Grade 11 Lesson Plans Full Year

Grade 11
English
Lesson Plans and
Planning Documents
Dear Teacher,
The following lesson plans adhere to the curriculum instituted by the Mozambican Ministry of
Education in 2010. The annual plan is written for a double, single, double lesson pattern (5 hours
per week), but it is easily adaptable to whichever schedule your school may assign you.
I have included lessons for all scheduled weeks of the school year, but it is probable that your school
will not actually start until the second scheduled week and that you will have ineffective weeks at
the beginning and end of each trimester. Because of this, I have included quite a few exercises that,
while beneficial, are not absolutely necessary in the flow of the lessons. These lessons can be
removed without disturbing the logical progression of grammar instruction if need be and are
marked with asterisks (*) in the analytical plan.
All of the lesson plans in this book have been written in the 4-MAT style preferred by Peace Corps. I
have tried to make them as simple to follow as possible, but I feel I should note that I have used
italics to denote when comments in the lesson plans are intended solely for the benefit of the
teacher and should not be written on the board for the students in the classroom.
I could not have written these lesson plans without a number of important books; they are listed as
references both as an acknowledgement of the integral role they played in the creation of these
lesson plans and as a further resource for you should you need it. My special thanks to
englishpage.com for their wonderful verb tense illustrations and explanations that are reproduced
frequently herein.
Finally, these lesson plans are a work in progress. I hope that they will be improved as they are used
by various teachers (both Mozambican and Peace Corps) over the years. If you find any problems or
have any suggestions for improvements, please email me at alice.pettway@gmail.com.
Bom trabalho!
Alice Pettway
US Peace Corps, Mozambique
2009 - 2011
Table of Contents
Analytical Plans ....................................................................................................................................... 1
Words of the Day by Unit ..................................................................................................................... 23
Lesson Plans .......................................................................................................................................... 27
Unit 1: Lessons 1 and 2: Introduction and Rules .............................................................................. 29
Unit 1: Lesson 3: Review Present Tense Structure ........................................................................... 30
Unit 1: Lessons 4 and 5: To Hope and To Want ................................................................................ 32
Unit 2: Lessons 6 and 7: Phrasal Verbs ............................................................................................. 34
Phrasal Verb Matching Game ....................................................................................................... 37
Unit 2: Lesson 8: Family Vocabulary ................................................................................................. 43
Unit 2: Lessons 9 and 10: Used To and Would Always ..................................................................... 44
Unit 2: Lessons 11 and 12: Reading Comprehension and Writing.................................................... 48
Unit 2: Lesson 13: Gerunds ............................................................................................................... 50
Unit 2: Lessons 14 and 15: Gerunds vs Infinitives............................................................................. 52
Gerund vs Infinitive Cards ............................................................................................................. 55
Unit 2: Lessons 16 and 17: Review for First Exam ............................................................................ 57
Review Game ................................................................................................................................ 59
Test 1 - Trimester 1 ......................................................................................................................... 121
Multiple Choice Answer Sheet .................................................................................................... 123
Unit 3: Lessons 19 and 20: Reading Comprehension ...................................................................... 125
Unit 3: Lesson 23: Translation......................................................................................................... 130
Unit 3: Lessons 24 and 25: Writing ................................................................................................. 132
Unit 3: Lessons 26 and 27: Test Corrections ................................................................................... 133
Unit 3: Lesson 28: Past Participles .................................................................................................. 134
Unit 3: Lessons 29 and 30: Passive Voice ........................................................................................ 135
Unit 4: Lessons 31 and 32: Present Perfect .................................................................................... 137
Present Perfect Unscrambler ...................................................................................................... 139
Unit 4: Lesson 33: Adjectives vs Adverbs ........................................................................................ 159
Unit 4: Lessons 34 and 35: Pronunciation ...................................................................................... 161
ED Pronunciation Cards .............................................................................................................. 163
Unit 4: Lessons 36 and 37: Types of Adverbs.................................................................................. 165
Unit 4: Lesson 38: Vocabulary Builder ............................................................................................ 167
Unit 4: Lessons 41 and 42: Review for Second Exam...................................................................... 170
Review Game .............................................................................................................................. 172
Test 2 - Trimester 1 ......................................................................................................................... 233
Unit 4: Lessons 44 and 45: Reading Comprehension / Writing ...................................................... 237
Unit 5: Lessons 46 and 47: Formal Letters ...................................................................................... 240
Unit 5: Lesson 48: Test Corrections ................................................................................................ 242
Unit 5: Lessons 51 and 52: Reading Comprehension / Writing ...................................................... 244
Unit 5: Lessons 53: Reported Speech.............................................................................................. 247
Unit 5: Lesson 54 and 55: Tag Questions ........................................................................................ 249
Test 3 - Trimester 1 ......................................................................................................................... 255
Unit 5: Lessons 61 and 62: Speaking Circle Game .......................................................................... 259
Unit 5: Lesson 63: Free Writing....................................................................................................... 260
Unit 5: Lessons 64 and 65: Test Corrections ................................................................................... 260
Unit 6: Lessons 66 and 67: Verb Tense Review .............................................................................. 261
Unit 6: Lesson 68: Writing ............................................................................................................... 264
Unit 6: Lessons 71 and 72: Present Participles and Present Continuous ....................................... 267
Unit 6: Lesson 73: Past Continuous................................................................................................. 279
Unit 6: Lessons 74 and 75: Future Continuous ............................................................................... 281
Unit 6: Lessons 76 and 77: Speaking and Writing ........................................................................... 283
Unit 6: Lesson 78: Listening and Writing ........................................................................................ 285
Unit 7: Lesson 79 and 80: Reading Comprehension and Speaking ................................................. 287
Unit 7: Lessons 81 and 82: Speaking Circle Game .......................................................................... 290
Unit 7: Lesson 83: Prepositions of Movement ................................................................................ 291
Unit 7: Lessons 84 and 85: Prepositions of Time ............................................................................ 293
Unit 7: Lessons 86 and 87: Prepositions of Place ........................................................................... 296
Unit 7: Lesson 88: Preposition Review............................................................................................ 298
Unit 7: Lessons 89 and 90: Time Review......................................................................................... 299
Unit 7: Lessons 91 and 92: Review for First Exam .......................................................................... 301
Review Game .............................................................................................................................. 303
Test 1 - Trimester 2 ......................................................................................................................... 365
Unit 8: Lessons 94 and 95: Simple Future and Going To ................................................................ 369
Unit 8: Lesson 98: Verb Negation ................................................................................................... 374
Unit 8: Lessons 99 and 100: Verb Negation .................................................................................... 376
Unit 8: Lessons 101 and 102: Question Formation ......................................................................... 377
Unit 8: Lesson 103: Test Corrections .............................................................................................. 380
Unit 8: Lessons 104 and 105: Speaking ........................................................................................... 381
Unit 9: Lessons 106 and 107: Zero and First Conditional Statements ............................................ 382
Unit 9: Lesson 108: Writing ............................................................................................................. 385
Unit 9: Lessons 109 and 110: Presentations ................................................................................... 386
Unit 9: Lessons 111 and 112: Review for Second Exam.................................................................. 387
Review Game .............................................................................................................................. 389
Test 2 - Trimester 2 ......................................................................................................................... 439
Unit 9: Lessons 114 and 115: Test Corrections ............................................................................... 443
Unit 10: Lessons 116 and 117: Town Hall Meeting......................................................................... 444
Unit 10: Lesson 118: Reading Comprehension (Part I) ................................................................... 445
Unit 10: Lessons 119 and 120: Reading Comprehension (Part II) ................................................... 447
Unit 10: Lessons 121 and 122: Presentations ................................................................................. 448
Unit 10: Lesson 123: Review for Third Exam .................................................................................. 449
Test 3 - Trimester 2 ......................................................................................................................... 451
Unit 10: Lesson 126 and 127: Speaking .......................................................................................... 455
Unit 10: Lesson 128: Free Writing................................................................................................... 456
Unit 10: Lessons 129 and 130: Test Correction .............................................................................. 457
Unit 11: Lessons 131 and 132: Writing ........................................................................................... 458
Unit 11: Lesson 133: Numbers ........................................................................................................ 459
Unit 11: Lessons 134 and 135: Speaking and Listening .................................................................. 460
Unit 11: Lessons 136 and 137: Imperative Verbs and Sequence Words ........................................ 462
Unit 11: Lesson 138: Presentations ................................................................................................ 479
Unit 11: Lessons 139 and 140: Reading Comprehension................................................................ 480
Unit 12: Lessons 141 and 142: Conjunctions .................................................................................. 482
Unit 12: Lesson 143: Writing........................................................................................................... 484
Unit 12: Lessons 144 and 145: Countable and Uncountable Nouns .............................................. 485
Countable or Uncountable? ........................................................................................................ 487
Unit 12: Lessons 146 and 147: Review for First Exam .................................................................... 491
Review Game .............................................................................................................................. 493
Test 1 - Trimester 3 ......................................................................................................................... 555
Unit 12: Lessons 149 and 150: Articles ........................................................................................... 559
Unit 13: Lesson 153: Fill-in-the-Blank Paragraph ............................................................................ 563
Unit 13: Lesson 154 and 155: Tourism Brochures .......................................................................... 564
Unit 13: Lesson 156 and 157: Presentations .................................................................................. 566
Unit 13: Lesson 158: Relative Clauses ............................................................................................. 567
Unit 13: Lessons 159 and 160: That vs Which ................................................................................ 570
Unit 14: Lessons 161 and 162: Vocabulary Building ....................................................................... 572
Unit 14: Lesson 163: Test Corrections ............................................................................................ 573
Unit 14: Lessons 164 and 165: Debate ........................................................................................... 574
Unit 14: Lessons 166 and 167: Review for Exam ............................................................................ 575
Review Game .............................................................................................................................. 577
Test 2 - Trimester 3 ......................................................................................................................... 627
Unit 15: Lessons 171 and 172: Wedding Customs Discussion ........................................................ 633
Unit 13: Lesson 173: Vocabulary Building....................................................................................... 634
Wedding Vocabulary Cards ......................................................................................................... 635
Unit 15: Lesson 176 and 177: Wedding Posters ............................................................................. 639
Unit 15: Lesson 178: Presentations ................................................................................................ 640
Unit 15: Lessons 179 and 180: Test Corrections ............................................................................. 641
Unit 15: Lessons 181 and 182: Writing ........................................................................................... 642
Unit 15: Lesson 183: Review for Third Exam .................................................................................. 643
Test 3 - Trimester 3 ......................................................................................................................... 645
Unit 15: Lessons 186 and 187: Speaking Circle Game .................................................................... 649
Unit 15: Lesson 188: Free Writing................................................................................................... 650
Unit 15: Lessons 189 and 190: Test Correction .............................................................................. 651
Answer Key for Exercises and Tests .................................................................................................... 652
Index ................................................................................................................................................... 671
References and Further Reading ........................................................................................................ 672
Analytical Plans
1
2
República de Moçambique
Província de _______________________
Escola Secundária ______________________________________
PLANIFICAÇÃO ANALÍTICA
Disciplina: Inglês Classe: 11 Trimestre: 1

Ano lectivo: ________ Professor (a): _______________________
SEMANA LIÇÃO CONTEÚDOS OBJECTIVOS RECURSOS OBS.

Introduction and Rules Students will understand the Camera for Taking Student
1/2 (Unit 1: School Subjects and rules and expectations of the Photos, Paper and Markers
Future Professions) class. for Creating Name Tags
Present Tense – 3rd Person

Students will be able to
Singular (Unit 1: School
__/__/__ até 3 understand and use present Chalkboard Only
Subjects and Future
__/__/__ tense.
Professions)
To Hope and To Want / Students will be able to

Writing (Unit 1: School understand and construct
4/5 Chalkboard Only
Subjects and Future sentences using to hope and
Professions) to want.
Phrasal Verbs
6/7 recognize, understand, and Phrasal Verb Game
(Unit 2: Relationships)
__/__/__ até use common phrasal verbs.
__/__/__ Students will be able to
Family Vocabulary (Unit 2:
8 understand and use common Chalkboard Only
Relationships)
family vocabulary.
3
Students will be able to use
Used To and Would Always
9/10 used to and would always to Chalkboard Only
(Unit 2: Relationships)
describe the past.
Students will be able to use,
Reading Comprehension understand and correctly Reading Selection on Easel
11/12*
(Unit 2: Relationships) pronounce the vocabulary in Paper and Putty
the text.
Gerunds (Unit 2: Students will be able to form
__/__/__ até 13 Chalkboard Only
Relationships) and use gerunds.
__/__/__
differentiate between verbs
Gerunds vs. Infinitives (Unit
14/15 that take infinitive objects and Gerund vs. Infinitive Game
2: Relationships)
verbs that take gerund
objects.
answer questions over simple
Review for First Written
16/17 present, used to, would Jeopardy Review Game
Exam
always, phrasal verbs,
gerunds, and infinitives.
__/__/__ até answer questions
__/__/__ independently over simple
18 First Written Exam Exams
present, used to, would
always, phrasal verbs,
gerunds, and infinitives.
Students will be able to Mozambican Poetry
Mozambican Poetry (Unit 3:
19/20 understand and use identity- Collection, Poems Written on
Identity)
related vocabulary. Large Easel Paper, and Putty
4
Students will be able to Mozambican Poetry
Mozambican Poetry (Unit 3:
21/22 understand and analyze Collection, Poems Written on
Identity)
English language poems. Large Easel Paper, and Putty
__/__/__ até Students will be able to
Translating Poetry (Unit 3: Poem written on Large Easel
__/__/__ 23 translate a poem from English
Identity) Paper and Putty
to Portuguese.
Writing Poetry (Unit 3: Students will be able to write
24/25* Chalkboard Only
Identity) a poem in English.
Correct First Written Exam correctly answer questions
26/27 Exams
(Unit 3: Identity) they missed on the first
written exam.
Past Participles (Unit 4:
__/__/__ 28 recognize and use present Chalkboard Only
Initiation Rites)
participles.
Passive Voice
29/30 recognize and form passive Chalkboard Only
(Unit 3: Identity)
sentences.
Present Perfect
31/32 recognize and use present Present Perfect Game
(Unit 4: Initiation Rites)
perfect tense.
__/__/__ até
Adjectives vs. Adverbs (Unit correctly use and differentiate
33 Chalkboard Only
4: Initiation Rites) between adjectives and
adverbs.
5
Pronunciation of Ed Suffix
correctly pronounce words
and Correction of Common
34/35* that end in “ed” and avoid Past Participle Cards
Pronunciation Errors
common pronunciation
(Unit 4: Initiation Rites)
errors.
Types of Adverbs (Unit 4: differentiate between and use
36/37 Chalkboard Only
Initiation Rites) the most common types of
adverbs.
Adverbs Vocabulary Builder
__/__/__ 38* understand and use common Chalkboard Only
(Unit 4: Initation Rites)
English adverbs.
Students will be able to write
Writing – How and When
39/40* short essays about initiation Chalkboard Only
(Unit 4: Initation Rites)
rites using common adverbs.
answer questions about
Review for Second Written Mozambican poetry, past
41/42 Review Game
Exam participles, passive voice,
present perfect, adjectives,
__/__/__ até and adverbs.
independently answer
questions about Mozambican
43 Second Written Exam Exams
poetry, past participles,
passive voice, present perfect,
adjectives, and adverbs.
6
understand and correctly
Reading Comprehension pronounce the vocabulary in Reading Selection on Easel
44/45*
(Unit 4: Initiation Rites) the text and then create an Paper and Putty
original short essay using this
vocabulary.
Formal Letters (Unit 5:
46/47 identify the parts of a formal Chalkboard Only
Style)
letter.
__/__/__ até
Correct Second Written correctly answer questions
__/__/__ 48 Exams
Exam (Unit 5: Style) they missed on the second
written exam.
Letter Writing and Exchange Students will be able to write
(Unit 5: Style) formal letters.
understand and correctly
Reading Comprehension pronounce the vocabulary in Reading Selection on Easel
51/52*
(Unit 5: Style) the text and then create an Paper and Putty
original short essay using this
vocabulary.
__/__/__ até
Reported Speech (Unit 5:
53 transform direct speech into Chalkboard Only
Style)
reported speech.
Tag Questions
54/55 recognize and form tag Chalkboard Only
(Unit 5: Style)
questions.
7
Writing a short essay in English
(Unit 5: Style) describing their favorite
Mozambican fashions.
answer reading
Review for Third Written Text on Large Easel Paper
__/__/__ até 58 comprehension questions
Exam and Putty
__/__/__ over a topic covered during
the first trimester.
answer reading
59/60 Third Written Exam comprehension questions Exams
over a topic covered during
the first trimester.
61/62* Speaking Game verbally improvise on a topic Chalkboard Only
from the first trimester.

__/__/__ até 63* Free Writing Chalkboard Only
a short essay in English.
__/__/__
correctly answer questions
64/65 Correct Third Written Exam Chalkboard Only
they missed on the third
written exam.
8
Província de ________________________
Escola Secundária _____________________________________

Ano lectivo: _____________________ Professor(a): ___________________

construct sentences using
Verb Review (Unit 6: Made in
66/67* simple past, simple present, Chalkboard Only
Mozambique)
present perfect, used to, and
would always.
Students will be to write short
__/__/__ até
essays in English describing
__/__/__ Writing (Unit 6: Made in
68* the benefits of buying Chalkboard Only
Mozambique)
products made in
Mozambique.
Reading Composition (Unit 6: Reading Selection on Easel
69/70* understand and use the
Made in Mozambique) Paper and Putty
vocabulary in the text.
Present Participles and
identify and form present
__/__/__ até Present Continuous Tense Action Cards and Colored
71/72 participles and construct
__/__/__ (Unit 6: Made in Chalk
sentences using present
Mozambique)
continuous tense.
9
Students will be able to form
Past Continuous (Unit 6:
73 sentences using past Chalkboard Only
Made in Mozambique)
continuous tense.
Future Continuous (Unit 6:
74/75 sentences using future Chalkboard Only
Made in Mozambique)
continuous tense.
understand and use the
vocabulary in the text below
Speaking and Writing (Unit 6: Reading Selection on Easel
76/77* and then produce original
Made in Mozambique) Paper and Putty
dialogues about the
importance of products made
__/__/__ até in Mozambique.
__/__/__
Listening and Writing – Students will be able to
Reading Selection on Easel
78* Continued (Unit 6: Made in identify the continuous tenses
Paper and Putty
Mozambique) when listening to a text.
Reading Composition (Unit 7: Reading Selection on Easel
79/80* understand and pronounce
At the Bank) Paper and Putty
the vocabulary in the text.
Students will be able converse
Speaking Circle Game (Unit 7:
81/82* spontaneously about Chalkboard Only
At the Bank)
situations at the bank.
__/__/__ até Prepositions of Movement
83 recognize and use common Chalkboard Only
__/__/__ (Unit 7: At the Bank)
prepositions of movement.
Prepositions of Time (Unit 7:
84/85 understand and use common Chalkboard Only
At the Bank)
prepositions of time.
10
Prepositions of Place (Unit 7:
86/87 understand and use common Chalkboard Only
At the Bank)
prepositions of place.
__/__/__ até complete a fill-in-the-blank
Preposition Review (Unit 7: At
__/__/__ 88 paragraph using common Chalkboard Only
the Bank)
prepositions of time, place,
and manner.
Time Review (Unit 7: At the Students will be able to read
Bank) and say times in English.
answer questions over time,
91/92 Review for First Written Exam Chalkboard Only
prepositions, and the
continuous tenses.
__/__/__ até
93 First Written Exam questions over time, Exams
__/__/__
prepositions, and the
continuous tenses.
Student will be able to
Simple Future and Going To understand and use simple
(Unit 8: Citizenship) future tense and form future
sentences using “going to.”
__/__/__ até Reading Composition (Unit 6: Reading Selection on Easel
96/97* understand and use the
__/__/__ Made in Mozambique) Paper and Putty
vocabulary in the text.
11
Verb Negation (Unit 8:
98 negate compound and simple Chalkboard Only
Citizenship)
verbs.
Verb Negation – Practice (Unit
99/100 negative sentences using Chalkboard Only
8: Citizenship)
compound and simple verbs.
Question Formation (Unit 8: non-wh-word questions using
Citizenship) both compound and simple
nouns.
__/__/__ até correctly answer any
103 Correct First Written Exam Exams
__/__/__ questions they missed on the
first written exam.
Speaking Game – Questions spontaneously form questions
(Unit 8: Citizenship) using the methods learned in
the previous lesson.
Zero and First Conditionals
106/107 recognize and form zero and Chalkboard Only
(Unit 9: Democracy)
first conditional statements.
__/__/__ até Students will be able to write
__/__/__ a short essay describing what
108* Writing (Unit 9: Democracy) their priorities would be if Chalkboard Only
they were to become
president of Mozambique.
12
Students will be able to orally
Presentations (Unit 9:
109/110* present short essays about Essays from Previous Lesson
Democracy)
democracy.
answer questions about
Review for Second Written simple future, going to, verb
111/112 Review Game
Exam negation, questions
formation, and zero and first
conditional statements.
__/__/__ até
questions about simple
__/__/__
113 Second Written Exam future, going to, verb Exams
negation, questions
formation, and zero and first
conditional statements.
Correct Second Exam (Unit 9: correctly answer any
114/115 Exams
Democracy) questions they missed on the
second written exam.
Town Hall Meeting (Unit 10: express their political Video of Town Hall Meeting
116/117*
Politics and Elections) viewpoints in an mock town (Optional)
__/__/__ até hall meeting.
__/__/__
Reading Composition Part I Students will be able to
118* (Unit 10: Politics and understand and use the
Paper and Putty
Elections) vocabulary in the text.
13
Reading Composition Part II Students will be able to
119/120* (Unit 10: Politics and understand and use
Paper and Putty
Elections) vocabulary from the text.
Presentations (Unit 10:
121/122* present essays about the Chalkboard Only
Politics and Elections)
history of their hometowns.
answer reading
Review for Third Written
123 comprehension questions Review Game
__/__/__ até Exam
over a topic discussed during
__/__/__
the second trimester.
answer reading
over a topic discussed during
the second trimester.
Students will be able to speak
126/127* Speaking Game spontaneously on the topic of Chalkboard Only
politics and elections.
__/__/__ até 128* Free Writing a short essay on a topic of Dictionaries
__/__/__ their choice.
correctly answer any Exams and Prizes for Honor
129/130 Correct Third Written Exam
questions they missed on the Roll
third exam.
14
Província de ___________________________________
Escola Secundária _____________________________________________

Ano lectivo: _____________________ Professor(a): ______________________________

Vocabulary Brain Storm (Unit understand and use
11: The Coconut Tree) vocabulary related to the uses
of the coconut tree.

__/__/__ até Review Numbers (Unit 11: pronounce and write dates,
133 Chalkboard Only
__/__/__ The Coconut Tree) amounts, and percentages
(including decimals).

Role Play (Unit 11: The conduct basic business
134/135* Market Props
Coconut Tree) transactions in a market
setting.
15
construct and use imperative
Imperatives and Sequence verbs and understand the
136/137 Words (Unit 11: The Cocount meaning and use of the Recipe Steps
Tree) following sequence words:
first, then, next, after that,
later, finally.
__/__/__ até
__/__/__
Presentations (Unit 11: The present a short recipe orally
138* Recipes from Previous Lesson
Coconut Tree) using imperative verbs and
sequence words.
Reading Composition Part I understand, and correctly Reading Selection on Easel
139/140*
(Unit 11: The Coconut Tree) pronounce coconut-related Paper and Putty
vocabulary.
understand and correctly use
the following conjunctions:
Conjunctions (Unit 12:
141/142 because, since, as, so, but, Chalkboard Only
Droughts and Floods)
although, yet, when, as soon
__/__/__ até as, while, and, or, if, unless,
__/__/__ and as.
Writing (Unit 12: Droughts a short text describing a
143* Chalkboard Only
and Floods) droughts and floods in
Mozambique.
16
distinguish between
Countable vs. Uncountable
countable and uncountable
144/145 Nouns (Unit 12: Droughts adn Colored Chalk
nouns and be able to use the
Floods)
adjectives few, a little, many,
and much accordingly.
answer questions over
numbers, imperative verbs,
146/147 Review for First Written Exam Review Game
sequence words, conjunctions
and countable/uncountable
nouns.
__/__/__ até
questions over numbers,
__/__/__
148 First Written Exam imperative verbs, sequence Exams
words, conjunctions and
countable/uncountable
nouns.
Definite and Indefinite
identify and correctly use
149/150 Articles (Unit 12: Droughts Chalkboard Only
both definite and indefinite
and Floods)
articles.
__/__/__ até Reading Composition (Unit understand, and correctly Reading Selection on Easel
151/152*
__/__/__ 13: Bed and Breakfast) pronounce tourism-related Paper and Putty
vocabulary.
17
complete a paragraph using
Fill-in-the-Blank Paragraph indefinite and definite articles
153* Chalkboard Only
(Unit 13: Bed and Breakfast) and identify countable and
uncountable nouns within this
paragraph.
tourism brochures in English Paper for Brochures, Normal
Create Tourism Brochures
154/155* describing common Pencils, Colored Pencils or
(Unit 13: Bed and Breaksfast)
Mozambican tourist Markers
destinations.
Present Brochures (Unit 13:
156/157* describe famous Mozambican Tourism Brochures
Bed and Breakfasts)
tourist destinations in English.
identify relative clauses within
existing sentences and
Relative Clauses (Unit 13: Bed
158 correctly form original relative Chalkboard Only
__/__/__ até and Breakfasts)
clauses using four relative
__/__/__
pronouns (who, whom,
whose, and that).
choose correctly between the
That vs Which (Unit 13: Bed
159/160 relative pronouns that and Chaklboard Only
and Breakfasts)
which when forming relative
clauses.
__/__/__ até Vocabulary (Unit 14: Dress understand and use common
__/__/__ Codes) vocabulary associated with
dress codes.
18
identify and correct the
163 Correct First Written Exam Exams
mistakes they made on the
previous written exam.
164/165* Debate (Unit 14: Dress Codes) debate the current cultural Chalkboard Only
dress codes in Mozambique.
answer questions over
indefinite and definite
Review for Second Written
166/167 articles; relative clauses; Chalkboard Only
Exam
relative pronouns; tourism
vocabulary; and dress-code
vocabulary.
__/__/__ até independently answer
__/__/__ questions over indefinite and
168 Second Written Exam definite articles; relative Exams
clauses; relative pronouns;
tourism vocabulary; and
dress-code vocabulary.
Reading Composition (Unit understand, and correctly Reading Selection on Easel
169/170*
14: Dress Codes) pronounce dress code-related Paper and Putty
vocabulary.
__/__/__ até Discussion: Marriage Age debate the pros and cons of
__/__/__ (Unit 15: Weddings) Mozambican wedding
customs in English.
19
Wedding Vocabulary (Unit 15: understand and use common
173 Chalkboard Only
Weddings) vocabulary associated with
weddings.
Reading Composition (Unit understand, and correctly Reading Selection on Easel
174/175*
15: Weddings) pronounce wedding-related Paper and Putty
vocabulary.
Students will be able to create
posters describing Paper and Colored Pencils or
176/177* Posters (Unit 15: Weddings)
Mozambican wedding Markers
traditions in English.
__/__/__ até Presentations (Unit 15: describe common
178* Posters
__/__/__ Weddings) Mozambican wedding
traditions in English.
identify and correct the
179/180 Correct Second Written Exam Exams
mistakes they made on the
previous written exam.
a short text describing a
181/182* Writing (Unit 15: Weddings) Chalkboard Only
wedding they have attended
in English.
__/__/__ até
answer reading
Review for Third Written
183 comprehension questions Chalkboard Only
Exam
the third trimester.
20
independently answer reading
the third trimester.
Students will be able to speak
spontaneously on the topics
186/187* Speaking Game Chalkboard Only
covered during the third
trimester.
__/__/__ até
188* Free Writing a short essay in English. Chalkboard Only
__/__/__

correctly answer the
189/190 Correct Third Written Exam Chalkboard Only
questions they missed on the
third written
21
22
Words of the Day by Unit
23
24
Unit Nouns Adjectives Verbs
school (escola) intelligent (inteligente) to learn (aprender)
1 dream (sonho) hopeful (esperançoso) to want (querer)
brother-in-law (cunhado) grown (crescido) to take care of (tomar conta de)

stepfather (padrasto) related (aparentado) to marry (casar)
descendant (descendente) married (casado) to give birth (dar á luz)
2 neighbor (vizinho) proud (orgulhoso) to meet (encontrar)
marriage (casamento) modern (moderno) to love (amar)
ancestor (ancestral) traditional (tradicional) to befriend (fazer amizade com)
identity (identidade) patriotic (patriotic) to symbolize (simbolizar)

pride (orgulho) typical (típico) to defend (defender)
3 heritage (herança) unique (único) to describe (descrever)
behavior (comportamento) hospitable (hospitaleiro) to express (expresser)
ethnic group (grupo étnico) tolerant (tolerante) to influence (influenciar)
rites (ritos) adolescent (adolescente) to initiate (iniciar)

adulthood (maioridade) mature (maduro) to shave (barbear)
circumcision (circuncisão) sacred (sagrado) to dance (dançar)
respect (respeito) communal (comum) to humiliate (humilhar)
4 menstruation (menstruação) premature (premature) to begin (começar)
sweethearts (namorados) afraid (assustado) to grow up (crescer)
authority (autoridade) unwanted (indesejado) to menstruate (menstruar)
risk (risco) healthy (saudável) to accept (aceitar)
initiates (iniciados) uncomfortable (desagradável) to observe (observer)
salutation (saudação) formal (formal) to correspond (corresponder-se)

style (estilo) trendy (na moda, modern) to wear (vestir)
fabric (tecido) timeless (eterno) to design (desenhar)
5 slave (escravo) backward (antiquado) to do your hair (pentear-se)
hybrid (híbrido) recycled (reciclado) to consume (consumer)
emissions (emissão) energy-smart (energia limpa) to contribute (contribuir)
consumption (consume) solar (solar) to conserve (conserver)
fertilizer (abudo, fertilizante) cheap (barato) to transport (transportar)

consumer (consumidor) counterfeit (falsificado) to steal (roubar)
vegetables (vegetais) fresh (fresco) to grow (crescer)
textiles (têxtils) global (global) to produce (produzir)
6 factory (fábrica) organic (orgânico) to cultivate (cultivar)
raw material (material básico) expensive (caro) to assemble (reunir-se)
demand (demanda) plastic (plástico) to waste (desperdiçar)
piracy (pirataria) illegal (ilegal) to download (descarregar)
consultant (consultor)
quality (qualidade) free (grátis) to dispense (dispensar)
debit (débito) fake (falsificado) to buy (comprar)
interest (juro) safe (seguro) to withdraw (tirar)
7 PIN (número de identificaçao short-term (pouco duração) to deposit (depositar)
pessoal) financial (financeiro) to apply (aplicar)
savings account (conta a responsible (responsável) to loan (emprestar)
prazo) productive (produtivo) to fill in (preencher)
loan (empréstimo)
25
rights (direitos) fair (justo) to discriminate (discriminar)
dignity (dignidade) inherent (inerente) to progress (progredir)
persecution (perseguição) ethnic (étnico) to work (trabalhar)
8 identity (identidade) cultural (cultural) to free (libertar)
franchise (franchise) equal (igual) to appoint (nomear)
ballot (cédula eleitoral) electoral (eleitoral) to vote (votar)
power (força) dutiful (cumpridor) to govern (governar)
elections (eleição) democratic (democrático) to serve (servir)

dictatorship (ditadura) representative (representante) to campaign (fazer campanha)
9 citizen (cidadão) fair (justo) to treat (tratar)
government (governo) transparent (transparente) to elect (eleger)
monarch (monarca) provincial (provincial) to call for (requerer)
political party (partido

peaceful (calmo) to register (registrar)
político)
10 majority (maioria)
parliamentary (parlamentar) to assemble (montar)
provincial (provinciano) to believe (acreditar)
condition (condição)
agriculture (agricultura)
mineral (mineral) abundant (abundante) to consume (consumir)
family-owned business nutritious (nutritivo) to harvest (colher)
(negócio da familia) tolerant (tolerante) to thrive (prosperar)
11 husk (casca) edible (comestível) to grind (moer)
pulp (polpa) fresh (fresco) to grate (ralar)
garlic (alho) tender (macio) to marinate (marinar)
floods (cheias)
drought (seca) extended (prolongado) to submerge (submergir)
climate change (mudança vulnerable (vulnerável) to cause (causar)
12 climática) damaged (danificado) to overflow (transbordar)
effect (efeito) seasonal (sazonal) to prevent (prevenir)
monument (monumento) extraordinary (extraordinário)

to stay (ficar)
tourist complexes (complexos pristine (pristina)
to equip (equipar)
turísticos) light (leve)
to cater (fornecer comida)
13 sand dunes (dunas de areia) air-conditioned (climatizado)
to fly (voar)
sights (vistas) indigenous (indigena)
to reserve (reservar)
accommodation (alojamento) picturesque (pitoresco)
to secure (proteger)
camp (acampamento)
gender (género) appropriate (appropriado) to ban (proibir)

interview (entrevista) equal (igual) to enforce (impor)
14 regulations (regulamentos) forbidden (proibido) to affect (afectar)
attitude (atitude) edgy (controverso) to rebel (rebelar-se)
devoted (dedicado)
culmination (culminação) to practice (practicar)
mature (maduro)
guests (convidados) to bless (abençoar)
bridal (nupcial)
honeymoon (lua-de-mel) to marry (casar)
formal (formal)
15 intentions (intenção)
solemn (solene)
to prove (provar)
polygamy (poligamia) to demand (exigir)
new (novo)
outfit (vestimenta) to hinder (impedir)
vital (vita)
value (valor) to agree (concordar)
26
Lesson Plans
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Grade 11 Unit 1: Lessons 1 and 2: Introduction and Rules
Theme: School Subjects and Future Professions

