Inglês: programa da 12a classe - International Bureau of Education

Transcrição

Ficha Técnica
Título: Inglês, Programa da 12ª Classe
Edição: ©INDE/MINED - Moçambique
Autor: INDE/MINED – Moçambique
Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique
Arte final: INDE/MINED - Moçambique
Tiragem: 350 Exemplares
Impressão: DINAME
Nº de Registo: INDE/MINED – 6289/RLINLD/2010
Prefácio
Caro Professor
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral.
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve a necessidade de
reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser
desenvolvidas e consolidadas neste novo ciclo de estudos.
As competências que os novos programas do Ensino Secundário Geral procuram garantir
compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que
permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia
cada vez mais moderna e competitiva.
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos é
resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das
várias instituições de ensino e formação, quadros de diversas instituições públicas, empresas e
organizações, que colocaram a sua experiência neste exercício de transformação curricular e a quem
aproveito desde já, agradecer.
Aos professores, de que depende em grande medida a implementação destes programas, apelo ao
estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o
contingente nacional para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
1
Prefácio
Caro Professor
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral.
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade de
se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser
desenvolvidas e consolidadas neste novo ciclo de estudos.
As competências que os novos programas do Ensino Secundário Geral procuram desenvolver,
compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários para a
vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa
economia cada vez mais moderna e competitiva.
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em
mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de
professores das várias instituições de ensino e formação, quadros de diversas instituições
públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da transformação
curricular e a quem aproveitamos desde já, agradecer.
Aos professores, de que depende em grande medida a implementação destes programas, apelamos
ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e criatividade e
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã contribuirão
para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
2
CONTENTS
1.
Introduction
1.1
1.2
1.3
1.4
1.5
2.
Linhas Orientadoras do Currículo do ESG
Os Desafios da Escola
A Abordagem Transversal
As Línguas no ESG
O Papel do Professor
Grade 12
2.1 Grade 12 Proficiency Objectives
-
Speaking Objectives
Listening Objectives
Reading Objectives
Writing Objectives
2.2 Grade 12 Proficiency Contents
-
3.
Functions
Topics
Grammar
Critical Thinking
Crosscutting Issues
Scope and Sequence
Unit 1 – Famous People and Idols
Unit 2 - Heroes
Unit 3 – Entertainment
Unit 4 – Business and Etiquette
Unit 5 – Business Communication
Unit 6 – Taxes
Unit 7 – Flue
Unit 8 – Self Employment
Unit 9 – Literature
Unit 10 – Law
Unit 11 – Drugs
Unit 12 – Religious and Beliefs
Unit 13 – Life After School
Unit 14 – News
Unit 15 - Life in 2025
4.
Methodology General Teaching Approach Teaching Suggestions and Tips
5.
Assessment
6.
Bibliography
7.
Appendixes
3
1. Introdução
A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se
enquadra no Programa Quinquenal do Governo e no Plano Estratégico da Educação e Cultura e
tem como objectivos:
•
•
•
•
Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos
aprendizagens relevantes e apropriadas ao contexto socioeconómico do país.
Corresponder aos desafios da actualidade através de um currículo diversificado, flexível e
profissionalizante.
Alargar o universo de escolhas, formando os jovens tanto para a continuação dos estudos
como para o mercado de trabalho e auto emprego.
Contribuir para a construção de uma nação de paz e justiça social.
Constituem principais documentos curriculares:
•
O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que contém
os objectivos, a política, a estrutura curricular, o plano de estudos e as estratégias de
implementação;
• Os programas de ensino de cada uma das disciplinas do plano de estudos;
• O regulamento de avaliação do Ensino Secundário Geral (ESG);
• Outros materiais de apoio.
1.1. Linhas Orientadoras do Currículo do ESG
O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que
visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que
continuem a aprender ao longo de toda a sua vida.
O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma
componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências
relevantes para uma integração plena na vida política, social e económica do país.
As consultas efectuadas apontam para a necessidade de a escola responder às exigências do
mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das
Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre
outros desafios.
Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando uma
formação integral do indivíduo que assenta em quatros pilares, assim descritos:
4
Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e
estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e
formular os seus próprios juízos de valor que estarão na base das decisões individuais
que tiver de tomar em diversas circunstâncias da sua vida;
Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos
científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a
interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e
naturais;
Saber Fazer que proporciona uma formação e qualificação profissional sólida, um
espírito empreendedor no aluno/formando para que ele se adapte não só ao meio
produtivo actual, mas também às tendências de transformação no mercado;
Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é, saber
comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de
diversas culturas, religiões, raças, entre outros.
Agenda 2025:129
Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se organize
em torno deles de modo a proporcionar aos jovens instrumentos para compreender o mundo, agir
sobre ele, cooperar com os outros, viver, participar e comportar-se de forma responsável.
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas relevantes
para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e como cidadãos
responsáveis e úteis na família, na comunidade e na sociedade, em geral.
1.2. Os desafios da Escola
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel
da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes
quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se,
assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os seus
conhecimentos ao longo da vida.
Perante este desafio, que competências são importantes para uma integração plena na vida?
As competências importantes para a vida referem-se ao conjunto de recursos, isto é,
conhecimentos, habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para
enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto
significa que para resolver um determinado problema, tomar decisões informadas, pensar critica e
criativamente ou relacionar-se com os outros um indivíduo necessita de combinar um conjunto de
conhecimentos, práticas e valores.
Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também à
sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a
realidade do país.
Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as
competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita,
5
matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como
cruciais para o desenvolvimento do indivíduo e necessárias para o seu bem estar, nomeadamente:
