Sunday, December 26, 2010
Wednesday, December 22, 2010
Jeans Low Rise Suspenders
GIFTS FILLED WITH STORIES 2
If you do not know what to give at Christmas, in the Library have a wide selection of books that we have prepared for you. Gifts full of adventure, mystery, love, humor ...
All are available in the Library. But also you can find in bookstores.
gift ideas Library. Ideas, adventure, mystery, love, fear ... and everything you can imagine.
Christmas ... Have fun reading!
If you do not know what to give at Christmas, in the Library have a wide selection of books that we have prepared for you. Gifts full of adventure, mystery, love, humor ...
All are available in the Library. But also you can find in bookstores.
gift ideas Library. Ideas, adventure, mystery, love, fear ... and everything you can imagine.
Christmas ... Have fun reading!
Thursday, November 25, 2010
Wednesday, November 24, 2010
Psychometric Programm
DAVID MARIS, www.revistadominical.com.ve
CAKE
BLACK CHRISTMAS CREAM PUNCH HOME
CAKE
BLACK CHRISTMAS CREAM PUNCH HOME
black beans 
OATS OF GRANNY 
Monday, November 22, 2010
Chicco Walker Replacement Wheel
BORN AND GREEN VISIT TO MARKET ..., A DELICIOUS, good plan:) Thanks again
A DREAM COME TRUE, the result of the tenacity, persistence and patience ... coupled with the good vibes!
THAMAR CONGRATULATIONS TO THE CHEF AND THE FRIEND DAVID ALVARADO AKININ SUCCESS AND BEST WISHES FOR THIS BEAUTIFUL AND DELICIOUS GREAT PROJECT.
Tuesday, November 16, 2010
Breast Enlargement Diane 35
NOVEMBER 16, DAY OF ROMA PEOPLE
Public Libraries put in Euskadi A program that fosters tolerance and cultural integration under the banner of "The Library, a meeting place."
Now the time has come to know a new group: the Roma.
This has produced a guide children's literature which reflect a number of titles that make it easier for smaller more knowledge about a people who lives with us.
Eibar libraries and Irun have collaborated in the implementation of this new campaign.
Throughout this week distributed a few copies of this guide in schools and will also be available on the Library.
Public Libraries put in Euskadi A program that fosters tolerance and cultural integration under the banner of "The Library, a meeting place." Now the time has come to know a new group: the Roma.
This has produced a guide children's literature which reflect a number of titles that make it easier for smaller more knowledge about a people who lives with us.
Eibar libraries and Irun have collaborated in the implementation of this new campaign.
Throughout this week distributed a few copies of this guide in schools and will also be available on the Library.
Thursday, November 11, 2010
How Much Is Plan B Stay In Your System
V National Congress of Public Libraries
Library Eibar Juan San Martin has participated in a double strand in the V National Congress of Public Libraries, held in Gijón on 3 , 4 and 5 November. The theme of this congress was to "Public libraries and digital content: Challenges and Opportunities"
First, since late last year responsible for the Library, Eva Alberdi, has participated in it as a member of Scientific.
Moreover, the Library presented at the same video, " Eibar: 100 years of public reading " produced by the Library Municipal Juan San Martin de Eibar for acts of commemoration of its centennial. In that video is a tour through the history of the Library, combining images of existing facilities with photos and images of the same in different locations throughout its history.
This video shows a visual way of current services offered. Recorded at the Library with citizens who participated in the project. A presentation of the history of the Library and is part of their local library. 
Library Eibar Juan San Martin has participated in a double strand in the V National Congress of Public Libraries, held in Gijón on 3 , 4 and 5 November. The theme of this congress was to "Public libraries and digital content: Challenges and Opportunities"
First, since late last year responsible for the Library, Eva Alberdi, has participated in it as a member of Scientific.
Moreover, the Library presented at the same video, " Eibar: 100 years of public reading " produced by the Library Municipal Juan San Martin de Eibar for acts of commemoration of its centennial. In that video is a tour through the history of the Library, combining images of existing facilities with photos and images of the same in different locations throughout its history.
This video shows a visual way of current services offered. Recorded at the Library with citizens who participated in the project. A presentation of the history of the Library and is part of their local library.
Tuesday, November 2, 2010
Wheres The 16-digit Number On Hollister Gift Card
MAKING: A Proposal for youngsters Library
Making a "Workshop", ie space and time for group work where there is a guide, a place where resources are provided directly to those who point and where everyone must contribute something to the construction of project.
"Making" offers two workshops aimed at young people aged 3 º ESO.
a Book Trailer: In this workshop is a trailer for a story or a book of about 30-120 seconds. You will read a book, resumiréis, interiorizaréis the essence of history, will share in the group, you will create the script, the storyboard will realize, as produciréis and
filmaréis
Dates: Three days from 17 November in the calendar establezcáis. 10 hours
Enrollment: 10 € (registered in Eibar, otherwise € 22)
Digital Comic: it is to devise a story, write the script, create characters and scenarios using digital photography, photography transform bullets and pass it to digital format and finally, edit using the computer.
11-12 December. 5 hours
Enrollment: 4 € (registered in Eibar, if not 8 €)
both workshops are based on a literary basis and direct professionals: a film director and graphic designer specializing in blog cómic.Este http://www.makingsarea.blogspot.com/ be the meeting place of "Making". Here you will find the results of work done in other libraries.
REGISTRATION: at the Library 
Making a "Workshop", ie space and time for group work where there is a guide, a place where resources are provided directly to those who point and where everyone must contribute something to the construction of project.
"Making" offers two workshops aimed at young people aged 3 º ESO.
a Book Trailer: In this workshop is a trailer for a story or a book of about 30-120 seconds. You will read a book, resumiréis, interiorizaréis the essence of history, will share in the group, you will create the script, the storyboard will realize, as produciréis and
filmaréis
Dates: Three days from 17 November in the calendar establezcáis. 10 hours
Enrollment: 10 € (registered in Eibar, otherwise € 22)
Digital Comic: it is to devise a story, write the script, create characters and scenarios using digital photography, photography transform bullets and pass it to digital format and finally, edit using the computer.
11-12 December. 5 hours
Enrollment: 4 € (registered in Eibar, if not 8 €)
both workshops are based on a literary basis and direct professionals: a film director and graphic designer specializing in blog cómic.Este http://www.makingsarea.blogspot.com/ be the meeting place of "Making". Here you will find the results of work done in other libraries.
REGISTRATION: at the Library
Wednesday, October 6, 2010
Keurig Coffee Can Use Milk Instead Of Water
From this Wednesday October 6 reencontrate with joy and fun, because it makes for a new day and time ... "El Show de Padro Rafael" Music News and mainly cool, driving Pedro Rafael Lezcano Eceiza every Wednesday from 19 to 21 here in South 103.7 ...!!! Always Your Best Company
Thursday, September 30, 2010
Wednesday, September 29, 2010
Network 3 Dongle Hack
Question Types and Examples know Tests PRO (ECAES) - Bacteriology
The examination will be answered in two sessions. The first session is four hours, from 7:00 am The second session will be four hours, from 1:30 pm
The bacteriology ECAES includes one (1) only type of question: Multiple Choice with Single Answer (SMUR). Which consists of a statement or problem and four possible answers of which one is the correct option (key).
Examples
1. A patient aftertreatment control malaria by P. falciparum was performed on thick smear examination which showed gametocytes of P. falciparum parasite is the only way. Accordingly we conclude that
Key: C
Competition:
Argumentative Justification: Yes gametocytes in P. falciparum can persist for several weeks in peripheral blood, regardless of whether it was supplied or no "primaquine". Resistance in P. falciparum is associated with the persistence of asexual forms in peripheral blood even after treatment. Something similar occurs when therapy is incomplete.
2. Viral gastroenteritis is the second clinical entity of increased morbidity in the world after upper respiratory diseases and a major cause of infant mortality. Upon entering the mature enterocytes located in the duodenum, distal ileum and colon is decreased absorption surface, because
A. cause a decrease in the crypts and mononuclear cells.
B. no shortening or loss of villi and production of secretory cells.
C. diarrhea is the replacement of immature secretory cells by hairy in the villi.
D. there is a reduction of fluid and electrolytes in the lumen.
Key: B
Competition: Argumentative
Rationale: The area of \u200b\u200babsorption is reduced because the villi are shortened and replaced by secreting the mature cells, causing diarrhea box.
3. The deep mycoses are acquired by inhalation of spores. Are presented as acute, subacute or chronic, according to the host and infecting inoculum size. Some of these fungal infections affecting the mononuclear phagocyte system and other organs. A fungus that also produce a systemic disease, spreads to the mononuclear phagocyte system is
A. Aspergillus.
B. Candida albicans.
C. Esporotrix schenckii.
D. Histoplasma capsulatum.
Key: D
Competition: Interpretative
Justification: Histoplasma capsulatum causes endemic mycosis of primary pulmonary origin usually spread to other organs, especially the mononuclear phagocyte system. Primary infection often goes unnoticed or is manifested by mild respiratory symptoms may occur as acute, subacute or chronic, according to the host and infecting inoculum size.
4. Patient macroscopic and microscopic hematuria who was suspected kidney stones, and therefore it is practiced urography ruled the table above, however, with the results obtained are suspected renal tuberculosis and the doctor asks the lab to investigate. In this situation the procedure and adequate sample to confirm the renal tuberculosis
A. BK cultivation for the first morning urine collected in full.
B. microscopy in the urine of 24 hours refrigerated.
C. smear and culture of midstream first void.
D. BK in the urine culture for 24 hours refrigerated.
Key: A
Competition: Purpose
key Rationale: The show that offers the highest concentration of microorganisms for their isolation.
In an outpatient State Social Enterprise (ESE) is served a seven-year-old who has pale skin, tachycardia, petechiae, lymphadenopathy and mild hepatosplenomegaly. CBC was performed and determination of immunoglobulins.
