ingles 10ª classe

1

Ficha Técnica

Título: Inglês, Programa da 10ª Classe

Edição: ©INDE/MINED - Moçambique

Autor: INDE/MINED – Moçambique

Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique

Arte final: INDE/MINED - Moçambique

Tiragem: 1500 Exemplares

Impressão: DINAME

Nº de Registo: INDE/MINED – 6287/RLINLD/2010

2

Prefácio

Caro Professor

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

Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve 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

3

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

4

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

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

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

4. Assessment Standards

5. Methodology, General Teaching Approach Teaching Suggestions and Tips

6. Assessment

7. Examination

8. Bibliography

9. Appendixes

5

1. Introdução

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

• Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos aprendizagens relevantes e apropriadas ao contexto socioeconómico do país.

• Corresponder aos desafios da actualidade através de um currículo diversificado, flexível e profissionalizante.

• Alargar o universo de escolhas, formando os jovens tanto para a continuação dos estudos como para o mercado de trabalho e auto emprego.

• Contribuir para a construção de uma nação de paz e justiça social.

Constituem principais documentos curriculares:

• O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que contém os objectivos, a política, a estrutura curricular, o plano de estudos e as estratégias de implementação;

• Os programas de ensino de cada uma das disciplinas do plano de estudos; • O regulamento de avaliação do Ensino Secundário Geral (ESG); • Outros materiais de apoio.

1.1. Linhas Orientadoras do Currículo do ESG O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que continuem a aprender ao longo de toda a sua vida. O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências relevantes para uma integração plena na vida política, social e económica do país. As consultas efectuadas apontam para a necessidade de a escola responder às exigências do mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre outros desafios. Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando uma formação integral do indivíduo que assenta em quatros pilares, assim descritos:

Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e formular os seus próprios juízos de valor que estarão na base das decisões individuais que tiver de tomar em diversas circunstâncias da sua vida; Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e naturais;

6

Saber Fazer que proporciona uma formação e qualificação profissional sólida, um espírito empreendedor no aluno/formando para que ele se adapte não só ao meio produtivo actual, mas também às tendências de transformação no mercado; Saber viver juntos e com os outros, que traduz a dimensão ética do Homem, isto é, saber comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de diversas culturas, religiões, raças, entre outros. Agenda 2025:129

Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se organize em torno deles de modo a proporcionar aos jovens instrumentos para compreender o mundo, agir sobre ele, cooperar com os outros, viver, participar e comportar-se de forma responsável. Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas relevantes para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e como cidadãos responsáveis e úteis na família, na comunidade e na sociedade, em geral. 1.2. Os desafios da Escola A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se, assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os seus conhecimentos ao longo da vida.

Perante este desafio, que competências são importantes para uma integração plena na vida? As competências importantes para a vida referem-se ao conjunto de recursos, isto é, conhecimentos, habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto significa que para resolver um determinado problema, tomar decisões informadas, pensar critica e criativamente ou relacionar-se com os outros um indivíduo necessita de combinar um conjunto de conhecimentos, práticas e valores. Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também à sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a realidade do país. Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita, matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como cruciais para o desenvolvimento do indivíduo e necessárias para o seu bem estar, nomeadamente:

a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa; b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem

e busca metódica de informação em diferentes meios e uso de tecnologia; c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e

apresentação dos trabalhos; d) Resolução de problemas que reflectem situações quotidianas da vida económica social

do país e do mundo; e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar

bem com os outros;

7

f) Uso de leis, gestão e resolução de conflitos; g) Desenvolvimento do civismo e cidadania responsáveis; h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade

bem como em relação ao alcoolismo, tabagismo e outras drogas; i) Aplicação da formação profissionalizante na redução da pobreza; j) Capacidade de lidar com a complexidade, diversidade e mudança; k) Desenvolvimento de projectos e estratégias de implementação individual ou em grupo; l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e

crianças.

Importa destacar que estas competências encerram valores a serem desenvolvidos na prática educativa no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo.

(...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de experimentar situações em que este valor é visível. O aluno só aprenderá a viver num ambiente limpo se a escola estiver limpa e promover o asseio em todos os espaços escolares. O aluno cumprirá as regras de comportamento se elas forem exigidas e cumpridas por todos os membros da comunidade escolar de forma coerente e sistemática.

PCESG:27

Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade, humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor próprio, o amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum, deverá estar ancorado à prática educativa e estar presente em todos os momentos da vida da escola.

