1

Eduardo Utole Charangua

English Course 5th year

ELTPP IV assignment

Grade 10 Syllabus

Universidade Licungo

Beira - 2020
 2

Eduardo Utole Charangua

English Course 5th year

ELTPP IV assignment, Grade 10 Syllabus

Lecturer: PhD Fátima Julião Dos Santos Batalhão

Universidade Licungo

Beira - 2020
 3

CONTENTS
INTRODUCTION.........................................................................................................................................................................................................4
LEISURE ACTIVITIES AND SPORTS......................................................................................................................................................................5
HEALT AND NUTRITION.........................................................................................................................................................................................7
MODERN AND TRADITIONAL MEDICINE...........................................................................................................................................................8
SCHOOL TIMETABLE.............................................................................................................................................................................................10
HUMAN RIGHTS AND GENDER ISSUES.............................................................................................................................................................11
CONCLUSION...........................................................................................................................................................................................................13
BIBLIOGRAPHY.......................................................................................................................................................................................................14
 4

Introduction
This assignment is about designing grade 10 syllabus. The assignment contains five units and their learning objectives after fulfilling them. It
encompasses the units of cultural and moral values in the society and also has got students’ academic competences throughout the course.

The units included are leisure activities and sports, health and nutrition, modern and traditional medicine, school timetable and human
rights and gender issues. I hope that this syllabus satisfies the students’ needs and equip them with appropriate capacities to respond the society
demands and necessity. The syllabus has 56 lessons throughout the whole course.

Murphy (1987, p.72) says that: "A syllabus is a document that outlines everything that will be covered in a class."

Still in the same perspective, the noun syllabus comes from the Late Latin word syllabus, meaning “list.” When you teach a class you may be
required to make an outline of what you will expect the students to do in your class. That's the syllabus.
 5

UNITS LEARNING AIMS CONTENTS BASIC COMPETENCES NUMBER

Students will… Students will be able to… OF
HOURS
 Compare and Functions  ask and answer
contrast  Asking and answering questions; questions about
preference on  Asking and giving reasons; preferences, hobbies,
sports and  Compare and contrasting; free time activities
Leisure activities  Expressing likes and dislikes; and sports;
 Expressing opinions and advice on sports and leisure  Identify and describe
 Discuss different activities; leisure activities, free
types of sports Vocabulary time activities and
and leisure  Sports related vocabulary (swimming, dance, jump, sports;
LEISURE activities golf, tennis, soccer…;  Identify different
ACTIVITIES 12
 Leisure activities related vocabulary (swimming, types of entertainment
AND SPORTS
 Compare and cinema, films concerts…) in the community;
contrast different  Hobbies related vocabulary (literature…);  identify and describe
types of leisure  Leisure activities: reading writing letters, playing leisure activities and
activities in guitar and cards…); places of common
Mozambique and interests;
overseas. Grammar  Express opinions;
 present simple and continuous  Describe local,
 Adverbs national and
 Comparatives adjectives international famous
singers, writers and
 Interrogatives
sportspersons.
 Tags questions

Speaking
 Ask and answer questions about sport and leisure
activities;
 6

 Discuss interests in sports and leisure activities;

 Express opinions about sports;
 Compare different sports;  Describe the
 Request and express preference on entertainment and importance of films
sports; and theatre as a
 Talk about experience and fitness. media.
 Read and summarise
an extract from a
Listening book.
 Talk about sport  Listen for details,
personality in  Listen for general information;
Mozambique and
 Listen for specific information.
overseas;
 Talk about the Reading
importance of
 Read reports;
sports and leisure
 Read instructions;
activities,
 Read timetables;
 Talk about  Read advertisement;
different leisure  Read texts and take notes;
activities;  Read rules and regulations;

 Discuss the writing

different types of  write instructions;
films and plays.  write compositions;
 write reports;
 write notes;
 discuss the causes  Write advertisement.
and preventions
of diseases
 7

related to Functions  Ask and answer

malnutrition;  Agreeing and disagreeing; questions about health
 compare and  Asking for and giving reasons; and nutrition.
contrast modern  Describing and explaining;  Conduct a debate on
and traditional  Expressing likes and dislikes; health and nutrition. 11
medicine;  giving advice;  Describe the most
 discuss how to  Making and respecting suggestions; common diseases,
protect from  Talk about risks and solutions; cures and preventions.
getting  Give advice for HIV
HIV/AIDS and Vocabulary test.
other common  health related vocabulary;  Adopt solutions to
diseases;  tasks related vocabulary ﴾ cleaning, sweeping, improve personal and
HEALT AND washing, …﴿; collective hygiene
 discuss the
NUTRITION  food related vocabulary practices.
importance of a
balanced diet and  Types of common diseases ﴾ malaria, cholera,… ﴿;  Explain the
exercises for  diseases caused by malnutrition; importance of respect,
health;  proteins and vitamins; morals and value
 Identify and talk  Symptoms. system within the
about causes and Grammar family members and
cures of common  Countable and uncountable nouns; society.
diseases.  Conditionals 0 and 1;
 Adverbs of frequency
Speaking
 Dialogue;
 Debate;
 role play on how to prevent diseases,
 Advice on how to treat illness;
 Explain feelings of illness,

Listening
 8

 Listen and follow instructions;

