Ficha Técnica
Título: Inglês, Programa da 11ª Classe
Edição: ©INDE/MINED - Moçambique
Autor: INDE/MINED – Moçambique
Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique
Arte final: INDE/MINED - Moçambique
Tiragem: 350 Exemplares
Impressão: DINAME
Nº de Registo: INDE/MINED – 6288/RLINLD/2010
Prefácioo
Caro Proffessor
menso prazerr que colocaamos nas suuas mãos oss Programass do Ensino Secundário
o Geral.
É com im
Com a introdução doo Novo Currrículo do Ensino
E
Básicco, iniciada em 2004, hhouve a neccessidade dee
reformulaar o currícuulo do Ensiino Secundáário Geral para
p
que a integração do aluno se
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contingennte nacionall para o com
Aires Bonifácio Baaptista Ali.
Ministro da
d Educação
o e Cultura
2
Prefácio
Caro Professor
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário
Geral.
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade
de se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se
faça sem sobressaltos e para que as competências gerais, tão importantes para a vida
continuem a ser desenvolvidas e consolidadas neste novo ciclo de estudos.
As competências que os novos programas do Ensino Secundário Geral procuram desenvolver,
compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários
para a vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de
trabalho numa economia cada vez mais moderna e competitiva.
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem
em mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de
professores das várias instituições de ensino e formação, quadros de diversas instituições
públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da
transformação curricular e a quem aproveitamos desde já, agradecer.
Aos professores, de que depende em grande medida a implementação destes programas,
apelamos ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e
criatividade e empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que
amanhã contribuirão para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
3
CONTENTS
1.
Introduction
1.1
1.2
1.3
2.
Linhas Orientadoras do Currículo do ESG
Os desafios da Escola
A Abordagem Transversal
Second Cycle Overview
2.1 First Cycle Proficiency Objectives
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2.2
Second Cycle Content
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Functions
Topics and vocabulary
Grammar
Critical thinking
Crosscutting issues
Grade 11
3.1 Grade 11 Proficiency Objectives
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3.2
Speaking Objectives
Listening Objectives
Reading Objectives
Writing Objectives
Grade 11 Contents
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Speaking
Listening
Reading
Writing
Functions
Topics
Grammar
Critical Thinking
Crosscutting Issues
Scope and Sequence
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
1 2 3 4 5 6 7 8 9 10 11 12 -
School Subjects and Future Professions
Relationships
Identity
Initiation Rites
Style
Made in Mozambique
At the Bank
Citizenship
Democracy
Politics and Elections
The Coconut Tree
Droughts and Floods
4
Unit 13 Unit 14 Unit 15 -
Bed and Breakfast
Dressing Codes
Wedding Ceremonies
5.
Methodology General Teaching Approach Teaching Suggestions
and Tips
6.
Assessment
7.
Bibliography
8.
Appendixes
5
1. Introdução
A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se
enquadra no Programa Quinquenal do Governo e no Plano Estratégico da Educação e Cultura
e tem como objectivos:
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Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos
aprendizagens relevantes e apropriadas ao contexto socioeconómico do país.
Corresponder aos desafios da actualidade através de um currículo diversificado,
flexível e profissionalizante.
Alargar o universo de escolhas, formando os jovens tanto para a continuação dos
estudos como para o mercado de trabalho e auto emprego.
Contribuir para a construção de uma nação de paz e justiça social.
Constituem principais documentos curriculares:
•
•
•
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O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que
contém os objectivos, a política, a estrutura curricular, o plano de estudos e as
estratégias de implementação;
Os programas de ensino de cada uma das disciplinas do plano de estudos;
O regulamento de avaliação do Ensino Secundário Geral (ESG);
Outros materiais de apoio.
1.1. Linhas Orientadoras do Currículo do ESG
O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que
visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que
continuem a aprender ao longo de toda a sua vida.
O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma
componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências
relevantes para uma integração plena na vida política, social e económica do país.
As consultas efectuadas apontam para a necessidade de a escola responder às exigências do
mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das
Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre
outros desafios.
Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando
uma formação integral do indivíduo que assenta em quatro pilares, assim descritos:
Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e
estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e
formular os seus próprios juízos de valor que estarão na base das decisões
individuais que tiver de tomar em diversas circunstâncias da sua vida;
Saber Conhecer que é a educação para a aprendizagem permanente de
conhecimentos científicos sólidos e a aquisição de instrumentos necessários para a
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compreensão, a interpretação e a avaliação crítica dos fenómenos sociais,
económicos, políticos e naturais;
Saber Fazer que proporciona uma formação e qualificação profissional sólida, um
espírito empreendedor no aluno/formando para que ele se adapte não só ao meio
produtivo actual, mas também às tendências de transformação no mercado;
Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é,
saber comunicar-se com os outros, respeitar-se a si, à sua família e aos outros
homens de diversas culturas, religiões, raças, entre outros.
Agenda 2025:129
Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se
organize em torno deles de modo a proporcionar aos jovens instrumentos para compreender o
mundo, agir sobre ele, cooperar com os outros, viver, participar e comportar-se de forma
responsável.
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas
relevantes para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e
como cidadãos responsáveis e úteis na família, na comunidade e na sociedade, em geral.
1.2. Os desafios da Escola
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel da
escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes quantidades de
conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se, assim, cada vez mais
importante preparar o aluno para aprender a aprender e para aplicar os seus conhecimentos ao longo da
vida.
Perante este desafio, que competências são importantes para uma integração plena na vida?
As competências importantes para a vida referem-se ao conjunto de recursos, isto é, conhecimentos,
habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para enfrentar com sucesso
exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto significa que para resolver um
determinado problema, tomar decisões informadas, pensar crítica e criativamente ou relacionar-se com
os outros um indivíduo necessita de combinar um conjunto de conhecimentos, práticas e valores.
Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também à
sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a realidade
do país.
Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as
competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita,
matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como cruciais
para o desenvolvimento do indivíduo e necessárias para o seu bem-estar, nomeadamente:
a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa;
b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e
busca metódica de informação em diferentes meios e uso de tecnologia;
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e apresentação
dos trabalhos;
d) Resolução de problemas que reflectem situações quotidianas da vida económica social do país
e do mundo;
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar bem
com os outros;
f) Uso de leis, gestão e resolução de conflitos;
g) Desenvolvimento do civismo e cidadania responsáveis;
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h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem
como em relação ao alcoolismo, tabagismo e outras drogas;
i) Aplicação da formação profissionalizante na redução da pobreza;
j) Capacidade de lidar com a complexidade, diversidade e mudança;
k) Desenvolvimento de projectos estratégias de implementação individualmente ou em grupo;
l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e crianças.
Importa destacar que estas competências encerram valores a serem desenvolvidos na prática educativa
no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo.
(...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de
experimentar situações em que este valor é visível. O aluno só aprenderá a viver num
ambiente limpo se a escola estiver limpa e promover o asseio em todos os espaços
escolares. O aluno cumprirá as regras de comportamento se elas forem exigidas e
cumpridas por todos os membros da comunidade escolar de forma coerente e
sistemática.
PCESG:27
Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade,
humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor próprio, o
amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum, deverá estar ancorado
à prática educativa e estar presente em todos os momentos da vida da escola.
As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja preparado
para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis subsequentes.
Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a uma
economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas
habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de
problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias
ocupações ao longo da vida.
1.3. A Abordagem Transversal
A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista
um desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade
escolar é chamada a contribuir na formação dos alunos, envolvendo-os na resolução de
situações - problema parecidas com as que se vão confrontar na vida.
No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos
temas transversais. De referir que, embora os valores se encontrem impregnados nas
competências e nos temas já definidos no PCESG, é importante que as acções levadas a cabo
na escola e as atitudes dos seus intervenientes sobretudo dos professores constituam um
modelo do saber ser, conviver com os outros e bem fazer.
Neste contexto, toda a prática educativa gravita em torno das competências acima definidas
de tal forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele
contribuam para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e
co-curriculares sejam suficientemente desafiantes e estimulem os alunos a mobilizar
conhecimentos, habilidades, atitudes e valores.
O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao
longo do ano lectivo. Considerando as especificidades de cada disciplina, são dadas
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indicações para a sua abordagem no plano temático, nas sugestões metodológicas e no texto
de apoio sobre os temas transversais.
