Spelling and Vocabulary 1

Module
Update Mar. 23, 2016
Edited by: Lic. Beatriz Rondón
Creativity Academic Team, admin@cerpa.edu.pa
 2
– Spelling & Vocabulary 1 – 23.mar.16
.

Content
Unit 1. Terms used in the Program ................................................................................................... 4
Specific Objectives (Learning Results)………………………………………………………….4
1.1. Common Terms ..................................................................................................................... 4
1.2. Let’s practice using common terms. Underline the words that you know in the following
sentences and write down the meaning. ........................................................................................... 4
1.3. Common Terms Used in Classroom .......................................................................................... 5
1.4. Greetings ................................................................................................................................... 6
Unit 2. The Human Body ................................................................................................................. 8
2.1. Parts of the Human Body ....................................................................................................... 8
2.2. Spelling and Filling the Blanks. ............................................................................................ 9
2.3. Complete Each Section of the Body. ................................................................................... 10
2.4. Description........................................................................................................................... 10
Unit 3. Colors. ............................................................................................................................... 11
3.1. Reading ................................................................................................................................ 11
3.2. Colors: Repeat and identify them in your Environment. .................................................... 12
3.3. Primary Colors: Make Sentences. ........................................................................................ 12
3.4. Pronounce your Favorite Colors. ......................................................................................... 13
Units 4. Cardinal Numbers ............................................................................................................ 15
4.1. Basic Numbers. .................................................................................................................... 15
4.2. Match numbers and words. ..................................................................................................... 16
4.3. Write the numbers in words. ................................................................................................... 16
4.4. Groups of identification. Draw the following school items using numbers correctly. ........... 17
Participant Commitments ............................................................................................................... 18
Practices, Tasks and Final Project .................................................................................................. 19
Final Project Uses of Grammar 1 ................................................................................................... 20
Final Project Specifications ............................................................................................................ 22
Construction of Conceptual Maps ................................................................................................. 23
 3
– Spelling & Vocabulary 1 – 23.mar.16
.
General Objective

To acquire and use a basic vocabulary necessary for a better development of the
program.

References

 http://www.yourdictionary.com
 http://www.thefreedictionary.com
 http://www.m-w.com/ Merriam-Webster Collegiate Dictionary and Thesaurus
 http://specialized.english.net/wordlist/body.htm
 http://www.learnenglish.be/STUDY_voc1_pic_bodyparts.htm
 http://www.schools.ash.org.au/revesby/label.html
 http://www.mrsjones.org/spanish/colors.html
 http://simple.wikipedia.org/wiki/List_of_colors
 http://en.wiktionary.org/wiki/Category:English_colors
 http://www.learnenglish.be/STUDY_voc1_pic_carnumbers.htm
 http://www.ego4u.com/en/cram-up/vocabulary/numbers/cardinal
 http://www.writersblock.ca/tips/monthtip/tipaug96.htm
 4
– Spelling & Vocabulary 1 – 23.mar.16
.

Unit 1. Terms used in the Program

Specific Objectives (Learning Results)

After completing this course you will be able to:

 Identify common terms used in the program.

 State common terms used in the classroom.
 Apply the use of greetings and expressions during conversations.
 Create dialogues using common terms.

1.1. Common Terms

English Español English Español

a. Program Programa, carrera m. Reading Lectura
b. Unit Unidad n. Course Curso
c. To underline Subrayar o. Word Palabra
d. To speak Hablar, conversar p. Vocabulary Vocabulario
e. To listen Escuchar q. Grammar Gramática
f. To develop Desarrollar r. Spelling Ortografía
g. Practice Práctica s. Dictionary Diccionario
h. Conversation Conversación t. Content Contenido
i. Pronunciation Pronunciación u. To write Escribir
j. Exam Examen v. To express Expresar
k. To choose Escoger w. To identify Identificar
l. To repeat Repetir x. To fill in Completar

1.2. Let’s practice using common terms. Underline the words that you know in
the following sentences and write down the meaning.

a. Use your dictionary and underline the common terms.

 5
– Spelling & Vocabulary 1 – 23.mar.16
.
b. Listen and choose the correct word.

c. Express your opinion.

d. Practice the conversation with your partner.

e. The content in this program will help you understand the course.

f. Listen and pronounce after me.

g. The units are easy to develop.

h. Let us review the vocabulary.

i. Write a composition using words of the topic.