As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja preparado para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis subsequentes.

Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a uma economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias ocupações ao longo da vida. 1.3. A Abordagem Transversal A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista um desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade escolar é chamada a contribuir na formação dos alunos, envolvendo-os na resolução de situações-problema parecidas com as que se vão confrontar na vida. No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos temas transversais. De referir que, embora os valores se encontrem impregnados nas competências e nos temas já definidos no PCESG, é importante que as acções levadas a cabo na escola e as atitudes dos seus intervenientes sobretudo dos professores constituam um modelo do saber ser, conviver com os outros e bem fazer. Neste contexto, toda a prática educativa gravita em torno das competências acima definidas de tal forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele contribuam para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e co-

8

curriculares sejam suficientemente desafiantes e estimulem os alunos a mobilizar conhecimentos, habilidades, atitudes e valores. O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao longo do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações para a sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre os temas transversais. O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que permitem estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as actividades a realizar no âmbito da planificação e implementação de projectos, envolvam professores, alunos e até a comunidade e constituam em momentos de ensino-aprendizagem significativos. 1.4 As Línguas no ESG A comunicação constitui uma das competências considerada chave num mundo globalizado. No currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas estrangeiras (Inglês e Francês). As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os professores deverão assegurar que alunos se expressem com clareza e que saibam adequar o seu discurso às diferentes situações de comunicação. A correcção linguística deverá ser uma exigência constante nas produções dos alunos em todas as disciplinas. O desafio da escola é de criar espaços para a prática das línguas tais como a promoção da leitura (concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões para a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades culturais em datas festivas e comemorativas, entre outros momentos de prática da língua numa situação concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer comentários sobre elas e seus autores, a escrever sobre temas variados, a dar opiniões sobre factos ouvidos ou lidos nos órgãos de comunicação social, a expressar ideias contrárias ou criticar de forma apropriada, a buscar informações e a sistematizá-la. Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no caso da língua oficial e das línguas moçambicanas, o estudo de obras de autores moçambicanos constitui um pilar para o desenvolvimento do espiríto patriótico e exaltação da moçambicanidade. 1.5. O Papel do Professor

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

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

9

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

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

• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos, habilidades e valores para encontrar ou propor alternativas de soluções;

• Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento de competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de outras áreas do saber;

• Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los e corrigi-los durante o processo de trabalho;

• Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo e transformá-lo;

• Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa perspectiva formativa.

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

- Português colaboraria na elaboração do guião de recolha, estrutura, redacção e correcção dos textos;

- História ocupar-se-ia dos aspectos técnicos da recolha deste tipo de fontes; - Geografia integraria aspectos geográficos, físicos e socio-económicos da região; - Educação Visual ficaria responsável pelas ilustrações e cartazes.

Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa, de análise, de pesquisa, de resolver problemas e a auto-estima, contribuindo assim para o desenvolvimento das competências mais gerais definidas no PCESG.

As metodologias activas e participativas propostas, centradas no aluno e viradas para o desenvolvimento de competências para a vida pretendem significar que, o professor não é mais um centro transmissor de informações e conhecimentos, expondo a matéria para reprodução e memorização pelos alunos. O aluno não é um receptáculo de informações e conhecimentos. O aluno deve ser um sujeito activo na construção do conhecimento e pesquisa de informação, reflectindo criticamente sobre a sociedade.

O professor deve assumir-se como criador de situações de aprendizagem, regulando os recursos e aplicando uma pedagogia construtivista. O seu papel na liderança de uma comunidade escolar implica ainda que seja um mediador e defensor intercultural, organizador democrático e gestor da heterogeneidade vivencial dos alunos.

10

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

2. Grade 10 proficiency objectives

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

Speaking objectives Deal with general situations of oral communication. Enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Connect phrases in a simple way in order to describe experiences and events, own dreams, hopes and ambitions. The learner can briefly give reasons and explanations for opinions and plans as well as narrate a story or relate the plot of a book or film and describe own reactions, e.g. local and traditional stories. Listening objectives Understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure (songs, local and traditional stories), etc. Understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Reading objectives Understand texts that consist mainly of high frequency everyday and job related language. Understand the facts, description of events, feelings and wishes in personal letters, simple poems and stories (local and traditional). Writing objectives Write simple connected texts on topics that are familiar or of personal interest. Write personal letters describing experiences and impressions. Write invitations, business letters and simple stories.

