Ingles 8

Programa
de
INGLÊS
(8ª Classe)
1
2
REPÚBLICA DE MOÇAMBIQUE
PLANO CURRICULAR DO ENSINO
MINISTÉRIO SECUNDÁRIO GERAL
DA EDUCAÇÃO
INSTITUTO NACIONAL DO DESENVOLVIMENTO DA EDUCAÇÃO
Programa
de
Inglês
ENSINO SECUNDÁRIO GERAL
1O CICLO
8 a Classe
OBJECTIVOS, POLÍTICA, ESTRUTURA
2008
3
I
FICHA TÉCNICA
Título: Programa de Inglês – I Ciclo – Ensino Secundário Geral (8ª

Classe)
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
4 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (GRADE 8) – Ficha técnica

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Prefácio
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Caro Professor
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É com imenso prazer que colocamos nas suas mãos os Programas do Ensino
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Secundário Geral.
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Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004,
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houve a necessidade de reformular o currículo do Ensino Secundário Geral
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para que a integração do aluno se faça sem sobressaltos e para que as
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competências gerais, tão importantes para a vida continuem a ser
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desenvolvidas e consolidadas neste novo ciclo de estudos.
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As competências que os novos programas do Ensino Secundário Geral
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procuram garantir compreendem um conjunto de conhecimentos, habilidades
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e atitudes necessárias para a vida que permitam ao graduado do Ensino
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Secundário Geral enfrentar o mundo de trabalho numa economia cada vez
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mais moderna e competitiva.
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Estes programas resultam de um processo de consulta à sociedade. O
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produto que hoje tem em mãos é resultado do trabalho abnegado de técnicos
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pedagógicos do INDE e da DINEG, de professores das várias instituições
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de ensino e formação, quadros de diversas instituições públicas, empresas e
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GENERAL SECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST C YCLE (GRADE 8) – Prefácio 5

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organizações, que colocaram a sua experiência neste exercício de
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transformação curricular e a quem aproveito desde já, agradecer.
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Aos professores, de que depende em grande medida a implementação
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destes programas, apelo ao estudo permanente das sugestões que eles
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contêm. Para que convoquem a vossa e criatividade e empenho para
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levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã
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engrossarão o contingente nacional para o combate à pobreza.
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Aires Bonifácio Baptista Ali.
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Ministro da Educação e Cultura
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6 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (GRADE 8) – Prefácio

CONTENTS
1. Introduction 9
...............................................................................................................................
1.1 - Secondary Education Curriculum Guidelines 9

.............................................
1.2 - The Challenges for the School 10

.............................................................................
1.3 - The role of the teacher 12

.........................................................................................
2. First Cycle (grade 8 to 10) overview 15

.....................................................................
2.1 - First cycle proficiency objectives ...................................................................... 15

- Speaking ......................................................................................................................... 15
- Listening ...............................................................................................................................
15
- Reading ...............................................................................................................................
15
- Writing ...............................................................................................................................
16
2.2 - First cycle (8 – 10) content ................................................................................... 16
- Functions .........................................................................................................................
16
- Topics and vocabulary .............................................................................................. 16
- Grammar .........................................................................................................................
17
- Critical thinking ..................................................................................................................
17
- Crosscutting issues ...................................................................................................... 18
19
3. Grade 8 ...........................................................................................................................................
3.1 - Grade 8 proficiency objectives .................................../......................................... 19

- 19
Speaking objectives ......................................................................................................
- 20
Listening objectives ......................................................................................................
- Reading objectives ......................................................................................................20
- 21
Writing objectives............................................................................................................
3.2 - Grade 8 contents ............................................................................................................ 21

- 21
Functions .........................................................................................................................
- 22
Topics ...............................................................................................................................
- Grammar .........................................................................................................................23
GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST C YCLE (GRADE 8) – Contents 7

23
- Critical thinking ............................................................................................................
- Crosscutting issues ......................................................................................................
24
4. Scope and Sequence ............................................................................................................

26
Unit 1 - Family and friends ........................................................................................ 27
Unit 2 - English in Mozambique ................................................................................... 31
Unit 3 - School and Daily Activities ...................................................................... 35
Unit 4 - Occupations and professions............................................................... 39
Unit 5 - Community.................................................................................................... 43
Unit 6 - Customs and traditions........................................................................... 47
Unit 7 - Health ...................................................................................................... 51
Unit 8 - Agriculture ............................................................................................................
55
Unit 9 - Entertainment ...................................................................... 59
Unit 10 - Shopping ..................................................................................................... 63
5. Methodology General teaching approach Teaching suggestions

75
and tips ...........................................................................................................................................
6. Assessment 75
...............................................................................................................................
7. Bibliography 76
...............................................................................................................................
8. Appendixes 77
...............................................................................................................................
8 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – Contents

1. Introdução
A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo

que se enquadra no Programa Quinquenal do Governo e no Plano Estratégico da
Educação e Cultura e tem como objectivos:
Contribuir para a melhoria da qualidade de ensino, proporcionando aos

alunos aprendizagens relevantes e apropriadas ao contexto socioeconómico
do país.
Corresponder aos desafios da actualidade através de um currículo
diversificado, flexível e profissionalizante.
Alargar o universo de escolhas, formando os jovens tanto para a continuação
dos estudos como para o mercado de trabalho e auto emprego.
Contribuir para a construção de uma nação de paz e justiça social.
Constituem principais documentos curriculares:

• O Plano Curricular do Ensino Secundário (PCESG) – documento orientador
que contém os objectivos, a política, a estrutura curricular, o plano de estudos
e as estratégias de implementação;
• Os programas de ensino de cada uma das disciplinas do plano de estudos;
• O regulamento de avaliação do Ensino Secundário Geral (ESG);
• Outros materiais de apoio.
1.1. Linhas Orientadoras do Currículo do ESG
O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas

orientadoras que visam a formação integral dos jovens, fornecendo-lhes instrumentos
relevantes para que continuem a aprender ao longo de toda a sua vida.
O novo currículo procura por um lado, dar uma formação teórica sólida que integre
uma componente pré-vocacional e por outro, permitir aos jovens a aquisição de
competências relevantes para uma integração plena na vida política, social e
económica do país.
As consultas já efectuadas apontam para a necessidade de a escola responder às

exigências do mercado cada vez mais moderno que apela às habilidades
comunicativas, ao domínio das Tecnologias de informação, à resolução rápida e
eficaz de problemas, entre outros desafios.
GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST C YCLE (G RADE 8) – Introduction 9

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 elaborar
pensamentos autónomos, críticos e formular os seus próprios juízos de
valor que estarão na base das decisões individuais que tiver de tomar
em diversas circunstâncias da sua vida;
Saber Conhecer que é a educação para a aprendizagem permanente

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

sólida, um espírito empreendedor no aluno/formando para que ele se
adapte não só ao meio produtivo actual, mas também às tendências de
transformação no mercado;
Saber viver juntos e com os outros que traduz a dimensão ética do

Homem, isto é, 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 educação

se organize em torno deles de modo a proporcionar aos jovens instrumentos para
compreender o mundo, agir sobre ele, cooperar com os outros, viver, participar e
comportar-se de forma responsável.
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas

relevantes para que os jovens e os adolescentes sejam bem sucedidos como
indivíduos, e como cidadãos responsáveis e úteis na sua família, na comunidade e na
sociedade, em geral.
:1.2. Os desafios da Escola
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa
que o papel da escola transcende os actos de ensinar a ler, a escrever, a contar ou
10 GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – Introduction

de transmitir grandes quantidades de conhecimentos de história, geografia, biologia
ou química, entre outros. Torna-se, assim, cada vez mais importante preparar o
aluno para aprender a aprender e para aplicar os seus conhecimentos ao longo da
vida.
Perante este desafio, que competências são importantes para uma integração plena
na vida?
As competências importantes para a vida referem-se ao conjunto de recursos, isto

é, conhecimentos, habilidades e comportamentos que o indivíduo mobiliza para
enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana.
Isto significa que para resolver um determinado problema, tomar decisões informadas,
pensar criticamente e criativamente ou relacionar-se com os outros um indivíduo
necessita de combinar um conjunto de conhecimentos, práticas e valores.
Naturalmente que o desenvolvimento das competências não cabe apenas à escola,

mas também à sociedade, a quem cabe definir quais deverão ser consideradas
importantes, tendo em conta a realidade do país.
Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo,

