Ingles 4-6

REPÚBLICA DE PANAMÁ

MINISTERIO DE EDUCACIÓN
DIRECCIÓN NACIONAL DE CURRÍCULO Y TECNOLOGÍA EDUCATIVA

INGLÉS
CUARTO GRADO

2014

JUSTIFICACIÓN

Debido al desarrollo y avances tecnológicos provocados enseñanza y del idioma Inglés para la formación integral
por los cambios económicos, culturales y educativos, el de los (as) estudiantes.
idioma Inglés se ha constituido en el eje central de todas El proceso de aprendizaje de la lengua inglesa desde los
las actividades del mundo productivo y laboral. primeros años proveerá a los (as) estudiantes, de una base
fundamental más exacta y efectiva para una comunicación
En ese marco referencial, esta asignatura del Plan de oral y escrita espontánea, de acuerdo a los desarrollos
Estudio contribuirá a la formación integral del hombre y la culturales, económicos, científicos y tecnológicos de este
mujer del siglo XXI, abriéndoles las puertas a nuevos siglo.
horizontes de oportunidades en todos los ámbitos del
saber, a través de experiencias vinculadas a las disciplinas Hoy en día, las sociedades exigen la habilidad de poder
científicas, humanísticas, técnicas, y tecnológicas; dando comunicarse en inglés. Es importante señalar que estar
como resultado hombres y mujeres capaces de capacitado para comunicarse en inglés ayudará a un buen
desenvolverse con seguridad en los campos más diversos desarrollo profesional, el cual es muy importante en estos
de un mundo globalizado. De allí la importancia de la tiempos de constantes y rápidos cambios.

DESCRIPCIÓN

En términos generales, el Programa de Inglés está El programa de Inglés está elaborado de manera que toma
estructurado por cuatro áreas: HABLAR, ESCUCHAR, LEER Y en cuenta las etapas bio-‐psico-‐sociales del alumno y de la
ESCRIBIR, enfocadas en 9 tópicos genéricos de situaciones alumna. Las actividades de aprendizaje permiten al sujeto
comunes en la vida del (la) alumno(a). Las áreas se pensar, interpretar, crear, valorar, analizar y construir su
desarrollan de manera progresiva con una carga horaria de propio aprendizaje. El proceso de aprendizaje del Inglés se
cinco (5) horas semanales desde inicial a 6º y en 7°, 8° y 9° debe caracterizar como de construcción creativa por parte
cuatro horas semanales. Al principio de cada tópico se del estudiante, con el apoyo de un conjunto de estrategias
hace énfasis en un repaso de los temas y el vocabulario naturales que le permitan organizar este idioma de
desarrollado en los grados anteriores. manera comprensible y significativa, con el fin de producir
mensajes en las diversas situaciones comunicativas.
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En este proceso, los errores que comete el (la) alumno(a) protagonistas de su propio aprendizaje y desarrollar así,
no pueden ser vistos como fallas, sino como evidencia del su espíritu crítico y creativo.
dinamismo que lleva a la comprensión y al dominio
progresivo de dicha lengua como sistema de El docente orientará las experiencias de aprendizaje
comunicación. estructurando actividades apropiadas para tal fin,
tomando en cuenta el desarrollo bio-‐psico-‐social de los
El desarrollo de las destrezas lingüísticas de HABLAR, niños y niñas en esta etapa.
ESCUCHAR, LEER Y ESCRIBIR, en cualquier nivel, deben
contemplarse de manera integrada ya que en la vida El programa está dividido en 9 tópicos genéricos tomando
cotidiana, la mayoría de las actividades requieren las cuatro áreas en forma integrada considerando la
destrezas distintas; por ello no es conveniente aprenderlas secuencia lógica, psicológica y la continuidad del proceso
de manera aislada. Es muy importante que el alumno o de enseñanza aprendizaje. Las experiencias de HABLAR,
alumna descubra que lo que aprende es útil en el ESCUCHAR, LEER Y ESCRIBIR como también de explorar su
momento y también en el futuro. Por ello resulta propio ambiente en otro idioma, les permitirá adquirir
indispensable tener en cuenta condiciones del contexto, confianza en sí mismo, elevará su autoestima, los motivará
principalmente de sus intereses y motivaciones. con el fin de avanzar a su propio ritmo, a través del juego
como método o forma de aprendizaje significativo. El
El carácter innovador de los programas renovados estará idioma en su propio ambiente. No están acostumbrados a
dado por el potencial de transformación, a partir de las escuchar inglés, mucho menos hablar, leer o escribirlo.
concepciones de la humanidad. También en las Por esta razón:
metodologías que se utilicen para estimular tal proceso. El
aporte más significativo en ese sentido es la incorporación • Las actividades sugeridas están en Español para
de actividades que estimulan y canalizan la creatividad, facilitar la planificación del docente.
para permitirles desarrollar su propio proceso de
aprendizaje. • Cada docente debe buscar y utilizar cualquier
material (cuentos, grabaciones, vídeos, MP3, wii, diarios,
El programa sugiere estrategias para seguir aprendiendo, otros) que se encuentren en su comunidad o que consiga
seguir incorporando conocimientos, investigando por su por otra fuente para reforzar la enseñanza del Inglés.
cuenta y aprender a plantear y resolver problemas.
Igualmente, favorece una relación adecuada entre Los Programas de estudio de Inglés para la Educación
profesorado y alumnado, posibilitando que ambos sean Básica General han sido elaborados de manera que
147

tomando en cuenta el desarrollo bio-‐psico-‐social de los
148

respondan a todos los lineamientos que plantea la Los contenidos conceptuales ofrecen al docente aspectos
Transformación Curricular, ofreciendo a los/las estudiantes de uso básico que les facilitará un mejor desarrollo de la
y docentes la oportunidad de construir sus propios temática de acuerdo a la problemática del entorno.
conocimientos y de realimentarse a través de un enfoque
metodológico más activo, participativo y constructivista Para la Educación Básica General se han tomado 9 tópicos
que les permitirá interactuar y desarrollar habilidades con genéricos relacionados con elementos del
respecto a las cuatro áreas básicas de la asignatura Inglés: mismo ambiente del estudiante y de la escuela. Tópicos
HABLAR, ESCUCHAR, LEER y ESCRIBIR. genéricos como Familia, Ecología y Comunidad se
presentan en varias formas o sub temas en cada grado,
según la dificultad del vocabulario y la riqueza de las
experiencias de los (las) alumnos (as) de estas edades.

Los Nuevos Tópicos del Programa de Inglés
Sub Temas Sub Temas Sub Temas Sub Temas

rd
TOPICS 1 st
2 ND
3 4th 5th 6th
1. FAMILY, SCHOOL, • Family i Family • Family iLiving in the i My i Historical
COMMUNITY AND • House • Parts of the • Institutions country and Country sites
COUNTRY. • School, colors house • My the city • Natural
and number • School Community • The community
• Culture and Resources
• Jobs and place traditions • Attractions
occupations
2. PEOPLE, • Greetings, • Feelings • Feelings • Male and • The body • The body
GREETINGS, Introductions • Parts of the • Parts of the female bodies systems system
FEELINGS AND BODYS´ and farewells. body body
S PART • Parts of the
body
• The senses
3. HEALTH, NUTRITION • Kinds of • Healthy • Food Pyramid i Food, energy • Eating i Eatable
AND FOOD food food well parts of
• School some
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PROGRAMA DE CUARTO GRADO
rd
TOPICS 1st 2ND 3 4th 5th 6th
Vegetable vegetable
garden
4.ECOLOGY PLANTS, • Pets, farm i Ocean iGeography i Geography and iContaminati iRural and
ANIMALS animals animals and and land forms land forms on of water, urban
• Plants products air, soil contamination
5. RECREATION i Sports and iEntertainment • Sports i Indoor activities iOther iTourist

(tourism, sports, entertainment • Celebration iOutdoor outdoor attractions in
i Holidays
holidays) activities activities America
6. WEATHER,CLIMATE, iCalendar i Weather iClock, watch iClock, watch iMonetary iMonetary

TIME, NUMBERS, i Adding iNumbers iNumbers iDay, night units
units in
MONETARY UNITS iNumbers in America
Europe and
iMonetary units Asia.
iCool and
hot regions of
Panama
i Common iTransportation iEarly iModern
7. TRANSPORTATION, means of iMeans of transportati forms of
COMMUNICATION Transportation communication on around transportation
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ iMeans of Electronic devices the world .computers,
communication Laptops, mp3, video games,
DVD, mp3’s, DVDs
iPods ‘s

150
rd
iChildren’s iChildren’s iChildren’s iChildren’s
stories. stories. stories, stories,
8. LITERATURE
Legends,
legends, poems poems legends,
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
poems

iElectrical iElectrical i Solar

appliances and items system
9. TECHNOLOGY, -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ i Energy
tools.
ENERGY i Space i Inventions

Los subtemas se relacionan directamente con actividades sugeridas de aprendizaje y evaluación, igual que en todos los otros
programas de la Educación Básica General. También los aprendizajes conceptuales, procedimentales y actitudinales
subyacen en los objetivos específicos, contenidos y actividades.

La organización de los Programas de Inglés sobre los 9 tópicos genéricos permite desarrollar las cuatro (4) destrezas
fundamentales: HABLAR, ESCUCHAR, LEER, HABLAR.

151

OBJETIVOS GENERALES DE LA ASIGNATURA

• Lograr que el idioma Inglés sea un instrumento para • Utilizar el idioma extranjero para comunicarse con el (la)
contribuir al desarrollo individual y colectivo docente y otros estudiantes.
permitiéndoles servir a nuestra sociedad y nación. To utilize the foreign language to communicate with the
To make the English Language an instrument that help teacher and classmates.
students which can contribute to be capable of serving
our society and nation. • Aumentar las destrezas semánticas.
To increase semantic skills.
• Adquirir destrezas lingüísticas básicas que permitan
comunicarse en forma oral. • Mostrar valores morales, culturales, sociales y
To acquire basic linguistic skills to communicate orally. familiares.
To manifest moral, cultural, social, and family values.
• Adquirir vocabulario básico y común en inglés.
To Acquire basic vocabulary of everyday English. • Adquirir en forma inductiva conocimientos gramaticales
esenciales para la expresión oral y escrita, en forma
• Desarrollar habilidades y destrezas que permitan utilizar correcta.
el idioma Inglés en forma creativa. To inductively acquire grammatical knowledge, oral and
To develop abilities and skills to use the English writing skills.
Language creatively.
• Adquirir conocimientos lingüísticos básicos del idioma
• Mostrar interés en el proceso de aprender y inglés que les permita la comunicación fluida, efectiva y
comprender el uso de un idioma extranjero con comprensiva dentro del entorno en que se
métodos innovadores. desenvuelven encaminándose por el mundo de la
To manifest interest in learning and understanding the competitividad para incorporarse al
usage of a foreign language through innovative To acquire basic linguistic knowledge this will permit a
methods. fluent, effective and compressive communication.

