PROGRAMAS DE INGLÊS 7ª, - inide.co.ao · › Introduce present continuous in affirmative statements and questions. 7.1.2. Celebrations. Objectives: Students should be able to: ›

1.º CICLO DO ENSINO SECUNDÁRIO GERAL

P R O G R A M A S D E

INGLÊS7ª, 8ª e 9ª classes

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logo RepublicaAngola1.pdf 1 16/08/14 17:26

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Ficha Técnica

TítuloProgramas de Inglês - 7ª, 8ª e 9ª classes

EditoraEditora Moderna, S.A.

Pré-impressão, Impressão e AcabamentoGestGráfica, S.A.

Ano / Edição / Tiragem / N.º de Exemplares2014 / 2.ª Edição / 1.ª Tiragem / 2.000 Ex.

E-mail: [email protected]

© 2014 EDITORA MODERNAReservados todos os direitos. É proibida a reprodução desta obra por qualquer meio (fotocópia, offset, fotografia, etc.) sem o consentimento escrito da editora, abrangendo esta proibição o texto, as ilustrações e o arranjo gráfico. A violação destas regras será passível de procedimento judicial, de acordo com o estipulado no código dos direitos de autor.

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ÍNDICE

Introdução Geral da Disciplina ------------------------------------------------ 4

Objectivos Gerais da Disciplina ------------------------------------------------ 5

7ª Classe - Programa da Disciplina

Objectivos Gerais da 7ª Classe ------------------------------------------------- 8

Conteúdos Programáticos ------------------------------------------------------ 9


Objectivos Gerais da 8ª Classe ------------------------------------------------ 18

Conteúdos Programáticos ----------------------------------------------------- 19


Objectivos Gerais da 9ª Classe ------------------------------------------------ 28

Conteúdos Programáticos ----------------------------------------------------- 29

Sugestões Metodológicas ------------------------------------------------------ 33

Avaliação ----------------------------------------------------------------------- 34

Bibliografia --------------------------------------------------------------------- 35

7ª, 8ª E 9ª CLASSES

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INTRODUÇÃO GERAL DA DISCIPLINA

A aprendizagem de uma língua estrangeira é, em si mesma, uma experiência de comunicação, abertura e interacção social, cultural e tecnológica do aluno. Deve permitir-lhe descobrir e valorizar os povos de diferentes comunidades, alargando os seus horizontes culturais e sociais, enriquecendo a sua personalidade, fomentando o são convívio e compreensão entre todos, levando-o a reflectir criticamente sobre a sua própria cultura, no sentido de a valorizar ainda mais.

A Língua Inglesa possui uma situação proeminente dado ser a língua mais internacional, uma das línguas oficiais da ONU e veículo de acesso à investigação e informação.

O ensino e aprendizagem desta língua reveste-se de particular importância em Angola, devido à posição geográfica deste país. Situado na África Austral, tem como vizinhos vários países de expressão inglesa. Por outro lado, Angola é um dos países membros da Comunidade de Desenvolvimento dos Países da África Austral (SADC), cuja língua de trabalho é o Inglês.

Por todos os factos apresentados, torna-se necessário consciencializar os jovens para a aprendizagem e descoberta desta importante via de comunicação oral e escrita, assim como para a aprendizagem de um são convívio com povos de outras línguas e culturas.

PROGRAMAS DE INGLÊS

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OBJECTIVOS GERAIS DA DISCIPLINA

› Desenvolver as competências básicas de comunicação;

› Desenvolver capacidades de compreensão de mensagens orais e escritas veiculadas por vários tipos de textos utilitários;

› Adquirir conhecimentos que permitam ao aluno dominar, oralmente e por escrito, formas de compreensão, expressão e argumentação;

› Aplicar os conhecimentos adquiridos em situações de comunicação autêntica, no âmbito dos conteúdos programáticos;

› Desenvolver uma visão mais ampla e pensamento crítico em relação à cultura, à língua estrangeira e à sua língua, na base da tolerância e respeito pela diferença;

› Desenvolver capacidades de estudo autónomo.

