Ficha Técnica

Título: Inglês, Programa da 10ª Classe

Edição: ©INDE/MINED - Moçambique
Autor: INDE/MINED – Moçambique
Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique
Arte final: INDE/MINED - Moçambique
Tiragem: 1500 Exemplares
Impressão: DINAME
Nº de Registo: INDE/MINED – 6287/RLINLD/2010

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Prefácio

Caro Professor

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

Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve a necessidade de
reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser
desenvolvidas e consolidadas neste novo ciclo de estudos.

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

compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que
permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia
cada vez mais moderna e competitiva.

Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos
é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das
várias instituições de ensino e formação, quadros de diversas instituições públicas, empresas e
organizações, que colocaram a sua experiência neste exercício de transformação curricular e a quem
aproveito desde já, agradecer.

Aos professores, de que depende em grande medida a implementação destes programas, apelo ao
estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o
contingente nacional para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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Prefácio

Caro Professor

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

Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade de se
reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser desenvolvidas
e consolidadas neste novo ciclo de estudos.

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

compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários para a vida que
permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia cada
vez mais moderna e competitiva.

Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos é
resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das várias
instituições de ensino e formação, quadros de diversas instituições públicas, empresas e organizações, que
colocaram a sua sabedoria ao serviço da transformação curricular e a quem aproveitamos desde já,
agradecer.

Aos professores, de que depende em grande medida a implementação destes programas, apelamos ao
estudo permanente das sugestões que eles contêm e que convoquem a vossa e criatividade e empenho
para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã contribuirão para o combate à
pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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CONTENTS

1. Introduction
1.1 Secondary Education Curriculum Guidelines
1.2 The Challenges for the School
1.3 The Role of the Teacher

2 Grade 10
2.1 Grade 10 Proficiency Objectives
- Speaking Objectives
- Listening Objectives
- Reading Objectives
- Writing Objectives
2.2 Grade 10 contents
- Functions
- Topics
- Grammar
- Critical Thinking
- Crosscutting Issues

3 Scope and Sequence

Unit 1 - Growing Up
Unit 2 - Importance of Education
Unit 3 - Successful and Famous
Unit 4 - English in the Business World Today
Unit 5 - New Technology – Friend or Enemy
Unit 6 - Discovering the World
Unit 7 - Media
Unit 8 - Life After School

4. Assessment Standards

5. Methodology, General Teaching Approach Teaching Suggestions

and Tips

6. Assessment

7. Examination

8. Bibliography

9. Appendixes

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1. Introdução

A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se

enquadra no Programa Quinquenal do Governo e no Plano Estratégico da Educação e Cultura e
tem como objectivos:

• Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos

aprendizagens relevantes e apropriadas ao contexto socioeconómico do país.
• Corresponder aos desafios da actualidade através de um currículo diversificado, flexível
e profissionalizante.
• Alargar o universo de escolhas, formando os jovens tanto para a continuação dos
estudos como para o mercado de trabalho e auto emprego.
• Contribuir para a construção de uma nação de paz e justiça social.

Constituem principais documentos curriculares:

• O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que contém
os objectivos, a política, a estrutura curricular, o plano de estudos e as estratégias de
implementação;
• Os programas de ensino de cada uma das disciplinas do plano de estudos;
• O regulamento de avaliação do Ensino Secundário Geral (ESG);
• Outros materiais de apoio.

1.1. Linhas Orientadoras do Currículo do ESG

O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que
visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que
continuem a aprender ao longo de toda a sua vida.

O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma
componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências
relevantes para uma integração plena na vida política, social e económica do país.

As consultas efectuadas apontam para a necessidade de a escola responder às exigências do

mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das
Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre
outros desafios.

Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando uma
formação integral do indivíduo que assenta em quatros pilares, assim descritos:

Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e

estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e
formular os seus próprios juízos de valor que estarão na base das decisões individuais
que tiver de tomar em diversas circunstâncias da sua vida;

Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos

científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a
interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e
naturais;

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 Saber Fazer que proporciona uma formação e qualificação profissional sólida, um
espírito empreendedor no aluno/formando para que ele se adapte não só ao meio
produtivo actual, mas também às tendências de transformação no mercado;

Saber viver juntos e com os outros, que traduz a dimensão ética do Homem, isto é,
saber comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens
de diversas culturas, religiões, raças, entre outros.
Agenda 2025:129

Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se

organize em torno deles de modo a proporcionar aos jovens instrumentos para compreender o
mundo, agir sobre ele, cooperar com os outros, viver, participar e comportar-se de forma
responsável.

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

1.2. Os desafios da Escola

A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel
da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes
quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-
se, assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os
seus conhecimentos ao longo da vida.

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

As competências importantes para a vida referem-se ao conjunto de recursos, isto é,

conhecimentos, habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para
enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto
significa que para resolver um determinado problema, tomar decisões informadas, pensar critica
e criativamente ou relacionar-se com os outros um indivíduo necessita de combinar um conjunto
de conhecimentos, práticas e valores.

Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também
à sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a
realidade do país.

Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as

competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita,
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;

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 f) Uso de leis, gestão e resolução de conflitos;
g) Desenvolvimento do civismo e cidadania responsáveis;
h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade
bem como em relação ao alcoolismo, tabagismo e outras drogas;
i) Aplicação da formação profissionalizante na redução da pobreza;
j) Capacidade de lidar com a complexidade, diversidade e mudança;
k) Desenvolvimento de projectos e estratégias de implementação individual 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-

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curriculares sejam suficientemente desafiantes e estimulem os alunos a mobilizar
conhecimentos, habilidades, atitudes e valores.

O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao

longo do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações
para a sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre
os temas transversais.

O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que
permitem 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 de 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 espiríto 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.

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

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

• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus

conhecimentos, habilidades e valores para encontrar ou propor alternativas de soluções;
• Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento
de competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um
problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de
outras áreas do saber;
• Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los
e corrigi-los durante o processo de trabalho;
• Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo
e transformá-lo;
• Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa
perspectiva formativa.

Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à

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

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

2. Grade 10 proficiency objectives

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

Speaking objectives

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

Connect phrases in a simple way in order to describe experiences and events, own dreams,
hopes and ambitions. The learner can briefly give reasons and explanations for opinions and
plans as well as narrate a story or relate the plot of a book or film and describe own reactions,
e.g. local and traditional stories.

Listening objectives

Understand the main points of clear standard speech on familiar matters regularly encountered
in work, school, leisure (songs, local and traditional stories), etc. Understand the main point of
many radio or TV programmes on current affairs or topics of personal or professional interest
when the delivery is relatively slow and clear.

Reading objectives

Understand texts that consist mainly of high frequency everyday and job related language.
Understand the facts, description of events, feelings and wishes in personal letters, simple
poems and stories (local and traditional).

Writing objectives

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

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2.2 Grade 10 content
Throughout the cycle the following contents will be covered:

Functions:
• Accepting; • Giving advice;
• Agreeing and disagreeing; • Giving instructions;
• Apologizing; • Giving reasons;
• Arguing /explaining; • Giving suggestions;
• Asking and answering; • Greeting;
• Asking and telling time; • Identifying;
• Asking for and giving information; • Inquiring about …;
• Asking for and giving reasons; • Interrupting politely;
• Asking for something (bookshop, market, • Inviting, accepting and refusing;
shop ….); • Leading a discussion ;
• Booking (table, room …); • Making inquiries (at the hospital, airport
• Classifying (something, family …); …);
• Comparing and contrasting; • Making predictions;
• Complaining and giving reasons; • Ordering and booking;
• Confirming and denying; • Persuading;
• Defining activities/events; • Planning and giving a speech;
• Describing activities/events/objects/ daily; • Predicting;
activities/places/symptoms…; • Reporting events;
• Explaining; • Supporting ideas;
• Expressing likes and dislikes ; • Writing warning notices.
• Expressing opinions;
• Expressing preferences;

Topics and vocabulary

• Growing Up; • New Technology;
• Importance of Education; • Discovering the World;
• Successful and Famous People- • Media;
Past and Present; • Life After School.
• English in the Business World;
Today.

Grammar
• Adjectives; • Possession;
• Adverbials; • Prepositions;
• Clause and Sentence structure; • Pronouns;
• Comparison; • Tenses;
• Determiners; • The passive;
• Modals; • Transitivity;
• Mood; • Verb complementation.
• Nouns;

Critical thinking
• Analyse and describe characters in a • Evaluate one's susceptibility to corruption;
story; • Evaluate persuasiveness of arguments;
• Analyse narrative techniques in an essay; • Evaluate situations according to criteria
• Analyse problems and propose solutions; set forth in a text;
• Analyse relationships between words; • Evaluate the advantages and disadvantages
• Analyse sensitive language referring to of tourism;
disabilities; • Evaluate the quality of arguments;

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 • Analyse storytelling techniques; • Express opinions about different types of
• Analyse strategies speakers use to support storytelling;
their opinions; • Frame contrasting points of view on
• Analyse survey results; disability issues;
• Analyse the advantages and disadvantages • Hypothesize outcomes;
of ... ; • Hypothesize point of view
• Analyse use of rhyme in a poem; • Identify cause and effect;
• Challenge stereotypes; • Identify intended market of
• Classify information from the text; advertisements;
• Compare and contrast city and country; • Identify personal obstacles;
life; • Identify personal values and assumptions;
• Compare and contrast definitions; • Identify point of view in a text;
• Compare and contrast past and current; • Identify salient features of an advert;
childrearing practices; • Identify the advantages and disadvantages
• Compare and contrast points of view; of Information and Communication
• Compare and contrast two life histories; Technology (ITC);
• Compare and contrast two types of dress; • Infer information not explicit in the
• Compare and contrast types of corruption; interview;
• Compare cultural norms of dress; • Infer information not explicit in the
• Compare family histories; listening;
• Compare past and current family roles; • Infer information not explicit in the text;
• Compare past and current gender roles in • Infer word meaning from context;
Mozambican families; • Interpret a diagram and maps;
• Compare personal preferences in humour; • Interpret a cartoon, photograph and
• Compare sources of news; picture;
• Correlate an individual example with • Interpret meaning from text;
broad trends; • Interpret quotations;
• Correlate examples with abstract • Interpret statistics;
principles; • Interpret the significance of how a person
• Critique corruption dresses;
• Critique magazine and television • Interpret word usage;
advertisements; • Make judgments;
• Deliberate cases using information from • Match actions to their consequences;
the readings; • Rank the value of personal qualities;
• Develop arguments for and against an • Recognize personal assumptions about ….
issue;
• Draw logical conclusions;
• Evaluate advantages and disadvantages;
• Evaluate information according to criteria
set forth in a text;

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.