152

OBJETIVOS PARA CUARTO GRADO
FOURTH GRADE OBJETIVES

1. Construir de patrones de vocabularios básicos. 3. Confeccionar párrafos cortos.
To make building basic vocabulary patterns. To make short paragraphs

4. Demostrar capacidad de lectura y compresión
To demonstrate ability in reading and
2. Escribir con creatividad de acuerdo a situaciones comprehension.
cotidianas.
To write creatively according to daily situations. 5. Practicar el idioma inglés a través de juegos y
actividades variadas.
To practice the English language through different activities.

.

153
1. FAMILY, SCHOOL, COMMUNITY AND COUNTRY

• Use appropriate vocabulary to talk about country and city traits.
• Expresses ideas, thoughts, emotions, opinions, creations
• Use the language to resolve a common situation and interact in a multicultural context.
• Request basic information about living in the country and cities.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
CONCEPTS PROCEDURE ATTITUDE INDICATORS
ACTIVITIES
1.1.Living in the country and 1.1 I dentifying v ocabulary 1.1. S howing r espect 1 .1. L ists k ey w ords a nd 1.1. Answers to the
the city about the topic. toward peers’ phrases about the teacher’s
participation about topic. exploratory
• Family Life style - Recognizing main and key their families,
questions on the
• Customs information on country culture, language, - Describes orally
and city traits. and nationalities his/her hometown topic.
• Food
(locations, food,
Grammar - Lists and illustrates
- Listing types of local/ -‐ Demonstrating festivities and
regional foods and their vocabulary about
• Adjective empathy to others others).
characteristics. city and country
• Comparative cultures and
life traits.
• Superlative - Asking for and giving traditions. - Recognizes concepts

• Nouns information on cities and and definitions
- Talks about his/her
-‐ Singular / Plural country sides. - Developing a sense related to hometown
hometown.
Questions words ( of belonging festivities and food.
•
What, Why, Where, How) - Exchanging basic and awareness to
- Writes sentences
The country side is more information on preserve cultural - Writing sentences
hometown’s main
comparing city and
identity. comparing life in the
peaceful than the city. festivities. country side.
city and the country.
- Role plays about
The city is the best place to - Showing interest
the differences and
about Panamanian - Role plats situations
live similarities
culture. related to country
between cities and
and city life.
154
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
country sides.
1.2 The community places 1. 2. Listing words and 1.2. Locates places in the
phrases for vocabulary 1.2. Caring for the community. 1.2. Brainstorms
• School information. promotion of about the places in
• Health Center institutions in the - Asks and answers his/her community.
• Government - Recognizing concepts community. questions of the
Institutions and definitions related importance of - Shares information
Recreational Sites to community and - Keeping and institutions in his /her about the places in
Others places. diffusing the value of community. the community.
Grammar Institutions for
people of the - Recognizes - Talks about the
-‐ Simple and - Identifying names and community. hometown’s function of each
Progressive tense characteristics of institutions and institution in the
-‐ Yes / no institutions and - Developing a sense recreational places. community.
Questions recreational sites of belonging
-‐ Short Answers and awareness of - Exchanges information - Visits places in
-‐ Adverbs of - Asking for and giving the community. about his/her his/her community
-‐ Place information on the role community places. and makes reports
-‐ Time of institutions in the - Showing respect to about their
-‐ Frequency community. government / importance.
-‐ Is she working in institution
the mall? - Describing the role of authorities. - Makes collage
-‐ Yes, she is. No, different institutions in describing the
she isn´t the community. community places.

- My father usually works
eight hours in the
police station.

155
2.PEOPLE; FEELINGS AND BODY PARTS

• Recognize oral and written language associated with people, feelings and parts of the body.
• Generate messages concerning to people, feelings and body parts. by producing comprehensive oral and written discourse in
order to communicate
• Acquire vocabulary and grammar structures to maintain productive studies and work.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
2.1.MALE AND FEMALE 2.1. Identifying the 2.1. Showing interest to 2.1. Clearly identifies the 2.1. Lists vocabulary
BODIES different parts of male know the human different parts of the terms about the
and female body. body. body from diverse topic.
• Sexual differences
oral input.
Grammar - Recognizing the sexual - Openly and -‐ Illustrates
differences between respectfully talking -‐ Successfully vocabulary terms
• Wh questions males and females. about male and recognizes sexual related to male
• Nouns female body. differences / and female bodies.
• Adjectives - Scanning specific similarities.
• Verb have / has information male and - Accepts body - Traces his/her
• Short answer female similarities and differences as part - Listens to audio classmate
Comparatives differences. of his/her identity. sources associating silhouette and
vocabulary and labels each one of
-‐ Talking about male and - Demonstrating expressions. them as the
female differences awareness to sexual teacher asks
differences. -‐ Correctly and questions.

coherently asks and

talks about male and - Presents an oral
and written report
female bodies.
about male and
female differences
and similarities.
156
3.HEALTH, NUTRITION AND FOOD

• Produce spoken and written language by using the acquired vocabulary and structures in order to communicate ideas related to
food values.
• Recognize oral and written language related to healthy eating habits, exercising and sports, as well as the use of imperatives in
the context of daily life activities in order to communicate with peers and others.
• Value and diffuse the importance of healthy habits to achieve personal wellbeing.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
3.1 FOOD AND VALUES 3.1 Identifying 3.1 Emphasizing the 3.1 Successfully 3.1 Labeling different
• Food Pyramid vocabulary related to importance of identifies vocabulary activities for food
• Nutritional values healthy f ood a nd nutrition and related to and values.
eating habits. healthy habits to healthy food and

improve the quality good eating habits. - Draws and labels
Grammar - Exchanging specific of life. - Extracts specific different
• Simple present information on information on foods, kinds of food.
• Adverb of frequency foods, eating habits, - Promoting a positive eating habits.
• Comparative exercising, attitude - Writes sentences
and sports from toward food and - Effectively skims a about
adjectives
different sources. values. text on healthy eating habits.
• Yes – no questions habits.
• Information - Classifying foods by - Working on - Classifies foods in - Creates ads
questions pyramid. academic tasks with the different about healthy
• Measures creativity. categories with habits
• Count / non count -‐ Expressing ideas about correct spelling.
nouns food and values using - Draws and labels
the simple present kinds of food in the
tense. food
pyramid with
creativity.
157
4.ECOLOGY; PLANTS AND ANIMALS

• Interpret oral and written language related to the protection of endangered animals by reading and listening to different
sources in order to accomplish the usage of the target language in an adequate way.
• Produce oral and written language related to endangered animals by using the learned vocabulary and structures in
order to communicate effectively and correctly with others.
CONTENTS
ACHIEVEMENT SUGGESTED ASESSMENT
CONCEPTS PROCEDURE ATTITUDE INDICATORS ACTIVITIES
4.1. ENDANGERED 4.1. Identifying 4.1.. Being aware of the 4.1. Lists the different 4.1. Brainstorming about
ANIMALS vocabulary importance of endangered animals the endangered
related to protecting the in Panama. animals in Panama.
• Habitat endangered animals environment. - Lists vocabulary terms
• Prevention i n d ifferent s ources. - Shares information about the
- -‐ Valuing the about preservation of endangered species in
Grammar
- -‐ Listening and listing importance to endangered animals. Panama.
• Yes/no questions the f actors t hat c ause protect endangered - Recognizes contrast, - Creates booklet,
endangered animals. animals. cause and effect of pamphlet with
• Prepositions of
ideas related to health recommendations to
place - -‐ Describing factors that - -‐ Showing respect and matters and save endangered
• Wh questions cause endangered care for endangered environmental issues animals in our
• Adjectives animals situations. animals. in different audio country.
sources.
-‐ Showing contrast - - Actively diffusing and - Correctly uses the - Elaborates portfolio
between i deas a nd participating in grammar structure to organize the
opinions about preserving to describe the information
endangered animals. endangered animals endangered animals about the endangered
habitat. activities in our animals problems and
country. solutions.

158
5.RECREATION
• Socialize decisively the practice of leisure time activities as a means to preserve physical and mental health as well as to
boost cultural growth
• Interpret sport activities in order to fulfill communication needs.
• Produce sport activities in order to exchange ideas in the target language.
CONTENTS
ACHIEVEMENT SUGGESTED ASESSMENT
CONCEPTS PROCEDURE ATTITUDE INDICATORS ACTIVITIES
5.1 Sports in my 5.1.. Identifying 5.1. Appreciates how 5.1. Identifies 5.1. Brainstorms about
community. vocabulary hobbies and sports vocabulary related to his/her favorite sports.
related to exercising help us to improve the practice of
Grammar and sports in different our health sports. - Writes sentences using
sources. the possessive
• Subject pronouns - Emphasizing the - Describes sports in pronouns.
- Recognizing importance of sport his/her community to
• Possessives vocabulary related to to improve of his/her promote healthy - Makes a bulletin board
pronouns sports and fitness quality of life. habits. with different sport of
activities in texts the community.
• Wh - -‐ Promoting a positive -‐ Asking for and giving
questions(who, what, - T alking a bout attitude toward the information of sports - Prepares a speech of
exercise and sports practice of sports in his/her his/her favorite sport.
where)
around the world. and fitness activities. community.
- What is a common - Makes a sport corner
- Labeling different -‐ Interacting with and prepares posters
sport in your
sports and activities. respect when about sports
community? practicing sports in in his/her community.
his/her community. - Talks about sports in
It is soccer
his/her community.

