REPÚBLICA DE MOÇAMBIQUE

MINISTÉRIO DA EDUCAÇÃO E DESENVOLVIMENTO HUMANO

Programa de Ensino de Inglês

7ª, 8ª e 9ª Classe

INDE
INSTITUTO NACIONAL DE DESENVOLVIMENTO DA
EDUCAÇÃO

Maputo, Junho de 2022

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1. Introduction/Characterization of the Subject
In Mozambique, the Constitution of the Republic advocates education as a right and duty of all
Mozambicans, an instrument for improving the living conditions of citizens. In this context, the
Strategic Education Plan (PEE) 2020-2029 establishes that education must train citizens with
knowledge, skills, moral and civic values, capable of contributing to the development of a cohesive
society adapted to the changing world. To this end, the sector should implement an inclusive,
equitable, efficient and innovative national system capable of ensuring quality learning that
promotes lifelong sustainability.

Education should contribute to improving the quality by providing students with relevant and
appropriate learning to the country's socio-economic context, to meet today's challenges through
a diversified, flexible and professional curriculum. It should also expand the universe of choices,
forming young people both for the continuation of studies and for the labour market and self-
employment in the region and in the world.

The phenomenon of the world's growing globalization and the consequent need for an efficient
language of communication has made the English language fundamental today throughout the
world. It is the international language, and it is for travel and business. Mastery of the language
means growth, development and, above all, better conditions to keep up with the rapid changes
that have come to occur. Thus, opens the door to personal, professional and cultural development.

In this context, the English subject aims to respond to one of the increasingly modern market
demands that appeals to communicative skills, the field of information technologies, rapid and
effective resolution of problems, among other challenges.

2. First Cycle Skills (Curriculum Plan)

At the end of this cycle students should be able to use the language to solve everyday problems,
read, write short texts and do calculations, communicate with foreigners and for academic purposes
at regional and oversea level.
2.1 – First Cycle Proficiency Objectives
At this stage learner 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

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 basic text at work, public and academic situations. Understanding at this stage goes beyond merely
being able to pick out facts and may involve opinions, attitudes, moods and wishes.
Speaking
Deal with general situations of oral communication. Enter unprepared into conversation on topics
that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel
and current events).
Connect phrases in a simple way in order to describe experiences and events, own dreams, hopes
and ambitions. The learner can briefly give reasons and explanations for opinions and plans as
well as narrate a story or relate the plot of a book or film and describe own reactions, e.g. local and
traditional stories.
Listening
Understand the main points of clear standard speech on familiar matters regularly encountered in
work, school, leisure (songs, local and traditional stories), etc. Understand the main point of many
radio or TV programmes on current affairs or topics of personal or professional interest when the
delivery is relatively slow and clear.
Reading
Understand texts that consist mainly of high frequency every day and job related language.
Understand the facts, description of events, feelings and wishes in personal letters, simple poems
and stories (local and traditional).
Writing
Write simple connected texts on topics that are familiar or of personal interest. Write personal
letters describing experiences and impressions. Write invitations, business letters and simple
stories.

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, market, shop ...) • Interrupting politely
• Booking (table, room …) • Inviting, accepting and refusing

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• Classifying (something, family …) • Leading a discussion
• Comparing and contrasting • Making inquiries (at the hospital, airport ...)
• Complaining and giving reasons • Making predictions
• Confirming and denying • Ordering and booking
• Defining activities/events • Persuading
• Describing activities/events/objects/ daily activities/ • Planning and giving a speech
places/symptoms… • Predicting
• Explaining • Reporting events
• Expressing likes and dislikes • Supporting ideas
• Expressing opinions • Writing warning notices

Grammar
- Adjectives - Possession
- Adverbials - Prepositions
- Clause and Sentence structure - Pronouns
- Comparison - Tenses
- Determiners - The passive
- Modals - Nouns

Critical thinking
- Analyse and describe characters in a story - Compare family histories
- Analyse problems and propose solutions - Compare past and current family roles
- Analyse relationships between words - Compare past and current gender roles in
- Analyse sensitive language referring to Mozambican families
disabilities - Compare personal preferences in humour
- Analyse strategies speakers use to support their - Compare sources of news
opinions - Draw logical conclusions
- Analyse the advantages and disadvantages of ... - Evaluate advantages and disadvantages
- Classify information from the text - Evaluate the advantages and disadvantages of
- Compare and contrast city and country life tourism
- Compare and contrast points of view - Identify cause and effect
- Compare and contrast two life histories - Identify intended market of advertisements
- Compare and contrast two types of dress - Identify personal obstacles
- Compare cultural norms of dress - Identify the advantages and disadvantages of
Information and Communication Technology
(ICT)
- Interpret a cartoon, photograph and picture
- Interpret meaning from text
- Interpret the significance of how a person
dresses

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 Crosscutting issues
- Cultural issues
- Health and hygiene: symptoms, causes 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)
- Farming: sustainable development, improving animal and crop farming
- Small business – self employment
- Environmental issues – protection of forests, vegetation, erosion prevention
- Human Rights (children and women): gender and handicapped equity

Overview of the Units of First Cycle of Secondary Education

Grade 7 Grade 8 Grade 9
• Greetings and Introductions • English in Mozambique • English in the Business World
• School • Modern and traditional Today
• The family and friends medicine • Importance of Education
• The Human body - Health and • Customs and traditions • Human Rights and Gender
Nutrition • Farming • Growing economy through
• The home and Community • Shopping farming
• The Environment • Tourism and wildlife • Doing business
• Aquatic life • Managing our planet • School subjects and future
• Transport and communication • Health and fitness professions

