REPUBLIC OF PANAMA

MINISTRY OF EDUCATION

I.P.T. EL SILENCIO

ENGLISH MODULE

First semester

8TH LEVEL

FACILITATOR: MARCOS DE WILLIAMS

STUDENT:_________________________________

Level __________

2020

Prayer

1- Our father each day brings new beginnings decisions I must make in life.

2- I am the only one to choose the road that I will take.

3- I can choose to take the road of life that leads to great success

4- Or travel down the darkened road that leads to great distress

5- Please open up my eyes, dear Lord that I might clearly see.

6- Help me stand for what is right, bring out the best in me.

7- Help me Lord, to just say no when temptation comes my way.

8- That I might keep my body clean and fit for live each day when my teenage years are over.

9- I know that I will see that life is best with you walking next to me.

Amen.

WEEK 1

Theme 1 {TEMA 1)

family

This week, we are going to talk about families. Last time, you learned about family relationships. This week, we are going to talk about types of families. There are six different types of families we can see in our society today.

Familia

Esta semana vamos a hablar de las familias. En otros años aprendiste sobre las relaciones familiares. Esta semana, vamos a hablar de tipos de familias. Hay seis tipos diferentes de familias que podemos ver en nuestra sociedad hoy en día.

1. Nuclear Families: Una familia nuclear

2. Single-Parent Families: Familias monoparentales

3. Blended Families (Step Families)Familias Combinadas

4. Grandparent Families Familias de abuelos

5. Childless Families: Familias sin hijos

6. Extended Families: Familias extendidas

Nuclear Families: A nuclear family is two adults with at least one child. When most people think about a family, this is the kind of family they imagine.

Una familia nuclear es dos adultos con un hijo. Cuando la mayoría de la gente piensa en una familia, este es el tipo de familia que se imaginan.

Single-Parent Families: Familias monoparentales

In a single-parent family, there is only one adult who is raising children. The other parent might not be there for many different reasons – death, divorce, etc.

Familias monoparentales En una familia monoparente, sólo hay un adulto que está criando hijos. El otro padre podría no estar allí por muchas razones diferentes – muerte, divorcio, etc.

Blended Families (Step Families) Familias Combinadas

A blended family forms when one single parent marries another single parent. For example, Sharon and her husband have 2 kids, and then they get divorced. Michael and his wife have 3 kids, and then they get divorced. Sharon and Michael get married to each other, and now they have 5 kids – 2 from Sharon’s previous marriage, and 3 from Michael’s previous marriage. They have blended (mixed/put together) two families.

Una familia combinada se forma cuando un padre soltero se casa con otro padre soltero. Por ejemplo, Sharon y su marido tienen 2 hijos, y luego se divorcian. Michael y su esposa tienen 3 hijos, y luego se divorcian. Sharon y Michael se casan entre sí, y ahora tienen 5 hijos – 2 del matrimonio anterior de Sharon, y 3 del matrimonio anterior de Michael. Han mezclado (mezclado/junto) dos familias.

Grandparent Families Familias de abuelos

Sometimes, for various reasons, a child is raised by his grandparents instead of his parents. When grandparents are raising their grandchildren without help from the children’s parents, this is a grandparent family.

Familias de abuelos

A veces, por varias razones, un niño es criado por sus abuelos en lugar de sus padres. Cuando los abuelos están criando a sus nietos sin la ayuda de los padres de los niños, esta es una familia de abuelos.

Childless Families: Familias sin hijos

Not all families have children. Some couples choose not to have children, and some couples are not able to have children, but they are still a family.

Familias sin hijos

No todas las familias tienen hijos. Algunas parejas eligen no tener hijos, y algunas parejas no pueden tener hijos, pero siguen siendo una familia.

Extended Families: Familias extendidas

An extended family might include one or two parents, children, grandparents, aunts and uncles, and/or cousins all living together. As grandparents get older, they might move in with their adult children and grandchildren. Or if a spouse (husband or wife) dies, another adult family member might move in to help with the children. There are many reasons why a family might live together in this way.

Familias extendidas

Una familia extensa puede incluir uno o dos padres, hijos, abuelos, tías y tíos, y/o primos que vivan juntos. A medida que los abuelos envejecen, podrían mudarse con sus hijos y nietos adultos. O si un cónyuge (esposo o esposa) muere, otro miembro adulto de la familia podría mudarse para ayudar con los hijos. Hay muchas razones por las que una familia podría vivir juntos de esta manera.

HOME WORK

Family Members (Vocabulary)

Transcribe the following vocabulary in your note book in alphabetical order.

Translate to spanish each Word.

ESCRIBE EL VOCABULARIO EN SU CUADERNO EN ORDEN ALFABETICO Y TRANSCRIBELO AL ESPAÑOL CON LA AYUDA DEL DICCIONARIO.

1- Uncle _____________ 12- niece______________

2- Aunt ______________ 13- nephew____________

3- Cousin _____________

4- Mother_____________

5- father _____________

6- son ________________

7- sister_______________

8- grandfather______________

9- daugther_________________

10- brother__________________

11- grandmother______________

Home work

· Write your answers to these questions, and talk about them with your family.

· Según loque has leído escribe tus respuestas a estas preguntas y habla de ellas con tus familias. ´´Lea el tema 1´´

1. What is a nuclear family?

¿Qué es una familia nuclear o de nucleo?

2. What are Single-Parent Families?:

¿Cuáles son las familias monoparentales?

3. What are Blended Families?

Cuáles son las Familias Combinadas?

4.What are a Grandparent Families ?

Cuáles son las Familias de abuelos?

5.What are Childless Families?:

Que es una Familia sin hijos?