5. From the above data, the most likely diagnosis is
A. acute leukemia.
B. infectious mononucleosis.
C. bacterial infection.
D. hemolytic anemia.
Key: A
Competition: Interpretative
Rationale: The patient's age, clinical data, cytopenias and characteristics of peripheral blood cells under the diagnosis of acute leukemia.
6. component to supply adequate blood to improve tissue oxygenation in this patient is
A. whole blood.
B. washed red cells.
C. fresh frozen plasma.
D. packed red cells.
Key: B
Competition: Purpose
Rationale: Individuals with IgA deficiency should receive red blood cells to improve oxygenation but must be washed to prevent alloimmunization with immunoglobulin A, present in the transfused plasma and avoid future anaphylactic reactions secondary to this situation
7. Patient 20 years consulting for 4 years of oligomenorrhea, amenorrhea followed by 2; report weakness, weight gain, lethargy, sleep, galactorrhea, fatigue and cold intolerance. The following are the results of the examinations you performed in the patient:
FSH decreased joint elevation of TSH and prolactin in this patient is due to
A. stimulating hormone releasing hormone (TRH) on TSH and prolactin.
B. impaired pulsatile prolactin and TSH by thyroid hormones decrease.
C. serum proteins decreased fixing T3 and T4 hormones.
D. deficiency of iodine in the diet of the patient.
Key: A
Competition:
Argumentative Justification The pituitary gland in the anterior lobe secretes growth hormone, adrenocorticotropic hormone, tiroideoestimulante hormone, follicle stimulating hormone, luteinizing hormone and prolactin. The hormone that regulates thyroid function is TSH, when the low thyroid hormone level in blood is detected by the pituitary gland and increases production of TSH that stimulates the thyroid to produce and release more thyroid hormone when the thyroid hormone level is high, the pituitary gland slows, lowers blood TSH and thyroid activity slows. The mechanism is realized through the hypothalamus, stimulating the pituitary gland through HRT. Regulatory mechanisms are not absolutely selective production of prolactin which is the pituitary hormone that stimulates lactation, ie, the secretion of the mammary glands can also be activated when you activate the TSH because the pituitary occurs in the same zone where the TSH and HRT produces cross-stimulation of TSH and prolactin.
8. In an interdisciplinary group of State Social Enterprise (ESE) where you work, have a discussion about the most efficient way of using resources to achieve the greatest impact and best results in the population. To achieve the objective of obtaining the greatest impact and benefit of the people the best strategy is to
Key: C
Competition: Purpose
Justification: It works at healthy people to prevent the onset of disease
behavior at this outcome is ideal to follow
Key: D
Competition: Purpose
Justification: During the initial or primary stage of syphilis (chancre) the first antibodies detectable are the types IgM by evidence of FT AABS, while if we make the test of VDRL could only detect reagin (IgG) from week 3 after onset of infection and even a few weeks (1 - 3) after the appearance of the chancre. This would explain the non-reactivity of the VDRL test although the patient is infected with Treponema pallidum.
10. The Expanded Program on Immunization (EPI), Ministry of Social Protection, has directed since 1978, to intervene vaccine-preventable diseases in children, aiming coverage less than 95% to prevent outbreaks. Vaccination coverage in the country in 2002, for some biologists were
A. optimal and guaranteed the absence of outbreaks of measles in 2002, while in other disease outbreaks might occur in that year.
B. poor and the country put at risk for the occurrence of outbreaks in diseases, in 2002.
C. allowed optimal decrease of 80-93% of outbreaks of diseases in the country, while it reaches 95% coverage.
D. deficient and require the purchase of more vaccines to face outbreaks imported from the countries along the border with Colombia
Key: B
Competition: Interpretative
Justification: Colombia has experienced a dramatic decline in vaccination coverage the country since 1997, so that in 2002 only 25% of the nation's children live in municipalities with coverage above 95%. This phenomenon has resulted from the combination of internal and external factors to the health sector as result of the health crisis, social and political life. The effects have been the emergence of a large number of outbreaks of diseases like measles, whooping cough, diphtheria, rubella and meningitis in different departments of the country . 
number of questions and time available
The examination will be answered in two sessions. The first session is four hours, from 7:00 am The second session will be four hours, from 1:30 pm
Types questions and examples
The bacteriology ECAES includes one (1) only type of question: Multiple Choice with Single Answer (SMUR). Which consists of a statement or problem and four possible answers of which one is the correct option (key).
Examples
1. A patient aftertreatment control malaria by P. falciparum was performed on thick smear examination which showed gametocytes of P. falciparum parasite is the only way. Accordingly we conclude that
A. is a case of resistance, because parasites can still be observed in peripheral blood.
B. treatment is incomplete because it did not disappear all forms of the parasite in peripheral blood.
C. corresponds to a prior episode of malaria, since gametocytes may persist for several weeks in peripheral blood.
D. is a pregnant woman or a child under one year, since they are not provided "primaquine".
B. treatment is incomplete because it did not disappear all forms of the parasite in peripheral blood.
C. corresponds to a prior episode of malaria, since gametocytes may persist for several weeks in peripheral blood.
D. is a pregnant woman or a child under one year, since they are not provided "primaquine".
Key: C
Competition:
Argumentative Justification: Yes gametocytes in P. falciparum can persist for several weeks in peripheral blood, regardless of whether it was supplied or no "primaquine". Resistance in P. falciparum is associated with the persistence of asexual forms in peripheral blood even after treatment. Something similar occurs when therapy is incomplete.
2. Viral gastroenteritis is the second clinical entity of increased morbidity in the world after upper respiratory diseases and a major cause of infant mortality. Upon entering the mature enterocytes located in the duodenum, distal ileum and colon is decreased absorption surface, because
A. cause a decrease in the crypts and mononuclear cells.
B. no shortening or loss of villi and production of secretory cells.
C. diarrhea is the replacement of immature secretory cells by hairy in the villi.
D. there is a reduction of fluid and electrolytes in the lumen.
Key: B
Competition: Argumentative
Rationale: The area of \u200b\u200babsorption is reduced because the villi are shortened and replaced by secreting the mature cells, causing diarrhea box.
3. The deep mycoses are acquired by inhalation of spores. Are presented as acute, subacute or chronic, according to the host and infecting inoculum size. Some of these fungal infections affecting the mononuclear phagocyte system and other organs. A fungus that also produce a systemic disease, spreads to the mononuclear phagocyte system is
A. Aspergillus.
B. Candida albicans.
C. Esporotrix schenckii.
D. Histoplasma capsulatum.
Key: D
Competition: Interpretative
Justification: Histoplasma capsulatum causes endemic mycosis of primary pulmonary origin usually spread to other organs, especially the mononuclear phagocyte system. Primary infection often goes unnoticed or is manifested by mild respiratory symptoms may occur as acute, subacute or chronic, according to the host and infecting inoculum size.
4. Patient macroscopic and microscopic hematuria who was suspected kidney stones, and therefore it is practiced urography ruled the table above, however, with the results obtained are suspected renal tuberculosis and the doctor asks the lab to investigate. In this situation the procedure and adequate sample to confirm the renal tuberculosis
A. BK cultivation for the first morning urine collected in full.
B. microscopy in the urine of 24 hours refrigerated.
C. smear and culture of midstream first void.
D. BK in the urine culture for 24 hours refrigerated.
Key: A
Competition: Purpose
key Rationale: The show that offers the highest concentration of microorganisms for their isolation.
FROM MEET THE FOLLOWING QUESTIONS 5 AND 6
In an outpatient State Social Enterprise (ESE) is served a seven-year-old who has pale skin, tachycardia, petechiae, lymphadenopathy and mild hepatosplenomegaly. CBC was performed and determination of immunoglobulins.
CBC data revealed anemia, thrombocytopenia and mild leukocytosis. Sedimentation was 90 mm / h in the blood smears were observed blast cells of heterogeneous size and coarse chromatin, without granules or Auer bodies. Accompanying myeloid cells showed no dysplastic changes. The results of the determination of immunoglobulin deficiency Immunoglobulin point A.
5. From the above data, the most likely diagnosis is
A. acute leukemia.
B. infectious mononucleosis.
C. bacterial infection.
D. hemolytic anemia.
Key: A
Competition: Interpretative
Rationale: The patient's age, clinical data, cytopenias and characteristics of peripheral blood cells under the diagnosis of acute leukemia.
6. component to supply adequate blood to improve tissue oxygenation in this patient is
A. whole blood.
B. washed red cells.
C. fresh frozen plasma.
D. packed red cells.
Key: B
Competition: Purpose
Rationale: Individuals with IgA deficiency should receive red blood cells to improve oxygenation but must be washed to prevent alloimmunization with immunoglobulin A, present in the transfused plasma and avoid future anaphylactic reactions secondary to this situation
7. Patient 20 years consulting for 4 years of oligomenorrhea, amenorrhea followed by 2; report weakness, weight gain, lethargy, sleep, galactorrhea, fatigue and cold intolerance. The following are the results of the examinations you performed in the patient:
increased prolactin increased TSH
T3 T4 decreased decreased decreased LH
T3 T4 decreased decreased decreased LH
FSH decreased joint elevation of TSH and prolactin in this patient is due to
A. stimulating hormone releasing hormone (TRH) on TSH and prolactin.
B. impaired pulsatile prolactin and TSH by thyroid hormones decrease.
C. serum proteins decreased fixing T3 and T4 hormones.
D. deficiency of iodine in the diet of the patient.
Key: A
Competition:
Argumentative Justification The pituitary gland in the anterior lobe secretes growth hormone, adrenocorticotropic hormone, tiroideoestimulante hormone, follicle stimulating hormone, luteinizing hormone and prolactin. The hormone that regulates thyroid function is TSH, when the low thyroid hormone level in blood is detected by the pituitary gland and increases production of TSH that stimulates the thyroid to produce and release more thyroid hormone when the thyroid hormone level is high, the pituitary gland slows, lowers blood TSH and thyroid activity slows. The mechanism is realized through the hypothalamus, stimulating the pituitary gland through HRT. Regulatory mechanisms are not absolutely selective production of prolactin which is the pituitary hormone that stimulates lactation, ie, the secretion of the mammary glands can also be activated when you activate the TSH because the pituitary occurs in the same zone where the TSH and HRT produces cross-stimulation of TSH and prolactin.
