Book 9 Meduca 2003

Contents
UNIT 1 TOGETHER IN HARMONY -------------------------------------------- Pág.
Guide 1. My grandmother is lovely ------------------------------------------------------Pág.

Guide 2. Discrimination hurts ------------------------------------------------------ Pág
Guide 3. Short and meaningful----------------------------------------------------- Pág.
UNIT 2 A SOCIAL LIFE
Guide 1. Family love is eternal ------------------------------------------------------- Pág.

Guide 2. Education means freedom------------------------------------------------ Pág.
Guide 3. A day to remember --------------------------------------------------------- Pág
UNIT 3 EATING GOOD GENERATES HEALTH ----------------------------- Pág.
Guide 1 Are you eating healthy? -------------------------------------------------------- Pág.

Guide 2 Diet is for everyone ----------------------------------------------------------- Pág.
Guide 3 My food is really delicious -------------------------------------------------- Pág.
Unit 4 INSECTICIDES IN THE ENVIRONMENT------------------------------- Pág.
Guide 1: Be careful with insecticides -------------------------------------------------- Pág.

Guide 2: They help the environment---------------------------------------------------- Pág.
Guide 3: He spoke gladly about a beach yesterday ----------------------------- Pág.
Unit 5 TOURISTIC ADVENTURES IN PANAMA------------------------------- Pág.
Guide 1: Tourism is economy ------------------------------------------------------------ Pág.

Guide 2: I like sports------------------------------------------------------------------- Pág.
Guide 3: How was the parade? ---------------------------------------------------- Pág.
Unit 6 PANAMA IS A COUNTRY FOR BUSINESS -------------------------- Pág.
Guide 1: Workplaces in Panama city ------------------------------------------------- Pág.

Guide 2: Do you need help? ------------------------------------------------------------ Pág.
Guide 3: The best day of my life-------------------------------------------------------- Pág.
Unit 7 EXPLORING AFRICA AND OCEANIA ---------------------------------- Pág.

Guide 1. Getting around Africa and Oceania -------------------------------------- Pág.
Guide 2. They have talked to the teacher -------------------------------------------- Pág.
Guide 3. Technology and mankind ---------------------------------------------------- Pág.
Unit 8 HUMAN RIGHTS LEADERS ----------------------------------------------- Pág.
Guide 1: Memorable images-------------------------------------------------------------- Pág.

Guide 2. Understanding literature------------------------------------------------------- Pág.
Guide 3: The use of punctuation----------------------------------------------------- Pág.
UNIT 1
TOGETHER IN HARMONY
JUNTOS EN ARMONIA
LOGROS
1. Identifica las cualidades que se utilizan para describir a docentes, compañeros y
familiares.
2. Sustenta mediante la utilización de recursos didácticos la importancia de los
derechos humanos.
3. Reconoce las abreviaturas y las aplica en el contexto adecuado.
4. _______________________________________________________
GUIDE 1
A LOYAL FRIEND
INDICADORES DE LOGROS
1. Comprende el concepto “cualidad”.
2. Construye oraciones empleando las siguientes palabras: paciencia, amor,
actitud simpatizante, carisma y motivación dentro de una oración.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
1. In my notebook, I answer the following questions:
 Describe someone in the class?

 Describe your teacher personality?
 What is the difference between the words quality and adjective?
2. I discuss and compare the answers of the above questions with my

partners.
3. I hand in my answers to the teacher for evaluation.
GROUP WORK
1. We will have a debate about teachers as role model, accompanied by
the teacher, and a leader will take note of the main ideas.
2. We read the conclusions of the debate in front of our classmates.
3. We hand in the work to the teacher for a source of evaluation.
Peace is the energy which transforms humanity

BC LET’S LEARN AND PRACTICE
INDIVIDUAL WORK
1. Read and analyze the following text carefully:

Qualities of teachers, classmates and friends.
Quality is an essential and distinguishing attribute of someone. The following
qualities to describe teachers, classmates and friends are: Patience, love,
sympathetic attitude, charisma, and motivation.
Patience is not only a virtue but it is to tolerate and have self control especially in
times of difficulties or provocation without acting on annoyance/anger in a
negative way. Patience makes us better people, therefore you need to practice it
in your associating with people, places and things for a happy existence.
Love is to have a strong positive feeling of affection, interest, or good will towards
children, classmates and friends such as that arising from relationship or
recognition of attractive qualities.
Sympathetic attitude express feeling, sympathy, favor, compassion or friendly

feelings looking upon with favor toward children, friends, classmates, students
caring and feeling sorry about someone's problems pertaining to a special affinity
or mutual relationship.
Charisma helps to influence (and inspire) other people and our external
environment. Charisma is useful for inspiring others, leading a team, or teaching
and developing people, a personal attractiveness or interest that enables you to
influence others the ability to inspire enthusiasm, interest, or affection in others by
means of personal charm or influence.
Motivation is to give reason, incentive, enthusiasm, or interest that causes a
specific action or certain behavior. Education is motivated by desire for knowledge.
Without motivation, we would not care about outcomes, means, accomplishment,
education, success, failure, employment, and others.
There are two main kinds of motivation: intrinsic and extrinsic. Intrinsic motivation
is internal. It occurs when people are compelled to do something out of pleasure,
importance, or desire. Extrinsic motivation occurs when external factors compel the
person to do something.
A teacher that implements motivational techniques will see an increased
participation, effort, and higher grades. Part of the teachers’ job is to provide an
environment that is motivationally charged because one of the first places people
begin to set goals for themselves is in school.
I investigate about the benefits of motivation in the

learning process, I write the conclusion in my notebook.
PAIR WORK
1. I write the practices in my notebook. Then, I submit my work to the teacher for
evaluation.
Practice A
Fill in the blanks according to the reading. Compare with a partner.
1. ___________ is feeling sorry about someone's problems.

2. There are two main kinds of motivation: ______________ and _____________
3. ___________ is to tolerate and have self control in times of difficulties
4. ___________ is useful for inspiring others by means of personal charm or
influence.
5. ____________ is having good will towards classmates and friends.
Practice B
Take turns asking and answering the following questions according to

your personal point of view. Use resources from C.R.A.
a. How can sympathetic attitude help d. What is attitude?

students?
b. What are the religious perspectives e. What is so useful about charisma?

of patience?
c. What is the difference between f. What is the difference between

extrinsic and intrinsic motivation? impersonal and interpersonal love?
Practice C
Work in pairs to unscramble the following words to make sentence.
1. do / compels / something / the / motivation / to / person

___________________________________________
2. of / is / attribute / distinguishing / essential / someone/ and / quality / an
___________________________________________
3. to / by / knowledge / education / desire / motivated / for
___________________________________________
4. inspire / charisma / enthusiasm / helps / to
___________________________________________
Practice D
Answer true or false. Check your answers with a partner.
1. ________ The teachers’ job is to provide a motivational environment in the
classroom.
2. ________ Patience is looking upon with favor toward friends and classmates.
3. ________ Charisma is expressing compassion to someone.
4. ________The teacher must show attractive qualities of love for students.
5. ________ Motivation causes a specific action or certain behavior.
Practice E
Write sentences in the chart with the given words. Compare with a partner.
WORDS SENTENCES
Behavior Some students have aggressive behavior during the recess.
Patience
Love
Sympathetic
attitude
Charisma
Motivation
D LET’S VERIFY OUR KNOWLEDGE

INDIVIDUAL WORK
1. I write all the following activities in my notebook and share them with a partner.
Then, we hand in our work to the teacher for evaluation.
a) I draw and complete a puzzle with hidden qualities of a teacher, classmates,

and friends.
b) I make a fly sheet with pictures to describe my classmates.

c) I write a postcard to a friend describing my teacher’s the personal qualities.
I will arrange all my work in a folder, because at the

end of the unit, there will be an exhibition of folders.
GROUP WORK
1. We write all activities in our notebooks and share them with our team.
a) We write short articles for the school leaflet about classmates’ personal
qualities.
b) We organize a team of four students to discuss and summarize about the

teachers’ personal qualities, and we support to the teacher and the
classmates.
Congratulations! You’ve finished your work.

show it to your teacher, and take a break.
STUDY AND ADAPTATION OF THE GUIDES

GUIDE 1
DISCRIMINATION HURTS
1. Sustenta la importancia del conocimiento y defensa de los derechos
humanos.
2. Explica algunas situaciones en las que se violan los derechos humanos.

3. Establece diálogos cuyo tema central son los derechos humanos.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 Mention some discrimination attitudes in your country?
 Why do we have discrimination in the world?
 What is the meaning of human rights?

partners.
GROUP WORK
1. We will have a brainstorming about abuses of human rights,
accompanied by the teacher, and a leader will take note of the main
ideas.
2. We read the conclusions of the brainstorming in front of our classmates.
Good things come to those who wait

INDIVIDUAL WORK

Human rights
Human rights agree with legal philosophies such as liberties, faculties, and
institutions that include all people by their human condition, to guarantee a worthy
life. They are independent factors such as status, sex, ethnic groups or nationality,
which have been defined as the conditions that allow creating an integrated
relationship between a person and the society.
Racial discrimination is to treat differently a person or group of people based on
their racial origins. Racial discrimination is a racist ideology based on the
superiority of races of one ethnic group and others and it is identified with racism.
Racism includes color, descent or national or ethnic origin.
Individual rights are a concept pertaining to constitutional rights that makes

reference to those rights which the individual enjoy and cannot be restricted by
anyone. Therefore, they are inalienable and inviolable.
Social rights are those that humanize the individuals in their relationship and their
surroundings in which they developed. These guarantees of equality and freedom
are not impossible.
Women’s rights Children’s rights
• They have the right to vote, to  They will enjoy a special

work, to fair wages, to education protection and have the
and to have marital, parental and opportunities and services of
religious rights. physical, mental, moral,
• They have the right to decide spiritually, and social
with respect about their sexual development in a healthful social
life, that is to say, with respect lives.
when they wish and when they  They have the rights to grow in
do not wish to have sexual good health and to have special
relationship, and to refuse sexual cares, such as prenatal and
practices that they dislike. postnatal attention.
• They have to denounce all sexual  They have the rights to enjoy
attacks of which they are objects. food, house, recreation and
• They have complete services of medical services in conditions of
justice, which includes treatment freedom and dignity.
against venereal diseases and to  They have the right from birth to
receive therapy to cure the have a name and a nationality.
physical and emotional traumas  They have the right to protection
produced by any aggression. from abuse, neglect, exploitation
and discrimination.
I investigate about the origin of human
rights, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
1. ___________________ are guarantees of equality and freedom.

2. Racial discrimination is to treat differently a person or group of people based on
their_____________________
3. ___________________ are inalienable and inviolable and cannot be restricted

by anyone.
4. ___________________ are the conditions that allow an integrated relationship
between a person and the society.
Practice B
Work in pairs to complete the sentences with an appropriate verb form about
the text.
1. Racial discrimination______________ with racism.

2. Individual rights ______________ a concept pertaining to constitutional rights.
3. Human rights _______________ with legal philosophies such as liberties and
faculties to guarantee a worthy life.
4. Racism ________________ color, descent or national or ethnic origin.
Practice C
Write women or children in each space to complete the sentences according

to the text. Share with a partner.
1. _______________ have to denounce all sexual attacks of which they are object.
2._______________ have the right from birth to have a name and a nationality.
3. _______________have right to grow in good health and to have mother cares.
4. _______________have the right to receive therapy to cure the physical and

emotional traumas produced by any aggression.
5. _______________ have right to enjoy food, house, recreation and medical
Practice D

a. What is gender discrimination? d. What does racial harassment

mean?
b. What are specific forms of e. How to avoid racism?

discrimination?
c. What are the different types of f. What are the psychological

racism? consequences of discrimination?
INDIVIDUAL WORK
a) I write on a sheet of paper my opinion about racial discrimination.
b) I create a flyer with individual and social rights guaranteed by the Panamanian
Constitution. We use resources from C.R.A.
c) I make a folder with the description of women and children’s rights.

GROUP WORK
1. We write all the following activities in our notebooks and share them with our
team. Then, we hand in our work to the teacher for evaluation.
a) We arrange a soup kitchen at school with the participation of the community
b) We organize a team of four students, accompanied by the teacher; to

discuss and summarize outstanding issues about human rights and we
support orally our point of view.

Practice D
Write unknown words from the text and sentences in the chart . Compare with a
partner.
WORDS SENTENCES
Discrimination Discrimination against fat children affects their self-esteem
GUIDE 1
SHORT AND MEANINGFUL
1. Identifica situaciones en las que es pertinente la utilización de abreviaturas.
2. Elabora documentos en donde son utilizados las abreviaturas.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is an abbreviation?
 When do you use abbreviation?
 Why do you use abbreviation?

partners.
GROUP WORK
1. We will have a brainstorming about the formation of abbreviation,
ideas.
Spread kindness without thinking about the results

B C LET’S LEARN AND PRACTICE
INDIVIDUAL WORK
1. Understand and analyze the following grammar structure:

Abbreviations
An abbreviation is a shortened form of a word or phrase used in writing to

represent the complete whole.
In compositions do not use abbreviations except in certain special instances in

which abbreviations are customary.
Use abbreviations with times and dates.

Example: the plane arrived at 12:30 a. m.
Use abbreviation for titles before and after proper names. In English, use Mr. with
the surname for men. Mrs. and Ms. are used with the last name for women. If you
don´t know the social status of a female it’s best to use Ms. which is use for
unmarried women. Avoid using Miss as a title for a women social status.
Use the surname when you meet someone for the first time. For example, say Mr.
Thomas for Alfonso Thomas, Mrs. Gallimore for Daisy Gallimore and Ms. Cox for
Debora Cox.
The following abbreviations are customary before a name: Mr., Mrs., Mss., Ms.,
Doctor = Dr., Reverend = Rev., Saint = St.
The following are abbreviated after a name: Junior = Jr., Senior = Sr. and they are
often used to identify a father and son who have the same name.
Example:
Mr. Gilbert Burton, Sr. Mr. Gilbert Burton, Jr.
The following abbreviations are acceptable in all writing.

Example:
In the year of our Lord = A.D.
Before Christ = B.C.
Common Era = C.E.
Before Common Era = B.C.E.
Forenoon (ante meridiem) = A.M.
Afternoon (post meridiem) = P.M.
Long form Short form Long form Short form Long form Short form
Mister Mr. Avenue Ave. President Pres.
Mistress. Mrs. Hour hr. Governor Gov.
Misses Ms. Street St. Honorable Hon.
Abbreviations of Days of the week
1. Sunday = Sun 2. Monday = Mon.

3. Tuesday = Tues. 4. Wednesday = Wed.
5. Thursday = Thurs 6. Friday = Fri.
7. Saturday = Sat.
Abbreviations of Months of the year
1. January = Jan. 2. February = Feb.

