PROGRAMAS DE ESTUDIO Repblica de Panam Ministerio de Educacin Ingls GRADO 11 TH
GUA DIDCTICA PARA EL USO DE LOS PROGRAMAS DE ESTUDIO Ingls Grado 11th Santiago, Veraguas. Facilitadora: Mitzy Marin Equipo Colaborador Amarilis De Arco Edelka ozzi Eira Mendoza Ilsa !errera "ilsia #olom$ Equipo Tcnico de Revisin OBJETIVO Proponer sugerencias a las y los docentes en la elaboracin de orientaciones metodolgicas para el desarrollo de situaciones de aprendizaje, que permitan el uso ptimo de los Programas de Estudio y el xito en el logro de aprendizajes de los estudiantes. Methodological Orientation 1 Area: Culture, Values, and Society Subject: English Time: 15 hours
COTETS Conce!ts "rocedure Attitude 7. Cultural diversity in Panaa. !Et"ni# Gr$u%s !&ati$nalities !En'lis" as a ($rei'n Lan'ua'e. Graar in #$nte)t *$r #$uni#ative %ur%$ses+ !Past Tenses+ si%le, %r$'ressive, %er*e#t !Passive -$i#e !Ta' .uesti$ns !.uanti*iers ! C$nne#t$rs 7.1 Picking out vocabulary used to talk about customs and traditions. 7.2 Describing customs and traditions 7.3 Scanning and skimming contextual clues for text comprehension. 7. !omparing and contrasting cultural differences among countries. 7.1 "aluing the importance of kno#ing the history and folklore of the country. 7.2 $c%uiring the habit of #riting #ith clarity and neatness. 7.3 &orking cooperatively #ith peers or #ork teams inside and outside the classroom. 7. Sho#ing #eneral $n%ormation &earning Situation My Name is Panama My Name is Panama 7. &rites an essay about a specific topic. perseverance and positive attitude to#ard the ac%uisitions of the 'nglish language. Students and Classroom Management "re'ious (no)ledge: Take the students to the English Lab. They will pay Sit properly facing the multimedia in semi circle. $ntroduction o% the Content! (ake students to pay attention to the lab rules. (ake groups of six per desk. $ntroduction %or the Acti'ities: In pais" answe the di##eent a$ti%ities de%eloped. Student*s "re'ious (no)ledge +e'elo!ment Ask e&ploatoy 'uestions about (ana)anian ethni$ goups and taditions. *ote! En$ouage the students to answe 'uestions and gi%e e&a)ples. Dis$uss di##eent te)s about (ana)anian $ultue. Ethnic grou!! a so$ial goup o $ategoy o# the population that" in a lage so$iety" is set apat and bound togethe by $o))on ties o# a$e" language" nationality" o $ultue Ethnic grou!! a so$ial goup o $ategoy o# the population that" in a lage so$iety" is set apat and bound togethe by $o))on ties o# a$e" language" nationality" o $ultue +ialect: a %aiety o# a language that signals whee a peson $o)es #o). The notion is usually intepeted geogaphi$ally +egional diale$t,. +ialect: a %aiety o# a language that signals whee a peson $o)es #o). The notion is usually intepeted geogaphi$ally +egional diale$t,. &anguage: a syste) o# $on%entional spoken o witten sy)bols by )eans o# whi$h hu)an beings" as )e)bes o# a so$ial goup and pati$ipants in its $ultue" e&pess the)sel%es. &anguage: a syste) o# $on%entional spoken o witten sy)bols by )eans o# whi$h hu)an beings" as )e)bes o# a so$ial goup and pati$ipants in its $ultue" e&pess the)sel%es. Traditions and %ood: #ood that is $haa$teisti$ o# a egion o $ultual goup. Traditions and %ood: #ood that is $haa$teisti$ o# a egion o $ultual goup. (la$e on the )ap the di##eent ethni$ goups in (ana)a Custom: a set o# ageed" stipulated o geneally a$$epted ules" no)s" standads o $iteia. Custom: a set o# ageed" stipulated o geneally a$$epted