Classroom Observation Form631

Almirante Gilberto José
Abdala Assumane
Work of Didactic IV
CLASSROOM OBSERVATION FORMS, SCHEMES OF WORK, LESSON PLAN,

CONSOLIDATION EXERCISES AND TESTS
English Course
(Year 4, Day Shift)
Universidade Rovuma
Nampula
2024
Content Page
1. Introduction.........................................................................................................................3
2. Rationale.............................................................................................................................4
3. Objectives...........................................................................................................................5
4. CHAPTER I. Classrom observation form Teaching listening...........................................6
4.1. Scheme of work and lesson plans (teaching listening).................................................23
4.2. Consolidation exercices................................................................................................41
4.3. Tests..............................................................................................................................46
5. CHAPTER II.Classroom observation form teaching reading.........................................59
5.1. Scheme of work and lesson plans.................................................................................76
5.2. Consolidation exercises...............................................................................................102
5.3. Tests............................................................................................................................104
6. CHAPTER III. Classroom observation form teaching speaking....................................115
6.1. Scheme of work and lesson plans...............................................................................131
6.3. Tests............................................................................................................................159
7. CHAPTER IV. Classroom observation form teaching writing.....................................164
7.1. Scheme of work and lesson plans)..............................................................................178
7.3. Tests............................................................................................................................205
8. CHAPTER V. Classroom observation form teaching vocabulary..................................217
8.1. Scheme of work and lesson plans...............................................................................232
8.2. Consolidation exercise................................................................................................265
9. Conclusion......................................................................................................................280
10. Bibliography...................................................................Erro! Marcador não definido.
11. Attachments...................................................................Erro! Marcador não definido.

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1. Introduction
Effective teaching requires a keen understanding of student progress and needs, which is
where observation forms become indispensable. This portfolio presents comprehensive
observation forms tailored for the key language skills: speaking, listening, reading, writing,
and vocabulary. These forms are designed to provide educators with a structured method to
assess and support student development in each area.
Each section of this portfolio will detail the specific components of the observation forms,
illustrating their purpose and how they can be utilized in the classroom. For speaking, the
focus will be on fluency, coherence, pronunciation, and interaction. The listening section will
cover comprehension, interpretation, and response accuracy. Reading observations will
emphasize decoding, comprehension, and critical analysis, while writing assessments will
concentrate on coherence, structure, grammar, and creativity. Finally, vocabulary evaluation
will address range, usage, and context application. By the end of this portfolio, educators will
have a thorough understanding of how to implement these observation forms to enhance
teaching effectiveness and promote student language proficiency.
Also, designing effective schemes of work and lesson plans is crucial for structured and
impactful teaching. This portfolio as well presents a comprehensive guide to creating detailed
schemes of work and lesson plans, aimed at fostering a systematic and engaging learning
environment. Also, in this portfolio, each section will provide an in-depth look at the key
components of schemes of work and lesson plans. The schemes of work will outline long-
term planning, including learning objectives, assessment strategies, and resource allocation.
The lesson plans will break down these schemes into daily or weekly instructional units,
detailing specific activities, teaching methods, and assessment techniques. Each lesson plan
will include clear objectives, step-by-step procedures, differentiation strategies to meet
varying student needs, and assessment criteria to measure learning outcomes.
By following this portfolio, educators will gain valuable insights into how to design and
implement effective educational plans that foster student engagement and achievement. To
ensure that learning is both effective and enduring, consolidation exercises are incorporated
to reinforce the material covered. These activities are designed to provide learners with
opportunities to practice and internalize new knowledge and skills in a structured manner.
Moreover, assessments and tests are meticulously crafted to evaluate learners' proficiency and
progress, offering valuable insights into their strengths and areas needing improvement.
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2. Rationale
Creating a comprehensive portfolio for designing observation forms, schemes of work, lesson
plans, consolidation exercises, and tests requires a clear rationale for each component. Below
is a detailed rationale for each item:
Observation forms are essential tools for assessing and improving teaching and learning
processes. They provide a structured way to collect data on classroom interactions, teaching
methods, and student engagement. Benefits: They help identify strengths and areas for
improvement, inform professional development, and ensure that teaching practices align with
educational standards and objectives.
A scheme of work outlines the content and structure of a course over a specified period. It
ensures that all necessary topics and skills are covered systematically and coherently.
Benefits: It helps teachers plan and organize their teaching, align lessons with curriculum
standards, and ensure a logical progression of learning. It also aids in resource allocation and
time management. Lesson plans are detailed guides for individual teaching sessions,
specifying what will be taught, how it will be taught, and how learning will be assessed.
Benefits: They provide structure and direction, ensure alignment with learning objectives,
and facilitate effective time management. They also allow for reflection and improvement of
teaching practices.
Consolidation exercises reinforce learning by providing students with opportunities to

practice and apply what they have learned. Benefits: They enhance retention and
understanding, allow for application of skills in different contexts, and help identify areas
where students may need additional support. Tests are formal assessments designed to
evaluate student learning, understanding, and proficiency in specific areas. Benefits: They
provide measurable data on student performance, inform instructional decisions, and help
identify gaps in knowledge and skills. Tests also motivate students to review and consolidate
their learning. Design Considerations Design tests that are fair, reliable, and valid. Include a
variety of question types (e.g., multiple-choice, short answer, essays) to assess different skills
and levels of understanding. Ensure tests align with learning objectives and provide clear,
constructive feedback to support student improvement.
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3. Objectives
General Objective
 To systematically assess and enhance the effectiveness of teaching and learning

processes in the classroom.
Specific Objectives
 To evaluate the implementation of instructional strategies and their impact on student

learning.
 To provide constructive feedback to teachers to improve instructional practices.
 To provide a structured plan for delivering the curriculum over a specified period,
ensuring comprehensive coverage of all necessary topics and skills.
 To create detailed guides for daily teaching sessions that align with curriculum goals
and effectively facilitate student learning.
 To reinforce and solidify students' understanding and application of skills and

knowledge learned during lessons.
 To assess students' mastery of content and skills, providing measurable data on their
learning progress and proficiency.
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CLASSROOM OBSERVATION
FORM
TEACHING LISTENING
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Chapter I
Introduction
Listening skills are essential for effective communication and comprehension in both
academic and real-life contexts. Teaching listening involves more than simply hearing; it
requires developing students' abilities to understand spoken language, discern meaning, and
interpret information accurately. This chapter explores the foundational elements necessary
for effective teaching of listening skills. It encompasses the design of observation forms,
schemes of work, lesson plans, consolidation exercises, and tests all specifically focused on
enhancing students’ listening abilities. Observation forms serve as indispensable tools for
teachers to systematically monitor and assess students' listening progress. This chapter begins
by outlining the principles for creating effective observation forms that are tailored to the
nuances of listening instruction.
The chapter then delves into the design of schemes of work, which act as comprehensive
guides for planning and delivering listening instruction over a defined period. These schemes
ensure that listening instruction is coherent, sequential, and aligned with educational
standards and learning objectives. In addition to lesson plans, the chapter emphasizes the
importance of
consolidation exercises. These exercises are designed to reinforce and practice listening skills
learned during lessons, helping students to retain and apply their knowledge in various
contexts.
Finally, this chapter addresses the design of tests aimed at assessing students' listening
abilities. Well-designed tests provide valuable feedback on students' progress and proficiency
in listening, guiding further instruction and learning. The chapter outlines best practices for
creating tests that are valid, reliable, and fair, offering an accurate measure of students'
listening skills and informing subsequent instruction. By the end of this chapter, readers will
gain a comprehensive understanding of how to design and implement key components that
support the teaching and assessment of listening skills. This foundational knowledge is
crucial for developing an engaging and effective listening curriculum, ultimately contributing
to the overall language proficiency and communicative competence of students. General
Objective: to improve students' ability to comprehend and interpret spoken language.
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CLASSROOM OBSERVATION FORM
TEACHING LISTENING
Student’s Name:
Observer/Examiner: Date:
School/Program: Grade:
Directions: Read and become familiar with the items below. Then observe the teacher and
student in situations that require the use of listening skills and behaviors. After observations
have been completed, check in the columns to the right items that best describe and apply to
the student’s listening skills and behaviors as well as teacher’s performance.
Use: Clear (C) Not clear (N/C) Not Observed (N/Obs)
1. Lesson planning C N/C N/Obs
1 Teacher is well prepared and organized to carry on his/her listening lesson
2 The objectives are clear and well designed
3 Teacher brings all possible listening materials to the classroom
4 Introduces a lesson by telling the story to grasp the students’ attention and
listening
Comments:
2. Indications of Possible Hearing Problems C N/C N/Obs
1 Appear to need to watch the speaker’s face closely in order to understand?
2 Turn his/her head to one side as if attempting to turn the “favored” ear to the
speaker?
3 Tend to tire easily while listening
4 Frequently ask a certain word or expression to be repeated

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Comments:
3. Listening Skills C N/C N/Obs
1 Comprehend appropriate grade-level vocabulary words
2 Follow oral directions in the sequence given
3 Show an interest in what the speaker is saying
4 Shift attention to different speakers in situations such as a small-group

discussion
Comments:
4. Active listening skill C N/C N/Obs
1 Maintain eye contact with the speaker
2 Focuses on the purpose of listening (e.g., to provide information, answer

specific questions, give examples, etc.)
3 Demonstrates responsive reaction (e.g., nods, smiles)
4 Draws reasonable conclusions from material heard
5 Can identify main argument or ideas after presentation is complete
Comments:
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5. Steps in guided metacognitive sequence in a listening lesson C N/C N/Obs
Pre-listening activity
1 Teacher asks students to predict the possible words and phrases that they
might hear from the audio
2 Asks students to write down their predictions
First listen
3 Teacher asks them to listen the audio, and asks also to underline or circle
those words or phrases that they have predicted correctly.
Pair process-based discussion
4 Teacher asks students in pairs to compare what they have understood so far
and explain how they arrived at the understanding.
Whole-class process-based discussion
5 The teacher leads a discussion to confirm comprehension before discussing

with students the strategies that they reported using
Comments:
6. Materials/Activities C N/C N/Obs
1 Teacher uses materials which are related to the listening lesson and age
2 Each student has his/her listening material
3 Provides activities which promote the development of listening skill.
4 Refrain from talking and other activities when he/she should be listening
5 Students get to report the information previously heard
6 In the classroom there are tape records, radio, computers etc.

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Comments:
7. Closing lesson C N/C N/Obs
1 Teacher achieved his/her objectives
2 Teacher gives students an audio to the students to use as extensive listening
3 Teacher gives a homework to students to listening news and report it next

class
Comments:
General notes:
Weaknesses:
Strengths:
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TEACHING LISTENING
Name of student: ……………………………………………………………………………
Name of Observer: ………………………………... Date: …. /……/…….
School: ……………………………………... Grade: ……. Time…...h……m
Indications: Read and become familiar with the items below. Then observe the teacher and
student in situations that require the use of listening skills and behaviors. After observations
have been completed, check in the columns to the right items that best describe and apply to
the student’s listening skills and behaviors as well as teacher’s performance.
Use the letter: (C) which stands for Clear and (N/C) which stands for Not clear
1. Lesson Objective
……… Does the teacher say the objective of the lesson at the beginning of the class?
……… Does the lesson clearly state the listening skills objective that students are expected to
develop?
…….. Does the objective of the lesson go in compliances with the topic?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………
2. Pre-listening Activities
……… Are there activities to activate students’ prior knowledge or generate interest in the
listening material?
…….. Does the activities clear and comprehensible?
…….. Are there predictions or pre-teaching of vocabulary to aid comprehension?

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Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
3. During Listening
………. Is the listening material appropriate for the students’ level?
……… Are students engaged and actively listening?
………. Are there opportunities for students to listen multiple times if needed?
…….. Is there scaffolding or support provided for comprehension (e.g., visual aids, gestures,
etc.)?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
4. Post-listening Activities
…….. Are there comprehension questions or tasks to check understanding?
…….. Are there opportunities for students to discuss the listening material in pairs or groups?
…….. Are there follow-up activities to reinforce learning from the listening task?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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5. Feedback and Reflection
……. Does the teacher provide feedback on students’ listening performance?
……. Does the teacher encourage reflection on listening strategies used and areas for
improvement?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
6. Classroom Management
……. Is the classroom environment conducive to listening (e.g., minimal distractions, clear
instructions)?
……. Are students given enough time to process and respond to listening tasks?
…….. Are there strategies in place to address any challenges or disruptions during the
listening activity?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
7. Teacher Language and Interaction:
…….. Is the teacher’s language clear and comprehensible for students?
……. Does the teacher provide appropriate language support during the listening activity?
……. Does the teacher encourage active participation and interaction among students?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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8. Differentiation and Inclusion:
……. Are there strategies to support students with different learning needs during the
listening activity?
……. Are materials and tasks inclusive and accessible to all students regardless of their
background or abilities?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
9. Assessment and Evaluation:
……. How is student listening proficiency assessed and evaluated?
……. Are there opportunities for both formative and summative assessment of listening skills?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
10. Reflection and Professional Development:
……. Does the teacher reflect on their own teaching practice and consider areas for
improvement in teaching listening skills?
…….. Are there opportunities for ongoing professional development in teaching listening?
……… Does the teacher make self-evaluation after class?
Observations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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TEACHING LISTENING
Name of student:
Name of Observer: Date: / /
School: Grade: Time h m
instructions: Read the statements below, then observe the teacher and student in situations
that require the use of listening skills and behaviors. After observation check in the columns
to the right items that best describe and apply to the student’s listening skills as well as
teacher’s performance. Mark using Yes and Not
a) Preparation Yes Not
Has the teacher prepared materials and resources appropriate for

the listening activity?
Are the audio recordings clear and suitable for the learners'
proficiency level?
Has the teacher previewed the listening material to ensure it aligns

with the lesson objectives?
Observations:
b) Instructions Yes Not
Did the teacher provide clear instructions on what the students

are expected to do during the listening activity?
Are the instructions presented in a way that is easy for students

to understand?
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Observations:
c) Comprehension Yes Not
Are students actively engaged during the listening task?
Are students able to demonstrate understanding of the main ideas and

details from the listening material?
Do they accurately answer comprehension questions related to the

listening passage?
Are they focused and attentive to the audio material?
Observations:
d) Vocabulary Yes Not
Does the teacher provide support for understanding new vocabulary

encountered during the listening activity?
Are vocabulary activities integrated effectively into the listening lesson?
Does the vocabulary heard during the audio related to the topic that’s
being discussed?
Observations:
e) Listening Strategies Yes Not
Does the teacher encourage the use of listening strategies such as predicting,
summarizing, and clarifying?
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Are very clear the strategies used by the teacher?
Are students applying these strategies effectively during the listening task?
Does the teacher facilitate opportunities for students to interact with each
other during the listening activity?
Are there opportunities for pair or group discussions related to the listening
material?
Is the teacher actively monitoring students’ progress during the listening task?
Does the teacher intervene when students encounter difficulties or

misunderstandings?
Observations:
f) Post-Listening Activities Yes Not
Are there follow-up activities that reinforce the listening skills

practiced during the main task?
Do these activities provide opportunities for students to reflect on their

listening experience?
Does the teacher reflect on the effectiveness of the listening activity

after it is completed?
Are adjustments made based on observations and student performance?
Observations:
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g) Feedback Yes Not
Does the teacher provide timely and constructive feedback on students'

listening performance?
Is feedback specific and focused on areas for improvement?
Observations:
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TEACHING LISTENING
Teacher’s name: Grade: stream
School: Date: / /
This observation process aims to help teachers refine their teaching methods and strategies
for enhancing listening skills in students, ultimately improving their language proficiency and
communication abilities.
Instructions: Use this symbol (X) to point the part observed
Pre-listening observation: To ensure that the teacher prepares students adequately for the
listening task.
How well did the teacher Very well Well Not very well Not applicable
Did the teacher introduce the topic or

context of the listening activity?
Did the teacher activate prior

knowledge or engage students in a
discussion related to the topic?
Were any relevant vocabulary words

or key phrases introduced and
explained?
Did the teacher set a clear purpose

for listening?
Comments: -------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
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While-listening Observation: to evaluate the teacher's ability to facilitate active listening

during the activity.
How well did the teacher Very Well Not very Not
well well applicable
Did the teacher provide clear instructions

for the listening task
Did the teacher model good listening

behavior (e.g., maintaining eye contact,
staying focused)?
Were students engaged and attentive

during the listening activity?
Did the teacher use varied listening

materials (e.g., audio recordings, videos,
live speakers)?
Comments: --------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
Post-listening Observation: To assess the teacher's effectiveness in reinforcing listening

comprehension and promoting further language development.
How well did the teacher Very well Not very Not
well well applicable
Did the teacher initiate a follow-up

discussion or activity related to the
listening task?
Were comprehension questions used to

check students' understanding?
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Did the teacher encourage students to

express their opinions or thoughts about
the listening material?
Were any listening-related tasks assigned

as homework or for independent practice
Comments:--------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
General comments
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
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4.1. Scheme of work

and
Lesson plans
(Teaching listening)
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SCHEME OF WORK
Unit: Famous people and Idols
Grade: 12th
Objective: By the end of this unit student should be able to discuss about celebrities in the world, country and region and their idols.
Aims:
 To describe famous people in the world and different areas;
 To examining their contribution to various fields;
 To analysing their influence on public opinion, trends and.
Week Lesson Topic Skill Vocabulary Grammar Function Time
1 Famous people in the world Listening Celebrity, personality, Past tense Reporting past 45’
Speaking visionary, inspire, leader, events
1
2 Famous people in Mozambique Listening Independence, piece, Passive form Describing 45’
speaking revolutionary, courage people
3 Famous people in different fields Listening Olympian, competition, Explaining 45’

Speaking victory, trophy, leader
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4 Idols Listening Courage, leadership, Modal verbs Expressing 45’

speaking exemplary, idol, legacy, preference and
2
empower giving reason
3 5 Social media influencers Listening Instagram, WhatsApp, prepositions Expressing the 45’
speaking Facebook, likes, followers opinion and
view point
6 General revision Listening 45’

Speaking
4 7 Consolidation Exercise Listening 45’
Speaking
8 Test Listening 90’
Speaking
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Lesson Plan
Grade: 12th
Time: 45’
Topic: Famous people in the world
Objective: To engage the students to attentively listen to a short story about Mandela’s Legacy
Aims:
 To get students ready to listening the short story about Mandela’s legacy;
 To actively engage students in listening, comprehension and critical thinking skill development;
 To consolidate learning comprehension, and encourage reflection on the listening material.
Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- Past tense Reporting Resilience, piece, - Pre- teaches vocabulary - Take note
listening past events injustice, apartheid, - Asks students if they have heard - Answer teacher’s question
freedom, celebrity, about Nelson Mandela
10’ personality, leader - Asks students to predict possible - They predict the possible L, w
words that they might hear - Words that they might hear in
- Asks them to write down those words the text
- They write down
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While - Reads the text twice (see it next page - Pay attention
listening text I)
- Sooner after, asks students to circle - They circle the words that
15’ words that they have predicted and they predicted and new words
-------- --------- ----------------- new words L, w
- Reads again the text to accomplish - They listen for the second
the parts that they have caused time a text and pay attention to
confusion the parts that they have caused
confusion and take notes
Pre- - Asks students to unveil the moral of - They unveil the moral of story
listening story L, s
----------- ------------- ------------------- - Leads the discussion to confirm - They discuss about the text
10’ comprehension
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TEXT I
Mandela’s Legacy
Nelson Mandela, a beacon of hope and resilience, emerged from the depths of apartheid South Africa to become a global symbol of peace and
reconciliation. Born into a divided nation, Mandela dedicated his life to the fight against injustice and oppression. As a young lawyer, he
fearlessly challenged the discriminatory laws of apartheid, enduring imprisonment and hardship for his beliefs. Yet, even behind bars, Mandela
never wavered in his commitment to equality and freedom. After 27 years of incarceration, Mandela emerged as a unifying figure, leading South
Africa through a peaceful transition to democracy. His message of forgiveness and reconciliation touched hearts around the world, earning him
the Nobel Peace Prize and the admiration of millions. But Mandela's legacy extends far beyond his political achievements. He exemplified the
power of forgiveness and the importance of embracing diversity and unity in the face of adversity.
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Lesson plan
Topic: Famous people in Mozambique
Grade: 12th
Durations: 45’
Objective: by the end of this lesson student should be able to discuss different famous people in Mozambique
Aims:
 To prompt students to recall any prior information or experiences related to the topic;
 To get students listening the text to get main idea;
 To get students in discussing
Stage Language content Activities skill

Pre- Possessive Describing Vibrant, visionary, - Pre-teaches vocabulary - Pay attention and take not L and s
listening pronouns possession painter, resilience, - Shows students Malangatana’s - Look at the picture
galleries, museums picture and asks them whether
10’ they have heard about him or not
- Asks them, what did he use to - Answers teacher’s question
do?
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While - Plays an audio about the text - Students hear the audio about the L and
listening intitled (Malangatana: painting text w
the soul of Mozambique see it
15’ next page Appendix I)
- Asks them to take notes the - They take notes new words and
news vocabularies or unfamiliar unfamiliar words
words;
- Plays again the audio and while - They listening it again, and answers
listening asks them to answer the the questions.
questions (See them next page
Activity 1)
After - Gives a task (See it next page, - They fill the gaps L and
listening Activity 2) asks them to fill the w
20’ gaps
Appendix I
Malangatana: painting the soul of Mozambique
In the heart of Mozambique’s vibrant art scene, there lived a visionary painter named Malangatana. He was born into a humble family in the
countryside, Malangatana discovered his passion for art at a young age, using whatever materials he could find to bring his imagination to life.
His talent soon caught the attention of art enthusiasts and collectors alike, and Malangatana’s bold and vibrant paintings began to garner
international
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acclaim. Through his art, he depicted the beauty, struggles, and resilience of the Mozambican people, becoming a voice for his nation’s spirit
and culture. His works adorned galleries and museums around the world, inspiring generations with their evocative storytelling and striking
imagery.
ACTIVITY 1
In the heart of Mozambique’s vibrant art scene, there lived a visionary painter named Malangatana. He was born into a humble family in the
countryside, Malangatana discovered his passion for art at a young age, using whatever materials he could find to bring his imagination to life.
His talent soon caught the attention of art enthusiasts and collectors alike, and Malangatana’s bold and vibrant paintings began to garner
international acclaim. Through his art, he depicted the beauty, struggles, and resilience of the Mozambican people, becoming a voice for his
nation’s spirit and culture. His works adorned galleries and museums around the world, inspiring generations with their evocative storytelling
and striking imagery.
1. Answers the questions
1) Where did Malangatana born?