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

b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de
aprendizagem e busca metódica de informação em diferentes meios e uso
de tecnologia;
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização
e apresentação dos trabalhos;
d) Resolução de problemas que reflectem situações quotidianas da vida
económica social do país e do mundo;
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para
se relacionar bem com os outros;
f) Uso de leis, gestão e resolução de conflitos;
g) Desenvolvimento do civismo e cidadania responsáveis;
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;
GENERAL S ECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST C YCLE (G RADE 8) – Introduction

11
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 esteja
preparado para produzir o seu sustento e o da sua família e prosseguir os estudos
nos níveis subsequentes.
Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é,
adaptar-se a uma economia baseada no conhecimento, em altas tecnologias e que
exigem cada vez mais novas habilidades relacionadas com adaptabilidade, adopção
de perspectivas múltiplas na resolução de problemas, competitividade, motivação,
empreendedorismo e a flexibilidade de modo a ter várias ocupações ao longo da
vida.
1.3. A Abordagem Transversal
A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica

com vista um desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda
a comunidade escolar é chamada a contribuir na formação dos alunos, envolvendo-
os em situações parecidas com as que se vão confrontar na vida.
No currículo do ESG prevê-se uma abordagem transversal das competências gerais

e dos temas transversais. De referir que, embora os valores se encontrem impregnados
nas competências e nos temas já definidos no PCESG, é importante que as acções
levadas a cabo na escola e as atitudes dos seus intervenientes sobretudo dos
professores constituam um modelo do bem fazer, ser e conviver com os outros.
Neste contexto, toda a prática educativa gravita em torno das competências acima
definidas de tal forma que as oportunidades de aprendizagem criadas no ambiente
escolar e fora dele contribuam para o seu desenvolvimento. Assim, espera-se que as
actividades curriculares e co-curriculares sejam suficientemente desafiantes e
estimulem os alunos a mobilizar conhecimentos, habilidades e valores.
O currículo do ESG prevê ainda a abordagem de temas transversais, de forma

explícita, ao longo do ano lectivo. Considerando as especificidades de cada disciplina,
são dadas indicações para a sua abordagem no plano temático, nas sugestões
metodológicas e no texto de apoio sobre os temas transversais.
12 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS ). – IST C YCLE (G RADE 8) – Introduction

1.4 As Línguas no ESG
A comunicação constitui uma das competências considerada chave num mundo

globalizado. No currículo do ESG, são usados o Português, língua oficial, línguas
Moçambicanas, o Inglês e Francês, línguas estrangeiras.
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado

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

responsáveis na família, no meio em que vivem (cidade, aldeia, bairro) ou no trabalho.
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos,
envolvendo-os em actividades ou projectos, colocando problemas concretos e
complexos. A preparação do aluno para a vida passa por uma formação em que o
ensino e as matérias leccionadas tenham significado para a vida do jovem e possam
ser aplicados à situações reais.
GENERAL S ECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST C YCLE (G RADE 8) – Introduction

13
2 - FIRST CYCLE (GRADE 8 TO 10) OVERVIEW
2.1 - FIRST CYCLE PROFICIENCY OBJECTIVES
At this stage learners should be able to cope linguistically in a range of

everyday situations, which require a largely predictable use of language.
They should be able to communicate and handle basic text at work, public
and academic situations. Understanding at this stage goes beyond merely
being able to pick out facts and may involve opinions, attitudes, moods and
wishes.
Speaking
Deal with general situations of oral communication. Enter unprepared into

conversation on topics that are familiar, of personal interest or pertinent to eve-
ryday life (e.g. family, hobbies, work, travel and current events).
Connect phrases in a simple way in order to describe experiences and
events, own dreams, hopes and ambitions. The learner can briefly give reasons
and explanations for opinions and plans as well as narrate a story or relate the
plot of a book or film and describe own reactions, e.g. local and traditional
stories.
Listening
Understand the main points of clear standard speech on familiar matters

regularly encountered in work, school, leisure (songs, local and traditional 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 is
relatively slow and clear.
Reading
Understand texts that consist mainly of high frequency everyday and

job related language. Understand the facts, description of events, feelings
and wishes in personal letters, simple poems and stories (local and tradi-
tional).
14 SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
GENERAL
Writing
Write simple connected texts on topics that are familiar or of personal

interest. Write personal letters describing experiences and impressions. Write
invitations, business letters and simple stories.
2.2 - FIRST CYCLE (8 – 10) CONTENT
Throughout the cycle the following contents will be covered:
Functions:
• Accepting • Expressing preferences

• Agreeing and disagreeing • Giving advice
• Apologizing • Giving instructions
• Arguing /explaining • Giving reasons
• Asking and answering • Giving suggestions
• Asking and telling time • Greeting
• Asking for and giving information • Identifying
• Asking for and giving reasons • Inquiring about …
• Asking for something (bookshop, • Interrupting politely
market, shop ...) • Inviting, accepting and refusing
• Booking (table, room …) • Leading a discussion
• Classifying (something, family …) • Making inquiries (at the hospi-
• Comparing and contrasting tal, airport ...)
• Complaining and giving reasons • Making predictions
• Confirming and denying • Ordering and booking
• Defining activities/events • Persuading
• Describing activities/events/objects/ • Planning and giving a speech
daily activities/places/symptoms… • Predicting
• Explaining • Reporting events
• Expressing likes and dislikes • Supporting ideas
• Expressing opinions • Writing warning notices
Topics and vocabulary

• Family, Friends and Community • Professions and Occupations
• Health and Nutrition • Sustainable development
• Modern and Traditional Medicine • Industry, Commerce and Business
• Mozambican Society, Culture and • International trade and Diplomacy
Economy • Education in Mozambique and im-
• Human Rights (including chil- portance of English
dren’s) and Gender • Science, Technology and Innovation
15
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
• Agriculture and Fishing • Means of Transport and Communi-
• Tourism and Wildlife cation
• Environment • Entertainment and Sports
Grammar
• Adjectives • Possession
• Adverbials • Prepositions
• Clause and Sentence structure • Pronouns
• Comparison • Tenses
• Determiners • The passive
• Modals • Transitivity
• Mood • Verb complementation
• Nouns
Critical thinking
• Analyse and describe characters in ruption

a story • Compare cultural norms of dress
• Analyse narrative techniques in an es- • Compare family histories
say • Compare past and current family roles
• Analyse problems and propose so- • Compare past and current gender
lutions roles in Mozambican families
• Analyse relationships between • Compare personal preferences in humour
words • Compare sources of news
• Analyse sensitive language referring • Correlate an individual example with
to disabilities broad trends
• Analyse storytelling techniques • Correlate examples with abstract principles
• Analyse strategies speakers use to • Critique corruption
support their opinions • Critique magazine and television ad-
• Analyse survey results vertisements
• Analyse the advantages and disad- • Deliberate cases using information
vantages of ... from the readings
• Analyse use of rhyme in a poem • Develop arguments for and against
• Challenge stereotypes an issue
• Classify information from the text • Draw logical conclusions
• Compare and contrast city and coun- • Evaluate advantages and disadvantages
try life • Evaluate information according to
• Compare and contrast definitions criteria set forth in a text
• Compare and contrast points of view • Evaluate one’s susceptibility to
• Compare and contrast two life histories • corruption
Evaluate persuasiveness of arguments
• Compare and contrast two types of dress • Evaluate situations according to
• Compare and contrast types of cor- criteria set forth in a text
16 SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Cycle (Grade 8 to 10) Overview
GENERAL
• Evaluate the advantages and dis- • Infer information not explicit in the
advantages of tourism listening
• Evaluate the quality of arguments • Infer information not explicit in the
• Express opinions about different text
types of storytelling • Infer word meaning from context
• Frame contrasting points of view • Interpret a diagram and maps
on disability issues • Interpret a cartoon, photograph
• Hypothesize outcomes and picture
• Hypothesize point of view • Interpret meaning from text
• Identify cause and effect • Interpret quotations
• Identify intended market of adver- • Interpret statistics
tisements • Interpret the significance of how a
• Identify personal obstacles person dresses
• Identify personal values and as- • Interpret word usage
sumptions • Make judgments
• Identify point of view in a text • Match actions to their conse-
• Identify salient features of an ad quences
• Identify the advantages and dis- • Rank the value of personal quali-
advantages of Information and ties
C o m m u n i c a t i o n Te c h n o l o g y • Recognize personal assumptions
(ICT) about …
• Infer information not explicit in the
interview
Crosscutting issues
• 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
17
3 - GRADE 8
3.1 - GRADE 8 OBJECTIVES
At this stage, learners acquire a general basic ability to communicate in a limited