3. March = Mar. 4. April = Apr.
5. May = May 6. June = Jun.
7. July = Jul. 8. August = Aug.
9. September = Sept. 10. October = Oct.
11. November = Nov. 12. December = Dec.
I investigate about the reason for abbreviation and

text message, I write the conclusion in my notebook.
PAIR WORK
1. I write all practices in my notebook. Next, I present all my work to the teacher
for evaluation.
Practice A
Answer true or false. Check with a partner.
1. ________ An abbreviation is a shortened form of a word or phrase.
2. ________ A title is the same thing as a name.
3. ________ Ms. is used for unmarried women.
4. ________ Use Mr. plus the first name for men.
5. ________ Use Jr. and Sr. after the last name.
Practice B
Write the abbreviations of months of the year. Share with a partner.
January__________ July_________________
February _________ August _______________
March ____________ September ____________
April ____________ October_______________
May ____________ November_____________
June __________ December_____________
Practice C
Match words in column A with information in column B
A B
1. Sunday _______ Thurs.
2. Monday _______ Sat.
3. Tuesday _______ Mon.
4. Wednesday _______ Fri.
5. Thursday _______Wed.
6. Friday _______Sun.
7. Saturday _______ Tues.
Practice D

1. What is abbreviation? ___________________________________________
2. What is the history of abbreviation? ________________________________
3. What is the rule for abbreviation? __________________________________
4. When do you use abbreviation for communication? _____________________
5. Why do you use text messaging and chat abbreviation? _________________
Work hard and try to overcome all obstacles.
INDIVIDUAL WORK
a) I make a record of abbreviations used in my community and country.

b) I draw a map a community with streets and avenues and ask my partner for
directions.
c) I paste pictures on a sheet of paper and describe them with the use of
abbreviations.

GROUP WORK
team. Then, we hand in our work to the teacher for evaluation.
a) We make a chart with colorful abbreviations and paste them on the bulletin
board.

discuss about abbreviations. Next we defend orally our point of view.
Glossary
Annoyance, n. State of being annoyed; vexation
Birth, n. Act or fact coming in to live or of being born.
Equality, n. Character or condition of being equal.
Grow, v. To spring up and mature; to be develop.
Kind, n. Nature; character; style; mode of action.
Outcome, n. Issue; result; consequence.
Status, n. State or condition of a person.
Surrounding, n. To enclose on all sides.
Unmarried, adj. Not married or related
Wish, v. To desire, to long for

UNIT 2
A SOCIAL LIFE PROJECT
UN PROYECTO DE VIDA SOCIAL.
LOGROS
1. Comprende y sustenta las normas civiles que nos permiten vivir en sociedad.
2. Argumenta sobre las características y estructuras del sistema de educación

básica en Panamá.
3. Identifica la diferencia entre sexo y sexualidad además los diferentes tipos de

matrimonio.
4. _______________________________________________________________
GUIDE 1
FAMILY LOVE IS ETERNAL
1. Identifica los elementos familiares que influyen n la vida de las personas.
2. Propone normas conductuales para la vida en la escuela.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are you free time activities with your family?

 How do you know that loves is in your family?
 What are the moral values in your family?

partners.
GROUP WORK
1. We will have a debate about the meaning of family love, accompanied
by the teacher, and a leader will take note of the main ideas.
“He who sows wickedness reaps trouble”

Proverbs 22: 8
INDIVIDUAL WORK

The family
Individual and social rights of the family are established in the Constitution of 1972
under the title lll in chapter 2.
Article 52. The State protects marriage, motherhood and family.
The State shall protect the physical, mental and moral development of minors and
guarantee the right to food, health, education, social security and welfare. The
State also shall protect the elderly and helpless patients.
Article 53. Marriage is the legal base of the family that lies on equal rights of
spouses and can be dissolved in accordance with the law.
Article 54. The maintained union between persons legally capable of contracting
marriage, for five consecutive years in terms of uniqueness and stability, shall
enjoy all purposes of civil marriage. For this purpose it is sufficient that the couple
jointly request the registration of civil status law marriage, which can be processed
through the judges.
Article 55. Parental rights are a set of duties and rights of parents regarding their
children. Parents are required to feed, educate and protect their children.
Article 56. Parents have to offer their children out of wedlock the same duties as
those born in it. All children are equal and have the same rights of inheritance on
intestacy.
Article 57. The law shall regulate the investigation of paternity.
Article 58. The State shall ensure the social and economic status of the family.
Article 59. The State shall create an institution designated to protect the family
I investigate about the objectives of the Panamanian Family

Code, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Fill in the blanks according to the reading. Check with a partner.
1. Parents have to offer their children _______________ the same duties as

those born in it.
2. Parents are required ___________________________________
3. The State shall create an institution designated _____________________
4. The State shall ___________________development of minors
5. The law shall _____________ the investigation of paternity.
6. The State also shall protect ________________ and helpless patients.
Practice B

a. What are parental rights? d. Why do you have to help with family
chores?
b. Where can you read about the legal e. What does Panamá constitution
basis of the family in Panama? established about the family?
c. Who do you think works the most in f. Why does love ease friction in a
your family? family?
Practice C
We listen to the conversation. Then, we take turns to practice with a partner.
Conversation
Juana: Where were you Andres?

Andres: I was at the mall, I met my sister, and we were talking for an hour.
Juana: Were you happy to see her?
Andres: Yes, I was.
Juana: What was she doing?
Andres: She was buying a pair of shoes.
Juana: What else you did?
Andres: Well, I drove her home.
Juana: That was nice of you.
Practice D
Write your personal unknown vocabulary and sentences in the chart from the
text. Compare with a partner.
VOCABULARY SENTENCE
Feed My father is feeding the chickens with corn.
INDIVIDUAL WORK
1. I write the following activities in my notebook and share them with a partner.
Next, I give my work to the teacher for evaluation.
a) I write a composition about the role of the family at home, school and
community.
b) I make a list of parents and children responsibilities in a society.
c) I write an essay about the types of families’ structures in my community.
I will put together all my work in a folder, because at

the end of the unit, there will be a display of folders.
GROUP WORK
1. We take turns asking and answering questions with our team about the following
activities. After that, we present our work to the teacher for evaluation.
a) We number the lines of the conversation in the correct order. Then take
turns to practice it.
______ She was buying a pair of shoes.
______ That was nice of you.
_______ What else you did?
______ Yes, I was
___1___ Where were you Andres?
______ I was at the mall, I met my sister, and we were talking for an
hour.
______ What was she doing?
______ Well, I drove her home.
______ Were you happy to see her?
b) We organize a team of four students to identify and discuss about the

the influence of the family in people’s lives and we support to the teacher
and the classmates.

GUIDE 2
EDUCATION MEANS FREEDOM
INDICADORES DE LOGROS.
1. Define las características más importantes del sistema de educación básica en
Panamá.
2. Describe con propiedad la estructura del sistema educativo básico en Panamá.
3. Identifica las fortalezas y oportunidades del sistema educativo básico en

Panamá.
4. _______________________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What kind of things do you like to do at school?

 What is your favorite subject at school?
 How many grades are in your school?
partners.
GROUP WORK
1. We will have a debate about the school year calendar at our school,
ideas.
3. We hand in the work to the teacher for an evaluation.
Share with others what you have

learned for the benefit of all.

INDIVIDUAL WORK

Characteristics of the Basic Education System in Panama.
The basic education system is obligatory up to eleven (11) grades. It is free, and
when the students finish this stage, they must master significant learning with
creativity, critical sense, reflectivity and logical thought.
The characteristics of the basic educational system in Panama are democratic,

scientific, and constructivist focus.
Democratic because it Scientific since the Constructivist focus for it

is free and allows the designs help to center the permits the application of the
access to all children curricular on the validation following basic principles:
and young people. It and experimentation, as a
guarantees an education scientific process. In 1.They stimulate the previous
of excellence as a addition, the curricular learning of the students.
2. They cause the construction
source of fairness; to proposal admits the
or reconstruction of the
extend and improve the introduction of educative
knowledge by the student
quality of the most innovations in the different
that learns.
neglected sectors of the courses as a permanent 3. It assumes that learning is
population. mechanism to update the continuous, progressive
curriculum. and in constant
improvement .
Structure
The structure of the Basic Education system in Panama is in agreement with the
established Law 34 of 6 of 1995 July, the following stages are:
a) Pre-school education for minors of 4 and 5 years, with a duration of two

years. This stage of formation is to develop the areas of psychomotor,
cognitive and affective approach by applying appropriate strategies and
pedagogical styles to the psychological progress of the student of this
scholastic age. At this stage the student must develop its potentialities in
the acquisition of the language, the psychomotor development, the abilities
of the basic skills of reading-writing, the free expression and socialization of
its personality and the mathematical logical development.
b) Elementary education has a period of six years and it includes the ages
between 6 and 11 years. It allows the continuity, reinforcement and
development of the cognitive, psychomotor and affective areas; deepening
itself in the formation of the personality, fortifying and increasing its psycho-
social experiences for the effective development in its life and of the diverse
intellectual competitions with the objective to continue its studies.
c) Junior high education consists of three years and the ages oscillate
between12 and 15 years. At this stage students are generally beginning
adolescence, with all the dynamic result of its biological transformation and
intensive social activities, for this reason, students will have ability to
assimilate models and values, to construct relationship with classmates,
parents and themselves to help strengthening their attempts to acquire their
goals.
The following model is a graphical representation of the 3 l evels of basic education in

Panama, which includes 2 years of preschool, 6 years of primary education, and 3 years of junior
high school.
Preschool Elementary grades Junior high grades

grades
Pre kinder I II III IV V VI VI VII IX
and
Kinder
PAIR WORK
1. I compare my work with a partner. Then present the work to the teacher for
evaluation.
Practice A
1. When the students finish basic education they must master significant learning
with _______________________________________________________
2. Basic Education is obligatory up to _________ grades.
3. Primary school of formation is to develop the areas of__________________
4. Junior high students will have ability to assimilate__________________
Practice B
Work with a partner to answer the questions about the text.
1. What are the characteristics of junior high students?

___________________________________________________
2. What potentialities students develop at preschool?
___________________________________________________
3. What areas are developed at primary school?
____________________________________________________
Practice C
A B
1. Preschool _______ ages 12 to 15
2. Primary _______ validation and experimentation.
3. Junior high school _______ ages 4 and 5
4. Democratic _______ construction of knowledge.
5. Scientific _______ ages 6 to 11
6. Constructivist _______ for it is free.
Practice D
Work in pairs to rearrange the following words to make sentences.
1. people / to / basic / young / allows / and / education / children / access / all

___________________________________________
2. innovations / the / curricular / educative / introduction / admits / the / of
___________________________________________
3. focus / the / students/ stimulate / previous / the / constructivist / of / learning
____________________________________________
4. Panama / consist / 3 / educational / level / basic / of / system / the / in
___________________________________________
I investigate about other innovations of Panama’s Basic
Education system, I write the conclusions in my notebook.
INDIVIDUAL WORK
Then, I hand in my work to the teacher for evaluation.
a) I make a class directory with all my classmates’ names in alphabetical order.
b) I write on a sheet a composition concerning the development of

characteristics of the basic education system at my school.
c) I draw a sketch or a map of my school with the location of all the grades.

GROUP WORK
a) We arrange a drama regarding a day at school.
b) We organize a team of four students to discuss and summarize in relation to

the challenges of the Basic Education system in Panama, and we support to
the teacher and the classmates.

Show it to your teacher and take a break.

GUIDE 3
A DAY TO REMEMBER
1. Establece la diferencia entre sexo y sexualidad.
2. Define las responsabilidades del noviazgo.
3. Describe los diferentes tipos de relaciones humanas.
4. Identifica los diferentes tipos de matrimonio.
5. Analiza los derechos de los diferentes tipos de matrimonio.
6. Sustenta las ventajas y desventajas de los diferentes tipos de matrimonio.
7.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are your favorite dating activities?
 What is courtship?
 What are your parents’ responsibilities as a married couple?

partners.
GROUP WORK
1. We will have a brainstorming about friendship, accompanied by the
teacher, and a leader will take note of the main ideas.
Get involved in many activities

in order to avoid being idle.

INDIVIDUAL WORK
Sexuality
Sexuality is a set of emotional attitudes and behavior related to sex, that marks
how people express themselves in all the phases of their development.
Human sexuality has biological, physical, and emotional aspects, which is directed
to the reproduction and the immediate fulfillment of corporal feeling and social
responsibility.
Courtship is the traditional dating period before engagement and marriage. It is the
practice used by two persons to exchange a verbal and non-verbal communication
in order to select and attract a mate for marriage. Courtship is a public affair with
the approval of the family.
Relationship between classmates, friends, and others.
The essentials of a relationship are reciprocity and commitment between
individuals who see themselves more or less as equals. They expect to spend time
together, share their interests, and engage in self-disclosure through personal
interactions as well as through observing each other’s behavior. Classmates and
friends have fun with one another; they enjoy doing things together, supports each
other; and they care about one another; because there is a mutual understanding,
loyalty, and trust between each other.
Marriage is a social union between persons that contributes to describe the

structure of society. Marriage creates legal obligations and changes the personal
and social status between who are involved. The act of marriage is often viewed as
a contract that unites individuals’ lives legally, economically, spiritually, emotionally
and religiously.
Types of marriage: Civil, legal, and religious.
Civil marriage is the legal concept of marriage as a governmental institution. It is

performed, generally, by the civil form of the State and by a government official.
The state recognizes civil marriage. Such ceremonies are conducted before a local
civil authority, such as a mayor, judge or other public official.
Legal or common-law marriage allows individuals who live together (cohabitation)

as man and wife for five consecutive years in terms of uniqueness and stability to
enjoy all rights of civil marriage. For this purpose it is necessary that the couple
jointly request the registration of their marriage, which can be processed through
the judges.
Religious marriage is the legal concept of marriage instituted and ordained by God
for lifelong relationship between a man (husband) and a woman (wife) that is
based on faith and Christian beliefs. This marriage is performed by religious
denominations.
I investigate about the difference between sex and
sexuality, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
Take turns asking and answering the following questions according to your
personal point of view. Use resources from C.R.A.
a. What is courtship? d. What is called wedding?
b. What is relationship? e. What are the different types of

marriage?
c. What is marriage? f. What are the responsibilities of a

marriage?
Practice B
A B
1. Religious marriage _______ is related to sex.
2. Marriage _______ ordained by God.
3. Sexuality _______ dating period.
4. Civil marriage _______ social union between persons
5. Courtship _______ governmental institution.
Practice C
1. ___________________conducted before a mayor, judge or other public official.

2. __________________ have fun with one another; they enjoy doing things
together, supports each other; and they care about one
3. __________________is based on faith and Christian beliefs.
4. Human sexuality has __________________________________
5. _______________ is a public affair with the approval of the family.
6. ______________ allows individuals living together for five consecutive years to
enjoy all rights of civil marriage.
Practice D
Write unknown words from the text and sentences in the chart. Check with a
partner.
WORDS SENTENCES
Engagement They are planning an engagement party for Rhoda Clunes.

INDIVIDUAL WORK
a) I write a composition to describe different types of human relationship.
b) I make a chart with the show the difference between sex and sexuality.
c) I write about the advantages and disadvantages of being married.

GROUP WORK
a) We make a survey about boyfriend and girlfriend responsibilities.

different types of marriage and we support to the teacher and the
classmates.

Glossary
Access, n. Admission; Accesibility.
Cognitive, adj. Act or facultry of knowing.
Design, v. To designate. To indicate; to appoint.
Fairness, n. State of being fare; honesty; impartiality.
Guarantee, n. To give security to.