a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa;
b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e
busca metódica de informação em diferentes meios e uso de tecnologia;
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e
apresentação dos trabalhos;
d) Resolução de problemas que reflectem situações quotidianas da vida económica social do
país e do mundo;
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar
bem com os outros;
f) Uso de leis, gestão e resolução de conflitos;
g) Desenvolvimento do civismo e cidadania responsáveis;
h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem
como em relação ao alcoolismo, tabagismo e outras drogas;
i) Aplicação da formação profissionalizante na redução da pobreza;
j) Capacidade de lidar com a complexidade, diversidade e mudança;
k) Desenvolvimento de projectos e estratégias de implementação individuais ou em grupo;
l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e
crianças.
Importa destacar que estas competências encerram valores a serem desenvolvidos na prática
educativa no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo.
(...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de
experimentar situações em que este valor é visível. O aluno só aprenderá a viver
num ambiente limpo se a escola estiver limpa e promover o asseio em todos os
espaços escolares. O aluno cumprirá as regras de comportamento se elas forem
exigidas e cumpridas por todos os membros da comunidade escolar de forma
coerente e sistemática.
PCESG:27
Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade,
humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor
próprio, o amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum,
deverá estar ancorado à prática educativa e estar presente em todos os momentos da vida da
escola.
As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja
preparado para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis
subsequentes.
Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a
uma economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas
habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de
problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias
ocupações ao longo da vida.
6
1.3. A Abordagem Transversal
A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista um
desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade escolar é
chamada a contribuir na formação dos alunos, envolvendo-os na resolução de situações-problema
parecidas com as que se vão confrontar na vida.
No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos temas
transversais. De referir que, embora os valores se encontrem impregnados nas competências e nos
temas já definidos no PCESG, é importante que as acções levadas a cabo na escola e as atitudes
dos seus intervenientes sobretudo dos professores constituam um modelo do saber ser, conviver
com os outros e bem fazer.
Neste contexto, toda a prática educativa gravita em torno das competências acima definidas de tal
forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele contribuam
para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e co-curriculares
sejam suficientemente desafiantes e estimulem os alunos a mobilizar conhecimentos, habilidades,
atitudes e valores.
O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao longo
do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações para a
sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre os
temas transversais.
O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que
permite estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias
áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as actividades a
realizar no âmbito da planificação e implementação de projectos, envolvam professores, alunos e
até a comunidade e constituam em momentos de ensino-aprendizagem significativos.
1.4 As Línguas no ESG
A comunicação constitui uma das competências considerada chave num mundo globalizado. No
currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas
estrangeiras (Inglês e Francês).
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as
disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os professores
deverão assegurar que alunos se expressem com clareza e que saibam adequar o seu discurso às
diferentes situações de comunicação. A correcção linguística deverá ser uma exigência constante
nas produções dos alunos em todas as disciplinas.
O desafio da escola é criar espaços para a prática das línguas tais como a promoção da leitura
(concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões para
a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades culturais
em datas festivas e comemorativas, entre outros momentos de prática da língua numa situação
concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer comentários sobre elas
e seus autores, a escrever sobre temas variados, a dar opiniões sobre factos ouvidos ou lidos nos
7
órgãos de comunicação social, a expressar ideias contrárias ou criticar de forma apropriada, a
buscar informações e a sistematizá-la.
Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no caso
da língua oficial e das línguas moçambicanas, o estudo de obras de autores moçambicanos
constitui um pilar para o desenvolvimento do espiríto patriótico e exaltação da moçambicanidade.
1.5. O Papel do Professor
O papel da escola é de preparar os jovens de modo a torná-los cidadãos activos e responsáveis na
família, no meio em que vivem (cidade, aldeia, bairro, comunidade) ou no trabalho.
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos, envolvendo-os em
actividades ou projectos, colocando problemas concretos e complexos. A preparação do aluno
para a vida passa por uma formação em que o ensino e as matérias leccionadas tenham
significado para a vida do jovem e possam ser aplicados a situações reais.
O ensino - aprendizagem das diferentes disciplinas que constituem o currículo fará mais sentido
se estiver ancorado aos quatro saberes acima descritos interligando os conteúdos inerentes à
disciplina, às componentes transversais e às situações reais.
Tendo presente que a tarefa do professor é facilitar a aprendizagem, é importante que este
consiga:
•
•
•
•
•
Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos,
habilidades e valores para encontrar ou propor alternativas de soluções;
Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento de
competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um
problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de
outras áreas do saber;
Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los e
corrigi-los durante o processo de trabalho;
Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo e
transformá-lo;
Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa
perspectiva formativa.
Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à
profissão, aos alunos e colegas de outras disciplinas. Com efeito, o sucesso deste programa passa
pelo trabalho colaborativo e harmonizado entre os professores de todas as disciplinas. Neste
sentido, não se pode falar em desenvolvimento de competências para vida, de
interdisciplinaridade se os professores não dialogam, não desenvolvem projectos comuns ou se
fecham nas suas próprias disciplinas. Um projecto de recolha de contos tradicionais ou da história
local poderá envolver diferentes disciplinas. Por exemplo:
8
-
Português colaboraria na elaboração do guião de recolha, estrutura, redacção e
correcção dos textos;
História ocupar-se-ia dos aspectos técnicos da recolha deste tipo de fontes;
Geografia integraria aspectos geográficos, físicos e socio-económicos da região;
Educação Visual ficaria responsável pelas ilustrações e cartazes.
Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa, de