number of the most familiar situations in which language is used in everyday life. They
should be able to understand the main points of simple texts, many of which are of
the kind needed for survival when communicating with English speakers (national
and foreign visitors) in the following settings: academic and general situations where
they use language for survival and to gain basic points of information.
Speaking objectives
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
people, and living conditions, in simple terms. Describe own educational back-
ground and present or most recent activity.
Specific:
Give basic instructions.
• Act out scripted dialogues • Make predictions
• Agree or disagree with statements • Make statements showing inten-
• Ask and answer questions about ded action and reasons
personal preferences • Make travel arrangements
• Ask and answer questions in an • Offer advice using imperatives
information gap activity • Perform a role play using learnt
• Ask for and give examples vocabulary
• Discuss interests in sports • Give a short speech on a familiar
• Discuss preferences in entertainment topic
• Ask for repetition or clarification • Practice interrupting politely
• Express opinions • Present a brief weather report
• Give examples to illustrate new • Read aloud or recite a poem
vocabulary • Recount experiences
• Interview a classmate • Report simple survey results to the class
• Lead a group discussion • Share life experiences
• Make simple comparative state- • Use provided vocabulary in a
ments about things/people guided conversation
18
Listening objectives
General:
Understand phrases and the highest frequency vocabulary related to areas
of 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.
Specific:
• Identify a speaker’s point of view • Relate listening to personal expe-
• Identify main topics riences
• Listen for details • Take a dictation
• Listen for main ideas • Listen and take simple notes
• Listen to classmates’ reports and • Listen and fill in forms
ask questions • Listen and comment on student
• Listen to classmates’ stories and role plays
retell them • Listen and follow instructions
• Listen to classmates’ presenta-
tions and ask questions
• Listen and make predictions
Reading objectives
General:
Read short, simple texts. Find specific, predictable information in simple

everyday authentic material such as advertisements, menus and timetables and
understand short simple personal letters.
Use a Dictionary
Specific:
• Locate details in a text Specific:
• Locate passages in a text
• Make predictions • Read pricing labels
• Read diagrams and maps • Read simple informal letters
• Read a questionnaire • Read and take simple notes
• Read a recipe • Read short messages and notes
• Read timetables
• Read aloud
GENERAL SECONDARY SCHOOL 19

(ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Objectives
• Read simple instructions • Read for specific information in a text
• Read for details • Read and compare information
• Read signs from different sources
• Read advertisements
Writing objectives
General:
Write short, simple texts relating to matters in areas of immediate need.
Specific:
• Rearrange sentences in para- • Write sentences and questions

graphs using adverbs of frequency (e.g.
• Connect sentences using connec- Always, never, sometimes, etc.)
tors (e.g. and, because, but, etc.) • Write sentences of comparison
• Construct sentences • Write statements of advice
• Develop interview questions • Write simple instructions
• Edit incomplete or incorrect sen- • Write simple directions
tences • Write simple informal letters
• Rearrange sentences in a para- • Write simple notes
graph • Write simple memos and messages
• Write a paragraph • Complete dialogues
• Write a shopping list • Write simple compositions
• Write a recipe • Fill in simple forms
3.2 - GRADE 8 CONTENTS
Functions
The following functions will be covered:
• Asking for and giving reasons • Complaining and giving reasons

• Asking for information and re- • Confirming and denying some-
sponding thing
• Asking for something (at the shop) • Describing (e.g. family, places,
• Booking (table, room, seat, flight …) processes, etc.)
• Classifying (something, family …) • Differentiating domestic to wild
• Comparing and contrasting animals
20 SECONDARY SCHOOL
GENERAL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) – Contents
• Expressing likes and dislikes • Inviting, accepting and refusing
• Expressing opinion (animals, • Leading a discussion
sports, etc.) • Making inquiries (at the hospital,
• Expressing preferences airport …)
• Giving advice • Making predictions
• Giving instructions • Making suggestions
• Giving reasons • Ordering a meal in a restaurant
• Giving suggestions • Persuading someone to do some-
• Greetings thing
• Identify different types of weather • Reporting events
and seasons • Requesting and expressing prefer-
• Identifying different types of col- ences
ours • Supporting ideas
• Identifying places where specific • Talking about various topics (e.g.
crops can be produced sports, weather, clothes, etc.)
• Inquiring about …
• Interrupting politely
Topics:
The following topics and vocabulary areas will be covered:
• 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)
GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – 21

Contents
Grammar
The following grammatical structures will be covered:
• Adverbs and expressions of fre- • Simple past tense

quency
• Present continuous
• Articles
• Past continuous
• Adjectives • Future – Going to/ will
• Modals (e.g. can, could…) • Present perfect tense
• Countable and uncountable nouns • Wh- questions
• Degrees of comparison • Yes/no questions
• Pronouns • Tag questions
• Connectors: and, or, because and but • Negative and interrogative
• Sequence markers: first, then, af- • Passive (presnt simple)
ter that, next, finally
• Imperatives
• Prepositions
• Conditionals (zero and first)
• Simple present tense
Critical thinking
The following critical thinking skills will be practised throughout the year:
• Compare and contrast city and • Draw conclusions

country life
• Interpret a photograph or picture
• Compare and contrast past and • Interpret meaning from text
current practices
• Match actions to consequences
• Compare and contrast points of view
• Support answers with information
• Compare and contrast two life his- from the text
tories
• Support opinions with examples
• Compare and contrast experiences from the text
• Compare cultural norms of dress • Support opinions with reasons
22 SECONDARY SCHOOL
GENERAL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) – Contents
Crosscutting issues
The below listed cross curricular and crosscutting issues, drawn from three
areas namely: General, poverty alleviation competencies and professional orien-
tation competencies will be covered as topics, functions, skills, tasks, activities
or projects throughout the year and cycle
• Cultural issues
• Health and hygiene: symptoms, causes, cures, and prevention of the most
common diseases, such as cholera, malaria. Traditional medicine, care
with medicine and medical instructions and prescriptions.
• Sexual and reproductive health (avoiding early marriage and pregnancy,
abortion, etc.)
• HIV-AIDS (Stigma, prevention and care)
• Drugs, alcohol and other addictions
• Agriculture: sustainable development, improving animal and crop 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
GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – 23

Contents
4 - SCOPE AND SEQUENCE
24
P ROG . DO ENS . BÁS. – I C ICLO (1ª E 2ª CLAS.) – Inglês – Content - 8ª Classe
Unit 1
Family and friends
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY AND FRIENDS
25
LEARNING OBJECTIVES BASIC COMPETENCIES Nº OF
26
TOPIC CONTENTS
STUDENTS WILL... STUDENTS WILL BE ABLE TO... HOURS
• Review vocabulary on family Functions: • Ask and answer question about

and friends; • Classifying; their families and families of their
• Describing; peers;
• Review greetings and • Comparing and contrasting;
introductions; • Expressing likes and dislikes. • Talk about their families’
professions and occupations;
• Discuss preferences of family Vocabulary:
and friends; • Jobs/professions; • Compare and contrast past and
• Family; current family practices/roles;
• Share experiences about family • Home tasks related vocabulary
and friends; (cleaning, sweeping, washing, • Complete forms requiring
etc). information about self and family;
Family
• Compare gender equity
and
between two cultures. Grammar: • Tell and retell stories about family
friends
• Revision and extension of: and friends;
– Comparatives and
Superlatives; • Read/write simple informal letters Sub-total
– Opposites of adjectives; to family and friends; 26 tempos
– Present Tense and Present
Continuous Tense; • Write simple compositions about
– Connectors; family, friends and holidays;
– Prepositions of place; Total
– Wh-questions; • Use Numbers (cardinal/ordinal). Geral:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY
– Yes/no questions.
207
Tempos
AND FRIENDS
TOPIC CONTENTS
Speaking:
• Plan and give a three-minute
speech on a familiar topic.
Listening:
• Listen for specific information;
• Listen for general information.
Reading:
• Reading for specific information;
• Reading for general information.
Writing:
• Guided writing:
– Completing dialogues;
– Constructing sentences;
– Writing sentences of
comparison;
– Writing simple notes;
– Taking dictation;
– Completing forms;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – UNIT 1 - FAMILY
– Writing short paragraphs
using connectors.
AND FRIENDS
12
27
Suggested Activities
In this unit the learner will practice the following activities:
• Interview a classmate; • Practice composing descriptive