Objective: Students will understand the rules and expectations of the class.
Materials
• Camera for taking photos of students
• Paper and markers for making name tags
Motivation
Hand out scrap paper and ask students to write their names and class (11A, 11B, etc.). Take photos
of students holding their paper to help with name memorization.
Information
Regras de Aula
1. Não impeder os outros estudantes de aprender
2. Fazer seu próprio trabalho.
Consequências (de não obedecer estas regras)

1. Sair a sala de aula e receber uma falta.
2. Receber zero.
Practice
Put students into groups of five and have them brainstorm a list of actions that would break the rules
(in English if their language skills are sufficient).
Note to Teacher: This is a good time to assess the general competency level of the class.
List Suggestions for Rule 1: talking in class, asking other students for materials, being late to class,
answering a cell phone or letting it ring, making noise with your desk, leaving the classroom without
permission, speaking in Xitswa, talking to other students out the window, etc.
List Suggestions for Rule 2: copying another student’s test or homework, allowing another student to
copy your work, having a cabula (cheat sheet) in your possession, obtaining a copy of the test before
class, sharing the questions and or answers of a test with other students outside of class, etc.
Application
Ask students to think about and discuss among themselves outside of class the importance of rules in
the classroom (in English, of course!).
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Grade 11 Unit 1: Lesson 3: Review Present Tense Structure
Theme: School Subjects and Future Professions

Objective: Students will be able to understand and use present tense.
Words of the Day

Noun: school (escola)
Adjective: intelligent (inteligente)
Verb: to learn (aprender)
Materials
• Chalkboard only
Motivation
Write “to box,” “to cut,” “to try,” and “to play” on the board and have students attempt to conjugate
them. Leave the conjugated verbs (correct or incorrect) on the board until the practice section of the
lesson.
Information
In regular English present tense, only the 3rd person singular conjugation is different. All the others
are the same.
Ex: I fly, you fly, he/she/it FLIES, we fly, you fly, they fly
Rules of Regular 3rd Person Singular Conjugation in Present Tense
Rule 1: Verbs that end in an /s/ or /z/ sound add “es” unless they already in in “e,” in which case
only an “s” is added. (Example: to box she boxes)
Rule 2: Verbs ending in a vowel or any consonant that does not sound like /s/ or /z/ add “s”.
(Example: to call he calls)
Rule 3: Verbs that end in a consonant and “y” change the “y” to “i” and add “es”. (Example: to try
she tries)
Rule 4: Verbs that end in a vowel and “y” add “s”. Note: This falls under rule 2, but is generally
confusing to the students and is worth noting as a separate rule to avoid confusion.
(Example: to play plays)
Practice
Review the conjugated verbs on the board. If there are errors, ask for volunteers to come to the
board and correct them. Remind the students which rule each verb uses as your work through the
corrections.
Erase the first set of verbs and write the following verbs in their place: to want, to hope, to choose,
to cry, and to buy.
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Ask for volunteers to come to the board and conjugate the verbs. Have the class identify together
which rule applies to each verb.
Application
Have students write five sentences using third person singular present tense at home.
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Grade 11 Unit 1: Lessons 4 and 5: To Hope and To Want
heme: School Subjects and Future Professions

Objective: Students will be able to understand and construct sentences using to hope and to want.
Words of the Day

Noun: dream (sonho)
Adjective: hopeful (esperançoso)
Verb: to want (querer)
Materials
• Chalkboard only
Motivation
Have the students come to the board and write actions they would like to do in the future. Guide
them to write the verbs in infinitive form.
Information
We use the verbs to hope and to want to express desired actions, things we would like to do in the
future.
Structure
to want/hope + Infinitive
Examples
I hope to finish school this year.
She wants to be a doctor.
Write a second set of examples with input from the students.
Practice
Write the following frames on the board and have the students volunteer to come to the board to
solve them. If the students have problems with 6 – 10, give them a word bank: to be (2), to get, to
speak, and to find
1. I ___________ to teach chemistry
2. She _____________ to go to university.
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3. We __________ to be lawyers.
4. They __________ to visit South Africa.
5. You all ____________ to be successful students.
6. I ____________ a nurse.
7. He ____________ a positive result on the exam.
8. They ____________ English very well.
9. We ____________ tour guides.
10. She _____________ a job in Maputo.
Ask students to write short paragraphs about what they hope or want to be doing in the next five
years.
Application
Students should complete their paragraphs at home. Encourage peer review, but not copying.
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Grade 11 Unit 2: Lessons 6 and 7: Phrasal Verbs
Theme: Relationships
Objective: Students will be able to recognize, understand, and use common phrasal verbs.
Materials
• Phrasal Verb Game
Motivation
Have the students volunteer to come to the board and match the two columns.
to ask out ficar apaixanado por

to bring up criar
to pass away terminar um namoro
to look after convidar
to break up with tomar conta de
to fall in love falecer
Information
Phrasal verbs are compound verbs formed by combining a main verb and a preposition.
Example:
to pass + away
main verb preposition
Phrasal verbs can be:
1. Transitive
2. Intransitive
Intransitive phrasal verbs are always INSEPARABLE. The verb and preposition MUST STAY TOGETHER.
Example:
He passed away. CORRECT
She passed him away. INCORRECT
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Transitive phrasal verbs can be:
1. Separable
2. Inseparable
Inseparable phrasal verbs MUST STAY TOGETHER.
Example:
I look after my niece on weekdays. CORRECT

(object)
I look my niece after on weekdays. INCORRECT

(object)
Separable phrasal verbs MAY BE SEPARATED by their object.
Example:
I brought up the children. CORRECT

(object)
I brought the children up. CORRECT

(object)
The ONLY way to know whether a phrasal verb is transitive or intransitive/separable or inseparable
is to memorize the properties of each individual phrasal verb.
Practice
Correct the matching game and label each phrasal verb as transitive/intransitive and
separable/inseparable.
to ask out – transitive, separable

to bring up – transitive separable
to pass away – intransitive
to look after – transitive, inseparable
to break up – transitive, separable
to fall in love – intransitive
Have students volunteer to come to the board and write sentences using each of the six phrasal verbs
above.
[BREAK]
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Practice
Play Phrasal Verb Matching Game (See Game Cards and Instruction Sheet)
Application
Have students write three sentences describing their families using the phrasal verbs to bring up, to
care for, and to pass away.
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Phrasal Verb Matching Game
Answer Key:
to ask out – convidar a passear (româtico) to pass away – falecer

to bring up – criar (crianças) ou mencionar to point out – indicar
(uma coisa numa conversação) to put away – colocar no lugar
to call off – cancelar to put up with – agüentar
to call up – ligar to run into – tapar com
to check into – investigar to run across – encontrar-se com
to check out – emprestar um livro da to run out of – ficar sem
biblioteca to shut off – desligar
to clean up – arrumar to take after – parecer-se com
to do over – repetir to tear up – despedaçar
to drop by – visitar (informal) to throw away – jogar fora
to find out – descobrir informação to try on – experimentar
to get up – levanter-se to turn on – ligar
to go over – reavaliar to turn up – aumentar
to give back – devolver algo to look up to – respeitar
to hand in – entregar um exercício to help out – dar uma mão para
to have on – vestir to live up to – estar à altura de
to kick out – expulsar to catch up with – alcançar
to look after – tomar conta de to grow up – crescer
Game Rules:
1. Write all of the Portuguese translations on the blackboard. Leave enough space beside
each one to write the English phrasal verb.
2. Divide the class into two teams and have them choose team names.
3. Place all of the phrasal verb cards into the bag.
4. Have a student from the first team come to the front of the class and draw a phrasal verb
card. He/She must try to match the phrasal verb to the correct Portuguese word or phrase
on the verb. Have them point to the one they think is correct. (Note: It is important to the
flow of the game to remind the teams not to help the person at the board; maintain silence
during the choosing process.)
5. If the student chooses correctly, award a point to their team, write the English phrasal
verb next to the correct translation on the board, and put the card aside. If not,
congratulate the student on a good try, tell the class the correct translation, and return the
card to the bag.
6. Alternate teams until all of the phrasal verbs have been correctly placed on the board.
7. The team with the most points wins!
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to ask out to bring up to call off
to call up to check into to check out
to clean up to do over to drop by
to find out to get up to go over
to give back to hand in to kick out
to look after to point out to put away
to put up with to run into to run across
to run out of to shut off to take after
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to tear up to throw away to try on
to turn on to turn up to look up to
to catch up
to help out to live up to
with
to grow up
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Grade 11 Unit 2: Lesson 8: Family Vocabulary
Objective: Students will be able to understand and use common family vocabulary.
Words of the Day

Noun: brother-in-law (cunhado)
Adjective: grown (crescido)
Verb: to take care of (tomar conta de)
Materials
• Chalkboard only
Motivation
Build a family tree with your students. Let the students decide whether each family member is
married, has children, etc. Give names to each family member on the family tree. Use Portuguese
terms to facilitate participation at this stage of the lesson.
Information
Label the family tree with the appropriate English vocabulary. Use the following translations if the
students get stuck
Mother – Mãe Brother – Irmão Stepfather – Padrasto

Father – Pai Son-in-Law – Genro Stepmother – Madrasta
Grandmother – Avó Daughter-in-law – Nora Stepsister – meia-irmã
Grandfather – Avô Mother-in-law – Sogra Stepbrother – meio-irmão
Granddaughter – Neta Father-in-law – Sogro Stepdaughter – enteada
Grandson – Neto Sister – Irmã Stepson – enteado
Brother-in-Law – Cunhado Aunt – Tia Stepchildren – enteados
Sister-in-law – Cunhada Uncle – Tio Husband – Marido
Daughter – Filha Niece – Sobrinha Wife - Espousa
Son – Filho Nephew – Sobrinho
Children – Filhos Cousin – Primo
Practice
Quiz students on vocabulary by writing sentences about the relationships between people on the
family tree.
Example: João is Nelca’s _______________.
Note to Teacher: You may have to remind the students that ‘s signifies possession.
Application
Have students draw their own family trees at home and then use the family trees to write three
sentences describing their families. Ex: Cleo is my father.
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Grade 11 Unit 2: Lessons 9 and 10: Used To and Would Always
Objective: Students will be able to use used to and would always to describe the past.
Words of the Day

Noun: descendant (descendente)
Adjective: married (casado)
Verb: to give brith (dar á luz)
Materials
• Chalkboard only
Motivation:
Have students volunteer to fill in the following frames on the board.
1. I used to live in _____________, but now I live in Mapinhane.
2. I used to like _____________, but now I do not.
3. I used to eat ______________, but now I prefer _____________.
Information
“Used to” is used to describe events that STARTED AND ENDED IN THE PAST. We can use it to
describe
1. Past habits
Past Present Future
2. Past facts and generalizations
Past Present Future
Structure:
used to + verb base

Example:
be
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1. We used to in 11th grade.
2. She used to play with dolls.
“Used to” is different from simple past tense in some ways.
Used to Simple Past

Positive statements Negative statements
Questions
Example:
You used to live in my neighborhood. CORRECT
Did you used to live in my neighborhood INCORRECT
Did you live in my neighborhood? CORRECT
You did not used to live in my neighborhood. INCORRECT
You did not live in my neighborhood. CORRECT
Practice
Have students volunteer to come to the board and fill in the following sentence frames. If necessary,
provide a word bank: to be, to study, to eat, to go, to have.
1. You ______________ my friend.
2. He _____________ physics, but now he studies biology.
3. Florêncio ____________ matapa with xima, but now he prefers it with rice.
4. Maira _____________ to school in Vilanculo, but now she goes to school in

Mapinhane.
5. My sister _____________ long hair, but now it is short.
[BREAK]
Information
Another phrase used to talk about events that STARTED AND ENDED IN THE PAST is “would always.”
“Would always” is similar to “used to” and simple past. I can be used to describe
45
1. Past habits
Past Present Future
Ex: João would always hit his brother when he was a child.
But, it CANNOT be used to describe past facts and generalizations. We can distinguish between
habits and actions by asking ourselves if an action is being performed. If yes, then the sentence is
about a habit. If no, then it is about a fact.
Examples: Past Facts or Generalizations
Simple Past – Irene was happy, but now she is sad. → CORRECT
Used To – Irene used to be happy, but now she is sad. → CORRECT
Would Always – Irene would always be happy, but now she is sad. → INCORRECT
Structure:
would always + verb base
Example:
1. We would always play the piano with his brother, but now he has forgotten how.
Practice
Have students use the following information to construct sentences using “used to” and “would
always” about Carmindo.
Then Now
1. arrived late (would always) is always on time
2. liked bananas (used to) prefers mangoes
3. wanted to be a lawyer (used to) wants to be a doctor
4. studied Portuguese (used to) studies English
5. lived in Maputo (used to) lives in Vilankulo
6. played with his brother (would always) plays with his friends
7. helped his mother (would always) is at school
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Example:
Carmindo would always arrive late, but now he is always on time.
Application
Ask students to write five sentences describing their past using used to or would always.
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Grade 11 Unit 2: Lessons 11 and 12: Reading Comprehension and Writing
Objective: Students will be able to use, understand and correctly pronounce the vocabulary in the
text.
Words of the Day

Noun: neighbor (vizinho)
Adjective: proud (orgulhoso)
Verb: to meet (encontrar)
Materials
• Reading selection on easel paper
• Putty
Motivation
Have students volunteer to read the following text aloud, one sentence per student. Afterwards, read
the text yourself to demonstrate correct pronunciation.
Núria Goes to School
When Núria was a little girl, she lived with her aunt and cousins in Namaacha. She used to play with
the neighbors and help her aunt prepare dinner for the family. One day, Núria’s aunt told her it was
time to start school. Núria was very excited.
In school Núria made many new friends. She would always do her homework, and she studied at
home. Núria was a very good student.
Today, Núria lives in Maputo where she attends university. She is studying to be an engineer. Núria’s
family is very proud of her for working so hard at school!
Information
Ask students to highlight vocabulary in the selection they do not know then encourage other students
to explain and/or translate. If all other methods fail, provide the translation yourself.
neighbors – vizinhos
to play – jogar
to prepare – preparar
excited – entusiasmado
very – muito
to study – estudar
to attend – freqüentar
university – universidade
engineer – engenheiro
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proud – orgulhoso
to work – trabalhar
so - tão
Practice
Split the students into groups of four or five and have them answer the following questions:
1. Whom did Núria live with when she was a child?
2. Where did Núria go?
3. Was Núria a good student? Why or why not?
4. What is Núria studying now?
5. Where does Núria live now?
[BREAK]
Practice
Have the groups write paragraphs about something they did as a child and what they are doing now.
Remind them to use simple past, used to, or would always to talk about the past and to use present
tense to talk about what is happening now.
Application
Ask students to trade paragraphs and make suggestions for improvement outside of class.
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Grade 11 Unit 2: Lesson 13: Gerunds
Objective: Students will be able to form and use gerunds.
Words of the Day

Noun: marriage (casamento)
Adjective: modern (moderno)
Verb: to love (amar)
Materials
• Chalkboard only
Motivation
Write LIKE and DISLIKE at the top of two columns on the board and have students brainstorm
activities they like or dislike doing with their families. Write all answers in gerund form.
Information
Gerunds are verbs that function as nouns. They are formed by adding “ing” to the base of the verb.
Example:
to play → playing
to read → reading
All gerunds are regular, and there are only two spelling rules to remember.
1. A silent E is dropped and ING is added.
Example:
to smile → smiling
2. Short vowel syllables double their consonant
Example:
to drop → dropping
Examples:
1. He enjoys playing soccer with his brothers.
2. She hates walking home when it is hot.
3. She loves talking with her sisters.
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Practice
Have the students come to the board and write sentences using the previously brainstormed gerunds.
[BREAK]
Practice:
Break the students into pairs. Have each student write a list of 10 infinitives, then swap with their
partners. The partner should then transform each infinitive into a gerund.
Application
Have the students write sentences at home using the 10 gerunds generated during the practice
session of the lesson.
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Grade 11 Unit 2: Lessons 14 and 15: Gerunds vs Infinitives
Objective: Students will be able to differentiate between verbs that take infinitive objects and verbs
that take gerund objects.
Words of the Day

Noun: ancestor (ancestral)
Adjective: traditional (tradicional)
Verb: to befriend (fazer amizade com)
Materials
• Gerund-Infinitive Cards
Motivation
Make four columns on the board titled ENJOY, HOPE, HATE, REMEMBER. Have students volunteer
actions that apply to each column. Ex: I hope to go to university. I enjoy visiting my family.
Note to Teacher: All verbs in the ENJOY column should be gerunds. Verbs in the hope column should
be infinitives. Verbs in the HATE and REMEMBER columns should be a mixture of gerunds and
infinitives.
Information
Remind students that gerunds are verbs that function as nouns. They are formed by adding “ing” to
the base of the verb.
An infinitive is an unconjugated verb. The structure is
to + verb base
Ex: to walk
Both GERUNDS and INFINITIVES can function as objects of verbs. Unfortunately, there is no rule to
tell us which verbs take gerunds as objects and which verbs take infinitives as obejcts. The following
lists are helpful and should be memorized.
Verbs Normally Followed by Gerunds
appreciate - valorizer dislike – não gostar de practice – practicar

describe – descrever enjoy – gostar de quit – abandonar
detest – detestar finish – terminar
discuss – discutir understand – entender
Verbs Normally Followed by Infinitives

*Remind students that they already learned this structure for to hope and to want.
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arrange - organizar hope – esperar promise – prometer
choose – escolher learn – aprender want – querer
decide – decidir manage – conseguir
help – ajudar need – precisar de
Verbs That Can Be Followed by Either an Infinitive or a Gerund with NO CHANGE in Meaning
begin – começar like – gostar de start – começar

continue – continuar love – adorer, amar try – tentar
hate – detestar prefer – preferir
Verbs That Can Be Followed by Either an Infinitive or a Gerund with A CHANGE in Meaning
forget – esquecer-se remember – lembrar-se stop – parar
While there is no rule to tell us whether a verb should be followed by a gerund or an infinitive, there
is a rule to tell us whether to use a gerund or an infinitive after prepositions:
Prepositions are ALWAYS followed by GERUNDS!
Ex: I am AGAINST smoking.

Ex: I talked ABOUT playing soccer.
Ex: I went to bed AFTER eating dinner.
[BREAK]
Practice
Write INFINITIVE, GERUND, and BOTH ARE CORRECT on the board. Have students form two teams.
Students should come to the board one at a time, draw a verb card (see Gerund-Infinitive Game), and
indicate in which column they think it belongs. If they are correct, have them write the word on the
board, leave the card out of the bag, and award the team a point. If they are incorrect, tell them the
correct answer and place the card back in the bag. The team with the most points wins.
Application
Have students choose one verb from each list and use them to write sentences at home.
53
54
appreciate describe detest stop
discuss dislike enjoy remember
finish understand practice start
quit choose decide hate
help hope learn begin
manage need promise love
forget prefer try like
continue want
55
56
Grade 11 Unit 2: Lessons 16 and 17: Review for First Exam
Theme: N/A
Objective: Students will be able to answer questions over simple present, used to, would always,
phrasal verbs, gerunds, and infinitives.
Materials
• Review game for first written exam
Motivation
Explain the rules of the Review Game.
Practice
Play the Review Game with the following categories and questions:
Category – SIMPLE PRESENT
100 In English, present tense is only conjugated differently for ________________. (He/She/It)
200 In simple present, if a verb ending in y is conjugated for she, we change the y to ___ and add
es. (i)
300 Conjugate the verb “to go” correctly for the pronoun “she.” (goes)
400 Conjugate the verb “to play” correctly for the pronoun “he.” (plays)
500 Conjugate the verb “to fly” correctly for the pronoun “she.” (flies)
Category – PHRASAL VERBS
100 Phrasal verbs are formed by joining a main verb and a ___________. (preposition)
200 Some phrasal verbs are transitive and others are ____________. (intransitive)
300 Can some phrasal verbs be separated by an object? (yes – separable phrasal verbs)
400 What is an English phrasal verb that has the same meaning as falecer? (to pass away)
500 What is an English phrasal verb that has the same meaning as ficar apaixanado por? (to fall
in love)
Category – USED TO
100 “Used to” can be used to describe __________ and facts/generalizations. (past habits)
200 What is the structure used with “used to?” (used to + verb base)
300 Can we use “used to” to make positive statements about the past? (yes)
400 Can we use “used to” to make negative statements about the past? (no)
500 Can we use “used to” to ask questions about the past? (no)
Category – WOULD ALWAYS
100 Do we use “would always” to discuss the past, present, or future? (past)
200 “Would always” can be used to describe __________. (past habits)
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300 What is the structure used with “would always?” (would always + verb base)
400 Can we use “would always” to talk about facts in the past? (no)
500 Can we use “would always” to talk about actions in the past? (yes)
Category – GERUNDS VS IFINITIVES
100 Is there a rule to tell us which verbs are followed by gerunds? (no)
200 Are prepositions followed by gerunds or infinitives? (gerunds)
300 Is the verb “to want” followed by an infinitive or a gerund? (infinitive)
400 Is the verb “to quit” followed by an infinitive or a gerund? (gerund)
500 Is the verb “to like” followed by an infinitive or a gerund? (both are correct)
58
Review Game
1. Print all of the question, cover sheet, and category title pages. Each question sheet is paired
with a cover sheet. Attach the two pages so the cover sheet hides the question sheet and
can be flipped upward during game play to reveal the question. See illustration below. If
paper supply is an issue, the cover sheet and question page can be printed on opposite sides
of one piece of paper and simply flipped over during game play to reveal the question.
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”
2. Use putty or tape to attach the category title pages and question/coversheets to the
chalkboard in the following pattern.
Category Category Category Category Category

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
3. Divide students into three or four teams. Have them choose names and determine a team
captain.
4. Team captains take turns choosing a category and question value. They may consult briefly
with their team members before attempting to answer. If the team captain’s answer is
correct, he or she may choose another question. If the answer is incorrect, it is the next
team’s turn. If all teams fail to correctly answer a question, explain the answer and then
retire the question.
5. When all questions have been either correctly answered or retired, the team with the most
points wins!
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60
SIMPLE
PRESENT
61
62
Simple Present Tense
63
Simple Present Tense - 100
In English, present
tense is only
conjugated differently
for ________________.
64
65
In simple present, if a verb

ending in y is conjugated
for she, we change the y
to ___ and add es.
66
67
Conjugate the verb

“to go” correctly for
the pronoun “she.”
68
69
Conjugate the verb

“to play” correctly for
the pronoun “he.”
70
71
Conjugate the verb

“to fly” correctly for
the pronoun “she.”
72
PHRASAL
VERBS
73
74
Phrasal Verbs
75
Phrasal Verbs - 100
Phrasal verbs are

formed by joining a
main verb and a
___________.
76
Phrasal Verbs
77
Phrasal Verbs - 200
Some phrasal verbs

are transitive and
others are
____________.
78
Phrasal Verbs
79
Phrasal Verbs - 300
Can some phrasal

verbs be separated
by an object?
80
Phrasal Verbs
81
Phrasal Verbs - 400
What is an English
phrasal verb that has
the same meaning as
falecer?
82
Phrasal Verbs
83
Phrasal Verbs - 500
What is an English
phrasal verb that has
the same meaning as
ficar apaixanado por?
84
USED TO
85
86
Used To
87
Used To - 100
“Used to” can be used

to describe
__________ and
facts/generalizations.
88
Used To
89
Used To - 200
What is the
structure used with
“used to?”
90
Used To
91
Used To - 300
Can we use “used to”

to make positive
statements about the
past?
92
Used To
93
Used To - 400
Can we use “used to”

to make negative
statements about the
past?
94
Used To
95
Used To - 500
Can we use “used

to” to ask questions
about the past?
96
WOULD
ALWAYS
97
98
Would Always
99
Would Always - 100
Do we use “would
always” to discuss the
past, present, or
future?
100
Would Always
101
Would Always - 200
“Would always” can

be used to describe
__________.
102
Would Always
103
Would Always - 300
What is the
structure used with
“would always? ”
104
Would Always
105
Would Always - 400
Can we use “would

always” to talk about
facts in the past?
106
Would Always
107
Would Always - 500
Can we use “would

always” to talk about
actions in the past?
108
GERUNDS vs
INFINITIVES
109
110
Gerunds vs Infinitives
111
Gerunds vs Infinitives - 100
Is there a rule to tell

us which verbs are
followed by gerunds?
112
113
Are prepositions
followed by gerunds
or infinitives?
114
115
Is the verb “to want”

followed by an
infinitive or a gerund?
116
117
Is the verb “to want”

followed by an
118
119
Is the verb “to like”

followed by an
120
a
Escola 2 ______________________
o
English 11 Teste Escrito 1, 1 Trimester, ________
ÃO ESCREVA NA PROVA!
Section I: Grammar (15 pts) 11. She volunteered _____ the elections.
Choose the best answer to fill each blank. A. across B. in C. during D. on
1. I _________________ English right now. 12. My father started a business ____ Maputo.
A. are studying B. are studied C. am studying D. am studied A. during B. at C. in D. on
2. My brother _________ tomorrow when I arrive. 13. ___ Sunday I will attend a political meeting.
A. is cooking B. will be cooking C. was cooking D. will be cooked A. in B. at C. for D. on
3. We _______________ when the teacher entered the classroom. 14. Please sign the contract ___ the bottom of page three.
A. was talking B. is talking. C. will be talking. D. were talking A. in B. at C. for D. on
4. Will you be sleeping when I _______ next Friday? 15. Everything will be ready __ May.
A. wil be arriving B. arrive A. on B. at C. in D. aross
C. am arrive D. was arriving
Section II: Vocabulary (5 pts)
5. My brother _____ at University while I was working in America. Match the English word to the correct Portuguese translation.
A. were studying B. was studying
16. cheap A. barato
C. is studying D. was studied
17. to grow B. crescer
6. We drove _______ the tunnel to the other side of the mountain.
A. across B. in C. through D. on
18. raw material C. juro
7. We jumped ______ the river to the bank on the other side.
19. to withdraw D. levar
A. through B. across C. on D. to
20. interest A. material básica
8. I was living in Europe ___ 1989.
A. on B. at C. in D. for
9. We put our tests ____ the teacher’s desk.

10. He will be old enough to vote ____ two years.

A. on B. across C. for D. in
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122
Escola 2a __________________________ Escola 2a __________________________ Escola 2a __________________________ Escola 2a __________________________
Name______________ Number ________ Name______________ Number ________ Name______________ Number ________ Name______________ Number ________
Grade______________ Stream_________ Grade______________ Stream_________ Grade______________ Stream_________ Grade______________ Stream_________
1. A B C D 1. A B C D 1. A B C D 1. A B C D
20. A B C D 20. A B C D 123 20. A B C D 20. A B C D

124
Grade 11 Unit 3: Lessons 19 and 20: Reading Comprehension
Theme: Identity
Objective: Students will be able to understand and use identity-related vocabulary.
Words of the Day

Noun: identity (identidade)
Adjective: patriotic (patriotic)
Verb: to symbolize (simbolizar)
Materials
• Reading selection on large easel paper and putty
Motivation
Have students volunteer to read “Nationality,” Flag,” and “Mestizo Poem” out loud one line at a
time.
Mestizo Poem
I write Mediterranean
in the serene voice of the Indian Ocean
I bleed north
in a southern heart
on the eastern beach

I am shiprwrecked sand
from no world at all
I will
begin later
for now
I’m the footprint
of the step yet to be taken
Mia Couto, 1985

Translated by: Frederick G Williams
***
Flag
Over my red hat

The National Flag is already unfurled
125
It’s unfurled over the heroes who’ve fallen
The flag of my Ronga Nation, Changane, Chope
Maconde, Bitonga, Nyandyas, Makuwa, Ndawu...
That flag that is torn apart in pieces of human flesh
The flag of my Country.
Over my hat my bloodied head

My beaten hands by the administration
Where my father worked xibalo
My mother swept the veranda of Mr. Administrator Peixoto
My sister carried the koyi of thet women who were sold
In the machamba of Mr. Resende
My sister was ravished in an improvised bed by Mr. Secretary
Unfurled is the National Flag

My Nation and that of my brothers
Even the echoes of the voices of those who died napalmed
Over the Zambezi
The voices of those executed by the firing squad in the prisons
They echo like healthy sounds
They are the sounds that give me life
They are they that give me the vibrant colors
To my monsters with enormous teeth.
Malangatana Valente Ngwenya, 1969

Translated by Frederick W. WIlliams
***
Nationality
European, they tell me.

I’m infected with European
literature and doctrine
and they call me European.
I don’t know if what I write is rooted in some

European thought.
It’s likely...No. It’s for sure,
but I’m African.
My heart beats to the doleful rhythm
of this light and this languor.
I carry in my blood a wide expanse
of geographic coordinates and the Indian Ocean.
Roses say nothing to me,
126
I’m married more to the coarseness of the acacias
and to the long silence and purple of evenings
with cries of strange birds.
So you call me European? Fine, I’ll be quiet.

But within me there are arid savannas
and endless plains
with long languid and sinuous rivers,
a ribbon of vertical smoke,
a black man and a crackling guitar.
Rui Knopfli
O país dos outros, 1959
Translated by Frederick G. Williams
Information
Discuss vocabulary the students do not understand and the literal meaning of the poems.
European – europeu smoke – fumo

infected – infectado guitar – viola
doctrine – doctrina crackling – estalando
to be rooted – tem a raÍz hat – chapéu
likely – provável flag – bandeira
is for sure – é certo heroes – heróis
doleful – dolente to fall – tombar
rhythm – ritmo nation / country – paÍs
light – luz to tear apart – desfazer
blood – sangue pieces – pedaços
wide expanse – amplidão human flesh – carne humana
geographic coordinates – coordenadas geográficas bloodied – ensaguentada
Indian Ocean – mar Índico beaten – espancadas
roses – rosas administration – administração
coarseness – agrura to work – trabalhar
acacias – micaias to sweep – varrer
purple – roxo veranda – varanda
cries – gritos to carry – carregar
strange – estranha sold – vendido
fine – pronto ravished – possuída
quiet – quieto improvised – improvisada
within – dentro echoes – ecos
arid savannas – savanas de aridez voices – vozes
endless plains – planuras sem fim to die – morrar
languid - langue executed – fuzilados
sinuous – sinuoso to echo – ecoar
ribbon – fita healthy sounds – sons saudáveis
127
life – vida heart – coração
vibrant colors – cores vibrantes eastern – oriente
monsters – monstros shipwrecked sand – areia náufraga
enormous – enorme world – mundo
teeth – dentes to begin – começar
Mediterranean – mediterrâneo for now – por ora
serene – serena footprint – pegada
voice – voz yet to be taken – passo por accontecer
north – norte
Read the poems again together to cement the new vocabulary in the students’ minds.
Application
Challenge students to memorize one or more of the poems on their own time.
128
Theme: Identity
Objective: Students will be able to understand and analyze English language poems.
Words of the Day

Noun: pride (orgulho)
Adjective: typical (típico)
Verb: to defend (defender)
Materials
Motivation/Information
Post the three poems from the previous lesson on the board and have one student read each out loud
to refresh the students’ memories.
Practice
Have the students break into small groups and answer the following questions.
1. In “Nationality” the speaker is accused of being more ______________ than African.

