SOLUÇÕES

Chapter II, III

Scheme of work (A) and Lesson plans (PWA)

(Teaching listening)
Unit Topic: Campaign And General Election
Grade: 8
Objectives:
Ains:
Week Lesson Topic Skills Vocabulary Grammar Function Time

Lesson 4 The History of Voting in Listening - political history WH question. Making question using 60m
Mozambique Speaking - people of Wh question
Mozambique
- vote
- elections.
2 - After
- late
Lesson 5 Voting Rights for Citizens Listening - Citizen Modal Verbs: Using can, - Describing action for 60m
(Who Can Vote?) Speaking - Eligibility must, should in the context of voting eligibility.
- Age requirement voting rights.
- Residency - Explaining legal
- Legal requirements for voters.
- Suffrage
- Polling station
- Voter registration
- Disqualification

Lesson 6 The Role of Political Parties Listening Political Party, - Reported speech for - Describing the roles 60m
Speaking Democracy, Election, summarizing others' points of and functions of
Candidate, Manifesto, view (e.g., They said that political parties
Policy, Governance political parties play a key - Expressing opinions
Constituency role in democracy.) about political systems
 Lesson Plan 1

Grade: 08th

Time: 60’

Topic: The Role of Political Parties

Objective: Students will be able to listen to an audio clip about a general election and extract both general and specific information and Students will engage in
discussions using election-related vocabulary.
Aims: - To introduce the topic and activate students’ prior knowledge.
- To improve students speaking
- To familiarize students with key vocabulary related election before listening.

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- Present - Describin election, - Begin with a whole-class discussion: - The student will try to answer
simple tense g and “What is a general election?” the question’s teacher.
listening candidates,
(e.g., "A explainin - Ask follow-up questions like: “When - The student will answer the
general g what is voting, was the last election in your country?” teacher question with some
10’ election is a general “Why is voting important?” who we mistake like (it is)
political L, w
held every election vote? - Students look to the board
four years." parties, - Write keywords on the board from - Students take note notes
G.E – is the student responses. - Take notes
democracy,
process that - Introduce vocabulary words related to - Take motes
we choose campaign elections (e.g., election, candidates,
one voting, political parties, democracy, - Student pay attention and take
candidate to campaign). note
represent - Use flashcards or display the words
us ) on the board and give examples for each - Student form sentences using
word. new vocabulary
- Engage the students by asking them
to form simple sentences using the new
vocabulary.
- Example: “Who is a candidate in an
election?” or “Why do people vote?”
 Present election, - Play the audio clip (around 3-4 - Pay attention
While- simple tense Describe minutes long) about the general election.
what audio candidates,
(e.g., "A - Instruct students to listen carefully - Student listening to the audio
listening general about voting, without taking notes and focus on the and take notes the general idea
election is
political general idea.
held every
15’ - After the first listening, ask the class: - The students will answer the
four years." parties, L, s
G.E – is the “What is the audio about?” “What are questions teacher
process that democracy, some key points you heard?”
we choose - Write the main ideas on the board as - Students take note
one candidate campaign students share.
to represent - Hand out a worksheet with 5-7 - Students pay attention
us ) specific questions related to the audio
clip. - Students pay attention
- Play the audio again, asking students
to listen for details.

After- Present election, After finishing the listening audio, the - Students pay attention for the
simple tense Summarize teacher make a questions for classes: teacher’s question.
listening (e.g., "A candidates, L, w
the audio - Questions might include:
general about voting, - Who are the candidates in the
election is
10’ political election? - Students respond
held every
- How often do elections happen?
four years." parties,
G.E – is the - What is the role of political parties - Students respond
process that in the election?
democracy, - Give students 2-3 minutes after the Student answers.
we choose
one candidate campaign audio finishes to write down their
to represent answers.
us )
Warm up
------------ ---------- ------------------
L
- Teacher sum up all the lesson about - Students pay ATTENTION
General Election
 Text of Audio

The Role of Political Parties

Political parties are vital institutions in modern democracies, serving as a bridge between the government and the people. Their primary roles can
be summarized in three key areas: representation, governance, and public engagement.