TEMA 2

Wn questions

QUE ES WH QUESTIONS: WH- Questions words: who, what, where, when, why. WHO > Se utiliza para preguntar por alguien y significa "quién" o "quienes, que, cual, donde, cuando, porque, ".

who, ………………… quien

what,………………… que, cual

where,……………….. Donde, adonde

when, ………………. cuando

why. ………………….porque

· Wh questions (Who, what, why, when, where ) What is that?

· Preguntas con quién, qué, por qué, cuándo, cómo, dónde ¿Qué es eso?

PRACTICE

· Personal information

I- ANSWER THE FOLLOWING QUESTIONS

Conteste las siguientes preguntas con la ayuda del diccionario.

1- What is your name? ________________________________

2- How old are you? _________________________________

3- Where do you live? _________________________________

4- What is your I.D.#.?_________________________________

5- Where do you stydy?________________________________

6- What is your father name?____________________________

7- What is your mother name?___________________________

8- What is your favorite sport?___________________________

9- What is your favorite food?___________________________

10-What is your favorite color?___________________________

11-Who is your English teacher?__________________________

II- COMPLETE THE FOLLOWING STATEMENTS

Complete las siguientes declaraciónes o informaciones.

1-My name is________________________________

2-I am _______years old.

3-I live in__________________________

4-My I.D.#. is_____________________________

5-I study at_______________________________

6-My father name’s____________________________

7-My mother name’s____________________________

8-My favorite sport is_______________________________

9-My favorite food is_______________________________

10-My favorite color is_______________________________

11-My English teacher is______________________________

WH QUESTIONS

ACTIVITIES: ANSWER THE FOLLOWING QUESTIONS

· Answer the following questions. (Responde las siguientes preguntas).

· What are your free time activities with your family? ¿Cuáles las actividades que realizas en tu tiempo libre con tu familia? (mencione)

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

·  How do you know that loves is in your family? ¿Cómo sabe usted que hay amor en su familia? 

______________________________________________________________________________________________________________________________________________________________________________________________________

 

· What are the moral values in your family? ¿Cuáles son los valores morales 

en su familia? (mencione)

______________________________________________________________________________________________________________________________________________________________________________________________________

Category

4

3

2

1

content

The student shows a full understanding of the topic.

The student shows a good understanding of the topic.

The student shows a good understanding of parts of the topic.

The student does not seem to understand the topic very well.

vocabulary

The student uses vocabulary appropriate for the purpose. Knows the names of the contents, the informations and all the objects.

The student uses vocabulary which is quite appropriate for the purpose. Knows the most of the names of the contents, the informations and all the objects.

The student uses vocabulary which is quite appropriate for the purpose. Knows a few of the names of the contents, the informations and all the objects.

The student uses vocabulary which is quite appropriate for the purpose. Do not know the names of the contents, the informations and the objects.

Uses Complete Sentences

The student always speak in complete sentences.

the student mostly speaks in complete sentences.

The student sometimes speaks in complete sentences.

The student rarely speak in complete sentences.

Comprehension

The student is able to accurately answer almost all questions posed by the teacher about the information contained in the chart.

The student is able to accurately answer most questions posed by the teacher about the information contained in the chart.

The student is able to accurately answer a few questions posed the teacher about the information contained in the chart.

The student is unable to accurately answer questions posed by the teacher about the information contained in the chart.

ORAL PRESENTATION. ( PERSONAL INFORMATION

RUBRIC

WEEK 2

FAMILY value

ELvalor de la familia

Vocabulary

.Empathy: Empatia

. Respect: respeto

.Solidarity: solidaridad

· Empathy has a number of definitions, but it can be described as the ability to appreciate, and respond to, the feelings of others. ... Empathy is key to establishing both trust and respect, which can be defined as showing due regard for the feelings, needs, or rights of others.

· La empatia tiene un número de definiciones, pero se describe como la capacidad para apreciar y responder a los sentimientos de los demas, por lo que es clave para establecer la confianza y el respeto, sentimientos y derechos de otros.

Possessive adjective

En la Lectura de esta unidad el tema consiste en presentar a los miembros de nuestra familia, su relación con nosotros, su profesión y su estado civil.

En la parte de Vocabulario, aprenderás cómo llamar a cada miembro de la familia y cómo referirse a ellos.

En cuanto a la Gramática, conocerás los adjetivos posesivos que sirven para identificar a quién pertenecen los objetos de los que estamos hablando. También aprenderás a usar los adjetivos y pronombres demostrativos que sirven para identificar a las personas y a los objetos.

Finalmente, podrás practicar lo aprendido con la serie de Ejercicios interactivos de autoevaluación.

GRAMMAR

Possessive Adjectives - Adjetivos Posesivos

Possessive adjectives: is a word that indicates the possession of the noun to a person /a few people. The possessive adjectives are my, our, your, his, their, her, and its. Examples of Possessive Adjective: My computer is not working as fast as it worked in the beginning. Our father told us not to quarrel with anyone.

Se utilizan para indicar a quién pertenece el sujeto u objeto de la oración. Van seguidos de un sustantivo (o una cláusula nominal).

Possessive Adjectives

my

mi / mis

your

tu / tus

his

su / sus

her

su / sus

its

su / sus

our

nuestro/a/os/as

your

vuestro/a/os/as

their

su / sus

Como se puede observar, son muchos menos que en español, ya que no se diferencian en singular o plural. Por ejemplo:

my car mi auto

my books mis libros

Sin embargo, debes prestar atención cuando se refieren a la tercera persona, ya que en castellano se usa "su" en todos los casos, mientras que en inglés varían según la persona.

Nota además que "your" puede referirse al singular (tu) o al plural (vuestro).

my houseyour househis househer houseits houseour houseyour housetheir house

I like my job.Me gusta mi trabajo.

Is your brother coming?¿Viene tu hermano?

His car is new.Su auto (de él) es nuevo.

Her house is big.Su casa (de ella) es grande.

Our sons live here.Nuestros hijos viven aquí.