7ª ClassePrograma da Disciplina


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OBJECTIVOS GERAIS DA 7ª CLASSE

1. Compreensão e expressão oral:

› Compreender discursos orais simples; › Transmitir mensagens orais em língua inglesa; › Desenvolver técnicas de comunicação e expressão;

2. Compreensão e expressão escrita:

› Desenvolver diferentes estratégias de leitura; › Interpretar textos escritos; › Produzir textos simples de forma clara e correcta.

3. Funcionamento da língua

› Reconhecer diferentes classes de palavras e formas verbais; › Identificar diferentes tipos de frases; › Organizar frases simples.


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CONTEÚDOS PROGRAMÁTICOS

7.1.7.1.1. Personal identification.

Objectives:Students should be able to: › Greet one another; › Understand and use ways of greeting; › Introduce themselves; › Identify long and short forms of the verb “to be”; › Use the regular plural forms of nouns.

Functions Lexis / Vocabulary Morphosyntax › Introducing yourself. › Time expressions.

e.g.: Good morning;Good afternoon.

› Greetings / leave the talk.e.g.: Hello;

Goodbye.

› Personal pronouns. › Present tense of “to be”. › Use of indefinite articles “a”; “an”. › Contractions.e.g.: I’m;

She’s;My name’s.

7.1.2. The English alphabet and the numerals.

Objectives:Students should be able to: › Reorganise and pronounce the letters of the English alphabet and the › numerals (0-20); › Count and write numbers (0-20).

Functions Lexis / Vocabulary Morphosyntax › Spelling the names of the letters of the English alphabet. › Saying phone numbers.

› Numbers (0-20). › Phone numbers.

› Possessive adjectives.e.g.: my. › Demonstratives.e.g.: this / that. › Regular plural of nouns.e.g.: boy / boys. › Why - questions.e.g.: How old...?


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7.1.3. School subjects and school objects.

Objectives:Students should be able to: › Identify and write names of classroom objects.

Functions Lexis / Vocabulary Morphosyntax › Classroom objects.

7.2.7.2.1. House and home.

Objectives:Students should be able to: › Identify and name types of houses; › Describe their homes.

Functions Lexis / Vocabulary Morphosyntax › Identifying and naming types of houses. › Describing buildings.

› Names of buildings.e.g.: bank; school; cinema.

› Verb to be in statement and question forms. › Regular and irregular plurals.e.g.: child-children

7.2.2. Family occupations.

Objectives:Students should be able to: › Identify the members of the family; › Ask someone their age; › Name various jobs; › Use has got in its long and short forms (affirmative, negative and questions).

Functions Lexis / Vocabulary Morphosyntax › Talking about family relationships. › Asking “how old ...” › Talking about occupations.

› Family memberse.g.: father; mother › Numerals. › Names of jobse.g.: student; teacher

› Possessive of names › Asking questionse.g.: how old...? › Prepositions (in, on, at) › Use of the verbs “have and “have got”.


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7.2.3. Pets.

Objectives:Students should be able to: › Name their favourite pets.

Functions Lexis / Vocabulary Morphosyntax › Describe the pets according to their characteristics.

› Names of petse.g.: dog; cat

› Being able to say:“I’ve got a dog.”

7.3.7.3.1. Talking about the weather.

Objectives:Students should be able to: › Ask about the weather; › Name the colours of a rainbow.

Functions Lexis / Vocabulary Morphosyntax › Talking about the weather. › Identifying colours

› Vocabulary related to the weather › Colours › Ordinal numbers

› What’s the weather like today? › It’s fine/rainy

7.3.2. Talking about the time.

Objectives:Students should be able to: › Ask about the time.

Functions Lexis / Vocabulary Morphosyntax › Asking and telling the time.

