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A GUIDE TO PANAMA · Inglés 9°

A GUIDE TO PANAMA · Inglés 9°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Analyze the tone and purpose of spoken advertisements. Interactive: Engage in role-play exercises.
  • Comprensión lectora (Reading): Reading: Analyze articles on general interest topics. Reading: Outline the main information from simple diagrams (e.g., graphs, bar charts).
  • Expresión oral (Speaking): Productive: Give simple directions to a location. Interactive: Explain personal viewpoints in discussions.
  • Expresión escrita (Writing): Productive: Write short fiction and nonfiction texts. Interactive: Compose a group piece of writing about a common interest.
  • Mediación (Mediation): Text: Summarize articles for classroom discussions. Concept: Explain cultural differences.

Comprensión auditiva · Listening

Conceptuales

  • Our Historical Sites
  • Take a Trip to the Panama Canal

Procedimentales

  • Receptive: Analyze the tone and purpose of spoken advertisements. Interactive: Engage in role-play exercises.

Indicadores de logro

  • Can analyze the tone in spoken advertisements to understand promotional language (e.g., "The advertisement describes the Panama Canal as educational because of its historical importance.").
  • Can participate in role-play activities about planning visits to historical sites by responding to questions and sharing details (e.g., "Where can I learn about pirates?" "You can visit Portobelo Fort. It was built to protect Panama from pirate attacks.").
  • Can engage in audio narratives by recognizing details on Panama's history (e.g., "La Amistad Panama-Corea monument is a symbol of friendship between the two countries.").

Comprensión lectora · Reading

Conceptuales

  • Our Historical Sites
  • Take a Trip to the Panama Canal

Procedimentales

  • Reading: Analyze articles on general interest topics. Reading: Outline the main information from simple diagrams (e.g., graphs, bar charts).

Indicadores de logro

  • Can analyze articles about Panama's historical sites by identifying key features (e.g., "The article is about San Lorenzo Fort as an important archaeological site. It is one of the oldest Spanish military forts in Panama.").
  • Can outline from bar charts information on Panama's tourism trends from bar charts (e.g., "This chart shows that more tourists visit Casco Viejo during December for the holiday celebrations, and this chart shows that more tourists visit the Panama Canal during the February.).
  • Can analyze informational texts to compare historical sites (e.g., "We can compare Panama Viejo and El Valle de Antón. Panama Viejo is an important colonial site with ruins from the Spanish settlement, while El Valle de Antón is a volcanic caldera known for its natural beauty and outdoor attractions, such as hiking trails and hot springs.").

Expresión oral · Speaking

Conceptuales

  • Our Historical Sites
  • Take a Trip to the Panama Canal

Procedimentales

  • Productive: Give simple directions to a location. Interactive: Explain personal viewpoints in discussions.

Indicadores de logro

  • Can give simple and appropriate directions to a historical location in Panama, incorporating landmarks for clarity (e.g., "Walk past the Balboa statue, then turn right to reach the Panama Canal visitor center.").
  • Can express interest in Panama's cultural sites for simple reasons (e.g., I like Amador Causeway's atmosphere because it's a great place to walk and enjoy the view of the city and the ocean.).
  • Can explain in discussions personal viewpoints about visiting historical sites (e.g., "I think the Metropolitan Cathedral in Panama City is impressive because it represents colonial architecture and has been beautifully restored.").

Expresión escrita · Writing

Conceptuales

  • Our Historical Sites
  • Take a Trip to the Panama Canal

Procedimentales

  • Productive: Write short fiction and nonfiction texts. Interactive: Compose a group piece of writing about a common interest.

Indicadores de logro

  • Can write a short nonfiction piece about a well-known site in Panama (e.g., "Barro Colorado Island is a famous scientific research site located in Lake Gatun.").
  • Can create a fictional narrative about a visitor’s trip to a historical or natural site in Panama, using descriptive details about cultural significance and activities (e.g., "Alice is visiting Isla Taboga. She will visit the old church, swim at the beach, eat pescado frito, and buy local crafts.").
  • Can compose a group description of a historical site (e.g., "The Emberá villages, located along Panama's rivers, offer tourists a chance to experience traditional ways of life.").

Mediación · Mediation

Conceptuales

  • Our Historical Sites
  • Take a Trip to the Panama Canal

Procedimentales

  • Text: Summarize articles for classroom discussions. Concept: Explain cultural differences.

Indicadores de logro

  • Can summarize information from a map of Panama, using visuals and gestures to identify key locations for a class discussion (e.g., points to Casco Viejo on the map and describes it as a historic site).
  • Can clarify cultural concepts, using multiple languages (e.g., described heritage in both English and a familiar language if needed).
  • Can mediate cultural discussions by using body language, visuals, and comparisons between Panamanian and global historical sites (e.g., "The Suez Canal is longer than the Panama Canal. Let me show you on this map.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: historical sites, ruins, Panama Canal, Casco Viejo, landmarks, architecture, heritage, Competences monument, destination, visitor, museum, tour, Causeway, colony, ruins, port, fort
  • Verbs: attract, visit, guide, find, explore, travel, preserve, describe, inform, learn, reach, locate, transit, turn, walk
  • Adjectives: historical, cultural, famous, ancient, preserved, tourist-friendly, informative, renowned Pronunciation Practice pronouncing minimal pairs in long and short vowels (e.g., /ɪ/ / in "sit" and /i/ in "seat") Focus on stress in multisyllabic words (e.g., "culture," "cultural," "history," "historical," "inform," and "information") Understanding intent and context: "The tone of this article is informative because it provides Pragmatic detailed historical facts about Casco Viejo." Competences Comparing and contrasting: "Casco Viejo is more vibrant, while Panama Viejo is quieter and more serene." Participate in conversations about travel plans and historical knowledge, providing relevant Sociolinguistic descriptions and responses (e.g., "Casco Viejo is a very attractive tourist destination because it Competences was once a vibrant colonial village."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Digital Tourist Guide
  • Overview: Students design an interactive digital guide Descriptive Writing: Using the simple present and past showcasing Panama's historical sites. They describe tense when talking about historical sites. the sites using the simple present and past tense (e.g., "Panama has many historical sites."). Communication: Using the future tense and possessive forms in travel discussions. Project 2: Historical Site Video Documentary
  • Overview: Students create a short video documentary about a local historical site, using the future tense to talk about upcoming visits (e.g., "I am going to visit the Panama Canal."). Technology Integration: Project 3: Virtual Reality History Tour Use website creation tools, video editing software, and
  • Overview: Students design a virtual reality tour of virtual reality design platforms. Panama's most famous historical sites, incorporating possessive forms to highlight key features (e.g., "Panama's historical sites attract tourists."). Family and Society 30 High Beginner A2.4

Procedimentales

  • 1. Present simple and simple past for describing places and their importance (e.g., "Panama has many historical sites." "Casco Viejo is very attractive to tourists because it was once a vibrant colonial village.")
  • 2. Future tense with "going to" for plans (e.g., "I am going to visit the Panama Canal next month.")
  • 3. Possessive forms with "s" (e.g., "Panama's historical sites.")

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