ingles 9ª classe

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Ficha Técnica

Título: Inglês, Programa da 9ª 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 – 6286/RLINLD/2010

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Prefácio

Caro Professor

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

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

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

sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser

desenvolvidas e consolidadas neste novo ciclo de estudos.

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

compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que

permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia

cada vez mais moderna e competitiva.

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

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

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

empresas e organizações, que colocaram a sua experiência neste exercício de transformação

curricular e a quem aproveito desde já, agradecer.

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

estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e

empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o

contingente nacional para o combate à pobreza.

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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

2. First Cycle (grade 8 to 10) overview 2.1 First cycle proficiency objectives - Speaking - Listening - Reading - Writing 2.2 First cycle (8 – 10) content - Functions - Topics and vocabulary - Grammar - Critical thinking - Crosscutting issues

3 Grade 9 3.1 Grade 9 proficiency objectives - Speaking objectives - Listening objectives - Reading objectives - Writing objectives 3.2 Grade 9 contents - Functions - Topics - Grammar - Critical thinking - Crosscutting issues

4 Scope and Sequence Unit 1 - Entertainment and Sports Unit 2 - Managing our Planet Unit 3 - Growing the economy through agriculture

and fishing

Unit 4 - Health and Fitness Unit 5 - Modern and traditional Medicine Unit 6 - The Society and Culture of Mozambique Unit 7 - Tourism and Wildlife Unit 8 - Human Rights and Gender Unit 9 - Science and Technology in the 21st Century Unit 10 - Doing Business

5. Grade 9 Assessment Standards

6. Methodology General teaching approach Teaching suggestions and tips

7. Assessment

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8. Bibliography

9. Appendixes 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

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formular os seus próprios juízos de valor que estarão na base das decisões individuais que tiver de tomar em diversas circunstâncias da sua vida; Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e naturais; Saber Fazer que proporciona uma formação e qualificação profissional sólida, um espírito empreendedor no aluno/formando para que ele se adapte não só ao meio produtivo actual, mas também às tendências de transformação no mercado; Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é, saber comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de diversas culturas, religiões, raças, entre outros. Agenda 2025:129

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

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

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b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e busca metódica de informação em diferentes meios e uso de tecnologia;

c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e apresentação dos trabalhos;

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

e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar bem com os outros;

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

bem como em relação ao alcoolismo, tabagismo e outras drogas; i) Aplicação da formação profissionalizante na redução da pobreza; j) Capacidade de lidar com a complexidade, diversidade e mudança; k) Desenvolvimento de projectos 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

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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 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 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

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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.

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.

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

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First Cycle (grade 8 to 10) overview 2.1 First cycle 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 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 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 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 Write simple connected texts on topics that are familiar or of personal interest. Write personal letters describing experiences and impressions. Write invitations, business letters and simple stories.

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2.2 First cycle (8 – 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

• Family and Friends; • English in Mozambique; • School and Daily Activities; • Health; • Agriculture; • Community; • Entertainment; • Shopping; • Occupations and Professions; • Human Rights • Customs and Traditions; • Science and Technology; • Entertainment and Sports; • Managing Our Planet; • Growing the Economy Through;

Agriculture and Fishing; • Health and Fitness; • Modern and Traditional Medicine;

• The Society and Culture of Mozambique; • Tourism and Wildlife; • Human Rights and Gender • Science and Technology in the 21st

Century; • Doing Business; • Growing up; • Importance of Education; • Successful and famous people; • English in the business world Today; • New technology- Friends or Enemies; • Discovering the World; • Media; • Life after School.

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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

children´s 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 ;

• Evaluate advantages and disadvantages; • Evaluate information according to

criteria set forth in a text; • Evaluate one's susceptibility to

corruption; • Evaluate persuasiveness of arguments • Evaluate situations according to criteria

set forth in a text; • Evaluate the advantages and

disadvantages of tourism; • Evaluate the quality of arguments; • Express opinions about different types of

storytelling; • Frame contrasting points of view on

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

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

disadvantages of Information and Communication Technology (ICT);

• Infer information not explicit in the interview;

• Infer information not explicit in the listening;

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

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

dresses; • Interpret word usage; • Make judgments; • Match actions to their consequences;

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• Deliberate cases using information from the readings;

• Develop arguments for and against an issue ;

• Draw logical conclusions;

• 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; • Road safety; • Environment and sustainable use of natural resources.

3. Grade 9 3.1 General Objectives At this stage, learners should be able to communicate in a number of familiar situations in which language is used in everyday life.

They should be able to understand main points of texts, many of which are of the kind needed when communicating with English speakers (national and foreign visitors) in the following settings: academic and general situations where they use language for their daily life.

Listening Objectives General: Understand the main points of speech in familiar matters encountered in school, leisure, etc.; Understand the main point of many radio and TV programmes provided they are relatively simple, slow and clear.

Specific:

• Distinguish between short and long vowel sounds; • Identify a speaker's point of view; • Identify main topics; • Listen for details; • Listen for main ideas; • Listen to classmates’ reports and ask questions ; • Listen to classmates’ presentations and ask questions;

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• Listen and make predictions; • Take a dictation; • Listen and take notes; • Listen and fill in forms; • Listen and comment on radio and TV programmes; • Listen and identify support reasons; • Listen and follow relatively complex instructions; • Listen for specific information; • Listen and predict punch lines of jokes or stories .

