Programa de INGLÊS - ibe.unesco.org · de Inglês ENSINO SECUNDÁRIO GERAL ... dos estudos como...
Transcript of Programa de INGLÊS - ibe.unesco.org · de Inglês ENSINO SECUNDÁRIO GERAL ... dos estudos como...
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Programa
de
INGLÊS
(8ª Classe)
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OBJECTIVOS, POLÍTICA, ESTRUTURA
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REPÚBLICA DE MOÇAMBIQUE
MINISTÉRIO DA EDUCAÇÃOINSTITUTO NACIONAL DO DESENVOLVIMENTO DA EDUCAÇÃO
PLANO CURRICULAR DO ENSINO SECUNDÁRIO GERAL
Programa
1O CICLO
de
Inglês
ENSINO SECUNDÁRIO GERAL
2008
8a Classe
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FICHA TÉCNICA
Título: Programa de Inglês – I Ciclo – Ensino Secundário Geral (8ªClasse)
Edição: © INDE/MEC – Moçambique – 2008
Autor: INDE/MEC – Moçambique
Capa, Composição, Maquetização, Arte-final: Salvador Boaventura
Impressão: Editora Escolar
Tiragem: 1.000 exemplares
Nº de registo: ?INDE/MEC – /2008
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Ficha técnica
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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Prefácio
PrefácioCaro 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
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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Prefácio
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 implementaçãodestes programas, apelo ao estudo permanente das sugestões que elescontêm. Para que convoquem a vossa e criatividade e empenho paralevar a cabo a gratificante tarefa de formar hoje os jovens que amanhãengrossarão o contingente nacional para o combate à pobreza.
Aires Bonifácio Baptista Ali.
Ministro da Educação e Cultura
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CONTENTS
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – 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 8...........................................................................................................................................
3.1 - Grade 8 proficiency objectives .................................../......................................... - Speaking objectives ...................................................................................................... - Listening objectives ...................................................................................................... - Reading objectives ...................................................................................................... - Writing objectives............................................................................................................
3.2 - Grade 8 contents ............................................................................................................ - Functions ......................................................................................................................... - Topics ............................................................................................................................... - Grammar .........................................................................................................................
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- Critical thinking ............................................................................................................ - Crosscutting issues ......................................................................................................
4. Scope and Sequence ............................................................................................................Unit 1 - Family and friends ........................................................................................Unit 2 - English in Mozambique ...................................................................................Unit 3 - School and Daily Activities ......................................................................Unit 4 - Occupations and professions...............................................................Unit 5 - Community....................................................................................................Unit 6 - Customs and traditions...........................................................................Unit 7 - Health ......................................................................................................Unit 8 - Agriculture ............................................................................................................Unit 9 - Entertainment ......................................................................Unit 10 - Shopping .....................................................................................................
5. Methodology General teaching approach Teaching suggestionsand tips ...........................................................................................................................................
6. Assessment ...............................................................................................................................
7. Bibliography ...............................................................................................................................
8. Appendixes ...............................................................................................................................
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents
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9GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction
1. Introdução
A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processoque se enquadra no Programa Quinquenal do Governo e no Plano Estratégico daEducação e Cultura e tem como objectivos:
Contribuir para a melhoria da qualidade de ensino, proporcionando aosalunos aprendizagens relevantes e apropriadas ao contexto socioeconómicodo país.Corresponder aos desafios da actualidade através de um currículodiversificado, flexível e profissionalizante.Alargar o universo de escolhas, formando os jovens tanto para a continuaçãodos 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 estudose 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 linhasorientadoras que visam a formação integral dos jovens, fornecendo-lhes instrumentosrelevantes 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 integreuma componente pré-vocacional e por outro, permitir aos jovens a aquisição decompetências relevantes para uma integração plena na vida política, social eeconómica do país.
As consultas já efectuadas apontam para a necessidade de a escola responder àsexigências do mercado cada vez mais moderno que apela às habilidadescomunicativas, ao domínio das Tecnologias de informação, à resolução rápida eeficaz de problemas, entre outros desafios.
10 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction
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 estético,espiritual e crítico, de modo que possa ser capaz de elaborarpensamentos autónomos, críticos e formular os seus próprios juízos devalor que estarão na base das decisões individuais que tiver de tomarem diversas circunstâncias da sua vida;
Saber Conhecer que é a educação para a aprendizagem permanentede conhecimentos científicos sólidos e a aquisição de instrumentosnecessários para a compreensão, a interpretação e a avaliação críticados fenómenos sociais, económicos, políticos e naturais;
Saber Fazer que proporciona uma formação e qualificação profissionalsólida, um espírito empreendedor no aluno/formando para que ele seadapte não só ao meio produtivo actual, mas também às tendências detransformação no mercado;
Saber viver juntos e com os outros que traduz a dimensão ética doHomem, isto é, que 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 educaçãose organize em torno deles de modo a proporcionar aos jovens instrumentos paracompreender o mundo, agir sobre ele, cooperar com os outros, viver, participar ecomportar-se de forma responsável.
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticasrelevantes para que os jovens e os adolescentes sejam bem sucedidos comoindivíduos, e como cidadãos responsáveis e úteis na sua família, na comunidade e nasociedade, em geral.
� :1.2. Os desafios da Escola
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significaque o papel da escola transcende os actos de ensinar a ler, a escrever, a contar ou
11GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction
de transmitir grandes quantidades de conhecimentos de história, geografia, biologiaou química, entre outros. Torna-se, assim, cada vez mais importante preparar oaluno para aprender a aprender e para aplicar os seus conhecimentos ao longo davida.
Perante este desafio, que competências são importantes para uma integração plenana vida?
As competências importantes para a vida referem-se ao conjunto de recursos, istoé, conhecimentos, habilidades e comportamentos que o indivíduo mobiliza paraenfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana.Isto significa que para resolver um determinado problema, tomar decisões informadas,pensar criticamente e criativamente ou relacionar-se com os outros um indivíduonecessita 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 consideradasimportantes, 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 decomunicação, leitura e escrita, matemática e cálculo, mas também, as competênciasgerais, actualmente reconhecidas como cruciais para o desenvolvimento do indivíduoe 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 usode tecnologia;
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realizaçãoe apresentação dos trabalhos;
d) Resolução de problemas que reflectem situações quotidianas da vidaeconómica social do país e do mundo;
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade parase 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;
12 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction
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.
Estas competências são relevantes para que o jovem, ao concluir o ESG estejapreparado para produzir o seu sustento e o da sua família e prosseguir os estudosnos 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 queexigem cada vez mais novas habilidades relacionadas com adaptabilidade, adopçãode perspectivas múltiplas na resolução de problemas, competitividade, motivação,empreendedorismo e a flexibilidade de modo a ter várias ocupações ao longo davida.
1.3. A Abordagem Transversal
A transversalidade apresenta-se no currículo do ESG como uma estratégia didácticacom vista um desenvolvimento integral e harmonioso do indivíduo. Com efeito, todaa comunidade escolar é chamada a contribuir na formação dos alunos, envolvendo-os em situações parecidas com as que se vão confrontar na vida.
No currículo do ESG prevê-se uma abordagem transversal das competências geraise dos temas transversais. De referir que, embora os valores se encontrem impregnadosnas competências e nos temas já definidos no PCESG, é importante que as acçõeslevadas a cabo na escola e as atitudes dos seus intervenientes sobretudo dosprofessores constituam um modelo do bem fazer, ser e conviver com os outros.
Neste contexto, toda a prática educativa gravita em torno das competências acimadefinidas de tal forma que as oportunidades de aprendizagem criadas no ambienteescolar e fora dele contribuam para o seu desenvolvimento. Assim, espera-se que asactividades curriculares e co-curriculares sejam suficientemente desafiantes eestimulem os alunos a mobilizar conhecimentos, habilidades e valores.
O currículo do ESG prevê ainda a abordagem de temas transversais, de formaexplícita, ao longo do ano lectivo. Considerando as especificidades de cada disciplina,são dadas indicações para a sua abordagem no plano temático, nas sugestõesmetodológicas e no texto de apoio sobre os temas transversais.
13GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Introduction
1.4 As Línguas no ESG
A comunicação constitui uma das competências considerada chave num mundoglobalizado. No currículo do ESG, são usados o Português, língua oficial, línguasMoçambicanas, o Inglês e Francês, línguas estrangeiras.
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugadode todas as disciplinas e não se reserva apenas à disciplinas específicas de línguas.Todos os professores deverão assegurar que alunos se expressem com clareza eque saibam adequar o seu discurso às diferentes situações de comunicação. Acorrecção linguística deverá ser uma exigência constante nas produções dos alunos.
O desafio da escola é criar espaços para a prática das línguas tais como a promoçãoda leitura (concursos literários, sessões de poesia), debates sobre temas de interessedos alunos, sessões para a apresentação e discussão de temas ou trabalhos depesquisa, exposições, entre outros momentos de prática da língua numa situaçãoconcreta. Os alunos deverão ser encorajados a ler obras diversas e a fazercomentários sobre elas e seus autores, a escrever sobre temas variados, a dar opiniõessobre factos ouvidos ou lidos nos órgãos de comunicação social, a expressar ideiascontrárias ou criticar de forma apropriada, a buscar informações e a sistematizá-la.
Particular destaque deverá ser dado à literatura representativa de cada uma daslínguas e, no caso da língua oficial e das línguas moçambicanas, o estudo de obrasde autores moçambicanos constitui um pilar para o desenvolvimento do espirítopatriótico 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 eresponsáveis na família, no meio em que vivem (cidade, aldeia, bairro) ou no trabalho.
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos,envolvendo-os em actividades ou projectos, colocando problemas concretos ecomplexos. A preparação do aluno para a vida passa por uma formação em que oensino e as matérias leccionadas tenham significado para a vida do jovem e possamser aplicados à situações reais.
14
At this stage learners should be able to cope linguistically in a range ofeveryday situations, which require a largely predictable use of language.They should be able to communicate and handle basic text at work, publicand academic situations. Understanding at this stage goes beyond merelybeing able to pick out facts and may involve opinions, attitudes, moods andwishes.
Speaking
Deal with general situations of oral communication. Enter unprepared intoconversation on topics that are familiar, of personal interest or pertinent to eve-ryday life (e.g. family, hobbies, work, travel and current events).
Connect phrases in a simple way in order to describe experiences andevents, own dreams, hopes and ambitions. The learner can briefly give reasonsand explanations for opinions and plans as well as narrate a story or relate theplot of a book or film and describe own reactions, e.g. local and traditionalstories.