• Entertainment and Sports • Occupation and professions • Science and Technology in

the 21st Century
• Successful and Famous
People
• Life after school

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Syllabus – grade 7

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 General objectives of grade 7
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.
English Syllabus – grade 7 – 190 hours
I. Greeting and introductions
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Greet and respond  Greeting formally and informally;  Greet others in
formally and informally;  Introducing oneself and others; formal/informal way;
- Introduce themselves to  English alphabet (consonants and  Use different ways to say
others; vowels); goodbye;
- Spell the words in  Countries and nationalities.  Identify parts of the day;
English. Language function  Introduce themselves
 Asking and answering questions; and others; 16
 Counting and writing numbers (0 to  Ask and answer
20); questions about their
Vocabulary personal information;
 Hello, good morning  Spell words in English.
afternoon/evening;
 Good-bye, good-night.
Grammar
 Verb to be (affirmative);
 Personal pronouns;
 Possessive adjectives;
 Verb to be - questions and negatives
(long and short forms);
 Wh - question words (where, what
and how);
 Article (a, an, the);
 Countable and uncountable nouns;
 The plural of nouns;
Methodologies
• Role plays and practice dialogues in pairs;
• The teacher introduces him/herself and asks the students to introduce themselves to the class;
• Students go around the classroom and introduce themselves to others;
• The teacher presents charts with numbers to read with the students;
• The alphabet song and spelling games.

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II. School
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Respond to  Classroom instruction;  Respond to classroom
classroom  Location of places in and around instructions;
instructions; the school;  Locate and name places at
- Locate places in and  Telling the time; school;
around the school;  Timetable;  Ask and tell the time;
- Ask for and tell the  Days of the week;  Form the plural of nouns;
time; Language function  Relate the days of the week
- Express information  Giving and following to their timetable;
about daily instructions;  Make suggestions on how to 22
activities;  Locating and describing places; improve their school
- Discuss the  Counting and writing numbers (cleanliness and healthy
importance of from 0 to 100; environment).
maintaining a  Asking and telling the time.
healthy environment Vocabulary
in school. Teacher, Head-teacher, Class leader,
classmate, student; desks, chair,
blackboard, chalk, window, door,
head teacher’s office, schoolyard,
cafeteria, etc.
Grammar
 Imperatives;
 There is/are, this/that;
 Wh-question words “What”;
 Demonstrative pronouns;
 Present simple (general rule);
 Wh - question words (what and
when);
 Auxiliary verb “to do”.
Methodologies
 Game: Simon says, other total physical response activities;
 Draw a school map, label various locations;
 The student talk about their school, eliciting the language;
 Role play with clocks;
 The teacher presents charts with numbers and school material to read with the students;
 The students mention the days of the week;
 The teacher asks the students to write a schedule of activities to develop during the week.

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III. The Family and friends
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Identify family  Family tree (nuclear and extended);  Identify members of the families
ties;  Clothes and colours; (nuclear and extended family);
- Express  Healthy and unhealthy relationship;  Use adjectives to describe the
information  Positive and negative influence of members of family;
about families; peer pressure;  Identify healthy and unhealthy
- Give personal  Ways to deal with peer pressure; relationships;
descriptions  Sex and gender attitudes within the  Identify colours and articles of 29
related to family and community. clothing (adjectives of quality);
family; Language function  Describe the members of the
- Describe healthy  Describing members of the family; family (physical, for age,
and unhealthy  Discussing healthy and unhealthy background, domicile, etc.);
relationship;Ide relationship, positive and negative  Describe positive and negative
ntify positive influence of peer pressure; sex and forms of peer pressure;
and negative gender attitudes.  Identify effective and efficient
forms of peer Vocabulary ways to deal with peer pressure;
pressure; Family - Mother, father, brother, sister,  Establish the difference between
- Discuss the grandmother /father, aunt, uncle, cousin, sex and gender.
ways to deal husband, wife, son daughter, mom, dad,
with peer niece, nephew, grandson/ daughter,
pressure; baby.
- Distinguish sex Friends – peer, girl, boy, classmate, etc.
and gender. Grammar
 Present simple;
 Possessive case;
 Adjectives;
 Yes / No questions;
 Definite and indefinite articles;
 Countable and uncountable nouns;
 Quantifiers “How many” / “how
much”;
 Verb “to have got”;
 Quantifiers: “some” and “any”;
 Possessive adjectives;
 The verb “to look like”;
 Modal verb of advice
(should/shouldn´t).
Methodologies
 The teacher draws a family tree;
 The teacher identifies and describes the two different types of family with the students;
 The students describe their families: Pair-work;
 The students describe the clothes of the members of the family;
 The students draw a picture of the member of their family and describe it;
 The students write and present short biographies (real or imaginary) of family members;
 The students debate on unhealthy relationship and say how can avoid it;
 The students discuss and explain how their friend can be a good or bad influences;
 The students explain how can avoid the negative influence of their peer;
 The students discuss and mention the differences between sex and gender.

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IV. The Human body- Health and Nutrition
Learning Results
Specific
Contents Students should be Hours
objectives
able to:
- Name parts  Parts of the human body;  Identify parts of the
of the body;  Hygiene habits; human body;
- Identify good  Healthy and Junk food;  Give and follow
hygiene  Likes and dislikes. simple instructions
habits; Language function related to hygiene,
- Identify  Describing; health and nutrition;
healthy and  Expressing likes and dislikes;  Identify basic rules
junk food;  Giving advice and suggestions. of hygiene;
- Express likes Vocabulary  Make suggestions 17
and dislikes. Head, neck, arms, hands, legs, foot/feet, etc about good hygiene
Xima, rice, soup, bread; habits;
Meat: beef, chicken, goat; Fish, prawns;  Select and eat
Fruit: coconut, cashews, pineapple, banana, healthy food;
oranges, mangoes;  Talk about local
Vegetables: beans, onions, tomatoes, potatoes, foods of the
corn, carrots, lettuce, peanuts; community;
Spices: sugar, salt, curry, chicken stock, garlic,  Express likes and
butter, oil. dislikes in regard to
Grammar food and drinks.
 Imperative;
 Review demonstrative pronouns;
 Suggestions (should);
 Sequence markers(first, after, before, after
that, finally);
 Past tense (irregular-did);
 Present continuous (To talk about actions or
events happening at the moment of speaking).
Methodologies
 Songs;
 Whole class repetition;
 Pair-work: draw and label a picture of the human body;
 Instructions to identify the parts of the human body;
 The students talk about their basic hygiene habits;
 Group work: The students say what they eat for breakfast/ lunch/dinner;
 The students explain how to prepare local food using sequence markers;
 Role play/dialogues.

