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Título: Inglês, Programa da 12ª Classe 
Edição: ©INDE/MINED - Moçambique 
Autor: INDE/MINED – Moçambique 
Capa, Composição, Arranjo gráfico: INDE/MINED - Moçambique 
Arte final: INDE/MINED - Moçambique 
Tiragem: 350 Exemplares 
Impressão: DINAME 
Nº de Registo: INDE/MINED – 6289/RLINLD/2010 
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Prefácio 
 
Caro Professor 
 
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral. 
 
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve a necessidade de 
reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem 
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser 
desenvolvidas e consolidadas neste novo ciclo de estudos. 
 
As competências que os novos programas do Ensino Secundário Geral procuram garantir 
compreendem um conjunto de conhecimentos, habilidades e atitudes necessárias para a vida que 
permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa economia 
cada vez mais moderna e competitiva. 
 
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em mãos é 
resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de professores das 
várias instituições de ensino e formação, quadros de diversas instituições públicas, empresas e 
organizações, que colocaram a sua experiência neste exercício de transformação curricular e a quem 
aproveito desde já, agradecer. 
 
Aos professores, de que depende em grande medida a implementação destes programas, apelo ao 
estudo permanente das sugestões que eles contêm. Para que convoquem a vossa e criatividade e 
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã engrossarão o 
contingente nacional para o combate à pobreza. 
 
Aires Bonifácio Baptista Ali. 
 
Ministro da Educação e Cultura 
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Prefácio 
 
Caro Professor 
 
É com imenso prazer que colocamos nas suas mãos os Programas do Ensino Secundário Geral. 
 
Com a introdução do Novo Currículo do Ensino Básico, iniciada em 2004, houve necessidade de 
se reformular o currículo do Ensino Secundário Geral para que a integração do aluno se faça sem 
sobressaltos e para que as competências gerais, tão importantes para a vida continuem a ser 
desenvolvidas e consolidadas neste novo ciclo de estudos. 
 
As competências que os novos programas do Ensino Secundário Geral procuram desenvolver, 
compreendem um conjunto de conhecimentos, habilidades, atitudes e valores necessários para a 
vida que permitam ao graduado do Ensino Secundário Geral enfrentar o mundo de trabalho numa 
economia cada vez mais moderna e competitiva. 
 
Estes programas resultam de um processo de consulta à sociedade. O produto que hoje tem em 
mãos é resultado do trabalho abnegado de técnicos pedagógicos do INDE e da DINEG, de 
professores das várias instituições de ensino e formação, quadros de diversas instituições 
públicas, empresas e organizações, que colocaram a sua sabedoria ao serviço da transformação 
curricular e a quem aproveitamos desde já, agradecer. 
 
Aos professores, de que depende em grande medida a implementação destes programas, apelamos 
ao estudo permanente das sugestões que eles contêm e que convoquem a vossa e criatividade e 
empenho para levar a cabo a gratificante tarefa de formar hoje os jovens que amanhã contribuirão 
para o combate à pobreza. 
 
Aires Bonifácio Baptista Ali. 
 
 
Ministro da Educação e Cultura 
 
 
 3
CONTENTS 
 
1. Introduction 
 1.1 Linhas Orientadoras do Currículo do ESG 
 1.2 Os Desafios da Escola 
 1.3 A Abordagem Transversal
 1.4 As Línguas no ESG 
 1.5 O Papel do Professor 
 
2. Grade 12 
 
2.1 Grade 12 Proficiency Objectives 
- Speaking Objectives 
- Listening Objectives 
- Reading Objectives 
- Writing Objectives 
 
2.2 Grade 12 Proficiency Contents 
- Functions 
- Topics 
- Grammar 
- Critical Thinking 
- Crosscutting Issues 
 
3. Scope and Sequence 
Unit 1 – Famous People and Idols 
Unit 2 - Heroes 
Unit 3 – Entertainment 
Unit 4 – Business and Etiquette 
Unit 5 – Business Communication 
Unit 6 – Taxes 
Unit 7 – Flue 
Unit 8 – Self Employment 
Unit 9 – Literature 
Unit 10 – Law 
Unit 11 – Drugs 
Unit 12 – Religious and Beliefs 
Unit 13 – Life After School 
 Unit 14 – News 
Unit 15 - Life in 2025 
 
4. Methodology General Teaching Approach Teaching Suggestions and Tips 
 
5. Assessment 
 
6. Bibliography 
 
7. Appendixes 
 
 4
 
 
 
1. Introdução 
 
A Transformação Curricular do Ensino Secundário Geral (TCESG) é um processo que se 
enquadra no Programa Quinquenal do Governo e no Plano Estratégico da Educação e Cultura e 
tem como objectivos: 
 
• Contribuir para a melhoria da qualidade de ensino, proporcionando aos alunos 
aprendizagens relevantes e apropriadas ao contexto socioeconómico do país. 
• Corresponder aos desafios da actualidade através de um currículo diversificado, flexível e 
profissionalizante. 
• Alargar o universo de escolhas, formando os jovens tanto para a continuação dos estudos 
como para o mercado de trabalho e auto emprego. 
• Contribuir para a construção de uma nação de paz e justiça social. 
 
Constituem principais documentos curriculares: 
• O Plano Curricular do Ensino Secundário (PCESG) – documento orientador que contém 
os objectivos, a política, a estrutura curricular, o plano de estudos e as estratégias de 
implementação; 
• Os programas de ensino de cada uma das disciplinas do plano de estudos; 
• O regulamento de avaliação do Ensino Secundário Geral (ESG); 
• Outros materiais de apoio. 
 
 
1.1. Linhas Orientadoras do Currículo do ESG 
 
O Currículo do ESG, a ser introduzido em 2008, assenta nas grandes linhas orientadoras que 
visam a formação integral dos jovens, fornecendo-lhes instrumentos relevantes para que 
continuem a aprender ao longo de toda a sua vida. 
 
O novo currículo procura por um lado, dar uma formação teórica sólida que integre uma 
componente profissionalizante e, por outro, permitir aos jovens a aquisição de competências 
relevantes para uma integração plena na vida política, social e económica do país. 
 
As consultas efectuadas apontam para a necessidade de a escola responder às exigências do 
mercado cada vez mais moderno que apela às habilidades comunicativas, ao domínio das 
Tecnologias de Informação e Comunicação, à resolução rápida e eficaz de problemas, entre 
outros desafios. 
 
Assim, o novo programa do ESG deverá responder aos desafios da educação, assegurando uma 
formação integral do indivíduo que assenta em quatros pilares, assim descritos: 
 
 5
Saber Ser que é preparar o Homem moçambicano no sentido espiritual, crítico e 
estético, de modo que possa ser capaz de elaborar pensamentos autónomos, críticos e 
formular os seus próprios juízos de valor que estarão na base das decisões individuais 
que tiver de tomar em diversas circunstâncias da sua vida; 
 
Saber Conhecer que é a educação para a aprendizagem permanente de conhecimentos 
científicos sólidos e a aquisição de instrumentos necessários para a compreensão, a 
interpretação e a avaliação crítica dos fenómenos sociais, económicos, políticos e 
naturais; 
 
Saber Fazer que proporciona uma formação e qualificação profissional sólida, um 
espírito empreendedor no aluno/formando para que ele se adapte não só ao meio 
produtivo actual, mas também às tendências de transformação no mercado; 
 
Saber viver juntos e com os outros que traduz a dimensão ética do Homem, isto é, saber 
comunicar-se com os outros, respeitar-se a si, à sua família e aos outros homens de 
diversas culturas, religiões, raças, entre outros. 
Agenda 2025:129 
 
Estes saberes interligam-se ao longo da vida do indivíduo e implicam que a educação se organize 
em torno deles de modo a proporcionar aos jovens instrumentos para compreender o mundo, agir 
sobre ele, cooperar comos outros, viver, participar e comportar-se de forma responsável. 
 
Neste quadro, o desafio da escola é, pois, fornecer as ferramentas teóricas e práticas relevantes 
para que os jovens e os adolescentes sejam bem sucedidos como indivíduos, e como cidadãos 
responsáveis e úteis na família, na comunidade e na sociedade, em geral. 
 
1.2. Os desafios da Escola 
 
A escola confronta-se com o desafio de preparar os jovens para a vida. Isto significa que o papel 
da escola transcende os actos de ensinar a ler, a escrever, a contar ou de transmitir grandes 
quantidades de conhecimentos de história, geografia, biologia ou química, entre outros. Torna-se, 
assim, cada vez mais importante preparar o aluno para aprender a aprender e para aplicar os seus 
conhecimentos ao longo da vida. 
 