Your house is big.Vuestra casa es grande.

Their children go to school.Sus hijos van a la escuela.

Si se está hablando de una persona y se describe su casa, se usaría his o her, según el sexo de dicha persona.

John lives in New York. His house is very big.John vive en Nueva York. Su casa es muy grande.

Susan lives in New York. Her house is very big.Susan vive en Nueva York. Su casa es muy grande.

Pero si se habla de un animal se debe utilizar its.

The cat is under the table. Its name is Bob.El gato está debajo de la mesa. Su nombre es Bob.

Exercise

Possessive Adjectives (my,your,his,her,its,ous, their)

I. Replace the personal pronouns by possessive adjectives

1. Where is( I) _______book?

2. Here is (we)_______ teacher.

3. She goes to school with (she)_______brother.

4. (They)_______father Works in a car Factory.

5. (You)_______laptop is very expensive.

6. (He)_______favorite hobby is tennis.

7. (I)_______husband and I want to go to Paris.

8. We want to see (it)________historical monuments.

9. Leila likes (she) ________dog.

10.(It)_______name is Bobby.

POSSESSIVE ADJECTIVE

ACTIVITIES

1. Replace the subject pronouns in parentheses by possessive adjectives.

Remplace el pronombre personal en parentesis por el adjetivo posesivo.  

WEEK # 3

Family activities during the

COVID-19 lockdown

· Lists family activities carried out during the lockdown.

· haga una list ta de actividades realizadas por la familia durante el encierro

· Writes a short paragraph about family activities during the lockdown using action verbs.

· Escribe un parrafo corto sobre las actividades de la familia durante el encierro

· Recognizes sanitary instructions in English about the lockdown.

· Reconocer instrucciones sanitarias en ingles durante el covid

Action verbs

· Action verbs are typically single words that describe what a person or thing in a sentence does (like run, write, yell, and think). So if it answers the question What is the subject doing? it's the action verb. In the sentence “John paints the garage,” the subject is John.

· Los verbos de accion son palabras que describen lo que hace una persona o objeto dentro de la oracion. (run: correr, like: gustar, write; escribri etc)

· Simple present

· We make the home chores: hacemos las tareas de la casa

· Ruben plays the guitar: ruben toca la quitara

· Victor walks in the yard: victor camina en el patio

List of Action verbs

Lista de verbos que indican accion

Action Verbs List

· Ride: manejar Sit down: sentarse Stand up: pararse

· Fight: pelear Laugh: sonreir Read: leer

· Play :juger Listen: escuchar Cry: llorar

· Think: pensar Watch TV: ver television Dance: bailar

Sleep: dormir Close: cerar Open: abrir

· Write: escribir Give: dar Jump: saltar

· Eat :comer Drink: tomar Cook: cocinar

· Wash: lavar Wait: esperar Talk: hablar

Dream: soñar Clap: aplaudir Smell: oler

Kiss: besar Hug: abrasar

· Example of sentences with action verb

· Ejemplos de oraciones con verbos de acción

· Anthony is throwing the football. Antony esta lanzando la pelota.

· She accepted the job offer. Ella acepto la oferta de trabajo

· John visited his friend for a while and then went home. Juan visito a su amigo por un tiempo y luego se fue a cas.

· Choose 5 verbs from the list and make sentences.

· Elige 5 verbos de la lista y escriba oraciones.

ACTION VERBS PRACTICE

Name: ____________________________________________

Action Verbs

Examples: Mary sleeps on the couch.

Jason's best friend thinks of a plan.

Ken and his mother cook dinner.

· Circle the action verb in each sentence below.

· Ponga en circulo losverbos en cada oración.

1. Carlos listens to his favorite song.

2. Mario hits the baseball over the fence.

3. The little pig runs.

4. The house is clean.

5. The hunter eat the deer.

6. Dr. Jose examines his patient.

7. The bluebird in the tree sings beautifully.

8. They watch the football game on T.V.

9. Paul reads The Adventures of Tom Sawyer.

10. Mrs. Gray buys a roll of paper towels at the store.

Week # 4

ADJECTIVE

· Adjectives are words that describe or modify other words, making your writing and speaking much more specific, 

· Los adjetivos son palabras que describen o modifican otras palabras, haciendo su escritura mas especifico.

Lista de adjetivos

· feo (ugly) ...

· feliz (happy) ...

· triste (sad) ...

· alto (tall) ...

· bajo (short) ...

· grande (big) ...

· pequeño (small)

· 1. Small: pequeño, pequeña, pequeños, pequeñasI like small computers / Me gustan las computadoras pequeñas

· 2. Big: grande, grandesI think your car is too big / Pienso que tu auto es demasiado grande

· 3. Intelligent: inteligente, inteligentesPeople who study and work at the same time are quite intelligent / La gente que estudia y trabaja al mismo tiempo es bastante inteligente

·  

· 4. Heavy: pesado, pesada, pesadas, pesadosPlease, take those heavy boxes to my office / Por favor, lleva esas cajas pesadas a mi oficina

· 5. Light: ligero, ligera, ligeros, ligerasSending light parcels is free / Enviar paquetes ligeros es gratis

· 6. Mean: malo, mala malos, malasDon’t be mean to your brother / No seas malo con tu hermano

· Week # 5

· People and Places in the School

 

Practice

Order of Adjectives.

Ordene los adjetivos que estan en parenteces

We wanted _______________________________ (a / metal) table.

They bought __________________________________ ( a / new) car.

She went home and sat on _________________________ (her / old) bed.

They have __________________________________ ( black) bicycles.

He wants __________________________________ (some / French) cheese.

He has __________________________________ (a lot of / old / ) books.

She bought _______________________________(plastic / a / new) lunchbox.

He is looking for __________________________________ (/ a /black) bag.

