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August 2020 2 1 MINISTERIO DE EDUCACIÓN DIRECCIÓN DE EDUCACIÓN DE SAN MIGUELITO INSTITUTO RUBIANO NOMBRE DE LA ASIGNATURA INGLÉS TRIMESTRE: I English Self-Instruction Guide GRADO 7° NOMBRES DE LOS PROFESORES MARTINA MARIN TATIANA SOLIS YIMHARA GOFF ERIC CONTRERAS FECHA AUGUST 2020 2 Contenido Topic # 1 Countries and Nationalities.................................................................................................4 What is Nationality?............................................................................................................................. 4 Topic # 2 Verb to Be and Personal Pronouns.......................................................................................8 Topic # 3 Ethnic Groups......................................................................................................................11 What is Ethnicity:......................................................................................................................... 11 Topic # 4 Wh – questions................................................................................................................... 19 Topic # 5 Tourist Attractions in Panama........................................................................................... 21 1. Panama Canal......................................................................................................................22 2 Bocas del Toro among Panama's top tourist attractions...............................................23 3 Coiba Island..........................................................................................................................24 4 San Blas Archipelago.............................................................................................................. 25 5 Santa Catalina......................................................................................................................26 Topic #6 Food Groups........................................................................................................................29 3 Presentation Education is the engine of a society and despite of the difficult times it must continue. Through this instructional guide the student develops a series of activities concerning nationality, ethnic groups, the food pyramid, flora and fauna among others, which will contribute to his/her own learning. General Guide This English guide is to monitor the development of your learning in the English language, for this you need to follow the instructions given in each of the educational units. In addition, it has several teaching resources that will allow you to see the importance at the personal and social level of the English Language. 4 Topic # 1 Countries and Nationalities General Objective To develop the ability to start in your own learning through a didactic guide. Specific Objectives To use vocabulary related to countries and nationalities in context. To identify different communities with presence in our country Achievement Indicators Associates different countries and nationalities with their flags. Makes small prayers about countries and nationalities correctly. What is a country? Social community with a common political organization and its own territory and governing bodies, which is sovereign and politically independent of other communities. What is Nationality? Nationality is the state to which a person who has been born in a particular nation or has been naturalized belongs. It is also the peculiar condition and character of the people and citizens of a nation. Activity 1 Inicio VOCABULARY LOOK AT THE MEANING IN SPANISH OF THESE WORDS IN A DICTIONARY. 1. Nationality 6. Population 2. Country 7. Culture 3. Tradition 8. Communities 4. Language 9. Flag 5. Cuisine Dress 5 Countries and Nationalities Panama Mexico United States Colombia Activity 2 Desarrollo 6 FILL IN THE BLANKS WITH THE NATIONALITY THAT CORRESPONDS TO EACH COUNTRY. Country Nationality 1.Panama ____________________ 2 Colombia _____________________ 3 México ______________________ 4 United States ______________________ 5 Japan _______________________ 6 Canada ________________________ 7 Brazil ________________________ 8 France ________________________ 9 Spain _________________________ 10 China __________________________ 11 Peru ___________________________ 12 Portugal ____________________________ Activity 3 Cierre Write five sentences using vocabulary and nationality. 1__________________________________________ 2__________________________________________ 3 __________________________________________ 4 ____________________________________________ 5 _____________________________________________ 7 VOCABULARY RUBRIC Name: ______________________________ Date: _____________________ Tittle: ______________________________ Grade: ____________________ No. CRITERIA SCORE 1 The meanings and structures are correct. 