Perante este desafio, que competências são importantes para uma integração plena na vida? 
 
As competências importantes para a vida referem-se ao conjunto de recursos, isto é, 
conhecimentos, habilidades atitudes, valores e comportamentos que o indivíduo mobiliza para 
enfrentar com sucesso exigências complexas ou realizar uma tarefa, na vida quotidiana. Isto 
significa que para resolver um determinado problema, tomar decisões informadas, pensar critica e 
criativamente ou relacionar-se com os outros um indivíduo necessita de combinar um conjunto de 
conhecimentos, práticas e valores. 
 
Naturalmente que o desenvolvimento das competências não cabe apenas à escola, mas também à 
sociedade, a quem cabe definir quais deverão ser consideradas importantes, tendo em conta a 
realidade do país. 
 
Neste contexto, reserva-se à escola o papel de desenvolver, através do currículo, não só as 
competências viradas para o desenvolvimento das habilidades de comunicação, leitura e escrita, 
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matemática e cálculo, mas também, as competências gerais, actualmente reconhecidas como 
cruciais para o desenvolvimento do indivíduo e necessárias para o seu bem estar, nomeadamente: 
 
a) Comunicação nas línguas moçambicana, portuguesa, inglesa e francesa; 
b) Desenvolvimento da autonomia pessoal e a auto-estima; de estratégias de aprendizagem e 
busca metódica de informação em diferentes meios e uso de tecnologia; 
c) Desenvolvimento de juízo crítico, rigor, persistência e qualidade na realização e 
apresentação dos trabalhos; 
d) Resolução de problemas que reflectem situações quotidianas da vida económica social do 
país e do mundo; 
e) Desenvolvimento do espírito de tolerância e cooperação e habilidade para se relacionar 
bem com os outros; 
f) Uso de leis, gestão e resolução de conflitos; 
g) Desenvolvimento do civismo e cidadania responsáveis; 
h) Adopção de comportamentos responsáveis com relação à sua saúde e da comunidade bem 
como em relação ao alcoolismo, tabagismo e outras drogas; 
i) Aplicação da formação profissionalizante na redução da pobreza; 
j) Capacidade de lidar com a complexidade, diversidade e mudança; 
k) Desenvolvimento de projectos e estratégias de implementação individuais ou em grupo; 
l) Adopção de atitudes positivas em relação aos portadores de deficiências, idosos e 
crianças. 
 
Importa destacar que estas competências encerram valores a serem desenvolvidos na prática 
educativa no contexto escolar e extra-escolar, numa perspectiva de aprender a fazer fazendo. 
 (...) o aluno aprenderá a respeitar o próximo se tiver a oportunidade de 
experimentar situações em que este valor é visível. O aluno só aprenderá a viver 
num ambiente limpo se a escola estiver limpa e promover o asseio em todos os 
espaços escolares. O aluno cumprirá as regras de comportamento se elas forem 
exigidas e cumpridas por todos os membros da comunidade escolar de forma 
coerente e sistemática. 
PCESG:27 
Neste contexto, o desenvolvimento de valores como a igualdade, liberdade, justiça, solidariedade, 
humildade, honestidade, tolerância, responsabilidade, perseverança, o amor à pátria, o amor 
próprio, o amor à verdade, o amor ao trabalho, o respeito pelo próximo e pelo bem comum, 
deverá estar ancorado à prática educativa e estar presente em todos os momentos da vida da 
escola. 
 
As competências acima indicadas são relevantes para que o jovem, ao concluir o ESG esteja 
preparado para produzir o seu sustento e o da sua família e prosseguir os estudos nos níveis 
subsequentes. 
 
Perspectiva-se que o jovem seja capaz de lidar com economias em mudança, isto é, adaptar-se a 
uma economia baseada no conhecimento, em altas tecnologias e que exigem cada vez mais novas 
habilidades relacionadas com adaptabilidade, adopção de perspectivas múltiplas na resolução de 
problemas, competitividade, motivação, empreendedorismo e a flexibilidade de modo a ter várias 
ocupações ao longo da vida. 
 7
 
1.3. A Abordagem Transversal 
 
A transversalidade apresenta-se no currículo do ESG como uma estratégia didáctica com vista um 
desenvolvimento integral e harmonioso do indivíduo. Com efeito, toda a comunidade escolar é 
chamada a contribuir na formação dos alunos, envolvendo-os na resolução de situações-problema 
parecidas com as que se vão confrontar na vida. 
 
No currículo do ESG prevê-se uma abordagem transversal das competências gerais e dos temas 
transversais. De referir que, embora os valores se encontrem impregnados nas competências e nos 
temas já definidos no PCESG, é importante que as acções levadas a cabo na escola e as atitudes 
dos seus intervenientes sobretudo dos professores constituam um modelo do saber ser, conviver 
com os outros e bem fazer. 
 
Neste contexto, toda a prática educativa gravita em torno das competências acima definidas de tal 
forma que as oportunidades de aprendizagem criadas no ambiente escolar e fora dele contribuam 
para o seu desenvolvimento. Assim, espera-se que as actividades curriculares e co-curriculares 
sejam suficientemente desafiantes e estimulem os alunos a mobilizar conhecimentos, habilidades, 
atitudes e valores. 
 
O currículo do ESG prevê ainda a abordagem de temas transversais, de forma explícita, ao longo 
do ano lectivo. Considerando as especificidades de cada disciplina, são dadas indicações para a 
sua abordagem no plano temático, nas sugestões metodológicas e no texto de apoio sobre os 
temas transversais. 
 
O desenvolvimento de projectos comuns constitui-se também como uma das estratégias que 
permite estabelecer ligações interdisciplinares, mobilizar as competências treinadas em várias 
áreas de conhecimento para resolver problemas concretos. Assim, espera-se que as actividades a 
realizar no âmbito da planificação e implementação de projectos, envolvam professores, alunos e 
até a comunidade e constituam em momentos de ensino-aprendizagem significativos. 
 
 
1.4 As Línguas no ESG 
 
A comunicação constitui uma das competências considerada chave num mundo globalizado. No 
currículo do ESG, são usados a língua oficial (Português), línguas Moçambicanas, línguas 
estrangeiras (Inglês e Francês). 
 
As habilidades comunicativas desenvolvem-se através de um envolvimento conjugado de todas as 
disciplinas e não se reserva apenas às disciplinas específicas de línguas. Todos os professores 
deverão assegurar que alunos se expressem com clareza e que saibam adequar o seu discurso às 
diferentes situações de comunicação. A correcção linguística deverá ser uma exigência constante 
nas produções dos alunos em todas as disciplinas. 
 
O desafio da escola é criar espaços para a prática das línguas tais como a promoção da leitura 
(concursos literários, sessões de poesia), debates sobre temas de interesse dos alunos, sessões para 
a apresentação e discussão de temas ou trabalhos de pesquisa, exposições, actividades culturais 
em datas festivas e comemorativas, entre outros momentos de prática da língua numa situação 
concreta. Os alunos deverão ser encorajados a ler obras diversas e a fazer comentários sobre elas 
e seus autores, a escrever sobre temas variados, a dar opiniões sobre factos ouvidos ou lidos nos 
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órgãos de comunicação social, a expressar ideias contrárias oucriticar de forma apropriada, a 
buscar informações e a sistematizá-la. 
 
Particular destaque deverá ser dado à literatura representativa de cada uma das línguas e, no caso 
da língua oficial e das línguas moçambicanas, o estudo de obras de autores moçambicanos 
constitui um pilar para o desenvolvimento do espiríto patriótico e exaltação da moçambicanidade. 
 
 
1.5. O Papel do Professor 
 
O papel da escola é de preparar os jovens de modo a torná-los cidadãos activos e responsáveis na 
família, no meio em que vivem (cidade, aldeia, bairro, comunidade) ou no trabalho. 
 
Para conseguir este feito, o professor deverá colocar desafios aos seus alunos, envolvendo-os em 
actividades ou projectos, colocando problemas concretos e complexos. A preparação do aluno 
para a vida passa por uma formação em que o ensino e as matérias leccionadas tenham 
significado para a vida do jovem e possam ser aplicados a situações reais. 
 
O ensino - aprendizagem das diferentes disciplinas que constituem o currículo fará mais sentido 
se estiver ancorado aos quatro saberes acima descritos interligando os conteúdos inerentes à 
disciplina, às componentes transversais e às situações reais. 
 