I want __________________________________ ( green / a / ) dress.

She drank __________________________________ ( hot) coffee

· Family

· Education

Grammar:

· wh questions

· verb to be

· possessive adjectives

· to do

· action verbs

FAMILY

Family is the basic social group in society typically consisting of the parents and their children living together in one home.

The family is the first institution for socialization of children, adult personal relationships, economic support and cooperation along the life course.

Most families structure fall into one of two types:

1.The Nuclear Family that consists of mother, father, and their children.

2.The Blended Family that includes step children and parents.

Finally, all the other relatives in a family are known as Extended Family that includes cousins, aunts and uncles, grand and great grandparents.

2

EVALUATION CRITERIA

The students will be able to: Transcribe the vocabulary in their note book in alphabetical order. ……………………………………….(13 pts)

Translate to spanish each Word………………….. (13 pts)

Illustrate each one and spell it correctly……… (13 pts)

Make a sentence with each one………………….. (13 pts)

Puntuality…………………………………………………….. (3 pts)

Total ……………………………………………………………..55 pts.

ACTIVITY #1

Draw your Family tree on a chart and present it to the teacher.

My family

Evaluation criteria ( chart )

The student will be able to recognize the members of the family by making a chart individually and present it to the teacher in an oral presentation.

content

10 pts.

Materials

5 pts.

illustration

10 pts.

sharpness

5 pts.

puntuality

5 pts.

total

35 pts.

Category

4

3

2

1

Eye Contact

Always has eye contact with audience.

Most of the time has eye contact with the audience.

Sometimes has eye contact with the audience.

Does not have eye contact with the audience.

Enthusiasm

Very enthusiastic about the topic during the presentation.

Most of the time enthusiastic about the topic during the presentation.

Sometimes enthusiastic

about the topic during the presentation.

Does not appear enthusiastic about the topic during the presentation.

Preparedness and Organization

Very prepared and organized during the presentation.

Most of the time prepared and organized during the presentation.

Somewhat prepared and organized for the presentation.

Does not appear to have prepared for the presentation.

Speaks

Clearly

Speaks very clearly. Very easy for the audience to understand.

Most of the time

speaks clearly. Easy for the audience to understand.

Sometimes speaks clearly. Sometimes easy for the audience to understand.

Does not speak clearly. Difficult for the audience to understand.

Knowledge of

Content/Recycling

Knowledge of recycling is very clear. Student shows full understanding of content during presentation.

Knowledge of recycling is clear most of the time during the presentation.

Knowledge of recycling is sometimes evident during the presentation.

Knowledge of recycling in not clear. Student does not show understanding during presentation.

Oral Presentation Rubric (Family Tree)

CONVERSATION #1

TIFFANY AND SARA TALK ABOUT THEIR FAMILIES

Practice the conversation with your brother, sister, mother, etc.

Practique la conversacion con tu hermano, hermana, mamà, etc.

SARA: Do you have a big family?

TIFFANY: I have a lot of cousins and an uncle.

SARA: What does your uncle do?

TIFFANY: My uncle Stuart is a profesor and a writer. He teaches collage students and he writes books for them too.

SARA: Wow, he sounds like a wonderful person.

TIFFANY: He is. He likes to play games with me and my brother James.

SARA: What about your cousins?

TIFFANY: I have some cousins in Australia and others in Canada and one in Panama too.

SARA: Have you seen them all?

TIFFANY: Yes, I went to Australia with my mom and dad last year and i saw my cousins Richard and Sharon.

SARA: It’s always fun to visit family members in other countries.

TIFFANY: I’m glas. It is grat to share good times with family.

SARA: I have to go now. My grandmother is coming to visit today.

TIFFANY: Ok, have fun.

3

Activity #2

I- Answer the questions in correct form about the conversation in your notebook.

1- What happens in the story?

2- What do thegirls talk about?

3- Does Tiffany have a big family?

4- What does her uncle do?

5- Why does Tiffany like him?

6- Where do her cousins live?

7- Where did she go last year?

8- Who did she travel with?

9- How many uncles and aunts does Sara have?

10 How many cousins does she have?

11 Why does she like her cousins?

12 Why does Sara have to go?

13 How many cousins do you have?

14 Where do they live?

Evaluation criteria

The students will be able to answer all the questions in writting form, giving full answer. ( 14 pts.)

14-14 = 10-14= 6-14= 2-14=

13-14= 9-14= 5-14= 1-14=

12-14= 8-14= 4-14= 0-14=

11-14= 7-14= 3-14=

4

II- Write a list of the uncles, aunts and cousins that you have, including their names and where they live.

For example:

FAMILY MEMBERS

NAME

LIVES IN:

Uncle

Stuart

Canada

Aunt

Helen

Miami

Cousin

Margarita

Panama City

Cousin

Andrew

Changuinola

Now you make a list for your family

1-

2-

3-

4-

5-

6-

7-

8-

5

EDUCATION

Education is the process of teaching and learning.

It is very important to be educated because it prepares you intellectually for life. People must go to school to receive a systematic instruction, especially at a school or university.

Education must be a priority in your life so you can learn new things, meet new Friends, share things, learn how to work together, and how to work on your own.

DIALOGUE OR CONVERSATION #2

DANNY AND LINDA TALK ABOUT EDUCATION

Danny: Hi Linda. What’s new with you?

Linda: Not much. How about you?

Danny: I’m thinking about what I should do after I finish school.

Linda: Are you planning to continue your studies at the university?

Danny: I don’t know. What do you think?

Linda: I think that the more education you get, the more money you can earn in the future.

Danny: Yes, I have Heard people say that too. I want to buy a house one day and I need to earn a lot of money.

Linda: Are you planning to get married too?

Danny: Of course. I would like to get married and have a couple of kids too.

Linda: Then you really need to have a good job and earn enough money to take care of them.

