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.
0 comments:
Post a Comment