INGLES III

INGLES III

Contents:

GRAMAR COMPONENT( develops linguistic competence)

          Review of tenses

          Passive voice

          Patterns: verb, adjective, noun+ preposition

          Phrasal verbs( two and three word verbs)

          Gerunds and infinitives

          Future tenses

          Adjective clauses

          Conditional sentences

          The use of get, wish

 

AUDIO-ORAL COMPONENT

          Imparting and seeking factual information

          Identifying

          Reporting

          Correcting

          Asking

 

Expressing and finding out intellectual attitudes

          Expressing agreement and disagreement

          Denying something

          Accepting an offer or invitation

          Declining an offer or invitation

          Offering to do something

          Expressing wheter something es considered possible or impossible

          Expressing capability and incapability

          Expressin how certain7 uncertain one is of something

          Inquiring how certain/ uncertain one is of something

          Expressing one is/ is not forced to do something

          Giving and seeking permission is withheld

 

Expressing and finding out emotional attitudes

          Expressing pleasure, liking

          Expressing displeasure, dislike

          Expressing surprise

          Expressing hope

          Expressing satisfaction

          Expressing dissatisfaction

          Expressing disappointment

          Expressing fear and worry

          Expressing preference

          Expressing gratitude

          Expressing sympathy

          Expressing intention

 

Expressing want and desire( expressing and finding out moral attitudes)

          Apologizying

          Expressing appreciation

          Expressing regret

          Expressing indifference4

 

Getting things done

          Inviting  people

          Meeting people

          Introducing people and being introduced to people

          Taking leave

          Attracting attention

          Beginning a meal

 

Strategic competence:the students can use compensatory strategies for missing knowledge: conversation initiation skills, conversation, maintenance skills, and conversation end skills.

 

Discourse competence: cohesion and coherence in the oral speech.

 

Intercultural competence: the students can identify and understand cultural tips and use them as an aid to comprehension.

 

READING AND WRITING COMPONENT

 

Textual competence

The expository paragraph (kind?)

The persuasive argmentative paragraph

 

Competences for reading and writing ( based on canale and swain’s model)

 

Reading

Linguistic competence: the students should know the rules and the lexicon and vocabulary that help them to understand what is being read.

Sciolinguistic competence: the students should know the rules and principles that the reader can use to understand what is read, based on author’s purpose, topic, genre, format, etc.

Strategic competence: the students can use compensatory strategies for missing knowledge: predicting, deducing, guessing; they can also use clues from the context and information from their own background knowledge.

Discourse competence: the students can identify markers of coherence and cohesion in the written text for the purpose of reading comprehension

Intercultural competence: the students can identify and understand cultural tips and use them as an aid to comprehension.

 

WRITING

Linguistic competence: the students will command rules of grammar- rules of morphology and syntax- including rules for subject/ verb  agreement, reference, etc; vocabulary ; mechanics: handwriting spelling, punctuation, capitalization.

Sociolinguistic competence: the students can vary the use of the language with respect to a number of variables including the ropics, the genre, the audience and the purpose.( to be able to write for diverse discourse communities that appreciate widely varying texts.)

Strategic competence: the students are able to use strategies to stretch their competence to write effectively; to get familiarized with the writing process; that calls for them to brainstorm, draft, compose, revise, and edit.

Discourse competence: the students can organize their texts cohesively and coherently, on the one hand; this involves the ability to use reference, substitution, ellipsis, conjustion, and lexical  cohesion in a proper way. On the other hand, coherence demands development , balance, completeness.

Intercultural competence: the students can use in a written way elements of the other culture.

 

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