Danny: Maybe I could just play baseball or soccer. Then I wouldn’t need to go to the university.

6

Linda: Well, whatever you decide to do, a university education will help you learn skill that will help you in many different ways in your life.

Danny: Well, if my Friends go to university, then it would be fun to study with them too.

Linda: Then you have to talk to your Friends and explain to them how important it is for all of you to get a higher education together.

Danny: Well, do you want to go to university with me?

Linda: Yes, I do. We can help each other study for exams and do our homework together too.

Danny: Good idea. Then both of us can get good paying Jobs and have a good life.

Linda: We need to study hard now in high school first, so we will be prepared for university later.

Danny: You are right.

7

Activity #3

ANSWER THE QUESTIONS ABOUT THE CONVERSATION IN YOUR NOTEBOOK. (conteste las preguntas de la conversacion en su cuaderno, computadora, laptop etc.

1- What happens in the dialogue?

2- What is Danny thinking about today?

3- Does he plan to continue his studies at university?

4- What does Linda think?

5- What does Danny want to buy in the future?

6- What does he need to buy?

7- Does he want to get married?

8- What about children?

9- What sports does Danny like to play?

10-What does Danny suggest?

11-What does Linda say about that idea?

12-Who does Danny want to study with at university?

13-What does Linda say to Danny next?

14-What does Danny ask Linda?

15-Does Linda like that idea?

16-What will happen if they study hard?

17-What do they need to do now if they want to be successful in the future?

18-Do you want to continue your education at university?

19-What do you want to study in the future?

20-What career would you like to have?

21-What do you have to do to be successful?

EVALUATION CRITERIA

· The students will be able to read and answer each questions, giving full and complete answer. (21 pts.)

· Los estudiantes serán capaces de leer y contestar cada una de las preguntas.

The student read carefully the conversation and give full and complete answers to each questions

21 pts.

total

21 pts.

ACTIVITY

· Make a list of the names of the public and private schools in your community.

· Hacer una lista de los nombres de las escuelas públicas y privadas de su comunidad.

Name of school

Public or private school

1-

2-

3-

4-

5-

6-

7-

8-

9-

10-

9

A grammar activity where students have to select the correct question word to complete the sentence.  

1. _____________ old are you? 2. _____________ do you travel to school with? 3. _____________ does it cost? 4. _____________ do you get to school? 5. _____________ many brothers do you have? 6. _____________ do you live? 7. _____________ do you practise sports? 8. _____________ do you like to do in your free time? 9. _____________ are you going to the concert with? 10. ____________ do you want to go there?  10

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PRACTICE #2

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MONTHS OF THE YEAR

DAYS OF THE WEEK

SPANISH

ENGLISH

domingo

Sunday

lunes

Monday

martes

Tuestay

miercoles

Wednesday

jueves

Thursday

viernes

Friday

sabado

Saturday

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Exercise

The verb to be

Choose the correct form of the verb to be ( am,is,are)

1. It____________cold today.

2. I____________at home now.

3. They_________ korean.

4. There________ a pen on the desk.

5. My name _______ Nikita.

6. We__________ from Ukraine.

7. That___________ right.

8. I__________ ok, thanks.

9. Clara and Steve__________ married.

10.She___________an English teacher.

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17

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EVALUATION CRITERIA

BODY PARTS

The students will be able to recognize the parts of the body and write the correst Word in the correct place.

Put in alphabetical order , write the spanish meaning, make sentences with 10 worrds ,and paint the drawings.

Write the correct Word in the corresponding place……………5 pts.

Paint the drawing………………………………………………………………5 pts.

Put in alphabetical order…………………………………………………..5 pts.

Write the Spanish meaning………………………………………………..5 pts.

Choose 10 words and make sentences………………………………10 pts.

Total………………………………………………………………………………….30 pts.

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PRACTICE #2

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How do we form the Simple Present?

We use the infinitive of the verb. In the 3rd person singular (he, she, it - or a name) we put an -s to the end of the infinitive.

infinitive → 3rd person singular (he, she, it) infinitive + -s

1. Affirmative sentences in the Simple Present

· I play with a ball.

· You play with a ball.

· He plays with a ball.

· She plays with a ball.

· It plays with a ball.

· We play with a ball.

· You play with a ball.

· They play with a ball.

► he, she, it → Do not forget the -s.

2. Negative sentences in the Simple Present

We use the auxiliary do/does.

· I do not play with a ball.

· You do not play with a ball.

· He does not play with a ball.

· She does not play with a ball.

· It does not play with a ball.

· We do not play with a ball.

· You do not play with a ball.

· They do not play with a ball.

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EL SINGULAR Y EL PLURAL DEL VERBO “BE” EN INGLÉS

Principio del formulario

Final del formulario

El verbo más básico es el verbo ser en inglés , “to be”. Aunque es un verbo muy común, no es regular, lo cual significa que se conjuga de formas distintas en dependencia del sustantivo y el tiempo verbal. En esta lección aprenderás sobre las formas singulares y plurales del tiempo presente para el verbo “to be” o “be”.

Primero, hablemos sobre los pronombres. Hay cinco pronombres singulares en inglés. Estos son: I(yo), you(tú/usted), he(él), she(ella), e it (pronombre para cosas y animales, “ello”).

¿Por qué es importante aprender los pronombres y los verbos “be” juntos? La respuesta es directa, porque cada pronombre adquiere una forma específica del verbo ser (be). Veamos algunos ejemplos a continuación:

Pronoun

Forma del verbo “ser”

Ejemplo

En español

I

am

I am a student.

(yo) Soy (un) estudiante.

You

are

(tú) Eres (un) ingeniero.

He

is

He is 33 years old

Él tiene 33 años.

She

Is

She is American.

Ella es estadounidense.

It

is

It is a cold day.

It happened yesterday.