Tendo presente que a tarefa do professor é facilitar a aprendizagem, é importante que este 
consiga: 
 
• Organizar tarefas ou projectos que induzam os alunos a mobilizar os seus conhecimentos, 
habilidades e valores para encontrar ou propor alternativas de soluções; 
• Encontrar pontos de interligação entre as disciplinas que propiciem o desenvolvimento de 
competências. Por exemplo, envolver os alunos numa actividade, projecto ou dar um 
problema que os obriga a recorrer a conhecimentos, procedimentos e experiências de 
outras áreas do saber; 
• Acompanhar as diferentes etapas do trabalho para poder observar os alunos, motivá-los e 
corrigi-los durante o processo de trabalho; 
• Criar, nos alunos, o gosto pelo saber como uma ferramenta para compreender o mundo e 
transformá-lo; 
• Avaliar os alunos no quadro das competências que estão a ser desenvolvidas, numa 
perspectiva formativa. 
 
Este empreendimento exige do professor uma mudança de atitude em relação ao saber, à 
profissão, aos alunos e colegas de outras disciplinas. Com efeito, o sucesso deste programa passa 
pelo trabalho colaborativo e harmonizado entre os professores de todas as disciplinas. Neste 
sentido, não se pode falar em desenvolvimento de competências para vida, de 
interdisciplinaridade se os professores não dialogam, não desenvolvem projectos comuns ou se 
fecham nas suas próprias disciplinas. Um projecto de recolha de contos tradicionais ou da história 
local poderá envolver diferentes disciplinas. Por exemplo: 
 9
- Português colaboraria na elaboração do guião de recolha, estrutura, redacção e 
correcção dos textos; 
- História ocupar-se-ia dos aspectos técnicos da recolha deste tipo de fontes; 
- Geografia integraria aspectos geográficos, físicos e socio-económicos da região; 
- Educação Visual ficaria responsável pelas ilustrações e cartazes. 
 
Com estes projectos treinam-se habilidades, desenvolvem-se atitudes de trabalhar em equipa, de 
análise, de pesquisa, de resolver problemas e a auto-estima, contribuindo assim para o 
desenvolvimento das competências mais gerais definidas no PCESG. 
 
As metodologias activas e participativas propostas, centradas no aluno e viradas para o 
desenvolvimento de competências para a vida pretendem significar que, o professor não é mais 
um centro transmissor de informações e conhecimentos, expondo a matéria para reprodução e 
memorização pelos alunos. O aluno não é um receptáculo de informações e conhecimentos. O 
aluno deve ser um sujeito activo na construção do conhecimento e pesquisa de informação, 
reflectindo criticamente sobre a sociedade. 
 
O professor deve assumir-se como criador de situações de aprendizagem, regulando os recursos e 
aplicando uma pedagogia construtivista. O seu papel na liderança de uma comunidade escolar 
implica ainda que seja um mediador e defensor intercultural, organizador democrático e gestor da 
heterogeneidade vivencial dos alunos. 
 
As metodologias de ensino devem desenvolver no aluno: a capacidade progressiva de conceber e 
utilizar conceitos; maior capacidade de trabalho individual e em grupo; entusiasmo, espírito 
competitivo, aptidões e gostos pessoais; o gosto pelo raciocínio e debate de ideias; o interesse 
pela integração social e vocação profissional. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 10
 
2. Grade 12 
 
2.1 Grade 12 Proficiency Objectives 
 
By the end of this cycle learners: 
Can understand the main ideas of complex text on both concrete and abstract topics, including 
technical discussions in his/her field of specialization; 
Can interact with a degree of fluency and spontaneity that makes regular interaction with native 
speakers quite possible without strain for either party; 
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical 
issue giving the advantages and disadvantages of various options: 
• Communicate with some confidence on familiar routines and non routines matters related 
to his or her interests; 
• Exploit a wide range of simple language to deal with most situations likely to arise in 
everyday interactions; 
• Enter unprepared into conversation; 
• Express personal opinions and exchange information on topics that are familiar of 
personal interest or pertinent to everyday life. 
 
Speaking Objectives: 
 
Interact with a degree of: 
Fluency and spontaneity that makes regular interaction with native speakers quite possible; 
Take an active part in discussion in familiar and academic contexts, accounting for and 
Sustaining own views; 
Present clear, detailed descriptions on a wide range of subjects related to own field of interest. 
Explain a viewpoint on a topical issue giving the advantages and disadvantages of various 
options; 
Tell stories, entertain and persuade; 
Use some figurative styles and idiomatic. 
 
Listening Objectives: 
 
Understand extended speech and lectures and follow even complex lines of argument provided 
the topic is reasonably familiar; 
Understand most TV and radio news and current affairs programmes; 
Understand the majority of Films in Standard English and accents. 
 
Reading Objectives: 
 
Read articles and reports concerned with contemporary problems in which the writers adopt 
particular attitudes or viewpoints. Understand contemporary literary prose and narrative. 
 
 
 
 
 11
Writing Objectives: 
 
Write clear, detailed text on a wide range of subjects related to own interests; 
Write an essay or reports passing on information or giving reasons in support of or against a 
particular point of view; 
Write letters highlighting the personal significance of events and experiences; 
Follow the five-step writing process. 
 
2.2 Grade 12 Proficiency Contents 
 
Throughout the grade 12 the following contents will be covered: 
 
Functions: 
• Accepting ; 
• Agreeing and disagreeing politely; 
• Apologizing; 
• Arguing /explaining ; 
• Asking and answering; 
• Asking for and giving information; 
• Asking for and giving reasons; 
• Asking for something in different 
contexts; 
• Classifying; 
• Comparing and contrasting; 
• Complaining and giving reasons; 
• Confirming and denying; 
• Defining activities/events; 
• Describing processes daily 
activities/places/symptoms…; 
• Explaining; 
• Expressing likes and dislikes; 
• Expressing opinions and view points; 
• Expressing preferences and giving 
reasons; 
• Giving advice ; 
• Giving instructions; 
• Giving suggestions; 
• Greeting; 
• Identifying; 
• Inquiring about …; 
• Interrupting politely; 
• Inviting, accepting and refusing; 
• Leading a discussion; 
• Making inquiries (at the hospital, 
airport …); 
• Making predictions; 
• Ordering and booking; 
• Persuading ; 
• Planning and giving a speech; 
• Reporting events; 
• Supporting ideas; 
• Writing warning notices;Topics and Vocabulary 
• Famous People and Idols; 
• Heroes; 
• Entertainment; 
• Business and Etiquette; 
• Business Communication; 
• Taxes; 
• Health and Flu; 
• Self Employment; 
 
• Literature; 
• Law; 
• Drugs; 
• Religious and Beliefs; 
• Life After School; 
• News; 
• Life in 2025. 
 
 
 
 
 
 
 12
Grammar 
• Adjectives; 
• Adverbials; 
• Clause and Sentence structure; 
• Comparison; 
• Determiners; 
• Modals; 
• Mood; 
• Nouns; 
• Possession; 
• Prepositions; 
• Pronouns; 
• Tenses; 
• The passive; 
• Transitivity; 
• Verb complementation. 
 
 
Critical Thinking 
• Analyse and describe characters in a story; 
• Analyse narrative techniques in an essay; 
• Analyse problems and propose solutions; 
• Analyse relationships between words; 
• Analyse sensitive language referring to 
disabilities; 
• Analyse storytelling techniques; 
• Analyse strategies speakers use to support 
their opinions; 
• Analyse survey results; 
• Analyse the advantages and disadvantages 
of ... ; 
• Analyse use of rhyme in a poem; 
• Challenge stereotypes; 
• Classify information from the text; 
• Compare and contrast city and country 
life; 
• Compare and contrast definitions ; 
• Compare and contrast past and current 
childrearing practices; 
• Compare and contrast points of view; 
• Compare and contrast two life histories; 
• Compare and contrast two types of dress; 
• Compare and contrast types of corruption; 
• Compare cultural norms of dress; 
• Compare family histories; 
• Compare past and current family roles; 
• Compare past and current gender roles in 
Mozambican families; 
• Compare personal preferences in humour; 
• Compare sources of news; 
• Correlate an individual example with 
broad trends; 
• Correlate examples with abstract 
principles; 
• Critique corruption; 
• Critique magazine and television 
advertisements; 
• Deliberate cases using information from 
the readings; 
• Develop arguments for and against an 
issue; 
• Evaluate information according to criteria 
set forth in a text; 
• Evaluate one's susceptibility to corruption; 
• Evaluate persuasiveness of arguments; 
• Evaluate situations according to criteria set 
forth in a text. 
• Evaluate the advantages and disadvantages 
of tourism; 
• Evaluate the quality of arguments; 
• Express opinions about different types of 
storytelling; 
• Frame contrasting points of view on 
disability issues; 
• Hypothesize outcomes; 
• Hypothesize point of view; 
• Identify cause and effect; 
• Identify intended market of advertisements; 
• Identify personal obstacles; 
• Identify personal values and assumptions; 
• Identify point of view in a text; 
• Identify salient features of an advert; 
• Identify the advantages and disadvantages 
of Information and Communication 
Technology (ICT) ; 
• Infer information not explicit in the 
interview; 
• Infer information not explicit in the 
listening; 
• Infer information not explicit in the text; 
• Infer word meaning from context ; 
• Interpret a diagram and maps; 
• Interpret a cartoon, photograph and picture; 
• Interpret meaning from text; 
• Interpret quotations; 
• Interpret statistics; 
• Interpret the significance of how a person 
dresses; 
• Interpret word usage; 
• Make judgments; 
• Match actions to their consequences; 
• Rank the value of personal qualities; 
 13
• Draw logical conclusions; 
• Evaluate advantages and disadvantages; 
• Recognize personal assumptions about … 
 