Therefore, in some cases of hypothyroidism in which there are elevated blood TSH, prolactin may also be increased and lactation occur (galactorrhea).
8. In an interdisciplinary group of State Social Enterprise (ESE) where you work, have a discussion about the most efficient way of using resources to achieve the greatest impact and best results in the population. To achieve the objective of obtaining the greatest impact and benefit of the people the best strategy is to
A. allocating resources to primary care.
B. allocate resources to the second level of care.
C. primary prevention efforts.
D. secondary prevention efforts.
B. allocate resources to the second level of care.
C. primary prevention efforts.
D. secondary prevention efforts.
Key: C
Competition: Purpose
Justification: It works at healthy people to prevent the onset of disease
9. male patient, sexually active in the penis and an ulcerated lesion with raised edges and well defined consistent with a syphilitic chancre, which VDRL test is nonreactive.
behavior at this outcome is ideal to follow
A. a test of FTA-ABS IgG.
B. wait 4-6 weeks and repeat the VDRL.
C. Quantitative VDRL, suspecting a zone phenomenon.
D. perform an FTA-IgM test.
B. wait 4-6 weeks and repeat the VDRL.
C. Quantitative VDRL, suspecting a zone phenomenon.
D. perform an FTA-IgM test.
Key: D
Competition: Purpose
Justification: During the initial or primary stage of syphilis (chancre) the first antibodies detectable are the types IgM by evidence of FT AABS, while if we make the test of VDRL could only detect reagin (IgG) from week 3 after onset of infection and even a few weeks (1 - 3) after the appearance of the chancre. This would explain the non-reactivity of the VDRL test although the patient is infected with Treponema pallidum.
10. The Expanded Program on Immunization (EPI), Ministry of Social Protection, has directed since 1978, to intervene vaccine-preventable diseases in children, aiming coverage less than 95% to prevent outbreaks. Vaccination coverage in the country in 2002, for some biologists were
With respect to the data of the Ministry of Social Protection, the vaccination status in Colombia is
A. optimal and guaranteed the absence of outbreaks of measles in 2002, while in other disease outbreaks might occur in that year.
B. poor and the country put at risk for the occurrence of outbreaks in diseases, in 2002.
C. allowed optimal decrease of 80-93% of outbreaks of diseases in the country, while it reaches 95% coverage.
D. deficient and require the purchase of more vaccines to face outbreaks imported from the countries along the border with Colombia
Key: B
Competition: Interpretative
Justification: Colombia has experienced a dramatic decline in vaccination coverage the country since 1997, so that in 2002 only 25% of the nation's children live in municipalities with coverage above 95%. This phenomenon has resulted from the combination of internal and external factors to the health sector as result of the health crisis, social and political life. The effects have been the emergence of a large number of outbreaks of diseases like measles, whooping cough, diphtheria, rubella and meningitis in different departments of the country .
Remove Clarion From Hyundai Coupe
types of questions and example tests to know PRO (ECAES) - Child Education / Preschool
The examination will be answered in two sessions. The first session is four hours from 7:00 am and the second, four hours, starting at 1:30 pm The test structure is as follows:
Because all the initial training of teachers in the country spend more than 70% of the time of their students to the development of classroom practice, we propose the use of standard questions I and type IV, in the tradition of ICFES. TYPE I: multiple-choice single answer, which describes the ICFES as those developed around an idea, situation or problem. In some trials, several questions may share a common context or situation brings elements to solve specific problems raised in it. Each item has a question and four possible answers, of which only a properly completed statement or solve the problem.
TYPE IV: multiple choice with multiple correct answer, which are described by the ICFES as those questions that consist of a question and four response options related to it. The combination of two of these options correctly answer the question. This type of question is used to put into consideration a situation where it is necessary to consider two possible implications, applications or conditions to define properly. The selection of the correct answer must be in accordance with the following Key:
- Teacher: guys, the truth is that what I know is that they do exist, but I know its features, then why not investigate? Look in magazines, books or ask your daddy!
- The teacher intends to make a drawing that illustrates your individual thoughts on the subject. In conclusion, the teacher asks mark sheets to recognize who owns each.
- Lina: Pilar, I want to write bat ... Why the first letter? His colleagues who already know some letters help saying
A. Spontaneous activities that entertain children and allow them to express their previous knowledge compared to a situation of interest.
B. Construction of scientific knowledge mediated by the teacher based on previously established goals from the interest of the child.
C. Generation of knowledge through the child's interests.
D. Collective construction of meaning from the search for alternatives to a situation of interest.
A. Encourage the construction of hypotheses from the dynamic of social interaction.
B. Steer children toward the objective knowledge from the location of findings on the topic of interest.
C. Knowing the child's interests and design from there appropriate teaching strategies.
D. Encourage the development of thinking in real and concrete.
A. Establish mediation and complicate social interaction.
B. Enhance the organization of knowledge through a reflective attitude and concerns.
C. Create conditions that drive the learning processes in children.
D. Foster a teaching-learning environment where children express ideas freely.
10. In the situation described promotes significant learning is part of both interest and prior knowledge engage in dialogue, negotiation of meanings and consultation processes. The two options most conducive to meaningful learning are:
A. From the new varieties of bats and their characteristics, the teacher aims to create among all a new creature of the night.
B. The work on bats led to new questions that the teacher took the opportunity to teach the characteristics of mammals.
C. Watching the film to review the characteristics of the bat.
D. The teacher asked what feel about the version of Andrew and children invent spells against fears.
number of questions and time available
The examination will be answered in two sessions. The first session is four hours from 7:00 am and the second, four hours, starting at 1:30 pm The test structure is as follows:
Types questions and examples
Because all the initial training of teachers in the country spend more than 70% of the time of their students to the development of classroom practice, we propose the use of standard questions I and type IV, in the tradition of ICFES.
TYPE IV: multiple choice with multiple correct answer, which are described by the ICFES as those questions that consist of a question and four response options related to it. The combination of two of these options correctly answer the question. This type of question is used to put into consideration a situation where it is necessary to consider two possible implications, applications or conditions to define properly. The selection of the correct answer must be in accordance with the following Key:
With this type of questions can be addressed by the suggestion made in the framework documents and the proposal made by the participants of the regional workshops to assemble the evidence about cases situations, problems or statements containing several questions.
ANSWER THE EXAMPLES 1 TO 10 IN ACCORDANCE WITH THE FOLLOWING INFORMATION
After reading a story, students 5 years ask your teacher: it true that bats do not exist? Before this question to the professor all speak and contradict.
- Teacher: guys, the truth is that what I know is that they do exist, but I know its features, then why not investigate? Look in magazines, books or ask your daddy!
- The teacher intends to make a drawing that illustrates your individual thoughts on the subject. In conclusion, the teacher asks mark sheets to recognize who owns each.
- Lina: Pilar, I want to write bat ... Why the first letter? His colleagues who already know some letters help saying
- All: the two bellies "m".
- The teacher writes it large the board and, with your help, write the whole word. They write in turn on the leaves.
- Then, in the library, found a book: Living Things. Start looking at the book.
- Lina: Pilar from the beginning! (They wanted to know everything ...)
- David, you can read us (some recognize letters).
- All: (on page bats) Wow! (To see a picture of almost two pages of a bat).
- The teacher begins to read (all you listen carefully).
- Teacher: bats are mammals, mostly with nightlife. There are three classes: Orchard, insectivores and false vampires. Within of this division there are many variations, live in caves ...
- After reading clarifying ideas and new questions arise:
- Sebastian Pilar did you see? They eat flowers!
- Carolina, some flying into space!
- Professor: How far into space? I do not know, but tomorrow we will see a movie about the bats ... What do you think?
- The teacher writes it large the board and, with your help, write the whole word. They write in turn on the leaves.
- Then, in the library, found a book: Living Things. Start looking at the book.
- Lina: Pilar from the beginning! (They wanted to know everything ...)
- David, you can read us (some recognize letters).
- All: (on page bats) Wow! (To see a picture of almost two pages of a bat).
- The teacher begins to read (all you listen carefully).
- Teacher: bats are mammals, mostly with nightlife. There are three classes: Orchard, insectivores and false vampires. Within of this division there are many variations, live in caves ...
- After reading clarifying ideas and new questions arise:
- Sebastian Pilar did you see? They eat flowers!
- Carolina, some flying into space!
- Professor: How far into space? I do not know, but tomorrow we will see a movie about the bats ... What do you think?
1. The explicit statement that a clear conception of childhood which underlies it is posed to children is: A.
One category that has evolved through processing theory and evolutionary science.
B. A transient state of imperfection that allows the readiness of both formal and intentional.
C. An age of functionality and purpose of life itself, governed by its own laws and governed by individual needs.
D. Social and cultural construction that recognizes the child as a full and active part in the construction of knowledge.
B. A transient state of imperfection that allows the readiness of both formal and intentional.
C. An age of functionality and purpose of life itself, governed by its own laws and governed by individual needs.
D. Social and cultural construction that recognizes the child as a full and active part in the construction of knowledge.
Key: D.
Component: concepts and perspectives of childhood.
Competition: Competition
interpretive master, namely the emphasis.