ules" no)s" standads o $iteia. ,ol( music-instruments: -olk )usi$ in$ludes taditional )usi$ tans)itted by )outh" as )usi$ o# the lowe $lasses" and as )usi$ with unknown $o)poses. ,ol( music-instruments: -olk )usi$ in$ludes taditional )usi$ tans)itted by )outh" as )usi$ o# the lowe $lasses" and as )usi$ with unknown $o)poses. Art . Cra%t: it.s dawing" painting" wate$olou o s$ulptue. Art . Cra%t: it.s dawing" painting" wate$olou o s$ulptue. ,ol( Custome: e&pesses an identity though $ostu)e whi$h is usually asso$iated with a geogaphi$ aea o a peiod o# ti)e in histoy" but $an also indi$ate so$ial" )aital and/o eligious status. ,ol( Custome: e&pesses an identity though $ostu)e whi$h is usually asso$iated with a geogaphi$ aea o a peiod o# ti)e in histoy" but $an also indi$ate so$ial" )aital and/o eligious status. Content +e'elo!ment Ethnical groups of Panama.wmv Acti'ities A#tivity / S$lve t"e #r$ss0$rd 1el$0. 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 ate carried collected cooked danced drank fished hunted planted played sewed wore A#tivity 2 !hange the verb into the correct form. 1. Dan )leave* +++++++++++++++very early today. 2. Sam and Sue )buy*++++++++++++++++ a ne# house last month. 3. , )visit* +++++++++++++++-ermany the previous #eek. . .ou )play* ++++++++++++++very #ell. /. 0hey )find*++++++++++++++++ this book on their trip to ,taly. 1. , )bake* +++++++++++++++++this cake by myself. 7. &e )open*+++++++++++++++++ the store in 1237. 3. 0he rain finally )stop*4 ++++++++++++++++and #e )go* home. 2. She )plan* +++++++++++++++++to come4 but she )have* +++++++++++++some problems. 15. 6ate )have* +++++++++++++++a big house4 but she )sell*++++++++++++++ it. 11. 7ose )be* +++++++++++++++++very thi 12. .ou )be*++++++++++++++++++++ at #ork yesterday morning. 13. We t!in"#$$$$$$$$$$$$$$$$$$ %e& 'or" &as in England( 1). *!ey bring# $$$$$$$$$$$$$$$$$t!is +rom t!eir trip. 1,. -!e al&ays dance#$$$$$$$$$$$$$$$ in t!e summer. .cti/ity 3 -elect at least 10 images o+ our et!nic groups per+orming di++erent acti/ities in order to ma"e a collage in class using t!e .uto1ollage program. .cti/ity ) Write , statements according to t!e pictures you presented in t!e collage. .+ter you !a/e &ritten your statements ma"e a tag questions to eac! one o+ t!em. Examples2 1. *!e 3ndians girls are dancing. .ren4t t!ey5 6. *!e old &oman !as been painting !er daug!ter4s bac". 7asn4t s!e5 1. $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 6.$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3. $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ).$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ,. $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ .cti/ity , 8sing t!e connectors in t!e box belo&, join your statements to ma"e a paragrap!. 9or, and, but, or, yet
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$ .cti/ity : Panamanian Ethnicity Panama !as al&ays been a crossroads bet&een cultures, t!us earning us t!e nic"name ;melting pot<. Wit! a population o+ almost 3 million people, :=> o+ it is made up o+ mestizos .merindian mixed &it! &!ite# and mulattos &!ite mixed &it! blac"#? 1)> blac"? 