions and prescriptions.

• Sexual and reproductive health (avoiding early marriage and preg-nancy, 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 eq-

uity

• Evaluate the advantages and dis-advantages 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 adver-

tisements• Identify personal obstacles• Identify personal values and as-

sumptions• Identify point of view in a text• Identify salient features of an ad• Identify the advantages and dis-

advantages of Information andCommunica t ion Technology(ICT)

• Infer information not explicit in theinterview

• Infer information not explicit in thelistening

• Infer information not explicit in thetext

• 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 conse-

quences• Rank the value of personal quali-

ties• Recognize personal assumptions

about …

18

Give basic instructions.Specific:


General:

Communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Handle very short social exchanges.

Use a series of phrases and sentences to describe own family and other

• Act out scripted dialogues• Agree or disagree with statements• Ask and answer questions about

personal preferences• Ask and answer questions in an

information gap activity• Ask for and give examples• Discuss interests in sports• Discuss preferences in entertainment• Ask for repetition or clarification• Express opinions• Give examples to illustrate new vocabulary• Interview a classmate• Lead a group discussion• Make simple comparative state-

ments about things/people

• Make predictions• Make statements showing inten-

ded action and reasons• Make travel arrangements• Offer advice using imperatives• Perform a role play using learnt vocabulary• Give a short speech on a familiar

topic• Practice interrupting politely• Present a brief weather report• Read aloud or recite a poem• Recount experiences• Report simple survey results to the class• Share life experiences• Use provided vocabulary in a

guided conversation

3 - GRADE 8

3.1 - GRADE 8 OBJECTIVES

At this stage, learners acquire a general basic ability to communicate in a limitednumber of the most familiar situations in which language is used in everyday life. Theyshould be able to understand the main points of simple texts, many of which are ofthe kind needed for survival when communicating with English speakers (nationaland foreign visitors) in the following settings: academic and general situations wherethey use language for survival and to gain basic points of information.

Speaking objectives

people, and living conditions, in simple terms. Describe own educational back-ground and present or most recent activity.

19

Specific: Specific:

Specific:

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Objectives

• Identify a speaker’s point of view• Identify main topics• Listen for details• Listen for main ideas• Listen to classmates’ reports and

ask questions• Listen to classmates’ stories and

retell them• Listen to classmates’ presenta-

tions and ask questions• Listen and make predictions

Understand phrases and the highest frequency vocabulary related to areasof most immediate personal relevance (e.g. very basic personal and family infor-mation, shopping, local area, employment). Understand the main point in short,clear, simple messages, announcements and follow basic instructions.

• Relate listening to personal expe-riences

• Take a dictation• Listen and take simple notes• Listen and fill in forms• Listen and comment on student

role plays• Listen and follow instructions

Reading objectives

General:

Read short, simple texts. Find specific, predictable information in simpleeveryday authentic material such as advertisements, menus and timetables andunderstand short simple personal letters.

Use a Dictionary

Listening objectives

General:

• Locate details in a text• Locate passages in a text• Make predictions• Read diagrams and maps• Read a questionnaire• Read a recipe• Read aloud

• Read pricing labels• Read simple informal letters• Read and take simple notes• Read short messages and notes• Read timetables

20

Specific:Specific:


Writing objectives

General:

Write short, simple texts relating to matters in areas of immediate need.

• Rearrange sentences in para-graphs

• Connect sentences using connec-tors (e.g. and, because, but, etc.)

• Construct sentences• Develop interview questions• Edit incomplete or incorrect sen-

tences• Rearrange sentences in a para-

graph• Write a paragraph• Write a shopping list• Write a recipe

• Write sentences and questionsusing adverbs of frequency (e.g.Always, never, sometimes, etc.)

• Write sentences of comparison• Write statements of advice• Write simple instructions• Write simple directions• Write simple informal letters• Write simple notes• Write simple memos and messages• Complete dialogues• Write simple compositions• Fill in simple forms

• Asking for and giving reasons• Asking for information and re-

sponding• Asking for something (at the shop)• Booking (table, room, seat, flight …)• Classifying (something, family …)• Comparing and contrasting

3.2 - GRADE 8 CONTENTS

Functions

The following functions will be covered:

• Read simple instructions• Read for details• Read signs• Read advertisements

• Read for specific information in a text• Read and compare information

from different sources

• Complaining and giving reasons• Confirming and denying some-

thing• Describing (e.g. family, places,

processes, etc.)• Differentiating domestic to wild

animals

21GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents

Topics:

• Family and friends

• English in Mozambique

• School and daily activities

• Occupations and professions (applications, letters, invitations, cv, memos,autobiography)

• Community (poverty alleviation)

• Customs and traditions (cultural rites, traditional values,)

• Health (food, diseases: symptoms causes, prevention, treatment and cure)

• Agriculture (crops, animals, climate, environment)

• Entertainment (holiday, sports, hobbies)

• Shopping (clothes and colours)

The following topics and vocabulary areas will be covered:

• Expressing likes and dislikes• Expressing opinion (animals,

sports, etc.)• Expressing preferences• Giving advice• Giving instructions• Giving reasons• Giving suggestions• Greetings• Identify different types of weather

and seasons

• Inviting, accepting and refusing• Leading a discussion• Making inquiries (at the hospital,

airport …)• Making predictions• Making suggestions• Ordering a meal in a restaurant• Persuading someone to do some-

thing• Reporting events• Requesting and expressing prefer-

ences• Supporting ideas• Talking about various topics (e.g.

sports, weather, clothes, etc.)

• Identifying different types of col-ours

• Identifying places where specificcrops can be produced

• Inquiring about …• Interrupting politely

22GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents

Critical thinking

The following critical thinking skills will be practised throughout the year:

Grammar

The following grammatical structures will be covered:

• Adverbs and expressions of fre-quency

• Articles

• Adjectives

• Modals (e.g. can, could…)

• Countable and uncountable nouns

• Degrees of comparison

• Pronouns

• Connectors: and, or, because and but

• Sequence markers: first, then, af-ter that, next, finally

• Prepositions

• Simple present tense

• Simple past tense

• Present continuous

• Past continuous

• Future – Going to/ will

• Present perfect tense

• Wh- questions

• Yes/no questions

• Tag questions

• Negative and interrogative

• Passive (presnt simple)

• Imperatives

• Conditionals (zero and first)

• Compare and contrast city andcountry life

• Draw conclusions

• Interpret a photograph or picture

• Interpret meaning from text

• Match actions to consequences

• Support answers with informationfrom the text

• Support opinions with examplesfrom the text

• Support opinions with reasons

• Compare and contrast past andcurrent practices

• Compare and contrast points of view

• Compare and contrast two life his-tories

• Compare and contrast experiences

• Compare cultural norms of dress

23

• Cultural issues• Health and hygiene: symptoms, causes, cures, and prevention of the most

common diseases, such as cholera, malaria. Traditional medicine, carewith 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 farm-

ing• Small business – self employment• Environmental issues – protection of forests, vegetation, erosion pre-

vention, floods and droughts• Human Rights (children and women): gender and handicapped equity

Crosscutting issues

The below listed cross curricular and crosscutting issues, drawn from threeareas namely: General, poverty alleviation competencies and professional orien-tation competencies will be covered as topics, functions, skills, tasks, activitiesor projects throughout the year and cycle


24PROG. DO ENS. BÁS. – I CICLO (1ª E 2ª CLAS.) – Inglês – Content - 8ª Classe

4 - SCOPE AND SEQUENCE

25

Unit 1

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY AND FRIENDS

Family and friends

26

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Fam

ilyan

dfr

iend

s

•R

evie

w v

ocab

ular

y on

fam

ilyan

d fr

iend

s;

•R

evie

w

gree

ting

s an

din

trod

uctio

ns;

•D

iscu

ss p

refe

renc

es o

f fa

mily

and

frie

nds;

•Sh

are e

xper

ienc

es ab

out f

amily

and

frie

nds;

•C

ompa

re

gend

er

equi

tybe

twee

n tw

o cu

lture

s.

Fun

ctio

ns:

•C

lass

ifyi

ng;

•D

escr

ibin

g;•

Com

pari

ng a

nd c

ontr

astin

g;•

Expr

essi

ng li

kes a

nd d

islik

es.

Voca

bula

ry:

•Jo

bs/p

rofe

ssio

ns;

•Fa

mily

;•

Hom

e ta

sks

rela

ted

voca

bula

ry(c

lean

ing,

sw

eepi

ng,

was

hing

,et

c).