12
3. Scopes and Sequence

Unit 1- Growing Up

Unit 2- Importance of Education

Unit 3- Successful and Famous People- Past and Present

Unit 4- English in the Business World Today

Unit 5- New Technology

Unit 6- Discovering the World

Unit 7- Media

Unit 8- Life After School

13
Unit 1: Growing Up
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Discuss different ways of Functions: • Distinguish and use formal 7
addressing and relating to • Comparing and contrasting; and informal language;
people – social norms; • Describing and discussing;
• Describing a process; • Express his/her opinions on
• Discuss the importance and • Expressing opinions; social issues;
different ways of • Giving advice / reasons;
participating in public life; • Persuading; • Describe and discuss ways to
• Warning. behave at school, at home
• Discuss national values and and in the community;
the importance of preserving Vocabulary:
these; Topic related vocabulary (e.g. democracy, elections, civil • Describe and explain ways
• Discuss the importance of society...). to behave in public;
setting and pursuing personal
goals; Grammar: • Prepare and present an
• Adjectives; argument on the importance
• Discuss issues related to sex • Adverbs; of institutions in the school,
and HIV/AIDS • Conditionals: 1st, 2nd and 3rd. community and country;

Skills: • Ask and answer social issues

Speaking such as love, marriage,
• Compare past and present social roles and ways of public employment;
involvement;
• Conduct debate; • Prepare and present personal
• Express opinions; development plan;
• Interviewing;
• Ask and answer HIV/AIDS
• Making predictions;
issues and ways to prevent it.
• Offering advice;
• Reporting a survey results;

14
• Sharing background information.
Listening
• Listen for general information;
• Listen for specific information;
• Listen and take notes;
• Listen for the main idea;
• Listen to and comment on their findings.

Reading
• Identify supporting idea in the text;
• Infer words meaning from the text;
• Interpret charts and graphs;
• Read for general information;
• Read for specific information;
• Summarize paragraphs a text.

Writing
• Compose interview question;
• Practice correct use of punctuation;
• Write / Summarize a report;
• Write an advice;
• Write a composition;
• Write formal/informal letter (e.g. advice, persuade …);
• Take notes.

15
SUGGESTED ACTIVITIES:
• Rearrange paragraphs;
• Compose interview questions;
• Arrange events in a chronological order;
• Read ads aloud with proper stress and intonation;
• Read and interpret graphs or tables;
• Role play school elections campaigns;
• Write ads on maintaining the school clean;
• Write and present a small a short electoral manifest.

Critical Thinking:
• Evaluate the persuasiveness of arguments;
• Infer meanings from contexts;
• Interpret statistics;
• Analyse problems and propose solutions.

Crosscutting Issues:
• Environmental issues;
• Cultural issues;
• Civic issues.

ASSESSMENT STANDARDS

Learners:
• Can talk about personal interest and plans;
• Can compare and contrast values and policies;
• Ca sustain a short conversation on issues related to the topic;

16
• Can present an argument for safe living;
• Can read and identify the main and supporting ideas;
• Can read and interpret charts and graphs;
• Can read and summarize texts;
• Can design a simple interview questionnaire;
• Can read a letter of advice;
• Can write a composition;
• Can use adjectives ( degree of comparison);
• Can use conditional 2&3;
• Can use sequence markers.

17
Unit 2: Importance of Education
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Talk about the importance of Functions: • Describe the education system 7
education; • Agreeing and disagreeing with statements; in Mozambique;
• Ask for repetition or clarification;
• Discuss the importance of • Ask for and give information; • Talk about equality in
educating girls; • Comparing and contrasting; education opportunities;
• Describing;
• Discuss the obstacles for • Expressing opinions and preferences; • Make a presentation on girl
girls participating fully in participation in her school;
• Giving instructions;
education in their school;
• Giving suggestions;
• Describe the learning from
• Identifying and classifying ;
• Compare and contrast home and contrast them what
education in the past and • Inquiring. learned at school;
present;
Vocabulary:
• Express opinion on the
• Compare and contrast • Topic related vocabulary. importance of education for
education given at home and self;
at school; Grammar:
• Articles; • Identify successful women in
• Discuss education in the • Connectors; the community, country and
future. • Modals; the world and describe how
• Future (Predictions). education has played a role in
their.
Skills:
Speaking
• Agree and disagree with statements;
• Ask for a repetition or clarification;
• Ask for and give information;
• Compare and contrast;

18
• Express opinions.
Listening
• Listen and ask questions;
• Listen and fill in gaps;
• Listen and follow instructions;
• Listen and take notes.

Reading
• Read for the main ideas in the text;
• Read and follow instructions;
• Read for specific information.