2. What color hat is the speaker in “Flag” wearing?
3. What contradiction is described in “Mestizo Poem?”
4. What do all three of these poets have in common?
When the students have finished writing the answers within their groups, have them volunteer to
come to the board and write the answers to the questions. Discuss questions that have multiple
correct answers.
[BREAK]
Practice
Keep students in the same small groups and have them choose one of the three poems. Ask them to
discuss (in ENGLISH!) how the speaker of the poem feels about his or her identity as a Mozambican.
Near the end of the class, have volunteers come to the front and tell the class their conclusions.
Application
Ask students to discuss how they view their own identity as Mozambicans outside of class. Encourage
them to stop by and discuss it with you individually.
129
Grade 11 Unit 3: Lesson 23: Translation
Theme: Identity
Objective: Students will be able to translate a poem from English to Portuguese.
Words of the Day

Noun: heritage (herança)
Adjective: unique (único)
Verb: to describe (descrever)
Materials
Motivation
Write the English translation of Vasconcelos’s “Skin” on the board or on large easel paper. Have a
student volunteer to read the poem in its entirety. DO NOT discuss vocabulary. DO NOT write the
Portuguese translation. Simply write the vocabulary on the board.
Skin A pele
The habit doesn’t make O hábito não faz

the monk o monje
Color doesn’t make A cor não faz
the citizen o cidadão
Skin doesn’t make A pele não faz
the man o homem
Smoking doesn’t make Fumar não faz
you sick at all mal nenhum
Leite de Vasconcelos Translated by Frederick G. Williams
Information
Write the following vocabulary on the board.
habit – hábito color – cor skin – pele sick – doente

monk – monje citizen – cidadão smoking – fumar
Practice
Have the students break into small groups and translate the English version of the poem “Skin” back
into Portuguese.
Divide the board so each group has a small space, and have a volunteer from each group come to the
board and write their translation.
Read the original Portuguese poem to compare.
130
Application
Encourage students to go to the library and find short English poems to translate into Portuguese.
131
Grade 11 Unit 3: Lessons 24 and 25: Writing
Theme: Identity
Objective: Students will be able to write a poem in English.
Words of the Day

Noun: behavior (comportamento)
Adjective: hospitable (hospitaleiro)
to express (expressar)
Materials
• Chalkboard only
Motivation
Have students list the names of the poems they have read in previous lessons. Write the titles of the
poems on the board. Have students come up and write ideas from each poem underneath the correct
title.
Information
Remind students that the current unit is about identity. Erase the poem titles from the board and ask
students to volunteer parts of their identity.
Example: Mozambican, student, boy or girl, etc.
Then have students brainstorm ideas related to each identity and volunteer to come to the board and
write the ideas under the appropriate heading. Remind students that they should be examining their
own identity, not excluding others.
Example: a student could discuss their identity as a black Mozambican, but should not state that only
black people can be Mozambican.
Practice
Ask students to choose one of the identities listed on the board and to write a poem. They can use the
ideas on the board or generate new ideas related to the identity they have chosen.
Application
Ask the students to finish writing and to memorize their poems, so they can present them at the
beginning of the next class.
132
Grade 11 Unit 3: Lessons 26 and 27: Test Corrections
Theme: Identity
Objective: Students will be able to correctly answer questions they missed on the first written exam.
Words of the Day

Noun: ethnic group (grupo étnico)
Adjective: tolerant (tolerante)
Verb: to influence (influenciar)
Materials
• First Written Exam
Motivation
Have students present the poems they wrote in the previous class. Afterwards, acknowledge Honor
Roll (15 – 17) and Top Honor Roll (18 – 20) students.
Information
Remind students that changing answers during correction is the same as cheating and will result in a
zero. Then, review answers for the first written exam.
[BREAK]
Information
Continue reviewing answers and concepts until all student questions are answered.
Application
Ask students to write a sentence using each of the concepts they missed on the exam for homework.
133
Grade 11 Unit 3: Lesson 28: Past Participles
Theme: Identity
Objective: Students will be able to recognize and use past participles.
Words of the Day

Noun: rites (ritos)
Adjective: adolescent (adolescente)
Verb: to initiate (iniciar)
Materials
• Chalkboard only
Motivation
Have students write verbs that have something to do with Mozambique (Ex: to plant, to win, etc.)
Information
Structure of Regular Past Participles
verb base + ed
Examples:
to plant → planted
to live → lived
to work → worked
Irregular past participles MUST BE MEMORIZED! (Note to Teacher: Irregular past participles often
end in EN, and while the students cannot count on this, it may help them recognize past participles
when reading.)
Examples:
to see → seen
to fight → fought
to read → read
Practice
Transform all of the verbs generated in the motivation exercise into past participles. Make sure the
students write down the irregular ones so they can study them later.
If the following verbs were not used during the motivation exercise, list them separately: to read, to
learn, to think, to go, to develop, to fight, to help, to see, to be, to have, to write.
Application
Have students go to the library and choose an English book. Ask them to look through the book and
find at least 10 new past participles.
134
Grade 11 Unit 3: Lessons 29 and 30: Passive Voice
Theme: Identity
Objective: Students will be able to recognize and form passive sentences.
Words of the Day

Noun: adulthood (maioridade)
Adjective: mature (moduro)
Verb: to shave (barbear)
Materials
• Chalkboard only
Motivation:
Write the following sentences on the board and ask if the students can tell who is doing the action.
Put a check mark by the sentences for which they answer yes.
The corn was planted.

The Mozambican government is developing tourism.
Science is taught in Mozambican schools.
Business owners are developing Mozambique’s economy.
Information
Most sentences we use are in ACTIVE VOICE: the subject is performing an action.
Show the students that the sentences in the motivation exercise with check marks are active
sentences.
Sometimes, however, it is not very important to know who is performing an action. In this case, we
write the sentence so that the subject of the sentence is receiving the action of the verb. When this
happens, we say the sentence is written in PASSIVE VOICE.
Sometimes we know who is the agent of action, and sometimes we do not. The sentences in the
motivation exercise do not have agents of action. Some of the examples below do.
Active Voice Example:
The farmer planted the corn.
Passive Voice Example:
The corn was planted by the farmer.
135
To form a passive sentence, we use
to be (conjugated) + past participle
We can use passive voice to talk about past, present, and future.
Examples:
Present: The song is sung by women.
Past: The house was built by my uncle.
Future: The dance will be performed by the children.
Practice
Have students volunteer to come to the board and fill in the following sentence frames.
1. Makonde ______ in the north of Mozambique.

(to be) (to speak)
2. Most of our cashew nuts ______ to India.

(to be) (to export)
3. My passport ______ by the government.

(to be) (to issue )
4. M’siro masks ______ to the dances.

(to be) (to wear)
5. Cassava ______ at the party.

(to be) (to eat)
6. The house ______ at beside the river.

(to be) (to built)
Application
Have students write passive sentences at home using the following verb/subject combinations and
past tense. Ex: The beans were cooked by the men.
1. The beans / to cook / by the men

2. The timbilas / to play / by the musicians
3. The poem / to write / by the poet
4. English and French / to teach / in secondary school
5. The fish / to catch / in the river
136
Grade 11 Unit 4: Lessons 31 and 32: Present Perfect
Theme: Initiation Rites

Objective: Students will be able to recognize and use present perfect tense.
Words of the Day

Noun: circumcision (circuncisão)
Adjective: sacred (sagrado)
Verb: to dance (dançar)
Materials
• Present Perfect Game
Motivation
Write the following sentences on the board and have students volunteer to come to the front and fill
in the blanks. Leave the sentences on the board and mark the present perfect verbs after explaining
the structure and use in the information section.
I have studied English for _____ years.

We have been in school for ________ years.
My mother has lived in Mapinhane for __________ years.
My sister has sung for _____________ years.
Information
We use present perfect to talk about
1. Unspecified time in the past.
Past Present Future
2. Duration of time starting in the past and continuing until the present moment.
Past Present Future
Structure:
to have + past participle

(present)
137
Example:
1. They have visited South Africa. (Use #1)
2. She has played in Mapinhane for three years. (Use #2)
Practice
Have students volunteer to come to the board and fill in the following sentence frames.
1. Initiation rites ______ an important part of Mozambican culture for many years.
(to have) (to be)
2. The boys ______ the rules of their community.

(to have) (to learn)
3. Maida ______ at a ceremony.

(to have) (to dance)
4. The community ______ the children many important things.

(to have) (to teach)
5. Florêncio ______ at many ceremonies.

(to have) (to sing)
6. My sister ______ at to Maputo for the summer.

(to have) (to go)
7. I ______ traditional Mozambican culture for several years.

(to have) (to study)
8. We ______ at to Mozambican music.

(to have) (to listen)
[BREAK]
Practice
Play the Present Perfect Game
Application
Have students write five sentences using present perfect tense at home.
138
Present Perfect Unscrambler
Possible Sentence Construction

1. The girls have danced in three traditional ceremonies.
2. Mia Couto has written famous poems.
3. Agriculture has been important in Mozambique for many years.
Rules of the Game:

1. Divide the class into teams of five or six students.
2. Give each team a bag containing the dissected sentences; instruct them not to open the bag until
told to do so.
3. Explain that each bag contains three present perfect sentences that have been cut into pieces and
that the students must attempt to reconstruct the sentences correctly. (Note: There are multiple
ways these sentences can be reconstructed correctly.)
4. Remind the students that they must use all the words and that they may use each word only
once. (It helps to have them physically lay the sentences out with the pieces rather than writing in
their notebooks.)
5. The first team to finish with correct sentences wins! Have them write their sentences on the
board and discuss why the sentences are correct with the rest of the class.
139
140
The girls have danced in traditional ceremonies.
Mia Couto has written famous poems.
Agriculture has been important in Mozambique
for many years.
141
142
for many years.
143
144
for many years.
145
146
for many years.
147
148
for many years.
149
150
for many years.
151
152
for many years.
153
154
for many years.
155
156
for many years.
157
158
Grade 11 Unit 4: Lesson 33: Adjectives vs Adverbs

Objective: Students will be able to correctly use and differentiate between adjectives and adverbs.
Word of the Day

Noun: respect (respeito)
Adjective: communal (comum)
Verb: to humiliate (humilhar)
Materials
• Chalkboard only
Motivation
Write the following words on the board and then have students volunteer to come to the board to
underline the adjectives and box the adverbs. Leave incorrect answers to correct after the
information section.
traditional, well, quickly, brown, probably, badly, always, old, honest, pretty, very
Information
Adjectives modify nouns or pronouns.
the red ball
the tall man
Adverbs modify adjectives, adverbs, or verbs.
the very tall man
she ran very quickly
she ran quickly
Practice:
Go back to the motivation exercise and correct any incorrect marks with the students.
159
Write the following paragraph on the board and have students come to the board and underline the
adjectives and box the adverbs. Note to Teacher: The adjectives and adverbs are indicated in the
paragraph below, but should NOT be indicated when you write the paragraph on the board.
When I was a young girl, I did not COMPLETELY understand responsibilities. Now that I am a teenage
girl, my family is deciding if I should participate in traditional initiation rites. My father thinks it is
VERY important for me to participate, but my mother worries that I will quit school TOO EARLY. I do
WELL in my difficult classes and should be able to go to university if I study REGULARLY. I have mixed
feelings about initiation rites.
The following vocabulary may be helpful to the students.
completely – completemente to worry – preocupar-se

adult – adulto to quit – abandonar
responsibilities – responsabilidades too – demais
teenage – adolescente early – cedo
to decide – decidir well – bem
should – dever difficult – difícil
to participate – participar to be able to – tem a capaz a fazer algo
traditional – traditional regularly – regularmente
initiation rites – ritos de iniciação mixed – mistrurado
very – muito feelings – sentimentos
important – importante
Application
Have students write a list of 10 common adjectives and 10 common adverbs in Portuguese then go
the library and translate them into English.
160
Grade 11 Unit 4: Lessons 34 and 35: Pronunciation

Objective: Students will be able to correctly pronounce words that end in “ed” and avoid common
pronunciation errors.
Words of the Day

Noun: menstruation (menstruação)
Adjective: premature (premature)
Verb: to begin (começar)
Materials
• ED pronunciation cards
Motivation
Write /d/, /t/, and /Id/ on the board and practice pronouncing the sounds with the students until
they can differentiate between them. Read a few past participles out loud and have them choose the
correct pronunciation.
Information
Write each of the following past participles on the board under the correct symbol and practice
saying them with the students.
/d/ /t/ /Id/

performed (representar) looked (olhar) divided (dividir)
observed (observar) danced (dancar) initiated (iniciar)
dreamed (sonhar) passed (passar) excited (entusiasmar)
followed (sequir) expressed (expressar) humiliated (humilhar)
tried (tintar) walked (andar) respected (respeitar)
happened (accontecer) talked (falar)
feared (ter medo de) stopped (parar)
enjoyed (gostar de)
loved (amor)
learned (aprender)
Practice
Have students divide into teams and have one student at a time come to the front and draw a past
participle from the bag, say it, and write it under the correct pronunciation symbol. If they are
correct, give the team a point. If not, say the word and place it in the correct column.
[BREAK]
Practice
Finish the pronunciation game if necessary.
Motivation
161
Challenge several students to pronounce three hundred thirty three thousand three hundred and
thirty three.
Information
Write the following words on the board.
TH – thirty vs. the
CH vs. SH – shoe/chew and share/chair
Short O vs. Short I – shirt/short
Where vs. Were
Practice
Illustrate the difference between the sounds, concentrating on mouth shape and tongue placement.
Go around the room and have each student pronounce the word pairs until the sounds are distinctly
different. Then, have the class pronounce the word pairs as a group. Finally, call people at random,
point to one of the words on the board and have them pronounce the word correctly. Go faster and
faster until someone gets tripped up.
Note to Teacher: It is VERY important to prevent the students from laughing at each other. The
environment needs to be supportive so students feel comfortable attempting new sounds!
Application
Challenge students to practice these difficult sounds on their own outside of class with each other
and with you. Suggest making sentences that use words that are difficult to differentiate like “chew”
and “shoe.”
162
ED Pronunciation Cards
performed observed tried
dreamed followed feared
humiliated respected
happened enjoyed
loved learned
looked danced passed
walked talked stopped
divided initiated excited
163
164
Grade 11 Unit 4: Lessons 36 and 37: Types of Adverbs

Objective: Students will be able to differentiate between and use the most common types of
adverbs.
Words of the Day

Noun: sweethearts (namorados)
Adjective: afraid (assustado)
Verb: to grow up (crescer)
Materials
• Chalkboard only
Motivation
Write the following questions on the board. Have students volunteer to write answers to the
questions. Guide them toward correct adverb usage.
How does the girl sing?
When do the rites happen?
How good is she at speaking English?
Information
Remind the students that adverbs modify verbs, adjectives, and other adverbs. Tell them that today
you will discuss three types of adverbs that modify verbs:
1. Adverbs of Manner answer the question “How?”

2. Adverbs of Time answer the questions “When?” or “How frequently?”
3. Adverbs of Degree answer the question “How much?” or “To what degree?”
Examples:
She sings loudly.

How does she sing? Loudly.
She practices often.

How frequently does she practice? Often.
He is very excited about the ceremony?

To what degree is he excited? Very.
165
Practice
Word Bank: slowly, often, very, never, quickly, well, badly
1. She runs ____________.

2. He ______________ goes to class.
3. They eat lunch together ____________.
4. She plays soccer _______________, but is good at basketball.
5. She speaks English _____________.
6. The plants are growing ______________.
7. My aunt is _______ wise.
[BREAK]
Practice
Break students into pairs and write the following questions on the board. Have them practice asking
and answering the questions. When they have finished, the students should report their partners’
answers to the class.
1. Do you speak English well?

2. Can you run quickly?
3. Do you dance extremely well?
4. Do you always do your homework?
5. How frequently do you cook dinner?
Application
Have the students write five sentences using adverbs of time, five using adverbs of manner, and two
using adverbs of degree at home.
166
Grade 11 Unit 4: Lesson 38: Vocabulary Builder

Objective: Students will be able to understand and use common English adverbs.
Words of the Day

Noun: authority (autoridade)
Adjective: unwanted (indesejado)
Verb: to menstruate (menstruar)
Materials
• Chalkboard only
Motivation
Write Adverbs of Manner, Adverbs of Time, and Adverbs of Degree at the top of the board. Have
students volunteer to come to the front and write any adverbs they know.
Information
When there are no more volunteers, supplement the list with the following adverbs and have
students copy them into their notebooks.
Adverbs of Manner Adverbs of Time Adverbs of Degree

Almost – quase Afterwards – depois very – muito
Angrily – com irritação Always – sempre extremely - extrememente
Badly - mal Annually – anualmente quite – totalmente
Carefully – com cuidado Briefly – brevamente fairly – bastante
Carelessly – sem atenção Daily – diariamente pretty – bastante
Correctly – corretamente Hourly – a cada hora
Easily - facilmente Monthly – mensalmente
Enthusiastically - entusiasticamente Never – nunca
Fast - rapidamente Often – muitas vezes
Happily - alegremente Perfectly – perfeitamente
Kindly - gentilmente Rarely – raramente
Lazily - preguiçosamente Regularly – regularmente
Loudly – em voz alta Repeatedly – repitidamente
Noisily – fazendo barulho Seldom – raramente
Poorly - mal Sometimes – as vezes
Punctually - pontualmente Soon - logo
Quickly – rapidamente
Quietly – sem fazer barulho
Reluctantly - relutantemente
Rudely – de forma grosseira
Safely – com segurança
Seriously –seriamente
Shyly -timadamente
Silently –em silêncio
Slowly - devagar
Successfully – com sucesso
Suddenly –de repente
Unexpectedly - inesperadamente
Well - bem
167
Practice
Have students choose 12 adverbs (four of manner, four of time, and four of degree) and write
sentences about initiation rites.
Application
Students should finish their sentences at home if they were not able to do so during the lesson.
168

Objective: Students will be able to write short essays about initiation rites using common adverbs.
Words of the Day

Noun: risk (risco)
Adjective: healthy (saudável)
Verb: to accept (aceitar)
Materials
• Chalkboard only
Motivation
Ask students to come to the board and write actions (verbs) associated with initiation rites on the
board. Continue until you have a list of at least 10 verbs.
Information
Remind the students that adverbs can tell us both how an action was performed and when or with
what frequency it was performed.
Practice
Break students into groups of four or five and ask them to write a short paragraph describing one of
the actions listed on the board. Ask them to use at least five adverbs in their paragraphs.
Application
Have the students trade paragraphs and do peer review outside of class
169
Grade 11 Unit 4: Lessons 41 and 42: Review for Second Exam
Theme: N/A
Objective: Students will be able to answer questions about Mozambican poetry, past participles,
passive voice, present perfect, adjectives, and adverbs.
Materials
• Review game for second written exam
Motivation
Practice
Category – MOZAMBICAN POETRY
100 Who wrote Mestizo Poem? (Mia Couto)

200 What is the name of the poem we read by Malangatana Valente Ngwenya? (Flag)
300 Vasconcelos’s poem, Skin, says that “Skin doesn’t make ______.” (The man)
400 All of the poems we read address the question of what? (Identity)
500 In Rui Knopfli’s Nationality, the speaker says he is infected with what? (European)
Category – PAST PARTICIPLES
100 Regular past participles have the same form as _________ tense verbs. (simple past)
200 Many, but not all, irregular past participles end in the letters _ _. (en)
300 Is there a rule for forming irregular past participles? (no)
400 What is the past participle of “to write?” (written)
500 What is the past participle of “to think?” (thought)
Category – PASSIVE VOICE
100 In passive sentences, is the subject performing or receiving the action? (receiving)
200 In active sentences, is the subject performing or receiving the action? (performing)
300 Do passive sentences have an agent of action? (sometimes)
400 Do active sentences have an agent of action? (always)
500 What is the structure used to write a passive sentence? (to be + past participle)
Category – PRESENT PERFECT
100 Does present perfect use the verb “to have” conjugated in the past or present tense?
(present)
200 Present perfect is formed using the ________ participle. (past)
170
300 Present perfect can be used to describe a duration of time that started in the _______.
(past)
400 Does present perfect describe a specific or unspecified time in the past? (unspecified)
500 Write a sentence on the board using present perfect tense.
Category – ADJECTIVES VS ADVERBS
100 Adjectives modify ________ and _________. (nouns and pronouns)

200 Adverbs modify __________, ___________, and ___________. (adjectives, adverbs, verbs)
300 Which question to adverbs of manner answer? (How?)
400 Which questions to adverbs of time answer? (When and how frequently?)
500 Name two adverbs of manner and two adverbs of time. (various answers)
171
Review Game
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
captain.
points wins!
172
MOZAMBICAN
POETRY
173
174
Mozambican Poetry
175
Mozambican Poetry – 100
Who wrote
Mestizo Poem?
176
Mozambican Poetry
177
Mozambican Poetry - 200
What is the name of

the poem we read by
Malangatana Valente
Ngwenya?
178
Mozambican Poetry
179
Vasconcelos’s poem,
Skin, says that “Skin
doesn’t make
______.”
180
Mozambican Poetry
181
All of the poems we

read address the
question of what?
182
Mozambican Poetry
183
In Rui Knopfli’s
Nationality, the
speaker says he is
infected with what?
184
PAST
PARTICIPLES
185
186
Past Participles
187
Past Participles – 100
Regular past participles

have the same form as
_________ tense verbs.
188
Past Participles
189
Past Participles - 200
Many, but not all,

irregular past
participles end in the
letters _ _.
190
Past Participles
191
Is there a rule for

forming irregular
past participles?
192
Past Participles
193
What is the past

participle of “to
write?”
194
Past Participles
195
What is the past

participle of “to
think?” 196
PASSIVE
VOICE
197
198
Passive Voice
199
Passive Voice - 100
In passive sentences, is
the subject performing
or receiving the
action?
200
Passive Voice
201
Passive Voice - 200
In active sentences, is
the subject performing
or receiving the
action?
202
Passive Voice
203
Passive Voice - 300
Do passive
sentences have an
agent of action?
204
Passive Voice
205
Passive Voice - 400
Do active
sentences have an
agent of action?
206
Passive Voice
207
Passive Voice – 500
What is the structure

used to write a
passive sentence?
208
PRESENT
PERFECT
209
210
Present Perfect
211
Present Perfect - 100
Does present perfect

use the verb “to have”
conjugated in the past
or present tense?
212
Present Perfect
213
Present Perfect – 200
Present perfect is
formed using the
________ participle.
214
Present Perfect
215
Present perfect can be

used to describe a
duration of time that
started in the _______.”
216
Present Perfect
217
Does present perfect

describe a specific or
unspecified time in the
past?
218
Present Perfect
219
Present Perfect – 500
Write a sentence on
the board using
present perfect tense.
220
ADVERBS vs
ADJECTIVES
221
222
Adverbs vs Adjectives
223
Adverbs vs Adjectives - 100
Adjectives modify
________ and
_________.
224
225
Adverbs modify
__________,
___________, and
___________.
226
227
Which question
do adverbs of
manner answer?
228
229
Which questions
do adverbs of
time answer?
230
231
Name two adverbs

of manner and two
adverbs of time.
232
a
Escola 2 ______________________
o
NÃO ESCREVA NA PROVA!
Section I: Literature (4pts)

Choose the best answer. 10. The woman _____________ in initiation rites before.
A. participate B. has participated C. was participated D. have participated
1. Who is the author of the poem Mestizo Poem?
A. Mia Couto B. Malangatana C. Rui Knopfli D. Leite de Vasconcelos 11. Our marriage ________________ strong for many years because we were
mature when we married.
2. Who is the author of the poem Flag? A. have beed B. have beed C. has been D. have been
A. Mia Couto B. Malangatana C. Rui Knopfli D. Leite de Vasconcelos
12. The word “very” is an ___________.
3. Who is the author of the poem Skin? A. adjective B. adverb C. both A and B are correct.
A. Mia Couto B. Malangatana C. Rui Knopfli D. Leite de Vasconcelos
13. Is the underlined word in the following sentence an adverb of time, manner,
4. Who is the author of the poem Nationality? or degree? My mother is a fairly good cook.
A. Mia Couto B. Malangatana C. Rui Knopfli D. Leite de Vasconcelos A. time B. manner C. degree
Section II: Grammar (11 pts) 14. Is the underlined word in the following sentence an adverb of time, manner,
Choose the best answer. or degree? I walked slowly past the classroom.
A. time B. manner C. degree
5.Last year, my brother _______the girl who lives next to us. Now she is his wife.
A. brought up B. asked out C. passed away D. broke up with 15. Is the underlined word in the following sentence an adverb of time, manner,
or degree? The community leaders meet monthly to discuss important issues.
6. The past participle of the verb “to see” is A. time B. manner C. degree
A. seed B. seen C. sought D. seened
Section IV: Vocabulary (5pts)
7. The past participle of the verb “to read” is Match the English word to the correct Portuguese translation.
A. red B. readed C. read D. readen
16. pride A. sagrado
8. Which of the following sentences is an ACTIVE sentence? 17. to describe B. descrever
A. The farmer planted the corn. B. The corn was planted by the farmer. 18. adulthood C. crescer
C. The corn was planted. D. Planted the farmer corn. 19. to grow up D. maioridade
20. sacred A. orgulho
9. Which of the following sentences is a PASSIVE sentence?
A. Mia Couto wrote a poem. B. Mia Couto is a writer.
C. The poem was written by Mia Couto. D. The poem is long.
233
234
Escola 2a __________________________ Escola 2a __________________N________ Escola 2a __________________________ Escola 2a __________________________
235
236
Unit 4: Lessons 44 and 45: Reading Comprehension / Writing
Grade 11

text and then create an original short essay using this vocabulary.
Words of the Day

Noun: initiates (iniciados)
Adjective: uncomfortable (desagradável)
Verb: to ovserve (observar)
Materials
• Putty
Motivation
Have students volunteer to read the following text aloud, one sentence per student. Afterwards, read
the text yourself to demonstrate correct pronunciation.
Initiation Rites in Mozambique
In all parts of the country, especially in the central and northern provinces of Mozambique, there are
traditional ceremonies called initiation rites. These rites involve teenagers of both sexes. The
ceremonies are performed in different ways, depending on cultural traditions.
An initiation rite called uniyago is practiced in the northern province of Niassa. The aim of this rite is
to prepare boys and girls for an adult life. Uniyago consists of djando, which is the initiation rite for
boys, and nzondo, which is the initiation rite for girls. Both boys and girls are taken to the bush,
where they are taught very important, traditional rules of their communities. Djando always takes
place during the months of November and December, when pupils are on holiday. During these
initiation rites, the boys are taught how to respect people, how to care for their wives, how to look
after a family, and how to do community work.
Unlike boys, the girls usually have their initiation rites right after their first menstruation period, so
nzondo can take place at different times of the year. In these initiation rites, the girls are taught how
to look after themselves and how to look after a house and children. They are also shown ways of
making their husbands happy.
After the initiation rites, adults observe the boys and girls for some time to see if they have
understood the lessons that were taught during the initiation rites. The adults look for proof of
whether the initiates are really prepared for adult life. Many people believe that initiates should
begin sexual activities immediately after their initiation. But many initiates are immature, and this
leads to unwanted pregnancies and premature marriages. Sometimes, HIV infections also occur as a
result of this.
237
Local communities, schools, and health authorities now encourage parents to wait until their
children are mature to conduct initiation rites. They are also trying to find ways of making initiation
rites healthier and safer. In this way, they hope to reduce the risk of infections during these rites.
-- from Learning English, Class 11
Information
Have students identify vocabulary they are unfamiliar with.
especially – especialmente to understand – entender

central – central during – durante
northern – do norte proof – prova
teenagers – adolescentes really – realmente
cultural – cultural sexual activities – actividades sexuais
aim – objetivo to lead to – resultar
rite – rito unwanted – indesejado
rules – regras pregnancy – gravidez
to take place – accontecer premature – prematuro
pupils – alunos marriages – casamentos
immediately – imediatamente risk – risco
immature – imaturo infections – infecção
to respect – repeitar to occur – ocorrer
to care for – tomar conta de result – resultado
wife – esposa healthy – saudável
usually – normalmente safe – seguro
menstruation – menstruação to reduce – reduzir
to observe – observar
[BREAK]
Practice
Break students into groups of four and have them answer the following questions. When they are
finished, ask for volunteers and write the correct answers on the board. If there are multiple correct
answers, discuss them.
1. When do initiation rites for girls happen?

2.Identify two problems associated with traditional initiation rites.
3. Identify two positive results of initiation rites.
4. When do local communities, schools, and health authorities think initiation rites should happen?
5. What are the initiation rites for boys in Niassa called?
238
Application
Have students write a short paragraph (at least five sentences) addressing their feelings about
initiation rites.
239
Grade 11 Unit 5: Lessons 46 and 47: Formal Letters
Theme: Style
Objective: Students will be able to identify the parts of a formal letter.
Words of the Day

Noun: salutation (saudação)
Adjective: formal (formal)
Verb: to correspond (corresopnder-se)
Materials
• Letter on large easel paper and putty
Motivation
Write the following letter on the large paper or the board and have the students read it aloud one
student per sentence.
CP 27
Vilankulo Sender’s Address
(Endereço do Remetente)
Mozambique
March 16, 2011 Date (Data)
Angela Ellington
Ellington Fashions
Recipient’s Address
312 East Elm (Endereço do Destinatário)
New York, NY 20001
United States
Dear Ms. Ellingtion: Salutation (saudação)
I am writing because my English class and I will be visiting the United States
next autumn. We have been studying international style and are hoping to
come visit your workshop. Body (Corpo)
If there is a time that would be convenient for you between September 16th
and 21st, please let us know.
Kindest regards, Closing (Frase que Conclui a Carta)

Alice Pettway
Alice Pettway Signature (Assinatura)
240
Information
Read the letter out loud to illustrate correct pronunciation. Then go over the seven parts of the letter.
After you have finished, erase (if you have written the letter on the board) the section labels and have
students identify them.
[BREAK]
Practice
Write a response from Ms. Ellington to the class together on the board, then have the class match
the component names to the appropriate part of the letter. If there is time, write a second response.
Application
Have the student pick “pen pals.” Pen pals should write letters to each other to trade at the
beginning of the next lesson discussing their thoughts about taxes in Mozambique.
241
Grade 11 Unit 5: Lesson 48: Test Corrections
Theme: Style
Objective: Students will be able to correctly answer questions they missed on the second written
exam.
Words of the Day

Noun: style (estilo)
Adjective: trendy (na moda, moderno)
Verb: to design (desenhar)
Materials
• Second written exam
Motivation
Acknowledge Honor Roll (15 – 17) and Top Honor Roll (18 – 20) students.
Information
Remind students that changing answers during correction is the same as cheating and will result in a
zero.
Review answers for the second written exam.
Application
Ask students to write a sentence using each of the concepts they missed on the exam for homewok
242
Theme: Style
Objective: Students will be able to write formal letters.
Words of the Day

Noun: fabric (tecido)
Adjective: timeless (eterno)
Verb: to wear (vestir)
Materials
• Chalkboard only
Motivation
Ask a few students to volunteer to read the letters they wrote at home to their “pen pals.”
Information
Clarify any issues the students may have with the structure of a formal letter.
Practice
Have students correct their pen pal’s letter and then write a second letter in response. Circulate
among the students helping. Have students volunteer to come to the front of the class and read their
pen pal’s letter and their response during the last 20 minutes of class.
Application
Have students write a letter to someone they know who speaks English telling them about their
English class.
243
Grade 11 Unit 5: Lessons 51 and 52: Reading Comprehension / Writing
Theme: Style
text and then create an original short essay using this vocabulary.
Words of the Day

Noun: slave (escravo)
Adjective: backwards (antiquado)
Verb: to do your hair (pentear-se)
Materials
• Putty
Motivation
Write the following poem on large paper or on the board and have the students read it aloud one
sentence per student.
The Graceful Giraffe Cannot Become a Monkey
My husband tells me
I have no ideas
of modern beauty.
He says
I have stuck
to old-fashioned hair-styles.
He says
I am stupid and very backward
That my hair-style
makes him sick
because I am dirty.
It is true
I cannot do my hair
as white women do.
Listen, my father comes from Payira,

my mother is a woman of Koc!
I am a true Acoli.
I am not a half-caste.
I am not a slave-girl;
My father was not brought home
by the spear.
My mother was not exchanged
244
for a basket of millet.
Ask me what beauty is

to the Acoli
and I will tell you:
I will show it to you
if you give me a chance!
You once saw me,

you saw my hair-style
and you admired it.
At the arena
boys surrounded me
and fought for me.
My mother taught me
Acoli hair fashions;
which fits the kind
of hair of the Acoli
and the occasion.
Listen,
ostrich plumes differ
from chicken feathers,
a monkey tail
is different from that of a giraffe,
the crocodile’s skin
is not like the guinea fowl’s,
and the hippos is naked, and hairless.
- Okot p’Bitek
Information
Read the poem to illustrate correct pronunciation, then have the class read the poem again as a
group. Work on the pronunciation of difficult words if necessary and identify unfamiliar vocabulary.
beauty – beleza
to stick – colar
old-fashioned – antiquado
hair-style – penteado
stupid – estúpido
backward – atrasado
dirty – sujo
half-caste – mestizo
slave – escravo
245
spear – lança
basket – cesta
exchanged – trocado
millet – painço
to show – mostrar
to admire – admirar
to surround – circundar
to fight – lutar
fashion – moda
to fit – servir
hair – cabelos
ostrich – avestruz
plumes – plumas
chicken – galinha
feathers – penas
monkey – macaco
tail – rabo
giraffe – girafa
crocodile – crocodilo
guinea fowl – guinéu
hippo – hippostamo
naked – pelado
hairless – sem cabelos
to agree – concordar
proud - orgulhoso
[BREAK]
Practice
Have the students break into groups of four or five and answer the following questions.
1. Do the husband and wife agree about beauty?

2. Does the woman want to do her hair like a white woman?
3. Is the woman proud to be Acoli?
Application
Ask the students to write short poems about beauty at home.
246
Grade 11 Unit 5: Lessons 53: Reported Speech
Theme: Style
Objective: Students will be able to transform direct speech into reported speech.
Words of the Day

Noun: hybrid (híbrido)
Adjective: recycled (reciclado)
Verb: to consume (consumer)
Materials
• Chalkboard Only
Motivation
Write the words mother, friend, girlfriend, and teacher in a vertical list on the left side of the
chalkboard. Have students volunteer to come to the board and write a sentence that each of the
people might say on the board. For example, the mother might say: “You need to do your homework
now.”
Explain to the students that this is called DIRECT speech. It is exactly what the person actually says.
Information
Tell the students that today they are going to learn about INDIRECT or REPORTED speech.
In indirect speech, we describe what someone else has said rather than quoting it exactly. In
reported speech it is necessary to make some changes to the structure of the sentence.
1. We do NOT use quotation marks (“) in reported speech.
Direct Ex: Father said, “He dresses well for school.”

Indirect Ex: Father said that he dressed well for school. (no quotation marks!)
2. We use the word “that” to connect the reported speech to the rest of the sentence.
Direct Ex: Mother said, “I am tired and want to go to bed.”

Indirect Ex: Mother said that she was tired and wanted to go to bed.
3. We change the pronouns in the reported speech:

I he/she
you I
my her/his
me her/him
we they
your our
Direct Ex: My teacher said, “I will check your homework tomorrow.”
247
Indirect Ex: My teacher said that she would check our homework the next day.
4. We change some words to clarify the meaning of the reported speech

this that
today that day
tomorrow the next day
yesterday the day before
Direct Ex: My mother said, “We will buy some clothes today.”
Indirect Ex: My mother said that we would buy some clothes that day.
5. We change the tense of the main verb to be one tense further in the past. For example, if the
direct speech uses present tense, we use simple past tense in the reported speech.
Direct Ex: She said, “I love eating matapa!”