O desenvolvimento de projectos comuns constitui-se também com uma estratégias que
permite estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias
áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as
actividades a realizar no âmbito da planificação e implementação de projectos, envolvam
professores, alunos e até a comunidade e constituam em momentos de ensino-aprendizagem
significativos.
1.4 As Línguas no ESG
A comunicação constitui uma das competências considerada chave num mundo globalizado.
No currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas
estrangeiras (Inglês e Francês).
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de
todas as disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os
professores deverão assegurar que alunos se expressem com clareza e que saibam adequar o
seu discurso às diferentes situações de comunicação. A correcção linguística deverá ser uma
exigência constante nas produções dos alunos em todas as disciplinas.
O desafio da escola é criar espaços para a prática das línguas tais como a promoção da leitura
(concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões
para a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades
culturais em datas festivas e comemorativas, entre outros momentos de prática da língua
numa situação concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer
comentários sobre elas e seus autores, a escrever sobre temas variados, a dar opiniões sobre
factos ouvidos ou lidos nos órgãos de comunicação social, a expressar ideias contrárias ou
criticar de forma apropriada, a buscar informações e a sistematizá-la.
Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no
caso da língua oficial e das línguas moçambicanas, o estudo de obras de autores
moçambicanos constitui um pilar para o desenvolvimento do espírita patriótico 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 e responsáveis na
família, no meio em que vivem (cidade, aldeia, bairro, comunidade) ou no trabalho.
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos, envolvendo-os
em actividades ou projectos, colocando problemas concretos e complexos. A preparação do
aluno para a vida passa por uma formação em que o ensino e as matérias leccionadas tenham
significado para a vida do jovem e possam ser aplicados a situações reais.
O ensino - aprendizagem das diferentes disciplinas que constituem o currículo fará mais
sentido se estiver ancorado aos quatro saberes acima descritos interligando os conteúdos
inerentes à disciplina, às componentes transversais e às situações reais.
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Tendo presente que a tarefa do professor é facilitar a aprendizagem, é importante que este
consiga:
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Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus
conhecimentos, habilidades e valores para encontrar ou propor alternativas de
soluções;
Encontrar pontos de interligação entre as disciplinas que propiciem o
desenvolvimento de competências. Por exemplo, envolver os alunos numa actividade,
projecto ou dar um problema que os obriga a recorrer a conhecimentos,
procedimentos e experiências de outras áreas do saber;
Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motiválos e corrigi-los durante o processo de trabalho;
Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o
mundo e transformá-lo;
Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa
perspectiva formativa.
Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à
profissão, aos alunos e colegas de outras disciplinas. Com efeito, o sucesso deste programa
passa pelo trabalho colaborativo e harmonizado entre os professores de todas as disciplinas.
Neste sentido, não se pode falar em desenvolvimento de competências para vida, de
interdisciplinaridade se os professores não dialogam, não desenvolvem projectos comuns ou
se fecham nas suas próprias disciplinas. Um projecto de recolha de contos tradicionais ou da
história local poderá envolver diferentes disciplinas. Por exemplo:
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Português colaboraria na elaboração do guião de recolha, estrutura, redacção e
correcção dos textos;
História ocupar-se-ia dos aspectos técnicos da recolha deste tipo de fontes;
Geografia integraria aspectos geográficos, físicos e socio- económicos da região;
Educação Visual ficaria responsável pelas ilustrações e cartazes.
Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa,
de análise, de pesquisa, de resolver problemas e a auto-estima, contribuindo assim para o
desenvolvimento das competências mais gerais definidas no PCESG.
As metodologias activas e participativas propostas, centradas no aluno e viradas para o
desenvolvimento de competências para a vida pretendem significar que, o professor não é
mais um centro transmissor de informações e conhecimentos, expondo a matéria para
reprodução e memorização pelos alunos. O aluno não é um receptáculo de informações e
conhecimentos. O aluno deve ser um sujeito activo na construção do conhecimento e pesquisa
de informação, reflectindo criticamente sobre a sociedade.
O professor deve assumir-se como criador de situações de aprendizagem, regulando os
recursos e aplicando uma pedagogia construtivista. O seu papel na liderança de uma
comunidade escolar implica ainda que seja um mediador e defensor intercultural, organizador
democrático e gestor da heterogeneidade vivencial dos alunos.
As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de
conceber e utilizar conceitos; maior capacidade de trabalho individual e em grupo;
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entusiasmo, espírito competitivo, aptidões e gostos pessoais; o gosto pelo raciocínio e debate
de ideias; o interesse pela integração social e vocação profissional.
2. Second Cycle (grades 11 and 12) overview
2.1
Second Cycle Proficiency Objectives
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization. Can interact with a degree of fluency
and spontaneity that makes regular interaction with native speakers quite possible without
strain for either party. Can produce clear, detailed text on a wide range of subjects and explain
a viewpoint on a topical issue giving the advantages and disadvantages of various options.
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Communicate with some confidence on familiar routines and non routines matters
related to his or her interests;
Exploit a wide range of simple language to deal with most situations likely to arise in
everyday interactions;
Enter unprepared into conversation;
Express personal opinions and exchange information on topics that are familiar of
personal interest or pertinent to everyday life.
Speaking
General:
Interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible;
Take an active part in discussion in familiar and academic contexts, accounting for and
sustaining own views.
Present clear, detailed descriptions on a wide range of subjects related to own field of interest.
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options;
Tell stories, entertain and persuade;
Use some figurative styles and idiomatic.
Listening
General:
Understand extended speech and lectures and follow even complex lines of argument
provided the topic is reasonably familiar;
Understand most TV and radio news and current affairs programmes;
Understand the majority of Films in Standard English and accents.
Reading
General:
Read articles and reports concerned with contemporary problems in which the writers adopt
particular attitudes or viewpoints. Understand contemporary literary prose and narrative.
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Writing
General:
Write clear, detailed text on a wide range of subjects related to own interests. Write an essay
or reports passing on information or giving reasons in support of or against a particular point
of view;
Write letters highlighting the personal significance of events and experiences;
Follow the five-step writing process.
2.2 Second Cycle (11 – 12) Content
Throughout the cycle the following contents will be covered:
Functions:
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Accepting ;
Agreeing and disagreeing politely;
Apologizing;
Arguing /explaining ;
Asking and answering;
Asking for and giving information;
Asking for and giving reasons;
Asking for something in different
contexts;
Classifying;
Comparing and contrasting;
Complaining and giving reasons;
Confirming and denying;
Defining activities/events;
Describing processes daily
activities/places/symptoms…;
Explaining;
Expressing likes and dislikes;
Expressing opinions and view points;
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Expressing preferences and giving
reasons;
Giving advice ;
Giving instructions;
Giving suggestions;
Greeting;
Identifying;
Inquiring about …;
Interrupting politely;
Inviting, accepting and refusing;
Leading a discussion;
Making inquiries (at the hospital,
airport …);
Making predictions;
Ordering and booking;
Persuading ;
Planning and giving a speech;
Reporting events;
Supporting ideas;
Writing warning notices;
Topics and vocabulary areas
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School subjects and future professions
Relationships
Identity
Initiation Rites
Style
Made in Mozambique
At the bank
Citizenship
Democracy
Politics and Elections
The Coconut tree
Droughts and floods
Bed and Breakfast
Dressing codes
Wedding ceremonies
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Famous People and Idols
Heroes
Entertainment
Business and Etiquette
Business Communication
Taxes
Flue
Self Employment
Literature
Law
Drugs
Religious and Beliefs
Life After School
News
Life in 2025
12
Grammar
•
•
•
•
•
•
•
•
Adjectives;
Adverbials;
Clause and Sentence structure;
Comparison;
Determiners;
Modals;
Mood;
Nouns;
•
•
•
•
•
•
•
Possession;
Prepositions;
Pronouns;
Tenses;
The passive
Transitivity;
Verb complementation.