análise, de pesquisa, de resolver problemas e a auto-estima, contribuindo assim para o
desenvolvimento das competências mais gerais definidas no PCESG.
As metodologias activas e participativas propostas, centradas no aluno e viradas para o
desenvolvimento de competências para a vida pretendem significar que, o professor não é mais
um centro transmissor de informações e conhecimentos, expondo a matéria para reprodução e
memorização pelos alunos. O aluno não é um receptáculo de informações e conhecimentos. O
aluno deve ser um sujeito activo na construção do conhecimento e pesquisa de informação,
reflectindo criticamente sobre a sociedade.
O professor deve assumir-se como criador de situações de aprendizagem, regulando os recursos e
aplicando uma pedagogia construtivista. O seu papel na liderança de uma comunidade escolar
implica ainda que seja um mediador e defensor intercultural, organizador democrático e gestor da
heterogeneidade vivencial dos alunos.
As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de conceber e
utilizar conceitos; maior capacidade de trabalho individual e em grupo; entusiasmo, espírito
competitivo, aptidões e gostos pessoais; o gosto pelo raciocínio e debate de ideias; o interesse
pela integração social e vocação profissional.
9
2. Grade 12
2.1
Grade 12 Proficiency Objectives
By the end of this cycle learners:
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization;
Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party;
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical
issue giving the advantages and disadvantages of various options:
•
•
•
•
Communicate with some confidence on familiar routines and non routines matters related
to his or her interests;
Exploit a wide range of simple language to deal with most situations likely to arise in
everyday interactions;
Enter unprepared into conversation;
Express personal opinions and exchange information on topics that are familiar of
personal interest or pertinent to everyday life.
Speaking Objectives:
Interact with a degree of:
Fluency and spontaneity that makes regular interaction with native speakers quite possible;
Take an active part in discussion in familiar and academic contexts, accounting for and
Sustaining own views;
Present clear, detailed descriptions on a wide range of subjects related to own field of interest.
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options;
Tell stories, entertain and persuade;
Use some figurative styles and idiomatic.
Listening Objectives:
Understand extended speech and lectures and follow even complex lines of argument provided
the topic is reasonably familiar;
Understand most TV and radio news and current affairs programmes;
Understand the majority of Films in Standard English and accents.
Reading Objectives:
Read articles and reports concerned with contemporary problems in which the writers adopt
particular attitudes or viewpoints. Understand contemporary literary prose and narrative.
10
Writing Objectives:
Write clear, detailed text on a wide range of subjects related to own interests;
Write an essay or reports passing on information or giving reasons in support of or against a
particular point of view;
Write letters highlighting the personal significance of events and experiences;
Follow the five-step writing process.
2.2 Grade 12 Proficiency Contents
Throughout the grade 12 the following contents will be covered:
Functions:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accepting ;
Agreeing and disagreeing politely;
Apologizing;
Arguing /explaining ;
Asking and answering;
Asking for and giving information;
Asking for and giving reasons;
Asking for something in different
contexts;
Classifying;
Comparing and contrasting;
Complaining and giving reasons;
Confirming and denying;
Defining activities/events;
Describing processes daily
activities/places/symptoms…;
Explaining;
Expressing likes and dislikes;
Expressing opinions and view points;
•
•
•
•
•
•
•
•
Expressing preferences and giving
reasons;
Giving advice ;
Giving instructions;
Giving suggestions;
Greeting;
Identifying;
Inquiring about …;
Interrupting politely;
Inviting, accepting and refusing;
Leading a discussion;
Making inquiries (at the hospital,
airport …);
Making predictions;
Ordering and booking;
Persuading ;
Planning and giving a speech;
Reporting events;
Supporting ideas;
Writing warning notices;
•
•
•
•
•
•
•
Literature;
Law;
Drugs;
Religious and Beliefs;
Life After School;
News;
Life in 2025.
•
•
•
•
•
•
•
•
•
•
Topics and Vocabulary
•
•
•
•
•
•
•
•
Famous People and Idols;
Heroes;
Entertainment;
Business and Etiquette;
Business Communication;
Taxes;
Health and Flu;
Self Employment;
11
Grammar
•
•
•
•
•
•
•
•
Adjectives;
Adverbials;
Clause and Sentence structure;
Comparison;
Determiners;
Modals;
Mood;
Nouns;
•
•
•
•
•
•
•
Possession;
Prepositions;
Pronouns;
Tenses;
The passive;
Transitivity;
Verb complementation.
•
Evaluate information according to criteria
set forth in a text;
Evaluate one's susceptibility to corruption;
Evaluate persuasiveness of arguments;
Evaluate situations according to criteria set
forth in a text.
Evaluate the advantages and disadvantages
of tourism;
Evaluate the quality of arguments;
Express opinions about different types of
storytelling;
Frame contrasting points of view on
disability issues;
Hypothesize outcomes;
Hypothesize point of view;
Identify cause and effect;
Identify intended market of advertisements;
Identify personal obstacles;
Identify personal values and assumptions;
Identify point of view in a text;
Identify salient features of an advert;
Identify the advantages and disadvantages
of Information and Communication
Technology (ICT) ;
Infer information not explicit in the
interview;
Infer information not explicit in the
listening;
Infer information not explicit in the text;
Infer word meaning from context ;
Interpret a diagram and maps;
Interpret a cartoon, photograph and picture;
Interpret meaning from text;
Interpret quotations;
Interpret statistics;
Interpret the significance of how a person
dresses;
Interpret word usage;
Make judgments;
Match actions to their consequences;
Rank the value of personal qualities;
Critical Thinking
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Analyse and describe characters in a story;
Analyse narrative techniques in an essay;
Analyse problems and propose solutions;
Analyse relationships between words;
Analyse sensitive language referring to
disabilities;
Analyse storytelling techniques;
Analyse strategies speakers use to support
their opinions;
Analyse survey results;
Analyse the advantages and disadvantages
of ... ;
Analyse use of rhyme in a poem;
Challenge stereotypes;
Classify information from the text;
Compare and contrast city and country
life;
Compare and contrast definitions ;
Compare and contrast past and current
childrearing practices;
Compare and contrast points of view;
Compare and contrast two life histories;
Compare and contrast two types of dress;
Compare and contrast types of corruption;
Compare cultural norms of dress;
Compare family histories;
Compare past and current family roles;
Compare past and current gender roles in
Mozambican families;
Compare personal preferences in humour;
Compare sources of news;
Correlate an individual example with
broad trends;
Correlate examples with abstract
principles;
Critique corruption;
Critique magazine and television
advertisements;
Deliberate cases using information from
the readings;
Develop arguments for and against an
issue;
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
12
•
•
Draw logical conclusions;
Evaluate advantages and disadvantages;
•
Recognize personal assumptions about …
Crosscutting Issues
•
•
•
•
•
•
•
•
•
Cultural issues;
Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases, such
as cholera, malaria. Traditional medicine, care with medicine and medical instructions and