Improvement n. Betterment; enhanced value or excellence.
Knowledge, n.Familiarity gained by actual experience; practical skill.
Previous, adj. Going before in time or order; preceding.
Proposal, n. A proposing or setting forth for consideration.
Source, n. The begging in of a stream of water or the like.
Stage, n. A platform; one on which an orator may speak.
Thought, n. Act or process of thinking; reflection.
Update, n. Modernize or bring up to date.

UNIT 3
EATING GOOD GENERATES HEALTH
EL COMER BIEN GENERA SALUD
LOGROS
1. Analiza y sustenta la influencia de los medios de comunicación en el consumo
de alimentos.
2. Argumenta la importancia de de la pirámide alimenticia y las ventajas de su

adecuada utilización.
3. Comprende el uso adecuado de la preposición por.
4. Analiza el uso del sujeto y predicado y lo aplica en la elaboración de

composiciones escritas.
5.________________________________________________________________
GUIDE 3
ARE YOU HEALTHY?
1. Explica la influencia de los medios de comunicación en el consumo de los
alimentos.
2. Propone estrategias que contribuyan a mejorar los hábitos alimenticios en la

escuela, la familia y la comunidad
3. Elabora una minuta y recetas balanceadas con diferentes alimentos de la

pirámide alimenticia.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are your favorite foods?
 What is a balance diet?
 What meals are good for you?

partners.
GROUP WORK
1. We cut out from various magazines pictures to make a food pyramid, paste
them in our notebooks, and share them with the team. We use resources
from C.R.A.
2. We will have a brainstorming about the significance to eat according to the

food pyramid, accompanied by the teacher, and a leader will take note of
the main ideas.
Excessive eating increases weight,

which leads to lower self-esteem

INDIVIDUAL WORK

Nutritional habits
Nutritional habits begin in the family and they are reinforced at school. Nutritional
habits undergo the pressures of marketing and publicity effect by the agro-
alimentary companies. Nutrition is a physiological necessity for life that has an
important social and cultural dimension.
Eating is related to satisfy hunger (to live) and good taste. During the eating
process the senses are involved (smell, taste, tact, and the ear takes part when
receiving advertising messages on food).
Lately there is a great concern about health and recognition of a satisfactory

nutritional diet as an instrument for the protection of healthiness and prevention of
sickness. Surveys demonstrate that the election of food depend first on taste then
on the economical factor, followed by the comfort of the simplicity in the cooking
preparation.
The world of today, turned into a “global village” and under the pressure of the
multinationals that make the publicity a valuable instrument of conviction, obtains a
great uniformity in the nutritional habits, especially among young people.
Nowadays a natural tendency exists among the young population who do not
consider inadequate eating as a factor of risk for their health; and this attitude is
extended for ages, these acquired habits have become a routine.
The most important aspects that can help reinforce suitable eating habits or to
eliminate the inadequate ones are:
 The value of the nutritional fact is an essential aspect of life quality.

 The necessity to change the idea of a good meal to the concept of a
balance diet.
 The consumer education about adequate nutritional eating habits can be
reinforced by the information that is incorporated in the labeling of the
products.
 The opposition to accept esthetic that goes against good health, eliminating
canons of beauty and modernity and the extreme pathological thinness.
 The obsession of the consumer for new technologies and new food.
 The value of the importance of nutritional security, as well as the struggle
against the fraud to obtain healthy eating.
PAIR WORK
for an evaluation.
Practice A
1. The value of the nutritional fact is an essential aspect of _______________.

2. Nutritional eating habits can be reinforced by the information that is incorporated
in _______________ of the products.
3. Nutritional habits undergo the pressures of ________________________
4. ______________________ begin in the family and they are reinforced at school.
Practice B
Work in pairs to put the words in order to make sentences.
1. to / related / hunger / eating / satisfy / is /

___________________________________________
2. the / are / process / the / involved / during / senses / eating
___________________________________________
3. a / for / necessity / nutrition / life / is / physiological
____________________________________________
4. is / risk / for/ healthiness / inadequate / a / eating
___________________________________________
Practice C
Complete the following chart with different food. Share your work with a
partner.
FATS, OIL DAIRY MEAT, FRUIT AND BREAD,

AND CANDY PRODUCTS CHICKEN, VEGETABLES CEREAL,
FISH, EGGS, RICE, PASTA
NUTS, BEANS
Practice D
Conversation
Wanda: Rafael. What else are you having for the party?
Rafael: I’m having tamales but, I’m having a problem.
Wanda: What’s the problem?
Rafael: I can’t do them by myself. I need to buy chickens and corn.
Wanda: How much do you need?
Rafael: I need two pounds of chickens and four pounds of corn.
Wanda: Can you bring them by yourself?
Rafael: Yes, I can.
Wanda: Thanks a lot for your help.
Rafael: OK. See you later.
LET’S VERIFY OUR KNOWLEDGE
INDIVIDUAL WORK
a) I write a recipes booklet with the existent food in my community.
b) I make a list of junk food in my community.
c) I make a bulletin board about contributing factors that hamper healthy eating
in my community.

GROUP WORK
a) We number the lines of the conversation in the correct order. Then take turns to
practice it.
______ What’s the problem?
______ I need two pounds of chickens and four pounds of corn.
______ Thanks a lot for your help.
______ I can’t do them by myself. I need to buy chickens and corn
___1___ Rafael. What else are you having for the party?
_______ How much do you need?
_______ OK. See you later.
_______ Can you bring them by yourself?
______ I’m having tamales but, I’m having a problem.
______ Yes, I can.
b) We organize a team of four students to discuss and analyze the influence of

advertisements on the eating habits and we support to the teacher and the
classmates.
GUIDE 2
DIET IS FOR EVERYBODY

1. Usa adecuadamente la preposición por en las situaciones que se le presentan.
2. Desarrolla actividades asignadas, empleando la preposición por

adecuadamente dentro y fuera del aula.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is a preposition?
 When do you use prepositions?
 How can you use a preposition?
partners.
GROUP WORK
1. We will have a debate about the use of prepositions in sentences,
accompanied by the teacher, and a leader will take note of the main ideas.
They are decisions I have to choose with special care

INDIVIDUAL WORK
1. I read, understand and I analyze the following grammar structure:

The preposition by
Prepositions are connective words, sometimes a group of two or three words,
which relate a noun or pronoun to one or another.
Prepositions usually indicate relationships such as position, place, direction, time,
manner, agent, possession, and condition between the objects and other parts of
the sentences.
By is used to indicate position or place.
That boy by the lake is my brother.
The library is by the post office in San Francisco.
By is used to indicate time.

Felicia must be back by ten o’clock at the latest.
Elias has to have his report written and typed by tomorrow.
By is used to indicate measurement.

Tutors get paid by the hour.
Meat is sold by the pound.
By is used with a noun to indicate means or agent.

I want to send this letter by airmail. (means)
Virginia went downtown by bus.(means)
She sent a message by the boy. (agent)
By is used with a reflexive pronoun to mean without help, alone.

I cleaned the room by myself.
He sat at the desk by himself.
I consult about some preposition with variety of

meanings, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Work with a partner to put the following sentences in the correct order.
the window
My father standing by ___________________________
is the man
goes by
A bus 15 minutes ___________________________
here every
by train
Gabriel and Carmen to Colon ___________________________
enjoy going
a local electrician
Gloria and Julieta their TV repaired by __________________________
always have
You have the ability to change yourself.
INDIVIDUAL WORK
Next, I submit my work to the teacher for evaluation.
a) I write the instructions of something I can cook.
b) I prepare a talk about a special food I eat in my community.
c) I make a chart with 20 different food products advertisements on the

media that use prepositions.

GROUP WORK
a) We make a class magazine with the use of prepositions.
b) We organize a team of four students to write sentences on strips of

construction paper with the use of prepositions to paste on the bulletin
board, accompanied by the teacher.


GUIDE 3
MY FOOD IS REALLY DELICIOUS

1. Identifica el sujeto y el predicado en una oración.
2. Construye oraciones orales y escritas empleando sujeto y predicado.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are the two main parts of a sentence?

 What is the subject in a sentence?
 What is the predicate in a sentence?

partners.
GROUP WORK
1. We will have a brainstorming about importance of the subject and
the predicate in a sentence, accompanied by the teacher, and a leader
will take note of the main ideas.
The best principle of growth lies in you

INDIVIDUAL WORK

Subject and Predicate
A sentence consists of two parts: the subject and the predicate. The subject is a
noun and it is what (or whom) something is being said. The predicate is verb and it
is the part which says something about the subject.
Subject Predicate
Butterflies fly
Boys play
Girls cook
Dogs bark
Fish swim
The simple subject is the principal word or groups of words in the subject.
my friend, Virgilio, the lesson, our house, his car, and the teacher.
The simple predicate is the principal word or group of words in the predicate.
is green, is black, motivates students, speaks Spanish, and is difficult.
Example:
My friend eats grapes.
Virgilio speaks Spanish.
The lesson is difficult.
Our house is big.
His car is white.
The teacher motivates students.
A compound subject consists of two or more subjects that are joined by a

conjunction.
A compound predicate consists of two or more verbs that have joined by a

conjunction.
Example:
Delcia, Gabriel, and Raiza are absent.
Tea, coffee, and sugar are for breakfast.
Kathia or her brother is leaving to the airport.
The secretary will write or telephone her boss
The students and the teacher wrote and produce a play
Julian and his sister will prepare and attend the exhibition.
Fruit and Vegetables are delicious and necessary for our health.
I investigate about way to expand the subjects and
the predicate , I write the conclusion in my notebook.
PAIR WORK
for an evaluation.
Practice A
Underline the subject and circle the predicate. Share with a partner.
The horse ran in the field.

The people in the house are having a party.
Marta asked me to go to the store.
Juan rode his bike to the park.
Sandra’s mother drove her to the school
Tomas likes to play soccer.
Practice B
Complete the following tables with a subject or a predicate. Check with a
partner.
SUBJECT PREDICATE
1. The garden in our backyard ___________________________
2. ________________________ is the best restaurant in town.
3. The girl with the black skirt ____________________________
4. _________________________ was singing a beautiful song.
5. Everyone at the beach _____________________________
Practice C
What is being said about the subjects in the following sentences?
1. Roberto likes to hike with his friend.

_______________________________
2. Judith and Marcos go to the movies on Saturday.
_______________________________
3. The elephant is a big animal.
_______________________________
Practice D
What is being said about the predicates in the following sentences?
1. Rubiela likes to swim with her friend.

_______________________________
2. Euclides and Aida go to the gym on weekend.
_______________________________
3. The lion is the king of the jungle.
_______________________________
Time expressions: right now, today, tomorrow, this week,

this year, this season, these days.
INDIVIDUAL WORK
a) I write a composition with the use of subject and predicate.
b) I write 5 sentences with subjects about activities in my community.
c) I write 5 sentences with predicates about activities in my community.

GROUP WORK
a) We make individuals flash cards with subject and predicate then, we match
them.
b) We organize a team of four students to write sentences with the use of

subject and predicate on construction paper to place them on the bulletin
board, accompanied by the teacher.

Glossary
Concern, v. To relate or belong to.
Conviction, n. The condition of being convicted.

Fraud, n. Deception, deceived, trickery
Involve, v. To roll about; as to conceal.

Label, n. A slip of ribbon on a document.
Pressure, n.. A pressing or state of being pressed.
Risk, n. Hazard; exposure to loss or injury.
Smell, v. To perceive by the excitation of the olfactory nerves.

Struggle, v. To put forth great effort.
Taste, v. To try by the touch of the tongue.
Undergo, v. To be subjective or submit.

Valuable, adj. Having monetary value; worth of good price.

UNIT 4
INSECTICIDES IN THE ENVIRONMENT
INSECTICIDAS EN EL MEDIO AMBIENTE
LOGROS
1. Reconoce los insecticidas utilizados en su entorno y sustenta las ventajas y
desventajas de su utilización.
2. Identifica las instituciones que protegen el medio ambiente y las acciones que
ejecutan cuando se causan afectaciones al mismo.
3. Utiliza adecuadamente los adverbios de tiempo, lugar y modo.
4.________________________________________________________________
GUIDE 1
BE CAREFUL WITH INSECTICIDES
1. Define el concepto de insecticida.
2. Comprende los efectos que causan los insecticidas en el ser humano y en el
medio ambiente.
3. Argumenta sobre las ventajas y desventajas del uso de los insecticidas.

4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are environmental hazards?

 Why do people use insecticides?
 Why are insecticides harmful?

partners.
GROUP WORK
1. We will have a brainstorming about the use of insecticides, accompanied
by the teacher, and a leader will take note of the main ideas. We use
resources from C.R.A.
Peaceful moments help to see inside of you

INDIVIDUAL WORK
Insecticides
An insecticide is a chemical to kill insects and its purpose is to control, to fight or to

prevent plagues or diseases and generally have the objective to protect man from
organisms that will affect the atmosphere, animals and foods.
The intensive use of insecticides began to produce enormous problems of

environmental contamination and damages to health, so is the case of the DDT,
the most known between the organ-chloride ones which was used extensively for
the control of plagues until its prohibition in 1979. The DDT metabolites have been
contaminating the soil and the water, as well as animal and humans tissues.
Insecticide causes environmental pollution by direct applications in the agricultural

cultures, accidental spill, inadequate washing of restraint tanks, filtrations in the
storage of deposits and residues unloaded in the soil. The rest of these
insecticides disperse in the atmosphere become polluting agents for the biotic
(animals and plants mainly) and abiotic systems (soil, air, and water) threatening
its stability and representing danger for public health.
The ecosystem land includes microbial groups, invertebrate and vertebrate

animals, as well as the organic and inorganic components. The edaphic
environment is unique in different aspects because it contains a great variety of
bacteria, actinomycetes, fungi, seaweed and protozoa. It is one of the most
dynamic sites of biological interactions in nature.
Some insecticides are cancerogenous but all cause degenerative injuries in the
liver and kidney; they are stimulating to the central nervous system; and produce
allergic reactions as vomit, abdominal pains, headache, conjunctivitis, diarrhea,
cramps or difficulty to breathe.
Today’s generation try to find methods to control plagues that are compatible with
nature in order to preserve the ecosystems. One of the main alternatives to follow
is to integrate different measures of control altogether to maintain acceptable
economic forms of production and to assure the well-being of humanity. Another
aspect is to demand legal and authorized measures of control among countries
that exports products.
I investigate about the methods used to control plagues

in my country, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
1. ________________ includes microbial groups, invertebrate and vertebrate

animals, as well as the organic and inorganic components.
2. _____________ is a chemical to kill insects.
3. The purpose of an insecticide is to ______________________
4 . Some insecticides cause degenerative injuries in ________________________
5. _____________ was used for the control of plagues until its prohibition in 1979.
6. Insecticide causes environmental pollution by________________________.
Practice B
personal point of view. Use resources from CRA
a. What are the classes of agriculture d. How to avoid food poisoning?

insecticides?
b. What are the damages of e. How to handle insecticides?

environmental insecticides?
c. What are the benefits of insecticides? f. How many types of insecticides do

you know? Explain.
Practice C
Read the text and write (T) for true or (F) for false. Check your answers with
a partner.
1. _________ The edaphic environment contains a great variety of bacteria.