› Time expressions (in the morning, in the afternoon, in the evening, at night).

› What time is it? › Present Continuous › Prepositions of time.

7.3.3. Days of the week.

Objectives:Students should be able to: › Write out and say dates.


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Functions Lexis / Vocabulary Morphosyntax › Writing and saying dates. › The days of the week.

7.3.4. Months of the year.

Functions Lexis / Vocabulary Morphosyntax › The months of the year. › Expressions of time (ex: today, tomorrow...) › Adjectives (e.g.: nice, wet...)

7.3.5. Colours.

7.4.7.4.1. Free time occupations. Hobbies.

Objectives:Students should be able to: › Speak about free time occupations; › Identify their hobbies and favourite sports.

Functions Lexis / Vocabulary Morphosyntax › Expressing preferences about free time occupations and sports.

› Vocabulary related to hobbies sports, food and drink.

› Form gerunds. › Use adjectives and regular and irregular comparatives and superlatives (e.g.: good, better, best).

7.4.2. Sports.

Functions Lexis / Vocabulary Morphosyntax › Verbal nouns(e.g.: unning, climbing).

7.4.3. Likes / dislikes.

Objectives:Students should be able to: › Make simple comparisons.


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Functions Lexis / Vocabulary Morphosyntax › Expressing likes and dislikes. › Making comparisons. › Giving opinions.

› Adjectives (e.g.: indoor, outdoor, good, nice)

› Like, dislike, prefer + ing › Yes / No answers › Verb “to do” › Verb “to like” (simple present, negative and affirmative).

7.4.4. Food and drink.

Objectives:Students should be able to: › Name types of fruits and vegetables; › Talk about food preferences; › Talk about meals; › Use the auxiliary verb “to do”.

Functions Lexis / Vocabulary Morphosyntax › Giving opinions. › Meals of the day (e.g.:

breakfast, lunch…) › Adverbs of frequency (e.g.: sometimes, always, never, often). › Quantifiers (e.g.: all, many, a few) › The present continuous

7.5.7.5.1. Countries, nationalities, languages.

Objectives:Students should be able to: › Say and write the name of some African countries; › Name four European languages spoken in Africa; › Name the four points of the compass; › Ask questions using “which”.

Functions Lexis / Vocabulary Morphosyntax › Recognising and saying the names of countries, nationalities and spoken languages

› Countries and their spoken languages. › Nationalities: the compass.

› Adjectives of nationalities. › Nouns. › Question word “which” and “where”. › The verbs to live and to speak (simple present)


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7.5.2. Means of transport.

Objectives:Students should be able to: › Identify the means of transport; › Use the appropriate vocabulary about “it”.

Functions Lexis / Vocabulary Morphosyntax › Asking and giving information about places. › Speaking about means of transport. › Comparing means of transport.

› Coach; bus; train; plane; car; taxi › Comfortable; cheap; fast; expensive.

› Prepositions of direction › (to, from). › Prepositions in /on. › Degrees of adjectives.

7.6.7.6.1. Asking the way giving directions.

Objectives:Students should be able to: › Ask the way; › Give directions; › Understand directions.

Functions Lexis / Vocabulary Morphosyntax › Asking for and giving information about how to go to school / cinema; park ...

› Vocabulary expansion about:•new nouns•new verbs,•adjectives,•numbers,•ordinals.

› Modal verbscan / must. › Prepositions of distance and direction. › How long...? › Simple Past of the most useful verbs (be, go, see, buy, travel, visit) in its affirmative, negative and interrogative form. › Adverbs.

7.6.2. Personal experiences.

Objectives:Students should be able to: › Students should be able to express their own experiences and to consolidate

the previous learnings.


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Functions Lexis / Vocabulary Morphosyntax › Expressing experiences



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› Compreender discursos orais variados; › Pronunciar palavras correctamente e enunciar frases com ritmo e entoação

apropriadas; › Desenvolver técnicas diversas de comunicação e expressão, tais como:

diálogo, apresentação de trabalhos individuais ou de grupo, jogos.