Gra

mm

ar:

•R

evis

ion

and

exte

nsio

n of

:–

Com

para

tive

s an

dSu

perl

ativ

es;

–O

ppos

ites

of a

djec

tives

;–

Pres

ent

Tens

e an

d Pr

esen

tC

ontin

uous

Ten

se;

–C

onne

ctor

s;–

Prep

ositi

ons

of p

lace

;–

Wh-

ques

tions

;–

Yes/

no q

uest

ions

.

•A

sk a

nd a

nsw

er q

uest

ion

abou

tth

eir f

amili

es a

nd fa

mili

es o

f the

irpe

ers;

•Ta

lk

abou

t th

eir

fam

ilie

s’pr

ofes

sion

s an

d oc

cupa

tions

;

•C

ompa

re a

nd c

ontr

ast

past

and

curr

ent f

amily

pra

ctic

es/r

oles

;

•C

ompl

ete

form

s re

quir

ing

info

rmat

ion

abou

t sel

f and

fam

ily;

•Te

ll an

d re

tell

stor

ies a

bout

fam

ilyan

d fr

iend

s;

•R

ead/

writ

e si

mpl

e in

form

al le

tters

to fa

mily

and

frie

nds;

•W

rite

sim

ple

com

posi

tions

abo

utfa

mily

, fri

ends

and

hol

iday

s;

•U

se N

umbe

rs (c

ardi

nal/o

rdin

al).


27

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AR

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IVE

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EN

TS

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EN

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TOPI

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Spea

king

:•

Plan

and

giv

e a

thre

e-m

inut

esp

eech

on

a fa

mili

ar to

pic.

List

enin

g:•

List

en fo

r spe

cific

info

rmat

ion;

•Li

sten

for g

ener

al in

form

atio

n.

Rea

ding

:•

Rea

ding

for s

peci

fic in

form

atio

n;•

Rea

ding

for g

ener

al in

form

atio

n.

Wri

ting:

•G

uide

d w

ritin

g:–

Com

plet

ing

dial

ogue

s;–

Con

stru

ctin

g se

nten

ces;

–W

riti

ng

sent

ence

s of

com

paris

on;

–W

ritin

g si

mpl

e no

tes;

–Ta

king

dic

tatio

n;–

Com

plet

ing

form

s;–

Wri

ting

sho

rt p

arag

raph

sus

ing

conn

ecto

rs.

Nº O

FH

OU

RS

12


28

In this unit the learner will practice the following activities:

Suggested Activities

Assessment StandardsLearners:

• Interview a classmate;• Listen and comment on the role

plays;• Listen and follow instruction;• Listen to classmate’s reports

and ask questions;• Listen to classmates’ stories and

retell them;• Listen and draw a family tree;• Read and complete the text/table/

forms;• Read and answer questions;

• Practice composing descriptiveshort sentences;

• Describe a photograph or picture

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 1 - FAMILY AND FRIENDS

√ Can introduce themselves and other people√ Can ask and answer simple questions about his/her family members,

professions and occupations.√ Can use simple comparative statements such as:

- my family is bigger than … it has got 6 members- in my family both boys and girls do the cleaning and in Joao’s

family only girls do the cleaning√ Can write simple letters, paragraphs

29

Unit 2

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE

English in Mozambique

30

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TOPI

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•Ta

lk

abou

t th

e M

ajor

Lan

guag

es

in

the

wor

ld(E

nglis

h Fr

ench

, Spa

nish

);

•Id

enti

fy E

ngli

sh s

peak

ing

coun

tries

aro

und

Moz

ambi

que

and

in th

e w

orld

;

•Ta

lk a

bout

the

role

of n

atio

nal

and

fore

ign

lang

uage

s in

the

deve

lopm

ent o

f the

cou

ntry

;

•D

raw

per

sona

l co

nclu

sion

sab

out

the

reas

ons

why

the

yle

arn

Engl

ish;

Eng

lish

inM

ozam

bique

Fun

ctio

ns•

Acc

eptin

g su

gges

tions

;•

Agr

eein

g an

d di

sagr

eein

g;•

Arg

uing

/exp

lain

ing;

•A

skin

g fo

r and

giv

ing

reas

ons;

•Ex

pres

sing

opi

nion

.

Voca

bula

ry•

Lang

uage

s;•

Prof

essi

ons;

•O

ccup

atio

ns;

•N

atio

nalit

ies;

•C

ount

ries

;•

Type

s of

foo

d an

d cl

othe

s;•

Dan

ce;

•Cl

imat

e;•

Geo

grap

hy;

•M

eans

of c

omm

unic

atio

ns;

•Tr

ade,

com

mer

ce, to

urism

, indu

stry.

•A

sk a

nd a

nsw

er q

uest

ions

abo

utth

e im

port

ance

of

Eng

lish

in

Moz

ambi

que;

•A

sk a

nd a

nsw

er q

uest

ions

on

loca

tion,

lan

guag

es a

nd f

amou

spe

ople

;

•Ta

lk

abou

t ge

ogra

phic

albo

unda

ries

or

bord

ers;

•D

escr

ibe

and

com

pare

the

clim

ate,

food

, tra

ditio

nal d

ress

, mus

ic a

ndda

nce

of t

he E

ngli

sh s

peak

ing

wor

ld.

Gra

mm

ar•

Rev

isio

n an

d ex

tens

ion

of:

–A

rtic

les;

–A

dver

bs;

–C

onne

ctor

s:

and,

or

,be

caus

e, b

ut;

–D

egre

es o

f com

pari

son;


31

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

TOPI

C

–Pa

st si

mpl

e;–

Wh-

ques

tions

;–

Yes/

no.

Spea

king

:•

Talk

ing

abou

t the

impo

rtanc

e of

Engl

ish

in M

ozam

biqu

e;•

Talk

ing a

bout

neig

hbou

ring c

ount

ries;

•Ta

lkin

g abo

ut th

e Geo

grap

hy, c

usto

ms

and

eatin

g ha

bits

of th

e cou

ntry

.

List

enin

g:•

Liste

ning

for s

peci

fic in

form

atio

n;•

List

en fo

r mai

n id

eas.

Rea

ding

:•

Rea

ding

for s

peci

fic in

form

atio

n;•

Rea

ding

for d

etai

ls.

Wri

ting:

•Re

arra

ngin

g sen

tence

s in p

arag

raph

;•

Wri

ting

a pa

ragr

aph;

•C

onne

ctin

g se

nten

ces w

ith a

nd,

beca

use

and

but.

Nº O

FH

OU

RS

12


32




• Carryout a survey of languagesspoken in their area;

• Listen and find out speakers pointof view in relation to theimportance of English inMozambique;

• Listening and filling in a diagram;• Locate details in a text;• Locate passages in a text;• Locate on a map English speaking

countries;• Support answer with information

from the text;• Read: questionnaire, maps,

passages, dialogues;

• Construct sentences aboutlanguages in Mozambique;

• Write a paragraph about theimportance of English in their ownarea;

• Writing sentences of comparisonand complete dialogues aboutEnglish in Mozambique;

• Compose a paragraph usingconnecters (e.g. and, because, but,etc);

• Edit classmates sentences;• Write a letter to a pen friend;• Write a short text comparing two

countries.


√ Can ask and answer questions about:- languages spoken in Mozambique- The importance of English in Mozambique

√ Can ask and answer questions about (and compare) climate, food, musicand dance of Mozambique, neighbouring countries and English speakingworld

33

Unit 3

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES

School and daily activities

34

Sub-

tota

l26

tem

pos

Tota

lG

eral

:20

7Te

mpo

s

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•C

ompa

re

and

cont

rast

stud

ents

act

iviti

es/d

ress

cod

e,lik

es a

nd d

islik

es;

•D

iscu

ss t

he i

mpo

rtan

ce o

fpl

anni

ng th

eir

daily

act

iviti

es(i

nclu

ding

tim

e fo

r stu

dy);

•D

iscu

ss t

he i

mpo

rtan

ce o

fex

tracu

rric

ular

act

iviti

es;

•D

iscu

ss t

he i

mpo

rtan

ce o

fC

lean

lines

s in

sch

ool;

•D

iscu

ss t

he i

mpo

rtan

ce o

fm

aint

aini

ng

a he

alth

yen

viro

nmen

t in

scho

ol;

•Sh

are

expe

rien

ces

abou

tpe

rson

al p

refe

renc

es;

•D

iscu

ss

the

role

an

dim

port

ance

of

the

vari

ous

scho

ol s

ubje

cts.

