Ingles 12 Classe

Ficha Técnica
Título: Inglês, Programa da 12ª Classe

Edição: ©INDE/MINED - Moçambique
Autor: INDE/MINED – Moçambique
Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique
Arte final: INDE/MINED - Moçambique
Tiragem: 350 Exemplares
Impressão: DINAME
Nº de Registo: INDE/MINED – 6289/RLINLD/2010
Prefácio
Caro Professor
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral.
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve a necessidade de
reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser
desenvolvidas e consolidadas neste novo ciclo de estudos.
As competências que os novos programas do Ensino Secundário Geral procuram garantir

compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que
permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia
cada vez mais moderna e competitiva.
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos é
resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das
várias instituições de ensino e formação, quadros de diversas instituições públicas, empresas e
organizações, que colocaram a sua experiência neste exercício de transformação curricular e a quem
aproveito desde já, agradecer.
Aos professores, de que depende em grande medida a implementação destes programas, apelo ao
estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o
contingente nacional para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
1
Prefácio
Caro Professor
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral.
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade de
se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser
desenvolvidas e consolidadas neste novo ciclo de estudos.
As competências que os novos programas do Ensino Secundário Geral procuram desenvolver,

compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários para a
vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa
economia cada vez mais moderna e competitiva.
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em
mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de
professores das várias instituições de ensino e formação, quadros de diversas instituições
públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da transformação
curricular e a quem aproveitamos desde já, agradecer.
Aos professores, de que depende em grande medida a implementação destes programas, apelamos
ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e criatividade e
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã contribuirão
para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
2
CONTENTS
1. Introduction
1.1 Linhas Orientadoras do Currículo do ESG
1.2 Os Desafios da Escola
1.3 A Abordagem Transversal
1.4 As Línguas no ESG
1.5 O Papel do Professor
2. Grade 12
2.1 Grade 12 Proficiency Objectives

- Speaking Objectives
- Listening Objectives
- Reading Objectives
- Writing Objectives
2.2 Grade 12 Proficiency Contents

- Functions
- Topics
- Grammar
- Critical Thinking
- Crosscutting Issues
3. Scope and Sequence

Unit 1 – Famous People and Idols
Unit 2 - Heroes
Unit 3 – Entertainment
Unit 4 – Business and Etiquette
Unit 5 – Business Communication
Unit 6 – Taxes
Unit 7 – Flue
Unit 8 – Self Employment
Unit 9 – Literature
Unit 10 – Law
Unit 11 – Drugs
Unit 12 – Religious and Beliefs
Unit 13 – Life After School
Unit 14 – News
Unit 15 - Life in 2025
4. Methodology General Teaching Approach Teaching Suggestions and Tips
5. Assessment
6. Bibliography
7. 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 quatros pilares, assim descritos:
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Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e
estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e
formular os seus próprios juízos de valor que estarão na base das decisões individuais
que tiver de tomar em diversas circunstâncias da sua vida;
Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos

científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a
interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e
naturais;
Saber Fazer que proporciona uma formação e qualificação profissional sólida, um

espírito empreendedor no aluno/formando para que ele se adapte não só ao meio
produtivo actual, mas também às tendências de transformação no mercado;
Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é, saber
comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de
diversas culturas, religiões, raças, entre outros.
Agenda 2025:129
Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se organize
em torno deles de modo a proporcionar aos jovens instrumentos para compreender o mundo, agir
sobre ele, cooperar com os outros, viver, participar e comportar-se de forma responsável.
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas relevantes
para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e como cidadãos
responsáveis e úteis na família, na comunidade e na sociedade, em geral.
1.2. Os desafios da Escola
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel
da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes
quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se,
assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os seus
conhecimentos ao longo da vida.
Perante este desafio, que competências são importantes para uma integração plena na vida?
As competências importantes para a vida referem-se ao conjunto de recursos, isto é,

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

competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita,
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matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como
cruciais para o desenvolvimento do indivíduo e necessárias para o seu bem estar, nomeadamente:
a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa;

b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e
busca metódica de informação em diferentes meios e uso de tecnologia;
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e
apresentação dos trabalhos;
d) Resolução de problemas que reflectem situações quotidianas da vida económica social do
país e do mundo;
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar
bem com os outros;
f) Uso de leis, gestão e resolução de conflitos;
g) Desenvolvimento do civismo e cidadania responsáveis;
h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem
como em relação ao alcoolismo, tabagismo e outras drogas;
i) Aplicação da formação profissionalizante na redução da pobreza;
j) Capacidade de lidar com a complexidade, diversidade e mudança;
k) Desenvolvimento de projectos e estratégias de implementação individuais ou em grupo;
l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e
crianças.
Importa destacar que estas competências encerram valores a serem desenvolvidos na prática
educativa no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo.
(...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de
experimentar situações em que este valor é visível. O aluno só aprenderá a viver
num ambiente limpo se a escola estiver limpa e promover o asseio em todos os
espaços escolares. O aluno cumprirá as regras de comportamento se elas forem
exigidas e cumpridas por todos os membros da comunidade escolar de forma
coerente e sistemática.
PCESG:27
Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade,
humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor
próprio, o amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum,
deverá estar ancorado à prática educativa e estar presente em todos os momentos da vida da
escola.
As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja
preparado para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis
subsequentes.
Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a
uma economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas
habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de
problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias
ocupações ao longo da vida.
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1.3. A Abordagem Transversal
A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista um
desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade escolar é
chamada a contribuir na formação dos alunos, envolvendo-os na resolução de situações-problema
parecidas com as que se vão confrontar na vida.
No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos temas
transversais. De referir que, embora os valores se encontrem impregnados nas competências e nos
temas já definidos no PCESG, é importante que as acções levadas a cabo na escola e as atitudes
dos seus intervenientes sobretudo dos professores constituam um modelo do saber ser, conviver
com os outros e bem fazer.
Neste contexto, toda a prática educativa gravita em torno das competências acima definidas de tal
forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele contribuam
para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e co-curriculares
sejam suficientemente desafiantes e estimulem os alunos a mobilizar conhecimentos, habilidades,
atitudes e valores.
O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao longo
do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações para a
sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre os
temas transversais.
O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que
permite estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias
áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as actividades a
realizar no âmbito da planificação e implementação de projectos, envolvam professores, alunos e
até a comunidade e constituam em momentos de ensino-aprendizagem significativos.
1.4 As Línguas no ESG
A comunicação constitui uma das competências considerada chave num mundo globalizado. No
currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas
estrangeiras (Inglês e Francês).
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as

disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os professores
deverão assegurar que alunos se expressem com clareza e que saibam adequar o seu discurso às
diferentes situações de comunicação. A correcção linguística deverá ser uma exigência constante
nas produções dos alunos em todas as disciplinas.
O desafio da escola é criar espaços para a prática das línguas tais como a promoção da leitura
(concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões para
a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades culturais
em datas festivas e comemorativas, entre outros momentos de prática da língua numa situação
concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer comentários sobre elas
e seus autores, a escrever sobre temas variados, a dar opiniões sobre factos ouvidos ou lidos nos
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órgãos de comunicação social, a expressar ideias contrárias ou criticar de forma apropriada, a
buscar informações e a sistematizá-la.
Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no caso
da língua oficial e das línguas moçambicanas, o estudo de obras de autores moçambicanos
constitui um pilar para o desenvolvimento do espiríto patriótico e exaltação da moçambicanidade.
1.5. O Papel do Professor
O papel da escola é de preparar os jovens de modo a torná-los cidadãos activos e responsáveis na

família, no meio em que vivem (cidade, aldeia, bairro, comunidade) ou no trabalho.
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos, envolvendo-os em
actividades ou projectos, colocando problemas concretos e complexos. A preparação do aluno
para a vida passa por uma formação em que o ensino e as matérias leccionadas tenham
significado para a vida do jovem e possam ser aplicados a situações reais.
O ensino - aprendizagem das diferentes disciplinas que constituem o currículo fará mais sentido
se estiver ancorado aos quatro saberes acima descritos interligando os conteúdos inerentes à
disciplina, às componentes transversais e às situações reais.
Tendo presente que a tarefa do professor é facilitar a aprendizagem, é importante que este
consiga:
• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos,

habilidades e valores para encontrar ou propor alternativas de soluções;
• Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento de
competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um
problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de
outras áreas do saber;
• Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los e
corrigi-los durante o processo de trabalho;
• Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo e
transformá-lo;
• Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa
perspectiva formativa.
Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à

profissão, aos alunos e colegas de outras disciplinas. Com efeito, o sucesso deste programa passa
pelo trabalho colaborativo e harmonizado entre os professores de todas as disciplinas. Neste
sentido, não se pode falar em desenvolvimento de competências para vida, de
interdisciplinaridade se os professores não dialogam, não desenvolvem projectos comuns ou se
fecham nas suas próprias disciplinas. Um projecto de recolha de contos tradicionais ou da história
local poderá envolver diferentes disciplinas. Por exemplo:
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- 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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2. Grade 12
2.1 Grade 12 Proficiency Objectives
By the end of this cycle learners:
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization;
Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party;
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical
issue giving the advantages and disadvantages of various options:
• Communicate with some confidence on familiar routines and non routines matters related
to his or her interests;
• Exploit a wide range of simple language to deal with most situations likely to arise in
everyday interactions;
• Enter unprepared into conversation;
• Express personal opinions and exchange information on topics that are familiar of
personal interest or pertinent to everyday life.
Speaking Objectives:
Interact with a degree of:

Fluency and spontaneity that makes regular interaction with native speakers quite possible;
Take an active part in discussion in familiar and academic contexts, accounting for and
Sustaining own views;
Present clear, detailed descriptions on a wide range of subjects related to own field of interest.
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options;
Tell stories, entertain and persuade;
Use some figurative styles and idiomatic.
Listening Objectives:
Understand extended speech and lectures and follow even complex lines of argument provided
the topic is reasonably familiar;
Understand most TV and radio news and current affairs programmes;
Understand the majority of Films in Standard English and accents.
Reading Objectives:
Read articles and reports concerned with contemporary problems in which the writers adopt
particular attitudes or viewpoints. Understand contemporary literary prose and narrative.
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Writing Objectives:
Write clear, detailed text on a wide range of subjects related to own interests;
Write an essay or reports passing on information or giving reasons in support of or against a
particular point of view;
Write letters highlighting the personal significance of events and experiences;
Follow the five-step writing process.
2.2 Grade 12 Proficiency Contents
Throughout the grade 12 the following contents will be covered:
Functions:
• Accepting ; • Expressing preferences and giving
• Agreeing and disagreeing politely; reasons;
• Apologizing; • Giving advice ;
• Arguing /explaining ; • Giving instructions;
• Asking and answering; • Giving suggestions;
• Asking for and giving information; • Greeting;
• Asking for and giving reasons; • Identifying;
• Asking for something in different • Inquiring about …;
contexts; • Interrupting politely;
• Classifying; • Inviting, accepting and refusing;
• Comparing and contrasting; • Leading a discussion;
• Complaining and giving reasons; • Making inquiries (at the hospital,
• Confirming and denying; airport …);
• Defining activities/events; • Making predictions;
• Describing processes daily • Ordering and booking;
activities/places/symptoms…; • Persuading ;
• Explaining; • Planning and giving a speech;
• Expressing likes and dislikes; • Reporting events;
• Expressing opinions and view points; • Supporting ideas;
• Writing warning notices;
Topics and Vocabulary

