Eit!!
Pues un Semestre más, nuevos retos nuevas experiencias, como ya sabes trabajaremos con un blog en el cual yo ire poniendo el trabajo a realizar
Te presento el programa.

1. Purpose of the Disciplinary Area of Communication

The basic disciplinary competence of communication is related to the student`s ability to communicate effectively in Spanish and in a second language in different contexts, using distinct means and instruments.

The learners who have developed this competence can read critically, communicate and support his/her own ideas in an effective way with clear speaking and writing. In addition to these, they will use the information and communication technologies with a critical thinking for different purposes.

The competence of communication leads to analyze the nature of the language and as a tool for logical thinking.

2. Purpose of the English III study program

By the end of the third semester of English the student reads, writes, understands and exchanges information about him/herself and others according to the context and time he/she is situated.

Communication *Key Learning Points*
Competence	Component	Content
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.
Reading, writing, speaking and listening.	Reading, writing and oral production as learning sources and abilities practice. The importance of reading to writing production. The importance of reading to writing in based argument	The importance of language and grammar role in it. Argumentative text. The text as resource information and new ideas
Providing reasonable opinions from the point of making a text	The justification of the students’ opinion with an argument. The solid construction of one´s original perspective.	The argumentative writing. The original argumentative writing.

Technology, information, communication and learning.

Technology and human development.

Generation and responsible use of information for learning.

Web-based learning.

Creation of contents for learning.

Use of technology to enhance web-based learning.

The impact of technology on human development.

Responsible use of information. Learning and innovation.

In and from the web. Programming to learn.

3. Scopes of the Graduate Profile to Contribute to the English III Study Program

SCOPE	GRADUATE PROFILE
LANGUAGE AND COMMUNICATION	He/She expresses clearly in English in an oral and written forms. Identifies the main ideas in a text or speech and infers conclusions from them, obtains and interprets information and gives reasons efficiently. Communicates in English fluently and naturally.

Additionally, in a transversal way it will benefit the gradual development of the following scopes:

LANGUAGE AND COMMUNICATION

The student expresses himself/herself clearly in English in oral and written form. They identify the key ideas in a text or in an oral speech, and infers conclusions from them, the student gets and interprets information and

argues efficiently. He /She communicates himself/herself in English fluently and naturally.

SOCIOEMOTIONAL SKILLS AND LIFE PROJECT

The student is aware of them and determined; he/she develops healthy interpersonal relationships, self- regulates, can face adversity and act with efficiency and recognizes the need to ask for support. They can build a living project with personal goals. They establish goals and seek to take advantage of their options and resources. They make decisions that give him/her current comfort, opportunities, and he/she knows how to

deal with future risks.

COLLABORATION AND TEAMWORK

The student works in teams in a constructive way and applies a participative and responsible leadership, he/she proposes alternatives to act and solve problems. The student assumes a constructive attitude.

DIGITAL SKILLS

The students use the Information and Communication Technologies in an ethical and responsible way to investigate, to solve problems, to generate materials, and to express ideas. They take advantage of these technologies to develop ideas and innovations.

4. Content Structure

Six elements of curricular organization have been considered in the design of the study programs of the disciplinary field of Communication with the purpose of promoting the depth of student learning; of avoiding different curricular formats; of favoring inter-subject relationships and of bettering guidance of the teaching practice:

Content structure

Concept	Definition
Competence	It organizes concepts, skills and attitudes of the disciplinary fields and is the benchmark for promoting inter-subject relationships.
Component	It generates and/or integrates the contents and it responds to specific organization forms to each field or discipline.
Content	It corresponds to key learning point. It is the highest-ranking content in the study program.
Specific content	It corresponds to the central contents and by their specificity; they establish the reach and depth of their approach.
Expected learning outcomes	They are descriptors of the learning process and performance indicators that students must achieve for each of the specific contents.
Evidence of learning	It corresponds to the expected learning outcomes and to the specific contents; they are the evidences of the achievement of the expected learning outcomes.

The following table describes the contents teachers must include in the lesson plans to achieve, by the end of the course, an A2 level of English. The table includes proposals of evidence of learning that teachers should use as part of their course design.

5. Contents Table of English III

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
Reading, writing,	Reading,	The importance	Making	He/ She	Given two
speaking &	writing and	of language and	comparisons	describes and	subjects or
listening	oral	grammar role	with different	compares	objects from
	production as	in it.	contexts.	objects and	the same
	learning		(comparatives)	subjects of	category (TV
	sources and				programs,