2. _________ Nowadays DDT is used extensively for the control of plagues.
3. _________ It is healthy to abuse the use of insecticides.
4. _________ Some insecticides can produce allergic reactions or abdominal
pains.
5. _________ The use of insecticides produce environmental contamination.
Practice D
Work in pairs to put words in order to make sentences.
1. water / system / the / air / includes/ the / soil / abiotic / and
___________________________________________
2. are / some / cancerogenous / insecticides
___________________________________________
3. the/ affect / animals / insecticides / atmosphere / will / foods / and
___________________________________________
4. and / biotic / includes / animals / the / plants / system
___________________________________________
Practice E
Write unknown words from the text and sentences in the chart. Compare with
a partner.
WORDS SENTENCES
Pollution The excess of exhaust fumes pollutes the environment.
INDIVIDUAL WORK
a) We make pamphlets about the effects of environmental insecticides.
b) I write a composition about food poisoning.
c) I write a list of different types of insecticides used in my community.

GROUP WORK
a) We arrange an exposition of different types of insecticides at school.

advantages and disadvantages of insecticides in the community. Then, we
support to the teacher and the classmates.

GUIDE 2
WORKING TOGETHER TO AVOID DAMAGES
1. Define el papel que desempeñan las instituciones que protegen el medio
ambiente.
2. Identifica diferencias y similitudes entre las instituciones encargadas de la

protección del medio ambiente.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is the importance of the environmental institutions?

 What are the environmental problems in Panama?
 What can you do to protect the environment?

partners.
GROUP WORK
1. We will have a brainstorming about the different types of environmental
institutions in our community, accompanied by the teacher, and a leader
will take note of the principal ideas.
Learn and do new things every day.

INDIVIDUAL WORK
Environmental institutions
The Association for the Conservation of the Nature (ANCON) was created to
protect and to conserve the natural resources of the Republic of Panama. It is a
private non profitable organization. Among its collaborators there are forest and
managing biologists, zoologists, ecologists, botanists, engineers - of data and
general, professionals who dedicate their intellectual effort, aptitudes and abilities
to achieve the objectives of the association. In order to fulfill this commitment,
ANCON has promoted the creation of programs and policies of direction for the
environmental protection and the community education.
The Ministry of Farming Development (MIDA) guards the farming area,

simultaneously attends the farming of fruit trees and plantations of industrial
species in the country. It collaborates closely with the ANAM in policies of
conservation of the natural resources
 To be a sustainable and dynamic institution, operating with

national and international optimal standards and rules with
excellent level of animal health and protection for nourishing,
economic and competitive security that guarantees producers’
livestock.
 To promote, to foment, to organize, to watch, to coordinate and to
execute the activities in matter of provincial health, municipal
animal, including those in which the diverse dependencies of the
public administration participate along with governments and
district as well as individuals.
 To establish the bases and parameters that will follow the rules of
animal health as well as the supervision, verification and
certification of its update and fulfillment.
National Authority of the Atmosphere (ANAM) was created July 1st 1998 by the
Law Nº41 to protect the environment. The institution has a series of laws to protect
the forest, the wild life, and to encourage reforestation.
The employees of this office work as a team in order to take care of the social
requirements within a sustainable system that allows a balance between the care
and environmental protection and the scientific, economic and technological
development to benefit present and future generations.
This institution has the responsibility for the condition, development and
implementation of laws, legal regulations and other instruments in environmental
subjects that are fundamental for the application of the Atmospheric General Law,
complementary rules and strategy of the National Atmospheric.
I investigate about the Aquatic Resources Authority of Panama
(ARAP) in my country, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A

your personal point of view. Use resources from CRA
a. What is your opinion about d. What is your opinion about animals

hunting? in zoos?
b. Why is recycling important? e. How can you conserve the farming

area?
c. What are the authorities doing about f. Would you like to be a forest
protecting the environment in our ranger? Why?
country?
Practice B
1. ANCON is a private ______________organization.
2. ______________ has a series of laws to protect the forest, the wild life, and to
encourage reforestation.
3. _____________attends the farming of fruit trees and plantations of industrial
species in the country.
4. ____________of direction for the environmental protection and the
communitarian education.
Practice C
a partner.
1. ______ MIDA collaborates closely with the ANAM in policies of conservation
of the natural resources
2. ______ ANCON was created to protect the farming area.
3. ______ The objective of environmental institutions is to clean the oceans.
4. ______ ANAM was created to protect the environment.
Practice D
a partner.
WORDS SENTENCES
Resources We all need to protect the earth resources.

INDIVIDUAL WORK
a) I complete the following table with the duties of each environmental

institution.
ANCON MIDA ANAM
b) I make an album of Panamanian environmental institutions logos and their

descriptions.
c) I make a map with the location of the environmental institutions.

GROUP WORK
a) We arrange a tour to a Panamanian environmental institution in our
community.
b) We organize a team of four students to discuss and summarize the

philosophy of the Panamanian environmental institutions and we support to


GUIDE 3
HE SPOKE GLADLY ABOUT A BEACH YESTERDAY

1. Selecciona los tiempos de adverbios en las oraciones.
2. Elabora diálogos orales y escritos en los que utilice tiempos y adverbios.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is an adverb?
 What is the classification of the adverbs?
 What is the word order for writing sentences with adverbs?

partners.
GROUP WORK
1. We will have a brainstorming about the adverbs, accompanied by the
teacher, and a leader will take note of the main ideas.
Practice helps you to achieve your goals

INDIVIDUAL WORK

Adverbs of time, place, and manner.
Adverbs are words that modify a verb, adjective, or another adverb.
Adverbs of time tell when the action is done. Some of the most common adverbs
of time are then, next, now, soon, later, yesterday, tomorrow, etc.
Example:
She studied yesterday
They will sing next week
He had arrived early
Adverbs of place tell where the action is done. Some common adverbs of place
are away, up, down, here, there, over there, etc.
Example:
He climbed up the mountain with his friends.
They arrived to the train station about 6 o’clock.
She came to the amusement park with her family.
Adverbs of manner are usually formed by adding –ly to the adjective and they tell
how the action is done. Some common adverbs of manner are cheerfully, quickly,
slowly, inadequately, carefully, diligently, etc.
Exceptions: good-well, fast-fast, and hard-hard
Example:
They speak carefully at the conference
She runs fast during the race.
He works diligently for the company.
The usual word order in a sentence is the following:

Subject – verb – object - adverb of place - adverb of manner - adverb of time
Example:
Marina found the book on her night table last night.
She wanted to consider the situation carefully.
The boys usually go to the gym after work.
I am going there tomorrow.
He speaks Spanish very well.
Adverbs are used to answer WH questions.
Where? (place) When? (time) How ?(manner)
He was playing upstairs. The train left yesterday. She swam quickly.
She walked to the park. It is time to leave now. We work hard
I consult about the order of adverbs in a

sentence, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Circle the adverb in the following sentences. Check with a partner.
1. Carlos stamped his feet angrily.

2. Danisha spoke at a conference last month.
3. The exhibition was yesterday.
4. My sisters were born in Portobelo, Colon.
5. My brother snored loudly in his bed.
Practice B
Rewrite the following sentences. Compare with a partner.
1. Ernesto Cardenas isn’t a good runner.
Ernesto Cardenas doesn’t runs well__
2. Sara isn’t a careful driver.

__Sara doesn’t drive _______________
3. Damaris Lopez English is fluent.
Damaris Lopez speaks English_________
4. Jorge Salvatierra isn’t a foolish soccer player.

Jorge Salvatierra doesn’t play___________
5. The girls are bad skaters.

__The girls skate_____________________
Practice C
Work in pair to match phrases in column A with information in column B.
A B
1. She plays the piano _______ quietly
2. I learn English _______ yesterday
3. The dog sleeps _______ slowly
4. We went to the store _______ here
5. He put the paper _______wisely
Practice D
Work with a partner to fill in the blanks with the following adverbs: Loudly,
excitedly, well, completely beautifully
1. She saw him _________ talking on the phone.
2. Her new apartment was _____________ decorated
3. Why do you always have to talk so ____________.
4. They speak Spanish very ____________ .
5. I didn’t ____________understand the teacher’s instructions.
TEAM WORK
1. We listen to the following paragraph carefully then we practice the pronunciation.
Paragraph.
Fermina is very interested in La Arena, Chitre art and craft clay pottery. There
is a lot to see. The pottery articles are really spectacular and the Aguillito beach is
for a unique bird watching experience. She stayed in la Arena for three weeks
where she easily made friends.
INDIVIDUAL WORK
a) I write a composition with 5 adverbs of time.
b) I make a poster with 5 adverbs of place.
c) I write 5 sentences with adverbs of manner.

GROUP WORK
a) We complete the following tables with five adverbs for each type.
How (manner) When (time) Where (place)

b) We organize a team of four students to create a dialogue with the use of
adverbs, accompanied by the teacher. Next we act out the conversation.

Glossary
Abiotic, adj. Nonliving, inanimate, characterized by the absence of life.
Breath, n. A vapor giving of; an exhalation.
Chloride, n. A compound of chlorine with another element or radical.
Kidney, n.One of a pair of glands, situated in the body, near the spinal column.
Policy, n. The science of government.
Profit n. Advantage; accession of goods.
Seaweed, n. Any plant growing in the sea; any marine alga.
Spill, v. To cause accidentally, or allow unintentionally.
Tissues, n. An aggregate of cells.

Wild, adj. Living in a state of nature; not domesticated.

UNIT 5
TOURISTIC ADVENTURES IN PANAMA
AVENTURAS TURÍSTICAS EN PANAMA
LOGROS
1. Establece la relación entre el comercio y el turismo como fuente de ingreso a la
economía regional y nacional.
2. Sustenta experiencias deportivas utilizando el lenguaje adecuado.
3. Elabora documentos en los que promueva la importancia de las celebraciones

nacionales e internacionales.
4.________________________________________________________________
GUIDE 1
TOURISM IN THE BUSINESS WORLD
1. Identifica los lugares turísticos que aportan al desarrollo de la economía del
país.
2. Diseña un mapa en el que señale los lugares donde se desarrolla el

comercio y el turismo en Panamá.
3. Propone actividades que promuevan el desarrollo turístico en su entorno.

4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is a hotel?
 What is a resort?
 Why is an economy activity important for a community?

partners.
GROUP WORK
1. We cut out from various magazines pictures of hotels and resorts, paste
from C.R.A.
2. We will have a brainstorming about the purpose of hotel industry in our

country, accompanied by the teacher, and a leader will take note of the
main ideas.
My life is worthier whenever I seek higher goals

INDIVIDUAL WORK
Commerce and tourism in Panama

Commerce deals with the exchange of goods and services to satisfy human wants.
Tourism is a recreational or leisure activity in places outside your usual
environment for more than twenty-four hours and not more than one year.
Hotel industry is called hospitality industry, which can be divided into three main
Segments: lodging, food, and entertainment and traveling planning.
The lodging segment includes hotels, motels, inns, time-share arrangements, and
youth hostels. Some lodging establishments in Panamá are: Contadora Island, Isla
Grande, Royal Decameron Resort Hotel and Gamboa Rainforest Resort.
Contadora Island has been famous because of the “Contadora Group” that was
formed by the chancellors of Mexico, Colombia, Venezuela and Panama, who
carried out, in the decade of the 80, peace agreements for Central America. This
historical act set the island in the tourist map of Latin America and Europe. The
island is located on Archipielago de las Perlas, which counts with more than 90
islands and more than 100 small barren islands in Panama’s Gulf. It is famous for
its great activities of snorkeling, kayak or practice scuba.
Isla Grande is located 20 kilometers from the historical population of Portobelo in

the community of La Guaira. Boats sail every week from La Guaira with hundreds
of visitors to the paradisiacal Isla Grande in the province of Colon. Isla Grande is
located 75 miles from the City of Panama and 29 miles from the city of Colon. It is
an island in the Caribbean Sea and in the last years, this popular spa of the
Atlantic coast has gained fame, not only among the local visitors but also among
foreigners who by reference of others go to rediscover their crystalline water
beaches.
Royal Decameron Resort Hotel is on Panama’s Pacific coast. It is near the city of
Panama. The Royal Decameron Resort Hotel is located on Playa Blanca beach, in
the community of Farallon, Río Hato province of Cocle. This amazing world-class
resort offers a huge selection of experiences, cultures and landscapes
accompanied by irresistible natural beauty. At The Royal Decameron you can
enjoy sailing along the coast, surf, fish, relax and enjoy its golf course.
Gamboa Rainforest Resort is nestled among the vast Soberania National Park
Rainforest on the banks of the Chagres River and Panama Canal. You can have
an adventure into the jungle on a tram (cable car) for an aerial experience or a boat
ride through the Panama Canal. Colorful sights and natural wildlife make the
Gamboa Rainforest resort a truly one-of-a-kind vacation experience.
I investigate about the different types of vacation packages

for tourists in my country, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
1. _________________ is a famous island located on Archipielago de las Perlas in

Panama’s Gulf.
2. At Gamboa Rainforest you can have an adventure into the jungle on a ________
for an aerial experience .
3. __________________ is a popular spa of the Atlantic coast.
4. ______________________ is a recreational or leisure activity.
5. ________________________ is located on Playa Blanca beach.
6. Hotel industry is called _______________________
Practice B
a. What is tourism? ______________________________
b. What is hotel industry? __________________________
c. Which is the biggest hotel in your province? Why? ____________________
d. What are the differences between hotel and resort? ___________________
e. Which is the nearest hotel in your community? _______________________
f. What are the most exciting trips you have taken in your country? Why? ____
Practice C
Complete the table with what you can do and see in each site. Use resources
from C.R.A. Share with a partner.
Contadora Island
Isla Grande
Royal Decameron Resort Hotel
Gamboa Rainforest Resort
Practice D
Work in pairs to rearrange words to make sentences.
1. from / sail / to / La Guaira / week / Isla Grande / boats / every

___________________________________________
2. can / Decameron / the / along / enjoy / at / sailing / coast / you
___________________________________________
3. famous / is / snorkeling / Contadora / for
___________________________________________
4. has / ride / Panama Canal / through / boat / Gamboa / the
___________________________________________
Practice E
Write unknown words from the text and sentences in the chart. Compare with a partner.
WORDS SENTENCES
Tram The tourists enjoyed their sightseeing on the tram.

INDIVIDUAL WORK
1. I write all activities in my notebook and share them with a partner. Next, I hand in
my work to the teacher for evaluation.
a) I create a directory of hotels as well as other tourist attractions in Panama.
b) I draw a map with the location of hotels in my province.
c) I promote the construction of a hostel in my community.

I will put together all my work in a folder, because
there will be a display of folders at the end of the unit.
GROUP WORK
activities. After that, we submit our work to the teacher for evaluation.
a) We arrange a school excursion to a hotel in our province.

importance of the hotel industry in the economy of our country and we
support to the teacher and the classmates.


GUIDE 2
I LIKE SPORTS
1. Identifica los deportes que se practican en su comunidad.
2. Describe sus experiencias deportivas en forma oral y escrita.
3.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What sports do people play in your community?