•
Evaluate information according to
criteria set forth in a text;
Evaluate one's susceptibility to
corruption;
Evaluate persuasiveness of
arguments;
Evaluate situations according to;
criteria set forth in a text ;
Evaluate the advantages and
disadvantages of tourism;
Evaluate the quality of arguments:
Express opinions about different
types of storytelling ;
Frame contrasting points of view on
disability issues;
Hypothesize outcomes;
Hypothesize point of view;
Identify cause and effect;
Identify intended market of
advertisements;
Identify personal obstacles;
Identify personal values and
assumptions ;
Identify point of view in a text;
Identify salient features of an advert
Identify the advantages and
disadvantages and Communication
Technology (ICT);
Infer information not explicit in the
interview;
Infer information not explicit in the
listening ;
Infer information not explicit in the
text;
Infer word meaning from context;
Interpret a diagram and maps;
Interpret a cartoon, photograph and
picture;
Interpret meaning from text;
Interpret quotations;
Interpret statistics;
Interpret the significance of how a
person dresses;
Critical thinking
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Analyse and describe characters in a
story;
Analyse narrative techniques in an
essay;
Analyse problems and propose
solutions;
Analyse relationships between
words;
Analyse sensitive language referring
to disabilities;
Analyse storytelling techniques;
Analyse strategies speakers use to
support their opinions;
Analyse survey results;
Analyse the advantages and
disadvantages of...;
Analyse use of rhyme in a poem;
Challenge stereotypes;
Classify information from the text ;
Compare and contrast city and
country life;
Compare and contrast definitions;
Compare and contrast past and
current childrearing practices;
Compare and contrast points of
view;
Compare and contrast two life
histories;
Compare and contrast two types of
dress;
Compare and contrast types of
corruption;
Compare cultural norms of dress
Compare family histories;
Compare past and current family
roles;
Compare past and current gender
roles in Mozambican families;
Compare personal preferences in
humour;
Compare sources of news;
Correlate an individual example with
broad trends;
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13
•
•
•
•
•
•
•
Correlate examples with abstract
principles;
Critique corruption;
Critique magazine and television
advertisements;
Deliberate cases using information
from the readings;
Develop arguments for and against
an issue;
Draw logical conclusions;
Evaluate advantages and
disadvantages of Information;
•
•
•
•
•
Interpret word usage;
Make judgments;
Match actions to their consequences;
Rank the value of personal qualities;
Recognize personal assumptions
about....
Crosscutting issues
•
•
•
•
•
•
•
•
•
Cultural issues;
Health and hygiene: symptoms, causes, cures, and prevention of the most common
diseases, such as cholera, malaria. Traditional medicine, care with medicine and
medical instructions and prescriptions;
Sexual and reproductive health (avoiding early marriage and pregnancy, abortion,
etc.);
HIV-AIDS (Stigma, prevention and care);
Drugs, alcohol and other addictions;
Agriculture: sustainable development, improving animal and crop farming
Small business – self employment;
Environmental issues – protection of forests, vegetation, erosion prevention, floods
and drought;
Human Rights (children and women): gender and handicapped equity.
14
3. Grade 11
3.1 General Objectives
By the end of Grade 11 the learners should have achieved the equivalent to the preintermediate stage of proficiency. At this stage the learners are expected to be able to handle
the complex structures of the language with a bit of confidence, demonstrate knowledge of a
range of vocabulary and use appropriate communicative strategies in a number of social
situations. Their understanding of spoken language and written texts should go a little further
from being able to pick out items of factual information, and they should be able to
distinguish between main points and general topics of a text. They should be able to produce
written texts of some types, showing a certain ability to develop an argument as well as to
describe or recount events. This level of ability should allow the user for some degree of
independence when called upon to use the language in a number of contexts. The learner
should have developed some reasonable flexibility and ability to deal with unexpected issues
and to rely less on fixed patterns of language and short utterances. He learner should have
developed awareness of register and the conventions of politeness and degrees of formality as
they express through language.
Listening
General:
Understand relatively long speech and lectures on non complex matters;
Understand English TV/ radio news and current affairs programs;
Understand great part of English music and films in Standard English;
Understand poems on familiar matters.
Specific:
•
•
•
•
•
•
•
Distinguish the main points in an extended speech on familiar contexts;
Listen and follow complex lines of argument in a reasonable familiar matter;
Understand most TV and radio news;
Understand current affairs programs on TV and Radio in English;
Listen and take main notes in a reasonable complex meeting;
Understand some TV or Radio announcements;
Listen and follow a simple poem.
Speaking
General:
Interact with some degree of fluency and spontaneity that makes regular interaction with good
user of English reasonably possible;
Take an active part in discussion in familiar topics and in familiar academic contexts;
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options;
Tell stories.
Specific:
•
•
•
Telling stories on familiar context;
Expressing opinion in a unfamiliar matter;
Giving clarification with some degree of confidence in a complex topic on familiar
matters;
15
•
•
•
Giving detailed description on a range of issues related to familiar academic matters;
Explaining reasons, advantages and disadvantages of wide range of options;
Giving persuasive arguments in a familiar discussion.
Reading
General:
Read and understand texts with certain degree of complexity on unfamiliar matters; Read and
understand simplified books on contemporary literary prose and narrative.
Specific:
•
•
•
•
•
Read and identify the main points in a text;
Read and infer meaning from context in a familiar contents;
Read and summarize the main points in a text on familiar matters with some degree
of complexity;
Read and take notes from a text on unfamiliar matters with certain degree of
complexity;
Read and understand formal letters on simple matters.
Writing
General:
Write text with coherence and certain level of detail on matters related to life
experience, business and academic fields.
Specific:
•
•
•
•
•
•
•
Write detailed essays on familiar academic areas;
Write compositions using correct punctuation;
Write relatively elaborated report on factual matters;
Write formal letters on simple matters;
Write informal letters in range of matters of own interests;
Edit texts on familiar matters;
Fill in forms of unfamiliar areas.
3.2 Grade 11 Contents
Functions:
•
•
•
•
•
•
•
•
•
•
•
•
•
Accepting ;
Agreeing and disagreeing politely;
Apologizing;
Arguing /explaining ;
Asking and answering;
Asking for and giving information;
Asking for and giving reasons;
Asking for something in different
contexts;
Classifying;
Comparing and contrasting;
Complaining and giving reasons;
Confirming and denying;
Defining activities/events;
•
•
•
•
•
•
•
•
•
•
•
•
Expressing preferences and giving
reasons;
Giving advice ;
Giving instructions;
Giving suggestions;
Greeting;
Identifying;
Inquiring about …;
Interrupting politely;
Inviting, accepting and refusing;
Leading a discussion;
Making inquiries (at the hospital,
airport …);
Making predictions;
16
•
•
•
•
•
•
•
•
•
•
Describing processes daily
activities/places/symptoms…;
Explaining;
Expressing likes and dislikes;
Expressing opinions and view points;
Ordering and booking;
Persuading ;
Planning and giving a speech;
Reporting events;
Supporting ideas;
Writing warning notices;
Topics and vocabulary areas
•
•
•
•
•
•
•
•
School subjects and future professions
Relationships
Identity
Initiation Rites
Style
Made in Mozambique
At the bank
Citizenship
•
•
•
•
•
•
•
Democracy
Politics and Elections
The Coconut tree
Droughts and floods
Bed and Breakfast
Dressing codes
Wedding ceremonies
•
•
•
•
•
•
•
Possession;
Prepositions;
Pronouns;
Tenses;
The passive.
Transitivity;
Verb complementation.