159
6.WEATHER, CLIMATE, TIME, NUMBERS AND MONETARY UNITS

• Understand both oral and written language related to weather, climate, time and numbers in order to learn the
importance of them in our daily life.
• Produce oral and written language related to weather, climate, time and numbers in order to establish communication
about these topics.
• Get acquainted with the role of weather, climate and time and how they affect our life.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
6.1. Climate 6.1.Identifying 6.1. Value the 6.1 Identifies the 6. 1 Classifies daily
• Weather vocabulary related to importance of the different seasons by activities according to
• Seasons the climate. weather and how it expressions given. the weather.
affects our health and
o Disasters’ prevention
activities. -‐ Expresses orally by - Writes short
Grammar -‐ Recognizing different
answering questions sentences using
Opposite situations related to
• -‐ Take care of nature about the climate. action verbs.
the climate.
• Simple present to preserve the ozone - Asks questions

• Action verbs layer -‐ Talks and compares using wh-‐
-‐ Exchanging questions.
the weather and
• Wh-‐questions information about the
- Participating in oral seasons in our
• Subject pronouns climate. - Makes schedule
exchanges actively. country.
- What are the with daily

characteristics of the - Describing the activities that
- Developing - Recognizes the
relationship between have to deal with
spring season? awareness of the importance of
weather and seasons. disasters’
The weather is cool. value of climate in disasters’
prevention.
The leaves on the trees our daily life. prevention.
-‐ Listing items that deal - Sing a song about

are green. with disasters’ the climate.
prevention

160
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
6.2. Numbers 6.2. Listening and listing 6.2. Showing 6.2. Establishes 6.2. Brainstorms
• Cardinals the cardinal appreciation about differences between writing a list of
o Subtractions numbers. the importance of cardinals and ordinals cardinal numbers
using the numbers numbers. given.
o Addition
- Discriminating in our daily life
Grammar numbers in different activities. -‐ Elaborates short - Solves Math
• How much?=How many? sources. sentences using wh-‐ problems on the
• Wh question (what, -‐ Valuing the use of questions. board working as
which, who) - Identifying addition and a team work in
• Short questions and vocabulary related to subtraction for -‐ Demonstrates the classroom..
Math operations. subtraction and
answers his/her daily
addition abilities - Develops a Math
- Talking about prices success. using the vocabulary activity using
using how much and given.. paper chain
how many. -‐ Being interested in pattern.
classmates’ -‐ Elaborates a bulletin
participation using board demonstrating - Constructs
short questions numbers for each picture cards to

and answers, item. develop a story

using how much
and how many.

- Recite a poem
based on the
numbers.

161
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
6.3. The time 6.3. Recognizing the time 6.3. Listening .6.3. Recognizes the 6.3 Brainstorms
• Clock /watch in English. attentively to difference between counting the
classmates and clock and watch. numbers aloud
• Daily activities
- Associating time teacher identifying from 1 to 100.
• Schedule expressions to the time. - Elaborates schedule
Grammar different moments of based in daily - Explains the
• Then, next, finally the day. - Asking and activities. difference
• Auxiliaries do – does answering between clock
- Recognizing the use questions using the - Appropriately asks and watch.
• Wh questions
of prepositions of auxiliary verbs. and answers
- What time does she time. questions dealing - Makes schedule
practice soccer? -‐ Interprets with daily routines with daily
- Asking and telling information from a and habits. activities.
the time. clock using the
time. - Displays
- Sharing information - Infers and writes language support
about daily routines -‐ Encourage peers to numbers through posters with the

and habits. develop daily different activities names of the
activities using the related to time. numbers/time.
- Telling the frequency time/schedule.
of some habitual - Recognizes the use - Asks and answers
activities. of do and does in questions about
listing hobbies and short sentences. time and daily

recreational
activities.
activities.

- Writing short

descriptions of daily

routines.

162
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
6.4. Monetary Unit 6.4. Identifying 6.4. Developing 6.4. Identifies vocabulary 6.4. Brainstorms
vocabulary related to awareness of the value related to monetary units. vocabulary about
• Equivalences
monetary units. of money. monetary units.
• Solve problems 4.2 Tells prices from

Grammar pictures of clothes and
4.2 Recognizing 4.2 Participating in oral 4.2 Presents an oral
• Verb have – has equivalences related to exchanges related to accessories with their and written report of
• Information words monetary units in texts monetary units corresponding price tags. equivalences related
actively. to monetary units.
• How much – how many
4.3 Exchanging 4.3 Writes down the
• Additions – subtractions prices of different goods 4.3 Asks and answers
information about 4.3 Being interested in
• Nouns monetary units. from oral sources.
handle monetary units questions about
• Verb be appropriately prices of some goods.
- How much are the 4.4 Asking for and telling 4.4 Demonstrates how
sneakers? prices. to solve Math problems 4.4 Role plays going
4.4 Becoming aware of
related to monetary shopping and solves
the importance of
units when he/she goes Math problems
monetary units in our
shopping. related to the topic.
daily life.

163
7. TRANSPORTATION AND COMMUNICATION

• Recognize oral and written language related to transportation and communication by listening to peers, teachers, audio
sources and reading texts in order to communicate ideas in the target language.
• Produce oral and written discourse by using the learned vocabulary and grammar structures
in order to successfully request and express ideas about transportation and communication in the target language.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
7.1. Transportation 7.1 Identifying means of 7.1 Evaluating the 7.1 Identifies the 7.1 Brainstorms about
• by air transportation in importance of the different types of vocabulary of
different sources. means of means of means of
• by land
transportation transportation. transportation.
• by water
- Recognizing the
o occupations means of - Promoting the safe - Recognizes the -‐ Discusses about
o importance transportation by and means of transportation in
Grammar air, by land and by responsible use of transportation by his/her community.
water. means of air, by land and by
• Preposition of place
transportation. water. -‐ Writes a short
• Wh questions
- Sharing information report of different
• Comparatives / of the means of - Promoting respect -‐ Creates short types of means of
superlatives transportation in for the sentences using the transportation.
• Demonstratives his/her community. people serving in preposition of place
• Adjectives the community. and time. -‐ Talks about his/her
- Writing short favorite mean of
• What is this?
sentences about - Elaborates plans for transportation.
This is a boat.
transportation using a safe and
• Where is the boat? prepositions of responsible means
The boat is in the water. place. of transportation.

164
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
• Who sail the boat? - Talks about the

The sailor. means of
transportation.

7.2. Identifying 7.2. Valuing the 7.2. Identifies the 7.2. Lists vocabulary
7.2 Communication importance of vocabulary related terms about
vocabulary related
o Importance to the means of communication in to the means of communication.
o Usage communication. our daily life. communication.
Grammar -‐ Illustrates
- Sharing information - Promoting the - Correctly vocabulary terms
• Possessive adjectives
about the usage of correct usage of the pronounces and related to the
• Verbs means of describes means of
means of means of
• Adverbs of frequency communication. communication communication. communication.
Writing a short
paragraph about - Showing acceptance - Talks about the -‐ Constructs
communication of errors as part of importance of the sentences related
using the grammar the learning means of to communication
in context. process. communication. using the grammar
in context.
- Exchanging - Writes a short
paragraph about -‐ Makes a poster
information about
the importance and about the means of
the importance of
usage of means of communication
the means of
communication. and describes it
communication.
orally.

165
8. Literature
• Understand oral and written language related to literature by listening to and reading different sources in order to improve this
habit.
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
8.1. Literature 8.1 Answering questions 8.1 Shows respect for 8.1 Interprets different 8.1 Discusses
• Short stories about the literature different literary texts in past tense. vocabulary related
• Poems given. expressions. to the readings.
-‐ Analyzes parts of
• Fables
-‐ Identifying the main - Participates with literary text. -‐ Written test of
o Analysis reading
ideas of the poem, enthusiasm in role-‐
o Dramatization -‐ Recognizes the parts comprehension
song or story given. plays, dramas, and
Grammar songs. of speech. using the past
• Wh questions -‐ Exchanging tense.
Information about -‐ Promoting the habit -‐ Elaborates
• Nouns
the literature given of reading and use paragraphs using -‐ Answers questions
• Parts of speech grammatical about the stories.
in past tense. different literary
• Past tense structure in past
tools for own
- Who are the main success. tense to summarize -‐ Oral presentation
- Dramatizing short
characters of the story? a short story. of poems or songs.
stories and songs.
- What is the message
- Dramatizes short -‐ Role plays short
of the fable?
plays of studied stories.
When did the story take
texts.
place?

166
9. Technology and Energy
• Produce spoken and written discourse related to technology and energy by using concrete vocabulary and functions in order to
fulfill intended communication needs in the target language.
• Value the importance of learning English by participating actively in class and working cooperatively with classmates in order to
consolidate his/her knowledge of the language and the world.

CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
9.1 The solar System 9.1 Identifying specific 9.1 Valuing the 9.1 Identifies the 9.1 Brainstorming
• Planets information about importance of the vocabulary related to about the solar
the solar system in solar system. the means of system.
• Relationship with the communication.
different sources.
Earth - Recognizes the
- Showing - Lists vocabulary
planets and their
- Describing the solar appropriate use of relationship with the
terms related to
Grammar system features. comparatives and the solar system.
Earth.
• Comparatives/ superlatives when -‐ Shares information
Superlatives - Exchanging interacting with about the topic. -‐ Answers
• What – where information about other people. questions about
the planets using -‐ Writes short a the planes and
• Preposition of place - Working on academic
comparatives and paragraph about the their relation with
superlatives. tasks with creativity. solar system using the Earth.
comparatives and
- Shows appreciation - Makes a bulletin
superlatives.
for the universe. board, booklet or
-‐ Talks about the solar poster about the

system using different topic and explains

sources. it orally.Makes a
chart about
167
CONTENTS SUGGESTED
ACHIEVEMENT
ASESSMENT
ACTIVITIES
9.2 Technology 9.2. Identifying 9.2 Appreciating the 9.2. Uses related 9.2 Lists the electrical
• Electrical appliances vocabulary about advantages that we vocabulary to appliances he/she
• Inventions electrical appliances. have through electrical appliances. knows.
technology.
o Usage -‐ Says which
- Naming electric - Recognizes the
o Importance appliances in - Stress the importance and appliances are
his/her house. importance of usage of electrical used at home,
Grammar electrical inventions appliances. school, and in an
- Reading about for the human office.
• Simple past
• Demonstratives important electrical development. - Distinguishes the
-‐ Does written test
inventions for our advantages and
• Verbs with technological
comfort - Showing interest in disadvantages of
vocabulary.
. constant practice to using technology.
- Illustrating and polish -‐ Illustrates and
labeling home pronunciation. - Writes and labels electrical
appliances. presents a dialogue appliances.
about technology.
-‐ Talking about -‐ Talks about his/her
his/her favorite -‐ Distinguishes the favorite electrical
electrical appliance. use of appliance using
demonstratives. different sources.
168
BIBLIOGRAPHY

Logman english Grammar, new York: Longman Singapore Publisher Ltd.
ALEXANDER, L. G. 1988

ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and
Company, 1995.

BENNETT, Barrie Bennet-‐Rolheiser Carol, Stevahn, Laurie. Cooperative Learnig, Toronto, Ontario: Educational Connections, 1991

BINNDER SCOTT, Louise and others Learning Time with Language Experiencies for Young Children, New
York: McGraw-‐Hill, 1988.

KANYON, John, F. Sloat Barbara, Torrey, Maryann. Fundamentals of English, New York: National Publisher’s, 1987.

NASH ROSE, Resnick, Melvin C.; Sousa de, Roberto. Comparing English and Spanish, Patterns in Phonology and
Orthography San Juan Puerto Rico: Regents Publishing Company, Inc.
1995.