 What sports do you like?
 What do you know about sports?

partners.
GROUP WORK
1. We paste pictures of different sports in our notebooks, and share them
with the team. We use resources from C.R.A.
2. We will have a brainstorming about basic sports rules and regulations,

Sports activities enlighten my day.

INDIVIDUAL WORK

International sports
A sport is a recreational activity involving the testing of physical capabilities. Sports

can be done individually or in group for exercise or pleasure for the simple
necessity to stay in good physical condition. Professional sport is a major source of
entertainment that takes the form of a competitive game such as football, baseball,
basketball, swimming and others.
1. Football is a game played with an oval ball and usually based on two teams of
eleven players each on a rectangular, 100-yard-long field with goal lines and
goal posts at either end, the object being to gain possession of the ball and
advance it in running or passing from one group or person to another and plays
across the opponent's goal line or kick it through the air between the opponent's
goal posts. Some fans say American football is slower than basketball. Football
players are usually heavier, but basketball players are taller.
2. Baseball is a sport using a small, hard, circular ball and a wooden or aluminum
striker called a bat, played between two teams of nine players each on a large
field that includes, in part, a square circuit, called a diamond, defined by four
bases in the corners. Each team takes turns at the bat trying to score runs.
In some countries baseball is more popular than soccer. But soccer fans say
That soccer is faster and more exciting.
3. Basketball is a game played with a round ball between two teams of usually five
players each on a rectangular court having a raised basket at each end. Players
may move the ball by dribbling or passing with the hands.
Points are scored by tossing, or "shooting," the ball through the opponent’s
basket, which worth two points, three if shot from outside a specified limit. A
player who is fouled by another is awarded one to three free throw attempts. A
successful free throw is worth one point.
4. Swimming is a popular recreational activity by which humans move themselves

through water. Swimming can improve posture it is also a good way to relax,
while enjoying a body exercise. The most common purposes for swimming are
recreation, exercise, and athletic training. Swimming is an excellent professional
sport that involves various swimming strokes.
I investigate about the history of sports,
I write the conclusion in my notebook
PAIR WORK
for evaluation.
Practice A
Ask and answer questions
Could you tell me what sport this equipment belongs to?
_________________ ___________________
_________________ __________________
Practice B
A B
1. Basketball _______ is a major source of entertainment.
2. Swimming _______ has nine players.
3. Baseball _______ requires eleven players.
4. Football _______ includes five players.
5. Professional sport _______ involves various strokes.
Practice C

a. How do you play baseball? d. Which sport do you enjoy in your

community? Why?
b. What is the difference between e. Who is your role model in sports?

soccer and football? Why?
c. Why are you a fan of a particular f. What do you think of violence in

team? sports?
Practice D
a partner.
WORDS SENTENCES
stroke The swimmer did one hundred strokes last week.
INDIVIDUAL WORK
a) I put together a collage of international sports.

b) I make a class magazine with local and international famous sport players.
c) I write a composition about my experiences in sports.

GROUP WORK
a) We arrange a series of sport teams in our school.

implication of local and international sports and we support to

GUIDE 3
HOW WAS THE PARADE?
1. Cita algunas celebraciones nacionales e internacionales.
2. Reconoce las particularidades de algunas celebraciones internacionales y
nacionales.
3. Expresa en forma oral y escrita aspectos relevantes de algunas

celebraciones.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What are some holidays in your country?

 How do you celebrate holidays in your community?
 What is your favorite holiday? Why?

partners.
GROUP WORK
1. We will have a debate about the history of our national holidays in
November, accompanied by the teacher and a leader will take note
of the central ideas.
The most vital quality a person can possess is self-confidence

INDIVIDUAL WORK

National and international holidays
November 3rd - Panama’s separation from Colombia in 1903.
Panama had various attempt of separation because of the feelings of

abandonment by the Colombian government. Panama was seen as a source of
potential wealth and had been condemned to the isolation by the Colombian
government, since 1821, in education, health, paving of streets in the city, public
works, water, drains, and roads. Another crucial factor for this decision is the
rejection of the Hay-Herran Treaty by the Colombian Senate for the construction of
the Panama Canal by the United States. These are the causes to prepare the
separatist movement and formed a clandestine revolutionary group aimed to
declare the separation of the Isthmus. This move immediately found support in the
rest of the country and Panama claimed its sovereignty under the name of
Republic of Panama.
November 10th - Uprising in La Villa de Los Santos for independence from Spain in
1821.
Panama’s independence movement from Spain starts November 10th in 1821,

because they underwent frequent attacks against human rights and life. The event
of the ‘uprising in La Villa de Los Santos by the cry of Rufina Alfaro triggered a
series of shouts for independence in several Panamanian towns such as Nata,
Penonome, Ocu and Parita. This holiday is mainly celebrated in La Villa de Los
Santos.
November 28th - Panama’s Independence from Spain in 1821.
The Panamanians independence from Spain begins November 10 th 1821 with the
uprising in La Villa de Los Santos by Rufina Alfaro. On November 28 th, the City
council summoned in open forum and in solemn act, in the presence of the military
administrations, civil and ecclesiastical institutions, declared the freedom of
Panama from Spain.
July 4th - United States Independence from Great Britain in 1776.
This is the official date of the foundation of the United States of America.
The colonies long accustomed to a large measure of independence, were now
demanding more freedom, but the British government, which needed more money
to support its growing empire, started a new financial policy. The colonists resisted
the new taxes and regulations imposed by England, such as the Sugar Act, the
Stamp Act, the Townshend Act or the Coercive Act and King George III declare the
colonies to be in a state of rebellion. On July 4, 1776, the Second Continental
Congress, representing the 13 British colonies, signed the Declaration of
Independence from Great Britain.
July 14th - Bastille Day in 1789.
This is the French national holiday. The uprising of the Bastille was a symbol of
liberty and the fight against oppression. It marked the beginning of the French
Revolution based on the ideals of liberty, equality, and fraternity for all citizens. The
French recognize Bastille Day as the end of the monarchy and the birth of a
sovereign nation. The significance of the event is that power should be based on
the nation and be limited by a separation of powers, which could be held by
ordinary citizens.
July 20th - The Moon landing in 1969
This is the date when The Apollo 11 space flight landed the first humans on Earth’s
Moon. Launched from Florida on July 16, was crewed by Neil Armstrong, Michael
Collins and Edwin Aldrin Jr. On July 20, Armstrong and Aldrin landed in the Sea of
Tranquility and became the first human to walk on the Moon. The mission, carried
out by the United States, is considered a major accomplishment in the history of
exploration.
December 20th - The Invasion to Panama in 1989.

The army of the United States invaded the Republic of Panama in 1989 with the
objective to arrest General Manuel Antonio Noriega, Commander-in-chief of the
armed forces of Defense of Panama, who was accused of drug trafficking crime by
the American justice. This military maneuver by the American was denominated
Operation Just Cause.
I investigate about other national and international
holidays, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Fill in the blanks with the correct words according to the reading. Check
your answers with a partner.
1. Panama freedom from Spain was declared in_________________, in the

presence of the military administrations, civil, and ecclesiastical institutions.
2. _______________ space flight landed the first humans on Earth’s Moon.
3. November 3rd is the day to celebrate Panama’s separation from
______________
4. The United States invaded Panama in 1989 with the objective
to_________________________
5. The French Revolution was based on the ideals of ______________________
for all citizens.
6. Panama’s independence movement from Spain starts November 10th 182, in
_____________________
7. The official date of the foundation of the United States is the ______________
Practice B

a. What is Columbus Day? d. What is Patronal Festival Day?
b. What is Easter Day? e. What is Chinese New Year?
c. What is Labor Day? f. What is Black Ethnic Day?
Practice C
Conversation
Juan: Laura. What are you going to do for July 4th?

Laura: I’m going to have a family reunion at my parents’ house.
Juan: What are they going to have?
Laura: They are going to have a flag cake, vegetables, and salads.
Juan: What time is the dinner?
Laura: It is at noon.
Juan: Well, have a happy Fourth of July.
Laura: Thanks. You too.
Problems are only opportunities for you to learn and grow.
INDIVIDUAL WORK
a) I write the descriptions of national holidays in my community.
b) I formulate a guessing game with national and international holidays.
c) I write a composition about activities celebrated during national and

international holidays.

GROUP WORK
a) We arrange a festival of international holidays at our school.
b) We organize a team of four students to discuss and summarize the meaning

of national and international holidays. Next we support to the teacher and
classmates.
Glossary
Coast, n. The seashore, or land near it.
Count, v. To tell or name one by one, or by groups.
Gain, n. Increase in profit, resources.
Huge, adj. Very large, enormous.
Near, adv. At, within, or to a little distance.
Rediscover, v. To discover again.
Sailing, n. The art of managing a vessel; navigation
Tram, n. Any of various vehicles. A boxlike wagon.

Wildlife, n. plants, animals and other organisms living in a natural environment.
Within, adv. In or into the interior. On the inside.

UNIT 6
PANAMA IS A COUNTRY FOR BUSINESS
PANAMÁ ES UN PAÍS PARA LOS NEGOCIOS
LOGROS
1. Conoce los centros de negocios Internacionales en Panamá y las funciones que
desarrollan.
2. Identifica las organizaciones americanas que ayudan a solucionar conflictos.
3. Elabora oraciones utilizando los adjetivos positivos, comparativos y superlativos.
4.________________________________________________________________
GUIDE 1
WORKPLACES IN PANAMA CITY
1. Identifica los negocios internacionales más importante en Panamá y su

ubicación.
2. Define las características de los negocios internacionales en Panamá.

3. Sustenta la importancia de los negocios internacionales en Panamá.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is a business?
 Mention some businesses in your community?
 What are the characteristics of a business in your community?

partners.
GROUP WORK
1. We will have a brainstorming about the necessity of businesses in the
community, accompanied by the teacher, and a leader will take note of the
main ideas.
Peaceful moments are necessary each new day

International Business in Panama.
Banking Center
The International Banking Center of Panama (CBI) was formally created in 1970 by
Cabinet Decree No. 238. Panama’s Banking Center is considered one of the
largest in the world. Local Panamanian banks as well as international banks in the
banking system are legally regulated and offer the most reliable bank secrecy
available today. This center has more than 120 different local and international
banks.
Panama has unique advantages for banking, financial and commercial businesses,
due to the absence of a central bank, a monetary authority and paper currency.
Another fundamental characteristic is the use of the North American dollar as the
legal currency legal, which has contributed to strengthen the Panamanian IBC from
the financial crisis.
There are three types of banking licenses in Panama:
 The General license permits banks to engage in both local and foreign
business
 The International license allows banks to only engage in foreign operations,
though they
can participate in the national interbank market.
 The Representation license is for the offices of foreign banks that wish to
promote their services and make visits to active and potential clients, in
Panama as well as in the region.
Colon Free Zone
The Colon Free Zone (“CFZ”) was established in 1948 and is the largest free zone
in the Americas as well as the second largest in the world. This zone is located on
the Atlantic side of the Republic of Panama, in the Province of Colon, with access
to three ports in the Atlantic and one in the Pacific.
The Colon Free Zone was designed to import, store, repackage and distribute
goods. The intense commercial activity that develops in this area is considered one
of the largest pillars in the Panamanian economy. The CFZ success is due to a
combination of factors such as the geographical location of Panama, the Panama
Canal, the US dollar is legal tender, a large banking center, a developed insurance
and reinsurance industry.
Companies can be engaged in a number of types of activities, which include Re-

export of goods, sales within Panama’s customs territory, direct sales to foreign
clients, and internal sales transfers. The area provides many tax incentives and
trade advantages, making it an ideal center for both local and foreign trade
establishments.
Banana production
The history of banana production in Panama coincides with that of United Brands
(formerly United Fruit Company), which has been in Panama since 1899.
Banana production in Panama has traditionally played an important role in the

Panamanian economy since the beginning of the 20th century. The income,
employment, and development generated by banana production are important to
the Panamanian economy. In regions where jobs are scarce and foreign debts are
enormous, the economic benefits are needed. Many Panamanians depend on the
revenue, employment and jobs that these corporations provide.
In 1985 bananas were the leading export item in Panama by the Chiriquí Land
Company, a subsidiary of United Brands. The banana industry in Central America
is almost entirely controlled by three large fruit companies: Chiquita Brands
(formerly United Fruit), Dole (Standard Fruit), and Del Monte.
The banana is a fruit produced by means of specific process in fulfillment with the
International Federation of the Movements of Biological Agriculture. In the banana
case, the rules were generally established in the import countries. Most of the
bananas are exported to industrialized countries. The main markets are European
Community, United States, Canada and Japan. The biological products have
grown quickly due to the strong participation of the main chains of supermarkets,
stores, and in the traditional cooperatives of consumers.
I investigate about the banana disease in my
country, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
1. The banana companies in Central America

are:_______________________________
2. The International Banking Center of Panama offers the most reliable
_________________ available today.
3. The Colon Free Zone was established in ________________
4. _____________________ has been in Panama since 1899.
5. _____________________ was designed to import, store, repackage and
distribute goods.
6._____________________ is considered one of the largest in the world.
Practice B
1. provides / tax / Colon / incentives / trade / and / Zone / advantages / Free / many
___________________________________________
2. export / were / in / Panama / the / in / item / leading / bananas / 1985
___________________________________________
3. banking / the/ system / legally / international / are / banks / in / regulated
____________________________________________
4. means / a / banana / of / produced / specific / is / the / fruit / by / process
___________________________________________
Practice C
personal point of view. Use resources from C.R.A.
a. What is business? d. What are the classifications of

business?
b. What is international business? e. What is management of a

business?
c. What are the basic forms of a f. What is the commercial law for a
business? business?
Practice D
a partner.
1. ______ Most of the bananas are exported to industrialized countries.

2. ______ The banana industry in Central America is controlled by a lot of fruit
companies
3. ______ The General license permits banks to engage in both local and
foreign business
4. ______ The banana main markets are African Community, United States, and
Australia.
5. ______ Panama has unique disadvantages for banking and commercial
businesses.

INDIVIDUAL WORK
Then, we hand in our work to the teacher for an evaluation.
a) I make a chart with the duties of some international business in Panama.
b) I write a composition about a specific international business in my community.
c) I make a directory with pictures of some international businesses in Panama.

GROUP WORK
team. Then, we hand in our work to the teacher for an evaluation.
a) We arrange an excursion to visit different businesses in our community.

discuss and summarize about the necessity of international business in
Panama. Next we support orally our point of view.

GUIDE 2
DO YOU NEED HELP?
1. Define la misión de las diferentes organizaciones americanas que ayudan en la
solución de conflictos.
2. Sustenta las diferencias existentes entre las organizaciones americanas que

ayudan en la solución de conflicto.
3. Describe en forma oral y escrita las características principales de las

organizaciones americanas que ayudan en la solución de conflictos.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What do you know about American Organisms?

 What are the purposes of American Organisms?
 Mention institutions that help solve problems in your community?

partners.
GROUP WORK
1. We will have a debate about social problems to be solve in our
community, accompanied by the teacher, and a leader will take note of the
main ideas.
It is healthier to tolerate and to have self control.