• Famous People and Idols; • Literature;
• Heroes; • Law;
• Entertainment; • Drugs;
• Business and Etiquette; • Religious and Beliefs;
• Business Communication; • Life After School;
• Taxes; • News;
• Health and Flu; • Life in 2025.
• Self Employment;
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Grammar
• Adjectives; • Possession;
• Adverbials; • Prepositions;
• Clause and Sentence structure; • Pronouns;
• Comparison; • Tenses;
• Determiners; • The passive;
• Modals; • Transitivity;
• Mood; • Verb complementation.
• Nouns;
Critical Thinking
• Analyse and describe characters in a story; • Evaluate information according to criteria
• Analyse narrative techniques in an essay; set forth in a text;
• Analyse problems and propose solutions; • Evaluate one's susceptibility to corruption;
• Analyse relationships between words; • Evaluate persuasiveness of arguments;
• Analyse sensitive language referring to • Evaluate situations according to criteria set
disabilities; forth in a text.
• Analyse storytelling techniques; • Evaluate the advantages and disadvantages
• Analyse strategies speakers use to support of tourism;
their opinions; • Evaluate the quality of arguments;
• Analyse survey results; • Express opinions about different types of
• Analyse the advantages and disadvantages storytelling;
of ... ; • Frame contrasting points of view on
• Analyse use of rhyme in a poem; disability issues;
• Challenge stereotypes; • Hypothesize outcomes;
• Classify information from the text; • Hypothesize point of view;
• Compare and contrast city and country • Identify cause and effect;
life; • Identify intended market of advertisements;
• Compare and contrast definitions ; • Identify personal obstacles;
• Compare and contrast past and current • Identify personal values and assumptions;
childrearing practices; • Identify point of view in a text;
• Compare and contrast points of view; • Identify salient features of an advert;
• Compare and contrast two life histories; • Identify the advantages and disadvantages
• Compare and contrast two types of dress; of Information and Communication
• Compare and contrast types of corruption; Technology (ICT) ;
• Compare cultural norms of dress; • Infer information not explicit in the
• Compare family histories; interview;
• Compare past and current family roles; • Infer information not explicit in the
• Compare past and current gender roles in listening;
Mozambican families; • Infer information not explicit in the text;
• Compare personal preferences in humour; • Infer word meaning from context ;
• Compare sources of news; • Interpret a diagram and maps;
• Correlate an individual example with • Interpret a cartoon, photograph and picture;
broad trends; • Interpret meaning from text;
• Correlate examples with abstract • Interpret quotations;
principles; • Interpret statistics;
• Critique corruption; • Interpret the significance of how a person
• Critique magazine and television dresses;
advertisements; • Interpret word usage;
• Deliberate cases using information from • Make judgments;
the readings; • Match actions to their consequences;
• Develop arguments for and against an • Rank the value of personal qualities;
issue;
12
• Draw logical conclusions; • Recognize personal assumptions about …
• Evaluate advantages and disadvantages;
Crosscutting Issues
• Cultural issues;
• Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases, such
as cholera, malaria. Traditional medicine, care with medicine and medical instructions and
prescriptions;
• Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.);
• HIV-AIDS (Stigma, prevention and care);
• Drugs, alcohol and other addictions;
• Agriculture: sustainable development, improving animal and crop farming
• Small business – self employment;
• Environmental issues – protection of forests, vegetation, erosion prevention, floods and droughts;
• Human Rights (children and women): gender and handicapped equity.
13
3. Scope and Sequence
Unit 1 – Famous People and Idols

Unit 2 - Heroes
Unit 3 – Entertainment
Unit 4 – Business and Etiquette
Unit 5 – Business Communication
Unit 6 – Taxes
Unit 7 – Flue
Unit 8 – Self Employment
Unit 9 – Literature
Unit 10 – Law
Unit 11 – Drugs
Unit 12 – Religious and Beliefs
Unit 13 – Life After School
Unit 14 – News
Unit 15 - Life in 2025
14
Unit 1: Famous people and Idols
LEARNING OBJECTIVES CONTENTS BASIC COMPETENCIES ASSESSMENT STANDARDS
Students will… Students can:

Students will be able to …
• Talk about celebrities in Functions: • Ask and answer questions about • Describe the deeds of
the world, country, and o Describing people; famous people in Arts and sports famous people;
region. (Arts and sports); o Comparing people/things; in the country/region;
o Expressing preferences; • List the names of idols and
• Talk about high o Comparing and contrasting; • Name and describe the works of famous people;
achievers in science and o Expressing opinion; high achievers in science and
technology; o Presenting; science and technology (e.g. Bill • Express opinion on idols
o Listing; Gates, Neil Armstrong ...) ; and famous people;
• Talk about achievers o Defining activities/events;
with disabilities (Stevie o Describing actions and things. • Name and describe the deeds of • Compare and contrast
Wonder, Isau Menezes, famous people in their behaviour and attitudes of
Fernando Honwana); Topics and subtopics: community in different fields different idols;
o Famous people in the world; (Art, sports…);
• Discuss good quotations o Famous people in Mozambique; • Present a short biography
and thoughts of famous o Achievers in science and technology; • List their idols; and main ideas or deeds of
people (Mandela, in Mozambique and the world; famous people.
Mahatma Ghandi, o Idols and role models. • Compare and contrast behaviour
Samora Machel ….); and attitudes of different idols;
Vocabulary:
• Talk about personalities o Analogies; • Express opinion on idols and
who have made a o Context clues famous people.
difference in the politics o Definitions
of the region; o Figurative language
o Idiomatic expressions;
• Talk about their idols. o Phrasal verbs;
o Synonyms;
o Vocabulary classification;
o Word definitions;
o Word formation.
Grammar:
Revision of:
15
o Past simple;
o Tag questions
o Past continuous: affirmative,
negative, interrogative;
o Reflexive pronouns;
o Passive voice;
o Connectors: (not only…but also,
both…and, either…or, neither…nor);
o Adverbials - Nearly, almost, not yet,
already, ever.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
o Express and defend opinions;
o Use an outline to organize an
argument.
Listening
o Listen and take notes;
o Listen for details.
Reading
o Articles;
o Read for details;
o Read personal profile;
o Extensive reading;
o Adverts.
Writing
• Application letter;
• Reports;
• Adverts;
16
Unit 2: Heroes

• Discuss the role heroes Functions: • Name the heroes of their • Compare life experiences of
played in the community; o describing people; community/country; heroes;
o comparing people/things;
• Discuss the national o Expressing preferences; • Write articles/ composition • Describe life and deeds of a
heroes’ deeds; o Comparing and contrasting about the heroes; national hero;
o Expressing opinion;
• Talk about heroes in o Presenting; • Identify reliable indicators of • Name local, national and
different spheres; o Listing a hero; international heroes;
o Describing actions and things;
• Talk about living heroes o Giving advice; • Identify living heroes; • Explain why people are
o Reporting events. considered heroes;
• Describe life and deeds of a
Topics and subtopics: national hero; • Express opinion of life and
-National heroes deeds of heroes;
o Heroes in the different spheres of life; • Express opinion of life and
o What makes a heroes; deeds of heroes; • Make presentation on life
o Personal heroes and deeds of local or
• Make presentation on life and national heroes;
Vocabulary: deeds of local or national
o Analogies; heroes. • Write article on national
o Context clues;
heroes.
o Definitions;
o Figurative language;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
o Past simple;
17
o Past perfect;
o Sequence markers;
o “Used to” and “Would;
o Impersonal passive.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Description of peoples and events;
Reports;
• Adverts;
18
Unit 3: Entertainment