2) At what age he discovered his passion for art?
3) Who is considered visionary painter in the text?
4) Which materials was he using to bring his imagination?
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ACTIVITY 2
In the heart of Mozambique’s vibrant , there lived a visionary painter named . He was born into a humble family
in the countryside, Malangatana discovered for art at a young age, using whatever materials he could find to bring
to life. , soon caught the attention of art enthusiasts and collectors alike, he depicted the beauty, struggles, and
resilience of the Mozambican people, becoming a voice for his nation’s spirit and culture. galleries and museums around the
world, inspiring generations with and striking imagery.
33
Lesson plan
Topic: Famous people in different fields
Grade: 12th
Time: 45’
Objective: by the end of this lesson student should be able to discuss about different famous people in different fields.
Aims:
 To identify and categorize major fields where famous people act;

 To talk about how achievement of these famous figure can inspire others;
 Examine the influence and legacy of the individuals, both during their lifetime and beyond.
Stage/ content Teacher’s activity Student’s activity skill

time
Before Vocabulary - Shows the picture of some famous people in - Look t at the pictures L and
listening Fields, science, different fields (see them next page Appendix I s
technology, literature, image A, B, C, D, etc.)
art, figures beacons, - Asks them what did anyone do in different filed? - They answer teacher’s question
10’ inspiration - Get them in pairs, and asks them to predict what - Answers teacher’s question
they are going to hear
- Write on the board the words or expressions that -They get in pairs and predict the possible
they think that they might hear words or expressions
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While - Asks them to find out the famous people written in - They answers’ teacher question L and
listening the text and which field he/she acts w
- Reads the text twice and slowly (See it Appendix - Pay attention and listening
15’ II)
-While listening, asks them to underline the famous - They underline
people that they heard from the text
After - Still in pairs asks to discuss what each famous in - They discuss about each famous in L and
listening different field different field s
- Asks each pair to report orally to the class - They report orally to the class
20’ - Gives them a task to match (see it Task A, next - Receive and do the task
Appendix III)
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Appendix I
IMAGE A IMAGE A IMAGE A IMAGE A
Appendix II
Beacons of inspiration
Throughout history, remarkable individuals have emerged in various fields, leaving indelible marks on society. In science, luminaries like Albert
Einstein and Marie Curie revolutionized our understanding of the universe. In literature, William Shakespeare and Jane Austen crafted timeless
works that continue to captivate readers worldwide. In the arts, Leonardo da Vinci and Pablo Picasso pushed the boundaries of creativity and
expression. Sporting legends like Muhammad Ali and Serena Williams have inspired generations with their athleticism and perseverance.
Technological innovators such as Steve Jobs and Elon Musk have transformed the way we live and interact with the world. Political leaders like
Nelson Mandela and Mahatma Gandhi have fought tirelessly for justice and equality. These famous figures, among countless others, serve as
beacons of inspiration, demonstrating the power of human potential across a multitude of disciplines.
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Appendix III
ACTIVITY II
1) After listening attentively, the text, now, match the following words into its correspondence, one is done for you
Albert Einstein science revolutionized our

understanding of the universe
William Shakespeare In the arts pushed the boundaries of
creativity and expression.
Nelson Mandela Steve Jobs have transformed the way
we live and interact with the world.
Technological Political leader has fought tirelessly
for justice and equality
Leonardo da Vinci and Pablo Picasso In literature, crafted timeless works
that continue to captivate readers
worldwide
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Lesson plan
Topic: Social media influencers

Grade 12th
Objectives: By the end the lesson, student should be able to discuss the social media influence in the life
Aims:
 To get student listening the text
 To enhance students’ listening
 To discuss about the negative impact of social media
Time Stage Language Content Activity Skill

Prepositions Instagram, - Pre-teaches - Pay attention and take notes L and
Expressing Facebook, vocabulary s
Pre- the opinion WhatsApp, - asks students to -They predict the possible words that they
10’ listening and view Followers predict the possible might hear
point & words that they might
Likes listen through the topic
- Shows the pictures of - Look at the pictures
the most social media
influencers (See them
38
next page image A,

B, C, D etc.)
- Asks students to pay - they listen to the reading

attention and he reads
While the text (see it next
listening page) L and
15’ - Asks them to write - They write down s
down words that they
have predicted and new
words or expressions
- Reads again the text - Listen again the text
and asks students to
check the parts that they
have got confusion
- Asks them to answer - They answer teacher’s question L and
20’ After the questions of activity s, w
listening 1 (See it next page)
- Asks them to share - They share
their idea to the
class
39
- Asks to discuss about - They discuss

the major social media
influencers
- Gives the final - Pay attention and take notes
feedback
IMAGES
Image A Image B Image C Image D
40
TEXT
The most influencers
In today's digital age, social media influencers wield considerable power and influence over their followers, shaping trends and consumer
behavior. These individuals, often with large followings on platforms like Instagram, YouTube, and TikTok, Facebook, WhatsApp, have
become indispensable assets for brands seeking to connect with their target audience. Social media influencers leverage their authenticity,
expertise, and engaging content to build relationships with their followers. By sharing personal stories, product recommendations, and lifestyle
content, they create a sense of intimacy and trust with their audience, making their endorsements highly persuasive. Moreover, social media
platforms provide influencers with unprecedented reach and accessibility, allowing them to connect with millions of users worldwide instantly.
ACTIVITY 1
1.Read the exercise carefully and fill the proper preposition you learnt from the brackets.
a) Joseph and his girlfriend don’t post any picture.............................(with/on) Instagram
b) I use.......................(of/ with) My friend the same WhatsApp application.
c) Estefania is going to be a top social media influencer because.................(on/of) having many followers.
d) Those people from Nacaroa don’t know how to like a picture.................(of/on) Facebook.
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4.2. Consolidation exercices
42
Consolidation Exercice
1. Listen to the audio and answers the following questions
 Record 1
[Audio recording…]
Questions:
a) How many iconic figures are there in the interview?
b) What sparked Sir David fascination with nature?
c) What does Sir David hope people take away from his documentaries?
d) What drives Serena Williams to keep pushing the boundaries of tennis?
e) What advice does Serena Williams give to aspiring athletes?
2. Listen to the [audio recording…] and fill in the gaps with the appropriate verb tense
(past simple or passive)
a) Marie Curie (award) the Nobel Prize in Physics and Chemistry for her research on
radioactivity.
b) The artworks of Leonardo da Vinci (inspire) generations across various fields.
c) Beethoven's music (compose) centuries ago and (still/resonate) with

audiences worldwide.
d) Countless achievements (accomplish) by influential figures whose legacies

(endure) through the ages.
43
Consolidation Exercises
Instruction: Listen your teacher’s dictation and write down on your exercise book
1. Listen to the audio and write down the poem that that the teacher dictates.
2. Dictate your colleague a poem and check it later or.

44
Answer key
1. Interview Transcript
Interviewer: Welcome to “Celebrity Spotlight,” where we delve into the lives of famous
personalities who have left a mark on the world. Today, we have two iconic figures joining us:
Sir David and Serena Williams.
Sir David: Thank you for having me.
Serena Williams: Glad to be here.
Interviewer: Let’s start with Sir David. You've dedicated your life to exploring and documenting
the natural world. What inspired your passion for wildlife and conservation?
Sir David: My fascination with nature began at a young age, sparked by exploring the outdoors.
As I grew older, I realized the importance of preserving our planet's biodiversity for future
generations.
Interviewer: Your documentaries have educated and inspired millions around the globe. What do
you hope people take away from your work?
Sir David: I hope to raise awareness about the urgent need to protect our environment and
encourage individuals to take action in their own lives to conserve nature.
Interviewer: Thank you, Sir David. Now, turning to Serena Williams. You're one of the most
successful tennis players of all time. What drives you to keep pushing the boundaries of the
sport?
Serena Williams: I've always had a competitive spirit and a love for tennis. The desire to
challenge myself and strive for excellence is what motivates me every day on and off the court.
Interviewer: Your journey to success has been an inspiration to many aspiring athletes. What
advice do you have for those who look up to you?
Serena Williams: Believe in yourself, work hard, and never give up on your dreams. Success
doesn't come easy, but with dedication and perseverance, anything is possible.
Interviewer: Thank you, Serena.

45
2. Audio transcript
In the world of fame, many remarkable individuals have left a lasting impact on society.
Throughout history, groundbreaking discoveries have been made by scientists like Marie Curie,
who was awarded the Nobel Prize in Physics and Chemistry for her pioneering research on
radioactivity. The mesmerizing artworks of Leonardo da Vinci inspired generations, showcasing
his genius across various fields such as painting, sculpture, and engineering. The timeless music
of Beethoven, composed centuries ago, still resonates with audiences worldwide, highlighting his
mastery of composition and innovation. Countless achievements have been accomplished by
these influential figures, whose legacies endured through the ages.
Answers keys
a) Marie Curie was awarded the Nobel Prize in Physics and Chemistry for her research on
radioactivity.
b) The artworks of Leonardo da Vinci inspired generations across various fields.
c) Beethoven's music was composed centuries ago and still resonates with audiences
worldwide.
d) Countless achievements have been accomplished by influential figures whose legacies
endure through the ages.
46
4.3. TESTS
47
Nampula Secondary School
Subject: English 1rst Test Duration: 90min Date / / Grade
Name: Stream
Instructions: Listen carefully to the following audio clips about famous people from around
the world and idols. After each clip, answer the corresponding question.
SECTION I
Audio Clip 1: […audio player…] Nelson Mandela
Question 1: When was Nelson Mandela released from prison?
A) 1980 B) 1990 C) 2000 D) 2010
Clip 2: […audio player…] Albert Einstein
Question 2: What is Albert Einstein best known for?
A) Theory of Evolution B) Theory of Relativity C) Theory of Gravity

D) Theory of Quantum Mechanics
Audio Clip 3: [...audio player…] Mother Teresa
Question 3: What was the religious congregation founded by Mother Teresa?
A) Sisters of Mercy B) Missionaries of Charity C) Franciscan Sisters
D) Sisters of the Holy Cross
Audio Clip 4: [...audio player…] Pablo Picasso
Question 4: Which artistic movement was Pablo Picasso a co-founder of?
a) Impressionism b) Surrealism c) Cubism d) Expressionism
Section II: (Idols) listening to the recorder and fill the blank spaces
48
[ Audio…]
a) Today, I want to talk about .
b) Idols are individuals who inspire and influence others, often through their .
c) They can be musicians, actors, athletes, or even .
d) Idols play a significant role in shaping the and interests of their fans.
e) Whether it's through their music, performances, or work, idols have a profound impact
on society.
Section III: listening the [audio] again and answer the following questions
1. What are idols and how do they influence others?
2. Can you give examples of different types of idols mentioned in the text?
3. How do idols shape the aspirations and interests of their fans?
4. In what ways do idols impact society according to the text?
Answers
1.
2.
3.
4.
The end
49
Name: Stream
Instructions: Listen carefully to the following audio clips about famous people from around
the world and idols. After each clip, answer the corresponding question.
Part I. Listen to the [audio] and fill in the blanks with the appropriate words from the text.
(10 points)
1. The was shining brightly in the clear blue sky as Sarah and her dog, Max, set off on their
.
2. They walked along the path through the park, enjoying the and the
gentle rustle of the leaves in the breeze.
3. Sarah loved these walks with ; it was their together.
4. As they approached the small , Max suddenly dashed off, after a squirrel.
5. Sarah laughed and called out to him, his energy.
6. After a while, they continued their walk, with sticking closer to Sarah's .
Part II. Listening to the [audio] and fill in the blanks with the appropriate past tense forms
of the verbs. (6 points)
1. The sun brightly in the clear blue sky as Sarah and her dog, Max, off on their
morning walk.
50
2. They along the winding path through the park, the chirping of the birds and the
gentle rustle of the leaves in the breeze.
3. Sarah these walks with Max; it their special time together.
4. As they the small pond, Max suddenly dashed off, after a squirrel.
5. Sarah and called out to him, his playful energy.
6. After a while, they their walk, with Max closer to Sarah's side.
Part III. Pay attention to the teacher’s dictation and write what he dictates (4 points)
1.
.
51
The end
52
Name: Stream
Instructions: Listen carefully to the following audio clips about famous people from around the world
and idols. After each clip, answer the corresponding que Nampula Secondary School
stion.
Section A. Listen to the (audio) and answers the following questions
a) Who is Malangatana? (2 points)
b) What other roles did Malangatana have besides being an artist? (2 points)
c) What did Malangatana often reflect in his art? (2 points)
d) How would you describe Malangatana's artwork? (2 points)
e) What legacy did Malangatana leave? (2 points)
Section B. Complete the following sentences from the audio about prepositions
1. The cat sat the mat. (1 points)
2. The mat was the fireplace. (1 points)
3. The cat stared the flickering flames. (1 points)
4. The cat jumped the logs. (1 points)
5. The cat leaped the fire. (1 points)
6. The cat ran the room. (1 points)
7. The cat settled the window. (1 points)
8. The cat settled the curtain (1 points)
The end
53
English subject 4rst Test Duration: 90min Date: 28/08/2024 Grade 12th Name:
Stream
Instructions: The test will be based on authentic material, and it contains two sections Please listen
carefully to the following audio clips about news. After each listening take notes the main idea of the news
Section 1. Write down the main idea about the news “flood” in (audio) that you have listened.
(4 points)
Section 2. Answers the following questions from the audio that you listened in the audio
1. Which provinces in Mozambique have been affected by the recent flooding? (2 points)
2. Describe the situation in the city of Beira, Sofala province. (4 points)
3. What are some consequences of the flooding mentioned in the text? (3.5 points)
4. What are the immediate needs of the affected communities? (3 points)
5. How are international aid organizations contributing to relief efforts? (3.5 points)
The end
54
Answer key
Answer Key 1rst Test
Section I
Audio Transcript: 1 Nelson Mandela
Nelson Mandela was a prominent figure in the fight against apartheid in South Africa. Born in
1918, Mandela became involved in anti-colonial politics and joined the African National
Congress in 1943. He was imprisoned for 27 years for his activism before being released in
1990. Mandela went on to become the first black president of South Africa in 1994, serving until
1999.
Answer Key: Question 1 - b) 1990 Audio
Transcript 2: Albert Einstein
Albert Einstein was a German-born theoretical physicist who developed the theory of relativity,
one of the two pillars of modern physics. He was born in 1879 in Ulm, in the Kingdom of
Württemberg in the German Empire. Einstein is best known for his mass-energy equivalence
formula E=mc², which has been dubbed "the world's most famous equation."
Answer Key: Question 2 - b) Theory of Relativity
Transcript 3: Mother Teresa
Mother Teresa, born Anjezë Gonxhe Bojaxhiu, was an Albanian-Indian Roman Catholic nun and
missionary. She founded the Missionaries of Charity, a Roman Catholic religious congregation,
which in 2012 consisted of over 4,500 sisters and was active in 133 countries. Mother Teresa
was known for her charitable work with the poor and sick in Kolkata, India.
Answer Key: Question 3 - b) Missionaries of Charity
Transcript 4: Pablo Picasso Pablo Picasso was a Spanish painter, sculptor, printmaker,
ceramicist, and stage designer who is widely regarded as one of the most influential artists of the
20th century. He is known for co-founding the Cubist movement, the invention of constructed
sculpture, and the co-invention of collage.
55
Answer Key: Question 4 - c) Cubism
Section II idols
Transcript:
Today, I want to talk about idols. Idols are individuals who inspire and influence others, often
through their talent, charisma, or achievements. They can be musicians, actors, athletes, or even
social media personalities. Idols play a significant role in shaping the aspirations and interests of
their fans, who often look up to them as role models. Whether it's through their music,
performances, or humanitarian work, idols have a profound impact on society. Let's take a
moment to appreciate the diverse array of idols and the positive influence they have on the
world.
a) Answer: idols
b) Answer: talent, charisma, or achievements
c) Answer: social media personalities
d) Answer: aspirations
e) Answer: humanitarian
Section III
Answer Key:
1. Idols are individuals who inspire and influence others through their talent, charisma, or
achievements. They play a significant role in shaping the aspirations and interests of their fans.
2. Examples of different types of idols mentioned in the text include musicians, actors, athletes,
and social media personalities.
3. Idols shape the aspirations and interests of their fans by serving as role models, whether
through their music, performances, or humanitarian work.
4. Idols have a profound impact on society through their music, performances, or humanitarian
work, influencing the values and behaviors of their fans.
56
Answer key of 2nd Test
Part I
Audio Transcript
Text
The sun was shining brightly in the clear blue sky as Sarah and her dog, Max, set off on their
morning walk. They walked along the winding path through the park, enjoying the chirping of
the birds and the gentle rustle of the leaves in the breeze. Sarah loved these walks with Max; it
was their special time together. As they approached the small pond, Max suddenly dashed off,
chasing after a squirrel. Sarah laughed and called out to him, enjoying his playful energy. After a
while, they continued their walk, with Max sticking closer to Sarah's side.
Answer key
1. sun..............morning walk
2. winding..................chirping of the birds
3. Max....................special time
4. pond....................chasing
5. playful...............enjoying
6. side....................Max
Part II
Answers key
1. was shining, set 2. walked, enjoying 3. loved, was 4. approached, chased
5. laughed, enjoying 6. continued, sticking

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Part III. Text to be dictated
[Audio Transcrit]
Today, we're going to talk about social media influencers and famous people in the world. Social
media has revolutionized the way we perceive fame and influence. The Influencers on platforms
like Instagram, YouTube, and TikTok have amassed huge followings, often rivaling those of
traditional celebrities. These influencers can have a significant impact on their audience's
purchasing decisions, lifestyle choices, and even societal trends. Similarly, traditional celebrities,
such as actors, musicians, and athletes, wield considerable influence both on and off social media
platforms.
58
Answers key for 3rd Test
Section A
Audio Transcript
The cat sat on the mat beside the fireplace. It stared at the flickering flames between the logs.
Suddenly, it jumped over the logs into the fire, then quickly leaped out of the flames. It ran
around the room, finally settling beneath the window near the curtain."
Answer key
Section B. My idol
Transcript
A. Hey, have you ever heard of Malangatana?
B. Yeah, isn't he that amazing Mozambican artist?
A. Exactly! His artwork is so vibrant and full of life. Did you know he was also a poet and a
politician?
B. Yeah, I heard he was quite involved in the struggle for Mozambique's independence.
A. Absolutely. His art often reflects the struggles and triumphs of his people. It's truly inspiring.
B. I agree. His use of colors and symbolism is just incredible. He's definitely left a lasting legacy.
A. Definitely. I'd love to see some of his pieces in person one day. B. ok see you
Section B answer key
a) Malangatana is an amazing Mozambican artist.

b) Malangatana was also a poet and a politician.
c) Malangatana's art often reflects the struggles and triumphs of his people.
d) Malangatana's artwork is vibrant, full of life, and uses colors and symbolism incredibly.
e) Malangatana left a lasting legacy through his art, poetry, and political involvement.
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Answers key for 4th Test
Audio transcript
Flood
The flooding in Mozambique has impacted several provinces, including Sofala, Zambézia, and
Nampula. In Sofala province, the city of Beira, which is prone to flooding, has been particularly
hard hit, with reports of homes submerged and roads impassable. In Zambézia province, villages
along the Zambezi River have been inundated, leading to widespread displacement of residents
and destruction of crops. Nampula province has also experienced flooding, leading to disruptions
in transportation and communication networks. The consequences of the flooding are dire, with
many people left homeless and in urgent need of shelter, clean water, and medical assistance.
Crops have been destroyed, posing a threat to food security in the affected areas. The flooding
has disrupted essential services such as electricity and sanitation, exacerbating the humanitarian
crisis. Immediate relief efforts are underway, but the long-term recovery and rebuilding process
will be challenging.
Section A
Answer key
1. Sofala, Zambezia, and Nampula provinces have been affected by the recent flooding.
2. The city of Beira in Sofala province has been hard hit, with reports of submerged homes
and impassable roads.
3. Consequences include widespread displacement, destruction of crops, disruptions in

transportation and communication networks, threats to food security, and risks of
waterborne diseases.
4. The affected communities are in urgent need of shelter, clean water, and medical
assistance.
5. International aid organizations are contributing by mobilizing resources and providing

support such as shelter, food, and medical assistance.
60
5. CHAPTER II
FORM
TEACHING READING
61
Chapter 2
Introduction
The ability to read proficiently is foundational to academic success and lifelong learning.
Teaching reading involves not only imparting the technical skills of decoding text but also
fostering a deep comprehension and appreciation for written material. This chapter focuses on
the essential components required for effective teaching of reading skills. It covers the design of
observation forms, schemes of work, lesson plans, consolidation exercises, and tests all
specifically aimed at enhancing reading abilities. Observation forms are vital tools for teachers to
systematically monitor and assess students’ reading progress. These forms provide a structured
method for capturing detailed observations on various aspects of reading performance, such as
fluency, accuracy, and comprehension.
The chapter then transitions to the design of schemes of work, which serve as strategic plans for
teaching reading over a specified period. These schemes of work ensure that reading instruction
is coherent, sequential, and aligned with educational standards and goals. They provide a clear
framework that guides both teaching and learning processes.
In addition to lesson plans, consolidation exercises play a crucial role in reinforcing reading
skills. These exercises are designed to help students practice and internalize what they have
learned, ensuring that they retain and can apply their reading abilities in different contexts.
Effective consolidation activities support long-term mastery and confidence in reading.
Finally, this chapter addresses the design of tests aimed at assessing students' reading abilities.
Well-crafted tests are essential for evaluating students' progress and proficiency in reading. The
chapter provides guidance on creating tests that are valid, reliable, and fair, offering an accurate
measure of students' reading skills and informing subsequent instruction. General Objective: to
enhance students' reading comprehension and critical analysis skills.
62

TEACHING READING
Teacher Observer
Course Number of students present
Name of the school Level_ Date of observation
Date/time of observation Location
The purpose of this observation is to appraise teacher’s ability in teaching reading in English
class, and consequently help him/her to improve his/her weakness in the teaching reading as well
as to see the techniques used by teacher to teach reading.
In order to identify the points done by teacher during his/her classes in teaching reading will be
used YES / NO answers to differentiate things done and not done in the teaching environment
about reading.
1. Component I. Classroom climate
Yes Not
1 Teacher is well-prepared for teaching reading lesson
2 The objective of the lesson is quite clear
Many types of authentic reading materials such as magazines, newspapers,
3 novels and non-fiction works are displayed and are available for children to
read independently.
There is active participation and social interaction among students in
reading
4
class and instruction in the classroom.
Comments:
63
2. Component II. Pre-reading phrase
1 During the pre-reading discussion, is the teacher asking the children to

preview the text by having them read the title of the section, look at the
illustration and then discuss the possible contents of the text?
2 Does the teacher encourage children to activate their background knowledge
through the use of charts, webs, anticipation guides, illustrations etc.?
3 Does the teacher introduce and discusses the new vocabulary words in a
meaningful context, focusing on those new words that are central to
understand of the reading text?
4 Are the students encouraged to state or write prediction related to the topic of
the reading section?
Comments
3. Component III. While reading
1 At appropriate points during the reading of the section, does the teacher ask
the children to evaluate their initial predictions?
2 Does the teacher ask the student to identify or read aloud portion of text that
confirmed or disapproved predictions they had made about the section?
3 Does the teacher periodically assess the student’s ability to monitor meaning
in reading lesson?
Comments:
64
4. Component IV. Post-reading
1 During the post-reading discussion, does the teacher ask the children to read
aloud section of the text that substantiated answers to questions and confirm
or disapprove predictions they made about the section?
2 Does the teacher ask the students to retell the material they had read
concentrating on major events or concepts?
3 Student is able to use skimming to locate information
4 Student is able to identify the beginning, middle, and end of a book he or she
has read.
Comments:
5. Component V. Skill and strategies instruction
1 Were the students encouraged to use before, during and after reading as
appropriate?
2 Is the reading skill and strategy instruction moved children toward
independent use through scaffolding?
3 Was Explicit skill and strategy instruction provided and applied in the context
of the reading section?
Comments:
6. Component VI. Basic Skills
1 Does the student read from left to right, top to bottom?
2 Does he/she read with finger/pointer?

