Afonso Eugénio José

João Daniel
Leôncio Faife Augusto

TWO UNIT SYLLABUS AND ONE MONTH SCHEME OF WORK, GRADE 10

(Licenciatura em Ensino de Inglês)

Universidade Rovuma
Nampula
2022
Afonso Eugénio José
João Daniel
Leôncio Faife Augusto

Essay to be submitted to the

Department of Letters and Social
Sciences, English Course third year,
in partial fulfilment of the subject:
Didactics of English IV.

Lecturer: Samuel Canda, MA

Universidade Rovuma
Nampula
2022
 SYLLABUS

Grade 12

Unit 1: FAMOUS PEOPLE AND IDOLS

Learning objectives Contents Basic competences Assessments and standards Weeks Hours
Students will… Students will be able to… Students can…
 Talk about celebrities in Functions:  Ask and answer  Describe the deeds of
the world, country, and  Describing people; questions about famous people;
region. (Arts and  Comparing people/things; famous people in  List the names of
sports);  Expressing preferences; Arts and sports in idols and famous
 Talk about high  Comparing and contrasting; the country/region; people;
achievers in science and  Expressing opinion;  Name and describe  Express opinion on
technology;  Presenting; the works of high idols and famous
64
 Talk about achievers  Listing; achievers in science people; 2
hours
with disabilities (Stevie  Defining activities/events; and science and  Compare and weeks
Wonder, Isau Menezes,  Describing actions and technology (e.g. Bill contrast behaviour
Fernando Honwana); things. Gates, Neil and attitudes of
 Discuss good quotations Topics and subtopics: Armstrong ...) different idols;
and thoughts of famous  Famous people in the world; business  Present a short
people (Mandela,  Famous people in partnerships; biography and main
Mahatma Ghandi, Mozambique;  Name and describe ideas or deeds of
Samora Machel ….);  Achievers in science and the deeds of famous famous people.
 Talk about personalities technology; in Mozambique people in their
who have made a and the world; Idols and community in
difference in the politics role models. different fields
of the region; Vocabulary:  (Art, sports…)
 Talk about their idols.  Analogies;  List their idols;
 Context clues  Compare and
 Definitions contrast behaviour
 Figurative language  and attitudes of
 Idiomatic expressions; different idols;
 Phrasal verbs; o  Express opinion on
Synonyms; idols and famous
 Vocabulary people.
classification;
 Word definitions; o
Word formation.
Grammar
 Past simple;
 Tag questions
 Past continuous:
 affirmative, negative,
interrogative;
 Reflexive pronouns;
  Passive voice;
 Connectors: (not only…but
also, both…and, either…or,
neither…nor);
 Adverbials - Nearly, almost,
not yet, already, ever.
Skills:
Speaking
 Debate;
 Present;
 Discuss;
 Express and defend
opinions;
 Use an outline to organize
an argument.

Listening

 Listen and take notes;

 Listen for details

Reading

 Articles;
  Read for details;
 Read personal profile;
 Extensive reading;
 Adverts.

Writing

 Application letter;
 Reports;
 Adverts;
 GRADE 12
UNIT 9: HEROES
Learning objectives Contents Basic competences Assessments and standards Weeks Hours
Students will… Students will be able to… Students can…

 Discuss the role Functions  Name the heroes of  Compare life

heroes played in  Describing people; their experiences of heroes;
the community;  comparing people/things; community/country;  Describe life and deeds
 Discuss the  Expressing preferences;  Write articles/ of a national hero;
national heroes’  Comparing and contrasting composition about the  Name local, national
deeds;  Expressing opinion; o heroes; and international
 Talk about heroes Presenting;  Identify reliable heroes;
in different  Listing indicators of a hero;  Express opinion of life
spheres;  Describing actions and things;  Describe life and and deeds of heroes;
 Talk about living  Giving advice; o Reporting deeds of a national  Make presentation on 2 64
heroes events hero; life and deeds of local weeks hours
Topics and subtopics  Express opinion of life or national heroes;
1. Heroes in the different spheres and deeds of heroes;  Write article on
of life;  Make presentation on national heroes.
2. What makes a hero; life and deeds of local
 3. Personal heroes or national heroes.
Vocabulary
 Analogies;
 Context clues;
 Definitions; o Figurative
language;
 Idiomatic expressions;
 Phrasal verbs;
 Synonyms;
 Vocabulary classification;
 Word definitions;
 Word formation.
Grammar
 Past perfect;
 Sequence markers;
 “Used to” and “Would;
 Impersonal passive.
Skills
Speaking
 Debate;
 Present;
 Discuss.
Listening
 Listen and take notes;
 Listen for details.
Reading
 Articles;
 Read for details;
 Read personal profile;
 Extensive reading;
 Adverts.
Writing
 Description of peoples and
events;
 Reports;
 Adverts;
 FOUR WEEKS SCHEME OF WORK