11

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

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

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

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

• Giving advice; • Giving instructions; • Giving reasons; • Giving suggestions; • Greeting; • Identifying; • Inquiring about …; • Interrupting politely; • Inviting, accepting and refusing; • Leading a discussion ; • Making inquiries (at the hospital, airport

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

Topics and vocabulary

• Growing Up; • Importance of Education; • Successful and Famous People-

Past and Present; • English in the Business World;

Today.

• New Technology; • Discovering the World; • Media; • Life After School.

Grammar

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

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

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;

• 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;

12

• 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; • Draw logical conclusions; • Evaluate advantages and disadvantages; • Evaluate information according to criteria

set forth in a text;

• 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 (ITC);

• 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; • 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. Scopes and Sequence

Unit 1- Growing Up

Unit 2- Importance of Education

Unit 3- Successful and Famous People- Past and Present

Unit 4- English in the Business World Today

Unit 5- New Technology

Unit 6- Discovering the World

Unit 7- Media

Unit 8- Life After School

14

Unit 1: Growing Up LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIES Students will be able to ….

N. of hours

• Discuss different ways of addressing and relating to people – social norms;

• Discuss the importance and different ways of participating in public life;

• Discuss national values and

the importance of preserving these;

• Discuss the importance of setting and pursuing personal goals;

• Discuss issues related to sex

and HIV/AIDS

Functions: • Comparing and contrasting; • Describing and discussing; • Describing a process; • Expressing opinions; • Giving advice / reasons; • Persuading; • Warning.

Vocabulary: Topic related vocabulary (e.g. democracy, elections, civil society...). Grammar:

• Adjectives; • Adverbs; • Conditionals: 1st, 2nd and 3rd.

Skills: Speaking • Compare past and present social roles and ways of public

involvement; • Conduct debate; • Express opinions; • Interviewing; • Making predictions; • Offering advice; • Reporting a survey results;

• Distinguish and use formal and informal language;

• Express his/her opinions on social issues;

• Describe and discuss ways to

behave at school, at home and in the community;

• Describe and explain ways

to behave in public; • Prepare and present an

argument on the importance of institutions in the school, community and country;

• Ask and answer social issues

such as love, marriage, employment;

• Prepare and present personal

development plan; • Ask and answer HIV/AIDS

issues and ways to prevent it.

7

15

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

Reading • Identify supporting idea in the text; • Infer words meaning from the text; • Interpret charts and graphs; • Read for general information; • Read for specific information; • Summarize paragraphs a text. Writing • Compose interview question; • Practice correct use of punctuation; • Write / Summarize a report; • Write an advice; • Write a composition; • Write formal/informal letter (e.g. advice, persuade …); • Take notes.

16

SUGGESTED ACTIVITIES:

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

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

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

ASSESSMENT STANDARDS Learners:

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

17

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

18

Unit 2: Importance of Education LEARNING OBJECTIVES Students will…


N. of hours

• Talk about the importance of education;

• Discuss the importance of educating girls;

• Discuss the obstacles for

girls participating fully in education in their school;

• Compare and contrast

education in the past and present;

• Compare and contrast

education given at home and at school;

• Discuss education in the

future.

Functions: • Agreeing and disagreeing with statements; • Ask for repetition or clarification; • Ask for and give information; • Comparing and contrasting; • Describing; • Expressing opinions and preferences; • Giving instructions; • Giving suggestions; • Identifying and classifying ; • Inquiring.

Vocabulary: • Topic related vocabulary.

Grammar:

• Articles; • Connectors; • Modals; • Future (Predictions).

Skills: Speaking

• Agree and disagree with statements; • Ask for a repetition or clarification; • Ask for and give information; • Compare and contrast;

• Describe the education system in Mozambique;

• Talk about equality in education opportunities;

• Make a presentation on girl

participation in her school; • Describe the learning from

home and contrast them what learned at school;

• Express opinion on the

importance of education for self;

• Identify successful women in

the community, country and the world and describe how education has played a role in their.

7

19

• Express opinions. Listening

• Listen and ask questions; • Listen and fill in gaps; • Listen and follow instructions; • Listen and take notes.

Reading

• Read for the main ideas in the text;

• Read and follow instructions;

• Read for specific information.

Writing

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

20


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

Critical Thinking:

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


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

21

Unit 3: Successful and Famous People- Past and Present LEARNING OBJECTIVES Students will…


N. of hours

• Discuss famous and successful people in the various fields (sports, arts, economy, science, politics …) in Mozambique;

• Discuss famous and

successful people in various fields in the world;

• Discuss national heroes in

various fields.