1. Representation: Political parties represent different sections of society, aggregating interests into coherent political platforms. By doing so, they
give voice to diverse opinions, ensuring that varied segments of the population are heard in the political process.

2. Governance: Once elected, political parties form governments or serve as the opposition. Parties in power implement policies based on their
platforms, while opposition parties hold the government accountable. This dynamic creates a balance of power, fostering transparency and
preventing the concentration of authority.

3. Public Engagement and Mobilization: Political parties also play a crucial role in educating and mobilizing the electorate. They inform citizens
about political issues, policies, and encourage civic participation, whether through voting, attending rallies, or participating in political discussions.

Overall, political parties shape the direction of national and local policies, while maintaining the checks and balances necessary for a healthy
democracy. They enable a structured process for collective decision-making, ensuring that governance is both responsive and accountable to the
public.
 Lesson Plan 2

Grade: 12th

Time: 60’

Topic: Impotence of election (Why do we Vote?)

Objective: At the end of the lesson the student should be able to know why elections are essential to democracy and the role of voting.
Aims:
- Understand the importance of election
- Know how the elections occur.

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- Present - Explaining Rights, - Greet the students and introduce the - Students share their ideas about
Continuous reasons for topic: “Why do we vote in elections?” elections and why voting is
listening
Tense (e.g., voting and its responsibilities, - Write key vocabulary (rights, important.
"We are importance in responsibilities, representation, decision-
10’ voting to society. representation, making, public service, legitimacy) on - Students listen to the L’ s
choose our the board and briefly explain the explanations of the vocabulary.
leaders.") decision-making, meaning.
- Ask students what they know about
public service, elections and voting, engaging them with
open-ended questions (e.g., “Why do - Pay Attention
legitimacy people vote?”).
- Review the vocabulary terms and give
examples using the present continuous - Students repeat the vocabulary
tense (e.g., “We are voting to choose our and make their own sentences
representatives.”). using the present continuous tense
- Encourage students to form sentences
about elections using the present - Students practice speaking in
continuous (e.g., “Citizens are pairs, using the new vocabulary in
participating in elections to make their conversations.
decisions for the country.”).
While
Present - Explaining Rights, - Play a short audio clip or give a brief - Students listen to the audio or
listening lecture on elections (if no audio is teacher’s lecture and take notes.
Continuous reasons for
Tense (e.g., voting and its responsibilities, available, the teacher can read a short
15’ "We are importance in text).
voting to society. representation, - Students answer the
choose our - Ask comprehension questions to comprehension questions and L, w
leaders.") decision-making, check understanding (e.g., “What is the participate in a class discussion.
role of voting in democracy?”).
public service,

legitimacy

Pre-
Present - Explaining Rights, - Summarize the key points about why - Students listen to the summary. L,
listening
Continuous reasons for elections are important and why we vote.
Tense (e.g., voting and its responsibilities,
10’ "We are importance in
voting to society. representation,
choose our
leaders.") decision-making, - Students ask any final
- Review the vocabulary and grammar questions or share additional
public service, used in the lesson. thoughts on the topic.

legitimacy

- Assign homework: Ask students to - Students note the homework

write a short paragraph explaining why assignment.
voting is important.
 Audio Script: "Why Do We Vote?

"In many countries around the world, people participate in elections. But why is voting so important? Elections are essential because they give citizens the power
to choose their leaders. By voting, we help decide who will represent us in the government and make important decisions on our behalf.

Voting is both a right and a responsibility. Every citizen has the right to vote, but it’s also our responsibility to use that right wisely. When we vote, we are
helping to choose people who will create laws, manage public services like healthcare and education, and ensure that everyone is treated fairly.

Elections give legitimacy to governments. This means that the leaders who are chosen in fair elections are trusted to make decisions for the country. Without
elections, leaders might not represent the wishes of the people, and decisions could be made without considering what is best for society.

In addition, voting helps to maintain democracy. In a democracy, everyone’s voice matters, and every vote counts. This ensures that the government reflects the
will of the people. Voting is one of the most powerful ways we can participate in our society and have a say in how it is run.