Indirect Ex: She said that she loved eating matapa.
Practice
Ask the students to write down two simple sentences in the present tense. Next, have them choose a
partner. Have them trade sentences and transform the original sentences into reported speech using
the rules above.
Application
Encourage students to practice describing things that people in their lives say to their colleagues
using reported speech.
248
Grade 11 Unit 5: Lesson 54 and 55: Tag Questions
Theme: Style
Objective: Students will be able to recognize and form tag questions.
Words of the Day

Noun: emissions (emissão)
Adjective: energy-smart (energia limpa)
Verb: to contribute (contribuir)
Materials
• Chalkboard only
Motivation
Have students match the parts.
Original Structure Tag

Stylish clothing is designed in Mozambique, don’t they?
Mozambican women wear capulanas won’t it?
A woman can do her hair many ways, isn’t it?
Hybrid cars aren’t made in Inhambane, are they?
Fashion will change as time moves on can’t she?
Information
Tag questions change a statement into a question by adding a tag at the end of the sentence. Tag
questions are more difficult in English than in Portuguese. They must
1. agree in number and tense

2. use negative tags for positive statements
3. use positive tags for negative statements
There are two main categories of tag questions :
Tag Questions Using Sentences with Compound Verbs or To Be in the Original Sentence – use the
first verb in the tag
Examples:
1. Clothes are manufactured in Mozambique, aren’t they?
(Present Positive) (Present Negative)
2. Men can’t tell women how to dress, can they?

(Present Negative) (Present Positive)
3. He hadn’t started his business, had he?

(Past Negative) (Past Positive)
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4. They will learn about fashion, won’t they?
(Future Positive) (Future Negative)
Practice
Have students volunteer to come to the board and fill in the following frames:
1. These clothes are made in Gaza, they?
2. You can wear whatever you like, you?
3. They haven’t made solar panels in Maputo, they?
4. The designers will not design many dresses this year, they?
[BREAK]
Information
Tag Questions Using Simple Verbs in the Original Sentence– use “to do” in the tag
1. They wore new dresses to the dance, didn’t they?

(Past Positive) (Past Negative)
2. The government doesn’t regulate what people wear, does it?

(Present Negative) (Present Positive)
Practice
Have students volunteer to come to the board and fill in the following frames:
1. The tailors in Mapinhane made many clothes this year, they?
2. Women in America don’t wear capulanas, they?
3. Fashion models become too thin sometimes, they?
4. You sell clothes in Vilankulo, you?
Fix the motivation assignment if necessary and have the students write three tag questions using
compound verbs and three tag questions using simple verbs as a class.
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Application
For homework, have the students write five tag questions.
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Theme: Style
Objective: Students will be able to write a short essay in English describing their favorite
Mozambican fashions.
Words of the Day

Noun: consumption (consumo)
Adjective: solar (solar)
Verb: to conserve (conserver)
Materials
• Dictionary
Motivation
Have students brainstorm the grammar concepts they have learned during the trimester (present
tense, to hope/to want, phrasal verbs, used to, would always, gerunds, infinitives, past participles,
passive voice, present perfect, adjectives, adverbs of time, adverbs of manner, adverbs of degree,
and tag questions). Ask them to write the list in their notebooks.
Information
Remind students that the current unit is about style. Ask them to describe their favorite Mozambican
fashions in a short essay. The catch is, they must use each of the previously listed grammar concepts
at least once. They should underline and label the sentences that use each concept so they are easily
identifiable.
Practice
Circulate among the students as they are writing and help improve their sentences. Focus on
grammar over spelling and flow in order to help them solidify their understanding of the grammar
concepts learned up to this point in the trimester.
Application
Ask the students to finish writing and to practice reading their essays out loud to each other outside
of class.
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Grade 11 Unit 5: Lesson 58: Review for Exam
Theme: Style
Objective: Students will be able to answer reading comprehension questions over a topic covered
during the first trimester.
Motivation
Have the students volunteer the unit topics they have covered during the semester (school subjects
and future professions, relationships, identity, initiation rites, and style). Write them on the board.
Information
Tell students that the third written exam will be a reading selection over one of the topics covered
during the first trimester. Explain that the questions will be multiple choice and formatted similarly to
the national exam and that there will be no grammar on the exam.
Write the following text on large paper or on the board.
Trends in Houses and Cars
Hybrid cars and environmentally friendly houses are becoming very popular around the world
because people want to make sure the earth stays healthy for future generations. Hybrid cars have
two engines. One engine is electric, and the other one is a petrol engine. When the car is running at
a constant speed, or when it is stuck in traffic, the petrol engine switches itself off and the electric
engine switches on, lowering the car’s emissions. Lower emissions help reduce overall air pollution.
Also, hybrid cars consume less than half the petrol per kilometer that normal cars consume.
Being environmentally friendly is very stylish today. For example, in Hollywood it is fashionable to
arrive at important events in a hybrid car. Unfortunately, hybrid cars are still quite expensive. But if I
had the money, I would buy one!
-Adapted from Learning English Grade 11, Longman Moçambique
Practice
Remind students that while you normally discuss vocabulary during reading comprehension
exercises, it is important to remember that it is not necessary to understand every single word in a
text in order to understand the overall meaning.
Post the following questions on the board:
1. What is becoming popular around the world today?

A. Petrol B. Hybrid cars C. Sports cars D. Traffic jams
2. Hybrid cars switch on their ________ engine when stuck in traffic jams.
A. petrol B. normal C. electric D. jet fuel
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3. In which city is it fashionable to arrive at important events in a hybrid car?
A. Maputo B. Johannesburg C. New York D. Hollywood
Practice
Have the students quietly answer the questions in their notebooks. After most of the students have
chosen their answers, ask a student to volunteer the answer for the first question AND to explain how
he or she came to that answer. Continue with questions two and three while guiding the students
about how to identify key words in the questions and text.
Application
Encourage students to write their own comprehension questions about the text and trade with
friends in order to prepare for the coming exam.
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a
Escola 2 _____________________
o
English 11 Teste Escrito 3, 1 Trimester, ______
How Important Are School Subjects? 3. The main goal of primary and secondary schools is to
A. prepare students for future work B. prepare students to be well-rounded adults
Many people today regard school subjects like math and science as the C. to make money D. to get university degrees
most important subjects taught at school. A mastery of these subjects will allow a
student to go on to study economics, engineering, or many other highly valued 4. The author of this text refers history and music as
university degrees, which will lead to better job opportunities in the future. A. less practical subjects B. the most important subjects
Students will have a better chance of mastering these subjects if less time is spent C. The main goal of school D. future careers
on subjects such as history or music when they are at school.
That is not to say that these less practical subjects should be entirely 5. An understanding of literature, art, music, and history will help a child
ignored. The main goal of primary and secondary school is not to prepare students A. become an engineer B. develop a sense of place in his or her culture
for future work but to prepare them to be well-rounded adults. Art, history, and C. develop a way of thinking D. go on to study economics
literature may not have direct applications in the most popular jobs, but an
understanding of these subjects will help a child develop a sense of place in his or 6. According to the text, is it reasonable for schools to deny students access to
her culture. In addition, subjects like music do much to develop a child’s way of subjects other than math and science?
thinking. A. Yes B. No C. Sometimes
In conclusion, while it is reasonable for schools to want to help students in
their future careers by focusing on math and science, it is not reasonable for schools 7. According to the text, many people regard math and science as
to deny students access to other subjects. Most people would want to see our A. the most important subjects taught at school B. less practical subjects
cultural heritage passed on to the next generation, and educating students about C. cultural heritage D. better jobs
literature, art, music, and history is the best way to do this.
8. What do you think “passed on” means?
- from Learning English Grade 11, Longman Moçambique A. given to someone else B. destroyed
C. forgotten C. created
Comprehension Questions: (2 pts each)
9. What is the best way to pass on our cultural heritage?
1. What is the main topic of this text? A. by educating students about literature, art, music, and history
A. engineering jobs B. cultural heritage C. school subjects D. careers B. by spending less time on subjects such as history or music
C. by having direct applications in the most popular jobs
2. Why does the author think art, literature, music, and history should be taught in D. by preparing students for future work
schools?
A. to prepare students for popular jobs B. to pass on our cultural heritage 10. Which subject is NOT discussed in the text?
C. to make time for math and science D. so students can study economics A. science B. art C. physical education D. math
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Grade 11 Unit 5: Lessons 61 and 62: Speaking Circle Game
Theme: Style
Objective: Students will be able to verbally improvise on a topic from the first trimester.
Materials
• Chalkboard only
Motivation
Ask the students what their favorite topic of the trimester was. Have them brainstorm vocabulary
related to that topic. You can either write the words on the board yourself or have students volunteer
to come to the board and write them.
Practice
Have the students form two concentric circles. The students in the outside circle face inwards and the
students on the inside circle face outwards. There must be the same number of students in each
circle.
Tell the students that they have fifteen seconds to make a statement to their partner on the chosen
topic. Every fifteen seconds, the outside circle shifts one person to the left. Tell the students exchange
statements with their new partner. Continue the exercise through as many permutations as possible.
Remind the students that the idea is to practice speaking; their statements don’t have to be perfect.
Application
Remind the students that they can do a form of this exercise with their friends by simply making
statements to each other about whichever topic was discussed during class.
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Grade 11 Unit 5: Lesson 63: Free Writing
Theme: Style
Objective: Students will be able to write a short essay in English.
Materials
• Dictionaries
Motivation
Ask students to come to the board and write their favorite topic. Tell the class that this lesson is a
chance for them to build vocabulary around their favorite topics and to practice writing.
Practice
Have the students write their topic at the top of a page in their notebooks. Immediately underneath,
have them brainstorm vocabulary related to their topic. If necessary, they can write the words in
Portuguese to start with. Have the students use the dictionaries to look up any words they don’t
know, and finally have them write a paragraph about their topic using the vocabulary they found.
Application
Have students finish their writing assignments as homework.
Theme: Style
Objective: Students will be able to correctly answer the questions they missed on the third written
exam.
Materials
• Exams
• Prizes for honor roll (for test and the entire trimester)
Motivation
Hand back the students’ tests and give awards for honor roll and top honor roll for both the test and
for the entire trimester.
Information
Go over the answers to the third written exam. Review as needed to answer students’ questions.
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Grade 11 Unit 6: Lessons 66 and 67: Verb Tense Review
Theme: Made in Mozambique

Objective: Students will be able to construct sentences using simple past, simple present, present
perfect, used to, and would always.
Words of the Day

Noun: fertilizer (abudo, fertilizante)
Adjective: cheap (barato)
Verb: to transport (transportar)
Materials
• Chalkboard Only
Motivation
Have students brainstorm the verb tenses they have learned during the year. Fill in missing tenses if
necessary: simple past, simple present, present perfect, used to, and would always.
Information
Write a quick review of structure/use of verbs on the board.
Simple Past
Simple past tense is used to describe events that STARTED AND ENDED IN THE PAST. We can use it
to describe
1. Actions at a SPECIFC TIME in the past
Past Present Future
Example: I went to Maputo last month.
Simple Present
Simple present tense is used to describe events that are CURRENTLY HAPPENING. We can use it to
describe
1. current habits
Past Present Future
Example: I always go to the beach on Saturday.
2. Current facts and generalizations
Past Present Future
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Example: I admire entrepreneurs.
Used to
Used to is used to describe events that STARTED AND ENDED IN THE PAST. We can use it to describe
1. Past habits
Past Present Future
2. Past facts and generalizations
Past Present Future
Structure:
used to + verb base
Would Always
Another phrase used to talk about events that STARTED AND ENDED IN THE PAST is “would always.”
“Would always” is similar to “used to” and simple past. I can be used to describe
1. Past habits
Past Present Future
Structure:
would always + verb base
Present Perfect
We use present perfect to talk about
1. Unspecified time in the past.
Past Present Future
2. Duration of time starting in the past and continuing until the present moment.
Past Present Future
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Structure:
to have + past participle

(present)
[BREAK]
Practice
Have students break into groups of four or five. Each group must write a sentence using each of the
different verb tenses on small slips of paper. Take the slips and redistribute them randomly. Have
groups take turn writing a sentence from one of the slips on the board and identifying the verb tense
and whether or not it is used correctly. If it is not, have the students correct it. Continue until there is
no more time or the sentences have all been written on the board.
Application
Have students choose two verb tenses and write a short explanation of the DIFFERENCES between
these tenses.
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Grade 11 Unit 6: Lesson 68: Writing

Objective: Students will be to write short essays in English describing the benefits of buying products
made in Mozambique.
Words of the Day

Noun: consumer (consumidor)
Adjective: counterfeit (falsificado)
Verb: to steal (roubar)
Materials
• Chalkboard Only
Motivation
Ask students to think of some products that are made in Mozambique. List them on the board. Then
ask them if these products are made elsewhere in the world. Finally, ask them to think about why it is
better for Mozambique if they buy products made in Mozambique when possible. List these answers
on the board as well. Some possible answers are listed below.
Positive Consequences of Buying Products Made in Mozambique

1. It helps the local economy.
2. They are cheaper, so help people save more money.
3 .The environmental impact of local products is usually lower.
4. Jobs are created when people buy locally.
Practice
Break the students into groups of three or four and have them write a short essay describing the
benefits of buying products made in Mozambique.
Application
Have students finish their essays at home. Remind them that it is beneficial to work with other
students and to go to the library.
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Objective: Students will be able to understand and use the vocabulary in the text.
Words of the Day

Noun: vegetables (vegetais)
Adjective: fresh (fresco)
Verb: to grow (crescer)
Materials
• Reading selection on easel paper and putty
Motivation
Write the following text on large paper or on the board. Have students volunteer to read it aloud, one
sentence per student. Afterwards, read the text yourself to demonstrate correct pronunciation.
Dear Sir,
I am writing to express my concern about the obsession some people have for things that say
‘imported’ on the label.
Why do people have to buy imported things? Does it make them feel important? Do they like
wasting money? Have they thought about the carbon footprint left by imported things?
Let’s take fish, for example. Some people pay a fortune to eat fish that comes all the way from
northern Europe. The fish has to be frozen, packaged in expensive plastic bags and boxes, and then
flown out to Africa. Airplanes cause a lot of pollution, and so does packaging. And yet, here in
Maputo, we have some of the best fresh fish in the world!
Of course, I know that we don’t produce everything we need in Mozambique, so some things need
to be imported. but must we import things we don’t need?
I feel proud when I buy something that is made in Mozambique because I know I am supporting local
industries and farmers. When I buy local food, I know that I am getting healthier, fresher food too –
and it’s cheaper!
So why waste money and pollute the environment? I say: buy local, buy ‘Made in Mozambique’.
Agostinho
Maputo
- Adapted from Go for English Grade 12
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Information
Ask students to highlight vocabulary in the selection they do not know, then encourage other
students to explain and/or translate. If all other methods fail, provide the translation yourself.
concern – preocupação expensive – caro

imported – importado pollution – poluição
have to – ter que farmers – fazendeiros
to waste – desperdiçar healthy – saudável
carbon footprint – pegada carbono fresh – fresco
frozen – gelado cheap – barato
packaged – embalado environment – meio-ambiente
[BREAK]
Practice
Break students into groups of four or five and have them answer the following comprehension
questions.
1. Does the writer of the letter think it is good to buy products that are made in Mozambique?
2. Does buying products that are made in Mozambique help the local economy? Why?
3. Name a specific product mentioned in the letter.
Application
Ask students to ask their friends and family if they prefer to buy imported products or products made
in Mozambique. Tell them to note people’s responses IN ENGLISH in their notebooks.
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Grade 11 Unit 6: Lessons 71 and 72: Present Participles and Present Continuous

Objective: Students will be able to identify and form present participles and construct sentences
using present continuous tense.
Materials
Noun: textiles (têxtils)
Adjective: global (global)
Verb: to produce (produzir)
Materials
• Action cards
• Colored chalk
Motivation
Write the following words scattered on the board: manufactured, produced, employing, making,
producing, growing, exported, importing, developing, hired, selling, marketed
Bring two colors of chalk to class. Designate one color as present participle and one as past
participle. Hold one color in each hand and have student come to the front and choose. Have them
circle the appropriate participle based on the chalk color they chose. Leave both correct and incorrect
answers on the board.
Information
Remind students that PAST participles end in “ed.”
Present participles are regular. They are formed by adding “ing” to the verb base.
Ex: to walk → walking

Ed: to talk →talking
There are two spelling rules to remember, though.
1. silent e – drop and add “ing”
Ex: to smile → smiling
2. short vowel + consonant – double the consonant and add “ing”
Ex: to swim → swimming

Ex: to run → running
Practice
Check motivation exercise for accuracy. Make corrections as necessary with input from the students.
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Write the following verbs on the board and have students come to the board to make present
participles: to grow, to sell, to pay, to buy, and to export.
After the previous verbs are correctly transformed write the following verbs that require spelling
changes: to hire, to make, to produce, and to ship.
[BREAK]
Information
We use present participles to form present continuous tense.
Present continuous tense is used to talk about
1. Things that are happing now
Past Present Future
Structure:
to be + Present Participle
(present)
Ex: I am teaching today.

Ex: He is talking now.
Practice
Have students fill in the following frames:
1. Mozambique’s economy _____ .

(to be) (to develop)
2. The people _____ maize in Inhambane.

(to be) (to grow)
3. My father _____ to build a factory in Maputo.

(to be) (to help)
4. My aunt _____ a hotel in Vilankulo.

(to be) (to manage)
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5. I _____ at a new shop in Inhambane City.
(to be) (to work)
Application
Break students into small group. Give each group one of the action illustration handouts and have
them write a sentence describing each action pictured using a present continuous verb.
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Action Cards
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Illustrations by Colin Jones
and Adam Pettway
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Grade 11 Unit 6: Lesson 73: Past Continuous

Objective: Students will be able to form sentences using past continuous tense.
Words of the Day

Noun: factory (fábrica)
Adjective: organic (orgânico)
Verb: to cultivate (cultivar)
Materials
• Chalkboard only
Motivation
Ask the students: What were you doing when I walked into the room?
Write their responses on one end of the board using past continuous tense. Example: When Teacher
Alice walked into the room, I was talking.
Information
Past continuous tense is used to talk about
1. Interrupted actions in the past
Past Present Future
Example: I was harvesting the pumpkins when it started to rain.
1. Parallel actions in the past
Past Present Future
Example: I was talking while she was teaching .
Structure:
(past)
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Practice
Have students fill in the following frames:
1. We _____ when he came into the class.

(to be) (present participle)
2. The girl _____ when her mother told her to study.

3. My uncle _____ while my aunt ____ .

(to be) (present participle) (to be) (present participle)
4. The teacher _____ when the bell rang.

5. The family _____ when the storm started.

Application
Have students write five original sentences using past continuous for homework.
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Grade 11 Unit 6: Lessons 74 and 75: Future Continuous

Objective: Students will be able to form sentences using future continuous tense.
Words of the Day

Noun: raw material (material básico)
Adjective: expensive (caro)
Verb: to assemble (reunir-se)
Materials:
• Chalkboard only
Motivation
Write “to be – past,” “to be – present,” and “to be – future” on the board. Ask students to volunteer
to come to the board and volunteer to conjugate the verb in all three tenses.
Review the structure of past and present continuous tense if necessary.
Information
We use future continuous tense to talk about
1. Interrupted actions in the FUTURE
Past Present Future
Example: I will be picking cashews when you leave for Maputo.
1. Parallel actions in the FUTURE
Past Present Future
Example: I will be cooking dinner and he will be helping .
Structure:
(future)
Ex: I will be teaching tomorrow when you arrive.
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Note to Teacher: We CANNOT use future tense in time clauses starting with words like when, while,
etc. We must use present tense. Ex: He will be helping while I AM (NOT WILL BE) working.
[BREAK]
Practice
Have students fill in the following frames
1. She _____ the shop and you ________ the supplies.

(to be) (to manage) (to be) (to manage)
2. He _____ when you arrive for your business meeting.

(to be) (wait)
3. While I am cooking, he _____ the food.

(to be) (to serving)
4. While I am working, she _____ .

(to be) (to traveling)
4. While I am studying, my brother _____ dinner.

(to be) (to cook)
Application
Break students into small groups and ask them to write five original sentences using past continuous
for homework.
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Grade 11 Unit 6: Lessons 76 and 77: Speaking and Writing

Objective: Students will be able to understand and use the vocabulary in the text below and then
produce original dialogues about the importance of products made in Mozambique.
Words of the Day

Noun: demand (demanda)
Adjective: plastic (plástico)
Verb: to waste (desperdiçar)
Materials
Motivation
Write the following text on large paper or on the board. Have three students volunteer to read it
aloud, each taking a part. Afterwards, read the text yourself to demonstrate correct pronunciation.
Then, have students volunteer in groups of three to read the dialogue. Give at least two or three
groups the opportunity to read.
MANUELA: I read your letter in the newspaper last month. Many other people have written to the
newspaper about the same thing since then.
AGOSTINHO: Yes, I know. I think that’s great. We need to make people stop and think about what
they are doing.
BEATRIZ: You’re right. And I think attitudes are changing already.
JOSÉ: How can you say that?
BEATRIZ: Well, take clothes, for example. I think clothes of a higher quality are being manufactured
here now.
MANUELA: That’s true…and more clothes are being made too.
BEATRIZ: Yes, and they are more affordable than imported clothes.
JOSÉ: Well, if there is more local demand, the quality and quantity of local products should improve.
AGOSTINHO: Yea, my uncle was explaining to me the other day that this helps factories to achieve
economies of scale. The more you produce, the less it costs to produce each item.
BEATRIZ: And I am sure jobs are being created as a result too.
MANUELA: I wonder if any clothing is being exported to other countries as well?
JOSÉ: Maybe. Makes you feel proud, doesn’t it?
AGOSTINHO: Yes, it does. Buy local and contribute to the growth of our country. That’s the way to
go.
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[BREAK]
Practice
Break your students into groups of three and have them write dialogues about buying products made
in Mozambique. Each student in the group should have a part in the dialogue.
Application
Have each group come to the front of the class and perform their dialogues. They can read from their
notebooks if necessary.
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Grade 11 Unit 6: Lesson 78: Listening and Writing

Objective: Students will be able to identify the continuous tenses when listening to a text.
Words of the Day

Noun: piracy (pirataria)
Adjective: illegal (ilegal)
Verb: to download (descarregar)
Materials
• Putty
Motivation
DO NOT post the reading selection on the board yet! Tell the students you are going to read them a
story and that they should raise their hands every time they hear past, present, or future continuous
tense. Practice by reading the sentences below.
My mother was farming last week when my aunt arrived from Maputo. My aunt is managing two
factories there, but she says that when my mother comes to visit next year, she will be managing
five!
Reading Selection:
One day when my mother was working in our machamba, a woman came by to ask if we would help
her with her business. She wanted us to sell our extra vegetables at her booth in the market. While
my mother was thinking, I was calculating how much extra money we could make. We said yes, and
now we are making more money than we were making before. If we continue to work hard and
save money, when my mother is old, I will be managing my own store!
Information
Review the structure of past, present, and future continuous tense:
to be + present participle
(past, present, or future)
Practice
Post the reading selection on the board and write the words present, past, and future beside it on the
board. Ask students to volunteer to come to the board, identify a verb in a continuous tense, and
then the write the verb under the appropriate column. Continue until all five of the continuous verbs
in the text have been identified.
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Application
Ask students to write a short story using each continuous tense (past, present, and future) at least
once.
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Grade 11 Unit 7: Lesson 79 and 80: Reading Comprehension and Speaking
Theme: At the Bank
Objective: Students will be able to understand and pronounce the vocabulary in the text.
Words of the Day

Noun: consultant (consultor)
Adjective: free (grátis)
Verb: to dispense (dispensar)
Materials
Motivation
Write the following text on large paper or on the board. Have two students volunteer to read it
aloud, each taking a part. Afterwards, read the text yourself to demonstrate correct pronunciation.
Then, have students volunteer in pairs to read the dialogue. Give at least two or three pairs the
opportunity to read.
CONSULTANT: Good morning.
ANNA: Good morning. I wonder if you could help me, please? I would like to open a bank account.
Would you be able to explain to me how I could do this?
CONSULTANT: Yes, certainly. What is your name, please?
ANNA: It’s Anna Cossa. I’m a student, but I have started a part-time job and would like to put the
money that I will be earning into an account at the bank.
CONSULTANT: You would need to open a savings account then.
ANNA: Would a savings account earn interest? And could I withdraw my money when I need it?
CONSULTANT: Yes, your money would earn interest, depending on how much money you have in
your account. We could give you a debit card with a secret PIN number. The debit card will enable
you to make transactions from your account from any ATM.
ANNA: And what would it cost me to deposit and withdraw money from the account?
CONSULTANT: That would vary, depending on the amounts that you deposited and withdrew. Here
is an information sheet that lists the costs involved as well as the interest rates that are payable. I
will give you an application form too. Please read it carefully.
ANNA: Thank you. Do you need to see any identification?
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CONSULTANT: Yes. I will need to make a copy of your identity document.
ANNA: Thank you for your help!
CONSULTANT: It’s my pleasure.
- Adapted from Go for English Grade 12
Information
to wonder – pensar em secret – secreto

to open – abrir to enable – permitir a algo fazer
I would like to – queria transaction – transação
bank account – conta to vary – variar
to explain – explicar amount – quantidade
how – como to deposit – depositar
certainly – com certeza sheet – folha
student – estudante to list – enumerar
to start – começar costs – custo
job – trabalho involved – involvido
to put – pôr/colocar rates – taxa
to earn – render payable – pagável
to need – precisar-de application – applicação
savings account – conta a prazo form – impresso
interest – juro identification – identificação
to withdraw – levanter document – document
depending on – depndente de help – ajuda
debit card – cartão debito pleasure - prazer
[BREAK]
Practice
questions.
1. What does Anna want to do at the bank?

2. List two questions that Anna asks the consultant.
3. Will Anna’s money earn interest if she puts it in a saving account?
4. Will Anna need to show the consultant identification in order to open a savings account?
5. Why does Anna need to use the bank?
288
Application
Ask students to go to a local bank (if there is one in your community) and ask the clerk or consultant
what they must do to open an account. Tell them to write the process IN ENGLISH in their notebooks
for homework.
289
Theme: At the Bank

Objective: Students will be able converse spontaneously about situations at the bank.
Words of the Day

Noun: quality (qualidade)
Adjective: fake (falsificado)
Verb: to buy (comprar)
Materials
• Chalkboard only
Motivation
Write the following topics on the board: safety at the bank, opening a bank account, using an ATM
card, and saving money
Ask the students to brainstorm vocabulary that could be pertinent the each of the above topics. They
can tell you the words in Portuguese if they don’t know the word in English. Translate any Portuguese
words. If any of the topics seem sparse, add a few vocabulary words.
Practice
circle.
Tell the students that they have fifteen seconds to make a statement to their partner on the first
statements with their new partner. Continue the exercise with as many topics as possible. Remind the
students that the idea is to practice speaking; their statements don’t have to be perfect.
Application
statements to each other about interesting topics.
290
Grade 11 Unit 7: Lesson 83: Prepositions of Movement
Theme: At the Bank

Objective: Students will be able to recognize and use common prepositions of movement.
Words of the Day

Noun: debit (débito)
Adjective: safe (seguro)
Verb: to withdraw (levar)
Materials
• Chalkboard only
Motivation
Write the following sentences on the board and have the students volunteer to come to the board
and fill in the blanks.
1. I walked across the street to the _______ on the other side.

2. I was walking to school when I saw a ________ on the street!
3. My sister went to Maputo on a _________.
4. Did you go by the ________ on your way home?
5. ________ hates going through tunnels because he/she is afraid of the dark.
After the sentences have been completed ask students to volunteer to underline the prepositions.
Information
Prepositions can give us information about place, time, movement. They work together with nouns
and pronouns to clarify the information given in a sentence.
Tell the students that they will learn about prepositions of movement in this lesson. Prepositions of
place and time will be discussed in subsequent lessons.
We use the preposition TO (a/para) to give information about
1. Movement with a Specific Destination

Ex: He went TO the store.
We use the preposition THROUGH (através de) to talk about
1. Movement from One Side of an Enclosed Space to the Other Side of an Enclosed Space
Ex: She walked THROUGH the tunnel.
We use the preposition ACROSS (dum lado ao outro) to talk about
1. Movement from One Side of a Line or Surface to the Other Side of the Line or Surface
291
Ex: She walked ACROSS the football field.
We use the preposition BY (por) to talk about
1. Methods of Transportation
Ex: I prefer to travel BY bus.
2. Movement Near an Object or Place.

Ex: I drove BY the school.
We use the preposition ON (em) to talk about
1. Methods of Transportation
Ex: I went to Maputo ON the bus.
Practice
Ask students to volunteer to come to the board and fill in the following sentences using the
prepositions of movement discussed during the lesson.
1. I went ___ the market yesterday.

2. We walked ___ the street.
3. My father walked ___the forest.
4. Do you pass ___ the school on the way to your house?
5. Please run ____ the basketball court and get the ball.
6. My aunt is coming ___ our house next month.
7. Did you walk ___ the tall grass?
8. My sister is afraid of walking ___ town alone.
9. Are you going to Maputo __ a bus or a mini-bus?
10. We must drive ___ the country to reach Malawi.
Application
For homework, have the students go the library and copy a passage (at least 10 sentences long) from
an English book. Have them underline all the prepositions of movement they can find in the passage.
292
Grade 11 Unit 7: Lessons 84 and 85: Prepositions of Time
Theme: At the Bank

Objective: Students will be able to understand and use common prepositions of time.
Words of the Day

Noun: interest (juro)
Adjective: short-term (pouco duração)
Verb: to deposit (depositar)
Materials
• Chalkboard only
Motivation:
Write the following sentence frames on the board and have students volunteer to come to the board
and complete them.
1. I always _________ in the morning.

2. We will ________ at 14:30.
3. On Saturday, my mother likes to ______________.
4. We ___________ for 3 years.
5. During the ceremony, I ___________.
After the sentences are complete, ask volunteers to come to the board and underline the
prepositions.
Information
Remind students that prepositions can give us information about place, time, and movement. They
work together with nouns and pronouns to clarify the information given in a sentence.
Tell the students that they will learn about prepositions of time in this lesson. Prepositions of place
will be discussed in the next lesson.
We use the preposition IN to give information about
1. Months
Ex: He will arrive IN September.
2. Years
Ex: I was born IN 1979.
3. The End of a Duration of Time

Ex: I will finish school IN six months.
4. Morning, Evening, and Afternoon
293
Ex: I eat breakfast IN the morning, but I eat dinner IN the evening.
5. Seasons
Ex: It is hot IN the summer.
We use the preposition AT to talk about
1. Precise Times
Ex: School starts AT 7:00 a.m.
2. Night
Ex: It is very dark AT night.
We use the preposition ON to talk about
1. Specific Calendar Days

Ex: My birthday is ON October 3rd.
Ex: I will see my family ON Christmas.
2. Days of the Week

Ex: Our meeting is ON Thursday.
We use the preposition FOR to talk about
1. Durations of Time in the Past, Present, or Future

Ex: I walked FOR three hours yesterday.
Ex: I run FOR one hour every day.
Ex: I will study at the university FOR four years.
We use the preposition DURING to talk about
1. Simultaneous Actions
Ex: I walk talking during the class.
[BREAK]
Practice
prepositions of time discussed during the lesson.
1. Christmas Day is ____ December 25th.

2. She danced _______ the last section of the ceremony.
3. Her mother comes to visit her ___ Mondays.
4. We have studied business ____ three years.
294
5. Is your party ___ night or ___ the afternoon?
6. We will visit you friend _____ 6:30 p.m.
7. My little brother was born ____ 1995.
8. Will you travel ___ September?
9. It is always cold ___ the winter.
10. ___ the evening, I like to read books.
Application
Ask the students to underline all the prepositions of time in the passage they wrote in their
notebooks for the previous lessons’ homework.
295
Grade 11 Unit 7: Lessons 86 and 87: Prepositions of Place
Theme: At the Bank

Objective: Students will be able to understand and use common prepositions of place.
Words of the Day

Noun: PIN (número de identificaçao pessoal)
Adjective: financial (financeiro)
Verb: to apply (aplicar)
Materials
• Chalkboard only
Motivation
Write the following sentence on the board and ask students to volunteer to come to the front of the
class and underline one preposition of PLACE in the sentence. (Note to Teacher: The prepositions are
underlined FOR YOUR REFERENCE ONLY in the sentences below.)
The dog lives in a hole by the tree near my house in Mapinhane. He likes to keep his bone at the
other end of my road on the right.
Information
Tell the students that they will learn about prepositions of place in this lesson.
We use the preposition IN to give information about
1. Spaces
Ex: He is IN the classroom.
2. Bodies of Water
Ex: She swims IN the sea.
3. Lines and Queues

Ex: The corn was planted IN a row.
4. Cities and Countries

Ex: She lives IN Mozambique.
We use the preposition AT to talk about
1. Specific Addresses
Ex: The meeting is AT 325 Zimbabwe Avenue, Maputo.
2. Parts of a Page
Ex: Write your name AT the top of the test.
296
3. Positions in a Group of People
Ex: Don’t sit AT the back of the crowd.
We use the preposition ON to talk about
1. Surfaces
Ex: She wrote her answer ON the chalkboard.
2. Directions
Ex: Her house is ON the right.
We use the preposition BY to talk about
1. Proximity
Ex: The classroom is BY the library.
[BREAK]
Practice
prepositions of place discussed during the lesson.
1. She keeps her money ___ the bank.