1.3. Common Terms Used in Classroom

English Español English Español

a. Teacher Maestro m. Computer Computadora
b. Student Estudiante n. School Escuela
c. Class Grupo o. Board Tablero
d. To seat Sentarse p. Schoolbag Maletín
e. Chair Silla r. Lunchbox Lonchera
s. Pen Pluma t. Book Libro
u. Pencil Lápiz v. Textbook Libro de Texto
w. Eraser Borrador x. Notebook Cuaderno
y. Desk Escritorio z. Calculator Calculadora
 6
– Spelling & Vocabulary 1 – 23.mar.16
.
1.4. Greetings

a. Hi, Hello- Hola. Thank you- Gracias.

b. How are you?- ¿Cómo esta j. Please- Por favor.
usted? k. Nice to meet you- Gusto en
c. Good morning- Buenos días. conocerte.
d. Good afternoon- Buenas tardes. l. Please, help me- favor
e. Good Evening- Buenas noches. ayúdenme.

f. Night- Buenas noches, m. Excuse me- Discúlpeme.

Hasta mañana. n. Welcome- Bienvenido.
g. See you tomorrow- Nos vemos o. Very polite- Muy amable.
mañana.
h. See you later. Nos vemos más
tarde.

Practice – Unit 1: Make short dialogues with greetings and vocabulary.

Dialogue 1
a. Boy: Excuse me, is your name Maria?
Girl: No, I’m Teresa.
Boy: I am sorry.

b. Girl: Hi, I’m Esther Martinez.

Boy: Hi Esther, my name is Rolando Smart
Girl: It’s nice to meet you Rolando
Boy: It’s nice to meet you too, Esther.
 7
– Spelling & Vocabulary 1 – jun .05

Dialogue 2
a. Boy: Hi, I’m Victor Morales, What’s your name?
Girl: My name is Delmira Chong
Boy: What’s your address?
Girl: My address is 204 Main Street, Cerro Viento, San Miguelito.

b. Boy: What is your telephone number?

Girl: My phone number is 234-8021.
Boy: That’s all Delmira.
Girl: Thank you
 – Spelling & Vocabulary 1 – 23 mar.16
8

Unit 2. The Human Body

Specific Objectives (Learning Results)

After completing this course you will be able to:

 Identify the basic parts of the human body.

 State the basic parts of the human body.

 Apply the vocabulary of the basic parts of the human body.

 Describe the basic parts of the human body.

2.1. Parts of the Human Body

Study the meanings and pronunciation of the following terms.

 Head: Cabeza.
 Hair: Cabello.
 Forehead: Frente.
 Face: Cara, rostro.
 Eye: Ojo.
 Eyebrow: Ceja.
 Eyelashes: Pestañas.
 Ear: Oreja.
 Nose: Nariz.
 Jaw, Chin: Quijada, barbilla.
 Mouth: Boca.
 Lips: Labios.
 Teeth: Dientes.
 Tongue: Lengua.
 Neck: Cuello
 Shoulders: Hombros.
 Chest: Pecho.
 – Spelling & Vocabulary 1 – 23 mar.16
9

 Stomach: Estomago.
 Back: Espalda.
 Hand: Mano.
 Arm: Brazo.
 Elbow: Codo.
 Finger: Dedo.
 Palm: Palma.
 Fingernail: Uña
 Waist: Cintura
 Hips: Caderas
 Buttocks: Nalgas
 Foot: Pie.
 Leg: Pierna.
 Thigh: Muslo.
 Knee: Rodilla
 Ankle: Tobillo.
 Heel: alón.
 Toe: Dedo del pie.
 Toenails: Uñas del pie
 Skin: Piel

2.2. Spelling and Filling the Blanks.

Introduce the ABC’s through Images of ABC’s Letters.

Body BODY o d
Face F A C E.......... F C
Mouth MOUTH M UT
Nose N O S E ..........N E
Leg LEG L g
 – Spelling & Vocabulary 1 – 23 mar.16
10

2.3. Complete Each Section of the Body.

a. Parts of the head.

b. Parts of the face.

c. Parts of the hand.

d. Parts of the foot.