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
	abilities practice. The importance of reading to writing production. The importance of reading to writing in based argument.	Argumentative text. The text as resource information and new ideas.		similar characteristics.	books, movies, etc.) students elaborate a paragraph where they describe and compare the subjects between each other.
The creation of a reasoning opinion starting a text elaboration.	The justification of the students’ opinion with an argument. The solid construction of one´s original perspective.	Describe places of interest in order to get the most relevant information and express opinions in future time.	Select the best places to visit and make decisions about knowing different countries around the world. What are you going to do? Tell us about your future plans. (will / going to)	Students make and arguments about the main reason to visit those places around the world and to know about the culture of the place.	A student elaborates a collage with graphic content and exposes the main reasons they have to visit their places of interest.
The creation of a reasoning opinion starting with a text elaboration .	The justification of the students’ opinion with an argument. The solid construction of one´s original perspective.	The use of formal and informal situations in different contexts. What is your opinion about impositions?	What abilities do you have? (modals)	Students use the modals to communicate abilities and possibilities in different contexts.	Given a context such as restaurants, hospitals, museums and others, the student writes a dialogue where he can make the difference among can, could and

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
					have to in different contexts.
Communicating, implicating and collaborating with others (transversal axis for all subjects in the communication disciplinary field as well as social sciences).	Communicati on and interpersonal relationships. Integration of learning communities. Contextualiza tion of learning communities through students' interests and academic experiences.	Recognize different experiences in which the student answers in a polite and informal way depending on the situation.	It is better to sound polite and not demanding. (want/would like)	Students make requests in a formal or informal way depending where he/she is at.	Writing and performing a situation at the mall. Role-play where Student –A- is an employee Student –B- is a customer.
Communicating, implicating and collaborating with others (transversal axis for all subjects in the communication disciplinary field as well as social sciences)	Communicati on and interpersonal relationships. Integration of learning communities Contextualiza tion of learning communities through students' interests and academic experiences.	Identified multiples uses of verbs ending with ing and be able to elaborate a survey deducing the differences among verb in gerund and infinitive.	Expressing preferences and hobbies. (Verbs -ing / verbs in inf.).	Students talk about what they like to do in their everyday context, they can also share their ideas to others about what they don’t like to do and make questions to find out that information among other people. The student distinguishes and uses verbs followed by gerund and verbs followed	Students elaborate and do a survey with their classmates about what they like to do, the questions should have a limitation of time and place, for example: What do you like to do after school? Afterwards, they report the collected answers to the rest of the class, trying

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
				by infinitive in	to find
				different	similarities
				contexts.	and
					elaborating a
					graphic
					organizer.
					A student
					selects and
					elaborates a
					graphic
					organizer by
					teams where
					they write
					examples of
					the verbs
					followed by
					infinitive
					forms and the
					ones followed
					by –ing
					forms.
Reading, writing,	Reading,	Choose what	What spare	A student	A personal
speaking &	writing and	spare time	time activities	expresses	interview of
listening	oral	activities,	do you do on a	when, where	activities that
	production as	students are	week?	and how often	talk about the
	learning	able to do on a	(Adverbial	he or she	frequency,
	sources and	week.	phrases)	carries out	time and
	abilities	Design a survey		spare time	place of going
	practice. The	in order to		activities.	to the movies,
	importance	develop			do any sport,
	of reading to	accurate			watch a T.V.
	writing	vocabulary			program,
	production.	Read and			going out
	The	exchanges			with friends,
	importance	experiences			etc., and
	of reading to	and analyze			elaborates an
	writing in	similarities			agenda.
	based	about their
	argument.	answers.
Communicating,	Communicati	Create an	Making logical	Students can	Given a
implicating and	on and	imaginary	conclusions.	express facts,	situation
collaborating	interpersonal	situation in	(Zero & first	they can also	(text, video,
with others	relationships.	order students	conditional)	use a different	image),
(transversal		are able to		time tense to	students

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
axis for all subjects in the communication disciplinary field as well as social sciences).	Integration of learning communities. Contextualiza tion of learning communities through students' interests and academic experiences.	make logical conclusions and express experiences describing causes and effect.		identify and express real situations and their logical conclusion.	elaborate a set of rules or facts that follow a logical order and lead to a specific result, describing cause and effect. Given a different situation that is not completed yet, students write sentences inferring the possible result.
The creation of a Reasoning opinion starting with a text elaboration.	The justification of the students’ opinion with an argument. The solid construction of one´s original perspective.	Students can express facts that are always true, such as rules or facts. What life experiences do you have?	What personal activities did you start six months ago and you still do? (Present perfect)	A Student identifies activities that started sometime in the past but haven’t concluded yet and have an impact in his or her present in a time line.	A survey: Students walk around the class getting information of activities that started in the past but have an impact in the present, and report the information obtained.
Communicating,	Communicati	Analyze how to	Do you know	A student	A student
implicating and	on and	express an idea	you can express	expresses the	writes a
collaborating	interpersonal	in two different	one same idea	same ideas	letter to a
with others	relationships.	situations using	using different	with different	friend talking
(transversal		phrasal verbs.	words? See	words.	about a past
axis for all subjects			how to….		experience,
in the			(phrasal verbs)		afterwards

English III
Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
communication disciplinary field as well as social sciences.	Integration of learning communities. Contextualiza tion of learning communities through students' interests and academic experiences				he/she writes another letter to a teacher saying the same message but using different vocabulary.