 
Crosscutting Issues 
• Cultural issues; 
• Health and hygiene: symptoms, causes, cures, and prevention of the most common diseases, such 
as cholera, malaria. Traditional medicine, care with medicine and medical instructions and 
prescriptions; 
• Sexual and reproductive health (avoiding early marriage and pregnancy, abortion, etc.); 
• HIV-AIDS (Stigma, prevention and care); 
• Drugs, alcohol and other addictions; 
• Agriculture: sustainable development, improving animal and crop farming 
• Small business – self employment; 
• Environmental issues – protection of forests, vegetation, erosion prevention, floods and droughts; 
• Human Rights (children and women): gender and handicapped equity. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 14
 
 
 
3. Scope and Sequence 
 
 
Unit 1 – Famous People and Idols 
Unit 2 - Heroes 
Unit 3 – Entertainment 
Unit 4 – Business and Etiquette 
Unit 5 – Business Communication 
Unit 6 – Taxes 
Unit 7 – Flue 
Unit 8 – Self Employment 
Unit 9 – Literature 
Unit 10 – Law 
Unit 11 – Drugs 
Unit 12 – Religious and Beliefs 
Unit 13 – Life After School 
Unit 14 – News 
Unit 15 - Life in 2025 
 
 
 
 15
UUnniitt 11:: Famous people and Idols 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about celebrities in 
the world, country, and 
region. (Arts and sports); 
 
• Talk about high 
achievers in science and 
technology; 
 
• Talk about achievers 
with disabilities (Stevie 
Wonder, Isau Menezes, 
Fernando Honwana); 
 
• Discuss good quotations 
and thoughts of famous 
people (Mandela, 
Mahatma Ghandi, 
Samora Machel ….); 
 
• Talk about personalities 
who have made a 
difference in the politics 
of the region; 
 
• Talk about their idols. 
 
Functions: 
o Describing people; 
o Comparing people/things; 
o Expressing preferences; 
o Comparing and contrasting; 
o Expressing opinion; 
o Presenting; 
o Listing; 
o Defining activities/events; 
o Describing actions and things. 
 
Topics and subtopics: 
o Famous people in the world; 
o Famous people in Mozambique; 
o Achievers in science and technology; 
in Mozambique and the world; 
o Idols and role models. 
 
Vocabulary: 
o Analogies; 
o Context clues 
o Definitions 
o Figurative language 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
Revision of: 
• Ask and answer questions about 
famous people in Arts and sports 
in the country/region; 
 
• Name and describe the works of 
high achievers in science and 
science and technology (e.g. Bill 
Gates, Neil Armstrong ...) ; 
 
• Name and describe the deeds of 
famous people in their 
community in different fields 
(Art, sports…); 
 
• List their idols; 
 
• Compare and contrast behaviour 
and attitudes of different idols; 
 
• Express opinion on idols and 
famous people. 
 
• Describe the deeds of 
famous people; 
 
• List the names of idols and 
famous people; 
 
• Express opinion on idols 
and famous people; 
 
• Compare and contrast 
behaviour and attitudes of 
different idols; 
 
• Present a short biography 
and main ideas or deeds of 
famous people. 
 
 
 16
o Past simple; 
o Tag questions 
o Past continuous: affirmative, 
negative, interrogative; 
o Reflexive pronouns; 
o Passive voice; 
o Connectors: (not only…but also, 
both…and, either…or, neither…nor); 
o Adverbials - Nearly, almost, not yet, 
already, ever. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss; 
o Express and defend opinions; 
o Use an outline to organize an 
argument. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts; 
 
 17
UUnniitt 22:: Heroes 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss the role heroes 
played in the community; 
 
• Discuss the national 
heroes’ deeds; 
 
• Talk about heroes in 
different spheres; 
 
• Talk about living heroes 
Functions: 
o describing people; 
o comparing people/things; 
o Expressing preferences; 
o Comparing and contrasting 
o Expressing opinion; 
o Presenting; 
o Listingo Describing actions and things; 
o Giving advice; 
o Reporting events. 
 
Topics and subtopics: 
-National heroes 
o Heroes in the different spheres of life; 
o What makes a heroes; 
o Personal heroes 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Past simple; 
• Name the heroes of their 
community/country; 
 
• Write articles/ composition 
about the heroes; 
 
• Identify reliable indicators of 
a hero; 
 
• Identify living heroes; 
 
• Describe life and deeds of a 
national hero; 
 
• Express opinion of life and 
deeds of heroes; 
 
• Make presentation on life and 
deeds of local or national 
heroes. 
• Compare life experiences of 
heroes; 
 
• Describe life and deeds of a 
national hero; 
 
• Name local, national and 
international heroes; 
 
• Explain why people are 
considered heroes; 
 
• Express opinion of life and 
deeds of heroes; 
 
• Make presentation on life 
and deeds of local or 
national heroes; 
 
• Write article on national 
heroes. 
 18
o Past perfect; 
o Sequence markers; 
o “Used to” and “Would; 
o Impersonal passive. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Description of peoples and events; 
Reports; 
• Adverts; 
 19
UUnniitt 33:: Entertainment 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about the role of 
entertainment for healthy 
living. (music, dance, 
games...); 
 
• Talk about the influence 
of Media on 
entertainment; 
 
• Talk about different 
types of entertainment in 
the country/community; 
 
• Talk about the 
importance of literature 
and theatre in the 
community. 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Classifying (something, family …); 
o Comparing and contrasting; 
o comparing people/things. 
 
Topics and subtopics: 
-Entertainment: 
o Plays; 
o Writers; 
o Actors; 
o And other related professionals. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Present Perfect; 
o Present Perfect Continuous Tense; 
o Every / each; 
o Passive voice. 
 
• Name the advantages of 
entertainment for the well-being 
of community; 
 
• Compare and contrast types of 
entertainment in the city and in 
the countryside; 
• Name and explain the existing 
types of entertainment in their 
communities; 
 
• Identify writers, performers and 
directors in the country. 
 
• Explain the advantages of 
entertainment for the well-
being of the people; 
 
• Name the different 
professions related to 
theatre; 
 
• Compare and contrast the 
different types of plays; 
 
• Retell a story from the play; 
 
• Write a critique of a book 
or novel; 
 
• Relate the plot of 
book/play and describe 
their reactions. 
 
 
 20
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Posters; 
• Compositions; 
• Adverts. 
 
 
 21
UUnniitt 44:: Business and Etiquette 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about culture 
and good manners in 
business; 
 
• Discuss different 
procedures in 
business; 
 
• Talk about the 
importance of 
etiquette in business 
promotion; 
 
• Talk about the 
importance of 
principles in doing 
business; 
 
• Talk about the 
importance of 
language in doing 
business; 
 
• Talk about different 
ways people do 
business. 
Functions: 
o Apologizing; 
o Arguing /explaining ; 
o Asking and answering questions; 
o Asking for and giving information; 
o Asking for and giving reasons; 
o Asking for something …; 
o Classifying (something, family …); 
o Comparing and contrasting; 
o Interrupting politely; 
o Inviting, accepting and refusing. 
 