Listening
Understand the main points of clear standard speech on familiar mattersregularly encountered in work, school, leisure (songs, local and traditional sto-ries), etc. Understand the main point of many radio or TV programmes on cur-rent affairs or topics of personal or professional interest when the delivery isrelatively slow and clear.
Reading
Understand texts that consist mainly of high frequency everyday andjob related language. Understand the facts, description of events, feelingsand wishes in personal letters, simple poems and stories (local and tradi-tional).
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
2 - FIRST CYCLE (GRADE 8 TO 10) OVERVIEW
2.1 - FIRST CYCLE PROFICIENCY OBJECTIVES
15
Throughout the cycle the following contents will be covered:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
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 hospi-
tal, airport ...)• Making predictions• Ordering and booking• Persuading• Planning and giving a speech• Predicting• Reporting events• Supporting ideas• Writing warning notices
Topics and vocabulary
• Family, Friends and Community• Health and Nutrition• Modern and Traditional Medicine• Mozambican Society, Culture and
Economy• Human Rights (including chil-
dren’s) and Gender
• Professions and Occupations• Sustainable development• Industry, Commerce and Business• International trade and Diplomacy• Education in Mozambique and im-
portance of English• Science, Technology and Innovation
Writing
Write simple connected texts on topics that are familiar or of personalinterest. Write personal letters describing experiences and impressions. Writeinvitations, business letters and simple stories.
2.2 - FIRST CYCLE (8 – 10) CONTENT
16
Critical thinkingCritical thinking
GrammarGrammar
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
• Agriculture and Fishing• Tourism and Wildlife• Environment
• Means of Transport and Communi-cation
• Entertainment and Sports
• Analyse and describe characters ina story
• Analyse narrative techniques in an es-say
• Analyse problems and propose so-lutions
• Analyse relationships betweenwords
• Analyse sensitive language referringto disabilities
• Analyse storytelling techniques• Analyse strategies speakers use to
support their opinions• Analyse survey results• Analyse the advantages and disad-
vantages of ...• Analyse use of rhyme in a poem• Challenge stereotypes• Classify information from the text• Compare and contrast city and coun-
try life• Compare and contrast definitions• Compare and contrast points of view• Compare and contrast two life histories• Compare and contrast two types of dress• Compare and contrast types of cor-
• Adjectives• Adverbials• Clause and Sentence structure• Comparison• Determiners• Modals• Mood• Nouns
• Possession• Prepositions• Pronouns• Tenses• The passive• Transitivity• Verb complementation
ruption• 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 ad-
vertisements• Deliberate cases using information
from the readings• Develop arguments for and against
an issue• Draw logical conclusions• Evaluate advantages and disadvantages• Evaluate information according to
criteria set forth in a text• Evaluate one’s susceptibility to
corruption• Evaluate persuasiveness of arguments• Evaluate situations according to
criteria set forth in a text
17
Crosscutting issues
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
• Cultural issues• Health and hygiene: symptoms, causes, cures, and prevention of the
most common diseases, such as cholera, malaria. Traditional medi-cine, care with medicine and medical instructions and prescriptions.
• Sexual and reproductive health (avoiding early marriage and preg-nancy, 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 eq-
uity
• Evaluate the advantages and dis-advantages 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 adver-
tisements• Identify personal obstacles• Identify personal values and as-
sumptions• Identify point of view in a text• Identify salient features of an ad• Identify the advantages and dis-
advantages of Information andCommunica t ion Technology(ICT)
• Infer information not explicit in theinterview
• Infer information not explicit in thelistening
• Infer information not explicit in thetext
• 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 conse-
quences• Rank the value of personal quali-
ties• Recognize personal assumptions
about …
18
Give basic instructions.Specific:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
General:
Communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Handle very short social exchanges.
Use a series of phrases and sentences to describe own family and other
• Act out scripted dialogues• Agree or disagree with statements• Ask and answer questions about
personal preferences• Ask and answer questions in an
information gap activity• Ask for and give examples• Discuss interests in sports• Discuss preferences in entertainment• Ask for repetition or clarification• Express opinions• Give examples to illustrate new vocabulary• Interview a classmate• Lead a group discussion• Make simple comparative state-
ments about things/people
• Make predictions• Make statements showing inten-
ded action and reasons• Make travel arrangements• Offer advice using imperatives• Perform a role play using learnt vocabulary• Give a short speech on a familiar
topic• Practice interrupting politely• Present a brief weather report• Read aloud or recite a poem• Recount experiences• Report simple survey results to the class• Share life experiences• Use provided vocabulary in a
guided conversation
3 - GRADE 8
3.1 - GRADE 8 OBJECTIVES
At this stage, learners acquire a general basic ability to communicate in a limitednumber of the most familiar situations in which language is used in everyday life. Theyshould be able to understand the main points of simple texts, many of which are ofthe kind needed for survival when communicating with English speakers (nationaland foreign visitors) in the following settings: academic and general situations wherethey use language for survival and to gain basic points of information.
Speaking objectives
people, and living conditions, in simple terms. Describe own educational back-ground and present or most recent activity.
19
Specific: Specific:
Specific:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Objectives
• 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’ stories and
retell them• Listen to classmates’ presenta-
tions and ask questions• Listen and make predictions
Understand phrases and the highest frequency vocabulary related to areasof most immediate personal relevance (e.g. very basic personal and family infor-mation, shopping, local area, employment). Understand the main point in short,clear, simple messages, announcements and follow basic instructions.
• Relate listening to personal expe-riences
• Take a dictation• Listen and take simple notes• Listen and fill in forms• Listen and comment on student
role plays• Listen and follow instructions
Reading objectives
General:
Read short, simple texts. Find specific, predictable information in simpleeveryday authentic material such as advertisements, menus and timetables andunderstand short simple personal letters.
Use a Dictionary
Listening objectives
General:
• Locate details in a text• Locate passages in a text• Make predictions• Read diagrams and maps• Read a questionnaire• Read a recipe• Read aloud
• Read pricing labels• Read simple informal letters• Read and take simple notes• Read short messages and notes• Read timetables
20
Specific:Specific:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents
Writing objectives
General:
Write short, simple texts relating to matters in areas of immediate need.
• Rearrange sentences in para-graphs
• Connect sentences using connec-tors (e.g. and, because, but, etc.)
• Construct sentences• Develop interview questions• Edit incomplete or incorrect sen-
tences• Rearrange sentences in a para-
graph• Write a paragraph• Write a shopping list• Write a recipe
• Write sentences and questionsusing adverbs of frequency (e.g.Always, never, sometimes, etc.)
• Write sentences of comparison• Write statements of advice• Write simple instructions• Write simple directions• Write simple informal letters• Write simple notes• Write simple memos and messages• Complete dialogues• Write simple compositions• Fill in simple forms
• Asking for and giving reasons• Asking for information and re-
sponding• Asking for something (at the shop)• Booking (table, room, seat, flight …)• Classifying (something, family …)• Comparing and contrasting
3.2 - GRADE 8 CONTENTS
Functions
The following functions will be covered:
• Read simple instructions• Read for details• Read signs• Read advertisements
• Read for specific information in a text• Read and compare information
from different sources
• Complaining and giving reasons• Confirming and denying some-
thing• Describing (e.g. family, places,
processes, etc.)• Differentiating domestic to wild
animals
21GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents
Topics:
• Family and friends
• English in Mozambique
• School and daily activities
• Occupations and professions (applications, letters, invitations, cv, memos,autobiography)
• Community (poverty alleviation)
• Customs and traditions (cultural rites, traditional values,)
• Health (food, diseases: symptoms causes, prevention, treatment and cure)
• Agriculture (crops, animals, climate, environment)
• Entertainment (holiday, sports, hobbies)
• Shopping (clothes and colours)
The following topics and vocabulary areas will be covered:
• Expressing likes and dislikes• Expressing opinion (animals,
sports, etc.)• Expressing preferences• Giving advice• Giving instructions• Giving reasons• Giving suggestions• Greetings• Identify different types of weather
and seasons
• Inviting, accepting and refusing• Leading a discussion• Making inquiries (at the hospital,
airport …)• Making predictions• Making suggestions• Ordering a meal in a restaurant• Persuading someone to do some-
thing• Reporting events• Requesting and expressing prefer-
ences• Supporting ideas• Talking about various topics (e.g.
sports, weather, clothes, etc.)
• Identifying different types of col-ours
• Identifying places where specificcrops can be produced
• Inquiring about …• Interrupting politely
22GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents
Critical thinking
The following critical thinking skills will be practised throughout the year:
Grammar
The following grammatical structures will be covered:
• Adverbs and expressions of fre-quency
• Articles
• Adjectives
• Modals (e.g. can, could…)
• Countable and uncountable nouns
• Degrees of comparison
• Pronouns
• Connectors: and, or, because and but
• Sequence markers: first, then, af-ter that, next, finally
• Prepositions
• Simple present tense
• Simple past tense
• Present continuous
• Past continuous
• Future – Going to/ will
• Present perfect tense
• Wh- questions
• Yes/no questions
• Tag questions
• Negative and interrogative
• Passive (presnt simple)
• Imperatives
• Conditionals (zero and first)
• Compare and contrast city andcountry life
• Draw conclusions
• Interpret a photograph or picture
• Interpret meaning from text
• Match actions to consequences
• Support answers with informationfrom the text
• Support opinions with examplesfrom the text
• Support opinions with reasons
• Compare and contrast past andcurrent practices
• Compare and contrast points of view
• Compare and contrast two life his-tories
• Compare and contrast experiences
• Compare cultural norms of dress
23
• Cultural issues• Health and hygiene: symptoms, causes, cures, and prevention of the most
common diseases, such as cholera, malaria. Traditional medicine, carewith 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 farm-
ing• Small business – self employment• Environmental issues – protection of forests, vegetation, erosion pre-
vention, floods and droughts• Human Rights (children and women): gender and handicapped equity
Crosscutting issues
The below listed cross curricular and crosscutting issues, drawn from threeareas namely: General, poverty alleviation competencies and professional orien-tation competencies will be covered as topics, functions, skills, tasks, activitiesor projects throughout the year and cycle
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Contents
24PROG. DO ENS. BÁS. – I CICLO (1ª E 2ª CLAS.) – Inglês – Content - 8ª Classe
4 - SCOPE AND SEQUENCE
25
Unit 1
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY AND FRIENDS
Family and friends
26
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amily
and
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Fun
ctio
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•C
lass
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•D
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Com
pari
ng a
nd c
ontr
astin
g;•
Expr
essi
ng li
kes a
nd d
islik
es.