Fun

ctio

ns

Scho

olan

d da

ilyac

tiviti

es

•Ex

pres

sing

abi

litie

s;•

Agr

eein

g an

d di

sagr

eein

g;•

Ask

ing

and

answ

erin

g qu

estio

ns;

•A

skin

g fo

r and

giv

ing

reas

ons;

•D

escr

ibin

g (p

lace

s, a

ctiv

ities

,ev

ents

…);

•Ex

pres

sing

like

s and

dis

likes

;•

Expr

essi

ng o

pini

ons;

•M

akin

g su

gges

tions

.

Voca

bula

ry•

Dai

ly a

ctiv

ities

at s

choo

l, ho

me,

on w

eeke

nds;

•Ti

met

able

s an

d sc

hedu

les;

•Sp

orts

;•

Hob

bies

;•

Ente

rtain

men

t.

Gra

mm

ar•

Adj

ectiv

es;

•Pr

epos

ition

s;•

Adv

erbi

als

of ti

me,

frequ

ency

and

prob

abili

ty (a

lway

s, ne

ver,

perh

aps,

poss

ibly

and

pro

babl

y, ye

sterd

ay ..

.•

Com

para

tive

s (a

s …

as,

the

sam

e (a

s), l

ike;

•Re

flexiv

e pro

noun

s(mys

elf, y

ourse

lf …);

•D

escr

ibe

daily

rout

ines

;

•M

ake

sugg

esti

ons

on h

ow t

oim

prov

e th

eir

scho

ol (

clea

nlin

ess

and

heal

thy

envi

ronm

ent)

;

•G

ive

advi

se to

pee

rs (

activ

ities

toch

oose

and

how

to

impr

ove

resu

lts);

•A

sk a

nd a

nsw

er q

uest

ions

abo

utpe

rson

al p

refe

renc

es (

subj

ects

,da

ily

acti

viti

es,

extr

acur

ricu

lar

activ

ities

);

•A

sk fo

r and

giv

e in

form

atio

n ab

out

scho

ol s

ubje

cts;

•A

sk fo

r and

tell

time;

•D

escr

ibe

the

scho

ol;

•Ta

lk a

bout

the

scho

ol;

•U

se c

ardi

nal a

nd o

rdin

al n

umbe

rs;

•Li

st a

nd p

riorit

ize

activ

ities

.


35

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

TOPI

C

Rea

ding

•R

eadi

ng fo

r det

ails

;

•R

evis

ion

of ti

me;

•Se

quen

ce m

arke

rs (f

irst,

then

…);

•M

odal

s (w

ould

, sh

ould

, m

ay,

can,

coul

d, m

ust,

mig

ht, w

ould

like

, …);

•W

h-qu

estio

ns.

•C

onne

ctor

s: (B

ut, b

ecau

se, a

nd ..

.)Sp

eaki

ng•

Act

ing

out s

crip

ted

dial

ogue

;•

Inte

rvie

win

g cl

assm

ate

abou

tpe

rson

al p

refe

renc

es;

•In

terv

iew

ing

one

anot

her a

bout

scho

ol/d

aily

act

iviti

es;

•M

akin

g pr

esen

tatio

ns;

•C

ount

ing

up to

100

0.

List

enin

g•

List

enin

g fo

r det

ails

.

•R

eadi

ng a

loud

.

Wri

ting

•C

onst

ruct

ing

sent

ence

s;•

Writ

ing

sent

ence

s an

d qu

estio

nsus

ing

adve

rbs

of fr

eque

ncy;

•W

ritin

g se

nten

ces o

f com

paris

on.

Nº O

FH

OU

RS

12


36




• Take part in discussion;• Gap filling activities;• Lead group discussion;• Prepare presentations;• Plan their daily activities;• Listen and follow instructions;• Listen to classmate presentations

and ask questions;• Take dictation;• Locate details in a text;

• Read and follow instructions;• Support opinions with examples

from a text;• Read: t imetables, numbers,

instructions, labels, signs;• Construct sentences on school

and daily activities;• Edit incomplete and incorrect

sentences.


√ Write short descriptions comparing climate, food, music or dance ofMozambique and English speaking countries

√ Can talk about daily routines at school and home√ Can ask and tell time√ Can use modals for giving advice

37

Unit 4

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS

Occupations and professions

38

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

rela

tives

;

•D

iscu

ss

thei

r pr

efer

red

occu

patio

ns a

nd p

rofe

ssio

nsan

d st

ate

the

reas

on f

orch

oice

;

•D

iscu

ss t

he e

thic

al i

ssue

sre

late

d to

som

e pr

ofes

sion

s;

•C

ompa

ring

and

con

tras

ting

past

and

cur

rent

dem

ands

of

prof

essi

ons.

Fun

ctio

ns•

Ask

ing

for

and

givi

ngin

form

atio

n;•

Giv

ing

and

foll

owin

gin

stru

ctio

ns (d

ig, w

ater

…);

•In

vitin

g, a

ccep

ting

and

refu

sing;

•Pl

anni

ng d

aily

act

iviti

es;

•A

gree

ing

and

disa

gree

ing

with

stat

emen

ts;

•A

skin

g fo

r re

peti

tion

or

clar

ifica

tion;

•Ex

pres

sing

abi

litie

s, o

pini

ons

and

pref

eren

ces;

•E

xpre

ssin

g ob

liga

tion

and

occu

patio

nsof

par

ents

an

d

nece

ssity

.

Voca

bula

ry•

Voca

bular

y rela

ted to

daily

activ

ities

.

Gra

mm

ar•

Rev

iew

tens

es•

Adj

ectiv

es a

nd a

dver

bs•

Adv

erbs

of

freq

uenc

y.

Spea

king

:•

Talk

ing

abou

t jo

bs/p

rofe

ssio

ns/

perso

nal e

xperi

ence

s and

daily

activ

ities;

•A

skin

g an

d an

swer

ing

ques

tions

;•

Telli

ng st

orie

s.

List

enin

g•

List

en fo

r mai

n id

eas/

det

ails

;•

Lis

teni

ng a

nd t

akin

g sh

ort

note

s.

Rea

ding

•Re

ad te

xts f

or sp

ecifi

c inf

orm

atio

n;•

Rea

ding

to lo

cate

pas

sage

s an

d

•D

escr

ibe

thei

r fut

ure

ambi

tions

.

8

Cus

tom

s an

d tr

aditi

ons

•D

iscu

ss a

bout

the

impo

rtan

ce a

ndim

pact

of

trad

ition

s cu

stom

s an

dri

tes;

•D

iscu

ss th

e im

port

ance

of

cultu

refo

r tou

rism

;

•D

iscu

ss, d

escr

ibe

and

com

pare

the

deta

ils in

the

text

;•

Rea

ding

alou

d or

reci

ting

poem

s;•

Rea

ding

to

iden

tify

spea

ker’

spo

ints

of v

iew

;


39

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

soci

aln

orm

san

d

•R

eadi

ng t

o id

entif

y sp

eake

r’s

attit

ude.

Wri

ting

•C

onst

ruct

ing

sent

ence

s;•

Wri

ting

diff

eren

t typ

es o

f tex

ts:

–Si

mpl

e inf

orm

al let

ter, p

ostca

rds

com

posi

tion,

pa

ragr

aphs

,de

scri

ptio

ns,

stor

ies,

sho

rtm

essa

ges

and

note

s, i

nvi-

tatio

ns,

ques

tionn

aire

s,ad

verti

sem

ents.

•D

escr

ibin

g so

meo

ne’s

job;

•Id

entif

y di

ffer

ent t

ypes

of j

obs;

•Ta

lk a

bout

pro

fess

ions

and

occu

pati

ons

(loc

al

and

natio

nal)

;

•D

escr

ibe

dail

y ro

utin

es i

n a

prof

essi

on;

•D

escr

ibe

thei

r pr

efer

red

prof

essi

ons

and

give

rea

sons

for p

refe

renc

e;


40




• Develop interview questions;• Identify main topics;• Tell stories;• Interpret meaning from a text/

speaker’s attitude/emotions/pointof view;

• Locate passages and details in thetext;

• Make simple and comparativestatements;

• Planning daily activities;• Read aloud or recite a poem;• Read short messages and notes;

• Read application forms,invitations, memos, cv andautobiography;

• Write paragraphs;• Write a letter of advice;• Write simple compositions;• Write simple texts and messages;• Do role plays; dramatization;

games;• Read questionnaires, instruc-

tions;• Write statements to agree and

disagree.