Writing
• Compose a paragraph;
• Rearrange paragraphs in texts;
• Write a formal letter;
• Write compositions;
• Write instructions.

19
SUGGESTED ACTIVITIES:
• Compose interview questions;
• Arrange events in a chronological order;
• Identify main ideas;
• Read and interpret graphs or tables;
• Write a composition on girls education;
• Write ads encouraging girls to take active roles in social and study activities at school;
• Write and present a short talk on the importance of education;
• Make class presentation.

Critical Thinking:
• Evaluate the persuasiveness of arguments;
• Infer meaning;
• Interpret statistics;
• Analyze problems and propose solutions.

ASSESSMENT STANDARDS

Learners:
• Can sustain a short conversation on related topic;
• Can make a short presentation describing education in Mozambique;
• Can make a short presentation on the situation and importance of educating girls;
• Can read and extract the main and supporting ideas;
• Can read for specific information;
• Can write a composition describing education;
• Can use articles (Definite and indefinite);
• Can use modals;
• Can use future (Predictions).

20
Unit 3: Successful and Famous People- Past and Present
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Discuss famous and Functions: • Identify and talk about local 7
successful people in the • Arguing and explaining; and national heroes;
various fields (sports, arts, • Asking and answering;
economy, science, politics • Agreeing and disagreeing; • Identify and describe famous
…) in Mozambique; • Asking for and giving advice; and successful people in their
• Comparing and contrasting community, country and
• Discuss famous and • Describing; world;
successful people in various • Expressing opinions;
fields in the world; • Inquiring about …. • Identify and describe the
works of famous people in
• Discuss national heroes in Vocabulary: their communities, country
various fields. • Topic related vocabulary. and world;

Grammar: • Express opinion about life and

• Comparison, with er, more, as...as; like; works of successful and
famous people;
• Connectors;
• Reported speech.
• Make a presentation on life
and work of a selected
Skills:
personality.
Speaking
• Ask for repetition or clarification;
• Discuss life and works of heroes and famous people;
• Express opinions;
• Talk about good examples provided by these people.

Listening
• Listen and ask questions;
• Listen and take notes;

21
• Listen for following instructions;
• Listen for main idea;
• Listen to and evaluate various in formation.

Reading
• Locate details in the text;
• Read biographies;
• Read instructions;
• Read posters;
• Read simplified articles;
• Read the text and relate to life experiences;
• Reading for specific information;
• read for general information.

Writing
• Write short biographies;
• Write compositions;
• Write reports.

22
SUGGESTED ACTIVITIES:
• Conduct a study and make presentation on heroes and famous people;
• Describe pictures;
• Describe some ways in which these people have contributed for our well being;
• Read and categorize information;
• Read simple articles on tourism.

Critical Thinking:
• Compare and contrast points of view;
• Evaluate information according to criteria set forth in the texts;
• Identify personal values and assumptions.

ASSESSMENT STANDARDS

Learners:
• Can describe life and work of selected personality;
• Can present and argument for or against the selected personality;
• Can present agreement or disagreement on personalities lifestyle;
• Can read biographies;
• Can write short biographies;
• Can write compositions;
• Can write reports.

23
Unit 4: English in the Business World Today
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Discuss the importance and Functions: • Talk about the role of 7
use of English in the world • Explaining and arguing; English;
today; • Asking for and giving information;
• Clarifying; • Describe the importance of
• Discuss the place and role of • Comparing and contrasting; English for Mozambique,
English in Mozambique; • Describing; using examples;
• Differentiating;
• Discuss the importance of • Discussing; • Talk about the habits and
regional integration; • Expressing opinion; cultures of various English
• Giving reasons; speaking communities;
• Discuss regional bodies that • Identifying;
Mozambique belongs to; • Compare and contrast habits
• Requesting.
and cultures of English
• Discuss the cultures of the Vocabulary:
speaking communities with
various peoples that use their own;
• Topic related vocabulary.
English;
• Describe the various regional
Grammar:
• Discuss ways of improving bodies Mozambique belongs
• Reported Speech;
their own English. to;
• Used to;
• Quantitative adjectives.
• Discuss ways to improve their
English;
Skills:
Speaking
• Express opinions on the role of English and other
• Discuss personal preferences
languages in Mozambique;
on how to best learn English.
• Discuss the importance of English in Mozambique and the
world;
• Compare and contrast opinion;

24
• Give a report;
• Ask and answer questions.

Listening
• Listen and take notes;
• Listen for gist;
• Listen for main idea;
• Listen for specific information.

Reading
• Read and ask questions;
• Read and transfer information;
• Read diagrams;
• Read for specific information;
• Read for general information.

Writing
• Summarize a text;
• Write composition to suggest ways of improving the
learning of English;
• Develop interview questions;
• Write formal letters;
• Write a report;
• Write an advertisement of an English course.

25
SUGGESTED ACTIVITIES:
• Conduct a survey on the use of English in their community and country;
• Conduct an interview and report findings;
• Develop interview questions;
• Read and interpret diagrams, graphs, charts and statistics or tables on English in the world;
• Read texts about Industry, Commerce and Business;
• Write a description of how to produce beverages (alcoholic and non-alcoholic drinks) ;
• Write / Compare formal and informal letters.