› Desenvolver estratégias variadas de leitura; › Exprimir e justificar opiniões pessoais e recriar textos lidos, (por exemplo:

recontar histórias, dramatizar, ler expressivamente, entre outros); › Desenvolver a capacidade de utilização de materiais de informação, consulta

e estudo, tais como dicionários, enciclopédias, jornais, revistas, cadernos diários;

› Redigir, individualmente ou em grupo, pequenas composições orientadas, cartas e outros textos;

› Utilizar um vocabulário activo de aproximadamente duas mil palavras.


› Reconhecer a estrutura da frase simples; › Distinguir diferentes tipos de frases (declarativo, interrogativo, imperativo

e exclamativo); › Reconhecer e identificar diferentes classes e subclasses de palavras e formas

verbais.


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7.1. Every day life.

Objectives:Students should be able to: › Talk about what they can and cannot do; › Agree / disagree.

Functions Lexis / Vocabulary Morphosyntax › Talking about ability; › Showing agreement.

› New verbs related to the topic.

› Use “do” /”did” as auxiliary verbs. › Use the modal “can” for abilities (past and present). › Questions Tags. › “Usually” as an adverb of frequency.

7.1.1. Childhood.

Objectives:Students should be able to: › Talk about games, instruments animals; › Talk about the ability to do things in the past; › Use time expressions correctly.

Functions Lexis / Vocabulary Morphosyntax › Talking and writing about family relationships; › Explaining what is happening right now.

› New nouns:•Names of musical

instruments (drums...);•Names of game (football,

handball);•Names of animals, toys.

› Use better in comparative statements; › Introduce present continuous in affirmative statements and questions.

7.1.2. Celebrations.

Objectives:Students should be able to: › Ask the student to write about his/hers accomplishment and/or development

of certain skills, placing them time;


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› Talk about family/ relationships. E.g.: My brother’s wife (my sister-in-law). › Talk and write about dates; › Form sentences that require two objects; › Write a description about a celebration in their life.

Functions Lexis / Vocabulary Morphosyntax › Describing and writing about a special celebration.

› Words associated with weddings:•Nouns: wedding,

marriage, bride, husband, wife.•Verbs: to take a photo,

to cut the cake, to get married.

› Associated with birthdays:•Nouns: birthday, party,

present, candle, guest, ....•Verbs: to light a candle,

to below out a candle, to welcome a guest.

› Form sentences with two objects, indirect and direct.

7.2. Education.

Objectives:Students should be able to: › Understand and talk about the English school system; › Understand more clearly how students from another country live; › Write a controlled letter to an imaginary pen friend using the language

skills learnt.

Functions Lexis / Vocabulary Morphosyntax › Talking and writing about school subjects, hobbies and interests.

› Words associated with schools; › Gerund associated with hobbies, interests (dancing, reading, writing, swimming). › New nouns: housewife, pop music, friend, hobby... › New Verbs. › Adjectives: older, younger, favourite.

› Introduction to gerund in subject (swimming is my favourite hobby), object (I like swimming) or complement (her hobby is collecting stamps). › “Going to” form. › “Can” vs “Must” (Possibility vs Obligation)


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7.3. The world of work.

Objectives:Students should be able to: › Name and describe additional occupations.

Functions Lexis / Vocabulary Morphosyntax › Talking and writing about types of jobs; › Writing about favourite activities.

› Occupations: tailor, baker, pilot, shop assistant, waiter, secretary, butcher, mechanic, driver, taxi-driver, newspaper boy, shop keeper.

7.4. Travelling.

Objectives:Students should be able to: › Recognise the use of the relative pronoun “that” to introduce defining

relative clauses; › Talk and write about occupations; › Recognise and form compound nouns; › Describe activities; › Talk and write about journeys; › Use the Present Continuous to describe actions and the Present Simple for

physical description; › Tell the time in different ways; › Name the different parts of a bicycle; › Talk about riding bicycles safely; › Talk and write about how a bicycle works.