Voca
bula
ry:
•Jo
bs/p
rofe
ssio
ns;
•Fa
mily
;•
Hom
e ta
sks
rela
ted
voca
bula
ry(c
lean
ing,
sw
eepi
ng,
was
hing
,et
c).
Gra
mm
ar:
•R
evis
ion
and
exte
nsio
n of
:–
Com
para
tive
s an
dSu
perl
ativ
es;
–O
ppos
ites
of a
djec
tives
;–
Pres
ent
Tens
e an
d Pr
esen
tC
ontin
uous
Ten
se;
–C
onne
ctor
s;–
Prep
ositi
ons
of p
lace
;–
Wh-
ques
tions
;–
Yes/
no q
uest
ions
.
•A
sk a
nd a
nsw
er q
uest
ion
abou
tth
eir f
amili
es a
nd fa
mili
es o
f the
irpe
ers;
•Ta
lk
abou
t th
eir
fam
ilie
s’pr
ofes
sion
s an
d oc
cupa
tions
;
•C
ompa
re a
nd c
ontr
ast
past
and
curr
ent f
amily
pra
ctic
es/r
oles
;
•C
ompl
ete
form
s re
quir
ing
info
rmat
ion
abou
t sel
f and
fam
ily;
•Te
ll an
d re
tell
stor
ies a
bout
fam
ilyan
d fr
iend
s;
•R
ead/
writ
e si
mpl
e in
form
al le
tters
to fa
mily
and
frie
nds;
•W
rite
sim
ple
com
posi
tions
abo
utfa
mily
, fri
ends
and
hol
iday
s;
•U
se N
umbe
rs (c
ardi
nal/o
rdin
al).
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY AND FRIENDS
27
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Spea
king
:•
Plan
and
giv
e a
thre
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inut
esp
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on
a fa
mili
ar to
pic.
List
enin
g:•
List
en fo
r spe
cific
info
rmat
ion;
•Li
sten
for g
ener
al in
form
atio
n.
Rea
ding
:•
Rea
ding
for s
peci
fic in
form
atio
n;•
Rea
ding
for g
ener
al in
form
atio
n.
Wri
ting:
•G
uide
d w
ritin
g:–
Com
plet
ing
dial
ogue
s;–
Con
stru
ctin
g se
nten
ces;
–W
riti
ng
sent
ence
s of
com
paris
on;
–W
ritin
g si
mpl
e no
tes;
–Ta
king
dic
tatio
n;–
Com
plet
ing
form
s;–
Wri
ting
sho
rt p
arag
raph
sus
ing
conn
ecto
rs.
Nº O
FH
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RS
12
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY AND FRIENDS
28
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Interview a classmate;• Listen and comment on the role
plays;• Listen and follow instruction;• Listen to classmate’s reports
and ask questions;• Listen to classmates’ stories and
retell them;• Listen and draw a family tree;• Read and complete the text/table/
forms;• Read and answer questions;
• Practice composing descriptiveshort sentences;
• Describe a photograph or picture
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 1 - FAMILY AND FRIENDS
√ Can introduce themselves and other people√ Can ask and answer simple questions about his/her family members,
professions and occupations.√ Can use simple comparative statements such as:
- my family is bigger than … it has got 6 members- in my family both boys and girls do the cleaning and in Joao’s
family only girls do the cleaning√ Can write simple letters, paragraphs
29
Unit 2
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE
English in Mozambique
30
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nglis
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ench
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and
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Engl
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Acc
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tions
;•
Agr
eein
g an
d di
sagr
eein
g;•
Arg
uing
/exp
lain
ing;
•A
skin
g fo
r and
giv
ing
reas
ons;
•Ex
pres
sing
opi
nion
.
Voca
bula
ry•
Lang
uage
s;•
Prof
essi
ons;
•O
ccup
atio
ns;
•N
atio
nalit
ies;
•C
ount
ries
;•
Type
s of
foo
d an
d cl
othe
s;•
Dan
ce;
•Cl
imat
e;•
Geo
grap
hy;
•M
eans
of c
omm
unic
atio
ns;
•Tr
ade,
com
mer
ce, to
urism
, indu
stry.
•A
sk a
nd a
nsw
er q
uest
ions
abo
utth
e im
port
ance
of
Eng
lish
in
Moz
ambi
que;
•A
sk a
nd a
nsw
er q
uest
ions
on
loca
tion,
lan
guag
es a
nd f
amou
spe
ople
;
•Ta
lk
abou
t ge
ogra
phic
albo
unda
ries
or
bord
ers;
•D
escr
ibe
and
com
pare
the
clim
ate,
food
, tra
ditio
nal d
ress
, mus
ic a
ndda
nce
of t
he E
ngli
sh s
peak
ing
wor
ld.
Gra
mm
ar•
Rev
isio
n an
d ex
tens
ion
of:
–A
rtic
les;
–A
dver
bs;
–C
onne
ctor
s:
and,
or
,be
caus
e, b
ut;
–D
egre
es o
f com
pari
son;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE
31
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
TOPI
C
–Pa
st si
mpl
e;–
Wh-
ques
tions
;–
Yes/
no.
Spea
king
:•
Talk
ing
abou
t the
impo
rtanc
e of
Engl
ish
in M
ozam
biqu
e;•
Talk
ing a
bout
neig
hbou
ring c
ount
ries;
•Ta
lkin
g abo
ut th
e Geo
grap
hy, c
usto
ms
and
eatin
g ha
bits
of th
e cou
ntry
.
List
enin
g:•
Liste
ning
for s
peci
fic in
form
atio
n;•
List
en fo
r mai
n id
eas.
Rea
ding
:•
Rea
ding
for s
peci
fic in
form
atio
n;•
Rea
ding
for d
etai
ls.
Wri
ting:
•Re
arra
ngin
g sen
tence
s in p
arag
raph
;•
Wri
ting
a pa
ragr
aph;
•C
onne
ctin
g se
nten
ces w
ith a
nd,
beca
use
and
but.
Nº O
FH
OU
RS
12
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE
32
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Carryout a survey of languagesspoken in their area;
• Listen and find out speakers pointof view in relation to theimportance of English inMozambique;
• Listening and filling in a diagram;• Locate details in a text;• Locate passages in a text;• Locate on a map English speaking
countries;• Support answer with information
from the text;• Read: questionnaire, maps,
passages, dialogues;
• Construct sentences aboutlanguages in Mozambique;
• Write a paragraph about theimportance of English in their ownarea;
• Writing sentences of comparisonand complete dialogues aboutEnglish in Mozambique;
• Compose a paragraph usingconnecters (e.g. and, because, but,etc);
• Edit classmates sentences;• Write a letter to a pen friend;• Write a short text comparing two
countries.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE
√ Can ask and answer questions about:- languages spoken in Mozambique- The importance of English in Mozambique
√ Can ask and answer questions about (and compare) climate, food, musicand dance of Mozambique, neighbouring countries and English speakingworld
33
Unit 3
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
School and daily activities
34
Sub-
tota
l26
tem
pos
Tota
lG
eral
:20
7Te
mpo
s
LE
AR
NIN
G O
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CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•C
ompa
re
and
cont
rast
stud
ents
act
iviti
es/d
ress
cod
e,lik
es a
nd d
islik
es;
•D
iscu
ss t
he i
mpo
rtan
ce o
fpl
anni
ng th
eir
daily
act
iviti
es(i
nclu
ding
tim
e fo
r stu
dy);
•D
iscu
ss t
he i
mpo
rtan
ce o
fex
tracu
rric
ular
act
iviti
es;
•D
iscu
ss t
he i
mpo
rtan
ce o
fC
lean
lines
s in
sch
ool;
•D
iscu
ss t
he i
mpo
rtan
ce o
fm
aint
aini
ng
a he
alth
yen
viro
nmen
t in
scho
ol;
•Sh
are
expe
rien
ces
abou
tpe
rson
al p
refe
renc
es;
•D
iscu
ss
the
role
an
dim
port
ance
of
the
vari
ous
scho
ol s
ubje
cts.
Fun
ctio
ns
Scho
olan
d da
ilyac
tiviti
es
•Ex
pres
sing
abi
litie
s;•
Agr
eein
g an
d di
sagr
eein
g;•
Ask
ing
and
answ
erin
g qu
estio
ns;
•A
skin
g fo
r and
giv
ing
reas
ons;
•D
escr
ibin
g (p
lace
s, a
ctiv
ities
,ev
ents
…);
•Ex
pres
sing
like
s and
dis
likes
;•
Expr
essi
ng o
pini
ons;
•M
akin
g su
gges
tions
.
Voca
bula
ry•
Dai
ly a
ctiv
ities
at s
choo
l, ho
me,
on w
eeke
nds;
•Ti
met
able
s an
d sc
hedu
les;
•Sp
orts
;•
Hob
bies
;•
Ente
rtain
men
t.
Gra
mm
ar•
Adj
ectiv
es;
•Pr
epos
ition
s;•
Adv
erbi
als
of ti
me,
frequ
ency
and
prob
abili
ty (a
lway
s, ne
ver,
perh
aps,
poss
ibly
and
pro
babl
y, ye
sterd
ay ..
.•
Com
para
tive
s (a
s …
as,
the
sam
e (a
s), l
ike;
•Re
flexiv
e pro
noun
s(mys
elf, y
ourse
lf …);
•D
escr
ibe
daily
rout
ines
;
•M
ake
sugg
esti
ons
on h
ow t
oim
prov
e th
eir
scho
ol (
clea
nlin
ess
and
heal
thy
envi
ronm
ent)
;
•G
ive
advi
se to
pee
rs (
activ
ities
toch
oose
and
how
to
impr
ove
resu
lts);
•A
sk a
nd a
nsw
er q
uest
ions
abo
utpe
rson
al p
refe
renc
es (
subj
ects
,da
ily
acti
viti
es,
extr
acur
ricu
lar
activ
ities
);
•A
sk fo
r and
giv
e in
form
atio
n ab
out
scho
ol s
ubje
cts;
•A
sk fo
r and
tell
time;
•D
escr
ibe
the
scho
ol;
•Ta
lk a
bout
the
scho
ol;
•U
se c
ardi
nal a
nd o
rdin
al n
umbe
rs;
•Li
st a
nd p
riorit
ize
activ
ities
.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
35
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
TOPI
C
Rea
ding
•R
eadi
ng fo
r det
ails
;
•R
evis
ion
of ti
me;
•Se
quen
ce m
arke
rs (f
irst,
then
…);
•M
odal
s (w
ould
, sh
ould
, m
ay,
can,
coul
d, m
ust,
mig
ht, w
ould
like
, …);
•W
h-qu
estio
ns.