• Talk about the role of Functions: • Name the advantages of • Explain the advantages of
entertainment for healthy o Agreeing and disagreeing; entertainment for the well-being entertainment for the well-
living. (music, dance, o Arguing /explaining; of community; being of the people;
games...); o Classifying (something, family …);
o Comparing and contrasting; • Compare and contrast types of • Name the different
• Talk about the influence o comparing people/things. entertainment in the city and in professions related to
of Media on the countryside; theatre;
entertainment; Topics and subtopics:
-Entertainment: • Name and explain the existing • Compare and contrast the
• Talk about different o Plays; types of entertainment in their different types of plays;
types of entertainment in o Writers; communities;
the country/community; o Actors; • Retell a story from the play;
o And other related professionals. • Identify writers, performers and
• Talk about the directors in the country. • Write a critique of a book
importance of literature Vocabulary: or novel;
and theatre in the o Analogies;
community. o Context clues; • Relate the plot of
o Definitions; book/play and describe
o Figurative language their reactions.
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
o Present Perfect;
o Present Perfect Continuous Tense;
o Every / each;
o Passive voice.
19
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Posters;
• Compositions;
• Adverts.
20
Unit 4: Business and Etiquette

• Talk about culture Functions: • List/Name and explain good • Initiate and maintain a
and good manners in o Apologizing; manners in business; discourse naturally in a
business; o Arguing /explaining ; business situation;
o Asking and answering questions; • Explain the advantages of good
• Discuss different o Asking for and giving information; manners in business promotion ; • Explain procedures and
procedures in o Asking for and giving reasons; etiquette in doing business in
business; o Asking for something …; • Describe Mozambican etiquette; Mozambique;
o Classifying (something, family …);
• Talk about the o Comparing and contrasting; • Describe how different cultures • Compare and contrast ways of
importance of o Interrupting politely; do business; doing business in Mozambique
etiquette in business o Inviting, accepting and refusing. and other parts of the world;
promotion; • Explain the importance language
Topics and subtopics: in business. • Write a business letter.
• Talk about the o Types of business;
importance of o International trade;
principles in doing o Etiquette.
business; o How to do business;
o Corruption;
• Talk about the o Business as social responsibility.
importance of
language in doing Vocabulary:
business; o Analogies;
o Context clues;
• Talk about different o Definitions;
ways people do o Figurative language;
business. o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
21
Grammar:
• Modals of obligation and advice
(should, should not);
• Have to, Had better);
• 2nd and 3rd conditionals.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Composition;
• Reports;
• Adverts.
22
Unit 5: Business Communication

• Talk about ways of Functions: • Make and answer business calls; • Use appropriate telephone
making effective o Making telephone calls; language;
telephone calls; o Analysing; • Use formal greeting formulae;
o Describing processes and state; • Initiate, sustain and end a short
• Discuss and practise o Persuading; • Make effective oral presentations; formal conversation on various
ways of making effective o Agreeing and disagreeing; familiar topics;
presentations; o Apologizing; • Make effective presentations
o Arguing /explaining; using visual aids; • Make presentations using visual
• Analyse and write o Asking for and giving reasons; aids;
business reports; o Comparing and contrasting; • Write business letters;
o Interrupting politely; • Write business letters (of
• Analyse and write o Inviting, accepting and refusing; • Write reports. persuasion, explaining,
business letters; o Planning and giving a speech. complaining).
• Talk about the use visual Topics and subtopics:

aids to make business -Business Communication
presentations. o Dress code;
o Body language;
o Oral skills;
o Written presentations;
o Visuals;
o ICTs;
o Charts.
Vocabulary:
o Analogies
o Context clues
o Definitions
23
o Figurative language
o Idiomatic expressions
o Phrasal verbs
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
• used to + infinitive ;
• be/get used to + ing form;
• ago and for;
• Passive (present, past).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Letter writing;
• Reports;
• Adverts.
24
Unit 6: Taxes

• Talk about taxes in the Functions: • Name and describe kind of • Compare and contrast taxes in
development of the o Agreeing and disagreeing; income taxes in Mozambique; big and in small business;
country; o Arguing /explaining;
o Asking for and giving reasons; • Explain how taxes can improve • Describe how taxes can improve
• Discuss how taxes can o Comparing and contrasting; the living standards of their the standards of living in their
change the living o Complaining and giving reasons; communities; communities;
standards of their o Describing;
communities; o Explaining; • Name and explain the • List the impediments caused by
o Expressing likes and dislikes problems/impediments the taxes taxes evasion;
• Talk about tax evasion in o Giving advice; evasion brings to the country;
the country; o Persuading; • Explain how taxes contribute in
o Supporting ideas • Describe penalties incurred for tax the development of the country;
• Discuss taxes in small evasion.
and big business in their Topics and subtopics: • Describe penalties incurred for
communities. -Taxes tax evasion.
o Types of taxes
o Taxes and development.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
-Revision:
25
o Modal verbs (Must, should, and have
to) ;
o Conditionals.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts;
26
Unit 7: Health - Flu

• Talk about common viral Functions: • Name the common viral diseases • List the common diseases in
diseases in their o Agreeing and disagreeing; in their communities; their communities;
communities; o Arguing /explaining;
o Asking for and giving information; • Describe the symptoms of the • Explain ways to prevent the
• Talk about symptoms of o Asking for and giving reasons; common diseases in their common diseases in their
commons diseases; o Classifying; communities; communities;
o Describing;
• Discussion ways to o Giving advice; • Name and explain ways to • Describe the symptoms,
prevent common o Giving instructions; prevent common diseases in the treatment and cure of common
diseases in their o Making predictions; communities; diseases in the community.
communities; o Writing warning notices.
• Describe the treatment and cure of
• Discuss treatment and Topic and subtopics: common diseases in their
cure of common -Health communities.
diseases; o Symptoms and cure
o Causes
• Discuss HIV and AIDS. o HIV/AIDS
o Other viral diseases.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
27
Grammar:
Revision of:
o will ;
o Should (advice and suggestions) ;
o Reported speech;
o Reporting verbs.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details
o Adverts.
Writing
• Reports;
• Adverts.
28
Unit 8: Self Employment

