Wednesday, July 02, 2008

PSL and MSS

Evaluation activities for PSL and MSS

Objective:
Develop activities to evaluate the student’s performance and learning.

Aim:
Students must make a monography containing the most outstanding events, characters and achievements of the XIXth and XXth centuries.

Contents:
The monography must contain illustrations, maps and a time line.

Saturday, June 28, 2008

ENFOQUES COGNITIVOS UVM

BIENVENIDOS A ESTE NUEVO MÓDULO DE APRENDIZAJE.


A través de este medio podrán comunicarse con su asesor y expresar cualquier comentario o duda acerca de la asignatura: Enfoques Cognitivos.

Los contenidos mínimos que cubriremos en el módulo serán los siguientes:

1ª sesión:
· Introducción a los enfoques educativos
· Una mirada posmoderna a la educación
· Conceptos básicos

2ª sesión:
· Enfoque, método y técnica
· El lenguaje humano
· La aportación de Jean Piaget
Teorías cognitivas
Psicología genético-cognitiva
Representantes :Piaget, Bruner, Ausubel, Inhelder.


3ª sesión:
· La aportación de Wilhelm Wundt
· La aportación de William James
Teoría de la Gestalt y psicología fenomenológica
Representantes: Kofka, Köhler, Vhertheimer, Maslow y Rogers.

4ª sesión
La aportación de John Dewey
Psicología genético-dialéctica
Representantes: Vigotsky, Luria, Leontiev, Rubinstein, Wallon.

5ª sesión
§ La aportación de Edgard L. Thorndike
La teoría del procesamiento de información
Representantes: Gagné, Newell, Simon, Mayer, Pascual, Leone.


EVALUACIÓN
En cada sesión se indicarán las lecturas a realizar, así como los productos por entregar.
La entrega oportuna y dentro de las especificaciones solicitadas con oportunidad de todos y cada uno de los productos solicitados, representan la calificación final del módulo.

Sunday, June 01, 2008

BASIC CONTENT FOR MSS

RELATE THE FOLLOWING INFORMATION
WITH YOUR PREVIOUS KNOWLEDGE
1 Leader of the People’s Republic of China under a communist regime
Mao Ze Dong
2. Leader of the Tibet before the Socialist Revolution
Da Lai Lama
3. Dwight Eisenhower is also known as
Ike
4. Leader of the United States during the Crisis of the Missiles
JFK
5. Leader of the USSR during the Crisis of the Missiles
Nikita Khrushchev
6. Permanent leader of Cuba after the Revolution
Fidel Castro
7. Also named the Great War
WWI
8. Name of the period of tension between the USSR and the USA
Cold War
9. A place where goods are made or processed is a
Factory
10. Leader of Italy during the WWII
Benito Mussolini
11. American president who ordered the nuclear bomb
Harry Truman
12. An organization of workers
Labor Union
13. The basic materials for future products
Raw materials
14. Leader of Japan during the WWII Emperor Hirohito
15. Places where the WWI took place
Trenches
16. Jiang Ze Ming is the present leader of
China
17. Edwing Romel is also known as
The desert fox
18. Indira Gandhi was Prime Minister of India in
1965
19. Leader of the USSR after Joseph Stalin
Nikita Khrushchev
20. Place attacked by Japan right before the entrance of the US to WWII
Pearl Harbor
21. India got its independence from
Britain
22. Warsaw Pact was led by
the USSR
23. The NATO was led by
the USA
24. The USA, France and UK were part of this group during the WWII
The Allies
25. The USSR, Italy and Japan were part of this group during WWI The Axis

Friday, March 14, 2008

ENSM CONTRASTIVE ANALYSIS VADEMECUM

6th semester guys,
you have to choose a grammar topic and let me know about it to my e mail gr.rodriguez@gmail.com
You have to develop the lesson plans for such topic and include basic materials, additional materials, games and songs.
Due Date: April 10. 2008
Thanks
GREG

DON'T FORGET YOU HAVE TO E MAIL THE TOPIC TO BE APPROVED!!!!!

