Self-Study Guide #10 for 10th grade

El trabajo autónomo es la capacidad de realizar tareas por nosotros mismos, sin necesidad de que nuestros/as docentes estén
presentes.

School Name: CTP SAN PEDRO BARVA

Teacher: Flory Ortiz Garcia.
Level: 10th
Group: 10-4
Student’s name: Ian Cascante
Subject: Academic English

1. Getting ready to do my self-study guide. Aspects to verify before I start working:

Materials needed
Conditions of the place to work
Expected time to work this self-
study guide
Schedule
Established period for the
development of the self-study
guide:
Suggested materials:
 Notebook, pencil, pen, eraser, highlighters, etc.
 Self- study guide #10 for 10th grade
 Computer & Internet access if possible
 Unit 3 Theme: These Are My People
 Teams and WhatsApp
 Work in a place where you do your assignments and
homework daily.
 This self-study guide will take you 80 minutes to be
completed.
 From August 4th to 14th, 2021.

2. Recalling what I learned in class.

 Read the instructions carefully.

Instructions
Participating: Warm – up
Engaging: Activation of prior knowledge
Introducing: Then, the teacher shows students three pictures of Costa Rican indigenous
Activity people:

Questions to
1. Did you know that there are several indigenous groups in our country?
Reflect on and -Yes
2. How much do we know about them and their culture?
- I know that there are several groups and they have very different traditions and a
answer. way of living different from ours, and that they have quite a few cultures.
3. What do we know about the places where they live, how they dress, and what they
believe in?
- Most live in the mountainous regions of the country, women consist of long colorful robes
decorated with geometric motifs and most are polyglot.

Vocabulary
−maleku, cabécar, bribri, ngäbe, buglé, boruca, térraba, chorotega, huetar, indigenous, spread out, settle,
hunter-gatherers, retreat, tight-knit, staged, mingling, hold on to, crops, survived, struggles, defeated,
native, identity, crafts, carved, design, fierce, settlement

4. Putting into practice what I learned in class.

Instructions
Pre-reading (connection)
Show the students APPENDIX 3 and ask them to talk about the following questions:
How are these pictures similar and different?
All are artistic works of the group of indigenous people of the country and are made by
different groups of indigenous people.
What do you know about each of the items portrayed? Who made them?
They are artistic works of the different groups of indigenous people in the country
Reading for the first time (clarification)
Teacher asks the students to read the text for a general understanding. Students choose the
best option to answer the question below.
A Brief Introduction to the Indigenous Tribes of Costa Rica

JENN PARKER/ MAY 3, 2017

Before the arrival of the Spanish conquistadores, Costa Rica – like other countries in Central and
South America – was entirely populated by indigenous tribes. Prior to 1502, between 400,000 and
500,000 native people lived in Costa Rica in distinct cultural groups, spread out throughout the
country. It is thought that at one point there were as many as 25 tribes.

The first tribes to settle in Costa Rica were hunters and gatherers. As time passed, and experience
and knowledge of the land, plants, and animals developed, tribes became more organized, civilized,
and sophisticated. Groups became more permanently based and stable communities were formed. It
wasn’t until the Spanish conquistadors arrived that many of the tribes retreated to the deep jungles of
Costa Rica for safety.

Tribes of Macro-Chibcha ethnic origin

There are five tribes that have been traced back to Macro-Chibcha origin, which is mainly from the
northern region of South America, including the Amazon. The Guaymíes, Cabécares, Bribris,
Térrabas, and Borucas tribes all emigrated to Costa Rica from the south. Today these tribes are still
present in Costa Rica, but in much smaller numbers. Unfortunately, many of the indigenous people
were run out of their territories, enslaved, or died from foreign diseases.

Borucas tribe

The indigenous Borucas people of Costa Rica are still deeply rooted to their ancestral traditions. They
are well known for their annual Fiesta de los Diablitos, which is a festival to celebrate their resistance
and cultural survival against the conquistadores. During the festival, a performance of the devils (the
Indians) versus the bull (the Spanish conquistadores) is staged. The Borucas make beautiful and
detailed wooden masks for the festival.

Cabécares tribe

There are around 10,000 members of the Cabécares tribe still present in Costa Rica. The tribe
continues to speak their native language and practice their traditional medicine and way of life. The
cacique (the chief) of the tribe is permitted to marry several wives, as this tribe is a patrimonial culture.
This tight-knit tribe are proud farmers of cocoa, coffee, and bananas, as well as fishermen and bird
hunters.
 Tribes of the Mesoamerican ethnic origin

There are three tribes in Costa Rica that are of Mesoamerican descent. The Huetares, Chorotegas,
and Guatusos or Malekus tribes all traveled to Costa Rica from the north. These tribes were traced
back to indigenous groups from Mexico and Guatemala, such as the Mayans and Aztecs.

Chorotegas tribe

The Chorotegas are the largest and most developed tribal group in Costa Rica. They are excellent
farmers and produce crops such as cotton, cacao, corn, and beans. They are also well known for their
ceramics. Typically, the women are the artisans and they create beautiful pieces that depict native
animals of Costa Rica, like the jaguar and crocodile.

Guatusos tribe

This tribe, sometimes also called the Malekus tribe, are one of the smallest indigenous tribes in Costa
Rica. Unfortunately, the majority of their land no longer belongs to them. There is also a very high rate
of unemployment and inter-cultural mingling. They still make traditional ceramics and art, and also
grow crops and keep bees. One thing that the tribe is trying to hold on to is their native language. In
Guatusos schools, both Spanish and Maleku are taught to students.