√ Can use affirmative and interrogative for making suggestions√ Can write short notices√ Can identify and describe the different types of jobs.√ Can describe and compare professions and occupations

41

Unit 5

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY

Community

42

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

in th

eir c

omm

unity

;

•D

iscu

ss h

ow t

o re

late

wit

hot

hers

acc

ordi

ng t

o so

cial

norm

s;

•C

ompa

re a

nd c

ontra

st p

ast a

ndcu

rren

t soc

ial n

orm

s and

role

sin

thei

r com

mun

ity;

•D

iscu

ss

the

role

an

dim

port

ance

of

E

ntre

pre-

neur

ship

in th

eir c

omm

unity

;

•D

iscu

ss w

ays

to i

mpr

ove

stan

dard

s of

lif

e in

the

irco

mm

unity

;

•Id

entif

y an

d ta

lk a

bout

tour

ist

attr

acti

ng

area

s in

th

eco

mm

unity

;

•D

iscu

ss th

e g

ende

r rol

es in

the

the

maj

oroc

cupa

tions

•A

gree

ing

or d

isag

reei

ng;

•C

ompa

ring

and

con

tras

ting

;•

Des

crib

ing;

•Ex

pres

sing

lik

es,

disl

ikes

, an

dop

inio

ns;

•G

ivin

g ad

vice

and

sug

gest

ions

.

Voca

bula

ry

one’

s re

gion

;

•Id

entif

y an

d de

scri

be th

e ac

tiviti

esan

d oc

cupa

tion

s in

th

eir

com

mun

ity;

•D

escr

ibe

cust

oms,

hab

its

and

valu

es o

f the

ir c

omm

unity

;

•D

escr

ibe

the

envi

ronm

ent t

hey

live

in

(cli

mat

e,

land

scap

e,pr

eser

vatio

n…);

•Id

entif

y an

d lis

t th

e ne

eds

of t

heco

mm

unity

;

•Id

entif

y an

d ta

lk a

bout

way

s of

impr

ovin

g pe

ople

’s l

ives

in

the

com

mun

ity

(sm

all

busi

ness

,fi

shin

g, h

untin

g, a

ssoc

iatio

ns, …

);

•Id

entif

y an

d si

mul

ate

jobs

, suc

h as

tour

gui

des…

. 10

•O

ccup

atio

ns;

•C

usto

ms,

hab

its a

nd v

alue

s;•

Envi

ronm

ent;

•Fo

rest

, her

bs, r

oots

;•

Rol

es in

the

com

mun

ity.

Gra

mm

ar•

Adv

erbs

/(

tim

e,

man

ner,

dura

tion

, de

gree

e.g

. La

stye

ar…

hea

vily

… q

uite

);•

Det

erm

iner

s (al

l, m

ost,

no, n

one,

less

, m

uch,

lit

tle,

man

y fe

w,

mor

e, so

me,

any,

anot

her,

othe

r);

•R

evis

ion

of te

nses

stu

died

;•

Pron

ouns

- re

flexi

ve, i

ndef

inite

,(e

.g. t

hem

selv

es...

nob

ody…

);•

Pres

ent p

erfe

ct

Spea

king

:


43

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•Ta

lk a

bout

ani

mal

bre

edin

g;•

Talk

abo

ut m

ajor

occ

upat

ions

inth

eir a

rea;

•Tr

aditi

onal

med

icin

e he

rbs

and

root

s;•

Iden

tify

a s

peak

er’s

poi

nt o

fvi

ew;

•Su

ppor

t opi

nion

s w

ith re

ason

s;•

Sugg

est

way

s of

im

prov

ing

peop

les’

live

s in

the c

omm

unity

;•

Taki

ng p

art i

n di

scus

sion

s.

List

enin

g•

Rel

ate

wha

t th

ey l

iste

n to

pers

onal

exp

erie

nce;

•Li

sten

for m

ain

idea

s.

Rea

ding

•R

ead

for s

peci

fic in

form

atio

n.

Wri

ting

•R

earr

angi

ng s

ente

nces

in

para

grap

hs;

•W

ritin

g no

tices

.

•D

escr

ibe

plac

es o

f in

tere

st i

n

com

mun

ity

and

way

s to

prom

ote

gend

er

equi

ty.

Dis

cuss

env

iron

men

tal i

ssue

s(p

rote

ctio

n of

for

est,

vege

-ta

tion,

ero

sion

pre

vent

ion,

);

•D

iscu

ss w

ays

of p

reve

ntin

gdi

seas

es a

nd u

ncon

trol

led

fires

in th

eir c

omm

unity

;

•D

iscu

ss

the

role

an

dim

port

ance

of

the

vari

ous

soci

al i

nsti

tuti

ons

in t

heco

mm

unit

y (c

hurc

h, t

rade

unio

ns, p

oliti

cal p

artie

s…).

Fun

ctio

ns

Enter

tainm

ent


44




• Match actions to conse-quences

• Listen and take notes;• Read and design a

questionnaire;• Write and present a small

project on community needs;• Write an advice;

• Write notices on environmentalissues. (do not drink this water…);

• Write sentences of compa-ratives;

• Write simple composition onways of poverty alleviationin their area;


√ Can talk about their future jobs and other ambitions√ Can write short simple paragraphs about their preferred jobs

√ Can talk about tourist and places of interest in their community.√ Can identify and describe the activities and occupations in their

community.

45

Unit 6

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS

Customs and traditions

46

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•D

iscu

ss a

bout

the

impo

rtanc

ean

d im

pact

of

trad

itio

nscu

stom

s an

d ri

tes;

•D

iscu

ss t

he i

mpo

rtan

ce o

fcu

lture

for t

ouri

sm;

•D

iscu

ss,

desc

ribe

an

dco

mpa

re th

e so

cial

nor

ms a

ndth

eir i

mpo

rtanc

e;

•D

escr

ibe

and

com

pare

trad

ition

s an

d cu

stom

s;

•D

iscu

ss th

e im

pact

of m

oder

nm

ass m

edia

on

tradi

tions

, rite

s,cu

stom

s;

•Ta

lkin

g ab

out

trad

ition

s an

dcu

stom

s.

Cus

tom

san

dtr

aditi

ons

Gra

mm

ar•

Rev

iew

;•

Adj

ectiv

e an

d A

dver

bs;

•C

ompa

rativ

e an

d su

perl

ativ

e;

•A

sk a

nd a

nsw

er q

uest

ions

abo

uttra

ditio

ns, c

usto

ms

and

rites

;•

Iden

tify

and

talk

abo

ut tr

aditi

ons,

cust

oms

and

rite

s in

th

eir

com

mun

ity a

nd c

ount

ry;

•D

escr

ibe

and

com

pare

rite

s an

dce

rem

onie

s of:

–bi

rth;

–in

itiat

ion

rites

;–

wed

ding

;

Fun

ctio

ns•

Ask

ing

for a

nd g

ivin

g ex

ampl

es;

•A

gree

ing

and

disa

gree

ing;

•C

ompa

ring

and

con

tras

ting;

•Ex

pres

sing o

pini

on/p

oint

s of v

iew

;•

Rel

atin

g w

ith o

ther

s ac

cord

ing

to s

ocia

l nor

ms;

•D

escr

ibin

g.

Voca

bula

ry•

Nam

es o

f co

mm

on t

radi

tions

/cu

stom

s/ri

tual

s (l

obol

o);

•N

ames

of t

radi

tiona

l cer

emon

ies;

•D

rum

s/da

nces

.

•C

ondi

tiona

lsG

oint

o to

/will

Spea

king

:•

Inte

rpre

t sp

eake

r’s

atti

tude

sIn

terv

iew

a c

lass

mat

e ab

out h

is/

her

cust

oms

and

trad

ition

s;•

Lead

a g

roup

dis

cuss

ion;


47

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•D

escr

ibin

g ha

bits

and

cus

tom

sIn

terp

ret a

pic

ture

or a

pho

togr

aph;

•Ta

lk a

bout

loc

al c

usto

ms

and

trad

ition

s.

List

enin

g•

Liste

ning

for d

etai

ls / m

ain

idea

s;•

List

enin

g fo

r gen

eral

idea

.