ASSESSMENT STANDARDS

Learners:
• Can read a presentation describing the role and the importance of English in Mozambique and the world;
• Can make a presentation describing the habits and culture of an English speaking country and compare and contrast with their own;
• Can present and discuss personal preferences how to best learn English;
• Can read and interpret diagrams and charts;
• Can read for general and specific information;
• Can summarize a text;
• Can read a composition to suggest ways of improving the learning of English;
• Can write a report;
• Can use quantitative adjectives;
• Can use “used to” ;
• Can use the reported speech.

26
Unit 5: New Technology- Friend or Enemy
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Identify and debate about Functions: • Ask and answer about 7
technological tools used foe • Arguing; instruments used in science
sustainable development; • Asking and giving information; and technology (e.g. TV,
• Giving and following instructions; computer…);
• Identify the advantages and • Comparing and contrasting;
disadvantages of science, • Describing; • Ask and answer questions
technology and innovation in • Discussing; about science, technology and
their lives; • Explaining; innovation;
• Expressing opinion;
• Discuss the potential of new • Identifying. • Describe improvements in
technology and innovations living standards as a result of
that can improve the living Vocabulary: the use of modern technology
standards of the society; • Topic related vocabulary. in Mozambique;

• Talk about the impact of Grammar: • Give instructions and

science, technology and explanation how to use
• Countable and uncountable nouns;
innovation in the community different appliances;
• The Passive: Present and Past;
daily life.
• Verbs: do/make/manufacture/produce/invent.
• Give instructions on how to
use modern technological
Skills:
equipment (e.g. computer,
Speaking
DVD, microwave…);
• Argue;
• Ask for and give information;
• Identify and describe the
• Debate; functions of science and
• Describe a process; technological equipment;
• Discuss;
• Give instructions;
• Persuade people to use new technology. • Talk about advances in

27
 technology in Mozambique.
Listening
• Listen and ask/answer questions;
• Listen and follow instructions;
• Listen and take notes;
• Listen for details;
• Listen for general information.

Reading
• Read and follow instructions;
• Read for details;
• Read for general information.

Writing
• Write interview questions;
• Match words/sentences to pictures;
• Rearrange sentences and paragraphs;
• Report conversation;
• Write a description of a process.

28
SUGGESTED ACTIVITIES:
• Discuss aspects to consider when buying and choosing equipment;
• Draw and label different parts of instruments used in science and technology;
• Explain how solar energy is used in their community;
• Follow written and oral instructions;
• Listen and fill in the gap;
• Putting information in a sequence;
• Read and understand articles about communication and technology;
• Read instructions on diagrams;
• Write about the importance of the use of technology in farming/health/industry;
• Write description of instruments.

Critical Thinking:
• Discuss the advantages and disadvantages of using science, technology and innovation instruments;
• Analyze information from different sources in order to make informed decisions;
• Explain the influence of information technology over local culture.

ASSESSMENT STANDARDS

Learners:
• Can sustain a conversation on the topic;
• Can give instruction and explanation on how to use different appliances;
• Can identify and describe the functions of the science and technological equipment;
• Can talk about advices in the technology in Mozambique;
• Can read and follow the instructions;
• Can read for details;
• Can read for general information;
• Can write simple interview questions;

29
• Can Write a description of a process;
• Can use countable and uncountable nouns;
• Can use the Passive: present and past;
• Can use verbs: do /make/manufacture/produce/invent.

30
Unit 6: Discovering the World
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Discuss about the different Functions: • Talk about the different peoples, 7
peoples, cultures and religions • Accepting apologies; cultures and religions in
in Mozambique and in the • Accepting suggestions; Mozambique and the world;
world; • Arguing;
• Asking and giving information; • Talk about the importance of
• Discuss the importance of • Comparing and contrasting; respecting differences;
diversity; • Describing events;
• Expressing opinion and preferences; • Identify and describe sacred
• Discuss the different • Identifying and classifying. places in Mozambique and the
celebrations in Mozambique world;
and the world; Vocabulary:
• Topic related vocabulary. • Identify and describe places of
• Discuss the sacred places in interest (historical, cultural and
their community, country and Grammar: tourist) in their communities,
in the world; • Present and Past Perfect; country and world;
• Present and Past Simple.
• Describe different celebrations
• Discuss places of interest and Skills: in their community, country and
outstanding beauty in their Speaking world.
Community, country and
• Ask and answer questions;
world.
• Compare and contrast;
• Describe changes or events;
• Debate;
• Express opinion and preferences;
• Interpret diagrams;
• Practise interrupting politely.

31
Listening
• Listen for main ideas;
• Listen for specific information.

Reading
• Infer word meaning from the context;
• Locate passages in the text;
• Read and summarize;
• Read for details;
• Read for main ideas;
• Read for specific information.

Writing
• Write business letter;
• Write compositions;
• Write paragraphs of comparisons;
• Write survey reports.

32
SUGGESTED ACTIVITIES:
• Debate diversity;
• Discuss the role of culture to promote good relations among countries;
• Interpret pictures, posters and diagrams;
• Listen to guest speaker;
• Read simplified articles about culture, religions and celebrations.

