Aspectos tecnicos 2 by Simled

2.1 INTERPRETACIÓN Y APLICACIÓN DEL CURRÍCULO El término currículo se refiere al conjunto de objetivos, contenidos, criterios metodológicos y de evaluación que orientan la actividad académica (enseñanza y aprendizaje) ¿cómo enseñar?, ¿cuándo enseñar? y ¿qué, cómo y cuándo evaluar? El currículo permite planificar las actividades académicas. En el desarrollo de la práctica profesional se trataron principalmente los contenidos de la asignatura Inglés, que es la materia de la especialidad. Entre los temas principales que se abordaron se encuentran: Conceptos de Salud Física y Mental, Los Días festivos en nuestro País, Los deportes y sus beneficios, El transporte y Comunicación en el País, La Cultura Panameña, entre otros. Estos temas son fundamentales en el desarrollo de la asignatura en mención, pues el discente debe contar con conocimientos basados en los mismos para demostrar una actitud responsable sobre la vida propia, de los demás y nuestras creencias, costumbres y características del País.

2.2 PLANEAMIENTO DIDÁCTICO Se utilizó el nuevo formato de planificación facilitado y promovido por el Ministerio de Educación, basado en Competencias, para ello se utilizó el programa de la asignatura y elaboramos el planeamiento trimestral, del cual se desprende el semanal.

2.3 MÉTODOS Y TÉCNICAS DE ENSEÑANZA Para el desarrollo de las clases se optó principalmente por las exposiciones dialogadas que constituye uno de los más simples y eficaces medios de acción instructiva que se pueden utilizar para transmitir conocimientos, desarrollar habilidades y/o actitudes. Como parte de esta técnica se revisaba y analizaba el contenido a tratar, se preparaba el material didáctico, se formulaban y organizaban preguntas claves sobre el tema. Se debe mencionar que se llevaban a cabo trabajos grupales para promover el trabajo en equipo y el intercambio de conocimientos, así como también los trabajos y pruebas individuales para verificar el nivel de responsabilidad y la adquisición de conocimientos.

2.4 RECURSOS DIDÁCTICOS Un recurso didáctico es cualquier material que se ha elaborado con la intención de facilitar al docente su función y a su vez la del alumno. Son canales que facilitan el aprendizaje. Los recursos didácticos proporcionan información al alumno. Nos ayudan a ejercitar las habilidades y también a desarrollarlas. Despiertan la motivación, la impulsan y crean un interés hacia el contenido del mismo. Además, nos permiten evaluar los conocimientos de los alumnos en cada momento. Entre los recursos utilizados se pueden mencionar el pizarrón que es un elemento tradicional de ayuda de la enseñanza. En éste se puede escribir dibujos, preguntas, síntesis, gráficas y todas aquellas líneas o figuras que se quieran representar. Las láminas también fueron de gran utilidad como recurso didáctico, ya que captan la atención del discente, siempre y cuando se elaboren de manera creativa;

en las mismas se plasmaron los puntos primordiales de los temas que se pretendían desarrollar en las clases. Lo cual permitió extractar lo más importante de los contenidos de la planificación. El multimedia que es uno de los más utilizados para la explicación y apoyo a una retroalimentación del tema, por estar en un salón de idiomas donde cuenta con este equipo audiovisual y así facilitar una clase; causando la total atención de los alumnos que ellos muestran a la tecnología. Como complemento se utilizaron copias que se ajustaban a los programas de estudio, extraídos de libros e información buscada en el internet.

2.5 EVALUACIÓN DE LOS APRENDIZAJES Evaluación puede definirse como un proceso dinámico, continuo y sistemático, enfocado hacia los cambios de las conductas y rendimientos, mediante el cual verificamos los logros adquiridos en función de los objetivos propuestos. La evaluación es un proceso que busca información para la valoración y la toma de decisiones. Para evaluar los aprendizajes se utilizaron actividades variadas, una de las más empleadas fue el mapa conceptual ya que es una construcción abierta, se caracteriza porque se apoya en el punto de vista de quien escribe; implica la responsabilidad de exponer las propias ideas y opiniones y respaldarlas con planteamientos basados en el conocimiento de un tema específico. El cuadro de lo positivo, negativo e interesante (PNI) fue otra técnica empleada, la misma es un escrito en el cual se presentan tres columnas, una que representa la información que el alumno considera sea positivo y negativo de lo mencionado del autor de determinado texto; a la vez se facilita al alumno exponer su punto de vista a lo que considera interesante del tema.

Otra actividad de evaluación que se utilizó fue la exposición temática que consiste en buscar que los estudiantes utilicen sus propias palabras para la exposición de temas y situaciones previamente establecidas por el facilitador, también fue utilizada en conjunto con esta técnica la Recopilación de Información, para poner en manifiesto el esfuerzo con comprender los contenidos presentados. Las preguntas de desarrollo fueron igualmente empleadas para evaluar los aprendizajes; a través de las mismas se le permitía al discente contestar con sus propias palabras las interrogantes, sin embargo debían demostrar que las respuestas dadas tenían la base de la teoría expuesta en clase. Finalmente se puede mencionar que se elaboraron rúbricas y listas de cotejos como complemento de las actividades de evaluación. Una rúbrica es una guía que intenta evaluar el funcionamiento de un alumno basado en la suma de una gama completa de criterios en lugar de una sola cuenta numérica. Es una herramienta de evaluación usada para medir el trabajo de los participantes.

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO DIDACTIC YEARLY/TRIMONTHLY PROGRAMMING SUBJECT: ENGLISH

PROFESSOR: YANIS ORTIZ AND DELMIS CEPEDA

DATE: SEPTEMBER 9th, 2013

CURRENT YEAR: 2013

SCHOOL YEAR: THIRD TRIMONTHLY

GRADE: 9°

AREAS: RECREATION, HOLIDAYS AND SPORTS – INTERNATIONAL BUSINESS IN PANAMA – LITERATURE – THECHNOLOGY, ENERGY AND ELECTRICAL APPLIANCES. LEARNING OBJECTIVES: 1. Valuing the unique features of Panama in different aspects. 2. Demonstrate the linking between technology advances and society changes. Trimester Weeks

THIRD TRIMONTHLY

CONTENTS CONCEPTS 6- RECRATION, HOLIDAYS, AND SPORTS. 6.1- Commerce and Tourism in Panama • Hotel Industry • Touristic areas • The Panama´s position Contribution to the national economy. • Reading comprehension 6.2-Sport • Importance • Benefits - Health - Economy • Regional and International sports - Popular sports - Popular athletes

PROCEDURE 6.1- Identifying touristic attractions and hotels that are most visited in the different provinces. 6.2- Analyzing Panamanian’s geographical location and its contributions to the national economy. 6.3-Discriminating the most popular sports in Panama using comparatives and superlatives, adjectives, and the present tense. 6.4-Listening dialogues about sports and underlining the comparative and superlative form.