•
Evaluate information according to
criteria set forth in a text;
Evaluate one's susceptibility to
corruption;
Evaluate persuasiveness of arguments;
Evaluate situations according to criteria
set forth in a text;
Evaluate the advantages and
disadvantages of tourism;
Evaluate the quality of arguments
Express opinions about different types of
storytelling ;
Frame contrasting points of view on
disability issues;
Hypothesize outcomes;
Hypothesize point of view;
Identify cause and effect ;
Identify intended market of
advertisements;
Identify personal obstacles;
Identify personal values and
assumptions;
Identify point of view in a text;
Identify salient features of an advert;
Identify the advantages and
disadvantages of information and
Communication Technology (ICT);
Infer information not explicit in the
Grammar
•
•
•
•
•
•
•
•
Adjectives;
Adverbials;
Clause and Sentence Structure;
Comparison;
Determiners;
Modals;
Mood;
Nouns;
Critical thinking
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Analyse and describe characters in a
story;
Analyse narrative techniques in an
essay;
Analyse problems and propose
solutions;
Analyse relationships between words;
Analyse sensitive language referring to
disabilities;
Analyse storytelling techniques;
Analyse strategies speakers use to
support their opinions;
Analyse survey results;
Analyse the advantages and
disadvantages of ...;
Analyse use of rhyme in a poem;
Challenge stereotypes;
Classify information from the text
Compare and contrast city and country
life;
Compare and contrast definitions;
Compare and contrast past and current
childrearing practices;
Compare and contrast points of view;
Compare and contrast two life histories;
Compare and contrast two types of
dress;
Compare and contrast types of
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
17
•
•
•
•
•
•
•
•
•
•
•
•
•
•
corruption;
Compare cultural norms of dress;
Compare family histories;
Compare past and current family roles;
Compare past and current gender roles
in Mozambican families;
Compare personal preferences in
humour;
Compare sources of news ;
Correlate an individual example with
broad trends;
Correlate examples with abstract
principles;
Critique corruption;
Critique magazine and television
advertisements;
Deliberate cases using information from
the readings;
Develop arguments for and against an
issue;
Draw logical conclusions;
Evaluate advantages and disadvantages;
•
•
•
•
•
•
•
•
•
•
•
•
•
•
interview;
Infer information not explicit in the
listening;
Infer information not explicit in the text;
Infer word meaning from context;
Interpret a diagram and maps;
Interpret a cartoon, photograph and
picture;
Interpret meaning from text;
Interpret quotations;
Interpret statistics;
Interpret the significance of how a person
dresses;
Interpret word usage;
Make judgments;
Match actions to their consequences;
Rank the value of personal qualities;
Recognize personal assumptions about
….
Crosscutting issues
•
•
•
•
•
•
•
•
•
Cultural issues;
Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases,
such as cholera, malaria. Traditional medicine, care with medicine and medical instructions
and prescriptions;
Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.);
HIV-AIDS (Stigma, prevention and care);
Drugs, alcohol and other addictions;
Agriculture: sustainable development, improving animal and crop farming
Small business – self employment;
Environmental issues – protection of forests, vegetation, erosion prevention, floods and
droughts;
Human Rights (children and women): gender and handicapped equity.
18
4
Scope and Sequence
Unit 1
School Subjects and Future Professions
Unit 2
Relationships
Unit 3
Identity
Unit 4
Initiation Rites
Unit 5
Style
Unit 6
Made in Mozambique
Unit 7
At the Bank
Unit 8
Citizenship
Unit 9
Democracy
Unit 10 -
Politics and Elections
Unit 11 -
The Coconut Tree
Unit 12 -
Droughts and Floods
Unit 13 -
Bed and Breakfast
Unit 14 -
Dressing Codes
Unit 15 -
Wedding Ceremonies
19
Unit 1: School Subjects and Future Professions
LEARNING
OBJECTIVES
Students will…
• Talk about their
favourite subjects;
•
•
•
Talk about professional
orientation;
Talk about
opportunities their
subject give for future
jobs;
Give opinions on
different subjects in
their curriculum.
CONTENTS
Functions:
o Identifying;
o Expressing opinions;
o Comparing;
o Advising;
o Predicting;
o Inquiring.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to …
• Identify the subjects that are
related to different
professions;
Students can:
• Conduct debate on any related
topic;
• Predict one’s future profession;
• Make short presentation on
future plans;
• Give advice on what profession
to choose;
• Explain the advantages of the
chosen profession.
•
Express opinion on different
subjects of their curriculum;
•
Relate the subjects they learn
to their everyday life;
•
Justify their choices of future
professions.
Topics and Subtopics:
- School subjects and future professions
o The role of school subjects in various
professions;
o The subjects and skills necessary for
the profession of their choice.
20
Grammar:
o Verb patterns;
o (e.g. want, hope, would like …);
o Future tenses;
o Future continuous (e.g. will be
doing…);
o Future perfect (e.g. will have
done...).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read personal profile;
o Extensive reading;
o Adverts.
Writing
o Application letter;
o Reports;
o Adverts.
21
Unit 2: Relationships
LEARNING
OBJECTIVES
Students will…
• Discuss family
relationships;
•
•
•
•
•
•
Discuss concept
family;
Share experience about
family and friends;
Talk about family and
friends;
Talk about healthy
relationships;
Talk about different
types of relationships;
Discuss how different
cultures display
affection in the family
and love relationship.
CONTENTS
Functions:
o Naming;
o Describing;
o Identifying;
o Agreeing and disagreeing;
o Explaining;
o Comparing and contrasting.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Name members of family;
Students can:
•
Draw family tree;
•
Describe healthy family
relationship;
•
Describe different ways
families and friends use to
strengthen their ties;
•
Compare and contrast how
different cultures start and
announce relationships;
•
Compare and contrast past
and current cultural norms
and practices.
•
Identify cultural norms and
practices;
•
Talk about family and friends;
•
Explain how different cultures,
ages and families relate to each
other;
•
Draw extended family tree and
flowchart;
•
Compare and contrast current
and past cultural norms and
practices.
Topics and subtopics:
- Relationships
o Family;
o Friendship;
o Love relationship.
Grammar:
o Adverbs of degree (e.g. very, too,
22
extremely, quite, fairly, pretty, a bit…);
Revision of:
o Used to;
o Gerund (enjoy, like, regret,
avoid…playing at night…);
o Phrasal verbs (e.g. fall in love, break
up, look after …).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read personal profile;
o Extensive reading;
o Adverts.
Writing
o Application letter;
o Reports;
o Adverts.
23
Unit 3: Identity
LEARNING
OBJECTIVES
Students will…
•
•
Discuss the concept of
identity;
Talk about cultural
identity;
•
Talk about
globalization;
•
Talk about national
symbols;
•
Discuss the role and
importance of
Mozambican language;
•
Talk about national
heritage;
•
Talk about national
dances;
•
Talk about identity
theft
CONTENTS
Functions:
o Naming;
o Describing;
o Identifying;
o Agreeing and disagreeing;
o Explaining;
o Comparing and contrasting;
o Expressing opinions;
o Inquiring.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Topics and subtopics:
-Identity
o What makes you you;
o The gender gap;
o Identity theft;
o Family customs;
o Food and Cooking;
o What is in a name?.
Grammar:
o Used to and would for past habits and
states (e.g. my uncle used to visit us
every year. He would insist on speaking
BASIC COMPETENCIES
Students will be able to ….
•
Describe customs and habits
of his community;
•
Describe customs, habits and
beliefs of his family;
•
Describe eating habits of his
family and community;
•
Describe social norms of his
family and community;
•
Compare and contrast social
norms, customs, habits of
different communities in
Mozambique and the world;
•
Describe the origins and
meaning of Mozambican
names and surnames;
•
Compare and contrast the
cuisine, dance and dress code
of the different communities
in Mozambique and the
world;
•
Compare and contrast the
national symbols, heritages,
and values to that of other
countries;
•
Describe the importance of
national languages in
ASSESSMENT STANDARDS
Students can:
• Make a short oral presentation
on related topics;
•
Describe how globalization is
affecting traditional
Mozambican norms, names,
customs;
•
Compare and contrasts local
cultural identity with that of
other cultures;
•
Write short description local
and national norms, foods,
heritages, symbols …;
•
Make posters advertising typical
local, foods, dances and
attractions.
24
Emakhua with me.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read personal profile;
o Extensive reading;
o Adverts.
Writing
o Descriptions;
o Reports;
o Adverts.
communication and cultural
identity;
•
Describe the role of names
and surnames in personal and
cultural identity.
25
Unit 4: Initiation Rites
LEARNING
OBJECTIVES
Students will…
• Discuss the different
initiation rites
practiced:
- Community
(social,
religious and
cultural).
- Churches,
- Schools/univer
sities,
- Military
services,
- Clubs,
- Others;
•
Discuss the
importance, positive
and negative aspects of
these rites.
CONTENTS
Functions:
o Describing;
o Identifying;
o Agreeing and disagreeing;
o Explaining;
o Comparing and contrasting;
o Expressing opinions;
o Inquiring;
o Making suggestions.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
BASIC COMPETENCIES
Students will be able to ….
•
Describe initiation rites
practiced in different places;
•
Compare and contrast types
of initiation rites;
•
•
ASSESSMENT STANDARDS
Students can:
Can:
• Describe initiation rites
practiced in different situations;
•
Compare and contrast types of
initiation rites;
•
Describe the advantages and
disadvantages of initiation rites.
