ingles 11ª classe

Ficha Técnica

Título: Inglês, Programa da 11ª Classe

Edição: ©INDE/MINED - Moçambique

Autor: INDE/MINED – Moçambique

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

Arte final: INDE/MINED - Moçambique

Tiragem: 350 Exemplares

Impressão: DINAME

Nº de Registo: INDE/MINED – 6288/RLINLD/2010

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Prefácio

Caro Professor

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

Geral.

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

de se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se

faça sem sobressaltos e para que as competências gerais, tão importantes para a vida

continuem a ser desenvolvidas e consolidadas neste novo ciclo de estudos.

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

compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários

para a vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de

trabalho numa economia cada vez mais moderna e competitiva.

Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem

em mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de

professores das várias instituições de ensino e formação, quadros de diversas instituições

públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da

transformação curricular e a quem aproveitamos desde já, agradecer.

Aos professores, de que depende em grande medida a implementação destes programas,

apelamos ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e

criatividade e empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que

amanhã contribuirão para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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CONTENTS

1. Introduction 1.1 Linhas Orientadoras do Currículo do ESG 1.2 Os desafios da Escola 1.3 A Abordagem Transversal

2. Second Cycle Overview 2.1 First Cycle Proficiency Objectives - Speaking - Listening - Reading - Writing

2.2 Second Cycle Content - Functions - Topics and vocabulary - Grammar - Critical thinking - Crosscutting issues

3 Grade 11 3.1 Grade 11 Proficiency Objectives - Speaking Objectives - Listening Objectives - Reading Objectives - Writing Objectives

3.2 Grade 11 Contents - Functions - Topics - Grammar - Critical Thinking - Crosscutting Issues

4 Scope and Sequence

Unit 1 - School Subjects and Future Professions Unit 2 - Relationships Unit 3 - Identity Unit 4 - Initiation Rites Unit 5 - Style Unit 6 - Made in Mozambique Unit 7 - At the Bank Unit 8 - Citizenship Unit 9 - Democracy Unit 10 - Politics and Elections Unit 11 - The Coconut Tree Unit 12 - Droughts and Floods

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Unit 13 - Bed and Breakfast Unit 14 - Dressing Codes Unit 15 - Wedding Ceremonies

5. Methodology General Teaching Approach Teaching Suggestions

and Tips

6. Assessment

7. Bibliography

8. Appendixes

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

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

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

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

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

Constituem principais documentos curriculares:

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

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

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

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

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

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

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

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

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

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

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

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

com os outros; f) Uso de leis, gestão e resolução de conflitos; g) Desenvolvimento do civismo e cidadania responsáveis;

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h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem como em relação ao alcoolismo, tabagismo e outras drogas;

i) Aplicação da formação profissionalizante na redução da pobreza; j) Capacidade de lidar com a complexidade, diversidade e mudança; k) Desenvolvimento de projectos estratégias de implementação individualmente ou em grupo; l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e crianças.

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

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

PCESG:27

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

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

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

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

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

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

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

• 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.

As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de conceber e utilizar conceitos; maior capacidade de trabalho individual e em grupo;

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entusiasmo, espírito competitivo, aptidões e gostos pessoais; o gosto pelo raciocínio e debate de ideias; o interesse pela integração social e vocação profissional.

2. Second Cycle (grades 11 and 12) overview 2.1 Second Cycle Proficiency Objectives

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

• Communicate with some confidence on familiar routines and non routines matters related to his or her interests;

• Exploit a wide range of simple language to deal with most situations likely to arise in everyday interactions;

• Enter unprepared into conversation; • Express personal opinions and exchange information on topics that are familiar of

personal interest or pertinent to everyday life. Speaking General: Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible; Take an active part in discussion in familiar and academic contexts, accounting for and sustaining own views. Present clear, detailed descriptions on a wide range of subjects related to own field of interest. Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options; Tell stories, entertain and persuade; Use some figurative styles and idiomatic. Listening General: Understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar; Understand most TV and radio news and current affairs programmes; Understand the majority of Films in Standard English and accents. Reading General: Read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Understand contemporary literary prose and narrative.

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Writing General: Write clear, detailed text on a wide range of subjects related to own interests. Write an essay or reports passing on information or giving reasons in support of or against a particular point of view; Write letters highlighting the personal significance of events and experiences; Follow the five-step writing process. 2.2 Second Cycle (11 – 12) Content Throughout the cycle the following contents will be covered: Functions:

• 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;

Topics and vocabulary areas

• School subjects and future professions • Relationships • Identity • Initiation Rites • Style • Made in Mozambique • At the bank • Citizenship • Democracy • Politics and Elections • The Coconut tree • Droughts and floods • Bed and Breakfast • Dressing codes • Wedding ceremonies

• Famous People and Idols • Heroes • Entertainment • Business and Etiquette • Business Communication • Taxes • Flue • Self Employment • Literature • Law • Drugs • Religious and Beliefs • Life After School • News • Life in 2025

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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;

• 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;

• Evaluate information according to criteria set forth in a text;

• Evaluate one's susceptibility to corruption;

• Evaluate persuasiveness of arguments;