Functions: • Arguing and explaining; • Asking and answering; • Agreeing and disagreeing; • Asking for and giving advice; • Comparing and contrasting • Describing; • Expressing opinions; • Inquiring about ….

Vocabulary:

• Topic related vocabulary. Grammar:

• Comparison, with er, more, as...as; like; • Connectors; • Reported speech.

Skills: Speaking • Ask for repetition or clarification; • Discuss life and works of heroes and famous people; • Express opinions; • Talk about good examples provided by these people. Listening • Listen and ask questions; • Listen and take notes;

• Identify and talk about local and national heroes;

• Identify and describe famous

and successful people in their community, country and world;

• Identify and describe the

works of famous people in their communities, country and world;

• Express opinion about life and

works of successful and famous people;

• Make a presentation on life

and work of a selected personality.

7

22

• Listen for following instructions; • Listen for main idea; • Listen to and evaluate various in formation. Reading • Locate details in the text; • Read biographies; • Read instructions; • Read posters; • Read simplified articles; • Read the text and relate to life experiences; • Reading for specific information; • read for general information. Writing • Write short biographies; • Write compositions; • Write reports.

23


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

Critical Thinking:

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


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

24

Unit 4: English in the Business World Today LEARNING OBJECTIVES Students will…


N. of hours

• Discuss the importance and use of English in the world today;

• Discuss the place and role of English in Mozambique;

• Discuss the importance of

regional integration; • Discuss regional bodies that

Mozambique belongs to; • Discuss the cultures of the

various peoples that use English;

• Discuss ways of improving

their own English.

Functions: • Explaining and arguing; • Asking for and giving information; • Clarifying; • Comparing and contrasting; • Describing; • Differentiating; • Discussing; • Expressing opinion; • Giving reasons; • Identifying; • Requesting.

Vocabulary: • Topic related vocabulary.

Grammar:

• Reported Speech; • Used to; • Quantitative adjectives.

Skills: Speaking • Express opinions on the role of English and other

languages in Mozambique; • Discuss the importance of English in Mozambique and the

world; • Compare and contrast opinion;

• Talk about the role of English;

• Describe the importance of

English for Mozambique, using examples;

• Talk about the habits and

cultures of various English speaking communities;

• Compare and contrast habits

and cultures of English speaking communities with their own;

• Describe the various regional

bodies Mozambique belongs to;

• Discuss ways to improve their

English;

• Discuss personal preferences

on how to best learn English.

7

25

• Give a report; • Ask and answer questions.

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

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

Writing • Summarize a text; • Write composition to suggest ways of improving the

learning of English; • Develop interview questions; • Write formal letters; • Write a report; • Write an advertisement of an English course.

26


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


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

27

Unit 5: New Technology- Friend or Enemy LEARNING OBJECTIVES Students will…


N. of hours

• Identify and debate about technological tools used foe sustainable development;

• Identify the advantages and

disadvantages of science, technology and innovation in their lives;

• Discuss the potential of new

technology and innovations that can improve the living standards of the society;

• Talk about the impact of

science, technology and innovation in the community daily life.

Functions: • Arguing; • Asking and giving information; • Giving and following instructions; • Comparing and contrasting; • Describing; • Discussing; • Explaining; • Expressing opinion; • Identifying.

Vocabulary:

• Topic related vocabulary. Grammar:

• Countable and uncountable nouns; • The Passive: Present and Past; • Verbs: do/make/manufacture/produce/invent.

Skills: Speaking

• Argue; • Ask for and give information; • Debate; • Describe a process; • Discuss; • Give instructions; • Persuade people to use new technology.

• Ask and answer about instruments used in science and technology (e.g. TV, computer…);

• Ask and answer questions

about science, technology and innovation;

• Describe improvements in

living standards as a result of the use of modern technology in Mozambique;

• Give instructions and

explanation how to use different appliances;

• Give instructions on how to

use modern technological equipment (e.g. computer, DVD, microwave…);

• Identify and describe the

functions of science and technological equipment;

• Talk about advances in

7

28

Listening

• Listen and ask/answer questions; • Listen and follow instructions; • Listen and take notes; • Listen for details; • Listen for general information.

Reading

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

Writing

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

technology in Mozambique.