So, why do we vote? We vote to make sure our voices are heard, to choose who represents us, and to help shape the future of our country. It’s an important way
for all of us to contribute to the decision-making process."
 Lesson Plan 3

Grade: 12th

Time: 60’

Topic: Types of Elections (Local vs. National)

Objective: By the end of the lesson, students will be able to differentiate between local and national elections, understand their roles in governance,
and use comparative language to discuss their differences.

Aims: To know types of election

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- Past tense Comparing Local, - Introduce the key vocabulary for the - Repeat vocabulary words and
(e.g., "In the and lesson (e.g., local, national, mayor, practice using them in simple
listening
last election, contrasting national, parliament, etc.). sentences.
we elected a local and
10’ new national mayor, L, w
president.") elections.
parliament, - Provide simple definitions and - Pay attention
examples.
constituency,

governance,
- Ask students to predict the roles of
policy, local and national elections in - - Make predictions about what
governance using the vocabulary they will hear regarding the
ballot introduced. differences between local and
- national elections.
While Play an audio clip (or read a short text)
Past tense Comparing Local, that explains the differences between - Listen to the clip and take
listening
(e.g., "In the and local and national elections. the clip notes.
last election, contrasting national, covers:
15’ we elected a local and - Answer the teacher’s questions
new national mayor, - The positions elected in local elections and discuss in pairs.
president.") elections. (e.g., mayor, council members). L, w
parliament,
- The positions elected in national - Complete a listening
constituency, elections (e.g., president, parliament). comprehension worksheet
- The scope of policy-making in each (optional).
governance, election type.

policy, - Pause the audio at key points to check

understanding.
ballot - Ask students comprehension questions
like:
- Who is elected in local elections?
- What kind of policies are decided at
the national level?
Pre-
Past tense Comparing Local, - Provide students with a comparison - Work in pairs or small groups to L, s
listening chart (Local vs. National Elections) and fill out the comparison chart.
(e.g., "In the and
last election, contrasting national, guide them in filling it out using
10’ we elected a local and information from the listening exercise.
new national mayor, - Use the past tense to share
president.") elections. - Model sentences that compare and what happened in the last
parliament, contrast, using the past tense and election, using the key vocabulary
comparative phrases (e.g., "In the last (e.g., "In the last local election,
constituency, national election, the president was we voted for a new mayor.").
elected, but in the local election, the
governance, mayor was chosen.")

policy,

ballot
 Lesson Plan 4

Grade: 10th

Time: 60’

Topic: The History of Voting in Mozambique

Objective: at the end of the topic the student should be able to describe The History of Voting in Mozambique

Aims: - Understand key vocabulary related to voting history.

- Comprehend the chronological development of voting in Mozambique.
- Recognize and use past simple tense in context.

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- WH How to political history Introduce the topic of the history of - Participate in a class discussion
question voting in Mozambique by discussing the about voting and democracy.
listening question
people of importance of voting in a democracy.
Mozambique
10’ L, w
vote - Display or write key vocabulary on the - Listen to the teacher's
board (e.g., democracy, suffrage, explanations of the vocabulary.
elections. independence, etc.) and explain their
meanings.
After

Late - Ask students to predict what they might - Make predictions about the
hear in the listening passage based on the listening text based on the
vocabulary provided vocabulary.
- -
While - Play the listening audio about the - Listen attentively to the audio,
history of voting in Mozambique. focusing on the general
listenig
WH question How to political history understanding during the first
question listening.
15’ people of
Mozambique - Ask students to listen for the main ideas - During the second listening,
during the first listening. take notes on key facts, dates, L, w
vote and specific details related to the
history of voting.
elections.
- Play the passage a second time, this - Answer the teacher's
After time instructing students to focus on comprehension questions orally
specific details such as dates, key events, or in writing, using notes from the
Late and changes in the voting system. listening activity.

Ask comprehension questions about the - Participate in a grammar

listening passage to check for discussion on the past simple
understanding. tense by identifying verbs in the
past tense from the passage.