ATTITUDE 6.1-Showing interest for touristic attractions of Panama. 6.2-Valuing Panama’s geographical location in America. 6.3-Showing interest in Panama`s athletes.

COMPETENCES

ACHIEVEMENT INDICATORS

Linguistic Communication  Generate ideas.  Seeks for information.  Transmits information using specific strategies.

The student: 6.1- Creates a pamphlet about touristic attractions and hotels in Panama. 6.2-Writes a role-play or dramatization about places a tourist can visit in Panama. 6.3-Constructs a bulletin board or booklet about Panama`s geographical location and its contributions to the national economy. 6.4-Writes the missing information about the most popular sports in Panama. 6.5-Designs a poster about a favorite athlete.

Digital Competences  Uses the available technological resources in different topics.  Generates creative productions. Learning to Learn  Be conscious of the learning capacities (attention, concentration, memory, comprehension).

GRAMMAR IN CONTEXT: -Preposition of place -Adverb of time -Adjectives -Conjunctions -Punctuation marks. -Comparatives and superlatives PRONUNCIATION: Practice the pronunciation of the vocabulary. TOURISTIC ATTRACTIONS: Contadora Island, El Valle de Anton, Casco Viejo, Islands of metropolitan National Park, Isla Grande, Panama Canal SPORTS: soccer, baseball, surf, swimming, tennis, volleyball, basketball, karate, boxing, and so on. GEOGRAPHICAL LOCATION: capital, city, town, canal, lake, ocean, river, mountain, hill.

6.5-Investigating information about a favorite athlete.

7- INTERNATIONAL BUSINESS IN PANAMA. • Banking Center • Tourism industry • Colon Free Zone • Real Estate Industry - Importance

7.1-Identifying vocabulary related with banking center, Colon Free Zone, and tourism industry. 7.2-Writes sentences to build a paragraph about International and national banks in Panama

 Apply the new knowledge and capacities in different contents. Communicative

7.1- Valuing the economic contributions of different business in Panama. 7.2-Sharing ways of enhancing successfully touristic services in Panama.

The student: 7.1- Designs a pictionary with English/ English definition for each category. 7.2- Writes a dialogue about any Bank activity. 7.3-Creates a scrapbook

- Characteristics * Contribution GRAMMAR IN CONTEXT: -Clauses -Prepositional phrases -Tenses review -Parts of the speech -Relatives pronouns PRONUNCIATION: -New words / ending of verbs. VOCABULARY: -BANKING TERMINOLOGY: bank charges, balance, branch, check book, credit card, current account, debit, deposit account, fill in, interest rate, loan, overdraft, paying, payee, withdrawal, statement, standing over. -ECONOMY TERMINOLOGY: Earnings income, unemployment, poverty, budget, taxes, inflection, investment, resources, grant,. -TOURISM TERMINOLOGY: Accommodations, facilities Study tour, adventure vacation, backpack travel, Package vacation, and cultural tour.

and the contributions to the Panamanian economy, using clauses, prepositional phrases and the correct verbs tense. 7.3-Making a research about tourism industry organization. 7.4- Categorizing touristic service offered in a specific province of the Republic.

8- TRANSPORTATION AND COMMUNICATION 8.1-Communication channels.

8.1-Comparing means of transportation of the community, province or country from different

of a national or international business like Colon, Free Zone, Malls and so on. 7.4 -Designs a brochure with the most recent touristic services offered in the province chosen. 7.5-Elaborates a poster of touristic organizations in Panama.

8.1-Showing interest for the inventions in benefit of the humanity.

8.3-Predicts the content of a reading:â&#x20AC;? The car of the future. 8.4-Writes a short paragraph about the

• Communication • Transportation - Common - Modern • Importance • Usage - Advantages - Disadvantages - Responsibility GRAMMAR IN CONTEXT -Adverbs of frequency -Reviewing of the tenses -Figures of the speech -Possessive adjectives PRONUNCIATION: bilabial sounds. /B/ / P/ Rules and examples VOCABULARY: -MEANS OF TRANSPORTATION: Airplane, bus, canoe, car, ferry, subway, hot air balloon, jet plane, motor bike. Motor boat, raft, ocean liner, and so on. -COMMUNICATION: telephone, mobile phone, pay phone, directory, mailbox, letter, envelope, stamp, email, internet, newspaper, television, radio, and so on.

periods. 8.2-Designing a mean of transportation for the future and writing all the details about it. 8.3-Applying verb tenses to write a paragraph about the evolution of the means of transportation. 8.4-Using adverbs of frequency to describe the most common channels of communication in the community.

8.2-Being convinced of the importance of creating alternatives for means of transportation in rural and urban areas. 8.3- Proposing new and easy ways of keeping connected with all places of the country.

evolution of the means of transportation using grammar learned in context. 8.5-Designs a talk show program about the role of the media in education.

9- LITERATURE 9.1- Literature Works • Characters who contribute with the Human Right

9.1- Analyzing videos or films about people involved in this movements of freedom. 9.2-Discovering words

9.1- Valuing people who contribute with freedom and human rights around the world. 9.2-Asssuming responsibility in

The student: 9.1- Writes a short essay about outstanding people who work for human rights. Using correct punctuation and

-Analysis of their contribution to the humanity. GRAMMAR IN CONTEXT: -Punctuation -Connectors -Clause PRONUNCIATION: New Words from the vocabulary. VOCABULARY: Freedom, peace, human, rights, liberty, justice, segregate, racist, democracy. protest, marches, sit-ins, strike, segregation, freedom riders, civil rights, discrimination, hate crime, martyr, poll tax, integrate, racism, liberty.

related with freedom movement. 9.3-Scanning and skimming reading material related with Martin Luther King, Nelson Mandela, and Mahatma Gandhi.

practicing values that reinforce the human rights of the hopeless.

connectors. 9.2- Writes short sentences expressing personal opinions about freedom movement using the vocabulary, punctuation and connectors. 9.3- Answers and asks questions about Martin Luther King, Nelson Mandela, and Mahatma Gandhi.