• Evaluate situations according to; criteria set forth in a text ;

• Evaluate the advantages and disadvantages of tourism;

• Evaluate the quality of arguments: • Express opinions about different

types of storytelling ; • Frame contrasting points of view on

disability issues; • Hypothesize outcomes; • Hypothesize point of view; • Identify cause and effect; • Identify intended market of

advertisements; • Identify personal obstacles; • Identify personal values and

assumptions ; • Identify point of view in a text; • Identify salient features of an advert • Identify the advantages and

disadvantages and Communication Technology (ICT);

• Infer information not explicit in the interview;

• Infer information not explicit in the listening ;

• Infer information not explicit in the text;

• Infer word meaning from context; • Interpret a diagram and maps; • Interpret a cartoon, photograph and

picture; • Interpret meaning from text; • Interpret quotations; • Interpret statistics; • Interpret the significance of how a

person dresses;

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• Correlate examples with abstract principles;

• Critique corruption; • Critique magazine and television

advertisements; • Deliberate cases using information

from the readings; • Develop arguments for and against

an issue; • Draw logical conclusions; • Evaluate advantages and

disadvantages of Information;

• Interpret word usage; • Make judgments; • Match actions to their consequences; • Rank the value of personal qualities; • Recognize personal assumptions

about....

Crosscutting issues

• Cultural issues; • Health and hygiene: symptoms, causes, cures, and prevention of the most common

diseases, such as cholera, malaria. Traditional medicine, care with medicine and medical instructions and prescriptions;

• Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.);

• HIV-AIDS (Stigma, prevention and care); • Drugs, alcohol and other addictions; • Agriculture: sustainable development, improving animal and crop farming • Small business – self employment; • Environmental issues – protection of forests, vegetation, erosion prevention, floods

and drought; • Human Rights (children and women): gender and handicapped equity.

15

3. Grade 11 3.1 General Objectives

By the end of Grade 11 the learners should have achieved the equivalent to the pre-intermediate stage of proficiency. At this stage the learners are expected to be able to handle the complex structures of the language with a bit of confidence, demonstrate knowledge of a range of vocabulary and use appropriate communicative strategies in a number of social situations. Their understanding of spoken language and written texts should go a little further from being able to pick out items of factual information, and they should be able to distinguish between main points and general topics of a text. They should be able to produce written texts of some types, showing a certain ability to develop an argument as well as to describe or recount events. This level of ability should allow the user for some degree of independence when called upon to use the language in a number of contexts. The learner should have developed some reasonable flexibility and ability to deal with unexpected issues and to rely less on fixed patterns of language and short utterances. He learner should have developed awareness of register and the conventions of politeness and degrees of formality as they express through language.

Listening General:

Understand relatively long speech and lectures on non complex matters; Understand English TV/ radio news and current affairs programs; Understand great part of English music and films in Standard English; Understand poems on familiar matters.

Specific:

• Distinguish the main points in an extended speech on familiar contexts; • Listen and follow complex lines of argument in a reasonable familiar matter; • Understand most TV and radio news; • Understand current affairs programs on TV and Radio in English; • Listen and take main notes in a reasonable complex meeting; • Understand some TV or Radio announcements; • Listen and follow a simple poem.

Speaking General:

Interact with some degree of fluency and spontaneity that makes regular interaction with good user of English reasonably possible; Take an active part in discussion in familiar topics and in familiar academic contexts; Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options; Tell stories.

Specific:

• Telling stories on familiar context; • Expressing opinion in a unfamiliar matter; • Giving clarification with some degree of confidence in a complex topic on familiar

matters;

16

• Giving detailed description on a range of issues related to familiar academic matters; • Explaining reasons, advantages and disadvantages of wide range of options; • Giving persuasive arguments in a familiar discussion.

Reading General: Read and understand texts with certain degree of complexity on unfamiliar matters; Read and understand simplified books on contemporary literary prose and narrative. Specific:

• Read and identify the main points in a text; • Read and infer meaning from context in a familiar contents; • Read and summarize the main points in a text on familiar matters with some degree

of complexity; • Read and take notes from a text on unfamiliar matters with certain degree of

complexity; • Read and understand formal letters on simple matters.

Writing General:

Write text with coherence and certain level of detail on matters related to life experience, business and academic fields.

Specific:

• Write detailed essays on familiar academic areas; • Write compositions using correct punctuation; • Write relatively elaborated report on factual matters; • Write formal letters on simple matters; • Write informal letters in range of matters of own interests; • Edit texts on familiar matters; • Fill in forms of unfamiliar areas.