29


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

Critical Thinking:

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


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

30

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

31

Unit 6: Discovering the World LEARNING OBJECTIVES Students will…


N. of hours

• Discuss about the different peoples, cultures and religions in Mozambique and in the world;


diversity; • Discuss the different

celebrations in Mozambique and the world;

• Discuss the sacred places in

their community, country and in the world;

• Discuss places of interest and

outstanding beauty in their Community, country and world.

Functions: • Accepting apologies; • Accepting suggestions; • Arguing; • Asking and giving information; • Comparing and contrasting; • Describing events; • Expressing opinion and preferences; • Identifying and classifying. Vocabulary: • Topic related vocabulary. Grammar: • Present and Past Perfect; • Present and Past Simple.

Skills: Speaking • Ask and answer questions; • Compare and contrast; • Describe changes or events; • Debate; • Express opinion and preferences; • Interpret diagrams; • Practise interrupting politely.

• Talk about the different peoples, cultures and religions in Mozambique and the world;

• Talk about the importance of

respecting differences; • Identify and describe sacred

places in Mozambique and the world;

• Identify and describe places of

interest (historical, cultural and tourist) in their communities, country and world;

• Describe different celebrations

in their community, country and world.

7

32

Listening • Listen for main ideas; • Listen for specific information. Reading • Infer word meaning from the context; • Locate passages in the text; • Read and summarize; • Read for details; • Read for main ideas; • Read for specific information. Writing • Write business letter; • Write compositions; • Write paragraphs of comparisons; • Write survey reports.

33


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


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

34

Unit 7: Media LEARNING OBJECTIVES Students will…


N. of hours

• Discuss the role and importance of the different medias;

• Discuss the impact of the Soaps;

• Compare and contrasts the

values in the Soaps with their family, community and religious values;

• Discuss moral issues related

to media; • Discuss the different

professions related to media.

Functions: • Agreeing and disagreeing; • Arguing and explaining; • Asking for and giving information; • Comparing and contrasting; • Expressing; • Giving warnings; • Giving advice; • Making and accepting suggestions; • Narrating events and facts; • Identifying ; • Discussing. Vocabulary: • Topic related vocabulary (e.g. internet, TV, Radio). Grammar: • The Passive: Present and Past continuous; • Past continuous; • Past Perfect; • Past simple. Skills: Speaking • Agreeing and disagreeing with statements; • Asking for information; • Comparing and contrasting; • Debate;

• Talk about the different medias; • Retell part of an episode seen on TV or

heard on the radio; • Describe some moral values on the Soaps

and compare with that of their family and community;

• Talk about the role and importance of the

different medias; • Talk about moral issues related to media; • Write short news items; • Write short stories and plays.

8

35

• Describe types of media; • Discuss interests; • Express and defend opinions; • Give advice; • Picture interpretation. Listening • Contrast view points; • Identify stressed patens in a speech; • Interpret speakers emotion; • Listen and answer question; • Listen and take notes; • Listen for main ideas; • Listen for specific information. Reading • Infer word meaning from the context; • Locate details in a text ; • Read and relate information with own experience ; • Read and summarize; • Read for specific information.

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

36


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


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

37

Unit 8: Life After School LEARNING OBJECTIVES Students will…


N. of hours

• Discuss what they would like to do after school;

• Discuss advantages and

disadvantages of business partnerships;


pursuing a career; • Discuss job opportunities in

their communities; • Talk about professional

orientation; • Discuss local initiatives for

small business promotion in the community ;

• Discuss jobs and qualities

required for the jobs.

Functions: • Asking for and giving information; • Classifying; • Comparing and contrasting; • Recognizing and describing; • Explaining; • Giving advice • Making future plans; • Making inquiries; • Predicting. Vocabulary: • Topic related vocabulary. Grammar: • Adjectives describing personal characteristics; • Gerunds; • Tenses ( revision); • Conditionals (revision) ; • Modals (revision). Skills: Speaking • Conduct a debate; • Talk and make decisions; • Talk about career option; • Talk about future plans; • Make predictions;

• Describe and compare different types of jobs;

• Identify possible fields of studies (vocational training);

• Identify self-employment possibilities; • Make and present future plans; • Make inquiries about job

opportunities; • Describe how to start small

cooperatives / business partnerships; • State the importance of the linkage

between professional activities and rural economy and social development of the community ;

• Take part in a job interview; • Write a letter of application for a job.

9

38

• Give advice.

Listening • Listen and take notes; • Listen for details; • Listen for specific information (job announcements); • Listen to the key points. Reading • Locate main ideas in the text; • Read and answer a questionnaire; • Read and summaries a text; • Read job advertisements; • Read personal profiles; • Read prospectus of educational institutions;

• Reading for specific information.