10- TECHNOLOGY, ENERGY, AND ELECTRIC APPLIANCE. 10.1-Technology in Service of Humanity • Industry • Science • Business • Education • Others - Advantages - Disadvantages - Consequences GRAMMAR IN CONTEXT: -Present perfect tense PRONUNCIATION:

10.1- Reading and analyzing the advantages or disadvantages to use technology in different areas: Industry Science Business and education. 10.2-Comparing electric appliance of the past century with actual time, using present and past perfect tense. 10.3-Predicting the technological advances in the school within ten

10.1- Showing interest for using technology in education. 10.2- Being aware of the role of technological advances in the medical services. 10.3-Learning ways of saving energy.

The student: 10.l-Elaborates a chart of the technology studied according to their function. 10.2-Designs a brochure about the changes occurred in technology by the time. 10.3-Writes an essay about one technological advance, students will predict for the school within ten years. 10.4-Writes a report or speech about technological advances in science field that have impacted successfully human life.

Perfect tense ending VOCABULARY: ENERGY: Solar Panel, Solar Power electricity, appliance, fuel, natural gas, gas, gasoline, battery, clean energy, wind power, industry. SAVING ENERGY Balance, radiation, conduction, conservation, air infiltration, efficiency, renewable.

years, using future perfect tenses. 10.5-Compiling positive technological advances in science that affected human life. 10.6-Pointing out activities to reduce energy consume at home and school. 10.7-Planning ways of using technology in industry and taking care of the environment.

10.5-Organizes and advertising campaign to reduce energy consume at school and at home. 10.6- Designs a poster with messages to care the environment because of technology usage in industry.

METHODLOGY AND TECHNIQUES: Expositive and Communicative, Workshops, conceptual maps, practices, dialogues, speeches. Pair and groups work. PNI technique. ASSESSMENT ACTIVITIES: Presents the summary in written way, illustrating it. Presents a map written and orally and a college created. Creates, illustrates, and describing a poster about rights and duties for children and women. Homework and others. EVALUATION ACTIVITIES: Brainstorming, Conceptual map, oral and written practices and tests, resume, discussion, questionnaires, workshops, homeworks, speech, projects. Portfolio, rubrics and check list. BIBLIOGRAPHY: Easy English 9. Susaeta. Super goal 3, Mc Graw Hill. All Star 1 by Linda Lee. English Plus 9/10. Susaeta. Internet Sites. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 9° SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 16TH TO SEPTEMBER 20TH, 2013. AREA: HOLIDAYS OBJECTIVE: Speak about Nationals and Internationals Holidays.

DAY

LEARNING´S ACHIEVEMENTS THAT STUDENTS CAN:



25  26 and 27

CONTENTS

CONCEPTUAL:

Identifies words about  Recognizing words about nationals and nationals and internationals Holidays. internationals holidays.  Analyzing the costumes, food and symbols They can talk about the of the Holidays. importance of the Holidays. PROCEDURAL Expresses yours ideas about the importance and  Incorporate new vocabulary about the role of everyone. nationals and Internationals Holidays.  Explaining the costumes, food and symbols of everyone Holidays.  Investigating information about the favorite Holiday. ATTITUDINAL 

Showing interest in Panama`s Holidays.

PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SKILLS: LISTENING, SPEAKING, READING AND WRITING

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Reading about nationals and internationals Holidays. * Explain the costumes, food and symbols of some Holidays.

ACHIEVEMENT INDICATORS

CONCEPTUAL: Writes the missing information about the most popular sports in Panama. PROCEDURAL

DEVELOPING ACTIVITIES  * The professor going to do exploratory questions to refresh the topic. CLOSING ACTIVITIES * The students going to do a speech about your favorite Holiday.

Expresses opinions about some Holidays. Applies the knowledge about the costumes, food and symbols. ATTITUDINAL Design posters about favorite Holidays.

your

EVALUATION STRATEGIES DIAGNOSTIC Interacting approach for reading

FORMATIVE Exploratory questions

SUMMATIVE Speech (Check List)

METHODLOGY AND TECHNIQUES: Communicative, vocabulary and workshop. Pair and groups work. ASSESSMENT ACTIVITIES: oral questions and workshop. EVALUATION ACTIVITIES: oral question, workshops and check list. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO

CHECK LIST TO SPEECH ABOUT THE HOLIDAYS.

Name:

Level:

Topic:

Check List Criterios Pronunciation Content Presentation Spelling

Total

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 9° PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 23RD TO SEPTEMBER 27TH, 2013. SKILLS: LISTENING, SPEAKING, READING AND WRITING AREA: SPORTS OBJECTIVE: Speak about the importance and benefits sports nationals and internationals. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN: 23

24 25

26 and 27

 Identifies words about Sports nationals and internationals.  They can talk about the importance and benefits sports.  Expresses yours ideas about the importance, benefits and disadvantages sports.

CONTENTS

CONCEPTUAL:  Recognizing words about the sports nationals and internationals.  Analyzing the advantages and disadvantages of sports. PROCEDURAL  Incorporate new vocabulary about sports.  Explain the importance of sports. ATTITUDINAL  Showing interest in Panama`s sports.

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Reading about the importance advantages and disadvantages sports. (Video) * Investigate the mean of word about sports. DEVELOPING ACTIVITIES: * Explain the importance, advantages and disadvantages about sports. * The professor going to do exploratory questions to refresh the topic. CLOSING ACTIVITIES * The students going to do analyze with the technique PNI in group of three.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Writes the missing information about the most popular sports in Panama. PROCEDURAL  Expresses opinions about the importance of sports.  Applies the knowledge about the advantages and disadvantages sports. ATTITUDINAL  Elaborates a nutritional plan to promote sports in his / her school.