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Functions Lexis / Vocabulary Morphosyntax › Identifying and understanding the use of defining relative clauses. › Talking and writing about travelling; › Talking about time. › Describing objects.

› Expressions: That’s fine. › New nouns: worry › Nouns and verbs having to do with travelling.•Nouns: passenger,

airport, lounge, arrival, departure, luggage...•Verbs: check-in, › take off, laud, reach (a destination) › Vocabulary about bicycle; › Introduction to prefixes.

› Defining relative clauses. › The relative pronouns “who” and “that” / “which” in defining relative clauses. › “Which” in defining relative clauses. › Compound nouns. › Different uses of the modal “can” = possibility, ability and permission. › Prepositions of time, place directions and means of transport. › Contrast Present Simple and Future Simple to talk about the future. › Contract Simple Future with ability. › Use “should” to give advice. › Reverse order in questions (is there..?). › Determiners: (Some, any...).

7.5. Our environment.

Objectives:Students should be able to: › Describe the types of bicycles invented or used in the past; › Describe activities; › Understand and talk about the different ways we use water in daily lives; › Describe people’s activities; › Explain why people do certain things; › Ask questions and write about different regions; › Talk about the problems farmers have with pets.


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Functions Lexis / Vocabulary Morphosyntax › Discussing the topic. › Asking and answering questions. › Talk about problems. › Talking about things that can happen in the near future. › Giving advice.

› Associated with water. › Review of food. › New nouns, verbs and adjectives. › Words associated with farming and pets’ control.

› Introduce › the first conditional in affirmative statements and questions (e.g.: if you get it in your eyes, it will damage them). › Negative “won’t”, “if” and “might”. › Modals “can” (“can’t”) for permission. “Must” for necessity. › Different use of the modal verbs previously introduced. › Revision of regular past tense verbs.

7.6. African and other peoples’ culture and stories.

Objectives:Students should be able to: › Talk about things that will happen if certain precautions are not taken; › Use the First Conditional to give advice; › Talk and write about events in the past, using Simple Past verbs (regular and

irregular forms); › Talk about a process in both the past and present simple tenses; › Form plural nouns (regular) and inflected forms and non-inflected forms

of verbs; › Demonstrate their understanding of and competence in the use of the major

structural points of 7th grade; › Use “because” and “why” to ask and explain the reason for something; › Form statements using the construction: Verb+to+infinitive; › Identify parts of an animal’s body; › Use descriptive adjectives to describe how something feels; › Recognise every day objects from a description; › Use descriptive to explain the appearance of various animals; › Use new vocabulary to talk about aspects of ancient Egyptian culture; › Describe some ancient cities; › Ask someone, talk and write about a trip; › Use descriptive adjectives to describe people’s situation, characteristics.


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› Read and understand longer passages; › Use reported speech to repeat what has been said in the past; › Recognise correct English words and sentence stress.

Functions Lexis / Vocabulary Morphosyntax › Describing a process in both the present and the past. › Asking the reason for something and explaining the reason. › Demonstrating, understanding and competence. › Describing objects. › Talking about ancient civilizations. › Describing cities. › Talking/writing about trips and journeys in the past. › Comprehending and discussing longer passages. › Recognising and producing correct words and sentences stresses in poems.

› New nouns: sky, earth, false, teeth... › New Adjectives: hungry, greedy, angry, happy, shiny. › New verbs: cut off, throw away, cut... › Parts of animal bodies – specific animal parts. › (Revise human parts of the body). › New nouns, adjectives and verbs related to the topic.