•C
onne
ctor
s: (B
ut, b
ecau
se, a
nd ..
.)Sp
eaki
ng•
Act
ing
out s
crip
ted
dial
ogue
;•
Inte
rvie
win
g cl
assm
ate
abou
tpe
rson
al p
refe
renc
es;
•In
terv
iew
ing
one
anot
her a
bout
scho
ol/d
aily
act
iviti
es;
•M
akin
g pr
esen
tatio
ns;
•C
ount
ing
up to
100
0.
List
enin
g•
List
enin
g fo
r det
ails
.
•R
eadi
ng a
loud
.
Wri
ting
•C
onst
ruct
ing
sent
ence
s;•
Writ
ing
sent
ence
s an
d qu
estio
nsus
ing
adve
rbs
of fr
eque
ncy;
•W
ritin
g se
nten
ces o
f com
paris
on.
Nº O
FH
OU
RS
12
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
36
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Take part in discussion;• Gap filling activities;• Lead group discussion;• Prepare presentations;• Plan their daily activities;• Listen and follow instructions;• Listen to classmate presentations
and ask questions;• Take dictation;• Locate details in a text;
• Read and follow instructions;• Support opinions with examples
from a text;• Read: t imetables, numbers,
instructions, labels, signs;• Construct sentences on school
and daily activities;• Edit incomplete and incorrect
sentences.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
√ Write short descriptions comparing climate, food, music or dance ofMozambique and English speaking countries
√ Can talk about daily routines at school and home√ Can ask and tell time√ Can use modals for giving advice
37
Unit 4
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
Occupations and professions
38
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
rela
tives
;
•D
iscu
ss
thei
r pr
efer
red
occu
patio
ns a
nd p
rofe
ssio
nsan
d st
ate
the
reas
on f
orch
oice
;
•D
iscu
ss t
he e
thic
al i
ssue
sre
late
d to
som
e pr
ofes
sion
s;
•C
ompa
ring
and
con
tras
ting
past
and
cur
rent
dem
ands
of
prof
essi
ons.
Fun
ctio
ns•
Ask
ing
for
and
givi
ngin
form
atio
n;•
Giv
ing
and
foll
owin
gin
stru
ctio
ns (d
ig, w
ater
…);
•In
vitin
g, a
ccep
ting
and
refu
sing;
•Pl
anni
ng d
aily
act
iviti
es;
•A
gree
ing
and
disa
gree
ing
with
stat
emen
ts;
•A
skin
g fo
r re
peti
tion
or
clar
ifica
tion;
•Ex
pres
sing
abi
litie
s, o
pini
ons
and
pref
eren
ces;
•E
xpre
ssin
g ob
liga
tion
and
occu
patio
nsof
par
ents
an
d
nece
ssity
.
Voca
bula
ry•
Voca
bular
y rela
ted to
daily
activ
ities
.
Gra
mm
ar•
Rev
iew
tens
es•
Adj
ectiv
es a
nd a
dver
bs•
Adv
erbs
of
freq
uenc
y.
Spea
king
:•
Talk
ing
abou
t jo
bs/p
rofe
ssio
ns/
perso
nal e
xperi
ence
s and
daily
activ
ities;
•A
skin
g an
d an
swer
ing
ques
tions
;•
Telli
ng st
orie
s.
List
enin
g•
List
en fo
r mai
n id
eas/
det
ails
;•
Lis
teni
ng a
nd t
akin
g sh
ort
note
s.
Rea
ding
•Re
ad te
xts f
or sp
ecifi
c inf
orm
atio
n;•
Rea
ding
to lo
cate
pas
sage
s an
d
•D
escr
ibe
thei
r fut
ure
ambi
tions
.
8
Cus
tom
s an
d tr
aditi
ons
•D
iscu
ss a
bout
the
impo
rtan
ce a
ndim
pact
of
trad
ition
s cu
stom
s an
dri
tes;
•D
iscu
ss th
e im
port
ance
of
cultu
refo
r tou
rism
;
•D
iscu
ss, d
escr
ibe
and
com
pare
the
deta
ils in
the
text
;•
Rea
ding
alou
d or
reci
ting
poem
s;•
Rea
ding
to
iden
tify
spea
ker’
spo
ints
of v
iew
;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
39
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
soci
aln
orm
san
d
•R
eadi
ng t
o id
entif
y sp
eake
r’s
attit
ude.
Wri
ting
•C
onst
ruct
ing
sent
ence
s;•
Wri
ting
diff
eren
t typ
es o
f tex
ts:
–Si
mpl
e inf
orm
al let
ter, p
ostca
rds
com
posi
tion,
pa
ragr
aphs
,de
scri
ptio
ns,
stor
ies,
sho
rtm
essa
ges
and
note
s, i
nvi-
tatio
ns,
ques
tionn
aire
s,ad
verti
sem
ents.
•D
escr
ibin
g so
meo
ne’s
job;
•Id
entif
y di
ffer
ent t
ypes
of j
obs;
•Ta
lk a
bout
pro
fess
ions
and
occu
pati
ons
(loc
al
and
natio
nal)
;
•D
escr
ibe
dail
y ro
utin
es i
n a
prof
essi
on;
•D
escr
ibe
thei
r pr
efer
red
prof
essi
ons
and
give
rea
sons
for p
refe
renc
e;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
40
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Develop interview questions;• Identify main topics;• Tell stories;• Interpret meaning from a text/
speaker’s attitude/emotions/pointof view;
• Locate passages and details in thetext;
• Make simple and comparativestatements;
• Planning daily activities;• Read aloud or recite a poem;• Read short messages and notes;
• Read application forms,invitations, memos, cv andautobiography;
• Write paragraphs;• Write a letter of advice;• Write simple compositions;• Write simple texts and messages;• Do role plays; dramatization;
games;• Read questionnaires, instruc-
tions;• Write statements to agree and
disagree.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
√ Can use affirmative and interrogative for making suggestions√ Can write short notices√ Can identify and describe the different types of jobs.√ Can describe and compare professions and occupations
41
Unit 5
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY
Community
42
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
in th
eir c
omm
unity
;
•D
iscu
ss h
ow t
o re
late
wit
hot
hers
acc
ordi
ng t
o so
cial
norm
s;
•C
ompa
re a
nd c
ontra
st p
ast a
ndcu
rren
t soc
ial n
orm
s and
role
sin
thei
r com
mun
ity;
•D
iscu
ss
the
role
an
dim
port
ance
of
E
ntre
pre-
neur
ship
in th
eir c
omm
unity
;
•D
iscu
ss w
ays
to i
mpr
ove
stan
dard
s of
lif
e in
the
irco
mm
unity
;
•Id
entif
y an
d ta
lk a
bout
tour
ist
attr
acti
ng
area
s in
th
eco
mm
unity
;
•D
iscu
ss th
e g
ende
r rol
es in
the
the
maj
oroc
cupa
tions
•A
gree
ing
or d
isag
reei
ng;
•C
ompa
ring
and
con
tras
ting
;•
Des
crib
ing;
•Ex
pres
sing
lik
es,
disl
ikes
, an
dop
inio
ns;
•G
ivin
g ad
vice
and
sug
gest
ions
.
Voca
bula
ry
one’
s re
gion
;
•Id
entif
y an
d de
scri
be th
e ac
tiviti
esan
d oc
cupa
tion
s in
th
eir
com
mun
ity;
•D
escr
ibe
cust
oms,
hab
its
and
valu
es o
f the
ir c
omm
unity
;
•D
escr
ibe
the
envi
ronm
ent t
hey
live
in
(cli
mat
e,
land
scap
e,pr
eser
vatio
n…);
•Id
entif
y an
d lis
t th
e ne
eds
of t
heco
mm
unity
;
•Id
entif
y an
d ta
lk a
bout
way
s of
impr
ovin
g pe
ople
’s l
ives
in
the
com
mun
ity
(sm
all
busi
ness
,fi
shin
g, h
untin
g, a
ssoc
iatio
ns, …
);
•Id
entif
y an
d si
mul
ate
jobs
, suc
h as
tour
gui
des…
. 10
•O
ccup
atio
ns;
•C
usto
ms,
hab
its a
nd v
alue
s;•
Envi
ronm
ent;
•Fo
rest
, her
bs, r
oots
;•
Rol
es in
the
com
mun
ity.
Gra
mm
ar•
Adv
erbs
/(
tim
e,
man
ner,
dura
tion
, de
gree
e.g
. La
stye
ar…
hea
vily
… q
uite
);•
Det
erm
iner
s (al
l, m
ost,
no, n
one,
less
, m
uch,
lit
tle,
man
y fe
w,
mor
e, so
me,
any,
anot
her,
othe
r);
•R
evis
ion
of te
nses
stu
died
;•
Pron
ouns
- re
flexi
ve, i
ndef
inite
,(e
.g. t
hem
selv
es...
nob
ody…
);•
Pres
ent p
erfe
ct
Spea
king
:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY
43
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•Ta
lk a
bout
ani
mal
bre
edin
g;•
Talk
abo
ut m
ajor
occ
upat
ions
inth
eir a
rea;
•Tr
aditi
onal
med
icin
e he
rbs
and
root
s;•
Iden
tify
a s
peak
er’s
poi
nt o
fvi
ew;
•Su
ppor
t opi
nion
s w
ith re
ason
s;•
Sugg
est
way
s of
im
prov
ing
peop
les’
live
s in
the c
omm
unity
;•
Taki
ng p
art i
n di
scus
sion
s.
List
enin
g•
Rel
ate
wha
t th
ey l
iste
n to
pers
onal
exp
erie
nce;
•Li
sten
for m
ain
idea
s.
Rea
ding
•R
ead
for s
peci
fic in
form
atio
n.
Wri
ting
•R
earr
angi
ng s
ente
nces
in
para
grap
hs;
•W
ritin
g no
tices
.
•D
escr
ibe
plac
es o
f in
tere
st i
n
com
mun
ity
and
way
s to
prom
ote
gend
er
equi
ty.