RICHARDS, Jack C., Lockhart, Charles, Reflective Teaching in Second Classrooms, New York: Cambridge
University Press, 1994.
169
DOCENTES COLABORADORES EN LA ELABORACIAÓN DEL PROGRAMA
MITZI M. MARÍN
IRMA PAZ
JUAN AGUILAR
YARIELIS I. GARCÍA M.
CARMEN PILE
ROSA MENA
PATRICIA MCLEAN
ANA ROSA TRUQUE
CORRECCIÓN DE TEXTO
ANA MARÍA DÍAZ
170
INGLÉS
QUINTO GRADO
2014
125
JUSTIFICACIÓN
Debido al desarrollo y avances tecnológicos provocados enseñanza y del idioma Inglés para la formación integral
por los cambios económicos, culturales y educativos, el de los (as) estudiantes.
idioma Inglés se ha constituido en el eje central de todas El proceso de aprendizaje de la lengua inglesa desde los
las actividades del mundo productivo y laboral. primeros años proveerá a los (as) estudiantes, de una base
fundamental, mucho más exacta y efectiva para una
En ese marco referencial, esta asignatura del Plan de comunicación oral y escrita espontánea, de acuerdo a los
Estudio contribuirá a la formación integral del hombre y la desarrollos culturales, económicos, científicos y
mujer del siglo XXI, abriéndoles las puertas a nuevos tecnológicos de este siglo.
horizontes de oportunidades en todos los ámbitos del
saber, a través de experiencias vinculadas a las disciplinas Hoy en día, las sociedades exigen la habilidad de poder
científicas, humanísticas, técnicas, y tecnológicas; dando comunicarse en inglés. Es importante señalar que estar
como resultado hombres y mujeres capaces de capacitado para comunicarse en inglés ayudará a un buen
desenvolverse con seguridad en los campos más diversos desarrollo profesional, el cual es muy importante en estos
de un mundo globalizado. De allí la importancia de la tiempos de constantes y rápidos cambios.
DESCRIPCIÓN
En términos generales, el Programa de Inglés está El programa de Inglés está elaborado de manera que toma
estructurado por cuatro áreas: HABLAR, ESCUCHAR, LEER Y en cuenta las etapas bio-psico-sociales del alumno y de la
ESCRIBIR, enfocadas en 9 tópicos genéricos de situaciones alumna. Las actividades de aprendizaje permiten al sujeto
comunes en la vida del (la) alumno(a). Las áreas se pensar, interpretar, crear, valorar, analizar y construir su
desarrollan de manera progresiva con una carga horaria de propio aprendizaje. El proceso de aprendizaje del Inglés se
cinco (5) horas semanales desde inicial a 6º y en 7°, 8° y 9° debe caracterizar como de construcción creativa por parte
cuatro horas semanales. Al principio de cada tópico se del estudiante, con el apoyo de un conjunto de estrategias
hace énfasis en un repaso de los temas y el vocabulario naturales que le permitan organizar este idioma de
desarrollado en los grados anteriores. manera comprensible y significativa, con el fin de producir
mensajes en las diversas situaciones comunicativas.
126
tomando en cuenta el desarrollo bio-psico-social de los
127
En este proceso, los errores que comete el (la) alumno(a) Los contenidos conceptuales ofrecen al docente aspectos
no pueden ser vistos como fallas, sino como evidencia del de uso básico que les facilitará un mejor desarrollo de la
dinamismo que lleva a la comprensión y al dominio temática de acuerdo a la problemática del entorno.
progresivo de dicha lengua como sistema de
comunicación. Para la Educación Básica General se han tomado 9 tópicos
que les permitirá interactuar y desarrollar habilidades con genéricos relacionados con elementos del
respecto a las cuatro áreas básicas de la asignatura Inglés: mismo ambiente del estudiante y de la escuela. Tópicos
HABLAR, ESCUCHAR, LEER y ESCRIBIR. genéricos como Familia, Ecología y Comunidad se
presentan en varias formas o sub temas en cada grado,
según la dificultad del vocabulario y la riqueza de las
experiencias de los (las) alumnos (as) de estas edades.

rd
TOPICS 1 st
2 ND
3 4th 5th 6th
1. FAMILY, SCHOOL,  Family  Family  Family Living in the  My  Historial
COMMUNITY AND  House  Parts of the  Institutions country and Country sites
COUNTRY.  School, colors house  My the city  Natural
and number  School Community  The community  Culture and Resources
 Jobs and place traditions  Attractions
occupations
2. PEOPLE,  Greetings,  Feelings  Feelings  Male and  The body  The body
GREETINGS, Introductions  Parts of the  Parts of the female bodies systems system
FEELINGS AND BODYS´ and farewells. body body
S PART  Parts of the
body
 The senses
3. HEALTH, NUTRITION  Kinds of  Healthy  Food Pyramid  Food, energy  Eating  Eatable
AND FOOD food food well parts of
 School some
128
PROGRAMA DE QUINTO GRADO
rd
Vegetable vegetable
garden
4.ECOLOGY PLANTS,  Pets, farm  Ocean Geography  Geography and Contaminati Rural and
ANIMALS animals animals and and land forms land forms on of water, urban
 Plants products air, soil contamination
5. RECREATION  Sports and Entertainme  Sports  Indoor activities Other Tourist

(tourism, sports, entertainment  Holidays  Celebration Outdoor outdoor attractions in
holidays) activities activities America
6. WEATHER,CLIMATE, Calendar  Weather Clock, watch Clock, watch Monetary Monetary

TIME, NUMBERS,  Adding Numbers Numbers Day, night units units in
MONETARY UNITS Numbers in America Europe and
Monetary units Asia.
Cool and
hot regions of
Panama
 Common Transportation Early Modern
7. TRANSPORTATION, means of Means of transportati forms of
COMMUNICATION Transportation communication on around transportation
---------------- ---------------- Means of Electronic devices the world .computers,
communication Laptops, mp3, video games,
DVD, mp3’s, DVDs
ipod ‘s
144
rd
Children’s Children’s Children’s Children’s
8. LITERATURE
Legends,
legends, poems legends,
--------------- ----------------- poems
poems
Electrical Electrical  Solar

appliances and items system
9. TECHNOLOGY, ----------------- ---------------- -----------------  Energy
tools.
ENERGY  Space  Inventions
programas de la Educación Básica General. También los aprendizajes conceptuales, procedimentales y actitudinales
subyacen en los objetivos específicos, contenidos y actividades.
La organización de los Programas de Inglés sobre los 9 tópicos genéricos permite desarrollar las cuatro (4) destrezas
fundamentales: HABLAR, ESCUCHAR, LEER, HABLAR.
144
OBJETIVOS GENERALES DE LA ASIGNATURA
 Logra que el idioma Inglés sea un instrumento para  Utiliza el idioma extranjero para comunicarse con el(la)
contribuir al desarrollo individual y colectivo docente y otros estudiantes.
permitiéndoles servir a nuestra sociedad y nación. To utilize the foreign language to communicate ith the
To make the English Language an instrument which can teacher and classmates.
contribute to be capable of serving our society and
nation.  Aumenta las destrezas semánticas.
To increase semantic skill.
 Adquiere destrezas lingüísticas básicas que permitan
comunicarse en forma oral.  Muestra valores morales, culturales, sociales y
To acquire basic linguistic skills to communicate orally. familiares.
To manifest moral, cultural, social, and family values.
 Adquiere vocabulario básico y común en inglés.
To Acquire basic vocabulary of everyday English.  Adquiere en forma inductiva conocimientos
gramaticales esenciales para la expresión oral y escrita,
 Desarrollar habilidades y destrezas que permitan utilizar en forma correcta.
el idioma Inglés en forma creativa. To inductively acquire gramatical knowledge, essential
To develop abilities and skills to use the English for mercado laboral. correct and or writing expression.
Language creatively.
 Adquiere conocimientos lingüísticos básicos del idioma
 Muestra interés en el proceso de aprender y inglés que les permita la comunicación fluida, efectiva y
comprender el uso de un idioma extranjero con comprensiva dentro del entorno en que se
To manifest interest in learning and understanding the competitividad para incorporarse al
usage of a foreign language through innovative To acquire basic linguistic knowledge wich will permit a
methods. fluent, effective and compressive communication
environment toward a competitive world to be
incorporated to the labour market.
144
OBJETIVO PARA QUINTO GRADO

FIFTH GRADE OBJECTIVES
1. Estimular la comprensión de las reglas de pronunciación, To enhance English practice self esteem through active
entonación y ritmo. participation, in the classroom and out of the school.
To stimulate the understanding of the basic rules of
pronunciation, intonation, and rhythm. 4. Participar en actividades divertidas y juegos con
instrucciones en inglés.
2. Promover la confianza en sí mismos (as) para un mejor To participe in game activities developed in English.
rendimiento dentro y fuera del aula.
To enhance the students self confidence so they can 5. Propiciar el aprendizaje cooperativo entre los /las alumnos
perform well in and out of the classroom. (as) maestros (as) y otros (as) docentes.
To propitiate cooperative and interactive learning among
3. Estimular la autoestima del alumno (a) mediante una students and teachers.
participación activa en la práctica del inglés en el aula y
fuera de la escuela.
144
1. FAMILY, SCHOOL, COMMUNITY AND COUNTRY
LEARNING OBJECTIVES:
 Compare the similarities and the differences among people, including their beliefs, knowledge, changes, values, and tradition.
 Explore the elements of society to develop an appreciation of and respect for the variety of human cultures.
CONTENTS PROGRESS / SUGGESTED

ACHIEVEMENT ASESSMENT
CONCEPTS PROCEDURES ATTITUDES
INDICATORS ACTIVITIES
1- My Country  Classifying words  Appreciating the The student:  Elaborating a

related to ethnicity, inheritance Pictionary with the
 People and culture. culture of the  Classifies in a chart the vocabulary,
- ethnics vocabulary about
different ethnic definitions and
- culture ethnicity and culture.
-Places
groups in the sentences
 Identifying the society. (ethnicity, culture).
different ethnic
groups that exist in  Describes customs,
Grammar Panama.  Being conscious celebrations, and  Writing a short
of the impact traditions of paragraph about
 Relative pronouns that each ethnic Panamanian ethnic the ethnic group
 Simple present  Making a chart about group has groups. selected.
 Short answers the relevant aspects marked in the
 Object pronouns of each ethnic group. society.
 Lists the contributions  Presenting
of the ethnic groups to orally the list of
 Elaborating an the society using contributions done
interview for simple present and about ethnic
important people of relative pronouns. groups.

the ethnic groups  Writes a short  Performing orally

selected using questionnaire to an interview in
grammar learned. perform to a person of class with a
an ethnic group using partner.
grammar learned.  Presenting orally
The student: the sentences
illustrated about
holidays.
 Enumerating the  Writes sentences
holidays of Panama about the activities  Explaining
according to each  Showing interest done in the different regional foods in
month. in the culture and holidays using there is front of the class.
traditions of / are, adjectives, and
Panama. nouns.
 Identifying regional  Presenting the
foods about the pamphlet about
2- Culture and traditions different provinces. Appreciation of  Describes the regional historic sites in
regional food in foods brought to the written or oral
 Holidays
order to maintain classroom. way.
 Regional food  Investigating historic
 Historic sites the traditions.
sites of the
 Handicrafts community or  Designs a pamphlet  Talking about a
province. about historic sites of handicraft
Grammar the community or designed.
province.
 Simple Present
 Describing a
Tense handicraft step by  Creating a bulletin
144

 There is / are step selected.  Writes the description board about

 Adjectives of the handicraft. culture and
 Nouns traditions using the
 Yes / no selected works
questions done.
 Modals: can,
may, should.
- There are many interesting

historical sites in my country.
- There are many beautiful

handcrafts in our country.
144
2. PEOPLE; FEELINGS AND BODY’S PARTS

 Explore the needs of the human body by explaining the importance of good health in relationship to the body.
 Understand the functions and care of the circulatory and respiratory systems, its structure, and its organs.