prescriptions;
Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.);
HIV-AIDS (Stigma, prevention and care);
Drugs, alcohol and other addictions;
Agriculture: sustainable development, improving animal and crop farming
Small business – self employment;
Environmental issues – protection of forests, vegetation, erosion prevention, floods and droughts;
Human Rights (children and women): gender and handicapped equity.
13
3.
Scope and Sequence
Unit 1 – Famous People and Idols
Unit 2 -
Heroes
Unit 3 – Entertainment
Unit 4 – Business and Etiquette
Unit 5 – Business Communication
Unit 6 – Taxes
Unit 7 – Flue
Unit 8 – Self Employment
Unit 9 – Literature
Unit 10 – Law
Unit 11 – Drugs
Unit 12 – Religious and Beliefs
Unit 13 – Life After School
Unit 14 – News
Unit 15 - Life in 2025
14
Unit 1: Famous people and Idols
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about celebrities in
the world, country, and
region. (Arts and sports);
•
Talk about high
achievers in science and
technology;
•
•
Talk about achievers
with disabilities (Stevie
Wonder, Isau Menezes,
Fernando Honwana);
Discuss good quotations
and thoughts of famous
people (Mandela,
Mahatma Ghandi,
Samora Machel ….);
•
Talk about personalities
who have made a
difference in the politics
of the region;
•
Talk about their idols.
ASSESSMENT STANDARDS
Students can:
Functions:
o Describing people;
o Comparing people/things;
o Expressing preferences;
o Comparing and contrasting;
o Expressing opinion;
o Presenting;
o Listing;
o Defining activities/events;
o Describing actions and things.
Topics and subtopics:
o Famous people in the world;
o Famous people in Mozambique;
o Achievers in science and technology;
in Mozambique and the world;
o Idols and role models.
Vocabulary:
o Analogies;
o Context clues
o Definitions
o Figurative language
o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Students will be able to …
• Ask and answer questions about
famous people in Arts and sports
in the country/region;
•
Name and describe the works of
high achievers in science and
science and technology (e.g. Bill
Gates, Neil Armstrong ...) ;
•
Name and describe the deeds of
famous people in their
community in different fields
(Art, sports…);
•
List their idols;
•
Compare and contrast behaviour
and attitudes of different idols;
•
Express opinion on idols and
famous people.
•
Describe the deeds of
famous people;
•
List the names of idols and
famous people;
•
Express opinion on idols
and famous people;
•
Compare and contrast
behaviour and attitudes of
different idols;
•
Present a short biography
and main ideas or deeds of
famous people.
Grammar:
Revision of:
15
o
o
o
o
o
o
o
Past simple;
Tag questions
Past continuous: affirmative,
negative, interrogative;
Reflexive pronouns;
Passive voice;
Connectors: (not only…but also,
both…and, either…or, neither…nor);
Adverbials - Nearly, almost, not yet,
already, ever.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
o Express and defend opinions;
o Use an outline to organize an
argument.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read personal profile;
o Extensive reading;
o Adverts.
Writing
• Application letter;
• Reports;
• Adverts;
16
Unit 2: Heroes
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Discuss the role heroes
played in the community;
•
Discuss the national
heroes’ deeds;
•
Talk about heroes in
different spheres;
•
Talk about living heroes
Students can:
Functions:
o describing people;
o comparing people/things;
o Comparing and contrasting
o Expressing opinion;
o Presenting;
o Listing
o Describing actions and things;
o Giving advice;
o Reporting events.
-National heroes
o Heroes in the different spheres of life;
o What makes a heroes;
o Personal heroes
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Figurative language;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name the heroes of their
community/country;
•
Compare life experiences of
heroes;
•
Write articles/ composition
about the heroes;
•
Describe life and deeds of a
national hero;
•
Identify reliable indicators of
a hero;
•
Name local, national and
international heroes;
•
Identify living heroes;
•
•
Explain why people are
considered heroes;
Describe life and deeds of a
national hero;
•
Express opinion of life and
deeds of heroes;
Express opinion of life and
deeds of heroes;
•
Make presentation on life and
deeds of local or national
heroes.
Make presentation on life
and deeds of local or
national heroes;
•
Write article on national
heroes.
•
•
Grammar:
o Past simple;
17
o
o
o
o
Past perfect;
Sequence markers;
“Used to” and “Would;
Impersonal passive.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Description of peoples and events;
Reports;
• Adverts;
18
Unit 3: Entertainment
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about the role of
entertainment for healthy
living. (music, dance,
games...);
•
Talk about the influence
of Media on
entertainment;
•
•
Talk about different
types of entertainment in
the country/community;
Talk about the
importance of literature
and theatre in the
community.
Students can:
Functions:
o Agreeing and disagreeing;
o Arguing /explaining;
o Classifying (something, family …);
o comparing people/things.
-Entertainment:
o Plays;
o Writers;
o Actors;
o And other related professionals.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name the advantages of
entertainment for the well-being
of community;
•
Explain the advantages of
entertainment for the wellbeing of the people;
•
Compare and contrast types of
entertainment in the city and in
the countryside;
•
Name the different
professions related to
theatre;
•
Name and explain the existing
types of entertainment in their
communities;
•
Compare and contrast the
different types of plays;
•
•
Retell a story from the play;
Identify writers, performers and
directors in the country.
•
Write a critique of a book
or novel;
•
Relate the plot of
book/play and describe
their reactions.
Grammar:
o Present Perfect;
o Present Perfect Continuous Tense;
o Every / each;
o Passive voice.
19
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Posters;
• Compositions;
• Adverts.
20
Unit 4: Business and Etiquette
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about culture
and good manners in
business;
•
Discuss different
procedures in
business;
•
Talk about the
importance of
etiquette in business
promotion;
•
Talk about the
importance of
principles in doing
business;
•
Talk about the
importance of
language in doing
business;
•
ways people do
business.
Students can:
Functions:
o Apologizing;
o Arguing /explaining ;
o Asking and answering questions;
o Asking for and giving information;
o Asking for and giving reasons;
o Asking for something …;
o Interrupting politely;
o Inviting, accepting and refusing.
o Types of business;
o International trade;
o Etiquette.
o How to do business;
o Corruption;
o Business as social responsibility.
• List/Name and explain good
manners in business;
•
Explain the advantages of good
manners in business promotion ;
•
Describe Mozambican etiquette;
•
Describe how different cultures
do business;
•
Explain the importance language
in business.
•
Initiate and maintain a
discourse naturally in a
business situation;
•
Explain procedures and
etiquette in doing business in
Mozambique;
•
Compare and contrast ways of
doing business in Mozambique
and other parts of the world;
•
Write a business letter.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
21
Grammar:
• Modals of obligation and advice
(should, should not);
• Have to, Had better);
• 2nd and 3rd conditionals.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Composition;
• Reports;
• Adverts.
22
Unit 5: Business Communication
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
•
•
Talk about ways of
making effective