Dis
cuss
env
iron
men
tal i
ssue
s(p
rote
ctio
n of
for
est,
vege
-ta
tion,
ero
sion
pre
vent
ion,
);
•D
iscu
ss w
ays
of p
reve
ntin
gdi
seas
es a
nd u
ncon
trol
led
fires
in th
eir c
omm
unity
;
•D
iscu
ss
the
role
an
dim
port
ance
of
the
vari
ous
soci
al i
nsti
tuti
ons
in t
heco
mm
unit
y (c
hurc
h, t
rade
unio
ns, p
oliti
cal p
artie
s…).
Fun
ctio
ns
Enter
tainm
ent
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY
44
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Match actions to conse-quences
• Listen and take notes;• Read and design a
questionnaire;• Write and present a small
project on community needs;• Write an advice;
• Write notices on environmentalissues. (do not drink this water…);
• Write sentences of compa-ratives;
• Write simple composition onways of poverty alleviationin their area;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY
√ Can talk about their future jobs and other ambitions√ Can write short simple paragraphs about their preferred jobs
√ Can talk about tourist and places of interest in their community.√ Can identify and describe the activities and occupations in their
community.
45
Unit 6
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
Customs and traditions
46
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•D
iscu
ss a
bout
the
impo
rtanc
ean
d im
pact
of
trad
itio
nscu
stom
s an
d ri
tes;
•D
iscu
ss t
he i
mpo
rtan
ce o
fcu
lture
for t
ouri
sm;
•D
iscu
ss,
desc
ribe
an
dco
mpa
re th
e so
cial
nor
ms a
ndth
eir i
mpo
rtanc
e;
•D
escr
ibe
and
com
pare
trad
ition
s an
d cu
stom
s;
•D
iscu
ss th
e im
pact
of m
oder
nm
ass m
edia
on
tradi
tions
, rite
s,cu
stom
s;
•Ta
lkin
g ab
out
trad
ition
s an
dcu
stom
s.
Cus
tom
san
dtr
aditi
ons
Gra
mm
ar•
Rev
iew
;•
Adj
ectiv
e an
d A
dver
bs;
•C
ompa
rativ
e an
d su
perl
ativ
e;
•A
sk a
nd a
nsw
er q
uest
ions
abo
uttra
ditio
ns, c
usto
ms
and
rites
;•
Iden
tify
and
talk
abo
ut tr
aditi
ons,
cust
oms
and
rite
s in
th
eir
com
mun
ity a
nd c
ount
ry;
•D
escr
ibe
and
com
pare
rite
s an
dce
rem
onie
s of:
–bi
rth;
–in
itiat
ion
rites
;–
wed
ding
;
Fun
ctio
ns•
Ask
ing
for a
nd g
ivin
g ex
ampl
es;
•A
gree
ing
and
disa
gree
ing;
•C
ompa
ring
and
con
tras
ting;
•Ex
pres
sing o
pini
on/p
oint
s of v
iew
;•
Rel
atin
g w
ith o
ther
s ac
cord
ing
to s
ocia
l nor
ms;
•D
escr
ibin
g.
Voca
bula
ry•
Nam
es o
f co
mm
on t
radi
tions
/cu
stom
s/ri
tual
s (l
obol
o);
•N
ames
of t
radi
tiona
l cer
emon
ies;
•D
rum
s/da
nces
.
•C
ondi
tiona
lsG
oint
o to
/will
Spea
king
:•
Inte
rpre
t sp
eake
r’s
atti
tude
sIn
terv
iew
a c
lass
mat
e ab
out h
is/
her
cust
oms
and
trad
ition
s;•
Lead
a g
roup
dis
cuss
ion;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
47
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•D
escr
ibin
g ha
bits
and
cus
tom
sIn
terp
ret a
pic
ture
or a
pho
togr
aph;
•Ta
lk a
bout
loc
al c
usto
ms
and
trad
ition
s.
List
enin
g•
Liste
ning
for d
etai
ls / m
ain
idea
s;•
List
enin
g fo
r gen
eral
idea
.
Rea
ding
•R
ead
for s
peci
fic in
form
atio
n;•
Rea
d fo
r gen
eral
info
rmat
ion.
Wri
ting
•W
ritin
g p
arag
raph
s;•
Wri
ting
post
ers;
•W
ritin
g si
mpl
e st
atem
ents
;•
Wri
ting
sim
ple
com
posi
tions
;•
Wri
ting
sim
ple
surv
ey re
port
s;
– fune
ral;
–h
5
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
48
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Relate listening to personalexperiences;
• Asking for and giving examples toillustrate new vocabulary;
• Interviewing a classmate;• Listening to and commenting on
students role play;• Listening to a classmate’s
presenta-tion and askingquestions;
• Reporting simple survey resultsto the class;
• Edit incomplete or incorrectsentences;
• Supporting answers withinformation from the text;
• Take part in discussions;• Write short paragraphs about customs
and traditional values;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
√ Can write a list of development needs of their community√ Can write a short paragraph about a place of interest
√ Can compare different traditions, customs and rites in their communityand country.
49
Unit 7
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 7 - HEALTH
Health
50
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•Id
entif
y an
d ta
lk a
bout
cau
ses,
sym
ptom
s,
cure
s,
and
prev
entio
n of
the m
ost c
omm
ondi
seas
es;
•Ta
lk
abou
t H
IV/A
IDS,
(Pre
vent
ion
and
trea
tmen
t);
•Ta
lk a
bout
san
itat
ion
and
hygi
ene
at s
choo
l an
d in
the
com
mun
ity;
•D
iscu
ss t
he r
ole
of g
ood
diet
for h
ealth
y liv
ing;
•D
iscu
ss t
he i
mpo
rtan
ce o
fta
king
pre
caut
ions
in
buyi
ng,
usin
g an
d st
orin
g m
edic
ine;
•R
elat
e ac
tion
s w
ith
cons
eque
nces
;
•D
iscu
ss a
nd c
ompa
re d
iffe
rent
type
s of m
edic
ine
(mod
ern
and
tradi
tiona
l).
Hea
lthG
ram
mar
•A
djec
tives
;•
Prep
ositi
ons
of p
lace
;•
Det
erm
iner
s (al
l, m
ost,
none
, no,
both
, eith
er, n
eith
er, e
very
one)
;•
If c
laus
es (
If y
ou …
You
will
…) 1
st a
nd 2
nd C
ondi
tiona
ls,
•Se
quen
ce m
arke
rs (
firs
t, th
en,
afte
r tha
t, ne
xt, f
inal
ly);
•W
h-qu
estio
ns;
•Im
pera
tives
;•
Neg
ative
s: N
o one
, nob
ody,
now
here
.
•N
ame
the
mos
t co
mm
on d
isea
ses
(Mal
aria
, C
hole
ra,
TB
, …
) an
dde
scri
be
thei
r sy
mpt
oms,
prev
entio
n an
d cu
re;
•G
ive
basi
c ad
vice
to s
omeb
ody
oncu
res
and
prev
entio
n of
the
mos
tco
mm
on d
isea
ses;
•A
sk a
nd a
nsw
er q
uest
ions
abo
uthe
alth
and
foo
d;
•D
escr
ibe
and
com
pare
the
diff
eren
tty
pes
of
med
icin
e (m
oder
n/co
nven
tiona
l and
trad
ition
al);
•A
sk f
or a
nd a
nsw
er q
uest
ions
on
loca
tion,
cul
ture
and
eat
ing
habi
ts;
•A
sk a
nd a
nsw
er q
uest
ions
abo
utdi
rect
ions
and
ser
vice
s (
at t
heho
spita
l, ai
rpor
t …);
•G
ive
advi
ce a
nd re
ason
s for
peo
ple
Fun
ctio
ns•
Ask
ing f
or re
petit
ion o
r clar
ifica
tion;
•Ex
pres
sing
opi
nion
s;•
Exp
ress
ing
agre
emen
t an
ddi
sagr
eem
ent;
•G
ivin
g ad
vice
;•
Giv
ing
inst
ruct
ions
;•
Giv
ing
reas
ons;
•Ex
pres
sing
like
s and
dis
likes
;•
Mak
ing
and
acce
ptin
g su
gges
tions
;•
Pers
uadi
ng.
Voca
bula
ry•
Food
& N
utri
tion;
•H
ealth
: Dis
ease
s, H
ygie
ne.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 7 - HEALTH
51
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
TOPI
C
Spea
king
:•
Act
ing
out s
crip
ted
dial
ogue
s;•
Ask
ing
and
answ
erin
g qu
estio
nsin
an
info
rmat
ion
gap
activ
ity;
•In
terv
iew
ing
a cl
assm
ate;
•In
terv
iew
ing
peop
le a
bout
com
mon
dis
ease
s;•
Mak
ing
pres
enta
tions
(Rep
ortin
gsi
mpl
e sur
vey
resu
lt to
the c
lass
);•
Offe
ring
advi
se u
sing
impe
rativ
es;
•R
etel
ling
clas
smat
es st
orie
s.
List
enin
g•
List
enin
g fo
r mai
n id
eas;
•Li
sten
ing
for g
ener
al id
ea.
Rea
ding
•Lo
catin
g de
tails
in a
text
;•
Loca
ting
pass
ages
in a
text
;•
Rea
ding
for d
etai
ls;
•R
eadi
ng fo
r spe
cific
info
rmat
ion.
Wri
ting
•Co
mpo
sing a
para
grap
h and
conn
ec-
ting s
enten
ces w
ith an
d, be
caus
e an
dbu
t com
posi
ng d
escr
iptiv
e sh
ort
sent
ence
s;•
Des
igni
ng p
oste
r and
labe
ls•
Filli
ng in
form
s.
Nº O
FH
OU
RS
to g
o to
th
eho
spita
l.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 7 - HEALTH
52
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Listen and comment on role-plays;• Listen and follow instruction;• Listen and identify speakers point
of view;• Listen to classmate stories and
retell them;• Listen to the symptoms & guess
the disease;• Relate l istening to personal
experiences;• Read: diagrams, questionnaires,
recipes, labels, simple instruc-tions , simple prescriptions ,posters, short messages, notes
and notices;• Develop interview questions;• Fill in a simple medical form;• Give advice to a sick person;• Write a prescription about
medicinal plants;• Write a recipe;• Write an advice on prevention and
cure of diseases;• Write simple instructions;• Write: diagrams, question-naires,
recipe, posters, notices,prescriptions, instructions, shortmessages and notes.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 7 - HEALTH
√ Can describe a traditional ceremony in their community.√ Can write an informal letter describing a ceremony
√ Can name common diseases,√ Can describe symptoms of common diseases√ Can describe ways of prevention and cure of common diseases√ Can ask for and answer questions about culture and eating habits.