Rationale: This response shows the main components of the concept of childhood, by interactive nature and located, allows the construction of pedagogical approaches. A teacher of infant and preschool education should self-regulate their practice from the building and imaginary conceptions of childhood that you can view the child as a teachable subject and against which legitimizes their teaching practice.
Component: concepts and perspectives of childhood.
Competition: Competition
interpretive master, namely the emphasis.
Rationale: This response shows the main components of the concept of childhood, by interactive nature and located, allows the construction of pedagogical approaches. A teacher of infant and preschool education should self-regulate their practice from the building and imaginary conceptions of childhood that you can view the child as a teachable subject and against which legitimizes their teaching practice.
2. The pedagogical approach underlying the situation described above is characterized by:
A. Spontaneous activities that entertain children and allow them to express their previous knowledge compared to a situation of interest.
B. Construction of scientific knowledge mediated by the teacher based on previously established goals from the interest of the child.
C. Generation of knowledge through the child's interests.
D. Collective construction of meaning from the search for alternatives to a situation of interest.
Key: D.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Rationale: it develops more precisely the thrust of a project. Practicing teachers must necessarily be mediated by a reflexive action on their part and this is essential to know the elements and joints that characterize the different pedagogical approaches.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Rationale: it develops more precisely the thrust of a project. Practicing teachers must necessarily be mediated by a reflexive action on their part and this is essential to know the elements and joints that characterize the different pedagogical approaches.
3. In the situation described makes explicit an alternative to work the scriptural process. In the same situation, select a possible alternative:
A. Make a plan to help in the process of symbolization.
B. Use the book on life and select a meaningful word to collectively develop hieroglyphics.
C. Perform sensory experiences, such as threading the word bat, to strengthen the child's knowledge.
D. Identify and highlight vowels of the words bat.
B. Use the book on life and select a meaningful word to collectively develop hieroglyphics.
C. Perform sensory experiences, such as threading the word bat, to strengthen the child's knowledge.
D. Identify and highlight vowels of the words bat.
Password: B.
Component: training and child development.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize learning environments.
Justification in preschool, some common errors related to the teaching of reading and writing process in children are the traditional approaches to teaching applications and non-mechanical reality of children. This requires the teacher to articulate all proposed activities to intentionally and consistently supported from the pedagogy.
teacher: knowing how to organize learning environments.
Justification in preschool, some common errors related to the teaching of reading and writing process in children are the traditional approaches to teaching applications and non-mechanical reality of children. This requires the teacher to articulate all proposed activities to intentionally and consistently supported from the pedagogy.
4. This situation is a proposal to:
A. Encourage the construction of hypotheses from the dynamic of social interaction.
B. Steer children toward the objective knowledge from the location of findings on the topic of interest.
C. Knowing the child's interests and design from there appropriate teaching strategies.
D. Encourage the development of thinking in real and concrete.
Key: A.
Component: training and child development.
Competition: proposals. Competition
teacher: namely the emphasis.
Justification Project work promotes the structuring schema, which is fundamental to the approach and confrontation of hypotheses with the knowledge that the culture has built up throughout history and in this case, the teacher takes over the books and the film. Part of a context that helps create a different look compared to the attitudes and processes that teachers should encourage school today.
Component: training and child development.
Competition: proposals. Competition
teacher: namely the emphasis.
Justification Project work promotes the structuring schema, which is fundamental to the approach and confrontation of hypotheses with the knowledge that the culture has built up throughout history and in this case, the teacher takes over the books and the film. Part of a context that helps create a different look compared to the attitudes and processes that teachers should encourage school today.
5. In the above situation, the underlying pedagogical experience is:
A. Project work.
B. Places of interest.
C. Thematic units.
D. For areas.
B. Places of interest.
C. Thematic units.
D. For areas.
Key: A.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Justification is a project work in that they permit the construction of collective knowledge from previous knowledge and recognition of the hypotheses with the aim of locating new meanings and to deepen existing ones. Besides the role of the teacher and children in the process. Today's developments in the knowledge required to meet and work on proposals that promote systems thinking and flexible from the resolution of problems.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Justification is a project work in that they permit the construction of collective knowledge from previous knowledge and recognition of the hypotheses with the aim of locating new meanings and to deepen existing ones. Besides the role of the teacher and children in the process. Today's developments in the knowledge required to meet and work on proposals that promote systems thinking and flexible from the resolution of problems.
6. In this situation, socialization processes are evident because:
A. Recontextualized tessituras and through dialogue and negotiation of meanings.
B. The teacher can come into contact with others.
C. Real situations are narrated scenarios other than school.
D. It allows the child to feel useful and valuable in their social group.
B. The teacher can come into contact with others.
C. Real situations are narrated scenarios other than school.
D. It allows the child to feel useful and valuable in their social group.
Key: A.
Component: background and childhood.
Competition: interpretation. Competition
teacher: namely organizing and designing learning environments.
Rationale: interactions promoted through such proposals as elements axis recognize dialogue and negotiation of knowledge that promote socialization processes in which the moral and intellectual autonomy allows interactions resignify authoritarian and vertical features of the traditional school. Teachers are central socializing agents in this developmental stage, his speech sets the standard of reference in children and lays out development processes, hence the question is sought to raise awareness that not every interaction promotes development and learning processes, being these are only some of the most important purposes of the work of teacher and school.
Component: background and childhood.
Competition: interpretation. Competition
teacher: namely organizing and designing learning environments.
Rationale: interactions promoted through such proposals as elements axis recognize dialogue and negotiation of knowledge that promote socialization processes in which the moral and intellectual autonomy allows interactions resignify authoritarian and vertical features of the traditional school. Teachers are central socializing agents in this developmental stage, his speech sets the standard of reference in children and lays out development processes, hence the question is sought to raise awareness that not every interaction promotes development and learning processes, being these are only some of the most important purposes of the work of teacher and school.
7. In the situation described is visible recognition of the right of children to participate and express their ideas. Select the two principles that explain this situation:
A. The rights of children are without e qua non condition for learning.
B. The rights of children should be recognized on the basis of educational contexts.
B. The rights of children should be recognized on the basis of educational contexts.
C. Children's rights take precedence over the rights of adults.
D. Recognition and expression of children's rights are an essential foundation for development.
D. Recognition and expression of children's rights are an essential foundation for development.
Key: C.
Component: conceptions childhood.
Competition: argumentative. Competition
teacher: know what is.
Component: conceptions childhood.
Competition: argumentative. Competition
teacher: know what is.
Justification combine different ideas about the rights of children because it is very important that teachers are clear from the elements that characterize the different views and positions that exist in relation to children.
8. teacher intervention in the context of the experiment is aimed at:
A. Establish mediation and complicate social interaction.
B. Enhance the organization of knowledge through a reflective attitude and concerns.
C. Create conditions that drive the learning processes in children.
D. Foster a teaching-learning environment where children express ideas freely.
Key: A.
Component: training and child development.
Competition: argumentative. Competition
teacher: knowing how to organize learning environments.
Rationale: The child's interaction with the teacher is fundamental in the process of constructing knowledge for children, for which she requires constant reflection over its actions and gives meaning to their action. Educational interventions in the critical position and reflective of the teacher is fundamental in the construction of meanings for the child.
Component: training and child development.
Competition: argumentative. Competition
teacher: knowing how to organize learning environments.
Rationale: The child's interaction with the teacher is fundamental in the process of constructing knowledge for children, for which she requires constant reflection over its actions and gives meaning to their action. Educational interventions in the critical position and reflective of the teacher is fundamental in the construction of meanings for the child.
9. In the situation described there as assessment activities:
A. The teacher listens to recognize those who know or are close to correct answers.
B. Proposes a comparison between children's knowledge and know-culturally constructed.
C. Confront and discuss previous ideas and generate cognitive and social relationships.
D. Allows the child to take an active part of the process allows for a new information.
C. Confront and discuss previous ideas and generate cognitive and social relationships.
D. Allows the child to take an active part of the process allows for a new information.
Password: B.
Component: Training and child development.
Competition: argumentative. Competition
teacher: know how to evaluate.
Rationale: evaluate required to link the child to know the cultural knowledge and the ongoing confrontation of ideas that promote self-regulatory processes. This exercise is the guarantor of meaningful learning. The pedagogical activity of teachers in relation to teaching, learning and assessment becomes a fundamental triad for practice, so the teacher requires clarity about the basic principles of assessment processes.
Component: Training and child development.
Competition: argumentative. Competition
teacher: know how to evaluate.
Rationale: evaluate required to link the child to know the cultural knowledge and the ongoing confrontation of ideas that promote self-regulatory processes. This exercise is the guarantor of meaningful learning. The pedagogical activity of teachers in relation to teaching, learning and assessment becomes a fundamental triad for practice, so the teacher requires clarity about the basic principles of assessment processes.
10. In the situation described promotes significant learning is part of both interest and prior knowledge engage in dialogue, negotiation of meanings and consultation processes. The two options most conducive to meaningful learning are:
A. From the new varieties of bats and their characteristics, the teacher aims to create among all a new creature of the night.
B. The work on bats led to new questions that the teacher took the opportunity to teach the characteristics of mammals.
C. Watching the film to review the characteristics of the bat.
D. The teacher asked what feel about the version of Andrew and children invent spells against fears.
Key: D.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize and develop learning environments.
Rationale: promotes meaningful learning that the child recreate the living situations and experiences and lets you create new worlds. The teacher should make sense to argue, and arguments for its action.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize and develop learning environments.
Rationale: promotes meaningful learning that the child recreate the living situations and experiences and lets you create new worlds. The teacher should make sense to argue, and arguments for its action.