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V. The Home and Community
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Identify different  Types of houses;  Identify types of houses in the
types of houses;  Parts of the house; community;
- Identify parts of a  Common household objects;  Talk about the use of the parts
house and their  Daily household activities; of the house;
use;  Public places in the community;  Identify the furniture of
- Identify common  The negative and positive aspects different parts of the house;
household objects; of my community.  Describe the use of common
- Expressing daily Language function household objects;
household  Describing;  Caution when handling
activities;  Agreeing and disagreeing; household objects;
- Name places in Vocabulary  Locate the position of objects 23
the community; Sitting room, bedroom, kitchen, etc. in a home;
- Describe negative This is the sitting room. That is the  Ask and respond to questions
and positive bedroom. about objects of common use;
aspects of a Dishes, table, chairs, straw mat, bed,  Describe basic daily activities
community. washing tank, etc. in and around home;
Grammar  Identify public places in the
 Prepositions of place (at, in, on, community;
under, behind, between);  Identify positive and negative
 Review demonstrative pronouns; aspects in the community;
 Quantifiers: there is/are;
 Wh-question words; (where);
 Review Present continuous;
 Past continuous;
 Modal verbs “can/may”;
Methodologies
 The teacher asks the students to draw pictures of their houses;
 The students relate the parts of a house to the furniture;
 Pair-work: matching pictures to words, information gap activities;
 Draw pictures of the parts of a home;
 Game: Can you find…? Where is …?;
 The students bring charts or pictures of household activities and describe them;
 The teacher brings wall chart for the students to locate the public places;
 Role play/pair work;
 Discuss and mention the negative and positives aspects of their community.

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VI. The Environment
Learning Results
Specific objectives Contents Students should be able Hours
to:
- Describe different  The environment;  Explain how to deal
fields of  Ways to address environmental issues with environmental
environment; in the community; issues;
- Suggest ways to  Opportunities for young people to  Identify
address participate in environmental issues; opportunities for
environmental issues  Weather and season; young people to
in the community;  Months of the year; participate in
- Describe  Preserving and protecting the environmental
opportunities for environment. issues;
young people to Language function  Identify things that
participate in  Agreeing or disagreeing; make up
environmental  Comparing and contrasting; environment of their
issues;  Describing; community;
- Describe their  Giving advice and suggestions.  Name the seasons of
community Vocabulary the year and describe
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environment; Animals (domestic/wild), rivers, ocean, the weather of each
- Identify weather and lake, rain, sun, moon, clouds, stars, trees, of them;
season of year; plants, flowers, etc.  Give suggestion and
- Identify ways of Grammar advice related to the
preserving and  Modal verbs (can/could/may/ might) weather;
protecting the  Connectors (and, but, because, or,  Identify ways to
environment. etc.); preserve and protect
 Modal verb-expressing suggestion environment.
(should; may; can);
 Future simple: “will”;
 First conditional;
 Modal of suggestion and advice
“should”;
 Probability “may”;
 Do’s and Don’ts, must & mustn’t.
Methodologies
 Read and identify environmental problems;
 Discuss about how to solve environmental issues;
 The students bring charts about environmental issues to discuss and suggest solutions;
 The students draw a picture about environmental issue and describe it;
 The students draw weather chart, make a seasonal calendar, write and present an imaginary weather report
for their radio community;
 The students make posters about the protection of the environment and plant trees around the school.

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VII. Aquatic life
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about the  The importance of aquatic life;  Mention the importance of
importance of  Instruments for fishing; aquatic life;
aquatic life;  Small scale and industrial  Describe small scale and
- Identify fishing; industrial fishing;
instruments used  Importance of fishing;  Explain the importance of
for fishing;  The harmful effects of fishing; fishing
- Distinguish small  The impact of industrial/factory  Describe the harmful
scale and industrial pollution; techniques used for fishing; 17
fishing;  Behavioural aspects that can
 Tell what the harmful effects of
- Talk about the put in danger different aquatic
fishing are
importance of species.
fishing; Language function  Describe the ways of polluting
- Identify the  Agreeing or disagreeing; aquatic life;
harmful effects of  Comparing and contrasting;  Explain how a bad behaviour
fishing;  Describing; can conduct to the extinction of
- Talk about the  Giving advice and suggestions. aquatic species.
impact of Vocabulary
industrial/factory River, ocean, lake, fishes, plants,
pollution; flowers, etc.
- Discuss the Grammar
behavioural  Future simple “going to”;
aspects that can  Present perfect (regular verbs);
put in danger  Compounds of no;
different aquatic  Modals must and mustn’t.
species.
Methodologies
The teacher asks the students to:
 read and write about the importance of aquatic life (pair / group work);
 describe local instruments and means of transport used for fishing in their communities;
 research about the means used in small scale and industrial fishing;
 Explain the benefits of fishing in their community;
 describe harmful techniques in their community;
 read and describe the impact of industrial / factory pollution;
 discuss and make charts, texts related to the protection of aquatic species.

