Enriqueta Gómez
sábado, 5 de septiembre de 2020
viernes, 22 de febrero de 2019
presentación de conferencia BGAI
Presentación de conferencia sobre recursos en BGAI
https://www.slideshare.net/EnriquetaGomez/presentacin-3r-coloquio?from_action=save
https://www.slideshare.net/EnriquetaGomez/presentacin-3r-coloquio?from_action=save
martes, 27 de noviembre de 2018
3th. Note
1st reference
According to the web page elc-schools.com
there are four reasons why
learning English is so important: “1. English is the Language of International
Communication. 2. English is the
Language Business. 3. Speaking English gives you Access to a World of
entertainment and 4. Learning English gives you Access to more of the
Internet.”
Looking at a Deductive Approach to Teaching Grammar,
(based on David Nunan, Practical English Language Teaching)
Deductive teaching involves drawing the learner´s
attention to grammar rules or principles and then getting the students to apply
this practice, or by presenting a grammar chart and then practicing.
A clear explanation I present the
following chartChart
Possessive Possessive
Adjectives Pronouns
My mine
Your yours
Her hers
His his
Our ours
Their theirs
A possessive adjective is used in front
of a noun: my book
A possessive pronoun is used alone,
without a noun following it: this is mine
Exercise:
Complete the sentences. Use possessive pronouns or possessive adjectives.
1. I own this book.
The book is __________.
It is ___________ book.
2. They own these books.
The books are ______________.
They are __________ books.
3. We own those books.
The books are ____________.
They are ___________ books.
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Looking at an Inductive Approach makes use of students
noticing.
Use the rule Study the inductive exercise below. What makes it
inductive?
Example:
What´s the rule?
1. Look at the sentences:
He walks to school every day.
We learn English from 10 to 12.
She works in an office on Market Street.
They eat lunch at noon.
It rains almost every day in June.
You Speak English very well.
I like Janice
2. There is a final “s “ on the end of the verb only
with certain subject. What are they?
____I
____you ____he ____she ____It ____we ____they
3. Circle the right verb.
I drive /
drives to work every morning.
We speak / speaks
both Madarin and Cantonese.
My cat sleep
/ sleeps all day.
He take /
takes the bus home.
You
watch / watches the news every night.
They travel /
travels to Europe about once a year.
She drink /
drinks coffee with her breakfast.
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Nunan, D. (2003). Practical English
Language Teaching. USA: McGraw-Hill Company.
Competencias
According to the Common Curricular Framework of the
SNB, it is based in generic, disciplinarians and the professional’s
competencies of SEMS (that in Spanish means Secretaría de Educación Media
Superior), (2016, pp. 102 and 103 )where its main objectives for Foreign
Language are mentioned below:
MCC Generic
Competence of SNB
CG 4. Listens, interprets and sends messages
accordingly to different contexts though usage of different means, codes and
appropriate tools.
Attributes:
- 4.4 Communicates in a foreign language in everyday situations.
Specific competencies to achieve from BGC
BGC Specific Competences
- Uses linguistics abilities in an intermediate level to communicate in a written an oral way in everyday situations.
- Expresses ideas to agree and disagree in a specific topic.
- Identifies ideas to make hypothesis, deductions and gives instructions in a written and oral way in a Second Language.
Basic and extended disciplinary competencies from MCC
to achieve
MCC Basic & Extended Disciplinary Competences
Communication
Basic
- CDb-Com1 Identifies orders and interprets ideas, data as well as explicit & implicit concepts within a text considering the context of the sender & receiver.
- CDb-Com5 Expresses ideas and concepts in a creative and coherent compositions with a clear introduction, development and conclusion.
- CDb-Com 10. Students identify and interpret the general idea and possible development in an oral or written language, by using previous knowledge, nonverbal elements and a cultural context.
- CDb-Com 11. Students communicate in a foreign language through a logic discourse, oral or written, according with the communicative situation.
Extended
- CDex-co 1 Uses info from different texts to guide his interests in several settings
- CDex-Com 4 Proposes solutions to a community matter, throughout different texts, applying the discursive structure, verbal or not verbal, and the graphic or audiovisual models at his range.
- CDex-Com 9. Students convey in a second language or foreign language attending the features of different sociocultural contexts
OUTLINE
I.- Introduction
Language is very essential
II.- Body
-Four reasons web page
elc-schools.com
-This is significant
-Mexico CCF
-Competencies ( mention them, pass
them from my copies)
-program socio constructivist…
Vygotsky´s contribution
-Good point 4 skills
-challenges classes
-deducttive and inductive charts
-explanation of the chart
-conclusion and suggestion
lunes, 17 de septiembre de 2018
Rúbrica de Evaluación Actividad 7. Curso Proyecto de enseñanza
Rúbrica Actividad 7. Curso Proyecto de Enseñanza:
Es
importante que revises los siguientes criterios de evaluación antes de
realizar tu actividad. Si cumples con todo obtendrás el valor máximo de
100 puntos, en caso contrario, únicamente se sumará el valor de los
elementos con los que sí cumple tu actividad. En la rúbrica se
contemplan cuatro niveles de medición, siendo el 4 el nivel máximo a alcanzar, encontrándose en la columna de la izquierda.
Nota: Si no se presenta la actividad en tiempo y forma, no se asignará calificación.
Elaboración del diagnóstico |
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Incorporación del diagnóstico a la planeación |
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Acciones de evaluación |
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Análisis de evidencias |
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Acciones de mejora |
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Acciones de mejora |
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Claridad y fundamentación de sus ideas |
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Redacción y ortografía |
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Entrega |
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jueves, 15 de marzo de 2018
130 dinámicas de Educación emocional para TUTORIA
Blog escrito por Fernando Navarro, "La Botica del Orientador" ofrece muchas estrategias para reproducir en el aula
http://webdelmaestrocmf.com/portal/130-dinamicas-educacion-emocional-tus-clases/
http://webdelmaestrocmf.com/portal/130-dinamicas-educacion-emocional-tus-clases/
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