53
Unit 8
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 8 - AGRICULTURE
Agriculture
54
Sub-
tota
l26
tem
pos
Tota
lG
eral
:20
7Te
mpo
s
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•D
iscu
ss t
he i
mpo
rtan
ce o
fFa
rmin
g (c
rop,
ani
mal
and
fish)
, clim
ate a
nd en
viro
nmen
t;
•C
ompa
re a
nd c
ontra
st p
ast a
ndcu
rren
t agr
icul
tura
l pra
ctic
es;
•D
iscu
ss th
e im
porta
nce o
f foo
dpr
eser
vatio
n an
d pr
oces
ses
ofpr
eser
ving
fo
od
(dry
ing,
smok
ing,
salti
ng, f
reez
ing…
);
•D
iscu
ss w
ays
of m
inim
izin
gdr
ough
t ef
fect
s (d
ams,
resi
stan
t cr
ops,
pre
serv
ing
food
);
•D
iscu
ss t
he i
mpo
rtan
ce o
fm
anag
ing
wild
life
;
•D
iscu
ss
prin
cipl
es
and
impo
rtan
ce o
f ru
nnin
g sm
all
busi
ness
(st
alls
).
Fun
ctio
ns•
Des
crib
ing;
•D
iscu
ssin
g;•
Mak
e pr
edic
tions
;•
Arg
uing
/exp
lain
ing;
•A
skin
g fo
r and
giv
ing
reas
ons;
•Ex
pres
sing
opi
nion
s;•
Com
plai
ning
and
giv
ing
reas
ons;
Voca
bula
ry;
•Cl
imat
e;•
Envi
ronm
ent;
•A
gric
ultu
re Im
plem
ents
(plo
ugh,
hoe.
);•
Farm
ing:
ani
mal
, fis
h an
d cr
ops.
•A
sk a
nd a
nsw
er q
uest
ions
abo
utcr
ops,
an
imal
s,
clim
ate
and
envi
ronm
ent i
n th
eir r
egio
ns;
•A
sk a
nd g
ive
info
rmat
ion
abou
tco
untr
y’s
prod
ucts
;
•A
sk a
nd r
espo
nd h
ow c
ash
crop
sar
e pr
oces
sed;
•A
sk fo
r and
giv
e in
form
atio
n ab
out
the
wea
ther
;
•D
iscu
ss s
impl
e en
viro
nmen
tal
issu
es w
ith o
ther
s;
•N
ame a
nim
als an
d des
crib
e the
ir ha
bitat
;
•D
escr
ibe
how
to
pres
erve
or
proc
ess
crop
s, m
eat a
nd fi
sh;
•A
sk fo
r and
giv
e in
form
atio
n ab
out
wild
ani
mal
s in
Moz
ambi
que
and
thei
r use
for h
uman
bei
ngs;
•A
sk fo
r and
give
info
rmat
ion a
bout
the
clim
ate a
nd it
s im
porta
nce f
or fa
rmin
g.
Agric
ultu
reG
ram
mar
•Pa
ssiv
e –
pres
ent s
impl
e;•
Adv
erbs
/(
tim
e,
man
ner,
dura
tion
, de
gree
e.g
. La
stye
ar…
, hea
vily
…, q
uite
);•
Det
erm
iner
s (a
ll,
mos
t, n
o,no
ne, l
ess,
muc
h, li
ttle,
man
yfe
w, m
ore,
som
e, a
ny, a
noth
er,
othe
r);
•Im
pera
tives
;•
Sequ
ence
mar
kers
: fi
rst,
then
,af
ter t
hat,
next
, fin
ally
.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 8 - AGRICULTURE
55
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•Ze
ro C
ondi
tiona
l “C
hick
ens d
ieif
you
don
’t fe
ed th
em.”
;•
Rev
ise
the
1st C
ondi
tiona
l;•
Do
– di
d an
d th
e ne
gativ
e do
n’t
and
didn
’t;
•H
ow m
uch…
? How
man
y…?
•C
oord
inat
ing
Con
junc
tions
.
Spea
king
:•
Pres
ent a
bri
ef w
eath
er re
port
;•
Mak
e pr
edic
tions
.
List
enin
g•
List
enin
g fo
r det
ails
;•
List
enin
g fo
r gis
t.
Rea
ding
•R
ead
for s
peci
fic in
form
atio
n;•
Rea
d fo
r det
ails
.
Wri
ting
•C
onne
ctin
g se
nten
ces w
ith a
nd,
beca
use
and
but;
•Pr
actic
e co
mpo
sing
des
crip
tive
shor
t se
nten
ces.
•D
iscu
ss
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 8 - AGRICULTURE
56
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Listen to and get the gist of a radioor TV weather forecast;
• Listen and follow instructions;• Listen and make predictions;• Locate details in a text;• Locate passages in a text;• Read diagrams;• Read short messages and notes on
farming;• Read and make predictions;• Support answers with information
from a text;• Support opinions with examples
from a text;• Read: simple instructions;
diagrams, charts, adverti-sements,price labels, recipes;
• Write a paragraph on animal andfarming practices;
• Write a shopping list;• Write an advice on protection of
the environment;• Write instructions;• Take dictation;• Write simple compositions.
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 8 - AGRICULTURE
√ Can write a simple recipe√ Can write a poster giving advice√ Can describe how to preserve crops and produce√ Can identify where different crops are grown and processed.√ Can describe how to preserve environment and wild animals and their
use in Mozambique.
57
Unit 9
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT
Entertainment
58
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•D
iscu
ss
inte
rest
s an
dpr
efer
ence
s in
spo
rts
and
ente
rtain
men
t;
•D
iscu
ss t
he i
mpo
rtan
ce o
fsp
orts
and
leis
ure
activ
ities
;
•D
iscu
ss w
ays
of p
rovi
ding
ente
rtai
nmen
t an
d im
prov
ing
spor
ts in
thei
r loc
al a
reas
;
•C
ompa
re
and
cont
rast
pref
erre
d sp
orts
and
lei
sure
acti
viti
es b
etw
een
diff
eren
tco
untr
ies.
Enter
tainm
ent
Gra
mm
ar•
Pres
ent p
erfe
ct te
nse;
•Q
uest
ion
tags
,•
Prep
ositi
ons:
at/o
n/in
•C
lass
ify
diff
eren
t en
tert
ainm
ent
prog
ram
mes
;
•A
sk
answ
er
ques
tion
s ab
out
pers
onal
pr
efer
ence
s;en
terta
inm
ent a
nd le
isur
e act
iviti
es;
holid
ays,
hot
el fa
cilit
ies
and
spor
tan
d gi
ve r
easo
ns;
•C
ompa
re a
nd c
ontra
st e
xper
ienc
es,
poin
ts o
f vie
w a
bout
diff
eren
t typ
esof
ent
erta
inm
ent,
leis
ure
activ
ities
and
spor
ts;
•Id
enti
fy a
nd d
escr
ibe
com
mon
leis
ure
activ
ities
and
eve
nts;
•Id
enti
fy a
nd d
escr
ibe
leis
ure
activ
ities
and
eve
nts t
ouris
ts p
refe
rin
thei
r com
mun
ity a
nd c
ount
ry.
Fun
ctio
ns•
Agr
eein
g an
d di
sagr
eein
g;•
Ask
ing
and
answ
erin
g qu
estio
ns;
•B
ooki
ng (
tabl
e, r
oom
, se
at,
fligh
t…);
•C
ompa
ring
and
con
tras
ting;
•Ex
pres
sing
like
s and
dis
likes
;•
Expr
essin
g opi
nion
s and
pref
eren
ces;
•G
ive
advi
ce.
Voca
bula
ry•
Mus
ic;
•D
iffe
rent
kin
d of
spor
ts;
•H
untin
g;•
Leis
ure
activ
ities
;•
Cin
ema;
•Th
eatr
e;•
Wea
ther
rela
ted
voca
bula
ry.
Spea
king
:•
Rec
ount
ing
expe
rien
ce;
•R
epor
ting
even
ts (
shou
ld n
otin
clud
e re
port
ed s
peec
h);
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT
59
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•R
epor
ting
past
eve
nts;
•R
eque
stin
g an
d ex
pres
sing
pref
eren
ce;
•Su
ppor
ting
op
inio
ns w
ith
exam
ple f
rom
the t
ext;
•Su
ppor
ting
opin
ions
with
reas
ons;
•Ta
lkin
g ab
out
diff
eren
t da
nces
and
mus
ic g
enre
;•
Talk
ing
abou
t th
e co
mm
onle
isur
e ac
tiviti
es a
nd s
port
s in
loca
l are
as;
•C
ompl
aini
ng a
bout
serv
ices
;•
Giv
ing
sugg
estio
ns;
•Ta
lkin
g ab
out
the
qual
ity
ofen
tert
ainm
ent a
nd s
ervi
ces.
List
enin
g•
List
en fo
r det
ails
;•
List
en to
mai
n id
eas.
Rea
ding
Rea
d fo
r det
ails
.
Wri
ting
•W
ritin
g sh
ort p
arag
raph
s;•
Wri
ting
se
nten
ce
show
ing
inte
nded
act
ions
and
rea
sons
.11
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT
60
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Plan and give a short speech on afamiliar topic;
• Listen to classmates stories andretell them;
• Listen and fill in forms;• Locate passages in a text;• Read a questionnaire;• Read daily timetables;• Read entertainment programmes;• Read short messages and notes on
sports;• Practise interrupting politely;• Present a brief weather report;
• Draw entertainment posters;• Write about their holidays;• Write invitation letter;• Write sentences of comparisons
about entertainment;• Write simple directions to
amenities and facilities;• Write simple instructions;• Write/talk about famous people;• Edit incomplete or incorrect
sentences;• Make statements showing
intended action and reasons;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT
√ Can use the conditional for expressing cause and effect. (e.g. Stating whathappens if people do/don’t do certain things)
√ Can write short compositions about environment in their community√ Can name the different types of entertainment and leisure activities√ Can describe the different types of entertainment and leisure activities√ Can name different kinds of sports√ Can talk about the importance of different types of leisure and sport
activities.
