GUÍA DIDÁCTICA PARA EL USO DE LOS

PROGRAMAS DE ESTUDIO

República de PanamáMinisterio de

InglésGRADO 11TH

GUÍA DIDÁCTICA PARA EL USO DE LOS

PROGRAMAS DE ESTUDIO

InglésGrado 11th

Santiago, Veraguas.

Facilitadora:

Mitzy Marin

Equipo Colaborador

Amarilis De Arco

Edelka Bozzi

Eira Mendoza

Ilsa Herrera

Nilsia Colomb

Equipo Técnico de Revisión

OBJETIVO

Proponer sugerencias a las y los docentes en la elaboración de orientaciones metodológicas para el desarrollo de situaciones de aprendizaje, que permitan el uso óptimo de los Programas de Estudio y el éxito en el logro de aprendizajes de los estudiantes.

Methodological Orientation 1

Area: Culture, Values, and SocietySubject: EnglishTime: 15 hours

CONTENTS

Concepts Procedure Attitude7. Cultural diversity in Panama.-Ethnic Groups-Nationalities-English as a Foreign Language.Grammar in context forcommunicative purposes:-Past Tenses: simple,progressive, perfect-Passive Voice-Tag Questions

7.1 Picking outvocabulary used totalk about customsand traditions.7.2 Describingcustoms and traditions7.3 Scanning andskimming contextualclues for textcomprehension.7.4 Comparing andcontrasting cultural

7.1 Valuing theimportance ofknowing the historyand folklore of thecountry.7.2 Acquiring thehabit of writing withclarity and neatness.7.3 Workingcooperatively withpeers or work teamsinside and outside

General Information

Learning Situation

My Name is Panama

-Quantifiers- Connectors

differences amongcountries.7.4 Writes an essay

about a specific topic.

the classroom.7.4 Showingperseverance andpositive attitudetoward theacquisitions of the

English language.

Students and Classroom Management

Previous knowledge:

Take the students to the English Lab.

They will pray

Sit properly facing the multimedia in semi circle.

Introduction of the Content:

Make students to pay attention to the lab rules.

Make groups of six per desk.

Introduction for the Activities: In pairs, answer the different activities developed.

Student`s Previous knowledge Ask exploratory questions about Panamanian ethnic groups and traditions.

Development

Note:

Encourage the students to answer questions and give examples.

Discuss different terms about Panamanian culture.

Ethnic group: a social group or category of the population that, in a larger society, is set apart and bound together by common ties of

race, language, nationality, or culture

Ethnic group: a social group or category of the population that, in a larger society, is set apart and bound together by common ties of

race, language, nationality, or culture

Dialect: a variety of a language that signals where a person comes from. The notion is usually interpreted geographically (regional dialect).

Language: a system of conventional spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves.

Traditions and food: food that is characteristic of a region or

cultural group.

Place on the map the different ethnic groups in Panama

Content Development

Custom: a set of agreed, stipulated or generally accepted rules, norms, standards or criteria.

Folk music/instruments: Folk music includes traditional music transmitted by mouth, as music of the lower classes, and as music with unknown composers.

Art & Craft: it's drawing, painting, watercolour or sculpture.

Folk Custome: expresses an identity through costume which is usually associated with a geographic area or a period of time in history, but can also indicate social, marital and/or religious status.

Activities

Activity 1

Solve the crossword below.

d a s f o s n n o x e e d e i r r a c d t o t d d s i s y e a k w c e e u y z w e r o w e y k o l e k n a r d l a o x s d e c n a d l l o k p l a n t e d o p c d e t n u h p v c v f i s h e d u h h x

atecarriedcollectedcookeddanceddrankfishedhuntedplantedplayedsewedwore

Activity 2

Change the verb into the correct form.

1. Dan (leave) _______________very early today.

2. Sam and Sue (buy)________________ a new house last month.

3. I (visit) _______________Germany the previous week.

4. You (play) ______________very well.

5. They (find)________________ this book on their trip to Italy.

6. I (bake) _________________this cake by myself.

7. We (open)_________________ the store in 1987.

8. The rain finally (stop), ________________and we (go) home.

9. She (plan) _________________to come, but she (have) _____________some problems.

10. Kate (have) _______________a big house, but she (sell)______________ it.

11. Rose (be) _________________very thi

12. You (be)____________________ at work yesterday morning.

13. We (think)__________________ New York was in England!

14. They (bring) _________________this from their trip.

15. She always (dance)_______________ in the summer.

Activity 3

Select at least 10 images of our ethnic groups performing different activities in order to make a collage in class using the AutoCollage program.

Activity 4

Write 5 statements according to the pictures you presented in the collage. After you have written your statements make a tag questions to each one of them.

Examples:

1. The Indians girls are dancing. Aren’t they?

2. The old woman has been painting her daughter’s back. Hasn’t she?

1. _____________________________________________________________________

2._____________________________________________________________________

3. ____________________________________________________________________

4._____________________________________________________________________

5. _____________________________________________________________________

Activity 5

Using the connectors in the box below, join your statements to make a paragraph.