2. There are ten people standing ___ line.
3. I have six friends ____ the classroom.
4. We will meet you ___ the corner of 1st Avenue and Oak Street.
5. Do you like to swim ___ the river?
6. I have lived ____ Tanzania.
7. Please sign your name ___ the bottom of the contract.
8. My office is ___ the left __ the post office.
9. The receipt is ____ the floor.
10. Please put the money ___ your bag.
Application
Tell the students they can practice using prepositions of place by hiding an object from their English-
speaking friends and then leading them to it by using prepositions of place.
297
Grade 11 Unit 7: Lesson 88: Preposition Review
Theme: At the Bank

Objective: Students will be able to complete a fill-in-the-blank paragraph using common
prepositions of time, place, and manner.
Words of the Day

Noun: savings account (conta a prazo)
Adjective: responsible (responsável)
Verb: to loan (emprestar)
Materials
• Chalkboard only
Motivation
Have students recall the prepositions of place, time, and movement they learned in previous lesson.
Place – on, at, in

Time – on, at, in, for, during
Movement – to, across, through, by, on
Information
Clarify the meaning of any prepositions the students still have questions about and write the
following on the board or on a large paper. If you choose to use easel paper, number the blanks and
list the numbers on the chalkboard beside the paper.
Joana and her sister lived _(1)_ Mapinhane when they were little girls. They both loved watching the
cars drive _(2)_ they house. They decided to be bus drivers when they grew up. _(3)_ 2002, when
the girls were 18 and 20, they moved _(4)_ Maputo to go to university. _(5)_ Mondays, the girls
would sell jewelry _(6)_ the tourists. They put all of their money _(7)_ the bank to keep it safe. Their
bank account grew while they studied. _(8)_ the three years of university, they saved enough money
to buy their first mini bus. _(9)_ 2005, Joana and her sister drove their new mini bus _(10)_ Maputo
north _(11)_ Mapinhane. Today, they own four mini-buses and have eight employees. If you travel
_(12)_ mini-bus in Inhambane province, you may be _(13)_ one of their mini-buses!
ractice
Have students volunteer to come to the chalkboard and fill in the blanks with the appropriate
prepositions. If a student writes an incorrect preposition, ask a student to volunteer to help correct
the answer. If the answer is still wrong, discuss the correct answer before continuing to the next
blank.
Application
Have students choose a paragraph in a book in the library. They should write the paragraph in their
notebooks and underline all of the prepositions of place, time, and movement.
298
Grade 11 Unit 7: Lessons 89 and 90: Time Review
Theme: At the Bank

Objective: Students will be able to read and say times in English.
Words of the Day:

Noun: loan (empréstimo)
Adjective: productive (produtivo)
Verb: to fill in (preencher)
Materials:
• Chalkboard only
Motivation
Draw the following clock faces on the board and have students volunteer to come to the board and
attempt to draw the hands in the correct positions for the states times.
12 12 12 12 12 12
9 3 9 3 9 3 9 3 9 3 9 3
6 6 6 6 6 6
noon midnight quarter half past nine five thirty

to three ten o’clock
Information
Explain the following time vocabulary:
A.M. vs. P.M. – We use a.m. for times between 00:00 and 11:59 and p.m. for times between 12:00
and 23:59. Note to Teacher: American clocks use a 12-hour system even if they are digital. So, what
would be written 00:00 in Mozambique would be written 12:00 a.m. in the United States.
Half Past – Thirty minutes after the hour. For example, 11:30 is half past eleven.
Quarter Past / Quarter ‘Til – A quarter is fifteen minutes. For example, 11:45 is quarter ‘til twelve.
11:15 is a quarter after eleven.
Until / ‘Til / To – Can be used to signify the quantity of time lacking before the following full hour.
For example, 10:50 is ten until eleven; ten ‘til eleven; or ten to eleven.
After – Signifies the amount of time after the previous full hour. For example, 2:25 is twenty five
after two.
299
Noon – 12:00
Midnight – 12:00
Practice
Go over the six clock filled in during the motivation exercise. Correct any errors and review time
vocabulary as needed to clarify. Then, draw the six clock faces below on the board and have students
volunteer to come to the front of the class and label them using the vocabulary above.
12 12 12 12 12 12
9 3 9 3 9 3 9 3 9 3 9 3
6 6 6 6 6 6
[BREAK]
Practice
Tell students they are going to pretend to be secretaries. Have them break into pairs. One partner
should “call” the other partner to schedule a meeting, appointment, etc. The two students should
check their “calendars” in order to work out any conflicts until they have agree upon a time and date.
Students should continue the process with different partners until the end of class.
Note to Teacher: Make sure the students are using the time vocabulary and prepositions of times
they learned in the previous several lessons.
Application
Ask the students to write their school schedule in their exercise books using the terminology learned
during this lesson for homework.
300
Theme: N/A
Objective: Students will be able to answer questions over time, prepositions, and the continuous
tenses.
Materials
Motivation
Practice
Category – TELLING TIME
100 Write midnight on the board using numbers. (12:00)

200 Write half past three on the board using numbers. (3:30) 12
300 Draw a clock face displaying a quarter past six. 9 3
400 Draw a clock face displaying twenty five to four.
6
500 Tell the time displayed on this clock in English. (various answers)
Category – PREPOSITIONS
100 Name the three types of prepositions we learned. (time, place, movement)
200 Name four prepositions of time. (Four of the following: in, at, no, for, during.)
300 Name four prepositions of movement. (Four of the following: to, through, across, by, on)
400 Name four prepositions of place. (in, at, on, by)
500 Complete the sentence. I walk ___ the school ___ Mapinhane ___ Mondays. (to, in, on)
Category – FUTURE CONTINUOUS
100 What is the structure of future continuous tense? (to be in future tense + present
continuous)
200 We use future continuous tense to talk about two or more ________ actions in the future.
(parallel)
300 We use future continuous tense to talk about actions in the future that have been _____.
(interrupted)
400 Can we use future continuous tense after a time word like “when”? (no)
500 Write a sentence using future continuous tense and the verb “to buy.” (various answers)
301
Category – PRESENT CONTINUOUS
100 What is the structure of present continuous tense? (to be in present tense + present
participle)
200 How do you form the present participle of an infinitive? (verb base + ing)
300 We use present continuous tense to talk about _______________. (Things that are
happening now.)
400 Write a sentence using present continuous tense and the verb “to walk.” (various answers)
500 Write a sentence using present continuous tense and the verb “to be.” (various answers)
Category – PAST CONTINUOUS
100 What is the structure of past continuous tense? (to be in past tense + present participle)
200 We use past continuous tense to talk ________ actions in the________. (parallel, past)
300 We use past continuous tense to talk about actions in the _______ that have been _____.
(past, interrupted)
400 Write a sentence using past continuous tense and the verb “to eat.” (various answers)
500 Write a sentence using past continuous tense, the verb “to talk,” and the word “when.”
(various)
302
Review Game
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
captain.
points wins!
303
304
Future
Continuous
305
306
Future Continuous
307
Future Continuous - 100
What is the
structure of future
continuous tense?
308
Future Continuous
309
We use future continuous

tense to talk about two or
more ________ actions in
the future.
310
Future Continuous
311
We use future continuous

tense to talk about actions
in the future that have
been _____.
312
Future Continuous
313
Can we use future

continuous tense after
a time word like
“when”?
314
Future Continuous
315
Write a sentence using

future continuous
tense and the verb “to
buy.”
316
Present
Continuous
317
318
Present Continuous
319
Present Continuous - 100
What is the
structure of present
continuous tense?
320
Present Continuous
321
How do you form the

present participle of
an infinitive?
322
Present Continuous
323
We use present
continuous tense to
talk about
_______________.
324
Present Continuous
325

present continuous
walk.”
326
Present Continuous
327

present continuous
be.”
328
Past
Continuous
329
330
Past Continuous
331
Past Continuous - 100
What is the
structure of past
continuous tense?
332
Past Continuous
333
We use past
continuous tense to
talk ________ actions
in the________.
334
Past Continuous
335
We use past continuous

tense to talk about actions
in the _______ that have
been _____.
336
Past Continuous
337
Write a sentence
using past continuous
eat.”
338
Past Continuous
339

past continuous tense,
the verb “to talk,” and
the word “when.”
340
Telling
Time
341
342
Telling Time
343
Telling Time - 100
Write midnight on
the board using
numbers.
344
Telling Time
345
Telling Time - 200
Write half past three

on the board using
numbers.
346
Telling Time
347
Telling Time - 300
Draw a clock face

displaying a
quarter past six.
348
Telling Time
349
Telling Time - 400
Draw a clock face

displaying twenty
five to four.
350
Telling Time
351
Telling Time - 500
Tell the time displayed on this clock in English.
12
9 3
6
352
Prepositions
353
354
Prepositions
355
Prepositions - 100
Name the three types

of prepositions we
learned.
356
Prepositions
357
Prepositions - 200
Name four
prepositions of
time. 358
Prepositions
359
Prepositions - 300
Name four
prepositions of
movement.
360
Prepositions
361
Prepositions - 400
Name four
prepositions of
place. 362
Prepositions
363
Prepositions - 500
Complete the sentence.

I walk ___ the school ___
Mapinhane ___
Mondays.
364
a
Escola 2 ______________________
o
Section I: Grammar (15 pts)

Choose the best answer to fill each blank. 11. She was volunteering _____ the elections.
A. across B. in C. during D. on
1. I _________________ English right now.
A. are studying B. are studied C. am studying D. am studied 12. My father started a business ____ Maputo.
A. during B. at C. in D. on
2. My brother _________ tomorrow when I arrive.
A. is cooking B. will be cooking C. was cooking D. will be cooked 13. ___ Sunday I will attend a political meeting.
A. in B. at C. for D. on
3. We _______________ when the teacher entered the classroom.
A. was talking B. is talking. C. will be talking. D. were talking 14. Please sign the contract ___ the bottom of page three.
A. in B. at C. for D. on
4. Will you be sleeping when I _______ next Friday?
A. wil be arriving B. arrive 15. Everything will be ready __ May.
C. am arrive D. was arriving A. on B. at C. in D. aross
5. My brother _____ at University while I was working in America. Section II: Vocabulary (5 pts)
A. were studying B. was studying Match the English word to the correct Portuguese translation.
C. is studying D. was studied
16. cheap A. barato
17. to grow B. crescer
18. raw material C. juro
7. We jumped ______ the river to the bank on the other side.
A. through B. across C. on D. to
19. to withdraw D. levar
8. I was living in Europe ___ 1989.
20. interest A. material básica
A. on B. at C. in D. for

10. He will be old enough to vote ____ two years.

A. on B. across C. for D. in
365
T
366
M
367
368
Grade 11 Unit 8: Lessons 94 and 95: Simple Future and Going To
Theme: Citizenship
Objective: Student will be able to understand and use simple future tense and form future
sentences using “going to.”
Words of the Day

Noun: rights (direitos)
Adjective: fair (justo)
Verb: to discriminate (discriminar)
Materials
• Chalkboard only
Motivation
Ask students to tell you what they are going to do this weekend. Write their answers on the board.
Make sure to use simple future in some of the sentences and “going to” in others.
Information
We use simple future to talk about things that will happen in the future WITH CERTAINTY. We can
use simple future to talk about
1. An action at a specific time in the future.

2. An action at a non-specific time in the future.
3. A duration of time in the future.
Ex1: I will go to school tomorrow.

Ex2: I will visit South Africa.
Ex3: I will study English for four more years.
Note: We CANNOT use simple future after TIME WORDS.
When you will arrive, we will go to dinner INCORRECT

When you arrive, we will go to dinner CORRECT
Structure:
will + verb base

(modal)
Practice
Ask students to volunteer to come to the board and fill in the following sentence frames using simple
future tense and the following verbs: to vote, to continue, to support, to become, to learn.
369
1. I ____ in the elections.
2. Mozambican women ____ to improve their situation.
3. I ____ the rights of all citizens in Mozambique.
4. Discrimination _____ less acceptable as Mozambique develops.
5. All of my sisters _____ how to participate in Mozambique’s political process.
[BREAK]
Information
There is a different structure we can use to talk about things that are certain to happen in the future:
going to.
Structure:
to be + GOING TO + verb base
(present)
Ex: I am GOING TO start a business next year.
Practice
Ask students to volunteer to come to the board and fill in the following sentence frames using the
following verbs: to study, to pass, to talk, to protect, to learn.
1. I ___ GOING TO international human rights.
2. The government ____ GOING TO more laws to protect women and children.
3. I ____ GOING TO to my friends about ways to be a good citizen.
4. The United nations _____GOING TO people’s rights around the world.
5. My mother _____ GOING TO write a letter to the editor about citizenship.
370
Application
Have students write five sentences using simple future tense and five using going to in their
notebooks for homework.
371
Theme: Citizenship
Words of the Day

Noun: dignity (dignidade)
Adjective: inherent (inerente)
Verb: to progress (progredir)
Materials
Motivation
Write the following text on large paper or on the board. Have students volunteer to read the text
aloud one sentence at a time. Read the text a second time to demonstrate correct pronunciation and
then have the class read the text aloud together as a group.
The Universal Declaration of Human Rights (UN) Preamble
Recognition of the inherent dignity and of the equal and inalienable rights of all members of the
human family is the foundation of freedom, justice and peace in the world.
Disregard and contempt for human rights have resulted in barbarous acts, which have outraged the
conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of
speech and belief, and freedom from fear and want, has been proclaimed as the highest aspiration
of the common people.
It is essential, if man is not to be compelled to have recourse, as a last result, to rebellion against
tyranny and oppression, that human rights should be protected by the rule of law.
It is essential to promote the development of friendly relations between nations.
The peoples of the United Nations have in the charter reaffirmed their faith in fundamental human
rights, in the dignity and worth of the human person, and in the equal rights of men and women,
and have determined to promote social progress and better standards of life in larger freedom.
Member states have pledged themselves to achieve, in co-operation with the United Nations, the
promotion of universal respect for and observance of human rights and fundamental freedoms.
A common understanding of these rights and freedoms is of the greatest importance to the full
realization of this pledge.
Information
372
recognition – reconhecimento to compel – compelir

dignity – dignidade recourse – recorrer
inherent – inerente to resort to – apelar para
equal - igual rebellion – rebelião
inalienable – inalienável tyranny – tirania
rights – direitos oppression – opressão
members- membros to protect – protegir
foundation – fundação rule of law – regra de leio
freedom – liberdade development – desenvolvemento
justice – justice friendly – amável
disregard – indiferença relations – relações
contempt – desprezo nations – países
barbarous – bárbaro to reaffirm – reafirmar
acts – atos faith – fé
to outrage – ultrajar worth – valor
conscience – consciência progress – progresso
mankind – humanidade standards – critérios
advent – advento to pledge – prometer
speech – fala to achieve – conseguir
beliefs – crença co-operation – cooperação
fear – medo respect – respeito
want – falta observance – observação
to proclaim – proclamar understanding – compreensão
aspiration – aspiração full – máximo
common – commun realization - realização
essential – essencial
[BREAK]
Practice
questions.
1. Name two rights mentioned in the text.

2. Who wrote the Universal Declaration of Human Rights?
3. What have member states pledged to do?
4. What, according to the text, is the “foundation of freedom, justice, and peace in the world?”
5. What, according to the text, has resulted in “barbarous acts?”
Application
Ask students to consider the state of human rights in Mozambique. Have them write a short
paragraph describing actions they could take to improve human rights in Mozambique.
373
Grade 11 Unit 8: Lesson 98: Verb Negation
Theme: Citizenship
Objective: Students will be able to negate compound and simple verbs.
Words of the Day

Noun: persecution (perseguição)
Adjective: ethnic (étnico)
Verb: to work (trabalhar)
Materials
• Chalkboard only
Motivation
Write the following sentences on the board and ask the students to label them as true or false.
We have been Mozambican citizens for five years.

I have one hundred friends who fight discrimination.
We studied citizens’ rights in grade 10.
My mother is a citizen of Spain.
Information
There are two primary methods for forming negative sentences in English. The first is used for
compound verbs – verbs consisting of two or more verbs. The second is used for simple verbs – verbs
with one word only.
Method 1 – Compound Verbs
Structure
verb1 + NOT + verb2
Ex: I have NOT descriminated against women.

Ex: He went to jail because he was NOT following the laws of Mozambique.
Method 2 – Simple Verbs
Structure
to do + NOT + verb base
(conjugated)
We conjugate the verb to do based on the original tense of the simple verb. For example, if the
positive simple verb is conjugated in the past, we change the original simple verb to the verb base
and conjugate “to do” in the past tense.
Positive Ex: My sister knew she had rights when she was a child because her parents told her. (past)
374
Negative Ex: My sister did NOT know she had rights when she was a child because her parents
did not tell her. (past)
Exceptions: To Have and To Be
To have and to be do not follow the normal rules of negation because they can stand alone as a
simple verb or can function as the first verb of a compound verb.
To Have
The verb to have is negated differently in American English than in British English. In American
English, we use Method 2 to negate to have.
Ex: I do NOT have the right to hurt other people.
Ex: She does NOT have an obligation to take care of the men in her family.
However, in British English, we use can Method 1 minus the second verb to negate the verb to have.
Ex: I haveN’T any patience for people who discriminate.
(Tell the students that you will review negative contractions in a later section of the lesson if they
have questions.)
To Be
In both British and American English, we use Method 1 minus the second verb to negate the verb to
be.
Ex: I am NOT a citizen of the United States of America.
Negative Contractions
Remind students that in English some words can be combined to form one, shorter word. These
combined words are called contractions.
Many words can combine with the word NOT to form contractions. Negating a sentence using a
negative contraction is considered LESS FORMAL than using the full, separate verbs and should only
be used in speech or very informal writing.
have + not = haven’t was + not = wasn’t would + not = wouldn’t

had + not = hadn’t will + not = won’t might + not = mightn’t
has + not = hasn’t can + not = can’t
is + not = isn’t shall + not = shan’t
are + not = aren’t could + not = couldn’t
were + not = weren’t should + not = shouldn’t
375
Grade 11 Unit 8: Lessons 99 and 100: Verb Negation
Theme: Citizenship
Objective: Students will be able to form negative sentences using compound and simple verbs.
Words of the Day

Noun: identity (identidade)
Adjective: cultural (cultural)
Verb: to free (libertar)
Materials
• Chalkboard only
Motivation
Ask students to volunteer to explain the methods of negating verbs learned in the previous lesson.
Practice
Ask students to volunteer to come to the board and (1) identify whether the sentence uses a compound
verb, simple verb, to have, or to be and (2) negate the sentence.
1. My mother has learned about her rights.

2. We could teach the people in our community about international human rights.
3. I have two cousins who are orphans.
4. My brother is an activist for human rights.
5. The community protected the child’s rights.
[BREAK]
Application
Ask students to switch notebooks with someone and write three positive sentences in their partners’
notebooks. The students should switch notebooks back and negate the sentences the other student has
written. Have the students repeat this process with as many students as possible during the allotted class
time.
376
Grade 11 Unit 8: Lessons 101 and 102: Question Formation
Theme: Citizenship
Objective: Students will be able to form non-wh-word questions using both compound and simple nouns.
Words of the Day

Noun: franchise (franchise)
Adjective: equal (igual)
Verb: to appoint (nomear)
Materials
• Chalkboard only
Motivation
Tell the students to raise their hands and ask you questions about yourself. Ask them not to use wh-question
words (who, what, when, where, why, and which) or tag questions. Write the questions on the chalkboard.
Examples:
Do you like matapa? I like matapa.
Are you married? I am married.
Information
Excluding wh-question words and tag questions, there are two primary methods of forming questions in
English.
Method 1 is used for compound verbs, verbs with more than one word, and Method 2 is used for simple
verbs, verbs with only one word.
Questions using the verbs to be and to have are exceptions and must be memorized separately.
Method 1 – Compound Verbs
Structure
verb1 + SUBJECT + verb2
Ex: You are going to the bank Are YOU going to the bank?
Ex: He has been self-employed for three years. Has HE been self-employed for three years?
Method 2 – Simple Verbs
Structure
to do + SUBJECT + verb base

(conjugated)
377
We conjugate the verb “to do” based on the original tense of the simple verb. For example, if the positive
simple verb is conjugated in the past, we change the original simple verb to the verb base and conjugate “to
do” in the past tense.
Ex: My sister knew that she would to own a business one day. Did MY SISTER know that she would
own a business one day?
Exceptions: To Have and To Be
To have and to be do not follow the normal rules of question formation because they can stand alone as a
simple verb or can function as the first verb of a compound verb.
To Have
Question using the verb to have are formed differently in American English than in British English. In
American English, we use Method 2 to form a question using to have.
Ex: She has two hotels. Does SHE have two hotels?
However, in British English, we can use Method 1 minus the second verb to form questions using the verb to
have.
Ex: She has two hotels. Has SHE two hotels?
To Be
In both British and American English, we use Method 1 minus the second verb to form questions using the
verb to be.
Ex: Is SHE the owner of that store?
[BREAK]
Practice
First, have the students label the questions from the motivation exercise as Method 1, Method 2, or an
exception. Then, ask students to volunteer to come to the board and (1) identify whether the following
sentences use a compound verb, simple verb, to have, or to be and (2) change the statements into a
questions.
1. My mother is a good citizen.

2. Next year I will run for school president.
3. My sister is involved in the women’s political movement.
4. I volunteer during elections to help more people vote.
5. Citizens have the ability to change a society. (American)
378
Application
Ask students to switch notebooks with someone and write three statements about their partner in their
partners’ notebooks. The students should form questions using the statements written in their notebooks for
homework.
Ex: You are intelligent Are you intelligent?
379
Theme: Citizenship
Objective: Students will be able to correctly answer any questions they missed on the first written exam.
Words of the Day

Noun: ballot (cédula eleitoral)
Adjective: electoral (eleitoral)
Verb: to vote (votar)
Materials
• Exams
Motivation
Hand back the students’ tests and acknowledge honor roll and top honor roll students.
Information
Go over the answers to the first written exam. Review grammar concepts and vocabulary as needed to
answer students’ questions.
380
Grade 11 Unit 8: Lessons 104 and 105: Speaking
Theme: Citizenship
Objective: Students will be able to spontaneously form questions using the methods learned in the previous
lesson.
Words of the Day

Noun: power (força)
Adjective: dutiful (cumpridor)
Verb: to govern (governar)
Materials
• Chalkboard only
Motivation
Explain to the students that they are going to play a speaking game using simple future tense and going to.
Information
The rules of the game are as follows
1. Choose a student to start the game. This student will turn to the student in the desk behind them and as a
question using simple future tense or going to.
2. The second student must answer the first student’s question, the turn to the student behind him or her and
ask another question.
3. The students must alternate simple future tense and going to. So, if the first student used simple future
tense, the second student must use going to and then the third student must use simple future tense again.
4. Continue the process until every student has asked and answered a question.
Example: Are you going to eat lunch today? Yes, I am going to eat lunch today. Will you study tomorrow?
No, I will not study tomorrow. Are you going to play basketball tomorrow?
Practice
Play the speaking game. If time permits, you can play a second round using simple past tense and present
perfect in order to review these verb tenses.
381
Grade 11 Unit 9: Lessons 106 and 107: Zero and First Conditional Statements
Theme: Democracy
Objective: Students will be able to recognize and form zero and first conditional statements.
Words of the Day

Noun: elections (eleição)
Adjective: democratic (democrático)
Verb: to serve (servir)
Materials
• Chalkboard only
Motivation
Write “fact” and “possibility” on the board followed by these sentences. Do not write the words in
parenthesis!
If a candidate receives the most votes, then they win. (Fact)

If the people choose their leaders by voting, then the type of government is a democracy. (Fact)
If the people like her best, then she will win the election. (Possibility)
If my family does not vote, our candidate will not win. (Possibility)
Have the students determine if each sentence is a fact or possibility.
Information
In English, we use conditional statements to talk about varying degrees of probability. There are four
degrees of conditional statements – 0, 1st, 2nd, and 3rd.
All conditional statements are formed by combining a conditional clause and a main clause. The conditional
clause begins with “if” and is therefore easy to identify.
IF the candidate has good ideas, then will win the election.
Conditional Clause
If the conditional clause comes before the main clause, it is followed by a comma to separate it from the
main clause. If, however, the conditional clause comes after the main clause, the comma is not necessary
because the word “if” serves as a divider.
Note to Teacher: Only teach this distinction if your students are sufficiently advanced. If you feel they are
having trouble with the basic concept of conditionals, it is inadvisable to introduce this detailed information
on structure during this lesson.
The candidate will win the election IF he has good ideas.

Conditional Clause
382
For the purposes of understanding the differences between 0, 1st, 2nd, and 3rd conditionals, it is better to
initially stick with the basic IF + conditional clause + comma + then + main clause structure.
IF the candidate has good ideas, THEN he will win the election.
Conditional Clause Main Clause
Zero Conditionals
Zero conditional statements describe things that are always true, or facts. (Reference motivation exercise
examples.)
We form zero conditional statements by using present tense in the conditional clause and present tense in
the main clause.
IF + present tense, THEN + present tense
Ex: IF you drop an egg, THEN it breaks.
First Conditionals
First conditional statements describe possibilities, things that may or may not happen in the future.
We form first conditional statements by using present tense in the conditional clause and future tense in the
main clause.
IF + present tense, THEN + future tense
Ex: IF I am tired after school, THEN I will sleep
[BREAK]
Practice:
Write the following sentences on the board. Have the students decide if they are zero or first conditionals and
then conjugate the verbs accordingly.
1. If you __________ ice in water, then it ________.

(to put) (to float)
2. If we __________, then our candidate ________ the election.

(to vote) (to win)
3. If the candidate __________ during the election, then the citizens ________ confidence in
(to cheat) (to lose)
democracy.
4. If a government __________ chosen by citizens’ votes, then it ________ a democracy.

(to be) (to be)
383
5. If I __________ the candidate, then I ________ for them.
(to like) (to vote)
Application
Have students write two zero conditional statements and two first conditional statements at home.
384
Theme: Democracy
Objective: Students will be able to write a short essay describing what their priorities would be if they were
to become president of Mozambique.
Words of the Day

Noun: dictatorship (ditadura)
Adjective: representative (representante)
Verb: to campaign (fazer campanha)
Materials
• Chalkboard Only
Motivation
Have students recall the structure and use of first and zero conditional statements. Ask two volunteers to
come to the board and write the structures learned in the previous lesson.
Information
Tell the students that they will imagine they are presidential candidates for the week. They will need to think
about what needs to be done to improve the situation in Mozambique.
What specific actions can they take?

What resources will they need?
How will they procure those resources?
What do the people of Mozambique want and need?
Practice
Have each student write an essay in their role as presidential candidate addressing the issues above. The
essay should be at least one large page long and should address at least three national issues.
Application
Tell the students to help each other improve their essays outside of class. Remind them that they can improve
their essays by using the dictionaries in the library and that they will be presenting their essays in the
following class.
385
Grade 11 Unit 9: Lessons 109 and 110: Presentations
Theme: Democracy
Objective: Students will be able to orally present short essays about democracy.
Words of the Day

Noun: government (governo)
Adjective: transparent (transparente)
Verb: to elect (eleger)
Materials
• Chalkboard Only
Motivation
Ask the students to volunteer to come to the board and write an issue that is important to them as a citizen
of Mozambique. When the list is five to ten items long, remind the “candidates” that these are topics they
should think about when continuing to improve their essays.
Practice
Have student come to the front of the class one at a time and read their essays. Ask the other students to
hold their questions until the following lesson when they will conduct a town hall meeting.
Application
Remind students that they will be asked question regarding their political plans during the following lesson
and should continue to improve their essays based on the ideas raised in today’s lesson.
/
386
Grade 11 Unit 9: Lessons 111 and 112: Review for Second Exam
Theme: N/A
Objective: Students will be able to answer questions about simple future, going to, verb negation, questions
formation, and zero and first conditional statements.
Materials
• Review Game for second written exam
Motivation
Practice
Category – QUESTION FORMATION
100 How many methods of forming questions did we learn? (2 – Method 1 and Method 2)
200 Do we use Method 1 or Method 2 to form questions with compound verbs? (Method 1)
300 Do we use Method 1 or Method 2 to form questions with simple verbs? (Method 2)
400 Which method do we use to form questions using the verb “to be”? (Modified Method 1)
500 Write a question on the board using a simple verb. (various answers)
Category – VERB NEGATION
100 How many methods of negating verbs did we learn? (2 – method 1 and method 2)
200 Do we use method 1 or method 2 to negate compound verbs? (method 1)
300 Do we use method 1 or method 2 to negate simple verbs? (method 2)
400 Which method do we use to negate the verb “to be”? (modified method 1)
500 How do you negate the verb “to have” in American English? (method 2)
Category – ZERO AND FIRST CONDITIONALS
100 Do we use zero or first conditionals to talk about possibilities in the future? (first)
200 Do we use zero or first conditionals to talk about facts? (zero)
300 What is the structure of a first conditional sentence? (If + present + then + future)
400 What is the structure of a zero conditional sentence? (if + present + then + present)
500 Write a zero and a first conditional sentence on the board. (various answers)
Category – SIMPLE FUTURE AND GOING TO
100 We use simple future to talk about actions that occur at both specific and __________ times in the
future. (non-specific)
200 Can we use simple future to talk about durations of time in the future? (yes)
300 We cannot use future tense after ______________. (time words like when, while, etc.)
387
400 What is the correct structure of simple future tense? (will + verb base)
500 What is the correct structure for talking about the future using “going to”? (to be (conjugated in
present) + going to + verb base)
388
Review Game
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
captain.
points wins!
389
390
Simple Future
and Going To
391
392
Simple Future and Going To
393
Simple Future and Going To - 100
We use simple future to talk

about actions that occur at
both specific and
__________ times in the
future.
394
395
Can we use simple

future to talk about
durations of time in
the future?
396
397
We cannot use
future tense after
______________.
398
399
What is the correct

structure of simple
future tense?
400
401
What is the correct

structure for talking
about the future using
“going to”?
402
Question
Formation
403
404
Question Formation
405
Question Formation - 100
How many methods

of forming questions
did we learn?
406
Question Formation
407
Do we use Method 1
or Method 2 to form
questions with
compound verbs?
408
Question Formation
409
Do we use Method 1
or Method 2 to form
questions with simple
verbs?
410
Question Formation
411
Which method do we
use to form questions
using the verb “to
be”?
412
Question Formation
413
Write a question on
the board using a
simple verb.
414
Verb
Negation
415
416
Verb Negation
417
Verb Negation - 100
How many methods

of negating verbs
did we learn?
418
Verb Negation
419
Verb Negation - 200
Do we use method 1 or
method 2 to negate
compound verbs?
420
Verb Negation
421
Verb Negation - 300
Do we use method 1
or method 2 to
negate simple verbs?
422
Verb Negation
423
Verb Negation - 400
Which method do
we use to negate the
verb “to be”?
424
Verb Negation
425
Verb Negation - 500
How do you negate

the verb “to have” in
American English?
426
Zero and First
Conditionals
427
428
429
Zero and First Conditionals - 100
Do we use zero or first

conditionals to talk
about possibilities in
the future?
430
431
Do we use zero or
first conditionals to
talk about facts?
432
433

of a first conditional
sentence?
434
435

of a zero conditional
sentence?
436
437
Write a zero and a first

conditional sentence
on the board.
438
a
Escola 2 ______________________
o

Choose the best answer to fill each blank. 10. ____________ are used to talk about facts.
A. First conditionals B. Zero Conditionals
1. ______________ working on the mayor’s campaign? C. Third conditionals D. Second conditionals
A. Likes he B. Do he like C. Does he like .D. Like he
11. My father _____________ the current political situation.
2. ____________ in Mapinhane? A. did not be following B. do not be following
A. Does your mother is voting B. Your mother voting C. has not been following D. have not been following
C. Is your mother voting D. Does your mother is vote
12. If you ___________ your rights, you will never improve your country.
3. _____________ the president of your class? A. do not exercise B. not exercise
A. Do you be B. Does you be C. Is you D. Are you C. does not exercise D. have exercise not
4. ______________ enough support to create a new political party? 13. Our cousins _______ from Mozambique.
A. Do they have B. Are they have C. Is they have D. Does they have A. do not be B. are not be
C. does not be D. are not
5. Next year we __________in a UN program to decrease poverty.
A. are going to participate B. is going to participate 14. She ________ a lot of information about the current presidential candidates.
C. were participate D. will participating A. not has B. do not have
C. does not have D. haven’t
6. The hotel in Inhassoro ________ a pre-election rally.
A. will hosting B. will hosted 15. Which of the following sentences is correct for BRITISH ENGLISH.
C. will host D. were going to host A. She hasn’t a pen. B. They doesn’t have a pen.
C. They don’t have a pen. D. They aren’t have a pen.
7. My sister ___________ the capitol next month.
A. was visit B. will visited C. is going to visit D. are going to visit Section II: Vocabulary (5pts)
Match the English word to the correct Portuguese translation.
8. If you ___ ice in water, then it ______.
16. rights A. força
A. put/will float B. put/floats C. puts/floats D. puts/floated
17. fair B. trabalhar
18. to work C. justo
9. If you _____ about your country’s issues, you ______ able to help the
19. power D. direitos
situation.
20. to govern A. governar
A. learn/will be B. learn/be
C. learns/will be C. learn/were be
439
440
M
441
442
Theme: Democracy
Objective: Students will be able to correctly answer any questions they missed on the second
written exam.
Words of the Day

Noun: citizen (cidadão)
Adjective: fair (justo)
Verb: to treat (tratar)
Materials
• Exams
Motivation
Information
Go over the answers to the second written exam. Review grammar concepts and vocabulary as
needed to answer students’ questions.
443
Grade 11 Unit 10: Lessons 116 and 117: Town Hall Meeting
Theme: Politics and Elections

Objective: Students will be able to orally express their political viewpoints in a mock town hall
meeting.
Words of the Day

Noun: monarch (monarca)
Adjective: provincial (provincial)
Verb: to call for (requerer)
Materials
• Video of town hall meeting (optional)
Motivation
If available, play the students a short video of a town hall meeting. Explain to them that a town hall
meeting allows citizens the opportunity to ask presidential candidates questions about issues
important to them. Explain that you will be conducting a town hall meeting in class today!
Practice:
Have three students at a time volunteer to come to the front of the class and answer five questions
asked by other students. After each “candidate” has answered five questions, have the rest of the
students vote on who should become president.
444
Grade 11 Unit 10: Lesson 118: Reading Comprehension (Part I)

Words of the Day

Noun: political party (partido político)
Adjective: peaceful (calmo)
Verb: to register (registrar)
Materials
Motivation
Write the following text on large paper or on the board. Have students volunteer to read the text
aloud one sentence at a time. Read the text a second time to demonstrate correct pronunciation and
then have the class read the text aloud together as a group.
Mozambique after Independence
Mozambique’s independence from Portugal in 1975 was followed by a bloody, 16-year civil war that
was waged between the Mozambican Liberation Front (FRELIMO) and the Mozambican National
Resistance (RENAMO).
FRELIMO had emerged from a militant freedom movement and had taken power at independence
after a bitter and long military struggle with the Portuguese. It was supported primarily by Warsaw
Pact countries (the Soviet Union and its allies). RENAMO was founded by the Rhodesian government
to destabilize Mozambique, but later drew support from the apartheid government of South Africa
and from the United States.
In 1976, Mozambique closed its borders with Rhodesia, and began to provide material and moral
support to anti-Rhodesia guerrillas who were already operating from inside Rhodesia. Military
pressure exerted by South Africa led to the Nkomati Accord of 1984, in which Mozambique
committed itself to curbing anti-apartheid military activities in the country in exchange for the
termination of assistance to RENAMO in South Africa.
Large areas of the countryside were devastated by war and drought, and several towns were
besieged by RENAMO forces. South Africa reneged on their side of the undertaking, and the
situation in Mozambique became very difficult so that the government was forced to embark on
negotiations with RENAMO.
The war ended with a General Peace Accord (GPA), which was signed by the warring parties in the
early 1990s. Sustained high levels of economic growth followed. However, the majority of the
population remains extremely poor because this growth started from a very low base and because
its benefits have been unevenly distributed.
445
Between 1992 and 2007, three general and three municipal elections were held. In 2008, the fourth
municipal elections and the first Provincial Assembly elections were held. These were followed by
presidential and parliamentary elections in October 2009.
- From Learning English Grade 11
Information
bloody – ensangüentado large – grande

followed – seguido countryside – campo
to wage – fazer devastated – devestado
to emerge – emergir war – guerra
militant – militante drought – secas
freedom – liberdade several – algum
movement – movimento besieged – acossado
bitter – acre/agudo forces – forças
struggle – luta to renege – negociar de novo
supported – sustentado undertaking – empresa
primarily – primeiramente forced – forçado
founded – fundado to embark – iniciar
to destabilize – destabilizar negotiations – negociações
to draw – tirar as sorte signed –assinado
to close – fechar warring – em guerra
to provide – fornecer parties – partidos
guerillas – guerrilhas sustained – sustenado
already – já level – nível
to operate – operar growth – crescimento
inside – dentro de majority – maioria
pressure – pressão to remain – ficar
to exert – exercer poor – pobre
to lead to – conduzir a to start – começar
to commit – cometer low – baixo
to curb – controlar benefits – benefícios
activities – actividades unevenly – desigualmente
exchange – troca distributed – distribuído
termination – término elections – eleições
assistance – assistência to hold elections – fazer eleições
446
Grade 11 Unit 10: Lessons 119 and 120: Reading Comprehension (Part II)

Objective: Students will be able to understand and use vocabulary from the text.
Words of the Day

Noun: majority (maioria)
Adjective: parliamentary (parlamentar)
Verb: to assemble (montar)
Materials
Motivation
Have one student volunteer to the read the text from the previous lesson aloud.
Information
Continue explaining any vocabulary as necessary. If you completed the vocabulary discussion during
the previous lesson, skip to the practice portion below.Practice
Have students break into groups of four or five and answer the following comprehension questions.
1. When did Mozambique win its independence?