- Examples: "When did Mozambique

gain independence?" "When was the first Answer the question
election held?"
Pre- political history
people of - Instruct students to work in pairs, - Work in pairs to discuss the L, s
listenin
Mozambique discussing how the voting system has evolution of the voting system in
g changed over time using the new Mozambique, using new
vote vocabulary and past simple tense. vocabulary and grammar.
------------- -------------- - Assign a homework task: write a short - Listen and respond to each
10’
elections. summary of the history of voting in other’s ideas in pairs.
Mozambique using key vocabulary and - For homework, write a summary
After grammar structures covered in class. of the history of voting, focusing
on using the past simple tense and
Late correct vocabulary.
 Listening Text: The History of Voting in Mozambique

Mozambique, located on the southeastern coast of Africa, has a rich and complex political history. The country gained independence from
Portuguese colonial rule on June 25, 1975. Before independence, the people of Mozambique did not have the right to vote in free and fair elections.

After independence, Mozambique was ruled by the political party FRELIMO (the Mozambique Liberation Front), which established a one-party
state. In this system, only members of FRELIMO could participate in political decision-making, and there were no elections open to the general
public. This meant that most Mozambicans still could not vote to choose their leaders.

In the late 1980s and early 1990s, after years of civil war and international pressure, Mozambique underwent significant political reforms. These
changes led to the introduction of a multi-party democracy, allowing different political parties to participate in elections. The **first democratic
elections** in Mozambique were held in **1994**. For the first time, citizens had the right to vote in a free and fair election. The elections were
held to choose a president and members of the national parliament.

Over the years, Mozambique’s electoral system has continued to evolve. Voters now go to the polls every **five years** to elect a president,
members of parliament, and local government representatives. While challenges still remain, such as ensuring transparency and addressing
corruption, the right to vote is seen as an important symbol of the country's progress and the people's voice.

Today, voting in Mozambique is open to all citizens over the age of **18**. Voters participate by casting their ballots in polling stations across the
country. Each voter receives a ballot paper, marks their choice, and places it in a secure ballot box. The results are then counted, and the winners
are announced.

The history of voting in Mozambique reflects the country's journey from colonial rule to independence, and from a one-party state to a modern
democracy where citizens have the right to choose their leaders.
 Lesson Plan 5

Grade: 12th
Time: 60’
Topic: Voting Rights for Citizens (Who Can Vote?)
Objective:
Aims:

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- Modal - Describing - Citizen - Introduce the topic by asking students - Participate in class discussion
listening Verbs: action for - Eligibility general questions about voting, such as: and share what they know about
Using can, voting - Age requirement - "At what age can you vote in your voting rights.
10’ must, should eligibility. - Residency country?"
in the - Legal - "Do you know what the requirements - Write down key vocabulary and L, w
context of - Explaining - Suffrage are to vote?" understand its meanings.
voting legal -Polling station - Introduce key vocabulary by writing - Make predictions about the
rights. requirements - Voter registration them on the board and discussing their factors that determine voting
for voters. - Disqualification meanings. eligibility.
- Ask students to predict what factors -
might determine who can vote in
different countries.
While - Play an audio passage (or read a short - Listen to the audio carefully,
listening text) about the voting rights of citizens in focusing on the main idea during
various countries. the first listening.
15’ - First listening: Ask students to focus on
understanding the general idea of the Pay attention
text, especially who can vote and what
-------------- --------------- ---------------------- L, w
the requirements are. - Take notes during the second
- Second listening: Ask students to take listening, writing down key points
notes, listening for specific details such related to the age, citizenship, and
as age, citizenship, and other eligibility registration requirements for
criteria. voting.

After - - Organize a pair or group discussion Answer comprehension questions

listening where students discuss voting eligibility orally or in writing in group or in L, s
in their own country, using the pair
------------- -------------- ---------------------
10’ vocabulary and grammar covered in the
lesson. - Participate in the grammar
session, identifying modal verbs
- Assign homework: Write a short in the text.
paragraph explaining who can vote in - Practice forming sentences using
their country and what requirements modals like can, must*and should
must be met. when talking about voting.
 Listening Text:
Voting Rights for Citizens (Who Can Vote?)

In most democratic countries, voting is an important right and responsibility of citizens. However, not everyone can vote. There are specific rules that determine
who is eligible to participate in elections. These rules vary slightly from country to country, but there are some common criteria that most nations use to decide
who can vote.