(Taken and modified from https://theculturetrip.com/central-america/costa-rica/articles/a-brief-

introduction-to-the-indigenous-tribes-of-costa-rica/)

What is the article about? It is about the

( ) origins of the indigenous peoples in Costa Rica

(x) characteristics of the indigenous groups in Costa Rica
( ) arts and crafts of indigenous tribes in Costa Rica

Reading for the second time(construction)

 How did indigenous settlements change after the Spanish arrival?

( ) They lived spread out throughout the country trying to keep their culture intact.
( ) They became hunters and gatherers as they became more organized.
(x) They had to retreat to the jungle due to concerns about their safety.

2. How are Borucas and Guatusos tribes different in relation to the preservation of their culture?
(x) Borucas try to keep their own culture while Guatusos have mixed with other cultures.
( ) Borucas respect their traditions while Guatusos have forgotten about them.
( ) Borucas have traditions to preserve their culture while Guatusos do not have any tradition.

3. What do Cabécares, Chorotegas and Guatusos tribes have in common?

( ) The three of them produce beautiful ceramics.
(x) They all cultivate the land.
( ) The three of them have preserved their native language.

4. How are Cabécares and Guatusos tribes different in terms of the use of their native language?
( ) Both tribes teach Spanish and their native languages at school.
( ) Guatusos speak their native language.
(x) Cabécares have a more consolidated use of their native language.

Pair/Group feedback (collaboration) Teacher checks answers orally.

Post-reading(construction/application)
Read the text again and underlined new vocabulary.

Pre-listening (connection)
Teacher shows students two pictures of two Boruca masks and answer some questions:

 What are they?

-It is a mask of the Borucas
 Have you seen similar ones before? Where?
-I have never seen any
 What do they represent?
-It represents the struggle of the Borucas against the Spanish, emphasizing the
indigenous resistance to colonization.

Listening for the first time (clarification)

This is the link to the video: tps://www.youtube.com/watch?v=jvOtmysFwMQ Boruca Festival of
the Little Devils the masks. Up to 2:10.

Listening for the second (and third time). (Construction/application)

Listen and choose the correct answer to complete each statement.
1. Borucas reserve is located in the
(x) North Pacific part of Costa Rica
( ) Eastern part of our country
( ) South Pacific part of our country

2. Borucas do not consider themselves defeated by conquistadors because

( ) they can still make masks
(x) their culture is still alive today
( ) they survived the struggles against conquistadors

3. Some ancient Boruca traditions that have survived are

(x ) crafts, legends and dance
( ) carves, masks and paints
( ) dance, masks and language

4. Masks are unique because

( ) colors, size and designs
( ) materials, size and paints
(x) colors, designs and paints

Pair/Group feedback (collaboration) students will check together.

Post-listening(construction/application)
Watch and listen the video again. Write down new vocabulary.

Spoken Interaction/Production
Teacher will join different sentences by using contrasting words (linking words) such as even
though, although, on the other hand, and however. Example: SEE ANNEX 1
Contrasting opinions
On the one hand, different cultures are very interesting. On the other hand, different
cultures can cause misunderstandings.
All societies have cultural norms. Even though norms influence our values, attitudes, and how we
behave, we are often unaware that we are influenced at all.

Planning (connection)
Students will prepare a speech about the different indigenous groups using contrasting words.

Organizing (clarification)
They will share the speech with their classmates.
Interacting/Describing (construction/application)
Some students perform their contrasting sentences.
 Instructions or I can…
questions for self-
regulation and self- interpret many subject specific words when encountered in text. Yes/no
assessment distinguish many television, radio, and web-based broadcasts/ announcements. Yes/no
repeat what has been said and convey this information to another person. Yes/no

With the self -study guide, I´m going to learn how to learn.
I self -assess what I did when I finish the study guide. Mark with an X on the icon that answer the following questions:
Did I read the instructions carefully?

Did I finish the linguistic task(s) proposed?

Did I use different supports to complete the linguistic tasks (dictionary, books, notes, internet access, my
family?

Rúbrica de nivel de desempeño para lenguas extranjeras (Inglés)

Escribo una equis (X) en el nivel que mejor represente mi desempeño alcanzado en cada indicador
Assessment strategy Indicators of learning Performance level

1. Not achieved 2. In progress 3. Achieved

Learner cannot achieve the Learner can achieve the task Learner can achieve the
task with some difficulty and needs task without any
improvement difficulty

Theme 2 L.2. follow the main idea of

L.2. extracts main idea
of audio texts in many
television, radio, and
web- based broadcasts/
announcements
audio text if the topic is
familiar and the text can
be replayed.

R.1. recognizes R.1. read textbook

textbook explanations explanations and
and examples with aid of word
examples. list and/or dictionary
support.

W.1. writes completing W.1 express what has

specific graphic been learned, how it has
organizers and been learned, and
sentence frames aimed learning goals for the
at monitoring future related to cultural
comprehension. diversity.

ANNEX 1
On the other hand, on the one hand.

These linking phrases can be used together as in the following example:

 On the one hand, I’d like to quit my job and travel full-time. On the other hand, I realize that I
must be responsible and keep my job.
 I’d like to earn more money. On the other hand, I don’t want too much responsibility. 
  I like rock music. My wife, on the other hand, likes pop. 

However

'however' isn't used to connect two clauses. Instead, we usually put the two ideas in two separate
sentences. We put 'however' in the second sentence, and we can put it at the beginning, at the end, or
after the subject.

I love London. However, the weather is bad.

I love London. The weather, however, is bad.

I love London. The weather is bad, however.

Their front door was open; however, nobody was inside.

although / even though

Although and even though are followed by a subject and a verb. The only difference of even though
from although is that it is a little stronger and more emphatic.

They liked the cake, although she would have loved more cream filling in it.

Although they loved each other very much, they decided to end their relationship.

Even though he gave her everything, she still left him.

The students didn’t get the answer correctly, even though their teacher gave them all the clues they
needed to solve the problem.