ENSM CONTRASTIVE ANALYSIS

ESCUELA NORMAL SUPERIOR DE MÉXICO
DIVISIÓN DE LICENCIATURAS
LICENCIATURA EN ENSEÑANZA MEDIA
ESPECIALIDAD: INGLÉS

PROPUESTA DE CONTENIDOS, CRONOGRAMA Y EVALUACIÓN

ASIGNATURA : ELEMENTOS BÁSICOS DE GRAMÁTICA COMPARADA
INGLÉS-ESPAÑOL
SEMESTRE: VI
PERÍODO LECTIVO: ENERO-JUNIO 08
PROFESOR: GREGORIO RICARDO RODRÍGUEZ ÁLVAREZ

OBJETIVOS: El alumno identificará los principales elementos lingüísticos que intervienen en el análisis contrastivo.
El alumno analizará los sistemas lingüísticos comparados entre el Inglés y el Español.
El alumno determinará los principales problemas en la enseñanza del Inglés como Lengua Extranjera que provienen de la interferencia del Español como Lengua Materna.
El alumno hará una propuesta práctica de solución a los problemas propuestos en el proceso de enseñanza- aprendizaje del Inglés como Lengua Extranjera.


METODOLOGÍA:
La asignatura se impartirá en dos modalidades: Seminario y Taller.
La modalidad de seminario se impartirá en el salón de clase en los períodos previos a sus prácticas docentes de manera que el alumno obtenga información valiosa para el análisis de los casos prácticos.
La modalidad de Taller se llevará a cabo dentro del salón de clases, posterior a los períodos de práctica de los alumnos, de modo que se pueda sacar provecho de sus experiencias en campo y se logre la depuración de la técnica para la solución de problemas.
En esta modalidad, el alumno se valdrá de la Microenseñanza, a través de ella invitará a sus compañeros a hacer aportaciones que representen una mejora al desempeño docente de cada ponente.
El alumno deberá elaborar durante el semestre una propuesta de Unidad didáctica, incluyendo las planeaciones, material obligatorio, material complementarios, juegos, canciones y páginas web. Esta propuesta se integrará de manera digital en un solo volumen que compile el esfuerzo tanto individual, como colectivo.












EVALUACIÓN

PRIMER EXAMEN PARCIAL: 30%
SEGUNDO EXAMEN PARCIAL: 30%
UNIDAD DIDÁCTICA 30%
PARTICIPACIÓN 10%

Los exámenes parciales se llevarán a cabo de forma escrita.
La Unidad Didáctica deberá mostrarse en dos entregas preliminares para su revisión, y una entrega definitiva.
El no hacer alguna de las entregas preliminares invalidará la entrega final del proyecto.
La participación implica la aportación de elementos valiosos para la discusión, la exposición y el análisis de la asignatura dentro del salón de clase, así como de la presentación en la modalidad de taller, de las propuestas didácticas a través de la microenseñanza.

CRONOGRAMA DE ACTIVIDADES

Período
Tema
Evaluación
Febrero
La Gramática Histórica y el Análisis Contrastivo

Marzo
Elementos Básicos del Análisis Contrastivo
Primera entrega preliminar de UD.
Abril
El Análisis de Error como elemento complementario del Análisis Contrastivo.
Primer Examen Parcial.
Mayo
El Análisis de Discurso como recurso mínimo en el Análisis Contrastivo.
Segunda entrega preliminar UD.
Junio
La Gramática Pedagógica como reflejo del Análisis Contrastivo
Segundo Examen Parcial.
Entrega Final UD.

BIBLIOGRAFÍA
Aguirre, A. (1987 ). A commentary on bilingual teachers and bilingual students.
Educational Research Quarterly
Anderson, R. C., Spiro, R. J., & Anderson, M. C. (1978). Schemata as scaffolding for
the representation of information in connected discourse.
American Educational Research Journal

Brown, D. (1999). Promoting Reflective Thinking: Preservice Teachers Literacy
Autobiographies as a Common Text. Journal of Adolescent & Adult Literacy

Monday, March 03, 2008

Geography 4th Bimester Learning Activities


GEOGRAPHY ACTIVITIES
4th BIMESTER

NATIVE AMERICANS
I. Read the copies twice and highlight the main ideas.
II. Lacate on a map, using different colors, the “Places to know”:
*Siberia
*Berlin Strait
*Central Plains
*Arctic
*Northwest Territories
*Oklahoma

III. Answer the activities given on previous classes.
IV. Locate on a map the Native American Culture Areas using different colors. (page 60)
V. Answer the Chapter 5 Review.
*Copy the Summary on your notebook and illustrate it
*Rewrite the Vocabulary review on your notebook and answer.
*Rewrite the Chapter Quiz and answer