3.2 Grade 11 Contents Functions:

• Accepting ;• Agreeing and disagreeing politely; • Apologizing; • Arguing /explaining ; • Asking and answering; • Asking for and giving information; • Asking for and giving reasons; • Asking for something in different

contexts; • Classifying; • Comparing and contrasting; • Complaining and giving reasons; • Confirming and denying; • Defining activities/events;

• Expressing preferences and giving reasons;

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

airport …); • Making predictions;

17

• Describing processes daily activities/places/symptoms…;

• Explaining; • Expressing likes and dislikes; • Expressing opinions and view points;

• Ordering and booking; • Persuading ; • Planning and giving a speech; • Reporting events; • Supporting ideas; • Writing warning notices;

Topics and vocabulary areas

• School subjects and future professions • Relationships • Identity • Initiation Rites • Style • Made in Mozambique • At the bank • Citizenship

• Democracy • Politics and Elections • The Coconut tree • Droughts and floods • Bed and Breakfast • Dressing codes • Wedding ceremonies

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; • 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

• 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

18

corruption; • Compare cultural norms of dress; • Compare family histories; • Compare past and current family roles; • Compare past and current gender roles

in Mozambican families; • Compare personal preferences in

humour; • Compare sources of news ; • Correlate an individual example with

broad trends; • Correlate examples with abstract

principles; • Critique corruption; • Critique magazine and television

advertisements; • Deliberate cases using information from

the readings; • Develop arguments for and against an

issue; • Draw logical conclusions; • Evaluate advantages and disadvantages;

interview; • Infer information not explicit in the

listening; • Infer information not explicit in the text; • Infer word meaning from context; • Interpret a diagram and maps; • Interpret a cartoon, photograph and

picture; • Interpret meaning from text; • Interpret quotations; • Interpret statistics; • Interpret the significance of how a person

dresses; • Interpret word usage; • Make judgments; • Match actions to their consequences; • Rank the value of personal qualities; • Recognize personal assumptions about

….

Crosscutting issues

• Cultural issues; • Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases,

such as cholera, malaria. Traditional medicine, care with medicine and medical instructions and prescriptions;

• Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.); • HIV-AIDS (Stigma, prevention and care); • Drugs, alcohol and other addictions; • Agriculture: sustainable development, improving animal and crop farming • Small business – self employment; • Environmental issues – protection of forests, vegetation, erosion prevention, floods and

droughts; • Human Rights (children and women): gender and handicapped equity.

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4 Scope and Sequence

Unit 1 School Subjects and Future Professions

Unit 2 Relationships

Unit 3 Identity

Unit 4 Initiation Rites

Unit 5 Style

Unit 6 Made in Mozambique

Unit 7 At the Bank

Unit 8 Citizenship

Unit 9 Democracy

Unit 10 - Politics and Elections

Unit 11 - The Coconut Tree

Unit 12 - Droughts and Floods

Unit 13 - Bed and Breakfast

Unit 14 - Dressing Codes

Unit 15 - Wedding Ceremonies

20

UUnniitt 11:: SScchhoool Subjects and Future Professions LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIES Students will be able to …

ASSESSMENT STANDARDS Students can:

• Talk about their favourite subjects;

• Talk about professional orientation;

• Talk about

opportunities their subject give for future jobs;

• Give opinions on

different subjects in their curriculum.

Functions:o Identifying; o Expressing opinions; o Comparing; o Advising; o Predicting; o Inquiring.

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language; o Idiomatic expressions; o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definitions; o Word formation.

Topics and Subtopics: - School subjects and future professions

o The role of school subjects in various professions;

o The subjects and skills necessary for the profession of their choice.

• Identify the subjects that are related to different professions;

• Express opinion on different

subjects of their curriculum;

• Relate the subjects they learn to their everyday life;

• Justify their choices of future

professions.

• Conduct debate on any related topic;

• Predict one’s future profession; • Make short presentation on

future plans; • Give advice on what profession

to choose; • Explain the advantages of the

chosen profession.

21

Grammar:o Verb patterns; o (e.g. want, hope, would like …); o Future tenses; o Future continuous (e.g. will be

doing…); o Future perfect (e.g. will have

done...). Skills: Speaking

o Debate; o Present; o Discuss.

Listening o Listen and take notes; o Listen for details.

Reading o Articles; o Read for details; o Read personal profile; o Extensive reading; o Adverts.

Writing o Application letter; o Reports; o Adverts.

22

UUnniitt 22:: Relationships LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIES Students will be able to ….


• Discuss family relationships;

• Discuss concept family;

• Share experience about

family and friends; • Talk about family and

friends; • Talk about healthy

relationships; • Talk about different

types of relationships; • Discuss how different

cultures display affection in the family and love relationship.

Functions:o Naming; o Describing; o Identifying; o Agreeing and disagreeing; o Explaining; o Comparing and contrasting.

Vocabulary:


Topics and subtopics: - Relationships

o Family; o Friendship; o Love relationship.

Grammar:

o Adverbs of degree (e.g. very, too,

• Name members of family;

• Draw family tree;

• Describe healthy family relationship;

• Describe different ways families and friends use to strengthen their ties;

• Compare and contrast how

different cultures start and announce relationships;

• Compare and contrast past

and current cultural norms and practices.

• Identify cultural norms and

practices;

• Talk about family and friends; • Explain how different cultures,

ages and families relate to each other;

• Draw extended family tree and

flowchart; • Compare and contrast current

and past cultural norms and practices.

23

extremely, quite, fairly, pretty, a bit…);Revision of:

o Used to; o Gerund (enjoy, like, regret,

avoid…playing at night…); o Phrasal verbs (e.g. fall in love, break

up, look after …). Skills: Speaking




Writing o Application letter; o Reports; o Adverts.