Speaking Objectives

General:

Communicate in routine tasks requiring a direct exchange of information on familiar topics and activities. Handle social exchanges in formal and informal settings; Use the language to discuss social, cultural and economic aspects of Mozambican society, such as describing tourist places, talking about local customs, discussing topics related to health and nutrition, modern and traditional medicine, science and technology. Specific:

• Ask for and give information; • Ask for a repetition or clarification;. • Complain and give reasons; • Agree and disagree with statements; • Ask and answer about personal preferences; • Compare and contrast; • Express opinions; • Define activities and events; • Express likes and dislikes; • Give instructions; • Make predictions ; • Order and book a room or table; • Make inquiries;

Reading Objectives

General:

Read and understand simple texts related to everyday language. Read simplified stories and poems scan and skim for information. Use a monolingual dictionary to find the right meaning to the context. Specific:

• Read and find details in a text; • Read simple formal and informal letters; • Read and take notes; • Read and follow relatively complex instructions; • Read and follow sign;

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• Read and understand advertisements; • Read for specific information in a text; • Read and infer word meaning from context; • Read and summarize main ideas; • Read and compare information from different sources; • Read and identify supporting ideas in a text; • Read and identify the purpose and audience of a text; • Read and relate previous knowledge to information in a text.

Writing Objectives

General:

Write short, simple texts relating to matters in areas of immediate need. Specific:

• Rearrange sentences in paragraphs; • Compose a paragraph; • Connect sentences using connectors (e.g. and, because, but, etc.); • Develop interview questions; • Edit incomplete or incorrect sentences and paragraphs; • Write relatively elaborated instructions; • Write simple formal and informal letters; • Write simple notes; • Write simple reports, memos and messages; • Write simple compositions; • Fill in forms and questionnaires; • Use correct punctuation mark;

3.2 Grade 9 contents Functions:

• Agreeing and disagreeing; • Apologizing; • Asking and answering; • Asking and telling time; • Asking for and giving information; • Asking for and giving reasons; • Asking and telling prices (shop, market

...); • Classifying • Comparing and contrasting; • Complaining and giving reasons ; • Describing activities/events/objects/ daily

activities/places/symptoms…; • Expressing likes and dislikes;

• Expressing opinions; • Expressing preferences; • Giving advice; • Giving explanations; • Giving instructions; • Giving reasons; • Giving suggestions • Inquiring about … • Interrupting politely; • Inviting, accepting and refusing; • Making predictions; • Ordering and booking; • Planning and giving a speech; • Reporting events • Supporting ideas; • Writing warning notices.

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Topics and vocabulary

• Entertainment and Sports; • Managing our Planet; • Growing the economy through;

agriculture and fishing; • Health and Fitness; ; • Modern and traditional Medicine

• The Society and Culture of Mozambique; • Tourism and Wildlife; • Human Rights and Gender; • Science and Technology in the 21st

Century; • Doing Business.

Grammar

• Adjectives; comparatives; • Adverbs of manner and degree; • Clause and Sentence structure; zero, 1st

and 2nd; affirmative and interrogative with the use of do, does and did;

• Comparison, with er, and more, as..as; like;

• Determiners; definite and indefinite articles;

• Modals; ability; can; may for permission;

• Mood (feelings); happiness, nervous, excitement, etc;

• Nouns; countable and uncountable; • Possession; adjectives (my, your) and

pronouns (mine, yours); • Prepositions of place and time; • Pronouns; subject and object; • Tenses; present and past continuous,

future; • The passive; To Be, present; • Connectors; and, because, but, etc.

Critical thinking

• Analyse and describe characters in a story ;

• Analyse sensitive language referring to disabilities;

• Analyse survey results; • Analyse the advantages and

disadvantages of …; • Classify information from the text; • Compare and contrast past and current

cultures and practices; • Compare and contrast points of view; • Compare and contrast two life histories; • Compare and contrast two types of dress

and norms; • Compare and contrast types of corruption • Compare family histories ; • Compare past and current family roles; • Compare past and current gender roles in

Mozambican families; • Compare personal preferences in

humour; • Critique magazine and television

advertisements; • Develop arguments for and against an

issue; • Evaluate advantages and disadvantages

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

• Evaluate the advantages and disadvantages of tourism;

• Express opinions about different types of storytelling;

• 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 the advantages and

disadvantages of Information and Communication Technology (ICT;

• Interpret a diagram and maps; • Interpret a cartoon, photograph and

picture; • Interpret meaning from text • 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.

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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; • Road safety.

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4. Scopes and Sequence Unit 1: Entertainment and Sports

Unit 2: Managing Our Planet

Unit 3: Growing the Economy Through Agriculture and Fishing

Unit 4: Health and Fitness

Unit 5: Modern and Traditional Medicine

Unit 6: The Society and Culture of Mozambique

Unit 7: Tourism and Wildlife

Unit 8: Human Rights and Gender

Unit 9: Science and Technology in the 21st Century

Unit 10: Doing Business

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Unit1: Entertainment and Sports LEARNING OBJECTIVES Students will…

CONTENTS BASIC COMPETENCIES Students will be able to ….