3 Does he/she read most words accurately?
65
4 Does he/she read at appropriate speed?

5 Does he/she alter voice to suit punctuation?
Comments:
66
TEACHING READING
Teacher's Name
Objective(s) of the Lesson
Materials Used
Date of Observation / / Grade Level/Class
This observation aims to observe teaching reading, in order to empower the teacher in his/her
teaching process.
Note: use the words, Well……….. Very..........Not very well
1) Lesson Components
 Introduction: How did the teacher introduce the reading activity?
 Instruction: What strategies/methods did the teacher use to teach reading?
 Engagement: How engaged were the students during the reading activity?
 Differentiation: Did the teacher differentiate instruction for diverse learners?
2) Assessment/Evaluation
How did the teacher assess student understanding/comprehension during the lesson?
Were there any formal or informal assessments used?
3) Student Participation
How actively did students participate in the reading activity?
Were there any notable instances of student engagement or disengagement?

67
4) Classroom Management
How did the teacher manage the classroom during the reading activity?
Were there any behavior management strategies employed?
5) Teacher-Student Interaction
Describe the level of interaction between the teacher and students during the reading activity.
Were there opportunities for student questions and discussions?
6) Feedback and Support
How did the teacher provide feedback and support to students during the reading activity?
Were there opportunities for peer feedback or self-assessment?
Based on the observation, what are the strengths of the reading instruction observed?
7) General observation
8) Recommendations
68
CLASSROOM OBSERVACTION FORM
TEACHING READING
Observer’s Name
Date / / Time h min. Grade Level/Class Period
School
This observation aims to observe teaching reading, in order to help the teacher in his/her teaching
process.
Use the words NOT or YES to point out the points observed
A. Preparation
Lesson plan prepared
Materials organized (books, worksheets, etc.)
Reading level appropriate for students
Clear explanation of the reading objective
Engaging introduction to the text/topic
Activation of prior knowledge
B. Instruction
Explicit teaching of reading strategies (e.g., decoding, fluency, comprehension)
Modeling of strategies by the teacher
Guided practice opportunities for students
Differentiated instruction based on student needs (e.g., small group

instruction, scaffolded tasks)
69
C. Engagement
Student interest in the reading material
Active participation during reading activities
Varied and engaging activities to maintain student interest
Accommodations for diverse learners (e.g., English language learners, students

with learning disabilities)
D. Assessment
Ongoing assessment of student understanding
Use of formative assessment strategies (e.g., questioning, observation)
Formal or informal assessment of reading skills
E. Student Participation
Student engagement with the text
Discussion participation
Peer interaction during reading activities
Clear expectations for behavior during reading activities
Smooth transitions between activities
Minimization of distractions during reading time
F. Teacher-Student Interaction
Supportive and positive interactions between teacher and students
Opportunities for student questions and contributions
Responsive teaching to student needs
Timely and constructive feedback provided to students
Supportive assistance for struggling readers

70
Overall observation
Straightness
Weakness:
71
TEACHING READING
Name of the observer:
Name of observed teacher:
Date of observation / / Grade Stream Duration: period:
This form of observation is exclusively for observation teaching reading, so that help the teachers
in their teaching pointing their straights and weakness. However, use “Observed” and “Not
Observed” to indicate parts observed
a. Reading Environment
Adequate lighting
Comfortable seating
Minimal distractions
b. Pre-Reading Skills
Holding the book correctly

Turning pages one at a time
Pointing to words while reading
c. Reading Behaviors
Reading aloud or silently

Finger tracking while reading
Pausing at punctuation marks
Re-reading when encountering difficulties
72
d. Comprehension Strategies
Making predictions before reading

Asking questions while reading
Summarizing after Reading
Making connections to personal experiences or other texts
e. Vocabulary and Word Recognition
Recognizing sight words

Using context clues to understand new words
Demonstrating phonemic awareness
f. Fluency & Reading Comprehension
Reading with appropriate speed

Smoothness of Reading
Expression and intonation
Understanding the main idea
Identifying supporting details
Drawing inferences from the text
Identifying cause-and-effect relationships
g. Reading Response
Retelling the story in own words

Expressing opinions about the text
Making connections to personal experiences or other texts
Predicting what might happen next
73
h. Monitoring and Self-Correction & Attitude Towards Reading
Recognizing errors and correcting them

Using decoding strategies to figure out unfamiliar words
Asking for help when needed
Enjoyment of Reading
Confidence in reading abilities
Persistence when facing challenges
Interest in exploring different genres and topics
i. Reading Habits & Reading Goals
Frequency of Reading
Length of time spent reading
Variety of reading materials explored
Setting personal reading goals
Monitoring progress towards goals
Reflecting on achievements and areas for improvement
General Observation:
74
TEACHING READING
Observer: Date: / /
Teacher observed:
Subject and grade level taught: Subject: Grade:

th
12
Directions for observation:
Use this symbol (√) on the box provided for each indicator that you think is observable during
the classroom teaching.
1. Pre-Reading Stage Observation
Objective: To evaluate how the teacher prepares students for reading comprehension
The teacher: Observable indicators

How does the teacher introduce the reading material and engage
students' prior knowledge?
Is the teacher setting clear objectives and generating interest in the
reading material?
Are pre-reading activities effectively activating students'
background knowledge and vocabulary?
How does the teacher assess students' readiness for the upcoming
reading task?
Comments:------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------
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2. While reading Stage Observation
Objective: To assess the teacher's ability to guide students during the reading process.

How does the teacher facilitate active listening and
comprehension during reading?
Are there strategies in place for students to monitor their
understanding while reading?
Is the teacher encouraging meaningful discussions and
interactions around the text?
How does the teacher address any comprehension
difficulties that arise during reading?
Comments:
3. Post-Reading Stage Observation
Objective: To measure the effectiveness of the teacher's post-reading activities

What strategies does the teacher employ to reinforce comprehension
after reading?
Are there opportunities for students to reflect on and discuss the
reading material?
How does the teacher assess students' comprehension, such as
through questions or assignments?
Is the teacher encouraging critical thinking and analysis of the text in
the post-reading phase?
76
Comments:
77
5.1. Scheme of work

and
Lesson plans
(Teaching reading)
78
SCHEME OF WORK
Grade: 12th
Unit: Discovering the world
Objective: By the end of this unit student should be able to discuss about the different issues about Mozambique and the world
Aims:
 To talk about the importance of diversity;

 To discuss the sacred places in their community and in the world;
 To discuss the different celebrations in Mozambique and in the world.
Week Lesson Topic skill vocabulary Grammar function Time

1 1 Worldwide discoveries Reading and Cunning, continent, city, earth, Present simple Describing 45’
speaking geographic, individuality, tense character
country
2 The diversity of people Reading and Ethnicity, race, nationalities, Modal verbs Explaining 45’
in the world speaking language, religion, identity,
emigrant, food
2 3 Customs and practices Reading and Tradition, ritual, cerimonies, Conditional Making 45’
speaking festival, taboos sentences predicition
4 Globalisation Reading and International, homogenization, Future forms Expressing 45’
speaking migration, citizenship, opinion
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3 5 Preserving our Culture Reading and Legacy, heritage, customs, Modal verbs Expressing 45’
speaking tradition, conservation, opinion
6 The world in 21rst Reading and Internet, cultural, gender, Future tense 45’
century speaking inequality, multiculturel
4 7 Consolidation test 45’
8 Test
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Lesson plan
Topic: A worldwide Discoveries
Objective: By the end of this lesson student should be able to discuss about the worldwide discoveries
Aims:
 To get students reading the text;

 To read and comprehend a short passage;
 To identify key information, and answer comprehension questions.

Pre- Present Describing Cunning, - Pre-teaches vocabulary; - listen and take notes R
reading simple character continent, - Writes the topic on the board - they suggest the words that can be and
city, earth, “A worldwide discoveries” and found in the topic s
10’ geographic, asks them to point out the words
individuality, that can be found from the text
country that they will read;
- Engage students in a brief - they discuss a bit about the topic
discussion about the topic of the
passage they will be reading.
- Activate prior knowledge by - answer teacher’s questions
asking questions related to the
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topic and encouraging students to

share their thoughts and
experiences.
- asks them to be in pairs - they sit in pair
During - Distributes printed copies of the - receive the printed copy
reading passage to each pair. (See it next
page, Text I) R
15’ - Encourage students to read the - They read it silently and
passage silently at their own w
pace. - they highlight the challenging or
- As students read, encourage important words or phrases
them to use highlighters or
colored pencils to mark any
words or phrases they find
challenging
or important
After - After reading, leads a class - Answers teacher’s question
reading discussion to ensure R
understanding of the passage, and
20’ teacher asks comprehension s
questions to assess students’
understanding of the main idea;
(See Activity 1, next page)
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- Uses the whiteboard to jot - they answer teacher’s question

down key points and answers;
- Asks them to discuss about the - they discuss about the text in pairs
text in pairs, giving their opinion and give their opinion
of what they have read
Text I
The World Needs Men
The world needs men who cannot be bought;
whose word is their bond;
who put character above wealth;
who possess opinions and a will;
who are larger than their vocations;
who do not hesitate to take
chances;
who will not lose their individuality in a crowd;
who will be as honest in small things as in great things;
who will make no compromise with wrong;
whose ambitions are not confined to their own selfish desires;

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who will not say they do it “because everybody else does it”;
who are true to their friends through good report and evil report, in adversity as well as in prosperity;
who do not believe that shrewdness, cunning, and hardheadedness are the best qualities for winning success;
who are not ashamed or afraid to stand for the truth when it is unpopular;
who can say “no” with emphasis, although all the rest of the world says “yes.”
Can you be that man? The world needs you to be that man.
ACTIVITY 1
1. Read the text and answer the following question
a) What is the title of the text?
b) What is the text for?
c) Which kind of men does the world need?
d) The men referred in the text, should be honest in which things?

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Lesson plan
Grade: 12th
Time: 45’
Topic: The diversity of people in the world
Objective: By the end of this lesson student should be able to discuss the diversity of people in the world by reading and discussing
various texts.
Aims:
 To get student talking about the diversity of people;

 To get student reading a text about worldwide diversity;
 To discuss about cultural diversity
Stage/time content Teacher’s activity Student’s activity Skill

Vocabulary: - Pre- teachers vocabulary - Pay attention
Ethnicity, race, - Shows them the pictures about the - Look at the pictures
Pre-reading language, religion, worldwide diversity (see them next S and l
identity, celebrating, page picture, A, B)
10’ experiences, food, - Asks students to make predictions - they predict the possible words or
cloths about the content of the texts based on phrases based on the pictures
the pictures.
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-Get students discussing the - they discuss the importance of diversity

importance of diversity and how it and how it enriches our live
enriches our lives;
- Asks them to sit in pairs - they sit in pairs
While Grammar and function - Gives each pair a printed text to read - they receive the printed the text R and
reading (See it in the next page, Text A). w
-Instruct students to read their - Pay attention the teacher’s instruction
15’ assigned text carefully, silently,
paying attention to the characters and
cultures depicted
- while reading the text teacher asks - They answer the questions
them to answers the questions (See it
next page, Activity 1)
After Grammar: - Still in pair assigns each pair a - pay attention
reading modal verbs different aspect of diversity to focus
on (e.g., race, ethnicity, religion, R and s
20’ status).
- Leads a class discussion on what - They discuss what they have read
students learned about diversity
through reading.
- Asks them to read their answers to -They report their answers through reading
the class to the class
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- Encourage them to share their - They share their thoughts on the

thoughts on the characters, cultures, characters, cultures presented in the text
and themes presented in the text.
PICTURES
Picture A Picture B
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Text A
Celebrating Diversity
In our world, there are countless people, each unique in their own way. From the bustling streets of busy cities to the quiet corners of
rural villages, diversity surrounds us everywhere we go. People come in all shapes, sizes, and colours, each with their own story to
tell. Some of us speak different languages, celebrating the rich tapestry of cultures that make up our global community. From spicy
foods to traditional dances, every culture brings something special to the table. And even within cultures, there are endless variations,
showing us that diversity exists not only between but also within communities.
Our differences should be celebrated, not feared. They are what make life interesting and beautiful. Just as a garden might make more
vibrant by its diverse array of flowers, so too is our world enriched by the diversity of its people. When we embrace diversity, we
might open ourselves up to new experiences and perspectives. We should learn from one another, growing and evolving together as a
human family. So let us celebrate the diversity of people in our world, recognizing that it is our greatest strength and our most
precious gift.
ACTIVITY 1
1. read the text and answer the questions below
a) What is the title of the text?
b) Are the people in the world speaking the unique language?
c) How many variations are there within the culture?
d) What does happen id we open our ourselves?
e) Are the people in the same shape, size?

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Lesson plan
Topic: Customs and practices
Materials: Copies of the texts; Notebook or worksheet for recording key points and reflections; Pens/pencils
Objective: By the end of this lesson student should be able to develop their reading comprehension skills while learning about various
customs and practices from around the world.
Aims
 To identify cultural differences and similarities through reading texts.

 To engage students in reading a text about customs and practices
 To discuss different customs and practices around in Mozambique and around the world.

Pre- reading Conditional Making Tradition, ritual, - pre-teaches vocabulary; - Pay attention S
sentence prediction cerimonies, - Asks students to share any - They share to the and l
10’ festival, taboos customs or traditions they are class any customs and
familiar with. practice that they are
familiar with
While reading Festival, vibrant, - Asks students to be in pairs; - They get in pairs R
ritual, symbol, - Provide each pair with a - they receive the text and s
15’ drummers, different text about a custom or from the teacher
heritage, practice from a specific country.
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instruments, (see them next page Texts A,

homage, B C)
communities - Instructs students to read the -, they read the text
text carefully, highlighting or carefully and highlight
jotting down important the important
information about the custom information about the
or practice described. customs or practice
described in the text;
- Encourage students to discuss - they discuss the
within their pair and share their similarities and
thoughts on any similarities or differences compared
differences they notice to their culture
compared to their own culture.
- Circulates among the groups to
offer assistance and facilitate - keep discussing
discussions.
After reading - Asks each pair to share a - they share them to the R
summary of the custom or class; and s
20’ practice they read about and
any interesting observations
they
made.
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- Prompts them to write about -They write any

one custom or practice that they interesting customs and
found particularly interesting practice as well as any
and why, as well as any similarities they noticed
similarities or differences they compared to their
noticed compared to their own culture
culture and report to the class
reading
- Gives a final feedback -Pay attention and take
notes
Text
Text A: Celebrating Diwali
Diwali, also known as the Festival of Lights, is a vibrant celebration observed by millions of people across India and around the world.
It usually falls in October or November, marking the triumph of light over darkness and good over evil. During Diwali, families clean
and decorate their homes with colourful rangoli patterns and bright diyas (oil lamps). They wear new clothes and exchange gifts with
loved ones. One of the most important rituals of Diwali is the puja (prayer) performed to honor the goddess Lakshmi, who symbolizes
wealth and prosperity. People light candles and offer prayers for blessings in the coming year. Diwali is also a time for forgiveness
and reconciliation. Families and friends come together to mend relationships and strengthen bonds. It is a time of unity and
togetherness, as people share laughter, love, and goodwill. Overall, Diwali is a time of celebration, reflection, and renewal. It brings
people together, regardless of their backgrounds, to rejoice in the triumph of light and goodness.
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Text B: Celebrating Durbar festival
The Durbar festival is a vibrant and colorful cultural event celebrated in Nigeria, including Kano, Katsina, Sokoto, and Zaria. This
annual festival is a grand display of pomp, pageantry, and equestrian skills. During the Durbar festival, participants, dressed in
traditional attire adorned with elaborate embroidery and jewelry, gather in large numbers. The highlight of the festival is the
procession of horsemen, known as the “Durbar” who showcase their riding skills while carrying flags, spears, and swords.
Accompanied by drummers and musicians playing traditional instruments, the horsemen parade through the streets, paying homage to
the emir or local ruler. Spectators line the streets to witness the spectacle, cheering on the participants and celebrating the cultural
heritage of the region. The Durbar festival serves as a symbol of unity, prestige, and tradition, bringing together people from diverse
backgrounds to celebrate their shared heritage.
Text C: Celebrating marrabenta festival
The Marrabenta Festival of Mozambique is an annual celebration that pays homage to the vibrant and rhythmic music genre known as
Marrabenta. Originating in the southern regions of Mozambique, Marrabenta music blends African rhythms with Portuguese
influences, reflecting the country’s diverse cultural heritage. During the festival, musicians, dancers, and enthusiasts from across
Mozambique gather to showcase their talents and celebrate this unique musical tradition. Live performances by renowned Marrabenta
artists electrify the atmosphere, captivating audiences with infectious beats and soulful melodies. In addition to music, the Marrabenta
Festival features dance competitions, cultural exhibitions, and workshops that explore the history and significance of Marrabenta
music. It is a testament to the resilience and creativity of the Mozambican people. Through Marrabenta music, they express their joys,
sorrows, and aspirations, forging connections and fostering unity within their communities.
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Lesson Plan
Topic: Globalisation
Time:45’
Grade: 12th
Objectives: By the end of the lesson students will be able to discuss about globalisatiuon through reading text
Aims:
 To develop students’ reading comprehension skills.

 To expand students’ vocabulary in the context of the text.
 To foster critical thinking and encourage creative expression.
Stage / Time Contents Teacher’s activity Students’ s activity Skills
Before Vocabularies -Pre-teaches the vocabularies -Listen and take notes L

Reading International,migration, - Writes the topic of the text on the board - Pay attention and take note and s
( 10 min ) Diaspora,citizenship,global “Globalisation”.
-Asks students to predict what they think it -Ss predidict what they think it
might be about based on the title. might be about based on the
title.
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While Grammar and -Distributes printed copies of the text to each -Ss receive the copies and read R
Reading Fuctions student (Text, see it next page) and and
( 15 min ) encourages them to read it silently. w
-Asks them to underline any words or phrases -They underline any words or
they find challenging. phrases they find challenging.
-After reading, posses questions to check -They check questions and
their understanding of the text. answer them.
“Does globalisation help our daily life, why?”
After Grammar and -Revisits the vocabulary words from before -They pay attention on S and
Reading Fuctions reading. teacher’s revisit. w
( 20 min ) -Asks students to share their understanding of -Ss share their understanding
these words in the context. of the words in the context of
the story.
-Engages students in a discussion about the -Ss discuss about the
importance of globalisation. importance of globalisation.
-Asks them to answer the questions (see it -they answer the questions.
next page activity B)
- Teacher gives the feedback of all the task - pay attention and take notes
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Text
Globalisation
Globalisation is the process of increased interconnectedness between countries and regions around the world. This includes the
movement of people known as migration, where individuals or groups of people leave their home country to settle in a different one.
This can lead to the formation of diasporas, where communities of people with a shared cultural or national identity are scattered
around the globe. Globalisation also involves the concept of citizenship, which refers to the rights and responsibilities that individuals
have as members of a particular country. In an international and global context, citizenship can take on new meanings as individuals
navigate multiple identities and allegiances across national borders.
Overall, globalisation has led to the breakdown of traditional boundaries and the creation of a more interconnected and interdependent
world. It has transformed the way we think about nations, cultures, and relationships, highlighting the importance of understanding the
complexities of our globalized society.
ACTIVITY A
1. Is globalisaation importance in terms of development , why?
2. Point out the importance of it.
3. Present the advanteges and desadvantages of globalization you see in your coutry.
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ACTIVITY B
1. Ready carefully the text in your hand and answer the following questions.
a) What do you understand by globalisation?
b) How do we call the rights and responsibilities that an individual has member of a particular country?
c) The word international involves:
a) Provinces b) villages c) all the world d) one county
d) Write 4 people that represent your contry in diaspora.
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Lesson Plan
Topic: The world in 21st century
Time:45’
Grade: 12th
Objectives: By the end of this lesson, students will be able to comprehend and interpret through text the world in 21st century.
Aims:
 To develop students’ reading comprehension skills.

 To know how to form sentences in future tense.
 To foster critical thinking and encourage creative expression.

Stages/time Contents Teacher’s activity Students’ s activity Skills
Before Vocabularies - Pre-teaches vocabulary - Pay attention and take notes. L,

Reading Internet, - Asks the students what they see in 21st - Pay attention and asnwer teacher’s questions and s
( 10 min ) intelligence, century in terms of development in the
culture, respect, world.
inequality.
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While Grammar and - Gives the text to the students. - Receive and read the text R
Reading Fuctions. - Tells them to read in pairs. - They read silently in pair and
( 15 min ) Future tense... - While reading teacher asks them to - Answer the questions. w
answer questions (see them in activity A)
After Grammar and - After reading, he asks the students to do - Ss do the activity R,s
Reading Fuctions. activity B ( See them in the next page)
( 20 min ) Future tense....... - In pairs, teacher asks some pairs - Some pairs retell text to the class.
or group to retell the text to the
class. - pay attention and take notes.
- Teacher gives the final feedback
Text
Modern Times
In the 21st century, the world will witness unprecedented advancements in technology, with the internet playing a central role in
connecting people and information across the globe. Artificial intelligence will revolutionize various industries, transforming the way
we work and live. Respect for diversity and cultural understanding will become increasingly important as societies become more
interconnected. However, despite these advancements, the challenge of inequality will persist, requiring collective efforts to address
disparities in access to resources and opportunities. Cultures will continue to evolve, blending and diversifying as people from
different backgrounds interact and exchange ideas. It's crucial for us to recognize and embrace this cultural richness, fostering a more
inclusive and harmonious world. As we navigate through the complexities of the 21st century, it's essential to cultivate empathy and
compassion, vowing to multiply efforts towards a more equitable and sustainable future.
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ACTIVITY A
In pairs answer the following questions:
1. What does the text mainly talk about?

2. What will the world witness in the 21st century?
3. Will the cultures continue existing?
4. What will happen with inequality?
5. What will happen if there will be respct for diversity and cultural understanding?
6. What connects people and information across the globe?
ACTIVITY B
1. Read the text carefully and underline from the text the future simple tense.
2. Write your own 6 sentences in future tense.
3. Write a short paragraph of what Mozambique will witness at the end of 21st century.
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Lesson Plan
Time:45’
Grade: 12th
Topic: Preseving our Culture
Objectives: By the end of this lesson, students will be able to discuss about howw to prevent our culture through reading.
Aims:
 To get students reading the text

 To engage srudents in reading and understanding the text through reading
Stage / Contents Teacher’s activity Students’ s activity Skills

Time
Before Vocabularies - Pre-teach vocabularies; - Pay attention and take notes; L,
Reading Legacy,heritage, - Shows pictures of some mozambican cultures of some - Look at the pictures; and s
(10 min ) customs,traditions, (See them next page picture A, B, C, etc).
Conservation, - Asks the students if they know what cultures are those. - Answer the teacher’s questions.
environment
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While Grammar and - Gives the text to the students and tells them to read it in - Ss read the text in pair R
Reading Fuctions pair and silently(See them next page Text) and silently. and
( 15 min ) - Asks students to answer the questions in activity A (see - They answer the questions in w
them next page) activity A
After Grammar and - After reading the text, asks students to do the activity B - Ss do the activity B W
Reading Fuctions (see next page) and s
( 25 min ) - Asks each pair to interpret the text what they got from - In pair they interpret the text.
it.
- Gives final feedback. - Pay attention and take notes.
Text
Preserving our culture
Preserving our culture is essential for maintaining our identity,legacy and connection to our roots. Our customs and traditions are the
threads that weave together the fabric of our society, passing down values and beliefs from generation to generation. However, in our
rapidly changing environment, the need for conservation becomes increasingly urgent. Preserving our natural surroundings ensures
that future generations can experience the same landscapes and ecosystems that have shaped our heritage. By protecting our
environment, we safeguard not only our physical surroundings but also the cultural practices and traditions that are deeply intertwined
with the land. Conservation efforts play a vital role in preserving our cultural heritage for years to come.
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ACTIVITY A
In group, answer the following questions:
1. What does the text talk about?