2.4. Description.

Make a description of your body using the terms that appear in this unit.
 – Spelling & Vocabulary 1 – 23 mar.16
11

Unit 3. Colors.

Specific Objectives (Learning Results)

After completing this course you will be able to:

 Identify colors.
 Associate colors with the environment.
 List primary colors.
 Discuss about colors.

3.1. Reading

Colors are everywhere. Colors make our life happy. What would we do without
colors? Imagine if everything was the same color, would you like the earth?.
 – Spelling & Vocabulary 1 – 23 mar.16
12

3.2. Colors: Repeat and identify them in your Environment.

a. Red: Rojo h. Black: Negro

b. Yellow: Amarillo i. Grey: Gris
c. Green: Verde j. White: Blanco
d. Blue: Azul k. Pink: Rosado
e. Brown: Marrón (Chocolate) l. Beige, Cream: Crema
f. Orange: Naranja, anaranjado m. Silver: Plateado
g. Purple: Púrpura n. Gold: Dorado
o. Turquoise: Turquesa

Fill in the Blanks.

a. The apple is .
b. The banana is .
c. The book is .
d. The dog is .
e. The plantain is .
f. The bird is .
g. The coconut is .
h. The ice cream is .
i. The flower is _.
j. The orange is a fruit, it is .
k. The grass is .

3.3. Primary Colors: Make Sentences.

a. Red: The red dress is very elegant.

b. Blue- The blue pants belongs to Jorge.

c. Yellow: I will like some yellow flowers in that corner.

 – Spelling & Vocabulary 1 – 23 mar.16
13

Please continue with this exercise.

3.4. Pronounce your Favorite Colors.

a. My favorite color is pink. I have a pink shirt.

b. My favorite color is blue. I have a blue pants

c. My favorite color is black. My pen writes black.

d. My favorite color is green. The grass is green.

e. My favorite color is gold. My lipstick color is gold.

f. My favorite color is brown. My shoes are brown.

g. My favorite color is white. Look at the white rabbit.

h. My favorite color is silver. I have a silver pen.

i. My favorite color is beige. I like the beige skirt.

j. My favorite color is orange. Orange is a very bright color.

 – Spelling & Vocabulary 1 – 23 mar.16
14

Practice – Unit 3: Write a composition using the Terms that appear in this Unit.

Fill in the Blanks. Use dictionary and your imagination.

 The apple is _.
 The banana is .
 The book is .
 The dog is .
 The plantain is .
 The bird is .
 The coconut is .
 The ice cream is .
 The flower is .
 The orange is a fruit, it is .
 The grass is .
 – Spelling & Vocabulary 1 – 23 mar.16
15

Units 4. Cardinal Numbers

Specific Objectives (Learning Results)

After completing this course you will be able to:

 Identify cardinal numbers.

 Identify ordinal numbers.
 Distinguish cardinal and ordinal numbers.

4.1. Basic Numbers.

Cardinal numbers indicate quantity. Ordinal numbers indicate order.

0 zero
1 one 1st I 1rst first
2 two 2nd II 2nd second
3 three 3rd III 3rd third
4 four 4th IV 4th fourth
5 five 5th V 5th fifth
6 six 6th VI 6th sixth
7 seven 7th VII 7th seventh
8 eight 8th VIII 8th eighth
9 nine 9th IX 9th ninth
10 ten 10th X 10th tenth
11 eleven 11th XI 11th eleventh
12 twelve 12th XII 12th twelfth
13 thirteen 13th XIII 13th thirteenth
14 fourteen 14th XIV 14th fourteenth
15 fifteen 15th XV 15th fifteenth
16 sixteen 16th XVI 16th sixteenth
17 seventeen 17th XVII 17th seventeenth
18 eighteen 18th XVIII 18th eighteenth
19 nineteen 19th XIX 19th nineteenth
20 twenty 20th XX 20th twentieth
21 twenty-one 21º XI 21rst twenty-first
22 twenty-two 22º XII 22nd twenty-second
30 thirty 30º XXX 30 rd thirtieth
40 forty 40º XL 40th fortieth
50 fifty 50º L 50th fiftieth
60 sixty 60º LX 60th sixtieth
70 seventy 70º LXX 70th seventieth
80 eighty 80º LXXX 80th eightieth
 – Spelling & Vocabulary 1 – 23 mar.16
16