Rea

ding

•R

ead

for s

peci

fic in

form

atio

n;•

Rea

d fo

r gen

eral

info

rmat

ion.

Wri

ting

•W

ritin

g p

arag

raph

s;•

Wri

ting

post

ers;

•W

ritin

g si

mpl

e st

atem

ents

;•

Wri

ting

sim

ple

com

posi

tions

;•

Wri

ting

sim

ple

surv

ey re

port

s;

– fune

ral;

–h

5


48




• Relate listening to personalexperiences;

• Asking for and giving examples toillustrate new vocabulary;

• Interviewing a classmate;• Listening to and commenting on

students role play;• Listening to a classmate’s

presenta-tion and askingquestions;

• Reporting simple survey resultsto the class;

• Edit incomplete or incorrectsentences;

• Supporting answers withinformation from the text;

• Take part in discussions;• Write short paragraphs about customs

and traditional values;


√ Can write a list of development needs of their community√ Can write a short paragraph about a place of interest

√ Can compare different traditions, customs and rites in their communityand country.

49

Unit 7

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 7 - HEALTH

Health

50

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•Id

entif

y an

d ta

lk a

bout

cau

ses,

sym

ptom

s,

cure

s,

and

prev

entio

n of

the m

ost c

omm

ondi

seas

es;

•Ta

lk

abou

t H

IV/A

IDS,

(Pre

vent

ion

and

trea

tmen

t);

•Ta

lk a

bout

san

itat

ion

and

hygi

ene

at s

choo

l an

d in

the

com

mun

ity;

•D

iscu

ss t

he r

ole

of g

ood

diet

for h

ealth

y liv

ing;

•D

iscu

ss t

he i

mpo

rtan

ce o

fta

king

pre

caut

ions

in

buyi

ng,

usin

g an

d st

orin

g m

edic

ine;

•R

elat

e ac

tion

s w

ith

cons

eque

nces

;

•D

iscu

ss a

nd c

ompa

re d

iffe

rent

type

s of m

edic

ine

(mod

ern

and

tradi

tiona

l).

Hea

lthG

ram

mar

•A

djec

tives

;•

Prep

ositi

ons

of p

lace

;•

Det

erm

iner

s (al

l, m

ost,

none

, no,

both

, eith

er, n

eith

er, e

very

one)

;•

If c

laus

es (

If y

ou …

You

will

…) 1

st a

nd 2

nd C

ondi

tiona

ls,

•Se

quen

ce m

arke

rs (

firs

t, th

en,

afte

r tha

t, ne

xt, f

inal

ly);

•W

h-qu

estio

ns;

•Im

pera

tives

;•

Neg

ative

s: N

o one

, nob

ody,

now

here

.

•N

ame

the

mos

t co

mm

on d

isea

ses

(Mal

aria

, C

hole

ra,

TB

, …

) an

dde

scri

be

thei

r sy

mpt

oms,

prev

entio

n an

d cu

re;

•G

ive

basi

c ad

vice

to s

omeb

ody

oncu

res

and

prev

entio

n of

the

mos

tco

mm

on d

isea

ses;

•A

sk a

nd a

nsw

er q

uest

ions

abo

uthe

alth

and

foo

d;

•D

escr

ibe

and

com

pare

the

diff

eren

tty

pes

of

med

icin

e (m

oder

n/co

nven

tiona

l and

trad

ition

al);

•A

sk f

or a

nd a

nsw

er q

uest

ions

on

loca

tion,

cul

ture

and

eat

ing

habi

ts;

•A

sk a

nd a

nsw

er q

uest

ions

abo

utdi

rect

ions

and

ser

vice

s (

at t

heho

spita

l, ai

rpor

t …);

•G

ive

advi

ce a

nd re

ason

s for

peo

ple

Fun

ctio

ns•

Ask

ing f

or re

petit

ion o

r clar

ifica

tion;

•Ex

pres

sing

opi

nion

s;•

Exp

ress

ing

agre

emen

t an

ddi

sagr

eem

ent;

•G

ivin

g ad

vice

;•

Giv

ing

inst

ruct

ions

;•

Giv

ing

reas

ons;

•Ex

pres

sing

like

s and

dis

likes

;•

Mak

ing

and

acce

ptin

g su

gges

tions

;•

Pers

uadi

ng.

Voca

bula

ry•

Food

& N

utri

tion;

•H

ealth

: Dis

ease

s, H

ygie

ne.


51

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

TOPI

C

Spea

king

:•

Act

ing

out s

crip

ted

dial

ogue

s;•

Ask

ing

and

answ

erin

g qu

estio

nsin

an

info

rmat

ion

gap

activ

ity;

•In

terv

iew

ing

a cl

assm

ate;

•In

terv

iew

ing

peop

le a

bout

com

mon

dis

ease

s;•

Mak

ing

pres

enta

tions

(Rep

ortin

gsi

mpl

e sur

vey

resu

lt to

the c

lass

);•

Offe

ring

advi

se u

sing

impe

rativ

es;

•R

etel

ling

clas

smat

es st

orie

s.

List

enin

g•

List

enin

g fo

r mai

n id

eas;

•Li

sten

ing

for g

ener

al id

ea.

Rea

ding

•Lo

catin

g de

tails

in a

text

;•

Loca

ting

pass

ages

in a

text

;•

Rea

ding

for d

etai

ls;

•R

eadi

ng fo

r spe

cific

info

rmat

ion.

Wri

ting

•Co

mpo

sing a

para

grap

h and

conn

ec-

ting s

enten

ces w

ith an

d, be

caus

e an

dbu

t com

posi

ng d

escr

iptiv

e sh

ort

sent

ence

s;•

Des

igni

ng p

oste

r and

labe

ls•

Filli

ng in

form

s.

Nº O

FH

OU

RS

to g

o to

th

eho

spita

l.


52




• Listen and comment on role-plays;• Listen and follow instruction;• Listen and identify speakers point

of view;• Listen to classmate stories and

retell them;• Listen to the symptoms & guess

the disease;• Relate l istening to personal

experiences;• Read: diagrams, questionnaires,

recipes, labels, simple instruc-tions , simple prescriptions ,posters, short messages, notes

and notices;• Develop interview questions;• Fill in a simple medical form;• Give advice to a sick person;• Write a prescription about

medicinal plants;• Write a recipe;• Write an advice on prevention and

cure of diseases;• Write simple instructions;• Write: diagrams, question-naires,

recipe, posters, notices,prescriptions, instructions, shortmessages and notes.


√ Can describe a traditional ceremony in their community.√ Can write an informal letter describing a ceremony

√ Can name common diseases,√ Can describe symptoms of common diseases√ Can describe ways of prevention and cure of common diseases√ Can ask for and answer questions about culture and eating habits.

53

Unit 8

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 8 - AGRICULTURE

Agriculture

54

Sub-

tota

l26

tem

pos

Tota

lG

eral

:20

7Te

mpo

s

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•D

iscu

ss t

he i

mpo

rtan

ce o

fFa

rmin

g (c

rop,

ani

mal

and

fish)

, clim

ate a

nd en

viro

nmen

t;

•C

ompa

re a

nd c

ontra

st p

ast a

ndcu

rren

t agr

icul

tura

l pra

ctic

es;

•D

iscu

ss th

e im

porta

nce o

f foo

dpr

eser

vatio

n an

d pr

oces

ses

ofpr

eser

ving

fo

od

(dry

ing,

smok

ing,

salti

ng, f

reez

ing…

);

•D

iscu

ss w

ays

of m

inim

izin

gdr

ough

t ef

fect

s (d

ams,

resi

stan

t cr

ops,

pre

serv

ing

food

);

•D

iscu

ss t

he i

mpo

rtan

ce o

fm

anag

ing

wild

life

;

•D

iscu

ss

prin

cipl

es

and

impo

rtan

ce o

f ru

nnin

g sm

all

busi

ness

(st

alls

).

Fun

ctio

ns•

Des

crib

ing;

•D

iscu

ssin

g;•

Mak

e pr

edic

tions

;•

Arg

uing

/exp

lain

ing;

•A

skin

g fo

r and

giv

ing

reas

ons;

•Ex

pres

sing

opi

nion

s;•

Com

plai

ning

and

giv

ing

reas

ons;

Voca

bula

ry;

•Cl

imat

e;•

Envi

ronm

ent;

•A

gric

ultu

re Im

plem

ents

(plo

ugh,

hoe.