10> &!ite? and :> .merindian indigenous or nati/es# and a 3> is made up o+ /arious et!nic bac"grounds. *!is mix is particularly ric! because o+ culture and traditions it !elped establis!, eac! one still respected by Panamanians and +oreigners ali"e. Panama4s se/en indigenous groups settlements are scattered in semi@autonomous territories. *!e %gAbe, Bugl, %aso@*eribe and Bri@bri are t!e most representati/e nati/e group in t!e Western part o+ t!e country, in t!e pro/inces o+ 1!iriquC, Bocas del *oro and Deraguas. *oget!er, t!ey comprise =0> o+ t!e country4s indigenous population. *!e Eastern side o+ t!e Panama is in!abited by t!e EmberE and Wounaan nati/es, in t!e Farien pro/ince, and by t!e Gunas, in t!e Guna 'ala Hegion. Ii"e t!eir ancestors, t!e EmberE and Wounaan !a/e li/ed in t!e tropical +orests +or centuries. *!ey s!o& an innate understanding and respect +or nature, and t!eir &ood car/ing and &ea/ing s"ills are exquisite. *!e Gunas, on t!e ot!er !and, settled along t!e 1aribbean coast and on t!e islands, and are "no&n +or !a/ing a strong!old on t!eir traditions and +or t!eir molas, !andcra+ts made +rom appliqus set on +abric. *!e descendants o+ .+rican immigrants settled in t!e 1entral Hegions o+ Panama and in t!e Farien Pro/ince, &!ere t!e r!yt!m o+ t!e Bullerengue and t!e Bunde still e/o"e t!e origin o+ t!eir traditions. 3nitially, t!ey &ere broug!t to t!e ist!mus by t!e -panis! pioneers to &or" in t!e sugar cane plantations. . second migratory &a/e at t!e beginning o+ t!e 60t! century ga/e &ay to t!e blac"s +rom t!e .ntilles to &or" in t!e construction o+ t!e Panama 1anal. *!is second et!nic group &as Englis! spea"ing and settled in Panama 1ity, 1olon and Bocas del *oro. *!e mestizos and mulattos are t!e result o+ years o+ et!nic and cultural mixing, dispersed t!roug!out Panama. *!eir +ol"lore is expressed t!roug! its music and dances? regional and traditional +oods suc! as arroz con pollo rice c!ic"en# and sancoc!o de gallina c!ic"en soup#, &!ile t!eir +esti/e disposition s!ines t!roug! in +airs and +esti/als, as in t!eir &ell@"no&n +riendliness to +oreigners. Panama !as al&ays been and al&ays &ill be a meeting point +or all races and et!nicities. *oday, t!e country is accessible to tra/elers +rom any part o+ t!e &orld, al&ays ma"ing t!em +eel at !ome, boasting its traditions and its constant desire to e/ol/e as a culture. 1reate your concept map based on t!e reading text. 8sing 1Jap *ool Assessment +iagnostic It was done when the students wee de%eloping the pe%ious knowledge though the #ollowing a$ti%ities! Answeing to e&ploatoy 'uestions about (ana)anian ethni$ goups and taditions. Dis$ussing di##eent te)s about (ana)anian $ultue. (la$ing on the )ap the di##eent ethni$ goups in (ana)a. C/EC0&$ST ACT$V$T1: Ans)er 2uestions about "anamanian ethnicity3 +ATE: Students Leanes undestand and answe the 'uestions in English o 0panish. Leanes identi#y (ana)anian ethni$ goups. Leanes e&pess Ideas about (ana)anian indigenous and bla$k people. 1E0 *O 1E0 *O 1E0 *O ,ormati'e It is done though the de%elop)ent o# the #ollowing a$ti%ities! 4 They e5!ressed their o!inions in di%%erent )ays3 4 They shared in%ormation on di%%erent as!ects o% "anamanian culture3 4 They )ere !olite and tolerant )ith their !eers )hen sharing in%ormation3 2hen they answeed to 'uestions about ethni$ goups in (ana)a. 2hen they identi#ied the di##eent ethni$ goups and thei $oesponding #ood" taditions" $usto)s" and $lothes. 2hen they pati$ipated in the dis$ussion about the %ideo. 2hen they applied the ga))ati$al stu$tue in oal and witten ways. 2hen they e&pessed and inte$hanged ideas in the pepaation o# the $ollage. 