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

39


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

40

4. Assessment Standards Assessment Standard

General

We know this when the learner:

• Can cope linguistically in a range of everyday situations which require a large predictable language in the field covered by the syllabi of the cycle

• Can communicate and handle basic texts required for work, public and academic situations;

• Can understand texts that contain facts, opinions, attitudes, moods and wishes;

• Can understand cultural similarities and differences (social conventions and norms; kinds of personal information you can ask/discuss in different cultures).

Listening

• Can understand and respond to questions in familiar situations (Why are you late, What’s the matter with you?...

• Can listen and respond to a fairly complex situation (prescriptions, recipes…);

• Can listen to some short authentic texts and take notes (a pop song, radio or TV advertisement);

• Can listen and complete a simple chart or diagram.

Speaking .

• Can hold a short conversation in a familiar situation demanding a reasonable command of English (Introducing oneself, make polite request, Respond appropriately to question);

• Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident;

• Can explain the main points in an idea or problem with reasonable precision;

• Can convey simple, straightforward information of immediate relevance, getting across which point he/she feels is most important;

• Can express the main point he/she wants to make comprehensibly.

Reading

• Can read and understand texts that consist mainly of high frequency everyday social and academic related language;

• Can read and understand the facts, description of events, feelings and wishes in personal letters, simple poems and stories (local and traditional);

• Can read for specific information; • Can read and understand short authentic texts (e.g. newspaper and

magazine articles).

Writing

• Can complete simple forms (e.g. questionnaires about favourite food, clothes and music);

• Can write simple reports; • Can write simple summaries; • Can write simple connected texts on topics that are familiar or of personal

41

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

Use of reference books

• Can use reference books for language learners (bilingual or mono-lingual dictionary. Textbooks, grammar books etc.).

Language Structure and Use .

• Can use reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations;

• Can use some simple structures correctly, but still systematically makes basic mistakes – for example the learner tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say;

• Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something;

• Connect phrases in a simple way in order to describe experiences and events, own dreams, hopes and ambitions;

• Can briefly give reasons and explanations for opinions and plans as well as narrate a story or relate the plot of a book or film and describe own reactions, (e.g. local and traditional stories).

42

5. Methodology

The general teaching approach adopted for both primary and secondary education in Mozambique, is

the Communicative Language Teaching (CLT). The present syllabus is, therefore, based upon this

approach.

To allow teachers´ flexibility, the teaching methods, procedures and techniques will be selected

according to the specific goals, conditions and resources available to the teacher and students.

Considering that our classrooms are heterogeneous, it is also accepted that the same topic can be

taught using different procedures and techniques by different teachers.

The syllabus contains some innovations such as the introduction of projects and portfolio (appendix

1) as both teaching and assessment tools that foster learner’s independence.

Aiming at achieving the general and specific unit objectives and basic competencies, each unit

contains suggestions for activities, critical thinking and crosscutting issues, which can be explored

by the teacher and students in the classroom. It is therefore urged that teachers implement them.

Some activities are specific to a certain unit but others are somehow recurrent.

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

and 50 percent writing (Reading and writing).

43

6. Assessment

Assessment can be defined as the formal or informal process of collecting evidence about students’

progress, analyzing and evaluating progress, communicating about progress, and adjusting teaching

practice based on reflection on a teacher’s practice. There are various forms of assessment, including

formal measurement tools such as tests and exams. Informal assessment can occur throughout the

school year, and includes evaluating data from multiple sources, such as exercises, portfolios,

homework or assignments that enable the teacher to measure student progress.

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

Formative Assessment is an assessment carried out by teachers during the learning process with the

aim of using the results to improve the learning and teaching process. It relates to how the student

has been learning. It can use both formal (tests) and informal measurement tools – whether group

work, projects, portfolios etc

Summative Assessment is carried out in predetermined periods and at the end of term or school year

–often for purposes of providing aggregated information on learning outcomes to educational

authorities and parents. It relates to what and how much the student has learnt. This is usually done

through tests, quizzes and exams (ACSs, ACPs and AFs)

The New Curriculum emphasizes formative assessment, which gives scope for the inclusion of

informal assessment also known as classroom assessment The inclusion of classroom assessment is

also in line with the general teaching philosophy of the constructivist approach to learning.