24

UUnniitt 33:: Identity LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIESStudents will be able to ….


• Discuss the concept of

identity;

• Talk about cultural identity;

• Talk about

globalization; • Talk about national

symbols; • Discuss the role and

importance of Mozambican language;

• Talk about national

heritage; • Talk about national

dances; • Talk about identity

theft

Functions:o Naming; o Describing; o Identifying; o Agreeing and disagreeing; o Explaining; o Comparing and contrasting; o Expressing opinions; o Inquiring.

Vocabulary:


Topics and subtopics: -Identity

o What makes you you; o The gender gap; o Identity theft; o Family customs; o Food and Cooking; o What is in a name?.

Grammar:

o Used to and would for past habits and states (e.g. my uncle used to visit us every year. He would insist on speaking

• Describe customs and habits of his community;

• Describe customs, habits and beliefs of his family;

• Describe eating habits of his

family and community;

• Describe social norms of his family and community;

• Compare and contrast social

norms, customs, habits of different communities in Mozambique and the world;

• Describe the origins and

meaning of Mozambican names and surnames;

• Compare and contrast the

cuisine, dance and dress code of the different communities in Mozambique and the world;

• Compare and contrast the

national symbols, heritages, and values to that of other countries;

• Describe the importance of

national languages in

• Make a short oral presentation on related topics;

• Describe how globalization is

affecting traditional Mozambican norms, names, customs;

• Compare and contrasts local

cultural identity with that of other cultures;

• Write short description local

and national norms, foods, heritages, symbols …;

• Make posters advertising typical

local, foods, dances and attractions.

25

Emakhua with me. Skills: Speaking




Writing o Descriptions; o Reports; o Adverts.

communication and cultural identity;

• Describe the role of names

and surnames in personal and cultural identity.

26

UUnniitt 44:: Initiation Rites LEARNING OBJECTIVES Students will…



• Discuss the different initiation rites practiced:

- Community (social, religious and cultural).

- Churches, - Schools/univer

sities, - Military

services, - Clubs, - Others;

• Discuss the importance, positive and negative aspects of these rites.

Functions:o Describing; o Identifying; o Agreeing and disagreeing; o Explaining; o Comparing and contrasting; o Expressing opinions; o Inquiring; o Making suggestions.

Vocabulary:


Topics and Subtopics: -Initiation Rites

o Initiation rites in Mozambique and the world;

o Initiation rites in schools, professions, universities, clubs.

Grammar: Revision of:

o Adjectives and Adverbs; o Sequence markers.

• Describe initiation rites practiced in different places;

• Compare and contrast types of initiation rites;

• Express opinion on the topic;

• Present and defend an

argument in favour or against a topic.

Can:• Describe initiation rites

practiced in different situations; • Compare and contrast types of

initiation rites; • Describe the advantages and

disadvantages of initiation rites.

27

Skills: Speaking

o Debate; o Present; o Discuss; o Role play.


Reading o Articles; o Read for details; o Read for comprehension; o Extensive reading; o Adverts.

Writing o Descriptions; o Reports; o Adverts.

28

Unit 5: Style LEARNING OBJECTIVES Students will…



• Discuss trends in fashions in clothes, hairstyle, ornaments, furniture, cars and houses;

• Talk about fashion and

vogue in Mozambique;

• Discuss the modern

and old fashion; • Discuss the costs of

fashion and vogue and how to save;

• Discuss how style,

fashion and vogue influence youth;

• Talk about foreign and

national fashion designers;

• Discuss fashion vs

morals.

Functions:o Giving opinion; o Comparing and contrasting; o Complaining; o Describing; o Identifying; o Advising; o Narrating.

Vocabulary:


Topics and Subtopics: - Style

o Fashion; o Clothes; o Hairstyle; o Appearance.

Grammar: Revision of:

o Modals; Skills:

o Adjectives describing personal

• Describe the current fashion in the community/cities;

• Compare and contrast modern

and old fashion in Mozambique;

• Correlate fashion with the

national identity;

• Describe fashion (used) in different places in Mozambique; .

• Describe trends in fashions in

clothes, hairstyle, furniture, cars and houses;

• Name and describe the

different professions and occupations related to fashion;

• Name and describe school

subjects related to fashion;

• Give opinions on the appropriacy of style and fashion on different occasions.

Can:• Describe fashion and vogue in

their communities and country;

• Compare and contrast style and fashion in different periods and regions;

• Name and describe various

professions related to fashion; • Can describe the relation

between fashion and identity.

29

characteristics. Speaking

o Debate; o Present; o Discuss; o Role play.


Reading o Articles; o Read for details; o Reading for main idea; o Read for comprehension; o Extensive reading; o Adverts.

Writing o Descriptions; o Reports; o Summaries.

30

Unit 6: Made in Mozambique LEARNING OBJECTIVES Students will…



• Discuss the importance of producing and consuming local products;

• Discuss the consequences of piracy and counterfeit.

Functions:o Giving opinion; o Comparing and contrasting; o Describing a process; o Complaining; o Defending.