• Talk about local business Functions: • Name the local business • Name the existing self
activities; o Applying; initiatives; employment in their
o Arguing /explaining; communities;
• Discuss local business o Asking and answering questions; • Design and describe small
initiatives; o Asking for and giving information; business projects for the • Explain the impact of self
o Asking for and giving reasons; development of their employment in the national
• Talk about o Comparing and contrasting; communities; socio-economic development;
entrepreneurship in their o Describing;
communities; o Expressing opinions; • Explain how self employment can • Illustrate how self employment
o Giving suggestions; contribute to the sustainability of contributes to the sustainability
• Discuss the importance of o Making future plans. the family; of the family;
self employment in the
family sustainability; Topic and subtopics: • Illustrate the role of self • Describe small business
o small hold fish farming; employment in the socio- project for local development.
• Talk about the contribution o keeping business records. economic development of the
of self employment in the country;
economic development of Vocabulary:
the country. o Analogies; • List the existing self employment
o Context clues; in their communities.
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
o Review Tenses;
o irregular verbs;
o Reflexive pronouns (each other,
29
one another…).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
30
Unit 9: Literature

• Talk about Modern Functions: • Name Modern African writers; • List the modern African writers;
African Writers; o Asking and answering questions;
o Asking for and giving information; • List and explain the titles and • Differentiate between fiction and
• Talk about Mozambican o Asking for and giving reasons; books of Modern African Writers; factual;
writers; o Asking for something (bookshop,
market, shop ….); • Identify and describe the main • Retell Mozambican stories;
• Discuss Mozambican o Classifying; characters in a story;
literature (books/chapters o Comparing and contrasting; • Name Mozambican writers and
written by Mozambican o Describing; • Distinguish between fiction and their works.
writers); o Supporting ideas. factual;
• Talk about traditional Topics and subtopics: • Retell Mozambican traditional

storytelling; -Literature stories;
o Fiction;
• Talk about Mozambican o Factual; • Name and describe Mozambican
poetry. o Poetry; poets.
o Storytelling.
Vocabulary:
o Analogies;
o Context clues;
o Definitions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
Grammar:
o Reported speech;
31
o Preposition + participle;
o Pronouns with quantifiers.
Skills:
Speaking
o Debate;
o Present;
o Discuss;
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
32
Unit 10: Law

• Discuss sources of Functions: • Name common sources of • Describe ways of preventing or
conflict and ways to o Agreeing and disagreeing; conflicts; resolving conflicts;
prevent conflicts; o Arguing /explaining;
o Asking for and giving reasons; • Describe ways of preventing or • Explain the importance of
• Discuss ways of o Asking for something (bookshop); resolving conflicts; dialogue in conflict resolution;
resolving conflicts; o Comparing and contrasting;
o Complaining and giving reasons; • Explain the importance of • Explain the importance of
• Discuss rules regulations o Expressing opinions; dialogue in conflict resolution; abiding by the law;
at school; o Giving suggestions.
• Explain the importance of abiding • List the common crime in their
• Talk about crime and Topic and Subtopics: by the law; communities;
punishment; o Conflict: source, prevention and
management; • Describe the norms and • Compare and contrast the types
• Discuss what prisons are o School and community norms and regulations and school and other of crime and the punishment;
for; regulations; social bodies;
o Crime & punishment; • Express their view points on the
• Discuss the role of o Legal cases; • Name common crimes in their reason for reason in their
rehabilitation programs o Human rights. communities; communities and in the others;
in a country;
Vocabulary: • Express their view points on • Propose deterrent and
o Analogies;
• Talk about deterrent and reason for prison in their preventive measures for their
o Context clue;
preventive measures; communities; communities;
o Definitions;
• Discuss types of crime • Name and explain deterrent and • Describe ways and institutions
and sentences in their preventive measures in their that can help in conflict
o Phrasal verbs;
communities. communities and in the country; resolution.
o Synonyms;
o Word definitions; • Relate the type of crime and the
punishment applied (lynch mob,
o Word formation.
small theft, murder…).
33
Grammar:
• Reported speech;
• Conditionals 3rd
• (if She had not broken…she would..);
• Used to + infinitive;
• Used to + gerund.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
34
Unit 11: Drugs

• Talk about drug Functions: • Name and explain the negatives Can:
addiction in young o Agreeing and disagreeing; effects of drug abuse in the • Name and explain the effects of
people; o Arguing /explaining; society; different common drugs;
o Asking and answering questions;
• Talk about the effects of o Comparing and contrasting; • Describe the past and current • Make presentation on drug use
different drugs such as o Describing; situation of drug abuse in their in school and community;
cigarettes, alcohol, o Giving advice; school and community;
marijuana etc. ; o Giving suggestions; • Express opinion on how to
o Identifying. • Name ways to help prevention of prevent and cure drug abuse;
• Discuss the role of the drug addiction in adolescents; • Make posters about effects of
society, parents in the Topic and Subtopics: drugs;
drug prevention; o Helpful drugs; • List and explain the damages
o Harmful drugs; drugs cause to the local and • Write letters of complaint.
• Discuss the influence of o Conflict and conflict resolution; national economy;
Media on drug abuse in o Offence and crimes;
adolescents; o Crime prevention. • Debate how avoid or reduce drug
abuse at school;
• Discuss the effect of Vocabulary:
drugs on crime in the o Analogies; • Make survey on drug use in
society; o Context clues; school and family.
o Definitions;
• Discuss the effect of o Figurative language;
drug on the local and o Idiomatic expressions;
national economy; o Phrasal verbs;
o Synonyms;
• Discuss how to help or o Vocabulary classification;
o Word definitions;
get help in case of drug
o Word formation.
addiction.
Grammar:
o Adjectives – prefixes (unhappy).
35
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
36
Unit 12: Religions and Belief