› Verbs with irregular past tense endings. › Introduce prepositions + gerund (e.g.: we use water for drinking.) › Quantifiers: “all”, “most”, “a lot of”, “plenty”, “of”, “some”, “loads”... › Questions words:How much?How many?How long? › Infinitive of purpose (e.g.: people dig wells “to get” water). › Simple Present and past tenses (revised from 7th grade). › “Why” questions › “Because” answers. › Verb+ to + infinitive (e.g.: try to catch). › Infinitive after verb + object (e.g.: she asked her husband for help). › “Him” as object pronoun. › Interrogative and negative forms. › Punctuation for direct speech: placing of quotation marks and commas: “...”, he said. › Comparisons using like+ nouns / as+adjective+as. › Descriptive adjectives. › Indirect speech.


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Functions Lexis / Vocabulary Morphosyntax › Conjunctions “until”, “while”, “as”, “when”, “after” … › Questions words. › Prepositions of time, direction and place. › Clauses of time. › Adverbs of manner: “quickly”, “slowly”. › Recycle modals: “can”, “couldn’t”, “must”, “mustn’t”, “should”, “shouldn’t”. › Use subject/verb/object/infinitive construction for reported speech (e.g.: He ordered Kong-see to many Ta-Jin).

7.7. Entertainment, sports and interests.

Objectives:Students should be able to: › Talk about famous touristic attractions; › Talk about famous places; › Write an imaginary letter about a holiday; › Talk about football; › Write a report; › Ask and answer questions about teams and players; › Talk about football players › Talk about music; › Describe events that occurred at a concert; › Talk about a musician / or a designer of musical instruments; › Talk and write about different musical instruments; › Learn about the origin of some instruments; › Ask and answer questions about playing instruments; › Use adverbs to explain how well / badly someone plays.


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Functions Lexis / Vocabulary Morphosyntax › Understanding and talking about musicians, types of instruments. › Identifying some famous sights in a big city. › Talking and writing about holidays. › Discussing football, teams, players and matches.

› Names of tourist attractions and points of interest in a city (e.g.: Trafalgar Square, Statue of Liberty, The Champs Elysées, The Eiffel Tour, The Heroin Statue, etc...) › New words: sunglasses, passport, etc... › Vocabulary associated with football. › Names of teams and players. › Words associated with music (instruments, musicians, concert, rhythm, band, guitar, singer, song, audience, etc.). › Verbs to express appreciation (clap, cheer). › Nouns to describe music related occupations (e.g.: audio mixer, designer, musician). › Countries / Areas (West India, United States of America, South Africa, Zimbabwe, Japan, etc.).

› Present Perfect used to talk about an action that occurred at some point in the recent past (affirmative, negative and interrogative forms). › Present Perfect contrasted with the Simple Past. › Adverbs. › Contrast progressive forms (present and past). › Sequence of tenses (past tenses). › Report with direct speech (indirect speech). › Coordinating conjunctions: “not only, but also”.



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› Participar numa conversa ou debate com falantes nativos e não nativos; › Ouvir e ter em consideração as opiniões dos outros, intervindo

oportunamente; › Desenvolver diferentes técnicas de comunicação; › Compreender e apreciar, de forma crítica, discursos orais variados.


› Participar nas actividades da biblioteca; › Desenvolver a capacidade de utilizar dicionários, gramáticas, enciclopédias

e outras obras de referência; › Realizar leituras individuais ou em grupo; › Ler ou ouvir textos; › Extrair a ideia geral de um texto (oralmente ou por escrito); › Interpretar diferentes tipos de informação gráfica; › Compreender textos e imagens de diferentes fontes; › Produzir textos escritos de utilidade prática: cartas, pequenos relatórios,

entre outros; › Utilizar um vocabulário activo de aproximadamente três mil palavras.


› Compreender e utilizar as estruturas gramaticais da língua inglesa apresentadas nesta classe;

› Alicerçar os conhecimentos adquiridos nos anos anteriores.


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7.1. Family life.

Objectives:Students should be able to: › Talk about the horoscope and zodiac sign; › Make predictions; › Identify and describe people.