Vocabulary:


Topics and Subtopics: -Made in Mozambique

o Mozambican products; o Buying Mozambican products; o Knowing Mozambique better; o Piracy and counterfeit; o Consumers’ rights.

Grammar:

o Passive; o Present simple Passive (e.g. is/are

made...);

o Past simple passive (e.g. was/were

• Talk about main products of Mozambique;

• Identify places where the products are produced;

• Discuss advantages and

disadvantages of using modern industry;

• Talk about importance of

buying local products;

• Describe the quality of a suitable product;

• Write a letter of complaint;

• Present an argument in

defence of a point of view.

• Talk about Mozambican products;

• Present a short talk on any related topic;

• Argue in favour of or against

any idea of related topic; • Write letter of complaint on

related topic; • Write articles on related topic.

31

made);

o Present simple continuous passive (e.g. is/are being made).

Skills: Speaking



Reading o Instructions; o Labels; o Articles; o Reading for details; o Extensive reading.

Writing o Formal letter; o Instructions; o Reports; o Adverts; o Article.

32

Unit 7: At the Bank LEARNING OBJECTIVES Students will…



• Discuss the functions and importance of banks;

• Discuss the functions of different kinds of banks;

• Discuss the services

provided by banks; • Discuss services

safety; • Discuss how bank

services could help improve their community.

Functions:o Giving opinion; o Comparing and contrasting; o Describing; o Advising; o Narrating; o Asking for and giving information; o Asking for and giving reasons; o Asking for something (bank …); o Complaining and giving reasons; o Making inquiries (at the bank…).

Vocabulary:


Topics and Subtopics: -At the bank

o Bank services; o Using ATM; o Credit Cards; o Cheques; o Safety.

Grammar:

o Be + going to (e.g. …); Review of:

• Describe services provided by banks;

• Use polite language;

• Use language necessary for bank transactions;

• Fill in basic bank forms;

• Write business letters to

banks.

• Greet and ask for information

related to bank services;

• Give information related to bank services;

• Use language necessary for

bank transactions; • Describe services provided by

banks; • Write letter of complaint to a

bank; • Fill in bank forms; • Write a letter of application.

33

o Preposition of place and direction. Skills: Speaking


Listening o Listen for details; o Listen for general information; o Listen for specific information; o Listen and take notes; o Listen for main ideas.

Reading o Read reports; o Read instructions; o Read advertisement; o Read and take notes. o Read and compare information; o Read and relate information with own

experience; o Read and summarize main ideas; o Read and transfer information; o Read for specific information in a text.

Writing o Write instructions; o Write compositions; o Write a report; o Write notes; o Write advertisement; o Write simple instructions.

34

Unit 8: Citizenship LEARNING OBJECTIVES Students will…


Assessment standards

• Discuss the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people;

• Discuss the diversity of

national, regional, religious and ethnic identities in Mozambique and the need for mutual respect and understanding;

• Discuss central and

local government, the public services they offer and how they are financed, and the opportunities to contribute;

• Discuss the key

characteristics of parliamentary and other forms of government;

• Discuss the electoral

system and the importance of voting;

Functions:o Giving opinion; o Comparing and contrasting; o Describing; o Advising; o Narrating; o Asking for and giving information ; o Asking for and giving reasons; o Complaining and giving reasons.

Vocabulary:


Topics and subtopics: -Citizenship

o Citizens rights and duties; o Role of citizens in good governance; o Social and professional associations; o Diversity and national unity; o Central and local government; o Electoral system.

Grammar: o Review of tenses; o Modal verbs expressing obligation; o Determiners.

• Describe citizens rights and responsibilities;

• Explain the importance of participating in civic activities;

• Describe the civic activities

that can contribute to the improvement of their community;

• Explain the basic aspects of

the criminal justice system and the importance of observing the law;

• Describe the diversity of

national, regional, religious, linguistic and ethnic identities in Mozambique and explain the importance and need for mutual respect and understanding;

• Describe services provided by

the central and local government;

• Describe the electoral system; • Explain the importance of

voting.

• Describe citizens rights and

responsibilities;

• Explain the basic aspects of the criminal justice system and the importance of observing the law;

• Can describe diversity in

Mozambique in terms regions, ethnic groups, linguistic groups, religious groups and political groups;

• Make presentation on one

of the subtopics.

35

• Discuss the work of

community-based, national and international voluntary groups;

• Discuss the importance

of resolving conflict fairly;

• Discuss the

significance; of the mass media in society ;

• Discuss the world as a global community, and the political, economic, environmental and social implications of this, and the role of the AU, the SADC, the Commonwealth, CPLP and the United Nations.

Skills: Speaking



Reading o Read reports; o Read instructions; o Read advertisement; o Read and take notes; o Read and compare information; o Read and relate information with own



36

Unit 9: Democracy LEARNING OBJECTIVES Students will…



• Talk about origins and meaning of democracy;

• Talk about different types of democracy;

• Talk about democracy

in Mozambique; • Talk about democracy

at school; • Discuss central and

local government, the public services they offer and how they are financed, and the opportunities to contribute;

• Discuss the key characteristics of parliamentary and other forms of government;

• Discuss the importance

of resolving conflict fairly;

• Discuss the

significance of the mass media in society.