EVALUATION STRATEGIES DIAGNOSTIC Interacting approach reading

FORMATIVE Exploratory questions

SUMMATIVE PNI (Check List)

for

METHODLOGY AND TECHNIQUES: Communicative, PNI, vocabulary and workshop. Pair and groups work. ASSESSMENT ACTIVITIES: oral questions and workshop. EVALUATION ACTIVITIES: oral question, workshops and check list. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

SPORTS Playing some sport regularly goes a long way in maintaining your physical and mental well-being. Sports help enhance your personality. They are a good source of both exercise and entertainment. Advantages of Sports

Physical Benefits    

Increased strength and stamina Better body shape increased agility They help burn calories and shed those extra pounds They give the body a good exercise

Psychological Benefits    

They encourage you to give your best every time They help build your planning and analytical skills and increase concentration Sports boost confidence They build leadership and team skills

Disadvantages of Sports Mainly injuries either physical such as pulling a muscle or breaking bones or as in contact sports (Rugby, American Football) mental injuries where contact may result in concussions. Multiple concussions may result in brain damage or death. However injuries often come about depending on how fit you are and how well you protect yourself. However the advantages of sport often outweigh the disadvantages. Sports Nationals and Internationals The two most popular sports in Panama are soccer and baseball. Panamanians love sports and enjoy horseback riding, boxing, competitive fishing and swimming. Other popular sports include volleyball, football, golf and tennis. The most popular sport in the USA is American football. The next popular sport is baseball, and the third popular sport is basketball. Hockey is the fourth most popular, and soccer ranks number five. There are polo and water polo. The most popular sports in England are cricket, football, tennis, golf and rugby. Sports play a very key and vital role in the life in Britain, and most of the time acts as a popular leisure activity.

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO

CHECK LIST TO THE TECHNIQUE (PNI) ABOUT THE SPORTS.

Name:

Level:

Topic:

Check List Criterios Team work Organization Creativity Spelling

Total

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 9° PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 30TH TO OCTUBER 4TH, 2013. SKILLS: LISTENING, SPEAKING, READING AND WRITING AREA: SPORTS/GRAMMAR OBJECTIVE: Produce language with grammatical structure about prepositions of place and comparatives sports. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN: 30

1 2

3 and 4

CONTENTS

CONCEPTUAL:  Recognizing words about sports with grammar in context.

 Identifies words about preposition of place and comparatives and PROCEDURAL superlatives adjectives.  Explain grammar in context:  Preposition of place  Correctly, they can  Adverb of time comparative things.  Adjectives  Conjunctions  Expresses themselves  Punctuation marks. politely as they use the target  Comparatives and grammatical structure. superlatives  Discriminating the most popular sports in Panama using comparatives and superlatives adjectives. ATTITUDINAL 

Showing interest in Panama`s athletes.

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Investigate the mean of word about grammar in context using the dictionary. DEVELOPING ACTIVITIES: * Apply the vocabulary about sports with the grammar. * Practice in grammar contents about the topic in pair work. (Workshop) CLOSING ACTIVITIES * Written Test.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Lists new terms related to the topic from different sources.  Gets the main ideas about the topic from a reading selection. PROCEDURAL  Expresses opinions, facts, and comments about the topic.  Applies the grammatical studied in a written assignments. ATTITUDINAL  Elaborates a plan to promote sports in his / her school.

EVALUATION STRATEGIES DIAGNOSTIC Glossary

FORMATIVE Workshop

SUMMATIVE Written Test

METHODLOGY AND TECHNIQUES: Communicative, vocabulary and workshop. Pair and groups work. ASSESSMENT ACTIVITIES: Written tests, oral questions and workshop. EVALUATION ACTIVITIES: Written practices and tests, oral question, workshops and check list. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

PREPOSITION OF PLACE

Preposition place In

of Explanation Inside

Example

      



  

 



 

used to show an exact position or particular place table events place where you are to do something typical (watch a film, study, work) attached next to or along the side of (river) used to show that something is in a position above something else and touching it. left, right a floor in a house

   

      

I watch TV in the living-room I live in New York Look at the picture in the book She looks at herself in the mirror. She is in the car. Look at the girl in the picture This is the best team in the world

I met her at the entrance, at the bus stop She sat at the table at a concert, at the party at the movies, at university, at work

Look at the picture on the wall Cambridge is on the River Cam. The book is on the desk A smile on his face The shop is on the left My apartment is on the first floor I love traveling on trains /on the bus /on a plane



used for showing some methods of traveling television, radio not far away in distance



My favorite program on TV, on the radio



The girl who is by / next to / besidethe house.

By, next to, beside, near.



Between



in or into the space which separates two places, people or objects



The town lies halfway between Rome and Florence.

Behind



at the back (of)



I hung my coat behind the door.

In front of



She started talking to the man in front of her

Under



further forward than someone or something else lower than (or covered by) something else



the cat is under the chair.

Below



lower than something else.



the plane is just below the the cloud

Above



higher than something else, but not directly over it



a path above the lake

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO ENGLISH’S TEST STUDENT: _________________

LEVEL: ___________

DATE: ___________

TEACHER: Yanis Ortiz and Delmis Cepeda.

Score: 30 points

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 9° PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 7TH TO SEPTEMBER 11TH, 2013. SKILLS: LISTENING, SPEAKING, READING AND WRITING AREA: TRANSPORTATION AND COMMUNICATION. OBJECTIVE: Valuing the unique features of Panama about transportation and communication. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN: 23

24 25

26 and 27

 Identifies words about transportation and communication national.  They can talk about the importance of the transportation and communication.  Expresses yours ideas about the importance and the role of everyone.

CONTENTS

CONCEPTUAL:  Comparing means of transportation of the community, province or country from different periods. PROCEDURAL  Incorporate new vocabulary about transportation and communication nationals.  Designing a mean of transportation for the future and writing all the details about it. ATTITUDINAL  Applying verb tenses to write a paragraph about the evolution of the means of transportation.

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Reading about Transportation and Communication nationals. DEVELOPING ACTIVITIES * Explain the main, features and details about transportation and communication nationals.  Mention the advantages and disadvantages about transportation and communication. CLOSING ACTIVITIES * The students going to do a speech about the main, features and details about transportation and communication nationals in group of two or three.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Predicts the content of a reading:” The car of the future. PROCEDURAL  Expresses opinions about some transportation and communications.  Applies the knowledge about the main and features about transportation and communication. ATTITUDINAL  Designs a talk show program about the role of the media in education.