N. of hours

• Compare and contrast preference on sports, entertainment and leisure activities between parents and teenagers;

• Discuss the different sports played and leisure activities done by different age groups and gender;

• Compare and contrast the different types of entertainment in Mozambique and abroad. (films, plays, videos, TV and parties);

• Talk about sport

personality in Mozambique and abroad;

• Talk about the

importance of school games;

• Talk about the different leisure activities;

• Discuss the different types of films and plays.

Functions: o Asking and answering; o questions; o Asking and giving reasons; o Comparing and contrasting ; o Describing; o Expressing likes and dislikes; o Expressing opinions and advice on sports and entertainment; o Making suggestions; Vocabulary: o Sports related vocabulary (tennis, stadium…); o Entertainment related vocabulary (cinema and film concerts, theatre, disco,

orchestra…); o Hobbies related vocabulary (literature, …); o Leisure; activities: reading writing poetry, playing games and card games.

Grammar: o Present simple and continuous; o Past simple; o Adverbs; o Comparatives adjectives; o Interrogatives; o Question Tags. Speaking o Ask and answer questions about sports games and entertainment; o Discuss interests in sports and entertainment;

• Ask and answer questions about preferences, hobbies, free time activities and sports;

• Identify and describe hobbies,

free time activities and sports;

• Identify different types of entertainment in your community;

• Identify and describe leisure

activities and places of common interests;

• Express opinions;

• Describe local, national and

international famous singers, writers and sportspersons.

• Describe the importance of

film and theatre as a media

• Read and summarise an extract from a book

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o Express opinions about sports; o Compare different sports; o Report past events ; o Request and express preference on entertainment and sports; o Talk about experiences and fitness.

Listening o Listen for details; o Listen for general information; o Listen for specific information. Reading o Read reports; o Read instructions; o Read timetables; o Read advertisement; o Read texts and take notes. o Read rules and regulations Writing o Write instructions; o Write compositions; o Write a report; o Write notes; o Write advertisement.

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SUGGESTED ACTIVITIES

• Describe games; • Describe pictures; • Describe the school entertainment and sports programme; • Listen and follow instructions; • Listen and match pictures; • Listening to sports personality and take notes; • Read simple articles on entertainment; • Read simple articles on sports; • Write a poster on entertainment and sports; • Write about famous people (artists and sportspersons) ; • Write reports on sports; • Read rules and regulations of games and/or sports.

ASSESSMENT STANDARDS Learners:

• Can express likes and dislikes; • Can talk about hobbies and free time activities in their community; • Can describe different types of entertainment and sport; • Can carry out a simple class survey (favourite radio or TV programme); • Classify different types of indoor and outdoor sports; • Can read pre-views and adverts and extract the key information; • Can write short sports reports; • Can write short survey reports; • Can write short reviews;

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• Can use adverbs; • Can use comparatives adjectives; • Can use interrogatives; • Can use question tags; • Can use present simple and continuous; • Can use past simple.

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Unit 2: Managing Our Planet LEARNING OBJECTIVES Students will…


N. of hours

• Talk about the importance of the environment for human beings;

• Talk about the relationship between environment and sustainable development;

• Discuss the impact of

desertification and deforestation; • Discuss ways of conserving the

environment in a sustainable manner;

• Talk about local activities that

foster local sustainable development;

• Discuss the importance of

protecting the environment (fires, pollution, erosion);

• Discuss the importance of recycling

products(paper, glass, plastic, cans).

Functions o Arguing /explaining; o Asking for and giving information; o Asking for and giving reasons; o Comparing and contrasting; o Describing activities/events; o Expressing opinion; o Giving advice; o Giving reasons;

Vocabulary o Topic related vocabulary (e.g. litter, pollution, bush fires,

deforestation, ozone layer soil erosion); o Living and non-living things (stones, trees, animals).

Grammar: o Future simple; o Future continuous; o Modals 1( should, must, shouldn´t, must not, need/needn´t; o Relative pronouns; o Connectors.

Speaking

o Talk about experiences on preserving environment; o Talk about environmental problems and ways of preventing; them

in their areas; o Expressing opinions; o Discuss the impact of sustainable development.

• Express opinion on the importance of protecting the environment;

• Ask and answer about ways to

prevent soil erosion;

• Identify ways of conserving environment; and impact it would have if not done

• Moderate a debate on

environmental issues;

Ask and answer about ways of rational use of local resources for a sustainable development of the community;

• Describe the importance of recycling.

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Listening

o Listen and take notes; o Listen for main ideas.

Reading

o Read and compare information; o Read and relate information with own experience; o Read and summarize main ideas; o Read and take notes ; o Read and transfer information; o Read for specific information in a text.

Writing

o Write a paragraph; o Write a description of a process; o Write compositions; o Write simple educational posters; o Write simple instructions; o Write simple notes.

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• Advise a classmate on how to preserve the environment; • Ask and answer questions on the impact of local sustainable environmental programmes; • Ask and answer questions in an information gap activity; • Conduct a survey on the effects of environment and sustainable development programmes; • Listen to classmate’s presentations or reports; • Match actions to consequences; • Read texts about environment and report the main ideas; • Role-play on an environmental preservation to classmates and ask / answer questions; • Draw small projects that can facilitate sustainable development.

