Scribd Logo
Upload

Welcome to Scribd!

  • English 3 - Editorial Patria

    Uploaded by

    pigo0019
    31 views142 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    31 views142 pages

    English 3 - Editorial Patria

    Uploaded by

    pigo0019

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 142
    Paula Flores Katherine Urquijo Pee coat eel Enrique Callejas, Coordinacién e Ma. Del Carmen Paniagua G r i6n: Gerardo Briones Gonzélez correo: z a lua Bamerdo Floss: D Jorge Antonio Martinez Jiméne2/Gustavo Vargas Mertinaz r fia: Jorge Gonzales Rodriguez, Thinkstock Renacimiento 180, Col San ua Thee, ‘racapoaaes, 02400, Meso, OF English 3 Serle integral por competencias e-Mail: infotectrapatiacom me Fax pedidos: (0155) 55549109-53549102 : figo P ‘ sitio web: unc eitrapatia comma (0155) 5554.91 00 » 810K mh suck GD ) sock IND stock fe Describing cause and effect situations Comparing habits and customs in other communities Describing activities in the past Making requests and giving instructions Contents... Overview... ‘Competencias genéricas dl Bachillerato General... “ompetencias disciplinares basicas del campo Comunieacion Know yourbook.. 1.1 The present real conditional or"zera" con ditional 12. Firstconditional...... 21 Vocabulary: Transportation, food. 2.2 The habitual past with ‘used to" and “would”, 23. “Tobeused to doing” and “to get used to doing” 24 Time expressionsusein the past tense. 3.1 Thepast continuous or past progressive tense 32. Moreuses ofthe past continuous ‘or past progressive tense 33. When ‘while used in sentencesin simple past and past eontinuous.. 34 Connectors: 4.1 Phrasal verbs... 42. Phrasal verbsrelated to clothing, cleaning and household activities 43. Modalsuse to make requests 44 Letéreview object pronouns. 4 v 39 65 69 8 88 4 106 log Las 131 ENGLISH 3 ‘This bookis the third offour that compose aseries design to eomply with the update ofthe syllabi forthe program of the subject Lengua Adicional ul Espaiol (English). Tis subject corresponds to the curriculum of the General Baccalaureate 2009 program which incorporates a competence based approach, established by the C Curricular Framework or CCF (Marco Curricular Comin, MCM in Spanish). English 3 is one of the subjects that belongs to the communication area ofthe curriculum, along with two other subjects: Tle de Lectura y Redacion (Spanish Reading and Composition) and Informatica (Computing). Ac- cording to the CCE, the areas main objectives to promote in students the development of the following skill: critical reading, argumentation of ideas, an effective communication in the student's native language and an ad- ditional language (inthis case, English). This subjects taught inthe third semesterandits antecedentsare the two previous courses of English 1 and 2, nd the subject called Foreign Language taught in the basic edueation level (secundaria. ts purpose is to inerease and consolidate the social practices of language, this is, what the expert users ofthe language do to interpret and produce oral and written texts, preserving the sovial funetion of such acts. The four courses ofthe English program focused on the competence based approach, don't ignore previous approaches, specially the communicative approach, which has been one ofthe most relevant ones ‘The main goal of English 3 isto develop tl veloping linguistic communicative skill hension. communicative competence ofthe second language student by de- oraland written production and listeningand readingcompre- During the fist two courses (English | and 2) itis intended that students recall the most relevant concepts and skills earned in basic education, With this Foundation, during the other two courses (English 3 and 4), the goal is for students to acquire a more advanced proficiency level. Using the language teaching Common European Framework terms, during the frst year oftheir baccalaureate sti, its intended for students to consolidate level ‘AI and reach the threshold oflevel BI. English 3, published by Editorial Patria and its complementary resources, present one of the best proposals writen in Mexieo to help students go beyond the minimal evel expected, help ing them reach a higher level. ‘Tis is achieved by reinforcing the previously learned structures (in secundaria), with detailed explanations about their us, cultural notes, and by encouraging students to reflect on ther earning aspect oftheir native language and English processes as well as on compar vt vit English 3 ‘This books dived into four blocks Each one develops a particular theme, ehh s common inthe lie of our students, and is developed in speciic contents where communication and thease of lngaage are performed naturally. In this way, the student develops his or her proficiency by