REPÚBLICA DE MOÇAMBIQUE

PROVÍNCIA DE MANICA
CONSELHO EXECUTIVO PROVINCIAL
DIRECÇÃO PROVINCIAL DE EDUCAÇÃO
DEPARTAMENTO DE DIRECÇÃO PEDAGÓGICA, GESTÃO E GARANTIA DE QUALIDADE
COMISSÃO DE APOIO PEDAGÓGICO (CAP)
PLANO ANALÍTICO DA DISCIPLINA DE INGLEAS 9ª CLASSE, 2° TRIMESTRE, 2023
Aulas: 16 de Maio a 12 de Agosto 2022= 13 Semanas

N° Unit Week Specific objectives Contents Basic competences Methodological Materials No. of
(students should be able (students will…) suggestions lessons
Designation Hours to…)
I Identify common Words and expression Ask and answer Use of *Grade 9 ss’
15- diseases, their causes and used for identifying, questions about health texts/mini- text book
prevention describing. and nutrition dialogues, (Learning 3
19/05 0 conditional and 1st Talk about diseases that pictures, role- English/
conditional afflict their community play Inglês)
II Compare and contrast Health-related Conduct debates on *Grade 9 ss’
22- modern and traditional vocabulary. health and nutrition text book
medicine Countable and Talk about things people Debate (Learning
Health and
26/05 Compare and contrast uncountable nous . can do to improve fitness organization English/ 3
IV 09
fitness healthy/unhealthy habits Expressions used for (sports?) Inglês)
and practices of both dis/agreeing.
medicines
III Discuss and evaluate Adverb of frequency Give advice and reasons *
29/05 – different ways of Quantifiers for patients to do medical Dialogues and Grade 9 ss’
preventing HIV/AIDS and Modal verbs (ought to, tests (HIV and other role-plays text book 3
02/06 other diseases must, should, may, etc diseases voluntary tests) (Learning
1st ACS) English/
Inglês)
09 IV Discuss the differences Expressions expressing Discuss the pros and the Reading *
V 05- between modern facts, habits and cons of traditional and comprehension Grade 9 ss’ 3
Modern and conventional doctors, opinions. (I think, I modern medicine and pair/group text book
Traditional
09/06 traditional and/or know, I’ve seen, I Describe factual events discussion (Learning

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 religious healers believe, I don’t related to English/
understand why …? modern/traditional Inglês)
Exercises (ACS) medicine
V Talk about the importance 2nd and 3rd conditionals. Talk about people’s Texts, *
12- of and the difference that The present perfect and attitudes towards modern Discussion, Grade 9 ss’
Medicine
modern medicine has present perfect and traditional medicine picture reading text book
16/06 made in our lives continuous Review different ways of and (Learning 3
Comparing and preventing and curing teacher/student English/
contrasting the diseases or class Inglês)
medicine. Describe the possibilities interaction/grou
and limitations of both p work
medicines
VI Consolidate and Modal verbs (should, Review the contents of Use *
19- demonstrate their progress shouldn’t ought to, …) Units IV & V Consolidation Grade 9 ss’
towards the attainment of Do a test and testing text book 3
23/06 the required competencies Get correction and methods and (Learning
of Units IV & V feedback procedures English/
Inglês)
VI Society and 09 VII Discuss and describe Adjectives : the Narrate cultural past Text reading, *
Culture of 26- traditional ceremonies comparative degree events and habits of their polling students’ Grade 9 ss’
Mozambique held in their communities Comparison society personal text book
30/06 Make comparative expressions Express likes and experiences, (Learning 3
statements about “(not) as … as, like, the dislikes Gap-filling English/
differences between town same as, different from, Dis/Agree exercises Inglês)
and country life similar to” Adverbs of
manner
2nd ACS)

VIII Talk about the importance Say where they prefer to Debate/pair/ *
03- of the various cultural Used to live in, and give reasons group Grade 9 ss’
manifestation (dances, Verbal tenses: review by comparing life in both discussion/work text book
07/07 music, songs and cultural simple present places. (Learning 3
events (crafts). Simple past and past Describe how things are English/
Discuss and compare continuous tenses or are done in both Inglês)
country and town/city places
lives.
IX Consolidate and Write letters to different Expose students 3
10- demonstrate their progress Formats of formal and addressees using the to different
towards the attainment of informal letters appropriate format about kinds of letters
14/07

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 the required 3rd ACS)
life in the place where Reading and
competencies. Write
they live. writing letters
formal and informal
Write invitation letters to and invitation
letters
social and cultural events cards
Write invitation letters
X Name/identify and Topic-related Talk about the touristic *
17- describe touristic places vocabulary (parks, places they know of Grade 9 ss’
and natural parks and beaches, names of Say what is there to do text book
21/07 game reserves in our animals and exotic and see (services they (Learning
Letter writing
Tourism and country plants provide) English/ 3
Discussion
Wildlife Say what care must be Inglês)
The simple future tense taken to preserve them.
VII
12 (differentiate the use of Say what they plan to do
WILL/SHALL/GOING on their holidays
XI Talk about the importance TO Reading *
Express facts and
24- of tourism and wildlife for Prepositions of place comprehension, Grade 9 ss’
opinions about the topic
community and country and time (mini)-dialogue text book 3
28/07 development
(wildlife, tourism and its
practice, (Learning
impact)
Review of all the grade 9 letter/postcard English/
Practice giving advice
content writing, Inglês)
Tourism and XII Review of all the grade 9 Demonstrate in a written *
Wildlife 31/07 - content test how they have Grade 9 ss’
progressed towards the text book
04/08 AT(Avaliação achievement of the (Learning
Trimestral) required competences for Test English/ 3
grade 9. 50% of the preparation, Inglês)
content will be of the 3rd writing,
trimester and 25% of the administration
rest of grade 9 and 25% and feedback
of grade 9 procedures
XIII Test correction/analysis Delivery of the test Receive and analyze the 3
07- and feedback feedback
11/08

Note: Approved text books and any other suitable/supplementary material. Use topic-related material from the approved or other available but suitable
manuals. This scheme of work should not be taken as a bible. It is meant to be a guide for the “blind’ in order to help them fulfill the minimum requirements of
the syllabus. It can be subject to change, depending on the school or teacher experience, critical analysis based on the study of the syllabus and the students you
have. Whatever changes you decide to make should enrich the scheme of work, your lessons and students experience, and NOT impoverish them.

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Feriado Nacional no dia 25 de Junho
ACS: Avaliação Contínua e Sistemática
AT: Avaliação Trimestral
Chimoio, Maio de 2023
A Chefe do DDPGGQ

Ivânia Teresa D. B. D. Magazique

/Inst. Téc. Ped. N1/