2. What can be done to maintain our identity, legacy and connection to our roots?
3. Distinguish customs from traditions.
4. Is it bad to abandon our traditions? Justify your answer.
5. Is protecting environment important? If so, why
ACTIVITY B
Read carefully the text and organize the following sentences that were bad positioned.
1. Conservation efforts/ a fital / play role/ in/ our cultural/ preserving haritage/ for years to come.
2. Our customs/ traditions/ and/ are the/ that threads/ that weave/ the fabric/ society/ of/ our.
3. Preserving/ culture/ our/ is/ mantaining/ essecial/ identity/ legacy and connection/ our/ to/ root.
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PICTURES
Picture A P icture B
Picture C Picture D
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5.2. Consolidation exercises
(Teaching reading)
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Consolidation exercice
The wise old owl
Once upon a time, in a lush forest, there lived a wise old owl named Hoot. Hoot was known
throughout the forest for his wisdom and insight. One day, as he perched on his favourite branch,
he noticed a group of young animals gathered around a squirrel named Scurry. Scurry was
boasting about his speed, claiming he was the fastest creature in the forest. The young animals
were impressed and started to follow him, eager to see his speed for themselves. Hoot, sensing
trouble, decided to intervene. He called out to the young animals and proposed a challenge. He
told them that speed wasn't the only measure of greatness and offered to hold a contest to see
which of them possessed the most valuable skill. The young animals agreed, curious to see what
the wise old owl had in mind. The young animals learned an important lesson that day: true
greatness comes not from being the best at one thing, but from embracing and celebrating the
diversity of talents and abilities in the world around them. And from that day on, they lived
together in harmony, respecting each other's strengths and weaknesses.

2. Who was known in the forest for his wisdom and insight?
3. Who claimed that he was fastest creature in the forest?
4. Who was called out to the young animals?
5. Underline the and say the name of the frequent tense in the text.
6. He told them that speed wasn’t the only measure of greatness.
a) In which tense is the sentence above?
In the end, Hoot declared that there was no single winner.
b) In which tense is the sentence above?
7. Decide which answer is right according to the information in the story:
a) The young animal did not agree, curious to see what the wise old owl had in mind.
b) The young animals learned an important lesson that day.
c) And from that day on, they lived together in harmony.
d) Hoot was not known throughout the forest for his wisdom and insight.
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5.3. Tests
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Name Grade Subject: english Stream: _ Duration 90 min

Final Test
Instruction: Read the test carefully and answer the questions clearly. On the right margin of
each question, you will find the respective point in marks in parentheses.
Section I Reading:
The Wise Owl and the Curious Squirrel

Once upon a time in the heart of the forest, there lived a wise old owl named Oliver. Oliver was
known far and wide for his wisdom. He spent his days perched high in a grand old oak tree,
observing the world below. One sunny morning, a curious squirrel named Sammy scurried up the
oak tree and asked, "Owl Oliver, you're known to be wise. Can you share some of your wisdom
with me?" Oliver smiled and said, "Of course, Sammy. Wisdom is not about knowing all the
answers but about asking the right questions. So, what questions do you have? "Sammy
pondered for a moment and then asked, "Why does the sun rise and set every day? "Oliver
explained the science behind it, and Sammy nodded in understanding. Their conversation
continued, with Sammy asking questions and Oliver providing insightful answers.
Questions (10 marks)
1. Who is the main character in the story?
2. Where does Oliver, the wise owl, live?
3. How is Oliver known in the forest?
4. What does Sammy, the curious squirrel, want to learn from Oliver?
5. According to Oliver, what is wisdom about?
6. What question does Sammy ask about the sun?
7. How does Oliver respond to Sammy's question about the sun?
Can you share some of your wisdom with me?

The underlined sentence above presents a modal verb, verify it and answer the following
questions: What is the function of can?
a) To express a request
b) To indicate a possibility
c) To show a future action
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Section II: (1 mark)
During classes you studied about preserving our culture. If that is true, see the following cultures
and say where they are Mozambicans.
a) Hindu and Jews c) Makonde and religions

b) Makua and Zulu d) Mussiro and Mapiko
Section III: Grammar (5 marks)
1. Read the following sentences and choose only one that expresses future simple tense.
a) My mom and I will going to hug each other

b) Next year I will buy my own car to show my robustness
c) His daughter loves me so much
d) We will be reading each and everything you send.
2. Fill the empty spaces with the verbs in the brackets.
a) He always----------------by his car to my house. (love/come)

b) We are not beautiful girls but we----------------attractive ones. (attract/be)
c) Every Sunday, the pastor........................Mathew 7;7 to encourage us. (like/ read)
d) My nephew.......................Like candies. (don’t/ do).
Section IV: Composition (4 marks)
Write a composition talking about the importance of culture.
The end
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Name Grade Subject: English Stream: Duration 90 min
Test 2
Instructions: Read the test carefully and answer the questions clearly. On the right margin of
Section I Reading skill:
On the pitch, Matava is a force to be reckoned with, his presence commanding respect from both
teammates and opponents alike. With lightning speed, he darts past defenders, his feet moving in
perfect harmony with the rhythm of the game. As the ball comes his way, he controls it
effortlessly, his skillful touch mesmerizing the crowd. With every pass, Matava orchestrates the
flow of play, leading his team towards victory. His vision on the field is unmatched, spotting
openings and exploiting them with precision. With a flick of his foot, he sends a precise cross
into the box, setting up a scoring opportunity for his striker. The crowd erupts in cheers as the
ball finds the back of the net, thanks to Matava's brilliance. As the final whistle blows, Matava's
leadership and talent have secured another triumph for his team, cementing his status as a true
footballing legend.
Adapted
Questions (10 markers)

2. How would you describe Matava’s presence on the pitch?
3. What attributes make Matava stand out as a football player?
4. How does Matava control the ball when it comes his way?
5. In what way does Matava influence the flow of play?
6. What distinguishes Matava’s vision on the field?
7. How does Matava contribute to setting up scoring opportunities for his team?
8. What is the outcome of Matava’s actions on the field in terms of the game’s result?
9. How would you characterize Matava's impact on his team's success?
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2. Section II Culture and Diversity (3 markers)
2.1. During the lessons you studied about the diversity of people in the world. Verify the
questions bellow and answer them.
a) Are the people in the world speaking the unique language?

b) Are the people in the same shape?
c) Do you think that we should learn from one another? Justify your answer.
3. Section III grammar: (7 marks)
3.1. ‘’Matava is a force to be reckoned with.’’
a) Which tense is the sentence above?

b) Write your own 4 sentences in the present tense.
3.2. Match the following sentences with their proper tenses:
a) My father has already written the script for our film. 1. Past simple tense
b) She has a beautiful dressing table. 2. Future simple tense
c) You will never walk alone on this, my friend. 3. Perfect tense
d) I did the way you told me. 4. Present simple tense
The end!
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Name Grade Subject: English Stream: Duration 90 min
Number. 3rd Test Date: 28/06/2024
Read the test carefully and answer the questions clearly. On the right margin of each
question, you will find the respective point in marks in parentheses.
Agriculture in Mozambique
Agriculture in Mozambique is on the brink of transformation. Farmers across the country are
adopting modern techniques and technologies to enhance productivity and ensure food security
for future generations. In the coming years, we will witness a surge in mechanized farming, as
more tractors and agricultural machinery become accessible to farmers. The government of
Mozambique is investing heavily in irrigation projects to mitigate the impact of climate change
on agriculture. By 2030, vast swathes of arable land will be equipped with efficient irrigation
systems, enabling farmers to cultivate crops year-round. One of the challenges facing
Mozambique's agricultural sector is the lack of access to credit for smallholder farmers.
However, initiatives are underway to provide financial support and training to empower farmers
to invest in their farms and increase yields. In the future, agribusiness will play a significant role
in Mozambique's economy, creating employment opportunities and driving rural development.
Large-scale commercial farming ventures will coexist with smallholder agriculture, contributing
to a diverse and resilient agricultural landscape.
Adapted
Questions: (10 marks)
1. How can the government further support smallholder farmers in accessing credit and
markets?
2. How will the adoption of modern agricultural techniques impact farming practices in
Mozambique in the years to come?
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3. What initiatives are being implemented to address the challenge of access to credit for
smallholder farmers?
4. What role will agribusiness play in the future of Mozambique's economy?
5. How might the expansion of irrigation projects contribute to the resilience of
Mozambique's agriculture against climate change?
6. How do you envision the future of mechanized farming in Mozambique?
7. What challenges do you foresee in implementing sustainable agricultural practices
nationwide?
8. Which advancements in technology are expected to revolutionize farming in Mozambique?
9. What strategies can be employed to ensure the coexistence of large-scale commercial
farming ventures and smallholder agriculture?
10. Can you identify the vocabulary words used to describe the agricultural landscape of
Mozambique in the text?
Section II Grammar: (5 marks)
‘’we will witness a surge in mechanized farming’’
a) The sentence above is in..........................................................Tense.

b) My father is a good farmer. So, we..........................have more crops next year.
c) Mozambique..................................be one of the African countries with more farmers after
4 year.
d) The government..........................Support the smaller farmers to enhance agriculture if they
demonstrate interest.
Section III (2 marks). Underline all the future simple tense statements in the text.
Section IV: Vocabulary (3 marks)
Choose the wright answers about the meaning of the following words:
1. Economy means:
a) A possibility due to a favorable combination of circumstances.
b) The system of production and distribution and consumption the efficient use of resources.
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c) Expand money or effort for future benefits.

d) A process in which something passes by degrees to a different stage.
2. A possibility due to a favorable combination of circumstance is:

a) Economy c) development
b) Opportunity d) investment
3. Development is:
a) A possibility due to a favorable combination of circumstances
b) A process in which something passes by degrees to a different stage.
c) The system of production and distribution and consumption the efficient use of resources
d) Expand money or effort for future benefits.
4. Expand money or effort for future benefits is:

a) Investment c) Development
b) Opportunity d) Economy
The End!
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Name Duration 90 min Date: / /
Test 4th Subject: English Stream:
Instructions: Read the test carefully and answer the questions clearly.
Gibson’s Canadian Holiday Adventure
In the land of maple leaves and snow-capped peaks, Gibson's first Canadian holiday unfolded
like a vibrant tapestry of wonder. From the bustling streets of Toronto to the serene shores of
Vancouver Island, every moment was a symphony of new experiences. He tasted poutine for the
first time, its savory allure dancing on his taste buds. Skating on frozen ponds became a
cherished pastime, laughter echoing under the winter sky. Each day brought a new revelation,
from the breathtaking beauty of Banff National Park to the cultural mosaic of Montreal's streets.
Gibson marveled at the diversity and warmth of the people he encountered, their stories weaving
into the fabric of his own. As the holiday drew to a close, Gibson's heart swelled with gratitude
for the memories etched in his soul, forever marking his inaugural Canadian adventure.
Questions:
1. What was Gibson's first impression of poutine?
a) He found it too spicy. b) He enjoyed its savory allure
c) He disliked the texture d) He thought it was too sweet
2. What activity became a cherished pastime for Gibson during his Canadian holiday?
a) Hiking in the mountains b) Sunbathing on the beach
c) Skating on frozen ponds c) Exploring museums
3. Which location did Gibson find breathtaking during his trip?
a) Toronto b) Vancouver Island c) Banff National Park d) Montreal

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4. How did Gibson perceive the people he encountered during his trip?
a) Unfriendly and unwelcoming b) Diverse and warm
c) Reserved and distant d)
Indifferent and indifferent
5. What emotions did Gibson feel as his Canadian holiday came to an end?
a) Regret and disappointment b) Gratitude for the memories
c) Anxiety about returning home d) Excitement for future adventures
6. Which phrase best describes the streets of Montreal according to Gibson?
a) Bustling with activity b) Quiet and serene
c) Dull and uninteresting d) Chaotic and confusing
7. What was the overall tone of Gibson's narrative about his trip to Canada?
a) Bitter and resentful b) Joyful and grateful
c) Sad and melancholic d) Indifferent and apathetic
8. How did the people Gibson met contribute to his experience?
a) They were unfriendly and made his trip unpleasant b) They shared their stories,
enriching his experience
c) They ignored him, leaving him feeling isolated d) They were too busy to interact with
him
9. Which of the following is NOT a highlight of Gibson's trip to Canada?
a) Tasting poutine for the first-time c) Exploring Banff National Park
d) Sunbathing on Vancouver Island b) Skating on frozen ponds
10. What was the significance of Gibson's inaugural Canadian adventure?
a) It marked the beginning of his travels around the world c) It was a disappointing trip that
he regretted
b) It was a once-in-a-lifetime experience he would never forget d) It was an ordinary vacation

with nothing remarkable happening
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11. How did Gibson describe the beauty of Banff National Park?
a) Breathtaking b) Serene c) Chaotic d) Unremarkable
12. What was the atmosphere like while skating on frozen ponds?
a) Quiet and peaceful b) Crowded and chaotic c) Noisy and disruptive d) Dull and
uneventful
13. What did Gibson appreciate about the cultural mosaic of Montreal's streets?
a) Its uniformity b) Its diversity c) Its monotony d) Its cleanliness
14. What did Gibson feel towards the memories of his trip to Canada?
a) Regret b) Gratitude c) Resentment d) Indifference
15. Which of the following was NOT a city Gibson visited during his Canadian holiday?
a) Toronto b) Vancouver Island c) Montreal d) Banff
16. What was the weather like during Gibson's trip to Canada?
a) Sunny and warm b) Rainy and humid c) Snowy and cold d) Windy and mild
17. How did Gibson describe the taste of poutine?
a) Spicy b) Savory c) Sweet d) Bitter
18. What did Gibson find charming about the bustling streets of Toronto?
a) Their tranquility b) Their chaos c) Their cleanliness d) Their emptiness
19. What was Gibson's overall impression of the people he encountered in Canada?
a) Hostile and distant b) Friendly and warm
c) Indifferent and apathetic d) Rude and unwelcoming
20. How did Gibson feel about the memories of his trip to Canada?
a) Nostalgic b) Grateful c) Regretful d) Indifferent
The end
116
6. CHAPTER III
FORM
TEACHING SPEAKING
117
Chapter 3
Introduction
Teaching speaking skills is a crucial component of language education, aiming to equip students
with the ability to communicate effectively in various contexts. This chapter delves into the
foundational elements necessary for effective teaching of speaking skills. Observation forms
serve as essential tools for evaluating and improving instructional practices. This chapter begins
by outlining the principles and criteria for designing effective observation forms specifically
focused on speaking.
Next, the chapter explores the creation of schemes of work, which act as comprehensive guides
for planning and delivering speaking lessons over a defined period. These schemes ensure that
the curriculum is coherent, progressive, and aligned with learning objectives, providing a
roadmap for both teachers and students. The design of lesson plans is another critical area
covered in this chapter. Detailed lesson plans break down the broader schemes of work into
manageable, day-today teaching activities. They include specific speaking activities,
instructional strategies, and assessment methods to engage students actively and facilitate their
speaking development. Effective consolidation activities ensure that speaking skills are not only
taught but also mastered and retained over time. Finally, the chapter discusses the design of tests
aimed at assessing students' speaking abilities. By the end of this chapter, readers will have a
comprehensive understanding of how to design and implement key components that support the
teaching and assessment of speaking skills. This foundational knowledge is crucial for fostering
an engaging and effective speaking curriculum, ultimately contributing to the overall language
competence of students. General objective: to develop students' oral communication skills for
effective verbal interaction.
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TEACHING SPEAKING
School: Grade: Subject: Period/Time:

Teacher: Date: / / _ Observer:
A Classroom Observation Form for teaching speaking should focus on assessing the teacher's
ability to facilitate and support students in developing effective oral communication skills. The
purpose of this observation is to observe the teacher’s performance in teaching speaking in the
classroom environment, in order to help him in improving his/her weakness and empower
him/her in his/her strength in teaching speaking skill.
Use the following scale to rate the observed teacher’s performance
1 2 3 4 5
Unsatisfactory Needs improvement Satisfactory Good Excellent
1. Instructional Content and Planning:

[ ] Clear learning objectives related to speaking skills are stated.
[ ] Appropriate materials and resources are prepared to support speaking activities.
[ ] Differentiation is evident to meet individual student speaking needs.
[ ] The teacher provides opportunities for students to engage in various forms of oral
communication (e.g., presentations, discussions, debates).
Comments:
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2. Classroom Environment:
[ ] The classroom setup is conducive to speaking activities (e.g., seating arrangements promote
group discussions).
[ ] Visual aids or technology are used effectively to support speaking instruction.
[ ] Appropriate speaking resources (e.g., microphones, speaking prompts) are available to
students. [ ] A positive and inclusive classroom culture is maintained.
3. Body Language
[ ] Teacher nods her head when the students speak to show that they are listening.
[ ] Teacher makes eye contact to connect with the student(s)
[ ] Teacher uses body gestures (move arms and hands) when he/she is speaking.
Comments:
4. Classroom Management:
[ ] Transitions between speaking activities are smooth and well-managed.
[ ] Positive reinforcement and behavior management strategies are applied effectively during
speaking tasks.
[ ] Inclusive and respectful classroom culture is fostered during speaking activities
5. Fluency
[ ] Teacher uses pauses effectively.
[ ] Teacher does not say “um” and “ah” too much.
[ ] Teacher speaks loud enough so that students can hear the instruction clearly.
[ ] Speak without stalling devices such as “uh,” interjections such as “you know,” or other
repetitive speech expressions
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Comments:
6. Student Engagement:
[ ] Evident student participation and interaction during speaking tasks.
[ ] A variety of strategies to engage all students in speaking activities, including shy or reluctant
speakers.
[ ] Opportunities for students to reflect on and improve their speaking skills.
[ ] Encouragement of a growth mindset and a passion for effective oral communication
[ ] students are active in teaching speaking
Comments:
7. Assessment and Feedback:

[ ] Effective use of formative assessment to monitor and provide feedback on speaking skills.
[ ] Constructive and timely feedback to students on their speaking performance.
[ ] Data-informed decision-making for future speaking instruction.
8. Activities
[ ] Teacher provides opportunities for open, extended discussion.
[ ] Teacher provides students with helpful feedback which supports the development of speaking.
[ ] Teacher offers help when the discussion is getting low
[ ] teacher provides communicative activities to boost student’s speaking
Comments:
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OBSERVATION FORM
TEACHING SPEAKING
School: Grade: Subject: Period/Time:

This observation has the purpose of reinforcing the teaching speaking considering the
enhancement and comprehension during the teaching of speaking. Observing these aspects of
teaching speaking can provide valuable insights into how effectively a teacher enhances
comprehension during speaking activities and whether they employ strategies to support students
with varying levels of language proficiency. Each part is represented by a small table which
judgment will be done by the observer during the session.
1. Preparation
How well did the teacher fantastic normal Low
Objectives
Are the learning objectives for the speaking activity clearly

communicated to students beforehand?
Vocabulary Pre-teaching: Did the teacher pre-teach or provide

essential vocabulary to aid comprehension during the speaking
task?
Context Setting: How effectively did the teacher set the context
or background information for the speaking task to aid
understanding?
Instructions Clarity: Were the instructions for the speaking

activity clear and concise?
Use of Visuals: Did the teacher use visual aids or props to

support comprehension?
122
Comments
2. During the Speaking Activity
How well did the teacher Fantastic Normal Low
Pacing: Did the teacher maintain an appropriate pace

during the speaking activity, allowing students to process
information?
Monitoring: How often did the teacher monitor student

comprehension during the activity, and how did they
address any issues?
Clarification Strategies: Did the teacher use clarification

strategies (e.g., rephrasing, asking questions) to assist students
who were struggling to understand?
Use of Non-verbal Cues: Did the teacher employ non-verbal

cues (e.g., gestures, facial expressions) to enhance
comprehension?
Peer Support: How effectively did the teacher encourage

students to support each other's comprehension during
group speaking tasks?
Comments
123
3. Post- Activity Reflection
Debriefing: Did the teacher engage in a post-activity

discussion to clarify any misunderstandings and
reinforce key points?
Feedback: How well did the teacher provide

constructive feedback on both content and language use
to improve comprehension?
Metacognition: Did the teacher encourage students to

reflect on their comprehension strategies and identify
areas for improvement?
Use of Supplementary Materials: Did the teacher

provide supplementary materials (e.g., transcripts,
summaries) after the activity to aid comprehension and
reinforce learning?
Comments
4. Adaptation and Differentiation
Adjusting Difficulty: How effectively did the teacher adapt the

difficulty level of the speaking task to match the
comprehension abilities of different students
124
Individual Support: Did the teacher provide individualized

support to students who struggled with comprehension, and how
was this observed?
Use of L1 (First Language): In cases where students share a
common first language, did the teacher use it strategically to aid
comprehension without excessive translation?
Visual Aids and Multimedia: How did the teacher use visual
aids, multimedia, or technology to enhance comprehension, and
how was its impact observed?
Comments …………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
General comments:
125
TEACHING SPEAKING
School: Grade: Subject: Time:

The purpose of this observation is to observe the teacher’s performance in teaching speaking in
the classroom environment grade 12th, it aims to help teacher in improving his/her weakness and
empower him/her in his/her strength in teaching speaking skill.
Use the following mark will be used point out teacher’s performance. Yes and No
a) Introduction
Did the teacher clearly explain the objectives of the speaking activity?
Did the teacher provide context or a prompt to guide the discussion?
Were the instructions clear and easy to understand?
Did the teacher provide examples or models to demonstrate expectations?
Did the teacher encourage all students to participate?
Did the teacher facilitate a balanced distribution of speaking time among students?
Comment.
b) Encouragement
Did the teacher praise efforts and encourage risk-taking in speaking?
Did the teacher create a supportive environment for learners to feel comfortable speaking?
Comment:
126
c) Interaction
Did the teacher encourage peer interaction and collaboration?
Did the teacher facilitate group discussions or pair work effectively?
Comment:
d) Assessment
Did the teacher assess speaking skills based on predetermined criteria?
Was the assessment fair and consistent across all students? _
Did the teacher incorporate a variety of speaking activities to cater to different learning
styles? Did the teacher adapt activities based on student engagement and feedback?
Did the teacher summarize key points or takeaways from the speaking activity?
Did the teacher provide opportunities for students to reflect on their speaking performance?
Comment:
e) Feedback
Did the teacher provide constructive feedback during or after the activity? _
Was the feedback specific, focusing on both strengths and areas for improvement?
127
Did the teacher intervene to correct significant errors in real-time? _
Did the teacher provide guidance on how to self-correct or improve language use?
Comment:
General comment
Strengths:
Weakness:
128
TEACHING SPEAKING
School: Grade: Subject: Time:

The purpose of this observation is to observe the teacher’s performance in teaching speaking in
the classroom environment grade 12th day shift.
Use the following mark Clear and Not clear
Preparation Clear Not clear
Lesson objectives are clear and achievable.
Materials and resources are prepared and accessible.
Adequate time is allocated for each activity.
Comment:
Engagement Clear Not Clear
Teacher establishes rapport with students.
Activities are interactive and engaging.
Students are motivated and participate actively.
Comment:
129
Clarity and Instructions Clear Not clear
Instructions are clear and easy to understand.
Teacher provides examples or models if needed.
Students understand the purpose of each activity.
Comment:
Feedback Clear Not clear
Teacher provides constructive feedback.
Feedback is timely and specific.
Students are encouraged to reflect on their performance.
Comment:
Language Input Clear Not clear
Teacher provides sufficient language input.
Vocabulary and grammar are introduced and

reinforced.
130
Authentic language use is encouraged.
Emphasis is placed on both accuracy and

fluency.
Errors are corrected appropriately.
Opportunities for practice and repetition are

provided.
Comment:
Variety of Activities Clear Not clear
Different speaking activities are included (e.g., pair work,

group discussions, role-plays).
Activities cater to different learning styles and preferences.
Activities promote real-life communication skills.
Comment:
Classroom Management Clear Not clear
Classroom atmosphere is conducive to speaking practice.
Teacher manages time effectively.