90 ninety 90º XC 90thth ninetieth

100 a (one) hundred 100º C 100 hundredth
1000 a (one) thousand 1000º M 1000th thousandth

4.2. Match numbers and words.

a. Eight 30
b. One hundred 8
c. Forty 40
d. Forty-Five 100
e. Six 4
f. Eleven 11
g. One 12
h. Ten 15
i. Eleven 50
j. Twelve 16
k. Seventy-One 10
l. Fifteen 6
m. Sixteen 71
n. Four 45
o. Thirty 1

4.3. Write the numbers in words.

75
173
2475
1113
5690
 – Spelling & Vocabulary 1 – 23 mar.16
17

4.4 Groups of identification. Draw the following school items using

numbers correctly.

i. Four pencils.

ii. Fifteen books.

iii. Ten new chairs.

iv. Eleven markers.

 18
– Spelling & Vocabulary 1 – 23 mar.16

Participant Commitments

Evaluation System:
The evaluation scale will be one (1) to hundred (100.00), and will be independent for each
subject. To evaluate and rate will be guided by the following scheme:

Interval Letter Concept

91 to 100 A Excellent
Meaning: There is an outstanding performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
81.00 to 90.99 B Good
Meaning: There is a good performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
71.00 to 80.99 C Regular
Meaning: There is a regular domain performance and application of basic skills of knowledge,
processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
70.99 or less F Failure
Meaning: There is insufficient domain performance and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.

The final evaluation of each subject is obtained from the weighted average grades in turn
obtained in the activities developed in the subject. Each course will have different
assignments and activities to do, shaped and adapted for each situation and teacher
(facilitator), and monitored by the education authorities of CERPA. Each of these
assignments and activities represent a percentage of the final grade for their respective
subject.
 19
– Spelling & Vocabulary 1 – 23 mar.16

Practices, Tasks and Final Project

1. Practices and Tasks

Practices According to the provisions in Unit 2 and 3 of its Individual Learning
and Tasks Module, develop and present a case study; in which you must apply what
they have studied in units 2 and 3 of the MAI.

2. Conceptual Maps
Conceptu Delivere it following the specifications at the end of the module, of your
al Maps conceptual maps; in both English and Spanish.
For delivery have to attach it upload files section.
3. Final Project
Final Delivered following the specifications at the end of the module, the final
Project project; in both English and Spanish.
4. Final Test
Final Test From this date (5 days before the end of the academic month) final test will
be activated. Therefore you have, starting today 5 days for consideration.
 – Spelling & Vocabulary 1 – 23 mar.16
20

Final Project Uses of Grammar 1

Revised: July 2005
Editor: Marlo Salvatierra
ase@cerpapanama.com
Redactora: Marissa Quiroz V.

The Final Project for this Module consists of reading, investigating and writing about
Spelling and Vocabulary. You must read points 1 - 5 below carefully.

Your final project must be sent by e-mail as a word attachment to your instructor no
later than the 30th day of the month. Enumerate and elaborate on each point.

1. Draw the human body indicating the correct names of its parts.

2. Make a short composition; describe a place or thing using colors.

3. Write a children song using numbers.

4. We want your comments and suggestions. Write a summary of each unit. What
did you like most and what did you like least? This should be a summary from
your point of view. Which topics did you understand and which ones did you not
understand?

5. Read about Conceptual Mapping at the end of this Module.

a. Introductions
b. Tips
c. Kinds
 – Spelling & Vocabulary 1 – 23 mar.16
21

PLEASE NOTE. In Module 1 Spelling and Vocabulary 1 there is no case-study

assignment.

Annex 1
How to resolve a case-study

The first thing you have to do to with a case-study assignment is read it. As you read
the case, don’t look for details or take notes. Just read the case imagining and feeling
what you read. Read it as many times as necessary to get a general impression about
it. You have to “get into” what is said by the writer and the message he is conveying.
Just like you watch a movie, picture the characters in your mind doing what they are
said to be doing. Hear the voices and listen to their conversations in you mind as you
read along. Make the case into something real in your mind and become part of it.
Only after you have done this, can you begin to resolve it.