EVALUATION STRATEGIES DIAGNOSTIC Interacting approach reading

FORMATIVE Verbalize about)

SUMMATIVE Albums (Rubrics)

for

(Talk

METHODLOGY AND TECHNIQUES: Communicative, vocabulary and workshop. Pair and groups work. ASSESSMENT ACTIVITIES: oral questions and workshop. EVALUATION ACTIVITIES: oral question, albums and rubrics. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

TRANSPORT AND COMMUNICATION

Means of Communication are used to carry information, message, and ideas to people by postal services, telephone, e-mail etc. Transport and communication are the lifelines of the modern human society. TRANSPORT The system of carrying goods and passengers from one place to another with the help of machines and organizations is called transport .They include buses, trucks, steamers, aero plane, etc. The four major means of transport are: 1. Roadways 2. Railways 3. Waterways 4. Airways Types of Road •

Roads

•

Transcontinental - Highways

•

National highways

•

Local roads

Railways are cheapest and the fastest means of transport for carrying bulky goods over long distances. Types of Railways •

Trans-Siberian Railway

•

Trans-Canadian Railway

•

Trans-Andean Railway

•

Trans-Asian Railway

Waterways Ocean routes were once an important form of transport. Today international trade is mainly for transporting cargo. This is called ocean transport. Canals too play an important role in ocean transport. Airways This is the fastest way of transport developed in early twentieth century. It is also the most expensive due to high cost of fuels. Air traffic is adversely affected by bad weather like fog and storms. It is the only made of transport to reach the most remote and distant areas especially where there are no roads and railways. COMMUNICATION •

It involves transmission of words and messages.

•

Different forms of communication are :

•

Telecommunication

•

Mass communication

•

The first development in communication was invention of the telegraph in 1844.Telephone was invented in 1875.

•

The development of telegraph exchange in 1935 enabled messages written in one place to be transmitted to distant places where they are typed out by a teleprinter.

Mass Communication Example •

The print media: Books, journals, magazines, newspapers.

•

The electronic Media: Radio, television, telecommunication, internet.

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO DIDACTIC YEARLY/TRIMONTHLY PROGRAMMING SUBJECT: ENGLISH

PROFESSOR: YANIS ORTIZ AND DELMIS CEPEDA

DATE: SEPTEMBER 9th, 2013

CURRENT YEAR: 2013

SCHOOL YEAR: THIRD TRIMONTHLY

GRADE: 10° SCIENCE

AREAS: NUTRITIONAL HABITS – CULTURE, VALUES AND SOCIETY – HOLIDAYS FESTIVALS AND CELEBRATIONS. LEARNING OBJECTIVES: 3. Produce language related to nutrition and health habits by describing issues and giving suggestions to communicate ideas and promote good health habits. 4. Speak about Panamanian cultural heritage, festivals and attractions for the world. Trimester Weeks

THIRD TRIMONTHLY

CONTENTS CONCEPTS 6. Nutrition; health problems and healthy habits. Grammar in context Modal: would How much / how many Quantifiers.( a lot, few, a few, many less, others) -Countable or uncountable nouns - Comparative and Superlative adjectives - Comparisons with as…as, less…than

PROCEDURE  Identifying vocabulary related to healthy food and eating, exercising in different sources.  Extracting specific information on food eating habits and exercising from different sources.  Talking about exercising and sports to be healthy.  Classifying, illustrating and labeling different kinds of food.  Performing a role play to express healthy habits. Researching and writing

ATTITUDE  Emphasizing the importance of nutrition and healthy habits to improve the quality of life.  Willing to use new terminology to be applied in real life situations.  Agreeing and disagreeing with others on the food to buy for daily consumption.  Being critical and analytical on the kind and quality of food and items bought for.

COMPETENCES

ACHIEVEMENT INDICATORS

Linguistic Communication  Express greetings, introductions, and leave takings in formal and informal situations.  Generate ideas.  Seeks for information.  Transmits information using specific strategies.

 Lists new terms related to the topic from different sources.  Gets the main ideas about the topic from a reading selection.  Expresses opinions, facts, and comments about the topic.  Applies the grammatical studied in a written and oral assignments.  Elaborates a nutritional plan to promote health in his / her school.

Digital Competences  Uses the available technological resources in different topics.  Generates creative productions. Learning to Learn  Be conscious of the learning capacities (attention,

about Panamanian’s nutrition habits.

7. Panamanian Cultural Heritage:  Handicraft  Folkloric music  Religions celebrations  Traditions  Traditional food Grammar in context for communicative purposes: -Punctuation Rules: capitalization, the period, the comma, the semicolon. Like / prefer. Gerunds and infinitives.

 Brainstorming about the most important aspects of Panamanian culture.  Identifying the main important event in their town and other regions.  Reading a variety of sources (magazines, books, videos, brochures, newspapers, and others) and analyzing their relevance.  Applying the grammar structures given.  Designing a brochure about cultural values of different regions of Panama.  Organizing and performing a presentation about cultural.

concentration, memory, comprehension).  Apply the new knowledge and capacities in different contents.  Valuing the importance of communicating in English to refer to Panamanian heritage.  Being confident and capable of speaking in front of different audiences.  Being able to assess relevant information, be creative/innovative and use problem solving tools and techniques.

 Provides basic information on Panama´s main festivities, folkloric music, food and handicraft to classmates.  Collects information on hometown crafts.  Describes the types of handicrafts in each region to classmates.  Writes short texts containing general and specific information on hometown’s folkloric instruments, handicrafts and their origins. Expresses likes and preferences with confidence and clarity.  Talks about customs and traditions with respect, using adequate vocabulary and grammatical accuracy.  Successfully matches descriptions, habits, traditions and food with the region.  Elaborates a brochure with the given topic using the appropriate grammar, vocabulary and creativity.  Participates in activities inside and outside the academic setting

demonstrating a good English performance. (e.g., community social events).

8. Holidays, Festivals and celebrations: Holy week Christmas Independence day and others Grammar in context for communicative purposes: -Noun and Adjective Clauses Punctuation: question mark, colon, dash, exclamation, hyphen,

 Identifying main and key information on holidays, festivals and celebrations.  Recognizing on a timeline basis Panama’s historical events.  Interchanging information about holidays, festivals, celebration and landmarks.  Comparing and contrasting regional holidays, festivals and or celebrations. Locating and writing sequences of historical events in different sources.  Applying the given grammatical structures in oral and written tasks.

 Showing perseverance and positive attitude toward acquisition of the English Language.  Diffusing Panamanian history with respect and pride.  Cooperating effectively with his/her work team in the classroom.