For, and, but, or, yet

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 6

Panamanian Ethnicity

Panama has always been a crossroads between cultures, thus earning us the nickname “melting pot”. With a population of almost 3 million people, 67% of it is made up of mestizos (Amerindian mixed with white) and mulattos (white mixed with black); 14% black; 10% white; and 6% Amerindian (indigenous or natives) and a 3% is made up of various ethnic backgrounds. This mix is particularly rich because of culture and traditions ithelped establish, each one still respected by Panamanians and foreigners alike.

Panama’s seven indigenous groups settlements are scattered in semi autonomous territories. The Ngöbe, Buglé,‐ Naso Teribe and Bri bri are the most representative native group in the Western part of the country, in the‐ ‐ provinces of Chiriquí, Bocas del Toro and Veraguas. Together, they comprise 70% of the country’s indigenous

population. The Eastern side of the Panama is inhabited by the Emberá and Wounaan natives, in the Darien province, and by the Kunas, in the Kuna Yala Region.

Like their ancestors, the Emberá and Wounaan have lived in the tropical forests for centuries. They show an innate understanding and respect for nature, and their wood carving and weaving skills are exquisite. The Kunas, on the other hand, settled along the Caribbean coast and on the islands, and are known for having a stronghold on their traditions and for their molas, handcrafts made from appliqués set on fabric.

The descendants of African immigrants settled in the Central Regions of Panama and in the Darien Province, where the rhythm of the Bullerengue and the Bunde still evoke the origin of their traditions. Initially, they were brought to the isthmus by the Spanish pioneers to work in the sugar cane plantations. A second migratory wave at the beginning of the 20th century gave way to the blacks from the Antilles to work in the construction of the Panama Canal. This second ethnic group was English speaking and settled in PanamaCity, Colon and Bocas del Toro. The mestizos and mulattos are the result of years of ethnic and cultural mixing, dispersed throughout Panama. Their folklore is expressed through its music and dances; regional and traditional foods such as arroz con pollo (rice chicken) and sancocho de gallina (chicken soup), while their festive disposition shines through in fairs and festivals, as in their well known friendliness to foreigners.‐Panama has always been and always will be a meeting point for all races and ethnicities.

Today, the country is accessible to travelers from any part of the world, always making them feel at home, boasting its traditions and its constant desire to evolve as a culture.

Create your concept map based on the reading text. Using CMap Tool

Assessment

DiagnosticIt was done when the students were developing the previous knowledge through the following activities:

Answering to exploratory questions about Panamanian ethnic groups and traditions.

Discussing different terms about Panamanian culture.

Placing on the map the different ethnic groups in Panama.

- They expressed their opinions in different ways.- They shared information on different aspects of Panamanian culture.- They were polite and tolerant with their peers when sharing information.

CHECKLIST

ACTIVITY: Answer questions about Panamanian ethnicity.DATE:

StudentsLearners understandand answer the questionsin English or Spanish.

Learners identify Panamanian ethnic groups.

Learners expressIdeas about Panamanian indigenous and black people.

YES NO YES NO YES NO

FormativeIt is done through the development of the following activities:

When they answered to questions about ethnic groups in Panama.

When they identified the different ethnic groups and their corresponding food, traditions, customs,

and clothes.

When they participated in the discussion about the video.

When they applied the grammatical structure in oral and written ways.

When they expressed and interchanged ideas in the preparation of the collage.

When they read a short paragraph about the topic; they were able to create a cmap.

When they worked in groups to build up the collage and the cmap.

When the expressed their ideas and opinions about the topic.

Summative

It is done through the development of the following activities:

o When they created a cmap.

o When they presented a role play of the different ethnic groups.

o When they completed a written test about the reading.

Rubric

STUDENT’S NAME

ACTIVITY: Creation of a cmap. Written work.

DATE: TOTAL POINTS: 20

CriteriaExcellent

4 pts.Good3 pts.

Regular2 pts.

Need Improvement

1 pts.

Information in logical,

interesting sequence which

reader can follow.

Proper use of the grammar

structure and the use of

connectors

Main/Topic idea sentence is clear, correctly placed

Creativity

Work is presented with

fluency and naturally.

SCORE: _______

Content Feedback and Support Strategies

Concept Weakness:

During the development of this content the students might have problems with the grammar

structure.

Lack of vocabulary meaning when reading.

Discrimination of different the kind of verbs: irregular or irregular.

Ability to handle the technological resources

Supportive strategy

Grammar Structure

Provide students the song Summer Night with its lyric in past tense.Provide a written practice using connectors.

______________________________________________________________________________________

___ Summer NightsFrom Grease

Summer loving had me a blastSummer loving happened so fastI met a girl crazy for meMet a boy cute as can be

Summer days drifting awayTo, oh, oh, the summer nights

Well-a well-a well-a, huhTell me more, tell me moreDid you get very far?Tell me more, tell me moreLike does he have a car?