);•

Farm

ing:

ani

mal

, fis

h an

d cr

ops.

•A

sk a

nd a

nsw

er q

uest

ions

abo

utcr

ops,

an

imal

s,

clim

ate

and

envi

ronm

ent i

n th

eir r

egio

ns;

•A

sk a

nd g

ive

info

rmat

ion

abou

tco

untr

y’s

prod

ucts

;

•A

sk a

nd r

espo

nd h

ow c

ash

crop

sar

e pr

oces

sed;

•A

sk fo

r and

giv

e in

form

atio

n ab

out

the

wea

ther

;

•D

iscu

ss s

impl

e en

viro

nmen

tal

issu

es w

ith o

ther

s;

•N

ame a

nim

als an

d des

crib

e the

ir ha

bitat

;

•D

escr

ibe

how

to

pres

erve

or

proc

ess

crop

s, m

eat a

nd fi

sh;

•A

sk fo

r and

giv

e in

form

atio

n ab

out

wild

ani

mal

s in

Moz

ambi

que

and

thei

r use

for h

uman

bei

ngs;

•A

sk fo

r and

give

info

rmat

ion a

bout

the

clim

ate a

nd it

s im

porta

nce f

or fa

rmin

g.

Agric

ultu

reG

ram

mar

•Pa

ssiv

e –

pres

ent s

impl

e;•

Adv

erbs

/(

tim

e,

man

ner,

dura

tion

, de

gree

e.g

. La

stye

ar…

, hea

vily

…, q

uite

);•

Det

erm

iner

s (a

ll,

mos

t, n

o,no

ne, l

ess,

muc

h, li

ttle,

man

yfe

w, m

ore,

som

e, a

ny, a

noth

er,

othe

r);

•Im

pera

tives

;•

Sequ

ence

mar

kers

: fi

rst,

then

,af

ter t

hat,

next

, fin

ally

.


55

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•Ze

ro C

ondi

tiona

l “C

hick

ens d

ieif

you

don

’t fe

ed th

em.”

;•

Rev

ise

the

1st C

ondi

tiona

l;•

Do

– di

d an

d th

e ne

gativ

e do

n’t

and

didn

’t;

•H

ow m

uch…

? How

man

y…?

•C

oord

inat

ing

Con

junc

tions

.

Spea

king

:•

Pres

ent a

bri

ef w

eath

er re

port

;•

Mak

e pr

edic

tions

.

List

enin

g•

List

enin

g fo

r det

ails

;•

List

enin

g fo

r gis

t.

Rea

ding

•R

ead

for s

peci

fic in

form

atio

n;•

Rea

d fo

r det

ails

.

Wri

ting

•C

onne

ctin

g se

nten

ces w

ith a

nd,

beca

use

and

but;

•Pr

actic

e co

mpo

sing

des

crip

tive

shor

t se

nten

ces.

•D

iscu

ss


56




• Listen to and get the gist of a radioor TV weather forecast;

• Listen and follow instructions;• Listen and make predictions;• Locate details in a text;• Locate passages in a text;• Read diagrams;• Read short messages and notes on

farming;• Read and make predictions;• Support answers with information

from a text;• Support opinions with examples

from a text;• Read: simple instructions;

diagrams, charts, adverti-sements,price labels, recipes;

• Write a paragraph on animal andfarming practices;

• Write a shopping list;• Write an advice on protection of

the environment;• Write instructions;• Take dictation;• Write simple compositions.


√ Can write a simple recipe√ Can write a poster giving advice√ Can describe how to preserve crops and produce√ Can identify where different crops are grown and processed.√ Can describe how to preserve environment and wild animals and their

use in Mozambique.

57

Unit 9

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT

Entertainment

58

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•D

iscu

ss

inte

rest

s an

dpr

efer

ence

s in

spo

rts

and

ente

rtain

men

t;

•D

iscu

ss t

he i

mpo

rtan

ce o

fsp

orts

and

leis

ure

activ

ities

;

•D

iscu

ss w

ays

of p

rovi

ding

ente

rtai

nmen

t an

d im

prov

ing

spor

ts in

thei

r loc

al a

reas

;

•C

ompa

re

and

cont

rast

pref

erre

d sp

orts

and

lei

sure

acti

viti

es b

etw

een

diff

eren

tco

untr

ies.

Enter

tainm

ent

Gra

mm

ar•

Pres

ent p

erfe

ct te

nse;

•Q

uest

ion

tags

,•

Prep

ositi

ons:

at/o

n/in

•C

lass

ify

diff

eren

t en

tert

ainm

ent

prog

ram

mes

;

•A

sk

answ

er

ques

tion

s ab

out

pers

onal

pr

efer

ence

s;en

terta

inm

ent a

nd le

isur

e act

iviti

es;

holid

ays,

hot

el fa

cilit

ies

and

spor

tan

d gi

ve r

easo

ns;

•C

ompa

re a

nd c

ontra

st e

xper

ienc

es,

poin

ts o

f vie

w a

bout

diff

eren

t typ

esof

ent

erta

inm

ent,

leis

ure

activ

ities

and

spor

ts;

•Id

enti

fy a

nd d

escr

ibe

com

mon

leis

ure

activ

ities

and

eve

nts;

•Id

enti

fy a

nd d

escr

ibe

leis

ure

activ

ities

and

eve

nts t

ouris

ts p

refe

rin

thei

r com

mun

ity a

nd c

ount

ry.

Fun

ctio

ns•

Agr

eein

g an

d di

sagr

eein

g;•

Ask

ing

and

answ

erin

g qu

estio

ns;

•B

ooki

ng (

tabl

e, r

oom

, se

at,

fligh

t…);

•C

ompa

ring

and

con

tras

ting;

•Ex

pres

sing

like

s and

dis

likes

;•

Expr

essin

g opi

nion

s and

pref

eren

ces;

•G

ive

advi

ce.

Voca

bula

ry•

Mus

ic;

•D

iffe

rent

kin

d of

spor

ts;

•H

untin

g;•

Leis

ure

activ

ities

;•

Cin

ema;

•Th

eatr

e;•

Wea

ther

rela

ted

voca

bula

ry.

Spea

king

:•

Rec

ount

ing

expe

rien

ce;

•R

epor

ting

even

ts (

shou

ld n

otin

clud

e re

port

ed s

peec

h);


59

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•R

epor

ting

past

eve

nts;

•R

eque

stin

g an

d ex

pres

sing

pref

eren

ce;

•Su

ppor

ting

op

inio

ns w

ith

exam

ple f

rom

the t

ext;

•Su

ppor

ting

opin

ions

with

reas

ons;

•Ta

lkin

g ab

out

diff

eren

t da

nces

and

mus

ic g

enre

;•

Talk

ing

abou

t th

e co

mm

onle

isur

e ac

tiviti

es a

nd s

port

s in

loca

l are

as;

•C

ompl

aini

ng a

bout

serv

ices

;•

Giv

ing

sugg

estio

ns;

•Ta

lkin

g ab

out

the

qual

ity

ofen

tert

ainm

ent a

nd s

ervi

ces.

List

enin

g•

List

en fo

r det

ails

;•

List

en to

mai

n id

eas.

Rea

ding

Rea

d fo

r det

ails

.

Wri

ting

•W

ritin

g sh

ort p

arag

raph

s;•

Wri

ting

se

nten

ce

show

ing

inte

nded

act

ions

and

rea

sons

.11


60




• Plan and give a short speech on afamiliar topic;

• Listen to classmates stories andretell them;

• Listen and fill in forms;• Locate passages in a text;• Read a questionnaire;• Read daily timetables;• Read entertainment programmes;• Read short messages and notes on

sports;• Practise interrupting politely;• Present a brief weather report;

• Draw entertainment posters;• Write about their holidays;• Write invitation letter;• Write sentences of comparisons

about entertainment;• Write simple directions to

amenities and facilities;• Write simple instructions;• Write/talk about famous people;• Edit incomplete or incorrect

sentences;• Make statements showing

intended action and reasons;


√ Can use the conditional for expressing cause and effect. (e.g. Stating whathappens if people do/don’t do certain things)

√ Can write short compositions about environment in their community√ Can name the different types of entertainment and leisure activities√ Can describe the different types of entertainment and leisure activities√ Can name different kinds of sports√ Can talk about the importance of different types of leisure and sport

activities.