Formative assessments, includes the evaluation of any activity related to learning process such as

participation, homework, pair and group work, portfolio, projects, presentations and posters. This

type of assessment allows the student to be an active participant in the process of learning and

assessment. The aim of this type of assessment is to involve the students in thinking about how they

learn and encourage them to take control of their learning. Thus, by assessing all the above aspects

will not only provide data on the quantitative knowledge but also the qualitative aspects.

As put forward by this new syllabus, teachers are strongly recommended to include and use

formative assessment to cater for the qualitative aspect. Assessment is an important part in the

44

teaching and learning process and it cannot be disassociated from the activities, procedures, methods

and learning materials used in the classroom.

7. The Examination: The examination as part of the assessment system assesses the competencies stated in the objective

and assessment standards. The examination assesses both productive and receptive skills. It assesses

language used in context. Being a competence based curriculum, the competences are best

demonstrated by productive skills namely speaking and writing.

Until conditions are created to provide schools with tapes and CDs for listening, listening should be

assessed together with the speaking in the interview or oral exam.

To best assess the competences of learners at the end of the first cycle it is proposed that the exam

contains the following parts:

Part 1. Interview (Listening and speaking)

Part 2. Reading and Language Use

Part 3. Writing

Part Section Task type and focus of task 1 - Interview (Listening and speaking

A. speaking activities Giving information of personal nature B. speaking activities Candidates interact with one another in a

simulated situation, or Candidate respond to the content of a

picture or reading, or General conversation, candidate

discusses a topic and talk about their likes and dislikes.

2 - Reading and Language Use

A Reading 4 option multiple choice Reading for detailed comprehension;

understanding attitude, opinion and writer purpose.

B. Vocabulary and grammar 4 option multiple choice Understanding vocabulary and grammar

in a short text 3 - Writing A. Short writing tasks Short communicative message –

focusing on communication of specific messages

B. Longer writing tasks A longer piece of continuous writing – focusing on control and range of language

45

8. Bibliography MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique Council of Europe (2001) The Common European Framework of reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, UK MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo – Mozambique. MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo – Mozambique. INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos de Estudos e Estratégias de Implementação. Maputo – Moçambique INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas, Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique Ministry of Education and Vocational Training. (2007). English academic Syllabus for Diploma in Secondary Education – Tanzania

46

9. Appendixes

• Portfolio

• Lesson Plan Model /Format

Appendix 1

47

Portfolio Student Portfolios: Classroom Uses What is it? Portfolios are collections of student work representing a selection of performance. A portfolio may be a folder containing a student’s best pieces and the student’s evaluation of the strengths and weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting, and revision. More teachers have recently begun using portfolios in all subject areas. Portfolios are useful as a support to the new teaching approaches that emphasize the student’s role in constructing understanding and the teacher’s role in promoting understanding. For example, in teaching writing, portfolios can function to illustrate the range of assignments, goals, and audiences for which a student produced written material. In addition, portfolios can be a record of the activities undertaken over time in the development of written products. They can also be used to support cooperative teaming by offering an opportunity for students to share and comment on each other’s work. Portfolios are valued as an assessment tool because, as representations of classroom-based performance, they can be fully integrated into the teaching. And unlike separate tests, they supplement rather than take time away from teaching. Moreover, many teachers, educators, and researchers believe that portfolio assessments are more effective than “old-style” tests for measuring academic skills and informing educational decisions. Why try it? Portfolios capitalize on students’ natural tendency to save work and become an effective way to get them to take a second look and think about how they could improve future work. As any teacher or student can confirm, this method is a clear departure from the old write, hand in, and forget mentality, where first drafts were considered final products. How does it work? Although there is no single correct way to develop portfolio programs, in all of them students are expected to collect, select, and reflect. Early in the school year, students are pressed to consider: What would I like to reread or share with my parents or a friend? What makes a particular piece of writing a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on their work, so these discussions need to be well guided and structured. The earlier the discussions begin the better. The content in portfolios is built from class assignments and as such corresponds to the classroom. Often, portfolio programs are initiated by teachers, who know their classroom syllabus best. They may develop portfolios focused on a single syllabus area—such as writing, posters, reading, - or they may develop portfolio programs that integrate more than one area, such as writing and reading.