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VIII. Transport and Communication
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Identify common  Means of transport;  Identify means of transport;
means of  Types of insurance;  Name places related to
transport;  Professions related to transport; transport;
- Distinguish the  Means of communication;  Ask and say how people get
types of  Distance and time taken for to a certain place;
Insurance; travelling;  Talk about different types of
- Use vocabulary  Types of roads; insurance;
related to  Major bridges in Mozambique;  Identify professions related
professions and  Rules for road safety. to transport;
transport; Language function  Identify various means of 23
- Use vocabulary  Agreeing or disagreeing; communication;
related to  Comparing and contrasting;  Ask and tell how far away is
communication;  Describing; a place;
- Ask/tell the  Giving advice and suggestions.  Ask and tell how long it
distance and time Vocabulary takes to travel to a place;
taken for Truck, car, bus, train, boat, bicycle,  Distinguish the different
travelling; motorbike, airplane, helicopter, types of roads;
- Talk about donkey/cows and cart.  Identify the major bridges in
different types of Train station, bus station/ stop, garage, Mozambique;
roads; airport;  Identify road safety rules
- Talk about the Bus driver, truck driver, pilot, mechanic; adapted to the community.
major bridges in Telephone, post, fax, email, television,
Mozambique; radio.
- Identify rules for Grammar
road safety.  Future simple – “will” and “going to”
review;
 Past perfect (regular verbs);
 Review present perfect
 Review present continuous;
 Wh-questions “How”;
 Review past perfect;
 Passive form (present);
 Review adverbs of frequency;
 Imperatives.
Methodologies
The teacher asks the student to:
 talk about the types of transport;
 match the word to the picture;
 read and answer questions about civil liability;
 draw pictures and match to words;
 read and answer questions about different types of roads;
 read and write about the major bridges in Mozambique;
 conducts role plays and drills.

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IX. Entertainment and Sports
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about sports  Different leisure activities;  Read small texts about
and the different  Preferences on sports, different leisure activities;
leisure activities; entertainment and leisure  Identify popular sports and
- Compare and activities; leisure activities;
contrast preferences  Sports personalities in  Ask and answer questions
on sports, Mozambique. about hobbies, sports and
entertainment and preferences activities;
leisure activities Language function  Describe local and national 16
between parents and  Asking and answering famous sportspersons.
teenagers; questions;
- Talk about sport  Asking and giving reasons;
personalities in  Comparing and contrasting;
Mozambique.  Describing;
 Expressing likes and dislikes;
 Expressing opinions and advice
on sports and entertainment;
 Making suggestions.

Vocabulary:
Tennis, stadium…);
Cinema and film concerts, theatre,
disco, orchestra…)

Grammar:
 Comparative adjectives;
 Past simple review;
 Present and past simple.
Methodologies
The teacher asks the students to:
 read small texts and take notes about famous people in sports, and art;
 compare different sports and leisure activities;
 name some sports personality.

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Syllabus – grade 8

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General objectives of grade 8
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.
English syllabus – grade 8 – 114 hours
I. English in Mozambique
Learning Results
Specific objectives Contents Students should be Hours
able to:
- Talk about the major  Major languages in the world (English,  Identify the major
languages in the French, Spanish and Mandarin, languages in the
world; Portuguese…); world;
- Identify English  The importance of English in  Ask and answer
speaking countries Mozambique; questions about
around Mozambique.  English speaking countries surrounding the importance of
Mozambique. English in
Language Function Mozambique; 09
 Accepting suggestions;  Name English
 Agreeing and disagreeing; speaking countries
 Arguing /explaining; surrounding
 Asking for and giving reasons; Mozambique;
 Expressing opinion. Talk about
Vocabulary geographical
 Languages; boundaries or
 Professions; borders of
 Occupations; Mozambique
 Nationalities; (countries
 Countries; surrounding).
 Geography;
 Means of communications;
 Trade, commerce, tourism, industry.
Grammar
 Review present and past simple;
 Connectors (and, but, because and or);
 Modals (can/can’t);
 Adverbs of frequency.
Methodologies
 The teacher asks the students to talk about the importance of learning English;
 The students name English countries and those surrounding Mozambique.

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II. Modern and traditional medicine
Learning Results
Specific objectives Contents Students should be able Hours
to:
- . Compare and  Modern and traditional medicine  Distinguish modern
contrast modern and  The role of the modern and traditional and traditional
traditional medicine; medicine medicine;
- Discuss the  The differences between doctors and  Explain pros and cons
advantages and traditional, religious healers of modern and
disadvantages of  Abuse of self-medication traditional medicine;
modern and  The development of the medicine  Discuss the impact of
traditional medicine  Latest development in modern the mind in curing 15
in the community; medicine your body;
- Identify the Language function  Explain the risk of
differences between  Asking for and giving advice; self-medication;
doctors and  Comparing and contrasting;  Express views on
traditional, religious  Debating; different ways of
healers;  Describing; preventing and curing
- Talk about the abuse  Discussing and asking for and giving diseases through
of self-medication; information; modern and
- Discuss how  Expressing feelings, opinions and traditional medicine;
medicine has made reasons;  Explain the impact in
differences on our  Identifying. life of modern
lives; Vocabulary: developments in
- Talk about the latest Vocabulary related to modern and medicine (heart
developments in traditional medicine transplant, plastic
modern medicine. Grammar surgery, artificial
 Review present continuous; limbs).
 Future – going to / will;
 Adjectives (Normal degree);
 Conditionals (zero and first);
 Quantifiers (few/a few, little/ a little).
Methodologies
 The teacher asks the students to read and take notes about the difference between modern and traditional
medicine;
 The teacher asks the student to discuss and write the advantages and disadvantages of modern and
traditional medicine;
 The teacher asks the students to read and discuss how they can use their mind to overcome social
problems (specially healthy problems);
 The teacher asks the students to describe the consequences of self-medication;
 The teacher asks the students to read and take notes about traditional and modern medicine;
 Discuss the advantage and disadvantage of modern medicine.