When you finish reading the case, you’ll find several questions. Your task is to
respond to each question. However, you won’t always find specific questions written
about something or someone but just an allusion. This last type is like a real-live
situation in your life: No one has a document with questions clearly defined by some
one else with the answer to questions you might have about your life.

We all have problems and live situations narrated in the case-studies. What we try to
do, and what we in fact do, is try to resolve them. Some times we are able to do it
and others not. Sometimes the solutions we implement are not the best and at others
they are the best ones. Be it as it may, we have to try and resolve them. To advance
in our life, we have to resolve our problems and define our own questions. That is
what you have to do to write your answer to the case-study.

In this Module, there is no case-study assignment. There are 11 points to answer at

the end of the Module. Answering these points is your Final Project.
 22
– Spelling & Vocabulary 1 – 23 mar.16

Final Project Specifications

Quantity Pages The quantity necessary.

Size Page 8.5 x 11 inches.
Kind and Letter Size Times New Roman, 14.
Space within paragraph Simple.
Space between paragraph 2 simple spaces between one paragraph and other
First Sheet Centro de Estudios Regionales de Panamá
(Example) CERPA
Write the career Higher Technician Focused on English Teaching
for Teachers of General Basic Education
Write the group Group X (A, B, C, etc.)
Write the schedule 1:00 – 3:00 p.m.
Write the subject Name of the Subject
Write the title Professional Practice
Write your name and I.D. by Juan de los Palotes – I.D. 0-123-456
Write the name of the Professor: Juan Pablo II
Write the date
professor February 32, 3003
Content The questions of the case and its answers.
Keep a good use of spelling, grammar and
Deliver the document in the syntax.
On the date indicated in the calendar section.
following ways Keep the good use of spelling, grammar and
syntax.
 23
– Spelling & Vocabulary 1 – 23 mar.16

Construction of Conceptual Maps

In addition you have to draw conceptual map which constitute the four units and the
sixteen specific objectives (learning results) of the module. The size of the maps
depends on you; it can be a map of the entire module or four maps with four units.
Conceptual maps must be prepared individually by each student.

To design a conceptual map follows these steps:

 Read the module of the subject.
 Identify the main concepts.
 Write those concepts.
 Order concepts from the general to the specific ones.
 Organize concepts (write each concept in one draw)
Options:
1. Join concepts with lines. Write on each line the relation between them.
Write on each line the relationship between the concepts linking.
Save as a previously created and identified with the module name course and
then download the section folder (file) that says: upload file.
2. (Recommended) Use the tool https://coggle.it, steps:
a. We entered the https://coggle.it page and checked as users (we can also use
our account Google and other social networks).
b. Once inside the tool, we begin to create a new map from the button
"Create".
c. After this, we will enter an empty desktop in which you must click to start
adding elements of our mental map.
d. From main title we add items by clicking the (+) next to each item.
e. Blocks concepts can be easily moved from the connecting lines to organize
them as you want.
f. They can be shared by:
i. A URL that provides the application itself when a map is created.
ii. Download format PDF y PNG.
g. Save as in a folder (file) previously created and identified with the module
name course and then download the section that says: Upload File.
 24
– Spelling & Vocabulary 1 – 23 mar.16

Aspe cts to take in Consideration:

1. Each conceptual map is different from other ones. They can have very few
similarities generally it must differ from others in concepts, from and draws.
2. The map does not need being necessary symmetrical. It has more concepts to one
side.
3. Map concepts should not have more information than the module.
4. There is no only one form to do conceptual maps. The mistake of a conceptual map
is the incorrect relationship between their concepts.

Evaluation Criteria:
1. Each map starts from a main concept.
2. It has many sub divisions derived from other concepts.
3. It has many relations between concepts.
4. Show each concept only once.
5. Concepts must have sense.
6. Show a clear relation between concepts.
7. Relations must be correct.
8. Make a summary of the content.
9. It makes an easy learning.
10. It is simple.
 – Spelling & Vocabulary 1 – 23 mar.16 25

Examples:

Option Nº 1:

Source: Rosa Ma. Garza, Aprender Cómo Aprender, 2ª Edition, Editorial Trillas, México, 1998.
 – Spelling & Vocabulary 1 – 23 mar.16 26

Option Nº 2: Video Tutorial: https://youtu.be/YC4O4vb7IXo

Video Tutorial: https://youtu.be/YC4O4vb7I