Es un día frío.

(eso) Sucedió ayer.

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Veamos estos ejemplos:

Pronoun

Forma del verbo “ser”

Ejemplo

En español

We

are

We are students.

(nosotros) Somos estudiantes.

You

are

You are teachers.

Ustedes son maestros.

They

are

They are Americans.

Ellos son estadounidenses.

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Exercise

Possessive Adjectives (my,your,his,her,its,ous, their)

II. Replace the personal pronouns by possessive adjectives

10. Where is( I) _______book?

11. Here is (we)_______ teacher.

12. She goes to school with (she)_______brother.

13. (They)_______father Works in a car Factory.

14. (You)_______laptop is very expensive.

15. (He)_______favorite hobby is tennis.

16. (I)_______husband and I want to go to Paris.

17. We want to see (it)________historical monuments.

18. Leila likes (she) ________dog.

10.(It)_______name is Bobby.

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The Verb To Do

The verb to do is another common verb in English. It can be used as an auxiliary and a main verb. It is often used in questions.

Forms of To Do

 

Present

Past

PerfectForm

ContinuousForm

I / you / we / they

do

did

have / had done

are / were doing

he / she / it

does

did

has / had done

is / was doing

As an auxiliary verb do is used with a main verb when forming interrogative or negative sentences, or for adding emphasis. It is also called the dummy operator or dummy auxiliary.

 

Question

Positive Statement (spoken)

Negative Statement (spoken)

Singular

 

 

Do I?

I do

I do not (I don't)

Do you?

You do

You do not (You don't)

Does he/she/it?

He/she/it does

He/she/it does not (He/she/it doesn't)

Plural

 

 

Do we?

We do

We do not (We don't)

Do you?

You do

You do not (You don't)

Do they?

They do

They do not (They don't)

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Examples

Do

Does

Question - ?

"Do you always take the bus to work?"

"Does she ever do her homework on time?"

Positive Answer - Yes

"Yes, I do."

"Yes, she does."

Negative Answer - No

"No, I don't."

"No, she doesn't."

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PRACTICE

Complete the sentences with doesn’t, do, does or doesn’t

1. My mother likes chocolate, but she doesn't like biscuits.

2. What do the children wear at your school?

3. Lynn's father watches badminton on TV, but he doesn't watch judo.

4. Where do the Masons buy their fruit?

5. Does the cat like to sleep on the sofa?

6. Dogs love bones, but they don't love cheese.

7. Where do Sam and Ben hide their CDs? 

8. We eat pizza, but we don't eat hamburgers.

9. Does Mrs Miller read magazines?

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PRACTICE

Complete the sentences with doesn’t, do, does or doesn’t

1. My mother likes chocolate, but she ______________ like biscuits.

2. What ____________ the children wear at your school?

3. Lynn's father watches badminton on TV, but he __________ watch judo.

4. Where ___________ the Masons buy their fruit?

5. _____________ the cat like to sleep on the sofa?

6. Dogs love bones, but they _______________ love cheese.

7. Where _______________ Sam and Ben hide their CDs? 

8. We eat pizza, but we _____________eat hamburgers.

9. ________________ Mrs Miller read magazines?

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PRACTICE

Complete the following sentences with the verb to do

1. It___________not bark at the neighbor’s chickens.

2. The children_____________not play cards anymore.

3. She____________not wait for the train.

4. We___________not jump rope at school.

5. _____________they live on Nineteenth Street?

6. ____________she study very hard yesterday?

7. ___________you want to go on a bus ride with me?

8. __________he exercise in a gym?

9. __________they need to study physics with their classmates.

10.____________she iron the clothes at the laundromat?

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Body parts

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Vocabulary

PARTS OF THE BODY

I- WRITE IN ALPHABETICAL ORDER AND LOOK UP FOR THE SPANISH MEANING

ESCRIBA EN ORDEN ALFABETICO Y COLOQUE EL SIGNIFICADO EN ESPAÑOL

ENGLISH

ALPHABETICAL ORDER

MEANING

Finger nail

calf

thigh

stomach

hand

arm

elbow

chest

neck

shoulder

head

finger

leg

knee

heel

toe

foot

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II- WRITE THE PARTS OF THE BODY ON THE CORRECT POSITION (ESCRIBE LA PARTE DE LA CARA)

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Reading

ETHNIC GROUPS IN PANAMA

Panamanian often call it The Center of the World, Heart of the Universe. Its strategic location and stable economy have been key elements in Panama becoming a great destination for people from different parts of the world. The native Indians were the first inhabitants. The Spaniards arrived in the 16th century, in the year 1513.

Panama declares Independence from Spain in 1821 and immediately joins the Gran Colombia. The French attempt to build a sea level canal failed at the end of the 19th century. After Panama separation from Colombia in 1903, the American began the construction of the Panama Canal. Later the banking industry started to grow and many more people from different parts of the world came here to do business.

In the last few year, many investors from other countries have come to Panama, too.

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ACTIVITY

Answer the questions

1. Why are there so many different ethnic groups in Panama?

2. Who were the native Indians?

3. Where did the Spanish people come from?

4. What did the Spanish people do?

5. Who started the construction of the canal?

6. Who continued the construction of the canal?

7. What other industries brought other people to Panama?

8. Why do you think that Maria called Panama a meeting place?

9. Write a list of foreign companies in Panama and the name of the country where they come from.

Evaluation Criteria

The students will be able to read carefully and answer the given questions, giveng complete answers.

9-9= 8-9= 7-9= 6-9=

5-9= 4-9= 3-9= 2-9=

1-9= 0-9=

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CONSTRUCTION OF PANAMA CANAL

The Construction of The Panama Canal

For many years, American and British leaders tried to find a quick and cheap way to ship goods between the Atlantic and Pacific coasts. The idea to build the Panama canalcame from Vasco Núñez when he discovered the narrow land bridge Isthmus. This patch of land surrounds the now Panama Canal, a passage of water linking the Atlantic and Pacific Oceans. Throughout the 1800s there were many attempts to build a canal connecting these two points, but most failed dramatically.