1-THE BODY SYSTEMS  Identifying  Becoming familiar The student: Labeling the parts
features (parts) and with the major of the respiratory
 Circulatory functions of the components of the  Completes on an and circulatory
system activity sheet
respiratory and circulatory and systems on an
 Respiratory features (parts) and activity sheet.
circulatory systems. respiratory systems
system functions of the
and their functions.
respiratory and
 Explaining the circulatory systems. Presenting the
Grammar
function of the  Gaining an function of the
 Wh questions diaphragm in appreciation for the diaphragm in
 possessives respiration in a complex functions  Creates a poster written or oral
 Yes/No paragraph of no less of the various with the function of way. For example,
questions than 4 complete body systems. the diaphragm in when the
sentences to include respiration. diaphragm
the terms "expand", Illustrating it. contracts, air is
VOCABULARY
"contract", "inhale", inhaled and the
and "exhale".  Understanding the lungs expand with
144

THE CIRCULATORY AND  Recognizing in a flow interaction  Completes a flow air. When the
RESPIRATORY SYSTEMS: chart the path that between the chart of the path diaphragm
blood takes through circulatory and that blood takes expands, the lungs
a. Heart: four chambers the heart. respiratory systems. through the heart. contract and the
(auricles and ventricles); air is expelled or
aorta exhaled.
 Writing advices of
b. Blood – Red blood cells caring the
(corpuscles); white blood respiratory and  Designs a brochure  Explaining orally
cells (corpuscles); circulatory systems. with advices of a flow chart of
caring the the path that
platelets; hemoglobin; respiratory and blood takes
plasma; antibodies – Blood  Identifying various circulatory system. through the
vessels: arteries; causes of heart heart.
problems including  Presenting the
veins; capillaries; blood fatty deposits and  Matches heart brochure in
pressure; pulse – coagulation heart attacks from a problems through a written and oral
(clotting) CD or teacher`s listening. way.
voice.
circulation, liver, blood types,
erythrocytes (red blood cells),  Distinguishing the  Completing heart
spleen, atrium, valve,  Comparing and similarities and problems
ventricle, lungs, vena cava, contrasting the differences between through a
lungs, nose, trachea, larynx, Respiratory system the respiratory and listening.
pharynx, respiration, bronchi,
and the Circulatory circulatory systems.
system using the
esophagus, epiglottis, choke,
Venn diagram Constructing a
inhalation, lungs, exhalation,
bulletin board with
144

diaphragm, vocal cords, the circulatory and

alveoli, mouth, bronchiole, respiratory
expand, contract, inhale, systems works
exhale, oxygen, carbon done.
dioxide.
3. HEALTH, NUTRITION AND FOOD
1. Identify foods that belong in each group on the food guide pyramid.
3. Plan a meal that incorporates all six food groups.
3. Understand that a human body needs food and exercise to function properly.
144

1- HEALTHY HABITS  Making the food  Working The student:  Drawing and
pyramid. cooperatively with labeling foods in
 Nutritional Pyramid the class to  Identifies food a Food Pyramid
 Body fit assemble a food groups of the food Chart.
 Practicing sports.  Explaining the pyramid.
pyramid.
different food groups
of the food pyramid,  Presenting orally
Grammar  Creates a healthful
their important, and  Learning how to a healthful menu.
portions put together a menu for one day
 Simple Present
recommended eating. balanced food that meets the
 Quantity Words: some, Explaining the
few, little, a lot of, any. menu. guidelines in the
food pyramid. chart with the
 Auxiliary Verbs: Do, Does.
 Making a chart with foods eat during
the foods they eat  Promoting a one day.
- Do you practice any sport? during one day. positive attitude  Compares the foods
Yes, I do. No I don´t. toward the they ate with those
in the food pyramid.  Presenting the
practice of sports sentences and
 Collecting pictures of and fitness the pictures of
people, of all ages, activities.
- Does she eat a lot of
involved in different  Writes sentences different types of
vegetables? about the importance sports in written
Yes, she does. No she types of sports.
of related to and oral way.
doesn´t. eating and physical
activity for good health
using simple present
Vocabulary: such as, she plays soccer
in the park / they ride
144

FOOD PYRAMID: bicycle in front of their

house.
carbohydrates, diet, energy,
nutrients, protein, serving,
beans, bread, cereal, eggs,
fats, fish, fruit, meat, nuts,
oils, pasta, poultry, rice,
vegetables, dairy products,
sweets and fat, meat, grains.
SPORTS:
Ride a bicycle, skate,

baseball, volleyball, football,
swimming, and so on.
144
4.ECOLOGY; PLANTS AND ANIMALS
1- Analyze the definition of environment and its classification.

2- Relate that an animal to survive within an ecosystem, it must be physically and behaviorally adapted to the conditions
of its environment.
1- ENVIRONMENT  Investigating the  Being familiar with The student: Presenting the
definition of the concepts poster in oral and
Importance environment and the related to  Creates a poster written way.
Classification of related to the
classification of the environment.
environments investigation.
environments.
Grammar  Explaining the
Showing interest in draw.
 Verb be  Draws one of the
 Describing one of the participating in
 Simple present many relationships
many relationships environmental
 Past tense that exist between a Presenting the
that exist between a conservation
 Use to plan for promoting
particular animal or activities. particular animal or
Darien has the biggest forest “Environmental
insect and a species insect and a species
in our country. Conservation” in
of plant living using of plant living, along
verb be, and simple Cooperating to keep with their written front of the class.
present. a clean and healthy description.
environment.  Describing the
144
 Elaborating a plan for  Writes a brochure different activities

promoting with the designed.
"Environmental environmental
Conservation". These conservation plan.
plans might include
skits, posters,
advertisements, public
service
announcements,
Letter-writing  Designs the skits,
campaigns, a Web site posters,
featuring a advertisements,
“plant/animal of the public service
month," and anything announcements,
else your students Letter-writing
come up with. campaigns, a Web
site featuring a
“plant/animal of the
month," and
anything else your
students come up
with.
}}
144
5. SPORTS
1- Acquire information about national and international sports through a survey.

2- Discriminate specific information about sports through listening activities.
3- Interact in a dialogue with a partner about the favorite sport.

1- SPORTS  Making a survey  Showing interest in The student:  Explaining the

about national and sports. outcomes of the
National and International
international sports survey.
Sports using wh questions.
 Promoting the  Writes the finds of
participation of the the survey.  Matching sports
 Listening short students in sports, with their
GRAMMAR
descriptions of indoors and descriptions
sports.  Completes a through a
outdoors activities.
listening test about listening using a
sports descriptions.
 Subject pronouns tape recorder or
 Possessives pronouns  Sketching a dialogue teacher`s voice.
 Wh questions(who, what, about the favorite
sport.  Writes a dialogue
where)
- What is the most popular about the favorite  Performing the
sport worldwide? sport. dialogue about
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It is soccer the favorite

sport.
144
6. WEATHER, CLIMATE, , NUMBERS, TIME AND MONETARY UNIT

 Know relationships of time: seconds in a minute; minutes in an hour; hours in a day; days in a week; and days, weeks, and
months in a year.
 Estimate and measure the passage of time, using standard units; seconds, minutes, hours, days, weeks, months, years.
 Read and write the days of the week and the months of the year.
 Write sentences of daily routines using the grammar learned.
 Understand the relation between division and multiplication.
 Match selected foreign currencies with their country of origin.

1-Period of time  Discriminating how  Being aware of The student:  Presenting the
many seconds are in a time in relation chart as a poster
 Numbers minute; minutes in an with the different  Completes a chart in written and
o Years with the basic
hour; hours in a day; activities done oral way.
o Months concepts of time.
days in a week; and every day.
o Weeks
o Days days, weeks, and
months in a year;  Completing a
o Hours  Writes the days of
which are the basic listening with the
o Minutes the week and months
concepts of time. days of the week
o Seconds
of the year that you and months of
listen to in the the year.
Grammar  Identifying days of conversation.
the week and months of
 Information word: How the year through a  Presenting the
- How many days have a listening.  Creates a class timeline for each
week? timeline for each hour of the school
hour of the school day orally.
144

It has seven days day. Reporting the

scrapbook in oral
 Recording a class and written way.
timeline for each hour  Designs a scrapbook.
VOCABULARY: of the school day.
Day, month, year, hour,
second, minute, decade, and
century.

2- Daily activities  Describing their daily  Developing an The student:  Presenting the daily
routines including attitude of routines done in a
o In the
the time that they do responsibility and  Writes sentences poster.
morning about daily routines
each activity using commitment
o In the and illustrates them.
afternoon subject pronouns, toward daily
o In the wh questions, action activities students
evening verbs, possessive have to do at
o At night adjectives, do and home.
144

Grammar does.
 Wh-questions
 Subject pronouns
 Possessive adjectives
 Action verbs
 do and does
o as verb
o as auxiliary
- What does he do in the
afternoon?
He does his homework.
VOCABULARY:
Wake up, eat breakfast, wash

face, get dressed, leave the
house, study, eat lunch, go
home, eat dinner, take a
bath, do homework, go to
sleep.
144

3-Numbers  Analyzing  Having knowledge The student:  Completing

multiplication and of multiplication "Multiplication
 Cardinals division problems. and division in order  Solves multiplication and Division"
o Multiplication and division
to solve mathematic homework
o Division problems.
problems. worksheet to
Monetary Units  Identifying countries judge their
of differ areas of knowledge on this
Numbers  Completes a chart
Countries
North, Central and  Understanding the lesson.
South America and implications of a with the countries of
o In North
the currency that strong and weak North, Central and
America
o In Central correspond to each dollar. South America and  Explaining the
America one. the currency that chart about
o In South correspond to each countries and
America one. currencies.
 Currencies
Grammar
 Wh questions
Preposition of places
144
7. TRANSPORTATION AND COMUNICATION

 Identify means of transportation in the community and others found throughout the world.
 Identify inventions used to communicate, including the Internet.
 Compare and contrast communications inventions.