Express opinion on the topic;
Present and defend an
argument in favour or against
a topic.
Topics and Subtopics:
-Initiation Rites
o Initiation rites in Mozambique and the
world;
o Initiation rites in schools, professions,
universities, clubs.
Grammar:
Revision of:
o Adjectives and Adverbs;
o Sequence markers.
26
Skills:
Speaking
o Debate;
o Present;
o Discuss;
o Role play.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read for comprehension;
o Extensive reading;
o Adverts.
Writing
o Descriptions;
o Reports;
o Adverts.
27
Unit 5: Style
LEARNING
OBJECTIVES
Students will…
• Discuss trends in
fashions in clothes,
hairstyle, ornaments,
furniture, cars and
houses;
•
•
•
•
•
•
CONTENTS
Functions:
o Giving opinion;
o Comparing and contrasting;
o Complaining;
o Describing;
o Identifying;
o Advising;
Talk about fashion and
o Narrating.
vogue in
Mozambique;
Vocabulary:
o Analogies;
Discuss the modern
o Context clues;
and old fashion;
o Definitions;
o Figurative language;
Discuss the costs of
o Idiomatic expressions;
fashion and vogue and
o Phrasal verbs;
how to save;
o Synonyms;
o Vocabulary classification;
Discuss how style,
o Word definitions;
fashion and vogue
o Word formation.
influence youth;
Talk about foreign and
national fashion
designers;
Discuss fashion vs
morals.
Topics and Subtopics:
- Style
o Fashion;
o Clothes;
o Hairstyle;
o Appearance.
Grammar:
Revision of:
o Modals;
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to …
• Describe the current fashion
in the community/cities;
Students can:
Can:
• Describe fashion and vogue in
their communities and country;
•
•
•
Compare and contrast modern
and old fashion in
Mozambique;
Correlate fashion with the
national identity;
Describe fashion (used) in
different places in
Mozambique; .
•
Describe trends in fashions in
clothes, hairstyle, furniture,
cars and houses;
•
Name and describe the
different professions and
occupations related to
fashion;
•
Name and describe school
subjects related to fashion;
•
Give opinions on the
appropriacy of style and
fashion on different
occasions.
•
Compare and contrast style and
fashion in different periods and
regions;
•
Name and describe various
professions related to fashion;
•
Can describe the relation
between fashion and identity.
Skills:
o
Adjectives describing personal
28
characteristics.
Speaking
o Debate;
o Present;
o Discuss;
o Role play.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Reading for main idea;
o Read for comprehension;
o Extensive reading;
o Adverts.
Writing
o Descriptions;
o Reports;
o Summaries.
29
Unit 6: Made in Mozambique
LEARNING
OBJECTIVES
Students will…
• Discuss the importance
of producing and
consuming local
products;
•
Discuss the
consequences of piracy
and counterfeit.
CONTENTS
Functions:
o Giving opinion;
o Comparing and contrasting;
o Describing a process;
o Complaining;
o Defending.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Topics and Subtopics:
-Made in Mozambique
o Mozambican products;
o Buying Mozambican products;
o Knowing Mozambique better;
o Piracy and counterfeit;
o Consumers’ rights.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Talk about main products of
Mozambique;
Students can:
• Talk
about
products;
Mozambican
•
Identify places where the
products are produced;
•
Present a short talk on any
related topic;
•
Discuss advantages and
disadvantages of using
modern industry;
•
Argue in favour of or against
any idea of related topic;
•
•
Talk about importance of
buying local products;
Write letter of complaint on
related topic;
•
Write articles on related topic.
•
Describe the quality of a
suitable product;
•
Write a letter of complaint;
•
Present an argument in
defence of a point of view.
Grammar:
o Passive;
o Present simple Passive (e.g. is/are
made...);
o
Past simple passive (e.g. was/were
30
made);
o
Present simple continuous passive (e.g.
is/are being made).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Instructions;
o Labels;
o Articles;
o Reading for details;
o Extensive reading.
Writing
o Formal letter;
o Instructions;
o Reports;
o Adverts;
o Article.
31
Unit 7: At the Bank
LEARNING
OBJECTIVES
Students will…
• Discuss the functions
and importance of
banks;
•
Discuss the functions
of different kinds of
banks;
•
Discuss the services
provided by banks;
•
Discuss services
safety;
•
Discuss how bank
services could help
improve their
community.
CONTENTS
Functions:
o Giving opinion;
o Comparing and contrasting;
o Describing;
o Advising;
o Narrating;
o Asking for and giving information;
o Asking for and giving reasons;
o Asking for something (bank …);
o Complaining and giving reasons;
o Making inquiries (at the bank…).
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Describe services provided by
banks;
Students can:
•
Use polite language;
•
Use language necessary for
bank transactions;
•
Fill in basic bank forms;
•
Write business letters to
banks.
•
Greet and ask for information
related to bank services;
•
Give information related to
bank services;
•
Use language necessary for
bank transactions;
•
Describe services provided by
banks;
•
Write letter of complaint to a
bank;
•
Fill in bank forms;
•
Write a letter of application.
Topics and Subtopics:
-At the bank
o Bank services;
o Using ATM;
o Credit Cards;
o Cheques;
o Safety.
Grammar:
o Be + going to (e.g. …);
Review of:
32
o
Preposition of place and direction.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen for details;
o Listen for general information;
o Listen for specific information;
o Listen and take notes;
o Listen for main ideas.
Reading
o Read reports;
o Read instructions;
o Read advertisement;
o Read and take notes.
o Read and compare information;
o Read and relate information with own
experience;
o Read and summarize main ideas;
o Read and transfer information;
o Read for specific information in a text.
Writing
o Write instructions;
o Write compositions;
o Write a report;
o Write notes;
o Write advertisement;
o Write simple instructions.
33
Unit 8: Citizenship
LEARNING
OBJECTIVES
Students will…
• Discuss the legal and
human rights and
responsibilities
underpinning society,
basic aspects of the
criminal justice system,
and how both relate to
young people;
•
•
•
•
Discuss the diversity of
national, regional,
religious and ethnic
identities in
Mozambique and the
need for mutual respect
and understanding;
Discuss central and
local government, the
public services they
offer and how they are
financed, and the
opportunities to
contribute;
Discuss the key
characteristics of
parliamentary and
other forms of
government;
Discuss the electoral
system and the
importance of voting;
CONTENTS
Functions:
o Giving opinion;
o Comparing and contrasting;
o Describing;
o Advising;
o Narrating;
o Asking for and giving information ;
o Asking for and giving reasons;
o Complaining and giving reasons.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Topics and subtopics:
-Citizenship
o Citizens rights and duties;
o Role of citizens in good governance;
o Social and professional associations;
o Diversity and national unity;
o Central and local government;
o Electoral system.
Grammar:
o Review of tenses;
o Modal verbs expressing obligation;
o Determiners.
BASIC COMPETENCIES
Students will be able to ….
•
•
•
•
Describe citizens rights and
responsibilities;
Explain the importance of
participating in civic
activities;
Describe the civic activities
that can contribute to the
improvement of their
community;
Explain the basic aspects of
the criminal justice system
and the importance of
observing the law;
•
Describe the diversity of
national, regional, religious,
linguistic and ethnic identities
in Mozambique and explain
the importance and need for
mutual respect and
understanding;
•
Describe services provided by
the central and local
government;
•
•
Describe the electoral system;
Explain the importance of
voting.
Assessment standards
•
Describe citizens rights and
responsibilities;
•
Explain the basic aspects of
the criminal justice system
and the importance of
observing the law;
•
Can describe diversity in
Mozambique in terms
regions, ethnic groups,
linguistic groups, religious
groups and political groups;
•
Make presentation on one
of the subtopics.
34
•
Discuss the work of
community-based,
national and
international voluntary
groups;
•
Discuss the importance
of resolving conflict
fairly;
•
Discuss the
significance;
of the mass media in
society ;
•
Discuss the world as a
global community, and
the political, economic,
environmental and
social implications of
this, and the role of the
AU, the SADC, the
Commonwealth, CPLP
and the United Nations.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen for details;
o Listen for general information;
o Listen for specific information;
o Listen and take notes;
o Listen for main ideas.