Crosscutting Issues • Express views on effects of the climate change on agriculture and health; • Sustainable use of natural resources.


• Can make short presentations (oral and written) on the topics environment and community development; • Can describe a process; • Can talk about environmental problems and ways of preventing them in their areas; • Can make short descriptive presentations on related topics; • Can make short presentations arguing or giving advice; • Can read texts on related topics and report the main ideas; • Can read texts on related topics and transfer information; • Can read texts on related topics and extract specific information ; • Can write paragraphs of description; • Can use future simple and continuous; • Can use relative pronouns.

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Unit 3: Growing the Economy through Agriculture and Fishing LEARNING OBJECTIVES Students will…


N. of hours

• Compare and contrast traditional and modern agricultural and fishing practices in Mozambique;

• Discuss the domestic and

industrial use of crops produced in the country;

• Identify and describe different types of crops, domestic and wild animals and fish;

• Identify and talk about the

importance of preserving food in the community;

• Talk about the importance of

crop, animal and fish farming for economic development.

Functions o Agreeing and disagreeing; o Arguing /explaining ; o Asking for and giving information; o Comparing; o Classifying agricultural and fishing products; o Describing a process; o Giving advice; o Giving instructions; o Identifying.

Vocabulary o Topic related vocabulary.

Grammar: o Sequence markers; o Quantitative adjectives; o Modals 2 (of advice); o Degrees of comparisons; o Countable and uncountable nouns; o Quantifiers: Few/little/less; o Imperatives; o Prepositions of place and time; o Used to.

• Ask and give information about domestic and wild animals, fish and crops;

• Describe common problems that

always affect farming and fishing; • Compare and discuss the various tools

used in traditional and modern farming and fishing;

• Explain how livestock is kept and its

importance; • Explain the importance of dams and

reservoirs in the fishing industry; • Describe the importance of agriculture

in the Mozambican economy.

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Speaking

o Agree and disagree with statements; o Ask for repetition or clarification; o Ask for and give information; o Compare and contrast; o Express opinions; o Give advice; o Give instructions; o Talk about ways of preserving food in the community; o Talk about domestic and wild animals and fish; o Talk about local agricultural and fishing practices; o Talk about problems which affect crop and animal farming, and

fishing.

Listening o Listen and ask questions; o Listen and fill in a map / chart/ table ; o Listen and identify main points; o Listen and take notes; o Listen for details; o Listen for main ideas; o Listen for specific information. o

Reading o Read and compare information; o Read and relate information with own experience; o Read and summarize main ideas; o Read for general information; o Read for specific information.

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Writing

• Join sentences using connectors; • Write a description of a process; • Write a simple advertisement on a local crop for sale; • Write short articles about farming and fishing; • Write simple instructions on how to improve soil fertility for a

certain crop / vegetable garden; • Write simple notes and reports.


• Ask and answer questions in an information gap activity; • Write and present a small project on how to start a poultry farm or vegetable garden; • Match sentences with a picture; • Listen to and take notes; • Draw the map of Mozambique and indicate the crops produced in each province ; • Describe How to make a compost manure; • Discuss ways of improving soils; • Discuss ways of processing and preserving agricultural or fishing products; • Listen and identify speakers´ point of view; • Write instructions on how to preserve food; • Read instructions (diagrams, charts and price label); • Support opinions with examples from a text

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CRITICAL THINKING

• Identify cause and effect; • Identify point of view in the text; • Find meaning from context; • Match actions to their consequences.


• Can prepare and make a short presentation on related topic • Can compare and contrast traditional and modern agricultural and fishing practices in Mozambique; • Can identify and describe different types of crops, domestic and wild animals and fish; • Can talk about the importance of agriculture in the Mozambican economy. • Can ask for repetition or clarification; • Can write a simple advertisement on a local crop for sale; • Can write simple instructions on how to improve soil fertility for a certain crop / vegetable garden; • Can use Sequence markers; • Can use Quantitative adjectives • Can use Modals 2 (of advice) • Can use degrees of comparisons; • Can use countable and uncountable nouns; • Can use quantifiers: Few/little/less; • Can use imperatives.

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UUnniitt 44: Health and Fitness LEARNING OBJECTIVES Students will…


N. of hours

• Discuss some causes and preventions of diseases related to malnutrition;

• Compare and contrast modern and traditional

medicine; • Discuss how to protect themselves and others

from HIV/AIDS and other common diseases; • Discuss the importance of value systems and

morals in the society • Discuss the importance of having a balanced

diet and exercise for a healthy living; • Identify and talk about causes and cures of the

most common diseases.