61

Unit 10

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING

Shopping

62

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•D

iscu

ss t

he i

mpo

rtan

ce o

fba

rgai

ning

whe

n sh

oppi

ng;

•D

iscu

ss h

ow t

o ge

t va

lue

for

mon

ey i

n sh

oppi

ng (

spen

dyo

ur m

oney

wis

ely)

;

•D

iscu

ss t

he p

osit

ive

and

nega

tive

aspe

cts

of fa

shio

n in

rela

tion

to th

eir c

ultu

re;

•Ta

lk a

bout

diff

eren

t ty

pes

ofsh

ops

and

shop

ping

pla

ces;

•Ta

lk a

bout

ite

ms

sold

in

diff

eren

t typ

es o

f sh

ops;

•Pr

actis

e fi

lling

in

form

s fo

ror

deri

ng g

oods

;

•Pr

acti

se

wri

ting

ad

vert

i-se

men

ts;

•C

ompa

re a

nd c

ontr

ast

poin

tsof

vie

w; p

rices

, cul

ture

, nor

ms/

way

s of

dre

ssin

g.

Shop

ping

Fun

ctio

ns•

Agr

eein

g an

d di

sagr

eein

g;•

Apo

logi

zing

;•

Arg

uing

and

com

plai

ning

;•

Ask

ing

and

answ

erin

g qu

estio

ns;

•C

ompl

aini

ng an

d gi

ving

reas

ons;

•C

ompa

ring

and

con

tras

ting;

•Pe

rsua

ding

.

Voca

bula

ry•

Shop

s;•

Clo

thes

;•

Food

s;•

Tool

s;•

Paym

ent m

odes

(cas

h, in

stalm

ent);

•D

isco

unt;

•B

arga

inin

g;•

Com

mer

cial

doc

umen

ts (I

nvoi

ce,

rece

ipts

..).

•N

ame

and

desc

ribe

dif

fere

nt ty

pes

of s

hops

and

sho

ppin

g pl

aces

;

•Id

entif

y an

d na

me

item

s sol

d in

diff

eren

t typ

es o

f Occ

upat

ions

and

prof

essi

ons

•D

escr

ibe

the

diff

eren

t occ

upat

ions

and

prof

essi

ons

in

thei

rco

mm

unity

;

•D

iscu

ss t

he i

mpo

rtan

ce o

f th

edi

ffer

ent

occu

pati

ons

and

prof

essi

ons f

or th

e de

velo

pmen

t of

thei

r com

mun

ity a

nd c

ount

ry;

•D

iscu

ss t

he p

re-r

equi

site

s fo

r th

edi

ffer

ent

prof

essi

ons;

Gra

mm

ar•

Qua

ntitat

ive ad

jectiv

es (s

ome,

any …

);•

Adj

ectiv

es;

•A

dver

bs;

•C

ount

able

and

unc

ount

able

noun

s (fe

w, a

littl

e …

);•

Pres

ent

cont

inuo

us r

evis

ion;


63

LE

AR

NIN

G O

BJE

CT

IVE

SS T

UD

EN

TS

WIL

L...

CO

NT

EN

TS

BA

SIC

CO

MPE

TE

NC

IES

S TU

DE

NT

S WIL

L B

E A

BL

E T

O...

Nº O

FH

OU

RS

TOPI

C

•Pr

esen

t per

fect

con

tinuo

us;

•Su

bord

inat

ion

conj

unct

ions

;•

Prep

ositi

ons;

•W

h-qu

estio

ns.

Spea

king

:•

Talk

ing

abou

t lik

es/d

islik

es;

•Ta

lkin

g abo

ut th

e qua

lity o

f thi

ngs;

•Ta

lkin

g ab

out w

eath

er c

ondi

tions

;•

Talk

ing

abou

t w

hat

som

eone

is

wea

ring.

List

enin

g•

Liste

ning

for s

peci

fic in

form

atio

n;•

Liste

ning

for g

ener

al in

form

atio

n.

Rea

ding

•R

eadi

ng fo

r spe

cific

info

rmat

ion

in th

e te

xt;

•R

eadi

ng fo

r spe

cific

info

rmat

ion.

Wri

ting

•W

ritin

g:•

Com

posi

tions

;•

Lette

rs;

•N

otes

;•

Shop

ping

list

.•

Des

crib

et

he


64




• Read pricing labels;• Read simple instructions on how

to operate a machine;• Rearrange sentences in a

paragraph;• Request and complain in shopping

situations;• Requesting and expressing

preferences;• Use connecters (e.g. and, because, but);• Practise interrupting politely;• Acting out scripted dialogues on

shopping …• Listen and complete a shopping list;• Listen to and fill in forms;

• Listen to descriptions and guess theperson being described;

• Read advertisements and notices;• Read for specific information

about shopping places;• Read a questionnaire and complete• Read timetables;• Support answers with information

from a text;• Write a letter of complaint;• Write a shopping list;• Write about their holidays;• Fill in forms in ordering goods;• Write simple directions;


√ Can ask for and state preferences on entertainment, sports and leisureactivities

√ Can write a short composition about a familiar famous person (sport/musician/actor/writer/dancer) in their community or country

√ Can make a shopping list√ Can handle a shopping conversation / dialogue.√ Can write a letter complaining about goods supplied.√ Can ask and answer questions about items available in shopping places in

their community√ Can listen and take notes (goods and prices)√ Can fill in forms

65

Learners that complete this Grade:

Grade 8 AssessmentStandards


General√ Can sustain a simple dialogue on topics covered in the syllabus√ Can understand the main points of simple texts on topics covered in

the syllabus and language used in everyday situations√ Can use language to gain basic points of information√ Can understand simple information given in a predictable situation, and

requests for further information or clarification using simple language.√ Can understand and use most of everyday classroom language√ Can talk about his / her family and use family related vocabulary (e.g.:

sister, brother, father, mother, son, daughter, etc…).

Speaking√ Can sustain a simple dialogue on topics covered in the syllabus√ Can give and follow simple instructions.√ Can talk about the present and past state, activities and actions√ Can talk about future intention and state√ Can ask and answer simple questions of a factual nature.√ Can express likes and dislikes in familiar contexts using simple

language such as ‘I (don’t) like...’.√ Can express opinions using simple expressions such as ‘I don’t agree’.

Listening√ Can identify and take notes of the main and specific information in a

text.√ Can understand simple directions on how to get to places√ Can understand routine questions about personal information.√ Can follow a very simple presentation or demonstration, as long as it is

illustrated with diagrams and examples, and in a familiar topic.

66

Learners that complete this Grade:

Grade 8 assessmentStandards


√ Can understand and follow classroom instructions.√ Can understand the main points in short, clear, simple messages,

announcements and follow basic instructions.

Reading√ Can read and understand simple texts.√ Can understand the general meaning of a simplified text or article√ Can read things such as road signs, store guides and simple written

directions, price labels, names on product labels, common names offood on a standard sort of menu, bills, hotel signs, basic informationfrom adverts for accommodation.

√ Can understand basic information such as class times from notices,and make some limited use of sources of information such ascomputers and bilingual dictionaries.

Writing√ Can write a very short simple narrative or description.√ Can complete most forms related to personal information.

67

5 -METHODOLOGY

The general teaching approach adopted for Mozambique is the CommunicativeLanguage Teaching (CLT). This is the general approach adopted in primary andsecondary education. It is also the general approach adopted for this syllabus. Theteaching methods, procedures and techniques will be selected according to the specificgoals, conditions and resources available to the teacher and students. Consideringthat our classrooms are heterogeneous, it is accepted that the same lesson can betaught using different procedures and techniques by different teachers. The only newthing introduced in this syllabus is the use of projects and portfolio (appendix 1) asboth teaching and assessing tools that foster learner’s independence. The balance ofskills in this grade should be 60 percent oracy and 40 percent writing.

Each unit contains suggestions for activities. These activities contribute to theachievement of the unit objectives, basic competencies and general objectives in-cluding crosscutting issues. The activities are also in line with the teaching approachadopted for secondary education. It is therefore urged that teachers implement them.Some activities are specific to a certain unit but others are repeated in every unit.

6 - ASSESSMENT

Assessment can be defined as the formal or informal process of collecting evidenceabout students’ progress, analyzing and evaluating progress, communicating aboutprogress, and adjusting teaching practice based on reflection on a teacher’s practice.It is an important part in the teaching and learnioning process and it can not bedisassociated from the activities, procedures, methods used in the classroom.