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Ferdinand de Lesseps

Construction of the Panama Canal. Photo credit: shutterstock

In 1805 Great Britain and the United States negotiated the Clayton-Bulwer Treaty to see who would have rights to the proposed Anglo-American Canal. The plan was to run the canal through Nicaragua, however, the proposed canal never got past the planning stages. It wasn’t until 1880 when the French leader Ferdinand de Lesseps, the builder of the Suez Canal in Egypt, began excavations, that there was any sign a canal would come to be. Unfortunately, fate was not on his side. Ferdinand and his crew faced many tropical diseases such as Yellow Fever and Malaria, and after 9 years had lost over 22,000 men. After this horrific ordeal, the French project went bankrupt and building ceased. 37

President Roosevelt

Workers constructing the Panama Canal. Photo credit: shutterstock

With the French facing a huge debt with nowhere to turn, it was President Roosevelt that offered them a solution. After much debate in the United States about the location of the proposed canal, it was Roosevelt that pushed through the land in Panama that the French has previously been working on. In June 1902, the Spooner Act was signed, and the US purchased the land in Panama from the French for $40 million.

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President Roosevelt discussing about the Panama Canal. Photo credit: shutterstock

At the time of purchase Panama was part of Columbia, so Roosevelt began negotiations with the Columbians to obtain the rights to build the canal. However, Roosevelt has no luck in his endeavors until Panama won its independence from Columbia on the 3rd of November, 1903. After this time, the Panamanians handed over control of the Panama Canal Zone to the United States for the healthy sum of $10 million, plus an annual annuity of $250,000. On the 18th of November that same year, the Hay-Bunau-Varilla Treaty was signed, and the US began work on the Panama Canal.

The United State’s plan was to adopt a stratified workforce, with high-level skilled labor jobs going to white Americans, and the low-level manual labor jobs being given to cheap immigrant workers. They initially chose workers from Spain, Greece and Italy, however, most of these workers were radical militants and were eventually replaced by a British and French workforce.

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George Washington

After all the preparation and mending of the leftover French equipment was complete, George Washington Goethals took over the construction of the canal. He divided the work into three major divisions: Atlantic, Central and Pacific. The work in the Atlantic division was overseen by William L. Sibert, the Central by David du Bose Gillard and the Pacific by Sydney B.Williamson.

Ships moves through the Miraflores Lock of Panama Canal. Photo credit: shutterstock

By 1907, 1 million cubic yards of land were being excavated per month, and at the peak of production a whopping 3 million cubic yards were being moved. Four dams were also being constructed during this time, with lengths between 150m and 2,300 meters, to create the all important Gatun and Miraflores Lakes. The next step in this mammoth construction was the locks. The first lock was built on August 24, 1909 in Gatun. The locks were each made of over 1 million cubic meters of solid concrete, a huge feat at the time of construction.

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Opening of The Panama Canal

The Panama Canal – connection two oceans. Photo credit: shutterstock

Finally, on October 10, 1913, the temporary dike at Gamboa was demolished, officially opening the Panama Canal. The very first ship to sail down the canal was the Alexandre La Valley, an old crane boat from France that was slowly working its way across the Atlantic-Pacific divide during the final stages of construction.

The Panama Canal was an extremely important asset to the United States, both strategically and economically. The canal rendered the Drake Passage and Cape Hornuseless, and cut 7,800 miles off the important shipping route from New York to San Fransisco. A total of 75,000 people worked on the construction of the Panama Canal, and over $375 million was spent to bring this technological marvel to life.

The Panama Canal, the connection between the Atlantic and the Pacific Ocean, is one of the highlight of Panama. Enjoy the remarkable environment of Panama without the hoards of tourists. Explore the rest of Central America during one of our amazing Central America Tours. 

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Evaluation Criteria

Oral presentation construction of the Canal

The students will prepare a chart with the giveng informations about the construction of the Canal, and talk about it.

Tone of voice………………………………………………………5 pts.

Eye contact…………………………………………………………5 pts.

Content………………………………………………………………5 pts.

Chart…………………………………………………..……………10 pts.

Pronunciation…………………………………………..……………5 pts.

Fluency……………………………………………….………………5 pts.

Total……………………………………………………………….. .35 pts.

NATIONALITIES

PANAMA PANAMANIAN

PERU PERUVIAN

ITALY ITALIAN

INDIA INDIAN

JAPAN JAPANESE

KOREA KOREAN

GREECE GREEK

BRAZIL BRAZILIAN

CHINA CHINESE

TAIWAN TAIWANESE

DENMARK DANE

THAILAND THAI

MEXICO MEXICAN

ECUADOR ECUADORIAN

FRANCE FRENCH

GERMANY GERMAN

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WORKSHOP

MATCH THE COUNTRY WITH THE NATIONALITY. WRITE THE CORRECT LETTER ON THE CORRECT NATIONALITY.

REMEMBER THAT IN ENGLISH, NATIONALITIES ARE CAPITALISED.