 Brainstorms holidays and important events with adequate word order.  Describes the ways of celebrating holidays and traditions in Panama.  Recognizes concepts and definitions related to Panamanian festivities from brochures, booklets or newspapers ads.  Reads and recognizes dates of holidays and events in calendars, magazine and newspaper articles.  Clearly distinguishes between present and past traditions in Panama.  Narrates historical Panamanian events related to holidays and celebrations.  Asks for and provides basis information on Panamanian festivities with adequate vocabulary and grammatical accuracy.  Writes brochures and flyers containing general and specific information on Panamanian festivities.  Makes a power point presentation on Panamanian festivities.

METHODLOGY AND TECHNIQUES: Expositive and Communicative, Workshops, conceptual maps, practices, dialogues, speeches. Pair and groups work. PNI technique. ASSESSMENT ACTIVITIES: Written and oral tests, oral presentations and homework. EVALUATION ACTIVITIES: Brainstorming, Conceptual map, oral and written practices and tests, resume, discussion, questionnaires, workshops, homeworks, speech, projects. Portfolio, rubrics and check list. BIBLIOGRAPHY: All Star by Linda Lee. English Plus 9/10. Susaeta. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 10TH SCIENCE SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 16TH TO SEPTEMBER 20TH, 2013. AREA: HEALTHY FOOD OBJECTIVE: Produce language related to health problems and healthy habits. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN: 23

24 25

26 and 27

 Identifies words about health problems and healthy habits.  Talks about advantages and disadvantages of the good or bad nutrition.  Expresses your ideas and opinion to have a best style of life.

CONTENTS

CONCEPTUAL:  Recognizing words about health problems and healthy habits. PROCEDURAL  Incorporate Extracting specific information on food eating habits and exercising from different sources.  Classifying, illustrating and labeling different kinds of food. ATTITUDINAL  Emphasizing the importance of nutrition and healthy habits to improve the quality of life.  Willing to use new terminology to be applied in real life situations.

PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SKILLS: LISTENING, SPEAKING, READING AND WRITING

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Reading about health problems and healthy habits. * Classifying the advantages and disadvantages of a good or bad nutrition.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Lists new terms related to the topic from different sources.  Gets the main ideas about the topic from a reading selection.

DEVELOPING ACTIVITIES: * Apply the vocabulary about health problems and healthy habits. * Realizing question at random about the topic explain. (Health problems and healthy habits)

PROCEDURAL  Expresses opinions, facts, and comments about the topic.

CLOSING ACTIVITIES * Realizing a speech about health problems and healthy habits in group of three.

ATTITUDINAL  Elaborates a nutritional plan to promote health in his / her school.

EVALUATION STRATEGIES DIAGNOSTIC Interacting approach reading

FORMATIVE Exploratory questions

SUMMATIVE Speech

for

METHODLOGY AND TECHNIQUES: Communicative, vocabulary and workshop. Groups work. ASSESSMENT ACTIVITIES: Written tests, oral questions and speech. EVALUATION ACTIVITIES: Written practices and tests, oral question, speech and check list. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

HEALTH PROBLEMS AND HEALTHY HABITS

Proper nutrition is a way of life that allows you to be as mentally and physically healthy as possible. A balanced diet consist of eating proportionate amount of grains fruits, vegetables, meat and beans, calcium. Soy proteins products should replace meat as a basic food group. If you are not consuming a healthy, balanced diet, you could be missing out on vital nutrients your body needs. If you go for too long white out those nutrients, you may start to experience signs of a deficiency because every vitamins and mineral has a different effect on your body consuming a diet low in calcium can eventually lead to osteoporosis. Advantages of having a good and bad Disadvantages of having a good and bad nutrition: nutrition:       

Reduce the risk to acquire diseases. Clearer thoughts. High energy levels. Better Mood. Obtain a healthy and productive life. Keep you healthy. Give more energy.

    

Weight gain. Increase heart disease. Obesity Weak bones. Increase diseases like cancer and diabetes.  Low energy levels.  Can lead to vitamins and mineral deficiencies leading to anemia.

Emotional and physical affect each other according to some studies mental health factor can increase the risk of developing physical problems how do health problems affect our body and mind. Emotional Problems:     

Anxiety Depression Low – self Sadness Stress/ eating disorders/ bulimia and anorexia

Physical Problems:     

Diabetes Heart disease Weight gain Wight less Gastrointestinal

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO

CHECK LIST TO SPEECH ABOUT: HEALTH PROBLEMS AND HEALTHY HABITS

Name:

Level:

Topic:

Check List Criterios Pronunciation Content Presentation Spelling

Total

MINISTERIO DE EDUCACIĂ&#x201C;N CENTRO EDUCATIVO MEDIA DE PROGRESO ENGLISH EXERCISE SUBJECT: English

LEVEL: ___________

TEACHER: Yanis Ortiz and Delmis Cepeda.

DATE: ___________

Score: 25

Part A. Read the sentences. Write and answer with YES or NO (5 points) 1. Proper nutrition is a way of life that allows you to be as mentally and physically healthy as possible. ________ 2. A balanced diet consist of eating snacks, candies, sweets and cakes. _______ 3. Eggs, dairy products and meats are classified as good sources of Protein. ______ 4. Your body consuming a diet low in calcium can eventually lead to osteoporosis. _______ 5. Heart Disease is an Emotional Problem. ________ Part B. Read the sentences. Write GOOD or BAD to the following actions. (5 points) 1. 2. 3. 4. 5.

Visiting the dentist is ________ for your health. Eating vegetables is _________ for your health. Eating hamburgers is _________ for your health. Making exercises and playing sports is ________ for your health. Washing your hands before meals is _________ for your health.

Part C. Write the correct word. (ANXIETY, DIABETES, HEART DISEASE, DEPRESSION AND BULIMIA. (5 points) 1- __________________It is an eating disorder in which the person eats a lot and then provoke vomiting. 2- __________________Cardiovascular problem. 3- __________________Sugar in the blood. 4- __________________It is an emotional problem. 5- _________________ It is a state that lead the person to have a low self-stem. Part D. Mention 5 advantages and disadvantages of having a good and bad nutrition. (10 points). 5 ADVANTAGES

5 DISADVANTAGES

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 10TH SCIENCE PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 23RD TO SEPTEMBER 27TH, 2013. SKILLS: LISTENING, SPEAKING, READING AND WRITING AREA: HEALTHY FOOD/GRAMMAR OBJECTIVE: Produce language related to healthy food with grammar rules. DAY

LEARNING´S ACHIEVEMENTS

CONTENTS

TEACHING METHODOLOGY

ACHIEVEMENT INDICATORS

EVALUATION STRATEGIES

(Activities, Strategies, Techniques and Resources) THAT STUDENTS CAN:

 Identifies words about healthy food to do expressions.