telephone calls;
Discuss and practise
ways of making effective
presentations;
Analyse and write
business reports;
•
Analyse and write
business letters;
•
Talk about the use visual
aids to make business
presentations.
Students can:
Functions:
o Making telephone calls;
o Analysing;
o Describing processes and state;
o Persuading;
o Apologizing;
o Interrupting politely;
o Inviting, accepting and refusing;
o Planning and giving a speech.
• Make and answer business calls;
•
Use formal greeting formulae;
•
Make effective oral presentations;
•
Make effective presentations
using visual aids;
•
Write business letters;
•
Write reports.
•
Use appropriate telephone
language;
•
Initiate, sustain and end a short
formal conversation on various
familiar topics;
•
Make presentations using visual
aids;
•
Write business letters (of
persuasion, explaining,
complaining).
-Business Communication
o Dress code;
o Body language;
o Oral skills;
o Written presentations;
o Visuals;
o ICTs;
o Charts.
Vocabulary:
o Analogies
o Context clues
o Definitions
23
o
o
o
o
o
o
o
Figurative language
Idiomatic expressions
Phrasal verbs
Synonyms;
Vocabulary classification;
Word definitions;
Word formation.
Grammar:
• used to + infinitive ;
• be/get used to + ing form;
• ago and for;
• Passive (present, past).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Letter writing;
• Reports;
• Adverts.
24
Unit 6: Taxes
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about taxes in the
development of the
country;
•
Discuss how taxes can
change the living
standards of their
communities;
•
•
Talk about tax evasion in
the country;
Discuss taxes in small
and big business in their
communities.
Students can:
Functions:
o Complaining and giving reasons;
o Describing;
o Explaining;
o Expressing likes and dislikes
o Giving advice;
o Persuading;
o Supporting ideas
-Taxes
o Types of taxes
o Taxes and development.
• Name and describe kind of
income taxes in Mozambique;
•
Compare and contrast taxes in
big and in small business;
•
Explain how taxes can improve
the living standards of their
communities;
•
Describe how taxes can improve
the standards of living in their
communities;
•
Name and explain the
problems/impediments the taxes
evasion brings to the country;
•
List the impediments caused by
taxes evasion;
•
•
Describe penalties incurred for tax
evasion.
Explain how taxes contribute in
the development of the country;
•
Describe penalties incurred for
tax evasion.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
-Revision:
25
o
o
Modal verbs (Must, should, and have
to) ;
Conditionals.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts;
26
Unit 7: Health - Flu
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about common viral
diseases in their
communities;
•
Talk about symptoms of
commons diseases;
•
Discussion ways to
prevent common
diseases in their
communities;
•
Discuss treatment and
cure of common
diseases;
•
Discuss HIV and AIDS.
Students can:
Functions:
o Classifying;
o Describing;
o Giving advice;
o Giving instructions;
o Making predictions;
o Writing warning notices.
Topic and subtopics:
-Health
o Symptoms and cure
o Causes
o HIV/AIDS
o Other viral diseases.
• Name the common viral diseases
in their communities;
•
List the common diseases in
their communities;
•
Describe the symptoms of the
common diseases in their
communities;
•
Explain ways to prevent the
communities;
•
Name and explain ways to
prevent common diseases in the
communities;
•
Describe the symptoms,
treatment and cure of common
diseases in the community.
•
Describe the treatment and cure of
communities.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
27
Grammar:
Revision of:
o will ;
o Should (advice and suggestions) ;
o Reported speech;
o Reporting verbs.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details
o Adverts.
Writing
• Reports;
• Adverts.
28
Unit 8: Self Employment
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about local business
activities;
•
Discuss local business
initiatives;
•
•
•
Talk about
entrepreneurship in their
communities;
Discuss the importance of
self employment in the
family sustainability;
Talk about the contribution
of self employment in the
economic development of
the country.
Students can:
Functions:
o Applying;
o Describing;
o Expressing opinions;
o Giving suggestions;
o Making future plans.
o small hold fish farming;
o keeping business records.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name the local business
initiatives;
•
Design and describe small
business projects for the
development of their
communities;
•
Name the existing self
employment in their
communities;
•
Explain the impact of self
employment in the national
socio-economic development;
•
Explain how self employment can
contribute to the sustainability of
the family;
•
Illustrate how self employment
contributes to the sustainability
of the family;
•
Illustrate the role of self
employment in the socioeconomic development of the
country;
•
Describe small business
project for local development.
•
List the existing self employment
in their communities.
Grammar:
o Review Tenses;
o irregular verbs;
o Reflexive pronouns (each other,
29
one another…).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
30
Unit 9: Literature
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about Modern
African Writers;
•
Talk about Mozambican
writers;
•
Discuss Mozambican
literature (books/chapters
written by Mozambican
writers);
•
Talk about traditional
storytelling;
•
Talk about Mozambican
poetry.
Students can:
Functions:
o Asking for something (bookshop,
market, shop ….);
o Classifying;
o Describing;
o Supporting ideas.
-Literature
o Fiction;
o Factual;
o Poetry;
o Storytelling.
• Name Modern African writers;
•
List the modern African writers;
•
List and explain the titles and
•
books of Modern African Writers;
Differentiate between fiction and
factual;
•
Identify and describe the main
characters in a story;
•
Distinguish between fiction and
factual;
•
Retell Mozambican traditional
stories;
•
Name and describe Mozambican
poets.
•
Retell Mozambican stories;
•
Name Mozambican writers and
their works.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
o Reported speech;
31
o
o
Preposition + participle;
Pronouns with quantifiers.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
32
Unit 10: Law
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Discuss sources of
conflict and ways to
prevent conflicts;
•
Discuss ways of
resolving conflicts;
•
Discuss rules regulations
at school;
•
Talk about crime and
punishment;
•
Discuss what prisons are
for;
•
Discuss the role of
rehabilitation programs
in a country;
•
Talk about deterrent and
preventive measures;
•
Discuss types of crime
and sentences in their
communities.
Students can:
Functions:
o Asking for something (bookshop);
o Giving suggestions.
Topic and Subtopics:
o Conflict: source, prevention and
management;
o School and community norms and
regulations;
o Crime & punishment;
o Legal cases;
o Human rights.
Vocabulary:
o Analogies;
o Context clue;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name common sources of
conflicts;
•
Describe ways of preventing or
•
Describe ways of preventing or
•
Explain the importance of
dialogue in conflict resolution;
•
dialogue in conflict resolution;
•
abiding by the law;
•
Explain the importance of abiding
by the law;
•
List the common crime in their
communities;
•
Describe the norms and
regulations and school and other
social bodies;
•
Compare and contrast the types
of crime and the punishment;
•
•
Name common crimes in their
communities;
Express their view points on the
reason for reason in their
communities and in the others;
•
Express their view points on
reason for prison in their
communities;
•
Propose deterrent and
preventive measures for their