Functions Lexis / Vocabulary Morphosyntax › Talking and writing about types of jobs; › Writing about favourite activities.

› Female: - ess nouns endings. › Months. › Animals. › Family relationships.

› “Will” used in future and “would” in reported speech. › Indefinite pronouns and adverbs: no one, anyone, anything, anywhere, nowhere. › Defining and non defining clauses. › Possessive adjectives. › Genitive.

7.2. Women occupations and school life.

Objectives:Students should be able to: › Tell a life story; › Report; › Write about and describe ambitions; › State conditions; › Explain choice; › Talk about giving rules.

Functions Lexis / Vocabulary Morphosyntax › Telling a life story. › Reporting. › Describing ambitions. › Stating conditions. › Explaining choice. › Giving rules.

› Work. › Housework. › Quantifiers. › School life. › Books.

› Past Simple and Past Continuous. › Obligation with “must”, “needn’t, “have to”... › The first (noun) + infinitive. › “Since” and “for”.


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Functions Lexis / Vocabulary Morphosyntax › Quantifiers. › Past / Past Conditionals. › “Used to” › “Make” and “do”. › The Present Perfect passive.

7.3. Science and technology.

Objectives:Students should be able to: › Tell a life story; › Report; › Write about and describe ambitions; › State conditions; › Explain choice; › Talk about giving rules.

Functions Lexis / Vocabulary Morphosyntax › Describe a process. › Follow and give instructions. › Describe how something is made and its purpose of use. › Give advice.

› Describing a process. › Following instructions. › Describing how something is made and its purpose of use. › Giving advice.

› The passive with modal verbs. › “Why”, “because”. › Contact clauses. › The passive voice, past and present tenses. › Imperative in instructions. › Modals: “ought to” / “should”. › Noun plural forms.

7.4. African culture and some historical events.

Objectives:Students should be able to: › Report and write dialogue; › Discuss; › Act an unscripted story; › Talk about hypothetical situations; › Give advice; › Make suggestion and state obligations;


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› Write a letter; › Listen for information; › Find information from letters; › Find facts from a history text; › Identify pronoun referents › Put facts in chronological order; › Rewrite a story.

Functions Lexis / Vocabulary Morphosyntax › Reporting what is said. › Talking about hypothetical situations. › Giving advice. › Making suggestion and stating obligations. › Narrating historical events. › Putting facts in chronological order. › Rewriting a story.

› Historical events:•battles, etc.

› Reported questions. › Reported answers. › Reported commands. › Adverbial clauses of time. › Non-finite verb forms after prepositions. › Second-type Conditional. › Comparatives and superlatives. › Use of should › Reported speech. › Pronouns and their referents. › Connections. › Passive / Active. › Non-defining clauses and oppositions.

7.5. Fighting for freedom.

Objectives:Students should be able to: › Write and make contrasts; › Report; › Write a biography; › Learn a poem and a song; › Complete a chart; › Write and make contrasts; › Report; › Write a biography; › Learn a poem and a song; › Complete a chart.


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Functions Lexis / Vocabulary Morphosyntax › Making contrasts. › Reporting.

› Abstract nouns. › Conjunctions › Contrast (“although”). › “Will” in reported speech.

7.6. Feelings and achievements.

Objectives:Students should be able to: › Memory games; › Take information from a commentary, a tablet, a newspaper report, a diary,

a telephone conversation; › Write a diary; › Write a story; › Get / find information from a newspaper, an article, etc; › Give opinions and advice; › Write definitions; › Identify phobias; › Take a class survey.

Functions Lexis / Vocabulary Morphosyntax › Reporting (newspaper, diary styles). › Narrating events. › Asking questions. › Expressing opinions. › Explaining symptoms. › Giving opinions and advice.

› Countries, cities, sports, sea, voyage. › Fractions. › Fears.

