[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-58657-es":3,"doc-seo-58657-110":30,"detail-sidebar-cat-0-es-110":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},58657,962075006959,"Anda","https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297",41,"Investigación e Informes","Lengua Extranjera Inglés Educación Secundaria Comunitaria Productiva 6to Guía de Textos de Aprendizaje","El documento presenta una edición revisada y actualizada de textos de aprendizaje para Lengua Extranjera (inglés) en el nivel de Educación Secundaria Comunitaria Productiva, correspondiente al 6to año. Integra contenidos y actividades organizados secuencialmente conforme a Planes y Programas del SEP, basados en experiencias reales de docentes en el aula. Incluye estrategias de escritura y práctica lingüística por trimestre, con enfoque en conectores, gramática, voz pasiva, discurso directo e indirecto, actividades de tiempo libre, problemas ambientales, procedimientos, traducción y redacción de ensayos.","Lengua Extranjera  \nInglés  \nEDUCACIÓN SECUNDARIA COMUNITARIA PRODUCTIVA  \nSUBSISTEMA DE E DUCACIÓN REGULAR  \n6to  \nAÑO DE ESCOLARIDAD  \nLengua Extranjera  \nInglés  \nEDUCACIÓN SECUNDARIA COMUNITARIA PRODUCTIVA  \nSUBSISTEMA DE E DUCACIÓN REGULAR  \n6to  \nAÑO DE ESCOLARIDAD  \níndice  \nPresentación ..................................................................................................... 5  \nPrimer trimestre  \nTYPES OF WRITTEN TEXTS IN DIFFERENT LANGUAGES ............................................... 7  \n1. Talking about plans “after school”........................................................................... 8  \n2. The simple present, past and future (Review) .......................................................... 8  \n3. Linking words or Connectors .................................................................................... 9  \n4. Tag questions ........................................................................................................... 11  \n5. Writing expository texts ........................................................................................... 12  \nENVIRONMENTAL PROBLEMS 1. Vocabulary: Environmental problems ................................................................ 13  \n2. Direct speech ..................................................................................................... 14  \n3. Reported speech ............................................................................................... 16  \n4. Writing Narrative texts ....................................................................................... 18  \nFREE TIME ACTIVITIES .................................................................................................... 19  \n1. Vocabulary: Free time activities (review) ........................................................... 19  \n2. Holiday activities in our community.................................................................... 20  \n3. Too and enough with adjectives ........................................................................ 21  \n4. Inseparable phrasal verbs ................................................................................. 22  \n5. Writing argumentative texts .............................................................................. 24  \nSegundo trimestre  \nDESCRIPTIVE TEXTS REFLECTING INTERCULTURALITY .............................................. 25  \n1. What would you do? .......................................................................................... 25  \nHOW ARE THINGS MADE? 1. Adjectives (review) ............................................................................................. 33  \n2. How plastic is made? ........................................................................................ 37  \n3. Passive voice ..................................................................................................... 39  \n4. Expression: it is said that… it is believed that…................................................. 40  \n5. Manufactures in our country............................................................................... 41  \n6. Speaking about procedures related to specific careers at “BTH”...................... 42  \nTercer trimestre  \nSPEECHES WITH (EMERGING) TOPICS RELATED TO DIFFERENT AREAS OF EXPERTISE ........................................................................................................................ 43  \n1. Famous People in Bolivia .................................................................................. 43  \n2. Conditional: Interrogative.................................................................................... 44  \n3. Indefinite pronouns ............................................................................................ 47  \n4. Modal verbs: Ought, May and Might ................................................................. 48  \nAPPROACH ON TRANSLATION...................................................","cbCainUp4gawZPSa","https://ap.wps.com/l/cbCainUp4gawZPSa","pdf",5453349,4,1,66,"Spanish","es",110,"# Presentación\n# Primer trimestre\n## Tipos de textos escritos en diferentes lenguas\n## Vocabulario y escritura sobre problemas ambientales\n## Free time activities\n# Segundo trimestre\n## Textos descriptivos e interculturalidad\n## How are things made?\n# Tercer trimestre\n## Discursos con temas emergentes\n## Enfoque en la traducción","[{\"question\":\"Qué propósito cumplen los textos de aprendizaje en este documento?\",\"answer\":\"Buscan dinamizar el aprendizaje y ofrecer contenidos y actividades secuenciadas de acuerdo con los Planes y Programas del SEP, ampliables y contextualizables desde la experiencia de cada contexto cultural y educativo.\"},{\"question\":\"Cómo se organizan los contenidos a lo 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