61
Unit 10
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
Shopping
62
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•D
iscu
ss t
he i
mpo
rtan
ce o
fba
rgai
ning
whe
n sh
oppi
ng;
•D
iscu
ss h
ow t
o ge
t va
lue
for
mon
ey i
n sh
oppi
ng (
spen
dyo
ur m
oney
wis
ely)
;
•D
iscu
ss t
he p
osit
ive
and
nega
tive
aspe
cts
of fa
shio
n in
rela
tion
to th
eir c
ultu
re;
•Ta
lk a
bout
diff
eren
t ty
pes
ofsh
ops
and
shop
ping
pla
ces;
•Ta
lk a
bout
ite
ms
sold
in
diff
eren
t typ
es o
f sh
ops;
•Pr
actis
e fi
lling
in
form
s fo
ror
deri
ng g
oods
;
•Pr
acti
se
wri
ting
ad
vert
i-se
men
ts;
•C
ompa
re a
nd c
ontr
ast
poin
tsof
vie
w; p
rices
, cul
ture
, nor
ms/
way
s of
dre
ssin
g.
Shop
ping
Fun
ctio
ns•
Agr
eein
g an
d di
sagr
eein
g;•
Apo
logi
zing
;•
Arg
uing
and
com
plai
ning
;•
Ask
ing
and
answ
erin
g qu
estio
ns;
•C
ompl
aini
ng an
d gi
ving
reas
ons;
•C
ompa
ring
and
con
tras
ting;
•Pe
rsua
ding
.
Voca
bula
ry•
Shop
s;•
Clo
thes
;•
Food
s;•
Tool
s;•
Paym
ent m
odes
(cas
h, in
stalm
ent);
•D
isco
unt;
•B
arga
inin
g;•
Com
mer
cial
doc
umen
ts (I
nvoi
ce,
rece
ipts
..).
•N
ame
and
desc
ribe
dif
fere
nt ty
pes
of s
hops
and
sho
ppin
g pl
aces
;
•Id
entif
y an
d na
me
item
s sol
d in
diff
eren
t typ
es o
f Occ
upat
ions
and
prof
essi
ons
•D
escr
ibe
the
diff
eren
t occ
upat
ions
and
prof
essi
ons
in
thei
rco
mm
unity
;
•D
iscu
ss t
he i
mpo
rtan
ce o
f th
edi
ffer
ent
occu
pati
ons
and
prof
essi
ons f
or th
e de
velo
pmen
t of
thei
r com
mun
ity a
nd c
ount
ry;
•D
iscu
ss t
he p
re-r
equi
site
s fo
r th
edi
ffer
ent
prof
essi
ons;
Gra
mm
ar•
Qua
ntitat
ive ad
jectiv
es (s
ome,
any …
);•
Adj
ectiv
es;
•A
dver
bs;
•C
ount
able
and
unc
ount
able
noun
s (fe
w, a
littl
e …
);•
Pres
ent
cont
inuo
us r
evis
ion;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
63
LE
AR
NIN
G O
BJE
CT
IVE
SS T
UD
EN
TS
WIL
L...
CO
NT
EN
TS
BA
SIC
CO
MPE
TE
NC
IES
S TU
DE
NT
S WIL
L B
E A
BL
E T
O...
Nº O
FH
OU
RS
TOPI
C
•Pr
esen
t per
fect
con
tinuo
us;
•Su
bord
inat
ion
conj
unct
ions
;•
Prep
ositi
ons;
•W
h-qu
estio
ns.
Spea
king
:•
Talk
ing
abou
t lik
es/d
islik
es;
•Ta
lkin
g abo
ut th
e qua
lity o
f thi
ngs;
•Ta
lkin
g ab
out w
eath
er c
ondi
tions
;•
Talk
ing
abou
t w
hat
som
eone
is
wea
ring.
List
enin
g•
Liste
ning
for s
peci
fic in
form
atio
n;•
Liste
ning
for g
ener
al in
form
atio
n.
Rea
ding
•R
eadi
ng fo
r spe
cific
info
rmat
ion
in th
e te
xt;
•R
eadi
ng fo
r spe
cific
info
rmat
ion.
Wri
ting
•W
ritin
g:•
Com
posi
tions
;•
Lette
rs;
•N
otes
;•
Shop
ping
list
.•
Des
crib
et
he
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
64
In this unit the learner will practice the following activities:
Suggested Activities
Assessment StandardsLearners:
• Read pricing labels;• Read simple instructions on how
to operate a machine;• Rearrange sentences in a
paragraph;• Request and complain in shopping
situations;• Requesting and expressing
preferences;• Use connecters (e.g. and, because, but);• Practise interrupting politely;• Acting out scripted dialogues on
shopping …• Listen and complete a shopping list;• Listen to and fill in forms;
• Listen to descriptions and guess theperson being described;
• Read advertisements and notices;• Read for specific information
about shopping places;• Read a questionnaire and complete• Read timetables;• Support answers with information
from a text;• Write a letter of complaint;• Write a shopping list;• Write about their holidays;• Fill in forms in ordering goods;• Write simple directions;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
√ Can ask for and state preferences on entertainment, sports and leisureactivities
√ Can write a short composition about a familiar famous person (sport/musician/actor/writer/dancer) in their community or country
√ Can make a shopping list√ Can handle a shopping conversation / dialogue.√ Can write a letter complaining about goods supplied.√ Can ask and answer questions about items available in shopping places in
their community√ Can listen and take notes (goods and prices)√ Can fill in forms
65
Learners that complete this Grade:
Grade 8 AssessmentStandards
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
General√ Can sustain a simple dialogue on topics covered in the syllabus√ Can understand the main points of simple texts on topics covered in
the syllabus and language used in everyday situations√ Can use language to gain basic points of information√ Can understand simple information given in a predictable situation, and
requests for further information or clarification using simple language.√ Can understand and use most of everyday classroom language√ Can talk about his / her family and use family related vocabulary (e.g.:
sister, brother, father, mother, son, daughter, etc…).
Speaking√ Can sustain a simple dialogue on topics covered in the syllabus√ Can give and follow simple instructions.√ Can talk about the present and past state, activities and actions√ Can talk about future intention and state√ Can ask and answer simple questions of a factual nature.√ Can express likes and dislikes in familiar contexts using simple
language such as ‘I (don’t) like...’.√ Can express opinions using simple expressions such as ‘I don’t agree’.
Listening√ Can identify and take notes of the main and specific information in a
text.√ Can understand simple directions on how to get to places√ Can understand routine questions about personal information.√ Can follow a very simple presentation or demonstration, as long as it is
illustrated with diagrams and examples, and in a familiar topic.
66
Learners that complete this Grade:
Grade 8 assessmentStandards
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 10 - SHOPPING
√ Can understand and follow classroom instructions.√ Can understand the main points in short, clear, simple messages,
announcements and follow basic instructions.
Reading√ Can read and understand simple texts.√ Can understand the general meaning of a simplified text or article√ Can read things such as road signs, store guides and simple written
directions, price labels, names on product labels, common names offood on a standard sort of menu, bills, hotel signs, basic informationfrom adverts for accommodation.
√ Can understand basic information such as class times from notices,and make some limited use of sources of information such ascomputers and bilingual dictionaries.
Writing√ Can write a very short simple narrative or description.√ Can complete most forms related to personal information.
67
5 -METHODOLOGY
The general teaching approach adopted for Mozambique is the CommunicativeLanguage Teaching (CLT). This is the general approach adopted in primary andsecondary education. It is also the general approach adopted for this syllabus. Theteaching methods, procedures and techniques will be selected according to the specificgoals, conditions and resources available to the teacher and students. Consideringthat our classrooms are heterogeneous, it is accepted that the same lesson can betaught using different procedures and techniques by different teachers. The only newthing introduced in this syllabus is the use of projects and portfolio (appendix 1) asboth teaching and assessing tools that foster learner’s independence. The balance ofskills in this grade should be 60 percent oracy and 40 percent writing.
Each unit contains suggestions for activities. These activities contribute to theachievement of the unit objectives, basic competencies and general objectives in-cluding crosscutting issues. The activities are also in line with the teaching approachadopted for secondary education. It is therefore urged that teachers implement them.Some activities are specific to a certain unit but others are repeated in every unit.
6 - ASSESSMENT
Assessment can be defined as the formal or informal process of collecting evidenceabout students’ progress, analyzing and evaluating progress, communicating aboutprogress, and adjusting teaching practice based on reflection on a teacher’s practice.It is an important part in the teaching and learnioning process and it can not bedisassociated from the activities, procedures, methods used in the classroom.
There are two main ways in which assessment is important in learning - forma-tive and summative.
Formative Assessment is an assessment carried out by teachers during thelearning process with the aim of using the results to improve the learning and teachingprocess. It relates to how the student has been learning. It can use both formal andinformal measurement tools.
Summative Assessment is carried out in predetermined periods and at theend of term or school year –often for purposes of providing aggregated informationon learning outcomes to educational authorities and parents. It relates to what andhow much the student has learnt. This is usually done through tests, quizzes andexams (ACSs and ACPs).
The New Curriculum emphasizes formative assessment, which gives scope
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Methodology / Assessment
68 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Assessment / Bibliography
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Benjamin S. Bloom (1984) – Taxonomy of Educational Objectives- Ally and Bacon,MA;
Council of Europe - The Common European Framework of reference for Lan-guages, Cambridge University Press, UK
Hilary Thompson (2001) Teaching Primary English, Macmillan, Malaysia;
INDE/MINED (2001), Programa do Ensino Básico - 3º Ciclo, Maputo - Moçambique;
INDE/MINED (2003), Plano Curricular do Ensino Básico, Maputo – Moçambique;
Jack C. Richard (1990) – The Language Teaching Matrix; Cambridge University Press,United State of America;
John Sinclair, et al (1991) – Collins Cobuild Student’s Grammar, Harper ColinsPublishers, Great Britain
MEC (2005), Plano Estratégico de Educação II (PEEII), Maputo - Moçambique;
MINED (2001) Examination Handbook 10th and 12th Grades; Maputo – Moçambique;
MINED (2001) English Language Teaching Syllabus - 11th and 12th Grades; Maputo–– Moçambique;
MINED (2001) English Language Teaching Syllabus - 8th, 9th and 10th Grades;Maputo – Moçambique.
for the inclusion of informal assessment also known as classroom assessment . Theinclusion of classroom assessment is also in line with the general teaching philosophyof the constructivist approach to learning.
Formative assessments, includes the evaluation of any activity related to learn-ing process such as participation, homework, pair and group work, portfolio, projects,presentations and posters. This type of assessment allows the student to be an activeparticipant in the process of learning and assessment. The aim of this type of assess-ment is to involve the students in thinking about how they learn and encourage themto take control of their learning. Thus, by assessing all the above aspects will not onlyprovide data on the quantitative knowledge but also the qualitative aspects.