INDIVIDUAL WORK

American Organisms
The Organization of American States (OAS) is an international organization.
In article 1 of the agreement,” the goal was to achieve an order of peace and
justice, to promote their solidarity, to strengthen their collaboration, and to defend
their sovereignty, their territorial integrity, and their independence”.
Article 2 defines eight essential purposes:
 To strengthen the peace and security of the continent.

 To promote and consolidate representative democracy, with due respect for
the principle of nonintervention.
 To prevent possible causes of difficulties and to ensure the pacific
settlement of disputes that may arise among the member states.
 To provide for common action on the part of those states in the event of
aggression.
 To seek the solution of political, judicial, and economic problems that may
arise among them
 To promote, by cooperative action, their economic, social, and cultural
development.
 To eradicate extreme poverty, this constitutes an obstacle to the full
democratic development of the people of the hemisphere.
 To achieve an effective limitation of conventional weapons that will make it
possible to devote the largest amount of resources to the economic and
social development of the member states.
The United Nations Organization (UN) is an international organization whose aims

are to facilitate cooperation in international law, international security, economic
development, social progress, human rights, and achievement of world peace. The
United Nations Organization contains several subsidiary organizations to carry out
its missions.
The World Health Organization (WHO) is a specialized agency of the United

Nations that acts as a coordinating authority on international public health. This
organization states that its objective is the achievement of the highest possible
level of health by all people. Its main mission is to fight disease, especially
infectious diseases, and to promote the general health to the people of the world.
The Food and Agriculture Organization of the United Nations (FAO) is a

specialized agency of the United Nations that leads international efforts to defeat
hunger. Serving both developed and developing countries, FAO acts as a neutral
forum where all nations meet as equal to negotiate agreements and debate policy.
FAO is also a source of knowledge and information, and helps developing
countries especially those in the transition of modernization and to improve
agriculture, forestry and fisheries practices, ensuring good nutrition and food
security for all.
United Nations Children’s Fund (UNICEF) was created to provide emergency food
and health care to children in countries that had been devastated by World War ll.
At the present time, it provides long-term humanitarian and development
assistance to children and mothers in developing countries.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) is

a specialized agency of the United Nations and its purpose is to contribute to
peace and security by promoting international collaboration through education,
science, and culture in order to further universal respect for justice, the rule of law,
and the human rights.
I investigate about problems that can be solved by American

Organisms in my country, I write the conclusion in my notebook.
PAIR WORK
1. I write all practices in my notebook. Then, I submit my work to the teacher for
evaluation.
Practice A
Fill in the blanks according to the reading. Check with a partner.
1.______________ was created to provide emergency food and health care to

Children.
in devastated countries.
2. ______________ leads international efforts to defeat hunger.
3. ______________ acts as a coordinating authority on international public health.
4. ______________ aims are to facilitate cooperation in international law,
international security, economic development, social
progress,
human rights, and achievement of world peace.
5. ______________ purpose is to contribute to peace and security by promoting
international collaboration through education, science, and
culture.
6. ______________ goal was to achieve an order of peace and justice, to
promote their solidarity, to strengthen their collaboration, and
to defend their sovereignty, their territorial integrity, and their
independence”.
Practice B

1. What is this text about?
________________________________________________
2. What is the history of OAS?
_____________________________________________________
3. Where is the headquarters of UN?
_______________________________________________________
4. What are the goals and purpose of WHO and FAO?
________________________________________________________
5. What is the organizational structure of UNICEF and UNESCO?
________________________________________________________
Practice C
Match words in column A with information in column B. Share with a partner.
A B
1. The Food and Agriculture Organization
of the United Nations is _______ WHO
2. United Nations Children’s Fund is _______ UNESCO
3. The World Health Organization is _______ FAO
4. The United Nations Organization is _______ UNICEF
5. The Organization of American States is _______ UN
6. The United Nations Educational, Scientific _______ OAS
and Cultural Organization is
Practice D
Fill in the pie graph with the Spanish acronyms and meanings of the
American Organisms. Compare with a partner.

INDIVIDUAL WORK
a) I draw a comparative chart of the differences among the American Organisms.
b) I create a file of regional and international institutions that can solve problems
in our community.
c) I make an album of American Organisms logos and their description. I use

end of the unit, there will be a display of folders.
GROUP WORK
team. Then, we hand in our work to the teacher for an evaluation.
a) We make a spider map with the programs of the American Organisms.

discuss and summarize about the issues of American Organisms in the
contribution of solving problems. Finally, we support orally to the teacher and
classmates.


GUIDE 3
THE BEST DAY OF MY LIFE
1. Identifica adjetivos positivos, comparativos y superlativos.
2. Elabora textos y otros materiales utilizando adecuadamente los adjetivos.
3. Propone diálogos en donde utiliza los adjetivos.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 How was your community 10 years ago and now?

 What is an adjective?
 What are the degrees of adjective?

partners.
GROUP WORK
1. We cut out from various magazines sentences with adjectives, paste them
in our notebooks, and share them with the team. We use resources from
C.R.A.
2. We will have a brainstorming about the rules of the perfect tense,

Make good use of you time because it goes by very fast

INDIVIDUAL WORK

Adjectives: Positive - Comparative – Superlative
Adjective is a word that describes or modifies a noun or pronoun.
Comparative and Superlatives are special forms of adjectives used to compare the
difference between two nouns, or a group of nouns. Superlative of adjectives are
used to compare 3 or more nouns or groups of nouns.
The comparative and superlative of adjectives of one syllable and some of two
syllables is formed by adding – er and est to the basic form of the adjective.
Rule 1 most adjectives. Example: small - smaller - smallest.
Example: nice - nicer – nicest.
The comparative and superlative of adjective that end in y is formed by changing

the y to i and adding er and est.
Rule 2 Adjectives ending in consonant y. Example: heavy - heavier – heaviest.
The comparative and superlative of some adjectives that end in a vowel and a
consonant is formed by double consonant.
Rule 3 Adjectives ending in a vowel and a consonant. Example: big – bigger –
biggest.
Other adjectives use more or most to form the comparative and superlative.
Rule 4 Long adjectives. Example: famous - more famous - most famous.
Note:
Comparative sentences usually use than.

Example: Carla is taller than Magda.
Example: My jeans are more expensive than my sneakers.
Superlative sentences usually use the.

Example: David is the tallest classmate.
Example: Soap opera is the most popular TV program in the city.
Three common adjectives have irregular comparative and superlative forms.
Good – better - best

Bad – worse - worst
Far – further – furthest
Many – more – most
Little – less – least
Fast –faster – fastest
Hard – harder – hardest
Example: Rosa is the best typist in my neighborhood.

Monday is the worst day of the week.
Bocas del Toro is further than Herrera.
A cheetah is the fastest animal on earth.
Ice is harder than ice cream.
I consult about the position of the adjectives in

a sentence, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Write the correct comparative form. Check with a partner.
high _________ new ___________ old_____________
dirty__________ busy___________ happy____________
Fat___________ thin_____________ slim______________
____________________ wonderful ____________________ important
____________________ exciting ____________________ crowded
Practice B
Write the correct superlative form. Share with a partner.
Cold _________ large ___________ soft_____________
Tiny __________ sunny___________ noisy____________
Fat___________ hot_____________
____________________ colorful ____________________ beautiful
____________________ difficult ____________________ interesting
Practice C
Work in pairs. Play tic-tac-toe.
Student A: Say and write sentences with the comparative and superlative form of
the adjective from the grid. If it’s correct, write an X in the square.
Student B: Repeat the procedure. If your answer is correct, write an O. The first
student with a straight line of O’s or X’s, horizontally, vertically or diagonally, wins.
fast heavy expensive
easy comfortable good
careful far long
Practice D
Complete the following sentences. Compare your work with a partner.
1. Skate boarding is _________ (hard) than biking.
2. The blue whale is ____________ (big) animal.
3. Rafting is the_________ (exciting) river sport.
4. Going on a cruise is _________ (expensive) than a bus ride.
5. Teresa is the ______________ (young) in the classroom.
6. The ____________ (old) clock in the world is in the Salisbury Cathedral.
7. China has the_____________ (large) population in the world.
Useful words: good, bad, terrible excellent, slow, friendly,

unfriendly, delicious, awful, tasty, tasteless, hot, cold.

INDIVIDUAL WORK
a) I complete the following chart with 5 adjectives of the degree.
Positive Comparative Superlative
b) I make a fly sheet with pictures of my community to compare things in the

past with things in the present.
c) I write 5 sentences to describe activities in my community with the use of

adjectives of degree.
GROUP WORK
1. We write all activities in our notebooks and share them with our team.
a) We write short articles about business in Panama for the school newspaper.

adjectives of degree, accompanied by the teacher. Next we do the role play.

Glossary
Available, adj. Effectual; beneficial. At disposal.
Both, adj. The one and the other.
Case, n. A particular instance.
Debt, n. That which is due from one person to another.
Decree, n. An authoritative order or decision deciding what is.
Engage, v. To offer or place as security for a debt.
Income, n. A coming in. That gain.
Provide, v. To look out for in advance.

Reliable, adj. Suitable or fit to be relied on.
Tax, v. To estimate the worth of.

UNIT 7
EXPLORING AFRICA AND OCEANIA.
EXPLORANDO ÁFRICA Y OCEANÍA
LOGROS
1. Comprende la importancia del transporte y la comunicación en el desarrollo
económico de los países de África y Oceanía.
2. Construye oraciones gramaticales con su tiempo verbal del presente y pasado

perfecto.
3. Sustenta el uso correcto del tiempo gramatical del presente y pasado perfecto
con verbos regulares.
4. Argumenta sobre la importancia de la tecnología al servicio de la humanidad.

5.________________________________________________________________
GUIDE 1
GETTING AROUND IN AFRICA AND OCEANIA
1. Identifica los canales y vías de comunicación de África y Oceanía
2. Analiza la importancia de los medios de transporte y comunicación en el

desarrollo económico en los países de África y Oceanía.
3. Compara la importancia económica del Canal de Panamá y el Canal de

Suez en el comercio mundial.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What kinds of transportation do they use in Europe?

 What types of communication do they prefer in Europe?
 Would you like to visit Europe? Why?

partners.
GROUP WORK
1. We cut out from various magazines pictures of Europe, paste them
in our notebooks, and share them with the team. We use resources from
C.R.A.
2. We will have a debate about communication channels in Europe,

ideas.
Embrace good and true experiences

INDIVIDUAL WORK

Communication channels in Africa and Oceania
A communication satellite is an artificial object placed into orbit by human for the
purpose of telecommunications.
The purpose of many satellites is to monitor the atmosphere, the density of

population, the floods, and the emissions of carbon monoxide. Experts question
themselves, if this is one of the best forms to invest resources, in countries where it
is not possible to feed the population. The construction and launching of a satellite
is not the only expense. The work on earth can be difficult for government
agencies. They cannot always make use of the information they receive from their
own satellites or from other free sources of information, because they do not have
sufficient capacity to process the data, “The computers are too slow and they
cannot store the information” for a long time. In addition there are very few people
who have the knowledge necessary to analyze the information.
Transportation is a key sector in the developed capitalist economy, since the

prosperity of the region depends on the possibility of the interchanges and the
benefit of the comparative advantages.
Kenya has one of the most active Internet industries in Africa. In Nairobi and
Mombasa the online community is flourishing and more sites are being hosted
locally.
Communication in certain territories of Africa is difficult and scarce. Many of the

rivers are navigable, only in but the communication system has importance local or
regional areas. Railroads and highways are of the colonial time, and the network is
very impenetrable. In the current countries the capital is usually the center of all
routes.
The main population of Australia is connected by air. A regular service for

automobiles is between the continent and Tasmania which crosses Bass Strait.
The service of railroads in Australia is one of the best ones in the world. Several
train routes unite the main cities through new wagons, that are fast, efficient and
with air conditioned.
Australian buses are comfortable, clean and are provided with a TV. The buses
have a service known as Independent Coach Tours and economic trips in cars that
cover the main tourist routes. Automobile is one of the best means of
transportation to know and to discover Australia. It is necessary to remember that
the island is a continent and that the distances are considerable. In Australia it is
possible to rent tourism vehicles “moke”, a type of jeep completely uncovered
especially for the zones of good climate, as well as motorcycles and bicycles.
I investigate about the use of communication channels

in Africa and Oceania, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
1. The service of _________________in Australia is one of the best ones in the

world.
2. ____________________ is a key sector in the developed capitalist economy.
3. Many rivers in ________________ are navigable.
4. The purpose of many satellites is to _____________________
5. __________________ in certain territories of Africa is difficult and scarce.
Practice B
Work in pairs to complete the sentences with an appropriate verb form about
the text.
1. Several train routes in Australia _____________ the main cities through
wagons.
2. The communication system in Africa _________ importance local or regional
areas.
3. A communication satellite __________ an artificial object placed into orbit.
4. Automobile ____________ one of the best means of transportation in Australia.
5. Kenya __________ one of the most active Internet industries in Africa.
6. The buses in Australia _______________ a service known as Independent
Coach Tours.
Practice C

a. What are satellite services? d. What is railways transportation?
b. What is airways transportation? e. What are the methods of waterways

transportation?
c. What are part of the highway f. What is the intermodal transportation

transportation system? system?
Practice D
1. of / for / “moke” / jeep / a / uncovered/ is / tourism / type /

___________________________________________
2. a / buses / provided / Australia / TV / are / with
___________________________________________
3. cities / in / train / unite / several / Australia / the / routes / main
__________________________________________
4. air / connected / population / by / main / is / of / the / Australia
___________________________________________
Practice E
a partner.
WORDS SENTENCES
Type The moke is a type of jeep found in Australia.

INDIVIDUAL WORK
Then, I give my work to the teacher for evaluation.
a) I make a catalog of communication channels in Africa and Oceania. We use

b) I write a report on ways of transportation in Africa. We use resources from

C.R.A.
c) I write a composition about the development of means of communication in

Oceania.

GROUP WORK
a) We arrange a video presentation of the Panama Canal operations. We use

b) We organize a team of four students to discuss and make a comparison

between the Panama Canal and the Suez Canal, based on their importance
to world commerce and we support to the teacher and the classmate.

GUIDE 2
THEY HAVE TRAVELED TO AFRICA AND OCEANIA
1. Identifica el presente y el pasado perfecto en oraciones y párrafos.
2. Reconoce las partes que forman el presente y el pasado perfecto en la

oración.
3. Conjuga verbos en el presente y el pasado perfecto.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What experiences have occurred to you in the past?