Name of the School: Nampula Secondary School

Grade: 12

Subject: English Language

Teachers: Group 6

General objectives
 Discuss the role heroes played in the community;
 Discuss the national heroes’ deeds;
 Talk about heroes in different spheres;
 Talk about living heroes
Competences
 Name the heroes of their community/country;
 Write articles/ composition about the heroes;
 Identify reliable indicators of a hero;
 Identify living heroes;

Wee Unit Lesson Topic Skills Vocabulary Grammar Function Time

k
1 Speaking Analogies; Tag questions; Describing
1 Famous Writing Context clues; Past simple; people;
people in the Listening Definitions; Past continuous: Defining 3
world; Reading Synonyms; affirmative, activities/events;
negative, Expressing
 interrogative; opinion;
2 Famous Speaking Analogies; Present simple;
people in Writing Context clues; Past simple; Arguing and
Mozambique; Listening Definitions; Connectors: (not explaining 3
Reading Synonyms; only…but also,
both…and, either…
or, neither…nor);
3 Achievers in Speaking Analogies; Present and past Identifying
1-Famous science and Writing Context clues; perfect Classifying 3
people and technology; Listening Definitions; Adverbials - Nearly, agreeing and
Idols in Synonyms; almost, not yet, disagreeing
Mozambique already, ever.
and the
world;
2 4 Idols and role Speaking Analogies; Tag questions; Agreeing and
models. Writing Context clues; Past simple; disagreeing; 3
Listening Definitions; Past continuous: Giving advice;
Reading Synonyms; affirmative, Persuading.
negative,
interrogative;
5 Review Speaking Analogies; Present simple; Agreeing and
Writing Context clues; Past simple; disagreeing;
Listening Definitions; Connectors: (not Giving advice;
Reading Synonyms; only…but also, Persuading.
both…and, either…
or, neither…nor);
3 1 Legendary Speaking Definitions; Past simple; describing
Heroes Writing Phrasal verbs; Past perfect; people;
Listening Synonyms; Sequence markers; comparing
Reading Word formation “Used to” and people/things;
“Would;
2 Living Speaking Definitions; Past simple; Expressing
Heroes Writing Phrasal verbs; Past perfect; preferences;
 Listening Synonyms; Sequence markers; Comparing and
Reading Word formation “Used to” and contrasting;
“Would; Expressing
opinion;
3 Who is your Speaking Definitions; Past simple; Expressing
favourite Writing Phrasal verbs; Past perfect; preferences;
hero? Listening Synonyms; Sequence markers; Comparing and
2-Heroes Reading Word formation “Used to” and contrasting;
“Would; Expressing
opinion;
4 4 Heroic Speaking Definitions; Past simple; Describing
common Writing Phrasal verbs; Past perfect; actions and
people Listening Synonyms; Sequence markers; things;
Reading Word formation “Used to” and Giving advice;
“Would; Reporting
events.
5 Review Speaking Definitions; Past simple; Describing
Writing Phrasal verbs; Past perfect; actions and
Listening Synonyms; Sequence markers; things;
Reading Word formation “Used to” and Giving advice;
“Would; Reporting
events.
LESSON PLANS
Nampula Secondary School Language focus: Present and Past simple
tenses

Date: 30/05/2022 Vocabulary: People, work, money etc.