131
Discipline issues are addressed promptly and fairly.
Teacher reflects on the effectiveness of the lesson.
Adjustments are made based on student feedback and

performance.
Lesson outcomes are evaluated and considered for future

planning
Comment:
.
132
6.1. SCHEME OF WORK
AND
LESSON PLANS
(Teaching Speaking)
133
SCHEME OF WORK
Grade: 12th
Unit: School subject and future profession
Objective: By the end of this lesson students should be able to discuss their favorite subject and their future profession
Aims:
 To get student talking about their favorite subject

 To get students talking about their future profession
 To discuss about their favorite subjects which could be alined in their future profession

1 1 School subjects Speaking and Maths, Biology, Physics, Present Talking about 45’
listening History, Chemistry etc. simple preference
2 Jobs and Speaking and Doctor, teacher, nurse, police Articles 45’
professions listening etc
2 3 Profession, skill Speaking and Proficiency, talent, hability, adjectives Giving information 45’
and qualities listening bad, goo etc.
4 Job interview Speaking and Modal verb Giving information 45’
listening
3 5 Apllication letter Speaking and Responsibility, confidence, 45’
Witing and teamwork
134
6 Résumés Writing Experieince, work, Past tense 45’

instituition, job, teamwork,
achievemnt
4 7 Consolidation 45’
exercise
8 Test
135
Lesson plan
Topic: School subjects
Objective: By the end of this lesson srudent should be able to discuss their favorite subjects
Aims:
 To identify school subjects taught in their grade

 To mention their importance in their life
 To discuss their favorite subject
Stage Language content Activities time

Skill Grammar Function vocabulary Teacher Student
Present Expresing Maths, Biology, - Asks students to mention - Mention the subjets
simple preference chemistry, subjects taughts in their taught in their school
geography, school 15’
TEST S and Social science, - Asks them to mention the - Discuss the relevence of
l physics, English relevance of having them in having them in their
etc their learning learning
- Asks them to mention - Mention their favorite
their favorite subjects, and subjects and justify their
say why they prefer it/them preference
136
Possessive - Provides the list of subjects - Pay attention and look at

pronoun taught in their school by the pictures and take notes
showing the books ( See
TEACH them next page picture A, 10’
B, C, D etc.)
- Pronounces them and gets - Pay attention and
L and students to repeat repeat after teacher’s
w pronuncioation
- Teaches possessive - Pay attention and
pronoun (e.g. My favorite take note
subject is maths; His
favorite subject is Biology;
what’s your favorite suject?)
- Checks understanding -Answer teacher’s question
TEST Possessive Expresing Maths, Biology, - Asks them to mention - They mention subjects
pronoun preference chemistry, subjects taught in their grade taught in their grade
L and geography, - Asks them to be in pair, - They get in pair and they 20’
w Social science, and each of them to ask one ask one another his/her
physics, English another his/her favorite favorite subject and justify
etc subject and justify
- Gives final feedback - Pay attention
137
PICTURES
Picture A Picture B Picture C
Picture D picture E
138
Lesson plan
Topic: Jobs and Professions
Objective: By the end of this lesson srudent should be able to discuss about the jobs and professions
Aims:
 To discribe types of professions

 To talk about their future profession
 To discuss their choices
Stage Language content Activities time

Skill Grammar Function vocabulary Teacher Student
Future Expressing Police, teacher, - Asks students to get in pair - They get in pair
simple preferences doctor, nurse, - Asks them to list different - They mention different
pilot, engineer, types of profession that they types of profession that
S and waiter, actor. know they know
TEST l Etc. - Asks them to mention their - they mention their 15’
parents’ profession parents’ profession
- Asks them to tell the class - They tell the class their
their future profession and future profession and
justify their choice justify their choice
139
- Asks them to say which - They mention the

subjects can help them to subjects that can help them
achieve the profession to achieve their profession
Articles - Shows them some - Look at the pictures
pictures about profession
S and (see them next page
l Image 1, 2, 3, 4 etc.)
- Pronounces them and gets - Repeat after teacher’s 15’
TEACH student to reapet pronunciation
- teaches the use of articles - Pay attention and takee
(e.g I’m a nurse; He is an note
actor; We are the famouse
singers, You will be a
police. Etc).
-Checks understanding - Answer teacher’s
question
Article Expressing Police, teacher, - Asks them to mention - Their mention the
The wish doctor, nurse, profession of their profession of their
TEST S and pilot, carpenter, community community 20’
l mechanic, - Asks them to mention the - They mention their
driver. Etc professions of their family faamilies’ profession
140
- As them to tell the class - They tell the class his/her

his/her professions that future profession and
they wish to be justify their wish to be
- Gives a final feeedback - Pay attention
Image
Image 1 Image 2 Image 3 Image 4

141
Lesson Plan
Topic: Profession, skill and qualities
Grade: 12th
Objective: By the end of this lesson students should be able to discuss the qualities and skills neeeded in profession
Aims:
 To about the qualities of any professional

 To descibe the qualities for the profession
 To discuss the qualities and skills needed for profession

Smart, flexible, - Pre-teaches vocabulary - Pay attention and take
motivated, notes
enthusismatic - Asks students, which - They say the profession
Adjective profession they would that they would like be S and
Presentation Describing like to be l
charater
10’ - Asks them, which skills - They say the qualities
and qualities are neddful needful for that specific
for that profession profession
142
- Explains about - Pay attention and take

adjectives by providing note
example. ( E.g. a) to be a
jornalist is needful to be
motivated; b) My old
teacher was intelliegent;
c) Nurses are empathic.
- Checks undersanding - Anwers teacher’s
question
- Asks them to be in pair - They get in pair
- Gives them a - Receive the worksheet
worksheet to do the from the teacher S and
Practice exercise (See it exercise w
A) - Keep doing the task
- Controls the class to
help weak students - They report their answer
- Asks each pair to report
their answer orally
Production - Still in pairs gives them - Receive papers from the
some pictures about the teacher
profession (See them S and
next page, Pictures I, II, l
III)
143
- Asks them to discuss in - They discuss the qualities

pairs the qualities needed needed for each profession
for each profession
- Asks each pair to go in - Each pair goes in front to
front to report they report their discusion
discusion
- Gives final feedback - Pay attention and takes
notes
ACTIVITY 1
1. Answer the following questions
a) What are the abilities that are needed to be a nurse?
b) Which kind of skill is needful to be a pilot?
c) Which subject that can be taken account if someone wants to become Chemistry teacher?
d) Which qualities that a good mechanic should have?

144
PICTURES
PICTURES I PICTURES II
PICTURES III
145
Lesson plan
School: Nampula secondary School
Topic: Job Interview
Length: 45’
Date: 20th April 2024
Objectives: By the end of the lesson the students should be able to discuss how job interview is conducted.
Teaching aims: This lesson aims the students to:
 To engage students in expression used in job interview;

 To get students to talk
 To discuss about job interview.
Time Stage Language Content Activities

Grammar Faction Vocabulary Teacher Student
Experience, - Pre-teaches vocabularies -Pay attention and take notes;
Modal verbs Giving Expectations, - Discusses the expressions most - Pay attention and take notes;
10’ Presentation (can, would, information Skills, used in interview
could) Strengths, - Gives some examples (e.g.: - Pay attention and take notes
Weaknesses, Could you tell me about your
etc. previous experience?)
146
Modal verbs Giving Interview -Asks the students to be in -Students stay in pairs and
(can, would, information Experience pairs and gives worksheet to do receive worksheet
could) Expectations (the activity A, See it next
Practice Skills page) - Do the task
15’ Strengths - Asks them to solve the exercise - They keep doing the exercise
weaknesses - Controls the class to help
weak students -They report their responses
-Asks each pair to report their orally to the classes
answers orally to the class.
Modal Giving Interview -Still in pairs asks the students to -Stay in pairs they role play
verbs information Experience role play (one will be an
Production (must, can, Expectations employer and another one will be
would, could) Skills employee, and the employee is
20’
Strengths applying for gardener position)
weaknesses -Gives final feedback - Pay attention and take notes;
-Gives homework. (See it bellow. - Copy the homework.

Homework)
147
ACTIVITY A
Complete the sentences below using the following modal verbs: (Can, Could, Would, must).
1. you tell me yourself, please?
2. you be able to work all nights in this company?

3. Please, you tell me your past experiences in this area?
4. you tell me your strengths and your weaknesses?
5. You be here on time, in case you get admitted.
148
Lesson Plan
School: Nampula Secondary School
Date: 21st April 2024
Topic: Application letter
Grade: 12th
Length: 45’
Objectives: By the end of the lesson the students will be able to discuss the form of how to write an application letter.
Teaching aims: This lesson aims the students to:
 To identify the parts of the letters.

 To get students in writing a letter
 To engage students in discussing the parts of the application letter.

Present Giving Responsibility, -Pre-teaches vocabulary - Pay attention and take notes
simple information Confidence, - Asks students (what’s an -They answer teacher’s
10’ Presentation Teamwork application letter?) question.
- Explains what application - Pay attention and take notes
letter is, and its parts
149
Present Giving Responsibility - Asks the students to be in -They get in pairs and receive
simple information Confidence pair and hands them an the letter and read
Practice Teamwork example of an application
letter. (See it next page).
15’ -Asks the students to read it. - They read the letter silently
-In pairs asks them to answer - They answer the questions
the questions (see them
activity A)
- Gives feedback - Take notes
Present Giving Responsibility - Still in asks the students to -Still in group they do the
simple information Confidence do the activity (Activity B activity;
20’ Production Teamwork See it bellow)
-Gives final feedback - Take notes;
150
Application Letter
From: Almirant Gil To: Abdalla Asus
123 Main Street Hiring Manager
Anytown, NPL 12345 ABC Tech Solutions
[email protected] [email protected]
April 21, 2024
Dear Mr. Abdalla Asus
I am writing to express my interest in the Software Engineer position at ABC Tech Solutions, as advertised on your company website.
With a strong background in software development, I am confident in my ability to contribute effectively to your team. Throughout
my career, I have consistently demonstrated a strong sense of responsibility, both in my professional and personal endeavours. My
proactive approach to problem-solving and my ability to manage multiple tasks simultaneously have allowed me to successfully
handle challenging projects and meet tight deadlines. Moreover, I firmly believe in the power of teamwork and collaboration. I am
adaptable and resourceful, always seeking opportunities for growth and development. I am excited about the prospect of bringing my
unique blend of skills and experiences to ABC Tech Solutions, and I am eager to contribute to the success of your team.
Thank you for considering my application. I am looking forward to the opportunity to further discuss how my background, skills, and
enthusiasm align with the needs of ABC Tech Solutions.
Sincerely,
Almirantt Gil
151
ACTIVITY A
Read carefully the application letter you received and answer the following questions:
1. Who is writing the application letter?

2. What position is Almirantt Gil expresses his application letter?
3. Does Almirantt Gil believe in the power of teamwork?
4. Who’s Mr. Abdalla Asus?
5. What does Almirantt Gil have consistently demonstrated?
ACTIVITY B
1. Write your own application letter to express in any position you wish.
152
Lesson Plan
School: Nampula secondary School
Date: 23rd April 2024
Topic: Résumés
Grade: 12th
Length: 45’
Objectives: By the end of the lesson the students will be able to discuss about the importance of résumé and how to write a résumé.
Aims:
 To get students in writing their résumé

 To engage students in talking about their résumé
 To discuss the relevance of résumé

Grammar Faction Vocabulary Teacher Student
Past tense Giving Experience, -Asks if they have seen or know - They answer teacher’s question
information Work, a résumé;
10’ Presentation Institution, - Asks them if they have their - Answers teacher’s question.
Job, own résumé
Teamwork, - Asks them to share their - They share their achievements to
Achievement, achievement to the class the class
etc. - Pre-teaches the vocabularies; - Pay attention and take notes
153
Past tense Giving Experience, - Asks the students to be in - Students stay in pairs;
information Work, pairs and hands them an
Practice Institution, example of a résumé. (See it
Job, below).
15’
Teamwork -Asks the students to read it. - Receive the resume and read it.
Achievement -In pairs asks them to answer - They do the activity.
the questions in (activity A, see
it next page).
Past simple Giving Experience -Still in pairs asks the students -Stay in pairs and do the activity;
tense information Work to do the activity B. See it - Listen to the teacher’s feedback
Production Emily got Institution bellow and take notes;
20’
an Job -Gives feedback
incredible Teamwork
achievement Achievement
in 2011
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RÉSUMÉ
Name: Abdall Rodriguez

Place of birth: Cabo Delgado-Palma- MOZAMBIQUE
Birthday 14/O7/1997
Contact Information: / Email 847547656, [email protected]
Professional Summary: Results-oriented professional with extensive experience
in various industries.
Proven track record of success in strategic planning,
problem-solving, and effective communication.
Work Experience: Led cross- Functional teams in the execution of high-impact
projects, resulting in a 25% increase in efficiency.
2016 Developed and implemented project plans, schedules, and
budgets, insuring timely delivery and cost-effectiveness.
Marketing Coordinator XYZ Marketing
Agency, Somewhere City, Mozambique
2013-216 Executed marketing campaigns for various clients, resulting
in a 30% increase in brand awareness.
Collaborated with internal teams to develop creative
strategies and promotional materials.
Institutional Experience:
Master of Business Administration (MBA) University of UP, Everywhere City, Mozambique

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2011-2013 Specialisation in Marketing

Bachelor of Arts in Communication University of UP, Somewhere, Mozambique
2007-2011 Concentration in Public Relations
Achievements:
Received the ‘’ Outstanding Achievement Award’’ at ACME Solutions
for exceptional leadership and performance.
Successfully implemented a new CRM system at XYZ Marketing
Agency, resulting in a 20% improvement in client communication
and
industry magazine.
ACTIVITY A
1. Comple the gaps in the following sentences with correct verb in the past (win, finish, apply, work, be, go, start)
I my first award in 2012. In 2011 high school, and I for university in the following year. I as an
assistant in CPLY company. Four months after I promoted in that position. But, after some months I to quit that
job. And I to apply another job. And fortunately, I admitted. And, I working until now.
ACTIVITY B
In pairs elaborate your own résumé

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6.2.Consolidation exercises
(Teaching speaking)
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Consolidation Exercise
Instructions:
1. Below are lists of school subjects and potential jobs or professions.
2. Work in pairs. One person reads out a school subject, and the other person selects a suitable
job or profession from the list and justify his/her chose.
School Subjects: Jobs/Professions:
1. Mathematics a) Engineer
2. Biology b) Doctor
3. Literature c) Author
4. Physics d) Economist
5. Chemistry e) Chemist
6. Economics f) Teacher
Example Conversation:
Person A: "Let's start. Mathematics."
Person B: "Hmm, for mathematics, I think an engineer would be a good match. They use math
extensively in their work.”
Person A: "That's right. An engineer uses mathematics to solve complex problems."

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Consolidation exercise
Instructions: Get in pair, and ach pair will take turns asking and answering questions about
school subjects orally to the class.
1. Sample Questions:
A- What is your favorite school subject? Why?
B-
A- Which subject do you find the most challenging? Why?
B-
A- Are there any subjects you would like to learn more about? Why?
B-
A- Do you prefer theoretical subjects or practical ones? Why?
B-
A- Which subject do you think is the most important for your future career? Why?
B-
A- If you could create a new school subject, what would it be and why?
B-
2. Complete the sentences below with verbs in brackets, and report your answer orally
a) My brother (write) the resume and sent the company.
b) That police (have) ability to control all environment
c) This subject (be) difficult during the semester
d) My father (be) a journalist, but he (give up), now he is a pilot.

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Consolidation Exercises
Part I
1. During the past lessons you learned how to carry out an interview, and how to get by in it.
Then, in pairs play the following roles:
A. Manager of Banco Único
B. The candidate
Note: Play as if you are applying for job in the position of cleaner and your submitted in an
interview
Part II
2. Talk to your partner about the subjects you think you should study at school. Mention your
ideal subjects. Explain why these subjects are important to you.
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6.3. Tests
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Subject: English 1rst Test Duration 90min Date: 10/06/2024
Name: Grade: 12th Stream Nº
You are presented with a series of prompts related to famous people in the world.
Respond to each prompt using present tense verbs. Your answer should be spoken aloud.
1. During your studies your learned about school subjects. Now, answer the following
questions. (4 marks)
a) List six school subjects taught at your school.

b) Tell three of them, their relevance in your society for future profession.
c) Which subject can you study if you want to become a nurse? And Why?
d) Which subjects that you think that your school should teach? And justify your answer.
2. Regarding to the profession, during a class you learned profession and skill needed for
each profession (4 marks)
a) Mention five jobs and profession that you know

b) What are the skills needed if you want to be an electrician?
c) What is your future job? And why do you want follow it?
d) How do school subjects contribute for future career?
3. Imagine that your parents tell you to be a pharmacist, which subjects that you are supposed to
study? And why? (4 marks)
4. Pay attention the sentences that you are presented and decide which one is placed
correctly the articles, and say why? (4 marks)
a) My sister is an polit
b) I like to study maths because I want be a economist.
c) That boy has studied history subject because he intends to be a historian.
d) She has got an ability to be a good journalist in the future
5. Accuracy and fluency (4 marks)

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Name: Grade: Stream Nº
Subject: English 2nd Test Duration 45min Date: 21/07/2024
You are presented with a series of questions. Answer them, and your answers should be orally.
1. During the lesson you learned about professions and skill and qualities. Then, answer the
following questions orally. (4 points)
a) Why skill is necessary in the job?

b) Which kind of skill is necessary to work as nurse?
c) Mention the qualities necessary to work as a pharmacist.
d) Between skill and qualities which one is most necessary for future profession? Why?
2. “… the process of choosing the profession is necessary to bear in mind the skill necessary
for that job in order to be succeed…”
a) Comment the affirmation in number 2. (5 points)
3. What do make people to not work very well in their work? (3 points)
4. Which adjective can you attribute someone who lacks ability in his/her work? (2 points)
5. Talk about the skills and abilities necessary for the following profession
a) Mechanic (1 point)
b) Teacher (1 point)
c) Driver (1 point)
d)
6. Fluency and accuracy (3 points)

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Subject: English 3th Test Duration 90min Date: 22/07/2024
Grab the following questions and answer them carefully and orally
1. Imagine that you applied a certain company and you were admitted to be interviewed. (6
points)
a) What would you say as soon as you approach the interviewer in the interview room?
b) If the interviewer asks to tell your background. What are going to tell?
c) What are the most questions that are made during the interview process?
2. “…. Many companies require all the candidates to write an application letter.”
a) Why do we write an application letter? (2 points)

b) How many parts does compose an application letter.? (2 points)
c) Explain one the parts (2 points)
3. Change the following sentences by replacing the verbs by modals verbs which are used to give
advice and obligation
a) Please, eat the apple to get healthy. (1.5 Marks)

b) You don’t write on the wall, because my mother doesn’t like. (1.5 Marks)
c) He doesn’t like to go to school, but schooling is good (1.5 Marks)
4. Talk about your school background ( 3.5 Marks)
The end
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Subject: English 4d Test Length: 90min Date: 20/06/2024
Take a look the following questions and attentively respond them carefully. And your
answers should be oral.
1. During the lesson you have learned about the application letter and résumés.
a) What is résumés? (1 point)

b) Why is it important? (1 point)
c) Which kind of information that must be put in the résumés? (1 point)
d) What is the difference between application letter and résumés? (1 point)
e) Which sort of information must each contain? (1 point)
f) Which kind of language is used in both? (1 point)
2. “…In résumés don’t mention the salary”. Why? (3 points)
3. What are the main information that you must present in the résumés? (2 points)
4. Can you use the same application letter and résumés for any job you apply for?
Why? (2 points)
5. What are the language register that you use in application letter and résumés? Formal or
informal? Why? (4 points)
6. What are the relevance of application letter and résumés? (2 points)
7. Fluency in speaking and accuracy (3 points)

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7. CHAPTER IV
FORM
TEACHING WRITING
166
Chapter 4
Introduction
Writing is a fundamental skill that plays a critical role in effective communication, academic
success, and professional achievement. Teaching writing involves more than instructing students
on grammar and vocabulary; it encompasses guiding them in structuring ideas, developing
arguments, and expressing themselves clearly and creatively. This chapter focuses on the
essential components necessary for effective teaching of writing skills. Observation forms are
pivotal for teachers to systematically monitor and evaluate students’ writing progress.
Next, the chapter explores the design of schemes of work, which act as comprehensive guides for
planning and delivering writing instruction over a set period. These schemes ensure that writing
instruction is coherent, sequential, and aligned with curriculum standards and learning
objectives. They provide a clear framework that supports both teaching and learning processes.
In addition to lesson plans, the chapter emphasizes the importance of consolidation exercises.
These exercises are designed to reinforce and practice writing skills learned during lessons,
helping students to refine their abilities and gain confidence in their writing. Effective
consolidation activities ensure that writing skills are not only taught but also mastered and
retained over time. By the end of this chapter, readers will have a comprehensive understanding
of how to design and implement key components that support the teaching and assessment of
writing skills. This foundational knowledge is crucial for fostering an engaging and effective
writing curriculum, ultimately contributing to the overall communicative competence and
academic success of students.
General Objective: To develop students’ written communication skills for various purposes and
audiences. Specific Objectives: To improve grammar, syntax, and overall writing mechanics; to
enhance the ability to organize ideas logically and coherently; To develop editing and
proofreading skills for clarity and accuracy.
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TEACHING WRITING
School: ………………………. Grade: ……. Subject:........................Period/ Time: …
Teacher: ………………………………. Date: ………/…………/………. Observer: ……
1. Preparation Strong Some None

a) The teacher has selected clear pronunciation
objectives
b) Adequate materials (e.g., audio clips, visual aids)
are prepared and accessible
2. Introduction
a) The teacher clearly articulates the pronunciation
goal to the students.
b) The importance of correct pronunciation for

communication is explained
Comments:
3. Motivation Strong Some None

a) The teacher models the correct pronunciation of
the target sound/word.
b) Provides multiple examples and variations of the

target pronunciation
4. Practice
a) Students engage in guided practice, repeating the
target sound/word.
b) Corrective feedback is provided promptly,

addressing individual errors.
c) Encourages students to practice in pairs or small

groups for peer feedback
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Comments:
1. Differentiation Strong Some None

a) The teacher offers additional support or challenges
based on individual student needs
b) Implements techniques for students with diverse
native languages or difficulty levels
2. Integration
a) The teacher incorporates the target pronunciation
into meaningful contexts (e.g., sentences,
dialogues).
b) Encourages students to use the correct

pronunciation in real-life situations
Comments:
1. Feedback and Reflection Strong Some None

a) The teacher solicits feedback from students on the
effectiveness of pronunciation instruction
b) Reflects on the lesson, identifying areas for
improvement in future sessions.
2. Student Engagement
a) Students actively participate in pronunciation
activities
b) There is evidence of enthusiasm and willingness to
improve pronunciation
Comments:
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TEACHING WRITING
School Grade: Time:
Date: / / Observer:
The main purpose of this observation that will take place in English class, focuses in observing
the teacher during his/her writing lesson how he/she manages or teaches this Skill to his/her
students and help him/her in the points that he/she doesn’t do in the right way according to the
teaching writing techniques.
Observed: O Not Observed: N/O
I. Instructional Content and Planning:

 Clear learning objectives related to writing are stated. ( )
 The lesson is aligned with writing standards and curriculum. ( )
 Appropriate materials and resources are prepared to support writing activities. ( )
 Differentiation is evident to meet individual student writing needs. ( )
 The teacher provides opportunities for students to engage in various forms of writing
(e.g., essays, creative writing, research papers). ( )
II. Classroom Environment:

 The classroom setup is conducive to writing activities (e.g., writing centers, access to
writing resources). ( )
 Visual aids or technology are used effectively to support writing instruction. ( )
 Writing materials (e.g., paper, writing tools) are readily accessible to students. ( )
III. Instructional Strategies:

 Clear instructions for writing activities and tasks. ( )
 Effective modeling and examples to demonstrate good writing practices. ( )
 Use of questioning techniques to stimulate critical thinking and discussion related to
writing topics. ( )
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 Opportunities for students to practice various types of writing skills (e.g., expository
writing, creative writing). ( )
IV. Classroom Management

 Clear and consistent rules and expectations related to writing are communicated. ( )
 Transitions between writing activities are smooth and well-managed. ( )
 Positive reinforcement and behavior management strategies are applied effectively during
writing tasks. ( )
 Inclusive and respectful classroom culture is fostered during writing activities. ( )
V. Student Engagement:
 Evident student participation and interaction during writing tasks. ( )
 A variety of strategies to engage all students in writing activities, including reluctant
writers. ( )
 Opportunities for students to receive and provide peer feedback on their writing.
VI. Assessment and Feedback:

 Constructive and timely feedback to students on their writing performance. ( )
 Use of multiple assessment tools (e.g., rubrics, self-assessment) for writing tasks. ( )
Comments:
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TEACHING WRITING
School Grade: Time:
Date: / / Observer:
The main purpose of this observation that will take place in English class, focuses in observing
the teacher during his/her writing lesson how he/she manages or teaches this Skill to his/her
students and help him/her in the points that he/she doesn’t do in the right way according to the
teaching writing techniques. Observing teaching writing requires attention to various aspects of
the instructional process, from planning to implementation and assessment. Here's a detailed
observation checklist for observing teaching writing:
(Yes)……. or……. (Not)
Lesson Planning
 Introduction
Are clear learning objectives for the writing lesson established?
Do the objectives align with curriculum standards or learning goals?
Is the lesson differentiated to meet the diverse needs of students?
Are appropriate instructional materials, including prompts, samples, and resources,

prepared?
Comments:
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 Instructional Strategies
Does the teacher provide explicit modeling of the writing process, including
brainstorming, drafting, revising, and editing?
Are opportunities provided for guided practice, where students receive support and
feedback from the teacher?
Do students engage in collaborative writing activities, such as peer review or group

projects?
Is scaffolding provided to support students as they work through the writing

process, gradually releasing responsibility to them?
Comments:
 Classroom Environment
Are students actively engaged in the writing lesson through discussion, questioning, and
participation?
Does the classroom environment foster a supportive and inclusive atmosphere for writing?
Are resources, such as writing tools, technology, and reference materials, readily
available to students?
Is time effectively managed to ensure students have adequate time for each stage of the
writing process?
Comments:
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 Feedback and Assessment
Does the teacher provide timely and specific feedback to students during the writing
process?
Are opportunities provided for peer review and feedback, encouraging collaboration and
reflection?
Are clear criteria established for assessing student writing, aligned with learning objectives?
Do assessment tools, such as rubrics or checklists, effectively measure student progress and
achievement?
Comments:
 Differentiation and Support
Is individualized support provided to students who may require additional assistance or

accommodations?
Are language learners supported through language scaffolds, vocabulary support, or

bilingual resources?
Are accommodations and modifications provided for students with special needs to
ensure equitable access to the writing curriculum?
Are enrichment activities or extensions provided for students who demonstrate advanced
writing skills?
Comments:
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 Reflection and Revision
Do students have opportunities to reflect on their writing process, identify strengths

and areas for improvement?
Are students encouraged to revise and edit their writing based on feedback and self-
assessment?
Do students develop metacognitive awareness of their writing strategies, goals, and

progress?
Is behavior managed effectively to ensure a productive writing environment?
Are transitions between writing activities and stages of the writing process smooth and
well-managed?
Are classroom procedures established and followed to support writing instruction?
Comments:
General comments:
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TEACHING WRITING
School: .................................... Grade: .................. Subject:.....................Period/ Time: …

Teacher: ………………………………. Date: ………/…………/………. Observer: ……
Creating a comprehensive observation checklist for writing involves considering various aspects
of the writing process, from brainstorming to final editing.
(Clear)…… (Very clear) …. (Not clear)
I. Planning
Have you created a clear outline or structure for your writing?
Does your writing have a strong and concise thesis statement?
Have you identified the main points or arguments to support your thesis?
Does the introduction effectively grab the reader's attention and provide
necessary context?
Do the body paragraphs each focus on a single main point and provide sufficient
evidence and analysis?
Are there smooth transitions between paragraphs and sections?
Does the conclusion summarize the main points and restate the thesis effectively?
Comments:
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II. Pre-writing Stage
Is the purpose of the writing clearly defined?
Is the target audience identified?
Has sufficient research been conducted, if necessary?
Is there a structured outline to guide the writing process?
Is the topic appropriate and interesting?
Is the purpose of the writing clearly defined?
Have you identified the target audience?
Have you conducted necessary research and gathered relevant source Have you
generated ideas and organized them effectively?
Comments:
III. Writing Stage
Does the introduction engage the reader and provide a clear thesis statement?
Is the content relevant, accurate, and well-researched?
Are ideas presented logically with smooth transitions between paragraphs?
Is the writing clear, concise, and free from jargon or ambiguity?
Does the writing maintain a consistent voice and appropriate tone for the audience?
Are claims supported with credible evidence and examples?
Does the writing demonstrate originality and creativity where applicable?

177
IV. Revision Stage
Are sentences and paragraphs well-structured for readability?
Is the writing free from grammatical errors, punctuation mistakes, and typos?
Does the writing adhere to a specific style guide (e.g., APA, MLA) if required?
Are words chosen carefully for precision, clarity, and impact?
Does the writing flow smoothly, with cohesive transitions between ideas?
Is terminology, formatting, and tone consistent throughout the document?
Have any feedback or suggestions from peers or mentors been addressed?
Comments:
V. Final Review
Has the document been thoroughly proofread for errors?
Is the formatting consistent and appropriate for the intended purpose (e.g., font,
spacing? )
Are all sources properly cited following the chosen citation style?
Has a final review been conducted to ensure the document meets all requirements and
objectives?
Reflect on whether the writing effectively achieves its intended purpose and engages
the target audience.
178
Identify specific areas where the writing could be strengthened or refined for future
projects.
Comments:
179
7.1. SCHEME OF WORK
AND
LESSON PLANS)
(Teaching Writing)
180
SCHEME OF WORK
Unit: Technology
Grade: 12th
Objective: By the end of this lesson students should be able to discuss about the use of technology at school or home
Aims:
 To list different types of technology

 To engage students in writing the function of each technology in their lives
 To demonstrate and discuss the use of each technology in different parts
1 Technology at W and Computer, mouse, Future simple Predicting future 45’

school s flash disc, projector events
1
2 Technology at W and computer, radio, DVD Future continuous Predicting future 45’
home s player, microwave. events
2 3 The use of W and Microwaves, fridge, Sequence markers Giving instruction 45’
appliances s iron, squeezer, etc.
4 Technology makes W and Computer, telephone, Comparative and Comparing and 45’
a difference s Tv, superlative Contrasting
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5 Making our own W and Pot, wooden cup, Preposition of time Giving information 45’
appliances s wooden fire
3
6 Importance of W and Easiness, Present tense Explaining 45’
technology s development, help,
advantages,
7 Consolidation 45’
exercise
4
8 Test
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Lesson Plan
Grade 12th
Time: 45’
Topic: Technology at school
Objectives: To engage students to write the use of technology at school
Aims:
 To list different types of technology;

 To get students to explain the use of each type of technology at school
 To solve the exercises about future simple
Stage Teacher’s activity Student’s activity Language content Skill
Grammar Vocabulary
Pre-task -, Pre-teaches vocabulary - Pay attention and take notes Will + verb Computer, Listening
cellphone, and
- Shows the pictures of different - look at the pictures e.g.: Fash disc
projector,
types of technology (see them will be used to Speaking
data show,
next page); put documents
flash disc
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- Asks to tell which types of - Answer teacher’s questions

technology can be used at school
-teaches future simple. Will and

- Pay attention and takes notes
use it
the examples given by teacher
(e.g., 1., computer will be used to
type documents;
e.g.,2 teacher will use projector to

project the lesson
- Asks students to listen teacher’s - Listen the text read by teacher Computer, Listening
text about the use of technology cellphone, and
Task Task
at school projector,
cycle Writing
- Pay attention ad complete the data show,
- Reads the text twice and asks
activity A flash disc,
students to complete the
internet,
(Activity A see it next page)
mouse
- Asks students to discuss the -, They discuss the main Computer, Speaking
main technologies used at their technologies used at their cellphone, and
Grammar
school school projector, Writing
(writing
Planning data show,
flash disc,
184
- Asks students to write a short - Write a short composition sentences in internet,

composition in less 40 words about the technologies used at sequence) mouse
about the technologies used at their school and the purpose of
their school and their purposes of being used them
being used them (see it activity
B, next page)
- Asks students to report orally - report orally to the class their Present simple Speaking
their answers to the class answer
Report
- Checks the composition of each - present their composition to
student and gives feedback the teacher
- Asks them to write in their - Write in their notebooks the Present simple Easiness, Writing
notebooks the advantages of advantages of those helpful,
Language focus
those technologies in their studies technologies used at their
school in their studies.
185
PICTURES
186
ACTIVITY A
1. Complete the following statements. You will use…
1) A computer to
2) A mouse to
3) A flash disc to
4) E-mail to
5) The internet to
ACTIVITY B
1. Write a short composition in less 40 words about the technologies used at your school and their purposes of being used.
187
Lesson plan
Topic: Technology at home
Objective: By the end of this lesson student should be able to name the technologies and how they are used.
Aims:
 To describe the function of each technology that have at their home

 To write about how each appliance is used
 To distinguish the use of different technologies at their home
Future Predicting Cellphone, - Pre-teaches vocabulary - Pay attention and take notes
continuous future microwave,
- Asks students to list types of - they list the types of
events squeezer,
technologies that are at their home technology
Presentation mixer S
- Asks them to tell the class how - discuss how important those
10’
important those pieces are in their pieces of technologies are
modern-day lives. helpful in their modern-lives
188
- Asks students to tell how we can use explain how are used those
technologies at home pieces of technologies at their
home
- Asks them to be in pair and gives them - They get in pair and receive
a worksheet to complete the statements the worksheet
W and
(See it next page activity 1)
s
Practice
- Controls the class
- they do the exercise
15’
- Asks each group to report their answer
- they report oral to the class
orally to the class
- Still in pair asks them to write a few -They write sentences

sentences in which they tell which of describing which domestic
domestic appliances you have in your appliances have at their home
own home W and
s
Production - Asks each group to report their answers
- They report orally to the class
orally
20’
- Pay attention and take notes
-Corrects and gives feedback their
notebook focuses on clarity, coherence,
accuracy in their writing.
189
ACTIVITY 1
Complete the following statement
1. The telephone is the easiest way to …………………………………………………………………………………….

2. Cell phones are used when …………………………………………………………………………………………….
3. We listen to the radio to ……………………………………………………………………………………………….
4. We watch television to …………………………………… and ………………………………………………...…….
5. We use DVD player or video player to ………………………………………………………………………………...
6. We use microwave oven to …………………………………………………………………………………………...
 Now, write a few sentences in which you tell which of these domestic appliances you have in your own home
190
Lesson plan
Grade 12th
Time: 45’
Topic: The use of appliances
Objectives: To engage students to write the use of appliances
Aims:
 To list different types of appliances

 To get students to explain the use of each type of appliances
 To solve the exercises about sequency markers
Stage Teacher’s activity Student’s activity Language content Skill
Grammar Vocabulary
Pre-task - Pre-teaches vocabularies by showing - pay attention and take notes Microwave,
pictures (see them next page) dishwasher,
Present S and
blender,
- Gets students to discuss the common simple l
-they discuss the common mixer,
household appliances they use at home
household appliances they use at
and how they use them
home and how they use.
191
-Engages students in a short activity in - they describe the function of

describing the functions of different different appliances.
appliances. (what does a microwave
do?)
- Presents the main task to the students - pay attention Microwave,

dishwasher,
Task Task - Asks them to write a set of - they write a set of instruction on Sequency
blender,
cycle instruction step-by-step on how to use how to use a washing machine markers
mixer, W
a dishwasher (see the picture of
washing
washing machine, next page)
machine
- Asks them to number their
instructions to make their explanations - They do
on how to use dishwasher clear
- Asks students to be in pairs - They get in pair Sequency Microwave,

markers dishwasher,
- Gives students time to discuss and - they discuss and write down the S and
blender,
write down the instruction on how to use of washing machine step-by- W
Planning mixer,
use washing machine. step
- Asks each pair to exchange their - they exchange their notebook Grammar
notebook instructions with another pair instruction with another pair (Writing
Report
sentences)
192
- Asks each pair to provide feedback - they provide feedback with W

with another group for peer review another group for peer review and
- Encourages constructive feedback - they give feedback s

based on clarity, coherence, and
accuracy.
- Briefly, introduces language structure - pay attention and take note

and expression commonly used in
writing instruction.
Language focus -pay attention and take note S and
- Provides corrective feedback during
l
stages, highlights instances where
students can improve their use of the
target language.
193
PICTURES
Picture A Picture A
Picture A
194
Picture: Washing machine

195
Lesson plan
Topic: Technology makes differences
Time: 45 Minutes
Grade: 12th
Objectives: By the end of this lesson, student should be able to write a descriptive paragraph about the differences and changes that
technology makes
Aims:
 To get the students to discussion the differences that technology can make
 To engage students in telling the differences made by technology in our life
 To engage students in writing a descriptive paragraph about the differences provided by technology
Stage Teacher actvity Student activity Language content

Grammar Vocabulary
Pre-task -Pre- teaches vocabularies; -Listen and take notes Computer is Computer,
- Shows the pictures (see them next -Pay attention to the pictures the fast + mobile
page) and asks students what materials shown by the teacher. est…(fastest) phones, tv,
are those? Mobile phones microwave,
- Explains comparative -pay attention and take note are easy +
er…(easier)
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-Asks students to get in pair, and asks - In pair they discuss the Computer,
them to discuss about the differences differences that technology can mobile
Task that technology can bring in their lives. bring in their lives discuss phones and
- Asks each pair to write their short ---------------- tv
paragraph about how technology makes - Pay attention
difference in our nowadays lives.
-Asks the students to discuss and to -In pair, students discuss and Computer,
Task write the small paragraphs about: how write the small paragraphs about: mobile
Cycle Planing technology makes difference in our how technology makes difference ----------------- phones and
15min nowadays lives. in our nowadays lives. tv
Report -Still in pair, asks some pair to report - report to the class by reading Use present
what they have already written about their paragraph already written simple to
how technology makes difference in present the
our nowadays lives. paragraph.
Language focus Activity 1: still in pair, asks the -Still in pair, students attempt to Comparative Computer,
(20min) students to compare, high and low complete the Activity A and mobile
technology (See it the next page). Superlative phones and
-Teacher gives final feedback tv
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PICTURES
ACTIVITY 1
1. Complete in the following sentences, in order t make comparative or superlative.
a) Cellphone is the (fast) in the world

b) Computer is the (important) in our province
c) Microwave is (go) than stove
d) Copying machine is (easy) than handwriting
e) Tv is (expensive) than radio
f) Radio is (important) in the countryside than in city.
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Lesson plan
Topic: Making our own appliances
Grade:12th
Length: 45 minutes
Objectives: By the end of the lesson student should be able to discover how to develop their skills in writing in making their own
appliances
Aims:
 To engage student in critical thinking in how to make their own appliances

 To get students in writing the instruction in how a specific appliance is made
 To engage student in solving the activities
Stage Language content Activity

Time
grammar function Vocabulary teacher Student
Prepositions Giving Pot, wooden -Pre- teaches vocabulary; -Listen and take notes;
of time information cup, plate, -Asks student if they have made -answer teacher’s question
Presentation wooden fire an appliance at their home
10’
- shows the picture of stove (see -pay attention teacher’s
it next page) and explains how it instruction
is made
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Prepositions Giving Wooden cup, -Teacher gives worksheet to -Students receive a worksheet
15’ of time information plate, wooden students and asks them to do the and do the activity A.
Practice fire, stove (activity A, See it next page).
Prepositions Giving Pot, wooden -Now in pairs, asks them to do -They get in pairs
of time information cup, plate, the activity B. (write a short
20’
Production wooden fire paragraph explain how to make
a wooden table).
-Teacher gives feedback - Pay attention and take notes.
PICTURE
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ACTIVITY A
1. Reorganize the following sentences so that they can make sense:
a) Rebeca/ and moulded/ many pots/ Saturday/on.
b) at/ are / my friend/ going to set/ night/ a wooden fire.
c) my mother/ a wooden/ shaped bed/ nice.
d) stove/ made/put/ in/ he/ made/ the kitchen/ the/ and
e) need/ finish/ Tuesday/ lid/ this/ I/ to/ by.
ACTIVITY B
1. Write a short paragraph explain how to make a wooden table.

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Lesson plan
Topic: Importance of Technology
Grade: 12th
Length: 45 minutes
Objectives: By the end of the lesson the students will be able to discuss the importance of technology
Aims:
 To engage students taking about the importance of technology in their community

 To get student completing the exercises
 Describe the advantages and disadvantages of using technology
Stage Language Content Activity Skill

Time
Present Giving Easiness, -Asks the students if they know -Answer teacher’s question
Tense opinion Development, technology;
Presentation Ex: Help, -Ask them list four importance -they list four importance of W
10’ Technology Advantages, of using them them and l
is disadvantages -Pre-teaches vocabularies; -pay attention
important -checks understanding -answer teacher’s question
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Present Giving Easiness, -Asks students to be in group of -Ss get in group, they
Tense information Development, three and gives them a receive and read it. W
Practice Ex: Help worksheet to solve (see it in In group students do the and
15’ Technology Advantages, activity A). activity. s
helps us in disadvantage -keep doing the exercise
our lives. -controls the class -they report
- asks each group to report their
answer orally
Present Giving Easiness, -Still in group, asks four groups to -They write the
Tense information Development write the advantages of using advantages and
Production Ex: Helpful, technology and other four groups disadvantages of using
Technology Advantages, to write the disadvantages of using technology W
brings an isolation it. (activity B) and
20’
isolation in - Asks each group to change s
our family the papers -they change the papers to
- Asks each group to correct the their colleagues
check the coherence and clarity - they correct
in their colleagues’ writing
-gives final feedback
-pay attention and take notes
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ACTIVITY A
1. Complete the following sentences below with verbs in brackets

a) Technology ……… a crucial role in our lives. (play/plays)
b) It….............communication. (enhances/ enhance)
c) It.................in various ways. (help/helps)
d) Technology.......................(enables/enable) us to tackle complex global challenges
e) technology.................(is/be) essential for making life easier and driving development forward
ACTIVITY B
1. Still in group, write the advantages and disadvantages of using technology

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7.2. Consolidation exercises
(Teaching writin)
205
Consolidation exercice
1. Write the different types of appliances you know. From 4 to 8 maximum.

………………………………………………………………………………………………
……………………………………………………………………………………
2. Complete the following sentences:
a) We use washing machine to: ……………………………….
b) My mom is going to buy fruit to make a sweet juice in the; ………………………….
c) We use stove to: ……………………………
d) We use microwave to: ………………………
3. Compare the following brothers using comparative and superlative degrees.
a) Mário is tall but Júlio is short. So, we
say: Mário is ………… than
…………………….
b) Maria is beautiful and Jennifer is like Maria. So, we
say: Maria is...............................................Jennifer.
c) Our house is big in my village, no one like that. So, we say:

Our house is ………………………………….
d) I saw the expensive car than all. So, we say:
I saw the..................................................expensive car.

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7.3. Tests
207

Test 1
Read the test carefully and answer the questions clearly. On the right margin of
1. During the lessons you learnt about technology at school. If that is true, write at least
6 materials that reflect the importance of technology. (2 marks)
………………………………………………………………………………..………
……………………………………………………………………………………….
………………………………………………………………………………………..
2. Compare the two sisters. Use comparative and superlative (3 marks)
Geraldina is short and Joyce is tall
a) Joyce is …………………………………………………………….……………….
Ana is beautiful in our class, no one like her.
b) Ana is the.............................................................Beautiful in our class.

3. Complete the following sentences using future tense. (3 marks)
a) Tomorrow, I..............................................................buy another socket.
b) We..........................................travel by the most expensive Ferrari of the year.
c) After marriage, my wife and I....................................go to Paris for honeymoon.
d) She is here but her aunty...................................leave after voting on 9th of October.
4. Put the sentences bellow in better order to sound grammatical correct. (4 marks)
a) It/ October usually/ falls in.
b) Diwali/ a time / also/ for forgiveness/ reconciliation / and.
c) Diwali/ as the festival/ also known/ of lights.
d) Diwali/ a time/ is for/ celebration/ renewal/ and/ and.
…………………………………………………………………………………………
…………………………………………………………………………………………
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…………………………………………………………………………………………
…………………………………………………………………………….
5. During the classes you studied about conditional. (3 marks)
a) Write 3 sentences using 1st, 2nd and 3rd conditional.
6. About Modal verbs:
we also use modal verbs to express a polite language. Write 3 polite language sentences
using modal verbs.
7. Within 150 words, write a composition about the importance of technology in our life. (5
marks)
The end!
209

Test 2
Orientations: Read the test carefully and answer the questions clearly. On the right margin
of each question, you will find the respective point in marks in parentheses.
Our Mozambican hero
Eduardo Mondlane, a visionary leader, was born in 1920 in Mozambique. He grew up witnessing
the injustices inflicted upon his people by colonial powers. Mondlane studied abroad, where he
earned degrees in sociology and anthropology. Eduardo Mondlane, a prominent Mozambican
nationalist leader, once said, “We were born to be free, to expand our horizons by breaking
through the limitations imposed on us.” His words resonate with the struggles of his people, who
fought for liberation from colonial rule. He was deeply influenced by the struggles of other
colonized nations. Upon returning to Mozambique, he dedicated himself to the fight for
independence. He founded the Mozambique Liberation Front (FRELIMO) in 1962. Mondlane
believed that every individual should have the right to self-determination. He led FRELIMO in
guerrilla warfare against Portuguese rule. Mondlane was assassinated in 1969, but his legacy
continues to inspire generations.
Adapted
Section I: Answer the following questions on the back of this paper. (10 marks)
a. Where was Eduardo Mondlane born?
b. When did he earn his degrees?
c. What influenced Mondlane’s beliefs?
d. Who founded FRELIMO?
e. What did Mondlane believe every individual should have?