Para apoyar nuestros aprendizajes deberás

Descargar dos aplicaciones que jugaras TODOS LOS DÎAS, Tomarás captura a diario y al final de la semana las imprimirás como evidencia. Empezando con 5 y aumentarás 5 palabras y así sucesiva mente, si tu aprendes 5 palabras cada día al final del semestre habrás alcanzado alrededor de 500 y eso ampliará tu vocabulario y como es un juego, te divertirás sigue la liga esta en playstore... imagen solo de referencia..https://play.google.com/store/apps/details?id=net.wordbit.enes&hl=es
También instalarás DUOLINGO y lo jugarás a diario, tomaras captura y me la enviarás por whats cada dia de la semana, Puedes enviarme tu evidencia o No, pero al final de la semana imprimiràs todas las capturas en pequeño..
..imagen solo de referencia.https://play.google.com/store/apps/details?id=com.duolingo&hl=es_419.

Deberas responder un examen de diagnostico de Cambridge y capturar tus resultadoshttp://www.cambridgeenglish.org/es/test-your-english/adult-learners/
Cuaderno forrado de Verde , con tus generales y con logotipo del CBTA sigue la liga.https://roma-actividades.blogspot.mx/2016/09/logotipo-cbta-1-dr-mario-castro-gilla.html
Tendrás una tarea permanente, hacer cada clase 5 verbos 5 veces cada uno en 7 tiempos, sigue la liga pues ahí encontrarás las listas de verbos de donde harás la tarea.https://roma-actividades.blogspot.mx/2017/02/

Explicación del uso de APP`s, sigue la liga
https://blog.abaenglish.com/es/cuantas-palabras-hay-que-aprender-para-comunicarse-en-ingles/

Anexo recado para tus padres necesito lo incluyas a tu portafolio de evidencias ya firmado, este si en tamaño medianito para que lo lea tiene valor en tu calificaciòn pues necesito que tus padres estén enterados

La Partida Coahuila a _______ de Agosto de 2018

Buen día Señor, Señora

Por este medio le envió un cordial saludo y me pongo a sus órdenes, su hijo(a) Cursará la Asignatura de Ingles I con su servidora, para lo cual necesito este enterado, apoye y autorice los procesos que desarrollaremos.

Durante el curso tendremos tres horas de clase por semana una de ellas la desarrollaremos en el Laboratorio de idiomas, Cada clase su hijo(a) deberá cumplir en forma y fecha de una tarea permanente que son 5 verbos en ingles repetidos 5 veces cada uno en siete formas diferentes, además de páginas del libro contestadas, audio grabados por whatsapp, es decir leerá lecturas del libro y me las enviará dos veces cada una. (Todas son en inglés)

ES IMPORTANTE Si por alguna razón su hijo (hija) no cuenta con celular, puede enviar su trabajo de algún otro equipo, en la escuela puede grabarlos con algún compañero, o notificarme su situación particular, así mismo si no tiene acceso a internet, en la escuela contamos con el servicio gratuito México Conectado, al cual podrá acceder en el laboratorio de computo después de sus clases en un horario de 8 a 16:00, de cualquier manera notificarme cualquier situación oportunamente.

Se desarrollarán algunos proyectos por Internet. Para demostrar el cumplimiento deberá capturar la pantalla e imprimirlas pero las impresiones deberán contener las imágenes en miniatura para que no sean muchas hojas

Así como publicación de proyectos en redes sociales FB o YouTube, siempre cuidando la integridad de su persona. También continuaremos con el libro del Semestre anterior, y después del segundo periodo sacaremos copias de un Libro que tiene carácter de obligatorio para apoyar la economía.

Como usted sabe estamos formando el carácter y personalidad de los jóvenes, por tal es muy importante nos apoye con el cumplimiento del reglamento escolar referente al uniforme, hombres Cabello corto sin pintura ni corte estilizado, no aretes o perforaciones, no cortes ni figuras o raya en el cabello, playera del uniforme y pantalón de mezclilla azul, no roto ni entubado o deslavado y Zapato negro, no tenis Mujeres falda del uniforme larga a la rodilla no arriba, playera del uniforme, cabello normal no pintado de colores extravagantes.

El uso del Celular está restringido a discreción dentro del salón de clase y de no cumplir podrá ser decomisado y llevado a orientación educativa hasta por dos semanas-

Para cualquier cosa me pongo a sus órdenes, con toda confianza, a través del tutor de grupo

Atte.

Ing. Elsie Rodríguez Domínguez.

Nombre y Firma;_______________________________________________

Padre , Madre o Tutor

Estoy a tus órdenes para cualquier duda por whatsapp o FB

COMENTA AQUI PARA MI REGISTRO!!!

Actividades

domingo, 19 de agosto de 2018

Bienvenidos a Ingles III