ASSESSMENT STANDARDS

Learners:
• Can compare and contrast habits, practices and cultures;
• Can describe events and practices;
• Can infer word meaning from the context;
• Can locate passage in the text;
• Can write description of celebrations;
• Can write paragraphs of comparisons;
• Can write survey reports.

33
Unit 7: Media
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of hours
Students will… Students will be able to ….
• Discuss the role and Functions: • Talk about the different medias; 8
importance of the different • Agreeing and disagreeing;
medias; • Arguing and explaining; • Retell part of an episode seen on TV or
• Asking for and giving information; heard on the radio;
• Discuss the impact of the • Comparing and contrasting;
Soaps; • Expressing; • Describe some moral values on the Soaps
• Giving warnings; and compare with that of their family and
• Compare and contrasts the • Giving advice; community;
values in the Soaps with their • Making and accepting suggestions;
family, community and • Narrating events and facts; • Talk about the role and importance of the
religious values; different medias;
• Identifying ;
• Discussing.
• Discuss moral issues related • Talk about moral issues related to media;
to media;
Vocabulary:
• Topic related vocabulary (e.g. internet, TV, Radio). • Write short news items;
• Discuss the different
professions related to media. • Write short stories and plays.
Grammar:
• The Passive: Present and Past continuous;
• Past continuous;
• Past Perfect;
• Past simple.

Skills:
Speaking
• Agreeing and disagreeing with statements;
• Asking for information;
• Comparing and contrasting;
• Debate;

34
• Describe types of media;
• Discuss interests;
• Express and defend opinions;
• Give advice;
• Picture interpretation.

Listening
• Contrast view points;
• Identify stressed patens in a speech;
• Interpret speakers emotion;
• Listen and answer question;
• Listen and take notes;
• Listen for main ideas;
• Listen for specific information.

Reading
• Infer word meaning from the context;
• Locate details in a text ;
• Read and relate information with own experience ;
• Read and summarize;
• Read for specific information.

Writing
• Design posters/ pamphlets;
• Edit and evaluate letters;
• Write a cause and effect paragraph;
• Write a letter of complaint;
• Write compositions;
• Write explanations;
• Write a short news article.

35
SUGGESTED ACTIVITIES:
• Ask and answer questions from texts;
• Design awareness posters/postcards on freedom of press ;
• Interview a specialist on media and communication;
• Listen to a classmate story and take notes;
• Match sentences with the pictures;
• Role play criticizing various situations of domestic violence and child abuse;
• Write a cause and effect paragraph;
• Write a short story;
• Write a short play.

ASSESSMENT STANDARDS

Learners:
• Can sustain a short conversation on the topics;
• Can retell what he has seen or heard on TV or radio;
• Can express agreement or disagreement in relation to TV programmes or internet ;
• Can compare and contrast medias and programmes;
• Can write a short new items;
• Can use passive (Present and Past Continuous);
• Can use past continuous;
• Can use past perfect;
• Can use past simple.

36
Unit 8: Life After School
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES N. of
Students will… Students will be able to …. hours
• Discuss what they would like to Functions: • Describe and compare different types 9
do after school; • Asking for and giving information; of jobs;
• Classifying;
• Discuss advantages and • Comparing and contrasting; • Identify possible fields of studies
disadvantages of business • Recognizing and describing; (vocational training);
partnerships; • Explaining;
• Giving advice • Identify self-employment possibilities;
• Discuss the importance of • Making future plans; • Make and present future plans;
pursuing a career; • Making inquiries;
• Predicting. • Make inquiries about job
• Discuss job opportunities in opportunities;
their communities; Vocabulary:
• Topic related vocabulary. • Describe how to start small
• Talk about professional cooperatives / business partnerships;
orientation; Grammar:
• Adjectives describing personal characteristics; • State the importance of the linkage
• Discuss local initiatives for • Gerunds; between professional activities and
small business promotion in the rural economy and social
• Tenses ( revision);
community ; development of the community ;
• Conditionals (revision) ;
• Modals (revision).
• Discuss jobs and qualities • Take part in a job interview;
required for the jobs.
Skills:
Speaking • Write a letter of application for a job.
• Conduct a debate;
• Talk and make decisions;
• Talk about career option;
• Talk about future plans;
• Make predictions;

37
• Give advice.

Listening
• Listen and take notes;
• Listen for details;
• Listen for specific information (job announcements);
• Listen to the key points.

Reading
• Locate main ideas in the text;
• Read and answer a questionnaire;
• Read and summaries a text;
• Read job advertisements;
• Read personal profiles;
• Read prospectus of educational institutions;
• Reading for specific information.

Writing
• Fill in a form;
• Write a formal letter;
• Write a letter of complaints;
• Write compositions ;
• Write CVs.

38
ASSESSMENT STANDARDS

Learners:
• Can make a short presentation on future plans ;
• Can describe and compare different types of jobs;
• Can describe possible fields of studies;
• Can describe self-employment possibilities;
• Can sustain a conversation of interview type;
• Can write letter application for a job;
• Can read jobs advertisements;
• Can read prospectus of educational institutions;
• Can fill in the forms;
• Can write formal letters;
• Can write CVs;
• Can use adjectives describe personal characteristics ;
• Can use conditionals;
• Can use modals;
• Can use gerunds;
• Can use tenses.