Reading
o Read reports;
o Read instructions;
o Read advertisement;
o Read and take notes;
o Read and compare information;
o Read and relate information with own
experience;
o Read and summarize main ideas;
o Read and transfer information;
o Read for specific information in a text.
Writing
o Write instructions;
o Write compositions;
o Write a report;
o Write notes;
o Write advertisement;
o Write simple instructions.
35
Unit 9: Democracy
LEARNING
OBJECTIVES
Students will…
• Talk about origins and
meaning of democracy;
•
•
•
•
•
Talk about different
types of democracy;
Talk about democracy
in Mozambique;
Talk about democracy
at school;
Discuss central and
local government, the
public services they
offer and how they are
financed, and the
opportunities to
contribute;
Discuss the key
characteristics of
parliamentary and
other forms of
government;
•
Discuss the importance
of resolving conflict
fairly;
•
Discuss the
significance of the
mass media in society.
CONTENTS
BASIC COMPETENCIES
Students will be able to ….
Functions:
o Describing;
o Expressing opinion;
o Predicting;
o Agreeing and disagreeing.
•
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
•
•
•
Assessment standards
Describe different types of
democracy;
•
Describe democratic
institutions in the country;
Describe how democracy is
practiced in Mozambique;
•
Write an article on
democracy;
Describe how democracy is
practiced in their school;
•
Design a poster on related
topic;
Express opinion about
different types of democracy.
•
Make short presentation on
how democracy is practiced
in his school or community;
•
Talk about advantages and
disadvantages of
democracy:
Topics and Subtopics:
-Democracy
o Origins and meaning;
o Types of democratic systems;
o Democracy in Mozambique.
Grammar:
o Adjectives;
o Modals;
o Tense in time clauses (when, …+
present simple/perfect; until, after,
before, by the time + present
simple/perfect).
Skills:
Speaking
o Debate;
36
Present;
Discuss.
Listening
o Listen for details;
o Listen for general information;
o Listen for specific information.
o Listen and take notes;
o Listen for main ideas.
Reading
o Read reports;
o Read instructions;
o Read advertisement;
o Read and take notes;
o Read and compare information;
o Read and relate information with own
experience;
o Read and summarize main ideas;
o Read and transfer information;
o Read for specific information in a text.
Writing
o Write instructions;
o Write compositions;
o Write a report;
o Write notes;
o Write advertisement;
o Write simple instructions.
o
o
37
Unit 10: Politics and Elections
LEARNING
OBJECTIVES
Students will…
CONTENTS
•
Functions:
o Giving opinion;
o Comparing and contrasting;
o Describing;
o Advising;
o Narrating;
o Asking for and giving information;
o Asking for and giving reasons;
o Complaining and giving reasons.
•
•
•
Discuss the legal and
human rights and
responsibilities
underpinning society;
Discuss the diversity of
political identities in
Mozambique and the
need for mutual respect
and understanding;
Discuss central and local
government, the public
services they offer and
how they are financed,
and the opportunities to
contribute ;
Discuss the key
characteristics of
parliamentary and other
forms of government;
•
Discuss the electoral
system and the
importance of voting;
•
Discuss the importance of
resolving conflict fairly;
•
Discuss the significance
of the mass media in
society.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Topics and Subtopics:
-Politics and Elections
o Electoral systems;
o Parties;
o Civil society and pressure groups;
o Mass media.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to …
Students can:
•
•
•
Describe citizens rights and
responsibilities;
•
Describe the values of
different political parties;
Explain the basic aspects of the
criminal justice system and the
importance of observing the law;
•
Describe the diversity of
political identities in
Mozambique and explain the
importance and need for mutual
respect and understanding;
Explain the basic aspects of
the electoral system and the
importance of observing the
law;
•
Can describe diversity in
Mozambique in terms of
political groups;
•
Make presentation on one of
the subtopics.
•
Describe services provided by
the central and local
government;
•
Describe the electoral system;
•
Explain the importance of
voting.
Grammar:
o Phrasal verbs using ‘stand’ (e.g. stand for);
o Modal verbs;
Revision of :
o Going to;
o If….;
o Will and may.
38
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
o Listen for details;
o Listen for general information;
o Listen for specific information;
o Listen and take notes;
o Listen for main ideas.
Reading
o Read reports;
o Read instructions;
o Read advertisement;
o Read and take notes;
o Read and compare information;
o Read and relate information with own
experience;
o Read and summarize main ideas;
o Read and transfer information;
o Read for specific information in a text.
Writing
o Write instructions;
o Write compositions;
o Write a report;
o Write notes;
o Write advertisement;
o Write simple instructions.
39
Unit 11: The Coconut Tree
LEARNING
OBJECTIVES
Students will…
• Talk about the
importance of coconut
trees in economic
development;
•
Discuss the location of
the main plantations of
coconut trees;
•
Discuss the main
products made of
coconut tree;
•
Discuss on
preservation and
expansion of coconut
trees;
•
Identify other trees and
plants in their areas
that can produce many
products.
CONTENTS
Functions:
o Explaining;
o Identifying;
o Describing;
o Expressing opinion.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Name products made of
coconut trees;
Students can:
• Talk about products made of
coconut trees;
•
Name products made of other
trees;
•
Explain how the various
products are made;
•
Identify the main coconut tree
plantations in the country;
•
Identify different places where
coconut trees are grown;
•
Identify the main coconut tree
plantations in the world.
•
Name other trees that produce
many products;
•
Describe the products made of
other trees.
Topics and Subtopics:
-The Coconut tree
o The things we can get from a coconut
tree (coconuts, coconut wine, wood,
furniture, arts, jewellery, soap, oil,
beauty and skin care products).
Grammar:
o Past Participle;
Revision of:
o Passives ;
o Sequence words (first, then, after
that…).
Skills:
Speaking
o Debate;
o Present;
40
Discuss;
Explain.
Listening
o Listen and take notes;
o Listen for details.
o
o
Reading
o Articles;
o Reading for details;
o Extensive reading;
o Poems.
Writing
o Instructions;
o Reports;
o Adverts;
o Articles.
41
Unit 12: Droughts and Floods
LEARNING
OBJECTIVES
Students will…
• Discuss possible
causes of drought
and floods;
•
•
Talk about
consequences of
drought and floods;
Talk about
prevention measures.
CONTENTS
Functions:
o Describing;
o Identifying;
o Advising;
o Narrating.
Topics and Subtopics:
-Droughts and floods
o Preventing flood and droughts;
o How to act when there are floods;
o How human actions lead to the hazards.
Grammar:
o Intensifiers (very, too, enough)
o Revision of: Degree of Adverbs ;
o Clauses of contrast (e.g. but, though,
however…);
o Clauses of reason (e.g. because, as,
since…);
o Clauses of purpose (e.g. in order to, so
as to, so that…).
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Describe how to prevent
disasters in the event of
drought and floods;
Students can:
• Describe the consequences of
droughts and floods;
•
Identify diseases related to
drought and floods (e.g.
malnutrition, cholera …);
•
Interpret the meaning of the
different hazard alert colour
codes.
•
Identify the main diseases
resulting from flooding and
droughts;
•
Interpret codes, charts and
signs;
•
Advise on measures to take
when there are droughts or
floods.
Skills:
Speaking
o Narrate;
o Explain;
o Describe.
Listening
o Listen and take notes;
o Listen for details;
o Listen for specific information.
Reading
o Signs;
o Charts;
o Articles;
42
o
o
Reading for details;
Extensive reading.
o
o
o
o
Instructions;
Reports;
Adverts;
Articles.
Writing
43
Unit 13: Bed and Breakfast
LEARNING
OBJECTIVES
Students will…
• Talk about tourism in
Mozambique;
•
Discuss different types
of accommodations in
tourism;
•
Discuss aspects related
to hygiene in
hospitality industry;
•
Discuss how to set up a
simple bread and
breakfast industry;
•
Discuss how to
improve
accommodation
services.
CONTENTS
Functions:
o Describing;
o Identifying;
o Advising;
o Narrating;
o Explaining;
o Expressing opinion.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Topics and Subtopics:
-Bed and Breakfast
o Hospitality industry;
o How to create a bed and breakfast;
o Communication in a B&B business.
BASIC COMPETENCIES
Students will be able to ….