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1. Eduardo Mondlane dedicated himself to the fight for .
2. Mondlane led FRELIMO in guerrilla warfare against .
3. When was Mondlane assassinated?
4. What continues to inspire generations?
5. What were Mondlane's degrees in?
Section II. Fill the following white spaces with the proper words from the text: (2.5 marks)
a) Before his assassination, Eduardo Mondlane the Mozambique Liberation Front.
b) Mondlane by the struggles of other colonized nations during his studies abroad.
c) Every individual the right to self-determination, according to Mondlane.
d) Mondlane deeply for the independence of his homeland.
e) He degrees in sociology and anthropology.
Section III
1. What is the meaning of “guerrilla” According to the text? (2 marks)
A. A large-scale battle B. A type of military tactic
C. A diplomatic negotiation D. A political campaign
2. What does “self-determination” refer to? (2 marks)
A. The right to make one's own choices B. The act of following orders
C. The process of colonization D. The acceptance of limitations
3. Which word best describes Eduardo Mondlane's role in Mozambique's history? (1.5
marks)
A. Dictator B. Liberator C. Oppressor D. Collaborator

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4. What does "legacy" mean in the last sentence of the text? (1 marks)
A. Inheritance B. Reputation C. Remnant D. Influence
5. What is the synonym of “assassinated’? (1 marks)
A. Killed B. Exiled C. Honored D. Celebrated
6. Which tense is used in the quote, “We were born to be free”? (1 marks)
A. Past tense B. Present tense C. Future tense D. Conditional tense

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Test 3
Read the test carefully and answer the questions clearly. On the right margin of each question,
you will find the respective point in marks in parentheses.
Employment Dynamics in Mozambique
The job market in Mozambique is dynamic, with various sectors contributing to employment
opportunities. Presently, there is a surge in job openings, particularly in urban areas like Maputo
and Beira. Companies are actively seeking skilled professionals, from software developers to
agricultural engineers. Looking into the future, job prospects in Mozambique are expected to
expand further. With ongoing infrastructure projects and increased foreign investment, the job
market is projected to become even more robust. By 2030, it's anticipated that there will be a
more diverse array of employment opportunities available to individuals across different skill
levels. Comparing the present job market to a decade ago reveals significant changes. The
introduction of new technologies has revolutionized industries, leading to an increased demand
for specialized skills. Additionally, initiatives aimed at promoting entrepreneurship have
empowered individuals to create their own job opportunities.
1. Fill the following gaps. (5 marks)
a) Companies are actively seeking skilled workers to fill positions ranging from
to agricultural engineers.
b) With ongoing infrastructure projects and foreign investments pouring into the
country, employment opportunities are expected to .
c) By 2030, it is projected that the job market will be more and inclusive.
d) The introduction of new technologies has industries, creating demand

for professionals with specialized skills.
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e) Initiatives aimed at promoting entrepreneurship have empowered individuals to

create their own opportunities.
2. What is expected to happen to job opportunities in Mozambique in the future? (1 marks)
a) Remain stagnant B. Decline C. Expand D. Fluctuate
3. How does the current job market in Mozambique compare to a decade ago? (1 marks)
A. Less diverse B. More competitive C. Similar C. Remarkably transformed
4. In the future, what is anticipated for the diversity of job opportunities in

Mozambique? (1 marks)
A. Decrease B. Stay the same C. Increase D. Fluctuate
5. How have industries been affected by the introduction of new technologies? (1 marks)
A. Decreased demand for specialized skills B. b) No impact
C. Increased demand for specialized skills D. Stagnated growth
6. What industries are driving job growth in Mozambique? (1 marks)
A. Agriculture B. Tourism C. Technology D. All of the above
7. What year is projected for a more diverse and inclusive job market in Mozambique?
(1 marks)
A. 2025 B. 2030 C. 2040 D. 2050
8. Where are the main urban centers with high employment opportunities located?
(2 marks)
A. Maputo and Beira C. Quelimane and Tete
B. Nampula and Pemba D. Chimoio and Inhambane
There will be a more diverse array of employment opportunities available
9. Write the tense of the sentence above: …………………………………………….

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10. write your own 4 sentences in the future tense (2 marks)
a) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
11. write a composition about the importance of bilingualism teaching. (5 marks)

215

Test 4
Instruction: Read the test carefully and answer the questions clearly. On the right margin of
each question, you will find the respective point in marks in parentheses
My Africa
In Africa, hunger has been an enduring challenge, plaguing communities for generations.
Families have struggled to put food on the table, often relying on meager resources to survive.
Despite efforts to address the issue, hunger persists today, affecting millions across the
continent. Many children go to bed hungry, their stomachs empty and their futures uncertain.
NGOs and governments have worked tirelessly to alleviate hunger, but progress has been slow.
The future remains uncertain, with projections indicating that food insecurity will continue to be
a pressing issue in Africa. Without decisive action, the cycle of hunger may never be broken.
1. Section I: Read the text and fill the gaps bellow. (7 marks)
a) has been an enduring challenge in Africa.
b) Families have struggled to food on the table.
c) Hunger millions across the continent.
d) Many children go to bed
e) NGOs and governments have worked tirelessly to alleviate .
f) The future remains , with projections indicating continued food insecurity.
g) Without decisive action, the cycle of hunger may never be .
1.1. Choose the correct alternative to fill in the gab
a) Hunger millions across the continent.
A. affect B. affecting C. affected

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b) Many children to bed hungry.
A. went B. go C. goes
c) NGOs and governments have worked tirelessly to alleviate .
A. food B. hunger C. poverty
d) The future remains , with projections indicating continued food insecurity.
A. uncertain B. certain C. clear
Section II Choose the best option. (5 marks)
1) What is the enduring challenge in Africa?
A. Education B. Hunger C. Wealth
2) What do families struggle to put on the table?
A. Food B. Money C. Clothes
3) Who has worked tirelessly to alleviate hunger?
A. NGOs B. Celebrities C. Politicians
4) What word means “not definite or determined”?
A. Uncertain B. Certain C. Clear
5) What word means “continuing for a long time”?
A. Temporary B. Enduring C. Brief
6) What word means “empty of food”?
A. Hungry B. Full C. Satisfied
7) What word means “making less severe or serious”?
A. Alleviate B. Intensify C. Aggravate

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8) What word means “a charitable organization”?
A. Company B. Corporation C. NGO D. Politicians
9) What word means “not definite or determined”?
A. Uncertain B. Certain C. Clear
10) What word means “continuing for a long time”?
A. Temporary B. Enduring C. Brief
11) What word means “empty of food”?
A. Hungry B. Full C. Satisfied
Section III Composition
13. ‘’No water no life’’
On the back of your paper, write a composition about the impacts of shortage of water in
Nampula. (5 marks)
All the best!

218
8. CHAPTER V
FORM
TEACHING VOCABULARY
219
Chapter 5
Introduction
Vocabulary is the cornerstone of language acquisition and proficiency, enabling effective

communication and comprehension across all language skills. Teaching vocabulary involves
more than just the memorization of words; it requires helping students understand word
meanings, usage, context, and nuances. This chapter delves into the essential components
required for effective vocabulary instruction. The chapter then transitions to the design of
schemes of work, which serve as strategic plans for teaching vocabulary over a specified period.
These schemes of work ensure that vocabulary instruction is coherent, sequential, and aligned
with educational standards and learning objectives. They provide a clear framework that supports
both teaching and learning processes, ensuring comprehensive coverage of essential vocabulary.
In addition to lesson plans, consolidation exercises play a crucial role in reinforcing vocabulary
skills. These exercises are designed to help students practice and internalize new vocabulary,
ensuring that they retain and can apply words in various contexts. Effective consolidation
activities support long-term mastery and confidence in vocabulary usage.
This chapter addresses the design of tests aimed at assessing students' vocabulary knowledge.
Well-crafted tests are essential for evaluating students' progress and proficiency in vocabulary.
The chapter provides guidance on creating tests that are valid, reliable, and fair, offering an
accurate measure of students' vocabulary skills and informing subsequent instruction. Readers
will gain a comprehensive understanding of how to design and implement the key elements
necessary for teaching and assessing vocabulary. This knowledge is crucial for developing an
effective and engaging vocabulary curriculum, ultimately contributing to the overall language
proficiency and academic achievement of students. General Objective: To expand students'
vocabulary for better comprehension and communication in both oral and written forms.
220
TEACHING VOCABULARY
Teacher Observer
Name of the school Date/time of observation
This observation form aims to observe the teacher’s ability in teaching vocabulary in the
classroom, and to empower him/her after observing his weakness. Yes/Not
1. classroom organization/climate
 Is there a good interaction from teacher to students?
 There is a respect with each other differences _
2. Introduction of the lesson

 Teacher’s objective of the lesson is clear
 Teacher gives motivation to the students through singing
 Teacher asks students through his/her sing to guess what the lesson will be for
Comments:
3. Teaching aids or material used in the class

 Teacher brings in the classroom teaching aids related to the topic
 The teaching aids goes in compliances to the level of students and the topic
 Teaching aids are visible so that students can see even those who sat back to the class
4. Presenting new item

 Does the teacher say the name of the new word loudly?
 Does the teacher get the student to repeat the word?
 Does the teacher show the meaning of new item presented?
 Does the teacher give an example using the word?
 Does the teacher check understand from students?
221
5. Closing the lesson

 Teacher leaves students to practices the new item by his/her own
 Teacher gives feedback to his/her students so that they can be aware some mistakes
 Teacher achieved his/her objectives
222
TEACHING VOCABULARY
Teacher Observer
Name of the school Date/time of observation
This observation form aims to observe the teacher’s ability in teaching vocabulary in the
classroom, and to empower him/her after observing his weakness.
Instruction: Use the word YES or NOT to highlight the observed point
I. Lesson Preparation
Are the vocabulary words chosen appropriate for the students' level?......
Is there a clear plan for introducing and practicing each vocabulary word?.......
Are instructional materials and resources ready and accessible?.........
Is the objective clear and specific?............
Does it align with the curriculum standards?............
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
II. Teaching Strategies
How does the teacher introduce new vocabulary?..............
What methods does the teacher use to engage students with the vocabulary?.................
Are there any specific strategies observed (e.g., word walls, games, mnemonics)?...............
Are the materials appropriate for the vocabulary level?.......

223
Do they include a variety of resources (e.g., visuals, audio, written)?......
Are multiple strategies used to introduce and reinforce vocabulary?.............
Are strategies differentiated to meet the needs of diverse learners?........
Is vocabulary instruction integrated across subjects?.......
Are opportunities provided for students to apply new vocabulary in various contexts? .......
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
III. Student Engagement
Are students actively participating in vocabulary activities?.................
How does the teacher accommodate different learning styles and abilities when teaching
vocabulary?..................
Are they able to use the new vocabulary in meaningful ways?......
Is there evidence of interest and enthusiasm?..........
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
IV. Vocabulary Acquisition
Are students able to understand and use the new vocabulary in context?..............
How does the teacher assess student understanding of the vocabulary?..................
Are there any formative or summative assessment methods observed?................

224
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
V. Introduction of Vocabulary
Is there a clear and engaging introduction of each vocabulary word?...............
Are multiple modalities used to introduce the words (e.g., visuals, gestures, context)?.............
Is the pronunciation of each word clearly articulated and modeled?...............
Are the vocabulary words introduced in meaningful contexts or situations?...............
Are real-life examples or scenarios provided to illustrate the use of each word?..............
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
VI. Classroom Environment
How does the teacher interact with students during the vocabulary lesson?...............
Are there opportunities for students to ask questions and seek clarification?..................
Provide any additional observations or reflections on the teaching of vocabulary in this

lesson………
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
VII. Feedback and Assessment
Is there ongoing assessment of vocabulary understanding?.........
Is feedback provided to students to guide their learning?............

225
Is there time for reflection on vocabulary learning?................
Are students encouraged to self-assess their understanding?...............
Is feedback provided to students on their use of vocabulary words?............
Are errors corrected in a constructive and supportive manner?................
Comments: ………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
General comment ………………………………………………………………………………..
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………
226
TEACHING VOCABULARY
Teacher Observer’s name

Subject: Number of students present
Sschool’s name: Date/time Stream Grade
Instructions: Put Yes…...Not…... Clear.......Not Clear for observed points
A. Lesson Planning and Preparation:
Has the teacher selected vocabulary words relevant to the lesson's objectives?
Are the selected words appropriate for the students' age and proficiency level?
Is there a clear sequence for introducing and practicing the vocabulary words?
Are supplementary materials, such as visuals or props, prepared to support vocabulary

instruction?
B. Vocabulary Presentation:
Does the teacher provide clear definitions or explanations of the vocabulary words?
Are examples provided to illustrate how the words are used in context?
Does the teacher use gesture, visuals, or realia to enhance understanding?
Are opportunities given for students to repeat and practice pronouncing the words?
227
C. Active Engagement:
Are students actively engaged throughout the vocabulary lesson?
Do they participate in activities that require the use of the target vocabulary?
Are students encouraged to ask questions and seek clarification about the vocabulary
words?
Are cooperative learning structures utilized to promote peer interaction and

discussion of vocabulary?
D. Differentiation and Scaffolding:
Are instructional strategies varied to accommodate different learning styles and

abilities?
Does the teacher provide scaffolds, such as graphic organizers or word banks, to
support struggling learners?
Are extension activities offered for students who grasp the vocabulary quickly?
Does the teacher differentiate vocabulary instruction based on individual student

needs?
E. Assessment and Feedback:
How does the teacher assess students' understanding of the vocabulary words?
Are formative assessments integrated throughout the lesson to monitor student

progress?
Does the teacher provide timely and specific feedback on students' use of vocabulary?
228
Are opportunities provided for students to self-assess their own understanding of the
vocabulary?
F. Integration Across Curriculum:
Are connections made between the vocabulary words and other subjects or real
world contexts?
Does the teacher relate the vocabulary to students' prior knowledge and experiences?
Are interdisciplinary activities used to reinforce the vocabulary in different contexts?
Is there alignment between the vocabulary instruction and curriculum standards across
subject areas?
G. Retention and Application:
Are strategies employed to promote long term retention of the vocabulary words?
Are opportunities provided for students to use the vocabulary in authentic,

meaningful tasks?
Can students demonstrate understanding and application of the vocabulary in

different contexts?
Are review activities incorporated to reinforce previously taught vocabulary

throughout the school year?
General comments:
229
TEACHING VOCABULARY
School teacher Time
Date / / Subject Period
This observation has the following purpose: Is to evaluate, to improve, to correct some
misunderstanding of the teacher’s performance during his/ her teaching vocabulary lessons in
order to accomplish the following goals:
Word Acquisition: to introduce and teach a specific set of new vocabulary words, ensuring
that students understand their meanings.
Word Usage: to help students learn how to use the newly acquired words correctly in sentences
and conversations.
Contextual Understanding: to enable students to comprehend the meanings of unfamiliar

words based on context clues in reading passages.
1. Vocabulary Integration
Observe how the teacher integrates new vocabulary into the lesson.
 Are the words related to the overall learning objectives, and do they connect to the
students' prior knowledge? Yes ……/No…….
 Are the vocabulary words clearly defined? Yes...... /No.......
 Did the teacher provide clear and concise definitions of the new vocabulary
words? Yes .......No……
 Were synonyms, antonyms, or example sentences used to enhance

understanding? Yes.…. /No….
230
Comments …………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
2. Contextual Usage
Pay attention to how the teacher encourages students to use new words in context.
 Are there opportunities for students to practice the vocabulary in meaningful

sentences or discussions? Yes.... /No.......
 Did the teacher teach students how to infer word meanings from context? Yes…. / No…..
 Were students encouraged to identify context clues in reading

passages? Yes....../No...........
Comments…………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………
3. Assessment
Check if there are assessments or activities that evaluate students' understanding and retention of
vocabulary.
 Are these assessments aligned with the learning objectives? Yes …/No……
 Were there assessments or quizzes to evaluate students’ grasp of the vocabulary? Yes….
/ No….

Comments…………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………
231
4. Engagement Level
Assess the level of student engagement.
 Are they actively participating in vocabulary activities, showing enthusiasm,

and demonstrating an eagerness to learn new words? Yes…. / No….
 Were games, puzzles, or interactive activities used to reinforce vocabulary
learning? Yes…. /No…...
 Did these activities enhance retention and engagement? Yes…. / No….
Comments…………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
5. Variety of Methods
Note the diversity of teaching methods used, such as word games, visual aids, real-life
examples, or multimedia.
 Are these methods helping to reinforce vocabulary retention? Yes…. / No….

Comments………………………………………………………………………………….
………………………………………………………………………………………………
…………………………………………………………………………………………….
6. Student Interaction
Evaluate whether students are encouraged to interact with peers using newly acquired
vocabulary.
 Does the teacher promote discussions and collaboration? Yes……/ No…...

Comments…………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
7. Feedback and Correction
Observe how the teacher provides feedback on students' use of vocabulary.

232
 Is there constructive feedback, and are mistakes corrected in a supportive manner?

Yes…. / No…...
Comments………………………………………………………………………………………….
………………………………………………………………………………………………………
………………………………………………………………………………………………………
8. Summary
Strengths:
Area for Improvement

233
8.1. SCHEME OF WORK
AND
LESSON PLANS
(Teaching Vocabulary)
234
SCHEME OF WORK
Unit: Sports
Grade: 12th
Objective: By the end of this lesson students should be able to discuss the sports practiced in their community
Aims:
 To identify common types of sport;

 To talk about sports personalities in the world;
 To Discuss the benefit of practicing sports in our life.
Week Lesson topic Skill Vocabulary Grammar Function Time
1 1 Types of sports S and L Football, cinema, theater, tennis, Question’s Asking and giving 45’
and w baseball, basketball form information
2 Mozambican’s S and L Football, basketball tennis, athletics, Passive voice Describing some 45’
sports volleyball, handball personality
2 3 Sport S and L Tico-Tico, Eusébio, Lurdes Mutola Comparative Comparing and 45’
personalities adjective contrasting
4 School games S and L Football, basketball tennis, athletics, Past Describing past 45’
volleyball, handball, Chess continuous events
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3 5 Sport and health S and L Healthy, anxiety, helpful, illness, Present tense Expressing 45’
happy, sad. opinion
6 Leisure S and L Play, cinema, movies, swimming. Used to Describing 45’

activities activities
4 7 Consolidation 45’
exercise
8 Test
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Lesson plan
Topic: Different types of sport
Subject: English
Length: 15’
Objective: By the end of this lesson students should be able to discuss different types of sports and discuss their benefit.
Aims:
 To identify and categorize various types of sports,

 To describe their characteristics
 To discuss the benefits of participating in different sports.
Stage Skill Language content Activities Time
Grammar Function Vocabulary Teacher student
Test Question Asking and Football, -Asks the students to list different -They mention different types
form giving cinema, types of sports. (see it activity A) of sports
information theater,
- Writes down their responses on the -Pay attention
tennis, 15’
whiteboard.
baseball,
basketball
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-Shows them pictures of different - Look at the pictures

types of sport (see them next page
Pictures A, B, C, D etc.)
- Pay attention and take notes
-Introduces the concept of different
types of sports:
Football, Team sports (e.g., basketball, soccer,

cinema, volleyball)
theater,
Individual sports (e.g., swimming,
Question tennis, 15’
tennis, golf)
form baseball,
Teach Explaining
basketball Combat sports (e.g., boxing, judo,
karate)
Athletic sports (e.g., running,

jumping, throwing)
- Explains the characteristic of each

-Take notes
sport
- They get in groups of three
- Asks them to be in group of three
238
-Provides a worksheet for each group -Receive a set of cards of

to write a set of sports (see it next various sports
page)
-Instructs them to categorize the

-Pay attention and take notes
sports into the types discussed
earlier.
Expressing
opinion -Asks each group to present their -They present to the class
15’
categorization to the class,
Test explaining their reasoning behind
each classification. -Pay attention and take notes
-Facilitates a class discussion on any

disagreements or alternative
categorizations
-Pay attention
-Gives a final feedback
-Take note
-Gives a homework (see it below)
Homework: Ask students to research a sport that they are unfamiliar with and write a short paragraph describing its characteristics
and why someone might enjoy participating in it.
239
Pictures
240
241
Activity A
1. Mention different types of sports
Activity B
2. Complete the balloon below
a)
Team Sport
b)
Individual Sport
242
Lesson plan
Topic: Mozambican’s sport
Date: 13th May 2024
Length: 45’
Objective: By the end of this lesson students should be able to discuss different types of sports practiced in their community
Aims:
 To identify and categorize various types of sports practiced in Mozambique,

 To describe their characteristics
 To discuss the impact that they bring to the society
Stage Skill Language content Activities Time
Grammar Function Vocabulary Teacher student
Test Passive Giving Football, -Asks the students to mention -They mention different types of
voice information basketball the sports practiced in their sports practiced in their
community and how is practiced community and who can practice
them.
15’
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-Writes down their responses on -Pay attention

the whiteboard.
-Gives them a worksheet to

-Receive and complete
solve (see it next page, activity
A)
-Shows them pictures of - Look at the pictures

different types of sport practiced
Teach Football,
in Mozambique (see them next
baseball,
Passive Explaining page images)
basketball
voice
-Pronounces them and gets - Listen 10’
students to pronounce
-Explains Passive voice (football

-They pronounce after teacher
is played by men and women
244
Test Passive - Asks students to get in pairs -Receive a worksheet

voice and Provides a worksheet (see it
next page Activity A and B)
-Pay attention and take notes 20’
-Instructs them to match the
words into their definition
-Asks each group to present their -They present to the class

answers
- They get engage in discussion
-leads the discuss
-Pay attention and take notes
245
IMAGES
246
Activity 1
Fill in the gaps with passive voice of the verbs in brackets
1. The ball (kick) by the striker.
2. The race (win) by the fastest runner.
3. The trophy (present) by the captain.
4. The goal _ (score) by the forward.
5. The marathon (run) every year in this city.
6. The rules _ (explain) by the coach.
7. The match (watch) by thousands of fans.
8. The team _ (defeat) in the final game.
9. The record (break) by the athlete.
10. The championship (hold) in the new stadium.

247
Activity A
Match the following words into their definition
Karate A team sport where players kick a ball into the opposing team's goal to score points.
Basketball A team sport where players shoot a ball through a hoop to score points
Gymnastics A team sport where players use their hands or arms to hit a ball over a net.
Volleyball A sport involving exercises and performances requiring physical strength, flexibility, agility.
Football A martial art characterized by punching, kicking, and striking techniques
Activity B
Fill in the gaps with passive voice of the verbs in brackets
1. The ball (kick) by the striker.
2. The race (win) by the fastest runner.
3. The trophy (present) by the captain.
5. The rules _ (explain) by the coach.
6. The championship (hold) in the new stadium.

248
Lesson plan
Topic: Sport Personalities
Grade: 12th
Length: 45’
Objective: By the end of this lesson student should be able to discuss about the biggest figure of sport
Aims:
 To list sport personalities in their communities;

 To compare them with other personalities;
 To discuss the biggest figure of sport in different areas of sport
Stage Skill Language Content Activities Time
Test Comparative Comparing Football, -Asks students to get in pair - They get in pair
degree and Basketball,
-Asks each pair to list three -They list three sports
contrasting gymnastics,
personality sports that they personalities that they know
swimming, 15’
know
athletic
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-Asks them to compare who -They make comparison among

is the best among them in them
different area of sport
-Writes down their -Pay attention

responses on the board
-Mentions the most famous -Pay attention and take notes

personalities in
Mozambique in different
areas of sport
-Look at the pictures
Explaining -Shows the pictures of those
personalities (see them next
Comparative
page Pictures)
degree -Pay attention and take notes
Teach 10’
-Explains the use of
comparative degree of
adjectives (e.g., Lurdes
Mutola is faster than Migy)
etc.
-Answer teachers’ questions
-Checks understating
250
Expression -Asks them to still be in pair - They get in pair

opinion
-Gives them a worksheet to -They receive a worksheet from
solve (activity A) the teacher
-Asks them to report to the -they report their answers to the

class their responses orally class orally
Test 20’
-Asks each group to their - They present their opinion in
opinion regarding to their contrast or in favor
colleagues’ responses
-They discuss
-Leads the discussion

-Takes notes
251
Pictures
252
Activity A
1. Complete the following sentences below to make comparative form

a) Lurdes Mutola is (fast) then Tico-Tico
b) Basketball players are (weak) than volleyball players
c) Some winners are (rich) than others
d) Mutola is (good) athlete in Mozambique
e) Swimming is (important) sport in Africa
f) Gymnastic is (important) than tennis in my community.
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Lesson Plan
Date: 16th May 2024
Topic: School Games
Grade: 12th
Length: 45 minutes
Objectives: By the end of the lesson the students will be able to discuss different kinds of school games.
Teaching aims:
 To list kinds of school games
 To engage student in learning vocabulary related to school games
 To discuss the importance of school games.