• Discuss different Functions: • Name and explain beliefs within • Describe his belief;
beliefs within o Agreeing and disagreeing; Christian, Moslem and other
modern religions; o Arguing /explaining; modern Religions; • Describe the most common
o Asking for and giving reasons; religions in Mozambique;
• Discuss relationship o Classifying; • Correlate beliefs with the truth;
between beliefs and o Comparing and contrasting; • Explain the importance tolerance
the truth; o comparing people/things; • Describe existing religions in and co-existence between the
o Describing; their communities; various religious groups.
• Talk about existing o Expressing opinions;
religions in the o Giving advice; • Describe African/traditional
world and in the o Giving instructions; religious practices in their
country; o Inviting, accepting and refusing. communities;
• Talk about Topic and subtopics: • Explain the importance of

childhood beliefs; o Main religions in the world; tolerance and co-existence
o African/traditional religions; between the various religious
• Talk about African/ o Respect and tolerance among groups;
traditional religions religions;
and beliefs; o Main teachings of the main religions. • Compare and contrast the key
beliefs of the various religions.
• Discuss the Vocabulary:
importance of o Analogies;
respect and peaceful o Context clues ;
co-existence o Definitions;
between different o Figurative language
cultures, religions o Idiomatic expressions;
and beliefs. o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
37
Grammar:
• Should and have to;
• Revision Passive.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts
Writing
• Reports;
• Adverts.
38
Unit 13: Life After School

• Discuss challenges Functions: • Describe the subjects they • Describe the subjects they
to face after school; o Applying; learn at school, their learn at school, their
o Describing; importance and relevance to importance and relevance to
• Talk about the o Explaining; day to day life; day to day life;
relationship between o Presenting;
the courses and the o Identifying; • Correlate the courses to their • Present a project on how
situation in the field; o Discussing; real survival situation; their knowledge can
o Agreeing and disagreeing; contribute to the improve
• Discuss different o Asking for and giving reasons; • Name and explain initiatives living standards of their
initiative to earn o Comparing and contrasting; for their survival in real community;
their living in the o Expressing opinions; world;
independent world; o Expressing preferences; • Write CV;
o Giving advice; • Explain how their knowledge
• Discuss o Making predictions; can improve the living • Write letter of application
entrepreneurship o Making future plans. standard of the community;
initiatives for their
survival in the real Topic: • Design and present project
world. o School subjects and fields of study; for local development;
o Self employment;
o Entrepreneurship. • Describe the skills and
attitudes necessary for
Vocabulary: successful further studies;
o Analogies;
o Context clues;
• Describe the skills and
o Definitions;
attitudes necessary for
o Figurative language; employment or self
o Idiomatic expressions; employment;
o Phrasal verbs;
o Synonyms;
• Write CV;
o Word definitions.
o Word formation. • Write letter of application.
39
Grammar:
o Might and Will ;
o Infinitive ( To + Verb) to say why we
do things;
o Present Perfect vs Past simple;
o Modals (advice obligation and
permission) ;
o Future tenses.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Letter of application;
• Reports;
• Adverts.
40
Unit 14: News

• Discuss the National Functions: • Compare broadcast (TV, • Read and summarise an
and world news; o Describing; Radio) and the written news article;
o Agreeing and disagreeing; (Newspaper, Magazine…);
• Talk about the o Reporting; • Listen and take notes of
current issues in o Agreeing and disagreeing; • Compile and report the main news items;
their communities; o Arguing /explaining; current issues in their
o Classifying (something, family …); communities; • Name and describe
• Talk about the o Comparing and contrasting; professions related to
national Media o Complaining and giving reasons; • Describe the main role of the media;
(Newspaper, Radio o Defining activities/events; Media in their communities;
and Television…); o Discussing; • Read and summarize
o Expressing opinions; • List the advantages of press information from different
• Talk about press o Expressing preferences; freedom in the world; sources;
freedom in the world o Reporting;
and in the country; o Supporting ideas. • Distinguish facts from • Make presentation on issues
opinions; related to freedom of press,
• Talk about press Topic: media.
ethics; o News;
o Media; • Express their opinions on
• Talk about different o ICT; press ethics;
news source; o Internet.
• Relate freedom of press to
• Talk about different Vocabulary: individual rights;
parts of newspaper. o Analogies;
o Context clues;
• Read and summarise news
o Definitions;
items;
o Phrasal verbs;
41
o Synonyms; • Name and describe
o Vocabulary classification; professions related to media.
o Word definitions;
o Word formation.
Grammar:
o Word order;
o That (as subject and as object);
o Would rather + infinitive;
o Should + have.
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
42
Unit 15: Life in 2025
LEARNING CONTENTS BASIC COMPETENCIES ASSESSMENT STANDARDS
OBJECTIVES
Students can:
Students will… Students will be able to …
• Discuss Science Functions: • Describe the current and future • Use language to speculate about
and Technology o Discussing; trends of climate changes; future;
development in o Agreeing and disagreeing;
different fields; o Comparing and contrasting; • Correlate the current climate • Write an essay about the distant
o Describing; changes with the future of future;
• Speculate about o Discussing; agriculture, wildlife…;
future climate o Explaining; • Present and support his ideas
changes in the o Expressing opinions; • Identify and explain the effects of about the distant future.
world; o Giving opinions; pollution in the world;
o Giving reasons;
• Discuss the future o Making future plans ; • Describe the big changes in
of fuel as source of o Making predictions; science and technology in the two
energy; o Supporting ideas. last decade;
• Talk about the Topic: • Identify and explain alternatives