2hen they ead a shot paagaph about the topi$3 they wee able to $eate a $)ap. 2hen they woked in goups to build up the $ollage and the $)ap. 2hen the e&pessed thei ideas and opinions about the topi$. Summati'e It is done though the de%elop)ent o# the #ollowing a$ti%ities! o 2hen they $eated a $)ap. o 2hen they pesented a ole play o# the di##eent ethni$ goups. o 2hen they $o)pleted a witten test about the eading. 6ubric ST7+ET8S AME ACT$V$T1: Creation o% a cma!3 9ritten )or(3 +ATE: TOTA& "O$TS: :; Criteria E5cellent < !ts3 #ood = !ts3 6egular : !ts3 eed $m!ro'ement 1 !ts3 $n%ormation in logical, interesting se2uence )hich reader can %ollo)3 "ro!er use o% the grammar structure and the use o% connectors Main-To!ic idea sentence is clear, correctly !laced Creati'ity 9or( is !resented )ith %luency and naturally3 SCO6E! 4444444
Conce!t 9ea(ness: Duing the de%elop)ent o# this $ontent the students )ight ha%e poble)s with the ga))a stu$tue. La$k o# %o$abulay )eaning when eading. Dis$i)ination o# di##eent the kind o# %ebs! iegula o iegula. Ability to handle the te$hnologi$al esou$es Content ,eedbac( and Su!!ort Strategies Su!!orti'e strategy #rammar Structure "ro'ide students the song Summer Night with its lyric in past tense. "ro'ide a )ritten !ractice using connectors3
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>> Summer Nights From Grease Summer loving had me a blast Summer loving happened so fast I met a girl crazy for me Met a boy cute as can be Summer days drifting away To, oh, oh, the summer nights ell!a well!a well!a, huh Tell me more, tell me more "id you get very far# Tell me more, tell me more $i%e does he have a car# She swam by me, she got a cramp &e ran by me, got my suit damp I saved her life, she nearly drowned &e showed off, splashing around Summer sun, something's begun (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell m,e more as it love at first sight# Tell me more, tell me more "id she put a fight# Too% her bowling in the )rcade e went strolling, dran% lemonade e made out under the doc% e stayed up 'till ten o'cloc%
Summer fling, don't mean a thing (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell me more (ut you don't gotta brag Tell me more, tell me more '*ause he sounds li%e a drag &e got friendly, holding my hand She got friendly down in the sand &e was sweet +ust turned eighteen ell, she was good you %now what I mean Summer heat, boy and girl meet (ut, oh, oh, the summer nights Tell me more, tell me more &ow much dough did he spend# Tell me more, tell me more *ould she get me a friend# It turned colder, that's where it ends So I told her we'd still be friends Then we made our true love vow onder what she's doing now Summer dreams ripped at the seams (ut, oh, those summer nights Tell me more, tell me more GROUP A Summer Nights From Grease Summer loving ,,,,,,,,,, me a blast Summer loving happened so fast I ,,,,,,,,,, a girl crazy for me Met a boy cute as can be Summer days drifting away To, oh, oh, the summer nights ell!a well!a well!a, huh Tell me more, tell me more ,,,,,,,,,, you get very far# Tell me more, tell me more $i%e does he have a car# She ,,,,,,by me, she ,,,,,, a cramp &e ran by me, got my suit damp I saved her life, she nearly ,,,,,,,,,, &e showed off, splashing around Summer sun, something's begun (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell m,e more ,,,,,,,,,, it love at first sight# Tell me more, tell me more "id she put a fight# ,,,,,,,,,, her bowling in the )rcade e went strolling, dran% lemonade e ,,,,,,,,,, under the doc% e stayed up 'till ten o'cloc% Summer