Samantha 38g Free Full Movie
types of questions and sample tests to know PRO ( ECAES) - Modern Languages \u200b\u200b- English
The examination will be answered in two sessions. The first session is four hours and media, from 7:00 am and the second of four hours, starting at 1:30 pm The test structure is as follows:
Type I. Multiple choice with single answer
are developed around an idea, situation or problem. In some trials, several questions may share a common context or situation brings elements to solve specific problems raised in it. Each item has a question and four possible answers, of which a complete correct statement or solve the problem.
In My pedagogic creed, John Dewey stated its most popular and incisive view of education. The work was published in New York in 1897, then reprinted several times in the United States and was translated into several languages.
Dewey wrote his credo as a manifesto of the new education and the subsequent "active school" movement of which he was the theoretical maximum. The active school paves the way for a new education, whose followers and supporters include Americans Parkhurst, Kilpatrick, Washburne and Europeans Montessori Decroly, Freinet and Ferrière, whose educational theories have a significant influence in our century.
In the center of the active school Deweyan is notorious, the principle of student interest, "ie, the dimension" individual "of the educational, located in close relation to the" everyday reality "of the pupil, is mean by "social" dimension of educational life. All this in a knowledge process, reconstruction and transformation of it by the subject in a learning situation. In this table, Dewey argues with the traditional school, defined as notional, mnemonic, abstract, aiming only to watch and play the society as it is, not reinventing it through culture change and work. The school-society relationship is not resolved, according to Dewey, the ambiguous proclamation of the "school is life", but rather on the pedagogical perspective of a school defined as "life process" powered by its own aims and their own paths training.
The Book of pedagogy and didactics. Franco Frabboni. Madrid, Popular, 2002: 36-37.
As an institution under the Ministry of Education, the educational and social issues of the Superior Normal School were similar to that underlying state education policies in this period [1934-1946], that is, the social and Colombian school democratization, the potential of national culture and the educational theories John Dewey.
But the trial with the method of Dewey left a series of elements that came to be part of standard teaching practices of the Normal College; they were individual investigations, the labs, field studies, seminars and the use of bibliographic records and collateral reading. On the other hand, the state emphasized the social dimension of teaching and public education was reflected in the contents of the various areas and theses in the Normal. Watching
childhood education, moral and modernity in Colombia. 1903-1946. Vol 2. Saenz, Javier et al. Medellin, Colombia National Forum-Universidad de los Andes, Universidad de Antioquia, 1997: 349-350.
A. point to the psychological and social development of students by staging their own abilities.
B. provide the opportunity for the student to develop fully, for this, do this kind activities.
C. facilitate the stimulation of students' psychological capacities to the extent that an integration with the environment.
D. create a new relationship between teachers and students, which should be reflected in classroom work.
A. Dewey is the best example of active learning, which still is part of the educational work of Colombia.
B. Besides influencing the educational development of our country, one of the key ideas of this author was taking education as a raid psychological and social capacities of the child.
C. to Dewey, education should support the democratization of countries, and Colombia, at the time, was in a social crisis.
D. this author postulates were so revolutionary that deeply influenced by the educational reforms of the United States, which were taken by Colombia in the mid-30's.
Text 1
From this perspective, it is no longer surprising if contrastive analysis is limited in its power to predict errors. If learners are actively constructing a system for the second language, we would not expect all their incorrect notions about it to be simple result of transferring rules from their first language. We would expect many of their incorrect notions to be explicable by direct reference to the target language itself. This is, in fact, precisely what error analysis reveals. In addition to errors due to transferring rules from the mother tongue (sometimes called ¨interlingual¨ errors); learners also make many errors which show that they are processing the second language in its own terms. Errors of this second type (often called ïntralingual¨) are often similar to those produced by the child in the mother tongue and suggest that the second language learner is employing similar strategies, notably generalization and simplification. In the next sections, we will look at some examples of intralingual and interlingual errors. From these errors, which represent the product of learning, we can also gather hints about the underlying process of learning.
Taken from: Foreign and Second Language Learning. W. Littlewood. Cambridge University Press, 1998.
A. intralingual errors.
B. interlingual errors.
C. Both intralingual and interlingual errors.
D. mother tongue errors.
Teaching ESL to school-age children, therefore, is not merely a matter of setting them loose on plethora of authentic language tasks in the classroom. To successfully teach children a second language requires specific skills and intuitions that differ from those that you would use for adult teaching. Five categories may help to give you some practical approaches to teaching children.
4. Affective factors A common myth is that children are relatively unaffected by the inhibitions that adults find to be such a block to learning.
The emphasis has traditionally been placed on individual phenomena such as word, sound or isolated parts of speech, moves toward a structuralist current concentration on the structure, While such individual phenomena are presented as having no linguistic significance and are opposed to conception of language as a system, as a more or less orderly apparently heterogeneous elements. This new approach to the study of language as a standalone system, as we know, has its origins in the concepts introduced in Europe structuralist Ferdinand de Saussure and J. Baudouin de Courtenay, and in America by E. And L. Sapir Bloomfield, is perhaps the most important implication that a complete linguistic theory has made to their unconditional application to the field of foreign language teaching. His enormous influence with the variations that can be seen from one continent to another, generally responds to what has commonly been called "Structural model".
A detailed analysis of the structural model would lead inexorably to the desirability of distinguishing between the interpretation offered by the Prague Linguistic Circle and the American School. Clear that the contributions of Viggo Bróndal, Louis Hjelmsiev, Knud Togeby or Gustave Guillaume, among others, are not precisely the relevant aspect of structuralism to the focus of foreign language teaching, so I consider it necessary to concentrate the attention of this linguistic power descriptions and classifications, mainly American models tagmemics grammar, going through the well known fact that the conceptions of American linguists (understanding and application of relatively simple), directly related to behavioral theories of learning (without doubt a huge draw for the promotion of the linguistic habits) have a powerful impact on the orientation of the course designers and methodologists Europe (see, for example, Broughton, 1968).
• Professor begin class by reading several times a dialogue.
• Then, repeat each line of dialogue. If you detect an error, is repeated by rows, group or individual.
the day of the test, the student will receive a statement referring to each group of texts, and he must solve the corresponding the group of texts he selected.
1. Languages: Curriculum Guidelines - MEN. Chapter 2: Elements and approaches to foreign language curriculum
2. Hymmes D. "On Communicative Competence." J. Pride And Holmes J. (Eds), Sociolinguistics. Penguin Books 1972.
3. Widdowson H. Teaching language as communication. England: Oxford U. Press, 1978
4. M. Canale and M. Swain "Theoretical basis of the Communicative Language approach to teaching and testing second." Applied linguistics 1, 1980
ENUNCIADO: The document Idiomas extranjeros. Lineamientos curriculares MEN states a particular conception of the communicative approach for the teaching of foreign languages in Colombia. In which way (s) that particular vision of the communicative approach can be compared to those of authors like Hymmes, Widdowson, Canale and Swain and what are the most important implications of that particular approach to the teaching of foreign languages in our context? Write an essay in which you develop these matters.
Do not forget that an essay requires to put limits to the thematic field it deals with. It is also necessary to define a particular point of view or thesis to be developed on solid arguments (reasons, evidences, examples). In this case your arguments should be based on the documents and authors mentioned before. In case you refer to other documents or authors you should use proper citations. Remember also that an essay should present some conclusion(s) derived from the arguments developed.
The text should be 1000 words maximum. 
number of questions and time available
The examination will be answered in two sessions. The first session is four hours and media, from 7:00 am and the second of four hours, starting at 1:30 pm The test structure is as follows:
Types questions and examples
Type I. Multiple choice with single answer
are developed around an idea, situation or problem. In some trials, several questions may share a common context or situation brings elements to solve specific problems raised in it. Each item has a question and four possible answers, of which a complete correct statement or solve the problem.
TEXT 1
Brief My pedagogic creed of John Dewey.
In My pedagogic creed, John Dewey stated its most popular and incisive view of education. The work was published in New York in 1897, then reprinted several times in the United States and was translated into several languages.
Dewey wrote his credo as a manifesto of the new education and the subsequent "active school" movement of which he was the theoretical maximum. The active school paves the way for a new education, whose followers and supporters include Americans Parkhurst, Kilpatrick, Washburne and Europeans Montessori Decroly, Freinet and Ferrière, whose educational theories have a significant influence in our century.
In the center of the active school Deweyan is notorious, the principle of student interest, "ie, the dimension" individual "of the educational, located in close relation to the" everyday reality "of the pupil, is mean by "social" dimension of educational life. All this in a knowledge process, reconstruction and transformation of it by the subject in a learning situation. In this table, Dewey argues with the traditional school, defined as notional, mnemonic, abstract, aiming only to watch and play the society as it is, not reinventing it through culture change and work. The school-society relationship is not resolved, according to Dewey, the ambiguous proclamation of the "school is life", but rather on the pedagogical perspective of a school defined as "life process" powered by its own aims and their own paths training.
The Book of pedagogy and didactics. Franco Frabboni. Madrid, Popular, 2002: 36-37.
TEXT 2
The pedagogical knowledge in the Superior Normal School: John Dewey and the social and political purposes of education.
The pedagogical knowledge in the Superior Normal School: John Dewey and the social and political purposes of education.
As an institution under the Ministry of Education, the educational and social issues of the Superior Normal School were similar to that underlying state education policies in this period [1934-1946], that is, the social and Colombian school democratization, the potential of national culture and the educational theories John Dewey.
The pedagogical model of Dewey had a double appropriation in the Higher Normal: as a teaching method as an object of institutional and teaching. In 1937, and as a politician from the Ministry of Education, the method was tested Dewey Project, with the freshmen, but "the results were unsatisfactory due to lack of pedagogical preparation of teachers and especially lack of material resources. "
But the trial with the method of Dewey left a series of elements that came to be part of standard teaching practices of the Normal College; they were individual investigations, the labs, field studies, seminars and the use of bibliographic records and collateral reading. On the other hand, the state emphasized the social dimension of teaching and public education was reflected in the contents of the various areas and theses in the Normal. Watching
childhood education, moral and modernity in Colombia. 1903-1946. Vol 2. Saenz, Javier et al. Medellin, Colombia National Forum-Universidad de los Andes, Universidad de Antioquia, 1997: 349-350.