2. Who founded RENAMO?
3. What did Mozambique agree to do in the Nkomati Accord of 1984?
4 .When was the General Peace Accord signed, ending the civil war?
5. When were the first Mozambican elections after the civil war held?
[BREAK]
Application
Have students write a short text describing the local history of their town. Encourage them to
construct a timeline first to help with structure.
447
Grade 11 Unit 10: Lessons 121 and 122: Presentations

Objective: Students will be able to orally present essays about the history of their hometowns.
Words of the Day:

Noun: condition (condição)
Adjective: provincial (provinciano)
Verb: to believe (acreditar)
Materials
• Chalkboard Only
Motivation
Tell the students a little about the history of your hometown.
Practice
Have students come to the front of the classroom one at a time to read the essays they wrote during
the previous lesson. Encourage the students to ask questions of the presenter so they can practice
forming question and answers on the fly.
448
Grade 11 Unit 10: Lesson 123: Review for Third Exam
Theme: N/A
Objective: Students will be able to answer reading comprehension questions over a topic discussed
during the second trimester.
Materials
• Reading selection and multiple choice questions on easel paper
Motivation
AGRA, Standard Bank Invest in African Agriculture – ACCRA
Standard Bank and the Alliance for a Green Revolution in Africa (AGRA) have created a joint fund for
African smallholder farmers. The fund is to operate in Ghana, Mozambique, Tanzania, and Uganda. It
will provide loan opportunities to smallholder farmers and small- and medium-sized agricultural
businesses.
Speaking at the signing ceremony, AGRA chairman, Kofi Annan, said, “Programs such as this, which
increase the productivity of smallholder farmers, will enable Africa to achieve food security and
stability.”
Lack of access to finance prevents farmers from investing in good seeds, fertilizers, and small-scale
irrigation needed to raise farm productivity and generate profit. Little or no commercial financing
has been available to small food producers up until now.
Benefits for Smallholder Farming
According to AGRA, African food producers are mostly smallholder farmers who cultivate a few acres
of land, or less. Working with low-yielding seeds in depleted soil, their crop productivity has
remained stagnant for 30 years. To increase yield and being generating a surplus, they need access
to good seeds, appropriate fertilizers, and improved land and water management systems. They also
need better access to markets. But to start making these changes, they also need access to finances.
African financial institutions have avoided lending to smallholder farmers and to the agriculture
sector. There are a number of reasons for this. Farming is perceived to be a high-risk activity, and
small farmers have no collateral.
The program will be rolled out in Ghana, Mozambique, Tanzania and Uganda. It is hoped that the
program will be extended to other countries.
- From Go For English Grade 12

Information
during the second trimester. Explain that the questions will be multiple choice and formatted
similarly to the national exam and that there will be no grammar on the exam.
Practice
Remind students that it while you normally discuss vocabulary during reading comprehension
1. What is the main topic of this text?

A. A new joint fund to finance smallholder farmers
B. The risks of farming
C. Kofi Annan
D. Farming techniques
2. In which of the following countries will the fund NOT be rolled out?
A. Mozambique B. Ghana C. South Africa D. Tanzania
3. Which three things must smallholders have to increase yields and begin generating a surplus.
A. good seeds, appropriate fertilizers, and improved land and water management systems.
B. small-scale irrigation, productivity, and general profit
C. financial institutions, loan opportunities, and medium-sized agricultural businesses
D. low-yielding seeds, depleted soil, and low crop productivity
Practice
chosen their answers, ask a student to volunteer the answer for the first questions AND to explain
how he or she came to that answer. Continue with questions two and three while guiding the
students about how to identify key words in the questions and text.
Motivation
a
Escola 2 ________________________________
o
English 11 Teste Escrito 3, 2 Trimester, ____________

The Electoral System of Mozambique 2. What must citizens have in order to vote?
Since 1994, Mozambique has been a democratic multi-party state, with many political A. A political party membership B. A valid voter’s card
parties. Power is exercised by an elected president, the prime minister, the council of C. A child under the age of 18 D. a multi-party state
ministers, and the elected members of the Assembly of the Republic.
3. How many consecutive terms may the Mozambican president serve?
All adult citizens are entitled to vote from the age of 18. Voters have to be registered in
order to vote, and they need to be in possession of a valid voter’s card. They choose the A. Three B. Two C. Five D. Four
candidates of their choice in a secret ballot (vote).
4. Who appoints and dismisses the prime minister?
The President A. The council of ministers B. The Assembly of the Republic
In Mozambique, the president is both the head of state and the head of the government. C. The president D. Mozambican citizens
He or she is elected through a universal adult franchise. The president may serve two
consecutive five-year terms but, thereafter, he or she becomes eligible for re-election only 5. How many political parties does Mozambique have?
after a resting period of five years.
A. Three B. One C. Zero D. Many
The candidate who receives the majority of votes cast is elected president. If no candidate
receives more than 50% of the votes cast, run-off elections are held between the 6. How is the number of Assembly of the Republic seats allocated to each
candidates that received the most votes in the first round. The winner of the second province decided?
round of voting then becomes president. A. Citizen vote B. Presidential decree C. Population size D. Foreign population
The Prime Minister and the Council of Ministers 7. Why are only 248 seats of the Assembly of the Republic allocated to the eleven
The president appoints and dismisses the prime minister and the council of ministers. The provinces?
president exercises executive power directly or through the council of ministers. A. The president appoints 2 seats
B. Two seats are allocated to Inhambane City
The Assembly of the Republic
C. Two seats are elected by Mozambicans living in foreign countries.
The parliamentary election of members of the Assembly is based on a system of
proportional representation. The Assembly of the Republic consists of 250 seats. Elections D. Two seats are left empty.
are held every five years. 248 members are elected from the eleven provinces. The
number of seats allocated to each province depends on the size of its population. Two 8. What happens if no presidential candidate receives more than 50% of the
members of the Assembly – one for Africa and one for Europe – are elected by votes?
Mozambicans living in foreign countries. A. No president is elected. B. The candidate with more votes wins.
- From Go For English Grade 12
C. The candidates fight. D. A run-off election is held.
Comprehension Questions: (2 pts each)
9. How old must Mozambicans be to vote?
A. Younger than 18 B. 18 or older C. 18 D. 50
A. The president of Mozambique B. The electoral system of Mozambique
10. When did Mozambique become a multi-party, democratic state?
C. The Assembly of the Republic D. The voter registration process
A. 1991 B. 1992 C 1993 D. 1994

Grade 11 Unit 10: Lesson 126 and 127: Speaking

Objective: Students will be able to speak spontaneously on the topic of politics and elections.
Materials
• Chalkboard only
Motivation
Practice
circle.
Application
455

Objective: Students will be able to write a short essay on a topic of their choice.
Materials
• Dictionaries
Motivation
Practice
Application
456
Grade 11 Unit 10: Lessons 129 and 130: Test Correction

Objective: Students will be able to correctly answer any questions they missed on the third exam.
Materials
• Exams
• Prizes for honor roll (both test and trimester)
Motivation
Hand back the students’ tests and give awards for honor roll and top honor roll for both the test and
for the entire trimester.
Information
457
Theme: The Coconut Tree

Objective: Students will be able to understand and use vocabulary related to the uses of the coconut
tree.
Words of the Day

Noun: agriculture (agricultura)
Adjective: abundant (abundante)
Verb: to consume (consumir)
Materials
• Chalkboard Only
Motivation
Draw a coconut tree on the board. Ask students to take five minutes to think of all the products
produced from the coconut tree. Some examples are below.
Beauty Products (shampoo, lotion, makeup, soap)

Candy (chocolates, hard candy)
Building Materials (window shades, fencing, walls - worldwide, not just in Mozambique)
Drinks (juice, alcohol drink mixers)
Jewelry (necklaces, earrings, bracelets)
Woven Products (floor mats)
Musical Instruments (shakers)
Food (coconut milk, grated coconut, other processed foods)
After the students have had some time to think, ask them to volunteer some of the products they
thought of. Draw lines radiating out from the tree and write the product names on the board. Once
you have enough products, group the products into larger groups (perhaps using the categories
above.)
Information
If necessary, translate troublesome words from the motivation exercise into Portuguese and write
them on the board.
Practice
Break students into small groups of four or five students. Assign each group a category of coconut
products and tell them to write a short essay describing the products in this category in detail:
appearance, use, country of origin, etc.
Application
Ask students to notice how many products they see around them in their community that are made
of coconut. Tell them to keep a list in their journal of each product they encounter.
458
Grade 11 Unit 11: Lesson 133: Numbers

Objective: Students will be able to pronounce and write dates, amounts, and percentages (including
decimals).
Words of the Day:

Noun: mineral (mineral)
Adjective: nutritious (nutritivo)
Verb: to harvest (colher)
Materials
• Chalkboard Only
Motivation
Write the following numbers on the board
1965 1,965 mtn 19.65 kg 19.665%
Ask volunteers to read the numbers aloud. Let students give input about the correctness of the
answers. Finally, read the numbers aloud yourself.
Information
Dates (before 2000) - nineteen fifty-six (1965)
Dates (after 2000) - two thousand eleven (2011)
Amounts - one thousand nine hundred and sixty-five (1,965)
Decimals - nineteen point five percent (19.5%)
Point out the use of single digits after decimals and the use of “and” before the tens place when
talking about amounts. (three hundred AND sixty, not three hundred sixty).
Practice
Have students challenge each other to read numbers on the board. One student comes to the board
and writes a number, a second student volunteers to say it out loud. If the second student
pronounces the number correctly, he or she gets to write a number on the board. If not, students
continue to volunteer until someone answer correctly.
Application
Encourage students to practice using English numbers in their day to day lives by exchanging phone
numbers in English, translating market prices into English, etc.
459
Grade 11 Unit 11: Lessons 134 and 135: Speaking and Listening

Objective: Students will be able to conduct basic business transactions in a market setting.
Words of the Day

Noun: family-owned business (negócio da familia)
Adjective: tolerant (tolerante)
Verb: to thrive (prosperar)
Materials
• Market Props (fake money, vegetables, empty OMO boxes, etc.)
Motivation
Choose one of your stronger students to come to the front of the class. Tell them you are going to
imagine that you are at the market and that he or she owns a small store. Pull a desk to the front of
the class and put some of your prop products on it. Ask the student to sit in the desk.
Greet the student and tell them you want to buy some things from them. Tell them which product
you want and ask how much it costs. Then tell them how many you want. Finally, give them the fake
money and thank them. During the role play, make sure and write down any numbers you use on the
board.
Information
Tell the students that each of them is going to practice buying and selling things in English. Write the
following sample dialogue on the board to provide guidance, but remind them that they can adlib as
well.
Store Owner: Hello! How are?

Shopper: I’m well. How are you?
Store Owner: I’m also doing well today. Can I help you?
Shopper: Actually, yes. I am looking for ____________.
Store Owner: Great! I have __________ here in my store.
Shopper: How much are they?
Store Owner: They are ______ Mtn each.
Shopper: Okay. I would like four, please.
Store Owner: No problem. Here you are.
Shopper: Thanks!
Store Owner: Thank you! See you soon.
460
Practice
Have the class number of into ones and twos. All of the ones will begin by being store owners. All of
the twos will be shoppers. Tell the students to break into pairs and practice the dialogues as you
demonstrated at the beginning of the class. If you have enough props, you can let the students use
some of them.
After each pair has completed the scenario once, have them switch roles and repeat.
[BREAK]
Practice
After each student has completed the role play twice (once as store owner and once as shopper),
have the students return to their normal seats and ask for volunteers to come to the front of the class
and perform the scenario for the class. Give constructive criticism at the END of each role play. Let as
many pairs perform as time allows.
Application
For homework, have students write other possible market dialogues. (Ex: looking for a particular
product, requesting a discount, etc.)
461
Grade 11 Unit 11: Lessons 136 and 137: Imperative Verbs and Sequence Words

Objective: Students will be able to construct and use imperative verbs and understand the meaning
and use of the following sequence words: first, then, next, after that, later, finally.
Words of the Day

Noun: husk (casca)
Adjective: edible (comestível)
Verb: to grind (moer)
Materials
• Sequence Cards and Putty
Motivation
Using the putty, stick the sequence cards randomly on the board. Have volunteers come one at a
time to the front of the class and move one card until the class agrees that the actions are in the
correct order.
Information
We use imperative verbs to give commands.
Example: Sit down.

Do your homework.
Structure: Infinitive - to
Example: to sit sit

to do do
We do NOT USE SUBJECTS with imperative verbs. The subject is understood to be “you” since all
imperative verbs form commands.
Note to Teacher: It is important for students to understand this exception to the normal rule since
they have a tendency to omit the subject from their sentences in all cases.
Practice
Ask the students to point out the imperative verbs used in the sequence card, then write both the
infinitive and imperative form of each of the verbs on the board.
If there is time in the first period, have a student volunteer to be the class’s “robot.” The student
stands at the front of the class and students give him or her commands. (Obviously, make sure none
of the commands are harmful.) For example, a student could tell the “robot” to open his book or sit
down. Correct any misuse of the imperative tense.
462
[BREAK]
Information
Sequence words describe the order in which things happen. Without them, we cannot understand a
sequence of events.
Refer to the motivation exercise and remind them how difficult it was to arrange the actions because
there were no sequence words. Finally, write the sequence words FIRST, THEN, NEXT, AFTER THAT,
LATER, and FINALLY over the appropriate sequence cards.
Ask students to translate the words. Help as necessary.
First - Primeiro Next - A seguir Later - Mais tarde

Then - Depois After that - Depois Finally - Finalmente
Practice
Ask students to write a short paragraph explaining how to make their favorite dish that uses coconut.
Remind them to use both imperative verbs and sequence words to clarify the instructions.
Helpful Words esperar - to wait

(write these on the board) coco - coconut
cozinhar - to cook amendoim - peanut
ralar - to grate leite - milk
preparar - to prepare alho - garlic
pilar - to crush cebola - onion
molhar - to soak arroz - rice
matar - to kill xima - grits
limpar - to clean mandioca - cassava
misturar - to mix matapa - cassava leaves
folhas - leaves panela - pan
sal - salt descascar - to peel
frango / galinha - chicken pdaços - pieces
ferver - to boil doce de mandioca - sweet casava
cortar - to cut coar - to strain
combinar - to combine
Application
Ask students to think about other process they do on a day to day basis (getting ready for school,
washing clothes, etc.) and encourage them to write instructions for these processes in their
notebooks using imperative verbs and sequence words.
463
464
Climb the
tree.
465
466
Pick the
coconut.
467
468
Water
the tree.
469
470
Wait for the
tree to grow.
471
472
Plant the
seed.
473
474
Make
matapa.
475
476
Grate the
coconut.
477
478
Grade 11 Unit 11: Lesson 138: Presentations

Objective: Students will be able to present a short recipe orally using imperative verbs and sequence
words.
Words of the Day

Noun: pulp (polpa)
Adjective: fresh (fresco)
Verb: to grate (ralar)
Materials
• Recipes from previous lesson
Motivation
Have volunteers come to the board and write the six sequence words learned during the previous
lesson.
ractice
Ask students to volunteer to come to the front of the class and read their recipes. Mime the
instructions as they read. This will quickly illustrate if they have left out a step, and the students think
it is hilarious.
Repeat with as many students as time allows.
Application
For homework, have students write out a sequence of actions that could be performed in the
classroom. For example: First sit down, then sit up. After that, clap your hands. Finally, leave the
room. Tell them that there will be a contest using their instructions during the next lesson.
479

Objective: Students will be able to use, understand, and correctly pronounce coconut-related
vocabulary.
Words of the Day

Noun: garlic (alho)
Adjective: tender (macio)
Verb: to marinate (marinar)
Materials
• Text on large easel paper and putty
Motivation
Coconut Palms
The coconut palm tree (Cocos nucifera) is a member of the palm family. It is the only species in the
genus Cocos. The tree is a large palm, which can grow to a height of 30 metres. The tree has long
leaves, which break away when they get old and leave the trunk smooth. The part that is usually
called “the coconut”, is the seed of the coconut palm tree.
Habitat
The coconut palm tree thrives in sandy soil, and it is highly tolerant of salinity. This means that it can
grow in coastal areas, where the soil is salty. The trees need warm conditions, abundant sunlight,
and regular rainfall in order to grow successfully. They also need high levels of humidity. Severe cold
or frost is often fatal to the trees. Coconut palms are difficult to grow in dry climates. They are best
suited to tropical climates.
The Coconut Seed

Botanically, the coconut is a simple, dry nut. The outside of the nut (the husk) is made up of fibres
called coir. The inner part is the hardest part of the nut. The coconut “meat” is attached to the inside
wall of the nut. This is the fleshy, edible part of the seed.
The coconut meat surrounds a hollow interior space, filled with air and liquid, which people often
call coconut water. Coconut milk is made by grating the meat and mixing it with warm water. This is
used in cooking. The younger coconut seeds are tender and sweet.
-- Longman Moçambique, Learning English Grade 11
480
Information
Ask students to highlight vocabulary in the selection they do not know, then encourage other
students to explain and/or translate. If all other methods fail, provide the translation yourself.
member - membro conditions - condições inner - interno

species - espécie warm - quente/morno hardest - o mais duro
genus - género abundant - abundante meat - polpa
large - grande sunlight - sol attached - prendido/ligado
to grow - crescer rainfall - chuva wall - parede
height - altura in order to - para fleshy - de polpa
leaves - folhas successfully - com successo hollow - vazia
to break away - soltar-se humidity - humididade filled - enchido
trunk - tronco levels - niveis air - ar
smooth - liso/macio severe - grave/severo milk - leite
seed - semente cold - frio to grate - ralar
to thrive - prosperar frost - gelo/geada to mix - mixer/combinar
sandy - arenoso dry - seca cooking - cozinhar
soil - terra climates - climas younger - mais novo
highly - muito suited - adapatado tender - terno
tolerant - tolerante nut - noz sweet - doce
salinity - salinidade husk - casca
coastal - costeiro fibres - fibras
BREAK]
Practice
questions.
1. Which family is the coconut palm tree a member of?

2. What type of soil does the coconut palm thrive in?
3. What is the coconut husk (outside of the nut) made of?
4. Can coconut palm trees grow in dry climates?
5. How is coconut milk made?
Application
For homework, have the students write short paragraphs describing another local plant.
481
Grade 11 Unit 12: Lessons 141 and 142: Conjunctions
Theme: Droughts and Floods

Objective: Students will be able to understand and correctly use the following conjunctions:
because, since, as, so, but, although, yet, when, as soon as, while, and, or, if, unless, and as.
Words of the Day

Noun: floods (cheias)
Adjective: extended (prolongado)
Verb: to submerge (submergir)
Materials
• Chalkboard Only
Motivation
Write the following statements on the board.
She sings.
She washes clothes.
She studies biology.
She is a mother.
She teaches grade 12.
She loves to eat cashews.
Ask the students to volunteer to come to the board and connect any two of these statements.
Underline the conjunctions (or incorrect words) they use to connect the statements. Leave as is until
after the information section of the lesson.
Information
We use connecting words, or conjunctions, to join two ideas. Conjunctions can indicate cause,
contrast, time, equality, or possibility.
It is important to consider carefully which conjunction to use in a sentence, because a conjunction

can drastically change the meaning of a sentence.
Conjunctions of Equality - And (e)

Example: I am a teacher, and I am an American. (Both statements are equally and
independently true.)
I will go to school on Monday, and I will play soccer on Saturday.
Conjunctions of Contrast - But (mas), Although (apesar de), Yet (porém)

Example: I like coconuts, but I do not like apples. (Two contrasting ideas.)
I am not afraid of snakes, although one bit me. (Statement and unexpected
response)
He is failing, yet he still will not study. (Statement and unexpected response)
482
Conjunctions of Cause - Because (porque), Since (porque), As (porque), So (então)
Example: I traveled to Vilankulo because my mother was sick. (First action caused by second)
I go to school in Mapinhane, since it is close to my family. (First action caused by
second)
I like matapa, so I eat it every day. (Second action caused by first action)
Conjunctions of Time - When (quando), As Soon As (logo que), While (enquanto), Since (desde)
Example: My father always sings when he is cooking. (Two actions happening simulltaneously)
I will go to Maputo as soon as school is over. (One action occurring after another
action)
We sit quietly while the teacher is speaking. (Two actions happening simultaneously)
I have studied English since I started school. (Duration of time starting at the time of
the 2nd action)
Conjunctions of Possibility - If (se), Unless (a menos que), Or (ou)

Example: I will go to university, or I will work on my family’s farm. (To equally possible
options)
I will go to university if I finish grade 12. (A possibility dependent on another
action)
I will go to university unless I do not pass grade 12. (A possibility dependent
on the LACK of another action)
[BREAK]
Practice
Write the following sentence halves (from Learning English Grade 11, Longman Moçambique) and
have the students copy them into their notebooks. Break the class into small groups and have them
work together to correctly match the sentence halves.
Floods can cause an increase in diseases like cholera since water becomes contaminated.
Drought is not the only cause of famine because of the drought in a neighboring country.
Floods can result in increases in the cost of food many people are homeless.
Since the ground is drier in times of drought there are things we can do to prevent them.
Although droughts are a natural disaster brushfires are common as well.
There are many refugees in this country but it can make famine worse.
As the floods destroyed many buildings because crops are destroyed
Application
For homework, have students write one sentence using each of the types of conjunctions learned
during this lesson (equality, contrast, cause, time, and possibility).
483

Objective: Students will be able to write a short text describing a droughts and floods in
Mozambique.
Words of the Day

Noun: drought (seca)
Adjective: vulnerable (vulnerável)
Verb: to cause (causar)
Materials
• Chalkboard only
Motivation
Have students volunteer vocabulary words associated with droughts and floods and write them on
the chalkboard. Some example words are listed below.
chuva - rain nublado - cloudy

nadar - to swim falta de comida - food shortage
salvar - to save colheita - crops
secar - to dry out terra alta - high ground
flutuar embora - to float away fugir - to flee/to escape
morrer/passar de fome - to starve cólera - cholera
morrer - to die contaminação - contamination
fome - starvation/hunger/famine desidratação - dehydration
seca - dry rios - rivers
molhado - wet transbordar - overflow
calor - heat
Information
Translate any of the words that the students were only able to list in Portuguese.
Practice
Break the students into small groups of four or five people and have them write short essays
describing a drought or flood they have experienced during their lifetime. If they have not personally
experienced either a drought or a flood, they can describe one they have been told about. Remind
them to refer back to the vocabulary they brainstormed (chuva de ideas) during the motivation
exercise.
Application
Encourage students to exchange and improve their stories with their colleagues outside of class.
484
Grade 11 Unit 12: Lessons 144 and 145: Countable and Uncountable Nouns

Objective: Students will be able to distinguish between countable and uncountable nouns and be
able to use the adjectives few, a little, many, and much accordingly.
Words of the Day

Noun: climate change (mudança climática)
Adjective: damaged (danificado)
Verb: to overflow (transbordar)
Materials
• Colored chalk
Motivation
Designate one chalk color as COUNTABLE and one chalk color as UNCOUNTABLE. Write the following
words on the board and invite students to come to the board and circle one word with the
appropriate color of chalk. Leave errors to be corrected after the information section of the lesson.
Milk Power Dog

Rice Happiness Coconut
Money Table
Information
Countable Nouns (Examples: metical, song, table, bottle)

Countable nouns are things, people, places, or ideas we can COUNT. We can
1 .Make countable nouns plural. Ex: one person two people
2. Use the indefinite article (a/an) with countable nouns. Ex: an apple
3. Use the adjectives “some” and “any” with countable nouns. Ex: I have some books. I do not have
any
books.
4. Use the adjectives “a few,” “many,” and “a lot of” with countable nouns. Ex: I have a few
mangoes. I have many
mangoes.
Uncountable Nouns (Examples: money, music, furniture, water)

Uncountable nouns are substances, concepts, etc. that cannot be divided into elements or pieces.
We CANNOT count them. We
1. Normally treat uncountable nouns as singular. Ex: Love is great. (NOT Love are great!!)
2. Normally do not use an article with uncountable nouns. Ex: I am looking for happiness.
3. Can use the adjectives “some” and “any” with uncountable nouns. Ex: I have some rice. I do not
have any
rice.
485
4. Can use the adjectives “a little,” “much,” and “a lot” with uncountable nouns. Ex: I have a little
flour. He has much courage.
[BREAK]
Practice
Play the Countable or Uncountable Game.
Application
Ask students to go to the market and write down the English names of five items that are countable
and five items that are uncountable. Ex: Rice is uncountable. Carrots are countable.
486
Countable or Uncountable?
1. Break the class into two teams and draw the following columns on the chalkboard. Also,
write the words “a, an, a few, a little, much, and many” somewhere on the board for
reference.
Countable Example Uncountable Example
2. Teams take turns sending one member to the front of the class to draw a game card. The
student must then place the noun written on the card in either the countable or uncountable
column. If he or she chooses correctly, award the team one point and proceed to step 3. If
the student does not choose correctly, replace the card in the bag and pass to the next team.
3. Once the student has written the noun in the correct column, he or she must attempt to
write an example sentence using the noun and one of the following words: a, an, a little, a
few, much, or many. If the student uses the adjectives correctly (there may be other minor
errors), award his or her team an additional point. If the sentence uses the adjective
incorrectly, send the student back to his or her team and write an example sentence that
uses the noun correctly.
4. Continue until all the cards have been used or time runs out. The team with the most
points wins!
487
488
bread happiness culture money
metical rice love belief
religion tomato onion lettuce
water clothing shirt hat
table furniture sadness corn
flour egg chicken food
person country ocean knowledge
information book class school
489
490
Theme: N/A
Objective: Students will be able to answer questions over numbers, imperative verbs, sequence
words, conjunctions and countable/uncountable nouns.
Materials
Motivation
Practice
Category – NUMBERS
100 Pronounce the year 1963. (Nineteen sixty three)

200 Pronounce the price 1,520 Mtn (One thousand five hundred and twenty meticais)
300 Pronounce the amount 14.354% (fourteen point three five four percent)
400 Write the following number on the board: three hundred and six. (306)
500 Write the following percentage on the board: ninety-three point four five two percent.
(93.452%)
Category – IMPERATIVE VERBS
100 What is the structure of an imperative verb? (infinitive - to)

200 We use imperative verbs to _______________. (give commands)
300 Do we use subjects with imperative verbs? (no)
400 What is the understood subject of an imperative verb? (you)
500 Write an imperative sentence on the board. (Ex: Go to the board.)
Category – SEQUENCE WORDS
100 Sequence words describe the ______ of a sequence of actions. (order)

200 Name two sequence words. (first, then, next, after that, later, or finally)
300 What is the Portuguese translation of the word next? (a seguir)
400 What is the Portuguese translation of the world finally? (finalmente)
500 Write a sentence on the board using two sequence words. (Ex: First open book; then write in
it.)
Category – CONJUNCTIONS
100 Conjunctions are words that ______ two ideas. (connect)
491
200 Name two of the types of conjunctions we learned. (equality, contrast, cause, possibility, or
time)
300 What is the Portuguese translation of “so”? (então)
400 Write a sentence on the board using a conjunction of cause. (Ex: I went to bed because I was
tired.)
500 Write a sentence on the board using a conjunction of possibility. (Ex: I will pass if I study.)
Category – COUNTABLE vs UNCOUNTABLE
100 Can countable nouns be made plural? (yes)

200 Can we use indefinite articles with uncountable nouns? (no)
300 The adjective “many” can be used with ________ nouns. (countable)
400 The adjective “a little” can be used with ________ nouns. (uncountable)
500 Write a sentence on the board using “a few.” (Ex: I bought a few onions at the market.)
492
Review Game
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
captain.
points wins!
493
494
NUMBERS
495
496
Numbers
497
Numbers - 100
Pronounce
the year 1963.
498
Numbers
499
Numbers - 200
Pronounce the
price 1,520 Mtn
500
Numbers
501
Numbers - 300
Pronounce the
amount
14.354%
502
Numbers
503
Numbers - 400
Write the following

number on the board:
three hundred and six.
504
Numbers
505
Numbers - 500
Write the following percentage on

the board: ninety-three point four
five two percent.
506
IMPERATIVE
VERBS
507
508
Imperative Verbs
509
Imperative Verbs - 100
What is the
structure of an
imperative verb?
510
Imperative Verbs
511
We use imperative
verbs to
_______________.
512
Imperative Verbs
513
Do we use subjects
with imperative
verbs?
514
Imperative Verbs
515
What is the
understood subject of
an imperative verb?
516
Imperative Verbs
517
Write an imperative
sentence on the
board.
518
SEQUENCE
WORDS
519
520
Sequence Words
521
Sequence Words - 100
Sequence words
describe the ______ of
a sequence of actions.
522
Sequence Words
523
Name two
sequence
words. 524
Sequence Words
525
What is the
Portuguese translation
of the word next?
526
Sequence Words
527
What is the
Portuguese translation
of the word finally?
528
Sequence Words
529
Write a sentence on
the board using two
sequence words.
530
CONJUNCTIONS
531
532
Conjunctions
533
Conjunctions - 100
Conjunctions are
words that ______
two ideas.
534
Conjunctions
535
Conjunctions - 200
Name two of the types

of conjunctions we
learned.
536
Conjunctions
537
Conjunctions - 300
What is the
Portuguese
translation of “so”?
538
Conjunctions
539
Conjunctions - 400
Write a sentence on
the board using a
conjunction of cause.
540
Conjunctions
541
Conjunctions - 500
Write a sentence on
the board using a
conjunction of
possibility.
542
COUNTABLE
vs
UNCOUNTABLE
543
544
Countable vs Uncountable
545
Countable vs Uncountable - 100
Can countable
nouns be made
plural?
546
547
Can we use indefinite

articles with
uncountable nouns?
548
549
The adjective “many”

can be used with
________ nouns.
550
551
The adjective “a little”

can be used with
________ nouns.
552
553
Write a sentence
on the board
using “a few.”
554
a
Escola 2 ______________________________
o