10 Past Football, - Teacher introduces the lesson - Students pay attention to
mins Presentation continuous Describing basketball by showing a picture of the introduction by seeing
tense sports and heath tennis, volleyball, different kind of sport; (see the picture;
handball appendix 1);
- Teacher prompts some - Students answer the
questions to engage the students questions of the teacher;
through the lesson:
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a) What do you see?

b) Have you heard about school
games?
- Teacher writes each - Student see the word
vocabulary per time on the written on the board and
board and say it clearly (e.g., listen carefully to the
football); teacher’s pronunciation;
- Teacher asks students to - Students repeat the words

repeat the word in chorus and in chorus and individually;
individually (football);
- Teacher gives examples of the - Students see the meaning
vocabularies in different by looking on the visual aids
contexts. brought by the teacher;
Examples: Nantola was playing
football at my school.
Past Describing Football, - Teacher sets the students in - Students get organized in
15 continuous sports and heath basketball, tennis, groups of 4 members; groups of members;
min Practice tense volleyball, - Teacher gives a controlled - Students complete the
handball (see it activity 2) activity in groups.
-Controls the activity
255
- Teacher corrects the activity - Students correct the activity

together with the students together with the teacher.
football - Teacher gives a meaningful - Students do the task

basketball activity to students for them to individually
Production Past Describing tennis use the language meaningfully
continuous sports and heath volleyball
tense handball - In groups, discuss about 6 - Students get in group and
wild animals that you learnt and take notes
20
state which one is the best and
min
why?
- Gives final feedback - Pay attention to the

teacher’s feedback
- Gives homework (see it next - take note
page)
256
ATTACHMENT
257
Activity 2. Match the words according to the pictures of sports.
Tennis
Hand
ball Football
258
HOMEWORK
1. Write the words that relate with the head one in the cycle
School
2. Fill in the table the kinds of sports according to the letters
Sport Player Instrument used
B Ball and basket
A Mutola
G Golf
T Tennis
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Lesson plan

Date: 17th May 2024
Topic: Sports and Health
Grade: 9th
Length: 45 minutes
Objectives: By the end of the lesson the students will be able to discuss the benefits of practicing sports
Teaching aims:
 To mention the benefits of sports
 To engage students in talking the importance of practicing sports
 To discuss the benefits of practicing sport in for our health
Time Stage Language Activities

Content
Grammar Faction Vocabulary TEACHER STUDENT
Describing Health, Anxiety, - Pre-teaches - Students pay attention and take
Present sports and Helpful
the notes;
10 Presentation Simple health Illness, Happy
mins Sad vocabularies; - Students answer teacher’s
- Prompts the students can
you mention some kind of prompts
sports.? Does sports leave
people healthy?
260
-write their answers on the - Take note

board
- Asks them to mention - They mention
five benefits of sports for
our health
- Writes the words on the - Take notes
board
- Gives an example. (e.g., - Take note
Gymnastic helps in our
body)
- Teacher checks students - Answer teachers’ question
understanding.
Present Describing Health, Anxiety, - Teacher asks the students - Students get in pairs;
Simple sports and Helpful
to be in pairs and gives to
Practice health Illness, Happy
Sad them a text; (See it activity
1)
- Asks each pair to answer - Students complete the activity in
15min the question orally groups.
- Gives feedback - Take notes
- Teacher corrects the - Students correct the activity
activity together with the together with the teacher.
students
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Describing Health, Anxiety, -Still in pair asks them to -Still in pair Students do the task
sports and Helpful
discuss the benefits of the
Production Present health Illness, Happy
Simple Sad following sports: football,
gymnastic, karate,
20
athletics.
- Asks each pair to report - Report orally to the class
orally to the class.
- Gives final feedback - Pay attention and take notes
ACTIVITY 1
Lucas and Kelvin are avid sports enthusiasts who understand the vital link between physical
activity and good health. Engaging in regular exercise keeps them healthy, both physically
and mentally. When they hit the gym or go for a run, they alleviate anxiety and stress, feeling
happier and more energized afterward. Exercise isn't just about lifting weights or running
laps; it's about actively combating illness and promoting well-being. Lucas and Kelvin know
that staying active is helpful in preventing various health conditions, which is why they
prioritize it in their daily routines. Despite the occasional setbacks or sad moments, such as a
missed workout or a minor injury, they remain committed to their fitness journey because
they understand the immense benefits it brings to their overall health and happiness.
262
Exercise.
1. What are Lucas and Kelvin are?

2. Do sports make well-being?
3. Is exercise just about lifting weights? Justify your answer
4. What is gym?
2. The word alleviate means:
a) To be safe c) To run well

b) To be cured d) To comfort
263
Lesson Plan
Subject: English
Topic: Leisure Activities
Length: 45’ Grade: 12th
Objectives: By the end of the lesson the students will be able to discuss their kinds of their leisure activities;
Teaching aims:
 To list the leisure activities most predominant in their community

 To describe their past habits
 To discuss how they used to have their leisure activities.

Grammar Function Vocabulary TEACHER STUDENT
Describing Play, Cinema, - Pe-teaches vocabularies; - Take notes
Used to past habits Movies, - Teacher prompts them - Answer teacher’s prompts
10 Presentation Swimming, a) Have you heard about leisure
mins watch TV, activities?
walking around b) What are your favorite
activities in your free time?
264
-Teacher writes each leisure - Student see the word written on

activities of the students on the the board and listen carefully to
board and pronounces the the teacher’s pronunciation and
words and gets students to Students repeat the words in
repeat it in chorus chorus and individually;
- Teacher gives examples of the - Students learn how the words are
vocabularies in different used in contexts.
contexts.
Examples:
Ex: I used to play soccer all the
time after school.
- Teacher checks students - Answer’s teachers’ questions
understanding.
Play - Teacher asks the students to - Students get organized in pairs;
Cinema be in pairs and gives an activity
Practice Movies to do. (See it next page);
15min
Swimming - Teacher corrects the - Students do the activity;
activity together with the
students - take notes
- gives feedback
- In pairs, discuss about 4 - Still in pairs Students do the
20min
Production leisure activities that you used task;
265
to have, and justify why you

used to have them
-Asks each pair to report their - they report their answers orally
answers to the class
-Teacher gives final feedback - Students get and take notes the
about the task feedback given by the teacher.
Activity 1
1. Discuss the questions bellow with your partner.

a) What did you use to do for fun when you were on holiday?
b) When was the last time you went shopping?
c) What did use to read when you were in previous grade?
d) What do like to watch on TV in your free time?
e) Why is having no free time a bad thing?
f) What is your favourite hobby? Why?
266
8.2. Consolidation exercise
(Teaching vocabulary)
267
Instructions: Fill in the blanks with the appropriate vocabulary words related to different types of sports.
1. In basketball, players aim to score points by shooting the ball through the opponent's
.
2. Tennis is played with a racket and a ball, with the objective of hitting it over
the net.
3. Football, also known as soccer in some countries, is played with a spherical ball using
primarily the feet, aiming to score goals by getting the ball into the opponent's .
4. In swimming, athletes compete in various styles such as freestyle, breaststroke, and

.
5. A racquetball court is typically enclosed by four walls, and players use racquets to hit a
small rubber ball against the front wall, aiming to make it land in the opponent's .
6. Gymnastics involves performing exercises that require strength, flexibility, balance, and
.
7. Golf is played on a large outdoor course, where players use different clubs to hit a small
ball into a series of holes on the ground, aiming to complete the course with the fewest
number of .
8. Rugby is a full-contact team sport similar to football, but players can carry the ball with
their hands and pass it backward, aiming to score points by getting the ball into the
opponent's .
9. In figure skating, athletes perform jumps, spins, and other moves on ice, aiming to
impress judges with their and technique.
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Instructions: Fill in the blanks with the appropriate vocabulary words related to sports popular in
Mozambique.
1. In Mozambique, one of the most popular sports is , where players kick a ball into
a net to score goals.
2. Another widely enjoyed sport in Mozambique is , which involves two players

hitting a shuttlecock back and forth over a net using rackets.
3. Mozambican athletes also excel in _, competing in various events such as sprints,

long distance running, and relay races.
4. A traditional Mozambican sport is , which involves a form of wrestling where

opponents try to throw each other to the ground.
5. Mozambique's coastal location makes water sports like popular, with

opportunities for surfing, swimming, and sailing.
6. is gaining popularity in Mozambique, with enthusiasts enjoying the thrill of

riding waves along the country's beautiful coastline.
7. Mozambican children often engage in , playing informal games like tag, hide and
seek, and skipping rope in their neighborhoods.
8. Mozambique's diverse landscape provides opportunities for _ , such as hiking,

mountain biking, and rock climbing in its scenic mountains and forests.
9. is also growing in popularity in Mozambique, with enthusiasts enjoying the

challenge of navigating rough terrain and obstacles on off-road motorcycles.
10. Traditional Mozambican dances and are an integral part of cultural celebrations
and festivals, showcasing the country's rich heritage and artistic expression.
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Answer key Consolidation Exercise
Answer key consolidation exercise 1
1. Net; 2. Court; 3. Goal; 4. Pool; 5. Agility; 6. Strokes; 7. Par; 8. Field; 9. Power
Answer key consolidation exercise 2
1. Football (Soccer)
2. Badminton
3. Athletics
4. Capoeira
5. Aquatics
6. Surfing
7. Playground games
8. Adventure sports
9. Motocross
10. Music and dance

270
8.3. Tests
271
Subject: english 1rst Test Duration 90min Grade: 12th Stream Date: 26/05/2024
Name:
Instructions: Read the passage below and answer the questions that follow. Choose the best
option for each question.
Text
In the world of sports, there are many iconic personalities who have left a lasting legacy. From
basketball to tennis, and from swimming to gymnastics, these athletes have captivated audiences
worldwide with their talent and achievements. One such legend is Michael Jordan, often hailed
as the greatest basketball player of all time. His six NBA championships with the Chicago Bulls
and his unmatched skills on the court have cemented his place in basketball history.
Another sports icon is Usain Bolt, the Jamaican sprinter known as the fastest person ever. Bolt's
electrifying speed and multiple world records in the 100m and 200m dash have made him a
household name around the globe. Moving to the world of tennis, Rafael Nadal stands out as one
of the greatest players of all time. Nicknamed "The King of Clay," Nadal's dominance on the
tennis court, especially at the French Open, has earned him a place among the sport's elite.
In swimming, Michael Phelps reigns supreme with an unprecedented 28 Olympic medals to his
name. His remarkable achievements in the pool have solidified his status as the most decorated
Olympian in history. Meanwhile, Simone Biles has revolutionized the sport of gymnastics with
her gravity-defying routines and unmatched skill level. With numerous World Championship
titles to her name, Biles is widely regarded as the greatest gymnast of all time.
Section I: Questions
1. Who is considered the greatest basketball player of all time? (10,0 marks)
A) Rafael Nadal B) Michael Phelps C) Michael Jordan D) Usain Bolt

272
2. Which athlete is known as "The King of Clay" in tennis?
A) Rafael Nadal B) Michael Jordan C) Simone Biles D) Usain Bolt
3. Who holds the record for the most Olympic medals in swimming?
A) Rafael Nadal B) Simone Biles C) Michael Phelps D) Michael Jordan
4. Which athlete is famous for revolutionizing the sport of gymnastics?
A) Michael Phelps B) Simone Biles C) Usain Bolt D) Rafael Nadal
5. What is Usain Bolt's specialty in athletics?
A) Long jump B) High jump C) 100m and 200m dash D) Marathon
6. Which sport is Michael Phelps associated with?
A) Gymnastics B) Tennis C) Swimming D) Basketball
7. How many Olympic medals does Michael Phelps have?
A) 6 B) 18 C) 28 D) 10
8. Who is known as the fastest person ever?
A) Rafael Nadal B) Michael Phelps C) Michael Jordan D) Usain Bolt
9. What is Simone Biles famous for?
A) Swimming B) Gymnastics C) Basketball D) Tennis
10. What sport is associated with the Chicago Bulls?
A) Swimming B) Tennis C) Basketball D) Gymnastics
Section II: Choose the correct option to complete each sentence based on the information
provided in the text. (10,0 marks)
1. Michael Jordan is basketball player of all time.

273
2. Usain Bolt is known person ever.
3. Rafael Nadal is regarded as player in tennis.
4. Michael Phelps has Olympic medals than Rafael Nadal.
5. Simone Biles is widely regarded gymnast of all time.
6. Usain Bolt is in athletics than Rafael Nadal.
7. Michael Phelps has Olympic medals than Simone Biles.
8. Rafael Nadal is considered in tennis than Michael Phelps.
9. Simone Biles is in gymnastics than Michael Jordan.
10. Usain Bolt is person ever in athletics.
The end
274
Name:
The test contains III sections, attend all of them and answer the questions that follows
Test
Last summer, sports enthusiasts were embracing a variety of activities. Many children were
attending soccer camps, where they were learning new techniques and playing in friendly
matches. On the beaches, surfers were riding the waves early in the morning, while others were
participating in yoga sessions on the sand. In the evenings, people were jogging along the coastal
paths, enjoying the cool breeze as they were keeping fit. Meanwhile, in the parks, groups were
engaging in spontaneous games of basketball and frisbee, showcasing their skills and teamwork.
Throughout the season, athletes were dedicating themselves to their routines, constantly striving
to improve their performance. As they were practicing, they were also forming new friendships
and creating lasting memories. The entire community was coming together, celebrating the joy
of sports and outdoor activities.
Adapted
Section I
1. Identify and underline the sentences in the text that use the past continuous tense (3,0 marks)
2. Rewrite the following sentences in the past continuous tense: (3,0 marks)
a) The children play soccer in the park.
b) The surfers ride the waves.
c) People jog along the coastal paths.

275
Section II.
1. Match the Words to Their Definitions: (4,0 marks)
Enthusiasts People who are very interested in and excited about something.
Techniques Specific methods or ways of doing something.
Spontaneous Happening naturally, without planning or encouragement.
Showcasing Displaying or presenting something in an attractive or favorable way.
Routine A sequence of actions regularly followed
Section III. Fill in the Blanks with the Appropriate Vocabulary Word (7 marks)
a) Many sports were participating in various activities last summer.
b) Surfers were demonstrating their on the waves each morning.
c) In the parks, there were _ games of basketball.
d) Athletes were their skills during practice sessions.
e) Following a regular helps athletes improve their performance.
Synonyms and Antonyms: find the synonyms of the underlined words. (3,0 marks)
a) Find a synonym for embracing in the context of the text.
b) Find an antonym for friendly in the context of matches.
c) What is a synonym for dedicating in the context of athletes working on their routines?
The end
276
Name:
Instructions: Pay attention all the questions and answer them
Part 1: Vocabulary ( 7 marks)
1. Match the leisure activity with its correct definition.
1. Hiking A. Creating art using brushes and colors
2. Painting B. Catching fish for sport or food
3. Gardening C. Preparing food, especially desserts and bread, by cooking in an oven
4. Swimming D. Enjoying written works such as books and magazines
5. Fishing E. Walking long distances in nature, usually on trails
6. Baking F. Cultivating plants in a garden
7. Reading G. Immersing oneself in water for exercise or enjoyment
Part 2: Grammar - Complete the following sentences using the correct form of “used to”. (5
marks)
a) When I was a child, I (go) hiking with my family every summer.
b) My grandfather _ (play) chess every evening before dinner.
c) She (not/swim) in the ocean, but now she loves it.
d) We (bake) cookies every weekend when I was young.

277
e) They (watch) birds in the park, but now they prefer staying at home.
f) He (jog) every morning, but he stopped due to an injury.
g) I (not/paint), but I started taking art classes last year.
h) We (fish) in the lake near our house.
i) You (garden) a lot before you moved to the city, didn't you?
j) She (not/read) much, but now she finishes a book every week.
Part 3: Short Answer the following questions using the vocabulary and the “used to” grammar
structure. (8 marks)
1. What leisure activity did you use to do as a child but no longer do?
2. Is there a new hobby you have started recently? What is it?
3. Which leisure activity do you find most relaxing and why?
4. Have you ever tried bird watching? Did you enjoy it?
The end
278
Name:
Instructions: Answer the following questions using the Present Simple tense.
Section I. Read the passage and answer the questions below. (5 marks)
Passage
John is a professional tennis player. He practices five times a week and follows a strict diet. He
eats a lot of vegetables and drinks plenty of water. On weekends, he participates in local
tournaments. John also enjoys watching basketball and often goes to games with his friends.
Questions:
1. How often does John practice tennis?
2. What kind of diet does John follow?
3. What does John do on weekends?
4. What other sport does John enjoy watching?
5. Who does John go to basketball games with?
-
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Section II. List all sports present in the text (2 marks)
Section 1II: Fill in the blanks with the correct form of the verb in parentheses. (5 marks)
1. My brother (play) basketball every weekend.
2. She (go) to the gym three times a week.
3. Athletes (need) a lot of energy to perform well.
4. A healthy diet (include) fruits and vegetables.
5. He (not, like) running, but he (enjoy) swimming.
Part IV: Choose the correct option. (5 marks)
1. She (run/runs) every morning.
2. They (does/do) yoga on weekends.
3. He (don't/doesn't) like spinach.
4. I (am/are) very interested in sports.
5. We (swims/swim) in the pool on hot days.
Section V. Mention four (4) sports that are practiced in team and 4 practiced individual. (3 marks)
The end
280
Answer’s key Test 3
Part 1: Vocabulary
1. E 2. A 3. F 4. G 5. B 6. C 7. D
Part 2: Grammar – “Used to”
a) used to go
b) used to play
c) didn't use to swim
d) used to bake
e) used to watch
f) used to jog
g) didn't use to paint
h) used to fish
i) used to garden
j) didn't use to read
Part 3: Short Answer
1. Example answer: I used to play soccer as a child but no longer do because I have less free time
now.
2. Example answer: Recently, I have started learning how to paint.
3. Example answer: I find reading the most relaxing because it helps me escape into different
worlds.
4. Example answer: Yes, I have tried bird watching. I enjoyed it because it was peaceful and
educational.
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9. Conclusion
In this portfolio chapters we focused on designing observation forms, consolidation exercises,

and tests for teaching listening, speaking, writing, reading, and vocabulary, we have
demonstrated a comprehensive approach to language instruction. Our attention was to detail and
systematic planning are commendable, as evidenced by the inclusion of various assessment tools
tailored to each language skill. However, it's worth noting that designing effective observation
forms, consolidation exercises, and tests can present challenges. Some of these challenges may
include ensuring alignment with curriculum objectives, selecting appropriate assessment
methods for each skill, and maintaining balance between formative and summative assessments.
Additionally, adapting assessment strategies to meet the diverse needs of grade 12 students can
be demanding. Despite these challenges, your portfolio reflects thoughtful consideration of these
factors. Your dedication to providing meaningful learning experiences is evident in your efforts
to create assessments that accurately measure student progress and support their language
development. Overall, our portfolio chapters showcase a commendable effort to design
comprehensive assessment tools for language instruction. Our perseverance in addressing
challenges and commitment to enhancing the learning experience for grade 12 students is evident
throughout the work. With continued refinement and reflection, the portfolio has the potential to
further strengthen language teaching practices and contribute to student success.
282
10. Bibliograph
Baker, J & Westrup, H. (2000). The english language teacher’s handbook: How to teach large
classes with few resources. British library cataloguing-in-publication-data
DOFF, A. (1988). Teaching English - A Training Course for Teachers. Cambridge, England:
Cambridge University Press.
283
11. Attachments
284
285
286

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Almirante Gilberto José

CLASSROOM OBSERVATION FORMS, SCHEMES OF WORK, LESSON PLAN,

(Year 4, Day Shift)

4. CHAPTER I. Classrom observation form Teaching listening...........................................6

4.1. Scheme of work and lesson plans (teaching listening).................................................23

4.2. Consolidation exercices................................................................................................41

5. CHAPTER II.Classroom observation form teaching reading.........................................59

5.1. Scheme of work and lesson plans.................................................................................76

5.2. Consolidation exercises...............................................................................................102

6. CHAPTER III. Classroom observation form teaching speaking....................................115

6.1. Scheme of work and lesson plans...............................................................................131

6.2. Consolidation exercises...............................................................................................155

7. CHAPTER IV. Classroom observation form teaching writing.....................................164

7.1. Scheme of work and lesson plans)..............................................................................178

7.2. Consolidation exercises...............................................................................................203

8. CHAPTER V. Classroom observation form teaching vocabulary..................................217

8.1. Scheme of work and lesson plans...............................................................................232

8.2. Consolidation exercise................................................................................................265

10. Bibliography...................................................................Erro! Marcador não definido.

11. Attachments...................................................................Erro! Marcador não definido.

Consolidation exercises reinforce learning by providing students with opportunities to

 To systematically assess and enhance the effectiveness of teaching and learning

 To evaluate the implementation of instructional strategies and their impact on student

 To provide constructive feedback to teachers to improve instructional practices.

 To reinforce and solidify students' understanding and application of skills and

CLASSROOM OBSERVATION FORM

Use: Clear (C) Not clear (N/C) Not Observed (N/Obs)

1. Lesson planning C N/C N/Obs

1 Teacher is well prepared and organized to carry on his/her listening lesson

2 The objectives are clear and well designed

3 Teacher brings all possible listening materials to the classroom

2. Indications of Possible Hearing Problems C N/C N/Obs

1 Appear to need to watch the speaker’s face closely in order to understand?

3 Tend to tire easily while listening

4 Frequently ask a certain word or expression to be repeated

3. Listening Skills C N/C N/Obs

1 Comprehend appropriate grade-level vocabulary words

2 Follow oral directions in the sequence given

3 Show an interest in what the speaker is saying

4 Shift attention to different speakers in situations such as a small-group

4. Active listening skill C N/C N/Obs

1 Maintain eye contact with the speaker

2 Focuses on the purpose of listening (e.g., to provide information, answer

3 Demonstrates responsive reaction (e.g., nods, smiles)

4 Draws reasonable conclusions from material heard

5 Can identify main argument or ideas after presentation is complete

5. Steps in guided metacognitive sequence in a listening lesson C N/C N/Obs

2 Asks students to write down their predictions

Pair process-based discussion

Whole-class process-based discussion

5 The teacher leads a discussion to confirm comprehension before discussing

6. Materials/Activities C N/C N/Obs

2 Each student has his/her listening material

3 Provides activities which promote the development of listening skill.

5 Students get to report the information previously heard

6 In the classroom there are tape records, radio, computers etc.

7. Closing lesson C N/C N/Obs

1 Teacher achieved his/her objectives

2 Teacher gives students an audio to the students to use as extensive listening

3 Teacher gives a homework to students to listening news and report it next