Subject: English Language Stream:

Grade: 12 Shift: dayshift

Topic: Famous people in the world Interaction: T---S, S---t and S----s
Objectives: the students should be able to: Talk about celebrities in the world Duration: 45’
Aims:
 Identify national heroes
 Discuss the deeds of the national heroes
 Make a role-pay (interview).
Stages Skills Language content Activities

S, L, Grammar Function Vocabulary Teacher Students

W, R

War S, L,  Greets students;  Reply the greetings;

m up calls the roll out; respond the roll out.
 Reviews the last Review or previous lesson
lesson and corrects and write down the topic
the homework;
 Then writes the given.
 topic on the board.
Test S, L, Connectors in  Teacher gives  Pay attention to the
questions related to questions;
S English grammar are
the lesson; (who  Jot down the
basically are the famous questions and start
people you know?) expressing their
conjunctive words
Connectors: (not  Gives students to opinions;
only…but also, that are used for Victim of their express their  Agree or disagree
both…and, opinions; with each other;
connecting similar own success; Big
either…or,  Check with
elements present in break; Big break; attention the
neither…nor students reply on
a sentence. There Claim to fame;
the questions;
are different Fame; Glamorous  Tell them to agree
connectors in or disagree with
English that can be each other;
used for expressing
your thoughts in a
better way.

S, L, Connectors: (not Connectors in  Calls out the  Pay much attention

students’ attention;
S only…but also, English grammar are to the teacher;
 Explaining the
basically grammar focus  Take notes while
both…and,
conjunctive words Victim of their connectors;
teacher explains the
either…or,  Illustrate clear
Teach that are used for own success; Big examples of the grammar patterns;
neither…nor
connecting similar break; Big break; explanation of the
 Ask questions if
grammar;
elements present in Claim to fame;  Tells students to they have;
 a sentence. There Fame; Glamorous take notes;
are different
connectors in
English that can be
used for expressing
your thoughts in a
better way.

S, L, Connectors in  By now, teacher  Prepare themselves

provides exercises for the exercises;
S English grammar are
related to the  Get grouped into
basically grammar point small groups as
focused throughout asked by the
conjunctive words Victim of their
all the lesson; teacher;
Connectors: (not that are used for own success; Big  Asks students to be  Listen carefully, tot
connecting similar break; Big break; grouped in small the explanation of
only…but also, groups;
Test the instructions;
elements present in Claim to fame;  Explains clearly the  Continue
both…and,
a sentence. There Fame; Glamorous instructions of how performing the task
either…or, to perform the while the teacher
are different exercises; moves around the
neither…nor
connectors in  Moves around the classroom;
classroom while  Ask for help if
English that can be students are doing necessary;
used for expressing the exercises;  Raise questions for
 Gives a help where
your thoughts in a clarification.
needed;
better way.  Clarifies students’
doubts if one raises.
 School: Nampula Secondary School
Grade: 12 Class size: 60
Subject: English Class period: 45 min
Topic / Lesson: Materials: Black board
th
Date: 30 May, 2022 Teacher: Leôncio Faife Augusto
General objective: By the end of this lesson Students will be able to talk about the legendary heroes in Mozambique, Africa and in
the world.
Specific objectives:

 Describe heroes;
 Talk about the role of a hero
 Express opinions using linking words for agreeing and disagreeing;

Stages Teacher’s activities Student’s activities Linguistic function/content Skills Time