Choose the best answer to fill each blank. 9. I do not like matapa, _____ I eat it every day for dinner.
A. and B. or C. yet D. so
1.Match the number: two thousand one hundred and fifty three.
A. 2,153 B. 20153 C. 2.153 D. 21,53 10. My sister goes to university, _____ my brother attends secondary school.
A. or B. because C. yet D. and
2. Match the year: 1734
A. one thousand seven hundred and thirty-four 11. She failed her test ______ she did not study beforehand.
B. one thousand and seven hundred thirty-four A. because B. so C. yet D. and
C. seventeen hundred and thirty-four
D. seventeen thirty-four 12. I have spoken Portuguese ______ I moved to Mozambique
A. yet B. since C. as soon as D. unless
3. Match the percentage: 35.5%
A. thirty-five and meio percent 13. My mother is a doctor. She has _____ love for people.
B. thirty-five point five percent A. many B. much C. a few D. any
C. thirty-five and five percent
D. thirty-five comma five percent 14. Please buy ____ apples on your way to school tomorrow.
A. them B. much C. a few D. any
4. _________ before the test tomorrow!
A. You study B. Studies 15. I think I will eat ______ rice and ________ mangoes for lunch.
C. Study D. To Study A. a little, a few B. a few, a little C. some, a little D. a few, some
5. Identify the sequence word in the following sentence: Finally, cook the Section II: Vocabulary (5 pts)
coconut mixture for ten minutes. Match the English word to the correct Portuguese translation.
A. ten minutes B. finally
16. to thrive A. macio
C. cook D. minutes
17. husk B. casca
6. Sequence words identify the _______ of a sequence of events.
A. order B. importance C. logic D. start time
18. to grind C. prosperar
7. What is the Portuguese translation of the word “next”?
19. tender D.seca
A. a seguir B. finalmente C. primeiro D. então
20. drought A.moer
8. Conjunctions __________ to ideas.
A. explain B. connect C. negate D. have
555
556
M
557
558
Grade 11 Unit 12: Lessons 149 and 150: Articles

Objective: Students will be able to identify and correctly use both definite and indefinite articles.
Words of the Day

Noun: effect (efeito)
Adjective: seasonal (sazonal)
Verb: to prevent (prevenir)
Materials
• Chalkboard Only
Motivation
Write the following paragraph on the board and have students volunteer to come to the board and
underline any articles they see. After the students have identified as many of the articles as they can,
underline any remaining articles. Then, use two colors of chalk to differentiate between the definite
and indefinite articles.
In a country like Mozambique, extreme climatic events can push entire communities to the brink of
disaster. Unable to recover from the multiple impacts of floods, cyclones, and drought, communities
are often sent into a downward spiral of poverty.
-- from Longman Moçambique, Learning English Grade 11
Information
Definite Articles (Artigos Definidos) - THE

Can be used with countable and uncountable nouns
We use definite articles when

1. We are thinking about a SPECIFIC person, place, thing, or idea.
2. We think our reader will KNOW which specific person, place, thing, or idea we are discussing.
Ex: I went to the minister of my church to discuss and important issue.
Note to Teacher: This sentence is not referring to any minister, but SPECIFICALLY the minister of the
speaker’s church; therefore, we must use the definite article.
Indefinite Articles (Artigos Indefinidos) - A and AN

Can be used ONLY with countable nouns
We use indefinite articles when

1. We are NOT talking about a specific person, place, thing, or idea.
2. We think our reader will NOT KNOW which person, place, thing, or idea we are discussing.
559
Ex: I would like to visit an ocean.
Note to Teacher: The speaker in this sentence does not identify a specific ocean which he or she
would like to visit; therefore, the noun must be preceded by an indefinite article.
A vs AN
Note to Teacher: If necessary, remind the students that vowels are A, E, I, O, and U and the
consonants are the remaining letters of the alphabet.
We use the indefinite article AN with words that start with a VOWEL SOUND.
Ex: an egg
We use the indefinite article A with words that start with a consonant sound.
Ex: a notebook
It is important to remember that some words that start with a consonant may also being with a
VOWEL SOUND. We use AN with these words.
Ex: an hour
Practice
Ask students to come to the board and fill in the following sentences with the correct definite or
indefinite article.
1. ___ drought that happened in Mapinhane when I was _ child caused many problems.
2. Natural disasters are __ especially large problem in countries that have little excess money.
3. _ flood can contaminate drinking ___ drinking water in _ community and cause disease.
4. Do you think ___ flood of 1974 or ___ drought of 1956 was more destructive?
Application
Have students write three sentences in Portuguese, identify the articles, and then translate the
sentences into English making note of the English articles in the final sentences.
Example:
A minha irmã está a estudar numa universidade. (numa = em + uma)
My sister is studying at a univeristy.
560
Theme: Bed and Breakfasts

Objective: Students will be able to use, understand, and correctly pronounce tourism-related vocabulary.
Words of the Day

Noun: monument (monumento)
Adjective: extraordinary (extraordinário)
Verb: to stay (ficar)
Materials
Motivation
INHAMBANE
Inhambane is considered to be one of the bes tourist regions in Mozambique. This province is located south
of the provinces of Manica and Sofala and to the east of Gaza. The Indian Ocean runs along its southern and
eastern boarders.
Inhambane has excellent beaches, stretching all along the coast, and boasts a famous tourist destination, the
Bazaruto Archipelago. In addition, there are national parks where various species of wildlife can be seen.
In Inhambane City, the capitol of the province, tourists can visit the local museum, monuments, religious
buildings, and places of historical interest.
How to get there?

You can get to Inhambane by taking the EN1 highway from Maputo or Inchope, or the EN6 from Zimbabwe.
Inhambane also has two airports, Vilankulos and Inhambane, which have regular flights from Maputo, Beira,
an South Africa.
Accomodation
There are various hotels, lodges, camps, and tourist complexes that you can choose from.
-- Adapted from Learning English Grade 11, Longman Moçambique
Information
Ask students to highlight vocabulary in the selection they do not know, then encourage other students to
explain and/or translate. If all other methods fail, provide the translation yourself.
considered - considerado south - sul southern - sulista

located - localizado east - leste eastern - oriental / do leste
north - norte west - oeste beaches - praias
561
to stretch - estender-se por museum - museu lodge - estância das férias
along - ao lado de / junto a monument - monumento camp - acampamento de
coast - costa building - edifício férias
to boast - ostentar historical - histórico to choose - escholher
wildlife - fauna interest - interesse
capitol - capital road - estrada
[BREAK]
Practice
Break students into groups of four or five and have them answer the following comprehension questions.
6. Why is Inhambane considered to be one of the best tourist regions in Mozambique?

7. Where is Inhambane province located?
8. How can a tourist get to Inhambane?
9. What activities are available in Inhambane City?
10. What type of accommodations could a tourist find in Inhambane?
Application
For homework, have the students write short paragraphs describing another Mozambican province.
562
Grade 11 Unit 13: Lesson 153: Fill-in-the-Blank Paragraph

Objective: Students will be able to complete a paragraph using indefinite and definite articles and
identify countable and uncountable nouns within this paragraph.
Words of the Day

Noun: tourist complexes (complexos turísticos)
Adjective: pristine (pristina)
Verb: to equip (equipar)
Materials
• Chalkboard Only
Motivation
Write the following table on the board and invite students to come to the board and fill in the spaces
based on the information they learned during the countable vs uncountable nouns lesson and the
definite and indefinite article lesson.
Definite Article Indefinite Article A Little / A Few Much / Many

Money
Apple
Bread
Friend
Information
Write the following text either on the board or on large easel paper. Have the students copy it into
their notebooks while you are calling roll.
_(1)_ Beaches of Mozambique are some of _(2)_ most beautiful in the world. They are _(3)_ valuable
resource that Mozambique is working to develop. One way to increase tourism is to build more
hotels and bed and breakfasts. _(4)_ bed and breakfast is like _(5)_ small hotel. People enjoy staying
at bed and breakfasts because they offer _(6)_ more intimate experiences than _(7)_ average hotel.
Practice
Have students volunteer to come to the board and fill in the blanks with definite or indefinite articles.
After all the blanks are, discuss the answers and correct any that are incorrect.
Next, ask students to volunteer to the board and underline all of the nouns in the text and indicate if
they are countable or uncountable.
Application
Encourage students to write their own fill-in-the-blank paragraphs about tourism as a method of
studying.
563
Grade 11 Unit 13: Lesson 154 and 155: Tourism Brochures

Objective: Students will be able to write tourism brochures in English describing common
Mozambican tourist destinations.
Words of the Day

Noun: sand dunes (dunas de areia)
Adjective: light (leve)
Verb: to cater (fornecer comida)
Materials
• Normal pencils
• Paper for making brochures
• Colored pencils and/or markers
Motivation
Ask students to name places in Mozambique that tourists like to visit. Write the place names on the
board. For example: Vilankulos, Tofo, Ilha de Mocambique, Gorongosa, etc.
Information
Ask students to volunteer vocabulary that would be helpful when describing a destination to
potential tourists. Some examples are below.
sports - esportivo clean beaches - praias limpas

beach - praia jelly fish - água-viva
ocean - mar romance - romance
backpackers - albergue marimba - timbila
hotel - hotel surfing - surfar
bed and breakfast - hospedagem com caré de ocean breezes - brisas do mar
manhã culture - cultura
bank - banco music - música
airport - aeroporto swimming - nadar
good shopping - boas compras local market - mercado local
singing - cantar attractive- atraente
fishing - pescar luxurious - luxuoso
boat rides - passeio de barco fresh fruits - frutas frescas
arts and crafts - artes islands - ilhas
seafood - frutos do mar mussels - mexilhão
delicious dishes - bons pratos / boa comida oysters - ostras
comfortable - comfortável traditional dances - danças tradicionais
good value - bom valor good restaurants - boas restaurantes
ocean wildlife - animais do mar zoos - zoológicos
safari - safári national parks - parques nacionais
564
museums - museus crab - caranguejo
traditional food - comida tradicional calamari - lula
shrimp/prawns - camarão historical locations - lugares históricos
Practice
Break the students into small groups. Each group should choose one of the destinations mentioned
during the motivation exercise. Using NORMAL PENCILS, the students should make a brochure
advertising their destination IN ENGLISH. After you have checked the brochure for errors, you can
give the group colored pencils or markers to complete their brochure.
Application
Tell students that they will be presenting their brochures in class during the following lesson. Groups
that have not finished their brochures must complete them at home before the next class.
565
Grade 11 Unit 13: Lesson 156 and 157: Presentations

Objective: Students will be able to orally describe famous Mozambican tourist destinations in
English.
Words of the Day

Noun: sights (vistas)
Adjective: air-conditioned (climatizado)
Verb: to fly (voar)
Materials
• Tourism brochures from previous class
Motivation
Remind students that they were discussing tourism in Mozambique during the previous class and ask
them to volunteer some of the vocabulary learned during the previous lesson.
Practice
Ask each group to come to the front of the class and present their brochure. Each member of the
group should speak a little. Correct pronunciation and vocabulary as necessary AFTER the
presentation.
Application
Encourage students to discuss - IN ENGLISH - the opportunities created by tourism in Mozambique.
566
Grade 11 Unit 13: Lesson 158: Relative Clauses

Objective: Students will be able to identify relative clauses within existing sentences and correctly
form original relative clauses using four relative pronouns (who, whom, whose, and that).
Words of the Day

Noun: accommodation (alojamento)
Adjective: indigenous (indigena)
Verb: to reserve (reservar)
Materials
• Chalkboard Only
Motivation
Write the following pairs of English and Portuguese sentences on the board. Do not indicate the
relative pronouns (marked below) in the English sentences. Tell students that QUE is a Portuguese
relative pronoun and ask them if they can identify the words that might be English relative pronouns
based on the sentence structure. Leave incorrect answer to be corrected later in the lesson.
A person who speaks English can work in the tourism industry.

Uma pessoa que fala English pode trabalhar no turísmo.
My brother, whose wife is South African, works at a resort.

O meu irmão, cuja esposa é da África do Sul, trabalha num hotel.
I want to visit the beach that my sister visited last year.

Eu queria visitar a praia que a minha irmã visitou no ano passado.
Information
Relative Clauses
1. describe a noun
2. come IMMEDIATELY AFTER the noun they describe
3. always begin with a RELATIVE PRONOUN (who, whom, whose, that, or which)
Note to Teacher: Other words, such as when and where, can be used as relative pronouns. At this
language level, however, it is more confusing than beneficial to include them. If you wish, you can
mention to the students that other relative pronouns exist but will not be discussed in this lesson.
There are two questions we can ask to discover which relative pronoun we should use to form a
relative clause.
1. Is the noun being modified a PERSON or a THING?

2. What function does the relative pronoun have WITHIN the relative clause?
567
Subject Object Owner
Person who whom whose
Thing that/which that/which whose
Note to Teacher: Native English speakers often omit all relative pronouns when speaking, and it is
now considered by many to be appropriate, even in formal writing, to remove the relative pronoun
whom.
Note to Teacher: In this lesson, we will ignore the relative pronoun which to avoid confusion. Tell the
students they will learn how to decide when to use which vs that in the following lesson.
Examples of Relative Pronouns Describing People

Subject: He is the man WHO works in the arts and crafts market.
Object: There is the guide WHOM my brother hired.
Owner: That is the woman WHOSE hotel we will be staying at.
Examples of Relative Pronouns Describing Things

Subject: Tourism is an industry THAT can help develop a country.
Object: Is that the hotel THAT my sister liked?
Owner: Mozambique is as country WHOSE beaches are beautiful.
[BREAK]
Practice
Correct the motivation exercise as necessary with the help of the entire class.
Have students volunteer to come to the board and identify the relative clauses in the following
sentences. After all the relative pronouns have been underlined, ask a second round of volunteers to
come to the board and identify each pronoun as either a thing or person and then describe its
purpose within the relative clause.
1. My friend, who works in the tourism industry, wants me to study English.

2. The hotels that are on Bazaruto Island are very expensive.
3. The city whose hotels are the nicest will become the most famous tourist destination.
4. The guide whom I hired speaks English very well.
After the previous exercise is complete, write the following three sentence frames on the board and
ask volunteers to come to the board and fill in the blanks with the correct relative pronouns.
1. Have you seen the new hotel ____ they are building in Inhassoro?
2. My sister and brother-in-law, ____ own a resort in Inhambane City, are helping to develop
Mozambique.
3. Do you know the man ________ hotel was featured in the Tourist Review Magazine?
4. Most tourists ____ visit Mozambique want to see the beaches.
568
Application
For homework, have students write one sentence using each of the relative pronouns discussed
during the lesson (who, whom, whose, and that).
569
Grade 11 Unit 13: Lessons 159 and 160: That vs Which

Objective: Students will be able to choose correctly between the relative pronouns that and which
when forming relative clauses.
Words of the Day

Noun: camp (acampamento)
Adjective: picturesque (pitoresco)
Verb: to secure (proteger)
Materials
• Chalkboard Only
Motivation
Have students recall the five relative pronouns they learned in the previous lesson. Ask a volunteer to
come to the board and recreate the relative pronoun table.
Subject Object Owner

Person who whom whose
Thing that/which that/which whose
Remind the students that during the previous lesson you did not discuss the differences between the
relative pronouns that and which and tell them that these differences will be the topic of today’s
lesson.
Information
While both that and which are used in relative clauses that describe THINGS, there are two
important differences that you must remember in order to choose correctly between these two
relative pronouns.
1. We use THAT in relative clauses that CHANGE the basic meaning of the sentence (restrictive
clauses).
2. We use WHICH in relative clauses that DO NOT CHANGE the basic meaning of the sentence (non-
restrictive clauses).
Restrictive Clause Example:

The book was stolen.
The book THAT WAS IN MY HOUSE was stolen.
Note to Teacher: In this example, adding the clause “that was in my house” changes the basic
meaning of the sentence identifying the specific location from which the book was stolen. In the
original sentence, the book could have been stolen from anywhere.
Non-Restrictive Clause Example:
570
The book was stolen.
The book, which was my favorite, was stolen.
Note to Teacher: In this sentence, adding the clause “which was my favorite” gives the reader
additional information, but does not narrow or change the general meaning of the sentence. We still
do not know any specifics about the identity or location of the book. It is also important to note that
we normally set off non-restrictive clauses with commas. Depending on the level of your students,
you can choose to mention this punctuation rule or not.
[BREAK]
Practice
Break students into small groups of four or five people. Each group should write a short paragraph
about tourism in Mozambique. The catch is this: every single sentence must contain at least one
relative clause. Circulate among the class to assist.
Application
For homework, send the students to the library to identify and copy at least two sentences that
correctly use the relative pronoun THAT and two sentences that correctly use the relative pronoun
WHICH.
571
Grade 11 Unit 14: Lessons 161 and 162: Vocabulary Building
Theme: Dress Codes

Objective: Students will be able to understand and use common vocabulary associated with dress
codes.
Words of the Day

Noun: gender (género)
Adjective: appropriate (appropriado)
Verb: to ban (proibir)
Materials
• Chalkboard Only
Motivation
Draw two bodies - a man and a woman - on the board (without clothes). Ask students to give the
man and woman names.
Information
Ask students to volunteer to come to the chalkboard and draw an item of clothing on one of the
people. Afterwards, ask the class if they can name the article of clothing in English. Write the English
word beside the article of clothing.
Note to Teacher: The students may come up with unusual articles of clothing, but you should ensure
the following vocabulary is written on the board by the end of the lesson.
shirt - camisa / camiseta belt - cinto

pants - calças hat - chapeu
skirt - saia jewelry - jóias
dress - vestido glasses - óculos
socks - meias underwear - roupa íntima
shoes - sapatos swimsuit - traje de banho
[BREAK]
Practice
Erase the words and clothes drawn on the board and break the students into two teams. The
members of each team will take turns coming to the board and drawing an item of clothing on one of
the people. Their team must guess the English name of the clothing. Award a point for every clothing
item correctly guessed.
Application
For homework, ask the students to make a list, first in Portuguese and then in English, of the clothing
items they own.
572
Theme: Dress codes

Objective: Students will be able to identify and correct the mistakes they made on the previous
written exam.
Words of the Day

Noun: interview (entrevista)
Adjective: equal (igual)
Verb: to enforce (impor)
Materials
• Exams
Motivation
Information
Go over the answers to the first written exam. Review grammar concepts and vocabulary as needed
to answer students’ questions.
573
Grade 11 Unit 14: Lessons 164 and 165: Debate
Theme: Dress Codes

Objective: Students will be able to debate the current cultural dress codes in Mozambique.
Words of the Day

Noun: regulations (regulamentos)
Adjective: forbidden (proibido)
Verb: to affect (afectar)
Materials
• Chalkboard only
Motivation
Ask the students to volunteer things that it is unacceptable for a man or woman to wear in
Mozambique. Write them on the board whether the whole class agrees or not. Add a few things to
the list that are obviously controversial - for example: men wearing earrings, women wearing mini-
skirts.
Practice
Choose one of the topics listed on the board during the motivation exercise and write it on the board
in large lettering.
Example: Women should not wear short skirts.
Ask students to decide if they agree or disagree with the statement and to quietly write down at least
five supporting ideas for their position in their notebooks. After about 10 minutes, you can allow the
students to work together if they are having trouble thinking of enough items.
[BREAK]
Practice
Choose a student who agrees and a student who disagrees with the statement and ask them to
justify their position. Remind the students that they can use the ideas generated in their notebooks
to help with the debate.
Note to Teacher: It is probable that the level of debate will be very low. Continue encouraging
students to make should and should not statements even if the flow of the debate is never truly
established.
Application
Encourage students to continue discussing cultural dress codes in Mozambique IN ENGLISH outside of
class
.
574
Grade 11 Unit 14: Lessons 166 and 167: Review for Exam
Theme: N/A
Objective: Students will be able to answer questions over indefinite and definite articles; relative
clauses; relative pronouns; tourism vocabulary; and dress-code vocabulary.
Materials
Motivation:
Practice
Category – RELATIVE CLAUSES
100 Relative clauses modify _____. (nouns)

200 Relative clauses come ________ the noun they describe. (immediately after)
300 Name three relative pronouns we learned. (who, whom, whose, that, which)
400 Complete the following sentence. I read a book _____ described the history of Mozambique.
(that)
500 Write a sentence on the board using the relative pronoun “whose.” (Ex: I learned from a
teacher whose ideas were very original.)
Category – ARTICLES
100 What is the only definite article in English? (the)

200 What are the indefinite articles in English? (a and an)
300 We use definite articles to describe ______ people, places, things or ideas. (specific)
400 We use a with nouns that begin with a ______ sound. (consonant)
500 We use an with nouns that begin with a ______ sound. (vowel)
Category – TOURISM
100 Name a tourist attraction in Inhambane City. (museum, monument, religious building,
historical site)
200 What types of tourist attractions does Mozambique have? (beaches, national parks,
museums, etc.)
300 Name three things a tourist might like to find at a hotel. (air-conditioning, good food, etc.)
400 How can tourism help Mozambique? (The money from tourism can help develop the
country.)
500 Write a sentence describing the Mozambican tourism industry on the board. (various
answers)
575
Category – DRESS CODES
100 What is a dress code? (A rule about how people should dress)
200 Are dress codes the same in every culture? (No)
300 Name one cultural dress code in Mozambique (men don’t wear capulanas, women don’t
wear short skirts, etc.)
400 Do some countries have laws dictating dress code? (yes)
500 Explain why you disagree or agree with governments mandating dress code in their
countries. (various answers)
576
Review Game
Write a sentence
Tag Questions
using the simple
300
past tense of the
verb “to eat.”

1 2 3 4 5
100 100 100 100 100
200 200 200 200 200

300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
captain.
points wins!
577
578
RELATIVE
CLAUSES
579
580
Relative Clauses
581
Relative Clauses - 100
Relative clauses
modify _____.
582
Relative Clauses
583
Relative clauses
come ________ the
noun they describe.
584
Relative Clauses
585
Name three
relative pronouns
we learned.
586
Relative Clauses
587
Complete the following

sentence. I read a book
_____ described the history
of Mozambique.
588
Relative Clauses
589
Write a sentence on
the board using the
relative pronoun
“whose.”
590
ARTICLES
591
592
Articles
593
Articles - 100
What is the only

definite article in
English?
594
Articles
595
Articles - 200
What are the

indefinite articles
in English?
596
Articles
597
Articles - 300
We use definite
articles to describe
______ people, places,
things or ideas.
598
Articles
599
Articles - 400
We use a with nouns

that begin with a
______ sound.
600
Articles
601
Articles - 500
We use an with nouns

that begin with a
______ sound.
602
TOURISM
603
604
Tourism
605
Tourism - 100
Name a tourist
attraction in
Inhambane City.
606
Tourism
607
Tourism - 200
What types of tourist

attractions does
Mozambique have?
608
Tourism
609
Tourism - 300
Name three things a

tourist might like to
find at a hotel.
610
Tourism
611
Tourism - 400
How can tourism

help
Mozambique?
612
Tourism
613
Tourism - 500
Write a sentence
describing the
Mozambican tourism
industry on the board.
614
DRESS CODES
615
616
Dress Codes
617
Dress Codes - 100
What is a
dress code?
618
Dress Codes
619
Dress Codes - 200
Are dress codes the

same in every
culture?
620
Dress Codes
621
Dress Codes - 300
Name one cultural

dress code in
Mozambique.
622
Dress Codes
623
Dress Codes - 400
Do some countries
have laws dictating
dress code?
624
Dress Codes
625
Dress Codes - 500
Explain why you disagree or

agree with governments
mandating dress code in
their countries.
626
a
Escola 2 ______________________________
o

Choose the best answer to fill each blank. 11. Many tourists like to visit the ________ in order to buy souvenirs.
A. beach B. arts and crafts market C. hotel D. national park
1.Tourism is __ important part of developing Mozambique.
A. the B. a C. an D. a few 12. My father thought the ____ I wore yesterday was too short, but I think it is
fashionable.
2. When you go to __ beach in Tofo, could you take a photo for me? A. shoes B. skirt C. belt D. hat
A. the B. a C. an D. some
13. Our school has a _____ dress code. We must wear pants and white shirts.
3. My mother owns __ hotel in Vilankulos. It is __ largest one there. A. law B. skirt C. strict D. Tourist
A. a, the B. the, a C. the, the D. a, a
14. Do men in Mozambique wear much ______?
4. Will you please take __ photo of me in the market? A. dress code B. cultural C. jewelry D. controversial
A. the B. a C. an D. a little
15. Sometimes dress codes are mandated by _______.
5. My sister, ___ works at a resort, speaks English very well. A. dresses B. swimsuits C. religion D. sisters
A. who B. whose C. whom D. which
Match the English word to the correct Portuguese translation.
6. That guide, ___ my brother hired, was very helpful during our vacation.
16. forbidden A. alojamento
A. who B. whose C. whom D. that
17. accommodation B. ficar
7. Mozambique is a country ___ resources are plentiful.
A. who B. whose C. whom D. that
18. to stay C. leve
8. The car, ___ is blue, belongs to my brother.
19. light D. proibido
A. that B. which C. who D. whom
20. gender A. género
9. The beach ___ is near my house is very beautiful.
A. that B. which C. who D. whose
Section II: Vocabulary (10 pts)

Choose the best answer to fill each blank.
10. We requested a room with ____________.

A. good food B. air conditioning C. arts and crafts D. safari
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Escola 2a __________________________ Escola 2a __________________________ Escola 2a __________________________ Escola 2a __________________________
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Theme: Dress Codes

Objective: Students will be able to use, understand, and correctly pronounce dress code-related vocabulary.
Words of the Day

Noun: attitude (atitude)
Adjective: edgy (controverso)
Verb: to rebel (rebelar-se)
Materials
Motivation
Dress Code to Be Enforced in Indonesia

Jakarta, Indonesia
Muslim women would be banned from wearing tight pants in a devoutly Islamic district of Indonesia’s Aceh
province, under proposed regulations to take effect in January, an official said on Wednesday.
It is the latest effort to promote strict moral values in the world’s most populous Muslim-majority nation,
where most of the roughly 200 million Muslims practice a moderate form of the faith.
Any Muslim caught violating the dress code, which also prohibits shorts for men, will be told to put on full-
length skirts or loose pants, said Ralim Mansur, head of the West Aceh District.
Patrolling shariah, or Islamic police, will determine if clothing violates the dress code, he said. ‘Wearing tight
jeans exposes their bodies, which is strictly banned under Islam,’ said Mansur, who appealed to civil servant
to go beyond the rules and refuse government services to women wearing banned clothing.
Opinion polls show that a majority of Indonesians oppose restrictions on dress and behavior, which are
being pushed by a small fringe of hardliners in the secular democracy.
Rights groups say the law violates international treaties and the Indonesian constitution.
-- Sapa (South African Press Association), October 28, 2009
Information
banned - proibido to wear - vestir-se devout - devoto
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district - distrito to prohibit - proibir rules - regras
proposed - proposto told - mandado to refuse - negar
regulations - regras, leis full-length - comprido services - serviços
effect - efeito loose - folgado polls - pesquisas
latest - último pants - calças to show - mostrar
to promote - promover head - chefe to oppose - opor-se
strict - rígido patrolling - patrulhando restrictions - restrições
values - valores to determine - determinar dress - roupa
majority - maioria to violate - violar behavior - comportamento
nation - nação clothing - ropas to push - incitar
roughly - aproximadamente, tight - comprimido fringe - facção
mais ou menos to expose - expor hardliners - linhas-duras
to practice - pratciar bodies - corpos rights - direitos
moderate - moderado to appeal - apelar law - lei
faith - fê civil servants - funcionário treaties - tratados
caught - apenhado beyond - fora de constitution - constituição
[BREAK]
Practice
questions.
11. What would the legislation discussed in this text forbid women to wear?
12. Do the majority of Indonesians support this legislation?
13. What would happen to women who disobeyed this law?
14. Why does Ramli Mansur think women should be banned from wearing tight pants?
15. Do you think a government should regulate the way its citizens dress? Why or why not?
Application
For homework, have the students write short paragraphs supporting their positions on question
number 5 (Do you think a government should regulate the way its citizens dress?).
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Grade 11 Unit 15: Lessons 171 and 172: Wedding Customs Discussion
Theme: Weddings
Objective: Students will be able to debate the pros and cons of Mozambican wedding customs in
English.
Words of the Day

Noun: culmination (culminação)
Adjective: devoted (dedicado)
Verb: to practice (practicar)
Materials
• Chalkboard only
Motivation
Ask the students to volunteer both modern and traditional wedding customs in Mozambique. List the
customs on the board. For example: lobolos, young marriages, polygamy, etc.
Practice
Choose one of the topics listed on the board during the motivation exercise and write it on the board
in large lettering.
Example: A Mozambican man can have many wives.
Ask the students to decide if they think the custom is, in general, positive or negative. Tell them to
quietly write down at least five supporting ideas for their position in their notebooks. After about 10
minutes, you can allow the students to work together if they are having trouble thinking of enough
items.
[BREAK]
Practice
Choose a student who feels the custom is positive and a student who feels the custom is negative and
ask them to justify their positions. Remind the students that they can use the ideas generated in
their notebooks to help with the debate.
Note to Teacher: It is probable that the level of debate will be very low. Continue encouraging
students to make should and should not statements even if the flow of the debate is never truly
established.
Application
Encourage students to continue discussing Mozambican wedding customs IN ENGLISH outside of
class.
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Grade 11 Unit 13: Lesson 173: Vocabulary Building
Theme: Weddings
Objective: Students will be able to understand and use common vocabulary associated with
weddings.
Words of the Day

Noun: guests (convidados)
Adjective: mature (maduro)
Verb: to bless (abençoar)
Materials
• Chalkboard Only
Motivation
Ask a student to come to the board and draw a bride. Ask someone else to draw a groom.
Information
Ask the students to think of some items that a bride or groom might have at a wedding. Write the
words on the board.
Note to Teacher: The students may come up with unusual items, but you should ensure the following
vocabulary is written on the board by the end of the lesson.
bridegroom - noivo kiss - beijo

bride - noiva laughter - risada
dress - vestido bouquet - buquê
ring - anel blessing - benção
exchange - troca priest - padre
guests - convidados clothes - ropas
couple - casal gift - presente
[BREAK]
Practice
Erase the words and people drawn on the board and break the students into two teams. The
members of each team will take turns coming to the board and drawing wedding word card. They
must draw the item on the card on the board while their team tries to guess the English word. Award
a point for every item correctly guessed.
Application
For homework, ask the students to make a list, first in Portuguese and then in English, of items they
have seen at Mozambican weddings.
Wedding Vocabulary Cards
bride bridegroom dress
ring exchange guests
couple kiss laughter
bouquet blessing priest
clothes gift
Theme: Weddings
Objective: Students will be able to use, understand, and correctly pronounce wedding-related vocabulary.
Words of the Day:

Noun: honeymoon (lua-de-mel)
Adjective: bridal (nupcial)
Verb: to marry (casar)
Materials:
Motivation:
Modern Brazilian Weddings

There are several traditional wedding customs at wedding ceremonies in Brazil. For example, the
bridegroom is not allowed to see the bride wearing her wedding dress before the ceremony. The bride has
to wear something old, something new, something that is borrowed, and something that is blue. The rings
the couple exchanges have to be engraved. The name of the bridegroom is engraved on the bride’s ring, and
vice versa.
Traditional Chinese Wedding Ceremonies

In traditional Chinese wedding ceremonies, friends and guests play jokes on the couple who are getting
married. For example, during the ceremony, an apple is hung on a thread in front of the couple. The guests
ask the bride and groom to bite the apple at the same time to show that they love each other. However, at
the moment when their lips touch the apple, one of their friends suddenly pulls it away - and the couple’s
lips meet. So they have a big kiss instead of biting the apple! This always causes a great deal of laughter.
Mexican Catholic Wedding Ceremony

In Mexico, at a Catholic wedding ceremony, the bride offers her bouquet to the Virgin Mary. She leaves the
bouquet at the foot of the statue. This is a solemn moment. The bride does this in order to thank Mary and
to ask her for a good life and for her blessing. After that, she joins her groom, and the couple receives the
priest’s blessing.
Traditional Weddings in Saudi Arabia

In Saudia Arabia, men and women buy new clothes when they get married. They say this is a new life, so the
couple needs new clothes. On the wedding night, the man dresses in white clothes and a long tunic called a
bisht. The woman dresses in white. At the end of the wedding, the man goes with his father and relatives to
his marriage room. They sit down and drink some coffee together. then they leave. Then the woman comes
to the room with her mother and relatives, and they do the same thing. This is done to remove stress and to
help the couple start their new life in a relaxed way. The morning after the wedding, the man gives a gift to
his wife.
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-- Longman Moçambique, Learning English Grade 11
Information
wedding - casamento hung - pendurado to ask - pedir

bridegroom - noivo thread - fio life - vida
bride - noiva in front of - em frente de blessing - benção
dress - vestido to bite - morder to join - juntar-se
ceremony - ceremônia to show - mostrar groom - noivo
to wear - vestir-se suddenly - de repente to receive - receber
old - velho to pull away - puxar embora priest - padre
new - nova lips - lábios clothes - ropas
borrowed - emprestada to meet - encontrar night - noite
blue - azul kiss - beijo tunic - túnica
ring - anel laughter - risada to drink - beber, tomar
to exchange - trocar to offer - oferecer to remove - remover
engraved - gravado bouquet - buquê relaxed - relaxado
friends - amigos to leave - deixar way - maneira
guests - convidados at the foot - no pé morning - manhã
joke - piada/brincadeira statue - estátua to give - dar
couple - casal solemn - solene gift - presente
apple - maçã to thank - agradecer
[BREAK]
Practice
Break students into groups of four or five and have them answer the following comprehension questions.
1. What four things must a bride wear in a modern Brazilian wedding?