Functions:o Describing; o Expressing opinion; o Predicting; o Agreeing and disagreeing.

Vocabulary:


Topics and Subtopics: -Democracy

o Origins and meaning; o Types of democratic systems; o Democracy in Mozambique.

Grammar:

o Adjectives; o Modals; o Tense in time clauses (when, …+

present simple/perfect; until, after, before, by the time + present simple/perfect).

Skills: Speaking

o Debate;

• Describe different types of democracy;

• Describe how democracy is practiced in Mozambique;

• Describe how democracy is

practiced in their school;

• Express opinion about different types of democracy.

• Describe democratic

institutions in the country;

• Write an article on democracy;

• Design a poster on related

topic;

• Make short presentation on how democracy is practiced in his school or community;

• Talk about advantages and

disadvantages of democracy:

37

o Present;o Discuss.

Listening o Listen for details; o Listen for general information; o Listen for specific information. o Listen and take notes; o Listen for main ideas.




38

Unit 10: Politics and Elections LEARNING OBJECTIVES Students will…



• Discuss the legal and human rights and responsibilities underpinning society;

• Discuss the diversity of political identities in Mozambique and the need for mutual respect and understanding;

• Discuss central and local

government, the public services they offer and how they are financed, and the opportunities to contribute ;

• Discuss the key

characteristics of parliamentary and other forms of government;

• Discuss the electoral

system and the importance of voting;

• Discuss the importance of

resolving conflict fairly;

• Discuss the significance

of the mass media in society.

Functions: o Giving opinion; o Comparing and contrasting; o Describing; o Advising; o Narrating; o Asking for and giving information; o Asking for and giving reasons; o Complaining and giving reasons.

Vocabulary:


Topics and Subtopics: -Politics and Elections

o Electoral systems; o Parties; o Civil society and pressure groups; o Mass media.

Grammar:

o Phrasal verbs using ‘stand’ (e.g. stand for); o Modal verbs;

Revision of : o Going to; o If….; o Will and may.

• Describe citizens rights and responsibilities;

• Explain the basic aspects of the criminal justice system and the importance of observing the law;

• Describe the diversity of

political identities in Mozambique and explain the importance and need for mutual respect and understanding;

• Describe services provided by

the central and local government;

• Describe the electoral system;

• Explain the importance of voting.

• Describe the values of

different political parties; • Explain the basic aspects of

the electoral system and the importance of observing the law;

• Can describe diversity in Mozambique in terms of political groups;

• Make presentation on one of

the subtopics.

39

Skills: Speaking






40

Unit 11: The Coconut Tree LEARNING OBJECTIVES Students will…



• Talk about the importance of coconut trees in economic development;

• Discuss the location of the main plantations of coconut trees;

• Discuss the main

products made of coconut tree;

• Discuss on

preservation and expansion of coconut trees;

• Identify other trees and

plants in their areas that can produce many products.

Functions:o Explaining; o Identifying; o Describing; o Expressing opinion.

Vocabulary:


Topics and Subtopics: -The Coconut tree

o The things we can get from a coconut tree (coconuts, coconut wine, wood, furniture, arts, jewellery, soap, oil, beauty and skin care products).

Grammar: o Past Participle;

Revision of: o Passives ; o Sequence words (first, then, after

that…). Skills: Speaking

o Debate; o Present;

• Name products made of coconut trees;

• Name products made of other

trees;

• Identify the main coconut tree plantations in the country;

• Identify the main coconut tree

plantations in the world.

• Talk about products made of coconut trees;

• Explain how the various

products are made; • Identify different places where

coconut trees are grown; • Name other trees that produce

many products; • Describe the products made of

other trees.

41

o Discuss;o Explain.


Reading

o Articles; o Reading for details; o Extensive reading; o Poems.

Writing o Instructions; o Reports; o Adverts; o Articles.

42

UUnniitt 1122:: Droughts and Floods LEARNING OBJECTIVES Students will…



• Discuss possible causes of drought and floods;

• Talk about consequences of drought and floods;

• Talk about

prevention measures.

Functions:o Describing; o Identifying; o Advising; o Narrating.

Topics and Subtopics: -Droughts and floods

o Preventing flood and droughts; o How to act when there are floods; o How human actions lead to the hazards.

Grammar:

o Intensifiers (very, too, enough) o Revision of: Degree of Adverbs ; o Clauses of contrast (e.g. but, though,

however…); o Clauses of reason (e.g. because, as,

since…); o Clauses of purpose (e.g. in order to, so

as to, so that…). Skills: Speaking

o Narrate; o Explain; o Describe.

Listening o Listen and take notes; o Listen for details; o Listen for specific information.

Reading o Signs; o Charts; o Articles;

• Describe how to prevent disasters in the event of drought and floods;

• Identify diseases related to drought and floods (e.g. malnutrition, cholera …);

• Interpret the meaning of the

different hazard alert colour codes.