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III. Customs and traditions
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Discuss about the  Importance and impact of  Ask and answer questions
importance and traditions, customs and rites; about traditions, customs
impact of traditions,  Rites and ceremonies; and rites;
customs and rites;  Ways of addressing and relating to  Identify and talk about
- Identify different rites people; traditions, customs and rites
and ceremonies;  The importance of participating in in their community;
- Mention different public life;  Describe ceremonies of:
ways of addressing  The importance of value systems ‐ birth; 15
and relating to people and morals in the society; ‐ initiation rites;
– social norms;  Personal goals; ‐ wedding;
- Describe the  Sex and sexually transmitted ‐ funeral;
importance and disease.  Distinguish and use formal
different ways of Language function and informal language;
participating in public  Asking for and giving examples;  Describe and explain ways
life;  Agreeing and disagreeing; to participate in public life;
- Describe the  Comparing and contrasting;  Ask and answer social issues
importance of value  Expressing opinion/points of view; such as love, marriage,
systems and morals in  Relating with others according to employment;
the society; social norms;  Explain the importance of
- Describe the  Describing. respect, morals and value
importance of setting Vocabulary system within the family and
and pursuing personal  Names of common traditions/ society;
goals; customs/rituals (lobolo);  Prepare and present personal
- Discuss issues related  Names of traditional ceremonies; development plan;
to sex and sexually  Drums/dances.  Ask and answer questions
transmitted disease Grammar about sexually transmitted
(STD).  Adverbs (frequency, time, disease;
contrast);  Identify ways to prevent
 Review connectors (and, but, sexually transmitted disease.
because and or);
 Sequence markers (First, second,
after/that before, then, finally, etc.);
 Review adjectives;
 Modal verbs (would and should);
 Modal verbs (ought to and should);
 Review future: “going to”;
 Modal verbs (should/shouldn’t and
must/mustn’t).
Methodologies
 The teacher asks the students to read small articles about traditions, customs and rites;
 Write compositions about the traditions, customs and rites of their community;
 The teacher asks the students to choose one common ceremony of their community and describe;
 The teacher brings different dialogues to read and differentiate the formal and informal language;
 Debate on social issues;
 The teacher asks the students to read and take notes to aspects related to respect, moral and values;
 The teacher asks the students to write about their personal plans;
 Debate about sex and sexually transmitted diseases.

19
IV. Farming
Learning Results
Specific objectives Contents Students should be Hours
able to:
- Explain the  Types of farming;  Ask and answer
importance of  Importance of growing crops and raising questions about
farming; animals; growing crops;
- Describe the  Conditions for growing crops and raising  Identify conditions
conditions for animals; for growing crops;
farming;  Importance of preserving food;  Take care of
- Describe the types of  Ways of minimising effects of climate change; animals.
faming;  Importance of climate change for farming.  Ask and answer 15
- Explain the Language function questions about
importance of food  Describing; raising animals
preservation;  Discussing;  Identify conditions
- Describe the ways of  Make predictions; for raising
preserving food;  Arguing /explaining; animals;
- Discuss ways of  Asking for and giving reasons;  Ask and answer
minimising the  Expressing opinions; questions about the
effects the climate  Complaining and giving reasons. importance of
change. Vocabulary preserving food;
 Climate;  Describe how to
 Environment; preserve or
 Agriculture Implements (plough, hoe.); process crops,
 Animal husbandry: animal, fish and crops. meat and fish;
Grammar Ask for and give
 Review definite and indefinite articles; information about
 Countable and uncountable nouns; the climate and its
 Modal verbs (suggestions/obligation); importance for
 Past continuous; farming.
 Wh – question words (what and where);
 Present perfect (already, just);
 Imperative;
 Passive (present simple).
Methodologies
 The teacher asks the students to describe how they grow crops and raise animal in their community;
 The teacher conducts a discussion about the importance of raising animals;
 The teacher asks the students to discuss the importance of preserving food (group work);
 The teacher asks the students to explain how to preserve and process food;
 The teacher asks the students to read short texts about effects of climate change and write short
compositions describing what happened in their community.

20
V. Shopping
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about different  Shops and shopping places  Name and describe
types of shops and  The importance of bargaining different types of shops
shopping places;  Positive and negative aspects of and shopping places;
- Discuss the fashion (ways of dressing).  Ask for the price of the
importance of Language function products;
bargaining when  Agreeing and disagreeing;  Discuss the price of items;
shopping;  Apologizing; Discuss different ways of
- Identify the positive  Arguing and complaining; dressing. 10
and negative aspects  Asking and answering questions;
of fashion in relation  Complaining and giving reasons;
to their culture.  Comparing and contrasting;
 Persuading.
Vocabulary
 Shops;
 Clothes;
 Foods;
 Tools;
 Payment modes (cash, instalment);
 Discount;
 Bargaining;
 Commercial documents (Invoice,
receipts..).
Grammar
 Quantifiers: How much/how many;
 Wh-question (What)
 Question tags;
 Modal verbs (suggestions).
Methodologies
 The teacher asks the students to talk about shops and shopping places and the types of items sold there;
 Role play (bargaining in shopping);
 Role play (show that the way of dressing depend on the culture).

21
 VI. Tourism and wildlife
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about the  Importance of tourism and wild life in the  Explain the importance of
importance of community and country’s development; tourism and wild life for
tourism/wild life for  The impact of tourism in Mozambique; their communities;
the community and  The ways of conserving tourist places and  Discuss the impact of
the country’s attracting tourism; tourism and wild life to the
development;  National parks and game reserves; development of the
- Talk about the impact  Tourist venues community;
of tourism in  Protection of endangered species;  Identify the ways of
Mozambique;  Ways of promoting tourism; conserving tourist places 15
- Discuss the ways of  The importance of managing wildlife. and attracting tourism;
conserving tourist Language function  Identify areas for tourism
places and attracting  Agreeing and disagreeing; (accommodation and
tourism;  Arguing /explaining; activities);
- Identify National  Asking for and giving information;  Ask and give information
Parks and Game  Comparing and contrasting; about interesting and
reserves in our  Describing; historical places to visit
country;  Discussing ways of conserving wildlife; (domestic tourism);
- Compare and contrast  Expressing opinions;  Explain the importance of
other tourist venues;  Giving advice. wildlife for ecosystems;
- Describe the ways of Vocabulary  Identify ways of protecting
protecting endangered Topic related vocabulary (parks, beaches, wildlife ecosystem;
species; caves, falls ecosystem, poachers, snorkelling,  Identify ways of
- Talk about ways of scuba diving, yachting…). entertainment through
promoting tourism; Grammar tourism;
- Explain the Modals (can/can’t; may/may not);  Name animals and describe
importance of  Adjectives; their habitat;
managing wild life.  Review the use of “will”;  Ask for and give
 Review past continuous; information about wild
 Modal verbs (must/mustn’t, have to and animals in Mozambique and
need to); their use for human beings.
 Reflexive pronouns;
 Degrees of adjectives;
 Review Present perfect.
Methodologies
 The teacher asks the students to discuss and talk about the gains that the communities can have from
the tourism/wild life;
 The teacher asks the students to write a composition about the impact of tourism/wild life;
 The teacher asks the students to talk about the measures of conserving tourist places and attracting
tourism;
 The teacher asks the students to name the parks and reserve that we have in the country and the kind of
animals we can find;
 The teacher asks the students to name other tourist venues (museums, beaches, etc.);
 The teacher ask students to list endangered species (marine turtles, rhino, etc.) and how to protect them;
 The teachers asks the students to write adverts on tourism promotion (using pictures, charts, etc.);
 The teacher asks the students to describe the habitat of wild life and their use for human beings.