1. of the issues raised in the pleadings, it can be concluded that pedagogy
A. implemented by the traditional school prevented the development of more just societies.
B. founded by Dewey sought to promote the development of a more proactive school.
C. inspired by American theorists was inapplicable in Colombia.
D. APP was an opportunity to develop new educational models.
B. founded by Dewey sought to promote the development of a more proactive school.
C. inspired by American theorists was inapplicable in Colombia.
D. APP was an opportunity to develop new educational models.
Key: B
Component: general pedagogy
Topic: History of Pedagogy
Competition: Interpretative
Rationale: There are questions on what can be concluded from what was stated in the texts. Options A, C, and D point to aspects of pedagogy that can not claim from them. In both Option B, Dewey refers to questioning that makes that kind of school that did not contribute to the transformation of reality, which is manifest in the texts.
Component: general pedagogy
Topic: History of Pedagogy
Competition: Interpretative
Rationale: There are questions on what can be concluded from what was stated in the texts. Options A, C, and D point to aspects of pedagogy that can not claim from them. In both Option B, Dewey refers to questioning that makes that kind of school that did not contribute to the transformation of reality, which is manifest in the texts.
2. Forms individual research teaching, laboratory work, field studies and seminars are methods that, according to the tenets of Dewey should
A. point to the psychological and social development of students by staging their own abilities.
B. provide the opportunity for the student to develop fully, for this, do this kind activities.
C. facilitate the stimulation of students' psychological capacities to the extent that an integration with the environment.
D. create a new relationship between teachers and students, which should be reflected in classroom work.
Key: C
Component: general pedagogy
Topic: History of Pedagogy
Competition:
Argumentative Justification: The pedagogy of Dewey was interested in promoting the development of individual subjects in harmony with the social, as a way to understand reality in pursuit of its transformation. Forms of education raised in the statement also point this aspect. Options A, B and D refer to partial aspects.
Component: general pedagogy
Topic: History of Pedagogy
Competition:
Argumentative Justification: The pedagogy of Dewey was interested in promoting the development of individual subjects in harmony with the social, as a way to understand reality in pursuit of its transformation. Forms of education raised in the statement also point this aspect. Options A, B and D refer to partial aspects.
3. In the book Looking children: education, moral and modernity in Colombia, is developed as related to the pedagogy of John Dewey because
A. Dewey is the best example of active learning, which still is part of the educational work of Colombia.
B. Besides influencing the educational development of our country, one of the key ideas of this author was taking education as a raid psychological and social capacities of the child.
C. to Dewey, education should support the democratization of countries, and Colombia, at the time, was in a social crisis.
D. this author postulates were so revolutionary that deeply influenced by the educational reforms of the United States, which were taken by Colombia in the mid-30's.
Key: B
Component: general pedagogy
Topic: History of Pedagogy
Competition: Argumentative
Component: general pedagogy
Topic: History of Pedagogy
Competition: Argumentative
Rationale: The evaluation also relate the book's title and the tenets of Dewey, exposed the two texts, you should go to their knowledge about teaching. The key is the only established this relationship, las opciones restantes se limitan a la pedagogía del autor sin hacer más vínculos.
EN INGLÉS
Read the text carefully and analyze the situation that follows it. Based on them, answer questions 4-8.
Text 1
Errors and learning strategies.
Introduction We saw in chapter I how, in studies of first language acquisition, attitudes have changed since the 1950s. A child’s speech is no longer seen as just a faulty version of the adult’s, it is recognized as having its own underlying system which can be described in its own terms. As the system develops towards that of the adult, the child contributes by actively forming rules, sometimes overgeneralising them, and gradually adapting them. Some of the clearest evidence for this process comes from utterances which are unlike anything which the adult would produce, since it is these deviant utterances that reflect most clearly the child’s idiosyncratic system. They can offer us, too hints about the learning strategies and mechanisms which the child’s is employing. Attitudes towards second language learners´ speech have evolved in very similar ways. Until the late 1960s, people probably regarded it as a faulty version of the target language.
The notion of ¨interference¨ reinforces this view: existing habits prevent correct speech from becoming established; errors are signs of learning failure and, as such, not to be willingly tolerated. However, the new approach to the child’s first language encouraged a change of approach in the second language context. The notion developed that second language learners, too, could be viewed as actively constructing rules from the data they encounter and gradually adapting these rules in the direction of the target language system. If this is so, then the speech of second language learners, like that of the child, can be analysed in its own terms. This means that learners´ errors need not be seen as signs of failure. On the contrary, they are the clearest evidence for the learner’s developing systems and can offer us insights into how they process the data of the language.
From this perspective, it is no longer surprising if contrastive analysis is limited in its power to predict errors. If learners are actively constructing a system for the second language, we would not expect all their incorrect notions about it to be simple result of transferring rules from their first language. We would expect many of their incorrect notions to be explicable by direct reference to the target language itself. This is, in fact, precisely what error analysis reveals. In addition to errors due to transferring rules from the mother tongue (sometimes called ¨interlingual¨ errors); learners also make many errors which show that they are processing the second language in its own terms. Errors of this second type (often called ïntralingual¨) are often similar to those produced by the child in the mother tongue and suggest that the second language learner is employing similar strategies, notably generalization and simplification. In the next sections, we will look at some examples of intralingual and interlingual errors. From these errors, which represent the product of learning, we can also gather hints about the underlying process of learning.
Taken from: Foreign and Second Language Learning. W. Littlewood. Cambridge University Press, 1998.
SITUATION
A English speaking child who is learning English produces the following utterances:
a. We are not knowing the rules
b. Who can Angela sees?
c. Is man?
d. That’s a car green
4. From the perspective defended in the text, these utterances should be seen as
A. evidence of mother tongue interfering second language learning.
B. examples reflecting the child’s own underlying language system.
C. evidence of the child’s failure in learning the language.
D. strategies similar to those an adult uses while Acquiring his / her first language.
B. examples reflecting the child’s own underlying language system.
C. evidence of the child’s failure in learning the language.
D. strategies similar to those an adult uses while Acquiring his / her first language.
Key: B
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to theories of learning language and interpretative competence.
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to theories of learning language and interpretative competence.
Rationale: The features present in the samples differ from those that would be present in the speech of adults and are evidence of a child's own system is in the process of development.
5. According To the ideas present in the text, MOST of Those Utterances Can Be seen as
A. intralingual errors.
B. interlingual errors.
C. Both intralingual and interlingual errors.
D. mother tongue errors.
Key: A
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Three of the statements contain errors intralingual type (options A, B and C)
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Three of the statements contain errors intralingual type (options A, B and C)
6. According To the ideas discussed in Paragraph 3, the error That Could Be Explained by Means of contrastive analysis is
A. the error in the utterance a.
B. the error in the utterance b.
C. the error in the utterance c.
D. the error in the utterance d.
B. the error in the utterance b.
C. the error in the utterance c.
D. the error in the utterance d.
Key: D
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the option D is an example in which the student transfers structures lengua materna a la lengua extranjera y el análisis contrastivo sólo da cuenta de ese tipo de errores.
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the option D is an example in which the student transfers structures lengua materna a la lengua extranjera y el análisis contrastivo sólo da cuenta de ese tipo de errores.
7. The perspective about errors criticized in the text is framed within
A. a Behaviouristic theory because learning is seen in terms of habit formation.
B. a Cognitive theory because it includes the use of learning strategies.
C. a Humanistic approach because it acknowledges the importance of affective factors in learning.
D. a Constructivist theory because the learner is seen as an active agent in his learning process.
B. a Cognitive theory because it includes the use of learning strategies.
C. a Humanistic approach because it acknowledges the importance of affective factors in learning.
D. a Constructivist theory because the learner is seen as an active agent in his learning process.
Clave: A
Componente: La pedagogía y didácticas situadas in the discipline
Componente: La pedagogía y didácticas situadas in the discipline
Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition:
Argumentative Justification: Because the critical perspective, effective until the 60s, included vision of "interference", which considered that the existing habits prevented proper speech is learned.
Competition:
Argumentative Justification: Because the critical perspective, effective until the 60s, included vision of "interference", which considered that the existing habits prevented proper speech is learned.
8. The Language Teaching Approach or best suits the Method That perspective is
criticize A. Because the Communicative Approach Are Evidence of the errors stage learning students are in.
B. Because the Natural Approach mistakes Are part of acquisition.
C. Because Suggestopedia error analysis is Not as important as relaxation in the learning process.
D. Because the ALM Method Are Not Tolerate errors and Need to Be corrected Immediately.
B. Because the Natural Approach mistakes Are part of acquisition.
C. Because Suggestopedia error analysis is Not as important as relaxation in the learning process.
D. Because the ALM Method Are Not Tolerate errors and Need to Be corrected Immediately.
Key: D
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Argumentative
Rationale: Because ALM also saw the speech por los aprendices como una versión imperfecta de la segunda lengua que era necesario corregir mediante la práctica.
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Argumentative
Rationale: Because ALM also saw the speech por los aprendices como una versión imperfecta de la segunda lengua que era necesario corregir mediante la práctica.
Read the text carefully and based on it, answer questions 9-11.
LEARNER VARIABLES: TEACHING ACROSS LEVELS
Teaching children
Popular tradition would have you believe that children are effortless second language learners and far superior to adults in their eventual success. On both counts, some qualifications are in order. First of all, children’s widespread success in acquiring second languages belies a tremendous subconscious effort devoted to the task. Children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. The difference between children and adults (that is, persons beyond the age of puberty) lies primarily in the contrast between the child’s spontaneous, peripheral attention to language forms and the adult’s overt, focal awareness and attention to those forms. Therefore, the popular notion about children holds only if ¨effort¨ refers, rather narrowly, to focal attention (sometimes thought of as ¨conscious¨ attention) to language forms.