• Describe the consequences of droughts and floods;

• Identify the main diseases

resulting from flooding and droughts;

• Interpret codes, charts and

signs; • Advise on measures to take

when there are droughts or floods.

43

o Reading for details;o Extensive reading.

Writing o Instructions; o Reports; o Adverts; o Articles.

44

UUnniitt 1133:: BBed and Breakfast LEARNING OBJECTIVES Students will…



• Talk about tourism in Mozambique;

• Discuss different types of accommodations in tourism;

• Discuss aspects related

to hygiene in hospitality industry;

• Discuss how to set up a

simple bread and breakfast industry;

• Discuss how to

improve accommodation services.

Functions:o Describing; o Identifying; o Advising; o Narrating; o Explaining; o Expressing opinion.

Vocabulary:


Topics and Subtopics: -Bed and Breakfast

o Hospitality industry; o How to create a bed and breakfast; o Communication in a B&B business.

Grammar:

o Offers and requests; o Indirect questions; o Relative clauses (That, who, which).

Skills: Speaking

• Describe the different services provided by the hospitality industry;

• Describe the different types of accommodation services;

• Use appropriate language for

greeting, welcoming and directing people in the hospitality industry;

• Compare and contrast

services provided by various accommodation services in his community;

• Fill in forms, write notes and

write formal letters;

• Make suggestions how improve accommodation services in his community.

• Describe the different services provided by the hospitality industry;

• Describe the different types of accommodation services;

• Use appropriate language

for greeting, welcoming and directing people in the hospitality industry;

• Fill in forms, write notes

and write formal letters;

• Design and advert for accommodation services;

• Make presentation of a

project for setting up a Bed and Breakfast service in his community.

45

o Narrate;o Explain; o Describe; o Present.


Reading o Signs; o Charts; o Articles; o Reading for details; o Extensive reading; o Adverts; o Posters;

Writing o Instructions; o Reports; o Adverts; o Letters; o Posters; o Articles:; o Notes.

46

UUnniitt 1144:: Dressing Codes LEARNING OBJECTIVES Students will…



• Discuss how to dress for different occasions;

• Discuss the relation between dress code and social norms;

• Discuss diversity and

the need to accept and respect it;

• Discuss dress code and

national identity; • Talk about

Mozambican ethnic wear;

• Discuss the impact of

Media on the way people wear;

• Talk about foreign

influence on Mozambican dressing .

Functions:o Describing; o Identifying; o Advising; o Narrating; o Explaining; o Expressing opinion; o Arguing.

Vocabulary:

o Analogies o Context clues o Definitions o Figurative language o Idiomatic expressions o Phrasal verbs o Synonyms o Vocabulary classification o Word definitions o Word formation

Topics and subtopics: -Dressing codes

o Dress code at: school, party, funeral, formal occasion, informal occasion.

• Name and describe different dress items;

• Express opinion on dress appropriacy;

• Use appropriate language for

inquiring, ordering and shopping for clothes;

• Describe appropriate wear for

each occasion;

• Correlate dressing code with the national identity;

• Identify dressing code in

different places in Mozambique (south/centre/south);

• Make suggestions on how

dress appropriately.

Can:• Name and describe different

dress items;

• Express opinion on dress appropriacy;

• Use appropriate language

for inquiring, ordering and shopping for clothes;

• Describe appropriate wear

for each occasion;

• Correlate dressing code with the national identity;

• Identify and describe

dressing code in different places in Mozambique (south/ centre/ south);

• Make suggestions on how

dress appropriately.

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Grammaro Verbs with 2 objects o Compound nouns – materials and

patterns Skills: Speaking

o Narrate; o Explain, o Describe; o Present.


Reading o Signs; o Charts; o Articles; o Reading for details; o Extensive reading; o Adverts; o Posters.

Writing o Instructions; o Reports; o Adverts; o Letters; o Posters; o Articles; o Notes.

48

UUnniitt 1155:: Wedding Ceremonies LEARNING OBJECTIVES Students will…



• Talk about honey moon;

• Talk about traditional and modern weddings;

• Talk about wedding

ceremonies; • Talk about wedding

and age group; • Talk about wedding

ceremonies in different parts of the country and the world;

• Talk about different

types of wedding ceremonies.

Functions:o Describing; o Identifying; o Advising; o Narrating; o Explaining; o Expressing opinion; o Arguing.

Vocabulary:

o Analogies; o Context clues; o Definitions; o Figurative language; o Idiomatic expressions o Phrasal verbs; o Synonyms; o Vocabulary classification; o Word definition; o Word formation.

Topics and Subtopics: -Wedding ceremonies

o Wedding ceremonies in the world; o Wedding ceremonies practiced in

different parts of Mozambique.

• Name and describe the different institutions involved in weddings;

• Name and describe the functions of the different people involved in weddings;

• Name describe the different

clothe items associated to weddings;

• State advantages of weddings

in the community;

• Describe a wedding ceremony;

• Compare traditional and

modern weddings;

• Name types of wedding in their community.

• Name and describe the different institutions involved in weddings;

• Name and describe the functions of the different people involved in weddings;

• Name describe the different

clothe items associated to weddings;

• Describe a wedding

ceremony;

• Compare traditional and modern weddings;

• Name types of wedding in their community.