22
VII. Managing our Planet
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about the Managing our Planet  Express opinion on the
importance of the  Importance of environment for importance of protecting the
environment for human being environment;
human beings;  Desertification and deforestation  Ask and answer about ways
- Discuss the impact of  Importance of protecting the to prevent soil erosion;
desertification and environment  Identify ways of protecting
deforestation;  Recycling products environment;
- Discuss the Language function  Recycle rubbish. 14
importance of  Agreeing or disagreeing;
protecting the  Comparing and contrasting;
environment;  Describing;
- Explain the  discussing
importance of  Giving advice and suggestions.
recycling products. Vocabulary
Erosion, drought, floods, pollution,
deforestation, etc.
Grammar
 Relative pronouns;
 Conditional (second);
 Suggestions (should and would);
 Reflexive Pronouns;
 Dos and Don’ts;
 Must and mustn’t;
 Review articles;
Methodologies
 The teacher asks the students to read small texts and write compositions about protecting the environment;
 Read and write small texts about the impact of desertification and deforestation in their community;
 The teacher asks students to read and take notes about issues that can damage the environment;
The teacher asks the students to write a small composition about the importance of recycling products.

23
 VIII. Health and Fitness
Learning Results
Specific objectives Contents Students should be Hours
able to:
- Discuss some causes and Health and Fitness  Ask and answer
preventions of diseases  Causes and preventions of diseases related questions about
related to malnutrition; to malnutrition; health and nutrition;
- Explain how to protect  Protection from common diseases;  Give advice and
themselves and others  Causes and cures of the most common reasons for people to
from HIV/AIDS and diseases; go to hospital to
other common diseases;  Balancing diet. make voluntary
- Identify and talk about Language function tests; 12
causes and prevention of  Agreeing and disagreeing;  Improve personal
the most common  Asking for and giving reasons; and collective
diseases;  Identifying and classifying; hygiene practices;
- Discuss the importance of  Describing and explaining;  Describe the most
having a balanced diet  Expressing likes and dislikes and common diseases
and exercise for a healthy preferences; and prevention
living.  Giving advice; measures;
 Making and accepting suggestions;  Conduct a debate on
 Talking about risks and solutions. health and nutrition;
Vocabulary  Name different
 Health related vocabulary; groups of nutrients.
 Home tasks related vocabulary (cleaning,
sweeping, washing, etc);
 Food related vocabulary;
 Types of common diseases e.g. malaria,
cholera;
 Diseases caused by malnutrition e.g.
Kwashiorkor, Anaemia, blindness;
 Carbohydrates vitamins and proteins;
 Symptoms (fever, headache).
Grammar
 Review conditions (second);
 Modals (can, may, will, should);
 Past perfect;
 The plural of nouns.
Methodologies
 The teacher asks students to read and answer questions related to malnutrition;
 The teacher asks the students to list measures of protection and why they need to make voluntary tests;
 The teacher asks the students to name the different diseases and talk about their causes and cures;
 The teacher asks students to mention healthy food and to talk about the importance of physical exercises.

24
IX. Occupations and professions
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Discuss the preferred  Occupations and professions;  Describe the different
occupations and  Past and current demand of occupations and professions
professions and state professions. and express their preference;
the reason for the Language Functions Discuss, describe and compare
choice;  Asking for and giving professional necessities.
- Comparing and information;
contrasting past and  Inviting, accepting and
current demands of refusing; 9
professions.  Planning daily activities;
 Agreeing and disagreeing
with statements;
 Asking for repetition or
clarification;
 Expressing abilities, opinions
and preferences.
Vocabulary
Vocabulary related to Occupation
and professions
Grammar:
 Conditionals (Third);
 Present perfect continuous;
 Modals (should, shouldn’t,
ought to …);
 Question Tags;
 Review present perfect.
Methodologies
 The
 The teacher asks students to mention and talk about future occupation and professions;
students talk
about former and current professions.

25
Syllabus – grade 9

26
General objectives of grade 9
At this stage, learners should be able to communicate in a number of familiar situations in which
language is used in everyday life. They should be able to understand main points of texts, many of
which are of the kind needed when communicating with English speakers (national and foreign
visitors) in the following settings: academic and general situations where they use language for
their daily life.

I. English in business world today

Learning
Results
Specific objectives Contents Hours
Students should
be able to:
- Discuss the English in the Business world Today  English;
importance and the  The importance of English in the world Compare and
use of English in the  The importance of regional integration contrast 12
world today;  The cultures of people that use English in habits and
- Mention the the region cultures of
importance of Language function English and
Mozambique regional  Explaining and arguing; Portuguese
integration;  Asking for and giving information; speaking
- Discuss the cultures  Clarifying; countries in
of the various peoples  Comparing and contrasting; the region.
that use English in the  Describing;
region.  Differentiating;
 Discussing;
 Expressing opinion;
 Giving reasons;
 Identifying;
 Requesting.
Vocabulary
Currency, products, market, loan, customer, trade,
etc.
Grammar
 Used to + infinitive;
 Verb patterns (e.g. want, hope, would like
…);
 Review future tense.
 Review third conditional;
Methodologies
 Discuss and write a composition about the role of English in studies, jobs and communication;
 Discuss the importance of Mozambique regional integration (English speaking communities);
 Read and write a composition about the difference of culture in English and Portuguese speaking
communities in the region.