2. In which country does the bride give her bouquet to the Virgin Mary?
3. In China, what joke is traditionally played on a couple at their wedding?
4. In Saudi Arabia, what happens immediately after the wedding ceremony?
5. What special piece of clothing does the groom wear in Saudi Arabia?
Application
For homework, have the students write short paragraphs describing a traditional Mozambican wedding.
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Grade 11 Unit 15: Lesson 176 and 177: Wedding Posters
Theme: Weddings
Objective: Students will be able to create posters describing Mozambican wedding traditions in
English.
Words of the Day

Noun: intentions (intenção)
Adjective: formal (formal)
Verb: to prove (provar)
Materials
• Normal pencils
• Paper for making posters
• Colored pencils and/or markers
Motivation
Ask students to think of some of the wedding traditions they discussed in previous lessons. Write the
traditions on the board.
Practice
Break the students into small groups. Each group should choose one of the traditions mentioned
during the motivation exercise. Using NORMAL PENCILS, the students should make a poster
explaining their wedding tradition to a foreigner IN ENGLISH. After you have checked the posters for
errors, you can give the group colored pencils or markers to complete their poster.
Application
Tell students that they will be presenting their posters in class during the following lesson. Groups
that have not finished their posters must complete them at home before the next class.
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Grade 11 Unit 15: Lesson 178: Presentations
Theme: Weddings
Objective: Students will be able to orally describe common Mozambican wedding traditions in
English.
Words of the Day

Noun: polygamy (poligamia)
Adjective: solemn (solene)
Verb: to demand (exigir)
Materials
• Wedding posters from previous class
Motivation
Remind students that they were discussing Mozambican wedding traditions during the previous class
and ask them to volunteer some of the vocabulary learned during previous lessons.
Practice
Ask each group to come to the front of the class and present their poster. Each member of the group
should speak a little. Correct pronunciation and vocabulary as necessary AFTER the presentation.
Application
Encourage students to discuss - IN ENGLISH - the difference between Mozambican wedding traditions
and other foreign wedding traditions covered in class.
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Theme: Weddings
Objective: Students will be able to identify and correct the mistakes they made on the previous
written exam.
Words of the Day

Noun: outfit (vestimenta)
Adjective: new (novo)
Verb: to hinder (impedir)
Materials
• Exams
Motivation
Information
Go over the answers to the second written exam. Review grammar concepts and vocabulary as
needed to answer students’ questions.
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Theme: Weddings
Objective: Students will be able to write a short text describing a wedding they have attended in
English.
Words of the Day:

Noun: value (valor)
Adjective: vital (vita)
Verb: to agree (concordar)
Materials
• Chalkboard only
Motivation
Have students volunteer vocabulary words associated with weddings that they have learned during
the previous lessons in this unit and write them on the chalkboard
Information
Translate any of the words that the students were only able to list in Portuguese.
Practice
Break the students into small groups of four or five people and have them write a short essay
describing a wedding they have attended. If they have not personally attended a wedding, they can
describe their dream wedding. Remind them to refer back to the vocabulary they brainstormed
(chuva de ideas) during the motivation exercise.
Application
Encourage students to exchange and improve their stories with their colleagues outside of class.
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Grade 11 Unit 15: Lesson 183: Review for Third Exam
Theme: N/A
Objective: Students will be able to answer reading comprehension questions over a topic covered
during the third trimester.
Materials
• Reading selection and multiple choice questions on easel paper
Motivation
Preparing for Cyclones
In Boca and Munamícua, disaster committees now involve local members in forums for disaster
prevention. They have been working with traditional leaders to integrate scientific early-warning
systems into their planning, and both villages now have new cyclone early-warning equipment.
Traditional authorities also have flags in different colors, which can be used to warn residents that a
cyclone is on the way:
• Blue means that within 24 to 48 hours the area might be affected by a cyclone.
• Yellow mean that a cyclone might be affecting the region within 24 hours.
• Red means that the area might be affected almost immediately.
These signs are displayed in public places, especially where the community assembles to discuss
public matters. When one of these signs is displayed, people warn one another to take preventative
measures.
-- From Learning English Grade 11, Longman Moçambique, 2010
Information
during the third trimester. Explain that the questions will be multiple choice and formatted similarly
to the national exam and that there will be no grammar on the exam.
Practice
Remind students that it while you normally discuss vocabulary during reading comprehension

A. Different types of flags
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B. Preparation for cyclones
C. Traditional leaders
D. Early-warning systems
2. Which color of flag means that the community might be IMMEDIATELY affected by a cyclone?
A. Blue B. Yellow C. Red D. Green
3. Disaster committees have been working with traditional leaders in order to do what?
A. Prevent cyclones
B. Integrate early-warning systems into their planning
C. Teach children about the meaning of flags
D. Implement evacuation plans
Practice
chosen their answers, ask a student to volunteer the answer for the first questions AND to explain
how he or she came to that answer. Continue with questions two and three while guiding the
students about how to identify key words in the questions and text.
Motivation
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a
Escola 2 ________________________________
o
Lethal Yellowing, Coconut Palm - Mozambique Comprehension Questions: (2 pts each)

Coconuts and coconut products form an important part of the economy in
1. What is the main topic of these articles?
northern Mozambique. However, outbreaks of coconut lethal yellowing disease
A. Coconut trees B. Agriculture and the economy
(CLYD) now threaten the industry and the livelihood of over 1.7 million people in C. Lethal yellowing disease D. The coconut nidustry
the Zambézia and Nampula provinces. At the present rate of spread, more than
50 percent of the coconut cultivation area is likely to be lost over the next nine 2. Lethal yellowing disease affects how many species of palm?
years. Affected trees stop producing and threaten the healthy trees surrounding A. 1.7 million B. 31 C. 50 percent D. 81,000
them. The trees must therefore be removed and replaced. 3. Why must infected trees be destroyed?
- Adapted from http://allafrica.com/stories/200706271029.html, June 27, 2007
A. They are resistant to lethal yellowing. B. They are producing too many coconuts.
Coconut Industry Threatened by Lethal Yellowing C. They are less important than other crops. D. They could infect healthy trees.
The coconut palm is often referred to as the tree of life because of its multi- 4. Why are diseased trees being replaced with a Mozambican variety of coconut
purpose uses. In Tanzania, the coconut is an important perennial cash and palm?
subsistence oil crop that supports the livelihood of many farmers in the coastal A. They are resistant to lethal yellowing. B. They produce more coconuts.
areas. It provides food, shelter, and employment opportunity. The coconutTest C. They
palm3- - Trimester 3 are prettier. D. They are cheaper.
as an important agro-forestry crop - plays a significant role in protecting the
5. What percentage of Mozambique’s coconut palm cultivation area could be lost in
fragile ecosystem of the coastal belt.
the next nine years unless the spread of lethal yellowing disease is stopped?
A. 30% B. 50% C. 40% D. 60%
Lethal Yellowing (LY) is one of several pandemic diseases that affect the coconut
palm and some 30 other palm species. Lethal diseases with symptoms similar to 6. Which of the following do coconut palms NOT provide?
those of LY were reported in the early 1900s from both east and west Africa, A. Food B. Education C. Employment D. Shelter
including Kenya, Mozambique, and Tanzania.
- Adapted from http://216.69.164.44/ipp/guardian/2008/09/02/1211725.html, Sept 2, 2008, Christopher Magola 7. What is being done to prevent the spread of lethal yellowing disease in
Mozambique?
Coconut Palms Destroyed A. Infected trees are being destroyed. B. Farmers are growing more peanuts.
To combat the spread of lethal yellowing disease in Mozambique, about 81,000 C. The government is not buying coconuts. D. Fishermen are not eating coconuts.
infected coconut palms have been destroyed on the orders of agricultural 8. When were the earliest reports of symptoms similar to those of LY in Africa?
authorities. The disease threatens to ruin the huge coconut plantations in the A. Early 1900s B. Early 1800s C. Early 1700s D.Early 2000s
provinces of Inhambane and Zambézia.
9. The coconut palm is sometimes referred to as the __________?
The disease is continuing to cause damage all along the Zambézia coast. In A. agro-forestry crop B. cash crop C. subsistence oil D. tree of life
attempts to prevent further spread of the disease, infected palms are being cut
down and new trees, of a Mozambican variety that shows some resistance to 10. Who ordered the destruction of 81,000 infected coconut palm trees?
lethal yellowing, are being planted. A. The agricultural authorities B. Farmers C Tanzania D. Kenya
- Adapted from Mozambique News Agency bulletin no 321, May 26, 2006
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Escola 2a __________________________ Escola 2a _________________________ Escola 2a __________________________ Escola 2a __________________________
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Theme: N/A
Objective: Students will be able to speak spontaneously on the topics covered during the third
trimester.
Materials
• Chalkboard only
Motivation
Practice
circle.
Application
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Theme: Style
Objective: Students will be able to write a short essay in English.
Materials
• Dictionaries
Motivation
Practice
Application
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Grade 11 Unit 15: Lessons 189 and 190: Test Correction
Theme: Weddings
Objective: Students will be able to correctly answer the questions they missed on the third written
Materials
• Exams
• Prizes for honor roll (test, trimester, and year)
Motivation
Hand back the students’ tests and give awards for honor roll and top honor roll for the test, the
trimester, and the entire year.
Information
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Answer Key for Exercises and Tests
Unit 1
Lesson 3
Motivation
to box to cut to try to play

I box cut try play
you box cut try play
he / she / it boxes cuts tries plays
we box cut try play
you box cut try play
they box cut try play
Practice I
to want to hope to choose to cry to buy

I want hope choose cry buy
you want hope choose cry buy
he / she / it wants hopes chooses cries buys
we want hope choose cry buy
you want hope choose cry buy
they want hope choose cry buy
Lessons 4 and 5
Practice
1. Hope / Want
2. Hopes / Wants
3. Hope / Want
4. Hope / Want
5. Hope / Want
6. Hope / Want, to be
7. Hopes / Wants, to get
8. Hope / Want, to speak
9. Hope / Want, to be
10. Hopes / Wants, to find
Unit 2
Lessons 9 and 10
Practice I
1. Used to be
2. Used to study
3. Used to like
4. Used to go
5. Used to have
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Practice I
1. Carmindo would always arrive late, but now he arrives on time.
2. Carmindo used to like bananas, but now he prefers mangoes.
3. Carmindo used to want to be a lawyer, but now he wants to be a doctor.
4. Carmindo used to study Portuguese, but now he studies English.
5. Carmindo used to live in Maputo, but now he lives in Vilankulo.
6. Carmindo would always play with his brother, but now he plays with his
friends.
7. Carmindo would always help his mother, but now he is at school.
Lessons 11 and 12
Practice I
1. Núria lived with her aunt and cousins.
2. Núria went to school.
3. Yes, Núria was a good student. She always did her homework and studied at
home.
4. Núria is studying to be an engineer.
5. Núria lives in Maputo now.
Lessons 16 and 17
Practice I
SIMPLE PRESENT
100 -- he/she/it)
200 -- i
300 -- goes
400 -- plays
500 -- flies
PHRASAL VERBS
100 -- preposition
200 -- intransitive
300 -- yes – separable phrasal verbs
400 -- to pass away
500 -- to fall in love
USED TO
100 -- past habits

200 -- used to + verb base
300 -- yes
400 -- no
500 -- no
WOULD ALWAYS
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100 -- past
200 -- past habits
300 -- would always + verb base
400 -- no
500 -- yes
GERUNDS VS IFINITIVES
100 -- no
200 -- gerunds
300 -- infinitive
400 -- gerund
500 -- both are correct
Test 1 - Trimester1
1. B - Flies
2. A - Plays
3. A - Calls
4. B - Fell in love with
5. B - Asked out
6. D - Look after
7. D - Grandfather
8. B - Nephew
9. D - Sister-in-law
10. C - Both A and B are correct
11. B - Used to
12. C - Both A and B are correct
13. B - To Speak
14. A - Managing
15. A - Going
16. A - Aprender
17. A - Tomar conta de
18. B - Aparentado
19. D - Orgulhoso
20. C - Casamento
Unit 3
Lessons 21 and 22
Practice I
1. The speaker is accused of being more European than African.
2. He is wearing a red hat.
3. The contradiction between the speaker’s African and European heritage is
described in “Mestizo Poem.”
4. They are all Mozambican.
Lessons 29 and 30
Practice I
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1. is spoken
2. are exported
3. was/is issued
4. were/are/will be worn
5. was/will be eaten
6. was/will be built
Application
1. The beans were cooked by the men.
2. The timbilas were played by the musician.
3. The poem was written by the poet.
4. English and French were taught in secondary school.
5. The fish was caught in the river.
Unit 4
Lessons 31 and 32
Practice I
1. have been
2. have learned
3. has danced
4. has taught
5. has sung
6. has gone
7. have studied
8. have listened
Lessons 41 and 42
Practice I
Mozambican Poetry
100 -- Mia Couto

200 -- Flag
300 -- the man
400 -- Identity
500 -- European
PAST PARTICIPLES
100 -- simple past

200 -- en
300 -- no
400 -- written
500 -- thought
PASSIVE VOICE
100 -- receiving
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200 -- performing
300 -- sometimes
400 -- always
500 -- to be + past participle
PRESENT PERFECT
100 -- present
200 -- past
300 -- past
400 -- unspecified
500 -- various answers
ADJECTIVES VS ADVERBS
100 -- nouns and pronouns

200 -- adjectives, adverbs, verbs
300 -- How?
400 -- When and how frequently?)
Test 2 - Trimester1
1. A - Mia Couto
2. B - Malangatana
3. D - Leite de Vasconcelos
4. C - Rui Knopfli
5. B - Asked out
6. B - Seen
7. C - Read
8. A - The farmer planted the corn.
9. C - The poem was written by Mia Couto.
10. B - Has participated
11. C - Has been
12. B - Adverb
13. C - Degree
14. B - Manner
15. A - Time
16. A - Orgulho
17. B - Descrever
18. D - Maioridade
19. C - Crescer
20. A - Sagrado
Lessons 44 and 45
Practice I
1. Girls typically have their initiation rites after their first menstruation.
2. Unwanted pregnancies, premature marriages, and HIV infection are some of
the problems with traditional initiation rites.
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3. Various answers describing ways in which initiates are prepared for adult life
are correct.
4. Local communities, schools, and health authorities now encourage parents
to wait until their children are mature to conduct initiation rites.
5. The initiation rites for boys in Niassa are called uniyago.
Unit 5
Lessons 44 and 45
Practice I
1. No, they do not agree about beauty.
2. No, she wants to wear the hairstyles of the Acoli.
3. Yes, the woman is proud to be Acoli.
Lessons 54 and 55
Practice I
1. aren’t they?
2. can’t you?
3. have they?
4. will they?
Practice II
1. didn’t they?
2. do they?
3. don’t they?
4. don’t you?
Lesson 58
Practice I
1. B - Hybrid Cars
2. C - Electric
3. D - Hollywood
Test 3 - Trimester 1
1. C - School subjects
2. B - To pass on our cultural heritage
3. B - Prepare students to be well rounded adults
4. A - Less practical subjects
5. B - Develop a sense of place in his or her culture
6. B - No
7. A - The most important subjects taught at school
8. A - Given to someone else
9. A - By educating students about literature, art, music, and history
10. C - Physical education
Unit 6
Lessons 69 and 70
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Practice I
1. Yes, the writer thinks it is good to buy products made in Mozambique.
2. Yes, because it supports local industries and farmers.
3. Fish is specifically mentioned in the text.
Lessons 71 and 72
Practice I
1. to grow growing
2. to sell selling
3. to pay paying
4. to buy buying
5. to export exporting
6. to hire hiring
7. to make making
8. to produce producing
9. to ship shipping
Practice I
1. is developing
2. are growing
3. is helping
4. is managing
5. am working
Lesson 73
Practice I
1. were + (various present participles are correct)
2. was + (various present participles are correct)
3. was + (various present participles are correct),
was + (various present participles are correct)
Lessons 74 and 75
Practice I
1. will be managing, will be managing
2. will be waiting
3. will be serving
4. will be traveling
5. will be cooking
Unit 7
Lessons 79 and 80
Practice I
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1. Anna wants to open a bank account.
2. Various answers are correct.
3. Yes, Anna’s money will earn interest if she puts it in a savings account.
4. Yes, the consultant must make a copy of Anna’s identification in order for
her to open a bank account.
5. Anna needs a bank account to store the money she is earning from her part-
time job.
Lesson 83
Practice I
Note: While some of the sentences in this exercise could be completed correctly
with more than one preposition, only the best preposition for each blank is
listed below.
1. to
2. across
3. through
4. by
5. across
6. to
7. through
8. to
9. on
10. across
Lessons 84 and 85
Practice I
1. on
2. during
3. on
4. for
5. at, in
6. at
7. in
8. in / during
9. in
10. In
Lessons 86 and 87
Practice I
1. in
2. in
3. in
4. at
5. in
6. in
7. at
8. on, by
9. on
659
10. in
Lesson 88
Practice I
1. in
2. by
3. In
4. to
5. On
6. to
7. in
8. During
9. In
10. from
11. to
12. by
13. on
Lessons 89 and 90
Motivation
1.
12
9 3
2.
12
9 3
3.
12
9 3
4.
12
9 3
5.
12
9 3
6.
12
9 3
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6
Practice
1. eleven forty-five / fifteen until twelve
2. twelve o’clock / noon / midnight
3. two thirty / half past two
4. nine fifteen / quarter past nine
5. five until six / six fifty-five
6. eleven thirty-five / twenty-five until twelve
Lessons 91 and 92
Practice I
TELLING TIME
100 -- 12:00
200 -- 3:30
300 -- 12
9 3
400 --
12
9 3
500 -- Various answers - fifteen until twelve, twelve forty-five, etc
PREPOSITIONS
100 -- time, place, movement

200 -- Four of the following: in, at, no, for, during.
300 -- Four of the following: to, through, across, by, on.
400 -- in, at, on, by
500 -- to, in, on
FUTURE CONTINUOUS
100 -- to be in future tense + present continuous

200 -- parallel
300 -- interrupted
400 -- no
PRESENT CONTINUOUS
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100 -- to be in present tense + present participle
200 -- verb base + ing
300 -- Things that are happening now.
PAST CONTINUOUS
100 -- to be in past tense + present participle

200 -- parallel, past
300 -- past, interrupted
Test 1 - Trimester2
1. C - am studying
2. B - will be cooking
3. D - were talking
4. B - arrive
5. B - was studing
6. C - through
7. B - across
8. C - in
9. D - on
10. D - in
11. C - during
12. C - in
13. D - on
14. B - at
15. C - in
16. A - barato
17. B - crescer
18. A - material básica
19. D - levar
20. C - juro
Unit 8
Lessons 94 and 95
Practice I
1. will vote
2. will continue
3. will support
4. will become
5. will learn
Practice II
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1. am going to study
2. is going to pass
3. am going to talk
4. is going to protect
5. is going to write
Lessons 96 and 97
Practice I
1. Freedom of belief, freedom of speech and freedom from fear and want are
specific rights mentioned in the text.
2. The United Nations wrote the Universal Declaration of Human Rights.
3. Member states have pledged to achieve the promotion of universal respect
for and observance of human rights and fundamental freedoms.
4. Recognition of the inherent dignity and of the equal and inalienable rights of
all members of the human family is the foundation of freedom, justice and
peace in the world.
5. Disregard and contempt for human rights have resulted in barbarous acts.
Lessons 99 and 100
Practice I
1. Compound - My mother has not learned about her rights.
2. Compound - We could not teach the people in our community about
international human rights.
3. To Have - I do not have two cousins who are orphans. (American English)
I haven’t two cousins who are orphans. (British English)
4. To Be - My brother is not an activist for human rights.
5. Simple - The community did not protect the child’s rights.
Lessons 101 and 102
Practice I
1. To Be - Is my mother a good citizen?
2. Compound - Will I run for school president next year?
3. To Be - Is my sister involved in the women’s political movement?
4. Simple - Do I volunteer during elections to help more people vote?
5. To Have (American) - Do citizens have the ability to change a society?
Unit 9
Lessons 101 and 102
Practice I
1. Zero - If you put ice in water, then it floats.
2. First - If we vote, then our candidate will win the election.
3. First - If the candidate cheats during the election, then the citizens will lose
confidence in democracy.
4. Zero - If a government is chosen by citizens’ votes, then it is a democracy.
5. First - If I like the candidate, then I will vote for them.
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Lessons 111 and 112
Practice I
QUESTION FORMATION
100 -- 2 – Method 1 and Method 2

200 -- Method 1
300 -- Method 2
400 -- Modified Method 1
500 -- Various answers
VERB NEGATION
100 -- 2 – Method 1 and Method 2

200 -- Method 1
300 -- Method 2
400 -- Modified Method 1
ZERO AND FIRST CONDITIONALS
100 -- First
200 -- Zero
300 -- If + present + then + future
400 -- if + present + then + present
SIMPLE FUTURE AND GOING TO
100 -- Non-specific
200 -- Yes
300 -- Time words like when, while, etc.
400 -- Will + verb base
500 -- To be (conjugated in present) + going to + verb base
Test 2 - Trimester2
1. B - Does he like
2. C - Is your mother voting
3. D - Are you
4. A - Do they have
5. A - are going to participate
6. C - will host
7. C - is going to visit
8. B - put/floats
9. A - learn/will be
10. B - zero conditionals
11. C - has not been following
12. A - do not exercise
664
13. D - are not
14. C - does not have
15. A - She hasn’t a pen.
16. D - direitos
17. C - justo
18. B - trabalhar
19. A - força
20. A - governar
Unit 10
Lessons 119 and 120
Practice I
1. Mozambique won its independence in 1975.
2. RENAMO was founded by the Rhodesian government.
3. Mozambique agreed to curb anti-apartheid military activities in the country
in exchange for the termination of assistance to RENAMO in South Africa.
4. The General Peace Accord was signed in the early 1990s.
5. They were held in 1992.
Lesson 123
Practice I
1. A - A new joint fund to finance smallholder farmers
2. C - South Africa
3. A - Good seeds, appropriate fertilizers, and improved land and water
management systems.
Test 3 - Trimester2
1. B - The electoral system of Mozambique

2. B - A valid voter’s card
3. B - Two
4. C - The president
5. D - Many
6. C - Population size
7. C - Two seats are elected by Mozambicans living in foreign countries.
8. D - A run-off election is held
9. B - 18 or older
10. D - 1994
Unit 11
Lessons 139 and 140
Practice I
1. The coconut palm tree is a member of the palm family.
2. The coconut palm tree thrives in sandy soil.
3. The husk is made up of fibres called coir.
4. It is difficult for coconut palm trees to grow in dry climates.
665
5. Coconut milk is made by grating the meat and mixing it with warm water.
Unit 12
Lessons 141 and 142
Practice I
1. Floods can cause an increase in diseases like cholera since water becomes
contaminated.
2. Drought is not the only cause of famine, but it can make famine worse.
3. Floods can result in increases in the cost of food because crops are
destroyed.
4. Since the ground is drier in times of drought, bushfires are common as well.
5. Although droughts are a natural disaster, there are things we can do to
prevent them.
6. There are many refugees in this country because of the drought in a
neighboring country.
7. As the flood destroyed many buildings, many people are homeless.
Lessons 146 and 147
Practice I
NUMBERS
100 -- Nineteen sixty three

200 -- One thousand five hundred and twenty meticais
300 -- Fourteen point three five four percent
400 -- 306
500 -- 93.452%
IMPERATIVE VERBS
100 -- Infinitive - to
200 -- Give commands
300 -- No
400 -- You
SEQUENCE WORDS
100 -- Order
200 -- First, then, next, after that, later, or finally
300 -- A seguir
400 -- Finalmente
CONJUNCTIONS
666
100 -- Connect
200 -- Equality, contrast, cause, possibility, or time
300 -- Então
Test 1 - Trimester3
1. A - 2,153
2. C - Seventeen hundred and thirty-four
3. B - Thirty-five point five percent
4. C - Study
5. B - Finally
6. A - Order
7. A - A seguir
8. B - Connect
9. C - Yet
10. D - And
11. A - Because
12. B - Since
13. B - Much
14. C - A few
15. A - A little, a few
16. C - Prosperar
17. B - Casca
18. A - Moer
19. A - Macio
20. D - Seca
Lessons 149 and 150
Practice I
1. The, a
2. An
3. A, the, a
4. The, the
Unit 13
Lessons 151 and 152
Practice I
1. Inhambane is considered one of the best tourist destinations in
Mozmabique because of its beaches, islands, national parks, and cities.
2. Inhambane province is located south of the provinces of Manica and Sofala
and to the east of Gaza.
3. A tourist can either drive or fly to Inhambane province.
4. A local museum, monuments, religious buildings, and places of historical
interest are all available in Inhambane City.
5. Hotels, lodges, camps, and tourist complexes are all available in Inhambane
province.
667
Lesson 153
Motivation
6. Definite Article Indefinite Article A Little / A Few Much / Many

7.
Money the money -- a little money much money
8.
9. Apple the apple an apple a few apples many apples
10. Bread the bread -- a little bread much bread
Friend the friend a friend a few friends many friends
Practice I
1. The
2. The
3. A
4. A
5. A
6. A
7. An
Lesson 158
Practice I
1. My friend, who works in the tourism industry, wants me to study English. -
Person, Subject
2. The hotels that are on Bazaruto Island are very expensive. - Thing, Subject
3. The city whose hotels are the nicest will become the most famous tourist
destination. - Thing, Possessive
4. The guide whom I hired speaks English very well. - Person, Object
Practice II
1. that
2. who
3. whose
4. who
Unit 14
Lessons 166 and 167
Practice I
RELATIVE CLAUSES
100 -- Nouns
200 -- Immediately after
300 -- who, whom, whose, that, which
400 -- that
668
ARTICLES
100 -- the
200 -- a and an
300 -- specific
400 -- consonant
500 -- vowel
TOURISM
100 -- museum, monument, religious building, historical site

200 -- beaches, national parks, museums, etc.
300 -- air-conditioning, good food, etc.
400 -- The money from tourism can help develop the country.
DRESS CODE
100 -- A rule about how people should dress.

200 -- No
400 -- Yes
Test 2 - Trimester3
1. C - An
2. A - The
3. A - A, the
4. B-A
5. A - Who
6. C - Whom
7. B - Whose
8. B - Which
9. A - That
10. B - Air conditioning
11. B - Arts and crafts market
12. B - Skirt
13. C - Strict
14. C - Jewelry
15. C - Religion
16. D - Proibido
17. A - Alojamento
18. B - Ficar
19. C - Leve
20. A - Género
Lessons 169 and 170
669
Practice I
1. The legislation discussed in the text would ban women from wearing tight
pants.
2. No, the majority of Indonesians do not support this legislation.
3. Women who disobey they law would be told to put on full-length skirts or
loose pants.
4. He thinks women should be barred from wearing tight jeans because tight
jeans expose their bodies, which is strictly banned under Islam.
5. Various answers
Unit 15
Lessons 174 and 175
Practice I
1. The bride must wear something old, something new, something borrowed,
and something blue.
2. The bride traditionally gives her bouquet to the Virgin Mary in Mexico.
3. The couple is asked to bite an apple that is then jerked away, making the
couple kiss.
4. The man goes with his father and relatives to a different room to drink
coffee.
5. The groom wears a long tunic called a bisht.
Lesson 183
Practice I
1. B - Preparation for cyclones
2. C - Red
3. B - Integrate early-warning systems into their planning
Test 3 - Trimester3
1. C - Lethal Yellowing Disease

2. B - 31
3. D - They could infect healthy trees
4. A - They are resistant to lethal yellowing
5. B - 50%
6. B - Education
7. A - Infected trees are being destroyed
8. A - Early 1900s
9. D - Tree of life
10. A - The agricultural authorities
670
Index
adjectives .... 5, 25, 159, 171 passive voice ............. 5, 135 relative pronouns ..... 18, 19,
adverbs. 5, 6, 159, 165, 167, past continuous ....... 10, 279 567, 568, 569, 570, 575,
171 past participles .......... 5, 134 586
articles ..................... 17, 559 phrasal verbs ............... 3, 34 reported speech ........ 7, 247
conditional statements . 382 prepositions 10, 11, 53, 291, sequence words ...... 16, 462
conjunctions ... 16, 482, 483, 293, 296 simple future ........... 11, 369
491, 555 present continuous ... 9, 267 simple past .................... 261
countable nouns ........... 485 present participles .... 9, 267 tag questions ..... 7, 249, 250
future continuous ... 10, 281 present perfect. 5, 137, 138, uncountable nouns . 17, 485
gerunds ................. 4, 50, 52 139, 262 used to ................... 4, 44, 46
going to ................... 11, 369 present tense .............. 3, 30 verb negation .. 12, 374, 376
imperative verbs ........... 462 question formation . 12, 377 would always . 4, 44, 46, 262
infinitives ..................... 4, 52 relative clauses ........ 18, 567
671
References and Further Reading
Mark Lester, PhD, Essential ESL Grammar, New York: McGraw Hill, 2008 – An essential grammar
resource that examines English grammar from the perspective of a non-native speaker.
englishpage.com – A great source for all grammar questions, this website has a particularly good
section on verb tenses.
handoutsonline.com – This site requires a small membership free in order to download content, but
is well worth the cost. The site provides worksheets and exercises rather than grammar information.
Frederick G. Williams, Translator, Poets of Mozambique: A Bilingual Selection, Provo: Brigham

Young University Studies, Maputo: Editora da Universidade Eduardo Mondlane, Lisbon: Instituto
Camões, and New York: Luso-Brazilian Books, 2006 – An incredible collection of Mozambican
poems in both Portuguese and English. Each section of poems has an extensive poet biography as
well.
Longman, Moçambique, Learning English – Class 11, 2010 – The official textbook for grade 11.
ego4u.com - A good reference for basic English grammar rules.
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Grade 11

Disciplina: Inglês Classe: 11 Trimestre: 1

SEMANA LIÇÃO CONTEÚDOS OBJECTIVOS RECURSOS OBS.

Present Tense – 3rd Person

To Hope and To Want / Students will be able to

Students will be able to write

Disciplina: Inglês Classe: 11 Trimestre: 2

SEMANA LIÇÃO CONTEÚDOS OBJECTIVOS RECURSOS OBS.

Disciplina: Inglês Classe: 11 Trimestre: 3

SEMANA LIÇÃO CONTEÚDOS OBJECTIVOS RECURSOS OBS.

Students will be able to

Students will be able to

Students will be able to

brother-in-law (cunhado) grown (crescido) to take care of (tomar conta de)

identity (identidade) patriotic (patriotic) to symbolize (simbolizar)

rites (ritos) adolescent (adolescente) to initiate (iniciar)

salutation (saudação) formal (formal) to correspond (corresponder-se)

fertilizer (abudo, fertilizante) cheap (barato) to transport (transportar)

elections (eleição) democratic (democrático) to serve (servir)

political party (partido

monument (monumento) extraordinary (extraordinário)

gender (género) appropriate (appropriado) to ban (proibir)

Theme: School Subjects and Future Professions

Consequências (de não obedecer estas regras)

Theme: School Subjects and Future Professions

Words of the Day

Rules of Regular 3rd Person Singular Conjugation in Present Tense

heme: School Subjects and Future Professions

Words of the Day

I hope to finish school this year.

She wants to be a doctor.

Write a second set of examples with input from the students.

1. I ___________ to teach chemistry

2. She _____________ to go to university.

4. They __________ to visit South Africa.

5. You all ____________ to be successful students.

7. He ____________ a positive result on the exam.

8. They ____________ English very well.

9. We ____________ tour guides.

10. She _____________ a job in Maputo.

to ask out ficar apaixanado por

Phrasal verbs can be:

He passed away. CORRECT

She passed him away. INCORRECT

Inseparable phrasal verbs MUST STAY TOGETHER.

I look after my niece on weekdays. CORRECT

I look my niece after on weekdays. INCORRECT

Separable phrasal verbs MAY BE SEPARATED by their object.

I brought up the children. CORRECT

I brought the children up. CORRECT

to ask out – transitive, separable

to ask out – convidar a passear (româtico) to pass away – falecer

to call up to check into to check out

to clean up to do over to drop by

to find out to get up to go over

to give back to hand in to kick out

to look after to point out to put away

to put up with to run into to run across

to run out of to shut off to take after

to turn on to turn up to look up to

Words of the Day

Mother – Mãe Brother – Irmão Stepfather – Padrasto

Example: João is Nelca’s _______________.

Words of the Day

3. I used to eat __, but now I prefer _.