She swam by me, she got a crampHe ran by me, got my suit damp

I saved her life, she nearly drownedHe showed off, splashing around

Summer sun, something's begunBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell m,e moreWas it love at first sight?Tell me more, tell me moreDid she put a fight?

Took her bowling in the ArcadeWe went strolling, drank lemonadeWe made out under the dockWe stayed up 'till ten o'clock Summer fling, don't mean a thingBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell me moreBut you don't gotta bragTell me more, tell me more

'Cause he sounds like a drag

He got friendly, holding my handShe got friendly down in the sandHe was sweet just turned eighteenWell, she was good you know what I mean

Summer heat, boy and girl meetBut, oh, oh, the summer nightsTell me more, tell me moreHow much dough did he spend?Tell me more, tell me moreCould she get me a friend?

It turned colder, that's where it endsSo I told her we'd still be friendsThen we made our true love vowWonder what she's doing now

Summer dreams ripped at the seamsBut, oh, those summer nightsTell me more, tell me more

GROUP ASummer Nights

From Grease

Summer loving __________ me a blastSummer loving happened so fastI __________ a girl crazy for meMet a boy cute as can be

Summer days drifting awayTo, oh, oh, the summer nights

Well-a well-a well-a, huhTell me more, tell me more__________ you get very far?Tell me more, tell me moreLike does he have a car?

She ______by me, she ______ a crampHe ran by me, got my suit dampI saved her life, she nearly __________He showed off, splashing around

Summer sun, something's begunBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell m,e more__________ it love at first sight?Tell me more, tell me more

Did she put a fight?

__________ her bowling in the ArcadeWe went strolling, drank lemonadeWe __________ under the dockWe stayed up 'till ten o'clock

Summer fling, don't mean a thingBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell me moreBut you don't gotta bragTell me more, tell me more'Cause he sounds like a drag

He ________ friendly, holding my handShe got friendly down in the sandHe ________sweet just turned eighteenWell, she _______ good you know what I mean

Summer heat, boy and girl meetBut, oh, oh, the summer nightsTell me more, tell me moreHow much dough* did he spend?Tell me more, tell me more______ she get me a friend?

It turned colder, that's where it endsSo I _______ her we'd still be friendsThen we made our true love vowWonder what she's doing now

Summer dreams ripped at the seamsBut, oh, those summer nightsTell me more, tell me more

*dough – slang for money

GROUP B

Summer NightsFrom Grease

Summer loving had me a blastSummer loving ____________so fastI met a girl crazy for me__________a boy cute as can be

Summer days drifting awayTo, oh, oh, the summer nights

Well-a well-a well-a, huhTell me more, tell me moreDid you get very far?Tell me more, tell me moreLike _______ he _______a car?

She swam by me, she got a crampHe ______ by me, ______ my suit dampI saved her life, she nearly drownedHe ____________, splashing around

Summer sun, something's begunBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell m,e moreWas it love at first sight?Tell me more, tell me more__________she put a fight?

Took her bowling in the ArcadeWe _______strolling, _______lemonadeWe made out under the dockWe __________ 'till ten o'clock

Summer fling, don't mean a thingBut, oh, oh, the summer nights

Well-a well-a well-a huhTell me more, tell me moreBut you don't gotta bragTell me more, tell me more'Cause he sounds like a drag

He got friendly, holding my handShe _______ friendly down in the sandHe was sweet just __________eighteenWell, she was good you know what I mean

Summer heat, boy and girl meet

But, oh, oh, the summer nightsTell me more, tell me moreHow much dough* _______he spend?Tell me more, tell me moreCould she get me a friend?

It ________colder, that's where it endsSo I told her we'd still be friendsThen we __________our true love vowWonder what she's doing now

Summer dreams ripped at the seamsBut, oh, those summer nightsTell me more, tell me more

*dough – slang for money

______________________________________________________________________________

HOMEWORK//short review

NAME_____________________________ DATE______________________________

CONJUNCTIONS ( fill in the following coordinating conjunctions and use it in a sentence.

1.____ _= He couldn't go home ___he had no place to go. 

2. _____=I took a taxi _____she drove home.

3. _____=He didn't want help____ did he ask for it.

4._____= I wanted to go late____ she wanted to go on time.

5._____=- She cooked dinner_____ he took her out to a restaurant.

coordinating

for

noryet

or

soanda

but

6._____= She owned a car_______ she didn't know how to drive it.

7._____= She had to go, ____ she called a friend to drive her.

Power point presentation about conjunctions.

..\linking-words.ppt

References

https://www.google.com/search?q=ethnic+groups+in+panama

http://busyteacher.org/16079-link-words-with-conjunctions.html

http://busyteacher.org/search.html?q=conjunctions

https://www.youtube.com/watch?v=GDlHAEjS5go

http://www.discoveryeducation.com/free-puzzlemaker/

http://rubistar.4teachers.org/

http://www.microsoft.com/education/ww/Pages/index.aspx