• Listen and comment on the role short sentences;
plays; • Describe a photograph or picture
• 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;
Assessment Standards
Learners:
√ 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
28 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 1 - FAMILY AND FRIENDS
Unit 2
English in Mozambique
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE 29
30
TOPIC CONTENTS
• Talk about the Major Functions • Ask and answer questions about
Languages in the world • Accepting suggestions; the importance of English in
(English French, Spanish); • Agreeing and disagreeing; Mozambique;
• Arguing /explaining;
• Identify English speaking • Asking for and giving reasons; • Ask and answer questions on
countries around Mozambique • Expressing opinion. location, languages and famous
and in the world; people;
Vocabulary
• Talk about the role of national • Languages; • Talk about geographical
and foreign languages in the • Professions; boundaries or borders;
development of the country; • Occupations;
• Nationalities; • Describe and compare the climate,
English in • Draw personal conclusions • Countries; food, traditional dress, music and
Mozambique about the reasons why they • Types of food and clothes; dance of the English speaking
learn English; • Dance; world.
• Climate;
• Geography; Sub-total
• Means of communications; 26 tempos
• Trade, commerce, tourism, industry.
Grammar
• Revision and extension of: Total
– Articles;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH
Geral:
– Adverbs;
IN
– Connectors: and, or, 207
because, but; Tempos
– Degrees of comparison;
MOZAMBIQUE
TOPIC CONTENTS
– Past simple;
– Wh-questions;
– Yes/no.
Speaking:
• Talking about the importance of
English in Mozambique;
• Talking about neighbouring countries;
• Talking about the Geography, customs
and eating habits of the country.
Listening:
• Listening for specific information;
• Listen for main ideas.
Reading:
• Reading for specific information;
• Reading for details.
Writing:
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH
• Rearranging sentences in paragraph;
IN
• Writing a paragraph;
• Connecting sentences with and,
because and but.
MOZAMBIQUE
12
31
• Carryout a survey of languages • Construct sentences about

spoken in their area; languages in Mozambique;
• Listen and find out speakers point • Write a paragraph about the
of view in relation to the importance of English in their own
importance of English in area;
Mozambique; • Writing sentences of comparison
• Listening and filling in a diagram; and complete dialogues about
• Locate details in a text; English in Mozambique;
• Locate passages in a text; • Compose a paragraph using
• Locate on a map English speaking connecters (e.g. and, because, but,
countries; etc);
• Support answer with information • Edit classmates sentences;
from the text; • Write a letter to a pen friend;
• Read: questionnaire, maps, • Write a short text comparing two
passages, dialogues; countries.
Learners:
√ 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, music
and dance of Mozambique, neighbouring countries and English speaking
world
32 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 2 - ENGLISH IN MOZAMBIQUE
Unit 3
School and daily activities
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
33
34
TOPIC CONTENTS
• Compare and contrast • Expressing abilities;

students activities/dress code, • Agreeing and disagreeing; • Describe daily routines;
likes and dislikes; • Asking and answering questions;
• Asking for and giving reasons; • Make suggestions on how to
• Discuss the importance of • Describing (places, activities, improve their school (cleanliness
planning their daily activities events…); and healthy environment);
(including time for study); • Expressing likes and dislikes;
• Expressing opinions; • Give advise to peers (activities to
• Discuss the importance of • Making suggestions. choose and how to improve
extracurricular activities; results);
Vocabulary
• Discuss the importance of • Daily activities at school, home, • Ask and answer questions about
School Cleanliness in school; on weekends; personal preferences (subjects,
and daily • Timetables and schedules; daily activities, extracurricular
activities • Discuss the importance of • Sports; activities);
maintaining a healthy • Hobbies;
environment in school; • Entertainment. • Ask for and give information about Sub-total
school subjects; 26 tempos
• Share experiences about Grammar
personal preferences; • Adjectives; • Ask for and tell time;
• Prepositions;
• Discuss the role and • Adverbials of time, frequency and • Describe the school; Total
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL
importance of the various probability (always, never, perhaps, Geral:
school subjects. possibly and probably, yesterday ... • Talk about the school;
207
Functions • Comparatives (as … as, the
same (as), like; • Use cardinal and ordinal numbers; Tempos
• Reflexive pronouns(myself, yourself …);
AND DAILY ACTIVITIES

• List and prioritize activities.
TOPIC CONTENTS
• Revision of time;
• Sequence markers (first, then …);
• Modals (would, should, may, can,
could, must, might, would like, …);
• Wh-questions.
• Connectors: (But, because, and ...)
Speaking
• Acting out scripted dialogue;
• Interviewing classmate about
personal preferences;
• Interviewing one another about
school/daily activities;
• Making presentations;
• Counting up to 1000.
Listening
• Listening for details.
Reading
• Reading for details;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL
• Reading aloud.
Writing
• Constructing sentences;
• Writing sentences and questions
using adverbs of frequency;
AND DAILY ACTIVITIES

• Writing sentences of comparison.
35
12
• Take part in discussion; • Read and follow instructions;

• Gap filling activities; • Support opinions with examples
• Lead group discussion; from a text;
• Prepare presentations; • Read: timetables, numbers,
• Plan their daily activities; instructions, labels, signs;
• Listen and follow instructions; • Construct sentences on school
• Listen to classmate presentations and daily activities;
and ask questions; • Edit incomplete and incorrect
• Take dictation; sentences.
• Locate details in a text;
Learners:
√ Write short descriptions comparing climate, food, music or dance of
Mozambique and English speaking countries
√ Can talk about daily routines at school and home

√ Can ask and tell time
√ Can use modals for giving advice
36 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 3 - SCHOOL AND DAILY ACTIVITIES
Unit 4
Occupations and professions
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
37
38
TOPIC CONTENTS
necessity.
relatives; • Describe their future ambitions.
Vocabulary
• Discuss their preferred • Vocabulary related to daily activities.
8
occupations and professions
and state the reason for Grammar
choice; • Review tenses
Customs and traditions
• Adjectives and adverbs
• Discuss the ethical issues • Adverbs of frequency .
• Discuss about the importance and
related to some professions; impact of traditions customs and
Speaking:
rites;
• Comparing and contrasting • Talking about jobs/professions/
past and current demands of personal experiences and daily activities;
occupations • Discuss the importance of culture
professions. • Asking and answering questions;
of parents for tourism;
• Telling stories.
a n d Functions
• Discuss, describe and compare the
• Asking for and giving Listening
information; • Listen for main ideas/ details;
• Giving and following • Listening and taking short
instructions (dig, water…); notes.
• Inviting, accepting and refusing;
• Planning daily activities; Reading
• Agreeing and disagreeing with • Read texts for specific information;
statements; • Reading to locate passages and
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS
• Asking for repetition or details in the text;
clarification; • Reading aloud or reciting poems;
• Expressing abilities, opinions • Reading to identify speaker’s
and preferences; points of view;
AND PROFESSIONS
• Expressing obligation and
TOPIC CONTENTS
• Reading to identify speaker’s
attitude.
Writing
• Constructing sentences;
• Writing different types of texts:
– Simple informal letter, postcards
composition, paragraphs,
descriptions, stories, short
messages and notes, invi-
tations, questionnaires,
advertisements.
• Describing someone’s job;
• Identify different types of jobs;
• Talk about professions and

occupations (local and
national);
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS
• Describe daily routines in a
profession;
AND PROFESSIONS
• Describe their preferred social
professions and give reasons norms
39
for preference; and
• Develop interview questions; • Read application forms,

• Identify main topics; invitations, memos, cv and
• Tell stories; autobiography;
• Interpret meaning from a text/ • Write paragraphs;
speaker’s attitude/emotions/point • Write a letter of advice;
of view; • Write simple compositions;
• Locate passages and details in the • Write simple texts and messages;
text; • Do role plays; dramatization;
• Make simple and comparative games;
statements; • Read questionnaires, instruc-
• Planning daily activities; tions;
• Read aloud or recite a poem; • Write statements to agree and
• Read short messages and notes; disagree.
Learners:
√ 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
40 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 4 - OCCUPATIONS AND PROFESSIONS
Unit 5
Community
GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 5 - C OMMUNITY 41