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Grammar:o Revise tenses

Skills: Speaking

o Narrate; o Explain; o Describe; o Present.


Reading o Signs; o Charts; o Articles; o Reading for details; o Extensive reading; o Adverts; o Posters.

Writing o Instructions; o Reports; o Adverts; o Letters; o Posters; o Articles; o Notes.

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5. Methodology

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

Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is,

therefore, based upon this approach.

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

selected according to the specific goals, conditions and resources available to the teacher and

students. Considering that our classrooms are heterogeneous, it is also accepted that the same

lesson can be taught using different procedures and techniques by different teachers.

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

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

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

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

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

Some activities are specific to a certain unit but others are repeated in every unit.

The balance of skills and activities in this grade should be 60 percent oracy (Listening and

Speaking) and 40 percent writing (Reading and writing).

6. Assessment

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

students’ progress, analyzing and evaluating progress, communicating about progress, and

adjusting teaching practice based on reflection on a teacher’s practice. There are various

forms of assessment, including formal measurement tools such as tests. Informal assessment

can occur throughout the school year, and includes evaluating data from multiple sources,

such as exercises, portfolios, homework or assignments that enable you to measure student

progress.

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

summative.

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

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

how the student has been learning. It can use both formal (tests) and informal measurement

tools – whether group work, projects, portfolios etc

Summative assessment is carried out in predetermined periods and at the end of term or

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

educational authorities and parents. It relates to what and how much the student has learnt.

This is usually done through tests, quizzes and exams (ACSs and ACPs).

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

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

assessment is also in line with the general teaching philosophy of the constructivist approach

to learning.

Formative assessment includes the evaluation of any activity related to learning process such

as participation, homework, pair and group work, portfolio, projects, presentations and

posters. This type of assessment allows the student to be an active participant in the process of

learning and assessment. The aim of this type of assessment is to involve the students in

thinking about how they learn and encourage them to take control of their learning. Thus, by

assessing all the above aspects will not only provide data on the quantitative knowledge but

also the qualitative aspects.

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

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

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

methods and learning materials used in the classroom.

52

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

53

8. Appendixes

• Portfolio • Lesson Plan Model / Format

54

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

55

consider: What would I like to reread or share with my parents or a friend? What makes a particular piece of writing a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on their work, so these discussions need to be well guided and structured. The earlier the discussions begin the better. The content in portfolios is built from class assignments and as such corresponds to the classroom. Often, portfolio programs are initiated by teachers, who know their classroom syllabus best. They may develop portfolios focused on a single syllabus area-such as writing, posters, reading,-or they may develop portfolio programs that integrate more than one area, such as writing and reading. The age/grade level of students may determine how portfolios are developed and used. For example, in developing criteria for judging good writing, older students are more likely to be able to help determine the criteria by which work is selected, perhaps through brainstorming sessions with the teacher and other students. Younger students may need more directed help to decide on what work to include. Older students are generally better at keeping logs to report their progress on readings and other recurrent projects. Administrative contexts also influence the structure and use of portfolios. While the primary purpose of portfolios for most teachers is to engage students, support good curricula and instruction, and improve student teaming, some portfolio programs are designed to serve other purposes as well. Portfolios may also be used to compare achievement across classrooms or schools. When they are used for this purpose, fairness requires that standards be developed to specify the types of work that can be included and the criteria used to evaluate the work.

56

Appendix 2 Lesson Plan Model /Format

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

57

Lesson Plan Model /Format

Topic Content And

Language

Objectives Skills covered Cross Cutting Stages Activities Homework

Teacher Student

58

Appendix 3

LESSON PLAN FORMAT/MODEL

Name of the school Teacher Material Unit Topic Duration of the lesson Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language, functions, forms, skills, vocabulary and so on. . STAGES Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do during the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game, questions and answers, story telling, revision of previous lesson, etc. Presentation: (State time allowed and activities T and Ss will do during this stage and/or sub-stages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on communication and differentiation between forms (e.g. tenses) and functions (e.g. express opinions/points of view). Elicitation – Invite Ss to answer voluntarily questions put by the Teacher. The questions should guide Ss towards the discovery of main points to be learnt. Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt issues, etc. Practice: (State time allowed and activities T and Ss will do during this stage and/or 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: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

59

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: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

60

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

• 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 • …

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Appendix 5

LESSON PLAN MODEL/FORMAT

Reading and Grammar

Objectives:

(i) To practise reading for gist and detailed information

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

skills

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

Topic: Marriage Traditions Skills covered: Reading and Speaking Content covered: Vocabulary and Grammar Crosscutting: Gender Equity Time total: 90 minutes Stages 1 – 7: 45 minutes Stages 8 – 10: 45 minutes

Stages: 1. Introduction

2. Creating interest in the reading text;

3. Pre-teaching key vocabulary items;

4. Reading for gist;

5. Feedback;

6. Reading for detailed information;

7. Follow up discussion;

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

9. Checking of meaning form and pronunciation;

10. Controlled practice.

ingles 11ª classe

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