COUNTRY NATIONALITIES

A. Panama _____________ 1. German

B. Peru ____________ 2. French

C. Italy ____________ 3. Ecuadorian

D. India ____________ 4. Mexican

E. Japan ____________ 5. Thai

F. Korea ____________ 6. Dane

G. Greece ____________ 7. Taiwanese

H. Brazil ____________ 8. Chinese

I. China ____________ 9. Brazilian

J. Taiwan ____________ 10. Greek

K. Denmark ____________ 11. Korean

L. Thailand _____________ 12. Japanese

M. Mexico ____________ 13. India

N. Ecuador _____________ 14. Italian

O. France _____________ 15. Peruvian

P. Germany _____________ 16. Panamanian

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Write the Nationalities

COUNTRY

NATIONALITY

Panama

Peru

Italy

Colombia

Mexico

Ecuador

Brazil

China

India

Korea

France

AFFIRMATIVE STATEMENTS

SINGULAR

PLURAl

EXAMPLE

I am Panamanian

We are Panamanian

I am from Panama

You are Panamanian

You are Panamanian

You are from Panama

He is Italian

They are Italians

He is from Italy/ They are from Italy

She is Greek

They are Greeks

She is from Greece./ Thet are from Greece.

It is my dog

They are my dogs

It is my dog./ They are my dogs.

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PRACTICE

Use am, is, are to complete these sentences.

1. Tomiko ___________ from Japan. She_____ Japanese.

2. Alex__________from Panama. He_____ Panamanian.

3. Mr. And Mrs Kim________from Korea. They____Korean.

4. Henri and Marie______from France. They_____French.

5. Charles______fromthe West Indies. He______West Indian.

6. Ms. Lee_____from Taiwan. She_____Taiwanese.

7. Aristolle________from Greece. He______Greek.

8. Pedro________from Mexico. He_______Mexican.

9. Hansel and Gretel________from Germany. They______Germans.

10.Paolo and Maria_______from Brazil. They______Brazilians.

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FOOD AND NUTRITION

We must eat to live. The importan thing is that we must eat a correct balance of food for our bodies to be healthy. That means we must eat food from the different food groups every day. The food groups are: bread and cereals, fruit and vegetables, meat and dairy, and sweets.

Our body needs protein, vitamins, minerals, and carbohydrates to function well. Some sweets are needed but not as many as most Young people eat. If you eat too many sweets, it can cause problems with your teeth and your general health. If you don’t eat enough fruit and vegetables, it can also make you sick. Many people in Panama suffered and are in the hospital because they do note at a balanced diet.

THe food Pyramid

Each of these food groups provides some, but not all, of the nutrients you need, for good health, you need all of these food groups, as each of them provides some, but not all, of the nutrients you need.

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FOOD VOCABULARY

1. Milk 10. carrot

2. Cheese 11. beef

3. Fish 12. chicken

4. Egg 13. Ice cream

5. Bread 14. candy

6. Rice 15. honey

7. Corn 16. strawberry

8. Pineapple 17. apple

9. Celery 18. Cake

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ACTIVITY

Order the Word in alphabetical order, look up for the spanish meaning, choose 10 words and make a sentence and illustrate the ten words you choose with drawings.

Alphabetical order

Spanish meaning

sentence

illustration

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Rubric

The Students will be able to order the word in alphabetical order, look up for spanish meaning, choose 10 words and make sentence and illustrate the ten words they choose with drawings.

Alphabetical order…………………………. 5 pts.

Spanish meaning……………………………. 5 pts.

Choose 10 words…………………………… 5 pts.

Ten sentences……………………………….. 5 pts.

Illustrate with drawings…………………. 5 pts.

Total………………………………………………..25 pts.

Activity

Draw the food pyramid

The food pyramid

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Food Pyramid Rubric

Pyramid Display

Unsatisfactory (1 pts)

Needs improvement (2 pts)

Satisfactory ( 3 pts)

Excedes satisfactory ( 4 pts)

clarify

Student didn’t putt he pyramid together correctly

Student putt he pyramid together but was poorly made

Student put pyramid together but had gaps and spaces

Student put together pyramid exactly as instructed and in perfect condition.

Colorful, neat, and labeled

Student didn’t make any of the roles of a food chain avaliable to clearly see

Student only made 1-2 of the roles of a food chain available to clearly see.

Student made 3-4 of the roles of a food chain available to clearly see

Student made all the roles of a food chain available to clearly see.

Energy pyramid

Student didn’t add any color to the Project, made no effort towards neatness, and none of the roles of a food chain were labeled with name, and requied serving.

Student was missing two of the criteria listed before (color, neatness, and labeled)

Student was missing one of the criteria listed before (color, neatness, and labeled).

Student included all the criteria listed before (color, neatness,and labeled).

Energy transfer

Student is unable to demonstrate understanding of energy transfer in a food pyramid.

Student i sable to demonstrate understanding of energy transfer in a food pyramid with some errors.

Student i sable to demonstrate understanding of energy transfer in a food pyramid with minimal errors.

Student i sable to demonstrate understanding of energy transfer in a food pyramid.

ORAL PRESENTATION OF FOOD PYRAMID

The students will be able to give information about the food pyramid using the adecuate vocabulary giveng in class.

Eye contact……………………………………………………….5 pts.

Tone of voice…………………………………………………….5 pts

Content……………………………………………………………..5 pts.

Fluency……………………………………………………………….5 pts.

Pronunciation…………………………………………………….5 pts.

Total…………………………………………………………………. 25 pts.

Activity

I- Classify different food from the giveng list and Wright it in the correct group.

Food

Fruits

Vegetables

Meat and seafood

Milk products

Fat and sweets

Bread and cereal

milk

carrot

cheese

beef

bread

fish

Ice cream

chicken

egg

candy

rice

honey

corn

pineapple

strawberry

apple

celery

cake

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Rubric

The Students will be able to classify food words from the giveng list, They will be able to write then in the correct food group and make a menú for themselves for one day.

Classify food words…………………………. 18 pts.

Write them in the correct food group

………………………….……………………………. 18 pts.

Write a menú for yourself for one day. 13 pts.

Total……………………………………………….. 49 pts.

II- Write a menú for yourself for one day.

Menú/ food

breakfast

lunch

dinner

snacks

egg

bread

rice

chicken

milk

pineapple

fish

cheese

juice

lettuce

tomatoe

Ice cream

coffe

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