First, age is a major factor. In many countries, a person must be at least 18 years old to vote. This is the most common age requirement, but some countries have
a higher or lower voting age. For example, in Brazil, citizens can vote at the age of 16, while in South Korea, the voting age is 19.

Second, voters must usually be citizens of the country. This means that people who live in a country but do not have citizenship, such as foreign residents,
usually cannot vote in national elections. However, some countries allow non-citizens to vote in local or regional elections. For example, in New Zealand,
permanent residents can vote in local elections even if they are not citizens.

Another common requirement is residency. In most places, voters must be legal residents of the area where they are voting. They need to prove that they have
lived in a particular district or region for a certain period before the election. This ensures that only people who are affected by local government decisions have
the right to vote in those elections.

Additionally, many countries require voters to register before they can vote. This process, called voter registration, helps ensure that each person votes only once
and that only eligible citizens participate. In some countries, like the United States, people must register to vote weeks or even months before the election. In
other countries, such as Sweden, voter registration is automatic, meaning all eligible citizens are registered without having to do anything.

There are also disqualifications in place for certain people. For instance, in many countries, prisoners or people with serious criminal convictions may lose their
right to vote, either temporarily or permanently.
 Lesson Plan 6

Grade: 10th

Time: 60’

Topic:
Objective: Be able to understand key political vocabulary (e.g., election, manifesto, governance) through a listening text.
Aims: - To introduce students to the role of political parties in a democracy.
- To develop students’ listening comprehension skills with a focus on understanding political concepts.

Stage Language content Activities Skill

Grammar Function Vocabulary Teacher Student
Pre- - Reported Describing the 1. Political Party - Briefly introduce the topic by asking - Students respond to questions
speech for roles and 2. Democracy students if they know what a political about political parties, giving
listening
summarizing functions of 3. Election party is and why they exist. their prior knowledge.
others' points political 4. Candidate
10’ of view (e.g., parties 5. Manifesto L, w
They said - Expressing 6. Policy - Students copy key vocabulary
that political opinions 7. Governance - Write key vocabulary on the board and from the board and ask questions
parties play a about political 8. Constituency explain meanings (e.g., political party, for clarification.
key role in systems democracy, election).
democracy.) - Explaining
concepts of
governance
and elections - Ask students to predict what they will - Students share predictions about
hear in a listening passage about political what they will hear.
parties (eliciting ideas such as elections, -
policies, candidates, etc.).
-
While
listening - Play a recording or read a passage
- Students listen attentively to the
aloud that explains the role of political
passage.
parties (ensuring it includes the key
15’
vocabulary).
L, w
- Take notes on the roles of
- Ask students to listen for specific
political parties and important
information, such as the roles political
vocabulary they hear.
parties play during elections.
------------------ ------------------- ---------------------------
- - Pause the recording at key moments to
check for understanding with questions
- Answer comprehension
like: "What is one main function of
questions orally or in written form
political parties?"
during listening.

Pre-
- Facilitate a group discussion on the role - Students participate in the group
listening L, s
of political parties based on the listening discussion by sharing their
text. answers and opinions.
10’
- Ask students to compare their pre- - Compare their predictions with
listening predictions to the actual the actual content of the listening
information they heard. text.

--------------- ------------------- --------------------------- - Encourage students to express their - Write a brief summary of the
own opinions on the importance of roles of political parties using key
political parties in elections and terms like "candidate,"
governance "manifesto," and "governance."
.
- Assign a short-written task where
Realize the task
students summarize the main roles of
political parties using the vocabulary
learned
 Listening Text:
The Role of Political Parties

In any democratic country, political parties play a very important role. A **political party** is a group of people who share similar ideas about how a
country should be governed. These parties work to win elections, so they can put their ideas into practice. There are usually several political parties in a
democracy, each representing different views.
One of the main roles of political parties is to participate in **elections**. During an election, political parties select **candidates** to run for public
office, such as becoming a member of parliament or the president. Each party presents a **manifesto**, which is a document that explains what they will
do if they win. The manifesto includes ideas about how they will improve education, healthcare, the economy, and more.