Grammar Function Vocabulary
 Greets students;  Reply the
calls the roll out; greetings;
Warm up respond the roll 5’
 Reviews the last L, S, R,
out.
lesson and corrects W
the homework;  Review or
previous lesson
 Then writes the
and write down
topic on the board.
the topic given.
 Teacher tells  Get grouped as Expressing A linking Broadly
students to get asked; 10’
Opinion word is a speaking; in
grouped in small  Pay attention to
groups; the statement of (Linking words word that general; in my
  Then, introduces a the discussion for agreeing connects two view; I think;
conversation about being introduced and
ideas whether in that case;
the legendary by the teacher; disagreeing).
heroes. e.g., class,  Students start agreeing or therefore; in
let’s talk about the
presenting their contrasting, fact; namely;
ENGAGE legendary heroes.
Look, do you know arguments for or giving a moreover; to
who Nelson
against with each consequence, clarify;
Mandela was?
What about Samora other’s and summarizing, because;
Machel? Why do
presenting their etc.
you think it is
important to talk reasons. L,S,R,W
about them?
 After that, asks the
Ss to express their
opinions, contrasting
or agreeing to each
other and presenting
their reasons why.
 Students in their Expressing A linking Broadly
 Teacher writes and groups, pay Opinion: word is a speaking; in
explains in a much attention
detailed way about linking words word that general; in my 20’
here;
the topic; L,S,R,W
 Receive the text for agreeing connects two view; I think;
STUDY  Distributes to each
group a piece of text and read it and ideas whether in that case;
about legendary silently;
disagreeing. agreeing or therefore; in
heroes;  Raise their
 Explains again the questions about contrasting, fact; namely;
linking words for the lesson or giving a moreover; to
agreeing and
topic; consequence, clarify;
disagreeing;
  Gives chance  Take notes of the summarizing, because;
questions; clarification of etc.
 Clarify the questions the questions.
raised by the
students.

 Teacher gives a set  Start working on Expressing A linking Broadly

of activities for the activities; Opinion word is a speaking; in
students to perform; word that
 Use the linking (Linking words connects two general; in my
 Tells to be in groups for agreeing
yet, and solve the words ideas whether view; I think;
ACTIVAT and L,S,R,W
E exercises using the appropriately. disagreeing). agreeing or in that case;
linking words as contrasting,
therefore; in
taught previously; giving a
 Controls the students consequence, fact; namely;
summarizing, 10’
while performing the moreover; to
actively. etc.
clarify;
because;
 LESSON EVALUATION FORM

NAMPULA SECONDARY SCHOOL

Teacher: Leoncio Faife Augusto
Date: 30th November 2022
Subject: English language Grade 12 Stream 5
Topic: Legendary Heroes
Evaluator: __________________________

PURPOSE: the purpose of this lesson evaluation form is to give a feedback to the teacher about the lesson taught. Therefore, circle
the most appropriate answer, according to your opinion.

1. Did the introduction catch your attention?

a) I didn’t realize the lesson had started.
b) Did not capture my attention.
c) Captured my attention and created interest in the lesson.
2. Did you understand the purpose, objectives and argument for the lesson?
a) Was not clear.
b) Clear but could have been better supported.
c) Clear, supported by a good argument with relevant examples.
3. Did the teacher demonstrate enthusiasm or energy for the lesson?
a) No enthusiasm was conveyed during the lesson.
b) Some enthusiasm - more needed.
c) The teacher demonstrated enthusiasm for the topic.
4. Did the teacher speak clearly, with inflection and loud enough to be heard and understood?
a) I couldn’t hear much of what was said.
b) I could clearly hear the instruction, no real variation of tone.
c) The instruction was clearly understood with a good of voice.
5. Did the teacher use effective classroom management techniques?
a) No effective classroom management techniques used.
b) Effective management techniques were used.
c) Effective management techniques were used to maintain interest by all students in a positive manner.
6. Did the teacher use questions in the lesson as an effective teaching and classroom management tool?
a) Questions were not used.
b) Questions seemed rhetorical, teacher answered them.
c) Questions were uninteresting: did not engage students.
d) Questions were interesting, served to engage students and were presented in a variety of ways.
7. Overall, the teacher seemed.
a) Nervous.
b) Confident but needed to prepare more.
c) Confident and prepared.
d) Confident, Prepared and Professional.
 8. Did the teacher achieve his goals?
a) Did not achieve at all.
b) Almost achieved.
c) Successfully achieved.

Self-evaluation: TEACHER: During my lesson, I found out that didn’t allocate appropriately the 45 minutes, due to much time I
took in the explanation. This forced me to give my students a home work. By the next times, I will do my best in order to allocate the
time appropriately and avoid what happened today. Apart from that, my dressing wasn’t looking pretty good, I’ll have to arrange it by
the next times so that I look smart!