4 2 The meanings are correct and some mistakes of 3 structures. 3 Some mistakes of meanings and structures. 2 4 The meanings and structures are incorrect. 1 5 No answers 0 8 Topic # 2 Verb to Be and Personal Pronouns General Objectives To analyze the verb to be. Specific Objectives To use the verb to be correctly. Achievement indicator Applies the forms of verb to be Activity 1 Inicio STRUCTURE VERB TO BE / PERSONAL PRONOUNS Personal + Verb to To say where the To say the nationality To ask where the be Person is from person is from person is from Pronouns Where are you from? I am I am from Panama. I am Panamanian. You are Colombian. You are You are from Colombia. Where is he from? He is Pedro is from Jamaica. He is Jamaican. Where is she from? She is Chinese. She is Lorena is from China. We are Canadian. Where are you from? We are Carlos and I are from Canada. You are Carlos and you are from Italy. You are Italian. They are Brazilian. Where are they from? They are Helen and her mother are from Brazil. 9 Examples I am from Panama. You are from Colombia. Pedro is from Jamaica. Carlos and you are from Italy. Activity 2 Desarrollo Complete the sentences with the forms of the verb to be (am, is, are) 1, She ______ from Nicaragua. 2, They ______ friends. 3, He _________ American. 4. We _________ Baseball players. 5. I ________ from Panama. 6. Luisa and Mireya ______ Mexican. 7, My mother ________ a nurse. Cierre Activity 3 Cierre Write ten sentences using verb to be. 1.______________________________________ 2._______________________________________ 3________________________________________ 4________________________________________ 5________________________________________ 6_________________________________________ 7_________________________________________ 8_________________________________________ 9_________________________________________ 10________________________________________ 10 11 Topic # 3 Ethnic Groups General objectives To show respect to Ethnic Groups. Specific objectives To recognize the different ethnic groups in Panama. Achievement indicators Classifies Panama's ethnic groups Identifies the physical characteristics of the different ethnic groups in Panama What is Ethnicity: An ethnicity is a human community that shares a set of sociocultural traits, as well as racial affinities.. Ethnic groups generally have a common origin, as well as a history and tradition that unite them as a people. They transmit from generation to generation their language, their customs, uses, values, beliefs and institutions, as well as the set of artistic expressions that are part of their cultural acquis (music, dance, poetry, etc.). Activity 1 Inicio LOOK AT THE MEANING IN SPANISH OF THESE WORDS IN A DICTIONARY Vocabulary 1. Ethnic group 2. Language 3. History 4. Society 5. Culture 6. Traditions 7. Food 8. Afro-Panamanians 9. Major native groups 10. Shores 11. People 12. Title Reading Comprehension 12 Panama is a multicultural country, where different races and ethnicities converge, it must be borne in mind that when talking about race and ethnicities we mean two totally different concepts. In Panama there are seven ethnic groups: Ethnic Groups and their location The Embera Wounaan are a semi-nomadic indigenous people in Panama living in 13 Darién Province on the shores of the Chucunaque, Sambú, Tuira Rivers and its water ways. The Embera-Wounaan were formerly and widely known by the name Chocó, and they the Embera and Wounaan languages, part of the Choco language family. It is the largest and most populous of Panama's five indigenous regions. It was Created in 1997 from lands formerly belonging to the provinces of Bocas del Toro, Chiriquí, and Veraguas. The capital is known as Buäbti in Guaymí and Llano Tugrí in Spanish. Guna Yala is home to the indigenous people known as the Gunas. Its capital is El Porvenir. “The Guna Yala District was created by Law in 1938, and declared a Reserve in 1957, after the Kunas declared independence during the Dule Revolution in February 1925. Minor native groups: Bri bri 14 The Bri Bri re another indigenous group that live within the Bocas del Toro region of Panama. This group originated in the Talamanca reserve of Costa Rica and some made their way to northern Panama; many Bri Bri, however still live in Costa Rica. The Naso or Teribe people (also Tjër Di) are an indigenous people of Panama and Costa Rica. They primarily live in northwest Panama in the Bocas del Toro Province. There are roughly 3,500 people who belong to the Naso tribe. It is one of the few Native American indigenous groups or tribes that continues to have a monarchy. Other Groups 15 Panama was originally home to a diverse range of Amerindian
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