42
TOPIC CONTENTS
in their community; • Agreeing or disagreeing; one’s region;

• Comparing and contrasting ;
• Discuss how to relate with • Describing; • Identify and describe the activities
others according to social • Expressing likes, dislikes, and and occupations in their
norms; opinions; community;
• Giving advice and suggestions.
GENERAL SECONDARY S CHOOL

• Compare and contrast past and • Describe customs, habits and
current social norms and roles Vocabulary values of their community;
in their community; • Occupations;
• Customs, habits and values; • Describe the environment they live
• Discuss the role and • Environment; in (climate, landscape,
importance of Entrepre- • Forest, herbs, roots; preservation…);
neurship in their community; • Roles in the community.
the major • Identify and list the needs of the
occupations • Discuss ways to improve community;
Grammar
standards of life in their • Adverbs /(time, manner,
community; duration, degree e.g. Last • Identify and talk about ways of
year… heavily… quite); improving people’s lives in the
• Identify and talk about tourist • Determiners (all, most, no, none, community (small business,
attracting areas in the less, much, little, many few, fishing, hunting, associations, …);
community; more, some, any, another, other);
• Revision of tenses studied; • Identify and simulate jobs, such as
• Discuss the gender roles in the • Pronouns - reflexive, indefinite, tour guides….
(e.g. themselves... nobody…);
• Present perfect 10
(ENGLISH S YLLABUS ). – IST CYCLE (GRADE 8) - UNIT 5 - COMMUNITY

Speaking:
TOPIC CONTENTS
community and ways to • Talk about animal breeding;

promote gender equity. • Talk about major occupations in
Discuss environmental issues their area;
(protection of forest, vege- • Traditional medicine herbs and
GENERAL S ECONDARY S CHOOL

tation, erosion prevention,); roots;
• Identify a speaker’s point of
• Discuss ways of preventing view;
diseases and uncontrolled • Support opinions with reasons;
fires in their community; • Suggest ways of improving
peoples’ lives in the community;
• Discuss the role and • Taking part in discussions.
importance of the various
social institutions in the Listening
community (church, trade • Relate what they listen to
unions, political parties…). personal experience;
• Listen for main ideas.
Functions
Reading
• Read for specific information.
Writing
• Rearranging sentences in
paragraphs;
• Writing notices.
(ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 5 - C OMMUNITY

43
• Describe places of interest in
Entertainment
• Match actions to conse- • Write notices on environmental

quences issues. (do not drink this water
• Listen and take notes; …);
• Read and design a • Write sentences of compa-
questionnaire; ratives;
• Write and present a small • Write simple composition on
project on community needs; ways of poverty alleviation
• Write an advice; in their area;
Learners:
√ 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.
44 GENERAL SECONDARY S CHOOL (ENGLISH SYLLABUS ). – IST CYCLE (G RADE 8) - UNIT 5 - COMMUNITY
Unit 6
Customs and traditions
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
45
46
TOPIC CONTENTS
Functions
• Discuss about the importance • Asking for and giving examples; • Ask and answer questions about
and impact of traditions • Agreeing and disagreeing; traditions, customs and rites;
customs and rites; • Comparing and contrasting; • Identify and talk about traditions,
• Expressing opinion/points of view; customs and rites in their
• Discuss the importance of • Relating with others according community and country;
culture for tourism; to social norms; • Describe and compare rites and
• Describing. ceremonies of:
• Discuss, describe and Vocabulary – birth;
compare the social norms and • Names of common traditions/ – initiation rites;
their importance; customs/rituals (lobolo); – wedding;
• Names of traditional ceremonies;
Customs • Describe and compare • Drums/dances.
and traditions and customs;
traditions Grammar
• Review;
• Discuss the impact of modern
• Adjective and Adverbs;
mass media on traditions, rites,
• Comparative and superlative;
customs;
• Conditionals
• Talking about traditions and Gointo to/will
customs.
Speaking:
• Interpret speaker’s attitudes
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS
Interview a classmate about his/
her customs and traditions;
• Lead a group discussion;
AND TRADITIONS
TOPIC CONTENTS
• Describing habits and customs

Interpret a picture or a photograph;
• Talk about local customs and
traditions.
Listening
• Listening for details / main ideas;
• Listening for general idea.
Reading
• Read for specific information;
• Read for general information.
Writing
• Writing paragraphs;
• Writing posters;
• Writing simple statements;
• Writing simple compositions;
• Writing simple survey reports;
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS
AND TRADITIONS
–
funeral;
47
– h 5
• Relate listening to personal • Reporting simple survey results

experiences; to the class;
• Asking for and giving examples to
illustrate new vocabulary; • Edit incomplete or incorrect
• Interviewing a classmate; sentences;
• Listening to and commenting on • Supporting answers with
students role play; information from the text;
• Listening to a classmate’s • Take part in discussions;
presenta-tion and asking • Write short paragraphs about customs
questions; and traditional values;
Learners:
√ 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 community

and country.
48 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) - UNIT 6 - CUSTOMS AND TRADITIONS
Unit 7
Health
GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) - UNIT 7 - H EALTH 49
50
TOPIC CONTENTS
Functions
• Identify and talk about causes, • Asking for repetition or clarification; • Name the most common diseases
symptoms, cures, and • Expressing opinions; (Malaria, Cholera, TB, …) and
prevention of the most common • Expressing agreement and describe their symptoms,
diseases; disagreement; prevention and cure;
• Giving advice;
• Talk about HIV/AIDS, • Giving instructions; • Give basic advice to somebody on
GENERAL SECONDARY SCHOOL

(Prevention and treatment); • Giving reasons; cures and prevention of the most
• Expressing likes and dislikes; common diseases;
• Talk about sanitation and • Making and accepting suggestions;
hygiene at school and in the • Persuading. • Ask and answer questions about
community; health and food;
Vocabulary
• Discuss the role of good diet • Food & Nutrition; • Describe and compare the different
Health for healthy living; • Health: Diseases, Hygiene. types of medicine (modern/
Grammar conventional and traditional);
• Discuss the importance of • Adjectives;
taking precautions in buying, • Prepositions of place; • Ask for and answer questions on
using and storing medicine; • Determiners (all, most, none, no, location, culture and eating habits;
both, either, neither, everyone);
• Relate actions with • If clauses ( If you … You will • Ask and answer questions about
consequences; …) 1st and 2nd Conditionals, directions and services (at the
• Sequence markers (first, then, hospital, airport …);
• Discuss and compare different after that, next, finally);
types of medicine (modern and • Wh-questions; • Give advice and reasons for people
traditional). • Imperatives;
• Negatives: No one, nobody, nowhere.
(ENGLISH SYLLABUS ). – I ST C YCLE (GRADE 8) - UNIT 7 - H EALTH

TOPIC CONTENTS
Speaking:
• Acting out scripted dialogues;
• Asking and answering questions
in an information gap activity;

• Interviewing a classmate;
• Interviewing people about
common diseases;
• Making presentations (Reporting
simple survey result to the class);
• Offering advise using imperatives;
• Retelling classmates stories.
Listening
• Listening for main ideas;
• Listening for general idea.
Reading
• Locating details in a text;
• Locating passages in a text;
• Reading for details;
• Reading for specific information.
Writing
• Composing a paragraph and connec-
ting sentences with and, because and
but composing descriptive short
(ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) - UNIT 7 - H EALTH

sentences;
• Designing poster and labels to go to
51
• Filling in forms. t h e
hospital.
• Listen and comment on role-plays; and notices;

• Listen and follow instruction; • Develop interview questions;
• Listen and identify speakers point • Fill in a simple medical form;
of view; • Give advice to a sick person;
• Listen to classmate stories and • Write a prescription about
retell them; medicinal plants;
• Listen to the symptoms & guess • Write a recipe;
the disease; • Write an advice on prevention and
• Relate listening to personal cure of diseases;
experiences; • Write simple instructions;
• Read: diagrams, questionnaires, • Write: diagrams, question-naires,
recipes, labels, simple instruc- recipe, posters, notices,
tions, simple prescriptions, prescriptions, instructions, short
posters, short messages, notes messages and notes.
Learners:
√ 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.
52 GENERAL S ECONDARY SCHOOL (ENGLISH SYLLABUS ). – I ST C YCLE (G RADE 8) - UNIT 7 - H EALTH

Unit 8
Agriculture
GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 8 - AGRICULTURE 53