communities;
•
Name and explain deterrent and
preventive measures in their
communities and in the country;
•
Describe ways and institutions
that can help in conflict
resolution.
•
Relate the type of crime and the
punishment applied (lynch mob,
small theft, murder…).
33
Grammar:
• Reported speech;
• Conditionals 3rd
• (if She had not broken…she would..);
• Used to + infinitive;
• Used to + gerund.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
34
Unit 11: Drugs
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Talk about drug
addiction in young
people;
•
Talk about the effects of
different drugs such as
cigarettes, alcohol,
marijuana etc. ;
•
•
•
Discuss the role of the
society, parents in the
drug prevention;
Discuss the influence of
Media on drug abuse in
adolescents;
Discuss the effect of
drugs on crime in the
society;
•
Discuss the effect of
drug on the local and
national economy;
•
Discuss how to help or
get help in case of drug
addiction.
Students can:
Functions:
o Describing;
o Giving advice;
o Giving suggestions;
o Identifying.
Topic and Subtopics:
o Helpful drugs;
o Harmful drugs;
o Conflict and conflict resolution;
o Offence and crimes;
o Crime prevention.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name and explain the negatives
effects of drug abuse in the
society;
Can:
• Name and explain the effects of
different common drugs;
•
Describe the past and current
situation of drug abuse in their
school and community;
•
Make presentation on drug use
in school and community;
•
•
Name ways to help prevention of
drug addiction in adolescents;
Express opinion on how to
prevent and cure drug abuse;
Make posters about effects of
drugs;
•
List and explain the damages
drugs cause to the local and
national economy;
•
Debate how avoid or reduce drug
abuse at school;
•
Make survey on drug use in
school and family.
•
•
Write letters of complaint.
Grammar:
o Adjectives – prefixes (unhappy).
35
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
36
Unit 12: Religions and Belief
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
•
•
Discuss different
beliefs within
modern religions;
Discuss relationship
between beliefs and
the truth;
Talk about existing
religions in the
world and in the
country;
•
Talk about
childhood beliefs;
•
Talk about African/
traditional religions
and beliefs;
•
Discuss the
importance of
respect and peaceful
co-existence
between different
cultures, religions
and beliefs.
Students can:
Functions:
o Classifying;
o comparing people/things;
o Describing;
o Giving advice;
o Giving instructions;
o Inviting, accepting and refusing.
o Main religions in the world;
o African/traditional religions;
o Respect and tolerance among
religions;
o Main teachings of the main religions.
Vocabulary:
o Analogies;
o Context clues ;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
• Name and explain beliefs within
Christian, Moslem and other
modern Religions;
•
Correlate beliefs with the truth;
•
Describe existing religions in
their communities;
•
Describe African/traditional
religious practices in their
communities;
•
tolerance and co-existence
between the various religious
groups;
•
Compare and contrast the key
beliefs of the various religions.
•
Describe his belief;
•
Describe the most common
religions in Mozambique;
•
Explain the importance tolerance
and co-existence between the
various religious groups.
37
Grammar:
• Should and have to;
• Revision Passive.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts
Writing
• Reports;
• Adverts.
38
Unit 13: Life After School
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Discuss challenges
to face after school;
•
Talk about the
relationship between
the courses and the
situation in the field;
•
•
Discuss different
initiative to earn
their living in the
independent world;
Discuss
entrepreneurship
initiatives for their
survival in the real
world.
Students can:
Functions:
o Applying;
o Describing;
o Explaining;
o Presenting;
o Identifying;
o Discussing;
o Giving advice;
o Making future plans.
Topic:
o School subjects and fields of study;
o Self employment;
o Entrepreneurship.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions.
o Word formation.
• Describe the subjects they
learn at school, their
importance and relevance to
day to day life;
•
Correlate the courses to their
real survival situation;
•
Name and explain initiatives
for their survival in real
world;
•
Explain how their knowledge
can improve the living
standard of the community;
•
Design and present project
for local development;
•
Describe the skills and
attitudes necessary for
successful further studies;
•
Describe the skills and
attitudes necessary for
employment or self
employment;
•
Write CV;
•
Write letter of application.
•
Describe the subjects they
learn at school, their
importance and relevance to
day to day life;
•
Present a project on how
their knowledge can
contribute to the improve
living standards of their
community;
•
Write CV;
•
Write letter of application
39
Grammar:
o Might and Will ;
o Infinitive ( To + Verb) to say why we
do things;
o Present Perfect vs Past simple;
o Modals (advice obligation and
permission) ;
o Future tenses.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Letter of application;
• Reports;
• Adverts.
40
Unit 14: News
LEARNING OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students will…
•
Discuss the National
and world news;
•
Talk about the
current issues in
their communities;
•
•
Talk about the
national Media
(Newspaper, Radio
and Television…);
Talk about press
freedom in the world
and in the country;
•
Talk about press
ethics;
•
news source;
•
parts of newspaper.
Students can:
Functions:
o Describing;
o Reporting;
o Defining activities/events;
o Discussing;
o Reporting;
o Supporting ideas.
Topic:
o
o
o
o
News;
Media;
ICT;
Internet.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
• Compare broadcast (TV,
Radio) and the written news
(Newspaper, Magazine…);
•
Compile and report the main
current issues in their
communities;
•
Describe the main role of the
Media in their communities;
•
List the advantages of press
freedom in the world;
•
Distinguish facts from
opinions;
•
Express their opinions on
press ethics;
•
Relate freedom of press to
individual rights;
•
Read and summarise news
items;
•
Read and summarise an
article;
•
Listen and take notes of
news items;
•
Name and describe
professions related to
media;
•
Read and summarize
information from different
sources;
•
Make presentation on issues
related to freedom of press,
media.
41
o
o
o
o
Synonyms;
Vocabulary classification;
Word definitions;
Word formation.
•
Name and describe
professions related to media.
Grammar:
o Word order;
o That (as subject and as object);
o Would rather + infinitive;
o Should + have.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
42
Unit 15: Life in 2025
LEARNING
OBJECTIVES
CONTENTS
BASIC COMPETENCIES
Students can:
Students will…
• Discuss Science
and Technology
development in
different fields;
•
Speculate about
future climate
changes in the
world;
•
Discuss the future
of fuel as source of
energy;
•
Talk about the
cure for the
currently incurable
diseases (HIV,
cancer …);
•
Speculate how
Mozambique will
be the future in
terms of politics,
economy, culture
and physical
appearance.
Functions:
o Discussing;
o Describing;
o Discussing;
o Explaining;
o Giving opinions;
o Giving reasons;
o Making future plans ;
o Supporting ideas.
Topic:
o
o
o
o
o
Science and technology;
Medicine;
Economy;
Culture;
Politics.
• Describe the current and future
trends of climate changes;
•
Use language to speculate about
future;
•
Correlate the current climate
changes with the future of
agriculture, wildlife…;
•
Write an essay about the distant
future;
•
•
Identify and explain the effects of
pollution in the world;