48

The age/grade level of students may determine how portfolios are developed and used. For example, in developing criteria for judging good writing, older students are more likely to be able to help determine the criteria by which work is selected, perhaps through brainstorming sessions with the teacher and other students. Younger students may need more directed help to decide on what work to include. Older students are generally better at keeping logs to report their progress on readings and other recurrent projects. Administrative contexts also influence the structure and use of portfolios. While the primary purpose of portfolios for most teachers is to engage students, support good curricula and instruction, and improve student teaming, some portfolio programs are designed to serve other purposes as well. Portfolios may also be used to compare achievement across classrooms or schools. When they are used for this purpose, fairness requires that standards be developed to specify the types of work that can be included and the criteria used to evaluate the work.

Appendix 2 Lesson Plan Model /Format

49

Topic Content

And Language

Objectives Skills covered

Cross Cutting

Stages Activities Homework

Teacher Student English in Mozambique

Major Languages English French Spanish Functions: - Asking for and giving answers - expressing opinion Vocabulary - languages - Geography - climate Grammar - articles connectors wh-questions -past tense

To identify major languages and places they are spoken To talk about importance of English in Mozambique

Speaking and reading Writing

Communicating with foreigners Use English in small business

Presentation - Map of Mozambique

- 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 -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

Practice

Gives open ended dialogue for completion (countries and languages spoken -

In pairs students complete the dialogue orally - ask and answer questions about text (with Wh-questions)

Production Tells students to draw a map of Mozambique and locate the bordering countries and languages spoken

- draw map of Mozambique and inset bordering countries and languages spoken - asking and give opinion about importance of English in Mozambique

Follow-up

50

Lesson Plan Model /Format

Topic Content And

Language

Objectives Skills covered

Cross Cutting

Stages Activities Homework

Teacher Student

51

Appendix 3

LESSON PLAN FORMAT/MODEL

Name of the school Teacher Material Unit Topic Duration of the lesson Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language, functions, forms, skills, vocabulary and so on. . STAGES Warm up: (state time allowed and activities T and Ss will do during the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game, Qs and As, story telling, revision of previous lesson, etc. Presentation: (state time allowed and activities T and Ss will do during this stage and/or sub-stages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on communication and differentiation between forms (e.g. tenses) and functions (e.g. express opinions/points of view). Elicitation – invite Ss to answer voluntarily questions put by the Teacher. The questions should guide Ss towards the discovery of main points to be learnt. Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt issues, etc. Practice: (state time allowed and activities T and Ss will do during this stage and/or sub-stages). Students are asked to work on activities to practice language forms (e.g. grammar points, vocabulary – old and new, pronunciation) presented by the Teacher in stage 2. This could be controlled or free practice. Controlled practice – The teacher guides and controls the kind of expected responses; Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can be achieved through improvisation, communicative actives, presentations, writing, homework, portfolios and so on. Observations: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

52

LESSON PLAN FORMAT/MODEL Name of the school Teacher Grade Unit Topic Duration of the lesson Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each unit.). The objectives state what ss should be able to do by the end of the lesson in terms of language, functions, forms, skills, vocabulary and so on. ..

STAGES SUB-STAGES

TEACHER’S ACTIVITIES

STUDENTS ACTIVITIES TIME

Warm up

Presentation Elicitation

Explanation

Practice Controlled practice

Free practice

Observations: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

53

Appendix 4

LESSON PLAN MODEL/FORMAT Lesson No.: _________________________________________________________________ Unit: ______________________________________________________________________ Topic:______________________________________________________________________ Duration of Lesson: ___________________________________________________________ Material: ___________________________________________________________________ Skills: _____________________________________________________________________ Objectives: _________________________________________________________________

TIME STAGES ACTIVITIES

minutes TEACHER STUDENTS __ min __ min __min __min __ min

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

2: Presentation

• T: Provides new information (language)

• T: 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 • …

54

Appendix 5

LESSON PLAN MODEL/FORMAT

Reading and Grammar

Objectives:

(i) To practise reading for gist and detailed information

(ii) To extract a set of phrasal verbs from a text and develop students' inferring

skills

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

Topic: Marriage traditions

Skills covered: Reading and speaking Content covered: Vocabulary and grammar Crosscutting: Gender equity Time total: 90 minutes Stages 1 – 7: 45 minutes Stages 8 – 10: 45 minutes

Stages

1. Introduction

2. Creating interest in the reading text

3. Pre-teaching key vocabulary items

4. Reading for gist

5. Feedback

6. Reading for detailed information

7. Follow up discussion

8. Presentation of phrasal verbs (within the reading text)

9. Checking of meaning, form and pronunciation

10. Controlled practice

ingles 10ª classe

Documents