cure for the o Science and technology; for future source of energy in the
currently incurable o Medicine; country/community.
diseases (HIV, o Economy;
cancer …); o Culture;
o Politics.
• Speculate how
Mozambique will Vocabulary:
be the future in o Analogies;
terms of politics, o Context clues;
economy, culture o Definitions;
and physical o Figurative language;
appearance. o Idiomatic expressions;
o Phrasal verbs;
o Synonyms;
o Word definitions;
o Word formation.
43
Grammar:
o Future forms (be);
o Going to + future continuous;
o Future time clauses (when, if , as soon
as…).
Skills:
Speaking
o Debate;
o Present;
o Discuss.
Listening
Reading
o Articles;
o Read for details;
o Adverts.
Writing
• Reports;
• Adverts.
44
4. Methodology
The general teaching approach adopted for both primary and secondary education in
Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is,
therefore, based upon this approach.
To allow teachers´ flexibility, the teaching methods, procedures and techniques will be
selected according to the specific goals, conditions and resources available to the teacher and
students. Considering that our classrooms are heterogeneous, it is also accepted that the same
lesson can be taught using different procedures and techniques by different teachers.
The syllabus contains some innovations such as the introduction of projects and portfolio
(appendix 1) as both teaching and assessment tools that foster learner’s independence.
Aiming at achieving the general and specific unit objectives and basic competencies, each
unit contains suggestions for activities, critical thinking and crosscutting issues, which can be
explored by the teacher in the classroom. It is therefore urged that teachers implement them.
Some activities are specific to a certain unit but others are repeated in every unit.
The balance of skills and activities in this grade should be 60 percent oracy (Listening and
Speaking) and 40 percent writing (Reading and writing).
5. Assessment
Assessment can be defined as the formal or informal process of collecting evidence about
students’ progress, analyzing and evaluating progress, communicating about progress, and
adjusting teaching practice based on reflection on a teacher’s practice. There are various
forms of assessment, including formal measurement tools such as tests. Informal assessment
can occur throughout the school year, and includes evaluating data from multiple sources,
such as exercises, portfolios, homework or assignments that enable you to measure student
progress.
There are two main ways in which assessment is important in learning - formative and
summative.
45
Formative Assessment is an assessment carried out by teachers during the learning process
with the aim of using the results to improve the learning and teaching process. It relates to
how the student has been learning. It can use both formal (tests) and informal measurement
tools – whether group work, projects, portfolios etc
Summative Assessment is carried out in predetermined periods and at the end of term or
school year –often for purposes of providing aggregated information on learning outcomes to
educational authorities and parents. It relates to what and how much the student has learnt.
This is usually done through tests, quizzes and exams (ACSs and ACPs).
The New Curriculum emphasizes formative assessment, which gives scope for the inclusion
of informal assessment also known as classroom assessment The inclusion of classroom
assessment is also in line with the general teaching philosophy of the constructivist approach
to learning.
Formative assessments, includes the evaluation of any activity related to learning process
such as participation, homework, pair and group work, portfolio, projects, presentations and
posters. This type of assessment allows the student to be an active participant in the process of
learning and assessment. The aim of this type of assessment is to involve the students in
thinking about how they learn and encourage them to take control of their learning. Thus, by
assessing all the above aspects will not only provide data on the quantitative knowledge but
also the qualitative aspects.
As put forward by this new syllabus, teachers are strongly recommended to include and use
formative assessment to cater for the qualitative aspect. Assessment is an important part in the
teaching and learning process and it cannot be disassociated from the activities, procedures,
methods and learning materials used in the classroom.
46
6. Bibliography
MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique
Council of Europe (2001) The Common European Framework of reference for Languages:
Learning, Teaching, Assessment. Cambridge University Press, UK
MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo –
Mozambique.
INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos
de Estudos e Estratégias de Implementação. Maputo – Moçambique
INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique
INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas,
Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique
Ministry of Education and Vocational Training. (2007). English academic Syllabus for
Diploma in Secondary Education – Tanzania
47
7. Appendixes
• Portfolio
• Lesson Plan Model / Format
48
Appendix 1
Portfolio
Student Portfolios: Classroom Uses
What is it?
Portfolios are collections of student work representing a selection of performance. A portfolio

may be a folder containing a student’s best pieces and the student’s evaluation of the strengths
and weaknesses of the pieces. It may also contain one or more works-in-progress that
illustrate the creation of a product, such as an essay, evolving through various stages of
conception, drafting, and revision.
More teachers have recently begun using portfolios in all subject areas. Portfolios are useful
as a support to the new teaching approaches that emphasize the student’s role in constructing
understanding and the teacher’s role in promoting understanding. For example, in teaching
writing, portfolios can function to illustrate the range of assignments, goals, and audiences for
which a student produced written material. In addition, portfolios can be a record of the
activities undertaken over time in the development of written products. They can also be used
to support cooperative teaming by offering an opportunity for students to share and comment
on each other’s work.
Portfolios are valued as an assessment tool because, as representations of classroom-based

performance, they can be fully integrated into the teaching. And unlike separate tests, they
supplement rather than take time away from teaching. Moreover, many teachers, educators,
and researchers believe that portfolio assessments are more effective than “old-style” tests for
measuring academic skills and informing educational decisions.
Why try it?
Portfolios capitalize on students’ natural tendency to save work and become an effective way
to get them to take a second look and think about how they could improve future work. As
any teacher or student can confirm, this method is a clear departure from the old write, hand
in, and forget mentality, where first drafts were considered final products.
How does it work?
Although there is no single correct way to develop portfolio programs, in all of them students
are expected to collect, select, and reflect. Early in the school year, students are pressed to
consider: What would I like to reread or share with my parents or a friend? What makes a
particular piece of writing a good product? In building a portfolio of selected pieces and
explaining the basis for their choices, students generate criteria for good work, with teacher
and peer input. Students need specifics with clear guidelines and examples to get started on
49
their work, so these discussions need to be well guided and structured. The earlier the
discussions begin the better.
The content in portfolios is built from class assignments and as such corresponds to the
classroom. Often, portfolio programs are initiated by teachers, who know their classroom
syllabus best. They may develop portfolios focused on a single syllabus area-such as writing,
posters, reading,-or they may develop portfolio programs that integrate more than one area,
such as writing and reading.
The age/grade level of students may determine how portfolios are developed and used. For
example, in developing criteria for judging good writing, older students are more likely to be
able to help determine the criteria by which work is selected, perhaps through brainstorming
sessions with the teacher and other students. Younger students may need more directed help
to decide on what work to include. Older students are generally better at keeping logs to
report their progress on readings and other recurrent projects.
Administrative contexts also influence the structure and use of portfolios. While the primary
purpose of portfolios for most teachers is to engage students, support good curricula and
instruction, and improve student teaming, some portfolio programs are designed to serve
other purposes as well.
Portfolios may also be used to compare achievement across classrooms or schools. When they
are used for this purpose, fairness requires that standards be developed to specify the types of
work that can be included and the criteria used to evaluate the work.
50
Appendix 2
Lesson Plan Model /Format
Topic Content Objectives Skills covered Cross Cutting Stages Activities Homework
And
Language
Teacher Student
English in Major To identify Speaking and Presentation
Mozambiq Languages major reading Communicatin - Map of - Asks students to mention 3 - in pairs students discuss and
g with major languages spoken in the report to class
ue English languages Writing Mozambique
foreigners world.
French and places -Provides feedback -in pairs look at the map and
Spanish they are Use English in
Fixes the map of Mozambique locate the countries and
spoken small business on the board and tells the discuss the languages
Functions: To talk about students to locate bordering
- Asking for importance of countries Read the text in silence and
and giving English in and languages spoken identify the importance of Draw and
-gives feedback English in Mozambique locate
answers Mozambique
-introduces a text about the English and
- expressing - report what they have French
importance of English in
opinion Mozambique and pre-teaches identified as the importance speaking
key vocabulary of English in Mozambique countries on
Vocabulary tells students to read the text in the map of
- languages silence and identify Africa
- Geography importance of English in
- climate Mozambique
Gives open ended dialogue In pairs students complete the
for completion (countries dialogue orally
Grammar Practice - ask and answer questions
- articles and languages spoken
about text (with Wh-
connectors questions)
wh-questions Production Tells students to draw a - draw map of Mozambique
-past tense map of Mozambique and and inset bordering countries
locate the bordering and languages spoken
- asking and give opinion
countries and languages
about importance of English
spoken in Mozambique
Follow-up
51
Lesson Plan Model /Format
Topic Content Objectives Skills covered Cross Cutting Stages Activities Homework
And
Language
Teacher Student
52
Appendix 3
LESSON PLAN FORMAT/MODEL
Name of the school