39
4. Assessment Standards

Assessment Standard

General We know this when the learner:

• Can cope linguistically in a range of everyday situations which require a

large predictable language in the field covered by the syllabi of the cycle
• Can communicate and handle basic texts required for work, public and
academic situations;
• Can understand texts that contain facts, opinions, attitudes, moods and
wishes;
• Can understand cultural similarities and differences (social conventions and
norms; kinds of personal information you can ask/discuss in different
cultures).

Listening • Can understand and respond to questions in familiar situations (Why are
you late, What’s the matter with you?...
• Can listen and respond to a fairly complex situation (prescriptions,
recipes…);
• Can listen to some short authentic texts and take notes (a pop song, radio or
TV advertisement);
• Can listen and complete a simple chart or diagram.

Speaking • Can hold a short conversation in a familiar situation demanding a

. reasonable command of English (Introducing oneself, make polite request,
Respond appropriately to question);
• Can make him/herself understood in short contributions, even though
pauses, false starts and reformulation are very evident;
• Can explain the main points in an idea or problem with reasonable
precision;
• Can convey simple, straightforward information of immediate relevance,
getting across which point he/she feels is most important;
• Can express the main point he/she wants to make comprehensibly.

Reading • Can read and understand texts that consist mainly of high frequency
everyday social and academic related language;
• Can read and understand the facts, description of events, feelings and
wishes in personal letters, simple poems and stories (local and traditional);
• Can read for specific information;
• Can read and understand short authentic texts (e.g. newspaper and
magazine articles).

Writing • Can complete simple forms (e.g. questionnaires about favourite food,
clothes and music);
• Can write simple reports;
• Can write simple summaries;
• Can write simple connected texts on topics that are familiar or of personal

40
 interest;
• Can write personal letters describing experiences and impressions;
• Can write invitations, business letters and simple stories;

Use of • Can use reference books for language learners (bilingual or mono-lingual
reference dictionary. Textbooks, grammar books etc.).
books
Language • Can use reasonably accurately a repertoire of frequently used ‘routines’
Structure and patterns associated with more predictable situations;
and Use • Can use some simple structures correctly, but still systematically makes
basic mistakes – for example the learner tends to mix up tenses and forget
. to mark agreement; nevertheless, it is usually clear what he/she is trying to
say;
• Can use the most frequently occurring connectors to link simple sentences
in order to tell a story or describe something;
• Connect phrases in a simple way in order to describe experiences and
events, own dreams, hopes and ambitions;
• Can briefly give reasons and explanations for opinions and plans as well as
narrate a story or relate the plot of a book or film and describe own
reactions, (e.g. local and traditional stories).

41
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 topic 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 and students in the classroom. It is therefore urged that teachers implement them.
Some activities are specific to a certain unit but others are somehow recurrent.

The balance of skills and activities in this grade should be 50 percent oracy (Listening and Speaking)
and 50 percent writing (Reading and writing).

42
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 and exams. Informal assessment can occur throughout the
school year, and includes evaluating data from multiple sources, such as exercises, portfolios,
homework or assignments that enable the teacher to measure student progress.

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, ACPs and AFs)

The New Curriculum emphasizes formative assessment, which gives scope for the inclusion of
informal assessment also known as classroom assessment The inclusion of classroom assessment is
also in line with the general teaching philosophy of the constructivist approach to learning.

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

As put forward by this new syllabus, teachers are strongly recommended to include and use
formative assessment to cater for the qualitative aspect. Assessment is an important part in the

43
teaching and learning process and it cannot be disassociated from the activities, procedures, methods
and learning materials used in the classroom.

7. The Examination:
The examination as part of the assessment system assesses the competencies stated in the objective
and assessment standards. The examination assesses both productive and receptive skills. It assesses
language used in context. Being a competence based curriculum, the competences are best
demonstrated by productive skills namely speaking and writing.

Until conditions are created to provide schools with tapes and CDs for listening, listening should be
assessed together with the speaking in the interview or oral exam.

To best assess the competences of learners at the end of the first cycle it is proposed that the exam
contains the following parts:
Part 1. Interview (Listening and speaking)
Part 2. Reading and Language Use
Part 3. Writing

Part Section Task type and focus of task

1 - Interview A. speaking activities ƒ Giving information of personal nature
(Listening and B. speaking activities ƒ Candidates interact with one another in a
speaking simulated situation, or
ƒ Candidate respond to the content of a
picture or reading, or
ƒ General conversation, candidate
discusses a topic and talk about their
likes and dislikes.
2 - Reading and A Reading ƒ 4 option multiple choice
Language Use ƒ Reading for detailed comprehension;
understanding attitude, opinion and
writer purpose.
B. Vocabulary and grammar ƒ 4 option multiple choice
ƒ Understanding vocabulary and grammar
in a short text
3 - Writing A. Short writing tasks ƒ Short communicative message –
focusing on communication of specific
messages
B. Longer writing tasks ƒ A longer piece of continuous writing –
focusing on control and range of
language

44
8. 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

45
9. Appendixes

• Portfolio

• Lesson Plan Model /Format

Appendix 1

46
Portfolio

Student Portfolios: Classroom Uses

What is it?