54
TOPIC CONTENTS
Functions • Ask and answer questions about

• Discuss the importance of • Describing; crops, animals, climate and
Farming (crop, animal and • Discussing; environment in their regions;
fish), climate and environment; • Make predictions;
• Arguing /explaining; • Ask and give information about
• Compare and contrast past and • Asking for and giving reasons; country’s products;

current agricultural practices; • Expressing opinions;
• Complaining and giving reasons; • Ask and respond how cash crops
• Discuss the importance of food Vocabulary; are processed;
preservation and processes of • Climate;
preserving food (drying, • Environment; • Ask for and give information about
smoking, salting, freezing…); • Agriculture Implements (plough, the weather;
hoe.);
• Discuss ways of minimizing • Farming: animal, fish and crops. • Discuss simple environmental
Agriculture drought effects (dams, issues with others;
resistant crops, preserving Grammar
food); • Passive – present simple; • Name animals and describe their habitat; Sub-total
• Adverbs /(time, manner, 26 tempos
• Discuss the importance of duration, degree e.g. Last • Describe how to preserve or
managing wild life; year…, heavily…, quite); process crops, meat and fish;
• Determiners (all, most, no,
• Discuss principles and none, less, much, little, many • Ask for and give information about Total
importance of running small few, more, some, any, another, wild animals in Mozambique and
other); their use for human beings; Geral:
business (stalls).
• Imperatives; 207
• Sequence markers: first, then, • Ask for and give information about the Tempos
after that, next, finally. climate and its importance for farming.
(ENGLISH SYLLABUS ). – I ST C YCLE (GRADE 8) - UNIT 8 - A GRICULTURE

TOPIC CONTENTS
• Zero Conditional “Chickens die

if you don’t feed them.”;
• Revise the 1st Conditional;
• Do – did and the negative don’t
GENERAL S ECONDARY S CHOOL

and didn’t;
• How much…? How many…?
• Coordinating Conjunctions.
Speaking:
• Present a brief weather report;
• Make predictions.
Listening
• Listening for details;
• Listening for gist.
Reading
• Read for specific information;
• Read for details.
Writing
• Connecting sentences with and,
because and but;
• Practice composing descriptive
short sentences.
(ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 8 - AGRICULTURE

•
55
Discuss
• Listen to and get the gist of a radio from a text;

or TV weather forecast; • Read: simple instructions;
• Listen and follow instructions; diagrams, charts, adverti-sements,
• Listen and make predictions; price labels, recipes;
• Locate details in a text; • Write a paragraph on animal and
• Locate passages in a text; farming practices;
• Read diagrams; • Write a shopping list;
• Read short messages and notes on • Write an advice on protection of
farming; the environment;
• Read and make predictions; • Write instructions;
• Support answers with information • Take dictation;
from a text; • Write simple compositions.
• Support opinions with examples
Learners:
√ 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.
56 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 8 - AGRICULTURE

Unit 9
Entertainment
GENERAL S ECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) - UNIT 9 - ENTERTAINMENT 57
58
TOPIC CONTENTS
• Discuss interests and Functions • Classify different entertainment

preferences in sports and • Agreeing and disagreeing; programmes;
entertainment; • Asking and answering questions;
• Booking (table, room, seat, • Ask answer questions about
• Discuss the importance of flight…); personal preferences;
sports and leisure activities; • Comparing and contrasting; entertainment and leisure activities;
• Expressing likes and dislikes; holidays, hotel facilities and sport
• Discuss ways of providing • Expressing opinions and preferences; and give reasons;
entertainment and improving • Give advice.
sports in their local areas; • Compare and contrast experiences,
Vocabulary points of view about different types
• Compare and contrast • Music; of entertainment, leisure activities
preferred sports and leisure • Different kind of sports; and sports;
Entertainment activities between different • Hunting;
countries. • Leisure activities; • Identify and describe common
• Cinema; leisure activities and events;
• Theatre;
• Weather related vocabulary. • Identify and describe leisure
Grammar activities and events tourists prefer
• Present perfect tense; in their community and country.
• Question tags,
• Prepositions: at/on/in
Speaking:
• Recounting experience;
• Reporting events (should not
include reported speech);
GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST C YCLE (GRADE 8) - UNIT 9 - ENTERTAINMENT

TOPIC CONTENTS
• Reporting past events;

• Requesting and expressing
preference;
• Supporting opinions with
example from the text;
• Supporting opinions with reasons;
• Talking about different dances
and music genre;
• Talking about the common
leisure activities and sports in
local areas;
• Complaining about services;
• Giving suggestions;
• Talking about the quality of
entertainment and services.
Listening
• Listen for details;
• Listen to main ideas.
Reading
Read for details.
Writing
• Writing short paragraphs;
GENERAL S ECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) - UNIT 9 - ENTERTAINMENT
• Writing sentence showing 11
59
intended actions and reasons.
• Plan and give a short speech on a • Draw entertainment posters;

familiar topic; • Write about their holidays;
• Listen to classmates stories and • Write invitation letter;
retell them; • Write sentences of comparisons
• Listen and fill in forms; about entertainment;
• Locate passages in a text; • Write simple directions to
• Read a questionnaire; amenities and facilities;
• Read daily timetables; • Write simple instructions;
• Read entertainment programmes; • Write/talk about famous people;
• Read short messages and notes on • Edit incomplete or incorrect
sports; sentences;
• Practise interrupting politely; • Make statements showing
• Present a brief weather report; intended action and reasons;
Learners:
√ Can use the conditional for expressing cause and effect. (e.g. Stating what
happens 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.
60 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) - UNIT 9 - ENTERTAINMENT
Unit 10
Shopping
GENERAL SECONDARY S CHOOL (ENGLISH SYLLABUS ). – IST CYCLE (G RADE 8) - UNIT 10 - S HOPPING 61
62
TOPIC CONTENTS
• Discuss the importance of Functions • Name and describe different types

bargaining when shopping; • Agreeing and disagreeing; of shops and shopping places;
• Apologizing;
• Discuss how to get value for • Arguing and complaining; • Identify and name items sold in
money in shopping (spend • Asking and answering questions; different types of Occupations
your money wisely); • Complaining and giving reasons; and professions
GENERAL SECONDARY SCHOOL

• Comparing and contrasting;
• Discuss the positive and • Persuading. • Describe the different occupations
negative aspects of fashion in and professions in their
relation to their culture; Vocabulary community;
• Shops;
• Talk about different types of • Clothes; • Discuss the importance of the
shops and shopping places; • Foods; different occupations and
Shopping • Tools; professions for the development of
• Talk about items sold in • Payment modes (cash, instalment); their community and country;
different types of shops; • Discount;
• Bargaining; • Discuss the pre-requisites for the
• Practise filling in forms for • Commercial documents (Invoice, different professions;
ordering goods; receipts..).
• Practise writing adverti- Grammar

sements; • Quantitative adjectives (some, any …);
• Adjectives;
• Compare and contrast points • Adverbs;
of view; prices, culture, norms/ • Countable and uncountable
ways of dressing. nouns (few, a little …);
• Present continuous revision;
(ENGLISH S YLLABUS ). – I ST C YCLE (G RADE 8) - UNIT 10 - S HOPPING

TOPIC CONTENTS
• Present perfect continuous;

• Subordination conjunctions;
• Prepositions;
• Wh-questions.

Speaking:
• Talking about likes/dislikes;
• Talking about the quality of things;
• Talking about weather conditions;
• Talking about what someone is
wearing.
Listening
• Listening for specific information;
• Listening for general information.
Reading
• Reading for specific information
in the text;
• Reading for specific information.
Writing
• Writing:
• Compositions;
• Letters;
(ENGLISH SYLLABUS ). – IST CYCLE (G RADE 8) - UNIT 10 - S HOPPING

• Notes; •
63
• Shopping list. Describe
t h e
• Read pricing labels; • Listen to descriptions and guess the

• Read simple instructions on how person being described;
to operate a machine;
• Rearrange sentences in a • Read advertisements and notices;
paragraph; • Read for specific information
• Request and complain in shopping about shopping places;
situations; • Read a questionnaire and complete
• Requesting and expressing • Read timetables;
preferences; • Support answers with information
• Use connecters (e.g. and, because, but); from a text;
• Practise interrupting politely; • Write a letter of complaint;
• Acting out scripted dialogues on • Write a shopping list;
shopping … • Write about their holidays;
• Listen and complete a shopping list; • Fill in forms in ordering goods;
• Listen to and fill in forms; • Write simple directions;
Learners:
√ Can ask for and state preferences on entertainment, sports and leisure
activities
√ 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
64 GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 10 - S HOPPING