 Recognizing words about healthy food to do grammatically expressions.

BEGINNING ACTIVITIES * Reading about healthy food specifically the food pyramid. (Video) * Investigate the mean of word about food pyramid using the dictionary.

 Talks about quantities of food. PROCEDURAL  Correctly, they can write sentences about nutrition.  Expresses themselves politely as they use the target grammatical structure.

26 and

CONCEPTUAL:

 Incorporate new vocabulary about healthy food. (Food Pyramid)

DEVELOPING ACTIVITIES: * Apply the vocabulary about food pyramid with the grammar. * Practice in grammar contents about the topic in pair work. (Workshop)

  

Explain grammar in context: Modal: would, how much / how many. Quantifiers.( a lot, few, a few, many less, others)

CONCEPTUAL:

 Lists new terms related to the topic from different sources.  Gets the main ideas about the topic from a reading selection.

DIAGNOSTIC Oral Questions about the video. Written report (Vocabulary)

PROCEDURAL  Expresses opinions, facts, and comments about the topic.  Applies the grammatical studied in a written and oral assignments.

FORMATIVE Workshop

ATTITUDINAL CLOSING ACTIVITIES * Written Test.

 Elaborates a nutritional plan to promote health in his / her school.

SUMMATIVE



Written Test

Countable or uncountable nouns  Comparative and Superlative adjectives.  Comparisons with as…as, less…than. ATTITUDINAL  Willing to use new terminology to be applied in real life situations.  Agreeing and disagreeing with others on the food to buy for daily consumption.

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9 th, 2013

FOOD – COUNTABLE AND UNCOUNTABLE NOUNS FOOD

COUNTABLE / UNCOUNTABLE NOUS COUNTABLE NOUS   

Nouns you can count you can use a / an in front of countable nouns. Nouns that have a plural form.

UNCOUNTABLE NOUNS   

Nouns you can´t count Normally, you can´t use a / an in front of uncountable nouns Nouns that normally don´t have a plural form 

We can make uncountable nouns countable to express quantity. We add a unit or a quantity with “OF”

E.g. a bar of chocolate

HOW MUCH…? / HOW MANY…?

QUANTIFIERS A quantifier, as its name implies, expresses quantity. Quantifiers can be a single word or a phrase and are used with nouns. They can be used with either a countable or an uncountable noun to express amount or quantity.



some + plural nouns or uncountable singular forms. ( has an affirmative meaning)



any + plural nouns or uncountable singular forms. ( is used with negative sentences and questions.



much + plural nouns



a lot of + uncountable or plural nouns( is more usual in affirmative sentences)



a little + singular uncountable nouns ( has a positive meaning)



a few + plurals ( has a positive meaning.)



no + zero quantity ( no = not any)



How much + uncountable noun E.g. How much ham?



How many + countable noun E.g.: How many rashers and sausages

CONTAINERS AND QUANTITIES

b) Use a / an or some and write C for countable or U for uncountable.

           

____ money ___ ____ ponds ____ ____ cup of tea ____ ____sugar____ ____ bar of chocolate____ ____ ice-cream ______ ____rice ______ ____ glass of water______ ____ coffee ______ ____ cake ________ ____ eggs_______ ____ orange_______

Ask questions using how much or how many

(eggs ) ___________________________________? (meat) ___________________________________? (jam) ____________________________________? (water) __________________________________? (flour) ___________________________________? (tea) ____________________________________? (oranges) ________________________________? (oil) _____________________________________?

Use a / an or some and write C for countable or U for uncountable.

water – bread – lemons – chocolate – sugar – tea – milk – oranges- cheese – coffee – eggs

Countable

Uncountable

________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

e) Use the words in the box and complete as the example               

bar six-pack tube roll head bottle bunch dozen slice cup carton jar box bag can

a carton of milk

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO ENGLISH EXERCISE STUDENT: __________________________ SUBJECT: English

LEVEL: ___________

TEACHER: Yanis Ortiz and Delmis Cepeda.

DATE: ___________

Score: 25

Part A. Choose the correct word and complete the table. (Cup of tea – butter – rice – bar of chocolate – glass of water – eggs – orange – sugar – oil – flour.) (10 points)

Part B. Complete the sentences with the quantifiers. (Enough -- some – a little – any – a few) (5 points) 6. I bought __________ tea. 7. We don’t need _________ pears. 8. They have __________ juice. 9. She can only eat _________ grapes. 10. We used __________ potatoes Part C. Ask questions using How much or How many. (5 points) 1. 2. 3. 4. 5.

(Eggs) __________________________________________________________? (Water) ________________________________________________________? (Flour) _________________________________________________________? (Tea) ___________________________________________________________? (Lemons) _______________________________________________________?

Part D. Complete the sentences with the comparative and superlative adjective in parentheses. (5 points). 1. 2. 3. 4. 5.

The chocolate is ____________________ than the ice-cream. (delicious) The flour is __________________ than the sugar. (cheap) He’s _____________ in the class. (tall) The penguin is _______________ bird in the zoo. (funny) Many people think the great white shark is ______________________ of all sharks. (dangerous)

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 10TH SCIENCE PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 30th TO OCTUBER 4TH, 2013. SKILLS: LISTENING, SPEAKING, READING AND WRITING AREA: PANAMANIAN CULTURAL HERITAGE OBJECTIVE: Speak about Panamanian cultural heritage, festivals and attractions for the world. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN:

3 and 4

CONCEPTUAL: 

CONTENTS

 Identifies words about Panamanian Cultural Heritage.  Identifyi ng the main important event in their town and other regions.  Expresse s yours ideas about Panamanian Cultural Heritage.

Recognizing words about Panamanian Cultural Heritage: Handicraft, Folkloric music, Religions celebrations, Traditions and Traditional food.

PROCEDURAL 



Reading a variety of sources (magazines, books, videos, brochures, newspapers, and others) and analyzing their relevance. Designing a brochure about cultural values of different regions of Panama.

ATTITUDINAL 

Valuing the importance of communicating in English to refer to Panamanian heritage.