Nor are adults necessarily less successful in their efforts. Studies have shown that adults, in fact, can be superior in number of aspects of acquisition. They can learn and retain a larger vocabulary. They can utilize various deductive and abstract processes to shortcut the learning of grammatical and other linguistic concepts. And, in classroom learning, their superior intellect usually helps them to learn faster than a child. So, while children, with their fluency and naturalness, are often the envy of adults struggling with second languages, children in classrooms may have some difficulties learning a second language.
Third, the popular claim fails to differentiate very young children from prepubescent children and the whole range of ages in between. There are actually many instances of older (school-age) children manifesting significant difficulty in acquiring a second language for multitude of reasons. Ranking high on that list of reasons are a number of complex personal, social, cultural, and political factors at play in elementary school teaching of second languages.
Teaching ESL to school-age children, therefore, is not merely a matter of setting them loose on plethora of authentic language tasks in the classroom. To successfully teach children a second language requires specific skills and intuitions that differ from those that you would use for adult teaching. Five categories may help to give you some practical approaches to teaching children.
1. Intellectual development
An elementary school teacher once asked her students to take out a piece of paper and pencil and write something. A little boy raised his hand, ¨teacher, I ain’t got no pencil.¨ the teacher, somewhat perturbed by his grammar, embarked on a barrage of corrective patterns: ¨I don’t have a pencil. You don’t have a pencil. We don’t have pencils.¨ Confused and bewildered, the child responded, “Ain’t nobody got no pencils?¨ Since children (up to age of about eleven) are still in an intellectual stage of what Piaget called ¨concrete operations,¨ you need to remember their limitations. Rules, explanations, and other even slightly abstract talk about language must be approached with extreme caution. Children are centered on the ¨here and now,¨ on the functional purposes of language. They have little appreciation for adult notions of ¨correctness¨, and they certainly cannot grasp the metalanguage we use to describe and explain linguistic concepts.
An elementary school teacher once asked her students to take out a piece of paper and pencil and write something. A little boy raised his hand, ¨teacher, I ain’t got no pencil.¨ the teacher, somewhat perturbed by his grammar, embarked on a barrage of corrective patterns: ¨I don’t have a pencil. You don’t have a pencil. We don’t have pencils.¨ Confused and bewildered, the child responded, “Ain’t nobody got no pencils?¨ Since children (up to age of about eleven) are still in an intellectual stage of what Piaget called ¨concrete operations,¨ you need to remember their limitations. Rules, explanations, and other even slightly abstract talk about language must be approached with extreme caution. Children are centered on the ¨here and now,¨ on the functional purposes of language. They have little appreciation for adult notions of ¨correctness¨, and they certainly cannot grasp the metalanguage we use to describe and explain linguistic concepts.
2. Attention span One of the most salient differences between adults and children is attention span.
First, it is important to understand what attention span means. Put children in front of a TV with a favorite cartoon show on and they will stay riveted to their seats for the duration. So, you cannot make a sweeping claim that children have short attention spans! The short attention spans come up only when you present stuff that to them is boring, useless, or too difficult.
3. Sensory input Children need to have all five senses stimulated.
Your activities should strive to go well beyond the visual and auditory modes that we usually feel are sufficient for a classroom.
4. Affective factors A common myth is that children are relatively unaffected by the inhibitions that adults find to be such a block to learning.
Not so! Children are often innovative in language forms but still have a great many inhibitions. They are extremely sensitive, especially to peers: What do others think of me? What will so-and-so think when I speak in English? Children are in many ways much more fragile than adults. Their egos are still being shaped, and therefore the slightest nuances of communication can be negatively interpreted.
5. Authentic, meaningful language Children are focused on what this new language can actually be used for right here and now.
They are less willing to put up with language that doesn’t hold immediate rewards for them. Your classes can ill afford to have an overload that is neither authentic nor meaningful.
Taken from: Teaching by Principles. D. Brown. Prentice Hall, New Jersey 1994.
9. According to the text, the most appropriate way to teach children would be taking into account
A. that tasks include authentic language, don’t use metalanguage, be attractive, stimulate all the senses and lower children’s inhibitions.
B. that language should be authentic, comprehensible, functional and meaningful.
C. children’s learning styles and developmental characteristics.
D. children’s cognitive, affective, socio-cultural and political development.
C. children’s learning styles and developmental characteristics.
D. children’s cognitive, affective, socio-cultural and political development.
Clave: A
Componente: La pedagogía y didácticas situadas en la disciplina
Componente: La pedagogía y didácticas situadas en la disciplina
Tópico: Comprensión de los diversos enfoques para la foreign language teaching and its relation to language and learning theories
Competition:
Argumentative Justification: Because this option includes the most important elements of each of the 5 categories referred to by the author to be taken into account in teaching English to children.
Competition:
Argumentative Justification: Because this option includes the most important elements of each of the 5 categories referred to by the author to be taken into account in teaching English to children.
10. Given In the example in the description of Category 1, the child
A. Understood the teacher's correction.
B. tried to learn how to ask negative questions.
C. His teacher WAS Thought helping him to get a pencil.
D. inferred the Difference between historical and Utterances the teacher's.
B. tried to learn how to ask negative questions.
C. His teacher WAS Thought helping him to get a pencil.
D. inferred the Difference between historical and Utterances the teacher's.
Key: C
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the child in the example in question focused on the functional purposes of language and not in the abstract characteristics of the grammar as the teacher tried to illustrate.
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the child in the example in question focused on the functional purposes of language and not in the abstract characteristics of the grammar as the teacher tried to illustrate.
11. The way the teacher viewed this child's error from
Can Be Explained
Can Be Explained
A. Defend the perspective in the text "Learning Strategies and Errors."
B. the perspective criticize in the text "Learning Strategies and Errors."
C. the teacher's Knowledge About What Works in the classroom.
D. Knowledge about the teacher's What Does not work in the classroom.
B. the perspective criticize in the text "Learning Strategies and Errors."
C. the teacher's Knowledge About What Works in the classroom.
D. Knowledge about the teacher's What Does not work in the classroom.
Key: B
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the teacher perceived the child's language as a wrong version should be corrected, which is the vision in the text criticized "errors and learning strategies"
Component: The teaching and teaching in the discipline
located Topic: Understanding the various approaches to teaching foreign languages \u200b\u200band their relation to language and learning theories
Competition: Interpretative
Rationale: Because the teacher perceived the child's language as a wrong version should be corrected, which is the vision in the text criticized "errors and learning strategies"
ANSWER QUESTIONS 12 TO 17 IN ACCORDANCE WITH THE FOLLOWING TEXT. The structural model
The emphasis has traditionally been placed on individual phenomena such as word, sound or isolated parts of speech, moves toward a structuralist current concentration on the structure, While such individual phenomena are presented as having no linguistic significance and are opposed to conception of language as a system, as a more or less orderly apparently heterogeneous elements. This new approach to the study of language as a standalone system, as we know, has its origins in the concepts introduced in Europe structuralist Ferdinand de Saussure and J. Baudouin de Courtenay, and in America by E. And L. Sapir Bloomfield, is perhaps the most important implication that a complete linguistic theory has made to their unconditional application to the field of foreign language teaching. His enormous influence with the variations that can be seen from one continent to another, generally responds to what has commonly been called "Structural model".
Features
As is well known, the first great century linguistic revolution will occur in the twenties and thirties, on both sides of Atlantic, with the introduction of structural method represented by two great pioneers of these early scientific theories: Ferdinand de Saussure and Leonard Bloomfield. Structuralism is characterized by three defining characteristics. The first is the outright rejection of philology: the reality of language is not in written texts, but in the spoken word. Thus philology becomes linguistic. The second states that the primary goal of linguistics is to establish the distribution of sounds to form words and words into sentences. That is, what we call morphology and syntax. The language is conceived as a structure of structures: a lower level "is passed to another" higher level ". Third, the language is first and foremost a social reality: the man gets, the learned society and in turn the man creates society to use the language. The ideas of structural linguistics have profound implications.
grammar Until then he had a purpose "Prescriptivist ', was seen as an instrument to speak and write the language properly. A conceptualization and was based on a very pessimistic idea of \u200b\u200bthe everyday reality of the language: people talk bad and can not read or write. Without denying the importance of literacy for speakers, structuralism will insist on its "descriptive purposes": to discover how this wonderful tool that allows communication between men. Maybe we can anchor here one of the compelling reasons for the high success of the model by foreign language teachers around the world over several decades. One type of relation between theory and practice, In my view, has so far unprecedented in the history of teaching foreign languages \u200b\u200bin their respective quantitative and qualitative dimensions.
A detailed analysis of the structural model would lead inexorably to the desirability of distinguishing between the interpretation offered by the Prague Linguistic Circle and the American School. Clear that the contributions of Viggo Bróndal, Louis Hjelmsiev, Knud Togeby or Gustave Guillaume, among others, are not precisely the relevant aspect of structuralism to the focus of foreign language teaching, so I consider it necessary to concentrate the attention of this linguistic power descriptions and classifications, mainly American models tagmemics grammar, going through the well known fact that the conceptions of American linguists (understanding and application of relatively simple), directly related to behavioral theories of learning (without doubt a huge draw for the promotion of the linguistic habits) have a powerful impact on the orientation of the course designers and methodologists Europe (see, for example, Broughton, 1968).
in favor of the latter should be noted with interest that many have managed to maintain certain positions to counteract the force of American power, as with those who maintained their fidelity to the basic principles of the Prague School to identify the objectives of teaching a foreign language with a functional style (Fried, 1969), and On the other hand, those who have adapted Hans neohumboldtiano structuralism and L. Glinz Weisgerber approaches to teaching foreign languages \u200b\u200bin the Germanic speaking countries. Fundamental to these positions of the European language, contrary to what the American school, is the principle according to which language should always be presented in language situation and not object disconnected from the value of exercise information and cultural context of its own.