Topics and subtopics: 
o Types of business; 
o International trade; 
o Etiquette. 
o How to do business; 
o Corruption; 
o Business as social responsibility. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
• List/Name and explain good 
manners in business; 
 
• Explain the advantages of good 
manners in business promotion ; 
 
• Describe Mozambican etiquette; 
 
• Describe how different cultures 
do business; 
 
• Explain the importance language 
in business. 
• Initiate and maintain a 
discourse naturally in a 
business situation; 
 
• Explain procedures and 
etiquette in doing business in 
Mozambique; 
 
• Compare and contrast ways of 
doing business in Mozambique 
and other parts of the world; 
 
• Write a business letter. 
 
 
 
 22
Grammar: 
• Modals of obligation and advice 
(should, should not); 
• Have to, Had better); 
• 2nd and 3rd conditionals. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Composition; 
• Reports; 
• Adverts. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 23
 
 
 
 
UUnniitt 55:: BBuussiinneessss CCoommmmuunniiccaattiioonn 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about ways of 
making effective 
telephone calls; 
 
• Discuss and practise 
ways of making effective 
presentations; 
 
• Analyse and write 
business reports; 
 
• Analyse and write 
business letters; 
 
• Talk about the use visual 
aids to make business 
presentations. 
Functions: 
o Making telephone calls; 
o Analysing; 
o Describing processes and state; 
o Persuading; 
o Agreeing and disagreeing; 
o Apologizing; 
o Arguing /explaining; 
o Asking for and giving reasons; 
o Comparing and contrasting; 
o Interrupting politely; 
o Inviting, accepting and refusing; 
o Planning and giving a speech. 
 
Topics and subtopics: 
-Business Communication 
o Dress code; 
o Body language; 
o Oral skills; 
o Written presentations; 
o Visuals; 
o ICTs; 
o Charts. 
 
Vocabulary: 
o Analogies 
o Context clues 
o Definitions 
• Make and answer business calls; 
 
• Use formal greeting formulae; 
 
• Make effective oral presentations; 
 
• Make effective presentations 
using visual aids; 
 
• Write business letters; 
 
• Write reports. 
• Use appropriate telephone 
language; 
 
• Initiate, sustain and end a short 
formal conversation on various 
familiar topics; 
 
• Make presentations using visual 
aids; 
 
• Write business letters (of 
persuasion, explaining, 
complaining). 
 24
o Figurative language 
o Idiomatic expressions 
o Phrasal verbs 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
• used to + infinitive ; 
• be/get used to + ing form; 
• ago and for; 
• Passive (present, past). 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Letter writing; 
• Reports; 
• Adverts.25
UUnniitt 66:: TTaaxxeess 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about taxes in the 
development of the 
country; 
 
• Discuss how taxes can 
change the living 
standards of their 
communities; 
 
• Talk about tax evasion in 
the country; 
 
• Discuss taxes in small 
and big business in their 
communities. 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Asking for and giving reasons; 
o Comparing and contrasting; 
o Complaining and giving reasons; 
o Describing; 
o Explaining; 
o Expressing likes and dislikes 
o Giving advice; 
o Persuading; 
o Supporting ideas 
 
Topics and subtopics: 
-Taxes 
o Types of taxes 
o Taxes and development. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
-Revision: 
• Name and describe kind of 
income taxes in Mozambique; 
 
• Explain how taxes can improve 
the living standards of their 
communities; 
 
• Name and explain the 
problems/impediments the taxes 
evasion brings to the country; 
 
• Describe penalties incurred for tax 
evasion. 
 
• Compare and contrast taxes in 
big and in small business; 
 
• Describe how taxes can improve 
the standards of living in their 
communities; 
 
• List the impediments caused by 
taxes evasion; 
 
• Explain how taxes contribute in 
the development of the country; 
 
• Describe penalties incurred for 
tax evasion. 
 
 
 26
o Modal verbs (Must, should, and have 
to) ; 
o Conditionals. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss; 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts; 
 27
UUnniitt 77:: HHeeaalltthh -- FFlluu 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about common viral 
diseases in their 
communities; 
 
• Talk about symptoms of 
commons diseases; 
 
• Discussion ways to 
prevent common 
diseases in their 
communities; 
 
• Discuss treatment and 
cure of common 
diseases; 
 
• Discuss HIV and AIDS. 
 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Asking for and giving information; 
o Asking for and giving reasons; 
o Classifying; 
o Describing; 
o Giving advice; 
o Giving instructions; 
o Making predictions; 
o Writing warning notices. 
 
Topic and subtopics: 
-Health 
o Symptoms and cure 
o Causes 
o HIV/AIDS 
o Other viral diseases. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
 
• Name the common viral diseases 
in their communities; 
 
• Describe the symptoms of the 
common diseases in their 
communities; 
 
• Name and explain ways to 
prevent common diseases in the 
communities; 
 
• Describe the treatment and cure of 
common diseases in their 
communities. 
• List the common diseases in 
their communities; 
 
• Explain ways to prevent the 
common diseases in their 
communities; 
 
• Describe the symptoms, 
treatment and cure of common 
diseases in the community. 
 
 28
Grammar: 
Revision of: 
o will ; 
o Should (advice and suggestions) ; 
o Reported speech; 
o Reporting verbs. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 29
UUnniitt 88:: SSeellff EEmmppllooyymmeenntt 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about local business 
activities; 
 
• Discuss local business 
initiatives; 
 
• Talk about 
entrepreneurship in their 
communities; 
 
• Discuss the importance of 
self employment in the 
family sustainability; 
 
• Talk about the contribution 
of self employment in the 
economic development of 
the country. 
Functions: 
o Applying; 
o Arguing /explaining; 
o Asking and answering questions; 
o Asking for and giving information; 
o Asking for and giving reasons; 
o Comparing and contrasting; 
o Describing; 
o Expressing opinions; 
o Giving suggestions; 
o Making future plans. 
 
Topic and subtopics: 
o small hold fish farming; 
o keeping business records. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Review Tenses; 
o irregular verbs; 
o Reflexive pronouns (each other, 
• Name the local business 
initiatives; 
 
• Design and describe small 
business projects for the 
development of their 
communities; 
 
• Explain how self employment can 
contribute to the sustainability of 
the family; 
 
• Illustrate the role of self 
employment in the socio-
economic development of the 
country; 
 
• List the existing self employment 
in their communities. 
• Name the existing self 
employment in their 
communities; 
 
• Explain the impact of self 
employment in the national 
socio-economic development; 
 
• Illustrate how self employment 
contributes to the sustainability 
of the family; 
 
• Describe small business 
project for local development. 
 30
one another…). 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 
 
 
 31
UUnniitt 99:: LLiitteerraattuurree 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about Modern 
African Writers; 
 
• Talk about Mozambican 
writers; 
 
• Discuss Mozambican 
literature (books/chapters 
written by Mozambican 
writers); 
 
• Talk about traditional 
storytelling; 
 
• Talk about Mozambican 
poetry. 
Functions: 
o Asking and answering questions; 
o Asking for and giving information; 
o Asking for and giving reasons; 
o Asking for something (bookshop, 
market, shop ….); 
o Classifying; 
o Comparing and contrasting; 
o Describing; 
o Supporting ideas. 
 
Topics and subtopics: 
-Literature 
o Fiction; 
o Factual; 
o Poetry; 
o Storytelling. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Reported speech; 
• Name Modern African writers; 
 
• List and explain the titles and 
books of Modern African Writers; 
 
• Identify and describe the main 
characters in a story; 
 
• Distinguish between fiction and 
factual; 
 
• Retell Mozambican traditional 
stories; 
 
• Name and describe Mozambican 
poets. 
• List the modern African writers; 
 
• Differentiate between fiction and 
factual; 
 
• Retell Mozambican stories; 
 
• Name Mozambican writers and 
their works. 
 
 32
o Preposition + participle; 
o Pronouns with quantifiers. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss; 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile;o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 
 
 33
UUnniitt 1100:: LLaaww 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss sources of 
conflict and ways to 
prevent conflicts; 
 
• Discuss ways of 
resolving conflicts; 
 
• Discuss rules regulations 
at school; 
 
• Talk about crime and 
punishment; 
 
• Discuss what prisons are 
for; 
 
• Discuss the role of 
rehabilitation programs 
in a country; 
 
• Talk about deterrent and 
preventive measures; 
 
• Discuss types of crime 
and sentences in their 
communities. 
 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Asking for and giving reasons; 
o Asking for something (bookshop); 
o Comparing and contrasting; 
o Complaining and giving reasons; 
o Expressing opinions; 
o Giving suggestions. 
 