Present and support his ideas
about the distant future.
•
Describe the big changes in
science and technology in the two
last decade;
•
Identify and explain alternatives
for future source of energy in the
country/community.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
43
Grammar:
o Future forms (be);
o Going to + future continuous;
o Future time clauses (when, if , as soon
as…).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
44
4. Methodology
The general teaching approach adopted for both primary and secondary education in
Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is,
therefore, based upon this approach.
To allow teachers´ flexibility, the teaching methods, procedures and techniques will be
selected according to the specific goals, conditions and resources available to the teacher and
students. Considering that our classrooms are heterogeneous, it is also accepted that the same
lesson can be taught using different procedures and techniques by different teachers.
The syllabus contains some innovations such as the introduction of projects and portfolio
(appendix 1) as both teaching and assessment tools that foster learner’s independence.
Aiming at achieving the general and specific unit objectives and basic competencies, each
unit contains suggestions for activities, critical thinking and crosscutting issues, which can be
explored by the teacher in the classroom. It is therefore urged that teachers implement them.
Some activities are specific to a certain unit but others are repeated in every unit.
The balance of skills and activities in this grade should be 60 percent oracy (Listening and
Speaking) and 40 percent writing (Reading and writing).
5. Assessment
Assessment can be defined as the formal or informal process of collecting evidence about
students’ progress, analyzing and evaluating progress, communicating about progress, and
adjusting teaching practice based on reflection on a teacher’s practice. There are various
forms of assessment, including formal measurement tools such as tests. Informal assessment
can occur throughout the school year, and includes evaluating data from multiple sources,
such as exercises, portfolios, homework or assignments that enable you to measure student
progress.
There are two main ways in which assessment is important in learning - formative and
summative.
45
Formative Assessment is an assessment carried out by teachers during the learning process
with the aim of using the results to improve the learning and teaching process. It relates to
how the student has been learning. It can use both formal (tests) and informal measurement
tools – whether group work, projects, portfolios etc
Summative Assessment is carried out in predetermined periods and at the end of term or
school year –often for purposes of providing aggregated information on learning outcomes to
educational authorities and parents. It relates to what and how much the student has learnt.
This is usually done through tests, quizzes and exams (ACSs and ACPs).
The New Curriculum emphasizes formative assessment, which gives scope for the inclusion
of informal assessment also known as classroom assessment The inclusion of classroom
assessment is also in line with the general teaching philosophy of the constructivist approach
to learning.
Formative assessments, includes the evaluation of any activity related to learning process
such as participation, homework, pair and group work, portfolio, projects, presentations and
posters. This type of assessment allows the student to be an active participant in the process of
learning and assessment. The aim of this type of assessment is to involve the students in
thinking about how they learn and encourage them to take control of their learning. Thus, by
assessing all the above aspects will not only provide data on the quantitative knowledge but
also the qualitative aspects.
As put forward by this new syllabus, teachers are strongly recommended to include and use
formative assessment to cater for the qualitative aspect. Assessment is an important part in the
teaching and learning process and it cannot be disassociated from the activities, procedures,
methods and learning materials used in the classroom.
46
6. Bibliography
MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique
Council of Europe (2001) The Common European Framework of reference for Languages:
Learning, Teaching, Assessment. Cambridge University Press, UK
MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos
de Estudos e Estratégias de Implementação. Maputo – Moçambique
INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique
INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas,
Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique
Ministry of Education and Vocational Training. (2007). English academic Syllabus for
Diploma in Secondary Education – Tanzania
47
7.
Appendixes
•
Portfolio
•
Lesson Plan Model / Format
48
Appendix 1
Portfolio
Student Portfolios: Classroom Uses
What is it?
Portfolios are collections of student work representing a selection of performance. A portfolio
may be a folder containing a student’s best pieces and the student’s evaluation of the strengths
and weaknesses of the pieces. It may also contain one or more works-in-progress that
illustrate the creation of a product, such as an essay, evolving through various stages of
conception, drafting, and revision.
More teachers have recently begun using portfolios in all subject areas. Portfolios are useful
as a support to the new teaching approaches that emphasize the student’s role in constructing
understanding and the teacher’s role in promoting understanding. For example, in teaching
writing, portfolios can function to illustrate the range of assignments, goals, and audiences for
which a student produced written material. In addition, portfolios can be a record of the
activities undertaken over time in the development of written products. They can also be used
to support cooperative teaming by offering an opportunity for students to share and comment
on each other’s work.
Portfolios are valued as an assessment tool because, as representations of classroom-based
performance, they can be fully integrated into the teaching. And unlike separate tests, they
supplement rather than take time away from teaching. Moreover, many teachers, educators,
and researchers believe that portfolio assessments are more effective than “old-style” tests for
measuring academic skills and informing educational decisions.
Why try it?
Portfolios capitalize on students’ natural tendency to save work and become an effective way
to get them to take a second look and think about how they could improve future work. As
any teacher or student can confirm, this method is a clear departure from the old write, hand
in, and forget mentality, where first drafts were considered final products.
How does it work?
Although there is no single correct way to develop portfolio programs, in all of them students
are expected to collect, select, and reflect. Early in the school year, students are pressed to
consider: What would I like to reread or share with my parents or a friend? What makes a
particular piece of writing a good product? In building a portfolio of selected pieces and
explaining the basis for their choices, students generate criteria for good work, with teacher
and peer input. Students need specifics with clear guidelines and examples to get started on
49
their work, so these discussions need to be well guided and structured. The earlier the
discussions begin the better.
The content in portfolios is built from class assignments and as such corresponds to the
classroom. Often, portfolio programs are initiated by teachers, who know their classroom
syllabus best. They may develop portfolios focused on a single syllabus area-such as writing,