 Which is the similar tense in Spanish for the perfect tense?
 What is the word order for writing sentences in the perfect tense?

partners.
GROUP WORK
1. We cut out from various magazines sentences in the perfect tense, paste
from C.R.A.
2. We will have a brainstorming about the rules of the perfect tense,

Respect and care for your friends the way you

would like to be respected and cared for.
INDIVIDUAL WORK

Present and past perfect tense.
The present perfect tense describes an action that happened at an indefinite time
in the past. It also describes actions that began in the past and have continued up
to the present.
Example:
She has read that magazine. I have studied here for three years.
They have walked to the movies He has lived here since August.
The present perfect tense also describes an action that was repeated several times
in the past; and it usually don´t mention exact times of actions.
Example:
I have opened my e-mail several times.
He has played video games over and over.
She has tried that airline again and again but she does not like the food.
We have learned many new words in this course.
The past participle of all regular verbs is the same as the simple past tense from:
walked, talked, moved, opened, and others.
Example:
I have finished my report. She has failed her exams.
You have worked very hard. We have watched the TV.
He has repaired his computer. They have talked to their cousins.
The past perfect tense is most frequently used for an action that took place in the
past before another past action. It is used in connection with the simple past tense.
Example:
The teacher corrected the tests which I had prepared.
He wanted to know what had happened to his briefcase.
The present and past perfect tense is formed with the auxiliary verb have (have,
has, and had) and the past participle of the main verb.
Regular past participle Irregular past participle

call - called break – broken
jog - jogged eat – eaten
travel - traveled drink – drunk
play - played go – gone
climb - climbed swim – swum
Example:
Study the following sentences.
Affirmative: I have / had expected a flood in Asia.

It has / had climbed a mountain in Africa.
Negative: I haven´t / hadn’t heard any music for a long time.

It hasn’t / hadn’t rained a lot this year.
Interrogative: Have /Had you eaten in the cafeteria since June?

Has /Had it has worn out?
Information question: What have / had you expected in Asia?

What has / had it climbed?
Notice the use of have and has in the following chart.
AFFIRMATIVE NEGATIVE INTERROGATIVE
I have traveled I have not traveled Have I traveled?
You You You

We have traveled We have not traveled Have We traveled?
They They They
He He He
She has traveled She has not traveled Has She traveled?
It It It
Study the following sentences.
Affirmative:
You – We – They have/ had attended several meetings.
He – She has/ had seen some singers in Oceania.
Negative: You - We – They haven’t/ hadn’t played with the camels.

He – She hasn’t /hadn’t looked at her schedule.
Interrogative: Have / Had you – we - they returned to the office?

Has/ Had he – she driven to a touristic center?
Information question: What have/ had you - we attended?

What has / had he – she seen?
PAIR WORK
1. I complete the following sentences and I present the work to the teacher for
evaluation.
Practice A
Change the following sentence to the affirmative according to the given

structure pattern. Compare with a partner.
1. We haven´t searched for the highway map.
___________________________________________________
Subject + Aux. verb + past participle + complement.
Change the following sentence to the negative according to the given

structure pattern. Check with a partner.
2. I have planned to take a trip to Africa.

____________________________________________________
Subject + Aux. verb + not + past participle + complement.
Change the following sentence to the interrogative according to the given

structure pattern. Correct with a partner.
3. She has served an African dish at the party.
_____________________________________________________
Aux. verb + subject + past participle + complement
Change the following sentence to information question according to the

given structure pattern. Compare with a partner.
4. Have they swum in the pool?

______________________________________________________
Wh. + verb + subject + past participle.
Practice B
Complete the following sentences with the present or past perfect tense form
of the verbs in parentheses. Check your answers with a partner.
1. We_______________ (learn) many new words in our French class.

2. She __________________ that movie twice this week.
3. I felt that I ______________ (meet) the teacher somewhere before.
4. He wanted to know what ______________ (happen) to his TV.
5. The boy _________________ (shine) my car very well.
6. The girl________________ (make) her plans before she knew that her friends
were coming.
Practice C
Work in pairs to unscramble the following words to make sentences.
1. played / the / piano / aunt / has / my __My aunt has played the piano__
2. teachers / corrected / exams / have / the _________________________
3. on / talked / you / phone / had / the ____________________________
4. cleaned / the / uncle / her / has / garden _________________________
5. decided / ? / where / go / you / have / to _________________________
Time expressions used with the present perfect: yet, just, ever,
never, already, for, since, so far, lately, recently, and others
Practice D
Write sentences in the past perfect with the following verbs. Compare
with a partner.
1. mail/postcards: _Five boys had mailed some postcards to their friends.

2. draw/picture: _____________________________________
3. arrived/airport : ________________________________
4. buy/travelers check: _______________________________
5. stop/ train: _______________________________________
Practice E
Circle the correct verb form. Check your work in pairs.
1. The tourists have/ has described a beautiful waterway in Oceania.

2. The major has/ have found a new strategy for recycling garbage.
3. Our children has/ have bought snails for their dinner.
4. An engineer has/ have helped build a dam.
5. They have / has jumped from a high bridge.
TEAM WORK
1. We listen to the following paragraph carefully then we practice the pronunciation

and identify the present perfect.
a) Paragraph.
Gabriel Thomas has stayed at the repair shop for three hours because his
car broke down and the mechanic hasn’t fixed it, therefore he has planned
to take the train every day to his job.
All form of discrimination is an unacceptable behavior.

INDIVIDUAL WORK
1. I write all activities in my notebook and share them with a partner. Next, I hand in
my work to the teacher for a source of evaluation.
a) I write the base form and the past participle of 20 verbs.
b) I describe 5 pictures of Africa and Oceania in the present perfect tense.
c) I write 5 sentences to describe school activities in the past perfect tense.
I will put together all my work in a folder, because

there will be a display of folders at the end of the unit.
GROUP WORK
activities. After that, we submit our work to the teacher for evaluation.
a) We arrange a school exhibition to present posters of Africa and Oceania

communication channels. Label each picture with sentences in the present
and past perfect.
b) We organize a team of four students to talk about the difference between the
present perfect and the past perfect tense. Then we write a dialogue using
the present and past perfect.

STUDY AND ADAPTATION OF THE GUIDE
GUIDE 3
TECHNOLOGY AND HUMANITY

1. Comprende la importancia de los servicios tecnológicos, energéticos para la
humanidad.
2. Sustenta las diferencias existentes entre el uso de la tecnología en el área

urbana con respecto al área rural.
3. Asume posiciones críticas y responsables con respecto al uso de la

tecnología.
4.__________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is technology?
 Why is technology used at your school?
 Where do people use technology?

partners.
GROUP WORK
1. We cut out from various magazines pictures of different technology
devices, paste them in our notebooks, and share them with the team. We
use resources from C.R.A.
2. We will have a brainstorming about different technology devices,

Try your best to have positive attitude in life.

INDIVIDUAL WORK

Technology in service of humanity
As much as science and technology implies an intellectual process, both

relationships are within the material world and they use an experimental
methodology as a result of empirical demonstrations that can be verified by means
of repetition. Science, at least in theory, is less related to the practical sense of its
results and more to the development of general laws; but practical science and
technology are connected to each other. The interaction of the two can be
observed in the historical development of some areas.
In fact, the concept of which science provides the ideas for technological
innovations, and pure investigation are fundamental for any significant advance of
the industrial civilization has much myth. The majority of the great changes of the
industrial civilization did not have their origin in the laboratories. The fundamental
tools and processes in the fields of the mechanics, chemistry, astronomy,
metallurgy and hydraulics were developed before they were discovered by the laws
that governed them. For example, the steam engine was of common use before
the thermodynamics science explained the physical principles that maintained their
operations. Nevertheless, some modern technological activities, such astronautics
and nuclear power depend on science.
In the last years, a radical distinction between science and technology has been
developed. Frequently the scientific advances support a strong opposition, but
lately many people have gotten more fear of technology than science. For these
people the growth of technology is something outside of control.
The influence of computer science in business is fiercely being threatened. Certain

methodologies of management processes that handle practical codes in automatic
form have gained a place. When we applied methodologies like the business
process management, it is of extreme importance to know clearly that the
processes belong to the business and not to the computer science.
Nowadays, technology has faced the enormous task of improving science

education to satisfy the demands and challenges of a globalized economy. The
classrooms must be transformed into open learning centers that offer science
programs based on performance, thought and reality. If the modern technologies of
information are used in appropriate form; they would offer all the potential to
achieve the icon of science education.
I investigate about the use of technology service by the

government in my country, I write the conclusion in my notebook.
PAIR WORK
evaluation.
Practice A
1. Astronautics and nuclear power depend on _______________.

2. Many people have gotten more fear of ___________________ than science
3. Technology has faced the enormous task of improving
_____________________
4. The influence of computer science in business is fiercely being
________________.
5. Science provides the ideas for __________________ innovations.
Practice B
1. provides / for / science / innovations / ideas / technological

___________________________________________
2. the / to / globalized / a / technology / economy / of / has / demands / satisfy
___________________________________________
3. and / other / are / to / connected / practical / technology / each / science
____________________________________________
4. influence / threatened / in / is / computer / of / being / science / the / business
___________________________________________
Practice C
a. What is technology? d. What are the objectives of

technology in science?
b. What are the benefits of e. What are the objectives of

technology? technology in business?
c. What are the objectives of f. What are the objectives of
technology in industry? technology in education?
Practice D
a partner.
1. ________ For some people the growth of technology is something outside of

control.
2. ________ The steam engine was of common use after the thermodynamics.
3. ________ Science and technology implies an intellectual process.
4. ________ The classrooms must be transformed into open learning centers.
5. ________ Science is more related to the practical sense of its results.
Practice D
a partner.
WORDS SENTENCES
Task Technology has the task to help improve science education

INDIVIDUAL WORK
a) I write an essay about the uses of technology in industry, science, business,

education, and others.
b) I make a comparative chart about the different uses of technology in the

cities and the towns.
c) I write a plan for a chat room in the school.

GROUP WORK
a) We arrange an excursion to a language center.

contribution of technology to humanity and we support to the teacher and
the classmates.

Glossary
Achieve, v. To carry to a termination.
Challenge, n. An invitation to engage in a test.
Coach, n. A large carriage, now usually one having four wheels.
Emission, n. act of emitting; emanation . Discharge.
Field, n. Chiefly. Open country. Clear land.
Fierce, adj. Vehement in anger or cruelty.
Flood, n. a great flow of water. A body of water rising.

Highway, n. a main road or thoroughfare.
Icon, n. An image or representation; a portrait; picture.
Launch, v. To throw, as a lance. To slide into the water.
Law, n. Rules of conduct enforced by a controlling authority.
Myth, n. A story, the origin of which is forgotten.

UNIT 8
HUMAN RIGHTS LEADERS
LÍDERES DE LOS DERECHOS HUMANOS.
LOGROS
1. Analiza las contribuciones realizadas por personajes destacados a favor de los
derechos humanos.
2. Analiza obras literarias realizadas por personajes a favor de los derechos

humanos.
3. Utiliza adecuadamente la puntuación al emitir conceptos orales y escritos.
4. _____________________________________________________________
GUIDE 1
GREAT PERSONALITIES
INDICADORES DE LOGRO.
1. Describe algunas contribuciones realizadas en torno a los derechos humanos.
2. Sustenta los efectos de las diferentes contribuciones a favor de los derechos

humanos.
3. Argumenta sobre la importancia del conocimiento de los principios de los

derechos humanos.
A LET’S REMEMBER
INDIVIDUAL WORK
 What are the characteristics of a leader?

 Mention the name of leaders in your country?
 What is the importance of human rights?

partners.
GROUP WORK
1. We cut out from various magazines pictures of demonstrations of human
rights activities, paste them in our notebooks, and share them with the
team. We use resources from C.R.A.
2. We will have a debate about human rights activities, accompanied by the

the teacher, and a leader will take note of the main ideas.
4. We hand in the work to the teacher for evaluation.
Stand up for your rights.

INDIVIDUAL WORK

Human rights leaders
Martin Luther King Jr. American Baptist minister and social activist was born on
January 15th, 1929, Atlanta, Georgia, U.S.—died April 4, 1968. He led the civil
rights movement in the United States from the mid-1950s until his death by
assassination in 1968. Luther King developed a crucial work in the United States
as an activist of the civil rights from very young. He participated in numerous
protests against the Vietnam War and poverty, also organized and carried out
diverse pacific activities demanding the civil right to vote, nondiscrimination and
other basic rights for the Afro-American.
He led the black boycott (1955-56) of segregated city bus lines and in 1956 gained
a major victory and prestige as a civil-rights leader when Montgomery buses began
to operate on a desegregated basis. In 1957 he was elected president of the
Southern Christian Leadership Conference, an organization formed to provide new
leadership for civil rights movement.
In 1963, he promoted nonviolence tactics and directed the peaceful march on

Washington, D.C., of 250,000 people to whom he delivered his famous speech, "l
Have a Dream". In 1964 was honored with the Nobel Peace Prize. Four years later,
at a time at which its work had especially oriented towards the opposition to the
war and the fight against poverty, he was assassinated in Memphis, when he was
preparing to lead a manifestation.
Nelson Mandela (July 18th 1918) is a South African politician. He has worked for
peace and engaged against racism. For more than 25 years, he was the most
famous political prisoner of the world. In 1991, the South African regime
suspended the last one of the laws that formed the legal base of the apartheid. In
1993, Mandela was honored with the Nobel Peace Prize for his efforts to establish
the democracy and the racial harmony in South Africa. In May of 1994, after the
first general elections in which all the racial groups (including the black) had right to
vote; Mandela became the first black president of the Republic of South Africa.
Mahatma Gandhi is one of the greatest personalities of the modern world. He was
born in India on October 2nd 1869. His name is Mohandas Karamchand Gandhi.
Mahatma is not a name, is rather a title for its kindness, its simplicity and modesty.
The Indian people called Gandhi 'Mahatma', meaning great soul or noble soul. He
became one of the most respected spiritual and political leaders of the 1900's.
Gandhi was a firm defender of the religious tolerance, who helped free the Indian
people from British rule through nonviolent resistance. In London, Gandhi studied
law, Latin, and French. He made a deep study of four great religions: Hinduism,
Buddhism, Islam and Christianity. He believed that the way people behave is more
important than what they achieve. Gandhi is honored as the father of the Indian
Nation. He died assassinated by a religious fanatic on January 30th 1948.
I investigate about the articles of the declaration of

human rights, I write the conclusions in my notebook.
PAIR WORK
1. I compare my work with a partner. Then present the work to the teacher for
evaluation.
Practice A
Fill in the blanks with the correct words according to the reading. Check and
discuss your answers with a partner.
1. Gandhi was a firm defender of _____________________, who helped free

the Indian people from _________________________
2. Martin Luther King delivered his famous speech, ____________________
3. Gandhi believed that the way people _____________ is more important
than what they achieve.
4. Mention the name of the prize given to Mandela and
King___________________
5. Mandela has worked for _______________________________________
6.________________was assassinated in Memphis and _________________
was assassinated by a religious fanatic in India.
Practice B
Work in pairs to answer the following questions according to the text.
1. What is the theory of human rights?

_____________________________________________________
2. What are civil and political rights?
_____________________________________________________
3. What is civil rights movement?
_____________________________________________________
4. What are the four great religions studied by Ghandi?
_______________________________________________________
5. Who worked to establish the democracy and the racial harmony in South
Africa?
______________________________________________________
6. What are the contributions of Martin L. King to the basic rights for the Afro-
American?
______________________________________________________
7. What is the meaning of 'Mahatma'?
_____________________________________________________
8. Who led the civil rights movements in United States?
______________________________________________________
Practice C
Complete the following synoptic chart with the leaders’ outstanding work.
Share with a partner.
Martin Luther King Jr. Nelson Mandela Mahatma Gandhi

INDIVIDUAL WORK
a) I write the names of human rights leaders in my country.
b) I make a poster with worldwide leaders of human rights.
c) I write 5 sentences to describe some civil rights activities in my community.