Rather than emphasize the grammatical cohesion, cohesion should be emphasized situational why the language must be learned in context.
After reading the text "structural model" (Time, 2000: 36-38), discuss the next steps of a lesson:
a lesson procedure
• Professor begin class by reading several times a dialogue.
• Then, repeat each line of dialogue. If you detect an error, is repeated by rows, group or individual.
• Once students have memorized the dialogue, come to practice in pairs.
• The teacher asks open the books and with the students read the dialogue aloud.
• Then follows a phase of structural patterns of exercise, repeated sentences, new words, substitution exercises are simple and correlative.
• There is a "chain exercise, in which a student asks a question, taken from the dialogue, the next teammate, who responds and asks the same question to the next partner. The teacher stimulates the production or disapprove of right or wrong students.
• As extra-class work, students should review and memorize all the dialogue practiced in class.
• The teacher asks open the books and with the students read the dialogue aloud.
• Then follows a phase of structural patterns of exercise, repeated sentences, new words, substitution exercises are simple and correlative.
• There is a "chain exercise, in which a student asks a question, taken from the dialogue, the next teammate, who responds and asks the same question to the next partner. The teacher stimulates the production or disapprove of right or wrong students.
• As extra-class work, students should review and memorize all the dialogue practiced in class.
12. According to the text "structural model" and the description of the procedure of the lesson, the nature of language is seen as a
A. social phenomenon that includes interaction, experience and reflection.
B. substitute for experience, experience gives meaning to language.
C. set of habits of speech that is acquired by conditioning.
D. system concepts, functions and grammatical structures used to express different meanings in a social context.
B. substitute for experience, experience gives meaning to language.
C. set of habits of speech that is acquired by conditioning.
D. system concepts, functions and grammatical structures used to express different meanings in a social context.
Key: C
Component: Discipline
Topic: Understanding the processes of acquisition and language learning foreign
methodological and theoretical support proper task as a teacher of languages.
Competition: Interpretative.
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, the three options A, B and D define the concept of language from cognitive and communicative.
Component: Discipline
Topic: Understanding the processes of acquisition and language learning foreign
methodological and theoretical support proper task as a teacher of languages.
Competition: Interpretative.
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, the three options A, B and D define the concept of language from cognitive and communicative.
13. According to the text "structural model" and the description of the procedure of the lesson, the grammar has a purpose
A. prescriptive, because it shows what people should say to keep the language 'pure'.
B. descriptive, it should represent the language used in daily life, therefore, students must successfully imitate and memorize sentences issued preferably authentic native speakers.
B. descriptive, it should represent the language used in daily life, therefore, students must successfully imitate and memorize sentences issued preferably authentic native speakers.
C. prescriptive, it is necessary that the student recognize the fundamentals of grammar, but not that active play.
D. prescriptive and descriptive, as well as recognize the grammatical structures, students must use them according to the purpose or function as a 'means' to reach an 'end' that is communication.
D. prescriptive and descriptive, as well as recognize the grammatical structures, students must use them according to the purpose or function as a 'means' to reach an 'end' that is communication.
Key: B
Component: Discipline
Topic: Understanding the processes of acquisition and language learning foreign
methodological and theoretical support proper task as a teacher of languages.
Competition:
Argumentative Justification: Why is that given a structuralist view of language, which did not emphasize what is a language but in how a language.
Component: Discipline
Topic: Understanding the processes of acquisition and language learning foreign
methodological and theoretical support proper task as a teacher of languages.
Competition:
Argumentative Justification: Why is that given a structuralist view of language, which did not emphasize what is a language but in how a language.
14. According to the text "structural model" and the description the process of the lesson, the teacher must put enough attention to the use of materials
A. based on real situations of communication, since they are more understandable and meaningful for students.
B. based on artificial situations generated by the 'charts', strips and other objects, for so the student exercises his powers of analysis, concentration and mental organization.
C. based on the contrast between the language to identify aspects that differentiate them, since they probably have a greater difficulty for students.
D. based on issues related to students' background knowledge about the world of the new language, as well they facilitate the acquisition, partnership and knowledge storage.
B. based on artificial situations generated by the 'charts', strips and other objects, for so the student exercises his powers of analysis, concentration and mental organization.
C. based on the contrast between the language to identify aspects that differentiate them, since they probably have a greater difficulty for students.
D. based on issues related to students' background knowledge about the world of the new language, as well they facilitate the acquisition, partnership and knowledge storage.
Key: C
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition:
Argumentative Justification: Because studies based on the structuralist model of language, most are contrastive.
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition:
Argumentative Justification: Because studies based on the structuralist model of language, most are contrastive.
15. According to the text "structural model" and the description of procedimiento de la lección, la naturaleza del aprendizaje de una lengua extranjera se entiende como
A. un cambio de conducta que se logra a través de la práctica positivamente reforzada.
B. una memorización de listas de palabras, reglas y excepciones gramaticales.
C. la percepción, adquisición, organización y almacenamiento de conocimiento de tal manera que forme una parte activa de la estructura cognitiva individual.
D. un proceso consciente y dinámico que explicita las reglas gramaticales y que permite expresar ciertos mensajes formales.
B. una memorización de listas de palabras, reglas y excepciones gramaticales.
C. la percepción, adquisición, organización y almacenamiento de conocimiento de tal manera que forme una parte activa de la estructura cognitiva individual.
D. un proceso consciente y dinámico que explicita las reglas gramaticales y que permite expresar ciertos mensajes formales.
Clave: A
Componente: La disciplina
Tópico: Comprensión de procurement processes and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition: Interpretative
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, three other options B, C and D define the concept of language from grammar and translation approaches, cognitive and communication respectively.
Componente: La disciplina
Tópico: Comprensión de procurement processes and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition: Interpretative
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, three other options B, C and D define the concept of language from grammar and translation approaches, cognitive and communication respectively.
16. The teacher should put enough attention to the use of starting materials
A. of real communication, as they are more comprehensible and meaningful for students.
B. contrived situations generated by the 'charts', strips and other objects, for so the student exercises his powers of analysis, concentration and mental organization.
C. the contrast between the language to identify aspects that differentiate them, since they probably have a greater difficulty for students.
D. issues related to students' background knowledge about the world of the new language, as well they facilitate the acquisition, partnership and knowledge storage.
B. contrived situations generated by the 'charts', strips and other objects, for so the student exercises his powers of analysis, concentration and mental organization.
C. the contrast between the language to identify aspects that differentiate them, since they probably have a greater difficulty for students.
D. issues related to students' background knowledge about the world of the new language, as well they facilitate the acquisition, partnership and knowledge storage.
Key: C
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition:
Argumentative Justification: Because studies based on the structuralist model of language, most are contrastive.
Argumentative Justification: Because studies based on the structuralist model of language, most are contrastive.
17. The nature of learning a foreign language is understood as
A. behavior change is achieved through practice positively reinforced.
B. memorization of lists of words, grammatical rules and exceptions.
C. the perception, acquisition, organization and storage of knowledge in such a manner as to form an active part of the individual cognitive structure.
D. a conscious and dynamic explicit grammar rules and to express certain formal messages.
B. memorization of lists of words, grammatical rules and exceptions.
C. the perception, acquisition, organization and storage of knowledge in such a manner as to form an active part of the individual cognitive structure.
D. a conscious and dynamic explicit grammar rules and to express certain formal messages.
Key: A
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition: Interpretative
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, three other options B, C and D define the concept of language from grammar and translation approaches, cognitive and communication respectively.
Component: Discipline
Topic: Understanding the processes of acquisition and learning of foreign languages \u200b\u200bsupported by the theoretical and methodological proper task as a teacher of languages.
Competition: Interpretative
Justification: Because the concept of language is based on the structuralist approach and the behavioral theory of learning. In addition, three other options B, C and D define the concept of language from grammar and translation approaches, cognitive and communication respectively.
Example of open question
English:
As mentioned earlier, prior information will be given the references of three texts that students must read prior to the exam.
the day of the test, the student will receive a statement referring to each group of texts, and he must solve the corresponding the group of texts he selected.
A sample question would be:
GROUP OF TEXTS
1. Languages: Curriculum Guidelines - MEN. Chapter 2: Elements and approaches to foreign language curriculum
2. Hymmes D. "On Communicative Competence." J. Pride And Holmes J. (Eds), Sociolinguistics. Penguin Books 1972.
3. Widdowson H. Teaching language as communication. England: Oxford U. Press, 1978
4. M. Canale and M. Swain "Theoretical basis of the Communicative Language approach to teaching and testing second." Applied linguistics 1, 1980
ENUNCIADO: The document Idiomas extranjeros. Lineamientos curriculares MEN states a particular conception of the communicative approach for the teaching of foreign languages in Colombia. In which way (s) that particular vision of the communicative approach can be compared to those of authors like Hymmes, Widdowson, Canale and Swain and what are the most important implications of that particular approach to the teaching of foreign languages in our context? Write an essay in which you develop these matters.
Do not forget that an essay requires to put limits to the thematic field it deals with. It is also necessary to define a particular point of view or thesis to be developed on solid arguments (reasons, evidences, examples). In this case your arguments should be based on the documents and authors mentioned before. In case you refer to other documents or authors you should use proper citations. Remember also that an essay should present some conclusion(s) derived from the arguments developed.
Finally, be aware of those aspects of the text such as cohesion, coherence, the appropiate segmentation of units –sentences and paragraphs – and the use of adequate lexical elements and a proper spelling.
The text should be 1000 words maximum.
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