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources)

BEGINNING ACTIVITIES * Reading about Panamanian Cultural Heritage. * Explain about Panamanian Cultural Heritage. DEVELOPING ACTIVITIES: * Apply the vocabulary about Panamanian Cultural Heritage. * The students going to do a word mapping in group of three. CLOSING ACTIVITIES * The students going to do a brochure exposition in group of three.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Provides basic information on Panama´s main festivities, folkloric music, food and handicraft to classmates. PROCEDURAL  Talks about customs and traditions with respect, using adequate vocabulary and grammatical accuracy.  Elaborates a brochure with the given topic using the appropriate grammar, vocabulary and creativity. ATTITUDINAL  Participates in activities inside and outside the academic setting demonstrating a good English performance. (e.g., community social events).

EVALUATION STRATEGIES

DIAGNOSTIC Interacting approach for reading.

FORMATIVE Word mapping

SUMMATIVE Brochure Exposition (Rubric)

METHODLOGY AND TECHNIQUES: Communicative, vocabulary and workshop. Pair and groups work. ASSESSMENT ACTIVITIES: Written tests, oral questions and workshop. EVALUATION ACTIVITIES: Written practices and tests, oral question, brochure and rubrics. BIBLIOGRAPHY: Focus on Grammar, an integrated skills approach. Third Edition. Irene E. Schoenberg. Internet Sites. All around. TEACHER: YANIS ORTIZ AND DELMIS CEPEDA

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013

Cultural Heritage: A Reflection of Panama's Roots As a meeting point in the history of the countries of Latin America, Panama is a country forged by various cultures and traditions that come together to create a unique complexity and exotic environment. The country’s ethnic diversity is reflected in the traditional products, such as woodcarvings, ceremonial masks and pottery, as well is in its architecture, cuisine and festivals. Cultural Centers Casco Antiguo, this old city of Panama is undergoing restoration and is the site of great historical and architectural importance, and was declared a World Heritage site by UNESCO on December 6, 1997. Visitors to the site can see homes with colonial, French, neoclassic and African architecture, built at the beginning of the last century, narrow lanes with ancient ruins, beautiful colonial churches, the National Theater, the Church of San José, with its famous golden altar that was saved from the greed of the pirates. Panama City also has several Museums, such as the Canal Museum, the History Museum, and the Reina Torres de Arauz Museum, which focuses on the anthropology of the isthmus -the Art Museum and the Museum of Religious Art - among others. Local Folklore and Dance The local folklore is a symbol of the diverse culture in Panama. It can be experience through a multitude of festivals, dances and traditions that have been handed down from generation to generation. The beautiful “pollera” is the typical dress for Panamanian women. The “pollera” is embroidered on fine weave fabric with intricate, brightly colored designs that take over a year to complete. The men’s finery consists of embroidered, long sleeved shirts, three-quarter length pants and the traditional “Montuno” straw hat. The different festivals reflect the influence of the different ethnic groups that make up the country. To the north, in Colón Province, one can observe traditions of African influence, such as Congo drums dating back to the era of slavery and the Black Christ feast. In contrast, the May Pole ceremony is found in Bocas del Toro, which is a European tradition. Throughout the country yearround festivals take place in each town in honor of the Patron Saint of each town. The Panamanian Carnival, which is held before Ash Wednesday and the beginning of Lent, is world famous for its processions, bands and singers – which, together with the rich folklore of street musicians and beautiful women dressed in the traditional “polleras” and adorned with gold jewelry — make it a colorful celebration of the mix of different customs of all the ethnic groups. The artisan pottery offers travelers a great variety of designs to choose from. Styles range from imitations of PreColumbian motifs to folk images and of varied uses--from dishes to flowers pots. Traditional Food Panama is an ideal place to enjoy local cuisine, which varies from region to region. Some of the local dishes include sancocho de gallina (chicken stew), carimañolas (deep fried meat-filled yucca rolls), new corn fritters, fried pork rinds and jerked beef, a delicacy for any discriminating diner. Fish and seafood are prevalent in several areas, including the famous dish known as “Fu-Fu”--a soup made from coconut milk, green plantains and fish with a pinch of a distinctive spicy condiment called “chombo” chile.

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO

Rubrics for Brochure Teacher's Name: ____________________ Student's Name: ____________________

MINISTERIO DE EDUCACIÓN CENTRO EDUCATIVO MEDIA DE PROGRESO WEEKLY LESSON PLAN SIGNATURE: ENGLISH GRADE: 10TH SCIENCE SCHOOL YEAR: THIRD TRIMONTHLY WEEK: FROM SEPTEMBER 7TH TO SEPTEMBER 11TH, 2013. AREA: PANAMANIAN CULTURAL HERITAGE/GRAMMAR OBJECTIVE: Speak about Panamanian cultural heritage with grammar’s rules. DAY

LEARNING´S ACHIEVEMENTS

THAT STUDENTS CAN: 23

 Identifies words about Panamanian cultural to do expressions.

CONTENTS

CONCEPTUAL:  Recognizing words about Panamanian cultural to do grammatically expressions.

24 25

26 and 27

 Correctly, they can write sentences about Panamanian Cultural Heritage.  Expresses themselves politely as they use the target grammatical structure.

PROCEDURAL 

Explain grammar in context:  Punctuation Rules: capitalization, the period, the comma, the semicolon.  Like / prefer.  Gerunds and infinitives ATTITUDINAL  Being confident and capable of speaking in front of different audiences.

PROFESSORS: YANIS ORTIZ AND DELMIS CEPEDA SKILLS: LISTENING, SPEAKING, READING AND WRITING

TEACHING METHODOLOGY (Activities, Strategies, Techniques and Resources) BEGINNING ACTIVITIES * Explain the grammar´s rules about Punctuation, Like or Prefer and gerunds or infinitives. DEVELOPING ACTIVITIES: * Apply the vocabulary about Panamanian Cultural with the grammar. * Practice in grammar contents about the topic. CLOSING ACTIVITIES * Written Test.

ACHIEVEMENT INDICATORS

CONCEPTUAL:  Talks about customs and traditions with respect, using adequate vocabulary and grammatical accuracy. PROCEDURAL  Writes short texts containing general and specific information on hometown’s folkloric instruments, handicrafts and their origins. Expresses likes and preferences with confidence and clarity. ATTITUDINAL  Participates in activities inside and outside the academic setting demonstrating a good English performance. (e.g., community social events).

EVALUATION STRATEGIES DIAGNOSTIC Interaction approach

FORMATIVE Feedback revising

SUMMATIVE Written Test

and

COORDINATOR: ________________________

PRINCIPAL: _________________________

DATE: September 9th, 2013