Functions: o Agreeing and disagreeing; o Asking for and giving reasons; o Identifying and classifying; o Describing and explaining; o Expressing likes and dislikes and preferences; o Giving advice; o Making and accepting suggestions; o Talking about risks and solutions. Vocabulary: o Health related vocabulary o Home tasks related vocabulary (cleaning, sweeping,

washing, etc); o Food related vocabulary; o Types of common diseases e.g. malaria, cholera;. o Diseases caused by malnutrition e.g. Kwashiorkor,

Anaemia, blindness; o Carbohydrates vitamins and proteins; o Symptoms ( fever, headache, …). Grammar: o Countable and uncountable nouns o Conditionals 0 and 1st o Quantifiers (extend) o Adverbs of frequency (full) Speaking: o Act out a dialogue; o Debate on different topics related to health and nutrition; o Make a presentation on the best ways to prevent diseases;. o Offer advice on actions to be done in case of an illness /

• Ask and answer questions about health and nutrition;

• Conduct a debate on health

and nutrition; • Describe the most common

diseases, their cures and prevention;

• Give advice and reasons for

people to go to the HIV voluntary tests (GATV);

• Find solutions to improve

personal and collective hygiene practices;

• Explain the importance of

respect, morals and value system within the family and society.

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31

malnutrition; o Perform a role play; o Explain how one feels. Listening: o Listen and follow instructions; o Listen for general information; o Listen for general and main ideas.

Reading: o Read for gist; o Read and take notes; o Read for specific information; o Read prescriptions; o Read recipe. Writing: o Complete a dialogue; o Design posters; o Write a recipe; o Write compositions; o Write instructions.

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SUGGESTED ACTIVITIES • Develop interview questions between doctor and patient; • Gap filling; • Interpret pictures; • Listen and follow instructions; • Listen and identify speakers´ point of view; • Debate (best ways of caring for HIV infected person); • Listen to and perform role plays; • Listen to a description of symptoms or a mime and guess the disease; • Read instructions about how to prevent diseases; • Read reports on health; • Discuss personal and collective hygiene principles. Critical thinking • Express opinion about different types of diseases; • Identify causes and effects; • Interpret a cartoon or/and a picture; • Interpret meaning from a text; • Make judgments.

Crosscutting issues • Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, … ); • HIV/AIDS – stigma, prevention and care; • Drugs, alcohol and other addictions (gambling …); • Balanced diet

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• Can debate on different topics related to health and nutrition; • Can make a presentation on the best ways to prevent diseases;. • Can offer advice on actions to be done in case of an illness / malnutrition; • Can write a recipe; • Can write compositions; • Can use countable and uncountable nouns; • Can use conditionals 0 and 1 st; • Can use quantifiers (many, much, a lot…); • Can use adverbs of frequency.

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Unit 5: Modern and Traditional Medicine LEARNING OBJECTIVES Students will…


N. of hours

• Compare and contrast modern and

traditional medicine; • Discuss the role of the traditional

medicine in the community; • Discuss differences between doctors

and traditional, religious healers; • Talk about the importance of medicine; • Talk about the abuse of prescription

drugs; • Discuss how medicine has made

differences on our lives; • Talk about the latest developments in

modern medicine.

Functions: o Asking for and giving advice; o Comparing and contrasting ; o Debating ; o Describing; o Discussing and asking for and giving information; o Expressing feelings, opinions and reasons; o Identifying. Vocabulary: o Topic related vocabulary Grammar o Expressions of quantities; o Conditionals 2nd and 3rd ; o Present perfect; o Present perfect continuous; o Modals (should, shouldn’t, ought to …). Speaking o Compare and contrast; o Describe feelings and symptoms; o Discuss causes and prevention of common diseases ; o Express opinions on Modern and Traditional Medicine; o Give advice and instructions; o Talk about people’s attitude towards modern and traditional

medicine.

• Compare modern and traditional medicine;

• Discuss pros and cons of

traditional and modern medicine; • Discuss the impact of the mind in

curing your body;

• Explain the importance of hospitals;

• Compare and contrast the different

healers; • Express views on different ways of

preventing and curing diseases through modern and traditional medicine;

• Explain the impact in life of modern developments in medicine (heart transplant, plastic surgery, artificial limbs).

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Listening o Listen for general ideas; o Listen for specific ideas. Reading o Read for details; o Read for general information; o Read for specific information; o Read and compare information from different sources; o Read statistics; o Read for instructions. Writing o Fill in forms; o Write compositions.

7


• share experiences on how to heal diseases through modern and traditional medicine

• Perform a role play using learnt vocabulary ;

• Read and transfer information from text to a table;

• Read prescriptions; • Read simple articles on modern and traditional medicine; • Role play on health; • Write advice; ( a friend or relative who is abusing prescription drugs).

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• Can talk about the importance of hospitals; • Can compare and contrast the different healers; • Can give advice and instructions; • Can talk about people’s attitude towards modern and traditional medicine; • Can read and transfer information from text to a table; • Can fill in forms; • Write short compositions; • Can use expressions of quantities; • Can use conditionals 2nd and 3rd ; • Can use present perfect; • Can use present perfect continuous; • Can use modals.

UUnniitt 66:: The Society and Culture of Mozambique LEARNING OBJECTIVES Students will…


N. of hours

• Review vocabulary, simple present and simple past tenses;

• Describe a traditional ceremony

held in their community; • Express opinions on different

aspects of their culture; • Make comparative statements

about differences between town and country life;

• Plan and give a speech on an item

of this topic; • Talk about local myths,

superstitions, taboos, rites and beliefs;

• Talk about the importance of the

various cultural manifestation (dances, music, songs and cultural events (crafts).

Functions o Agreeing and disagreeing; o Asking for and giving information; o Comparing and contrasting; o Describing activities/events/objects related to cultural events; o Expressing likes and dislikes; o Expressing opinions and preferences; o Reporting events.