Teacher
Material
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each
unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language,
functions, forms, skills, vocabulary and so on. .
STAGES
Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do during
the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game,
questions and answers, story telling, revision of previous lesson, etc.
Presentation: (State time allowed and activities T and Ss will do during this stage and/or 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:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
53
LESSON PLAN FORMAT/MODEL
Name of the school

Teacher
Grade
Unit
Topic
Duration of the lesson
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for
each unit.). The objectives state what ss should be able to do by the end of the lesson in terms of
language, functions, forms, skills, vocabulary and so on. ..
STAGES SUB- TEACHER’S STUDENTS ACTIVITIES TIME

STAGES ACTIVITIES
Warm up
Presentation Elicitation
Explanation
Practice Controlled
practice
Free practice
Observations:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
54
Appendix 4
LESSON PLAN MODEL/FORMAT

Lesson Nº: ______________
Unit: _________________________________________________________________________
Topic: ________________________________________________________________________
Duration of lesson: ______________________________________________________________
Material: ______________________________________________________________________
Skills: ________________________________________________________________________
Objectives: __________________________________________________________
TIME STAGES ACTIVITIES
minutes TEACHER STUDENTS
__ min 1:Warm-up
• Revision
• Home-work correction
• Song
• Story
• Game
• …
2: Presentation
__ min
• Tr. Provides new information
(language)
• Tr. Elicits new language through
visual aids, realia, sentence
• Explanation
3: Controlled Practice
• Choral repetition
• Individual repetition/work
__min • Pair work
4: Less controlled practice
• Group work
• Pair work
5: Production
__min • Summary
• Composition
• Role plays
• Dialogues
• …
__ min
Appendix 5
55
LESSON PLAN MODEL/FORMAT
Reading and Grammar
Objectives:
(i) To practise reading for gist and detailed information
(ii) To extract a set of phrasal verbs from a text and develop students' inferring skills
(iii) To provide controlled and less controlled practice of the phrasal verbs
Topic: Marriage traditions

Skills covered: Reading and speaking
Content covered: Vocabulary and grammar
Crosscutting: Gender equity
Time total: 90 minutes
Stages 1 – 7: 45 minutes
Stages 8 – 10: 45 minutes
Stages:
1. Introduction
2. Creating interest in the reading text;
3. Pre-teaching key vocabulary items;
4. Reading for gist;
5. Feedback;
6. Reading for detailed information;
7. Follow up discussion;
8. Presentation of phrasal verbs (within the reading text);
9. Checking of meaning form and pronunciation;
10. Controlled practice.
56

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Ficha Técnica

Título: Inglês, Programa da 12ª Classe

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

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

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

Aires Bonifácio Baptista Ali.

Ministro da Educação e Cultura

2.1 Grade 12 Proficiency Objectives

2.2 Grade 12 Proficiency Contents

3. Scope and Sequence

4. Methodology General Teaching Approach Teaching Suggestions and Tips

A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se

• Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos

Constituem principais documentos curriculares:

1.1. Linhas Orientadoras do Currículo do ESG

As consultas efectuadas apontam para a necessidade de a escola responder às exigências do

Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos

Saber Fazer que proporciona uma formação e qualificação profissional sólida, um

1.2. Os desafios da Escola

As competências importantes para a vida referem-se ao conjunto de recursos, isto é,

Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as

a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa;

1.4 As Línguas no ESG

As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as

1.5. O Papel do Professor

O papel da escola é de preparar os jovens de modo a torná-los cidadãos activos e responsáveis na

• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos,

Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à

Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa, de

As metodologias activas e participativas propostas, centradas no aluno e viradas para o

O professor deve assumir-se como criador de situações de aprendizagem, regulando os recursos e

As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de conceber e

2.1 Grade 12 Proficiency Objectives

By the end of this cycle learners:

Interact with a degree of:

2.2 Grade 12 Proficiency Contents

Throughout the grade 12 the following contents will be covered:

Topics and Vocabulary

Unit 1 – Famous People and Idols

Students will… Students can:

Students will… Students can:

Students will… Students can:

Students will… Students can:

Students will… Students can:

• Talk about the use visual Topics and subtopics:

Students will… Students can:

Students will… Students can:

Students will… Students can:

Students will… Students can:

• Talk about traditional Topics and subtopics: • Retell Mozambican traditional

Students will… Students can:

Students will… Students can:

Students will… Students can:

• Talk about Topic and subtopics: • Explain the importance of

Students will… Students can:

Students will… Students can:

• Talk about the Topic: • Identify and explain alternatives

INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique

• Lesson Plan Model / Format

Student Portfolios: Classroom Uses

Portfolios are collections of student work representing a selection of performance. A portfolio

Portfolios are valued as an assessment tool because, as representations of classroom-based