As put forward by this new syllabus, teachers are strongly recommended toinclude and use formative assessment to cater for the qualitative aspect.
7 - BIBLIOGRAPHY
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APPENDIX 1
Programa
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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
APPENDIXES
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APPENDIX 1
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
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What is it?
Portfolios are collections of student work representing a selection ofperformance of students' everyday work in the classroom and outside the class-room. A portfolio may be a folder containing a student’s best pieces and thestudent’s evaluation of the strengths and weaknesses of the pieces. It may alsocontain one or more works-in-progress that illustrate the creation of a product,such as an essay, evolving through various stages of conception, drafting, andrevision. Portfolios can be used by all school subjects
Portfolios are useful as a support to the new teaching approaches thatemphasize the student’s role in constructing understanding and the teacher’srole in promoting understanding. For example, in teaching writing, portfolioscan function to illustrate the range of assignments, goals, and audiences forwhich a student produced written material. In addition, portfolios can be arecord of the activities undertaken over time in the development of writtenproducts. They can also be used to support cooperative teaming by offering anopportunity for students to share and comment on each other’s work
Portfolios are valued as an assessment tool because, as representationsof classroom-based performance, they can be fully integrated into the teaching.And unlike separate tests, they supplement rather than take time away fromteaching.
Portfolios capitalize on students’ natural tendency to save work andbecome an effective way to get them to take a second look and think about howthey could improve future work. The advantages of portfolio is that it helpsstudents:• Develop organizational skills• Monitor their own progress• Take control of their learning
PORTFOLIO
STUDENT PORTFOLIOS: CLASSROOM USES
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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
How does it work?
There is no single correct way to develop portfolio projects, in all ofthem students are expected to collect, select, and reflect. Early in the schoolyear, 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 goodproduct? In building a portfolio of selected pieces and explaining the basisfor their choices, students generate criteria for good work, with teacher andpeer input. Students need specific tasks with clear guidelines and examplesto get started on their work, so these discussions need to be well guidedand structured. Teachers should promote these discussions at the beginningof the year.
The content in portfolios is built from class assignments and as suchcorresponds to the classroom. Portfolio projects are initiated by teachers, whoknow their classroom syllabus best. They may develop portfolios focused on asingle syllabus area—such as writing, posters, reading, —or they may developportfolio projects that integrate more than one area, such as writing and reading,The reflections at the end can be written in Portuguese in the early stages oflearning, but as learner become more proficient in English they can be written inEnglish.
The age/grade level of students may determine how portfolios are devel-oped 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 whichwork is selected, perhaps through brainstorming sessions with the teacher andother students. Younger students may need more directed help to decide onwhat work to include. Older students are generally better at keeping logs toreport their progress on readings and other recurrent projects.
Administrative contexts also influence the structure and use of portfo-lios. While the primary purpose of portfolios for most teachers is to engagestudents, support good curricula and teaching, and improve student leaming,some portfolio projects are designed to serve other purposes as well.
It is worth for the teacher to invest in introducing portfolio projects. Thehardwork in the beginning is compensated by good results and higher learnermotivation in the later stages.
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APPENDIX 1
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Appendix 2
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GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
TOPI
CC
ON
TEN
TA
ND
LA
NG
UA
GE
OBJ
ECTI
VES
SKIL
LSC
OV
ER
ED
CR
OSS
CU
TT
ING
STA
GES
AC
TIV
ITIE
S
TEA
CH
ERST
UD
ENT
HOM
EWOR
K
LESS
ON
PLA
N M
OD
EL /F
OR
MAT
73GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
LESS
ON
PLA
N M
OD
EL /F
OR
MAT
TO
PIC
CO
NT
EN
TA
ND
LA
NG
UA
GE
OBJ
ECTI
VES
SKIL
LS
CO
VE
RE
DC
RO
SS
CU
TT
ING
STA
GE
SA
CTI
VIT
IES
TEA
CH
ERST
UD
EN
T
Eng
lish
in
Moz
ambi
que
–M
ajor
Lan
gua-
ges:
–En
glis
h–
Fren
ch–
Span
ish
–F
unct
ions
:–
Ask
ing
for
and
givi
ng a
nsw
ers
–Ex
pres
sing
opi
-ni
on
–V
ocab
ular
y–
Lang
uage
s–
Geo
grap
hy–
Clim
ate
–G
ram
mar
–A
rtic
les
–C
onne
ctor
s–
Wh-
ques
tions
–Pa
st t
ense
–To
id
en-
tify
maj
orla
n-gu
ages
and
plac
esth
ey
are
spo-
ken;
–To
ta
lka
bo
ut
imp
or
-ta
nce
ofEn
glis
h in
Mo
za
m-
biqu
e.
–Sp
eaki
ngan
d re
adin
g
–W
ritin
g
–C
om
mu
-n
icat
ing
with
for
ei-
gner
s;
–U
se E
nglis
hin
sm
all
busi-
ness
–A
sks
stud
ents
to
men
tion
3 m
ajor
lan
guag
es s
poke
nin
the
wor
ld;
–Pr
ovid
es f
eedb
ack;
–Pr
ovid
es f
eedb
ack;
–Fi
xes
the
map
of
Moz
am-
biqu
e on
the
boar
d an
d te
llsth
e st
uden
ts to
loca
te b
or-
derin
g co
untri
es a
nd l
an-
guag
es s
poke
n–
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eedb
ack;
–In
trodu
ces
a te
xt a
bout
the
impo
rtan
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f En
glis
h in
Moz
ambi
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and
pre-
teac
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ll stu
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to re
ad th
e tex
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ce a
nd id
entif
y im
porta
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of E
nglis
h in
Moz
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tion
–M
ap
ofM
ozam
bi-
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pai
rs s
tude
nts
disc
uss
and
repo
rt to
cla
ss
–In
pai
rs l
ook
at t
he m
apan
d lo
cate
the
cou
ntri
esan
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scus
s th
e la
ngua
ges
–R
ead
the
text
in
sile
nce
and
iden
tify
the
impo
r-ta
nce
of E
nglis
h in
Mo-
zam
biqu
e
–R
epor
t w
hat
they
hav
eid
entif
ied
as t
he i
mpo
r-ta
nce
of E
nglis
h in
Mo-
zam
biqu
e
–G
ive
open
end
ed d
ialo
gue
for
com
plet
ion
(cou
n-tr
ies
and
lang
uage
s sp
o-ke
n
–Te
lls s
tude
nts
to d
raw
am
ap o
f M
ozam
biqu
e an
dlo
cate
the
bord
erin
g co
un-
trie
s an
d la
ngua
ges
spo-
ken
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pai
rs s
tude
nts
com
plet
eth
e di
alog
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rally
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sk a
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ons
abou
t tex
t (w
ith W
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tions
)
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raw
map
of M
ozam
biqu
ean
d in
set b
orde
ring
coun
-tri
es a
nd la
ngua
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spok
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Ask
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and
give
opi
nion
abou
t im
porta
nce
of E
ng-
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in M
ozam
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e
–Pr
actic
e
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rod
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on
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llow
-up
HO
MEW
ORK
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raw
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dlo
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Eng
-li
sh
and
Fr
en
ch
spea
kin
gco
untr
ies
on t
he m
apof
Afr
ica
74
APPENDIX 1
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Appendix 3
111
1 . Warm up: (state time allowed and activities T and Ss will do during the whole class)– a phase where T prepares Ss to get started for the lesson, i.e. song, game, Qs andAs, story telling, revision of previous lesson, etc.
2 . Presentation: (state time allowed and activities T and Ss will do during this stageand/or sub-stages). Here T introduces new grammar, vocabulary, pronunciation, etc.focus on communication and differentiation between forms (e.g. tenses) and func-tions (e.g. express opinions/points of view).
2.1 - Elicitation – invite Ss to answer voluntarily questions put by the Teacher. Thequestions should guide Ss towards the discovery of main points to be learnt.
2.2 - Explanation – T explains the content/concepts/activities/focus topic/drills on newlearnt issues, etc.
3 . Practice: (state time allowed and activities T and Ss will do during this stage and/orsub-stages). Students are asked to work on activities to practice language forms (e.g.grammar points, vocabulary – old and new, pronunciation) presented by the Teacherin stage 2. This could be controlled or free practice.
3.1 - Controlled practice – The teacher guides and controls the kind of expected re-sponses;
3.2 - Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier.This can be achieved through improvisation, communicative actives, presenta-tions, writing, homework, portfolios and so on.
Observations:___________________________________________________________________________________________________________________________________________________________________________________________________ .
LESSON PLAN MODEL /FORMAT
Name of the schoolTeacherMaterialUnitTopicDuration 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 doby the end of the lesson in terms of language, functions, forms, skills,vocabulary and so on. .
STAGES
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
75
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STAGES
LESSON PLAN MODEL /FORMAT
Name of the schoolTeacherGradeUnitTopicDuration 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 doby the end of the lesson in terms of language, functions, forms, skills,vocabulary and so on. ..
S TA G E S SUB-STAGES T E A C H E R ’ SA C T I V I T I E S
S T U D E N T SA C T I V I T I E S
TIME
Warm up
Presentation
Practice
Elicitation
Explanation
C o n t r o l l e dpractice
Free practice
Observations:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
76
APPENDIX 1
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Appendix 4
111
__ min
Lesson No.: ____________________________________________________________Unit: ____________________________________________________________Topic: ____________________________________________________________Duration of lesson: ___________________________________________________Material: ____________________________________________________________Skills: ____________________________________________________________Objectives: ____________________________________________________________
TIME A C T I V I T I E S
TEACHER STUDENTS
1 - Warm-up• Revision• Home-work correction• Song• Story• Game• …
2 - Presentation• Tr. Provides new information (lan-
guage)• 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• ...
__ min
__ min
__ min
__ min
minutes
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
LESSON PLAN MODEL /FORMAT
S TA G E S
77
APPENDIX 1
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Appendix 5
111
Objectives:
READING AND GRAMMAR
Topic: Marriage traditionsSkills covered: Reading and speakingContent covered: vocabulary and grammarCrosscutting:gender equityTime total: 90 minutesStages 1 - 7:45 minutesStages 8 - 10: 45 minutes
i) To practice reading for gist and detailed information
ii) To extract a set of phrasal verbs from a text and develop students’ infer-ring skills
iii) To provide controlled and less controlled practice of the phrasal verbs
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 pronunciation10 . Controlled practice
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Appendix
LESSON PLAN MODEL /FORMAT