Vocabulary o Topic related vocabulary; o Common traditions, customs, rituals ; o Society (adolescence today and the past - importance of

communication) ; o Traditional dishes, drinks and clothing; o Religions; o Tribes; o Languages.

Grammar: o Comparatives; o Adverbs of manner o Used to; o Present simple; o Past simple ; o Past Continuous (reinforcement). o

• describe customs, habits, myths and cultural values of their society;

• Ask and answer/say/explain

what members of their community do for a living;

• identify and talk about ways of

improving living standards of their communities;

• Compare different cultures

within the Mozambican context;

• Describe food, drinks and

clothing in a local or any other cultural event (wedding, funerals events Christmas, Ide …).

7

Speaking o Agree and disagree with statements; o Ask for a repetition or clarification; o Ask for and give information; o Compare and contrast; o Define activities and events; o Express opinions on different aspects of their culture; o Talk about local customs and tradition.

Listening

o Listen and take notes; o Listen for main ideas; o Listen to classmate’s presentation and ask questions on society, culture

and income; o Listen to classmates’ reports and ask questions.

Reading

o Read and compare information from different sources; o Read and relate previous knowledge to information in a text; o Read and summarize main ideas; o Read for specific information in a text.

Writing

o Compose a paragraph ; o Join/Connect sentences using connectors (e.g. and, because, but, …); o Rearrange sentences and paragraphs; o Write simple compositions; o Write simple notes and reports.


• Advise a classmate on the dress code for a particular ceremony or event; • Ask and answer questions in an information gap activity; • Conduct an interview and report findings; • Listen for general and specific ideas; • Match sentences with a picture; • Read text from different sources on culture, society or family income; • Role-play a ceremony; • Take a dictation; • Use provided vocabulary in a guided conversation; • Write a composition about Mozambican society and culture; • Write and role-play a short folk story.


• Can plan and give a speech on an item of this topic; • Can talk about local myths, superstitions, taboos, rites and beliefs; • Can talk about the importance of the various cultural manifestation (dances, music, songs and cultural events (crafts) ; • Can express opinions on different aspects of their culture; • Can compare different cultures within the Mozambican context; • Can talk about food, drinks and clothing in a local or any other cultural event (wedding, funerals events Christmas, Ide …) ; • Can write short compositions on related topics; • Can use comparatives; • Can use adverbs of manner; • Can uses “Used to” ; • Can use past simple ; • Can use past Continuous (reinforcement).

UUnniitt 77:: Tourism and Wildlife LEARNING OBJECTIVES Students will…


N. of hours

• Talk about the importance of tourism/wild life for the community and the country’s development;

• Talk about the impact of

tourism in Mozambique; • Discuss the ways of

conserving tourist places and attracting tourism( e.g. do not litter, do not pollute – dance, arts and crafts, historical places, entertainment);

• Talk about National Parks and

Game reserves in our country; • Compare and contrast other

tourist venues • Discuss the ways of protect

ing endangered species. • Talk about ways of promoting

appropriate self image

Functions o Agreeing and disagreeing; o Arguing /explaining ; o Asking for and giving information ; o Comparing and contrasting ; o Describing; o Discussing ways of conserving wildlife ; o Expressing opinions; o Giving advice.

Vocabulary o Topic related vocabulary (parks, beaches, caves, falls

ecosystem, poachers, snorkelling, scuba diving, yachting…).

Grammar: o Modals (combined all of them); o Adjectives; o Shall.

Speaking

o Ask for repetition or clarification; o Ask for and give information; o Discuss different aspects related to tourism and wildlife; o Express opinions; o Give advice; o Give directions; o Give suggestions;

• Ask and give information about interesting and historical places to visit (domestic tourism);

• Identify ways of improving local

tourism;

• Explain reasons for protecting / preserving wildlife;

• Identify the impact of tourism and

wildlife to the development of the community;

• Explain the importance of wildlife for

ecosystems; • • Talk about entertaining tourist

• Identify areas for tourism

(accommodation and activities)

8

o Talk about local tourism and tourist attractions / resorts.

Listening

o Listen for main ideas; o Listen and answer questions; o Listen and take notes; o Listen and fill in a map/chart/table.

Reading

o Find details in a text; 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 information in specific texts (travel guides,

pamphlets, fliers).

Writing

o Write compositions; o Write warning notices; o Write advertisements; o Write formal/informal letters.


• Write and present a small project on how to protect wildlife; • Advise a classmate on tourist place to visit; • Match sentences to pictures;

• Write a composition on animals/tourist place; • Design a poster/postcard showing/advertising a tourist place; • Read short messages and notes on tourism; • Listen to classmates presenting findings on simple survey on tourism and wildlife;


• Can ask and give information about interesting and historical places to visit; • Can talk about the impact of tourism and wildlife to the development of the community; • Can talk about the importance of wildlife for ecosystems; • Can find details in a text; • Can read and transfer information; • Can read for information in specific texts (travel guides, pamphlets, fliers). • Can write compositions on the topic; • Can write warning notices; • Can write advertisements; • Can write formal/informal letters. • Can use Modals (combined all of them) • Can use adjectives • Can use “Shall”

UUnniitt 88:: Human Rights and Gender LEARNING OBJECTIVES Students will…


N. of hours

• Discuss human rights in relation to customs and traditions;

• Discuss the equality in rights

between men and women;

• State and discuss children’s rights (importance, duties relevance, violation, …);

• • Discuss abuse (labour,

trafficking and abuse) • Identify and talk about local

and international Human Rights institutions;

• Talk about the impact of

women’s role in society today;

• Talk about the need of

respecting the implementation of Human Rights.