› Present Perfect with “since” and “for”. › Past tense with “ago”. › Contrast between past tense and Present Perfect. › Adverbs of place, time, manner. › Order of adjectives. › Superlatives. › Copular verbs + adjective contrasted with verb + adverb. › Mixed tense review (Present Perfect, Present Simple, Conditionals - 1st and 2nd). › Adjectives and adverbs of manner. › Prepositions in questions.


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SUGESTÕES METODOLÓGICAS

O(a) professor(a) deverá:

› Situar-se como facilitador da aprendizagem;

› Tentar adequar o processo de ensino e aprendizagem à situação e necessidades reais dos alunos;

› Permanecer numa contínua posição de diagnóstico dos processos operacionais;

› Tentar remediar as dificuldades de aprendizagem através de estratégias diversificadas e material adequado à faixa etária e aos interesses socioculturais dos alunos;

› Provocar a crescente autonomia do aluno;

› Atender às suas necessidades individuais;

› Promover o desenvolvimento integrado e equilibrado das quatro “skills” (aptidões): ouvir, falar, ler e escrever;

› Levar o aluno a usar a língua inglesa em apropriação progressiva das regras do sistema e do seu funcionamento, num crescendo de adequação e fluência.


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AVALIAÇÃO

O(a) professor(a) utilizará testes diagnósticos, formativos, somativos, fichas de trabalho, entre outros. Promoverá as quatro aptidões ao longo de todo o processo de ensino / aprendizagem, fomentando a auto e heteroavaliação.

Terá a consciência permanente de que a avaliação corresponde a uma análise cuidada das aprendizagens conseguidas face às aprendizagens planeadas, o que se vai traduzir numa descrição que informa professores e alunos sobre os objectivos atingidos e aqueles onde se levantaram dificuldades.

A avaliação deverá ser vista como um “motor” de aperfeiçoamento do sistema, cujo principal objectivo é perseguir o sucesso escolar, levando os envolvidos no processo de ensino /aprendizagem a reflectir sobre o seu próprio trabalho, numa perspectiva de inter-ajuda, incentivo e motivação permanentes.


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BIBLIOGRAFIA

BALL, W. J. - Dictionary of Link words in English Discourse, Macmillan, 1986.

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CASEY, Francis - How to Study, Macmillan, 1985.

CRIPWEEL, K. & KEAN, J. - Go for English, Macmillan Education, Ltd., 1990.

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HARMER, J. - The Practice of English Language Teaching, 1983.

LAIRD, Elizabeth - English in Education, Oxford University Press, 1977.

LITTLEWOOD, W. - Communicative Language Teaching: An Introduction, Cambridge University Press, 1981.

MALAMAH-THOMAS, A. - Classroom Interaction, Oxford University Press, 1988

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NUNAN, D. - Syllabus Design, Oxford University Press, 1988

NUNAN, D. - Designing Tasks for the Communicative Classroom, Cambridge University Press, 1989.

Oxford Advanced Learner’s Dictionary

PARROTT, M. - Tasks for Languages Teachers, Cambridge University Press, 1993.

PINTO, C. F. & RIBEIRO, O. S. - English for Study Purposes, Replicação.

SPRAH, M. - English for the Teacher, Cambridge University Press.

SWAN, M. - Practical English Usage, Oxford University Press.


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SWAN, M. - The New Cambridge English Course, Cambridge University Press, 1998.

WALLACE, M. J. - Training Foreign Language Teachers, Cambridge University Press, 1991.

WATSON, H. & OSIBODU, B. - Learning to Teach, Evans Brothers (Kenya) Limited, 1987.

WILLIS, D. & WRIGHT, J. - Basic Grammar, Harper Collins Publishers Ltd, 1995.

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WRIGHT, T. - Roles of Teachers and Learners, Oxford University Press, 1987.

Documents

PROGRAMAS DE INGLÊS 7ª, - inide.co.ao · › Introduce present continuous in affirmative statements and questions. 7.1.2. Celebrations. Objectives: Students should be able to: ›