Portfolios are collections of student work representing a selection of performance. A portfolio may
be a folder containing a student’s best pieces and the student’s evaluation of the strengths and
weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the
creation of a product, such as an essay, evolving through various stages of conception, drafting, and
revision.

More teachers have recently begun using portfolios in all subject areas. Portfolios are useful as a
support to the new teaching approaches that emphasize the student’s role in constructing
understanding and the teacher’s role in promoting understanding. For example, in teaching writing,
portfolios can function to illustrate the range of assignments, goals, and audiences for which a
student produced written material. In addition, portfolios can be a record of the activities undertaken
over time in the development of written products. They can also be used to support cooperative
teaming by offering an opportunity for students to share and comment on each other’s work.

Portfolios are valued as an assessment tool because, as representations of classroom-based

performance, they can be fully integrated into the teaching. And unlike separate tests, they
supplement rather than take time away from teaching. Moreover, many teachers, educators, and
researchers believe that portfolio assessments are more effective than “old-style” tests for measuring
academic skills and informing educational decisions.

Why try it?

Portfolios capitalize on students’ natural tendency to save work and become an effective way to get
them to take a second look and think about how they could improve future work. As any teacher or
student can confirm, this method is a clear departure from the old write, hand in, and forget
mentality, where first drafts were considered final products.

How does it work?

Although there is no single correct way to develop portfolio programs, in all of them students are
expected to collect, select, and reflect. Early in the school year, students are pressed to consider:
What would I like to reread or share with my parents or a friend? What makes a particular piece of
writing a good product? In building a portfolio of selected pieces and explaining the basis for their
choices, students generate criteria for good work, with teacher and peer input. Students need
specifics with clear guidelines and examples to get started on 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.

47
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.

Appendix 2
Lesson Plan Model /Format

48
 Topic Content Objectives Skills Cross Stages Activities Homework
And covered Cutting
Language
Teacher Student
English in Major To identify Speaking Presentation
Mozambique Languages major and Communicati - Map of - Asks students to mention - in pairs students
English languages and reading ng with Mozambique 3 major languages spoken discuss and report to
French places they are Writing foreigners in the world. class
Spanish spoken Use English
To talk about in small -Provides feedback
Functions: importance of business -in pairs look at the
- Asking for English in Fixes the map of map and locate the
and giving Mozambique Mozambique on the board countries and discuss
answers and tells the students to the languages
- expressing locate bordering countries Draw and locate
opinion and languages spoken English and
-gives feedback French speaking
Vocabulary -introduces a text about Read the text in silence countries on the
- languages the importance of English and identify the map of Africa
- Geography in Mozambique and pre- importance of English
- climate teaches key vocabulary in Mozambique
tells students to read the
Grammar text in silence and identify - report what they have
- articles importance of English in identified as the
connectors Mozambique importance of English
wh-questions in Mozambique
-past tense Gives open ended
dialogue for In pairs students
Practice completion (countries complete the
and languages spoken dialogue orally
- - ask and answer
questions about text
(with Wh-
questions)
Production Tells students to draw - draw map of
a map of Mozambique Mozambique and
and locate the inset bordering
bordering countries countries and
and languages spoken languages spoken
- asking and give
opinion about
importance of
English in
Mozambique

Follow-up

49
 Lesson Plan Model /Format

Topic Content Objectives Skills Cross Stages Activities Homework

And covered Cutting
Language
Teacher Student

50
 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 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 and As, story
telling, revision of previous lesson, etc.

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

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

Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt

issues, etc.

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

Controlled practice – The teacher guides and controls the kind of expected responses;

Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can
be achieved through improvisation, communicative actives, presentations, writing,
homework, portfolios and so on.
Observations:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

51
 LESSON PLAN FORMAT/MODEL

Name of the school

Teacher
Grade
Unit
Topic
Duration of the lesson

Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each
unit.). The objectives state what ss should be able to do by the end of the lesson in terms of language,
functions, forms, skills, vocabulary and so on. ..

STAGES SUB- TEACHER’S STUDENTS ACTIVITIES TIME

STAGES ACTIVITIES
Warm up

Presentation Elicitation

Explanation

Practice Controlled
practice

Free practice

Observations:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

52
Appendix 4

LESSON PLAN MODEL/FORMAT

Lesson No.: _________________________________________________________________
Unit: ______________________________________________________________________
Topic:______________________________________________________________________
Duration of Lesson: ___________________________________________________________
Material: ___________________________________________________________________
Skills: _____________________________________________________________________
Objectives: _________________________________________________________________

TIME STAGES ACTIVITIES

minutes TEACHER STUDENTS
__ min 1:Warm-up
• Revision
• Home-work correction
• Song
• Story
• Game
• …
__ min 2: Presentation
• T: Provides new information
(language)
• T: Elicits new language through
visual aids, realia, sentence
• Explanation

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

__min 4: Less controlled practice

• Group work
• Pair work

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

53
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

54