Political parties also help to **organize government**. When a party wins an election, its leaders take control of the government and make decisions based
on their policies. They form a **government** and choose people to work in important positions. This is how a country is governed by the people elected
by citizens.

Even when they lose, political parties play an important role. They **monitor** the party in power, pointing out mistakes and offering alternatives. This
ensures that the government works effectively and remains accountable to the public.
Overall, political parties represent different groups of people and help them participate in democracy. They make sure that citizens have a say in how their
country is run by voting in elections.

Vocabulary in Context:
1. Political: Part A group of people with similar ideas who work together to win elections.
2. Election: A process where people vote to choose their leaders.
3. Candidate: A person who is chosen by a party to run for public office.
4. Manifesto: A document that outlines a party’s plans and promises if they win the election.
5. Governance: The way a government controls and manages a country.
6. Policy: A plan or course of action set by a political party.
7. Constituency: A district or area represented by a politician.
Scheme of work (B) and Lesson plans
(TBLT) (TEACHING SPEAKING)
 Scheme of work B
School: Muatala secondary school
Grade:9
Unit and Topic Content Objective Principal activity Assignment
Week - 1
General Election Teacher Student
Campaign And
General Election

2 Importance of
Elections
(Why Do We Vote?

Types of Elections
3 (Local vs. National

School:
Grade:
Unit and Topic Content Objective Principal activity Assignment
Week
4 The History of Teacher Student
 Voting in
Mozambique

Voting Rights for

5 Citizens
(Who Can Vote?)

The Role of
6 Political Parties

School:
Grade:
Unit and Topic Content Objective Principal activity Assignment
Week
Political Campaign Teacher Student
7

Process of
8 Elections Work
(Step-by-Step)
 Primaries and
9 General Elections

School:
Grade:
Unit and Topic Content Objective Principal activity Assignment
Week
10 Primaries and Teacher Student
General Elections

Understanding
11 Voting Districts

Election Rules Set?

12 (Election
Commissions)
Stage Objective Teacher`s activities students` activities Language content
Grammar Vocabulary
Pre - Task

Task

Task Cycle Planning

Report

Language Focus
Lesson Topic Skills Vocabulary Grammar Function Time

Lesson Political Campaign Listening Campaign, candidate, Modal verbs (should, must, Understanding and 60m
7 electorate, policy, manifesto, can) in giving advice or evaluating political
Speaking
debate, rally, vote, constituency making suggestions speeches and
campaign messages

Lesson Process of Elections Work Listening Registration, nomination, Sequence markers (first, next, Understanding and 60m
8 (Step-by-Step) ballot, polling station, voter ID, then, finally) to describe steps following the step-
Speaking
count, recount, result, in a process by-step process of an
inauguration election

Lesson Primaries and General Listening Primary, general election, Comparative structures (more Understanding and 60m
9 Elections caucus, delegate, nomination, than, less than, as... as) to differentiating
Speaking
convention, runoff, swing state, compare election types between primaries
electoral vote and general elections
Week Lesson Topic Skills Vocabulary Grammar Function Time

Lesson Primaries and Listening Incumbent, challenger, Passive voice (is elected, was Understanding the 60 m
10 General Elections delegate, super delegate, chosen) to describe election sequence and purpose
Speaking
popular vote, electoral college, processes of primary and general
primary, general election, elections in the
runoff political system

Lesson Understanding Listening District, constituency, Prepositions of place (within, Understanding how 60 m
11 Voting Districts boundary, gerrymandering, between, across) to describe voting districts are
Speaking
4 precinct, ward, redistricting, district boundaries formed and their
apportionment impact on elections

Lesson Election Rules Set? Listening Election commission, Modal verbs (must, have to, Understanding the role 60 m
12 (Election regulation, compliance, ballot may) to express rules and of the election
Speaking
Commissions) access, voter eligibility, regulations commission in setting
campaign finance, and enforcing election
transparency, audit rules
Stage Objective Teacher`s activites students` activities Language content
Grammar Vocabulary
Pre - Task

Task

Task Cycle Planning

Report

Language Focus