Topic and Subtopics: 
o Conflict: source, prevention and 
management; 
o School and community norms and 
regulations; 
o Crime & punishment; 
o Legal cases; 
o Human rights. 
 
Vocabulary: 
o Analogies; 
o Context clue; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
 
• Name common sources of 
conflicts; 
 
• Describe ways of preventing or 
resolving conflicts; 
 
• Explain the importance of 
dialogue in conflict resolution; 
 
• Explain the importance of abiding 
by the law; 
 
• Describe the norms and 
regulations and school and other 
social bodies; 
 
• Name common crimes in their 
communities; 
 
• Express their view points on 
reason for prison in their 
communities; 
 
• Name and explain deterrent and 
preventive measures in their 
communities and in the country; 
 
• Relate the type of crime and the 
punishment applied (lynch mob, 
small theft, murder…). 
 
• Describe ways of preventing or 
resolving conflicts; 
 
• Explain the importance of 
dialogue in conflict resolution; 
 
• Explain the importance of 
abiding by the law; 
 
• List the common crime in their 
communities; 
 
• Compare and contrast the types 
of crime and the punishment; 
 
• Express their view points on the 
reason for reason in their 
communities and in the others; 
 
• Propose deterrent and 
preventive measures for their 
communities; 
 
• Describe ways and institutions 
that can help in conflict 
resolution. 
 
 34
Grammar: 
• Reported speech; 
• Conditionals 3rd 
• (if She had not broken…she would..); 
• Used to + infinitive; 
• Used to + gerund. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 
 
 
 
 
 
 
 
 
 
 
 35
 
UUnniitt 1111:: DDrruuggss 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Talk about drug 
addiction in young 
people; 
 
• Talk about the effects of 
different drugs such as 
cigarettes, alcohol, 
marijuana etc. ; 
 
• Discuss the role of the 
society, parents in the 
drug prevention; 
 
• Discuss the influence of 
Media on drug abuse in 
adolescents; 
 
• Discuss the effect of 
drugs on crime in the 
society; 
 
• Discuss the effect of 
drug on the local and 
national economy; 
 
• Discuss how to help or 
get help in case of drug 
addiction. 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Asking and answering questions; 
o Comparing and contrasting; 
o Describing; 
o Giving advice; 
o Giving suggestions; 
o Identifying. 
 
Topic and Subtopics: 
o Helpful drugs; 
o Harmful drugs; 
o Conflict and conflict resolution; 
o Offence and crimes; 
o Crime prevention. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Adjectives – prefixes (unhappy). 
• Name and explain the negatives 
effects of drug abuse in the 
society; 
 
• Describe the past and current 
situation of drug abuse in their 
school and community; 
 
• Name ways to help prevention of 
drug addiction in adolescents; 
 
• List and explain the damages 
drugs cause to the local and 
national economy; 
 
• Debate how avoid or reduce drug 
abuse at school; 
 
• Make survey on drug use in 
school and family. 
Can: 
• Name and explain the effects of 
different common drugs; 
 
• Make presentation on drug use 
in school and community; 
 
• Express opinion on how to 
prevent and cure drug abuse; 
• Make posters about effects of 
drugs; 
 
• Write letters of complaint. 
 36
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 37
UUnniitt 1122:: Religions and Belief 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss different 
beliefs within 
modern religions; 
 
• Discuss relationship 
between beliefs and 
the truth; 
 
• Talk about existing 
religions in the 
world and in the 
country; 
 
• Talk about 
childhood beliefs; 
 
• Talk about African/ 
traditional religions 
and beliefs; 
 
• Discuss the 
importance of 
respect and peaceful 
co-existence 
between different 
cultures, religions 
and beliefs. 
Functions: 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Asking for and giving reasons; 
o Classifying; 
o Comparing and contrasting; 
o comparing people/things; 
o Describing; 
o Expressing opinions; 
o Giving advice; 
o Giving instructions; 
o Inviting, accepting and refusing. 
 
Topic and subtopics: 
o Main religions in the world; 
o African/traditional religions; 
o Respect and tolerance among 
religions; 
o Main teachings of the main religions. 
 
Vocabulary: 
o Analogies; 
o Context clues ; 
o Definitions; 
o Figurative language 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
• Name and explain beliefs within 
Christian, Moslem and other 
modern Religions; 
 
• Correlate beliefs with the truth; 
 
• Describe existing religions in 
their communities; 
 
• Describe African/traditional 
religious practices in their 
communities; 
 
• Explain the importance of 
tolerance and co-existence 
between the various religious 
groups; 
 
• Compare and contrast the key 
beliefs of the various religions. 
• Describe his belief; 
 
• Describe the most common 
religions in Mozambique; 
 
• Explain the importance tolerance 
and co-existence between the 
various religious groups. 
 38
Grammar: 
• Should and have to; 
• Revision Passive. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 39
UUnniitt 1133:: Life After School 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss challenges 
to face after school; 
 
• Talk about the 
relationship between 
the courses and the 
situation in the field; 
 
• Discuss different 
initiative to earn 
their living in the 
independent world; 
 
• Discuss 
entrepreneurship 
initiativesfor their 
survival in the real 
world. 
Functions: 
o Applying; 
o Describing; 
o Explaining; 
o Presenting; 
o Identifying; 
o Discussing; 
o Agreeing and disagreeing; 
o Asking for and giving reasons; 
o Comparing and contrasting; 
o Expressing opinions; 
o Expressing preferences; 
o Giving advice; 
o Making predictions; 
o Making future plans. 
 
Topic: 
o School subjects and fields of study; 
o Self employment; 
o Entrepreneurship. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions. 
o Word formation. 
• Describe the subjects they 
learn at school, their 
importance and relevance to 
day to day life; 
• Correlate the courses to their 
real survival situation; 
• Name and explain initiatives 
for their survival in real 
world; 
• Explain how their knowledge 
can improve the living 
standard of the community; 
• Design and present project 
for local development; 
• Describe the skills and 
attitudes necessary for 
successful further studies; 
• Describe the skills and 
attitudes necessary for 
employment or self 
employment; 
• Write CV; 
• Write letter of application. 
• Describe the subjects they 
learn at school, their 
importance and relevance to 
day to day life; 
 
• Present a project on how 
their knowledge can 
contribute to the improve 
living standards of their 
community; 
 
• Write CV; 
 
• Write letter of application 
 40
Grammar: 
o Might and Will ; 
o Infinitive ( To + Verb) to say why we 
do things; 
o Present Perfect vs Past simple; 
o Modals (advice obligation and 
permission) ; 
o Future tenses. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Letter of application; 
• Reports; 
• Adverts. 
 
 
 
 
 
 
 
 
 
 
 41
 
 
 
UUnniitt 1144:: News 
LEARNING OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss the National 
and world news; 
 
• Talk about the 
current issues in 
their communities; 
 
• Talk about the 
national Media 
(Newspaper, Radio 
and Television…); 
 
• Talk about press 
freedom in the world 
and in the country; 
 
• Talk about press 
ethics; 
 
• Talk about different 
news source; 
 
• Talk about different 
parts of newspaper. 
Functions: 
o Describing; 
o Agreeing and disagreeing; 
o Reporting; 
o Agreeing and disagreeing; 
o Arguing /explaining; 
o Classifying (something, family …); 
o Comparing and contrasting; 
o Complaining and giving reasons; 
o Defining activities/events; 
o Discussing; 
o Expressing opinions; 
o Expressing preferences; 
o Reporting; 
o Supporting ideas. 
 
Topic: 
o News; 
o Media; 
o ICT; 
o Internet. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
• Compare broadcast (TV, 
Radio) and the written news 
(Newspaper, Magazine…); 
 
• Compile and report the main 
current issues in their 
communities; 
 
• Describe the main role of the 
Media in their communities; 
 
• List the advantages of press 
freedom in the world; 
 
• Distinguish facts from 
opinions; 
 
 
• Express their opinions on 
press ethics; 
 
• Relate freedom of press to 
individual rights; 
 
• Read and summarise news 
items; 
 
 
• Read and summarise an 
article; 
 
• Listen and take notes of 
news items; 
 
• Name and describe 
professions related to 
media; 
 
• Read and summarize 
information from different 
sources; 
 
• Make presentation on issues 
related to freedom of press, 
media. 
 
 42
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
 
Grammar: 
o Word order; 
o That (as subject and as object); 
o Would rather + infinitive; 
o Should + have. 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
• Name and describe 
professions related to media. 
 
