GUÍA DIDÁCTICA

PARA EL USO DE LOS
PROGRAMAS DE ESTUDIO
República de Panamá
Ministerio de Educación
Inglés
GRADO 11
TH

GUÍA DIDÁCTICA
PARA EL USO DE LOS
PROGRAMAS DE ESTUDIO
Inglés
Grado 11th
Santiago, Veraguas.
Facilitadora:
Mitzy Marin
Equipo Colaborador
Amarilis De Arco
Edelka ozzi
Eira Mendoza
Ilsa !errera
"ilsia #olom$
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 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, Buglé, %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 appliqués 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&

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