1-Transportation  Identifying different  Being conscious The student:  Explaining the web
means of about the map about means
Traditional and transportation. importance of  Creates a web map of transportation.
Modern about the means of
using the means of
o By air transportation using
transportation of
o By land  Comparing different Microsoft Cmap  Explaining the
o By water the community
means of appropriately. Tools or in hand diagram about
Grammar
transportation in a writing. advantages and
 Nouns diagram. disadvantages of
 Adjectives the mean of
 Writes the transportation
 Preposition of place  Writing sentences
 Wh questions advantages and selected.
using comparatives disadvantages of the
 Comparatives and
and superlatives mean of
superlatives
The car is faster than the
about means of transportation  Presenting
transportation. e.g. selected. sentences in a
horse.
*The bus is cheaper poster using
than the train. comparatives and
*The train is the fastest  Uses vocabulary superlatives.
terrestrial mean of
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transportation. related to means of

transportation,
comparatives and
superlatives in
complete sentences.
 Classifying The student:

communications
inventions, and  Creates their own
illustrating them. scheme for
2- Communication in classifying the  Presenting the
Panama communications scheme created
 Assembling a for classifying the
inventions.
Traditional timeline of communicative
Technological inventions.
o Importance
o Usage  communications
Grammar inventions  Showing a
(traditional and positive attitude
 Possessive adjectives  Creates a poster with
modern). toward using
 Verbs communications
 Adverbs of frequency technology that inventions in a  Explaining the
 Interviewing someone supports timeline (traditional poster.
who grew up before collaboration, and modern).
the invention of the learning, and
productivity.  Reporting the
Internet. Then ask
 Summarizes the outcomes of the
them to list five major
144

changes that the outcomes of the interview.

Internet has brought interview.
about in daily life.
144

8. LITERATURE
 Read and analyze short stories, fables, and poems, paying attention to the literary elements.
 Practice oral reading skills.
 Dramatize poems in small groups.

1-Literature  Reading and Showing interest for The student: Reporting the
analyzing the literary reading short analysis of the
 Stories elements: the stories, fables, and  Completes a graphic short story or
 Fables organizer about the
characters, plot, poems. fable.
 Poems literary elements of
setting and message
-Analysis a short story or
of a short story or
fable. fable.  Solving a written
144

-Dramatizations test about the

video of the short
Grammar  Watching and  Completes a written story or fable.
answering questions test about the video
 Nouns about videos of a of a short story or
 Adjectives short story or fable.  Performing the
fable.
 Action verbs dramatization
 Yes/ no questions created.
 Simple past tense  Reading and  Sketches a
- Who were the main analyzing poems. dramatization about a
characters of this story?
poem.  Presenting the
Where did it take place? drawing of the
message of the
 Draws the message poem in written
of the poem read. and oral way.
144
9. TECHNOLOGY AND ENERGY
 Research materials about digital technology appliances.

 Build an interest in using the internet to enhance their teaching.
CONTENTS PROGRESS /
SUGGESTED ASESSMENT
ACHIEVEMENT
CONCEPTS PROCEDURES ATTITUDES ACTIVITIES
INDICATORS
1-Digital technology  Identifying digital  Being able to use The student:  Presenting the poster
technology appliances digital technologies about digital
- Appliance
in a graphic organizer. independently.  Creates a poster technology
- Advantages about digital appliances.
technology
-Disadvantages  Selecting a digital  Having knowledge appliances and
technology of digital illustrates them. Reporting the chart
appliance and technologies and about the advantages
Grammar distinguishing the being able to share and disadvantages of
advantages and it with their  Writes the the digital technology
- Regular and disadvantages in a classmates. advantages and appliance selected in
irregular verbs chart using present disadvantages of written and oral way.
o Past and and past tense. the digital
present technology
appliance selected.  Elaborating a bulletin
 Reading and board about the
analyzing a reading advantages and
about digital  Answers some disadvantages of the
144
CONTENTS PROGRESS /
SUGGESTED ASESSMENT
ACHIEVEMENT
CONCEPTS PROCEDURES ATTITUDES ACTIVITIES
INDICATORS
technology questions about a digital technology

appliances. reading selected. appliance selected.
 Uses the computer 1.4-Creating a scrapbook
in order to send an about the most important
 Writing an e-mail. e-mail to a information of the
classmate or the reading. .
teacher.
144
BLIOGRAPHY
Grade 5
ALEXANDER, L. G. Logman english Grammar, new York: Longman Singapore Publisher Ltd.
1988
Company, 1995.
BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie. Cooperative Learnig, Toronto, Ontario: Educational Connections, 1991
York: McGraw-Hill, 1988.
CELCE-MURCIA, Marianne, Larsen – Freema, Diane The Grammar Book: An ESL/EFL Teacher’s Course, New York: Newbury
House Publisher, 1983.
KENYON, John Samuel , Knott, Thomas Albert A Pronouncing Dictionary of American English, Springfield, Mass, G and
C. Merriam Company, 1981.
1995.
http://quizlet.com/1891384/respiratory-system-vocabulary-
flash-cards/
144



INGLÉS
SEXTO GRADO

2014

JUSTIFICACIÓN

Debido al desarrollo y avances tecnológicos provocados por los importancia de la enseñanza y del idioma Inglés para la
cambios económicos, culturales y educativos, el idioma Inglés se formación integral de los (as) estudiantes.
ha constituido en el eje central de todas las actividades del El proceso de aprendizaje de la lengua inglesa desde los
mundo productivo y laboral. primeros años proveerá a los (as) estudiantes, de una base
fundamental, mucho más exacta y efectiva para una
En ese marco referencial, esta asignatura del Plan de Estudio comunicación oral y escrita espontánea, de acuerdo a los
contribuirá a la formación integral del hombre y la mujer del desarrollos culturales, económicos, científicos y tecnológicos de
siglo XXI, abriéndoles las puertas a nuevos horizontes de este siglo.
oportunidades en todos los ámbitos del saber, a través de Hoy en día, las sociedades exigen la habilidad de poder
experiencias vinculadas a las disciplinas científicas, comunicarse en inglés. Es importante señalar que estar
humanísticas, técnicas, y tecnológicas; dando como resultado capacitado para comunicarse en inglés ayudará a un buen
hombres y mujeres capaces de desenvolverse con seguridad en desarrollo profesional, el cual es muy importante en estos
los campos más diversos de un mundo globalizado. De allí la tiempos de constantes y rápidos cambios.

DESCRIPCIÓN

En términos generales, el Programa de Inglés está estructurado caracterizar como de construcción creativa por parte del
por cuatro áreas: HABLAR, ESCUCHAR, LEER Y ESCRIBIR, estudiante, con el apoyo de un conjunto de estrategias
enfocadas en 9 tópicos genéricos de situaciones comunes en la naturales que le permitan organizar este idioma de manera
vida del (la) alumno(a). Las áreas se desarrollan de manera comprensible y significativa, con el fin de producir mensajes en
progresiva con una carga horaria de cinco (5) horas semanales las diversas situaciones comunicativas.
desde inicial a 6º y en 7°, 8° y 9° cuatro horas semanales. Al En este proceso, los errores que comete el (la) alumno(a) no
principio de cada tópico se hace énfasis en un repaso de los pueden ser vistos como fallas, sino como evidencia del
temas y el vocabulario desarrollado en los grados anteriores. dinamismo que lleva a la comprensión y al dominio progresivo
El programa de Inglés está elaborado de manera que toma en de dicha lengua como sistema de comunicación.
cuenta las etapas bio-‐psico-‐sociales del alumno y de la alumna.
Las actividades de aprendizaje permiten al sujeto pensar, El desarrollo de las destrezas lingüísticas de HABLAR,
interpretar, crear, valorar, analizar y construir su propio ESCUCHAR, LEER Y ESCRIBIR, en cualquier nivel, deben
aprendizaje. El proceso de aprendizaje del Inglés se debe contemplarse de manera integrada ya que en la vida cotidiana,
152

la mayoría de las actividades requieren destrezas distintas; por a través del juego como método o forma de aprendizaje
ello no es conveniente aprenderlas de manera aislada. Es muy significativo.
importante que el alumno o alumna descubra que lo que
aprende es útil en el momento y también en el futuro. Por ello el idioma en su propio ambiente. No están acostumbrados a
resulta indispensable tener en cuenta condiciones del contexto, escuchar inglés, mucho menos hablar, leer o escribirlo. Por esta
principalmente de sus intereses y motivaciones. razón:
• Las actividades sugeridas están en Español para facilitar
El carácter innovador de los programas renovados estará dado la planificación del docente.
por el potencial de transformación, a partir de las concepciones • Cada docente debe buscar y utilizar cualquier material
de la humanidad. También en las metodologías que se utilicen (cuentos, grabaciones, vídeos, MP3, wii, diarios, otros) que se
para estimular tal proceso. El aporte más significativo en ese encuentren en su comunidad o que consiga por otra fuente para
sentido es la incorporación de actividades que estimulan y reforzar la enseñanza del Inglés.
canalizan la creatividad, para permitirles desarrollar su propio
proceso de aprendizaje. Los Programas de estudio de Inglés para la Educación Básica
General han sido elaborados de manera que respondan a todos
El programa sugiere estrategias para seguir aprendiendo, seguir los lineamientos que plantea la Transformación Curricular,
incorporando conocimientos, investigando por su cuenta y ofreciendo a los/las estudiantes y docentes la oportunidad de
aprender a plantear y resolver problemas. Igualmente, favorece construir sus propios conocimientos y de realimentarse a través
una relación adecuada entre profesorado y alumnado, de un enfoque metodológico más activo, participativo y
posibilitando que ambos sean protagonistas de su propio constructivista que les permitirá interactuar y desarrollar
aprendizaje y desarrollar así, su espíritu crítico y creativo. habilidades con respecto a las cuatro áreas básicas de la
El docente orientará las experiencias de aprendizaje asignatura Inglés: HABLAR, ESCUCHAR, LEER y ESCRIBIR.
estructurando actividades apropiadas para tal fin, tomando en Los contenidos conceptuales ofrecen al docente aspectos de
cuenta el desarrollo bio-‐psico-‐social de los niños y niñas en esta uso básico que les facilitará un mejor desarrollo de la temática
etapa. de acuerdo a la problemática del entorno.