Grade 8 Assessment
Standards
Learners that complete this Grade:
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.
65
GENERAL SECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST CYCLE (G RADE 8) - UNIT 10 - S HOPPING
Grade 8 assessment
Standards
Learners that complete this Grade:
√ 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 of
food on a standard sort of menu, bills, hotel signs, basic information
from adverts for accommodation.
√ Can understand basic information such as class times from notices,
and make some limited use of sources of information such as
computers and bilingual dictionaries.
Writing
√ Can write a very short simple narrative or description.
√ Can complete most forms related to personal information.
66
GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) - UNIT 10 - S HOPPING
5 -METHODOLOGY
The general teaching approach adopted for Mozambique is the Communicative

Language Teaching (CLT). This is the general approach adopted in primary and
secondary education. It is also the general approach adopted for this syllabus. The
teaching methods, procedures and techniques will be selected according to the specific
goals, conditions and resources available to the teacher and students. Considering
that our classrooms are heterogeneous, it is accepted that the same lesson can be
taught using different procedures and techniques by different teachers. The only new
thing introduced in this syllabus is the use of projects and portfolio (appendix 1) as
both teaching and assessing tools that foster learner’s independence. The balance of
skills in this grade should be 60 percent oracy and 40 percent writing.
Each unit contains suggestions for activities. These activities contribute to the
achievement of the unit objectives, basic competencies and general objectives in-
cluding crosscutting issues. The activities are also in line with the teaching approach
adopted 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 evidence

about students’ progress, analyzing and evaluating progress, communicating about
progress, 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 be
disassociated 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 the
learning process with the aim of using the results to improve the learning and teaching
process. It relates to how the student has been learning. It can use both formal and
informal measurement tools.
Summative Assessment is carried out in predetermined periods and at the
end of term or school year –often for purposes of providing aggregated information
on learning outcomes to educational authorities and parents. It relates to what and
how much the student has learnt. This is usually done through tests, quizzes and
exams (ACSs and ACPs).
The New Curriculum emphasizes formative assessment, which gives scope
GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Methodology / Assessment 67
for the inclusion of informal assessment also known as classroom assessment . The
inclusion of classroom assessment is also in line with the general teaching philosophy
of the constructivist approach to learning.
Formative assessments, includes the evaluation of any activity related to 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 active
participant 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 them
to take control of their learning. Thus, by assessing all the above aspects will not only
provide data on the quantitative knowledge but also the qualitative aspects.
As put forward by this new syllabus, teachers are strongly recommended to
include and use formative assessment to cater for the qualitative aspect.
7 - BIBLIOGRAPHY
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Benjamin S. Bloom (1984) – Taxonomy of Educational Objectives- Ally and Bacon,
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MA;
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Council of Europe - The Common European Framework of reference for Lan-
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guages, Cambridge University Press, UK
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Hilary Thompson (2001) Teaching Primary English, Macmillan, Malaysia;
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INDE/MINED (2001), Programa do Ensino Básico - 3º Ciclo, Maputo - Moçambique;
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INDE/MINED (2003), Plano Curricular do Ensino Básico, Maputo – Moçambique;
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Jack C. Richard (1990) – The Language Teaching Matrix; Cambridge University Press,
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United State of America;
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John Sinclair, et al (1991) – Collins Cobuild Student’s Grammar, Harper Colins
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Publishers, Great Britain
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MEC (2005), Plano Estratégico de Educação II (PEEII), Maputo - Moçambique;
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MINED (2001) Examination Handbook 10th and 12th Grades; Maputo – Moçambique;
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MINED (2001) English Language Teaching Syllabus - 11th and 12th Grades; Maputo–
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– Moçambique;
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MINED (2001) English Language Teaching Syllabus - 8th, 9th and 10th Grades;
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Maputo – Moçambique.
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68 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS). – IST CYCLE (GRADE 8) – Assessment / Bibliography
APPENDIX 1
Programa
de
APPENDIXES
(8ª Classes)
GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Appendix 69

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1
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Appendix 1
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APPENDIX 1
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PORTFOLIO
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STUDENT PORTFOLIOS: CLASSROOM USES
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What is it?
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Portfolios are collections of student work representing a selection of
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performance of students' everyday work in the classroom and outside the class-
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room. A portfolio may be a folder containing a student’s best pieces and the
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student’s evaluation of the strengths and weaknesses of the pieces. It may also
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contain one or more works-in-progress that illustrate the creation of a product,
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such as an essay, evolving through various stages of conception, drafting, and
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revision. Portfolios can be used by all school subjects
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Portfolios are useful as a support to the new teaching approaches that
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emphasize the student’s role in constructing understanding and the teacher’s
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role in promoting understanding. For example, in teaching writing, portfolios
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can function to illustrate the range of assignments, goals, and audiences for
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which a student produced written material. In addition, portfolios can be a
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record of the activities undertaken over time in the development of written
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products. They can also be used to support cooperative teaming by offering an
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opportunity for students to share and comment on each other’s work
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Portfolios are valued as an assessment tool because, as representations
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of classroom-based performance, they can be fully integrated into the teaching.
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And unlike separate tests, they supplement rather than take time away from
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teaching.
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Portfolios capitalize on students’ natural tendency to save work and
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become an effective way to get them to take a second look and think about how
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they could improve future work. The advantages of portfolio is that it helps
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students:
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•
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Develop organizational skills
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• Monitor their own progress
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• Take control of their learning
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70 GENERAL SECONDARY SCHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) – Appendix

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How does it work?
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There is no single correct way to develop portfolio projects, in all of
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them students are expected to collect, select, and reflect. Early in the school
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year, students are pressed to consider: What would I like to reread or share
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with my parents or a friend? What makes a particular piece of writing a good
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product? In building a portfolio of selected pieces and explaining the basis
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for their choices, students generate criteria for good work, with teacher and
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peer input. Students need specific tasks with clear guidelines and examples
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to get started on their work, so these discussions need to be well guided
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and structured. Teachers should promote these discussions at the beginning
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of the year.
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The content in portfolios is built from class assignments and as such
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corresponds to the classroom. Portfolio projects are initiated by teachers, who
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know their classroom syllabus best. They may develop portfolios focused on a
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single syllabus area—such as writing, posters, reading, —or they may develop
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portfolio projects that integrate more than one area, such as writing and reading,
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The reflections at the end can be written in Portuguese in the early stages of
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learning, but as learner become more proficient in English they can be written in
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English.
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The age/grade level of students may determine how portfolios are devel-
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oped and used. For example, in developing criteria for judging good writing,
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older students are more likely to be able to help determine the criteria by which
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work is selected, perhaps through brainstorming sessions with the teacher and
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other students. Younger students may need more directed help to decide on
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what work to include. Older students are generally better at keeping logs to
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report their progress on readings and other recurrent projects.
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Administrative contexts also influence the structure and use of portfo-
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lios. While the primary purpose of portfolios for most teachers is to engage
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students, support good curricula and teaching, and improve student leaming,
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some portfolio projects are designed to serve other purposes as well.
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It is worth for the teacher to invest in introducing portfolio projects. The
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hardwork in the beginning is compensated by good results and higher learner
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motivation in the later stages.
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GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Appendix 71

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11
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1
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APPENDIX 1 Appendix 2
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HOMEWORK
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STUDENT
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ACTIVITIES
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TEACHER
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LESSON PLAN MODEL /FORMAT
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STAGES
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CUTTING
CROSS
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COVERED
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SKILLS
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OBJECTIVES
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AND LANGUAGE
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CONTENT
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TOPIC
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72 GENERAL SECONDARY SCHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (G RADE 8) – Appendix

CONTENT SKILLS CROSS ACTIVITIES
TOPIC OBJECTIVES STAGES HOMEWORK
AND LANGUAGE COVERED CUTTING
TEACHER STUDENT
English in – Major Langua- – To iden- – S p e a k i n g – C o m m u - – P r e s e n t a - – Asks students to mention – In pairs students discuss – Draw and
Mozambique ges: tify major and reading nicating tion 3 major languages spoken and report to class locate Eng-
– English lan-guages with forei- in the world; lish and
and places gners; – Provides feedback; – In pairs look at the map F r e n c h