posters, reading,-or they may develop portfolio programs that integrate more than one area,
such as writing and reading.
The age/grade level of students may determine how portfolios are developed and used. For
example, in developing criteria for judging good writing, older students are more likely to be
able to help determine the criteria by which work is selected, perhaps through brainstorming
sessions with the teacher and other students. Younger students may need more directed help
to decide on what work to include. Older students are generally better at keeping logs to
report their progress on readings and other recurrent projects.
Administrative contexts also influence the structure and use of portfolios. While the primary
purpose of portfolios for most teachers is to engage students, support good curricula and
instruction, and improve student teaming, some portfolio programs are designed to serve
other purposes as well.
Portfolios may also be used to compare achievement across classrooms or schools. When they
are used for this purpose, fairness requires that standards be developed to specify the types of
work that can be included and the criteria used to evaluate the work.
50
Appendix 2
Lesson Plan Model /Format
Topic
English in
Mozambiq
ue
Content
And
Language
Major
Languages
English
French
Spanish
Functions:
- Asking for
and giving
answers
- expressing
opinion
Objectives
Skills covered
To identify
major
languages
and places
they are
spoken
To talk about
importance of
English in
Mozambique
Speaking and
reading
Writing
Cross Cutting
Communicatin
g with
foreigners
Use English in
small business
Stages
Presentation
- Map of
Mozambique
Vocabulary
- languages
- Geography
- climate
Grammar
- articles
connectors
wh-questions
-past tense
Practice
Production
Activities
Homework
Teacher
Student
- Asks students to mention 3
major languages spoken in the
world.
-Provides feedback
Fixes the map of Mozambique
on the board and tells the
students to locate bordering
countries
and languages spoken
-gives feedback
-introduces a text about the
importance of English in
Mozambique and pre-teaches
key vocabulary
tells students to read the text in
silence and identify
importance of English in
Mozambique
- in pairs students discuss and
report to class
Gives open ended dialogue
for completion (countries
Tells students to draw a
map of Mozambique and
locate the bordering
countries and languages
spoken
-in pairs look at the map and
locate the countries and
discuss the languages
Read the text in silence and
identify the importance of
English in Mozambique
- report what they have
identified as the importance
of English in Mozambique
Draw and
locate
English and
French
speaking
countries on
the map of
Africa
In pairs students complete the
dialogue orally
- ask and answer questions
about text (with Whquestions)
- draw map of Mozambique
and inset bordering countries
- asking and give opinion
about importance of English
in Mozambique
Follow-up
51
Lesson Plan Model /Format
Topic
Content
And
Language
Objectives
Skills covered
Cross Cutting
Stages
Activities
Teacher
Homework
Student
52
Appendix 3
LESSON PLAN FORMAT/MODEL
Name of the school
Teacher
Material
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each
unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language,
functions, forms, skills, vocabulary and so on. .
STAGES
Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do during
the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game,
questions and answers, story telling, revision of previous lesson, etc.
Presentation: (State time allowed and activities T and Ss will do during this stage and/or substages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on
communication and differentiation between forms (e.g. tenses) and functions (e.g. express
opinions/points of view).
Elicitation – Invite Ss to answer voluntarily questions put by the Teacher. The questions should
guide Ss towards the discovery of main points to be learnt.
Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt issues,
etc.
Practice: (State time allowed and activities T and Ss will do during this stage and/or sub-stages).
Students are asked to work on activities to practice language forms (e.g. grammar points,
vocabulary – old and new, pronunciation) presented by the Teacher in stage 2. This could be
controlled or free practice.
Controlled practice – The teacher guides and controls the kind of expected responses;
Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can be
achieved through improvisation, communicative actives, presentations, writing, homework,
portfolios and so on.
Observations:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
53
LESSON PLAN FORMAT/MODEL
Name of the school
Teacher
Grade
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for
each unit.). The objectives state what ss should be able to do by the end of the lesson in terms of
language, functions, forms, skills, vocabulary and so on. ..
STAGES
SUBSTAGES
TEACHER’S
ACTIVITIES
STUDENTS ACTIVITIES
TIME
Warm up
Presentation
Elicitation
Explanation
Practice
Controlled
practice
Free practice
Observations:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
54
Appendix 4
LESSON PLAN MODEL/FORMAT
Lesson Nº: ______________
Unit: _________________________________________________________________________
Topic: ________________________________________________________________________
Duration of lesson: ______________________________________________________________
Material: ______________________________________________________________________
Skills: ________________________________________________________________________
Objectives: __________________________________________________________
TIME
minutes
__ min
__ min
__min
__min
__ min
STAGES
TEACHER
ACTIVITIES
STUDENTS
1:Warm-up
• Revision
• Home-work correction
• Song
• Story
• Game
• …
2: Presentation
• Tr. Provides new information
(language)
• Tr. Elicits new language through
visual aids, realia, sentence
• Explanation
3: Controlled Practice
• Choral repetition
• Individual repetition/work
• Pair work
4: Less controlled practice
• Group work
• Pair work
5: Production
• Summary
• Composition
• Role plays
• Dialogues
• …
Appendix 5
55
LESSON PLAN MODEL/FORMAT
Reading and Grammar
Objectives:
(i)
To practise reading for gist and detailed information
(ii)
To extract a set of phrasal verbs from a text and develop students' inferring skills
(iii)
To provide controlled and less controlled practice of the phrasal verbs
Topic: Marriage traditions
Skills covered: Reading and speaking
Content covered: Vocabulary and grammar
Crosscutting: Gender equity
Time total: 90 minutes
Stages 1 – 7: 45 minutes
Stages 8 – 10: 45 minutes
Stages:
1. Introduction
2. Creating interest in the reading text;
3. Pre-teaching key vocabulary items;
4. Reading for gist;
5. Feedback;
6. Reading for detailed information;
7. Follow up discussion;
8. Presentation of phrasal verbs (within the reading text);
9. Checking of meaning form and pronunciation;
10. Controlled practice.
56

Inglês: programa da 12a classe - International Bureau of Education

Transcrição

Documentos relacionados

É tempo de analisar e fazer uma completa reflexão sobre a vida

Interzone 245(Interzone #245)

Mother Road(Route 66 #1) by Dorothy Garlock

SET LIST | INTERNATIONAL Hotel California

RESUMO Analisar a questão econômica sob a ótica do

Música Para Formatura

40 years creating value

Salary negotiation tips – Part I Dicas para negociar o seu salário

Operação M44 Operation M44

A praia pequena, formando uma baía pequeníssima

Create your Photobook in 4 Simple Steps

Go Light Your World

The dynamics of interlinguistic transfer of VOT patterns in

WORKING PARENTS` USE OF WORK-LIFE POLICIES Laura den