GROUP WORK
a) We make a web map of the school by-laws, which has to do with human
rights.
b) We organize a team of four students to discuss and summarize outstanding

principles about the universal declaration of human rights and we support
to the teacher and the classmates.


GUIDE 2
UNDERSTANDING LITERATURE
1. Describe las características principales de una obra literaria.
2. Sustenta el valor de las obras literarias.
3. _______________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is literature?
 What do you like about literature?
 What is your favorite literature reading?

partners.

GROUP WORK
1. We will have a debate about literature, accompanied by the teacher,
and a leader will take note of the main ideas.
2. We read the conclusions of the debate about literature in front of our

classmates.
3. We hand in the work to the teacher for evaluation.
Reading every day help you to grow intellectually

INDIVIDUAL WORK
1. Read and analyze the following text carefully.
Analyze literature works
A literary analysis explains a work of fiction, poetry or drama by means of

interpretations. The goal of a literary analysis is to broaden and deepen your
understanding of a literary work.
Literature is universal in extension and content. Universal literature includes the

work and places of all time; meanwhile national literature is a work limited to a
particular nation.
Literature always has been in constant evolution and transformation, in such a way
that the criterion of property of a literature work can vary throughout history, when
varying the concept of “literary art”.
Characters are an imaginary person created by the writer and is depicted in a
story or drama. The main character is generally known as the major protagonist,
who is the center of the story. Generally the action or story develops around and
follows the main character.
Secondary characters round out a fictional world, and they support the main
characters in different ways. Minor or secondary characters are necessary to
populate the story realistically. They play a supporting role rather than a central
role in the story.
Setting is the time (date, time of day, season) and place or location of the action.
The setting provides the historical and cultural context for characters and it often
can symbolize the emotional state of characters.
Style is the verbal identity of a writer, often times based on the author's diction
and syntax.
The popular style, as well as the varied forms of dialogue, always fits the action
and the situations, becoming elements of characterization of the characters. The
most important modalities of a dialogue are the brief replies, which reflect
naturalness and modernity. The oral dialogue also flourishes. As far as the
monologue, they are not many, but extensive and distributed in a sensible form,
being important to reveal inner conflicts of a character. The monologues
emphasize the abundance of apostrophes and interrogations. The use of images is
very important as much as the irony because it emphasizes the symmetry of the
characters.
Steps to analyze a literary work?
1. Before reading the work, make sure to examine the title carefully. Often the title
is a clue to an important idea in the work.
2. Make sure you look up in the dictionary any words with which you are not
familiar.
3. After reading the work the first time, ask yourself the following questions:
 What is the geographical, historical and social setting?

 Who is (are) the main character(s)?
 Who are the secondary characters, and how are they linked to the main
characters?
 Does the main character change? If so, how and why? If not, why not?
 What is the conflict?
 Who is telling the story?
I consult a guide for the analysis of a literary

work, I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Answer the following questions about the reading. Share your answers with
a partner.
a. What is a secondary character in a d. What is the meaning of style in a

literary
literary work?
work?
b. What is the definition of setting in a e. What is the importance of the

images?
literary work?
c. What is the main character in a f. What is a literary analysis?
literary
work?
Practice B
1. The most important modalities of a dialogue are ___________________

2. ______________ provides the historical and cultural context for characters
3. ______________ always has been in constant evolution and transformation.
4. The goal of a literary analysis is ______________ your understanding of a
literary work.
5. The action or story revolves around the ______________________.
Practice C
a partner.
1. ________ The monologues emphasize apostrophes and interrogations

2. ________ The main character is generally known as the minor protagonist.
3. ________ The dialogue always fits the action and the situations of the
characters.
4. ________ Style is the verbal identity of a place or nation.
5. ________ A character is an imaginary person created by the writer.
Practice D
a partner.
WORDS SENTENCES
flourish The garden flourishes every dry season in Panama.
inner
meanwhile
reply
syntax
through
INDIVIDUAL WORK
a) I arrange a book sale in the community.
b) I write a composition about a literary work.
c) I write a list of major literary works in my country.

GROUP WORK
a) We develop a sociodramatic play of a literary work at school.
b) We organize a team of four students to analyze the characters, setting, and

style of a literary work. Then, we support to the teacher and the classmates.

GUIDE 3
THE USE OF PUNCTUATION
1. Apropia la utilización de los signos de puntuación en los procesos de
comunicación.
2. Redacta oraciones empleando los signos de puntuación apropiadamente.
3. Elabora cuentos y otros textos utilizando correctamente los signos de

puntuación.
4. _____________________________________________________
A LET’S REMEMBER
INDIVIDUAL WORK
 What is punctuation?
 Why is punctuation necessary?
 What are the similarities with Spanish and English punctuations?
partners.
GROUP WORK
1. We will have a debate about the importance of punctuation, accompanied
by the teacher, and a leader will take note of the main ideas.
Your intelligence allows you to know,

to learn and project yourself towards others.
INDIVIDUAL WORK

Punctuation: Period, Comma, and Quotation mark.
Punctuations are symbols that indicate the structure and organization of written
language, as well as intonation and pauses to be observed when reading aloud.
Punctuations also are used to make the meaning clearer by indicating separation
of words into sentences and clauses and phrases.
Period
A period is used at the end of every sentence.
Example: It is a beautiful day.
A period follow many abbreviations a.m./ p.m. Mrs. Mr. Dr.
Use a period as a decimal point in money expressed in a decimal system and in

mathematics $ 5.95
Comma
A comma is used after each item except the last in a series of three or more words
or phrases.
Example:
Liliana, Simeon, and Julio are in the same class.
Raul mow the lawn, picked up the trash, and left.
Put a comma after a person’s last name if the last name is written before the first
name.
Example:
Ibañez, Elizabeth Elisa Ford, Lavinia Beryl Guevara, Jose Manuel
Use comma between street and city in a sentence but not in a mailing address.
Example:
They lived in Chitre, Herrera
Put a comma before a tag question
Humberto is early today, isn’t he?
When a coordinating conjunction joins two main clauses, put a comma before the
coordinating conjunction. (and, but, or , nor, for, yet)
Example:
Maria gave some suggestion to Fabiola, and she gave me some in return.
My mother bought chicken and rice, but she forgot to buy salt.
Quotation marks
Use quotation marks to set off the exact words of a speaker or to show material
quoted from writing.
“come here, “ the woman said; “I want to look at you” (speaker’s exact words)
Show titles of works that are not published separately by putting quotation marks
around them.
A short story: “The Last Leaf”
A poem: “The Raven”
"he played baseball in high school";
"there was a baseball game on every empty lot"; "there was a desire for National
League ball in the area"; "play ball!"
I investigate about the history of punctuation,

I write the conclusion in my notebook.
PAIR WORK
for evaluation.
Practice A
Put periods in the correct places in each sentences. Compare with a partner.
1. My favorite meal is sancocho
2. The party is tonight at 8:00 p m
3. The children have homework everyday
4. My parents spent 12 95 at the supermarket.
5. Dr Basilio Paredes took care of my father very well.
Practice B
Put commas in the correct places in each sentences. Check with a partner
1. Hilda bought butter cheese eggs and milk.
2. Would you like me to paint the pixbae red green or yellow?
3. Sally Damaris and Vilma will go to the river tomorrow.
4. Mrs. Ceville Lilian went to the farm yesterday.
5. Luis went to the game but his team lost.
Practice C
Put quotation marks in the correct places in each sentences. Share with a
partner.
1. She said, Let’s eat.
2. Aura likes the poem. El Cerro Ancon.
3. Christians love to sing Pescadores de Hombres.
4. I feel sleepy, John said.
5. Help! cried Esmeralda.
Practice D
Conversation
Oscar: Perla, Where do you live?

Perla: I live in San Carlos.
Oscar: How do you get there?
Perla: I get there by bus.
Oscar: Is there a bus stop near your house?
Perla: Yes, there is.
Oscar: Is that your bus coming?
Perla: Yes, it is. But, it’s full.
Oscar: Why is it so full?
Perla: Because, we don’t have enough public transportation.
Practice C

your personal point of view.
1. What are punctuation marks?______________________
2. Why do you use punctuation? _________________________
3. When to use punctuation? ____________________________
4. How to use various marks of punctuation? ________________
Avoid negative thoughts because they are damaging.
INDIVIDUAL WORK
a) I make book markers with punctuation marks.

b) I create a short story with the use of punctuation.
c) I make a spider web with punctuation marks.

GROUP WORK
a) We number the lines of the conversation in the correct order. Then, we take
turns to practice it.
______Is that your bus coming?

______ I live in San Carlos
______ How do you get there?
______ Yes, it is. But, it’s full.
______ Is there a bus stop near your house?
___1__ Perla, Where do you live?
______ Why is it so full?
______ Because, we don’t have enough public transportation.
______ I get there by bus.
______ Yes, there is.
punctuation, accompanied by the teacher. Next we do the role play.

Glossary
Epic, adj. Designating, pertaining to, or characteristic of.
Flourish, v. To bloom. To grow. To increase in wealth.
Inner, adj. Interior. Internal. Near to a center.

Lexicon, n. A book containing an alphabetical arrangement of the words.
Lyric, adj. Of or pertaining to a lyre.
Meanwhile, adv. Meantime. At the same time.
Polite, adj. Polished, refined, or cultivated.
Reply, v. To make answer in words or writing.
Syntax, n. Connected system or order.
Through, prep. In at one side and out at the opposite side of.

APPENDIX.
IRREGULAR VERBS
PRESENT PAST PAST PARTICIPLE
be was, were been
become Became become
begin Began begun
blow Blew blown
break Broke broken
bring Brought brought
build Built built
burst Burst burst
buy Bought bought
burst Burst burst

catch Caught caught
choose Chose chosen
come Came come
cut Cut cut
deal Dealt dealt
do Did done
drink Drank drunk
drive Drove driven
eat Ate eaten
fall Fell fallen
feed Fed fed
feel Felt felt
fight Fought fought
find Found found
fly Flew flown
forbid Forbade forbidden
forget Forgot forgotten
forgive Forgave forgiven
freeze Froze frozen
get Got gotten

give Gave given
go Went gone
grow Grew grown
have Had had
hear Heard heard
hide Hid hidden
hold Held held
hurt Hurt hurt
keep Kept kept
know Knew known
lay Laid laid
lead Led led
leave Left left
let Let let
lie Lay lain
lose Lost lost
make Made made
meet Met met
pay Paid paid
quit Quit quit
read Read read

ride Rode ridden
run Ran run
say Said said
see Saw seen
seek Sought sought
sell Sold sold
send Sent sent
shake Shook shaken
shine Shone shone
sing Sang sung
sit Sat sat
sleep Slept slept
speak Spoke spoken
spend Spent spent
spring Sprang sprung
stand Stood stood
steal Stole stolen
swim Swam swum
swing Swung swung
take Took taken
teach Taught taught

tear Tore torn
tell Told told
think Thought thought
throw Threw thrown
understand Understood understood
wake woke woken
wear Wore worn
win Won won
write Wrote written
Bibliography book 9
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Grupo Santillana S.A. Edición 2005. Libro de Geografía
Autor: Demóstenes Troya Libro cívica. Editora Giménez S.A Edición 2007.
Santillana S.A. Edición 2007. Libro de cívica Familia, estado nación.
Grupo Santillana. Libro Cívica. Editorial Santillana. Edición 2004
Autora: Dalva Correa Figueroa. Libro nuestra Historia. Edición 2007. Editorial
Norma S.A.
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escolar.
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S. A.
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Educativa. Edición 2006.
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Contents

UNIT 1 TOGETHER IN HARMONY -------------------------------------------- Pág.

Guide 1. My grandmother is lovely ------------------------------------------------------Pág.

UNIT 2 A SOCIAL LIFE

Guide 1. Family love is eternal ------------------------------------------------------- Pág.

UNIT 3 EATING GOOD GENERATES HEALTH ----------------------------- Pág.

Guide 1 Are you eating healthy? -------------------------------------------------------- Pág.

Unit 4 INSECTICIDES IN THE ENVIRONMENT------------------------------- Pág.

Guide 1: Be careful with insecticides -------------------------------------------------- Pág.

Unit 5 TOURISTIC ADVENTURES IN PANAMA------------------------------- Pág.

Guide 1: Tourism is economy ------------------------------------------------------------ Pág.

Unit 6 PANAMA IS A COUNTRY FOR BUSINESS -------------------------- Pág.

Guide 1: Workplaces in Panama city ------------------------------------------------- Pág.

Unit 7 EXPLORING AFRICA AND OCEANIA ---------------------------------- Pág.

Guide 1: Memorable images-------------------------------------------------------------- Pág.

3. Reconoce las abreviaturas y las aplica en el contexto adecuado.

 Describe someone in the class?

2. I discuss and compare the answers of the above questions with my

3. I hand in my answers to the teacher for evaluation.

2. We read the conclusions of the debate in front of our classmates.

3. We hand in the work to the teacher for a source of evaluation.

Peace is the energy which transforms humanity

1. Read and analyze the following text carefully:

Sympathetic attitude express feeling, sympathy, favor, compassion or friendly

I investigate about the benefits of motivation in the

1. ___________ is feeling sorry about someone's problems.

Take turns asking and answering the following questions according to

a. How can sympathetic attitude help d. What is attitude?

b. What are the religious perspectives e. What is so useful about charisma?

c. What is the difference between f. What is the difference between

1. do / compels / something / the / motivation / to / person

Behavior Some students have aggressive behavior during the recess.

D LET’S VERIFY OUR KNOWLEDGE

a) I draw and complete a puzzle with hidden qualities of a teacher, classmates,

b) I make a fly sheet with pictures to describe my classmates.

I will arrange all my work in a folder, because at the

b) We organize a team of four students to discuss and summarize about the

Congratulations! You’ve finished your work.

STUDY AND ADAPTATION OF THE GUIDES

2. Explica algunas situaciones en las que se violan los derechos humanos.

2. I discuss and compare the answers of the above questions with my

3. I hand in my answers to the teacher for evaluation.

2. We read the conclusions of the brainstorming in front of our classmates.

3. We hand in the work to the teacher for a source of evaluation.

Good things come to those who wait

BC LET’S LEARN AND PRACTICE

1. Read and analyze the following text carefully:

Individual rights are a concept pertaining to constitutional rights that makes

Women’s rights Children’s rights

• They have the right to vote, to  They will enjoy a special

1. ___________________ are guarantees of equality and freedom.

3. ___________________ are inalienable and inviolable and cannot be restricted

1. Racial discrimination______________ with racism.

Write women or children in each space to complete the sentences according

4. _______________have the right to receive therapy to cure the physical and

Take turns asking and answering the following questions according to

a. What is gender discrimination? d. What does racial harassment

b. What are specific forms of e. How to avoid racism?

c. What are the different types of f. What are the psychological

a) I write on a sheet of paper my opinion about racial discrimination.

c) I make a folder with the description of women and children’s rights.

I will arrange all my work in a folder, because at the

a) We arrange a soup kitchen at school with the participation of the community