There are two main ways in which assessment is important in learning - forma-tive and summative.

Formative Assessment is an assessment carried out by teachers during thelearning process with the aim of using the results to improve the learning and teachingprocess. It relates to how the student has been learning. It can use both formal andinformal measurement tools.

Summative Assessment is carried out in predetermined periods and at theend of term or school year –often for purposes of providing aggregated informationon learning outcomes to educational authorities and parents. It relates to what andhow much the student has learnt. This is usually done through tests, quizzes andexams (ACSs and ACPs).

The New Curriculum emphasizes formative assessment, which gives scope

GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Methodology / Assessment

68 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Assessment / Bibliography

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Benjamin S. Bloom (1984) – Taxonomy of Educational Objectives- Ally and Bacon,MA;

Council of Europe - The Common European Framework of reference for Lan-guages, Cambridge University Press, UK

Hilary Thompson (2001) Teaching Primary English, Macmillan, Malaysia;

INDE/MINED (2001), Programa do Ensino Básico - 3º Ciclo, Maputo - Moçambique;

INDE/MINED (2003), Plano Curricular do Ensino Básico, Maputo – Moçambique;

Jack C. Richard (1990) – The Language Teaching Matrix; Cambridge University Press,United State of America;

John Sinclair, et al (1991) – Collins Cobuild Student’s Grammar, Harper ColinsPublishers, Great Britain

MEC (2005), Plano Estratégico de Educação II (PEEII), Maputo - Moçambique;

MINED (2001) Examination Handbook 10th and 12th Grades; Maputo – Moçambique;

MINED (2001) English Language Teaching Syllabus - 11th and 12th Grades; Maputo–– Moçambique;

MINED (2001) English Language Teaching Syllabus - 8th, 9th and 10th Grades;Maputo – Moçambique.

for the inclusion of informal assessment also known as classroom assessment . Theinclusion of classroom assessment is also in line with the general teaching philosophyof the constructivist approach to learning.

Formative assessments, includes the evaluation of any activity related to learn-ing process such as participation, homework, pair and group work, portfolio, projects,presentations and posters. This type of assessment allows the student to be an activeparticipant in the process of learning and assessment. The aim of this type of assess-ment is to involve the students in thinking about how they learn and encourage themto take control of their learning. Thus, by assessing all the above aspects will not onlyprovide data on the quantitative knowledge but also the qualitative aspects.

As put forward by this new syllabus, teachers are strongly recommended toinclude and use formative assessment to cater for the qualitative aspect.

7 - BIBLIOGRAPHY

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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix

APPENDIXES

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What is it?

Portfolios are collections of student work representing a selection ofperformance of students' everyday work in the classroom and outside the class-room. A portfolio may be a folder containing a student’s best pieces and thestudent’s evaluation of the strengths and weaknesses of the pieces. It may alsocontain one or more works-in-progress that illustrate the creation of a product,such as an essay, evolving through various stages of conception, drafting, andrevision. Portfolios can be used by all school subjects

Portfolios are useful as a support to the new teaching approaches thatemphasize the student’s role in constructing understanding and the teacher’srole in promoting understanding. For example, in teaching writing, portfolioscan function to illustrate the range of assignments, goals, and audiences forwhich a student produced written material. In addition, portfolios can be arecord of the activities undertaken over time in the development of writtenproducts. They can also be used to support cooperative teaming by offering anopportunity for students to share and comment on each other’s work

Portfolios are valued as an assessment tool because, as representationsof classroom-based performance, they can be fully integrated into the teaching.And unlike separate tests, they supplement rather than take time away fromteaching.

Portfolios capitalize on students’ natural tendency to save work andbecome an effective way to get them to take a second look and think about howthey could improve future work. The advantages of portfolio is that it helpsstudents:• Develop organizational skills• Monitor their own progress• Take control of their learning

PORTFOLIO

STUDENT PORTFOLIOS: CLASSROOM USES

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How does it work?

There is no single correct way to develop portfolio projects, in all ofthem students are expected to collect, select, and reflect. Early in the schoolyear, 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 goodproduct? In building a portfolio of selected pieces and explaining the basisfor their choices, students generate criteria for good work, with teacher andpeer input. Students need specific tasks with clear guidelines and examplesto get started on their work, so these discussions need to be well guidedand structured. Teachers should promote these discussions at the beginningof the year.

The content in portfolios is built from class assignments and as suchcorresponds to the classroom. Portfolio projects are initiated by teachers, whoknow their classroom syllabus best. They may develop portfolios focused on asingle syllabus area—such as writing, posters, reading, —or they may developportfolio projects that integrate more than one area, such as writing and reading,The reflections at the end can be written in Portuguese in the early stages oflearning, but as learner become more proficient in English they can be written inEnglish.

The age/grade level of students may determine how portfolios are devel-oped 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 whichwork is selected, perhaps through brainstorming sessions with the teacher andother students. Younger students may need more directed help to decide onwhat work to include. Older students are generally better at keeping logs toreport their progress on readings and other recurrent projects.

Administrative contexts also influence the structure and use of portfo-lios. While the primary purpose of portfolios for most teachers is to engagestudents, support good curricula and teaching, and improve student leaming,some portfolio projects are designed to serve other purposes as well.

It is worth for the teacher to invest in introducing portfolio projects. Thehardwork in the beginning is compensated by good results and higher learnermotivation in the later stages.

72

APPENDIX 1

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Appendix 2

111


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APPENDIX 1

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Appendix 3

111

1 . Warm up: (state time allowed and activities T and Ss will do during the whole class)– a phase where T prepares Ss to get started for the lesson, i.e. song, game, Qs andAs, story telling, revision of previous lesson, etc.

2 . Presentation: (state time allowed and activities T and Ss will do during this stageand/or sub-stages). Here T introduces new grammar, vocabulary, pronunciation, etc.focus on communication and differentiation between forms (e.g. tenses) and func-tions (e.g. express opinions/points of view).

2.1 - Elicitation – invite Ss to answer voluntarily questions put by the Teacher. Thequestions should guide Ss towards the discovery of main points to be learnt.

2.2 - Explanation – T explains the content/concepts/activities/focus topic/drills on newlearnt issues, etc.

3 . Practice: (state time allowed and activities T and Ss will do during this stage and/orsub-stages). Students are asked to work on activities to practice language forms (e.g.grammar points, vocabulary – old and new, pronunciation) presented by the Teacherin stage 2. This could be controlled or free practice.

3.1 - Controlled practice – The teacher guides and controls the kind of expected re-sponses;

3.2 - Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier.This can be achieved through improvisation, communicative actives, presenta-tions, writing, homework, portfolios and so on.

Observations:___________________________________________________________________________________________________________________________________________________________________________________________________ .

LESSON PLAN MODEL /FORMAT

Name of the schoolTeacherMaterialUnitTopicDuration 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 doby the end of the lesson in terms of language, functions, forms, skills,vocabulary and so on. .

STAGES


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STAGES


Name of the schoolTeacherGradeUnitTopicDuration 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 doby the end of the lesson in terms of language, functions, forms, skills,vocabulary and so on. ..

S TA G E S SUB-STAGES T E A C H E R ’ SA C T I V I T I E S

S T U D E N T SA C T I V I T I E S

TIME

Warm up

Presentation

Practice

Elicitation

Explanation

C o n t r o l l e dpractice

Free practice

Observations:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .


76

APPENDIX 1

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Appendix 4

111

__ min

Lesson No.: ____________________________________________________________Unit: ____________________________________________________________Topic: ____________________________________________________________Duration of lesson: ___________________________________________________Material: ____________________________________________________________Skills: ____________________________________________________________Objectives: ____________________________________________________________

TIME A C T I V I T I E S

TEACHER STUDENTS

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

2 - Presentation• Tr. Provides new information (lan-

guage)• 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• ...

__ min

__ min

__ min

__ min

minutes



S TA G E S

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APPENDIX 1

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Appendix 5

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Objectives:

READING AND GRAMMAR

Topic: Marriage traditionsSkills covered: Reading and speakingContent covered: vocabulary and grammarCrosscutting:gender equityTime total: 90 minutesStages 1 - 7:45 minutesStages 8 - 10: 45 minutes

i) To practice reading for gist and detailed information

ii) To extract a set of phrasal verbs from a text and develop students’ infer-ring skills

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

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 pronunciation10 . Controlled practice



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