 Listen for general information;
 Listen for general and main ideas;
Reading
 Read for general information;
 Read and take notes;
 Read for specific information;
 Read for prescription;
 Read recipes;
Writing
 Complete dialogues;
 Design posters;
 Write a recipe;
 Write compositions;
 Write instructions.
11
 Compare and Functions  Compare modern and
MODERN AND contrast modern  Asking for and giving advice; traditional medicine.
TRADITIONAL and traditional  Comparing and contrasting;  Discuss pros and cons
MEDICINE medicine;  Debating; of traditional and
 Discuss the role  Describing; modern medicine.
of traditional  Discussing and asking for and giving information;  Discuss the impact of
medicine in the  Expressing feelings, opinions and reasons; the mind in curing the
community;  Identifying. body.
 Discuss the Vocabulary  Talk about the
difference  Topic related vocabulary. importance of
between doctors Grammar hospitals.
and traditional  Expressions of quantities;  Compare and contrast
healers;  Conditionals 2 and 3 the different healers.
 Talk about the  present perfect  Express views of
 9

importance of  present perfect continuous, preventing and curing

medicine;  Modals (should, shouldn’t, ought to…) diseases through
 Talk about abuse Speaking modern and
of prescription  Compare and contrast; traditional medicine.
drugs;  Describe feelings and symptoms;  Discuss the impact in
 Discuss how  Discuss causes and prevention of common diseases; life of modern
medicine has  Express opinions on Modern and Traditional developments in
made difference Medicine; medicine (heart
in our lives;  Give advice and instructions; transplant, plastic
 Talk about the  Talk about people's attitude towards modern and surgery, artificial
latest traditional medicine. limbs).
developments in Listening
modern medicine.  Listen for general ideas;
 Listen for specific ideas;
Reading
 Reading details;
 Read for general information;
 Read for specific information;
 Read and compare information from different
sources;
 Read statistics;
 Read for instructions.
 Locate places in Writing  Locate and name
and around the  Fill in forms; places at school;
SCHOOL
school;  Write compositions.  Review numbers;
TIMETABLE
 Ask for and tell Function  Ask and tell the time;
the time;  Asking for and giving information about the time;  Identify the days of
 Express  Comparing and contrasting different ways of telling the week, times of the
information about time; day related to
daily timetables; timetables;
 10

 Express  Revision of the numbers;  Express the simple

information about  Describing different ways of telling the time; past with a few
past events.  Discussing and asking for and giving information; common verbs.
 Use real or
 Expressing and asking about the time;
imaginary
timetables from Vocabulary 10
students of  Basic vocabulary about the time;
various Grammar
community  present continuous;
places.  personal pronouns;
 prepositional phrases;
 possessive pronouns;
 simple past;
 auxiliary verb do;
Listening
 Listen for general ideas about the time;
 Listen for specific ideas about the time;
Speaking
 Ask for and give information about the time;
 Compare and contrast different ways of telling time;
 Revise the numbers;
 Describe different ways of telling the time;
 Discuss and asking for and giving information;
 Express and asking about the time;
 Songs, games;
 Tell stories;
Reading
 Reading details;
 Read for general information;
 11

 Read for specific information;

 Read and compare information from different
sources;
 Discuss human  Read dialogues;
rights in relation  Read and interpret pictures;
to customs and
traditions; Writing
 discuss the  Fill in blank spaces or gaps;
equality in rights  Write compositions about daily routine;
between men and  Draw a school map, label various locations;  Talk about how
women; children's rights are
 State and discuss observed and
HUMAN children's rights; respected in their 12
Functions
RIGHTS AND  Discuss abuse schools and
 Agreeing and disagreeing;
GENDER labour and communities;
 Arguing/ Explaining;
ISSUES trafficking;  Talk about advantages
 Asking and answering questions;
 Identify and talk  Asking for and giving information; of equal rights
about local and  Comparing and contrasting social cultural norms in between women and
international relation to gender; men;
Human Rights  Complaining and giving reasons;  Ask and answer
institutions;  Expressing opinions; questions about
 Talk about the  Giving advice; children's rights;
impact of  Making and accepting suggestions;  Talk about the
women's role in  Narrating events and facts; negative impact of
society today; vocabulary domestic violence.
 Talk about the  Topic related vocabulary;
need of  Rape.
respecting the Grammar
implementation  expressions of Mood;
of Human Rights.  expressions used in stating facts and opinions;
 12

 Expressions such as: both, either, neither.

Speaking
 Agree and disagree;
 Ask for repetition or clarification,
 Compare and contrast points of view;
 Describe and match pictures;
 Express opinions;
 Give advice;
 Report different issues related to Human Rights;
Listening
 Listen and ask/ answer questions;
 Listen and take notes.
Reading
 Read and summarize main ideas;
 Read for specific information in specific texts;
 Read for scanning and skimming;
Writing
 write compositions;
 Write complaint letters,
 Write advice on what to do in case a friend has been
abused or violated.
 13

Conclusion
After reading different theories on how to design a syllabus and reading different syllabus I came to the conclusion that to design a syllabus is not
a simple task, because first of all we should gather enough information about syllabus and read more books and different authors that talk about
designing syllabus.

Therefore, during the performance of this assignment I learned a lot and consequently improved my background experience about designing a
syllabus in certain given level and context or reality.
 14

Bibliography
BARROW, C., and Milburn, T., Curriculum and Syllabus Designing, Harcourt. Australia PTY.1966.

CARTER, Ronald and McCarthy, Michael, Vocabulary and Language Teaching, Longman 1988.

DICKSON, Leslie, Self-instruction in Language Learning, Cambridge: CUP, 1987.

DOFF, Adrian, Teach English, Cambridge: CUP, 1989.

LYNCH, Brian K., Language Program Evaluation, Cambridge: CUP, 1996.

MURPHY, Robert, The Concept of Syllabus Design and Curriculum Development; Cambridge: CUP, 1987.

PRATT, J., The Development of Curriculum, Cambridge, University Press, 1994.