fling, don't mean a thing (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell me more (ut you don't gotta brag Tell me more, tell me more '*ause he sounds li%e a drag &e ,,,,,,,, friendly, holding my hand She got friendly down in the sand &e ,,,,,,,,sweet +ust turned eighteen ell, she ,,,,,,, good you %now what I mean Summer heat, boy and girl meet (ut, oh, oh, the summer nights Tell me more, tell me more &ow much dough- did he spend# Tell me more, tell me more ,,,,,, she get me a friend# It turned colder, that's where it ends So I ,,,,,,, her we'd still be friends Then we made our true love vow onder what she's doing now Summer dreams ripped at the seams (ut, oh, those summer nights Tell me more, tell me more -dough . slang for money GROUP B Summer Nights From Grease Summer loving had me a blast Summer loving ,,,,,,,,,,,,so fast I met a girl crazy for me ,,,,,,,,,,a boy cute as can be Summer days drifting away To, oh, oh, the summer nights ell!a well!a well!a, huh Tell me more, tell me more "id you get very far# Tell me more, tell me more $i%e ,,,,,,, he ,,,,,,,a car# She swam by me, she got a cramp &e ,,,,,, by me, ,,,,,, my suit damp I saved her life, she nearly drowned &e ,,,,,,,,,,,,, splashing around Summer sun, something's begun (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell m,e more as it love at first sight# Tell me more, tell me more ,,,,,,,,,,she put a fight# Too% her bowling in the )rcade e ,,,,,,,strolling, ,,,,,,,lemonade e made out under the doc% e ,,,,,,,,,, 'till ten o'cloc%
Summer fling, don't mean a thing (ut, oh, oh, the summer nights ell!a well!a well!a huh Tell me more, tell me more (ut you don't gotta brag Tell me more, tell me more '*ause he sounds li%e a drag &e got friendly, holding my hand She ,,,,,,, friendly down in the sand &e was sweet +ust ,,,,,,,,,,eighteen ell, she was good you %now what I mean Summer heat, boy and girl meet (ut, oh, oh, the summer nights Tell me more, tell me more &ow much dough- ,,,,,,,he spend# Tell me more, tell me more *ould she get me a friend# It ,,,,,,,,colder, that's where it ends So I told her we'd still be friends Then we ,,,,,,,,,,our true love vow onder what she's doing now Summer dreams ripped at the seams (ut, oh, those summer nights Tell me more, tell me more -dough . slang for money >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 7KJEWKHGLLs!ort re/ie& %.JE$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ F.*E$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ CONJUNCTIONS ( fill in the following coorinating con!"nctions an "se it in a sentence# 1.$$$$ $M !e couldn%t go home ___he had no &lace to go. 6. $$$$$MI took a ta'i _____she dro(e home. 3. $$$$$M!e didn%t )ant hel&____ did he ask *or it. ).$$$$$M I )anted to go late____ she )anted to go on time. ,.$$$$$MN She cooked dinner+++++ he took her out to a restaurant. :.$$$$$M She o)ned a car_______ she didn%t kno) ho) to dri(e it. =.$$$$$M She had to go, ____ she called a *riend to dri(e her. "o)er !oint !resentation about conjunctions3 33?lin(ing4)ords3!!t coordinatin g +or no r yet or so an da but 6e%erences !ttps2LL&&&.google.comLsearc!5qMet!nicOgroupsOinOpanama !ttp2LLbusyteac!er.orgL1:0=PNlin"N&ordsN&it!Nconjunctions.!tml !ttp2LLbusyteac!er.orgLsearc!.!tml5qMconjunctions !ttps2LL&&&.youtube.comL&atc!5/MQFl7.Ej-,go http!//www.dis$o%eyedu$ation.$o)/#ee5pu66le)ake/ http!//ubista.7tea$hes.og/ http!//www.)i$oso#t.$o)/edu$ation/ww/(ages/inde&.asp&