– French they are – Writing – Map of – Provides feedback; and locate the countries speaking
– Spanish spo-ken; Mozambi- – Fixes the map of Mozam- and discuss the languages countries
– Use English que bique on the board and tells on the map
in small the students to locate bor- – Read the text in silence of Africa
– Functions: – To talk busi-ness dering countries and lan- and identify the impor-
– Asking for and a b o u t guages spoken tance of English in Mo-
giving answers impor- – Gives feedback; zambique
tance of – Introduces a text about the
– Expressing opi-
English in importance of English in – Report what they have
nion
Mozam- Mozambique and pre- identified as the impor-
bique. teaches key vocabulary; tance of English in Mo-
– Vocabulary – Tell students to read the text in zambique
– Languages silence and identify importance
– Geography of English in Mozambique
– Climate – In pairs students complete
– Give open ended dialogue
the dialogue orally
– Practice for completion (coun-
– Grammar – Ask and answer questions
tries and languages spo-
about text (with Wh-ques-
– Articles ken
tions)
– Connectors
– Draw map of Mozambique
– Wh-questions – Tells students to draw a and inset bordering coun-
– Past tense map of Mozambique and tries and languages spoken
– Produc-
locate the bordering coun- – Asking and give opinion
tion
tries and languages spo-
(ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Appendix

about importance of Eng-
ken lish in Mozambique
73
– Follow-up
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1
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Appendix 3
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APPENDIX 1
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Name of the school
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Teacher
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Material
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Unit
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Topic
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Duration of the lesson
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Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’
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objectives for each unit.). The objectives state what Ss should be able to do
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by the end of the lesson in terms of language, functions, forms, skills,
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vocabulary and so on. .
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STAGES
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1 . Warm up: (state time allowed and activities T and Ss will do during the whole class)
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– a phase where T prepares Ss to get started for the lesson, i.e. song, game, Qs and
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As, story telling, revision of previous lesson, etc.
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2 . Presentation: (state time allowed and activities T and Ss will do during this stage
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and/or sub-stages). Here T introduces new grammar, vocabulary, pronunciation, etc.
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focus on communication and differentiation between forms (e.g. tenses) and func-
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tions (e.g. express opinions/points of view).
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2.1 - Elicitation – invite Ss to answer voluntarily questions put by the Teacher. The
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questions should guide Ss towards the discovery of main points to be learnt.
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2.2 - Explanation – T explains the content/concepts/activities/focus topic/drills on new
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learnt issues, etc.
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3 . Practice: (state time allowed and activities T and Ss will do during this stage and/or
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sub-stages). Students are asked to work on activities to practice language forms (e.g.
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grammar points, vocabulary – old and new, pronunciation) presented by the Teacher
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in stage 2. This could be controlled or free practice.
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3.1 - Controlled practice – The teacher guides and controls the kind of expected re-
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sponses;
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3.2 - Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier.
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This can be achieved through improvisation, communicative actives, presenta-
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tions, writing, homework, portfolios and so on.
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Observations:
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______________________________________________________________________
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______________________________________________________________________
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_______________________________________________________ .
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74 GENERAL SECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST CYCLE (G RADE 8) – Appendix

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Name of the school
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Teacher
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Grade
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Unit
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Topic
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Duration of the lesson
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Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’
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objectives for each unit.). The objectives state what ss should be able to do
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by the end of the lesson in terms of language, functions, forms, skills,
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vocabulary and so on. ..
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STAGES TEACHER’S STUDENTS
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S TA G E S SUB-STAGES TIME
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ACTIVITIES ACTIVITIES
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Warm up
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Elicitation
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Presentation
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Explanation
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Controlled
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practice
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Practice
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Free practice
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Observations:
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_______________________________________________________ .
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GENERAL S ECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Appendix 75

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1
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Appendix 4
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APPENDIX 1
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Lesson No.: ____________________________________________________________
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Unit: ____________________________________________________________
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Topic: ____________________________________________________________
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Duration of lesson: ___________________________________________________
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Material: ____________________________________________________________
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Skills:
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____________________________________________________________
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Objectives: ____________________________________________________________
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TIME ACTIVITIES
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S TA G E S
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minutes
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__ min 1 - Warm-up
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• Revision
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• Home-work correction
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• Song
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• Story
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• Game
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• …
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__ min 2 - Presentation
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• Tr. Provides new information (lan-
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guage)
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• Tr. Elicits new language through
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visual aids, realia, sentence
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• Explanation
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__ min 3 - Controlled Practice
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• Choral repetition
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• Individual repetition/work
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• Pair work
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__ min 4 - Less controlled practice
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• Group work
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• Pair work
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__ min 5 - Production
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• Summary
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• Composition
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• Role plays
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• Dialogues
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• ...
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76 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS ). – IST C YCLE (G RADE 8) – Appendix

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1
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Appendix 5
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APPENDIX 1
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READING AND GRAMMAR
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Objectives:
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i) To practice reading for gist and detailed information
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ii) To extract a set of phrasal verbs from a text and develop students’ infer-
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ring skills
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iii) To provide controlled and less controlled practice of the phrasal verbs
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Topic: Marriage traditions
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Skills covered: Reading and speaking
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Content covered: vocabulary and grammar
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Crosscutting:gender equity
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Time total: 90 minutes
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Stages 1 - 7:45 minutes
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Stages 8 - 10: 45 minutes
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Stages
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1 . Introduction
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2 . Creating interest in the reading text
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3 . Pre-teaching key vocabulary items
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4 . Reading for gist
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5 . Feedback
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6 . Reading for detailed information
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7 . Follow up discussion
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8 . Presentation of phrasal verbs (within the reading text)
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9 . Checking of meaning, form and pronunciation
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10 . Controlled practice
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GENERAL S ECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST CYCLE (G RADE 8) – Appendix 77

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Programa

ENSINO SECUNDÁRIO GERAL

Título: Programa de Inglês – I Ciclo – Ensino Secundário Geral (8ª

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

4 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST CYCLE (GRADE 8) – Ficha técnica

GENERAL SECONDARY SCHOOL (ENGLISH S YLLABUS ). – IST C YCLE (GRADE 8) – Prefácio 5

6 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (GRADE 8) – Prefácio

1.1 - Secondary Education Curriculum Guidelines 9

1.2 - The Challenges for the School 10

1.3 - The role of the teacher 12

2. First Cycle (grade 8 to 10) overview 15

2.1 - First cycle proficiency objectives ...................................................................... 15

3.1 - Grade 8 proficiency objectives .................................../......................................... 19

3.2 - Grade 8 contents ............................................................................................................ 21

GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST C YCLE (GRADE 8) – Contents 7

4. Scope and Sequence ............................................................................................................

5. Methodology General teaching approach Teaching suggestions

8 GENERAL S ECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – Contents

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

 Contribuir para a melhoria da qualidade de ensino, proporcionando aos

Constituem principais documentos curriculares:

1.1. Linhas Orientadoras do Currículo do ESG

O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas

As consultas já efectuadas apontam para a necessidade de a escola responder às

GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – I ST C YCLE (G RADE 8) – Introduction 9

Saber Ser que é preparar o Homem moçambicano no sentido estético,

Saber Conhecer que é a educação para a aprendizagem permanente

Saber Fazer que proporciona uma formação e qualificação profissional

Saber viver juntos e com os outros que traduz a dimensão ética do

Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação

Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas

:1.2. Os desafios da Escola

10 GENERAL SECONDARY S CHOOL (ENGLISH S YLLABUS ). – IST C YCLE (G RADE 8) – Introduction

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

Naturalmente que o desenvolvimento das competências não cabe apenas à escola,

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

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

GENERAL S ECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST C YCLE (G RADE 8) – Introduction

1.3. A Abordagem Transversal

A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica

No currículo do ESG prevê-se uma abordagem transversal das competências gerais

O currículo do ESG prevê ainda a abordagem de temas transversais, de forma

12 GENERAL SECONDARY SCHOOL (ENGLISH SYLLABUS ). – IST C YCLE (G RADE 8) – Introduction

A comunicação constitui uma das competências considerada chave num mundo

As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado

1.5. O Papel do Professor

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

GENERAL S ECONDARY S CHOOL (ENGLISH SYLLABUS ). – I ST C YCLE (G RADE 8) – Introduction

2.1 - FIRST CYCLE PROFICIENCY OBJECTIVES

At this stage learners should be able to cope linguistically in a range of

Deal with general situations of oral communication. Enter unprepared into

Understand the main points of clear standard speech on familiar matters

Understand texts that consist mainly of high frequency everyday and

Write simple connected texts on topics that are familiar or of personal

Contribuir para a melhoria da qualidade de ensino, proporcionando aos