Assessment standards
•
Describe the different
services provided by the
hospitality industry;
•
Describe the different
services provided by the
hospitality industry;
•
Describe the different types
of accommodation services;
•
Describe the different types
of accommodation services;
•
Use appropriate language for
greeting, welcoming and
directing people in the
hospitality industry;
•
Use appropriate language
for greeting, welcoming and
directing people in the
hospitality industry;
•
Compare and contrast
services provided by various
accommodation services in
his community;
•
Fill in forms, write notes
and write formal letters;
•
Design and advert for
accommodation services;
•
Make presentation of a
project for setting up a Bed
and Breakfast service in his
community.
•
•
Fill in forms, write notes and
write formal letters;
Make suggestions how
improve accommodation
services in his community.
Grammar:
o Offers and requests;
o Indirect questions;
o Relative clauses (That, who, which).
Skills:
Speaking
44
Narrate;
Explain;
Describe;
Present.
Listening
o Listen and take notes;
o Listen for details;
o Listen for specific information.
Reading
o Signs;
o Charts;
o Articles;
o Reading for details;
o Extensive reading;
o Adverts;
o Posters;
Writing
o Instructions;
o Reports;
o Adverts;
o Letters;
o Posters;
o Articles:;
o Notes.
o
o
o
o
45
Unit 14: Dressing Codes
LEARNING
OBJECTIVES
Students will…
• Discuss how to dress
for different occasions;
•
•
•
•
•
•
Discuss the relation
between dress code and
social norms;
Discuss diversity and
the need to accept and
respect it;
Discuss dress code and
national identity;
Talk about
Mozambican ethnic
wear;
Discuss the impact of
Media on the way
people wear;
Talk about foreign
influence on
Mozambican dressing .
CONTENTS
Functions:
o Describing;
o Identifying;
o Advising;
o Narrating;
o Explaining;
o Expressing opinion;
o Arguing.
Vocabulary:
o Analogies
o Context clues
o Definitions
o Figurative language
o Idiomatic expressions
o Phrasal verbs
o Synonyms
o Vocabulary classification
o Word definitions
o Word formation
Topics and subtopics:
-Dressing codes
o Dress code at: school, party, funeral,
formal occasion, informal occasion.
BASIC COMPETENCIES
Students will be able to ….
•
•
•
•
•
•
•
Name and describe different
dress items;
Assessment standards
Can:
•
Name and describe different
dress items;
•
Express opinion on dress
appropriacy;
•
Use appropriate language
for inquiring, ordering and
shopping for clothes;
Describe appropriate wear for
each occasion;
•
Describe appropriate wear
for each occasion;
Correlate dressing code with
the national identity;
•
Correlate dressing code
with the national identity;
•
Identify and describe
dressing code in different
places in Mozambique
(south/ centre/ south);
•
Make suggestions on how
dress appropriately.
Express opinion on dress
appropriacy;
Use appropriate language for
inquiring, ordering and
shopping for clothes;
Identify dressing code in
different places in
Mozambique
(south/centre/south);
Make suggestions on how
dress appropriately.
46
Grammar
o Verbs with 2 objects
o Compound nouns – materials and
patterns
Skills:
Speaking
o Narrate;
o Explain,
o Describe;
o Present.
Listening
o Listen and take notes;
o Listen for details;
o Listen for specific information.
Reading
o Signs;
o Charts;
o Articles;
o Reading for details;
o Extensive reading;
o Adverts;
o Posters.
Writing
o Instructions;
o Reports;
o Adverts;
o Letters;
o Posters;
o Articles;
o Notes.
47
Unit 15: Wedding Ceremonies
LEARNING
OBJECTIVES
Students will…
• Talk about honey
moon;
•
Talk about traditional
and modern weddings;
•
Talk about wedding
ceremonies;
•
Talk about wedding
and age group;
•
Talk about wedding
ceremonies in different
parts of the country and
the world;
•
Talk about different
types of wedding
ceremonies.
CONTENTS
Functions:
o Describing;
o Identifying;
o Advising;
o Narrating;
o Explaining;
o Expressing opinion;
o Arguing.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Idiomatic expressions
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definition;
o Word formation.
Topics and Subtopics:
-Wedding ceremonies
o Wedding ceremonies in the world;
o Wedding ceremonies practiced in
different parts of Mozambique.
BASIC COMPETENCIES
ASSESSMENT STANDARDS
Students will be able to ….
• Name and describe the
different institutions involved
in weddings;
Students can:
• Name and describe the
different institutions
involved in weddings;
•
Name and describe the
functions of the different
people involved in weddings;
•
Name describe the different
clothe items associated to
weddings;
•
•
•
•
•
Name and describe the
functions of the different
people involved in
weddings;
•
Name describe the different
clothe items associated to
weddings;
State advantages of weddings
in the community;
•
Describe a wedding
ceremony;
Describe a wedding
ceremony;
•
Compare traditional and
modern weddings;
Compare traditional and
modern weddings;
•
Name types of wedding in
their community.
Name types of wedding in
their community.
48
Grammar:
o Revise tenses
Skills:
Speaking
o Narrate;
o Explain;
o Describe;
o Present.
Listening
o Listen and take notes;
o Listen for details;
o Listen for specific information.
Reading
o Signs;
o Charts;
o Articles;
o Reading for details;
o Extensive reading;
o Adverts;
o Posters.
Writing
o Instructions;
o Reports;
o Adverts;
o Letters;
o Posters;
o Articles;
o Notes.
49
5. Methodology
The general teaching approach adopted for both primary and secondary education in
Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is,
therefore, based upon this approach.
To allow teachers´ flexibility, the teaching methods, procedures and techniques will be
selected according to the specific goals, conditions and resources available to the teacher and
students. Considering that our classrooms are heterogeneous, it is also accepted that the same
lesson can be taught using different procedures and techniques by different teachers.
The syllabus contains some innovations such as the introduction of projects and portfolio
(appendix 1) as both teaching and assessment tools that foster learner’s independence.
Aiming at achieving the general and specific unit objectives and basic competencies, each
unit contains suggestions for activities, critical thinking and crosscutting issues, which can be
explored by the teacher in the classroom. It is therefore urged that teachers implement them.
Some activities are specific to a certain unit but others are repeated in every unit.
The balance of skills and activities in this grade should be 60 percent oracy (Listening and
Speaking) and 40 percent writing (Reading and writing).
6. Assessment
Assessment can be defined as the formal or informal process of collecting evidence about
students’ progress, analyzing and evaluating progress, communicating about progress, and
adjusting teaching practice based on reflection on a teacher’s practice. There are various
forms of assessment, including formal measurement tools such as tests. Informal assessment
can occur throughout the school year, and includes evaluating data from multiple sources,
such as exercises, portfolios, homework or assignments that enable you to measure student
progress.
50
There are two main ways in which assessment is important in learning - formative and
summative.
Formative assessment is an assessment carried out by teachers during the learning process
with the aim of using the results to improve the learning and teaching process. It relates to
how the student has been learning. It can use both formal (tests) and informal measurement
tools – whether group work, projects, portfolios etc
Summative assessment is carried out in predetermined periods and at the end of term or
school year –often for purposes of providing aggregated information on learning outcomes to
educational authorities and parents. It relates to what and how much the student has learnt.
This is usually done through tests, quizzes and exams (ACSs and ACPs).
The New Curriculum emphasizes formative assessment, which gives scope for the inclusion
of informal assessment also known as classroom assessment The inclusion of classroom
assessment is also in line with the general teaching philosophy of the constructivist approach
to learning.
Formative assessment includes the evaluation of any activity related to learning process such
as participation, homework, pair and group work, portfolio, projects, presentations and
posters. This type of assessment allows the student to be an active participant in the process of
learning and assessment. The aim of this type of assessment is to involve the students in
thinking about how they learn and encourage them to take control of their learning. Thus, by
assessing all the above aspects will not only provide data on the quantitative knowledge but
also the qualitative aspects.
As put forward by this new syllabus, teachers are strongly recommended to include and use
formative assessment to cater for the qualitative aspect. Assessment is an important part in the
teaching and learning process and it cannot be disassociated from the activities, procedures,
methods and learning materials used in the classroom.
51
7. Bibliography
MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique
Council of Europe (2001) The Common European Framework of reference for Languages:
Learning, Teaching, Assessment. Cambridge University Press, UK
MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos
de Estudos e Estratégias de Implementação. Maputo – Moçambique
INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique
INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas,
Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique
Ministry of Education and Vocational Training. (2007). English academic Syllabus for
Diploma in Secondary Education – Tanzania
52
8.