El programa está dividido en 9 tópicos genéricos tomando las Para la Educación Básica General se han tomado 9 tópicos
cuatro áreas en forma integrada considerando la secuencia genéricos relacionados con elementos del
lógica, psicológica y la continuidad del proceso de enseñanza mismo ambiente del estudiante y de la escuela. Tópicos
aprendizaje. Las experiencias de HABLAR, ESCUCHAR, LEER Y genéricos como Familia, Ecología y Comunidad se presentan en
ESCRIBIR como también de explorar su propio ambiente en otro varias formas o sub temas en cada grado, según la dificultad del
idioma, les permitirá adquirir confianza en sí mismo, elevará su vocabulario y la riqueza de las experiencias de los (las) alumnos
autoestima, los motivará con el fin de avanzar a su propio ritmo, (as) de estas edades.
153


Temas Genéricos Primer Grado Segundo Grado Tercer Grado Cuarto Grado Quinto Grado Sexto Grado
1. Family, School, Family and i My My family iTourists in iLiving in the i My
Community, Home community. My Panama. countryside. country is
Country. My school. Community. Panama.
2. People Feelings Friendship Friendship Friendship Growing up in Growing up
(sentiments, body Body and Parts of body Parts of Parts of the in the
parts). Senses. Type of body body countryside city.
clothes. People of People of
Panama. Panama.
3. Health, Food and iBalanced diet iFood i Food, energy Eating well iEatable
Nutrition, Food Nutrition School parts of
Vegetable. some
garden vegetable
4.Ecology (Plants, Pets, farm iOcean animals iGeography iGeography iContaminatio iRural and
animals) animals and products and land forms and land forms n of water, air, urban
Plants soil contamination
5. Recreation i Sports and iEntertainment Sports i Indoor iOther iTourist
(Tourism, sports, entertainment i Holidays Celebration activities outdoor attractions in
holidays) iOutdoor activities America
activities
6. Weather, iCalendar iWeather iClock, watch iClock, watch iMonetary iMonetary
climate, time, iAdding iNumbers iNumbers iDay, night units units in
numbers, iNumbers in America Europe and
monetary units Asia.
154

Temas Genéricos Primer Grado Segundo Grado Tercer Grado Cuarto Grado Quinto Grado Sexto Grado
iMonetary iCool and

units hot regions of
Panama
7. Transportation, iCommon iTransportation iEarly iModern
communication means of transportation forms of
Transportation iMeans of around the transportatio
communication world n
iMeans of

Electronic Laptops, mp3, computers,
communication
devices DVD, video games,
mp3’s, DVDs
ipod ‘s
8. Literature iChildren’s iChildren’s iChildren’s iChildren’s

Legends, poems
legends, poems legends,
poems
9. Technology, iElectrical iElectrical iSolar

Energy appliances and items system
tools.
i Space iEnergy

iInventions
155

programas de la Educación Básica General. También los aprendizajes conceptuales, procedimentales y actitudinales subyacen en los
objetivos específicos, contenidos y actividades.

La organización de los Programas de Inglés sobre los 9 tópicos genéricos permite desarrollar las cuatro (4) destrezas fundamentales:
HABLAR, ESCUCHAR, LEER, HABLAR.

OBJETIVOS GENERALES DE LA ASIGNATURA/ GENERAL OBJECTIVES

Lograr que el idioma Inglés sea un instrumento para contribuir al Utilizar el idioma extranjero para comunicarse con el(la)
desarrollo individual y colectivo permitiéndoles servir a nuestra docente y otros estudiantes.
sociedad y nación. To utilize the foreign language to communicate ith the
To make the English Language an instrument which can teacher and classmates.
contribute to be capable of serving our society and nation. Aumentar las destrezas semánticas.
Adquirir destrezas lingüísticas básicas que permitan comunicarse To increase semantic skill.
en forma oral. Mostrar valores morales, culturales, socials y familiars.
To acquire basic linguistic skills to communicate orally. To manifest moral, cultural, social, and family values.
Adquirir vocabulario básico y común en inglés. Adquirir en forma inductive conocimientos gramaticales
To Acquire basic vocabulary of everyday English. esenciales para la expresión oral y escrita, en forma
Desarrollar habilidades y destrezas que permitan utilizar el correcta.
idioma Inglés en forma creativa. To inductively acquire gramatical knowledge, essential
To develop abilities and skills to use the English for correct and or writing expression.
Language creatively. Adquirir conocimientos linguísticos básicos del idioma
Mostrar interés en el proceso de aprender y comprender el inglés que les permita la comunicación fluida, efectiva y
uso de un idioma extranjero con comprensiva dentro del entorno en que se
To manifest interest in learning and understanding the competitividad para incorporarse al mercado laboral.
usage of a foreign language through innovative To acquire basic linguistic knowledge wich will permit a
methods. fluent, effective and compressive communication
environment toward a competitive world to be
incorporated to the labour market.
156

OBJETIVO PARA QUINTO GRADO
SIXTH GRADE OBJECTIVES

1. Estimular la comprensión de las reglas de pronunciación, 4. Participar en actividades divertidas y juegos con
entonación y ritmo. instrucciones en inglés.
To stimulate the understanding of the basic rules of To participe in game activities developed in English.
pronunciation, intonation, and rhythm.
5. Propiciar el aprendizaje cooperativo entre los /las alumnos
2. Promover la confianza en sí mismos (as) para un mejor (as) maestros (as) y otros (as) docentes.
rendimiento dentro y fuera del aula. To propitiate cooperative and interactive learning among
To enhance the students self confidence so they can students and teachers.
perform well in and out of the classroom.

3. Estimular la autoestima del alumno (a) mediante una
participación activa en la práctica del inglés en el aula y
fuera de la escuela.
To enhance English practice self esteem through active
participation, in the classroom and out of the school.
157

1-‐FAMILY, SCHOOL, COMMUNITY AND COUNTRY

 Recognize oral and written language related to tourism by listening to peers, teachers, audio sources and reading texts in order
to communicate ideas in the target language.
 Request basic information about living in the country and cities.

CONCEPTS PROCEDURES ATTITUDES INDICATORS ACTIVITIES
1. Tourism in Panama 1.1 Identifying 1.1. Developing 1.1. The student: 1.1.Brainstorming
 Historical sites vocabulary related to interest in about tourist
o The Panama Canal tourism in Panama. visiting and  Lists key words and sites in Panama.
o Panama la Vieja preserving phrases about the
 Natural Resources Picking out details Panama’s topic.  Constructing short
o Sarigua and main ideas about tourist sites. sentences about
o Baru Volcano tourists sites,  Recognizes concepts tourist sites.
o Others attractions, and Promoting the safe and definitions
historical sites from and responsible use related to tourism in Making brochures,
 Attractions varied oral input. of historical sites, Panama. posters, bulletin
o Fairs natural resources and boards power
o Shopping centers  Describing tourist attractions in  Successfully picks out points or others to
o National celebrations sites, attractions and Panama. details and main ideas identify concepts
others. . about tourist sites and definitions
Grammar  Practicing from ads and about tourist sites
 Future Tense  Talking about future organizational skills documentaries. in Panama.

 Adjectives vacation p lans. in a cademic a nd l eisure
 Nouns time activities.  Describes tourist sites
 Comparatives and  Designing brochures, with appropriate  Talking or
superlatives posters, b ulletin vocabulary and developing
boards, p ower p oints expressions. dialogues about the
 Preposition of place
or others promoting a topic.
tourist site.
158

El Valle de Anton is one of the  Designs brochures,
most completed natural posters, bulletin
resources in our country. boards, power points or
others promoting a
tourist site.

 Talks about a tourist
site
159

2-‐PEOPLE; FEELINGS AND BODY’S PARTS

 Recognize oral and written language associated with people and parts of the body.
 Generate messages concerning to people and body parts by producing comprehensive oral and written discourse in order to
communicate.

2. THE BODY SYSTEM 2. 1-‐ Identifying the 2.1-‐ Showing interest The student: 2.1-‐ Listing
 Functions different functions of the to know the body 2.1-‐Clearly identifies the vocabulary terms
 Hygiene body system. system. different parts of the about the topic.
body system from
Grammar  Recognizing the  Accepting body diverse oral input.  Illustrating
 Wh questions functions of the body differences as part vocabulary terms
 Nouns system. of his/her identity.  Successfully recognizes related to the body
 Adjectives differences a nd system.
 Actions Scanning specific Being aware of the similarities of the body
 Yes / no answer information about the importance of the system.  Writing a report
hygiene to keep functions and about the body
The hearth bump the blood healthy. hygiene of the body  Listens to audio system.
through the body system. sources a ssociating
 Talking about the vocabulary and  Presenting an oral
functions and the  Consciously knowing expressions. report about the
hygiene of the body the value and  Correctly and functions and
system. importance of the coherently asks hygiene of the
body system. answers questions body system.
about the hygiene of
the body system.
160

3-‐ HEALTH, NUTRITION AND FOOD

• Produce spoken and written language by using the acquired vocabulary and structures in order to communicate ideas related to food
and health.
• Value and diffuse the importance of healthy habits to achieve personal wellbeing

3. FOOD AND HEALTH 3.1 Identifying 3.1 Emphasizing the The student: 3.1 Labeling different
 Food hygiene vocabulary related to importance of activities for food and
 Function of the food healthy food and eating nutrition and healthy 3.1 Successfully health.
for our body habits. habits to improve the identifies vocabulary
 Recipes quality of life. related to  Drawing different
 Exchanging specific healthy food and good kinds of food for
Grammar information on  Promoting a positive eating habits. good health and
 Relative pronouns food hygiene and attitude toward food functions.
 Simple present functions of the food and health.  Extracts specific
 Short answer in our body from information on  Writing sentences
 Object pronouns different sources.  Working on foods, eating habits. using simple
 Wh-‐questions academic tasks present referring
 Reading about with creativity.  Effectively skims a to food hygiene.
recipes from
text on healthy
different sources. recipes.  Creating ads
 Encouraging the use  Talks about the about healthy
 Expressing ideas about of h ealthy food f or functions o f food f or habit.
food and health using good functions of our body.
the grammar in our body.  Makes a bulletin
context. board about food
hygiene with
creativity.
161

4. ECOLOGY; PLANTS AND ANIMALS

 Interpret oral and written language related to the protection of the environment by reading and listening to different sources in
order to accomplish the usage of the target language in an adequate way.
 Produce oral and written language related to concepts of pollution, health matters, deforestation, natural disasters and the
protection of the environment by using the learned vocabulary and structures in order to communicate effectively and correctly
with others.