27
II. Importance of Education
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about the Importance of Education  Explain the importance of
importance of  The importance of education education;
education;  The importance of educating  Talk about equality in 10
- Talk about the girls education;
importance of  Education given at home and  Describe the education from
educating girls; at school home and from school.
- Compare and contrast Language function
education given at  Agreeing and disagreeing with
home and at school; statements;
 Ask for repetition or
clarification;
 Ask for and give information;
 Comparing and contrasting;
 Describing;
 Expressing opinions and
preferences;
 Giving instructions;
 Giving suggestions;
 Identifying and classifying;
 Inquiring.
Vocabulary
Formation, quality, development,
citizenship, critical sense, etc
Grammar:
 Present simple;
 Adverbs of manner;
 Word formation (adjectives);
 Review present perfect
continuous.
Methodologies
 Debate on the advantages and disadvantages of having an educated society;
 Discuss and write about gender issues in education;
 Debate on the importance of having the both education.

28
III. Human Rights and Gender
Learning Results
Specific objectives Contents Students should be able Hours
to:
- Discuss about human  Human rights, customs and traditions;  Describe how human
rights in relation to  Equal rights between men and women; rights are observed
customs and  Children’s rights and duties. and respected in their 13
traditions; Language function communities;
- Discuss about the  Agreeing and disagreeing;  Identify advantages
equality in rights  Arguing /explaining; of equal rights
between men and  Asking and answering questions; between women and
women;  Asking for and giving information; men;
- State and discuss  Comparing and contrasting societal Name children’s
children’s rights and cultural norms in relation to gender; rights and duties.
duties.  Complaining and giving reasons;
 Expressing opinions;
 Giving advice;
 Making and accepting suggestions;
 Narrating events and facts.
Vocabulary
Topic related vocabulary (domestic
violence, children´s right);
Rape.
Grammar
 Had to;
 Past simple;
 Review adverbs of manner;
 Expressions: Both, either...or,
neither...nor.
Methodologies
The teacher asks the students to:
 discuss and write a composition about the human rights including gender issues;
 discuss and list what were considered not being the rights for women;
 read and discuss about children rights

29
IV. Growing economy through farming
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Compare and contrast  Traditional and modern agricultural and  Talk about the agricultural
traditional and fishing practices in Mozambique; and fishing practices in
modern agricultural  The domestic and industrial use of crops; their communities; 15
and fishing practices  Types of crops;  Identify common
in Mozambique;  Domestic and wild animals; problems that affect
- Discuss the domestic  The importance of preserving food; farming and fishing;
and industrial use of  The importance of dams and reservoirs  Talk about the various
crops produced in the in the fishing industry. tools used in traditional
country; Language function and modern farming
- Identify and describe  Agreeing and disagreeing;
and fishing;
different types of  Arguing /explaining;
 Explain how livestock
crops, domestic and  Asking for and giving information;
wild animals;  Comparing; is kept and its
- Identify and talk  Classifying agricultural and fishing importance;
about the importance products; Explain the importance
of preserving food in  Describing a process; of dams and reservoirs
the community;  Giving advice; in the fishing industry.
- Talk about the  Giving instructions;
importance of dams  Identifying.
and reservoirs in the Vocabulary
fishing industry. Agriculture, production, animal husbandry,
fertilizers, tractors, economy, farming, etc.
Grammar
 Sequence markers (review);
 Quantitative adjectives (either, neither,
some, few, whole, many, more, etc.;
 Modal verbs (of advice);
 Ccomparison of adjectives (short);
 Countable and uncountable nouns.
Methodologies
The teacher asks students to:
 mention the types of agricultural and fishing practices in their communities;
 discuss and bring solutions about problems related to farming and fishing in their communities;
 identify various tools used in farming and fishing in their communities;
 write a small composition explaining how to keep livestock in their communities;
 mention and talk about the use of dams and reservoirs in the fishing industry in Mozambique.

30
V. Doing business
Learning Results
Specific objectives Contents Hours
Students should be able to:
 The importance of business;  Identify and say how they
- Talk about the  Local business; can sell different items
importance of  The role of informal market; produced locally; 15
business;  local raw materials and products;  Mention types of business
- Identify and talk  Ways of improving living standards activities in the
about local business; in the community. community;
- Discuss the role of Language function  Write business letters;
the formal and  Agreeing/disagreeing;  Describe the role of the
informal market in  Arguing and complaining; in/formal market in their
the community;  Asking for and giving examples; community;
- Identify local raw  Asking for and telling prices;
 Describe raw material and
materials and  Comparing;
products in their
products available in  Explaining;
the area;  Expressing opinion; community;
- Discuss ways of  Identifying; Identify the ways of
improving living  Interpreting charts; improving living standards
standards of their  Persuading; in the community.
community (talk  Suggesting.
about local main Vocabulary
sources of income). Factory, Business, Industry,
Commerce, Money, profits, etc
Grammar
 Quantifiers: Few/little/less;
 Imperatives;
 Prepositions of place and time (in,
at, on).
Methodologies
Debate on how to improve living standards in the communities.

 The teacher asks the students to read texts and write compositions about how they can develop small
business in their community;
 Debate on different opportunities of running small business in the community;
 The students talk about the advantages and disadvantages of in/formal market;
 The teacher asks the students to list and locate raw materials available in their community.

31
VI. School subjects and future professions
Learning Results
Specific objectives Contents Hours
Students should be able to:
 Favourite school subjects;  Predict one’s future
- Talk about their  Professional orientation; profession;
favourite subjects;  Field of study (subjects). Make short presentation on 12
- Talk about Language function professional dreams;
professional  Identifying;
orientation;  Expressing opinions;
- Talk about  Comparing;
opportunities that the  Advising;
subjects give for  Predicting;
future jobs.  Inquiring.