SETTLERS FROM OTHER LANDS. (Go to the copy center and buy the copies)
VI. What continent did your ancestors come from? Locate the answer on a map.
VII. On small colored papers write the words to know, meanings and drawings, and paste them on your notebook.
VIII. Make a mind map and illustrate about: *The French and the English
*African Americans: Unwilling Immigrants
*The Hispanic Southwest
IX. Explain the celebration KWANZAA (page 74)

X. List the main ideas and illustrate about: *Germany and Scandinavia
*Early immigrants from Asia
*Later European Immigrants
*More recent Immigration patterns


XI. Locate on a map the “Places to Know”, use different colors:
*Acadia
*Texas
*Scandinavia
*China
*Eastern Europe
*Southeast Asia
XII. Read the copies twice and answer the “Check your understanding” (pages 75 and 80 , then rewrite the Chapter 6 Review and answer.

Wednesday, January 30, 2008

Geography Learning Activities 3rd Bimester

  • Write the following activities on your notebook.
    Answer and take it to the teacher next class for evaluation.



    Learning Activities
    3rd Bimester


    WRITE THESE ACTIVITIES ON YOUR NOTEBOOK, THIS IS THE SECOND PART OF THE EVALUATION
    I. Write a term from the list that matches each definition below.

    1._____________ The type of farmers who grow crops only for their own use and not to sell to others.
    2. _____________A person who travels all the time in search of food.
    3. _____________A social unit consisting of parents and their children
    4.______________ A business that produces goods and services.
    5. ______________An area found in the country.
  • nuclear family
  • rural
  • industry
  • subsistence
  • nomad

    II. Write your answers in complete sentences.

    1. Why is life generally more comfortable in industrialized countries?
    2. Does population grow more quickly in rural or urban areas?
    3. How can religion affect someone’s daily life?
    4. In what ways is population growth a problem?
    5. Do you think commercial farming is more common in developed or developing countries?

    III. Write a paragraph using the words from page 45 of your copies.

    hurricane immigrant democracy export mineral ore
    manufacturing import service

    IV. Write your answers in complete sentences.
    1. What is the name of the Canadian landform that is the largest landform of its kind in North America.
    2. What is the driest part of North America?
    3. Compare and contrast the economies of Canada and the United States.
    4. What is a crop that both the United States and Canada export?
    5. What is a problem caused by clearcutting?
    6. Why does the Gulf Coast have chemical plants?
    7. What kind of work do most North Americans do?

    My advice is that you read the copies twice in order to answer these activities.
    (The copies are in the copy center)

Sunday, January 20, 2008

ENSM FINAL EXAM FOR ENGLISH V SEMESTER

Due date: Thursday January24, 2008
Send it to: gr.rodrigueza@gmail.com

I. Complete the sentences with a suitable verb in the past simple. (5 points)

write buy choose give up go
know leave meet see take off

1. We ______ to the theater last night.
2. We ______ some very interesting people at the dinner party.
3. He ______ smoking last winter.
4. She did some shopping. She ______ a dress and some shoes.
5. I ______ him when I was in school.
6. Who ______ that book? It's very good.
7. They ______ home at seven o'clock.
8. I ______ a good movie at the Odeon last night.
9. They ______ to travel by train because he doesn't like driving long distances.
10. The plane ______ on time.

II. Write questions with who, what, or which about the underlined words.
(5 points)

1. ________________________________________________________________?
Steven Spielberg made the movie “Jurassic Park.”

2. ________________________________________________________________?
My parents traveled around the world on a three-month package tour.

3. ________________________________________________________________?
We stayed at the Continental Hotel in the center of town.

4. ________________________________________________________________?
We took a tent on vacation.

5. ________________________________________________________________?
I met Albert Einstein when I was a student.

III. Complete with so or because. (5 points)

1. The flight was late ______ there was a lot of traffic that morning.
2. The main hotel was full, ______ we took a taxi to a small hotel on the edge of town.
3. We didn't stay in the city very long ______ it was noisy and dirty.
4. We checked out of the hotel ______ our friends invited us to stay with them.
5. Our apartment was too small, ______ we are looking for a bigger one.

IV. Complete the passage with correct words from the list. (5 points)

climate beaches expensive tourists room

I live in a small town by the sea. It's a pretty town and the (1)_____________ are beautiful. I love living here in the fall and winter, but in the summer it's very busy with (2)_____________. In fact, there are so many people in August that there's not enough (3)_____________ for them all. It's really (4)_____________ to live here because there aren't any supermarkets. The (5)_____________ is very pleasant because the winters aren't very cold.