Functions o Agreeing and disagreeing; o Arguing /explaining ; o Asking and answering questions; o Asking for and giving information; o Comparing and contrasting societal cultural norms in relation

to gender ; o Complaining and giving reasons; o Expressing opinions; o Giving advice; o Making and accepting suggestions; o Narrating events and facts.

Vocabulary o Topic related vocabulary (domestic violence, children´s

right); o Rape.

Grammar: o Expressions of Mood o Conditionals 0, 1st , 2nd and 3rd o Expressions used in stating facts and opinions o Expressions: Both, either, neither.

• Describe how children’s rights are observed and respected in their schools and communities;

• Talk about advantages of equal rights

between women and men; • Ask and answer questions about

children’s rights; • Explain the negative impact of

domestic violence;

7

Speaking

o Agree and disagree; o Ask for repetition or clarification; o Compare and contrast points of view; o Describe and match pictures; o Express opinions; o Give advice; o Report different issues related to Human Rights.

Listening

o Listen and ask/answer questions; o Listen and take notes.

Reading

o Read and summarize main ideas; o Read for specific information in specific texts (pamphlets,

brochures, fliers, booklets); o Read for general information; o Read for specific information.

Writing

o Write compositions; o Write letters of complaint; o Write advice on what to do to a friend who has been abused..


• Ask and answer questions from texts; • Write and present a paragraph on children’s rights; • Advise a classmate on what to do in case of abuse; • Role play criticizing various situations of domestic violence and child abuse; • Listen to and take notes; • Read specialized short messages on human rights; • Write questions for an interview; • Interview a member of society on Human Rights; • Lead a group discussion on importance of helping disabled people; • The importance of working together - men and women; • Complain and give reasons; • Interpret pictures, posters, diagrams and charts; • Listen to friends´ reports on gender issues. • Design posters on human rights violation.


• Can express agreement and/or disagreement on related topics; • Can present arguments and/or explanations in support of point of view in discussions on the topic; • Can ask for and give information on related topic; • Can compare and contrast societal cultural norms in relation to gender ; • Can narrate events and facts. • Can read and summarize main ideas; • Can read for specific information in specific texts (pamphlets, brochures, fliers, booklets);

• Can write compositions; • Can write letters of complaint; • Can write letters of advice on the related topics • Can write short reports on the related topics • Can use conditionals 0, 1st , 2nd and 3rd • Can use the expressions: Both, either, neither.

UUnniitt 99:: Science and Technology in the 21st Century LEARNING OBJECTIVES Students will…


N. of hours

• Identify and talk about scientific and technological tools/appliances/devices used locally and their importance for people’s daily lives;

• Discuss simple innovations that can

improve the living standards of the community;

• Talk about the role of technology in

agriculture and manufacture; • Talk about advantages and disadvantages of

information and communications technology (ICTs).

Functions • Analyzing; • Asking for and giving information; • Comparing and contrasting; • Describing; • Discussing; • Explaining; • Identifying; • Judging.

Vocabulary

o Vocabulary related to information, technology, science

and innovation (appliances, computer, e-mail/website, pedal water pumps, solar panel), iPods, cell phones;

o Vocabulary related to food transformation industry (can, tins, assembly, peeling, wrapping, smoking …).

Grammar: o Present perfect o Present perfect continuous o Verbs do and make o Expressions: useful and useless Speaking o Ask and answer questions; o Describe a process;

• Ask and answer questions about science technology and innovation;

• Describe agricultural equipment

commonly used in the community;

• Give instructions on how to use

modern technological tools/appliances/devices (radio, computer, mobile phone).

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o Give instructions; o Interview people on the use of science and technology

in the community; o React to readings with personal opinions; o Persuade people to use new technologies.

Listening o Listen for details; o Listen to key points; o Listen for general information; o Listen for specific information;

Reading o Read and match information; o Read for details; o Read for general information ; o Read instructions; o Reading for main ideas; o Reading for specific information;

Writing o Write compositions; o Write instructions; o Write descriptions; o Produce/design a questionnaire; o Produce/design interview questions.


• Match words with pictures; • Put information in a logical sequence; • Write about the importance of the use of technology in farming; • Write about the importance of technology in our daily life • Read simplified articles about communication and technology; • Listen and follow instructions; • Listen and fill in gaps; • Write about advantages and disadvantages of ICTs; • Read and write messages and notes; • Follow written and oral instructions; • Discuss aspects to consider when buying and choosing equipment; • Search for specific information; • Write and talk about ICTs. • Developing; improving animal and crop farming.