 
 43
UUnniitt 1155:: Life in 2025 
LEARNING 
OBJECTIVES 
 
Students will… 
CONTENTS BASIC COMPETENCIES 
 
 
Students will be able to … 
ASSESSMENT STANDARDS 
 
Students can: 
• Discuss Science 
and Technology 
development in 
different fields; 
 
• Speculate about 
future climate 
changes in the 
world; 
 
• Discuss the future 
of fuel as source of 
energy; 
 
• Talk about the 
cure for the 
currently incurable 
diseases (HIV, 
cancer …); 
 
• Speculate how 
Mozambique will 
be the future in 
terms of politics, 
economy, culture 
and physical 
appearance. 
Functions: 
o Discussing; 
o Agreeing and disagreeing; 
o Comparing and contrasting; 
o Describing; 
o Discussing; 
o Explaining; 
o Expressing opinions; 
o Giving opinions; 
o Giving reasons; 
o Making future plans ; 
o Making predictions; 
o Supporting ideas. 
 
Topic: 
o Science and technology; 
o Medicine; 
o Economy; 
o Culture; 
o Politics. 
 
Vocabulary: 
o Analogies; 
o Context clues; 
o Definitions; 
o Figurative language; 
o Idiomatic expressions; 
o Phrasal verbs; 
o Synonyms; 
o Vocabulary classification; 
o Word definitions; 
o Word formation. 
• Describe the current and future 
trends of climate changes; 
 
• Correlate the current climate 
changes with the future of 
agriculture, wildlife…; 
 
• Identify and explain the effects of 
pollution in the world; 
 
• Describe the big changes in 
science and technology in the two 
last decade; 
 
• Identify and explain alternatives 
for future source of energy in the 
country/community. 
• Use language to speculate about 
future; 
 
• Write an essay about the distant 
future; 
 
• Present and support his ideas 
about the distant future. 
 44
Grammar: 
o Future forms (be); 
o Going to + future continuous; 
o Future time clauses (when, if , as soon 
as…). 
 
Skills: 
Speaking 
o Debate; 
o Present; 
o Discuss. 
Listening 
o Listen and take notes; 
o Listen for details. 
Reading 
o Articles; 
o Read for details; 
o Read personal profile; 
o Extensive reading; 
o Adverts. 
Writing 
• Application letter; 
• Reports; 
• Adverts. 
 45
4. Methodology 
 
The general teaching approach adopted for both primary and secondary education in 
Mozambique, is the Communicative Language Teaching (CLT). The present syllabus is, 
therefore, based upon this approach. 
 
To allow teachers´ flexibility, the teaching methods, procedures and techniques will be 
selected according to the specific goals, conditions and resources available to the teacher and 
students. Considering that our classrooms are heterogeneous, it is also accepted that the same 
lesson can be taught using different procedures and techniques by different teachers. 
 
The syllabus contains some innovations such as the introduction of projects and portfolio 
(appendix 1) as both teaching and assessment tools that foster learner’s independence. 
 
Aiming at achieving the general and specific unit objectives and basic competencies, each 
unit contains suggestions for activities, critical thinking and crosscutting issues, which can be 
explored by the teacher in the classroom. It is therefore urged that teachers implement them. 
Some activities are specific to a certain unit but others are repeated in every unit. 
 
The balance of skills and activities in this grade should be 60 percent oracy (Listening and 
Speaking) and 40 percent writing (Reading and writing). 
 
 5. Assessment 
 
Assessment can be defined as the formal or informal process of collectingevidence about 
students’ progress, analyzing and evaluating progress, communicating about progress, and 
adjusting teaching practice based on reflection on a teacher’s practice. There are various 
forms of assessment, including formal measurement tools such as tests. Informal assessment 
can occur throughout the school year, and includes evaluating data from multiple sources, 
such as exercises, portfolios, homework or assignments that enable you to measure student 
progress. 
 
There are two main ways in which assessment is important in learning - formative and 
summative. 
 46
 
Formative Assessment is an assessment carried out by teachers during the learning process 
with the aim of using the results to improve the learning and teaching process. It relates to 
how the student has been learning. It can use both formal (tests) and informal measurement 
tools – whether group work, projects, portfolios etc 
 
 Summative Assessment is carried out in predetermined periods and at the end of term or 
school year –often for purposes of providing aggregated information on learning outcomes to 
educational authorities and parents. It relates to what and how much the student has learnt. 
This is usually done through tests, quizzes and exams (ACSs and ACPs). 
 
The New Curriculum emphasizes formative assessment, which gives scope for the inclusion 
of informal assessment also known as classroom assessment The inclusion of classroom 
assessment is also in line with the general teaching philosophy of the constructivist approach 
to learning. 
 
Formative assessments, includes the evaluation of any activity related to learning process 
such as participation, homework, pair and group work, portfolio, projects, presentations and 
posters. This type of assessment allows the student to be an active participant in the process of 
learning and assessment. The aim of this type of assessment is to involve the students in 
thinking about how they learn and encourage them to take control of their learning. Thus, by 
assessing all the above aspects will not only provide data on the quantitative knowledge but 
also the qualitative aspects. 
 
As put forward by this new syllabus, teachers are strongly recommended to include and use 
formative assessment to cater for the qualitative aspect. Assessment is an important part in the 
teaching and learning process and it cannot be disassociated from the activities, procedures, 
methods and learning materials used in the classroom. 
 
 
 
 
 
 
 
 
 
 
 
 47
6. Bibliography 
 
MINED. (….). Examination Handbook: English, 10th and 12th Grades. Maputo – Mozambique 
 
Council of Europe (2001) The Common European Framework of reference for Languages: 
Learning, Teaching, Assessment. Cambridge University Press, UK 
 
MINED. (2001). 8th to 10th Grades; English Language Teaching Syllabus. Maputo – 
Mozambique. 
 
MINED. (2001). 11th and 12th Grades; English Language Teaching Syllabus. Maputo – 
Mozambique. 
 
INDE. (2003) . Plano Curricular do Ensino Básico: Objectivos, Políticas, Estruturas, Planos 
de Estudos e Estratégias de Implementação. Maputo – Moçambique 
 
INDE. (2003). Programa de Ensino Básico; 3º Ciclo. Maputo – Moçambique 
 
INDE. (2007). Plano Curricular do Ensino Secundário Geral (PCESG): Objectivos, Políticas, 
Estrutura, Plano de Estudo e Estratégias de Implementação. Maputo – Moçambique 
 
Ministry of Education and Vocational Training. (2007). English academic Syllabus for 
Diploma in Secondary Education – Tanzania 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 48
 
7. Appendixes 
 
 
 
 
 
 
 
• Portfolio 
 
• Lesson Plan Model / Format 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 49
 
Appendix 1 
 
 
 
Portfolio 
 
 
 Student Portfolios: Classroom Uses 
 
 
 
What is it? 
 
Portfolios are collections of student work representing a selection of performance. A portfolio 
may be a folder containing a student’s best pieces and the student’s evaluation of the strengths 
and weaknesses of the pieces. It may also contain one or more works-in-progress that 
illustrate the creation of a product, such as an essay, evolving through various stages of 
conception, drafting, and revision. 
 
More teachers have recently begun using portfolios in all subject areas. Portfolios are useful 
as a support to the new teaching approaches that emphasize the student’s role in constructing 
understanding and the teacher’s role in promoting understanding. For example, in teaching 
writing, portfolios can function to illustrate the range of assignments, goals, and audiences for 
which a student produced written material. In addition, portfolios can be a record of the 
activities undertaken over time in the development of written products. They can also be used 
to support cooperative teaming by offering an opportunity for students to share and comment 
on each other’s work. 
 
Portfolios are valued as an assessment tool because, as representations of classroom-based 
performance, they can be fully integrated into the teaching. And unlike separate tests, they 
supplement rather than take time away from teaching. Moreover, many teachers, educators, 
and researchers believe that portfolio assessments are more effective than “old-style” tests for 
measuring academic skills and informing educational decisions. 
 
 
Why try it? 
 
Portfolios capitalize on students’ natural tendency to save work and become an effective way 
to get them to take a second look and think about how they could improve future work. As 
any teacher or student can confirm, this method is a clear departure from the old write, hand 
in, and forget mentality, where first drafts were considered final products. 
 
 
How does it work? 
 