V. USE OF WOULD
Link these words to make predictions with would ( 8points)
1. COMPUTERS/ WRITE / OWN SOFTWARE
_________________________________________________________________________
2. IMPLANTS / STIMULATE / MUSCLES OF DISABLED
_________________________________________________________________________
3. SCREEN / UNFOLD / WRISTWATCH
_________________________________________________________________________
4. CLOTHES / ALTER / THERNAL PROPERTIES
­_________________________________________________________________________
5. ROBOT PETS / REQUIRE / NO FOOD
_________________________________________________________________________
6. ARTIFICIAL LUNGS / HELP / CANCER PATIENTS
_________________________________________________________________________
7. PEOPLE / BE ABLE TO / TRAVEL TO MARS
_________________________________________________________________________
8. A BODY CHIP / CORRECT / POOR VISION







VI. MAKING PREDICTIONS
Study These notes about posible “cibercity” of the future.(8 points)
fibre-optic links between every house


paper-free education

no money used

______________________________________________________________________
computers to every house
______________________________________________________________________
driver-less public transport
______________________________________________________________________
wall-size computer screens for entertainment
______________________________________________________________________
houses cleaned by robots


virtual doctors for medical advice
_____________________________________________________________________











VII.WRITING
Develop one of the following topics ( 9 points)
Describe some of the importan developments in computing.
Describe how developments in computing will affect homes in the future.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VIII. GOING TO
Use the cues to write pairs of sentences with going to (6 points)
1. I (not study) medicine/ languages
______________________________________________________________________
2. They ( not see) a film/ play
______________________________________________________________________
3. She ( not help) in a hospital / in a school
______________________________________________________________________
4. We ( not see) Eva/Anna
______________________________________________________________________
5. He ( not work) with refugees / homeless children

6. I ( not teach) in Africa / in India

IX. GOING OR WILL
Circle the correct verb for the statement (6 points)
1. I am going to / will work in India when I leave school
2. The temperature tomorrow is going to / will be 28ªC
3. They aren’t going to/ won’t play tennis. They’re wearing the wrong clothes.
4. We are going to / will never forget this wonderful holiday
5. She is not going to / will not do the diving
6. Smile everyone! Anna is going to / will take a photo


X. Linking with before, after, to, when and then
Write before, after, to, when or then in the sentences ( 9 points)
_______ the oven is hot, put the food in.
_______ you use a coin machine, make sure you have a coin!
_______ you use my cassette player, please switch it off!
Put some paper in the printer and _______ click on print with the mouse.
_______ use a pay phone, first pick up the receiver
You can use my mobile phone _______ call home.
Turn the mobile phone off _______ you have finished the call.
Put the CD in the player first and _______ press the “on” button.
Take the disk out first, _______ that you can switch the computer off.
XI. WRITING
Make a leaflet about a touristic destination all around the world (4 points)

MODERN SOCIAL STUDIES

THIRD BIMESTER ACTIVITIES

World War II
Due date: Second week of February

ACTIVITY 1.
Read the copies found in the copy center befote next class.

ACTIVITY 2.
Interview 3 teachers and 3 adult family members about the Second World War.
Write the interview and print it.
Take it to your teacher

I n t e r v i e w:

Mention five important characters of the 2nd World War?
Mention five events of the 2nd World War?
What is the name of the leader of the Soviet Union during the 2nd W.W.?
What is the name of the leader of Germany during the 2nd W.W.?
What is the name of the political movement in Germany?
What is the name of the Mexican Squad that participated in the Pacific Front?
What is the name of the prime minister of Great Britain during the War?
Where were the two nuclear bombs launched?
What is the name of the Italian leader during the War?
What is the name of the political movement in Italy?
Who is the Japanese military leader during the 2nd W.W.?
Who is the political leader of Japan during the War?
Why did the Americans enter the 2nd W.W.?
What are the three countries that integrated the Axis?
Mention five countries that integrated the Allies.

ACTIVITY 3.
Choose one of the following movies and analyze them according to the guide below.
Write your analysis on your notebooks.
The Empire of the Sun
Pearl Harbor
The Pianist

Main characters ( real or unreal)
Plot (narrative)
How the nuclear bomb affected the end of the war
The importance of planes and communications
The time and the periods of the war
How many people were damaged.
Who lost, who won.
The way people lived during the war.
The places they lived in (description)
Nationalities involved in the conflict.
Values (briefly described)
Message
Personal Opinion