4. Healthy Environment 4.1. Identifying 4.1. Showing interest The student: 4.1. Brainstorming
 Contamination vocabulary related to to maintain a healthy 4.1. Lists the different about the healthy
o Water contamination. environment. contamination found in environment in
o Air Panama. Panama.
o Soil  Listening and listing the  Being aware of  Shares information
o Garbage different factors ways to prevent about preservation  Listing and
 Effect of a that c ause contamination. of healthy illustrating
contaminated contamination in the environment. vocabulary terms
Environment. environment. about the healthy
 Prevention  Recognizes contrast, environment in
 Describing the effect of cause and effect of Panama.
Grammar contaminated ideas related to
 Adverbs environment. health environment.  Creating booklet,
 Wh questions pamphlet with
 Demonstratives  Showing contrast  Correctly uses the recommendation
 Yes / no question-‐answer between ideas and grammar structure s to save healthy
opinions about to describe the environment in
healthy environment. healthy environment our country.
activities in our  Elaborating a
 Using wh questions country.
162

portfolio to
organize the
information
about the healthy
environment with
problems and
solutions.
163

5. WEATHER, CLIMATE, TIME, NUMBERS AND MONETARY UNITS
 List the roles and functions of money.
 Apply the definition of money to various alternatives to money.
 Understand basic information about weather
 Create and present national weather maps showing different conditions.

5.1 Monetary Units 5.1. Identifying the 5.1. Developing 5.1. The student: 5.1. Solving a written
• In Panama monetary unit of awareness of the value  Matches the monetary test about monetary
Panama. of money. unit with the unit.

illustration that
 Discriminating  Valuing the corresponds in each  Completing a
Grammar monetary unit importance of case. paragraph with
• Wh questions through a listening. saving money. the correct
• Yes/no questions-‐  Completes the monetary unit
answer  Writing a sketch  Showing interest to phrase with the through a CD or
about an activity in know the monetary correct monetary the teacher`s
which people uses unit used in unit. voice.
monetary unit. Panama.
 Writes the  Presenting the
dramatization using dramatization in
monetary units. front of the
group.
164

5.2 Weather in Panama  Answer questions  Being aware of the The student:
• Hot about weather. influence that  Presenting the
• Cool -‐What are some weather has in  Writes sentences using sentences in
o Localization examples of weather? people`s life. comparative and written way with

-‐Where does weather superlatives using their illustrations.
come from? weather topic.
Grammar -‐Where does weather Giving a weather
• Why-‐because happen?  Creates a poster report using their
• Comparatives-‐ -‐How does weather with the weather map.
superlatives happen? map of the
adjectives -‐Is weather always the community.  Performing the

same? dialogue in front
of the class.
 Elaborating a  Writes a dialogue
weather map of your about weather.  Presenting the
community. brochure in front
 Completes a of the class.
 Creating a dialogue brochure with
about weather. information about
the weather of
 Designing a brochure Panama.
about the weather of
Panama.
165

6. TRANSPORTATION AND COMUNICATION
 Identify means of transportation in the community between the traditional and the modern.
 Recognize the importance of the means of transportation in Panama.

6.1 Transportation 6.1 Identifying traditional 6.1 Being aware of The student:
 Traditional and modern means of the importance of 6.1 Presenting
 Modern transportation in the mean of 6.1 6Designs a orally the
o Occupations Panama. transportation for brochure with the brochure with the
o Importance people. traditional and modes of
 Creating a timeline modern means of transportation on
Grammar about the evolution transportation in land, sea and in
 Wh questions of the mean of Panama. the air.
 Demonstratives transportation.
 Nouns  Elaborates a poster  Delivering a poster
 Singular  Classifying different with the timeline with the
 Plural modes of about the evolution timeline about
 Adjectives transportation on of the mean of the evolution of
Comparatives and land, sea and in the transportation. the mean of
superlatives air. transportation.
 Creates a bulletin
board with the  Explaining the
modes of bulletin board in
transportation on front of the class.
land, sea and in the
air.
166

7. LITERATURE
 Read and analyze short stories, fables, and poems, paying attention to the literary elements.
 Practice oral reading skills.
 Dramatize poems in small groups.
 Create short poems.

7.1 Literature 7.1 Reading and 7.1 Showing The student: 7.1 Reporting the
 Stories analyzing the literary interest for reading 7.1 Completes a analysis of the
 Legends elements: the short stories, graphic organizer short story or
 Poetry characters, plot, fables, and poems. about the literary fable.
 Analysis setting and message elements of a short
 Dramatizations of a short story or  Using their creativity story or fable.  Solving a written
fable. in order to write test about the

and illustrate  Completes a written video of the short
Grammar  Watching and short poems. test about the video story or fable.
 Nouns answering questions of a short story or
-‐singular / plural about videos of a  Being able to fable.  Performing the
 Adjectives short story or fable. create short dramatization
 Wh questions stories.  Creates short poems created.
 Figure of speech  Writing short poems like cinquain,
and illustrating it. diamond and so on.  Presenting the
poem in written
 Writing a sketch of a  Sketches a and oral way.
short story invented. dramatization about
a short story saw in a
video.
167

8. Technology and Energy

 Recognize how to use an electric item.
 Associate verbs that indicates some functions of electric items.
 Make several models of the solar system.
 Identify the planets by size, shape, color, features, and position in the solar system.
 Practice key vocabulary words.

8.1 Technology 8.1 Labeling electric 8.1 Valuing the utility The student: 8.1 Delivering a
 Electronic items items. the electric items have 8.1 Completes a puzzle written test.
 Related verbs every day. about electric items.
o Turn on  Selecting one of them  Presenting orally
o Turnoff and explaining its  Explains one electric an electric item.
o Turn up use. item selected.
o turn down  Explaining the
o Play  Writing sentences  Creates a poster with poster designed.
o Repeat integrating the verbs the sentences
o Go forward list. done. Illustrates  Answering a
o rewind  I can turn on the them. listening through
Grammar television. the teacher`s
 Modal verbs  Completes voice or CD.
 Discriminating electric information in a
items through a listening.
listening.
168

The student:  Explaining the
8.2 The Space Conquest  Making several models  Showing interest solar system
 The solar system of the solar system to about the space  Creates models of model.
 Space ships learn the positions of conquest. the solar system.
the planets in the  Presenting the
Grammar solar system as well  Elaborates a brochure in
 Some, many, a few, any as relative distances brochure about written and oral
 Adjectives and sizes. space ships and way.
 Nouns/singular-‐plural astronauts.
Wh questions  Investigating about  Solving a written
space ships, and  Completes a test about a
astronauts that written test about a reading.
participate in
reading.
traveling to the  Explaining the

space. bulletin board.
 Creates a bulletin

board about the
 Reading and answering
questions about a
video.
reading related to
the solar system.

 Watching videos
about space
conquest.
169

BIBLIOGRAPHY, GRADE 6 TEACHER

ALEXANDER, L. G. Logman english Grammar, new York: Longman Singapore Publisher Ltd.
1988

Company, 1995.

BENNETT, Barrie Bennet-‐Rolheiser Carol, Stevahn, Laurie. Cooperative Learnig, Toronto, Ontario: Educational Connections, 1991

York: McGraw-‐Hill, 1988.

BOWEN, Donald J.; Stock well Robert P. The Sounds of English and Spanish, Chicago: The University of Chicago
Press, 1979.

CELCE-‐MURCIA, Marianne, Larsen – Freema, Diane The Grammar Book: An ESL/EFL Teacher’s Course, New York: Newbury
House Publisher, 1983.


1995.


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REPÚBLICA DE PANAMÁ

Sub Temas Sub Temas Sub Temas Sub Temas

5. RECREATION i Sports and iEntertainment • Sports i Indoor activities iOther iTourist

6. WEATHER,CLIMATE, iCalendar i Weather iClock, watch iClock, watch iMonetary iMonetary

iElectrical iElectrical i Solar

1. FAMILY, SCHOOL, COMMUNITY AND COUNTRY

2.PEOPLE; FEELINGS AND BODY PARTS

3.HEALTH, NUTRITION AND FOOD

4.ECOLOGY; PLANTS AND ANIMALS

6.WEATHER, CLIMATE, TIME, NUMBERS AND MONETARY UNITS

7. TRANSPORTATION AND COMMUNICATION

• Who sail the boat? - Talks about the

9. Technology and Energy

DOCENTES COLABORADORES EN LA ELABORACIAÓN DEL PROGRAMA

MITZI M. MARÍN

YARIELIS I. GARCÍA M.

ANA ROSA TRUQUE

ANA MARÍA DÍAZ

Los Nuevos Tópicos del Programa de Inglés

5. RECREATION  Sports and Entertainme  Sports  Indoor activities Other Tourist

6. WEATHER,CLIMATE, Calendar  Weather Clock, watch Clock, watch Monetary Monetary

Electrical Electrical  Solar

OBJETIVOS GENERALES DE LA ASIGNATURA

OBJETIVO PARA QUINTO GRADO

CONTENTS PROGRESS / SUGGESTED

1- My Country  Classifying words  Appreciating the The student:  Elaborating a

CONTENTS PROGRESS / SUGGESTED

the ethnic groups  Writes a short  Performing orally

CONTENTS PROGRESS / SUGGESTED

 There is / are step selected.  Writes the description board about

- There are many interesting

- There are many beautiful

2. PEOPLE; FEELINGS AND BODY’S PARTS

CONTENTS PROGRESS / SUGGESTED

CONTENTS PROGRESS / SUGGESTED

CONTENTS PROGRESS / SUGGESTED

diaphragm, vocal cords, the circulatory and

3. HEALTH, NUTRITION AND FOOD

3. Plan a meal that incorporates all six food groups.

CONTENTS PROGRESS / SUGGESTED

CONTENTS PROGRESS / SUGGESTED

FOOD PYRAMID: bicycle in front of their

Ride a bicycle, skate,

4.ECOLOGY; PLANTS AND ANIMALS

1- Analyze the definition of environment and its classification.

 Elaborating a plan for  Writes a brochure different activities

1- Acquire information about national and international sports through a survey.

CONTENTS PROGRESS / SUGGESTED

1- SPORTS  Making a survey  Showing interest in The student:  Explaining the

CONTENTS PROGRESS / SUGGESTED

It is soccer the favorite

6. WEATHER, CLIMATE, , NUMBERS, TIME AND MONETARY UNIT

CONTENTS PROGRESS / SUGGESTED

CONTENTS PROGRESS / SUGGESTED

It has seven days day. Reporting the

CONTENTS PROGRESS / SUGGESTED

CONTENTS PROGRESS / SUGGESTED

Wake up, eat breakfast, wash

CONTENTS PROGRESS / SUGGESTED