• Can talk about the role, advantages and disadvantages of information and communications technology (ICTs). • Can ask and answer questions about science technology and innovation; • Can give instructions on how to use modern technological tools/appliances/devices (radio, computer, mobile phone). • Can describe a process; • Can read and match information; • Can read and follow instructions; • Can write compositions; • Can write instructions;

• Can write descriptions; • Can produce/design a questionnaire; • Can use the present perfect; • Can use the present perfect continuous; • Can use the verbs “do” and “make”; • Can use the expressions: “useful and useless.

UUnniitt 1100:: Doing Business LEARNING OBJECTIVES Students will…


N. of hours

• Talk of the importance of industry, commerce and business;

• Identify and talk about local

industry, commerce and business; • Discuss the importance of running

small businesses; • Discuss the role of the informal

market in the community; • Talk about different types of

industries in Mozambique; • Identify local raw materials and

products available in the area • Discuss ways of improving living

standards of their community (Talk about local main sources of income); 90

• Talk about the problems of unemployment and the importance of being self-employed

Functions: o Agreeing/disagreeing; o Arguing and complaining ; o Asking for and giving examples; o Asking for and telling prices; o Comparing; o Explaining; o Expressing opinion; o Identifying; o Interpreting charts ; o Persuading ; o Suggesting. Vocabulary: o Vocabulary related to Business, Industry and Commerce.

Grammar: o Past simple vs present perfect; o Present perfect vs present continuous.

Speaking o Ask and answer questions; o Compare and contrast points of view; o Describe processes; o Describe products; o Discuss about the importance of commerce and industry; o Give a report on a visit to an industry; o Interview; o Talk about local raw materials and products available in the area.

• Identify and say how they could sell different items produced locally;

• Mention types of business

activities in the community;

• Identify types of industries and their activities;

• Write business letters; • Write adverts; • Read and interpret adverts.

7

Listening o Listen for general ideas; o Listen and take notes; o Listen for specific information. Reading o Read brochures ; o Read for specific information ; o Read prices; o Read for general information. Writing o Write advertisements; o Write compositions; o Write letters of application; o Write letters of complaint ; o Write reports.

9


• Conduct a survey on commerce and business; • Describing a process; • Fill in forms for ordering products; • Write about the role of business activities in the community; • Role play dialogues; • Write interview questions; • Match raw materials to products;

• Write business letters; • Locate specific and detailed information in a passage;


• Can identify and talk about local industry, commerce and business; • Can compare and contrast points of view; • Can describe processes; • Can describe products; • Can present an argument on the importance of commerce and industry; • Can describe local raw materials and products available in his area; • Can read and interpret adverts; • Can read brochures for specific information and general information; • Can write business letters; • Can write advertisements; • Can write letters of application; • Can write letters of complaint ; • Can write short reports; • Can use and contrast the past simple vs present perfect; • Can use and contrast the present perfect vs present continuous;

5. Assessment standards Assessment Standard

General

We know this when the learner:

• Shows confidence in expressing himself in a wide range of familiar situations;

• Respond appropriately to a spoken and written language . Speaking

• Holds a short conversation in a familiar situation with a minimum command of English (Introducing oneself, make polite request, Respond appropriately to question);

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

Listening

• Understands and responds questions in familiar situations (Why are you late, What’s the matter with you?..) ;

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

• Listen to some a short authentic texts (a pop song, radio or TV advertisement);

• Answer oral questions and complete a simple chart or diagram.

Writing

• Complete simple forms (questionnaires about favourite food, clothes and music);

• Put sentences in the right order to make paragraphs; • Write and reply letters; • Fill in missing words ; • Distinguish words which sound the same but are spelt differently (right,

write, throw, through…).

Use Dictionary

• Use reference books for language learners (bilingual or mono-lingual dictionary. Textbooks) ;

Reading

• Read different kind of stories and factual texts; • Read for specific information ; • Read short authentic texts (letters from teenager magazines).

Language Structure and Use

• Create simple sentences using present simple, continuous, future; • Understand the use of question forms (did..do..what do you?) ; • Incorporate some adjectives into simple sentence structure (it’s a nice

day, what a wonderful world…) ; • Understand the use of conditionals (if …will, if…would...) ; • Use modals to express possibility, ability, and probability.

6. 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).

7. Assessment

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

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

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

formal measurement tools such as tests. Informal assessment can occur throughout the school year, and

includes evaluating data from multiple sources, such as exercises, portfolios, homework or assignments

that enable you to measure student progress.

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

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

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

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

projects, portfolios etc

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

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

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

quizzes and exams (ACSs and ACPs).

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

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

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

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

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

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

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

encourage them to take control of their learning. Thus, by assessing all the above aspects will not only

provide data on the quantitative knowledge but also the qualitative aspects.

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

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

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

materials used in the classroom.

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

9. Appendixes • Portfolio • Lesson Plan Model / Format

Appendix 1

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

particular piece of writing a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on 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.

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

Lesson Plan Model /Format

Topic Content

And Language

Objectives Skills covered Cross Cutting Stages Activities Homework

Teacher Student

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: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 • …

Appendix 5

LESSON PLAN MODEL/FORMAT

Reading and Grammar

Objectives:

(i) to practice reading for gist and detailed information

(ii) (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 9ª classe

Documents

entertainment and sports

scope and sequence unit

tourism and wildlife

health and fitness unit

century unit

human rights and gender

topics and vocabulary

ensino bsico