Appendixes
•
Portfolio
•
Lesson Plan Model / Format
53
Appendix 1
Portfolio
Student Portfolios: Classroom Uses
What is it?
Portfolios are collections of student work representing a selection of performance. A portfolio
may be a folder containing a student’s best pieces and the student’s evaluation of the strengths
and weaknesses of the pieces. It may also contain one or more works-in-progress that
illustrate the creation of a product, such as an essay, evolving through various stages of
conception, drafting, and revision.
More teachers have recently begun using portfolios in all subject areas. Portfolios are useful
as a support to the new teaching approaches that emphasize the student’s role in constructing
understanding and the teacher’s role in promoting understanding. For example, in teaching
writing, portfolios can function to illustrate the range of assignments, goals, and audiences for
which a student produced written material. In addition, portfolios can be a record of the
activities undertaken over time in the development of written products. They can also be used
to support cooperative teaming by offering an opportunity for students to share and comment
on each other’s work.
Portfolios are valued as an assessment tool because, as representations of classroom-based
performance, they can be fully integrated into the teaching. And unlike separate tests, they
supplement rather than take time away from teaching. Moreover, many teachers, educators,
and researchers believe that portfolio assessments are more effective than “old-style” tests for
measuring academic skills and informing educational decisions.
Why try it?
Portfolios capitalize on students’ natural tendency to save work and become an effective way
to get them to take a second look and think about how they could improve future work. As
any teacher or student can confirm, this method is a clear departure from the old write, hand
in, and forget mentality, where first drafts were considered final products.
How does it work?
Although there is no single correct way to develop portfolio programs, in all of them students
are expected to collect, select, and reflect. Early in the school year, students are pressed to
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consider: What would I like to reread or share with my parents or a friend? What makes a
particular piece of writing a good product? In building a portfolio of selected pieces and
explaining the basis for their choices, students generate criteria for good work, with teacher
and peer input. Students need specifics with clear guidelines and examples to get started on
their work, so these discussions need to be well guided and structured. The earlier the
discussions begin the better.
The content in portfolios is built from class assignments and as such corresponds to the
classroom. Often, portfolio programs are initiated by teachers, who know their classroom
syllabus best. They may develop portfolios focused on a single syllabus area-such as writing,
posters, reading,-or they may develop portfolio programs that integrate more than one area,
such as writing and reading.
The age/grade level of students may determine how portfolios are developed and used. For
example, in developing criteria for judging good writing, older students are more likely to be
able to help determine the criteria by which work is selected, perhaps through brainstorming
sessions with the teacher and other students. Younger students may need more directed help
to decide on what work to include. Older students are generally better at keeping logs to
report their progress on readings and other recurrent projects.
Administrative contexts also influence the structure and use of portfolios. While the primary
purpose of portfolios for most teachers is to engage students, support good curricula and
instruction, and improve student teaming, some portfolio programs are designed to serve
other purposes as well.
Portfolios may also be used to compare achievement across classrooms or schools. When they
are used for this purpose, fairness requires that standards be developed to specify the types of
work that can be included and the criteria used to evaluate the work.
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Appendix 2
Lesson Plan Model /Format
Topic
English in
Mozambiq
ue
Content
And
Language
Major
Languages
English
French
Spanish
Functions:
- Asking for
and giving
answers
- expressing
opinion
Objectives
Skills covered
To identify
major
languages
and places
they are
spoken
To talk about
importance of
English in
Mozambique
Speaking and
reading
Writing
Cross Cutting
Communicatin
g with
foreigners
Use English in
small business
Stages
Presentation
- Map of
Mozambique
Vocabulary
- languages
- Geography
- climate
Grammar
- articles
connectors
wh-questions
-past tense
Practice
Production
Activities
Homework
Teacher
Student
- Asks students to mention 3
major languages spoken in the
world.
-Provides feedback
Fixes the map of Mozambique
on the board and tells the
students to locate bordering
countries
and languages spoken
-gives feedback
-introduces a text about the
importance of English in
Mozambique and pre-teaches
key vocabulary
tells students to read the text in
silence and identify
importance of English in
Mozambique
- in pairs students discuss and
report to class
Gives open ended dialogue
for completion (countries
and languages spoken
Tells students to draw a
map of Mozambique and
locate the bordering
countries and languages
spoken
-in pairs look at the map and
locate the countries and
discuss the languages
Read the text in silence and
identify the importance of
English in Mozambique
- report what they have
identified as the importance
of English in Mozambique
Draw and
locate
English and
French
speaking
countries on
the map of
Africa
In pairs students complete the
dialogue orally
- ask and answer questions
about text (with Whquestions)
- draw map of Mozambique
and inset bordering countries
and languages spoken
- asking and give opinion
about importance of English
in Mozambique
Follow-up
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Lesson Plan Model /Format
Topic
Content
And
Language
Objectives
Skills covered
Cross Cutting
Stages
Activities
Teacher
Homework
Student
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Appendix 3
LESSON PLAN FORMAT/MODEL
Name of the school
Teacher
Material
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each
unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language,
functions, forms, skills, vocabulary and so on. .
STAGES
Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do
during the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song,
game, questions and answers, story telling, revision of previous lesson, etc.
Presentation: (State time allowed and activities T and Ss will do during this stage and/or
sub-stages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on
communication and differentiation between forms (e.g. tenses) and functions (e.g. express
opinions/points of view).
Elicitation – Invite Ss to answer voluntarily questions put by the Teacher. The questions
should guide Ss towards the discovery of main points to be learnt.
Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt
issues, etc.
Practice: (State time allowed and activities T and Ss will do during this stage and/or substages). Students are asked to work on activities to practice language forms (e.g. grammar
points, vocabulary – old and new, pronunciation) presented by the Teacher in stage 2. This
could be controlled or free practice.
Controlled practice – The teacher guides and controls the kind of expected responses;
Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can
be achieved through improvisation, communicative actives, presentations, writing,
homework, portfolios and so on.
Observations:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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LESSON PLAN FORMAT/MODEL
Name of the school
Teacher
Grade
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each
unit.). The objectives state what ss should be able to do by the end of the lesson in terms of language,
functions, forms, skills, vocabulary and so on. ..
STAGES
SUBSTAGES
TEACHER’S
ACTIVITIES
STUDENTS ACTIVITIES
TIME
Warm up
Presentation
Elicitation
Explanation
Practice
Controlled
practice
Free practice
Observations:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Appendix 4
LESSON PLAN MODEL/FORMAT
Lesson Nº: ______________
Unit: _______________________________________________________________
Topic: ______________________________________________________________
Duration of lesson: ____________________________________________________
Material: ____________________________________________________________
Skills: ______________________________________________________________
Objectives: __________________________________________________________
TIME
minutes
__ min
__ min
STAGES
TEACHER
1:Warm-up
• Revision
• Home-work correction
• Song
• Story
• Game
• …
2: Presentation
• Tr. Provides new information
(language)
• Tr. Elicits new language through
visual aids, realia, sentence
• Explanation
__min
3: Controlled Practice
• Choral repetition
• Individual repetition/work
• Pair work
__min
4: Less controlled practice
• Group work
• Pair work
__ min
ACTIVITIES
STUDENTS
5: Production
• Summary
• Composition
• Role plays
• Dialogues
• …
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Appendix 5
LESSON PLAN MODEL/FORMAT
Reading and Grammar
Objectives:
(i)
To practise reading for gist and detailed information
(ii)
To extract a set of phrasal verbs from a text and develop students' inferring
skills
(iii)
To provide controlled and less controlled practice of the phrasal verbs
Topic: Marriage Traditions
Skills covered: Reading and Speaking
Content covered: Vocabulary and Grammar
Crosscutting: Gender Equity
Time total: 90 minutes
Stages 1 – 7: 45 minutes
Stages 8 – 10: 45 minutes
Stages:
1. Introduction
2. Creating interest in the reading text;
3. Pre-teaching key vocabulary items;
4. Reading for gist;
5. Feedback;
6. Reading for detailed information;
7. Follow up discussion;
8. Presentation of phrasal verbs (within the reading text);
9. Checking of meaning form and pronunciation;
10. Controlled practice.
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