acquiring new vocabulary, reinforcing the knowledge of grammarstructures learned previously and by developing linguistic skills with appropriate practice and evaluation, ‘The blocks are the following BLOCK I: Describing cause and effect situations BLOCK 2: Comparinghabits and customs in other communities. BLOCK 3: Describing activities thepast BLOCK 4: Making requests and giving instructions, The objectives ofthese blocks are Block 1: The student isable to describe facts, present and Future eause and effet situations, orally and in writing, related to personal, family and social situations. Block 2: The student is able to compare past and present habits and routines, orally and in writing n social and family-related contexts. Block 3: "The student is able to describe and understand activities that are occurring ata specific moment in the past. Block 4: The student can interpret and make requests and give instructions, orally and in writing, in family, work, or social communicative situations Competencias genéricas del Bachillerato General Las competencias genéricas son aquellas que todos los bachi- vivencia adecuada en sus ambitos socal, profesional, familiar, tc, Heres deben tener la capacidad de desempenar y les permitiran a | Estas eompetencias junto con las disciplinares bisicas constituyen los estudiantes comprender su entorno (local regional,nacionalo | _el Perfil del Egresado del Sistema Nacional de Bachillrat internacional) einflar en él, contar con herramientas bisicas para continuar aprendiendo 2 lo largo de la vida y practiear una eon: A continuaci6n se enlistan las eompetencias genérieas. 1, Seconoce y valoraas{mismo y aborda problemas yrets teniendo en cuenta los objetivas que persigue. 2. Essensibleal atey participa en a apreciacion einterpretacion de sus expresiones en distintos géneras 3. Elige y practicaesilos de vida saludables 4. Escucha, interpreta yemite mensajespertinentes en distntos contextos mediante la utilizacion de medias, cbigos y herramientasapropiados. ‘8. Desarollainnovaciones ypropone solucionesa problemas. partir de metodo establecids. 6. Sustenta una postura personal sobre temas de interés y elevancia general, considerando otros puntos de vista de manera ertcay reflexiva. 7. Aprende por iniciativa interés propios To largo de a vida 8, Participa y colabora de manera efectivaen equipos diversos. 9. Partcipa con una eonciencia cvica y éticaen la vida de su comunidad, region, México y el mundo. 10, Mantiene una acttud respetaosa hacia la intercultualidad yla diversidad de creencias, valores, ideas y practicas sociales, 11, Contribuye al desarrollo sustentable de manera critica, con acciones responsables. Competencias disciplinares basicas del campo Comunicaci6én Competencies disciplinares bésicas aC eaa cane 1, Ienifica, onde interpreta kas ideas datos y Conceptos expos empicios en un texto, condderandoeheantenioen yy yy eque se gener yen o que sa recite. 2, Evalia un texto mediante a comparacin de un contenido con el de tos, en funcén de sus conocimintospreiosy rvevos. 4, Plantea sypuests sobre fs fendmenos natura y cultures de su entomo con base en la consuta de diversas fuentes. KI] X|X|x 4, Produce textos can base en a uso normatvo dela engua, consderando la ntenciény siuacin comunicatva, 5, Expresa teas y concaptos en composicones coherentes y creas, con ittaducciones, desarolo y concusiones claras. 6, Acgumenta un punto de vista en pibcn de manera precisa, coherent y creat 7, Vlora y describe e papal de art, fa trata y los medios de comunicacon en la recreaci ola ransformacion de una cua, erindo en cuenta bs propéstos comunicatvos de distinos géneros, 8 Vora el pensamienio fii en el proceso comuricatho en su vita codlana y académica x|x|x]x 9. Analza y compara el igen, desarrollo y dversiad de ns sistemas y medics de comunicaién. 10, Ienificae nepeta a idea general ye pose desaolo de un mensae ol o eso en una segunda enqua,recu- yy yy ‘endo a conocimienos pravns mens no verbal y content 11, Se comunica en una engua extanjra mediante un dscurso Kigco, ral o esto, congruents conta sinc coma. © X =X XK 12. Uz as tecnologfas de a informacién y comunicacin para vestige, resolver robles, produc materiales y rns informacion, «|x Sections ot Your book Beginning of the block Thssectin canbe wed asa agnostic evaluation that ‘willl yu tent the competences an knowledge youalready haven are to brain the acquston of pe Irowlege and the eelpment few sls Learning objects Under the “Leming Objects section you wil fd a colton of stucal and rotoral ems wih are contend ‘carting tthe thai uni in ogi ana perien sequence, gag the student and techer a der diecton to flew throughout the bod. Demonstrate your lnowedge sland tiles apie to eae stuatonsayou develop the

    You might also like