Vocabulary
Biology, Mathematic, Physics,
Chemistry, English, Portuguese,
Geography, engineer, farmer,
doctor, nurse, teacher, police, etc.

Grammar
 Past simple vs present
perfect;
 The passive (past simple);
 Relative pronouns (who,
which, that);
 Comparative and superlative
of adjectives;
 Time clauses (as soon as,
while, when, until).
Methodologies
 The students talk about the subjects and their meaning;
 The teacher asks the students to talk about their professional preference;
 The teacher discuss with the students about the importance of professional orientation.

32
VII. Science and Technology in the 21st Century
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Talk about scientific  Scientific and technological  Ask and answer questions
and technological tools/appliances/devices; about science technology and
tools/appliances/  Innovations in the community; innovation; 13
devices;  Advantages and disadvantages of  Mention instructions on how to
- Talk about the role of Information and Communication use modern technological
technology in Technologies (ICT). tools/appliances/devices (radio,
agriculture and Language function computer, mobile phone);
manufacture;  Analysing;  Mention the advantages and
- Discuss the  Asking for and giving disadvantages of Information
advantages and information; and Communication
disadvantages of  Comparing and contrasting; Technologies (ICT).
Information and  Describing;
Communication  Discussing;
Technologies (ICT).  Explaining;
 Identifying;
 Judging.
Vocabulary
appliances, computer, e-mail/website,
pedal water pumps, solar panel, iPods,
cell phones;
Grammar
 Verbs “do” and “make”;
 Articles (definite and indefinite);
 Connectors of contrast (but,
although);
 Past perfect (never, already);
 Regular and irregular verbs (past
simple and past perfect).
Methodologies
The teacher asks students to:
 Design a small project and explain how it can be managed;
 bring and share innovative experiences;
 Discuss and say how they can improve the use of ICT in their communities.

33
VIII. Successful and Famous People
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Identify famous and Successful and Famous People  Identify and describe
successful people in  Famous and successful people famous and successful
the various fields in the various fields people in their community 12
(sports, arts,  Famous and successful in various fields;
economy, science, people in various fields in  Identify and describe the
politics…) in the world works of famous people in
Mozambique;  National heroes in various various fields in the world;
- Talk about famous fields. Identify and talk about local
and successful people Language function and national heroes.
in various fields in  Arguing and explaining;
the world;  Asking and answering;
- Talk about national  Agreeing and disagreeing;
heroes in various  Asking for and giving
fields. advice;
 Comparing and contrasting;
 Describing;
 Expressing opinions;
 Inquiring about ….
Vocabulary
Politians, Musicians, Artists,
Sportsmen, writers, actors, etc
Grammar:
 Comparison of adjectives,
with er, more, as...as;like;
 Reported speech (present
simple and past simple,
present continuous and past
continuous).

Methodologies
The teacher asks the students to:
 name famous and successful people they know in the world and in the country and mention their fields;
 select and describe famous and successful people to make a presentation;
 select a local and a national hero and describe them.

34
IX. Life after School
Learning Results
Specific objectives Contents Hours
Students should be able to:
- Discuss the students Life after school  Describe and compare
Jobs and professions; - Jobs and professions different types of jobs;
- Explain the - Business partnerships  Cooperate with different 12
advantages and - The importance of pursuing a business partnership in
disadvantages of career different projects;
business partnerships; - Job opportunities  Identify self-employment
- Talk about the - Self-employment opportunities;
importance of Language function  Make inquiries about job
pursuing a career;  Asking for and giving opportunities;
- Identify job information; Identify possible fields of
opportunities in their  Classifying; studies (vocational training).
communities;  Comparing and contrasting;
- Talk about  Recognizing and describing;
professional  Explaining;
orientation.  Giving advice;
 Making future plans;
 Making inquiries;
 Predicting.
Vocabulary
Vocabulary related to life after
school
Work, entrepreneurship, self-
support, businessperson, etc.
Grammar
 Adjectives (describing
personal characteristics);
 Gerunds;
 Tenses (revision);
 Conditionals (revision);
 Modals (revision).
Methodologies
 Discuss about the importance of their future profession;
 The students write small projects and ask for business partnership;
 The teacher asks the students to explain why it is important to pursue a career;
 The teacher asks the students to talk about the opportunities of job in their communities;
 The students talk about the importance of choosing the subjects that will determine their future
professions.

35
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 including
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.

ASSESSMENT

Assessment can be defined as the formal or informal process of collecting evidence about students’ progress,
analysing 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 learning 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 - formative and summative. Formative Assessment is an assessment carried
out by teachers during the learning process with the aim of using the results to improve the learning and teaching
process. It relates to how the student has been learning. It can use both formal 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 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

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forward by this new syllabus, teachers are strongly recommended to include and use formative assessment to
cater for the qualitative aspect.

BIBLIOGRAPHY

Benjamin S. Bloom (1984) – Taxonomy of Educational Objectives- Ally and Bacon, MA;

Council of Europe - The Common European Framework of reference for Languages, Cambridge University
Press, UK

Hilary Thompson (2001) Teaching Primary English, Macmillan, Malaysia;

INDE/MINED (2001), Programa do Ensino Básico - 3º Ciclo, Maputo - Moçambique;

INDE/MINED (2003), Plano Curricular do Ensino Básico, Maputo – Moçambique;

Jack C. Richard (1990) – The Language Teaching Matrix; Cambridge University Press, United State of
America;

John Sinclair, et al (1991) – Collins Cobuild Student’s Grammar, Harper Colins Publishers,

Great Britain MEC (2005), Plano Estratégico de Educação II (PEEII), Maputo - Moçambique;

MINED (2001) Examination Handbook 10th and 12th Grades; Maputo – Moçambique;

MINED (2001) English Language Teaching Syllabus - 11th and 12th Grades; Maputo– – Moçambique;

MINED (2001) English Language Teaching Syllabus - 7th 8thand 9th Grades; Maputo – Moçambique.

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