Although there is no single correct way to develop portfolio programs, in all of them students 
are expected to collect, select, and reflect. Early in the school year, students are pressed to 
consider: What would I like to reread or share with my parents or a friend? What makes a 
particular piece of writing a good product? In building a portfolio of selected pieces and 
explaining the basis for their choices, students generate criteria for good work, with teacher 
and peer input. Students need specifics with clear guidelines and examples to get started on 
 50
their work, so these discussions need to be well guided and structured. The earlier the 
discussions begin the better. 
 
 
The content in portfolios is built from class assignments and as such corresponds to the 
classroom. Often, portfolio programs are initiated by teachers, who know their classroom 
syllabus best. They may develop portfolios focused on a single syllabus area-such as writing, 
posters, reading,-or they may develop portfolio programs that integrate more than one area, 
such as writing and reading. 
 
 
The age/grade level of students may determine how portfolios are developed and used. For 
example, in developing criteria for judging good writing, older students are more likely to be 
able to help determine the criteria by which work is selected, perhaps through brainstorming 
sessions with the teacher and other students. Younger students may need more directed help 
to decide on what work to include. Older students are generally better at keeping logs to 
report their progress on readings and other recurrent projects. 
 
 
Administrative contexts also influence the structure and use of portfolios. While the primary 
purpose of portfolios for most teachers is to engage students, support good curricula and 
instruction, and improve student teaming, some portfolio programs are designed to serve 
other purposes as well. 
 
 
Portfolios may also be used to compare achievement across classrooms or schools. When they 
are used for this purpose, fairness requires that standards be developed to specify the types of 
work that can be included and the criteria used to evaluate the work.51 
Appendix 2 
Lesson Plan Model /Format 
 
Topic Content 
And 
Language 
Objectives Skills covered Cross Cutting Stages Activities Homework 
 Teacher Student 
English in 
Mozambiq
ue 
Major 
Languages 
English 
French 
Spanish 
 
Functions: 
- Asking for 
and giving 
answers 
- expressing 
opinion 
 
Vocabulary 
- languages 
- Geography 
- climate 
 
Grammar 
- articles 
connectors 
wh-questions 
-past tense 
 
 To identify 
major 
languages 
and places 
they are 
spoken 
 To talk about 
importance of 
English in 
Mozambique 
 
Speaking and 
reading 
Writing 
 
Communicatin
g with 
foreigners 
Use English in 
small business 
 
Presentation 
- Map of 
Mozambique 
 
- Asks students to mention 3 
major languages spoken in the 
world. 
-Provides feedback 
Fixes the map of Mozambique 
on the board and tells the 
students to locate bordering 
countries 
and languages spoken 
-gives feedback 
-introduces a text about the 
importance of English in 
Mozambique and pre-teaches 
key vocabulary 
tells students to read the text in 
silence and identify 
importance of English in 
Mozambique 
 
- in pairs students discuss and 
report to class 
 
-in pairs look at the map and 
locate the countries and 
discuss the languages 
 
Read the text in silence and 
identify the importance of 
English in Mozambique 
 
- report what they have 
identified as the importance 
of English in Mozambique 
 
 
 
 
 
 
 
 
 
 
Draw and 
locate 
English and 
French 
speaking 
countries on 
the map of 
Africa 
 
Practice 
Gives open ended dialogue 
for completion (countries 
and languages spoken 
In pairs students complete the 
dialogue orally 
- ask and answer questions 
about text (with Wh-
questions)
 Production Tells students to draw a 
map of Mozambique and 
locate the bordering 
countries and languages 
spoken 
- draw map of Mozambique 
and inset bordering countries 
and languages spoken 
- asking and give opinion 
about importance of English 
in Mozambique
 
Follow-up 
 
 
 
 52 
Lesson Plan Model /Format 
 
Topic Content 
And 
Language 
Objectives Skills covered Cross Cutting Stages Activities Homework 
 Teacher Student 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 53
Appendix 3 
 
LESSON PLAN FORMAT/MODEL 
 
Name of the school 
Teacher 
Material 
Unit 
Topic 
Duration of the lesson 
 
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for each 
unit.). The objectives state what Ss should be able to do by the end of the lesson in terms of language, 
functions, forms, skills, vocabulary and so on. . 
STAGES 
Warm up: (State time allowed and activities that Teachers (T) and Students (Ss) will do during 
the whole class) – a phase where T prepares Ss to get started for the lesson, i.e. song, game, 
questions and answers, story telling, revision of previous lesson, etc. 
 
 Presentation: (State time allowed and activities T and Ss will do during this stage and/or sub-
stages). Here T introduces new grammar; vocabulary, pronunciation, etc. focus on 
communication and differentiation between forms (e.g. tenses) and functions (e.g. express 
opinions/points of view). 
 
Elicitation – Invite Ss to answer voluntarily questions put by the Teacher. The questions should 
guide Ss towards the discovery of main points to be learnt. 
 
Explanation – T explains the content/concepts/activities/focus topic/drills on new learnt issues, 
etc. 
 
Practice: (State time allowed and activities T and Ss will do during this stage and/or sub-stages). 
Students are asked to work on activities to practice language forms (e.g. grammar points, 
vocabulary – old and new, pronunciation) presented by the Teacher in stage 2. This could be 
controlled or free practice. 
 
Controlled practice – The teacher guides and controls the kind of expected responses; 
 
Free practice – Ss are free to perform tasks to reinforce knowledge acquired earlier. This can be 
achieved through improvisation, communicative actives, presentations, writing, homework, 
portfolios and so on. 
Observations:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________ 
________________________________________________________________________
________________________________________________________________________ 
________________________________________________________________________
________________________________________________________________________ 
 
 
 54
 
 
 
LESSON PLAN FORMAT/MODEL 
 
 
Name of the school 
Teacher 
Grade 
Unit 
Topic 
Duration of the lesson 
 
Objectives: (insert objectives from scheme of work, i.e. derived from the syllabus’ objectives for 
each unit.). The objectives state what ss should be able to do by the end of the lesson in terms of 
language, functions, forms, skills, vocabulary and so on. .. 
 
STAGES SUB-
STAGES 
TEACHER’S 
ACTIVITIES
STUDENTS ACTIVITIES TIME 
Warm up 
 
 
 
Presentation Elicitation 
 
 
 
 Explanation 
 
 
 
Practice Controlled 
practice 
 
 
 
 
 Free practice 
 
 
 
 
Observations:____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________ 
________________________________________________________________________
________________________________________________________________________ 
________________________________________________________________________
________________________________________________________________________ 
 
 
 
 
 55
 
Appendix 4 
 
LESSON PLAN MODEL/FORMAT 
Lesson Nº: ______________ 
Unit: _________________________________________________________________________ 
Topic: ________________________________________________________________________ 
Duration of lesson: ______________________________________________________________ 
Material: ______________________________________________________________________ 
Skills: ________________________________________________________________________ 
Objectives: __________________________________________________________ 
TIME STAGES ACTIVITIES 
minutes TEACHER STUDENTS 
__ min 
 
 
 
 
 
 
 
__ min 
 
 
 
 
 
 
 
 
__min 
 
 
 
 
__min 
 
 
 
 
__ min 
1:Warm-up 
• Revision 
• Home-work correction 
• Song 
• Story 
• Game 
• … 
2: Presentation 
• Tr. Provides new information 
(language) 
• Tr. Elicits new language through 
visual aids, realia, sentence 
• Explanation 
3: Controlled Practice 
• Choral repetition 
• Individual repetition/work 
• Pair work 
4: Less controlled practice 
• Group work 
• Pair work 
5: Production 
• Summary 
• Composition 
• Role plays 
• Dialogues 
• … 
 
 
 
 
 
 
 
 
 
 
Appendix 5 
 56
 
LESSON PLAN MODEL/FORMAT 
 
Reading and Grammar 
 
Objectives: 
(i) To practise reading for gist and detailed information 
(ii) To extract a set of phrasal verbs from a text and develop students' inferring skills 
(iii) To provide controlled and less controlled practice of the phrasal verbs 
 
Topic: Marriage traditions 
Skills covered: Reading and speaking 
Content covered: Vocabulary and grammar 
Crosscutting: Gender equity 
Time total: 90 minutes 
Stages 1 – 7: 45 minutes 
Stages 8 – 10: 45 minutes 
 
Stages: 
1. Introduction 
2. Creating interest in the reading text; 
3. Pre-teaching key vocabulary items; 
4. Reading for gist; 
5. Feedback; 
6. Reading for detailed information; 
7. Follow up discussion; 
8. Presentation of phrasal verbs (within the reading text); 
9. Checking of meaning form and pronunciation;10. Controlled practice.